人教版九年级英语上册全册教案

自主学习方案自主学习方案1.2.〔见学案中3.课堂导学方案课堂导学方案Step1 GreetingT:ourclass.Ibelievewewillhaveagoodyear.Step2T:Englishiswidelyusedallovertheworld.Butit”snoteasytolearnEnglishwellforus.BecausewehavenochancestospeakEnglishwithforeignpeople.Butwherethereisawill,thereisaway.Ifwekeeponspeakingandusingit,wecanlearnitwell.Questions:T:CanyoutellmehowyoulearnEnglish?Ss: IlearnEnglishbylisteningtothetapes.IlearnEnglishbyreadingaloud.…环节说明：通过和学生互动导入课，引出课的中心句—Howdoyoustudyforatest?—Bydoingsth.。Step31a~2d1.通过实物,练习句式—Howdoyoustudyforatest?—Istudyby .参考案例T:Howdoyoustudyforatest?Ss:Istudyforatest (1)byreadingaloud/listeningtotapes(2)byaskingtheteacherforhelp(3)bygettingthemainideas(4)bygoingoverexercisebooks2.1b1b1a中的信息使用学问练习2a2b2a中问题习句型—Haveyoueverstudiedwithagroup?—Yes,Ihave,I”velearnedalotthatway.两人一组，读2d的对话，然后让2~3对学生表演对教师依据学生状况如:Themoreyouread,thefasteryouwillbe.〔解析：the+比较级+主+谓，the+比较级+主+谓〕Step4〔〕1.— doyoustudyforatest?—Istudybyworkingwithagroup.A.WhatB.HowC.WhyD.Who( )2.—HowdoyoustudyChinesesowell? readingplentyofbooks.A.ToB.OfC.AtD.By答案：1.B 2.DStep5IstudyEnglishby (make)thewordcards.Whatabout (get)themainideas?3.9 theway,mustIcomeback 9:00a.m.?4.教学反思 toohardforme Englishwellinayear.答案：1.making 2.getting 3.By,by4.It”s,tolearn教学反思本课时以问答形式与学生互动来导入课，引出课时的中心—Howdoyoustudyforatest？—Bydoingsth.how引导的特别疑问句和“by+doing”构造的学问，又熬炼了学生的力量。自主学习方案自主学习方案1.2.预习课本，找出重点短语和句式〔见学案中预3.课堂导学方案课堂导学方案Step1Teacherask:Howdoyoustudyforatest?Studentanswer:Istudyfor…by2.Step2Hello,everyone,IknowyouallwanttogetgoodgradesinEnglish.DoyouknowthewaysoflearningEnglishareveryimportantinlearning?DoyoulearnEnglishinthebestways?DoyouhavegoodadviceinlearningEnglish?环节说明：结合学生学习英语具体状况，通过一系列的相关问题来引入课，让学生的留意力集中在学习方法上。Step33a~3b3a，答复P33个问题〔3a3a3b表格的内容。学3.依据学生完成练习状况对3a短文进展适当讲解。短文内容稳固练习，教师改写短文，将重点表Lastyear,Ididn”tlikeEnglish.Iwasafraidtoaskquestions ofmypoorpronunciation.ThenonedayIwatchedaninterestingEnglishmovie.I inlovewithit.Icouldn”tunderstand thecharactorssays,butthebodylanguageand onthefaceshelpedme.答案：because,fell,anything,expressions环节说明：通过短文阅读和完成练习来加强学生从短文中猎取有效信息的力量。稳固了学问Step4〔〕1.Idiscoveredthat somethinginterestingisthesecrettolanguagelearning.learnlistentolisteningtolistening( )2.Ilearnnewwordsby inthedictionary.lookingupthemlookupthemlookingthemuptolookatthem答案：1.C 2.CStep54a~4c1.4abydoingsth.。4.3c5.Step6〔〕1.Heisateacher,andheisascientist .alsoeitheraswellaswellas2.Heistooold.Hecan”tworkanylonger.〔合为一句〕Heis old hecan”tworkanylonger.Hecomeshereinordertoseethestar.〔改为复合句〕Hecomeshere————答案：1.C 2.so,that 3.sothathecanseethestar教学反思教学反思。自主学习方案自主学习方案1.2.预习课本，找出重点短语和句式〔见学案中预3.课堂导学方案课堂导学方案Step1P33a22.Step2T:DoyourememberthewaysoflearningEnglishthatwe”velearnedinSectionA?MaybeyouhavemanygoodwaystolearnEnglish,buthaveyoueverhadanyproblemswithEnglish?Now,let”slookat1aandcheckthestatementsthataretrueforyou.参考案例〔教师将其写在黑板上，看哪个问题是〕Lookat1b.Whatotherthingsaredifficultforyou?Makealist.