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〖人教版〗九年级英语全一册单元导学案集

(共4套)人教版九年级英语全一册单元导学案集Unit 11Sad movies make me cry.第一课时Section A(1a-2d)Target Navigation【目标导航】Key words and phrases:drive,drive sb. crazy/mad,the more…the more…,lately,be friends with(sb.),leave out,friendshipKey sentences:(1)Sad movies make me cry.(2)I'd rather go to Blue Ocean because I like to listen to quiet music while I'm eating.(3)Waiting for Amy drove Tina crazy.(4)The more I got to know Julie,the more I've realized that we have a lot in common.(5)It makes Alice unhappy because she thinks Julie is now better friends with me than with her.Skills:初步学会谈论事情如何影响你,并表达个人主观感受.Emotion:通过互相谈论“周围的环境或事情如何影响你”,使学生相互了解彼此的内心需求和烦恼,从而培养学生学会关心别人,为别人着想.The guidance of learning methods【学法指导】通过听、说等一些活动培养良好的听力习惯和能力,再通过独学和小组合作,学会把握学习的主要内容,在学习中善于记要点,善于抓住用英语进行交际的机会.Learning important and difficult points【学习重难点】学会运用make sb. do sth./make sb.+adj.的结构表达“某事使某人怎么样”.Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导1.预习Page 81、82的生词,根据音标会读知意.2.朗读Page 81、82的句子,能英汉互译.(二)预习检测Ⅰ.完成下列短语.1.使某人发疯/发狂________________2.不完全是________________3.与……玩的开心________________4.(性格、爱好等)有相同之处________________5.越……越……________________6.忽略,不包括,不提及________________7.是某人的朋友________________8.听轻音乐________________9.一起度过更多时光________________(Keys:1.drive sb. mad/crazy;2.yes and no;3.have fun with…;4.have…in common;5.the more…the more…;6.leave out;7.be friends with sb.;8.listen to soft music;9.spend more time together)Ⅱ.完成书中第81页1a的练习.Classroom Learning Guidance Scheme【课堂导学案】【探究一】听录音,完成1b.【探究二】小组练习,根据前面听力的内容分角色扮演Amy和Tina的会话.Amy:I'd rather go to Blue Ocean because I like to listen to quiet music while I'm eating.Tina:But that music makes me sleepy.I want to have the hamburgers at Rockin' Restaurant.【探究三】完成书中听力训练2a,2b. 师生核对答案.【探究四】根据2a/2b听力内容,用下面的例子分角色扮演Tina和John之间的对话.John:Did you have fun with Amy last night?Tina:Well…yes and no.She was really late.【探究五】分角色扮演对话,完成2d.【探究六】Summary根据下面的句子,总结make sb. do sth./make sb. adj.的用法和含义:1.Sad movies make me cry.2.That music makes me sleepy.3.Loud music makes John want to dance.4.That can make our friendship stronger.总结:________________________________________________________________________【知识点拨】1.make sb. do sth.“让某人做某事”如:My mom made me clean the room.make sb./sth.+adj.“使某人或某物/某事处于某种状态”如:Make the window open/closed.2.have fun doing sth.做某事有乐趣如:We have fun learning English.我们学英语有乐趣.have fun with sth./sb.和……玩的很开心如:He had fun with his friends.他和朋友们玩的很开心.3.“the more…,the more…”句型常表示“越……就越……”,是一个复合句,其中前面的句子是状语从句,后面的句子是主句. the用在形容词或副词的比较级前,more代表形容词或副词的比较级. 如:(1)The more he gets,the more he wants.他越来越贪.(2) The more she learns,the more she wants to learn.她越学越想学.“the more…,the more…”句型,主从句的时态常用一般现在时或一般过去时. 如:(1)The higher the ground is,the thinner air becomes.离地面越高,空气就越稀薄.(2)The harder he worked,the more he got.他工作越努力,得到的就越多.若主句的谓语动词用一般将来时,从句的谓语动词要用一般现在时表示将来. 如:(1)The harder you work,the greater progress you will make.你越用功,进步就越大.