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视频标签：some photos,in Australia
所属栏目：初中英语优质课视频
视频课题：外研版初中英语九年级上册I have some photos that I took in Australia last year. [Module 10 Unit 1
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外研版初中英语九年级上册I have some photos that I took in Australia last year. [Module 10 Unit 1
Teaching Plan
Topic I have some photos that I took in Australia last year. [Module 10 Unit 1]
Type of lesson Listening and speaking
Grade 9
School
Tianjin Experimental High school
Aims
Language skill:
To learn words and expressions about travelling in Australia. To be able to get useful information from the listening material. Thinking quality:
To identify the features of Australia in the aspects of geography, nature and culture. Cultural awareness:
To appreciate unique natural sights and cultural diversity of Australia. Learning ability:
To summarize the rule of the attributive clause with that based on the listening material. To be able to talk about travel experiences in Australia.
Focus and difficult points
1. Key vocabularies: height, magical, central, according to…, cut…off…, brush…off… 2. Expressions used to talk about travel experiences in Australia. Methods Communicative / situational / PWP approach Aids Blackboard and multi-media facilities
Teaching Procedures
Procedures Teacher’s activity Students’ activity
Purpose Step1.
Leading-in
1. Introduce the topic by asking
question about the travel plan for winter holiday. 2. Show a short video about an
introduction to Australia. Then ask students to talk about the things they see in it.
Watch the video and think
about how to talk about the things they see in the video in English.
Introduce the topic and the aim of this lesson. Arouse students’ interest in travelling in Australia.
Step2.
Pre-listening Introduce words and phrases related to travelling in Australia in 3 aspects: location, famous
places and animals.
1. Introduce the location of
Australia with the world map. Tell students to join 2 sentences together with the word that.
2. Introduce 5 famous places in
Australia with a guessing game. Then show the
Try to understand and remember vocabularies with the help of questions and pictures.
1. Look at the map and find Australia. Learn how to join 2 sentences together with the word that.
2. Read the names of the places on the map. Then guess each with given information and learn new
Guide students to get ready for the listening activities by learning new words and phrases through situational communication.
]
pictures of the places. 3.
Listen to the short conversation in Activity 2 in textbook and find answers to 3 questions. 4.
Learn words about interesting animals in Australia.
words and phrases.
3.
Listen to the short conversation in Activity 2 and do a question and answer practice in pairs. 4.
Learn words about Australian animals with pictures.
Step3. While- listening
1.
Ask students to listen to the conversation in Activity 3 and fill in the table with key information they hear.
2.
Ask students to check answers in pairs and then check in the whole class. Talk about the meaning of central and off the coast. 3.
Ask students to watch the video and read along with the speakers in the video. Then practice the conversation in pairs.
4.
Talk about the use of Every-day English.
1.
Listen to the conversation carefully and fill in the table.
2. Check answers with their partner.
3. Learn the use of key words in the table.
4. Watch the video and read along with the speakers. 5.
Practice the conversation with partners.
Help students grasp the key information in the conversation. And develop their understanding of it by eliciting more ideas about the words and expressions.
Step 4. Post- listening
1.
Ask students to translate 2 sentences from the text in English. Introduce the grammatical term attributive clause. Help them classify the 2 sentences with attributive clause into 2 types.
2.
Give 2 more sentences with attributive clause from the text and ask students to put them in the right type.
3.
Ask students to finish summary of the conversation in Activity 5 in the textbook. 1. Translate the Chinese sentences into English. Notice the difference between them. Try to understand that they belong to 2 types of attributive clause. 2. Try to put another 2 example sentences in the right type. 3. Finish the summary of the conversation in Activity 5.
1. Help students to develop and consolidate their understanding about attributive clause. 2. Help students summarize the main idea of the text. Step 5. Role play
1.
Ask students to make a short role play in groups of 4. Give each group member a different role.
2.
Invite students to show their play. Comment on the performance of each group.