环节说明：通过几个问题引导学生答复一些学习Step3完1c~1e1a1d1d3.3~4通过Step4〔〕1.Ican”tunderstand English.speakspeakingspokenspeaks( )2.Imakemistakes A.inofonabout( )3.Hecan”tget .muchwritingpracticemanywritingpracticemuchwritepractice答案：1.C 2.A 3.AStep5〔 〕1.Idon”tknow .howcanIsolvetheproblemhowIcouldsolvetheproblemhowtosolvetheproblem〔 〕2.Idon”thaveapartner .practiceEnglishtopracticeEnglishpracticeEnglishwithtopracticeEnglishwith答案：1.C 2.D教学反思教学反思学生在学习英语的过程中确定会遇到疑心。本课时通过几个问题引导学生答复一些学习中的疑心，从而引起他们的共鸣，导入课。这样做既贴近学生的真是一个一举两得的好方法，同时承受小组对话提高口语表达力量，再通过小结训练，稳固了语言目标。自主学习方案自主学习方案1.预习课本，找出重点短语和句式〔见学案中预3.课堂导学方案Step1makemistakes2.Step2T:Ifwewanttobeasuccessfullearner,goodlearninghabitsareveryimportant.Doyouhaveanygoodlearninghabits？Whatarethey?Thenlet”sreadthepassageandletusseewhatgoodlearninghabitsthesuccessfullearninghave.环节说明：让学生带着一种古怪心去阅读短语，Step32a~3b2a2c核对答案，并依据学生展现状况来讲解短文。让学生完成2d3~4名学生展现所造的环节说明：通过阅读课文，让学生逐步提高从短文中猎取有效信息的力量。相应的写作练习也能使学Step4〔 〕1.Icreate inpapererestedaninterestinterestinganinterest( )2.Heisafraid questions.ofasktoaskingofaskingask( )3.Hedoesn”tpayattention hisbadhabits.A.toofwithon答案：1.B 2.C 3.AStep5短文内容稳固练习。在以下短文中填入所Researchshowsthats learnershavesomegoodhabitsincommon.Studiesshowthatifyouc aninterestinwhatyoulearn,yourb ismoreactiveandit”salsoeasierforyoutopaya toitforalongtime.〖WW(〗…答案：successful,create,brain,attentionStep6 Writing3个学习英语的最好方法并说明教师选择一些好的学习方法，并写在黑板上。学生依据笔记写一篇短文〔可以参考学案中的Step7〔 〕Idon”tknowhowto withtheproblem.solvedodealcommunicate答案：C教学反思教学反思对学问点的稳固。自主学习方案自主学习方案1.2.预习课本，找出重点短语和句式〔见学案中预3.课堂导学方案课堂导学方案Step11.2.3.Step2T:WeknowChinahassometraditionalfestivals,suchastheSpringFestival,theDragonBoatFestival,MidAutumnFestival,theLanternFestivalandsoon.Whichfestivaldoyoulike?Why?Whatcanyoudointhesefestivals?Nowlet”slookat1aandmatchthepictureswiththedescriptions.环节说明：通过几个问题引导学生对节日的了解。Step31b~2d1.1b1a句式：—Whatdoyoulikebestabout—Ilove….Ithink2a2bthat6.2~3A:Whatdidyoudoonyourvacation?B:IwenttoHongKong.Ithinkthat 〔1〕Iboughtverybeautifulclothes.〔2〕Iatedifferentfood.A:Iguessthat youhadagoodtime.thefoodwasdelicious.7.2d对话,3环节说明：将听、说、读、写任务集合起来，不仅熬炼了学生的语言综合力量，还稳固了学生对目标Step4〔〕1.Ithink hewillcomesoon.whatthatwhichif( )2.Heisfatnow.He 10pounds.putsonputonhasputonhasputup答案：1.B 2.CStep51.Thestory like 2.Idon”tknow hewillgotoBeijing.3.一Wewillbeinanotherschool ayear.答案：1.sounds,fun 2.if/whether3.in教学反思生的口头表达力量，取得了不错的教学效果。自主学习方案自主学习方案1.2.预习课本，找出重点短语和句式〔见学案中预习检测的内3.课堂导学方案课堂导学方案Step11.Answers:WhatdoyouthinkoftheraceoftheDragonBoatFestival?〕What doyou thinkpeopleeat intheSpringFestival?2.Step2T:LastclasswelearnabouttheDragonBoatFestival.TodaywewilllearnaboutMid-AutumnFestival.WhocantellmewhenMid-AutumnFestivaltakeplaceandhowpeoplecelebrateMid-AutumnFestival?,通过几个问句来引入课，让学生的留意力集中在如何庆祝中秋节Step3完成教材3a~4c3a3b、3c3a短文进展适当的讲环节说明：通过短文阅读及完成练习来加强学生Step4〔〕1.Givemybest toyourmother.wishwisheswishing( )2.Hewishedthathe flytothemoon.canwillcouldmust答案：1.B 2.CStep5〔 〕1.He activity.

