第一篇：外研版九年級上冊英語全冊教案

三岔口初級中學英語電子教案

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Module 1 Wonders of the world Unit 1

What is a wonder of the world? 上課教師 學生年級

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型 Listening and speaking 教材分析 This unit aims to review the learnt tenses so far and help students to be able to present some important and creative ideas about writing a school magazine.教學目標 To learn and understand the topic words through talking and listening.To know something about the pyramids and the Grand Canyon.To understand the conversation about starting a school magazine involving different tenses.知識與能力 1.Vocabulary and expressions: ancient, club, composition, pupil, meeting, call, event, listen up.That’s news to me.Anyone else? 2.To enable the Ss to express in different tenses according to the set situations.3.To learn to give ideas on writing a school magazine.過程與方法 1.Top-down approach, enabling Ss to understand and talk about writing a school magazine.2.To learn by listening, speaking and discussing.情感、態度 與價值觀 To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.教學過程

教學步驟 教師活動

學生活動

活動目的

Step 1 Lead-in Start the lesson by showing groups of pictures about the wonders of the world on the screen including the ancient pyramids.Ask students to talk about the picture on Page 2.T: Where can you see the pictures and the brief introduction probably?(Newspaper / the Internet / Magazine…)

T: Yes, magazines like Crazy English / National Geography…

Who started…? Learn the new vocabulary.(ancient, pyramid, review, wonder…)

Have a talk about the picture using the words in Activity 1.Learn a bit about magazines.Get the Ss to be attentive and focus on the theme of the lesson.(Magazine)Step 2 Listening & Vocabulary Play the tape and check the words.Listen to the tape again.Make up possible questions according to the answers.Give examples.Listen and check the words.Make up questions according to the given answers.(Wh-questions)Practise listening and get specific information.Check their understanding by making questions.三岔口初級中學英語電子教案

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Step 3.Listen & read Play the tape for the 1st time.Ask Ss questions.T: What are the children doing?

Is there a school magazine in

Da Ming’s school? the 1st time.Play the tape again and ask students to decide T OR F.① Crazy feet is a band.② Becky Wang started a school magazine.③ Da Ming watched the interview on TV yesterday ④ Tony is writing a composition.Listen more carefully for the 2nd time.Decide whether they are true or false.Check the answers with the class.Listen for the specific information and understand the details of the conversation.Step 4.Read Play the tape again and get Ss to practise the conversation.Check the language points.Focus on everyday English and useful expressions.(Listen up, Anyone else? do some review, do an interview, on=about, get better grades)Get Ss to make a list of the articles in magazines.Check the answers in Activity 4.Read the conversation aloud, and read in role.Answer the questions in Activity 4.Practise reading and go over how to give suggestions when in discussion.Learn more about writing a school magazine.Step 5.Pair work Go through the five questions and highlight the key words.Ask for more answers on Question 3.Ss take turns to answer the questions.Consolidate the key words and transit to the next step by Question 3.Step 6.Discussion Tell the Ss: If your school decides to start a magazine, what are you going to write about? And why? They can make up lists and take Activity 3 as an example.Report their discussion.Work out the lists and talk about their plans to write the magazine.Beginning: Our school will start a magazine.What articles are you going to write...Learn

to Listen to the tape and get the answers.Listen to get a general idea for discuss in the way as the children do.Check Ss’ creativity.作業 布置 Collect information about the seven wonders of the world.(Pictures and brief introductions)板書 設計 Unit 1 What is a wonder of the world?

school magazine

That’s news to me!

a wonder

What’s it about?

ancient pyramids

listen up

write a composition

Any more ideas?/ Anyone else?

do some reviews about…

on=about

do an interview with 三岔口初級中學英語電子教案

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Unit 2

Ｉwas on the edge of the Grand Canyon.上課教師 學生年級

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計 課型 教材 分析 Reading and writing By example this unit presents a good way to describe what one sees and feels after a journey.It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders.教學 目標 To get information from the reading material about the Grand Canyon;To learn the way of writing about what you see and your feelings when traveling;

知識與能力 1.Vocabulary and expressions: waterfall, stranger, rock, ground, canyon, reply, rise, face, get out of, look over, disappear into, look(across)to?light-dark, clear, huge, beside, below, at the bottom of, reach the top.?too?to?

2.To enable the Ss to express in different tenses according to the set situations.3.To love the wonders of the natural world and give facts and opinions.過程方法 1.Interactive approach.2.To improve Ss reading skills and get them to talk and practise writing by imitating.情感、態度與價值觀 To help students enlarge their vision on wonders of the world and help to write a description of a wonder that they have seen or visited.教學過程

教學步驟 教師活動

學生活動

活動目的

Step 1 Lead-in Ask Ss to show information about the seven natural wonders.(The teacher can get the related pictures ready beforehand)Present words in Activity 1.Talk and give facts about the wonders.Encourage Ss to describe with the words given.Check up Ss’ homework and start the new topic.(Wonders)Step 2.Ask and answer Ask Ss to make questions about facts of the natural wonders.Demonstrate and get Ss to follow.Ask and answer.How tall/deep… is it? It’s…meters tall/deep.Practise asking about detailed information and learn the sentence pattern.三岔口初級中學英語電子教案

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Step 3.Read(Skimming)

Tell Ss to read the passage in Activity 2.Find out the name of the wonder and its facts.T: Where did the writer visit?

How deep/wide/long is it? Read the passage and answer the questions.Find out the facts and write them down in Activity 5.Practise reading skills and get specific information.Step 4 Read

and match Play the tape and get Ss to follow silently.Find out the main idea of each paragraph.Present the five topic sentences on the screen(Bb).A.The writer arrived there on the rainy

morning;B.The first impression/sight of the

Grand Canyon.C.The Grand Canyon is the greatest

wonder in his opinion.D.Details about the Grand Canyon.E.After minutes’ walk, he came to it.Ss follow the lines and match the topic sentences to the paragraphs.(or they can conclude the main idea by themselves if possible)Read for the main idea of each paragraph.Learn to sum up and help to understand the whole passage.Step 5 Read aloud Get Ss to read aloud after the tape and find the details about the trip.① When did he get to the Grand

Canyon? ② Why was there nothing to see? ③ Where was he facing on the edge of

the Grand Canyon? ④ How did he feel about the Canyon? Read aloud and answer questions in Activity 3.Ask for help if they have any problems.Practise reading and learn about the details, check their understanding.Step 6.Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases.Try to check by a gap-filling exercise.(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of, 三岔口初級中學英語電子教案

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disappear into, ask oneself)Learn the verbs and phrases.Practising using them with the help of the gap-filling.Focus on the phrasal verbs and prepositions.Step 7.Match Activity 4 Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline the words and match the English meaning.Practise guessing the meaning of words in the context.Step 8.Writing Tell Ss to imagine they have seen(some of them did see)one of the wonders of the world.Write sentences describing how they felt.Remind them of the four keywords: saw, size, happened, felt.First get them to work in pairs and then report the sentences or passage if possible.Write sentences according to the given beginning.Report their answers and try to make them

into a passage.Practise writing and using the language on the basis of imaging and personal experience.作業 布置 Finish writing the description of one of the wonders of the world, trying to collect some details and take the text as a model.板書 設計 Unit 2 I was on the edge of the Grand Canyon The seven natural wonders of the world How tall/wide/deep is it? It’s…tall/wide/tall.get out of

on the edge of

ask oneself go through

look down/across to

huge=very very big look over

at the bottom of

the greatest wonder fall away

disappear into

Unit 3 Language in use

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計 課型 Revision and application 教材 分析 This unit serves to give a review and summary towards the language points learnt in U1&.2.And it helps to clarify the exact differences among tenses.教學 三岔口初級中學英語電子教案

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目標 To review and check the words learned in this module;To summarise and consolidate tenses learnt before;知識 與 能力 1.Vocabulary and expressions: height, lift, view, attract, description, location, design

2.To enable the Ss to differ the tenses learned in situations.3.To make a poster of a wonder of the world/ one’s hometown.過程

方法 1.Formal and interactive practice, task-based.2.Comprehensive ways of practising and consolidating.情感、態度與

價值觀 To help students enlarge their vision on wonders of the world;To make a poster of a wonder of the world or his hometown and help to love one’s motherland.教學步驟 教師活動 學生活動 活動目的

教學過程

Step 1 Revision Ask Ss to watch and listen to the MV Chinese by Andy Lau.Get them to find out the wonder in it.Encourage Ss to describe what they see in it , e.g.The Great Wall is a great wonder.Andy Lau went to the Great Wall.He was singing on it.He has sung many popular songs.… Watch and talk about things appear in the MV.Learn to tell the differences among the tenses.Help to establish the concepts of tenses in situations.Step 2.Grammar focus 1.Read through the sentences in the box with the whole class.Call back ideas about the structure highlighted from the students.2.Give hand-out to Ss and ask them to match the exact meaning with the corresponding sentence.(Activity 1)Check the answers right after that.1.Read aloud the seven sentences.And tell the making-up of each tense.2.Read through the 5 pairs of sentences in different tenses and match.Practise telling the differences and meanings.Step 3.Writing

1.Go back to the picture of the Great Wall.Give examples by matching the three parts.The Great Wall + is + about 6,700 km long.Give Ss tips on how to decide.2.Encourage Ss to observe and decide the forms of verbs in different tenses.1.Observe the 三岔口初級中學英語電子教案

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subjects and the adverbial or even the phrasal verbs.Match the three parts to make possible sentences.2.Read through the uncompleted passage and try to give the correct forms of verbs in the situations.Learn to observe and practise language in different tenses.Step 4 Speaking 1.Show up the photo of visiting the Great Wall.Get Ss to ask the teacher questions in Activity 4.(Example)Get Ss to work in pairs, and ask and answer the questions.2.Present wonders in the local area.Get Ss to talk about them.1.Ss follow the teacher and make up their own conversations.Perform in front of the class.2.Learn the example in Activity 5 and make a similar introduction to the wonders in local area.Practise speaking and enable Ss to use the language and understand its meaning.Step 5 Vocabulary Game Present nine pictures about wonders of the world, each of which links an exercise in Activity 6/8.Get Ss to finish them first and check in forms of game.Elaborate on the Pyramids in Egypt.(More related photos)

Finish the multiple-choices exercises and choose the pictures they’re interested in to check the answers.With the help of games, Ss can review the phrasal verbs and concepts of tenses.Step 6.Listening Present the three photos in Activity 7 Ask about facts about any one of them.Play the tape for Ss to learn more.Listen and match the notes with the photos.Check the answers after listening and report about the three wonders with the help of the table.Learn more about the three wonders, practising describing.Step 7.Around the world Get Ss to look at the picture and read silently through the introduction.Give questions to check their understanding.Read and decide, trying to grasp the main information.Learn about another wonder of the world.Step 8.Module task Tell Ss to work in groups of 4.Read through the instructions.Help them to decide what to write about.Hold up a show-and-tell session where Ss can display and discuss.Work in groups of 4 and write about one wonder they like.Collect sufficient information and make the poster.Take part in the show-and-tell session.Take this task as an extensive learning activity to get Ss to learn more about the wonders.作業 布置 Finish off the poster after class and get ready for the show at the back wall of the classroom.Prepare the show-and-tell session in groups of four.三岔口初級中學英語電子教案

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板書 設計 Unit 3 Language in use

Structures of different tenses

ancient

The Great Wall is a wonder…

modern

wonders

Andy Lau went to the Great Wall.natural

He was singing on it

height—What’s the height of…?

We are listening to him now.on the journey of…

He has sung many pop songs.because / because of He will visit it some other day.Module 2 Great books

一、教學內容分析

本模塊的話題是談論書、作家、思想家、戲劇、電影、詩歌等。語法是一般現在時被動語態。

二、學情分析 談論書、作家、思想家等是學生感興趣的話題。本模塊的學習是通過該話題的討論，學習并掌握一般現在時被動語態的肯定句、否定句、一般疑問句和特殊疑問句。

三、教學目標

1、語言知識目標: ● 功能：談論書、作家、思想家等。

● 詞匯：1）能正確使用下列單詞：work,influence,respect,wise,literature, behaviour,cave,freedom,funeral,social,theme,treasure,clever,dead，pleased, alive, southern, state.2)理解下列單詞：thinker, monthly, outsider, version, historical，editor, publisher, reviewer.3）能準確理解并使用下列詞組；as far as,not?any more,millions of，run away, grow up, talk about, be known as/for ● 語法：一般現在時被動語態。

2、語言技能目標

聽：通過聽進行單詞和圖片的配對。

說：談論最喜歡的書、戲劇、詩歌和作家等。

讀：能讀懂對書、作家、思想家等作介紹的文章，能掌握從文章到表格 的信息轉移。

寫：寫一本自己最喜歡的書。

3、情感目標：培養學生閱讀的習慣，提高個人文化修養。

4、文化意識目標：了解中外著名的作家、思想家、詩人及他們的作品。三岔口初級中學英語電子教案

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四、教學重點、難點

重點：key vocabulary___work, influence,wise,clever,behaviour,dead,alive,treasure

theme, southern,as far as,not…any more,millions of,run away,grow up,talk

about, be known as/for 難點：被動語態的構成和用法，主動語態如何改為被動語態。

五、課時安排 第一課時：Unit 1 第二課時；Unit 2 第三課時：Unit 3 第四、五課時：Review and workbook

Unit 1 Confucius’ works are read by many people Teaching aims :Learn the use of present simple passive.Key points: work, influence, thought, wise, copy, as far as, not…any more, millions of, be known as/for Difficult sentences: Shakespeare’s works are seen by millions of people every year.Mark Twain was an important writer, but he isn’t known as a great thinker like Confucius.Step 1 Warming up& leading in 1.Ask the students some questions.Do you like reading books? What’s your favourite book？Who’s your favourite writer?

2.Show three pictures about Confucius, Shakespeare and Mark Twain.Let them guess who they are.Can you say something about them? Teach the words : work, influence, play, poem, respect, thinker, thought, wise, writer.Confucius: He was a great thinker in China.He is known for his wise thought.We are

still influenced by his thought.He is respected by us.Shakespeare: He was a writer of plays and poems.Some of his most famous plays are Hamlet and Romeo and Juliet.He was born in 1564 in England.His plays are seen by millions of people every year.Mark Twain: He was a famous American writer.He wrote a lot of stories.His books are still popular.For example ,The Adventures of Tom Sawyer.3.Do Activity 5.Complete the sentences with the correct form of the words.Step 2 Listening(Act.1&2)1.First read the words in the box.Then match the words in the box with the people in the pictures.(Act.1)2.Listen and check your answer to Act.1.(Act.2)step 3 Listening and reading(Act.3、4)1.Listen and answer.Where are the speakers? What are they talking about? 三岔口初級中學英語電子教案

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第 ５ 冊.Read and answer the questions.(Act.4)3.Everyday English and language points.What’s up? Go on!Sounds like a good idea.as far as, not …any more, millions of ,be known as/for 4.Read the conversation in two groups.Step 4 Grammar practice 1.Underline the sentences in the conversation that have the pattern of passive voice.2.Read the sentences aloud.3.Do WB Exercise 1 on p116 Step 5 Speaking and writing 1.Do Act.8 Work in groups of three and look at the opinions in the table.Report ideas of your group to the whole class.2.Do Act.6 Talk about your favourite play/poem/thinker/writer/story.Homework 1.write your favourite play/poem/thinker/writer/story.2.Listen and read the conversation.3.Search the internet about the book called The Adventures of Tom Sawyer.Unit 2 It’s still read and loved

Teaching aims practice reading skills.Try to write a passage about your favourite great book.Key points run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death Difficult sentences 1.The themes of the story are to do with children growing up and becoming more serious 2.It’s thought to be one of the greatest books.Step 1 Warming up & leading in 1.Read the conversation you learned yesterday with your partner.Then answer the questions according to the conversation.What did Betty suggest at the end of the conversation in Unit 1? What’s Mr.Jackson’s favourite book?

2.Ask the students if they have read the book before.What happens in the book? What are the main ideas of the book? Show some pictures of the book and tell the story..Teach the new words: behaviour, cave,freedom,funeral,outsider,pretty,social,theme，treasure, nineteen century Step 2 Reading 1.Read the passage quickly and answer the questions.Where can you read the passage? Why does Mr.Jackson like the book? 2.Read the passage again and complete the table with the information about it.(Act.3)3.Read and answer the questions.(Act.4)Step 3 Read aloud and language points

1.Play the tape for the students to listen and read.2.Get the students to read each paragraph and discuss the useful words and expressions.run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death

It’s thought to be one of the greatest books.Step 4 Writing 三岔口初級中學英語電子教案

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1.Work in pairs.Would you like to read The Adventures of Tom Sawyer ? Why/ Why not? 2.Think of your favourite great book you have read.Complete the table in Act.3 3.Write a passage about your favourite great book.My favourite great book is Harry Potter and the Philosopher’s Stone by J.K.Rowling.It’s a story about a young boy… Home work 1.Listen to the tape and practice reading the passage aloud.2.Write a passage about your favourite great book.Unit 3 Language in use Teaching aims Language practice Key points Seeing a play is more interesting than seeing a film.First…then…,next…,after that…,finally… Difficult points The use of passive voice.Step1 Revision 1.Read the passage in Unit 2 2.Show the passage about your favourite great book.Step 2 Vocabulary(Act.5&8)1.Read through the words or phrases in the box with the whole class.2.Ask the students to complete the passages, then check them.Step 3 Grammar 1.Ask the students to read the sentences in the box.2.Grammar teaching The teacher helps students understand the passive voice 1)被動語態的構成：be +過去分詞

時態在be 體現：am /is /are +done, was / were + done, have/has been +done 被動語態的句型：

肯定句：主語+be +過去分詞+（by ~）

否定句：主語+be not +過去分詞+（by ~）一般疑問句：Be+主語+過去分詞+（by ~）

特殊疑問句：特殊疑問詞+ be+主語+過去分詞+（by ~）

2)被動語態的用法：

I.要表達“被?”、”受?”、“遭?”、“讓?”之類的語義。如： 教師很受尊敬—The teachers are well respected.II.強調動作承受者。如：

他遠近聞名—He is known far and wide.III.不知道或沒有必要指出動作的執行者。如：

房子每天都有人打掃__The room is cleaned every day.3)主動語態如何改為被動語態：

Children

love

these songs

主動語態 三岔口初級中學英語電子教案

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These songs

are loved

by children

被動語態 3．Practice Do Act.1,2,3,4 and WB P117 Ex.4&5 Step 4 Listening and speaking(Act.6&7)1.Ask the students to go through the table.2.Listen and check the statements about Betty and Daming agree with.3.Work in pairs.Ask and say which statements you agree with, and why._ __Do you think that modern books are great books? __Yes, I do.I think …/No, I don’t.I think…

Step 5 Reading

Read ―Around the world ‖ on P17 and answer the questions.When and where did Plato live? What was he? Where did he travel? What did he do when he returned to Athens? What are his works called? Step 6 Module task Discussion: Are we more influenced by films than by books? 1.Decide on your point of view.2.Think of some examples of films or books you have seen or read.How did they influence you? Homework: 1.Do Ex.2&3 on WB P116 2.Revise Module 2

Review of Module 7 and workbook Step 1 Revision 1.Revise the words and expressions you learned in the module.2.Do self-assessment on P119.3.Do Ex 6,7,8 to check their vocabulary.Step 2 Listening and pronunciation.1.Listen and check the true sentences.(Ex 9 on P118)2.Listen and repeat.(Ex 10 on P118)Step 3 Reading 1.Read and answer the questions.(Ex 11 on P118)2.Listen and read it again.Let the students ask more questions about Dickens.Then answer them.Step 4 Grammar 1.Check Ex 2&3 on P116 to revise the passive voice.2.Do some more exercises about it.Module 3 Sporting life

一、教材內容分析：

本模塊以體育運動及奧運會為話題，通過談論BIG與HAS間的前一次和下一次籃球比三岔口初級中學英語電子教案

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賽（Unit 1），介紹劉翔的成長歷程（Unit 2）及奧運會（Unit 3）展開教學。要求掌握一般過去時和一般將來時的被動語態；學習與體育運動相關的詞匯及日常用語等。通過學習，放眼時事，體會體育明星光環背后所付出的勤奮與努力。

二、學情分析：

本模塊圍繞籃球等體育運動及奧運會而展開，又正直北京奧運會倒計時之際。相信學生對此內容會頗感興趣。同時介紹了劉翔的成長歷程，聯系現實，闡明體育競技的偉大及體育訓練的艱辛，努力是將來成功的基石。

被動語態共分三個模塊講授，本模塊第二次涉及這一內容，可謂承上啟下。要求學生在熟練運用各種時態的基礎上，將時態與語態相結合，需反復操練。在鞏固一般現在時的被動語態的基礎上學習一般過去時和一般將來時的被動語態，并為學習現在完成時和情態動詞的被動語態作好鋪墊。

三、教學目標:

語言知識目標:(1)詞匯：allow/defeat/stand for/against/tough/encourage/medal/record/set up/ first of all/represent/advertisement/coach/regularly/race(2)日常用語：You’ve got no chance!/What do you reckon?/Don’t let them get to you!/Nice work!(3)語法：一般過去時與一般將來時的被動語態。

(4)話題：討論有關體育運動與奧運會的話題以及體育明星的成長歷程。

語言技能目標：

聽：通過對話與課文等的聽力訓練，理解簡單的體育運動信息。

說：通過對文本等的學習，輔以問答及討論等形式反復操練，學會簡單講述某名人的成長歷程。

讀：提高閱讀能力，掌握文本精髓。

寫：作一份關于班級內同學參加體育運動或觀看體育比賽的調查報告。寫一篇關于體育明星成長歷程的簡單報道。情感態度目標：

通過學習，加強團隊合作精神的培養，調動學生良性競爭的意識及英語學習的積極性。了解有關體育運動和競技比賽的要素；了解奧運會特別是即將舉行的北京2008年奧運會的相關信息；了解當代體育明星成功的奮斗歷程，用理性的思維體會成功背后的艱辛與努力，指導青少年學生的個人成長。

四、教學重點及難點：

(一)掌握與體育運動等相關的詞匯、句型及日常用語。

(二)掌握一般過去時與一般將來時被動語態的運用。通過各種題型的反復操練，掌握其與一般現在時的被動語態的不同用法。

(三)簡單撰寫某體育明星的一段成長經歷或成功史。

五、課時安排： Period 1: Unit 1 Period 2: Unit 1-2 Period 3: Unit 2 Period 4: Unit 3 Period 5: Unit 3 Unit 1 When will the match be held? ⅠTeaching model Listening and speaking 三岔口初級中學英語電子教案

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ⅡTeaching method Communicative approach ⅢTeaching aims Key words: allow, defeat, train, tough, chance, reckon, mad Key Phrases: stand for, get to Everyday English: a tough match You’ve got no chance!What do you reckon? Don’t let them get to you!

Nice work!ⅣTeaching aids Tape recorder, OHP, pictures, handouts ⅤTeaching Steps Step1 Warming-up and listening

1.Look at the pictures and talk something about sports.2.Look at the photos and describe them.You can use some of the words in the box to help you.3.Listen and check the words you hear in Activity 2.Step 2 Listen and read 1.Listen to the tape carefully.2.Ask the students to read through the conversation individually.3.Play the tape and have them read and follow.4.Act it out.5.Learn Everyday English.Step 3 Do Exercises 1.Complete the table in Activity 4.2.Listen again and check.3.Complete the sentences in Activity 5.Step 4 Work in pairs

Read the sentences from the conversation.Say who the underlined words refer to in Activity 6.Step 5 Explain the important and difficult points

Don’t let them get to you, Tony!不要讓他們影響你,托尼!

get to sb.意思是to make someone feel upset or angry,即“讓某人感到煩惱,困擾”。如: The heat was beginning to get to me so I went indoors.天氣很熱,讓我開始感到煩躁,所以我回到了屋內。

The smell of her old book really gets to me after a while!過了一會兒,她的舊書散發出的氣味實在讓我不舒服。

Step 6 Pronunciation and speaking 1.Listen and repeat.Make sure you pause between each sense group in Activity 7.2.Say the sentence in Activity 8.3.Work in pairs.Talk about your favourite sports team or sports star this season.Step 7 Homework Finish the exercises in the workbook Ex.1, 2, 3, 4&5.Unit 2 Liu Xiang was trained for gold.ⅠTeaching model Reading and writing ⅡTeaching method Bottom-up approach ⅢTeaching aims 三岔口初級中學英語電子教案

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Key vocabulary : encourage , medal , set , set up , yearbook , represent , advertisement , coach , sportsman , overnight , skill , hurdling , sportswoman , race Grammar : 一般過去時和一般將來時的被動語態 ⅣTeaching aids OHP, tape recorder ⅤTeaching Steps Step 1 Warming-up 1.Guessing game: The Chinese champions in the Olympic Games.2.Talk something about Liu Xiang.3.Show some pictures.Look at the pictures and the title of the passage.Say what you know about Liu Xiang and how he became a sporting hero.4.Introduce the new words.Step 2 Reading 1.Read the passage in Activity 2.2.Play the tape and have them read and follow.3.Read the passage again.Step 3 Do exercises 1.Read the passage and choose the sentence which best expresses the main idea.Liu Xiang____.a)was helped by his sports school to become a gold medal winner b)will be encouraged to be a star and not a sporting hero c)has trained for many years , and will continue to win medals 2.Complete the time line with the notes in Activity 3.3.Answer the questions in Activity 4.1)As a symbol, what does Liu Xiang represent? 2)Why isn’t Liu Xiang an overnight success? 3)What was Liu Xiang advised to do in 1998? 4)What was the special programme set up in 2001? 5)What will he be encouraged to do in the future? Step 4 Explain the important and difficult points

1.And now that he's well known all over the world, Liu Xiang will also be asked to appear in advertisements and films, and even to record music.現在由于劉翔已經世界聞名了,他還會被邀請做廣告,拍電影,甚至錄唱片。

now that 常常用為一種新的情況或狀況做出解釋,表示“既然；由于”。如: Now that Mr Liu has arrived , we can begin our meeting.既然劉先生已經到了,我們就開會吧。2.Liu was encouraged at first to train as a high jumper.起初,教練支持劉翔練跳高。

encourage sb.to do sth.表示“鼓勵某人做某事”。在本句中,encourage一詞用于被動語態,表示劉翔是“被鼓勵”去某事,而不是他“鼓勵”別的人去做某事。如: Ms Wang always encourages us to speak English in class.王老師總是鼓勵我們課

上講英語。

We were encouraged to learn foreign languages at school.學校鼓勵我們學習外語。3.It was set up in 2001 to help young sportsmen and sportswomen.它(特殊項目)建立于2001年,用來幫助年輕運動員。

set up表示“建立,設立;創辦(組織,企業);制定(計劃等)如:

She plans to set up her own business.她計劃企業辦自己的企業。三岔口初級中學英語電子教案

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We need to set a meeting to discuss the plan.我們需要開個會來討論這個計劃。4.Grammar : 一般過去時和一般將來時的被動語態

英語的語態是通過動詞形式的變化表現出來的。英語中有兩種語態：主動語 態和被動語態。主動語態表示主語是動作的執行者。例如： Many people speak Chinese.謂語：speak的動作是由主語many people來執行的。

被動語態表示主語是動作的接受者，即行為動作的對象。例如： Chinese is spoken by many people.主語Chinese是動詞speak的接受者。1)一般過去時的被動語態構成： was/were＋p.p.（過去分詞）eg: Liu Xiang was helped by a special programme.Liu Xiang’s races were recorded.2)一般將來的被動語態構成： shall/will be＋p.p.（過去分詞）eg: Liu Xiang will be encouraged to go for more medals for China.Will he be encouraged to spend more time away from sport? 5.Learning to learn Step 5 Writing 1.Rewrite the notes in Activity 3 in full sentences.2.Look at the sentences in Activity 6.A special programme helped Liu Xiang.Liu Xiang was helped by a special programme.His skill at hurdling was noticed by his coach Sun Haiping.His coach Sun Haiping noticed his skill at hurdling.3.Write sentences about Zhang Yining's training.4.Join the sentences you wrote in Activity 6 to write a paragraph about Zhang Yining.Use and, although and because.Step6 Homework Finish the exercises in the workbook Ex.6, 7, 8&9.Unit 3 Language in use ⅠTeaching model Revision and application ⅡTeaching method

Formal and interactive practice ⅢTeaching aims 1.Key vocabulary: finishing line, award, marathon, Italian, turn, so far, champion, taekwondo, belt

2.Grammar : 一般過去時和一般將來時的被動語態 ⅣTeaching aids Tape recorder, OHP, handouts ⅤTeaching Steps Step 1 Revision Review the text of Unit 2 Step 2 Language practice 三岔口初級中學英語電子教案

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1.Read through the example sentences in the box with the whole class.2.Grammar : 小結一般過去時和一般將來時的被動語態 Step 3 Work in pairs.1.Ask and answer the questions in Activity 1.2.Complete the passage with the correct form of the words in Activity 2.3.Look at the pictures and put them in the correct order in Activity 3.Step 4 Do exercises 1.Complete the conversation with the correct form of the words in the box in Activity 4.2.Choose the best answer in Activity 5.3.Listening:

1)Listen and check the true statements in Activity 6.2)Listen again and choose the correct answer in Activity 7.4.Put the sentences in the correct order to complete the conversation in Activity 8.Step 5 Around the world: The Paralympics Games Step 6 Module task: Module task: Making a class sports survey

1.Work in groups.Write questions to find out about the sport people like to watch and do.* What sports do you like?

