2017年新外研版初中英语九年级英语下Module 7 全模块精美导学案
外研版初三英语下册Module 7教案
外研版初三英语下册Module 7教案澶栫爺鐗堝垵涓変笅鍐孧odule 7MODULE 7 TEACHING PLAN Module 7 Eating together 涓€銆?21В瑗ュ嵆灏嗕妇鍔炵殑姣?---佽瘝姹囧苟瀹屾垚妯″潡浠诲姟銆?1锛??鑳芥?璇嶆眹finger, basket, bread, fork, knife, lemonade, pancake, serve, spoon, hold, hot, roll, Roman, saying, cheers, plate, explanation, cross, generally, over, blind, sense, taste, owner, bee, officer, course 璇?鍔熻兘?璇?2锛?鍚?鑳?璇??璇?銆?鍐?勭煭鏂囥€?婕旂ず涓庤〃杈??3)瀛︿範绛栫暐锛??鍦ㄦ枃娈典腑鍔犳繁鐞嗚В?鍚堜綔瀛︿範绛栫暐?4) 鏂囧寲鎰忚瘑锛?浜嗚В?5) 鎯呮劅鎬佸害锛?浜嗚В濂界殑鏂归潰銆?6) 浠诲姟锛氫粙缁嶈嚜宸辩殑椁愰ギ缁忓巻銆?鍜岄毦鐐癸細閲嶇偣锛?佺殑鍙ュ瓙銆??硶?鍩瑰吇缁曟牳蹇冧换鍔★紝璁惧畾灏忎换鍔★紝寮€灞曞拰璋愭剦鎮︾殑璇惧爞娲诲?涔犵珛浣撴ā寮忥細pre-task鈥晅ask-cycle鈥昿ost-task銆?浜屻€?鏁欐潗澶勭悊pre-task?task-cycle诲姟鍋氬ソ閾哄灚銆?post-task涔犳儏鍐点€?涓夈€?鏁欐潗瀹夋帓4璇炬椂锛?Period 1: Listening and Vocabulary & Pronunciation and Speaking Period 2 Vocabulary and Reading Period 3. Language in use Period 4. Writing& Around the world &Module Task搴﹀強璇惧爞鍑虹幇鐨勪复鏃剁姸鍐佃繘琛岃繍鐢ㄣ€佽皟鏁村強绛涢€夈€??Title: Module 7 Eating together Period 1: Listening and Vocabulary and Pronunciation and Speaking Teaching Content: Listening and Vocabulary and Pronunciation and Speaking Teaching Aims and Demands: 1. Language Knowledge Key vocabulary and phrases: finger, basket, bread, fork, knife, lemonade, pancake, serve, spoon, hold, hot, roll Key structure: And everyone has been told to prepare a traditional dish from our own countries. It鈥檚made with chicken or pork and vegetables. (闅剧偣) 2. Listening skill: To understand the conversation involving the use of passive voice. (閲嶇偣) 3. Speaking skill: To ask and give information about one鈥檚diet or diet habit. Learning strategies: Bottom 锟紺up approach and listening to the tape and do some exercises. Teaching Aids:Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision Task: Recall what we have learned in Module 6. Directions: Step One: Label the pictures with the phrases. (1) Read through the phrases in the box and have the Ss. Repeat them after you. (2) Ask them to label them in the pictures on the screen.(3) Make some sentences with the phrases. Ask students to speak out as many as they can. Step two: Talk about food and diet habit. Part II: Lead in: Task 1: Introduce to them the new words . Directions: Step One: Read through the new words and phrases and have the Ss. repeat them after you chorally and individually. Step Two: Ask the students to talk about the pictures on the screen. Step Three: Collect some descriptions in a whole- class setting. Step Four: Pair the Ss to discuss what else they know about food. Step Five: Collect any other information they can provide from them and list them on the board. Task 2: Introduce to them about food and diet habit.Directions: Step One. The teacher can show them the video abut food and diet habit. Step Two: Free talk about food and diet habit. Part III: Listening Task1: Step Three: Look at the party invitation and answer the questions in Activity 1 on page 56. Directions: Step One: Ask the students to do this individually, then check with a partner. Step Two: Call back the answers from the whole class, having one student ask a question and another answer. Answers: 1. A party for students who are completing their secondary school education that year. 2. Something which belongs to the place where you live or where you鈥檙e from. 3. Food which you can eat with your hands--- you don鈥檛need knives and forks or chopsticks. 4. Listen to music and dance. Task2: Activity 2on page 57. Listen and answer the questions. Directions: Step one: Read through the words in the box with the whole class, and have them repeat them chorally and individually if you feel it is necessary. Step Two: Ask the students to read the questions to themselves. Step Three: play the recording once while they just listen and focus. Step Four: play it again for them to answer; they can then check with a partner. Step Five: play it once more for them to complete, check and correct. Step Six: call back the answers from the whole class, having one student ask a question and another answer. Answers: 1. In a basket. 2. Food and drink for the family and for the party. 3. Pancakes or pizza. 4. Grapes, bread and wine. 5. Lemonade and pizza (ham, tomatoes, cheese to make the pizza). Task3: Listen and read Directions: Play the recording while the students follow the conversation in their books. Task4: activity 4 on page57. Directions: Step One: Ask the students to do this individually, then check with a partner. Step Two: Call back the answers from the whole class. You may want to complete a table on the board as they give the answers. Answers: Dish Made with Betty hamburgers (meat) cheese, bread roll Lingling Suanla tang Chicken or pork and vegetables Tony pizza Cheese, tomato, ham Daming jiaozi (we don鈥檛know, but probably meat or eggs, vegetables, flour) Task 5: Activity 5 on page 57. Directions: Step One: Ask the students to do this individually, then checkwith a partner. Step Two: Call back the answers in a whole- class setting. Answers: 1. I think he feels pleased and proud. 2. At home. 3. Because their school asks the students, not their relatives, to prepare the food. 4. Because you can eat it everywhere in England. 5. Because it is an Italian dish which wasn鈥檛introduced into Britain then. Part IV: Language points 1. What food and drink is for the family?