外研版九年级英语上册教案 M11 U2第二课时
外研版九年级英语上册教案 Module1 Unit2
Unit 2 The Grand Canyon was not just big.一、教学目标：●Knowledge objective学生能理解并运用下列单词或短语：单词：shine, sign, silent, silver, sky, grey, beside, reply, clear, stream, nearly, remain 短语：get out of，go through，on top of，look over，look across，look down，look to one’s left/right●Ability objective能够读懂游记类短文，获取事实性信息，并进行推测，理解作者的观点及写作意图；能够对个人熟悉的某个景观进行事实性的描述；能够描写真是或虚拟的旅行经历和个人感受。
●Moral objective通过学习世界各地著名的自然景观——科罗大多大峡谷，培养学生对神奇大自然和伟大的人类文明的热爱之情。
二、教学方法Bottom-up approach, task-based method三、读前导入Warming-up老师向学生展示几幅代表世界奇观的图片（三峡大坝；兵马俑；巨人之路；维多利亚瀑布等），帮助学生说出更多的世界奇观，同时教会学生运用分类记忆法记忆单词。
（釆用小组竞赛的形式，学生的答案呈现在黑板上。
）四、教学过程Step 1 Lead-in1. 学生两人一组，根据方框中词汇的提示，谈论自己了解的自然景观。
2. 教师参与头脑风暴的形式，让学生围绕某一景观，说出他们已知的信息，然后通过多媒体补充更多的图片和信息，学习本课的新词，领读并让学生们尽量熟悉他们。
Step 2 Pre-readingRead the passage and complete the table.Step 3 Reading1 Scanning (略读)Answer the questions.1. When did the writer arrive at the Grand Canyon area?__It was early morning._____2. Were there many people when the writer visited the Grand Canyon?____No, there weren’t.______3. What did the writer think of the Grand Canyon?____It was great.__________2 Extensive reading（精读）Choose the correct answer.1. Where does the passage possibly come from?a) A guidebook b) A grammar bookc) A dictionary d) A storybook2. Why was there nothing to see?a) Because there was nothingb) Because it was rainingc) Because it was too darkd) Because it was in the morning3. Which direction was the writer facing while he was looking over the GrandCanyon?a) South b) North c) East d) West4. What is the writer’s purpose in writing this passage?a) To give facts about the natural worldb) To say how he feels about the natural worldc) To tell an interesting story about the Grand Canyond) To attract people to visit the Grand CanyonComplete the passage with the words in the box.In the dark, there is no (1) _______ of the Grand Canyon, and it is (2) _______. But if you (3) _______ by the Grand Canyon as the (4) _______ gets brighter and look down about one (5) _______, you can see the Colorado River (6) _______ you. It look like a silver (7) _______ as it passes (8) _______ the rocks at the bottom of the canyon. If someone asks you whether the Grand Canyon is the greatest wonder of the natural world, it may be easy to (9) _______.Step 4 Learning to learnSome adjectives tell you facts, such as wide, deep, high and tall; some adjectives tell you the opinion of the author, like wonderful, huge and great. Learn to use them to talk about facts and give your opinion.一些形容词可以告诉你一些事实，例如“宽的”、“深的”、“高的”、“高大的”；一些形容词可以告诉你关于作者的观点，就像“极精彩的”、“巨大的”、“壮观的”。
外研版九级英语上册教案Module1Unit2
外研版英语九年级上册Module 1 Wonders of the world Unit 2 The Grand Canyon was not just big.教学设计2.)through 与go across的区别3.) look over的用法4.) look down的用法5.)look across的用法6.)look to的用法plete the passage with the words in the box.学习课文重点语法完成书上练习对文章中出现的知识点，及时指出并讲解，为以后做题奠定基础通过练习巩固新课知识练习巩固Step 1 Exercise1选择正确的选项：2.翻译词组:Step 2 Writingplete the table with facts about a natural orman-made wonder of the world.2.Imagine you have just visited one of the naturalor man-made wonders. Write sentences and describeyour experience.●Say when you visited it.●Say where it is.●Describe its size.●Say what interesting facts you know.●Say what happened when you visited it.●Say how you felt.3.Now write a passage. Use the sentences youhave written to help you.Step 3 Homework1. Remember all the new words and expressionswe’ve learned today.2. Finish exercises.复习文中重点知识，并完成习题。
外研版九年级英语上册教案 M11 U1第二课时
3.读后说，跟读、分角色朗读对话，（指向目标3）
能运用正确的语音、语调朗读课文并进行角色扮演
4．“摄影比赛”调查活动。（指向目标4）
用定语从句以及本节课重点词汇和短语正确表述自己参加摄影比赛的原因、选择的主题及照片内容
The photo that I want to show is abouta boywho....
