第一篇：二年级英语上册全册教学设计(外研版)
教案
do you like ? ⅱleading in basketball lion bird”
1.play the tape and let the students listen.2.play the tape again.listen and look.open the books on page 4 1.listen and point.2.listen and repeat 3.read the dialogue by boys and girls 4.listen and point.1.read the text.feed
学科english 新授课unit 1he likes this t-shirt.教学目标sam likes t-shirts.he likes this t-shirt.amy likes dresses.1、she likes this dress.教学重点likes 及第三人称单数,动词+s 教学难点likes 及第三人称单数,动词+s 教学过程
一、教学步骤
（一）热身复习
（二）任务呈现
在猜的最后，教师呈现自己的任务：你们喜欢服装吗？本节课通过调查活动你们将有机会了解你的好朋友在服装方面的爱好，之后还要参加一个“优秀店员”的评奖活动。
（三）任务准备
1、课文导入
你们喜欢漂亮的服装吗？我们的好朋友amy 和sam也喜欢。让我们一起去看看他们喜欢哪些衣服。
2、课文学习
1）播放多媒体课件，学生自由说出听到单词或句子。教师相机引导学习t-shirt、dress等词。
2）学生听录音并回答amy 和sam都喜欢什么服装。通过学生的回答引出本节课的核心句子----sam likes t-shirts.amy likes dresses.并通过领读、点读、大小声读、换词说等多种形式进行练习。
3）学生再听录音，圈出含有likes的句子，并引导学生读出相关的句子。4）学生跟录音机读课文，同时明确每句话的含义。5）学生自由读课文后进行分角色表演。6）组织学生练习学生用书7页第三题。
（四）任务完成
（五）家庭作业
调查朋友的各方面爱好，下次上课时向全班同学汇报。unit 2 he doesn’t like this shirt.运用任务：开展“最佳店员”的评选活动
一、教学步骤
（一）热身复习
1、师生表演唱字母歌
2、看明星脸上的表情猜测喜欢的物品。如：yaoming likes this bike.等。
（二）任务呈现
这些明星一会将到我们城市的饭店吃饭和去商店购物，我们将有机会了解他们各方面的喜好。最后我们还要参加一个“优秀店员”的评奖活动。
（三）任务准备
1、课文导入 通过上节课的学习，我们知道我们好朋友sam选到了自己喜欢的服装。现在sam 在开party,但是他却不高兴，为什么？让我们一起来听一听录音吧。
2、课文和韵律诗学习1）播放多媒体课件，学生说出不高兴的原因。教师相机引出核心句子he/she doesn`t like „，并采用各种方式进行练习。
3）学生跟读课文，同时明确每句话的含义。4）学生自由读课文。
5）组织学生练习学生用书8页第2题。
b.观察单词构成，并引导学生感悟单词第一个字母在单词中的发音，最后教师给予总结。
（四）任务完成
1、开展“我是小小创作家“的活动。即鼓励学生将课文中的韵句进行改编，可以利用人名、水果、动物来进行改编。
2、开展最佳店员的评选活动。点菜活动或购物活动（屏幕上呈现各式各样的菜，一人是店员，一人是厨师。客人先照菜谱，选择其中的四种食物说i like „„及i don’t like„.，而店员不能要求客人停顿或重复，只能凭借记忆，之后去厨师那里说出客人对食物的喜好。这时他要使用句子he/she likes„.及he/she doesn’t like„.厨师则必须按照店员的叙述，边重复对方的话。客人听说得正确时要说，yes,i like„.听到错误时则说 sorry, i don’t like„.要求学生们都努力成为最佳店员。）
（五）家庭作业
1、调查父母喜欢什么和不喜欢什么。教后反思：
maths in the afternoon.”
3、能正确理解、掌握对话内容，并能朗读对话。
4、能熟练使用新学句型描述课表内容。
2、能分组对课表内容进行描述。
教学难点能熟练使用新学句型并结合以前学过的句型对课表内容进行描述。教具准备电脑、单词卡片等
step 2 presentation of a task 2.look, guess and stand up ss: yes.2.listen, look and guess step 7 role play play the dialogue in roles.step 8 main task [板书设计] module 3 unit 1 教后反思：
学科english module 3 unit 2新授课module 3 unit 2 i like pe.教学目标prompt ss interests in learning english.教学过程greetings
板书设计：module 3 i like pe.i have _______ in the ________.i like ______..have ss sum up 教后反思：
2.让学生感受英语课堂的活跃性，让学生在日常生活中能运用所学语言。培养学生用英语思维的能力，及大胆用英语交流的能力。三）素质教育目标：
1.培养学生浓厚的英语学习兴趣，积极参与说英语、做游戏等实践活动。
2.帮助学生树立较强的自信心，培养学生乐于与他人合作的精神与竞争意识。教学重点1.能掌握询问时间的问答，熟练表达整点的时间。
2.能听懂、会说、会读以下句子：
yes, it is./no, it isn’t.并能进行扩展，在实际生活中灵活运用。
教学难点1.熟练掌握本单元的单词和句型，能在实际生活中灵活运用。
2.创设英语情景，使学生正确理解所学知识询问和回答整点时间。教具准备1.教材相配套的教学挂图，录音。
2.一个时钟。
3.教师准备小奖品。
1.教师和学生热情地打招呼，做简单的free talk.3.教师告诉学生你将说出一些数字和“before”or“after”,让学生快速反应说出正确的数字。例如：
t: nine-before.s: eight.t: six-after.s: seven.t: very good.„
（设计说明：小学生活泼好动，游戏活动无疑是激发他们学习兴趣的有效手段。他能使学生的思维活跃起来，有效快速地集中学生的注意力，复习有关数字的内容，为之后的课堂教学做好铺垫。）
step 2.presentation
（设计说明：会话教学使学生融入情境之中，让学生在情境教学中享受学习的乐趣。）
(设计说明：让学生带着问题听录音，使学生的思维更具有指向性。教师为学生创设思考的空间，既是提高小学英语教学效率的重要途径，也是训练学生思维和开发学生智力的重要手段。)
4.教师播放录音，让学生边听边看书，用笔勾画出课文中的生词，在录音结束后小组合作解决问题，老师对其进行汇总给予讲解。
（设计说明：这样的设计有利于开发学生的语言智能，培养学生的小组合作能力和自主学习的能力，给学生搭建了自主学习的平台。）
5.教师再放录音，跟随录音指着相应的图画，帮助学生理解，找出问题的答案。
6.教师再放录音，每句话后停顿，让学生跟读，通过多种方式让学生进行操练，教师要注意及时纠正学生的语音和语调。
7.最后教师可以让大家分组进行角色表演，对表现好的小组同学发送小礼物表示奖励。
1.教师把活动3的教学挂图呈现给学生，让学生仔细看图了解活动规则，然后两人一组进行对话句型练习。
2.教师和学生一起来做游戏“做动作，猜时间”。教师做动作，让学生来猜时间，如教师站在黑板前，一只手臂全伸直，代表分针，一只手臂稍弯曲，代表时针，同时嘴巴还要发出时钟一样的声音。学生则可以猜出老师所摆动作代表的时间。或者请一个同学说出时间，另一个同摆出动作，最后学生分组进行比赛，老师对表现好的小组同学发送小礼物表示奖励。
（设计说明：为了激发和培养学生的学习兴趣，让学生用身体动作表示不同的时间，体现了在玩中看、听、说和在做中学的原则，使学生的肢体语言和口语表达均得到了发展，促进了学生语言与肢体的配合、动作与表情的协调。）
教师和学生一起归纳本单元所学的知识点。
（设计说明： 通过让老师和学生一起归纳、总结本节课的重点内容，培养学生的概括能力，加深学生对本单元知识点的印象。）
1.回 家当小老师把今天所学交给自己的爸爸妈妈。
2.想一想怎样表达几点几分，并用英语说出几个表达几点几分的时间。
（设计说明：鼓励学生将所学语言运用到实际生活中。通过作业进行课外延伸，拓展学生的思维，开拓他们的思路，在本节课所学内容的基础上进行拓展，真正有效地促进了学生思维能力和语言能力的发展。）教后反思：
教学目标
教学难点understand the meaning of the dialogue.教学过程greetings 板书设计：module 4 unit 1
simple repetition
have ss sum up.板书设计mogule5 unit1 教 学 活 动 设 计设 计 意 图
二、presentation and drills
五、sum up
improve the ss speaking ability.作 业
教 学
反 思本节课主要是学习一些动词短语，例如去上学，吃午饭，起床，回家，踢足球，睡觉等等。这是学生第一次系统的学习动词短语。我主要是采用边学边模仿的形式，让孩子对枯燥的短语产生兴趣，因此课堂变得生动有趣，效果很好。
教学目标
（一）知识技能目标：
1.懂、会读、会说、会写词组have breakfast和单词half, past, late。
2.能听懂、会读、会写句子it’s half past 7.i have breakfast at half past 7.并能在现实情境中灵活运用。
（二）运用能力目标：
1.能和家人、朋友谈论自己的日常生活。
2.让学生感受英语课堂的活跃性，让学生在日常生活中能运用所学语言。培养学生用英语思维的能力，及大胆用英语交流的能力。
（三）素质教育目标：
1.乐于模仿，敢于开口，积极与他人合作，共同完成学习任务，并在成功中体会英语学习中的乐趣。
2.帮助学生树立较强的自信心，培养学生乐于与他人合作的精神与竞争意识。教学重点1.能听懂、会说、会写词组have breakfast和单词half, past, late。
2.能听懂、会读、会写句子it’s half past 7.i have breakfast at half past 7.并能在现实情境中灵活运用。
教学难点熟练掌握本单元的单词、词组和句型，能在实际生活中灵活运用，并做到语调自然，表达准确。
教具准备.教材相配套的教学挂图，录音。
2.钟表
1.教师热情地和学生打招呼问好，并走下讲台和学生就上几个单元所学的知识做简单的free talk.2.之后教师让几个同学到台前来，展示自己上个单元课后作业所做好的海报，并用上个单元所学的知识向全班同学介绍，教师可以让学生当评委看看哪位同学的海报设计得最好，描述准确，最后评出最优秀的，供同学们学习，同时教师要发送小礼物给作业完成得最出色的学生，鼓励大家继续努力。
（设计说明：通过复习上个单元所学知识，为新课的教授做了铺垫。）step 2.presentation
（设计说明：创设真实的情境，让学生从中接受语言信息，激发学生的学习兴趣，吸引学生的注意力，培养学生主动参与的意识。）
2.教师把本单元活动1的教学挂图呈现给学生，让学生仔细观察，理解图片意思。
之后教师简单对其情景进行简单介绍：lingling今天早晨睡过头了，她的爸爸正在叫她起床。
3.教师放录音，让学生认真听，用笔勾画出不明白的句子，录音结束后先小组讨论解决，之后教师对其进行讲解，让学生体会“half past”的含义。
（设计说明：教师先让学生在听的过程中画出不懂的单词和句子，然后通过小组合作解决问题，这种探究式的学习方式，不仅提高了学习的趣味和效率，也为学生搭建了自主学习的平台。这一环节的设计体现了教师注重培养学生学习策略的教学理念。）
4.教师再放录音，一句一停，学生跟读。教师要提醒学生注意每个句子正确的语音和语调。
5.教师可以让学生分角色朗读，最后请学生到前面来进行课本剧表演，对表现突出的学生给予表扬。
1.教师把活动3的教学挂图呈现给学生，让学生认真看图，教师放录音，声图并茂，让学生从整体上把握韵句大意。
2.教师再放录音，一句一停，逐行教授，让学生理解，必要时教师可以辅以夸张的肢体语言帮助学生理解。再放录音，让学生模仿跟读，教师要在学生跟读过程中及时纠正学生出现的各种错误。
3.可以采用多种方法让学生练习，最后请部分学生到讲台前来进行表演，教师需给予学生积极的肯定与指导。
（设计说明：结合学生的实际学习生活，引导学生理解、掌握并运用所学语言。）step 4.learn to the letter
1.教师把活动4的教学挂图呈现给学生，让学生认真看图，看清每个字母的笔顺和所占用的四字格，然后教师播放录音，让学生听清每个字母的发音。
2.之后，教师放录音让学生跟读，进行多种方式的机械操练，帮助学生练习发音。教师借助教学挂图讲解四线格的书写要求，教学生正确地书写出这几个字母，让学生在空中划出正确的书写笔画，以练习巩固。
1.教师把活动2的教学挂图呈现给学生，让学生仔细看图，了解活动内容。教师先给学生示范，然后让学生看图说话。
2.教师组织学生进行英语书写比赛：只写jj, kk, ll.先以小组为单位，然后让每组推荐一名最优秀的学生到黑板上进行书写比赛，并评出“小小书法家”，教师对获胜的小组和同学进行表扬。
（设计说明：练习所学新知，让学生在积极的学习情感中充分感知和理解新的语言项目。）
教师和学生一起归纳本单元所学的知识点。
（设计说明： 通过让老师和学生一起归纳、总结本节课的重点内容，培养学生的概括能力，加深学生对本单元知识点的印象。）
1.熟练掌握本单元的单词和句型。
3.让学生模仿活动3，编一个新韵句，活动课上读给大家听。
（设计说明：这是一个拓展性的练习，目的是让学生将所学到的知识灵活运用，这样既可以培养学生的学习能力，又可以使其学以致用。
第二篇：二年级英语上册全册教学设计(外研版)
二年级英语上册全册教学设计（外研版）
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教案
Title
Book3
module1Unit2
whatdoyoulike.Aim
.Graspthesentences‘Doyoulikedolls?yesIdoNoIdon’t”whatdoyoulike?Ilikejigsaw
2.usewords“jigsaw
toy
bike”
Focus
Talkabout“whatdoyoulike?”
Aids
Tape-recorder
cards
computer
TeachingProcess
Teacher’sActivity
Students’Activity
Re-preparation
Ⅰwarming-up
.sing
a
song“ABc”
2.askandanswer
Doyoulike
?
3.Ask“whatisthis?
word:
jigsaw
bike
ⅡLeadingin
Showsomepictures“football
Basketballlionbird”
Ask“whatdoyoulike?
ⅢTeachingandLearning
.Playthetapeandletthestudentslisten.2.Playthetapeagain.3.Givethestudentsfiveminutestopracticethedialogue.4.Playthetapeandletthestudentslisten.5.Actitout
ⅣPractice
Askandanswer“whatdoyoulike?”
ⅤSettinghomework
.Singtogetheranddotheactions.2.car
dollbearpanda
3.saythewords:jigsawbike
Listenandlook.Answer“Ilike”
Sportcolouranimals
openthebooksonpage4
.Listenandpoint.2.Listenandrepeat
3.readthedialoguebyboysandgirls
4.Listenandpoint.5.saythechant
.Practiceinpairs..Readthetext.2.saythechant.Feed
Back
学科
English
新授课
Unit1HelikesthisT-shirt.教学目标
SamlikesT-shirts.HelikesthisT-shirt.Amylikesdresses.、Shelikesthisdress.教学重点
Likes及第三人称单数,动词+S
教学难点
Likes及第三人称单数,动词+S
教具准备
computer
教学过程
一、教学步骤
（一）热身复习、师生表演chant---whatdoyoulike?
2、通过看图片一部分猜的游戏复习物品方面的词（特别是衣物类单词）。如：bikeapplecoatdress等。在猜的过程中练习学过的Ilike…Doyoulike?whatdoyoulike?等句式，为后面的学习作好铺垫。
（二）任务呈现
在猜的最后，教师呈现自己的任务：你们喜欢服装吗？本节课通过调查活动你们将有机会了解你的好朋友在服装方面的爱好，之后还要参加一个“优秀店员”的评奖活动。
（三）任务准备
、课文导入
你们喜欢漂亮的服装吗？我们的好朋友Amy和Sam也喜欢。让我们一起去看看他们喜欢哪些衣服。
2、课文学习）播放多媒体，学生自由说出听到单词或句子。教师相机引导学习T-shirt、dress等词。
2）学生听录音并回答Amy和Sam都喜欢什么服装。通过学生的回答引出本节课的核心句子----SamlikesT-shirts.Amylikesdresses.并通过领读、点读、大小声读、换词说等多种形式进行练习。
3）学生再听录音，圈出含有likes的句子，并引导学生读出相关的句子。
4）学生跟录音机读课文，同时明确每句话的含义。
5）学生自由读课文后进行分角色表演。
6）组织学生练习学生用书7页第三题。
（四）任务完成 开展调查活动
（五）家庭作业
调查朋友的各方面爱好，下次上课时向全班同学汇报。
Unit2Hedoesn’tlikethisshirt.学习任务：He/Shedoesn`tlike…Aa,Bb,cc的正确书写字母
运用任务：开展“最佳店员”的评选活动
一、教学步骤
（一）热身复习
1、师生表演唱字母歌
2、看明星脸上的表情猜测喜欢的物品。如：yaominglikesthisbike.等。
（二）任务呈现
这些明星一会将到我们城市的饭店吃饭和去商店购物，我们将有机会了解他们各方面的喜好。最后我们还要参加一个“优秀店员”的评奖活动。
（三）任务准备
1、课文导入
通过上节课的学习，我们知道我们好朋友Sam选到了自己喜欢的服装。现在Sam在开party,但是他却不高兴，为什么？让我们一起来听一听录音吧。
2、课文和韵律诗学习）播放多媒体，学生说出不高兴的原因。教师相机引出核心句子He/Shedoesn`tlike…，并采用各种方式进行练习。
2）再次听音，圈出不会的单词。如clothes、trousers、shoes等。教师帮助学生认读这些词，并采用多种方式进行练习。
3）学生跟读课文，同时明确每句话的含义。
4）学生自由读课文。
5）组织学生练习学生用书8页第2题。
6）学习chant.a.看图谈论物品，引出单词（apple,bat,car,cat）。
b.观察单词构成，并引导学生感悟单词第一个字母在单词中的发音，最后教师给予总结。
c.通过听音跟说、自由练说、加动作声音说、表演说对chant进行学习。
d.通过教师示范写、学生书空写和本上描摹写等多种方式进行字母Aa,Bb,cc的练习。
（四）任务完成、开展“我是小小创作家“的活动。即鼓励学生将课文中的韵句进行改编，可以利用人名、水果、动物来进行改编。
2、开展最佳店员的评选活动。点菜活动或购物活动（屏幕上呈现各式各样的菜，一人是店员，一人是厨师。客人先照菜谱，选择其中的四种食物说Ilike……及Idon’tlike….，而店员不能要求客人停顿或重复，只能凭借记忆，之后去厨师那里说出客人对食物的喜好。这时他要使用句子He/Shelikes….及He/Shedoesn’tlike….厨师则必须按照店员的叙述，边重复对方的话。客人听说得正确时要说，yes,Ilike….听到错误时则说Sorry,Idon’tlike….要求学生们都努力成为最佳店员。）
（五）家庭作业、调查父母喜欢什么和不喜欢什么。
2、书写字母并把改编的chant表演给父母。
教后反思：
学科
Englishmodule3unit1
新授课
wehaveEnglishinthemorning
教学目标、能熟练掌握本模块第一课时所教的单词：chinese,Art,PE,Science,maths，English,music。
2、让学生听懂、会说、会用句型“wehaveEnglishinthemorning.”“wehave
mathsintheafternoon.”
3、能正确理解、掌握对话内容，并能朗读对话。
4、能熟练使用新学句型描述课表内容。
教学重点、句型：“wehaveEnglishinthemorning.”“wehavemathsintheafternoon.”