鍙ヤ腑鐨刦ood and drink曟暟銆傚啀濡傦細a knife and fork; a horse and cart 绛?2. I suppose it can be heated up in the school kitchen 鈥?heat up?Freda heated up a pie for me. 3. And everyone has been told to prepare a traditional dish from our own countries. dish 鐨勬剰鎬濇槸When I was in Italy, I had a wonderful pasta dish. do / wash the dishes 琛ㄧず鈥滄竻娲楅I鈥檒l just do the dishes before we go. 4. Oh, soup鈥檚no good. 杩欓噷no good 琛ㄧず鈥滄病锛堟垨娌′粈涔堛€佹病澶氬ぇ锛夌敤澶勶紙鎴栧ソ澶勶級鈥濄€備緥濡傦細The movie is no good, I think. There鈥檚too much fighting. It鈥檚no good worrying about that now. no good鐢ㄦ硶灏忕粨锛?A锛巒o good doing sth. It鈥檚no good talking to him鈥昲e never listens. B. no good for sth. These glasses are no good for wine. C. no good to sb. A car is no good to me, since I can鈥檛drive. Pronunciation and Speaking Task1: Listen and repeat. Directions: Step One: Ask the students to read through the exact to themselves. Step Two: Play the recording while they listen and follow. Step Three: Play it again, pausing at the breaks for the students to repeat it chorally and individually. Step Four: Ask the students to get into pairs to practise saying the passage, helping each other with pronunciation. Step Five: Circulate and monitor their production. Task 2: Work in pairs. Say the sentences aloud. Make sure you pause after each sense group. Directions: Step One: Ask the students to stay in their pairs. Step Two: They should take it in turns to read thepassage; the listener should help the speaker to get the pauses right. Step Three: Circulate and monitor their production. Step Four: Play the recording while the students listen and follow. Step Five: Play it again, pausing for them to repeat chorally and individually. Task 3: Activity 8. Work in pairs. Make plans for a party. Step One: Ask the students to get into pairs to make their plans. Step Two: Ask the students to make notes under the three headings. Task 4: Activity 9. Work with another pair. Talk about your parties, and say what plans have been made. Step One: Read through the examples with the whole class. Step Two: Ask the pairs to work with another pair and tell each other their plans. Part V: A test Listen to the tape and translate some of the sentences into Chinese. Homework: Act out the short dialogue as fluently as possible. Period 2 Vocabulary and Reading Teaching Content: Vocabulary and Reading Teaching Aims and Demands: 1. Language knowledge: New words: Roman, saying, cheers, plate, explanation, cross, generally, over Key structure: Dinner is served around 7 pm or even later. The fork is held in your left hand and the knife in your right, and food is held with the fork and cut with the knife. (闅剧偣) 2. Reading skill: 鈶燭o have a general idea of what the reading passage mainly talks about. 鈶?To train reading strategies including taking notes and scanning. (閲嶇偣) Learning strategies: Interactive approach. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision Help students to revise what is learnt in Period one of this module. Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually. Part II : Preparation Task: Learn the new words. Directions: Label the pictures with the words. (1) Read through the words in the box. Have the Ss. Repeat them after you. (2) Ss match the pictures with the words. (3) Call back the answers from the whole class. (4) Show the Ss the videos of knives and forks used for food. Ask them 鈥淒o you know what they are used for?鈥?(5) Talk about the videos. Part III: Scanning and Skimming 1. Task: Read the passage and check your answers to Activity 2. Directions: Step One: Ask thestudents to do this individually, then check with a partner. Step Two: Call back the answers from the whole class, having one student ask a question and another answer it. Answers: 1. b 2. b 3. a 2. Task: Complete the column In the West with notes. Directions: Step One: Ask the students to do this individually, then check with a partner. Step Two: Call back the answers from the whole class. Answers: In the west In China Meal times Lunch (after 12, around 1 pm); dinner (7pm or later) Things to say At the start of a meal: in France: Bon appetit in Italy: Buon appetit in Britain: nothing is said in Britain: Cheers! How to eat food Most food is eaten with a knife and fork. Being served You may be asked to serve yourself, or be served by your host. Refusing food Politely say you can鈥檛eat or don鈥檛want any more. Number of dishes Fewer dishes are offered than in China. At the end of the meal People stay and talk around the table; it鈥檚rude to leave as soon as the meal is over.3. Task: Read the passage again and answer the questions. Directions: Step One: Ask the students to do this individually, then check with a partner. Step Two: Call back the answers from the whole class, having individuals read out the answers Answers: 1) You should eat with a knife and fork unless it is finger food. 2) You don鈥檛say anything. 3) If you鈥檝e been given something you don鈥檛like. 