外研版九年级上册英语Module1-3教案

Module 1 Wonders of the world

Unit 1 It’s more than 2,000 years old.

教学设计

课型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.

教学目标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.

知识与能力 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.

过程与方法 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、态度

与价值观To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.

教学过程

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.

①Crazy feet is a band.

②Becky Wang started a school magazine.

③Da Ming watched the interview on TV yesterday

④Tony 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 S s’ creativity.

作业

布置Collect information about the seven wonders of the world. (Pictures and brief introductions)

板书

设计Unit 1 What is a wonder of the world?

school magazine That’s news to me!

a wonder What’s it a bout?

ancient pyramids listen up

write a composition Any more ideas?/ Anyone else?

do some reviews about… on=about

do an interview with

Module 1 Wonders of the world

Unit 2 The Grand canyon was not just big.

教学设计

课型Reading and writing

教材

分析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.

教学

目标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;

知识与能力 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.

过程方法 1. Interactive approach.

2. To improve Ss reading skills and get them to talk and practise writing by imitating.

情感、态度与价值观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.

教学过程

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.

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) R ead 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.

①When did he get to the Grand

Canyon?

②Why was there nothing to see?

③Where was he facing on the edge of

the Grand Canyon?

④How 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 try

to make them

into a passage. Practise writing and using the language on the basis of imaging and personal experience.

作业

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.

板书

设计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

Module 1 Wonders of the world

Unit 3 Language in use

教学设计

课型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.

教学

目标To review and check the words learned in this module;

To summarise and consolidate tenses learnt before;

知识

与

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.

过程

方法 1. Formal and interactive practice, task-based.

2. Comprehensive ways of practising and consolidating.

情感、

态度与

价值观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.

教学过程

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.

作业

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.

板书

设计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 Public holidays

一、教学内容分析

本模块的话题是谈论公共假期等。语法是一般现在时被动语态。

二、学情分析

谈论公共假期是学生感兴趣的话题。本模块的学习是通过该话题的讨论，学习并掌握一般现在时被动语态的肯定句、否定句、一般疑问句和特殊疑问句。

三、教学目标

1、语言知识目标:

词汇：1）能正确使用下列单词：work,influence,respect,wise,literature, behaviour,cave,freedom,funeral,social,theme,treasure,clever,dead, pleased, alive, southern, state.

2) 理解下列单词：thinker, monthly, outsider, version, historical,

editor, publisher, reviewer.

3）能准确理解并使用下列词组；as far as,not…any more,millions of,

run away, grow up, talk about, be known as/for

语法：一般现在时被动语态。

四、教学重点、难点

重点：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

难点：被动语态的构成和用法，主动语态如何改为被动语态。

五、课时安排

第一课时：Unit 1

第二课时；Unit 2

第三课时：Unit 3

Module 2 Public holidays

Unit 1 My family always go somewhere interesting as soon as the holiday begins 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 b y 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.

Module 2 Public holidays

Unit 2 We have celebrated the festival since the first pioneers arrived in America. 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? Wha t’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.

Module 2 Public holidays

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) 被动语态的构成：be +过去分词

时态在be 体现：am /is /are +done, was / were + done, have/has been +done

被动语态的句型：

肯定句：主语+be +过去分词+（by ~）

否定句：主语+be not +过去分词+（by ~）

一般疑问句：Be+主语+过去分词+（by ~）

特殊疑问句：特殊疑问词+ be+主语+过去分词+（by ~）

2) 被动语态的用法：

I.要表达“被…”、”受…”、“遭…”、“让…”之类的语义。如：

教师很受尊敬—The teachers are well respected.

II.强调动作承受者。如：

他远近闻名—He is known far and wide.

III.不知道或没有必要指出动作的执行者。如：

房子每天都有人打扫__The room is cleaned every day.

