2019-2020学年外研版九年级英语上册全册教案
2019_2020学年新教材高中英语Unit1FoodforthoughtPeriod5Writing教学案外研版必修第二册
Period 5 Writing应用文写作——中国美食文化技法指导本单元的写作项目是应用文，主题为中国美食文化。
民以食为天，一个民族的饮食习惯，既形成其特有的生活方式与民风民俗，也由民生引发出各种社会现象，甚至演化为民族性格。
那么就让我们在本单元的写作学习中，一起领略中华民族的美食文化吧！在写作时要注意以下几点：1．写作主题为中国美食文化，所以选取具有代表性的中国美食是写作的基础。
2．写作要步骤清晰，简洁易懂。
3．关于中国美食的名称翻译，在写作时要格外注意。
经典句式1．开头常用句式Fish dishes are a specialty of the region.鱼类菜肴是这个地区的特色。
This makes an excellent hot main dish.这就是一道绝好的热主菜。
This recipe is an adaptation of an old favourite.这个食谱是一个传统名食谱的改编。
Do you like cabbage?你喜欢卷心菜吗？2．主体段落常用句式This soup is substantial enough to serve as a main dish.这道汤材料十足，可以当主菜了。
Stew the apple and blackberries to make a thick pulp.把苹果和黑莓炖成浓稠的果浆。
Bind the mixture together with a little beaten egg.用少许打过的蛋将混合料搅拌在一起。
Break the eggs into a shallow bowl and beat them lightly.把鸡蛋打到一个浅碗里，轻轻地打。
3．结尾常用句式With each successful dumpling or stir fry, I felt the rush of having conquered something while also learning essential stories of my past.每一次成功的饺子或炒菜，都让我感到一种征服了某些东西的冲动，同时也学习了过去我的一些重要故事。
2019_2020学年新教材高中英语Unit3FamilymattersPeriodⅢDevelopingideas教学案外研版必修第一册
Period ⅢDeveloping ideas课前自学导引只是一个兄弟这是2016年墨西哥世界铁人三项大赛的最后一场比赛。
(距终点)只剩下700米的时候，阿利斯泰尔·布朗利名列第三，他的弟弟乔尼领先。
阿利斯泰尔冒着酷热冲向终点线，但当他转过拐角时，他看到他的弟弟快要倒在跑道上了。
阿利斯泰尔必须选择：兄弟之爱还是赢得比赛的机会？对阿利斯泰尔来说，选择是明确的。
他的兄弟有困难了。
他不得不帮忙。
阿利斯泰尔朝乔尼跑去，抓住他，并且开始把他拉向终点线。
然后阿利斯泰尔把他的弟弟推过了终点线。
这一举动使得乔尼排名第二，阿利斯泰尔本人排名第三。
比赛的结果出人意料，但阿利斯泰尔不想与媒体讨论此事。
他只是想看看被紧急送往医疗区的弟弟。
布朗利兄弟两人从小就参加铁人三项运动。
“很明显，当你的哥哥在做的时候，你认为这是一件很酷的事情，”乔尼说。
阿利斯泰尔说，他们在训练时尽可能地互相鼓励。
尽管有时会因为一些“愚蠢的事情”发生争吵，阿利斯泰尔还是认为有个兄弟是一种优势。
“在我的一生中，我有个弟弟总是试图在我做的每一件事上打败我。
这是一种非常积极的力量。
”在数百万人的注视下，对这场比赛的结局众说纷纭：这对兄弟应该(因犯规行为)被取消资格，还是应该受到高度赞扬？但对阿利斯泰尔来说，他的决定很容易解释：“如果我把乔尼落下，妈妈会不高兴的。
”在那一刻，他不再是一个为了获得奖牌的运动员——他只是一个兄弟。
课堂合作探究①As a perfectionist, Virginia was just not prepared to settle for anything mediocre.作为一个完美主义者，弗吉尼娅就是无法勉强接受任何平庸的东西。
②She settled in Shanghai after her father's death.父亲死后，她就在上海定居了。
③We settled into our new house just last week.我们上周刚刚迁入新居。
2019_2020学年新教材高中英语Unit1AnewstartPeriodⅢDevelopingideas教学案外研版必修第一册
Period ⅢDeveloping ideas课前自学导引高中提示采访者：大家好，欢迎来到学校访谈。
今天和我一起主持节目的是我们学校之前的一个学生，莉莎·奥斯本。
莉莎去年六月从我们学校毕业，即将去纽约上大学。
莉莎，谢谢你来和我们分享你的高中建议。
莉莎：嗨，大家好，我很高兴回来。
我觉得高中就像昨天一样！采访者：你刚上高中的时候，什么对你有帮助？莉莎：迎新日真的很有帮助。
对于新生来说，这是一个了解学校和其他学生的绝佳机会。
我甚至交了一些新朋友！只要保持开放的心态，尽可能多地参与。
采访者：这绝对是个好建议。
但是你是如何应对新的挑战的，比如开始一门新的课程？莉莎：我第一个周末就有化学测验。
我一看到试卷就害怕了。
但后来我想我最好还是全力以赴，看看会发生什么。
如果你失败了，没关系——下次你(即使失败也)会有所进步。
采访者：那么，昂起你的头吧。
但生活并不总是一帆风顺。
你一定有过失望的时候。
如果是这样的话，你是怎么对付它们的？莉莎：作为学校排球队的一员，我没有被选入年终比赛。
起初，我真的很伤心，但后来我意识到我加入这个队是因为热爱这项运动。
这不仅仅是为了胜利。
所以在训练期间我一直努力支持我的队友。
总有办法使你参与热爱的事情，不是吗？采访者：是的，我完全同意。
你还有什么特别想和我们分享的吗？莉莎：回顾我的高中生活，我给你们的最重要的建议是作家玛雅·安杰洛写的这些精彩的话。
她说：“试着做别人云里的彩虹。
”所以，当你的朋友需要帮助的时候，拉他们一把。
这也会让你感觉很好。
采访者：太棒了！莉莎，再次感谢你来和我们分享。
祝你大学生活一帆风顺！莉莎：谢谢你。
课堂合作探究1 opportunity n. 机会(P8)归纳拓展(1)an/the opportunity to do sth. 做……的机会take the opportunity to do sth. 利用机会去做某事(2)当被修饰的词为抽象名词time, way, reason, chance, ability, courage, wish等时，常用不定式作后置定语。
2020年外研版(新标准)英语九年级上册单元知识点归纳总结(全册)
重要词汇1. wonder 作名词时，是可数名词，意思是“奇迹；奇才”。
如：The child is a wonder. 这个孩子是个神童。
wonder还可以作动词，意思是“想知道”，相当于want to know。
如：I wonder why James is always late for school. 我想知道为什么詹姆斯上学总是迟到。
wonder的形容词是wonderful，意为“精彩的；极好的”。
如：The TV play is very wonderful. 这部电视剧很精彩。
wonder的副词是wonderfully，意为“精彩地”。
