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外研版九年级上册教案Module 2 Unit 3 Language in use.doc 4页
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教学课题：Unit 3 Language in use
项目 设计内容
1 课时 课 型
教学目标 知识目标 Get the students to be able to use the key vocabulary and new words they learn in this unit ?
能力目标 To summarize and consolidate the adverbial clause of time
情感目标 1. To be glad to take part in the festival activities and enjoy the happiness.
2. To respect the western culture.
重点 To be able to write a passage to introduce the festival.
难点 Through listening, speaking and writing, let students practise the adverbial clause of time.
教学过程 教师活动 学生活动 说明或
Language practice: To master the adverbial clause of time by filling the blanks.
完成下面的题目
1. _______ we’re staying with our friends, we’re going to spend one day in Qingdao.
2. _______ we begin dinner, my father gives thanks for the food.
3. ______ it is all over, everyone helps wash the dishes.
4. And my family always go somewhere interesting ___________ the holiday begins.
5. We have celebrated the festival ______ the first pioneers from England arrived in America.
6. _____ they landed, their first winter was worse than any English winter.
时间状语从句归纳讲解
1、Complete the sentences with the correct form of the words or expressions in the box.
2、Check the answer
3、Ask Ss to complete the conversation with the clauses in the box.
4、Work in pairs. Ask and answer questions about yourself
5、Complete the passage with the words in the box.
6、Complete the conversations with the sentences in the box.（完成课文第5,6大题）
学生记笔记，理解时间状语从句。
Complete the sentences with the correct form
There may be more than one answer
1） Read the words in the box.
2） Use the correct form of the words to fill in the blanks.
3、Complete the conversation with the clauses in the box
Read the conversation and choose the right ones.
Work in pairs.
Review the adverbial clause of time by asking and answering the questions in pairs.
Complete the passage
1）Read the words in the box.
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Your vocabulary refers to the words in a language you are familiar with. Your active vocabulary cont
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Your vocabulary refers to the words in a language you are familiar with. Your active vocabulary contains the words you understand and use in speech and in print, and your passive vocabulary includes the words you do not use but understand. Although children learn more new words than adults, the vocabulary of an adult is not fixed and can be increased. Improve your language repertoire (全部技能) with daily exposure to new words, their pronunciations and meanings.________. The more often you read, the faster your vocabulary can grow. Choose reading material that is slightly above your level and keep a dictionary with you to look up words you do not know.Find a new word every day. If you do not encounter an unfamiliar word in your daily reading, use your dictionary to search for one.Learn the correct definition and pronunciation for each new word you encounter. Pronunciation is as important as definition because in order to add a word to your active vocabulary, you must be able to useitin speech.Explain the meaning of the word so that you can connect it to something memorable. Use imagery and personal relevance(关联). If you have just learned that the word “obstinate” means stubborn and unyielding, think about the neighbor who will not lend you his car. Imagine him shaking his head, and think of him as obstinate in his refusal.Use your new word in speech and in writing. Tell a friend about your boss obstinately refusing to reschedule your vacation time. E-mail your sister about how your cat is obstinate about sleeping on your pillow. The first time you use a new word in speech it may seem clumsy and forced, but the more you use it, the more fluent you will become in its use. Soon it will be a regular part of your active vocabulary.Tell everyone you are trying to increase your vocabulary. Encourage them to ask you what your latest word is, or to ask for the definition of a new word you have used. The more you explain the meaning of a word to someone, the more likely you are to remember it.小题1:What is the passage mainly about？ (no more than 6 words)_______________________________________________________________小题2:What should we do if there is no unfamiliar word in our daily reading？ (no more than 7 words)________________________________________________________________小题3:What’s the purpose of the example of the word “obstinate”(no more than 15 words)___________________________________________________________________小题4:Fill in the blank in paragraph 2 with proper words. (no more than 4 words)________________________________________________________________小题5:What does the underlined word “it” in paragraph 4 probably refer to ？ (no more than 3 words )__________________________________________________________________
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确认密码：English Module 1.4
ICT4LT Module 1.4
Introduction to Computer Assisted
Language Learning (CALL)
This module aims to familiarise
the student with the basics of Computer Assisted Language Learning (CALL), beginning
with a descrption of what CALL is all about, its historical development and
an overview of different types of programs. Different approaches to using CALL
software in the languages classroom are explored, from whole-class teaching
to distance learning. , by Sue Hewer, focuses
on text manipulation, a specific use of CALL that has proved popular
with language teachers since it first appeared in the early 1980s. Multimedia
CALL is only referred to occasionally in this module as it merits special treatment
and is covered in detail in , Introduction
to multimedia CALL.
This Web page is designed to be
read from the printed page. Use File / Print in your browser to produce
a printed copy. After you have digested the contents of the printed copy, come
back to the onscreen version to follow up the hyperlinks.
of this module
Graham Davies, Editor-in-Chief,
ICT4LT Website:
Heather Rendall, Freelance Educational
Consultant, UK:
Ros Walker, Freelance Educational
Consultant, UK:
Sue Hewer, Feelance Educational
Consultant, UK:
Contents of Section 1
Introduction
The acronym CALL (Computer
Assisted Language Learning) appears to have been coined at the beginning
of the 1980s. The first occurrence we have found is in . By 1982 it was in widespread use in the UK, featuring
in the title of
1982) of the newsletter
and in . In the USA the acronym CALI (Computer Assisted
Language Instruction) was initally preferred, appearing in the name of
(founded in 1982), the oldest professional association devoted to the promotion
of the use of computers in language learning and teaching. TESOL favoured CALL,
setting up its
. The term CALI then appears to have fallen
out of favour because of its association with programmed learning, i.e. a teacher-centred
rather than a learner-centred approach that drew heavily on behaviourism, and
CALL is now the dominant term. CALICO now uses the term CALL in preference top
An alternative term to CALL emerged
in the 1980s, namely Technology Enhanced Language Learning (TELL), which
was felt to provide a more accurate description of the activities which fall
broadly within the range of CALL.
Learning a foreign language can
enrich the education of every pupil socially and intellectually and be vocationally
relevant. The new technology should form an integral part of a modern language
department's overall teaching strategy. By these means, to coin a communicative-sounding
acronym, TELL (Technology Enhanced Language Learning) can help produce telling
results in language performance both in school and in the wider world. It
therefore has a place in every modern language department.
During the 1990s TELL was adopted
by the TELL Consortium (now defunct), University of Hull, and it figured
in the name of the journal of CALL-Austria, TELL&CALL (now
defunct). See also .
Throughout the 1980s CALL moved
away from its initial leanings towards behaviourism and drill-and-practice,
widening its scope to embrace the communicative approach and a range of new
technologies. CALL now includes highly interactive and communicative support
for listening, speaking, reading and writing.
provides the following succinct definition
Computer Assisted Language Learning
(CALL) may be defined as &the search for and study of applications of
the computer in language teaching and learning&.
This is a catch-all definition,
which is endorsed by and figures in the names of the growing number of for CALL
throughout the world: see our
under the heading .
It is, however,
break down CALL into various subdivisions, and this is reflected in the structure
of the ICT4LT website. See ,
who raise the question Why call CALL 揅ALL