九年级英语下 Unit 5 教案（精选15篇）由网友“俺滴”投稿提供，今天小编在这给大家整理过的九年级英语下 Unit 5 教案，我们一起来阅读吧!
篇1：新版九年级英语上册Unit5教案
__ ______ in Weifang every year.
6. 据新闻报道，纽约州昨晚下了大雪。
________ ____ the news report, it snowed heavily in New York last night.
7. 饭桌上铺着一层塑料台布。
The table _____ _______ _______ a plastic table clothes.
8. 大意驾驶酿成很多交通事故。
Careless _________ causes many ________ ___________ .
Keys: 1. is made of 2. is famous for 3. are sent, processing
4. No matter what 5. international, is held 6. According to
7. is covered with 8. driving, traffic accidents
Ⅱ. Finish the sentences. X k B 1 . c o m
1. In spring, we can see green ______ (leaf) and grass everywhere.
2. The Internet is ______ (wide) used in most families in our country today.
3. English ________ (speak) by many people in the world.
4. The company hopes ____ (it) product will be successful on the European market.
5. My teacher did what he could to make his class ______ (live).
6. If the traffic _____ (be not) heavy, it’ll take us an hour to get there.
7. They spent one part of their holiday in _____ (French) and the other in England.
8. Bell is ______ (know) for inventing the telephone.
9. The Chinese use _________ (chopstick) instead of knives and forks.
Keys: leaves, widely, is broken, its, lively, isn’t, France, known, chopsticks Homework
上网搜索你所喜欢的中国传统工艺品相关情况，用所学的句子写一个报告。
篇2：九年级英语unit5课件
九年级英语unit5课件
九年级英语unit5重点短语与句型归纳
Unit5 Topic1
China attracts millions of tourists from all over the worlh.
【重点短语】
1.It has been+时间段+since从句
It is+时间段+since从句
时间段+has passed+ since 从句
自从……以来已经多长时间了
2.know very little about 对……几乎不了解
3.places of interest 名胜古迹
4.all over the world 全世界
5.a great number of 许多，大量
6.the second longest 第二长
7.the birthplace of ……的发源地
8.fetch sb. sth.= fetch sth. for sb.
为某人取某物
9.in detail 详细的
10.millions of 数百万
11.be worth doing sth. 值得做某事
12.run through 流经
13.lie in 位于……之内
lie on 和……紧挨着，相邻
lie to 隔……相望，不相邻
14.a/the symbol of ……的象征
15.imperial power 帝王权利
16.play an important part/role
扮演重要的角色
17.stretch from…to…
从……延伸到……
18.join…together 把……连接在一起
19.wear away磨损，消耗
20.seperate…from… 把……与……分开
21.bring…into…把……带入，使达到
22.be regarded as 被看做……
23.the home of ……之乡
24.the largest number of 最多数量
25.along/together with… 和……一起
26.begin to do sth. 开始做某事
27.since then 自从那时起
28.be similar to 与……相似
29.the pronunciation of ……的发音
30.the same as 和……一样
31.be famous for 因为……而著名
【重点句型】
1.Chinais a great country with about 5000 years of history.
/Chinais a great country (which/that) has about 5000 years of history.
中国是一个有着五千年历史的国家。
2.It is a book with details aboutChina.
/It is a book (which/that) introducesChinain detail.
这是一本详细介绍中国的书。
3.And some of them are very famous, such as Mount Tai, Mount Huang, Mount Song and Mount Emei.
并且他们中一些非常著名，例如泰山，黄山，嵩山和峨眉山。
4.That correct! 非常正确！
Unit5 Topic2
He is really the pride ofChina.
【重点短语】
1.in the field of 在……领域
2.be born 出生
3.wise sayings 至理名言
4.the importance of ……的重要性
5.receive/get/have a good education
接受好的.教育
6.at the age of 在……岁时
7.travel around 环游
8.search for 搜寻，搜查
9.good rules of behavior 好的行为准则
10.in one’s thirties 在某人三十多岁时
11.the rest of 剩余的
12.pass away 去世
13.set up 建立
14.come to an end 结束
15.be proud of/take pride in 为……感到骄傲
be the pride of 是……的骄傲
16.play an important role/part
扮演一个重要的角色
17.succeed in doing sth. 成功做某事
18.more than half a century earlier than
比……早半个多世纪
19.die of 死于（内因）
die from 死于（外因）
20.sail to 航行到……
21.graduate from 从……毕业
22.as well as 和，又，和……一样好
23.make contributions to 为……作出贡献
24.from then on 从那时起
25.in charge of 主管，负责
26.be honored as 被誉为……
27.the father of ……之父
28.have great influence on 对……有好的影响
29.depend on 依靠，取决于
30.be used for 被用于……
31.at the end of 在……末
32.the method of ……的方法
【重点句型】
1.Could you tell me more about him?
你能告诉我关于他更多的吗？
2.It’s hard to believe.很难相信
3.What a great explorer!多么伟大的探险家！
4.He was a great thinker who had many wise ideas about human nature and behavior.
他是一个对人的本性和行为有很多真知灼见的伟大的思想家。
5.He was also a famous philosopher whose sayings have influenced many people in different countries.
他也是一位著名的哲学家，他的至理名言对不同国家的许多人产生了影响。
6.When I walk along with two others, I may be able to learn from them.
三人行，必有我师。
7.He who learns but does not think is lost, he who thinks but does not learn is in danger.
