初三上Module 7 Unit 1教案

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外研版九年级上册英语《Module 7 Great books Unit 1》教学设计2

外研版九年级上册英语《Module 7 Great books Unit 1》教学设计2

外研版九年级上册英语《Module 7 Great books Unit 1》教学设计2一. 教材分析外研版九年级上册英语《Module 7 Great books Unit 1》的主要内容是关于文学作品的介绍。

通过阅读和理解文学作品,学生可以提高自己的阅读能力和文学素养。

本节课的主要目标是让学生能够理解文学作品的内容,并能够运用所学知识进行相关的口语表达和写作。

二. 学情分析九年级的学生已经具备了一定的英语基础,对于文学作品也有一定的了解。

但是,对于一些文学专业术语和表达方式可能还不够熟悉。

因此,在教学过程中,需要注重帮助学生理解和运用这些专业术语和表达方式。

三. 教学目标1.能够理解文学作品的内容和主题。

2.能够运用所学知识进行相关的口语表达和写作。

3.能够提高自己的阅读能力和文学素养。

四. 教学重难点1.文学专业术语和表达方式的运用。

2.对于文学作品主题的理解和表达。

五. 教学方法采用任务驱动法和人本教学法,通过设定相关的任务,引导学生主动参与学习,注重培养学生的自主学习能力和合作精神。

同时,注重激发学生的学习兴趣,营造轻松愉快的学习氛围。

六. 教学准备1.教师准备相关的文学作品材料,包括文本和图片等。

2.学生准备笔记本和笔,以便记录和整理学习内容。

七. 教学过程1.导入(5分钟)通过展示一些著名的文学作品,引导学生谈论自己对文学作品的看法和喜好,激发学生的学习兴趣。

2.呈现(10分钟)教师展示文学作品的相关材料,包括文本和图片等,引导学生阅读和理解文学作品的内容。

3.操练(10分钟)学生分组讨论,运用所学知识进行相关的口语表达,教师进行指导和评价。

4.巩固(10分钟)学生根据所学内容,进行写作练习,教师进行指导和评价。

5.拓展(10分钟)学生进行小组讨论,探讨文学作品的主题和意义,教师进行指导和评价。

6.小结(5分钟)教师对所学内容进行总结,强调文学作品的的重要性和价值。

7.家庭作业(5分钟)学生根据所学内容,完成相关的家庭作业,巩固所学知识。

Module 7 Unit 1 His dog can help him.(教案)-2021-202

Module 7 Unit 1 His dog can help him.(教案)-2021-202
学生看图模仿跟读。注意语音语调。板书狗狗的特点:cool,helpful。Dogs can help a lot引出helpful。
二、Task presentation
Dogs are helpful and useful. They can help people do many things.今天我们学习谈论自己喜欢的动物所具备的能力。
教案
NO:
课 题
M7U1His dog can help him.
授课时间
主备教师
课型
新授
课时
1
授课人
教学
目标
知识技能
能熟练的认读四会句子His dog can help him.,掌握三会单词:useful, show, blind,
过程方法
通过师生问答,小组合作,真实的情景创设熟练的使用can谈论动物的能力。
三、Text learning
1.看课文图片:
T:What’s wrong with the man?
S: He’s blind.板书blind。(注意纠正发音,are you blind? Am I blind?带上墨镜,now, I’m looking like a blind
people.)
T:blind people can’t see.This is his dog.His dog is special. It can help a lot. What can it do?(学生回答The dog canhelp the man.引出课题,His dog can help him.并让学生板书)
情感态度价值观
爱护动物,乐于感知并积极尝试使用英语。
教学
重点

外语教研版中学英语九年级上Module 7 Unit 1教案详案

外语教研版中学英语九年级上Module 7 Unit 1教案详案

Module 7 Great booksUnit 1 We’re still influenced by Confucius’s ideas.设计说明教学反思本单元从谈论你喜欢的作家入手,引导学生自由谈论,然后通过听、读、选词填空、结对练习,引导学生学习会话,培养其阅读与交际的能力。

指导学生学习会话中出现的知识点,提升解题能力。

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. 知识目标掌握本单元新单词及短语:discuss, thinker, wise, review, influence, sense,suppose, well-known, make sense, by the way。

掌握本单元重点句子:I want to join an Internet group to discuss great books by great writers.I accept that they’re great because their works are still read by many peopletoday.But I think I’d describe Confucius more as a teacher and thinker than a writer.W e’re still influenced by Confucius’s ideas, and Shakespeare’s plays also make alot of sense to us today.2. 能力目标能运用一般现在时的被动语态表达自己的观点。