The photo that I want to show is abouta parkthat.. .
I hope I can win in the end. What about you ?
Person 2 ... ...
(4) Lei Feng is a role model _____ we should learn from.
3.从文中找出难于理解的句子并解析长难句
（自由发言、学生答疑、老师补充）
（1）I have a feeling that we can solve these little difficulties.
1.准确朗读并识记下列词汇：you bet, the general standard, have a feeling, difficulty, recently, menu,in with a chance：（以语块的形式出现）
2.通过自主学习和小组合作，理解who引导的定语从句，进一步巩固that引导的定语从句，清楚重点单词和短语用法，进行造句练习
明晰所有重点单词和短语用法
（指向目标2）
准确完成造句练习
（指向目标2）
Step 3
Read after learning
Module1Unit2教学设计 外研版九年级英语上册
课题九上M1U2 The Grand Canyon was not just big.日期课时1课型读写1st授课教师目标确立依据课标分析课标摘录义务教育《英语课程标准》语言技能五级标准：1. 能理解段落中各句子之间的逻辑关系2. 能读懂常见体裁的阅读材料3. 能根据不同的阅读目的运用简单的阅读策略获取信息课标分解能够读懂并正确理解有关景观介绍类的文章，并能从中获取事实性信息。
教材分析本模块第二单元，作者用细腻的文笔介绍了“我”游览美国科罗拉多大峡谷的经历以及大峡谷的壮观景色。
通过学习课文，学生可以感受到作者在空间上由远及近、时间上由日出前到日出后、感觉上从模糊到清晰的写作思路，并学会通过“参照、对比”来烘托事物形象的写作手法。
教师要引导学生基于文本信息进行合理推测，理解作者的写作意图。
学情分析这是学生感兴趣的话题。
比较接近孩子的日常生活，以世界奇观为主题开展教学活动比较容易激发孩子的参与热情，通过小组合作学习达到良好的教学效果。
学习目标通过本课时学习，学生能够：1.通过浏览文章，判断文章的题材。
2.快速寻找关键句，归纳每个段落的大意。
3.运用恰当的阅读技巧获取事实性信息，读懂游记类短文，理解作者的写作意图。
评价任务评价标准1.浏览文章，判断文章题材（指向目标1）选出文章题材2.浏览文章，归纳大意（指向目标2）匹配大意3.仔细阅读，理解文章，获取事实性信息（指向目标3）选出、填写事实性信息4.阅读文章，寻找证据理解作者写作意图（指向目标3）正确判断教学过程教学环节教学活动评价要点Step1 Lead-inLearn about something about the GrandCanyon.了解大峡谷Step1 Reading I Fast readingRead the passage and choose the best answer.1. Read quickly and match the main idea witheach part.Part 1 (Para.1-2) ______Part 2 (Para.3-4) ______Part 3 (Para.5) ______A. What I saw when I was on the edge of GrandCanyon.B. Before I saw the Grand Canyon.C. My feeling after visiting the Grand Canyon.2.Think: The passage may come from _____.A. A magazineB. A grammar bookC. A dictionaryD. A story bookII Careful Reading1. Read Para.1&2, then choose the best answer.（1）What did the writer do after he arrived?（2）Could he see anything clearly? Why?运用恰当的阅读技巧,获取事实性信息；读懂游记类短课时备课卡（3）What does “replied” mean?2. Read Para3&4, then choose the best answer. （1）Which direction was the writer facing while he / she was looking over the Grand Canyon? A South B North C East D West （2）Finish the form:The Grand CanyonHow deep/ high is it?How wide is it? How long is it?What does the writer think of it?5. Read the fifth paragraph and complete the table ：How long did the writer remain by the canyon? What does the writer think of it?文，理解作者的写作意图。
外研版初中英语九年级上册教案：Module1unit2(可编辑修改word版)
Book 5 Module 1 Wonders of the world主备人:陈滋娘审核人：王彦婵复备人：一、教学内容：Unit 2 I was on the edge of the Grand Canyon.二、课型：Reading and writing三、教学目标：1、能使用本单元的单词和短语: natural, light, reply, rock, clear, rise –rose-risen,ground, below, edge, bottom , canyon, top, disappear, distance , huge，get out of; look over, on the edge of, at the bottom of 。
2、能读懂关于世界奇迹景观介绍的简单文章，进行简单的阅读技能训练。
3、能运用不同英语常用时态句型写出简短的关于世界奇迹景观介绍的句子。
