西塔莊初級(jí)中學(xué)英語(yǔ)學(xué)科教案（20142015）年度第一學(xué)期年級(jí)：九年級(jí)學(xué)科：英語(yǔ)姓名：張雪艷時(shí)間2014年9月Module 1 Wonders of the worldUnit 1 What is a wonder of the world?教 學(xué) 設(shè) 計(jì)課 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. 教學(xué)目標(biāo)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.知識(shí)與能力1. Vocabulary and expressions: ancient, club, composition, pupil, meeting, call, event, listen up. Thats 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.過(guò)程與方法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、態(tài)度與價(jià)值觀To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.教學(xué)過(guò)程教學(xué)步驟教師活動(dòng)學(xué)生活動(dòng)活動(dòng)目的Step 1Lead-inStart 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 &VocabularyPlay 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 &readPlay the tape for the 1st time. Ask Ss questions. T: What are the children doing? Is there a school magazine in Da Mings 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. Crazy feet is a band. Becky Wang started a school magazine. Da Ming watched the interview on TV yesterday 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. ReadPlay 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 theconversation 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.DiscussionTell 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.作業(yè)布置Collect information about the seven wonders of the world. (Pictures and brief introductions)板書(shū)設(shè)計(jì)Unit 1 What is a wonder of the world? school magazine Thats news to me! a wonder Whats 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 was on the edge of the Grand Canyon.教 學(xué) 設(shè) 計(jì)課型Reading and writing教材分析By example this unit presents a good way to describe what one sees and feels after a journey. It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders. 教學(xué)目標(biāo)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;知識(shí)與能力1. Vocabulary and expressions: waterfall, stranger, rock, ground, canyon, reply, rise, face, get out of, look over, disappear into, look (across) tolight-dark, clear, huge, beside, below, at the bottom of, reach the top. tooto 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.過(guò)程方法1. Interactive approach.2. To improve Ss reading skills and get them to talk and practise writing by imitating.情感、態(tài)度與價(jià)值觀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.教學(xué)過(guò)程教學(xué)步驟教師活動(dòng)學(xué)生活動(dòng)活動(dòng)目的 Step 1 Lead-inAsk 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 withthe words given.Check up Ss homework and start the new topic.(Wonders)Step 2. Ask andanswerAsk Ss to make questions about facts of the natural wonders.Demonstrate and get Ss to follow.Ask andanswer.How tall/deep is it?Itsmeters 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 thepassage and answer thequestions. Find out the facts and write them down in Activity 5.Practise reading skills and get specific information.Step 4Read and matchPlay 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 thetopic sentences tothe paragraphs.(or they canconclude 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 5Read aloudGet Ss to read aloud after the tape and find the details about the trip. When did he get to the Grand Canyon? Why was there nothing to see? Where was he facing on the edge of the Grand Canyon? 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. FocusNow 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 usingthem with the help of thegap-filling.Focus on the phrasal verbs and prepositions. Step 7. Match Activity 4Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline thewords and match the Englishmeaning. Practise guessing the meaning of words in the context.Step 8.WritingTell 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 theiranswers and tryto make them into a passage.Practise writing and using the language on the basis of imaging and personal experience.作業(yè)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.板書(shū)設(shè)計(jì)Unit 2 I was on the edge of the Grand Canyon The seven natural wonders of the world How tall/wide/deep is it? Itstall/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 學(xué) 設(shè) 計(jì)課型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.教學(xué)目標(biāo)To review and check the words learned in this module;To summarise and consolidate tenses learnt before;知識(shí)與能力1. Vocabulary and expressions: height, lift, view, attract, description, location, design2. To enable the Ss to differ the tenses learned in situations.3. To make a poster of a wonder of the world/ ones hometown.過(guò)程方法1. Formal and interactive practice, task-based.2. Comprehensive ways of practising and consolidating.