九年級英語下冊Module6Lookafteryourself!單元精品教案外研版

1、第 PAGE13 頁 共 NUMPAGES13 頁九年級英語下冊Module6Lookafteryourself!單元教案外研版Module 6 Look after yourself!I.Teaching goals 模塊教學目標S S kill Focus聽 Listen to people talking about accidents, asking for advice to stop smoking, rules for a safe and healthy life 說 Talk about accidents, rules and advice for a safe and h

2、ealthy life 讀 Read articles about rules for a safe and healthy life, letters to get someone give up smoking, passage about ways for health 寫 Write health advice to people Language F F ocus功能句式 Talk about accidents1.Whorsquo;s missing?2.Help!3.How do you feel?4.Itrsquo;s nothing serious.5.Show me whe

3、re he is.6.Irsquo;ll call for help on my mobile.7.Will he live? 8.Can you move your.? 9.Hersquo;ll soon be OK! 10.Wait a minute.Giving advice1.Be careful! Itrsquo;s dangerous out there! 2.Donrsquo;t be a couch potato!3.Watch your diet! 4.Rest up while you can! 5.Donrsquo;t worry.Be happy! 6.Say no.t

4、o smoking and drugs! 詞匯 1重點詞匯flukneewoundmisstripimprovementoningcouche_pertfit amountweighteffectshockhitgladbreathecancerfi_ 2認讀詞匯 fevercooker 語法 Tenses: 1.一般現(xiàn)在時 do/does/beII.Teaching material analyzing 教材分析p 本模塊以 Look after yourself 為話題，以學習談?wù)摻】瞪畹囊?guī)則為主線，介紹了很多安全和健康生活規(guī)則。通過模塊學習，學生將重點復(fù)習已學基本時態(tài)的用法、詞匯和功能

5、句；了解安全健康生活規(guī)則，并能運用正確的時態(tài)和所學單詞或功能句去給他人提出關(guān)于健康生活的建議。Unit 1 通過聽、讀、說訓練，初步學習談?wù)撌鹿实膯栴}。其中 Activity 1 相當于整個單元的 Warming up 部分。由于該教材是起點，即學生在階段已經(jīng)接觸過相關(guān)話題，因此這個活動激活學生已有的目標語言；Activity 2 是一聽能訓練，要求學生聽后捕捉細節(jié)；這部分的語言描述與 Activity 1 有很大關(guān)系；因此在 Activity 1 中盡量體現(xiàn)與本模塊話題相關(guān)的語言表達是很重要的；Activities 3-6 是一個整體?？梢钥煽醋魇菍W生的語言輸入。Activity 4 是要

6、求學生在聽和讀的基礎(chǔ)上把握 accident 所應(yīng)包含的要素，從而幫助他們閱讀同類體裁的文章；Activity 5 要求學生閱讀課文并找出相關(guān)細節(jié)問題的答案；Activity 6 要求學生在理解課文、一定訓練的基礎(chǔ)上對課文內(nèi)容進行概括、復(fù)述，綜合性要求較高。教師可以在此之前幫助學生歸納總結(jié)詢問、描述傷勢等目標語言，以便學生能夠準確地使用這些語言；Activities 7;8 是新課程標準語音項目表中所要求的，同時也為Activity 9 的 “說”部分做了準備；Activity 9 是一個語言輸出部分，要求學生運用目標語言來描述自己的經(jīng)歷。Unit 2 通過讀、寫訓練，學習談?wù)摻】瞪畹囊?guī)則。

7、該單元共設(shè)計了 8 個活動。其中Activity 1 相當于整個單元的 Warming up 部分，設(shè)計該活動的目的在于激活學生與該主題有關(guān)的目標語言和經(jīng)歷；同時也是在訓練學生有關(guān)該話題的表達能力。根據(jù)題目要求學生應(yīng)從三方面來完成：advantage/danger/describe。Activities 2-5 要求學生閱讀介紹“安全和健康生活規(guī)則”的短文，完成各種練習。這些活動主要是訓練學生的閱讀能力，并讓學生了解更多的健康生活規(guī)則，為以后的口語和書面語輸出做準備。Activities 6-8 寫作即書面語輸出階段，要求學生根據(jù)以上活動的學習內(nèi)容寫作，該部分應(yīng)包括以下幾個方面：1、從課文中提

8、取 rules 并對每個 rule 舉例說明應(yīng)該做什么和不應(yīng)該做什么；這里用一般現(xiàn)在時態(tài)；2、列舉破壞 rule 的經(jīng)歷，用一般過去時描述所發(fā)生的事情；3、用一般將來時態(tài)表明應(yīng)該怎樣做才能安全以及健康。Unit 3 對“安全和健康生活規(guī)則”進行綜合訓練，并在此基礎(chǔ)上學習時態(tài)。其中Activities 1-2 要求練習時態(tài)。因此可以把這兩個活動作為一個課時來上，以幫助學生掌握時態(tài)。Activities 3-8 要求學生用正確的時態(tài)做各種關(guān)于“健康生活的規(guī)則”的練習。Around the world 介紹了笑對健康的作用。Module task 要求學生為他人提供健康建議。因此可以把這些部分放在一

