全册教案 2024-2025学年外研版九年级英语下册

Module5 单元整体分析 单元主题 Module 5 Look after yourself. 授课人 年级 九年级下册 课型 新授课 课时 3 单元 内容 分析 本模块主题属于“人与自我”范畴，涉及“健康、文明的行为习惯与生活方式”。讲述了“出行安全”“生活习惯”“健康饮食”“充足睡眠”“乐观心态”和“远离香烟”等，语言知识和语言技能都是依据中心话题展开的。 Unit 1从观察图片入手，引入本课主题。对话以长途旅行中发生的事故为话题展开，内容贴近学生的生活，对学生处理突发事故也有指导意义。对话中涉及到多种时态，突出了本模块的语法内容。 Unit 2通过阅读健康生活五原则来引导并教育学生珍爱生命以及如何安全、健康地生活，在完成阅读活动的过程中培养学生分析和推理的阅读技能。 Unit 3主要复习本模块的语法、词汇，扩大阅读量并完成模块任务。 学情 分析 单元 教学 目标 1．能够掌握并运用本模块的单词、短语和重点句型。 2．复习并掌握学过的各种时态。 3．能够朗读不同时态的句子，注意句子之间的停顿。 4．能够听懂有关事故发生的时间、地点、现场人物和事故发生的过程；能根据所听到的细节信息进行推断。 5．能够描述过去发生的事故，交代清楚时间、地点、原因及人员受伤情况等。 6．能够读懂有关健康生活的建议或原则；能根据文章内容进行简单的推断和评价；能分析文章的结构。 7．能够根据生活经历写出自己的健康生活准则。 重难点 1．重点：通过健康生活题材培养学生的听、说、读、写能力，进一步巩固时态的用法。 2．难点： （1）能够描述过去发生的事故，交代清楚时间、地点、原因及人员受伤情况等。 （2）运用恰当的词汇介绍健康生活，完成相关 ，并培养积极乐观的生活态度。 教学内容 Unit 1　We'd better get you to hospital. 课 型 Listening and speaking 二次设计 教学课时 1 素养目标 1．能够听懂有关事故发生的时间、地点、现场人物以及事故发生的过程；能根据所听到的细节信息进行推断。 2．能够描述过去发生的事故，交代清楚时间、地点、原因及人员受伤情况等。 3．能够朗读不同时态的句子。 4．学会理解和同情他人的遭遇；培养学生遇到事故保持冷静的心态，培养正确处理事故的应变能力及乐于助人的优良品质。 教学重点 1．掌握本单元的重点单词、短语和句型。 2．复习并掌握学过的时态。 3．能听懂和阅读关于介绍如何解决突发情况的语言材料。 教学难点 1．能通过相关词汇和图片描述自己和他人遇到的问题。 2．能编写关于如何处理问题的对话。 教学过程 Step 1　Lead－in 1．Show some pictures of traffic accidents. Then ask the students： T：What can you see? S：I can see a person who is hurt. T：Look at the picture. Do you think the person is seriously hurt? S：Yes，I think so. T：What do you think has happened to him? S：… 【设计意图】通过图片导入，吸引学生的注意力。再通过小组讨论的形式，让更多的学生参与到课堂中来。既活跃了课堂气氛，又锻炼了学生的口语。 Step 2　Check the new words 【设计意图】通过小组合作学习的形式学习词汇，使各个层次的学生积极参与其中；通过图片的形式让词汇学习变得更有趣。 Step 3　Listening Pre－listening 1．Let the students look at the pictures and answer the questions in pairs in Activity 1. 2．Ask students to look through the questions in Activity 2 and guess what has happened. Listening 1．Listen to the tape and answer the questions. Finish Activity 2. 2．Play the tape a second time for the students. Then ask some students to share the answers in front of the class. 3．Listen to the conversation again and complete the accident report in Activity 3. 【设计意图】从简单的听力开始，让学生带着问题初步了解课文，形成整体印象，锻炼学生获取主旨大意的能力；再次进行听力训练，加强学生对课文细节的理解，训练和培养学生的细节听力技巧。 Step 4　Reading and speaking 1．Ask the students to read and find out the answers from the dialogue in Activity 4. 4．Work in groups to deal with the key phrases，sentences and important language points. 5．Finish Activity 5. 【设计意图】通过小组比赛和小组合作探究，调动学生学习的积极性和主动性。并通过练习巩固所学。 作业设计 基础性作业 1. Review the words and notes. 2. Finish the workbook. 拓展性作业 Write a composition about how to deal with an accident. 板书设计 教学反思 教学内容 Unit 2 Get off the sofa! 课 型 Reading and writing. 二次设计 教学课时 1 素养目标 1. 能够读懂健康生活相关的建议或原则文章。 2. 能分析文章结构，并根据文章内容进行简单的推断和评价。 3. 能归纳健康生活的原则，倾听他人的建议并给出健康生活的合理建议。 4. 通过健康生活这一主题，教育学生珍惜生命，养成良好的生活习惯，保持健康和积极乐观的生活态度。 教学重点 1. 能够读懂短文大意，掌握本单元的重点单词、短语和句型。 2. 复习时态。 3. 能归纳和叙述健康生活的原则。 教学难点 能给出健康生活的合理建议。 教学过程 Step 1　Lead－in 将全班分成几个小组，对“健康生活”这一话题展开讨论。该活动可采用竞赛的方式，看哪一组想到的建议最多。如： Group 1：Eat meals regularly. Group 2：Don't drink wine. Group 3：Go for a walk after dinner. 【设计意图】通过问答的方式导入新课。 Step 2　Reading Before reading 1．Help the students learn some key words in this passage. If necessary，students can read after the teacher. 2．Finish Activity 1.Ask the students to look at the pictures in the book. Let students answer：What do the pictures tell you? 【设计意图】教师先教授新单词，再通过和学生问答引导学生猜测获取文章大意。 While reading 1．Scanning and skimming (1)Get the students to read the passage as quickly as possible and match the rules with the pictures in Activity 2.Then decide who the passage is written for. (2)Call back the answers from the whole class. 【设计意图】通过快速阅读，让学生对全文有一个总体印象，并使学生在阅读过程中掌握快速浏览、略读等阅读技巧。 2．Reading for specific information (1)Ask the students to read the passage quickly and carefully again，and finish Activity 3. (2)Ask the students to discuss the questions in pairs. 【设计意图】通过精读使学生掌握合适的阅读方法和技巧，加深对文章细节的理解。 After reading 1．Finish Activity 4. 2．Review and retell the story. 1．Find out the useful sentences and structures. 2．Finish the following table. Introduction： More and more people will celebrate their (1)______ birthdays. Five rules ： Taking (2)______ You have to walk at least 10，000 (3)______ every day. Eating (4)______ Fast food is (5)______． Eating too much of the wrong food is (6)______. Having good sleep It's important to have an (7)______ sleep a night. Being (8)______ (9)______ to your parents or your teacher for help if you have worries. No smoking Smoking will (10)______ nearly every part of your body. [答案] (1)hundredth　(2)exercise　(3)steps　(4)healthily　(5)unhealthy　(6)harmful　(7)eight－hour　(8)happy　(9)Turn　(10)harm 3．Let students retell the story using his/her own words according to the table. 【设计意图】【设计意图】通过练习，使学生加深对文章的理解和巩固对目标语言的运用；通过表格复习回顾课文内容；通过复述训练学生的表达能力。 Step 4　Writing 1．Learn more useful expressions about health. An apple a day keeps the doctor away.一天一苹果，医生远离我。 After dinner walk a mile，live to ninety－nine.饭后百步走，活到九十九。 A smile can make you ten years younger.笑一笑，十年少。 Early to bed and early to rise makes a man healthy，wealthy and wise.早睡早起使人健康、富有且聪明。 2．Write a passage called My rules for a healthy life. Include the rules and examples you have written in Activities 5 and 6.Finish Activity 7. 【设计意图】通过已经习得的篇章结构及目标语言知识，逐步提高写作能力。 作业设计 基础性作业 1. Review the words and notes. 2. Finish the workbook. 拓展性作业 Finish the writing: My rules for a healthy life. 板书设计 教学反思 教学内容 Unit 3 Language in use 课 型 Revision and application 二次设计 教学课时 1 素养目标 1．能熟练运用各种时态。 2．通过复习，自己能够查漏补缺，进一步巩固基础知识。 3．能通过阅读获取有关健康生活的信息。 4．能写出健康生活的准则或提出关于健康生活的建议。 5．学会理解和同情他人所遇到的问题；能够养成乐于助人的优良品质。 教学重点 熟练运用各种时态。 教学难点 1．各种时态的区别及运用。 2．写关于提建议的文章。 教学过程 Step 1 Revision 1. Read through the example sentences in the box. 2. Grammar revision. 初中时态复习：见教材P102 Step 2 Practice Finish Activity1-2 and check. Step3 Other language practice. Finish Activity4-5 and check. Step 4 Listening and reading practice. 1. Finish Activity 6-9. Step 5 Around the world Step6 Writing 1. Get students to look through Activity 10，and make sure they are clear about what problems these children have. 2. Write some advice for each problem. 作业设计 基础性作业 1. Recite the vocabulary and notes. 2. Finish more exercises in the workbook. 3. Preview Module 6. 拓展性作业 Work in groups: give more advice for other problems in life. 板书设计 教学反思 5 学科网（北京）股份有限公司 $$ Module1 单元整体分析 单元主题 Module 1 Travel 授课人 年级 九年级下册 课型 新授课 课时 3 单元 内容 分析 本模块主题属于“人与社会”范畴，涉及“中外名胜古迹的相关知识和游览体验”。以学习谈论自已或他人的旅行为主线，具体涉及外出旅行的交通工具、出游地点和旅游类型等内容。通过对涉及旅游的一些表达方式的学习来提高学生的表达能力和语言运用能力。 Unit 1通过Lingling，Betty和Daming谈论自己的假期引出模块主题，通过谈论旅行进行听、说、读的训练。 Unit 2通过对Li Lin外出坐火车旅游的经历中表达方式的学习来进行读写训练，学习如何谈论旅行途中的经历。最后进行以“谈论旅行经历”为主题的写作训练。 Unit 3主要呈现对本模块语言现象的练习，让学生们熟练掌握名词、冠词、数词的用法，通过听、说、读、写等方面的练习达到综合运用语言的能力。 学情 分析 单元 教学 目标 1．能够掌握并运用本模块的单词、短语和重点句型。 2．能够掌握冠词、数词和名词的用法。 3．能学会用本模块学习的关于旅行的表达方式组织自己的语言，谈论自己的假期生活。 4．能够描述自己或他人的旅行经历。 5．形成自主学习、合作学习并提升信息处理、英语思维的能力。 重难点 1．重点： (1)掌握有关旅游的对话。 (2)掌握冠词、数词和名词的用法。 (3)读懂包含各种时态的、关于旅行的简单文章。 2．难点： (1)能够听懂有关旅行的对话，分辨和抓住对话中的细节信息。 (2)学会通过关键信息预测文章内容，掌握文章的大意。 (3)能够描述自己或他人的旅行经历。 教学内容 Module 1 Travel Unit 1 We toured the city by bus and by taxi. 课 型 Listening and speaking 二次设计 教学课时 1 素养目标 1．能够准确地读写本单元的单词和短语。 2．能够掌握冠词以及名词和数词的用法。 3．能够表演关于旅行的对话。 4．学习如何更有效的在旅行过程中放松自己，同时学会一些通过其他方式无法习得的知识和技能。 教学重点 1. 掌握对话中的重点短语和句型。 2. 熟练运用乘坐常用交通工具的表达方式。 3. 能谈论自己的假期。 教学难点 能够口头描述旅途中发生的情况。 教学过程 Step 1　Lead－in Ask the students something about their winter holiday. T：Hello，everyone！Where did you go during the winter holiday? S：I went to… T：How did you go there? S1：I went there by train. S2：I went there by plane. S3：I went there by car. T：Which way do you like most to travel by? S1：… S2：… 【设计意图】从学生的寒假生活入手，谈论假期生活，通过师生互动导入本单元话题，激发学生的学习兴趣。 Step 2　Check the new words 【设计意图】小组合作学习单词能使各层次学生积极参与其中，通过图片及句子共创的语境让词汇学习变得更有效。 Step 3　Listening 1．Play the recording.Let the students listen to the conversation and complete the notes in Activity 2. 2．Ask the students to listen and read the conversation silently.When they listen to the recording，try to note down the key information.The notes will then help them retell the main information. 3．Now complete the table.Finish Activity 3.Then check the answers with the whole class. 【设计意图】从简单的任务开始，让学生初步了解本单元对话内容，形成整体印象；再通过进行不同方式的听力训练，加强学生对对话细节的理解，训练和培养学生的听力技巧。 Step 4　Reading and speaking 1．Ask the students to read through the questions in Activity 4.Then finish Activity 4. 2．Ask the students to read the words in the box.Tell them to find the words in the sentences.Finish Activity 5. 【设计意图】通过小组大声朗读，加强对对话的理解。在锻炼学生口语的同时，也活跃课堂气氛。为了使读课文回答问题这一环节变得有趣，在回答问题前引入竞赛机制，调动学生的积极性。 Step 5 Everyday English That sounds great! It was great fun! How about you? That’s true! Exactly! Step 6　 Work in groups. Talk about your winter holiday. Let the students work in groups to talk about their winter holiday in Activity 7. (1)Read through the instructions and examples with the whole class. (2)Ask the students to repeat the examples individually. (3)Make them ask and answer in pairs to discuss their own experiences. 