Module 2 Education
一、題材內(nèi)容
本模塊的中心話題是“教育”，內(nèi)容主要涉及學(xué)校生活。語言技能和語言知識主要也是圍繞“教育”這一中心話題設(shè)計的。語法重點(diǎn)是復(fù)習(xí)代詞的用法, 并能讀懂有關(guān)“學(xué)�！钡膶υ捄臀恼隆Ｔ撛掝}為學(xué)生所熟知,非常有利于開展聽、說、讀、寫方面的語言實(shí)踐活動。通過操練,使學(xué)生在掌握語言結(jié)構(gòu)的同時,既學(xué)習(xí)語言知識,感悟語言功能,又能拓展知識面。在閱讀過程中,學(xué)會應(yīng)用尋找重復(fù)詞的閱讀技巧。中教師應(yīng)隨時隨地以課本為出發(fā)點(diǎn)，靈活利用各種素材組織過程和內(nèi)容。充分調(diào)動學(xué)生的積極性。
教學(xué)目標(biāo)
1）語言知識：
語音正確讀出句子重音。
詞匯geography, physical, PE, really, neither, secondary school, present, absent, speech, biology, safety, fortunately, drug, Spanish, French, involve, training, athletics, society, disco
詞組either …or …
語法語法重點(diǎn)是復(fù)習(xí)代詞的用法。
功能進(jìn)行比較。
話題中心話題是“教育”。
2）語言技能：
聽能聽懂談?wù)撽P(guān)于“學(xué)�！钡膶υ�。.
說能談?wù)搶W(xué)校生活，能對不同學(xué)校進(jìn)行對比。
讀能運(yùn)用相關(guān)閱讀技巧閱讀文章，掌握大意；能辨別事實(shí)和觀點(diǎn)。
寫能描述學(xué)校生活。
演示與表達(dá) 能向他人介紹自己的學(xué)校生活。
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、英語思維能力。
認(rèn)知聯(lián)系，歸納，推測等技能。觀察并歸納代詞的用法，提高自學(xué)能力。
調(diào)控從同伴處得到反饋，對自己在敘述及作文中的錯誤進(jìn)行修改
交際學(xué)習(xí)運(yùn)用恰當(dāng)詞語簡單介紹自己的學(xué)校生活。
資源通過其他資源獲取更多有關(guān)“學(xué)校生活”的簡單英語。
自學(xué)策略能夠運(yùn)用觀察、發(fā)現(xiàn)、歸納和實(shí)踐等方法學(xué)習(xí)語言知識,感悟語言功能。能注意發(fā)現(xiàn)語言現(xiàn)象背后的規(guī)律,并能運(yùn)用規(guī)律舉一反三。
合作學(xué)習(xí)策略互相學(xué)習(xí)，取長補(bǔ)短，注意學(xué)習(xí)策略共享,能夠與同學(xué)交流自己對學(xué)校生活的觀點(diǎn)。
4) 文化意識：
中外對比了解其他國家的教育制度及其他國家學(xué)生的學(xué)校生活,從而拓展視野,激發(fā)學(xué)習(xí)英語的興趣。
5) 情感態(tài)度:
通過學(xué)習(xí)描述學(xué)校生活，提高對英語的學(xué)習(xí)興趣。參加各種英語活動，克服困難，在新環(huán)境中進(jìn)一步樹立準(zhǔn)確的語言學(xué)習(xí)觀。
6)任務(wù):能夠介紹并描寫自己的學(xué)校生活。
教學(xué)重點(diǎn)和難點(diǎn)
重點(diǎn)：1．掌握談?wù)搶W(xué)校生活的基本詞匯，復(fù)習(xí)含有代詞的句子，掌握代詞用法。
難點(diǎn)： 圍繞“教育”這一話題進(jìn)行比較。
教學(xué)方法：
基于課程改革的理念及“第二語言習(xí)得論”,培養(yǎng)實(shí)現(xiàn)人的可持續(xù)發(fā)展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)，開展和諧愉悅的課堂活動，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計“P—T—P”自主學(xué)習(xí)立體模式：pre-task—task-cycle—post-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)介紹和評價自己的學(xué)校生活。三個環(huán)節(jié)如下：
pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識。
task-cycle：通過整個模塊的聽說讀寫的訓(xùn)練，強(qiáng)化對“學(xué)習(xí)生活”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)英語的特點(diǎn)和規(guī)律，我們把本模塊劃分為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
注：教學(xué)時應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實(shí)際水平、接受程度及課堂出現(xiàn)的臨時狀況進(jìn)行運(yùn)用、調(diào)整及篩選。
『教學(xué)設(shè)計』
Title: Module 2 Education
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 vocabulary and phrases: geography, physical, PE, really, neither
Key structure: What’s it like?
