Module 1 Wonders of the world-Unit 2 The Grand Cayon was not just big.-ppt课件-(含教案+素材)-市级公开课-外研版九年级上册英语(编号：c02f5).zip

Unit 2The Grand Canyon was not just big.Module 1Wonders of the worldRead these paragraphs and tell me which one is Para.1? Para.2?.Para.5? And Why?Task 1Read Part 1 and complete the tableTimeEarly morningAfter about a milesuddenlyWeather1. _6._Writers activities2._3._4._Ask the wayCome to some rocks and stopLook over them Look across one of the wonders of the natural worldThe Grand CanyonNothing to see5._Under the feetrainyGet out ofGo throughWalk alongSilent, no sign of itThe rain stopped, the clouds cleared and the sun roseTask 2Read Part 2 and answer the questionWhats the topic sentence?What did the writer do?looked down tolooked across tolooked to the left and the rightHow deepHow wideHow longThe grand Canyon was not just big. It was huge.Whats the writers feeling about the Grand Canyon?Task 3Read Part 3 and answer 假如你是大明，你的英国笔友Tom发来邮件，向你了解中国的长城。请根据以下提示给他回复一封邮件，简单介绍一下长城。提示：in Beijing China, more than 6000 kilometers long, over 2000years old, man-made and ancient wonder, be used to keep watch the enemy.Homework1. Finish the exercises in Learning English.2. Preview the use of six basic tenses.3. Write a passage to introduce one of the natural or man-made wonders that you are familiar with.The Grand Canyon was not just big.教学设计教学设计一、教学内容分析一、教学内容分析本模块介绍了巨人之路、科罗拉多大峡谷、三峡大坝、维多利亚瀑布和兵马俑等举世闻名的世界景观，这些能够帮助学生扩大知识面，增强学生对自然和人文景观的热爱。本单元为第二单元，作者用细腻的文笔介绍了“我”游览美国科罗拉多大峡谷的经历以及大峡谷的壮观景色。通过学习课文，学生可以感受到作者在空间上由远及近、时间上由日出到日出后、感觉上从模糊到清晰的写作思路，并学会通过“参照、对比”来烘托事物形象的写作手法。引导学生基于文本信息进行合理推测，理解作者的写作意图。同时引导学生关注文章的篇章结构，特别是关注文章最后一段：作者以提问的形式，尝试和读者进行沟通，这一段也着重表达了作者的写作意图。二、学情分析二、学情分析学生通过第一单元的学习，已经能够简单一些景观，表达自己对于景观的观点。通过本课的学习，学生跟随作者游览了大峡谷，了解了大峡谷的壮观，同时通过对文章的预测，文章结构的分析和细节理解，让学生更深层次的理解介绍景观的出发点。三、教学目标三、教学目标1.语言知识目标话题：人与自然功能:能够谈论景观词汇:名词:sign, sky, path, canyon, stream形容词:Silent, silver, grey动词：reply, clear, shine, remain介词: by, below, beside动词短语：go through, fall away介词短语：on top of语音:掌握长句中的停顿语法: 复习一般现在时，一般过去时，一般将来时，现在完成时，现在进行时和过去进行时2.语言技能目标能对景观进行简单介绍3.学习策略目标 能够通过视频，主题句等获取和处理语篇信息。4.教学重难点对于语篇信息的理解和对景观的介绍四、教学过程四、教学过程（一）Pre-reading 1. Play a video about the Grand Canyon, and ask students: What is it? Can you guess what will we learn about the Grand Canyon?设计意图 通过视频的导入，让学生更直观的了解大峡谷，引起学生的兴趣并迅速进入话题。通过预测本文内容，将学生的注意力紧紧地锁定在接下来要学习的内容，激发学生对于阅读本文的兴趣。（二）While-reading1. Every student has the 5 paragraphs of the passage, but they are not on the same paper. Read the paragraphs and tell which Para.1 is? Para. 2? Para.5 and Why?设计意图通过将段落打乱顺序让学生排序，可以让学生在阅读的过程中无形的把握住作者写这篇文章的线索，了解文章大意，为接下来文章的理解奠定基础。2. Read the passage silently, and divide the passage into 3 parts. Get the main idea of each part.Part 1 (Para1.-Para. 3) search for the Grand Canyon Part 2 (Para. 4) enjoy the Grand Canyon Part 3 (Para. 5) feel the Grand Canyon. 设计意图通过将文章分成三部分，确定大意，让学生对文章有更深一层的理解。 3. Read Part 1 loudly and complete the table设计意图 让学生通过阅读获取第一部分的细节信息，理解作者写作的思路，随着时间的变化，天气，作者的活动，峡谷都在变化。4. Read Part 2 and answer:(1) What did the writer do when the writer arrive at the Grand Canyon? (2) Whats the topic sentence?T: What did the writer do when the writer arrive at the Grand Canyon? S: looked down, looked across, looked to the left and rightT: what did the writer want to tell us?S: How deep/How wide/ how long is the Grand Canyon?T: How long is one mile?S；Its taller than the two tallest buildings in the world on top each other wouldnt reach its top.Whats the topic sentence?设计意图通过这两个问题，要让学生理解作者三个动作是对大峡谷深度，宽度，长度的一个介绍。作者的最终目的是要体现出主题句。同时，也是为了让学生了解在介绍景观时需要介绍的方面。5. Read Part 3 and answerWhats the writers feeling about the Grand Canyon?设计意图通过这个问题，确定了作者问题的答案，又引导学生在写作时注意对于景观介绍后，自己的一个感受。(三)Post-reading1. From the 3 parts, what did the writer introduce about the Grand Canyon?设计意图印证学生阅读文章前对文章内容的猜测，并引出在介绍景观时的几个方面，位置，大小，特色，个人感受等等。为下面学生介绍大峡谷奠定基础。2. Introduce the Grand Canyon。设计意图为下面写作做铺垫3. Write an e-mail to introduce the Great Wall.设计意图将本文对于景观介绍的建构迁移到更广范围。达成本课的学习目标。（四）Homework1. Read the passage fluently, and pay attention to the pause.2. Complete your e-mail, and try to make it perfect.