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九年级英语教案unit4

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九年级英语教案unit4

篇1：九年级英语教案unit4

九年级英语教案unit4

Unit 4 What would you do? Part 1: Teaching design (第一部分：教学设计) Structures: Second conditional, Should for advice Target language: What would you do if you won a million dollars? I’d give it to medical research. I can’t sleep the night before an exam. What should I do? If I were you, I’d take a long walk before going to bed. Vocabulary: million, charity, pimple, confident, shirt, tie, medical research Learning strategies: Matching, Listening for key words SECTION A Goals ●To learn to use Second conditional and Should for advice ●To listen and talk about imagined life Procedures Warming up by learning about Second conditional and Should for advice The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it. The structure of a second conditional sentence Like a first conditional, a second conditional sentence consists of two clauses, an if clause and a main clause: if clause main clause If I had a million dollars, I would buy a big house. If the if clause comes first, a comma is usually used. If the if clause comes second, there is no need for a comma: main clause if clause I would buy a big house if I had a million dollars. We use different verb forms in each part of a second conditional: if clause if subject simple past verb* main clause subject would verb 1a Talking about imaginary situations What would you do if you had a lot of money? If I had a lot of money, I would give it to charity. If I had a lot of money, I would buy snacks. If I had a lot of money, I would give it to Hope Project. If I had a lot of money, I would buy books for the poor. 1b Listening and numbering Now you are going to listen and number the pictures 1 to 3 in the order you hear them. Tapescript Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity. Boy1: Wow, what a nice man! Girl1: What would you do if you had a million dollars? Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas. Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family. Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow! Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people. Now listen again and write down the sentences with Second conditional and Should for advice 1c Doing pairwork Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars. Look. This old man had a million dollars, and he gave it to charity. Wow! What would you do if you won a million dollars? I’d give it to medical research. I’d take a chance to achieve my dream of flying to the moon. If I won a million dollars, I’d stop working and become a professional runner. I’d go to an old people’s home to help them. I’d volunteer at the hospital twice every week. 2a Listening and circling Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous. Tapescript Girl1: Where are you going, Larry? Boy1: To Tom’s party. Girl1: Lucky you! I’d love to go to that party! Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear. Girl1: If I were you, I’d wear a shirt and tie. Boy1: And I don’t have a present. What if everyone brings a present? Girl1: If I were you, I’d take a small present―a pen or something. Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it. Boy1: OK. But what if I don’t know anyone? Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. Boy1: I guess I can do that. Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave. Now listen again and write down all the expressions onto your phrase book. go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun 2b Listening and checking Listen to the tape again and check on page 27 the four things Larry’s sister says to him. 2c Doing pairwork Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice. X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie. X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present―a pen or something. X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. … … 3a Reading and matching Go to page 28. Read the problems in the boxes and match them with the correct advice. And now write down all the expressions into your phrase book. be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy 3b Thinking and role playing Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner. A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance. A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam. A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening. 4. Doing group work You are put into pairs and find out each other’s problems at school and at home. Then give each other advice. I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way. I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time. My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first. I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too. I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes. … … Closing down by taking a test on Second conditional Match up the parts of the sentence 1. If I lost my job, a) wed both benefit. b) Id have a lot of problems getting another one. c) youd be more aware of what people really felt. d) we wouldnt be so behind technologically. 2. If I were in your position, a) Id resign rather than wait to be sacked. b) Id have a lot of problems getting another one. c) youd be more aware of what people really felt. d) we wouldnt be so behind technologically. 3. If I spoke Japanese as well as you do, a) Id resign rather than wait to be sacked. b) Id try to find a job with one of the Japanese banks. c) wed both benefit. d) we wouldnt be so behind technologically. 4. If we spent more on Research and Development, a) Id resign rather than wait to be sacked. b) Id have a lot of problems getting another

篇2：中班英语教案 UNIT4

中班英语教案 UNIT4

教学单元 BOOK4-Unit4 FARMS 教学重点 chick duck cow goat horse goat 教学内容重点句型(理解) I can see... 歌曲赏析赏析歌曲《Old my Donnald》幼儿能初步喜欢听歌曲，逐渐模仿歌曲中的语音语调培养语感听故事能听懂教师在讲故事中的.关键句型家庭作业 1. 听：听歌曲一至四单元歌曲 2. 看：看VCD，第一单元到第四单元的VCD让幼儿进一步认识在英语学习中的小伙伴的名称及简单的日常情景表演、用语 3．说：幼儿掌握部分内容，单词和句型在家反复练习，达到熟能生巧 4．练：练习唱好听的歌曲给爸爸妈妈听哦！ 5.不要忘记哦！集齐十颗小红心，就可以许个小愿望哦！~