* How often...?

* Do you like to...or...? 2.Carry out your survey.* Ask as many students as you can to answer your questions.3.Write the results of your survey.1)Say how many students you asked the questions were.We asked...student ―What...?‖

2)Compare their answers.… students said...and...students said...Step 7 Homework Finish the exercises in the workbook Ex.10, 11, 12&13.Module 4 Great inventions

Unit 1 Paper and printing have been used for ages 教 學 目 標

德育目標:To know something about the history of paper inventing 知識目標:To get information about the history of paper inventing from the conversation 能力目標:To talk about the advantages of some inventions To practise the passive voice of the future tense, perfect tense and modal verbs.重點 Vocabulary advantage, battery , borrow , camera, charge lend look after, online, photo, promise, same, turn off, turn on 難點

the passive voice of the future tense, perfect tense, and modal verbs.三岔口初級中學英語電子教案

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課型

Listening and speaking 教法

PWP approach Teaching Procedures: Step one: Revision 1)Talk about some great invention, recall the words of inventions: TV, computer, watch, radios, camera, digital camera, photo, mobile phone, internet.Teach: online magazine 2)Recall what we have learned in the last Module Step two: Listening and vocabulary

1.Talking: What's the advantage of an online magazine 2.Listen and check the words

3.Listen and read ⑴ Play the tape to let the Students get the answer: Can the digital camera be borrowed from Tony's Dad

⑵Do Activity 4.Get the students to show their answers.⑶Listen and repeat.Notes:Everyday English Can I ask a favour 幫忙,賞光 Anyway?談點別的,另外 Here it is.給你,在這兒 It doesn't matter.沒關系

I'll see to that.我會處理的.Is that clear 清楚嗎 懂了嗎 Promise!我一定!language Points

1)Paper and printing have been used for ages.for ages----for(many)years好多年了.類似短語: for hours/ days/months 等.2)The battery hasn't been charged for a couple of months.a couple of---several 幾個

3)I'll see to it.我來處理.see to sb./ sth.= look after, deal with ”處理, 照顧, 關照“ 4.)You must promise that it won't be….promise to do/ that..= make a promise to do/that 答應, 許諾作某事 Promise!= I promise to do that.我答應!5)turn on----打開 turn off----關閉 turn up-----開大 turn down---關小

eg.Don't forget to ___________the light when you leave the room.Please ___________the TV, the football is beginning.Would you please ________it ______ a little I can't hear it clearly.The baby is sleeping.Please _____________ the radio a little.4.Read the summary of the conversation.Underline the wrong information 5.Answer the questions Ask Ss to say their answers and check them together.6.Find the sentences in the conversation which mean Grammar Points

Will(won't_)+ be +動詞的過去分詞為一般將來時的被動語態 三岔口初級中學英語電子教案

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have/has(not)been + 動詞的過去分詞為現在完成時的被動語態 情態動詞+ be + 動詞的過去分詞為情態動詞的被動語態 Summary: 各種時態的被動語態構成 一般現在時:S+ am/is /are + done 一般過去時:S+ was/were + done 一般將來時:S+ will + be + done

情態動詞:S+can/may/must/should+be+done 現在進行時: S+ am/ is/ are + being+ done 過去進行時: S+ was/were + being+ done 現在完成時:S+ have/has + been+ done Pronunciation and Speaking Listen to the sentences and repeat.Homework: Finish work book 1-3 附加練習: 中英互譯: I'll see to that._______________ 幫個忙________________ Promise.________________ 照相________________ look after________________ 好幾個________________ turn off________________ 幾年________________ Here it is.________________ 由?.代替________________ 改為被動語態句子

1.They have published two issues of this magazine.2.Betty has kept my watch for two days.3.I'll charge the battery for your MP3 players.4.I could not find my bag anywhere.課題

Module 4 Great Inventions

Unit 2 Books could be produced more quickly and cheaply.教 學 目 標

德育目標:To research science and love science 知識目標: To understand passages involving present perfect perfect tense 能力目標:To learn a reading skill-----Scanning To know the history about paper inventing 重點

Vocabulary Create, produce, ink, against, knowledge, spread, introduction, receive, 難點

Phrase:made of, at a time, by hand, at the beginning of, in a way, rather than, one day 課型

Reading and writing 教法

PWP approach Teaching Procedures: 三岔口初級中學英語電子教案

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Step I: Revision Have/has been + done This book/ discuss/ on telephone It/ buy/by thousands of people Children/tell to read this book The book/ print/ again and again Other books /write /about this book Must/can/may be done 1.a)All students must read this book.b)This book _____________by all students.2.a)Everyone can understand his ideas.b)His ideas ________________by everyone.3.a)I could not fine her books anywhere.b)Her books ________________anywhere.4.a)For a long time, many people could not use computers.b)Computers__________________by many 5.a)We can do the work now if you want.b)The work _____________now if you want.6.a)You must not take these magazines from the library.b)These magazines _________________from the library.Reading and vocabulary 1.Talk in pairs What are the advantages of both book and computers Can books be replaced by computers

2.Read and get the main ideas of the paragraphs P1 c.Life on paper and in print P2 a.The world before books P3.b.The invention of printing P4.d.Technology and books

P5.e.Can books be replaced by computers Language Points

1.looks through 瀏覽,溫習2.with– without 帶有? / 沒有?

3.be made of----be made from---be made up of---be made in------be made by— be made into –--4.write words on--make a book--in those days--at a time--by hand---as a result----5.put? against 將?放進/刻進 hold? against 將?貼到

6.at the beginning of 在?初/ 開始時 7.after that 然后,之后 in a way 以?方式

8.compare?.with?.與?.相比 , 與?.相媲美

9.rather than 勝過,而不愿 prefer to do? rather than do? 情愿?而不..be replaced by 被?.所替代 be read online 在網上閱讀

3.Make notes to complete the timeline.三岔口初級中學英語電子教案

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4.Answer the questions 1.Why were books expensive and rare before the invention of printing 2.Why did ideas spread more quickly when books became cheaper 3.What can we use instead of books to get information Homework

Finish the workbook exercises 課題

Module 4 Great Inventions Unit 3 Language practice 教學目標

德育目標:To know about some great inventions 知識目標: To practice the use of passive voice 能力目標:To complete a task about ”How to improve inventions“ 重點

被動語態: 情態動詞的被動語態: 情態動詞(not)+ be +過去分詞 現在完成時—— have/has +been+動詞的過去分詞 難點

情態動詞的被動語態: 情態動詞(not)+ be +過去分詞 現在完成時—— have/has +been+動詞的過去分詞 課型

Revision and application 教法

Formal and interactive practices Part I: Revision Language practice 現在完成時的被動語態: have/has(not)been +過去分詞 情態動詞的被動語態: 情態動詞(not)+ be +過去分詞 Conclusion

被動語態的構成:be +動詞的過去分詞

一般現在時—— am/is / are +動詞的過去分詞

一般過去時—— was/were +動詞的過去分詞

情態動詞—— aux.v.(must/can/could/may?)+ be +動詞的過去分詞 現在進行時—— be(am,is,are)+being +動詞的過去分詞 一般將來時—— will be/be going to be +動詞的過去分詞 現在完成時—— have/has +been+動詞的過去分詞 主動語態改成被動語態的步驟及注意事項 1.主動語態的賓語改成被動語態的主語.2.主動語態的謂語動詞改成被動語態的謂語動詞.do----be done 3.注意保持時態和人稱的一致.4.帶雙賓的謂語動詞有兩種改法.當把直接賓語改成主語時,謂語動詞后必須加適當的介詞: to / for.如:give--be given to 此類動詞還有:pass show send?

再如:buy---be bought for此類動詞還有:make draw cook mend?

5.一些動詞不定式在主動語態中省略to作賓語補足語,改成被動語態時,to必須還原.三岔口初級中學英語電子教案

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注:1.不及物動詞(vi.)不用被動語態.如:happen,take place ,appear disappear?沒有被動形式.**幾種特殊結構

1.My uncle gave me a gift on my birthday.----I was given a gift on my birthday.A gift was given to me on my birthday.2.We often hear him play the guitar.He is often heard to play the guitar 注意:see, watch, hear, notice, feel, make, listen to, look at等動詞/短語后作賓語補語的不定式都不帶to;但改成被動語態后必須帶to.Part II: Language Practice Read though the sentences with the students and talk about the highlighted structures.Exercises: Activities 1~8 Finish the exx with the students according to the highlighted words of every activity.Check the answers.Homework: Finish off the workbook exercises

Module 5 Museums

The Teaching Plan for Unit1 You mustn't touch it!Topic You mustn't touch it!Type of lesson New lesson Period(s)Two

Teaching Aims Ⅰ.Aims of basic knowledge: To know something about the signs around you and obey the rules.Ⅱ.Aims of emotion: More interests and better attitude to learn English.Ⅲ.Learning abilities & strategies: To talk about the signs with ”mustn't, can't, Don't… No….“ And Word Formation--Compound words Ⅳ.Aims of culture: To get information about the signs Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties 三岔口初級中學英語電子教案

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&

key points Teaching difficulties & key points: 1.The new words and phrases.2.The listening material of Activity 3.Special Strategies: 1.Give some time to the students to remember the new words.2.Talk something related with listening material before listening.Personal adjustment Teaching procedure Teaching

Procedure Step1: Greeting and revision have/has been + 過去分詞;情態動詞+be+過去分詞 Step2: Talking: The signs around you(draw some pictures on the blackboard about sighs, ask students to guess)Step3: Listening and vocabulary 1.Match the pictures with the phrases 2.Listen and underline the correct word in each sentence 1)Read the words together and try to understand their meanings.2)Listen and check.3.Listen and read 1)Close the book and listen to the tape, then answer the question: What are they doing 2)Check the answer and listen again then finish part 5.3)Ask some students to check the answers.4)Listen and repeat.Language points: 1)look forward to 與pay attention to 中的to都是介詞,后面應跟名詞,代詞或動名詞,如: I'm looking forward to meeting you.You must pay attention to the spelling in your writing.2)Hang on a minute!等一下!3)on one's own 單獨的 4)take a photo 拍張照片

5)against 反對 be against doing sth.反對做某事

6)幾種表示禁止的表達方式: Don't+動詞原形 No+名詞/動名詞 can't mustn't be not allowed to 7)No, you can't take a photo, either.Either在此用作副詞,要與否定詞連用,意思是”也不“.如, I don't like coffee either.我也不喜歡咖啡.Step 4: Pronunciation and speaking 1.Listen and repeat.2.Pairwork: Talk about the rules you can or can't do in libraries or museums.Homework 三岔口初級中學英語電子教案

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Copy the new words and recite the useful phrases.Blackboard Writing Design Language points and exercises: 完成句子.1.禁止喧嘩,它違反規定.No shouting!It's against the rules.2.好,讓我們下樓吧!Well, let's go downstairs.3.不要碰,禁止你碰它.Don't touch!You mustn't touch it.4.不,你也不能拍照.No, you can't take a photo, either.5.趕快!否則我們將遲到了.Hurry up, or we'll be late for school.Self-reflection The Teaching Plan for Unit2 There's no shouting and no running.Designed by: Yang Lijian Date: Sep.29 Topic Type of lesson New lesson Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.To know something about the Science Museum in London.2.Useful important phrases.Ⅱ.Aims of emotion: More interests about the Science Museum.Ⅲ.Learning abilities & strategies: 1.To get information about the Science Museum in London.2.To understand passages involving Compound word.Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties &

key points Teaching difficulties & key points: Phrases and Compound word.Special Strategies: Give some time to the students to remember the new words.Personal adjustment Teaching 三岔口初級中學英語電子教案

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procedure Teaching Procedure Step1 Revision

Use ”mustn't, can't, Don't No.“ to make more sentences about the rules for museums or libraries.(Tips: game or competition.)Step2 Reading and vocabulary 1.Read the words and talk about the pictures.2.Read the passage and answer the questions.3.Check the answers and listen to the tape.4.Complete the table and check 5.Language points: 1)allow doing sth.允許做某事.如, They don't allow smoking in the museum.他們不允許在博物館吸煙.allow sb.to do sth.允許某人做某事.如, My parents don't allow me to read in the bed.我父母不允許我躺在床上看書.be allowed to do sth.被允許做某事.如, Students are not allowed to smoke.學生們不準吸煙.2)work out 計算出 3)try out 檢驗,試用

4)fill?with? 用......填充......She filled the bottle with water.她用水裝滿了瓶子.區別:be filled with 表示”充滿“,強調動作;be full of 表示”裝滿,盛滿“,表示狀態.Hs heart was filled with gratitude.他內心充滿了感激之情.The basket was full of flowers.籃子里盛滿了花.5)compare?with 與......作比較

6)drop in 順便走訪,也可用于drop in on sb.順便走訪某人.7)Above all ”首先,最重要的是“ 8)as long as so/as+adj./adv.+as 像......一樣

Step 3 Writing Complete the passage then check the answers.Homework

Finish the workbook exercises.Blackboard Writing Design Language points and exercises: 單項選擇.1.A: Hellow!Would you like to go to the cinema with me tonight B: I'm sorry, I can't.Father won't B me to go out in the evening.A.let B.allow C.offer D.help 2.We won't allow C n museum.But you are allowed _____ in the rest room.A.smoking;smoking B.smoke;smoking C.smoking;to smoke D.to smoke;to smoke 3.Be careful!The bowl C hot water.三岔口初級中學英語電子教案

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A.full of B.fill with C.is filled with D.is fulled of Self-reflection The Teaching Plan for Module5/Unit3 Language in use Topic Type of lesson Revision Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.Master the key words and structure.2.To practice the use of Compound word.Ⅱ.Aims of emotion: Talk about you can or can't do something Ⅲ.Learning abilities & strategies: 1.To talk about the rules with ”mustn't, can't, Don't… No….“ Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard.Strategies for teaching difficulties &

key points Teaching difficulties & key points: Use the structure ”allow or not allow doing sth.“ To explain the rules.Special Strategies: Give some time to the students to remember the structures.Personal adjustment Teaching procedure Teaching Procedure Step 1: Revision 1.Finish part 1 and 2.2.Check the answers and read the sentences in language practice.3.Review:

1)No+v.-ing!如: No smoking!不許吸煙!No joking!不要開玩笑!2)祈使句 三岔口初級中學英語電子教案

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否定的祈使句同樣可以用來表示”禁止“.如: Don't shout.不要喊叫.Don't make any noise.不要吵鬧.3)You mustn't…

情態動詞mustn't 可以表達”禁止“的概念.如: You mustn't take photographs of the exhibits in museums.博物館中不得給展品拍照.You mustn't tell it to anyone.你決不可以告訴任何人.4)You can't…

can't 可以表示”能力“,”可能性“,也可以表示”不允許“.因此可以用來制止某人做某事.如: In most museums you can't make any noise.在大多數博物館里不能吵鬧.5)You aren't allowed to…

本句型用來制止對方做某事.如: You are not allowed to touch the exhibits.不要觸摸展品.Step 2 Finish the all exercises then check it.Step 3 Compound words(見書本P179)Exercises: Make new words using the words in Box A and Box B.A

bed class down home post up wet B card room site stairs work mate load sick Homework Finish off the workbook exercises Review the language points in this module.Blackboard Writing Design 1)No+v.-ing!2)祈使句

否定的祈使句同樣可以用來表示”禁止“.如: Don't shout.不要喊叫.3)You mustn't… 4)You can't…

can't 可以表示”能力“,”可能性“,也可以表示”不允許“.因此可以用來制止某人做某事.5)You aren't allowed to… Self-reflection

Module 6 Save our world 教案設計 三岔口初級中學英語電子教案

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一、教材內容分析

本模塊以杜絕浪費，保護環境，拯救地球為話題，讓學生在了解地球危機重重的基礎上，通過活動，考慮我們學生應怎樣從生活細節中采取措施來保護環境，保護地球，進而培養學生的憂患意識和主人翁意識。討論話題源于周圍環境，貼近生活，便于開展活動。教學中應結合學生實際情況，靈活調整教學內容，合理設置課時。適當進行拓展，以豐富學生知識，拓展學生視野，進行理想、人生責任的教育。

二、學情分析

通過兩年的學習，學生已能用英語熟練地表達自己的看法和意見。本模塊的話題是環境、資源，這是學生很熟悉也較感興趣的話題, 但同時對學生的知識儲備要求較高。首先要求學生通過多種途徑了解地球環境、資源的現狀。其次在教師預設的任務中，要使學生有話可說，但是這個話題涉及較多的知識，學生掌握的難度較大, 如果材料處理不當，會導致學生有話想說，卻無法用英語表達的尷尬場面。因此在具體安排教學內容時，可由簡到難，適當降低難度與要求，讓學生更好地運用課本知識，達到提高綜合運用語言能力的目的。

三、教學目標

1.語言知識目標 詞匯 waste、energy、pollution、recvcle、reusable、reduce、reuse、repair、environmental、hopeless、necessary、plastic、sort、harm、material 詞組句型 instead of、do harm to、make a difference to、It’s+adj+to、stop from 語法 前綴、后綴構詞法 功能 話題 表達如何杜絕浪費，保護環境，拯救地球

以了解地球危機重重為基礎，討論如何拯救地球為話題

2．語言技能目標

聽 聽懂有關不同保護環境方法的對話，提高學生實際應用能力

說 能用本模塊的生詞、短語開展對話、討論，介紹各自生活中保護環境的方法

讀 了解地球環境的現狀, 通過閱讀掌握reduce，reuse，recycle的含義和重要性，進行簡單的閱讀技能訓練

寫 1．能用核心詞匯寫出簡短的、表達觀點的句子

2．能寫出生存現狀和保護措施，形成完整的計劃性文章

演示與表達 能向全班做有關生存現狀和保護措施的發言與展示

3．學習策略目標

通過合作討論、游戲、競賽等多種活動形式，實現在用中學，學而能用的原則。

認知策略 調控策略 聯系，歸納，推測等技能。

從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改。

交際策略 學習運用恰當句子表達自己的觀點。資源策略 能利用多種途徑及學習資源查找信息，用所學內容進行真實交際。自學策略 能借助詞匯圖掌握單詞，形成話題聯想的習慣，培養學生的閱讀能力技巧。合作學習策略 關心周圍的生存現狀和保護措施, 交流并分享各自的觀點并形成最終觀點。

4．文化意識目標 三岔口初級中學英語電子教案

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引導學生關注社會，關注身邊的事和人，關心周圍的生存現狀和保護措施，對學生進行環保意識的滲透。同時讓他們了解保護環境離我們很近，身邊有許多機會，進而培養學生的憂患意識和主人翁意識和關愛地球之心。

5．情感態度目標

（1）通過開展生動活潑的教學活動，激發學生的興趣。

（2）培養學生熱愛生活、熱愛自然界，培養保護環境的意識和關愛地球之心。同時也積極鼓勵學生參與社會實踐活動。

（3）引導學生與他人合作，相互幫助，共同完成學習任務，盡情享受學習的樂趣。

四、重點難點

1.教學重點

重點話題：How to be green 2.教學難點

（1）前綴、后綴構詞法及其積累

（2）能用恰當地道的英語表達對保護環境的看法。3．突破途徑

以話題為核心，通過個人思考、小組及班級活動等不同途徑，在聽、說、讀、寫中使單詞及句型以不同的形式反復出現，在足夠的輸入中，達成有效的語言輸出。

五、教材處理

1、任務

核心任務：能夠運用所學句型結構向不同的朋友交流自己關于保護環境的看法。三個環節如下：

pre-task：學生通過多種途徑了解有關環保的知識，激活背景知識。

Task-cycle：通過整個模塊的聽說讀寫的訓練，強化“地球現狀和保護環境的途徑”的表達能力，為完成核心任務做好鋪墊。

post-task：達成任務，展示成果，自我評價，反饋學習情況。

2、課時安排

Period One: Unit 1 It’s wasteful to throw away paper and metal.Period Two: Unit 2 Remember three words: Reduce, reuse and recycle.Period Three: Unit 3 Language in use(1)Period Four: Unit 3 Language in use(2)

六、教學設計

Period One: Unit 1 It’s wasteful to throw away paper and metal.Step 1: Warming-up According to the words, let the students say something about our world and describe it.設計意圖: 從學生所了解的世界入手，利用學生已有的認知水平進行頭腦風暴，主要為下一步世界中最主要的環境問題的引出做準備工作。

Step 2: Lead-in 1.Watch a video about our world.2.Discuss: What problems did you see?

