外研版英语九年级上册 Module 7 Unit 1 教案
Module 7 Great booksUnit 1 We’re still influenced by Confucius’s ideas.教学目标【知识目标】1、能够正确使用下列单词和词组: crocodile, shark, hand, have a look at, alongside,2、能够初步了解that引导的限定性定语从句。
【能力目标】3、能够听懂有关介绍澳大利亚的对话；能够询问他人的旅游经历。
4、能够用本单元学到的词汇、短语、句型介绍参观过的某个地点。
【情感态度目标】了解不同国家的风景，自然与文化，同时能够介绍中国的文化景点，增强民族意识；培养学生对自然和生活的热爱之情。
教学重难点【教学重点】1、能够掌握本单元重点单词和固定表达2、能够用本单元学到的词汇、短语、句型介绍参观过的某个地点。
【教学难点】一般现在时的被动语态的用法教学过程Step 1 Lead-in标题导入:“Recently I’ve read a great book called Romeo and Juliet。
I’m deeply moved by it. Have you ever read some great books?” 随即将“Great books”呈现在黑板上，鼓励学生说出他们读过的名著。
这里用学生们熟悉的话题导入新课，能够激发学生学习的兴趣，活跃课堂气氛，更重要的是通过老师的表述，如运用重读、稍慢的语速等方式强调被动语态的句子，让学生们在真实的语境中感知被动语态。
Step 2 Listening听activity1，展示三幅图片，问“Who are they? Do you know something about them? Try to use the words in the table to help you.”,学生们两人一组描述图片，之后，听磁带看学生们的匹配是否与所听到的一致。
1. Ask the students to Look at the pictures.2. Say who they are and why they are famous.3. Play the recording and ask the students to listen carefully.4. Now listen and check your answers.5. Ask the students to check their answer with a partner.6. Call back the answers from the whole class and check the answers.Step 3 Listening carefully1. Ask the students to read through answer the sentences.1) Confucius is well-known in _______________.2) Shakespeare wrote ______________________.3) Mark Twain’s stories are set __________________ of the US.2. Play the recording and ask the students to listen carefully.3. Listen and complete the sentences.4. Ask the students to check their answer with a partner.5. Call back the answers from the whole class and check the answers.6. Now listen and check.Step 4 Listen and read（一）学生自主学习，理解activity 3的意思，找出不懂的地方。
（二）小组内合作解决不懂的地方，再有疑难，小组间共同解决，教师适时点拨。
1. Show some pictures, and ask the students to talk about them.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation.5. Act it out.6. Match the people with the descriptions.（1）Ask the students to read the conversation again.（2）Read the information in Activity 3.1) Confucius 2) Shakespeare 3)Mark Twaina) He was a very wise man.b) He is not as well-known as the other two people, but his works are still popular.c) His plays are read by millions of people.d) He was more a teacher and thinker than a writer.e) People are still influenced by his ideas.3. Now match the people with the descriptions.4. Ask the students to check their answer with a partner.5. Call back the answer from the whole class and check the answer.Keys: 1.a), d), e) 2. c) 3. b)Step 5 Finish the activity 4.1. Ask the students to the words in the box in Activity 4.accept discuss influence review sense thinker wise2. Ask the students to read through the passage in Activity 4.3. Complete the passage with the correct form of the words in the box.4. Check with a partner.5. Call back the answers from the whole class.Keys: 1. discussing 2. review 3. accepted 4. thinker 5. wise6. influenced7. senseStep 6 Everyday English让学生们说说这些句子在文中的意思。