2. reply可以用作动词和名词。
作动词时，意为“回答；答复”，其后面一般不可直接接人、信件、问题等作宾语，后面接宾语时，要加介词to。
如：I want to reply to his letter. 我想回复他的来信。
作名词时，reply意为“回答；答复”。
如：make a reply作回答；make no reply不作答复3. below意为“在……之下”，表示位置低于某物，强调某物体在另一物体的下方，两者既不垂直也不接触。
below的反义词是above。
如：There are some people below the building. 楼下有许多人。
（不在正下方）【拓展】under表示在某物的正下方，两个物体不接触。
under的反义词是over。
如：There is a boat under the bridge. 桥下有一条船。
（正下方）4. rise 是不及物动词，表示主语自身“升起；上升；起立；增长”，其过去式是rose，过去分词是risen。
如：The river is rising after the rain. 雨后河水在上涨。
【拓展】raise的意思是“举起；抬起；提高”，是及物动词，所以在主动句中出现时必须有宾语。
如：The price of rice has been raised recently. 大米最近涨价了。
2019-2020学年新教材高中英语unit4 friends forever periodⅣwriting教学案版本：外研版必修第一册
Period Ⅳ Writing |读后续写——友谊本单元写作的要求是读后续写，主题是友谊，在续写部分要做到想象合理，上下衔接，内容通顺，逻辑合理，在写作时要注意以下几点：1．通读全文，把握文本的脉络和画线词及串起文本的关键词，理清人物关系，在此基础上确定故事发展的方向，构思情节。
2．判断画线词与主题内容的关联度，确定要选用的词语。
3．阅读提示段的首句，进行解读、布局，注意要同时兼顾两段的首句进行谋篇。
4．注意人称、时态、语言风格与原来文本的一致性；注意词汇的丰富性和准确性。
1．I will value our friendship forever.我将永远珍惜我们之间的友谊。
2．A friend accepts you as you are.朋友就是接受原本的你。
3．A friend will add beauty to your life, like a sweetscented flower.朋友就像芬芳怡人的鲜花，总会为你的生活增光添彩。
4．There is nothing better than seeing the smiling faces of friends.没有什么比看到朋友的笑脸更好的了。
5．With tears streaming down her face, she expressed her heartfelt gratitude.泪水滚下脸颊，她表达了衷心的感谢。
6．It is the books we donated that bridge the friendship between us and the students in that village school.正是我们捐赠的图书，架起了我们与那所乡村小学学生之间的友谊之桥。
7．My best friend is the one who brings out the best in me.我最好的朋友促使我展现出最好的自己。
外研版英语九年级上册全册说课稿含答案
外研版英语九年级上册全册说课稿含答案一. 教材分析外研版英语九年级上册全册说课稿含答案，主要涵盖了九年级上册的各个单元内容。
本教材以培养学生的英语听、说、读、写四项基本技能为目标，通过丰富的话题和真实的语境，帮助学生提高英语综合运用能力。
每个单元都包括课文阅读、语法讲解、写作练习等部分，旨在让学生在掌握语言知识的同时，提高实际运用语言的能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于语音、词汇、语法等方面有一定的了解。
但同时，他们也存在一些问题，如部分学生对英语学习兴趣不高，英语基础薄弱，听、说、读、写四项技能发展不均衡等。
因此，在教学过程中，需要关注学生的个体差异，因材施教，激发学生的学习兴趣，提高他们的英语综合运用能力。
三. 说教学目标1.知识目标：通过本节课的学习，使学生掌握本单元的重点词汇、语法和句型，了解相关文化背景知识。
2.能力目标：提高学生的听说读写能力，尤其是听力和口语表达能力。
3.情感目标：培养学生的团队协作精神，提高他们的跨文化交际意识。
四. 说教学重难点1.重点：本单元的重点词汇、语法和句型。
2.难点：词汇的灵活运用，语法知识的实际应用，以及听说读写四项技能的综合运用。
五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中，提高英语运用能力。
2.运用多媒体教学手段，如课件、视频等，丰富教学形式，激发学生的学习兴趣。
3.分组讨论，促进学生之间的交流与合作。
六. 说教学过程1.导入：通过与本节课相关的话题，激发学生的学习兴趣，引入新课。
2.呈现：展示本节课的重点词汇、语法和句型，让学生初步感知。
3.操练：通过各种教学活动，如角色扮演、小组讨论等，让学生在实际语境中运用所学知识。
4.巩固：通过练习题、游戏等方式，巩固所学知识。
5.拓展：拓展相关话题，提高学生的跨文化交际能力。
6.总结：对本节课的主要内容进行总结，强调重点。
7.作业布置：布置适量作业，让学生课后巩固所学知识。
外研版九年级上册英语全册教案
Module 1 Wonders of the worldUnit 1 What is a wonder of the world?上课教师学生年级教材课时教学设计课型Listening and speaking教材分析This unit aims to review the learnt tenses so far and help students to be able to present some important and creative ideas about writing a school magazine.教学目标To learn and understand the topic words through talking and listening.To know something about the pyramids and the Grand Canyon.To understand the conversation about starting a school magazine involving different tenses.知识与能力 1. Vocabulary and expressions: ancient, club, composition, pupil, meeting, call, event, listen up. That’s news to me. Anyone else?2. To enable the Ss to express in different tenses according to the set situations.3. To learn to give ideas on writing a school magazine.