3) 主动语态如何改为被动语态：

Children love these songs 主动语态

These songs are loved by children 被动语态

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

Module 3 Heroes

一、教材内容分析：

本模块要求掌握一般过去时和一般将来时的被动语态；学习与体育运动相关的词汇及日常用语等。通过学习，放眼时事，体会体育明星光环背后所付出的勤奋与努力。

二、学情分析：

被动语态共分三个模块讲授，本模块第二次涉及这一内容，可谓承上启下。要求学生在熟练运用各种时态的基础上，将时态与语态相结合，需反复操练。在巩固一般现在时的被动语态的基础上学习一般过去时和一般将来时的被动语态，并为学习现在完成时和情态动词的被动语态作好铺垫。

三、教学目标:

语言知识目标:

(1)词汇：allow/defeat/stand for/against/tough/encourage/medal/record/set up/

first of all/represent/advertisement/coach/regularly/race

(2)日常用语：You’ve got no chance!/What do you reckon?/Don’t let them get to you!/Nice work!

(3)语法：一般过去时与一般将来时的被动语态。

语言技能目标：

听：通过对话与课文等的听力训练，理解简单的体育运动信息。

说：通过对文本等的学习，辅以问答及讨论等形式反复操练，学会简单讲述某名人的成长历程。

读：提高阅读能力，掌握文本精髓。

写：写一篇关于体育明星成长历程的简单报道。

四、教学重点及难点：

(一)掌握与体育运动等相关的词汇、句型及日常用语。

(二)掌握一般过去时与一般将来时被动语态的运用。通过各种题型的反复操练，掌握其与一般现在时的被动语态的不同用法。

(三)简单撰写某体育明星的一段成长经历或成功史。

五、课时安排：

Period 1: Unit 1

Period 2: Unit 1-2

Period 3: Unit 2

Period 4: Unit 3

Period 5: Unit 3

Module 3 Heroes

Unit 1 She trained hard , so she became a great player later

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! 不要让他们影响你,托尼!

get to sb.意思是to make someone feel upset or angry,即"让某人感到烦恼,困扰"。如:

The heat was beginning to get to me so I went indoors.

天气很热,让我开始感到烦躁,所以我回到了屋内。

The smell of her old book really gets to me after a while!

过了一会儿,她的旧书散发出的气味实在让我不舒服。

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.

Module 3 Heroes

Unit 2 There were few doctors ,so he had to work very hard on his own

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 : 一般过去时和一般将来时的被动语态

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.

现在由于刘翔已经世界闻名了,他还会被邀请做广告,拍电影,甚至录唱片。

now that 常常用为一种新的情况或状况做出解释,表示"既然；由于"。如:

Now that Mr Liu has arrived , we can begin our meeting.既然刘先生已经到了,我们就开会吧。

2. Liu was encouraged at first to train as a high jumper.起初,教练支持刘翔练跳高。encourage sb. to do sth.表示"鼓励某人做某事"。在本句中,encourage一词用于被动语态,表示刘翔是"被鼓励"去某事,而不是他"鼓励"别的人去做某事。如:

Ms Wang always encourages us to speak English in class.王老师总是鼓励我们课

上讲英语。

We were encouraged to learn foreign languages at school.学校鼓励我们学习外语。

3. It was set up in 2001 to help young sportsmen and sportswomen.

它(特殊项目)建立于2001年,用来帮助年轻运动员。

set up表示"建立,设立;创办(组织,企业);制定(计划等)如:

She plans to set up her own business.她计划企业办自己的企业。

We need to set a meeting to discuss the plan.我们需要开个会来讨论这个计划。

4. Grammar : 一般过去时和一般将来时的被动语态

英语的语态是通过动词形式的变化表现出来的。英语中有两种语态：主动语

态和被动语态。主动语态表示主语是动作的执行者。例如：

Many people speak Chinese.

谓语：speak的动作是由主语many people来执行的。

被动语态表示主语是动作的接受者，即行为动作的对象。例如：

Chinese is spoken by many people.主语Chinese是动词speak的接受者。

1)一般过去时的被动语态构成：

was/were＋p.p.（过去分词）eg:

Liu Xiang was helped by a special programme.

Liu Xiang’s races were recorded.

2)一般将来的被动语态构成：

shall/will be＋p.p.（过去分词）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.

Module 3 Heroes

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 : 一般过去时和一般将来时的被动语态

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 : 小结一般过去时和一般将来时的被动语态

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.

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