2、能分组对课表内容进行描述。
教学难点
能熟练使用新学句型并结合以前学过的句型对课表内容进行描述。
教具准备
电脑、单词卡片等
教学过程
Step1warming-up
Singasong:Hello,howdoyoudo!
Step2Presentationofatask
Todaywearegoingtotidyourschoolbagsaccordingtotheschedule.Step3Reviewthesubjects
.magiceyes
Letstudentslookatthescreencarefullyandtellmethewordstheycanseeonthescreen.2.Look,guessandstandup
Letthestudentsatseatwatchmymouthcarefullyandguesstheword.Thenthestudentsinthefrontholduptherightwordcards.Step4Presentationofthenewsentencepatterns
Learntosaythenewsentences.T:Look!Thisisourschedule.DowehaveEnglishinthemorning?
Ss:yes.T:So,wecansay:wehaveEnglishinthemorning.Presentanothersentencepattern.Step5Practiceofthenewsentencepatterns
.Dicegame
T:Look!Thediceisturning.Pleaseguesswhatwehaveinthemorning.S:wehave...inthemorning.T:Nowpleaseguesswhatwehaveintheafternoon.2.Listen,lookandguess
T:Now,you
’regoingtolistentosomesounds.whatarethesoundsabout?Pleaselistencarefully.T:Now,you
’regoingtoseesomepictures.whatarethepicturesabout?Pleasewatchcarefully.Step6Presentationandpracticeofthetext
.Listentothetapeandanswer:whoisthenewstudent?
2.Listentothetapeonceagainandanswer:whatsubjectshaveyouheardinthedialogue?
3.Listenandrepeatthetextsentencebysentence.4.Studentspracticethedialoguefreely.Step7Roleplay
Playthedialogueinroles.Step8maintask
Tidytheschoolbag.Thensaysomethingabouttheirschedule.[板书设计]
module3Unit1
wehaveEnglishinthemorning.wehavemathsintheafternoon.教后反思：
学科
Englishmodule3unit2
新授课
module3Unit2IlikePE.教学目标
PromptSsinterestsinlearningEnglish.BeabletocommunicatewithothersboldlyinEnglish.Loveallthesubjectsandtolearnknowledge.教学重点
masterthenewwords:English,maths,music,flute,Science,chinese,Art,PE,subject.★
Beabletointroduceone’ssubjects:
Ihave______inthe_______.Ilike_____.★
Askandansweraboutone’sfavouritesubjects.Learntowriteletter‘Ll’▲
教学难点
Learntowriteletter‘Ll’▲
教具准备
courseware,flashcards,textbook
教学过程
Greetings
Singachant
wordsrevision:English,maths,music,flute,Science,chinese,Art,PE,subject.UseIlike…
.Activity1ABP10matchandsay.2.Activity2ABP11Listenandtick.Takeoutthemainstructure:wehave______inthe__________.3.Activity3ABP11AskandanswerDoyouhave_____inthe____?
makeasurvey:what’syourfavouritesubject?
Singthenewalphabetchant:
6.LearntheletterLlandwrite.Sum:whatdidwelearn?
Assignhomework.板书设计：module3IlikePE.Ihave_______inthe________.Ilike______.Reviewsubjectwords.UsepicturestohelpSsunderstandthemeaning.Realcommunication..HaveSssumup
教后反思：
学科
Englishmodule4unit1
新授课
Unit1It’s2o’clock.教学目标.懂、会读、会说、会写单词
o’clock,film,time,run,train。
2.能听懂、会读、会写句子what’sthetime?It’s2o’clock.Isit8o’clocknow?yes,itis./No,itisn’t。1.学习怎样用英语表达时间，掌握相关单词和句型，并能综合运用新、旧知识组织对话完成一定的交际任务。
2.让学生感受英语课堂的活跃性，让学生在日常生活中能运用所学语言。培养学生用英语思维的能力，及大胆用英语交流的能力。
三）素质教育目标：
1.培养学生浓厚的英语学习兴趣，积极参与说英语、做游戏等实践活动。
2.帮助学生树立较强的自信心，培养学生乐于与他人合作的精神与竞争意识。
教学重点
.能掌握询问时间的问答，熟练表达整点的时间。
2.能听懂、会说、会读以下句子：
what‘sthetime?
It’s2o’clock.Isit8o’clocknow?
yes,itis./No,itisn’t.并能进行扩展，在实际生活中灵活运用。
教学难点
.熟练掌握本单元的单词和句型，能在实际生活中灵活运用。
2.创设英语情景，使学生正确理解所学知识询问和回答整点时间。
教具准备
.教材相配套的教学挂图，录音。
2.一个时钟。
3.教师准备小奖品。
教学过程
Step1.warming-up
1.教师和学生热情地打招呼，做简单的FreeTalk.2.教师和学生拍手说唱以前学过的英语童谣《1.2.3.4.5.what’syourname?》
3.教师告诉学生你将说出一些数字和“before”or“after”,让学生快速反应说出正确的数字。例如：
T:Nine-before.S:Eight.T:welldone.T:Six-after.S:Seven.T:Verygood.…
（设计说明：小学生活泼好动，游戏活动无疑是激发他们学习兴趣的有效手段。他能使学生的思维活跃起来，有效快速地集中学生的注意力，复习有关数字的内容，为之后的课堂教学做好铺垫。）
Step2.Presentation “ 1.热身活动之后，教师告诉学生：Ihaveagoodfriend.Ithasgotaroundface.Ithasn
’tgotanylegs.Butitcanwalk.Itcanwakemeupinthemorning.whatisit?”教师边说边做出形象的肢体语言，让学生通过老师的动作来理解句子，猜猜这位朋友是谁？最后教师告诉学生：“It’saclock.Itcantellusthetime.”
2.教师从身后变出一个真实的钟表，此时时钟显示为2点钟，问学生：“what’sthetime?”引导学生回答：“It’s2o’clock..”然后教师把时钟的指针拨到4点，告诉学生：“It’s4o’clock..”
教师也可以把重点句型写在黑板上，请学生跟读，强调“time”和“o’clock”的读音。通过各种练习方式让学生掌握此单词和句型。
（设计说明：会话教学使学生融入情境之中，让学生在情境教学中享受学习的乐趣。）
3.教师把本单元活动1的教学挂图呈现给学生，让学生仔细看图体会图画的意思，并让学生带着问题“whatdoesSamask?”听录音。
4.教师播放录音，让学生边听边看书，用笔勾画出课文中的生词，在录音结束后小组合作解决问题，老师对其进行汇总给予讲解。
（设计说明：这样的设计有利于开发学生的语言智能，培养学生的小组合作能力和自主学习的能力，给学生搭建了自主学习的平台。）
5.教师再放录音，跟随录音指着相应的图画，帮助学生理解，找出问题的答案。
6.教师再放录音，每句话后停顿，让学生跟读，通过多种方式让学生进行操练，教师要注意及时纠正学生的语音和语调。
7.最后教师可以让大家分组进行角色表演，对表现好的小组同学发送小礼物表示奖励。
Step3.Practice
1.教师把活动3的教学挂图呈现给学生，让学生仔细看图了解活动规则，然后两人一组进行对话句型练习。
2.教师和学生一起来做游戏“做动作，猜时间”。教师做动作，让学生来猜时间，如教师站在黑板前，一只手臂全伸直，代表分针，一只手臂稍弯曲，代表时针，同时嘴巴还要发出时钟一样的声音。学生则可以猜出老师所摆动作代表的时间。或者请一个同学说出时间，另一个同摆出动作，最后学生分组进行比赛，老师对表现好的小组同学发送小礼物表示奖励。
（设计说明：为了激发和培养学生的学习兴趣，让学生用身体动作表示不同的时间，体现了在玩中看、听、说和在做中学的原则，使学生的肢体语言和口语表达均得到了发展，促进了学生语言与肢体的配合、动作与表情的协调。）
Step4.consolidation
教师和学生一起归纳本单元所学的知识点。
（设计说明：通过让老师和学生一起归纳、总结本节课的重点内容，培养学生的概括能力，加深学生对本单元知识点的印象。）
Step5.Homework
1.回家当小老师把今天所学交给自己的爸爸妈妈。
2.想一想怎样表达几点几分，并用英语说出几个表达几点几分的时间。
（设计说明：鼓励学生将所学语言运用到实际生活中。通过作业进行课外延伸，拓展学生的思维，开拓他们的思路，在本节课所学内容的基础上进行拓展，真正有效地促进了学生思维能力和语言能力的发展。）
教后反思：
学科
Englishmodule4unit2
新授课
what’sthetime?
教学目标
教学重点
Learntolisten,speak,readthenewwords:hungry,dinner,now,allright,great,what's★
Askandansweraboutthetime:what’sthetime?It’s______o’clock.★
教学难点
Understandthemeaningofthedialogue.Learntowriteletter‘’▲
教具准备
courseware,flashcards,textbook,aclock
教学过程
Greetings
Singachant:whatdoyoulike?
Fastresponse:T:what’sthetime?HaveSsanswerits______.1.Let
’slistentothefirstparagraph:1sttime:Tellmewhatthetimeis?2ndtime:HowisAmy?Teach‘hungry’.2.Thenthesecondparagraph,askthesamequestions.Teach‘Allright.’‘Great!’X-k-b-1.-c-o-m
3.Ashortparagraph:It’sdinnertime.Amyishungry.It’s6o’clocknow.Dinnerisready.Amyisveryhappy.1.Listenandrepeat.2.Listenandtrytoactoutthedialog.Prepareingroupsfirst,andthenactitout.3.Listenandpoint.Activity2SBP16.4.Activity3SBP16Ask:“Isit…o’clock?”
5.writeaboutletter.1.Sum:whatdidwelearn?
2.Assignhomework.板书设计：module4
Unit1
what’sthetime?
Isit…o’clock?
Reviewwhatwehavelearned.Useaclocktopresent.HelpSstakeoutthemainstructureofthetext.Simplerepetition
Listeningcomprehension.HaveSssumup.课题
Igetupat7o’clockinthemorning.课时
4-1
教材分析 学会运用所学句型
Igetupat…o’clockinthemorning/afternoon.来向别人介绍自己一天的活动。
教学目标
.学
会
词组:getup,gotoschool,havelunch,playfootball,gohome,gotobed和单词poster。2.学会运用所学句型
Igetupat…o’clockinthemorning/afternoon.来向别人介绍自己一天的活动。
课前准备
录音机（带）、图片、实物、cDRom
板书设计
mogule5Unit1
Igetupat7o’clockinthemorning.getup
gohome
gotoschool
gotobed
playfootball
havelunch
教
学
活
动
设
计
设计意图
一、warmup
.Repeatthechantfrommodule2.Encouragetheclasstodrawthelettersintheairastheychant.2.Practicethealphabetaroundtheclass.Pointtoonechild.Heshesaysthefirstletter.Thenaskanotherchildtosaythenextletter.Asthechildrenbecomemorecompetentatthisactivityyoucanincreasethespeed.二、Presentationanddrills
Activity1.Listen,pointandfind“getup,go,have,play”..Askthechildrentolookatthepage.Elicitasmuchinformationaboutthestoryasyoucaninchinesebyaskingquestions.Forexamplewhoaretheboys?whataretheydoingineachpicture?
2.Pointtotheclocksandaskwhat’sthetime?
3.Trytoelicitfromthepictureswhateachboydoesateachtime.EnsurethatthechildrenunderstandwhyDamingsbeingcarriedtobedinthelastpicture.4.Playthecassetteorreadthedialogue.Thechildrenlistenandfollowintheirbooks.’5.Playthecassetteagain,pausingaftereachutteranceforthechildrentopointatthecorrespondingpicture.6.Playthecassetteagain.Encouragetheclassto
pointtotheobjectsandrepeat.7.Repeatthisactivity,askingindividualSstorepeattheutterances.Alternatively,ividetheclassintogroups.Activity2Listenandsay
Playthecassetteorreadthetext.Thechildrenread.Repeatforthechildrentofindtheappropriatepictureandmatchittotheclock,accordingtowhattheyhear.Thistimetheclassrepeatswhattheyhear.三、Practice
.Dividetheclassintotwogroups.Giveeachsectionaroleintheconversation.2.Askthewholeclassactsthedialogue,witheachgroupsayingthecorrespondi9ngtext.3.Thechildrennowactoutthedialogueinpairs.四、consolidation
.openthebooklistenandrepeatthedialogue.Thentrytoshowit.2.Dotheactivitybookonpage18.五、Sumup
Reviewtheknowledgewehavelearned.Preparefortoday’sknowledge.LettheSsunderstandthedialoguewell.ImprovetheSsspeakingability.consolidatetheknowledgetheyhavelearnttoday.作业
设计
.Listentothetapeandpracticingreadingthedialogue.2.Tellyourparentswhatyouhavelearnedtoday.教学
反思
本节课主要是学习一些动词短语，例如去上学，吃午饭，起床，回家，踢足球，睡觉等等。这是学生第一次系统的学习动词短语。我主要是采用边学边模仿的形式，让孩子对枯燥的短语产生兴趣，因此课堂变得生动有趣，效果很好。
学科
Englishmodule5unit2
新授课
what’sthetime?
教学目标
（一）知识技能目标：
1.懂、会读、会说、会写词组havebreakfast和单词half,past,late。2.能听懂、会读、会写句子
It’shalfpast7.Ihavebreakfastathalfpast7.并能在现实情境中灵活运用。
3.能正确读写字母j,k,I,并会说唱相关chant。
（二）运用能力目标：
1.能和家人、朋友谈论自己的日常生活。
2.让学生感受英语课堂的活跃性，让学生在日常生活中能运用所学语言。培养学生用英语思维的能力，及大胆用英语交流的能力。
（三）素质教育目标：
1.乐于模仿，敢于开口，积极与他人合作，共同完成学习任务，并在成功中体会英语学习中的乐趣。
2.帮助学生树立较强的自信心，培养学生乐于与他人合作的精神与竞争意识。
教学重点
.能听懂、会说、会写词组havebreakfast和单词half,past,late。2.能听懂、会读、会写句子
It’shalfpast7.Ihavebreakfastathalfpast7.并能在现实情境中灵活运用。
教学难点
熟练掌握本单元的单词、词组和句型，能在实际生活中灵活运用，并做到语调自然，表达准确。
教具准备
.教材相配套的教学挂图，录音。
2.钟表
教学过程
Step1.warming-up
1.教师热情地和学生打招呼问好，并走下讲台和学生就上几个单元所学的知识做简单的FreeTalk.2.之后教师让几个同学到台前来，展示自己上个单元课后作业所做好的海报，并用上个单元所学的知识向全班同学介绍，教师可以让学生当评委看看哪位同学的海报设计得最好，描述准确，最后评出最优秀的，供同学们学习，同时教师要发送小礼物给作业完成得最出色的学生，鼓励大家继续努力。
（设计说明：通过复习上个单元所学知识，为新课的教授做了铺垫。）
Step2.Presentation
1.热身活动之后，教师告诉学生：“今天，我又把大家的老朋友给请回来了，大家猜猜是谁呢？”教师说完便发出“嘀哒，嘀哒”的声音，“听，它已经来了”。教师边说边从身后拿出一个钟表，把时钟拨到8点，问学生：“what’sthetime?”让学生回答。然后又拨到8点半，又问学生：“what’sthetime?”引导大家说出半点的表达，然后告诉学生，今天我们主要学习关于半点的表达，学完本单元，你就知道刚才的时间该如何表达了。
（设计说明：创设真实的情境，让学生从中接受语言信息，激发学生的学习兴趣，吸引学生的注意力，培养学生主动参与的意识。）
2.教师把本单元活动1的教学挂图呈现给学生，让学生仔细观察，理解图片意思。
之后教师简单对其情景进行简单介绍：Lingling今天早晨睡过头了，她的爸爸正在叫她起床。
3.教师放录音，让学生认真听，用笔勾画出不明白的句子，录音结束后先小组讨论解决，之后教师对其进行讲解，让学生体会“halfpast”的含义。
（设计说明：教师先让学生在听的过程中画出不懂的单词和句子，然后通过小组合作解决问题，这种探究式的学习方式，不仅提高了学习的趣味和效率，也为学生搭建了自主学习的平台。这一环节的设计体现了教师注重培养学生学习策略的教学理念。）
4.教师再放录音，一句一停，学生跟读。教师要提醒学生注意每个句子正确的语音和语调。
5.教师可以让学生分角色朗读，最后请学生到前面来进行课本剧表演，对表现突出的学生给予表扬。
Step3.Learntothechant
1.教师把活动3的教学挂图呈现给学生，让学生认真看图，教师放录音，声图并茂，让学生从整体上把握韵句大意。
2.教师再放录音，一句一停，逐行教授，让学生理解，必要时教师可以辅以夸张的肢体语言帮助学生理解。再放录音，让学生模仿跟读，教师要在学生跟读过程中及时纠正学生出现的各种错误。
3.可以采用多种方法让学生练习，最后请部分学生到讲台前来进行表演，教师需给予学生积极的肯定与指导。
（设计说明：结合学生的实际学习生活，引导学生理解、掌握并运用所学语言。）
Step4.Learntotheletter
1.教师把活动4的教学挂图呈现给学生，让学生认真看图，看清每个字母的笔顺和所占用的四字格，然后教师播放录音，让学生听清每个字母的发音。
2.之后，教师放录音让学生跟读，进行多种方式的机械操练，帮助学生练习发音。教师借助教学挂图讲解四线格的书写要求，教学生正确地书写出这几个字母，让学生在空中划出正确的书写笔画，以练习巩固。
Step5.Practice
1.教师把活动2的教学挂图呈现给学生，让学生仔细看图，了解活动内容。教师先给学生示范，然后让学生看图说话。
2.教师组织学生进行英语书写比赛：只写jj,kk,Ll.先以小组为单位，然后让每组推荐一名最优秀的学生到黑板上进行书写比赛，并评出“小小书法家”，教师对获胜的小组和同学进行表扬。
（设计说明：练习所学新知，让学生在积极的学习情感中充分感知和理解新的语言项目。）
Step6.consolidation
教师和学生一起归纳本单元所学的知识点。
（设计说明：通过让老师和学生一起归纳、总结本节课的重点内容，培养学生的概括能力，加深学生对本单元知识点的印象。）
Step7.Homework
1.熟练掌握本单元的单词和句型。
2.回家把今天学的chant表演给自己的爸爸妈妈看。
3.让学生模仿活动3，编一个新韵句，活动课上读给大家听。
（设计说明：这是一个拓展性的练习，目的是让学生将所学到的知识灵活运用，这样既可以培养学生的学习能力，又可以使其学以致用。）
教后反思：
第三篇：外研版九年级上册英语全册教案
三岔口初级中学英语电子教案
九年级
第 ５ 册
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, pyramid, review, wonder…)
Have a talk about the picture using the words in Activity 1.Learn a bit about magazines.Get the Ss to be attentive and focus on the theme of the lesson.(Magazine)Step 2 Listening & Vocabulary Play the tape and check the words.Listen to the tape again.Make up possible questions according to the answers.Give examples.Listen and check the words.Make up questions according to the given answers.(Wh-questions)Practise listening and get specific information.Check their understanding by making questions.三岔口初级中学英语电子教案
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Step 3.Listen & read Play the tape for the 1st time.Ask Ss questions.T: What are the children doing?
