“ToðəLighthouse”通过精心收集，向本站投稿了12篇MODULE 7 TEACHING PLAN 教案 (外研版英语九年级)，以下是小编收集整理后的MODULE 7 TEACHING PLAN 教案 (外研版英语九年级)，仅供参考，希望对大家有所帮助。
篇1：MODULE 7 TEACHING PLAN 教案 (外研版英语九年级)
MODULE 7 TEACHING PLAN
Content：Module 7 Australia
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 have a look at, similar to, full of , water sports
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：
Period 1: Listening and Vocabulary & Pronunciation and Speaking
Period 2 Vocabulary and Reading
Period 3. Language in use
Period 4. Writing& Around the world &Module Task
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: Module 7 Time off
Period 1: Listening and Vocabulary and Pronunciation and Speaking
Teaching Content : Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: hand, have a look at , alongside
Key structure: The attributive clause with that (难点)
2. Listening skill: To understand the conversation involving the use of restrictive attributive clause.(重点)
3. Speaking skill: To ask and give information about one’s travel experiences or competition experiences. Improve the students’ speaking ability.
Learning strategies:
Bottom –up approach and listening to the tape and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Recall what we have learned in Module 6.
Directions:
Step one: Label the pictures with the phrases.
(1). Read through the phrases in the box and have the Ss. Repeat them after you.
(2).Ask them to label them in the pictures on the screen.
(3).Make some sentences with the phrases. Ask students to speak out as many as they can.
Step two: Talk about Save our world. g.
When are you going to write about environmental education?
If we don’t the future is hopeless.
It’s wasteful to throw away paper and metal.
Reuse means “use again”.
Every class collects reusable waste.
Part II: Lead in:
Task 1 : Introduce to them the new words .
Directions:
Step one: Read through the new words and phrases and have the Ss. repeat them after you chorally and individually.
Step two: Ask the students to talk about the pictures on the screen.
Step three: Collect some descriptions in a whole- class setting.
Step four: Pair the Ss to discuss what else they know about Australia.
Step five: Collect any other information they can provide from them and list them on the board.
Task 2: Introduce to them about Australia.
Directions:
Step one. The teacher can show them the video abut Australia.
Step two: Free talk about Australia.
Part III: Listening
1. Task:. Step three: Listen and answer the questions in Activity 1 on page 56.
Directions:
Step one: Let the Ss read through the questions in Activity 1 on page 56.
Make sure the Ss. understand the questions.
Step two: Play the recording and have them listen.
Step three: Play the recording again and have them write the answers individually.
Step four: Play the recording and have them check their answer with a partner.
Step five: Call back the answer from the whole class.
2..Task: activity 4 on page 57.
Directions:
Step one: Play the recording again and have them complete in Activity 4. Have them check their answers with a partner
Step two: Play the recording again .Have them check their answers with a partner
Step three: Call back the answer in a whole- class setting.
3. .Task: Listen and read:
Directions:
Step one: Play the recording and ask the Ss. to listen and read the conversation.
Step two: Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.
Step three: Put the Ss. into groups of 2 to practise the dialogue.
Step four: They should repeat it several times, changing the roles each time.
4.Task: activity 5 on page 57.
Directions:
Step one: Read through the questions with the Ss.
Step two: Have them answer the questions in Activity 5.
Step three: Call back the answers in a whole- class setting.
5. Task: activity 6 on page 57.
Directions:
Step one: Read through the sentences with the Ss.
Step two: Have them complete the sentences in their own words in Activity 6.
Step three: Call back the answers in a whole- class setting.
Part IV: Pronunciation and Speaking
Task 1 : Listen and repeat the sentence
Directions:
Step one: Play the recording and ask the Ss. to listen to the sentences and repeat the sentences.
Step two: Play the recording again and have the Ss repeat chorally and individually.
Step three: Pair them to practise and sum up.
Task 2 : Make notes about the best things you saw there.
Directions:
Step one: Think of somewhere you have visited and which you liked. Make notes about the best things you saw there.
Step two: Now work in pairs. Ask and answer questions about the place you have chosen.
Step three: Say what it’s called.
Say where it is .
Say what special details it has.
Part V: A test
Listen to the tape and translate some of the sentences into Chinese.
Homework
Act out the short dialogue as fluently as possible.
Period 2 Vocabulary and Reading
Teaching Content: Vocabulary and Reading
Teaching Aims and Demands:
1. Language knowledge:
New words: grape, ham, lamb, outback, sheep, spirit, wine, surfing, helicopter, purple, similar, ours, especially, cricket, rugby, sunshine, full, expression, mate, temper, lifestyle
Key structure: The restrictive attributive clause with that (难点)
2. Reading skill: ①To have a general idea of what the reading passage mainly talks about.
② To train reading strategies including taking notes and scanning. (重点)
Learning strategies: Communicative approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
1. Help students to revise what is learnt in Period one of this module.
Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.
2. Revise the attributive clause with that.
Part II : Preparation
Task: Learn the new words.
Directions: Label the pictures with the words.
(1). Read through the words in the box. Have the Ss. Repeat them after you.
(2).Ss match the pictures with the words.
(3). Call back the answers from the whole class.
(4) Show the Ss the videos of Australia. Ask them “Do you know these places?”
(5) Talk about the videos.
Part III: Scanning and Skimming
1.Task: Read the passage and check your answers to Activity 2.
Directions:
Step one: 2. Look at the words in the box in Activity 1. Guess what Tony is going to say in his letter.
Step two: Ss read the passage and discuss with their partner.
Step three: Call back the answers from the whole class, having individuals read out the answers
2. Task: Read the passage and write notes about these.
Directions:
Step one: Make sure the Ss understand what they should do. Ss read the passage and write notes about these in Activity 4 individually and check with a partner.
Step two: Call back the answers from the whole class, having individuals read out the answers.
3. Task: Read the passage and check (√) the true statements.
Directions:
Step one: Read through the statements and make sure the Ss understand what they mean. Ss read the passage and check (√) the true statements in activity 4 on page 59 individually and check with a partner.
Step two: Call back the answers from the whole class, having individuals read out the answers
Part IV : Dealing with expressions:
1. be surprised at 对…感到惊讶
Tom was surprised at the result of the exam.
be surprised to + v.
Tom was surprised to hear the news.
2. be similar to 与…相似
His answer is similar to mine.
3. be full of充满了…（强调状态）
The bottle is full of water.
be filled with 用…装满（强调动作）
The bottle is filled with water.
4. have a good/bad temper有好／坏脾气
Miss Li is very kind. She has a good temper.
5. keep doing一直做…
He has kept working for 3hours.
6. although/though尽管(不能与but同时使用,但能与still, yet同用）
Although/though he is very poor, he still tries his best to help others.
7. worry about担心…(v. phr.)
They worry about their son’s health.
be worried about担心…(adj. phr.)
They are worried about their son’s health.
8. such as（例如）
He likes sports very much, such as swimming, running and surfing.
Part V: Language use
1. Exercise 6 on page 59 in the TB.
Direction: Ss do it by themselves .Let`s see who can finish it as soon as possible.
2.(Give the students some time to recall what they’ve learned in this class)
First think by themselves Then discuss in pairs and finally share their answers with the class.
