盘点九年级英语各个单元话教材处理示例
查看更多本课内容
盘点九年级英语各个单元话教材处理示例

课题

九年级Unit 1 How do you study for a test?

单元

主线

本单元主要是围绕"How to study"展开教学活动的,在Section A中利用How do you study English? I study English by + V.ing这一句式引导学生对此进行广泛讨论和研究;在Section B中针对学生英语学习中出现的困难以及解决问题的思路,归纳出一系列的解决方法,Reading部分也是与"如何解决问题"相关的文章。整个单元从句型到语篇,循序渐进地使学生了解不同的学习方法,学会借鉴他人的优点和长处,以提高自己的学习效率和解决问题的能力。

课时

1

2

3

4

5

话题

How do you learn English?

How do you learn best?

Problems and advice

How do we choose good ways to learn?

How do we deal with our problem?

课型

听力对话

对话阅读

听力对话

阅读写作

阅读

功能

Find out the ways of

learning English.

Comment on the ways

of learning English.

Find out the problems of learning English and some advice each other.

Learn some good advice from other classmates.

Learn to face problems and learn to deal with problems

语言

结构

1.--How do you study English?

-- I study English by + V.ing

2.-Have you ever studied ...?

-Yes, I have. I'v learned a lot that way.

1.-How do you learn ..?

-I learn English by...

-Do you often write vocabulary list?

-Oh, yes. I do it often.

2. Doing sth. is ...

3. He's been learning English for six years.

1. I can't spell some English words.

2. I don't know how to use commas.

3. Maybe you should...

4. Why don't you ...?

1. It wasn't easy for me to ...

2. I think that doing lots of listening.. is..

3. What is your favorite way to learn English?

1.-How do we deal with our problems?

- We can do it by learning to forget.

2. Worrying about our problems can affect how we do at school.

内容

Section A(1a--2c)

Section A(3a--4)

Section B(1a--2c),

Self check 1

Section B(3a--4),

Self check 2

Reading

处理

手段

意图

调:把1c调到1b的前面,让学生先熟悉此句型的运用,为1b 的听力打基础。

增改:把2c增改成一个report。把2a中出现的学习方法都列举在一个表格中,然后让学生用这两个句型(How do you study...?和Have you ever studied ...?)互相采访后,做一个report,report的句式可多样,这样可综合运用本课的知识。

调:把4移前并增加一个问句:How do you...?作为本课时的复习与导入,可起到承上启下的作用。

增: 在3a活动结束后,让学生依据完成的表格把三位同学的观点都陈述一遍,这样可为3b的活动做基础。

调: 把self-check1调到本课的最后一个步骤,这样做的目的是:通过练习,使课堂上学到的知识得到更好的巩固,并且此部分练习正好与这堂课的话题有关,大多是problems和advice。

调:① 把4移前,作为本单元话题的复习,然后可以很自然地过渡到语篇3a。

②把self-check2调到本课时进行,它也是一个写作方面的练习,如果在课堂上不能全部完成,可把剩下的当作家作。

删: 删除3c,因为3b与self-check2都是写作练习,可不必反复练习。

改: 把1b改为课前任务,提前为这节阅读课做准备。

调: 把3c调到快读后完成。

设计

思路

以暑假活动为话题导入到英语学习--谈论学习方法(呈现和操练by doing sth.)--句型的呈现操练(How do you ...? I study by V.ing)--听力--长对话--语篇

复习巩固How do you ...? I study by V.ing.并增加一组句型Do you study grammar? Oh, yes. I do it often.来完成第4部分--语篇3a的导入、细读、朗读和复述--Interview

从讨论学习方法--呈现学习方面有哪些困难--鼓励同学互相想出解决方法(You can ...或者Maybe you should ...)--听力--Pair work--练习(巩固本课的知识)

通过讨论学习中的困难来复习已学过的内容--语篇3a(先学习题目,然后细读,最后朗读)--仿写3a来完成3b--self-check2

讨论学生学习中或者生活中所遇到的困难并说出他们的解决方法--Reading(跳读、分段细读、整体朗读)--练习

课题

九年级Unit 2 I used to be afraid of the dark.

单元主线

本单元以谈论自己和他人的变化为话题,通过对used to do sth等词语的学习来讨论自己和他人过去常常做的事情,通过过去与现在的比较,从谈论自己的外貌、性格和爱好等变化到谈论他人的变化,通过对阅读文章的学习和对自己的比较,能使学生客观正确地审视过去和认识现在,整个单元从听说到读写,逐步地形成语言的综合运用。

课时

1

2

3

4

5

话题

I used to be short and quiet.

I used to be afraid of the dark.

I used to like painting pictures.

My biggest problem

How I have changed!

He used to cause a lot of trouble.

课型

听力对话

对话写作

听力对话

阅读写作

阅读

功能

Talk about what you and your friends used to be like.

Talk about things that you and your friends used to be afraid of.

Talk about things that you used to be like or hate.

Talk about the changes of you or people and things around you.

Talk about the communication between children and parents.

语言

结构

1. I used (didn't use ) to be quiet.

2. she used to have...

3. -Did you use to ...

-Yes, I did. / No, I didn't.

4.-You used to be short, didn't you?

-Yes, I did. / No, I didn't.

1. I used to be afraid of ...

2. I'm still afraid of...

3. -Did you use to be afraid of ...?

-Yes, I did. / No, I didn't.

1. I used to like painting pictures.

2. -I used to eat

candy all the time,

didn't you?

-Yes, I did. And I used to chew gum a lot.

1. My biggest problem is that ...

2. My life has changed a lot in the last few years.

3. I used to..., but now ...

1. He used to cause a lot of trouble.

2. His mother looked after him as well as she could.

3. It is very important for parents to be there for their children.

内容

Section A(1a--2c)

Section A(3a--4)

Self check 2

Section B(1a-2c),

Self check 1

Section B(3a--4b)

4b , Reading

处理

手段

意图

调:把grammar focus中部分句型的学习及操练提到1b前进行,这样更有利于下面听力及长对话练习的展开。

调:把self-check2调到本课时进行。学生经过两个课时的used to结构及变化的谈论学习后,已完全具备完成这个写作任务的能力。

增:4部分的Group work需增加一些句式结构来辅助完成.

