外研版九年级下册英语教案Module 1 Unit 2 It’s a long story.
◆Step 8 Homework
1.Remember all the new words and expressions we’ve learned today.
2.Finish exercises.
教学反思
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2019 年外研版九年级下册英语教案 Module 1 Unit 2 It’s a long story.
课题
Unit 2 It’s a long story.
Key words:
stupid,jacket,sir,officer
Key phrases:
教学 目标
知识 目标
take care ,take off,say goodbye to sb.,have sth.ready,get up Key sentences: (1)Li Lin and Li Wei are on the station platform,saying goodbye to each other.
Choose the correct answer.
1.Where are Li Lin and Li Wei?
a)They are at home.
b)They are at the railway station.
c)They are on the train.
d)They are in a car.
教学过程
6.Who does Li Lin meet in Car 9?
a) Li Wei. b)Another elderly man.
c)His friend. d)His classmate.
设 计 本活动旨在检测学生对文章细节的理解能力。在学生细读时,老师应鼓励和引导他们发现问题、 意图 提出问题并解决问题,让学生体验阅读的整个过程。
我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的 诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中 毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在 1978 年就尖锐地提出:“中小 学语文教学效果差,中学语文毕业生语文水平低,……十几年上课总时数是 9160 课时,语文是 2749 课时,恰好 是 30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要 原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证, 也通晓议论文的基本结构:提出问题――分析问题――解决问题,但真正动起笔来就犯难了。知道“是这样”, 就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名 言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了 中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要 性,让学生积累足够的“米”。c)Change seats with Li Lin. d)Buy another ticket. 5.What does Li Lin decide to do? a)Take the seat from the elderly man. b)Ask the ticket officer for help. c)Change seats with the elderly man.
(2)I thought it was my seat.
(3)Please have your tickets ready.
(4)How stupid of me!
能力 1.理解文章内容掌握文章大意;
目标 2.根据所学知识描述自己旅行中所发生的事。
情感 目标
通过学习,能够对自己的旅游见闻和感受进行描述。
a)Because he did not buy a ticket.
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b)Because he is too tired to move. c)Because he thinks it is his seat. d)Because he cannot find his seat. 4.What does the elderly man want to do? a)Take the seat. b)Go and find Car 9.
语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些 优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离 破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一 干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目 的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以 在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种 思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创 造和发展。◆Step 6 Blackboard design Unit 2 It’s a long story. (1)Li Lin and Li Wei are on the station platform,saying goodbye to each other. (2)I thought it was my seat. (3)Please have your tickets ready. (4)How stupid of me! ◆Step 7 Practice ◆.用方框中所给短语的适当形式填空
4.He
early in order to catch the No.1 bus yesterday.
5.Very sorry,Sir,you ◆.根据中文提示完成句子
.Your seat is that one.
1.他坐错座位给您准备了一个房间。
They
a room
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get up,take care,have a look at,take one’s seat,take off
1.He was tired.He
his clothes and went asleep soon.
2.
not to break the glass.
3.Let’s
your ticket.Maybe you are wrong.
(3)Please have your tickets ready. (4)How stupid of me!
设计意图 再次阅读课文,找出重点句、关键句,并进行背诵,通过记忆掌握重点知识。
单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃 那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评, 选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生 的观察能力、思维能力等等,达到“一石多鸟”的效果。
教学重 重点:掌握本单元的重点词汇、短语、句型和语法
难点
难点:训练学生的阅读分析能力和解决问题的能力
教学过程
◆Step 1 Leading in
Have you watched “Dad,where are we going”? They used many kinds of transportation.Can you list them?
2....looks for his ticket...
3....goes past people...
4....gets on the train...
S1:...
S2:...
设 计 意 在阅读前,通过让学生回答问题,使他们预测故事情节的发展和可能的结局,培养学生思维的条
图
理性以及语言表达的逻辑性。
2.Who is Li Wei?
a)She is Li Lin’s sister.
b)She is Li Lin’s friend.
c)He is Li Lin’s father.
d)He is Li Lin’s classmate.
3.Why is the elderly man sitting in Li Lin’s seat?