4) That Chinese people think it is important to offer lots of food. 5) In China a meal is over as soon as people have finished eating. In the West, people might sit around the table after they 鈥檝e finished eating.4. Task: Read the passage. What are the most surprising pieces of information about meals and eating customs in the West? Directions: Step One: Ask the students to do this individually, then compare their ideas with a partner. Step Two: Call back suggestions from the whole class. Answers: Students鈥?own answers. Part IV : Dealing with expressions: 1. When in Rome, do as the Romans do.as 琛ㄧWhile in the chemistry lab, do as I say, please. As I mentioned in my last letter, I鈥檒l be back in Tianjin in June. 璇1) Like father, like son. 2) Do not cut down the tree that gives you shade. 3) No pains, no gains. 4) Once bitten, twice shy. 5) Love, love my dog. Key: 1) 鏈夊叾鐖跺繀鏈夊叾瀛愩€?2) ? 涓?3锛変笉鍔虫棤鑾枫€?4€曚簳缁炽€?5锛夌埍灞嬪強涔屻€?2. No one will be cross. 杩欓噷cross舰瀹硅瘝锛岃〃绀衡€滅敓姘旂殑鈥濄€備緥濡傦細The old lady was really cross when the boy鈥檚ball broke her window. All right, you two, don鈥檛get cross with each other. Adam, Mummy will get cross if you do it again. Don鈥檛get cross with Bill. Cross 浣滃姩璇嶏紝琛ㄧず鈥滄í绌匡紝绌胯繃锛涗氦鍙夆€濄€備緥濡傦細It took them two months to cross the desert. She was sitting on the floor with her legs crossed. Part V: Language use 1. Exercise 6 on page 121 in WB. Direction: Ss do it by themselves .Let`s see who can finish it as soon as possible.2.(Give the students some time to recall what they鈥檝e learned in this class) First think by themselves Then discuss in pairs and finally share their answers with the class. Part VI: Homework Exercise 7 on page 122 in the WB. Period 3: Writing & Around the world &Module Task Teaching Content: Writing & Around the world&Module Task Teaching Aims and Demands: 1. Write a passage for a tourist magazine with western readers called: When in China, do as the Chinese do. (闅剧偣) 2. Describing an eating experience. (閲嶇偣) 3. Know something about Birthday parties in the USA. Learning strategies锛?Top-down and Interactive approach and do some exercises. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision Task: Help students to revise what is learnt in last module. Directions: (1) Revise the words and phrases. (2) Put the Ss. in pairs to practice the dialogue and the text. Part II: Writing 1. Task: Complete the column In China in Activity 3 with notes about meals and eating customs in China. Directions锛?Ask the students to do this individually, then compare with a partner. 2. Task: Write a passage for a tourist magazine with western readers. Directions: 鏂?璇炬爣绗?涓€缃?StepOne: Read through the instructions and examples with the whole class. Step Two: Ask the students to do this individually. Step Three: When they have finished, ask them to exchange writing with a partner for peer-correction of language and content. Step Four: Have some students read their work out to the whole class. Part III. Around the world Task: Learn something about Birthday parties in the USA. Directions: 1. Ask the Ss. to read the passage to themselves. Tell the Ss. some things about him. 2. Ask some general questions such as 鈥淲hy are 16th birthday parties important?鈥?Because it鈥檚the first step in becoming an adult.) 鈥淗ow do people often celebrate?鈥?(With a big party or other special event.) Part IV: Module Task Describe an eating experience. 1. Task: Describe a special or unusual meal you have eaten. 2. Task: Compare your list with other students. Directions: 1. Read through the instructions with the whole class. 2. Ask them to use the cues to describe their special / unusual meal. 3. They can then share their experience with a partner. 4. Call back some examples from the whole class. Part V: Recalling Recall what we learn today. Part VI: A test Do Ex.8 on page 122 and hand in immediately. Part VII: Homework Do the Self-assessment on Page 123 in the workbook.Period 4. Language in use Teaching Content: Language in use Key structures: The use of passive voice (閲嶇偣) Teaching Aims and Demands: 1. To summarize and consolidate grammar focus: The use of passive voice. Learning strategies: Formal instruction and task-based approach and interactive practice. Teaching Aids:Multi-Media (video, OHP, handout) Teaching Procedures: Part I Revision Help students to revise what was learnt in 3 periods of this module. Part II Language practice Task1: To summarize and consolidate the usage of passive voice. (1).Run through the examples with the Ss. and make sure that they are familiar with the use of the passive voice. (2) Ask the Ss. to repeat the sentences in the box. Task 2: To consolidate the use of passive voice: (1) Do activity 1, 2 on page 60 and 4 on page 61.Grasp the use of the structure: (2) Ask the Ss. to call out the answers from the whole class. (3) Ask the Ss. to read the complete sentences. Task 3: Activity 3. Work in pairs. Look at the pictures and say what you think happened. Directions: (1) Ask the Ss. to get into pairs to tell the story. (2) They can then get together with another pair to compare their ideas. (3) Call the story back in a whole-class setting. Answer: This is a model answer: A man was eating snacks in a restaurant. He put his hand into the bowl, but didn鈥檛notice a bee in it. He picked up the bee with the snacks and put them into his mouth. The bee stung him in his throat as he was swallowing the snacks. Later the restaurant was closed down because hundreds of bees were found in the kitchen by food inspectors. Task 4: Activity 5. Answer the questions about the words in