模塊教學(xué)設(shè)計(jì)

1、模塊教學(xué)設(shè)計(jì)開(kāi)發(fā)區(qū)第九中學(xué) 劉仲苓 三上 M7Module 7 Australia 一、 題材內(nèi)容本模塊以澳大利亞為話題,以旅游為引線,介紹了澳大利亞的飲食、歷史、文化等,使學(xué)生在學(xué)習(xí)語(yǔ)言知識(shí)的同時(shí)能了解不同國(guó)家、不同文化。旅游是一個(gè)很好的話題，澳大利亞也是一個(gè)熱門(mén)話題，根據(jù)這個(gè)話題展開(kāi)教學(xué)有主語(yǔ)激發(fā)學(xué)生的參與感，也有助于教學(xué)的開(kāi)展，而且在語(yǔ)境中很自然地體驗(yàn)本單元的語(yǔ)法項(xiàng)目“that引導(dǎo)的定語(yǔ)從句?！北灸K緊緊圍繞“Australia”這一主題展開(kāi)多方面的聽(tīng)、說(shuō)、讀、寫(xiě)的語(yǔ)言實(shí)踐活動(dòng),使學(xué)生由簡(jiǎn)單到復(fù)雜,漸漸感知新的語(yǔ)言,并通過(guò)范例,引導(dǎo)學(xué)生總結(jié)、歸納，掌握完整的語(yǔ)法知識(shí)。教學(xué)中教師應(yīng)隨時(shí)隨地

2、以課本為出發(fā)點(diǎn)，靈活利用各種素材，增加一些開(kāi)放性的活動(dòng)，把話題再擴(kuò)展一些，讓學(xué)生靈活地掌握that引導(dǎo)的定語(yǔ)從句。教學(xué)目標(biāo)：1） 語(yǔ)言知識(shí)：語(yǔ)音掌握感嘆句的語(yǔ)調(diào)。詞匯crocodile, hand, alongside, grasp, ham, lamb, outback, sheep, spirit, wine, surfing, helicopter, purple, similar, ours, especially, cricket, rugby, sunshine, full, expression, mate, temper, lifestyle, sunbathing, mine

3、ral, ancestor 詞組have a look at, similar to, full of , water sports 語(yǔ)法能夠that引導(dǎo)的定語(yǔ)從句。功能能夠詢問(wèn)他人的旅游經(jīng)歷；能夠向他人介紹自己（在一個(gè)國(guó)家）的旅游經(jīng)歷；掌握相應(yīng)的表達(dá)方式。話題以“Australia”為話題。12） 語(yǔ)言技能：聽(tīng)能夠辨別所描述的細(xì)節(jié)。說(shuō)能夠說(shuō)參觀過(guò)的地點(diǎn)。讀能讀懂旅游介紹的文章，理解語(yǔ)片主題和細(xì)節(jié)。寫(xiě)能夠用定語(yǔ)從句描寫(xiě)自己的旅游經(jīng)歷；能用短語(yǔ)等表明先后順序。演示與表達(dá) 能夠利用圖片等資料介紹自己所喜歡的東西。3)學(xué)習(xí)策略學(xué)習(xí)一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語(yǔ)思維能力。自學(xué)策略能夠根

4、據(jù)圖片等資料介紹自己的經(jīng)歷、介紹景點(diǎn)地區(qū)。合作學(xué)習(xí)策略能夠與他人合作制作招貼畫(huà)。4)文化意識(shí)：中外對(duì)比能夠了解不同國(guó)家的風(fēng)景，了解其不同的自然與文化；同時(shí)能夠介紹中國(guó)的文化景點(diǎn)，增強(qiáng)民族意識(shí)。5)情感態(tài)度:交談經(jīng)歷時(shí)能夠注意他人的情感，不因別人不能周游各地而蔑視，要表現(xiàn)關(guān)懷與平等。6)任務(wù):能夠利用各種資源介紹一個(gè)景點(diǎn)、城市等，并選擇適當(dāng)?shù)恼故痉绞剑热缯匈N畫(huà)、宣傳欄等。教學(xué)重點(diǎn)和難點(diǎn) 重點(diǎn)：掌握介紹“Australia”的基本詞匯，能夠敘述自己的旅游經(jīng)歷，讀懂含有that引導(dǎo)的定語(yǔ)從句難點(diǎn)：正確運(yùn)用that引導(dǎo)的定語(yǔ)從句。教學(xué)方法基于課程改革的理念及“第二語(yǔ)言習(xí)得論”,培養(yǎng)實(shí)現(xiàn)人的可持續(xù)發(fā)展

