module4教案

MODULE 4 TEACHING PLANContent：Module 4 My family [ Junior 1 , New standard English]一、题材内容本模块以家庭为话题，重点是家庭成员介绍。

在中国三世、四世同堂很常见，便于家庭介绍活动的开展。

十分符合学生的实际。

教学中应结合学生生活实际情况，灵活掌握教学过程，组织教学内容，丰富学生知识，拓展学生视野。

二、教学目标3)学习策略培养对家庭的爱和对家庭成员的关心；培养对不幸家庭同学的同情和帮助。

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: 能够运用所学句型结构向他人介绍自己的家庭情况.三、教学重点和难点重点：1．如何使用地道的英语介绍自己的家庭情况.。

礼貌的进行日常对话。

2．have/has got句型表示“有”的肯定，疑问与否定形式；。

难点：能用恰当地道的英语介绍人们介绍自己的家庭情况。

四、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。

五、教材处理核心任务：能够运用所学句型结构向不同的朋友介绍自己的家庭情况。

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“介绍自己的家庭成员。

”的表达能力，为完成任务做好铺垫post-task）：达成任务，展示成果，反馈学习情况六、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5课时：Period 1: Listening and V ocabularyPeriod 2 Reading and V ocabularyPeriod 3. Pronunciation and Speaking & WritingPeriod 4. Language in usePeriod 5. Around the world &Module Task注：教学时应根据学生的学习水平、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 4. My familyPeriod 1: Listening and VocabularyTeaching Content : Listening and V ocabularyTeaching Aims and Demands:1. Language KnowledgeKey vocabulary: many, people, aunt, grandfather, grandmother, grandparent, uncle, havegotKey structure: There is/are ；have / has got…(重点)2。

Listening skill: To process information of family members in listening..Improve the students’ listening ability. (难点)3. Affection and attitudes: We should love my family and help the other students. Learning strategies:Bottom –up , Interactive approach and listening the tape and do some exercises.Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Part I: RevisionTask: Help students to revise what is learnt in last module.Directions:1.Bring some pictures of famous people from China, England and America into class. Talkabout them.His name is …He is from…He is 24 years old.2．Ask” Is there a book on your desk ?Where is your…?Are there …?” etc. using everyday classroom equipment .In other words, I have got a …What colour pen have you got ?...3. Practise other forms with the class: ‘Have you / Has he got a red pen? Yes , I have./ No Ihaven`t. etc in the same way.4. Do some choral and individual repetition of the different structures as you use them.Part II: Lead in:1 .activity 1on page 20Task: Look at the pictures. Label Tony`s family.Directions:Step one: Re ad through the words in the box and have the Ss. Repeat them after you chorally and individually.Step two: Ask the students to do activity 1on page 20.Step three: Check their answers with a partner.Step four: Call back the answers as complete sentences in a whole- class setting using the known prepositions or phrases such as next to, behind , in front of etc..Step five: SummarizePart III: Listening and V ocabularyTask: To understand conversations .Improve the students’ listeni ng ability .1 .activity2 on page 20Directions:Step one: Explain that the students have to check in activity1 the people Tony mentions..Step two: Play the recording once while they just listen.Step three Play the recording once again for them to Check the answers with a partner..Step four : Play the recording once again for them, then once again to check. with a partner..Call back the answer in a whole- class setting.Step five: Summarize: Ask the students to call out the answers with a partner.2. Activity3.on page 21..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.3. Complete the sentencesDirections:Step one: Explain by saying “This activity is designed to check if you have understood the main ideas of the activity.Step two: Ask the Ss. to listen and complete the sentencesStep three: Play the recording once again for them, then once again to check. with a partner..Call back the answer in a whole- class setting.Step four: Ask different students to ask and answer the questions.Part IV: A testListen to a story and translate it into Chinese.Part V:HomeworkRecite the short passage as fluently as possible.Period 2 Vocabulary and ReadingTeaching Content: V ocabulary and ReadingTeaching Aims and Demands:1. Language knowledge:New words: grandmother, grandparent, uncle, have got, email, him, makeKey structure: there be; have/has got…(重点)2.Reading skill:( 1). To understand texts concerning introduction of family. To get information ofthem in reading.(2). Improve the students’ reading ability.3. Affection and attitudes: We should love my family and help the other students .Learning strategies: Bottom-up; Interactive approach.Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Part I: Revision1.Help students to revise what is learnt in Period one of this module.Part II : PreparationTask: Catch new wordsDirections:Step one: Lead in the study of the text by carrying out the following activities:(1).Role-play the dialogue in last period.(2)Put the Ss. in pairs to practice themStep two : Match the words with the pictures.(1). M ake sure the Ss. Understand what the words mean and pronounce them correctly.(2). Ask the students to match the words with the pictures individually.(3). . Ask the students to check with a partner.(4).Call back the answer in a whole- class setting.Step three: Label the people in activity 1.(1). Read through the words in the box and have the Ss. Repeat them after you.(2).Ask them to label the people in the pictures on the screen.(Ask students to speak out as many as they can)Part III: Pre-reading activities1. Task: Talk about your familyDirections:Step one: Ask one or two students answer the questions first.Step two: Pair the Ss. to ask and answer.Step three: Circulate and provide the words they may need. Such as elder/ younger brother /sister, father- in- law, mother-in-law , son-in-law, daughter-in-law, stepmother, stepfather…2. .Task Talk about other familiesDirections:Step one: Look at the pictures on the screenStep two: Pair the Ss. to ask and answer, gradually eliciting the sentences from the Ss. rather than giving them yourself.Step three: Call back the answer in a whole- class setting.Part IV : Reading1. Task: Label the pictures.Directions:Step one: Read out the email and have the Ss. Repeat them after you.Step two: Ss read the passage and do activity 3 individually and check with a partner.Step three: Call back the answers from the whole class.2. Task: complete the table.Directions:Step one:Ss read the passage and do this individually and check with a partner.Step two: Call back the answers from the whole class.Read and complete the table(1). grandmother------- grandfather∣____________∣∣∣_________∣aunt father mother∣____________∣Lingling(2). grandmother------grandfather∣_______∣_____∣Aunt aunt father------mother∣____________∣Betty brother brother(3).grandfather--------grandmother grandfather -----------grandmother∣____________∣∣____________∣∣∣∣____________∣∣____________∣uncle uncle father ---------------- mother aunt∣______________∣Tony sister2.Task: Recite the text.Directions:. Step one: Then the teacher help the students recite the text according to the table.Step two: First check the answers with the whole class, then with individual students.Step three: Ss. recite the text by themselves.Part V: Dealing with expressionsTask: Read the text again .Pay attention to these sentences1.Thank you for your email.谢谢你发来的电子邮件。