外研版英语九年级下册第7单元备课参考
英语九下外研版Module7教案Unit3
英语九下外研版Module 7：教案Unit 3Teaching steps:Step I Homework checkingAsk one group to come to the front and randomly ask them one by one to recite some paragraph.Step II Grammar-----the passive voiceGet students to sum up what they have learnt about passive voice.Give students some time to discuss and take some notes. Then sum up the passive voice they have learnt.Sample summing up. Fill in the correct form of the passive into the gap.1. The words____by the teacher today. (to explain - Simple Present)2. We____a letter the day before yesterday. (to send - Simple Past)3. This car____. It's too old. (not/to steal - will-future)4. This street____because of snow. (already/to close - Present Perfect)5. A new restaurant____next week. (to open - will-future)6. He____to the party yesterday. (to invite - Simple Past)7. The blue box____by anyone. (can/not/to open - Simple Present)8. I____the book by my friend today. (to give - Simple Present) Suggested answers:were explained / were sent / won’t be stolen / has already been closed / will be opened / was invited /can’t be opened / was givenAsk students to do exercises of passive voice. See the related information of teaching resources.Please choose the best answer1. English ____ in many countries.A. is spokenB. speaksC. speakD. be spoken2. A bridge ____ last years.A. has been builtB. is being builtC. was builtD. is built3. The little girl ____ by the tiger in the zoo.A. frightenedB. was frightenedC. had frightenedD. was frightening4. These magazines ____ out of the reading-room.A. must not takeB. must not be takenC. must not takeD. must not been taken5. The problem ____ at tomorrow’s meeting.A. shall be discussedB. shall discussC. is discussedD. discusses6. The car ____ in the garage now.A. is being repairedB. has repairedC. is repairingD. repairs7. Ways ____ to make waste water clean.A. have been foundB. have foundC. is foundD.found8. The children ____ when we go out.A. must take care ofB. must be taken care ofC. take care ofD. are going to take care of9. The meeting ____ until next Friday.A. won’t holdB. is holdC. won’t be heldD. held10. A medal ____ him for his wonderful work.A. gaveB. givesC. has been givenD. have been given11. You ____ how to prepare for the examination.A. toldB. has been toldC. will be toldD. tell12. You ____ if you wear that dress.A. will be laughed atB. will laugh atC. are laughed atD. laugh at 15.Put the following sentences into the passive voice.1. Someone wounded his arm.2. They blew a big hole in the wall.3. He told the story in a pleasant and interesting way.4. The child broke the window. His mother will certainly scold him.5. You should teach children to speak/tell the truth.6. You should leave bicycle at parking lots so as not to block the traffic.7. I have repaired the recorder several times.8. I have finished the work.9. I saw him push a bike out of the house.10. They are making this type of radios in shanghai.11. Could you carry out the plan on time?12. Someone is showing them how to operate the computers.13. They elected her leader of the group.14. They had to put off the sports meet because of the rain.Key: 1—5 ACBBA 6-10 AABCC 11—12 CA1. His arm was wounded.2. A big hole was blown in the wall.3. This story was told in a pleasant and interesting way.4. The window was broken by the child; he will certainly be scolded.5. Children should be taught to speak / tell the truth.6. Bicycles should be left at parking lots so as not to block the traffic.7. The recorder has been repaired several times.8. The work has been finished.9. He was seen to push a bike out of the house.10. This type of radios is being made in Shanghai.11. Can the plan be carried out on time?12. They are being shown how to operate the computers.13. She was elected leader of the group.14. The sports meet had to be put off because of the rain.Step Practice 2Get students to do Exercises 1-4 on Pages 60-61.Step HomeworkReview what they learned in Units 1& 2 and in this period.。
