M9教案
外研版九年级英语上册M9单元整体教学设计
外研版九年级英语上册M9单元整体教学设计设计者（Teacher）张三课题（Topic）M9Great inventions教材分析(Analysis of the teachingmaterials) 单元整体分析(Unit integral analysis):Three units are included in this module,which aims to tell the great inventions,whether the computer will be used more than books and whether will be books be replaces by the internet.Unit1is a conversation between Tony and his father,who talk about the current situation of the use computer and the past situation of the use of the letter,books and camera.In Unit2,the development and changes of forms of reading are described, from which we can see the reasons and problems during the development,as well as the possibilities to put forward some new ways of reading.The key language points of this module,namely future passive voice is contained in Unit3,which shows the great inventions in the past,nowadays and in the future,a text about the advantages of the computer and internet,a short text about origin and the development of the internet,and a listening material about the development of the internet.学情分析(Analysis of the students)Knew:Students have already learned something about passive voice,thus it’s not so difficult for them to recognize and master the future passive voice in this module.They have got some basic information about the development of the form of reading in their history course,so they are familiar with the topic of this module.Want:Students may want to know whether the books will be replaced by i-books,especially the new forms of reading in the future.What’s more, they are eager to talk about their thought s and inventions since curiosity is the character of students in such ages.Learn:Students are going to learn future passive voice,development of the forms of reading and the logical thinking of“survey-analysis-debate”.教学目标(Teachingaims)By the end of this module,students are able to:1.recognize,understand and use the future passive voice,and describe the development of the forms of reading.2.do the survey and find out the ways in which people choose to read and their opinions about whether the books will be replaced by i-books and analyze the reasons why they think so.3.develop new ways to read and write a draft about whether the books will be replaced by i-books.4.work together prepare for the debate and assess groups’works based on the evaluation scale as well as giving some suggestions.5.arouse their curiosity towards inventions and develop the critical thinking.教学重、难点(Key points anddifficulties)Debate about whether the books will be replaced by i-books●Lesson1:do the survey and find out the ways in which people chooseto read and their opinions about whether the books will be replaced by i-books●Lesson2:analyze the reasons and illustrate the mind map applying“survey-analysis”thinking●Lesson3:develop new ways to read with the future passive voice5.Lesson4:write a draft about whether the books will be replaced by i-books and debate on the topic第一单元(Unit1)听说实践(Listening& speaking practice)I.课题(Topic)Unit1Will computers be used more than books in the future?II.教学目标(Teaching aims)By the end of this lesson,students are able to:1.obtain the topic and specific information from the conversation, particularly theinfluence the computer and the internet have,and tease out whether the computer will be used more than books.2.do the survey and find out the ways in which people tend to read.3.draw a graph of the survey and describe it.III.教学重、难点(Key points and difficulties)Key points:1.Obtain the topic and specific information from the conversation,particularly thechanges because of the internet and computer.2.Describe the graph about survey,and draw a conclusion from the graph. Difficult point:Draw a graph of the ways in which people tend to read and describe it.第二单元(Unit2)阅读思考(Reading&thinking)I.课题(Topic)Unit2Will books be replaced by the Internet?II.教学目标(Teaching aims)By the end of this lesson,students are able to:1.obtain the specific information of the cause and effect as well as the reason and result of the development of the forms of reading,2.describ e and analyze the reason why people hold the view whether books will be replaced by the computer.III.教学重、难点(Key points and difficulties)Key points:Obtain the specific information of the cause and effect as well as the reason and result of the development of the forms of reading.Difficult point:Analyze the reason why people hold the view.第三单元(Unit3)语言运用(Language in use)I.课题(Topic)Unit3Language in useII.教学目标(Teaching aims)By the end of this lesson,students are able to:1.develop more ways of the form of reading.2.get to know the development of the internet and analyze the the meaning and the use of passive voice in the passage.3.master the meaning,form and use of the future passive voice.III.教学重、难点(Key points and difficulties)Key points:Master the meaning,form and use of the future passive voice.Difficult points:Develop more ways of the form of reading.第四单元(Unit4)提升评价(Promotion& assessment)课题(Topic)Debate教学目标(Teaching aims)By the end of this lesson,students are able to:1.assess their own and partner’s writing and give some useful suggestions.2.make the draft in groups and present their own work as well as assess other groups’work.3.talk about the development of the reading forms in a new perspective.教学重、难点(Key points and difficulties)Key points:1.Assess their own and partner’s writing and give some useful suggestions2.Make the proposal in groups and present their own work as well as assessother groups’workDifficult pointTalk about the development of the reading forms in a new perspective.教学过程：(Teaching procedures)(第一单元Unit1)听说实践(Listening&speaking practice)环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step1-2(5min) 1.Obtain the topic andspecific informationfrom the guessing game2.Arouse the analysisof the influence of theinventions.1.Students guess theinventions according tothe clues.2.Students think aboutmore modern inventionsand decide whichinfluences us the most.1.Observe if studentscan use the clues toguess the inventionsproperly.2.Observe students’understanding theinfluence ofmodern inventionsby listening to theiropinions.设计意图（Purpose）：1.Focus on the topic and arouse students’interest,as well as lead into the modern inventions.2.Cultivate their abilities of thinking and talking about the modern inventions and the influence of them.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step3-6(15min)3-6Listen and main ideaand specificinformation of the textand talk about theanalysis ofdevelopment and theinfluence of the internetand computer.3.Students listen andchoose to get the mainidea of the text.4.think and say the basicfunction of the internet.5.listen and answer toget the benefits of theInternet and then thinkabout more specificbenefits of the internet.6.listen and compare thechanged in the past andnowadays because of theinternet.3.Observe if studentscan get the inventionsmentioned correctly.4.Observe if studentscan think of thebenefits of the internet,give some tips ifnecessary.5.Observe if studentscan get the benefits ofthe internet anddescribe the functionsof the internet.6.Observe if studentscan fill in the blankscorrectly to check ifthey get the changes oflife.