【设计意图】通过小组合作形式，操练了本单元谈论旅行的句型。将本课所学知识点升华为贴近学生实际生活的语言交际，激发学生的学习兴趣。 Step 7 Language points 作业设计 基础性作业 1. Review the words and notes. 2. Finish the workbook. 拓展性作业 Write a composition about your winter holiday. 板书设计 教学反思 教学内容 Unit 2 It’s a long story. 课 型 Reading and writing. 二次设计 教学课时 1 素养目标 1．学生能够流利朗读课文。 2．能够理解情景剧大意。 3．能够运用速读和精读的阅读技巧，提高提取信息、仿写片段的能力；能运用所学知识表达自己或他人的爱好。 4．学习如何礼貌与他人交流沟通，及如何更有效地在旅行过程中放松自己，同时学会一些通过其他方式无法习得的知识和技能。 教学重点 1．掌握本单元的词汇和句型。 2．掌握冠词、名词和数词的用法。 教学难点 1．能够复述课文。 2．能够编写一幕情景剧。 教学过程 Step 1　Lead－in Show some pictures and talk about trips by train with students. T：Have you ever taken the train to travel? Ss：Of course. T：Look at the pictures. Have you ever been in such a situation？How do you feel about taking the train? How about the facilities，food and service on the train? Are there so many people? T： What happened during your trip？Can you think of anything you want to share with us? 【设计意图】通过图片引入乘火车旅游的话题，激发学生兴趣，让学生有话可说。 Step 2　Reading Before reading 1．Work in pairs. Let students look at the expressions in Activity 1 and discuss：What do you think the play will be about? 2．Ask some students to share their ideas. 3．Let students read the play quickly and number the expressions in the order they appear in Activity 2. While reading 1．Scanning and skimming Get the students to read the play as quickly as possible and find out： Q1：How many people are there in the play? Q2：Did the elderly man take the wrong seat? 【设计意图】通过快速阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握速读、跳读及精读等阅读能力。 2．Reading for specific information (1)Ask the students to read the play quietly and carefully again，and choose the answers in Activity 3. (2)Ask the students to discuss the questions in pairs. 【设计意图】第二次阅读短剧，旨在使学生掌握文章的细节信息，并通过选择问题的正确答案来检查学生对篇章初步理解的程度。 3．Read the article aloud. 4．Work in groups to learn the key phrases，sentences and important language points. 【设计意图】通过小组合作学习，解决课文中的难点，调动学生学习的积极性和主动性。 After reading 1．Read the passage again. 2．Ask the students to read the words in the box and the passage in Activity 4.Finish Activity 4. 【设计意图】通过练习，加深对文章的理解和巩固对目标语言的运用。 Step 3　Review and retell the story 1．Find out the useful sentences and structures. 2．Retell the story using his/her own words according to the mind map. 【设计意图】通过思维导图复习回顾课文内容；通过复述训练学生的表达能力。 Step 4　Writing 1．Ask the students to write a short play about a trip they have made. Tell students to think about： ▲when and where you went ▲how you travelled ▲who travelled with you ▲what happened during the trip ▲how the story ended 2．Ask them to discuss in groups before their writing. 3．Ask several students to show their plays. 【设计意图】通过写作要点提示引导学生整理信息，帮助学生独立完成写作任务，达到训练、提升语言书写能力的目的。 作业设计 基础性作业 1. Review the words and notes. 2. Finish the workbook. 拓展性作业 Write a short play about a trip you have made. 板书设计 教学反思 教学内容 Unit 3 Language in use 课 型 Revision and application 二次设计 教学课时 1 素养目标 1．正确运用冠词、名词和数词。 2．能够完成各个巩固练习的活动。 3．能够读懂课文的文章大意。 4．能够根据故事改写简短的情景剧或写一篇关于自己的难忘的旅行经历。 5．学习分享自己的旅行经历，与他人积极交流。 教学重点 1．名词和数词的运用。 2．冠词的区别及运用。 3．关于旅行经历的文章的写作练习。 教学难点 根据故事改写简短的情景剧。 教学过程 Step 1 Revision 1. To review the text of Unit 1 and Unit 2 . 2. Grammar revision. 名词专项复习： 名词有可数与不可数之分，有数和所有格的变化，在句中可以作主语、宾语、宾语补足语、表语、同位语等。 1. 可数名词与不可数名词 2. 名词的数 3. 名词的所有格 4. 名词的句法功能 数词专项复习： 一是基数词与序数词的表达方式，二是数词的基本用法。 1. 基数词与序数词 注意基数词与序数词的不同写法，尤其要注意以下几组： one-first; two-second; three-third; four-fourth; fourteen-fourteenth; forty-fortieth; five-fifth; eight-eighth; nine-ninth; twelve-twelfth 2. 数词的用法 英语中数词可以在句子作定语、主语、宾语、状语等。 注意：hundred, thousand, million与数词连用时通常不带复数词尾-s， 但若用于表示数百、数千、数百万这样的泛词概念时，则用复数。 two (several) hundred / thousand / million students 两(几)百/千/百万名学生(表示具体的数目) hundreds / thousands / millions of students 几百/成千上万/数百万名学生(表示概数) 在以名词为中心，前面有冠词、数词以及形容词的结构中，这些词语的排列顺序为：“冠词+数词+形容词+名词”。例如：the three little pigs。 冠词专项复习： 英语中的冠词有三种, 一种是定冠词the, 另一种是不定冠词a / an，还有一种是零冠词。 一、不定冠词的用法： 二、定冠词的基本用法： 三、零冠词： Step 2 Practice Finish Activity1-4 and check. Step3 Listening practice Listen and complete the notes. Step 4 Reading. 1. Read the passage in Activity 7. 2. Complete the table. Advantage of Concorde Disadvantage of Concorde Step 5 Writing Write about your experience. 作业设计 基础性作业 1．Recite the vocabulary and notes. 2．Finish the exercises in the workbook. 拓展性作业 Write a passage about your experience. 板书设计 教学反思 6 学科网（北京）股份有限公司 $$ Module4 单元整体分析 单元主题 Module 4 Rules and suggestions 授课人 年级 九年级下册 课型 新授课 课时 3 单元 内容 分析 本模块主题属于“人与社会”范畴，涉及“规则意识，交通法规，安全意识”。内容主要包括旅游场所的环保规定和安全方面的注意事项，具有一定的教育意义。本模块的语法是复习情态动词，教师应很好地利用教材中的语境，启发学生去体会情态动词的意义，然后再总结出一些常见的用法。 Unit 1以教师带学生去山里远足为背景，谈到一些相关的注意事项，对话中包含许多有关责任与义务、给予许可和表示禁止的英语表达方式和功能句。通过本单元的学习，学生将重点掌握情态动词的用法，并能运用所学知识讲述一些应注意的规则和提出一些建议。 Unit 2通过一篇游记，讲述作者在野外露营时遇到熊的惊险过程，内容生动有趣，扣人心弦，文中还融进了一些有关户外生存的建议。 Unit 3主要呈现对本模块语言现象的练习，让学生们熟练掌握情态动词的用法，通过听、说、读、写等方面的练习达到综合运用的能力。 学情 分析 单元 素养 目标 1．掌握本模块的单词和短语。 2．能用英语回答课后提出的问题。 3．复习情态动词的用法，学会恰当地发出指令。 4．能够写出给旅游者的建议。 重难点 重点： 1.能够掌握并运用本模块的单词、短语和重点句型。 2.复习掌握情态动词的用法。 3.学习句子中的连读。 难点： 复习情态动词的用法，学会恰当地发出指令和提出有关旅游的建议。 教学内容 Module4 Rules and suggestions Unit 1 You must be careful of falling stones. 课 型 Listening and speaking 二次设计 教学课时 1 素养目标 1．能听懂发出指令和提出建议的对话，能够正确使用提建议的句型和情态动词。 2．能够表演包含发出指令、提出建议的对话。 3．熟练掌握句子的连读，正确朗读出句子。 4．学会注意自身的安全，时刻保护好自己；养成关心、帮助他人的良好品质。 教学重点 掌握重点词汇并复习代词和介词的用法。 教学难点 如何运用所学与同学交流自己对学校生活的看法。 教学过程 Step 1　Lead－in 1．Students look at the pictures and answer the questions. Have you ever gone walking in the mountains? What shoes should we wear to go there? What clothes should we wear to go there? What food will you take for the trip? What must you be careful of when climbing? 2．Look at the photo.Then say what suggestions you can give to people who go walking in the mountains.(Activity 1) 【设计意图】通过展示多幅图片，最后展示本单元图片，师生互动导入本单元话题，激发学生的学习兴趣。 Step 2　Listening Pre－listening 1.What are Mr Jackson and Betty's mother talking about? 2. Listen and answer the questions in Activity 2.Ss：Yes. While－listening Listen to another dialogue to find out what rules and suggestions Mr Jackson gives to the students. (After listening to the dialogue，the students give their answers.) (Before listening，the teacher can ask the students to go through the questions first.) Finally the teacher checks the answers with the whole class. 【设计意图】设计两项听力任务，在常规听力练习中进一步提高学生听的能力和对话理解能力。 Step 3　Post－reading 1．Listen and read the dialogue after the video. 2．Work in groups to deal with the key phrases，sentences and important language points. 3．The teacher explains the difficulties and language points. 4．Learn “Everyday English”． Read through the sentences with the whole class，and repeat them chorally and individually. 5．Make notes about Mr Jackson's rules and suggestions.(Activity 4) T：Now please read the dialogue to make notes about Mr Jackson's rules and suggestions in Activity 4.You can do it with your partners. (Let the students do it quickly.Then check the answers with the whole class.) The answers：You should always wear proper clothes. You mustn't walk too close to the edge of the hill path. You have to keep together. You mustn't go off on your own. You can't have anything to eat. Don't drink all your water. You can't go rock climbing. You must be careful of falling stones. 6．Complete the passage with the correct form of the words in the box.(Activity 5) (1)Ask the students to read the words first，and then do it individually. (2)Discuss the answers in pairs. (3)Check the answers with the whole class. The answers：(1)Whenever　(2)thick　(3)smooth　(4)straight　(5)stones 【设计意图】通过小组合作探究，调动学生学习的积极性和主动性。 Step 4　Pronunciation and speaking 1．Read and predict how the speaker is likely to link the words.(Activity 6) Whenever you go walking in the hills，you should always wear proper clothes.Now，you mustn't walk too close to the edge of the hill path because you might fall and hurt yourselves. 2．Then listen and check. 3．Read the paragraph in Activity 6 aloud.(Activity 7) 4．Work in pairs.Talk about a trip to：(Activity 8) Show on the screen. ●the beach　●the mountains　●the countryside　●the theatre T：There are some places on the screen.Work in pairs to think of a trip you're going to make.And make a list of rules and suggestions for the trip.You'd better make a dialogue. (When the students finish that，the teacher asks the students to read the rules and suggestions，or read their dialogues.) 【设计意图】让学生掌握句子连读的规律不仅可以锻炼学生的语音、语调，而且还可以增强学生对句子的理解能力；通过小组合作形式，谈论到不同地方旅行时应该注意的规则和能够想到的建议，从而达到学以致用的目的。 Step 5　Homework 作业设计 基础性作业 Revise the key language points in this unit. 拓展性作业 Finish the exercises on your workbook. 板书设计 教学反思 教学内容 Unit 2 We must keep the camp clean. 课 型 Reading and writing. 