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.。
外研版九年级英语下册教学设计《Module 7 Unit 1 Have you ever been
外研版九年级英语下册教学设计《Module 7 Unit 1 Have you ever been to anEnglish corner》一. 教材分析《Module 7 Unit 1 Have you ever been to an English corner》是外研版九年级英语下册的一篇课文，主要介绍了学生们参加英语角活动的经历。
通过这个话题，引导学生讨论并分享自己的经历，提高他们的英语口语表达能力。
本课主要涉及到一般过去时的用法，以及一些与活动相关的词汇和短语。
二. 学情分析九年级的学生已经掌握了基本的英语语法知识，词汇量也相对较大。
他们对英语角这个活动有一定的了解，但可能没有机会亲身体验。
学生们的英语口语表达能力参差不齐，有的学生敢于开口，而有的学生则比较内向。
三. 教学目标1.能够听懂、会说、会读、会写本课的生词和短语。
2.能够运用一般过去时描述自己的经历。
3.能够与他人分享自己的经历，提高口语表达能力。
4.培养学生的团队合作精神。
四. 教学重难点1.一般过去时的用法。
2.与活动相关的词汇和短语。
3.学生的口语表达能力。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在完成任务的过程中学习和运用英语。
2.合作学习法：鼓励学生之间互相合作，共同完成学习任务。
3.情境教学法：创设真实的情境，让学生在实际情境中学习和运用英语。
六. 教学准备1.教学课件：制作课件，内容包括课文、词汇、短语、任务等。
2.图片：准备与活动相关的图片，用于展示和引导学生思考。
3.活动材料：准备一些活动材料，如卡片、骰子等，用于课堂活动。
七. 教学过程1.导入（5分钟）利用图片引导学生谈论他们参加过的活动，如运动会、歌唱比赛等。
同时，引导学生思考是否去过英语角，激发他们的学习兴趣。
2.呈现（10分钟）呈现课文，让学生听录音并跟读，同时板书生词和短语。
让学生注意一般过去时的用法，如“I went to the English corner last weekend.”。
外研版英语九年级下册第7单元备课参考
外研版英语九年级下册第七单元Unit 1要点精讲1．单词：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, course2．词汇：at the start of 在……开始的时候heat up 加热worry about 为……担心instead of 代替as soon as 一……就cut with the knife 用小刀切know about 知道了解eat western food 吃西方的食物no ...any more 不再prepare a traditional dish准备传统的菜3．语法被动语态用法①Will we be allowed to cook it at school.②He said he would be invited to speak at the meeting.③I have been chosen to look after the dance music.④When we got there, we found the house had been burnt to ashes.4．And everyone has been told to prepare a traditional dish from our own countries.并且通知每人要准备一道自己国家的传统食物。
在这句话中，dish的意思是“烹制好的菜肴；一道菜；食品”。
例如：When I was in Italy, I had a wonderful pasta dish.我在意大利的时候，吃过一顿很棒的意大利面食。
最新外研版英语九年级下册module 7《english for you and me》模块教案.doc
Module 7 English for you and me【教材分析】Module 7的主要内容为通过对英语的学习情况的讨论和对英语语言发展的介绍来复习状语从句和动词不定式。
从全书来看，本模块是对以前状语从句和动词不定式知识的归纳，具体结合学生的学习情况来展开，贴近实际情况，学生易于理解。
Unit 1 Have you ever been to an English corner?【教学目标】Knowledge objectiveWords: achieve, including, speakerAbility objective能听懂和阅读关于英语学习情况的对话，能通过相关词汇或图片描述自己和他人的英语学习活动；能编写关于英语学习的对话。
Moral objective学会倾听他人的英语学习经历，了解他人的学习过程中的快乐和苦恼；养成关心、帮助他人的良好品质。
【教学重点】1. including的运用。
2.日常英语的使用。
【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Warming upSs look at the pictures and answer the questions.Step 2 Look and answerLook at the photos and answer the questions.Which is more difficult…1 speaking to your classmates or speaking to people from the UK or the US?2 doing English exercises or reading English stories?3 understanding written English or spoken English?Step 3 ListeningListen to Part 2 and choose the correct answer.1.How has Tony’s dad made progress in learning Chinese?a) He has been to classes.b) He has practised it every day.c) He did not 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 to go 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 as easy as English.Step 4 Reading1. Read the passage and decide who might agree with the following sentences and write B for Betty and L for Linging.1) English may not be 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 subject at school. _____2. Read the passage again and complete the sentences 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_______________________.Step 5 Language pointsSs should master the main points from the passage in Part 2. If possible, let the students to say at first.1. I think I’ve achieved a lot.achieve是动词，表示“成功，实现”。
外研版九年级英语下册教案：Module 7 Unit 2 We all own English
Module 7 English for you and meUnit 2 We all own English.设计说明首先以师生问答及展示图片引领讨论的方式导入新课。
然后根据课文内容，设置速读、精读，加深学生对课文的理解。
之后师生一起学习课文中的重难点知识，然后引导学生在问答中由句到篇完成写作。
最后通过做题，实际运用所学知识。