学而不思则罔，思而不学则殆。
篇3：英语unit5教案
一、教学目标
在本节课结束时，学生将能够了解教室环境中物品的名称并在口语中正确使用My name is… Nice to meet you。等句型简单介绍自己，了解他人的姓名信息，进一步了解新同学；学生将能够了解单元任务的具体要求，并完成自己和小组内成员的姓名部分。
知识与能力：
1、学生将能够准确读出教室日常用品的名称并根据图片提示正确拼写。
2、学生将能够在口语中使用Good morning，hello，hi，nice to meet you向他人打招呼，正确使用句型My name is Gina。 What’s your name？简单介绍自己的姓名并询问同学的姓名。
3、学生将能够初步了解形容词性物主代词my your，his，her的用法。
4、学生将能够制作班级同学中英文名字记录表中的一部分。
过程与方法：
采用自主学习、小组合作探究学习策略，利用教学图片、幻灯片等来展开课堂教学、Pair work问答式的.口语交际活动，进行“打招呼和简单自我介绍”的课堂教学和练习。本单元的教学法建议：词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学——采取pair work问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和对话选择的方式。
情感态度与价值观：
通过学生之间的互相认识，培养学生广交朋友及友好相处的品质。
二、教学重难点
教学重点：
1、能够介绍自己的姓名：My name is …I’m…
2、能够简单问候初识的朋友：Hello！/Hi！Good morning！Nice to meet you！
3、能够正确使用形容词性物主代词my your，his，her
三、教学策略
词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学——采取pair work问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和role—play的方式；
四、教学过程
Step 1 Revision
课件展示，教师在课堂上提问题，引导学生回答What do you have for breakfast today？Shall we go and buy something to eat？What’s in the pictures？Let me see。 What do we have for lunch today？How about…？What about…？What else do you want to have？Can you go and buy the things？Let’s go。等。老师也可以同样的方式提问全班同学。
教师展示课件中Revision的食物图片，复习一些食品的名称。
Step 2 Presentation
课件展示，教师在复习食品名称基础上，引出购物的话题。教授有关食品新单词chicken，tofu，fridge，tomato，onion，carrot，pork教师可以点击播放单词录音让学生跟读，掌握好单词的标准发音。然后教师教单词list，shopping list，buy，buy things，kilo，one kilo of chicken legs引导根据所学习的新单词，学生回答句子：What do you have for lunch today？What else do you want to have？What do we have in the fridge？Can you go and buy the things？
Step 3 Read and say
课件展示，教师点击图片可以播放影片让学生观看，播放课文对话录音让学生跟读课文对话，尽可能的模仿录音中的语音语调，教师再点击鼠标出现以下有关问题：
What’s in the fridge？Is there any fish in the fridge？Are there any chicken legs in the fridge？Don’t we have any eggs in the fridge？Why do they go shopping？
跟读直至读熟。让个别学生进行对话演示。
Step 4 shopping list
课件展示，教师点击图片播放影片让学生观看，教师点击播放录音让学生跟读。
根据课文的购物单自行设计一个自己的购物单，教师让个别学生读出自己的购物单，互相比较看看谁设计的购物单最合适。
Step 5 practice
课件展示，在学生之前设计好了购物单的情况下，老师让学生观看课件中的超市图片，假设学生在周末和父母去市场买东西。然后教师再点击鼠标，课件中就会显现出商店所卖的商品和价目表，让学生根据图片和价目表自编一个对话：一人为售货员，一人为顾客，教师可以引导学生使用这几句话：Can I help you？I’d like …。 Here you are。 Here is the money。对话可长可短，因人而异。
Step 6 Consolidation
课件展示，教师总结本课中出现的一些重点词组与句子。让学生熟读。
篇4：新目标英语Go for it九年级上Unit5教案
新目标英语（Go for it）九年级上Unit5教案
Unit 5 It must belong to Carla 第一课时 Teaching aims 本课学会用情态动词表达物品的所有者 Teaching of new lesson 1、Ask four students to take out the things they brought jacket, T-shirt, CD, toy car 1) Ask the other students T: whose jacket is this ? S: Anna’s ? T: I think it could be Anna’s. It might be Anna’s. Let’s ask her. Anna, is this your jacket? S2: No, it’s not mine. It must be Lee’s T: It can’t be Anna’s. it must belong to Lee. 2) Ask the students to practice the dialogue with T-shirt, CD, toy car A: Whose … is this? B: Tom’s A: I think it could be Tom’s. It might be Tom’s. Let’s ask him. Tom, is this your …… ? C: No, it’s not mine. It must be John’s T: It can’t be Tom’s. It must belong to John. 3) Say: When we talk about things we’re not sure of, we use the words: could, might, can’t and must. And pay attention to the words “belong to John”, don’t say “belong to John’s” 2. Point to the picture and ask: Which items in the picture do you know ? Which items are new to you ? Clothing: hat, jacket, T-shirt. Fun things: volleyball, CD, toy car, magazine, book Kitchen things: plate, cups 3. Ask the students to connect the items in the three column Section A, 1b. 先让学生听第一遍，按要求完成1b,更正答案 Jane’s little brother - toy car --- He was the only little kid at the picnic. Mary C book - Wanda Wilbur is her favourite author. Carla C volleyball - She loves volleyball Deng Wen-magazine- He loves cats. Grace C CD C She always listens to classical music. 4. Ask the students to practice using the target language. Whose, volleyball, toy car, magazine, book, CD, must be, belong to 5. 2a. This activity provides listening practice using the target language. a school T-shirt, a hair band, tennis balls. Kumi’s, Linda’s, Rita’s 6. 2b. This activity provides listening and writing practice using the target language written by the teacher. Must might could or can’t 7. Extension 利用各种各样的实物或图片，模仿听力的对话模式，让学生进行各种猜测。比如，拿一个同学的文具盒，根据里面的东西，让同学至少用3个猜测的句子要寻找主人，要学会逻辑判断。要求学生能通过自己的`判断，得出正确的结论 Homework 利用2c部分的练习，巩固本课的重点内容。 Unit 5 第2课时 Teaching aims 熟练掌握情态动词must, might, could, can’t的用法，学会理解他们在句子中的含义。 Teaching of new lesson Ask the students to practice using the target language given below. 1. T-shirt, whose, could be, might be, must be, belong to, the soccer ball, whose, can’t be, might be, must be, belong to. 2. 2c. Ask students to make their own sentences with the sentence patterns given below. A: Whose notebook is this? B: It must / might be Ming’s …… A: Why do you say it’s Ming’s ? B: Because it was on her desk. 3. Explain the uses of modal verbs（解释情态动词的用法） must ________ 100 percent. might / could _______ 20~80 percent can’t ________ 0 percent. 4. 3a. 展示3a中的图片中女孩，请学生讨论： “What is Linda doing ?” S: She might be playing computer games. / She might be writhing a e-mail to her friend. T: She is writing a thank you message to Ann. 任务1：Reading and put them into right order.让学生阅读句子，如果有生词，在生词上画圈，根据上下文猜猜它们的含义。 生词：symphony, optometrist, appointment, algebra, crucial, anxious. 任务2：Discussion. S: What do you think “symphony” mean ? S: It must mean kind of music. S: Why ? S: Because she went to the symphony hall for a concert. S: Yes, you are right. Ask the students to practice the dialogue using the target language. A: anxious, can’t, find, backpack; B: where, dropped; C: might be, during, need, because. 