(2)The longer the war lasts,the more the people there will suffer.战争持续得越久,那里的人们受难就越多.若比较级作表语且不位于句首时,可以不用the. 如:When we are more in danger,we should be braver.越是危险,我们越应勇敢.在这种句型中,主句在程度上随着从句变化而变化,常把被强调部分提前. 如:The faster you run,the better it will be.你跑得越快越好.这种句型的特点是前后都可以有所省略. 特别是谚语、俗语,只要意义明确,越简练越好. 如:(1)The more,the better.多多益善.(2)The sooner,the better.越早越好.这种句型中的比较部分通常是状语、宾语、表语,也可以是主语. 如:(1)The more English you practice,the better your English is.你练习英语越多,你的英语就越好.(2)The busier he is,the happier he feels.他越忙越高兴.(3)The more air there is inside the tyre,the greater pressure there is in it.轮胎里空气越多,承受的压力就越大.若表示“越……越不……”时,常用“the more…,the less…”句型. 如:The more she flatters me,the less I like her.她越逢迎我,我越不喜欢她.若表示“越不……就越……”时,常用“the less…,the more…”句型. 如:The less he worried,the better he worked.他越不烦恼,工作就干得越好.4.yes and no(对问题的一种两可回答)既肯定又否定,既是又不是,既好又不好. 如:“Yes and no,”he says.“不完全是,”他说.Classroom Evaluation Scheme【课堂评价案】详见当堂训练部分(即学生用书同步练习题).Teaching Reflection【教学反思】这一节课我们通过听说等活动,以及学生的自主学习和小组合作初步学习用make sb. adj./do sth.的结构表达某事对某人产生影响. 通过互相询问或谈论某事如何影响某人,使学生相互了解彼此的内心需求和烦恼. 从而培养学生学会关心别人,为别人着想. 在这一节课里,学生应该掌握的drive,drive sb. crazy/mad,the more…the more…,lately,be friends with (sb.),leave out,friendship等重点词汇和(1)Sad movies make me cry.(2)I'd rather go to Blue Ocean because I like to listen to quiet music while I'm eating.(3)Waiting for Amy drove Tina crazy.(4)The more I got to know Julie,the more I've realized that we have a lot in common.(5)It makes Alice unhappy because she thinks Julie is now better friends with me than with her.等重点句子都在本节课中顺利完成,收到了很好的效果.第二课时Section A(3a-4b)Target Navigation【目标导航】Key words and phrases:king,power,prime,minister,banker,pale,queen,call sb. in,examine,nor,neither…nor…,palace,wealth,to start with,grey,lemon,uncomfortableKey sentences:(1)The loud music makes me nervous.(2)Soft and quiet music makes me relax.(3)Money and fame don't always make people happy.(4)She said that the sad movie made her cry.Skills:进一步运用Grammar Focus的句型谈论事情如何影响你;同时通过阅读故事让学生讨论什么能真正使人开心,提高学生阅读理解能力.Emotion:通过阅读故事使学生真正从生活中找到什么能使人开心快乐.The guidance of learning methods【学法指导】任务型阅读方法的运用;通过练习、调查、谈论,熟练运用目标语言.Learning important and difficult points【学习重难点】1.任务型阅读“The Shirt of a Happy Man(Part I)”2.进一步熟练运用目标语言.Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导1.预习Page 83、84的生词和短语,根据音标会读记.2.朗读Grammar Focus的句子,并会用它们谈论事情如何影响你.(二)预习检测完成下列短语.1.很久以前________________2.睡眠很差________________3.feel like eating________________4.首相、大臣________________5.取代某人的位置________________6.高级将领________________7.起初,开始时________________8.在……做得好________________9.考试答题________________10.发回________________11.清扫街道________________(Keys:1.a long time ago;2.sleep badly;3.想要吃;4.prime minister;5.take one's position;6.top general;7.to start with;8.do well in…;9.answer the exam questions;10.hand back…;11.clean up the streets)Classroom Learning Guidance Scheme【课堂导学案】【探究一】小组合作完成3a/3b/3c的阅读练习.1.读故事回答3a的问题.2.从故事中找出与3b中这些短语意思相似的单词或短语.3.与你的小组分角色扮演这个故事.【探究二】同桌互查Grammar Focus中句子的背写情况.