调: 把self-check1调到本课的最后一个步骤,这样做的目的是:通过练习,使课堂上学到的知识得到更好的巩固。

增:听力结束后,让学生把内容再复述一遍,加深印象的同时,为下一堂阅读课做准备。

改:把4a改为回家作业,在课堂上完成不是很实际,且操作性也不强。

调整:把4b调整到下一堂课,作为导入。

调:把Section B的4b调到本课作为导入是因为:本节阅读课的话题恰巧是孩子与父母之间沟通。而谈论4b 可以很好很自然地切入主题。

设计

思路

由谈论自己或朋友的一些外貌变化--描述人外形及性格的词汇的滚出--句型的呈现及操练--听力--长对话

由谈论自身的变化-...used to be afraid of...句型的呈现和操练--完成3a和3b的任务--综合运用used to (Group work)--写作(self-check2)

口头复习上一堂课的内容--...used to like...句型的呈现和操练--听力--复述--练习

复述上一堂课的听力内容--What is the biggest problem about them?--语篇3a(What is my biggest problem?)的细读与朗读--3b的写--综合运用本单元的短语与句型(3c的写)

谈论4b作为导入--阅读(快读完成3a, 细读完成3b, 最后朗读)--练习

课题

九年级Unit 3 Teenagers should be allowed to choose their own clothes.

单元主线

本单元有两个话题:谈论规章制度(rules)和表达同意和不同意。整个单元主要学习should be allowed to do...,I agree, I disagree等表达方式,从谈论允许和不允许做的事情到谈论应该被允许和不被允许做的事情,从家规谈论到校规,之后针对被允许和不被允许做的事情发表自己的观点,并能叙述同意和不同意的理由。最后通过了解一些必要的规章制度和国外的一些制度,能反思自己的行为是否符合中学生日常行为规范从而提高自我评价能力。

课时

1

2

3

4

5

话题

Teenagers should / shouldn't be allowed to do sth.

Family rules

①School and other rules ② Helping and learning.

What do students think about school uniforms and other school rules?

Should I be allowed to make my own decision?

课型

听力对话

阅读对话

听力阅读

阅读写作

阅读

功能

Talk about rules and can give agreements or disagreements.

Talk about some family rules

Learn and talk about some school and other rules, students can give some ideas about these.

1. Talk about some school rules, eg: school uniforms and so on.

2. Make or change rules and give some opinions.

Help students to know how to make right decisions.

语言

结构

1. -- I ( don't )think teenagers should be allowed to ...

-- I agree. / I disagree.

2. - Do you think teenagers should be allowed to ...-- Yes, I do. / No, I don't.

1. What rules do you have at home?

2. I'm not allowed to...

3. -- We have lots of rules at home.

-- So do we.

4. Me, too. But I ...

1. - Do you ever ...?

-- Yes, I sometimes ...

2. Peter should be allowed to ...

3. - Parents should (not)

be allowed to ...

-- I agree./ I disagree.

1. Our teacher believe that if we did that, we would concentrate more on our clothes than ...

2. - What school rules do you think should be changed?

1. Sometimes these hobbies can get in the way of schoolwork.

2. I am serious about running.

3. Teenagers often think they should be allowed to ...

内容

Section A(1a--2c)

Section A(3a--4)

Self check 1

Section B(1a-2c)

Self check 2

Section B(3a--4)

Self check 2

Reading

处理

手段

意图

调:把1c调到1b之前,先操练熟悉表示应该被允许和不被允许以及表示同意和不同意的表达方式,并能叙述理由才能简化听力。

改:把2c的活动改一下:让学生先自己列举,然后互相朗读并发表评论,这样可体现由易到难。

调:把3b提前作为导入,这样能更好地切入3a。

改:把4的活动稍做修改。先让学生从表格中勾出自己的家规,可在最下面一行添加一些,然后询问其他三位同学的家规,最后可以来个report,自然地形成语篇。

移:把Self check 2的文章移到本课,不是writing,。因为本堂课的听力内容是关于一位同学考试迟到,违反了校规,不允许再考的这样一个故事,同学们针对这件事情展开讨论,那么由帮助Peter可以很自然地过渡到Helping and learning这一文章。

改:把Self check 2的writing放到本课时,而不是在前一堂课里同时进行,原因有两个:一是时间不允许,二是学生还没达到完成这篇写作的能力,经过这个课时的学习,正好恰如其分地练习写作。

Section 4 Go for it可作为选做部分。

设计

思路

从闲聊中导入--Teenagers can / can't do ...(并要说出理由)--引出Teenagers should / shouldn't be allowed to ...--句型的操练--听力--综合运用本课句型

复习Teenagers should / shouldn't be allowed to ...--引出家规(What rules do you have at home?)--3b对话操练--3a长对话阅读--家规的写作

从家规--列举一些校规--Do you ever get to school late?等句式的引出和操练--听力--2c的discuss--Self check 2 的reading来升华课堂知识

从听力中Peter的校规导入--自己学校的一些校规并给予评价--3a阅读(快读,细读,朗读)--3b长对话--Make rules(4)--写作(Self check 2)

导读(1a)--快读(回答标题)--细读(完成3a和3b)--朗读--综合运用本单元的知识来讨论3c的问题

课题

九年级Unit4 What would you do?

单元主线

本单元的主要话题是学习表达imaginary situations 和提出advice。先学会表达一些假设的,虚拟的情况,并学会用表示与现在事实相反的虚拟语气结构作答,然后学会用虚拟语气来表达自己还没有实现的愿望,最后能达到针对不同的情况与突发事件用虚拟语气提出各种合理性的建议的目标。

课时

1

2

3

4

5

话题

What would you do if you had a million dollars?

I can't sleep well before the exam, what should I do?

How confident are you?

Can you help...?

What would you do

if ...?

课型

听力对话

对话阅读

听力对话阅读

阅读写作

阅读

功能

1. Learn to express imaginary situations.

2. Give advice to friends.

Talk about some problems with your friends and give right advice each other.

Give the right assessment to ourselves.

Read a letter and write a reply to help the friend.

List some accidents and some problems and try to learn how to deal with them.

语言

结构

1. -- What would you do if you won a million dollars?

- I'd ...

2. If I were you, I'd ...

3. He doesn't know what to wear.

1. I cant sleep the night before an exam, what should I do?

2. If I were you, I'd ...

3. Maybe you should...

1. - What are you like?

-- I think I am creative.

2. - What would you do if someone ...?

-- I'd say no.

3. Your friend would say you are easy to get along with.

1. If a friend said something bad about you, would you ...?

2. I can't think of any good advice to give her, but you always come up with good solutions to people's problems.

1. It gives advice on what to do in lots of different situations.

2. If I were you, Id talk to your friend about the dangers of smoking.

3. You should ...

内容

Section A(1a--2c)

Section A(3a--4)

Section B(1a-3a)

Self check 1

Section B(3b--4)

Self check 2

Reading

处理

手段

意图

调:把Self check 1调到1b之后进行,起到巩固1a 和1b 的作用。

增改:把3b和4合成一个任务来完成。操作如下:用表格的形式把学生增加的一些性格调查的问题记录下来,让每位同学都进行选择,然后统计一下同学的答案,最后一起讨论寻求结果。这样可以加强活动的有效性。

移:把3b的任务放在分段细读中逐步完成,不要等到全部阅读完进行,这样做的目的是可以及时巩固知识。

设计

思路

从聊天气导入--虚拟语气知识点的呈现和操练(What would you do if you had a million dollars? - I'd ...)--听力--根据1b的内容进行对话练习--听力--根据2a的内容练习长对话(巩固虚拟语气句型)

复习Why is Larry nervous?--谈论自己及学生的problem--寻求建议,让学生巩固"If I were you, I'd ..."的表达--3a阅读--Role play(3b)-- Group work(4)

由谈论自己的性格特点--过渡到1a--完成1b 和Self check 1--听力--Pair work(2c) 对自己进行测评--阅读3a,寻找答案

Ask and answer (复习虚拟语气的一些问和答,尽量保持上堂课的话题)--3b和4这一任务的完成--阅读Self check 2这封信,运用所学的虚拟语气及其它表建议的知识回封信来帮助Mei。

回顾Mei's problem, 然后请同学朗读回信--导读(What is the biggest problem a teenager has?,引出Dr. Robinson can help us.)--分段细读(阅读好每一段完成一些问题)--精读(解决知识点)--练习(3a和3c)

课题

九年级Unit 5 It must belong to Carla.