3.Work in pairs.Say what you should do about these problems.三岔口初級中學英語電子教案

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設計意圖:

視頻讓學生更直觀地了解到我們的地球所面臨的日趨嚴重的環境問題。通過觀看，思考和討論，給學生提供一個運用英語的機會，培養了學生注意的能力和主題理解能力，更激發了學生保護環境的意識。Step 3: Listening

1.Look at the photos.Describe and check them.(Activities 1 and 2)

2.Listen and read.Then do Activties 6 and 7.3.Discuss: Look at Activity 5.Choose one of them and answer it.設計意圖:

聽力是學生的一個難關，因此在設計中應由淺入深，教師加以引導和幫助。活動五在課文中沒有直接原文答案，為降低難度，可讓學生選擇回答，讓各層次的學生都有事情可做，都有事情會做，提高參與率和成就感。

Step 4: Speaking

1.Watch a video.2.Disuss: Think of some ways of environmental protection.Complete the table with the ways.設計意圖:

保護環境并不只是政府的事情，其實在我們身邊有許多我們能做而常被忽視的。通過觀看同齡人的行為，讓學生了解我們不該做的很多，我們該做的更多。讓學生考慮應怎樣從生活細節中采取措施來保護環境，保護地球，進而培養學生的憂患意識和主人翁意識，培養學生熱愛生活、熱愛自然界，培養保護環境的意識和關愛地球之心。

Homework: 1.Review Unit One.2.Workbook: Page 133 Vocabulary and Listening.3.Choose one of the two and finish it.(1)Think of more ways of environmental protection.(2)Find out some problems around you and think how to solve them.Then write it down.Period Two: Unit Two Remember three words: Reduce, reuse and recycle.Step 1: Warming-up

1.Check the homework.2.Introduce some environmental groups.3.Do a questionnaire.設計意圖:

在社會中，包括政府在內，有許多的機構，單位，組織和個人都關心和保護著環境。通過問卷讓學生領悟我們雖小，但我們可做的很多，而且這些可做的事就在我們的身邊，就在我們的日常生活里，從而為課文的引出做好鋪墊。

Step 2: Lead-in

Look at the pictures.Say which things are better for the environment and why.設計意圖:

利用學生最熟悉的生活用品比較，在一定的語境中進行討論和學習詞匯。小組討論可以集思廣益，加深對課文的理解。而進行有意義的交流是詞匯學習的上上策，培養學生詞不離句學語言的好習慣。并且讓學生從自身的感受和生活的經驗來判斷, 激發學生熱愛生活、關心生活和保護環境的意識。三岔口初級中學英語電子教案

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Step 3: Reading

1.Read the passage.2.Work in pairs and answer the questions.(Activity 6)

3.Read the passage again and check the things you should do.Then give reasons for what you should or shouldn’t do.(Activities 4 and 5)設計意圖:

通過慢速和快速閱讀培養正確的閱讀方法，讓學生了解文章的主旨，同時培養學生的猜詞能力，提高閱讀能力。通過學生自己的閱讀，主動去發現問題，提出問題，并通過不同途徑解決問題。通過有意義的回答問題這種說的練習不但加深了對文章的理解，而且突出了語言的交流功能。

Step 4: Writing

1.Work in pairs.Make some lists of things.2.Make suggestions about how to be green.Give reasons，please.設計意圖:

本部分為寫作活動，與學生們的學習密切相關，同時也鞏固先前的閱讀所學知識，具有一定的難度，因此有必要提供范文。

1.本活動為寫前活動，目的是收集信息，讓學生深度理解三個重要詞匯。

2.本活動是任務的主要階段，首先讓學生重溫根據先前的圖表信息，然后制定環保建議和理由。

Homework:

1.Review Unit Two.2.Workbook: Page 134 Reading and writing.3.Choose one of the two and finish it.(1)Make suggestions about how to be green and give reasons.(2)Make a list of things that you have done something to help our environment.Period Three: Unit three Language in use(1)Step 1: Warming-up

1.Check the homework.2.Watch a video.設計意圖:

通過觀看視頻,讓學生了解本堂課的主題是利用我們所學到的知識去討論問題，解決問題。最重要的是如何從身邊的小事開始，從我做起去保護環境，愛護環境，以達到學習和生活緊密聯系。Step 2: Practice

1.Complete the conversation with the correct form of the phrases in the box.(Activity 9)

2.Read the ideas on protecting the environment.Then practise and answer the questions.(Activities 6 and 7)

3.Work in pairs.Discuss the question.(Activity 8)設計意圖:

練習經過重組，難度有簡到難，逐步深入，讓學生自然地接受，消化。練習8又為下一步的討論打下基礎。三岔口初級中學英語電子教案

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Step 3: Discuss

Work in pairs and talk about the picture.設計意圖:

學生通過任務，分享各自的智慧火花，使口語能力得到提高。通過交流看法，多角度、多元化促進學生對知識的掌握和運用。從聽、說逐漸過渡到下一步的寫，由口頭輸出的流暢性過渡到筆頭輸出的精確性。

Step 4: Module task

1.Discuss what you can do about pollution.(1)Decide what type of pollution you want to talk about.It could be water pollutiong, air pollution, waste, cutting down forests, etc.(2)Discuss your topic.Say what you think about the problem and what can be done.設計意圖:

本部分為寫作活動，可以鞏固先前的閱讀所學知識。本環節分為兩個步驟：第一步是挑選內容，第二步是討論和語篇寫作。第一步對于英語基礎不好的學生尤為有用。要求學生獨立寫作，同時又將學生自主學習與小組合作活動相結合，旨在培養學生獨立自主的學習能力及分享觀點，相互協作的能力。

2.Make a poster to tell others to protect the environment.設計意圖:

活動過程可讓學生先看一些例子，然后選擇一個話題，收集相關資料；為招貼畫選擇一個標題；對招貼畫進行描述介紹；進行評比打分，選擇優秀作品在班級報欄展示。該活動有助于培養學生資料收集、篩選的能力，培養學生的主題意識和話題意識，以及小組成員的合作意識。讓學生明白不光自己要有環保意識，更要號召、呼吁身邊的人一起愛護環境，保護環境。

Homework:

1.Review Language in use(1).2.Finish the module task.Period Four: Unit three Language in use(2)Step 1: Word games

1.Make new words.According as the word, make new words as many as you can.2.Make new words.Join the words in Box A with the parts of words in Box B.Step 2: Practice

1.Do Activities 2, 3 and 4.2.Workbook: Grammar and vocabulary.設計意圖:

加前、后綴是英語中最常見的擴充詞匯的方式，也是學習英語必須掌握的構詞法。但常用的前綴、后綴非常多，因此應指導學生在學習的過程中自己學習，討論，研究和發現其規律，并注意平時的積累。

Homework:

1.Review Language in use(2).2.Finish the module work.三岔口初級中學英語電子教案

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Module 7 Australia教學設計

Unit 1 I’m looking for the photos that you took in Australia!

Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: crocodile, shark, hand, have a look at, alongside, detail Key structure: The attributive clause with that

2.Listening skill: To understand conversations involving the Attributive Clause in listening.Improve the students’ listening ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Lead in Divide the class into several groups and each group has two, three or more students.One student acts as a travel agent, the other students want to travel.The agent will recommend some cities or countries to the others.設計意圖: 復習七八年級所學過的關于城市和國家的知識，自然的過渡到本單元的關于澳大利亞的重點對話。并且可以培養同學之間的合作與交流，提高會話能力。

Step 2 Presentation Show students a picture of Sydney Opera House and tell them ―Tony’s father has been to Australia.He visited Sydney Opera House.‖ Then get them to listen to the dialogue and answer two questions: 1.Where else did he visit? 2.What animals did he see? 設計意圖: 因為是一篇較長的對話，所以讓同學們帶著問題去聽，第一遍不要求逐字逐句聽懂，但要能回答出簡單的問題。Step 3 Read and repeat Get the class to read the dialogue.Then ask them to read in pairs.Step 4 Complete the table After the students are familiar to the dialogue, ask them to complete the table in Activity 4.設計意圖: 在這一步驟中,讓學生從說轉移到寫上,并且讓同學們在完成表格的同時更加熟悉課文。

Step 5 Answer questions Get students to answer questions about the dialogue.Step 6 Grammar Show students several sentences involving The Attributive Clause in this unit.Ask them to think of the use of the word ―that‖.設計意圖: 在本單元只是呈現一下定語從句的概念，讓同學們對此有一個印象，而不必強調如何去改寫定語從句。在以后的兩個單元的逐步練習中再讓同學們慢慢地對此語法熟悉起來。

Step 7 Homework

1.Read the words and the dialogue frequently.Try to recite part of the dialogue.2.Finish some exercises in workbook Module 7.Unit 2 The camel that I rode had a bad temper.三岔口初級中學英語電子教案

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Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: grape, ham, lamb, outback, relative, sheep, spir, surfing, wine, helicopter, purple, similar, ours, cricket, rugby, sunshine, expression, mate, temper, lifestyle Key structure: 1.The restrictive attributive clause with that 2.Reading skill: The students can read the long passage and can write some notes about it.Improve the students’ reading ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Play a game Get the whole class to play a game called ―I describe, you guess‖.設計意圖: 由游戲開始上課,同學們會比較感興趣，尤其是九年級的同學。通過游戲的形式讓同學們能夠較輕松地讀懂并理解帶定語從句的句子。因為老師出的題目有限，所以在全班做完之后，若時間允許，還可以分小組做。

Step 2 Read and check Get the students to read the passage once or twice quickly, and after that ask them to find the information about some numbers.Then check the true sentences.設計意圖: 第二單元編排了一篇長課文，教師可以把它當成閱讀課來上。所以先讓同學們快速閱讀，然后找出一些關鍵句，并能夠判斷句子的正誤。能夠做到以上兩點就可以了。Step 3 Read again and write notes.Get the class to read the passage again, but this time read it more slowly.Then ask them to take some notes for Tony.The students can finish this job individually or they can discuss with their partners.設計意圖: 通過做筆記，能夠使同學們加深對課文的理解，并且加強同學們的歸納理解能力。Step 4 Read and repeat After the students are familiar to the passage, ask them to read the passage after the tape.Then they can read by themselves.Step 5 Explain some useful expressions.The teacher explains some useful expressions and grammar points.Step6 Homework

1.Read the words and the passage frequently.2.Copy the words and expressions.3.Finish some exercises in workbook Module 7.Unit 3 Language in use

Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: water sports, grey, ancestor Speaking skill: To say sentences involving the attributive clause.Writing skill: To write sentences involving the attributive clause.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: 三岔口初級中學英語電子教案

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Step 1 Play a game Play another ―I describe, you guess.‖

設計意圖: 本單元是一個復習單元,以游戲引出話題，活躍課堂氣氛，鼓勵學生大膽表達。因為老師出的題目有限，所以在全班做完之后，若時間允許，還可以分小組做。（讓同學們事先準備好圖片）。在做這個游戲時，同學們能夠很輕松地說出帶定語從句的句子，能夠在游戲當中掌握好本單元的語法重點。Step 2 Read a dialogue Read a dialogue completed by the teacher and ask the students to make similar dialogues.Try to use the Attributive Clause.Read the conversation and pay attention to the underlined words.A: Do you want to see my photos? B: what photos? A: The photos that I took in Australia.1.A: What surprised you most in Australia?

B: The thing that surprised me most was the weather!2.A: What do you call that famous Australian animal? The one that can jump very high.B: Oh, you mean a kangaroo.3.A: What’s the name of that dangerous animal?

B: The one that is green? That’s a crocodile.設計意圖:本單元是復習單元，盡可能讓同學們運用本單元所學過的知識來自己編對話，做到靈活運用，大膽創新，并且還有助于合作與交流。

Step 3 Join the sentences.Ask the students to join the sentences with “that”.(句子見幻燈片)

Step 4 Finish Activity 1 Read the passage and underline all ― that‖ in the Attributive Clause.設計意圖:在第三和第四步中，著重點在寫上。經過了前面兩個單元的學習，本單元的重點是讓同學們能夠寫出帶定語從句的句子，這也是本模塊的一個任務。Step 5 Around the world Show students a picture of Australian athlete and hero.Ask students to learn from her.Step 6 Homework Finish the exercises in the workbook.Module 8 Photos Teaching Plan

一、題材內容

本模塊以“攝影”為話題，借此讓學生描述自己最理想的攝影作品。通過本模塊的學習，學生進一步學習定語從句的用法。為學生提供了充足的語言實際運用的機會。學生可以圍繞這一話題進行大量的聽、說、讀、寫方面的語言實踐活動,促使學生更有意識地自覺學習英語。語法難點仍是定語從句。教學中教師應隨時隨地靈活利用各種素材組織教學過程和內容，充分調動學生的積極性。教學目標： 1)語言知識： 語音 能夠準確掌握句子中的單詞重讀。三岔口初級中學英語電子教案

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詞匯 trouble,shot,kid,expect,historic,size,beauty,category,movement,feature,include,rich, congratulation, photographer, present, ceremony, frightened 詞組 on the left/right, pick up, even though 語法 功能 能使用who, which 引導的定語從句。Measuring;Describing people and things.話題 以“攝影”為話題。2)語言技能：

聽 Identifying photos from descriptions.說 Describing photos.讀 Transferring information to a table.寫 Writing a description of a photograph.演示與表達 能夠向他人介紹自己的攝影作品。

3)學習策略

學習一定程度形成自主學習，有效交際、信息處理、英語思維能力。認知 聯系，歸納，推測等技能。學習查詞典,閱讀報刊,上網等提高自學能力。調控 從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改。交際 資源 學習運用恰當詞語介紹自己的攝影作品。

通過報刊、書籍、網絡等其他資源獲取更多簡單英語的有關攝影的信息。

自學策略 能夠根據自己的情況預習教材并進行拓展。合作學習策略 能夠根據小組內同學的特長分工合作，積極參與討論，互相學習，取長補短，注意從他人的演示中汲取經驗,注意學習策略共享。

4)文化意識：樂于了解世界各地人們審美觀念。

5)情感態度：培養學生互助合作的情感素質。參加各種英語活動,感受學習的樂趣，克服困難，在新環境中進一步樹立準確的語言學習觀，通過欣賞他人的攝影作品，提高自己的審美情趣。

6)任務:能夠描述自己的攝影作品。

教學重點和難點：

重點：1．通過談論自己的攝影作品，訓練學生的聽、說、讀、寫能力； 2.who,which引導的定語從句。

難點： 掌握使用who,which引導的定語從句。

教學方法：

基于課程改革的理念及“第二語言習得論”,培養實現人的可持續發展和人的主體精神的自我完善和發展所必需的能力和素質，運用任務型教學途徑，圍繞核心任務，設定小任務，開展和諧愉悅的課堂活動，強調興趣第一的原則,初步設計“P—T—P”自主學習立體模式：pre-task?task-cycle?post-task。

二、教材處理

核心任務：能夠收集、拍攝自己最喜歡的作品，并能運用所學句型結構談論他們。三個環節如下：

pre-task：學生聯系生活實際，激活背景知識。

task –cycle：通過整個模塊的聽說讀寫的訓練，強化使用who,which引導的定語從句來談論攝影作品的表達能力，為完成任務做好鋪墊。post-task：達成任務，展示成果，反饋學習情況

三、教材安排

根據學生學習英語的特點和規律，我們把本模塊劃分為4課時： 三岔口初級中學英語電子教案

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Period 1: Vocabulary and Listening &Pronunciation and Speaking Period 2: Reading

Period 3: Writing& Around the world &Module Task Period 4: Language in use 注：教學時應根據學生的學習水平、生活實際水平、接受程度及課堂出現的臨時狀況進行運用、調整及篩選。『教學設計』

Title:

Module 8 Photos

Period 1: Vocabulary and Listening &Pronunciation and Speaking 1.Teaching Aims and Demands:

1)Key vocabulary: trouble,shot,kid,expect, on the left/right, pick up, 2)Listening skill: To understand conversations involving talking about photos.Improve the students’ listening ability.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points:To let the students know something about the Blues band, and practise making dialogue about photos.3.Teaching approach: Communicative teaching

4.Learning strategies: Bottom –up approach and listening to the tape and do some exercises.5.Teaching Aids: Multi-Media(or Tape recorder, OHP, Blackboard)6.Teaching Procedures: Step 1 Revision

Task 1: Recall what we have learned in Module 7.1.Label the pictures with the words and expressions.(1).Read through the words and expressions in the box and have the Ss.Repeat them after you.(2).Ask them to label them in the pictures on the screen.(3).List some words which are connected with Australia.Ask students to speak out as many as they can.2.Tell something about Australia.Ask students to speak out as much as they can.Step 2 Lead in

Task 2: Show some photos about entertainment, sport, culture, nature beauty, and lead in the topic of photos.Then learn the new words of this unit.1.Get them to enjoy some photos about entertainment, sport, culture, nature beauty, 2.Show them a picture of a concert.Let Ss guess what it is and what’s happing in this photo, then introduce the new words.3.Discuss the picture, using the words in the box in Activity 1.Step 3 Listen and read Task 3: Listen to the tape and finish Activity 2.Then check and call back the answers.1.Play the recording while they just listen and focus on the words in Activity 1.2.Have them check their answer with a partner and play the recording again.3.Check and call back the answer from the whole class.Task 4: Listen to the tape again and do Activity 4,5.Then check and call back the answers.1 Show them the questions in Activity 4.2.Play the recording and have them listen to the recording and focus on the questions in Activity 三岔口初級中學英語電子教案

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4.3.Play the recording again and have them write down the answers, then check with a partner.4.Then call back the answers from the whole class.5.Read the conversations in Activity 3.Make sure that Ss understand the conversation.6.Complete the sentences in their own words Activity 5.Then call back the answers from the whole class.Task 5: Let the Ss finish the Activity 6 by themselves.Then check and call back the answers.1.Show them the questions in Activity 6.2.Have them write down the answers, then check with a partner.3.Then check and call back the answers from the whole class.Task 6: Read 1.Play the recording again and pause after each phrase, asking the Ss.to repeat chorally and individually.2.Put the Ss.into groups of 5 to practise the dialogue.3.They should repeat it several times, changing the roles each time.Step 4 Pronunciation

Task7: Listen and repeat the sentences in Activity7 on page 65.Make sure that they stress the underlined words.1.Ask the Ss to listen and repeat the sentences.2.Play the recording again.Ask the Ss to pay particular attention to the word stress.3.Ask the Ss to listen and repeat chorally and individually.Step 5 Speaking

Task 8: Work in pairs, choose a photo to talk about and finish Activity 8.Then check and call back the answers.1.Get each of them to choose a photo.2.Ask them to work in pairs to share their descriptions.3.Call back some examples in a whole-class setting, paying special attention to the use of the attributive clause guided by who which..Step 6 Homework

1.Do Exx7.8&9 in the Wb.2.Oral work: Read the conversation of Activity 3.3.Preview Unit2 in Module 8.Period 2 : Reading 1.Teaching Aims and Demands: 1)Language knowledge: historic, size, beauty, category, movement, feature, include, rich, congratulation, photographer, present, ceremony, photographer, present, ceremony，even though 2)Reading skills: To detect and foster the students’ reading skills To get information from the reading material.3)Emotion &Attitudes: To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points: To let the students know something about photo competition

and learn something about the differences among entertainment, sport, culture, nature beauty photos.三岔口初級中學英語電子教案

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3.Learning strategies: Communicative approach.4.Teaching Aids: Multi-Media(Tape recorder, OHP)5.Teaching Procedures: Step 1 Revision Task1:Help students to revise what was learnt in Period1of this module.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Step 2 Preparation Task2: Let the Ss preview the new words and make them build the conception of entertainment, sport, culture, nature beauty photos, then lead in the Activity 1.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Task 3: Learn the new words, then label the pictures with the words.1.Read through the words on the screen.Have the Ss.Repeat them after you.2.Read the words separately and have them remember them.3.Make some sentences with the words.4.Call back the answers from the whole class Step 3 Scanning and Skimming Task 4: Scan this passage, according to the content , finish Activity 3.Then check and call back the answers.1.Get the Ss to read the passage as quickly as possible.2.Do Activity 3.Complete the table and write notes 3.Call back the answers from the whole class.Step 4 Reading Task5: Let the Ss read the passage by themselves in details, and do Activity 4.Then check and call back the answers.1.Read through the sentences in Activity 4.2.Read the passage by themselves.And ask to finish the true or false exercises.3.Check the answers with the whole class.Task6: Use the given words to find opposite words in each sentences, and finish Activity 5.Then check and call back the answers.1.Get the Ss to listen and repeat the passage simultaneously.2.Use the given words to find opposite words in each sentences, 3.Get the students to correct the sentences..4.Call back the answers from the whole class.5.Language points in the passage.Task7: Finish Activity 6, Then check and call back the answers.1.Get the Ss to read the passage together loudly.2.Discuss the following questions in groups.1)―…read on to find out who the winners are.‖ where do you find who the winners are?

2)―…the fun which their fans are having.‖ Why are the fans having fun?

3)―It successfully shows the rich culture which makes Beijing so famous..‖ Who or what shows the rich culture? 3.Share the ideas.三岔口初級中學英語電子教案

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Step 5 Pairwork Task6:Finish Activity 7.Then check and call back the answers.1.Read through the table.2.Work in pairs.Ask and answer about the places.3.Get Ss to talk about the classroom.Step 6 Practice 1.Do Exercise 10 on page 142 in the WB.2.Give the students some time to recall what they’ve learned in this class.Step 7 Homework 1.Read the text.2.Retell the text.Period 3: Writing & Around the world &Module Task 1.Teaching Aims and Demands: 1)Writing skill: To write something about a photo.Improve the students’ writing ability.2)Reading skills: To get information from the reading material A famous photo.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Learning strategies:Top-down and Interactive approach and do some exercises.3.Teaching Aids: Multi-Media(Tape recorder, OHP)4.Teaching Procedures: Step 1 Revision Task1: Help students to revise what was learnt in the last class.1.Revise the words and phrases.2.Let the Ss.retell the text.Step 2 Writing.Task2: Write sentences about their favorite photograph.1.Ask the Ss run through the questions in Activity 8 on Page67 and w rite sentences about their favorite photograph..2.Call back the answers from the whole class, having individuals read their sentences.Task3: Write a short passage describing their favorite photograph 1.Ask the Ss to do this individually.2.They can exchange it with a partner for peer correction.3.Have some students read their passage out to the whole class.Step 3 Around the world Task4: Learn something about a famous photo.1.Ask the Ss.to look at the photo about the space.Tell the Ss.some knowledge about it.2.Read the text and answer any questions the Ss have.Step 4 Module Task Task5: Making a photo show.1.Activity 10 on page 71.Ask the Ss.to write about their favorite photo, saying what /who it is and why it is important to them.2.Activity 11 on page 71.Show their photo to their group.And tell others why they like it and why it is important to them..Answer any questions their group may have.Listen to the other 三岔口初級中學英語電子教案

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members of their group talk about their photos.3.Activity12 on page 71.Put all the photos on the table and talk about them in groups.Step4 Recalling Recall what we have learned today.Step5 Homework 1.Do Ex.11 on page 143.2.Do the Self-assessment on page 143.Period 4: Language in use

1.Teaching Aims and Demands: 1)To detect and foster the students’ understanding of grammar skills(skill)2)To master the useful words and expressions(knowledge)3)To help the students learn more about different lives in our daily life from different

photos(emotion)2.Teaching difficult and key points:To let the students know how to use ―Which and Who ‖ to make attributive clause

3.Teaching approach: Communicative teaching

4.Learning strategies: Formal instruction and task-based approach and interactive practice.5.Teaching Aids: Multi-Media(recorder, OHP)6.Teaching Procedures: Step 1 Revision Help students to revise what is learnt in 3 periods of this module.Step 2 Listen and speak Task1:Look at the photos in Activity 8,then discuss them.1.Get Ss.to describe cameras in the photos.2.Say how you think cameras have changed since their earliest beginnings.Task2: Practise listening 1.Ask the Ss.to listen to the conversation and do Activity 9 on page 70 individually.2.Listen again and check with their partners.3.Call the answers back from the class.Step 2 Write Task 3: Complete the passage using the correct form of the words and expressions in the box.1.Ask the Ss.to complete the passage using the correct form of the words and expressions in the box in Activity 1 and Activity 7.2.Call the answers back from some students.Step 3 Language practice Task4: To summarize and consolidate the attributive clause guided by who/which.1..Read through the examples with the Ss.and make sure that they are familiar with the use of the attributive clause guided by who/which.2.Ask the Ss.to repeat the sentences in the box.3.Ask―Can you make other similar examples?‖

4.Focus the Ss’ attention on the ways in which they are used: who/which.Task5: Do Activity2 and Activity 3 on page 68 individually.1.Ask the Ss.to check with a partner.三岔口初級中學英語電子教案

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2..Ask the Ss.to read out the sentences.3.Summarize the use of the attributive clause guided by who/which.Task 6: Join the sentences with who or which.1.Ask the Ss.to do Activity 4 on page 69 individually.2.Call the answers back from some students.Task7: Use the knowledge of this module to make an instruction of Activity 5.1.talk about the two pictures.2.Then talk about the people in the two pictures.3.Now ask questions about the picture, and write down their answers.Step 4 Guess Task8: A guessing game

1.Look around the class and describe something to their partner, using the knowledge of this module.2.Guess who/what I am describing.Step 5 Homework:

1.Finish all the exercises in the WB.2.Preview Module 9.The Teaching Plan for Module 9 Cartoon stories Unit 1 We need someone like superman who can save Tony.Type of lesson Listening and speaking Period 2 Teaching Aims Language goals:

To understand the conversation involving the use of the restrictive attributive clause;Emotional experience: To be able to retell Tony's experience and what his classmates did when Tony was in trouble.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: To ask and give information about one's favourite cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for teaching difficulties & 三岔口初級中學英語電子教案

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key points Teaching difficulties & key points Special Strategies Personal adjustment 1.The new words and phrases.ending, flash, laughing, over there, word, have a word with 2.Master the structure of restrictive attributive clause with that, Which and who.1.Remember the new words of this unit.2.do some exercises by using them,and make more sentences.Teaching procedure Step1 Greeting and revision Say hello to everyone.Revise the grammar by doing some exercises The boys _______are playing football are from Class One.Football is a game _______is liked by most boys.The school in _______he once studied is very famouse.We bought a book ________had lots of cartoons in it.Step2 Presentation 1).Remember the words in the box of activity 1(with time limit--30s)2).Complete the sentences with words what you have remembered A _______________is a person who plays a part in a story, and the _______is the person who plays the main part.A ___________cartoon is one which doesn't make you ________, such as a ____________of a news story.A cartoon in which the hero saves someone is a story with a happy___________.A ________is a story you tell to make people laugh.Step 3 Listen and read.1.Listen to the tape carefully.2.Ask and answer in activity 4 1).What does Betty think the ending will be 2).Why is the situation no laughing matter 3).How do you think Superman can save Tony

4).When will Tony possibly find out that his friends have got the camera 5).Why does Betty says she'll be Superman 3.Explain the language points 1)This is serious.這是很嚴肅的.2)But it's no laughing matter.但這不是開玩笑的事情.3)to have a word with 和某人說句話 4)That's good news.那是好消息.5)Here you are.給你.6)in deep trouble 處于險境中

7)Oh dear!噢, 天啊!dear adj.①親愛的, e.g.Dear Sir./ My dear.②昂貴的(expensive)eg.That's a dear shop.三岔口初級中學英語電子教案

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③int.(表示傷心,焦急, 驚奇等)呵!哎呀 eg.Oh dear!serious(adj.)嚴肅的,認真的---seriously(adv.)eg.Are you kidding or are you serious 你是開玩笑還是認真的Grandma is seriously ill.祖母病的很重.4.Translation the whole conversation by students.5.Work in pairs to complete the sentences in activity 5 in your own words.Step4.Pronunciation and speaking Listen and repeat the sentences.Step5.Homework Do the WB activity 1.Learn the conversation by heart.Blackboard Writing Design 1.But it's no laughing matter.但這不是什么可笑的事情.2.Have a word with sb.和某人說句話.比較:Have words with sb.與某人吵架.3.That's a smart idea!等于that's a good idea.4.Be in deep trouble.處于大麻煩/險境中.Self-reflection

Unit 2

There are several fan clubs in China which have held birthday parties for Tintin.Type of lesson Reading and writing Period 2 Teaching Aims Language goals:

1.To get information from the reading material about cartoon stories.2.To learn some new vocabulary.Emotional experience: To learn more expressions of describing cartoon stories.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: 1.To know more about many cartoon of China and abroad;2.To write about a cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for 三岔口初級中學英語電子教案

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teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment 1.To understand the passage, 2.To learn the restrictive attributive clause with that, who and which 1.To get the main idea of each paragraph.2.Find out the restrictive attributive clause in the passage and explain them.Teaching procedure Step1 Warming-up

1.Review the text of Unit 1

2.Let the students act out the dialogue in pairs.3.Introduce the new words.Step 2: Reading 1.Talk about the following questions by groups.1).Do you like watching cartoons

