最新外研版九年级英语上册教案(全一册 共91页)

九年级英语上册教案（全一册共91页）

目录

Module 1Wonders of the world

Unit 1It's more than 2，000 years old.

Unit 2The Grand Canyon was not just big.

Unit 3Language in use

Module 2Public holidays

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

Unit 2We have celebrated the festival since the first pioneers arrived in America.

Unit 3Language in use

Module 3Heroes

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

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

Unit 3Language in use

Module 4Home alone

Unit 1I can look after myself，although it won't be easy for me.

Unit 2I became so bored with their orders that I wished they would leave me alone. Unit 3Language in use

Module 5Museums

Unit 1Don't cross that rope!

Unit 2If you ever go to London，make sure you visit the Science Museum.

Unit 3Language in use

Module 6Problems

Unit 1If I start after dinner，I'll finish it before I go to bed.

Unit 2If you tell him the truth now，you will show that you are honest.

Unit 3Language in use

Module 7Great books

Unit 1We're still influenced by Confucius's ideas.

Unit 2It is still read and loved.

Unit 3Language in use

Module 8Sports life

Unit 1 Daming wasn't chosen for the team last time.

Unit 2He was invited to competitions around the world.

Unit 3Language in use

Module 9Great inventions

Unit 1Will computers be used more than books in the future?

Unit 2Will books be replaced by the Internet?

Unit 3Language in use

Module 10Australia

Unit 1I have some photos that I took in Australia last year.

Unit 2The game that they like most is Australian football.

Unit 3Language in use

Module 11Photos

Unit 1He's the boy who won the photo competition last year!

Unit 2The photo which we liked best was taken by Zhao Min.

Unit 3Language in use

Module 12Save our world

Unit 1If everyone starts to do something，the world will be saved.

Unit 2Repeat these three words daily：reduce，reuse and recycle

Unit 3Language in use

Module 1Wonders of the world

Unit 1It's more than 2，000 years old.

【教学思路】

本单元的教学内容是第一模块中的第一单元，通过提供必要的图片、背景等为学生创造一个全新的语言氛围。首先，学生们刚刚假期归来，通过询问他们“假期去过哪里？”“在那儿做过什么？”和“新学期的打算是什么？”导入新课。以学生感兴趣的话题开篇，重点在于培养学生的学习兴趣。因此，教师并未对书上的图片进行讨论，而是从自然景观和人造景观谈起，帮助学生为第一部分的听力做了充分的准备，使得他们在听时能快速地抓住细节成为可能。

【教学准备】

黑板，录音机，单词卡片，教学图片，多媒体，配套的资料，配套的巩固练习册等。

【教学过程】

Step 1 Warming up & Leading in

1．师生问候。

2．师生对话，谈论假期生活。如：

新学期开始，学生又见面了。教师给几分钟的时间让他们谈论假期的生活和对新学期的展望。

T：Boys and girls，new term is coming.What did you do during the summer vacation？Where did you go？Let's talk about them.

The teacher asks some students to talk about their summer vacations and gives some help if necessary.

T：OK.Everyone had a good time on vacation.What are your new term's resolutions?

(引导学生回答：I'm going to get good grades.)

活动小结：新学期开始，教师通过让学生自由谈论假期生活和新学期的计划导入新课，活跃了课堂气氛，也能让学生比较迅速地进入到课堂状态中，调动他们的学习积极性，从而消除了第一节课的紧张感。

Step 2 Presentation & Practice

1．Listening and vocabulary(1—2)

(1)教师首先向学生提问，让学生说说关于中国的伟大奇观，引出The Great Wall，The Terracotta Army，The Three Gorges Dam等等。教师依次出示关于这些伟大奇观的图片或者播放视频，让学生感受这些奇观的伟大之处，感受祖国的大好河山。

(2)最后让学生对以上的伟大奇观进行分类，并提出分类的标准：natural，manmade，ancient，modern。

(3)教师对于涉及的单词和词组进行讲解和操练。

①army军队；陆军；团体；野战军，复数形式为armies。

①natural形容词，意为“自然的”，名词形式为nature。

①manmade作形容词用，就是“人造的(非自然的)”意思，man为名词，修饰后面的made(形容词)，要用连字符“－”。

①ancient，modern两个词互为反义词，均为形容词，ancient古代的；modern现代的。

①wonder

adj.奇妙的；钦佩的；远超过预期的

n．惊奇；奇观；奇人；奇迹

vt.对……感到好奇；惊奇；感到诧异；想弄明白

(4)教师分别拿出关于The Terracotta Army，The Three Gorges Dam，The Giant's Causeway，Victoria Falls的图片，让学生辨认，说出英文名字，对这些中外的伟大奇迹进行认识巩固。最后让学生完成活动1。

(5)教师让学生看教材上活动1、2中的图片，完成活动2的问题。

2．Listening and vocabulary(3)．

(1)教师先播放录音，让学生听录音思考下面几个问题：

Q1：Are natural wonders more interesting than manmade ones？Why?

Q2：Is the Giant's Causeway a natural wonder?

Q3：Can you tell me something about the Giant's Causeway，Victoria Falls，the Terracotta Army and the Three Gorges Dam?

Q4：Is Victoria Falls a manmade wonder?