教学目标通过本单元的教学，让学生达成以下目标：1.知识目标(1)学习本单元的新单词:boss, secretary, quarter, industry, zero, Indian, type(2)掌握重点句型：①English is now used by nearly a quarter of the world's population.②The reason why English is spoken everywhere is that in the nineteenth century, English becamethe language of world trade.©Even though we speak different types of English, we are all part of an international club.2.能力目标(1)能读懂有关英语开展的说明文，并能转述主要信息；(2)能参考课文结构写一篇介绍汉语开展的短文。
3.情感目标预测汉语的未来，培养民族自豪感。
重点难点重点：本单元的重点单词、短语和句型难点：读懂有关英语开展的说明文，并能转述主要信息；参考课文结构写一篇介绍汉语开展的短文教学准备PPT课件；教材活动2的录音授课时数2课时教学过程Step 1 Lead-in Warming upIs there a foreign student/teacher at your school?Did you meet foreigners when you went to places of interest?1.Talk about the photos and say: Where are they? What languages can you see?Get the class to discuss the following questions. (1) Which language do you think is the most widely used language in the world?(2) Which country do you think has the most English learners?(3) Do you like learning English? Why or why not?Step 2 Fast reading Teacher says:English has now become an international language. How did this happen? What will be the future of English? Now read the passage and try to find answers to these questions.Read the passage and match the ideas with the paragraphs.a) Chinese may be the next world language in the future.b) English is the most important international language today.c) English spread through trade and the media.d) We all own English.e) English has borrowed many words from other languages.Answers: a) -*4 b) f 1 c) -*2 d) ->5 e) -*3Step 3 Careful readingL Read the passage and answer the questions.1) How many people in the world use English?2) How did English become an international language?3) When do you think Chinese will become an international language?4) Who owns English?Answers:1) About 400 million people in the world use English.2) In the nineteenth century, English became the language of world trade, and in the twentieth century, the US spread English to the world through newspapers, television and films.3) I think Chinese will become an international language by the middle of the 21st century.4) English is owned by everyone who speaks it.2. Complete the questions with the words in the box. boss India quarter secretary zeroDoes a private work for a manager or a teacher?China; Chinese and English Africa; EnglishAmerica; English 3. Discussion Japan;Japanese Britain; English India; English1)Does a(n)look after office workers or work alone?2)What are the people who live in called?3)How many times does appear in 1,000 and 1,000,000?4)If 1.75 billion is a(n)of the world's population, what's the whole population of the world?Answers: 1 )secretary 2)boss 3)India 4)zero 5) quarter Now work in pairs. Ask and answer.Step 4 Post readingRead the passage again and complete the passage with proper words.English, which is an international language, is now used by nearly the world's population. In some countries, English is the most important foreign language. Children have to learn it at school because they grow up, they will need a common language to foreigners.English became so popular it became the language of world trade firstand then the US it to the world.English has many words other languages.China continues togrow, many people think that Chinese will become English in the future. However, it issure that English is now owned by all of us speak it.Answers: a quarter of, when, communicate with, The reason why, is that, spread, borrowed, from, As, as common as, who Step 5 Language points1.English is now used by nearly a quarter of the world's population...目前全世界将近1/4的人口都在使用英语……quarter四分之一，a quarter of…的四分之一A quarter of the students are playing football on the playground.有四分之一的学生在球场上踢足球。
外研版英语(新标准)九年级下册《Module 7 English for you and me》教学设计
教材及年级名称
《英语》（新标准），九年级下册
模块名称
Module7 English for you and me.
