教案课件是老师上课中很重要的一个课件，大家应该要写教案课件了。只有制定教案课件工作计划，新的工作才会如鱼得水！你们会写适合教案课件的范文吗？小编特地为您收集整理“MODULE7TEACHINGPLAN（外研）”，仅供您在工作和学习中参考。

MODULE7TEACHINGPLAN

一、题材内容
本模块话题是“旅游与交通”。语法重点是学习形容词最高级形式和by+交通工具的用法，围绕旅游与交通开展听、说、读、写的课堂活动。要求学生通过对形容词最高级形式的操练,能够就相关话题进行问答,能够描述自己或他人的旅行。在阅读过程中,学会应用寻找细节的阅读技巧,能将标题与段落,单词与释义相匹配。教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。
教学目标
1）语言知识：
语音形容词最高级形式的发音
词汇journey,ferry,subway,taxi,crowded,modern,farthest,best,most,close,stop,terminal,British,airway,express,star,take,passenger,airline,distance,hour,quick,way,fare,know
词组busstop,ferryterminal,bybicycle/bus.
语法形容词最高级、by+交通工具
功能三者或更多事物之间的比较
话题以“旅游与交通”为话题。
2）语言技能：
听能听懂含有形容词最高级形式的对话以及对交通工具的描述.
说能运用形容词最高级形式谈论乘坐的交通工具。流利的说出生词、短语。
读能读懂有关旅游和交通的短文,并且将标题和段落相匹配;理解阅读材料中所学的形容词最高级所表达的语义。在阅读中学会应用寻找细节的阅读策略,进行简单的阅读技能训练。
写能用形容词最高级形式描写旅行。
演示与表达能向同学们介绍自己或他人的旅行以及乘坐的交通工具。
3)学习策略：
一定程度形成自主学习，有效交际、信息处理、英语思维能力。
认知联系，归纳，推测等技能。观察并归纳形容词的最高级的变化规则，提高自学能力。
调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。
交际学习运用恰当词语简单描述旅游交通。
资源通过其他资源获取更多有关“旅游交通”的简单英语。
自学策略培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。能注意发现语言现象背后的规律,并能运用规律举一反三。
合作学习策略互相学习，取长补短，注意学习策略共享,将自己所搜集的信息与其他同学共享。
4)文化意识：
中外对比主动理解英语国家有关旅游交通等方面的信息,并密切联系自己的日常生活,从而拓展视野,激发学习英语的兴趣。

5)情感态度:
通过学习描述旅游交通，提高对旅游和英语的学习兴趣。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务:能够根据表格分析数据,并谈论相关信息。
教学重点和难点
重点：掌握描述旅游交通的基本词汇，读懂含有形容词的最高级的句子，掌握形容词的最高级的结构和用法。
难点：掌握形容词最高级的结构和用法。
教学方法
运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
二、教材处理
核心任务：能够运用所学句型结构描述旅游交通。三个环节如下：
pre-task：学生联系生活实际，激活背景知识，。
task–cycle：通过整个模块的听说读写的训练，强化对“旅游交通”的表达能力，为完成任务做好铺垫
post-task：达成任务，展示成果，反馈学习情况
三、教材安排
根据学生学习英语的特点和规律，我把本模块划分为4课时：
Period1:ListeningandVocabularyPronunciationandSpeaking
Period2:ReadingandVocabulary
Period3:WritingAroundtheworldModuleTask
Period4:Languageinuse
教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
四、教学设计
Module7Planes,boatsandtrains

Period1ListeningandVocabularyPronunciationandSpeaking
TeachingAimsandDemands:
1.LanguageKnowledge
Keyvocabularyandphrases:journey,ferry,subway,taxi,crowded,modern,farthest,best,most,close
Keystructure:bybus/train/taxi…(重点)
2.Listeningskill:Tounderstandconversationswithsuperlativeadjectives.(难点)
3.Speakingskill:Toaskandanswerabouttransportandtravel
4.Affectionandattitudes:Choosetherighttransportformtotravel.
TeachingAids:Multi-Media(Taperecorder,video等)
TeachingProcedures:
PartI:Revision
PartII:Leadin:
Task:Introducetothemthenewwordsinactivity1onPage44.
Step1Askthestudentshowtheygottoschool.Andlisttheiranswersontheboard.
Step2Askforotherwaystotravelandlistthose,too.
Step3Showthepicturesofthemeansoftransportation,andaskSstotalkaboutwhattheycanseethroughthepictures.
PartIII:Listening
Task1:Listentothequiz.Matchthewordsin2boxes.Thenmatchthemwiththepictures.
Step1Readthelistsofwordsandhavethestudentsrepeatthemafteryou.
Step2ListentothetapeandmatchthewordsinBox1withthewordsinBox2.
Task2:Discussion---Activity3
Step1Readthroughthephraseswith“by”inactivity3onPage45.
Step2AsktheSstoaskandanswer“Howdoyougotoschool?
Task3:IntroducetothemthesuperlativedegreeofadjectivesinEnglish.
Step1ElicitafewcommonadjectivesfromtheSs,andwritethemontheblackboard.
Step2:Changethemintosuperlativedegree
Step3:Writeasentenceforeachone,e.g.
Step4:ShowtheSs.thestructureandexplainwhenweusethisconstruction.WemayelicitotheradjectivesandsomeotherexamplesofsuperlativedegreefromtheSs.
Task4:Tounderstandconversation.
Step1:GivetheSs2questions:
HowdoesTonygettoschool?
DoesDadalwaysgotoworkbytaxi?
MakesuretheSs.understandthequestion:
Step2:Playtherecordingandhavethemlisten.
Step3:Playtherecordingagainandhavethemwritetheanswersindividually.
Step4:.HavethemchecktheiranswerwithapartnerandCallbacktheanswerfromthewholeclass.
Task5:Activity5onPage45.
Step1:PlaytherecordingagainandhavethemwriteanameinfrontofeachsentenceindividuallyinActivity5.Havethemchecktheiranswerswithapartner
Step2:Playtherecordingagain.Havethemchecktheiranswerswithapartner
Step3:Callbacktheanswerfromthewholeclass.

Task6:Listenandread:
Step1:PlaytherecordingandasktheSs.tolistenandreadtheconversation.
Step2:Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.
Step3:PuttheSs.intogroupsof2topracticethedialogue.
Step4:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.
PartIV:Pronunciation
Task:ListenandrepeatthesentencesinActivity6、7、8
Step1:PlaytherecordingandasktheSs.tolistenandrepeatthesentencesinactivities.
Step2:AsktheSstoworkinpairstochecktheiranswerstoactivity5.
Step3:Workinpairstodoactivity8.
PartVHomework:
Recitetheshortdialogueasfluentlyaspossible.
Copythenewwordsandfinishtheexerciseintheworkbook.

教学后记：

Period2VocabularyandReading

TeachingAimsandDemands:
1.Languageknowledge:
Newwords:stop,terminal,British,airway,express,star,take,passenger,airline,distance,hour,quick,way,fare
Keystructures:ItgoesfromShanghaiStationtothePudongAirportin8minutes.
Thesamejourneytakesabout30minutesbycar.(重点)
2.Readingskill:Togetinformationfromthereadingmaterialabouttravelingtimes.
3.Affectionandattitudes:Choosetherighttransportformtotravel.
TeachingAids:Multi-Media(Taperecorder,video等)
TeachingProcedures:
PartI:Revision
1.HelpstudentstorevisewhatislearntinPeriodoneofthismodule.
Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.
2.Revisethesuperlativedegreeofadjectives
PartII:Preparation
Task1:Learnthenewwords.
Labelthepictureswiththewords.
Step1.Readthroughthewordsonthescreen.HavetheSs.repeatthemafteryou.
Step2Readthewordsseparatelyandhavethemrememberthem.

Task2:Whichwordscanyouusetodescribethepicture?
Step1:AsktheSstodothisindividually,thenchecktheiranswerswithapartner.
Step2:AsktheSstosaywhattheycanseeinthepicture.
PartIII:ScanningandSkimming
Task1:Readthepassageandmatchtheparagraphswiththeheadings.
Step1Readthroughtheheadings,thenasktheSstoreadandmatchindividually
Step2Theycanchecktheiranswerswithapartner.
Step3Collecttheanswersfromtheclass.
Task2:Readthepassageandcheckthetruestatements.
Readingandchecking
Step1:AsktheSstodothisindividually,thenchecktheiranswerswithapartner.
Step2:Collecttheanswersfromtheclass.
Task3:Matchthewordswiththeirmeanings.
Readingandfilling.
Step1ReadthroughthewordsandhavetheSsrepeatthemchorallyandindividually.
Step2Takecarewith“international”,togetthestressonthethirdsyllable.
Step3DecideifyouwanttheSstousedictionariestofindoutthemeaningsofunknownwords.
Step4AsktheSstomatchindividually,thenchecktheiranswerswithapartner.