四、教学重难点：1、能够运用所学句型结构向他人介绍世界奇迹景观.2、使用地道的英语介绍世界奇迹景观.五、教学过程：达标训练题一、选择填空。
( )1.It rained heavily yesterday. The Yellow River about two metres.A. has leftB. has raisedC. has risenD. rise( )2. She got out of the car and went a big gate.A. overB. crossC. acrossD. through( )3. Don’t put the glass the table, it may get knocked off.A. in the centre ofB. at the edge ofC. on the edge ofD. on the right ( )4. --- is your home from here?--- It’s three kilometers.A. How soonB. How manyC. How farD. How long( )5.What a sunny day! The sky is without any clouds.A. naturalB. clearC. cleanD. light二.完成句子1.别把杯子放在桌边，可能会掉下来。
英语九年级上外研版module1：unit2教案(精品)
英语9上外研版Module 1：Unit 2教案（精品）Unit 2 I was on the edge of the Grand Canyon.本单元是以The greatest wonder of the natural world为题的一篇游记，是一节阅读课。
它以作者在Grand Canyon的亲身经历为背景，以描述和介绍世界奇观为目的，贯穿课文始终的语法项目仍然是几种基本时态的灵活运用。
因此，本单元是第一模块中的核心内容。
一、教学目标课文阅读教学一直以来是我校英语课堂教学着力研究的内容。
实践中，我们注重信息输入和输出能力的培养，信息输入即使学生能根据不同的阅读目的运用适当的阅读策略获取信息（这也是课程标准总体目标中的五级要求）信息输出则是指通过复述、背诵和写作等方式进行表达的能力。
因此，我将本单元的教学目标确立为：知识目标：1）掌握14个单词（natural, light, reply, clear, rise, ground, below, edge, bottom, side, disappear, distance, huge, face）和三个词组（get out of, on the edge of, at the bottom of）；理解2个单词（canyon, sight.）。
2）理解和掌握long, far, deep, wide, high, tall等形容词表示计量的用法。
3）在有关世界奇观的描述中，复习体会已学过的一般现在时、一般过去时、一般将来时、现在进行时、过去进行时以及现在完成时。
技能目标：1）说：能根据提示，正确运用各种时态讲述自己的世界奇观之旅。
2）读：能读懂有关世界奇观的游记，能通过阅读判断作者的写作意图。
3）写：灵活运用各种时态描述自己的游历，能正确使用形容词表达事物的计量。
情感态度价值观目标：通过对有关世界奇观的篇章的学习，以及查找关于长江、长城等资料进一步了解世界奇观，从而激发热爱自然、热爱世界文化遗产的情感。
外研版九年级英语上册教案 M1U1第二课时
九上M1u1 第二课时知识目标：1. 通过回答问题和课文填空，回顾对话内容，复习第一课时所学，能熟练复述对话内容。
2. 通过自学第一单元的单词和小组讨论，熟记silent, silver, reply, remain等单词，并能找出对话中的重点短语及重点句子。
能力目标：1.通过小组讨论和听教师点拨，能够掌握join in, be sure of, in one’s opinion, agree with的用法，能解决相关问题并能熟练进行造句训练。
2.通过做相关的练习题，能熟练运用对话中的字词句及重难点知识，做到举一反三。
情感目标：通过自学和小组讨论，能够养成较好的自学能力及团队合作能力。
[评价任务一]（指向知识目标1）能熟练复述对话内容[评价量规]1.问题回答完整，课文复述完全正确为优秀（☆☆☆）2.问题回答比较完整，课文复述基本正确为良好。
（☆☆）3.能够回答出问题里基本信息，能对课文进行简单的复述为合格。
（☆☆）[设计意图]本环节通过对对话内容的回顾，唤起学生对第一课时的知识储备，激发学生的学习热情，为下一步字词句的学习打下基础。
[评价任务二]（指向知识目标2）熟记单词，能找出重点短语和重点句子[评价量规]1.单词书写正确工整，快速找出重点短语节句子为优秀，并熟读为优秀。
（☆☆☆）2.单词书写正确，能在规定的时间内找出重点短语句子为良好。
（☆☆）3.单词书写有少量错误，并能在小组成员的帮助下找出重点短语和句子为合格。
（☆）[设计意图]这一环节主要是通过对对话中的字词句的认读和识记，帮助学生形成一定的语感，为第三环节重难点的讲解做准备。
[评价任务三]（指向能力目标1）能够熟练运用重难点知识[评价量规]1、能熟练运用知识点，做相关题目正确率高并熟练造句为优秀（☆☆☆）2、能较好运用知识点，做对大部分题目，并能进行基本的造句为良好（☆☆）3、能记住知识点，进行基本的造句训练为合格（☆）[设计意图]这一环节让学生通过自学和讨论熟记知识点，并通过造句训练达到熟练运用，为下一步的练习巩固做好知识储备。
外研版英语九年级上册(教学设计)Module 11 Unit 2