5、和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開(kāi)展和諧愉悅的課堂活動(dòng)，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計(jì)“PTP”自主學(xué)習(xí)立體模式：pre-tasktask-cyclepost-task。二、 教材處理核心任務(wù)：能夠運(yùn)用所學(xué)句型結(jié)構(gòu)介紹“Australia”。三個(gè)環(huán)節(jié)如下：pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識(shí)，。task cycle：通過(guò)整個(gè)模塊的聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練，強(qiáng)化對(duì)“Australia”的表達(dá)能力，為完成任務(wù)做好鋪墊post-task：達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況三、 教材安排根據(jù)學(xué)生學(xué)習(xí)英語(yǔ)的特點(diǎn)和規(guī)律，我們把本模塊劃分為3課時(shí)

6、：Period 1: Listening and VocabularyPeriod 2 Reading and writingPeriod 3. Language in use 教學(xué)設(shè)計(jì)：Period 1 Listening and speakingTeaching Aims and Demands:1. Language Knowledge Key vocabulary and phrases: hand, have a look at , alongsideKey structure: The attributive clause with that (難點(diǎn)) 2. Listening s

7、kill: To understand the conversation involving the use of restrictive attributive clause.(重點(diǎn)) 3. Speaking skill: To ask and give information about ones travel experiences or competition experiences. Improve the students speaking ability.Learning strategies:Bottom up approach and listening to the tap

8、e and do some exercises.Teaching Aids: Multi-Media (Computer, OHP)Teaching Procedures:Step 1: Building language environment, stimulating emotion and interests: Show some pictures about Australia to the students and ask “Whats your favorite picture?” Students are helped to answer the questions like t

9、his: I like the picture that has a shark in it. Or I like the picture that the kangaroos are playing happily inStep 2:.Beginning with seeing and hearing, presenting the targets: T: Would you please tell us something more about Australia? S1: S2:. S3: .Step 3: Listening and answering the questions: T

10、he six questions on Page 57 of the students books.Step4: Reading and Acting Students are given more time to read the dialogue and then act it out in front of the class.Step 5: Summing up and consolidation:Join the sentences with “that”1.He is the man . I met the man yesterday. 2.I like music. I can

11、dance to music.3.I prefer a sandwich. A sandwich is really delicious.4. Im looking for the photos. You took them in Australia.5. Were doing a project about countries.We want to visit them.Period 2: Reading and writing:教學(xué)目標(biāo)：知識(shí)目標(biāo)：1. 學(xué)生能夠在語(yǔ)境中借助圖片準(zhǔn)確讀出并掌握下列單詞與短語(yǔ)：grape, ham, lamb, wine, helicopter, rugby,

12、 cricket, be similar to學(xué)生在語(yǔ)境中能夠理解與掌握 “that”引導(dǎo)的定語(yǔ)從句，并能自覺(jué)地將其運(yùn)用于寫(xiě)作中。2. 學(xué)生能在理解文章大意與此話題寫(xiě)作框架的基礎(chǔ)上向他人介紹自己的家鄉(xiāng)大連。學(xué)習(xí)策略：1. 自學(xué)策略：一定程度上形成自主學(xué)習(xí)，進(jìn)行有效交際、提高信息處理、培養(yǎng)英語(yǔ)思維能力。2.合作學(xué)習(xí)策略：能夠與他人合作完成給 “Tony”的信。文化意識(shí)：中外對(duì)比能夠了解不同國(guó)家的風(fēng)景，了解其不同的自然與文化；同時(shí)能夠介紹中國(guó)的文化景點(diǎn)，增強(qiáng)民族意識(shí)。教學(xué)過(guò)程Step 1: Building language environment, stimulating emotion and