PartIV:Dealingwithexpressions:
1ItgoesfromShanghaiStationtoPudongAirportin8minutes.从上海车站到浦东飞机厂用8分钟.
From…to…从…到…
in多长时间之内如:
Hecancountfrom1to100.他能从1数到100.
Hewillbebackin2hours.他2小时之内回来.
2.Thesamejourneytakesabout30minutesbycar.
相同的路程乘小轿车约需30分钟。
take是动词，表示“花费或需要用一定的时间”如：
Thetriptakes2weeks.旅程需要2个星期。
注意句型:Ittakessb.sometimetodosth.干某事需要某人多长时间.
Ittakesheranhourtofinishthework.她需要一个小时干完这项工作。
3.ThemostpopularplaneistheBoeing747.最受人们欢迎的飞机是波音747。
美国的波音公司和欧洲的空中客车公司是世界上最著名的客机生产商。波音公司的民用飞机产品中最著名的有波音737，747，757，767等。
4.ItgoesfromLondontoBeijing,adistanceofover8000kilometresin91/2hours.
它从伦敦飞往北京，其间8000多公里的距离用9个半小时就可完成。
本句中9个半小时的读法是
注意：整数与分数之间在读的时候必须用连接。如：
31/2threeandahalfdays三天半
21/2twoandahalfweeks两周半
5.Thefaresaren’texpensive.
票价不贵。
fare是（公共汽车、火车、计程车等的）车费，（飞机等的）票价。如：
Trainfairsaregoingupagain.火车票价又要涨了。
Icanpayhisplanefare.我可以为他付飞机票钱。
PartV:Homework:
Copythenewwordsandfinishtheexerciseintheworkbook.
Recitethetext
教学后记：

Period3WritingAroundtheworldModuleTask
TeachingAimsandDemands:
1.Writingskill:totransferinformationfromatabletosentencesandtogiveresultswith“so”.Improvethestudents’writingability(难点).
2.Tolearnaboutthelongestrailwayjourney
3.Tosummarizeandconsolidate“by+meansoftransport”andthesuperlatives.(重点)
4.Affectionandattitudes:Choosetherighttransportformtotravel.
TeachingAids:Multi-Media(Taperecorder,video等)
TeachingProcedures:
PartI:Revision
Task:Helpstudentstorevisewhatislearntinthelastperiod.
Step1Revisethewordsandphrases.
Step2PuttheSs.inpairstopracticethedialogueandthetext.
PartII:Writing
Task1:UsethedatatoanswerthequestionsinActivity5
Step1:RunthroughtheexampleswiththeSs.andmakesurethattheyunderstandthem.
Step2:AsktheSstowritetheanswersindividuallyandchecktheiranswerswithafriend.
Step3:Collecttheanswersfromtheclassandwritethemontheboard.
Step4:Readthemloudly.
Task2:Writesentencesaboutlocaljourneystheyknowaboutinthesameway
Step1:Givethemsomeexamplesandmakesurethattheyunderstandthem.
Step2:AsktheSstowritesentenceswithapartner
Step3:Callbackafewexamplesfromthewholeclass,andwritethemontheboard.
Step4:Thensummarize
PartIII:Aroundtheworld
Task:Learnsomethingaboutthelongestrailwayjourney
Step1:AsktheSstolookatthedifferentpicturesaboutThelongestrailwayjourney
TelltheSs.someknowledgeaboutthem.
Step2:ReadthetextandansweranyquestionstheSshave.

PartIV:ModuleTask
Interpretingdata
Activity6onPage49.
1.AsktheSs.totalkaboutthejourney.
2.PairtheSstocompletetheanswers.
3.Circulateandmonitortheirproduction.
4.TalkaboutthejourneyfromBeijingtoJinan.
5.TheSswriteanarticlecomparingthedifferentwaysoftravelingfromBeijingtoJinan.
PartV:Recalling
Recallwhatwehavelearnedtoday.
PartVI:Homework
Finishtheexerciseinthebookandtheworkbook.

教学后记：

Period4Languageinuse

Keystructures:“by+meansoftransport”andthesuperlatives.(重点)
TeachingAimsandDemands:
1.Tosummarizeandconsolidategrammarfocus.
2.Tosummarizeandconsolidateexpressionsandvocabulary.
Affectionandattitudes:.Choosetherighttransportformtotravel.
TeachingAids:Multi-Media(video等)
TeachingProcedures:
PartI:Revision
Helpstudentstorevisewhatislearntin3periodsofthismodule.
PartIILanguagepractice
Task1:Tosummarizeandconsolidatetheusageofthestructure:“by+meansoftransport”andthesuperlatives.
Step1RunthroughtheexampleswiththeSs.Makesurethattheyarefamiliarwiththeuseof
thestructure:“by+meansoftransport”andthesuperlatives.
.Step2Payattentiontosomespecialwords.Eg.far-farther-farthest,good-better-best
Task2:Writeandanswerquestions
Step1Doactivity1、2and3onPage48.
Step2AsktheSs.tocallouttheanswersfromthewholeclass.
Step3AsktheSs.toreadthecompletedsentences.
Task3:Completethewordmapwiththesewords.
Step1AsktheSstocompletethewordmapindividuallybeforecomparinganswersinpairs.
Step2Collecttheanswersfromtheclass.
PartIII:Completethesentenceswiththecorrectformoftheadjectives.
Step1Readthroughtheadjectives,andchecktheSs’pronunciationandcomprehension.
Step2Askthemtodotheexerciseindividually,thencheckwithapartner.
PartVI:Homework:
Finishtheexerciseinthebookandtheworkbook.

教学后记：

扩展阅读

MODULE7TEACHINGPLAN

每个老师不可缺少的课件是教案课件，大家在仔细规划教案课件。认真做好教案课件的工作计划，才能规范的完成工作！你们了解多少教案课件范文呢？以下是小编为大家收集的“MODULE7TEACHINGPLAN”仅供您在工作和学习中参考。

外研社初中MODULE7TEACHINGPLAN

Content：Module7Australia

[Junior3,NewStandardEnglish]

一、题材内容本模块以澳大利亚为话题,以旅游为引线,介绍了澳大利亚的饮食、历史、文化等,使学生在学习语言知识的同时能了解不同国家、不同文化。旅游是一个很好的话题，澳大利亚也是一个热门话题，根据这个话题展开教学有主语激发学生的参与感，也有助于教学的开展，而且在语境中很自然地体验本单元的语法项目“that引导的定语从句。”本模块紧紧围绕“Australia”这一主题展开多方面的听、说、读、写的语言实践活动,使学生由简单到复杂,渐渐感知新的语言,并通过范例,引导学生总结、归纳，掌握完整的语法知识。教学中教师应随时随地以课本为出发点，灵活利用各种素材，增加一些开放性的活动，把话题再扩展一些，让学生灵活地掌握that引导的定语从句。教学目标

1）语言知识：语音掌握感叹句的语调。

词汇crocodile,hand,alongside,grasp,ham,lamb,outback,sheep,spirit,wine,surfing,helicopter,purple,similar,ours,especially,cricket,rugby,sunshine,full,expression,mate,temper,lifestyle,sunbathing,mineral,ancestor

词组havealookat,similarto,fullof,watersports

语法能够that引导的定语从句。功能能够询问他人的旅游经历；能够向他人介绍自己（在一个国家）的旅游经历；掌握相应的表达方式。

话题以“Australia”为话题。

2）语言技能：听能够辨别所描述的细节。说能够所参观过的地点。读能读懂旅游介绍的文章，理解语片主题和细节。写能够用定语从句描写自己的旅游经历；能用短语等表明先后顺序。演示与表达能够利用图片等资料介绍自己所喜欢的东西。3)学习策略学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。自学策略能够根据图片等资料介绍自己的经历、介绍景点地区。合作学习策略能够与他人合作制作招贴画。4)文化意识：中外对比能够了解不同国家的风景，了解其不同的自然与文化；同时能够介绍中国的文化景点，增强民族意识。5)情感态度:交谈经历时能够注意他人的情感，不因别人不能周游各地而蔑视，要表现关怀与平等。

6)任务:能够利用各种资源介绍一个景点、城市等，并选择适当的展示方式，比如招贴画、宣传栏等。教学重点和难点重点：1．掌握介绍“Australia”的基本词汇，能够叙述自己的旅游经历，读懂含有that引导的定语从句难点：正确运用that引导的定语从句。教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精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，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。二、教材处理核心任务：能够运用所学句型结构介绍“Australia”。三个环节如下：pre-task：学生联系生活实际，激活背景知识，。task–cycle：通过整个模块的听说读写的训练，强化对“Australia”的表达能力，为完成任务做好铺垫post-task：达成任务，展示成果，反馈学习情况三、教材安排根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period1:ListeningandVocabularyPronunciationandSpeakingPeriod2VocabularyandReadingPeriod3.LanguageinusePeriod4.WritingAroundtheworldModuleTask

注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。『教学设计』Title:Module7Timeoff

Period1:ListeningandVocabularyandPronunciationandSpeaking

TeachingContent:ListeningandVocabularyandPronunciationandSpeaking

TeachingAimsandDemands:1.LanguageKnowledgeKeyvocabularyandphrases:hand,havealookat,alongsideKeystructure:Theattributiveclausewiththat(难点)2.Listeningskill:Tounderstandtheconversationinvolvingtheuseofrestrictiveattributiveclause.(重点)3.Speakingskill:Toaskandgiveinformationaboutone’stravelexperiencesorcompetitionexperiences.Improvethestudents’speakingability.Learningstrategies:Bottom–upapproachandlisteningtothetapeanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:RecallwhatwehavelearnedinModule6.Directions:Stepone:Labelthepictureswiththephrases.(1).ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.SteptwTalkaboutSaveourworld.g.Whenareyougoingtowriteaboutenvironmentaleducation?

Ifwedon’tthefutureishopeless.

It’swastefultothrowawaypaperandmetal.

Reusemeans“useagain”.

Everyclasscollectsreusablewaste.

PartII:Leadin:Task1:Introducetothemthenewwords.

