2017届九年级英语下学期课时随堂检测卷7.doc

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Unit 6 Caring for your health
一、教材分析
本单元围绕着“如何关爱自己的健康”的话题来展开听、说、读、写的训练。教材以“一篇如何保持生活平衡的网络文章”为载体，帮助学生了解如何关爱自己的健康。在了解健康的饮食的同时，我们如何做到拥有健康身体。作为初三年级的学生，了解如何关爱自己的健康非常重要。语法方面是掌握形容词后接宾语从句的用法以及宾语从句的复习。并培养学生写一封电子邮件给一位生病的同学一并尝试正确使用语法。
具体课型、课时安排如下：
单元板块
课时
单元总课时
全书总课时
Reading
2.5

8

8*8=64
Listening
0.5
Grammar
1.5
Speaking
0.5
Writing
0.5
More practice
1
Study skills/Project
1
Culture corner and Self -assessment
0.5

二、教学对象分析
1. 学生通过初一、初二以及初三上学期的学习，对工具书和蛛网图的使用有一定的了解，通过对蛛网的介绍和用法，提高学习的自学能力和概括归纳能力，有利于开展本单元的听、说、读、写任务。
2. 学生在初一、初二以及初三上学期平时学习过程中就已经接触过了有关宾语从句的用法，本单元再通过系统地复习，在学习方式上引导学生学习归纳总结。
三、单元教学目标
1.认知目标：
学习水平

学习内容
学习水平的描述

语音
1. 能掌握在句子中的重音。
2. 能流利地朗读课文及与课文水平相当的短文，语音、语调、句子重音和停顿基本正确。

词汇
1. 重点词汇
Conduct, quarrel, focus, pressure, whether, risk, guard, cancel, bright, force, private, silent, musical, enemy, regular, cheer, low, eyesight, dentist, recovery
词组：
Deal with, guard against, cancel out, look on the bright side, take up, be busy with, leave….behind, cheer….up

句型
1. How to lead a banlanced life.
2. Many sutdents suffer from stress in their daily life.
3. They are under the stress because he has too much work to see to in his business.
4. They focus too much on studying, dealing with peer pressure and worrying about what others think and not enough on other things.
5. You may wonder whether…..
6. You should be aware that …..
7. One way to …..is …..
8. You should always look on the bright side of life,
9. Force yourself to take a break from …..
10. You can do this by……
11. When you are busy with a hobby, you leave all your worries behind.
语法
1. Learn how to use adjectives +that clauses（掌握形容词后接宾语从句的用法）
2. Review object clauses.（宾语从句的复习）
读（reading）
1. Read an online article about how to lead a balanced life.（读一篇有关如何保持生活平衡的网络文章）
2. 熟练朗读及背诵课文。
听(listening)
1.Listen to a lecture on how to take care of your eyes.（听一段有关如何保护视力的演讲）
说(speaking)
1. Learn to talk about illness and health.（谈论疾病与健康）
2. Conduct a survey about a healthy lifestyle.（开展健康生活方式的调查）
写（writing）
1.Write an email to sick classmate.（写一封电子邮件给一位生病的同学）
2. 能笔头回答课文内容提出的问题。
3. 能用本单元学习的重点词汇、句型进行造句。
2. 思想情感目标：

1）通过谈论“关爱健康”的相关话题，帮助学生如何开展健康的生活方式。
3. 能力发展目标：
1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。
2）在学习中提高交流和传递信息的能力，在写作中正确运用连词使文章更连贯和流畅。
3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。
四、单元教学重点
1. 学生熟练掌握重点词语，词组及句型。
2．指导学生利用所学句型正确表达思想、进行交际活动。
3．指导学生归纳、总结宾语从句的用法，并在实践运用中熟练运用。
五、单元教学难点
1. 掌握形容词后接宾语从句的用法以及宾语从句的归纳整理及运用。
六、教学策略
1. 引导学生积极主动的通过预习完成可以自己学会的部分，课堂学习完成学习的重难点，通过复习及归纳总结完善单元的学习。
2. 在教学中以旧带新，引导学生用正确的句子表达思想。
3. 适当补充与课文话题相关的内容，拓展学生的阅读视野。
七、学习策略
1．初步接触略读（skimming）和找读（scanning）这两种阅读策略。
2．学会在阅读过程中通过上下文来猜测生词含义的方法。
3．关注对话中特殊疑问句的提问和相应的回答，以便准确记录相关信息。
八、媒体的选择与设计
1．充分利用和发挥基本的教学媒体，如录音机，教师的body language、板书的作用。
2．适时、合理地使用多媒体，增大课堂的容量，更好地辅助教学。
九、各课时教学内容安排建议
课时
教学内容及课型
教学目标及简单教学环节设计