二次设计 教学课时 1 素养目标 1．熟练运用速读和精读的阅读技巧。 2．提高提取信息和模仿片段的能力。 3．让学生更多地了解其他生活规则，更好地保护自己。 教学重点 1.本单元的单词、短语和句型。 2.运用情态动词给旅游者提出建议。 教学难点 1.从文章中获取关键信息。 2.能够描述旅游景点，并运用情态动词写出给旅游者的建议。 教学过程 Step 1　Lead－in Look at the pictures and answer the questions. Are you afraid of bears? Can bears run very fast in the forest? Can bears climb the tree? Can bears smell food from far away? What should we do when we meet a bear? 【设计意图】通过展示本单元图片，师生互动导入本单元话题，激发学生的学习兴趣。 Step 2　Reading Before reading(Activity 1) 1．Look at the picture and answer the questions. (1)What is the bear doing? (2)What do you think the people in the tent should do? 2．Learn new words. Learn new words according to the pictures and the phonetic symbols on the word list. 3．Practise words. (1)Give the students a few minutes to remember the words，and then the teacher take out the cards with the words on them.Let the students spell the words in turn. (2)The teacher can divide the students into several groups for word spelling competition. 【设计意图】通过让学生自己利用音标拼读单词，再配上图片，帮助学生加深记忆。选择几名学生比赛记单词，巩固记忆，调动学生的学习积极性。 While reading 1．Scanning and skimming(速读) First read the passage fast and answer the questions in Activity 2. The answers： 1．In a high tree. 2．It may be the huge mother bear's noise. 3．No，they think it was very dangerous. 【设计意图】通过快速阅读，让学生对全文有一个总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。 2．Reading for specific information(精读) And please read carefully this time and complete the table in Activity 3 individually. (The teacher gives the students more minutes to read the passage.And then check the answers with the whole class.) 3．Ask the students to read the article aloud. 4．Work in groups to deal with the key phrases，sentences and important language points. 5．The teacher explains the difficulties and language points. 【设计意图】通过精读使学生掌握文章的细节信息；通过大声朗读课文，加强学生对语言的运用。 After reading 1．Ask the students to read the words in the box in Activity 4. blood　gun　sticks　sudden 2．Ask the students to read through the passage in Activity 4. 3．Complete the passage with the words in the box. 【设计意图】通过完成读后练习，加深对文章的理解和巩固对目标语言的运用。 Step 3　Review and retell the story 1．Finish the following mind map. 2．Retell the story using student's own words according to the mind map. 【设计意图】通过思维导图复习回顾课文内容；通过复述训练学生的表达能力。 Step 4　Writing 1．Think of an area of countryside nearby.Answer the questions and make notes.You can use reference books or the Internet to help you. 2．Write sentences with the notes you have made in Activity 5. 3．Write a passage called “Look after the countryside and yourself”．Use the sentences you have written in Activity 6 to help you. 【设计意图】锻炼学生的思维能力和写作能力。 Step 5　Homework 作业设计 基础性作业 Remember the words and phrases in this unit. 拓展性作业 If your classmates want to go swimming，please give some suggestions about safety. 板书设计 教学反思 教学内容 Unit 3 Language in use 课 型 Revision and application 二次设计 教学课时 1 素养目标 1．总结并巩固情态动词的用法。 2．乐于倾听他人的经历并给予他人合理的建议。 教学重点 1.情态动词的区别及运用。 2.发出指令和提出建议。 教学难点 情态动词的运用。 教学过程 Step 1　Lead－in Let students look at some pictures，and ask them to answer the questions. Must we obey the traffic rules? Must we obey the school rules? What do you think of their behaviors? Have you ever made such kind of paper by hand? 【设计意图】通过提问的方式让学生自由讨论，既能活跃课堂气氛，也能让学生比较迅速地进入到课堂状态中，调动他们的学习积极性，为下一个活动做准备。 Step 2　Language practice 1．Let students pay attention to the following sentences. (1)You must be careful of falling stones. (2)You mustn't walk too close to the edge of the hill path because you might fall and hurt yourselves. (3)You should always wear proper clothes. (4)Bears might think our rubbish is food. (5)—Can we go rock climbing?—No，you can't. 2．Read through the example sentences in the box with the whole class. 3．Ask the students to repeat the sentences in the box. 【设计意图】让学生感知并熟悉情态动词的用法，朗读并重复句子既锻炼了学生的口语表达能力，也使他们进一步熟悉了本课的目标语言。 Step 3　Grammar practice 1．Match the signs with the rules and warnings.(Activity 1) 2．Read the list of rules and write sentences using must，mustn't，should or shouldn't.(Activity 2) 3．Ask students to explain why the rules in Activity 2 are important in pairs.(Activity 3) 4．Complete the passage with the correct form of the words in the box.(Activity 4) (1)Let students read the passage carefully. (2)Choose the right words in the box to fill in the blanks. (3)Check the answers. 5．Complete the sentences with the words in the box.(Activity 5) 【设计意图】让学生将情态动词的意思和使用同实际应用相结合，首先要读懂这些规定、提示的意思，并且能用情态动词准确地将其意义表达出来。 Step 4　Reading 1．Read the passage and answer the questions in Activity 6. 2．Around the world 【设计意图】通过阅读“Around the world”，进一步熟悉有关旅游的规则和建议，扩大阅读量，使学生接触更多与课文内容相关的阅读材料，同时对学生进行环保教育。 Step 5　Listening Listen and complete the sentences in Activity 7. 1．Ask the students to read through the sentences individually. 2．Ask the students to listen to the tape and complete the sentences. 3．Ask the students to check the answers with a partner. 4．Listen again and check the answers with the whole class. 【设计意图】指导听力技巧：看着原句听关键词，注意力放在设空的部分，增强听力活动的目的性。 Step 6　Module task：Writing advice for visitors to China 1．Work in pairs.Discuss and give advice for visitors to China.Talk about：(Activity 8) ●visiting someone's home 　 　 ●eating and drinking ●travelling on public transport　●behaving politely in public ●visiting tourist sights 2．Write your advice.(Activity 9) You must…　You mustn't…　You should…　You shouldn't… 3．Work in groups and compare your advice.Choose the five most useful pieces of advice for visitors to China.(Activity 10) 【设计意图】通过创设情境，给来中国的游客编写旅游规则和建议，让学生达到学以致用的目的。 Step 7　Homework 作业设计 基础性作业 Finish the exercises of this module. 拓展性作业 Make a post on suggestions of how to be a green school. 板书设计 教学反思 3 学科网（北京）股份有限公司 $$ Module7 单元整体分析 单元主题 Module 7 English for you and me. 授课人 年级 九年级下册 课型 新授课 课时 3 单元 内容 分析 本模块主题属于“人与社会”范畴，涉及“跨文化沟通与交流，语言与文化”。谈论了英语的历史、发展与变化。在教学中，一方面帮助学生了解英语的历史与发展变化，另一方面引导学生分析引起这一发展变化的深层次原因。 Unit 1通过Betty 和Lingling的对话，了解学好英语的方法。同时，复习掌握状语从句和动词不定式的用法。 Unit 2介绍了在世界各国广泛使用英语的原因和历程，同时对英语和汉语的未来进行了阐述。让学生在故事中进一步了解状语从句和动词不定式的用法。 Unit 3主要呈现对本模块语言现象的练习，让学生们熟练掌握状语从句和动词不定式的用法，通过听、说、读、写等方面的练习达到能综合运用的目的。 学情 分析 单元 教学 目标 1．能够熟练掌握并运用本模块的单词、短语和重点句型。 2．能够听懂包含状语从句的句子；能够用自己的语言描述学习英语的方法和取得的进步。 3．能读懂有关英语发展的文章，并能转述信息；能参照课文写一篇有关汉语的发展和未来的短文。 4．掌握the reason why…is that…，even though和as引导的状语从句的用法。 5. 学会倾听他人的英语学习经历，了解他人的学习过程中的快乐和苦恼；养成关心、帮助他人的良好品质。 重难点 1．重点： (1)能够掌握并运用本模块的单词、短语和重点句型。 (2)复习并掌握状语从句和动词不定式的用法。 (3)能够掌握句子重音，根据句子意思的表达正确使用重音。 2．难点： (1)能够描述自已语言学习的进步情况，描述中能够根据需要正确使用状语从句和动词不定式。 (2)能够参考课文的结构介绍汉语的发展，写作中尽可能地使用状语从句、宾语从句和定语从句以及动词不定式。 教学内容 Unit 1 Have you ever been to an English corner? 课 型 Listening and speaking 二次设计 教学课时 1 素养目标 1. 能听懂对话相关话题和细节，理解对话内容。 2. 能掌握本单元重点词汇用法。 3. 能描述自己在英语学习中取得的进步，并能正确运用状语从句。 4. 能够团队合作完成任务,提供或分享学习英语的好方法，尤其是口语，激发学生学习英语的兴趣；学会倾听他人的英语学习经历，了解他人的学习过程中的快乐和苦恼；养成关心、帮助他人的良好品质。 教学重点 1．掌握本单元的重点单词、短语和句型。 2．掌握状语从句和动词不定式的用法。 3．能够借助状语从句表达自己的观点。 教学难点 能够询问和提供有关英语学习经历的信息。 教学过程 Step 1　Lead－in T：Have you made any progress in English learning? What are your problems in learning English？What do you think are the good ways to learn English？Now you can discuss in your group. 【设计意图】由教师提问引出英语学习过程中可能出现的问题并讨论，从而引出本节课的主题。 Step 2　Listening Before listening 1．Let the students look at the photo and answer the questions in Activity 1. 2．Ask some students to share their answers. 【设计意图】由活动1 的图片讨论，为下文长对话的学习做铺垫。 While listening 1．Play the recording.Let the students listen to the conversation and choose the correct answer in Activity 2.Then check the answers. 2．Ask the students to listen and read the conversation silently.Then answer two questions. (1)What are they talking about? They__are__talking__about__the__English__learning__this__year. (2)What advice does Betty give to Lingling? Lingling__could__go__to__the__English__corner. 3．Listen to the dialogue again and decide who might agree with the following sentences in Activity 3.Then check the answers with the whole class. 【设计意图】从简单的任务开始，让学生初步了解对话内容，形成整体印象；再通过听力训练，加强学生对对话细节的理解，训练和培养学生的听力技巧。 After listening 1．Read the dialogue carefully and try to outline the difficult language points.Then ask students to complete the sentences in their own words of Activity 4. (1)Some people think English is difficult to learn because________. (2)You'll find a lot of fun in learning English if________. (3)You can go to an English corner if________. (4)It is good to meet other speakers of English，although ________. (5)Lingling does not have to go to an English corner because ________. 2．Students can share their own ideas with their partners. 【设计意图】在理解对话内容的基础上，让学生用自己的话转述Betty和Lingling在英语学习方面的情况，锻炼学生的转述能力。 Step 3　Practice 1．Ask students to look through the new words in Activity 5 and try to complete the questions with the correct form of the words in the box. 2．Check the answers. 3．