外研版九年级英语下册全册教案(文末下载)
Unit 1 We toured the city by bus and by taxi
Unit 1 I hope we can have a match with them
Unit 2 What do I like best about school?
Unit 1 Life is better today than in the past.
Unit 2 I think life is better today.
Module 4 Rules and suggestions
Unit 1 You must be careful of falling stones.
Unit 2 we must keep the camp clean.
Unit 1 We’d better get you to hospital.
Unit 1 When is the school-leavers’ party?
Unit 2 Knives and forks are used for most Western food.
Module 7 English for you and me
Unit 1 Have you ever been to an English corner?
Module1 Travel
Unit1 We toured the city by bus and by taxi.
教学设计
教学目标：
在本堂课结束时，学生能够：
1、通过听说活动，能够理解并运用本单元的话题词汇来完成相关的练习。
flight，direct，pilot, succeed, as long as， school-leaver, exactly.
2、通过精讲点拨及小组合作，能够运用 be full of , be filled with, because of , succeed in doing sth , had better do sth, as long as, look forward to 等短语来造句。
3、通过听力训练，识别对话中提及的人物，假期活动，旅行的方式和地点。
4、运用功能句型，能够和同学交流有关假期生活的信息。
教学过程：
【课前延伸】
预习词汇：布置学生预习词汇，能够根据音标读出并了解汉语意思即可。
课前朗读：朗读本课的新单词及短语。（见幻灯片）
(设计意图：在课前安排学生进行新单词的朗读活动，目的是让学生进一步熟悉词汇，为课上的听说活动扫清障碍，并尽快组织好课堂。)
【课内探究】
Step 1: Lead-in：
展示自己在北京旅游时在天安门前拍的照片，及长城、故宫、颐和园等旅游景点及出租车、公交车的图片来导入本节课的学习。
（设计意图：用自己的照片及旅游景点的图片来导入新课，容易激发学生的学习兴趣，调动学生学习的积极性。）
Step 2: Pre-listening:
(设计意图：在描述旅游经历时，最常见的信息就是乘坐了哪些交通工具，所以本活动结合交通工具图片，以师生问答的形式来谈论同学们最喜欢和最不喜欢乘坐的交通工具，为下面的对话内容做了很好的铺垫)
Step 3: While-listening
Task 1: Listen and choose the correct answers.
1. How long did Lingling stand>A. Over 2 hours. B. Over 3 hours. C. Over 4 hours.
( ) 2. Why is travel so difficult in winter?
A. Because of the weather. B. Because of the people.
C. Because of the Spring Festival.
( ) 3. What are Daming and Betty looking forward to at the end of the term?
A. The school-leavers’ party.
B. The school-leavers’ concert.
C. The school-leavers’ exam.
( ) 4. When do you think the conversation takes place?
A. At the end of the term.
B. At the middle of the term.
C. At the beginning of the term.
Task 2: Listen again and complete the table.
Where | What | How | |
Lingling | Henan | went to see her (1)____________. | by train |
Tony | (2)_____ | went to stay with his family. | by(3)______ |
Daming | Hong Kong | (4)________ a boat to Lantau Island and went to Disneyland. | by plane and boat |
Betty | Beijing | took a (5)________ by coach to the Summer Palace ;Went for a long walk (6)_______the lake. | by bus, by(7)_____and by coach |
Say some sentences with the help of the table.
Eg: Lingling went to see her grandparents in Henan Province by train.
（设计意图：一听为选择题，比较简单，让学生从整体上感知对话信息，了解对话大意。二听为表格题，此题培养学生获取细节信息，从对话到表格的信息转移能力。完成听力后，让学生根据表格信息说句子，此活动有利于培养学生的组织句子能力。）
Step 4：Post-listening:
一．Read the dialogue and complete the passage with proper words:
1. Lingling went to see her grandparents in Henan Province during the holiday. Her travel was a bit _______, because winter is the busiest season in China _______ ______ the Spring Festival. The train ______ _____ _____ people and she had to _____ for over three hours
2. Tony spent his holiday in the UK. He ________ his family during the holiday and he is _________ today.
3. Daming went to Disneyland in Hong Kong. Though the plan left _______ late, the pilot _________________>4. Betty had quite a good time in Beijing. They toured the city by ______ and by ______. And they _____________ by coach to the Summer Palace and went for ____________ around the lake.
(设计意图：自读对话，完成短文，此题有助于学生进一步熟悉对话内容，并初步感知对话中的重点短语的用法。)
二、Language points: (教师精讲，学生造句训练)
1. The train was full of people, and I had to stand for over six hours. 火车上挤满了人，我不得不站了6个多小时。
be full of 意为“充满……;装满……”，其同义词组为 be filled with。
汉译英:
（1）. 瓶子里装满了水。
（2）.教室里盛满了学生。
2. Well, it’s the busiest season in China because of the Spring Festival. 由于春节，冬季成了中国交通最繁忙的季节。
because of意为“因为；由于”，后可接名词、代词或V-ing形式。
because 连词，引导原因状语从句
汉译英：
因为下雨，我们不能出去散步。
3. But the pilot succeeded in landing> 不过飞行员成功地按时着陆了。
succeed in doing… 表示“成功地做……”。
汉译英：
（1）、他成功地解出了这道数学题。
（2）、我成功地登上了长城。
4. But now, we d better get back to work.
但是这回儿，我们最好还是回去学习吧。
had better do sth. 最好做某事，其否定形式为
had better not do sth.最好不要做某事
汉译英：
（1）、你最好照顾好你自己。
（2）、你最好不要花费太多的时间玩电脑游戏。
5. There’s nothing to worry about as long as you work hard.
只要你努力，没什么好担心的。
as long as在这里引导条件状语从句，表示“只要”，时态遵循主将从现的原则。
（1）、只要我活着，我就会帮助你。
（2）、只要你不把书弄脏，这书你就可以借。
6. We’re all looking forward to it!
我们都盼着呢！
look forward to sth / doing sth 期待着或盼望着
（1）、我们都期待着明天的足球比赛。
（2）、今年暑假，她期待着去参观长城。
（设计意图：通过精讲点拨并辅以造句练习，使学生理清并学会应用节课的重点知识。）
三、listen and read:
(1) Ask students to read the conversation after the video.
(2) Students read the conversation in groups of three.
(3) Students role play the conversation.
(设计意图：让学生跟随对话视频朗读对话，有助于学生模仿对话人物的语音、语调，关注对话人物的态度体现。随后的分角色朗读对话及分组展示有助于使学生感受真实的对话情景。)
Step5：学以致用
Talk about your holiday with your partner.
Eg :
A: What did you do during the holiday?
B:
A: How did you get there?
B:
A: How was your travel? / What has happened?
B:
A: What are you looking forward to this term?
B:
(设计意图：通过生生对话，运用功能句型交流自己的假期生活，达到学以致用的目的。)
Step6、当堂检测
一、 根据汉语提示完成句子
1.______________(欢迎回来），everyone.
2. The train_______________. (挤满了人）
3. We _________________（成功地完成了）the task.
4. You will be successful___________________（只要你努力学习）
5. It’s cold outside ,you_____________________ .(最好穿上外套）
6. I’m ___________________________. (期待见到你）
二、用方框内所给单词的恰当形式填空。
1. The first _________ was flown by the Wright brothers over 100 years ago.
2. A _______ is a large comfortable bus used for sightseeing or long-distance travel.
3. Will the head teacher attend the ___________ party next Friday?
4. It’s>5. I’m sure you will ______ if you work hard.
(设计意图：检测一：巩固本课所学的短语，检测二，巩固本课所学的生词。)
Step 7: Summary
Think about what you have learned today.
本课时主要短语和句型
1. be full of…
2. because of
3. succeed in doing…
4. had better do sth
5. as long as
6. — What did you do during the winter holiday?
— I went to see my grandparents in Henan Province by train.
（设计意图：引导学生整理本节课的重点短语和句型，让他们进一步明确本节课的重点内容，同时为课后的复习巩固做准备。）
【课后提升】
Step8: Homework
Have a talk with your parents and get more information about their holiday. Then make a short dialogue with your partner.
2. Preview the new words and expressions in Unit 2.
教学设计
[教学目标]
语言知识目标：
1、 能够在语境中运用重点词汇，重点句子和短语，能够做到语音、语调正确、自然、流畅，了解句子的意义。
2、 能根据语言的变化，理解和表达不同的意图和态度。
3、 语法知识能在实际运用中体会和领悟语法在特定情境中的语言表意功能。
4、 理解并能运用恰当的语言知识描述故事发生的过程。
能力目标：
1、 在学习中，能够主动思考、主动探究，善于发现语言的规律，并能很好的运用，组织好语言，加以整理和归纳，能够表述故事发生的经过。
2、 能够把握学习内容的重点和难点，积极与他人交流讨论。
3、 能够在课内外活动中，运用所学知识与他人用英语交流，交际中遇到的困难能够有效的寻求方法解决。
情感目标：
1、 能够恰当的使用英语中的称谓、问候语和告别语，表达与他人之间的情感。
2、 学会对他人表示赞扬，请求和道歉，并且做出恰当的回应。
3、 能够通过对故事的感悟和体会做一个乐于助人，有爱心的人。
[教学内容]:
通过阅读话剧故事,了解故事中的情节，学会描述一件自己在旅行中发生的故事。
[教学重点和难点]：
重点：通过阅读，获取有关信息，组织语言，描述事件的经过。
难点：学会利用上下文和词汇信息，抓住文章主题，预测故事情节，将学到的知识运用于课堂实践和活动中，掌握阅读技巧和习作技巧。
[教学过程]：
Step1 导入：出示学生熟悉的旅行中的图片，谈论旅行中的故事。
T：Do you like travelling? Ss: Yes, we do.
T：I like travelling too, and I like taking photos. Here are some photos to you.
Do you know where it is?
Ss: Huang huaxi .
T: Have you ever been to Huang huaxi ? Did you have any stories during your tip? Have you ever helped an old man ?
Today we will study a long story happened during a trip.
(出示课题，呈现教学目标)
Step2 Skipping :
1Read the play and number(给…标号) the expressions in the order they appear.
□1. …get up and starts to… □ 3….goes past people…
□ 2. …looks for his ticket… □ 4. …gets>2、Can you find the leading roles （主角）in the play?
Step2: Careful reading:
Read and find out the correct answer.
1、 When will Lilin and Liwei meet later ?
2、 Who took the wrong seat?
3、 Which car should the elderly man take?
4、 Why is the elderly man sitting in Lilin’s seat?
Read and choose the correct answer.
1. What does the elderly man want to do?
a) Take the seat c) Change seats with Li Lin
b) Go and find Car 9 d) Buy another ticket
2. What does Li Lin decide to do?
a) Take the seat from the elderly man
b) Ask the ticket officer for help
c) Change seats with the elderly man
d) Get off the train
3. Who does Li Lin meet in Car 9?
a) Li Wei c) His friend
b) Another elderly man d) His classmate
Step3 After reading:
Complete the passage with the words and expressions in the box.
afraid miss officer sir take care take off
Li Lin says goodbye to his sister Li Wei. Li Lin says that he will _____ his family, and Li Wei tells him to ____. When Li Lin gets>Step4 Role-play(分角色表演):
• Requirements:
★分角色，一人一角色
★有场景，有表演
★ 声音流畅、洪亮
★7 minutes
Step5: Show your play.学生分小组展示。
Step6: Training:
Exercises1: Translate these sentences into English:
1、 明天我们将要出发去北京（set off）
2、汤姆向窗外看了看，但是什么也没看到（look out of）
3、你不能下车直到车停下来（get off）
Exercises2: Write a short passage about a trip you have had. Think about:
●when and where you went
●how you travelled
●who travelled with you
●what happened during the trip
范文展示：写作指导：
写作技巧：pay attention to the key words(要点）,
Tense（时态）, phrases（短语）,link words（逻辑连接词）
An exciting trip
I went>We went there by plane.
