2019-2020学年外研版九年级英语上册全册教案

Module 1 Wonders of the world

Unit 1 It's more than 2，000 years old.

【教学目标】

【教学思路】

本单元的教学内容是第一模块中的第一单元，通过提供必要的图片、背景等为学生创造一个全新的语言氛围。首先，学生们刚刚假期归来，通过询问他们“假期去过哪里？”“在那儿做过什么？”和“新学期的打算是什么？”导入新课。以学生感兴趣的话题开篇，重点在于培养学生的学习兴趣。因此，教师并未对书上的图片进行讨论，而是从自然景观和人造景观谈起，帮助学生为第一部分的听力做了充分的准备，使得他们在听时能快速地抓住细节成为可能。

【教学准备】

黑板，录音机，单词卡片，教学图片，多媒体，配套的资料，配套的巩固练习册等。

【教学过程】

Step 1 Warming up & Leading in

1．师生问候。

2．师生对话，谈论假期生活。如：

新学期开始，学生又见面了。教师给几分钟的时间让他们谈论假期的生活和对新学期的展望。

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。

2．Listening and vocabulary(3)．

(1)教师先播放录音，让学生听录音思考下面几个问题：

Q1：Are na tural wonders more interesting than man-made ones？Why?

Q2：Is the Giant's Causeway a natural wonder?

Q3：Can you tell me something about the Giant's Causeway，Victoria Falls，the Terracotta Army and the Three Gorges Dam?

Q4：Is Victoria Falls a man-made wonder?

Q5：What man-made wonders are mentioned in the dialogue?

(2)教师让学生简略回答后，再次播放录音，和学生一起验证答案。

(3)教师带领学生一起学习对话中的知识点。

①discussion名词，“讨论”，动词形式为discuss。

②eastern形容词，“东方的”，可作定语。

③That sounds great，though I think Victoria Falls in Africa is even more fantastic.

a．sound为系动词，意为“听起来”，后面可以直接跟形容词作表语。

b．though的用法：它可以放在句首，也可以放在句末，用作连词，表示“虽然”；用作副词的时候，表示“可是”，一般置于句末。

④But in my opinion，man-made wonders are more exciting than natural ones.

in my opinion＝from my perspective＝in my view＝personally“我认为，在我看来”。more…than…“比……更……”，more用来表示比较级。

⑤Now，who'd like to call first?

would like sb to do sth想让某人去做某事

(4)教师再次播放录音，让学生再次听录音。让学生仔细听录音，注意重要单词的语音和语调。

对于比较长的句子，让学生多听几遍，注意长句子的断句和连读，让学生跟读几遍。教师播放录音的时候，注意是一句一句的播放，让学生来试着跟读。最后让学生四人一组，分角色朗读对话。

(5)在学生表演完对话后，教师读句子，让学生集体回答句子对错。

a．Tony thinks the Giant's Causeway is the largest natural wonder.

b．Lingling thinks Victoria Falls is more fantastic than the Giant's Causeway.

c．Betty and Daming are more interested in man-made wonders.

d．For Daming，the Three Gorges Dam is more fantastic than the Terracotta Army.

3．Listening and vocabulary(4—5)

(1)教师提出活动4的四个问题让学生依次回答。待学生回答完毕后，教师还可以拓展出更多的问题让学生根据所了解的情况进行回答。最后让四名学生分别就“The Terracotta Army，The Three Gorges Dam，The Giant's Causeway.Victoria Falls”四个伟大的奇观做汇报。

(2)教师先让学生自己完成活动5，用给出的单词完成句子，最后和学生一起核对答案。

活动小结：通过回答问题和完成活动，让学生进一步了解所学习的内容。

Step 3 Pronunciation & Speaking

1．Listen and mark the pauses.

(1)教师播放录音，让学生自己听句子，边听句子，边在书上标出停顿的地方。

(2)让学生再听一遍录音，边听边跟读句子，并注意停顿。

(3)教师再次播放活动3的对话，让学生感受句子的语音、语调和停顿，感受英语读句的独特的韵律，让学生慢慢能感受到英语读句的停顿习惯。

2．Work in pairs.Make a list of wonders of the world.Say which one you would like to visit and why.

(1)教师提出问题，让学生四人一组分别讨论，说说自己最想参观的伟大奇观是什么，说说它有哪些有趣的地方，为什么吸引你。

(2)教师让学生根据活动1—5，总结出描述伟大奇观需要用到的形容词和句型。

形容词：natural，modern，interesting，fantastic，great，man-made，ancient，huge，wonderful，beautiful

句型：Which wonder of the world would you like to visit?

