外研版九年级下册英语：Moudle7导学案

第二课时It is still read and loved.课型：读写课教学目标：1.To be able to transfer information from a passage to a table2. To learn some key words and useful expressions and understand the theme of the passage3. To be able to write about a favourite book4. To use the passive voice.教学重点：一般现在时的被动语态教学难点：To use the passive voice.To be able to write about a favourite book教学过程：Before classShow the book about The Adventures of Tom SawyerThe title:The Adventures of Tom SawyerCharacters:Tom, aunt Polly, Huck, Becky, Joe, Injun JoeWhile classStep 1 warming up:Can you guess the writer’s name?He wrote: Life on the MississippiRunning for GovernorStep2 Reading1. Work in pairs. Read the first paragraph of the passage.One of my favourite great books is The Adventures of Tom Sawyer, by Mark Twain. The story is set in the town of St Petersburg, Missouri, in the US, in the nineteenth century. It tells some exciting stories about a boy who has many adventures.2. Fast readingLook through the passage and matchParagraph 1 the writer’s favorite partParagraph 2 the theme of the storyParagraph 3 the main plotParagraph 4 main charactersa brief introduction3. Careful readingA) Complete the table with the information about The Adventure of Tom Sawyer.B) Answer the questions1. Why does Tom always get into trouble?2. How do people feel when they see Tom and Huck appear in the church?3. What can we know from The Adventure of Tom Sawyer?C) Complete the passage with the correct form of the words in the box.Dialogue everybody neighbor stateSet in the (1) _________ of Missouri, in the US, the Adventure of Tom Sawyer is a lively story full of fun. Tom and his friend Huck have many adventures. My favorite part is when their family and (2) ________ go to church because they think Tom and Huck are dead! The book is also full of wonderful (3) ________. The conversations are written in the (4) _________ English of nineteenth-century Missouri, and sound especially real. It is truly great book!Step 3 language points:Phrases,1. get into trouble2. escape from3. be surprised to4. pay for5. It is still read and loved by people all over the world.6. It is thought to be one of the greatest American storiesSentences.1. Tom escapes from a cave with another friend, Becky.2. Everyone is surprised to see them at first, but very pleased to find that they are alive.3. …and how bad people pay for their actions.4. …and it is thought to be one of the greatest Am erican stories.Step 4 WritingAfter classⅠ. 用方框中所给词的适当形式填空。