the box. Directions: (1) Read through the words in the box with the whole class; ask them to repeat them chorally and individually if you feel it is necessary. (2) Ask the students to do this activity individually, then check with a partner. (3) Call back the answers from the whole class, having one student ask a question and another answer it. Task 5: Activity 6. Work in pairs and answer the questions. Directions: (1) Ask the students to answer the questions individually. (2) Then ask them to get into pairs to ask and answer the questions of each other. Task 6: Activity 7. Listen and match the conversations with the pictures. Directions: (1) Ask the students to look at the pictures. (2) Play the recording while the students just listen and focus. (3) Play it again for them to answer; they can then check with a partner. (4) Play it once more for them to complete, check and correct. (5) Call back the answers from the whole class. Task 7: Activity 8. Listen again and choose the correct answer. Directions: (1) Ask the students to do this individually, then check with a partner. (2) Call back the answers from the whole class as complete sentences. Task 8: Activity 9. Read the email and answer the questions. Directions: (1) Ask the students to do this 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. Part鈪? A test Do精品教案设计资料activity 1on page 120 in the WB. Let鈥檚see who can finish it as soon as possible. Part IV: Homework Finish all the exercises in the WB.。
九年级英语下册Module7 教案外研版
MODULE 7 TEACHING PLANModule 7 Eating together一、题材内容本模块以食物和饮食习惯为话题。
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餐用餐习惯的课文，帮助学生了解西方的饮食文化和用餐习俗，同时可以加深同学们对中国饮食文化的认识与理解。
第一单元从谈论请帖开始，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。
第二单元的课文讲的是西方的用餐习俗，内容涉及用餐时间、餐具、食物数量和如何结束等方面。
第三单元的任务是复习、巩固被动语态用法、复习检测重要词汇并完成模块任务。
教学目标4) 文化意识：中外对比了解西方的饮食习惯，加深对中国饮食文化和习俗的认识。
情感态度：5)学习西方饮食习俗中好的保持中国饮食文化中良好的习惯，了解不同国家的饮食文化，方面。
任务：介绍自己的餐饮经历。
6)教学重点和难点：．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，读懂含有重点：1被动语态的句子。
难点：正确介绍自己的餐饮经历。
教学方法培养实现人的可持续发展和人的主体精”,基于课程改革的理念及“第二语言习得论设定神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，自主学习—P”初步设计“P—T,小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则post-task。
—立体模式：pre-tasktask-cycle—二、教材处理核心任务：能够运用所学句型结构介绍食物和饮食习惯。
三个环节如下：pre-task：学生联系生活实际，激活背景知识。
：通过整个模块的听说读写的训练，强化对食物和饮食习惯的表达能力，为task-cycle 完成任务做好铺垫。
新外研版九年级英语下册Moudle7导学案
Module7 导学案Module7 English for you and meUnit1 Have you ever been to an English corner?教学目标To be able to understand the conversation about EnglishTo be able to talk about EnglishTo be able to master the key learn learning method s学习重点Key V ocabulary----achieve including speakerKey structures ---- It’s also the subject that I’m best at, although my spoken English is not that good.If you keep trying, you can make progress quickly and find a lot of fun in learning it.I can speak English with you whenever you meet.教学步骤Step 1 导入Have you ever spoken English with your classmates after class?Have you ever spoken to people from the UK or the US?Have you made progress in learning English?Step2 Listen to the radio twice and choose the correct answer?1 How has Tony’s dad made progress in learning Chinese?a)He has been to classesb)He has practised it every day.c)He didn’t do anything special.2 According to Tony’s dad, what do you need to do to be good at a foreign language?a)You need to be very bright. b) You need to work hard. c) You need togo to classes.3 What does Tony’s dad think about Chinese?a)It is easier than English b) It is more difficult than English c) It is aseasy as English.Step4 Listen to the tape twice and complete the sentences.Lingling thinks English is the subject that she is best at, although her______ English is not that good. In her opinion, English is ________ to learn at the beginning. But if we keep trying, we can make _________ quickly and find a lot of fun in learning it. She says she doesn’t have to go to an English corner . She can speak English with Betty __________ they meet. Betty thinks Chinese will be more and more________ in the future.Step 5 Read the dialogue quickly and decide who might agree with the following sentences. Write B for Betty and L for Lingling.1 English may be not difficult to learn as long as you keep on trying. _________2 Chinese may be more popular in the future. _________3 Learning English can be a lot of fun. ____________4 English is my favourite is subject at school. ____________Step6 Complete the words in your own words.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____________________________________________.Step7 Complete the questions with the correct form of the words in the box.1 How much have you ____________ this year in English? Have you made much __________-?2 How can you get more practice with English __________ from the UK and the US?3 What does it require to learn English well?Step 8 Point out the phrases in the dialogue.取得进步______________ 最擅长_______________英语口语_______________ 起初，一开始__________坚持做某事______________ 与此同时______________帮助某人做某事____________ 在将来________________-知识点It’s also the subject that I’m best at, although my spoken English is not that good.讨论that 在此处的词性及词义。
外研版英语(新标准)九年级下册《Module 7 English for you and me》教学设计
Invite individualSs to read the paragraphs.