After we got off the plane, we went to the beach to see the beautiful sand and swim there. There were so many people there .
Some people were surfing and some people were diving in the deeper part of the sea. Afterwards we had lunch at a seafood restaurant near the beach. We ate seafood like shrimps and craps, and drank some abalone soup. We all didn t want to go home because the scenery was so beautiful, and there were so many other exciting things to try, but sadly it was time for us to go.
It was definitely an exciting trip. If I have a chance ,I will be more than happy to visit the place again.
Step 7: Show a short passage about a trip you have made.
last summer vacation …… Beijing…with… , ……the Great Wall ………
foreigners ….took photos…… beautiful scenery ....the summer palace …….the Forbidden City ….tasted………….had a great time .
Step8 Summary:
What have you learned？
Use the key words to guess the main idea
Read the questions, circle the key words
Reading Find out the key words ,
Read the article ,then choose the best answer.
Writing pay attention to the keywords(要点）,
Tense（时态）, phrases（短语）,link words
（逻辑连接词）从句（Clauses）
To be a man like Lilin:
helpful, kind-hearted, nice, friendly…
Step9: homework
Write a short passage about a trip you have had.
A little kindness goes a long way. 待人以善，行将更远
课题: Module 2 Education
Unit 1 They don’t sit in rows.
【课标分析】
国家《英语课程标准 》对九年级学生在语言知识、语言技能、情感态度、学习策略和文化意识五个方面的目标要求是：能听懂有关熟悉话题的语段和简短的故事；能与教师或同学就熟悉的话题交换信息；能编写简单的小故事；对英语学习表现出积极性和初步的自信心；能尝试使用适当的学习方法，克服学习中遇到的困难，加强了解中外文化，加深对中国文化的理解。
【教材分析】
本模块以“Education”为话题，以学习谈论各国的教育为主线，介绍了各国的学校教育情况。通过模块学习，学生将重点掌握代词，介词和介词短语的用法，并能在写作过程中运用这些词或词组。在本模块的学习中，学生能够通过亲身的参与和实践，感悟和体验英语，发展语言技能，进而逐步提高综合运用语言的能力。
本单元主要通过询问托尼的伦敦之行，引出关于中英学校之间的比较。学校生活是学生最为熟悉的话题，七年级上册第三和第五模块曾对学校生活的许多方面，如：学校设施和学校的日程安排等，进行过详尽的介绍。在组织教学时，要适当整合话题，通过“头脑风暴”的形式让学生尽可能多的复习相关词汇，并为学生提供丰富的口语活动，激发学生的思维。
【学情分析】
初三一班的学生具有良好的英语水平，而且差异不是很大，具有很强的英语学习热情，能够根据要求完成单元任务。本模块以“Education”为话题，以学习谈论各国的教育为主线，介绍了各国的学校教育情况。通过询问托尼的伦敦之行，引出关于中英学校之间的比较。学校生活是学生最为熟悉的话题，七年级上册第三和第五模块曾对学校生活的许多方面，如：学校设施和学校的日程安排等，进行过详尽的介绍。学生在此基础上学习本模快内容，得心应手多了。通过“头脑风暴”的形式尽可能多的复习了相关词汇，进行了丰富的口语活动，学生思维积极活跃，兴趣浓厚。但在英语表达准确性的方面还需要进行相应的训练。
【教学目标】
听: Listen to people talking about education
说: Talk about schools in England
读: Read articles about English schools
写: Write about English schools
【教学重点】
1. To learn and review some words and expressions about education.
2. To learn some expressions about pronouns.
【教学难点】
Learn to use the pronouns correctly.
【教学方法】
PWP method, task-based method and interactive approach
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Warming up
Ss look the pictures and talk about the situation at school.
这是一个导入活动，目的是帮助学生复习与学校有关的词汇。
Step 2 Talking
Work in pairs and talk about your school.
-- What do you like best about our school?
-- I like …
评价：可把学生先前列出的词汇写在黑板上，鼓励学生用所提供的词汇尽可能多的造句。这样可以激活学生已有的背景知识，启发学生思考话题，从而为学生了解话题，讨论话题做好铺垫。
Step 3 Listening
1. Finish Activity 2: Listen and complete the sentences.
1. The weather was ______ when Tony was in London.
2. Tony played football with _________________________________________.
3. Daming is surprised to hear that Tony ________________________.
4. Tony didn’t go to lessons. He was ___________.
2. Listen and read the conversation, then answer the questions.
1. How many pupils are there in Susie’s school?
2. Is everyone sitting around tables or sitting in rows in England?
评价：本活动旨在训练学生通过听力获取细节信息的能力。答案正确与否不重要，重要的是学生动脑思考。这样有利于提高学生的学习兴趣，并促使学生在开展听力活动时集中注意力。
Step 4 Reading
1. Read and complete Susie’s column in the table.
2. Read again and answer the questions.
(1) Who did Tony visit in London?
(2) How did Tony get the photos of Susie’s school?
(3) Which class is a bit bigger, Susie’s or Daming’s?
(4) What does Betty hope to do>评价：把听说结合起来，力求训练学生综合运用语言的能力。
Step 5 Practice
Finish Activity 5: Complete the sentences with the correct form of the words in the box.
enjoy pool row tie wear
Pupils in England do not sit in (1)______ in the classroom. They sit around tables. Everyone (2)_______ a jacket and (3)_____. Most schools have sports grounds, and English children (4)_______ playing football, just as pupils in China do. Some English schools have swimming (5)______, but not all of them do.
评价：这是一个词汇活动，主要是帮助学生在语境中理解生词，同时也能帮助学生回顾对话内容。
Step6 Pair work
1. Complete the Your school column in Activity 3.
2. Compare your school with Susie’s school.
评价：本活动属于听力的输出阶段，主要是让学生通过运用听力获得的信息，熟练掌握语言材料，进而提高口头表达能力。
Step 7 Exercises
Ⅰ.选择适当的单词填空。
really in a row the other swimming pool
1. There is a large ____________ in their school.
2. I have a happy family and I _______love my family.
3. Susan has got two skirts. One is yellow,
_________ is blue.
4. We sat _________ at the back of the room
II、 选择正确的一项完成句子。
1. — Does your mother often wash clothes for you?
— No. I always wash them _______ (I / myself).
2. Your room is as big as _______ (me / mine).
3. Only ________ (few / a few) of the children can work out the problem.
4. There are three foreign students in the group and _______ (both / all) of them come from Canada.
评价：通过练习，进一步巩固这节课的重难点人称代词的用法。
Step 8 Homework
1. Preview the new words and expressions in Unit 2.
2. Write about your dream school。
评价：将课文延伸到学生自身的学校生活之中，体现了英语学习的实用性和交际性，为第二单元的写作活动做好了铺垫。
板书设计
Unit 1
1. enjoy yourself
2. sit in rows/ sit around tables
3.>4. I took them myself.
5. How many pupils are there in a class in England?
Our school is great too, and we have more students here。
【课后反思】
本单元主要通过询问托尼的伦敦之行，引出关于中英学校之间的比较。学校生活是学生最为熟悉的话题，七年级上册第三和第五模块曾对学校生活的许多方面，如：学校设施和学校的日程安排等，进行过详尽的介绍。在组织教学时，适当地整合了话题，并通过“头脑风暴”的形式让学生尽可能多的复习相关词汇，并为学生提供丰富的口语活动，激发了学生的思维。虽然大多数同学都比较活跃，上课气氛积极，但个体与个体差别还是比较大，没有照顾到整体。因此在今后的教学中要认真了解及分析学生实际情况，实事求是，做到因材施教，既要备教法又要备学生，尽量不使一个学生掉队，从而提高自己的授课效果。
【教学效果】
英语课堂的主角是学生，学生只有用心、细心，并且有耐心和恒心，那样才可以以一种滴水穿石的毅力走向成功，英语课堂的效果才会体现。本课我采用的是任务型教学模式，教学目标清晰，设计合理，环环相扣，注重学生学习过程中的步步落实，给予学生充分的时间体验，感知，使用语言，倡导体验，交流，分享与合作，培养学生使用英语做事情的能力，突出小组合作和分享，体现了以学生为主体，面向全体学生的理念，每个教学步骤和最后的单元任务紧密联系，层次清晰，逻辑紧密，为整个单元任务的实现全面铺平了道路。在本节课的最后，我设计了一个课堂学习效果评估表,以此来检测学生本节课的目标达成度。
Can you say the following now? Check（√）the square brackets.
1.I can talk about my school. [ ]
2.I can describe my school life. [ ]
3.I can make comparisons between schools. [ ]
一、课标分析
新课标的基本理念，注重素质教育，体现语言学习对学生发展的价值；语言的学习关乎每一个学生的前途发展命脉，在当下现阶段的发展状况看，语言的储备是我们以后生存的必要条件，所以很好地学习和掌握一门语言，是现阶段学生的首要任务。
教材的设计从易到难，学生也易于学习。从以上可以看出新课标充分考虑语言学习的渐进性和持续性；语言的学习是一种长久的事情，也是一种枯燥的事情，所以编者在编写我们的教材的时候，更加充分的考虑了它的渐进性和持续性，从贴近生活的话题，到循序渐进的语法知识点，更好的培养了学生学习一门语言的兴趣。本节课话题是Education，本单元是了解西方国家的学校生活。这个话题因与学生们的生活密切相关，能很好的引起学生们的兴趣。
义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力。而总目标的达成是建立在语言技能、语言知识、情感态度、学习策略和文化意识等五个方面的整体发展基础上的。语言知识和语言技能是“综合语言运用能力的基础”；文化意识有利于学生“正确理解语言和得体使用语言”；有效的学习策略能够帮助学生“提高学习效率和发展自主学习能力”，他们既是语言学习的目标，也是语言学习的助手；积极的情感态度能够促进学生“主动学习和持续发展”，它是学习得以顺利进行的最大动力。同时“自信意志” “祖国意识”“国际视野”是发展学生思维能力，全面提高学生综合人文素养的体现。
二、教材分析
（一）教材的地位和作用：
本单元的中心话题----学校生活，通过介绍西方国家的学校生活拓展了学生的视野，不仅在本单元占据主导地位也是训练学生口语表达能力的良好素材。根据新课标对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高。
（二）教学目标的确立和依据
为了不仅要完成正常的教学任务，还要有效地培养学生的创新精神和实践能力，确定如下教学目标：
1、知识目标： 熟练掌握数词的表达法。
2、能力目标：
a.有效提高阅读速度和理解材料的准确度
b.能自如表达本校生活。
c.能灵活运用所学知识并展开丰富地想象力流畅地表达其他相关内容。
3、情感目标：
通过介绍西方国家学生的学校生活，拓展学生视野，喜欢自己的学校生活。
（三）重点和难点
1、重点：根据新课程标准对阅读能力的要求，我确定本课重点为提高学生快速阅读的水平。我采用英语趣味教学法，采取图片导入、方法解析和逐步检验的方法使其掌握快速阅读的技巧。
2、难点：口语水平的提高。我班的学生都来自公立学校，长期以来，传统的外语教学注重书本知识的讲授，忽视交际能力的培养使许多学生不敢开口、羞于在人前表达因而口语薄弱。我通过创设引人入胜的情境和师生共同讨论等方式，以及不断鼓励的方法突破难点。
三、学情分析
对于九年级的学生来说,部分学生已经有了一定的英语学习基础,掌握了一点英美国家日常生活中的不同传统特点,但总体上来说,还比较少.西方国家学校生活与学生的生活紧密相连,也是他们很感兴趣的话题,如有机会,他们也很想出国亲身体验一些英国/美国与中国不同的学校生活。基于现实生活,只能引导学生在课堂上发挥丰富的想象力,把课堂模拟成生活,置身于英语学习中,提高语言交际能力。学生英语成绩的分化比较严重,所以要求学生能课前认真做好预习,借助网络和书籍,了解中英/美传统生活的特点和差异,培养自学能力;教师在预设的任务中,注意引导学生在交际中动态生成,学生有话可说,乐于合作分享.