Part VI: Homework: Exercise 11 on page 138 in the WB.
Period 3: Writing & Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Write about one’s travel experiences. Improve the students’ writing ability (难点).
2. Making a poster about English-speaking countries. (重点)
3. Know something about Cathy Freeman.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what is learnt in last module.
Directions:
(1). Revise the words and phrases.
(2).Put the Ss. in pairs to practice the dialogue and the text.
Part II: Writing
1. Task: Write a short passage about one’s travel experiences
Directions
Step One: Imagine that you are visiting a city / town of China. Write three places that you have visited or things you have done there.
Step two: Now write a letter to a friend and tell them what you have visited. Begin and end the letter like Tony’s. Write about: the people/ lifestyle/ countryside/ food/ language /events during the trip
Step three: Call back a few examples from the whole class.
Step four: Then summarise
Part III. Around the world
Task: Learn something about Cathy Freeman.
Directions:
1. Ask the Ss. to look at the different pictures about Cathy Freeman.
Tell the Ss. some things about him.
2. Read the text and answer any questions the Ss have.
Part IV: Module Task
Making a poster about English-speaking countries.
Directions:
1.Activities10 and 11 on page 63. Ask the Ss. to think about three places that they have visited or things you have done there.
2. Ask them to write a letter to a friend and tell them what they have visited. Begin and end the letter like Tony’s.
3. Circulate and monitor their production.
4. Ask some Ss to read their letter. Give comments and encourage them.
Part V: Recalling
Recall what we learn today.
Part VI: A test
Do Ex.8 on page 138 and hand in immediately.
Part VII: Homework: Do the Self-assessment on Page 139 in the workbook.
Period 4. Language in use
Teaching Content: Language in use
Key structures: The restrictive attributive clause with that (重点)
Teaching Aims and Demands:
1. To summarise and consolidate grammar focus: The restrictive attributive clause with that
2. To summarise and consolidate the expressions and vocabulary.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Part I Revision
Help students to revise what was learnt in 3 periods of this module.
Part II Language practice
Task1: To summarise and consolidate the usage of the restrictive attributive clause with that Directions
(1).Run through the examples with the Ss. and make sure that they are familiar with the use of
The restrictive attributive clause with that .
(2). Ask the Ss. to repeat the sentences in the box.
(3). Ask “Can you make other similar examples?”
(4).Focus the Ss’s attention on the ways in which they are formed.
Task2 : To consolidate The restrictive attributive clause with that:
(1). Do activity 1 on page 60 and 4 and 5 on page 61. Grasp the use of the structure:
(2). Ask the Ss. to call out the answers from the whole class.
(3). Ask the Ss. to read the complete sentences.
Task 3 : Practise the conversations in Activity 5.
Directions:
(1). Ask the Ss. to work in pairs to practise the conversations.
(2) Circulate and monitor their production, paying particular attention to on page 60.
Part III: Revise the words that we learned in this module:
Task 1 : 6. Write the words in the correct column.
Directions
1. Explain the rules to the Ss and ensure that the Ss. Know what to do
Let the Ss read through the words.
2.Ask the Ss to do the activity individually. Then check with a partner.
3.Collect the answers.
Task 2 : Complete the passage with the correct form of the words in the box.
Directions
1.Let the Ss read through the passage.
2.Ask the Ss to do the activity individually. Then check with a partner.
3.Collect the answers.
Task 3 :.Have a dictation. Let the Ss hand in immediately.
Directions
1.Explain the rules to the Ss and ensure that the Ss. Know what to do
2.Let the Ss write the words the teacher read.
3. Let the Ss hand in immediately.
Part IV: Listen and number the photo s 1-5 in the order that they are described.
Directions
1. Play the tape while they just listen and focus in activity 6 on page 62.
2. Play the tape again for them to correct and check.
4. Then check with a partner.
5. Collect the answers.
Part V: A test
Do activity 1on page 136 in the WB. Let’s see who can finish it as soon as possible.
Part VI: Homework.
Finish all the exercises in the WB.
篇2：外研新标准 初一 必修2 A teaching plan for Unit 2，Module 7
A teaching plan for Unit 2，Module 7
一、Teaching materials:
Unit 2 It’s the fastest train. (Module 7 Planes, boats and trains)
二、Targets for this period:
To get information from the reading material about traveling times
To be able to match headings with paragraphs, find specific information and match words with meanings
To transfer information from a table to sentences and to give results with “so”
三、Key points:
Key vocabulary-airport, bus stop, ferry terminal, station, distance, fare, international, journey, passenger, travel
Key structures -It goes from Shanghai Station to the Pudong Airport in eight minutes.
The same journey takes about 30 minutes by car.
四、Teaching methods:
Interactive approach
五、Teaching aids
Reading material, blackboard
六、Teaching arrangements:
Step One Revision
1. Students answer the questions orally
Teacher’s Questions Students’ possible answers
How do you go to school? By bus
Where do you take the bus? At the bus stop
How do you go to the Queshe Park? By ferry / ship
Where do you take the ferry? At the ferry terminal
Which is the most cheapest way to Guangzhou? By train
Where do you take the train? At the train station
Will you go to Beijing in ? Yes, I will.
How are you going to Beijing? By plane
2. Students use the given words to describe the picture. (Activity 1)
Step Two To pronounce some new words and expressions of Unit 2
1. Students read the words after the tape.
2. Students practice pronouncing the words by themselves.
3. Help some students correct the pronunciations of some words.
4. Match the words with their meanings. (Activity 4)
Step Three Fast reading (Activity 2)
Students match the paragraphs with the headings
A British Airways – Paragraph 2 B The Greyhound Bus – Paragraph 4
C The Shanghai-Pudong Express – Paragraph 1 D The Star Ferry – Paragraph 3
Step Four Careful reading (Activity 3)
Read the passage, check the true statements and correct the false sentences.
1. A taxi from Shanghai to the airport is cheaper than the train for two people. (√) 2. A taxi from Shanghai to the airport takes eight minutes. ( ) 3. British Airways uses the Boeing 747 for long journeys. (√) 4. The Boeing 747 travels longer than other planes. (√) 5. You can take the Star Ferry from Hong Kong to the island. ( ) 6. Americans like to travel by bus because it’s safer than going by car. (√)
Correction: 2. A taxi from Shanghai to the airport takes thirty minutes.
5. You can take the Star Ferry from Hong Kong to Kowloon.
Step Five Language points
1. Travelling times times 算数复数形式指“时代,时期”，指“时间”时是不可数名词。
2. take
1) take sb to a place 带某人去某地
2) take sth with sb 随身携带某物
3) take + means of transport 搭、乘交通工具
4) take (sb) some time 花（某人）时间 it takes sb some time to do sth
e.g. The work will take us two hours. = It will take us two hours to finish the work.
3. The train is the fastest way to go, but it’s also the most expensive; with two passengers, it’s more expensive than a taxi.
乘火车是最快的方式，但也是最贵的；两名旅客乘这样的火车比租一辆出租车更贵。
4. one of + pl. 作主语时，谓语动词用第三人称单数形式；若名词前有形容词，用最高级
e.g. One of the nurses is his mother.