2).What cartoons have you ever watched

3).Do you know the names of the following cartoon characters 4).Are they in recent cartoons or old cartoons

5).Use the words in the box to describe the cartoon characters.2.Listen to the passage to find out and check your answers.Name of cartoon Recent/Old Description Nemo Shrek the Monkey King Tintin Snoopy 3.Read the passage and find out the sentence which best summarizes the passage in activity 4.4.Listen to the passage again and choose the correct answer.1).The Monkey King is a cartoon character which_______.a)causes problems in heaven b)has travelled to the moon 2).Shrek is a monster who__________.a)falls in love with a princess b)was born from stone 3).Nemo is the name of a _________.a)fish which is caught by a diver b)big, fat cat which is very lazy 4).Snoopy is a lovable dog which was created by____.三岔口初級中學英語電子教案

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a)Tintin

b)Charles Brown's 5.Work in pairs and answer the questions in activity5.Step 3.Key words and expressions 1.favourite n.喜歡的東西/人 adj.特別喜歡的 2.series n.系列(單復同形)3.translate v.翻譯 translation n.翻譯, 轉化 translator n.翻譯者 4.Belgian n.比利時人 adj.比利時人的 Belgium n.比利時 5.create v.創造

creation n.創造

creative adj.有創造力的

6.orange-and-white 橘白相間的 black-and-white 黑白相間的

如果用表同一方面情況(如說明性質,顏色,物質)的兩個或兩個以上的形容詞來作定語需用and連接.7.ever since 從?開始

從他退休以來,已經在這呆五年了.He has been here for 5 years, ever since he retired.8.But it is above all the jokes played by the monkey that people remember.it 引導的強調句用來對句中某一成分加以強調.結構:”It is(或was)+強調部分+ that(或who)? Step 4.Homework 1.Writing: try to write a cartoon by yourself.2.Complete the activities 5~8 on P145(WB)Blackboard Writing Design 1.fan club 影迷俱樂部

2.orange-and-white 橙白相間的 black-and-white 黑白相間的 合成詞作定語 3.win the heart of sb.贏得某人的心

4.in heaven 在天宮里

5.mke a mess 搞得亂七八糟 see a mess 看到狼籍一片 ?? Self-reflection

Unit 3 Langugage in use Type of lesson Revision and application Period 2 三岔口初級中學英語電子教案

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Teaching Aims Language goals: To summarize and consolidate the language knowledge in this module.Emotional experience: To learn something about cartoons, to complete a task involving making a cartoon story Learning abilities & strategies: 1.Review the passive voices that students' have learned.2.To train students' ability of words and speaking.Realization of culture: Learn how to describe cartoon heroes, how to make a cartoon.Teaching aid Formal and interactive practice, task-based activities Strategies for teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment To train students' ability of words and speaking.To be able to help each other in communication.Exercise method.Writing and Oral practicing method.Teaching

procedure Step 1.Greeting and revision 1.Review the text of Unit 2 2.Complete the sentences with which, who or that.1)The man_______we met was a cartoonist.2)He drew a dog___________had six legs.3)The cartoon and the cartoonist _________you're talking about is very famous.4)I know a teacher_______________is also a cartoonist.5)The picture____________I like best is the first one.6)Did the children watch a cartoon____________was drawn by Alice last Friday 3.Join the sentences with who, which or that.There's a Chinese artist.You must meet him.There's a Chinese artist(who)you must meet.Step 2 Language practice 1.Read through the example sentences in the box with the whole class.2.Ask them what language point is demonstrated.Attributive Clauses(引導詞的省略)Step4.Vocabulary 三岔口初級中學英語電子教案

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1).Complete the passage with the correct words in activity 8.2).Complete the passage with the correct phrases in the box in activity 9.Step5.Grammar 1.Attributive Clauses

The cartoons(which / that)I like have lots of jokes.在英語中,如果定語從句的引導詞在從句中作賓語就可以省略,無論從句修飾的是人還是物.eg.Did you go to the talk ○ the famous cartoonist gave at your school The cartoonist ○ we spoke to still uses pen and paper to make his drawings 在英語中,如果定語從句的引導詞在從句中作主語就不能省略,否則會造成結構混亂,影響表達.I've got a camera which has got his name on it.Perhaps it'll be a cartoon which has a happy ending.It tells the story of a monkey who leads a group of monkeys.eg.I'd love to have a teacher who was a cartoonist.He could make lessons that are usually boring more interesting.2.Exercises 1.Do the exercises 1.2.3 in WB.2.多項選擇.從下列ABCDE中選出符合題意的任意項.A.which B.that C./ D.who E.whom(見附表)Blackboard Writing Design Attributive Clauses

The cartoons(which / that)I like have lots of jokes.在英語中,如果定語從句的引導詞在從句中作賓語就可以省略,無論從句修飾的是人還是物.eg.Did you go to the talk ○ the famous cartoonist gave at your school The cartoonist ○ we spoke to still uses pen and paper to make his drawings 在英語中,如果定語從句的引導詞在從句中作主語就不能省略,否則會造成結構混亂,影響表達.eg.I'd love to have a teacher who was a cartoonist.He could make lessons that are usually boring more interesting.Self-reflection Appendixes/Unit 1 1.But it's no laughing matter.但這不是開玩笑的事情.表示的否定強度比 Not a laughing matter.強得多.2.have a word with sb.和某人說句話.等于to talk to some one for a short time.a 與談話中說了多少沒有任何關系.比較:have words with sb.與某人吵架.3.That's a smart idea!等于That's a good idea.4.be in deep trouble.處于大麻煩/險境中.Exercises: 根據給出的漢語意思或首字母提示完成下列各題.The story has a happy ending(結局).三岔口初級中學英語電子教案

九年級

第 ５ 冊

We feel that life is no laughing matter(開玩笑的事情).This isn't one of those cartoons(卡通)which make you laugh.Come here and I have a word with you.Did you have any trouble finding your way here You can imagine how surprised I was.Appendixes/Unit 2 1.fan club 影迷俱樂部

2.orange-and-white 橙白相間的 black-and-white 黑白相間的 合成詞作定語 3.win the heart of sb.贏得某人的心 4.in heaven 在天宮里

5.make a mess 搞得亂七八糟 see a mess 看到狼籍一片 mess 一般以單數形式出現, e.g.You are really a mess!你臟透了!What a mess!真亂!

Your room is in a mess!你的房間亂七八糟的.6.favourite adj.喜愛的,n.特別喜歡的人或物 7.ever since 自從,從那時到現在,從??開始

e.g.She has been rich, ever since she met a good man.8.translate into 翻譯成?,translate sth.from a language into another language.9.a series of 一系列 series的單數復數一致

Appendixes/Unit 3 定語從句中引導詞/關系詞的省略問題.如果引導詞/關系詞在從句中作賓語成份可以省去引導詞/關系詞,無論從句修飾的是人還是物.但是作主語不可省,否則會造成結構混亂.which 指物可作主語和賓語,that 指人指物可作主語和賓語,who 指人在正式語體中只作主語,whom 指人做賓語,但在非正式語體里界who 也可作賓語.關系代詞 先行詞

在從句中的作用 who 指人 做主語 whom 指人 做賓語 that 指人或物 做主語或賓語 which 指物

做主語或賓語

The cartoons(that/which)I like have lots of jokes.I like the teacher who teaches me English this term.在日常口語中,在定語從句中作賓語的引導詞往往被省略,但在較正式的文字中則較少省略.三岔口初級中學英語電子教案

九年級

第 ５ 冊

Exercises: 不定項選擇.從下列ABCDE中選出符合題意的任意項.A.which B.that C./ D.who E.whom 1.It is the third time ______you have made the same mistake.2.The factory _______we'll visit next week is not far from here.3.Do you know the man ________ I spoke to

4.Can you lend me the book ______you talked about the other day 5.The engineer ________my father works with is about 50 years old.6.That is the office ______Lincoln once worked in.7.All the apples _______fell down from the tree were eaten up by the pigs.8.The place__________interested me most was the Children's Palace.9.The number of the people _______own cars is increasing.Module 10 Fitness

一、教學目標

1、語言知識目標 語音 詞匯 朗讀中停頓注意句群

ache exercise weight interest sugar tasty menu behave persuade ban educate typical

diet

fitness running weight lifting unlikely chip pasta cooking disadvantage advertise 詞組 give up

bump into

語法 功能 話題 whose引導的定語從句

能用whose定語從句來描述人 以“健康”為話題。

2、語言技能目標

聽 能聽懂用包含所學的定語從句的口頭表述，詢問及其回應的聽力材料。

說 能在語境中流利說出本模塊的生詞，能說一些有whose的定語從句 讀 能讀懂有關健康體育活動與飲食的短文，理解閱讀材料中定語從句所表達的語義。進行一定閱讀技能訓練。

寫 能寫包含所學定語從句的句子，能結合實際寫改善飲食的文章 演示與表達 能向同伴或全班講述如何保持健康，并提出合理建議

3、學習策略目標

自主學習、有效交際、信息處理、英語思維能力。認知 調控 交際 資源 自學 策略 合作 學習策略 互相學習，取長補短，注意學習策略共享，將自己所搜集的信息與其他同學共享。聯系、歸納等技能。觀察并歸納的有Whose的定語從句結構，提高自學能力。從同伴處得到反饋，對自己在敘述及寫作中的錯誤進行修改。學習運用恰當詞語，句子描述如何保持健康。

通過其他資源獲取更多有關“健康”的英語材料。

培養在詞語與相應事物之間建立聯想的習慣，形成話題聯想的習慣。

第二篇：外研版九年級上冊英語全冊教案

西塔莊初級中學英語學科教案

（2014——2015）第一學期

年級：九年級 學科：英語 姓名：張雪艷 時間2014年9月

Module 1 Wonders of the world Unit 1

What is a wonder of the world? 教

學

設

計 課

型 Listening and speaking 教材分析 This unit aims to review the learnt tenses so far and help students to be able to present some important and creative ideas about writing a school magazine.教學目標 To learn and understand the topic words through talking and listening.To know something about the pyramids and the Grand Canyon.To understand the conversation about starting a school magazine involving different tenses.知識與能力 1.Vocabulary and expressions: ancient, club, composition, pupil, meeting, call, event, listen up.That’s news to me.Anyone else? 2.To enable the Ss to express in different tenses according to the set situations.3.To learn to give ideas on writing a school magazine.過程與方法 1.Top-down approach, enabling Ss to understand and talk about writing a school magazine.2.To learn by listening, speaking and discussing.情感、態度與價值觀 To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.教學過程

教學步驟 教師活動

學生活動

活動目的

Step 1 Lead-in Start the lesson by showing groups of pictures about the wonders of the world on the screen including the ancient pyramids.Ask students to talk about the picture on Page 2.T: Where can you see the pictures and the brief introduction probably?(Newspaper / the Internet / Magazine…)

T: Yes, magazines like Crazy English / National Geography…

Who started…? Learn the new vocabulary.(ancient, pyramid, review, wonder…)

Have a talk about the picture using the words in Activity 1.Learn a bit about magazines.Get the Ss to be attentive and focus on the theme of the lesson.(Magazine)Step 2 Listening & Vocabulary Play the tape and check the words.Listen to the tape again.Make up possible questions according to the answers.Give examples.Listen and check the words.Make up questions according to the given answers.(Wh-questions)Practise listening and get specific information.Check their understanding by making questions.Step 3.Listen & read Play the tape for the 1st time.Ask Ss questions.T: What are the children doing?

Is there a school magazine in

Da Ming’s school? Listen to the tape and get the answers.Listen to get a general idea for the 1st time.Play the tape again and ask students to decide T OR F.① Crazy feet is a band.② Becky Wang started a school magazine.③ Da Ming watched the interview on TV yesterday ④ Tony is writing a composition.Listen more carefully for the 2nd time.Decide whether they are true or false.Check the answers with the class.Listen for the specific information and understand the details of the conversation.Step 4.Read Play the tape again and get Ss to practise the conversation.Check the language points.Focus on everyday English and useful expressions.(Listen up, Anyone else? do some review, do an interview, on=about, get better grades)Get Ss to make a list of the articles in magazines.Check the answers in Activity 4.Read the conversation aloud, and read in role.Answer the questions in Activity 4.Practise reading and go over how to give suggestions when in discussion.Learn more about writing a school magazine.Step 5.Pair work Go through the five questions and highlight the key words.Ask for more answers on Question 3.Ss take turns to answer the questions.Consolidate the key words and transit to the next step by Question 3.Step 6.Discussion Tell the Ss: If your school decides to start a magazine, what are you going to write about? And why? They can make up lists and take Activity 3 as an example.Report their discussion.Work out the lists and talk about their plans to write the magazine.Beginning: Our school will start a magazine.What articles are you going to write...Learn to discuss in the way as the children do.Check Ss’ creativity.作業布置 Collect information about the seven wonders of the world.(Pictures and brief introductions)板書設計 Unit 1 What is a wonder of the world?

school magazine

That’s news to me!

a wonder

What’s it about?

ancient pyramids

listen up

write a composition

Any more ideas?/ Anyone else?

do some reviews about…

on=about

do an interview with

Unit 2

Ｉwas on the edge of the Grand Canyon.教

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設

計 課型 教材 分析 Reading and writing By example this unit presents a good way to describe what one sees and feels after a journey.It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders.教學目標 To get information from the reading material about the Grand Canyon;To learn the way of writing about what you see and your feelings when traveling;知識與能力 1.Vocabulary and expressions: waterfall, stranger, rock, ground, canyon, reply, rise, face, get out of, look over, disappear into, look(across)to?light-dark, clear, huge, beside, below, at the bottom of, reach the top.?too?to?

2.To enable the Ss to express in different tenses according to the set situations.3.To love the wonders of the natural world and give facts and opinions.過程方法 1.Interactive approach.2.To improve Ss reading skills and get them to talk and practise writing by imitating.情感、態度與價值觀 To help students enlarge their vision on wonders of the world and help to write a description of a wonder that they have seen or visited.教學過程

教學步驟 教師活動

學生活動

活動目的

Step 1 Lead-in Ask Ss to show information about the seven natural wonders.(The teacher can get the related pictures ready beforehand)Present words in Activity 1.Talk and give facts about the wonders.Encourage Ss to describe with the words given.Check up Ss’ homework and start the new topic.(Wonders)Step 2.Ask andanswer Ask Ss to make questions about facts of the natural wonders.Demonstrate and get Ss to follow.Ask andanswer.How tall/deep… is it?

It’s…meters tall/deep.Practise asking about detailed information and learn the sentence pattern.Step 3.Read(Skimming)Tell Ss to read the passage in Activity 2.Find out the name of the wonder and its facts.T: Where did the writer visit?

How deep/wide/long is it? Read the passage and

answer thequestions.Find out the facts and write them down in Activity 5.Practise reading skills and get specific information.Step 4 Read and match Play the tape and get Ss to follow silently.Find out the main idea of each paragraph.Present the five topic sentences on the screen(Bb).A.The writer arrived there on the rainy

morning;B.The first impression/sight of the

Grand Canyon.C.The Grand Canyon is the greatest

wonder in his opinion.D.Details about the Grand Canyon.E.After minutes’ walk, he came to it.Ss follow the lines and match the topic sentences to the paragraphs.(or they can conclude the main idea by themselves if possible)Read for the main idea of each paragraph.Learn to sum up and help to understand the whole passage.Step 5 Read aloud Get Ss to read aloud after the tape and find the details about the trip.① When did he get to the Grand

Canyon? ② Why was there nothing to see? ③ Where was he facing on the edge of

the Grand Canyon? ④ How did he feel about the Canyon? Read aloud and answer questions in Activity 3.Ask for help if they have any problems.Practise reading and learn about the details, check their understanding.Step 6.Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases.Try to check by a gap-filling exercise.(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of, disappear into, ask oneself)Learn the verbs and phrases.Practising using them with the help of the gap-filling.Focus on the phrasal verbs and prepositions.Step 7.Match Activity 4 Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline the words and match the English meaning.Practise guessing the meaning of words in the context.Step 8.Writing Tell Ss to imagine they have seen(some of them did see)one of the wonders of the world.Write sentences describing how they felt.Remind them of the four keywords: saw, size, happened, felt.First get them to work in pairs and then report the sentences or passage if possible.Write sentences according to the given beginning.Report their answers and tryto make them

into a passage.Practise writing and using the language on the basis of imaging and personal experience.作業布置 Finish writing the description of one of the wonders of the world, trying to collect some details and take the text as a model.板書設計 Unit 2 I was on the edge of the Grand Canyon The seven natural wonders of the world How tall/wide/deep is it? It’s…tall/wide/tall.get out of

on the edge of

ask oneself go through

look down/across to

huge=very very big look over

at the bottom of

the greatest wonder fall away

disappear into

Unit 3 Language in use

教

學

設

計 課型 Revision and application 教材分析 This unit serves to give a review and summary towards the language points learnt in U1&.2.And it helps to clarify the exact differences among tenses.教學目標 To review and check the words learned in this module;To summarise and consolidate tenses learnt before;知識與能力 1.Vocabulary and expressions: height, lift, view, attract, description, location, design 2.To enable the Ss to differ the tenses learned in situations.3.To make a poster of a wonder of the world/ one’s hometown.過程方法 1.Formal and interactive practice, task-based.2.Comprehensive ways of practising and consolidating.情感、態度與價值觀 To help students enlarge their vision on wonders of the world;To make a poster of a wonder of the world or his hometown and help to love one’s motherland.教學步驟 教師活動 學生活動 活動目的

教學過程

Step 1 Revision Ask Ss to watch and listen to the MV Chinese by Andy Lau.Get them to find out the wonder in it.Encourage Ss to describe what they see in it , e.g.The Great Wall is a great wonder.Andy Lau went to the Great Wall.He was singing on it.He has sung many popular songs.… Watch and talk about things appear in the MV.Learn to tell the differences among the tenses.Help to establish the concepts of tenses in situations.Step 2.Grammar focus 1.Read through the sentences in the box with the whole class.Call back ideas about the structure highlighted from the students.2.Give hand-out to Ss and ask them to match the exact meaning with the corresponding sentence.(Activity 1)Check the answers right after that.1.Read aloud the seven sentences.And tell the making-up of each tense.2.Read through the 5 pairs of sentences in different tenses and match.Practise telling the differences and meanings.Step 3.Writing 1.Go back to the picture of the Great Wall.Give examples by matching the three parts.The Great Wall + is + about 6,700 km long.Give Ss tips on how to decide.2.Encourage Ss to observe and decide the forms of verbs in different tenses.1.Observe the subjects and the adverbial or even the phrasal verbs.Match the three parts to make possible sentences.2.Read through the uncompleted passage and try to give the correct forms of verbs in the situations.Learn to observe and practise language in different tenses.Step 4 Speaking 1.Show up the photo of visiting the Great Wall.Get Ss to ask the teacher questions in Activity 4.(Example)Get Ss to work in pairs, and ask and answer the questions.2.Present wonders in the local area.Get Ss to talk about them.1.Ss follow the teacher and make up their own conversations.Perform in front of the class.2.Learn the example in Activity 5 and make a similar introduction to the wonders in local area.Practise speaking and enable Ss to use the language and understand its meaning.Step 5 Vocabulary Game Present nine pictures about wonders of the world, each of which links an exercise in Activity 6/8.Get Ss to finish them first and check in forms of game.Elaborate on the Pyramids in Egypt.(More related photos)Finish the multiple-choices exercises and choose the pictures they’re interested in to check the answers.With the help of games, Ss can review the phrasal verbs and concepts of tenses.Step 6.Listening Present the three photos in Activity 7 Ask about facts about any one of them.Play the tape for Ss to learn more.Listen and match the notes with the photos.Check the answers after listening and report about the three wonders with the help of the table.Learn more about the three wonders, practising describing.Step 7.Around the world Get Ss to look at the picture and read silently through the introduction.Give questions to check their understanding.Read and decide, trying to grasp the main information.Learn about another wonder of the world.Step 8.Module task Tell Ss to work in groups of 4.Read through the instructions.Help them to decide what to write about.Hold up a show-and-tell session where Ss can display and discuss.Work in groups of 4 and write about one wonder they like.Collect sufficient information and make the poster.Take part in the show-and-tell session.Take this task as an extensive learning activity to get Ss to learn more about the wonders.作業布置 Finish off the poster after class and get ready for the show at the back wall of the classroom.Prepare the show-and-tell session in groups of four.板書設計 Unit 3 Language in use

Structures of different tenses

ancient

The Great Wall is a wonder…

modern

wonders

Andy Lau went to the Great Wall.natural

He was singing on it

height—What’s the height of…?

We are listening to him now.on the journey of…

He has sung many pop songs.because / because of He will visit it some other day.教學反思：

Module 2 Great books

一、教學內容分析

本模塊的話題是談論書、作家、思想家、戲劇、電影、詩歌等。語法是一般現在時被動語態。

二、學情分析

談論書、作家、思想家等是學生感興趣的話題。本模塊的學習是通過該話題的討論，學習并掌握一般現在時被動語態的肯定句、否定句、一般疑問句和特殊疑問句。

三、教學目標

1、語言知識目標: ● 功能：談論書、作家、思想家等。

● 詞匯：1）能正確使用下列單詞：work,influence,respect,wise,literature, behaviour,cave,freedom,funeral,social,theme,treasure,clever,dead，pleased, alive, southern, state.2)理解下列單詞：thinker, monthly, outsider, version, historical，editor, publisher, reviewer.3）能準確理解并使用下列詞組；as far as,not?any more,millions of，run away, grow up, talk about, be known as/for ● 語法：一般現在時被動語態。

2、語言技能目標

聽：通過聽進行單詞和圖片的配對。

說：談論最喜歡的書、戲劇、詩歌和作家等。

讀：能讀懂對書、作家、思想家等作介紹的文章，能掌握從文章到表格 的信息轉移。

寫：寫一本自己最喜歡的書。

3、情感目標：培養學生閱讀的習慣，提高個人文化修養。

4、文化意識目標：了解中外著名的作家、思想家、詩人及他們的作品。

四、教學重點、難點

重點：key vocabulary___work, influence,wise,clever,behaviour,dead,alive,treasure

theme, southern,as far as,not…any more,millions of,run away,grow up,talk

about, be known as/for 難點：被動語態的構成和用法，主動語態如何改為被動語態。

五、課時安排 第一課時：Unit 1 第二課時；Unit 2 第三課時：Unit 3 第四、五課時：Review and workbook Unit 1 Confucius’ works are read by many people Teaching aims :Learn the use of present simple passive.Key points: work, influence, thought, wise, copy, as far as, not…any more, millions of, be known as/for Difficult sentences: Shakespeare’s works are seen by millions of people every year.Mark Twain was an important writer, but he isn’t known as a great thinker like Confucius.Step 1 Warming up& leading in 1.Ask the students some questions.Do you like reading books? What’s your favourite book？Who’s your favourite writer?

2.Show three pictures about Confucius, Shakespeare and Mark Twain.Let them guess who they are.Can you say something about them? Teach the words : work, influence, play, poem, respect, thinker, thought, wise, writer.Confucius: He was a great thinker in China.He is known for his wise thought.We are

still influenced by his thought.He is respected by us.Shakespeare: He was a writer of plays and poems.Some of his most famous plays are Hamlet and Romeo and Juliet.He was born in 1564 in England.His plays are seen by millions of people every year.Mark Twain: He was a famous American writer.He wrote a lot of stories.His books are still popular.For example ,The Adventures of Tom Sawyer.3.Do Activity 5.Complete the sentences with the correct form of the words.Step 2 Listening(Act.1&2)1.First read the words in the box.Then match the words in the box with the people in the pictures.(Act.1)2.Listen and check your answer to Act.1.(Act.2)step 3 Listening and reading(Act.3、4)1.Listen and answer.Where are the speakers? What are they talking about? 2.Read and answer the questions.(Act.4)3.Everyday English and language points.What’s up? Go on!Sounds like a good idea.as far as, not …any more, millions of ,be known as/for 4.Read the conversation in two groups.Step 4 Grammar practice 1.Underline the sentences in the conversation that have the pattern of passive voice.2.Read the sentences aloud.3.Do WB Exercise 1 on p116 Step 5 Speaking and writing 1.Do Act.8 Work in groups of three and look at the opinions in the table.Report ideas of your group to the whole class.2.Do Act.6 Talk about your favourite play/poem/thinker/writer/story.Homework 1.write your favourite play/poem/thinker/writer/story.2.Listen and read the conversation.3.Search the internet about the book called The Adventures of Tom Sawyer.Unit 2 It’s still read and loved Teaching aims practice reading skills.Try to write a passage about your favourite great book.Key points run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death Difficult sentences 1.The themes of the story are to do with children growing up and becoming more serious 2.It’s thought to be one of the greatest books.Step 1 Warming up & leading in 1.Read the conversation you learned yesterday with your partner.Then answer the questions according to the conversation.What did Betty suggest at the end of the conversation in Unit 1? What’s Mr.Jackson’s favourite book?