【探究三】小组合作完成4a的练习,学会运用“make sb. adj.”.【探究四】完成这个调查,然后再问两个学生:A:What makes you angry?B:When people throw rubbish on the streets,it makes me angry.C:Me,too.It makes me want to tell them to clean up the streets.Classroom Evaluation Scheme【课堂评价案】详见当堂训练部分(即学生用书同步练习题).Teaching Reflection【教学反思】这一节课我们通过任务型阅读活动,使学生真正了解了什么才能使人开心、快乐,药物、权力、金钱、名誉都不能使人开心. 学生通过自主学习和小组合作,完成填空练习和小调查,从而学会运用make sb. adj./do sth.. 在这一节课里,学生主要学习了king,power,prime minister,banker,pale,queen,call sb. in,examine,nor,neither…nor…,palace,wealth,to start with,grey,lemon,uncomfortable等重点单词和短语,并且能够运用重点句子根据小调查谈论某事如何影响某人,同时学生们还根据Grammar Focus总结了Section A的重点句型,收到了很好的效果.第三课时Section B(1a-1e)Target Navigation【目标导航】Key words and phrases:general,power,search for,even though,fame,return toKey sentences:(1)The general finds a happy person with power and money.(2)The general searched for three days and found a happy person.(3)What made the poor man so happy even though he had no power,money or fame?(4)Do you think the general will return to the king with the poor man's shirt?Skills:1.能够通过听录音理解“The Shirt of a Happy Man(Part Ⅱ)”的故事内容.2.能用目标语言讨论那个穷人关于快乐的想法.Emotion:通过听力理解“The Shirt of a Happy Man(Part Ⅱ)”的故事内容,并让学生通过讨论理解快乐的真正含义.The guidance of learning methods【学法指导】听说法、小组合作、讨论法.Learning important and difficult points【学习重难点】1.能够通过听录音理解“The Shirt of a Happy Man(Part Ⅱ)”的故事内容.2.能用目标语言讨论那个穷人关于快乐的想法.Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导复习Page 83的生词和短语.(二)预习检测Ⅰ.翻译.1.把他的衬衫给国王穿________________2.搜索、搜查________________3.即使________________4.返回到________________5.那个穷人关于幸福的想法________________(Keys:1.give his shirt to the king to wear;2.search for;3.even though;4.return to;5.the poor man's thoughts about happiness)Ⅱ.1a:Look at the possible endings to the story about the unhappy king.Do you think any of these is the right one?If so,which one?Ⅱ.1b:What are some other possible endings to the story?Discuss your ideas with your partner.Classroom Learning Guidance Scheme【课堂导学案】【探究一】完成1c,1d的听力训练.【探究二】你同意那个穷人关于快乐的想法吗?与你的组讨论你的想法. 然后分角色扮演故事的其余部分.Classroom Evaluation Scheme【课堂评价案】详见当堂训练部分(即学生用书同步练习题).Teaching Reflection【教学反思】本节课我们通过听和说的活动继续进一步学习了故事“The Shirt of a Happy Man”的剩余部分,重点复习了单词和短语general,power,search for,even though,fame,return to以及句子The general finds a happy person with power and money.The general searched for three days and found a happy person.What made the poor man so happy even though he had no power,money or fame?Do you think the general will return to the king with the poor man's shirt?学生通过这一节课的学习,已经基本掌握了本节课的重点词汇,能用目标语言讨论那个穷人关于快乐的想法,理解了快乐的真正含义. 我觉得在合作探究方面,通过小组合作学习,学生说英语的胆子越来越大,组与组之间的比赛,激发了学生听课的积极性和学习的欲望,注意力更加集中了,因而学习的效率更高了.第四课时Section B(2a-2e)Target Navigation【目标导航】Key words and phrases:weight,shoulder,goal,let…down,coach,kick,kick sb. off,be hard on sb.,besides,teammate,courage,rather than,guy,pull,relief,nod,agreement, fault,disappointSkills:能够熟练地朗读课文,在阅读中,学会了解成语和短语的意思,学会带着问题有目的地进行阅读.Emotion:通过本节课的学习让学生学会与同桌分享自己快乐和悲伤的经历,学会交流,学会从失败中寻找自信,学会向错误学习.The guidance of learning methods【学法指导】任务型阅读、背记成语和动词短语.Learning important and difficult points 【学习重难点】在阅读中,学会认识惯用语和动词短语,学会带着问题有目的地进行阅读.Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导1.预习Page 86、87的生词和短语,根据音标会读记.2思考:你曾经犯过错误吗?它使你感觉怎么样?与你的同桌谈论所发生过的事情,完成2a的练习.(二)预习检测根据86页2b完成下列英汉互译.1.注视________________2.生命中最糟糕的一天________________3.校足球场________________4.miss scoring that goal________________5.使……失望________________6.开除________________7.be too hard on oneself________________8.团队的努力________________9.向你的错误学习________________10.与……交流________________11.而不是________________12.齐心协力、通力合作________________13.To his surprise and relief,his teammates all nodded in agreement.________________________________________________________________________14.Besides,winning or losing is only half the game.________________________________________________________________________15.But I think if we continue to pull together,we're going to win the next one.________________________________________________________________________(Keys:1.keep one's eyes on…;2.the worst day of one's life;3.the school soccer field;4.错过进球;5.let…down;6.kick sb. off;7.对自己太苛刻;8.team effort;9.learn from your mistakes;municate with…;11.rather than;12.pull together;13.使他吃惊和得以解脱的是他的队友都同意地点点头. 14.而且,输赢仅仅是比赛的一半. 15.但我认为如果我们继续齐心协力,我们将赢下一场比赛. )Classroom Learning Guidance Scheme 【课堂导学案】【探究一】小组讨论,阅读第86页2b短文,完成2b的阅读练习(读故事按正确的顺序给事件标号).【探究二】同桌互动,再读故事回答问题,完成2c的练习.【探究三】从故事中找出惯用语和短语替换这些句子中划线的部分,完成2d的练习.【探究四】分角色扮演皮特和他父亲的会话,完成2e的练习.【知识点拨】1.stop to do停下来去做另一件事. 如:I stop to have a rest.She stops to listen to the teacher.stop doing停止正在做的事. 如:We stopped talking when the teacher came in.Stop playing! Let's begin our class.2.let down使失望同义词:disappoint,get down,bring down,lower,take down反义词:elevate,get up,bring up,lift,raiselet down的英语解释:fail to meet the hopes or expectations of somebody;move something or somebody to a lower position3.rather…than…和rather than实际上是一样的,同would 连用时,可分开写,也可合写.would rather do A than do B=would do A rather than do B “宁愿……而不愿……”如:She would rather stay at home than go out.=She would stay at home rather than go out.但同prefer连用时,只能合写成:prefer to do A rather than do B “宁愿……而不愿……” 如:He preferred to die rather than surrender to the enemy.他宁死也不愿向敌人投降.单独使用时,rather than“而不是”. 如:This argument aimed at the understanding rather than the emotions.这场辩论针对的是理解而不是感情.Classroom Evaluation Scheme【课堂评价案】详见当堂训练部分(即学生用书同步练习题).Teaching Reflection【教学反思】本节课是一节阅读课,这节课通过引导学生阅读文段,完成阅读理解题,一方面学会带着问题有目的地阅读,另一方面学会记住成语和动词短语. 一节课下来学生基本上能够熟练地朗读课文. 这节课由于我在课前精心设计好阅读的思路,课堂上再通过由浅入深的问题引导,这样就一步步地完成了阅读的任务.第五课时3a-Self CheckTarget Navigation【目标导航】Knowledge goals:(1)学会根据提示用使自己感觉快乐和悲伤的经历写故事.(2)运用make sb. adj.句式熟练地谈论某事如何影响你的话题.(3)掌握并运用关于某事如何影响你的短语.Skills:能够熟练地运用本单元的重点句型和语法点.Emotion:通过本节课的学习,了解某事如何影响你的用语,并通过交流写作让学生明白他们什么样的经历最重要.The guidance of learning methods【学法指导】根据提示交流写作;归纳整理笔记法.Learning important and difficult points【学习重难点】重点句型及短语的运用.Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导熟练掌握本单元单词和短语.1、自读并记忆单词5分钟.2、组内练习,相互提问.(二)预习检测翻译官1.赢/输一场比赛________________2.在考试中得高/差的分数________________3.在一大群人面前表演得好/差________________4.get into a fight with your best friend________________________________________________________________________ 5.your first trip outside your hometown________________________________________________________________________ (Keys:1.win/lose a competition;2.get good/bad grades on an exam;3.perform something well/badly in front of a big group of people;4.开始和你最好的朋友吵架;5.你的首次离家之旅)Classroom Learning Guidance Scheme 【课堂导学案】【探究一】1.思考一些你感觉很开心或悲伤的经历,把这些给你的同桌讲讲,用下列想法帮助你,完成3a的练习.2.用你在3a中的提示写一个与2b相似的故事,根据3b的提示,独立完成.【探究二】Self Check 1把下列词放在表格里适当的位置.【探究三】仿照例子用所给的词写句子,完成Self Check活动2.【探究四】用1-6按最不重要到最重要给六件事标号,根据你的选择写六个句子,完成Self Check活动3.Classroom Evaluation Scheme【课堂评价案】详见当堂训练部分(即学生用书同步练习题).Teaching Reflection【教学反思】这是一节单元小结课,在上本节课之前,一定要让学生熟记本单元重点单词、短语、句子,然后在课堂上,教师要引导学生梳理知识点,通过完成Self Check中的活动任务,让学生对本单元要掌握的知识有一个清晰的思路,同时烂熟于心,然后再通过让学生做学生用书同步练习题巩固所学知识点.Unit 12Life is full of the unexpected.第一课时Section A(1a-2d)Target Navigation【目标导航】Key words and phrases:unexpected,backpack,oversleep,give…a lift,by the time(that)Key sentences:(1)By the time I got up,my brother had already gotten in the shower.(2)When I got home,I realized I had left my keys in the backpack.(3)When I woke up it was already 8:00 a.m.!(4)Before I got to the bus stop,the bus had already left.Skills:能听懂别人叙述过去的事情,能初步运用由when/before/by the time(that)引导的时间状语从句叙述过去的事件.Emotion:通过让学生叙述过去发生的事件,让学生学会倾听,学会关心别人.The guidance of learning methods【学法指导】听说法,小组合作角色扮演.Learning important and difficult points【学习重难点】1.能听懂别人叙述过去的事情.2.能初步运用由when/before/by the time引导的时间状语从句叙述过去的事件.3.掌握Key sentences中的四个句型.Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导1.预习Page 89、90的生词和短语,根据音标会读记.2.朗读Page 89、90的句子,能英汉互译.(二)预习检测Ⅰ.翻译下列单词、短语和句子.1.在淋浴________________2.某人发生了什么?________________3.把……落在家里________________4.就在……的时候________________5.睡过头________________6.上课迟到________________7.停止运转,不工作了________________8.捎(某人)一程________________(Keys:1.get in the shower;2.What happened to sb.? 3.leave…at home;4.by the time…;5.oversleep;6.be late for class;7.go off;8.give…a lift )Ⅱ.完成书中第89页1a的练习.Classroom Learning Guidance Scheme【课堂导学案】【探究一】初步听录音,完成1b的练习.【探究二】轮流扮演玛丽,看上面的图谈论今天早上所发生的事情,完成1c.【探究三】进一步听录音,完成书中2a,2b的听力练习. 师生核对答案.【探究四】Pair WorkMake up an ending for the story and share it with your partner,finish 2c.【探究五】师生合作完成2d,分角色扮演对话.【知识点拨】1.By the time I got outside,the bus had already left.当我出来时,公共汽车已经离开了.“by the time”表示“当/到……时”,引导时间状语从句. 如果从句中用了一般过去时,主句中常用过去完成时;如果主句中用了将来时,从句中常用一般现在时表将来. 如:By the time I got up,he had already left.当我起床时,他已经离开了.He will be a teacher by the time he is twenty.到他二十岁时,他会成为一名教师.【拓展】by now 表示“到现在为止”,通常与现在完成时连用. 如:By now I have collected 200 dolls.到现在为止,我已收集了二百个布娃娃.【小试牛刀】根据汉语提示完成下面的句子,每空一词.(1)当我到车站时,火车已经开走了.________ ________ ________ I got to the station,the train ________ ________ left.(2)长大后,他会离开这儿.He ________ ________ here by the time he ________ up.