Module 10 Holidays教學設計(外研版九年級英語教案教學設計)

廣西師大附屬外國語學校 李 影

Topic: Holidays

Grammar: “like” followed by V-ing; simple future tense

General analysis on teaching content:

Unit 1：本單元的主要任務是聽和說。透過聽力材料學習該單元的主要句型“What do you like doing on holidays？” “I like doing…” 並談論假日裏喜歡做的事情。 這是學生比較感興趣並易於發揮的話題,教師應該創設一些口語任務或情境,讓學生樂於開口,培養學生的口語能力。

Unit 2: 本單元的主要任務仍爲聽和說。這也正體現了在起始年級 “聽說領先,讀寫跟上”這一語言學習規律,重視培養學生的語音語調以及聽說能力。透過教師的引導以及小組的合作學習,學會用一般將來時談論各自的假日計劃。

Unit 3: 本單元的主要任務是讀寫和聽說。教師要善於整合課程資源,不能僅僅依賴教材,要不斷開發課本以外的符合學生實際的課程資源,充實課堂,讓學生感受到英語的實用性。

Unit 4: 這一單元的閱讀和填詞是對前幾單元學習成果的有效檢測。同時透過這個任務拓寬學生視野,進行跨文化意識的培養。這裏可以採取Task-based Approach 任務型教學。

Unit 1 What do you like doing on holidays?

Teaching content: listening and speaking

Language knowledge:

new words and phrases: museum, countryside, city, shop, restaurant…

“like” followed by V-ing.

talking about holiday activities

Character building: help the students to develop team work and a positive attitude towards life.

Culture awareness: to know what people like doing in different holidays.

Teaching aids: multi-media

Teaching procedures:

Step1 Warming-up activities

談論假期是學生們比較感興趣的話題,教師可以透過親切自然的問候或和學生的自由對話引入話題:

(Suppose there will be a holiday in the following days.)

T: Well, you look happy and excited these days. Why?

Ss: Because the holiday is coming.

T: Do you want to have a nice holiday?

Ss: Of course!

T: I have lots of new and good ideas for a nice holiday…

（透過幻燈片把一些有趣的假日活動展示出來，問學生“What do you like doing during holidays?”這些活動包括本單元要求掌握的如visiting the museum, going to the beach等短語，還可以向課外延伸，列舉一些比較流行而學生又比較熟悉的活動如bungee jumping, rock climbing, go hiking等等，這樣更能激發學生的興趣。）

Step2 Listening Task

en to people talking about their holidays. Then complete the following chart with the information you hear.

People Things they like doing during holidays.

Mary swimming and going to the beach and countryside, watching football, going to the restaurants in the city.

Feifei visiting museums

Li Jie visiting parks

Tan Mei going to the city and looking at the shops

2. Listen to the tape for a second time and check your answers. Then listen again and repeat sentence by sentence. (Focus on the students’ pronunciation and intonation)

ll what these people like doing during holidays in your own words with the help of the information above.

(表格可以幫助學生獲取聽力中的關鍵資訊,而跟讀和複述則可幫助學生糾正語音語調和熟悉課文。)

Step3 Speaking Task (Pair-work)

Show some public holidays in both China and Western countries (For example, Spring Festival, Christmas Day, Mid-autumn Festival, Thanksgiving Day…) on the screen. Ask the students to guess what people like doing in these holidays so as to get some background knowledge. And then work in pairs, choose one of the holidays as a topic to make up a dialogue.

S1: What do you like doing during Spring Festival?

S2: I like …

S1: Do you like…?

S2: No, I don’t like… but I like…

（本單元裏，筆者將課本里的一些活動整合或提前，不拘泥於課本，目的是儘量創設貼近生活的情景,進一步提高學生的口頭表達能力,並透過一些跨文化資訊激發學生的興趣，讓學生感受到學習英語和合作學習的樂趣。 在輸入文化資訊的時候，要有充分的幻燈片資料。）

Unit 2 What are you going to do?

Teaching content: listening, speaking and writing

Language knowledge:

1. new words and phrases: cousin island have a barbecue go to the cinema take photos go sailing play badminton…

2. talk and write about holiday plans with simple future tense

Learning strategies: develop a good habit in English learning

Teaching aids: multi-media

Teaching procedures:

Step1 Revision

透過幻燈片把上一課時所學的有關假日活動的圖片展示出來,讓學生透過提問來了解老師喜愛的假日活動,在輕鬆互動的問答中進入課堂:

(Get the students to guess what the teacher likes doing during holidays)

S: Ms/Mr XXX, do you like visiting museums during holidays?

T: Yes, I do./ No, I don’t…

Step2 Pre-listening activities

Tell the students your holiday plans to lead in simple future tense.