情感、態(tài)度與價(jià)值觀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 ones motherland.教學(xué)步驟教師活動(dòng)學(xué)生活動(dòng)活動(dòng)目的教學(xué)過(guò)程 Step 1RevisionAsk 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 focus1. 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. Writing1. 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 theadverbial or even the phrasal verbs. Match the three parts to make possiblesentences.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 4Speaking1. 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 theteacher and make up their ownconversations. 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 5VocabularyGamePresent 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 theyre 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 7Ask 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 worldGet Ss to look at the picture and read silently through the introduction. Give questions to check theirunderstanding. Read and decide, trying to grasp the main information.Learn about another wonder of the world.Step 8.Module taskTell 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.作業(yè)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.板書(shū)設(shè)計(jì)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 heightWhats 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.教學(xué)反思：Module 2 Great books一、教學(xué)內(nèi)容分析本模塊的話(huà)題是談?wù)摃?shū)、作家、思想家、戲劇、電影、詩(shī)歌等。語(yǔ)法是一般現(xiàn)在時(shí)被動(dòng)語(yǔ)態(tài)。二、學(xué)情分析談?wù)摃?shū)、作家、思想家等是學(xué)生感興趣的話(huà)題。本模塊的學(xué)習(xí)是通過(guò)該話(huà)題的討論，學(xué)習(xí)并掌握一般現(xiàn)在時(shí)被動(dòng)語(yǔ)態(tài)的肯定句、否定句、一般疑問(wèn)句和特殊疑問(wèn)句。三、教學(xué)目標(biāo)1、語(yǔ)言知識(shí)目標(biāo):功能：談?wù)摃?shū)、作家、思想家等。詞匯：1）能正確使用下列單詞：work,influence,respect,wise,literature, behaviour,cave,freedom,funeral,social,theme,treasure,clever,dead, pleased, alive, southern, state. 2) 理解下列單詞：thinker, monthly, outsider, version, historical, editor, publisher, reviewer. 3）能準(zhǔn)確理解并使用下列詞組；as far as,notany more,millions of, run away, grow up, talk about, be known as/for語(yǔ)法：一般現(xiàn)在時(shí)被動(dòng)語(yǔ)態(tài)。2、語(yǔ)言技能目標(biāo)聽(tīng)：通過(guò)聽(tīng)進(jìn)行單詞和圖片的配對(duì)。說(shuō)：談?wù)撟钕矚g的書(shū)、戲劇、詩(shī)歌和作家等。讀：能讀懂對(duì)書(shū)、作家、思想家等作介紹的文章，能掌握從文章到表格的信息轉(zhuǎn)移。 寫(xiě)：寫(xiě)一本自己最喜歡的書(shū)。3、情感目標(biāo)：培養(yǎng)學(xué)生閱讀的習(xí)慣，提高個(gè)人文化修養(yǎng)。4、文化意識(shí)目標(biāo)：了解中外著名的作家、思想家、詩(shī)人及他們的作品。四、教學(xué)重點(diǎn)、難點(diǎn)重點(diǎn)：key vocabulary_work, influence,wise,clever,behaviour,dead,alive,treasure theme, southern,as far as,notany more,millions of,run away,grow up,talk about, be known as/for難點(diǎn)：被動(dòng)語(yǔ)態(tài)的構(gòu)成和用法，主動(dòng)語(yǔ)態(tài)如何改為被動(dòng)語(yǔ)態(tài)。五、課時(shí)安排第一課時(shí)：Unit 1第二課時(shí)；Unit 2第三課時(shí)：Unit 3第四、五課時(shí)：Review and workbookUnit 1 Confucius works are read by many peopleTeaching aims:Learn the use of present simple passive.Key points:work, influence, thought, wise, copy, as far as, notany more, millions of, be known as/forDifficult sentences:Shakespeares works are seen by millions of people every year. Mark Twain was an important writer, but he isnt known as a great thinker like Confucius.Step 1 Warming up& leading in1. Ask the students some questions. Do you like reading books? Whats your favourite book？Whos 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. Whats up? Go on! Sounds like a good idea. as far as, not any more, millions of ,be known as/for4.Read the conversation in two groups.Step 4 Grammar practice1. Underline the sentences in the conversation that have the pattern of passive voice.2. Read the sentences aloud.3. Do WB Exercise 1 on p116Step 5 Speaking and writing1.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.Homework1. 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 Its still read and lovedTeaching aimspractice reading skills. Try to write a passage about your favourite great book.Key pointsrun away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/deathDifficult sentences1.The themes of the story are to do with children growing up and becoming more serious2.Its thought to be one of the greatest books.Step 1 Warming up & leading in1.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? Whats Mr. Jacksons 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 centuryStep 2 Reading1.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 Its 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.33. Write a passage about your favourite great book . My favourite great book is Harry Potter and the Philosophers Stone by J.K.Rowling. Its a story about a young boyHome work1.Listen to the tape and practice reading the passage aloud.2.Write a passage about your favourite great book.Unit 3 Language in useTeaching aimsLanguage practiceKey pointsSeeing a play is more interesting than seeing a film.Firstthen,next,after t