3. 情感目标通过学习,了解更多中国的传统文化,养成爱读书的好习惯。

重点难点重点:本单元的重点单词、短语、句型难点:用一般现在时的被动语态表达自己的观点教学准备PPT课件,教材活动2、3、5的录音授课时数2课时教学过程Step 1 FreetalkDo you like reading?Who is your favourite writer?Who are they?What do you know about them?ConfuciusShakespeareMark TwainStep 2 Listening and reading1. Listen and complete the sentences.1 Confucius is well-known in many countries.2 Shakespeare wroteplays and poems.3 Mark Twain’s stories are set in the southof the US.2. Listen and choose the correct answers.1How many great writers do they mention?()A. Two. B. Three. C. Four.2What is Mr. Jackson’s favourite book?()A. The Adventures of Huckleberry Finn.B. The Adventures of Tom Sawyer.C. Romeo and Juliet.Answers:1 B 2 B3. Listen again and check(√)the true sentence(s).1 Confucius is only a writer.2 We are still influenced by Confucius’s ideas.3 Shakespeare’s novels also make a lot of sense to us today.4 Mark Twain is a great English writer in the nineteenth century.Answer(s):2√4. Read the conversation and complete the sentences.1 I think I’d describe Confucius _________ as a teacherand thinker _________ a writer.2 We __________ still _________ __________Confucius’s ideas.3 Shakespeare’s plays also ________________________________________to us today.4 Mark Twain is a great ___________ _______in the nineteenth century. Answers:1more; than 2are; influencedby3make a lot of sense4Americanwriter5. Read and match the people with the descriptions.6. Listen and repeat Activity 3. Pay attention to pronunciation.7. Complete the passage with the correct form of the words in the box.accept discuss influence review sense thinker wise Mr Jackson and Betty are(1)_________ great writers. Betty explains that in her Internet group, each person reads a favourite book and then writes a(n)(2)________ of it. Mr Jackson(3)________ that Confucius and Shakespeare are great because their works are still read by people today, but he thinks Confucius was more a teacher and(4)________ than a writer. He says that Confucius was a very(5)__________ man. Mr Jackson thinks that we are still(6)___________ by Confucius’s ideas and that Shakespeare’s plays still make(7)_________ to people today.Answers:(1)discussing(2)review(3)accepts(4)thinker(5)wise(6)influenced(7)senseStep 3 Language points1. Well, maybe Confucius and Shakespeare. 噢,可能是孔子和莎士比亚。

新外研版九年级上册英语 Module 7 Unit 1 教案(教学设计)

新外研版九年级上册英语 Module 7 Unit 1 教案(教学设计)

Module 7 Great BooksUnit 1 We’re still influenced by Confucius's ideas.单词discuss, thinker, wise, review, influence,4.能够谈论自己喜爱的书籍和作家。

5.掌握一般现在时被动语态的概念和用法。

能够听懂谈论人物或文学作品的对话。

并能在一般现在时的被动语态的用法。

能够通过对话学习,对孔子、莎士比亚、马克吐温这三位伟大的人物有基本的认识,在交流中鼓励不同层次的学生敢于发表自己的观点。

Step 1情景导入T:There are many famous writers and thinkers in the world. How many do you know?S1:Lu Xun is a great writer.T:You\'re right. Who else?S1:Shakespeare is a great writer.T:Do you know Confucius?S2:Yes, I do. He was a teacher, a thinker. He was also a writer.T:Today, we will learn more about them.Step 2完成教材 Activities 1,2的任务1.Work in pairs. Look at the pictures.Say who the people are and why they are famous. Now listen and check your answers. (Activity 1)(1)教师先提供一些词汇,供学生讨论使用。

例如:great, influence, play, poem, respect, story, thinker, thought, wise, writer 等。

外研版九年级英语上册教案Module 7 Unit 1

外研版九年级英语上册教案Module 7 Unit 1

Module 7Great books Unit 1We’re still influenced byConfucius’s ideas.教材分析This is the first lesson in this module. The listening material is information about great book s. It’s a good text to help the students improve their listening strategies, such as getting information from the listening material.教学目标【知识目标】I. Key words:discuss, wise, review, influence, sense, suppose, well-knownII. Key phrases:make sense, by the way, more...than..., as...as..., join inIII. Key sentences:(1) Their works are still read by many people today.(2) But I think I’d describe Confucius more as a teacher and thinker than a writer.(3) We’re still influenced by Confucius’s ideas.(4) I suppose he isn’t as well-known as Confucius or Shakespeare.【能力目标】I. To understand dialogues about characters and great books.II. To talk about their favorite books.【情感目标】I. To read more good books through learning.II. To enrich their knowledge【教学重点】I. Key words:discuss, wise, review, influence, sense, suppose, well-knownII. Key phrases:make sense, by the way, more...than..., as...as..., join inIII. Key sentences:(1) Their works are still read by many people today.(2) But I think I’d describe Confucius more as a teacher and thinker than a writer.(3) We’re still influenced by Confucius’s ideas.(4) I suppose he isn’t as well-known as Confucius or Shakespeare.【教学难点】To train their listening and speaking abilities.课前准备Multimedia教学过程Step I Warming up and leading in(I) Warm upT shows some pictures about great books home and abroad.(II) Lead inSs talk about their favorite books and writers.(III) IntroductionIntroduce Confucius, Shakespeare and Mark Twain.(IV) Practice1. Listen and check your answers to Activity 1.2. Listen again and complete the sentences.【设计意图】让学生掌握一些描述作家、思想家以及他们代表作的词汇,从而为后面听对话、读短文以及模块任务的开展做好铺垫。