单元主线

本单元的主要学习目标是表达"推测"。听说读写贯穿整个单元,先学习使用must, might, can't等情态动词表示推测的用法,然后再学习如何根据相关信息进行合理的推测,最终能达到具有根据一定的背景或前提进行续写的能力。

课时

1

2

3

4

话题

It must belong to Carla.

What do you think ... mean?

- Why do you think the man is running?

Who made noise?

课型

听力对话

对话阅读

听力对话

阅读写作

功能

Make inferences

(find the owners)

Make inferences

(guess meaning)

Make inferences

(guess the reason)

Make inferences

(guess who made the noise)

语言

结构

-- Whose notebook is this?

-- It must / could / might / can't belong to Ming.

 (It must be Ming's.)

1. -- What do you think ... mean? - It cant / must / could / might mean ...

2. It is crucial that I study for it because it makes up 30%of the final exam.

3. - In my dream, I ...

-- Maybe it means ...

- Why do you think the man is running?

-- He could be running for exercise.

1. I think it must be teenagers having fun.

2. There must be something visiting the homes.

内容

Section A(1a--2c)

Section A(3a--4)

Self check 2

Self check 1, Section B 4

Section B(1a-2c)

Unit1-5 Part7,

Section B(3a--3c)

处理

手段

意图

调: ① 把3b调到3a的前面,由句型到语篇的学习顺序学生更容易接受。

② 把Self check 2 调到本课是因为它的内容基本上都是一些谚语,可以让学生运用"What do you think ... mean?"的句型从猜单词提高到猜句子,充分体现由易到难。

调:① 把Self check 1放在最前面,可以起到复习上节课内容的作用。

② Section B 4 调到本课时,可以作为导入,先谈论自己的梦或者同学们互相讨论,并对梦进行猜测,然后过渡到梦见外星人等等,这样可很自然进入新课。

改:2a中编结尾的任务可放在增加的写作任务中完成。增加写作是为了锻炼学生综合使用知识的能力,先看图(1a),然后结合听力内容和自己的一些猜测或见解来完成任务。

调: Unit1-5 中的Part7 调到本课时,作为本课时的导入内容,因为此材料正好能起到温故知新的作用,三张图片出现的顺序要恰当调整一下,以便为noise的引出作好铺垫。

改:Section B中的3b和3c这两个写(一个仿写,一个续写)可进行改动,把3b改成了采访的对话活动,把3c 改成了只是一个结局而已。取而代之的是自己根据本堂课的中心话题所设计的一编操作性更强、更简易的写,目的是简化教学内容,让更多的学生能动笔写。

设计

思路

聊天中谈论物品--寻找物品的主人(表猜测的词和句型的呈现和操练)--听力--对话--听力--对话--练习(巩固情态动词表猜测的用法)

构造出一个情景或者一个情节引出anxious--"What do you think ... mean?"句型的导出和操练--延续情景--过渡到阅读(3a)--任务的实施(寻找物主)--娱乐与巩固知识(完成Self check 2)

复习上节课句型(Self check 1)--谈论梦境作为导入--谈论图片(1a)--听力--长对话--写作(知识的综合运用)

利用图片或声音进行单词的处理(用It must / could / might / can't be 来进行猜测)-- 由最后一个noise单词的引出过渡到阅读(先快读,回答问题;然后细读,完成老师设计的表格;最后朗读)--编对话--仿写

单元课题

九年级Unit 6 I like music that I can dance to.

单元主线

以谈论 "Express preferences"为话题, 从"Talk about the music you like" 到"Discuss your favorite things"以及拓展阅读"I only eat food that tastes good.",主要学习由关系代词 who和that引导的定语从句。本单元话题紧紧围绕学生的学习生活实际,从基本句型 "I like music that.../ I like musicians who..."到语篇的阅读,从听、说到读、写,循序渐进地呈现、操练语言,最后达成语言综合、滚动运用。

课时

1

2

3

4

5

话题

Favorite music & musicians

CD review

Favorite things

Different reviews

I only eat food that tastes good.

课型

 听力对话

对话阅读

 听力阅读

 阅读写作

阅读

功能

Express preferences

Express preferences & give reasons

Express preferences & give reasons

Express preferences & review

Knowing different styles of English

语言结构

1.I like music that ...

2.I like musicians who..

1. What do you think of ...?

2. Why do you like it?

1. What do you like best?

2. Why do you like it?

 

1.It does have a few good features.

2. They don't interest me much.

.

1. I'd like to stay healthy, but ...

2. I prefer not to eat ..

内容

Section A( 1a -- 2c & 4)

Section A(3a--3b)

Section B (3a & 3)

Section B (2a-2c-1)

Self Check 2

Section B (3a-3b-3c)

Reading

3c-3b-3a

处理手段及意图

调:把Section A 4提前作为本课时的任务,在"调查"任务中运用本课时的目标语言。

增:在本课时的导入部分增加"Enjoy music"活动,目的是让学生先熟悉各种音乐,再谈论自己的喜好。

调:把Section B3a 中的第3则评论移前,作为本课时3a的提升,而且内容都是和"音乐"有关的评论。另外,也合理调整了第4课时的内容。

增:在3a后增加 "My Music Review "这一活动,即模仿3a再写自己的音乐评论,使本课时的语言"学以致用"。

调:1、把1放在2c的后面,让学生谈论自己喜欢的事物并巩固定语从句。

2、把Self check 2移前,了解Ling ling 对有关事物的看法。

增:根据Self check 2的内容设计阅读任务,首先让学生比较自己和她的观点,再写回信。

删:把4删除,该部分内容与农村学生的生活脱节。

整:把3a和3b整合成一个阅读任务,要求学生阅读后完成表格。

增:在3c前针对文章细节设计一些问题,帮助学生更好地理解阅读内容。并在阅读的基础上,模仿3a完成自己的评论。

调:把"3c"移前,作为对课文的导入,3b是对文章信息的概括,而3a是让学生充分了解"Different styles of English",让学生循序渐进地掌握知识点。