Module 11 PhotosUnit 2 The photo which we liked best was taken by Zhao Min.教学设计教材分析This is the second lesson in this module. The reading material is information about photos. It’s a good text to help the students improve their reading strategies, such as getting information from the reading material.教学目标【知识目标】1. Key words:tonight, winner, rush, blouse, skirt, singer, congratulations, headmaster, present2. Key phrases:read out, compared with, even though, protect sth.against sth., manage to do sth., congratulations to3. Key sentences:(1) The person who won the prize for the subject Nature is fifteen-year-old Li Wei.(2) The photo which we liked best in the City and People group was taken by Zhao Min.(3) It is a beautiful girl who is wearing a blouse and skirt,and who is protecting her books against the showers.(4) He Zhong manages to show how this great new band moves and sounds, and the good time which their fans are having.(5) A group of photos which show Beijing and Cambridge in England has won the prize for the subject Home and Away.【能力目标】I. To understand the passage about photo competitions.II. To be able to learn how to describe a photo.【情感目标】To know about the people in the photo and read the story in the photo.教学重难点【教学重点】1. Key words:tonight, winner, rush, blouse, skirt, singer, congratulations, headmaster, present2. Key phrases:read out, compared with, even though, protect sth.against sth., manage to do sth., congratulations to3. Key sentences:(1) The person who won the prize for the subject Nature is fifteen-year-old Li Wei.(2) The photo which we liked best in the City and People group was taken by Zhao Min.(3) It is a beautiful girl who is wearing a blouse and skirt,and who is protecting her books against the showers.(4) He Zhong manages to show how this great new band moves and sounds,and the good time which their fans are having.(5) A group of photos which show Beijing and Cambridge in England has won the prize for the subject Home and Away.【教学难点】To improve reading ability课前准备Multimedia教学过程Step I Warming up and leading in(I) Warm upT introduces categories of photos: City and people, Nature, Historic China, Traditional Culture, Music, Most Unusual and Sports(II) Lead inWhich subject does this photo belong to?【设计意图】通过观看图片并选择图片的主题,让学生熟悉本单元的话题,从而顺利导入新课。
外研版九年级英语上册教案 M2U1第二课时
It is where...
C: Try to retell the conversation
2.通过跟读，能模仿对话语音语调，并进行角色表演。
1. 根据思维导图（信息可多可少，字幕消失法检查），优等生能够背诵出完整对话内容，中等生根据提示完整复述
对话，后进生根据较多信息完成对话复述。
Step Ⅳ. Pair work
Introduce your favourite festival.
Spring Festival 春节 Lantern Festival 元宵节 Mid-Autumn Festival 中秋节 Dragon Boat Festival 端午节 Teachers ’ Day 教师节 National Day 国庆节 Choose one festival and introduce your favourite festival. 1. My favourite festival is ...
通过相互交流，能够准确用英语表达自己的观点，并且能
够描述出他人的观点。
后进生能在同学帮助下，根据提
示完成对话。
Module1Unit2外研版英语九年级上册单元教案
3.重点难点解析：在讲授过程中，我会特别强调时态和语态的正确运用以及跨文化交际的重要性。对于难点部分，我会通过实际语境和比较来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与学习外语相关的问题，如如何提高口语流利度。
三、教学难点与重点
1.教学重点
（1）词汇：本节课的核心词汇包括language, accent, grammar, fluent, translate等，这些词汇是描述学习外语的基础，需要学生熟练掌握并运用到实际语境中。
举例：学生能够正确使用词汇描述自己的外语学习经历，如“I find it difficult to pronounce some words with the correct accent.”