What’s up? Well, maybe…I suppose… Why don’t you…?Step 7 Pronunciation1）跟读录音朗读文章，模仿语音语调2）读熟文章3）画出重读的句子1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) We’re still influenced by Confucius’s ideas.2) Shakespeare’s plays also make a lot of sense to us today.3) He was important, but I suppose he isn’t as well-known as Confucius or Shakespeare.3. Ask the students to listen and underline the words the speaker stresses.4. Now listen again and repeat.Step 8 Group work and speaking1. Work in groups. Do you agree with the following opinions? Give your reasons.1) Teahouse is one of the greatest plays in China.2) Everyone should learn some Tang poems.3) We should only read books by great writers.I accept… I agree / don’t agree with…I suppose… I think…2. Now report the ideas of your group to the whole class.Most of us think…We think we learn…3. Work in groups.Step 9 Language points1. What’s up?What’s up? 是一种非正式的用法，意思是“怎么了/出什么事了？”例如：What’s up? You look very worried? 怎么了？你看上去很焦虑。
2. But I think I’d describe Confucius more as a teacher and thinker than a writer.这里的Confucius指孔子，为“孔夫子”的英语译名，是长期以来约定俗成的译法。
more…than…在本句中表示“与其说是…不如说是…”。
例如：Success is more hard work than good luck. 成功来自努力，而非好运。
3. … and Shakespeare’s plays also make a lot of sense to us today. …make sense的意思是“合情理；明智；有意义”。
例如：No wonder how I tried to read it, the sentence still did not make any sense to me. 不管我们怎么努力地读，我还是不懂这个句子的意思。
外研版九年级英语《Module 7 Great books Unit 1》教学设计
外研版九年级英语《Module 7 Great books Unit 1》教学设计一. 教材分析外研版九年级英语《Module 7 Great books Unit 1》以文学名著为主题，介绍了三部世界著名文学作品《骆驼祥子》、《简·爱》和《远大前程》。
本单元通过阅读名著梗概，学习与名著相关的文化背景、人物关系、故事情节等，提高学生的阅读理解能力。
教材内容丰富，既有文学知识的介绍，又有阅读策略的学习，旨在激发学生对文学的热爱，培养学生的文学素养。
二. 学情分析九年级的学生已经具备一定的英语基础，对于阅读理解也有自己的方法。
但学生在阅读长篇文学作品时，可能会遇到生词、难句等障碍，影响阅读理解。
此外，学生对于文学名著的了解相对有限，需要老师在教学中进行引导和拓展。
三. 教学目标1.知识目标：学生能够掌握与名著相关的词汇和表达，理解名著梗概，了解名著的文化背景。
2.能力目标：学生能够运用阅读策略进行名著阅读，提高阅读理解能力。
3.情感目标：学生能够热爱文学，主动探索文学作品。
四. 教学重难点1.重点：学生能够阅读并理解名著梗概，掌握与名著相关的词汇和表达。
2.难点：学生能够运用阅读策略进行名著阅读，提高阅读理解能力。
五. 教学方法1.阅读指导法：教师引导学生进行阅读，帮助学生解决阅读中的困难。
2.任务驱动法：教师设计各种任务，引导学生积极参与课堂活动。
3.小组合作法：学生分组讨论，共同完成任务。
4.情境教学法：教师创设情境，激发学生的学习兴趣。
六. 教学准备1.教师准备：教师熟悉教材内容，了解学生的学习情况。
2.学生准备：学生预习教材，了解将要学习的内容。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论自己对文学作品的了解，激发学生的学习兴趣。
2.呈现（10分钟）教师介绍本节课要学习的三部名著《骆驼祥子》、《简·爱》和《远大前程》，展示名著封面、作者图片等，帮助学生对名著有一个直观的认识。
新外研版九年级英语上册Module 7 Unit 1教学课件
accept, discuss, influence, review, sense, thinker, wise
discussing Mr Jackson and Betty are (1)__________ great writers. Betty explains that in her Internet group, each person reads a favourite review of it. Mr book and then writes a(n)(2)_______ accepts Jackson (3)_______that Confucius and Shakespeare are great because their works are still read by people today, but he thinks
I can’t find work in this town.
