MODULE 10 TEACHING PLAN（精選2篇）

MODULE 10 TEACHING PLAN 篇1

　　外研社初三上冊module 10  teaching   plan

　　content：module 10　fitness

　　[junior 3, new standard english]

　　一、 題材內容

　　本模塊以“飲食”為話題，談論健康飲食的問題，與學生的生活息息相關，便于活動的設計與開展。對話內容涉及運動、父母為子女安排學習、訓練，包含幾乎丟掉父母東西的遭遇。這些經歷都與學生有密切的關系，便于教學活動的設計。通過本模塊的學習，學生進一步學習定語從句的用法，能夠掌握whose引導的定語從句。為學生提供了充足的語言實際運用的機會。學生可以圍繞這一話題進行大量的聽、說、讀、寫方面的語言實踐活動,促使學生更有意識地自覺學習英語。語法難點仍是定語從句。教學中教師應隨時隨地靈活利用各種素材組織教學過程和內容。充分調動學生的積極性。

　　教學目標語言知識：

　　語音 能夠準確意群的語音、語調。

　　詞匯 fitness, unlikely, interest, menu, behave, realize, pasta, refuse, persuade, cooking, ban, educate, typical, disadvantage, concentrate, advertise

　　詞組 give up, pocket money, junk food, at first

　　語法 能夠掌握whose 引導的定語從句。

　　功能 能夠掌握觀點、態度的表達方式；能談論保持身體健康。

　　話題 以“飲食”為話題。

　　1） 語言技能：

　　聽 能聽懂對話中人物的情感以及解決問題的建議與方式；找出原因。

　　說 能夠詢問有關健康的信息，表達態度，提供建議。

　　讀 能夠讀懂有關健康食品的文章；了解什么是健康食品；理解奧利弗的主張，并發表評論。

　　寫 能夠敘述健康飲食，最好能用定語從句。

　　演示與表達 能夠借助圖片、生活情境介紹食品問題。

　　3)學習策略

　　學習一定程度形成自主學習，有效交際、信息處理、英語思維能力。

　　認知 聯系，歸納，推測等技能。學習查詞典,閱讀報紙,提高自學能力。

　　調控 從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改

　　交際 學習運用恰當詞語介紹健康飲食的問題。

　　資源 通過閱讀報紙等其他資源獲取更多簡單英語的有關健康飲食的問題的信息。

　　自學策略 能夠根據自己的情況預習教材并進行拓展。

　　合作學習策略 能夠根據小組內同學的特長分工合作，共同完成學習任務。注意學習策略共享.

　　4)文化意識：

　　文化意識 通過本模塊了解不同國家的飲食；了解不同國家的健康運動；了解不同文化對健康的思考。

　　5)情感態度:

　　通過了解托尼的經歷，培養體諒、關愛以及移情的態度。

　　6)任務:能夠對健康問題進行調查研究，制作健康宣傳作品。

　　教學重點和難點

　　重點：1.通過談論健康飲食的問題訓練學生的聽、說、讀、寫能力，掌握使用whose 引導的定語從句來談論健康飲食的問題。

　　難點： 掌握使用whose 引導的定語從句。

　　教學方法

　　基于課程改革的理念及“第二語言習得論”,培養實現人的可持續發展和人的主體精神的自我完善和發展所必需的能力和素質，運用任務型教學途徑，圍繞核心任務，設定小任務，開展和諧愉悅的課堂活動，強調興趣第一的原則,初步設計“p—t—p”自主學習立體模式：pre-task…task-cycle…post-task。

　　二、 教材處理

　　核心任務：能夠運用所學句型結構談論健康飲食的問題。三個環節如下：

　　pre-task：學生聯系生活實際，激活背景知識。

　　task –cycle：通過整個模塊的聽說讀寫的訓練，強化使用whose 引導的定語從句的表達能力，為完成任務做好鋪墊

　　post-task：達成任務，展示成果，反饋學習情況

　　三、 教材安排

　　根據學生學習英語的特點和規律，我們把本模塊劃分為4課時：

　　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：教學時應根據學生的學習水平、生活實際水平、接受程度及課堂出現的臨時狀況進行運用、調整及篩選。

　　『教學設計』

　　title:    module 10　 fitness

　　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: fitness, unlikely, interest, give up, pocket money

　　key structure:  the restrictive attributive clause with whose. (重點)

　　2. listening skill: to understand conversations involving the use of restrictive attributive clauses (難點)

　　3. speaking skill: to be able to retell tony’s experience and what his classmates did when tony was in trouble

　　to ask and give information about exercise and staying healthy

　　4. attitudes: take active part in doing exercise and staying healthy

　　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 words and expressions.