Directions:

Stepone:ReadthroughthenewwordsandphrasesandhavetheSs.repeatthemafteryouchorallyandindividually.

Steptwo:Askthestudentstotalkaboutthepicturesonthescreen.Stepthree:Collectsomedescriptionsinawhole-classsetting.Stepfour:PairtheSstodiscusswhatelsetheyknowaboutAustralia.

Stepfive:Collectanyotherinformationtheycanprovidefromthemandlistthemontheboard.

Task2:IntroducetothemaboutAustralia.

Directions:

Stepone.TheteachercanshowthemthevideoabutAustralia.

Steptwo:FreetalkaboutAustralia.

PartIII:Listening

1.Task:.Stepthree:ListenandanswerthequestionsinActivity1onpage56.

Directions:

Stepone:LettheSsreadthroughthequestionsinActivity1onpage56.

MakesuretheSs.understandthequestions.Steptwo:Playtherecordingandhavethemlisten.Stepthree:Playtherecordingagainandhavethemwritetheanswersindividually.

Stepfour:Playtherecordingandhavethemchecktheiranswerwithapartner.

Stepfive:Callbacktheanswerfromthewholeclass.

2..Task:activity4onpage57.

Directions:

Stepone:PlaytherecordingagainandhavethemcompleteinActivity4.Havethemchecktheiranswerswithapartner

SteptwPlaytherecordingagain.Havethemchecktheiranswerswithapartner

Stepthree:Callbacktheanswerinawhole-classsetting.

3..Task:Listenandread:

Directions:

Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.

SteptwPlaytherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.

Stepthree:PuttheSs.intogroupsof2topractisethedialogue.Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.

4.Task:activity5onpage57.

Directions:

Stepone:ReadthroughthequestionswiththeSs.

SteptwHavethemanswerthequestionsinActivity5.

Stepthree:Callbacktheanswersinawhole-classsetting.

5.Task:activity6onpage57.

Directions:

Stepone:ReadthroughthesentenceswiththeSs.

SteptwHavethemcompletethesentencesintheirownwordsinActivity6.

Stepthree:Callbacktheanswersinawhole-classsetting.

PartIV:PronunciationandSpeaking

Task1:Listenandrepeatthesentence

Directions:

Stepone:PlaytherecordingandasktheSs.tolistentothesentencesandrepeatthesentences.

SteptwPlaytherecordingagainandhavetheSsrepeatchorallyandindividually.

Stepthree:Pairthemtopractiseandsumup.

Task2:Makenotesaboutthebestthingsyousawthere.

Directions:

Stepone:Thinkofsomewhereyouhavevisitedandwhichyouliked.Makenotesaboutthebestthingsyousawthere.SteptwNowworkinpairs.Askandanswerquestionsabouttheplaceyouhavechosen.Stepthree:Saywhatit’scalled.Saywhereitis.Saywhatspecialdetailsithas.PartV:Atest

ListentothetapeandtranslatesomeofthesentencesintoChinese.

Homework

Actouttheshortdialogueasfluentlyaspossible.

Period2VocabularyandReading

TeachingContent:VocabularyandReading

TeachingAimsandDemands:1.Languageknowledge:Newwords:grape,ham,lamb,outback,sheep,spirit,wine,surfing,helicopter,purple,similar,ours,especially,cricket,rugby,sunshine,full,expression,mate,temper,lifestyleKeystructure:Therestrictiveattributiveclausewiththat(难点)2.Readingskill:①Tohaveageneralideaofwhatthereadingpassagemainlytalksabout.②Totrainreadingstrategiesincludingtakingnotesandscanning.(重点)Learningstrategies:Communicativeapproach.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:Revision

1.HelpstudentstorevisewhatislearntinPeriodoneofthismodule.Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.

2.Revisetheattributiveclausewiththat.

PartII:Preparation

Task:Learnthenewwords.

Directions:Labelthepictureswiththewords.(1).Readthroughthewordsinthebox.HavetheSs.Repeatthemafteryou.

(2).Ssmatchthepictureswiththewords.

(3).Callbacktheanswersfromthewholeclass.(4)ShowtheSsthevideosofAustralia.Askthem“Doyouknowtheseplaces?”

(5)Talkaboutthevideos.PartIII:ScanningandSkimming

1.Task:ReadthepassageandcheckyouranswerstoActivity2.

Directions:

Stepone:2.LookatthewordsintheboxinActivity1.GuesswhatTonyisgoingtosayinhisletter.

SteptwSsreadthepassageanddiscusswiththeirpartner.

Stepthree:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers2.Task:Readthepassageandwritenotesaboutthese.

Directions:

Stepone:MakesuretheSsunderstandwhattheyshoulddo.SsreadthepassageandwritenotesabouttheseinActivity4individuallyandcheckwithapartner.

SteptwCallbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers.3.Task:Readthepassageandcheck(√)thetruestatements.

Directions:

Stepone:ReadthroughthestatementsandmakesuretheSsunderstandwhattheymean.Ssreadthepassageandcheck(√)thetruestatementsinactivity4onpage59individuallyandcheckwithapartner.

SteptwCallbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

PartIV:Dealingwithexpressions:1.besurprisedat对…感到惊讶

Tomwassurprisedattheresultoftheexam.

besurprisedto+v.

Tomwassurprisedtohearthenews.

2.besimilarto与…相似

Hisanswerissimilartomine.

3.befullof充满了…（强调状态）

Thebottleisfullofwater.

befilledwith用…装满（强调动作）

Thebottleisfilledwithwater.

4.haveagood/badtemper有好／坏脾气

MissLiisverykind.Shehasagoodtemper.

5.keepdoing一直做…

Hehaskeptworkingfor3hours.

6.although/though尽管(不能与but同时使用,但能与still,yet同用）

Although/thoughheisverypoor,hestilltrieshisbesttohelpothers.

7.worryabout担心…(v.phr.)

Theyworryabouttheirson’shealth.

beworriedabout担心…(adj.phr.)

Theyareworriedabouttheirson’shealth.

8.suchas（例如）

Helikessportsverymuch,suchasswimming,runningandsurfing.

PartV:Languageuse1.Exercise6onpage59intheTB.Direction:Ssdoitbythemselves.Let`sseewhocanfinishitassoonaspossible.2.(Givethestudentssometimetorecallwhatthey’velearnedinthisclass)FirstthinkbythemselvesThendiscussinpairsandfinallysharetheiranswerswiththeclass.PartVI:Homework:Exercise11onpage138intheWB.Period3:WritingAroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:1.Writeaboutone’stravelexperiences.Improvethestudents’writingability(难点).2.MakingaposteraboutEnglish-speakingcountries.(重点)

3.KnowsomethingaboutCathyFreeman.LearningstrategiesTop-downandInteractiveapproachanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:Helpstudentstorevisewhatislearntinlastmodule.Directions:

(1).Revisethewordsandphrases.(2).PuttheSs.inpairstopracticethedialogueandthetext.PartII:Writing

1.Task:Writeashortpassageaboutone’stravelexperiences

Directions

StepOne:Imaginethatyouarevisitingacity/townofChina.Writethreeplacesthatyouhavevisitedorthingsyouhavedonethere.SteptwNowwritealettertoafriendandtellthemwhatyouhavevisited.BeginandendtheletterlikeTony’s.Writeabout:thepeople/lifestyle/countryside/food/language/eventsduringthetripStepthree:Callbackafewexamplesfromthewholeclass.

Stepfour:Thensummarise

PartIII.Aroundtheworld

Task:LearnsomethingaboutCathyFreeman.Directions:

1.AsktheSs.tolookatthedifferentpicturesaboutCathyFreeman.

TelltheSs.somethingsabouthim.

2.ReadthetextandansweranyquestionstheSshave.

PartIV:ModuleTask

MakingaposteraboutEnglish-speakingcountries.

Directions:

1.Activities10and11onpage63.AsktheSs.tothinkaboutthreeplacesthattheyhavevisitedorthingsyouhavedonethere.2.Askthemtowritealettertoafriendandtellthemwhattheyhavevisited.BeginandendtheletterlikeTony’s.3.Circulateandmonitortheirproduction.

4.AsksomeSstoreadtheirletter.Givecommentsandencouragethem.

PartV:Recalling

Recallwhatwelearntoday.

PartVI:AtestDoEx.8onpage138andhandinimmediately.

PartVII:Homework:DotheSelf-assessmentonPage139intheworkbook.

Period4.Languageinuse

TeachingContent:Languageinuse

Keystructures:Therestrictiveattributiveclausewiththat(重点)TeachingAimsandDemands:1.Tosummariseandconsolidategrammarfocus:Therestrictiveattributiveclausewiththat2.Tosummariseandconsolidatetheexpressionsandvocabulary.Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.TeachingAids:Multi-Media(video,OHP,handout)TeachingProcedures:PartIRevisionHelpstudentstorevisewhatwaslearntin3periodsofthismodule.PartIILanguagepractice

Task1:TosummariseandconsolidatetheusageoftherestrictiveattributiveclausewiththatDirections

(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseofTherestrictiveattributiveclausewiththat.(2).AsktheSs.torepeatthesentencesinthebox.(3).Ask“Canyoumakeothersimilarexamples?”(4).FocustheSs’sattentiononthewaysinwhichtheyareformed.Task2:ToconsolidateTherestrictiveattributiveclausewiththat:

(1).Doactivity1onpage60and4and5onpage61.Grasptheuseofthestructure:(2).AsktheSs.tocallouttheanswersfromthewholeclass.(3).AsktheSs.toreadthecompletesentences.Task3:PractisetheconversationsinActivity5.