2.Ask the students if they have read the book before.What happens in the book? What are the main ideas of the book? Show some pictures of the book and tell the story..Teach the new words: behaviour, cave,freedom,funeral,outsider,pretty,social,theme，treasure, nineteen century Step 2 Reading 1.Read the passage quickly and answer the questions.Where can you read the passage? Why does Mr.Jackson like the book? 2.Read the passage again and complete the table with the information about it.(Act.3)3.Read and answer the questions.(Act.4)Step 3 Read aloud and language points

1.Play the tape for the students to listen and read.2.Get the students to read each paragraph and discuss the useful words and expressions.run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death

It’s thought to be one of the greatest books.Step 4 Writing

1.Work in pairs.Would you like to read The Adventures of Tom Sawyer ? Why/ Why not? 2.Think of your favourite great book you have read.Complete the table in Act.3 3.Write a passage about your favourite great book.My favourite great book is Harry Potter and the Philosopher’s Stone by J.K.Rowling.It’s a story about a young boy… Home work 1.Listen to the tape and practice reading the passage aloud.2.Write a passage about your favourite great book.Unit 3 Language in use Teaching aims Language practice Key points Seeing a play is more interesting than seeing a film.First…then…,next…,after that…,finally… Difficult points The use of passive voice.Step1 Revision 1.Read the passage in Unit 2 2.Show the passage about your favourite great book.Step 2 Vocabulary(Act.5&8)1.Read through the words or phrases in the box with the whole class.2.Ask the students to complete the passages, then check them.Step 3 Grammar 1.Ask the students to read the sentences in the box.2.Grammar teaching The teacher helps students understand the passive voice 1)被動語態的構成：be +過去分詞

時態在be 體現：am /is /are +done, was / were + done, have/has been +done 被動語態的句型：

肯定句：主語+be +過去分詞+（by ~）否定句：主語+be not +過去分詞+（by ~）一般疑問句：Be+主語+過去分詞+（by ~）

特殊疑問句：特殊疑問詞+ be+主語+過去分詞+（by ~）2)被動語態的用法：

I.要表達“被?”、”受?”、“遭?”、“讓?”之類的語義。如： 教師很受尊敬—The teachers are well respected.II.強調動作承受者。如：

他遠近聞名—He is known far and wide.III.不知道或沒有必要指出動作的執行者。如：

房子每天都有人打掃__The room is cleaned every day.3)主動語態如何改為被動語態：

Children

love

these songs

主動語態 These songs

are loved

by children

被動語態 3．Practice Do Act.1,2,3,4 and WB P117 Ex.4&5 Step 4 Listening and speaking(Act.6&7)1.Ask the students to go through the table.2.Listen and check the statements about Betty and Daming agree with.3.Work in pairs.Ask and say which statements you agree with, and why._ __Do you think that modern books are great books? __Yes, I do.I think …/No, I don’t.I think… Step 5 Reading

Read ―Around the world ‖ on P17 and answer the questions.When and where did Plato live? What was he? Where did he travel? What did he do when he returned to Athens? What are his works called? Step 6 Module task Discussion: Are we more influenced by films than by books? 1.Decide on your point of view.2.Think of some examples of films or books you have seen or read.How did they influence you? Homework: 1.Do Ex.2&3 on WB P116 2.Revise Module 2

Review of Module 7 and workbook Step 1 Revision 1.Revise the words and expressions you learned in the module.2.Do self-assessment on P119.3.Do Ex 6,7,8 to check their vocabulary.Step 2 Listening and pronunciation.1.Listen and check the true sentences.(Ex 9 on P118)2.Listen and repeat.(Ex 10 on P118)Step 3 Reading 1.Read and answer the questions.(Ex 11 on P118)2.Listen and read it again.Let the students ask more questions about Dickens.Then answer them.Step 4 Grammar 1.Check Ex 2&3 on P116 to revise the passive voice.2.Do some more exercises about it.教學反思：

Module 3 Sporting life

一、教材內容分析：

本模塊以體育運動及奧運會為話題，通過談論BIG與HAS間的前一次和下一次籃球比賽（Unit 1），介紹劉翔的成長歷程（Unit 2）及奧運會（Unit 3）展開教學。要求掌握一般過去時和一般將來時的被動語態；學習與體育運動相關的詞匯及日常用語等。通過學習，放眼時事，體會體育明星光環背后所付出的勤奮與努力。

二、學情分析：

本模塊圍繞籃球等體育運動及奧運會而展開，又正直北京奧運會倒計時之際。相信學生對此內容會頗感興趣。同時介紹了劉翔的成長歷程，聯系現實，闡明體育競技的偉大及體育訓練的艱辛，努力是將來成功的基石。

被動語態共分三個模塊講授，本模塊第二次涉及這一內容，可謂承上啟下。要求學生在熟練運用各種時態的基礎上，將時態與語態相結合，需反復操練。在鞏固一般現在時的被動語態的基礎上學習一般過去時和一般將來時的被動語態，并為學習現在完成時和情態動詞的被動語態作好鋪墊。

三、教學目標:

語言知識目標:(1)詞匯：allow/defeat/stand for/against/tough/encourage/medal/record/set up/ first of all/represent/advertisement/coach/regularly/race(2)日常用語：You’ve got no chance!/What do you reckon?/Don’t let them get to you!/Nice work!(3)語法：一般過去時與一般將來時的被動語態。

(4)話題：討論有關體育運動與奧運會的話題以及體育明星的成長歷程。語言技能目標：

聽：通過對話與課文等的聽力訓練，理解簡單的體育運動信息。

說：通過對文本等的學習，輔以問答及討論等形式反復操練，學會簡單講述某名人的成長歷程。

讀：提高閱讀能力，掌握文本精髓。寫：作一份關于班級內同學參加體育運動或觀看體育比賽的調查報告。寫一篇關于體育明星成長歷程的簡單報道。情感態度目標：

通過學習，加強團隊合作精神的培養，調動學生良性競爭的意識及英語學習的積極性。了解有關體育運動和競技比賽的要素；了解奧運會特別是即將舉行的北京2008年奧運會的相關信息；了解當代體育明星成功的奮斗歷程，用理性的思維體會成功背后的艱辛與努力，指導青少年學生的個人成長。

四、教學重點及難點：

(一)掌握與體育運動等相關的詞匯、句型及日常用語。

(二)掌握一般過去時與一般將來時被動語態的運用。通過各種題型的反復操練，掌握其與一般現在時的被動語態的不同用法。

(三)簡單撰寫某體育明星的一段成長經歷或成功史。

五、課時安排： Period 1: Unit 1 Period 2: Unit 1-2 Period 3: Unit 2 Period 4: Unit 3 Period 5: Unit 3 Unit 1 When will the match be held? ⅠTeaching model Listening and speaking ⅡTeaching method Communicative approach ⅢTeaching aims Key words: allow, defeat, train, tough, chance, reckon, mad Key Phrases: stand for, get to Everyday English: a tough match You’ve got no chance!What do you reckon? Don’t let them get to you!

Nice work!ⅣTeaching aids Tape recorder, OHP, pictures, handouts ⅤTeaching Steps Step1 Warming-up and listening

1.Look at the pictures and talk something about sports.2.Look at the photos and describe them.You can use some of the words in the box to help you.3.Listen and check the words you hear in Activity 2.Step 2 Listen and read 1.Listen to the tape carefully.2.Ask the students to read through the conversation individually.3.Play the tape and have them read and follow.4.Act it out.5.Learn Everyday English.Step 3 Do Exercises 1.Complete the table in Activity 4.2.Listen again and check.3.Complete the sentences in Activity 5.Step 4 Work in pairs

Read the sentences from the conversation.Say who the underlined words refer to in Activity 6.Step 5 Explain the important and difficult points

Don’t let them get to you, Tony!不要讓他們影響你,托尼!

get to sb.意思是to make someone feel upset or angry,即“讓某人感到煩惱,困擾”。如: The heat was beginning to get to me so I went indoors.天氣很熱,讓我開始感到煩躁,所以我回到了屋內。

The smell of her old book really gets to me after a while!過了一會兒,她的舊書散發出的氣味實在讓我不舒服。

Step 6 Pronunciation and speaking 1.Listen and repeat.Make sure you pause between each sense group in Activity 7.2.Say the sentence in Activity 8.3.Work in pairs.Talk about your favourite sports team or sports star this season.Step 7 Homework Finish the exercises in the workbook Ex.1, 2, 3, 4&5.Unit 2 Liu Xiang was trained for gold.ⅠTeaching model Reading and writing ⅡTeaching method Bottom-up approach ⅢTeaching aims Key vocabulary : encourage , medal , set , set up , yearbook , represent , advertisement , coach , sportsman , overnight , skill , hurdling , sportswoman , race Grammar : 一般過去時和一般將來時的被動語態 ⅣTeaching aids OHP, tape recorder ⅤTeaching Steps Step 1 Warming-up 1.Guessing game: The Chinese champions in the Olympic Games.2.Talk something about Liu Xiang.3.Show some pictures.Look at the pictures and the title of the passage.Say what you know about Liu Xiang and how he became a sporting hero.4.Introduce the new words.Step 2 Reading 1.Read the passage in Activity 2.2.Play the tape and have them read and follow.3.Read the passage again.Step 3 Do exercises 1.Read the passage and choose the sentence which best expresses the main idea.Liu Xiang____.a)was helped by his sports school to become a gold medal winner b)will be encouraged to be a star and not a sporting hero c)has trained for many years , and will continue to win medals 2.Complete the time line with the notes in Activity 3.3.Answer the questions in Activity 4.1)As a symbol, what does Liu Xiang represent? 2)Why isn’t Liu Xiang an overnight success? 3)What was Liu Xiang advised to do in 1998?

4)What was the special programme set up in 2001? 5)What will he be encouraged to do in the future? Step 4 Explain the important and difficult points

1.And now that he's well known all over the world, Liu Xiang will also be asked to appear in advertisements and films, and even to record music.現在由于劉翔已經世界聞名了,他還會被邀請做廣告,拍電影,甚至錄唱片。

now that 常常用為一種新的情況或狀況做出解釋,表示“既然；由于”。如: Now that Mr Liu has arrived , we can begin our meeting.既然劉先生已經到了,我們就開會吧。2.Liu was encouraged at first to train as a high jumper.起初,教練支持劉翔練跳高。

encourage sb.to do sth.表示“鼓勵某人做某事”。在本句中,encourage一詞用于被動語態,表示劉翔是“被鼓勵”去某事,而不是他“鼓勵”別的人去做某事。如: Ms Wang always encourages us to speak English in class.王老師總是鼓勵我們課

上講英語。

We were encouraged to learn foreign languages at school.學校鼓勵我們學習外語。3.It was set up in 2001 to help young sportsmen and sportswomen.它(特殊項目)建立于2001年,用來幫助年輕運動員。

set up表示“建立,設立;創辦(組織,企業);制定(計劃等)如:

She plans to set up her own business.她計劃企業辦自己的企業。

We need to set a meeting to discuss the plan.我們需要開個會來討論這個計劃。4.Grammar : 一般過去時和一般將來時的被動語態

英語的語態是通過動詞形式的變化表現出來的。英語中有兩種語態：主動語 態和被動語態。主動語態表示主語是動作的執行者。例如：

Many people speak Chinese.謂語：speak的動作是由主語many people來執行的。

被動語態表示主語是動作的接受者，即行為動作的對象。例如：

Chinese is spoken by many people.主語Chinese是動詞speak的接受者。1)一般過去時的被動語態構成： was/were＋p.p.（過去分詞）eg: Liu Xiang was helped by a special programme.Liu Xiang’s races were recorded.2)一般將來的被動語態構成： shall/will be＋p.p.（過去分詞）eg: Liu Xiang will be encouraged to go for more medals for China.Will he be encouraged to spend more time away from sport? 5.Learning to learn Step 5 Writing 1.Rewrite the notes in Activity 3 in full sentences.2.Look at the sentences in Activity 6.A special programme helped Liu Xiang.Liu Xiang was helped by a special programme.His skill at hurdling was noticed by his coach Sun Haiping.His coach Sun Haiping noticed his skill at hurdling.3.Write sentences about Zhang Yining's training.4.Join the sentences you wrote in Activity 6 to write a paragraph about Zhang Yining.Use and, although and because.Step6 Homework Finish the exercises in the workbook Ex.6, 7, 8&9.Unit 3 Language in use ⅠTeaching model Revision and application ⅡTeaching method

Formal and interactive practice ⅢTeaching aims 1.Key vocabulary: finishing line, award, marathon, Italian, turn, so far, champion, taekwondo, belt

2.Grammar : 一般過去時和一般將來時的被動語態 ⅣTeaching aids Tape recorder, OHP, handouts ⅤTeaching Steps Step 1 Revision Review the text of Unit 2 Step 2 Language practice 1.Read through the example sentences in the box with the whole class.2.Grammar : 小結一般過去時和一般將來時的被動語態

Step 3 Work in pairs.1.Ask and answer the questions in Activity 1.2.Complete the passage with the correct form of the words in Activity 2.3.Look at the pictures and put them in the correct order in Activity 3.Step 4 Do exercises 1.Complete the conversation with the correct form of the words in the box in Activity 4.2.Choose the best answer in Activity 5.3.Listening:

1)Listen and check the true statements in Activity 6.2)Listen again and choose the correct answer in Activity 7.4.Put the sentences in the correct order to complete the conversation in Activity 8.Step 5 Around the world: The Paralympics Games Step 6 Module task: Module task: Making a class sports survey

1.Work in groups.Write questions to find out about the sport people like to watch and do.* What sports do you like?

* How often...?

* Do you like to...or...? 2.Carry out your survey.* Ask as many students as you can to answer your questions.3.Write the results of your survey.1)Say how many students you asked the questions were.We asked...student ―What...?‖

2)Compare their answers.… students said...and...students said...Step 7 Homework Finish the exercises in the workbook Ex.10, 11, 12&13.教學反思：

Module 4 Great inventions Unit 1 Paper and printing have been used for ages 教 學 目 標

德育目標:To know something about the history of paper inventing 知識目標:To get information about the history of paper inventing from the conversation 能力目標:To talk about the advantages of some inventions To practise the passive voice of the future tense, perfect tense and modal verbs.重點

Vocabulary advantage, battery , borrow , camera, charge lend look after, online, photo, promise, same, turn off, turn on 難點

the passive voice of the future tense, perfect tense, and modal verbs.課型

Listening and speaking 教法

PWP approach Teaching Procedures: Step one: Revision 1)Talk about some great invention, recall the words of inventions: TV, computer, watch, radios, camera, digital camera, photo, mobile phone, internet.Teach: online magazine 2)Recall what we have learned in the last Module Step two: Listening and vocabulary

1.Talking: What's the advantage of an online magazine 2.Listen and check the words 3.Listen and read ⑴ Play the tape to let the Students get the answer: Can the digital camera be borrowed from Tony's Dad

⑵Do Activity 4.Get the students to show their answers.⑶Listen and repeat.Notes:Everyday English Can I ask a favour 幫忙,賞光 Anyway?談點別的,另外 Here it is.給你,在這兒 It doesn't matter.沒關系

I'll see to that.我會處理的.Is that clear 清楚嗎 懂了嗎 Promise!我一定!language Points

1)Paper and printing have been used for ages.for ages----for(many)years好多年了.類似短語: for hours/ days/months 等.2)The battery hasn't been charged for a couple of months.a couple of---several 幾個

3)I'll see to it.我來處理.see to sb./ sth.= look after, deal with ”處理, 照顧, 關照“ 4.)You must promise that it won't be….promise to do/ that..= make a promise to do/that 答應, 許諾作某事 Promise!= I promise to do that.我答應!5)turn on----打開 turn off----關閉 turn up-----開大 turn down---關小

eg.Don't forget to ___________the light when you leave the room.Please ___________the TV, the football is beginning.Would you please ________it ______ a little I can't hear it clearly.The baby is sleeping.Please _____________ the radio a little.4.Read the summary of the conversation.Underline the wrong information 5.Answer the questions Ask Ss to say their answers and check them together.6.Find the sentences in the conversation which mean Grammar Points

Will(won't_)+ be +動詞的過去分詞為一般將來時的被動語態 have/has(not)been + 動詞的過去分詞為現在完成時的被動語態 情態動詞+ be + 動詞的過去分詞為情態動詞的被動語態 Summary: 各種時態的被動語態構成 一般現在時:S+ am/is /are + done 一般過去時:S+ was/were + done 一般將來時:S+ will + be + done

情態動詞:S+can/may/must/should+be+done 現在進行時: S+ am/ is/ are + being+ done 過去進行時: S+ was/were + being+ done 現在完成時:S+ have/has + been+ done Pronunciation and Speaking Listen to the sentences and repeat.Homework: Finish work book 1-3 附加練習: 中英互譯: I'll see to that._______________ 幫個忙________________ Promise.________________ 照相________________ look after________________ 好幾個________________ turn off________________ 幾年________________ Here it is.________________ 由?.代替________________ 改為被動語態句子

1.They have published two issues of this magazine.2.Betty has kept my watch for two days.3.I'll charge the battery for your MP3 players.4.I could not find my bag anywhere.課題

Module 4 Great Inventions

Unit 2 Books could be produced more quickly and cheaply.教 學 目 標

德育目標:To research science and love science 知識目標: To understand passages involving present perfect perfect tense 能力目標:To learn a reading skill-----Scanning To know the history about paper inventing 重點

Vocabulary Create, produce, ink, against, knowledge, spread, introduction, receive, 難點

Phrase:made of, at a time, by hand, at the beginning of, in a way, rather than, one day 課型

Reading and writing 教法

PWP approach Teaching Procedures: Step I: Revision Have/has been + done This book/ discuss/ on telephone It/ buy/by thousands of people Children/tell to read this book The book/ print/ again and again Other books /write /about this book Must/can/may be done 1.a)All students must read this book.b)This book _____________by all students.2.a)Everyone can understand his ideas.b)His ideas ________________by everyone.3.a)I could not fine her books anywhere.b)Her books ________________anywhere.4.a)For a long time, many people could not use computers.b)Computers__________________by many 5.a)We can do the work now if you want.b)The work _____________now if you want.6.a)You must not take these magazines from the library.b)These magazines _________________from the library.Reading and vocabulary 1.Talk in pairs What are the advantages of both book and computers Can books be replaced by computers

2.Read and get the main ideas of the paragraphs P1 c.Life on paper and in print P2 a.The world before books P3.b.The invention of printing P4.d.Technology and books P5.e.Can books be replaced by computers Language Points 1.looks through 瀏覽,溫習

2.with– without 帶有? / 沒有?

3.be made of----be made from---be made up of---be made in------be made by— be made into –--4.write words on--make a book--in those days--at a time--by hand---as a result----5.put? against 將?放進/刻進 hold? against 將?貼到

6.at the beginning of 在?初/ 開始時 7.after that 然后,之后 in a way 以?方式

8.compare?.with?.與?.相比 , 與?.相媲美

9.rather than 勝過,而不愿 prefer to do? rather than do? 情愿?而不..be replaced by 被?.所替代 be read online 在網上閱讀

3.Make notes to complete the timeline.4.Answer the questions 1.Why were books expensive and rare before the invention of printing 2.Why did ideas spread more quickly when books became cheaper 3.What can we use instead of books to get information Homework

Finish the workbook exercises 課題

Module 4 Great Inventions Unit 3 Language practice 教學目標

德育目標:To know about some great inventions 知識目標: To practice the use of passive voice 能力目標:To complete a task about ”How to improve inventions“ 重點

被動語態: 情態動詞的被動語態: 情態動詞(not)+ be +過去分詞 現在完成時—— have/has +been+動詞的過去分詞 難點

情態動詞的被動語態: 情態動詞(not)+ be +過去分詞 現在完成時—— have/has +been+動詞的過去分詞 課型

Revision and application 教法

Formal and interactive practices Part I: Revision Language practice 現在完成時的被動語態: have/has(not)been +過去分詞 情態動詞的被動語態: 情態動詞(not)+ be +過去分詞 Conclusion

被動語態的構成:be +動詞的過去分詞 一般現在時—— am/is / are +動詞的過去分詞 一般過去時—— was/were +動詞的過去分詞

情態動詞—— aux.v.(must/can/could/may?)+ be +動詞的過去分詞 現在進行時—— be(am,is,are)+being +動詞的過去分詞 一般將來時—— will be/be going to be +動詞的過去分詞 現在完成時—— have/has +been+動詞的過去分詞 主動語態改成被動語態的步驟及注意事項 1.主動語態的賓語改成被動語態的主語.2.主動語態的謂語動詞改成被動語態的謂語動詞.do----be done 3.注意保持時態和人稱的一致.4.帶雙賓的謂語動詞有兩種改法.當把直接賓語改成主語時,謂語動詞后必須加適當的介詞: to / for.如:give--be given to 此類動詞還有:pass show send?

再如:buy---be bought for此類動詞還有:make draw cook mend?

5.一些動詞不定式在主動語態中省略to作賓語補足語,改成被動語態時,to必須還原.注:1.不及物動詞(vi.)不用被動語態.如:happen,take place ,appear disappear?沒有被動形式.**幾種特殊結構

1.My uncle gave me a gift on my birthday.----I was given a gift on my birthday.A gift was given to me on my birthday.2.We often hear him play the guitar.He is often heard to play the guitar 注意:see, watch, hear, notice, feel, make, listen to, look at等動詞/短語后作賓語補語的不定式都不帶to;但改成被動語態后必須帶to.Part II: Language Practice Read though the sentences with the students and talk about the highlighted structures.Exercises: Activities 1~8 Finish the exx with the students according to the highlighted words of every activity.Check the answers.Homework: Finish off the workbook exercise 教學反思：

Module 5 Museums

The Teaching Plan for Unit1 You mustn't touch it!Topic You mustn't touch it!Type of lesson New lesson Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: To know something about the signs around you and obey the rules.Ⅱ.Aims of emotion: More interests and better attitude to learn English.Ⅲ.Learning abilities & strategies: To talk about the signs with ”mustn't, can't, Don't… No….“ And Word Formation--Compound words Ⅳ.Aims of culture: To get information about the signs Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties &

key points Teaching difficulties & key points: 1.The new words and phrases.2.The listening material of Activity 3.Special Strategies: 1.Give some time to the students to remember the new words.2.Talk something related with listening material before listening.Personal adjustment Teaching procedure Teaching Procedure Step1: Greeting and revision have/has been + 過去分詞;情態動詞+be+過去分詞

Step2: Talking: The signs around you(draw some pictures on the blackboard about sighs, ask students to guess)Step3: Listening and vocabulary 1.Match the pictures with the phrases 2.Listen and underline the correct word in each sentence 1)Read the words together and try to understand their meanings.2)Listen and check.3.Listen and read 1)Close the book and listen to the tape, then answer the question: What are they doing 2)Check the answer and listen again then finish part 5.3)Ask some students to check the answers.4)Listen and repeat.Language points: 1)look forward to 與pay attention to 中的to都是介詞,后面應跟名詞,代詞或動名詞,如: I'm looking forward to meeting you.You must pay attention to the spelling in your writing.2)Hang on a minute!等一下!3)on one's own 單獨的 4)take a photo 拍張照片

5)against 反對 be against doing sth.反對做某事 6)幾種表示禁止的表達方式: Don't+動詞原形 No+名詞/動名詞 can't mustn't be not allowed to 7)No, you can't take a photo, either.Either在此用作副詞,要與否定詞連用,意思是”也不“.如, I don't like coffee either.我也不喜歡咖啡.Step 4: Pronunciation and speaking 1.Listen and repeat.2.Pairwork: Talk about the rules you can or can't do in libraries or museums.Homework Copy the new words and recite the useful phrases.Blackboard Writing Design Language points and exercises: 完成句子.1.禁止喧嘩,它違反規定.No shouting!It's against the rules.2.好,讓我們下樓吧!Well, let's go downstairs.3.不要碰,禁止你碰它.Don't touch!You mustn't touch it.4.不,你也不能拍照.No, you can't take a photo, either.5.趕快!否則我們將遲到了.Hurry up, or we'll be late for school.Self-reflection The Teaching Plan for Unit2 There's no shouting and no running.Designed by: Yang Lijian Date: Sep.29 Topic Type of lesson New lesson Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.To know something about the Science Museum in London.2.Useful important phrases.Ⅱ.Aims of emotion: More interests about the Science Museum.Ⅲ.Learning abilities & strategies: 1.To get information about the Science Museum in London.2.To understand passages involving Compound word.Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties &

key points Teaching difficulties & key points: Phrases and Compound word.Special Strategies: Give some time to the students to remember the new words.Personal adjustment Teaching procedure Teaching Procedure Step1 Revision

Use ”mustn't, can't, Don't No.“ to make more sentences about the rules for museums or libraries.(Tips: game or competition.)Step2 Reading and vocabulary 1.Read the words and talk about the pictures.2.Read the passage and answer the questions.3.Check the answers and listen to the tape.4.Complete the table and check 5.Language points: 1)allow doing sth.允許做某事.如, They don't allow smoking in the museum.他們不允許在博物館吸煙.allow sb.to do sth.允許某人做某事.如, My parents don't allow me to read in the bed.我父母不允許我躺在床上看書.be allowed to do sth.被允許做某事.如, Students are not allowed to smoke.學生們不準吸煙.2)work out 計算出 3)try out 檢驗,試用

4)fill?with? 用......填充......She filled the bottle with water.她用水裝滿了瓶子.區別:be filled with 表示”充滿“,強調動作;be full of 表示”裝滿,盛滿“,表示狀態.Hs heart was filled with gratitude.他內心充滿了感激之情.The basket was full of flowers.籃子里盛滿了花.5)compare?with 與......作比較

6)drop in 順便走訪,也可用于drop in on sb.順便走訪某人.7)Above all ”首先,最重要的是“ 8)as long as so/as+adj./adv.+as 像......一樣

Step 3 Writing Complete the passage then check the answers.Homework

Finish the workbook exercises.Blackboard Writing Design Language points and exercises: 單項選擇.1.A: Hellow!Would you like to go to the cinema with me tonight B: I'm sorry, I can't.Father won't B me to go out in the evening.A.let B.allow C.offer D.help 2.We won't allow C n museum.But you are allowed _____ in the rest room.A.smoking;smoking B.smoke;smoking C.smoking;to smoke D.to smoke;to smoke 3.Be careful!The bowl C hot water.A.full of B.fill with C.is filled with D.is fulled of Self-reflection The Teaching Plan for Module5/Unit3 Language in use Topic Type of lesson Revision Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.Master the key words and structure.2.To practice the use of Compound word.Ⅱ.Aims of emotion: Talk about you can or can't do something Ⅲ.Learning abilities & strategies: 1.To talk about the rules with ”mustn't, can't, Don't… No….“ Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard.Strategies for teaching difficulties &

key points Teaching difficulties & key points: Use the structure ”allow or not allow doing sth.“ To explain the rules.Special Strategies: Give some time to the students to remember the structures.Personal adjustment Teaching procedure Teaching Procedure Step 1: Revision 1.Finish part 1 and 2.2.Check the answers and read the sentences in language practice.3.Review:

1)No+v.-ing!如: No smoking!不許吸煙!No joking!不要開玩笑!2)祈使句

否定的祈使句同樣可以用來表示”禁止“.如: Don't shout.不要喊叫.Don't make any noise.不要吵鬧.3)You mustn't…

情態動詞mustn't 可以表達”禁止“的概念.如: You mustn't take photographs of the exhibits in museums.博物館中不得給展品拍照.You mustn't tell it to anyone.你決不可以告訴任何人.4)You can't…

can't 可以表示”能力“,”可能性“,也可以表示”不允許“.因此可以用來制止某人做某事.如: In most museums you can't make any noise.在大多數博物館里不能吵鬧.5)You aren't allowed to…