　　(1). read through the words and expressions in the box and have the ss. repeat them after you.

　　(2).ask them to label them in the pictures on the screen.

　　(3).list some words which are connected with cartoons. ask students to speak out as many as they can.

　　step two: tell a story of your favourite cartoon stories.

　　ask students to speak out as much as they can.

　　part ii: lead in:

　　task: learn something about fitness.

　　directions:

　　step one: 1. work in pairs. look at the photos and decides which is the best way to keep fit.       

　　step two: introduce the new words.

　　part iii: listening

　　task 1: listen and answer the questions

　　directions:

　　step one: ask the ss to read through the questions in activities 4on page 81 so they know what to listen for.

　　step two: play the recording while they just listen and focus on the questions.

　　step three: play the recording again and have them answer the questions. 

　　step four: play the recording and have them check their answer with a partner

　　step five: call back the answer from the whole class.

　　task2: ss listen to the dialogue and check (√) the best ways to keep fit for betty and lingling. 

　　directions:

　　step one: ask the ss to read through the table in activities 2 on page 80 and make sure the ss understand them all.

　　step two: play the recording and have them listen to the recording and focus on the key sentence first time through.

　　step three: play the recording again and have them get the answers, then check with a partner.

　　step four: then call back the answers from the whole class.

　　task 3: to understand the conversation.

　　directions:

　　step one: ask the ss to look at the look at the photos and describe how the people keep fit in activity 1 on page 80

　　step two: play the recording and have them listen.

　　step three: play the recording again and have them answer.

　　step four:. play the recording and have them check their answer with a partner

　　step five: call back the answer from the whole class.

　　task 4: 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.

　　task 5: activity 5 on page 81.

　　directions:

　　step one: have them 4. match the words in the two boxes. have them check their answers with a partner

　　step two: now work in pairs. ask and answer the questions .have them check their answers with a partner

　　step three: call back the answer in a whole- class setting.( collect the answers in complete sentences from the class.)

　　part iv: pronunciation

　　task: listen and repeat the sentences in activity 6 on page 81

　　directions:

　　step one: ask the ss to listen and repeat the sentences.

　　step two: play the recording again. ask the ss to pay particular attention to the restrictive attributive clause with whose.

　　step three: ask the ss to listen and repeat chorally and individually.

　　part v: speaking

　　task: what do you think about these forms of exercises? complete the table in activity 7.

　　directions:

　　step one: read through the table with the whole class.

　　step two: ask them to complete the table .

　　step three: ask them to work in pairs to ask and answer questions..

　　step four: call back some examples in a whole-class setting

　　part vi: a test do ex 2 on page 148 in the wb.

　　part vii: homework:

　　recite the dialogue as fluently as possible.

MODULE 10 TEACHING PLAN 篇2

　　module 7  teaching   plan

　　一、題材內容

　　本模塊話題是“旅游與交通”。語法重點是學習形容詞最高級形式和by+交通工具的用法，圍繞旅游與交通開展聽、說、讀、寫的課堂活動。要求學生通過對形容詞最高級形式的操練,能夠就相關話題進行問答,能夠描述自己或他人的旅行。在閱讀過程中,學會應用尋找細節的閱讀技巧, 能將標題與段落, 單詞與釋義相匹配。教學中教師應隨時隨地以課本為出發點，靈活利用各種素材組織教學過程和內容。充分調動學生的積極性。

　　教學目標

　　1） 語言知識：

　　語音 形容詞最高級形式的發音

　　詞匯 journey, ferry, subway, taxi, crowded, modern, farthest, best, most, close, stop, terminal, british, airway, express, star, take, passenger, airline, distance, hour, quick, way, fare, know

　　詞組 bus stop, ferry terminal, by bicycle/bus.

