第 9 单元 第 4 节 授课题目 Unit 9 Structure 课型 New
教学目标 知识目标 1. Grasp the words.
2. Revise the Passive voice
能力目标 Improve the Ss’ ability of summary.
情感、态度、价值观 Let the Ss know that helping others is helping themselves.
教学重点 The new words.2. The usage of the Passive voice
教学难点 1. Grammar2. Let the Ss grasp the structure correctly.
教学设计思路 Reviewing---Practicing----Grasping
教法 Task-based Method 学法 Cooperation 课前准备 PPT
教 学 过 程
教学环节 教 师 活 动 学生活动 设计意图二次备课
课题引入 Step 1.Review 1.Review some useful words and phrases.2.Have a dictation. Read words and phrases loudly Review and consolidate
教 学 过 程
教学环节 教 师 活 动 学生活动 设计意图二次备课
课程实施 Step 2. PresentationGive some sentences, let the students find out the use and form of the Passive voice Summary被动语态的用法：1.定义：即不知道动作的执行者或强调动作的承受者的一种语态。2.谓语动词的构成： be+done(过去分词) (+by+动作执行者)3.主动语态：S. + v. +O. 被动语态：O.+be+v.-ed +by S.被动语态的用法：不知道动作的执行者是谁。e.g. This watch is made in China.没有必要指出动作的执行者是谁。e.g. More trees must be planted.需要强调或突出动作的承受者。e.g. Chinese is spoken by more and more people in the world.句子的主语是动作的承受者。 e.g. Many houses were washed away in the flood.5.被动语态的各种时态变化：即be的变化e.g. He writes a book. 一般现在时：am/is/are done e.g. A book is written by him . 一般过去时：was/were done e.g. A book was written by him last month. 一般将来时：will be done e.g. A book will be written by him next week. 过去将来时：would be done e.g. He said a book would be written by him. 现在进行时：am/is/are being done e.g. A book is being written by him now. 过去进行时：was/were being done e.g. He said a book was being written by him. 现在完成时：have/has been done e.g. A book has been written by him. 过去完成时：had been done e.g. A book had been written by him by the end of last month.6.含有情态动词的被动语态：Can/may/must be done e.g. A book must be written by him now.带双宾语的谓语动词变被动语态：可以将间接宾语转化为主语，则保留直接宾语；若将直接宾语转化为主语则保留间接宾语，且在被保留的间接宾语前加上介词to或for. E.g. She gave me a book. I was given a book. A book was given to me.主动语态中省略的to变被动语态时要加上。 主动语态中在感官动词see, hear, watch, feel, notice等和使役动词let, make, have等后省略的to,变被动语态时要加上。 e.g. He makes the girl stay at home.——The girl is made to stay at home.We heard him sing in the next room.——He was heard to song in the next room.不及物动词happen, take place等没有被动语态形式。 e.g. The contest will take place next week.read, write, sell, wash, clean等词用主动表被动意义。 e.g. The pen writes well. 这支笔写起来很好。need doing=need to be done "需要做某事",用主动表被动意义. e.g. The bike needs repairing.=The bike needs to be repaired.be worth doing "值得做某事", 用主动表被动意义。e.g. The book is worth reading. Step 3. Practice Step 4. Homework Do some exercises.Know something important.Sum up by the studentsDo some exercises Lead in the Passive voice Prepare for their skills.Let the students know the usage of the structureTo let the students grasp them well.
板书设计 Unit 9 StructureThe Passive Voice 1.一般现在时：am/is/are done2.一般过去时：was/were done3.一般将来时：will be done4. 现在进行时：am/is/are being done5.过去进行时：was/were being done6.现在完成时：have/has been done7.情态动词的被动语态：Can/may/must be done
作业练习 Finish off the exercises.
课堂小结
本课教育评注（课堂设计理念，实际教学效果及改进设想）第 9 单元 第 2 节 授课题目 Unit 1 Listening and Speaking 课型 New
教学目标 知识目标 1. Grasp the words.
2. Understand the Everyday English.
能力目标 To improve the students’ listening and speaking skills.
情感、态度、价值观 It is convenient for us to use directory assistance.
教学重点 1. The new words and phrases.
2. Learn the useful expressions.
教学难点 How to help others in a good way.
教学设计思路 Reviewing---Practicing----Grasping
教法 Task-based Method 学法 Team work 课前准备 PPT
教 学 过 程
教学环节 教 师 活 动 学生活动 设计意图二次备课
课题引入 Step 1.Review Have a dictation . Write the words and phrases they learnt last lesson Review and consolidate
教 学 过 程
教学环节 教 师 活 动 学生活动 设计意图二次备课
课程实施 Step 2. PresentationAsk the students to look at the picture on the right and talk about the following questions What her job is What does she use for her job Why do people call her summary ⑴What her job is =What does she do =What is she ⑵Use sth. for doing sth. = use sth. to do sth.Step 3. Listening and speaking 1.Play the tape and ask the students to listen carefully and repeat.2.Let the students practice the dialogue.3.Ask them to complete the table with different information.Step 4.summarying I’d like the number of John Henley. could you give me John Henley’s number, please I’m looking for John Henley’s number How do you spell Henley What’s the spelling for that name Could you spell Henley, please Are you sure you have the correct address ⑴be sure of sth./to do sth./that 相信、确信某事e.g. He is sure to come. 他一定会来。 ⑵make sure that 确保、保证 e.g. Get up early to make sure you can catch the early bus. 早起以确保你能赶上早班车。do sth. for sure 有把握做某事 know for sure 确切地知道4.Either one is fine. 哪一个都可以。 either （两者中）任何一个，作主语，谓语动词用单数。 neither (两者中）任何一个都不，作主语，谓语动词用单数。E.g. Neither of us likes it. 我俩都不喜欢它。either...or... 或者...或者... e.g. Either you or I will go there. 或者你去，或者我去。neither...nor...既不…也不... e.g. Neither I nor he likes apples. 我和他都不喜欢吃苹果。 Answer the questions.Listen and repeat Practice in pairsLearn the main points.Sum up the language points and practice. Prepare for their listening and speaking skills.encourage them to speak English.Have the students practice the useful expressions they have learnt freely.