本活动主要训练学生在朗读中找准重读单词、准确把握意群并正确断句。
Step7:
Practice:Free talk.
Get the Ss to work in pairs to talk about their progress in English learning.
学习策略：
自学策略：能够反思自己的学习，采用适当的策略进行复习。
合作学习策略：能够与人交流与合作，共同完成任务。
文化意识：
通过学习，理解英语的重要性，激发学习英语的动机；同时又看到汉语日益增强的影响力，培养学生对汉语的热爱，加强民族自豪感。
教学重点及难点
重点：
1.掌握与课文内容相关的词汇句型。
2.复习状语从句和动词不定式。
Play the tape,Ss listen and answer the questions.
Ask Ss to compare their answers with their partners.
Play the tape again forthem to check answers.
Check answers as a class.
Check the answers.
2.Get the Ss listen and read to decide who might agree with the following sentences in Activity 3.
Check the answers.
3.Play the tape for the Ss to listen and follow.
新外研版英语九年级下册Module 7 Unit 3导学案
Unit 3 Language in useⅠ.单项选择。
( ) 1. We will go for a picnic if it _____ tomorrow.A. doesn't rainB. wasn't rainyC. won't rain( ) 2. — Will you please give the dictionary to Jane?—Sure, I’ll give it to her ____ she arrives here.A. beforeB. untilC. as soon as( ) 3. —What shall we do now?—______ it’s raining hard, let’s stay at home.A. SoB. SinceC. Though( ) 4. —______ Rose _____ Jack watched Prince William’s wedding on TV yesterday.— What a pity! They misses the exciting moment.A. Neither, norB. Not only; but alsoC. Either; or( ) 5. The girl is _____ a nice girl _____ we all want to help her.A. such; thatB. too; toC. so; that( ) 6. A British high school is going to allow students ____ lessons in the afternoon.A .start B. starting C. to start( ) 7. I like places where the weather is always warm. I hope ____ Hawaii this winter.A. visit ingB. to visitC. visited( ) 8. —You look too tired. Why not ______ a rest?—Sounds good.A. stop hav ingB. to stop havingC. stop to have( ) 9. It was dark outside. Sue decided _______to the bank alone.A. not goingB. going notC. not to go( ) 10. —Do you climb mountains every day?—Yes,_____ a little exercise. I’m so out of shape.A.gettingB. to getC. getⅡ.根据所给汉语完成下列句子，每空一词。
外研版九年级英语Module7Unit1导学案
Module7 Great booksUnit1 We’re still influenced by Confucius’s ideas.导学案学习目标知识目标：掌握本单元的重点短语与句子，理解并识记课文中的知识要点。
能力目标：能够听懂谈论人物和文学作品的对话情感目标：加深对中国传统文化的了解，加强对西方著名作家、戏剧及其文学作品的了解。
学习环节学习活动二自主学习自学检测反馈1. SS read the conversation and pele the passage with the correct form of the words in the box.(见课本57页活动4)2.再读对话：找出下面短语和句子）短语：1、为……写下评论2、合情理、有意义3在19世纪4、作为……而出名5、加入6、和…...一样7、告诉某人某事句子A组1、你认为19世纪美国的著名作家马克.吐温怎么样？2、但是我猜想他不如孔子和莎士比亚闻名。
3、你为什么不加入讨论呢？B组1、我们仍然受到孔子思想的影响2、现在仍然有许多人在读他们的著作。
3、直到今天我们还受到孔子思想的影响(三)我的疑惑与反思三合作学习（一）课上探究1. Listen again and plete the sentences.1）. Confucius is well-known in __________________.2）. Shakespeare wrote ________.3）. Mark Twain’s stories are set _____________ of the US.2. listen and choose the best answer.1).Who are Betty’s great writer?A Confucius and ShakespeareB Confucius and Mark TwainC Mark Twain and Shakespeare2). Who wrote The Adventures of Tom Sawyer ?A ConfuciusB ShakespeareC Mark Twain3. Now let’s enjoy a flash and do true or false.1). Confucius and Shakespeare lived hundreds of years ago, so few people are influenced by them now.2). Bettey suppose Mark Twain is as great as Confucius.3). Betty wants Mr Jackson to join the Internet group to discuss great books.4. Read the dialogue and match the people with the descriptions in page 57.5. Read the dialogue again and find out the language points.结合例句，小组讨论本课语法知识点，不理解的提交班内解决。