Changjiang is one of the longest rivers in the world.
5. It goes from London to Beijing, a distance of over 8,000 kilometres in 91/2 hours.
1) a distance of over 8,000 kilometres in 91/2 hour 补充说明from London to Beijing
2) over = more than
3) 91/2 hours = nine and a half hours = nine hours and a half
e.g. 31/2 years = three and a half years = three years and a half
11/2 days = one and a half days = one day and a half
6. The fares aren’t expensive and you can buy a ticket at the bus stoop. 不可以用buy fares
e. g. Fuel fares are going up again.
Step Six Reading aloud
Step Eight To use the data to answer the questions (Activity 5)
1. Ask some of the students to write the answers after the example on the blackboard, while others finish it in their exercise books.
2. Check the answers and ensure they use “so” to express the result.
1) The train takes about eight minutes, the taxi takes about 30 minutes, and the bus takes about 45 minutes so the quickest way is by train.
2) The bus fare is 70, the plane fare is 80, the train fare is 120, so the cheapest way to get from London to Paris is by bus.
3) The ferry fare is HK$2, the taxi fare is HK$120, the bus fare is HK$11, so the cheapest way to get from Hong Kong to Kowloon is by ferry.
4) The train journey has three stars, the taxi journey has two stars, and the bus journey has one star, so the most comfortable way is by train.
5) The ferry journey has two stars, the taxi journey has one star, and the bus journey has one star too, so the most interesting journey is by ferry.
6) The bus journey has two stars, the plane journey has one star, the train journey has three stars, so the most interesting way is by train.
3. Have the students ask and answer the questions in pairs.
Homework:
1. To write some sentences about local journeys they know in the same way with Activity 5
2. To finish Unit2, Module7, 点中典
Blackboard designing
Unit 2 It’s the fastest train.
1. take
1) take sb to a place 带某人去某地
2) take sth with sb 随身携带某物
3) take + transport 搭、乘交通工具
4) take (sb) some time 花（某人）时间 it takes sb some time to do sth
e.g. The work will take us two hours. = It will take us two hours to finish the work.
2. one of + pl. 作主语时，谓语动词用第三人称单数形式；若名词前有形容词，用最高级
e.g. One of the nurses is his mother.
Changjiang is one of the longest rivers in the world.
3. It goes from London to Beijing, a distance of over 8,000 kilometres in 91/2 hours.
1) over = more than
2) 91/2 hours = nine and a half hours = nine hours and a half
e.g. 31/2 years = three and a half years = three years and a half
11/2 days = one and a half days = one day and a half
4. The fares aren’t expensive and you can buy a ticket at the bus stoop. 不可以用buy fares
e. g. Fuel fares are going up again.
篇3：九年级英语外研初中起点版module 7 Newspaper 教案
九年级英语外研初中起点版module 7 Newspaper 教案
Module 7 Newspaper教案 题目：Newspapers 题材内容： 本模块题材广泛，内容丰富，围绕“报纸上的新闻事件--丢失的钱已经找到”由浅入深地展开话题，从简单的对话到大段报纸内容的节选；从报纸的标题到报纸的编写；从报纸的报道、副昂发哦以及读者给报刊编辑写信反映生活中的问题到报纸的发展历史。教师可鼓励学生利用身边的报纸收集相关信息，帮助语言学习，同时可以通过讲述报纸上的新闻事件来活跃课堂，激发学生的学习兴趣，使学生在感受语言乐趣的同时学会运用语言。 教学目标： 语言知识目标： 1. 功能：描述身边的新闻事件并表明自己的态度 2. 语法：复习并能正确使用各种事态的被动语态 语言技能目标： 1.听：能听懂含有被动语态的文章的大意；能听懂用所学语言叙述的课文内容及北京，在听题材熟悉的语言材料是，能克服生词障碍，理解语篇大意；能听懂相关语言材料。获取所需信息。 2.说：能就熟悉的题材，利用图片、录像、多媒体等情景提示，用被动语态进行表达；能复述与课本难度相当的故事，就本模块的内容进行角色扮演、采访等。 3.读：能阅读有关报刊、新闻报刊的相关知识；能理解文章中所包含的被动语态；能阅读所学语言知识范围内的生词率不超过3%的文字材料，了解语篇大意，获取有关信息 4.写：能够用被动语态描述做事的步骤、过程；能停歇与课文难度相当的材料；使用被动语态描述事物、表达个人意见；给报刊写信反映自己问题；写留言条、通知等 5.演示与表达：能够展示对一个新闻事件的.描述、采访 学习策略 1. 自身学习策略：学生自查资料，培养搜集信息的能力；学会看报纸标题、俯瞰，培养自学能力 2. 合作学习策略：引导学生分享彼此的知识 文化意识：对比中英文报纸 情感态度：激发学生的求知欲，引导他们关心、了解国内外发生的重大事件，热爱生活、关注生活，培养责任感和使命感 教学重点与难点 1、教学重点 （1）重点词汇：newspaper , missing , miss , steal , believe , advertisement , offer , available , honest , passenger , immediately , modern , public （2）重点短语：pay a visit to , three-day holiday , look forward to , arrive in , between ... and （3）重点句型： Have you got ... ? Is there anything about ...? ... was left in ... How about ... ? 2、教学难点： 被动语态 课时安排 第一课时 Unit 1 第二课时 Unit 2 第三课时 Unit 3 第四课时 Unit 4 Around the world,& workbook 教学过程设计 Period 1 教学内容：Unit 1 重点词汇：newspaper , miss , steal , believe , advertisement , cancel , offer , want to do , look forward to , available 重点句型： The missing money has been found. The manager of the bank was taken to the police station today. Beijing Bears Game Has Been Cancelled. Step 1 Preparation T show a piece of news paper, and talk about the paper. (T: this is todays newspaper. You can see some advertisements in it, for travelling, buying houses and so on.) Then encourage the students to think of all the different sections of a newspaper. Get some volunteers to read out their ideas and write them on the board. Step 2 Listen and read. Then say. On the board : Q1. Where was the money found? (in the park) Q2. How much is it to spend the holiday in Hong Kong? (1,500yuan) Q3. What has been cancelled? (a basketball match) Then ask the students to listen to the tape carefully,and find out the answers. Check the answer by listening to the second time. Ask the students to read the conversation in pairs and find out some new words. Write the following words on the board: steal miss advertisement offer available cancel Ask the students to find out the words and pay attention to them. Then teach the words Ask the students to read the words and try to remember them. Ask the students to practise the dialogue in groups and ask some groups to act. Explain the language points. 讲解各种时态的被动语态 Step 4 Listen and circle Ask the students to go through the activity and listen to the tape carefully. Listen and find the answer by the students. Check the answer together. Step5 Listen and match Ask the students to go through the activity and listen . Find the answer and check together. Step 6 Work in pairs Get the students to imagine that they are going to interview a famous start. Ask the students to think of all the questions they would ask him / her. Tell them to work in pairs. Then get some of pairs to read out their ideas. Look at activity 4 and ask the students to finish this activity. Tell some students to practise this activity in pairs in front of the classroom. Step 7 Homework 进一步复习被动语态，熟读课文。 Period 2 教学内容：Unit 2 词汇：honest , passenger , immediately , modern , public , fun-filled weekend , knock down 句型： Mrs Webb had been picked up from the River Gardens Hotel by Mr Sun. Saturday morning, you will be taken to Rsim Sha Tsui, Hong Kongs most popular shopping place. He was shown around the new school by the Principal, Ms Liu Jinting. The game will be played on Saturday, March 16th instead. Step 1 Revision Show a newspaper to the students. And ask them: What can you find in the newspaper? (discuss the question in groups) Revise something about unit 1. Talk about the newspaper. Step 2 Pre-reading Ask the students to work in pairs. Think of all the different things they see in a newspaper. Write a list. Then say which sections they like best and why. Ask some students to say out their ideas. Step 3 Listen and read. 1. On the board : How many pieces of news are there in The Daily Times? 