这样就有利于他们更好的运用课本知识,达到提高综合运用语言能力的目的。
四、教学设计
Module 2 Education Unit 2 What do I like best about school?
九年级备课组 序号_____ 2015-04-07
〔教学目标〕
1.Make students understand the main idea of a passage with the help of the paragraph headings and photos.
2.To master some expressions and learn to describe their school life.
〔学习重难点〕
1.Key vocabulary:absent ; secondary school ; pass ; present
2.Make students master some expressions and learn to describe their school life.
〔课前延伸〕
及格；通过（考试或检查）_______ 中学__________ 缺席的；不在的________
〔课内探究〕
Step 1.Fast reading. skim the passage and choose the headings for each paragraph.
para.1 a.Self-introduction
para.2 b.School activitis
para.3 c.Schedule (时间表) in the school
para.4 d.The writer s schools
para.5 e.Subjects in the school
para.6 f.What the writer likes best about school.
Step 2. 2nd reading :1.Read para.1 and answer the questions.
1).How long has Susie been at River School?______________________________________________
2).If I pass my exams next year,I ll stay here until I m ________.
2. Read para.2. True or False
1).Susie Thompson goes to her secondary school>2). She graduated(毕业) from primary school at the age of 11. ( )
3.Read para.3 and answer.
1).How long does her school day last?__________________________________________
2).Before class, our teacher checks which pupils are ____ or _____. ( Please translate it.)
4.Read para.4 and answer.
1).Do all the students at River School have the same subjects?_____________________________
5.Read para. 5.
1)._______________,there is a parents meeting,so our parents and teachers can talk about our progress. (Please translate it.)
2). How do you like Susie’s school life? Why?
Step 3 Finish activity 3>Step 4 Finish activity 5>〔课后巩固〕
Homework:
1.Finish activity 4>2.Recite the passage.
五、效果分析
本堂课主要目的是是学生们了解西方国家的学校生活，提高学生的阅读能力。课堂主要设计三个环节。第一个环节是快速阅读，通过归纳段落大意了解文章的主旨大意。这个环节学生完成的不错，三分之二的同学能自己完成此题目。第二个环节是精读。考查学生捕捉细节信息的能力及对文本的理解。通过设计问题，由易到难，学生们对此环节完成的也比较满意。但是基础较差的同学感觉有点困难。第三个环节是让学生模仿课文介绍自己的学校生活。这个环节要求学生能力较高，只有基础较好的同学能完成。
总体来说，本节课的目标基本达成。学生对此篇文章理解的比较深刻。效果较好。
六、观评记录
学生方面：1、学生上课认真思考，回答问题积极。
2、对于本堂课的内容很感兴趣，在最后的讨论环节敢于表达自己的想法。
3、此节为阅读课，学生们能够静下心思认真阅读，思考老师设计的问题。
4、部分学生素质较高，口语表达准确流利。
老师方面：1、徐老师素质较高，口语表达流利，教态自然大方。
2、环节设计紧凑，问题由易到难，给学生充分的阅读时间和思考时间。
3、教学过程中不断鼓励学生，提高了学生们学习的积极性。
4、课堂内容充实，较好的锻炼了学生的阅读能力。
七、课后反思
作为一堂阅读课，老师要确立好教学目标，根据不同的阅读策略设计问题。问题应多层次，环环相扣，充分挖掘学生的阅读能力。要把“任务型”教学模式使教学过程任务化，充分确立学生的主体地位，以任务活动为主要途径，让学生积极的“动”起来。在任务型教学活动中注意以下几个原则：第一，教师主导作用和学生主体性的原则；第二，贴近学生生活的任务设计原则；第三，民主和谐的原则；第四，合作学习的原则。
Module 3 Now and then Unit 1教学设计
Unit 1 They sometimes work harder.
课题 | Module 3 Unit 1 | 课型 | Listening and speaking | 第1 课时 | ||
教学 目标 | 知识目标 | 1. 能朗读和拼写单词 wealthy wealth fear double seldom spare deaf 能运用短语used to peak up spare time 造句子。 2. 能听懂关于对过去生活和现在生活对比的语段和篇章。 3. 能用A is –er than B 和 as…as…/not so…as…句式造句子。 | ||||
能力目标 | 能熟练应用形容词/副词的比较等级造句子，掌握形容词和副词的用法。 | |||||
情感目标 | 让学生通过现在与过去的对比，了解社会发生的变化，从而更加珍惜我们现在的生活。 | |||||
内容 分析 | 重 点 | The words, useful expressions and the grammar. | ||||
难 点 | 形容词/副词的比较等级的应用 | |||||
教法学法 | Team-work and communication approach. | 教具 学具 | Muiti-media A tape recorder | |||
教学程序 | 教材处理 | 师生活动 | ||||
Step1：Lead in Step2:Listen and answer(Activity 2)（多层听） Step3:Listening reading and speaking (Activity 3).（对话处理） Step4: Explaining and learning (精讲点拨) Step5: Speaking Step6:Practise: Step7:Do a summary: Step8:Homework : | Work in pairs. Talk about the photo.Say what life was like in the past and what life is like today. Doing this is to practice the usage of “as…as..” “not as(so)…as…”. Ⅰ、Listen to the tape, understand the meaning of it. If they can answer the questions, write the main words down. Ⅱ、Listen to it again,check the answers in pairs. Ⅰ、Listen and choose the best answer. 1、People live longer because ________. a) we know more about medicine b) they do not work as hard as they did c) they take more exercise 2、There is less fear of getting ill ________. a) so people live longer b) because people know how to deal with the ordinary diseases c) so people work harder than before 3、 People take less exercise because ________. a) they do not need to b) they drive cars instead c) they do not have cars or bikes 4、 People work harder today and ________. a) they do not live as long as they did b) they do not usually have enough free time c) they live a healthier life Ⅱ、Listen again and put the words in the box into the correct column.
Ⅲ、Read the dialogue and answer the questions. 1、 What are Betty and her mother talking about? (They are talking about life in the past and now.) 2、 How many things have they compared? (Four-health, medicine, transport, work.) Ⅰ、Read the passage and find out the usefull expressions: Get the students to find out the points and talk about them with each other. Language points: Then the teacher explain the following: 表语从句 形容词和副词的比较等级 Get the students to make up a few sentences like this, “ The cat is healthier than before.” 1. … and there’s less fear of getting ill because we know how to deal with the ordinary diseases. 我们也不太担心生病，因为我们知道如何治疗普通疾病。 fear n. 担心；害怕 for fear 唯恐,以免(发生危险) He ran away for fear of being hurt. 他生怕受伤而逃跑。 in fear of … 担心；害怕 He goes in fear of his life. 他害怕会丧命。 There is no (not much / less) fear of … 某事不太可能发生 There is no fear of that kind of thing. 那种事不可能发生。 2. But people don’t take as much exercise as they used to. 但是人们做的运动并没有过去多。 as … as表示“象…一样”，否定句中常用not so … as 替代not as … as，表示“没有…那样”。as … as, not so … as中间用形容词、副词的原级。如： Tom is as tall as Jack. Lily sings as well as Tom. She is not so clever as her brother. He can’t read so fast as Lily 3. I suppose that’s because more people have cars… 我想可能是因为更多的人有了车…… suppose表示“猜想”、“认为”，相当于 think或guess。后接否定的宾语从句时通常将否定转移到主句上。 4. Remember to speak up! She’s a bit deaf now. 记得说话大点儿声，她现在有点儿耳背了。speak up表示“大点儿声说”。 Work in pairs. Answer the question and give your reasons. — Is life better today than in the past? — Yes, it is. I think it’s because… / No, it isn’t I think… Let the students do it quickly. 巩固提升：Choose the best answers. 1．It’s smoggy these days. That’s terrible! — Yes, I hope to plant trees.________ trees, ______ air pollution. (2014昆明) The more; the fewer B. the less; the more C. The less; the fewer D. The more; the less 2. —What do you think of her teaching English? (2014咸宁) — Great! No>3. Of the two sisters, Lucy is _____>5. Air pollution has become _______ than ever before. We must do something to stop it. (2014上海) A. serious B. more serious C. most serious D. the most serious 6. He works _________ and feels __________ every day. (2014玉林) A. hard; happy B. hardly; happily C. hard; happily D. hardly; unhappily 总结回顾 本课时主要短语和句型： 1. used to 2. speak up 3. deal with 4. I suppose that’s because more people have cars. 5. — Is life better today than in the past? — Yes, it is. 6. But people don’t take as much exercise as they used to. Homework: 1. Preview the passage in Unit 2 Life now and then. 2. Try to get more information about your parents’ childhood. | |||||
板书设计 |
|
第二课时教学设计 | ||||||
教材分析 | 本课时围绕贝蒂对Mrs Li的采访，从生活条件、妇女地位、旅行交通和生活娱乐等方面对过去和现在生活进行比较，使学生更深刻的了解社会的变化和历史的变迁。 | |||||
课时教学目标 | 学习基本的词汇和表达方式; 能读懂关于社会变化的文章并能够进行写作。 | |||||
教学重点与难点 | 怎样写文章表述自己的观点。 | |||||
教学辅助 | 电脑 投影仪 儿时玩具 | |||||
教学方法 | 任务型教学 | |||||
教学内容 | 教学活动 | 设计意图 | ||||
教师活动 | 学生活动 | |||||
Step 1: Lead-in & vocabulary | Teacher: Show some things that were used in the past. Present a passage about my own childhood. At the same time, lead in the new vocabulary. Students: Enjoy the things the teacher shows. Listen and watch the presentation and learn some new vocabulary. | 本环节通过教师带来的儿时玩具带入本单元话题，同时通过教师的陈述使学生在语境下学习新的词汇。 | ||||
Step 2: Reading | Teacher: Ask students to read the questions first and then read the passage quietly to find out the answers. Check the answers. Later, ask students to read for more details. Students: Do as the teacher ask them to do. | 本环节设计目的在训练学生快速阅读的能力和查找细节信息的能力。培养学生带着问题读文章。解决问题过程中可以进行小组讨论，提高合作学习能力。 | ||||
Step 3: Useful expressions | Teacher: Show the Chinese meanings. Ask students to read the passage aloud to find out the expressions. Then ask students to discuss and check their answers. After that, ask students to read and try to remember them. Three minutes later, check some. Students: Do as the teacher ask to. Try to remember the expressions in class. | 本环节旨在帮助学生在语篇中理解并学习重点表达方式的用法。 | ||||
Step4: Read & retell | Teacher: ask students to read the passage aloud and try to retell it. Then ask some students to retell according to the PPT. Students: read the passage aloud and try to retell it. | 本环节旨在进一步巩固学生语言知识的输入，培养学生语感。通过游戏选择的方式，活跃课堂气氛，减轻学生复述短文的紧张情绪。 | ||||
Step5: Writing | Teacher: ask students to discuss in groups about their parents’ childhood and the life today. Take some notes. Write a passage. At last, ask some students to present. Students: work in groups to discuss the topics and then write a passage. | 本环节目的是使学生在充分输入之后能够有效输出，培养学生的表达能力提高写作水平。小组讨论培养学生合作学习能力。 | ||||
Step6: Summary & Classroom Assessment | Teacher: Ask students to speak out the words and useful expressions aloud to summarize what we have learnt. Students: Speak out the words and useful expressions. | 本环节旨在帮助学生归纳本单元重点内容并进行检测。 | ||||
家庭作业：1.Finish the exercises. 2. Review the comparative and superlative degrees> | 板书设计： Module 3 Life now and then Unit2 I think life is better today. ⅠWords: tiny; light; candle; postman; full-time; role; education; transport ⅡExpressions: more than; what’s more; get married; generally speaking |
第3课时教学设计 | ||
教材分析 | 本课时是对本模块语法的总结和练习，同时对本模块其他知识要点的复习和巩固练习，通过多种形式的练习进一步提高学生的语言综合能力。 | |
课时教学目标 | 总结归纳形容词副词的句法功能和比较级最高级的用法 巩固本模块重点知识，提高听说读写能力 | |
教学重点与难点 | 如何正确使用比较级最高级表述自己的观点 | |
教学辅助 | 电脑 投影仪 | |
教学方法 | 任务型教学法 交际型教学法 | |
教学内容 | 教学活动 | 设计意图 |
教师活动 | 学生活动 | |
Step 1: Grammar | Teacher: show some sentences and ask students to observe and find out the use of adjectives and adverbs and later the use of comparative degree and superlative degree. Lead students to conclude together. Students: Read the sentences and discuss the use of adjectives and adverbs. Answer the questions. | 本环节目的是让学生自己观察总结形容词副词的句法功能以及比较级和最高级的用法，提高学生自学能力和合作学习的能力。 |
Step 2: Exercises | Teacher: ask students to do some exercises to practice the use reviewed above. Students: do some exercises and and answer questions. | 本环节目的是学以致用，帮助学生在习题中巩固之前复习到的语法知识。 |
Step 3: Other exercises | Teacher: ask students to do some other exercises in the textbook and then discuss to check the answers. Students: do exercises in the book and discuss to check. | 本环节旨在帮助学生将本模块重点内容进行回顾和练习，同时训练学生听、说、读、写的能力。 |
Classroom Assessment | Test by doing the exercises. | |
家庭作业：1. Prepare the module task> 2. Preview the contents of Module 4. | ||
板书设计： Unit3 Language in use Ⅰ About the adjectives & adverbs. Ⅱ The comparative degree & superlative degree. | ||
模块整体教学反思： 本模块的主题是“Life now and then”,根据教学大纲要求，我将这一模块按照听说课、读写课和语法练习课大体分成了3个课时，由浅入深，由易到难，层层递进，使学生在充分输入的基础上轻松输出，既提高了能力，又提升了学生的自信心和学习兴趣。在第一课时以听说为主，通过大量不同形式的听力练习帮助学生提高听力水平，并保证了知识的有效输入；与此同时，简要复习了形容词副词比较级的用法，以帮助学生更好的理解比较类文章的写作方法，为第二课时做了铺垫。在第二课时，主要练习了读写能力，通过大量读的练习使学生达到熟练复述的程度，为后面的写作做了知识准备，保证学生有足够地语言输入。第三课时主要是语法复习和练习，在这一部分采用了呈现---观察---总结---练习巩固的方法，侧重培养学生的自学能力。同时，利用课本教材所设计的题目对学生的听、说、读、写能力进行了进一步的训练和提升。 整个教学设计围绕主题展开，以提高学生的学习能力和综合语言能力为宗旨，从导入——呈现新知——操练新知——迁移运用——巩固评价，环环相扣，重点突出，主次分明。 通过这一节课，我对如何启发学生思维，培养学生学习能力有了更进一步的认识，也深刻体会到了备课既要备教材，也要备学生的真正含义。 |
Module4 Rules and suggestions
Unit 1 You must be careful of falling stones. 教学设计
一、学习目标：
知识目标：
1、读写本节课的单词：sock，whenever等。
2、背诵并默写本节课的短语：go off, in>3、背诵并默写句型：
1）You should always wear proper clothes.