过程与方法 1. Top-down approach, enabling Ss to understand and talk about writing a school magazine.2. To learn by listening, speaking and discussing.情感、态度与价值观To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.教学过程教学步骤教师活动学生活动活动目的Step 1Lead-in Start the lesson by showing groups of pictures about the wonders of the world on the screen including the ancient pyramids. Ask students to talk about the picture on Page 2.T: Where can you see the pictures and the brief introduction probably? (Newspaper / the Internet / Magazine…)T: Yes, magazines like Crazy English / National Geography…Who started…?Learn the new vocabulary. (ancient, py ramid, review, wonder…)Have a talk about the picture using the words in Activity 1. Learn a bit about magazines. Get the Ss to be attentive and focus on the theme of the lesson. (Magazine)Step 2Listening &Vocabulary Play the tape and check the words. Listen to the tape again. Make up possible questions according to the answers. Give examples. Listen and check the words. Make up questions according to the given answers.( Wh-questions) Practise listening and get specific information. Check their understanding by making questions.Step 3.Listen &read Play the tape for the 1st time. Ask Ss questions.T: What are the children doing?Is there a school magazine inDa Ming’s school?Listen to the tape and get the answers. Listen to get a general idea for the 1st time.Play the tape again and ask students to decide T OR F.①Crazy feet is a band.②Becky Wang started a school magazine.③Da Ming watched the interview on TV yesterday④Tony is writing a composition. Listen more carefully for the 2nd time. Decide whether they are true or false. Check the answers with the class. Listen for the specific information and understand the details of the conversation.Step 4.Read Play the tape again and get Ss to practise the conversation. Check the language points. Focus on everyday English and useful expressions.(Listen up, Anyone else? do some review, do an interview, on=about, get better grades)Get Ss to make a list of the articles in magazines.Check the answers in Activity 4. Read theconversation aloud, and read in role. Answer the questions in Activity 4. Practise reading and go over how to give suggestions when in discussion. Learn more about writing a school magazine.Step 5.Pair work Go through the five questions and highlight the key words. Ask for more answers on Question 3. Ss take turns to answer the questions. Consolidate the key words and transit to the next step by Question 3.Step 6.Discussion Tell the Ss:If your school decides to start a magazine, what are you going to write about? And why? They can make up lists and take Activity 3 as an example.Report their discussion. Work out the lists and talk about their plans to write the magazine. Beginning: Our school will start a magazine. What articles are you going to write... Learn to discuss in the way as the children do. Check Ss’ creativity.作业布置Collect information about the seven wonders of the world. (Pictures and brief introductions)板书设计Unit 1 What is a wonder of the world?school magazine That’s news to me!a wonder What’s it about?ancient pyramids listen upwrite a composition Any more ideas?