设计意图（Purpose）：Help students to obtain the main idea and specific information of the text and cultivate their competences of obtaining and thinking.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step7-10(20min)7-10.Do a survey onpeople’s opinions onwhether ill computersbe used more thanbooks in the future anddraw a conclusion fromthe survey.7.Students work in groups,think and discuss howour life is influencedbecause of thedevelopment of internetand computer.8.Students summarized theaspects the internet andcomputer have greatinfluence on and then leadto the question whetherwill computers be usedmore than books in thefuture.9.Students discuss ingroups to brainstorm thequestions to design asurvey on whether bookswill be replaced byi-books.7.Observe students’behaviors in groupdiscussion and ifthey can describetheir thoughtscorrectly.8.Observe if theycan think about thequestions for thesurvey and thenmake thequestionnaire.9.Observe if theycan assess other’swork and givesuggestions.10.Analyze theefficiency of thequestionnaire andthe if the way to10.Students collect and analyze the data and then write a report or draw a graph of the survey.present the data is proper.设计意图（Purpose）：Lead students to do the activity related to their daily life and beyond the text. Students can use the language to do things in reality.At the same time,it cultivates students’ability of designing questionnaire,collecting the data,analyzing the data and presenting the results.Board Plan:Module9Great inventionsUnit1Will computers be used more than books in the future教学过程：(Teaching procedures)(第二单元Unit2)阅读思考(Reading&thinking)环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step1-2(5min) 1.Review the modernand ancient inventions,and lead into the topic-Do you prefer readingbooks on screen,or onpaper?And why?2.Read around theworld and get theadvantages anddisadvantages of thei-book to get ready forthe final debate.1.Students review andget the topic of the unit.2.Students read aroundthe world and get theadvantages anddisadvantages of thei-book to get moreopinions for the finaldebate.1.Observe if studentscan review the modernand ancient inventionsinventions,and givesome clues to helpclassify them to leadinto the topic.2.Observe if studentscan express theiropinions with the keywords so as to decidehow to get them readyfor the debate.设计意图（Purpose）：1.Arouse students’interest and motivate them to relate the topic with their daily life.2.Help students to get the topic the passage lead then into thinking in superficial layer.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step3-7(20min) 3.review the use of theChinese ancientinventions and thenread the heading topredict which two ofthe ancient inventionsthe passage mention.4.read and match to getthe main idea of thepassage quickly andthen check if theprediction is right5.scan the text to getthe the development offorms ofreading,especially thepaper and print thenlead into thequestion-Why areand-written books werereplaced by printedbooks.6.Read and choose toget the specificinformation about thereason and result of thedevelopment of thereading forms anddo the extensivereading to get moreinformation about print.7.Read and find out theadjectives that describethe advantages ofthe reading forms withan Internet connection.3.Students predict whichtwo of the ancientinventions the passagemention.4.Students read andmatch to get the mainidea of the passagequickly and then check iftheir predictions areright.3.Students scan the textto get the thedevelopment of forms ofreading,especially thepaper and print thenthink about thequestion-Why areand-written books werereplaced by printedbooks.6.Students read andchoose to get the specificinformation about thereason and result of thedevelopment of thereading forms and thendo the extensive readingto know more aboutprint.7.Students read and findout the adjectives thatdescribe the advantagesofthe reading forms withan Internet connection.3.Observe if they canguess the main ideajust by looking at thepictures and reviewingthe ancient inventions.4.Observe students’behavior when theyread and match to seeif they master thereading tips.5.Observe students’behavior when theyscan to see if theymaster the reading tipsto get the key words.6.Observe if theycould choose thestatements correctlyand organize thedevelopment ofreading formslogically.7.Observe if studentscan find out the keywords and if theirclassifications areproper.设计意图（Purpose）：3.Lead students to predict which two of the ancient inventions the passage mention,and get the connection of inventions and the development of the reading form.4.Cultivate students’reading strategy to get main ideas quickly.5.Cultivate students’reading strategy to get specific information quickly.6.Cultivate students’logical thinking ability and set foundation for their critical thinking ability.7.Lead students to find out the key words in different classifications and set foundation for their logical thinking.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step8-10(20min)8.Think and discuss theadvantages anddisadvantages of thebook and the machinewith the connection ofthe internet and chooseone chart to write downreasons and share themwith the partner.9.Do the extensivereading to lead studentsto think further aboutthe topic will books bereplaced by thecomputer.and finish themind map to analyzethe reasons why theythink so and polish theexamples for theopinions.10.Review andsummarize whatstudents have learnt andthen do the assessment.8.Students think anddiscuss the advantages and disadvantages of the bookand the machine with theconnection of the internetand choose one chart towrite down reasons andshare them with thepartner.9.Students do the extensivereading to think furtherabout the topic will booksbe replaced by thecomputer.and finish themind map to analyze thereasons why they think soand polish the examplesfor the opinions.10.After assessinggroups’work,studentsshare their ideas and thenadd or delete something.8.Focus on students’behavior and thecontent when theydiscuss and talk,give somesuggestions ifnecessary.9.Focus onstudents’behaviorand the logicaldemonstration whenthey discuss andfinish the mind map,give somesuggestions ifnecessary.10.Focus onstudents’reflectionwhen they do theassessment,andencourage them tocommunicate theiropinions with eachother.