(keys:(1)By the time,had already;(2)will leave,grows)2.My alarm clock didn't go off! 我的闹钟没响.go off 意为“发出响声”. 如:Something was wrong with my alarm clock and it didn't go off.我的闹钟出毛病了,它没有响!【拓展】(1)go by意为“(时间)过去;消逝”. 如:Time goes by second by second.时间一秒秒地消逝.(2)go on继续. 如:Please go on working.请继续工作.【小试牛刀】单项选择.—Why were you late this morning?—My alarm clock didn't ______,so I overslept.A.go by B.go on C.go off D.go down(Keys:C)3.Carl's dad saw me on the street and gave me a lift in his car.卡尔的爸爸在街上看到我,捎了我一程.give sb. a lift 是动词短语,意为“捎某人一程”,相当于give sb. a ride/give a ride to sb.. 如:I'm a little late,can you give me a lift,dad? 我要迟到了,你能捎我一程吗,爸爸?【小试牛刀】根据汉语提示完成下面的句子,每空一词.他让我搭便车去车站.He ________ ________ ________ ________ to the station.(Keys:gave me a ride)【达标训练】Ⅰ.单项选择.1.Tom drove by and gave me a ______ on the way home.A.flight B.run C.walk D.lift2.When I got to the cinema,the movie ______ for five minutes.A.began B.had begunC.had been on D.has been on3.She will be a nurse ______ she graduates from the school.A.by the time B.at this timeC.at that time D.at a time4.The alarm is ______.There must be something wrong with the car.A.going on B.going byC.going off D.going down5.I ______ this morning and missed the early bus.A.overslept B.slept C.held D.caught(Keys:1-5DCACA)Ⅱ.根据汉语提示完成下面的句子,每空一词.1.他醒来发觉自己在医院里.He ________ ________ and found himself in hospital.2.看!那些孩子正向学校飞奔.Look! The children are ________ ________ to school.3.他穿上大衣走了出去.He ________ ________ his coat and went out.4.你每天应该至少刷两次牙.You should brush teeth ________ ________ twice a day.5.他踩了我的脚,甚至连一声“对不起”都没有说.He ________ ________ ________ “sorry” when he stepped on my toes.(Keys:1.woke up;2.running quickly;3.put on;4.at least;5.didn't even say)Classroom Evaluation Scheme【课堂评价案】详见当堂训练部分(即学生用书同步练习题).Teaching Reflection【教学反思】本节课是第十二单元的起始课,通过听和说的活动让学生学会用when/before/by the time 引导的时间状语从句谈论过去的事件,学生在这节课中要掌握的重点单词、短语“unexpected,backpack,oversleep,give…a lift,by the time(that)”和重点句型“By the time I got up,my brother had already gotten in the shower.When I got home,I realized I had left my keys in the backpack.When I woke up it was already 8:00 a.m.!Before I got to the bus stop,the bus had already left.”都得到了很好的落实. 在处理课堂导学案的过程中,我觉得学生合作探究活动能否顺利完成,关键在于学生预习得怎么样,课前预习搞好了,课堂中我再采用一些激励机制,比如分组竞赛、小组合作等方式,课堂气氛就活跃起来了,学生们跃跃欲试,争先恐后,一节课的任务在不知不觉中就完成了.第二课时Section A(3a-4c)Target Navigation【目标导航】Key words and phrases:block,worker,above,burn,alive,airport,till,west,cream,workday,pie,show up,bean,market,by the end ofKey sentences:(1)When I got to school,I realized that I had left my backpack at home.(2)By the time I got back to school,the bell had rung.(3)Before I got to the bus stop,the bus had already left.(4)I was about to go up to my office when I decided to get a coffee first.(5)As I was waiting in line with the other office workers,I heard a loud sound.Skills:1.进一步运用由when/before/by the time引导的时间状语从句叙述过去的事件. 2.