/ Anyone else?do some reviews about… on=aboutdo an interview withUnit 2 Ｉwas on the edge of the Grand Canyon.上课教师学生年级教材课时教学设计课型Reading and writing教材分析By example this unit presents a good way to describe what one sees and feels after a journey. It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders.教学目标To get information from the reading material about the Grand Canyon;To learn the way of writing about what you see and your feelings when traveling;知识与能力 1. Vocabulary and expressions: waterfall, stranger, rock, ground, canyon, reply, rise, face, get out of, look over, disappear into, look (across) to…light-dark, clear, huge, beside, below, at the bottom of, reach the top. …too…to…2. To enable the Ss to express in different tenses according to the set situations.3. To love the wonders of the natural world and give facts and opinions.过程方法 1. Interactive approach.2. To improve Ss reading skills and get them to talk and practise writing by imitating.情感、态度与价值观To help students enlarge their vision on wonders of the world and help to write a description of a wonder that they have seen or visited.教学过程教学步骤教师活动学生活动活动目的Step 1Lead-in Ask Ss to show information about the seven natural wonders. (The teacher can get the related pictures ready beforehand)Present words in Activity 1. Talk and give facts about the wonders. Encourage Ss to describe withthe words given. Check up Ss’ homework and start the new topic.(Wonders)Step 2.Ask andanswer Ask Ss to make questions about facts of the natural wonders.Demonstrate and get Ss to follow. Ask andanswer.How tall/deep…is it?It’s…meters tall/deep.Practise asking about detailed information and learn the sentence pattern.Step 3.Read(Skimming)Tell Ss to read the passage in Activity 2. Find out the name of the wonder and its facts.T: Where did the writer visit?How deep/wide/long is it? Read thepassage andanswer thequestions. Find out the facts and write them down in Activity 5. Practise reading skills and get specific information.Step 4Readand match Play the tape and get Ss to follow silently. Find out the main idea of each paragraph. Present the five topic sentences on the screen (Bb).A. The writer arrived there on the rainymorning;B. The first impression/sight of theGrand Canyon.C. The Grand Canyon is the greatestwonder in his opinion.D. Details about the Grand Canyon.E. After minutes’ walk, he came to it.Ss follow the lines and match thetopic sentences tothe paragraphs.(or they canconclude the main idea by themselves if possible) R ead for the main idea of each paragraph. Learn to sum up and help to understand the whole passage.Step 5Read aloudGet Ss to read aloud after the tape and find the details about the trip.①When did he get to the GrandCanyon?②Why was there nothing to see?③Where was he facing on the edge ofthe Grand Canyon?④How did he feel about the Canyon? Read aloud and answer questions in Activity 3. Ask for help if they have any problems. Practise reading and learn about the details, check their understanding.Step 6.Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases. Try to check by a gap-filling exercise.