Directions:

(1).AsktheSs.toworkinpairstopractisetheconversations.

(2)Circulateandmonitortheirproduction,payingparticularattentiontoonpage60.PartIII:Revisethewordsthatwelearnedinthismodule:

Task1:6.Writethewordsinthecorrectcolumn.

Directions

1.ExplaintherulestotheSsandensurethattheSs.Knowwhattodo

LettheSsreadthroughthewords.

2.AsktheSstodotheactivityindividually.Thencheckwithapartner.

3.Collecttheanswers.

Task2:Completethepassagewiththecorrectformofthewordsinthebox.

Directions

1.LettheSsreadthroughthepassage.

2.AsktheSstodotheactivityindividually.Thencheckwithapartner.

3.Collecttheanswers.

Task3:.Haveadictation.LettheSshandinimmediately.

Directions

1.ExplaintherulestotheSsandensurethattheSs.Knowwhattodo

2.LettheSswritethewordstheteacherread.

3.LettheSshandinimmediately.

PartIV:Listenandnumberthephotos1-5intheorderthattheyaredescribed.

Directions

1.Playthetapewhiletheyjustlistenandfocusinactivity6onpage62.

2.Playthetapeagainforthemtocorrectandcheck.

4.Thencheckwithapartner.

5.Collecttheanswers.

PartV:Atest

Doactivity1onpage136intheWB.Let’sseewhocanfinishitassoonaspossible.

PartVI:Homework.

FinishalltheexercisesintheWB.

外研版初三英语下册Module7教案

每个老师需要在上课前弄好自己的教案课件，大家在认真写教案课件了。对教案课件的工作进行一个详细的计划，才能对工作更加有帮助！有多少经典范文是适合教案课件呢？以下是小编为大家精心整理的“外研版初三英语下册Module7教案”，仅供参考，欢迎大家阅读。

外研版初三下册Module7教案

MODULE7TEACHINGPLAN

Module7Eatingtogether

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

1）语言知识：

语音能根据意群正确朗读语句。

词汇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

语法复习被动语态。

功能谈论食物和饮食习惯。

话题以食物和饮食习惯为话题。

2）语言技能：

听能听懂有关饮食习惯方面的对话；运用记笔记的方法掌握细节信息。

说能够谈论聚会计划。

读能读懂有关介绍食物和饮食习惯的文章；根据相关信息预测下文；能评价文章和根据文中信息推断文章的深层含义。

写能够模仿课文写一篇关于中国食物和饮食习惯的短文。

演示与表达展示和介绍中国的饮食文化。

3)学习策略：

学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。

自学策略在文段中加深理解被动语态的意义、结构和用法。

合作学习策略交流健康饮食的窍门和经验。

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。

5)情感态度：

了解不同国家的饮食文化，保持中国饮食文化中良好的习惯，学习西方饮食习俗中好的方面。

6)任务：介绍自己的餐饮经历。

教学重点和难点：

重点：1．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，读懂含有被动语态的句子。

难点：正确介绍自己的餐饮经历。

教学方法

基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精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，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task—task-cycle—post-task。

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。

task-cycle：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，为完成任务做好铺垫。

post-task：达成任务，展示成果，反馈学习情况。

三、教材安排

根据学生学习英语的特点和规律，我们把本模块划分为4课时：

Period1:ListeningandVocabularyPronunciationandSpeaking

Period2VocabularyandReading

Period3.Languageinuse

Period4.WritingAroundtheworldModuleTask

注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』

Title:Module7Eatingtogether

Period1:ListeningandVocabularyandPronunciationandSpeaking

TeachingContent:ListeningandVocabularyandPronunciationandSpeaking

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabularyandphrases:finger,basket,bread,fork,knife,lemonade,pancake,serve,spoon,hold,hot,roll

Keystructure:Andeveryonehasbeentoldtoprepareatraditionaldishfromourowncountries.

It’smadewithchickenorporkandvegetables.(难点)

2.Listeningskill:Tounderstandtheconversationinvolvingtheuseofpassivevoice.(重点)

3.Speakingskill:Toaskandgiveinformationaboutone’sdietordiethabit.

Learningstrategies:

Bottom–upapproachandlisteningtothetapeanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:RecallwhatwehavelearnedinModule6.

Directions:

StepOne:Labelthepictureswiththephrases.

(1)ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.

(2)Askthemtolabeltheminthepicturesonthescreen.

(3)Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.

Steptwo:Talkaboutfoodanddiethabit.

PartII:Leadin:

Task1:Introducetothemthenewwords.

Directions:

StepOne:ReadthroughthenewwordsandphrasesandhavetheSs.repeatthemafteryouchorallyandindividually.

StepTwo:Askthestudentstotalkaboutthepicturesonthescreen.

StepThree:Collectsomedescriptionsinawhole-classsetting.

StepFour:PairtheSstodiscusswhatelsetheyknowaboutfood.

StepFive:Collectanyotherinformationtheycanprovidefromthemandlistthemontheboard.

Task2:Introducetothemaboutfoodanddiethabit.

Directions:

StepOne.Theteachercanshowthemthevideoabutfoodanddiethabit.

StepTwo:Freetalkaboutfoodanddiethabit.

PartIII:Listening

Task1:

StepThree:LookatthepartyinvitationandanswerthequestionsinActivity1onpage56.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.

Answers:

1.Apartyforstudentswhoarecompletingtheirsecondaryschooleducationthatyear.

2.Somethingwhichbelongstotheplacewhereyouliveorwhereyou’refrom.

3.Foodwhichyoucaneatwithyourhands---youdon’tneedknivesandforksorchopsticks.

4.Listentomusicanddance.

Task2:Activity2onpage57.Listenandanswerthequestions.

Directions:

Stepone:Readthroughthewordsintheboxwiththewholeclass,andhavethemrepeatthemchorallyandindividuallyifyoufeelitisnecessary.

StepTwo:Askthestudentstoreadthequestionstothemselves.

StepThree:playtherecordingoncewhiletheyjustlistenandfocus.

StepFour:playitagainforthemtoanswer;theycanthencheckwithapartner.

StepFive:playitoncemoreforthemtocomplete,checkandcorrect.

StepSix:callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.

Answers:

1.Inabasket.

2.Foodanddrinkforthefamilyandfortheparty.

3.Pancakesorpizza.

4.Grapes,breadandwine.

5.Lemonadeandpizza(ham,tomatoes,cheesetomakethepizza).

Task3:Listenandread

Directions:Playtherecordingwhilethestudentsfollowtheconversationintheirbooks.

Task4:activity4onpage57.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass.Youmaywanttocompleteatableontheboardastheygivetheanswers.

Answers:

DishMadewith

Bettyhamburgers(meat)cheese,breadroll

LinglingSuanlatangChickenorporkandvegetables

TonypizzaCheese,tomato,ham

Damingjiaozi(wedon’tknow,butprobablymeatoreggs,vegetables,flour)

Task5:Activity5onpage57.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersinawhole-classsetting.

Answers:

1.Ithinkhefeelspleasedandproud.

2.Athome.

3.Becausetheirschoolasksthestudents,nottheirrelatives,topreparethefood.

4.BecauseyoucaneatiteverywhereinEngland.

5.BecauseitisanItaliandishwhichwasn’tintroducedintoBritainthen.

PartIV:Languagepoints

1.Whatfoodanddrinkisforthefamily?

句中的foodanddrink看成一个整体，所以谓语动词用单数。再如：aknifeandfork;ahorseandcart等

2.Isupposeitcanbeheatedupintheschoolkitchen…

heatup意思是“加热”。再比如：

Fredaheatedupapieforme.

3.Andeveryonehasbeentoldtoprepareatraditionaldishfromourowncountries.

在这句话中，dish的意思是“烹制好的菜肴；一道菜；食品”。例如：

WhenIwasinItaly,Ihadawonderfulpastadish.

do/washthedishes表示“清洗餐具（包括盘子、杯子、碗等）”。例如：I’lljustdothedishesbeforewego.

4.Oh,soup’snogood.

这里nogood表示“没（或没什么、没多大）用处（或好处）”。例如：

Themovieisnogood,Ithink.There’stoomuchfighting.

It’snogoodworryingaboutthatnow.

nogood用法小结：

A．nogooddoingsth.

It’snogoodtalkingtohim—heneverlistens.

B.nogoodforsth.

Theseglassesarenogoodforwine.

C.nogoodtosb.

Acarisnogoodtome,sinceIcan’tdrive.

PronunciationandSpeaking

Task1:Listenandrepeat.

Directions:

StepOne:Askthestudentstoreadthroughtheexacttothemselves.

StepTwo:Playtherecordingwhiletheylistenandfollow.

StepThree:Playitagain,pausingatthebreaksforthestudentstorepeatitchorallyandindividually.

StepFour:Askthestudentstogetintopairstopractisesayingthepassage,helpingeachotherwithpronunciation.

StepFive:Circulateandmonitortheirproduction.

Task2:Workinpairs.Saythesentencesaloud.Makesureyoupauseaftereachsensegroup.

Directions:

StepOne:Askthestudentstostayintheirpairs.

StepTwo:Theyshouldtakeitinturnstoreadthepassage;thelistenershouldhelpthespeakertogetthepausesright.

StepThree:Circulateandmonitortheirproduction.

StepFour:Playtherecordingwhilethestudentslistenandfollow.

StepFive:Playitagain,pausingforthemtorepeatchorallyandindividually.