本句型用來制止對方做某事.如: You are not allowed to touch the exhibits.不要觸摸展品.Step 2 Finish the all exercises then check it.Step 3 Compound words(見書本P179)Exercises: Make new words using the words in Box A and Box B.A

bed class down home post up wet B card room site stairs work mate load sick Homework Finish off the workbook exercises Review the language points in this module.Blackboard Writing Design 1)No+v.-ing!2)祈使句

否定的祈使句同樣可以用來表示”禁止“.如: Don't shout.不要喊叫.3)You mustn't… 4)You can't…

can't 可以表示”能力“,”可能性“,也可以表示”不允許“.因此可以用來制止某人做某事.5)You aren't allowed to… Self-Reflection 教學反思：

Module 6 Save our world 教案設計

一、教材內容分析

本模塊以杜絕浪費，保護環境，拯救地球為話題，讓學生在了解地球危機重重的基礎上，通過活動，考慮我們學生應怎樣從生活細節中采取措施來保護環境，保護地球，進而培養學生的憂患意識和主人翁意識。討論話題源于周圍環境，貼近生活，便于開展活動。教學中應結合學生實際情況，靈活調整教學內容，合理設置課時。適當進行拓展，以豐富學生知識，拓展學生視野，進行理想、人生責任的教育。

二、學情分析

通過兩年的學習，學生已能用英語熟練地表達自己的看法和意見。本模塊的話題是環境、資源，這是學生很熟悉也較感興趣的話題, 但同時對學生的知識儲備要求較高。首先要求學生通過多種途徑了解地球環境、資源的現狀。其次在教師預設的任務中，要使學生有話可說，但是這個話題涉及較多的知識，學生掌握的難度較大, 如果材料處理不當，會導致學生有話想說，卻無法用英語表達的尷尬場面。因此在具體安排教學內容時，可由簡到難，適當降低難度與要求，讓學生更好地運用課本知識，達到提高綜合運用語言能力的目的。

三、教學目標

1.語言知識目標 詞匯 waste、energy、pollution、recvcle、reusable、reduce、reuse、repair、environmental、hopeless、necessary、plastic、sort、harm、material 詞組句型 instead of、do harm to、make a difference to、It’s+adj+to、stop from 語法 前綴、后綴構詞法 功能 表達如何杜絕浪費，保護環境，拯救地球 話題 以了解地球危機重重為基礎，討論如何拯救地球為話題

2．語言技能目標

聽 聽懂有關不同保護環境方法的對話，提高學生實際應用能力

說 能用本模塊的生詞、短語開展對話、討論，介紹各自生活中保護環境的方法

讀 了解地球環境的現狀, 通過閱讀掌握reduce，reuse，recycle的含義和重要性，進行簡單的閱讀技能訓練

寫 1．能用核心詞匯寫出簡短的、表達觀點的句子 2．能寫出生存現狀和保護措施，形成完整的計劃性文章

演示與表達 能向全班做有關生存現狀和保護措施的發言與展示 3．學習策略目標

通過合作討論、游戲、競賽等多種活動形式，實現在用中學，學而能用的原則。

認知策略 聯系，歸納，推測等技能。

調控策略 從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改。交際策略 學習運用恰當句子表達自己的觀點。資源策略 能利用多種途徑及學習資源查找信息，用所學內容進行真實交際。自學策略 能借助詞匯圖掌握單詞，形成話題聯想的習慣，培養學生的閱讀能力技巧。合作學習策略 關心周圍的生存現狀和保護措施, 交流并分享各自的觀點并形成最終觀點。

4．文化意識目標

引導學生關注社會，關注身邊的事和人，關心周圍的生存現狀和保護措施，對學生進行環保意識的滲透。同時讓他們了解保護環境離我們很近，身邊有許多機會，進而培養學生的憂患意識和主人翁意識和關愛地球之心5．情感態度目標（1）通過開展生動活潑的教學活動，激發學生的興趣。

（2）培養學生熱愛生活、熱愛自然界，培養保護環境的意識和關愛地球之心。同時也積極鼓勵學生參與社會實踐活動。

（3）引導學生與他人合作，相互幫助，共同完成學習任務，盡情享受學習的樂趣。

四、重點難點

1.教學重點

重點話題：How to be green 2.教學難點

（1）前綴、后綴構詞法及其積累

（2）能用恰當地道的英語表達對保護環境的看法。3．突破途徑

以話題為核心，通過個人思考、小組及班級活動等不同途徑，在聽、說、讀、寫中使單詞及句型以不同的形式反復出現，在足夠的輸入中，達成有效的語言輸出。

五、教材處理

1、任務 核心任務：能夠運用所學句型結構向不同的朋友交流自己關于保護環境的看法。三個環節如下：

pre-task：學生通過多種途徑了解有關環保的知識，激活背景知識。

Task-cycle：通過整個模塊的聽說讀寫的訓練，強化“地球現狀和保護環境的途徑”的表達能力，為完成核心任務做好鋪墊。

post-task：達成任務，展示成果，自我評價，反饋學習情況。

2、課時安排

Period One: Unit 1 It’s wasteful to throw away paper and metal.Period Two: Unit 2 Remember three words: Reduce, reuse and recycle.Period Three: Unit 3 Language in use(1)Period Four: Unit 3 Language in use(2)

六、教學設計

Period One: Unit 1 It’s wasteful to throw away paper and metal.Step 1: Warming-up According to the words, let the students say something about our world and describe it.設計意圖: 從學生所了解的世界入手，利用學生已有的認知水平進行頭腦風暴，主要為下一步世界中最主要的環境問題的引出做準備工作。

Step 2: Lead-in 1.Watch a video about our world.2.Discuss: What problems did you see?

3.Work in pairs.Say what you should do about these problems.設計意圖:

視頻讓學生更直觀地了解到我們的地球所面臨的日趨嚴重的環境問題。通過觀看，思考和討論，給學生提供一個運用英語的機會，培養了學生注意的能力和主題理解能力，更激發了學生保護環境的意識。

Step 3: Listening

1.Look at the photos.Describe and check them.(Activities 1 and 2)

2.Listen and read.Then do Activties 6 and 7.3.Discuss: Look at Activity 5.Choose one of them and answer it.設計意圖:

聽力是學生的一個難關，因此在設計中應由淺入深，教師加以引導和幫助。活動五在課文中沒有直接原文答案，為降低難度，可讓學生選擇回答，讓各層次的學生都有事情可做，都有事情會做，提高參與率和成就感。

Step 4: Speaking

1.Watch a video.2.Disuss: Think of some ways of environmental protection.Complete the table with the ways.設計意圖:

保護環境并不只是政府的事情，其實在我們身邊有許多我們能做而常被忽視的。通過觀看同齡人的行為，讓學生了解我們不該做的很多，我們該做的更多。讓學生考慮應怎樣從生活細節中采取措施來保護環境，保護地球，進而培養學生的憂患意識和主人翁意識，培養學生熱愛生活、熱愛自然界，培養保護環境的意識和關愛地球之心。

Homework: 1.Review Unit One.2.Workbook: Page 133 Vocabulary and Listening.3.Choose one of the two and finish it.(1)Think of more ways of environmental protection.(2)Find out some problems around you and think how to solve them.Then write it down.Period Two: Unit Two Remember three words: Reduce, reuse and recycle.Step 1: Warming-up

1.Check the homework.2.Introduce some environmental groups.3.Do a questionnaire.設計意圖:

在社會中，包括政府在內，有許多的機構，單位，組織和個人都關心和保護著環境。通過問卷讓學生領悟我們雖小，但我們可做的很多，而且這些可做的事就在我們的身邊，就在我們的日常生活里，從而為課文的引出做好鋪墊。

Step 2: Lead-in

Look at the pictures.Say which things are better for the environment and why.設計意圖:

利用學生最熟悉的生活用品比較，在一定的語境中進行討論和學習詞匯。小組討論可以集思廣益，加深對課文的理解。而進行有意義的交流是詞匯學習的上上策，培養學生詞不離句學語言的好習慣。并且讓學生從自身的感受和生活的經驗來判斷, 激發學生熱愛生活、關心生活和保護環境的意識。

Step 3: Reading

1.Read the passage.2.Work in pairs and answer the questions.(Activity 6)

3.Read the passage again and check the things you should do.Then give reasons for what you should or shouldn’t do.(Activities 4 and 5)設計意圖:

通過慢速和快速閱讀培養正確的閱讀方法，讓學生了解文章的主旨，同時培養學生的猜詞能力，提高閱讀能力。通過學生自己的閱讀，主動去發現問題，提出問題，并通過不同途徑解決問題。通過有意義的回答問題這種說的練習不但加深了對文章的理解，而且突出了語言的交流功能。

Step 4: Writing

1.Work in pairs.Make some lists of things.2.Make suggestions about how to be green.Give reasons，please.設計意圖:

本部分為寫作活動，與學生們的學習密切相關，同時也鞏固先前的閱讀所學知識，具有一定的難度，因此有必要提供范文。

1.本活動為寫前活動，目的是收集信息，讓學生深度理解三個重要詞匯。

2.本活動是任務的主要階段，首先讓學生重溫根據先前的圖表信息，然后制定環保建議和理由。

Homework:

1.Review Unit Two.2.Workbook: Page 134 Reading and writing.3.Choose one of the two and finish it.(1)Make suggestions about how to be green and give reasons.(2)Make a list of things that you have done something to help our environment.Period Three: Unit three Language in use(1)Step 1: Warming-up

1.Check the homework.2.Watch a video.設計意圖:

通過觀看視頻,讓學生了解本堂課的主題是利用我們所學到的知識去討論問題，解決問題。最重要的是如何從身邊的小事開始，從我做起去保護環境，愛護環境，以達到學習和生活緊密聯系。

Step 2: Practice

1.Complete the conversation with the correct form of the phrases in the box.(Activity 9)

2.Read the ideas on protecting the environment.Then practise and answer the questions.(Activities 6 and 7)

3.Work in pairs.Discuss the question.(Activity 8)設計意圖:

練習經過重組，難度有簡到難，逐步深入，讓學生自然地接受，消化。練習8又為下一步的討論打下基礎。

Step 3: Discuss

Work in pairs and talk about the picture.設計意圖:

學生通過任務，分享各自的智慧火花，使口語能力得到提高。通過交流看法，多角度、多元化促進學生對知識的掌握和運用。從聽、說逐漸過渡到下一步的寫，由口頭輸出的流暢性過渡到筆頭輸出的精確性。

Step 4: Module task

1.Discuss what you can do about pollution.(1)Decide what type of pollution you want to talk about.It could be water pollutiong, air pollution, waste, cutting down forests, etc.(2)Discuss your topic.Say what you think about the problem and what can be done.設計意圖:

本部分為寫作活動，可以鞏固先前的閱讀所學知識。本環節分為兩個步驟：第一步是挑選內容，第二步是討論和語篇寫作。第一步對于英語基礎不好的學生尤為有用。要求學生獨立寫作，同時又將學生自主學習與小組合作活動相結合，旨在培養學生獨立自主的學習能力及分享觀點，相互協作的能力。

2.Make a poster to tell others to protect the environment.設計意圖:

活動過程可讓學生先看一些例子，然后選擇一個話題，收集相關資料；為招貼畫選擇一個標題；對招貼畫進行描述介紹；進行評比打分，選擇優秀作品在班級報欄展示。該活動有助于培養學生資料收集、篩選的能力，培養學生的主題意識和話題意識，以及小組成員的合作意識。讓學生明白不光自己要有環保意識，更要號召、呼吁身邊的人一起愛護環境，保護環境。

Homework:

1.Review Language in use(1).2.Finish the module task.Period Four: Unit three Language in use(2)Step 1: Word games

1.Make new words.According as the word, make new words as many as you can.2.Make new words.Join the words in Box A with the parts of words in Box B.Step 2: Practice

1.Do Activities 2, 3 and 4.2.Workbook: Grammar and vocabulary.設計意圖:

加前、后綴是英語中最常見的擴充詞匯的方式，也是學習英語必須掌握的構詞法。但常用的前綴、后綴非常多，因此應指導學生在學習的過程中自己學習，討論，研究和發現其規律，并注意平時的積累。Homework:

1.Review Language in use(2).2.Finish the module work.教學反思：

Module 7 Australia教學設計

Unit 1 I’m looking for the photos that you took in Australia!

Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: crocodile, shark, hand, have a look at, alongside, detail Key structure: The attributive clause with that

2.Listening skill: To understand conversations involving the Attributive Clause in listening.Improve the students’ listening ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Lead in Divide the class into several groups and each group has two, three or more students.One student acts as a travel agent, the other students want to travel.The agent will recommend some cities or countries to the others.設計意圖: 復習七八年級所學過的關于城市和國家的知識，自然的過渡到本單元的關于澳大利亞的重點對話。并且可以培養同學之間的合作與交流，提高會話能力。

Step 2 Presentation Show students a picture of Sydney Opera House and tell them ―Tony’s father has been to Australia.He visited Sydney Opera House.‖ Then get them to listen to the dialogue and answer two questions: 1.Where else did he visit? 2.What animals did he see? 設計意圖: 因為是一篇較長的對話，所以讓同學們帶著問題去聽，第一遍不要求逐字逐句聽懂，但要能回答出簡單的問題。

Step 3 Read and repeat Get the class to read the dialogue.Then ask them to read in pairs.Step 4 Complete the table After the students are familiar to the dialogue, ask them to complete the table in Activity 4.設計意圖: 在這一步驟中,讓學生從說轉移到寫上,并且讓同學們在完成表格的同時更加熟悉課文。

Step 5 Answer questions Get students to answer questions about the dialogue.Step 6 Grammar Show students several sentences involving The Attributive Clause in this unit.Ask them to think of the use of the word ―that‖.設計意圖: 在本單元只是呈現一下定語從句的概念，讓同學們對此有一個印象，而不必強調如何去改寫定語從句。在以后的兩個單元的逐步練習中再讓同學們慢慢地對此語法熟悉起來。

Step 7 Homework

1.Read the words and the dialogue frequently.Try to recite part of the dialogue.2.Finish some exercises in workbook Module 7.Unit 2 The camel that I rode had a bad temper.Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: grape, ham, lamb, outback, relative, sheep, spir, surfing, wine, helicopter, purple, similar, ours, cricket, rugby, sunshine, expression, mate, temper, lifestyle Key structure: 1.The restrictive attributive clause with that 2.Reading skill: The students can read the long passage and can write some notes about it.Improve the students’ reading ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Play a game Get the whole class to play a game called ―I describe, you guess‖.設計意圖: 由游戲開始上課,同學們會比較感興趣，尤其是九年級的同學。通過游戲的形式讓同學們能夠較輕松地讀懂并理解帶定語從句的句子。因為老師出的題目有限，所以在全班做完之后，若時間允許，還可以分小組做。

Step 2 Read and check Get the students to read the passage once or twice quickly, and after that ask them to find the information about some numbers.Then check the true sentences.設計意圖: 第二單元編排了一篇長課文，教師可以把它當成閱讀課來上。所以先讓同學們快速閱讀，然后找出一些關鍵句，并能夠判斷句子的正誤。能夠做到以上兩點就可以了。Step 3 Read again and write notes.Get the class to read the passage again, but this time read it more slowly.Then ask them to take some notes for Tony.The students can finish this job individually or they can discuss with their partners.設計意圖: 通過做筆記，能夠使同學們加深對課文的理解，并且加強同學們的歸納理解能力。Step 4 Read and repeat After the students are familiar to the passage, ask them to read the passage after the tape.Then they can read by themselves.Step 5 Explain some useful expressions.The teacher explains some useful expressions and grammar points.Step6 Homework

1.Read the words and the passage frequently.2.Copy the words and expressions.3.Finish some exercises in workbook Module 7.Unit 3 Language in use Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: water sports, grey, ancestor Speaking skill: To say sentences involving the attributive clause.Writing skill: To write sentences involving the attributive clause.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Play a game Play another ―I describe, you guess.‖ 設計意圖: 本單元是一個復習單元,以游戲引出話題，活躍課堂氣氛，鼓勵學生大膽表達。因為老師出的題目有限，所以在全班做完之后，若時間允許，還可以分小組做。（讓同學們事先準備好圖片）。在做這個游戲時，同學們能夠很輕松地說出帶定語從句的句子，能夠在游戲當中掌握好本單元的語法重點。

Step 2 Read a dialogue Read a dialogue completed by the teacher and ask the students to make similar dialogues.Try to use the Attributive Clause.Read the conversation and pay attention to the underlined words.A: Do you want to see my photos? B: what photos? A: The photos that I took in Australia.1.A: What surprised you most in Australia?

B: The thing that surprised me most was the weather!2.A: What do you call that famous Australian animal? The one that can jump very high.B: Oh, you mean a kangaroo.3.A: What’s the name of that dangerous animal?

B: The one that is green? That’s a crocodile.設計意圖:本單元是復習單元，盡可能讓同學們運用本單元所學過的知識來自己編對話，做到靈活運用，大膽創新，并且還有助于合作與交流。

Step 3 Join the sentences.Ask the students to join the sentences with “that”.(句子見幻燈片)

Step 4 Finish Activity 1 Read the passage and underline all ― that‖ in the Attributive Clause.設計意圖:在第三和第四步中，著重點在寫上。經過了前面兩個單元的學習，本單元的重點是讓同學們能夠寫出帶定語從句的句子，這也是本模塊的一個任務。

Step 5 Around the world Show students a picture of Australian athlete and hero.Ask students to learn from her.Step 6 Homework Finish the exercises in the workbook.教學反思：

Module 8 Photos Teaching Plan

一、題材內容

本模塊以“攝影”為話題，借此讓學生描述自己最理想的攝影作品。通過本模塊的學習，學生進一步學習定語從句的用法。為學生提供了充足的語言實際運用的機會。學生可以圍繞這一話題進行大量的聽、說、讀、寫方面的語言實踐活動,促使學生更有意識地自覺學習英語。語法難點仍是定語從句。教學中教師應隨時隨地靈活利用各種素材組織教學過程和內容，充分調動學生的積極性。教學目標： 1)語言知識： 語音 能夠準確掌握句子中的單詞重讀。詞匯 trouble,shot,kid,expect,historic,size,beauty,category,movement,feature,include,rich, congratulation, photographer, present, ceremony, frightened 詞組 on the left/right, pick up, even though 語法 能使用who, which 引導的定語從句。功能 Measuring;Describing people and things.話題 以“攝影”為話題。2)語言技能：

聽 Identifying photos from descriptions.說 Describing photos.讀 Transferring information to a table.寫 Writing a description of a photograph.演示與表達 能夠向他人介紹自己的攝影作品。3)學習策略

學習一定程度形成自主學習，有效交際、信息處理、英語思維能力。認知 聯系，歸納，推測等技能。學習查詞典,閱讀報刊,上網等提高自學能力。調控 從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改。交際 學習運用恰當詞語介紹自己的攝影作品。資源 通過報刊、書籍、網絡等其他資源獲取更多簡單英語的有關攝影的信息。自學策略 能夠根據自己的情況預習教材并進行拓展。合作學習策略 能夠根據小組內同學的特長分工合作，積極參與討論，互相學習，取長補短，注意從他人的演示中汲取經驗,注意學習策略共享。4)文化意識：樂于了解世界各地人們審美觀念。

5)情感態度：培養學生互助合作的情感素質。參加各種英語活動,感受學習的樂趣，克服困難，在新環境中進一步樹立準確的語言學習觀，通過欣賞他人的攝影作品，提高自己的審美情趣。

6)任務:能夠描述自己的攝影作品。教學重點和難點：

重點：1．通過談論自己的攝影作品，訓練學生的聽、說、讀、寫能力； 2.who,which引導的定語從句。

難點： 掌握使用who,which引導的定語從句。教學方法：

基于課程改革的理念及“第二語言習得論”,培養實現人的可持續發展和人的主體精神的自我完善和發展所必需的能力和素質，運用任務型教學途徑，圍繞核心任務，設定小任務，開展和諧愉悅的課堂活動，強調興趣第一的原則,初步設計“P—T—P”自主學習立體模式：pre-task?task-cycle?post-task。

二、教材處理

核心任務：能夠收集、拍攝自己最喜歡的作品，并能運用所學句型結構談論他們。三個環節如下：

pre-task：學生聯系生活實際，激活背景知識。

task –cycle：通過整個模塊的聽說讀寫的訓練，強化使用who,which引導的定語從句來談論攝影作品的表達能力，為完成任務做好鋪墊。post-task：達成任務，展示成果，反饋學習情況

三、教材安排

根據學生學習英語的特點和規律，我們把本模塊劃分為4課時：

Period 1: Vocabulary and Listening &Pronunciation and Speaking Period 2: Reading

Period 3: Writing& Around the world &Module Task Period 4: Language in use 注：教學時應根據學生的學習水平、生活實際水平、接受程度及課堂出現的臨時狀況進行運用、調整及篩選。『教學設計』

Title:

Module 8 Photos

Period 1: Vocabulary and Listening &Pronunciation and Speaking 1.Teaching Aims and Demands:

1)Key vocabulary: trouble,shot,kid,expect, on the left/right, pick up, 2)Listening skill: To understand conversations involving talking about photos.Improve the students’ listening ability.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points:To let the students know something about the Blues band, and practise making dialogue about photos.3.Teaching approach: Communicative teaching

4.Learning strategies: Bottom –up approach and listening to the tape and do some exercises.5.Teaching Aids: Multi-Media(or Tape recorder, OHP, Blackboard)6.Teaching Procedures: Step 1 Revision

Task 1: Recall what we have learned in Module 7.1.Label the pictures with the words and expressions.(1).Read through the words and expressions in the box and have the Ss.Repeat them after you.(2).Ask them to label them in the pictures on the screen.(3).List some words which are connected with Australia.Ask students to speak out as many as they can.2.Tell something about Australia.Ask students to speak out as much as they can.Step 2 Lead in

Task 2: Show some photos about entertainment, sport, culture, nature beauty, and lead in the topic of photos.Then learn the new words of this unit.1.Get them to enjoy some photos about entertainment, sport, culture, nature beauty, 2.Show them a picture of a concert.Let Ss guess what it is and what’s happing in this photo, then introduce the new words.3.Discuss the picture, using the words in the box in Activity 1.Step 3 Listen and read Task 3: Listen to the tape and finish Activity 2.Then check and call back the answers.1.Play the recording while they just listen and focus on the words in Activity 1.2.Have them check their answer with a partner and play the recording again.3.Check and call back the answer from the whole class.Task 4: Listen to the tape again and do Activity 4,5.Then check and call back the answers.1 Show them the questions in Activity 4.2.Play the recording and have them listen to the recording and focus on the questions in Activity 4.3.Play the recording again and have them write down the answers, then check with a partner.4.Then call back the answers from the whole class.5.Read the conversations in Activity 3.Make sure that Ss understand the conversation.6.Complete the sentences in their own words Activity 5.Then call back the answers from the whole class.Task 5: Let the Ss finish the Activity 6 by themselves.Then check and call back the answers.1.Show them the questions in Activity 6.2.Have them write down the answers, then check with a partner.3.Then check and call back the answers from the whole class.Task 6: Read 1.Play the recording again and pause after each phrase, asking the Ss.to repeat chorally and individually.2.Put the Ss.into groups of 5 to practise the dialogue.3.They should repeat it several times, changing the roles each time.Step 4 Pronunciation

Task7: Listen and repeat the sentences in Activity7 on page 65.Make sure that they stress the underlined words.1.Ask the Ss to listen and repeat the sentences.2.Play the recording again.Ask the Ss to pay particular attention to the word stress.3.Ask the Ss to listen and repeat chorally and individually.Step 5 Speaking

Task 8: Work in pairs, choose a photo to talk about and finish Activity 8.Then check and call back the answers.1.Get each of them to choose a photo.2.Ask them to work in pairs to share their descriptions.3.Call back some examples in a whole-class setting, paying special attention to the use of the attributive clause guided by who which..Step 6 Homework

1.Do Exx7.8&9 in the Wb.2.Oral work: Read the conversation of Activity 3.3.Preview Unit2 in Module 8.Period 2 : Reading 1.Teaching Aims and Demands: 1)Language knowledge: historic, size, beauty, category, movement, feature, include, rich, congratulation, photographer, present, ceremony, photographer, present, ceremony，even though 2)Reading skills: To detect and foster the students’ reading skills To get information from the reading material.3)Emotion &Attitudes: To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points: To let the students know something about photo competition

and learn something about the differences among entertainment, sport, culture, nature beauty photos.3.Learning strategies: Communicative approach.4.Teaching Aids: Multi-Media(Tape recorder, OHP)5.Teaching Procedures: Step 1 Revision Task1:Help students to revise what was learnt in Period1of this module.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Step 2 Preparation Task2: Let the Ss preview the new words and make them build the conception of entertainment, sport, culture, nature beauty photos, then lead in the Activity 1.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Task 3: Learn the new words, then label the pictures with the words.1.Read through the words on the screen.Have the Ss.Repeat them after you.2.Read the words separately and have them remember them.3.Make some sentences with the words.4.Call back the answers from the whole class Step 3 Scanning and Skimming Task 4: Scan this passage, according to the content , finish Activity 3.Then check and call back the answers.1.Get the Ss to read the passage as quickly as possible.2.Do Activity 3.Complete the table and write notes 3.Call back the answers from the whole class.Step 4 Reading Task5: Let the Ss read the passage by themselves in details, and do Activity 4.Then check and call back the answers.1.Read through the sentences in Activity 4.2.Read the passage by themselves.And ask to finish the true or false exercises.3.Check the answers with the whole class.Task6: Use the given words to find opposite words in each sentences, and finish Activity 5.Then check and call back the answers.1.Get the Ss to listen and repeat the passage simultaneously.2.Use the given words to find opposite words in each sentences, 3.Get the students to correct the sentences..4.Call back the answers from the whole class.5.Language points in the passage.Task7: Finish Activity 6, Then check and call back the answers.1.Get the Ss to read the passage together loudly.2.Discuss the following questions in groups.1)―…read on to find out who the winners are.‖ where do you find who the winners are?

2)―…the fun which their fans are having.‖ Why are the fans having fun?