(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of,disappear into, ask oneself ) Learn the verbs and phrases. Practising usingthem with thehelp of thegap-filling. Focus on the phrasal verbs and prepositions.Step 7.Match Activity 4Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline thewords and match the Englishmeaning. Practise guessing the meaning of words in the context.Step 8.Writing Tell Ss to imagine they have seen (some of them did see) one of the wonders of the world. Write sentences describing how they felt. Remind them of the four keywords: saw, size, happened, felt.First get them to work in pairs and then report the sentences or passage if possible. Write sentences according to the given beginning. Report theiranswers and tryto make theminto a passage. Practise writing and using the language on the basis of imaging and personal experience.作业布置Finish writing the description of one of the wonders of the world, trying to collect some details and take the text as a model.板书设计Unit 2 I was on the edge of the Grand CanyonThe seven natural wonders of the worldHow tall/wide/deep is it? It’s…tall/wide/tall.get out of on the edge of ask oneselfgo through look down/across to huge=very very biglook over at the bottom of the greatest wonderfall away disappear intoUnit 3 Language in use上课教师学生年级教材课时教学设计课型Revision and application教材分析This unit serves to give a review and summary towards the language points learnt in U1&.2.And it helps to clarify the exact differences among tenses.教学目标To review and check the words learned in this module;To summarise and consolidate tenses learnt before;知识与能力 1. Vocabulary and expressions: height, lift, view, attract, description, location, design2. To enable the Ss to differ the tenses learned in situations.3. To make a poster of a wonder of the world/ one’s hometown.过程方法 1. Formal and interactive practice, task-based.2. Comprehensive ways of practising and consolidating.情感、态度与价值观To help students enlarge their vision on wonders of the world;To make a poster of a wonder of the world or his hometown and help to love one’s motherland.教学步骤教师活动学生活动活动目的教学过程Step 1Revision Ask Ss to watch and listen to the MV Chinese by Andy Lau. Get them to find out the wonder in it.Encourage Ss to describe what they see in it , e.g.The Great Wall is a great wonder.Andy Lau went to the Great Wall.He was singing on it.He has sung many popular songs.…Watch and talk about things appear in the MV. Learn to tell the differences amongthe tenses. Help to establish the concepts of tenses in situations.Step 2.Grammar focus 1. Read through the sentences in the box with the whole class. Call back ideas about the structure highlighted from the students.2. Give hand-out to Ss and ask them to match the exact meaning with the corresponding sentence. (Activity 1)Check the answers right after that. 1. Read aloud the seven sentences. And tell the making-up of each tense.2. Read through the 5 pairs of sentences in different tenses and match. Practise telling the differences and meanings.Step 3.Writing1. Go back to the picture of the Great Wall. Give examples by matching the three parts.The Great Wall + is + about 6,700 km long.Give Ss tips on how to decide.2. Encourage Ss to observe and decide the forms of verbs in different tenses. 