设计思路

设计"Enjoy music"活

动导入新课,在活动中

学习有关音乐类型的

定语从句-呈现、操练

"What kind of music do

you like? I like music

that "-听力1b-呈

现、操练"I like

musicians who"-听力

-长对话(融合两种句

型)-实施"调查"任务。

复习巩固"I like music that .../ I like musicians who.."-引导学生进行评论-语篇呈现、阅读、朗读-模仿3A的第3则评论写"My Music Review"。

汇报"My Music Review"-听力2a和2b-活动"谈论自己最喜欢的东西"-语篇阅读Self check 2,设计表格,让学生与Lingling 的观点进行比较-完成任务给她回信。

复习给Lingling的回信,进一步巩固定语从句-呈现新课内容,即评论的学习-先阅读再完成表格-归纳写评论的要点-最后完成自己的评论。

通过谈论早餐引出本课的话题"讨论对我们有利和有害的食物"-阅读课文-归纳三人的主要观点(3b)-再对学生进行阅读策略的指导。

课题

九年级Unit 7 Where would you like to visit?

单元主线

以谈论 "the place you would like to go"为话题,从对"vacations"的简单评价到对" vacations"的具体要求,把"I'd like to/ I hope to/ I 'd love to "这一语法点贯穿始终,从基本句型到语篇的阅读,从听、说到读、写,循序渐进地呈现、操练语言,最后达成语言综合、滚动运用。

课时

1

2

3

4

5

话题

____ vacation

Places you would like to go to

My favorite place

Our next vacation

The hopes and the dreams

课型

 听力对话

对话阅读

 听力阅读

 阅读写作

阅读

功能

Describe different places

Talk about the places you'd like to go most

Talk about the places you'd like to go most

Talk about where you'd like to go and ask for suggestions

Talk about the hopes and the dreams of teenagers

语言

结构

1.Where would you like to go?

2. I'd like to go

3.Because I like.

1. I'd like to go to...

2. It's best to ...

3. Why not consider visiting...?

1. Isn't it supposed to be ?

2. I'd like to ...

3. I don't want to.

1. I hope you can...

2. We need to ...

3. Could you please...

1. They were willing to ...

2. So just hold on to your dreams, ...

内容

Section A (1a-2c ) Section B 4

Section B 1Section A 3a Self check 2

Section A (3b-4)

Section B 2a-2c

Section B (3a-3b)

Reading

处理

手段

意图

调:把Section B 4 移前,在"调查"任务中运用本课时的目标语言。

增:在上述的"调查"后,增加"汇报"活动,使语言从问答句型上升到语篇的生成。

调:1、把Section B 1移前,作为本课时的导入,又自然过渡到Section A 3a的学习,承上启下。

2、把Self check 2移前,即模仿3a再写自己最想去的地方,使本课时的语言"学以致用"。

调:把Section A3b和4部分的内容放在本课时学习,既是对Section A 3a的复习巩固,也是新课的导入。

增:在2c增加"Pair work",让学生使用3b和2a的知识点,达到学以致用。

增:在学生完成判断正误的练习后,增加问题的设计,帮助学生分散难点,并深层次理解课文。

增:在新课导入后,增加"词义配对"这一任务,培养学生的阅读能力,从而提高阅读的有效性。

设计

思路

从繁忙的学习生

活导入学生向往

外出旅行,利用各

地名胜古迹的图

片呈现形容词-

反复操练"I hope

to/ I love to"句型,

进一步加深对新

词的印象 -听力

-综合运用所学

的语言,完成"调

查"任务。

复习巩固"I hope to/ I love to"句型-自然引出旅行时要考虑的因素-再语篇呈现、阅读、朗读-模仿3a写自己最想去的地方,综合运用本课时的语言点。

复习Section A 3a-引出句型Isn't it supposed to be ?等-谈论"My favorite place"- 导入听力-呈现、操练"I want to/ I do not want to"-综合运用上述句型,编长对话。

通过检查作业,引出话题"Our next vacation"-利用判断正误来分散难点并理解文章-设计问题来帮助学生深层次理解课文-回复S. T. Zhang 的e-mail,在完成任务中内化所学的语言。

从学生昨晚的睡眠入手,导入句型"I dream of "实现了与新课中梦想的衔接-引导学生了解文章的结构,提高归纳概括能力-最后让学生分组讨论如何实现自己的理想,贯穿主题"只有坚持不懈,才能实现梦想。"

课题

九年级Unit 8 I'll help clean up the city parks.

单元主线

以谈论 "Volunteering"为话题,通过谈论自己的兴趣爱好和愿意从事的公益活动,让学生明白"Being a volunteer is great!"本单元始终贯穿"Volunteering"对自己、他人、社会所带来的良好影响,从基本句型到语篇的阅读,从听、说到读、写,循序渐进地呈现、操练语言,最后达成语言综合、滚动运用。

课时

1

2

3

4

5

话题

Volunteer today!

Being a volunteer is great!

Jimmy, the Bike Boy

My volunteer job

I'll send you a photo of Lucky.

课型

听力对话

对话阅读

听力阅读

阅读写作

阅读

功能

Offer help and make a plan

Hobbies and volunteer

Strategies and volunteer

How to make my volunteer job come true

Use parts of speech

语言

结构

1.I'd like to ...

2. You could ...

3. We need to...

4. I'll ...

1. They volunteer their time to ...

2. She puts this love to good use.

1. I take after my father.

2. I've run out of ...

1. She plans to ...

2. She puts up signs asking for...

3. She called up..

1. Who has filled my life with pleasure?

2. Thank you very much for doing...

内容

Section A (1b - 2c)

Section A (3a-3b-4- 3c)

Section B (2a-1a -1b- 2b- 3a-3b)

Section B

Self check 4

Reading

处理

手段

意图

调/整:.把1b调到前面,和1a的图片整合,先完成听力任务,再设想其他各种帮助他人的方法,这样安排循序渐进。

增:1、在1a后,增加小组活动"I will help clean up the city parks",继续巩固重点句型。

2、在本课时的最后增加"制定活动计划"这一活动,模仿3a和3b,巩固所学知识点。

替:把3b部分的表格内容稍作改变,保留原有的两项"Loves / Could",再增加"Reasons"一栏,同时把人物改为3a的三位同学,即以表格的形式帮助学生梳理3a的内容 。