Module7Unit1外研版英语九年级上册单元教案

Module7Unit1外研版英语九年级上册单元教案
五、教学反思
今天的教学活动中,我发现学生们对旅行话题表现出浓厚的兴趣,这为学习现在完成时态提供了一个很好的背景。在导入新课环节,通过提问学生的旅行经历,成功引起了他们对本节课的关注。课堂上,我尝试将理论知识与实际情境相结合,让学生在互动中掌握现在完成时态的用法。
在新课讲授过程中,我发现有些学生对现在完成时态的构成和用法掌握不够牢固,尤其是在与一般过去时的区别上。为了帮助学生突破这个难点,我使用了大量的例句和对比练习。从学生的反馈来看,这种方法有一定的效果,但仍需在今后的教学中继续巩固。
-时态理解:现在完成时态的构成和用法对于学生来说可能抽象,需要通过生动的例子和对比来加深理解。
-阅读分析:学生可能在提取课文中的关键信息时遇到困难,需要指导如何使用阅读策略。
-听力理解:学生可能在听力过程中遇到语速快、口音重等困难,需要提高听力技巧和解码能力。
举例:
-学生在造句时可能会混淆词汇的用法,如将“souvenir”误用为动词。
3.成果分享:每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上,以便全班都能看到。
(五)总结回顾(用时5分钟)
今天的学习,我们了解了现在完成时态的基本概念、重要性以及在旅行描述中的应用。通过实践活动和小组讨论,我们加深了对这一时态的理解。我希望大家能够掌握这些知识点,并在日常生活中灵活运用。最后,如果有任何疑问或不明白的地方,请随时向我提问。
举例:
-学生能够正确拼写并运用新词汇编写关于旅行的句子。
-学生能够使用现在完成时态描述自己的旅行经历,如:“I have visited Beijing twice.”
-学生能够从课文中找出作者旅行的主要活动和感受。
-学生能够听懂并回答关于旅行经历的听力问题。

Module 7 Unit 1 His dog can help him (教案)-2022-202

Module 7 Unit 1 His dog can help him (教案)-2022-202

Module 7 Unit 1 His dog can help him教学目标1.学生能够理解并能够正确运用以下单词:help,dog,blind,deaf,guide。

2.学生能够听懂并能够正确运用以下句子:His dog can help him.3.学生能够了解盲人导犬的工作原理,以及盲人导犬对盲人的帮助作用。

4.学生能够表达对盲人导犬的敬意,并尊重盲人的权利。

教学内容词汇1.help2.dog3.blind4.deaf5.guide语言结构His dog can help him.盲人导犬介绍1.盲人导犬是一种专门帮助盲人的狗狗,通过训练,导犬可以成为盲人的指路员和生活助手。

2.盲人导犬可以帮助盲人规避障碍物,带领盲人到达目的地。

3.特别是当盲人需要过街道、下楼梯等特殊情况时,导犬的帮助就显得尤为重要。

教学方法1.采用听力、口语练习和课堂互动相结合的教学方法,让学生更好地理解和掌握语言结构和词汇。

2.通过PPT、图片等多种形式呈现盲人导犬的工作原理和实际运用场景,并引导学生理解和尊重盲人权利。

3.采用小组讨论、展示等形式,激发学生的自主学习和合作意识,提高课程知识深度和学习质量。

教学过程1.Warm-up•引导学生说出自己与爱犬之间的生活情景,并以What can your dog do?作为开场。

•学生宣读自己准备的“My dog can __________”海报,分享和交流宠物与自己的生活点滴。

2.Presentation•呈现His dog can help him.这一句子,对学生进行语音、语调的模仿并理解其表达意思。

•通过图片、视频等多种形式呈现盲人导犬的基本训练技巧及其工作原理,并与学生进行有效互动。

3.Practice•利用照片、小视频进行盲人导犬的教学呈现,鼓励学生自主构建自己对“助人为乐、关爱他人的意义”。

•对孩子在小组中进行表演、讨论,探讨盲人导犬的厉害之处,并引导小组进行其他支持盲人的话题讨论。

Module 7 Unit 1 Did you take Amy's doll 教案

Module 7 Unit 1 Did you take Amy's doll 教案

Module 7 Unit 1 Did you take Amy’s doll?教案一、教学目标1. 知识与能力目标能够听说读写单词:doll, matter, lost, found, key.能够听说认读单词:did, didn’t, matter.能够听说读写句子:What’s the matter? Did you…? Yes, I did. / No, I didn’t.2. 情感态度目标教育学生要做善良的人,当别人伤心难过时应给予安慰。

二、教学重点及难点掌握一般过去时的一般疑问句及其回答,并能在真实情景中运用。

三、课前准备多媒体课件、单词卡片、调查表四、教学过程Step 1 Warm up1. 师生问好。

2. 老师向学生介绍自己昨天都做了哪些事。

Yesterday, I …Step 2 Presentation and practice1. T: What did you do yesterday?Did you watch TV/ play football/ go swimming?引导学生回答Yes, I did. / No, I didn’t.2. 教师出示一幅图,小男孩丢了东西。

学习单词lost。

T: Xiaoxin lost his bag, so he was sad. What do you want to say to him?引导学生对他说Don’t worry. 同时进行情感渗透。

3. 学习课文。

(1)出示Amy 着急找东西的图片,学习单词matter。

Amy这么着急,为什么?看课文录像或听录音,回答问题:What’s the matter?通过学生的回答学习单词matter, doll.(2)打开书,听录音跟读课文,注意模仿地道的语音语调。

