Content：Module 10　My future life

[Junior 3, New standard English]

一、题材内容 本模块以“毕业生晚会”为话题，与学生的生活息息相关，便于活动的设计与开展。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。对话内容涉及学生的切身感受，因此也比较容易吸引学生的注意力，激发学生的兴趣。这些经历都与学生有密切的关系，便于活动的设计。通过本模块的学习，学生进一步学习构词法，能够掌握复合、派生等构词法。中教师应随时随地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。 教学目标语言知识： 语音能够根据意群的划分正确停顿。

词汇beat, ceiling, fetch, pardon, raise, forgive, treasure, owe, kindness, patience, gift, fair, model, value, decision, graduate

词组Stay in touch, pay back, role model

语法能够掌握复合、派生等构词法。功能能够表达自己的感受；能表示感谢。

话题以“毕业生晚会”为话题。

1） 语言技能： 听能听懂有关分别的对话， 转述具体信息，判断说话人的情感态度， 表述其隐含之意。说能够谈论自己的感受， 发表感言，介绍自己的未来计划， 能够表达自己对他人的感激之情。读能够读懂有关毕业生晚会上的发言；判断说话人的感受人的感受并转述主要信息。写能够完成分别聚会发言稿的写作，说出自己的感受，表达自己的谢意，畅想自己的未来。演示与表达能够借助图片等信息展示自己三年来的学习和生活，要突出一个主题。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。学习查词典,阅读报纸,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介绍毕业生晚会的问题。资源通过阅读报纸等其他资源获取更多简单英语的有关毕业生晚会的问题的信息。自学策略能够根据自己的情况预习教材并进行拓展。合作学习策略能够根据小组内同学的特长分工合作，共同完成学习任务。注意学习策略共享. 4)文化意识： 文化意识通过课文阅读，拓展对本模块不同国家离别之情表达方式的了解。5)情感态度: 能够表达对他人的谢意。

6)任务: 通过课文阅读，拓展对本模块不同国家离别之情表达方式的了解。 教学重点和难点 重点：1．通过谈论毕业生晚会的问题训练学生的听、说、读、写能力，掌握使用复合、派生等构词法学习新单词。 难点： 掌握使用复合、派生等构词法学习新单词。 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谈论健康饮食的问题。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，强化使用whose 引导的定语从句的表达能力，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: 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: Module 10　 My future life

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: beat, ceiling, fetch, pardon, raise Key structure: Do you intend to…?

What/ How about…? (重点) 2. Listening skill: To understand conversations and to identify what Betty and Tony will do after graduation (难点)

3. Speaking skill: To ask and give information about one’s feelings and future plans

4. Attitudes: Take active part in the party

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 party. Ask students to speak out as many as they can. Step tw Tell a story about parties.

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 what everybody doing.

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 activity 2 on page 80 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.

Task 2: Ss listen to the dialogue and decide if we know the answers in activity 5 on page 81.

Directions:

Step one: Ask the Ss to read through the questions in activities 5 on page 81 and make sure the Ss understand them all.

Step two: Play the recording and have them listen to the recording and focus on the 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 make notes in activity 4 on page 81.

Step two: Play the recording and have them listen. Step three: Play the recording again and have them make notes. 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 tw 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 6 on page 81.

Directions:

Step one: Have them read through the questions and answer the questions. Have them check their answers with a partner

Step tw 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: Language points

1. It’s got a great beat!

这里beat指（音乐、诗歌等的）主节奏，节拍。例如：

Try to follow the beat.

2. Do you intend to stay in China for long?

这里intend to do sth表示“打算做某事”。例如：

Finny intends to go to Australia next year if all goes well.

这里for long相当于for a long time, 表示“很长时间”。例如：

-- Have you been waiting for long?

-- No, not for long, only a few minutes.

She went out into the garden but she didn’t stay for long.

3. And we’ll always stay friends.

这里stay的意思是“保持；使……处于某种状态”。例如：

The shops stay open until 9 pm.

He never stays angry for long.

