外研版-英语-九上-外研九上英语教案Module2 1单元

九上Module 1 Unit 2 精品教案课题: M1Unit2 The Grand Canyon was not just big.(第二课时)知识目标：1、让学生学会使用本课的单词和重点短语。

2、学生能在情景对话或写作中熟练运用所学知识。

能力目标：能熟练掌握本课对世界奇迹的表达法，并能准确运用。

情感目标：通过了解大峡谷，锻炼学生用英文描述某事物，并热爱、保护大自然。

教学重点：1. clear, sign, reply, silent, below, path, grey,shine, etc.fall away, get out of, go through, look over,at the bottom of,...2. There was nothing to see, but I knew it was there.“you’ll get there in five minutes.”教学难点：动词的六大时态。

重难点突破：以介绍为核心，通过小组活动，在听、说、读、写中使单词及句型以不同的形式反复出现，从而强化学习重难点。

教、学法：任务型教学法，讲授法，小组合作学习法，情A. toB. forC. ofD. on( ) 2. ---________ will he come back?--- In two hours.A.How longB. How farC. How oftenD. How soon( ) 3. The river lies 200 metres ______ him.A. onB. underC. belo wD. in( ) 4. He didn’t say a word and got _____ a taxi angrily.A. onB. inC. intoD. onto( ) 5. --- I think maths is too difficult. I’m afraid I can’t learn it well.---You should _____ the difficulty with courage(勇气).A. meetB. giveC. riseD. face板书设计：M1u21.get out of, on the top of,at the bottom of, on eachside of, far awaygo through, look over2. to do , in +段时间3.六种时态的定义、构成及用法。

Module 2 Great BooksUnit1 Confucius’ works are read by many people.（2）第一实验中学孙红梅【学习目标】：1、运用词语：work, influence, respect, thinker, wise, as far as, not…any more,monthly, literature, millions of,2、熟练运用以下的句型：1) What’s up?2) It’s a pity.3) As far as I remember, it was started by Becky Wang.4) We don’t have a school magazine any more.5) Sounds like a good idea.6) We are still influenced by his thoughts.3、正确使用一般现在时的被动语态表达句意。

4、通过了解名著，了解世界文化及著名人物，增强向名人学习的决心并付诸行动。

【学前漫步】根据对话，译出短语：1、就…来说2、不再3、数百万4、事实上5、以… 而出名6、作为…而出名7、思考，考虑8、真遗憾【随堂学步】Step I Warming-up (以小组为单位，根据示例编一组对话，分组展示)Model：-What’s up? You look worried.- I lost my maths exam.-It’s a pity. Have you worked hard at it?-No, I don’t like it.-You should like it first. Then work hard. You should often ask your teacher for help. And you must improve at maths.-Sounds like a good idea. I must have a try.-Really? Go on working.-I see. I can try my best.〖设计意图〗Step II Reading (学生分角色读对话，练习几分钟后炫各小组展示一下。

Unit 2 We have celebrated the festival since the first pioneers arrived in America.【教材分析】Unit 2 通过读、写训练，学习描述节日。

该单元共设计了6个活动。

其中活动1要求学生描述所给图片。

活动2-4要求学生阅读介绍感恩节的短文，完成表格和选词填空两个练习。

活动5-6要求根据范文写出关于节日的文章。

一、教学目标：●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能够运用巩固由while ,when, before，as soon as, until等连接的时间状语从句；能读懂介绍节日的文章，并准确理解文章各段落的主旨。

●Moral objective通过学习，了解中外的重要节日，知道其节日的来历和庆祝方式，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、教学方法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者视频导入新课，和学生们谈论感恩节的一些活动。

四、教学过程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，让学生们尽力熟悉并记住它们。

Step 2 Pre-re adingRead the passage and match the headings with the paragraphs.a) A special dinner □b) An American festival □c) The history of the festival □d) Things to do during the festival □教师带领学生浏览四个标题，学生快速阅读课文各个段落，明确主旨，进行匹配。