设计意图（Purpose ）：8.Guide students to use the chart to do the choice and then give their pinions,as well as cultivate their competence of analyzing.9.Guide students to use the mind map to show their pinions,as well as further cultivate their logical thinking.10.Guide students to express their ideas freely and get some useful information from each other,as well as further cultivate their competence of team-working.Board Plan:Module 9Great inventionsUnit 2Will books be replaced by the Internet?教学过程：(Teaching procedures)(第三单元Unit 3)语言运用(Language in use)环节/时间（Step &Time ）教学目标（Objectives ）学习活动（Activities ）评价（Assessment ）Step1-4(20min)1-4Talk about the inventions in the past,nowadays and in the future to let students master the meaning and form of the passive voice in different tenses.1.Students are supposed to work in pairs to talk about the western inventions in the past according to the basic information in the text.2.Students need to review the four great inventions of ancient China,including paper and print,then do a listening about how the forms of the book developed.3.Students talk about the great inventions nowadays including mobile phone,drone and LCD-TV compared with telephone,plane and TV in the past,printer,i-book,GPS1.Observe if students can talk about the western inventions in the past according to the basic information in the text and give some help if students need.2.Observe if students can get the reason why the development of reading form is changed little by little.3.Observe what students can feel about the development of technology and guide them say the usage of these inventions in passive voice.4.Observe if students can get the informationand missile compared with the print,paper,compass and powder in the past.4.Students summarize that they all need the support of the Internet and the WWB,and then students read and complete the development of the WWB and find out the sentences in future passive voice.about the development of the internet and identify the sentences in passive voice.设计意图（Purpose）：1.Help students get familiar with the form and use of the passive voice by working in pairs to talk about the western inventions.2.Review the Chinese inventions and do the listening to let students get the reason why the development of reading form is changed little by little.3.Help students clarify the development of the technology.4.Lead students to get to know the meaning and the form of the passive voice.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step5-7(20min)5-7.Summarize the useof the passive voice andtry to use it in differentcontexts.5.Students summarizethe usage of passivevoice and then use it inthe past tense,simpletense and future tenseabout the developmentof the ways we learn.6.Students review andsummarize the structureabout how to introducean invention,whichincludesfunctions,changes itcould bring andcomments of theinvention.7.Students think anddevelop new forms of5.Observe if studentscan get the informationabout thedevelopment of theinternet and identifythe sentences inpassive voice.6.Observe if studentsget the meaning andform of the passivevoice.Explain again ifnecessary.7.Observe if studentsget the use of thepassive voice.Helpthem if necessary.reading in group and dothe presentation.设计意图（Purpose）：5.Lead students to summarize the use of the passive voice and clarify the differences among the passive voice in the past tense,simple tense and future tense.6.Lead students to get familiar with the meaning and form of the passive voice.7.Check if students master the passive voice and could apply it into practice properly.Board Plan:Module9Great inventionsUnit3Language in use教学过程：(Teaching procedures)(第四单元Unit4)提升评价(Promotion&assessment)环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step1-4(30min) 1.Prepare the firstdraft which shouldinclude the point,thesupporting examplesand the emphasis ofyour opinion.2.Prepare the seconddraft which shouldcontain all the productsin the three lessonssuch as the graph,mind map,writing andpictures.3.Polish the seconddraft and get the third 1.Students need toprepare the first draftwhich should include thepoint,the supportingexamples and theemphasis of youropinion.2.Students need toprepare the second draftwhich should contain allthe products in the threelessons such as thegraph,mind map,writing and pictures.3.Students assess their1.Observe if students’first drafts areincluding the point,thesupporting examplesand the emphasis oftheir opinions.2.Observe if studentscan combine theproducts in three unitsreasonably and givesome suggestions ifnecessary.3.Pay attention to theirevaluation sheet andsee if they can assessdraft which should be corrected according to the evaluation sheet.own writing and thenassess their partner’swriting and give somesuggestions.Then,students modify theirown draft based on theevaluation sheet andtheir partner’ssuggestions.well,then invite someof them to show.Listen to studentsassessment and see ifthey have their ownopinions besides theevaluation scale.设计意图（Purpose）：Lead students to assess writing work and cultivate their abilities of assessing and taking other’s suggestions.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）4.Present their draft in debate as well as assess other groups’work.4.Students present theirdraft in debate as well asassess other groups’work.4.Observe what theymodify and if they cantake their partner’ssuggestions andobserve if everyonehave something to doin their groups andhow they assessothers’works together.Observe their debate tosee if their opinion andassessment arereasonable.设计意图（Purpose）：4.Encourage students to work together and use what have learned to show their ideas.Cultivate their ability of assessing.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step5(10min) 5.Work in the group,actas four inventors to sitat the round-table andthen talk about thedevelopment of theform of reading.5.Students could work inthe group,act as fourinventors to sit at theround-table and then talkabout the developmentof the form of reading.5.Observe studentsanswers to see if theycan use the knowledgewhich have learned inthis module to solvethese problems.设计意图（Purpose）：Lead students to talk about the development of the reading forms in a new perspective.Board Plan:Module9Great inventionsLesson4Debate and assessment。
外研版九年级上册教案M9U1(第一课时)
备课教师
黄月柳
学科
英语
时间
2020.10.23
教学内容
Module 9 Great inventions
Unit 1 Will computers be used more than books in the future?
目标导学
1、能够正确使用下列单词和词组：borrow,website,mail,textbook,mainly,page,electronic,powerful,put up,thousands of
3. Will computers be used more than books in the future?
2.Now read thesummary of the conversation.Underline the wrong information and correct it.（Act.3）
2.Listen to Part 3 and answer the following questions.（Act.3）
1）. What will Tony do on the school visit to the museum?
2）. Where did we get mainly information in the past?
3.Find the sentences in the conversation which mean:（Act.4）
Step6.Finish the activity 4.