I'd like to … because …

I think …

In my opinion，…

I'm not sure I agree with you.

(3)教师最后选学生代表进行汇报。

活动小结：通过让学生归纳句式和词汇，最后利用这些句式和词汇进行语言输出，锻

炼学生的逻辑思维能力。

Step 4 Homework

1．Memorize the words，main phrases and sentences in this unit.

2．Make a survey about your parents what great wonders they would like to visit most.

3．Finish all the relevant exercises.

【板书设计】

Unit 1 It's more than 2，000 years old.

Main phrases：

join in，agree with，most of，on the eastern coast，in one's opinion，more than，at the top，millions of，be interested in

Main sentences：

1．I think natural wonders are more interesting than man-made ones.

2．I've never seen it，so I'm not sure I agree with you.

3．It's about 1，700 metres wide and 100 metres high.

4．You can hear the loud noise a few kilometres away.

5．Now，who'd like to call first?

Unit 2 The Grand Canyon was not just big.

【教学目标】

【教学思路】

本单元的教学内容是第一模块中的第二单元，通过提供必要的词汇、背景等为学生创造一个全新的语言氛围。因此，让学生用所给的单词讨论自己所知道的令人叹为观止的景观能激发学生对本单元知识的学习热情，并利用幻灯片放映有关自然景观的图片，再通过让学生根据短文内容完成3、4部分的练习，从而使其更好地掌握阅读部分内容。

【教学准备】

黑板，录音机，多媒体，教学图片，阅读材料．教学课件，单词卡片，巩固小练习等等。

【教学过程】

Step 1 Warming up & Leading in

1．师生问候。

2．教师让几名学生做报告，来说说关于他们调查自己的父母最想去游览世界上哪些伟大奇观的情况。并说出他们父母的理由。如：

My father would like to visit the Great Wall because he thinks it is the most wonderful wo nder in the world.It is the symbol of China.It is the greatest man-made wonder of hardworking Chinese people …

My mother is interested in the Three Gorges Dam，because she thinks …

活动小结：通过让学生做报告，为本单元的学习打下基础。

Step 2 Presentation & Practice

1．Reading and vocabulary(1—2)

(1)教师在黑板上列出活动l中的单词。

(2)教师让学生两人一组，谈论一个他们感兴趣的自然奇观，并用上述的单词完成对话。学生在讨论的过程中，可以随时用笔写下长的句子备用。

(3)教师出示图片，让学生看图片，尝试着用学过的描述性形容词对The Grand Canyon 进行描述，最后让学生表明自己的观点。

(4)教师和学生一起学习阅读短文中出现的词汇和句型。

①beside prep.在……旁边(＝near to/next to)

There is a lamp beside the bed.床的旁边有一盏灯。

②below表示“在……下面”的意思时，指处于比某物低的位置，不一定在某物的正下方。它的反义词是above。

③nearly副词(almost，very nearly)，表示“几乎、差不多”。

④remain用作连系动词，指某人或某事物仍保持某种状态，意为“仍然；依旧”，“留；呆；住；待”，后面可接名词、代词、形容词、介词短语、分词作表语。

用作不及物动词，意思是“剩下；剩余；遗留”，此时不能用进行时态，也没有被动语态。

⑤有关look的动词词组：look across(扫视；调查，分析，研究)，look over(从

上面看过去；查看，细看)，look down(向下看；看不起)，look like(看起来像)。

⑥When I arrived，it was early morning and it was raining.

此句中含有一个过去进行时，表示在过去某个时刻正在进行的动作。通常与when引导的时间状语连用。

⑦There was nothing to see，but I knew it was there.虽然什么都看不到，但是我知道它就在那里。

本句中含有but，作并列连词用，表示前后转折关系。所以如果句子中有了but，则不能出现表主从关系的although。

⑧You'll get there in five minutes.

本句含有一般将来时，“in five minutes”是表将来的时间状语，意思为“五分钟后”。

(5)教师播放阅读文章部分的录音，让学生认真听录音，并标出自己发音与录音不同的单词。

2．Reading and vocabulary(3—4)

(1)Choose the correct answer.

让学生根据活动2中的文章，两人或几人一组进行讨论活动3中的题目，选出正确的答案。最后让2～3名学生汇报讨论结果。

(2)Complete the passage with the words in the box.