外研版初三英语下册Module 7教案澶栫爺鐗堝垵涓変笅鍐孧odule 7MODULE 7 TEACHING PLAN Module 7 Eating together 涓€銆?21В瑗ュ嵆灏嗕妇鍔炵殑姣?---佽瘝姹囧苟瀹屾垚妯″潡浠诲姟銆?1锛??鑳芥?璇嶆眹finger, basket, bread, fork, knife, lemonade, pancake, serve, spoon, hold, hot, roll, Roman, saying, cheers, plate, explanation, cross, generally, over, blind, sense, taste, owner, bee, officer, course 璇?鍔熻兘?璇?2锛?鍚?鑳?璇??璇?銆?鍐?勭煭鏂囥€?婕旂ず涓庤〃杈??3)瀛︿範绛栫暐锛??鍦ㄦ枃娈典腑鍔犳繁鐞嗚В?鍚堜綔瀛︿範绛栫暐?4) 鏂囧寲鎰忚瘑锛?浜嗚В?5) 鎯呮劅鎬佸害锛?浜嗚В濂界殑鏂归潰銆?6) 浠诲姟锛氫粙缁嶈嚜宸辩殑椁愰ギ缁忓巻銆?鍜岄毦鐐癸細閲嶇偣锛?佺殑鍙ュ瓙銆??硶?鍩瑰吇缁曟牳蹇冧换鍔★紝璁惧畾灏忎换鍔★紝寮€灞曞拰璋愭剦鎮︾殑璇惧爞娲诲?涔犵珛浣撴ā寮忥細pre-task鈥晅ask-cycle鈥昿ost-task銆?浜屻€?鏁欐潗澶勭悊pre-task?task-cycle诲姟鍋氬ソ閾哄灚銆?post-task涔犳儏鍐点€?涓夈€?鏁欐潗瀹夋帓4璇炬椂锛?Period 1: Listening and Vocabulary & Pronunciation and Speaking Period 2 Vocabulary and Reading Period 3. Language in use Period 4. Writing& Around the world &Module Task搴﹀強璇惧爞鍑虹幇鐨勪复鏃剁姸鍐佃繘琛岃繍鐢ㄣ€佽皟鏁村強绛涢€夈€??Title: Module 7 Eating together Period 1: Listening and Vocabulary and Pronunciation and Speaking Teaching Content: Listening and Vocabulary and Pronunciation and Speaking Teaching Aims and Demands: 1. Language Knowledge Key vocabulary and phrases: finger, basket, bread, fork, knife, lemonade, pancake, serve, spoon, hold, hot, roll Key structure: And everyone has been told to prepare a traditional dish from our own countries. It鈥檚made with chicken or pork and vegetables. (闅剧偣) 2. Listening skill: To understand the conversation involving the use of passive voice. (閲嶇偣) 3. Speaking skill: To ask and give information about one鈥檚diet or diet habit. Learning strategies: Bottom 锟紺up approach and listening to the tape and do some exercises. Teaching Aids:Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision Task: Recall what we have learned in Module 6. Directions: Step One: Label the pictures with the phrases. (1) Read through the phrases in the box and have the Ss. Repeat them after you. (2) Ask them to label them in the pictures on the screen.(3) Make some sentences with the phrases. Ask students to speak out as many as they can. Step two: Talk about food and diet habit. Part II: Lead in: Task 1: Introduce to them the new words . Directions: Step One: Read through the new words and phrases and have the Ss. repeat them after you chorally and individually. Step Two: Ask the students to talk about the pictures on the screen. Step Three: Collect some descriptions in a whole- class setting. Step Four: Pair the Ss to discuss what else they know about food. Step Five: Collect any other information they can provide from them and list them on the board. Task 2: Introduce to them about food and diet habit.Directions: Step One. The teacher can show them the video abut food and diet habit. Step Two: Free talk about food and diet habit. Part III: Listening Task1: Step Three: Look at the party invitation and answer the questions in Activity 1 on page 56. Directions: Step One: Ask the students to do this individually, then check with a partner. Step Two: Call back the answers from the whole class, having one student ask a question and another answer. Answers: 1. A party for students who are completing their secondary school education that year. 2. Something which belongs to the place where you live or where you鈥檙e from. 3. Food which you can eat with your hands--- you don鈥檛need knives and forks or chopsticks. 4. Listen to music and dance. Task2: Activity 2on page 57. Listen and answer the questions. Directions: Step one: Read through the words in the box with the whole class, and have them repeat them chorally and individually if you feel it is necessary. Step Two: Ask the students to read the questions to themselves. Step Three: play the recording once while they just listen and focus. Step Four: play it again for them to answer; they can then check with a partner. Step Five: play it once more for them to complete, check and correct. Step Six: call back the answers from the whole class, having one student ask a question and another answer. Answers: 1. In a basket. 2. Food and drink for the family and for the party. 3. Pancakes or pizza. 4. Grapes, bread and wine. 5. Lemonade and pizza (ham, tomatoes, cheese to make the pizza). Task3: Listen and read Directions: Play the recording while the students follow the conversation in their books. Task4: activity 4 on page57. Directions: Step One: Ask the students to do this individually, then check with a partner. Step Two: Call back the answers from the whole class. You may want to complete a table on the board as they give the answers. Answers: Dish Made with Betty hamburgers (meat) cheese, bread roll Lingling Suanla tang Chicken or pork and vegetables Tony pizza Cheese, tomato, ham Daming jiaozi (we don鈥檛know, but probably meat or eggs, vegetables, flour) Task 5: Activity 5 on page 57. Directions: Step One: Ask the students to do this individually, then checkwith a partner. Step Two: Call back the answers in a whole- class setting. Answers: 1. I think he feels pleased and proud. 2. At home. 3. Because their school asks the students, not their relatives, to prepare the food. 4. Because you can eat it everywhere in England. 5. Because it is an Italian dish which wasn鈥檛introduced into Britain then. Part IV: Language points 1. What food and drink is for the family?鍙ヤ腑鐨刦ood and drink曟暟銆傚啀濡傦細a knife and fork; a horse and cart 绛?2. I suppose it can be heated up in the school kitchen 鈥?heat up?Freda heated up a pie for me. 3. And everyone has been told to prepare a traditional dish from our own countries. dish 鐨勬剰鎬濇槸When I was in Italy, I had a wonderful pasta dish. do / wash the dishes 琛ㄧず鈥滄竻娲楅I鈥檒l just do the dishes before we go. 4. Oh, soup鈥檚no good. 