最新外研版九年级英语下册Module7Englishforyouandme学案
Module 7 English for you and me学习重点：1.熟记本模块重点单词、词组和句子并能默写；2.了解英语在世界各国广泛使用的原因和历程，增进对英语和汉语的了解，学会与他人合作；3.语法：状语从句；4.写作：用英语表达学习英语的感受，并能列举学习英语的小贴士。
学习方法：1.根据自己学习情况，自觉复习各种从句；2.与他人合作，互相检查语言掌握情况。
Unit 1 Have you ever been to an English corner?一、课前预习:（一）.单词互译achieve ------- -------（n.） including -------- -------- (v.)speaker ------- boss-------- 秘书------ 四分之一 -------工业 ------- 零 ------Indian ------- ------（印度）type --------（二）.预习对话，找出下列短语，熟记并默写。
1.以…为骄傲;为…感到自豪2.have /hasbeen to + 地名：have/has gone to +地名3.make progress in +学科：4.be good at5.总之;最重要的的是6. a foreign language7.Doing sth requires a certain effort.8.continue to do sth 9.一个英语角10. practise your English11. 无论12. 做英语练习题13. 帮某人做某事14.过去经常15. 在未来(三)补全下列句子，注意中、英文的表达,1.你认为自己今年英语取得了多大进步？_____________________ in English do you think you've made this year, Lingling?2.我觉得我收获很大，而且对自己所学到的东西我也感到自豪。
外研版九年级英语下册Module7Englishforyouandme学案
Module 7 English for you and me学习重点：1.熟记本模块重点单词、词组和句子并能默写；2.了解英语在世界各国广泛使用的原因和历程，增进对英语和汉语的了解，学会与他人合作；3.语法：状语从句；4.写作：用英语表达学习英语的感受，并能列举学习英语的小贴士。
学习方法：1.根据自己学习情况，自觉复习各种从句；2.与他人合作，互相检查语言掌握情况。
Unit 1 Have you ever been to an English corner?一、课前预习:（一）.单词互译achieve ------- -------（n.） including -------- -------- (v.)speaker ------- boss-------- 秘书------ 四分之一 -------工业 ------- 零 ------Indian ------- ------（印度）type --------（二）.预习对话，找出下列短语，熟记并默写。
1.以…为骄傲;为…感到自豪2.have /hasbeen to + 地名：have/has gone to +地名3.make progress in +学科：4.be good at5.总之;最重要的的是6. a foreign language7.Doing sth requires a certain effort.8.continue to do sth 9.一个英语角10. practise your English11. 无论12. 做英语练习题13. 帮某人做某事14.过去经常15. 在未来(三)补全下列句子，注意中、英文的表达,1.你认为自己今年英语取得了多大进步？_____________________ in English do you think you've made this year, Lingling?2.我觉得我收获很大，而且对自己所学到的东西我也感到自豪。
新外研版英语九年级下Module7全模块精美导学案(3份)Unit 3
新外研版英语九年级下Module7全模块精美导学案（3份）Unit 3 Language in useⅠ.单项选择。
( ) 1. We will go for a picnic if it _____ tomorrow.A. doesn't rainB. wasn't rainyC. won't rain( ) 2. — Will you please give the dictionary to Jane?—Sure, I’ll give it to her ____ she a rrives here.A. beforeB. untilC. as soon as( ) 3. —What shall we do now?—______ it’s raining hard, let’s stay at home.A. SoB. SinceC. Though( ) 4. —______ Rose _____ Jack watched Prince William’s wedding on TV yeste rday.— What a pity! They misses the exciting moment.A. Neither, norB. Not only; but alsoC. Either; or( ) 5. The girl is _____ a nice girl _____ we all want to help her.A. such; thatB. too; toC. so; that( ) 6. A British high school is going to allow students ____ lessons in the afternoon.A .start B. starting C. to start( ) 7. I like places where the weather is always warm. I hope ____ Hawaii this winter.A. visit ingB. to visitC. visited( ) 8. —You look too tired. Why not ______ a rest?—Sounds good.A. stop hav ingB. to stop havingC. stop to have( ) 9. It was dark outside. Sue decided _______to the bank alone.A. not goingB. going notC. not to go( ) 10. —Do you climb mountains every day?—Yes,_____ a little exercise. I’m so out of shape.A.gettingB. to getC. getⅡ.根据所给汉语完成下列句子，每空一词。