3)―It successfully shows the rich culture which makes Beijing so famous..‖ Who or what shows the rich culture? 3.Share the ideas.Step 5 Pairwork Task6:Finish Activity 7.Then check and call back the answers.1.Read through the table.2.Work in pairs.Ask and answer about the places.3.Get Ss to talk about the classroom.Step 6 Practice 1.Do Exercise 10 on page 142 in the WB.2.Give the students some time to recall what they’ve learned in this class.Step 7 Homework 1.Read the text.2.Retell the text.Period 3: Writing & Around the world &Module Task 1.Teaching Aims and Demands: 1)Writing skill: To write something about a photo.Improve the students’ writing ability.2)Reading skills: To get information from the reading material A famous photo.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Learning strategies:Top-down and Interactive approach and do some exercises.3.Teaching Aids: Multi-Media(Tape recorder, OHP)4.Teaching Procedures: Step 1 Revision Task1: Help students to revise what was learnt in the last class.1.Revise the words and phrases.2.Let the Ss.retell the text.Step 2 Writing.Task2: Write sentences about their favorite photograph.1.Ask the Ss run through the questions in Activity 8 on Page67 and w rite sentences about their favorite photograph..2.Call back the answers from the whole class, having individuals read their sentences.Task3: Write a short passage describing their favorite photograph 1.Ask the Ss to do this individually.2.They can exchange it with a partner for peer correction.3.Have some students read their passage out to the whole class.Step 3 Around the world Task4: Learn something about a famous photo.1.Ask the Ss.to look at the photo about the space.Tell the Ss.some knowledge about it.2.Read the text and answer any questions the Ss have.Step 4 Module Task Task5: Making a photo show.1.Activity 10 on page 71.Ask the Ss.to write about their favorite photo, saying what /who it is and why it is important to them.2.Activity 11 on page 71.Show their photo to their group.And tell others why they like it and why it is important to them..Answer any questions their group may have.Listen to the other members of their group talk about their photos.3.Activity12 on page 71.Put all the photos on the table and talk about them in groups.Step4 Recalling Recall what we have learned today.Step5 Homework 1.Do Ex.11 on page 143.2.Do the Self-assessment on page 143.Period 4: Language in use

1.Teaching Aims and Demands: 1)To detect and foster the students’ understanding of grammar skills(skill)2)To master the useful words and expressions(knowledge)3)To help the students learn more about different lives in our daily life from different

photos(emotion)2.Teaching difficult and key points:To let the students know how to use ―Which and Who ‖ to make attributive clause

3.Teaching approach: Communicative teaching

4.Learning strategies: Formal instruction and task-based approach and interactive practice.5.Teaching Aids: Multi-Media(recorder, OHP)6.Teaching Procedures: Step 1 Revision Help students to revise what is learnt in 3 periods of this module.Step 2 Listen and speak Task1:Look at the photos in Activity 8,then discuss them.1.Get Ss.to describe cameras in the photos.2.Say how you think cameras have changed since their earliest beginnings.Task2: Practise listening 1.Ask the Ss.to listen to the conversation and do Activity 9 on page 70 individually.2.Listen again and check with their partners.3.Call the answers back from the class.Step 2 Write Task 3: Complete the passage using the correct form of the words and expressions in the box.1.Ask the Ss.to complete the passage using the correct form of the words and expressions in the box in Activity 1 and Activity 7.2.Call the answers back from some students.Step 3 Language practice Task4: To summarize and consolidate the attributive clause guided by who/which.1..Read through the examples with the Ss.and make sure that they are familiar with the use of the attributive clause guided by who/which.2.Ask the Ss.to repeat the sentences in the box.3.Ask―Can you make other similar examples?‖

4.Focus the Ss’ attention on the ways in which they are used: who/which.Task5: Do Activity2 and Activity 3 on page 68 individually.1.Ask the Ss.to check with a partner.2..Ask the Ss.to read out the sentences.3.Summarize the use of the attributive clause guided by who/which.Task 6: Join the sentences with who or which.1.Ask the Ss.to do Activity 4 on page 69 individually.2.Call the answers back from some students.Task7: Use the knowledge of this module to make an instruction of Activity 5.1.talk about the two pictures.2.Then talk about the people in the two pictures.3.Now ask questions about the picture, and write down their answers.Step 4 Guess Task8: A guessing game

1.Look around the class and describe something to their partner, using the knowledge of this module.2.Guess who/what I am describing.Step 5 Homework:

1.Finish all the exercises in the WB.2.Preview Module 9.教學反思：

Module 9 Cartoon stories Unit 1 We need someone like superman who can save Tony.Type of lesson Listening and speaking Period 2 Teaching Aims Language goals:

To understand the conversation involving the use of the restrictive attributive clause;Emotional experience: To be able to retell Tony's experience and what his classmates did when Tony was in trouble.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: To ask and give information about one's favourite cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment 1.The new words and phrases.ending, flash, laughing, over there, word, have a word with 2.Master the structure of restrictive attributive clause with that, Which and who.1.Remember the new words of this unit.2.do some exercises by using them,and make more sentences.Teaching procedure Step1 Greeting and revision Say hello to everyone.Revise the grammar by doing some exercises The boys _______are playing football are from Class One.Football is a game _______is liked by most boys.The school in _______he once studied is very famouse.We bought a book ________had lots of cartoons in it.Step2 Presentation 1).Remember the words in the box of activity 1(with time limit--30s)2).Complete the sentences with words what you have remembered A _______________is a person who plays a part in a story, and the _______is the person who plays the main part.A ___________cartoon is one which doesn't make you ________, such as a ____________of a news story.A cartoon in which the hero saves someone is a story with a happy___________.A ________is a story you tell to make people laugh.Step 3 Listen and read.1.Listen to the tape carefully.2.Ask and answer in activity 4 1).What does Betty think the ending will be 2).Why is the situation no laughing matter 3).How do you think Superman can save Tony

4).When will Tony possibly find out that his friends have got the camera 5).Why does Betty says she'll be Superman 3.Explain the language points 1)This is serious.這是很嚴肅的.2)But it's no laughing matter.但這不是開玩笑的事情.3)to have a word with 和某人說句話 4)That's good news.那是好消息.5)Here you are.給你.6)in deep trouble 處于險境中 7)Oh dear!噢, 天啊!dear adj.①親愛的, e.g.Dear Sir./ My dear.②昂貴的(expensive)eg.That's a dear shop.③int.(表示傷心,焦急, 驚奇等)呵!哎呀 eg.Oh dear!serious(adj.)嚴肅的,認真的---seriously(adv.)eg.Are you kidding or are you serious 你是開玩笑還是認真的Grandma is seriously ill.祖母病的很重.4.Translation the whole conversation by students.5.Work in pairs to complete the sentences in activity 5 in your own words.Step4.Pronunciation and speaking Listen and repeat the sentences.Step5.Homework Do the WB activity 1.Learn the conversation by heart.Blackboard Writing Design 1.But it's no laughing matter.但這不是什么可笑的事情.2.Have a word with sb.和某人說句話.比較:Have words with sb.與某人吵架.3.That's a smart idea!等于that's a good idea.4.Be in deep trouble.處于大麻煩/險境中.Self-reflection

Unit 2

There are several fan clubs in China which have held birthday parties for Tintin.Type of lesson Reading and writing Period 2 Teaching Aims Language goals:

1.To get information from the reading material about cartoon stories.2.To learn some new vocabulary.Emotional experience: To learn more expressions of describing cartoon stories.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: 1.To know more about many cartoon of China and abroad;2.To write about a cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment 1.To understand the passage, 2.To learn the restrictive attributive clause with that, who and which 1.To get the main idea of each paragraph.2.Find out the restrictive attributive clause in the passage and explain them.Teaching procedure Step1 Warming-up

1.Review the text of Unit 1

2.Let the students act out the dialogue in pairs.3.Introduce the new words.Step 2: Reading 1.Talk about the following questions by groups.1).Do you like watching cartoons

2).What cartoons have you ever watched 3).Do you know the names of the following cartoon characters 4).Are they in recent cartoons or old cartoons

5).Use the words in the box to describe the cartoon characters.2.Listen to the passage to find out and check your answers.Name of cartoon Recent/Old Description Nemo Shrek the Monkey King Tintin Snoopy 3.Read the passage and find out the sentence which best summarizes the passage in activity 4.4.Listen to the passage again and choose the correct answer.1).The Monkey King is a cartoon character which_______.a)causes problems in heaven b)has travelled to the moon 2).Shrek is a monster who__________.a)falls in love with a princess b)was born from stone 3).Nemo is the name of a _________.a)fish which is caught by a diver b)big, fat cat which is very lazy 4).Snoopy is a lovable dog which was created by____.a)Tintin

b)Charles Brown's 5.Work in pairs and answer the questions in activity5.Step 3.Key words and expressions 1.favourite n.喜歡的東西/人 adj.特別喜歡的 2.series n.系列(單復同形)3.translate v.翻譯 translation n.翻譯, 轉化 translator n.翻譯者 4.Belgian n.比利時人 adj.比利時人的 Belgium n.比利時 5.create v.創造 creation n.創造

creative adj.有創造力的

6.orange-and-white 橘白相間的 black-and-white 黑白相間的

如果用表同一方面情況(如說明性質,顏色,物質)的兩個或兩個以上的形容詞來作定語需用and連接.7.ever since 從?開始

從他退休以來,已經在這呆五年了.He has been here for 5 years, ever since he retired.8.But it is above all the jokes played by the monkey that people remember.it 引導的強調句用來對句中某一成分加以強調.結構:”It is(或was)+強調部分+ that(或who)?

Step 4.Homework 1.Writing: try to write a cartoon by yourself.2.Complete the activities 5~8 on P145(WB)Blackboard Writing Design 1.fan club 影迷俱樂部

2.orange-and-white 橙白相間的 black-and-white 黑白相間的 合成詞作定語 3.win the heart of sb.贏得某人的心 4.in heaven 在天宮里

5.mke a mess 搞得亂七八糟 see a mess 看到狼籍一片 ??

Self-reflection

Unit 3 Langugage in use Type of lesson Revision and application Period 2 Teaching Aims Language goals: To summarize and consolidate the language knowledge in this module.Emotional experience: To learn something about cartoons, to complete a task involving making a cartoon story Learning abilities & strategies: 1.Review the passive voices that students' have learned.2.To train students' ability of words and speaking.Realization of culture: Learn how to describe cartoon heroes, how to make a cartoon.Teaching aid Formal and interactive practice, task-based activities Strategies for teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment To train students' ability of words and speaking.To be able to help each other in communication.Exercise method.Writing and Oral practicing method.Teaching procedure Step 1.Greeting and revision 1.Review the text of Unit 2 2.Complete the sentences with which, who or that.1)The man_______we met was a cartoonist.2)He drew a dog___________had six legs.3)The cartoon and the cartoonist _________you're talking about is very famous.4)I know a teacher_______________is also a cartoonist.5)The picture____________I like best is the first one.6)Did the children watch a cartoon____________was drawn by Alice last Friday 3.Join the sentences with who, which or that.There's a Chinese artist.You must meet him.There's a Chinese artist(who)you must meet.Step 2 Language practice 1.Read through the example sentences in the box with the whole class.2.Ask them what language point is demonstrated.Attributive Clauses(引導詞的省略)Step4.Vocabulary 1).Complete the passage with the correct words in activity 8.2).Complete the passage with the correct phrases in the box in activity 9.Step5.Grammar 1.Attributive Clauses The cartoons(which / that)I like have lots of jokes.在英語中,如果定語從句的引導詞在從句中作賓語就可以省略,無論從句修飾的是人還是物.eg.Did you go to the talk ○ the famous cartoonist gave at your school The cartoonist ○ we spoke to still uses pen and paper to make his drawings 在英語中,如果定語從句的引導詞在從句中作主語就不能省略,否則會造成結構混亂,影響表達.I've got a camera which has got his name on it.Perhaps it'll be a cartoon which has a happy ending.It tells the story of a monkey who leads a group of monkeys.eg.I'd love to have a teacher who was a cartoonist.He could make lessons that are usually boring more interesting.2.Exercises 1.Do the exercises 1.2.3 in WB.2.多項選擇.從下列ABCDE中選出符合題意的任意項.A.which B.that C./ D.who E.whom(見附表)

第三篇：人教版九年級英語上冊全冊教案

人教版九年級英語上冊全冊教案

Unit 3 Could you please tell me where the restrooms are?

一、教學目標： 1.語言知識目標

基本詞匯：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground 基本句型：Excuse me, do you know where I can buy some medicine? Sure.There’s a supermarket down the street.Could you please tell me how to get to the post office? Sorry, I’m not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this evening? You should try that new ride over there.2.技能目標:（1）能用賓語從句禮貌的尋求幫助。

（2）能用正確的方法指路。

3.情感目標: 培養學生尊重他人，對人有禮貌，熱愛生活。

二、教學重難點：

1.教學重點：（1）禮貌的向他人尋求幫助。（2）正確使用賓語從句。

2.教學難點：運用賓語從句禮貌的尋求幫助。

三、教學步驟: Section A 1(1a-2d)Step 1 Warming –up Greeting Step 2 Presentation（1）Guessing game Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.For example, one student say: We can save money or exchange money in this place, another one guess it is a bank.Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.（2）Show some stamps to students and present the new sentences: Could you tell me where I can buy some stamps? Could you please tell me where I can get a dictionary? Do you know where I can get some magazines? Step 3 Practice 1)Match each thing with a place in the picture in 1a.2)Read the phrases.___ get some money ___ get some magazines ___ have dinner ___ get a dictionary ___ get some information about the town ___ buy a newspaper ___ buy some stamps ___ get a pair of shoes Step 4 Listening Listen and complete the conversations in the picture in 1a.Then check the answers with the whole class.Step 5 Practice Make conversations using the information in 1a.Then talk about your own city.For example: A: Excuse me, could you please tell me how to get to the bookstore? B: Sure, just go along Main Street until you pass Center Street.The bookstore is on your right, beside the bank.A: Thanks.Do you know when the bookstore closes today? B: It closes at 7:00 p.m.today.A: Thank you!B: You’re welcome.Step 6 Listening 1.Listen and number the directions in the order that you hear them.2a You will hear some of the directions below.Number the directions in the order you hear them.___ Go to the bird floor.___ Turn left.___ Go to the second floor.___ Turn right.___ The supermarket is between the flower store and the bookstore.___ Go past the bookstore.2.Listen again.Show how the boy walks to the supermarket.Draw a line in the picture in 2a.Then get one student draw the line on the blackboard.3.Listen the third time and answer the questions.1)Excuse me, can you tell me where I can buy some medicine? 2)Do you know how to go there? 3)OK, great.Oh, and one more thing.Do you know when this shopping center closes tonight? 4)OK, thanks a lot.Step 7 Pairwork Make conversations about the other places in the picture in 2a.A: Excuse me.Can you tell me where I can buy some stamps? B: Yes, there’s a post office in this shopping center.A: Do you know how to go there? B: Yes.Go to the third floor and turn right.Then go past the bank.The post office is between museum and library.You should be able to get stamps.A: OK, great.Oh, and one more thing.Do you know … B: I’m not sure, but you … A: OK, thanks a lot.B: You’re welcome.Step 8 Reading 1.Read the conversation in 2d and answer the questions.2.Role – play the conversation.3.Explain the language pints in 2d.(1)Go along Main Street until you pass Center Street.1)until和 till同義為―直到……‖，till多用于口語，until可以放在句首，till則不能放在句首。2)not...until―直到……才‖，表示直到某一時間, 某一行為才發生, 之前該行為并沒有發生。e.g.I did not study English until 9 o'clock last night.(2)Pardon? Restroom? You already want to rest? But we haven’t even started yet!1)pardon用作動詞，后面既可以跟賓語，也可以跟雙賓語；pardon sb.for doing sth.意為―原諒/寬恕某人做某事‖

e.g.Can you pardon me for not passing the exam, Mom? 2)在沒有聽懂對方的話，請對方重復一 下時也可說 pardon。e.g.Pardon? I’m sorry I can’t follow you.(3)I’m excited to try the rides!excited和 exciting的區別: 1)excited意為―激動的；興奮的‖，作表語時，主語通常是人；作定語時，常用來修飾人，說明激動的表情。

e.g.All of us were excited when we heard the good news.The excited child opened his present quickly.2)exciting意為―激動人心的‖，作表語時，主語通常是物；作定語時，常用來修飾物。e.g.The movie is very exciting.My father told me an exciting story.(4)I mean … you know, a washroom or bathroom.mean作動詞有以下含義：

1)有……的意思，指（多作及物動詞），其后可跟名詞或代詞，也可跟從句。e.g.What does this word mean? 2）意味（著）（及物動詞），常跟名詞，有時可跟動詞-ing形式或從句。e.g.Carl really could not do that — it would mean the end of his career.3）有……意圖，打算，想，常跟名詞、代詞或動詞不定式。跟帶不定式 的復合結構時，還可用于被動語態。e.g.I never meant to hurt you.(5)We normally say ―toilets‖ or ―washrooms‖.normally adv.正常地;通常地，一般地 e.g.August is normally a slow month.(6)Nine thirty, so you don’t need to rush!rush v.倉促;匆忙 n.倉促;匆忙

e.g.Then three policemen rushed at him.(rush v.)They made a rush for the door.(rush n.)Step 9 Summary 1)Excuse me.Where is Qiaotou Middle School? 2)Excuse me.Could you tell me where Qiaotou Middle School is? 3)Excuse me.Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School? 4)Excuse me.Which is the way to Qiaotou Middle School? Step 10 Homework Make conversations about your own town/city.Section A 2(3a-3b)Step 1 Revision 1)Translate the sentences into English.① 請你告訴我，怎樣去書店好嗎？

② 打擾了，你知道我在哪能買到一些郵票嗎？ ③ 我想知道公園今天什么時候關門。④ 銀行和超市之間有一個餐館。2)Role-play the conversation in 2d.Step 2 Presentation 1)Show a picture of fun park.Ask students: Are you excited to try these in the fun park? 2)Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try? Step 3 Reading 1)Read the conversation in 3a quickly and true or false the sentences.① Alice and He Wei are in Water World.② The new ride looks scary.③ Alice was scary at first.④ Alice thinks the new ride is actually fun.⑤ He Wei thinks Fun Times Park restaurant severs delicious food.⑥ A rock band plays in Water World Restaurant every evening.⑦ Alice and He Wei can go later to the restaurant.2)Read the conversation again and answer the questions in 3a.1.Why did Alice not want to go on the new ride? How did she feel after the ride? 2.What is special about Uncle Bob’s restaurant?

3.Should Alice and He Wei get there early for dinner? Why? Step 4 Practice Underline the questions or statements in the conversation that ask for information.Rewrite them in a different way.e.g.I wonder where we should go next.Could you tell me where we could go next? Check the answers with the whole class.Step 6 Language points 1.I was scared at first, but shouting did help.此句相當于I was scared at first, but shouting really helped.原句是一種表現強調的句式，英語中，可用助動詞do對謂語動詞進行強調，構成強調句。e.g.Please do be careful.請一定小心。I do agree with you.我完全同意你的意見。

He did warn you other day, remember? 他前兩天就告誡過你，還記得嗎？ 2.You never know until you try something.try的用法

1)做名詞 have a try 試一試

e.g.Why not have a try? 為什么不試一試？

2)做動詞

(1)try to do sth.努力做某事

e.g.Well, we’ll try to finish the homework in time.那好。我們爭取及時完成作業。(2)try doing sth.表示嘗試著去做某事

e.g.--I usually go there by train.我通常乘火車去那兒。

--Why not try going by boat for a change? 為什么不換乘船呢?(3)try one’s best 盡某人最大的努力

e.g.Thank you.I will try my best.謝謝你。我會盡力而為的。

3.I suggest Water City Restaurant in Water World.suggest作動詞，可意為―顯示；間接表明‖，后可接賓語從句。

e.g.His behavior suggested(that)he was a kind man.他的行為顯示他是個好人。suggest作―建議‖講時，應注意以下兩點： 1)suggest doing sth.建議做某事

e.g.I suggested going home.我建議回家。

2)suggest后接從句時，從句常用虛擬語氣，謂語由―should +動詞原形‖構成，should可以省略。

e.g.I suggested that we should go home.我建議我們回家。另外，suggestion是suggest的名詞形式，作―建議‖講時，是可數名詞。e.g.Do you have any suggestions? 你有什么建議嗎？

4.The restaurant is always busy, at that time so come a little earlier to get a table.用于―就餐‖的語境時，形容詞busy相當于―吃飯人多；餐廳擁擠‖的意思；動詞短語to get a table類似于漢語―定餐桌；占位子‖等意思。Step 7 Homework 1.背誦3a。

2.用―Could you tell me … ?‖寫三個問路的句子。Section A 3(Grammar Focus-4c)Step 1 Revision 1.How did Alice and He Wei think of the new ride？Students say the sentences together? Alice thought that it looked pretty scary.He Wei thought that it would be fun.2.After the ride, Alice and He Wei talked about their feeling.Alice thought that was fun!She was scared at first, but shouting really did help.He Wei told Alice that ―You never know until you try something.‖

3.Alice and He Wei talked about Uncle Bob’s.Alice thought this restaurant looked interesting.It seemed a rock band plays there every evening.He Wei suggested that they could have dinner there.Step 2 Grammar Focus 1)Let students complete the sentences.1.打擾了，你知道我能在哪買到一些藥? Excuse me, do you know where ____ _____ buy some medicine? 2.當然，順著這條街有個超市。

Sure.There is a supermarket down the street.3.請你告訴我怎樣到郵局好嗎？

Could you please tell me _____ ____ get to the post office? 4.對不起，我不確定怎樣到那。

______, I am ______ ______ how to get there.5.你能告訴我們今晚樂隊什么時候開始演奏嗎？

Can you tell us ______ ____ ______ ______ playing this evening? 6.晚上8點開始。

It starts at 8:00 p.m.7.我想知道接下來我們該去哪兒。

I ______ where we ______ _____ _____.8.你應該試試那個新的乘騎設施。

You should try that new ride over there.2）Objective clauses with wh-questions 上一個單元我們已經學習了由that和whether, if引導的賓語從句。這個單元我們繼續學習由疑問詞引導的賓語從句。疑問詞：疑問代詞（what、whom、who、whose、which）疑問副詞（when、where、why、how）。

語序：無論主句是陳述句還是疑問句，也無論主從句間是什么引導詞，賓語從句一律用陳述語序，即―引導詞+主語+謂語+其它‖。如：Could you tell me where Wei Fang lives? 時態

1.如果主句是一般現在時或一般將來時，賓語從句的時態不受限制，可根據實際表達的需要來確定。如：

Jenny knows the man was flying a kite at that time.You will understand why I did it one day.總有一天你會明白我為什么那樣做。2.如果主句是一般過去時，賓語從句用過去時態的某種形式。如： I thought he had gone to town that day.我以為他那天進城去了。

3.如果賓語從句敘述的是客觀事實、自然現象或科學真理等，從句不受主句時態的限制，用一般現在時。如：

He said time is money.他說時間就是金錢。3）Practice 1.He asked ________ for the computer.A.did I pay how much B.I paid how much C.how much did I pay D.how much I paid 2.―Have you seen the film?‖ he asked me.He asked me _______.A.had I seen the film B.have I seen the film C.if I have seen the film D.whether I had seen the film 3.―You’ve already got well, haven’t you?‖ she asked.She asked ______.A.if I have already got well, hadn’t you

B.whether I had already got well C.have I already got well D.had I already got well.4.He asked, ―How are you getting along?‖ He asked _______.A.how am I getting along B.how are you getting along C.how I was getting along D.how was I getting along 5.He asked me _____ told me the accident.A.whom B.which C.who D.whose 6.She asked me if I knew ______.A.whose pen is it B.whose pen it was C.whose pen it is D.whose pen was it Keys: DDBCCB Step 3 Function: Ask for information politely and follow directions 1)問路時應注意

① 問路時應首先說一聲：―Excuse me.‖這樣可以引起對方的注意，又不失禮貌。② 當你沒聽清時，你可以說一聲―Excuse me, would you please say it again?‖(對不起，請您再說一遍好嗎?)或―I beg your pardon?‖(對不起，請再說一遍好嗎?)等，禮貌地要求對方重復一遍。

③ 問完路后，千萬不要忘記向對方說句―Thank you for helping me.‖ 或―Thank you.‖ ④ 問路時經常會用到―向左(右)拐‖這樣的表達，英語對此有兩種常見的說法，即turn left(right)或turn to the left(right)。表示 ―在左(右)邊‖，英語用介詞on或at均可。2）用英語問路及其回答

① Excuse me, can you tell me where the railway station is? 打擾一下，請問火車站在哪兒? ② Excuse me, but can you tell me the way to the train station? 勞駕，請問去火車站怎么走? ③ Excuse me, could you tell me which is the way to the nearest hospital? 勞駕，請問去最近的醫院怎么走? ④ Excuse me, would you please show me the way to the post office? 請告訴我去郵局怎么走好嗎? ⑤ Excuse me, would you mind telling me the way to the police station? 勞駕，請告訴我去警察局怎么走好嗎？

⑥ Excuse me, how can I get to No.1 Middle School? 勞駕，請問去一中怎么走? ⑦ Excuse me, is this the right way to the People’s Park? 打擾了，請問去人民公園走這條路對嗎? ⑧ Excuse me.Could you tell me if there is a Qiaotou Middle School near here? 打擾了，請問橋頭中學是否在這附近? ⑨ Excuse me.Do you know how I can get to Qiaotou Middle School? = Excuse me.Do you know how to get to Qiaotou Middle School? 請問，你知道怎樣去橋頭中學嗎? 3）指路的方法

① Take along with this street, and … is on you left.② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.③… is behind(near, next to, on the left of)…

④ You can just take NO.111 bus, and get off at the second station.And you’ll see it.⑤ Look!… is in front of us far away, right there!Step 4 Practice 1)Rewrite the questions in 4a to make them more polite.① Where can I buy some grapes or other fruit? ② How does this CD player work? ③ How do I get to the Central Library? ④ Is the Italian restaurant nearby open on Mondays? Get students write down their answers in their books.2)What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.① Tim is very hungry.Could you tell me where I can get something to eat? Excuse me, would you mind telling me how I can get to a nearby restaurant? Pardon me, do you know if there’s a restaurant around here? ② Sally needs to mail a letter.③ Helen needs to know when the bike shop closes.④ Ben is wondering if there’s a bank in the shopping center.3)Ask students to write four questions that a tourist might ask about your city/ town.Then role-play conversations with your partner.Step 5 Exercises Translate the sentences into Chinese.① 請你到那后給我打個電話好嗎？ ② 請在這條路的盡頭向右轉。

③ 你能告訴我在哪里可以買到一些郵票嗎？ ④ 你可否告訴我火車什么時候到達武漢？ Step 6 Homework 假如你到一個陌生的城市去旅游，你想向當地人了解一些關于那個城市的 東西，請編寫一個你和當地人的小對話。Section B1(1a-2d)Step 1 Revision You are a tourist in a city, you want to know something about the city.Make a conversation about asking information politely.A: Could you please tell me where the nearest bank is? B: Sure, go east along this street, then you’ll see it.A: Can you tell me if there is a delicious restaurant near here? B: Sure.Walk along this street, the restaurant is on you right.A: And do you know where the biggest hospital is? B: Go down this street, turn left at the first crossing, you will see it.A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is? B: It’s over there, just across from you.A: Haha!I see it.Thank you very much!B: You are welcome.Step 2 Lead in 1)Talk about places in your city.2)Show some pictures of places and discuss what qualities are important for each place.Step 3 1a & Pairwork 1a What qualities are important for each place? Write the words from the box next to each place below.Write the most important words first.Places Qualities restroom clean, uncrowded, convenient museum interesting, quiet, uncrowded restaurant clean, inexpensive, quiet park beautiful, safe, big subway uncrowded, safe, convenient mall inexpensive, big, interesting, convenient, safe Pair work 1b Talk about places in your city using the words in 1a.A: The Fun Arts Museum is really interesting.B: Yes, and it’s beautiful, too.A: ….Step 4 Listening(1c)1)Listen and check the sentences you hear.Conversation 1 ______ You can go to Green Land.Conversation 2 _____ Could you tell me where the bookstore is? 2)Listen to the conversations and complete the sentences.(1c)Conversation 1 The boy asks about ___________, and the clerk tells him to go to Green Land.Conversation 2 The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.Conversation 3 The mother asks about ________.The father wants to go to a ________ museum.The younger girl wants to go to a _______ museum.The boy wants to go to a __________ museum.The older girl wants to go to an ______ museum.The clerk suggests they go to the _________ museum.3)Listen again and answer the questions(1d)Conversation 1 The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.… Step 5 Practice Role-play the conversations between the clerk and the tourist.A: Can you tell me where there’s good place to eat? B: Of course.What kind of food do you like? A: I’d like fresh vegetables.B: You can go to Green Land, they have delicious salad.A: ….Step 6 Presentation 2a Where do you need to make polite requests? Think of some possible situations.Discuss them with your partner.? In a foreign country.? In public places like a bank, a post office, a library, a shopping mall, etc.? At school.? At home, especially when speaking to your elders.Zhang Ming is traveling in the USA.He wants to go to a small town but he doesn't know the way now.What should he do? Step 7 Discussion Discuss the language you used to make this request(要求，請求).Was it the same each time? If not, discuss why not.Step 8 Reading 1)Read the article and match paragraph with its main idea.2d Read the article and underline the topic sentence for each paragraph.Paragraph 1 When you visit a foreign country, it is important to know how to ask for help politely(adv.禮貌地)….Paragraph 2 Good speakers change the way they speak in different situations.… Paragraph 3 Usually polite questions are longer.They include expressions such as ―Could you please …?‖ or ―May I ask …?‖ Paragraph 4 However, it is important to learn how to use the right language in different situations.… 2)Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help? We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people? We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street? ―Excuse me, I wonder if you can help me‖ or ―I’m sorry to trouble you, but …‖ before asking for help.2c Find all the direct questions and polite requests from the passage.Direct questions Polite requests 1.1.Where are the restrooms? 2.When is the school trip? 3.Peter, tell me your e-mail address.4.Where’s the post office?