5. 3b Talk about the words you don’t understand. Use “can’t , must, could or might ” A: What do you think “anxious” means ? B: Well, it can’t mean “happy ”. A: It might mean “worried ” B: Oh, yes, She’s worried because of her test. 6. 语言点比较：because of, because的用法。 He was late for school because it was raining heavily. He was late for school because of the heavy rain. 7. Extension 利用4的图片。要求学生先在表格中写下自己的猜测。然后参照给出的对话模式以及上一节课的句型和同学进行交流。可以全班自由交谈，可以问问你感兴趣的同学的猜测，并且用Why do you think it must belong to a girl？等句型巩固本单元的语言目标，培养自己的逻辑思维能力。 Homework 将4部分是根据自己的猜测用4―5句话写一段文章。 Unit 5 第3课时 Teaching aims 学会用情态动词must, might, could, can’t对各种情况进行描述，培养自己的判断能力和逻辑思维能力。 Teaching of new lesson 1、Revision 展示一张姚明投篮的图片，篮球刚出手向篮框飞去： T: What do you think about the basketball ? Will it get into the hoop or just hit the board? Why do you think so ? 让学生根据自己的判断用must, might, could, can’t 这些词进行描述 Yaoming is playing basketball on the playground. He is throwing the ball to the hook. Some players are trying to stop him. I am sure the ball must be able to get into the hook because they can’t stop him. 2. Talk about the words you don’t understand using the target language “can’t, must, could or might” and sentence patterns. A: What do you think “anxious” means ? B: Well, it can’t mean “happy”. A: It might mean “worried”. B: Yes. She’s worried because of her test. 1) sure worried certain 2) allow disagree permit 3) seek find search 4) fashionable ugly good-looking 3. Talk about your ideas using the target language and sentence patterns A: Here is an earring. The owner can’t be a boy. B: Well, it could be a boy’s. The earring might be a present for his mother. 1) a backpack a girl might be used for…… 2) a new bike Ling Fang might be a present her father bought for…… 3) a T-shirt Jennifer might be a present for…… 4. Section B1. This activity provides reading and writing practice using the target language. land, alien, creature, strange, grass, escape 2a. 1) Listen and read the instructions. 2) Point to the empty box and fill in the chart. 2b. 1) Ask one of the students to read the instructions. 2) Ask the students to complete the sentences. 3a. 1) Read the instructions and ask the following questions. How is the person feeling ? What was the thing in this article that might be making the strange noses. 2) Underline the things that might be making the strange noises. 5. 3b. Ask the students to write a paragragh on their own then ask someof the students to read in class. Homework 熟读短文，熟记单词。 讨论课本2b的对话游戏，用正确的词或词组完成句子。 Unit 5 第4课时 Teaching aims 通过对情态动词的熟练掌握，运用到阅读理解之中，学会逻辑思维，培养自己的判断能力。 熟练地用情态动词表达说话者的感情和态度。 Teaching of new lesson 1、Shelf Check 1. Ask the students to fill in the blanks on their own. 让学生用所给单词进行填空，检查答案，再用这些词语分别造句。 2. Self Check 2 小组合作学习Read these proverbs and ask the students to think what these sentences might mean. 猜猜每句谚语可能的意思。 3. Self Check 3 Ask the students to circle the words that don’t belong in each line. 4. Summary the grammar ----- modal verbs. 5. Consolidation and Extension 口语训练Just for fun. 让学生自由谈论图片中的情节。 Homework 1、熟记本单元的单词； 2、读熟本单元的短文及重要句子； 3、掌握本单元的重点句型； 5、根据Section B 3a所给内容写一篇大约60个词的文章，揭开Bell Tower之谜。篇5：人教版九年级英语unit5知识点
单词
chopsticks [?t??pstiks] n. 筷子. coin [k?in] n. 硬币 fork [f?:k] n. 餐叉，叉子. blouse [blauz] n.(女士)短上衣;衬衫.sliver [silv?] n. 银，银器; adj.银色的 .glass [glas] n .玻璃 cotton ['k?tn] ['kɑ:tn] n. 棉;棉花.steel [sti:l] n. 钢;钢铁.fair [fe?(r)] [fer] n.展览会;交易会 adj.公平的environmental [?n?va?r?n?mentl] adj.自然环境的;有关环境的 grass [ɡrɑ:s] [ɡr?s] n. 草;草地 leaf [li:f] n.(pl. leaves [li:vz])叶，叶子 produce [pr?'dju:s] v. 生产;制造;出产 .widely [?waidli] adv. 广泛地;普遍地 .be known for 因……闻名;为人知晓 process [pr?uses] v. 加工;处理;过程.Park 包装;装箱 product [?pr?d?kt][?prɑ:d?kt] n. 产品;制品 France [fra:ns], [fr?ns] 法国 . no matter 不论;无论 .local [?l?ukl] adj. 当地的;本地的 . brand [br?nd] n. 品牌;牌子 avoid [??v?id] v. 避免;回避 . handbag [?h?ndb?g] n. 小手提包 mobile [?m?ubail] adj.可移动的;非固定的 everyday ['evride?] adj. 每天的;日常的boss [b?s] [b?:s] n. 老板;上司 Germany [?d??:(r)m?ni] n. 德国 . surface [s?:(r)fis] n. 表面;表层.material [m??ti?ri?l] n. 材料;原料 .traffic [?tr?f?k] n. 交通;路上行驶的车辆 postman [?p?ustm?n] n. 邮递员 . cap [k?p] n(尤指有帽舌的)帽子 glove [gl?v] n(分手指的)手套 .international [?int?(r) ?n??n?l] adj. 国际的 competitor [k?m?petit?(r)] n. 参赛者;竞争者 its [its] adj. 它的 form [f?:(r)m] n. 形式;类型 clay [klei] n. 黏土;陶土 celebration [?sel??bre??n] n. 庆典;庆祝活动 balloon [b??lu:n] n. 气球 . paper cutting 剪纸 scissors [?siz?(r)z] n. (pl.) 剪刀 lively [?laivli] adj. 生气勃勃的;(色彩)鲜艳的 fairy [?fe?ri] [?feri] tale [teil] n 童话故事 historical [h??st?r?kl] adj.(有关)历史的 heat [hi:t] n. 热;高温 v. 加热，变热 polish [?p?l??][?pɑ:l??] v. 磨光;修改;润色 complete [k?m?pli:t] v. 完成 Korea [k??ri:?] 朝鲜;韩国 Switzerland [swits?(r)l?nd] 瑞士 San Francisco [?s?n fr?n?sisk?u] 圣弗朗西斯科(旧金山，美国城市) Marcus [?mɑ:k?s] n. 马库斯(男子名) Pam [p?m] 帕姆(女名)
篇6：人教版九年级英语unit5知识点
知识梳理
【重点短语】1.be made of 由...制成的(表示制成成品后，仍可看出原材料是什么)2.be made from 由...制成的(在成品中已无法辨认原材料)3.be known for 以......闻名4.be used for 被用于......5.no matter 不论;无论6.be covered with 用...覆盖7.as far as I know 据我所知8.by hand 用手9.be good for 对……有益10.on the last friday of each month最后一个星期五11.be good at 擅长12.make high-technology products 制造高科技产品13.the earth’s surface 地球表面14.many different kinds of 许多不同种类的15.fly a kite 放风筝16.such as 例如17.according to 根据 按照18.ask for help 请求帮助19.a symbol of ……的象征20.put…on… 把……放在……上21.be used for 被用于做……22.good luck 好运23.at a very high heat 在高温下24.be made in 在……制造的25.be famous for 以……著名26.on the sides of mountains 在山腰上27.traffic accident 交通事故28.a kite festival 风筝节29.be from 来自30.turn ……into ……把……变成……
【重点句型】1. What are the shirts made of?衬衫是由什么制成的?