Let’s have a look.
But what … (重點(diǎn))
2．Listening skill: To understand conversations about appraisement of great books. (難點(diǎn))
3. Speaking skill: To talk about school
4. Affection and attitudes: we should love our school.
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 phrases.
(1) Read through the phrases in the box and have the Ss. Repeat them after you.
(2) Ask them to label them in the pictures on the screen.
(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.
Part II: Lead in
Task 1: Introduce to them the new words.
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.
Task 2: Introduce to them some pronouns.
Directions:
Step One. Elicit a few sentences from the Ss. (e.g. she is reading a novel.) and write them on the blackboard.
Step Two: Then write the following:
Did you do anything interesting while you were in Hong Kong?
Step Three: Practise the use of pronoun with some sentences
Step Four: Have the Ss. make some other sentences.
Step five: Talk about your school: Say ① what buildings or special rooms it has ② what subjects you do.
Part III: Listening
Task: Listen and complete the sentences in activity2 on page 10.
Directions:
Step One: (Close the books) Listen to the tape carefully.
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.
Directions:
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.
Step three: Call back the answer in a whole- class setting.
4 .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 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，我敢預(yù)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“的確，當(dāng)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 在這里表示“成績等級；評分等級”。例如：
You need good grades to go to college.
6. Task: Activity 5 on page 11.
Directions:
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.
Directions:
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: Homework
1. Recite the short dialogue as fluently as possible.
2. Finish the exercises in the workbook Ex. 1, 2, 3&4
Period 2 Vocabulary and Reading
Teaching Content: Vocabulary and Reading
Teaching Aims and Demands:
1. Language knowledge:
New words: secondary school, present, absent, speech, biology, safety, fortunately, drug, Spanish, French, involve, training, athletics, society, disco
Key structures: PHSE is about the dangers of drugs and smoking, among other things.
In ADT we also so things like learning to cook as well as drawing and design. (重點(diǎn))
2. To get information from the reading material about other schools.
3. Affection and attitudes: We should love our school.
Learning strategy: interactive approach
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
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 use of pronoun.
Part II : Preparation
Task: Learn the new words.
Directions: Label the pictures with the words.
(1) Read through the words on the screen. Have the Ss. Repeat them after you.
(2) Read the words separately and have them remember them.
(3) Make some sentences with the words.
(4) Call back the answers from the whole class.
Part III: Scanning and Skimming
1.Task: Read the passage and write a short title for each photo.
Directions:
Step One: Ask the Ss to look at the screen and ask them to write a short title for each photo.
Step Two: Ss read the passage and write a short title for each photo.
Step Three: Call back the answers from the whole class, having individuals read out the answers.
2. Task: Read the passage again and complete the timetable with the information about My school life in activity 3.
Directions:
Step One: Read through the timetable and make sure the Ss understand what they mean. Ss read the passage and complete the table with the information about My school life in activity 3individually and check with a partner.
Step Two: Call back the answers from the whole class, having individuals read out the answers.
3.Task: put the statements in the correct column in activity4.
Directions:
Step One: Read through the statements and make sure the Ss understand what they mean. Ss do activity 4 on page 13 individually and check with a partner.
Step Two: Call back the answers from the whole class.
Part IV : Dealing with expressions
1. PE involves physical exercise, basketball, training in the gym and swimming …
involve 表示“包含；涉及”。例如：
What will the job involve?
These changes will everyone on the staff.
2. Park School is a secondary school.
Secondary school is a school for children between the ages of 11 and 16 or 18.
中學(xué)是年齡在11歲到16或18歲學(xué)生上學(xué)的學(xué)校。
3. PUSE is about the dangers of drugs and smoking, among other things.
這里among other things 指在眾多人或物中只提到一兩個，表示“包括”。例如：
At the meetings they discussed, among other things, recent events in Asia.
Part V: Activity 5. Decide if the sentences from the passage show facts (F) or opinions (O).