(3)默读课文,找出包含“did”的句子。

反馈给老师并进行小组朗读。

(4)Activity book 1 Look and write.Step 3 Consolidation and extension1. Do a survey.昨天你的同位都做了哪些事?做个小调查吧。

Module7Unit1教学设计2023-2024学年外研版英语九年级上册

Module7Unit1教学设计2023-2024学年外研版英语九年级上册
a.你去年夏天去了哪里旅行?
b.你去年夏天旅行时做了哪些活动?
c.你去年夏天旅行时遇到了什么有趣的事情?
作业反馈:
1.对学生编写的关于过去旅行的短文进行批改,检查一般过去时的使用是否正确,并对存在的问题给出改进建议。
2.对学生完成的语法练习题进行批改,检查一般过去时的构成规则、疑问句和否定句的构成是否正确,并对存在的问题给出改进建议。
提醒学生注意作业要求和时间安排,确保作业质量。
知识点梳理
Module 7 Unit 1主要涉及以下几个方面的知识点:
1.一般过去时的运用:学生需要掌握一般过去时的构成规则以及如何正确运用一般过去时描述过去的事件。一般过去时的构成规则是:在动词原形后面加上-ed,变为过去式。例如:go -> went, see -> saw。
重点:
1.一般过去时的运用:学生需要掌握一般过去时的构成规则以及如何正确运用一般过去时描述过去的事件。
2.旅行相关词汇和表达方式的掌握:学生需要熟悉并能够运用描述旅行的词汇和表达方式进行口语和书面表达。
难点:
1.一般过去时的构成和运用:学生对于过去时的构成规则以及如何正确运用过去时描述过去的事件可能存在理解上的困难。
4.过去式的运用:学生需要学会如何用过去式表达过去发生的动作或状态。例如:I went to the beach yesterday.
5.一般过去时的疑问句和否定句的构成:学生需要掌握如何构成一般过去时的疑问句和否定句。例如:Did you go to the zoo yesterday? No, I didn't go to the zoo yesterday.
作业布置与反馈
作业布置:
1.请学生根据本节课所学的内容,编写一篇关于过去旅行的短文,要求使用一般过去时描述旅行的时间、地点和经历。

Module7Unit1外研版英语九年级上册教案详解

Module7Unit1外研版英语九年级上册教案详解
5.写作任务:根据课文模板,编写一篇关于自己旅行经历的英文短文。
二、核心素养目标
1.提高学生的语言素养:通过学习新词汇和语法,使学生能够熟练运用英语描述旅行经历,增强口语表达和书面表达能力;
2.培养学生的文化意识:通过了解不同城市的旅游景点和风土人情,拓展学生的国际视野,增进对多元文化的理解和尊重;
1.加强对基础薄弱学生的关注,给予个别指导和鼓励,提高他们的学习信心。
2.使用简洁明了的语言讲解语法知识,注重实际应用,让学生更容易理解。
3.在实践活动和小组讨论中,加强对学生的引导,确保讨论围绕主题进行。
4.培养学生的独立思考能力,让他们在学习中更加自信。
5Байду номын сангаас及时关注学生的疑问,确保他们能够跟上教学进度。
3.发展学生的思维品质:通过分析课文中的描述性语言和写作技巧,提高学生的思维逻辑性和创新性,培养批判性思维;
4.增强学生的学习能力:引导学生自主探究、合作交流,培养其解决问题的能力和团队协作精神,提高学习效率;
5.塑造学生的人格素养:借助旅行主题,教育学生关爱自然、尊重历史,培养积极向上的生活态度和价值观。
举例:解析课文中的句子,如“During the trip, we saw many interesting sights.”,让学生学会如何描述旅行中的见闻。
(4)写作:根据课文模板,编写一篇关于自己旅行经历的英文短文。教师应指导学生运用所学词汇和语法,提高写作能力。
举例:给出写作框架,如“Introduction-Body-Conclusion”,并指导学生如何将自己的旅行经历填充到框架中。
(2)语法:一般过去时的运用是本节课的重点语法。教师应通过实例讲解,让学生掌握一般过去时的结构,并在实际情境中运用。

外研版九年级英语上册教案 Module7 Unit1 (3)

外研版九年级英语上册教案 Module7 Unit1 (3)

九上Module 7 Great booksUnit1 We’re still influenced by Confucius ideas. Teaching aims1.Knowledge objective:Students will be able to master the useful words and structures.Key words: discuss, thinker, wise, review, influence, sense, makesense, by the way, suppose, well-knownkey structures: ----am/is/are done2.Ability objective: To help students to understand conversations aboutliterature works3.Moral objective:To help students know how to share ideas aboutliterature works with classmates4.Important pointsThe new words and expressions.Difficult points:How to use the present tense.passive voice .5.Teaching methods: PWP method, task-based method and interactive approachTeaching proceduresStep 1 Warming-upLet’s discuss:What do you know about him?( Show some pictures of thethree famous persons).Step 2 Pre-task(1). Task: Check the new words.1.Show some pictures and things to get the students say out the new words.anize the students to read the new words together.Step 3 While-taskTask1:Listening(1). Play the tape, ask students to listen and complete the sentences, then check.(Activity 2)(2).Guide the students to listen to the conversation in Activity 3. Questions: Who are Betty’s great writers?What’s Mark Twain’s great book?Task 2: Reading(1) Organize the students to read the conversation with the video then read it together.(2) Organize the students to match the people with the descriptions,thencheck their answers one by one.Task 3: Retell the dialogue(1)Ask students to complete the passage.(Activity 4)(2)Ask two of the students to retell the dialogue.Step 4 Post-taskTask:Do some speakingSay something about your great writer1 Who is your great writer?2 Why do you like him\her?3 What did he\she write?4 What do you think of the book\play…?…Step 5 Summary1.Get the students to sum up the language points.T: What have we learned today?Ss:……Step 6 Homework1. Finish Exercise book M7U1.2. Search for some information about The Adventures of Tom Sawyer.板书设计:Module7 Great booksUnit1 We’re still influenced by Confucius ideas小组评价I accept…T1 T2 T3I agree/don’t agree with…I suppose…I think…。