在这个小镇上我找不到工作。 He did much work for class every day. 他每 天为班级做好多事情。
(2). 作动词，意为“工作”。如： Henry works in a bank. 享利在银行工作。 (3). 作动词，意为“运转；运行”。如： My watch doesn’t work. 我的表不走了。
Betty: He was important, but I suppose he isn’t as well-known as Confucius or Shakespeare. Mr Jackson: No, but his books are still popular, and one of his books is my favourite, The Adventures of Tom Sawyer. Betty: Great! Why don’t you join in the discussion and tell us about it?
外研版九年级英语上册M7u1教案
—I need help. What should I get my mom for her birthday?
A．how's it going
B．what's on
C．what's up
D．how's your mother
课后反思
A.Yes ,he is. B.No,he isn’t.
3 . Are Shakespeare’s plays read by millions of people?
A.Yes ,they are. B.No,they aren’t.
4. Was Confucius more a teacher and thinker than a writer?
6．Lily is ________ her mother in many ways. For example, they are both tall and thin.
A．similar to B．kind to
C．friendly to D．different from
7. With the development of China, Chinese ______ by a large number of people in the world.
adj. 1.有判断力的；明智的2.众所周知的；著名的
任务二：听读课文，回答下列问题。
1.Was Confucius a very wise man?
A. Yes ,he was. B.No,he wasn’t.
2.Is Mark Twain not as well-known as the other two people, but his works are still popular.?
新外研版九年级上册英语 Module 7 Unit 1 教案(教学设计)
Module 7 Great BooksUnit 1 We’re still influenced by Confucius's ideas.单词discuss, thinker, wise, review, influence,4.能够谈论自己喜爱的书籍和作家。
5.掌握一般现在时被动语态的概念和用法。
能够听懂谈论人物或文学作品的对话。
并能在一般现在时的被动语态的用法。
能够通过对话学习，对孔子、莎士比亚、马克吐温这三位伟大的人物有基本的认识，在交流中鼓励不同层次的学生敢于发表自己的观点。
Step 1情景导入T：There are many famous writers and thinkers in the world. How many do you know?S1：Lu Xun is a great writer.T：You\'re right. Who else?S1:Shakespeare is a great writer.T:Do you know Confucius？S2:Yes, I do. He was a teacher, a thinker. He was also a writer.T:Today, we will learn more about them.Step 2完成教材 Activities 1，2的任务1.Work in pairs. Look at the pictures.Say who the people are and why they are famous. Now listen and check your answers. (Activity 1)（1）教师先提供一些词汇，供学生讨论使用。
例如：great, influence, play, poem, respect, story, thinker, thought, wise, writer 等。
外研版九年级英语上册教案Module 7 Unit 1
Module 7Great books Unit 1We’re still influenced byConfucius’s ideas.教材分析This is the first lesson in this module. The listening material is information about great book s. It’s a good text to help the students improve their listening strategies, such as getting information from the listening material.教学目标【知识目标】I. Key words:discuss, wise, review, influence, sense, suppose, well-knownII. Key phrases:make sense, by the way, more...than..., as...as..., join inIII. Key sentences:(1) Their works are still read by many people today.(2) But I think I’d describe Confucius more as a teacher and thinker than a writer.(3) We’re still influenced by Confucius’s ideas.(4) I suppose he isn’t as well-known as Confucius or Shakespeare.【能力目标】I. To understand dialogues about characters and great books.II. To talk about their favorite books.【情感目标】I. To read more good books through learning.II. To enrich their knowledge【教学重点】I. Key words:discuss, wise, review, influence, sense, suppose, well-knownII. Key phrases:make sense, by the way, more...than..., as...as..., join inIII. Key sentences:(1) Their works are still read by many people today.