Now ask and answer in pairs.Then ask some pairs to share their answers. 【设计意图】通过小组活动，互相谈论分享自己在英语学习方面的问题和学习策略，激发学生学习英语的兴趣。 Step 4 Speaking (Activity 9) Work in pairs.Talk about your progress in English.Use your answers in Activity 5 to help you.Like this： A：Do you think you've made any progress in English this year? B：Yes，I do.I've learnt a lot of new words，although… 【设计意图】通过这一活动，在训练状语从句的运用的同时，引导学生反思自己英语学习方面的不足。 作业设计 基础性作业 1. Review the words and notes. 2. Finish the workbook. 拓展性作业 Write more sentences about your progress in English or the methods to improve your English. 板书设计 教学反思 教学内容 Unit 2　We all own English. 课 型 Reading and writing. 二次设计 教学课时 1 素养目标 1．学生能够流利朗读课文。 2．能够读懂有关英语在世界各国广泛使用及其发展历程的文章。 3．能使用状语从句以及动词不定式介绍汉语的发展。 4．介绍汉语的发展历程，激发民族自豪感。 教学重点 1．掌握本单元的词汇和句型。 2．复习运用状语从句和动词不定式。 教学难点 1．能够复述课文。 2．能够参考课文的结构，尽可能的使用状语从句以及动词不定式介绍汉语的发展。 教学过程 Step 1　Lead-in Let students talk about the following questions： (1)Which language do you think is the most widely used language in the world? (2)Which country do you think has the most English learners? 【设计意图】通过一系列有关英语的问题导入本单元的主题——英语的使用。 Step 2　Reading Before reading 1．Ask students to look at the photos in Activity 1.First，look at the pictures and then talk about them： •where they are •what languages you can see 2．Ask some students to share their ideas in front of class. 【设计意图】通过谈论不同的国家和语言，激发学生的学习热情，为下文阐述英语在世界各国被广泛使用的原因及发展历程做铺垫。 While reading 1．Scanning and skimming (1)Get the students to read the passage as quickly as possible and answer the questions in Activity 2 individually，then check with a partner. (2)Call back the answers from the whole class，having one student ask a question and another answer it. 【设计意图】通过速读，让学生对全文有总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。 2．Reading for specific information (1)Ask the students to read the passage quietly and carefully again，and match the ideas with the paragraphs in Activity 3. (2)Ask the students to discuss the questions in pairs. (3)Check the answers with the whole class. 3．Read the article aloud. 【设计意图】通过精读，让学生加深对文章的理解，并通过匹配段落大意的练习，锻炼学生总结概括的能力。 After reading 1. Finish Activity 4. 2. Key points learning. 【设计意图】通过练习，加深对文章的理解并巩固对目标语言的运用。 Step 3　Review and retell the story. 【设计意图】通过复述训练学生的表达能力， 为后文的写作提供了思路。 Step 4　Writing——Write a composition called “The future of Chinese”． 1．Write notes about the following questions： (1)How many people speak Chinese in China? (2)How many people speak Chinese outside China？Where are they? (3)Who is learning Chinese outside China? (4)Do you think people will speak Chinese as an international language in the future？Why? 2．Write your notes in full sentences. 3．Add any more information or ideas you may have. 【设计意图】由活动2介绍英语的文章过渡到写一篇介绍汉语发展历程及预测汉语未来发展的文章，锻炼学生的学习迁移能力及读写综合能力。 作业设计 基础性作业 1. Review the words and notes. 2. Finish the workbook. 拓展性作业 Finish the writing “The future of Chinese”. 板书设计 教学反思 教学内容 Unit 3 Language in use 课 型 Revision and application 二次设计 教学课时 1 素养目标 1．能进一步掌握状语从句及动词不定式的用法。 2．能够完成各个巩固练习的活动。 3．能够读懂课文的文章大意。 4．能够将自己在学习英语的过程中碰到的问题及解决方法呈现在写作上。 5．学习如何更有效的学好英语，并及时帮助在学习上有困难的同学。 教学重点 1． 掌握运用状语从句及动词不定式。 2． 完成语言学习的相关写作。 教学难点 通过小组合作，制作有关英语学习的海报。 教学过程 Step 1 Revision Ask students to summarize what they have learnt in this module. Step2 Grammar 状语从句 使用状语从句有两点要注意：一是状语从句中连词的选用，二是条件状语从句中的时态。 1.状语从句中连词的选用。 状语从句中连词的选用是由句子所表达的逻辑意义决定的。只要知道各种连词的意思和功能就能正确使用。 常用的有： (1) 时间状语从句连词：when, while, as, before, after, until, as soon as 等。 例如：My father took the photos when we lived in Hong Kong. You’re not going out until you’ve finished this. (2)地点状语从句连词：where 例如：We must camp where we can get water. (3)条件状语从句连词：if 例如：If he leaves the vegetables with the goat, the goat will eat them. (4)比较状语从句连词：than, as 例如：The cost of the repairs was a lot of cheaper than I thought. (5)目的状语从句连词：so that, in order that 例如：I’ve brought some photos so that you can see what Britain looks like. (6)原因状语从句连词：because, since, as 例如：Mark could not come because he had to work. (7)结果状语从句连词：so … that … 例如：He got up so late that he missed the first train. (8)让步状语从句连词：although, though 例如：Although the car is old, it still runs well. 2.条件状语从句中的时态 在条件状语从句中，如果主句的时态是一般将来时，从句一般用一般现在时。 例如：If it rains tomorrow, we will play inside. 不定式 1. 作动词宾语 放在谓语动词之后的不定式作谓语动词的宾语。 如: want to do sth., agree to do sth., decide to do sth. 等结构。 例如： I decided to join some student clubs and take part in as many activities as I could. Norman Bethume wanted to help the Chinese people, so he came to China. 2. 作宾语补足语 不定式作宾语补足语是指v.+名词/代词+(to) do sth.结构中的不定式。变否定时只需在不定式前加not，其中的to在某些动词后面需省略。 3. 作目的状语 不定式还可以作目的状语。不定式作目的状语时，可以放在句末和句首。 Step 3 Exercises 1. Our teacher often tells us _____ in the river. It’s dangerous. A. don’t swim B. not swim C. not to swim 2. Paul made a nice cage ____ the little sick bird till it could fly. A. keep B. kept C. keeping D. to keep 3. It was time for class. Mr. King asked all the children ___________ down quietly. A. sit B. sat C. to sit D. sitting 4. If it ______ rain tomorrow, we’ll go hiking. A. won’t B. doesn’t C. don’t D. didn’t Keys: CDCB Step 4 Activity1: Complete the sentences with the words or expressions in the box. Step 5 Activity2: Complete the sentences with the correct form of the words in brackets. Step 6 Reading & Listening Step 7 Around the world Step8 Writing 1. Talk about what problems you have in learning English in group. listening speaking reading writing vocabulary grammar cultural knowledge 2. Give tips for solving the problems. 3. Make a list of the tips and put them on a poster for others to read. 作业设计 基础性作业 1. Recite the vocabulary and notes. 2. Finish more exercises in the workbook. 拓展性作业 Give more advice for language study. 板书设计 教学反思 7 学科网（北京）股份有限公司 $$ Module8 单元整体分析 单元主题 Module 8 My future life. 授课人 年级 九年级下册 课型 新授课 课时 3 单元 内容 分析 本模块主题属于“人与自我”范畴，涉及“多彩、安全、有意义的学校生活”。介绍了同学们在毕业之际的交流，并展示了一篇在毕业生晚会上的演讲稿。由于学习内容涉及学生的切身感受，因此也比较容易吸引学生的注意力，激发学生的学习兴趣。本模块的语法主要是复习宾语从句和定语从句这两大语法重点和难点。 Unit 1为听说课，侧重对听说能力的培养。让学生通过学习毕业生晚会上的对话材料来谈论自己的感受，发表感言。 Unit 2为读写课，侧重对读写能力的培养。通过学习一篇毕业生晚会上的演讲稿来复习定语从句和宾语从句。最后通过完成一篇毕业典礼发言稿进行写作训练。 Unit 3主要呈现对本模块语言现象的练习，让学生们熟练掌握宾语从句和定语从句的用法，通过听、说、读、写等方面的练习达到综合运用的能力。 学情 分析 单元 教学 目标 1．掌握本单元的单词和短语。 2．复习掌握宾语从句和定语从句的用法。 3．能够读懂有关毕业生晚会上的发言，判断说话人的感受并转述主要信息。 4．能够完成分别聚会发言稿的写作，说出自己的感受，表达自己的愿望，畅想自己的未来。 重难点 1．重点： (1)能够掌握并运用本模块的单词、短语和重点句型。 (2)宾语从句和定语从句的用法。 2．难点： (1)掌握宾语从句和定语从句的用法。 (2)能够谈论自己的感受，发表感言，介绍自己的未来计划。 教学内容 Unit 1　Here's to our friendship! 课 型 Listening and speaking 二次设计 教学课时 1 素养目标 1．能够根据意群的划分正确停顿。 2．能够听懂有关分别的谈话，转述具体信息，判断说话人的情感态度，表述其隐含的意思。 3．能够谈论自己的感受，发表感言，介绍自己的未来计划，能够表达自己对他人的感激之情。 教学重点 1.本单元的重点单词、短语和句型。 2.复习掌握宾语从句和定语从句的用法。 教学难点 1.掌握宾语从句和定语从句的用法。 2.能编写关于毕业晚会的对话。 教学过程 Step 1　Lead－in 1．Ask and answer： How will you feel at the school－leavers' party? What are you going to show for your classmates? Will you wear beautiful clothes to take part in the party? What do you want to say at the school－leavers' party? 2．Look at the pictures and answer the questions.(Activity 1) (1)What is the special event? (2)What is everybody doing? 【设计意图】通过师生互动导入本单元话题，激发学生的学习兴趣，为接下来进入“毕业生晚会”话题做准备。 Step 2　Listening 1．Read through the questions in Activity 2 in order to know what the dialogue is about. 2．Play the recording for the students to listen.While they are listening，they should write some notes relevant to the questions. 3．After the first time，play the tape again for the students to check. 4．Check the answers with the whole class. 5．Let's listen to a conversation about a school－leavers' party.While listening，please complete the notes in Activity 3. 6．The students listen for the first time to fill in the blanks and the second time to check the answers. The answers：Their feelings enjoyed__the__party，a__bit__sad__ The hall __looks__wonderful__with__international__flags The music a__great__beat__and__a__bit__noisy Their plans Tony：stay in China for long Betty：finish her high school education in China Daming：become an English teacher The food and drink hot__dogs，some__pancakes__and__some__apple__juice 【设计意图】学生集中注意力，准确捕捉关键信息，进一步熟悉与话题相关的信息，在常规听力练习中进一步提高学生听的能力。 Step 3　Reading&Practice 1．Read the passage again and answer the questions in Activity 4. 2．Listen and read the dialogue after the video. 3．Work in groups to deal with the key phrases，sentences and important language points. 4．The teacher explains the difficulties and language points. 5．Learn “Everyday English”． 6．Read through the sentences with the whole class，have the students repeat the sentences chorally and individually. 7．Complete the questions with the words in the box in Activity 5. (1)Read the questions carefully. (2)Complete the questions with the words in the box. (3)Then check the answers. 【设计意图】通过让学生观看生动活泼的对话视频并跟读、模仿来增强学生的语感，提高对英语语音、语调的感悟和用正确的语音、语调进行口语输出的能力；通过小组合作探究，调动学生学习的积极性和主动性。 Step 4　Pronunciation and speaking 1．