◆Step 3 Fast reading
Read the passage and answer the question.
What happened to Li Lin during the travel?
Ss:...
设计意图
通过对问题的回答,让学生从整体上把握文章。
◆Step 4 Careful reading
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◆Step 5 Segmented (分段) reading and translating Read the passage and translate these sentences. (1)Li Lin and Li Wei are on the station platform,saying goodbye to each other. (2)I thought it was my seat.
you.
3.——你为什么上学迟到了?
——说来话长。
—Why are you late for school?
—
.
答案:◆.1.took off 2.Take care 3.have a look at 4.got up 5.take my seat
◆.1.taken the wrong 2.had;ready for 3.It’s a long story
初中英语外研版九年级下册高效课堂资料M1U2 教学设计(1)
初中英语外研版九年级下册高效课堂资料Module1 TravelUnit2 It’s a long story. 教学设计【教学目标】1.扎实记忆本单元的单词、重点短语、句子，理解并识记课文中的知识要点。
2.能读懂描述旅行经历的文本，能从中提取信息并用简短的句子描述自己旅行的经历。
3.通过谈论、描述旅行的经历，开阔眼界。
【教学重难点】重点单词，短语及句型。
【教学过程】一、导入环节 ( 2分钟)（一）导入新课，板书课题导入语：Good morning ,class. Today we will learn GBModule1Unit2（二）出示学习目标过渡语:Let’s read the learning goals together.1.我能扎实记忆本单元的单词、重点短语、句子，理解并识记课文中的知识要点。
2.我能读懂描述旅行经历的文本，能从中提取信息并用简短的句子描述自己旅行的经历。
3.我能通过谈论、描述旅行的经历，开阔眼界。
二、先学环节（15 分钟）（一）出示学习指导过渡语:First look at the guides carefully and then finish the tasks step by step.1.浏览活动2并回答2个简单的问题。
2.读对话，做课本第5页的活动3。
3.熟记本单元的重点短语。
（二）自学检测反馈要求：自学完成后，自主完成自学检测题；完成后，组长组织对桌交换互相批阅；用红笔改错，不明白的求助于小组其他成员。
1.Look through the play and answer the questions:1)What is Li Lin’s seat number?_________________________________2)What do you think of Li Lin? And why do you think so?2.Read the play and choose the best answer in Activity3.3.Read the play and underline the important phrases, then remember them in two minutes.告别say goodbye to 保重take care 请准备好你们的票have your tickets ready最好干某事had better do sth. 干某事很惊讶be surprised to do sth脱下take off点拨：1 1）Car8,Seat12A 2)He is very good/kind... (第二问是开放性答案）2.bacbcc（三）质疑问难过渡语:Do you have any questions? If you have some questions, put up your hands.三、后教环节（15 分钟）过渡语：After learning the passage，let’s work in groups .要求：先独立完成，再组内交流。
九年级英语下册Module1TravelUnit2It’salongstory教案外研版
九年级英语下册Module 1 Travel Unit 2 It’s a long story 教案（新版）外研版编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（九年级英语下册Module 1 Travel Unit 2 It’s a long story教案（新版）外研版）的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为九年级英语下册Module 1 Travel Unit 2 It’s a long story教案（新版）外研版的全部内容。
Module 1 TravelUnit 2 It's a long story.本模块以“Travel"为话题，以学习谈论自己或他人的旅行为主线，介绍了旅行中发生的事件。
通过模块学习,学生将重点掌握定冠词与不定冠词的用法，并能运用所学知识介绍自己或他人的旅行经历。
Unit 2 通过读、写训练，学习谈论旅行途中的经历。
【知识目标】1。
Key vocabulary: take care, sir， officer， stupid， take off, jacket 2. Keys structure： Sentence structure。
【能力目标】Use the points of this unit very freely.【情感目标】Get the students to enjoy the scenery of the nature.【教学重点】To understand a play happened during a trip。
【教学难点】To write about something that happened during a trip.1。
外研版英语九年级下册：Module 1 Unit 2 It's a long story. 教案设计
Unit 2 It’s a long story.教学目标Language goals 语言目标1. Key vocabulary重点词汇Stupid2. Key phrases 重点短语take off take care had better take one's seat3. Key sentences重点句子I am afraid you are sitting in my seat.I had better go and find Car 9Language skill 能力目标Read and grasp the main idea of the articles.Enable the students to talk about their trips they have made.Write something that happened during a trip you have made.学情分析Reading and writing, pair work, group work重点难点Learn to talk about and write something that happened during a trip you have made.