人教版九年级英语上册第七单元教学设计.doc

人教版九年级英语上册第七单元教学设计

Unit 7 Where would you like to visit?

单元分析与提示

教学目标

语言目标：

1、掌握条件句：真实的条件句和虚拟的条件句的用法。

2、学会谈论自己想去的地方，会使用以下基本句子：

Where would you like to visit ?

I’d like to go somewhere relaxing.

I hope to go to France some day.

I’d love to visit Mexico.

认知目标

掌握“would you to” “hope to”句型，通过练习和运用加以巩固

情感目标

1、通过本单元学习使学生更加了解世界各地。

2、通过对本单元的学习，增强实际交际能力，开阔眼界，加深对世界各地的了解，自觉地保护地球，保护环境。

教学重、难点

1) Would like to do sth. = would love to do sth.

I’d like to go somewhere relaxing = I’d love to go somewhere relaxing.

2) You’d better… = You had better …

You’d better not be late for school.

= You had better not be late for school.

3) hope to do sth. 不能说hope doing sth.

I hope to go to France some day.

不能说hope sb. to do sth. 可以说wish sb. to do sth.

不能说I hope you to see him again.

可以说I hope that you will see him again.

4) I love places where the people are really friendly.

I like places where the weather is always warm.

This is the house where he lived last year.

This is the house that he visited last year.

目标语言

1. I’d like to go somewhere relaxing.

2. I hope to go to France some day.

3. I’d love to visit mexico.

教学安排

4课时

第一课时：Section A 1a, 1b, 1c, 2a, 2b, Grammar focus

第二课时：Section A 3a, 3b, 4

第三课时：Section B 1, 2a, 2b, 2c, 3a

第一课时：Section B 3b, 4 and Self Check

Unit 7 第一课时

Teaching aims

1、能运用以下句型进行交际。

Where would you like to visit ?

I’d like to visit some where relaxing.

2、能从所听到的对话中获取信息。

3、掌握词汇

thrilling, fascinating, peaceful, tiring, educational, exotic, boring, fun Teaching of new lesson

1. 展示一张世界地图

T: What kind of countries do you know in the map ?

S: China, the U.S.A., the U.K., Canada, Australian, France, Germany, Mexico……

T: What kind do cities do you know ?

S: Beijing, New York, London, Toronto, Sydney, Paris……

T: What do you think about the countries and cities ?

让学生们一个一个地说出描述性的形容词thrilling, fascinating, peaceful, tiring, educational, exotic, boring, fun.

2. 教学Where would you like to visit ? I would like to visit U.S.A. Because it is beautiful.

Presentation and practice.

T: Where would you like to visit ?（板书，突出动词的形式）

S：I would like to visit U.S.A.

T: Why would you like to visit U.S.A

S: Because it is beautiful.

（让学生给出不同的回答，强调I would like to =I’d like to 和其它动词的搭配）

I’d call for help. I’d hold the rock.

1) A: Would you like to visit ……?

B: I’d like to visit ……

2) A: Where would you like to visit ?

B: I’d like to visit ……

3. Practice 1a. 1c. 2c.

让学生根据图片内容对话，引出take it easy, trek through the jungle, explore the historic sites并用刚刚学到的目标句型来操练。

4. 教学1b, 2a, 2b.

首先，帮助学生明确本题的要求。接着，听力练习，学生根据录音内容完成1b, 2a and 2b.

最后，重放一遍录音内容，学生跟读。

5. Consolidation and Extension.

完成一个任务

假设你有个朋友想去Hawaii, Mexico, Niagara Falls游览，但不知去哪更好，请就此事展开讨论，并做出最后决定。

A: Where would you like to visit ?

B: I would like to visit Hawaii. Would you be interested in going there ?

A: it’s wonderful, but ……

Homework

1、介绍三个你最想去的地方，并给出原因。

2、熟记本课学习的新单词。

Unit 7 第二课时

Teaching aims

1、能运用所掌握的语法、句型和词汇进行交流。

2、能比较流利地描述一个自己想去的地方。

3、能运用语言和语法知识进行阅读并理解文章意思。

4、能运用句型：For your next vacation, why not consider visiting Singapore? There are many things to do.

