北师大版英语九年级Unit 7 Journeys Communication Workshop 学案
九年级英语北师大版全一册Unit7CommunicationWorkshop(第二课时)优秀教学案例
五、案例亮点
本节课作为九年级英语北师大版全一册Unit7CommunicationWorkshop（第二课时）的优秀教学案例，具有以下五个显著亮点：
九年级英语北师大版全一册Unit7CommunicationWorkshop（第二课时）优秀教学案例
一、案例背景
九年级英语北师大版全一册Unit7CommunicationWorkshop（第二课时）优秀教学案例，主要围绕“如何提高学生的英语口语交际能力”展开。本节课的教学目标是让学生掌握日常交流中常用的表达方式，提高他们在实际场景中的口语表达能力。通过对本节课的学习，学生将能够更好地运用所学知识进行日常英语交流，提升他们的英语综合运用能力。
2.创设真实的生活场景，让学生在模拟实际情境中进行英语口语练习，增强他们的实际应用能力。
3.运用小组合作学习模式，引导学生互相学习、互相帮助，共同提高英语口语交际能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，使他们能够积极主动地参与到英语口语交际活动中来。
2.帮助学生建立自信心，让他们相信自己通过努力可以提高英语口语交际能力。
1.贴近生活实际的情境创设：本节课通过设计各种贴近学生生活的实际场景，如购物、问路等，使学生在真实的情境中学习并运用英语交际表达方式。这种情境创设的方式不仅激发了学生的学习兴趣，还提高了他们的实际应用能力。
2.任务型教学法的运用：教师运用任务型教学法，让学生在完成具体任务的过程中提高英语口语交际能力。这种教学方法既符合学生的学习需求，又能够培养他们的团队合作精神，使学生在实践中学会运用所学知识。ຫໍສະໝຸດ 三、教学策略（一）情景创设
Unit 7 Journeys Communication Workshop 基础练习(含答案)
北师大版九下英语 Unit7 Lesson21_Communication Workshop 基础一、单项选择（共10小题；共20分）1. —What is your plan for next weekend, Lingling?—I _____ volunteer work in the museum.A.was doingB.didC.have doneD.am going to do2. —Excuse me, is there _____ post office near here?—Yeah. It's just next to _____ First People's Hospital.A.a; theB.the; aC.the; theD./; /3. Don't try _____ me. I won't believe you.A.cheatB.to cheatC.to cheatingD.cheats4. He turned on the computer and spent a few hours looking through different websites _____ more information.A.getB.gettingC.gotD.to get5. Canada is _____ country in the world.A.the second largestB.second largestC.the second largeD.second large6. The good news made us _____. We all cheered at that time.A.excitingB.excitedC.tiredD.tiring7. —Ann, is this Bob's new bike?—Oh, no. _____ is over there.A.HersB.HimC.HisD.Her8. The boy with his classmates _____ the old man clean the room the day after tomorrow.A.helpsB.helpC.are helpingD.is going to help9. —Why didn't you answer my call just now?—I _____ the car at that time.A.will driveB.have drivenC.droveD.was driving10. —Next Friday is my mother's birthday. I'm thinking about _____.—Good boy! And please give my best wishes to her.A.what present I gave herB.how I can give her a surpriseC.if I planned a party for herD.where will my family have a big meal二、阅读理解-阅读选择（共1小题；共10分）A: Excuse me, sir. _____11_____B: Sure. What can I do for you, young man?A: _____12_____ Our class wants to go on a trip. I'd like to look for some trip information. I want to know if you have a 6-day trip.B: We certainly do. We have many such trips. _____13_____A: Well, we are going to visit the Great Wall, the Summer Palace and Beijing World Park and so on.B: They are all places of great interest in Beijing. _____14_____A: Well, today is June 24. And we still have three more days before finishing the final exam. _____15_____ B: Oh, I see.11. A.We will be free after that.B.I want to ask you a question.C.When are you going to take the trip?D.Could you give me some help?E.What places are you going to visit?F.We will have a holiday for a week.G.We are going to fly there.12. A.We will be free after that.B.I want to ask you a question.C.When are you going to take the trip?D.Could you give me some help?E.What places are you going to visit?F.We will have a holiday for a week.G.We are going to fly there.13. A.We will be free after that.B.I want to ask you a question.C.When are you going to take the trip?D.Could you give me some help?E.What places are you going to visit?F.We will have a holiday for a week.G.We are going to fly there.14. A.We will be free after that.B.I want to ask you a question.C.When are you going to take the trip?D.Could you give me some help?E.What places are you going to visit?F.We will have a holiday for a week.G.We are going to fly there.15. A.We will be free after that.B.I want to ask you a question.C.When are you going to take the trip?D.Could you give me some help?E.What places are you going to visit?F.We will have a holiday for a week.G.We are going to fly there.三、对话填空（共1小题；共2分）16. A: Hi, Peter. _____?B: Yes, I have. I go to Paris to visit my sister every summer.A: _____?B: For five years. She has lived there since she got married.A: Well, I'm going to Paris next month. Can you tell me something about it ?B: Sure. There are many famous places to see there, such as the Louvre and the Eiffel Tower. A: OK, I will visit them. _____?B: French soup and sauce (酱) are really good.A: Oh, I see. Do French people like bread?B: _____. Croissants (牛角面包) are their favorite.A: Thank you for telling me so much.B: _____.答案第一部分1•. D【解析】考查时态。
北师大版英语九年级Unit 7 Journeys Communication Workshop课件
• At the end of this lesson, we will be able to • 1. analyze the structure of the article and write about one of our own journeys; Objectives • 2. use the adjectives which describe the scenery and the amount of the objects properly; • 3. share and enjoy the other’s writings about the different sceneries.