1. Observe thesubjects and theadverbial or even the phrasal verbs. Match the three parts to make possiblesentences.2. Read through the uncompleted passage and try to give the correct forms of verbs in the situations. Learn to observe and practise language in different tenses.Step 4Speaking 1. Show up the photo of visiting the Great Wall. Get Ss to ask the teacher questions in Activity 4. (Example)Get Ss to work in pairs, and ask and answer the questions.2. Present wonders in the local area.Get Ss to talk about them. 1. Ss follow theteacher and make up their ownconversations.Perform in front of the class.2. Learn the example in Activity 5 and make a similar introduction to the wonders in local area.Practise speaking and enable Ss to use the language and understand its meaning.Step 5VocabularyGame Present nine pictures about wonders of the world, each of which links an exercise in Activity 6/8. Get Ss to finish them first and check in forms of game. Elaborate on the Pyramids in Egypt. (More related photos) Finish the multiple- choices exercises and choose the pictures they’re interested in to check the answers. With the help of games, Ss can review the phrasal verbs and concepts of tenses.Step 6.Listening Present the three photos in Activity 7Ask about facts about any one of them. Play the tape for Ss to learn more. Listen and match the notes with the photos.Check the answers after listening and report about the three wonders with the help of the table.Learn more about the three wonders, practising describing.Step 7.Around the world Get Ss to look at the picture and read silently through the introduction. Give questions to check theirunderstanding. Read and decide, trying to grasp the main information. Learn about another wonder of the world.Step 8.Module task Tell Ss to work in groups of 4. Read through the instructions. Help them to decide what to write about.Hold up a show-and-tell session where Ss can display and discuss. Work in groups of 4 and write about one wonder they like. Collect sufficient information and make the poster. Take part in the show-and-tell session.Take this task as an extensive learning activity to get Ss to learn more about the wonders.作业布置Finish off the poster after class and get ready for the show at the back wall of the classroom. Prepare the show-and-tell session in groups of four.板书设计Unit 3 Language in useStructures of different tenses ancientThe Great Wall is a wonder… modern wondersAndy Lau went to the Great Wall. naturalHe was singing on it height—What’s the height of…?We are listening to him now. on the journey of…He has sung many pop songs. because / because ofHe will visit it some other day.Module 2 Great books一、教学内容分析本模块的话题是谈论书、作家、思想家、戏剧、电影、诗歌等。
2019-2020学年新外研版高一英语课时教案：必修1 Unit 1 1.1 Starting out教学设计(1)
Unit 1 A New StartPeriod 1 Starting Out & Understanding Ideas教学设计本节课是高中英语第一册Unit 1 A New Start的引入和阅读部分，这个单元是刚刚步入高中阶段的开始，所以是初高中的过渡，要让学生逐渐适应高中阶段的节奏和生活。
在start out（引入）部分，通过引导学生去谈论自己第一天在校园中的感受，经历以及对新校园的印象，来消除学生的陌生感。
在understanding ideas（阅读）部分，需要培养学生的预测能力，总结概括文章主旨大意的能力和寻找细节能力。
后两个能力是高考考查的重点，因此要引起重视。
1.语言能力目标本课时对于学生语言能力的要求主要在于：1）能够组织语言简单描述自己的感受和观点；2）能够通过阅读文章，快速获取细节信息,整合文本并对文章主旨大意进行概括。
2.思维品质目标：通过谈论自己高中第一天的经历和学习孟浩的经历，培养起对新学校的认同感，对新生活的期待感，树立良好的自信心。
1.重点（1）能够勇敢开口，和同学们分享自己的感受和想法；（2）学习如何快速获取文章信息；2. 难点（1）开口说；（2）整合文章信息并概括文章主旨大意。