13、 interest：Activity One: Play the video about the beautiful views of Australia with a piece of wonderful music before class begins.Activity Two: Free talkHow much do you know about Australia? S1: S2: S3: .Step 2: Beginning with seeing and hearing, presenting the targets: After talking about something

14、 more about Australia, students need to listen to a letter from Tony and the pictures that he sent to the teacher yesterday. After that, the teacher shows her opinion: T: Among the four pictures, I love the picture of the rock that has different colors at different times of day. What about you? S1:

15、S2:. .S3: Step 3: Listening to the letter and telling “ True” or “ False” 1.In the letter Tony introduces us food, hobbies and clothes. ( )2.The Australians enjoy the same food and hobbies as English. ( ) 3.The countryside near the coast is very green.( ) The students are learning the new words and

16、phrases while they are telling “true” or “false”.Step 4: Reading and matching the main ideas with the main ideas of the first four paragraphs:Para.1 A. The language that they speakPara. 2 B. The weather of the placePara.3 C. The life of the peoplePara.4 D. The place that Tony visitsPara. 1-Place Par

17、a. 2-lifestyle Para. 3-weather Para. 4-languageStep 5 Reading and finding details in the first four paragraphs Para.1place1. Where in the center of near Uluru ( Ayers Rock)2.What do-take seerock size color3. People Aborigines Aboriginal storiesPara. 2lifestyle hamfood and drink lamb winelifestyle ru

18、gby be hobbies cricket similar surfing to football TonysPara. 3Weather Summer near the coastWeather outback sunshinePara. 4Language Englishlanguage special expressionsStep 6 Summing up and Writing Students are encouraged to sum up the writing structure and work in fours to finish the letter back to

19、Tony.what to doWriting structure:what to seePara. 1-Place peoplefood and drink hobbiesPara. 2-lifestyle summerPara. 3-weather sunshine EnglishexpressionsPara. 4-language Dear Tony,Thank you very much for your beautiful pictures! I enjoyed them a lot. Now Id like to introduce my hometown to you. I am

20、 looking forward to your coming. Love, LydiaPeriod 3 Revision-language in useTeaching Content: Language in use Key structures: The restrictive attributive clause with that (重點(diǎn))Teaching Aims and Demands:1.students summarise and consolidate grammar focus: The restrictive attributive clause with that2.

21、 students summarise and consolidate the expressions and vocabulary.Learning strategies: Formal instruction and task-based approach and interactive practice.Teaching Aids: Multi-Media (computer, OHP)Teaching Procedures:Part I Revisionstudents need to revise what was learnt in the first two units of t

22、his moduelPart II Language practice Task1:students summarise and consolidate the usage of the restrictive attributive clause with that in groups Directions(1).Run through the examples with the Ss. and make sure that they are familiar with the use of the restrictive attributive clause with that .(2).

23、 Ask the Ss. to repeat the sentences in the box.(3). Ask “Can you make other similar examples?”(4).Focus the Sss attention on the ways in which they are formed.Task2 : To consolidate The restrictive attributive clause with that:(1). Do activity 1 on page 60 and 4 and 5 on page 61. Grasp the use of t

24、he 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 : Practise the conversations in Activity 5.Directions:(1). Ask the Ss. to work in pairs to practise the conversations.(2) Circulate and monitor their production, paying p

25、articular attention to on page 60.Part III: Revise the words that we learned in this module:Task 1 : 6.Write the words in the correct column.Directions1. Explain the rules to the Ss and ensure that the Ss. Know what to doLet the Ss read through the words.2.Ask the Ss to do the activity individually. Then check with a partner. 3.Collect the answers. Task 2 : Complete the