(2) But I think I’d describe Confucius more as a teacher and thinker than a writer.(3) We’re still influenced by Confucius’s ideas.(4) I suppose he isn’t as well-known as Confucius or Shakespeare.【教学难点】To train their listening and speaking abilities.课前准备Multimedia教学过程Step I Warming up and leading in(I) Warm upT shows some pictures about great books home and abroad.(II) Lead inSs talk about their favorite books and writers.(III) IntroductionIntroduce Confucius, Shakespeare and Mark Twain.(IV) Practice1. Listen and check your answers to Activity 1.2. Listen again and complete the sentences.【设计意图】让学生掌握一些描述作家、思想家以及他们代表作的词汇，从而为后面听对话、读短文以及模块任务的开展做好铺垫。
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。
新外研版英语九年级上册教案 Module7 Unit 1
Module 7Great booksUnit 1We’re still influenced by Confucius’s ideas.◇目标导航◇◇教学过程◇一、方法指导1.预习Page 56的生词,做到会读并知意。
2.预习Page 56的对话,了解对话主题并能够翻译对话。
二、预习检测Ⅰ.英汉互译1.顺便说一下by the way2.作为……著名be famous as/be well-known as3.make sense易理解;合情理;有意义4.more...than...与其说是……不如说是……5.join in参加Ⅱ.根据首字母及汉语提示补全单词1.Have you ever read any works(作品) by Shakespeare?2.What will influence(影响) your decision about what to study in college?3.As a student,you should respect(尊重) your teachers.4.The radio says it’s going to rain this afternoon,so it’s wise(睿智的) of you to take your umbrella.5.My English teacher knows a lot about the English literature(文学).Ⅲ.根据句意用所给词的适当形式填空1.Jay Chou is known(know) as a great singer.2.Journey to the West is thought(think) to be one of the greatest Chinese books.3.Would you like to read(read) The Adventures of Tom Sawyer?4.The students are often told(tell) to take good care of their desks and chairs.5.Don’t you know Confucius is a famous thinker(think) of China?Ⅳ.单项填空(C)1.I don’t want to you.You must decide for yourself.A.talkB.knowC.influenceD.hear(D)2.Confucius’s works still read by many people today?A.DoB.IsC.DoesD.Are(A)3.It’s raining heavily.take a raincoat with you?A.Why notB.Why don’tC.Would you mindD.Would you like(A)4.—Hi,Jim.—Could I borrow your bike?A.What’s up?B.Do you have matter?C.It’s kind of you.D.How are you?(B)5.Wang Junkai a famous star.A.is known toB.is known asC.is known forD.is known ofStep1情景导入Teacher:Hello,everyone.Do you like reading?What’s your favourite book?Who’s your favourite writer?Why is he/she your favourite writer?We will learn about some famous writers this class.Step2完成教材Activity1和2的任务1.认真观察Activity 1中的图片,说出这些人物都是谁以及他们为什么著名。
Module7Unit1外研版英语九年级上册教案详解
二、核心素养目标
1.提高学生的语言素养：通过学习新词汇和语法，使学生能够熟练运用英语描述旅行经历，增强口语表达和书面表达能力；
2.培养学生的文化意识：通过了解不同城市的旅游景点和风土人情，拓展学生的国际视野，增进对多元文化的理解和尊重；
1.加强对基础薄弱学生的关注，给予个别指导和鼓励，提高他们的学习信心。
2.使用简洁明了的语言讲解语法知识，注重实际应用，让学生更容易理解。
3.在实践活动和小组讨论中，加强对学生的引导，确保讨论围绕主题进行。
4.培养学生的独立思考能力，让他们在学习中更加自信。
5Байду номын сангаас及时关注学生的疑问，确保他们能够跟上教学进度。
3.发展学生的思维品质：通过分析课文中的描述性语言和写作技巧，提高学生的思维逻辑性和创新性，培养批判性思维；
4.增强学生的学习能力：引导学生自主探究、合作交流，培养其解决问题的能力和团队协作精神，提高学习效率；
5.塑造学生的人格素养：借助旅行主题，教育学生关爱自然、尊重历史，培养积极向上的生活态度和价值观。
举例：解析课文中的句子，如“During the trip, we saw many interesting sights.”，让学生学会如何描述旅行中的见闻。
（4）写作：根据课文模板，编写一篇关于自己旅行经历的英文短文。教师应指导学生运用所学词汇和语法，提高写作能力。
举例：给出写作框架，如“Introduction-Body-Conclusion”，并指导学生如何将自己的旅行经历填充到框架中。