youtotakepartinthecelebrationA.hopes B.wishes C.hoped〔〕2.—Wherearetheothersuns?Hou Yi .shootsdownthemshootsthemdownshotdownthemshotthemdown〔 〕3.Theyrefused aroomwithme.A.share B.toshare C.sharing〔 〕4. hewishedhecouldcomeback.A.WhatB.HowC.Whether1.B教学反思2.D3.B4.B学习的力量。自主学习方案自主学习方案1.预习课本，找出重点短语和句式〔见学案中预3.课堂导学方案课堂导学方案Step11.2.Do you know？Do Chinese people Christmas?Do you know Chinese people celebrateChristmas?答案：if/whetherStep2T:WeknowsomeofChina”straditionalfestivals.However,doyouknowaboutwesternfestivals,suchasHalloween,Easterandsoon?WhocantellmeanythingaboutHalloween?生带着问题去听留意力更集中。Step31a~1d教鼓舞学生依据图片和方框中所给的单词介绍1b1cupasplayatrickon如:TheboydressedupasaFatherChristmasonChristmas.Theoldmanlikesplayingatrickonyoungpeople.再听录音，争论最使你感兴趣的万圣节活动。用对话的方式争论环节说明：听说结合，第一时间向学生传达语言Step4〔 〕1.Hedressesup aghosttolookscary.A.inB.asC.withD.on( )2.“Trickortreat”meanskidswillplayatrick youifyoudon”tgivethema A.towithforon答案：1.B 2.DStep51.He acoattoday.2.TI mydaughter aT—shirttoday.3. funto cartooncharacters.4.Shealways a others.〔 〕5.—Whathaveyoulearned Halloween?—Oh,Iknowit”sonOctober31st.A.of B.aboutC.with D.for答案：1.iswearing 2.dressed,in 3.It”s,dressupas4.plays,trickon 5.B教学反思教学反思课时的学习过程中，可多鼓舞学生自由发言，利用教学图片、幻灯片等形式开放课堂结对问答训练，既能稳固语言目标，又能培育学生的综合力量，可谓一举两得。自主学习方案自主学习方案1.2.〔见学案中3.课堂导学方案课堂导学方案Step1HalloweenStep2T:Todaylet”stalkaboutanotherwesternfestival—Christmas.MaybeweknowthatpeoplegetgiftsonChristmasandknowaboutChristmastreesandSantaClaus,butmaybewedon”tknowaboutthetruemeaningofChristmasorspiritofChristmas.Let”screateamindmapanddiscuss.ChristmasDate: Activity: Stories: Symbol: 环节说明：通过设制思维图，让学生对圣诞节有一个或许的了解，同时也把学生的学习乐观性调动起来，学生会马上把留意力集中到阅读短文上，很想了Step32a~2dReadthepassagequicklyandanswer〔2bReadthepassageagainandfinish2c3.2d4.教师依据学生对文章的理解状况对短文中的重环节说明：通过短文阅读来加强学生对短文的理解。使所学语言点得到及Step4( )1.Thenovelis byCharlesDickens.writingwrotewrittenwrites( )2.Don”tbeafraid.Itisa dog.A.Dead B.die C.death D.died( )3.Theteacherwarnsme thesamemistakesagain.don”tmakemakenotmakenottomake答案：1.C 2.A 3.DStep53a~3b1.3a2.3b〔参考学案中同Step6〔 〕1.What”sthe bysayingso?meanmeaningmeansmeant( )2.A mancan”tcomebacktolife.deathdiedyingdead( )3.Ourparentsarethefirstpeopletogiveusloveand .warmthwarmkind( )4.Theboyended schoolbecausehealwayscausedtrouble.leaveupleavinguptoleaveupleave答案：1.B 2.D 3.A 4.B教学反思教学反思难。自主学习方案自主学习方案1.2.预习课本，找出重点短语和句式〔见学案中预3.课堂导学方案课堂导学方案Step1Step2T:Doyouknowhowtoaskforhelppolitelywhenyoudon”tknowwheretogo?Youmaysay:Whereisthe…？Isitright?Butit”sanimpolitewaytoaskforhelp.Whocanaskforhelppolitely?Oh,someoneknows.Let”slistentohim.T:CanyoutellmehowtoaskforhelpS:Sure.T：Pleasetellus.S： Excuseme,couldyoutellmewherethebankis?Excuseme,couldyoutellmehowtogettothebank?3.环节说明：通过师生对话引导学生进入本课时中心句：Excuseme,couldyoutellmeStep3完成教材〔1a~2d1.1a2.1aA:Excuseme,couldyoutellme 〔1〕howtogetto…〔2〕whereIcan…(3)if/whetherthereisB：Sure, .