Xintiandi Day 2 _________
What is the writer’s feeling towards the Shanghai journey? Conclusion
Our stay in Shanghai was an unforgettable experience. I liked both the new and the old Shanghai. What did the writer hope to do in the future? I hope I can go to Shanghai again some time in the future.
Oriental Pearl Tower
the Bund
Nanjing Road
Xintiandi
Prediction
a. What will be talked about in this text? b. What is the possible structure of the writing?
北师大版英语九年级全册Unit7JourneysLesson19TheSilkRoad优秀教学案例
3.注重情感态度与价值观的培养：在教学过程中，引导学生关注丝绸之路在我国历史发展中的重要地位，培养了学生的民族自豪感。同时，通过讲述丝绸之路的故事，使学生感受到不同文化的碰撞与融合，培养了他们热爱和平、尊重多元文化的态度。
4.多样化的教学评价：在教学过程中，采用了形成性评价和终结性评价相结合的方式，全面了解学生的学习成果。同时，通过引导学生进行自我反思、相互评价等方式，提高了学生的评价能力，促进了他们的自主学习能力的发展。
5.作业的布置具有针对性：布置了一篇关于丝绸之路的短文写作作业，使学生在完成作业的过程中，进一步巩固所学知识，提高他们的写作能力。同时，鼓励学生进行自主学习，深入研究丝绸之路的相关知识，培养他们的学术研究能力。
2.采用形成性评价，及时了解学生的学习情况，调整教学策略。例如，在教学过程中，教师可以通过观察、提问等方式，了解学生的学习进度和需求。
3.组织学生进行互评和他评，提高他们的评价能力。例如，可以让学生相互评价对方的课堂表现，给出建设性意见。
4.注重过程评价与终结评价相结合，全面了解学生的学习成果。例如，在课程结束后，可以组织学生进行终结性评价，检验他们的学习效果。
2.鼓励学生提出问题，培养他们的质疑精神。例如，在讲解课文内容时，可以鼓励学生针对不理解的地方提出问题，教师及时解答。
3.设计探究性任务，让学生在解决问题的过程中掌握知识。例如，可以让学生探讨丝绸之路对我国历史发展的意义，并撰写短文进行阐述。
（三）小组合作
1.组织学生进行小组讨论，培养他们的团队合作精神。例如，在讲解课文时，可以让学生分组讨论课文中的难点和重点，共同解决问题。
北师大版九年级英语全册unit7知识点 语法点(含答案)
知识图谱Unit 7 Journeys知识精讲一、必背词汇Antarctic n. 南极洲Europe n. 欧洲fascinate v. 深深吸引，迷住trade v. 互相交换；做买卖n. 贸易ancient adj. 古老的capital n. 首都monument n. 纪念碑edge n. 边，边缘desert n. 沙漠connection n. 连接；关联major adj. 重要的，主要的Macau n. 澳门despair n. 绝望anonymous adj. 匿名的；姓名不详的path n. 道路verse n. 诗节metaphor n. 暗喻sub-zero 零度以下的destination n. 目的地overcome v. 客服，解决route n. 路线challenge n. 挑战nut n. 坚果proper adj. 像样的；正确的injury n. 伤害，损伤shape n. 状况；形状sharp adj. 尖锐的Arctic n. 北极地区historical adj. (有关)历史的waterfront n. 滨水区landmark n. 地标；里程碑style n. 风格exist v. 存在二、重点词汇1. fascinate verb /ˈfæsəneɪt/to interest someone a lot深深吸引；迷住例句：Science has always fascinated me.科学一直令我着迷。
Anything to do with planes and flying fascinates him.一切有关飞机和飞行的东西都令他着迷。
2. ancient adjective /ˈeɪnʃənt/1). of or from a long time ago, having lasted for a very long time古代的；古老的；年代久远的例句：People have lived in this valley since ancient times.人们自古就居住在这个山谷里。
北师大版九年级英语Unit 7 Journeys全单元教学设计(精品)
Unit7Journeys
Read carefully and think about the question.