教材分析
本模块的选题从学生的实际出发，选取了与同学们息息相关的“英语语言”这一话题，不仅谈英语学习，也谈英语的历史、发展和变化，为学生打开眼界，了解英语的发展史提供了载体；同时，引导学生分析英语成为国际性语言的发展过程，可以培养学生分析问题的能力，发展学生思维。第一单元的对话内容主要是关于玲玲学习英语的情况，对学生学习英语的动机、情感态度和学习策略都进行了指导，鼓励学生在学习中克服困难，享受学习的乐趣；同时还要讲究方法和策略，利用好的条件，选择好的方法等。第二单元的课文是一篇议论文。作者从说英语国家、使用英语的人、英语与其他语言的联系、英语的发展等方面进行了阐述。
课时教学目标
1.Knowledge objectives
A. Key vocabulary:achieve,include,speaker
B. Key structures:structures of adverbial clauses and infinitives
2.Ability objectives
第一单元的对话是围绕英语学习的话题展开，主要是关于玲玲学习英语的情况和感受,以及Betty对她的帮助和鼓励，内容和情节都很符合初三下学期年龄段学生的实际，非常能够吸引学生兴趣，并且对于学生学习英语的方法和自信心方面都很有帮助。本单元需要学生能听懂包含状语从句和不定式的表达，有关英语学习的谈话、能够理解和转述具体信息。能够描述自己英语学习的状态和取得的进步，在描述中能够正确使用状语从句和不定式，能够提出一些学习英语的建议。
外研版九年级英语下册教学设计《Module 7 Unit 2 We all own English》
外研版九年级英语下册教学设计《Module 7 Unit 2 We all own English》一. 教材分析《Module 7 Unit 2 We all own English》主要讲述英语的重要性以及如何在学习中享受英语。
本课通过不同人物的学习经历，让学生了解学习英语的重要性，以及如何在学习中保持积极的态度。
本课的主要语言点是现在完成时态的用法，以及一些与学习英语相关的词汇和短语。
二. 学情分析九年级的学生已经掌握了基本的英语语法和词汇，对本模块的主题应该不会感到陌生。
但是，对于现在完成时态的用法，可能还需要进一步的巩固和练习。
因此，在教学过程中，需要引导学生通过实践和操练来掌握这一时态的用法。
三. 教学目标1.能够理解英语的重要性以及如何在学习中享受英语。
2.能够掌握现在完成时态的用法。
3.能够运用本课所学的词汇和短语进行交流。
四. 教学重难点1.现在完成时态的用法。
2.与学习英语相关的词汇和短语。
五. 教学方法采用任务型教学法，通过各种操练和实践活动，让学生在实际操作中掌握现在完成时态的用法，以及运用本课所学的词汇和短语进行交流。
六. 教学准备1.PPT课件七. 教学过程1.导入（5分钟）通过提问的方式，引导学生谈论他们对英语的看法，以及在学习英语过程中遇到的困难和挑战。
2.呈现（10分钟）通过PPT课件，呈现本课的主要内容，让学生初步感知和学习本课的知识点。
3.操练（15分钟）通过各种练习题和活动，让学生在实际操作中掌握现在完成时态的用法，以及运用本课所学的词汇和短语进行交流。
4.巩固（10分钟）通过小组讨论和角色扮演等方式，让学生进一步巩固所学知识，并能够运用到实际情境中。
5.拓展（10分钟）通过阅读相关材料，让学生了解学习英语的重要性，以及如何在学习中享受英语。
6.小结（5分钟）对本课的主要内容进行总结，帮助学生梳理和巩固所学知识。
7.家庭作业（5分钟）布置相关的练习题，让学生在课后进行巩固和复习。
2023九年级英语下册Module7EnglishforyouandmeUnit2教案(新版)外研版
-学生可以自主搜索其他与旅游文化相关的文章、视频或网站，扩展自己的知识视野。
-学生可以尝试参观一些旅游文化景点，亲身体验不同的旅游文化，提高自己的实践能力。
-学生可以参加一些旅游文化相关的社团或活动，与他人分享自己的旅游文化经历，提高自己的沟通能力。
板书设计
-在板书设计中，应该将教学内容按照逻辑顺序进行排列，使得学生能够清晰地理解教学内容的结构和关系。
-使用清晰的标题和小标题，帮助学生快速抓住每个部分的主题和重点。
-使用列表、流程图或其他图表形式，将复杂的信息简化，增强可读性。
2.板书设计应重点突出：
-利用不同颜色或字体加粗等方式，突出本节课的重点词汇、语法点和概念。
-在板书设计中，可以使用符号、图标或图片等元素，将重点内容与其它内容区分开来，增加视觉冲击力。
教学反思与总结
然而，在教学过程中，我也发现了一些不足之处。例如，在讲解语法点时，我可能过于注重语法规则的讲解，而忽视了语言的实际运用。在今后的教学中，我需要更加注重语言的实际运用，让学生在实际语境中感受和运用语法知识。同时，我也意识到，在课堂管理方面，我需要更加关注学生的个体差异，因材施教。对于学习困难的学生，我需要提供更多的辅导和帮助，提高他们的学习信心和能力。对于学习优秀的学生，我需要给予更多的挑战和机会，激发他们的学习潜力。
4.学习能力：通过自主学习、合作学习和探究学习，提高学生的学习能力，使学生能够独立地获取和处理信息，形成良好的学习习惯。
学情分析
九年级的学生已经具备了一定的英语基础，对于基本的语法知识和词汇量有一定的掌握。他们已经熟悉了英语学习的基本方法和技巧，具备了一定的阅读理解和口语表达能力。然而，由于学习压力和课业负担，部分学生可能对英语学习产生了一定的厌倦情绪，学习动力不足。
外研版九年级英语下册Module7-Module10 教案
外研初三下册MODULE 7Content：Module 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1）语言知识：语音能根据意群正确朗读语句。
词汇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语法复习被动语态。
功能谈论食物和饮食习惯。
话题以食物和饮食习惯为话题。
2）语言技能：听能听懂有关饮食习惯方面的对话；运用记笔记的方法掌握细节信息。
说能够谈论聚会计划。
读能读懂有关介绍食物和饮食习惯的文章；根据相关信息预测下文；能评价文章和根据文中信息推断文章的深层含义。
写能够模仿课文写一篇关于中国食物和饮食习惯的短文。
演示与表达展示和介绍中国的饮食文化。
3)学习策略学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。
2020-2021学年九年级英语外研版下册Module7Englishforyouandme.教案
（3）听说技能：如何在实际场景中运用所学词汇和语法进行有效沟通。
举例：组织角色扮演活动，让学生模拟在不同场景下使用过去进行时态进行对话。
（4）写作技能：如何将所学词汇和语法知识应用到作文中，表达自己的观点和想法。
举例：提供写作框架，指导学生按照一定的结构组织文章，同时注重运用所学词汇和语法。
（2）语法：过去进行时（Past Continuous Tense）的用法，用于描述过去某个时刻正在进行的动作。
（3）听说技能：能听懂并参与关于学习英语的话题讨论，提高在实际场景中的英语交流能力。
（4）写作技能：能运用所学词汇和语法知识，完成一篇关于“如何提高英语”的作文。
2.教学难点
（1）词汇：部分词汇较为抽象，如global, opportunity等，学生可能难以理解其意义和用法。教学过程中应结合实际例子进行解释，帮助学生更好地掌握。
