| Module 2 Education 一、题材内容 本模块的中心话题是“教育”，内容主要涉及学校生活。语言技能和语言知识主要也是围绕“教育”这一中心话题设计的。语法重点是复习代词的用法, 并能读懂有关“学校”的对话和文章。该话题为学生所熟知,非常有利于开展听、说、读、写方面的语言实践活动。通过操练,使学生在掌握语言结构的同时,既学习语言知识,感悟语言功能,又能拓展知识面。在阅读过程中,学会应用寻找重复词的阅读技巧。教学中教师应随时随地以课本为出发点，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 正确读出句子重音。 词汇 geography, physical, PE, really, neither, secondary school, present, absent, speech, biology, safety, fortunately, drug, Spanish, French, involve, training, athletics, society, disco 词组 either …or… 语法 语法重点是复习代词的用法。 功能 进行比较。 话题 中心话题是“教育”。 2） 语言技能： 听 能听懂谈论关于“学校”的对话。. 说 能谈论学校生活，能对不同学校进行对比。 读 能运用相关阅读技巧阅读文章，掌握大意；能辨别事实和观点。 写 能描述学校生活。 演示与表达 能向他人介绍自己的学校生活。 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。观察并归纳代词的用法，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 学习运用恰当词语简单介绍自己的学校生活。 资源 通过其他资源获取更多有关“学校生活”的简单英语。 自学策略 能够运用观察、发现、归纳和实践等方法学习语言知识,感悟语言功能。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 互相学习，取长补短，注意学习策略共享,能够与同学交流自己对学校生活的观点。 4)文化意识： 中外对比 了解其他国家的教育制度及其他国家学生的学校生活,从而拓展视野,激发学习英语的兴趣。 5)情感态度: 通过学习描述学校生活，提高对英语的学习兴趣。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。 6)任务:能够介绍并描写自己的学校生活。 教学重点和难点 重点：1．掌握谈论学校生活的基本词汇，复习含有代词的句子，掌握代词用法。 难点： 围绕“教育”这一话题进行比较。 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和评价自己的学校生活。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“学习生活”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 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: 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习水平、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: 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 structure: What’s it like? 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 Step one: Label the pictures with the phrases. (1). Read through the phrases in the box and have the Ss. Repeat them after you. (3).Make some sentences with the phrases. Ask students to speak out as many as they can. Step two: Talk about wonders of the world. Ask students to speak out as many as they can. 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 shool. Elicit what they know about them. If there are any new words, add them to the list on the board. Step five: Make some sentences using the new words from the whole class. Directions: Step one. Elicit a few sentences from the Ss. (e.g. she is reading a novel.) and write them on the blackboard. Step five: talk about your school: Say what buildings or special rooms it has what subjects you do. Part III: Listening Task: Listen and complete the sentences in activity2 on page 10. Directions: Step one: Step two: Play the recording and have them listen to the recording and focus on the words first time through. Step three: Play the recording again for them to check. Then Call back the answer from the whole class. 2.Task: To understand conversations . Directions: Step one: ask the students to read the conversation and follow while they listen to it. Make sure the Ss. understand the conversation. Step two: Play the recording and have them listen. Step three: Play the recording again , pausing at the end of sense groups you would like to practices and have the students repeat chorally and individually. 3.Task: Activity 4 on page 11. Step one: ask the students to complete the table individually, then check with a partner. Step two: Play the recording for them to check their answers. 4 .Task: Listen and read: 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 2 to practise the dialogue. Step four: They should repeat it several times, changing the roles each time. 5. Explain the important and difficult points 1．I bet we’re even better than Park School at English! I bet 表示“我敢肯定，我敢预言；我相信”。例如： I bet Tony is sitting at home now reading the book. I bet you’ll never guess who I saw this morning. You bet! 表示“的确，当然”。例如： --- Going to the party on Saturday? --- You bet! 2. Well, anyway, we’re all going to get top grades for English! grade 在这里表示“成绩等级；评分等级”。例如： You need good grades to go to college. 6. Task: Activity 5 on page 11. 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. Part IV: Pronunciation and speaking Task 1: Listen and repeat in Activity 7 Step one: Ask the students to read through the sentences to themselves. Step two: Play through the recording once while they just listen and focus. Step three: Play it through again, pausing after each sentence for the students to repeat chorally and individually. Task 2: work in pairs. Underline the words the speaker will stress. Directions: step 1: Put the students into pairs to do this activity, they can then check with another pair by performing the conversation for each other. Step 2: Circulate and check their production. Step 3: Call back the answers from the whole class. Step 4: play the recording for them to check. Task 3: Complete the table in Activity 4 for your school. Directions: Step 1: Ask the students to do this individually, then check with a partner. Step 2: Now work in pairs and compare your school with Park School. Step 3: Read through the instructions and examples with the whole class. Step 4: Ask the students to get into pairs to do the activity. Step 5: Circulate and monitor their production. Step 6: Call back some answers in a whole-class setting. Part V: 2. Finish the exercises in the workbook Ex. 1, 2, 3&4 Tags：Module,Education,教案,反思  |
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