Task3:Activity8.Workinpairs.Makeplansforaparty.

StepOne:Askthestudentstogetintopairstomaketheirplans.

StepTwo:Askthestudentstomakenotesunderthethreeheadings.

Task4:Activity9.Workwithanotherpair.Talkaboutyourparties,andsaywhatplanshavebeenmade.

StepOne:Readthroughtheexampleswiththewholeclass.

StepTwo:Askthepairstoworkwithanotherpairandtelleachothertheirplans.

PartV:Atest

ListentothetapeandtranslatesomeofthesentencesintoChinese.

Homework:

Actouttheshortdialogueasfluentlyaspossible.

Period2VocabularyandReading

TeachingContent:VocabularyandReading

TeachingAimsandDemands:

1.Languageknowledge:

Newwords:Roman,saying,cheers,plate,explanation,cross,generally,over

Keystructure:Dinnerisservedaround7pmorevenlater.

Theforkisheldinyourlefthandandtheknifeinyourright,andfoodisheldwiththeforkandcutwiththeknife.(难点)

2.Readingskill:①Tohaveageneralideaofwhatthereadingpassagemainlytalksabout.

②Totrainreadingstrategiesincludingtakingnotesandscanning.(重点)

Learningstrategies:Interactiveapproach.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

HelpstudentstorevisewhatislearntinPeriodoneofthismodule.

Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.

PartII:Preparation

Task:Learnthenewwords.

Directions:Labelthepictureswiththewords.

(1)Readthroughthewordsinthebox.HavetheSs.Repeatthemafteryou.

(2)Ssmatchthepictureswiththewords.

(3)Callbacktheanswersfromthewholeclass.

(4)ShowtheSsthevideosofknivesandforksusedforfood.Askthem“Doyouknowwhattheyareusedfor?”

(5)Talkaboutthevideos.

PartIII:ScanningandSkimming

1.Task:ReadthepassageandcheckyouranswerstoActivity2.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

Answers:

1.b2.b3.a

2.Task:CompletethecolumnIntheWestwithnotes.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass.

Answers:

InthewestInChina

MealtimesLunch(after12,around1pm);dinner(7pmorlater)

ThingstosayAtthestartofameal:

inFrance:Bonappetit

inItaly:Buonappetit

inBritain:nothingissaid

inBritain:Cheers!

HowtoeatfoodMostfoodiseatenwithaknifeandfork.

BeingservedYoumaybeaskedtoserveyourself,orbeservedbyyourhost.

RefusingfoodPolitelysayyoucan’teatordon’twantanymore.

NumberofdishesFewerdishesareofferedthaninChina.

AttheendofthemealPeoplestayandtalkaroundthetable;it’srudetoleaveassoonasthemealisover.

3.Task:Readthepassageagainandanswerthequestions.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

Answers:

1)Youshouldeatwithaknifeandforkunlessitisfingerfood.

2)Youdon’tsayanything.

3)Ifyou’vebeengivensomethingyoudon’tlike.

4)ThatChinesepeoplethinkitisimportanttoofferlotsoffood.

5)InChinaamealisoverassoonaspeoplehavefinishedeating.IntheWest,peoplemightsitaroundthetableafterthey’vefinishedeating.

4.Task:Readthepassage.WhatarethemostsurprisingpiecesofinformationaboutmealsandeatingcustomsintheWest?

Directions:

StepOne:Askthestudentstodothisindividually,thencomparetheirideaswithapartner.

StepTwo:Callbacksuggestionsfromthewholeclass.

Answers:

Students’ownanswers.

PartIV:Dealingwithexpressions:

1.WheninRome,doastheRomansdo.这是一句谚语，意思“入乡随俗”。其中，as表示“正如，像……”。例如：

Whileinthechemistrylab,doasIsay,please.

AsImentionedinmylastletter,I’llbebackinTianjininJune.

请说出以下谚语的意思：

1)Likefather,likeson.

2)Donotcutdownthetreethatgivesyoushade.

3)Nopains,nogains.

4)Oncebitten,twiceshy.

5)Love,lovemydog.

Key:

1)有其父必有其子。

2)不要过河拆桥。/不要忘恩负义。

3）不劳无获。

4）一朝被蛇咬，十年怕井绳。

5）爱屋及乌。

2.Noonewillbecross.

这里cross是形容词，表示“生气的”。例如：

Theoldladywasreallycrosswhentheboy’sballbrokeherwindow.

Allright,youtwo,don’tgetcrosswitheachother.

Adam,Mummywillgetcrossifyoudoitagain.

Don’tgetcrosswithBill.

Cross作动词，表示“横穿，穿过；交叉”。例如：

Ittookthemtwomonthstocrossthedesert.

Shewassittingonthefloorwithherlegscrossed.

PartV:Languageuse

1.Exercise6onpage121inWB.

Direction:Ssdoitbythemselves.Let`sseewhocanfinishitassoonaspossible.

2.(Givethestudentssometimetorecallwhatthey’velearnedinthisclass)

FirstthinkbythemselvesThendiscussinpairsandfinallysharetheiranswerswiththeclass.

PartVI:Homework

Exercise7onpage122intheWB.

Period3:WritingAroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:

1.Writeapassageforatouristmagazinewithwesternreaderscalled:WheninChina,doastheChinesedo.(难点)

2.Describinganeatingexperience.(重点)

3.KnowsomethingaboutBirthdaypartiesintheUSA.

Learningstrategies：

Top-downandInteractiveapproachanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:Helpstudentstorevisewhatislearntinlastmodule.

Directions:

(1)Revisethewordsandphrases.

(2)PuttheSs.inpairstopracticethedialogueandthetext.

PartII:Writing

1.Task:CompletethecolumnInChinainActivity3withnotesaboutmealsandeatingcustomsinChina.

Directions：

Askthestudentstodothisindividually,thencomparewithapartner.

2.Task:Writeapassageforatouristmagazinewithwesternreaders.

Directions:新课标第一网

StepOne:Readthroughtheinstructionsandexampleswiththewholeclass.

StepTwo:Askthestudentstodothisindividually.

StepThree:Whentheyhavefinished,askthemtoexchangewritingwithapartnerforpeer-correctionoflanguageandcontent.

StepFour:Havesomestudentsreadtheirworkouttothewholeclass.

PartIII.Aroundtheworld

Task:LearnsomethingaboutBirthdaypartiesintheUSA.

Directions:

1.AsktheSs.toreadthepassagetothemselves.

TelltheSs.somethingsabouthim.

2.Asksomegeneralquestionssuchas“Whyare16thbirthdaypartiesimportant?”(Becauseit’sthefirststepinbecominganadult.)“Howdopeopleoftencelebrate?”(Withabigpartyorotherspecialevent.)

PartIV:ModuleTask

Describeaneatingexperience.

1.Task:Describeaspecialorunusualmealyouhaveeaten.

2.Task:Compareyourlistwithotherstudents.

Directions:

1.Readthroughtheinstructionswiththewholeclass.

2.Askthemtousethecuestodescribetheirspecial/unusualmeal.

3.Theycanthensharetheirexperiencewithapartner.

4.Callbacksomeexamplesfromthewholeclass.

PartV:Recalling

Recallwhatwelearntoday.

PartVI:Atest

DoEx.8onpage122andhandinimmediately.

PartVII:Homework

DotheSelf-assessmentonPage123intheworkbook.

Period4.Languageinuse

TeachingContent:Languageinuse

Keystructures:Theuseofpassivevoice(重点)

TeachingAimsandDemands:

1.Tosummarizeandconsolidategrammarfocus:Theuseofpassivevoice.

Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.

TeachingAids:Multi-Media(video,OHP,handout)

TeachingProcedures:

PartIRevision

Helpstudentstorevisewhatwaslearntin3periodsofthismodule.

PartIILanguagepractice

Task1:Tosummarizeandconsolidatetheusageofpassivevoice.

(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseof

thepassivevoice.

(2)AsktheSs.torepeatthesentencesinthebox.

Task2:Toconsolidatetheuseofpassivevoice:

(1)Doactivity1,2onpage60and4onpage61.Grasptheuseofthestructure:

(2)AsktheSs.tocallouttheanswersfromthewholeclass.

(3)AsktheSs.toreadthecompletesentences.

Task3:Activity3.Workinpairs.Lookatthepicturesandsaywhatyouthinkhappened.

Directions:

(1)AsktheSs.togetintopairstotellthestory.

(2)Theycanthengettogetherwithanotherpairtocomparetheirideas.

(3)Callthestorybackinawhole-classsetting.

Answer:

Thisisamodelanswer:

Amanwaseatingsnacksinarestaurant.Heputhishandintothebowl,butdidn’tnoticeabeeinit.Hepickedupthebeewiththesnacksandputthemintohismouth.Thebeestunghiminhisthroatashewasswallowingthesnacks.Latertherestaurantwascloseddownbecausehundredsofbeeswerefoundinthekitchenbyfoodinspectors.

Task4:Activity5.Answerthequestionsaboutthewordsinthebox.

Directions:

(1)Readthroughthewordsintheboxwiththewholeclass;askthemtorepeatthemchorallyandindividuallyifyoufeelitisnecessary.

(2)Askthestudentstodothisactivityindividually,thencheckwithapartner.

(3)Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

Task5:Activity6.Workinpairsandanswerthequestions.

Directions:

(1)Askthestudentstoanswerthequestionsindividually.

(2)Thenaskthemtogetintopairstoaskandanswerthequestionsofeachother.