教学过程Step 1 GreetingStep 2 RevisionEncourage students to act out the dialogue in Unit 1.T: First, I’ll check your homework. Wh ich group can act out theconversation in Unit 1?Ss: …(acting out the conversation in groups of three)T: Well done! Now let’s compare which group is the best?Ss: …group 3…T: Yeah, the winner is Group 3. Congratulations!Ss: Hooray!Step 3 Warming up and leading inShow the following pictures and talk about trips by train with students.\Step 4 Listening and readingListeningT: Today we are going to learn a story. Do you know what it will beabout? Let’s listen to the tape and answer my questions. OK?Q1. What does the story happen?Q2. Where is Lin going?Q3. Does Lin have the right ticket?Ss: …Check the answers with the whole class.T: OK! Let’s read the story quickly and number the phrases in the order they happen.Ss:…(reading the passage)T: Ar e you ready? Let’s check the answers.Ss: …(showing the answers)Show the following on the screen.Lin often dreamed about the _____, and about going to the ______. Lin ______, _______ to speak.Lin looked at the other ________ for help.I am ____ _____ before you.It’s ____ hours away from her e.Sample answers:1. train; capital2. nodded; unable3. passengers4. getting off5. seven Step 5 Pair workWork in pairs to talk about the answers to the following questions. Step 6 Language notesNow it was in front of him, to set off soon.火车现在就在他前面，马上就要开了。
外研版英语九年级下册：Module 1 Unit 2 It's a long story. 教案设计
M 1 Unit 2Warm up by learning about Nemo and Shrek.Hello, everyone. Have you seen the cartoon movie called Finding Nemo? Have you ever heard of Nemo. Well it is a clownfish from a movie called Finding Nemo who gets lost in the ocean around Australia. His father, Marlin, and Marlin's new friend, Dory are looking for him. Nemo is eventually found.To know more about cartoon movie let’s go to page 74 to study the text entitled Cartoon heroes.Read the passage.On page 74 is an article cartoon heroes. Now start reading it. While reading, try to: cut/ the sentence into thought groups, study the predicative, darken the connectives and underline all the useful expressions. (阅读过程中，断开/意群，观察谓语构成，圈出连词，摘录短语搭配。
)Put sentences into the six groups.There are six types of English sentences. They are:Type 1: He is a teacher. He looks like a teacher. 主语+系动词+表语1.The heroes of popular cartoons are everywhere, on office desks, handbags, and computerscreens.2.But it is above all the jokes played by the monkey that people remember.3.“Havoc in heaven” has become a common expression used by a parent or a boss when theyreturn to the house or office and see a mess.4.Another favourite who has celebrated an important birthday in China is a reporter with redhair and a small white dog.Type 2: He runs. 主语+不及物动词Type 3: He writes books. 主语+及物动词+宾语1.Nemo, a cute orange-and-white fish, and Shrek, a huge green monster have won the hearts ofyoung people in China and all over the world.2.The cartoon of the Monkey King has just had its “40th birthday”.3.…it tells the story of a monkey who leads a group of monkeys against the rule of theEmperor in heaven.4.He flies into a peach garden and eats as many peaches as he likes.5.He makes a mess in each room in heaven.6.But it is above all the jokes played by the monkey that people remember.7.…when they return to the house or office and see a mess.8.Another favourite who has celebrated an important birthday in China…9.Tintin has travelled to the jungles, the backstreets of Shanghai…10.His books have been translated into more than 50 languages, and almost 200 million copieshave been sold.11.In December 1984 the whole series of Tintin began to be published in China.12.Many Chinese still keep collections of the black-and-white Tintin books.Type 4: He teaches us English. 