让学生读短文了解短文的大概意思。了解这段文字是讲关于The Grand Canyon的一些信息，根据活动2中的阅读短文，参考所给的单词，完成短文填空。完成后让学生自读一遍。看看整篇短文是否顺畅。学习完阅读短文进行短文填空就比较容易了。最后让全体学

生一起核对答案。

活动小结：锻炼学生听、说的能力和对所学知识的归纳能力。

Step 3 Consolidation & Writing(5—6)

1．Complete the table with facts about a natural or man-made wonder of the world.

小组讨论自然景观和人造景观的不同，并写出自己感兴趣的景观，完成表格。在讨论景观的同时要注意以下几个方面的信息：name，location，interesting facts。

2．Write sentences and describe how you felt when you visited the wonder.

(1)根据活动6中的提示，写自己感兴趣的景观，描述自己参观时的感受。

(2)完成写作后，教师让学生两人一组互改对方的作文，然后集体纠正作文中出现的错误。

(3)最后教师让几名学生读自己改后的作文，看看谁的作文写得最好。

活动小结：通过讨论，能更好地确定所写景观的相关内容。最后进行写作，锻炼学生的写作能力。

Step 4 Homework

1．Write a passage and use the sentences you have written in Activity 6 to help you.

2．Memorize the words，main phrases and sentences in this unit.

3．Finish all the relevant exercises.

【板书设计】

Unit 2 The Grand Canyon was not just big.

Main phrases：

get out of，go through，look over，far below me，fall away，look down，on top of，at the bottom of，look like

Main sentences：

1．When I arrived，it was early morning and it was raining.

2．I got out of the car，went through a gate and walked along a dark path.

3．There was nothing to see，but I knew it was there.

4．You'll get there in five minutes.

5．I looked over them，but it was silent and there was no sign of it.

Unit 3 Language in use

【教学目标】

【教学思路】

本单元的教学内容是第一模块中的第三单元。首先，为了激发学生的积极性和提高学生综合运用语言的能力，让学生以小组的形式复习六种时态的用法及句型。然后，利用多媒体和对话等多种形式，引导学生积极参与课堂活动。最后，让学生运用本模块所学的重要词汇的正确形式补全句子。

【教学准备】

黑板，录音机，多媒体，教学图片，巩固练习的幻灯片等等。

【教学过程】

Step 1 Warming up & Leading in

1．师生问候。

2．利用图片或多媒体，分小组展示并复习六种时态的句型及用法。

利用多媒体呈现含有六种时态的句子，让学生翻译。

(1)I visited the Giant's Causeway two years ago.

(2)It produces electricity for millions of people in China.

(3)I've never seen it，so I'm not sure I agree with you.

(4)I looked into the east—the sky was becoming grey.

(5)You'll get there in five minutes.

(6)Am I going the right way?

活动小结：通过图片，形象地区分六种时态的句型及用法，激发学生的学习兴趣。

Step 2 Presentation & Practice

1．Language practice(1—3)

(1)教师让学生看活动l中的第一组句子，让学生说说两个句子的不同。

a．I often play basketball.(一般现在时)

b．I am playing basketball now.(现在进行时)

一般现在时：表示通常性、规律性、习惯性的状态或者动作(有时间规律发生的事件)的一种状态。

现在进行时：现在进行时表示正在发生或进行的动作。现在进行时表示动作发生的时间是“现在”，动作目前的状态是“正在进行中”。所谓“正在进行中”，是指在谈到这件事的时候，这个动作还在进行中。至于它是什么时候开始的，什么时候会停下来，不是我们关心的。所以“正在进行时”的事件，可能发生几年了，也可能只有几分钟。“仍在进行中”是“现在进行时”的关键所在。它是一件持续进行的事情。

(2)教师再让学生看第二组句子的区别，说说他们的判断依据。

a．She has gone to the Great Wall.

b．She has been to the Great Wall.

“has/have gone to”和“has/have been to”的区别：“have/has gone to”去了，说明是去了某地；“have/has been to”去过，说明某人去过某地，而现在已回来或在说话地。

(3)教师让学生观察第三组句子，说出时间状语和时态的不同。

a．They had an English class yesterday.

b．They were having an English class at nine o'clock yesterday morning.