5、掌握词汇及短语: consider doing, plan on doing, be allowed, get around, decide to, all year round.

Teaching of new lesson

1. Ask the students to work in pairs using the target language.

A: Where would you like to go?

B: I would like to go ( to )……

A: Why would you like to go ?

B: Because it’s …… and it has ……

Hawaii, Mexico, Niagara Falls, somewhere warm, Brazil, Japan, Florida, Kunming, Singapore.

Interesting, fascinating, thrilling, peaceful, wonderful galleries, museums, fantastic beaches.

2. These activities provide listening and speaking practice.

1)2a. Listen and show the correct order.

2) 2b. Listen and match each place with the reason for not going.

3) 2c. Read the instructions and then work in pairs using the target language.

A: I hope to visit …… some day.

B: I do, too, I like places whe re ……

4) 3a. Ask the students to read the article and express the reasons for going and not going. Using the target language.

For going:

For not going:

5) 3b. Ask the students to practice the conversation then work in pairs with the information below.

A: Where would you like to go ?

B: I’d like to visit ……

A: Isn’t it supposed to be very …… ?

B: Yes. But it’s ……and it has ……

3. Explain the grammar focus in this lesson.

1)go somewhere relaxing / exciting, warm.

2)Hope to do …… some day (but not sure)

3)Would like to do = want to do

4) I want to go somewhere ( that is ) relaxing.

I want to do something ( that is ) exciting.

I love places where the people are very friendly.

Pay attention to the uses of “that” and “where”

Homework

汉译英：

1、你想去哪里旅游？

2、我想去温暖点的地方。

3、因为我可以游泳。

4、你下次旅行为什么不去上海呢？

5、我不喜欢去那里，因为那里人很多。

Unit 7 第三课时

Teaching aims

1、说—能运用以下句型进行交际。

What are important to you when you go on vacation.

The weather is the most important thing, I like to go somewhere warm.

2、听—能从所听到的对话中获取信息。

3、掌握词汇

take a trip, in/on/to the east of, mind doing, need to do, save money by, stay at, be away.

Teaching of new lesson

1. Warm – up.

T: what are important to you when you go on vacation ?

S: The weather is the most important thing, I like to go somewhere warm.

S: I hope it is near the ocean.

S: I hope the things there won’t be so expensive.

展示景点图片，让学生谈论，将他们所谈论的事项板书。

Weather. Price. Hotel. Shopping, transportation……

2. Presentation

教学1

能用上面的事项和同桌进行对话，讲述自己对旅游各项事情的要求。学生对话完毕，让一些同学表演。

（巩固句型，学会灵活运用，让学生能更好进行表达）

教学2a, 2b.

1) Ask the students to practice talking with other using the following the target language.

A: Where would you like to go ?

B: I’d like to visit……

A: Isn’t it supposed to be ……

B: Yes, it is. But it’s …… and it has ……

2) The following activities provide practicing listening, speaking, and writing using the target language.

a. Ask the students to spend some minutes writing down a list of things when

you go on vacation.

b. Ask some students to read their lists to the class.

c. 听力前的brainstorm.

First, let students describe the three picture of 2a.

Explain “somewhere warm, go on a nature tour”.

d. T: Jeff has a summer job at a travel agency. Three customers call to ask for information about the vacations. Listen to their conversation carefully and check the questions customers ask then listen again, and fill in the blanks.

e. 2a. Ask the students to make travel plans or vacation, a travel agency is an office that can help you. Using the target language.

Take messages, would like some information on vacation, where, somewhere warm and a nature tour, Los Angeles, Kunming.

Homework

1、读熟本课时所学对话

2、你打算下周去旅行，想根据自己的要求写信向旅行社咨询。

Unit 7 第四课时

Teaching aims

1、熟练地表达想要、希望、喜欢去观光的某地；

2、熟练地表达某地的人文景观和风土人情等。

3、复习巩固本单元的主要内容。

Teaching of new lesson

1. Revision: Check homework

T: You are planning to travel somewhere, but you don’t know where is suitable for you. Now please tell the travel agency about your requirements.