杩欓噷no good 琛ㄧず鈥滄病锛堟垨娌′粈涔堛€佹病澶氬ぇ锛夌敤澶勶紙鎴栧ソ澶勶級鈥濄€備緥濡傦細The movie is no good, I think. There鈥檚too much fighting. It鈥檚no good worrying about that now. no good鐢ㄦ硶灏忕粨锛?A锛巒o good doing sth. It鈥檚no good talking to him鈥昲e never listens. B. no good for sth. These glasses are no good for wine. C. no good to sb. A car is no good to me, since I can鈥檛drive. Pronunciation and Speaking Task1: Listen and repeat. Directions: Step One: Ask the students to read through the exact to themselves. Step Two: Play the recording while they listen and follow. Step Three: Play it again, pausing at the breaks for the students to repeat it chorally and individually. Step Four: Ask the students to get into pairs to practise saying the passage, helping each other with pronunciation. Step Five: Circulate and monitor their production. Task 2: Work in pairs. Say the sentences aloud. Make sure you pause after each sense group. Directions: Step One: Ask the students to stay in their pairs. Step Two: They should take it in turns to read thepassage; the listener should help the speaker to get the pauses right. Step Three: Circulate and monitor their production. Step Four: Play the recording while the students listen and follow. Step Five: Play it again, pausing for them to repeat chorally and individually. Task 3: Activity 8. Work in pairs. Make plans for a party. Step One: Ask the students to get into pairs to make their plans. Step Two: Ask the students to make notes under the three headings. Task 4: Activity 9. Work with another pair. Talk about your parties, and say what plans have been made. Step One: Read through the examples with the whole class. Step Two: Ask the pairs to work with another pair and tell each other their plans. Part V: A test Listen to the tape and translate some of the sentences into Chinese. Homework: Act out the short dialogue as fluently as possible. Period 2 Vocabulary and Reading Teaching Content: Vocabulary and Reading Teaching Aims and Demands: 1. Language knowledge: New words: Roman, saying, cheers, plate, explanation, cross, generally, over Key structure: Dinner is served around 7 pm or even later. The fork is held in your left hand and the knife in your right, and food is held with the fork and cut with the knife. (闅剧偣) 2. Reading skill: 鈶燭o have a general idea of what the reading passage mainly talks about. 鈶?To train reading strategies including taking notes and scanning. (閲嶇偣) Learning strategies: Interactive approach. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision Help students to revise what is learnt in Period one of this module. Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually. Part II : Preparation Task: Learn the new words. Directions: Label the pictures with the words. (1) Read through the words in the box. Have the Ss. Repeat them after you. (2) Ss match the pictures with the words. (3) Call back the answers from the whole class. (4) Show the Ss the videos of knives and forks used for food. Ask them 鈥淒o you know what they are used for?鈥?(5) Talk about the videos. Part III: Scanning and Skimming 1. Task: Read the passage and check your answers to Activity 2. Directions: Step One: Ask thestudents to do this individually, then check with a partner. Step Two: Call back the answers from the whole class, having one student ask a question and another answer it. Answers: 1. b 2. b 3. a 2. Task: Complete the column In the West with notes. Directions: Step One: Ask the students to do this individually, then check with a partner. Step Two: Call back the answers from the whole class. Answers: In the west In China Meal times Lunch (after 12, around 1 pm); dinner (7pm or later) Things to say At the start of a meal: in France: Bon appetit in Italy: Buon appetit in Britain: nothing is said in Britain: Cheers! How to eat food Most food is eaten with a knife and fork. Being served You may be asked to serve yourself, or be served by your host. Refusing food Politely say you can鈥檛eat or don鈥檛want any more. Number of dishes Fewer dishes are offered than in China. At the end of the meal People stay and talk around the table; it鈥檚rude to leave as soon as the meal is over.3. Task: Read the passage again and answer the questions. Directions: Step One: Ask the students to do this individually, then check with a partner. Step Two: Call back the answers from the whole class, having individuals read out the answers Answers: 1) You should eat with a knife and fork unless it is finger food. 2) You don鈥檛say anything. 3) If you鈥檝e been given something you don鈥檛like. 4) That Chinese people think it is important to offer lots of food. 5) In China a meal is over as soon as people have finished eating. In the West, people might sit around the table after they 鈥檝e finished eating.4. Task: Read the passage. What are the most surprising pieces of information about meals and eating customs in the West? Directions: Step One: Ask the students to do this individually, then compare their ideas with a partner. Step Two: Call back suggestions from the whole class. Answers: Students鈥?own answers. Part IV : Dealing with expressions: 1. When in Rome, do as the Romans do.as 琛ㄧWhile in the chemistry lab, do as I say, please. As I mentioned in my last letter, I鈥檒l be back in Tianjin in June. 璇1) Like father, like son. 2) Do not cut down the tree that gives you shade. 3) No pains, no gains. 4) Once bitten, twice shy. 5) Love, love my dog. Key: 1) 鏈夊叾鐖跺繀鏈夊叾瀛愩€?2) ? 涓?3锛変笉鍔虫棤鑾枫€?4€曚簳缁炽€?5锛夌埍灞嬪強涔屻€?2. No one will be cross. 杩欓噷cross舰瀹硅瘝锛岃〃绀衡€滅敓姘旂殑鈥濄€備緥濡傦細The old lady was really cross when the boy鈥檚ball broke her window. All right, you two, don鈥檛get cross with each other. Adam, Mummy will get cross if you do it again. Don鈥檛get cross with Bill. Cross 浣滃姩璇嶏紝琛ㄧず鈥滄í绌匡紝绌胯繃锛涗氦鍙夆€濄€備緥濡傦細It took them two months to cross the desert. She was sitting on the floor with her legs crossed. Part V: Language use 1. Exercise 6 on page 121 in WB. Direction: Ss do it by themselves .Let`s see who can finish it as soon as possible.2.