Q5：What manmade wonders are mentioned in the dialogue?

(2)教师让学生简略回答后，再次播放录音，和学生一起验证答案。

(3)教师带领学生一起学习对话中的知识点。

①discussion名词，“讨论”，动词形式为discuss。

①eastern形容词，“东方的”，可作定语。

①That sounds great，though I think Victoria Falls in Africa is even more fantastic.

a．sound为系动词，意为“听起来”，后面可以直接跟形容词作表语。

b．though的用法：它可以放在句首，也可以放在句末，用作连词，表示“虽然”；用作副词的时候，表示“可是”，一般置于句末。

①But in my opinion，manmade wonders are more exciting than natural ones.

in my opinion＝from my perspective＝in my view＝personally“我认为，在我看来”。more…than…“比……更……”，more用来表示比较级。

①Now，who'd like to call first?

would like sb to do sth想让某人去做某事

(4)教师再次播放录音，让学生再次听录音。让学生仔细听录音，注意重要单词的语音和语调。

对于比较长的句子，让学生多听几遍，注意长句子的断句和连读，让学生跟读几遍。教师播放录音的时候，注意是一句一句的播放，让学生来试着跟读。最后让学生四人一组，分角色朗读对话。

(5)在学生表演完对话后，教师读句子，让学生集体回答句子对错。

a．Tony thinks the Giant's Causeway is the largest natural wonder.

b．Lingling thinks Victoria Falls is more fantastic than the Giant's Causeway.

c．Betty and Daming are more interested in manmade wonders.

d．For Daming，the Three Gorges Dam is more fantastic than the Terracotta Army.

3．Listening and vocabulary(4—5)

(1)教师提出活动4的四个问题让学生依次回答。待学生回答完毕后，教师还可以拓展出更多的问题让学生根据所了解的情况进行回答。最后让四名学生分别就“The Terracotta Army，The Three Gorges Dam，The Giant's Causeway.Victoria Falls”四个伟大的奇观做汇报。

(2)教师先让学生自己完成活动5，用给出的单词完成句子，最后和学生一起核对答案。

活动小结：通过回答问题和完成活动，让学生进一步了解所学习的内容。

Step 3 Pronunciation & Speaking

1．Listen and mark the pauses.

(1)教师播放录音，让学生自己听句子，边听句子，边在书上标出停顿的地方。

(2)让学生再听一遍录音，边听边跟读句子，并注意停顿。

(3)教师再次播放活动3的对话，让学生感受句子的语音、语调和停顿，感受英语读句的独特的韵律，让学生慢慢能感受到英语读句的停顿习惯。

2．Work in pairs.Make a list of wonders of the world.Say which one you would like to visit and why.

(1)教师提出问题，让学生四人一组分别讨论，说说自己最想参观的伟大奇观是什么，说说它有哪些有趣的地方，为什么吸引你。

(2)教师让学生根据活动1—5，总结出描述伟大奇观需要用到的形容词和句型。

形容词：natural，modern，interesting，fantastic，great，manmade，ancient，huge，wonderful，beautiful

句型：Which wonder of the world would you like to visit?

I'd like to … because …

I think …

In my opinion，…

I'm not sure I agree with you.

(3)教师最后选学生代表进行汇报。

活动小结：通过让学生归纳句式和词汇，最后利用这些句式和词汇进行语言输出，锻炼学生的逻辑思维能力。

Step 4 Homework

1．Memorize the words，main phrases and sentences in this unit.

2．Make a survey about your parents what great wonders they would like to visit most.

3．Finish all the relevant exercises.

【板书设计】

Unit 1It's more than 2，000 years old.

Main phrases：

join in，agree with，most of，on the eastern coast，in one's opinion，more than，at the top，millions of，be interested in

Main sentences：

1．I think natural wonders are more interesting than manmade ones.

2．I've never seen it，so I'm not sure I agree with you.

3．It's about 1，700 metres wide and 100 metres high.

4．You can hear the loud noise a few kilometres away.

5．Now，who'd like to call first?

Unit 2The Grand Canyon was not just big.

本单元的教学内容是第一模块中的第二单元，通过提供必要的词汇、背景等为学生创造一个全新的语言氛围。因此，让学生用所给的单词讨论自己所知道的令人叹为观止的景观能激发学生对本单元知识的学习热情，并利用幻灯片放映有关自然景观的图片，再通过让学生根据短文内容完成3、4部分的练习，从而使其更好地掌握阅读部分内容。

【教学准备】

黑板，录音机，多媒体，教学图片，阅读材料．教学课件，单词卡片，巩固小练习等等。

【教学过程】

Step 1 Warming up & Leading in

1．师生问候。

2．教师让几名学生做报告，来说说关于他们调查自己的父母最想去游览世界上哪些伟大奇观的情况。并说出他们父母的理由。如：

My father would like to visit the Great Wall because he thinks it is the most wonderful wonder in the world.It is the symbol of China.It is the greatest manmade wonder of hardworking Chinese people …

My mother is interested in the Three Gorges Dam，because she thinks …

活动小结：通过让学生做报告，为本单元的学习打下基础。

Step 2 Presentation & Practice

1．Reading and vocabulary(1—2)