主语+及物动词+间接宾语+直接宾语Type 5: He makes us happy. 主语+及物动词+宾语+宾语补足语1.Called Havoc in Heaven, it tells the story of a monkey who leads a group of monkeys againstthe rule of the Emperor in heaven.2.Finally, Snoopy, Charlie Brown's lovable dog who lives in his own private dream world, alsohad his “50th birthday” celebrated by China's Snoopy fans in 2000.Type 6: There is a book on the table. 谓语（there be）+主语+状语1.But there are some cartoon favourites which are older.2.There are several fan clubs in China which have held birthday parties for Tintin in Beijing,Shanghai, Guangzhou, Nanjing and Wuhan.Draw a diagram of the text and retell the story with the help of it.Close down by talking about cartoon heroes.You are going to talk in groups about cartoon heroes. You may make use of the text you learned just now.。
外研版九年级英语下册教案设计：Module 1 Travel Unit 2 It’s a long
Unit 2It’s a long story.◇目标导航◇◇教学过程◇一、方法指导1.学生自主预习本单元中新的单词和短语,注意单词的发音,并掌握其意思。
2.了解课文主题,搜集相关资料,预习Activity 2中的对话内容。
二、预习检测Ⅰ.根据句意及汉语提示完成单词1.Thank you,sir(先生).2.Would you like to try this jacket(夹克) on?3.The officer(军官) ordered them to stand in a line.4.How could you be so stupid(糊涂的) to think so?5.I was surprised(惊奇的) to see my first teacher on the railway station.Ⅱ.根据句意用所给词的适当形式填空1.She is afraid to go(go) out alone late at night.2.You’d better wait(wait) for her on the station platform.3.He is surprised(surprise) to see his parents in the programme.4.She kindly offered to change(change) her seat with the old woman.5.He is in a bad temper this morning.Take care not to step(not step) on his toe.Step1情景导入Teacher shows students familiar pictures of travel and encourages students to talk about their travel stories.T:Do you like travelling?Ss:Yes,we do.T:I like travelling too,and I like taking photos.Here are some photos to you.Do you know where they are?Ss:In a train.T:Have you ever taken a train?Did you have any stories during your trip?Have you ever helped an old man?Today we will study a long story happened during a trip.Step2阅读前引导学生了解Activity 1中的短语,鼓励学生发散思维,大胆预测阅读内容。
外研(新标准)版九年级下《Module1TravelUnit2It’salongstory》说课稿
外研（新标准）版九年级下《Module 1 Travel Unit 2 It’s a long story》说课稿一. 教材分析《Module 1 Travel Unit 2 It’s a long story》是人教版（新标准）九年级下册的一篇课文。
本节课的主要内容是让学生掌握与旅行相关的词汇和表达方式，并能够运用所学知识进行简单的交流和描述。
通过对本节课的学习，学生能够进一步了解西方国家的旅行文化，提高他们的语言运用能力和跨文化交际能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的基本表达和常用词汇有所掌握。
然而，他们在口语表达和写作方面还存在一定的问题，如句型结构单一、词汇运用不灵活等。
此外，部分学生对于西方国家的文化背景了解不足，可能会对课文内容的理解产生一定的困扰。
因此，在教学过程中，教师需要关注学生的个体差异，充分调动他们的积极性，提高他们的语言运用能力。
三. 说教学目标1.知识目标：学生能够掌握与旅行相关的词汇和表达方式，如“旅行”、“目的地”、“计划”等。
2.能力目标：学生能够运用所学知识进行简单的交流和描述，如介绍自己的旅行计划、询问他人的旅行经历等。
3.情感目标：通过本节课的学习，学生能够培养对旅行文化的兴趣，提高他们的跨文化交际能力。
四. 说教学重难点1.重点：学生能够掌握与旅行相关的词汇和表达方式。
2.难点：学生能够运用所学知识进行简单的交流和描述，特别是在实际情境中正确运用目标语言。
五. 说教学方法与手段1.交际法：通过模拟真实情境，让学生在实际交流中运用所学知识，提高他们的语言运用能力。
2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养他们的合作精神和解决问题的能力。
3.多媒体教学手段：利用多媒体课件和视频素材，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：教师通过提问方式引导学生谈论旅行话题，激发学生的学习兴趣。
2.新课呈现：教师通过展示图片、视频等素材，引入本节课的主要内容。
外研版九年级英语下册教案 Module1 Unit2