新外研版九年级英语上册Module 7 Unit 1 教案

新外研版九年级英语上册Module 7 Unit 1 教案

Module 7 Great books Unit 1 教案We’re still influenced by Confucius’s ideas学习目标:知识目标:1.掌握四会单词短语。

2. 一般现在时的被动语态。

能力目标:能用所学词汇句型进行有关人物的情景对话情感目标:通过本单元学习,使学生能够热爱祖国学习重点:一般现在时的被动语态难点:运用所学语言知识进行有关人物方面的口语交际学习步骤:一.交流检查交流检查课前预习情况,生生、师生互动共同探讨解决预习中存在的问题。

1. 复习本单元重点单词短语,2. 默写几个重点短语。

3. Ask“What do you think of Confucius?”“What do you know about Shakespeare?”二.L istening1. For activity2, listen to the tape for the first time(感知)2. Listen for the second time, and complete the sentences in activity2.三.自主学习。

1. Read the dialogue and match the people with the description:2. Listen and repeat.2.Read aloud for about 5minutes.3.Read the dialogue and complete the passage with the correct form of the words in the box.Mr Jackson and Betty are __________ great writers. Betty explains that in her Internet group, each person reads a favourite book and then writes a(n) _______ of it. Mr Jackson ________ that Confucius and Shakespeare are great because their works are still read by people today, but he thinks Confucius was more a teacher and ________ than a writer. He says that Confucius was a very _______ man. Mr Jackson thinks that we are still_________by Confucius’ideas and that Shakespeare’s plays still make _______ to people today.5. Work in groupsDo you agree the following opinions?Give your reasons.1.Teahouse is one of the greatest pieces of Chinese writing?2. Everyone should learn some Tang poems.3. We should only read books by great writers.omplete the passage.四.交流展示。

第二课时外研版英语九年级上册Module7Unit1说课稿

第二课时外研版英语九年级上册Module7Unit1说课稿
第二课时外研版英语九年级上册Module7Unit1说课稿
一、教材分析
(一)内容概述
本节课是外研版英语九年级上册Module 7 Unit 1的教学内容。在这个模块中,学生将围绕“节约能源,保护环境”这一主题展开学习。本节课在整个课程体系中的位置是继八年级学习了环境保护的基本概念和措施之后,进一步深入学习能源的使用和节约,为后续学习低碳生活、可持续发展等内容打下基础。
(三)学习动机
为了激发学生的学习兴趣和动机,我将采取以下策略或活动:
1.创设情境:通过展示世界各地环保活动的图片和视频,让学生感受到环保的重要性,激发他们的学习兴趣。
2.互动讨论:组织学生进行小组讨论,分享各自了解的环保知识和措施,促进学生之间的互动,提高课堂氛围。
3.任务驱动:设计具有挑战性的学习任务,如编写环保短剧、制作环保宣传海报等,让学生在实践中运用所学知识,提高学习成就感。
3.小组讨论:组织学生进行小组讨论,分享各自的想法和观点,为接下来的学习做好铺垫。
(二)新知讲授
在新知讲授阶段,我将逐步呈现知识点,引导学生深入理解:
1.呈现词汇:通过图片、实物等展示与能源和环保相关的词汇,让学生在直观的情境中学习新词。
2.语法讲解:结合实例,讲解一般现在时和一般将来时在描述能源使用和节约措施时的运用,帮助学生掌握语法知识。
本节课的主要知识点包括:1.学习关于能源和环保的词汇,如renewable, non-renewable, solar energy等;2.掌握一般现在时和一般将来时在描述能源使用和节约措施时的运用;3.了解世界各国在节约能源、保护环境方面的做法和经验;4.提高学生的听说读写综合运用能力,特别是口语表达和写作能力。
(三)互动方式
为促进学生的参与和合作,我计划设计以下师生互动和生生互动环节:

Module7Unit1第一课时教学设计英语九年级上册

Module7Unit1第一课时教学设计英语九年级上册
基于课程标准的“教学评一体化”设计
课时备课卡
课题
九上Module7U1 We’re still influenced by Confucius’s ideas.
日期
课时
1
课型
听说课
授课教师
目标
确立
依据
课标
分析
课标摘录
理解性技能:
1.借助语境克服生词障碍,理解口语语篇的信息和意义
2.在听、读、看的过程中,针对语篇的内容有选择地记录信息和要点。
2.Who is Betty’s great writers?
A. Shakespeare B. Mark Twain C. Lu Xun
3.What does Mr. Jackson think of the great writer Confucius?
A. Wise. B. Good. C. Friendly.
语言特点:对话,非正式语体。
学情
分析
已知:1.初三学生已经学习了简单句的基本句型,有较好的英语积累。2.对于孔子、莎士比亚和马克吐温三位作家有简单了解。
未知:1.被动语态在之前接触过,但并未系统讲解2.用英语评价名家和名著有较大难度。
学习
目标
通过本节课学习,学生能够:
1.在语境中理解并认读本节课核心词汇。
1.Betty has to read a favourite book and then write a book for the discussion.
’s plays make a lot of sense to us today.
3.Mark Twain is an English writer in the nineteenth century.