(1)教师在黑板上列出活动l中的单词。

(2)教师让学生两人一组，谈论一个他们感兴趣的自然奇观，并用上述的单词完成对话。学生在讨论的过程中，可以随时用笔写下长的句子备用。

(3)教师出示图片，让学生看图片，尝试着用学过的描述性形容词对The Grand Canyon 进行描述，最后让学生表明自己的观点。

(4)教师和学生一起学习阅读短文中出现的词汇和句型。

①beside prep.在……旁边(＝near to/next to)

There is a lamp beside the bed.床的旁边有一盏灯。

①below表示“在……下面”的意思时，指处于比某物低的位置，不一定在某物的正下方。它的反义词是above。

①nearly副词(almost，very nearly)，表示“几乎、差不多”。

①remain用作连系动词，指某人或某事物仍保持某种状态，意为“仍然；依旧”，“留；呆；住；待”，后面可接名词、代词、形容词、介词短语、分词作表语。

用作不及物动词，意思是“剩下；剩余；遗留”，此时不能用进行时态，也没有被动语态。

①有关look的动词词组：look across(扫视；调查，分析，研究)，look over(从

上面看过去；查看，细看)，look down(向下看；看不起)，look like(看起来像)。

①When I arrived，it was early morning and it was raining.

此句中含有一个过去进行时，表示在过去某个时刻正在进行的动作。通常与when引导的时间状语连用。

①There was nothing to see，but I knew it was there.虽然什么都看不到，但是我知道它就在那里。

本句中含有but，作并列连词用，表示前后转折关系。所以如果句子中有了but，则不能出现表主从关系的although。

①You'll get there in five minutes.

本句含有一般将来时，“in five minutes”是表将来的时间状语，意思为“五分钟后”。

(5)教师播放阅读文章部分的录音，让学生认真听录音，并标出自己发音与录音不同的单词。

2．Reading and vocabulary(3—4)

(1)Choose the correct answer.

让学生根据活动2中的文章，两人或几人一组进行讨论活动3中的题目，选出正确的答案。最后让2～3名学生汇报讨论结果。

(2)Complete the passage with the words in the box.

让学生读短文了解短文的大概意思。了解这段文字是讲关于The Grand Canyon的一些信息，根据活动2中的阅读短文，参考所给的单词，完成短文填空。完成后让学生自读一遍。看看整篇短文是否顺畅。学习完阅读短文进行短文填空就比较容易了。最后让全体学生一起核对答案。

活动小结：锻炼学生听、说的能力和对所学知识的归纳能力。

Step 3 Consolidation & Writing(5—6)

1．Complete the table with facts about a natural or manmade wonder of the world.

小组讨论自然景观和人造景观的不同，并写出自己感兴趣的景观，完成表格。在讨论景观的同时要注意以下几个方面的信息：name，location，interesting facts。

2．Write sentences and describe how you felt when you visited the wonder.

(1)根据活动6中的提示，写自己感兴趣的景观，描述自己参观时的感受。

(2)完成写作后，教师让学生两人一组互改对方的作文，然后集体纠正作文中出现的错误。

(3)最后教师让几名学生读自己改后的作文，看看谁的作文写得最好。

活动小结：通过讨论，能更好地确定所写景观的相关内容。最后进行写作，锻炼学生的写作能力。

Step 4 Homework

1．Write a passage and use the sentences you have written in Activity 6 to help you.

2．Memorize the words，main phrases and sentences in this unit.

3．Finish all the relevant exercises.

【板书设计】

Unit 2The Grand Canyon was not just big.

Main phrases：

get out of，go through，look over，far below me，fall away，look down，on top of，at the bottom of，look like

Main sentences：

1．When I arrived，it was early morning and it was raining.

2．I got out of the car，went through a gate and walked along a dark path.

3．There was nothing to see，but I knew it was there.

4．You'll get there in five minutes.

5．I looked over them，but it was silent and there was no sign of it.

Unit 3Language in use

【教学思路】

本单元的教学内容是第一模块中的第三单元。首先，为了激发学生的积极性和提高学生综合运用语言的能力，让学生以小组的形式复习六种时态的用法及句型。然后，利用多媒体和对话等多种形式，引导学生积极参与课堂活动。最后，让学生运用本模块所学的重要词汇的正确形式补全句子。

【教学准备】

黑板，录音机，多媒体，教学图片，巩固练习的幻灯片等等。

【教学过程】

Step 1 Warming up & Leading in

1．师生问候。

2．利用图片或多媒体，分小组展示并复习六种时态的句型及用法。

利用多媒体呈现含有六种时态的句子，让学生翻译。

(1)I visited the Giant's Causeway two years ago.

(2)It produces electricity for millions of people in China.

(3)I've never seen it，so I'm not sure I agree with you.

(4)I looked into the east—the sky was becoming grey.

(5)You'll get there in five minutes.

(6)Am I going the right way?

