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1、外研版初三英语下册 Module 9 教案外研版初三英语下册 dule 9 教案DULE 9 TEAHING PLANdule 9 English fr u and e一、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 t
2、hat, hih, h，hse;正确使用连词 althugh, if, beause, even thugh, 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 ahieve, bright, handriting, level, ertain, hever, fairl, n atter, herever, n, everda, essential, turis, quarter, industrial, reent, Arabi, tphn, iprtane, in
3、 plae f, Indian, speaer, perid, 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, hih, h，hse;正确使用连词 althugh, if, beause, even thugh, 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。2）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
4、能对英语的作用进行评述。写能够参考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, hih, h，hse;正确使用连词althugh, if, beause, even thugh, until 等。调控从同伴处得到反馈，对自己在叙述及作中的错误进行修改交际学习运用恰当词语介绍语言。资通过其他资获取更多有关语言的
5、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) 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。) 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
6、that, hih, h，hse;正确使用连词 althugh, if, beause, even thugh, 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，开展和谐愉悦的堂活动，强调兴趣第一的原则，初步设计“PTP”自主学习立体模式：pre-tastas-lepst-tas。二、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-tas：学生联系生活实际
7、，激活背景知识。新 标 第 一 网tas-le：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。pst-tas：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 时：Perid 1: Vabular and Listening Prnuniatin and SpeaingPerid 2: Reading and Vabular infinitivePerid 4: Language in use注：教学时应根据学生的学习水平、生活实际水平、接受程度及堂出现的临时状况进行运用、调整及筛选。教学设计Title:
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