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现学习中的问题、分析问题并找到解决策略。
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，包括学习方法的总结和改进建议。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了学习外语的重要性、词汇和语法的核心概念，以及如何在实际中应用这些知识。通过实践活动和小组讨论，我们加深了对学习外语方法的理解。我希望大家能够掌握这些知识点，并在日常生活中不断实践。如果有任何疑问或不明白的地方，请随时向我提问。
（2）写作能力：在撰写关于学习英语经历的文章时，学生需要组织合理的结构，使用恰当的词汇和语法，以及表达清晰的个人观点。
举例：学生在写作时可能会缺乏逻辑性和连贯性，需要指导如何有效hermore”, “In addition”等。
（3）跨文化意识：理解并尊重不同国家和地区的语言文化差异，这要求学生在掌握语言知识的基础上，具备一定的文化背景知识。
英语九年级上外研版module2：模块第2课时教学设计(精品)
英语9上外研版Module 2：模块第2课时教学设计（精品）Module2课时备课表（教案）课题Unit1Confucius’s works are read by many people 课型Listening and speaking 第2 课时教学目标知识目标Revision:Revise the new words and some sentences in last lesson.Do with the other activities能力目标Speaking :The students can talk about their own famourite works. Writing:The students can write and review their favourite the great books.情感目标We can teach the students to read more good books by learning it.内容分析重点Revision and writing. The students can grasp the expressions about agreeing or disagreeing and expressing your ideas/thoughts.For example:I agree…./don’t agree with… I’We think…难点Speaking and writing.关键点Key structure: Passive voice教法学法Interactive approachCommunicate approach 教具学具Tape recorder or computerSome materials downloaded from the Internet教学程序教材处理师生活动时间一.Revision:Revise the new words in Unit 11. The students will read Activity 3 in pairs.2. If possible,we’ll do an exercise about the last lesson.Have a dictation.I will read English,the students will write them down in their exercises.二Learning the new points Activity 5 in Unit 1(After understanding Activity 3,we check how the students grasp the words)Ask the students to do this individually,and then check with a partner.Call back the answers from the whole class as complete sentences.Activity 6(The students can express their own ideas with the useful words and phrases.)Activity 7Make a list of:Students work in pairs to do this.Call back suggestions from the whole class.Make columns on the board if I wish.Players:William ShakespearThinkers:ConfuciusWriters:LaosheAsk them to read through the passage by themselves a couple of times.教学程序教材处理师生活动时间三:Pronunciation and speakingActivity 8(They can express their own ideas about something and they can use “I agree/don’t agree with (I)think…”correctly.Actvity 9Some exercises in the WB Group the students to decide what they think about the three statements.Ask them to write down their ideas,and appoint a secretary to report back.At the same time ask the students to pay attention to expressing their agreeing or disagreeing about their ideas or review the great books.Call back the group’ ideas in a whole-class setting,and try to get a discussion going.If we have some time,we’ll do with some exercises in the WB and check the answers with the whole class.板书设计Module 2 Great BooksUnit 1 Confucious’ works are read by many people.(2)The Passive voice: be+p.p The teaching points:一般现在时的被动语态: 1.be known for…Am/is/are/+p.p 2.players/thinkers/writers1.______2.______教学后记。
外研英语九年级上册教案Module 1 第2课时
第二课时Unit 1 It's more than 2,000 years old.环节1新课导入T：In our last lesson，we have learned something about four wonders in the world.They are the Terracotta Army，the Three Gorges Dam，the Giant's Causeway and Victoria Falls.Can you tell me what you have known about them?S1：Yes，I know the Giant's Causeway runs for several hundred metres on the eastern coast of Northern Ireland.S2：......设计意图：通过师生之间的对话，回顾上一课时的学习内容，循序渐进地引入本课时的学习内容。
环节2学习活动4－51．让学生回顾并朗读活动3中的对话，然后回答活动4的几个问题。
老师抽选一两名学生进行作答，并核对答案。
2．让学生浏览活动5方框中的单词及下面的5个句子，掌握其大意，然后完成句子。
3．老师抽选一两名学生朗读出自己的句子，然后核对答案。
4．要点点拨。
I think the Giant's Causeway on the eastern coast of Northern Ireland is a fantastic natural wonder.该句中，think后接了一个省略引导词that的宾语从句；在宾语从句中，on the eastern coast of Northern Ireland为介词短语，作后置定语修饰前面的the Giant's Causeway。
设计意图：通过实践练习，培养学生从文章中提取细节信息的能力，同时巩固学生对已学知识点的掌握。
外研版九年级英语上册教案 Module9 Unit1 (2)
