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九年级上册Unit 2 Topic 2 All these problems are very serious.Section D【教学构思】一、教材分析：本课属于课标话题人与自然——“世界与环境（The world and the environment）”中环境保护（Environmental protection）项目，主要介绍水资源短缺和应对措施。
主要教学活动为1a、2和3，学生通过阅读了解主要介绍水资源短缺和应对措施，学会给段落正确排序，进一步提高阅读能力，培养思维品质。
读后讨论保护和节约水资源的措施，并写一份关于节约水资源的倡议书，提高学生“说”和“写”的语言能力。
Section D第一个部分的内容，总结本话题所学语法和功能，在复习时发现学生存在的问题，及时解决问题。
二、设计说明：根据学情和本课的语法及话题，本节课的教学设计将说、读、写相结合，先复习本话题所学语法和功能，补缺补漏，融会贯通。
通过阅读1a了解主要介绍水资源短缺和应对措施，获取主要信息，给段落正确排序。
小组讨论保护和节约水资源的措施，积累语料，写一份关于节约水资源的倡议书，培养学生“写”的语言能力。
本课在重、难点突破的方法上有所创新，教师通过竞赛方式复习本话题所学语言语法知识，既能引导学生有效复习，又能激发学生积极性和主动性。
读后小组讨论积累语料，学会写Proposal。
【教学目标】1. 复习本话题语法和功能，能够正确使用所学语法和功能，培养综合语言能力；2. 通过阅读获取主要信息，给段落正确排序，培养“读”的语言能力；3. 通过小组活动，学会合作与交流，培养“说”的语言能力；4. 小组讨论活动后，能写一篇节约用水倡议书，进一步培养“写”的语言能力。
【教学重难点】1. 正确使用不定代词和副词；2. 学会写一篇倡议书。
【教学方法】任务型教学法【教具】多媒体设备，教学课件【教学过程】Step 1. GreetingStep 2. Review1. Review the words and phrases in this topic by playing games.2. Review the grammar in this topic by doing some exercises and fill in the blanks of Grammar and Functions. Students can do the exercises through competition to see which group can complete the exercises fastest and most correctly.（设计意图：通过希沃设计竞赛和游戏方式，复习本话题语法和功能，既能帮助学生梳理记忆本课重点知识，及时补缺补漏，又能激发学生兴趣和积极性。
辽宁省丹东七中九年级英语《Unit 2》教案人教新目标版教学目标：1.知识目标：词汇： Key Vocabularyused to, dark be afraid of句型： Target LanguageMario used to be short.Yes, he did. Now he's tall.2. 能力目标：本课学习谈论过去的外表、性格特征和兴趣爱好以及目前的状态。
3. 情感态度Don't judge a person by his appearance.教学重点1．Target language2．The structure: used to教学难点The structure: used to教学准备： tape recorder pictures教学方法：情景操练，反复使用，师生互动，生生互动。
教学过程：Teaching of new lesson1、Ask the students to describle people’s appearane.appearanetall, short, thin, heavy, fat, medium, height, good-looking, straight, hair curly blonde hair, a medium build, glasses, sunglasses, sports shoes2、Ask the students to describe people’s personality.personality outgoing, easygoing, serious, funny, moody, friendly, unfriendly, shy, generous, smart3、Then the teacher shows some photos of himself (herself) taken years ago and says to the students.I used to be short I used to have straight hairI used to wear glasses I was outgoing4、Ask the students to work in pairs with the words above.A: Did you use to be short ?B: Yes, I didA: Did you use to have straight hair ?B: Yes, I didA: Did you use to wear glasses ?B: Yes I didA: Were you outgoing ?B: Yes, I did5、Ask the students to talk to each other with the following sentences pattens.Did you use to be …? Did you use to have … ? Did you use to wear … ?6、Make a dialogue. You haven’t seen your classmates for several years. Now you met in the street and talked to each other with the following words.7、教学2aAsk students: What are they doing? Say: You will hear a boy and a girl talking to each other ata party, some people surely changed a lot. Listen and check the words you hear.8、教学Grammar Focus写一些句子在黑板上：You used to be short. He used to play tennis. Did you use to be short ? Did he use to have long hair ?说明used to用于陈述句而Did…use to 用于一般疑问句。