Unit 2It's a long story.Ⅰ.Teaching modelReading and writingⅡ.Teaching aims1．Grasp the useful expressions in Unit 22．Know the usage of the grammars(nouns；articles；numbers)3．Use the points of this unit very freely4．Get the students to enjoy the scenery of the natureⅢ.Teaching aidsMulti media，tape recorderⅣ.Teaching StepsStep 1：Have a dictationGet the students to write the importances in Unit 1.Check their work to see if they have grasped the usages of the points.Step 2：Looking throughLet the students look through the passage as quickly as they can，then put the sentences in Activity 1 in the right order.Step 3：Read and choose the best answers1．Look at the questions in Activity 2，and then find out the answers to them in the passage.2．Then check their answers.3．Work in pairs and talk about the answers to the questions.4．Show the answers to the classStep 4：ReadingListen to the tape first，then underline the importances.Ask the students to translate the passage and explain the difficulties to each other with the partners.Step 5：ExplainingAfter the steps above，the teacher can explain some difficulties to the students and help them understand the passage better.If the students have any question，they can ask the teacher right now.Step 6：WritingGet the students to make up a short play about a trip they had had.Try to use the useful expressions in Unit 2，and then read it for the class.Step 7：Homework1．Recite all the points in this unit.2．Finish Unit 2 in the workbook.Blackboard DesignUnit 2It's a long story.1．take care2．look for3．have a look at4．go past5．take off6．make sb. comfortable。
外研版英语九年级下册：Module 1 Unit 2 It's a long story. 课程教学
教学设计Module 1 TravelUnit 2 It’s a long story.I. 教学目标：1. 语言知识目标：（1）词汇：能理解和掌握下列单词、词组的基本含义以及在特定语境中的意义并能灵活运用：如take care, sir, officer, stupid, take off, jacket等。
（2）语法：能掌握名词，冠词，和数词的用法2.语言技能目标：（1）能根据相关信息预测文章的内容，掌握文章大意。
（2）能描述旅行中发生的事情。
3.学习策略：能与同学交流自己的旅行经历；分享学习策略。
4.文化意识：通过学习，了解不同的自然环境与文化，增强民族自豪感，激发更大的爱国热情。
5.情感态度：通过学习，培养学生助人为乐的优秀品德。
II. 学情分析本模块以“旅行”为中心话题，所以主要的语言实践活动都是围绕此话题设计的，如：描述自己的一次旅行奇遇等。
在本模块的学习与实践中，应该为学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间。
第二单元主要是让学生阅读一个描写旅行经历的剧本。
本册书作为初三最后一个学期的教材，没有新的语法项目，每一模块都会重点复习以前学过的若干语法，应合理利用各种教学手段，在课上鼓励学生在语言实践中自己总结、归纳语法规则，通过接触、理解、操练、运用语言等环节，逐步实现语言的内化。
本班大部分学生基础相对薄弱，写作能力差。
根据《英语课程标准》五级中对于能简单描述人物或事件的要求，结合本班现状，更要在课堂上，以文本为素材，加大关于写作的指导与练习。
学生朗读剧本时，要提醒学生根据人物特点读出不同的语气和语调，就可以使用点读笔，让学生做仿读练习。
英文剧本无论是格式还有内容都有比较复杂的要求，对于初中学生来说，只需要掌握最基本的要求就可以，可以通过微课，向学生介绍剧本的相关知识，帮助学生更好的突破编写短小剧本这一教学难点。
在进行本单元教学时，还应该注意渗透正确价值观的教育，使学生体会到帮助别人有时不仅不会牺牲个人的利益，反而会让自己有意外的收获。
Module1TravelUnit2It’salongstory.教案英语九年级下册
外研版九年级下册Module1 Travel Unit2 It’s a long story.教案I. Teaching Objectives:By the end of this lesson, students will be able to:1. Understand and use the past perfect tense to talk about events that happened before another action in the past.2. Describe travel experiences and stories using narrative language.3. Expand vocabulary related to travel, storytelling, and emotions.4. Develop reading skills by analyzing a travel story text.5. Enhance speaking skills through sharing personal travel anecdotes.6. Write a coherent travel story using the past perfect tense and narrative techniques.7. Appreciate the cultural and personal significance of travel stories. II. Key Vocabulary:Verbs for storytelling (begin, continue, describe, conclude) Adjectives for describing travel experiences (amazing, tiring, unforgettable, challenging)Nouns related to travel (adventure, journey, destination, experience) Phrasal verbs for travel actions (set off, run out of, make up, look forward to)III. Target Language Structures:The past perfect tense for events that occurred before another pastaction ("By the time we reached the summit, we had already taken a hundred photos.")Time