让两三个同学口述自己想去旅游的地方的要求（依照3a），将其要点归纳在黑板上。

For example: warm place, cheap hotel, near the sea, good shoppi ng place……

2. Ask the students to work in pairs using the target language.

A: I’d like to go to ……

B: Why go to …… ?

A: It’s …… and has …….

3. Self Check. The following activities provide the students to practice listening speaking and writing.

1)Ask the students to fill in the blanks on their own.

2)Check the answers and ask the students to make their own sentences with

the following words: provide, cook, save, pack, hope.

3)Ask the students to say their sentences.

4)Ask the students to identify the four places in the pictures.

Eiffel Tower in Pairs Big Ben in London

The Sydney Opera House

The Golden Gate Bridge in San Francisco

5)Ask the students “Where would they like to go first and why would they

like to go first”.

6)Just for Fun. Ask the students what is funny about the cartoon.

4. Ask the students to read “I’d love to sail across the Pacific”.

5. Ask the students to ask and answer each other.

1)why do some students want to start work as soon as possible?

2)What is important to students about the work they do?

3)What example is given of an impossible dream?

6. Then ask the students to talk about their own hopes and dreams.

1.Ask the students to write down dreams they have and share their thoughts

to their classmates.

2.Ask the students to discuss who has the best dream and how he/she could

achieve their dream.

Homework

1、以“My Ideal place for a trip”为题，写一篇作文。

2、用括号中的单词的正确形式填空。

1. Have you ever been to Niagara ____________ ( fall ) ?

2. Hawaii is a _________ place, every year many _________ (tourist) go there for their vacation.

3. There are many things __________(do) in Singapore.

4. Hongkong is a wonderful place for ________ (shop)

3、汉译英

1．如果你已经决定的话，你得准备好把衣服装箱。

2．你今晚想来吃饭吗？

九年级Unit 8 I’ll help clean up the city parks. 教学设计和反思

一、教材和学情分析

《英语课程标准》中提出要激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力; 培养学生爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础.Go for it 是一套画面内容生动有趣, 学习内容贴近生活, 语言运用更为交际化的教材.教材突出语言使用能力的培养，通过听、说、读、写的全面训练，使学生获得英语基础知识和为交际初步运用英语的能力,旨在培养学生的综合语言

应用能力.这就要求教师根据新教材形式活泼,图文并茂等特点创造性地运用教材，同时遵循新课程理念，从重视‘教法’转变到重视学法。九年级Unit8 I’ll hel p clean up the city parks.第一课时运用动词词组围绕“volunteer”展开话题，前半部分围绕“ways of offering people”,后半部分围绕“ways of telling people about the Clean-Up Day ”。在熟悉和操练各个动词词组的基础上通过各种各样活动的开展培养学生的综合语言应用能力。对于九年级的学生可能已经不像七年级、

八年级学生那样热衷于普通的课堂活动,所以设计怎样的课堂活动，采取怎样的评价方式来提高课堂气氛，从而使学生自然地融入整个教学环节显得尤为重要。

二、设计重点和难点

根据教材的内容和学生的实际情况，发现Unit8第一课时的课文内容和Unit7有联系，同时题目是“Unit8 I’ll help clean up the city parks”既然是city parks刚好跟我们宁波这个城市可以联系起来。所以就围绕“我爱宁波，我要成为宁波志愿者的一员，我帮助宁波打扫城市公园，帮助宁波需要帮助的人”这一在中心思想来开展一系列教学活动。在培养学生听、说、读、写能力的基础上，培养学生爱家乡，爱宁波，形成健康的人生观，为他们的终身学习和发展打下良好的基础。

本课时主要运用动词词组围绕”volunteer”展开话题,怎样在规定的时间内

通过什么样的活动来激发学生的学习热情,让学生自然地学会运用如此多的动词词组,并成为课堂教学的主角是这一课时的难点.