篇3：九年级英语教案

九年级英语教案

Unit 8 I’ll help clean up the city parks．课时安排四课时第一课时： Section A 1a―2c 第二课时： Section A 3a―4 第三课时： Section B 1a---2c 第四课时： Section B 3a―4 教学目标：1、会表达提供帮助； 2、会正确使用常用动词短语； 3、谈论自己喜欢并愿意从事的志愿者工作。语言功能：学会掌握表达提供帮助语言结构：一般将来时、情态动词语言目标：I’d like to work outside I’ll help to clean up the city parks You’ll give out of food at a tood bank 重点词汇及短语：Put off hand out call up give away run out of clean up set up take after fix up cheer up give out hunger sign repair 教学重点：正确使用常用动词短语教学难点：掌握并能区别常用动词短语学习方式：自主、合作学习情感目标：通过谈论自己喜欢并愿意从事的志愿者工作，激发学生对他人、对社会的关爱之情。课前任务：任务1、了解志愿者工作的性质和种类。任务2、了解本地区志愿者工作开展情况。单元目标与要求第一课时 ●○教学内容与分析 ,教学内容:Section A 1a―2c 教学目标: (1) 认知目标: A. Vocabulary : clean up, homeless, cheer up, give out, clean-up, sign, advertisement, put off, set up, establish, think up B. Sentence: 表示意愿:I’d like to… I’ll help …… We need to ….. We are going to ….. 提出建议: You could ….. 能够熟练的运用这些句型,帮助别人和对人提出建议. ●教学重点,难点分析 ,教学重点:基本单词,词汇和句型 ,教学难点:能够运用所学句型,谈论所做的事情. ●,教学设计: 教学步骤建议和说明 K热身(Warm-up) Greeting and free talk ,Ask and answer (1),What do you usually do on weekends? (2) What will you do this weekends? S1: … S2….. (3), What do you so to be volunteers? (4), What other ways could you help people? KLead--in Watch a video By asking: What could you help people? How do you help them? ,Teach: clean up, hunger, cheer give out, clean-up, sign advertisement, put off, set up, establish, think up KWork on SB Page60 1a. Point to the sentences and read the sentences, explain the language points. ,Write out the sentences you could help people. K Work on SB Page 60,1b. ,Listen to the tape. 建议与说明教学步骤 ,Listen again and complete the sentences and check the answers. 让学生掌握所学句型,通过说出类似的句子,激发兴趣. KPairwork 1c Practice the conversation in the picture above,then have similar conversations using the information in 1b. KListening 通过听力掌握,巩固重点短语. A group of students are planning a City Parks Clean-up Day.They are talking about ways to tell people about the Clean-Up Day. Play the recording .Ss listen carefully. ,Let Ss listen again and fill in the blanks. KPairwork 培养学生说的习惯,并通过小组合作扩展,深入所学内容. Role play the conversation in 2b. A: We need to come up with a plan. B:Let’s have lunch first. A: No, we can put off making a plan.Clean-Up Day id only two weeks from now. Make new conversations in groups. K Task 1.Make a conversation Make a conversation of offering help.Work it in pairs. Share some of their conversations. Task 2.Make a plan for the school sports meeting.Offer help to the students they are going to take part in it. Homework. Revise the new words and sentences. Finish off the Wb.exercises. Blackboard Design Unit8 I’ll help clean up the city parks. Period one I’d like to work outside. You could help clean up the city parks. You could …. We can’t put off making a plan. Cheer up set up think up=come up with Language points 1,come up with=think up 2,put off 延迟,取消 Don’t put off what we can do today. 今日事,今日毕. We’ll put off the sports meeting. 3,set up 建立,创立,开办. We’re going to set up a food bank to help hungry people. 引入新课教学,巩固落实所学知识,同时以旧带新,导入新课的教学. 本活动的目标是训练学生听的能力,然后让学生更准确的说出这些句子. 通过图画,呈现新句型,使学生学起来容易掌握. 由平常的问候,自然引入到本单元的话题.同时,为下面内容的引出做铺垫. 第二课时 ●○教学内容与分析教学内容: Section A 3a--4 ,教学目标:从阅读材料中获取信息,并能运用这些信息完成任务. ●○,教学重难点: ,本课重点是掌握并进一步巩固第一课时的句型,要求学生能应用他们,在实际情景中运用自如. ,重点词语及句型: major,commitment,elementary.,coach,ceterinarian What kind of volunteer work do you think I could do? You could start a Chinese History Club. I’d like to join the school volunteer project. ●○,课前准备:: ,本课时的教学课件. ,课前发给学生表格,布置学生任务:在表格中写出自己喜爱做的志愿工作和能做的志愿工作. ●○,教学设计. 教学步骤建议与说明 KRevision , Greet the class and check the homework. ,Ask a pair of students to say their conversation. S1: To be a volunteer is great. S2: We need to come up with a plan. S3: Let’s make a volunteer project for our school. K Lead Cin T: Do you know what kind of work the volunteer do? Collect the students answers and tell them..Being a volunteer is to help other people.It is a commitment. KReading P62,3a. Fast reading 带着悬念和好奇,更能激发学生的阅读欲望,也培养他们在迅速获取所需信息的`能力.. 选取上一课时的材料,作为课堂的切入点.既起到复习巩固作用,又能以旧带新,自然引出新课. 呈现一些图片,让学生体会各种职业. 深化拓展知识,对已学语言目标进行复习. 教学步骤建议与说明 What kinds of volunteer work the students do?,Read again and complete the table. ,Finish 3b to check if the students have understood the article well. ,Play the tape for the students to listen and repeat. ,Get the students to make the report according to the form and some key words. KPairwork 3c. Role play.Take turns being one of the people in 3b.Ask for and give advice. KPairwork 4 Write down three things you like to do. Ask your partner for advice about the kinds of volunteer work you could do. Things I like to do Volunteer work I could do K Writing Write down the volunteer work you like to do . Homework Read 3a and copy new words and phrases. ,Finish some homework in this period. Blackboard Design Unit 8 I’ll help clean up the city parks Being a volunteer is great! What kinds of work the volunteer could do? Why so they like their work? The three students plan to set up a student volunteer project at their school. Don’t put it off. To help other people is a commitment. 深化拓展知识,对已学语言目标进行复习. 尽可能的让学生模仿跟读,听地道的英语,模仿表达是自由表达的基础,让学生根据已有信息把3a的内容说出通过参与和合作等途径,充分掌握已学知识. 培养学生的写作能力. 第三课时 ●○教学内容与分析教学内容: Section B 1a―2c ,教学目标:从阅读材料中获取信息,并能运用这些信息完成任务语言技能：（1） Train the students’ reading, writing, speaking and listening skills with the target language．（2） Train the students to use the new phrasal verbs．情感目标：Come up with a good idea to help others． It will bring you much enjoyment．. ●○,教学

篇4：九年级英语教案

一、教材分析

1、教学内容

本单元以“产品制造”为话题，共设计了四大部分的内容。以“What are the shirts made of？”为主线，围绕着谈论某东西在那制造，原材料是什么等语言功能展开一系列的任务活动，通过第一部分的学习，要求学会有关things和materials等基础词汇，并了解、学会基本句型的应用。教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。

2、教学目标

①知识目标：

1、掌握本课时重点单词和短语be made of 、be made in。

2、了解一般现在时态和一般过去时被动语态的结构和用法。

3、归纳和掌握make构成的短语。

②能力目标：学会谈论产品是由什么制成的及它们是在何处制造

③情感目标：学会赞美他人的物品，并能就此话题礼貌的进行交谈，树立品牌意识，努力学习的态度。

3、教法策略

以任务型教学策略为主，采用情景教学法（如本单元新知识推导时）、听力训练法（处理听力材料）、并辅助个人自学、小组讨论和图片等兴趣策略教学。如在新授单词时，通过一些图片，进行分析教学，以致于从视角引起他们注意从而记住单词。采取任务型教学策略的目的是主要是让学生多练多用，在做中学、学中乐、乐中掌握。

4、学习策略

采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。强调学生不仅要在课上积极发言、多练，并鼓励他们课后积极进行英语学习、积极参加训练。

二、重难点分析

重点词汇通过图片和对话解决。如：chopsticks，coin，blouse，silver， ilk，be made of等。

难点：听力训练；用功能语言句进行口语训练。

三、教学准备：图片、录音机等

四、教学过程：

1、课前任务设置，在课前，我让学生提前预习单词。另一方面铃声响的时候，首先检查学生对第五单元单词的识记情况，让学生看着图片，用“what is it？”等句子问，用新单词回答，在此期间，让学生感知“What are they made of？ Where are they made of”的重点句型结构，把单词教学融入句型，培养学生情境中理解记忆单词的能力。

2、为了更好的提高学生观察能力，以任务型教学为理念，让学生有目的的结合重要句型完成Activity 1a的部分。

3、完成1a部分后，为了更好的巩固学生对上面方框中重点单词的理解程度，让他们通过听觉进行训练，培养学生在用中学、学中用的能力。

4、通过单词记忆、听力训练中，学生们对重要句型的初步接触和熟悉，请学生讲解重要短语be made of/be made from/be made into/be made in/be made by/be made up of和重要的语法：被动语态。掌握被动语态的用法和结构。为下一步准确说话做铺垫。

5、为了更好的运用重点句型结构，我让学生在1c部分读完对话后，用1b里边的句子进行对子活动，进而提高学生的口语表达能力。

6、通过列举世界知名品牌：中国瓷器、美国的李维斯牛仔裤、意大利的普拉达眼镜、瑞士手表的图片，进行师生问答，进一步巩固所学语法。并进行情感教育：中国需要努力，你们需要努力。之后通过六个基础题型来检测他们对本节课重点知识的掌握。

5、总结本节课所学的知识，梳理知识结构，并通过家庭作业让他们更好的掌握本节课内容。

总之，整节课，我始终遵循任务型教学的理念，以学生为主体，以任务为中心，以交际为目的，以课程标准为理论依据，以高效课堂为载体，坚持让学生学会在生活中运用语言，始终遵循一个原则，就是让学生乐学，因为兴趣是最好的教师，整个过程中我也一直采用激励机制给有所表现的学生以鼓励，以增强他们学习英语的信心。