一般过去时：一般过去时表示过去某时发生的动作或单纯叙述过去的事情，强调动作。过去时常与具体时间状语连用，a句中有时间状语“yesterday”，很明显能判断出是一般过去时。

过去进行时：过去进行时表示过去某时某刻正在进行的动作(不强调是否完成)。b句中有时间状语“at nine o'clock yesterday morning”，说明是时间点，能判断出是过去进行时。

(4)教师让学生再看第四组句子的区别，举出几个相似的例句。

a．He is doing an interview.(现在进行时)

b．He has done an interview.(现在完成时)

现在进行时：现在进行时表示正在发生或进行的动作。现在进行时表示动作发生的时间是“现在”，动作目前的状态是“正在进行中”。所谓“正在进行中”，是指在谈到这件事的时候，这个动作还在进行中。至于它是什么时候开始的，什么时候会停下来，不是我们关心的。所以“正在进行时”的事件，可能发生几年了，也可能只有几分钟。仍在进行中是“正在进行时”的关键所在。它是一件持续进行的事情。

现在完成时：现在完成时表示到说话时为止(或到现在为止)已经发生或完成了(不一定结束)的动作或状态。过去某一时间开始并一直持续到现在并且有可能还会持续的动作或状态。

(5)教师先让学生读第五组句子，两人一组讨论句子的差别。然后请学生说出它们的差别。

a．We are drawing a picture of Victoria Falls now.(现在进行时)

b．We will draw a picture of Victoria Falls.(一般将来时)

一般将来时：一般将来时表示将来某一时刻发生的动作或存在的状态，或将来某一段时间内经常的动作或状态，常常和表示将来的时间状语连用。如：tomorrow(明天)，next week(下周)，in the future(将来)等。一般将来时由“助动词shall(第一人称)，will(第二、三人称)＋动词原形”构成。美国英语则不管什么人称，一律用“will”。另外“be going to”也可以表示一般将来时。

(6)教师让学生完成活动2和3，巩固对六种语法的理解。活动2和活动3先让学生自己独立完成，然后小组讨论，对于活动2和活动3中出现的语言点可以提出来一起讨论，如果解决不了可以向教师提问。然后全班一起共同核对答案。

2．Language practice(4—6)

(1)教师让学生两人一组谈论“你曾经游览过的世界上的伟大奇观”，然后完成下列表格。

教师可以让学生和其前后桌的学生互换表格，了解更多学生曾经游览过的世界奇观，了解更多关于世界奇观的知识，拓展学生的视野。

(2)教师让学生独立完成活动5和6，完成后一起核对答案。同时也完成了对第1和2单元的词汇的巩固。

(3)对于活动5和6中出现的语言点，让学生以组为单位进行讨论，解决不了的提问教师，最后全班一起解决。

3．Language practice(7—8)

(1)教师让学生看7中的图片，然后分别让学生自主发言，谈谈对这三幅图片的认识。

(2)播放录音，让学生看图片在书上给图片标号。然后教师分别再简略介绍一下这三幅图片：Mount Qomolangma，The Great Pyramid at Giza，The Empire State Building。

(3)教师再次播放录音，让学生听录音，完成活动8中的表格填写。教师提醒学生在听音的过程中要注意从三个方面听音。

(4)教师第三次播放录音，让学生核对答案。并且读含有答案的句子。

(5)最后让三名学生根据活动7，活动8所给的信息，分别用自己的语言介绍：Mount Qomolangma，The Empire State Building，The Great Pyramid at Giza。

4．Language practice(9)

(1)教师让学生两人一组讨论至少三个所游览过或者所了解的世界上的奇观。

(2)学生讨论完成后选几组代表表演对话。

(3)教师对表现好的小组予以表扬。

活动小结：通过自由讨论，锻炼学生的语用能力。

Step 3 Module task：Make a poster about a wonder of the world 1．教师让学生四人一组，先让学生决定要做的海报的内容。

2．再让学生尽量从各个渠道搜集海报要展示的奇观的信息，内容要涵盖：

Why should people visit the wonder?

What will people see there?

How can people get there?

How much does it cost to visit the wonder?

When is the best time to visit the wonder?

Some information about the wonder.

3．最后再让学生选择一幅具有代表性的图片贴在海报上。

4．教师让学生把海报张贴到黑板上，让学生集体投票选出制作最好的海报。

活动小结：通过制作海报．综合学生所了解的信息，让学生学以致用。

Step 4 Homework

1．复习六种时态，完成配套练习。

2．课后读Around the world，了解“Stonehenge”。

3．让学生课后上网或者看书，来了解更多的世界上的伟大奇观。

【板书设计】

Unit 3 Language in use

I visited the Giant's Causeway two years ago.

It produces electricity for millions of people in China.

I've never seen it，so I'm not sure I agree with you.

I looked to the east—the sky was becoming grey.

You'll get there in five minutes.

Am I going the right way?