活动小结：通过图片，形象地区分六种时态的句型及用法，激发学生的学习兴趣。

Step 2 Presentation & Practice

1．Language practice(1—3)

(1)教师让学生看活动l中的第一组句子，让学生说说两个句子的不同。

a．I often play basketball.(一般现在时)

b．I am playing basketball now.(现在进行时)

一般现在时：表示通常性、规律性、习惯性的状态或者动作(有时间规律发生的事件)的一种状态。

现在进行时：现在进行时表示正在发生或进行的动作。现在进行时表示动作发生的时间是“现在”，动作目前的状态是“正在进行中”。所谓“正在进行中”，是指在谈到这件事的时候，这个动作还在进行中。至于它是什么时候开始的，什么时候会停下来，不是我们关心的。所以“正在进行时”的事件，可能发生几年了，也可能只有几分钟。“仍在进行中”是“现在进行时”的关键所在。它是一件持续进行的事情。

(2)教师再让学生看第二组句子的区别，说说他们的判断依据。

a．She has gone to the Great Wall.

b．She has been to the Great Wall.

“has/have gone to”和“has/have been to”的区别：“have/has gone to”去了，说明是去了某地；“have/has been to”去过，说明某人去过某地，而现在已回来或在说话地。

(3)教师让学生观察第三组句子，说出时间状语和时态的不同。

a．They had an English class yesterday.

b．They were having an English class at nine o'clock yesterday morning.

一般过去时：一般过去时表示过去某时发生的动作或单纯叙述过去的事情，强调动作。过去时常与具体时间状语连用，a句中有时间状语“yesterday”，很明显能判断出是一般过去时。

过去进行时：过去进行时表示过去某时某刻正在进行的动作(不强调是否完成)。b句中有时间状语“at nine o'clock yesterday morning”，说明是时间点，能判断出是过去进行时。

(4)教师让学生再看第四组句子的区别，举出几个相似的例句。

a．He is doing an interview.(现在进行时)

b．He has done an interview.(现在完成时)

现在进行时：现在进行时表示正在发生或进行的动作。现在进行时表示动作发生的时间是“现在”，动作目前的状态是“正在进行中”。所谓“正在进行中”，是指在谈到这件事的时候，这个动作还在进行中。至于它是什么时候开始的，什么时候会停下来，不是我们关心的。所以“正在进行时”的事件，可能发生几年了，也可能只有几分钟。仍在进行中是“正在进行时”的关键所在。它是一件持续进行的事情。

现在完成时：现在完成时表示到说话时为止(或到现在为止)已经发生或完成了(不一定结束)的动作或状态。过去某一时间开始并一直持续到现在并且有可能还会持续的动作或状态。

(5)教师先让学生读第五组句子，两人一组讨论句子的差别。然后请学生说出它们的差别。

a．We are drawing a picture of Victoria Falls now.(现在进行时)

b．We will draw a picture of Victoria Falls.(一般将来时)

一般将来时：一般将来时表示将来某一时刻发生的动作或存在的状态，或将来某一段时间内经常的动作或状态，常常和表示将来的时间状语连用。如：tomorrow(明天)，next week(下周)，in the future(将来)等。一般将来时由“助动词shall(第一人称)，will(第二、三人称)＋动词原形”构成。美国英语则不管什么人称，一律用“will”。另外“be going to”也可以表示一般将来时。

(6)教师让学生完成活动2和3，巩固对六种语法的理解。活动2和活动3先让学生自己独立完成，然后小组讨论，对于活动2和活动3中出现的语言点可以提出来一起讨论，如果解决不了可以向教师提问。然后全班一起共同核对答案。

2．Language practice(4—6)

教师可以让学生和其前后桌的学生互换表格，了解更多学生曾经游览过的世界奇观，了解更多关于世界奇观的知识，拓展学生的视野。

(2)教师让学生独立完成活动5和6，完成后一起核对答案。同时也完成了对第1和2单元的词汇的巩固。

(3)对于活动5和6中出现的语言点，让学生以组为单位进行讨论，解决不了的提问教师，最后全班一起解决。

3．Language practice(7—8)

(1)教师让学生看7中的图片，然后分别让学生自主发言，谈谈对这三幅图片的认识。

(2)播放录音，让学生看图片在书上给图片标号。然后教师分别再简略介绍一下这三幅图片：Mount Qomolangma，The Great Pyramid at Giza，The Empire State Building。

(3)教师再次播放录音，让学生听录音，完成活动8中的表格填写。教师提醒学生在听音的过程中要注意从三个方面听音。

(4)教师第三次播放录音，让学生核对答案。并且读含有答案的句子。

(5)最后让三名学生根据活动7，活动8所给的信息，分别用自己的语言介绍：Mount Qomolangma，The Empire State Building，The Great Pyramid at Giza。

4．Language practice(9)

(1)教师让学生两人一组讨论至少三个所游览过或者所了解的世界上的奇观。

(2)学生讨论完成后选几组代表表演对话。

(3)教师对表现好的小组予以表扬。

活动小结：通过自由讨论，锻炼学生的语用能力。

Step 3 Module task：Make a poster about a wonder of the world

1．教师让学生四人一组，先让学生决定要做的海报的内容。

2．再让学生尽量从各个渠道搜集海报要展示的奇观的信息，内容要涵盖：

Why should people visit the wonder?

What will people see there?

How can people get there?

How much does it cost to visit the wonder?

When is the best time to visit the wonder?

Some information about the wonder.