人教九年级英语上册Unit 2第二课时Section A (3a－4c)重点单词steal v．偷；盗窃lay v．放置；安放；产(卵)；下(蛋)dessert n．(饭后)甜点；甜食garden n．花园；园子admire v．欣赏；仰慕tien n．领带v．捆；束重点短语the Mid-Autumn Festival 中秋节in the shape of以……形状shoot down击落；射下give sb.sth.给某人某物plan to do sth.计划做某事so...that...如此……以至于……call out呼叫；大声叫喊lay out摆开；布置as a result结果one...the other...一个……另一个……重点句子1.Chinese people have been celebrating the Mid-Autumn Festival andenjoying mooncakes for centuries.数个世纪以来,中国人一直有庆祝中秋节和吃月饼的传统.2.One night,he found that the moon was so bright and round that he couldsee his wife there.一天晚上,他发现月亮又亮又圆,以至于他能够看到月亮上的妻子.3.What fun the Water Festival is! 泼水节真有趣啊！4.How fantastic the dragon boat teams were! 龙舟队太棒了！教学难点让学生掌握并熟练运用that、if和whether引导的宾语从句以及感叹句一、根据句意及汉语提示写出单词或用所给词的适当形式填空.1．__Whoever__(无论谁) makes mistakes will be punished.2．Eating too many __desserts__(甜点) is bad for your teeth.3．To tell the truth,I __admire__ (钦佩) your frankness.4．My wallet __was_stolen__ (steal) on the bus yesterday.5．Mother __laid__ (lay) out the dishes and asked us to have dinner.二、写出下列画线短语的汉语意思.1．After Hou Yi shot_down the nine suns,a goddess gave him magic medicine to thank him.__击落；射下__2．Hou Yi was so sad that he called_out her name to the moon every night.__大声喊叫__3．He quickly laid_out her favorite fruits and desserts in the garden.__摆开；布置__环节1新课导入Boys and girls,how much do you know about the Mid-Autumn Festival in China？And do you know the origin of this festival？Today,we'll learn one of the most moving traditional folk stories about this festival.设计意图：以图片的形式进行直观教学,能很快导入课文,抓住学生的好奇心,引起学生的学习兴趣.环节2学习3a－3c1．首先,让学生谈一谈关于中秋节他们了解些什么.2．让学生快速浏览文章,了解其大意,并回答文章前面的两个问题.3．让学生仔细阅读文章,标记出新的单词、重点短语和句子.4．让学生再次仔细阅读文章,并完成3b中的任务.5．让学生在不看文章的情况下,完成3c中的句子.6．要点点拨.(1)Chinese people have been celebrating the Mid-Autumn Festival and enjoying mooncakes for centuries.该句使用了现在完成进行时,其结构为：have/has been＋v.-ing形式.它表示到说话时为止的某一段时间里一直在进行的动作,这个动作可能还在进行,也可能刚刚停止.(2)Whoever took this could live forever,and Hou Yi planned to take it with Chang'e.①whoever代词,意为“无论谁,不管什么人”.本句中whoever引导主语从句,相当于anyone who.例：Whoever breaks the rules will be punished.无论谁破坏规则都将受到惩罚.②plan to do sth.计划/打算做某事.(3)One night,he found that the moon was so bright and round that he could see his wife there.①本句为复合句,从句中套有从句,出现了两个由that引导的从句.“that the moon was so bright and round that he could see his wife there”为一个宾语从句,作动词found的宾语；而该宾语从句中又包含so...that...结构,that引导结果状语从句.②so...that...如此……以至于……,so后接形容词或副词.该结构可与too...to...(太……而不能……)结构进行同义句转换.7．学以致用.(同义句转换,一空一词)(1)No matter who you are,you must obey the traffic rules.__Whoever__ you are,you must obey the traffic rules.(2)My brother is so young that he can't dress himself.My brother is __too__ young __to__ dress himself.设计意图：通过阅读3a的文章,让学生对中秋节及其起源传说有一定的了解.再通过3b和3c的练习,培养学生的阅读能力.环节3学习Grammar Focus－4c1．让学生朗读第12页上Grammar Focus中的句子并尝试分析其句子结构.2．让学生模仿Grammar Focus的句子,根据4a中的词汇提示,完成句子(写出宾语从句或感叹句).3．让学生阅读4b的文章,掌握其大意,然后在宾语从句下画线.4．让学生分组练习,询问彼此最喜欢的节日,并说明理由.尽量使用所学的宾语从句和感叹句.5．从每组中选出一名学生代表,向全班同学展示该组的询问结果.6．要点点拨.(1)that、if和whether引导的宾语从句①宾语从句的时态a．主句为一般现在时,从句可根据实际情况使用任意时态.b．主句为过去时,从句用过去某个时态.c．当从句描述的是客观事实或真理时,不管主句是何种时态从句都使用一般现在时.②that、if和whether引导的宾语从句a．that用于引导原句为陈述句的宾语从句,此时that无实际意义,也不在句中充当任何成分,在非正式文体中可以省略.例：He told me (that) he would go to the college next year.他告诉我他明年上大学.b．if和whether引导的宾语从句多是由一般疑问句转换而来,即将原来的疑问句语序改为陈述句语序.if和whether意为“是否”.例：I don't know if there will be a bus.我不知道是否会有公交车.Nobody knew whether he could pass the exam.没人知道他是否会通过考试.(2)感叹句①what引导的感叹句句式a．What＋a/an＋形容词＋可数名词单数(＋主语＋谓语)!b．What＋形容词＋可数名词复数(＋主语＋谓语)!c．What＋形容词＋不可数名词(＋主语＋谓语)!②How引导的感叹句句式a．How＋形容词/副词＋主语＋谓语！b．How＋主语＋谓语！7．学以致用.(按要求完成句子)(1)that,I,watching English movies,good,a,way,English,learn,to,is,think(.)(连词成句)___I_think_that_watching_English_movies_is_a_good_way_to_learn_English.