(Give the students some time to recall what they鈥檝e learned in this class) First think by themselves Then discuss in pairs and finally share their answers with the class. Part VI: Homework Exercise 7 on page 122 in the WB. Period 3: Writing & Around the world &Module Task Teaching Content: Writing & Around the world&Module Task Teaching Aims and Demands: 1. Write a passage for a tourist magazine with western readers called: When in China, do as the Chinese do. (闅剧偣) 2. Describing an eating experience. (閲嶇偣) 3. Know something about Birthday parties in the USA. Learning strategies锛?Top-down and Interactive approach and do some exercises. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision Task: Help students to revise what is learnt in last module. Directions: (1) Revise the words and phrases. (2) Put the Ss. in pairs to practice the dialogue and the text. Part II: Writing 1. Task: Complete the column In China in Activity 3 with notes about meals and eating customs in China. Directions锛?Ask the students to do this individually, then compare with a partner. 2. Task: Write a passage for a tourist magazine with western readers. Directions: 鏂?璇炬爣绗?涓€缃?StepOne: Read through the instructions and examples with the whole class. Step Two: Ask the students to do this individually. Step Three: When they have finished, ask them to exchange writing with a partner for peer-correction of language and content. Step Four: Have some students read their work out to the whole class. Part III. Around the world Task: Learn something about Birthday parties in the USA. Directions: 1. Ask the Ss. to read the passage to themselves. Tell the Ss. some things about him. 2. Ask some general questions such as 鈥淲hy are 16th birthday parties important?鈥?Because it鈥檚the first step in becoming an adult.) 鈥淗ow do people often celebrate?鈥?(With a big party or other special event.) Part IV: Module Task Describe an eating experience. 1. Task: Describe a special or unusual meal you have eaten. 2. Task: Compare your list with other students. Directions: 1. Read through the instructions with the whole class. 2. Ask them to use the cues to describe their special / unusual meal. 3. They can then share their experience with a partner. 4. Call back some examples from the whole class. Part V: Recalling Recall what we learn today. Part VI: A test Do Ex.8 on page 122 and hand in immediately. Part VII: Homework Do the Self-assessment on Page 123 in the workbook.Period 4. Language in use Teaching Content: Language in use Key structures: The use of passive voice (閲嶇偣) Teaching Aims and Demands: 1. To summarize and consolidate grammar focus: The use of passive voice. Learning strategies: Formal instruction and task-based approach and interactive practice. Teaching Aids:Multi-Media (video, OHP, handout) Teaching Procedures: Part I Revision Help students to revise what was learnt in 3 periods of this module. Part II Language practice Task1: To summarize and consolidate the usage of passive voice. (1).Run through the examples with the Ss. and make sure that they are familiar with the use of the passive voice. (2) Ask the Ss. to repeat the sentences in the box. Task 2: To consolidate the use of passive voice: (1) Do activity 1, 2 on page 60 and 4 on page 61.Grasp the use of the structure: (2) Ask the Ss. to call out the answers from the whole class. (3) Ask the Ss. to read the complete sentences. Task 3: Activity 3. Work in pairs. Look at the pictures and say what you think happened. Directions: (1) Ask the Ss. to get into pairs to tell the story. (2) They can then get together with another pair to compare their ideas. (3) Call the story back in a whole-class setting. Answer: This is a model answer: A man was eating snacks in a restaurant. He put his hand into the bowl, but didn鈥檛notice a bee in it. He picked up the bee with the snacks and put them into his mouth. The bee stung him in his throat as he was swallowing the snacks. Later the restaurant was closed down because hundreds of bees were found in the kitchen by food inspectors. Task 4: Activity 5. Answer the questions about the words in the box. Directions: (1) Read through the words in the box with the whole class; ask them to repeat them chorally and individually if you feel it is necessary. (2) Ask the students to do this activity individually, then check with a partner. (3) Call back the answers from the whole class, having one student ask a question and another answer it. Task 5: Activity 6. Work in pairs and answer the questions. Directions: (1) Ask the students to answer the questions individually. (2) Then ask them to get into pairs to ask and answer the questions of each other. Task 6: Activity 7. Listen and match the conversations with the pictures. Directions: (1) Ask the students to look at the pictures. (2) Play the recording while the students just listen and focus. (3) Play it again for them to answer; they can then check with a partner. (4) Play it once more for them to complete, check and correct. (5) Call back the answers from the whole class. Task 7: Activity 8. Listen again and choose the correct answer. Directions: (1) Ask the students to do this individually, then check with a partner. (2) Call back the answers from the whole class as complete sentences. Task 8: Activity 9. Read the email and answer the questions. Directions: (1) Ask the students to do this individually, then check with a partner. (2) Call back the answers from the whole class , having one student ask a question and another answer it. Part鈪? A test Do精品教案设计资料activity 1on page 120 in the WB. Let鈥檚see who can finish it as soon as possible. Part IV: Homework Finish all the exercises in the WB.。