Listen and mark the pauses in Activity 6. 2．Listen again and repeat. 3．Read and mark the pauses in Activity 7. 4．Listen and check. 5．Ask and answer the questions in Activity 8 in pairs. 【设计意图】培养学生根据意群划分正确停顿的能力；通过两人合作的形式，操练谈论未来计划的句型。将本课所学知识点升华为贴近学生实际生活的语言交际，激发学生的学习兴趣。 Step 5　Homework 作业设计 基础性作业 1. Review the words and notes. 2. Finish the workbook. 拓展性作业 Write more sentences about the school－leavers' party. 板书设计 教学反思 教学内容 Unit 2I know that you will be better at maths. 课 型 Reading and writing. 二次设计 教学课时 1 素养目标 1．能够读懂有关毕业生晚会上的发言，判断说话人的感受并转述主要信息。 2．能够完成分别、聚会发言稿的写作。 3．能够运用所学知识表达自己的谢意，畅想自己的未来。 教学重点 1.掌握本单元的重点词汇、短语和句型。 2.复习并熟练运用宾语从句和定语从句。 教学难点 1.掌握宾语从句和定语从句的用法。 2.掌握发言稿的写作特点。 教学过程 Step 1　Lead－in Review what we learned in last period and introduce what will be learnt in this period. 【设计意图】通过复习巩固上节课所学内容；通过进行小组游戏活动导入本单元话题，激发学生的学习兴趣。 Step 2　Reading Before reading(Activity 1) 1．Ask the students to look at the picture and choose the answers to the questions in Activity 1.There may be more than one answer. 2．Give students some time to read the passage and check the answers. 3．Learn new words. Learn new words according to the pictures and the phonetic symbols on the word list. 4．Practice words. (1)Give the students a few minutes to remember the words，and then the teacher take out the cards with the words on them.Let the students spell the words in turn. (2)The teacher can divide the students into several groups for word spelling competition. 【设计意图】通过学生自己利用音标拼读单词，再配上图片、更能形象地加深记忆。找几名学生比赛记单词，巩固记忆，调动他们的学习积极性。 While reading 1．Scanning and skimming(Activity 2) ●Get the students to read the passage as quickly as possible and find sentences which show： (1)the three things the speaker has learnt (2)the three groups of people the speaker wants to thank (3)what the speaker has learnt from each group of people 2．Reading for specific information(Activity 3) (1)Ask the students to read the passage quietly and carefully again，and answer the questions in Activity 3. (2)Ask the students to discuss the questions in pairs. (3)Check the answers with the whole class. 3．Ask the students to read the article aloud. 4．Work in groups to deal with the key phrases，sentences and important language points. 5．The teacher explains the difficulties and language points. 【设计意图】通过top－down式的阅读，让学生总体把握全文内容，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧；第二次阅读短文，旨在使学生掌握文章里的细节信息，并通过回答问题来检查学生对篇章的初步理解程度。 After reading Check (√)the answers to the questions.There may be more than one answer.(Activity 4) (1)Ask the students to answer the questions in Activity 4 individually. (2)Check the answers with a partner. (3)Call back the answers from the whole class. The answers：1.excited，moving，polite，warm　2.a，c，d 【设计意图】通过完成读后练习，加深对文章的理解和巩固对目标语言的运用。 Step 3　Review and retell the story. 1．Finish the following mind map. [答案](1)speech　(2)thanks　(3)friends　(4)teachers　(5)parents 2．Retell the story using his/her own words according to the map. 【设计意图】通过思维导图复习回顾课文内容；通过复述训练学生的表达能力。 Step 4　Writing 1．Ask students to write a speech they might give at their school－leavers' party. Start your speech by saying what your speech is going to be about. Dear head teacher，teachers and parents，I'd like to thank you for… Decide who you want to say thank you to. There are many people who I'd like to thank.First，I want to thank… Decide what you want to thank them for with examples. They have always given me great help… Finish your speech by giving best wishes for the future. Thank you and good luck for the future. 2．Share their speeches with others. 【设计意图】通过让学生写发言稿并分享作品，交流思想，锻炼学生的写作能力和思维能力。 Step 5　Homework 作业设计 基础性作业 1. Review the words and notes. 2. Finish the workbook. 拓展性作业 Finish the writing “The future ”. 板书设计 教学反思 教学内容 Unit 3 Language in use 课 型 Revision and application 二次设计 教学课时 1 素养目标 1．让学生通过复习来查漏补缺，进一步巩固基础知识。 2．复习运用宾语从句和定语从句。 3．介绍自己的未来计划，能够表达自己对他人的感激之情。 教学重点 掌握定语从句和宾语从句的基本用法。 教学难点 1.准确选用定语从句的引导词。 2.区分定语从句和其他从句。 教学过程 Step 1　Lead－in Let students look at the pictures and answer the questions to review what they have learnt. How many days are left before you leave school? Do you feel nervous every day? What time do you go to bed every night? Do you have time to do exercise except studying? 【设计意图】通过提问的方式让学生自由讨论，活跃了课堂气氛，也能让学生比较迅速地进入到课堂的学习状态中，调动他们的学习积极性，为下一个活动做准备。 Step 2　Language practice 1．To master the key words. (1)I know ________ you will be better at maths. (2)These roses are to thank three groups of people for the three most important things ________ I have learnt. (3)I give the white rose to my teachers，________ have taught me ________ there is no success without effort. (4)I'm sure that you all have your own memories about the happiness of the last three years，and the people ________ you want to thank for it. [答案](1)that　(2)that　(3)who；that　(4)whom 2．Read through the example sentences in the box with the whole class. 3．Ask the students to repeat the sentences in the box. 【设计意图】让学生感知并熟悉情态动词的用法，朗读并重复句子既锻炼了学生的口语表达能力，也让他们进一步熟悉了本课目标语言。 Step 3　Grammar Practice (Activities 1～5) 1．Complete the sentences using which，that，who or whom.Try to explain the meaning of the words in bold.(Activity 1) 2．Look at the picture and the menu to discuss the questions in pairs.(Activity 2) 3．Read the passage carefully.Use the correct clauses in the box to fill in the blanks.(Activity 3) 4．Join the words in Box A with the words in Box B to make new words in Activity 4.Use one word more than once.Complete the conversation.(Activity 4) 5．Read the sentences and complete the sentences with the words or expressions in the box in Activity 5.(Activity 5) 【设计意图】学生通过本环节的练习，帮助学生掌握合成词这一语法项目。 Step 4　Listening (Activity 6) 1．Listen to Activity 6 and answer the questions. 2．Listen to the passage in Activity 7 and answer the following questions. (1)Was Mark Smith better at doing things than at reading books？(Yes，he was.) (2)What does he learn now？(How to repair machines.) 【设计意图】指导听力技巧，增强听力活动的目的性。 Step 5　Reading (Activity 7) Read the passage in Activity 7 and choose the correct answers. (1)What do students at vocational schools do? a)They look for jobs there. b)They learn how to do many of the jobs that are needed in society. c)They study why the jobs are needed in society. d)They do the same as students in secondary school. (2)Why did Mark choose to go to vocational school? a)Because he wanted to know vocational society. b)Because he finished secondary school. c)Because he found that he was better at doing things than at reading books. d)Because he did not do well at school. (3)According to the passage，which of the following is NOT the reason why Mark made his choice? a)Everyone needs a skill for a good life in the future. b)He can study the things that he likes best. c)The society needs not just people who work in an office，but also those who can make things and repair things. d)He likes physics. [答案](1)b)　(2)c)　(3)d) 【设计意图】通过阅读任务使学生掌握文章的细节信息，加强对语言的运用。 Step 6　Around the world 1．Learn about “junior high school dances”． Junior high school dances In the US，students often have a school dance to celebrate the end of junior high.There is usually a student committee which organises the dance.They decorate the school gym with balloons，lights and other things so that it looks very nice.They plan the music and organise the food.Sometimes the parents help make the food and sometimes it comes from a restaurant.The girls usually wear pretty dresses and the boys wear smart clothes.They eat，dance and sometimes have competitions.The dance is usually supervised by teachers and parents. 2．Read the passage and fill the blanks. (1)In the US，students often have ________ to celebrate the end of junior high. (2)There is usually ________ which organises the dance. (3)Sometimes ________ help make the food and sometimes it comes from ________. (4)The girls usually wear ________ and the boys wear ________. (5)The dance is usually ________ by teachers and parents. [答案](1)a school dance　(2)a student committee　(3)the parents；a restaurant (4)pretty dresses；smart clothes　(5)supervised 【设计意图】通过增设阅读任务，进一步提高学生的阅读能力。 Step 7　Module task：Making plans for your future (Activities 8～10) 1．Think about your life in the future.Make notes about the following things： (1)what you are planning to do in the next three years (2)what you would like to do after that (3)what other areas of your life you want to develop (4)what sort of values you think will be important to you 2．Use the notes to write sentences. 3．Join your sentences and write a passage about your future plan. 4．Share the passage with the class. 【设计意图】通过创设情境，让学生写自己未来的计划，达到学以致用的目的。 Step 8　Homework 作业设计 基础性作业 1. Recite the vocabulary and notes. 2. Finish more exercises in the workbook. 