1. Ask the students to the words in the box in Activity 4.
2. Check with a partner.
外研版九年级英语上册教案 M 9 教学设计
九上Module 9 Great inventionsU1 Will computers be used more than books in the future?单元六要素整合设计教学设计文本解读：本模块的话题为“Great inventions”，即发明创造。
现代科技尤其是一些数码产品对我们的生活产生了很大的影响，教材以发明创造为话题，让学生讨论和思考这些高科技对我们生活的影响，以及我们的生活方式由此而逐步地在改变。
【What】主题意义和主要内容：学生通过思考和对比以前的生活和现在的生活，了解发明创造的巨大作用，激发学生发明创造的兴趣，培养其创造性思维。
Unit1本单元通过Tony和其父亲的对话，向我们展示了照相机以及电脑和网路对我们生活的影响，对话很自然地向我们呈现了一般将来时的被动语态。
通过对话，学习科技以及发明创造相关的词汇和短语。
【Why】写作意图：作者通过对发明创造进行了古今对比，使学生能够对我们现代生活中的一些新的科技研究感兴趣，从而激发学生对于科技创新的兴趣爱好，鼓励学生进行创新性思维和创新性尝试，这对于学生们的思维发展具有很好的促进作用。
【How】问题结构和语言修辞：本段对话以Tony和爸爸为主要人物，可以将对话分为三部分。
第一部分以Tony 向爸爸借照相机为对话的开头，引出照片会在学校网站上公布甚至其他国家的人也可以看到，引出互联网。
第二部分Tony和爸爸分别从朋友间沟通的时间差异、学校上课的差异、获取信息方式的不同三方面进行了对比。
第三部分与开头首尾呼应，再次回归到相机的借用和使用上。
作者向我们展示了照相机以及电脑和网路对我们生活的影响，对话很自然地向我们呈现了一般将来时的被动语态，使用了They will be put on the school website引出本节课的重点内容。
使用了electronic technology等词汇来扩展学生们对于科技方面的词汇量。
m9u1教案
Module9 unit1 She missed the final practice so that Kylie could play.【学习目标】掌握下列重点单词和词组的意思及用法:so that, avoid ,excuse ,thought ,brave ,rewrite ,come up , on one‟s own【学习重点】能够理解并掌握原因，目的及结果状语从句。
【课前延伸】1. 根据汉语，写出下列单词1）避免_______2）勇敢的___________ 3）借口________ (n.)____________(v) 4）想法_____ 5) 重写_________ (_________,_________ )6) 打赌_______ ( ________, _________)2.写出下列短语1. 目的是_______2. 一个借口_________3. 独自____________4. 出现，发生__________5. 最后的练习___________6. 期待___________7.善于_________8. 如此勇敢__________9.如此勇敢的英雄们_________________10. 她真是非常勇敢。
______________________ 【课内探究】一、Listening(听前听)1、Listen and answer the questions.1)Who‟s speaking? 2) When are they speaking? 3) what will happen next?2、Listen again and answer the questions.1) How does silly usually feel about playing on her own ?2) What do Lingling and Betty think of Sally?3) What does Mrs. Styles know?二、listen and read then complete activity 4三、Language points1.be good at/ do well in/look forward to/avoid 其后都要跟动名词的形式He is good at _______ (play) the violin. He is looking forward to _______(watch)TV.That shy girl avoids ______ (meet) her teachers on her way home.2.look forward to+名词/代词/doing的意思是“期望，盼望”They are looking forward to ________(see) the film.3. on one‟s own表示“独立地，单独地，独自地”I made this bookshelf all on my own.（翻译）_______________________4.avoid+名词/doing 避免He tries to avoid ______(meet) her.5. It was very brave of her.( 会出选择题，for/of) It is clever/kind ______ you.(for/of)It is easy __________ you to learn the song.6. Your idea is a very strange t________.7. They _______ (be) stars tonight on Starsearch.8. The teacher asked me. What…s wrong with Li Ming?(合并为一句)____________________________________四、巩固检测单项选择1. I got up early ______ I could catch the first bus. A. in order to B. when C so that D. finally2. Mary wanted to help people ______ she became a doctor. A. if B. that C. but D. so3. He failed in the exam ______ he was too careless. A. when B. because C. and D. but4. The teacher wanted to stop the little boy _____ with others.A. fightingB. foughtC. to fightD. fights5. We are not sure if it ______ tomorrow. If it _______, our sports meeting will be put off.A. will rain; rainsB. rains; will rainC. will rain; will rain6. We have been good friends _______ we joined the same Ping-Pong team.A. afterB. beforeC. sinceD. until7. I work hard on English _____ I can catch up with my classmates.A. so… thatB. so thatC. afterD. until8. A good friend always gives you a helping hand ______ you are in trouble.A. whenB. beforeC. untilD. through9. The girl is not _____ to go to school. She is only three years old.A. young enoughB. enough youngC. old enoughD. enough old10. We succeeded in the chess competition at last.A. finalB. at the endC. in the endD. by the end句型转换：1.I won‟t call you until I see him.(改为同义句) I __________ _________ you when I see him.2. Who is looking after that baby?(改为同义句)Who is _________ __________ __________ that baby?3. This boy is very young, he can‟t go to school.（改为复合句）This boy is very ___________ young _______ he __________ go to school.4. She studies hard so that she can go to college.（改为简单句）She studies hard _________ _________ ___________ go to school。
《英语》(新标准)(初中)初三上册M9U1教学设计1
教学活动
设计意图
教师活动
学生活动
Step 1:
Warming-up
Greet the students as usual.
1.Ask some questions about inventions.
2.Show today’s task.
3.Play a videoand ask a question.
教学重点与难点
重点：理解和掌握本单元的单词和短语，能听懂和阅读关于介绍发明方面的对话。难点：能运用所学的知识介绍一件伟大发明及其优点，并能理解一般将来时被动语态的用法和结构。
教学辅助
Multi-Media (video, OHP, handout)
教学方法
PWP method, task-based method and interactive approach
3. Give the answers one by one.
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
Speaking
Reading and acting
1.Ask studentstoread the dialogue loudly in groups and act it out in pairs.
1.通过图片及对话中出现的句子以及“过去”和“现在”的对比讲授词汇，创设语境，让学生即学习了单词又熟悉了对话内容。为后面的学习作知识和语言上的铺垫。让词汇学习脱离孤立变得有意义。
2.初步感知一般将来时被动语态。
Step 3:
Listening
外研版英语(新标准)八年级下册《Module 9 Friendship》教案设计
How long have you been friends?
Do you have any problems with him/her?
Do you often make telephone calls with your friend?
拉链式提问，通过自由谈话活动进行课前热身，引发学生们说的兴趣，并自然而然地引出本节课所学内容。
教学辅助
Multi-media, blackboard
教学策略
Bottom-up, PWP approach，interactive approach
教学内容
教学活动
设计意图
教师活动
学生活动
Step1:
课前热身活动：（老师提问，学生回答；然后学生自由谈话）
Do you have many friends?
2、Instruct the Ssto be able to talk about a personal experience with friends, esp.be able to give and ask for personal information and give proper advice.
五、文化意识：
了解西方人的交友方式和国际笔友会的情况。
教学重点及难点
重点：
1、掌握对话、课文内容相关的词汇和句型。
2、掌握if, whether, who, what, how, why, where,when引导的宾语从句
难点：
1、能听懂有关友谊的对话，能理解对话中的逻辑顺序并能提供个人信息、询问他人信息并能提出建议。
Can you tell me how she’s different?