Module2 Pubic holidaysUnit1 My family always go somewhere interesting as soon as the holiday begins(听说课教案)Ⅰ、Teaching model：Listening and speakingⅡ、Teaching method：Communicative approachⅢ、Teaching Objectives●Knowledge objectiveKey vocabulary:found.since then.flag.until.off.all kinds of .vacation .take a vacation.season. kid. have fun. band .UK. as soon as.fourth.sixth.seventh.eighth.ninth.tenth.twentieth.twelfth.Key structures:●Ability objective1. To listen and understand sentences with adverbial clauses.2. To understand the conversation.3. To learn to use dates●Moral objective1.To talk about Chinese public holidays.2. To develop the ability to cooperate with others.Ⅳ、Teaching importance and difficulty1. To learn about some expressions in the passage.2. To learn to use adverbial clausesV、Teaching methodPWP method, task-based methodVI、Teaching aidsA tape recorder, multimedia and some picturesⅦ、Teaching ProceduresLearning Aims （学习目标）1.To listen and understand the conversation with adverbial clauses.2.. To learn to use the patterns with adverbial clauses correctly:…after.as soon as .before. since. until .when. while3. To talk about public holidays.4. To remember the words and expressions（师傅学友明确学习任务)Step 1: Check the new words . （学习单词）1.师友朗读found.since then.flag.until.off.all kinds of .vacation .take a vacation.season. kid. have fun. band .UK. as soon as.fourth.sixth.seventh.eighth.ninth.tenth.twentieth.twelfth.（师傅注意学友的发音）2.教师检查Task1:请快速说出你看到的单词（师友举手抢答）Step 2: Talk and learn.（学习对话）I.师友听读感知1）Look and talk about the picture.(Activity 1)2）Complete the sentences with the dates(Activity2)（先自主完成再互助交流）3）Listen and check.（先自主完成再互助交流）4)Listen to the passage and pay attention to the pronunciation.5)Read again and complete the table.(Activity3)（先自主完成再互助交流）( 1)学友自主在课文中找到每日英语原句勾画出来When is your national day?Do you have any plans for?We only have one day off.( 2)学友读给师傅听，互助交流用法。

外研版九上英语教案5篇外研版九上英语教案篇1教材分析：本单元是在学生已经学习了动物的一般习性之后，所设置的一部分巩固操练的内容。

课文从听、说方面进一步加深学生对前一单元的理解，并进行升华，使学生能够结合本模块的核心句型、结合情景内容替换其中部分信息。

学情分析：经过 unit1的学习后，学生已经能够掌握一些关于动物的喜好的表述方法。

根据六年级学生的身心特点，他们对动物世界的一些奥秘会表现出非常浓厚的兴趣，这一点在本课的教学起到了至关重要的作用。

教学目标：(一)知识目标1、能准确运用“like”与“love”。

2、掌握句型：they love ...、what are they/is it do...like...(二)能力目标1、培养学生的合作能力。

2、培养学生的听辨能力及学会在情境中理解词语的不同意义的能力。

(三)情感目标1、激发学生对动物世界的好奇心及求知欲。

2、培养学生大胆展示自我的能力。

教学重点：能准确运用句型：they love ...、what are they/is it do...like... 教学难点：培养学生的听辨能力及学会在情境中理解词语的不同意义的能力。

教学过程：一、warm-up1 、播放歌曲《old macdonald has a zoo》2、提问what is your favourite animal3、出示动物图片，提问动物名称。

二、presentation1、教师扮作动物园饲养员，出示实物图片若干“水、竹子、鱼、太阳、阴雨”等，给动物分食物2、扮演熊猫引导学生区分“like”与“love”。

3、出示天气图片，通过对天气的喜爱程度，引导学生运用“like”与“love”。

三、practice1、听活动一录音完成动物特征和喜好表格。

2、依据表格进行谜语创作。

四、consolidation1、播放录音，让学生体会语调。

2、引导学生小组设计一组就动物习性进行的谈话，用准确的语调展示。

外研社新标准九年级（上）Module 9 Great inventionsUnit 2 Will books be replaced by the Internet?一、教材分析本模块以发明为中心话题，围绕数码相机的使用、纸和印刷术的发明与作用展开。