(1)justgoalong…(2)youcan…(3)there”sa…on/inA:Thanks.Doyouknowwhen…closes/opens?B:Itcloses/opens….2a5.2a2c2d〔如：pardon,rush)Step4〔 〕1.Couldyoutellme ?Iwanttochangemoney.whereisthebankhowcanIgettothebankwhetherthereisabanknearhere( )2.—Couldyoutellmewherethestoreis ，canyousayitagain.ExcusemePardonSorry答案：1.C 2.BStep5〔 〕1.Goalongthestreetandgo thebank,you”llfindthepostoffice.acrossthroughpast( 〕2.Didyouhearthelatest thismorning?informationnewsmessages答案：1.C 2.B教学反思本课时通过对话情景导入，引导学生进入本单元中心句：Excuseme,couldyoutellme…？,并承受图解教学法教会学生有礼貌地询问信息，并在询问信息时留意宾语从句的正确用法。这种方法图文并茂、形象生动，既丰富了课堂内容，又使学生轻松地把握了语言目标。自主学习方案自主学习方案1.2.预习课本，找出重点短语和句式〔见学案中预3.课堂导学方案课堂导学方案Step11.如:—Excuseme,couldyoutellmehowIcanwhereIcanifthereis—Sure,2.Step2T:Everyonemayhavebeentosomeparks,WaterWorld,andsomezoos.Doyouthinktheyarefun?HaveyoubeentoFunTimesParks?It”sreallywonderfulParks.Doyouknowaboutit?环节说明：调动学生的乐观性，让学生有一个极其想了解FunTimesParks的欲望。这样使学生学习Step33a~3b3a2个问题。再读，找出询问信息的句子，然后改写为另一know/couldyoutellme环节说明：读写结合加强学生从短文中猎取有效Step4DoyouwanttogotoWaterWorldnow?Canyoutellme?Canyoutellme togotoWaterWorld?2.我建议我们去汤姆叔叔I wewillgotoUncleTom”s3.We WaterPark.答案；1.ifyouwant 2.suggest 3.passedbyStep5Grammar~4c1.4a、4b〔4cStep6〔 1.Beniswondering thereisashoppingnearhere.A.that B.ifC.when D.how( )2.Couldyoupleasetellme officeA.howto B.howcanIC.howcouldI D.howIcould

gettothepost〔 〕3.Lookatthecloudsinthesky.Itseems .rainrainingrainytorain答案：1.B 2.A 3.D教学反思教学反思调动学生的乐观性，使得教学布满趣味，增加了学生准时稳固所学的语言点，使学生学会有礼貌地与他人沟通，同时也熬炼了学生运用语言的力量。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step1复习依据以下图示编造对话。参考案例：A：Excuseme,canyoutellmehowIcangototheMexcianRestaurant?B:GoalongthestreetandcrossQueenStreetandJohnnyStreet,thenturnleftandseeMexcianRestaurantonyourright.A:Thanks.Step2情景导入T:Thinkabouttherearesomerestaurants,museums,parksandmallsinyourneighborhood.Whatdoyouthinkofthem?Canyoudescribethem?环节说明：提问使学生回忆所学的形容词，为课做预备。Step31a~1e教学任务1a中的表格。谈论你市的一些地方〔用1a中的形容词来练习。1c中表格的内容。再听录音，检查答案。1e并表演。学生依据自己四周的地方编对话练习句式。Canyoutellmewherethere”sagoodplace ?toeattoseefilmstoseedoctorsWhatkindoffood/books/clothesdoyoulike?环节说明：听、说、读、写结合使用，培育学生综合运用英语的力量。Step4小结训练〔 〕1.Canyoutellme there”saplace ？where,takeabuswhere,totakeabusif,bybusif,takeabus〔 〕2.Hetellsme thezoo.notgotodon”tgotonottogototonotgoto答案：1.B Step5 问题探究〔 〕1.Heis busy.kindakindofkindofkindsof〔 〕2.Ihaveaplace .eateatingtoeatD.ate答案：1.C 2.C教学反思读、写结合使用，培育学生综合运用英语的力量。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step1复习答复：Whatdoyousayifyouwanttogotothebankanddon”tknowtheway?Step2情景导入T:Whenweaskforhelp,wemustbepolite.Howdoweaskforinformationpolitely?Lookatthetwosentences,whichdoyouthinkismorepolite?A:B:环节说明：通过比较两种方式导入课，直接明白。Step32a~2d教学任务2b短文，找出中心句。2b短文，在文中找出直接问句和有礼貌的恳求问句。教师依据学生的理解状况作一些重难点讲解〕2d任务。环节说明：通过阅读，增加了学生猎取信息的力量，而且稳固了所学学问。Step4小结训练〔 〕1.Heansweredmyquestions .ItmademeA.politecar?