2) You mustn’t walk too close to the edge of …
3) You have to keep together so you don’t …
4、复习语法：情态动词的用法。
情感目标：
通过学习，了解旅游景点的一些规定和注意事项， 做一个文明的旅游者。
二、课前读词
读写本节课的单词与短语，然后听写。
三、课堂活动
Step1. Warming up
1）Do you like travelling？
2）Have you been to another city for a holiday?
3）Do you know you may be in danger while travelling?
Step2. Listening
Betty is going for a trip . Here’s a dialogue between Betty and her mother. Listen and answer the questions.
1） When is Betty leaving for the trip?
She is leaving _______
2）What is Mr Jackson going to tell the students?
He is going to tell them about __________.
3）What does Betty’s mum suggest Betty should not do?
She suggests Betty that she shouldn’t ______ from a stream or ________ to the
sides of the hill path.
4）Does Betty think the trip will be dangerous?
________.
Step3 Listen and read
A. Mr Jackson is telling his students something. Listen and choose the best answer.
1）Mr Jackson gives a lot of rules and suggestions, so he probably ________.
a) is happy about walking in the hills
b) has never been to the hills
c) has a lot of experience of walking in the hills
2）The children might hurt themselves if they _______.
a) walk along the edge of the hill path
b) wear proper clothes
c) drink all their water before lunch
3. Before they have lunch, they ________.
a) have to get up to the top
b) can have something to eat
c) can go rock climbing
B. Read and make notes about Mr Jackson’s rules and suggestions
1）You should ________________________.
2）You mustn’t _______________________.
3) You have to _______________________.
4) You mustn’t _______________________.
5) You can’t _________________________.
6) Don’t _____________________________.
7) You can’t _________________________.
8) You must _________________________.
C. Read the passage again and complete the passage.
Dear boys and girls, before we set off, please pay a_______ to some rules and suggestions. Everyone should w_______ strong shoes and thick socks. You m_______ walk too close to the edge of the hill path. And you h_____ to keep together so you don’t get l_______. You mustn’t go o____>Step4 Language points
1. Before we set off, there are a few rules and suggestions for you.
在我们出发之前，给你们一些规则和建议。
set off 意为“动身；出发”，与set out 同义，是不及物动词短语。
It’s time for us to set off.我们该出发了。
My parents set off early to catch the bus every day to work.
我父母每天都是早动身赶去公共汽车去上班。
拓展 与set 相关的短语
set up 开办；设立
set for 派人去请
set down 写出；记下
2. …whenever you go walking in the hills …
……无论什么时候你们去山里徒步旅行……
whenever 此处为连词，意为“每当；无论什么时候”，相当于no matter when, 引导时间状语从句。
Whenever I meet her , I say hello to her.
每当我见到她时，我都向她问好。
Whenever you come again，you’ll be welcome.
或者：No matter when you come again , you’ll be welcome.
无论什么时候你再来，都会受到欢迎。
拓展
类似的由“疑问词+ever”构成的合成词还有:
wherever=no matter where 无论哪里
whatever=no matter what 无论什么
whoever=no matter who 无论谁
whichever=no matter which 无论哪个(些)
3.You mustn’t go off>（1）go off意为“离开”，常指为了某个目的而悄悄离去，是不及物动词短语。
Mr Smith went off in a hurry. 史密斯先生匆匆离开了。
He went off to drink water. 他离开去喝水了。
拓展
go off还可表示“突然发出响声；（电灯）熄灭；（闹铃）响起；（水电）中断；（食物或饮料）变质；变坏”等。
I woke up when my alarm clock went off. 闹钟一响，我就醒了。
The lights went off. 灯灭了。
（2）on>Tony always finishes his homework>Do you stay at home>
Step5. 当堂检测
A. 背诵并默写下列短语
1、规则和建议 2、当心……
3、动身去…… 4、注意……
5、出发 6、伤到自己
7、待在一起 8、迷路
9、离开 10、独自地；独立
11、有一些吃的东西 12、在中午
13、一口气 14、攀岩
15、到达顶部 16、带路
17、以……开头 18、变得困难
B．背诵并默写下列句子
1、你们必须当心下落的石头。
2、在我们出发前，有几条准则和建议。
3、无论何时你们爬山时，你们应该穿合适的衣服。
4、你们必须待在一起，所以你们不要迷路。
5、你们千万不要独自离开。
6、不要一口气喝完所有的水
Step6 Homework
1、 改正默写的短语和句子中出现的错误。
2、 预习U2中生词。
Module 4 Unit 2
We must keep the camp clean.教案设计
一、 教案背景 1，面向学生： √中学 2，学科：英语 2，课时：1 3，学生课前准备： 1）、预习课文，了解课文大意 2）、复习以前学过的情态动词 4.老师准备：互联网（关键词：熊 熊的图片 熊的嗅觉超强视频）、电脑、 | ||||||
二、 教学课题 外研版初三英语下册Module Unit2 We must keep the camp clean. | ||||||
三、 教材分析 内容分析： 1、主要内容 Unit2是Module Rules and suggestions的第二课时，这一单元分为Reading 和Writing两大板块。其中以前一模块为重点学习内容，讲述了作者在黄石公园也应遇到熊的经历，并告诉我们外出旅游应该遵循的规则和建议。 2、教材地位和作用 （1）在初二上学期的学习中，学生对情态动词就有一定的了解，通过本课时的学习，学生对初二学过的有关情态动词的用法进一步拓展延伸，由词到句子进行练习,同时为关于建议方面的写作扫清障碍，打下基础； （2）通过本模块的学习可以为中国的旅游者提供一些建议，非常有意义：可以训练学生提出建议和注意事项，包括应该做的和不应该做的；可以训练学生正确使用情态动词---表示责任义务、允许、禁止等；还可以提高学生的文化素养和环保意识。 学情分析： 1、本模块是有关“规则和建议”这一主题的学习，涉及有对话、短文，并由此引出了词汇及情态动词的学习。内容的主题与日常生活联系紧密，而且，在初二的学习中，学生对情态动词已有一定的了解，所以，无论是内容还是语法，学生都不陌生，知识对于新的词汇和句型还不是很熟悉，对情态动词的用法了解还不够，需要老师有效的指导。 2、本节课的授课对象是初中九年级的学生。学生的水平差距很大，在学校分层次教学基础上，通过本节课的学习，让A层次的学生能对所学知识进行拓展延伸，B层次的学生能熟练运用词汇及语法，C层次的学生能基本达到教学目标的要求。 学习目标： 依据学情分析，确定了以下的学习目标： Ø 通过运用不同阅读策略阅读文章，正确理解文章大意，提取相关信息。 Ø 能利用情态动词说规则，提建议，并对文章进行总结复述。 Ø 通过挖掘文章内涵，提高自我安全防范意识和环保意识。 学习重点： 重点单词：valley, peaceful, site, gesture... 重点短语：watch out, fall asleep, reach out 重点句子：We fell asleep listening to the sound of water... 学习难点: 熟练、准确地运用本单元所学的单词、短语及句型结构。 教学准备： 1、在百度中搜索本课资料 2、录音机、录音带，多媒体 教学方法：问题式导学法、分层次教学法、任务型教学法等。 | ||||||
四、教学过程 I、 导入新课 1.Why must we keep the camp clean? Ø To protect the environment. Ø To help keep the bears away from us. （Play a video to show the reason） 2.Bears are dangerous animals, have you ever got a close contact with them? Three young men went to the Yellowstone Park in America for camping. And they met bears, let’s see what happened. II、Fast reading Read the passage and finish the tasks. 1.Who got a close contact with the bears?_________________________________________. 2.Devide the passage into four parts according to the timeline. III、Careful reading 1. Read the first part and finish the tasks. 1）.What did they do>2）.What did they hear and see in the middle night? 2. Read the second part and finish the tasks. 1)Complete the table.