篇5：九年级英语教案

一、教材分析

定语从句是本单元的语法要点，是在1―8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。

二、三维目标

1、知识目标：

掌握本单元的基本词汇，学会恰当的使用引导词that ，who

2、能力目标

（1）掌握功能句“What kind of music do you like ？ I like music that I can dance to 。 I love singers who can write their ownmusic。”

（2）能够自如地谈论自己所喜欢的音乐以及音乐家。

（3、情感目标：

通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。

三、教学重点

（1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ，who ”的使用方法。

（2）“prefer …to…”的用法

（3）掌握有关音乐的.词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “What kind of music do you like ？ I like music that I can dance to 。 I love singers who can write their own music。”

四、教学难点

定语从句运用

五、教学策略

采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。

六、教学准备

自制多媒体课件（PowerPoint）；录音机（A tape recorder）

七、教学环节

1、课堂导入

⑴ Warming up

⑵ Discuss： Do you like music？ What kind ofmusic do you know？

⑶ There aremany kinds of music such as pop ，jazz， rock…… Let Sstalk about the kinds of music。（多媒体出示）

⑷Let Ss read 1a。 Explain the sentences：

I prefermusic that has great lyrics=I like music that has great lyrics better。

lyrics：the plural form is often used。

Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen。

2、课堂讲授

Explain attributive clauses。

定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导

I love singers who write their ownmusic。

I like music that I can dance to。

a、that即可代表事物也可代表人，which代表事物；它们在从句中作主语或宾语，that在从句中作宾语时常可省略关系词，which在从句中作宾语则不能省略。而且，如果which在从句中作“不及物动词＋介词”的介词的宾语，注意介词不要丢掉，而且介词总是放在关系代词which的前边，但有的则放在它原来的位置

b、which作宾语时，根据先行词与定语从句之间的语义关系，先行词与which之间的介词不能丢

c、代表物时多用which，但在带有下列词的句子中用that而不用which，这些词包括all，anything，much等，这时的that常被省略

d、who和whom引导的从句用来修饰人，分别作从句中的主语和宾语，whom作宾语时，要注意它可以作动词的宾语也可以作介词的宾语

e、where是关系副词，用来表示地点的定语从句

3、课堂练习

Fill inthe blank with who that。

（1）。I have a brother _______likes soccer。

（2）Tom doesn’t like movies_______are too long and too scary。

（3） We prefer groups ________ play loud and energetic songs。

（4） He likes friends_________ often help each other。

4、课堂活动

（1） Askand answer in pairs：

What kindof music do you like best？ Why？

I like popmusic/classical music/jazz music/country music/dance music， etc And tell thereasons。

（2） Listento four pieces of music 。Then practice the conversation in pairs。

（3） Showseveral pictures and introduce their favorite singers ，groups and so on。

（4） Practice in pairs and talk about their favorite kinds ofsongs， singers and groups。

（5） Listenand complete 1b，2a and 2b。

5、课堂小结

在定语从句中，先行词是“人”的时候，用关系代词who来引导，先行词是“物”时，用关系代词that来来引导。

I like singers who write their own music。

I love music that I can dance to。

who / that 在定语从句中做主语的时候，谓语动词的单复数应该与先行词保持一致

I prefershoes that are cool。

I like apizza that is really delicious。

I lovesingers who are beautiful。

I have afriend who plays sports。

6、作业布置

Write a composition about the kinds of the friends they likeand dislike。

篇6：英语教案－Senior 3 unit4 lesson15

高三 Unit 4 Lesson 14

Step 1 Revision

1 Revise the dialogue in Lesson 13, paying special attention to intonation.

2 Check the Ss‘ dialogues.

Step 2 Discussion and presentation

SB Page 20, Part 1. Get Ss to talk about the picture and describe what they can see; Read aloud the questions, then put Ss into groups of four and get them to discuss these questions briefly. Ask different groups for their answers and write these on the Bb. Then say Now read the passage and find out. Allow the Ss enough time to read the text, then put them in pairs and get them to compare their answers. Collect the answers from the class. Answers:

1 It is being built on; it is being lost by the actions of the wind and the rain; land is becoming too salty.

2 You can increase the area of farmland by irrigation; you can build dams and water your fields; you can pump water from low-lying areas; you can develop new plants which produce heavier crops; you can develop new plants which grow in poor soil; you can develop new plants that are less likely to be attacked by pests and diseases.

Step 3 Reading

Ask the Ss more questions about the passage. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class. This is a good time to deal with any language problems. See if the Ss can guess the meaning of salty, ruin, storage, day by day, etc.

Notes:

a Feed the world: In 1994, Professor Pimentel of Comell University warned of the following problems in providing enough food for the world’s growing population:

* By 2100 the population will be 12-15 billion, or seven times its sustainable level.

* Farmers are abandoning 25 million acres each year because of soil loss or waterlogging.

* The declining fertility of the soil will lower food production by 20% in the next 25 years.

* Topsoil is being lost 40 times faster than it can be replaced.

* Crop losses destroyed by pests have increased four times in the last 50 years.

b It is thought that: Note the use of the passive for introducing an idea.

c For one thing: This phrase is linked to The problem is... in the previous sentence. =One reason why it is difficult to feed the world‘s population is that...

d suitable for growing crops: Point out the structure: suitable +for + -ing

e And this area is becoming smaller day by day.

=And this area is becoming smaller every day. f it is being built on =buildings are being built on the land

g pests: insects or animals that destroy plants, food, etc.

h FAO: The Food and Agricultural Organization of the United Nations was founded in 1945 and has its headquarters in Rome. It has about 160 members. The purpose of the organization is to improve rural conditions, agricultural production and distribution, and to raise nutritional levels.

i in storage =while it is being stored

j damp =fairly wet. The atmosphere can be very damp during the rainy season and grain can start to go bad.

k one in ten =one person out of ten

l starve to death: a set expression =die because they do not have enough to eat

m Take the Aswan Dam for example =consider the example of the Aswan Dam

n west of the USA: particularly the desert land to the east of the high mountains

o corn crops: here, corn means maize. p low-lying areas: Many of these areas are below sea-level.

Step 4 Reading aloud

Speech Cassette Lesson 14. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. Pay attention to stress and intonation, also the sentence stress of the longer sentences.

Step 5 Note making

SB Page 21, Part 3. Get Ss to do this exercise individually, so that every S has to make an effort to re-read the text and extract the relevant information. If it is done in class, get Ss to check their notes afterwards in pairs. Alternatively, if you wish, you can set this exercise for homework. In that case, get Ss to check their notes in pairs at the beginning of the next lesson.

Notes:

FACTS

1 First record of agriculture (date/place): 10,000 years ago, in Egypt, the Middle East and India.

2 Present world population: almost 6 billion

3 Farming population: 1 billion

4 66% of the world’s surface is sea.

5 11 % of the land surface can be used for

growing crops. REASONS FOR LOSS OF FARMLAND

1 It is being built on;

2 It is being lost by the actions of the wind and the rain;

3 Land is becoming too salty.

WAYS OF INCREASING FOOD PRODUCTION

1 You can increase the area by irrigation; you can build dams and water your fields; you can pump water from low-lying areas;

2 You can develop new plants which produce heavier crops;

3 You can develop new plants which grow in poor soil;

4 You can develop new plants that are less likely to be attacked by pests and diseases.

Step 6 Reference

SB Page 21, Part 4. Read the instruction and check that the Ss know what to do. Do the first two items orally with the whole class. Then let the Ss work through this exercise in pairs. Check the answers at the end. Answers:

1 about 10,000 years ago

2 1 billion people

3 how to feed a growing world population

4 the sea

5 11 % of the earth‘s land surface

6 farmland

7 desert land can now be used for growing crops

8 new types of plants

Step 7 Workbook

Wb Lesson 14, Exx. 1 and 2.