第二课时(Activity 4－Activity 7)Step 1：Have a dictationGet the students to write the words and phrases in Unit 1.Check their work to see if they have grasped the usages of the points.Step 2：Practice1．Read the conversation in Activity 3 again.2．Find the sentences in the conversation which mean：(1)Changing the subject，can I get the camera?(2)It is not a problem.I will use another memory card.(3)I will do what you tell me to do.3．Let some students read out the sentences，then check the answers.Step 3：Answer the questions1．Read the words in the yellow box aloud.2．Look through the questions in Activity 5.(1)How do you fix a camera if the memory card is full?(2)When do you need to read the instructions?(3)How often do you send messages by mail?(4)How many pages does this book have?(5)Which website do you often go to when you get online?(6)What is an example of electronic technology?(7)When you lend something to someone，what do they have to do later?(8)What do you think is the most important invention in human history?3．Ask some students answer the questions and check the answers.Step 4：Pronunciation1．Play the tape.Let the students listen and mark the pauses.2．Listen again and check.3．Repeat after the tape.Step 5：Speaking1．Work in pairs.Talk about the advantages of these inventions.email mobile phone TV washing machineThey can talk like this：—We can use email to send messages.—Yes，we can use email to send messages quickly and cheaply. 2．Describe how these inventions have influenced our life.Email has great influence on my life…3．Let the students share their descriptions with the class.Step 6：Homework1．Revise all the check points in this unit.2．Finish off the workbook exercises.Blackboard DesignUnit 1Will computers be used more than books in the future? 1．Have a dictation2．Phrasesbe full oflend…to…put uphave great influence on 3．Homework。
新外研版九年级上册英语 Module 1 Unit 2 教案(教学设计)
Module1 Wonders of the worldUnit 2 The Grand Canyon was not just big.单词below, shine, sign, silent,课文中的词组与单词在句子中的应用来描写风景描写自然景观Step 1情景导入1.T:Do you remember the names of the natural wonders in Unit 1? Write the names on the board. (The Giant\'s Causeway and Victoria Falls)2.Work in pairs. Talk about a great natural wonder you know. Use the words in the box to help you. (Activity 1)(1)学生两人一组，根据方框中词汇的提示谈论自己了解的自然景观。
(2)教师点名，部分学生利用投影仪或多媒体课件介绍他们所熟悉的某个自然景观，全班分享。
(3)也可采用头脑风暴的形式，学生围绕大峡谷这一景观,说出他们已知的信息，然后教师通过多媒体补充其它信息。
环节说明：本活动的目的在于激活学生已有的背景知识。
教师可以在教学之前布置作业，让学生去网上或图书馆査找资料,收集信息，以作好准备。
Step 2 完成教材Activity 2的任务Read the passage and complete the table. (Activity 2)1.学生个体活动，根据表格要求，快速寻读文章中的相关语句，摘录信息。
2.教师引导学生在寻读过程中关注包含数据的语句，从而缩小阅读范围,提高阅读效率。
3.两分钟后，让学生关上课本，两人一组完成表格。
4.核对答案，教师放课文录音，让学生检查答案，并要求学生划出与答案相关的句子。
（答案：How deep: nearly one mile；How wide: about fifteen miles；How long: more than 200 miles）5.学生阅读课文，尽量理解课文。
外研版英语九年级上册(教学设计)Module 1 Unit 2
Module 1 Wonders of the worldUnit 2 The Grand Canyon was not just big.教材分析This is the second lesson in this module. The reading material is information about wonders. It’s a good text to help the students improve their reading strategies, such as getting information from the reading material about the wonder.教学目标【知识目标】1. Key words: natural, light, reply, rock, clear, rise –rose-risen, ground, below, edge, bottom , canyon, top, disappear,2. Key phrases: get out of; look over, on the edge of, at the bottom of【能力目标】To get information of wonders in the world.【情感目标】Learn to respect nature ..Learn to write about wonders in the right way.教学重难点【教学重点】Learn the key words.【教学难点】Learn to understand the passage about wonders.Learn to write a passage about wonders in the world.课前准备Multimedia教学过程Step I. Warm-up1. Know about wonders of the world and some adjectives about them.T shows some pictures to introduce wonders of the world: the Eiffel Tower(modern, tall), Niagara Falls (natural, deep ,wide), The Amazon River (natural, long, wide), Mount Qomolangma (natural, high), Mount Huang (natural)【设计意图】用图片直观引入世界各地的景观，为本课做铺垫。
外研版九年级英语上册Module 1 Wonders of the world unit1、unit2教案
Module 1 Wonders of the world一、学习目标:A. 单词和短语：man-made, natural, wonder, discussion, eastern, though, loud, wow, opinion, in one’s opinion, more than, electricity, millions of, below, shine – shone - shone; shine – shined - shined, sign, silent, silver, sky, grey, go through, path, beside, reply, clear, fall away, stream, nearly, on top of, canyon, remain, byB. 交际用语：1. I’m not sure…2. In my opinion,…3. Look at…4. Who’d like to…?5. I’ve never seen it, so I’m not sure I agree with you.6. That sounds great, though I think Victoria Falls in Africa is even more fantastic.7. In my opinion, man-made wonders are more than exciting than natural ones.8. —Which wonder of the world you like to visit?—I’d like to visit the Giant’s Causeway because I love wil d places by the sea.9. I visited the Giant’s Causeway two years ago.10. It produces electricity for millions of people in China.11. I looked to the east-the sky was becoming grey.12. You’ll get there in five minutes.13. Am I going the right way?14. —Where is …? —It’s…15. —How high / deep / long / wide is it?—It’s …meters high / deep / long / wide.二. 