Task6:

Activity7.Listenandmatchtheconversationswiththepictures.

Directions:

(1)Askthestudentstolookatthepictures.

(2)Playtherecordingwhilethestudentsjustlistenandfocus.

(3)Playitagainforthemtoanswer;theycanthencheckwithapartner.

(4)Playitoncemoreforthemtocomplete,checkandcorrect.

(5)Callbacktheanswersfromthewholeclass.

Task7:

Activity8.Listenagainandchoosethecorrectanswer.

Directions:

(1)Askthestudentstodothisindividually,thencheckwithapartner.

(2)Callbacktheanswersfromthewholeclassascompletesentences.

Task8:

Activity9.Readtheemailandanswerthequestions.

Directions:

(1)Askthestudentstodothisindividually,thencheckwithapartner.

(2)Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

PartⅢ:Atest

Doactivity1onpage120intheWB.Let’sseewhocanfinishitassoonaspossible.

PartIV:Homework

FinishalltheexercisesintheWB.

2015九下英语Module7Englishforyouandme教案（外研版）

Module7Englishforyouandme

Module7的主要内容为通过对英语的学习情况的讨论和对英语语言发展的介绍来复习状语从句和动词不定式。从全书来看，本模块是对以前状语从句和动词不定式知识的归纳，具体结合学生的学习情况来展开，贴近实际情况，学生易于理解。

Unit1HaveyoueverbeentoanEnglishcorner?

Knowledgeobjective

Words:achieve,including,speaker

Abilityobjective

能听懂和阅读关于英语学习情况的对话，能通过相关词汇或图片描述自己和他人的英语学习活动；能编写关于英语学习的对话。

Moralobjective

学会倾听他人的英语学习经历，了解他人的学习过程中的快乐和苦恼；养成关心、帮助他人的良好品质。

1.including的运用。

2.日常英语的使用。

PWPmethod,task-basedmethodandinteractiveapproach

Ataperecorder,multimediaandsomepictures

TeachingProcedures:

Step1Warmingup

Sslookatthepicturesandanswerthequestions.

Step2Lookandanswer

Lookatthephotosandanswerthequestions.

Whichismoredifficult…

1speakingtoyourclassmatesorspeakingtopeoplefromtheUKortheUS?

2doingEnglishexercisesorreadingEnglishstories?

3understandingwrittenEnglishorspokenEnglish?

Step3Listening

ListentoPart2andchoosethecorrectanswer.

1.HowhasTony’sdadmadeprogressinlearningChinese?

a)Hehasbeentoclasses.

b)Hehaspractisediteveryday.

c)Hedidnotdoanythingspecial.

2.AccordingtoTony’sdad,whatdoyouneedtodotobegoodataforeignlanguage?

a)Youneedtobeverybright.

b)Youneedtoworkhard.

c)Youneedtogotoclasses.

3.WhatdoesTony’sdadthinkaboutChinese?

a)ItiseasierthanEnglish.

b)ItismoredifficultthanEnglish.

c)ItisaseasyasEnglish.

Step4Reading

1.ReadthepassageanddecidewhomightagreewiththefollowingsentencesandwriteBforBettyandLforLinging.

1)Englishmaynotbedifficulttolearnaslongasyoukeepontrying.______

2)Chinesemaybemorepopularinthefuture._____

3)LearningEnglishcanbealotoffun._____

4)Englishismyfavouritesubjectatschool._____

2.Readthepassageagainandcompletethesentencesinyourownwords.

1)SomepeoplethinkEnglishisdifficulttolearnbecause_______________________.

2)You’llfindalotoffuninlearningEnglishif______________________________.

3)YoucangotoanEnglishcornerif________________________________________.

4)ItisgoodtomeetotherspeakersofEnglish,although_________________________.

5)LinglingdoesnothavetogotoanEnglishcornerbecause_______________________.

Step5Languagepoints

SsshouldmasterthemainpointsfromthepassageinPart2.Ifpossible,letthestudentstosayatfirst.

1.IthinkI’veachievedalot.

achieve是动词，表示“成功，实现”。

名词为achievement.

e.g.Hehasachievedhisdreamalready.

他已经实现了他的梦想。

2.It’salsothesubjectthatI’mbestat,althoughmyspokenEnglishisnotthatgood.

that是在这里是副词，表示“那么，那样”。例如：

e.g.Don’tworry.Thesituationisnotthatbad.

别着急，情况没那么遭。

3.YoumeanthoseclubswherepeoplegotopractisetheirEnglish?

youmean表示“你是说…”。常用于口语中，用于核实你是否听懂了某人所说的话或对事实进行澄清。

e.g.—DoyourememberJane?

你还记得简吗？

—ThewomanwemetinScotland,youmean?

你指的是我们在苏格兰见到的那位女士吗？

Youmeanwe’resupposedtotellyouifwewanttoleaveearly?

你是说，如果我们想早些离开就应该告诉你，是吗？

动词mean在口语中还有很多其他的用法，请看下面的句子。

I’lltakethatsandwichawayifyoudon’teatitproperly-Imeanit!

你要是不好好吃，我就把三明治拿走—我是认真的！（表示“对某事是认真的”）

SeewhatImean?Everytimeshecallsmeupshewantsmetodosomethingforher.

懂我的意思吗？她每次给我打电话都是想让我给她做事。（表示“意指，意思说”）

I’msorry,butIdidn’tmeanit.对不起，我不是有意的。（表示“有意，故意”）

4.IalwaysthoughttheywereforpeoplewhospeakgoodEnglishalready.

在这个句子中，thought表示“原以为（但实际并非如此或现在不那样认为了）”。

e.g.Ithoughthewashonest,butIwaswrong.

我原以为他是诚实的，但我错了。

5.Buttheywerehappytotry,andotherpeople,includingsomeEnglishspeakersfromtheUKandtheUS,werehappytotalktothem.

speaker表示“说某种语言的人”。

includingprep.包括；包含。

e.g.Mymotherboughtabagoffood,includingsomemeatandvegetables.

我妈妈买了一袋食品，包括一些肉和蔬菜。

Step6Practice

1.Completethequestionswiththecorrectformofthewordsinthebox.

achieveprogressrequirespeaker

1)Howmuchhaveyou_________thisyearinEnglish?Haveyoumademuch_________?

2)HowcanyougetmorepracticewithEnglish_________fromtheUKandtheUS?

3)Whatdoesit________tolearnEnglishwell?Readthequestionscarefully.

2.Nowaskandanswerinpairs.

1)HowmuchhaveyouachievedthisyearinEnglish?Haveyoumademuchprogress?

2)HowcanyougetmorepracticewithEnglishspeakersfromtheUKandtheUS?

3)WhatdoesitrequiretolearnEnglishwell?

Step7Pronunciationandspeaking

1.Readandpredictwhichwordsthespeakerislikelytostress.

Englishisdifficulttolearnatthebeginning.Butifyoukeeptrying,youcanmakeprogressquicklyandfindalotoffuninlearningit.IhopeIcancontinuetomakeprogressnextyear.

2.Nowlistenagainandrepeat.

3.ReadtheparagraphinActivity6aloud.

Englishisdifficulttolearnatthebeginning.Butifyoukeeptrying,youcanmakeprogressquicklyandfindalotoffuninlearningit.IhopeIcancontinuetomakeprogressnextyear.

4.Readtheparagraphaloudtomakesureyoustresstheimportantwords.

Well,IwenttoanEnglishcorneronce,andthereweresomepeoplewhodidn’tspeakEnglishverywell.Buttheywerehappytotry,andotherpeople,includingsomeEnglishspeakersfromtheUKandtheUS,werehappytotalktothem.

5.Nowlistenandcheck.

Step8Talking

TalkaboutyourprogressinEnglishinpairs.UseyouranswersinActivity5tohelpyou.

—Doyouthinkyou’vemadeanyprogressinEnglishthisyear?

—Yes,Ido.I’velearntalotofnewwords,although…

Step9Exercises

Letstudentsdomoreexercisestomasterthelanguagepoints.

1.Ihave_____alotinsciencethismonth.

A.achievedB.required

C.spokenD.said

2.Hegavesomeimportantadvice,_____howtocommunicatewithothers.

A.andB.or

C.includingD.but

3.It’susefultotalkwithforeign_____whenyouarelearningEnglish.

A.speakB.speaker

C.speakorD.spoke

4.—Howisyourmaths?

—I’vemademuch______thisyear.

A.progressB.progressesC.aprogress

Step10Homework

HowdoyoulearnEnglish?Writeapassagetotellus.

Unit2WeallownEnglish.

Knowledgeobjective

Keyvocabulary—boss,secretary,industry,zero,Indian,type

Keystructures—aquarterof,togetherwith,atleast,eventhough

Abilityobjective

TogetinformationaboutEnglishintroduction.

Tomastertheinfinitives.

Moralobjective

Tobegladtolearnaboutothers’happinessorsadnessinlearningEnglish.

Tobegladtohelpotherswhentheyareintroubleinlearning.

1.Tolearnsomeexpressionsinthepassage.

2.Tolearntheinfinitives.

1.Togetinformationfromthearticle.

2.Theuseof“thereasonwhy…isthat…”.

PWPmethod,task-basedmethod

Ataperecorder,multimediaandsomepictures

TeachingProcedures:

Step1Warmingup

Lookatthepicturesandanswerthequestions.

Isthereaforeignteacheratyourschool?

HaveyouevergonetoanEnglishcorneratschool?

Didyoumeetforeignerswhenyouwenttoplacesofinterest?