Ex. 1 should be done in class. The Ss have to make an effort to revise the text and complete the passage individually or in groups. Then check the answers with the whole class.

Ex. 2 can be done orally in class. You may change it to a Chinese-English translation exercise and get the Ss to give you the English without looking at the book.

Step 8 Consolidation

Ask Ss to say what is happening about farmland and food production in China. Get them to give specific examples, for example the Three Gorges project and other changes in their area. Are there other reasons why food production is increasing or decreasing? Get them to tell each other in pairs first, and then get pairs to tell the rest of the class.

Homework

Read the passage again and complete the notes in Part 3.

Finish off the Workbook exercises.

篇7：九年级英语教案优秀

teaching materials analyzing andrearranging教材分析与重组

1. 教材分析

本单元以i like music that i can dance to为话题,共设计了四个部分的内容：

section a

该部分有4个模块：第一模块围绕the music that…这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕music进行听力(2a-2b)、口语(2c)训练;第三模块继续就music这一话题展开训练，训练形式为阅读配对(3a)和角色表演(3b);第四模块仍就one’spreferences以pairwork的形式进行讨论，展开口语训练(4)。

section b

该部分有4个模块：第一模块就one’sfavorite展开思维训练;第二模块就两个孩子的对话继续对things onelikes进行听力(2a-2b)、口语(2c)训练;第三模块继续围绕上一话题展开阅读(3a-3b)和写作(3c)训练;第四模块仍就whatwould you prefer to do这一话题以口语训练形式为主展开小组活动(4)。

self check

该部分有2个模块：第一模块对所学词汇进行填空训练(1);第二模块就一封笔友来信展开阅读和写作训练(2)。

reading

该部分共设置了3项任务：第一项任务以问题讨论的方式激活学生相关背景知识(section1);第二项任务要求学生运用所供策略完成阅读;第三项任务要求学生通过快速阅读获取信息(section 2, section3);第四项任务通过讨论、写作等形式要求学生进行一次class survey. (section 4)。

iii教学策略

通过任务型的教学，让学生学会自主学习，归纳总结，培养主动学习的能力。尤其对所学内容能主动复习并加以整理和归纳的能力。

1)合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成四人一小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。

2)创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的'主观能动性，把被动的学习变为主动学习。

iv教学手段：多媒体

vi. teaching procedures and ways教学过程与方式

period 1 new functionpresenting

language goals 语言目标

1. words & expression_r_rs 生词和短语

prefer, lyrics, gentle, energy, interest, known,sing along with, remind sb. of

2. key sentences 重点句子

i prefer music that has greatlyrics. (p44)

i love music that i can singalong with. (p44)

rosa likes music that’s quietand gentle. (p45)

ability goals 能力目标

enable the ss to talk about different kinds ofmusic and their own preferences.

emotion & attitude goals 情感和态度目标

enable the ss to enjoy kinds of music.

strategy goals 策略目标

listening for key words.

culture awareness goals文化意识目标

people’s different preferences to different kindsof music.

teaching important points 教学重点

1. 由that 引导的定语从句，其先行词为物。关系代词that 作主语和作宾语两种情况。

i like the music that has great lyrics.

i like the music that i can dance to.

2. 由who 引导的定语从句，其先行词为人。关系代词who 做主语。

i like the musician who writes his own songs,

teaching procedures and ways 教学过程与方式

step i warming-up

play the beautiful, lyric song like do, re, mi inthe movie “the sound of music”. (让学生在轻松、愉快的情境中进入新课)

step ii lead-in and presentation. (呈现歌词并句子)(师生互动，学习探究)

1.the music has great lyrics.

2.the music is loud and energetic.

3.the music isn’t too loud.

将三个句子转化成定语从句：

1. i like the music that has great lyrics.

2. i like the music that is loud and energetic.

3. i like the music that isn’t too loud.

并说明，that 在从句中做主语。总结：1+1=“1”

(设计目的：延伸、拓展教材内容，创造性的使用教材，这样训练即能让学生体会不拘于教材的学习，又能拓展他们的思维。)

使用练习加强巩固。

(设计目的：让学生在教师创设的情境中，操练新句型，学会使用定语从句表达自己喜欢的音乐类型。)

step iii listening (1b: p44)

ask the students to listen to the dialogue betweentony and betty

t: now let’s listen to the tape and find what kindof music tony and betty like. look at 1b on p44. tickle the kindsof music that tony and betty like while listening.

ask a student to read the three headings to theclass.

t: first let’s guess what kinds of music they willtalk about by reading the three headings given.

ss: music that one can dance to, that has greatlyrics and that one can sing along with.

play the tape. and then check the answers.

(设计目的：训练学生听力技巧，培养学生听的能力。听的环节是“输入”的过程，带着问题听，让学生在听的过程中有的放矢，有效捕捉信息，同时又提醒学生注意观察并发现需要注意的表达方式，为后面的语言实践准备实用句型。)

step iv oral practice (1c:p44)

ask the students to talk about the music theylike.

t: as we all know, different people may havedifferent ideas on the same question, and different people may havedifferent preferences. then talk with your partners about the kindsof music you prefer. first, who’d like to read the example in thebox? ok, you two, please.

ask two ss to read the example first.

t: now work with your partners, talking about musicyou prefer with the help of the expression_r_rs here.

show the following.

be awarded prizes, be full of energy, interestsomebody,

known to many people, reminds somebody of, showlove to …

sample dialogue 1:

s1: what kind of music do you like?

s2: i like music that is played by famous bands.what about you?

s1: i prefer music that makes me happy.

(设计目的：新课程标准倡导主动参与，乐于探索，勤于思考，培养学生收集和处理语言信息的能力。通过这一环节的练习，不但学生的语言技能得到了提高，而且他们的情感态度和学习策略都得到了培养，同时他们的语言知识还得到了复习和巩固。这样的练习可以充分调动学生的参与热情，激发学生的学习兴趣。)

step vi summary and homework

t: this period, we’ve learnt how to express ourpreferences to different music. after class, please,

1. listen to the conversations again.

2. try to talk about the kinds of music you likewhy you like or dislike them.