Is there a school magazine in
Da Ming’s school? the 1st time.Play the tape again and ask students to decide T OR F.① Crazy feet is a band.② Becky Wang started a school magazine.③ Da Ming watched the interview on TV yesterday ④ Tony is writing a composition.Listen more carefully for the 2nd time.Decide whether they are true or false.Check the answers with the class.Listen for the specific information and understand the details of the conversation.Step 4.Read Play the tape again and get Ss to practise the conversation.Check the language points.Focus on everyday English and useful expressions.(Listen up, Anyone else? do some review, do an interview, on=about, get better grades)Get Ss to make a list of the articles in magazines.Check the answers in Activity 4.Read the conversation aloud, and read in role.Answer the questions in Activity 4.Practise reading and go over how to give suggestions when in discussion.Learn more about writing a school magazine.Step 5.Pair work Go through the five questions and highlight the key words.Ask for more answers on Question 3.Ss take turns to answer the questions.Consolidate the key words and transit to the next step by Question 3.Step 6.Discussion Tell the Ss: If your school decides to start a magazine, what are you going to write about? And why? They can make up lists and take Activity 3 as an example.Report their discussion.Work out the lists and talk about their plans to write the magazine.Beginning: Our school will start a magazine.What articles are you going to write...Learn
to Listen to the tape and get the answers.Listen to get a general idea for discuss in the way as the children do.Check Ss’ creativity.作业 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 三岔口初级中学英语电子教案
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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 教材 分析 Reading and writing By example this unit presents a good way to describe what one sees and feels after a journey.It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders.教学 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.三岔口初级中学英语电子教案
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Step 3.Read(Skimming)
Tell Ss to read the passage in Activity 2.Find out the name of the wonder and its facts.T: Where did the writer visit?
How deep/wide/long is it? Read the passage and answer the questions.Find out the facts and write them down in Activity 5.Practise reading skills and get specific information.Step 4 Read
and match Play the tape and get Ss to follow silently.Find out the main idea of each paragraph.Present the five topic sentences on the screen(Bb).A.The writer arrived there on the rainy
morning;B.The first impression/sight of the
Grand Canyon.C.The Grand Canyon is the greatest
wonder in his opinion.D.Details about the Grand Canyon.E.After minutes’ walk, he came to it.Ss follow the lines and match the topic sentences to the paragraphs.(or they can conclude the main idea by themselves if possible)Read for the main idea of each paragraph.Learn to sum up and help to understand the whole passage.Step 5 Read aloud Get Ss to read aloud after the tape and find the details about the trip.① When did he get to the Grand
Canyon? ② Why was there nothing to see? ③ Where was he facing on the edge of
the Grand Canyon? ④ How did he feel about the Canyon? Read aloud and answer questions in Activity 3.Ask for help if they have any problems.Practise reading and learn about the details, check their understanding.Step 6.Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases.Try to check by a gap-filling exercise.(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of, 三岔口初级中学英语电子教案
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disappear into, ask oneself)Learn the verbs and phrases.Practising using them with the help of the gap-filling.Focus on the phrasal verbs and prepositions.Step 7.Match Activity 4 Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline the words and match the English meaning.Practise guessing the meaning of words in the context.Step 8.Writing Tell Ss to imagine they have seen(some of them did see)one of the wonders of the world.Write sentences describing how they felt.Remind them of the four keywords: saw, size, happened, felt.First get them to work in pairs and then report the sentences or passage if possible.Write sentences according to the given beginning.Report their answers and try to make them
into a passage.Practise writing and using the language on the basis of imaging and personal experience.作业 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 三岔口初级中学英语电子教案
九年级
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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 三岔口初级中学英语电子教案
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subjects and the adverbial or even the phrasal verbs.Match the three parts to make possible sentences.2.Read through the uncompleted passage and try to give the correct forms of verbs in the situations.Learn to observe and practise language in different tenses.Step 4 Speaking 1.Show up the photo of visiting the Great Wall.Get Ss to ask the teacher questions in Activity 4.(Example)Get Ss to work in pairs, and ask and answer the questions.2.Present wonders in the local area.Get Ss to talk about them.1.Ss follow the teacher and make up their own conversations.Perform in front of the class.2.Learn the example in Activity 5 and make a similar introduction to the wonders in local area.Practise speaking and enable Ss to use the language and understand its meaning.Step 5 Vocabulary Game Present nine pictures about wonders of the world, each of which links an exercise in Activity 6/8.Get Ss to finish them first and check in forms of game.Elaborate on the Pyramids in Egypt.(More related photos)
Finish the multiple-choices exercises and choose the pictures they’re interested in to check the answers.With the help of games, Ss can review the phrasal verbs and concepts of tenses.Step 6.Listening Present the three photos in Activity 7 Ask about facts about any one of them.Play the tape for Ss to learn more.Listen and match the notes with the photos.Check the answers after listening and report about the three wonders with the help of the table.Learn more about the three wonders, practising describing.Step 7.Around the world Get Ss to look at the picture and read silently through the introduction.Give questions to check their understanding.Read and decide, trying to grasp the main information.Learn about another wonder of the world.Step 8.Module task Tell Ss to work in groups of 4.Read through the instructions.Help them to decide what to write about.Hold up a show-and-tell session where Ss can display and discuss.Work in groups of 4 and write about one wonder they like.Collect sufficient information and make the poster.Take part in the show-and-tell session.Take this task as an extensive learning activity to get Ss to learn more about the wonders.作业 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.三岔口初级中学英语电子教案
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第 ５ 册
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。三岔口初级中学英语电子教案
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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 seen by millions of people every year.Mark Twain was an important writer, but he isn’t known as a great thinker like Confucius.Step 1 Warming up& leading in 1.Ask the students some questions.Do you like reading books? What’s your favourite book？Who’s your favourite writer?
2.Show three pictures about Confucius, Shakespeare and Mark Twain.Let them guess who they are.Can you say something about them? Teach the words : work, influence, play, poem, respect, thinker, thought, wise, writer.Confucius: He was a great thinker in China.He is known for his wise thought.We are
still influenced by his thought.He is respected by us.Shakespeare: He was a writer of plays and poems.Some of his most famous plays are Hamlet and Romeo and Juliet.He was born in 1564 in England.His plays are seen by millions of people every year.Mark Twain: He was a famous American writer.He wrote a lot of stories.His books are still popular.For example ,The Adventures of Tom Sawyer.3.Do Activity 5.Complete the sentences with the correct form of the words.Step 2 Listening(Act.1&2)1.First read the words in the box.Then match the words in the box with the people in the pictures.(Act.1)2.Listen and check your answer to Act.1.(Act.2)step 3 Listening and reading(Act.3、4)1.Listen and answer.Where are the speakers? What are they talking about? 三岔口初级中学英语电子教案
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第 ５ 册.Read and answer the questions.(Act.4)3.Everyday English and language points.What’s up? Go on!Sounds like a good idea.as far as, not …any more, millions of ,be known as/for 4.Read the conversation in two groups.Step 4 Grammar practice 1.Underline the sentences in the conversation that have the pattern of passive voice.2.Read the sentences aloud.3.Do WB Exercise 1 on p116 Step 5 Speaking and writing 1.Do Act.8 Work in groups of three and look at the opinions in the table.Report ideas of your group to the whole class.2.Do Act.6 Talk about your favourite play/poem/thinker/writer/story.Homework 1.write your favourite play/poem/thinker/writer/story.2.Listen and read the conversation.3.Search the internet about the book called The Adventures of Tom Sawyer.Unit 2 It’s still read and loved
Teaching aims practice reading skills.Try to write a passage about your favourite great book.Key points run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death Difficult sentences 1.The themes of the story are to do with children growing up and becoming more serious 2.It’s thought to be one of the greatest books.Step 1 Warming up & leading in 1.Read the conversation you learned yesterday with your partner.Then answer the questions according to the conversation.What did Betty suggest at the end of the conversation in Unit 1? What’s Mr.Jackson’s favourite book?
2.Ask the students if they have read the book before.What happens in the book? What are the main ideas of the book? Show some pictures of the book and tell the story..Teach the new words: behaviour, cave,freedom,funeral,outsider,pretty,social,theme，treasure, nineteen century Step 2 Reading 1.Read the passage quickly and answer the questions.Where can you read the passage? Why does Mr.Jackson like the book? 2.Read the passage again and complete the table with the information about it.(Act.3)3.Read and answer the questions.(Act.4)Step 3 Read aloud and language points
1.Play the tape for the students to listen and read.2.Get the students to read each paragraph and discuss the useful words and expressions.run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death
It’s thought to be one of the greatest books.Step 4 Writing 三岔口初级中学英语电子教案
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1.Work in pairs.Would you like to read The Adventures of Tom Sawyer ? Why/ Why not? 2.Think of your favourite great book you have read.Complete the table in Act.3 3.Write a passage about your favourite great book.My favourite great book is Harry Potter and the Philosopher’s Stone by J.K.Rowling.It’s a story about a young boy… Home work 1.Listen to the tape and practice reading the passage aloud.2.Write a passage about your favourite great book.Unit 3 Language in use Teaching aims Language practice Key points Seeing a play is more interesting than seeing a film.First…then…,next…,after that…,finally… Difficult points The use of passive voice.Step1 Revision 1.Read the passage in Unit 2 2.Show the passage about your favourite great book.Step 2 Vocabulary(Act.5&8)1.Read through the words or phrases in the box with the whole class.2.Ask the students to complete the passages, then check them.Step 3 Grammar 1.Ask the students to read the sentences in the box.2.Grammar teaching The teacher helps students understand the passive voice 1)被动语态的构成：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 三岔口初级中学英语电子教案
九年级
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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三岔口初级中学英语电子教案
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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 三岔口初级中学英语电子教案
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ⅡTeaching method Communicative approach ⅢTeaching aims Key words: allow, defeat, train, tough, chance, reckon, mad Key Phrases: stand for, get to Everyday English: a tough match You’ve got no chance!What do you reckon? Don’t let them get to you!
Nice work!ⅣTeaching aids Tape recorder, OHP, pictures, handouts ⅤTeaching Steps Step1 Warming-up and listening
1.Look at the pictures and talk something about sports.2.Look at the photos and describe them.You can use some of the words in the box to help you.3.Listen and check the words you hear in Activity 2.Step 2 Listen and read 1.Listen to the tape carefully.2.Ask the students to read through the conversation individually.3.Play the tape and have them read and follow.4.Act it out.5.Learn Everyday English.Step 3 Do Exercises 1.Complete the table in Activity 4.2.Listen again and check.3.Complete the sentences in Activity 5.Step 4 Work in pairs
Read the sentences from the conversation.Say who the underlined words refer to in Activity 6.Step 5 Explain the important and difficult points
Don’t let them get to you, Tony!不要让他们影响你,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 三岔口初级中学英语电子教案
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Key vocabulary : encourage , medal , set , set up , yearbook , represent , advertisement , coach , sportsman , overnight , skill , hurdling , sportswoman , race Grammar : 一般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。三岔口初级中学英语电子教案
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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 三岔口初级中学英语电子教案
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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.三岔口初级中学英语电子教案
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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 ⑴ Play the tape to let the Students get the answer: Can the digital camera be borrowed from Tony's Dad
⑵Do Activity 4.Get the students to show their answers.⑶Listen and repeat.Notes:Everyday English Can I ask a favour 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 三岔口初级中学英语电子教案
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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: 三岔口初级中学英语电子教案
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Step I: Revision Have/has been + done This book/ discuss/ on telephone It/ buy/by thousands of people Children/tell to read this book The book/ print/ again and again Other books /write /about this book Must/can/may be done 1.a)All students must read this book.b)This book _____________by all students.2.a)Everyone can understand his ideas.b)His ideas ________________by everyone.3.a)I could not fine her books anywhere.b)Her books ________________anywhere.4.a)For a long time, many people could not use computers.b)Computers__________________by many 5.a)We can do the work now if you want.b)The work _____________now if you want.6.a)You must not take these magazines from the library.b)These magazines _________________from the library.Reading and vocabulary 1.Talk in pairs What are the advantages of both book and computers Can books be replaced by computers
2.Read and get the main ideas of the paragraphs P1 c.Life on paper and in print P2 a.The world before books P3.b.The invention of printing P4.d.Technology and books
P5.e.Can books be replaced by computers Language Points
1.looks through 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
8.compare„.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.三岔口初级中学英语电子教案
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4.Answer the questions 1.Why were books expensive and rare before the invention of printing 2.Why did ideas spread more quickly when books became cheaper 3.What can we use instead of books to get information Homework
Finish the workbook exercises 课题
Module 4 Great Inventions Unit 3 Language practice 教学目标
德育目标:To know about some great inventions 知识目标: To practice the use of passive voice 能力目标:To complete a task about ”How to improve inventions“ 重点
被动语态: 情态动词的被动语态: 情态动词(not)+ be +过去分词 现在完成时—— have/has +been+动词的过去分词 难点
情态动词的被动语态: 情态动词(not)+ be +过去分词 现在完成时—— have/has +been+动词的过去分词 课型
Revision and application 教法
Formal and interactive practices Part I: Revision Language practice 现在完成时的被动语态: have/has(not)been +过去分词 情态动词的被动语态: 情态动词(not)+ be +过去分词 Conclusion
被动语态的构成:be +动词的过去分词
一般现在时—— am/is / are +动词的过去分词
一般过去时—— was/were +动词的过去分词
情态动词—— aux.v.(must/can/could/may„)+ be +动词的过去分词 现在进行时—— be(am,is,are)+being +动词的过去分词 一般将来时—— will be/be going to be +动词的过去分词 现在完成时—— have/has +been+动词的过去分词 主动语态改成被动语态的步骤及注意事项 1.主动语态的宾语改成被动语态的主语.2.主动语态的谓语动词改成被动语态的谓语动词.do----be done 3.注意保持时态和人称的一致.4.带双宾的谓语动词有两种改法.当把直接宾语改成主语时,谓语动词后必须加适当的介词: to / for.如:give--be given to 此类动词还有:pass show send„
再如:buy---be bought for此类动词还有:make draw cook mend„
5.一些动词不定式在主动语态中省略to作宾语补足语,改成被动语态时,to必须还原.三岔口初级中学英语电子教案
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注:1.不及物动词(vi.)不用被动语态.如:happen,take place ,appear disappear„没有被动形式.**几种特殊结构
1.My uncle gave me a gift on my birthday.----I was given a gift on my birthday.A gift was given to me on my birthday.2.We often hear him play the guitar.He is often heard to play the guitar 注意:see, watch, hear, notice, feel, make, listen to, look at等动词/短语后作宾语补语的不定式都不带to;但改成被动语态后必须带to.Part II: Language Practice Read though the sentences with the students and talk about the highlighted structures.Exercises: Activities 1~8 Finish the exx with the students according to the highlighted words of every activity.Check the answers.Homework: Finish off the workbook exercises
Module 5 Museums
The Teaching Plan for Unit1 You mustn't touch it!Topic You mustn't touch it!Type of lesson New lesson Period(s)Two