IsEnglishspokenbymostpeopleintheworld?

Step2Newwords

Lookandsay.Theteachershowsthepicturesofnewwordsandletthestudentstosayasquicklyaspossible.

Step3Pre-reading

Workinpairs.Talkaboutthephotosontherightandonthenextpagetosaywheretheyareorwhatlanguageyoucansee.

Step4Listening

ListentoPart2andanswerthequestions.

1.IsEnglishusedasaworkinglanguage?

2.WheredoesEnglishborrow“tofu”from?

Step5Reading

1.Readthepassageandanswerthequestions.

1)HowmanypeopleintheworlduseEnglish?

2)HowdidEnglishbecomeaninternationallanguage?

3)WhendoyouthinkChinesewillbecomeaninternationallanguage?

4)WhoownsEnglish?

Keys:1)About400millionpeople.

2)Inthenineteenthcentury,Englishbecamethelanguageofworldtrade.Andinthetwentiethcentury,theUSspreadEnglishtotheworldthroughnewspaper,televisionandfilms.

3)Bythemiddleofthetwenty-firstcentury.

4)Everyonewhospeaksit.

2.Matchtheideaswiththeparagraphs.

a)Chinesemaybethenextworldlanguageinthefuture.

b)Englishisthemostimportantinternationallanguagetoday.

c)Englishspreadthroughtradeandthemedia.

d)WeallownEnglish.

e)Englishhasborrowedmanywordsfromotherlanguages.

Keys:4,1,2,5,3

Step6Completethequestionswiththewordsinthebox.

Readthequestionsfromthebeginningtotheendcarefully.

bossIndiaquartersecretaryzero

Choosetherightwordstofillintheblanks.

1.Doesaprivate________workforamanagerorateacher?

2.Doesa(n)______lookafterofficeworkersorworkalone?

3.Whatarethepeoplewholivein_____called?

4.Howmanytimesdoes______appearin1,000and1,000,000?

5.If1.75billionisa(n)_______oftheworld’spopulation,what’sthewholepopulationoftheworld?

Keys:secretary,boss,India,zero,quarter

Step7Groupwork

Askandanswerthefivequestionsinpairs.

1.Doesaprivatesecretaryworkforamanagerorateacher?

2.Doesabosslookafterofficeworkersorworkalone?

3.WhatarethepeoplewholiveinIndiacalled?

4.Howmanytimesdoeszeroappearin1,000and1,000,000?

5.If1.75billionisaquarteroftheworld’spopulation,what’sthewholepopulationoftheworld?

Step8Learningtolearn

LetSsmasterthemethodsofattractingreaders’attention.

Toattractreaders’attention,thewriteroftenbeginsacompositionwithquestionsandthenanswersthem.Youcandothesamewhenwritingyourowncomposition.

Step9Languagepoints

1.Englishisnowusedbynearlyaquarteroftheworld’spopulation.

quarter四分之一

aquarterof………的四分之一

e.g.Aquarterofthestudentsareplayingfootballontheplayground.

2.ThereasonwhyEnglishisspokeneverywhereisthatinthenineteenthcentury,Englishbecamethelanguageofworldtrade.

Thereasonwhy…isthat………的原因是……

e.g.Thereasonwhyhedoesn’tcomeheretodayisthatheisill.

3.WilltheimportanceofEnglishlast?

theimportanceof……的重要性

e.g.Weallknowtheimportanceofstudying.

4.AsChinacontinuestogrow,manypeoplethinkthatChinesewillbecomeascommonasEnglishbythemiddleofthetwenty-firstcentury.

as随着……

as…as…和……一样……表原级比较

e.g.Theoldmanisasstrongasayoungman.

5.MoreandmoreschoolsinEuropeareteachingChineseasaforeignlanguage,togetherwithsomeEuropeanlanguages.

togetherwith…与……一起，连同

e.g.Hecollectscoins,togetherwithstampsandpostcards.

MrSmithtogetherwithhissonisgoingtoShanghainextweek.

6.EventhoughwespeakdifferenttypesofEnglish,weallpartofaninternationalclub.

eventhough虽然，尽管

e.g.Eventhoughheisexcellent,hestudyhard.

Step10Writing

WriteacompositioncalledThefutureofChinese.

Writenotesaboutthefollowingquestions:

HowmanypeoplespeakChineseinChina?

HowmanypeoplespeakChineseoutsideChina?Wherearethey?

WhoislearningChineseoutsideChina?

DoyouthinkpeoplewillspeakChineseasaninternationallanguageinthefuture?Why?

Basedonyournotes,decideifChinesewillbecomemoreimportantinfuture.Writeanintroductiontostateyourpointofview.

Organizeyournotesintosentencesandparagraphs.Usefactstosupportyouropinions.

Finishyourcompositionwithaconclusion.

Step11Exercises

1.Thereason____youhearthesoundfirstisthatthesoundtravelsfasterthanthelight.

A.thatB.where

C.whichD.why

2.MrSmithtogetherwithhisstudents____havinganEnglishclass.

A.beB.isC.areD.am

3.Iknow____twowaystoimproveyourlivingsituation.

A.atlastB.atleast

C.atfirstD.attheend

4.Therearedifferent____offood,helpyourself.

A.kindB.bag

C.typesD.taste

Keys:D,C,B,C

Step12Homework

WriteacompositionabouthowEnglishbecameaninternationallanguage.

Unit3Languageinuse

Knowledgeobjective

Getthestudentstobeabletousethekeyvocabularyandnewwordstheylearninthisunit.

Abilityobjective

Tosummarizeandconsolidatetheadverbialclausesandinfinitives.

Moralobjective

Tobegladtolistentoothers’Englishlearningexperiencesandhelpothersintrouble.

Tobeproudofourlanguageusedbythelargestnumberofpeopleintheworld.

Tobeabletowritewiththeadverbialclausesandinfinitives.

Throughlistening,speakingandwriting,letstudentspractisetheadverbialclauses

andinfinitives.

PWPmethod,task-basedmethod

Ataperecorder,multimediaandsomepictures

TeachingProcedures:

Step1Revisionandlead-in

LetSslookatthepicturesandanswerthequestionstoreviewwhattheyhavelearnt.

HaveyoueverbeentoanEnglishcorner?

HaveyouevergivenatalkinEnglish?

HaveyoueversunganEnglishsongforyourclassmates?

HaveyouevertalkedwithaforeignerinEnglish?

Haveyoueverbeenamemberofadramaclub?

Step2Languagepractice

Topractisetheuseofadverbialclausesandinfinitivesbyfillingtheblanks.

It’salsothesubjectthatI’mbestat,althoughmyspokenEnglishisnotthatgood.

IcanspeakEnglishwithyouwheneverwemeet.

AsChinacontinuestogrow,manypeoplethinkthatChinesewillbecomeascommonasEnglishbythemiddleofthetwenty-firstcentury.

IhopeIcancontinuetomakeprogressnextyear.

TheBritish,theIndiansandtheChineseallhelp(tomake)itarichlanguage.

Step3Grammar

状语从句

使用状语从句有两点要注意：一是状语从句中连词的选用，二是条件状语从句中的时态。

1.状语从句中连词的选用。

状语从句中连词的选用是由句子所表达的逻辑意义决定的。只要知道各种连词的意思和功能就能正确使用。

常用的有：

(1)时间状语从句连词：when,while,as,before,after,until,assoonas等。

例如：MyfathertookthephotoswhenwelivedinHongKong.You’renotgoingoutuntilyou’vefinishedthis.

(2)地点状语从句连词：where

例如：Wemustcampwherewecangetwater.

(3)条件状语从句连词：if

例如：Ifheleavesthevegetableswiththegoat,thegoatwilleatthem.

(4)比较状语从句连词：than,as

例如：ThecostoftherepairswasalotofcheaperthanIthought.

(5)目的状语从句连词：sothat,inorderthat

例如：I’vebroughtsomephotossothatyoucanseewhatBritainlookslike.

(6)原因状语从句连词：because,since,as

例如：Markcouldnotcomebecausehehadtowork.

(7)结果状语从句连词：so…that…

例如：Hegotupsolatethathemissedthefirsttrain.

(8)让步状语从句连词：although,though

例如：Althoughthecarisold,itstillrunswell.

2.条件状语从句中的时态

在条件状语从句中，如果主句的时态是一般将来时，从句一般用一般现在时。

例如：Ifitrainstomorrow,wewillplayinside.

不定式

1.作动词宾语

放在谓语动词之后的不定式作谓语动词的宾语。

如:wanttodosth.,agreetodosth.,decidetodosth.等结构。

例如：

IdecidedtojoinsomestudentclubsandtakepartinasmanyactivitiesasIcould.

NormanBethumewantedtohelptheChinesepeople,sohecametoChina.

2.作宾语补足语

不定式作宾语补足语是指v.+名词/代词+(to)dosth.结构中的不定式。变否定时只需在不定式前加not，其中的to在某些动词后面需省略。

例如：Itoldthemtostop,buttheywouldn’t.

Theyaskedmetoleave.

MissSmithmadetheboysstayinafterschool.

Let’snotargueaboutit.

3.作目的状语

不定式还可以作目的状语。不定式作目的状语时，可以放在句末和句首。

例如：Hegotupatfiveo’clocktocatchtheearlybus.

Towatchbaseball,youneedtogototheYankeeStadium.

Step4Completethesentenceswiththewordsorexpressionsinthebox

1.Theteachergivesanexamplefirst.