T: This holiday, I am going to do something new. I am going to…

(在這個環節裏,教師透過講自己的holiday plans，拉近和學生的距離,增進溝通。同時,可以把本單元要求掌握的新短語透過幻燈片圖文並茂呈現出來。對於起點較高的學生,教師儘可能的給學生輸入更多更新的資訊。)

Step3 Listening task

Listen to the tape and answer: what are Xiao Xing and Sally going to do this holiday? How long are they going to stay in…?

Listen for a second time, then repeat to improve pronunciation and intonation.

Step4 Writing task

Pre-writing preparation: give some useful phrases and expressions that the students may use in writing by slides and get the students to read them aloud.

(資訊量的大小可根據學生的實際水平而定。如果在學習過程中學生遇到生詞短語，教師應讓學生查雙解字典，引導學生養成良好的英語學習習慣，培養學生自主學習的能力。)

Get the students to write about what they are going to do this holiday with the title “My holiday plans”, using be going to …

Step5 Speaking task (Pair-Work)

Using the information in writing, make up a dialogue about holiday plans. Then show the dialogue to the class.

Unit 3 We are going to go to the Great Wall.

Teaching content: reading, listening and writing

Language knowledge:

new words: train hotel place first second next then lastly

further study: simple future tense

Culture awareness:

Learn to name some places of interest in our country and know more about Chinese culture.

Teaching aids:

Multi- media

Teaching procedures:

Step1 Revision

Play a piece of music in Task 5 of this Unit to review simple future tense.

Step2 Pre-Listening activities (Task 4)

T: Our motherland is a great and wonderful country. A foreign friend Simon is going to visit China. Can you guess which cities Simon is going to visit? (Then get the students to discuss in groups for a few minutes)

(透過幻燈片展示一幅中國地圖，先不要把Simon 所要參觀的城市名展示出來，而是把該城市的一些標誌性建築物，名勝或特點等在地圖中標示出來，讓學生猜。目的是調動學生參與課堂的積極性，激活學生的英語思維並加深對祖國文化的瞭解。)

Ask some students to come to the blackboard, point to the map, and say:

I can see five goats in the picture, and the city is in the south, so I think this is Guangzhou. Simon is going to visit Guangzhou….

Step3 Listening

Listen to the tape and number the cities Simon is going to visit in the order you hear.

Listen again and check the answers.

Retell the cities Simon is going to visit with the help of some consequence words first, second, next, then, lastly.

Step4 Reading (Task 1)

Pre-reading: help the students to name some places of interest in Beijing: the Forbidden City, Tian’anmen Square, the Great Wall, Beihai Park…

Read about Wei Ting’s plan for her holiday and fill in the gaps with suitable words. Then check the answers and answer some more questions.

Step5 Writing (Task 3)

Pre-writing: free talk to exchange ideas about how you are going to spend the money you won in a competition.

Write about the things that you are going to do with the money.

(在寫之前給學生創設交流資訊的平臺，營造和諧愉快的課堂氣氛，更能激活學生的創新思維。對於學生有創新的地方,教師應肯定和鼓勵。同時,在對待money這個態度上也要加以正確的引導。)

Step6 Assignment

佈置學生以3-4人爲一個小組,透過上網或到圖書館查閱資料的方式,獲取關於下個單元一些城市(Beijing, Hong Kong, New York, London, Sydney, Paris, Rome…,每個小組只需選一個城市)的基本資訊,下節課進行介紹。有條件的話,最好製作成幻燈片。

Unit 4 One day, I am going to travel to America.

Teaching content: speaking, listening and reading

Language knowledge:

new words and phrases: travel cartoon character photographs…

consolidate the use of simple future tense

Culture awareness: get some background knowledge about some popular vacation spots around the world; broaden the students’ horizon of knowledge.

Character building: develop a positive attitude towards foreign culture.

Teaching aids: multi-media

Teaching procedures:

Step1 Revision

Ask some students to read what they’ve written in the writing task.

Step2 Reading

Pre-reading

T: From your writing, I know that most of you are going to travel with money. Now I would like to show you around some nice places all over the world.

(Then show students the places mentioned in reading.)

Read about other’s plans for traveling and fill in the gaps with proper words. Then check the answers.

Step3 Listening

Guide the students to read the city names correctly, and then listen and number the cities in correct orders.

Step4 Speaking

Students show their work: introduce the information you get about the city.

After listening to the introduction of all the cities, talk about your favourite city and what you are going to do in the city .

My favourite city is…, one day, I am going to travel to…, I am going to…

(本單元主要採取了任務型教學。事先給學生布置任務，給學生充分的時間完成，並給學生展示才能的舞臺。互聯網豐富的課程資源讓學生體會到自主學習、探究學習和合作學習的愉快。總之，教師應當是課堂的引導者，在教學中要注重培養學生的學習能力、學習策略和創新能力,體現learners-oriented的原則。對於一些基礎比較薄弱的學生來說，要很好地完成這些任務有一定的困難,這就需要教師的指導和鼓勵，幫助他們克服困難， 消除怕講英語的心理障礙,樹立對英語學習的信心。)