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外研版九年级英语上册Module教案

外研版九年级英语上册Module教案
外研版九年级英语上册Module教案

课时备课表(教案)

Activities 3.4&5: Listening:

此阶段的活动目的有三个:一是培养学生通过听有关学校生活的短文来获取具体信息的能力:二是通过听对话,给学生输入地道的语音语调,对话中渗透了动词的过去式和现在分词的读法,三是学习一些日常用语。教师在处理活动3时从听力入手,然后再把它当作是朗读材料。集体活动,阅读活动4的题干和选项。注意第三个小题,问题是:What was Becky Wang? 意思是王以前是干什么的?

听对话,完成活动4.根据学生情况,可以听2-3遍。核对答案,在对话中找出和答案相关语句,并朗读。默读对话,提出难点,划出有用的日常用语。

难点解答,适当讲解日常用语。

完成活动5.本活动中的5个问题里有5个生词,在句中分别用斜体标出,这是训练学生在具体的语境中运用这些生词的联系,和课文的联系不大。也可以设计几个填词的习题联系巩固这几个单词。

Activity 6:

本模块语音重点为长句子的断句。另外教师也可补充动词的过去式和现在分词的读法。对于学生来说有难度。教师要特别注意以t/d结尾的规则动词的过去

式的读法,

即./tid/,/did/和现在分词的词尾读法。Activity 7:

本活动是一个半限定性口头表达练习。要求学生以校刊为话题,模仿活动3

编一段对话。学生可以有自己的想法,如:开办那些栏目,不同的学生会有不同的答案,当然水平较好的同学还可以在对话中谈谈自己的理由。

还可以复习一下活动3中出现的评价Activity 6:个体活动,朗读。然后检查读句子,正音。Activity 7:复习活动3的有用句式。

两个人一组讨论校刊应设置的话题并列表。

四人一组,交流列表情况,讨论决定最佳

项目,然后参看活动3模仿编写对话。

角色分配,表演对话。

小组互评。

课时备课表(教案)

教学程序

教材处理师生活动

间Lead-in(Activity 1)

本活动目的之一在于激活

学生头脑中已有的与本话

题相关的背景知识,目的至

二十为下面的谈论图片、阅

读以及后面的写作提供词

汇方面的准备和帮助。(在

本单元之前就布置学生去

查阅搜索有关材料)

小组讨论,每个小组一个主题,说说他

们所知道的世界知名景观,然后汇报结

果。教师在教师巡回,帮助学生。

Activity 2:本活动目的是通

过阅读帮助学生获取大峡

谷的详细信息,同时提高学

生根据文字符号在头脑中

呈像的能力。

讨论图片,预测下文,获取感性信息。

快速阅读,让学生在读后可以口头回答

下面的问题:

1.When did the writer arrive at the Grand

Canyon area?

2.Were there many people when the

writer visited the Grand Canyon?

3.What did the writer think of the Grand

Canyon?

(也可以根据学生的实际水平,进行拓展) Activity 3:本活动是对文章

理解程度的一个检测,题目

涉及判断、归纳、细节理解

等,因此在核对答案的时候

要让学生分析选择某个答

案的理由,培养学生的分析

判断能力。

学生个体活动,通读四个问题以及相应

的选项。

核对答案,分析相关句子所表达的含义,

理解短语be surprised by.

分析“… over four hundred kilometers

long.”“How long is it?”和“…Not just

big, it’s huge.”“…the greatest wonder…”

等描述句的不同之处,学生两人一组讨

论,进行归纳。

教学程序

教材处理师生活动

间Activity 4:本活动目的是训

练学生根据上下文判断单

词意思的能力。教师应帮助

学生重视在语境中学习单

词的方法,鼓励学生在以后

的学习中体会、应用这种策

略学习单词、理解单词、运

用单词。

Activity6:本活动通过问答

联系让学生熟悉这些景观,

学生划出课文中包含该单词的句子。

阅读划线句子并加以解释。

学生个体活动,阅读教师准备的有关长

城的材料,然后同伴核对答案。

获取反馈,适当讲解答案。

两人一组互相问答。

学生独立活动。教师适当指导。

同时练习long,wide等次的

用法,为下面的写作做好铺

垫。

Activity 7:本活动为写作活

动,呀球学生独立完成。在

写句子之前建议让学生认

真阅读本部分的提示和例

句,特别要关注提示中的四

个词:saw, size,

happened,felt。这些词可以

帮助学生写得言之有物。

课时备课表(教案)

课题Unit 3 Language in use 课型

Revision

and

applicati

on

第3 课时

教学目标知识目

To review and check the words learned in this module. 能力目

To summarize and consolidate tenses learned before 情感目

内容分析重

The tenses learned before. 难

动词不定式的用法

关键

牢记各种时态的时间标志词教

法学法

Formal and interactive

practice, task-based approach

教具

学具

Recorder,OHP, handout

教学程序

教材处理师生活动

间Activity 1:本活动比较简单,

目的是从概念上即动词所

发生的事件或所处状态来

区分一般现在时与现在进

行时、have/has gone与

have/has been\一般过去时

与过去进行时、现在进行时

与现在完成时、现在进行时

与一般将来时的不同。

Activity 2和3:这2部分的内

容设计是对上面的两个活

动掌握情况的检测,但是他

们的难度不同。活动2是现

在性质的,难度小一些,主

要考察的是主谓的搭配和

动词形式与时间状语的搭

配,活动3则要求学生根据

语境选择动词的适当形式

来完成短文。

在活动中,教师要充分调动学生的积极

性,培养他们归纳总结的能力。如果有时

间的话,给学生列出表格。(里面包含各

种时态)

学生个体活动,

两人核对答案后再全班核对,强化印象。

Activities 4&5:这两项活动

是语言输出活动,即以口头

表达的方式练习了不同时

态的句子,又不脱离本模块

的主题,同时还引导学生积

极思维。尤其是活动5要求

学生说出理由,促进他们积

极思考问题。活动4的句子

练习了四种时态,先进行口

头交际,然后再写出完成的

句子,也可以把本活动看成

是活动3的继续----由写词

因为活动5是活动4的继续,学生可以根

据前面所学知识,开展本环节的学习,先

采用集体或你感动,请1-2位学生做示范,

教师适当加以指点,然后转到小组活动。

程教材处理师生活动时间

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外研版初三英语下教案

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备课本外研版九年级上册 英语 全册教案 班级______ 教师______ 日期______

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