（2）语法：一般过去时的运用是本节课的重点语法。教师应通过实例讲解，让学生掌握一般过去时的结构，并在实际情境中运用。
外研版九年级英语上册教案 Module7 Unit1 (3)
九上Module 7 Great booksUnit1 We’re still influenced by Confucius ideas. Teaching aims1.Knowledge objective:Students will be able to master the useful words and structures.Key words: discuss, thinker, wise, review, influence, sense, makesense, by the way, suppose, well-knownkey structures: ----am/is/are done2.Ability objective: To help students to understand conversations aboutliterature works3.Moral objective:To help students know how to share ideas aboutliterature works with classmates4.Important pointsThe new words and expressions.Difficult points:How to use the present tense.passive voice .5.Teaching methods: PWP method, task-based method and interactive approachTeaching proceduresStep 1 Warming-upLet’s discuss:What do you know about him?( Show some pictures of thethree famous persons).Step 2 Pre-task(1). Task: Check the new words.1.Show some pictures and things to get the students say out the new words.anize the students to read the new words together.Step 3 While-taskTask1:Listening(1). Play the tape, ask students to listen and complete the sentences, then check.(Activity 2)(2).Guide the students to listen to the conversation in Activity 3. Questions: Who are Betty’s great writers?What’s Mark Twain’s great book?Task 2: Reading(1) Organize the students to read the conversation with the video then read it together.(2) Organize the students to match the people with the descriptions,thencheck their answers one by one.Task 3: Retell the dialogue(1)Ask students to complete the passage.（Activity 4）（2）Ask two of the students to retell the dialogue.Step 4 Post-taskTask:Do some speakingSay something about your great writer1 Who is your great writer?2 Why do you like him\her?3 What did he\she write?4 What do you think of the book\play…?…Step 5 Summary1.Get the students to sum up the language points.T: What have we learned today?Ss:……Step 6 Homework1. Finish Exercise book M7U1.2. Search for some information about The Adventures of Tom Sawyer.板书设计：Module7 Great booksUnit1 We’re still influenced by Confucius ideas小组评价I accept…T1 T2 T3I agree/don’t agree with…I suppose…I think…。
外研版九年级上册英语M7U1教案设计2
Chapter 1 Lead-in : Warming up and Revision(复习旧识，导入新课)Step 1 Lead-in标题导入:“Recently I’ve read a great book called Romeo and Juliet。
I’m deeply moved by it. Have you ever read some great books?”随即将“Great books”呈现在黑板上，鼓励学生说出他们读过的名著。
这里用学生们熟悉的话题导入新课，能够激发学生学习的兴趣，活跃课堂气氛，更重要的是通过老师的表述，如运用重读、稍慢的语速等方式强调被动语态的句子，让学生们在真实的语境中感知被动语态。
Chapter 2 The students can learn by themselves, and ask some questions about the study. (自主学习提出疑问)Step 2 Listening听activity1，展示三幅图片，问“Who are they? Do you know something about them? Try to use the words in the table to help you.”,学生们两人一组描述图片，之后，听磁带看学生们的匹配是否与所听到的一致。
1. Ask the students to Look at the pictures.2. Say who they are and why they are famous.3. Play the recording and ask the students to listen carefully.4. Now listen and check your answers.5. Ask the students to check their answer with a partner.6. Call back the answers from the whole class and check the answers. Step 3 Listening carefully。