资源简介

Module7教学设计
单元目标 Language knowledge: Proficient in reading, writing, and using the 27 target vocabulary in this module. Proficient in using the simple present tense in passive voice Language skills: Listening: Able to understand dialogues about famous writers and masterpieces Speaking: able to talk about books and writers that one likes Reading: Able to read articles about book reviews Writing: Able to write reviews of books one likes 3. Learning strategy: Self study strategy: preview as needed. Cooperative learning strategy: actively participate in group activities, help each other, and work together to complete learning tasks 4. Emotional attitude: Possess a deeper understanding of Chinese culture and a preliminary awareness of international understanding 5. Cultural awareness: Pay attention to the similarities and differences between Chinese and foreign language.
单元内容 单元主题：Great books This module focuses on the topic of "good books and masterpieces", and discusses the impact of good books through the passive voice being done structure in the present tense. Through skills such as listening, speaking, reading, writing, and reading, one can perceive and understand the meaning and function of the passive voice. The first unit is the listening and speaking unit, which includes two dialogue listening materials. The first listening section mainly introduces the nationalities and reasons for the fame of Confucius, Shakespeare, and Mark Twain. The second listening material is a conversation between Mr. Jackson and Betty about famous works and writers. The second unit is a reading and writing unit, presenting a review of the book "The Adventures of Tom Sawyer", which reviews the story from the perspectives of background, main idea, characters, favorite plot, and thematic significance.
学情分析 Knowledge: Junior high school students have already learned the basic sentence patterns of simple sentences, but these contents are often learned in active voice language scenarios. The subject of the sentence is the executor or issuer of the action, and the object is the bearer of the action. The subject of the passive voice is the receiver of the action, and the structure of the predicate changes. However, there is no phenomenon of verb changes in Chinese, so learning the passive voice is a challenge for native Chinese students. Experience: As students in their third year of junior high school age, their reading range continues to expand and they will explore Chinese and foreign literary books. However, they do not know how to grasp the criteria for choosing books. In this module, discussing what good books are for their growth and learning is of great significance, and it also opens a window for them to
understand excellent Chinese and foreign cultures.
教学策略 Unit1 Use situational language teaching to help lead the topic Use communicative language teaching to pass one topic to another topic Use Tasked-based approach to line up the passage Unit2 Task-based approach, PWP(Pre-learning, While learning, Post- learning)
课时分配 Unit1 2 periods New lessons Unit2 2 periods New lessons + 1 periods for the Analyze of homework Unit3 1 period New lesson +1 period for the Analyze of homework Take a test 1 period + 1 period for the Analyze of the test
课时教案格式
课题 Unit 1 We’re still influenced by Confucius’s ideas.
教学目标 To be able to understand the conversation about great books. To be able to talk about your favourite books, plays, poems and writers.
重点难点 Master the vocabulary and sentence patterns; Understand dialogues and instructions related to the theme of "great books"; Focusing on the theme of this lesson, use the knowledge and language expressions to talk about your favourite books, plays, poems and writers.
教学方法 communicative language teaching, situational language teaching,task-based approach.
活动设计 设计意图
教学过程 Teaching procedures: Warm up Ask “When we talk about 'Great books', what words will come to your mind ”. Lead in Lead in the topic by interactive quiz. Present the famous writers. Pre-listening Show pictures of three great writers and ask students what you know about them. Confucius Mark Twain Shakespeare While-listening Ask Ss to listen to the dialogue and complete the table. Ask Ss to predict the answers, then listen to the tape and write down the key words. Check the answers together. Listen again and match the writers with the descriptions. Post-listening Discussion. Ask Ss to discuss how to introduce a great writer. Presentation Ask the Ss to work in groups and introduce their favouriter writer. Summary Make a summary. Know about the topic. Get clear of the learning tasks. Set up the listening background. Practise the Ss’ listening skills and get some information. Get a better understanding of the conversation. Strengthen the Ss’ listening ability. 1. Consolidate the application of the target language. 2. Correct the mistakes after the presentation. Deepen Ss’ impression.
Module7 Great Books
板
书设计 Unit 1 We’re still influenced by Confucius’s ideas. Word bank Discuss review influence well-known Great writers: Confucius Shakespeare Mark Twain Grammar: Passive voice: be +done
作业设计 作业设计： 必做： 1.背诵本课词汇、短语、句型（包括标识意义、课文中所复习的词汇) ，准备听写； 完成作业本。
作业批改 典型问题 学生对被动语态的结构掌握不佳，无法分清楚主动语态与被动语态。
辅导形式 （ √ ）集体讲评 （ √ ）个别辅导
辅导学生
教学反思 课堂应该重内容，主题，而不应该重视语法，提高对学生的兴趣。

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