2) After reading this part, try to find how much the three man know about the bears. _______________________________________________________ ______________________________________________________ 3. Read the third part and finish the tasks. 1).The writer didn’t like the baby bear at all.( ) 2).The writer ran away quickly after hearing a loud noise.( ) 3).The baby bear ran away as soon as his mother shouted to him.( ) 4. Read the fourth part and finish the tasks. The writer’s blood went cold because he _______. a) thought the mother bear was coming back b) was afraid of noise c) liked bears d) felt ill after running so fast 5. Do you think their camping trip was interesting? Why? ______________________________________ 6.Sum up: What should (must) you do if there are bears nearby when you go camping? _______________________________ ; ____________________________________; _______________________________;_____________________________________; _______________________________ ; ____________________________________; _______________________________;_____________________________________; IV、拓展阅读 People are very worried about the conditions of the ancient forests of America and want to save them. Many visitors to the forests use knives to cut their names into the trees, some of which are hundreds of years old. Although there are litter bins, people still throw rubbish into the stream and this causes plants and fish to die. People from local village have helped clean up the forests. We hope tourists will play their part in keeping America’s forests clean too! Now write possible rules for visitors to the forests. 1.You should ______________________________________. 2.You shouldn’t ___________________________________. 3.You must _______________________________________. 4.You mustn’t _____________________________________. |
Module 5 Look after yourself
Unit 1 We’d better get you to hospital
一、教学目标的展示：
1. 记住会用单词、短语：look after, catch up, agreement, blind, call off.
2. 通过学习能获取这次意外事故的主要信息。
3. To be able to talk about an accident.
重点：记住并会运用本单元的单词及短语。
难点：1.能够听懂事故发生的时间、地点、现场人物和事故发生的过程；能够根据听到的细节进行信息判断。
2. 能够叙述过去发生的事故，讲清时间、地点、原因及受伤情况等。
二、New words and expressions.
catch up 赶上
agreement 协议
blind 失明的；瞎的
ouch 哎哟（用于表示突然的疼痛）
call off 取消；决定终止
三、新课导入。
What happened to him?
Do you think he is seriously hurt?
What should you do if you have an accident?
四、Listen and answer the questions.
1. Has Tony’s dad ever had an accident？
2. How long did it take for the wound to get better after Tony’s dad cut his finger?
3. What patrs of his body hurt after Tony’s dad fell off his bike?
3. What is Tony reading about for his school trip?
五、Listen and read
Listen carefully and complete the accident report.
Where:___________
Who:____________
What happened:_________________
How the person was hurt:______________
六、Read the dialogue and answer the questions:
1. Why did Mr Jackson decide to go and look for Tony and Daming?
2. What happened to Daming?
3. When did the accident happen?
七、Listen again
Betty: I’m tired, Mr Jackson.
Mr Jackson: Let’s _____the others. They’ll ______ in a few minutes.
Betty: Who’s ______?
Mr Jackson: Tony and Daming. They’re always at the back of the group. I thought we had an __________ to stay together.
Betty: They were walking__________ than us
Mr Jackson: I think it’s going to rain. I’ll go back and _______ them.
Tony: (Moving closer)Help! It’s Daming. He’s had an accident. He _______when he was running down the steps. He’s hit his head and his leg _____. I think he’s broken his leg.
Mr Jackson: When did he fall?
Tony: About ten minutes ago.
Mr Jackson: Ok, show where he is… There he is! Hey, Daming, how do you feel?
Daming: My leg hurts, and I can’t see very well. Will I ______?
Mr Jackson: No, you’ve cut your ____ too. There’s blood>Daming: Yes. Ouch! But I can’t walk.
Mr Jackson: We’d better ____ you to hospital. I’ll ______ help>Daming: Is it serious? Will I live?
Mr Jackson: Of course you will! It’s __________. Tony, tell everyone we have to ________ the walk and go back home.
八Language points
1. They’ll catch up in a few minutes.
catch up 追上； 赶上
e.g. He drives fast enough to catch up the train.
If you miss a lot of lessons, it’s very difficult to catch up.
I’ll help ____ the city parks.
A. catch up B. cheer up C. clean up
知识链接
catch up with 赶上/追上…
keep up with 跟上，不落在…后面
come up with 赶上；接近，走近;想出，提出，提议
中考链接
【2013黑龙江绥化】
— It’s too noisy here. I can’t stand it.
— Me too. We have to _____ new ways to solve the problem.
A. catch up with B. keep up with
C. come up with D. make up with
After discussing, the students_____ some good ideas to work> A. put up B. set up
C. caught up with D.came up with
In the race, Wu Dong ran fastest. No> A. get> C. give up D. catch up with
2. I’ll call for help> call for 喊着叫某人来
e.g. Shall I call for the police?
He called for the waiter.
call for 还有“要求，喊着叫人取来某物，邀请，需要” 的意思。
The boy called for his clothes.
Jane will call for you tomorrow morning.
I call for a new book.
【09漳州】
— I’m sorry I can’t find the library book.
— I’m afraid you have to _____ it.
A. send for B. call for
C. pay for D. wait for
3. It’s nothing serious.
这里nothing serious表示“不很严重，没什么大事”。
e.g. Don’t worry! Nothing serious!
He came off the bike but nothing serious happened.
Keep calm.It’s nothing serious.
注意：形容词作定语一般要放在名词的前面，但当形容词修饰不定代词something, nothing,anything时要后置。
I feel like ___ this weekend.
A. doing different something
B. doing something different
C. to do something different
D.to do different something
【湖南益阳】
You have just read the newspaper. Did you find____ in it?
A. interesting anything
B. anything interesting
C. interesting something
4. We have to call off the walk and go back home.
call off 取消；决定终止
The match was called off because of bad weather. 由于天气不好，比赛取消了。
If it rains, we shall call off the picnic.
如果下雨，我们就取消野餐。
知识链接
与call有关的短语还有：
call> call at 参观某地
call for 喊着叫某人来；邀请，需要
call out 大声呼叫
call in 尤指向工作单位打电话汇报
call up 打电话；召唤
九、Exercises
Ⅰ. Choose the proper phrases in the box.
1. You will have worked harder to ________
the top students in your class.
2. I hear you _______ Africa as a volunteer.
3. The children can’t ________ the coming New Year.
4. The young man had to _________ at>5. The girl is missing. What’s _________ her?
Ⅱ. Fill in the blanks with the right formof the verb given.
1. An old woman asked him what was _______ (miss)?
2. Suddenly, a car stopped in front of him and he ______(fall) off his bike.
3. It’s getting late. You’d better _____ (take) a taxi to the airport.
十、Homework
• 1. Finish Activity 5>• 2. Read the conversation of Activity 3.
• 3. Write a composition about an accident.（选做）
外研版九年级下册
Module 5 Look after yourself
Unit 2 Get off the sofa!
教材分析
本模块第二单元Get off the sofa!属于一节阅读课。活动1是本单元的引入部分，通过让学生观察所给的五张图片，让学生猜测所给的五张图片要表达的内容是什么，激发他们的好奇心，引起他们继续探究的兴趣，继而引入本单元的话题rules for a healthy life,即怎样健康生活，活动2阅读课文并找出每张图分别对应课文中的哪一条rule.这是本单元的核心部分，在这一部分学生要学习本单元要求掌握的词汇，有用的表达方式，同时深入集解课文内涵，对照自己的生活，选择健康的生活方式，活动3阅读课文回答问题，进一步熟悉课文内容。
教学目标
基础目标
掌握词汇：expect, require, physical, effort, harm.
掌握词组：thanks to ,health care,>掌握句型：More and more people will celebrate their hundredth birthdays.
It is comfortable to sit>In the past people’s jobs required more physical effort.
基本技能
1.能读懂与教材中短文难度相当的文章。
2.能用所学词汇及表达方式给他人提出一些有关健康的意见。
3.能用所学词汇、句型结构联系课文内容结自己的生活写一篇自己的健康生活指南。
教学重难点
1.掌握重要的词汇短语
2.能用所学词汇及表达方式给他人提出一些有关健康的建议。
3.复习归纳六种不同时态的构成、用法，学会在不同的情景中选用合适的时态。
4.培养健康的饮食习惯和生活方式。
教学设计
课前延伸
词汇复习：Thanks to ，health care ，expect require，physical ，effort，once in a while ， harm
（齐读单词并说出汉语意思，为学习课文做准备）
课内探究
Step1 Lead-in
Talk about the weather
T:What’s the weather like today?
Ss:It’s warm and sunny.
T:yes ,it’s a fine day today. We’d better go out for a walk. We shouldn’t sit>Ss:Yes.
T:So let’s get off the sofa...
Step2 Presentation
1. 结合图片学习与健康生活有关的词汇，让学生初步了解什么是健康生活。
2. 阅读课文
Fast reading:
Read the passage quickly and finish the task then match the five rule with the pictures in part1.
What are the five rules for a healthy life ?
Rules pictures
1: ________________________ ________
2:_________________________ ________
3:_________________________ ________
4:_________________________ ________
5:_________________________ ________
Careful Reading
Read the first part carefully and choose the best answers.
( ) 1. People who are born today can expect to live ______ years longer than those who were in the 19th century.
A. 15 B. 25 C. 35
( ) 2. There are more and more people celebrating their _______ birthday.
A. 100th B. 90th C.80th
Read the second paragraph carefully. Decide “T” or” F”.
1.You should walk 1000 steps every day if you want to keep fit. ( )
2.People get the same exercise today as they used to. ( )
Read Paragraphs 3-5 carefully. Fill in the blanks.
1.It is___________ to eat plenty of the right things. The wrong food will ______ your health.
2.Teenagers should have about_________ hours’ sleep.
3.If you are worried about something, talk to your ________ or your _______.
Read Paragraph 6 carefully. Answer the questions.
1. Does the writer think smoking is cool?
_______________________________________________________
2. Why is smoking dangerous?
_______________________________________________________
Step3 精讲点拨
[辨析]
1. Thanks to better health care, ...
thanks to 意思是“多亏，由于，因为（相当于because of）”
2.thanks for ,thanks相当于 thank you，意为“因……而感谢”，for强调为何而感谢，其后可接名词或v-ing
3.Say no to smoking!
say no / yes to …表示 “向…… 说不 / 行”，即“拒绝 / 同意”。后接名词或v-ing。
Step4 Summary
1.what have you learned?
2.Who do you think the passage is written for?
Step5 Group work
1.Do you have any more rules about keeping healthy?
2.Think of more rules and share with your friends .
(小组内交流，组长记录小组成员说出的健康生活准则，然后以抽签方式从五组中决出四个组长，把本组的健康生活准则抄到黑板上，2分钟时间内写的多错误少的小组为优胜组。）
Step6 Read the passage again
Try to retell the text.
Rules for a healthy life
Sure ! It’s _________ to sit> It’s important to eat food that is ______ and natural. ______ ______is not healthy .You should> Rest while you can !It s important for you to get about_____ ______ sleep a night.
Do not ______ .Be happy !If you are worried about something, talk to your _______ or your teacher.
Say no to smoking !It is _________. It harms nearly
______ ______ of your body.
Step7 Exercises
1. His life was saved ___ better medical
technology.
A. thank to B. thanks to
C. thank for D. thanks for
2. Our parents _____ us to get higher
education.
A. worry B. believe C. expect D. harm
3. Mr Li says learning English ____ a lot of practice, or we ll get nothing.
A. refuses B. reduces
C. requires D. realizes
4. Everyone should ______ drinking when
driving.
A. say no to B. say yes to
C. say hello to D. say thanks to
Step8 Extension(拓展）
1.号召学生回家后利用所学知识，结合家人的生活实际，给家人一些健康生活的建议。
2.让学生周末利用网络找出更多有关健康生活的文章，返校后和大家一起分享。
Step9 Homework
Write a passage called My rules for a healthy life. Include the rules you have learned and written.
Module6 Eating together
Unit1 When’s the school- leavers’ party?