MODULE 7 TEACHING PLANModule 7 Eating together一、题材内容本模块以食物和饮食习惯为话题。

在21世纪的今天，越来越多的人走出国门，同时越来越多的外国朋友来到中国旅游、学习和工作。

因此了解西方的用餐礼仪不仅是外语教学的任务之一，也是时代提出的要求。

本模块通过准备聚会食物的对话和介绍西餐用餐习惯的课文，帮助学生了解西方的饮食文化和用餐习俗，同时可以加深同学们对中国饮食文化的认识与理解。

第一单元从谈论请帖开始，引入本课的话题。

下面的对话以即将举办的毕业生晚会为话题谈论不同国家的传统食物。

对话中突出了本模块的语法----被动语态，学生们可以在学习对话的过程中复习被动语态的用法和结构。

第二单元的课文讲的是西方的用餐习俗，内容涉及用餐时间、餐具、食物数量和如何结束等方面。

第三单元的任务是复习、巩固被动语态用法、复习检测重要词汇并完成模块任务。

教学目标4) 文化意识：中外对比了解西方的饮食习惯，加深对中国饮食文化和习俗的认识。

情感态度：5)学习西方饮食习俗中好的保持中国饮食文化中良好的习惯，了解不同国家的饮食文化，方面。

任务：介绍自己的餐饮经历。

6)教学重点和难点：．掌握介绍食物和饮食习惯的基本词汇，能够叙述自己的餐饮经历，读懂含有重点：1被动语态的句子。

难点：正确介绍自己的餐饮经历。

教学方法培养实现人的可持续发展和人的主体精”,基于课程改革的理念及“第二语言习得论设定神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，自主学习—P”初步设计“P—T,小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则post-task。

—立体模式：pre-tasktask-cycle—二、教材处理核心任务：能够运用所学句型结构介绍食物和饮食习惯。

三个环节如下：pre-task：学生联系生活实际，激活背景知识。

：通过整个模块的听说读写的训练，强化对食物和饮食习惯的表达能力，为task-cycle 完成任务做好铺垫。

昌乐外国语学校八年级英语导学案编制：孟庆萍审核：丁正文审批：田子成2012-4-21 班级：__________ 小组：________ 姓名：_______________ 等级：___________Module 7 Unit 2 No. 20【学习目标】知识目标1 继续学习间接宾语（祈使句的转述）。