发明创造对初中生来讲既神秘又有吸引力，通过本课的学习使学生了解历史上的发明对人类生活产生的巨大影响，从而激发学生进行发明创造的愿望，引导学生刻苦学习、大胆想象，拓展学生的思路，培养他们的创造性思维。

二、学情分析：1.初三的学生，已经储备了大量的单词，大部分学生可以自如运用一些日常单词口头表达或者书面表达自己的意愿，而且他们在这时，已经初步形成了自己的世界观和人生观，会表现出鲜明的个性。

所以，本课时中的discussion, writing等活动，能给学生提供一个自由交流的平台。

2.初三的学生，还面临中考的来临，所以，他们也迫切需要词汇习得的学法指导，以及skimming ,scanning等阅读策略，除此之外，他们还需要掌握和运用中考考纲中要求必须掌握的语法，即本模块的情态动词和完成时态的被动语态。

3.初三的学生，更有思想。

他们知识面广，也乐于做进一步的思考，我想，本课的阅读不应该只停留于文本内容阅读的表面，我应该努力拓宽学生的视野和思维，师生互动，生成新内容，培养他们的创造性思维。

三、教学目标：1知识目标：1)理解并能运用本课的目标词汇，如produce, invention, look through, create, atthe beginning of, knowledge, spread…2)读懂纸、印刷术、电脑等发明的相关阅读材料，并能读懂他们对人类产生的影响。