外研版英语九年级下册：Module 7 Unit 2 We all own English. 导学案
下学期九年级英语（下）导学案课题Module 7 English for you and meUnit 2 We all own English.学习目标：1.掌握单词：boss secretary quarter industry zero Indian type2.重点词组：1.be used as 被用作2.between …and …在。
和。
两者之间3.everyday use 日常使用4. grow up 长大5. a common language 一门共同语言municate with sb. 与某人交流7. each other 互相，彼此8.be used by +名词/代词，被某人使用9. a quarter of = one fourth 四分之一10.there is a good chance that 很可能。
11.the reason why …is that …。
的原因是12.borrow from 向。
借13.The middle of 。
的中期14.together with +名词/代词= with/ along with 与。
一起，共同15.even though即使，尽管=even if 16. different types of= different kinds of 各种各样的3.重点句型：1）I t’s also the subject that I’m best at, although my spoken English is not that good. 2）I hope Ican continue to make progress next year.重点语法：状语从句和动词不定式的用法教学环节：一、听写；讲评作业二、导入新课，阅读课文，回答问题：1.How many people speak English now ?2.When did English become the language of the world trade ？3.Who owns English? 划出其中的重点短语、句子。
新外研版九年级下册英语 Module 7 Unit 3 教案(教学设计)
—In the People’s Hospital.
A. where is Dave’s father working
B. where did Dave’s father work
C. where Dave’s father is working
Understand the Adverbial clauses and infinitives
The use of the Adverbial clauses and infinitives
教学环节
教师活动
学生活动
备课札记
Step 1
Lead in
Have students read the sentences:
2. Then do the exercises in Activities 3 and 4.
复习本模块的新词汇和句型,练习抓住关键词和解决问题的能力。
Step 5
Reading
1. Have students read the sentences and listen to the tape then try to finish Activities 5、6and 7.
He never gave up although he didn’t do well in his lessons.
3. Stay in the safe place. The shaking stops. (until)
Stay in the safe place until the shaking stops.
It’s also the subject that I’m best at,although my spoken English is not that good.
新外研英语九下Module 7 Unit 2 精美导学案
We all own English（一）重点单词1. quarter n. 四分之一quarter的基本意思是“四分之一，四等分”，可以用来指距离、数量、价格及物体的四分之一的量，也可专指时间的“一刻钟，十五分钟”或“一季度，三个月”等。
在美国和加拿大, quarter可指“四分之一元，两角五分的硬币”，是可数名词。
如：He was waiting for a quarter of an hour.他等了一刻钟了。
He paid only a quarter of the list price.他只付了四分之一价目表的定价。
（二）常考短语1. for example 例如2. between…and…在…两者之间3. grow up长大；成长4. in the twentieth century在20世纪5. even though 即使；尽管（三）核心句型English is now used by nearly a quarter of the world's population.现在接近四分之一的世界人口使用英语。
（1）a quarter of“四分之一，一刻钟”，常用短语还有three quarters of“四分之三，三刻钟”。
“分数+of+名词”作主语时，谓语动词的单复数由of后的名词来决定。
如：A quarter of the students are standing on the playground now. 现在四分之一的学生正站在操场上。
Three quarters of the earth is covered with water. 地球的四分之三被水覆盖。
Ⅰ.根据句意及所给汉语提示，完成下列单词。
1. My (老板) doesn't allow me to use the telephone.2. These (印度的) guests are familiar with this book.3. The thermometer fell to (零) last night.4. He'll be looking for a new (秘书) th en?5. A (四分之一)of the area is covered with virgin forest.Ⅱ.根据所给汉语完成下列句子，每空一词。
外研版英语九年级下册：Module 7 Unit 2 We all own English. 导学案
Step Four: Language practice
Let’s talk about the future of Chinese.
1.How many people speak Chinese in the world?
2.Where do people outside China speak Chinese?