4. I’m going to miss my classmates.

Be going to 可以表示打算、意图，也可以表示可能性，比如：It’s going to rain.这句话中的be going to 也是表示可能。

5. Here’s to our friendship, everyone.

Here’s to…是祝酒的常用语，意思是“为……干杯”。

Part V: Pronunciation

Task: Listen and repeat the sentences in Activity 7 on page 81

Directions:

Step one: Ask the Ss to listen and repeat the sentences.

Step tw Play the recording again. Ask the Ss to pause at the end of each sense group.

Step three: Ask the Ss to listen and repeat chorally and individually.

Part Ⅵ: speaking

Task: Talk about your plans for the future in Activity 7.

Directions:

Step one: Read through the sentences with the whole class.

Step tw Ask them to answer the questions .

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 Ⅶ: A test：Do Ex 1 on page 128 in the WB.

Part Ⅷ: Homework:

Recite the dialogue as fluently as possible.

Period 2 Reading and Vocabulary

Teaching Content: Reading and Vocabulary

Teaching Aims and Demands: 1. Language knowledge: New words: forgive, treasure, owe, kindness, patience, gift, fair, model (重点) 2. To get information from the reading material. (难点)

To relay information about the party

3. Attitudes: Take an active part in the party.

Learning strategies: Communicative approach. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision

Help students to revise what was learnt in Period one of this module. Show them some pictures about party. Have the Ss. talk about them. Eg.

1) What is it?

2) What are they doing?...

Part II : Preparation

Task 1: 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.

Task 2: Look at the slides about party and talk about them.

Directions: (1). Look at the slides about party on the screen. Describe the pictures.

(2). Call back some comments from the whole class.

⑶ Think about a speech at a school leavers’ party, and answer the questions in Activity 1.

Part III: Scanning and Skimming

1.Task: Read the passage and find the sentences in Activity 3.

Directions:

Step one: The teacher ask the Ss to read the sentences. Step tw Ss read the passage and find the sentences which show the same meaning, giving reasons for the choice given.

Step three: Call back the answers from the whole class, having individuals read out the answer.

2. Task: Read the passage again and answer the questions.

Directions:

Step one: Ask the Ss to do Activity 2 on the screen individually. Then check with a partner.

Step tw Call back the answers from the whole class as complete sentences.

3.Task: Answer the questions in activity 4 and 5 on page 83.

Directions:

Step one: Read through the sentences and make sure the Ss understand what to do. Ss do activity 4 on page 83 individually and check with a partner. Step tw Call back the answers from the whole class, having individuals read out the answers Part IV : Dealing with expressions. 1. … please forgive me if it shows! 注意本句中it指nervous 。 2. Sometimes the friends you treasure most are the friends you see less often. 注意比较级的表达方式。一般情况下比较级的构成是形容词/ 副词+er, 或more +形容词/ 副词，但是这种比较级都表示正向比较，记“好”的比较级是“更好”，“差”的比较级是“更差”，“重要”的比较级是“更重要”。但是，如果表示“反向比较”就要用less +形容词/ 副词。即less important 表示“不如……重要”，而这里的less often 表示“不如……经常”。 3. A life without old friends is like a day without sunshine. 英语中表示“像……”时，可以用be like, as … as 表示，我们把这种比喻方式叫做“明喻”。 4. I couldn’t say it better myself. 当我们想表达“最……”时，也可以采用比较级的方式，本句就是如此。 5. How many of us owe our good grades to the suggestions you have made during those long evenings? owe …to…表示 “把……归功于……; 欠某人……”。例如： I owe my success to my education. I owe 10 yuan to Janet. (= I owe Janet 10 yuan.) 6. So from the bottom of my heart, I thank you all and wish you success for the future. 这里 from the bottom of one’s heart 表示“诚挚地，衷心地”。例如： When I said I thank you, I meant it from the bottom of my heart. Part V: Language use
Task: Read the speech answer the questions in activity 9 on page 134.

Directions:

Step one: Make sure the Ss understand what to do. Ss do activity 9 on page 134 individually and check with a partner.