第1-2课时

Reading A
新授课
一、定位: input-based，训练各种听与说的语言微技能,并给予阅读学习策略的指导，读为主。
二、教学目标：
1．通过多种形式的阅读活动和任务，帮助学生理解课文。
2．指导学生运用一定的阅读理解学习策略，培养阅读微技能。如：扫读，获取文章大意；推断，深层理解；猜测生词大意等。
3. 做好课堂笔记，扎实基础知识。
二、教学设计:
Step 1 Warming up
Ask Ss some questions:
1. Do you like eat meat?
2. Do you like eat vegetable?
3. If you go to the restaurant , what will you order?
4. Give me some food about healthy diet.
(write down some words Ss have mentioned on the Bb)
2．Cartoon talk
Let the Ss look at a cartoon picture on page 81 and say something about the picture.
Step 2 Leading in
1.Ask Ss questions on A on page82.
2.Ask Ss to look at the pictures(A1 Page 82) and finish exercise on page 82 . Then chect the answers.
3.ask ss to look at the pictures in A2 and talk about them with your partner.
Step 3:Pre-reading
1) Ask Ss to look at the pictures , the title and the introduction to the conversation B on page 82. Then finish exercise B on page 82.
2)Teach som new words by showing pictures.
3)Get ss to finish C1 on page 84 and check the answers.
4)Get ss to try using the new words and phrases.(finish C2 on page 84)
Step 4:While-reading
1.First reading
Get ss to read fast to complete: D1 on page 85
2.Second reading
Ask Ss to read the blog carefully again and find the facts (D2 on page 85. then Check the answers. (Ask Ss to practice in pairs)
Step 5 Post reading
Group work:Ask Ss to talk in groups and then share their opinions in class.
(Get ss to finish exercise D3 on page 85)?Discuss with your classmates.
Step 6: Language points---key points:
◆ A balanced diet平衡的饮食
◆ Suffer from（拓展：escape from）
◆ Under stress
◆ Focus on doing sth/sth
◆ Deal with/do with 处理
◆ Peer pressure
◆ Worry about/be worried about
◆ Sb wonder whether …..
◆ Be aware that/be sorry that/be sure that
◆ A risk to
◆ Guard against
◆ Cancel out
◆ Look on the bright side
◆ Force oneself to do th
◆ Take up（拓展：take in; take off）
◆ Be busy with/be busy doing sth
◆ Leave ….behind

◆ Cheer ….up
Step7：Consolidation:do some related exercises.
Step 8: Homework：Go over what you’ve learned today.

第3课时

listening

一、定位：
1.input-based，训练各种听与说的语言微技能，并给予听的学习策略的指导。
Objectives:
1.通过多种形式的听力活动和任务，帮助学生理解课文。
2.指导学生运用一定的听力理解学习策略，培养听力微技能。如：扫听，获取文章大意；细听，深层理解；再听，巩固听力技巧等。
二、教学环节设计:
Step 1 Pre-listening
Tell Ss that they are going to do some listening exercises. Ask some of the Ss what they will do before listening.
Learn the study tips with Ss by asking Ss to read the tips on their book carefully.(Pay attention to wh-questions and the key words when listening).
Ask Ss to read the table on page 86 carefully and predict what kind of information they could fill in the blanks. Ss can discuss in groups and write down their answers with pencils.
Ask Ss what they must pay attention to when they write. Eg: their spelling, the first letter of the word, how to write a number etc.
Step 2 While-listening
Play the recording for Ss to listen and complete the table.
Play the recording again for Ss to listen and ask them to check their spelling.
Check the answers and see how well they did in the prediction.
Step 3 Post-listening
a)Give Ss some time and get them to summarize the skills of completing a table of information and finish the related listening exercise in Book B.
Step 4: Summary: ask the ss to conclude what we’ve learned today.
Step 5 Homework
Finish Students Times of Unit 1 listening exercise.