C.politely( )2. me,couldyoupleasetellmewhere myA.B.C.D.答案：1.CStep53a~3b教学任务3a的任务。3b的提示练习写作。〔教师巡回指导，可参考学案中“同步作文指导”〕Step6 问题探究It”snotpolitetorequestfordirectionTheteacherusesagameLookatthesign:No〔 〕4.Itsounds say,“Peter,couldyoupleasetellmeyoure—mailaddress?”than“Peter,tellmeyoure—A.polite B.polC.morepolite D.politer答案：1.directly 2.tolead 3.parking教学反思式导入课。在教学中，培育学生区分推断直接问句、间接问句和有目标，从而把握宾语从句的正确用法。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step1 复习对方不生疏路，就询问路线编对话。Step2 情景导入T：Hello,everyone.Weallknowthatpeoplesurechange.Doyourememberwhatyouwerelikethreeyearsago?Now,thinkaboutmyquestionandthenI”llasksomestudentstotalkaboutthechangesofyourappearance,hobbies,轻松导入词usedto学生的学习兴趣。Step31a~2c局部教学任务1.1a练习。1b1b练习。练习对话〔1c〕,并编自己的对话〔1a的图片。2a、2b练习。1b、2b1a局部信息，让学生分组练习对话，留意运用学问“usedto”。参考案例:T：Whatdidyoulooklikefiveyearsago?Ss:Iusedto .beshorthavelonghairwearglasses2d并表演对话。环节说明：听说结合，更简洁让学生把握的语言学问。Step4 小结训练〔〕1.— workinMicrosoft?—No,Ididn”t.DidyouusedtoDidyouusetoDoyouusedtoDoyouuseto( )2.Jennyusedto .A.bequiet B.beingquiet C.quiet( )3.—HowdoesJackusuallygotoschool?—He rideabike,butnowhe theretoloseweight.usedto,isusedtowalkwasusedto,isusedtowalkingusedto,isusedtowalking( )4.—Areyou “plantingonlinevegetables”?—No.Ithinkit”sawasteoftime.A.majorinB.interestedinC.angrywith答案：1.B 2.A 3.C 4.BStep5 问题探究〔 〕1.He tobepolite.A.didn”tuse B.didn”tusedC.don”tused D.don”tuse( )2.Sheused longhair.A.haveB.tohaveC.beD.tobe( )3.She adoctor,butnowshe A.usedto,was B.usesto,wasC.usedtobe,is D.usesto,was答案：1.A 2.B 3.C教学反思入本课时语法重点usedto的用法，把握了usedto句型的疑问句式，完成了本课时的语言目标。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step1 复习请学生介绍自己过去是什么样？运用usedto。Step2 情景导入T:Eachofususedtobedifferentfromnow.MaybeweusedtobestarCandyWangusedtobeashygirl,nowsheisapopstar.DoyouWanttolearnaboutherpastandpresent?Ifyouwanttodoit,let”sreadthe效果。Step3 3a~3c教学任务3a3段的中心句。3b任务。一个学生扮演记者，另一学生扮演Candy。记者向Candy提问〔3a内容有关。依据学生的状况，对短文中的重点难点进展解析。力，也准时稳固了所学学问。Step4 小结训练〔 〕1.HowdidCandy hershyness?A.deal B.dealtoC.dealwith D.doto( )2.He ateacher.A.usedtonot B.didn”tusedtoC.usedtonotbe D.didn”tusetobe答案：1.C 2.DStep5 Grammar~4c教学任务参考学案中“语法精讲精练”局部，处理语法教学任务。3a3b的作业〔usedto的否认句及疑问句形式〕教师展现一些图片，如凶狠的动物，黑暗，风暴等，借此向学生提问：Iusedtobeafraidofsnakes.Whatdidyouusetobeafraidof?引导学生依据表格填写内容来说出完整的句子。Step6 问题探究〔 〕1.Jackisafraidof alone.A.be B.beenC.being D.is( )2.Hewon”t English A.giveup,anymore B.giveup,nomoreC.stickto,nolonger D.stickto,nomore( )3.Workharder,youwill A.succeed B.successC.successful D.make答案：1.C 2.A 3.D教学反思usedto的用角色扮演，强化了学生的口语表示力量。此外，教学图片的敏捷运用也丰富了教学形式，稳固了所学学问。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step1 情景导入Everyonehashis/herownhobbies.Doyouhaveanyhobbies?yourhobbiesdifferentfromtheonesinthepast?Ihopeyoucantelltheclassthedifferences.环节说明：由提问引导学生导入课学问usedtolike/hate…Step2 1a~1e的任务1a4~6名学生展现自己的答案。1b练习，然后选出几名学生展现自己的句子。教师将收集的内容写在黑板上。1c练习。1d练习。核对答案，并结合听力材料再听一遍录音，生疏听力内容，以便学生仿照。要求学生分组练习，借助1c、1d的信息仿照对话，并邀请2~3组学生当堂展现。