5. Writing Task: Students are required to write a short composition on the topic "How I Improve My English".
6. Grammar Focus: The chapter reviews and practices the past continuous tense, used to describe actions happening at a specific time in the past.
举例：通过展示全球化的例子，解释global的含义；通过讲述学习英语带来的机遇，解释opportunity的用法。
（2）语法：过去进行时态的构成和用法，学生容易与一般过去时态混淆。
2020春外研版九年级英语下册 Module 7 全单元教学设计
Module 7 English for you and me.Unit 1 Have you ever been to an English corner?教学设计❖Teaching aims:❖Give some information about one’s learning experience.❖Talk about how Lingling learns English and give some suggestions on how to learn English.学习重点：achieve ,including ,speaker ,boss ,secretary ,quarter ,industry ,zero etc.学习难点：状语从句和不定式Teaching stepsStep 1 warming _up1. What are you learning now?2. Do you enjoy learning English? Why or Why not?3. Do you think it’s difficult to learn English?4. How do you learn English?Step 2 Listening and practiceListen and choose the correct answer1 How has Tony’ s dad made progress in learning Chinese?a) He has been to classes.b) He has practised it every day.c) He did not 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 to go 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 as easy as EnglishStep 3 Learning the conversationListen and decide who might agree with the following sentences. Write B for Betty and L for Lingling.1. English may not be 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 favorite subject at school. __Step 4 Work in pairs1.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_________________________Some people think English is difficult to learn because_____________________Some people think English is difficult to learn because_____________________Step 5 Tell us something about your English learning.1.English is………,but…….., you…….. and…….I hope………2. I………,and……, but……….,and…….Exercises1.你去过英语角吗？_____ ___ ____ ____ to an English corner?2.尽管我的英语口语不是那么好，它也是我最擅长的科目。
外研版英语九年级下册《Module7Englishforyouandme》t说课稿
外研版英语九年级下册《 Module 7 English for you and me》t说课稿一. 教材分析外研版英语九年级下册《Module 7 English for you and me》主要包括以下几个部分：Unit 1 The world is big and beautiful; Unit 2 Traveling around the world; Unit 3 Computers are important; Unit 4 Telephone is very useful; Unit 5 protecting the environment。
通过学习本模块，学生能够进一步了解世界各国的风土人情，拓展视野，提高跨文化交际能力。
同时，学生还能够掌握计算机和环保方面的相关知识，提高生活技能。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。
但是，部分学生对英语学习仍存在恐惧心理，缺乏自信心。
此外，学生在生活中对计算机和环保知识了解有限，需要老师在教学中进行引导。
三. 说教学目标1.知识目标：学生能够掌握Module 7中的基本单词、短语、句型和语法；了解世界各国风土人情，提高跨文化交际能力；掌握计算机和环保方面的相关知识。
2.能力目标：学生能够运用所学知识进行日常交流，提高口语表达能力；学会独立思考，提高解决问题的能力。
3.情感目标：激发学生对英语学习的兴趣，增强自信心；培养学生的环保意识，提高社会责任感。
四. 说教学重难点1.重点： Module 7中的基本单词、短语、句型和语法；世界各国风土人情，跨文化交际能力的培养。
2.难点：计算机和环保方面的相关知识；运用所学知识进行日常交流，独立思考，解决问题的能力。
五. 说教学方法与手段1.教学方法：采用任务型教学法，分组合作学习，激发学生的学习兴趣，提高课堂参与度。
2.教学手段：利用多媒体课件、图片、视频等丰富的教学资源，直观地展示教学内容，帮助学生更好地理解和掌握知识。
外研版英语九年级下册Module 7 Unit 2 We all own English 教案设