　　語法 形容詞最高級、by+交通工具

　　功能 三者或更多事物之間的比較

　　話題 以“旅游與交通”為話題。

　　2） 語言技能：

　　聽 能聽懂含有形容詞最高級形式的對話以及對交通工具的描述.

　　說 能運用形容詞最高級形式談論乘坐的交通工具。流利的說出生詞、短語。

　　讀 能讀懂有關旅游和交通的短文,并且將標題和段落相匹配; 理解閱讀材料中所學的形容詞最高級所表達的語義。在閱讀中學會應用尋找細節的閱讀策略,進行簡單的閱讀技能訓練。

　　寫 能用形容詞最高級形式描寫旅行。

　　演示與表達  能向同學們介紹自己或他人的旅行以及乘坐的交通工具。

　　3)學習策略：

　　一定程度形成自主學習，有效交際、信息處理、英語思維能力。

　　認知 聯系，歸納，推測等技能。觀察并歸納形容詞的最高級的變化規則，提高自學能力。

　　調控 從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改。

　　交際 學習運用恰當詞語簡單描述旅游交通。

　　資源 通過其他資源獲取更多有關“旅游交通”的簡單英語。

　　自學策略 培養在詞語與相應事物之間建立聯想的習慣，形成話題聯想的習慣。能注意發現語言現象背后的規律,并能運用規律舉一反三。

　　合作學習策略 互相學習，取長補短，注意學習策略共享, 將自己所搜集的信息與其他同學共享。

　　4)文化意識：

　　中外對比 主動理解英語國家有關旅游交通等方面的信息,并密切聯系自己的日常生活,從而拓展視野,激發學習英語的興趣。

　　5)情感態度:

　　通過學習描述旅游交通，提高對旅游和英語的學習興趣。參加各種英語活動，克服困難，在新環境中進一步樹立準確的語言學習觀。

　　6)任務: 能夠根據表格分析數據,并談論相關信息。

　　教學重點和難點

　　重點：掌握描述旅游交通的基本詞匯，讀懂含有形容詞的最高級的句子，掌握形容詞的最高級的結構和用法。

　　難點：掌握形容詞最高級的結構和用法。

　　教學方法

　　運用任務型教學途徑，圍繞核心任務，設定小任務，開展和諧愉悅的課堂活動，強調興趣第一的原則,初步設計“p—t—p”自主學習立體模式：pre-task…task-cycle…post-task。

　　二、教材處理

　　核心任務： 能夠運用所學句型結構描述旅游交通。三個環節如下：

　　pre-task：   學生聯系生活實際，激活背景知識，。

　　task –cycle：通過整個模塊的聽說讀寫的訓練，強化對“旅游交通”的表達能力，為完成任務做好鋪墊

　　post-task：  達成任務，展示成果，反饋學習情況

　　三、教材安排

　　根據學生學習英語的特點和規律，我把本模塊劃分為4課時：

　　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

　　教學時應根據學生的學習水平、生活實際水平、接受程度及課堂出現的臨時狀況進行運用、調整及篩選。

　　四、教學設計

　　module 7  planes, boats and trains

　　period 1  listening and vocabulary &pronunciation and speaking

　　teaching aims and demands:

　　1. language knowledge

　　key vocabulary and phrases: journey, ferry, subway, taxi, crowded, modern, farthest, best, most, close

　　key structure:  by bus/ train/ taxi… (重點)

　　2.listening skill: to understand conversations with superlative adjectives. (難點)

　　3.speaking skill: to ask and answer about transport and travel

　　4. affection and attitudes: choose the right transport form to travel.

　　teaching aids: multi-media (tape recorder, video等)

　　teaching procedures:

　　part i: revision

　　part ii: lead in:

　　task : introduce to them the new words in activity 1 on page 44.

　　step 1 ask the students how they got to school. and list their answers on the board.

　　step 2 ask for other ways to travel and list those, too.

　　step 3 show the pictures of the means of transportation, and ask ss to talk about what they can see through the pictures.

　　part iii: listening

　　task 1: listen to the quiz .match the words in 2 boxes. then match them with the pictures.

　　step 1 read the lists of words and have the students repeat them after you.

　　step 2 listen to the tape and match the words in box 1 with the words in box 2.

　　task 2:  discussion---activity 3

　　step 1  read through the phrases with “by” in activity 3 on page 45.