教学目标1. Function: Describing places and experiences.2. Structure: Comparison of past simple, present simple, future simple, present perfect,present continuous, past continuous.3. Skills: 1) Listening for specific information; identifying photos.2) Expressing views and opinions.3) Reading and finding specific information .4) Describing a wonder of the world.4. Around the world: Stonehenge: A man-made wonder of the world..5. Task: Making a poster about a wonder of the world.三、重点及难点:Grammar: Comparison of past simple, present simple, future simple, present perfect, present continuous, past continuous.四、教学设计:Unit 1 It’s more than 2,000 years old.ⅠTeaching modelListening and speakingⅡTeaching methodTop-down approachⅢ Teaching aims1. To learn and understand the topic words through talking and listening;2. To know something about The Terracotta Army, The Three Gorges Dam, The Giant’sCauseway and Victoria Falls;3. To understand conversations involving different tenses.Ⅳ Teaching Objectives1. Key vocabulary: man-made, natural, wonder, discussion, eastern, though, loud, wow,opinion, in one’s opinion, more than, electricity, millions of2. Key structures:Sentence structureⅤ Teaching aidsTape recorder, OHP , videoⅥTeaching StepsStep 1 Warming-up1. Show some pictures of the wonders of the world.2. Enjoy and talk something about the pictures.3. Show some pictures to introduce the new words.4. Learn the new words.5. Read the words after the teacher.Step 2 Match the name.Match the names of the wonders with the pictures.1. Ask the students to look at the pictures.2. Read through the names of the wonders.a) The Terracotta Army b) The Three Gorges Damc) The Giant’s Causeway d) Victoria Falls3. Match the names of the wonders with the pictures.4. Ask the students to check their answer with a partner.5. Call back the answers from the whole class and check the answers.Step 3 Answer the questions.Look at the pictures and answer the questions. Use the words in the box to help you.1. Ask the students to look at the pictures in Activity1.2. Ask the students to read through the words in the box.ancient man-made modern natural wonder3. Ask the students to read through the questions in Activity 2.1) Which two are natural wonders?2) Which two are man-made wonders?3) Which is an ancient wonder?4) Which is a modern wonder?4. Look at the pictures and answer the questions. Use the words in the box to help you.5. Ask the students to check their answer with a partner.6. Call back the answers from the whole class and check the answers.7. Now listen and check.Step 4 Listen and read.1. Ask the students to listen and read the conversation silently.2. Check(√)the true sentences.1) Tony thinks the Giant’s Causeway is the largest natural wonder.2) Lingling thinks Victoria Falls is more fantastic than the Giant’s Causeway.3) Betty and Daming are more interested in man-made wonders.4) For Daming, the Three Gorges Dam is more fantastic than the Terracotta Army.3. Ask the students to read the passage and finish Activity4.1) Where is the Giant’s Causeway?2) How wide is Victoria Falls?3) What wonders does Betty think are more exciting?4) How old is the Terracotta Army?4. After Reading: Complete the table.WondersThe Giant’s Causeway ______ rocks, ____ sides, on the ______ coast of Northern IrelandVictoria Falls in ______, ______ metres wide, _____ metres high The Terracotta Army more than ______ years oldThe Three Gorges Dam ______ metres long, _____ metres high, ____ metres wide, produce _________Step 5 Pronunciation and speaking: Listen and mark the pauses.1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) I’ve never seen it, so I’m not sure I agree with you.2) That sounds great, though I think Victoria Falls in Africa is even more fantastic.3) In my opinion, man-made wonders are more exciting than natural ones.3. Ask the students to listen and mark the pauses.4. Now listen again and repeat.Step 6 Language points1. Let’s call Wonder of the World and join in the discussion.我们给《世界奇观》节目打电话，加入讨论吧。
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2.能够读懂有关介绍摄影比赛的文章，并能够梳理出描述照片的框架结构
3.了解并掌握which和who引导的定语从句并能用定语从句谈论喜爱的照片。
4.通过同伴介绍的摄影作品了解不同地区的风景,感受身边事物的美好。
学生能准确认读这些词汇。
学生能准确写出句中所需的词汇的正确形式。
Step2
导入话题及语言点切入
指向目标2
目标3
1.The photowhichwe liked best in the city and people group was taken by zhao Min.
2.The person who won the prize for the subject Nature is fifteen year old Li Wei.
3.It is a beautiful girlwhois wearing a blouse and skirt,andwhois protecting her books against the showers.
4.HeZhong manages to show the good timewhichtheir fans are having.