三、教学设计与反思

Step1 Warming – up

1. Greetings

T: There goes the bell. Let’s begin our class.

Good afternoon, boys and girls… Today, there are so many teachers here. Are you stressed out?

Ss: Yes/No

把学生可能正面临的问题提出来, 主要是考虑到那天听课老师之多是学生从来没有遇到过的,担心学生会紧张,想通过一系列鼓励来使学生放松,慢慢进入学习状态.其实在上课之前的几分钟,我已发觉许多学生还是比较紧张,所以课前我一直精神饱满,满怀信心地鼓励学生, “ Are you stressed out? Take it easy. You are the best. You can do it…”这样可以缓解部分学生过于紧张的状态,使其慢慢放松.

2. Encouragement

T: Some of you may feel a little bit stressed out. Just take it easy and I will help you…The whole class, would you please stand up and just follow me “ I can do it…”

本想通过这个小小的鼓励活动,使学生克服胆怯,增加信心,活跃气氛.但是没想到在Greetings时,学生既然异口同声说”NO” 这个是我没有想到的, 或许是课前的鼓

励措施相当奏效吧.当然这个Encouragement也就没有必要了. 我灵机一动就来了一句, “No? great! You are better than me. Now I’m a little bit stressed out. So let’s talk about sth relaxing---National Day.这样就自然地过渡到Lead-in 环节了。

总结：

Step1的优点：根据学生的具体情况，老师精神饱满，满怀信心地出场和鼓励能够感染学生，帮助学生缓解紧张状态，使其增加学习的积极性。

Step1的缺点：因为Encouragement没有开展，导致整个warming-up太急促，感觉学生还没有活动开来，没有达到预期的效果。

Step1的反思：说明在“备学生”方面还不够细致，没有想到学生正反2方面的反应，这个环节以后需要加强学习，对学生会出现的每一个可能性都要大胆预测并准备对策。

Step2 Lead- in

Free talk

1.T: As we know, National Day is coming…Where would y ou like to go on vacation?

Wenzhou? Hangzhou? Shanghai? Ningbo?...

Ss：…

我以国庆休息为题，询问学生准备去哪里度假，慢慢引申到宁波这个城市，总有学生说想呆在宁波的，这样既复习了九年级Unit 7 Where would you like to visit? 又慢慢过渡到“我爱宁波”这一话题。

2.T: All right. How many Ss will stay in Ningbo? Hands up…

Do you love Ningbo? Do you want to know more about Ningbo?

Ok! Let’s appreciate an episode of Ningbo and see what kind of city it is…

这里准备了一个大约１分钟左右的视频，主要是介绍宁波的情况，通过视频能够更直观地帮助学生了解宁波，同时能够增加学生对宁波的热爱,为下面的过度作准备。

3.T: From this episode, we know that Ningbo is a beautiful and lively city. As Ningboners, do you want to make Ningbo much more beautiful?

Do you want to help people who are in need of help in Ningbo?

Ok! Let’s be volunteers… and see what we could do in Ningbo…

视频过后，通过几个疑问句比较自然地从“我爱宁波”过渡到想成为宁波的志愿者“volunteer” 这一主题，接下来就可以很顺利地过渡到presentation.

总结：

Step2的优点：通过学生熟悉的句型Where would you like to go on vacation？导入（一对一的提问方式），同时附上一段与“我爱宁波”有关联的视频，再进行追问的形式（一对多的提问方式）。既复习了Unit7的内容，增加了学生学习的积极性，又可以更直观地培养学生爱家乡的情操，从而自然地从“我爱宁波”过渡到“volunteer”。

Step2的缺点：活动仅仅停留在师生的对话中，没有涉及到学生与学生的互动，导致整个lead-in基本属于老套路，缺少新颖。

Step2的反思：要多多学习，多多设计，特别是lead-in部分，希望寻找出一条与众不同又极具效果的 lead-in 路线。俗话说：好的开始是成功的一半。

Step3 Presentation and Review

1.Presentation

1.T：Let’ look at the first picture. If the city parks in Ningbo are not clean. What could we do?

Ss: We could help clean up the city parks.