2 掌握重点短语time off be famous for look like tell sb (not) to do sth wake up jump up into mountain tops情感目标：培养学生对祖国大好河山的热爱，激发建设祖国的热情。

教学重点让学生掌握tell sb (not) to do sth 句型，掌握间接引语的使用【使用说明及与预习方法指导】1．必须掌握重点单词。

2．预习P58的课文并在课文找出重点短语与句子，做出标记，找出疑点并做标记，完成P58Activity1 and P58Activity2。

【使用说明及预习方法指导】1必须掌握知识目标中的重点单词。

2、严格按照以下要求进行预习：（1）5分钟完成13个单词的学习，要求读音正确，能够默写。

（2）15分钟完成课文的预习，所有生单词都画出来并标注汉语，疑点做出标记。

【自主学习】Ⅰ.预习U2单词，能够正确拼读并扎实记忆。

（记得一定要动脑动手动口呀！）岩石，士兵，范围，地区，叫醒，帐篷，景色，小路，小径，植物，拉，拖，拔Ⅱ. A阅读课文，在文中勾画、标注下列短语写上汉语意思。

花费时间和某人在一起玩的高兴占地390平方千米以……著名看起来像在小湖边叫醒好像告诉某人干某时乘缆车第二淡水湖干某事是错误的穿过云层多大______ ____B将重点句型在课文中找出并勾画出来，背诵并能写出句子。

1．我们正在湖南省和玲玲的叔叔一起休假。

2．它因高大的怪石而著名。

3．有些人认为它们象士兵，有些人认为它们像动物。

4.夜间，我听到很大的声响，好像有人在笑。

Module7 导学案Module7 English for you and meUnit1 Have you ever been to an English corner?教学目标To be able to understand the conversation about EnglishTo be able to talk about EnglishTo be able to master the key learn learning method s学习重点Key V ocabulary----achieve including speakerKey structures ---- It’s also the subject that I’m best at, although my spoken English is not that good.If you keep trying, you can make progress quickly and find a lot of fun in learning it.I can speak English with you whenever you meet.教学步骤Step 1 导入Have you ever spoken English with your classmates after class?Have you ever spoken to people from the UK or the US?Have you made progress in learning English?Step2 Listen to the radio twice and choose the correct answer?1 How has Tony’s dad made progress in learning Chinese?a)He has been to classesb)He has practised it every day.c)He didn’t do anything special.2 According to Tony’s dad, what do you need to do to be good at a foreign language?a)You need to be very bright. b) You need to work hard. c) You need togo to classes.3 What does Tony’s dad think about Chinese?a)It is easier than English b) It is more difficult than English c) It is aseasy as English.Step4 Listen to the tape twice and complete the sentences.Lingling thinks English is the subject that she is best at, although her______ English is not that good. In her opinion, English is ________ to learn at the beginning. But if we keep trying, we can make _________ quickly and find a lot of fun in learning it. She says she doesn’t have to go to an English corner . She can speak English with Betty __________ they meet. Betty thinks Chinese will be more and more________ in the future.Step 5 Read the dialogue quickly and decide who might agree with the following sentences. Write B for Betty and L for Lingling.1 English may be not difficult to learn as long as you keep on trying. _________2 Chinese may be more popular in the future. _________3 Learning English can be a lot of fun. ____________4 English is my favourite is subject at school. ____________Step6 Complete the words in your own words.1 Some people think English is difficult to learn because _________________________________________________.2 You’ll find a lot of fun in learning English if____________.3 You can go to an English corner if ____________________.4 It is good to meet other speakers of English, although___________________.5 Lingling does not have to go to an English corner because____________________________________________.Step7 Complete the questions with the correct form of the words in the box.1 How much have you ____________ this year in English? Have you made much __________-?2 How can you get more practice with English __________ from the UK and the US?3 What does it require to learn English well?Step 8 Point out the phrases in the dialogue.取得进步______________ 最擅长_______________英语口语_______________ 起初，一开始__________坚持做某事______________ 与此同时______________帮助某人做某事____________ 在将来________________-知识点It’s also the subject that I’m best at, although my spoken English is not that good.讨论that 在此处的词性及词义。