　　step 2  ask the ss to ask and answer “how do you go to school?

　　task 3: introduce to them the superlative degree of adjectives in english.

　　step 1 elicit a few common adjectives from the ss, and write them on the blackboard.

　　step 2: change them into superlative degree

　　step 3: write a sentence for each one, e.g.

　　step 4: show the ss. the structure  and explain when we use this construction. we may elicit other adjectives and some other examples of superlative degree from the ss.

　　task 4: to understand conversation.

　　step 1:  give the ss 2questions:

　　how does tony get to school?

　　does dad always go to work by taxi?

　　make sure the ss. understand the question: 

　　step 2:  play the recording and have them listen.

　　step 3:  play the recording again and have them write the answers individually.

　　step 4:.  have them check their answer with a partner and call back the answer from the whole class.

　　task5: activity 5 on page 45.

　　step 1: play the recording again and have them write a name in front of each sentence individually in activity 5. have them check their answers with a partner

　　step 2: play the recording again . have them check their answers with a partner

　　step 3: call back the answer from the whole class.

　　task 6: listen and read: 

　　step 1:  play the recording and ask the ss. to listen and read the conversation.

　　step2:  play the recording again and pause after each phrase, asking the ss. to repeat chorally and individually.

　　step3:  put the ss. into groups of 2 to practice the dialogue.

　　step4:  they should repeat it several times, changing the roles each time.

　　part iv: pronunciation

　　task: listen and repeat the sentences in activity6、7、8

　　step 1: play the recording and ask the ss. to listen and repeat the sentences in activities.

　　step 2: ask the ss to work in pairs to check their answers to activity 5.

　　step 3: work in pairs to do activity 8.

　　part v homework:

　　recite the short dialogue as fluently as possible.

　　copy the new words and finish the exercise in the workbook.

　　教學后記：

　　period 2  vocabulary and reading

　　teaching aims and demands:

　　1. language knowledge:

　　new words: stop, terminal, british, airway, express, star, take, passenger, airline, distance, hour, quick, way, fare

　　key structures: it goes from shanghai station to the pudong airport in 8 minutes.

　　the same journey takes about 30 minutes by car. (重點)

　　2. reading skill: to get information from the reading material about traveling times.

　　3. affection and attitudes: choose the right transport form to travel.

　　teaching aids: multi-media (tape recorder, video等)

　　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. revise the superlative degree of adjectives

　　part ii :preparation

　　task 1: learn the new words.

　　label the pictures with the words.

　　step 1. read through the words on the screen. have the ss. repeat them after you.

　　step 2 read the words separately and have them remember them.

　　task 2: which words can you use to describe the picture?

　　step 1: ask the ss to do this individually, then check their answers with a partner.

　　step 2: ask the ss to say what they can see in the picture.

　　part iii: scanning and skimming

　　task 1: read the passage and match the paragraphs with the headings.

　　step 1 read through the headings, then ask the ss to read and match individually

　　step 2 they can check their answers with a partner.

　　step 3 collect the answers from the class.

　　task 2 : read the passage and check the true statements.

　　reading and checking

　　step 1: ask the ss to do this individually, then check their answers with a partner.

　　step 2 :collect the answers from the class.

　　task3: match the words with their meanings.

　　reading and filling.

　　step 1 read through the words and have the ss repeat them chorally and individually.

　　step 2 take care with “international”, to get the stress on the third syllable.

　　step 3 decide if you want the ss to use dictionaries to find out the meanings of unknown words.

　　step 4 ask the ss to match individually, then check their answers with a partner.

　　part iv : dealing with expressions:

　　1 it goes from shanghai station to pudong airport in 8 minutes. 從上海車站到浦東飛機廠用8分鐘.

　　from…to…從…到…

　　in 多長時間之內 如:

　　he can count from 1 to 100.他能從1數到100.

　　he will be back in 2 hours.他2小時之內回來.

　　2.the same journey takes about 30 minutes by car.