…

通过语言描绘，图片引导的方法，使学生在情景中学习新词汇和动词词组: clean up, set up, establish, cheer up, homeless, help …with…,volunteer…

2.Review

2.T: Well done! Let’s see who has the best memory…

这一环节主要是让学生巩固presentation的一些动词词组，首先采取集体回答的形式（给学生做一个心理上的准备），然后开始一对一的比赛，看哪个组成员的memory 更好，成功回答出的成员为其组添加一颗红心…其次也是为下面的听力做一点铺垫。总结：

Step3的优点：语言描绘，图片引导的词汇学习方法，是学生已经接受的方法，加上一些情景语言，更容易使学生掌握新词汇，对于review这一环节为听力做了铺垫的同时，以竞赛的方式出现可以给课堂带来一丝的热闹…

Step3的缺点：活动没有亮点，只是普通的词汇认识过程，教师在学生词汇习得的过程中还是充当主角的地位。

Step3的反思：我一直在思考在词汇的习得过程中，怎么样让学生充当主角，这个有没有可能性？或许可以让部分优秀学生来带领；或许在学生普遍加大预习强度的过程中，在活动中习得新词汇…

Step4 Listening and Pairwork

1.Listening

T: Listen! There is a boy and a girl talking about several ways of helping people. Let’s walk there and see what they are talking about. Presentation是关于ways of offering help。Listening也是关于ways of offering help。这样的话，只需一个简单的过度就可以达成目标，而且不会使学生感到突然。

2. Pairwork

T: Now we’ve learnt the ways of offering help. I think it’s time for us to practice…

A: It’s volunteer today. What would you like to do?

B: I’d like to work outside, but I don’t know what to do?

A: you could clean up the city parks.

B: Good idea. Would you like to go with me?

A: Sure, I’d love to.

这是教学的第4个步骤，主要是对前面学过的一些语法点的一个总结，学生通过词汇的习得，复习，听力，对于这个活动应该是比较简单了。本来设计的是”Survey and Report” 但是考虑到时间的关系，改成了pairwork. 因为后面的内容还有很多，比现在的更难,所花的时间会更多。

总结：

Step4的优点：这个环节相对比较简单，给成绩差的同学提供了一次锻炼的机会，增加了他们对于学习英语的信心。同时也为下面的内容节省了一点时间。

Step4的缺点：听力部分采取教师问，学生答的方式，有点单调，活动形式不够有特色，不能大幅度激发学生对于这个活动的兴趣。

Step4的反思：一堂成功的课在中间也需要亮点，时间是一个原因，但是是否可以再想想办法，使得活动设计既不占用太多的时间又有新意呢？

Step5 Presentation and Groupwork

T: Did a great job! We’ve helped people who are in need of help. Are you happy?

Ss; Yes.

T: Being volunteers is great. To help others is to help ourselves. Now, we are planning a City Parks Clean-up Day. We have to talk about ways to tell people about the Clean-Up Day. Let’s see what we could do… for example: call up others, put up sighs…

T：Now，We are ready to tell people about the City Parks Clean-up Day. Let’s discuss with your groups…

关于SectionA第2部分的导入，我想了很长时间，首先发现这个导入有点难，不知道怎么样入手，因为跟sectionA第1部分的联系好像不是很大。其次如果正常导入后不见得学生能够理解,如果学生不能理解会直接影响下面的听力部分(因为听力速度很快，难度较大)所以我决定把这个导入简单化并自己先举几个例子，其次再通过Groupwork使学生巩固“ways of telling people about the City Parks Clean-up Day”。从而最大程度地为听力扫清障碍。

总结：

Step5的优点：根据教材的难度能够预测到学生的反应，把教材内容简单化并运用groupwork进行巩固，顺利地完成了学生语言习得的目标，也为下面的听力作了铺垫。Step5的缺点：目标是完成了，但是导入缺乏新意。学生的积极性调动不够。

Step5的反思：关于这个方面是否可以采用另外一种方式，比如以一个简短的小故事的形式导入，如果时间控制得好的话，小故事的形式或许会更好。

Step6 Listening

T：We’ve arranged about the City Parks Clean-up Day. There is another group talking about it, let’s see what they are talking about…

这部分涉及到2a和2b听力，前面的presentation和groupwork基本已经为2a扫清了障碍，只是有少部分同学需要听第2遍， 2遍过后基本都没问题（虽然听力的语速很快），但是2b因为语速很快在第一编听完后还有很多同学写不下来，这时我及时把选项打了出来，这样就弥补了由于听力过快而造成学生反应不过来。2遍过后，大部分学生都完成了2b.