__(2)He may come,but I'm not sure.(写出同义句)I'm not sure __whether__ he will come __or_not__.(3)What a useful dictionary it is！(写出同义句)__How_useful__ the dictionary is!设计意图：通过让学生朗读和不断地实践练习,巩固对that、if和whether引导的宾语从句以及感叹句的掌握.Unit 2 I think that mooncakes are delicious！Section A (3a－4c)layin the shape ofshoot down so...that... call outlay outas a result one...the other... One night,he found that the moon was so bright and round that he could see his wife there.What fun the Water Festival is！How fantastic the dragon boat teams were！请完成本课对应训练！。
新目标英语九年级 Unit 2 全模块教案一、教学目标•了解并掌握本单元的词汇、短语和语法知识。
•能够熟练运用所学知识进行听、说、读、写的综合训练。
•能够理解相关的听力材料，并提高自己的听力技巧。
•培养学生的英语口语表达能力，增强他们的交际能力。
•提高学生的阅读理解能力，并培养他们的阅读习惯。
•培养学生的写作能力，能够用英语进行简单的写作。
二、教学内容1. 词汇与短语•Unit 2 单词：average, customer, delicious, dessert, diary, instead, junk, paste, screen, secret, slice, specialty•Unit 2 短语：a cup of, be made from, be sick, a piece of, at the age of, be tired of, buy…for…, look forward to, talk to, take…seriously2. 语音知识•单词重音：在单词中找出发音音节，判断音节重音所在。
3. 语法知识3.1 名词性从句•引导名词性从句的连接词：that, whether, what, who, whom, whose, which, why, when, where, how等。
•名词性从句作主语、宾语、表语和同位语的句子结构。
•运用名词性从句的句型进行语言表达。
3.2 定义从句•引导限制性定语从句的连接词：that, which, who, whom, whose•并列使用连接词that的定义从句。
•运用定义从句进行描述和补充说明。
3.3 定语从句•引导非限制性定语从句的连接词：that, which, who, whom, whose•根据先行词在定语从句中的不同成分，选择适当的关系代词和关系副词，并完成句子结构。
•运用定语从句对先行词进行修饰。
3.4 名词性从句与定语从句的比较•名词性从句与定语从句的区别和联系。
第二课时Lesson 8: A Universe of Thought环节1 新课导入多媒体展示伟人爱因斯坦的图片。
T：Hello，boys and girls.Nice to see you again！Today we will learn Lesson 8.Please look at the picture.Who is he?Ss：Einstein.T：Yes，you are right.Can you tell me something about him?Ss：Yes.He was born in...T：OK.Look at Page 20 Lesson 8. Let’s learn more about Einstein.Ready？Go!设计意图：直接导入与本文有关的内容，帮助学生建立一个有关爱因斯坦的介绍与成就这样一个图式，为下面文章的阅读和理解奠定基础。
环节21.Learn the new words.2. Let students read the article on page 20 quickly and find out the answers to the following sentences.And then discussing in groups.3.Think about the answers of Exercise 1 on Page 21.Then ask several students to come to the front and write down the answers.4.Check the answer.5.Read the article again and answer the questions of Exercise 2 on Page 21.6.Work in group of 8 to deal with the key words，phrases and sentences. Then teacher explain the article sentence by sentence.7.Do Exercise 3 on Page 21 and check answers.8.要点点拨(1)Einstein is most famous for his Theory of Relativity.爱因斯坦以他的相对论最为著名。
Unit 2 Traditional skills【教学目标】1．Let students know more about the traditional skills.2．Develop the reading ability and speaking skills.【教学重难点】Know something about the traditional skill which use the cormorants to catch fish.【教学过程】一、Step one: Free talkTalk about some tradition skills in China.1．Show a video about the fisherman used the cormorants to catch fish.2．To arouse the interest and lead them to get into the topic of this unit.二、Step two: Fast reading1．Read the text quickly and answer the questions.2．Show the question:a．How old is Wang Damin?b．What is a cormorant like?c．How long can a cormorant stay under water?d．What did Wang Damin tie a piece of grass around the cormorants.3．Let the students get the general idea of the text.三、Step three: While-reading. Reading comprehension.四、Step four: Discussion1．Read the text in details and finish the blank filling exercise in a sheet, then check the answers, after that, try to design questions according to the text and ask your classmates to answer it.2．Talk in group: How do we keep the traditional skills? Necks?Where did Wang Damin put the fish? f. Does Wang Damin need a net to catch fish?In which part was the cormorant fishing practiced in China?3．Hand out the sheet and design the blank according to the important information. Then check the answers with students.4．Show some more traditional skill which may disappear in the future?。