外研版五年级英语m9教案
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文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用资料，如工作总结、工作报告、文案策划、工作计划、作文大全、教案大全、演讲稿、其他资料等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of practical materials for everyone, such as work summaries, work reports, copywriting planning, work plans, essay summaries, lesson plans, speeches, and other materials. If you want to learn about different data formats and writing methods, please stay tuned!外研版五年级英语m9教案教案：外研版五年级英语模块九一、教学目标：1.听懂并会运用课文中的单词和短语。
外研版九年级英语上册M9单元整体教学设计
外研版九年级英语上册M9单元整体教学设计科学梦”和参加区学校科技比赛的现实生活情境，引用青少年的发明创造，以及酷炫发明中几件发明的语篇拓展，挖掘语篇中体现的青少年的科技创新精神，并鼓励学生进行创造性思考，勇于进行新发明，由此提炼出本单元的第四个主题小观念：“创造性思考进行新发明设计” O语言大观念-Great Inventions''单元的语言表达方式和语篇文体特征两个方面展开。
在语言表达方式层面，本模块主要涉及以下两类词汇和表达方式的理解与运用：一是描述发明及其应用的词汇和表达方式，如create、website、electronic、technologyintroductions development-, powerful、invention、inventor、be used fbr 等；二是描述发明创造给人类生活带来的变化，如make a differences have an influence on> in the future% more convenient> much cheaper 等。
就语法而言，本模块主要是学习一般将来时的被动语态，并对被动语态的用法进行归纳总结。
为此，本模块的第一个语言小观念可以提炼为“围绕语义整合性学习词汇和表达方式"，即从描述发明及其应用和它对人类生活的变化两个方面将本模块的语言表达方式串联成架构化的知识体系。
在语篇文体特征层面，本模块主要是按照时间顺序来描述历史上的发明对人类生活的重大影响。
为此，本模块的第二个语言小观念可以提炼为“按时间顺序，历史上的发明对人类过去、现在、未来生活的影响综合模块的两个语言小观念，本模块的语言大观念可以提炼为''描述发明及其应用的词汇和表达方式，’描述发明物一对人类生活的影响一评价影响（正反面）一阐述个人观点睜价正面誕:more convenient •much cheaperx more powerful*mae tueflil*more effective.评价负面腳mme expensave ,be bad for coMroomcnt*cause problems M do hann to health 使皿辟段落燿2.用球敵点】）表啲：have a great mfluenceon...2）举事例for example, I remembej.-.Whai^ more 3.使麻滕词：however, although4.评价并表达个炫点图1. "Great inventions"单元主题大、小观念的建构流程* nuke a changeI.课题(Topic)Will computers be used more than books in the future?II.教学目标(Teaching aims) 通过本课学习，学生能达成以下目标：语言能力：1. 归纳并理解一般将来时中被动语态的用法；2.获取如何介绍invention 的方法。
m9m10集体备课教案.doc
Module9 unitl we laughed a lot.一、教学目标:知识技能目标：1、能听、说、读并正确使用单词：wore> women> actor> told> joke> funny> after> show> ready2、能理解并使用动词的过去式。
3、能听懂、会读、理解课文并回答相关的问题。
情感态度目标：培养学生与他人合作互相帮助的精神，保持他们对学习英语的热情。
学习策略目标：培养学生积极与他人合作，积极运用英语进行交流，在交流中发展语言的能力。
二、教学重点难点：1、使用动词过去式描述过去发生的事情。
2、听、说、读并正确使用单词：wore、women> actor> told> joke、funny> after> show、ready以及这些单词的呈现。
3、使学生在活动中完成对课文的理解，以及听、说、读、第的训练。
三、教学过程：（一）、复习导入1.出示动词，引导学生说过去式。
然后运用一个小chant进行练习。
T: I say do .Ss: I say did・T: do .Ss: did.T: do .Ss: did.T: I say go .Ss: I say went.T: go ・Ss: went.T: go .Ss: went..・・（chant 中包括，tell—told wear…wore ）2.师生问答，谈论昨天做的事。
What did you do /wear/eat/...yesterday? I ..・（二）、呈现与新授1 .让学生猜老师昨天做什么了。
You did housework yesterday....2.告诉学生：yesterday I laughed a lot.引导学生理解词组a lot.做说出更多句子。
Thanks a lot. I ate a lot•等等Why did I laugh a lot? Because my friend told a joke. It was very funny.（新授单词joke 和funny） tell a joke/story/lie...（三）课文教学Yesterday .・・ laughed a lot，too. What happened? Let's go to see・1.listen and point. Answe匚Who laughed a lot? How do you know that? （by the letter.提I、可信件格式）2.Find out the past forms of the verbs. Write them on the board and make them to be the keywords of the text.3.Read by themselves. Answer. Where did they go last week? What did they see there? After the show, where did they go and what did they eat? —>restaurant （在回答问题的过程解决生词）4.Listen and repeat.5.Read and act.6.Retell the text with the keywords on the board.（四）练习1.习题。
英语七下外研版M9U2优秀教案
英语七下外研版M9U2优秀教案一、教学内容本节课选自英语七下外研版Module 9 Unit 2，主要内容包括：描述过去发生的事情，学习一般过去时的用法。
具体章节为：The story of Tom。
二、教学目标1. 能够听懂、会说、会读、会写一般过去时的句子，描述过去发生的事情。
2. 能够理解并运用一般过去时描述过去经历。
3. 通过小组合作，培养学生口语表达和听力理解能力。
三、教学难点与重点1. 教学难点：一般过去时的构成和用法。
2. 教学重点：能够运用一般过去时描述过去发生的事情。
四、教具与学具准备1. 教具：PPT、录音机、磁带、卡片。
2. 学具：课本、练习本、彩笔。
五、教学过程1. 导入：通过展示一组图片，引导学生用一般过去时描述图片中的情景，引出本节课的主题。
2. 新课内容展示：a. 播放录音，让学生听懂并跟读Tom的故事。
b. 讲解一般过去时的构成和用法。
c. 展示例句，让学生模仿并造句。
3. 例题讲解：a. 出示例题，讲解解题步骤。
b. 让学生独立完成例题，教师进行讲解。
4. 随堂练习：a. 让学生根据所给情景，用一般过去时造句。
b. 小组内互相交流，改正错误。
5. 小组合作：a. 学生分组，每组编写一个关于过去发生的事情的故事。
b. 每组派代表上台分享故事，其他学生认真听并给出评价。
六、板书设计1. Module 9 Unit 2 The story of Tom2. 内容：a. 一般过去时的构成b. 一般过去时的用法c. 课文重点句子七、作业设计1. 作业题目：请用一般过去时描述你上周六的一天。
2. 答案：略。
八、课后反思及拓展延伸1. 课后反思：教师对本节课的教学效果进行反思，找出不足之处，以便改进。
2. 拓展延伸：a. 鼓励学生课后收集有关过去发生的事情的故事，与同学分享。
b. 布置一道拓展练习，让学生运用一般过去时描述一段历史事件。
重点和难点解析1. 教学难点与重点的确定。
M9U2 教学设计
英语教学设计Step1：Greeting and lead in :Before the class , play the song Auld Lang Syne(To arouse Ss’ interest and introduce the topic.)T: Hello, everyone! S: Hello, teacher!T: Sit down, please . S: Thank you.T: Are you a good student ?S: Yes, I am a good student. I can study English harder and harder ,I can do!T: Good, I think everyone here is a good student。