3．最后再让学生选择一幅具有代表性的图片贴在海报上。

4．教师让学生把海报张贴到黑板上，让学生集体投票选出制作最好的海报。

活动小结：通过制作海报．综合学生所了解的信息，让学生学以致用。

Step 4 Homework

1．复习六种时态，完成配套练习。

2．课后读Around the world，了解“Stonehenge”。

3．让学生课后上网或者看书，来了解更多的世界上的伟大奇观。

【板书设计】

Unit 3Language in use

I visited the Giant's Causeway two years ago.

It produces electricity for millions of people in China.

I've never seen it，so I'm not sure I agree with you.

I looked to the east—the sky was becoming grey.

You'll get there in five minutes.

Am I going the right way?

Module 2Public holidays

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

【教学目标】

本单元的教学内容是第二模块中的第一单元，通过提供必要的词汇、背景等为学生创造一个新的语言氛围。因此，教师并未让学生对书上的图片进行讨论，而是由“Labour Day”谈起，帮助学生为第一部分有关劳动节的听力材料作充分的准备，使得他们在听时快速地抓住细节信息成为可能。通过介绍节日背景，激发学生的兴趣，由此引入听力，顺利地完成了对特定的听力信息的捕捉。

【教学准备】

黑板，录音机，卡片，多媒体等。

【教学过程】

Step 1 Warming up

1．师生问候。

2．师生对话，谈论节日。如：

T：How many holidays do you know in China？What are they?

S．… (学生说出自己知道的节假日)

T：What are public holidays?

S：…

活动小结：通过让学生自由谈论节日导入新课，活跃了课堂气氛，也让学生比较迅速地进入到状态中，调动了他们的学习积极性。

Step 2 Presentation

1．学习新单词。

根据教学图片和单词表上的音标学习新词，引出有关的知识。

如：(1)学习新词“旗，旗帜”时，用多媒体放映出我国的国旗，引出“flag”。

(2)用多媒体展示出英国的旗帜，引出大不列颠联合王国(英国)。

(3)由动词find“找到，发现”，引出其过去式“found”，但在此强调“found”为动词，意为“创立，创建”。

(4)由句子：There are four seasons in a year.引出新词：season，可数名词“季节”。

(5)由基数词“four，six，seven，ten”引出序数词“fourth，sixth，seventh，tenth”。

(6)注意“eight，nine，twelve，twenty”变序数词的变化形式为：eighth，ninth，twelfth，twentieth。

2．操练单词。

(1)给学生几分钟时间记单词，然后把带有单词的卡片拿出来让学生依次拼读。

(2)教师可以把学生分成几组进行单词拼读比赛。

活动小结：对于九年级的学生来说，因为已经有一定的英语基础，通过拼读音标，再配上图片，更能形象地记忆单词。然后找几名学生分组比赛记单词，以巩固记忆。同时利用多种形式教学可以调动他们的学习热情。

Step 3 Practice & Listening

1．Look at the picture and answer the questions.

T：Let's look at the picture.What did you see?

Let's describe it by answering the two questions.

Q1：Which public holiday are people celebrating?

Q2：When is this holiday in China?

请几名学生分别朗读自己写下的描述图片的句子，然后让其他学生判断描述的句子是否准确和有无语法错误。

2．Complete the sentences，listen to the tape and check the answers.

(1)让学生回答中国、美国、英国的劳动节是什么时间。

(2)教师播放教材上的录音，让学生认真听两遍录音，然后提问学生关于录音的具体内容。

(3)让学生分组，参考示范给出每个答案的可能的问题的问法，看哪组学生给出的问题最多。

活动小结：通过听力训练，锻炼了学生听的能力，也让他们进一步熟悉了劳动节在三个国家的不同时间。

Step 4 Reading

1．Let students listen to the dialogue and pay attention to the words' pronunciation.

(1)教师播放对话部分的录音，让学生仔细听录音，注意重要单词的语音和语调。

(2)对于比较长的句子，让学生多听几遍，注意长句子的断句和连读，同时也让学生跟读几遍。

2．Let students translate the dialogue.

教师让学生四人为一组，给出几分钟的时间，让学生以组为单位来读对话并对对话进行逐句翻译，教师确定每句的最佳翻译。

3．Act out the dialogue in Activity 3.

教师选几组学生分角色表演对话，锻炼学生的口语表达能力。

活动小结：找几组学生分角色表演这个对话，使学生进入到情境中，更好地理解课文。同时也锻炼他们的口语表达能力。

Step 5 Discussion & Consolidation

1．Make a survey.

(1)让学生根据Activity 3中的对话，两人或多人一组进行讨论，并完成后面的表格。

2.Ask students to complete the sentences with the correct form of the words in the box.Then check the answers.

Keys：(1)vacation (2)flags (3)founded (4)activities

活动小结：让学生自己先做，然后再校正答案，使学生能更好地理解原句，灵活掌握所学知识。

Step 6 Pronunciation & Speaking

1．让学生听Activity 5中材料学习序数词的发音及构成，让学生一边听一边跟读。

2．在学会读序数词和月份的基础上再学习日期的读法。

活动小结：本部分主要是教师提示，学生自读，让学生能很好地掌握日期的读法。

Step 7 Homework

1．Present the Chinese public holidays to the whole class.

2．Memorize the words，main phrases and sentences in this unit.

3．Use expertly everyday English.

【板书设计】

Unit 1My family always go somewhere

interesting as soon as the holiday begins.