2.LetSsreadandcompletethesentenceswiththewordsorexpressions.

afteralthoughbecausebeforeif

sothatso…thatwhenwhile

1)ManyConfuciusInstituteshavebeensetuparoundtheworld________moreandmorepeoplewanttolearnChinese.

2)Frenchwasmorepopular_________Englishbecameimportantinthenineteenthcentury.

3)Iwillmakegreatprogress_______youhelpmelearnEnglish.

4)TonyfindswritingChinesereallydifficult,_________hecanunderstandandspeakChineseprettywell.

5)Englishspreadmorequicklyallovertheworld_______televisionwasinvented.

6)IadviseyoutogotoanEnglishcorner________youcanimproveyourlisteningandspeaking.

7)Englishhasbecome_______importantininternationalcommunication________schoolsinChinaandmanyothercountriesteachthelanguage.

8)InordertoimprovehisEnglish,myuncletookeverychancetotalktopeopleinAustralia

______hewasworkingthere.

9)IstartedlearningEnglish_______Iwassevenyearsold,rightonmybirthday.

3.Nowworkinpairstochecktheanswers.

Keys:becausebeforeifalthoughaftersothatsothat

when/whilewhen

Step5Completethesentenceswiththecorrectformofthewordsinbrackets

1.Readthesentencescarefully.

1)Manypeoplewant_________(study)Englishsotheycangetagoodjob.

2)Iaskedmyteacher_________(give)mesomeextraEnglishhomework.

3)Youneed__________(practise)speakingeverydayifyouwanttoimproveyourspoken

English.

4)Jennylearnt_____________(speak)EnglishwellwhileshewasinCanada.

5)Englishiseasy__________(learn)ifyoupractiseandreviseeveryday.

2.Fillintheblankswiththecorrectformofthewordsinbrackets.

Keys:tostudytogivetopractisetospeaktolearn

Step6Discussing

Readtheremarksanddiscussthequestionsinpairs.

MeghasachievedaveryhighlevelofEnglishthisyear.Sheisabrightandhard-workingstudent,andweareveryproudofheratthisschool.

1.Whohasdoneverywellatschool?

Keys:Meghasdoneverywell.

Nedneedstomakeanefforttoimprovehishandwriting.Allheneedsisafewminutesoniteveryday.Ifhepractisesit,hishandwritingwillcertainlyimprove.

2.WhatdoesNedneedtodoinordertogetbetterathandwriting?

Key:Heneedstopractiseforafewminuteseveryday.

Tobyseemsnottobeasinterestedinschoolworkasheisinsport.Hewillmakegoodprogressinallhissubjectsifheworksharder.

3.WhatdoesTobyenjoy?Doeshelikeschoolworkasmuchasthis,orlessthanthis?

Keys:Heenjoyssport.Helikesschoolworklessthansport.

Step7Completetheconversationwiththecorrectformofthewordsinbrackets

1.Readtheconversationcarefully.

Teacher:Beforewestartthelesson,everyone,isthereanythingyou’reworriedaboutorneedhelpwith?

StudentA:Yes,I’mworriedaboutmyhandwriting,becauseitisn’tgood.

Teacher:Goodhandwriting(1)___________(require)alotofpractice.Youneed(2)_________

(practise)writingthelettersandjoiningthemtogether.Ifyouworkhard,youcan

(3)___________(improve)it.Isthereanyoneelsewithaproblem?

StudentB:Iwant(4)__________(achieve)highermarksinspelling.It’ssodifficult.

Teacher:Yes,Englishspellingisdifficult.Youneedtohaveagoodknowledgeofthewaythatwords

are(5)____________(write).Forexample,rememberthattheword“letter”hasdouble“t”

init.

StudentC:Ihaveaquestion.CantheInternethelpusimproveourEnglish?

Teacher:Yes,ofcourse.TheInternethashelped(6)______________(spread)Englisharoundtheworld.Therearealotofgoodwebsitesthatyoucanlearnfrom.Someofthemcanevenhelpyoupractiseyour(7)_______(speak)English.Now,insteadofworrying,let’sgoonwiththelesson.

2.Nowcompletetheconversationwiththewordsinthebrackets.

Keys:requirestopractiseimprovetoachievewritten(to)spread

spoken

Step8Reading

Readthepassageandchoosetherightanswer.

1.Inthepast,peoplelivingin____spokeEnglish.

a)allofBritainb)apartofBritain

c)allofFranced)mostoftheworld

2.Englishisaworldlanguagebecause____.

a)fivebillionpeoplespeakit

b)manypeoplearelearningit

c)peoplestoppedspeakingLatin

d)speakersofmanydifferentlanguagesuseit

3.Peoplefinditdifficulttoimaginethat__.

a)FrenchwasmoreimportantthanEnglish

b)Englishwillalwaysbeimportant

c)Englishmightbelessimportantinfuture

d)Latinwasusedasacommonlanguageformanycenturies

4.Manypeopletodayarelearning__.

a)Chinese,SpanishorFrench

b)Chinese,LatinorEnglish

c)Chinese,EnglishorLatin

d)Chinese,SpanishorArabic

Keys:b)d)c)d)

Step9Listening

1.Listenanddecidewhatthepassageisabout.

a)AnEnglishlearningwebsite.

b)AnEnglishmagazine.

c)AnEnglishlanguageteacher.

Keys:a)

2.Listenagainandanswerthequestions.

1)WhatcanmoststudentseasilyfindtopractisetheirEnglish?

2)Whathasbeendevelopedtohelpstudentsgetthepracticetheyneed?

3)Whycanstudentsgetalotofspeakingpractice?

4)DostudentsneedtouseanInternetprogram,iftheywanttojointhecourse?

Keys:Books,CDsandonlinecourses.

AwebsitecalledNowtalk!hasbeendeveloped.

Becausethereareonly4studentsfor1teacher.

Yes,theyneedtouseSkypeiftheywanttojointhecourse.

Step10Aroundtheworld

Learnaboutaninventedlanguage.

Aninventedlanguage

Sincethetwelfthcentury,peoplehavebeeninventinglanguages,inthehopethataworldlanguagewouldeasehumancommunication.Onlyoneoftheseinventedlanguageshasenjoyedanysuccess,though.ItiscalledEsperanto.ItwasinventedbyaPolishmannamedZamenhof.HislanguageisbasedonLatin,GermanandGreekvocabulary.Eachletteralwaysmakesthesamesound,andthegrammarrulesaresimple.

AlthoughEsperantoisspokenbyabouttwomillionpeopleandathousandofthemhavelearntitasafirstlanguage,itisunlikelytobecomeaworldlanguage.

Step11Writing

1.TalkaboutwhatproblemsyouhaveinlearningEnglishingroup.

listeningspeakingreadingwriting

vocabularygrammarculturalknowledge

2.Givetipsforsolvingtheproblems.

3.Makealistofthetipsandputthemonaposterforotherstoread.

Step12Exercises

DosomeexercisesanddrawtheanswersfromtheSs.

1.Ourteacheroftentellsus_____intheriver.It’sdangerous.

A.don’tswimB.notswimC.nottoswim

2.Paulmadeanicecage____thelittlesickbirdtillitcouldfly.

A.keepB.kept

C.keepingD.tokeep

3.Itwastimeforclass.Mr.Kingaskedallthechildren___________downquietly.

A.sitB.sat

C.tositD.sitting

4.Ifit______raintomorrow,we’llgohiking.

A.won’tB.doesn’t

C.don’tD.didn’t

Keys:CDCB

Step13中考链接

Dosomeexercisesfromtheentranceexamtoseniorhighschools.

1.—IwanttoknowifMaria___usinthefashionshowtonight.

—Ibelieveifshe__herhomework,shewilljoinus.

A.joins;finishesB.willjoin;finishes

C.joins;willfinishD.willjoin;willjoin

2.—Excuseme,couldyoupleasetellmeifthesportsmeeting______ontime?

—Hardtosay.Ifit____tomorrow,we’llhavetoputitoff.

A.willhold;rainsB.willbeheld;rains

C.willbeheld;willrainD.holds;willrain

3.—Whatareyougoingtodowhenyougrowup?

—Asinger,butmyparentswishme____ateacher.

A.amB.tobe

C.willbeD.be

4.AlltheChinesepeoplemustworkhard________ChinaDream.

A.torealizeB.realizeC.realizing

5.—Comeandjoinus,Betty!

—I’mafraidIcan’t.I’mtoobusynow.IfI______time,Iwouldcertainlygo.

A.haveB.havehad

C.willhaveD.had

6.Ifwe______takeenvironmentalproblemsseriously,theearth_______worseandworse.

A.don’t;willbeB.won’t;isn’t

C.won’t;isD.don’t;won’tbe

7.IfImakealotofmoneyI___givesometomedicalresearchorcharities.

A.amgoingtoB.can

C.willD.should

8.EatinganddrinkingonBeijingsubwayisnotallowed.Ifyou______therule,you’llfaceafine(罚款)ofupto500yuan.

A.brokeB.break

C.willbreakD.havebroken

9.Ialwaystellmystudents_____ontheroadbecauseit’sreallydangerous.

A.nottoplayB.toplaynot

C.notplayingD.notplay

10.—Ididn’thearyoucomeinjustnow.

—That’sgood.Wetried______anynoise,foryouweresleeping.

A.notmakeB.nottomake

C.tomakeD.making

Keys:BBBADACBAB

Step14Homework

给Tom写一封信，介绍一下你班的英语角的情况。并邀请他下周来参加英语角的活动。60词左右。

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