参考案例:A：Iusedtobenervousabouttestsallthetime.Whataboutyou?B:Yes,metoo.AndIusedto .getuplateeverydayplaygameseverydayafterschool(3)hateP.E.class(4)beonthesoccerteamA:ButnowIgetupearly…环节说明：将听、说、读、写的任务结合起来，不仅熬炼了学生Step3 小结训练〔 〕1.Idon”tworry testnow.A.on B.aboutC.in D.with( )2.Mybrother hateEnglish,butnowhebecomesinterestedinit.A.usedto B.isn”tusedtoC.didn”tuseto D.wasusedto( )3.GinausedtoA.beat B.beonC.beingon D.ison答案：1.B 2.A 3.BStep4问题探究〔 〕1.Heis abouthismathgrades，soheisworkingA.worry B.worriesC.worried D.worrying( )2.Mybrotheris tabletennisteam.A.inthe B.ontheC.jointhe D.takepartinthe( )3.He gotoschoolbybus.Hewalkedtoschool.A.usedto B.didn”tusetoC.don”tusedto D.doesn”tusedto答案：1.C 2.B 3.B教学反思不愿展现自己的学生，让他们能够在展现中，觉察语言的魅力之处。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step1 复习检查上节课的课后提升练习。Step2 情景导入T：Weallhaveproblemsinourlife.Whowillyougotoifyougetintotrouble?Howdidhe/shehelpyou?Step3 2a~3b教学任务要求学生读短文答复以下问题。〔1〕教师供给几个与短文相关的问题，帮助学生捕获短文中有效信息。如:Wheredidhisparentsgoto?Whatwashisparents”difficultdecision?Why?WhatchangedLiWen”slife?(2)2c、2d、2e练习，同时全班学生针对问题一起检查争论。让学生再次朗读课文，生疏短文内容，并找出不理解的词句。依据学生阅读状况，对短文进展简洁讲解，尤其留意重点词句的讲解。编对话〔李文和父母之间的会话。环节说明：带着问题去读会有助于学生从短文中提取有效信息，更能培育学生的阅读力量。Step4小结训练1.Becauseheispoor,hedoesn”t (自信)。2.Youshould (留意)yourteacherinclass.Youare (不再)achild.youcan 做打算)wheretogo.(即使)heisn”twithyou,he (为……感到骄傲)you.答案：1.feel good about himself 2.pay attention to longer,makeadecision 4.Eventhough,takesprideinStep5 Writing做笔记〔有关你的外貌，共性和爱好等方面的变化是怎样的〕并和伙伴一起争论。3b中的提示写一篇短文〔有关你一生中的最重要的转变是什么？怎样发生的转变？〕教师巡回指导。〔可参考学案中“同步作文指导”局部〕Step6 问题探究〔 〕1.Ican waitforyouA.notlonger B.notanymoreC.nolonger D.nolong( )2.Hecan seehisparentsbecausetheyworkinanothercity.A.seldom B.neverC.always D.usually( )3.Tomyfather”s ,Ifinishedmyhomeworkin20A.surpriseB.surprisedC.surprising答案：1.C 2.A 3.A教学反思中内容及语言点的了解和体会。阅读和写作内容的学习有肯定难度，练习，让学生在轻松的气氛中提高写作水平。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step1复习介绍自己的过去与现在的变化。Step2情景导入T：Doyouknowwhatarethethingsweuseandseemadeof/from?MostofthemweremadeinChina.AndyoucanalsoseethethingsmadeinChinainothercountries.Somethingswerefirstmade/producedinChina.Suchastea,paper-making,pointingandsoon.WhatelsedoyouknowweremadeinChina?环节说明：通过情景导入,既可以激发学生对中国的爱，又可以直接把学生引入学的学问中，即bemadeof/from/in…Step3 1a~2d教学任务1a。1b。1a中的信息练习对话。重点落在bemadeof/from;bemadein上。2a任务。2b。2a、2b中的信息编造对话并表演。2d52~3名学生表演对话。教师依据学生把握的状况解释重点难点，如:beproduced,beknownfor,Theyarepicked,byhand,aresentfor,processing。用力量，还稳固了学生对目标语言的学习及运用。Step4 小结训练〔 〕1.Thebike Shanghai.It”smadeA.wasmadein；ofwasmadeof；ofismadefrom；inwasmadefrom；in( )2.TheWestLakeisknown thebeautifulscenery.A.by B.as C.for D.of答案：1.A Step5 问题探究〔〕1.Teais inHangzhou.A.made B.grownC.growing D.producing( )2.Paperismade treesandotherplants.A.of B.in C.from D.with答案：1.B 2.C教学反思提炼力量，同时，让学生进展小组对话，通过对话的形式，提升口语用力量。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step1 复习用实物让学生问产品制作原材料及产地。如：1.—What”sitmadeof/from?—It”s…2.—Whereisitmade?—It”smadeinStep2 情景导入T:Ifyougotoanothercountry,whatkindsofthingswouldyoubuy?MaybeyouwillbuyawatchinSwitzerland.Butyoumightseethewatchwith“MadeinChina”.YoucanseethethingsmadeinChinanomatterwhichcountryyougoto.〔be〕madein的用法。Step3 3a~3c教学任务3a短文，答复两个问题：〔1〕WhattwothingsdidKongJianwanttobuyinAmerica?(2)Whereweretheymade?3b。3c，找出指示代词分别代表什么。所学学问点。Step4 小结训练〔〕1. whatyouwanttobuy，youcanbuyit.A.Nomatter B.No C.If( )2.Hecan”tavoid wrongthings.A.do B.todo C.doing D.did( )3.Youcanseesomethings A.madein B.madeofC.wasmadein D.wasmadeof答案：1.A 2.C 3.AStep5 完成教材Grammar~4c教学任务〔见学案“语法精讲精练”局部〕4a、4b,教师指导或抽查。