增:在3b后增加对课文复述这一活动,对3a的内容进行巩固,并为下面的Pair work 奠定基础。

调:把4移前,从3a三位同学的例子中谈论自己的爱好及向同伴征求建议

增:1、在2a、2b的听力后增加一活动"If I were Jimmy",主要是对该部分听力的内容进行巩固,并引出3a的语篇阅读。

2、在本课时的最后增加"复述Jimmy的故事"这一任务,充分巩固本课时有关Jimmy的内容。

调:在呈现2a的图片后,根据图片教学部分短语动词,并利用1a和1b进行巩固。

增:在导入环节增加活动"短语动词大比拼",复习本单元出现的短语动词。

调:把4放在Self check 2 Sally的故事之后,遵循先易后难的原则。

删:删减 Section 1 Pair work 、Section 3 After you read 3b、Section 4 Go for it 以及If you have time,该部分内容难度较大。

增:增添表格 A specially-trained dog 和Liz Smith的一篇日记,帮助梳理文章的内容并加深对词性的理解。

整:整合 Section 3 After you read 3a和 3c,把该部分的知识融入到整篇文章的教学中。

设计

思路

与学生聊"What do

you do in your

spare time?",导

入本课话题-呈

现、操练"I would

like to / You

could"-听力-让

学生发挥想象,设

想帮助人的各种

方法-操练重点

句型-设计小组

活动"I will help

clean up the city

parks"-听力-制

定活动计划,巩固

所学知识点

检查作业"活动计划"-自然引出、话题"Being a volunteer is great"-语篇呈现、阅读、朗读-完成3b经修改后的表格-复述文章-完成4中有关自己的爱好以及能做的志愿者工作-最后根据4部分内容,模仿3c进行对话练习。

由学生说自己能够参与的志愿活动导入新课-呈现2a有关Jimmy的插图,教学部分短语动词-听力-从听力中他遇到的困难入手设计任务"If I were Jimmy"-语篇呈现、阅读、朗读-完成3b的表格-复述Jimmy的故事。

设计活动"短语动词大比拼"导入新课-复述"Jimmy, the bike boy"的故事-根据Self check 2 的内容说说Sally的故事-谈论学生自己的志愿者工作计划-将自己的计划写成文章。

歌曲Imagine导入新课-自由聊天教学部分生词并渗透单词的词性-"五步教学法"阅读Liz的书信,并对文章的内容进行梳理-利用词的词性完成Liz的日记,既巩固了文章内容,又强调了阅读策略,即借助单词的词性来阅读。

课题

九年级Unit 9 When was it invented?

单元主线

以"Inventions"为话题,谈论与学生生活密切相关的各种有关"电器、食品以及娱乐"的发明。从基本句型"when/ who / was it invented (by)?, what is it uses for"到语篇的阅读,从听、说到读、写,循序渐进地呈现、操练语言,最后达成语言综合、滚动运用。

课时

1

2

3

4

5

话题

Ancient inventions

Modern inventions

Potato chips

Tea

Basketball

课型

 听力对话

听力对话

 听力阅读

 阅读写作

阅读

功能

The history of old inventions

The history of modern inventions

The history of potato chips

The history of tea

The history of basketball

语言

结构

1.When was it invented? It was invented in ...

2. Who was it invented by? It was invented by.

1. What is it used for ? It is used for ...

2. What are they used for? They are used for ...

1.Did you know that potato chips were invented by mistake.

2. Who invented them?

 

1. When was it invented?

2. Who was it invented by?

1. It is played by...

2. Basketball was invented by...

3. It's good to be...

4. It's difficult to be...

内容

Section A 1a-1c

Self check 2

Section A 2a-4

Section B 1a-2c

Section 3b-3a-4b

Reading

处理

手段

意图

调:把shelf check 2提前作为本课时的任务,在"写作"任务中运用本课时的目标语言。

增:本课时的发明中,增加中国古代的"四大发明",使学生了解更多发明的同时,增强民族自豪感。

增:在2c后增加一活动,设计 "My new Potato chips"让新旧语言得以滚动,既是对本课内容的复习,更是向学生进行饮食健康教育。

调:把3b的notes部分提前,作为本课时的导入部分,并自然过渡到茶也是偶然发明的。

替:把4a和4b的内容进行整合和替换成任务"My own invention "

整:把"1a和1b"整合成"Memory challenge"的形式来复习各种运动。

设计

思路

从上一节数学课入手,

呈现词"calculator/

abacus"-呈现"When

was it invented? It was

invented in ..."-呈现

中国古代"四大发明"

并操练"When was it

invented? It was

invented in ..."-呈现

课本的发明-听力-

落实到笔头,完成写

作。

复习巩固"When was it invented? It was invented in ..."-自然引出、操练"What is/ are ...used for ?/ It's They're used for ..."-呈现更多的现代发明,了解它们的用途-听力-讨论最有用以及最烦人的发明-在小组活动 "Help Robinson"中进一步讨论各项发明的作用。

从学生最喜欢的食物导入新课-呈现各种不同味道的薯条-听力-设计 "My new Potato chips"

复习"The history of potato chips"-导入在饭店的另一项发明"flying disk"-呈现3a的图片教学部分生词-语篇阅读、朗读-完成问题、复述课文-完成3b的写作练习-最后完成任务"My own invention"

"学以致用"本单元的知识点。

以"Memory challenge"的形式来复习各种运动-谈论学生最喜欢的运动并过渡到篮球-讲述篮球运动的装备及其用处-语篇阅读,完成"mind-map"并强调阅读策略-最后通过讨论操练口语,对学生进行思想教育。

课题

九年级Unit 10 By the time I got outside, the bus had already left.

单元主线

本单元围绕"Bad days"这一话题展开教学活动,谈论发生在身边的令人尴尬或难忘的事件,学习和巩固过去完成时态,从基本句型"By the time, sb. had already done"到语篇的阅读,从听、说到读、写,循序渐进地呈现、操练语言,最后达成语言综合、滚动运用。

课时

1

2

3

4

5

话题

Tina's bad morning

My bad day

April Fool's Day stories

Unbelievable hoaxes

Tina's bad morning

课型

 听力对话

对话阅读

 听力阅读

 阅读写作

 听力对话

功能

Talk about past experience

Talk about past experience

Talk about past experience

Talk about past experience

Talk about past experience

语言

结构

1. By the time she went outside, the bus had already left.

2. What happened?

3. By the time I got up, my brother had already gotten in the shower.

1. By the time I woke up, my father had already gone into the bathroom.

2. By the time I got there, the bus had already left.

1.When I got there, I found that he had fooled me.

2. By the time I got to math class, I was exhausted because I had stayed up all night studying.

 

1.Wells was so convincing that hundreds of people believed the story.