初中九年级英语教案-Module7 Unit1-名师

初中九年级英语教案-Module7  Unit1-名师

九年级上册Module 7 Great boosUnit1 We’re still influenced by Confucius’s ideas一、教材简析本单元的教学内容从谈论中外伟人和他们的著作为话题,要求学生能听懂、读懂有关评价名著的对话,同时能正确掌握被动语态的基本结构以及一般现在时的被动语态。

二、学情分析初三学生经过了小学三年、初中二年的英语学习,有不少学生掌握了一定的词汇和语法知识,具有一定的听说读写能力。

但我校为农村普九学校,学生的素质及英语基础参差不齐,大多数学生英语知识落后面大,有不少学生存在厌学情绪,不热心参与课堂教学活动。

三、设计理念从谈论学生熟知的中外名星、名人作为话题开始,过度到本课的中外伟人和他们的著作,调动学生学习的积极性,引起学生的学习兴趣,掌握重点词汇和一般现在时的被动语态,能运用一般现在时的被动语态描述一个自己最喜欢的作家或思想家。

四、教学目标1、语言知识目标:1)重点词汇:discuss, wise, review, influence ,sense, mae sense, by the way, suEngland of the words in the bothe answersSteessage2 As the students to underline the words they thin the s or notthe students to write down their oentthe students into grou to find out if their classmates agree with their oeworyour favorite thiner or writerdesignWhat’s u ae sense toby the wayTheir wors are still read by many ore as a teacher and thiner than a writerWe're still influenced by Confucius’ s ideasI suppose he isn’t as well-nown as Confucius or Shaespeare十、教学反思本课从谈论学生熟知的中外名人作为话题开始,一开始就能调动学生的学习的积极性,学生热烈地参与课堂活动,虽然被动语态是一种新的语法知识,但从对话的上下文中对比被动语态的结构,学生还是比较容易掌握。

Module7Unit1教案2022-2023学年上学期外研版九年级英语

Module7Unit1教案2022-2023学年上学期外研版九年级英语
2.语言知识:
-新词汇:change, characteristic, personality, appearance, gradually, confidence等;
-重点句型:How has...changed?; People’s personalities can change as they get older.; I think...等。
在教学过程中,我注意到学生们对新词汇的掌握程度不尽相同。一些学生在运用新词汇时较为自信,但还有一部分学生在区分词义和用法上存在困难。因此,我决定在今后的教学中,针对词汇部分进行更有针对性的辅导和练习,帮助学生们更好地理解和运用这些词汇。
在语法部分,一般现在时与现在完成时的区别是学生们的一个常见难点。通过对比练习和实际案例分析,我发现学生们在理解上有了明显的提高。但在实际运用中,仍有个别学生会混淆这两种时态。为此,我计划在下一节课中增加一些实际情境的练习,让学生们在实际语境中进一步巩固这一语法点。
二、核心素养目标
《Module 7 Unit 1》的核心素养目标主要包括以下几方面:
1.语言能力:通过学习新词汇和句型,培养学生准确描述人们变化的能力,提高英语表达水平。
2.思维品质:训练学生运用比较、分析等思维方式,对人们的变化进行思考,培养逻辑思维和批判性思维。
3.文化意识:通过本单元的学习,使学生了解中西方文化背景下人们对变化的看法,增进跨文化交际意识。
-重点句型的运用:How has...changed?; People’s personalities can change as they get older.; I think...等,这些句型是本节课的核心语言结构,学生需要学会在实际情景中灵活运用。
-语法:一般现在时与现在完成时的区别及其应用。这是本节课的重点语法内容,要求学生能够区分两种时态,并在描述人们变化时正确使用。
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外研社初中MODULE 7 TEACHING PLANContent:Module 7 Australia[Junior 3, New Standard English]一、题材内容本模块以澳大利亚为话题,以旅游为引线,介绍了澳大利亚的饮食、历史、文化等,使学生在学习语言知识的同时能了解不同国家、不同文化。

旅游是一个很好的话题,澳大利亚也是一个热门话题,根据这个话题展开教学有主语激发学生的参与感,也有助于教学的开展,而且在语境中很自然地体验本单元的语法项目“that引导的定语从句。

”本模块紧紧围绕“Australia”这一主题展开多方面的听、说、读、写的语言实践活动,使学生由简单到复杂,渐渐感知新的语言,并通过范例,引导学生总结、归纳,掌握完整的语法知识。