用学生自己身上所拥有的东西进展介绍〔两人一组〕Step6 问题探究〔〕1.Theteacheris theboyinschool.A.searching B.searchingforC.searchingat D.looking( )2.—Wherewasit ?—ItwasmadeinJapan.A.madeinC.madeofB.madefromD.made答案：1.B2.D教学反思渐渐把握和理解本课时的内容。同时，以提问的方式导入课，值得借鉴。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕课堂导学方案Step1复习让学生介绍自己家乡的特产〔如茶〕要怎样种植，怎样生产。Step2情景导入T:Weallknowaboutkites.Doyouknowwhatkitesaremadeof?Whocantellmehowtomakeakite?Doyouknowabouttheinternationalkitefestival?bemadeof时学生对风筝格外生疏，在教师的情景诱导下都格外情愿表达。Step3 1a~1e的教学任务1.1a内容。1b的表格。1c表格。1d的任务。依据1b~1d的信息进展对话表演〔扮演Laura和ZhengYu参考案例：A:Wheredidyougoonvacation？B:Iwenttoaninternationalkitefestival.A:Thatsoundsinteresting.Whatdidyouseethere?B:…留意力更集中，同时对所学学问点有准时稳固之效。Step4 小结训练〔〕1.Theinternationalkitefestival everyyear.A.hold B.heldC.isheld D.washeld( )2.Somekites paperandbamboothatIsaw.A.madeofB.madefromC.weremadeofD.weremadefrom( )3.LuXun hisgreatnovels.Step5问题探究〔〕1.Idon”tknowhowA.made B.flyakite.C.tomake D.made( )2.He”strytowhoStep5问题探究〔〕1.Idon”tknowhowA.made B.flyakite.C.tomake D.made( )2.He”strytowhoheldtheinternationalkitefestival.A.find B.discoverC.lookforD.findout答案：1.C2.D教学反思听力的形式，加强学生对学问点的了解与把握，特别是重点短语bemadeof的运用。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step1复习复述做风筝及放风筝的过程。Step2情景导入T：Chinaisacountrywithtraditionalart.Eachparthasitsownspecialformsoftraditionalart.Whatdoyouknowaboutfolkortraditionalart,likepapercutting?环节说明：把学生引入学习最正确状态，当学生听到教师的介绍，肯定是迫不及待地想了解中国的各种传统艺术。Step3 2a~2e的教学任务1.2b，完成表格。2c,2d。2e中的问题〔以小组为单位。环节说明：阅读短文的同时，完成练习，能促使学生在阅读过程中留意力更集中，也练习了所学学问点。Step4小结训练用方框中词的正确形式填空。Thestarsare onbrightnight.He thecandleandlefthismother”sroom.3.Wecanseethelanterns intotheairslowly.4.Youreyes withyourhair.It”sbadforyoureyes.5.Giftsbringchildren .答案：1.seen 2.lit 3.rise 4.arecovered5.happinessStep5 Writing3a表格。3a3b的提示写一篇短文。教师出示范文〔可参考“同步作文指导”〕Step6 问题探究〔〕1.Taiwanis atreasureisland(宝岛).A.lookingas B.seenasC.watched D.regardas( )2.Hewantstoturnhisbooks English.A.in B.intoC.as D.with( )3.Theclaywas andsenttofire.A.dry B.dryingC.dried D.dryed答案：1.B 2.B 3.C教学反思在本课时学习中，师生互动频繁，课堂气氛活泼。以“复述做风筝及放风筝的过程”导入课题，调动了学生的古怪心，使得之后的学生从仿照中尝试自己写作的乐趣。自主学习方案１．学生自学生词，并记住单词拼写和拼读。〔见学案中预习检测的内容〕３．读记后完成预习检测作业。课堂导学方案Step１情景导入T：Therearemanyusefulthingsintheworld.Theyhelpusalotinlife.(Showsomepicturesonthescreen)Question:Whenweretheyinvented?Students: 1.Thetelephonewasinventedin1876.2.Thecomputerwasinventedin…Step2 1a~1c1.1a,2.3.1b4.5.1c1a2~3环节说明：通过读写说训练，熬炼学生的语言学习力量，同时巩Step3Whenwasthetelephone (invent)?It (invent)in1876.答案：1.invented 2.wasinventedStep4 2a~2d1.2a、2b2.3.2a、2b的信息分角色进展对话练习。然2~3角色扮演,2d2~3对学生表环节说明：将听、说、读、写的任务结合起来，不仅熬炼了学生Step5Theshoeswithlightsareusedforseeinginthedark.对画线局部提问) aretheshoeswithlights ?Thelightbulb(灯泡)wasinventedbyThomasEdison.对画线局部提问) thelightbulbinventedby?Therefrigeratorisusedtokeepfoodfresh.(改为同义句)Therefrigeratorisused foodfresh.答案：1.What,usedfor2.Whowas3.forkeepingStep6〔 〕1.Columbus Americain1492.A.invented B.discoveredC.found D.foundout( )2.Apenis writing.A.usedfor B.usedtoC.usedby D.usedas答案：1.B 2.A教学反思性，同时也熬炼了学生的学习仿照力量。再加上之后的听力内容，使学生的学习效率得到了提高。自主学习方案１．