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外研版九年级上册英语全册教案

外研版九年级上册英语全册教案
外研版九年级上册英语全册教案

Module 1 Wonders of the world

Unit 1 What is a wonder of the world?

上课教师学生年级

教材课时

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

教学步骤教师活动学生活动活动目的

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, pyr amid, 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 Ss’ 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 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.

上课教师学生年级

教材课时

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

教学步骤教师活动学生活动活动目的

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.

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

Unit 3 Language in use

上课教师学生年级

教材课时

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

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 motherl and.

教学步骤教师活动学生活动活动目的

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 Great books

一、教学内容分析

本模块的话题是谈论书、作家、思想家、戏剧、电影、诗歌等。语法是一般现在时被动语态。

二、学情分析

谈论书、作家、思想家等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:

●功能:谈论书、作家、思想家等。

●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。

2、语言技能目标

听:通过听进行单词和图片的配对。

说:谈论最喜欢的书、戏剧、诗歌和作家等。

读:能读懂对书、作家、思想家等作介绍的文章,能掌握从文章到表格

的信息转移。

写:写一本自己最喜欢的书。

3、情感目标:培养学生阅读的习惯,提高个人文化修养。

4、文化意识目标:了解中外著名的作家、思想家、诗人及他们的作品。

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

第四、五课时: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 se en 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

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、教材内容分析:

本模块以体育运动及奥运会为话题,通过谈论BIG与HAS间的前一次和下一次篮球比

赛(Unit 1),介绍刘翔的成长历程(Unit 2)及奥运会(Unit 3)展开教学。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:

本模块围绕篮球等体育运动及奥运会而展开,又正直北京奥运会倒计时之际。相信学生对此内容会颇感兴趣。同时介绍了刘翔的成长历程,联系现实,阐明体育竞技的伟大及体育训练的艰辛,努力是将来成功的基石。

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。

(4)话题:讨论有关体育运动与奥运会的话题以及体育明星的成长历程。

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:作一份关于班级内同学参加体育运动或观看体育比赛的调查报告。写一篇关于体育明星成长历程的简单报道。

情感态度目标:

通过学习,加强团队合作精神的培养,调动学生良性竞争的意识及英语学习的积极性。了解有关体育运动和竞技比赛的要素;了解奥运会特别是即将举行的北京2008年奥运会的相关信息;了解当代体育明星成功的奋斗历程,用理性的思维体会成功背后的艰辛与努力,指导青少年学生的个人成长。

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

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.

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.

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.

Module 4 Great inventions

Unit 1 Paper and printing have been used for ages

教学目标

德育目标:To know something about the history of paper inventing

知识目标:To get information about the history of paper inventing from the conversation 能力目标:To talk about the advantages of some inventions

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

重点

Vocabulary

advantage, battery , borrow , camera, charge lend look after,

online, photo, promise, same, turn off, turn on

难点

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

课型

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

⑴Play 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 帮忙,赏光Anyway…谈点别的,另外

Here it is. 给你,在这儿It doesn't matter. 没关系

I'll see to that. 我会处理的. Is that clear 清楚吗懂了吗Promise! 我一定!

language Points

1) Paper and printing have been used for ages.

for ages ---- for (many) years好多年了.

类似短语: for hours/ days/months 等.

2) The battery hasn't been charged for a couple of months.

a couple of --- several 几个

3) I'll see to it. 我来处理.

see to sb. / sth.= look after, deal with "处理, 照顾, 关照"

4.) You must promise that it won't be….

promise to do/ that..= make a promise to do/that 答应, 许诺作某事

Promise!= I promise to do that.我答应!

5) turn on ----打开turn off ----关闭

turn up -----开大turn down ---关小

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 +动词的过去分词为一般将来时的被动语态

have/has (not) been + 动词的过去分词为现在完成时的被动语态

情态动词+ be + 动词的过去分词为情态动词的被动语态

Summary: 各种时态的被动语态构成

一般现在时:S+ am/is /are + done

一般过去时:S+ was/were + done

一般将来时:S+ will + be + done

情态动词:S+can/may/must/should+be+done

现在进行时: S+ am/ is/ are + being+ done

过去进行时: S+ was/were + being+ done

现在完成时:S+ have/has + been+ done

Pronunciation and Speaking

Listen to the sentences and repeat.

