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2019-2020年九年級英語上冊 Module 8 Unit 1 It’s the band which gets everyone dancing教案 外研版 Teaching Aims and Demands: 1. Language Knowledge Key vocabulary and phrases: drum, bet, shot, kid ，by the way Key structure: The restrictive attributive clause with which and who (重點) 2. Listening skill: To understand the conversation involving the use of the restrictive attributive clause . (難點) 3. Speaking skill: To retell Tony’s experience in preparing for the photo petition 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: Read through the words and expressions in the box and have the Ss. Repeat them after you. Step two: Ask them to label them in the pictures on the screen. Step three: List some words which are connected with Australia. Ask students to speak out as many as they can. Part II: Lead in: Task: Talk about some bands in the pictures. Directions: Step one: Introduce new words. Have the Ss repeat them chorally and individually. Step two: Talk about the pictures. Ask the students to look at the pictures about some famous bands. Elicit what they can see. If there are any new words, add them to the list on the board. Step three: Match the words with the pictures. Step four: Let them check with a partner. Step five: Then ask them to recite the new words. Part III: Listening Task 1: Listen and check the words in the box in Activity 1 as you hear them Directions: Step one: Ask the Ss to look at the pictures in activity 1 on page 64 Step two: Play the recording and have them listen. Step three: Play the recording again and have them Listen and check the words in the box in Activity 1 as they hear them Step four: Play the recording and have them check their answer with a partner Step five: Call back the answer from the whole class. Task2: Ss listen to the dialogue and answer the questions in activity 4 on page 65 Directions: Step one: Give them the questions 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 structure 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 look at Activity 5 on page 65 Step two: Play the recording and have them listen. Step three: Play the recording again and have them plete the sentences. 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: Activity 6 on page 65. Directions: Step one: Answer the questions. Use the words in the box. Have them check their answers with a partner Step two: Have them check their answers with a partner Step three: Call back the answer in a whole- class setting.( Collect the answers in plete sentences from the class.) Task 5: Listen and read: Directions: Step one: Play the recording and ask the Ss. to listen and read the conversation. Step two: 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 5 to practise the dialogue. Step four: They should repeat it several times, changing the roles each time. Part IV: Pronunciation Task: Listen and repeat in Activity 6 on page 65 Directions: Step one: Ask the Ss to listen and repeat. Step two: Play the recording again. Ask the Ss to pay particular attention to the stress. Step three: Ask the Ss to listen and repeat chorally and individually. Part V: speaking Task: Talk about a photo in this book Directions: Step one: Pair the Ss to ask and answer the questions. Step two: Listen to Student A’s description of a photo in this book. Guess which he / she is describing.. Part VI: A test Do Ex 1 on page 140 in the WB. Part VII: Homework: Recite the dialogue as fluently as possible.