外研版九年級上冊 Module 1 Unit 2 The Grand Canyon was not just big.教案（表格式）

第第頁外研版九年級上冊Module1Unit2TheGrandCanyonwasnotjustbig.教案（表格式）LessonPlan

Teachingmaterialanalysis(教材分析)

主題語境人與自然

語篇類型游記

語言知識Keyvocabulary:below,shine–shone-shone;shine–shined-shined,sign,silent,silver,sky,grey,gothrough,beside,reply,clear,fallaway,stream,nearly,ontopof,canyon,remain,byKeystructures:①WhenIarrived,itwasraining.②Youwillgetthereinfiveminutes.③AmIgoingtherightway④Ilookedtotheeast—theskywasbecominggrey.⑤Farbelowme,thegroundfellawayanddowntoariver.

文化知識通過學(xué)習(xí)，認(rèn)識并了解世界各地著名的自然景觀和人文景觀

語言技能能夠讀懂游記類短文，獲取事實(shí)性信息，并進(jìn)行推測，理解的觀點(diǎn)及寫作意圖。

學(xué)習(xí)策略通過使用不同的形容詞來描述事實(shí)或表達(dá)觀點(diǎn)，并善于聽取別人的意見，在活動中充分發(fā)揮自己的作用。幫助學(xué)生更多地了解大千世界;拓寬學(xué)生視野的同時(shí),培養(yǎng)學(xué)生積極主動探索奇妙世界的主觀能動性.

Students’levelandanalysis（學(xué)情分析）

整體學(xué)生基礎(chǔ)不是很好，但也有少部分學(xué)生基礎(chǔ)較好。學(xué)生邏輯思維開始占優(yōu)勢，需要感性經(jīng)驗(yàn)的支持，所以教學(xué)過程中我會注重直觀材料的引用，引導(dǎo)學(xué)生自主思考、理解知識，以激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動學(xué)生的積極性和主動性。

課題Module1WondersoftheworldUnit2TheGrandCanyonwasnotjustbig.

課型Reading

上課日期單元中課時(shí)數(shù)第一課時(shí)

教學(xué)目標(biāo)（TheSswillbeableto:）1.Keyvocabulary:below,shine–shone-shone;shine–shined-shined,sign,silent,silver,sky,grey,gothrough,beside,reply,clear,fallaway,stream,nearly,ontopof,canyon,remain,by2.TobeabletogetinformationfromthereadingmaterialabouttheGrandCanyon;3.TobeabletounderstandthepassageaboutthetriptotheGrandCanyon.

重難點(diǎn)分析與突破重點(diǎn)：TounderstandthepassageaboutthetriptotheGrandCanyon.難點(diǎn)：Readandfindspecificinformation.

Step-by-StepProcedure

StepsTeacher’sactivitiesStudents’activitiesIntention（設(shè)計(jì)意圖）

1.Freetalk1.Theteachershowsthepicturesofwondersoftheworldtothestudentsandasksthemtotalkaboutthemanddescribethem.2.Showthefollowingdialogueonthescreen.A:WhichwonderoftheworldwouldyouliketovisitB:I’dliketovisit…Ithink…isthemost…A:Iagreewith.../IamnotsureIagreewith…Inmyopinion,...ismorefantastic\exciting\wonderfulthan...Askthestudentstoworkinpairsandtalkaboutagreatwonder.Talkaboutagreatwondertheyknow.Usethewordsinthebox.Thestudentsworkinpairsandthedialogueonthescreentohelpthem.1.通過看圖片、談?wù)搱D片可以培養(yǎng)學(xué)生的觀察能力和表達(dá)能力，可以幫助學(xué)生回憶所學(xué)的知識。2.讓學(xué)生在課堂大環(huán)境中分享自己熟悉的景觀,培養(yǎng)學(xué)生敢于開口說英語的自信心。

2.Leading-inIntroduceanotherwonder.ShowapictureoftheGrandCanyonandasksomequestions:1)Whatdoyouthinkofit2)What’sitsname3)Isitanaturalwonderoraman-madewonder2.Leadthetitle:Unit2TheGrandCanyonwasnotjustbig.Getstudentstothink:Canwechangethetitleintothefollowingtitles1)TheGrandCanyonwasjustbig.2）TheGrandCanyonwasnotbig.3）Itwasnotjustbig.1.Lookatthepictureandanswerthequestions.1)It’swonderful/great/huge/deep/dangerous...2.Knowtoday’stitleandthinkaboutthemeaning.1.激活學(xué)生的背景知識和想像力2.充分激發(fā)學(xué)生勤于思考、敢于創(chuàng)新的興趣,鼓勵他們多角度、多方向、新穎獨(dú)特的提出問題、解決問題;提倡一題多議,敢破常規(guī),使教學(xué)向縱深發(fā)展。在比較中更能理解題目的含義。

3.Pre-readingShowsomepicturesofTheGrandCanyon.(1)Listthekeywords：silent,grey,stream,shine,ontopof,lookdown,lookacross(2)Leadstudentstoreadthenewwordsandphrases.1.Learnthenewwordsandphrases,readthemtogether.學(xué)習(xí)新單詞和句型，為下面的閱讀學(xué)習(xí)掃清障礙。

