通城学典·预学案（9年级上册）
2010-6
安徽少年儿童出版社
李妍娟 编
161
252000
“凡事预则立，不预则废”。在当前教育新政推行的大形势下，信任学生，将课堂还给学生，进一步倡导以学生为主体、教师为主导的新课标理念，已逐渐成为教育界的共识。而要贯彻这一理念，引导和鼓励学生进行自主预习则是其中的关键环节，只有全面推行自主预学模式，才能为高效课堂奠定基础，才能真正确立学生在日常教学中的主体地位。
Module 1 Wnders of the world 话题导入 Unit 1 What is a wonder of the world？ Unit 2 1 was on the edge of the Crand Canyon Unit 3 Language in useModule 2 Great books 话题导入 Unit 1 Confucius'works are read by many people. Unit 2 It'S still read and loved. Unit 3 Language in ElSeModule 3 Sporting life 话题导入 Unit 1 When will the match be held？ Unit 2 Liu Xiang was trained for gold. Unit 3 Language in useModule 4 Great inventions 话题导入 Unit 1 Paper and printing have been used for ages Unit 2 Books could be produced more quickly and cheaply Unit 3 I.anguage in useModule 5 Museums 话题导入 Unit 1 You mustn't touch it Unit 2 There'no shouting and no running Unit 3 Language in useModule 6 Save our world 话题导入 Unit 1 It'wasteful to throw away paper and metal Unit 2 Remember three words：reduce，reuse and recycle Unit 3 Language in useRevision module AModule 7 Australia 话题导入 Unit 1 I'm looking for the photos that you took in Australia Unit 2 The camel that I rode had a bad temper Unit 3 Language in useModule 8 Photos 话题导入 Unit 1 It'S the band which gets everyone dancing Unit 2 Read on to find out who the winners are Unit 3 1.anguage in useModule 9 Cartoon stories 话题导入 Unit 1 We need someone Iike Superman who can save Tony Unit 2 There are several fan clubs in China which have held birthday parties for Tintin Unit 3 Language in useModule 10 Fitness 话题导入 Unit 1 I've got a friend whose brother is training for the Olympics Unit 2 Jamie is a cook whose ideas are changing school dinners Unit 3 Language in useModule 11 Population 话题导入 Unit 1 It'S the biggest city in China. Unit 2 It was a quiet country village Unit 3 Language in useModule 12 Summer in LA 话题导入 Unit 1 Your host family is meeting you at the airport Unit 2 Learn English in Los Angeles Unit 3 Language in useRevision module B参考答案
自主性：预学是学生自主学习的环节，需根据各年级学生的年龄特点和认知水平，有意识地激发和培养学生的自主学习能力，以逐步实现其“主体”地位。 启导性：预学应立足于教材，但教材的知识讲解限于篇幅，不可能十分充分，因此，只有予以必要的启发和指导，才能确保学生自主预学的针对性和有效性。 基础性：预学阶段还处于学步阶段，主要是引导学生初步了解和掌握每课时的基础知识及其形成过程，并运用基础知识（重点知识）解决一些较为简单的问题。 衔接性：预学作为教学案或导学案的重要组成部分，具有温故知新和衔接课堂的重要特征，应逐步地承担传统课堂教学中的部分讲解功能，为实现高效课堂奠定基础。 情趣性：预学具有学生自主学习的特点，应力求使学生易于接受、乐于接受。因此，在体例设计、语言表述、版面格式等方面均注意切合学生的年龄特点。 自主预学，确立学生主体地位，精心设计，注重学生预学效果，先学后教，真正实现高效课堂，打造新型教辅，推行预学模式。 改变传统教与学模式的创新之作。