教材 | 《英语》（外研版）初三年级下册 | 时间 | 42分钟 | |||||||
教师 | 使用对象 | 九年级 | ||||||||
课题 | Unit1 When’s the school- leavers’ party? | 课型 | Listening and speaking | |||||||
一、课程标准分析 | ||||||||||
The purpose of language learning is not>Through communication, students can understand the customs and traditions in different regions, so as to achieve the purpose of sentiment edifying and vision opening. The theme of this module is eating, students will learn different cultures all over the world, this will arouse students’ curiosity, create a positive environment for language learning, so as to achieve the purpose of language learning. Through this module, students will experience different cultures of different regions, enhance their awareness of the cross cultural communication. | ||||||||||
二、教学背景分析 | ||||||||||
教学内容： Starting with some students in a school- leavers’ party, this unit presents a conversation>学生情况： The students are in Grade 3, so they are in a quite different level, so I pay attention to the design of the task, for all and for individual, fully arouse the enthusiasm of each student. What’s more, the students are active and ready to help others, and they are very interested in this topic, so I focus> | 三、教学目标分析 | |||||||||
语言知识目标 | 1．掌握介绍食物和饮食习惯的基本词汇finger, basket, bread, fork, knife, lemonade, pancake, serve, spoon, hold, hot, roll。 2. 能听懂有关饮食习惯方面的对话，读懂含有被动语态的句子。 3.能够叙述自己的餐饮经历，能够谈论聚会计划。 | |||||||||
语言技能目标 | To understand conversations about the school- leavers’ party. To make a dialogue about the school- leavers’ party. | |||||||||
情感态度 | To learn about the food in different countries and regions, arouse their interest in foreign culture and habit. | |||||||||
学习策略 | To participate class activities actively. | |||||||||
文化意识 | To have a better understanding of the food in different places. | |||||||||
四、教学重点、难点分析 | ||||||||||
教学重点：Students will be able to understand the target language of food and what people are doing in the school- leavers’ party. 教学难点：Students will be able to understand the passive voice tense. | ||||||||||
五、教学方法 | ||||||||||
1. With the help of multimedia aid, to increase students’ interests and then improve the class efficiency. 2. Take the student as the center, carry out activities such as do some actions, pair work and group work. 3. "Task oriented" strategy enables the students to use the knowledge in authentic communication. | ||||||||||
六、教学过程 | ||||||||||
教学环节 | 教师活动 | 学生活动 | 设计意图 | |||||||
Warm-up | 1.Read the words and expressions by themselves. | Read the words and expressions and try to remember them. | Remember the words by heart to lay a good foundation for further learning. | |||||||
Pre-listening | Action time. Talk show: Watching TV | Listen and answer | To arouse students’ interest. | |||||||
Look at the party invitation and answer the questions. | Work in pairs, discuss the party. | Use the language about parties to practice and master it. | ||||||||
While Listening | Ask the students to show their group work, and help them in time. | Show their group work. | Master some language points. | |||||||
1. Listen and complete the conversation. 2. Listen again then check your answers in groups. | Talk about the party. Listen to the conversation and complete it. | Deepen the knowledge of our own culture. To identify the passive voice tense and lay a foundation for further listening. Master the importance. | ||||||||
3.Listen Activity 3 and complete the table with notes. 4.Read the conversation with emotion. | Listen to the conversation and complete the table. Activity3 and read the conversation in pairs. | To help students have a better understanding of the conversation. To develop students’ fluency in reading and can read the conversation with emotion. | ||||||||
Post Listening | 1.Have a summary. | One student report to class. | To make sure that they know what they have learnt. | |||||||
2.Love school, love life | Learn about the party about leavers. | To help students develop attitude towards party. | ||||||||
Homework | 巩固性作业: Remember the important sentences in Activity 3. 预习性作业： 预习Module 6 Unit 2 Activity 2并完成练习3,4。 | To consolidate this unit and elicit next unit. | ||||||||
七、观课评课记录 | ||||||||||
学科：英语 教材：《英语》（外研版）初三 年级上册 教学内容：Module6 Eating together Unit1 When’s the school- leavers’ party? 研究人员：英语组全体教师 李：《课程标准》强调“学生是学习的主体。”一堂好课一个重要的标准就是学生参与的程度和他们的收获。这节课中学生的参与环节很多，做得很好。 刘：各环节的衔接很紧凑，由单词到短语，由短语到句子，再到篇章，进行的非常自然流畅，符合学生的认知规律。但是学生在讲解时个别程度比较好的学生的展示很好，也应该让程度差一点的学生展示一下看看他们掌握的程度如何，让大部分的学生达到“学以致用”的目的。 翁：辛老师的教学重视了小组合作学习，使小组中每个同学都参与进来，操练很扎实，做得很好。尤其是语法学习的环节处理非常好,学生在做动作的过程中愉快的学会了语法知识. 辛：辛老师的教学思路很清晰，一步一步指引着学生自己讨论学习的技巧，在小组讨论的过程中指引学生理解课文，感悟重点句子。注重了学生主体教师主导的作用。 范：听力回答问题很好，强调了语音、语调、语气和停顿，对做过的听力部分的题目进行了及时的复现，学生学会了关注对话人物的态度体现。 侯：课堂上老师的情感，巧妙地提问都能使教学达到最佳状态。老师的提问非常有效，不仅激发了学生的学习兴趣，同时还能培养他们的思考能力，一方面把握文章的难点，另一方面也加深对文意的理解。 李：辛老师在课堂上非常注重学生的自主学习，课堂上教师给学生创设充分的活动时空，让学生充分地自学、讨论，积极有效地参与到学习活动中。 赵：在语言技巧方面，做到了从学生“学”的角度来设计教学内容，遵循先输入后输出的原则，使教学呈阶梯式层层推进。个人活动和小组活动等学生极大激起学生的兴趣，培养了学生互相合作，共同探究的能力。 | ||||||||||
八、效果分析 | ||||||||||
1. 本机课是一节听说课，所以教师以听、说为主，读、写相结合，在设计任务时，采用由易到难，循序渐进的方式，首先展示预习成果，为下一步的听力打下很好的基础。由听力素材到对话课文，把本来很难的听力活动问题瞬间变得简单了。再通过大量的分层设计的说的活动，使不同程度的学生都有很大的收获。课前我和学生（主持人）进行了充分的备课，所以，在授课过程中“老师”主持的非常出色，并且在各个环节中，同学们都听的非常认真，积极地回答问题，热烈的讨论问题，其中口语展示、合作交流等环节可以说是精彩万分。 2．教材围绕毕业生晚会展开，对于学生来说，是一个非常感兴趣的话题。整节课同学们都被主题“学校毕业生晚会的准备”所吸引，从他们兴奋的表情中可以看出，他们求知若渴。了解西方毕业生晚会的一个很好的途径就是了解西方文化，这能够加深对中西方文化的理解，同时因为有兴趣的引导，学生能积极的运用所学知识到实际生活中。在教学过程中，教师应鼓励学生积极参与课堂的每个环节中。比如，在导入语法点之前，让学生根据自己的平时活动小组讨论句子之间的共同点，归纳语法结构及用法；再比如，在讲解知识点之前，让学生自己找出不懂的地方，体现学生的自主地位，提升学生自主学习英语的能力。绝大多数学生的课中练习及课后达标都令人很满意，所以是一节成功之课。 3. 在本节课中，教师采用二人对话、小组对话、小组活动等多种教学方法，以激发学生的学习兴趣，调动学生的学习积极性，使学生可以多方位、多角度的感受英语学习的魅力，在轻松愉快的气氛中学到知识，并运用到实际生活中。 4.但是也存在一点点不足，就是部分同学的课中练习及课后达标未能及时完成，但在纠正答案时“老师”进行了“一刀切”式纠正方法，使他们处于学习被动状态，所以在今后的教学中我要注重平日教学中的“后进生”转化并研究“后进生”教学的问题。 |
九年级下Module 6 Unit 3 Language in use. 教学设计
被动语态专题复习教学设计
【复习目标】
知识目标：能梳理并运用各种时态的被动语态的构成。
能力目标：能拓展被动语态的易错点和易混点。
情感目标：学会恰当的使用被动语态，更加完美的表情达意。
【复习重难点】
复习重点：能梳理并运用各种时态的被动语态的构成
复习难点：能拓展被动语态的易错点和易混点。
【课时安排】1课时
【复习过程】
一、导入（1分钟）
利用图片导入，语言得体引出本课的复习任务。
二、展示目标（1分钟）
（过渡语）Let’s read the learning goals together.
知识目标：能梳理并运用各种时态的被动语态的构成。
能力目标：能拓展被动语态的易错点和易混点。
情感目标：学会恰当的使用被动语态，更加完美的表情达意。
（过渡语）Are you clear? Let’s go>三、自主复习（15分钟）
(一)复习指导
1.梳理被动语态结构：快速浏览九年级下册102页M6被动语态专题，完成复习自测一的网图。时间：5分钟
2.主动变被动要点：通过完成复习检测二来明确主谓关系。时间：10分钟
（二）复习检测
（一）复习检测一：完成下面的思维导图。(1--4号完成全图，5-6号完成前三项。）
（二）复习检测二：将下列句子变成被动形式。（1--4号独立完成全部，5-6号至少做前三个。）
1.Daming often reads great books.___________________________________________________
2.We cleaned the classroom yesterday._________________________________________________
3.I will buy a watermelon this afternoon.________________________________________
4.Tony can speak French.____________________________________________________________
5.They have already finished the work._______________________________________________
6.He sent me an email last week._____________________________________________________
7.We should take good care of old people._______________________________________________
（过渡语）Do you have any questions? If you have some questions, put up your hands.
四、后教环节（15分钟）（要求：辨析易错易混点，归类相关动词的用法。时间：15分钟）
探究点一：易错点
1.We often hear her sing in the room.___________________________________________________
归纳相关动词：
________________________________________________________________________
2.The teacher makes us do our homework every night.______________________________________
归纳相关动词：
________________________________________________________________________
探究点二：主动表被动
1.The window needs cleaning. 类似用法的词：
___________________________________________
2.The book sells well. 类似用法的词：
___________________________________________
探究点三：被动语态固定短语与句式
1.be made of/from/in/into/by/with 2.be used for/as/to do
3.be allowed to do 4.be covered with
5.It is said/reported/believed/known that......
6.have/get sth done
五、当堂训练(15分钟)
（过渡语）After learning, let’s do some exercises.
（一）中考链接
1.Many students _____chances to show themselves in class because the class size is too big.
A.don’t give B.aren’t given C.haven’t given D.won’t give (2014年江西)
2.-Tom!I looked for you everywhere at the party last night.
-Oh,I________to the party.(2014山东威海)
A.am invited B.was invited C.am not invited D.wasn’t invited
3.-Food safety is very important. -So some rules______to stop people from polluting food.
A. must make B.must be made C.must made D.be made （2014湖北咸宁）
4..Who _____ this book _____? (2014年吉林)A. did; written B. was; written by C. did; written D. was; written5.A story _____ by Granny yesterday.（2014年云南）A. was told us B. was told to us C. is told us D. told us6.The monkey was seen _____ off the tree.（2014年山西）A. jump B. jumps C. jumped D. to jump
（二）词汇填空
1.It s said that the long bridge______________（build）in two months．
2.The lost boy_____________（not find）so far．
3.Last year a large number of trees______________（cut）down．
4. The students _____ often _____(tell) to take care of their desks and chairs.5. The old man is ill. He ______ (must send) to the hospital.
【板书设计】
1.被动语态的结构
2.被动语态的特殊情况
3.被动语态的固定短语与句式
【教学反思】
Module 7 English for you and me.
Unit 1 Have you ever been to an English corner?
教学设计
v Teaching aims:
v Give some information about>v Talk about how Lingling learns English and give some suggestions>学习重点：achieve ,including ,speaker ,boss ,secretary ,quarter ,industry ,zero etc.
学习难点：状语从句和不定式
Teaching steps
Step 1 warming _up
1. What are you learning now?
2. Do you enjoy learning English? Why or Why not?
3. Do you think it’s difficult to learn English?
4. How do you learn English?
Step 2 Listening and practice
Listen and choose the correct answer
1 How has Tony’ s dad made progress in learning Chinese?
a) He has been to classes.
b) He has practised it every day.
c) He did not do anything special.