Module 7 English for you and meUnit 2 We all own English教学目标：To know the importance of learning English知识目标：a. Words & phrases生词和短语own, boss, secretary, quarter, industry,zero, Indian, type,b. Key sentences重点句子English is used as a working language, for example, between bosses and secretaries, and between doctors and patients, althoughthere are other languages for everyday use.The reason why English is spoken ever ywhere is t hat in the nineteenth century, English became the language of world trade.Even though we speak different types of English, we are all part ofan international club. We all own English能力目标： To understand the passage and write a composition called“The future of Chinese”.Learn how to analyze the passage in this unit and write a composition about the future of Chinese.重点 Learn to write a composition about the future of Chinese.难点 Learn to write a composition about the future of Chinese.课型Reading and writingListening, speaking, reading and writing.教法．Teaching procedures and ways教学过程Step Ⅰ Revision and lead-inReview what the students learned last unit and introduce what will be learned in this unit.Revision: let's play a game. You are divided into four groups. You have chances to say the progress you have made in English vocabulary, grammar, listening, speaking, reading and writing. When your group's answer is right, your group will get a red star. The group which has the most stars will be the winner. Now, Start! Please do it as quickly as possible.Lead-inLook at the pictures.Can you tell me what language has the largest number of speakers?How different languages used in different countries?StepⅡReadingPlease look at the pictures on Page 58 and then find the questions in Activity 1. First, look at the pictures and then tell me where they are and what languages you can see?Read the passage carefully and answer the questions in Activity 2.And check the answers.Please work in pairs and talk about your answers to the questions.And then finish the exercises in Activity 3 and 4.Step Ⅲ Language points:1. In Ghana, India and Singapore, English is used asa workinglanguage.used 后所接的介词，be used for 表示用于某种目的，be used as 表示“用作……”English is used as a foreign language in China.在中国，英语被用作一门外语。
外研版九年级英语下册Module 7 Unit 2 We all own English教案
Module 7 Unit 2 We all own English指导思想与理论依据理论依据：分层教学与任务型教学参考书目：《新课程标准》《英语周报》教学背景分析本课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。
与实际生活紧密联系。
由于本班学生英语水平差，单词量少，所以结合本节课的特点采取学生自主学习的教学方式。
教材分析在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也是时代提出的要求。
本课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和理解。
教学重点、难点教学重点：1、Dinner is served around 7pm or even later.2 The fork is held in your left hand and the knife in your right, and the food is held with the fork and cut with the knife.教学难点：复习被动语态教学目标(内容框架)1、知识与技能：1） To get the general idea and specific information of thereading passage.2) To infer some information through analising the passage.2、过程与方法：Interactive approach3、情感态度与价值观：了解不同国家的饮食文化，学习西方饮食习俗中好的方面。
教学流程示意(可选项)Greeting---Lead-in---Pre-reading---Whilereading---Afterreading---Self-assissment---Summary---Homework---The end教学过程教学环节教师活动学生活动设计意图Step1、Greeting. Step2 Lead-in.Step3 Pre-eading Look at the pictures of Western meal.What things do you see at meal in China and what things are differen t..Step4 While reading.