Main phrases：

a threeday holiday，the end of，have one day off，all kinds of，take a vacation，have a picnic，have great fun，watch s

b play music，as soon as

Main sentences：

1．Our national day is Independence Day.It's on 4th July.

2．… we only have one day off.

3．And my family always go somewhere interesting as soon as the holiday begins.

Unit 2We have celebrated the festival since the first pioneers arrived

in America.

本单元的教学内容是第二模块中的第二单元，通过提供必要的词汇、背景等为学生创造一个全新的语言材料的氛围。介绍节日背景，能激发学生的兴趣，由此引入听力，顺利地完成捕捉特定的听力信息的任务。

在语言输出方面，让学生自由朗读，有重点地帮助他们解决发音问题。在学生进一步地熟悉了课文内容之后，让他们完成后面的表格，巩固其对课文的理解。让学生在轻松的环境下获取知识，充分调动他们的学习积极性。

【教学准备】

黑板，录音机，多媒体等。

【教学过程】

Step 1 Warming up

1．师生问候。

2．幻灯片放映与感恩节有关的图片，循序渐进地让学生对感恩节有所了解，导人本课知识的学习。

活动小结：通过图片让学生了解节日，可以提高学生参与的积极性，同时激起学生的学习热情。

Step 2 Presentation

1．学习新单词。

根据图片和单词表上的音标学习新单词，引出相关的词汇知识。

如：(1)学习新词“谷物，玉米”时，用多媒体放映出玉米的图片，引出corn。

(2)由介词between“在……(两者)之间”，引出新词among“在……(多者)之间”。

(3)用幻灯片展示出一张正在演说的图片，引出新词speech。

(4)用多媒体展示学生正在种树的图片，引出新词grow，动词“种植，栽培”。

2．操练单词。

(1)给学生几分钟时间记单词，然后教师把带有单词的卡片拿出来让学生依次拼读。

(2)教师可以把学生分成几组进行单词拼读比赛。

活动小结：对于九年级的学生，因已经有一定的英语基础，会用音标的形式拼读，再配上图片展示，能更形象地加深对单词的记忆。找几名学生比赛记单词，以巩固记忆。多种形式的教学能调动他们的学习热情。

Step 3 Reading & Listening

1．Let students look at the picture on page 12 and talk about it in pairs.Choose one or two pairs to introduce the picture to all the students.

2．Read the passage and match the headings with the paragraphs.

3．Listen to the tape and check the pronunciation.

(1)教师播放教材上短文的录音，让学生认真听一遍录音，并标出自己发音与录音不同的单词。

(2)然后再播放一遍录音，注意是一句一句地播放，让学生来试着跟读并纠正自己的发音。

4．Let the students translate the dialogue.

(1)教师让学生四人为一组，给几分钟的时间，让学生以组为单位来读文章并进行逐句翻译，确定每句的最佳翻译。

(2)让每组学生分别对句子进行翻译，然后教师给出自己的意见，选出最佳翻译方案，对翻译得最恰当的小组予以表扬。

5．Find out the language points and practice them.

让学生进行小组讨论，找出文中出现的知识点，用所找出的知识点造句。

活动小结：通过听录音，锻炼了学主听的能力；多跟读，加强他们的语感、语速，也进一步熟悉了与感恩节有关的知识。

Step 4 Discussion & Consolidation

1．Complete the table in Activity 3.

(1)让学生根据Activity 2中的文章，两人或几人一组进行讨论，并完成后面的表格。

(2)然后，让2－3名学生汇报讨论结果。

2．Ask students to complete the passage with the correct form of the words in the box.Then check the answers.

(1)pioneer(2)corn(3)plenty(4)among(5)lay(6)dishes

活动小结：学生自己先做，然后再校正答案，使学生能更好地理解原句，灵活掌握所学知识。

Step 5 Writing

Ask students to answer the questions in Activity 5 to think about some unforgettable festivals they have enjoyed.

小组讨论活动5给出的问题，并根据讨论结果确定要写的节日的时间、原因、所做的事情、和谁一起度过以及有什么特色食物等。

活动小结：通过讨论，能更好地确定所写节日的相关内容。

Step 6 Homework

1．Write a passage about the https://www.wendangku.net/doc/c017581424.html,e the answers in Activity 5 to help you.

2．Present the passage about the Thanksgiving Day to the whole class.

3．Memorize the words，main phrases and sentences in this unit.

【板书设计】

Unit 2We have celebrated the festival since the

first pioneers arrived in America.

Main phrases：

give thanks to，in the seventeenth century，as well，plenty of，enjoy oneself，lay the table，at the beginning

Main sentences：

1．People make short speeches and give thanks for their food.

2．We have celebrated the festival since the first pioneers from England arrived in America by ship in the seventeenth century.

3．The local people，the Native Americans，taught the pioneers how to grow corn.

4．The following year they celebrated together by eating a dinner of the new food.

5．We live in New York City，and we go to watch the Macy's Thanksgiving Day Parade.