作者VX：免费范文九年级英语第二单元Unit 2 Self-Check and Reading学案人教版九年级英语第二单元unit 2 self-check and reading学案人教版unit 2self-check and reading学习目标1.掌握借助上下文学习新单词和短语的方法。
2.掌握下列知识点：■重点词汇：death，cause，himself，patient，attention，waste，afford■重点短语：①in the end②make a decision③to one's surprise④even though⑤no longer⑥take pride in ⑦pay attention to ⑧give up ⑨a fifteen-year-o1d boy■重点句型：①it seems that yu mei has changed a lot.②she also to1d me that even though my father was no longer with us，he was watching me and would always take pride in everything good i do.预习导学i.英汉短语互译。
1.最后；终于2.even though3.对……注意；留心4.to one's surprise5.对……感到自豪6.make a decisionⅱ.阅读reading部分，回答下列问题。
7.how o1d is martin murray?8.has martin changed in the end?合作研讨一、重点单词与短语1.death n.死；死亡例如：his petdog’s death made him very sad.宠物狗的死使他很伤心。
【辨析】die/dead/dying/death①die u.意为“死”，强调的是“死”的瞬间动作，为非延续性动词，不能和表示一段时间的短语边用。
Module2 Unit2 优质课教案（辽宁省）一、教学目标（一）知识目标1. 词汇：能够在语境下辨识并恰当地运用以下词汇。
i名词speech，pioneer，corn，dish，parade动词grow，1ay形容词fo1lowing 介词among 短语1ay the table2. 语法：能够运用由after，as soon as, before, since, until, when, while引导的时间状语从句，以具有时间逻辑性的方式来描述感恩节的来历和庆祝方式。
（二）技能目标1. 读：能够根据不同的阅读目的，运用不同的阅读策略，读懂一篇约300字的介绍外国节日的文章。
a）能够通过标题和图片，来预测文章的内容。
b）能够抓住段落关键词，来确定段落的主旨。
c）能够梳理文章的行文脉络并理解段落之间的内在逻辑。
d）能够借助文章的行文结构，快速定位细节信息。
e）能够合理推理事件的情节发展。
f）能够评价人物的特点。
g）能理解段落中各句子之间的逻辑关系。
2. 写：能够迁移本课所学的内容，尝试运用由after，as soon as，before，Since，unti1，when，while引导的时间状语从句，以时间为逻辑顺序，以小组为单位来设计一份校园感恩日的活动计划书。
（三）学习策略1. 认知策略：a）在学习中善于记要点。
b）在学习中善于利用图画等非语言信息理解主题。
c）对所学内容主动加以整理和归纳。
2. 交际策略a）善于抓住用英语交际的机会。
b）在交际中，把注意力集中在意思的表达上。
c）借助手势、表情等体态语进行交流。
3. 自学策略：能够通过网络，查阅更多关于西方节日的资料，加深对不同文化传统的认识。
4. 合作学习策略：在小组活动中，善于听取别人的意见，并积极贡献自己的力量。
（四）情感态度加深学生对西方节日的了解，培养学生的感恩之心。
二、学情分析1. 模块的话题是节假日活动，九年级的学生对这个话题即熟悉又很有兴趣。
人教版九年级英语Unit,2,教案Unit 2I think that mooncakes are delicious ！单元话题In this unit, students learn to talk about festivals. 单元语法1.由that, if 或whether 引导的宾语从句。
2.由how 与what 引导的感叹句。
教学目标1.语言目标：掌握本单元词汇，听懂、掌握谈论中外不同国家文化的语言材料。
2.技能目标：能听懂语言材料，掌握听的技巧；能读懂介绍中外不同文化的文章。
3.情感目标：通过开展角色表演等活动，培养学生阅读兴趣。
通过本单元的阅读，培养学生的文化意识，使学生具有国际视野和跨文化交际的能力素养。
第一课时Section A(1a～2d) 教学设计§自主学习案翻译下列词组。
1．the Water Festival in Thailand __________________ 2．the Dragon Boat Festival in Hong Kong__________________ 3．the Chinese Spring Festival in Beijing__________________ 4．the Lantern Festival in Jiangxi__________________ 5．与。
相似__________________ 6．互相泼水__________________ 7．在外面吃饭__________________ 8．体重增加了5 磅__________________ §课堂导学案Step 1 准备与热身(Preparation) 你知道下面这4 种节日的英语说法吗？试试吧！泼水节___________________龙舟节___________________春节___________________元宵节___________________有关这4 种节日的来源、传说、习俗、饮食、文化、庆祝方式有哪些？你能说出一些吗？Step 2 呈现与输入(Presentation) 1．要求学生翻开课本P9，要求学生查看1a 下方的图片并与上方的描述搭配起来。
Unit 2 We have celebrated the festival since the first pioneers arrived in America.【教材剖析】Unit 2 经过读、写训练，学习描绘节日。
该单元共设计了 6 个活动。
此中活动 1 要修业生描绘所给图片。
活动2-4 要修业生阅读介绍感恩节的短文，达成表格和选词填空两个练习。
活动5-6 要求依据范文写出对于节日的文章。