板书设计 Unit 9 Listening and Speaking1. I’d I’d like the number of John Henley. 2. How do you spell Henley？
作业练习 Practice the dialog after class and recite some useful expressions.第 9 单元 第 5 节 授课题目 Unit 9 Writing 课型 New
教学目标 知识目标 1. Writing your opinions on “Volunteering”
2. Express idea and write something in English.
能力目标 To improve the Ss’ writing skills.
情感、态度、价值观 We will feel happy when we help others who are experiencing difficulty.
教学重点 Grasp some writing skillsLet the students try to use some wonderful sentences.3. Writing.
教学难点 How to express one’s idea freely in English.How to write something in English.
教学设计思路 Reviewing---Practicing----Grasping
教法 Task-based Method 学法 Cooperation 课前准备 PPT
教 学 过 程
教学环节 教 师 活 动 学生活动 设计意图二次备课
课题引入 Step 1. Lead in1. Everyone will meet some difficulties in his daily life. 2. Who can talk about what you should do if others need your help Answer the questionsTalk about in pairs. Let the students arouse interest in the new lesson
教 学 过 程
教学环节 教 师 活 动 学生活动 设计意图二次备课
课程实施 Step 2. PresentationLet the students look at the short passage on P89 and ask them to choose the best sentences for the blanks.Check the answers together.Ask a volunteer to read aloud Step 3. Speaking and practicingAsk them to write down their answers and talk about them.Step 4. Writing1. Present how to write essay.2. Let the students write a short composition about “Helping Yourself by Helping Others.”3. Share the compositions.As the saying goes, roses given, fragrance in hand. In our daily life, we will meet with a lot of trouble. So it is necessary for us to help those who are in trouble. ask some volunteers to come to the front to read their passages.Step 5. Homework read and chooseSpeak and practice.Write a composition. Prepare for the topics.Let the students grasp the functions.Practicing and improving the writing skill.
板书设计 Unit 9 WritingHelping Yourself by Helping OthersYour opinion II. Arguments: Proposal
作业练习 Finish off the composition after class.
课堂小结
本课教育评注（课堂设计理念，实际教学效果及改进设想）第 9 单元 第 4 节 授课题目 Unit 1 Reading 课型 New
教学目标 知识目标 1. Grasp the words.2. Know some reading methods.
能力目标 To improve the students’ reading skills.
情感、态度、价值观 To let the students understand ‘helping others is helping yourself.”
教学重点 1. The new words.2. Language to Know.
教学难点 Understand the reading material about the rewards of being a volunteer.
教学设计思路 Reading---Practicing----Grasping
教法 Task-based Method 学法 Cooperation 课前准备 PPT
教 学 过 程
教学环节 教 师 活 动 学生活动 设计意图二次备课
课题引入 Step1.lead in 1.Let the students to look at the picture and guess what it is about 2.Read the question and circle the best answers3.Check the answers together. Learn the new words. Arouse the students’ interest and lead in new lesson.
教 学 过 程
教学环节 教 师 活 动 学生活动 设计意图二次备课
课程实施 Step 2. Pre-readingAsk the students to think about some question.What makes people healthier Why did the author write this story What is the story mostly about Step 3. While-reading1. Scan the story.2. Extensive reading.3 Sum up by the Ss themselves.⑴.patient n. 病人，患者 e.g. The doctor has several patients to see him.a. 有耐心的 be patient with sb./of sth. 对某人、某事有耐心impatient a. 没有耐心的patience n. 耐心，忍耐impatience n. 不耐心⑵wonder v. 惊讶，怀疑，想知道wonder at sth. e.g. I wonder at my own mistake.wonder + 从句 e.g. I wonder if you can help me.Wonder n. 奇迹，奇观 e.g. The Great Wall is a wonder in the world.⑶pay attention to(doing) sth. 注意某事 e.g. You should pay attention to your handwriting.Pay much/more/little/no attention toStep 4. After-readingFinish off some exercises.Check the answers together.Step 5. Homework Ask and answer the questions.Read the passage carefully.Do some exercises. Prepare for their reading and understanding skills.Make sure the students can understand the story well.Let the Ss find out the main idea of this story by themselves Sum up by the Ss themselves.
板书设计 Unit 9 Help Yourself by Helping Otherspay attention to(doing) sth. as a result/ as a result of wonder v. wonder at sth. e.g. I wonder at my own mistake.wonder + 从句 e.g. I wonder if you can help me.Wonder n. 4. live a happier, healthier life
作业练习 Read the recite the passage.
课堂小结
本课教育评注（课堂设计理念，实际教学效果及改进设想）