(设计目的：通过书面作业，使学生巩固本节课所学的内容，拓展学生的课外知识，同时也可以弥补口头报告的不足。也为下一节课的知识提供铺垫。)

篇8：九年级英语教案unit3

九年级英语教案unit3

Unit 3 Teenagers should be allowed to choose their own clothes. 单元整体说明单元教材分析本单元围绕“允许做什么、不允许做什么”这一话题，设计了三个任务型活动。任务一：谈论自己想做的事情；任务二：我可以做什么、不可以做什么。任务三：讨论自己想做什么、自己需要什么样的生活。单元总体目标通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么、不允许做什么、同意和不同意。单元重难点一览重难点词汇： 1.at that age 2.instead of 3.the other day4.be a good way to do 5.keep sb happy 6.at present 7.the same as8.be proud of 9.give directions 10.way cool= very cool 11.learn from sb 12.agree with 13.disagree with 14.in fact 15.take time to do sth 16.chat with 重难点句式 1.I think sixteen-year-olds should be allowed to drive. 2.Do you think thirteen-year-olds should be allowed to have part-time jobs? 3.The young should be proud of their culture. 单元教学建议采用Concluding，Accumulating，Roleplaying和Comparing的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动来谈论允许做什么和不允许做什么。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：寻找关键语句、对文中任务和事物发表见解；语法教学：总结规律、比较异同、模仿操练。单元课时分配本单元用4课时教学 Section A 部分用 2 课时 Section B，Self Check 部分用 2 课时 Section A 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section A）学科英语授课教师授课班级初三九班授课时间 /4 教学目标 1.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ... 和 I dont think ... I dont agree ... 来表达自己的意见。 2.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 3.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。教学分析 1.教材分析：Section A 主要围绕着 agree 和 diagree 这一话题来进行课堂教学和语言实践。Section A 中主要涉及到的语法项目是被动语态，要求学生熟练模仿及操练这一语态的句型转换，为以后的谈论和交际做好铺垫。 2.学生分析：初三的`学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 3.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 4.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。教学准备 1.多媒体：多媒体，幻灯片，英语影音资料。 2.其他参考资料。教学过程 Unit 3: Teenagers should be allowed to choose their own clothes.(Section A) Step One: Free talk and discussion. Step Two: 1.at that age 2.instead of 3.the other day 4.be a good way to do 5.keep sb happy 6.at present 7.the same as 8.be proud of Step Three: Finish 1a/1b. Step Four: Practice the conversation in activity 2c. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Make a survey, then show the results to the whole class. Step Seven: Make a summary. Step Eight: Homework: Recite the conversation in 2a. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？ Section B and Self check 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section B and Self check）学科英语授课教师齐宪波授课班级初三九班授课时间 2005/4 教学目标 4.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ...和 I dont think ... I dont agree ... 来表达自己的意见。 5.能力目标:对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 6.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。教学分析 5.教材分析：Section B 主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践。 6.学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 7.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 8.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。教学准备 3.多媒体：多媒体，幻灯片，英语影音资料。 4.其他参考资料。教学过程 Unit 3： Teenagers should be allowed to choose their own clothes.(Section B and self check) Step One: Free talk and discussion. Step Two: 1.learn from sb 2.agree with 3.disagree with 4.in fact 5.take time to do sth 6.chat with Step Three: Finish 1a. Step Four: Practice the conversation in activity 1b. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Discuss what you are allowed to do and what you arent allowed to do during your stay at school/ home/ library and so on. Step Seven: Read the text then suggest the questions according to the text. Step Eight: Discuss what is cool in your mind. Step Nine: Homework: Write some sentences about “cool”. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？

篇9：九年级新目标英语教案

教学目标(Teaching Aims)

通过本课教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本课只教学生静态位置的表达。（动态位置以后再学）要学习be动词，介词in, on, near, behind, under以及定冠词the和不定冠词a/an的用法。

词汇学习：掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find, window

理解： broom, raincoat, cap, Hong Kong, Macao, SAR

语音： /i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s

教学建议

本课主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。

大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。

以上表达应会听、说、（包括会问回答）读，语调语、音基本正确。

辅音音标的发音不必一步到位。如; /s/, /z/

教学重难点分析

1.句型

a.主谓一致，即be动词的单复数。

Where is/ Where’s …?

It is/ It’s on/ in/behind/near/under the…

Where are/ Where’re …?

They are/ They’re on/ in/behind/near/under the…

注意语序：

特殊疑问句：疑问词 + 是动词 + 主语 + 问号

b. 介词in, on, near, behind, under的用法; 可组成介词短语。

介词 + 定冠词 + 名词

如：in the morning, at night, in the desk, on the table, near the door等。

2. 日常交际用语

Look at the picture. What can you see …? I can / can’t see… Can you see …?

Where is /Where’s…? It is / It’s in, behind, near, under the…

Where are /Where’re …? They are / They’re in, behind, near, under the…

单词训练建议

classroom, blackboard, schoolbag, raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。

学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom

口语训练建议

本课的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在… 里，（上，后面，附近）的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。

为了使学生能够确切把握介词的`特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：

1．创设一个合乎生活逻辑的语境。

2．寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。老师上课找不见黑板擦，问一个学生。---- Where’s the brush? ---- It’s under the teacher’s table.老师也可自问自答。尽量从交际出发，减少纯句型练习。

3．确定对话参与者之间的特定关系。

在物体选择上，最好一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。

画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。

运用型训练建议

老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习最好事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。

Eg.

Teacher: Could you help me?

Student: Sure.

T: Go to my office and fetch your notebooks.

S: Where are our notebooks?

T: They are on my table.

S: Where is your table?

T: It’s near the second window.

S: OK.

笔头训练建议

老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：

1．清楚的展示物体的位置。

2．严格限定表示条件。

3．迅速反馈改正信息。

语法训练建议

冠词训练

a. 第一次提到用a/an。

b. 定冠词特指后接单述或复数名词。

可指教室里存在的东西，如：地面、时钟、桌椅等，大家都知道的物品。

c. 位置介词的用法。

in the bag, under the table, on the desk , on the table等。

情感教育建议

通过本课的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。

可利用本课所提供的内容，Taiwan, Hong Kong, Macao, SAR, 进行爱国主义教育。

情景教学

学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。

冠词a/an, the的用法

冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a, an)和定冠词(the)。

不定冠词a和an的功能

1、指人或事物的某一种类。例如：He is a student..他是学生。

2、指人或某事物，但不具体说明何人或何物。例如；A boy is over there.

3、表示数量“一”的概念。例如：I have a bike, a computer and a small room. 我有一辆自行车、一台电脑和一个小房间。

4、用于某些固定词组中。例如：have a look, have a seat等。

定冠词the的用法描述

1. 用来特指某些人或某些事物。例如：The books on the desk are our teachers(books被on the desk所限定).桌上的书是我们老师的。

2. 常用在上文提到过的人或事物的名词前。例如：There is a chair in the room. A woman is on the chair. The woman in lilys mother.房间里有一把椅子，一位妇女坐在椅子上，那位妇女是莉莉的妈妈。

3. 用来指说话人双方都知道的人或事物。例如：Where is the teacher?老师在哪儿（双方都知道指的是哪个老师）？

4.在世界上独一无二的事物前。如：the moon

5. 在序数词和形容词最高级前。如：the youngest boy（最年轻的男孩） the first lesson（第一课）

6. 用在乐器类前。如：play the violin（拉小提琴）

7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：The Greens are not here

8. 用在一些习惯用语中。例如：in the morning, in the same class等。

何时不用冠词？

1. 在专用名词前。例如： in China; in Grade One等。

2. 名词前已有了做定语用的形容词、某些代词、名词所有格等修饰词语时。例如：this pencil; his knife等。

3. 表示一类人和事物的复数名词前。例如：These are oranges.

4. 在称呼语或头衔的名词前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu.

5. 在某些习惯用语中。例如：go home; go to school等。

篇10：外研社九年级英语教案

外研社九年级英语教案

教学目标

Key vocabulary: ancient, club, composition, pupil, meeting, call, even

Key structures: That’s news to me! What’s it about? Listen up, everyone.

Anyone else? That’s a fantastic idea listen up

教学重点

Get to know the wonders of the world

教学难点

Language points

教具

多媒体，tape 课时 2

教学课程

Step1 Warming-up and listening

1. Look at some pictures of the wonders of the world.

2. Talk about the picture. You can use the words in the box to help you.

3. Listen and check the words you hear.

Step 2 Listening and reading

1. (Close the books) Listen to the tape carefully.