准确地梳理照片框架结构，找出主题,梳理情节或要素
能准确填充所缺引导词，并自己能独立翻译成汉语（根据定语从句翻译要点）
Step 4
结合主题，核心语法的准确输出。
指向目标3、目标4
小试牛刀(个人展示）
Complete the sentences so that they are true for you
7The last date ____ you should send your photos on is 30thNovember.
7.The lucky person ______wins the competition will receive a new camera.
Get your camera and start your photos now.
适当扩充：定语从句谓语动词的讲解。（技巧：一看二定）
能找到从句的异同点(引导词在从句中所做的句子成分），并能准确地完成译句。
Step 3
结合主题，
语言知识的实战演练
指向目标2.目标3
Complete the poster for the photo competition.
Use which or who
Share and correct your description in your group.
Make up a music album(相册) in groups and share with the whole class .
1. Who took the photo?/ Who are in the photo?
4 I like…because I think it shows the beauty of the natural world successfully.
5 .And that’s why I…, it keeps the moments I had in…
能根据不同的主题准确运用which、who引导的定语从句描述自己喜爱的人或其他事物，并积极的与组员、同伴分享。
1.Congratulations to our _____(win)
2.________(compare) with other years , we received many more photos.
3.My favourite ____(sing) is Beck Wang.
4.英译汉
It is a beautiful girl who is wearing ablouseandskirt,and who isprotectingher booksagainstthe showers.
A:I don’t like the photo which......
Because the photo which.....is ......
Writing(拓展提升）
A photo display
Write down the description of your photos. (50-70words)
A:What are the things and /or people in the photo?
B:In the photo ....
A:Which one do you like?.
B：I like the photo which ......
Because the photo which.....is ......
写4.能简单描述人物或事件。
课标分解
1..能够读懂有关介绍摄影比赛的文章，并能够梳理出描述照片的框架结构。
2.了解并掌握which和who引导的定语从句并能用定语从句谈论喜爱的照片。
教材
分析
本模块以“照片”为话题，探讨学生对喜爱的主题的清楚界定，进一步让学生意识到学校生活以及家庭等对自己成长的重要性，与自己的生活密不可分，学会正确描述，学会表达自己的情感。Unit one是unit two的素材铺垫，作为好友的Daming鼓励Tony参加照片摄影展，并给出了自己的建议，无形中可见友谊的珍贵。Unit Two则是摄影展的结果，让学生学会确定照片主题，梳理照片的框架结构，并且能用本模块的核心语法who/which定语从句表达自己看法，谈论对自己照片的喜爱。
Photo competition
send us your photos and win a new camera
1.We need photos ____ show daily life at school
2.Your photos should record interesting tings t____happen at school inside the classroom or outside
能找到从句的异同点，并能准确地完成译句。
4.准确地用which、who引导的定语从句描述自己喜爱的照片，与同伴分享。（指向目标3，目标4）
能准确运用which、who引导的定语从句描述自己喜爱的照片与组员、同伴分享。
教学过程
教学环节
教学活动
评价要点
Step1
课前读词
指向目标1
(1)课前3分钟大声朗读互译单词并检查。
评价任务
评价标准
1.准确认读生词和短语并完成语境中应用练习（指向目标1）
能准确认读生词和短语，并能用适当形式完成句子或正确的形式完成文章框架。
2..读懂有关介绍摄影比赛的文章，梳理出描述照片的框架结构。（指向目标2，目标3）
准确地梳理照片框架结构，找出主题,梳理情节或要素。
3.理解which和who引导的定语从句并能准确的辨析which、who引导的定语从句（指向目标3）
基于课程标准的“教学评一体化”设计
课时备课卡
课题
九下Module11 The photo which we liked best was taken by Zhao Min Unit2
日期
课时
2
课型
阅读课2
授课教师
目标
确立
依据
课标
分析
课标摘录
义务教育《英语课程标准》语言技能五级标准：
读3.能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局。
2. When and where…?
3. What’s it about ?
4. Why do you like it ?
Useful sentences: (参考)
…took a photo of…in…
2. the photo which I like best is about…
3. the photo which was taken by…it describes…
V.
N.
Ph.
rush
tonight
even though
present
winner
read out
compare
blouse
compared with
stick(stuck,stuck)
skirt
protect against
singer
congratulations
(2)二次达标：用词汇的适当形式完成句子。
1.I like the person who......
2 I would like to visit a place which......
3.I go to school which ......
4.My favorite band is the one that ......
5.I have never seen a doctor who......
3.The photos _____ you take should be active beautiful and true
4.The photos____ you send should include some words about them
5.The size of the photos ____ you take should be 9cm*13 cm 6.Students _____ entered the competition should be between ten and sixteen years old
6. I want to take a photo which......