2. By the time people realized that the story was a hoax, all of the spaghetti had been sold out.

1. By the time she went outside, the bus had already left.

2. What happened?

3. By the time I got up, my brother had already gotten in the shower.

内容

Section A 1a-2c

Section A 3b-3c-3a Self check 2

Section B 1a-2c&3b

Section B 4 , 3a-3c

Section A 1a-2c

处理

手段

意图

拓:1、把七年级已学的有关每天日常活动的短语拓展到1a的内容中,起到温故知新的作用。

2、把2c简单加结尾的任务拓展为首先对听力1b和2a和2b的内容进行巩固,再加上合理的结局,再次在任务中运用本课时的目标语言。

调:1、把3b和3c移前,作为对上一课时的复习后的导入,又自然由Tina的故事过渡到My bad day,承上启下。

2、把Self check 2移前,先模仿3a说,再写"Luo Ming's day",使本课时的语言"学以致用"。

增:在3b和3c的任务后增加一"调查"活动,对现在完成时加以巩固。

调/拓:把3b移前,主要是与2a和2b的听力内容较为连贯,并对新知识加以巩固;另外,该部分只是让学生写有关Nick的内容,根据学生的程度,增加对Joe和Dave故事的描述。

增:在本课时的最后,让学生以小组为单位编对话,谈论愚人节的难忘经历,内化所学的内容。

调/拓:把Section B 4移前并作适当替换,即这一部分的故事评比是对上一课时学生自己编的故事进行,而不是3c的内容

拓:1、把七年级已学的有关每天日常活动的短语拓展到1a的内容中,起到温故知新的作用。

2、把2c简单加结尾的任务拓展为首先对听力1b和2a和2b的内容进行巩固,再加上合理的结局,再次在任务中运用本课时的目标语言。

设计

思路

通过猜谜游戏,趣味

呈现"clock"-复习

巩固七年级所学的

动词短语-谈论1a

的图片并呈现、操练

主句型"By the time /

When + 一般过去

时, 过去完成时"-

听力1b-听力2a和

2b-复述"Tina's bad

morning"并充分发挥

想象给故事加一个

结尾。

复习巩固"Tina's bad morning"-自然引出、操练"Have you ever ...?"-设计"调查"活动,让学生充分巩固现在完成时态-语篇呈现、阅读、朗读-模仿3a说、写"Luo Ming's day"。

汇报"Luo Ming's day"-学生分组讨论单词的词性-综合运用以上单词编写自己的想象故事-导入Nick、Dave和Joe的愚人节故事-根据3b的提纲完成3人故事的复述-小组编对话,谈论愚人节的难忘经历,内化所学的内容。

学生汇报自己的故事-由讨论最......的故事,引出本课的阅读材料-阅读文章并对内容进行深入理解-讨论课前的问题-完成3c的笔头练习,强化和巩固本单元所学的语言功能项目。

通过猜谜游戏,趣味呈现"clock"-复习巩固七年级所学的动词短语-谈论1a的图片并呈现、操练主句型"By the time / When + 一般过去时, 过去完成时"-听力1b-听力2a和2b-复述"Tina's bad morning"并充分发挥想象给故事加一个结尾。

课题

九年级Unit 11 Could you please tell me where the restroom are ?

单元

主线

本单元以 "Getting around "为话题,从 "Talk about your own city"到 "Talk about the places in your city.",再到拓展阅读中的 "Could you please lend me your pen ?",教材始终贯穿着"礼貌询问、给人指路、提供帮助"的这一主线。

课时

1

2

3

4

5

话题

Ask and show directions

Advantages and

disadvantages

Qualities

Qualities and functions

Ask for something politely

课型

听力对话

阅读对话

听力对话

阅读对话

阅读

功能

Ask for information politely

Talk about qualities, advantages and disadvantages

Talk about the qualities of the places.

Talk about the qualities and functions of the places.

How to choose suitable languages

语言

结构

1. Can you tell me where I can...?

2. Do you know...?

3. Could you please tell me how to...?

4. Take the elevator to

5. Go past the bank.

6. It is between...

1. It has advantages and disadvantages.

2. It's kind of small.

1. The museum is both beautiful and interesting..

2. Could you tell me where there is a good place to eat?

1. Watertown is a great place for the family to take a vacation.

2.There is a lot for the family....T

1. Asking for information or help is very common.

2. I wonder if you can help me .

内容

SectionA1a,1b,1c,2c2a,2b, 4,Selfcheck2

Section A 3a,3b,Just for fun

SectionB1a,1b,2a,2b,2c,3bSelfcheck 1

SectionB3a,3c,4

Section B 1,2,3

处理

手段

意图

增:将七下第二单元问路与指路的语言项目作为本课复习内容以滚动旧知识,自然过渡到新知识。

调:1.将Section A 2c调于Section A 1c之后,总结礼貌问路的方式;

2.将Section A 4调至Section A 2b后,这部分与本课时联系紧密,可帮助学生结合真实场景进行"指路"的拓展练习;3.Selfcheck2调至Section A 4之后,进行"指路"和"问路"笔头练习,使目标语言由听、说落实到写。

增:1.增加谈论场所的小对话引出advantages 和disadvantages并引导学生简单介绍场所的优缺点。.

2.增加写作练习,根据3a的表格进行写作"The advantages and disadvantages of the mall"使得语言学习能够从读对话上升到写。

调:1.将3b调到3a前,在简单对话基础上,根据实际情况进行长对话练习,再进行阅读。使语言学习能由对话上升到语篇,由易到难,循序渐进。

增:增加九年级七单元的描绘地点的形容词来作为复习内容。

调:1.将3b移至2c后,使目标语言由听、说落实到写。

2.将Selfcheck 1移1a之后,以巩固所学形容词

3.将Just for fun 移前,此内容与本课时联系较密。

调:1.将SectionB 4移前,作为复习,并引出3a.

增:增加缩写练习,即根据表格对3a进行缩写练习。为3c写作准备。

增:增加八年级上册11单元核心语言项目作为复习内容,因为此单元涉及到了礼貌地提出请求的表达法。

设计

思路

复习七年级下二单元

中的目标语言引出1a

中表示场所的新词汇

-学习问路的的表达

方式-听力(问路的表

达方式)-对话操练

(谈论1a中的场所及

本镇实际场所)-总结

问路方式-谈论指路

的表达方式-听力(指

路)-对话(指路)-

问路与指路对话(谈论

本镇实际场所)-指路与问路的笔头练习。

简单谈论各场所的优缺点-3b对话练习 (谈论场所的优缺点)-阅读-完成表格-根据表格进行写作。

复习九年级Unit7中有关描绘场所的形容词-1a形容场所形容词-Selfcheck 1词汇巩固-1b对话(谈论场所特征)-听力(各场所特征、功能)-对话-写作-Just for fun。

复习3课时对话-完成SectionB 4-阅读-根据表格缩写-仿写。

Before you read-while you read(泛读、精读、朗读)--After you read.

课题

九年级Unit 12 You're supposed to shake hands

单元主线

本单元围绕"customs"话题,从"Talk about what people do in different countries when they meet for the first time."到"different table manners ",到"You are supposed to write quickly. "始终贯穿谈论"文化、礼仪、习俗"这一主线。

课时

1

2

3

4

5

话题

Customs

Opinions about different customs

Customs

Customs

You're supposed to write quickly.