第4-5课时

Language
(partⅠ)
1. 通过多种形式的语法情景教学活动和任务，帮助学习语法。
2. 指导学生通过不断的练习，掌握语法知识
3. 做好课堂笔记，扎实基础知识。多总结，巩固所学知识。
二、教学环节设计:
Step 1 presentaion
It is +adj +that clause
这里的形容词包括有：afraid, glad, pleased, sorry, surprised, upset, certain, happy, sad, sure, unaware, worried,
Eg:It is important that We protect our nature/It is important for us to protect our nature
2.It is necessary that We always give a hand to disabled peope
It is necessary for us to give a hand to disabled peope
3.It is meaningful that He will join in the voluntary work
It is meaningful for him to join in the voluntary work
4.It is wrong that children don't look after the old
.It is wrong for children not to look after the old
5.It is exceting that I will play a role in zhang yimou's film
It is exceting for me to play a role in zhang yimou's film
B---Review of object clause
谓语动词+宾语从句（注意时态、人称、语序的变化）：
主+谓+that +…(陈述句)
主+谓+疑问词 +主+谓+…
一.宾语从句的定义置于动词、介词等词性后面起宾语作用的从句叫宾语从句。宾语从句的语序必须是陈述语序。谓语动词、介词、动词不定式，v.-ing形式后面都能带宾语从句。有些形容词（afraid,sure,glad等）之后也可以带宾语从句。
二.宾语从句中引导词的用法在复合句中作主句的宾语，引导词有：
连词：that (that 常可省略),whether, if
代词：who, whose, what ,which
副词：when ,where, how, why 等。
（一）that引导的宾语从句（在非正式场合that可以省略）
可跟that从句做宾语的动词有：
say, think, insist, wish, hope, demand, imagine, wonder, know, suppose, see, believe, agree, admit, deny, expect, explain, order, command, feel, dream, suggest, hear, mean, notice, prefer, request, require, propose, declare, report等。
例句：The boy believes that he will travel through space to other planets.
注意事项：当主句谓语动词是 think, believe, suppose, expect 等词，而宾语从句的意思是否定时，常把否定转移至主句表示。
例句：I don’t think it is right for him to treat you like that.
在以下情况中that不能省略
当句中的动词后接多于两个由that引导的宾语从句时，第一个that可省，但后面的that不可省。
例句：He said (that) you were too young to understand the matter and that he was asked not to tell you.
当主句的谓语动词与that宾语从句之间有插入语时，that一般不可省。
例句：Just then I noticed, for the first time, that our master was wearing his fine green coat and his black silk cap.
当that从句是双宾语中的直接宾语时，that不可省。
例句：I can’t tell him that his mother died.
注意事项：许多带复合宾语的句子，that引导的宾语从句经常移到句子后部，而用it作形式宾语。
例句：I find it necessary that we should do the homework on time.
（二）由whether,if 引导的宾语从句
由whether(if)引导的宾语从句，实际上是一般疑问句演变而来的。意思是“是否”。宾语从句要用陈述句语序。一般说来，在宾语从句中whether与if可以互换使用，但在特殊情况下if与whether是不能互换的。
例句：I wonder whether(if) they will come to our party.
只能用whether，不能用if引导的宾语从句
在带to的不定式前
例句：We decided whether to walk there.
在介词的后面
例句：I’m thinking of whether we should go to see the film.
在动词后面的宾语从句时
例句：We discussed whether we had a sports meeting next week
直接与or not连用时
例句：I can’t say whether or not thet can come on time.
只能用if不能用whether引导的宾语从句
if引导条件状语从句，意为“如果”
例句：The students will go on a picnic if it is sunny.
if引导否定概念的宾语从句时
例句：He asked if I didn’t come to school yesterday.
引导状语从句even if（即使）和as if（好象）时
例句：He talks as if he has known all about it.
（三）连接代词和连接副词引导的宾语从句
这样的宾语从句实际上是由特殊疑问句变化而来的，宾语从句要用陈述句语序。用于这种结构的动词常常是：see, say, tell, ask, answer, know, decide, show, find out, imagine, suggest, doubt, wonder, discover, understand, inform, advise等。
英语中的连接代词有：who,whom,whose,which,what,在句中担任主语、宾语、定语或者表语。
例句：Can you tell me whom you are waiting for?
英语中的连接副词有：when,where,why,how，在句中担任状语的成分。
例句：None of us knows where these new parts can be bought.
三.宾语从句的语序宾语从句的语序是陈述句语序即：连接代词/副词+主语+谓语+其他成分。例句如下：
I don’t know what they are looking for.
Could you tell me when the train will leave?
Can you imagine what kind of man he is?
四.宾语从句的时态主句是一般现在时，从句根据实际情况使用任何时态。
例句：The headmaster hopes everything goes well.
主句是过去时态，从句须用过去时态的某种形式。
例句：She was sorry that she hadn’t finished her work on time.
当宾语从句表示的是一个客观真理或者事实时，即使主句是过去时，从句也用一般现在时态。
例句：The teacher told his class that light travels faster than sound.
五.宾语从句的特点宾语从句可以作及物动词、介词及形容词的宾语。
宾语从句的语序一律用陈述句语序。
连接词that引导宾语从句在句中无词义，不充当句子成份，多数情况下可以省略。
whether 和 if 都可引导宾语从句，但 whether后可紧跟or not；whether从句可作介词的宾语。
如果从句太长，可以用形式宾语it
Exercise:
1 -- Could you tell me when _________?-- At half past ten . In a few minutes.
A . will the train arrive B . the train has arrived
C . the train will arrive D . the train arrives
2 – You can use MSN to talk with Kevin on the internet.
-- I know. But can you tell ______
A . what I can use it B . how can I use it
C . why can I use it D . when I can use it
3 The police man asked Mr Smith ___________.
A . what did his car look like B . what was his car
C . how his car looked like D . what his car looked like
4 Could you tell me ___
– You can use MSN to talk with Kevin on the internet.
-- I know. But can you tell _________?
A . what the food is made of B . which the food is made
C how is the food made D . who the food is made
5 – What time will Mr Brown be back to China ?-- Sorry, I don’t know________.
A . when did he go abroad B . why he is going abroad
C how soon will he be back D .how long he will stay abroad
6 Can you tell me ________?
　　A. what are they doing that for B. why they are doing for
　　C. why are they doing that D. what they are doing that for
7. I don't know ______ .
　　A. where does Jim live B. where did Jim live
　　C. where Jim lives D. where is Jim live
8. Mother asked ________.
　　A. were there any cheaper shoes B. there are some cheaper shoes
　　C. if there were any cheaper shoes D. if there are any cheaper shoes
9. He asked me , but I didn't know _________.
　　A. how to tell B. what to speak
　　C. to say what D. what to say
10 Lucy问 Jack他会在哪里度假。
Lucy asked Jack ______ _______ _______ spend _____ holiday.
11 她叫我不要用铅笔写信。
She told me _____ ______ _______ with a pencil.
12 我不知道什么时候去上海。
I don’t know when ________ _ for Shanghai.
I don’t know when _______ _______ ________ for Shanghai.
Homework: Get ss to finish exercise in book B.