一、教课目的：Knowledge objective理解和运用单词和短语 among, speech, pioneer, grow, following, lay, over, dish, ourselves, lay the table, make a speech, as well, plenty of, enjoy oneself, at the beginning。
Ability objective能够运用稳固由while ,when, before，as soon as, until等连结的时间状语从句；能读懂介绍节日的文章，并正确理解文章各段落的要旨。
Moral objective经过学习，认识中外的重要节日，知道其节日的来历和庆贺方式，理解其背后的文化内涵，加深对中外节日文化的理解，增进对祖国传统文化的热爱。
二、教课方法PWP method, task-based method, Top-down approach三、读前导入Warming-up利用一些感恩节的图片或许视频导入新课，和学生们讨论感恩节的一些活动。
四、教课过程Step 1 Lead-in1.Work in pairs. Talk about the picture.2.列出本语篇重要单词，领读这些单词，让学生们全力熟习并记着它们。
Step 2 Pre-re adingRead the passage and match the headings with the paragraphs.a) A special dinner□c) The history of the festival□d) Things to do during the festival□教师率领学生阅读四个标题，学生迅速阅读课文各个段落，明确要旨，进行般配。
人教版新目标九年级英语Unit2单元教案Unit 2 I think that mooncakes are delicious!Section A (1a－2d)学习目标1．重点单词：mooncake，lantern，stranger，relative，pound 2．重点短语：put on3．重点句式：Bill wonders whether they'll have zongzi again next year. —What do you like best about the Dragon Boat Festival?—I love the races，I think that they're fun to watch.I've put on five pounds!I wonder if it's similar to the Water Festival of the Dai people in Yunnan Province.People go on the streets to throw water at each other.You will have good luck in the new year.学习重点1．重点短语和句型2．that，if 和whether 引导的宾语从句学习难点that, if 和whether 引导的宾语从句自主学习一、预习课本P9－10新单词并背诵，完成下面的汉译英。
1．月饼________ 2.灯笼________3．陌生人________ 4.亲戚________5．磅________二、认真预习1a－2d内容找出下列短语和句型。
1．增加__________________________________________________________ ______________2．Bill 想知道明年他们是否还能吃粽子。
九年级unit2 I think that mooncakes are delicious!SectionB 2b The spirit of Christmas学习目标1. 能谈论中国和国外的常见节日的日期、传统食物、标志和故事等。
2. 能掌握“inferring”推测的阅读技巧并猜测课内和课外的词义。
3 能掌握文章中的一些常见词组和优美句子，并能运用到自己的作文中。
教学过程：Step 1 Pre-readingFree talk.T show some pictures of festivals in China and in foreign countries.T: What are the common things that you think of for Christmas Day?Ss: …T: On Christmas Day, we will receive a lot of gifts or Christmas cards, we’ll see Christmas trees in every families…（导入，引出圣诞节的文化背景以及与本文有关的单词）（自下而上模式：教师在导入的句子里让学生感知、输入新单词和词组）Step 2 While-readinga. Read quickly and find out the main idea of the passage.(Reading skill: Look at the picture and read the title or the first senence)b. Read again and answer the questions.Q1.What are the common things that people think of for Christmas?Q2.Who wrote A Christmas Carol?Q3.What is the true meaning or spirit of Christmas?c. Reading strategy: Inferring.“mean”1.What does “Christmas” mean? It means “圣诞节”.2.She has lots of money, but she doesn’t buy anything and she doesn’t want to givemoney to others. She is very mean.3.Scrooge means who is very mean“sprit”1.…the true meaning or spirit of Christmas.2.the power of human spirit to overcome difficulties.3.the spirit of Christmas.4.expect three spirits to visit him … the Ghost of…“lie”1.Xiao Qiang is ill, so he is lying （原形lie）in bed.2.snow lie thick on the ground3.The town lies on the coast(海岸).4.What reason lie behind the strange events?5.behind all these things lies the true meaning…“present”1.Three spirits :a. the Ghost of Christmas pastb. the Ghost of Christmas presentc. the Ghost of Christmas yet to come2. Today is my birthday, my mother gives me a teddy bear as my birthday present.(自上而下模式：学生略读找出主旨大意，细读找出文章细节内容，再根据“推测”的阅读技巧猜测本文中新单词的意思并拓展该单词其它的意思。