Teaching Aims Ⅰ.Aims of basic knowledge: To know something about the signs around you and obey the rules.Ⅱ.Aims of emotion: More interests and better attitude to learn English.Ⅲ.Learning abilities & strategies: To talk about the signs with ”mustn't, can't, Don't… No….“ And Word Formation--Compound words Ⅳ.Aims of culture: To get information about the signs Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties 三岔口初级中学英语电子教案
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&
key points Teaching difficulties & key points: 1.The new words and phrases.2.The listening material of Activity 3.Special Strategies: 1.Give some time to the students to remember the new words.2.Talk something related with listening material before listening.Personal adjustment Teaching procedure Teaching
Procedure Step1: Greeting and revision have/has been + 过去分词;情态动词+be+过去分词 Step2: Talking: The signs around you(draw some pictures on the blackboard about sighs, ask students to guess)Step3: Listening and vocabulary 1.Match the pictures with the phrases 2.Listen and underline the correct word in each sentence 1)Read the words together and try to understand their meanings.2)Listen and check.3.Listen and read 1)Close the book and listen to the tape, then answer the question: What are they doing 2)Check the answer and listen again then finish part 5.3)Ask some students to check the answers.4)Listen and repeat.Language points: 1)look forward to 与pay attention to 中的to都是介词,后面应跟名词,代词或动名词,如: I'm looking forward to meeting you.You must pay attention to the spelling in your writing.2)Hang on a minute!等一下!3)on one's own 单独的 4)take a photo 拍张照片
5)against 反对 be against doing sth.反对做某事
6)几种表示禁止的表达方式: Don't+动词原形 No+名词/动名词 can't mustn't be not allowed to 7)No, you can't take a photo, either.Either在此用作副词,要与否定词连用,意思是”也不“.如, I don't like coffee either.我也不喜欢咖啡.Step 4: Pronunciation and speaking 1.Listen and repeat.2.Pairwork: Talk about the rules you can or can't do in libraries or museums.Homework 三岔口初级中学英语电子教案
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Copy the new words and recite the useful phrases.Blackboard Writing Design Language points and exercises: 完成句子.1.禁止喧哗,它违反规定.No shouting!It's against the rules.2.好,让我们下楼吧!Well, let's go downstairs.3.不要碰,禁止你碰它.Don't touch!You mustn't touch it.4.不,你也不能拍照.No, you can't take a photo, either.5.赶快!否则我们将迟到了.Hurry up, or we'll be late for school.Self-reflection The Teaching Plan for Unit2 There's no shouting and no running.Designed by: Yang Lijian Date: Sep.29 Topic Type of lesson New lesson Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.To know something about the Science Museum in London.2.Useful important phrases.Ⅱ.Aims of emotion: More interests about the Science Museum.Ⅲ.Learning abilities & strategies: 1.To get information about the Science Museum in London.2.To understand passages involving Compound word.Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties &
key points Teaching difficulties & key points: Phrases and Compound word.Special Strategies: Give some time to the students to remember the new words.Personal adjustment Teaching 三岔口初级中学英语电子教案
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procedure Teaching Procedure Step1 Revision
Use ”mustn't, can't, Don't No.“ to make more sentences about the rules for museums or libraries.(Tips: game or competition.)Step2 Reading and vocabulary 1.Read the words and talk about the pictures.2.Read the passage and answer the questions.3.Check the answers and listen to the tape.4.Complete the table and check 5.Language points: 1)allow doing sth.允许做某事.如, They don't allow smoking in the museum.他们不允许在博物馆吸烟.allow sb.to do sth.允许某人做某事.如, My parents don't allow me to read in the bed.我父母不允许我躺在床上看书.be allowed to do sth.被允许做某事.如, Students are not allowed to smoke.学生们不准吸烟.2)work out 计算出 3)try out 检验,试用
4)fill„with„ 用......填充......She filled the bottle with water.她用水装满了瓶子.区别:be filled with 表示”充满“,强调动作;be full of 表示”装满,盛满“,表示状态.Hs heart was filled with gratitude.他内心充满了感激之情.The basket was full of flowers.篮子里盛满了花.5)compare„with 与......作比较
6)drop in 顺便走访,也可用于drop in on sb.顺便走访某人.7)Above all ”首先,最重要的是“ 8)as long as so/as+adj./adv.+as 像......一样
Step 3 Writing Complete the passage then check the answers.Homework
Finish the workbook exercises.Blackboard Writing Design Language points and exercises: 单项选择.1.A: Hellow!Would you like to go to the cinema with me tonight B: I'm sorry, I can't.Father won't B me to go out in the evening.A.let B.allow C.offer D.help 2.We won't allow C n museum.But you are allowed _____ in the rest room.A.smoking;smoking B.smoke;smoking C.smoking;to smoke D.to smoke;to smoke 3.Be careful!The bowl C hot water.三岔口初级中学英语电子教案
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A.full of B.fill with C.is filled with D.is fulled of Self-reflection The Teaching Plan for Module5/Unit3 Language in use Topic Type of lesson Revision Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.Master the key words and structure.2.To practice the use of Compound word.Ⅱ.Aims of emotion: Talk about you can or can't do something Ⅲ.Learning abilities & strategies: 1.To talk about the rules with ”mustn't, can't, Don't… No….“ Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard.Strategies for teaching difficulties &
key points Teaching difficulties & key points: Use the structure ”allow or not allow doing sth.“ To explain the rules.Special Strategies: Give some time to the students to remember the structures.Personal adjustment Teaching procedure Teaching Procedure Step 1: Revision 1.Finish part 1 and 2.2.Check the answers and read the sentences in language practice.3.Review:
1)No+v.-ing!如: No smoking!不许吸烟!No joking!不要开玩笑!2)祈使句 三岔口初级中学英语电子教案
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否定的祈使句同样可以用来表示”禁止“.如: Don't shout.不要喊叫.Don't make any noise.不要吵闹.3)You mustn't…
情态动词mustn't 可以表达”禁止“的概念.如: You mustn't take photographs of the exhibits in museums.博物馆中不得给展品拍照.You mustn't tell it to anyone.你决不可以告诉任何人.4)You can't…
can't 可以表示”能力“,”可能性“,也可以表示”不允许“.因此可以用来制止某人做某事.如: In most museums you can't make any noise.在大多数博物馆里不能吵闹.5)You aren't allowed to…
本句型用来制止对方做某事.如: You are not allowed to touch the exhibits.不要触摸展品.Step 2 Finish the all exercises then check it.Step 3 Compound words(见书本P179)Exercises: Make new words using the words in Box A and Box B.A
bed class down home post up wet B card room site stairs work mate load sick Homework Finish off the workbook exercises Review the language points in this module.Blackboard Writing Design 1)No+v.-ing!2)祈使句
否定的祈使句同样可以用来表示”禁止“.如: Don't shout.不要喊叫.3)You mustn't… 4)You can't…
can't 可以表示”能力“,”可能性“,也可以表示”不允许“.因此可以用来制止某人做某事.5)You aren't allowed to… Self-reflection
Module 6 Save our world 教案设计 三岔口初级中学英语电子教案
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一、教材内容分析
本模块以杜绝浪费，保护环境，拯救地球为话题，让学生在了解地球危机重重的基础上，通过活动，考虑我们学生应怎样从生活细节中采取措施来保护环境，保护地球，进而培养学生的忧患意识和主人翁意识。讨论话题源于周围环境，贴近生活，便于开展活动。教学中应结合学生实际情况，灵活调整教学内容，合理设置课时。适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生责任的教育。
二、学情分析
通过两年的学习，学生已能用英语熟练地表达自己的看法和意见。本模块的话题是环境、资源，这是学生很熟悉也较感兴趣的话题, 但同时对学生的知识储备要求较高。首先要求学生通过多种途径了解地球环境、资源的现状。其次在教师预设的任务中，要使学生有话可说，但是这个话题涉及较多的知识，学生掌握的难度较大, 如果材料处理不当，会导致学生有话想说，却无法用英语表达的尴尬场面。因此在具体安排教学内容时，可由简到难，适当降低难度与要求，让学生更好地运用课本知识，达到提高综合运用语言能力的目的。
三、教学目标
1.语言知识目标 词汇 waste、energy、pollution、recvcle、reusable、reduce、reuse、repair、environmental、hopeless、necessary、plastic、sort、harm、material 词组句型 instead of、do harm to、make a difference to、It’s+adj+to、stop from 语法 前缀、后缀构词法 功能 话题 表达如何杜绝浪费，保护环境，拯救地球
以了解地球危机重重为基础，讨论如何拯救地球为话题
2．语言技能目标
听 听懂有关不同保护环境方法的对话，提高学生实际应用能力
说 能用本模块的生词、短语开展对话、讨论，介绍各自生活中保护环境的方法
读 了解地球环境的现状, 通过阅读掌握reduce，reuse，recycle的含义和重要性，进行简单的阅读技能训练
写 1．能用核心词汇写出简短的、表达观点的句子
2．能写出生存现状和保护措施，形成完整的计划性文章
演示与表达 能向全班做有关生存现状和保护措施的发言与展示
3．学习策略目标
通过合作讨论、游戏、竞赛等多种活动形式，实现在用中学，学而能用的原则。
认知策略 调控策略 联系，归纳，推测等技能。
从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。
交际策略 学习运用恰当句子表达自己的观点。资源策略 能利用多种途径及学习资源查找信息，用所学内容进行真实交际。自学策略 能借助词汇图掌握单词，形成话题联想的习惯，培养学生的阅读能力技巧。合作学习策略 关心周围的生存现状和保护措施, 交流并分享各自的观点并形成最终观点。
4．文化意识目标 三岔口初级中学英语电子教案
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引导学生关注社会，关注身边的事和人，关心周围的生存现状和保护措施，对学生进行环保意识的渗透。同时让他们了解保护环境离我们很近，身边有许多机会，进而培养学生的忧患意识和主人翁意识和关爱地球之心。
5．情感态度目标
（1）通过开展生动活泼的教学活动，激发学生的兴趣。
（2）培养学生热爱生活、热爱自然界，培养保护环境的意识和关爱地球之心。同时也积极鼓励学生参与社会实践活动。
（3）引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。
四、重点难点
1.教学重点
重点话题：How to be green 2.教学难点
（1）前缀、后缀构词法及其积累
（2）能用恰当地道的英语表达对保护环境的看法。3．突破途径
以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。
五、教材处理
1、任务
核心任务：能够运用所学句型结构向不同的朋友交流自己关于保护环境的看法。三个环节如下：
pre-task：学生通过多种途径了解有关环保的知识，激活背景知识。
Task-cycle：通过整个模块的听说读写的训练，强化“地球现状和保护环境的途径”的表达能力，为完成核心任务做好铺垫。
post-task：达成任务，展示成果，自我评价，反馈学习情况。
2、课时安排
Period One: Unit 1 It’s wasteful to throw away paper and metal.Period Two: Unit 2 Remember three words: Reduce, reuse and recycle.Period Three: Unit 3 Language in use(1)Period Four: Unit 3 Language in use(2)
六、教学设计
Period One: Unit 1 It’s wasteful to throw away paper and metal.Step 1: Warming-up According to the words, let the students say something about our world and describe it.设计意图: 从学生所了解的世界入手，利用学生已有的认知水平进行头脑风暴，主要为下一步世界中最主要的环境问题的引出做准备工作。
Step 2: Lead-in 1.Watch a video about our world.2.Discuss: What problems did you see?
3.Work in pairs.Say what you should do about these problems.三岔口初级中学英语电子教案
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设计意图:
视频让学生更直观地了解到我们的地球所面临的日趋严重的环境问题。通过观看，思考和讨论，给学生提供一个运用英语的机会，培养了学生注意的能力和主题理解能力，更激发了学生保护环境的意识。Step 3: Listening
1.Look at the photos.Describe and check them.(Activities 1 and 2)
2.Listen and read.Then do Activties 6 and 7.3.Discuss: Look at Activity 5.Choose one of them and answer it.设计意图:
听力是学生的一个难关，因此在设计中应由浅入深，教师加以引导和帮助。活动五在课文中没有直接原文答案，为降低难度，可让学生选择回答，让各层次的学生都有事情可做，都有事情会做，提高参与率和成就感。
Step 4: Speaking
1.Watch a video.2.Disuss: Think of some ways of environmental protection.Complete the table with the ways.设计意图:
保护环境并不只是政府的事情，其实在我们身边有许多我们能做而常被忽视的。通过观看同龄人的行为，让学生了解我们不该做的很多，我们该做的更多。让学生考虑应怎样从生活细节中采取措施来保护环境，保护地球，进而培养学生的忧患意识和主人翁意识，培养学生热爱生活、热爱自然界，培养保护环境的意识和关爱地球之心。
Homework: 1.Review Unit One.2.Workbook: Page 133 Vocabulary and Listening.3.Choose one of the two and finish it.(1)Think of more ways of environmental protection.(2)Find out some problems around you and think how to solve them.Then write it down.Period Two: Unit Two Remember three words: Reduce, reuse and recycle.Step 1: Warming-up
1.Check the homework.2.Introduce some environmental groups.3.Do a questionnaire.设计意图:
在社会中，包括政府在内，有许多的机构，单位，组织和个人都关心和保护着环境。通过问卷让学生领悟我们虽小，但我们可做的很多，而且这些可做的事就在我们的身边，就在我们的日常生活里，从而为课文的引出做好铺垫。
Step 2: Lead-in
Look at the pictures.Say which things are better for the environment and why.设计意图:
利用学生最熟悉的生活用品比较，在一定的语境中进行讨论和学习词汇。小组讨论可以集思广益，加深对课文的理解。而进行有意义的交流是词汇学习的上上策，培养学生词不离句学语言的好习惯。并且让学生从自身的感受和生活的经验来判断, 激发学生热爱生活、关心生活和保护环境的意识。三岔口初级中学英语电子教案
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Step 3: Reading
1.Read the passage.2.Work in pairs and answer the questions.(Activity 6)
3.Read the passage again and check the things you should do.Then give reasons for what you should or shouldn’t do.(Activities 4 and 5)设计意图:
通过慢速和快速阅读培养正确的阅读方法，让学生了解文章的主旨，同时培养学生的猜词能力，提高阅读能力。通过学生自己的阅读，主动去发现问题，提出问题，并通过不同途径解决问题。通过有意义的回答问题这种说的练习不但加深了对文章的理解，而且突出了语言的交流功能。
Step 4: Writing
1.Work in pairs.Make some lists of things.2.Make suggestions about how to be green.Give reasons，please.设计意图:
本部分为写作活动，与学生们的学习密切相关，同时也巩固先前的阅读所学知识，具有一定的难度，因此有必要提供范文。
1.本活动为写前活动，目的是收集信息，让学生深度理解三个重要词汇。
2.本活动是任务的主要阶段，首先让学生重温根据先前的图表信息，然后制定环保建议和理由。
Homework:
1.Review Unit Two.2.Workbook: Page 134 Reading and writing.3.Choose one of the two and finish it.(1)Make suggestions about how to be green and give reasons.(2)Make a list of things that you have done something to help our environment.Period Three: Unit three Language in use(1)Step 1: Warming-up
1.Check the homework.2.Watch a video.设计意图:
通过观看视频,让学生了解本堂课的主题是利用我们所学到的知识去讨论问题，解决问题。最重要的是如何从身边的小事开始，从我做起去保护环境，爱护环境，以达到学习和生活紧密联系。Step 2: Practice
1.Complete the conversation with the correct form of the phrases in the box.(Activity 9)
2.Read the ideas on protecting the environment.Then practise and answer the questions.(Activities 6 and 7)
3.Work in pairs.Discuss the question.(Activity 8)设计意图:
练习经过重组，难度有简到难，逐步深入，让学生自然地接受，消化。练习8又为下一步的讨论打下基础。三岔口初级中学英语电子教案
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Step 3: Discuss
Work in pairs and talk about the picture.设计意图:
学生通过任务，分享各自的智慧火花，使口语能力得到提高。通过交流看法，多角度、多元化促进学生对知识的掌握和运用。从听、说逐渐过渡到下一步的写，由口头输出的流畅性过渡到笔头输出的精确性。
Step 4: Module task
1.Discuss what you can do about pollution.(1)Decide what type of pollution you want to talk about.It could be water pollutiong, air pollution, waste, cutting down forests, etc.(2)Discuss your topic.Say what you think about the problem and what can be done.设计意图:
本部分为写作活动，可以巩固先前的阅读所学知识。本环节分为两个步骤：第一步是挑选内容，第二步是讨论和语篇写作。第一步对于英语基础不好的学生尤为有用。要求学生独立写作，同时又将学生自主学习与小组合作活动相结合，旨在培养学生独立自主的学习能力及分享观点，相互协作的能力。
2.Make a poster to tell others to protect the environment.设计意图:
活动过程可让学生先看一些例子，然后选择一个话题，收集相关资料；为招贴画选择一个标题；对招贴画进行描述介绍；进行评比打分，选择优秀作品在班级报栏展示。该活动有助于培养学生资料收集、筛选的能力，培养学生的主题意识和话题意识，以及小组成员的合作意识。让学生明白不光自己要有环保意识，更要号召、呼吁身边的人一起爱护环境，保护环境。
Homework:
1.Review Language in use(1).2.Finish the module task.Period Four: Unit three Language in use(2)Step 1: Word games
1.Make new words.According as the word, make new words as many as you can.2.Make new words.Join the words in Box A with the parts of words in Box B.Step 2: Practice
1.Do Activities 2, 3 and 4.2.Workbook: Grammar and vocabulary.设计意图:
加前、后缀是英语中最常见的扩充词汇的方式，也是学习英语必须掌握的构词法。但常用的前缀、后缀非常多，因此应指导学生在学习的过程中自己学习，讨论，研究和发现其规律，并注意平时的积累。
Homework:
1.Review Language in use(2).2.Finish the module work.三岔口初级中学英语电子教案
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Module 7 Australia教学设计
Unit 1 I’m looking for the photos that you took in Australia!
Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: crocodile, shark, hand, have a look at, alongside, detail Key structure: The attributive clause with that
2.Listening skill: To understand conversations involving the Attributive Clause in listening.Improve the students’ listening ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Lead in Divide the class into several groups and each group has two, three or more students.One student acts as a travel agent, the other students want to travel.The agent will recommend some cities or countries to the others.设计意图: 复习七八年级所学过的关于城市和国家的知识，自然的过渡到本单元的关于澳大利亚的重点对话。并且可以培养同学之间的合作与交流，提高会话能力。
Step 2 Presentation Show students a picture of Sydney Opera House and tell them ―Tony’s father has been to Australia.He visited Sydney Opera House.‖ Then get them to listen to the dialogue and answer two questions: 1.Where else did he visit? 2.What animals did he see? 设计意图: 因为是一篇较长的对话，所以让同学们带着问题去听，第一遍不要求逐字逐句听懂，但要能回答出简单的问题。Step 3 Read and repeat Get the class to read the dialogue.Then ask them to read in pairs.Step 4 Complete the table After the students are familiar to the dialogue, ask them to complete the table in Activity 4.设计意图: 在这一步骤中,让学生从说转移到写上,并且让同学们在完成表格的同时更加熟悉课文。
Step 5 Answer questions Get students to answer questions about the dialogue.Step 6 Grammar Show students several sentences involving The Attributive Clause in this unit.Ask them to think of the use of the word ―that‖.设计意图: 在本单元只是呈现一下定语从句的概念，让同学们对此有一个印象，而不必强调如何去改写定语从句。在以后的两个单元的逐步练习中再让同学们慢慢地对此语法熟悉起来。
Step 7 Homework
1.Read the words and the dialogue frequently.Try to recite part of the dialogue.2.Finish some exercises in workbook Module 7.Unit 2 The camel that I rode had a bad temper.三岔口初级中学英语电子教案
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Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: grape, ham, lamb, outback, relative, sheep, spir, surfing, wine, helicopter, purple, similar, ours, cricket, rugby, sunshine, expression, mate, temper, lifestyle Key structure: 1.The restrictive attributive clause with that 2.Reading skill: The students can read the long passage and can write some notes about it.Improve the students’ reading ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Play a game Get the whole class to play a game called ―I describe, you guess‖.设计意图: 由游戏开始上课,同学们会比较感兴趣，尤其是九年级的同学。通过游戏的形式让同学们能够较轻松地读懂并理解带定语从句的句子。因为老师出的题目有限，所以在全班做完之后，若时间允许，还可以分小组做。
Step 2 Read and check Get the students to read the passage once or twice quickly, and after that ask them to find the information about some numbers.Then check the true sentences.设计意图: 第二单元编排了一篇长课文，教师可以把它当成阅读课来上。所以先让同学们快速阅读，然后找出一些关键句，并能够判断句子的正误。能够做到以上两点就可以了。Step 3 Read again and write notes.Get the class to read the passage again, but this time read it more slowly.Then ask them to take some notes for Tony.The students can finish this job individually or they can discuss with their partners.设计意图: 通过做笔记，能够使同学们加深对课文的理解，并且加强同学们的归纳理解能力。Step 4 Read and repeat After the students are familiar to the passage, ask them to read the passage after the tape.Then they can read by themselves.Step 5 Explain some useful expressions.The teacher explains some useful expressions and grammar points.Step6 Homework
1.Read the words and the passage frequently.2.Copy the words and expressions.3.Finish some exercises in workbook Module 7.Unit 3 Language in use
Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: water sports, grey, ancestor Speaking skill: To say sentences involving the attributive clause.Writing skill: To write sentences involving the attributive clause.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: 三岔口初级中学英语电子教案
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Step 1 Play a game Play another ―I describe, you guess.‖
设计意图: 本单元是一个复习单元,以游戏引出话题，活跃课堂气氛，鼓励学生大胆表达。因为老师出的题目有限，所以在全班做完之后，若时间允许，还可以分小组做。（让同学们事先准备好图片）。在做这个游戏时，同学们能够很轻松地说出带定语从句的句子，能够在游戏当中掌握好本单元的语法重点。Step 2 Read a dialogue Read a dialogue completed by the teacher and ask the students to make similar dialogues.Try to use the Attributive Clause.Read the conversation and pay attention to the underlined words.A: Do you want to see my photos? B: what photos? A: The photos that I took in Australia.1.A: What surprised you most in Australia?
B: The thing that surprised me most was the weather!2.A: What do you call that famous Australian animal? The one that can jump very high.B: Oh, you mean a kangaroo.3.A: What’s the name of that dangerous animal?