第6课时

speaking
&writing
定位：practice-based，启发学生, 归纳语言知识，开展各层次、专项、强化性和综合性练习，多样技能结合训练, 说为主.
教学目标：
1.通过多种形式的口语活动和任务，帮助学生如何进行交际。
2.指导学生运用一定的写的学习策略，培养写作技能。
二、教学环节设计
Step 1 Speaking A Talk time
We have learnt a lot of things in reading A, and let me see how well you know about them.
Step 2 Talk time—Talking about illness and health
In pairs, make conversations like the example below. Change roles and do it again when you have finished.
谈论疾病和健康
本单元的Talk time 部分介绍了就医时医生询问病人和病人描述病痛的表达方式：医生的询问
◆ What seems to be the problem?
◆ What brings you to the hospital?
◆ What’s wrong with you?What’s the matter with you?/What’s the problem?
◆ How long have you been /felt like this?
◆ What have you eaten /done in the last few days?
病人的描述:
◆I feel terrible/horrible/awful.
◆I don’t feel well.
◆I have a stomach ache/a headache/a fever/a cold/a backache/toothache(I am afraid)
◆It hurs here/there.
◆I ate….., and I drank/ I didn’t sleep very well.
Step3—Speak up
Get Ss to finish exercise B on page 91 and then check the answers.
Step 4: Writing---An email to sick classmate
Revision
Ask Ss to read the text in reanding A and then remind them of the letter format.
Writing A
1. Get Ss to look at the pictures below on page 92, then finish the blank.
2. Get Ss to finish Exercise B on page 92 and ask them to recompose their answers in pairs. Teacher should walk around and give some help. Ask some Ss to show their work and give some comments.
Writing B
Ss finish B on page 92. And then ask Ss to recompose their letter with their partner. Choose some letters as examples.
Step 5 Summary: Get Ss to summarize what they have learned today.
Step 6: Homework : Do some related exercise in Student Times.
第7课时
More
practice

一、定位：
output-based，训练多项听说读写的语言微技能，以实际应用为主。
教学目标：拓展同学们的阅读视野，更好理解本单元主题，扩大阅读量
二、教学环节设计:
(Choose more practice as listening and reading practice. Leave study skills as Ss’ homework.)
Step 1 More p