1. Work with their group mates to conduct the role play.
2. Come to the front and show their performance to the rest of the class.
Create an imaginative situation where they can practice the vocabularies and enjoy the pleasure of teamwork at the same time.
Homework: Write a passage about a place you have visited. Include the following points: Name,
location, details, something special, something you like/don’t like about it, other information.
教学反思：
这节课是九年级上册第十模块的第一课听说课，这个模块的主题是介绍澳大利亚，第一课主要是让学生对澳大利亚的景点和文化有个初步的认知，为第二课深入介绍澳大利亚的风土人情做好铺垫。从话题来看，由于澳大利亚的地理的特殊性和文化的多样性，容易引起学生的兴趣，但是从语言知识的角度，本课虽然容易激趣，但词汇量较大，特别是具有文化含义的地理名称，像Ayers Rock， Great Reef Barrier，central，southern, 等，在语音和识记方面都会给学生造成障碍，再加上本课的语言要点是初中阶段第一次涉及定于从句，那么还要借助材料帮助学生形成对定从的初步认知，那么这些知识要点融合到一起，用45分钟落实完成，就需要在备课中的各个环节做好铺垫，使得整个课堂变得高效，让学生的学习体验得到优化。
因此在这样的前提下，我的这节课以澳大利亚简介为核心主线，以学生能够口头表达在澳大利亚旅行经历为终极目标，由最终希望达成的教学成果，逆推整节课的教学环节。整节课使用了我校外语组特色教学模式“基于情景交际的文化渗透式互动教学法”基于情景设置问题和任务，通过大量图片、问题、和讲解的穿插，让学生迅速明晰相关的语言和文化内涵，基本上顺利完成教学目标。
导入阶段由问题引入，到观看短片，让学生对澳大利亚产生直观的视觉感受，并导出本节课学生所要了解的澳大利亚的三个方面信息。
在听前的活动中，考虑到本课词汇、语法知识信息量大的特点，我设计了较为充分的听前语言输入环节，从一开始通过地图认知其具体方位，自然联系到用定语从句来连接两个句子，之后介绍本课提到的澳大利亚重要的三个景点，通过提供景点介绍让学生猜测答案，并在这一环节继续渗透定语从句的形态，让学生进行简单机械的操练。
在第一个听力练习中，继续进行知识的铺垫和输入，为课文听力做进一步铺垫。
在前提完成了相关词汇的理解之后，进入课文听力，这部分根据课本81页表格进行了改变，将表格内容细化，挖出在上下文中重要的词汇，让学生通过听力填写出来。从课堂呈现来看，大部分学生都能抓住核心细节并写出正确答案，在核对答案的过程中发现学生还是在语音上的障碍，特别是southern, central, height这几个重要词汇，在课堂上都对学生进行了纠正。在听力后再次呈现地图，帮助学生理解off the coast和 on the coast 区别。并且强调off的介词含义，因为本课还有几个跟off相关的短语如 cut off, brush off
之后开始跟读和小组对话，在这一部分渗透交际用语，学生通过反复操练对话，自然得出交际用语的使用场合，符合学生的认知逻辑。
读后活动主要涉及两部，第一是定语从句的再次强化，这部分给出了本课的例句，为了节省时间没有让学生去课文中找，以给中文让学生复述英文的方式，迅速聚焦，之后引出定语从句的概念，让学生在第一课有个浅层的认知。同时用中文区别两个句子的区别，并拿出另外两个例句让学生去归类。这部分还是比较有效省时且有效的活动。读后第二个活动是课本练习。这么长的课文，学生能够当堂不看练习直接说出答案，教学的实现。
最后环节是学生比较喜爱的。设定角色非常重要。班级特别是活跃。时间很短但是设计的很有趣，跟过去两年的训练有一定关系。实际上这个班学习能力比较强，因此设计活动体现一定的听读水平，这样学生能够感受到一些挑战，更能激发他们的课堂热情。
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