课型

 听力对话

阅读对话

 听力对话

阅读对话

阅读

功能

Tell what you are supposed to do.

Talk about different opinions about some routines

Talk about table manners.

Talk about table manners.

Talk about e-mail English

语言

结构

1. What are you supposed to do...?

2. You are supposed to shake hands.

3. I was supposed to arrive at 7:00.

1. It's ok if you arrive a bit late.

2. Spending time with family is very important to us.

3. You are supposed to...

1. You are not supposed to eat with your hands.

2. You should wipe your mouth with...

3. It's polite to make noise...

4.It's rude to stick your chopstick

1. It's even better than I thought it would be.

2. I find it difficult to remembereverything.

3. I'm getting used to things.

1. E-mail English is a new kind of written English.

2. You're supposed to type quickly.

3. Usinge-mail English helps you write quickly.

内容

Section A(1a,1b,1c,

2a,2b,2c)

Section A3a,3b

Section B (1,2a,2b,

2c,3b,4,3c)

SectionB3a,Selfcheck,

Just for fun

Reading

处理

手段

意图

增:增加九年级Unit6 I like mnsic that I can dance为导入。

调:1、3b移到3a之前,作为热身。

2、将selfcheck2移前,在Section A 4谈论不同事物对自己有不同影响的基础上,再阅读雨天对Ming的影响。

增:增加耳熟能详的产品广告,引出1a。

改: 将1a,2c,3c合在一起,改成一个采访调查,列出一些超市里的商品,让学生作市场调查,采访顾客喜欢什么,不喜欢什么,为什么。然后给自己喜欢的商品设计广告,以提高综合运用语言的能力及创造思维能力。

调:1、将section B 4增加一些内容移前,引出3a中一些新词汇。

2、将selfcheck1增加内容,作为阅读3a前的词汇训练。

增:增加常见的e-mail English 增加学习的趣味性。

设计

思路

由旅游话题复Isn't it supposed to be 引出新话题。探讨各国的见面礼仪-听力-对话-巩固(主持人介绍各国见面礼仪)-2a的听前预测,介绍美国文化习俗--听力2a,2b-对话-SectionA4巩固

复习引出新词汇,阅读短文-完成表格-根据表格进行对话-探讨中国人的时间观-仿写短文"Our attitude towards time"

复习引出新话题探讨各国餐桌礼仪-听力预测(日本餐桌礼仪)-听力-写e-mail(讲述日本餐桌礼仪)-对话(探讨中国餐桌礼仪)-完成SectionB4,并写出报告。

复习引出新词汇-Selfcheck1、3(增加新词汇训练内容)巩固词汇-阅读-探讨-Selfcheck2(拓展阅读)-完成阅读任务

Before you read-

While you read(泛读、精读、朗读)-After you read

-Go for it.

课题

九年级Unit 13 Rainy days make me sad

单元主线

本单元从谈论饭店设施对人的情绪影响到介绍饭店的装修与经营中的科学奥妙,再到以广告为话题,介绍广告的利弊及接受礼物的不同感受。始终围绕着"Felling"来展开教学活动。

课时

1

2

3

4

5

话题

What kind of restaurants do you like?

Restaurants science

and how things affect you.

Slogans of and products

How ads affect you?

Receiving gifts

课型

 听力对话

阅读对话

 听力对话

阅读对话

阅读

功能

Talk about how different restaurants affect you.

Talk about how the different things affect you.

Talk about the slogans of ads and how you feel about the products

Express the opinion on ads.

Talk about the feeling on receiving different gifts.

语言

结构

1.I'd rather go to the Blue Lagoon Restaurant ...

2. Loud music makes me tense.

1. It makes me kind of angry.

2. It makes people want to leave.

1. It tastes terrible.

2. It worked really well.

3. Have you ever had...?

1. They make our cities look ugly.

2. Many ads are aimed at teenagers.

1. If my best friend gave a history book, I would feel...

2. Receiving a new schoolbag would make me feel...

3.I prefer to receive a gift that has some thought behind it

内容

SectionA1b,1c,2a,

2b,2c

SectionA3a,3b,4,

Selfcheck2

SectionB1a,1b,2a,2b,

3b,2c,3c

SectionB4,3a,

Just for fun

Reading

处理

手段

意图

增:1.增加九年级Unit6 I like mnsic that I can dance.作为导入。

2.在2c 后增加语篇训练,以Amy 的语气叙述一天的经历,使对话上升到语篇。

调:1、3b移到3a之前,作为热身。

2、将selfcheck2移前,在4谈论不同事物对自己有不同影响的基础上,再阅读雨天对Ming的影响。

增:增加耳熟能详的产品广告,引出1a。

改:将1a,2c,3c合在一起,改成一个采访调查,列出一些超市里的商品,让学生作市场调查,采访顾客喜欢什么,不喜欢什么,为什么。然后给自己喜欢的商品设计广告,以提高综合运用语言的能力及创造思维能力。

调:1、将section B 4移前,引出3a中的新词汇。

2、将selfcheck1增加内容,作为阅读3a前的词汇训练。增:在阅读之后增加辩论环节。(正方赞成广告,反方反对广告)

设计

思路

播放音乐复习I'd like music that is quiet.-谈论我喜欢餐馆-听力-对话-较长听力对话预测-听力-对话-对话上升到语篇。

复习-用"It makes me..."猜地点-阅读-复述-调查不同事物对同学的影响-阅读"雨天对Ming 的影响"-完成表格

谈论广告产品及广告词-听力-将听力材料转换成写作-谈论自己最喜爱的超市商品,并为它写广告语。

谈论广告-引出新词汇-阅读-谈论你对广告的看法-辩论赛

Before you read-while you read(泛读、精读、朗读)-After you read

课题

九年级 Unit 14 Have you packed yet ?

单元主线

本单元从的询问和谈论到的有关乐队及其成长历程的介绍,再到拓展阅读中海外华人对寻根经历的描述,整个单元始终贯穿这一主线,使学生在相关的听,说,读,写活动中习得语言。

课时

1

2

3

4

5

话题

Preparing for a vacation

Things that have been done and haven't been done

Favorite band

Have you ever...?

Looking for family roots

课型

 听力对话

阅读对话

 听力对话

阅读对话

阅读

功能

Talk about things you have prepared for a vacation.

Talk about recent events

Talk about favorite band.

Talk about recent things

Talk about recent events

语言

结构

1. Have you packed the camera yet?

2. Yes.I've already put it in my suitcase.

3. Have you fed the cat?

No,I haven't.

I haven't done any of those things yet.

2. Have you bought a newspaper?

3. Yes. I've already bought a newspaper.

1. Have you ever won an award of any kind ?

2. Have you ever been on TV?

3. No, we haven't .But we have already talked to "Bands on Parade" about doing a TV show.

1. Have you ever been to a concert?

2. Yes, I have .I went to the National Day concert last year..

3. Did you enjoy it?

1. He's already visited the place where his ancestors lived.

2. He has found that his family is like a tall tree with long roots.

3.I've really enjoy the trip so for.