2. Ask the students to listen carefully and after listening ask a student to answer. 3. Listen again and check the answer. 4. Ask the students to work in groups, read the news in groups and find some new words or something they didnt understand. Discuss in their groups first. 5. Ask volunteers to say out their problems when they are reading. 6. Solve the problems. 7. Learn the new words. Step 4 Read and complete The students complete this activity without seeing the passage. Then check together. Step 5 Read and match 1. Ask the students to read the sentences in the box. Make sure they understand the meaning of each sentences. 2. Read the passage and match (work in groups) 3. Ask some students to answer. 4. Check the answer together. Step 6 Homework 熟读课文，默写生词 Period 3 教学内容：Unit 3 词汇：cook , paint , make , look after 句型：They must make sure that their articles are ready so that the newspaper can be printed for the next day. Once the article is completed, a headline must be written. After that, the article is sent to another department where it is put into a certain section in the newspaper. Step 1 Read and circle 1. Give the students two minutes to read the passage without pans in their hand (加强学生的于都能力) After two minutes, ask the students to close their books. Then ask the students what they know bout the article. Write all their ideas on the board. 2. Then ask the students to read the passage again and then finish this activity. 3. Ask some students to say out their answers and ask them what they though about when they choosed the answer. 4. Check the answer together. Step 2 Read and write Ask the students to look closely at the pictures, then ask them to read the prompts in the thought bubbles. Invite volunteers to mime the different verbs to make sure that the students know the meaning of the verbs. Then revise the use of the passive with the students. On the board: 主语+ be + p.p Ask the students to make a passive sentence using the prompt. After that , ask the students to look at the pictures and use the prompts to write the cooking instructions in the passive voice. Step 3 grammar 各种时态的被动语态 被动语态由“助动词be＋及物动词的过去分词”构成。人称、数和时态的变化是通过be的变化表现出来的。现以teach为例说明被动语态在各种时态中的构成。 一般现在时：am／is／are＋taught 一般过去时：was／were＋taught 一般将来时：will／shall be＋taught 现在进行时：am／is／are being＋taught 过去进行时：have／has been＋taught 现在完成时：have／has been＋taught 歌诀是：被动语态be字变，过去分词跟后面。 练一练： 单项选择。 ( )1. Our TV set _____ yesterday. A. is repaired B. was repaired C. has been repaired D. repaired ( )2. A wonderful English talk _____ by Mr Liu tomorrow. A. has been give篇4：A teaching plan for Unit 1，Module 8 (外研版七年级英语下册教案教学设计)
一、Teaching materials:
Unit 1 I was born in a small village. (Module 8 My past life)
二、Targets for this period:
To understand conversations containing past simple “be”
To process information of past life in the listening material
To talk about one’s past life
三、Key points:
Key vocabulary-be born, first, friendly, naughty, nice, strict, well-behaved
Key structures-Where were you born?
I was born in a small village.
四、Teaching methods:
Bottom- up approach, task-based approach and interactive approach
五、Teaching aids
Tape recorder, OHP
六、Teaching arrangements:
Step One Lead-in
1. Students repeat the new words and expressions after the tape.
2. Self-introduction: I was born on October 30th, 1979. I was born in Shantou, Guangdong Province.
3. Show some photos of famous persons and ask students to introduce them.
Example: Yao Ming, basketball player, Shanghai, China, September 12th, 1980
Yao Ming is a basketball player. He was born in Shanghai, China. He was born on September 12th, 1980.
1) Jolin, singer, Taiwan, September15th, 1980
Jolin is a singer. She was born in Taiwan. She was born on September15th, 1980
2) Bill Gates, founder of Microsoft(微软创始人), USA, October 28th, 1955
Bill Gates is the founder of Microsoft. He was born in the USA,and he was born on October 28th, 1955
3) Liu Xiang, runner, Shanghai, China, 1983.7.13
Liu Xiang is a runner. He was born in Shanghai, China, and he was born on July 13th, 1983
4) Stephen Hawking, professor of, Cambridge University, Oxford, England, January 8th,1942
Stephen Hawking is a professor of Cambridge University. He was born in Oxford, England. He was born on January 8th, 1942
5) Yuan Longping, scientist, (crossbred rice杂交水稻), Beijing, China, September 7th, 1930
Yuan Longping is a scientist. He was born in Beijing, China. He was born on September 7th, 1930.
4. Students match the photos with the sentences. (Activity 1)
Step Two To listen and match the questions and answers (Activity 2)
Step Three To ask and answer the questions in Activity 2 in pairs (Activity 3)
1. Where were you born? I was born in…
2. When were you born? I was born on…
3. What was the name of your first school? The name of my school was …
4. Who was your first teacher? What was he/she like? My first teacher was… , She / He was…
5. Who were your first friends? What were they like? My first friend was…, She / He was…
Step Four Listening (Activity 4)
1. Students listen to the tape and answer the given questions. (Activity 5)
1). Was Lingling born in Xucun? Yes, she was.
2). Was Tony’s first school in Cambridge? Yes, it was.
3). Was his teacher’s name Ms Li? No, it wasn’t.
4). Was Ms Li Lingling’s teacher? No, she wasn’t.
5). Was Ms Yao very friendly? Yes, she was.
6). Were Becky and Adam Tony’s friends? Yes, they were.
7). Were Adam and Tony well-behaved? No, they weren’t.
8). Was Tony naughty at school? Yes, he was.
2. Students listen again and fill in the blank.
Lingling was born in a small village in Shanxi Province. The name of the village was Xucun. Her first teacher was Ms Yao. She was very friendly.
Tony was born in Cambridge in England. His first school was Darwin Primary School. His first teacher was Mrs Lane. She was strict but nice. His first friends were Beck and Adam. Becky was well-behaved and Adam was naughty. And Tony was naughty, too.
3. Students practice reading aloud the conversation in groups of two.
Step Five Language points
1. What + be + sb + like? 询问某人的性格或外貌特征。
What + does + sb + look like? 只询问某人的外貌特征。
2．Mr. 先生 Mr. 太太（已婚）
Ms. 女士（不知婚否） Miss 小姐（未婚）
e.g: We call Mr. Green’s wife Mrs. Green, and his daughter Miss Green.
Step Six To listen and repeat the questions and answers in Activity 5 (Activity 6)
Step Seven To listen and say these sentences aloud (Activity 7)
Step Eight Students to introduce their past life one by one
Step Nine Conclusion
When you introduce your past life, you can say like the following.