教学中教师应随时随地以课本为出发点,灵活利用各种素材,增加一些开放性的活动,把话题再扩展一些,让学生灵活地掌握that引导的定语从句。

教学目标5)情感态度:交谈经历时能够注意他人的情感,不因别人不能周游各地而蔑视,要表现关怀与平等。

6)任务:能够利用各种资源介绍一个景点、城市等,并选择适当的展示方式,比如招贴画、宣传栏等。

教学重点和难点重点:1.掌握介绍“Australia”的基本词汇,能够叙述自己的旅游经历,读懂含有that 引导的定语从句难点:正确运用that引导的定语从句。

教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精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,设定小任务,开展和谐愉悦的课堂活动,强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式:pre-task…task-cycle…post-task。

二、教材处理核心任务:能够运用所学句型结构介绍“Australia”。

三个环节如下:pre-task:学生联系生活实际,激活背景知识,。

task –cycle:通过整个模块的听说读写的训练,强化对“Australia”的表达能力,为完成任务做好铺垫post-task:达成任务,展示成果,反馈学习情况三、教材安排根据学生学习英语的特点和规律,我们把本模块划分为4课时:Period 1: Listening and V ocabulary & Pronunciation and SpeakingPeriod 2 Vocabulary and ReadingPeriod 3. Language in usePeriod 4. Writing& Around the world &Module Task注:教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』Title:Module 7 Time offPeriod 1: Listening and V ocabulary and Pronunciation and SpeakingTeaching Content : Listening and Vocabulary and Pronunciation and SpeakingTeaching Aims and Demands:1. Language KnowledgeKey vocabulary and phrases: hand, have a look at , alongsideKey structure: The attributive clause with that (难点)2. Listening skill: To understand the conversation involving the use of restrictive attributiveclause.(重点)3. Speaking skill: To ask and give information about one’s travel experiences or competitionexperiences. Improve the students’ speaking ability.Learning strategies:Bottom –up approach and listening to the tape and do some exercises.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Part I: RevisionTask: 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 Save our world. g.When are you going to write about environmental education?If we don’t the future is hopeless.It’s wasteful to throw away paper and metal.Reuse means “use again”.Every class collects reusable waste.Part II: Lead in:Task 1 : Introduce to them the new words .Directions:Step one: Re ad 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 Australia.Step five: Collect any other information they can provide from them and list them on the board.Task 2: Introduce to them about Australia.Directions:Step one. The teacher can show them the video abut Australia.Step two: Free talk about Australia.Part III: Listening1. Task:. Step three: Listen and answer the questions in Activity 1 on page 56.Directions:Step one: Let the Ss read through the questions in Activity 1 on page 56.Make sure the Ss. understand the questions.Step two: Play the recording and have them listen.Step three: Play the recording again and have them write the answers individually.Step four: Play the recording and have them check their answer with a partner.Step five: Call back the answer from the whole class.2..Task: activity 4 on page 57.Directions:Step one: Play the recording again and have them complete in Activity 4. Have them check their answers with a partnerStep two: Play the recording again .Have them check their answers with a partnerStep three: Call back the answer in a whole- class setting.3. .Task: Listen and read:Directions:Step one: Play the recording and ask the Ss. to listen and read the conversation.Step two:Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.Step three: Put the Ss. into groups of 2 to practise the dialogue.Step four: They should repeat it several times, changing the roles each time.4.Task: activity 5 on page 57.Directions:Step one: Read through the questions with the Ss.Step two: Have them answer the questions in Activity 5.Step three: Call back the answers in a whole- class setting.5. Task: activity 6 on page 57.Directions:Step one: Read through the sentences with the Ss.Step two: Have them complete the sentences in their own words in Activity 6.Step three: Call back the answers in a whole- class setting.Part IV: Pronunciation and SpeakingTask 1 : Listen and repeat the sentenceDirections:Step one: Play the recording and ask the Ss. to listen to the sentences and repeat the sentences. Step two: Play the recording again and have the Ss repeat chorally and individually.Step three:Pair them to practise and s um up.Task 2 :Make notes about the best things you saw there.Directions:Step one: Think of somewhere you have visited and which you liked. Make notes about the best things you saw there.Step two: Now work in pairs. Ask and answer questions about the place you have chosen.Step three: Say what it’s called.Say where it is .Say what special details it has.Part V: A testListen to the tape and translate some of the sentences into Chinese.HomeworkAct out the short dialogue as fluently as possible.Period 2V ocabulary and ReadingTeaching Content:V ocabulary and ReadingTeaching Aims and Demands:1. Language knowledge:New words: grape, ham, lamb, outback, sheep, spirit, wine, surfing, helicopter, purple, similar, ours, especially, cricket, rugby, sunshine, full, expression, mate, temper, lifestyleKey structure: The restrictive attributive clause with that (难点)2. Reading skill:①To have a general idea of what the reading passage mainly talks about.②To train reading strategies including taking notes and scanning. (重点) Learning strategies: Communicative approach.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Part I: Revision1.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.2.Revise the attributive clause with that.Part II : PreparationTask: 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 Australia. Ask them “Do you know these places?”