内容

Section A ( 1a--2c)

Self check 2

Section B 3b,3a,4

Just for fun

Section B 1,2a,2b,3b,2c,4

Section B 3a,3c, Selfcheck1

Reading

处理

手段

意图

增:通过旅游话题,滚动复习八年级下册unit9 "Have you ever been to...?"句型,然后引出对旅游前准备工作的讨论。

调:将selfchec2移前,将Have you ever done...?句型由听、说落实到简单的读和写。

调:1、将3b移前,激发学生学习目标语言兴趣,同时使学习能由对话到语篇,符合循序渐进的学习规律。

2.Just for fun 移前,增加学习的趣味性。

增:在3b前增加谈论学生今天已做和未做事情的小对话,以降低3b难度。

改:4 groupwork 完成后,让学生在全班面前做报告,将表格变成语篇进行输出。

调:1、将3b移到2c之后,使学生能在听与说的基础上进行写的输出,使语言的学习由听、说,落实到写,并对听力效果进行测。2.SectionB4移前,在2c谈论自己最喜欢的乐队所做事情的基础上,再谈论自己所曾做过的事。

调:将selfcheck1增加内容移前,作为3a的词汇训练。

增:1.在3a之后增加采访New Ocean Waves 队员的内容,以巩固所学知识。

设计

思路

滚动复习八年级下册

unit9 "Have you ever

been to...?"-谈论旅

游前物品的准备-听

力(旅游前工作的准

备)-对话-听力前

扫清障碍-听长对话

-完成任务-对话-

笔头练习

复习"Have you done...?"-猜测游戏-语篇-复述-调查报告(谈论我与同学已做和未作的事)-欣赏Just for fun.

复习-谈论最喜爱的乐队-听力-实施任务-对话(谈论Apple Ice Cream)-完成3b的写作

复习-引出新词汇-阅读-实施阅读任务-采访-复述

Before you read-while you read(泛读、精读、朗读)-After you read

课题

九年级Unit 15 We're trying to save the manatees

单元主线

本单元围绕从动物的特征到保护濒危动物再到保护环境,始终围绕"Protecting animals and environment"这一主线。

课时

1

2

3

4

话题

Endangered animals

Protecting animals in the zoo

Protecting the environment

Recycling trash

课型

 听力对话

阅读对话

 听力对话

阅读对话

功能

Talk about the endangered animals

Talk about whether zoos are good for animals

Talk about what we can do for our plant.

Talk about recycling the trash

语言

结构

1. They weigh about 1,000 pounds.

2. We are trying to save them.

3. They used to be a lot of manatees.

1. I think that .../I believe that.../I feel that.../I agree that...

2. I disagree with you.

3. Zoos provide clean and safe places for animals to live.

1. Turn off the lights. Stop using paper napkins.

2. Take your own bags when shopping.

3. Not riding in cars.

4. We really shouldn't use paper napkins.

1. She lives in a house that she built herself out of trash.

2. The stuff used to be called trash.

内容

SectionA1a,1b,1c,2a,2b,2c

Section A 3a,3b,4

SectionB1a,1b,2a,2b,2c,4

Just for fun

Section B 3a,3b

Self check 1

处理

手段

意图

增:1、滚动七年级下册3单元相关语言知识作为复习内容。

2、2a,2b听力材料中涉及较多冷僻生词,对学生来说有一定的难度。因此,增加听前情景介绍和听力预测。

3、根据2b的表格写一篇介绍"manatees"的作文。使语言学习能由听,说落实到写,同时使学生对"manatees"有更全面的了解。

改:在完成sectionB4 的辩论之后,请双方辩论队员以书面语言形式陈述支持或反对动物园的观点,达到提高学生的归纳总结和书面表达能力的目的。

调:1、将sectionB4移前,这个部分与本课联系紧密,进一步巩固目标语言,增强学生的环保意识。

2、Just for fun 与本课时联系紧密,移前作为下课前的轻松一刻。

调:1、selfcheck1 增加词汇训练内容,将它移前作为阅读3a之前的词汇热身。

2、将3b移到3a之前,因为3b是围绕be made from 和 used to be 来写的一个简单书面表达,为3a 的学习降低难度。

3、调:将selfcheck2移到后面Review of units11-15因为这部分的内容是用来复习11-15的目标语言的,放于复习单元更合理。

改:将3a的任务"1、write down fine questions"and"2、say why you would like to ask these things."改成"Interview"并写下采访报告。因为原任务中的第二条对于农村中学的学生来说操作有一定难度。

设计

思路

复习"Why do you like

koalas ?"的形容词-新

词汇-听力(谈论动物

特征)-实施任务-对

话-听力前扫清词汇

障碍-听力(介绍海

牛)-任务实施-对话

-根据表格写一篇介

绍"manatees"的作文

复习-阅读-实施阅读任务-复述-辩论赛

复习保护动物-谈论保护环境-对话-听力(谈论如何保护环境)-实施任务-对话-调查班里谁是最佳环保者-欣赏Just for fun

复习引出3b写作-新词汇教学-词汇训练-阅读-采访-复述

分享到

相关文档

九年级英语上学期九年英语单元内容总结

Unit 13 Rainy days make me sad. 学习目标: 1.学习谈论事物对你的影响。 2.坦率地表达自己的情...

九年级英语上学期九年英语单元内容总结

Unit 14 Have you packed yet? 学习目标: 1.综合复习各种基本时态,包括现在完成时态、一般现在时...

九年级英语上学期九年英语单元内容总结

Unit 15 We're trying to save the manatees! 学习目标: 学会表达自己的观点,并有充足的论据做支...

九年英语新目标Unit 1听力课件练习

English practice Min yi No.2 Middle school of Nantai Listening practice An English song Brie...

[课件]新目标英语九年即课件Unit 14...

Unit 14 Have you packed yet? Section A 1a~2c. By Li Xiuqin Yes. I love travelling. Are you ti...

新目标九年14单元教案

Unit 14 Have you packed yet? Part 1: Teaching design (第一部分:教学设计) Structures: Present...

五年级英语上册Unit8课件

九年义务教育六年制小学教科书 牛津小学英语5A Unit 8 A camping trip 大丰市第二小学 张 敏 Part A...

Lesson 30 Christmas Day

说课教案 单位 望奎三中 姓名 于新华 性别 女 年龄 34 教龄 14 职称 中一 课题 Unit 8 Merry Christ...

初中英语毕业学业考试标准

初中英语毕业学业考试标准 英 语 一、 考试指导思想 初中毕业英语学业考试以《英语课程标准(实验稿...

五年级英语上册Unit8课件

九年义务教育六年制小学教科书 牛津小学英语5A Unit 8 A camping trip 大丰市第二小学 张 敏 Review...