拓展性作业 Introduce some information about your school－leavers' party. 板书设计 教学反思 7 学科网（北京）股份有限公司 $$ Module3 单元整体分析 单元主题 Module 3 Life now and then. 授课人 年级 九年级下册 课型 新授课 课时 3 单元 内容 分析 本模块主题属于“社会服务与人际沟通”范畴，涉及“家乡和社会的变迁”和“历史固定发展”。 本模块内容围绕“Life now and then”这一主题展开，涉及三个语篇，包括一组对话，一组访谈和一篇议论文。 语篇一的对话是贝蒂和妈妈讨论现在的生活是否比过去好，对话从健康、医疗、交通、工几个方面对现在和过去的生活进行了比较，从而自然地运用了形容词和副词的比较级。 语篇二的课文采用的是采访稿的形式，由一位七十多岁的老奶奶向大家讲述了半个多世纪以来人们生活的种种变化。文章从家庭生活，妇女地位，旅行交通和生活娱乐等方面对今昔生活做出对比，层次非常清楚，时态的变化也很自然。 语篇三“Around the world”栏目介绍了汽车这一发明的历史以及它对人类生活产生的巨大影响，同时也指出汽车对现代生活带来的不利影响——污染。 本模块的三个语篇描述了在不同文化背景下，人们生活方式的改变，歌颂了人们的劳动实践和劳动精神。本模块的任务是组织一场关于“健康和财富哪个更重要”的辩论，它不仅能开阔学生的思路，让学生从多方面去考虑问题，还能培养学生查找资料和统筹分析的能力。 学情 分析 单元 教学 目标 1.能听懂相关主题语篇，能运用形容词、副词的比较级和最高级来复述语篇内容。 2.能理解并运用本模块重点单词、短语和句型，通过口语或书面表达介绍今昔生活的对比。 3.文化意识: 通过学习，了解其他国家过去与现在人们生活的变化和不同。 4.学生能通过模块任务“健康和财富哪个更重要”的辩论，进行独立思考，评价语篇的内容，有自己的思想和观点，从而做出正确的价值判断。 5.乐于参与运用英语的实践活动，善于同别人交流看法；积极地与同学交流信息，探讨问题。 重难点 1．重点： (1)掌握有关比较过去与现在的对话。 (2)了解比较级和最高级的句子结构。 (3)能运用形容词、副词的比较级和最高级描述事物的变化。 2．难点： (1)通过从各方面的比较来谈论事物的变化，加深对比较级和最高级的学习。 (2)理解并复述短文。 (3)能对事物进行横向和纵向的比较，写一篇描述事物变化的文章。 教学 内容 Unit 1　They sometimes work harder. 课 型 Listening and speaking 二次设计 教学 课时 1 素养 目标 1．能够读懂谈论事物变化的对话。 2．能够掌握形容词和副词的比较级的用法。 3．学会运用形容词和副词对事物进行比较并得出自己的结论，并且说明自己的理由。 4．通过谈论今昔生活的变化，让学生珍惜现在的美好生活。 教学 重点 1. 掌握对话中的重点短语和句型。 2. 掌握形容词和副词的比较级的用法。 3. 熟练掌握句子的重音，正确朗读句子。 教学 难点 1. 能听懂有关描述事物变化的对话。 2. 学会运用形容词和副词对事物进行横向和纵向比较。 教学过程 Step 1　Lead－in 1．Show the picture in Activity 1 to talk. (1)Say what life was like in the early 1980s. (2)Say what life is like today. 2．Introduce new words and expressions. 【设计意图】通过展示20世纪80年代的图片，让学生谈论过去的生活与现在的生活，复习比较级的用法，导入本单元话题——变化。 Step 2　Listen and answer 1．Let the students look through the questions in Activity 2. 2．Let the students listen to the tape，ask and answer the questions. 【设计意图】通过浏览问题及听力训练，锻炼学生捕捉重要信息的能力，小组问答活动可以提高学生的语言表达能力。 Step 3　Listen and read 1．Listen to the tape and then answer： (1)What are Betty and her mother talking about? They are talking about life in the past and now. (2)How many things have they compared? Four—health，medicine，transport，work. 2．Read the conversation carefully and ask the students to finish Activity 3.Choose the correct answers. 【设计意图】通过设置问答题，加深学生对听力材料的理解。 Step 4　Practice 1．Ask the students to read the words and expression in the box in Activity 4. 2．Complete the questions with the words or expression in the box. 【设计意图】通过完成练习并进行问答，给学生输出目标语言提供机会。 Step 5　Work in pairs Finish Activity 7. T：Just now Betty and her mother talked about the life today and the life in the past.Can you talk about the same question to compare what's better or worse about education，health and so on？Discuss the question in your group. (1)Work in pairs. Answer the question and give your reasons. A：Is life better today than in the past? B：Yes，it is. I think it's because…/No，it isn't. I think… 【设计意图】通过两两合作的方式，谈论并收集有关今昔生活在教育、环境、健康等方面对比的句子，完成一篇短文，锻炼学生连句成篇的写作能力，练习比较级的用法。 作业 设计 基础性作业 1. Remember the words and notes. 2. Finish the workbook. 拓展性作业 To make more sentences to talk about what is better or worse in education，environment and health. 板书设计 教学反思 教学 内容 Unit 2　I think life is better today. 课 型 Reading and writing. 二次设计 教学 课时 1 素养 目标 1．能读懂进行观点比较的文章，并从中获取关键信息。 2．能用所学的新词汇描述自己过去的生活。 3．努力保持过去良好的生活方式，珍惜今天的生活。 教学 重点 1. 掌握并运用本单元的词汇和句型。 2. 复习形容词和副词的比较级的用法。 3. 能够运用相关阅读技巧读懂描述过去发生的事件的简单文章，学会阅读进行观点或事件比较的文章。 教学 难点 熟练运用形容词和副词的比较级来写关于变化的文章。 教学过程 Step 1　Lead-in T：Please look at these pictures about Beijing. Say what life was like in the past and what life is like today. S1：There are many tall buildings in the city now. S2：… 【设计意图】通过谈论北京生活的变化，复习比较级的用法。 Step 2　Reading Before reading T：Here is a photo of an old woman，Mrs Li. She is over 70 years old. She has lived in Beijing all her life. Look at the photo. How do you think life has changed for her? Talk about it with the help of the words：family，health，work and education. S1：I think she lived a poor life in the past. S2：I don't think she want to university. S3：… 【设计意图】通过图片让学生自由谈论Mrs Li过去的生活，为后面课文的学习作铺垫。 While reading 1．Get the students to read the part “What was your life like in the past？”and answer the questions： (1)What did Mrs Li's parents do? (2)Was Mrs Li's father's work hard? How do you know that? (3)Why didn't Mrs Li's parents send her to school? [答案](1)Mrs Li's father was a postman and her mother was a housewife. (2)Yes，it was.Her father often worked twelve hours a day outside in the winter cold or in the summer heat. (3)Because her family couldn't afford it.What's more，she was a girl. 2．Get the students to read the part “How has life changed？” and finish the following exercises： Mrs Li's opinion the change of the role of women (1) transport and travel today (2) the appearance of TV (3) life today (4) [答案] (1)It's a good thing.Her daughter has a good education and she can go to work even after getting married. (2)It's easy for people to go everywhere，but there's too much traffic. (3)It helps her to watch so many good programmes，but some of the shows are too noisy. (4)Life is better today.They eat better and live longer. 【设计意图】通过分部分精读文章，让学生更好地理解每个部分的大意，并整合全文意思。 After reading 1．Read the passage again. 2．Complete the notes in Activity 2. 3．Ask the students to read the words and expression in the box. Finish Activity 3. 【设计意图】通过练习，加深对Mrs Li过去与现在的生活对比的理解，巩固对目标语言的运用。 Step 3　Review and retell the story 【设计意图】通过思维导图复习课文内容；通过复述训练学生的表达能力。 Step 4　Writing 1．Write a passage about the advantages and disadvantages of life today. 【设计意图】把学生们的作文贴在墙上进行评选，能够激发学生的积极性和创造性。 作业设计 基础性 作业 1. Review the words and notes. 2. Finish the workbook. 拓展性 作业 Write a passage about the in the past and now. 板书设计 教学反思 教学 内容 Unit 3 Language in use 课 型 Revision and application 二次设计 教学 课时 1 素养 目标 1．掌握并灵活运用本模块的单词、短语及句型。 2．能运用比较级写描述事物的发展变化的文章。 3．通过辩论活动，培养学生多角度看待问题的意识，提高学生的思辨能力。 教学 重点 1．完成各个巩固练习的活动。 2．复习比较级的用法。 教学 难点 熟练掌握形容词和副词的比较级的综合运用。 教学过程 Step 1 Revision 1. To review the text of Unit 1 and Unit 2 . 2. Grammar revision. 形容词与副词 对于形容词与副词，我们主要掌握两点，一是形容词与副词的句法功能，二是形容词与副词的比较级和最高级。 1. 形容词的句法功能 一般来说，形容词可以放在名词之前作定语，也可以放在系动词之后作表语，还可以作宾语补足语等。 形容词作定语一般都是放在名词之前，但是如果修饰的是不定代词something, anything, nothing, somebody, anybody, nobody等，就要放在后面。 很多副词都以-ly结尾，但是“名词+ly”的词则多为形容词，如：weekly, friendly等，应注意区别。 2. 副词的句法功能 副词一般用作状语，修饰动词、形容词、副词以及全句，表示程度、方式等。 3. 形容词与副词的比较级和最高级 就形容词、副词的比较级和最高级而言，一是要掌握比较级和最高级的构成，二是要掌握比较级句型。 1) 比较级的句型 (1) 比较级+than，表示“比…更…” (2) 比较级+ and+比较级，表示“越来越……”。 (3) The+比较级，the+比较级，表示 “越……，越……” 同级比较一般采用as...as…句型，否定句可以用not so / as…表示。 2) 最高级的表达方式 (1) the+ 最高级+ of/in… (2) 选择疑问句 (3) the+最高级+定语从句 3) 比较级和最高级的修饰语 比较级和最高级的修饰语应置于其所修饰的形容词或副词之前。常见的比较级修饰语有much, still, a lot, even, far等。常见的最高级修饰语有almost, by far, far, much等。 e.g. This is by far the most expensive bag in the shop. 这是目前这家商店里最贵的包。 Step3 Listening practice：Finish Activity1-4 and check. Step 4 Around the world Step 5 Module task——Organize a debate: Health is more important than wealth. 作业设计 基础性作业 1．Recite the vocabulary and notes. 2．Finish the exercises in the workbook. 拓展性作业 Write a passage about your changes. 板书设计 教学反思 6 学科网（北京）股份有限公司 $$ Module6 单元整体分析 单元主题 Module 6 Eating together 授课人 年级 九年级下册 课型 新授课 课时 3 单元 内容 分析 本模块主题属于“人与社会”范畴，涉及“世界主要国家的文化习俗与文化景观、节假日与庆祝活动”。在21世纪的今天，越来越多的人走出国门，同时越来越多的外国朋友来到中国旅游、学习和工作。因此了解西方的用餐礼仪不仅是外语教学的任务之一，也是时代提出的要求。本模块通过准备聚会食物的对话和介绍西方国家用餐习惯的课文，帮助学生了解西方的饮食文化和用餐习俗，同时也可以加深学生对中国饮食文化的认识与理解。 Unit 1为听说课。第一单元从谈论请柬开始，引入本课的话题。下面的对话以即将举办的毕业生晚会为话题谈论不同国家的传统食物。对话中突出了本模块的语法——被动语态，学生们可以在学习对话的过程中复习被动语态的用法和结构。 Unit 2为读写课。课文讲的是西方的用餐习俗，内容涉及到用餐时间、餐具、食物数量和如何结束用餐等方面。 Unit 3的任务是复习和巩固被动语态的用法，复习检测重要词汇并完成模块任务。 学情 分析 单元 素养 目标 1．能够掌握并运用本模块的单词、短语和重点句型。 2．复习掌握被动语态的用法。 3．能够根据意群正确朗读语句。 4．能读懂有关介绍食物和饮食习惯的文章，根据相关信息预测下文；能评价文章并根据文中信息推断文章的深层含义。 5．能够模仿课文写一篇关于中国食物和饮食习惯的短文。 重难点 重点： 掌握介绍食物和饮食习惯的基本词汇，能够叙述自己的餐饮经历，能读懂含有被动语态的句子。 难点： 准确介绍自己的餐饮经历。 教学内容 Module 6 Eating together Unit 1 When is the school－leavers' party? 课 型 Listening and speaking 二次设计 教学课时 1 素养目标 1．能听懂和阅读关于介绍学校毕业生聚会的语言材料。 2．能通过相关词汇和图片描述聚会的情况。 3．能编写关于毕业聚会的对话。 4．能够积极参加同学之间的庆祝活动；能够与同伴积极合作，参与课堂活动，大胆实践。 5．能分享同学之间共同庆祝的快乐。 教学重点 1.学习本单元的重点单词、短语和句型。 2.复习掌握被动语态的用法。 教学难点 复习掌握被动语态的用法。 教学过程 Step 1　Lead－in Do you still remember the things Tony and Daming are looking forward to in Module 1? It's time to say goodbye.And before class，let's appreciate a piece of music. 【设计意图】通过引导学生回忆Module 1的对话内容及课前播放一首音乐，激发学生的学习兴趣，顺利导入本单元话题。 Step 2　Presentation Get students to talk about the picture in Activity 1 to have some basic ideas about school－leavers' party. 【设计意图】通过讨论图片，引导学生了解不熟悉的毕业生晚会，同时用“词汇风暴”的方式复习相关的词汇。 Step 3　Listening Pre－listening 1．Get students to do Activity 1 and to look through the invitation. 2．Then ask them to listen to the tape and complete the invitation. 3．At last，ask them to work in pairs and check the answers. While－listening 1．Listen to the tape and try your best to note down key information which you need to complete in Activity 2. 