2. It was made in Thailand.它是在泰国制造的。
3. No matter what you made buy,you might think those products were made in those countries.
无论你买什么，你会认为那些产品是在那些国家制造的。
4. The international kite festival is held in April every year.
国际风筝节是在每年的四月举行。5. Laura didn’t know that kite flying could be so exciting.劳拉不知道放飞风筝可能会如此令人兴奋。
篇7：人教版九年级英语unit5知识点
词汇精讲
1. everyday; every day(1)everyday作形容词，意为“每天的，日常的，平日的”。仅用在名词之前做定语，不能单独使用。例如：everyday life 日常生活 everyday English 日常英语everyday activities 日常活动 everyday clothes平日里穿的服装(2)every day 是副词短语，意为“每天”，相当于each day, 通常用作句子的时间状语从句。例如：We should eat vegetables and fruits every day.我们应该每天都吃蔬菜和水果。 My parents ask me to go to bed before 11:00 every day.我的父母要求我每天11：00之前睡觉。
2. fair(1)fair作形容词，意为“公平的，合理的”。There must be fair play whatever the competition is.不管是什么样的竞赛都必须公平合理。(2)fair作形容词，意为“自然的,理所当然的”。It’s fair enough to ask your close friends to help.向你的好朋友求助,这是很自然的/理所当然的。(3)fair作形容词，还意为“相当大(多、远)的”。They’ve made a fair amount of money.他们赚了相当大的一笔钱。(4)fair作形容词，也意为“(肤色)浅的，(头发)金色的”。Her daughter has big eyes and fair hair.她的女儿长着大大的眼睛，金色的头发。
【拓展】fair作名词，意为“(定期)集市、庙会;商品展览会、博览会”。He brought his piglets to the fair.他把小猪带到集市去卖。A book fair is to be held next month.下个月将举行书展。
3. avoid(1)从意思上看，可表示“避开”或“躲避”(keep oneself from)某人或某物;也可表示“防止”(prevent)某事的发生。例如 ：Try to avoid accidents.尽量防止发生事故。I avoided him as much as possible.我尽量避开他。You should avoid such mistakes.你应当避免这样的错误。
(2)从用法上看，其后可接名词或代词作宾语，也可接动名词作宾语，但是不能接不定式作宾语。例如：
他避而不答我的问题。正：He avoided answering my questions.误：He avoided to answer my questions.要想不受影响是不可能的。正：It was impossible to avoid being affected.误：It was impossible to avoid to be affected
4. be famous for(1)be famous for表示人以某种知识技能，作品或特征而出名;表示某地以某种特产或特征出名;或表示某事以其内容、特征、价值等而被人所知。例如：He is famous for his skill in playing football. 他因球艺而出名。The area is famous for its green tea. 这个地区以产绿茶而著称。
【拓展】be famous as 表示“以……而出名”的意思，或确切地说是“作为……而出名”的意思，主要是表示人以某种身份或职业而出名，或表示某地方作为什么产地或地方而出名，或表示某事物以某种形式而出名。例如：Mark Twin was famous as a children-story writer.马克·吐温作为儿童故事作家而著称。This book is famous as a reference book. 这本书作为参考书而出名。
5. produce; product; production(1)produce 作动词，表示“生产，制造，出产”的意思;例如：Tea is produced in many different areas in China.中国很多地方都出产茶叶。produce作名词，主要指农产品，是一个不可数的集合名词。例如：the agricultural produce农产品the native produce土特产品 We need some fresh produce. 我们需要一些新鲜的农产品。(2)product 主要指工业产品，也可指农产品，是可数名词。例如： farm product农产品Petrol is the most important product of many Middle-East countries.石油是许多中东国家最重要的产品。
【注意】有时用于引申义。例如： He saw man as the product of society. 他把人看作是社会的产物。 (3)production 通常不表示具体的产品，它主要指生产这一动作或过程，制作，摄制(电影、戏剧等),是不可数名词;例如： The company is famous for the production of small cars.这家公司以生产小型汽车闻名。 【注意】production 除表示“生产”外，还可指艺术作品，此时为可数名词。例如： The theme of his late productions was life and death.他晚期作品的主题是生与死。 production 还可以表示产量，是不可数名词。the production of wheat小麦生产产量The production has increased.产量已增加。
6. be good forbe good for意为“对……有好处，对……有益处”，介词for后接名词或代词。其反义词为be bad for，意为“对……有害处”。例如：Junk food is not good for our health. 垃圾食品对我们的健康没有好处。Smoking is bad for you. 吸烟对你有害。
【拓展】(1) be good to“对……好”，其反义短语为be bad to“对……不好”。介词to之后一般接表示人的名词或代词。例如：She is very good to us. 她对我们很好。The boss is bad to his workers.那个老板对他的工人不好。(2) be good at“在……方面擅长”，介词at后面常接名词、代词或动词-ing形式，同义短语为do well in。例如：She is good at English and Chinese. = She does well in English and Chinese.她擅长英语和汉语。(3)be good with“和……相处得好;擅于和……相处”。例如：Are you good with children? 你和孩子们相处得好吗?
7. turn … into ….(1) turn … into…表示“把……变成…… ; 使……变成……”。例如：Can you turn this piece of paper into a flower?你能够把这张纸变成一朵花吗?Please tell me how to turn the water into ice.请告诉我怎么把水变成冰。
【拓展】turn into表示“转变;变成;成为”。例如：We think he’ll turn into a top-class player.我们认为他会成为一流的选手。I think I have got to stop or I might turn into a machine.我想我得停下来了，否则我就会变成一台机器。
8. special(1)special作形容词，意为“特殊的，特别的，专门的(反义词：ordinary)”，强调事物特有的性质、性格或专门的目的、用途。You must have special permission to enter this room.你必须得到特许才能进这个房间。(2)especial 作形容词，意为“特别的，主要的，突出的(反义词：common)”，强调的是重要性，有“尤其、特别”之意。He solved the problem of especial importance.他解决了非常重要的问题。
9. both … and …(1)both...and...意为“……和……都……”; “不仅……而且……”，连接两个并列的词或短语，不能用来连接句子。作主语时，谓语动词用复数形式，不受“就近原则”的限制。例如：
Both Li Ming and Wei Hua are good at English.