Step tw Call back the answers from the whole class, having individuals read out the answers Step three: Give the students some time to recall what they’ve learned in this class. Part VI: Homework: .Retell 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: To write a speech to extend thanks to others. Improve the students’ writing ability (难点). 2. To learn about Junior high school dances (重点)

3. To complete a task involving making plans for the future

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 was learnt in last module. Directions:

(1). Revise the words and phrases. (2).Let the Ss. retell the text.
Part II: Writing. Task: Write a short a speech.

Directions

Step One: Imagine you’re going to give a speech at your school leavers’ party.

Step tw ● Start your speech by saying what your speech is going to be about.

Ladies and gentlemen, I’d like to thank you for …

● Say how you feel.

I feel a bit nervous as I’ve never given a speech before.

● Decide who you want to say thank you to.

There are many people who I’d like to thank. The first is / are …

● Decide what you want to thank them for.

They have always shown me great kindness …

● Think of examples of why you want to thank them.

One day, he / she helped do my homework …

● Think of a saying which you can use for a school leavers’ party.

They say that your school days are the best days of your life.

● Finish your speech by giving best wishes for the future.

Thank you and good luck in the future.

Step three: Call back some examples from the whole class, having individuals read their speech. Part III: Around the world

Task: Learn something about Junior high school dances.

Directions

Step One: Ask the Ss. to look at the different pictures about Junior high school dances Tell the Ss. some knowledge about them.

Step tw Read the text and answer any questions the Ss have.

Part IV: Module Task

Task: Making plans for your future

Directions:

Step One: Activity 9 on page 87. Ask the Ss. to think about your life in the future. Make notes about the following things: ● What you are planning to do in the next three years ● What you would like to do after that Do you want to go university and get special training or would you like to work after senior high school? ● What other areas of your life you want to develop Do you want to be better at sports, learn to play music, or develop artistic skills? ●how you see your personal life ●what sort of values you think will be important to you Step tw Use your notes and write sentences. Step three: Join your sentences together and write a passage about your future. Step four : See how well they did!

Part V: Recalling

Recall what we have learned today.

Part VI: A test Do Ex.5 on page 133 and hand in immediately.
Part VII: Homework: Do the Self-assessment on page 135. Period 4. Language in use

Teaching Content: Language in use

Key vocabulary: value, decision, graduate Teaching Aims and Demands: 1. To summarise and apply word formation to sentences. (难点） 2. To practise the words and expressions. (重点) 3.Affection and attitudes: Enjoy a healthy life.

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 apply word formation to sentences

Directions

(1).Run through the examples with the Ss. and make sure that they are familiar with the use of word formation to sentences

(2). Ask the Ss. to repeat the sentences in the box. (3). Ask“Can you make other similar examples?” (4).Focus the Ss’ attention on the ways in which they are used. Task2: 1. Complete the instructions for the game, using word formation to sentences.

Directions:

(1). Do Activity1 on page 84 individually. (2). Ask the Ss. to check with a partner. (3). Ask the Ss. to read out the sentences. (4). Summarize: the use of the word formation to sentences.

Task 3: Complete the sentences, using the correct form of the words.

Directions:

(1). Ask the Ss. to do Activity 2 on page 84 individually.

(2).Circulate and monitor their production.

(3) Call the answers back from some students.

Task 4: Work in pairs. Look at the pictures and discuss the questions.

Directions:

(1). Ask the Ss. to complete Activity 3 and Activity 4. (2) Call the answers back from some students.

Task 4: Read the passage. Match the photos and the paragraphs. Directions:

(1). Ask the Ss. to read the passage in Activities 6 and 7 and 8 . (2) Call the answers back from some students.

Task 5: Listen and compare the notes about Adam’s trip. Directions:

(1). Ask the Ss. to listen to the conversation and do Activity 5 on page 85 on page 85 individually. (2).Listen again and check with their partners.

(3) Call the answers back from the class.

Part III: A test

Talk about your future life.
Part IV: Homework:


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