九年级英语全册教案外研版.doc

Module 1 Wonders of the world
Unit 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.

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教学步骤 教师活动 学生活动 活动目的
Step 1
Lead-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, pyramid, 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 2
Listening &
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 in
Da 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.
① Crazy feet is a band.
② Becky Wang started a school magazine.
③ Da Ming watched the interview on TV yesterday
④ Tony 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 the
conversation 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 up
write a composition Any more ideas?/ Anyone else?
do some reviews about… on=about
do an interview with

Unit 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.

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Step 1
Lead-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 with
the words given. Check up Ss’ homework and start the new topic.
(Wonders)
Step 2.
Ask and
answer Ask Ss to make questions about facts of the natural wonders.
Demonstrate and get Ss to follow. Ask and
answer.
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 the
passage and
answer the
questions. Find out the facts and write them down in Activity 5. Practise reading skills and get specific information.
Step 4
Read
and 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 rainy
morning;

B. The first impression/sight of the
Grand Canyon.
C. The Grand Canyon is the greatest
wonder in his opinion.
D. Details about the Grand Canyon.
E. After minutes’ walk, he came to it. Ss follow the lines and match the
topic sentences to
the paragraphs.
(or they can
conclude the main idea by themselves if possible) Read for the main idea of each paragraph. Learn to sum up and help to understand the whole passage.
Step 5
Read aloud
Get Ss to read aloud after the tape and find the details about the trip.
① When did he get to the Grand
Canyon?
② Why was there nothing to see?
③ Where was he facing on the edge of
the Grand Canyon?
④ How 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 using
them with the
help of the
gap-filling. Focus on the phrasal verbs and prepositions.
Step 7.
Match Activity 4
Ask Ss to find these words in the passage and guess their meaning within the sentence. Underline the
words and match the English
meaning. 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 their
answers and try
to make them
into 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 Canyon
The seven natural wonders of the world
How tall/wide/deep is it? It’s…tall/wide/tall.
get out of on the edge of ask oneself
go through look down/across to huge=very very big
look over at the bottom of the greatest wonder
fall away disappear into

Unit 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, design
2. 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.

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教学步骤 教师活动 学生活动 活动目的

Step 1
Revision 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 among
the 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.
Writing

1. 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 the
subjects and the
adverbial or even the phrasal verbs Match the three parts to make possible
sentences.
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 4
Speaking 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 the
teacher and make up their own
conversations.
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 5
Vocabulary
Game 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 7
Ask 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 their
understanding. 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 use
Structures of different tenses ancient
The Great Wall is a wonder… modern wonders
Andy Lau went to the Great Wall. natural
He 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 of
He 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。语法是一般现在时被动语态。
二、 学情分析
谈论书、作家、思想家等是学生感兴趣的话题。本模块的学习是通过该话题的讨论，学习并掌握一般现在时被动语态的肯定句、否定句、一般疑问句和特殊疑问句。
三、 教学目标
1、 语言知识目标:
● 功能：谈论书、作家、思想家等。
● 词汇：1）能正确使用下列单词：work,influence,respect,wise,literature, behaviour,cave,freedom,funeral,social,theme,treasure,clever,dead, pleased, alive, southern, state.
2) 理解下列单词：thinker, monthly, outsider, version, historical,
editor, p