9、起組合成一節(jié)綜合技能課。III.Class types and periods 課型設(shè)計與課時分配Period 1 Listening and speaking (Unit 1)Period 2 Reading and writing (Unit 2)Period 3 Grammar (Activities 1-2 Unit 3)Period 4 Integrating skills (Activities 3-8, Around the world, Module task Unit 3) d IV.Teaching plans for each period 分課時教案Period 1 L

10、istening and speakingLanguage goals 語言目標1.Target language 目標語言a.Words 詞匯feverflukneewoundmisstrip b.Key structures 重點句式Whorsquo;s missing? Help! How do you feel? Itrsquo;s nothing serious.Show me where he is.Irsquo;ll call for help on my mobile.Will he live? Can you move your.? Hersquo;ll soon be OK

11、! Wait a minute.2.Ability goals 能力目標Enable students to listen to and talk about accidents.3.Learning ability goals 學能目標Help the students learn how to talk about accidents.Teaching important points 教學重點Teach the students to learn new words and phrases and how to talk about accidents.s Teaching diffic

12、ult points 教學難點Teach the students how to talk about accidents.Teaching methods 教學方法Reading, talking, listening and speaking.Teaching aids 教具準備Two tape recorders, word cards and a projector.Teaching procedures and ways 教學過程與方式Step I VocabularyTry to make students remember the new words and e_pression

13、s.Ask students to read the new words after the teacher.After making sure that all the students can read them correctly, give them 5 or more minutes to learn the words by heart.Then ask the students to dictate in pairs.The teacher can play card games with students to help them remember the new words.

14、The teacher can prepare some cards with English words on one side and their Chinese meanings on the other side.Then randomly picks out one card for students to say the English words or their Chinese meaning.Step II TalkingAsk students to look at the picture on Page 48, and talk about questions in Ac

15、tivity 1 in pairs.Encourage the students to try to use the new vocabulary.Before the students talking about this picture, the teacher can introduce some useful e_pressions for the students to refer to.1.see+ sb.+doing 2.first aid: 急救give first aid to sb/give sb first aid: 對人進行急救 3.knock down: 撞倒 4.h

16、ave a fever: 發(fā)燒 5.have a flu: 得了流感 6.have nothing to do with: 與無關(guān) 7.a wound in one knee: 某人 8.bind up: 包扎 T: What can you see in the picture? S: I can see some people.S: I can see a tree.S: I can see a doctor.S: I can see a boy lying on the ground and the doctor is giving first aid to him.T: Yes, ve

17、ry good.Whatrsquo;s happened to the boy? Do you think he has had flu or a fever? (Speak slowly and stresshave flu and a fever.If necessary, repeat the sentence again.) S: Maybe.S: I donrsquo;t think so.T: Why? S: Because I see the doctor is binding up the wound.The boy got a wound in his knee.I donr

18、squo;t think the wound has anything to do with flu.T: What do you think he has done to himself? S: Maybe he hurt himself while playing basketball.S: Maybe he was knocked down by a car.S: Maybe he fell down from the tree when he was trying to pick an apple from the tree.T: Very good.Do you think the

19、person is hurt? S: Of course, look, his mouth is widely open; he must be painful.T: Good.What should you do by meeting such situation? S: Call 120 as soon as possible.S: Take the person who is hurt to the hospital.S: No, you shouldnrsquo;t move the person if he is hurt.You should wait for the doctor

20、.S: You can ask the person who is hurt whether he can move by himself.T: Good.I will give you a piece of article (see Teaching Resources) for you to read after class and you will know what you should do when you have to give first aid.Step IIIListeningGet student to do Activity 2.T: Most of us know

21、how to deal with accidents.When it is very urgent, we should keep.S: Calm.T: Yes.And also, itrsquo;s never too careful to keep ourselves safe and sound, because itrsquo;s really bad to have an accident.Ne_t, wersquo;ll listen to a dialogue about a serious accident.Fist, look through the questions in

22、 Activity 2 and guess what has happened.Several minutes later, ask some of students to give their answers.T: Well, time is up.Whorsquo;d like to say something about the answer? S: Tonyrsquo;s dad ever had serious accidents.T: Good.Ne_t, listen to the tape and write down key words.Play the recorder t

23、wice for the students.Then ask them to answer the questions.Step IVReadingGet students to read and listen to the dialogue in Activity 3 and plete Activities 4, 5, 6.Help the students learn how to talk about accidents.T: Tonyrsquo;s dad had such a serious accident.We have to learn lessons form him.Ta

24、ke care of yourself every where and every time.Now, tell me where it is very easy to have accident? S: On the c.S: When traveling.S: Outing.T: Thatrsquo;s it! Daming and his friends are traveling on the Great Wall.But something wrong has happened.Look through the dialogue and tell me what the matter

25、 is.Several minutes later: T: What has happened? S: Daming is hurt.T: Yes.ListeningGet the students to listen to the dialogue.Then finish the accident report in Activity 4.Sle answers:Accident report Where along the wall Who Daming What Happened Daming fell over the wall.He cut his knee and there wa

26、s blood on his leg.He couldnrsquo;t move and walk.How is the person hurt? Not serious SummarizingGet students to read the dialogue again and help them summarize ways of talking about accident.T: When someone has an accident, what can we say? S: Help! S: How do you feel? S: When did that happen? S: Can