2.能力目标：1）能在老师的引导下，学会通过观察词根，及在上下文本中推断词义，猜测词义。

2）能在老师的引导下，关注并理解现在完成时和带情态动词的被动语态的概念和用法，并能在写作中自然地运用。

Module 1 Wonders of the worldUnit 1 What is a wonder of the world?上课教师学生年级教材课时教学设计课型Listening and speaking教材分析This unit aims to review the learnt tenses so far and help students to be able to present some important and creative ideas about writing a school magazine.教学目标To learn and understand the topic words through talking and listening.To know something about the pyramids and the Grand Canyon.To understand the conversation about starting a school magazine involving different tenses.知识与能力 1. Vocabulary and expressions: ancient, club, composition, pupil, meeting, call, event, listen up. That’s news to me. Anyone else?2. To enable the Ss to express in different tenses according to the set situations.3. To learn to give ideas on writing a school magazine.过程与方法 1. Top-down approach, enabling Ss to understand and talk about writing a school magazine.2. To learn by listening, speaking and discussing.情感、态度与价值观To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.教学过程教学步骤教师活动学生活动活动目的Step 1Lead-in Start the lesson by showing groups of pictures about the wonders of the world on the screen including the ancient pyramids. Ask students to talk about the picture on Page 2.T: Where can you see the pictures and the brief introduction probably? (Newspaper / the Internet / Magazine…)T: Yes, magazines like Crazy English / National Geography…Who started…?Learn the new vocabulary. (ancient, py ramid, review, wonder…)Have a talk about the picture using the words in Activity 1. Learn a bit about magazines. Get the Ss to be attentive and focus on the theme of the lesson. (Magazine)Step 2Listening &Vocabulary Play the tape and check the words. Listen to the tape again. Make up possible questions according to the answers. Give examples. Listen and check the words. Make up questions according to the given answers.( Wh-questions) Practise listening and get specific information. Check their understanding by making questions.Step 3.Listen &read Play the tape for the 1st time. Ask Ss questions.T: What are the children doing?Is there a school magazine inDa Ming’s school?Listen to the tape and get the answers. Listen to get a general idea for the 1st time.Play the tape again and ask students to decide T OR F.①Crazy feet is a band.②Becky Wang started a school magazine.③Da Ming watched the interview on TV yesterday④Tony is writing a composition. Listen more carefully for the 2nd time. Decide whether they are true or false. Check the answers with the class. Listen for the specific information and understand the details of the conversation.Step 4.Read Play the tape again and get Ss to practise the conversation. Check the language points. Focus on everyday English and useful expressions.(Listen up, Anyone else? do some review, do an interview, on=about, get better grades)Get Ss to make a list of the articles in magazines.Check the answers in Activity 4. Read theconversation aloud, and read in role. Answer the questions in Activity 4. Practise reading and go over how to give suggestions when in discussion. Learn more about writing a school magazine.Step 5.Pair work Go through the five questions and highlight the key words. Ask for more answers on Question 3. Ss take turns to answer the questions. Consolidate the key words and transit to the next step by Question 3.Step 6.Discussion Tell the Ss:If your school decides to start a magazine, what are you going to write about? And why? They can make up lists and take Activity 3 as an example.Report their discussion. Work out the lists and talk about their plans to write the magazine. Beginning: Our school will start a magazine. What articles are you going to write... Learn to discuss in the way as the children do. Check Ss’ creativity.作业布置Collect information about the seven wonders of the world. (Pictures and brief introductions)板书设计Unit 1 What is a wonder of the world?school magazine That’s news to me!a wonder What’s it about?ancient pyramids listen upwrite a composition Any more ideas?/ Anyone else?do some reviews about… on=aboutdo an interview withUnit 2 Ｉwas on the edge of the Grand Canyon.上课教师学生年级教材课时教学设计课型Reading and writing教材分析By example this unit presents a good way to describe what one sees and feels after a journey. It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders.教学目标To get information from the reading material about the Grand Canyon;To learn the way of writing about what you see and your feelings when traveling;知识与能力 1. Vocabulary and expressions: waterfall, stranger, rock, ground, canyon, reply, rise, face, get out of, look over, disappear into, look (across) to…light-dark, clear, huge, beside, below, at the bottom of, reach the top. …too…to…2. To enable the Ss to express in different tenses according to the set situations.3. To love the wonders of the natural world and give facts and opinions.过程方法 1. Interactive approach.2. To improve Ss reading skills and get them to talk and practise writing by imitating.情感、态度与价值观To help students enlarge their vision on wonders of the world and help to write a description of a wonder that they have seen or visited.教学过程教学步骤教师活动学生活动活动目的Step 1Lead-in Ask Ss to show information about the seven natural wonders. (The teacher can get the related pictures ready beforehand)Present words in Activity 1. Talk and give facts about the wonders. Encourage Ss to describe withthe words given. Check up Ss’ homework and start the new topic.(Wonders)Step 2.Ask andanswer Ask Ss to make questions about facts of the natural wonders.Demonstrate and get Ss to follow. Ask andanswer.How tall/deep…is it?It’s…meters tall/deep.Practise asking about detailed information and learn the sentence pattern.Step 3.Read(Skimming)Tell Ss to read the passage in Activity 2. Find out the name of the wonder and its facts.T: Where did the writer visit?How deep/wide/long is it? Read thepassage andanswer thequestions. Find out the facts and write them down in Activity 5. Practise reading skills and get specific information.Step 4Readand match Play the tape and get Ss to follow silently. Find out the main idea of each paragraph. Present the five topic sentences on the screen (Bb).A. The writer arrived there on the rainymorning;B. The first impression/sight of theGrand Canyon.C. The Grand Canyon is the greatestwonder in his opinion.D. Details about the Grand Canyon.E. After minutes’ walk, he came to it.Ss follow the lines and match thetopic sentences tothe paragraphs.