2．Ask the students to read the questions in Activity 3 themselves.Play the recording once while they just listen and focus. (1)What was Daming chosen to do at the school－leavers' party? (2)Where are they going to prepare the food? (3)Why does Tony call pizza a traditional English dish? 3．Play it again for them to answer.Then they can check with a partner. 【设计意图】设计两项听力任务，在常规听力练习中进一步提高学生听的能力，注意指导学生的听力技巧。 Step 4　Post－reading 1．Listen and read the dialogue after the video. 2．Work in groups to deal with the key phrases，sentences and important language points. 3．The teacher explains the difficulties and language points. 4．Learn “Everyday English”．Read through the sentences with the whole class，and let the students repeat them individually. 【设计意图】通过让学生观看生动活泼的对话视频并跟读、模仿，能增强学生的语感，提高学生对英语语音、语调的感悟和用正确语音、语调进行口语输出的能力；通过小组合作探究，能调动学生学习的积极性和主动性；教师精讲点拨重难点，引导学生归纳、记忆和运用。 Step 5　Reading Ask the students to read the dialogue again and read the words given in the box in Activity 4.After that，finish the task. 【设计意图】通过再次阅读课文，捕捉关键信息，进一步加强学生对课文细节的理解，训练和培养学生细节阅读的技巧。 Step 6　Pronunciation and speaking Pronunciation Get students to do Activities 5～6. Speaking Get students to do Activities 7～8. 1．Brainstorming Ask the students to work in pairs to make plans for a party.First，ask them to think about food and drink，music and dancing… The suggested answers： (1)food and drink：finger food such as potato crisps，bread，fruit，vegetables like tomatoes and cucumber，soft drink such as soda，coca－cola and so on. (2)decoration：decorate the living room with balloons，colourful strips and lights. 2．Speaking Ask the students to work with another pair and tell each other their plans.Ask them to write their plans down.One pair writes one plan.Later ask some pairs to read their plans to others if necessary.Students who read their plans should write down some key words of their plans on the blackboard so that the other students can understand them well. 【设计意图】通过跟其他小组合作交流，谈论旅行计划，将本课所学知识点变为贴近学生实际生活的语言交际，激发了学生的学习兴趣。 Step 7　Homework 作业设计 基础性作业 Revise the key language points in this unit. 拓展性作业 Finish the exercises on your workbook. 板书设计 教学反思 教学内容 Unit 2 Knives and forks are used for most Western food 课 型 Reading and writing. 二次设计 教学课时 1 素养目标 1.能通过默读获取文本主要信息，完成段落的匹配 2.能借助语义结构图根据所给情景复述转述课文 3.课后能连贯流畅地朗读课文 教学重点 1.本单元的单词、短语和句型。 2.了解被动语态和主动语态的差异 教学难点 1.从文章中获取关键信息。 2.能够用被动语态和主动语态表达自己的想法。 教学过程 Step 1　Lead－in At the beginning of the lesson, teacher show some pictures. After that , the teacher asks a few questions 1. Do you like eating delicious food? 2. Are they delicious? 3. Are they delicious Chinese food? 4.So what kind of food are they? 【设计意图】通过观看西方美味食物的照片导入话题，理解western单词的意义，并利用点读笔纠正单词的发音，扫除单词障碍。 Step 2　Predicting They are western food and Chinese food. What are the different eating habits when we eat them? What should we know about the eating manner in weatern countries? Today we will come to Module 11 Unit 2. Predict from the two pictures:First, discuss in groups. Then share their guessing in class. 【设计意图】根据图片猜测文中内容，然后带着疑问快速浏览文章，充分调动学生阅读的积极性. While reading 1．Scanning and skimming(速读) Read the text quickly and find out the main idea and supporting details The answers： Main idea : When in Rome, do as the Romans do. 【设计意图】激发了学生的兴趣，学生再次浏览文章并找出大意，总结概括大意句子往往出现在第一段或者最后一段，并总结出文章为总分总结构。 Reading for specific information(精读) Skim the passage and answer the questions. ⑴. Who is the passage written for? ⑵. Where might you see a passage like this? 【设计意图】通过精读使学生掌握文章的细节信息；通过大声朗读课文，加强学生对语言的运用。 After reading 1．Ask the students to read the words in the box in Activity 4. 2．Ask the students to read through the passage in Activity 4. 3．Complete the passage with the words in the box. 【设计意图】通过完成读后练习，加深对文章的理解和巩固对目标语言的运用。 Step 3　Review and retell the story Retell the story using student's own words according to the mind map. 【设计意图】通过思维导图复习回顾课文内容；通过复述训练学生的表达能力。 Step 4　Writing You will be invited to dinner by a western friend. You don’t know the western table manners very much, so you ask your friends for advice. 【设计意图】锻炼学生的思维能力和写作能力。 Step 5　Homework 作业设计 基础性作业 Remember the words and phrases in this unit. 拓展性作业 Make a poster to introduce western eating way. 板书设计 教学反思 教学内容 Unit 3 Language in use 课 型 Revision and application 二次设计 教学课时 1 素养目标 1．掌握一般现在时，一般过去时，情态动词等各时态的被动语态。 2．运用所学内容展示和介绍中国的饮食文化。 教学重点 1.复习本模块的重点单词、短语和句型。 2.能运用被动语态写作。 教学难点 通过听、说、写，练习被动语态。 教学过程 Step 1　Lead－in What does she do every day? She waters flowers every day. Can you explain it in another way? The flowers are watered by her every day. Ask some students to read the sentences in class and identify the highlighted language points (passive voice)． 【设计意图】通过图片导入，让学生自由进行句型转换，培养学生的口语和思维能力，导入新课。 Step 2　Language practice 1．First，ask the students to read the sentences by themselves，get them to pay attention to the black words.Make sure the use of the passive voice again. 2．Help the students review the grammar “passive voice”，combine the passive voice with the tenses we have learnt in Module 5.(Ask the students to do this individually，then check with a partner.) 4．Complete the passage with the correct form of the words and expressions in the box in Activity 3. 【设计意图】讲解被动语态的用法，通过相关练习，加强记忆。 Step 3　Speaking Ask the students to read through six questions in Activity 4 and check if they understand the meaning. As a class，work through the first conversation together.Ask students to read the conversation for the general meaning.See if they can answer Question 1 first.Question 1 is probably the most difficult of all，so it is likely that they cannot. 【设计意图】通过选句子完成对话活动，培养学生抓细节和锻炼逻辑思维的能力。 Step 4　Listening ●First listening(Activity 5) ●Second listening(Activity 6) 【设计意图】通过听力训练，锻炼了学生听的能力。 Step 5　Reading Read the email and answer the questions in Activity 7. 1．What is Richard worried about? 2．How many courses are usual for a dinner in the West? 3．Why should Richard practise using chopsticks? 4．Why are the plates placed in the middle of the table in China? 5．Is it a good idea to talk about food during a meal in China？Why or why not? (Ask the students to do this individually，and then check with a partner.) 【设计意图】要求学生阅读文本完成任务，训练学生关注细节的能力，提高阅读水平。 Step 6　Around the world Read the passage as quickly as possible and try to answer the questions as follows： 1．Why are 16th birthday parties important? 2．How do people often celebrate it? 【设计意图】这个部分主要是拓展阅读，开阔学生的眼界；通过附加上述练习题，能够更好地培养学生的阅读理解能力。 Step 7　Module task：Describing an eating experience 1．Ask the students to describe a special meal they have eaten.Think about： (1)when and where you ate it (2)who you ate with (3)why the meal was special (4)what happened during the meal (5)what happened at the end of the meal (6)what the nicest thing about the experience was 2．Ask the students to write a passage about their eating experience. 3．Show some students' passages and vote for the most interesting description. 【设计意图】通过让学生展开丰富的想象及写作实践，培养学生的思维拓展和写作能力。 Step 8　Homework 作业设计 基础性作业 Finish the exercises of this module. 拓展性作业 Make a post on suggestions of how to be a green school. 板书设计 教学反思 3 学科网（北京）股份有限公司 $$ Module2 单元整体分析 单元主题 Module 2 Education 授课人 年级 九年级下册 课型 新授课 课时 3 单元 内容 分析 本模块主题属于“人与自我”范畴，涉及“身边的事物与环境，学校生活与个人感受”。语言技能和语言知识主要也是围绕“教育”这一中心话题设计的。语法重点是复习代词的用法，并能读懂有关“学校”的对话和文章。该话题为学生所熟知，非常有利于开展听、说、读、写各方面的语言实践活动。通过操练，使学生在掌握语言结构的同时，既学习了语言知识、感悟语言功能，又能拓展知识面。教学中教师应始终以课本为出发点，灵活利用各种素材组织教学过程和展开内容，从而充分调动学生的学习积极性。 Unit 1通过听、读、说的训练，初步学习谈论学校生活的方法。既有相似点的陈述，也有不同点的比较。 Unit 2通过读和写的训练，学习了解Susie的学校生活。 Unit 3主要呈现对本模块语言现象的练习，让学生们熟练掌握代词、介词与介词短语的用法。通过听、说、读、写等方面的练习达到综合运用的能力。 学情 分析 单元 教学 目标 1．能够掌握并运用本模块的重点单词、短语和句型。 2．复习代词、介词与介词短语的用法。 3．能够听懂关于谈论“学校”的对话，能谈论学校生活，能对不同学校进行对比。 4．能够读懂有关“学校”的文章，运用相关阅读技巧阅读文章，掌握大意，能辨别事实和观点。 5．能够描述学校生活，向他人介绍自己的学校生活。 重难点 1．重点： 掌握谈论学校生活的基本词汇，复习含有代词、介词的句子，掌握代词、介词和介词短语的用法 2．难点： 围绕“教育”这一话题进行比较 教学内容 Module 2 Education Unit 1 We toured the city by bus and by taxi. 课 型 Listening and speaking 二次设计 教学课时 1 素养目标 1.能够正确拼读和使用本课出现的重要单词和短语。 2.能够听懂谈论学校的对话并根据其中的信息完成相关任务。 3.掌握代词和介词的用法。 4.能够与同学交流自己对学校生活的看法； 学会共享学习策略。 教学重点 掌握重点词汇并复习代词和介词的用法。 教学难点 如何运用所学与同学交流自己对学校生活的看法。 教学过程 Step 1　Lead－in Brain—storm. What words can you think of when talking about your school?(honest, happy/friend, large, many trees, building/campus ) friend exam club homework pressure subject teacher campus school Work in pairs and talk about your school. ---What do you like best about our school?---I like… ---Do you have any friends at school? What kind of friends do you have?--- Listen and complete the sentences. 1. The weater was __________ when Tony was in London. 2. Tony played football with _____________. 3. Daming is surprised to hear that Tony________________. 4. Tony didn’t go to lessons. He was __________________. 【设计意图】通过小听力训练学生通过听获取信息的能力。