【拓展】both...and...相对应的连词结构式neither…nor…表示“既不……也不……”。作主语时，谓语动词受“就近原则”的限制。例如：Neither you nor I am a student.你和我都不是学生。
篇8：九年级英语下 Unit 5 教案
九年级英语湘教版下 Unit 5 教案
Unit 5 Learning about China Topic 1 Could you tell me something about the places that you visited? Section A The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Teaching aims and demands教学目标 1. Master some new words and phrases: tourist, a number of, fetch, introduce, lie in 2. Learn attributive clauses which use“that”and“which”. (1)China is a great country that has about 5,000 years of history. (2)It’s a book which introduces China in detail. (3)It’s Mount Tai that/which lies in Shandong Province. 3. Learn about the geography of China. 4. Cultivate the students’ patriotism through learning about the geography of China. Ⅱ. Teaching aids教具 录音机/长城和五岳的图片/幻灯片/中国地图/小黑板 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 让学生尽可能地和同伴说出他们最喜爱的名胜，激活他们的英语思维，培养他们的爱国之情。呈现新词，引出并学习定语从句。 1. (学生很快谈论一下My favorite place is ...，激活他们的英语思维。) T: China has a long history. It’s very beautiful. It has many places of interest. What place have you been to? S1: I’ve been to Mount Huang. T: Do you like it? Why? S1: I like it very much. The scenery is very beautiful. T: What’s your favorite place? S2: … T: Can you describe it for us? S2: … (结对活动，谈论My favorite place is …,对其加以描述，并让1-2组学生表演。) 2. (教师出示长城图片。) T: Have you been to the Great Wall? (学生可能没去过，教师自己介绍。) T: I went there two years ago. I like it best. The Great Wall lies in the north of Beijing. Every year many tourists visit it. It attracts a large number of tourists from all over the world. (板书画线部分的生词和短语，然后解释，并领读。要求掌握lie in, tourist和a(large) number of，理解attract。最后以四人小组形式让学生用所学新词说出他们最喜爱的名胜，操练新词。) (板书) lie in→be in tourist n.→traveler attract v.→interest you and make you like it a large number of→many T: Now work in groups of four and talk about your favorite places with the new words and phrases. You can say them like this: My favorite place is … It lies in … It attracts many/a large number of tourists … (然后让学生汇报本组其他成员的情况。Kangkang’s favorite place is …) T: In our country, many places of interest attract many tourists. And China also has a number of beautiful mountains and rivers. Can you say some? (学生很快说出名山和河流。) T: I think a number of students want to know more about our country. Now I can fetch you a book. It can also say: I can fetch a book for you. Here“fetch”means“go and bring sth. back”. (板书画线部分的生词，然后解释，并领读。要求掌握fetch。最后让学生操练新词。) (板书) fetch v. →go and bring sth. back T: The book is Guide to China. It introduces China in detail. I can also say: Guide to China is a book that/which introduces China in detail. (板书句子，要求学生掌握“that”和“which”引导的定语从句。) (板书) Guide to China is a book. The book introduces China in detail.= Guide to China is a book that/which introduces China in detail. Step 2 Presentation 第二步 呈现(时间:10分钟) 呈现并学习1a，同时完成1b。 1. (听1a的录音，准备回答问题，教师可以先把这些问题写在小黑板上。) T: Now, let’s listen to the tape. Prepare to answer the questions: (板书) (1) How long have Mr. and Mrs. Green been in China? (2) How many years of history does China have? (3) What book can introduce China in detail? (4) Can you say some beautiful mountains or rivers in China? (核对答案，写下关键词。) (板书) Two years. About 5,000 years. Guide to China. Mount Tai, Mount Huang, Mount Song, Mount Emei, the Yangze River and the Yellow River. 2. (看1a让学生找出定语从句，教师总结其用法。) T: Please find out attributive clauses within one minute. (1分钟后，核对答案。教师放幻灯片显示定语从句，并让学生找规律。在此引出并学习生词introduce。) 1.China is a great country that has about 5,000 years of history. 2.There are many places of interest which attract millions of tourists from all over the world every year. 3.It’s a book which introduces China in detail. (板书) introduce T: What rule do you find? Please tell us. S1: … S2: … (学生说完后，教师总结定语从句的用法。) (然后用幻灯片给出两组简单句，引导学生合并成含有定语从句的复合句。) 1.My favorite place is Kunming. It is known as the Spring City. 2.She was not on the train. The train arrived just now. Step 3 Consolidation 第三步 巩 固(时间:7分钟) 巩固1a。 1. (再看1a，完成1b。) T: Please read 1a again. Then fill out the form of 1b. I will ask some of you to give your answers. (师生对话，核对1b答案。) 2. (让学生根据1b和呈现1的关键词复述1a。) T: Please look at 1b and the key words, then retell 1a. Step 4 Practice 第四步 练习(时间:7分钟) (方案一: 通过活动2，继续学习并操练定语从句，而后进行活动3的听力训练。) 1. (教师展示一幅中国地图，练习定语从句，引出并让学生了解生词province。) T: What place is this? Ss: It’s Hefei. T: Where is it? Ss: It’s in Anhui Province. T: We can also say this is Hefei which/that lies in Anhui Province. (然后老师手指多个地点，先让学生一起说，再找几个学生个别地说。) 2. (让学生看2中的例子，然后仿照例子编对话。有条件的可以用幻灯片把五岳的图片展示出来，这样学生可以不看课本中的例子，真正地脱离课本进行交际。) T:OK. Look at the example in 2, please. Then you can make dialogs after the example while looking at the pictures. Ss: … (然后教师抽几对进行表演，检查效果，特别注意学生在使用定语从句时会不会用关系代 词。) 3. (让学生先看3，脑中形成初步的印象，然后听3录音并有针对性地捕捉关键信息，听两遍后再让学生填空。第三遍检查，有必要时停顿。如果效果好，听两遍亦可，灵活把握。) T: Please look at 3 and try to know what information you need to get from the tape. Twice for listening. Check your answers for the third time. (方案二: 让学生介绍自己的'家乡，进一步练习定语从句，完成3。) 1. (由五岳名山过渡到学生家乡的山、水、人。) T: We all know, Mount Tai, Mount Hua, Mount Heng, Mount Song are in different areas. They also have their own special scenery. What about your hometown? Where is it? Are there any beautiful mountains or famous rivers? (给学生3分钟时间组织语言。) 2. T: Let’s describe our hometown. The information on the blackboard can help you. Direction: east, west, north, south … Places of interest: (mountains, rivers, cultural relics) beautiful, long, clear, high, green … Food: delicious … People: friendly, kind … 3. (为降低难度，教师也可以给学生提供一个范例。) Example: My hometown is a small town that lies in . There is a beautiful river flowing in front of my house. It’s not wide, but long. The water is clean and clear. My hometown is surrounded by high mountains. The mountains are all the year round. is famous for the red mountains. There are many kinds of delicious food in my hometown, especially . It is made of . The most important is that the people are very friendly. Welcome to . Come on! 4. (任务设置的目的是调动全体学生参与到活动中来，展示的同时要注意让学生都有事做，所以在Group work的展示中，一个说，三个听并作评委，要求四个人中每个人都说一次，同时每个人都作三次评委，选出最优秀的那个。) T: Tell your partners about your hometown. Choose the best one in your group. 5. (完成3。) T: First read 3. Then fill in the blanks while listening to the tape. Step 5 Project 第五步 综合探究活动(时间:9分钟) 收集地理知识，用which/that引导的定语从句交谈。 1. (进行一个Group work, 复习所学的中国地理。) (1)教师将事先准备好的中国地形图分给各组。 (2)要求各组拿出笔、纸进行查找和记录中国的名山、大河。 (3)组与组间进行汇报。 (4)教师选个别的组进行展示。 T: Let’s find out the beautiful mountains and famous rivers on the map of China. Write them down on a piece of paper. (3分钟后) Group A reports your result to Group B. Group C reports to Group D … (2分钟后) Please tell me your results. Group A: … Group B: … Gro篇9：新教材高一英语UNIT5教案
一、 电子教案： 题目：Unit 5 Silver Screen
科目：英语 授课老师：冯珍妮
授课班级：高 一（七）、（九） 课时数：6（+1测验）
教案相对应授课日期：10 月25号――11月1号 日期：10月24号
电子教案设计老师：冯珍妮
Teaching Plan for Unit 5
高一年级 冯珍妮
1 ．Teaching goals and Learning goals:
Language skills: ①Talk about films, famous actors and directors ② Practise making comments and giving opinions ③Learn to write about a film Language knowledge: ①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also ②Patterns:
*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low. ③grammar
*关系副词when, where, why引导的定语从句。 关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：
关系副词
被代替的先行词
从句中的作用