(or they canconclude the main idea by themselves if possible) R ead for the main idea of each paragraph. Learn to sum up and help to understand the whole passage.Step 5Read aloudGet Ss to read aloud after the tape and find the details about the trip.①When did he get to the GrandCanyon?②Why was there nothing to see?③Where was he facing on the edge ofthe Grand Canyon?④How did he feel about the Canyon? Read aloud and answer questions in Activity 3. Ask for help if they have any problems. Practise reading and learn about the details, check their understanding.Step 6.Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases. Try to check by a gap-filling exercise.(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of,disappear into, ask oneself ) Learn the verbs and phrases. Practising usingthem with thehelp of thegap-filling. Focus on the phrasal verbs and prepositions.Step 7.Match Activity 4Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline thewords and match the Englishmeaning. Practise guessing the meaning of words in the context.Step 8.Writing Tell Ss to imagine they have seen (some of them did see) one of the wonders of the world. Write sentences describing how they felt. Remind them of the four keywords: saw, size, happened, felt.First get them to work in pairs and then report the sentences or passage if possible. Write sentences according to the given beginning. Report theiranswers and tryto make theminto a passage. Practise writing and using the language on the basis of imaging and personal experience.作业布置Finish writing the description of one of the wonders of the world, trying to collect some details and take the text as a model.板书设计Unit 2 I was on the edge of the Grand CanyonThe seven natural wonders of the worldHow tall/wide/deep is it? It’s…tall/wide/tall.get out of on the edge of ask oneselfgo through look down/across to huge=very very biglook over at the bottom of the greatest wonderfall away disappear intoUnit 3 Language in use上课教师学生年级教材课时教学设计课型Revision and application教材分析This unit serves to give a review and summary towards the language points learnt in U1&.2.And it helps to clarify the exact differences among tenses.教学目标To review and check the words learned in this module;To summarise and consolidate tenses learnt before;知识与能力 1. Vocabulary and expressions: height, lift, view, attract, description, location, design2. To enable the Ss to differ the tenses learned in situations.3. To make a poster of a wonder of the world/ one’s hometown.过程方法 1. Formal and interactive practice, task-based.2. Comprehensive ways of practising and consolidating.情感、态度与价值观To help students enlarge their vision on wonders of the world;To make a poster of a wonder of the world or his hometown and help to love one’s motherland.教学步骤教师活动学生活动活动目的教学过程Step 1Revision Ask Ss to watch and listen to the MV Chinese by Andy Lau. Get them to find out the wonder in it.Encourage Ss to describe what they see in it , e.g.The Great Wall is a great wonder.Andy Lau went to the Great Wall.He was singing on it.He has sung many popular songs.…Watch and talk about things appear in the MV. Learn to tell the differences amongthe tenses. Help to establish the concepts of tenses in situations.Step 2.Grammar focus 1. Read through the sentences in the box with the whole class. Call back ideas about the structure highlighted from the students.2. Give hand-out to Ss and ask them to match the exact meaning with the corresponding sentence. (Activity 1)Check the answers right after that. 1. Read aloud the seven sentences. And tell the making-up of each tense.2. Read through the 5 pairs of sentences in different tenses and match. Practise telling the differences and meanings.Step 3.Writing1. Go back to the picture of the Great Wall. Give examples by matching the three parts.The Great Wall + is + about 6,700 km long.Give Ss tips on how to decide.2. Encourage Ss to observe and decide the forms of verbs in different tenses. 1. Observe thesubjects and theadverbial or even the phrasal verbs. Match the three parts to make possiblesentences.2. Read through the uncompleted passage and try to give the correct forms of verbs in the situations. Learn to observe and practise language in different tenses.Step 4Speaking 1. Show up the photo of visiting the Great Wall. Get Ss to ask the teacher questions in Activity 4. (Example)Get Ss to work in pairs, and ask and answer the questions.2. Present wonders in the local area.Get Ss to talk about them. 1. Ss follow theteacher and make up their ownconversations.Perform in front of the class.2. Learn the example in Activity 5 and make a similar introduction to the wonders in local area.Practise speaking and enable Ss to use the language and understand its meaning.Step 5VocabularyGame Present nine pictures about wonders of the world, each of which links an exercise in Activity 6/8. Get Ss to finish them first and check in forms of game. Elaborate on the Pyramids in Egypt. (More related photos) Finish the multiple- choices exercises and choose the pictures they’re interested in to check the answers. With the help of games, Ss can review the phrasal verbs and concepts of tenses.Step 6.Listening Present the three photos in Activity 7Ask about facts about any one of them. Play the tape for Ss to learn more. Listen and match the notes with the photos.Check the answers after listening and report about the three wonders with the help of the table.Learn more about the three wonders, practising describing.Step 7.Around the world Get Ss to look at the picture and read silently through the introduction. Give questions to check theirunderstanding. Read and decide, trying to grasp the main information. Learn about another wonder of the world.Step 8.Module task Tell Ss to work in groups of 4. Read through the instructions. Help them to decide what to write about.Hold up a show-and-tell session where Ss can display and discuss. Work in groups of 4 and write about one wonder they like. Collect sufficient information and make the poster. Take part in the show-and-tell session.Take this task as an extensive learning activity to get Ss to learn more about the wonders.作业布置Finish off the poster after class and get ready for the show at the back wall of the classroom. Prepare the show-and-tell session in groups of four.板书设计Unit 3 Language in useStructures of different tenses ancientThe Great Wall is a wonder… modern wondersAndy Lau went to the Great Wall. naturalHe was singing on it height—What’s the height of…?We are listening to him now. on the journey of…He has sung many pop songs. because / because ofHe will visit it some other day.Module 2 Great books一、教学内容分析本模块的话题是谈论书、作家、思想家、戏剧、电影、诗歌等。