I was born on…. I was born in…. My first school was…. My first teacher was….He/She was…. My first friends were….They were….
Homework:
1. To recite the dialogue of Unit1, Module 8
2. To finish Unit1, Module8, 点中典
篇5：A teaching plan for Unit 1，Module 3(外研版七年级英语下册教案教学设计)
一、Teaching materials:
Unit 1 What are you going to do at the weekend? (Module 3 Plans)
二、Targets for this period:
To understand conversations about plan
To get special information from the listening passage
To talk about one’s plan on weekend
三、Key points:
Key vocabulary-plan to do something, revise for one’s test, have a picnic/party, have a piano lesson, do some sightseeing, go sightseeing/shopping/cycling, cook dinner, go to the beach, stay in bed
Key structures-What is he / she/ your friend going to do on weekend?
What are you / they going to do on weekend?
四、Teaching methods:
Interactive approach
五、Teaching aids
Tape recorder, OHP
六、Teaching arrangements:
Step One Lead-in
1. Students talk about the following questions in small groups:
1) Do you like weekend?
2) Why do you like weekend?
3) What do you usually do on weekend?
2. Show some new phrases and ask the students to remember them
plan to do something, revise for one’s test, have a picnic/party, have a piano lesson, do some sightseeing, go sightseeing/shopping/cycling, cook dinner, go to the beach, stay in bed
Step Two Presentation
1. Show the sentence structure “be going to” with examples and pictures.
----What is he going to do? ----He is going to…(将要做某事)
----He is going to check his email.
----He is going to do his homework.
2. Students look at more pictures and make sentences.
1) ----What is she going to do?
----She is going to have a birthday party / cook dinner / go to Sydney / take the plane / take the boat.
2) ----What are they going to do?
----They are going to eat dinner / have a party / have a picnic / go to the beach /watch TV / play soccer / go to the theater / buy some clothes / play volleyball.
3) ----What is he going to do?
----He is going to study for a test / have a piano lesson / go sightseeing / go cycling / play volleyball / play basketball / go swimming / go shopping / go fishing
Step Three Listening (Activity 3)
1. Students listen to the tape and choose the correct answers. (Activity 4)
1) What’s Daming going to do on Saturday morning?
D He is going to check his email.
H He is going to do his homework.
2) What’s Betty going to do on Saturday afternoon?
G She is going to buy clothes.
3) What’s Betty and Daming going to do on Saturday evening?
C They are going to go to the party.
4) What are Daming, Betty, Tony and Lingling going to do on Sunday afternoon?
A They are going to have a picnic.
5) What’s Daming going to do on Sunday morning?
F He is going to get up early.
I He is going to play table tennis.
6) What’s Betty going to do on Sunday morning?
B She is going to stay in bed.
E She is going to revise for her test.
2. Students listen again and complete the diary. (Activity 7)
Daming Betty
Saturday Morning Check email Do homework
Afternoon Have a piano lesson Buy some clothes
Evening Go to a party Listen to some music Go to a party Listen to some music
Sunday Morning Get up early Play table tennis Stay in bed Revise for her test
Afternoon Meet Lingling and Tony in the park Have a picnic Meet Lingling and Tony in the park Have a picnic
evening
3. Students ask and answer in pairs according to the diary.
e.g. ----What’s Daming going to do on Saturday morning?
----He’s going to check his email and do his homework.
Step Four To practice reading aloud the conversation in groups of two.
Step Five Detail explanation (Activity 3)
1. Would you like to come? = Do you want to come?
2. revise sth = go over sth
e.g. I must revise my English notes for my exam.
Step Six To act out the conversation.
Step Seven To listen and repeat (Activity 5&6)
Step Eight Summary: be going to do sth. 表示自己打算或计划做某事.
be 的形式要根据主语来确定。
I’m going to check my email.
He/She is going to have a picnic.
We/They are going to get up early.
What are you going to do at the weekend?
What is he/she going to do at the weekend?
Step Nine To play guessing games: 两人一组,选好题号,一人面向屏幕,表演图中内容,另一人猜测:What is he going to do at the weekend?
Homework:
1. To recite the dialogue of Unit1, Module 3
2. To make a dialogue in pairs about one’s plan at this weekend.
2. To finish Unit1, Module3, 点中典
篇6：外研版英语九年级上册教案
一 学生情况分析(学生62人，其中男生：36人，女生：26 人)
1.学习水平不均
有的学生对小学英语比较重视，学得很好;但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。有的学生笔试不错，但语音、语调、书写都有待加强。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。
2.学习习惯不好
学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。
总之，既要避免好生吃不饱的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。
教学措施和辅助
二 课时总安排
总共100课时：授课 课时 复习课时
测试 课时 机动 课时
三.教材总体目标、单元要求及重难点
The goal:
The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.
Go For It! 是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理和取舍灵活开放， 只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。“I sometimes go to the last to do the group work first…It depends on the teachers’ knowledge of the students actual language ability…”(David Nunan);提倡教师结合学生实际，充分利用学生、教师本身和环境中一切可以利用的资源，丰富教学内容，创造运用英语的机会，注意多渠道开发教学资源。 “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”(David Nunan);提倡任务型语言教学，教学进度整体把握，教学形式不拘一格;课堂以学生为主体，以任务为主线，重视体验参与，课后访谈调查，读写扎记，重视语言运用;正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
The key points of each unit:
Topic Functions Structures
U 1 Making new friends Introduce yourself
Greet people
Ask for and give telephone numbers Present tense to be
What questions
Prossessive adjectives:my,your,his,her
U2 Things in the classroom
Identify ownerships Demonstratives:this,that
What questions and Yes/No questions
How do you spell pen?
U3 The family Introduce people
Identify people Demonstratives:these,those
Subject pronouns:I,he,she
Yes/No questions
Plural nouns
U4 Things around the house Talk about where things are Where questions and Yes/No questions
Prepositions: on,in,under
Subject pronouns: they
U5 Spending time with friends Ask and answer questions about ownership
Make suggestions Present tense to have
Yes/No questions and short answers: let’s
Adjectives of quality
U6
Food Talk about likes and dislikes Present tense to like
Yes/No questions and short answers
Affirmative and negative statements
U7
Shopping Ask about prices
Talk about clothing
Thank someone Demonstratives:this,that,these,those
How much questions
U8
Dates Talk about dates When questions
Prossessive “s”
How old are you?
U9
Movies Talk about preferences
Make plans Present tense to want
Yes/No questions and short answers:
Adjectives of quality
U10 Joining a club Talk about abilities Modal verb can
Yes/No questions and short answers:
Affirmative and negative statements
What questions
U11 Daily routines Talk about daily routines
Ask about and say times When questions
What time is it?