when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的`名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。 ④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous. 2 ．Teaching plan in sequence:Hour One warming up, listening and speaking (Homework: preview “reading” Hour Two Reading (Homework: Recite Par 1―2) Hour Three Reading (Homework: p110―111,grammer,p182) Hour Four Language study (Homework: P112(3) Hour Five Integrating skills (Homework: P112―113 integrating skills) Hour Six Work book, listening, talking, writing (Homework: Write about a film) Hour Seven Test Hour One
Step One Warming up (12 minutes) Step Two Listening (13minutes) Step Three Speaking (15 minutes) Warming up Questions by teachers: （1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien) （2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …) （3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.) （4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed. Help students understand the following expressions. （1）interview （2）leading part （3）studio （4）Melbourne （5）How did that come about? （6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110―p 111 Hour Two
Step One : Check the homework in class orally Step Two: Pre-reading Questions by teachers （1）What kind of movie will you make? (fiction film, fantasy film, animation film, historical film) （2）Which one would you like to become? An actor/actress, producer or director? （3）If you are a director what actors/actress will you choose? (Ask them to use imagination) Step Three： （1）Play the tape and Ss books closed （2）Ss read the material freely （3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:
Paragraph 1:yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire lightParagraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in the world. Paragraph 3: His first blockbuster was Jaws made in 1975. Paragraph 4: Spielberg made two films about creatures that come from outer space. ET is one of the two. Paragraph 5: Another blockbuster Jurassic Park was made in 1993. Paragraph 6: His later films such as Schinder’s list and Saving Private Ryan are about the cruelty of war. Paragraph 7: He owes much of his success and happiness to his wife and children because he spends most of the time working. Homework: Ss recite any 2 paragraphs Hour Three
Step One:（1）Ask some of the Ss to recite the reading material Step Tw study Each paragraph. Point out the attributive clause with prepositions before. (L.3 and L16) and attributive clause with relative adverbs: where, when and why. Step Three: Language Points: ①词典备用
silver n. a shiny grey metal that is very valuable 银 hero n. a person who has done something brave or good 英雄 scene n. part of a play or film 场面；情景 law n. a rule of a country that says what people may and may not do 法律 career n. a job that you learn to do and then do for many years 事业；生涯 drama n. a story that you watch in the theatre or on television or listen to on the radio 戏剧 role n. the person you are in a play or film 角色 award n. a prize or money that you give to somebody who has done something very well 奖；奖品 actress n. a woman who acts in plays, films or television programmes 女演员 actor n. a man who acts in plays, films or television programmes 男演员 prize n. something that you give to the person who wins a game, race, etc. 奖赏；奖金 choice n. act of choosing 选择；抉择 degree n. universities and colleges give degrees to students who have completed special courses there 学位 director n. a person who controls a film or play, for example by telling the actors what to do导演 speed n. how fast something goes 速度 script n. the written words that actors speak in a play or film 剧本 studio n. a room where people make films, radio and television programmes, or records 演播室 creature n. any living thing that is not a plant 生物；动物 outer adj. on the outside 外部的；外面的 adult n. a person who has grown to the full size 成年人 follow-up n. something done to continue what has already been started or done 后续 cruelty n. being cruel 残忍；残酷 peace n. a time where there is no war, fighting or trouble between people or countries 和平industry n. all the companies that make the same thing 行业 owe vt. to be indebted to as the source of 把……归功于 happiness n. being happy 幸福；快乐 accept vt. say “yes” when somebody asks you to have or do something 接受；认可 boss n. a person who controls a place where people work and tells people what they must to 老板；上司 live adj. (of a broadcast) transmitted while actually happening, not recorded edited 实况转 转的 comment n. words that you say about something to show what you think 评论 action n. doing things 动作 ②学生易错题练习： （1）The ice began/ started . A. melting B. to melt （B）因为主语为物 （2）She is beginning . A. to cook the dinner B. cooking the dinner （A）因为进行时后不再用ving （3）We a famous team, so we the football game. A. beat; won B. won; beat （A） （4）It was not until I got home I realized I had lost my keys. A. when B. that （B）此题学生常记错 （5）The reason he did not come was his mother wouldn’t allow him to. A. why; because B. why; that （B） （6）Some children are playing . A. by sea B. by the sea （B） （7）This film is . A. a success B. success （A） A success 指一件成功的事；failure 有相似用法。 （8）Spielberg much success his family. A. owes; to B. owes; for （9）We think of the director. A. high B. highly （B） Hard but interesting expressions for Chinese Learners: （1）Spielberg’s career really took off. （2）love and piece will win over the war. （3）meat-eating dinosaurs （4）, which won him a job as the youngest… （5）Spielberg made several follow ups
（6）Jaws was a real blockbuster Howe work: Study the grammar rules on P.180. Finish off vocabulary practicing work on P.110 Language study. Hour Four
Step one: Check the work on P110. Step Two: Do the word study work together. Step Three: Study the Grammar P.33（1、2、3）together. Workbook P111―P112（1、2） Home work:：P112（3） Hour Five Integrating skills
Step one: Play the tape. Step Two: Ask Ss read it individually or together. Step Three: Retell the story. Step Four: Fill in the chart. Useful language points in exams: ①moving story. 令人感动的故事。 I was moved by the movie. ②stay away for a month 学生易错成 leave for a month. ③a 13-year-old 10-year work a 200-word article a 10-metre-long rope ④keep the students in the classroom keep + sb + preposition phrase + sb + adj + sb + ving + sb + done + sb + adv. ⑤determine to do sth. be de + ermined to do sth ⑥can’t afford to buy 没钱买 can’t afford the time 抽不出时间 can’t afford a holiday 无法去度假 ⑦appear live on the air [laiv] a live TV broad cast a live concert It’s a live broad cast, not a recording Home work: P112―P113 Work book（integrating skills） Hour Six
Step one: Check the homework. Help Ss if necessary. Step tw Listening P109 Step Three: Talking and work on P114 Home work: Write about a film
篇10：7B牛津英语unit5教案
welcome to the unit
Teaching aims and demands:
New words：ability , Superdog , fly , careful , collect elderly
Teaching methods: task-based approach
Teaching task: 1 to revise vocabulary about helping people in the community
2 to generate ideas about ways to care for and help others
Teaching aids: tape recorder
Teaching procedures:
一. Warm-up
Talk to students about Superman . Guide students to understand the meanings of “can” and “can’t” .
二 Main task
1 Ask for suggestions of some typical ways students help you , the school , the community and others . Write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .
2 Ask students to look at the pictures on page73 . Explain the context . Check understanding of the words “ planting , clean up , elderly “ . Then ask students to read descriptions a-f and de the task .
3 Check answers with the class .
4 Ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .
5 Do a class survey . then fill in the following form .
activities always usually often sometimes never
Helping old men
Planting trees
三 Exercises :
练习一Welcome to the unit
一、词汇
1 Thank you for （bring） me presents and cards .
2 He is a (细心的)boy .
3 I saw a lot of smoke (come) from next door .
4 I poured some water over my jacket . That’s what I did for my (safe).
5 Fire can be very (danger) .
6 It is important to be (care) with fire .
7 Children should not play with (match) .
二、翻译句子
1 我们可以为希望工程捐款。
We can for .
2 她是一位细心的学生，课堂上她总能认真听讲。
She is a student . She always to the teachers .
3 少先队员们为老人们一周两次打扫房间。
The Young Pioneers the rooms for twice a week .
4 七年级一班的学生将去河边植树。
The students of Class1Grade 7 near the river .
5 李平经常帮助老人。
Li Ping often .
6 他经常在车上让座。
He often someone on the bus .
7 他正在为希望工程筹集东西。
He is Project Hope .
8 你们这星期五去老年公寓吗？
Are you this Friday ?
7B牛津英语unit5教案 Reading a brave girl
Reading a brave girl
Teaching aims and demands:
New words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,
Teaching methods: task-based approach
Teaching task: 1 to introduce and expand vocabulary to describe dangerous situations
2 to guess general meaning from picture , key words and context
3 to identify names of specific places and actions
4 to skim the text for overall meaning and scan for detail
Teaching aids: tape recorder
Teaching procedures:
一. Warm-up
Talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .
二 Main task
PartA
1 Review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .
2 Encourage students to draw on their own knowledge about such incidents . Have they heard about similar incidents ? What happened ? Ask :
1 Who had the accident ?
2 Who helped in the emergency ?
3 How did it end ?
3 Listening the text and repeat after the tape , then tell the you the name of the hero in the text .
4 Ask six students to read one paragraph each . then ask at least “Yes /No” about the article to check understanding
1 Did Wang Fang go out on 10th May ?
2 Was there a fire in the kitchen ?
3 Was there a lot of smoke ?
4 Did Wang Fang run out of the building ?
5 Did the fire burn Wang Fang ?
6 Did she stay in hospital for two months ?
5 Read the text carefully again then answer the following questions :
1 What happened on 10th May ?
2 Who saved Mr Sun ?
3 Why could Mr Sun not get out of the kitchen ?
4 How did Wang Fang put out the fire ?
5 Why was Wang Fang in hospital ?
6 Explain the useful expressions in the the text
① help her neighbour out of a fire / danger
eg Yesterday Jim helped a little girl out of danger .
② alone = by oneself
My parents were out just now. I am alone / by myself now .
Peter can do his homework alone / by himself .
③ hear someone shouting
see / watch / find / hear sb do sth ( doing sth )
eg I often see them play football on the playground .
The teacher found them talking happily when she came into the classroom .
④ 79-year-old
eg. Mr Sun is a 79-year-old man . = Mr Sun is 79 years old .
⑤ be in hospital
My friend was ill yesterday , so she is in hospital now .
⑥ It’s important / good / + 形容词 for sb to do sth .
eg. It’s good to give someone a seat on a bus .
PartB
1 Ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .
2 According to the text , use the correct words in the box to complete the conversation between Wang Fang and the interviewer .
3 Ask students to read the conversation in pairs . Then invite two or three pairs to present it to the class .
PartC&D
1 Read the text for this task and make sure that students understand it .
2 Ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .
3 Ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .
4 Read the instructions to the class and ask students to find the correct picture on their own . Check answers as a class .
5 Ask them to think of any other safety advice .
eg . Don’t play on the street .
Cross the street at the zebra crossing .
三 Exercise
一、词汇
1 That man （quick） ran away .
2 Don’t (抽烟) here , please .
3 Jack fell (跌倒) off the ladder and (hurt) himself .
4 We should (study) hard .
5 It’s important (learn) English well .
6 We went to visit Uncle Wang and (bring) some flowers to him .
7 The fire (burn) the house .
8 He can (swim) very well .
9 Suddenly I heard someone (shout) to the next room .
10 The firemen rushed into the house (救) that little baby .
二、用适当的单词填空
1 That old man was ill hospital .
2 It’s important to be careful fire .
3 Mr Li put the fire a blanket .
4 Don’t pour water her jacket .
5 I heard a strange noise next door .
6 Mr Fang lives next to my room . He’s my good .
7 We often cook meals in the .
8 We should be when we cross the road .
9 How the girl is ! She saved an old man from the water .
10 That girl is to go out at night . So she often stays at home and watches TV .
三、根据课文完成短文
Mr Sun is Wang Fang’s . He is years old . He
lives . One day , Wang Fang him “ Fire , Fire !” So she
out and Mr Sun’s house was on . Mr Sun his leg , He
can’t get out . What can she do ?
Quickly , she back , water over her jacket , then into
the fire . She was . She helped Mr Sun out .
After this , Wang Fang often says :”Fire can be very . It’s to
be with fire . “
五、翻译句子
1 玩火是危险的。
It’s fire .
2 她有一个8 岁的女儿。
She has daughter .
3 今晚我一个人在家。
I at home tonight .
4 在五月十日， 那男人从或里救出一个小女孩。
, that man a girl a fire .
5 我们应该互相帮助。
We .
6 那场火烧毁了屋子里的一切。
The fire in the house .
7 他迅速跑回公寓去取钥匙。
He quickly his flat the key .
（B）
8 他正在写一篇1500字的故事。
He is .
9 我哥哥今天不能来上学因为他的腿受伤了。
My brother because .
10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。
The mouse cut the rope and helped the lion .
11 孙太太住院多长时间了？
was Mrs Sun ?
12 我们应该互相学习， 互相帮助。
We should .
13 学好英语是非常有用的。
It’s to .
7B牛津英语unit5教案 Vocabulary
Vocabulary
Teaching aims and demands:
New words：grateful , quick , slow , rude , recommend , award , super , sportswoman
Teaching methods: task-based approach
Teaching task: 1 to develop an understanding of the use of adjectives in different context
2 to use suitable adjectives to describe people’s behavior and character
Teaching aids: tape recorder
Teaching procedures:
1 Make sure that students understand the concept of opposites , Give some similar examples . eg . hot /cold , fast / slow , big / small
2 Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. Give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . When we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . When we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .
3 Ask students to look at the words in the left column of Part A and do the task on their own .
4 Have one student read out a word from the left column and another student give the opposite word from the right column. Write the correct answers on the board .
5 Explain the context of Part B . You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .
6 Ask students to read two reports on their own first . Ask them to try to make sense of what is being said in the reports .
7 Then students read the first report again and use the mixed-up letters to help them make a suitable adjective .
8 Follow the same procedure for the second report . Ask students to read out the report one sentence at a time . Write the missing words on the board .