外研版九年级英语上册全一册教案设计Module 1 Wonders of the worldUnit 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 in1．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。

（共36套92页）新外研版九年级英语上册（全册）省优获奖教案汇总Module 1 Wonders of the worldUnit 1It's more than 2, 000 years old.【教学目标】词汇man­made, natural, wonder, discussion, eastern, through, loud, opinion,electricity句型1.Let's call Wonders of the World and join in the discussion. 2．I think natural wonders are more interesting than man­made ones.3．I've never seen it, so I'm not sure I agree with you.4．It's about l, 700 metres wide and 100 metres high.5．Now, who'd like to call first？重点难点1.本单元词汇和句型。

2．复习一般现在时、一般过去时、现在进行时、过去进行时、一般将来时和现在完成时。

【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。

1.学生自学生词，并记住单词拼写和拼读。

2.预习课本，找出重点短语和句式。

3.读、记后完成学案中自学导练作业。

Step 1 情景导入T：Do you know when is China\'s National Day？S：On 1st October.T：What about Labour Day?S：On 1st May.T：What other festivals do you know? Tell me about them.S1：…S2：…环节说明：本活动能够使学生明确本单元话题，并为后续听力活动的开展作铺垫。

Step 2 完成教材Activities 1,2的任务1.Look at the picture and answer the questions. （Activity 1）（1）教师组织学生观察图片，挖掘图片包含的重要信息。

（2）教师引导学生表达个人观点。

（答案：1.People are celebrating Labour Day. 2.This holiday is on 1st May in China.）plete the sentences with the dates of the following holidays in China, the UK and the US. (Activity 2)（1）教师引导学生回忆12个月份的英文表达方式，确保活动顺利开展。

（2）学生根据已有的知识完成句子。

（3）学生听录音，核对答案。

（答案：1.1st May 2.the first Monday in May 3.the first Monday in September）环节说明：本活动要求学生根据已有的知识填空，并从听力材料中获取细节信息。