Homework:

Finish work book 1-3

附加练习:

中英互译:

I'll see to that._______________ 帮个忙________________

Promise. ________________ 照相________________

look after________________ 好几个________________

turn off________________ 几年________________

Here it is. ________________ 由….代替________________

改为被动语态句子

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.

课题

Module 4 Great Inventions

Unit 2 Books could be produced more quickly and cheaply.

教学目标

德育目标:To research science and love science

知识目标: To understand passages involving present perfect perfect tense

能力目标:To learn a reading skill ----- Scanning

To know the history about paper inventing

重点

Vocabulary

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

难点

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

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 浏览,温习

2. with–without 带有…/ 没有…

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 将…放进/刻进hold…against 将…贴到

6. at the beginning of 在…初/ 开始时

7. after that 然后,之后in a way 以…方式

https://www.wendangku.net/doc/d01088495.html,pare…. with…. 与….相比, 与….相媲美

9. rather than 胜过,而不愿prefer to do…rather than do…情愿…而不.. be replaced by 被….所替代be read online 在网上阅读

3. Make notes to complete the timeline.

新外研版英语九年级上课文

新外研版英语九年级上 课文 Document serial number【KK89K-LLS98YT-SS8CB-SSUT-SST108】

Module 1 When I arrived, it was early morning and it was raining. I got out of the car, went through a gate and walked along a path. In the east, the sky was becoming light. I knew it was there, but there was nothing to see. After about a mile, a stranger appeared in front of me. “Am I going the right way?” I asked. He knew where I was going. “Yes,” he replied. “you’ll get there in five minutes.” Finally, I came to some rocks and stopped. I looked over them, but it was silent and there was no sign of it. Suddenly, the clouds cleared and the rain stopped. The sun rose behind me and beyond the rocks. I saw that the ground fell away and down to a river, far below me. I was looking across the Grand Canyon, one of the wonders of the natural world. I looked down to the Colorado River, from here a silver stream nearly one mile below me. If you put the two tallest buildings in the world on top of the each other at the bottom of the canyon, they still wouldn’t reach the top. Then I looked across to the other side of the canyon. How far is it? It’s about fifteen miles, maybe more. Finally, I looked to my left and to my right, and on both sides the canyon went far away, about 277 miles long. The Grand Canyon is not just big. It’s huge! I remained by the canyon for about half an hour, and I asked myself, “Is the Grand Canyon the greatest wonder anywhere in the natural world?” I certainly know the answer. But what do you think? Module 2 Thanksgiving is an American festival. People give thanks for their food. It’s celebrated on the fourth Thursday in November and it’s a time for a special dinner among family and friends. We’ve celebrated the festival since the first pioneers from England arrived in America by ship in the seventeenth century. While they were crossing the Atlantic, many people died, and after they landed, their first winter was worse than any English winter. The local people, the Native Americans, taught the pioneers how to grow corn, catch fish and keep cows, sheep and hens. The following year they celebrated together by eating a dinner of the new food. We still celebrate Thanksgiving today with a traditional dinner. The kitchen is the most crowded room in our house because we all help to prepare the food there. We lay the table, then before we begin dinner, my father gives praise for the food, so we remember where the festival comes from. We usually eat too much, but it’s only once a year! We often listen to speeches and tell stories after dinner as well. When it’s all over everyone helps wash the dishes.

外研版九年级上册英语全册教案

西塔庄初级中学英语学科教案 (2014——2015)年度第一学期 年级:九年级 学科:英语 姓名:张雪艳 时间2014年9月 Module 1 Wonders of the world Unit 1 What is a wonder of the world? 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 教学步骤教师活动学生活动活动目的 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.

外研版英语九年级上册 Module 9 Unit 1 教案

Module 9 Great inventions Unit 1 Will computers be used more than books in the future? 教学目标 【知识目标】 1.词汇website, mail, page, electronic, full, fix, memory, instruction, lend, properly 2.一般将来时的被动语态 3.一般现在时、一般过去时及一般将来时的被动语态用法总结 【能力目标】 能听懂有关发明及其应用的文章,并能使用被动语态谈论某种物品发明的时间、发明人及用途;能运用被动语态描写自己最喜爱的发明物。 【情感态度目标】 培养发明创造精神,从而进一步认识世界和改造世界。 教学重难点 【教学重点】 1.领会并灵活使用下列词汇 website,mail,page,electronic,full,fix,memory,instruction, lend, properly 2.一般将来时的被动语态及其各种句式 【教学难点】 能听懂有关发明及其应用的文章,并能使用各个时态的被动语态谈论某种物品发明的时间、发明人及用途。