B: The one that is green? That’s a crocodile.设计意图:本单元是复习单元，尽可能让同学们运用本单元所学过的知识来自己编对话，做到灵活运用，大胆创新，并且还有助于合作与交流。
Step 3 Join the sentences.Ask the students to join the sentences with “that”.(句子见幻灯片)
Step 4 Finish Activity 1 Read the passage and underline all ― that‖ in the Attributive Clause.设计意图:在第三和第四步中，着重点在写上。经过了前面两个单元的学习，本单元的重点是让同学们能够写出带定语从句的句子，这也是本模块的一个任务。Step 5 Around the world Show students a picture of Australian athlete and hero.Ask students to learn from her.Step 6 Homework Finish the exercises in the workbook.Module 8 Photos Teaching Plan
一、题材内容
本模块以“摄影”为话题，借此让学生描述自己最理想的摄影作品。通过本模块的学习，学生进一步学习定语从句的用法。为学生提供了充足的语言实际运用的机会。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。语法难点仍是定语从句。教学中教师应随时随地灵活利用各种素材组织教学过程和内容，充分调动学生的积极性。教学目标： 1)语言知识： 语音 能够准确掌握句子中的单词重读。三岔口初级中学英语电子教案
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词汇 trouble,shot,kid,expect,historic,size,beauty,category,movement,feature,include,rich, congratulation, photographer, present, ceremony, frightened 词组 on the left/right, pick up, even though 语法 功能 能使用who, which 引导的定语从句。Measuring;Describing people and things.话题 以“摄影”为话题。2)语言技能：
听 Identifying photos from descriptions.说 Describing photos.读 Transferring information to a table.写 Writing a description of a photograph.演示与表达 能够向他人介绍自己的摄影作品。
3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知 联系，归纳，推测等技能。学习查词典,阅读报刊,上网等提高自学能力。调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。交际 资源 学习运用恰当词语介绍自己的摄影作品。
通过报刊、书籍、网络等其他资源获取更多简单英语的有关摄影的信息。
自学策略 能够根据自己的情况预习教材并进行拓展。合作学习策略 能够根据小组内同学的特长分工合作，积极参与讨论，互相学习，取长补短，注意从他人的演示中汲取经验,注意学习策略共享。
4)文化意识：乐于了解世界各地人们审美观念。
5)情感态度：培养学生互助合作的情感素质。参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观，通过欣赏他人的摄影作品，提高自己的审美情趣。
6)任务:能够描述自己的摄影作品。
教学重点和难点：
重点：1．通过谈论自己的摄影作品，训练学生的听、说、读、写能力； 2.who,which引导的定语从句。
难点： 掌握使用who,which引导的定语从句。
教学方法：
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task„task-cycle„post-task。
二、教材处理
核心任务：能够收集、拍摄自己最喜欢的作品，并能运用所学句型结构谈论他们。三个环节如下：
pre-task：学生联系生活实际，激活背景知识。
task –cycle：通过整个模块的听说读写的训练，强化使用who,which引导的定语从句来谈论摄影作品的表达能力，为完成任务做好铺垫。post-task：达成任务，展示成果，反馈学习情况
三、教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时： 三岔口初级中学英语电子教案
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Period 1: Vocabulary and Listening &Pronunciation and Speaking Period 2: Reading
Period 3: Writing& Around the world &Module Task Period 4: Language in use 注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。『教学设计』
Title:
Module 8 Photos
Period 1: Vocabulary and Listening &Pronunciation and Speaking 1.Teaching Aims and Demands:
1)Key vocabulary: trouble,shot,kid,expect, on the left/right, pick up, 2)Listening skill: To understand conversations involving talking about photos.Improve the students’ listening ability.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points:To let the students know something about the Blues band, and practise making dialogue about photos.3.Teaching approach: Communicative teaching
4.Learning strategies: Bottom –up approach and listening to the tape and do some exercises.5.Teaching Aids: Multi-Media(or Tape recorder, OHP, Blackboard)6.Teaching Procedures: Step 1 Revision
Task 1: Recall what we have learned in Module 7.1.Label the pictures with the words and expressions.(1).Read through the words and expressions in the box and have the Ss.Repeat them after you.(2).Ask them to label them in the pictures on the screen.(3).List some words which are connected with Australia.Ask students to speak out as many as they can.2.Tell something about Australia.Ask students to speak out as much as they can.Step 2 Lead in
Task 2: Show some photos about entertainment, sport, culture, nature beauty, and lead in the topic of photos.Then learn the new words of this unit.1.Get them to enjoy some photos about entertainment, sport, culture, nature beauty, 2.Show them a picture of a concert.Let Ss guess what it is and what’s happing in this photo, then introduce the new words.3.Discuss the picture, using the words in the box in Activity 1.Step 3 Listen and read Task 3: Listen to the tape and finish Activity 2.Then check and call back the answers.1.Play the recording while they just listen and focus on the words in Activity 1.2.Have them check their answer with a partner and play the recording again.3.Check and call back the answer from the whole class.Task 4: Listen to the tape again and do Activity 4,5.Then check and call back the answers.1 Show them the questions in Activity 4.2.Play the recording and have them listen to the recording and focus on the questions in Activity 三岔口初级中学英语电子教案
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4.3.Play the recording again and have them write down the answers, then check with a partner.4.Then call back the answers from the whole class.5.Read the conversations in Activity 3.Make sure that Ss understand the conversation.6.Complete the sentences in their own words Activity 5.Then call back the answers from the whole class.Task 5: Let the Ss finish the Activity 6 by themselves.Then check and call back the answers.1.Show them the questions in Activity 6.2.Have them write down the answers, then check with a partner.3.Then check and call back the answers from the whole class.Task 6: Read 1.Play the recording again and pause after each phrase, asking the Ss.to repeat chorally and individually.2.Put the Ss.into groups of 5 to practise the dialogue.3.They should repeat it several times, changing the roles each time.Step 4 Pronunciation
Task7: Listen and repeat the sentences in Activity7 on page 65.Make sure that they stress the underlined words.1.Ask the Ss to listen and repeat the sentences.2.Play the recording again.Ask the Ss to pay particular attention to the word stress.3.Ask the Ss to listen and repeat chorally and individually.Step 5 Speaking
Task 8: Work in pairs, choose a photo to talk about and finish Activity 8.Then check and call back the answers.1.Get each of them to choose a photo.2.Ask them to work in pairs to share their descriptions.3.Call back some examples in a whole-class setting, paying special attention to the use of the attributive clause guided by who which..Step 6 Homework
1.Do Exx7.8&9 in the Wb.2.Oral work: Read the conversation of Activity 3.3.Preview Unit2 in Module 8.Period 2 : Reading 1.Teaching Aims and Demands: 1)Language knowledge: historic, size, beauty, category, movement, feature, include, rich, congratulation, photographer, present, ceremony, photographer, present, ceremony，even though 2)Reading skills: To detect and foster the students’ reading skills To get information from the reading material.3)Emotion &Attitudes: To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points: To let the students know something about photo competition
and learn something about the differences among entertainment, sport, culture, nature beauty photos.三岔口初级中学英语电子教案
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3.Learning strategies: Communicative approach.4.Teaching Aids: Multi-Media(Tape recorder, OHP)5.Teaching Procedures: Step 1 Revision Task1:Help students to revise what was learnt in Period1of this module.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Step 2 Preparation Task2: Let the Ss preview the new words and make them build the conception of entertainment, sport, culture, nature beauty photos, then lead in the Activity 1.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Task 3: Learn the new words, then label the pictures with the words.1.Read through the words on the screen.Have the Ss.Repeat them after you.2.Read the words separately and have them remember them.3.Make some sentences with the words.4.Call back the answers from the whole class Step 3 Scanning and Skimming Task 4: Scan this passage, according to the content , finish Activity 3.Then check and call back the answers.1.Get the Ss to read the passage as quickly as possible.2.Do Activity 3.Complete the table and write notes 3.Call back the answers from the whole class.Step 4 Reading Task5: Let the Ss read the passage by themselves in details, and do Activity 4.Then check and call back the answers.1.Read through the sentences in Activity 4.2.Read the passage by themselves.And ask to finish the true or false exercises.3.Check the answers with the whole class.Task6: Use the given words to find opposite words in each sentences, and finish Activity 5.Then check and call back the answers.1.Get the Ss to listen and repeat the passage simultaneously.2.Use the given words to find opposite words in each sentences, 3.Get the students to correct the sentences..4.Call back the answers from the whole class.5.Language points in the passage.Task7: Finish Activity 6, Then check and call back the answers.1.Get the Ss to read the passage together loudly.2.Discuss the following questions in groups.1)―…read on to find out who the winners are.‖ where do you find who the winners are?
2)―…the fun which their fans are having.‖ Why are the fans having fun?
3)―It successfully shows the rich culture which makes Beijing so famous..‖ Who or what shows the rich culture? 3.Share the ideas.三岔口初级中学英语电子教案
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Step 5 Pairwork Task6:Finish Activity 7.Then check and call back the answers.1.Read through the table.2.Work in pairs.Ask and answer about the places.3.Get Ss to talk about the classroom.Step 6 Practice 1.Do Exercise 10 on page 142 in the WB.2.Give the students some time to recall what they’ve learned in this class.Step 7 Homework 1.Read the text.2.Retell the text.Period 3: Writing & Around the world &Module Task 1.Teaching Aims and Demands: 1)Writing skill: To write something about a photo.Improve the students’ writing ability.2)Reading skills: To get information from the reading material A famous photo.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Learning strategies:Top-down and Interactive approach and do some exercises.3.Teaching Aids: Multi-Media(Tape recorder, OHP)4.Teaching Procedures: Step 1 Revision Task1: Help students to revise what was learnt in the last class.1.Revise the words and phrases.2.Let the Ss.retell the text.Step 2 Writing.Task2: Write sentences about their favorite photograph.1.Ask the Ss run through the questions in Activity 8 on Page67 and w rite sentences about their favorite photograph..2.Call back the answers from the whole class, having individuals read their sentences.Task3: Write a short passage describing their favorite photograph 1.Ask the Ss to do this individually.2.They can exchange it with a partner for peer correction.3.Have some students read their passage out to the whole class.Step 3 Around the world Task4: Learn something about a famous photo.1.Ask the Ss.to look at the photo about the space.Tell the Ss.some knowledge about it.2.Read the text and answer any questions the Ss have.Step 4 Module Task Task5: Making a photo show.1.Activity 10 on page 71.Ask the Ss.to write about their favorite photo, saying what /who it is and why it is important to them.2.Activity 11 on page 71.Show their photo to their group.And tell others why they like it and why it is important to them..Answer any questions their group may have.Listen to the other 三岔口初级中学英语电子教案
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members of their group talk about their photos.3.Activity12 on page 71.Put all the photos on the table and talk about them in groups.Step4 Recalling Recall what we have learned today.Step5 Homework 1.Do Ex.11 on page 143.2.Do the Self-assessment on page 143.Period 4: Language in use
1.Teaching Aims and Demands: 1)To detect and foster the students’ understanding of grammar skills(skill)2)To master the useful words and expressions(knowledge)3)To help the students learn more about different lives in our daily life from different
photos(emotion)2.Teaching difficult and key points:To let the students know how to use ―Which and Who ‖ to make attributive clause
3.Teaching approach: Communicative teaching
4.Learning strategies: Formal instruction and task-based approach and interactive practice.5.Teaching Aids: Multi-Media(recorder, OHP)6.Teaching Procedures: Step 1 Revision Help students to revise what is learnt in 3 periods of this module.Step 2 Listen and speak Task1:Look at the photos in Activity 8,then discuss them.1.Get Ss.to describe cameras in the photos.2.Say how you think cameras have changed since their earliest beginnings.Task2: Practise listening 1.Ask the Ss.to listen to the conversation and do Activity 9 on page 70 individually.2.Listen again and check with their partners.3.Call the answers back from the class.Step 2 Write Task 3: Complete the passage using the correct form of the words and expressions in the box.1.Ask the Ss.to complete the passage using the correct form of the words and expressions in the box in Activity 1 and Activity 7.2.Call the answers back from some students.Step 3 Language practice Task4: To summarize and consolidate the attributive clause guided by who/which.1..Read through the examples with the Ss.and make sure that they are familiar with the use of the attributive clause guided by who/which.2.Ask the Ss.to repeat the sentences in the box.3.Ask―Can you make other similar examples?‖
4.Focus the Ss’ attention on the ways in which they are used: who/which.Task5: Do Activity2 and Activity 3 on page 68 individually.1.Ask the Ss.to check with a partner.三岔口初级中学英语电子教案
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2..Ask the Ss.to read out the sentences.3.Summarize the use of the attributive clause guided by who/which.Task 6: Join the sentences with who or which.1.Ask the Ss.to do Activity 4 on page 69 individually.2.Call the answers back from some students.Task7: Use the knowledge of this module to make an instruction of Activity 5.1.talk about the two pictures.2.Then talk about the people in the two pictures.3.Now ask questions about the picture, and write down their answers.Step 4 Guess Task8: A guessing game
1.Look around the class and describe something to their partner, using the knowledge of this module.2.Guess who/what I am describing.Step 5 Homework:
1.Finish all the exercises in the WB.2.Preview Module 9.The Teaching Plan for Module 9 Cartoon stories Unit 1 We need someone like superman who can save Tony.Type of lesson Listening and speaking Period 2 Teaching Aims Language goals:
To understand the conversation involving the use of the restrictive attributive clause;Emotional experience: To be able to retell Tony's experience and what his classmates did when Tony was in trouble.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: To ask and give information about one's favourite cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for teaching difficulties & 三岔口初级中学英语电子教案
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key points Teaching difficulties & key points Special Strategies Personal adjustment 1.The new words and phrases.ending, flash, laughing, over there, word, have a word with 2.Master the structure of restrictive attributive clause with that, Which and who.1.Remember the new words of this unit.2.do some exercises by using them,and make more sentences.Teaching procedure Step1 Greeting and revision Say hello to everyone.Revise the grammar by doing some exercises The boys _______are playing football are from Class One.Football is a game _______is liked by most boys.The school in _______he once studied is very famouse.We bought a book ________had lots of cartoons in it.Step2 Presentation 1).Remember the words in the box of activity 1(with time limit--30s)2).Complete the sentences with words what you have remembered A _______________is a person who plays a part in a story, and the _______is the person who plays the main part.A ___________cartoon is one which doesn't make you ________, such as a ____________of a news story.A cartoon in which the hero saves someone is a story with a happy___________.A ________is a story you tell to make people laugh.Step 3 Listen and read.1.Listen to the tape carefully.2.Ask and answer in activity 4 1).What does Betty think the ending will be 2).Why is the situation no laughing matter 3).How do you think Superman can save Tony
4).When will Tony possibly find out that his friends have got the camera 5).Why does Betty says she'll be Superman 3.Explain the language points 1)This is serious.这是很严肃的.2)But it's no laughing matter.但这不是开玩笑的事情.3)to have a word with 和某人说句话 4)That's good news.那是好消息.5)Here you are.给你.6)in deep trouble 处于险境中
7)Oh dear!噢, 天啊!dear adj.①亲爱的, e.g.Dear Sir./ My dear.②昂贵的(expensive)eg.That's a dear shop.三岔口初级中学英语电子教案
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③int.(表示伤心,焦急, 惊奇等)呵!哎呀 eg.Oh dear!serious(adj.)严肃的,认真的---seriously(adv.)eg.Are you kidding or are you serious 你是开玩笑还是认真的Grandma is seriously ill.祖母病的很重.4.Translation the whole conversation by students.5.Work in pairs to complete the sentences in activity 5 in your own words.Step4.Pronunciation and speaking Listen and repeat the sentences.Step5.Homework Do the WB activity 1.Learn the conversation by heart.Blackboard Writing Design 1.But it's no laughing matter.但这不是什么可笑的事情.2.Have a word with sb.和某人说句话.比较:Have words with sb.与某人吵架.3.That's a smart idea!等于that's a good idea.4.Be in deep trouble.处于大麻烦/险境中.Self-reflection
Unit 2
There are several fan clubs in China which have held birthday parties for Tintin.Type of lesson Reading and writing Period 2 Teaching Aims Language goals:
1.To get information from the reading material about cartoon stories.2.To learn some new vocabulary.Emotional experience: To learn more expressions of describing cartoon stories.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: 1.To know more about many cartoon of China and abroad;2.To write about a cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for 三岔口初级中学英语电子教案
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teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment 1.To understand the passage, 2.To learn the restrictive attributive clause with that, who and which 1.To get the main idea of each paragraph.2.Find out the restrictive attributive clause in the passage and explain them.Teaching procedure Step1 Warming-up
1.Review the text of Unit 1
2.Let the students act out the dialogue in pairs.3.Introduce the new words.Step 2: Reading 1.Talk about the following questions by groups.1).Do you like watching cartoons
2).What cartoons have you ever watched
3).Do you know the names of the following cartoon characters 4).Are they in recent cartoons or old cartoons
5).Use the words in the box to describe the cartoon characters.2.Listen to the passage to find out and check your answers.Name of cartoon Recent/Old Description Nemo Shrek the Monkey King Tintin Snoopy 3.Read the passage and find out the sentence which best summarizes the passage in activity 4.4.Listen to the passage again and choose the correct answer.1).The Monkey King is a cartoon character which_______.a)causes problems in heaven b)has travelled to the moon 2).Shrek is a monster who__________.a)falls in love with a princess b)was born from stone 3).Nemo is the name of a _________.a)fish which is caught by a diver b)big, fat cat which is very lazy 4).Snoopy is a lovable dog which was created by____.三岔口初级中学英语电子教案
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a)Tintin
b)Charles Brown's 5.Work in pairs and answer the questions in activity5.Step 3.Key words and expressions 1.favourite n.喜欢的东西/人 adj.特别喜欢的 2.series n.系列(单复同形)3.translate v.翻译 translation n.翻译, 转化 translator n.翻译者 4.Belgian n.比利时人 adj.比利时人的 Belgium n.比利时 5.create v.创造
creation n.创造
creative adj.有创造力的
6.orange-and-white 橘白相间的 black-and-white 黑白相间的
如果用表同一方面情况(如说明性质,颜色,物质)的两个或两个以上的形容词来作定语需用and连接.7.ever since 从„开始
从他退休以来,已经在这呆五年了.He has been here for 5 years, ever since he retired.8.But it is above all the jokes played by the monkey that people remember.it 引导的强调句用来对句中某一成分加以强调.结构:”It is(或was)+强调部分+ that(或who)„ Step 4.Homework 1.Writing: try to write a cartoon by yourself.2.Complete the activities 5~8 on P145(WB)Blackboard Writing Design 1.fan club 影迷俱乐部
2.orange-and-white 橙白相间的 black-and-white 黑白相间的 合成词作定语 3.win the heart of sb.赢得某人的心
4.in heaven 在天宫里
5.mke a mess 搞得乱七八糟 see a mess 看到狼籍一片 „„ Self-reflection
Unit 3 Langugage in use Type of lesson Revision and application Period 2 三岔口初级中学英语电子教案
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Teaching Aims Language goals: To summarize and consolidate the language knowledge in this module.Emotional experience: To learn something about cartoons, to complete a task involving making a cartoon story Learning abilities & strategies: 1.Review the passive voices that students' have learned.2.To train students' ability of words and speaking.Realization of culture: Learn how to describe cartoon heroes, how to make a cartoon.Teaching aid Formal and interactive practice, task-based activities Strategies for teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment To train students' ability of words and speaking.To be able to help each other in communication.Exercise method.Writing and Oral practicing method.Teaching
procedure Step 1.Greeting and revision 1.Review the text of Unit 2 2.Complete the sentences with which, who or that.1)The man_______we met was a cartoonist.2)He drew a dog___________had six legs.3)The cartoon and the cartoonist _________you're talking about is very famous.4)I know a teacher_______________is also a cartoonist.5)The picture____________I like best is the first one.6)Did the children watch a cartoon____________was drawn by Alice last Friday 3.Join the sentences with who, which or that.There's a Chinese artist.You must meet him.There's a Chinese artist(who)you must meet.Step 2 Language practice 1.Read through the example sentences in the box with the whole class.2.Ask them what language point is demonstrated.Attributive Clauses(引导词的省略)Step4.Vocabulary 三岔口初级中学英语电子教案
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1).Complete the passage with the correct words in activity 8.2).Complete the passage with the correct phrases in the box in activity 9.Step5.Grammar 1.Attributive Clauses
The cartoons(which / that)I like have lots of jokes.在英语中,如果定语从句的引导词在从句中作宾语就可以省略,无论从句修饰的是人还是物.eg.Did you go to the talk ○ the famous cartoonist gave at your school The cartoonist ○ we spoke to still uses pen and paper to make his drawings 在英语中,如果定语从句的引导词在从句中作主语就不能省略,否则会造成结构混乱,影响表达.I've got a camera which has got his name on it.Perhaps it'll be a cartoon which has a happy ending.It tells the story of a monkey who leads a group of monkeys.eg.I'd love to have a teacher who was a cartoonist.He could make lessons that are usually boring more interesting.2.Exercises 1.Do the exercises 1.2.3 in WB.2.多项选择.从下列ABCDE中选出符合题意的任意项.A.which B.that C./ D.who E.whom(见附表)Blackboard Writing Design Attributive Clauses
The cartoons(which / that)I like have lots of jokes.在英语中,如果定语从句的引导词在从句中作宾语就可以省略,无论从句修饰的是人还是物.eg.Did you go to the talk ○ the famous cartoonist gave at your school The cartoonist ○ we spoke to still uses pen and paper to make his drawings 在英语中,如果定语从句的引导词在从句中作主语就不能省略,否则会造成结构混乱,影响表达.eg.I'd love to have a teacher who was a cartoonist.He could make lessons that are usually boring more interesting.Self-reflection Appendixes/Unit 1 1.But it's no laughing matter.但这不是开玩笑的事情.表示的否定强度比 Not a laughing matter.强得多.2.have a word with sb.和某人说句话.等于to talk to some one for a short time.a 与谈话中说了多少没有任何关系.比较:have words with sb.与某人吵架.3.That's a smart idea!等于That's a good idea.4.be in deep trouble.处于大麻烦/险境中.Exercises: 根据给出的汉语意思或首字母提示完成下列各题.The story has a happy ending(结局).三岔口初级中学英语电子教案
九年级
第 ５ 册
We feel that life is no laughing matter(开玩笑的事情).This isn't one of those cartoons(卡通)which make you laugh.Come here and I have a word with you.Did you have any trouble finding your way here You can imagine how surprised I was.Appendixes/Unit 2 1.fan club 影迷俱乐部
2.orange-and-white 橙白相间的 black-and-white 黑白相间的 合成词作定语 3.win the heart of sb.赢得某人的心 4.in heaven 在天宫里
5.make a mess 搞得乱七八糟 see a mess 看到狼籍一片 mess 一般以单数形式出现, e.g.You are really a mess!你脏透了!What a mess!真乱!