2. Ask the students to read through the conversation individually.

3. Play the tape and have them read and follow.

4. Act it out.

5. Learn Everyday English

Step 3 Do Exercises

1. Choose the best answer in Activity 4.

2. Listen again and check.

3. Answer the questions in Activity 5.

Step 4 Explain the important and difficult points

Step 5 Pronunciation and speaking

1. Listen to the sentences.

2. Listen and repeat.

3. Say the sentences aloud.

Step 6 Homework

Finish the exercises in the workbook Ex. 1, 2, 3&4

个人修改

Revise what we learnt last term.

Show the pictures and learn the new words.

Read the key sentences.

Read the dialogue in roles.

篇11：仁爱英语九年级unit4课件

仁爱英语九年级unit4课件

一、概述

本节课是仁爱版英语教材九年级上册 Unit 4Topic 1 Section A部分。本课是本单元的重要组成部分，也是核心教学，一课时完成。本课以口语练习为主，学生学习谈论“神州”五号和“嫦娥”一号，进而涉及电脑科技在航天领域的应用。本部分内容从令人关注的“神州”五号和“嫦娥”一号入手，贴近生活，时代感强。然后由飞船的成功运行联想到电脑科技。本部分是前后知识的载体。本话题的表达在今后的英语学习中都占有重要的地位。

二、教学目标分析

1.知识目标

学习词汇

hero launch spaceship prove lunar probe achieve manned send up legend the Soviet Union astronaut mankind

学习句型

（1）Who is the first Chinese to travel into space?

（2）China is the third nation to send a person into space..

（3）I hope I can travel to the moon one day.

（4）All of you must be very proud.

（5）That proves that China has made great progress in its space industry.

重点：宾语从句及宾语补足语

如：That proves that China has made great progress in its space industry.

China is the third nation to send a person into space..

难点：用大量不同的词汇正确来谈论“神州”五号和“嫦娥”一号。

2.能力目标

（1）能使用英语流利谈论“神州”五号和“嫦娥”一号。

（2）培养学生以讨论的形式与他人对话的能力，提高学生的语言交际能力；

（3）能在小组中积极与他人协作，从而开阔自己的视野，扩大知识面；

3.情感目标

（1）激发和保持学生英语学习的动机，实现“趣能”两得；

（2）在学生两两交流和小组合作交流中，培养学生的合作意识和团体协作精神；

（3）培养学生的爱国情感，激发学生的民族自豪感。

三、学习者特征分析

本节课的学习者特征分析主要是根据教师平时对学生的了解以及学生年龄段的思维发展情况而做出的：

1. 学生是闽清县杉村中学九年级的学生；英语基础普遍偏差。

2. 学生已经掌握了一些基本的词汇。但语言表达能力不强。

3. 本班的学生经过两年多的学习，有了一定的`英语基础知识和听说能力，正逐渐向读、写过渡，有了初步的自主、合作、探究、实验的能力；

4. 本班学生基础比较薄弱，但对英语有较大的兴趣，能够积极参与课堂活动；

5. 本班学生抽象思维能力较低，形象思维能力强，但注意力容易分散，对片面零碎的材料尚缺乏一定的概括分析能力。

四、教学策略选择与设计

为了贯彻“以人为本，以学生为主体，以教师为主导”的现代教育理念，我主要运用了以下的几种教学方法进行教学：

1. 任务型教学法：以完成任务为动力，把知识和技能融为一体，提倡学生主动参与，以学生为主体，师生合作、生生合作，体现教与学的互动交往；

2. 情景教学法：设置情景，激发学生兴趣，提高语言交际能力，突显语言交际功能；

3. 听说法：用师生互动的方式使学生对新知识的识记经过一个由形象思维到抽象思维的转化过程，加强记忆效果。除此之外本人还在教学设计中渗透听力训练法、多媒体辅助教学等。

五、教学资源与工具设计

1. 本课教材；

2. 相关的实物：录音机/聂海胜，费俊龙的照片/杨利伟的照片/米老鼠、唐老鸭及嫦娥奔月的图片/多媒体

3. 教学环境：多媒体教室

六、教学过程

为达到教学目标，充分发挥学生的主体作用，不断激发学生积极、主动、自觉地学习，我设计了以下的步骤来训练学生的听、说、读、写能力，尤其是“说”的能力。

Step 1 Review（复习）（5’）

Step 2 Presentation（呈现）（6’）

Step 3 Consolidation（巩固）（20’）

Step 4 Practice（练习）（6’）

Step 5 Project（综合探究活动）（8’）

Step 1 Review 第一步复习(时间:8分钟)

(复习旧知，导入话题。出示一幅Michey Mouse和Donald Duck的图片。)

T: Who are they?

Ss: They are Michey Mouse and Donald Duck.

T: Yes, they are so nice cartoon characters. Are they beautiful?

Ss: Yes.

T: Now we know, English shows us a beautiful world about western culture. As a matter of fact, in Chinese culture, there are also lots of beautiful characters.

(出示一幅《嫦娥奔月图》)

T: Do you know who she is?

S1: She is Chang’e.

T: Yes. She is a beautiful goddess.

(板书，释义，领读)

goddess. n.

This is an ancient legend.

(板书，释义，领读)

legend. n.

The story of her flying to the moon has been known by all the Chinese. It shows we have dreamed of exploring space for thousands of years.

Step 2 Presentation 第二步呈现(时间:10分钟)

1. (师生互动，紧承复习中的话题，以对话方式引出新的词汇。出示杨利伟走出太空舱的图片。)

T: Do you know who he is?

S2: He is Yang Liwei.

T: What does he do?

Ss: 宇航员。

T: Yes. He is an astronaut.

(板书，领读，释义)

astronaut. n.

He is the first person to travel into space in China. He is our national hero. In , he traveled around the earth in Shenzhou Ⅴ for 21 hours. Shenzhou Ⅴ is the first manned spaceship in China.

(板书，领读，释义，并要求掌握hero。)

hero→heroes (pl.) n.

manned. adj.

spaceship. n.

China is the third nation to send a man into space. Are we all proud?

Ss: Yes. All of us are proud.

T: What’s more, two years later, we sent up another spaceship.

(板书，领读，释义)

send up = launch v.

Who knows its name?

S3: Shenzhou Ⅵ.

T: Yes. It’s Shenzhou Ⅵ. There are two astronauts in it. Who are they?

(出示费俊龙与聂海胜在神六中的图片)

S4: Fei Junlong and Nie Haisheng.

T: Well done. They are great. Do you think so? Do you want to be an astronaut when you grow up?

Ss: Yes.

T: Great. OK. Let’s begin to learn the new lesson.

(板书课题。)

2. (播放1a录音，让学生听并回答问题。听完一遍后，让学生对1a有个整体的感知。)

T: Boys and girls, now let’s listen to the tape and try to answer the question:

What’s China’s first lunar probe? (要求学生了解词组lunar probe。)

Ss:Chang’e Ⅰ.

(让学生跟读1a，注意停顿。)

T: Good. Listen to the tape again and try to repeat it.

(然后，板书文中一些习惯用语和词组，分析解释，并要求掌握prove, achieve, point to。)

dream of doing sth.

