外研部编版九年级英语上册《odule 1 Wonders of the world Unit 2.》精品课教案_17
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(2)Could the author see The Grand Canyon? Why?
3.Let some studentsread the first two paragraphs, giving them 2-3 minutes.
4. Ask some of the students to answer the questions.
3. Know today’s topic,traveling.
4. Learn the new words and phrases, read them together.
2．
Fast reading
1.Ask student to count how many paragraphs in the passage.
5.Check the answer.
6. Careful reading
(the fifth paragraph)
1.Show the question to students.
What does the author think of the Grand Canyon?
2.Ask students to read the last paragraph within 1 minute.
1.Read the question carefully.
2.Read the last paragraph within 1minute.
3.Answer the question.
4.Check the answers.
5.Learn to use some adjectives to express feeling about some places.
Difficult and important points
Key vocabulary:
canyon, silent, grey, stream, shine, on top of, look down, look across
Key structures:
Ilooked down to the Colorado River, a silver stream nearly one mile below me.
2. Look at the three titles and understand what each title means.
3. Putthe whole passage into three parts according to the three titles.
4. Understand the structure of the whole passage and the order that the author wrote the passage with the teacher’s help.
Text analysis
This text is an experience that the author go traveling to The Grand Canyon. The author not only describes the beautiful scene but also expresses her feelings about the great place. Reading the passage, students can feel the author’s view from the far to the near.
1.Watch the table.
2.Know what kind of information need to be filled in the tablewithin 3 minutes with the table in mind.
4.Fill in the table.
4. Ask some of the students to answer the questions.
5. Check the answers
1. Watch the picture and guess what the third paragraph will tell.
2. Read the two questions carefully.
(the fourth paragraph)
1.Show a table that describes the facts of the Grand Canyon.
2.Ask studentsto read the table and know what kind of information they need to fill in the table.
3. Read the third paragraph carefully with the two questions in mind.
4. Some of them will answer the questions.
5. Check the answers..
5.Careful reading
Teacher
Students
Teaching material
Module 1 unit 2
Period
One period
Teaching type
Reading
Teaching plan
Module 1Wonders of the world
Unit2 The Grand Canyon was not just big
Students analysis
Students are interested in traveling. They want to know more about the beautiful place they haven’t been to. Through this text, they will learn something about The Grand Canyon and also learn how to describe a place and express their feelings about the place with some adjectives. From the text, they will know there are many great places in the world and their interests of exploring the world will be aroused.
5. Check the answers.
1.Watch the picture and guess what the first two paragraphs will tell.
2.Read the two questions carefully.
3.Read the first two paragraphs carefully with the two questions in mind.
3.Ask some of them to answer the question.
4.Check answers.
5.Add some more adjectives expressing one’s feelings and teach students how to use them, such aswonderful, great, amazing.
3.Ask students to read the fourth paragraph within 3 minutes.
4.Ask some students to fill in the table.
5.Check the answers.
6. Let studentslearn how to describe a place, usinglong, deep, wide, high, tall.
Ask students to watch the video. Ask students two questions:
(1)Where is it?
(2)Is it a beautiful place?
3.Show some pictures of The Grand Canyon.
(1)List the key words：canyon, silent, grey, stream, shine, on top of, look down, look across
(2)Where have you traveled?
(3)Have you ever been to any foreign countries?
And then lead in today’s topic- The Grand Canyon.
2. Show a video of The Grand Canyon
2.Show the three titles “ before the sun rose” “after the sun rose” “the writer’s feeling about The Grand Canyon.” to students.
3.Let students putthe five paragraphs into the three parts according to the three titles.
(2)Lead students to read the new words and phrases.
1.talk about traveling with each other and answer the questions.
Watch the video
2.Watch the video and answer the questions.
2.Show two questions.
(1) What happened tothe weather when the author was on the Grand Canyon?
(2) What did the writer do?
3.Let some students read the third paragraph, giving them 2-3 minutes.
3．
Careful reading
(the first two paragraphs)
1.Show a picture of the scene that the first two paragraphs describe.
2.Show two questions.
(1)What was the weathers like?
4.Lead students to understand the structure of the whole passage and the order that the author wrote the passage.
5.1. Count howmany paragraphs in the passage.
Teachers’ activity
Students’ activity
1.
Leading-in
1. Talk aboutthe topic of traveling with students. Ask students some questions.
(1)Do you like traveling?
4.Some of them will answer the questions.
5.Check the answers.
4.Careful reading
(the third paragraph)
1.Show a picture of the scene that the third paragraph describes.
The Grand Canyon was not just big. It was huge.