2. According to Tony’s dad, what do you need to do to be good at a foreign language?
a) You need to be very bright.
b) You need to work hard.
c) You need to go to classes.
3. What does Tony’s dad think about Chinese?
a) It is easier than English.
b) It is more difficult than English.
c) It is as easy as English
Step 3 Learning the conversation
Listen and decide who might agree with the following sentences. Write B for Betty and L for Lingling.
1. English may not be difficult to learn as long as you keep>2. Chinese may be more popular in the future.____
3. Learning English can be a lot of fun. ____
4. English is my favorite subject at school. __
Step 4 Work in pairs
1.Some people think English is difficult to learn because _____________________
2. You’ll find a lot of fun in learning English if __________________________________.
3. You can go to an English corner if ______________________________.
4. It is good to meet other speakers of English, although _____________________________.
5. Lingling does not have to go to an English corner because _________________________
Some people think English is difficult to learn because _____________________
Some people think English is difficult to learn because _____________________
Step 5 Tell us something about your English learning.
1.English is………,but…….., you…….. and…….
I hope………
2. I………,and……, but……….,and…….
Exercises
1.你去过英语角吗？
_____ ___ ____ ____ to an English corner?
2.尽管我的英语口语不是那么好，它也是我最擅长的科目。
It’s also the subject that I’m best __ _____ my _____ English is not that good.
3. 英语是一门刚开始很难学的科目。
English is a language ___ is _______ to learn at the __________.
4. 它也是我最擅长的科目。
It’s also the subject ____ I’m best ____.
5. 我的老师们教导我，没有努力就没有成功
My teachers taught me ____ there is no __ without _____.
6. 我相信关于过去的三年， 你们都有你们自己的记忆。
I’m sure ____ you all have your ___ ______ about the _____ three years.
Homework:
v How do you learn English?
v Write a passage to tell us
Module7 English for you and me
Unit2 We all own English . 教学设计
【教学目标】
1.我能掌握本单元的重点单词、句子。
2.我能理解被动语态的用法，运用恰当的阅读策略完成相应的阅读任务。
3.认识语言的重要性，培养学习语言、使用语言的兴趣。
【教学重难点】
1.正确掌握并运用一般现在时的被动语态。
2.能运用阅读策略获取文章大意；能依据关键词、关键语句获得主要信息。
【教学过程】
一、导入环节 ( 5分钟)
（一）导入新课，板书课题
导入语：Good morning ,class. Nice to meet you. Today we will learn Module7 Unit2 We all own English
（二）出示学习目标
过渡语:Let’s read the learning goals together.
1.我能掌握本单元的重点单词、句子。
2.我能理解被动语态的用法，运用恰当的阅读策略完成相应的阅读任务。
3.认识语言的重要性，培养学习语言、使用语言的兴趣。
过渡语:Are you clear? Let’s go>二、先学环节（15 分钟）
（一）出示自学指导
（一）自学指导
1.速读课文，完成课本Activity2. 速读方法指导：明题干，审题枝，（默）读课文，选答案。
2.细读课文，完成课本Activity3. 细读方法指导：明题干，寻出处，找关键。
（二）自学检测反馈
1.Read the passage quickly and give the best answer. (Activity 2)
2.Read the passage and match the ideas with the paragraphs. (Activity 3)
3.Read again and complete the Exx3>（三）质疑问难
过渡语:Do you have any doubts? If you have some , put up your hands.
三、后教环节（15 分钟）
过渡语：After learning the passage，let’s work in groups .
探究（一）1.What do you want to use English for?
2.Do you know any Chinese words from English? Give some examples
3.Do you agree that Chinese will>探究（二）1. 1. In Ghana, India and Singapore, English is used as a working language …
注意used后面所接的介词，be used for 表示用于某种目的，be used as 表示“用作……”。
Dustbins are used for household waste.
A red lamp is used as a danger signal.
2. English is now used by nearly a quarter of the world’s population, ...
quarter n. 四分之一
Only a quarter of the earth is land.
Three quarters of the theatre was full.
A quarter of the residents are over 55 years old.
【2014潍坊中考】
— Which is the biggest number of the four?
— _______.
A. One third B. Two thirds
C. A half D. A quarter
四、训练环节 （13 分钟）
过渡语：After learning, let’s do some exercises.
1. Complete the questions with the words in the box.
boss India quarter secretary zero
1) Does a private _________ work for a manager or a teacher?
2) Does a(n) _________ look after office workers or work alone?
3) What are the people who live in ________ called?
4) How many times does ________ appear in 1,000 and 1,000,000?
5) If 1.75 billion is a(n) ________ of the world’s population, what’s the whole population of the world.
2. Write a passage about the importance of English
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
课堂总结：
Ok！
Let’s make a summary. What have you learnt in this class? Class is over.
附：板书设计
Module7 English for you and me
Unit2 We all own English .
一般现在时被动语态的构成is / am/are+V-ed
【教学反思】
教学设计
Module7 English for you and me
Unit 3 Language in use
Objectives
To practise new words and expressions.
To learn adverbial clause and infinitives.
To be clear of the value of English.
I-Lead-in
T: Ask the students to think and discuss the following questions:
What can English do for us?
Why do we learn English?
S: Show their answers to these questions.
T: Ask the students to finish the following task
请严格按照字面翻译句子。
1.I don’t think you are right.
2.我认为你是不对的。
S: Show their translation
T: Explain it. And ask the students to think of the differences between 1&2.
T: Summarize: English, as a language, provides us another pair of glasses to see the world in a different way.
II-Listening and Speaking
T: Ask the students to work in pairs. Read the remarks and discuss the questions.A3
1. Who has done very well at school?
2. What does Ned need to do in order to get better at handwriting?
3. What does Toby enjoy? Does he like schoolwork as much as this, or less than this?
S: work in pairs. Read , discuss, and show the answers
i-Listening
1-Listen to choose correct answer.
1.She went to ______ to practice talking to people.
A English B America C England
2.Nowtalk! is a(n) ______ that helps you use and remember your spoken English.
A website B APP C programme
2-Listen to fill in the blanks.
We meet>3-Listen again and answer the questions
1. What can most students easily find to practise their English?
2. Why can students get a lot of speaking practice?
ii-Speaking
T；Ask the students to work in groups to complete the conversation with the correct form of the words, and translate each section.
T: Before we start the lesson, everyone, is there anything you’re worried about or need help with?
S-A: Yes. I’m worried about my handwriting, because it isn’t good.
T: Good handwriting (1) _________ (require) a lot of practise. You need (2) __________ (practise) writing the letters and joining them together. If you work hard, you can (3)_________ (improve) it. Is there anyone else with a problem?
S-B: I want (4)__________ (achieve) higher marks in spelling. It’s so difficult!
T: Yes, English spelling is difficult. You need to have a good knowledge of the way that words are (5)_______ (write). For example, remember that the word “letter” has double “t” in it.
S-C: I have a question. Can the Internet help us improve our English?
T: Yes, of course. The Internet has helped (6)__________ (spread) English around the world. There are a lot of good websites that you can learn from. Some of them can even help you practise your (7)_______ (speak) English. Now, instead of worrying. Let’s go>S: Work in groups to show their work.
III-Reading
1-Read the passage fast and answer the question:
What is the writing order of the passage?
2-Read the passage and choose the correct answer.
1. In the past, people living in ____ spoke English.
a) all of Britain c) all of France
b) a part of Britain d) most of the world
2. English is a world language because ____.
a) five billion people speak it
b) many people are learning it
c) people stopped speaking Latin
d) speakers of many different languages use it
3. People find it difficult to imagine that ___.
a) French was more important than English
b) English will always be important
c) English might be less important in future
d) Latin was used as a common language for many centuries
4. Many people today are learning _____.
a) Chinese, Spanish or French c) Chinese, English or Latin
b) Chinese, Latin or English d) Chinese, Spanish or Arabic
3-Read Around the world to answer
1. Why have people been inventing languages?
2. Who invented Esperanto?
3. Is Esperanto likely to become a world language?
IV-Grammar
1-状语从句
状语修饰动词、形容词、副词或整个句子。当状语为句子时即为状语从句，一般可以用来表示时间、地点、原因、结果等概念。
状语从句的分类及连词
状语从句专项练习
I started learning English ______ I was seven years old, right>2. French was more popular ________ English became important in the nineteenth century.
3. I will make great progress ___ you help me learn English.
4. Tony finds writing Chinese really difficult, __________ he can speak Chinese pretty well.
5. English spread more quickly all over the world ______ television was invented.
2-动词不定式
动词不定式可在句中作主语、宾语、表语、宾语补足语、定语和状语。
它没有人称和数的变化，其结构为“to + 动词原形”，否定形式为“not to +动词原形”。
1.动词不定式作宾语
2.动词不定式作宾语补足语
3.动词不定式作目的状语
不定式专项练习
1. Many people want ________ (study) English so they can get a good job.
2. I asked my teacher ______ (give) me some extra English homework.
3. You need _________ (practise) speaking every day if you want to improve your spoken English.
4. Jenny learnt ________ (speak) English well while she was in Canada.
5. English is easy ________ (learn) if you practise and revise every day.
V-Reflection
1. 状语从句及引导词
when, before, after, until, as soon as, as, while, if, where, wherever, because, as, since, so that, that, in order that, although, though, than, as, so…that…, such…that…
2. 动词不定式可在句中作主语、宾语、表语、宾语补足语、定语和状语。
VI-Consolidation
单项选择
1. I have been collecting stamps _____ I was nine years old.
A. before B. if C. since
2. You can save money _____ you buy cheaper things.
A. until B. unless C. if
3. Drivers shouldn t be allowed _____ after drinking, or they will break the law.
A. drive B. driving C. to drive
4. The peaceful music in the CD made the students _____ relaxed.
A. feel B. to feel C. felt
5.Paul made a nice cage _______ the little sick bird till it could fly.
A. keep B. to keep C. keeping
VII-Homework
M8 My future life
U1 Here’s to our friendship. 教学设计
一、课程标准：
能够谈论自己的感受，发表感言；表达谢意。
二、教学目标：
知识目标：掌握相关单词、短语，知识点。
能力目标：能听懂对话内容并掌握听力技巧;能够谈论自己毕业感受与计划，发表感言。
情感态度：能够表达自己未来计划及对他人的谢意。
三、教学重点难点：
1.本单元单词，短语和知识点的用法
2.能谈论毕业感受。
四、使用说明与学法指导：
1. 大声诵读课文，勾画相关基础知识。
2. 在充分预习自学的前提下，认真完成预习学案。
3. 将预习中不能解决的问题标注出来，并填写到后面“我的疑问”处。
探究案
一．新课导入
1.播放我的大学生活和毕业晚会。
2.Work in pairs: Talk about your feeling when you graduate.
（设计意图：通过观看我的大学生活和毕业晚会，引导学生进入情景，学生们再有两个月毕业，让学生谈论自己的感受，同时引入本课话题。）
二．听力训练(多层听)
（一）Listen and answer answer.
What does Lingling feel in the party?
_________________________________________________________
（二）Listen and choose the best answer.
技巧提示：浏览问题，猜测对话内容，带着问题有目的地听，捕捉关键词。
1. Is Lingling enjoying the party?
A. Yes,she is B. No,she isn’t C. We don’t know
2. What does Tony intend to do?
A. Stay in China for long
B. Finish high school education
C. To be an English teacher
3.What’s Daming’s plan?
A. Stay in China for long
B. Finish high school education
C. To be an English teacher
（三）Listen and fill in the blanks.
技巧提示：听前：提前浏览句子，预测所填词汇；
听中：学会速记—用汉语或几个字母代替单词短语；
听后：认真检查—拼写、词性、单复数等细节。
Betty: You look________, Lingling!
Lingling: Thanks.That s a nice handbag.
Betty: It s my mother s. Are you ________ the party?