Module 2 Public holidays

Unit 1 My family always go somewhere interesting as soon as the holiday begins.

【教学目标】

【教学思路】

本单元的教学内容是第二模块中的第一单元，通过提供必要的词汇、背景等为学生创

造一个新的语言氛围。因此，教师并未让学生对书上的图片进行讨论，而是由“Labour Day”谈起，帮助学生为第一部分有关劳动节的听力材料作充分的准备，使得他们在听时快速地抓住细节信息成为可能。通过介绍节日背景，激发学生的兴趣，由此引入听力，顺利地完成了对特定的听力信息的捕捉。

【教学准备】

黑板，录音机，卡片，多媒体等。

【教学过程】

Step 1 Warming up

1．师生问候。

2．师生对话，谈论节日。如：

T：How many holidays do you know in China？What are they?

S．… (学生说出自己知道的节假日)

T：What are public holidays?

S：…

活动小结：通过让学生自由谈论节日导入新课，活跃了课堂气氛，也让学生比较迅速地进入到状态中，调动了他们的学习积极性。

Step 2 Presentation

1．学习新单词。

根据教学图片和单词表上的音标学习新词，引出有关的知识。

如：(1)学习新词“旗，旗帜”时，用多媒体放映出我国的国旗，引出“flag”。

(2)用多媒体展示出英国的旗帜，引出大不列颠联合王国(英国)。

(3)由动词find“找到，发现”，引出其过去式“found”，但在此强调“found”为动词，意为“创立，创建”。

(4)由句子：There are four seasons in a year.引出新词：season，可数名词“季节”。

(5)由基数词“four，six，seven，ten”引出序数词“fourth，sixth，seventh，tenth”。

(6)注意“eight，nine，twelve，twenty”变序数词的变化形式为：eighth，ninth，twelfth，twentieth。

2．操练单词。

(1)给学生几分钟时间记单词，然后把带有单词的卡片拿出来让学生依次拼读。

(2)教师可以把学生分成几组进行单词拼读比赛。

活动小结：对于九年级的学生来说，因为已经有一定的英语基础，通过拼读音标，再配上图片，更能形象地记忆单词。然后找几名学生分组比赛记单词，以巩固记忆。同时利用多种形式教学可以调动他们的学习热情。

Step 3 Practice & Listening

1．Look at the picture and answer the questions.

T：Let's look at the picture.What did you see?

Let's describe it by answering the two questions.

Q1：Which public holiday are people celebrating?

Q2：When is this holiday in China?

请几名学生分别朗读自己写下的描述图片的句子，然后让其他学生判断描述的句子是否准确和有无语法错误。

2．Complete the sentences，listen to the tape and check the answers.

(1)让学生回答中国、美国、英国的劳动节是什么时间。

(2)教师播放教材上的录音，让学生认真听两遍录音，然后提问学生关于录音的具体内容。

(3)让学生分组，参考示范给出每个答案的可能的问题的问法，看哪组学生给出的问题最多。

活动小结：通过听力训练，锻炼了学生听的能力，也让他们进一步熟悉了劳动节在三个国家的不同时间。

Step 4 Reading

1．Let students listen to the dialogue and pay attention to the words' pronunciation.

(1)教师播放对话部分的录音，让学生仔细听录音，注意重要单词的语音和语调。

(2)对于比较长的句子，让学生多听几遍，注意长句子的断句和连读，同时也让学生跟读几遍。

2．Let students translate the dialogue.

教师让学生四人为一组，给出几分钟的时间，让学生以组为单位来读对话并对对话进行逐句翻译，教师确定每句的最佳翻译。

3．Act out the dialogue in Activity 3.

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教学过程 Step 1 Leading-in Ss look the pictures and answer the questions. Step 2 Presentation Look and say. The teacher shows the pictures of new words and let the students to sayas soon as possible. Step 3 Look and say Look at the pictures and answer the questions in pairs. 1. How have these inventions changed people’s lives? 2. Which one do you think is the most important? 3. What other important inventions can you think of? Step 4 Listening 1. Listen and complete the sentences. 1 Linging loves her mobile phone because she can ______________. 2All of Daming’s friends’ numbers are _______ in his phone. 3Today’s cameras are better than old cameras because they do not ________ andthe photos can ______________. 4 Linglingthinkseverything___________bycomputertosomedegree,sothecomputer is __________________ invention. 2. Listen to Part 3 and answer the following questions. 1. What will Tony do on the school visit to the museum? 2. Where did we get mainly information in the past?

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