Adverbs of frequency
U 12 School subjects Talk about preferences
Give reasons What questions
Why questions
Who questions
Adjectives of quality
篇7：外研版英语九年级上册教案
教材分析
新目标任务型教学的特色理念：《新目标英语》是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的《义务教育阶段英语课程标准》的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
人教社《新目标英语》教材的几大特色：
A. 图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它不仅版面设计充满新意，而且在内容和结构方面更富有创意 更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，迫不及待地翻阅。
B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。
C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加pair work, group work, games等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。
D.词汇量大。第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个， 第五册约500个，合计2500个。这一点正好达到《英语课程标准》5级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要教师的指导 .。
《新目标英语》的教材设计原则
a.言语、情境真实性原则 (The authenticity principle)
任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
b.形式-功能性原则 (The form-function principle)
任务的设计注重语言形式和语言功能的结合。形式-功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力;每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。
c.阶梯型任务原则 (The task dependency principle)
学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。
d. 在做中学原则 (Learning by doing)
自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。
篇8：外研新标准 初一 必修2 A teaching plan for Unit 2，Module 9
A teaching plan for Unit 2，Module 9
一、Teaching materials:
Unit 2 Goldilocks rushed out of the house. (Module 9 Story time)
二、Targets for this period:
To understand the story
三、Key points:
Key vocabulary - asleep, cry, destroy, eye, jump, point, return, unhappy
Key structures - past simple regular verbs
四、Teaching methods:
Task-based approach and bottom-up approach
五、Teaching aids
Reading material, blackboard, pictures, handout
六、Teaching arrangements:
Step One Lead-in (group working)
1. Students retell the story in Unit 1
2. Students discuss the end of the story in groups of four.
Step Two To pronounce some new words and expressions of Unit 2
1. Students read the words after the tape.
2. Students practice pronouncing the words by themselves.
3. Help some students correct the pronunciations of some words.
4. Match the words with the meanings:
1) something you carry things in basketball
2) something you eat food out of bowl
3) something you sit on chair
4) something you pick in the garden flower
5) something where there are lots of trees forest
6) something you see with eye
7) something you eat food
8) something you go to sleep in bed
Step Three Pre-reading
1. Students look at the pictures and discuss what happened next in Goldilocks and the Three Bears. (Activity 1)
2. Students match the sentences with the pictures. (Activity3)
Picture a: The three Bears returned to their house.
Picture b: Baby Bear pointed at Goldilocks – she was asleep in Baby Bear’s bed.
Picture c: Goldilocks opened her eyes, jumped out of the bed and hurried out of the house.
Picture d: Goldilocks destroyed the smallest chair.
Picture e: Baby Bear cried because there was nothing in his bowl.
Step Four Fast reading (Activity 2)
Students put the pictures in correct order, and then check the answers by reading the story.
(2) Picture a: The three Bears returned to their house.
(4) Picture b: Baby Bear pointed at Goldilocks – she was asleep in Baby Bear’s bed.
(5) Picture c: Goldilocks opened her eyes, jumped out of the bed and hurried out of the house.
(1) Picture d: Goldilocks destroyed the smallest chair.
(3) Picture e: Baby Bear cried because there was nothing in his bowl.
Step Five Careful reading (Activity 4)
Check the true sentence.
1. Goldilocks didn’t like the smallest chair. ( )
2. Goldilocks didn’t like the smallest bed. ( )
3. Baby Bear didn’t look in the bedroom. (√ )
4. Baby Bear didn’t notice the little girl in his bed at first. ( )
5. Baby Bear didn’t notice the little girl in his bed at first. (√ )
6. Goldilocks didn’t like the three Bears.
Step Six Language points
1. tried Cp. Tired
1) try to do sth 尽力做某事
e.g. Let’s try to find some information about the city of Qingdao.
2) try doing sth 试着做某事
e.g. The naughty boy tried climbing up the tall tree.
3) try + n. 尝试某事物
4) try one’s best 尽力某人最大能力
5) have a try 试一试
2. destroy e.g. Now many people are destroying the forest.
3. 1) sleep (v./n.)
2) sleeping (adj.) 睡着的（在句中当定语）
3) asleep (adj.) 睡着的（在句中当表语） be / fall asleep
e.g. Don’t wake her up. She is fast asleep.
4) sleepy (adj.) 困倦的，想睡觉的
4. return
1) return (to…) = go / come back (to…)
e.g. He returned to Paris from London. = He came back from London to Paris.
2) return sth. (to…) = bring / give / put / send sth back (to …)
return sb sth
5. be in pieces 成为碎片，坏了
6. point at / to …
e.g. The little girl is pointing to the east. She is pointing at the beautiful sun.
7. There’s the naughty girl! = The naughty girl is there. 倒装句（here也可）
e.g. Here is coming a bus! = A bus is coming here.
8. without (prep.) with (opposite)
e.g. Fish can’t live without water. He left without telling us.
Step Seven To practice reading the passage aloud
Step Eight Writing (Activity 5&6)
1. Fill in the blank without looking at the story
First, Goldilocks was a little tired, and she wanted to sit on the smallest chair because the two big ones were uncomfortable. She destroyed it because she was too heavy. Then she walked into the bedroom and was asleep in the smallest bed. When the Bears returned, they were unhappy with the empty bowl and the broken chair. Next, the Baby Bear pointed at the girl in his bed, and cried, “Look! There’s the naughty girl!” Finally, Goldilocks opened her eyes, jumped out of bed and hurried out of the house without her basket. She didn’t return to the forest again.
2. Order the sentences and then use four words (first, then, nest, finally) for the sentences.
1) First, she looked around her. Then, she noticed a little house. Next, she knocked on the door. Finally, she entered the house.
2) First, she looked into a small room. Then, she picked up the biggest bowl. Next, she picked up the big bowl. Finally, she picked up the smallest bowl.
Homework:
1. To write the whole story of Goldilocks and the Three Bears.
2. To finish Unit2, Module9, 点中典
Blackboard designing
Unit 2 Goldilocks rushed out of the house.
1. tried Cp. Tired
1) try to do sth 尽力做某事
e.g. Let’s try to find some information about the city of Qingdao.
2) try doing sth 试着做某事
e.g. The naughty boy tried climbing up the tall tree.
3) try + n. 尝试某事物
4) try one’s best 尽力某人最大能力
5) have a try 试一试
2. destroy e.g. Now many people are destroying the forest.
3. 1) sleep (v./n.)
2) sleeping (adj.) 睡着的（在句中当定语）
3) asleep (adj.) 睡着的（在句中当表语） be / fall asleep
e.g. Don’t wake her up. She is fast asleep.
4) sleepy (adj.) 困倦的，想睡觉的
4. return
1) return (to…) = go / come back (to…)
e.g. He returned to Paris from London. = He came back from London to Paris.
2) return sth. (to…) = bring / give / put / send sth back (to …) return sb sth
5. point at / to …
e.g. The little girl is pointing to the east. She is pointing at the beautiful sun.
6. There’s the naughty girl! = The naughty girl is there. 倒装句（here也可）
e.g. Here is coming a bus! = A bus is coming here.
7. without (prep.) with (opposite)
e.g. Fish can’t live without water. He left without telling us.
篇9：外研新标准 初一 必修2 A teaching plan for Unit 2，Module 8
A teaching plan for Unit 2，Module 8
一、Teaching materials:
Unit 2 I was born in Quincy. (Module 8)
二、Targets for this period:
To get information from the reading material about one’s past life
To match photos with paragraphs, words with meanings and questions with answers.