Lingling: Yes, I am, but I fell a bit______. I don’t know when we’ll be back in this hall together again. I’m going to ______you all.
Tony: Yes, we’ll all miss each other.
Lingling: Hey, Tony. You ve hung international ______on the walls! They make the hall look wonderful.
Tony：They look OK,don’t they? It s got a great beat!
（设计意图：多层听环节设计了3个不同类型的题目，让学生听过层次的听，听懂材料内容，同时掌握听力技巧。）
三．对话处理
听后读：Read and Complete the note in activity 3.
Their feelings | enjoyed the party; a bit sad |
The hall | |
The music | |
Their plans | |
The food and drink |
疯狂记忆：如果你能说出转盘中人物未来计划，就能得到相应星星,快快加油呦！
（设计意图：让学生充分读课文，读懂课文内容，同时把握对话的脉络，最后能够复述出对话中3个任务的未来打算和计划。大转盘的形式复述，更能激发请学生的兴趣。）
读后学：
1.自主学习，找出课文中难点，
2.小组讨论，解决问题。
3.我当裁判，我做主
规则：再次读课文，在组长带领下，每个小组根据课文提出问题，其它小组成员抢答，提问题的小组得一颗星，回答对的也得一颗星，最后由提问题的小组确定对错并解释。
时间：3分钟。
（设计意图：学生质疑课文，学生争当小老师，进一步调动了学生参与小组活动和参与课堂的积极性，进一步挖掘对话内容，更好的理解对话。）
学后读：小组分角色朗读；给课文配音。
要求：
1.在组长带领下分角色朗读课文。
2.给动画配音。
3.时间：3分钟。
（设计意图：让学生通过给课文配音的形式，更能调到学生读课文的兴趣和积极性。）
四．学以致用 (采访一下自己的朋友，毕业感受与打算)
Who s the best reporter?
R=reporter S=student
R: Hello, 名字, you will leave school in two months,can I ask you some questions?
S: Yes, please.
R: Will you miss your friends and classmates？
S: …
R: Who is your best friend？
S: …
R: What do you want to say to your best friend？
S: …
R: What are your plans and hopes for the future？
…
R: Ok, thank you.
S: You’re welcome.
（设计意图：学生通过本堂课的学习，来采访自己最好的朋友的毕业感受，是学生能力输出的过程，达到本堂课的最高潮部分。）
五．当堂测验
1.Tony looked (beauty) at the end of school ceremony.
2. I miss _______ (live) in the country.
3. She intends _________ (study) abroad next year.
4. Listen! It is still ______ (noise) in the head teacher’s office.
六．学后反思与总结
1. What we have learned…
2.The excellent groups and members:
【课后提升】
(一)复习巩固
1. 复习当天所学内容。2. 整理笔记。
(二) 分层作业
1.完成《行之天下》Module8 unit 1 的相关练习题。（必做）
2. 复述表演对话。(选做)
教学反思
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Unit 2 I know that you will be better at maths.
【教学目标】
l Knowledge objective
Key vocabulary—rose, kindness, disappointed, bedside, note, whom
Key expression—laugh at, give up, try>l Ability objective
To get information about school-leavers’ party.
l Moral objective
To know more about other person’s feelings; To cherish the friendship between friends,
teachers and parents; To respect others’ effort and trust each other.
【教学重点】
To learn some expressions in the passage.
【教学难点】
1. To get information from the article.
2. The use of “give up and try>【教学方法】
PWP method, task-based method
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Lead-in
Let Ss enjoy a song together.(Auld Lang Syne).
What is the song about?
Friendship.
Today we will learn Unit 2, here is a speech that given by Betty at the school leavers’ party. Suppose that you were Betty, what will you say at the school leavers’ party?
Now let us learn the passage and check your answers.
Step 2 Consolidate new words and expressions
The teachers shows the new words and expressions of this lesson.
rose n. 玫瑰
kindness n. 善举；好意
disappointed adj. 失望的
bedside n. 床边
note n. 便条
whom pron. …….的人，那个人，那些人
laugh at 嘲笑
give up 放弃
Step 3 Pre-reading
1. Ask Ss to look at the picture and choose the answers to the questions. There may be more
1) Who will probably get thanks from the school-leavers?
a) Family
b) Friends
c) Teachers
2) What is the speaker probably going to say?
a) Thank you.
b) Good luck!
c) Cheers!
2. Now Give Ss some time to read the passage and check.
1) Who will probably get thanks from the school-leavers?
a) Family √
b) Friends √
c) Teachers √
2) What is the speaker probably going to say?
a) Thank you. √
b) Good luck!
c) Cheers!
Step 4 Listening
Play the recorder of part 3 for Ss and ask them to answer the questions.
1. How many roses does the speaker have?
2. Did the speaker’s father buy a violin?
Keys: Three.
Yes, he did.
Step 5 Reading
1. Ask Ss to find sentences which show the following situations in the passage:
1) the three things the speaker has learnt
2) the three groups of people the speaker wants to thank
3) what the speaker has learnt from each group of people
Keys:
1) These three things are friendship, effort and trust.
2) I give the red rose to my friends.
I give the white rose to my teachers.
I give the yellow rose to my parents.
3) She has learnt kindness from her friends, effort from her teachers. The parents taught her that love is about trust.
2. Questions for Ss:
1) Which sentence in Paragraph 4 means “You have to work hard to succeed”?
2) “You>3) “I’m sure you will be good at music. I know that you will be better at maths.” What did Betty’s father want her to do?
4) How do you think Betty would write to her father in reply?
5) “I’m sure that you all have your own memories about the happiness of the last three years, and the people whom you want to thank for it…”What does it mean?
Keys:
1) “You> 2) 只要你坚持下去，跑完全程，那么即使你最后一个到达终点，你也不是一个失败者。
3) He wanted her to study maths harder.
4) Thanks for your gift, and I’ll do better in maths as well as music.
5) Let all the students say thanks to their friends, teachers and parents.
3. Let Ss check the answers to the questions. There may be more than> 1) Which words can you use to describe the speech in Activity 1?
careful excited moving √
polite √ silly troubled
warm √ worried
2) Which sentence(s) will you probably find in speeches at a school-leavers’ party?
a) Thank you, friends, teachers and parents! √
b) We’ll always stay in touch. √
c) I’m proud to be chosen to speak to you. √
d) Let’s all stand up and say … √
Step 6 Learning to learn
To teach Ss to learn about the ways to make speeches.
You may have to make speeches>Step 7 Language points
To learn about the main points in the passage.
1. But they were not laughing at me.
laugh at sb. 嘲笑，对……一笑置之
e.g. We shouldn’t laugh at the person who is disabled.
2. Today, thanks to their kindness, my Chinese is much better, and we become friends.
thanks to +名词/v-ing 多亏，由于
表示原因，在句中作状语，可以置于句首或句末。
e.g. Thanks to his help, we found the hospital.
kindness n. 善举，好意 是不可数名词
3. I always finished last and I just wanted to give up.
give up 放弃
e.g. Smoking is bad for you, so give up smoking right now.
常见的含give的短语有：
give back ①还给，归还；②恢复（健康等）。
give in ①交进来；②认输，投降；③让步，勉强同意。
give out ①散发；②停止运转；③被用完，耗尽；④发出，散发出。
give away ①送给人，分发；②背弃，出卖；③泄露。
4. I give the white rose to my teachers, who have taught me that there is no success without effort.
who have taught me that there is no success without effort是一个非限制性定语从句，对前面的先行词teachers进行信息的补充，而不是限定性描述。与限定性定语从句不同，非限定性定语从句前面通常加逗号，从句部分即使被省略也不会照成主句意义上的不完整。非限定性定语从句中的关系代词不能省略。此句中还包含有一个宾语从句that there is no success without effort, 作have taught的宾语。
no/not … without …表示“没有…就不…”。
e.g. We can’t achieve anything without you.
5. I still can’t run fast enough, but I’ve learnt to try my best, not> try> 其后常接带to的动词不定式，即try> e.g. Try your best to do whatever you do.
not>e.g. The girl is not>6. I was disappointed.
disappointed adj. 失望的
e.g. I felt disappointed when he gave up studying.
7. Then,> bedside表示“床边，床头”。
句中的to find a beautiful violin at my bedside是一个不定式结构，表示行为的结果。
e.g. He arrived at the station to find the train gone.
Step 8 Writing
Ask Ss to write a speech they might give at their school-leavers’ party.
l Start your speech by saying what your speech is going to be about.
Dear head teacher, teachers and parents, I’d like to thank you for …
l Decide who you want to say thank you to.
There are many people who I’d like to thank. First, I want to thank …
l Decide what you want to thank them for with examples.
They have always given me great help …
l Finish your speech by giving best wishes for the future.
Thank you and good luck for the future.
Step 9 Exercises
Let the students practice the main points in Unit 2.
1. It’s not right to laugh ___ others when they make mistakes.
A. for B. to C. at D. with
2. I’ll try ____ best to finish the work before Friday.
A. I B. me C. my D. mine
3. I can’t get high marks ________ your help.
A. with B. without C. at D. under
4. His father didn’t buy the toy bear, so he felt _______.
A. happy B. disappointed C. kind D. wonderful
Keys: CCBB
Step 10 Homework
毕业在即，请在毕业纪念簿上留下你对同学一直要说的话。60词左右。
基本信息 | |||||
授课教师 | 学科 | 英语 | 授课班 级 | ||
授课内容 | M8Unit3 Language in use | ||||
主题内容说明 | 本课是外研版九年级（下）第8模块第3单元，主要让学生学习宾语从句和定语从句的用法。 | ||||
教学目标分析 | |||||
1.To grasp the use of attributive clause and object clause; 2.To grasp the key points and sentences; 3.To communicate with others about school-leavers. | |||||
教学重难点分析 1.Importances: To communicate with others about school-leavers. 2.Difficulties：The use of attributive clause and object clause. | |||||
教学过程 | |||||
时间 | 教学环节 | 师生活动 | 活动目的 | ||
5 | 1.Lead-in | Ask some questions: What’s this? It’s a ….What’s …? It’s …. Do you feel nervous every day? What time do you go to bed every night? Do you have time to do exercise except studying? | To arouse the students’ interests | ||
2’ | 2.Reading strategies | Ask and explain the strategies. | To lead students into reading. | ||
23’ | 3.Reading | Read passage 1and 2 and answer the following questions: 1) Complete the passage with the clauses . a. that success at school is important for our futures b. if you want to be an engineer c. that we control the future d. we can make wonderful futures if we remember this e. that I am a very good student 2). Read the passage and answer these questions. 1. What do students at vocational schools do? 2. Why did Mark choose to go to vocational school? 3. What does he learn now? 3) Read>Passage 1 Key points: Passage 2 Key points: 4) Read passage 3 and fill in the blanks. 1. In the US, students often have ____ ___ to celebrate the end of junior high. 2.There is usually __________which organizes the dance. 3. Sometimes ________ help make the food and sometimes it comes from _________. 4. The girls usually wear _____and the boys wear _______. 5. The dance is usually _______ by teachers and parents. | To lead students into the following activities. To get detailed information. | ||
4’ | 4.Speaking | Try to read the key points. | To read them. | ||
5’ | 5. Exercises | 1)Try to do the following exercises. 2) Correct the answers. | To do the exercises. | ||
4’ | 5.Writing practice | Key structures: Beginning: In the last three years, my teacher have helped me a lot. Body: For example,… Ending: I will try my best to work harder to … | To let students practice the structures. | ||
2’ | 6.summary | Review the clauses and do some reading. | To conclude the lesson | ||
作业设计 You have to: Write down the key points. If you can ,please write a letter to your teacher to express your thanks. |
↓
↓
下载完整WORD电子版请扫码关注班班通教学系统公众号发送消息
【外研版九年级英语下册】这10个关键字获取
长按关注
图文来自网络，版权归原作者，如有不妥，告知即删