教学课题：Module1 Unit 1
题目
Unit1 It’s more than 2,000 years old.
教
学
目
标
知识
目标
1. Key vocabulary: wonder ,band, review, ancient, composition, grade, pyramid, pupil, meeting, call, event, listen up=listen carefully, do some reviews about, do some reviews with, on=about, read about.
2. Key sentences:
What is a wonder of the world ?
能力
目标
To understand and get more detailed information about wqnders from listening and reading.
情感
目标
通过课文，激发学生对大自然的向往。
教学重难点
掌握Key vocabulary 和Key sentences和语法。
训练学生的听说能力
教学过程
教师活动
学生活动
设计意图
Warm-up
展示一些奇迹的照片，然后问学生：What are they?
Students answer the question.
从视觉上吸引学生，为他们建立直观的印象，激发他们的兴趣，使学生尽快进入课堂上。
Pre-
listening
T:boys and girls,we’re going to visit The Great Wall.It’s a man-made wonder.Which wonder do you know?Let’s watch wonder show.
Student look at photo
Of wonders according to teacher’s showing.
过度，逐步引入主题，引出奇观。
Listening
课本第一部分
1展示图片
2、听录音，完成课文第二部分
Which two are natural wonders?
Which two are man-made wonders?
3、Which is an ancient wonder?
Which is a modern wonder?
检查答案
听课文，完成课文图片后的练习Now check (√) the true sentences.
1 Tony thinks the Giant’s Causeway is the largest natural wonder.
Lingling thinks Victoria Falls are more fantastic than the Giant’s Causeway.
Betty and Daming are more interested in man-made wonders
For Daming, the Three Gorges Dam is more fantastic than the Terracotta Army.
了解第一部分词组与图片连线。
2、听录音，完成课文第二部分
1、The Giant’s Causeway and Victoria Falls
2、The Terracotta Army and the Three Gorges Dam
3、The Terracotta Army.
4、The Tree Gorges Dam。
在图片中学习词组，直观生动。使学生产生进一步了解的欲望，从而达到吸引学生注意的目的，注意力集中了，训练听力才有效果。
READING
1、展示题目
2、检查答案。
3出示练习。
将课文快速阅读一次，然后完成课文第四与第五部分。
检查答案。
做作业。
巩固课堂知识。
Homework
1. Remember all the new words and expressions we’ve learned today.
2. Finish exercises.
Blackboard
arrangement
Module1 Unit1 It’s more than 2,000 years old.
I think natural wonders are more interesting than man-made ones.
1) I think 为主句，后面是省略了连接词that的宾语从句。如：I think maths is more difficult than English.
2) ones 作代词，指代wonders. ones 指代复数名词，同类不同物。如: These pictures are more colourful than those ones.
2. Hm, I’ve never seen it, so I’m not sure I agree with you.
1) 并列连词so 连接两个分句， 表因果关系。如：The work has been finished, so you needn’t come.
2) be (not) sure (不) 确定。 其后接不定式，也可接从句。如：I’m sure to come.
I’m not sure you are right.
3. They’re about 1,700 metres wide and 100 metres high.
物体长、宽、高等的表达为：数词+计量词+ long/wide/high. 它相当于 “ 数词+计量词+in length/width/height”.
如：The river is about 2,000 metres long. = The river is about 2,000 metres in length.
课后反思
教学课题 Module1 Unit 2 The Grand Canyon was not just big.
项目
设计内容
备 注
课时
第 2 课时
课 型
阅读
教具
PPT
教学目标
知识目标
Go though, look across等词组的用法
能力目标
能够描写祖国大好河山中的某个名胜古迹
态度与情感
激发学生热爱大自然，多亲近自然的兴趣与爱好。
重点
课文中的词组与单词在句子中的应用来描写风景
难点
描写自然景观
教学过程
教师活动
学生活动
说明或
设计意图
导入
要求学生朗读上一堂课的单词
教学新的单词
Read the words and expressions loudly.
Vocabulary
Work in pairs. Talk abouta great natural wonder you know. Use the words in the box to help you.
熟悉词汇
阅读
1、给出表格，要求学生用两到三分钟做题目，五分钟快速阅读。
Tell Ss to read the passage in Activity 2.Find out the name of the wonder and its facts.
Tt:Where did the writer visit?
How deep/wide/long is it?
2、Play the tape and get Ss to read aloud after the tape.
3、Ask students to read the passage carefully
1)When did he get to the Grand canyon?
2)Why was there nothing to see?
3)Where was he facing on the edge of the Grand canyon?
4)How did he feel about the canyon?
4、Ask Ss to find these words in the passage and guess their meaning within the sentence.
1. Read the passage and complete the table.
TheGrand Canyon
How deep
How wide
How long
Read the passage and answer the questions. Find out the facts and write them down in Activity.
Read aloud and answer questions in Activity3.Ask for help if they have any problem.
Read and answer the questions.
Underline the words and match the English meaning.
练习阅读技能以获得有效的信息，帮助他们阅读课文理解文章意义。练习猜测文章不认识的单词的词义。
介绍重点单词与词组
Now get Ss attention to phrases and words.
Learn the verbs and phrases.
作业布置
Finish writing the description of one of the wonders of the world.
Remember all the new words and expressions we’ve learned today.
Finish exercises.