Part 1. Start outStep 1 Lead-inWatch the video and answer the questions:1)What do these students do at school？2)How is this school different from your school?Step 2 Questionnaire1)Ask students to finish the questionnaire by themselves;2)Ask students to share their answers with classmates.Tips:For the first question, students can express themselves like this:On my first day at senior high, I felt very excited/happy/nervous... because...For the forth question, students can express themselves like this:About my new school, I like the campus/my teachers/my classmates...most because...Part 2. Understanding ideasStep 1. Activity 1 & 2 on page 2.Look at the title of the passage and the pictures. Tick what you think is mentioned in the passage.The school campusA new teacherSchool subjectsA new timetableAn embarrassing momentNew friendsTips:Some students may think all of the subjects above will be mentioned in the passage, but after reading, they will find just No 1, 2 and 5 are mentioned. But it doesn’t matters.Step 2. Activity 4 on page 4.Task 1. Complete Meng Hao’s experiences with expressions from the passage.Task 2. Find expressions from the passage that show Meng Hao’s feelings at each stage of the day.Tips:Task 1 requires students to find information from the passage quickly and Task 2 requires students to find and integrate information.For task 2, students should use some adjectives to describe Meng Hao’s feelings, then find some detailed information to support.Step 3. Activity 3 on page 4.Choose the best description of Meng Hao’s first day at senior high.Tips:This is about the main idea of the passage.Step 4. What’s your understanding of the saying “Well begun, half done”?Step 5. What happened on your first day at senior high? What do you think of your experiences? Share your experiences with the class.Step 6. Homework.。
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Module 1 Wonders of the worldUnit 1 It's more than 2，000 years old.【教学目标】【教学思路】本单元的教学内容是第一模块中的第一单元，通过提供必要的图片、背景等为学生创造一个全新的语言氛围。
首先，学生们刚刚假期归来，通过询问他们“假期去过哪里？”“在那儿做过什么？”和“新学期的打算是什么？”导入新课。
以学生感兴趣的话题开篇，重点在于培养学生的学习兴趣。
因此，教师并未对书上的图片进行讨论，而是从自然景观和人造景观谈起，帮助学生为第一部分的听力做了充分的准备，使得他们在听时能快速地抓住细节成为可能。
【教学准备】黑板，录音机，单词卡片，教学图片，多媒体，配套的资料，配套的巩固练习册等。
【教学过程】Step 1 Warming up & Leading in1．师生问候。
2．师生对话，谈论假期生活。
如：新学期开始，学生又见面了。
教师给几分钟的时间让他们谈论假期的生活和对新学期的展望。
T：Boys and girls，new term is coming.What did you do during the summer vacation？Where did you go？Let's talk about them.The teacher asks some students to talk about their summer vacations and gives some help if necessary.T：OK.Everyone had a good time on vacation.What are your new term's resolutions?(引导学生回答：I'm going to get good grades.)活动小结：新学期开始，教师通过让学生自由谈论假期生活和新学期的计划导入新课，活跃了课堂气氛，也能让学生比较迅速地进入到课堂状态中，调动他们的学习积极性，从而消除了第一节课的紧张感。
Step 2 Presentation & Practice1．Listening and vocabulary(1—2)(1)教师首先向学生提问，让学生说说关于中国的伟大奇观，引出The Great Wall，The Terracotta Army，The Three Gorges Dam等等。
教师依次出示关于这些伟大奇观的图片或者播放视频，让学生感受这些奇观的伟大之处，感受祖国的大好河山。
(2)最后让学生对以上的伟大奇观进行分类，并提出分类的标准：natural，manmade，ancient，modern。
(3)教师对于涉及的单词和词组进行讲解和操练。
①army军队；陆军；团体；野战军，复数形式为armies。
②natural形容词，意为“自然的”，名词形式为nature。
③manmade作形容词用，就是“人造的(非自然的)”意思，man为名词，修饰后面的made(形容词)，要用连字符“－”。
④ancient，modern两个词互为反义词，均为形容词，ancient古代的；modern现代的。