Your room is in a mess!你的房间乱七八糟的.6.favourite adj.喜爱的,n.特别喜欢的人或物 7.ever since 自从,从那时到现在,从„„开始
e.g.She has been rich, ever since she met a good man.8.translate into 翻译成„,translate sth.from a language into another language.9.a series of 一系列 series的单数复数一致
Appendixes/Unit 3 定语从句中引导词/关系词的省略问题.如果引导词/关系词在从句中作宾语成份可以省去引导词/关系词,无论从句修饰的是人还是物.但是作主语不可省,否则会造成结构混乱.which 指物可作主语和宾语,that 指人指物可作主语和宾语,who 指人在正式语体中只作主语,whom 指人做宾语,但在非正式语体里界who 也可作宾语.关系代词 先行词
在从句中的作用 who 指人 做主语 whom 指人 做宾语 that 指人或物 做主语或宾语 which 指物
做主语或宾语
The cartoons(that/which)I like have lots of jokes.I like the teacher who teaches me English this term.在日常口语中,在定语从句中作宾语的引导词往往被省略,但在较正式的文字中则较少省略.三岔口初级中学英语电子教案
九年级
第 ５ 册
Exercises: 不定项选择.从下列ABCDE中选出符合题意的任意项.A.which B.that C./ D.who E.whom 1.It is the third time ______you have made the same mistake.2.The factory _______we'll visit next week is not far from here.3.Do you know the man ________ I spoke to
4.Can you lend me the book ______you talked about the other day 5.The engineer ________my father works with is about 50 years old.6.That is the office ______Lincoln once worked in.7.All the apples _______fell down from the tree were eaten up by the pigs.8.The place__________interested me most was the Children's Palace.9.The number of the people _______own cars is increasing.Module 10 Fitness
一、教学目标
1、语言知识目标 语音 词汇 朗读中停顿注意句群
ache exercise weight interest sugar tasty menu behave persuade ban educate typical
diet
fitness running weight lifting unlikely chip pasta cooking disadvantage advertise 词组 give up
bump into
语法 功能 话题 whose引导的定语从句
能用whose定语从句来描述人 以“健康”为话题。
2、语言技能目标
听 能听懂用包含所学的定语从句的口头表述，询问及其回应的听力材料。
说 能在语境中流利说出本模块的生词，能说一些有whose的定语从句 读 能读懂有关健康体育活动与饮食的短文，理解阅读材料中定语从句所表达的语义。进行一定阅读技能训练。
写 能写包含所学定语从句的句子，能结合实际写改善饮食的文章 演示与表达 能向同伴或全班讲述如何保持健康，并提出合理建议
3、学习策略目标
自主学习、有效交际、信息处理、英语思维能力。认知 调控 交际 资源 自学 策略 合作 学习策略 互相学习，取长补短，注意学习策略共享，将自己所搜集的信息与其他同学共享。联系、归纳等技能。观察并归纳的有Whose的定语从句结构，提高自学能力。从同伴处得到反馈，对自己在叙述及写作中的错误进行修改。学习运用恰当词语，句子描述如何保持健康。
通过其他资源获取更多有关“健康”的英语材料。
培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。
第四篇：新标准外研版三年级英语上册全册备课
新标准外研版三年级英语上册全册备课
一、教材分析
一册教材共同分为11个模块，内含一个期末分析模块。每个模块分两个单元。一般，第一单元呈现要学习的语言内容，第二提供任务型练习，包括一首歌谣和小诗。歌谣和小诗的学习目的有三，一是培养学生的语感和节奏感，二是提高学生发音准确性，三是通过这些英语国家儿童所熟知的歌谣介绍一定的西方文化。不常用单词不要求掌握。希望学生结合语用和语词的基本语义，逐步获得最基本的运用英语的能力。课文呈现了一些新的语法内容，但不要求讲解，更不要求学生掌握，只是要求初步运用这些语句。
二、教学目标
通过学习本册教材使学生：
1．逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语进行活动的积极性。
2．能运用英语在日常生活和课堂情景中与老师和同学进行初步交际，如问候他人，家庭和朋友的简单消息。
3．能参加运用英语组织和开展的日常课堂教学和生活游戏，及其它课内外活动。
4．能听懂简单的指令并作出适当的反应，能读懂简单的配图小故事，进行口头描述，唱一些英语歌曲，背一些小诗和歌谣。
5．养成良好的学习英语的基本方法；形成英语学习的自觉性，和通过英语学习，获得更多知识的求知欲。
6．养成良好的文明行为习惯，掌握基本的英语交际礼貌策略，全面提高综合素质。
7．乐于了解英语国家儿童的兴趣爱好，以及外国人的一般风俗习惯。
三、提高教学质量的措施
1．创造良好的学习气氛。
2．在课堂上尽量的使用英语，适当使用汉语。
3．合理确定教学要求。不要求学生自由地说出课文所有内容，甚至不要求能自由地朗读课文。
4．纠正控制性错误，不纠正非控制性错误。
5．多表扬多鼓励。
6．利用录音带、多媒体教学课件、挂图等。
四、教学进度
第一周Module 1Greetings
第二周Module 2Introductions
第三周Module 3Classroom
第四周Module 4Colours
第五周Module 5Numbers 1-12
第六周Rest
第七周Module 6School
第八周MiddleReview
第九周MiddleReview
第十周Mid-term examination
第十一周Module 7Birthday
第十二周Module 8Friends
第十三周Module 9Family
第十四周Module 10Body
第十五周Story Time
第十六周Review Module
第十七周Finalexamination
12月以前完成全册教学任务。
第五篇：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）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.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.教
学
设
计 课型 教材 分析 Reading and writing By example this unit presents a good way to describe what one sees and feels after a journey.It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders.教学目标 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 andanswer Ask Ss to make questions about facts of the natural wonders.Demonstrate and get Ss to follow.Ask andanswer.How tall/deep… is it?
It’s…meters tall/deep.Practise asking about detailed information and learn the sentence pattern.Step 3.Read(Skimming)Tell Ss to read the passage in Activity 2.Find out the name of the wonder and its facts.T: Where did the writer visit?
How deep/wide/long is it? Read the passage and
answer thequestions.Find out the facts and write them down in Activity 5.Practise reading skills and get specific information.Step 4 Read and match Play the tape and get Ss to follow silently.Find out the main idea of each paragraph.Present the five topic sentences on the screen(Bb).A.The writer arrived there on the rainy
morning;B.The first impression/sight of the
Grand Canyon.C.The Grand Canyon is the greatest
wonder in his opinion.D.Details about the Grand Canyon.E.After minutes’ walk, he came to it.Ss follow the lines and match the topic sentences to the paragraphs.(or they can conclude the main idea by themselves if possible)Read for the main idea of each paragraph.Learn to sum up and help to understand the whole passage.Step 5 Read aloud Get Ss to read aloud after the tape and find the details about the trip.① When did he get to the Grand
Canyon? ② Why was there nothing to see? ③ Where was he facing on the edge of
the Grand Canyon? ④ How did he feel about the Canyon? Read aloud and answer questions in Activity 3.Ask for help if they have any problems.Practise reading and learn about the details, check their understanding.Step 6.Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases.Try to check by a gap-filling exercise.(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of, disappear into, ask oneself)Learn the verbs and phrases.Practising using them with the help of the gap-filling.Focus on the phrasal verbs and prepositions.Step 7.Match Activity 4 Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline the words and match the English meaning.Practise guessing the meaning of words in the context.Step 8.Writing Tell Ss to imagine they have seen(some of them did see)one of the wonders of the world.Write sentences describing how they felt.Remind them of the four keywords: saw, size, happened, felt.First get them to work in pairs and then report the sentences or passage if possible.Write sentences according to the given beginning.Report their answers and tryto make them
into a passage.Practise writing and using the language on the basis of imaging and personal experience.作业布置 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
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.教学反思：
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 seen by millions of people every year.Mark Twain was an important writer, but he isn’t known as a great thinker like Confucius.Step 1 Warming up& leading in 1.Ask the students some questions.Do you like reading books? What’s your favourite book？Who’s your favourite writer?
2.Show three pictures about Confucius, Shakespeare and Mark Twain.Let them guess who they are.Can you say something about them? Teach the words : work, influence, play, poem, respect, thinker, thought, wise, writer.Confucius: He was a great thinker in China.He is known for his wise thought.We are
still influenced by his thought.He is respected by us.Shakespeare: He was a writer of plays and poems.Some of his most famous plays are Hamlet and Romeo and Juliet.He was born in 1564 in England.His plays are seen by millions of people every year.Mark Twain: He was a famous American writer.He wrote a lot of stories.His books are still popular.For example ,The Adventures of Tom Sawyer.3.Do Activity 5.Complete the sentences with the correct form of the words.Step 2 Listening(Act.1&2)1.First read the words in the box.Then match the words in the box with the people in the pictures.(Act.1)2.Listen and check your answer to Act.1.(Act.2)step 3 Listening and reading(Act.3、4)1.Listen and answer.Where are the speakers? What are they talking about? 2.Read and answer the questions.(Act.4)3.Everyday English and language points.What’s up? Go on!Sounds like a good idea.as far as, not …any more, millions of ,be known as/for 4.Read the conversation in two groups.Step 4 Grammar practice 1.Underline the sentences in the conversation that have the pattern of passive voice.2.Read the sentences aloud.3.Do WB Exercise 1 on p116 Step 5 Speaking and writing 1.Do Act.8 Work in groups of three and look at the opinions in the table.Report ideas of your group to the whole class.2.Do Act.6 Talk about your favourite play/poem/thinker/writer/story.Homework 1.write your favourite play/poem/thinker/writer/story.2.Listen and read the conversation.3.Search the internet about the book called The Adventures of Tom Sawyer.Unit 2 It’s still read and loved Teaching aims practice reading skills.Try to write a passage about your favourite great book.Key points run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death Difficult sentences 1.The themes of the story are to do with children growing up and becoming more serious 2.It’s thought to be one of the greatest books.Step 1 Warming up & leading in 1.Read the conversation you learned yesterday with your partner.Then answer the questions according to the conversation.What did Betty suggest at the end of the conversation in Unit 1? What’s Mr.Jackson’s favourite book?
2.Ask the students if they have read the book before.What happens in the book? What are the main ideas of the book? Show some pictures of the book and tell the story..Teach the new words: behaviour, cave,freedom,funeral,outsider,pretty,social,theme，treasure, nineteen century Step 2 Reading 1.Read the passage quickly and answer the questions.Where can you read the passage? Why does Mr.Jackson like the book? 2.Read the passage again and complete the table with the information about it.(Act.3)3.Read and answer the questions.(Act.4)Step 3 Read aloud and language points
1.Play the tape for the students to listen and read.2.Get the students to read each paragraph and discuss the useful words and expressions.run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death
It’s thought to be one of the greatest books.Step 4 Writing
1.Work in pairs.Would you like to read The Adventures of Tom Sawyer ? Why/ Why not? 2.Think of your favourite great book you have read.Complete the table in Act.3 3.Write a passage about your favourite great book.My favourite great book is Harry Potter and the Philosopher’s Stone by J.K.Rowling.It’s a story about a young boy… Home work 1.Listen to the tape and practice reading the passage aloud.2.Write a passage about your favourite great book.Unit 3 Language in use Teaching aims Language practice Key points Seeing a play is more interesting than seeing a film.First…then…,next…,after that…,finally… Difficult points The use of passive voice.Step1 Revision 1.Read the passage in Unit 2 2.Show the passage about your favourite great book.Step 2 Vocabulary(Act.5&8)1.Read through the words or phrases in the box with the whole class.2.Ask the students to complete the passages, then check them.Step 3 Grammar 1.Ask the students to read the sentences in the box.2.Grammar teaching The teacher helps students understand the passive voice 1)被动语态的构成：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.教学反思：
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.教学反思：
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 ⑴ Play the tape to let the Students get the answer: Can the digital camera be borrowed from Tony's Dad
⑵Do Activity 4.Get the students to show their answers.⑶Listen and repeat.Notes:Everyday English Can I ask a favour 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
8.compare„.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.4.Answer the questions 1.Why were books expensive and rare before the invention of printing 2.Why did ideas spread more quickly when books became cheaper 3.What can we use instead of books to get information Homework
Finish the workbook exercises 课题
Module 4 Great Inventions Unit 3 Language practice 教学目标
德育目标:To know about some great inventions 知识目标: To practice the use of passive voice 能力目标:To complete a task about ”How to improve inventions“ 重点
被动语态: 情态动词的被动语态: 情态动词(not)+ be +过去分词 现在完成时—— have/has +been+动词的过去分词 难点
情态动词的被动语态: 情态动词(not)+ be +过去分词 现在完成时—— have/has +been+动词的过去分词 课型
Revision and application 教法
Formal and interactive practices Part I: Revision Language practice 现在完成时的被动语态: have/has(not)been +过去分词 情态动词的被动语态: 情态动词(not)+ be +过去分词 Conclusion
被动语态的构成:be +动词的过去分词 一般现在时—— am/is / are +动词的过去分词 一般过去时—— was/were +动词的过去分词
情态动词—— aux.v.(must/can/could/may„)+ be +动词的过去分词 现在进行时—— be(am,is,are)+being +动词的过去分词 一般将来时—— will be/be going to be +动词的过去分词 现在完成时—— have/has +been+动词的过去分词 主动语态改成被动语态的步骤及注意事项 1.主动语态的宾语改成被动语态的主语.2.主动语态的谓语动词改成被动语态的谓语动词.do----be done 3.注意保持时态和人称的一致.4.带双宾的谓语动词有两种改法.当把直接宾语改成主语时,谓语动词后必须加适当的介词: to / for.如:give--be given to 此类动词还有:pass show send„
再如:buy---be bought for此类动词还有:make draw cook mend„
5.一些动词不定式在主动语态中省略to作宾语补足语,改成被动语态时,to必须还原.注:1.不及物动词(vi.)不用被动语态.如:happen,take place ,appear disappear„没有被动形式.**几种特殊结构
1.My uncle gave me a gift on my birthday.----I was given a gift on my birthday.A gift was given to me on my birthday.2.We often hear him play the guitar.He is often heard to play the guitar 注意:see, watch, hear, notice, feel, make, listen to, look at等动词/短语后作宾语补语的不定式都不带to;但改成被动语态后必须带to.Part II: Language Practice Read though the sentences with the students and talk about the highlighted structures.Exercises: Activities 1~8 Finish the exx with the students according to the highlighted words of every activity.Check the answers.Homework: Finish off the workbook exercise 教学反思：
Module 5 Museums
The Teaching Plan for Unit1 You mustn't touch it!Topic You mustn't touch it!Type of lesson New lesson Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: To know something about the signs around you and obey the rules.Ⅱ.Aims of emotion: More interests and better attitude to learn English.Ⅲ.Learning abilities & strategies: To talk about the signs with ”mustn't, can't, Don't… No….“ And Word Formation--Compound words Ⅳ.Aims of culture: To get information about the signs Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties &
key points Teaching difficulties & key points: 1.The new words and phrases.2.The listening material of Activity 3.Special Strategies: 1.Give some time to the students to remember the new words.2.Talk something related with listening material before listening.Personal adjustment Teaching procedure Teaching Procedure Step1: Greeting and revision have/has been + 过去分词;情态动词+be+过去分词
Step2: Talking: The signs around you(draw some pictures on the blackboard about sighs, ask students to guess)Step3: Listening and vocabulary 1.Match the pictures with the phrases 2.Listen and underline the correct word in each sentence 1)Read the words together and try to understand their meanings.2)Listen and check.3.Listen and read 1)Close the book and listen to the tape, then answer the question: What are they doing 2)Check the answer and listen again then finish part 5.3)Ask some students to check the answers.4)Listen and repeat.Language points: 1)look forward to 与pay attention to 中的to都是介词,后面应跟名词,代词或动名词,如: I'm looking forward to meeting you.You must pay attention to the spelling in your writing.2)Hang on a minute!等一下!3)on one's own 单独的 4)take a photo 拍张照片