To join sentences with “and, but, because, so, too” and “with”
三、Key points:
Key vocabulary-bedroom, garden, kitchen, living room, pond, tree, favorite, movie theater, store
Key structures -There were lots of things to do in Quincy, with many stores, two movie theaters, and football and baseball teams too.
四、Teaching methods:
Task-based approach and bottom-up approach
五、Teaching aids
Reading material, blackboard, pictures
六、Teaching arrangements:
Step One Lead –in: new words learning
1. Show the students some pictures and ask questions
1) What can you see in the picture?
2) Were you in the bedroom last night?
3) Were you comfortable in the bedroom?
4) Were you in the kitchen to cook yesterday?
5) Were you in the living room to watch TV or to talk to your parents last night?
6) Do you often have a bath?
7) Were you in the bathroom last night?
Keeping our bodies clean every day is necessary, I think.
8) Were you in the pond to swim and to catch fish last summer holiday?
9) Do you like climbing a tree? It’s dangerous. Don’t do it.
10) When we go to a town or a city, we can do shopping at the store or the shop, and then we can go to the movie theater.
2. Students match the given words with their meanings. (Activity 2)
Step Two Pre-reading: questions
1. Were you born in a village or a city?
2. Can you tell me the place you were born?
3. Do you know where Betty was born?
Step Three Fast reading: to read the passage and answer the questions (Activity1)
1. Where was Betty born? In Quincy
2. Who were John Adams and John Quincy Adams? Two presidents of the USA
3. When was the last time Betty was in Quincy? In
4. In what year was Betty looking forward to coming to China? 2003
Step Four Careful reading: to find out the answers to the questions and do pair work (Activity 3)
e.g: Where were you born? Where is it?
I was born in Quincy. It is on the east coast of America.
1. Were there lots of Children? Yes, there were.
2. What was there to do?
There were two movie theaters, many stores, football and basketball teams.
3. Was anyone famous born there? Yes, two famous persons were born there.
4. Who were they? They were presidents of the USA.
5. What was your house like? It was big.
6. How many rooms were there? There were six rooms.
7. What was your bedroom like? There were posters on the wall.
8. Was there a garden? Yes, there was a big garden.
9. When was the last time you were there? The last time I was there was in 2003.
Step Five Detail explanation
1. I was born in Quincy, a town on the east coast of America.
Quincy 和a town on the east coast of America 是同位语
2. There were lots of things to do in Quincy, with many stores, two movie theaters, and football and baseball teams too.
昆西有许多商店，两个电影院，还有足球队和棒球队。在那里有很多事可以做。
不定式to do在句中充当定语，修饰things
e.g: There are many letters to write. 有很多信要写。
I have some clothes to wash. 我有些衣服要洗。
3. This was our last home in the USA, and the last time I was there was in 2003.
这是我们在美国的最后一个家，我在那儿的最后一次是在。
I was there定语从句用来修饰the last time，主语是the last time
4. one day 有一天 （常与将来时连用，也可与一般过去时连用）
e.g: One day, I will go to the moon.
Step Six Students practice reading the passage aloud
Step Seven To join the sentences with “with”
1. detail explanation
with (prep.)
1) 和…在一起
2) 用某种工具
3) 带有, 具有…的特征(表伴随状态)
2. answers in Activity 4
1) There was a big living room with a TV.
2) There was a big garden with lots of trees.
3) There was a pond with fish in it.
3. Comparison:
My mother and I were in the garden yesterday. 昨天我母亲与我一起在花园里。
My mother was in the garden with me yesterday. 昨天我跟着母亲在花园里。
Step Eight Students complete the sentences (Activity 5)
Step Nine To make a conclusion
Where were you/they born? We /They were born in …
I was born in ...
Where was he /she/the dog born? He /She /It was born in….
The maths teacher was into the classroom with a ruler in her hand.
Homework:
1. To write a composition of your past life
2. To finish Unit2, Module 8, 点中典
Blackboard designing
Unit 2 I was born in Quincy.
Where were you/they born? We /They were born in …
I was born in ...
Where was he /she/the dog born? He /She /It was born in….
The maths teacher was into the classroom with a ruler in her hand
篇10：Teaching plan 教案教学设计(新目标版英语九年级)
Teaching plan
Subject English Class Class2.Grade9 Teacher Su Yuqin Date Sep.26th
Content Unit4 What would you do ? (period one) Type Dialogue
Teaching aims Knowledge Master the new words “million ,medical and research”. The structure: “What would you do if you …… ? I would …… .”
How to use target language to talk about imaginary situations.
Ability To cultivate the students’ ability of listening and speaking.
Develop the Ss’ abilities of communication by learning the useful structures.
Emotion Encourage the students to use English to talk about imaginary situations.
Motivate the students to speak English in their daily life.
Key point 1.Learn the words and useful expressions.
2. Master the important structure： I would/I’d do..
Teaching difficulty Guide the studengts to understand the important grammar.
Teaching methods Engage Study Activate Scene teaching Method
. Teaching by induction Pair work
Teaching aids Multi-media A tape recorder Teaching arrangement first period
篇11：外研版九年级英语免费课件
外研版九年级英语免费课件
一、复习中应遵循几个原则及策略：
（一）是抓住课本，有效复习。教材和课程标准是考前复习和考试命题的依据。
（二）是系统归纳，分清脉络。
（三）是专项练习，有的放矢。
二、重难点分析：
1.单词的复习
九年级新教材的突出特点是词汇量大，词汇是英语学习的基础，不熟练掌握单词，英语的学习将从我说起。因此要想方设法的搞好词汇的复习，把单词进行归类使学生容易掌握。
2、关于语法知识的复习
考试前需要复习的语法知识有：现在完成时、直接引语和间接引语、被动语态、代词的用法等。计划对语法知识进行全面的总结，并配合适量练习，让学生尽量达到懂语法并且会用语法。由此，减少或解除学生心中模糊的知识。复习语法时，要注重引导学生记住结构，能灵活运用到实际生活中去，运用学过的语法写句子，写简单的文章。
3．习题的设置：
九年级的内容多，容量大，时间紧。必须重视习题的质量。针对这种情况要精选部分试题进行强化训练，特别是学生容易错的，在复习中多加以巩固。
三、复习目标：
本次复习时间紧（大致有2周复习时间）、任务重，仍然采取以单元为单位进行复习。复习时以课本知识为主，兼顾习题。单词、语法、习题三项要彼此兼顾，要处理好三者之间的`关系。
四、复习内容在教材整体结构中的作用：
九年级学生使用此教材时，大部分学生觉得知识的跨度较大，不少同学感到力不从心。因此，本次复习关系重大。对于学生知识的系统性，学习英语的自信心等都有极大的关系。2-4单元为复习重点，复习时要强调基础知识，建议学生将已学过的语法知识进行归纳分类，以便使零散的知识连贯起来。将词汇，语法作为复习重点，复习其他词类时多关注固定用法、平时常见的错误及教师课堂上提出应注意问题等。复习过程中以学生自检与教师检查相结合，及时反馈学习效果，注重复习的有效性。
五、倾向性问题及需要注意的问题：
有关课本的知识的要求，应该分层次进行。因为基础知识内容过多，要求所有同学全部掌握是不可能的。因此要进行分层次教学。 练习过程中采取逐步引导，渗透作题技巧，要注意培养学生的分析问题能力、解决问题能力。查缺补漏。 复习时要强调针对性和有效性。不搞题海战术，把各种针对性比较强的综合训练作为检查存在不足的工具，重点突破那些平时没有熟练掌握的内容。
注重复习技巧。现在学习时就应采取正确的解题技巧、思路和方法，包括在进行听力训练时。复习时把各类题型进行分析、归类，掌握解题方法，这样才能在解题时多角度深入地理解题意，拓宽解题思路。根据期中考试试卷分析出现的问题，加强学生听力及作文的练习。平时检测，注意狠抓学生出现的问题，努力确保大多数学生不犯同样的错误。
六.学生分析
1.有部分学生的基础较差,学习成绩较低
2.学生的解题方法与技巧掌握的不够好.