教学过程 Step 1 Leading-in Ss look the pictures and answer the questions. Step 2 Presentation Look and say. The teacher shows the pictures of new words and let the students to sayas soon as possible. Step 3 Look and say Look at the pictures and answer the questions in pairs. 1. How have these inventions changed people’s lives? 2. Which one do you think is the most important? 3. What other important inventions can you think of? Step 4 Listening 1. Listen and complete the sentences. 1 Linging loves her mobile phone because she can ______________. 2All of Daming’s friends’ numbers are _______ in his phone. 3Today’s cameras are better than old cameras because they do not ________ andthe photos can ______________. 4 Linglingthinkseverything___________bycomputertosomedegree,sothecomputer is __________________ invention. 2. Listen to Part 3 and answer the following questions. 1. What will Tony do on the school visit to the museum? 2. Where did we get mainly information in the past?

外研版九年级上英语课文原文

M7 U1 Mr.Jacks on:Hello,Betty.What’s up? Betty:Iwant to join an Internet group to discuss great books by great writers. Mr.Jackson:So,who are your great writers? Betty:Well,maybe Confucius and Shakespeare. Mr.Jackson:Really?I accept that they’re great because their works are still read bay many people today.But I think I’d describe Confucius more as a teacher and thinker than a writer.He was a very wise man.What do you have to do for the discussion? Betty:Well,each of us reads a favourite book and writes a review for the discussion. Mr.Jackson:I see.We’re still influenced by Confucius ideas,and Shakespeare’s plays also make a lot of sense to us today.People have always read,and will always read great books.By the way,what do you think of Mark Twain,the Great American writer in the nineteenth century? Betty:He wasn’t important,but I suppose he isn’t as well-know as Confucius or Shakespeare.

外研版英语九年级上册课文翻译(含对话)

外研版九年级上册课文翻译 Module 1 Wonders of the world Unit 1: It’s more than 2000 years old. 托尼:我们给《世界奇观》节目打电话,加入讨论吧。我觉得自然奇观比人造奇观更有趣。而且我认为巨人之路是最神奇的自然奇观。 玲玲:嗯,我没有见过巨人之路,所以我不知道该不该同意你的看法。你为什么会喜欢它呢,托尼? 托尼:哦,两年前我浏览了巨人之路。它非常大,由大约4万多块石块组成,大多数石块都有六个面。巨人之路位于北爱尔兰东海岸,绵延数百米。 玲玲:听起来很神奇,但我认为非洲的维多利亚瀑布更壮观。瀑布宽约1700米,高约100米,数千米之外就能听到瀑布的巨响。 贝蒂:哇!那么大啊!但是,在我看来,人造奇观比自然奇观更激动人心。就说兵马俑吧,它们都有两千多年的历史了。 大明:我同意你的看法,贝蒂。我觉得三峡大坝也很神奇。大坝长约2300米,高185米,顶部宽15米。它为中国数百万的人口供电。 贝蒂:那现在谁来拨打热线?

Unit 2 The Grand Canyon was not just big . 自然界的一大奇观 我到那里时是大清早,天下着雨。我朝东边看了看,天空变得灰蒙蒙的。我下了车,穿过一道门,沿着一条黑暗的小路前行。虽然什么也看不见,但我知道它就在那里。 大约走了一英里,小路边出现了一个陌生人。我问道:“我走的路对吗?”他知道我要去哪里。他答道:“对,五分钟后你就能到达那里。”终于,我走到一些岩石前停了下来。我朝那片岩石望过去,但是一片寂静,还是看不见它。 突然,雨停了,云散了。太阳从我身后升起,照在岩石上。地面(仿佛在随着光线)向下延伸,(逐渐)退落到下面的一条河里。我在眺望着这自然界奇观之一的大峡谷。 我俯视着距我一英里之遥的银色的科罗拉多河。即使你把世界上最高的两栋建筑物叠在一起放在谷底,它们仍就到不到了顶。然后我眺望峡谷的另一边。它大约在15英里之外,也许更远。最后,我向左右遥望,大峡谷向两边延伸, 长达200多英里。大峡谷不仅仅是大,而是巨大! 我在大峡谷伫立半小时有余,我问了自己一个问题:“大峡谷是自然界中最壮观的奇观吗?”我心中自然已有答案。你怎么认为呢?

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