5)against 反对 be against doing sth.反对做某事 6)几种表示禁止的表达方式: Don't+动词原形 No+名词/动名词 can't mustn't be not allowed to 7)No, you can't take a photo, either.Either在此用作副词,要与否定词连用,意思是”也不“.如, I don't like coffee either.我也不喜欢咖啡.Step 4: Pronunciation and speaking 1.Listen and repeat.2.Pairwork: Talk about the rules you can or can't do in libraries or museums.Homework Copy the new words and recite the useful phrases.Blackboard Writing Design Language points and exercises: 完成句子.1.禁止喧哗,它违反规定.No shouting!It's against the rules.2.好,让我们下楼吧!Well, let's go downstairs.3.不要碰,禁止你碰它.Don't touch!You mustn't touch it.4.不,你也不能拍照.No, you can't take a photo, either.5.赶快!否则我们将迟到了.Hurry up, or we'll be late for school.Self-reflection The Teaching Plan for Unit2 There's no shouting and no running.Designed by: Yang Lijian Date: Sep.29 Topic Type of lesson New lesson Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.To know something about the Science Museum in London.2.Useful important phrases.Ⅱ.Aims of emotion: More interests about the Science Museum.Ⅲ.Learning abilities & strategies: 1.To get information about the Science Museum in London.2.To understand passages involving Compound word.Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties &
key points Teaching difficulties & key points: Phrases and Compound word.Special Strategies: Give some time to the students to remember the new words.Personal adjustment Teaching procedure Teaching Procedure Step1 Revision
Use ”mustn't, can't, Don't No.“ to make more sentences about the rules for museums or libraries.(Tips: game or competition.)Step2 Reading and vocabulary 1.Read the words and talk about the pictures.2.Read the passage and answer the questions.3.Check the answers and listen to the tape.4.Complete the table and check 5.Language points: 1)allow doing sth.允许做某事.如, They don't allow smoking in the museum.他们不允许在博物馆吸烟.allow sb.to do sth.允许某人做某事.如, My parents don't allow me to read in the bed.我父母不允许我躺在床上看书.be allowed to do sth.被允许做某事.如, Students are not allowed to smoke.学生们不准吸烟.2)work out 计算出 3)try out 检验,试用
4)fill„with„ 用......填充......She filled the bottle with water.她用水装满了瓶子.区别:be filled with 表示”充满“,强调动作;be full of 表示”装满,盛满“,表示状态.Hs heart was filled with gratitude.他内心充满了感激之情.The basket was full of flowers.篮子里盛满了花.5)compare„with 与......作比较
6)drop in 顺便走访,也可用于drop in on sb.顺便走访某人.7)Above all ”首先,最重要的是“ 8)as long as so/as+adj./adv.+as 像......一样
Step 3 Writing Complete the passage then check the answers.Homework
Finish the workbook exercises.Blackboard Writing Design Language points and exercises: 单项选择.1.A: Hellow!Would you like to go to the cinema with me tonight B: I'm sorry, I can't.Father won't B me to go out in the evening.A.let B.allow C.offer D.help 2.We won't allow C n museum.But you are allowed _____ in the rest room.A.smoking;smoking B.smoke;smoking C.smoking;to smoke D.to smoke;to smoke 3.Be careful!The bowl C hot water.A.full of B.fill with C.is filled with D.is fulled of Self-reflection The Teaching Plan for Module5/Unit3 Language in use Topic Type of lesson Revision Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.Master the key words and structure.2.To practice the use of Compound word.Ⅱ.Aims of emotion: Talk about you can or can't do something Ⅲ.Learning abilities & strategies: 1.To talk about the rules with ”mustn't, can't, Don't… No….“ Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard.Strategies for teaching difficulties &
key points Teaching difficulties & key points: Use the structure ”allow or not allow doing sth.“ To explain the rules.Special Strategies: Give some time to the students to remember the structures.Personal adjustment Teaching procedure Teaching Procedure Step 1: Revision 1.Finish part 1 and 2.2.Check the answers and read the sentences in language practice.3.Review:
1)No+v.-ing!如: No smoking!不许吸烟!No joking!不要开玩笑!2)祈使句
否定的祈使句同样可以用来表示”禁止“.如: Don't shout.不要喊叫.Don't make any noise.不要吵闹.3)You mustn't…
情态动词mustn't 可以表达”禁止“的概念.如: You mustn't take photographs of the exhibits in museums.博物馆中不得给展品拍照.You mustn't tell it to anyone.你决不可以告诉任何人.4)You can't…
can't 可以表示”能力“,”可能性“,也可以表示”不允许“.因此可以用来制止某人做某事.如: In most museums you can't make any noise.在大多数博物馆里不能吵闹.5)You aren't allowed to…
本句型用来制止对方做某事.如: You are not allowed to touch the exhibits.不要触摸展品.Step 2 Finish the all exercises then check it.Step 3 Compound words(见书本P179)Exercises: Make new words using the words in Box A and Box B.A
bed class down home post up wet B card room site stairs work mate load sick Homework Finish off the workbook exercises Review the language points in this module.Blackboard Writing Design 1)No+v.-ing!2)祈使句
否定的祈使句同样可以用来表示”禁止“.如: Don't shout.不要喊叫.3)You mustn't… 4)You can't…
can't 可以表示”能力“,”可能性“,也可以表示”不允许“.因此可以用来制止某人做某事.5)You aren't allowed to… Self-Reflection 教学反思：
Module 6 Save our world 教案设计
一、教材内容分析
本模块以杜绝浪费，保护环境，拯救地球为话题，让学生在了解地球危机重重的基础上，通过活动，考虑我们学生应怎样从生活细节中采取措施来保护环境，保护地球，进而培养学生的忧患意识和主人翁意识。讨论话题源于周围环境，贴近生活，便于开展活动。教学中应结合学生实际情况，灵活调整教学内容，合理设置课时。适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生责任的教育。
二、学情分析
通过两年的学习，学生已能用英语熟练地表达自己的看法和意见。本模块的话题是环境、资源，这是学生很熟悉也较感兴趣的话题, 但同时对学生的知识储备要求较高。首先要求学生通过多种途径了解地球环境、资源的现状。其次在教师预设的任务中，要使学生有话可说，但是这个话题涉及较多的知识，学生掌握的难度较大, 如果材料处理不当，会导致学生有话想说，却无法用英语表达的尴尬场面。因此在具体安排教学内容时，可由简到难，适当降低难度与要求，让学生更好地运用课本知识，达到提高综合运用语言能力的目的。
三、教学目标
1.语言知识目标 词汇 waste、energy、pollution、recvcle、reusable、reduce、reuse、repair、environmental、hopeless、necessary、plastic、sort、harm、material 词组句型 instead of、do harm to、make a difference to、It’s+adj+to、stop from 语法 前缀、后缀构词法 功能 表达如何杜绝浪费，保护环境，拯救地球 话题 以了解地球危机重重为基础，讨论如何拯救地球为话题
2．语言技能目标
听 听懂有关不同保护环境方法的对话，提高学生实际应用能力
说 能用本模块的生词、短语开展对话、讨论，介绍各自生活中保护环境的方法
读 了解地球环境的现状, 通过阅读掌握reduce，reuse，recycle的含义和重要性，进行简单的阅读技能训练
写 1．能用核心词汇写出简短的、表达观点的句子 2．能写出生存现状和保护措施，形成完整的计划性文章
演示与表达 能向全班做有关生存现状和保护措施的发言与展示 3．学习策略目标
通过合作讨论、游戏、竞赛等多种活动形式，实现在用中学，学而能用的原则。
认知策略 联系，归纳，推测等技能。
调控策略 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。交际策略 学习运用恰当句子表达自己的观点。资源策略 能利用多种途径及学习资源查找信息，用所学内容进行真实交际。自学策略 能借助词汇图掌握单词，形成话题联想的习惯，培养学生的阅读能力技巧。合作学习策略 关心周围的生存现状和保护措施, 交流并分享各自的观点并形成最终观点。
4．文化意识目标
引导学生关注社会，关注身边的事和人，关心周围的生存现状和保护措施，对学生进行环保意识的渗透。同时让他们了解保护环境离我们很近，身边有许多机会，进而培养学生的忧患意识和主人翁意识和关爱地球之心5．情感态度目标（1）通过开展生动活泼的教学活动，激发学生的兴趣。
（2）培养学生热爱生活、热爱自然界，培养保护环境的意识和关爱地球之心。同时也积极鼓励学生参与社会实践活动。
（3）引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。
四、重点难点
1.教学重点
重点话题：How to be green 2.教学难点
（1）前缀、后缀构词法及其积累
（2）能用恰当地道的英语表达对保护环境的看法。3．突破途径
以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。
五、教材处理
1、任务 核心任务：能够运用所学句型结构向不同的朋友交流自己关于保护环境的看法。三个环节如下：
pre-task：学生通过多种途径了解有关环保的知识，激活背景知识。
Task-cycle：通过整个模块的听说读写的训练，强化“地球现状和保护环境的途径”的表达能力，为完成核心任务做好铺垫。
post-task：达成任务，展示成果，自我评价，反馈学习情况。
2、课时安排
Period One: Unit 1 It’s wasteful to throw away paper and metal.Period Two: Unit 2 Remember three words: Reduce, reuse and recycle.Period Three: Unit 3 Language in use(1)Period Four: Unit 3 Language in use(2)
六、教学设计
Period One: Unit 1 It’s wasteful to throw away paper and metal.Step 1: Warming-up According to the words, let the students say something about our world and describe it.设计意图: 从学生所了解的世界入手，利用学生已有的认知水平进行头脑风暴，主要为下一步世界中最主要的环境问题的引出做准备工作。
Step 2: Lead-in 1.Watch a video about our world.2.Discuss: What problems did you see?
3.Work in pairs.Say what you should do about these problems.设计意图:
视频让学生更直观地了解到我们的地球所面临的日趋严重的环境问题。通过观看，思考和讨论，给学生提供一个运用英语的机会，培养了学生注意的能力和主题理解能力，更激发了学生保护环境的意识。
Step 3: Listening
1.Look at the photos.Describe and check them.(Activities 1 and 2)
2.Listen and read.Then do Activties 6 and 7.3.Discuss: Look at Activity 5.Choose one of them and answer it.设计意图:
听力是学生的一个难关，因此在设计中应由浅入深，教师加以引导和帮助。活动五在课文中没有直接原文答案，为降低难度，可让学生选择回答，让各层次的学生都有事情可做，都有事情会做，提高参与率和成就感。
Step 4: Speaking
1.Watch a video.2.Disuss: Think of some ways of environmental protection.Complete the table with the ways.设计意图:
保护环境并不只是政府的事情，其实在我们身边有许多我们能做而常被忽视的。通过观看同龄人的行为，让学生了解我们不该做的很多，我们该做的更多。让学生考虑应怎样从生活细节中采取措施来保护环境，保护地球，进而培养学生的忧患意识和主人翁意识，培养学生热爱生活、热爱自然界，培养保护环境的意识和关爱地球之心。
Homework: 1.Review Unit One.2.Workbook: Page 133 Vocabulary and Listening.3.Choose one of the two and finish it.(1)Think of more ways of environmental protection.(2)Find out some problems around you and think how to solve them.Then write it down.Period Two: Unit Two Remember three words: Reduce, reuse and recycle.Step 1: Warming-up
1.Check the homework.2.Introduce some environmental groups.3.Do a questionnaire.设计意图:
在社会中，包括政府在内，有许多的机构，单位，组织和个人都关心和保护着环境。通过问卷让学生领悟我们虽小，但我们可做的很多，而且这些可做的事就在我们的身边，就在我们的日常生活里，从而为课文的引出做好铺垫。
Step 2: Lead-in
Look at the pictures.Say which things are better for the environment and why.设计意图:
利用学生最熟悉的生活用品比较，在一定的语境中进行讨论和学习词汇。小组讨论可以集思广益，加深对课文的理解。而进行有意义的交流是词汇学习的上上策，培养学生词不离句学语言的好习惯。并且让学生从自身的感受和生活的经验来判断, 激发学生热爱生活、关心生活和保护环境的意识。
Step 3: Reading
1.Read the passage.2.Work in pairs and answer the questions.(Activity 6)
3.Read the passage again and check the things you should do.Then give reasons for what you should or shouldn’t do.(Activities 4 and 5)设计意图:
通过慢速和快速阅读培养正确的阅读方法，让学生了解文章的主旨，同时培养学生的猜词能力，提高阅读能力。通过学生自己的阅读，主动去发现问题，提出问题，并通过不同途径解决问题。通过有意义的回答问题这种说的练习不但加深了对文章的理解，而且突出了语言的交流功能。
Step 4: Writing
1.Work in pairs.Make some lists of things.2.Make suggestions about how to be green.Give reasons，please.设计意图:
本部分为写作活动，与学生们的学习密切相关，同时也巩固先前的阅读所学知识，具有一定的难度，因此有必要提供范文。
1.本活动为写前活动，目的是收集信息，让学生深度理解三个重要词汇。
2.本活动是任务的主要阶段，首先让学生重温根据先前的图表信息，然后制定环保建议和理由。
Homework:
1.Review Unit Two.2.Workbook: Page 134 Reading and writing.3.Choose one of the two and finish it.(1)Make suggestions about how to be green and give reasons.(2)Make a list of things that you have done something to help our environment.Period Three: Unit three Language in use(1)Step 1: Warming-up
1.Check the homework.2.Watch a video.设计意图:
通过观看视频,让学生了解本堂课的主题是利用我们所学到的知识去讨论问题，解决问题。最重要的是如何从身边的小事开始，从我做起去保护环境，爱护环境，以达到学习和生活紧密联系。
Step 2: Practice
1.Complete the conversation with the correct form of the phrases in the box.(Activity 9)
2.Read the ideas on protecting the environment.Then practise and answer the questions.(Activities 6 and 7)
3.Work in pairs.Discuss the question.(Activity 8)设计意图:
练习经过重组，难度有简到难，逐步深入，让学生自然地接受，消化。练习8又为下一步的讨论打下基础。
Step 3: Discuss
Work in pairs and talk about the picture.设计意图:
学生通过任务，分享各自的智慧火花，使口语能力得到提高。通过交流看法，多角度、多元化促进学生对知识的掌握和运用。从听、说逐渐过渡到下一步的写，由口头输出的流畅性过渡到笔头输出的精确性。
Step 4: Module task
1.Discuss what you can do about pollution.(1)Decide what type of pollution you want to talk about.It could be water pollutiong, air pollution, waste, cutting down forests, etc.(2)Discuss your topic.Say what you think about the problem and what can be done.设计意图:
本部分为写作活动，可以巩固先前的阅读所学知识。本环节分为两个步骤：第一步是挑选内容，第二步是讨论和语篇写作。第一步对于英语基础不好的学生尤为有用。要求学生独立写作，同时又将学生自主学习与小组合作活动相结合，旨在培养学生独立自主的学习能力及分享观点，相互协作的能力。
2.Make a poster to tell others to protect the environment.设计意图:
活动过程可让学生先看一些例子，然后选择一个话题，收集相关资料；为招贴画选择一个标题；对招贴画进行描述介绍；进行评比打分，选择优秀作品在班级报栏展示。该活动有助于培养学生资料收集、筛选的能力，培养学生的主题意识和话题意识，以及小组成员的合作意识。让学生明白不光自己要有环保意识，更要号召、呼吁身边的人一起爱护环境，保护环境。
Homework:
1.Review Language in use(1).2.Finish the module task.Period Four: Unit three Language in use(2)Step 1: Word games
1.Make new words.According as the word, make new words as many as you can.2.Make new words.Join the words in Box A with the parts of words in Box B.Step 2: Practice
1.Do Activities 2, 3 and 4.2.Workbook: Grammar and vocabulary.设计意图:
加前、后缀是英语中最常见的扩充词汇的方式，也是学习英语必须掌握的构词法。但常用的前缀、后缀非常多，因此应指导学生在学习的过程中自己学习，讨论，研究和发现其规律，并注意平时的积累。Homework:
1.Review Language in use(2).2.Finish the module work.教学反思：
Module 7 Australia教学设计
Unit 1 I’m looking for the photos that you took in Australia!
Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: crocodile, shark, hand, have a look at, alongside, detail Key structure: The attributive clause with that
2.Listening skill: To understand conversations involving the Attributive Clause in listening.Improve the students’ listening ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Lead in Divide the class into several groups and each group has two, three or more students.One student acts as a travel agent, the other students want to travel.The agent will recommend some cities or countries to the others.设计意图: 复习七八年级所学过的关于城市和国家的知识，自然的过渡到本单元的关于澳大利亚的重点对话。并且可以培养同学之间的合作与交流，提高会话能力。
Step 2 Presentation Show students a picture of Sydney Opera House and tell them ―Tony’s father has been to Australia.He visited Sydney Opera House.‖ Then get them to listen to the dialogue and answer two questions: 1.Where else did he visit? 2.What animals did he see? 设计意图: 因为是一篇较长的对话，所以让同学们带着问题去听，第一遍不要求逐字逐句听懂，但要能回答出简单的问题。
Step 3 Read and repeat Get the class to read the dialogue.Then ask them to read in pairs.Step 4 Complete the table After the students are familiar to the dialogue, ask them to complete the table in Activity 4.设计意图: 在这一步骤中,让学生从说转移到写上,并且让同学们在完成表格的同时更加熟悉课文。
Step 5 Answer questions Get students to answer questions about the dialogue.Step 6 Grammar Show students several sentences involving The Attributive Clause in this unit.Ask them to think of the use of the word ―that‖.设计意图: 在本单元只是呈现一下定语从句的概念，让同学们对此有一个印象，而不必强调如何去改写定语从句。在以后的两个单元的逐步练习中再让同学们慢慢地对此语法熟悉起来。
Step 7 Homework
1.Read the words and the dialogue frequently.Try to recite part of the dialogue.2.Finish some exercises in workbook Module 7.Unit 2 The camel that I rode had a bad temper.Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: grape, ham, lamb, outback, relative, sheep, spir, surfing, wine, helicopter, purple, similar, ours, cricket, rugby, sunshine, expression, mate, temper, lifestyle Key structure: 1.The restrictive attributive clause with that 2.Reading skill: The students can read the long passage and can write some notes about it.Improve the students’ reading ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Play a game Get the whole class to play a game called ―I describe, you guess‖.设计意图: 由游戏开始上课,同学们会比较感兴趣，尤其是九年级的同学。通过游戏的形式让同学们能够较轻松地读懂并理解带定语从句的句子。因为老师出的题目有限，所以在全班做完之后，若时间允许，还可以分小组做。
Step 2 Read and check Get the students to read the passage once or twice quickly, and after that ask them to find the information about some numbers.Then check the true sentences.设计意图: 第二单元编排了一篇长课文，教师可以把它当成阅读课来上。所以先让同学们快速阅读，然后找出一些关键句，并能够判断句子的正误。能够做到以上两点就可以了。Step 3 Read again and write notes.Get the class to read the passage again, but this time read it more slowly.Then ask them to take some notes for Tony.The students can finish this job individually or they can discuss with their partners.设计意图: 通过做笔记，能够使同学们加深对课文的理解，并且加强同学们的归纳理解能力。Step 4 Read and repeat After the students are familiar to the passage, ask them to read the passage after the tape.Then they can read by themselves.Step 5 Explain some useful expressions.The teacher explains some useful expressions and grammar points.Step6 Homework
1.Read the words and the passage frequently.2.Copy the words and expressions.3.Finish some exercises in workbook Module 7.Unit 3 Language in use Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: water sports, grey, ancestor Speaking skill: To say sentences involving the attributive clause.Writing skill: To write sentences involving the attributive clause.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Play a game Play another ―I describe, you guess.‖ 设计意图: 本单元是一个复习单元,以游戏引出话题，活跃课堂气氛，鼓励学生大胆表达。因为老师出的题目有限，所以在全班做完之后，若时间允许，还可以分小组做。（让同学们事先准备好图片）。在做这个游戏时，同学们能够很轻松地说出带定语从句的句子，能够在游戏当中掌握好本单元的语法重点。
Step 2 Read a dialogue Read a dialogue completed by the teacher and ask the students to make similar dialogues.Try to use the Attributive Clause.Read the conversation and pay attention to the underlined words.A: Do you want to see my photos? B: what photos? A: The photos that I took in Australia.1.A: What surprised you most in Australia?
B: The thing that surprised me most was the weather!2.A: What do you call that famous Australian animal? The one that can jump very high.B: Oh, you mean a kangaroo.3.A: What’s the name of that dangerous animal?