⑤wonderadj.奇妙的；钦佩的；远超过预期的n．惊奇；奇观；奇人；奇迹vt.对……感到好奇；惊奇；感到诧异；想弄明白(4)教师分别拿出关于The Terracotta Army，The Three Gorges Dam，The Giant's Causeway，Victoria Falls的图片，让学生辨认，说出英文名字，对这些中外的伟大奇迹进行认识巩固。
最后让学生完成活动1。
(5)教师让学生看教材上活动1、2中的图片，完成活动2的问题。
2．Listening and vocabulary(3)．(1)教师先播放录音，让学生听录音思考下面几个问题：Q1：Are na tural wonders more interesting than manmade ones？Why?Q2：Is the Giant's Causeway a natural wonder?Q3：Can you tell me something about the Giant's Causeway，Victoria Falls，the Terracotta Army and the Three Gorges Dam?Q4：Is Victoria Falls a manmade wonder?Q5：What manmade wonders are mentioned in the dialogue?(2)教师让学生简略回答后，再次播放录音，和学生一起验证答案。
(3)教师带领学生一起学习对话中的知识点。
①discussion名词，“讨论”，动词形式为discuss。
②eastern形容词，“东方的”，可作定语。
③That sounds great，though I think Victoria Falls in Africa is even more fantastic.a．sound为系动词，意为“听起来”，后面可以直接跟形容词作表语。
b．though的用法：它可以放在句首，也可以放在句末，用作连词，表示“虽然”；用作副词的时候，表示“可是”，一般置于句末。
④But in my opinion，manmade wonders are more exciting than natural ones.in my opinion＝from my perspective＝in my view＝personally“我认为，在我看来”。
more…than…“比……更……”，more用来表示比较级。
⑤Now，who'd like to call first?would like sb to do sth想让某人去做某事(4)教师再次播放录音，让学生再次听录音。
让学生仔细听录音，注意重要单词的语音和语调。
对于比较长的句子，让学生多听几遍，注意长句子的断句和连读，让学生跟读几遍。
教师播放录音的时候，注意是一句一句的播放，让学生来试着跟读。
最后让学生四人一组，分角色朗读对话。
(5)在学生表演完对话后，教师读句子，让学生集体回答句子对错。
a．Tony thinks the Giant's Causeway is the largest natural wonder.b．Lingling thinks Victoria Falls is more fantastic than the Giant's Causeway.c．Betty and Daming are more interested in manmade wonders.d．For Daming，the Three Gorges Dam is more fantastic than the Terracotta Army.3．Listening and vocabulary(4—5)(1)教师提出活动4的四个问题让学生依次回答。
待学生回答完毕后，教师还可以拓展出更多的问题让学生根据所了解的情况进行回答。
最后让四名学生分别就“The Terracotta Army，The Three Gorges Dam，The Giant's Causeway.Victoria Falls”四个伟大的奇观做汇报。
(2)教师先让学生自己完成活动5，用给出的单词完成句子，最后和学生一起核对答案。
活动小结：通过回答问题和完成活动，让学生进一步了解所学习的内容。
Step 3 Pronunciation & Speaking1．Listen and mark the pauses.(1)教师播放录音，让学生自己听句子，边听句子，边在书上标出停顿的地方。
(2)让学生再听一遍录音，边听边跟读句子，并注意停顿。
(3)教师再次播放活动3的对话，让学生感受句子的语音、语调和停顿，感受英语读句的独特的韵律，让学生慢慢能感受到英语读句的停顿习惯。
2．Work in pairs.Make a list of wonders of the world.Say which one you would like to visit and why.(1)教师提出问题，让学生四人一组分别讨论，说说自己最想参观的伟大奇观是什么，说说它有哪些有趣的地方，为什么吸引你。
(2)教师让学生根据活动1—5，总结出描述伟大奇观需要用到的形容词和句型。
形容词：natural，modern，interesting，fantastic，great，manmade，ancient，huge，wonderful，beautiful句型：Which wonder of the world would you like to visit?I'd like to … because …I think …In my opinion，…I'm not sure I agree with you.(3)教师最后选学生代表进行汇报。
活动小结：通过让学生归纳句式和词汇，最后利用这些句式和词汇进行语言输出，锻炼学生的逻辑思维能力。
Step 4 Homework1．Memorize the words，main phrases and sentences in this unit.2．Make a survey about your parents what great wonders they would like to visit most.3．Finish all the relevant exercises.【板书设计】Unit 1 It's more than 2，000 years old.Main phrases：join in，agree with，most of，on the eastern coast，in one's opinion，more than，at the top，millions of，be interested inMain sentences：1．I think natural wonders are more interesting than manmade ones.2．I've never seen it，so I'm not sure I agree with you.3．It's about 1，700 metres wide and 100 metres high.4．You can hear the loud noise a few kilometres away.5．Now，who'd like to call first?Unit 2 The Grand Canyon was not just big.【教学目标】【教学思路】本单元的教学内容是第一模块中的第二单元，通过提供必要的词汇、背景等为学生创造一个全新的语言氛围。