expressions used with the past perfect (before, after, when, by the time)Use of past tenses to sequence events in a story (simple past for main events, past continuous for background actions)IV. Teaching Aids:Images or videos depicting travel scenes and adventures. Whiteboard and markers for grammar explanation and writing key sentences.Audio material featuring a narrated travel story.Handouts with exercises on the past perfect tense, new vocabulary, and a writing prompt for a travel story.V. Teaching Procedures:Step 1: Warmup (5 minutes)Start with a short discussion about memorable trips students have had and encourage them to briefly share their experiences.Elicit key vocabulary from students and write it on the board.Step 2: Listening (10 minutes)Play an audio track of a travel story, focusing on understanding the sequence of events and the use of the past perfect tense.After listening, ask prehension questions to check understanding of thecontent.Step 3: Speaking Practice (15 minutes)Students work in pairs to discuss a travel experience they would like to share, making sure to use past perfect and simple past tenses correctly. Conduct a class activity where selected students share their travel stories while others ask questions.Step 4: Grammar Focus (10 minutes)Review the structure and usage of the past perfect tense in relation to past events.Introduce and practice time expressions used with the past perfect. Step 5: Reading (10 minutes)Distribute a text about a travel adventure, guiding students through it to identify the past perfect tense and narrative sequencing.Ask students to underline unfamiliar vocabulary and discuss its meaning in context.Step 6: Writing Task (10 minutes)Hand out worksheets with exercises on constructing sentences using the past perfect tense and time expressions.Assign a written task where students craft a paragraph of a travel story incorporating past perfect and simple past tenses.Step 7: Homework & Review (5 minutes)Assign homework for students to write a plete travel story based on aprompt or their own experience.Review key points from the lesson through a quick quiz or verbal questioning.VI. Assessment:Evaluate students based on their participation in speaking activities, correct usage of past perfect and simple past tenses in oral and written assignments, and pletion of homework tasks.Assess listening skills through prehension questions related to the audio travel story.Assess reading prehension through a short quiz targeting the main points and details of the provided travel adventure text.Review the ability to express past events in the correct temporal order using the learned language structures and vocabulary.。
2020-2021学年外研版九年级英语下册Module1Unit2It’salongstory教案
-对于文化差异的理解，教师可以引入相关背景知识，让学生对比不同文化中的相似和不同之处，从而增强他们的跨文化意识。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是Module1 Unit2 It’s a long story这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过一段不平凡的经历？”比如，一次难忘的旅行或是一次特别的活动。这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何用英语生动地描述这些经历。
二、核心素养目标
1.提升学生英语语言能力，使学生能够熟练运用一般过去时描述过去的事件，增强时态运用的准确性和流利性；
2.培养学生阅读理解能力，通过分析课文内容，提升学生对文章主旨、细节的理解，提高阅读素养；
3.增强学生跨文化交际意识，通过学习课文中的故事，了解不同文化背景下的生活经历，拓宽于一些学生来说，时态的变换和正确运用是一大挑战，特别是动词过去式的变化规则和不规则动词的记忆。
-词汇的准确理解与运用：某些词汇可能需要结合上下文才能准确理解其意义，如“depressing”和“destroy”，学生需要通过具体语境来掌握这些词汇的用法。
-阅读理解的深度：如何引导学生从文章中提取关键信息，理解故事的起承转合，并能够进行有效的信息概括和复述。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“一般过去时在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。