Directions:
Step 1: Ask the students to do this individually, then check with a partner.
Step2: Call back the answers from the whole class, having one student read a sentence and another say whether it is fact or opinion.
Answers: 1 F 2 F 3O 4O 5F 6O
Part VI: Homework: Recite the text.
Period 3: Writing & Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: Making a timetable for your school day.
2. To learn about home school.
3. To summarize and consolidate the use of pronoun. (重點(diǎn))
4. Affection and attitudes: we should love our school and form the habit of reading.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what is learnt in last lesson.
Directions:
(1) Revise the words and phrases.
(2) Put the Ss. in pairs to practice the text.
Part II: Writing
1.Task: Making a timetable for your school day. Use the timetable in Activity 3 to help you.
Directions:
Step One: Ask the students to do this individually, then check with a partner.
Step two: Call back the answers from the whole class; you may wish to make a master timetable on the board.
Part III: Around the world
Task: Learn something about home school.
Directions
Step One: Ask the Ss. to read the passage.
Step Two: Ask them to give you a spoken summary of the contents.
Step Three: Ask them to offer their opinion on schooling.
Part IV: Module Task
Organizing a class talk.
Directions:
1.Read through the instructions and examples with the whole class.
2. You may want the students to do the writing as homework.
3. When they have finished, they should exchange their work with a partner for peer-correction of language, organization and content.
Part V: Recalling
Recall what we have learned today.
Part VI: A test
Do Ex.4 on page 101 and hand in immediately.
Part VII: Homework: Do the Self-assessment on page 103.
Period 4. Language in use
Teaching Content: Language in use
Key structures: The usage of pronoun. (重點(diǎn))
Teaching Aims and Demands:
1. To summarize and consolidate grammar focus.
2. To summarize and consolidate expressions and vocabulary.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
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 pronoun.
Directions
(1)Run through the examples with the Ss. and make sure that they are familiar with the use of
Pronoun.
(2) Ask the Ss. to repeat the sentences in the box.
(3) Ask “Did you do anything interesting?”
(4) Focus the Ss’s attention on the ways in which they are used:
Part III Language in use
Task1: Complete the conversation with the correct words and expressions.
Directions:
(1) Read through the example sentences with whole class.
(2) Ask the students to tell you about the highlighted words.
(3) Work in pairs. Ask and answer.
Answers:
1. either 2. both 3. something 4. neither 5. a few 6. all 7. ourselves 8. none 9. some 10. many
Task 2: Activity 2. Rewrite the sentences. Replace the underlined words with the correct form of the words and expressions in the box.
Directions:
(1) Read through the boxes in the box with the whole class; if you wish, have them repeat them chorally and individually.
(2) Ask the students to do the activity individually, then check with a partner
(3) Call back the answers from the whole class.
Answers:
1. of mine 2. myself 3. each other 4. Whose is 5. his 6. who is 7. Either
Task3: Complete the sentences with the correct form of the words in the box in Activity 3.
Directions:
(1) Read through the words in the box with the whole class on page 15.
(2) Ask the students to do the activity individually, then check with a partner.
(3) Call back the answers from the whole class as complete sentences.
Answers:
1.their, They, they, themselves
2.He, himself, him, his
3.She, her, ourselves, we, us, our
Task4: Label the different parts of the school.
Directions:
(1) Read through the words in the box with the whole class.
(2) Ask the students to do the activity individually, then check with a partner. Do Activity 7 on page 16. Make sure the Ss. understand the sentences.
(3) Call back the answers from the whole class.
Task 5: Activity 5: Read the passage and say where you think it comes from.
Directions:
(1)Ask the students to do the activity individually, then check with a partner.
(2)Call back the answer from the whole class.
Answers:
1. Languages 2. Art, Design and Technology 3. Personal Health and Safety Education 4. IT 5. PE
Task 6. Activity 6 on p16: Read the passage and say where you think it comes from.
Directions:
（1）Ask the students to do the activity individually, then check with a partner.
（2）Call back the answer from the whole class.
Answer: B
Task 7: Read the passage again and match the headings with the paragraphs.
Answers: 1. School hours 2. Subjects 3. After school activities 4. Sports.
Task 8: activity 8.
Read the passage again and check (√) the correct answer.
Answers:
Yes 3, 4
No 1, 2, 5
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