It shows we have dreamed of exploring space for thousands of years.

point to

make great progress in doing sth.

lunar probe

achieve one’s dream

Step 3 Consolidation 第三步巩固(时间:10分钟)

1. (1)(让学生认真阅读1a, 以学生相互问答的方式完成1b。)

1. Who is Yang Liwei?

2. How many manned spaceships have been sent up into space by China?

3. What was the temperature in Shenzhou Ⅵ?

4. Do you know the legend of Chang’e? Please tell it to your classmates.

T: Read the dialog carefully, ask and answer the questions on the blackboard in pairs.

S5: Who is Yang Liwei?

S6: He is the first person to travel into space in China.

S7: How many manned spaceships have been sent up into space by China?

S8: …

(2)(分角色读对话，三人一组。)

T: Now, let’s read the dialog in roles with three students in a group. Are you ready?

S9 (画外音)

S10 (Michael)

S11 (Kangkang)

…

(3)(找两组同学来表演。)

T: Now I’d like to ask two groups to act it out. Who would like to do it first?

S12: …

S13: …

S14: …

…

(4)(找两位学生用自己的语言复述课文，加深对课文的理解。)

T: I’ll ask two students to retell the dialog. You should use your own words.

(要及时帮学生复述。)

Step 4 Practice 第四步练习(时间:10分钟)

1. (1) (展示神五的视频和图片，接着播放新闻点评，进行师生互动回答。)

T: Who is the man in the picture?

Ss: He is …

T: What is he famous for?

Ss: He is famous for …

T: Where did he go?

Ss: He went …

T: How long has he stayed in space?

Ss: He has stayed in space for …

(2) (让学生听2a录音填空，完成2a，核对答案。板书，解释。)

are being made

satellite

T: Listen to the tape and fill in the blanks.

…

(3) (再听2a录音, 写出关键词或短语，尝试复述。)

T: Listen to 2a, write down the key words and try to retell it.

first, 21 hours, 14 times, land, hero, After, second, 4:30, Oct. 17th, , five, last, big plans, are being made, a space station

2. (根据1a和2a, 完成2b。进行男女复述课文比赛。)

T: We have learned something about Shenzhou Ⅴ and Ⅵ. Now let’s finish 2b. Boys discuss and fill out the table about Shenzhou Ⅴ. Girls discuss and fill out the table about Shenzhou Ⅵ. And then I’ll ask some of boys and girls to retell them.

Step 5 Project 第五步综合探究活动(时间:7分钟)

1. (创设情景，两人编对话，谈论神五/六着陆时的心情感受。)

T: You may make dialogs with your partner. Talk about what you were doing when … landed successfully? How was your feeling then? What do you think about it?

S15: What were you doing when Shenzhou Ⅵ landed successfully?

S16: I was watching it on TV.

S15: How was your feeling then?

S16: I was very happy and proud.

…

2. (让学生给杨利伟发一封e-mail, 表达崇敬之情和向他们学习的决心，并希望他来学校做客，愿意与他交朋友。)

3. Homework:

根据提示，写一篇介绍航天英雄杨利伟事迹的文章。

杨利伟，中国优秀宇航员，65年生于辽宁。他自幼聪明好学，各门学科尤其数学和英语成绩优秀，87年成为一名飞行员，成为我国首批航天员，五年后成为我国首位登上太空的宇航员，10月15日于9时杨利伟乘坐“神舟五号”宇宙飞船升空。20xx年11月7日，杨利伟被授予“航天英雄”称号。杨利伟是我们心中的英雄，我们要向他学习。

参考词汇：

1. 飞行员pilot

2. 中国太空训练 the China’s Space Program

3. 授予 award

板书设计：

Spaceships are mainly controlled by computers.

Section A

hero - heroes(pl. ) It has proved that China has made great

point to progress in developing its space industry.

send up I think you can achieve your dream in the

It shows we have dreamed of exploring future.

space for thousands of years.

教学过程流程图

七、教学评价设计

本课主要通过小组竞赛的方式进行评价，把全班学生分为四组（Group1、Group2、Group3、Group4）, 评价内容主要包括学生朗诵课文、参与课堂游戏、单词或句子朗读、听力竞赛、两两对话、情景表演等几个环节，积累图标最多的小组获胜。

八、帮助和总结

我在设计这节课时，使课堂情景化、任务化、活动化，这节课总体上我感觉还不错，当然也存在一些不足之处。

我比较满意的地方是:

1.根据本班学生胡特点，采用情景任务型教学途径，利用多媒体教学，运用听力训练、情景教学、俩俩对话、小组合作、调查活动等任务活动设计教学任务，让学生在愉悦的英语学习环境中，热情高涨，快乐熟练地掌握知识点，同时寓教于乐。

2.根据教学需要，在处理教材时，我把知识内容进行整合、扩展，教学步骤清晰，层层深入。

3.语言点的教学方法比较新颖，引导学生通过自己的观察，探索重点词组的用法，培养学生获取听力信息的能力和自主学习的能力，同时提高了学生的归纳总结能力。

4.让学生谈论“神州”五号和“嫦娥”一号，通过小组合作学习形式，调动学生主体参与意识，培养学生的合作精神和爱国主义精神。

5.多媒体课件制作比较简洁、精美。把多媒体教学和黑板教学有机地结合起来，相辅相成，增强了主观性和趣味性，加大了课堂的密度，提高了教学效果。

但不足之处是,由于学生差异较大。优秀的学生表现踊跃，参与的课堂活动的机会较多，而其他学生参与的机会相对就少。所以很难让他们对学习产生积极性。我对积极发言的同学和竞赛获胜的小组表扬鼓励多，对学习困难的同学关注较少，鼓励不多。虽然在整个教学活动中都强调自我学习、互助学习、共同探究，但基础较差的部分同学可能消化不了，在完成某些活动中会感觉吃力。

篇12：人教版九年级英语unit4知识点

humorous [?hju?m?r?s] 有幽默感的;滑稽有趣的

silent [?sa?l?nt] 不说话的;沉默的

helpful ['helpf?l] 有用的;有帮助的

from time to time [fr?m//ta?m//tu?//ta?m] 时常;有时

score [sk??] 得分;打分

background [?b?kɡra?nd] 背景

interview [??nt?vju?] 采访;面试n.

Asian [?e??(?)n??e??(?)n] 亚洲的;亚洲人的，亚洲人

deal with 对付;应付

dare [de?] 敢于;胆敢

private [?pra?v?t] 私人的;私密的

guard [ɡɑ?d] 警卫;看守v.守卫;保卫

require [r??kwa??] 需要;要求

European [j??r??pi??n] 欧洲的;欧洲人的

British ['br?t??] 英国的;英国人的

speech [spi?t?] 讲话;发言

ant [?nt] 蚂蚁

insect [??nsekt] 昆虫

influence [??nfl??ns] 影响

seldom [?seld?m] 不常;很少

proud [pra?d] 自豪的;骄傲的

be proud of 为??骄傲;感到自豪

absent [??bs?nt] 缺席;不在

fail [fe?l] 失败;未能(做到)

examination [?g?z?m?'ne???n] 考试;审查

boarding school 寄宿学校

in person 亲身;亲自

exactly [?g'z?ktli] 确切地;精确地

pride [pra?d] 自豪;骄傲

take pride in 为??感到自豪

grandson [?ɡr?nds?n] 孙子;外孙

general [?d?en?r(?)l] 普遍的;常规的;总的将军

introduction [?ntr??d?k?(?)n] 介绍

Paula 葆拉(女名)

Alfred 艾尔弗雷德(男名)

Billy 比利(男名)

Candy 坎迪(女名)