B: The one that is green? That’s a crocodile.设计意图:本单元是复习单元，尽可能让同学们运用本单元所学过的知识来自己编对话，做到灵活运用，大胆创新，并且还有助于合作与交流。
Step 3 Join the sentences.Ask the students to join the sentences with “that”.(句子见幻灯片)
Step 4 Finish Activity 1 Read the passage and underline all ― that‖ in the Attributive Clause.设计意图:在第三和第四步中，着重点在写上。经过了前面两个单元的学习，本单元的重点是让同学们能够写出带定语从句的句子，这也是本模块的一个任务。
Step 5 Around the world Show students a picture of Australian athlete and hero.Ask students to learn from her.Step 6 Homework Finish the exercises in the workbook.教学反思：
Module 8 Photos Teaching Plan
一、题材内容
本模块以“摄影”为话题，借此让学生描述自己最理想的摄影作品。通过本模块的学习，学生进一步学习定语从句的用法。为学生提供了充足的语言实际运用的机会。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。语法难点仍是定语从句。教学中教师应随时随地灵活利用各种素材组织教学过程和内容，充分调动学生的积极性。教学目标： 1)语言知识： 语音 能够准确掌握句子中的单词重读。词汇 trouble,shot,kid,expect,historic,size,beauty,category,movement,feature,include,rich, congratulation, photographer, present, ceremony, frightened 词组 on the left/right, pick up, even though 语法 能使用who, which 引导的定语从句。功能 Measuring;Describing people and things.话题 以“摄影”为话题。2)语言技能：
听 Identifying photos from descriptions.说 Describing photos.读 Transferring information to a table.写 Writing a description of a photograph.演示与表达 能够向他人介绍自己的摄影作品。3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知 联系，归纳，推测等技能。学习查词典,阅读报刊,上网等提高自学能力。调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。交际 学习运用恰当词语介绍自己的摄影作品。资源 通过报刊、书籍、网络等其他资源获取更多简单英语的有关摄影的信息。自学策略 能够根据自己的情况预习教材并进行拓展。合作学习策略 能够根据小组内同学的特长分工合作，积极参与讨论，互相学习，取长补短，注意从他人的演示中汲取经验,注意学习策略共享。4)文化意识：乐于了解世界各地人们审美观念。
5)情感态度：培养学生互助合作的情感素质。参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观，通过欣赏他人的摄影作品，提高自己的审美情趣。
6)任务:能够描述自己的摄影作品。教学重点和难点：
重点：1．通过谈论自己的摄影作品，训练学生的听、说、读、写能力； 2.who,which引导的定语从句。
难点： 掌握使用who,which引导的定语从句。教学方法：
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task„task-cycle„post-task。
二、教材处理
核心任务：能够收集、拍摄自己最喜欢的作品，并能运用所学句型结构谈论他们。三个环节如下：
pre-task：学生联系生活实际，激活背景知识。
task –cycle：通过整个模块的听说读写的训练，强化使用who,which引导的定语从句来谈论摄影作品的表达能力，为完成任务做好铺垫。post-task：达成任务，展示成果，反馈学习情况
三、教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period 1: Vocabulary and Listening &Pronunciation and Speaking Period 2: Reading
Period 3: Writing& Around the world &Module Task Period 4: Language in use 注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。『教学设计』
Title:
Module 8 Photos
Period 1: Vocabulary and Listening &Pronunciation and Speaking 1.Teaching Aims and Demands:
1)Key vocabulary: trouble,shot,kid,expect, on the left/right, pick up, 2)Listening skill: To understand conversations involving talking about photos.Improve the students’ listening ability.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points:To let the students know something about the Blues band, and practise making dialogue about photos.3.Teaching approach: Communicative teaching
4.Learning strategies: Bottom –up approach and listening to the tape and do some exercises.5.Teaching Aids: Multi-Media(or Tape recorder, OHP, Blackboard)6.Teaching Procedures: Step 1 Revision
Task 1: Recall what we have learned in Module 7.1.Label the pictures with the words and expressions.(1).Read through the words and expressions in the box and have the Ss.Repeat them after you.(2).Ask them to label them in the pictures on the screen.(3).List some words which are connected with Australia.Ask students to speak out as many as they can.2.Tell something about Australia.Ask students to speak out as much as they can.Step 2 Lead in
Task 2: Show some photos about entertainment, sport, culture, nature beauty, and lead in the topic of photos.Then learn the new words of this unit.1.Get them to enjoy some photos about entertainment, sport, culture, nature beauty, 2.Show them a picture of a concert.Let Ss guess what it is and what’s happing in this photo, then introduce the new words.3.Discuss the picture, using the words in the box in Activity 1.Step 3 Listen and read Task 3: Listen to the tape and finish Activity 2.Then check and call back the answers.1.Play the recording while they just listen and focus on the words in Activity 1.2.Have them check their answer with a partner and play the recording again.3.Check and call back the answer from the whole class.Task 4: Listen to the tape again and do Activity 4,5.Then check and call back the answers.1 Show them the questions in Activity 4.2.Play the recording and have them listen to the recording and focus on the questions in Activity 4.3.Play the recording again and have them write down the answers, then check with a partner.4.Then call back the answers from the whole class.5.Read the conversations in Activity 3.Make sure that Ss understand the conversation.6.Complete the sentences in their own words Activity 5.Then call back the answers from the whole class.Task 5: Let the Ss finish the Activity 6 by themselves.Then check and call back the answers.1.Show them the questions in Activity 6.2.Have them write down the answers, then check with a partner.3.Then check and call back the answers from the whole class.Task 6: Read 1.Play the recording again and pause after each phrase, asking the Ss.to repeat chorally and individually.2.Put the Ss.into groups of 5 to practise the dialogue.3.They should repeat it several times, changing the roles each time.Step 4 Pronunciation
Task7: Listen and repeat the sentences in Activity7 on page 65.Make sure that they stress the underlined words.1.Ask the Ss to listen and repeat the sentences.2.Play the recording again.Ask the Ss to pay particular attention to the word stress.3.Ask the Ss to listen and repeat chorally and individually.Step 5 Speaking
Task 8: Work in pairs, choose a photo to talk about and finish Activity 8.Then check and call back the answers.1.Get each of them to choose a photo.2.Ask them to work in pairs to share their descriptions.3.Call back some examples in a whole-class setting, paying special attention to the use of the attributive clause guided by who which..Step 6 Homework
1.Do Exx7.8&9 in the Wb.2.Oral work: Read the conversation of Activity 3.3.Preview Unit2 in Module 8.Period 2 : Reading 1.Teaching Aims and Demands: 1)Language knowledge: historic, size, beauty, category, movement, feature, include, rich, congratulation, photographer, present, ceremony, photographer, present, ceremony，even though 2)Reading skills: To detect and foster the students’ reading skills To get information from the reading material.3)Emotion &Attitudes: To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points: To let the students know something about photo competition
and learn something about the differences among entertainment, sport, culture, nature beauty photos.3.Learning strategies: Communicative approach.4.Teaching Aids: Multi-Media(Tape recorder, OHP)5.Teaching Procedures: Step 1 Revision Task1:Help students to revise what was learnt in Period1of this module.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Step 2 Preparation Task2: Let the Ss preview the new words and make them build the conception of entertainment, sport, culture, nature beauty photos, then lead in the Activity 1.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Task 3: Learn the new words, then label the pictures with the words.1.Read through the words on the screen.Have the Ss.Repeat them after you.2.Read the words separately and have them remember them.3.Make some sentences with the words.4.Call back the answers from the whole class Step 3 Scanning and Skimming Task 4: Scan this passage, according to the content , finish Activity 3.Then check and call back the answers.1.Get the Ss to read the passage as quickly as possible.2.Do Activity 3.Complete the table and write notes 3.Call back the answers from the whole class.Step 4 Reading Task5: Let the Ss read the passage by themselves in details, and do Activity 4.Then check and call back the answers.1.Read through the sentences in Activity 4.2.Read the passage by themselves.And ask to finish the true or false exercises.3.Check the answers with the whole class.Task6: Use the given words to find opposite words in each sentences, and finish Activity 5.Then check and call back the answers.1.Get the Ss to listen and repeat the passage simultaneously.2.Use the given words to find opposite words in each sentences, 3.Get the students to correct the sentences..4.Call back the answers from the whole class.5.Language points in the passage.Task7: Finish Activity 6, Then check and call back the answers.1.Get the Ss to read the passage together loudly.2.Discuss the following questions in groups.1)―…read on to find out who the winners are.‖ where do you find who the winners are?
2)―…the fun which their fans are having.‖ Why are the fans having fun?
3)―It successfully shows the rich culture which makes Beijing so famous..‖ Who or what shows the rich culture? 3.Share the ideas.Step 5 Pairwork Task6:Finish Activity 7.Then check and call back the answers.1.Read through the table.2.Work in pairs.Ask and answer about the places.3.Get Ss to talk about the classroom.Step 6 Practice 1.Do Exercise 10 on page 142 in the WB.2.Give the students some time to recall what they’ve learned in this class.Step 7 Homework 1.Read the text.2.Retell the text.Period 3: Writing & Around the world &Module Task 1.Teaching Aims and Demands: 1)Writing skill: To write something about a photo.Improve the students’ writing ability.2)Reading skills: To get information from the reading material A famous photo.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Learning strategies:Top-down and Interactive approach and do some exercises.3.Teaching Aids: Multi-Media(Tape recorder, OHP)4.Teaching Procedures: Step 1 Revision Task1: Help students to revise what was learnt in the last class.1.Revise the words and phrases.2.Let the Ss.retell the text.Step 2 Writing.Task2: Write sentences about their favorite photograph.1.Ask the Ss run through the questions in Activity 8 on Page67 and w rite sentences about their favorite photograph..2.Call back the answers from the whole class, having individuals read their sentences.Task3: Write a short passage describing their favorite photograph 1.Ask the Ss to do this individually.2.They can exchange it with a partner for peer correction.3.Have some students read their passage out to the whole class.Step 3 Around the world Task4: Learn something about a famous photo.1.Ask the Ss.to look at the photo about the space.Tell the Ss.some knowledge about it.2.Read the text and answer any questions the Ss have.Step 4 Module Task Task5: Making a photo show.1.Activity 10 on page 71.Ask the Ss.to write about their favorite photo, saying what /who it is and why it is important to them.2.Activity 11 on page 71.Show their photo to their group.And tell others why they like it and why it is important to them..Answer any questions their group may have.Listen to the other members of their group talk about their photos.3.Activity12 on page 71.Put all the photos on the table and talk about them in groups.Step4 Recalling Recall what we have learned today.Step5 Homework 1.Do Ex.11 on page 143.2.Do the Self-assessment on page 143.Period 4: Language in use
1.Teaching Aims and Demands: 1)To detect and foster the students’ understanding of grammar skills(skill)2)To master the useful words and expressions(knowledge)3)To help the students learn more about different lives in our daily life from different
photos(emotion)2.Teaching difficult and key points:To let the students know how to use ―Which and Who ‖ to make attributive clause
3.Teaching approach: Communicative teaching
4.Learning strategies: Formal instruction and task-based approach and interactive practice.5.Teaching Aids: Multi-Media(recorder, OHP)6.Teaching Procedures: Step 1 Revision Help students to revise what is learnt in 3 periods of this module.Step 2 Listen and speak Task1:Look at the photos in Activity 8,then discuss them.1.Get Ss.to describe cameras in the photos.2.Say how you think cameras have changed since their earliest beginnings.Task2: Practise listening 1.Ask the Ss.to listen to the conversation and do Activity 9 on page 70 individually.2.Listen again and check with their partners.3.Call the answers back from the class.Step 2 Write Task 3: Complete the passage using the correct form of the words and expressions in the box.1.Ask the Ss.to complete the passage using the correct form of the words and expressions in the box in Activity 1 and Activity 7.2.Call the answers back from some students.Step 3 Language practice Task4: To summarize and consolidate the attributive clause guided by who/which.1..Read through the examples with the Ss.and make sure that they are familiar with the use of the attributive clause guided by who/which.2.Ask the Ss.to repeat the sentences in the box.3.Ask―Can you make other similar examples?‖
4.Focus the Ss’ attention on the ways in which they are used: who/which.Task5: Do Activity2 and Activity 3 on page 68 individually.1.Ask the Ss.to check with a partner.2..Ask the Ss.to read out the sentences.3.Summarize the use of the attributive clause guided by who/which.Task 6: Join the sentences with who or which.1.Ask the Ss.to do Activity 4 on page 69 individually.2.Call the answers back from some students.Task7: Use the knowledge of this module to make an instruction of Activity 5.1.talk about the two pictures.2.Then talk about the people in the two pictures.3.Now ask questions about the picture, and write down their answers.Step 4 Guess Task8: A guessing game
1.Look around the class and describe something to their partner, using the knowledge of this module.2.Guess who/what I am describing.Step 5 Homework:
1.Finish all the exercises in the WB.2.Preview Module 9.教学反思：
Module 9 Cartoon stories Unit 1 We need someone like superman who can save Tony.Type of lesson Listening and speaking Period 2 Teaching Aims Language goals:
To understand the conversation involving the use of the restrictive attributive clause;Emotional experience: To be able to retell Tony's experience and what his classmates did when Tony was in trouble.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: To ask and give information about one's favourite cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment 1.The new words and phrases.ending, flash, laughing, over there, word, have a word with 2.Master the structure of restrictive attributive clause with that, Which and who.1.Remember the new words of this unit.2.do some exercises by using them,and make more sentences.Teaching procedure Step1 Greeting and revision Say hello to everyone.Revise the grammar by doing some exercises The boys _______are playing football are from Class One.Football is a game _______is liked by most boys.The school in _______he once studied is very famouse.We bought a book ________had lots of cartoons in it.Step2 Presentation 1).Remember the words in the box of activity 1(with time limit--30s)2).Complete the sentences with words what you have remembered A _______________is a person who plays a part in a story, and the _______is the person who plays the main part.A ___________cartoon is one which doesn't make you ________, such as a ____________of a news story.A cartoon in which the hero saves someone is a story with a happy___________.A ________is a story you tell to make people laugh.Step 3 Listen and read.1.Listen to the tape carefully.2.Ask and answer in activity 4 1).What does Betty think the ending will be 2).Why is the situation no laughing matter 3).How do you think Superman can save Tony
4).When will Tony possibly find out that his friends have got the camera 5).Why does Betty says she'll be Superman 3.Explain the language points 1)This is serious.这是很严肃的.2)But it's no laughing matter.但这不是开玩笑的事情.3)to have a word with 和某人说句话 4)That's good news.那是好消息.5)Here you are.给你.6)in deep trouble 处于险境中 7)Oh dear!噢, 天啊!dear adj.①亲爱的, e.g.Dear Sir./ My dear.②昂贵的(expensive)eg.That's a dear shop.③int.(表示伤心,焦急, 惊奇等)呵!哎呀 eg.Oh dear!serious(adj.)严肃的,认真的---seriously(adv.)eg.Are you kidding or are you serious 你是开玩笑还是认真的Grandma is seriously ill.祖母病的很重.4.Translation the whole conversation by students.5.Work in pairs to complete the sentences in activity 5 in your own words.Step4.Pronunciation and speaking Listen and repeat the sentences.Step5.Homework Do the WB activity 1.Learn the conversation by heart.Blackboard Writing Design 1.But it's no laughing matter.但这不是什么可笑的事情.2.Have a word with sb.和某人说句话.比较:Have words with sb.与某人吵架.3.That's a smart idea!等于that's a good idea.4.Be in deep trouble.处于大麻烦/险境中.Self-reflection
Unit 2
There are several fan clubs in China which have held birthday parties for Tintin.Type of lesson Reading and writing Period 2 Teaching Aims Language goals:
1.To get information from the reading material about cartoon stories.2.To learn some new vocabulary.Emotional experience: To learn more expressions of describing cartoon stories.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: 1.To know more about many cartoon of China and abroad;2.To write about a cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment 1.To understand the passage, 2.To learn the restrictive attributive clause with that, who and which 1.To get the main idea of each paragraph.2.Find out the restrictive attributive clause in the passage and explain them.Teaching procedure Step1 Warming-up
1.Review the text of Unit 1
2.Let the students act out the dialogue in pairs.3.Introduce the new words.Step 2: Reading 1.Talk about the following questions by groups.1).Do you like watching cartoons
2).What cartoons have you ever watched 3).Do you know the names of the following cartoon characters 4).Are they in recent cartoons or old cartoons
5).Use the words in the box to describe the cartoon characters.2.Listen to the passage to find out and check your answers.Name of cartoon Recent/Old Description Nemo Shrek the Monkey King Tintin Snoopy 3.Read the passage and find out the sentence which best summarizes the passage in activity 4.4.Listen to the passage again and choose the correct answer.1).The Monkey King is a cartoon character which_______.a)causes problems in heaven b)has travelled to the moon 2).Shrek is a monster who__________.a)falls in love with a princess b)was born from stone 3).Nemo is the name of a _________.a)fish which is caught by a diver b)big, fat cat which is very lazy 4).Snoopy is a lovable dog which was created by____.a)Tintin
b)Charles Brown's 5.Work in pairs and answer the questions in activity5.Step 3.Key words and expressions 1.favourite n.喜欢的东西/人 adj.特别喜欢的 2.series n.系列(单复同形)3.translate v.翻译 translation n.翻译, 转化 translator n.翻译者 4.Belgian n.比利时人 adj.比利时人的 Belgium n.比利时 5.create v.创造 creation n.创造
creative adj.有创造力的
6.orange-and-white 橘白相间的 black-and-white 黑白相间的
如果用表同一方面情况(如说明性质,颜色,物质)的两个或两个以上的形容词来作定语需用and连接.7.ever since 从„开始
从他退休以来,已经在这呆五年了.He has been here for 5 years, ever since he retired.8.But it is above all the jokes played by the monkey that people remember.it 引导的强调句用来对句中某一成分加以强调.结构:”It is(或was)+强调部分+ that(或who)„
Step 4.Homework 1.Writing: try to write a cartoon by yourself.2.Complete the activities 5~8 on P145(WB)Blackboard Writing Design 1.fan club 影迷俱乐部
2.orange-and-white 橙白相间的 black-and-white 黑白相间的 合成词作定语 3.win the heart of sb.赢得某人的心 4.in heaven 在天宫里
5.mke a mess 搞得乱七八糟 see a mess 看到狼籍一片 „„
Self-reflection
Unit 3 Langugage in use Type of lesson Revision and application Period 2 Teaching Aims Language goals: To summarize and consolidate the language knowledge in this module.Emotional experience: To learn something about cartoons, to complete a task involving making a cartoon story Learning abilities & strategies: 1.Review the passive voices that students' have learned.2.To train students' ability of words and speaking.Realization of culture: Learn how to describe cartoon heroes, how to make a cartoon.Teaching aid Formal and interactive practice, task-based activities Strategies for teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment To train students' ability of words and speaking.To be able to help each other in communication.Exercise method.Writing and Oral practicing method.Teaching procedure Step 1.Greeting and revision 1.Review the text of Unit 2 2.Complete the sentences with which, who or that.1)The man_______we met was a cartoonist.2)He drew a dog___________had six legs.3)The cartoon and the cartoonist _________you're talking about is very famous.4)I know a teacher_______________is also a cartoonist.5)The picture____________I like best is the first one.6)Did the children watch a cartoon____________was drawn by Alice last Friday 3.Join the sentences with who, which or that.There's a Chinese artist.You must meet him.There's a Chinese artist(who)you must meet.Step 2 Language practice 1.Read through the example sentences in the box with the whole class.2.Ask them what language point is demonstrated.Attributive Clauses(引导词的省略)Step4.Vocabulary 1).Complete the passage with the correct words in activity 8.2).Complete the passage with the correct phrases in the box in activity 9.Step5.Grammar 1.Attributive Clauses The cartoons(which / that)I like have lots of jokes.在英语中,如果定语从句的引导词在从句中作宾语就可以省略,无论从句修饰的是人还是物.eg.Did you go to the talk ○ the famous cartoonist gave at your school The cartoonist ○ we spoke to still uses pen and paper to make his drawings 在英语中,如果定语从句的引导词在从句中作主语就不能省略,否则会造成结构混乱,影响表达.I've got a camera which has got his name on it.Perhaps it'll be a cartoon which has a happy ending.It tells the story of a monkey who leads a group of monkeys.eg.I'd love to have a teacher who was a cartoonist.He could make lessons that are usually boring more interesting.2.Exercises 1.Do the exercises 1.2.3 in WB.2.多项选择.从下列ABCDE中选出符合题意的任意项.A.which B.that C./ D.who E.whom(见附表)
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