Think and share
通过快速阅读了解文章大意。
分析文章结构。
为输出做铺垫。
帮助学生获取细节信息。
通过找共同点的形式培养学生分析总结的能力。为输出做铺垫。
学科融合，分享交流。
CW&
IW
4
CW&
GW
2’
CW
I can say something about the cities in the past and present.
I know the structure of the journey.
I can write a short passage
教学设计
教学设计个人信息
姓名
单位
联系方式
设计者
教学基本信息
3.教学目标(含重、难点)
教学目标：
在本课学习结束时，学生能够：
1.分享自己通过历史学科或其它途径所掌握的有关丝绸之路的相关知识，并通过快速阅读文章检查并完善已有的知识，了解丝绸之路的长度、起点、重点、途径的重要城市以及它的重要历史作用。
2.通过集体讨论的形式确定阅读游记类文章需要关注作者旅游的时间、原因、出行方式、地点、所见、所闻、所感；并通过快速阅读找出本文作者提到了本次旅游的时间、原因、地点、对地点的简介和自己的感受，分析文章结构。
CW&
IW
2′
Step 2
Pre-reading
1. Ask: What do you know about theSilk Road?
2. Show the map of the world and help Ss to go over the words: Asia, Africa, Europe, south America, north America andAustralia.
北师大版九年级英语Unit 7 Journeys—Communication Workshop 教学设计(精品)
课标要求，教师应采用循序渐进的语言实践活动，优化教学方式，培养学生用英语做事情的能力，并注意发挥学生的创造力。本节课通过任务型教学的方式，设置环环相扣、难度递增的任务，指导学生开展课前关于描述风景的形容词的自主探索、课上的同伴合作及小组讨论以及在输出部分时自行制定写作框架并写作等活动，让学生在体验、实践、参与、探究和合作的过程中，逐步掌握语言知识和技能，提高语言运用能力。
2.教学背景分析
一、教材分析
九年级九个单元的话题涉及到学生生活的各个领域，如语言、书籍、创造力等，在贴近学生生活的同时，也能够开拓学生视野，培养学生健康的人生观及生活态度，并为其语言使用提供良好的环境。第七单元主话题为Journeys，围绕该话题共展开三课及Communication Workshop，分别以The Silk Road, Life is a Journey, To the South Pole为授课文本，从丝绸之路游记、人生旅程的诗歌到南极之旅的不畏艰险的情感升华，最后在Communication Workshop中，回归学生现实生活，以前三课的学习为基础，引导学生完成本课的游记写作。潜移默化中培养学生对于游记的理解以及在旅游这一活动中可以体会到的人生意义。
2.利用输出部分写作任务设置，引导学生将现实生活中的旅游经历应用到写作。
解决措施：
1.借助课前探索任务及课上分享做形容词积累，培养学生的自主学习和同伴合作的能力。
2.提供写作框架及所需词汇，提供有过真实体验的题材进行写作。
4.教学过程
Teaching Procedure
Teacher’s activities
Students’ activities
Aims
北师大版英语九年级Unit 7 Journeys Communication Workshop课件
Finish the table
Main Introduction
Key factors: when _la_s_t _s_u_m_m__e_r _ where _S_h_a_n_g_h_a_i ___ who ___th_e_w__r_it_e_r _a_nd her parents what __T_h_e_y_t_ra_v_e_l_e_d_i_n_S_h_a_n_g_h_a_i_f_o_r
• 2. use the adjectives which describe the scenery and the amount of the objects properly;
• 3. share and enjoy the other’s writings about the different sceneries.
Unit 7 Communication Workshop
• At the end of this lesson, we will be able to
• 1. analyze the structure of the article and write
about one of ouOr obwjnecjotuivrneesys;
__t_a_ll_e_st__ towers.
Day 2 _X__in_t_i_an_d_i_
lots of ____m_o_d_e_rn shops and restaurants in __tr_a_d_i_ti_o_n_a_l shikumenstyle houses, __am__a_z_in_gscenery.
• 2. How many days did they stay there? • 2 days.