2.To apply the key structures: structures of adverbial clauses
3.To learn how English has become an international language
4.To comment on the future of English and Chinese, and write about the future of Chinese
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
新外研版初中英语九年级英语下Module 7全模块精美导学案Unit 1 Have you ever been to an English corner（一）重点单词1. achieve v. 成功；实现achieve表示取得成就、成果或获得胜利、成功等；也可以表示经长期努力而“实现”“达到”“完成”，如实现目标、愿望，达到目的，完成计划等。
achieve多用于美好的事物，一经获得便永远受益且不易丧失，一般不与贬义词连用。
achieve的主语一般为人，宾语多为抽象名词或代词，不接动词不定式、动名词或从句。
可用于被动结构。
如：It takes hard work to achieve success. 成功需要努力工作。
He hopes to achieve all his aims soon. 他希望尽快达到所有目标。
（二）常考短语1. be good at 擅长于2. be good for 对……有好处3. at the beginning 从头, 起初4. keep on 继续进行5. make progress 取得进步（三）核心句型1. What do you need to do to be good at a foreign language? 学好一门外语需要怎么做？be good at 表示“擅长于某一学科知识或技能”，也可表示“在……方面做得好。
”be good at 后面接名词、代词、动词的-ing 形式，相当于do well in。
如：Mike is good at swimming. 迈克擅长于游泳。
【拓展辨析】1Ⅰ.根据句意及所给汉语提示，完成下列单词。
1. The guest (演讲者) will be our old friend John Lewis.2. He has made great (进步) in his English studies.3. It is warm (足够的) for you to play out of doors.4. Work hard and you will (实现) your goal.5. All on the plane were killed, (包括) the pilot.Ⅱ.根据所给汉语完成下列句子，每空一词。
1. 好好学习，天天向上。
Study well and ______ ______ every day.2. 我们七月初要去日本。
We're going to Japan ______ ______ ______ of July.3. 她的乒乓球和篮球都打得很好。
She ______ ______ ______ ping-pong and basketball.4. 做早操对你们的建康有益。
Doing morning exercises ______ ______ ______ your health.5. 他们保持每天早上跑步。
They ______ ______ ______ every morning.Ⅲ.单项填空。
( ) 1. —How was your climbing Mount Huang?—I didn't believe I could do it ______ I got to the top.A. until whileC. after( ) 2. _______ we don't save water, we will have no water to drink one day.A. WhereB. WhenC. If( ) 3. Wang Dong didn't go to school yesterday ________ he was ill.A. soB. ifC. because( ) 4. We can't pass the exam, ________we study hard.A. becauseB. andC. unless( ) 5. the great teacher Zhang Lili was in hospital, many people hoped she would get better soon.A. AfterB. UntilC. Before( ) 6. _______ I was in the US, I made a lot of American friends.2A. WhileB. AlthoughC. Unless) 7. Lin Shuhao is ______famous ______ all the basketball fans in China know him. (C. so, thatB. enough, to A. too, todo well 强调一种笼统情况，而。
be good at 意思接近于do well in.“在（某方面）出色；擅长……”be good at 可表示一种情况，in也可指在具体的一次活动中表现出色。
如：= 玛丽数学学得很好。
Mary is good at maths. = Mary does well in maths. 玛丽数学很好（指情况）。
Tom did well in that English test.汤姆在那次英语考试中考得很好。
在英语方面取玲玲，今年你2. How much progress do you think you've made in English this year, Lingling?得了多大进步？Progress。
方面取得进步在…”，为不可数名词，可以构成短语make progress in/ with，意为“progress“进步，进展”等词修饰。
如：前可以用some, much, a little, great 他在英语方面取得了很大进步。
He made great progress with English.为了考试，我希望我的英语足够的好。
3. I hope my English is good enough for the exams, anyway. 的用法：be good for/ with/ to 有害。
对……be good for对……有好处，反义词组为be bad for （1）多吃蔬菜对你的健康有好处。
Eating more vegetables is good for your health.ad for your health. 吸烟有害于你的健康。
Smoking is b…相处得好。
）be good with=get on well with 灵巧的；与（2 他与这些孩子处得很好。
good with the children.= He is getting on with the children.He is very好be good /kind /nice to对……（3）我生病时我的朋友对我关怀备至。
My friend was good to me when I was ill. 阅读理解。
Ⅳ.learn to probably would like language, is If English not your first youEnglish if you read this article. English just like any other languages, the earlierto learn it and to abilityor the younger you learn the language the better is yourpronounce the word correctly.Learn English from books! There are many English as a second languagebooks, you can read and learn how to put together words to make sentences. If you just start to learn English, youalso need English-your native language dictionary and if you understand most English words, you may want to getEnglish-English dictionary instead.3You can learn English online as well. There are many sites teach English as a second language, Englishgrammar and online dictionary. Some English books also come with audio, so you can hear the pronunciation of thewords or sentences.Practice make perfect! Talk to other English speaking people and listen carefully when someone else speak inEnglish (best to hear it from native English speaker to get the right pronunciation).You can learn English from TV as well. If you just learn the language, try to watch toddler(初学步的孩子) orkid channels to learn the language. You can turn on the subtitle(副标题) as well to make it easier to learn.( ) 1. How many ways to learn English according to this passage?A. TwoB. ThreeC. Four( ) 2. What does the underlined word “ability”mean in Chinese?A. 能力B. 耐力C. 智慧( ) 3. What dictionary should Li Ping buy if she is an English beginner?A. English-English dictionaryB. English-Chinese dictionaryC. English-Japanese dictionary( ) 4. Where can you find the English books with audio?A. On the InternetB. From TVC. From native English speaker( ) 5. What does the passage mainly talk about?A. Learn English from TV.B. Learn English online.C. How to learn English.（一）重点单词1. including prep. 包括；包含My family including me is all very happy.我们全家包括我自己都很高兴。