外研版九年级上册 Module 1 Unit 2 The Grand Canyon was not just big.教案（表格式）

第第页外研版九年级上册Module1Unit2TheGrandCanyonwasnotjustbig.教案（表格式）LessonPlan

Teachingmaterialanalysis(教材分析)

主题语境人与自然

语篇类型游记

语言知识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.

文化知识通过学习，认识并了解世界各地著名的自然景观和人文景观

语言技能能够读懂游记类短文，获取事实性信息，并进行推测，理解的观点及写作意图。

学习策略通过使用不同的形容词来描述事实或表达观点，并善于听取别人的意见，在活动中充分发挥自己的作用。帮助学生更多地了解大千世界;拓宽学生视野的同时,培养学生积极主动探索奇妙世界的主观能动性.

Students’levelandanalysis（学情分析）

整体学生基础不是很好，但也有少部分学生基础较好。学生逻辑思维开始占优势，需要感性经验的支持，所以教学过程中我会注重直观材料的引用，引导学生自主思考、理解知识，以激发学生的学习兴趣，调动学生的积极性和主动性。

课题Module1WondersoftheworldUnit2TheGrandCanyonwasnotjustbig.

课型Reading

上课日期单元中课时数第一课时

教学目标（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.

重难点分析与突破重点：TounderstandthepassageaboutthetriptotheGrandCanyon.难点：Readandfindspecificinformation.

Step-by-StepProcedure

StepsTeacher’sactivitiesStudents’activitiesIntention（设计意图）

1.Freetalk1.Theteachershowsthepicturesofwondersoftheworldtothestudentsandasksthemtotalkaboutthemanddescribethem.2.Showthefollowingdialogueonthescreen.A:WhichwonderoftheworldwouldyouliketovisitB:I’dliketovisit…Ithink…isthemost…A:Iagreewith.../IamnotsureIagreewith…Inmyopinion,...ismorefantastic\exciting\wonderfulthan...Askthestudentstoworkinpairsandtalkaboutagreatwonder.Talkaboutagreatwondertheyknow.Usethewordsinthebox.Thestudentsworkinpairsandthedialogueonthescreentohelpthem.1.通过看图片、谈论图片可以培养学生的观察能力和表达能力，可以帮助学生回忆所学的知识。2.让学生在课堂大环境中分享自己熟悉的景观,培养学生敢于开口说英语的自信心。

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.激活学生的背景知识和想像力2.充分激发学生勤于思考、敢于创新的兴趣,鼓励他们多角度、多方向、新颖独特的提出问题、解决问题;提倡一题多议,敢破常规,使教学向纵深发展。在比较中更能理解题目的含义。

3.Pre-readingShowsomepicturesofTheGrandCanyon.(1)Listthekeywords：silent,grey,stream,shine,ontopof,lookdown,lookacross(2)Leadstudentstoreadthenewwordsandphrases.1.Learnthenewwordsandphrases,readthemtogether.学习新单词和句型，为下面的阅读学习扫清障碍。

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.培养学生在阅读中迅速寻找信息的能力和根据所给信息推测判断观点和写作意图的能力。

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.抓住了阅读技巧,课堂教学方向明确,加强学生实际练习、多运用,确立以“知识理解型”教学模式向“思维训练型”教学模式的转变。

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..要求学生阅读文章，回答问题，帮助学生理解课文内容，帮助学生提高在语境中运用所学知识的能力。

7.Carefulreading(thefourthparagraph)ShowatablethatdescribesthefactsoftheGrandCanyon.Askstudentstoreadthetableandknowwhatkindofinformationtheyneedtofillinthetable.TheGrandCanyonHowdeepHowwideHowlongAskstudentstoreadthefourthparagraphwithin3minutes.Asksomestudentstofillinthetable.Checktheanswers.6.Letstudentslearnhowtodescribeaplace,usinglong,deep,wide,high,tall.Watchthetable.Knowwhatkindofinformationneedtobefilledinthetable.Readthefourthparagraphwithin3minuteswiththetableinmind.Fillinthetable.TheGrandCanyonHowdeepHowwideHowlongChecktheanswer.通过精读培养学生对细节的理解能力

8.Carefulreading(thefifthparagraph)Showthequestiontostudents.WhatdoesthewriterthinkoftheGrandCanyonAskstudentstoreadthelastparagraphwithin1minute.Asksomeofthemtoanswerthequestion.Checkanswers.Addsomemoreadjectivesexpressingone’sfeelingsandteachstudentshowtousethem,suchaswonderful,great,amazing.Readthequestioncarefully.Readthelastparagraphwithin1minute.Answerthequestion.Checktheanswers.Learntousesomeadjectivestoexpressfeelingaboutsomeplaces.引导学生基于文本信息进行合理推测，理解的写作意图。

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.培养学生由阅读“输入”向“输出”的转变，进一步提高学生的语言综合能力。让学生在实践中巩固所学知识

10.SummaryGetthestudentstosumupthelanguagepoints.T:WhathavewelearnedtodaySs:……Sumupthelanguagepoints.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。

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

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