(5) Talk about the videos.Part III: Scanning and Skimming1.Task: Read the passage and check your answers to Activity2.Directions:Step one: 2. Look at the words in the box in Activity 1. Guess what Tony is going to say in his letter.Step two: Ss read the passage and discuss with their partner.Step three:Call back the answers from the whole class, having individuals read out the answers2. Task: Read the passage and write notes about these.Directions:Step one: Make sure the Ss understand what they should do. Ss read the passage and writenotes about these in Activity 4 individually and check with a partner.Step two: Call back the answers from the whole class, having individuals read out the answers.3. Task: Read the passage and check (√) the true statements.Directions:Step one: Read through the statements and make sure the Ss understand what they mean. Ss read the passage and check (√) the true statements in activity 4 on page 59individually and check with a partner.Step two: Call back the answers from the whole class, having individuals read out the answersPart IV : Dealing with expressions:1. be surprised at 对…感到惊讶Tom was surprised at the result of the exam.be surprised to + v.Tom was surprised to hear the news.2. be similar to 与…相似His answer is similar to mine.3. be full of充满了…(强调状态)The bottle is full of water.be filled with 用…装满(强调动作)The bottle is filled with water.4. have a good/bad temper有好/坏脾气Miss Li is very kind. She has a good temper.5. keep doing一直做…He has kept working for 3hours.6. although/though尽管(不能与but同时使用,但能与still, yet同用)Although/though he is very poor, he still tries his best to help others.7. worry about担心…(v. phr.)They worry about their son’s hea lth.be worried about担心…(adj. phr.)They are worried about their son’s health.8. such as(例如)He likes sports very much, such as swimming, running and surfing.Part V: Language use1.Exercise 6 on page 59 in the TB.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’ve learned in this class)First think by themselves Then discuss in pairs and finally share their answers with theclass.Part VI: Homework: Exercise 11 on page 138 in the WB.Period 3: Writing & Around the world &Module TaskTeaching Content: Writing & Around the world &Module TaskTeaching Aims and Demands:1. Write about one’s travel experiences. Improve the students’ writing ability (难点).2. Making a poster about English-speaking countries. (重点)3. Know something about Cathy Freeman.Learning strategiesTop-down and Interactive approach and do some exercises.Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Part I: RevisionTask: 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:Writing1.Task: Write a short passage about one’s travel experiencesDirectionsStep One: Imagine that you are visiting a city / town of China. Write three places that you have visited or things you have done there.Step two: Now write a letter to a friend and tell them what you have visited. Begin and end the letter like Tony’s. Write about: the people/ lifestyle/ countryside/ food/ language /events during the tripStep three: Call back a few examples from the whole class.Step four: Then summarisePart III. Around the worldTask: Learn something about Cathy Freeman.Directions:1. Ask the Ss. to look at the different pictures about Cathy Freeman.Tell the Ss. some things about him.2. Read the text and answer any questions the Ss have.Part IV: Module TaskMaking a poster about English-speaking countries.Directions:1.Activities10 and 11 on page 63. Ask the Ss. to think about three places that they havevisited or things you have done there.2. Ask them to write a letter to a friend and tell them what they have visited. Begin and endthe letter like Tony’s.3. Circulate and monitor their production.4. Ask some Ss to read their letter. Give comments and encourage them.Part V: RecallingRecall what we learn today.Part VI: A testDo Ex.8 on page 138 and hand in immediately.Part VII: Homework: Do the Self-assessment on Page 139 in the workbook.Period 4. Language in useTeaching Content:Language in useKey structures:The restrictive attributive clause with that(重点)Teaching Aims and Demands:1. To summarise and consolidate grammar focus: The restrictive attributive clause with that2. To summarise and consolidate the expressions and vocabulary.Learning strategies: Formal instruction and task-based approach and interactive practice. Teaching Aids: Multi-Media (video, OHP, handout)Teaching Procedures:Part I RevisionHelp students to revise what was learnt in 3 periods of this module.Part II Language practiceTask1:To summarise and consolidate the usage of the restrictive attributive clause with that Directions(1).Run through the examples with the Ss. and make sure that they are familiar with the use of The restrictive attributive clause with that .(2). Ask the Ss. to repeat the sentences in the box.(3). Ask “Can you make other similar examples?”(4).Focus the Ss’s attention on the ways in which they are formed.Task2 : To consolidate The restrictive attributive clause with that:(1). Do activity 1 on page 60 and 4 and 5 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 : Practise the conversations in Activity 5.Directions:(1). Ask the Ss. to work in pairs to practise the conversations.(2) Circulate and monitor their production, paying particular attention to on page 60. Part III: Revise the words that we learned in this module:Task 1 : 6. Write the words in the correct column.Directions1.Explain the rules to the Ss and ensure that the Ss. Know what to doLet the Ss read through the words.2.Ask the Ss to do the activity individually. Then check with a partner.3.Collect the answers.Task 2 : Complete the passage with the correct form of the words in the box.Directions1.Let the Ss read through the passage.2.Ask the Ss to do the activity individually. Then check with a partner.3.Collect the answers.Task 3 :.Have a dictation. Let the Ss hand in immediately.Directions1.Explain the rules to the Ss and ensure that the Ss. Know what to do2.Let the Ss write the words the teacher read.3. Let the Ss hand in immediately.Part IV: Listen and number the photo s 1-5 in the order that they are described.Directions1. Play the tape while they just listen and focus in activity 6 on page 62.2. Play the tape again for them to correct and check.4. Then check with a partner.5. Collect the answers.Part V: A testDo activity 1on page 136 in the WB. Let’s see w ho can finish it as soon as possible. Part VI: Homework.Finish all the exercises in the WB.。

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