一、Completethe columnin the Westwith notes.1 Fast reading and Greetings.Show them the pictures and askthem to think “Are they right toeat Western food?”1 Show them some pictures aboutfood.2 Ask them to discuss thedifference.1 Show them the column and makesure they can undersand it.Greeting.Think and tellthe class theirideas.1 Discuss withpartner.2 Show theiranswers.1 Look at thecolumn.2 Read thepassage andfinish thisGreeting.Pay attentionto the details andpave the way forthe reading.Prepare for thereading.To understand themeaning of thepassage andfill in the blanks.2 Check thea nswers.二、Read the passage again and answer the following questions.1 Who is the passage written for?2 What is the tone o f the passage?3 Where might you see a passage like this?Step 5 After reading.Fill in the blankes according to the passage.Step 6Act in role. Step 7 2 Ask the Ss to read the passageand give them 10mins to finishthis part.3 Put them into 5groups and havethem disscuss their idears.1 Ask the Ss to read the q uestionstogether.2 Give them 5mins to finish thispart..1 Ask some students to read thesmall passage then give them somemins to fill in the blanks.2 Choose some students to telltheir answers and check themtogether.3 Have them read the passageloudly.4 Make sure they can understandit.1 Ask them to play in role.2 Choose some groups to show theirwork.part.3 Discuss withpartner and showthe idears.4 Check theanswers andcorrect them.1 Read thepassagetogether.2 Finish thispart bythemselves thencheck together.1 Read thepassage bythemselves.2 Fill in theblanks.3 Check theanswerstogether.4 Read itloudly.1 Practice withpartener.2 Show theirworks.practice thereading.Remember the keypoints.Make sure thestudents can usethe languepoints.Summary.了一段视频资料，让学生在笑声中轻松进入到本课主题，并且极大的调动了学生的积极性。
外研版九年级下册英语教案Module 7English for you and me Unit1
外研版九年级下册英语教案Module 7English for you and me Unit1教学过程 设计意图 活动一是一个话题导入活动,老师采用全班讨论的方式导入话题,适当的进行词汇教学,保证学生在听力中不会因语言问题影响理解; 活动二是正式听力教学前的听力训练,同时具有导入话题的功能。
◆Step 2 Listening Close the book,listen carefully and answer some questions: 1.听第一遍录音完成下面问题 (1)Has Lingling made progress in English? (2)What does Lingling think of learning English? (3)What is Betty’s advice for Lingling? 2.听第二遍录音填空 Now decide who might agree with the following sentences.Write B for Betty and L for Lingling. (1)English may not be 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 subject at school. 3.听第三遍录音补全句子 (1)Lingling hopes her English is good for the exams. (2)Betty went to an English corner once,and there were some people didn’t speak En glish very well. (3)Betty thinks will be more and more popular in the future. 设计意图 通过设计不同层次的听力问题,使学生更好地把握对话,理解对话,同时训练了学生的听力。
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.
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B．no good for sth. These glasses are no good for wine. 这些杯子不适合用来喝红酒。
C．no good to sb. A car is no good to me, since I can’t drive! 汽车对我没有多大用处，因为我不会开车。
All right, you two, don’t get cross with each other. 好了，你们两个不要互相生怨气了。
我们还学过 cross 用作动词，表示“横穿，穿过；交叉” 。例如： It took them two months to cross the desert. 他们用了两个月横穿沙漠。
2．词汇：
at the start of 在……开始的时候 heat up 加热
worry about 为……担心 instead of 代替
as soon as 一……就
cut with the knife 用小刀切 know about 知道了解
eat western food 吃西方的食物 no ...any more 不再
了解西方谚语，对于我们学好英语非常有帮助。同学们还记得学过的其他谚语吗？下面这 些谚语知道是什么意思吗？请试着说出其汉语意思：
Like father, like son.
Do not cut down the tree that gives you shade. No pains, no gains. Once bitten, twice shy.