3.优生人数较少..
4.学习的写作与阅读练习与能力较弱.
5.九<1>班的女生学习成绩较高，男生成绩较低.
6.少部分学生已经对英语的学习失去了兴趣与信心.
7.大部分学生的书写较好
篇12：外研版九年级英语知识点
初三上册英语知识点2021
Module1 Wonders of the world
1. wonders of the world 世界奇观
2. join in 加入
3. on the eastern coast of 在…...的东海岸
4. in one's opinion 在某人看来
5. millions of 成百上千万的......
6. be interested in 对...…感兴趣
7. become grey 变成灰色
8. get out of 从…...出来
9. go through 穿过
10. fall away 突然向下倾斜
11. look over 从(某物上面)看过去;仔细检查
12. look across 眺望，向对面看
13. look down 俯视，向下看
14. on top of 在…...顶部
15. at the bottom of 在…...的底部
16. on both sides 在两边
17. look like 看起来像
18. be famous for 因…...闻名
19. do an interview 做采访
20. draw a picture of 画一幅…...的图画
21. go down 下去，下沉
22. high up 在高处
23. more than 超过
24. dozens of 数十个，许多
25. in height 高度，在高度上
Module2 Public holidays
1. as soon as 一…...就......
2. take a vacation 度假
3. have a picnic 野餐
4. play music 演奏音乐
5. go somewhere interesting 去有趣的地方
6. make short speeches 做简短的演讲
7. give thanks for 感谢......
8. grow corn 种植玉米
九年级上学期英语课文知识点外研版
所谓垂悬结构(The Dangling Construction)就是一个句子成分，如分词短语，不定式动词短语等，找不到被修饰的主语或被修饰的对象不合逻辑。垂悬结构是种错误的句法，应该避免。
下面是三种常见的垂悬结构及其改正方法：
⒈垂悬分词或分词短语，如：
①Climbing up the hill, several boars were seen.
这句子里的现在分词短语(present participial phrase)修饰主语“several boars”是错的;改正方法有二：
(a)确定是逻辑主语，使句子变成“Climbing up the hill, the explorers saw several boars.”
(b)把现在分词短语扩大为副词分句(也称状语从句)：“When the explorers climbed up the hill, they saw several boars/ several boars were seen.”
⒉垂悬副词短语，如：
After putting a shrimp on the hook, the fish began to bite.
这句的副词短语(adverb phrase)和主语“the fish”有什么逻辑关系呢?真正的逻辑主语应该是“the fisherman”或“the angler”才对。改正方法：
(a) After putting a shrimp on the hook, the fisherman found that the fish began to bite.
(b) After the fisherman had put a shrimp on the hook, the fish began to bite.
⒊垂悬不定式动词短语，如：
To write well, a lot of practice is needed.
To be a loyal employee, a sense of belonging is a must.
这两个句子的不定式动词短语(infinitive phrases)并不能修饰“practice”和“a sense of belonging”，真正的主语必须是“ 人”，如：
(a) To write well, one needs a lot of practice/a person has to practise a lot.
(b) To be a loyal employee, he or she must have a sense of belonging.
上述三类垂悬结构中，第一类发生的频率，必须注意。但是在下列三种情况下，分词短语是对的，它们并非垂悬结构：
第一，独立结构(The Absolute Construction，见3月7日《中英合谈》)中的分词短语有自己的主语，所以不是垂悬结构。例如：
Such being the case, we can go home now./……it is not wrong to call it a day.
第二，当分词含有介词或连词性质时，它不需要逻辑主语，所以没有垂悬问题存在。例如：
Owing to a lack of funds, the project has to be discontinued.
Provided that there is sufficient time, everyone can do the job better.
第三，当分词短语是用来表示说话者的态度或意见时，也不需要逻辑主语，因此也不存在着垂悬问题。例如：
Judging from his facial look, the news must have been terrible.
Taken as a whole, there is nothing wrong with the logic behind that idea.
英语学习方法技巧
一、初中英语要学好，单词记忆是关键
英语的学习历来都是把单词看作是重点的。如果将英语比作为一座摩天大楼的话，那么同学们所学习的单词就是建筑这座大楼所需要的砖瓦，如果没有砖瓦这些基础的话，同学们是怎样才能够建筑出一栋大楼呢。所以同学们一定要能够拥有足够多的“建筑材料”。单词是基础，所以同学们要多学习，多记忆，多背诵单词。
而在记忆单词的时候，同学们也不要死记硬背，同学们可以通过一些好的单词记忆的方法，或是通过单词的读音，或是通过单词的字母，总而言之，是运用自己的大脑，用最为方便的方式来记忆单词。提高学习的效率，而且在记忆单词的时候，也不一定是要专门拿出大量的时间来做单词的记忆，很多的同学在专门背诵单词的时候，也不一定能够记住很多，效率不是很高，同学们可以通过下课的几分钟，或是在坐车的时候，或是在刷牙的是，就专门背诵几个单词，这样伶仃的几个单词累积起来，绝对可以让同学们构造出非常可观的单词数量。单词也不能够独立的存在，独立存在的单词很容易被忘记，所以同学们在背诵的时候，能够背诵句子，背诵课文，这样同学们是一举多得，既可以背诵单词，还能够拥有更多的英语的累计，记住很多的句子。这对于提高同学们的英语成绩都是很有帮助的。
二、初中英语的学习，语法基础要打好
初中英语是为同学们以后英语的学习打基础的，上面已经提到了，单词是作为最为基础的存在。而语法同样也是初中英语之中的基础。初中英语的语法学好了，同学们日后英语的学习就会十分轻松。而且初中英语之中，同学们学习较多的就是词法，而不是句法，因为词法是英语之中较为简单的，有些同学是才刚刚接触英语不久，而中考是面对大多数的同学的，所以中考的考察的重点就是词法。而同学们所涉及到的句法都是较为简单的。
初中英语中所涉及到较多的就是词法，而词法对于同学们来说是非常容易的。但是词法虽然简单，内容却是不少。英语之中又十大词类，而这些词类都需要同学们在初中能够掌握。掌握单词的词性之后，同学们才能够合理的编排单词在句子之中的位置，才能够造出完整没有语法错误的句子。所以词法对于同学们来说还是较为重要。需要同学们能够认真学习。学习词法也是非常的简单，同学们只要能够认真听讲，做几道典型的例题，就能够完全掌握英语之中的词法。