仁爱版英语九年级上册unit2教案教案要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，下面是我给大家整理的仁爱版英语九年级上册unit2教案5篇，希望对大家能有所帮助!仁爱版英语九年级上册unit2教案1Unit1TheDevelopingWorldTopic1ChinahasdevelopedrapidlyInrecentyears.SectionAThemainactivityis1a.本课重点活动是1a。
Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:proper,bytheway,bell,grandpa,chairwoman,grandson2.Learnausefulsentence:Theregoesthebell.3.Learnthepresentperfecttense:(1)Rita,youhavejustcomebackfromyourhometown.(2)—Wherehaveyoubeen,Jane?—IhavebeentoMountHuangwithmyparents.(3)—Bytheway,where’sMaria?—ShehasgonetoCubatobeavolunteer…4.Taltthechildren’svacationexperiences.Ⅰ.Teachingaids教具录音机/小黑板/学生的旅游纪念照/图片/幻灯片Ⅰ.Five-fingerTeachingPlanStep1Review通过教师询问学生的暑期活动，导入话题，呈现部分生词。
T:Listen!Thebellisringing.Let’sbeginourclass!(教师解释Thebellisringing等于Theregoesthebell，板书bell，要求学生掌握。
Module 2 Public holidaysUnit 2 We have celebrated the festival since thefirst pioneers arrived in America.主备人：___ _ _ 审核人：____ _______ 复备人：____________课型：Reading and writing教学目标：1. To learn some key words and useful expressions: among, speech, pioneer, grow, corn, following, lay, over, dish, ourselves, lay the table, give thanks (to sb.) for (doing) sth.2. To read and get information from reading material about the Thanksgiving Day.3. To write a composition about the festival by using the adverbial clause of time.教学重难点：1. To master the new words and get information from the article..2. To write a composition by using the adverbial clause of time.教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。
本课指导学生通过阅读获取信息，培养学生阅读技能。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品.预习要求：1、根据音标自学本课新单词；2、查找相关资料，找出你认为本课较重要的语言点和短语。
主备教师孟建瑛审核人张营课型新授课上课时间课题U2 I think that mooncakes are deliciou. 1/6教学目标 1. Students can remember and use these new words:lantern /læntə (r)n/ n. 灯笼p.92. Students can learn and use these useful expressions(sentences):What a great day! kind of like3. 掌握感叹句结构、直接引语和间接引语教学重点掌握感叹句结构、直接引语和间接引语教学难点掌握感叹句结构、直接引语和间接引语教学方法和措施情景教学法任务型教学法交际法Teaching procedures个性修改Step 1一、导入（启发探究3分钟）你知道下面这4种节日的英语说法吗？试试吧！泼水节元宵节春节龙舟节有关这4种节日的来源、传说、习俗、饮食、文化、庆祝方式有哪些？你能说出一些吗？Students : Answer the questions and talk about their holidays.Step 2 自学（自主探究6分钟）找出4种节日的英语，朗读并记忆，完成1 a泼水节Water Festival 元宵节the lantern Festival春节The Spring Festival 龙舟节龙舟节the Dragon Boat FestivalStudents can tell their ways freely with the pattner.Step 3 交流（合作探究10分钟）听力训练，完成1b1、朗读1b句子，理解含义2、Listen and circle T for true or F for false.3、同桌核对答案Do exercise in 1bStep4感叹句结构（深入探究8分钟）感叹句是表示喜怒哀乐等强烈感情的句子。
Unit 2 I used to be afraid of the darkI. Learning objectives 教学目标本单元以I used to be afraid of the dark为话题，共设计了四个部分的内容1. 教材分析Section A该部分有4个内容模块：第一块围绕What did he use to look like?为话题展开思维（1a）、听力（1b）口语（1c）训练；第二模块围绕What did you use to do?为话题进行听力（2a-2b）、口语训练（2c）；第三模块在以上两模块的基础上以Did you use to be afraid of the dark 为话题展开训练，训练形式为填写表格（3b）;第四模块拓展思维，让学生随意谈论自己的过去与现在，并简单陈述一下发生变化的原因。
Section B该部分仍为4个模块；第一模块是思维（1a）与口语（1b）训练；第二模块就used to do句式进行听力（2a-2b）与口语（2c）训练；第三个模块What did you use to do这一话题进行阅读（3a）与写作（3b-3c）训练；第四模块让学生进行调查活动（4a-4b），从而提高他们的口语表达能力。
Self Check该部分分为 2 个模块；第一个模块以填空形式对新词汇进行训练；第二模块要求学生跟句图画中所提供的信息展开写作训练。
Reading 该部分设置了5 项任务；第一项任务以对话形式启发学生介绍自己的过去与现在，为下一任务作铺垫；第二项任务让学生快速阅读，了解文章大意；第三项任务以填空形式让学生了解文章段与段，句与句之间的关系；第四项任务要求学生了解文章的细节；第五项任务要求学生用新学知识展开活动，具备真正运用语言的能力。