Just now, we listened to an English song , Auld Lang Syne, do you like it ?S:Yes.T: It’s about friends and friendship, now, this class we’ll learn Module 9 Friendship Unit 2 I believe that the world is what you think it is.Step2 Warm up .Now work in pairs and ask and answer the questions.T:Encourage students to talk about something about friendship.S: Work in pairs, think ,ask and answer about friends and friendship.Step3. Guessing game.Ask the students to guess the pictures about the words.T: I’ll give you some pictures about the new words, if you know it , please stand up and say it as quickly as you can .S: Think,stand up and say it freely.Step4. Learning the text.1.Watching A beautiful smile. Learning to learn:T: Play the video.S: Watch, to get familiar with the story and understand the sequence of the events.2.Careful reading.T: Guide students to read step by stepS : Read and answer questions. (work in pairs).Read paragraph 1-3 and then choose the best answers.Read paragraph 4-5 and Check the right answers. Read paragraph 6-8 and answer the following questions.3. Read the passage again and complete the sentences .Compare her feelings.Sum-upStep5:Practice.T: Ask the students to do some exercise and then correct the answers. S: Do some exercise by themselves.Step6:Sum-up:What can you learn from the story?S: To consolidate what they have learnt in the class.T: Listen and help.T: Encourage students to write a report : The report is about someone or something that changed your life.S: Write a story.★Blackboard design：Module 9 FriendshipU2 I believe that the world is what you think it is.Learning to learn:When you read a story,focus on the five wh- questions: wh o ……what ……when ……where ……why ……★教学反思：☆本次课堂充分利用多媒体教学，课堂气氛活跃，学生学习兴趣浓厚。
M9U2教案
Module 9 Unit2 He’s a doctor.教学设计一、教材分析：Module 9 的主题为“Family”,“Unit 2 He's a doctor.”的语言功能为谈论职业。
学习任务为使用句型“He's/She's a…”说明职业。
这是一节拓展课，是Unit 1谈论职业的拓展，并提供了若干任务型练习，呈现的是语言扩展和语言练习。
本单元的内容贴近学生生活，使学生能在真实的语言环境中用英语进行交流，具有很强的实用性。
二、学情分析：本课的教学对象是小学三年级学生，他们活泼好动，善于模仿，求知欲强，好表现，急于得到老师和同学的肯定，同时还具有集体荣誉感。
但他们的注意力不够持久，坐不住，容易出现倦怠情绪，需要老师设计灵活多样的教学活动来吸引他们的视线，激发他们的学习兴趣。
三、教学目标：（一）知识目标：1.能听懂、会说并认读下列单词：doctor,driver,policeman,nurse,farmer.2.能听懂、会说并认读下列句子：He's /She’s a ...（二）能力目标：学生能口头运用“He's a doctor.”这类语句说明职业。
（三）情感目标：1.了解一些职业的辛苦，培养学生感恩父母，感恩社会的情感。
2.培养学生乐于模仿、敢于开口，主动与他人合作的良好习惯。
四、教学要点分析：（一）教学重点：1.学生能听懂、会说和认读词汇：doctor,driver,policeman,nurse,farmer.2.学生能用“He's a doctor. She's a driver.”对他人进行职业的介绍。
（二）教学难点：1. doctor,driver的发音。
2. 学生运用所学知识在真实的语境中进行交流的习惯。
五、教学准备：PPT、点读笔、单词卡等。
六、教学过程：Step 1 Warming-up1.Greetings.2.Sing an English song:“What's this?”3.出示Ms Smart一家人的照片，请学生假设是Sam，对家庭成员进行介绍（复习上节课单词）。
M9U1-Do-you-want-to-visit-the-UN-building优秀教案
Module9 Unit1 Do you want to visit the UN building? 教学目标：1.语言知识目标:功能:谈论意愿;介绍某景点或城市的特征。
语法:全体学生能运用:Do you want to visit the UN building in New York?词汇:全体学生能理解:around , all around, member state, inside, should.全体学生能运用:want部分学生能运用:around, all around, member state, inside, should.2.语言技能目标:听:全体学生能听懂:Do you want to visit the UN building in New York?说:Do you want to visit the UN building in New York?读:全体学生能朗读课文,阅读相关短文。
写:全体学生能按要求完成语句书写。
3学习策略:遇到问题主动向老师或同学请教。
4.文化意识:了解主要英语国家的重要标志物。
5.情感态度:乐于接触外国文化,增强祖国意识。
教学重点理解运用“Do you want to…?”询问想去的地方,并会简单介绍景点教学难点如何抓住景点的特征,并进行简单描述教具准备PPT,CD-ROM,Word cards教学过程一．热身导入Warm up and lead in1.GreetingsStand up,please. Hello, boys and girls.2.Say a chant of Module8 Unit2 together.Do you want to say a chant? （PPT）OK,let’s say together.3.Free talkT: Daming likes doing lots of things.And I like doing many things too.First,I want totravel.Do you like travel?S:Yes.T:Look,(播放PPT)These are some places that I want to visit.I want to visit Disneyland Park best.T:Do you want to visit it?S:NoT:And where do you want to visit? What do you want to visit?S4:I want to visit.....I want to visit....T:Why?S:Because it’s...T:That’s a good idea.T:Well,I know you want to visit these places. Look ,（PPT）Simon. What do you want to do?(T shows some phrases.)4.Watch the CD-ROM about activity 1 with the questions.(PPT展示字幕）Let’s watch the video with the questions.T：Where？And what?S6：China，the Great Wall.（展示答案）二、任务呈现Task presentationShow the task of this lesson with PPT.Today we will learn how to talk about wills.After this , we will talk about your trips’will with ‘want to’. First let’s know about Daming’s trip. Now Let’s learn Module 9Unit1Do you want to visit the UN building ?