　　相同的路程乘小轎車約需30分鐘。

　　take 是動詞，表示“花費或需要用一定的時間”如：

　　the trip takes 2 weeks.旅程需要2個星期。

　　注意句型: it takes sb. some time to do sth.干某事需要某人多長時間.

　　it takes her an hour to finish the work. 她需要一個小時干完這項工作。

　　3.the most popular plane is the boeing 747.最受人們歡迎的飛機是波音747。

　　美國的波音公司和歐洲的空中客車公司是世界上最著名的客機生產商。波音公司的民用飛機產品中最著名的有波音737，747，757，767等。

　　4.it goes from london to beijing , a distance of over 8000 kilometres in 9 1/2  hours.

　　它從倫敦飛往北京，其間8000 多公里的距離用9個半小時就可完成。

　　本句中9個半小時的讀法是

　　注意：整數與分數之間在讀的時候必須用  連接。如：

　　3 1/2   three and a half days三天半

　　2 1/2   two and a half weeks兩周半

　　5.the fares aren’t expensive.

　　票價不貴。

　　fare是（公共汽車、火車、計程車等的）車費，（飛機等的）票價。如：

　　train fairs are going up again.火車票價又要漲了。

　　i can pay his plane fare.我可以為他付飛機票錢。

　　part v: homework:

　　copy the new words and finish the exercise in the workbook.

　　recite the text

　　教學后記：

　　period 3 writing & around the world &module task

　　teaching aims and demands:

　　1.writing skill: to transfer information from a table to sentences and to give results with “so”. improve the students’ writing ability (難點).

　　2. to learn about the longest railway journey

　　3. to summarize and consolidate “by+ means of transport” and the superlatives. (重點)

　　4.affection and attitudes: choose the right transport form to travel.

　　teaching aids: multi-media (tape recorder , video等)

　　teaching procedures:

　　part i: revision

　　task: help students to revise what is learnt in the last period.

　　step 1 revise the words and phrases.

　　step 2 put the ss. in pairs to practice the dialogue and the text.

　　part ii: writing

　　task 1: use the data to answer the questions in activity 5

　　step 1: run through the examples with the ss. and make sure that they understand them.

　　step 2: ask the ss to write the answers individually and check their answers with a friend.

　　step 3: collect the answers from the class and write them on the board.

　　step 4: read them loudly.

　　task 2: write sentences about local journeys they know about in the same way

　　step 1:  give them some examples and make sure that they understand them.

　　step 2:  ask the ss to write sentences with a partner

　　step 3:  call back a few examples from the whole class, and write them on the board.

　　step 4:  then summarize

　　part iii: around the world

　　task: learn something about the longest railway journey

　　step 1:  ask the ss to look at the different pictures about the longest railway journey

　　tell the ss. some knowledge about them.

　　step 2:  read the text and answer any questions the ss have.

　　part iv: module task

　　interpreting data 

　　activity 6 on page 49.

　　1. ask the ss. to talk about the journey.

　　2.  pair the ss to complete the answers.

　　3.  circulate and monitor their production.

　　4.  talk about the journey from beijing to jinan.

　　5.  the ss write an article comparing the different ways of traveling from beijing to jinan.

　　part v: recalling

　　recall what we have learned today.

　　part vi: homework

　　finish the exercise in the book and the workbook.

　　教學后記：

　　period 4 language in use

　　key structures: “by+ means of transport” and the superlatives. (重點)

　　teaching aims and demands:

　　1. to summarize and consolidate grammar focus.

　　2. to summarize and consolidate expressions and vocabulary.

　　affection and attitudes:. choose the right transport form to travel.

　　teaching aids: multi-media (video等)

　　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 structure: “by+ means of transport” and the superlatives.

　　step 1 run through the examples with the ss. make sure that they are familiar with the use of

　　the structure: “by+ means of transport” and the superlatives.

　　.  step2  pay attention to some special words. eg. far-farther-farthest , good-better-best

　　task2: write and answer questions

　　step 1 do activity 1、2 and 3 on page 48.

　　step 2 ask the ss. to call out the answers from the whole class.

　　step 3 ask the ss. to read the completed sentences.

　　task 3: complete the word map with these words.

　　step 1 ask the ss to complete the word map individually before comparing answers in pairs.

　　step 2 collect the answers from the class.

　　part iii:complete the sentences with the correct form of the adjectives.

　　step 1 read through the adjectives, and check the ss’ pronunciation and comprehension.

　　step 2 ask them to do the exercise individually, then check with a partner.     

　　part vi: homework:

　　finish the exercise in the book and the workbook.

　　教學后記：