Step 3 完成教材Activity 3的任务1.Listen and read. Now complete the table.方案1：教师先播放一遍录音。

Unit 2 The Grand Canyon was not just big.Ⅰ Teaching modelReading and writing.Ⅱ Teaching methodInteractive approachⅢ Teaching aims1. To get information from the reading material about the Grand Canyon;.2. To know the way of writing you see and your feeling when travelling.Ⅳ Teaching Objectives1. Key vocabulary: below, shine – shone - shone; shine –shined - shined, sign, silent, silver, sky, grey, go through, beside, reply, clear, fall away, stream, nearly, on top of, canyon, remain, by2. Keys structure: Sentence structure.Ⅴ Teaching aidsTape recorder, handoutⅥ Teaching StepsStep 1 Free talkWhat do you know about these wonders?Step 2 Presentation1. Introduce the new words.2. Read the words after the teacher.Step 3 Work in pairs.1. Talk about a great natural wonder you know. Use the words in the box to help you.Step 4 Reading.1. Play the recording and listen to the tape carefully.2. Ask the students to read through the passage.3. Complete the table.4. True or false.1. When I arrived, the weather was sunny and hot.2. I went to the wrong way at first.3. The Colorado River was nearly three miles below me.4. Finally, I looked to my left and to my right, and on bothsides the canyon went far away for more than 200 miles.Step 5 Learning to learnSome adjectives tell you facts, such as wide, deep, high and tall; dome adjectives tell you the opinion of the author, like wonderful, huge and great. Learn to use them to talk about facts and give your opinion.Step 6 Choose the correct answer.1. Read the passage again.2. Choose the correct answer.1) Where does the passage possibly come from?a) A magazine. b) A grammar book. C) A dictionary. D) A storybook.2) Why was there nothing to see?a) Because there was nothing. b) Because it was too dark.c) Because it was raining. d) Because it was in the morning.3) Which direction was the writer facing while he was looking over the Grand Canyon?a) South. b) North. c) East. d) West.4) What is the writer’s purpose in writing this passage?a) To give facts about the natural world.b) To say how he feels about the natural world.c) To tell an interesting story about the Grand Canyon.d) To attract people to visit the Grand Canyon.Step 7 Complete the passage with the words in the box.In the dark, there is no (1)____________ of the Grand Canyon, and it is (2)____________. But if you (3)____________ by the Grand Canyon as the (4)____________ gets brighter and look down about one (5)____________, you can see the Colorado River (6)____________ you. It looks like a silver (7)____________ as it passes (8)____________ the rocks at the bottom of the canyon. If someone asks you whether the Grand Canyon is the greatest wonder of the natural world, it may be easy to (9)____________. Step 8 Writing1. Complete the table with facts about a natural or man-made wonder of the world.Interesting factsStep 9 Language points1. I got out of the car, went through a gate and walked alonga dark path.我下了车，穿过一扇门，沿着一条黑暗的小路走着。

Module1 Wonders of the worldUnit 2 The Grand Canyon was not just big.单词below, shine, sign, silent,课文中的词组与单词在句子中的应用来描写风景描写自然景观Step 1情景导入1.T:Do you remember the names of the natural wonders in Unit 1? Write the names on the board. (The Giant\'s Causeway and Victoria Falls)2.Work in pairs. Talk about a great natural wonder you know. Use the words in the box to help you. (Activity 1)(1)学生两人一组，根据方框中词汇的提示谈论自己了解的自然景观。

(2)教师点名，部分学生利用投影仪或多媒体课件介绍他们所熟悉的某个自然景观，全班分享。

(3)也可采用头脑风暴的形式，学生围绕大峡谷这一景观,说出他们已知的信息，然后教师通过多媒体补充其它信息。

环节说明：本活动的目的在于激活学生已有的背景知识。

教师可以在教学之前布置作业，让学生去网上或图书馆査找资料,收集信息，以作好准备。

Step 2 完成教材Activity 2的任务Read the passage and complete the table. (Activity 2)1.学生个体活动，根据表格要求，快速寻读文章中的相关语句，摘录信息。

2.教师引导学生在寻读过程中关注包含数据的语句，从而缩小阅读范围,提高阅读效率。

3.两分钟后，让学生关上课本，两人一组完成表格。

4.核对答案，教师放课文录音，让学生检查答案，并要求学生划出与答案相关的句子。

（答案：How deep: nearly one mile；How wide: about fifteen miles；How long: more than 200 miles）5.学生阅读课文，尽量理解课文。