4.FastreadingAskstudenttocounthowmanyparagraphsinthepassage.Readthepassagefastandchoosethebestanswer.1).Themainideaofthepassageis_____.TheTraveltoTheGrandCanyonTheintroductionoftheTheGrandCanyon..2)Wheremaythepassagecomefroma)Amagazine.b)Agrammarbook.c)Adictionary.d)Astorybook.3.Showthethreetitles“BeforeIgottotheGrandCanyon.”“WhatIsawwhenIwasontheGrandCanyon.”“MyfeelingaftervisitingtheGrandCanyon.”tostudents.1)Letstudentsputthefiveparagraphsintothethreepartsaccordingtothethreetitles.2)Leadstudentstounderstandthestructureofthewholepassageandtheorderthatthewriterwrotethepassage.1.Counthowmanyparagraphsinthepassage.2.Readthepassagefastandchoosethebestanswer.3.Lookatthethreetitlesandunderstandwhateachtitlemeans.4.Putthewholepassageintothreepartsaccordingtothethreetitles.5.Understandthestructureofthewholepassageandtheorderthattheauthorwrotethepassagewiththeteacher’shelp.培養(yǎng)學(xué)生在閱讀中迅速尋找信息的能力和根據(jù)所給信息推測判斷觀點(diǎn)和寫作意圖的能力。

5.Carefulreading(thefirsttwoparagraphs)Showapictureofthescenethatthefirsttwoparagraphsdescribe.Showfivequestions.(1)Whatwastheweatherlike(2)Whenandhowdidthewritergothere(3)Whodidhemeetontheway(4)HowsoonwouldhereachtheGrandCanyon(5)Whywastherenothingtosee3.Letsomestudentsreadthefirsttwoparagraphs,givingthem2-3minutes.4.Asksomeofthestudentstoanswerthequestions.5.Checktheanswers.Watchthepictureandguesswhatthefirsttwoparagraphswilltell.Readthefivequestionscarefully.Readthefirsttwoparagraphscarefullywiththefivequestionsinmind.Someofthemwillanswerthequestions.Checktheanswers.抓住了閱讀技巧,課堂教學(xué)方向明確,加強(qiáng)學(xué)生實(shí)際練習(xí)、多運(yùn)用,確立以“知識理解型”教學(xué)模式向“思維訓(xùn)練型”教學(xué)模式的轉(zhuǎn)變。

6.Carefulreading(thethirdparagraph)1.Showapictureofthescenethatthethirdparagraphdescribes.2.Showthreequestions.(1)WhathappenedtotheweatherwhentheauthorwasontheGrandCanyon(2)WhichdirectionwasthewriterfacingwhilehewaslookingovertheGrandCanyonA.SouthB.NorthC.EastD.West(3).Whathappenedwhenthesunrose3.Letsomestudentsreadthethirdparagraph,givingthem2-3minutes.4.Asksomeofthestudentstoanswerthequestions.5.Checktheanswers1.Watchthepictureandguesswhatthethirdparagraphwilltell.2.Readthethreequestionscarefully.3.Readthethirdparagraphcarefullywiththethreequestionsinmind.4.Someofthemwillanswerthequestions.5.Checktheanswers..要求學(xué)生閱讀文章，回答問題，幫助學(xué)生理解課文內(nèi)容，幫助學(xué)生提高在語境中運(yùn)用所學(xué)知識的能力。

7.Carefulreading(thefourthparagraph)ShowatablethatdescribesthefactsoftheGrandCanyon.Askstudentstoreadthetableandknowwhatkindofinformationtheyneedtofillinthetable.TheGrandCanyonHowdeepHowwideHowlongAskstudentstoreadthefourthparagraphwithin3minutes.Asksomestudentstofillinthetable.Checktheanswers.6.Letstudentslearnhowtodescribeaplace,usinglong,deep,wide,high,tall.Watchthetable.Knowwhatkindofinformationneedtobefilledinthetable.Readthefourthparagraphwithin3minuteswiththetableinmind.Fillinthetable.TheGrandCanyonHowdeepHowwideHowlongChecktheanswer.通過精讀培養(yǎng)學(xué)生對細(xì)節(jié)的理解能力

8.Carefulreading(thefifthparagraph)Showthequestiontostudents.WhatdoesthewriterthinkoftheGrandCanyonAskstudentstoreadthelastparagraphwithin1minute.Asksomeofthemtoanswerthequestion.Checkanswers.Addsomemoreadjectivesexpressingone’sfeelingsandteachstudentshowtousethem,suchaswonderful,great,amazing.Readthequestioncarefully.Readthelastparagraphwithin1minute.Answerthequestion.Checktheanswers.Learntousesomeadjectivestoexpressfeelingaboutsomeplaces.引導(dǎo)學(xué)生基于文本信息進(jìn)行合理推測，理解的寫作意圖。

9.Post-readingLetthestudentslistentothepassageandrepeat,thenretellthepassage.Intheeast,____wasbecominglight,butbesidethepath,itwasstillvery____.Iknewitwasthere,buttherewasnothing____.Finally,Icametosomerock,andstopped.I___them,butitwasstilltoodarktosee____.Suddenly,thecloudsclearedand____stopped.Thesun____andbeyondtherocks.Isawthatthegroundfellawayanddownto____,farbelowme.Iwas____theGrandCanyon,oneofthewondersofthenaturalworld.TheGrandCanyonisnotjustbig.It’s____!Listentothepassageandrepeat,thenretellthepassage.培養(yǎng)學(xué)生由閱讀“輸入”向“輸出”的轉(zhuǎn)變，進(jìn)一步提高學(xué)生的語言綜合能力。讓學(xué)生在實(shí)踐中鞏固所學(xué)知識

10.SummaryGetthestudentstosumupthelanguagepoints.T:WhathavewelearnedtodaySs:……Sumupthelanguagepoints.引導(dǎo)學(xué)生對這節(jié)課的總結(jié)，讓學(xué)生做自由發(fā)言，培養(yǎng)學(xué)生自主學(xué)習(xí)，自主總結(jié)的良好學(xué)習(xí)習(xí)慣。

HomeworkAssignment(differentlevels)LevelA:1.Readthepassagefluently.2.Getreadytohaveadictation.3.FinishWorkbookALevelB1.Readthepassage2.FinishexercisesinWorkbookA

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