(黑板贴)Look,here is a tall building. I’ll divide you into two Teams. You are Daming’s team, You are Simon’s team.Let’s see which team can climb higher .And I will give the winner a present.Are you ready?S:YesT:OK,do your best!三课文学习Text Learning1.Watch the video with a question and know the whole situation.T: Look，They are..S.....T:Yes,you’re right..They want to visit a famous place. What do they want to visit? (To show the picture with PPT.)Let’s watch and find the answer.Q1: What do Daming and Simon want to visit?S8：the UN buildingT:Right!(PPT五下）a.Learn to say the UN building.Look,this is the UN building.UN means United Nations.T: Look, how about the UN building?S: It’s big, tall, beautiful.T:Do you want to visit the UN building in New York?Ss:Yes,we do.T:So how does Simon’s dad ask?Ss: Do you want to visit the UN building?(Simon’s dad t头像贴黑板贴)T:How to answer?Ss: Yes,we do.（Simon Daming 共同头像贴黑版帖）Practicing reading in pairs. Then show it.T: Can you tell me more information about the UN building?Now let’s follow Daming and Simon.Read paragraph1and22.Read the dialogue about paragraph 1and 2 by themselvesa.T:Who can tell me some information about the UN building?S1:What a big building!T:Yes,the UN building is very big!T:And where is the UN building?S:It’s in New York.T:Who gets another information about it？b.S2：There are flags from all around the world.T: Good job. Who can repeat?S: There are flags from all around the world..T: Look! all around the world means——Ss: ....T: Right.Read after me.all around （出示单词卡）Ss: all aroundT:Read it together.Ss: There are flags from all around the world.T:The children from ______the world are friends. Who can?S: The children from all around the world are friends.Yes. And this one?S: There are people from all around the world.T: Good job.T: Together.Ss: There are flags from all around the world.(出示flags)T: Is there a Chinese flag in front of the UN building?Ss: Yes.T:Look! Here’s the flag of China.T:And anyone else, who knows more about the UN building’s information?c.S:There are 193 member states.They make a big family.T:Wonderful!(加分)T：Yes,there are 193 member states.Look！Teach”member states”(出示单词卡）T:What country have you learned?S9:America.the UK.Canada.Japan.....PPTT:Yes,they are 193 member states in the UN.They make a big family.T:How to say the number? 193And this?157 163T:The UN want to bring peace to the world.T:Do you want to go inside ?Ss:Yes,we doTeach”go inside”(出示单词卡)T:Do Simon and Daming want to go inside?.(出示Simon 和大明头像贴在inside) Ss:Yes.T:Maybe.If they want to go inside. What do you want to know?S:What does Simon want to do?S:What does Daming want to do?Now let’s go inside the UN building .Read the dialogue about paragraph 3 by themselves,find the answers.d.Qanswer:He wants to show Daming one of the presents from China.T:So Simon said?S:I want to show Daming one of the presents from China.(课文展示)Teach:one of…T:(课件呈现5个常任理事国) China is one of the first countries in the UN.How about the US?How about the UK?How to use one of?Ss: The US is one of the first countries in the UN.T:Look,Who can be Simon? Who can be Simon’s dad?S:I want to show Daming one of the presents from China.S:OKPracticing reading this sentence.T: What is the present ?S: It’s a train.T: Yes, look. It’s small but it’s beautiful.Many countries give presents to the UN.T:Why do many countries give presents to the UN?S:They want to bring peace to the world.（PPT和平鸽）e.Q4answer：Daming wants to take a photo.T: Good. Why?S: It’s beautiful.T: Yes.Daming saysS:I want to take a photo.T:Do you want to visit the UN building?Now let’s go inside.Look! Who is he? He is the secretary general of the UN. Listen! 放录音What a big building. Do you want to work here? please remember “where there is a will, there is a way.”So first you should learn English well.3.Sum up the function and the grammar of the sentences.T:Let’s see the sentences on the blackboard. Now let’s say together.Can you find the same word here?Ss:want toT:Yes,they all have “want to”.Now let’s pay attention to these words”visit, go,show,take”T:How to use “want to”?want to +动词原形，表示愿意做某事。
外研版九年级上册教案M9U3