6．Football is also important at Thanksgiving …

Unit 3Language in use

【教学思路】

本单元的教学内容是第二模块中的第三单元。首先，为了激发学生的积极性和提高学生综合运用语言的能力，以小组的形式复习时间状语从句的连词及用法和句型。然后，利用多媒体和多种对话形式，引导学生积极参与课堂活动。最后，让学生运用所学连词写出正确的句子。

【教学准备】

黑板，录音机，多媒体等。

【教学过程】

Step 1 Warming up

1．师生问候。

2．利用图片或多媒体，分小组展示并复习时间状语从句的连词和相关用法。

活动小结：通过图片，让学生形象地理解时间状语从句的用法，激起学生的学习兴趣。

Step 2 Presentation

1．利用多媒体呈现几组时间状语从句的句子，让学生翻译。

2．Ask students to finish Activity 1.

Step 3 Practice

1．根据Activity 2的对话内容和提示，让学生补全对话。并让学生分角色表演对话。

2．利用Activity 3的问题，进行小组活动，练习时间状语从句中连词的用法。

3．利用Activity 4中所给出的连词，补全段落。

活动小结：利用多种形式的练习复习时间状语从句中连词的用法，充分调动了学生的学习积极性。

Step 4 Reading

1．Let students read the passage and complete the passage with the expressions in the box by themselves in Activity 5.

Keys：(1)the end of(2)spend some time(3)get together (4)have a picnic(5)as well(6)take a vacation

2．教师让学生四人为一组，给出几分钟的时间，让他们以组为单位来读文章并进行逐句翻译，确定每句的最佳翻译。

活动小结：让学生独立补全短文，然后以小组为单位翻译短文，既锻炼了他们的独立能力，又发挥了小组合作精神，使学生为了小组的荣誉会更加细心、认真，从而激发他们的学习热情，锻炼了他们读的能力。

Step 5 Discussion & Consolidation

让学生先完成Activity 6中的小对话，再根据小对话，两人一组练习小对话。

活动小结：通过练习，熟练掌握日常用语。

Step 6 Homework

让学生运用目标语言及日常用语编对话，谈论自己最喜欢的节日。

【板书设计】

Unit 3Language in use

Main sentences：

1．It's better to be early …

2．Don't you want to make a wish for the New Year …？

3．They do not know that it is their parents who put the presents at the end of their beds when they are sleeping.

4．Enjoy yourself!

Module 3Heroes

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

【教学目标】

【教学思路】

本单元的教学内容是第三模块中的第一单元，通过提供必要的词汇、背景等为学生创造一个全新的语言材料的氛围。让学生在表演对话的同时记住对话中出现的日常交际用语和学过的时态句型。让学生在轻松的环境下获取知识，并能调动他们的学习积极性。

【教学准备】

黑板，录音机，卡片，多媒体等。

【教学过程】

Step 1 Warming up

1．师生问候。

2．师生对话，谈论自己喜欢的偶像明星。如：

T：I think you all have your favorite star，right?

S：Yes.

T：Who is your favorite actor?

S1.…

活动小结：通过学生自由谈论自己喜欢的偶像明星导入新课，活跃了课堂气氛，也能让学生比较迅速地进入到学习状态中，同时调动他们的学习积极性。

Step 2 Presentation

1．学习新单词。

根据单词表上的音标学习新词，引出有关的知识。

(1)用多媒体展示一张出国的图片，引出新词，abroad副词，“在国外，到国外”。

(2)连词whatever“不管什么”，引导让步状语从句。

(3)学习新词amazing“惊人的，极好的”。

(4)助动词will“将要，将会”用于一般将来时。引出新词性，名词，“意志，决心”。

(5)用多媒体展示胜利的图片，从而引出新词victory“获胜，胜利”。

2．操练单词。

活动小结：对于九年级的学生，因已经有了一定的英语基础，通过自己用音标的形式拼读，能加深对单词的记忆。

Step 3 Practice & Listening

1．Look at the picture and answer the questions.

T：Let's look at the picture.What can you see?

Let's describe it by referring to the two questions.

Q1：Can you tell me who she is?

Q2：Why is she famous?

请几名学生分别写下描述图片的句子并读出来，然后让其他学生判断所描述的句子的准确性和有无语法错误。

2．Listen to the tape and check the answers.

(1)教师播放教材上的录音，让学生认真听录音两遍，回答Activity 2中的问题。

(2)教师再让学生看书上关于听力的问题，然后再播放一遍录音，让学生核对答案。

活动小结：让学生多听、多跟读，加强其语感、语速，培养其语流、语调。听、读完后以问题的形式把对话再次展现，让学生更能理解对话内容。

Step 4 Reading

1．Let students listen to the dialogue and pay attention to the words' pronunciation.

教师播放对话部分的录音，让学生仔细听录音，注意重要单词的语音和语调。

2．Let the students translate the dialogue.

(1)教师让学生四人为一组，给出几分钟的时间，让学生以组为单位来读对话，并对对话进行逐句翻译，最后确定每句的最佳翻译。

(2)让学生分角色读对话，让每组学生分别对句子进行翻译，教师给出自己的意见，选出最佳翻译方案，对翻译最恰当的小组予以表扬。

当学生翻译对话遇到困难时，教师应及时给予帮助和指导。

3．Act out the dialogue in Activity 3.

教师选几组学生分角色表演对话，锻炼学生的口语表达能力。

活动小结：找几组学生分角色表演这个对话，使学生进入情境中，能更好地理解对话。同时也锻炼了学生的口语表达能力。

Step 5 Discussion & Consolidation

1．Complete the table.