2．教材重组Period 1 New function presentingPeriod 2 PracticePeriod 3 Integrative skillsPeriod 4 Reading川.Teaching procedures and way教学过程与方式Period 1 New function presentingTeaching goals 教学目标Language goals语言目标1. Words ＆expressions.used to，be interested in2. Key sentencesMario, you used to be short, didn 't you? Yes I did （P10）Did you use to play the piano? No, I didn 't.（P11）Ability goals 能力目标Enable the students to talk about appearances and personalities.Emotion ＆attitude goals 情感和态度目标Enable the students to deal with changes correctly.Strategy goals 策略目标Enable the students to describe appearances and personalities by comparing.Culture awareness goal文化意识目标People have different behaviors during different ages in different countries.Teaching important points教学重点The structure “ used to ” and its negative and interrogative forms.Step I RevisionAsk the students to talk about the ways they have used in English learning before.T: Since English learning is such a popular topic among middle school students, nearly every one of us are thinking about one question: how can we improve our English quickly. As a teacher, I think the first thing to do is to improve our ways of learning English. What ways of learning did you use before? Did the ways you used before help you a lot?S1: I think my ways of learning English has helped me a lot. And my English is always the best. The most important thing in learning English is, I think, to practice what we have lear ned every day, to read aloud, to write more ofte n …S2: I 'm not good at Englis h.eTre must be something wrong with my way of studying English. It doesn'wtork at all even if I work harder. I read and write the new vocabulary many times every evening and only to find that I can 't remember them all. What should I do now?If such problems arises, offer some suggestions and discuss with the students.T: In my point of view, it is not very useful to remember some new words by merely read and write them time and again. The best way to learn new vocabulary is to practice them in the sentences.Just compare your way of learning English with the that of the first student. You can find that he/she never remember words by writing or reading words only. After we learned Unit 1, I believe most of us have changed some of your bad ways in English learning. This is very important. Everything changes except change itself. We are making progress in English learning. So come on. You are the best. Learn from your past and make more change!Step II Lead-inT: As time goes on, we are changing every day. For example, we are growing taller and our hair longer and longer day by day. Our appearances,personalities, etc. change with the growing years.Now think about your changes in the past years. Here's a very useful expression to help you express yourself.Show the following expression to the students.used to be + adj: 过去常常是（现在已非如此）used to + v: 过去常常做（现在已非如此）T: It 's very easy to put the expression in use. Look at the following examples.Show the following examples and ask the students to read it repeatedly.She used to be short.He used to be naught.yTom used to be better.I used to write diary myself when I was his age.We used to swim every day when we were children.We used to grow beautiful roses.I get on well with him. Better than I used to.She didn ' t used to do it, did she?You usedn ' t to make that mistake.Used you to make that stories u p out your own head?Used you to play basketball?It used not be so hot