Step7 Talk Show

T: Thanks for your help. With your help, Ningbo has become more and more beautiful and lively, and it has attracted lots of famous stars, like kobe, Andy lau and so on. Let’s see who they are.(Show stars’pictures).They’ve been in Ningbo, and are coming to today’s talk show. Let’s see what it is…教学的第7步是运用所学的知识，模仿各位明星和主持人做一个”talk show”,活动有四个人组成，一个模仿主持人，另外3个模仿自己喜欢的明星，主持人至少问每个明星3个问题（问题和答案都是之前学习过的知识点），共计至少6个问题。在讨论过程中，首先主持人问，明星答，然后再写下来，最后到讲台这边表演出来，这个活动在实际操作中并不困难。设计这个活动的目的在于以学生感兴趣的活动为载体，全面复习前面出现过的知识点，在调动学生的学习积极性的同时巧妙地锻炼学生的听，说，读，写能力。

Step7的优点：活动设计新颖，学生参与的热情和积极性都很高，既巩固了前面出现过的知识点，又锻炼了学生的听，说，读，写能力。

Step7的缺点：由于时间的关系，活动只展现了2组，没有达到预期的目标。

Step7的反思：这个活动本应该是整节课的展现部分，应该是整节课的高潮部分，但是由于时间的原因，没有完全展开，这是个遗憾，怎样控制时间又不失活动的新颖是我以后应该努力思考的问题。

Step8 Summary

这个步骤是对本节课所学内容的回顾，重要的动词词组以及它们的运用，关于这个部分我们不应该直接读读了事，有时间最好师生一起回顾，这样有利于学生对习得知识的巩固，可以大大减少学生课外复习的时间。

Step9 Homework

Choose a volunteer job you like to do and draw a poster of it.

联系本节课的知识点，根据学生自己的爱好，设计一张海报，有利于发挥学生能动性和创造力，在设计海报的过程中，学生综合运用了所学的知识，最终达到知识应用的目的。给本节课画上了一个圆满的句号。

四、课后反思

新课程基本理念是面向全体学生，实施素质教育；整体设计目标，体现灵活开放；突出学生主体，尊重个体差异；采用活动途径，倡导体验参与；注重过程评价，促进学生发展；

开发课程资源，拓展学用渠道。作为新时代的英语教师，要在有效的40-45分钟时间内，设计灵活新颖的活动来激发学生的学习热情,让学生自然地学会和运用所学知识,并成为课堂教学的主角。

上完整节课后，发现活动设计基本合理，从简单到难有坡度感，并且重难点突出，课堂气氛还算不错，基本上能够突破教学难点，巩固教学重点，完成教学任务。不过部分活动可以新颖些，过度语言或许可以丰富点，与学生的交流可以加强些，还有一个重要问题就是没有很好的利用自己设计的评价体系，只把它作为了一个摆设，在课堂中应该时刻鼓励落后的Team，最后应该称赞胜利的冠军等。

我发现自己还有许多地方需要学习，需要改进，在客观的列出自己的优缺点后，我将继续努力，发扬优点，改进缺点，努力提升自己的各方面素质。

Unit 9 When was it invented? (Section A)

一、教材分析：

本单元主要谈论一些重要的发明及这些发明对人类产生的转折性的作用。让学生们在学习的同时了解这些发明并学会自己动手、动脑，开发、创新一些有意义的发明。

二、教学目标：

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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 & Practice 1．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，man-made，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。 ③man-made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。 ⑤wonder adj.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。