2020 年秋季学期九年级所有班Module9 Great inventions Unit3 Languages in use1.Get the students to be able to use the new words and expressions they learnt in thismodule.2.To be proud of our great nation and to be proud as a Chinese person.3. To summarize and consolidate the passive voice of the simple future tense.第一次备课的教学过程Step 1 Warming upLook at the pictures and answer the questions.Step 2 Language practiceCompl ete the following sentences.Step 3 GrammarThe Passive V oice 被动语态根据时态变化的规则，将一般现在时、一般过去时、一般将来时和含有情态动词的主动语态和被动语态的结构总结如下：主动语态构成：被动语态构成：一般现在时do/ does am/ is/ are ﹢done一般过去时did was/ were﹢done一般将来时will +dobe(am/is/are) going to + do will be ﹢donebe(am/is/are) going to be﹢done含有情态动词情态动词(should / may/might / can/ could/ must )+ do情态动词﹢be﹢done注意：1．感官动词: taste, feel, sound, smell, look等没有被动语态。
1) The food _______sweet. A. taste B. is tasted C. tastes2．有些不及物动词如: happen, take place(发生), belong to(属于), comeout(出版) stand for(代表，象征) 和sell（表销量好坏时），没有被动语态.。
Module9词汇教案
1.理论介绍：首先，我们要了解Module 9中的核心词汇和概念。例如，“genius”指的是天生的极高才能，“creativity”则是指创造新事物的能力。这些词汇对于我们理解人类成就和科技进步至关重要。
2.案例分析：接下来，我们来看一个具体的案例，如爱因斯坦的相对论，这个案例展示了天才的创造力如何改变我们对世界的认识。
2.实验操作：为了加深理解，我们将进行一个简单的思维游戏，演示如何通过不同的角度思考问题。
3.成果展示：每个小组将向全班展示他们的讨论成果和思维游戏的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“创造力在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
3.重点难点解析：在讲授过程中，我会特别强调“genius”和“creativity”这两个重点词汇的用法。对于难点部分，如区分“invent”和“discover”，我会通过举例和比较来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与创造力相关的实际问题，如“如何在日常生活中展现创造力？”
3.文化意识：通过讨论和分享，增强学生对不同文化背景下创新人才的认识，培养学生尊重多元文化的态度。
4.学习能力：鼓励学生主动探索新词汇，掌握词汇学习方法，培养自主学习能力，为终身学习奠定基础。
三、教学难点与重点
1.教学重点：
-核心词汇的准确理解和运用：学生需要掌握Module 9中的核心词汇（intelligent, genius, talented, creativity, imagination, curiosity, invent, discover, explore, contribute），并能够正确运用这些词汇描述人物特征和科学探索过程。
五下M9五个课时教案
Step3:ห้องสมุดไป่ตู้onso1idationandextension
教师出示六一儿童节的照片，询问学生uWeknowthatonChi1dren,SDay1ing1ingwenttoachi1dren,stheatre.Whatdidyoudo1astChiIdren,sDay?”利用头脑风暴的方式，让学生集思广益描述过去发生的事情，并将含有动词过去式的短语写在黑板上，学生根据黑板上的提示以小组形式写一篇关于“Chi1dren'sDay”的小书信，组内分工明确，做到先说后写。
SsrYesterdayIwore
4.T:1ookatthepicture.Threeyearsago,AtSpringFestiva1Ga1a,Xiaoshenyangworewomen,sc1othes.HehadashowwithZhaoBenshanandYadan.（教授单词women,show并练习）
Step4:Summary
本课时复习了动词的一般过去式和“一Whatdidtheydo1astweek?一Theyp1ayedfootba11.”句型。
Step5:Homework
1.整理出本单元所学的动词过去式及其对应的原形。
2.写一封信，利用上一节课积累的素材描述My1ast
Chi1dren,SDayo
体现英语课程工具性和人文性的统一，注重语言运用能力和创新意识的培养。学生学得轻松愉快，有积极活跃的思维，不同层次的学生均有表现的机会。
小学英语课时备课
课题
M9U1We1augheda1ot.
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小学新标准英语（三起）第八册Module9教案
教学内容：小学新标准英语（三年级起始）第八册第九模块
教学目标：
1、词汇：四会（听、说、读、写）laugh cup understand mistake
2、句型：能理解、会说并能在实际情景中运用What’s the matter?/ —Why are you laughing? —Because…等句型。
3、交际用语：会用What’s the matter?/ —Why are you laughing?/ We are going to have a baseball team./ It’s easy to make mistakes with English./ —Why are you wearing a raincoat?—Because it’s going to rain. 等交际用语进行会话练习。
教学重难点：句型What’s the matter?/ —Why are you laughing? —Because…的用法。
教具、学具准备：生词卡片、服装类单词卡片、天气类单词卡片、活动类单词卡片若干张
教学设计理念：采用活动的途径，倡导体验参与，让学生在教师的指导下，通过感知、体验、参与和合作等方式，来实现任务的目标，感受成功。
教学课时：2课时
第一课时
教学过程：
一、热身复习
1、师生热情打招呼。
2、组织学生玩“传词”游戏，老师告诉每一组的第一个学生一个单词，并宣布游戏开始，学生开始传词。
传到最后一名学生时，该生大声说出单词。
（设计意图：通过玩“传词”游戏，让学生巩固上一模块所学单词的读法，同时也激发学生学习的兴趣。
）
二、出示实物，学习新单词。
1、教师拿出一个瓷器杯子，向学生介绍：“This is a cap.”
（故意把杯子的读音读成“cap”，并且在读“cap”时声音夸张，做出把杯子戴在头上的动作，引起学生的注意。
）
2、（学生笑）师：“What’s the matter? Why are you laughing?”（出示生词卡片，教学本课新单词laugh.在教授laugh时哈哈大笑，利用表情或肢体表现单词的含义。
以开火车的形式进行联系朗读。
）
3、接着让学生各自说出为什么笑？（让学生各抒己见）
4、结合学生的回答：“这不是帽子，这是杯子。
”教学新单词“cup”。
（让学生随着老师的手势调节音量来练习朗读。
）
5、教师接下来说：“It’s easy to make mistakes with English.”（必要时用中文解释句子意思）同时学习新单词“mistakes”。
（结合所学的音标，学生自己拼读单词。
以一对一的形式练习朗读。
）（设计意图：教师出示实物让学生认识，非常自然地就学习本课的单
词以及重点句型，通过形式多样的朗读方式来了解学生掌握生词的情况，及时纠正学生错误的发音。
）
6、待学生掌握单词发音后，让学生从这三个单词当中任选一个单词造句。
（设计意图：这样的单词的教学可以体现英语教学中“词不离句，句不离景”的原则。
）
三、课文学习
1、让学生看图，提问：
①What can you see?
②Who are they?
③What are they doing?
（鼓励学生根据自己的理解来回答问题。
）
2、让学生带着以下问题看书听录音：
① Are they going to have a baseball team?
② Why are they laughing?
③ What did Lingling hear?
④ What did Amy say?
⑤ What has Sam got in his bag?
（以小组的形式自学课文，针对老师所提的问题，小组成员在小组内自由讨论，总结出一个统一的答案。
）
3、由小组派代表来逐题回答问题，其他成员补充。
（设计意图：让学生有目的性的听音学习课文，以小组合作的学习形式学习课文，可以培养学生的自学能力，合作精神。
）
4、播放录音，每句话后停顿，让学生跟读，模仿录音的语音和语调。
5、小组内分角色朗读，
四、课堂互动
每个学生准备一张画着不同表情的图片。
如：crying laughing sleeping happy等。
两人一组进行问答，并用上本课所学内容：“What’s the matter?/Why are you crying?/Because I made a mistake.”等。
（设计意图：通过两两对话，巩固本节课的重点句型。
）
五、巩固练习
全班一起做ABunit1练习1，老师播放录音，每个问题之后停顿，让学生重复问题，并在横线上根据自己对图片的理解写出答案。
（设计意图：让学生在理解课文的前提下，再进一步巩固课文内容，训练学生写的能力。
）
六、作业
制作一套易混淆单词的单词卡片。
七、课堂评价
对表现好的学生发给小奖章贴图。
对不太积极的学生多鼓励。
板书设计：
Module 9 Unit 1
What’s the matter? Why are you laughing? Because…
It’s easy to make mistakes with English.。