in summer in former years.You used to live in London, usedn ' t you?There used tobe some trees in this field, usedn ' t there?Step III Listening (1b: Page 10)Ask the students to read the instructions and sentences in 1b first, then listen to the recording between Bob and his friends.T: How time flies! Bob and his friends haven seen eac'h t other for four years. Now they see each other again on a sunny day. Look at the picture on Page 10. What changes can we find about hisfriends?S1: They all grows taller than before. They all used to be shorter.S2: Tinas 'hair is longer now. But she used to have short hair.S3: Amy used to be short and she used to wear curly hair. But she is tall and has straight hair now! T: Good guesses! Now listen to the dialogue between them. They all changed a lot.Will Bob feel surprised?Play the recording for the first time.T: For the first time, listen and find out how does Bob feel about his friends ' Check and discuss the answers with the students, reminding the students of the intonation of Bob in the recording. Then ask the students to listen for the second time.T: For the second listening, please pay attention to the changesof his friends. You may write down the key words you hear.Play the recording for the second time. Then ask them to fill in the blanks and check the answers with them.Step IV Listing (1a: Page 10)Ask the students to list the words to describe people ' s appearances and personalities T: From the above picture and recording, we found that many changes have take placein Bob 's friends. Now work in groups and ttroy list the words to describe people 'sappearances and personalities.Sample lists: light-brown hair, curly hair, black hair, brown hair, brown eyes, blue eyes, pale, attractive, fat, thin, cool, slim, healthy, strong, good-looking, handsome, pretty, beautiful, sick, long Ask the students to fill in the chart. Then check the answers.Step V Listening (2a, 2b & 2c: Page 11)Ask the students to do the listening work.T: Next you will hear some other words used to describe people appearanc'essand personalities. Listen and check the words you hear.Play the recording. Then check the answers.T: Listen again and fill in the blanks in the dialogue with the words you hear.Play the recording again, then check the answers. Then ask the students to practice the dialogue. Sample dialogue:S1: Hi, there. Don ' t you remember me?S2: Oh, sorry. I can ' t remember now.S1: I ' mJessie. We were in the same class when we studied in Nanshan Primary School.S2: Oh, I got it. Jessie, you used to really short, didn ' t you?S1: Yeah. I wasn ' t very tall.S2: No, you weren ' t. but you were always happy. Wait a minute! Did you used to play basketball after school?S1: Yes, I did. But now I ' m more interested in playing volleyball. I play volleyball andI 'm on the volleyball tea. mS2: Wow! People sure change.Step VI Homeworkstateme T: In this period, we mainly learned “ used to ” questions and “ used to ”Show the following to the students. Ask them to read the example sentences.used to^ Did …+ use to do ” f didn 'te.g. 1. He used to be quiet.2. They used to play soccer.3. -Did you use to play computer games? -Yes, I did.4. - Did she use to have short hair?-No, she didn ' t.Then ask them to write a short passage about the change of themselves. And pre-read 3a on Page 12.。