Jerry 杰里(男名);杰丽(女名)

Emily 埃米莉(女名)

篇13：人教版九年级英语unit4知识点

【重点短语】1.used to do 过去常常做2.deal with 对付应付3.be proud of 为……骄傲，感到自豪4.take pride in 为……感到自豪5.from time to time 时常，有时6.in public 公开地7.in person 亲身，亲自8.take up sth 开始做，接受，占用9.not……anymore 不再10.worry about 为……担忧11.hang out 闲逛12.think about 考虑13.be alone 独处14.on the soccer team 在足球队15.no longer 不再16.make a decision 做决定17.to one’s surprise 令某人吃惊的是18.even though 尽管19.pay attention to 对……注意，留心20.in the last few years 在过去的几年里21.be afraid of 害怕22.turn red 变红23.tons of attention 很多关注24.be careful 当心25.give up 放弃26.a very small number of …极少数的……27.give a speech 作演讲28.all the time 一直总是29.be interested in 对……感兴趣30.change one’s life 改变某人的生活31.take care of 照顾32.one of…, ……之一

【重点句型】1. I used to be afraid of the dark.我过去常常前害怕黑暗.

2.I go to sleep with my bedroom light on.我开着卧室的灯睡觉.

3. I used to spend a lot of time playing games with my friends.

以前我常常花很多时间和我的朋友们玩游戏.

4. I hardly ever have time for concerts.

我几乎没有时间去听音乐会.

5. My life has changed a lot in the last few years.

我的生活在过去几年里改变了很多.6. It will make you stressed out.那会使你紧张的.

7. It seems that Yu Mei has changed a lot.

玉梅似乎变化很大.

篇14：人教版九年级英语unit4知识点

1. silentsilent是形容词，意为“沉默的;无言的”，其名词形式为silence。例如：We shouldn’t keep silent when the teacher asks us some questions.当老师问我们问题时，我们不应该保持沉默。She was silent when her mother asked her questions.她妈妈问她问题她沉默不语。

2. helpfulhelpful 形容词，意为“有帮助的”。例如：The dictionary is very helpful to me.那本字典对我很有帮助。helpful是由动词help加后缀“-ful”构成的形容词。动词加后缀“-ful”变成形容词，是一种常见的构词法，类似的这样的词还有很多。例如：care→ carefuluse→ usefulwonder→wonderful

3. score(1)score作动词，意为“得分;获胜”。例如：Hughes scored two goals before half-time.休斯在上半场进了两个球.The army continued to score successes in the south.军队在南方不断取得胜利。(2)score作名词，意为“得分;二十;乐谱”。例如：I recorded the score in a notebook.我在笔记本上记下了分数。He bought two scores of apples yesterday.他昨天买了四十个苹果。Look at the score and try to play that song.看乐谱演奏一下那首曲子。

4. interviewinterview用作动词，意为“采访，面试”。be interviewed by意为“被……采访”。例如：We are going to interview the manager of this company.我们将要采访这家公司的经理。He has interviewed a lot of people for the job.他已面试过很多应聘这份工作的人。

5. dare(1)dare用作实义动词，意为“敢于;胆敢”。常构成短语dare to do sth.意为“敢于做某事”。有时 to 也可省去(尤其是在否定句或疑问句)。例如：He didn’t dare to look at her in the eye.他不敢正眼看她。Did he dare (to) tell her? 他敢告诉她吗? We don’t dare (to) say anything. 我们什么也不敢说。(2)dare可用作情态动词，用作情态动词时，意思是“敢”，其后接动词原形，通常只用于否定句或疑问句以及if或whether引导的从句中，一般不用于肯定句。例如： I don’t know whether he dare try. 我不知他是否敢试一试。I daren’t ask her for a rise. 我不敢要求她加薪。【注意】dare后通常不接动词的进行式。

6. seldomseldom是副词，意为“很少，不常”，反义词是often，通常置于行为动词之前，be动词，情态动词和助动词之后，是一个表示否定意义的副词。例如：Mr Brown seldom goes out. 布朗先生很少外出。

【拓展】always, usually, often, sometimes和never是英语中最常见的频度副词。(1)always 的频度为100%，表示动作重复、状态继续，中间没有间断，意思是“总是”、“永远地”。例如：The sun always rises in the east and sets in the west. 太阳总是东升西落。(2)usually 的频度为80%左右，意为“通常”、“平常”，即很少有例外。例如：He usually goes to bed at ten o’clock. 他通常10点钟睡觉。(3)often 的频度为60%左右，意为“常常”，但不如usually那么频繁，表示动作重复，中间有间断。例如：He is often late for school. 他上学经常迟到。

(4) sometimes 的频度为40%左右，意为“有时”，表示动作偶尔发生。可以位于句首，以示强调。例如：It is sometimes hot and sometimes cold. 天气忽冷忽热。

Sometimes he does it this way and sometimes he does it that way.他有时这样做，有时那样做。

(5) seldom的频度为20%左右，意为“很少”、“不经常”。例如：I seldom go out these days. 这些天我几乎不出门。(6) never 的频度为0，意为“从来不”、“永不”。例如：My parents are never late for work. 我父母上班从来不迟到。

7. pridepride是名词，意为“骄傲，自豪”。

常用的结构：take pride in sth. 意为“为某事骄傲”。

They take great pride in her daughter who is now a famous scientist.

他们为成为科学家的女儿而感到自豪。

He is the pride of our city. 他是我们城市的骄傲。

【拓展】proud 是形容词，常用结构：be proud of sth. 意为“以……而骄傲”。I am very proud of being a Chinese. 作为一名中国人我很自豪be proud to do sth. 意为“为做某事而骄傲”。We are proud to be a league member. 我们为成为团员而骄傲。

8. absentabsent是形容词，意为“不在的;缺席的”。例如：How many students are absent today?今天有多少学生缺席?Who is absent today?今天谁不在?

【拓展】(1)absent的名词是absence，反义词是present，常用结构：be absent from…意为“缺席……”。与be away from…同义。例如：Love was totally absent/away from his childhood.他童年时根本没有得到疼爱。The manager is absent/away from the meeting.经理缺席了会议。(2)absent-minded意为“心不在焉的;健忘的”，可用作表语或定语。例如：He is always absent-minded.他老是心不在焉。

篇15：九年级英语教案lesson 61

九年级英语教案lesson 61

Lesson 61

Properties: Recorder, Overhead Projector

Teaching Objectives:

1. Understand the dialogues.

2. Learn some useful expressions.

Teaching Procedures:

I. Showing the teaching aims

II. Revision

Check the homework, then let the students act out their dialogues.

III. Leading in

T: Today there is a football match, Did Jim watch the football match? Did Li Lei watch it? Play the tape for the students to find the answer, then check the answers with the whole class.

IV. Presentation

Let the students go through the questions of Exercise 1 in the workbook, read the dialogue on P76. Answer these questions, then check the answer.

V. Practice

Play the tape for the students to listen to and repeat, then go through the dialogue. Explain some language points: 1. win - won - won/ winner, 2. beat somebody 3 .win the game/ match 4. think of

Let the students practise the dialogue, then act out the dialogue, then do Exercise 3 in the workbook. The answers are: saw, already, win, team, stronger, beat, thank, told, place, important.

VI. Teaching grammar

Draw this line on the blackboard:

now

before

last Sunday

before last Sunday

having a lesson

has (never)seen

watched a match

had (never)seen

Ask the students some questions:

1. What are you doing now? (having a lesson)