1.Could you tell me where the restrooms are? 2.Excuse me, Mr.West.Do you know when the school trip is? 3.Peter, could you please tell me your e-mail address? 4.Pardon me, could you please tell me where to park my car? 2d Read the requests below.In the second column, write A if you would say it to someone you know and B if you would say it to a stranger.In the last column, write where you think these people are.Request Person Place 1.Will you pass the salt? A home 2.Do you know where I can change some money, please? B street 3.Could you tell me what just happened? A/B any public place/home 4.Can you please tell me where the nearest station is? B street 5.Excuse me, do you know what time it begins, please? B movie theater 6.Let me know when you’re ready, OK? A home 7.Could you possibly tell me the way to the village school? B street Step 9 Language points 1.Both are correct, but the first one sounds less polite.less + 形容詞或副詞，構成降級比較形式，相當于中文―不那么；稍許不……‖之意。e.g.His second movie is less interesting.他的第二部電影就沒那么有趣。

2.It might seem more difficult to speak politely than directly.情態動詞might 表達一種可能性及推測的不確定性，意思與表達可能性的may相當，表示―有可能，也許會‖，但語氣更加委婉，更不確定。e.g.He might come, but it’s very unlikely.他也許會來，但非常靠不住。

3.However, it is important to learn how to use the right language in different situations.it作形式主語

【梳理】

在英語中，如果主語是較長的動詞不定式或一個句子，為了保持句子結構的平衡，避免頭重腳輕，通常用it作形式主語放在句首，而把真正的主語放在句尾。常見的句型有：

1)It is + adj.(+ for + sb.)+ to do sth.。常用于此句型的形容詞有important, difficult, dangerous, necessary, useful, possible等，用來對to do sth.進行說明。如：

It’s difficult for us to finish the work in an hour.2)It is + adj.+ of + sb.+ to do sth.。常用于此句型的形容詞有good, kind, nice, clever, wise等，用來對sb.的性格、品質等進行說明。如：It’s kind of you to say so.Step 10 Exercises 請根據漢語意思完成下列英語句子（每空一詞）。1.對他來說，回答那個問題是十分困難的。

It’s very hard ____ him ____ _______ that question.2.你這樣說真是太好了。

It’s very kind ____ you ____ ____ so.3.我們在閱覽室里保持安靜是十分必要的。

It’s necessary ______ ______(should)keep quiet in the reading room.It’s necessary for us _______ ______ ______ in the reading room.Keys: 1.for;to answer 2.of, to say 3.that we, to keep quiet Step 11 Homework Write a guide to a place that you know well.Section B 2(3a-Self Check)Step 1 Revision 1)Write down the phrases ① 提出禮貌的要求 ② 聽起來更禮貌 ③ 一個很直接的問題 ④ 請求幫助 ⑤ 在不同的情形下 ⑥ 取決于 ⑦ 你所用的表達方式 ⑧ 比如 ⑨ 花時間導入 ⑩ 變得更擅長 2）Fill in the blanks according to 2b.When you visit a _______ country, it is _________ to know how to ask for help ______.For example, ―Where are the restrooms?‖ or ―Could you _____ tell me where the ________ ___?‖ these are similar ________ for _________ you may ask.Both are _______ English, but the first one sounds _____ polite.That is because it is a very ______ question.It is not enough to just ask a question ________.We also need to learn how to be polite — when we ask for _____.In English, ___ in Chinese, we change the way we ______ in different _________.The expressions you use might _______ ___ whom you are speaking to ___ how well you know them.If you say to your teacher, ―When is the school trip?‖ this might sound ________.But if you say, ―Excuse me, Mr.West, do you know when the school trip ___?‖, this will sound _____ more polite.However, it is all right to ask direct questions to your classmates because you know them ____.It might seem more _______ to speak politely than _______.It is important to learn how to use _____ ________ in different situations.This will also help you ___________ better with other people.Step 2 Presentation Imagine you are going on a short study vacation at a school in an English-speaking country.What would you like to know before you go? Write some polite, indirect questions about the following topics.The topics are: ① The course you will study ② The time of the course ③ Where and what you can eat ④ Where you will stay ⑤ What activities you can do ⑥ Travel to the school ⑦ Other Step 3 Practice Make conversations according to the information in 3a.Step 4 Writing 1)Write a polite letter to the school asking for the information you want to know.Use your notes in 3a.In your letter, you should: introduce yourself say when you are coming politely ask for information thank the person for helping you 2)Use the following expressions to help you: My name is … and I’m from … I’ll be coming to your school for … I’d like to know about … I would like to thank you for… I’m looking forward to your reply.3）寫作指導：本次寫作內容是一封書信，信的開頭和結尾已經給出。但我們還是要記住書信的格式，便于今后自己運用。信中首先要介紹自己，然后告訴你去他們學校的時間，然后同學們可根據在3a環節中所問到的問題來禮貌的詢問你想知道的信息。One possible version: Dear Sir or Madam, My name is He Wei and I’m from Beijing, China.I’ll be coming to your school soon for a short study vacation.I will leave for your school on July 10th.I’d like to know more information about the school.Could you tell me what course I will study in your school? And I also want to know when the course will start.I want to know where I will stay.Can you tell me? Would you mind telling me where and what I can eat in your school? I like all kinds of activities.Could you please tell me what activities I can do in your school? The last question, can you tell me how I can get to your school? I would like to thank you for helping me and I look forward to your reply.Yours faithfully, He Wei Step 5 Self Check 1)Fill in the blanks with the words in the box.2)Write questions and answers using the words given.Step 6 Language points 1.I’m looking forward to your reply.look forward to期待，盼望。后面接名詞或者動名詞。e.g.I look forward to your good news.我等待你的好消息。Look forward to hearing from you.期待你的來信。

2.I would like to thank you for…

thanks for―因……而感謝‖，是客套用語，thanks相當于thank you，for強調為何而感謝，其后可接名詞或V-ing。

e.g.Thanks for lending me the money.多謝您借錢給我。

Thanks for reminding.I’d forgotten all about his coming this afternoon.謝謝你提醒我，我完全忘了他今天下午要來。3.I need to plan my time better.1)plan sth.計劃某事，后接名詞。

e.g.I want to plan my summer vacation.我想要計劃我的暑假。2)plan to do sth.計劃去做某事，to是動詞不定式。

e.g.They plan to have a sports meeting.他們計劃開運動會。3)plan for sth.關于……的計劃，plan是名詞。Step 7 Homework 根據3b的內容寫一封回信。

第四篇：二年級英語上冊全冊教學設計(外研版)

教案

do you like ? ⅱleading in basketball lion bird”

1.play the tape and let the students listen.2.play the tape again.listen and look.open the books on page 4 1.listen and point.2.listen and repeat 3.read the dialogue by boys and girls 4.listen and point.1.read the text.feed

學科english 新授課unit 1he likes this t-shirt.教學目標sam likes t-shirts.he likes this t-shirt.amy likes dresses.1、she likes this dress.教學重點likes 及第三人稱單數,動詞+s 教學難點likes 及第三人稱單數,動詞+s 教學過程

一、教學步驟

（一）熱身復習

（二）任務呈現

在猜的最后，教師呈現自己的任務：你們喜歡服裝嗎？本節課通過調查活動你們將有機會了解你的好朋友在服裝方面的愛好，之后還要參加一個“優秀店員”的評獎活動。

（三）任務準備

1、課文導入

你們喜歡漂亮的服裝嗎？我們的好朋友amy 和sam也喜歡。讓我們一起去看看他們喜歡哪些衣服。

2、課文學習

1）播放多媒體課件，學生自由說出聽到單詞或句子。教師相機引導學習t-shirt、dress等詞。

2）學生聽錄音并回答amy 和sam都喜歡什么服裝。通過學生的回答引出本節課的核心句子----sam likes t-shirts.amy likes dresses.并通過領讀、點讀、大小聲讀、換詞說等多種形式進行練習。

3）學生再聽錄音，圈出含有likes的句子，并引導學生讀出相關的句子。4）學生跟錄音機讀課文，同時明確每句話的含義。5）學生自由讀課文后進行分角色表演。6）組織學生練習學生用書7頁第三題。

（四）任務完成

（五）家庭作業

調查朋友的各方面愛好，下次上課時向全班同學匯報。unit 2 he doesn’t like this shirt.運用任務：開展“最佳店員”的評選活動

一、教學步驟

（一）熱身復習

1、師生表演唱字母歌

2、看明星臉上的表情猜測喜歡的物品。如：yaoming likes this bike.等。

（二）任務呈現

這些明星一會將到我們城市的飯店吃飯和去商店購物，我們將有機會了解他們各方面的喜好。最后我們還要參加一個“優秀店員”的評獎活動。

（三）任務準備

1、課文導入 通過上節課的學習，我們知道我們好朋友sam選到了自己喜歡的服裝。現在sam 在開party,但是他卻不高興，為什么？讓我們一起來聽一聽錄音吧。

2、課文和韻律詩學習1）播放多媒體課件，學生說出不高興的原因。教師相機引出核心句子he/she doesn`t like ?，并采用各種方式進行練習。

3）學生跟讀課文，同時明確每句話的含義。4）學生自由讀課文。

5）組織學生練習學生用書8頁第2題。

b.觀察單詞構成，并引導學生感悟單詞第一個字母在單詞中的發音，最后教師給予總結。

（四）任務完成

1、開展“我是小小創作家“的活動。即鼓勵學生將課文中的韻句進行改編，可以利用人名、水果、動物來進行改編。

2、開展最佳店員的評選活動。點菜活動或購物活動（屏幕上呈現各式各樣的菜，一人是店員，一人是廚師。客人先照菜譜，選擇其中的四種食物說i like ??及i don’t like?.，而店員不能要求客人停頓或重復，只能憑借記憶，之后去廚師那里說出客人對食物的喜好。這時他要使用句子he/she likes?.及he/she doesn’t like?.廚師則必須按照店員的敘述，邊重復對方的話。客人聽說得正確時要說，yes,i like?.聽到錯誤時則說 sorry, i don’t like?.要求學生們都努力成為最佳店員。）

（五）家庭作業

1、調查父母喜歡什么和不喜歡什么。教后反思：

maths in the afternoon.”

3、能正確理解、掌握對話內容，并能朗讀對話。

4、能熟練使用新學句型描述課表內容。

2、能分組對課表內容進行描述。

教學難點能熟練使用新學句型并結合以前學過的句型對課表內容進行描述。教具準備電腦、單詞卡片等

step 2 presentation of a task 2.look, guess and stand up ss: yes.2.listen, look and guess step 7 role play play the dialogue in roles.step 8 main task [板書設計] module 3 unit 1 教后反思：

學科english module 3 unit 2新授課module 3 unit 2 i like pe.教學目標prompt ss interests in learning english.教學過程greetings

板書設計：module 3 i like pe.i have _______ in the ________.i like ______..have ss sum up 教后反思：

2.讓學生感受英語課堂的活躍性，讓學生在日常生活中能運用所學語言。培養學生用英語思維的能力，及大膽用英語交流的能力。三）素質教育目標：

1.培養學生濃厚的英語學習興趣，積極參與說英語、做游戲等實踐活動。

2.幫助學生樹立較強的自信心，培養學生樂于與他人合作的精神與競爭意識。教學重點1.能掌握詢問時間的問答，熟練表達整點的時間。

2.能聽懂、會說、會讀以下句子：

yes, it is./no, it isn’t.并能進行擴展，在實際生活中靈活運用。

教學難點1.熟練掌握本單元的單詞和句型，能在實際生活中靈活運用。

2.創設英語情景，使學生正確理解所學知識詢問和回答整點時間。教具準備1.教材相配套的教學掛圖，錄音。

2.一個時鐘。

3.教師準備小獎品。

1.教師和學生熱情地打招呼，做簡單的free talk.3.教師告訴學生你將說出一些數字和“before”or“after”,讓學生快速反應說出正確的數字。例如：

t: nine-before.s: eight.t: six-after.s: seven.t: very good.?

（設計說明：小學生活潑好動，游戲活動無疑是激發他們學習興趣的有效手段。他能使學生的思維活躍起來，有效快速地集中學生的注意力，復習有關數字的內容，為之后的課堂教學做好鋪墊。）

step 2.presentation

（設計說明：會話教學使學生融入情境之中，讓學生在情境教學中享受學習的樂趣。）

(設計說明：讓學生帶著問題聽錄音，使學生的思維更具有指向性。教師為學生創設思考的空間，既是提高小學英語教學效率的重要途徑，也是訓練學生思維和開發學生智力的重要手段。)

4.教師播放錄音，讓學生邊聽邊看書，用筆勾畫出課文中的生詞，在錄音結束后小組合作解決問題，老師對其進行匯總給予講解。

（設計說明：這樣的設計有利于開發學生的語言智能，培養學生的小組合作能力和自主學習的能力，給學生搭建了自主學習的平臺。）

5.教師再放錄音，跟隨錄音指著相應的圖畫，幫助學生理解，找出問題的答案。

6.教師再放錄音，每句話后停頓，讓學生跟讀，通過多種方式讓學生進行操練，教師要注意及時糾正學生的語音和語調。

7.最后教師可以讓大家分組進行角色表演，對表現好的小組同學發送小禮物表示獎勵。

1.教師把活動3的教學掛圖呈現給學生，讓學生仔細看圖了解活動規則，然后兩人一組進行對話句型練習。

2.教師和學生一起來做游戲“做動作，猜時間”。教師做動作，讓學生來猜時間，如教師站在黑板前，一只手臂全伸直，代表分針，一只手臂稍彎曲，代表時針，同時嘴巴還要發出時鐘一樣的聲音。學生則可以猜出老師所擺動作代表的時間。或者請一個同學說出時間，另一個同擺出動作，最后學生分組進行比賽，老師對表現好的小組同學發送小禮物表示獎勵。

（設計說明：為了激發和培養學生的學習興趣，讓學生用身體動作表示不同的時間，體現了在玩中看、聽、說和在做中學的原則，使學生的肢體語言和口語表達均得到了發展，促進了學生語言與肢體的配合、動作與表情的協調。）

教師和學生一起歸納本單元所學的知識點。

（設計說明： 通過讓老師和學生一起歸納、總結本節課的重點內容，培養學生的概括能力，加深學生對本單元知識點的印象。）

1.回 家當小老師把今天所學交給自己的爸爸媽媽。

2.想一想怎樣表達幾點幾分，并用英語說出幾個表達幾點幾分的時間。

（設計說明：鼓勵學生將所學語言運用到實際生活中。通過作業進行課外延伸，拓展學生的思維，開拓他們的思路，在本節課所學內容的基礎上進行拓展，真正有效地促進了學生思維能力和語言能力的發展。）教后反思：

教學目標

教學難點understand the meaning of the dialogue.教學過程greetings 板書設計：module 4 unit 1

simple repetition

have ss sum up.板書設計mogule5 unit1 教 學 活 動 設 計設 計 意 圖

二、presentation and drills

五、sum up

improve the ss speaking ability.作 業

教 學

反 思本節課主要是學習一些動詞短語，例如去上學，吃午飯，起床，回家，踢足球，睡覺等等。這是學生第一次系統的學習動詞短語。我主要是采用邊學邊模仿的形式，讓孩子對枯燥的短語產生興趣，因此課堂變得生動有趣，效果很好。

教學目標

（一）知識技能目標：

1.懂、會讀、會說、會寫詞組have breakfast和單詞half, past, late。

2.能聽懂、會讀、會寫句子it’s half past 7.i have breakfast at half past 7.并能在現實情境中靈活運用。

（二）運用能力目標：

1.能和家人、朋友談論自己的日常生活。

2.讓學生感受英語課堂的活躍性，讓學生在日常生活中能運用所學語言。培養學生用英語思維的能力，及大膽用英語交流的能力。

（三）素質教育目標：

1.樂于模仿，敢于開口，積極與他人合作，共同完成學習任務，并在成功中體會英語學習中的樂趣。

2.幫助學生樹立較強的自信心，培養學生樂于與他人合作的精神與競爭意識。教學重點1.能聽懂、會說、會寫詞組have breakfast和單詞half, past, late。

2.能聽懂、會讀、會寫句子it’s half past 7.i have breakfast at half past 7.并能在現實情境中靈活運用。

教學難點熟練掌握本單元的單詞、詞組和句型，能在實際生活中靈活運用，并做到語調自然，表達準確。

教具準備.教材相配套的教學掛圖，錄音。

2.鐘表

1.教師熱情地和學生打招呼問好，并走下講臺和學生就上幾個單元所學的知識做簡單的free talk.2.之后教師讓幾個同學到臺前來，展示自己上個單元課后作業所做好的海報，并用上個單元所學的知識向全班同學介紹，教師可以讓學生當評委看看哪位同學的海報設計得最好，描述準確，最后評出最優秀的，供同學們學習，同時教師要發送小禮物給作業完成得最出色的學生，鼓勵大家繼續努力。

（設計說明：通過復習上個單元所學知識，為新課的教授做了鋪墊。）step 2.presentation

（設計說明：創設真實的情境，讓學生從中接受語言信息，激發學生的學習興趣，吸引學生的注意力，培養學生主動參與的意識。）

2.教師把本單元活動1的教學掛圖呈現給學生，讓學生仔細觀察，理解圖片意思。

之后教師簡單對其情景進行簡單介紹：lingling今天早晨睡過頭了，她的爸爸正在叫她起床。

3.教師放錄音，讓學生認真聽，用筆勾畫出不明白的句子，錄音結束后先小組討論解決，之后教師對其進行講解，讓學生體會“half past”的含義。

（設計說明：教師先讓學生在聽的過程中畫出不懂的單詞和句子，然后通過小組合作解決問題，這種探究式的學習方式，不僅提高了學習的趣味和效率，也為學生搭建了自主學習的平臺。這一環節的設計體現了教師注重培養學生學習策略的教學理念。）

4.教師再放錄音，一句一停，學生跟讀。教師要提醒學生注意每個句子正確的語音和語調。

5.教師可以讓學生分角色朗讀，最后請學生到前面來進行課本劇表演，對表現突出的學生給予表揚。

1.教師把活動3的教學掛圖呈現給學生，讓學生認真看圖，教師放錄音，聲圖并茂，讓學生從整體上把握韻句大意。

2.教師再放錄音，一句一停，逐行教授，讓學生理解，必要時教師可以輔以夸張的肢體語言幫助學生理解。再放錄音，讓學生模仿跟讀，教師要在學生跟讀過程中及時糾正學生出現的各種錯誤。

3.可以采用多種方法讓學生練習，最后請部分學生到講臺前來進行表演，教師需給予學生積極的肯定與指導。

（設計說明：結合學生的實際學習生活，引導學生理解、掌握并運用所學語言。）step 4.learn to the letter

1.教師把活動4的教學掛圖呈現給學生，讓學生認真看圖，看清每個字母的筆順和所占用的四字格，然后教師播放錄音，讓學生聽清每個字母的發音。

2.之后，教師放錄音讓學生跟讀，進行多種方式的機械操練，幫助學生練習發音。教師借助教學掛圖講解四線格的書寫要求，教學生正確地書寫出這幾個字母，讓學生在空中劃出正確的書寫筆畫，以練習鞏固。

1.教師把活動2的教學掛圖呈現給學生，讓學生仔細看圖，了解活動內容。教師先給學生示范，然后讓學生看圖說話。

2.教師組織學生進行英語書寫比賽：只寫jj, kk, ll.先以小組為單位，然后讓每組推薦一名最優秀的學生到黑板上進行書寫比賽，并評出“小小書法家”，教師對獲勝的小組和同學進行表揚。

（設計說明：練習所學新知，讓學生在積極的學習情感中充分感知和理解新的語言項目。）

教師和學生一起歸納本單元所學的知識點。

（設計說明： 通過讓老師和學生一起歸納、總結本節課的重點內容，培養學生的概括能力，加深學生對本單元知識點的印象。）

1.熟練掌握本單元的單詞和句型。

3.讓學生模仿活動3，編一個新韻句，活動課上讀給大家聽。

（設計說明：這是一個拓展性的練習，目的是讓學生將所學到的知識靈活運用，這樣既可以培養學生的學習能力，又可以使其學以致用。

第五篇：新標準外研版三年級英語上冊全冊備課

新標準外研版三年級英語上冊全冊備課

一、教材分析

一冊教材共同分為11個模塊，內含一個期末分析模塊。每個模塊分兩個單元。一般，第一單元呈現要學習的語言內容，第二提供任務型練習，包括一首歌謠和小詩。歌謠和小詩的學習目的有三，一是培養學生的語感和節奏感，二是提高學生發音準確性，三是通過這些英語國家兒童所熟知的歌謠介紹一定的西方文化。不常用單詞不要求掌握。希望學生結合語用和語詞的基本語義，逐步獲得最基本的運用英語的能力。課文呈現了一些新的語法內容，但不要求講解，更不要求學生掌握，只是要求初步運用這些語句。

二、教學目標

通過學習本冊教材使學生：

1．逐漸形成學習英語的興趣和愛好，形成在真實環境中使用英語進行活動的積極性。

2．能運用英語在日常生活和課堂情景中與老師和同學進行初步交際，如問候他人，家庭和朋友的簡單消息。

3．能參加運用英語組織和開展的日常課堂教學和生活游戲，及其它課內外活動。

4．能聽懂簡單的指令并作出適當的反應，能讀懂簡單的配圖小故事，進行口頭描述，唱一些英語歌曲，背一些小詩和歌謠。

5．養成良好的學習英語的基本方法；形成英語學習的自覺性，和通過英語學習，獲得更多知識的求知欲。

6．養成良好的文明行為習慣，掌握基本的英語交際禮貌策略，全面提高綜合素質。

7．樂于了解英語國家兒童的興趣愛好，以及外國人的一般風俗習慣。

三、提高教學質量的措施

1．創造良好的學習氣氛。

2．在課堂上盡量的使用英語，適當使用漢語。

3．合理確定教學要求。不要求學生自由地說出課文所有內容，甚至不要求能自由地朗讀課文。

4．糾正控制性錯誤，不糾正非控制性錯誤。

5．多表揚多鼓勵。

6．利用錄音帶、多媒體教學課件、掛圖等。

四、教學進度

第一周Module 1Greetings

第二周Module 2Introductions

第三周Module 3Classroom

第四周Module 4Colours

第五周Module 5Numbers 1-12

第六周Rest

第七周Module 6School

第八周MiddleReview

第九周MiddleReview

第十周Mid-term examination

第十一周Module 7Birthday

第十二周Module 8Friends

第十三周Module 9Family

第十四周Module 10Body

第十五周Story Time

第十六周Review Module

第十七周Finalexamination

12月以前完成全冊教學任務。