Teaching methods
Bottom-up approach
Task-based approach
Teaching aids
Tape recorder, pictures, video
Teaching procedures
3.Let some studentsread the first two paragraphs, giving them 2-3 minutes.
4. Ask some of the students to answer the questions.
3. Know today’s topic,traveling.
4. Learn the new words and phrases, read them together.
2．
Fast reading
1.Ask student to count how many paragraphs in the passage.
5.Check the answer.
6. Careful reading
(the fifth paragraph)
1.Show the question to students.
What does the author think of the Grand Canyon?
2.Ask students to read the last paragraph within 1 minute.
1.Read the question carefully.
2.Read the last paragraph within 1minute.
3.Answer the question.
4.Check the answers.
5.Learn to use some adjectives to express feeling about some places.
Difficult and important points
Key vocabulary:
canyon, silent, grey, stream, shine, on top of, look down, look across
Key structures:
Ilooked down to the Colorado River, a silver stream nearly one mile below me.
2. Look at the three titles and understand what each title means.
3. Putthe whole passage into three parts according to the three titles.
4. Understand the structure of the whole passage and the order that the author wrote the passage with the teacher’s help.
Text analysis
This text is an experience that the author go traveling to The Grand Canyon. The author not only describes the beautiful scene but also expresses her feelings about the great place. Reading the passage, students can feel the author’s view from the far to the near.
1.Watch the table.
2.Know what kind of information need to be filled in the tablewithin 3 minutes with the table in mind.
4.Fill in the table.
4. Ask some of the students to answer the questions.
5. Check the answers
1. Watch the picture and guess what the third paragraph will tell.
2. Read the two questions carefully.
(the fourth paragraph)
1.Show a table that describes the facts of the Grand Canyon.
2.Ask studentsto read the table and know what kind of information they need to fill in the table.
3. Read the third paragraph carefully with the two questions in mind.
4. Some of them will answer the questions.
5. Check the answers..
5.Careful reading
Teacher
Students
Teaching material
Module 1 unit 2
Period
One period
Teaching type
Reading
Teaching plan
Module 1Wonders of the world
Unit2 The Grand Canyon was not just big
Students analysis
Students are interested in traveling. They want to know more about the beautiful place they haven’t been to. Through this text, they will learn something about The Grand Canyon and also learn how to describe a place and express their feelings about the place with some adjectives. From the text, they will know there are many great places in the world and their interests of exploring the world will be aroused.
5. Check the answers.
1.Watch the picture and guess what the first two paragraphs will tell.
2.Read the two questions carefully.
3.Read the first two paragraphs carefully with the two questions in mind.
3.Ask some of them to answer the question.
4.Check answers.
5.Add some more adjectives expressing one’s feelings and teach students how to use them, such aswonderful, great, amazing.
3.Ask students to read the fourth paragraph within 3 minutes.
4.Ask some students to fill in the table.
5.Check the answers.
6. Let studentslearn how to describe a place, usinglong, deep, wide, high, tall.
Ask students to watch the video. Ask students two questions:
(1)Where is it?
(2)Is it a beautiful place?
3.Show some pictures of The Grand Canyon.
(1)List the key words：canyon, silent, grey, stream, shine, on top of, look down, look across
(2)Where have you traveled?
(3)Have you ever been to any foreign countries?
And then lead in today’s topic- The Grand Canyon.
2. Show a video of The Grand Canyon
2.Show the three titles “ before the sun rose” “after the sun rose” “the writer’s feeling about The Grand Canyon.” to students.
3.Let students putthe five paragraphs into the three parts according to the three titles.
(2)Lead students to read the new words and phrases.
1.talk about traveling with each other and answer the questions.
Watch the video
2.Watch the video and answer the questions.
2.Show two questions.
(1) What happened tothe weather when the author was on the Grand Canyon?
(2) What did the writer do?
3.Let some students read the third paragraph, giving them 2-3 minutes.
3．
Careful reading
(the first two paragraphs)
1.Show a picture of the scene that the first two paragraphs describe.
2.Show two questions.
(1)What was the weathers like?
4.Lead students to understand the structure of the whole passage and the order that the author wrote the passage.
5.1. Count howmany paragraphs in the passage.
Teachers’ activity
Students’ activity
1.
Leading-in
1. Talk aboutthe topic of traveling with students. Ask students some questions.
(1)Do you like traveling?
4.Some of them will answer the questions.
5.Check the answers.
4.Careful reading
(the third paragraph)
1.Show a picture of the scene that the third paragraph describes.
The Grand Canyon was not just big. It was huge.
Teaching methods
Bottom-up approach
Task-based approach
Teaching aids
Tape recorder, pictures, video
Teaching procedures