通过任务型阅读,完成回答问题、找反义词、改写等练习.Emotion:通过阅读“Life Is Full of the Unexpected”,让学生认识到好事情会变成坏事情,坏事情也会变成好事情.The guidance of learning methods【学法指导】任务型阅读;练习归纳.Learning important and difficult points【学习重难点】进一步掌握由when/before/by the time引导的时间状语从句叙述过去的事件.Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导1.预习Page 91、92的生词和短语,根据音标会读记.2.朗读Grammar Focus的句子,归纳主从句时态.(二)预习检测翻译.1.世贸中心________________2.be about to________________3.go up________________4.my favorite coffee place________________5.排队等候________________6.怀疑地凝视着________________7.think to oneself________________8.hear about________________9.the day before________________10.end up doing sth.________________11.show up________________12.Life is full of the unexpected.________________13.My bad luck had unexpectedly turned into a good thing.________________________________________________________________________(Keys:1.the World Trade Center;2.即将,将要;3.上去;4.我最喜爱的咖啡地;5.wait in line;6.stare in disbelief;7.思量;8.听说;9.前一天;10.以做某事告终;11.赶到,露面;12.生活中充满了意外. 13.我的坏运气竟然变成了一件好事. )Classroom Learning Guidance Scheme【课堂导学案】【探究一】小组活动1.初步阅读完成3a练习:(1)Which two events does the writer mention?(2)How did the writer end up missing both events?2.进一步阅读完成3b的练习:从文段里找到与下列词意义相反的词,然后为每一个词写一个句子.3.读后完成3c的练习:复述你的同桌的一个事件. 用3c的词或短语来帮助你.【探究二】阅读Grammar Focus的句子,注意主从句的时态.【探究三】学生完成4a部分的练习,感知by the time/before引导的时间状语从句.【探究四】学生完成4b部分的练习,进一步了解时间状语从句中主句的时态并尝试运用.【探究五】Group work完成4c的练习并展示成果,用时间状语从句表达.【知识点拨】1.We stared in disbelief at the black smoke rising above the burning building.我们难以置信地看着燃烧的建筑物升起的黑烟.burn 动词,有两个基本意思:(1)燃烧;点燃;发光如:She burnt a candle.她点燃了一根蜡烛.We burn coal to keep warm.我们烧煤取暖.(2)烧伤;烧焦;烫伤;晒黑如:The child got burnt while playing with fire.那小孩玩火时,把自己烧伤了.【拓展】(1)burn away烧掉如:Half of the candle had burnt away.蜡烛已烧掉一半了.(2)burn down 渐渐烧完如:The room grew colder as the fire burnt down.随着炉火逐渐减弱,屋里越来越冷.【小试牛刀】根据汉语提示完成下面的句子,每空一词.(1)她的信已经烧了.Her letters have ________ ________.(2)他的手在炉子上烫伤了.He ________ ________ ________ on a hot stove.(Keys:(1)burnt away;(2)burnt his hand)2.I felt lucky to be alive.我感到很幸运能活下来.辨析:alive,living,live与livelyalive“活着,活的,有生命的,还出气的”,可指人也可指物,可作表语、后置定语、宾补.living“活着,尚在人间,健在的”,指人或物,作定语或表语.live“活着的,活生生的”,指物,不指人,作定语.lively“活泼的,活跃的,充满生气的”,可指人,也可指物,作定语、表语或宾补.【小试牛刀】单项选择.(1)Jin Yong is one of the greatest and oldest ______ writers.He is still ______.A.living;alive B.living;liveC.alive;living D.alive;lively(2)—Is his grandmother still ______?—Yes,she is 102 years old!A.live B.living C.alive D.lively(Keys:(1)A;(2)B)3.The other planes were full so I had to wait till the next day.别的飞机也满员了,因此我不得不等到第二天.till 意为“到,直到”,相当于until.(1)用于肯定句时,主句的动词只用延续性的,它所表示的动作一直延续到till或until表示的时间为止,意为“直到……为止”. 如:She watched TV till her mother came back.她看电视直到她母亲回来.(2)用于否定句时,主句的动词一般是非延续性的,也可以是延续性的,它所表示的动作直到till或until所表示的时间才发生,意为“直到……(才)”. 如:She didn't watch TV till her mother came back.直到她母亲回来她才(开始)看电视.【小试牛刀】单项选择.(1)I didn't believe he could drive ______ he told me.A.once B.while C.since D.till。

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