Module 7 English for you and meUnit 1 Have you ever been to an English corner?单词：achieve [əˈtʃi:v] v. 成功;实现including [ɪnˈklu:dɪŋ] prep. 包括;包含speaker[ˈspi:kə] n. 说某种语言的人boss [bɒs] n. 老板;上司secretary [ˈsekrətri] n. 秘书quarter [ˈkwɔ:tə] n. 四分之一industry [ˈɪndəstri] n. 制造业;工业zero [ˈzɪərəʊ] n. (数字)零Indian [ˈɪndiən] n. 印度人;adj. 印度的;印度文化的type [taɪp] n. 种;类;类型外研版九年级英语下册Module 7 English for you and me Unit 2 We all own English知识点译文；：Module7 English for you and meUnit1 Have you ever been to an English corner?3.Listenand read. Now decide…贝蒂: 你觉得今年自己的英语取得了多少进步，玲玲？玲玲:我觉得进步很大。

总之，我希望我的英语足够好，能够考试顺利。

英语还是我学得最好的学科呢，尽管我的英语口语不是那么好。

贝蒂:看得出来你很乐于学英语。

有些人觉得英语太难学了，需要投入很多的精力才能学好。

玲玲:英语入门难，但如果坚持下去，很快你就能取得进步，并发现学习中的很多乐趣。

我希望明年能继续进步。

贝蒂:我觉得你已经做得很好了。

你去过英语角吗？玲玲:你指的是人们常去练英语的那些俱乐部吗？我原来一直以为，这些俱乐部是为那些英语已经说得很好的人开办的。

贝蒂:呃，我曾经去过一次英语角，那里也有一些人英语说得不太好。

初三上册英语导学案Module 7 Great booksUnit 1 We’re still influenced by Confucius’s ideas.1. Teaching aims: Learn the use of present simple passive.Key points: discuss，thinker，wise，review，influence，sense，make sense，by the way，suppose，well-knownDifficult sentences:What’s up?I suppose he isn’t as well-known as Confucius or Shakespeare.I accept that they’re great because their works are still read by many people today. Step 1 Warming up & leading inA、写出下列单词：1. v. 谈论，讨论2. n. 思想家3. adj. 明智的4. v. 影响，作用于B1. 2. 顺便提一下3. 4. 被影响5. 6. 给…写评论7. 8. 和…一样著名C1. Well, maybe Confucius and Shakespeare. 嗯，可能是孔子和莎士比亚吧。

maybe 副词，“也许，可能”，在句中作状语，相当于perhaps，常放于句首，eg：Maybe he is in the classroom now. 他现在可能在教室。

辨析：maybe和may beMaybe she is at home. = She may be at home. 她可能在家。

2. Well, each of us reads a favorite book and writes a review for the discussion. 噢，我们每个人读一本最喜爱的书并讨论写一篇评论。

外研版英语九年级下册《 Module 7 English for you and me》t说课稿一. 教材分析外研版英语九年级下册《Module 7 English for you and me》主要包括以下几个部分：Unit 1 The world is big and beautiful; Unit 2 Traveling around the world; Unit 3 Computers are important; Unit 4 Telephone is very useful; Unit 5 protecting the environment。

通过学习本模块，学生能够进一步了解世界各国的风土人情，拓展视野，提高跨文化交际能力。

同时，学生还能够掌握计算机和环保方面的相关知识，提高生活技能。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。

但是，部分学生对英语学习仍存在恐惧心理，缺乏自信心。

此外，学生在生活中对计算机和环保知识了解有限，需要老师在教学中进行引导。

三. 说教学目标1.知识目标：学生能够掌握Module 7中的基本单词、短语、句型和语法；了解世界各国风土人情，提高跨文化交际能力；掌握计算机和环保方面的相关知识。

2.能力目标：学生能够运用所学知识进行日常交流，提高口语表达能力；学会独立思考，提高解决问题的能力。

3.情感目标：激发学生对英语学习的兴趣，增强自信心；培养学生的环保意识，提高社会责任感。

四. 说教学重难点1.重点： Module 7中的基本单词、短语、句型和语法；世界各国风土人情，跨文化交际能力的培养。

2.难点：计算机和环保方面的相关知识；运用所学知识进行日常交流，独立思考，解决问题的能力。

五. 说教学方法与手段1.教学方法：采用任务型教学法，分组合作学习，激发学生的学习兴趣，提高课堂参与度。

2.教学手段：利用多媒体课件、图片、视频等丰富的教学资源，直观地展示教学内容，帮助学生更好地理解和掌握知识。