学生自学生词，并记住单词拼写和拼读。〔见学案中预习检测的内容〕３．读记后完成预习检测作业。课堂导学方案Step１复习争论：—Whenwas…invented?—ItwasStep2T：Givethreequestionsandleadintonewknowledge.Doyoudrinkteaeveryday?Whoinventedteainhistory?Dopeopleinothercountriesdrinkteaintheirdailylife?环节说明通过带着问题去学习短文从而到达导入课的目的，同时也可以使学生乐观阅读短文，以了解更多的关于茶的学问。Step3 完成教材3a~3c3a的任务，先邀请几位学生阅读短文〔可一人一段3b3c短文内容稳固练习。教师可给出一篇改写了的短文，将一些重生给出自己的答案。Doyouknowthetea?Teaisthemostpopulardrinkintheworld.Buttooursurprise,itwasinventedbyaccident.Itwasn tbroughttothewesternworldearlier.AnancientChineserulerShenNongdiscoveredtheteawhenhewasboilingdrinkingwaterintheopenair.Someleavesfromateaplantfellintothewaterandremainedthereforsometime.Anditproducedanicesmell.Hetastedthebrown wateranditwasdelicious.Andinthisway,teawasinvented.环节说明：将听、说、读、写的任务结合起来，不仅熬炼了学生Step4〔 〕1.Heis 50yearsold.A.near B.nearly C.nearby( )2.Theflowersproduceanice .A.taste B.sound C.smell( )3.Some fromateaplantfell thewater.A.leaves,into B.leafs,intoC.leaves,off D.leafs,off( )4.Theyallwishedus .A.areremained B.toremainC.remaining D.beremained答案：1.B 2.C 3.A 4.BStep5 Grammar~4c1.4a~4c的练习来稳固语法学问。Step6( )1.Thefood delicious.Ineedttasteit.A.tastes B.smellsC.looks D.eats( )2.IwillstayinWuhanfor .A.sometime B.sometimesC.sometime D.sometimes答案：1.B 2.C教学反思本课时主要回忆上节课重点句型：—Whenwas…invented?—Itwas…。教师以提问的方式导入课，让学生带着问题学习短文，增白，熬炼了学生的实际运用力量，稳固了所学学问，熬炼了学生的语言综合运用力量。自主学习方案学生自学生词，并记住单词拼写和拼读。预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step1 复习简洁复述茶是怎样被觉察的。Step2 情景导入T：Someinventionshavechangedourlives,suchastelephone,car，computerandsoon.Theyarehelpful.Butsomeinventionswereinventedbyaccidentorbymistake.Theyarealsohelpfultous.Teawasinventedbyaccident.Andwewilllearntheinventionsthatwereinventedbymistake.发学生的兴趣，同时稳固了语法点beinvented…Step3 1a~1e的任务1a内容，完成相应任务。1b局部的任务，然后找几名学生给出自己的答案。并把收集的答案列举在黑板上。1c局部的任务。1d局部的任务。听力内容稳固训练。要求学生依据所听到的内容完成以下对Doyoulikepotatochips?Doyouknowhowthepotatochipswereinvented?Now,let’slistenandfillintheblanks.Potatochipswereinventedbymistake.TheywereinventedbyacookcalledGeorgeCrum.Onedayacustomerthoughtthefriedpotatoesweren’tthinenoughandweren’tsaltyenough.SoGeorgecutthemreallythinandcookedthemforalongtimeuntiltheywerecrispy.Andheputalotofsaltonthemsotheyweresalty.听第三遍录音，并翻开听力材料，全班逐句进展跟读。1c、1d的信息2~3现最正确。环节说明：将听、说、读、写的任务结合起来，不仅熬炼了学生Step4小结训练1.对不起，我刚刚错拿了你的字典。Sorry,Itookyourdictionary justnow.2.薯条被炸了很久。Thepotatochips foralongtime.3.它们不够咸。Theywerenot 4.你知道薯条的历史吗？Doyouknow potatochips?答案：1.bymistake 2.werecooked 3.saltyenough4.thehistoryofStep5 问题探究那消息使我哀痛。Thenews me 2.我最终让那位顾客满足了。Imadethe happy .答案：1.makes,sad 2.customer,intheend教学反思，同时也稳固了学生对目标语言的把握。自主学习方案1.预习课本，找出重点短语和句式〔见学案中预习检测的内容〕读记后完成预习检测作业。课堂导学方案Step１ 复习检查上课时的课后提升作业。Step2QuestionsWholikebasketball?Doyouwatchbasketballgames?Howmuchdoyouknowaboutthissport?Step3 2a~2e进入短文学习之前，教师要预备几个有助于理解短文内容的问参考案例：—Howoldisthesportofbasketball?—It\”salittleover100yearsold.—Whoinventedbasketball?—ACanadiandoctornamedNaismith.—Whenwasthefirstbasketballgameinhistoryplayed—OnDecember21st,1891.2d的任务。2e先邀请几位学生阅读短文〔可一人一段语音并讲解重点句子，解决学生遇到的疑难问题，然后播放录音，全让学生在Step 41.Theboyistryingto (实现)hisdream.2.Theplayers (divide)into3groupsyesterday.3.Some people (仰慕)the great and persons.答案：1.achieve 2.w