让学生根据Activity 3中的的对话，两人或几人一组进行讨论，并完成后面的表格。

2．Ask students to complete the sentences so that they are true for Deng Yaping.

(1)She says she is not ____________________________________________.

(2)She has a very _______________________________________.

(3)She helped __________________________________

(4)Whatever she does，she _________________________________.

3．Ask students to complete the passage with the correct form of the words in the box.Then check the answers.

(1)attended(2)abroad(3)cleverer(4)will(5)victory

活动小结：通过图表形式，一目了然地把与邓亚萍有关的事迹展现出来。

Step 6 Pronunciation & Speaking

1．听Activity 6中的句子，让学生边听边标出停顿的位置。

2．再听一遍对话，边听边跟读，并注意停顿。

3．Let students talk about their heroes in pairs.

活动小结：学生自己先做，然后再集体校正答案，这样能使学生能更好地理解原文，灵活掌握所学知识。

Step 7 Homework

1．Memorize the words，main phrases and sentences in this unit.

2．Tell something about your hero to your parents.

【板书设计】

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

Main phrases：

tell sb. about sb/sth.，give up，as well as，start doing sth.

Main sentences：

1．She's my hero because she's one of the best table tennis players in the world …

2．She started playing table tennis when she was five.

3．Whatever she does，she never gives up !

4．That's amazing !

5．Deng says that she isn't cleverer than anyone else，but she has a very strong will.

6．I think she's a good student as well as a good player.

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

own.

【教学思路】

本单元的教学内容是第三模块中的第二单元。通过提供必要的词汇和图片让学生讨论文中主要谈论的人物是谁及其工作，激发学生的兴趣，由此引入听力，顺利地完成对特定的听力信息的捕捉。

【教学准备】

黑板，录音机，多媒体等。

【教学过程】

Step 1 Warming up

1．师生问候。

2．幻灯片放映有关白求恩的图片，循序渐进地引导学生对白求恩进行了解，导入本课。

活动小结：通过图片形象生动地引入新课，可以激起学生的学习兴趣。

Step 2 Presentation

1．学习新单词。

根据图片和单词表上的音标学习新词，引出有关的知识。

(1)学习新词“手术”时，用多媒体放映出有关手术的图片，引出operation。

(2)由名词Canada“加拿大”，引出形容词“加拿大的，加拿大人的”Canadian。

(3)展示一张卧病在床的图片，引出新词sick，形容词“不适的，生病的”，相当于ill。

(4)用多媒体展示出一张军人的图片，引出新单词soldier“军人，士兵”。

(5)用图片展示出受伤的人物，引出新词，wounded“受伤的”。

(6)教学新词war的时候，展示战争的图片，从而进行教学。

(7)展示几幅工具，器械的图片，从而引出新词tool，可数名词，“工具，器械”。

(8)展示中国古代的四大发明，从而引出新词invention，可数名词，“发明，创造”。

(9)由动词use“使用”，拓展出新词useful，形容词“有用的，有益的”。

(10)由代词him引出反身代词himself“他自己”。

(11)学习continue动词“继续”，短语continue to do sth＝continue doing sth继续做某事。

(12)用多媒体展示加拿大的旗帜，引出Canada“加拿大”。

2．操练单词。

(1)给学生几分钟记单词，然后教师把带有单词的卡片拿出来让学生依次拼读。

(2)教师可以把学生分成几组进行单词拼读比赛。

活动小结：通过学生自己利用音标拼读单词，再配上图片，更能形象地加深记忆。找几名学生比赛记单词，巩固记忆，调动他们的学习积极性。

Step 3 Reading

1．Work in pairs and read the passage by themselves.

小组活动，让学生看Activity 2中的图片，利用Activity 1中给出的词汇，讨论图片中的人物是谁，并说说他是做什么的。

活动小结：以图表的形式把文章大意展示出来，可以让学生一目了然地理解文章。

Step 4 Translate the text

1．Let the students translate the passage.

教师让学生四人为一组，给几分钟的时间，让学生以组为单位来读文章并进行逐句翻译，最后确定每句的最佳翻译。

2．Find out the language points and practice them

让学生小组讨论，并找出文中出现的知识点。

活动小结：让学生去找文中重点知识，可以发挥学生自主的学习能力，达到对所学知识巩固加深的目的。

Step 5 Discussion

1．Read and put the events in the correct order in Activity 3.

(1)学生仔细读课文，独立完成活动3的任务。

(2)然后，小组讨论，并让学生展示答案。

2．Ask students to complete the passage with the correct form of the words in the box.Then check the answers.(Activity 4)

活动小结：既培养了学生的独立学习能力，又培养了小组的合作意识。

Step 6 Writing

1．阅读Activity 5方框中的有关袁隆平的信息和要求，根据所给信息和要求，并参考Activity 2的文章，整理并写出一篇有关袁隆平的小短文。

2．两人一组互换批改所写作文。

活动小结：通过写作，让学生活学活用；让学生及时发现错误，并改正。

Step 7 Homework

1．Write a passage about a famous person you https://www.wendangku.net/doc/c017581424.html,e the passage in Activity 2 to help you.

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