【答案】C 【解析】hold 是动词。从本题句意知是一般现在时的被动语态，句意是“奥林匹克运 动会每四年被举行一次”
要点精讲
1．No one will be cross. 没有人会生气的。
Unit 2
这里 cross 是形容词，表示“生气的” 。例如： The old lady was really cross when the boy’s ball broke her window. 那个小孩儿的球打破了老太太的窗户，她很生气。
Love me, love my dog. 3．被动语态小结
英语动词有主动语态和被动语态之分。被动语态的主语是动作的承受者。 其用法：
（1）不知道或没有必要指出动用的执行者 （2）强调动作的承受者 （3）动作执行者有比较长的修饰语 （4）出于礼貌，不愿说出动作的执行者 主动语态变为被动语态的方法：
（1）主动结构中的宾语变为被动结构的主语 （2）主动结构的谓语动词由主动语态变为 be +v 过去分词 （3）主动语态变为介词 by 的宾语，组成介词短语，放在被动结构中谓语动词之后
④When we got there, we found the house had been burnt to ashes. 4．And everyone has been told to prepare a traditional dish from our own countries.
并且通知每人要准备一道自己国家的传统食物。
典型例题 【例 1】—Why didn't you go to the party last night?
—Because I _____. A. wasn't invited B. didn't invite C. haven't invited
【答案】A 【解析】由语境和“我没有被邀请”知，是昨晚没有被邀请，应用过去时被动语态。 【例 2】 The letter is ___in French, I can not read it. A. writing B. written wrote D. writes 【答案】B 【解析】从句意可知：“这封信是用法语写的，我不会读。 ”被动语态的句式用 be +done 构成。故 A 选项是分词形式，C 选项是过去式，D 选项是动词的第三人称单数形式。
prepare a traditional dish 准备传统的菜
3．语法 被动语态用法
①Will we be allowed to cook it at school.
②He said he would be invited to speak at the meeting. ③I have been chosen to look after the dance music.
It’s no good worrying about that now. 现在担心那件事已经没用了。
下面总结一下 no good 的用法，供大家参考： A．no good doing sth.
It’s no good talking to him—he never listens. 跟他讲没用，他从来不听。
在这句话中，dish 的意思是“烹制好的菜肴；一道菜；食品” 。例如： When I was in Italy, I had a wonderful pasta dish. 我在意大利的时候，吃过一顿很棒的意大利面食。
do/wash the dishes 表示“清洗餐具（包括盘子、杯子、碗等） ” 。例如： I’ll just do the dishes before we go.
典型例题 【例 1】Afternoon tea is _____in the dining room from 3 to 5 pm every day.
A. served B. burned C. cooked D. eaten
【答案】A 【解析】本题考查动词词义辨析和被动语态用法，句式就用 be +done 构成。Serve 意 为“招待，接待；端上” ； burn 意为“燃烧” ； cook 意为“煮，烧” ，eat 意为“吃” 。从句意“下 午茶每天从三点到下午五点供应” 【例 2】The Olympic Games _____every four years. A. are held B. were hold C. are holding D. will hold
While in the chemistry lab, do as I say, please. 在化学实验室，请按照我说的去做。
As I mentioned in my last letter, I’ll be back in Tianjin in June. 正如我上封信提到的，我将在 6 月份回到天津。
时态 一般现在时 一般过去时 一般将来时 过去将来时 现在进行时 过去进行时 现在完成时 过去完成时 情态动词
构成 is/am/are +v-ed was /were+v-ed will be +v-ed would be +v-ed is/am/are being+v-ed was /were being+v-ed have/has been+v-ed had been+v-ed can/may/must be+v-ed
我们走之前，我会把餐具洗好的。
5．Oh, soup’s no good. 哦，汤不行。
这里 no good 表示“没（或没什么、没多大）用处（或好处） ” 。例如： The movie is no good, I think. There’s too much fighting.
我觉得这部电影不太好，打斗场面太多。
外研版英语九年级下册第七单元
要点精讲
Unit 1
1．单词： 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
She was sitting on the floor with her legs crossed. 她盘着腿坐在地上。
2．There’s a saying,“When in Rome, do as the Romans do.” 有一句谚语，“入乡随俗” 。
在该句中，do as the Romans do 的意思是“像罗马人那样去做” 。其中，as 表示“正好， 像……” 。例如：