板书设计
1. A great wonder of the natural world.
自然界的伟大奇观。
arrive in + 大地方
at + 小地方
get to + 地点名词
reach + 地点名词
当未明确表示到达的地方时只能用arrive.
当我们到达时，他们正在开会。When we _______, they were having a
meeting.
3. I get out of the car, went through a gate
and walked along a dark path.
我下了小汽车，穿过大门并沿着一条昏暗的
小路往前走。
1) get out of the car 下车 get into the car 上车
get on the bus / train 上车 get off the bus / train 下车
2) across prep.是指在表面上掠过，穿过,如: walk across the bridge, fly across the mountain, 还有对面的意思，如: run across the road through prep.多指从中穿过，通过，如：walk through the forest, go through the tunnel
3) walk along… 沿着……走,相当于go along
4. beside prep. 在……旁边；在……附近。
它相当于next to.
这是学校大楼，它在公园旁边。
This is the school building. It is ____the park.
besides prep. 除了…….之外（还有）。
除了唱英文歌曲外，还有很多有趣的方法来学习英语。
5. answer 与 reply v. & n. 回答；答复；答案
answer和reply 后接that 从句时可互换。
answer+ 名词/代词
reply + to +名词/ 代词…
他没能回答我的问题。
He failed to _____ to my question.
谁能回答我这个问题？
Who can ________ me this question?
你能找到这个问题的答案吗？
Can you find out ____________________ to this question?
课后反思
教学课题：Module 1
Unit 3 Language in use
项目
设计内容
备 注
课时
第 1 课时
课 型
复习课
教具
PPT
教学目标
知识目标
复习检查本模块单词与词组掌握情况
复习初中内容的8种时态
能力目标
能够灵活应用时态
情感目标
热爱祖国热爱家乡的美丽的风景
重点
时态
难点
时态
教学过程
教师活动
学生活动
说明或
设计意图
复习
Ask Ss to watch and listen to the tape.
根据上节课的作业，鼓励学生描述自己游览过的景点。帮助学生纠错。
大声朗读单词
描写自然景色
吸引学生的注意力，使每个学生有一定的紧张感和自豪感
语法
Read though the sentences in the box with the whole class.
介绍各种时态以及用法
要求学生完成课文Part1，然后检查答案。
要求学生应用所学的时态知识完成课文2,3,5,6大题。
Read aloud the seven sentences.And tell the making-up of each tense.
Make notes and understand tense.
Read though the 5 pairs of sentences in different tenses and match.
检查课文2、3、5、6大题答案。
练习并讲解时态，讲练结合使学生更容易理解时态。
写作
根据课文的表格，要求学生举例相关的句子。（写在黑板上）
要求学生拿出上一节课的作文
对比，纠正错误。
展示范文，大家一起纠错。
能够把时态应用在作文中。
听力与世界各地
Present the three photos in Activity7.Ask about any one of them.Play the tape for Ss to learn more.
要求学生自己阅读世界各地，不懂的向老师求助。
Listen and match the notes with the photos.
完成课本第八部分后检查答案。
阅读世界各地，找出生词。
锻炼学生的听力能力。
作业布置
完成同步练习册
记住本模块的单词
完成下面的课后练习。
板书设计
英语常见时态
一、时态定义：
在英语中，不同时间发生的动作 要用不同的动词形式来表示，这每一种不同的形式就叫做时态。
一般现在时 动词原形或动词+s/es（第三人称单数）
2. 一般过去时 动词过去式(did)
3. 一般将来时 will +V原形
4. 过去将来时 would + V
5. 现在进行时 am/is /are +Ving
6. 过去进行时 was/ were + ving
7. 现在完成时 have /has +P.P（过去分词）
8. 过去完成时 had + P.P过去分词
二、时态的用法:
1. 一般现在时: 表现在或经常性的动作、状态。
A. 表现阶段或经常性的动作、状态。
他每天骑自行车上学。He goes to school by bike every day.
B. 表客观真理
地球绕着太阳转。 The earth goes round the sun。
一般过去时：表示过去的事情，动作或状态，与表示过去具体的时间状语连用，用于表达过去的习惯。
A. 表示过去完成的事或存在的状态。
I met him last month.She looked well when I last saw her.
Did you see my watch this morning?
B、since 从句常用过去时You haven’t changed much since
we last met.It’s three days since he went abroad
一般将来时：表示一个将要发生的动作或状态。
A. 表示将要发生的事情。I will see you tomorrow.
He will lose the job if he doesn’t work hard.
B. be going to do sth 表打算、想要、准备做某事。（重点考点）
He is going to be a doctor when he grows up.
C. be about to sth +V 表示即将、就要。 She is about to go home.
D. be to do sth 表计划、决定、要求。You are to get here before 6:00. Am I to go on with the work?
4. 现在进行时：表示说话时或现阶段内正在进行的动作或存在的状态。
A. 说话时动作正在进行着。 What are you doing here?
I am writing a letter.
5. 现在完成时：have /has +P.P（过去分词done）
表示动作已发生，这个动作的结果对 现在仍有影响常与already, yet, now, just, by this time等时间状语连用。
表一个动作从过去发生, 一直持续 到现在。
I have learned English for more than 6 years.
We have known each other since childhood.
have been 和 have gone的区别。
D. 终止性动词和持续性动词
E. since引导的从句中如果是持续 性动词，则表示这一行为的终止; 如果是终止性动词，则表示这一行为的开始。
课后反思