同时快速地集中学生的注意力，让学生动脑思考，为下文的对话练习做铺垫。 2. Practice (多层听) a.（一听） T:Now we are going to listen to a dialogue between Betty, Daming and Tony. Listen Activity3 carefully and answer the question: What are they talking about? b.（二听）listen again and complete Susie’s column in the table. Susie’s school Number of pupils in the school Number of pupils in a class Arrangement of seats in the classroom Sports areas c.（三听） Listen and read , then answer the questions. 1. Who did Tony visit in London? 2. How did Tony get the photos of Susie’s school? 3. Which class is a bit bigger, Susie’s or Daming’s? 4. What does Betty hope to do one day? d. Work in pairs to read the dialogue. Pay attention to the stress of the sentences. 【设计意图】多层次的听说练习，训练学生综合运用语言的能力。学生可对本单元的目标语言代词和介词的用法进一步巩固和复习，能听懂介绍学校生活的对话，为下一活动的语言输出环节打好基础。 3.Use a. Complete the passage with the correct form of the words in the box in activity 5. b. Write down the information about your school, and work in pairs to compare Susie’s school with yours. Say: What both schools have What one school has but the other does not Susie’s school Your school Number of pupils in the school Number of pupils in a class Arrangement of seats in the classroom Sports areas 【设计意图】让学生运用听力获得的信息，熟练掌握语言材料，进而提高口头表达能力，达到学以致用的目的。 Step 7 Language points 作业设计 基础性作业 1. Review the words and notes. 2. Finish the workbook. 拓展性作业 Try to find more information about school in other countries. 板书设计 教学反思 教学内容 Unit 2 Unit 2　What do I like best about school? 课 型 Reading and writing. 二次设计 教学课时 1 素养目标 1．通过课堂上对阅读的讲解以及师生间的相互交流，初步熟悉短文结构及段落大意。 2．使学生能运用相关阅读技巧阅读文章，并理解其大意，完成相关练习。 3．通过课文教学，使学生了解其他国家的教育制度及其他国家学生的学校生活，从而拓展视野，激发学习英语的兴趣。 4．通过学习描述学校生活，激发学生能够运用观察、发现、归纳和实践等方法学习语言知识，感悟语言功能。 5．培养学生的小组合作精神，互相学习，取长补短，注意学习策略共享，能够与同学交流自己对学校生活的观点。提高对英语的学习兴趣，参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。 教学重点 掌握本节课词汇，学习关于学校生活的句型和相关表达。 教学难点 能够谈论关于校园生活的话题和描写关于校园生活的文章；能正确地使用代词。 教学过程 Step 1　Lead－in(Activity 1) Ask the students to look at the pictures in Activity 1. T：What are the persons in the pictures doing? S1：… T：Have you ever experienced the same activities in your school life? S2：… 【设计意图】通过师生问答，由课本中的图片讨论逐步过渡到学生的自身经历，尽可能多地激发学生的亲身体验，通过学生之间的信息交流，了解学校生活的不同维度。 Step 2　Reading Before reading Ask some students to describe some parts of their own school lives.As all their school lives are familiar among all the students，this step can attract students' interests in the topic. You can talk about it from the following aspects： 1．Your school. 2．Your schoolday. 3．The subjects and the exams. 4．The other events and activities. 【设计意图】通过自由交流，谈论学生的学校生活，激发学生的学习兴趣，锻炼学生的口语表达能力，为后面的阅读课作铺垫。 While reading 1．Scanning and skimming Get the students to read the passage as quickly as possible and find out the answers to these questions in Activity 2： (1)How long has Susie been at River School? (2)How long does her schoolday last? (3)Do all the students at River School have the same subjects? (4)How do you like Susie's school life? Why? 2．Check the answers with the whole class. 【设计意图】通过速读阅读，让学生对全文有一个总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。 3．Read for specific information(Activity 3) (1)Ask the students to read the passage quietly and carefully again.Put the statements into the correct group in Activity 3. (2)Ask the students to discuss the questions in pairs. (3)Check the answers with the whole class. 【设计意图】第二次阅读课文，使学生掌握文章的细节信息，并通过“按课文内容把信息分类”来检查学生对篇章的理解程度。 4．Read the article aloud. 5．Work in groups to deal with the key phrases，sentences and important language points. 6．The teacher explains the difficult and important language points. 【设计意图】学生大声朗读课文，加强对语言的运用；通过小组合作探究，解决课文中的难点，调动学生学习的积极性和主动性；教师精讲点拨重难点，引导学生归纳，记忆和运用。 After reading 1．Ask the students to read the words in the box in Activity 4. 2．Ask the students to complete the questions with the words in the box. 3．Check the answers in groups. 4．Ask and answer the questions in pairs.(学生根据实际情况回答，没有固定答案) 【设计意图】通过练习，巩固对目标语言的运用。 Step 3　Review and retell the story 1．Find out the useful sentences and structures. 2．Finish the following mind map. 3．Retell the story using his/her own words according to the mind map. 【设计意图】通过思维导图复习回顾课文内容；通过复述训练学生的表达能力。 Step 4　Writing 1．First ask the students to make a timetable for their schoolday.(Activity 5) Time when school starts Afternoon lessons Morning lessons Time when school ends Lunch break After－school activities 　　2.Ask students to make a list of other events and activities during their school year.(Activity 6) 3．Write a composition to describe your school life.Use the timetable in Activity 5 and the list you made in Activity 6 to help you.Say： (1)when you go to school (2)how you get there (3)how long you have been at this school. (4)what your daily timetable is (5)what subjects you are taking this term (6)what other events and activities there are during you school year (7)what you like best about school 【设计意图】旨在训练学生利用Activity 5～7的信息构建连贯语篇，通过提供语言提示引导学生整理信息，帮助学生独立完成写作任务，达到训练、提升语言书写能力的目的。 Step 5　Homework 作业设计 基础性作业 Remember the words and phrases in this unit. 拓展性作业 Describe your school life in your own words. 板书设计 教学反思 教学内容 Unit 3 Language in use 课 型 Revision and application 二次设计 教学课时 1 素养目标 1．复习本模块的重点单词、短语及句型。 2．复习代词、介词的用法。 3．阅读教学和写作教学。 教学重点 1．掌握代词、介词和介词短语的用法。 2．能够描述学校生活，向他人介绍自己的学校生活。 3．通过学习描述学校生活，激发学生对校园生活的热爱。 教学难点 1.掌握代词、介词和介词短语的用法。 2.学会描写校园生活。 教学过程 Step 1　Lead－in Ask and answer the following questions about the school life： (1)How do you go to school? (2)When does the first class begin? (3)How many lessons are there in the morning? (4)What do you usually do at weekends? 【设计意图】通过提问题，谈论与学生最贴切的校园生活，让学生有话可说，激发学生的积极性，导入新课。 Step 2　Language practice 1．First，ask the students to read the sentences by themselves，and get them to pay attention to the black words.Make sure the use of the pronouns and prepositions again. 2．Explain the grammar of pronouns and ask students to finish Activities from 1 to 3.Then check the answers. 3．Explain the grammar of prepositions and ask students to finish Activity 4.Then check the answers. 4．Ask the students to do Activity 5 individually.Check in pairs.Ask some students to show their answers in class. 【设计意图】讲解代词和介词的用法，通过相应练习，加强记忆。 Step 3　Listening practice(Activities 6 & 7) 1．Listen and answer the questions in Activity 6.Then check the answers. (1)Where does Kate want to go on holiday next year? (2)What game has Pete played since primary school? (3)When do Kate and Pete have sports practice? 2．Listen again and complete the table in Activity 7.Then check the answers. 【设计意图】通过听力训练，锻炼学生听的能力。 Step 4　Reading(Activities 8 & 9) Ask students to read the passage and say where they think it comes from. T：Here is a passage about the school life.Please read it and say where you think it comes from.There are three sources for you to choose. a)A dictionary.　b)A school website.　c)A storybook. Give the students two minutes to read the passage. T：Have you finished reading? Can you give me the answer? Ss：b T：Right.Read the passage again and match the headings with the paragraphs.Before you read，please read the headings first in Activity 8. a)Clubs□　b)School hours□　c)Sports□　d)Subjects□ Give the students two minutes again and let them read it carefully this time. T：Now，I begin to check your answers.Would you please? S1：The 1st paragraph—School hours S2：The 2nd paragraph—Subjects S3：The 3rd paragraph—Clubs S4：The 4th paragraph—Sports T：Well done.Now，another task in Activity 9：Read the passage again and check(√) the true sentences.After you read，you can discuss in groups. The answers：1.√　4.√ 【设计意图】要求学生阅读文本完成相关活动，训练学生关注细节的能力，提高阅读水平。 Step 5　Around the world T：Can you imagine the schools without teachers in the future? Maybe it will come true sooner or later.Let's look at the research studied by Professor Mitra. 【设计意图】这个部分主要是拓展阅读，开阔学生的眼界。 Step 6　Writing(Activities 10 & 11) T：School is the place where we study and take part in some activities.And we have read many articles about the school life，so I think it's easy for you to write a leaflet about school. 1．Work in pairs.Let students discuss and write sentences about their school. ★Write sentences about the facts. There are…students and…teachers in our school.Students can study… After school，there are…and… ★Write sentences about their opinions. The thing I like best about our school is…because… 2．Ask the students to make a leaflet to introduce their school to new students.Use the sentences in Activity 10.Draw pictures and make designs where necessary. 【设计意图】通过制作学校宣传单，培养学生的设计、写作和绘画能力。 Step 7　Homework 作业设计 基础性作业 Finish the exercises of this module. 拓展性作业 Ask the students to think about their opinions on their present school lives and what they want in their school lives and so on. 板书设计 教学反思 3 学科网（北京）股份有限公司 $$