9 Ask students to write a report about one of the classmates using one of the reports in Part B on page 77 as a model . Encourage them to use as many adjectives as possible .
7B牛津英语unit5教案 Grammar
Grammar
Teaching aims and demands:
Teaching methods: task-based approach
Teaching task: 1 To recognize and understand how to use “can” and “could” to express ability in the present and past .
2 To recognize and understand how to use “can” and “could” to talk about possibility in the present and past .
3 To recognize degrees of possibilities when u8sing “may and “might”
Teaching aids: tape recorder
Teaching procedures:
1 Revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible .
2 Students have already learned the use of “can” and “may” in making requests(Book7A , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .
3 Ask students to identify activities that they can do well . Write students’ statements on the board . First write “ I can “ on the board .
4 Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects
5 Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . We use “can” to say that we are able to do something . We use “could” to say that we were able to do something in the past .
6 Ask students to work out the rule on their own . Then they check with a partner and confirm that their answer is correct with the whole class .
7 Ask students to check the information table in Part1 about the Beijing Sunshine Secondary School students’ abilities . Reinforce the use of “could/ could not” for the past and “can / can not” for the present . Then they complete the sentences on their own .
8 Check students’ understanding of the grammar tables on page79 . Then explain the negative and question forms using “can /could” in Part2 .Ask them to work out the correct information by referring back to the table on page78 .
9 Students do Part A2 first on their own and then check their completed sentences with a partner , Then ask students to read the conversation in pairs .
10 Check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.
Part B
1 Tell students that they are now able to talk about their present and past abilities using “can/could” . Introduce the idea that we also use “can/could” to express possibilities .
2 Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .
3 Explain to students the concept of possibility . We use “can” to say that something is possible . We use “could” to something was possible . However, we are not talking about the chances that something will happen . Provide examples using students’ own experience :
School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home .
It will be warm tomorrow so we can wear short sleeves .
4 Ask them to do PartB1 in pairs , For less able students , allow them refer to the table on the top of page 80 .
5 Check the answer as a class . Pay special attention to any common mistakes and clarify them . choose five students to read aloud .
Part C
1 Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . Tell them that “might” is the past tense form of “may” .However , we also use “might” to talk about possibility .
2 Explain the context by talking to students about the Class 1 Grade 7 students’ summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .
3 Ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .
4 Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities .
5 Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ I’m sure” and “highly possible” . These words will determine the use of specific modal verbs .
6 Then ask students to complete sentences 1-4 at the bottom of the page . Check the answer as a class activity . Clarify any possible problems .
篇11：九年级下英语教学计划
九年级下英语教学计划
九年级下英语教学计划
一、本学期的指导思想：
九年级下学期这一阶段的复习工作十分关键。面对着升学的压力和任务，面对着这两个班学生的英语程度相差很大的实际情况。我们要更加深入地研究教材，根据学科特点及学生特点研究切实可行的课堂教学模式和复习模式。同时，要进行分层次教学。对于基础好的学生要加大知识的容量，拓展知识的`层面，使他们更上一层楼;对于基础较差的学生要因势利导，因材施教，使他们在原有的基础上有所提高、有所收获，为将来的学习打好基础。
二、学生情况分析
从本次期末的第一次质量预测的成绩来看，九年级(1)、(2)两班学生的英语学习情况和其他几个班级很相似，学生英语水平普遍较差，成绩好的不多，部分学生已经对英语失去了信心，还有一部分学生觉得英语越来越难，渐渐力不从心了，不感兴趣了，发言也不是很活跃。针对这种情况，教学的时候需要注意在备课中增加趣味性，以此来提高学生对英语学习的兴趣，同时注意在面对绝大多数学生时，注重打好基础，从最基本的东西抓起，避免拔苗助长。
三、具体目标和措施：
针对以上实际情况，我准备从以下几个方面着手，调整教学目标和教学措施：
1、继续针对中考题型的要求，确定如何努力提高学生语言技能：
听力方面：能听懂课文大致内容;能抓住简单语段中的观点;回答比较简单的问题。说即口语表达方面：能使用恰当的语调和节奏表达课文大意;能经过准备就一般话题作短暂表达。
阅读理解方面是个重点，要求能理解阅读材料中不同的观点和态度;能通过分析句子结构理解难句和长句;加强阅读理解的训练。
写作：能简单写出连贯且结构较完整的句子，能在写作文中基本做到文体较规范、语句较通顺;能够较好的达到中招考试对大多数学生的要求。
2、中招考试，既要突出重点，又要顾及全面，坚决坚持分类教学，分层推进的教学思想，使各类学生都能学有所获，都能有所提高。针对学生英语基础普遍较差的情况，从基础抓起，抓好英语基础知识。逐步做到语音、语调自然、得体;运用词汇描述比较复杂的事物、行为和特征，说明概念，进一步掌握描述时间、地点、方位的表达方式等;尽可能学会使用规定的习惯用语或固定搭配，掌握基本句型和时态。避免平时考试中的常见性错误，提高学生应对考试的能力。
对于程度较好的同学，要逐一进行分析、谈话，摸清他们的特点、思想和看法，有的放矢，促其进一步发展。
3、与其他各科教师搞好配合。使得每一个学生都能够全面发展，不至于出现严重的偏科现象。
要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。在此基础上突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，发展心智和拓展视野。
让学生在使用英语中学习英语，让学生成为英语使用者而不仅仅是学习者。让他们在使用和学习英语的过程中，体味到轻松和成功的快乐。希望通过这一学期的教学，一方面能够使学生的英语水平得以提高，另一方面能更好的激发他们的英语兴趣，走好以后的人生道路。也为我校学生即将面对的中招升学做出应有的贡献。
篇12：语文版九年级下教案
1.知识和能力：诵读、涵泳诗词，理解作者的思想感情，鉴赏作品的美点和意境。
2.过程和方法：
教学过程主要包括以下三个环节：
首先，朗诵诗词，感受语言美。
其次，品析诗词，体味情感美。
再次，拓展延伸，理解意境美。
组织学生分成若干学习小组，引导学生围绕重难点开展合作探究，教师进行学法指导。
3.情感态度和价值观：
在品读古诗词的过程中，提高学生的欣赏品味和审美情趣，培植学生热爱中国古典文学的情感。
四、教学重难点：
1.重点：强化朗读指导训练，引导学生品味词的语言美和情感美。
2.难点：点拨学生掌握吟诵、品析诗词的技巧和方法。
五、课时安排：1课时
六、教学准备：
1.教学媒体资源选择：
(1)硬件：计算机、无线网、电子白板、iPad
(2)软件：SMART Notebook 10，iTools 4
2.制作微课《古诗词朗诵技巧指导》。
七、教学过程：
(一)创设情境，歌曲导入
播放《月满西楼》的歌曲，展示歌词，导入作者——李清照。
这样多愁善感、登峰造极的万古愁心，恐怕非“婉约词宗”李清照莫属。今天让我们一起走近这位旷世才女，拾起从她衣袖中飘落的这枚花瓣，咀嚼她千古流芳的英华雅句，聆听她跌宕坎坷的人生传奇。
【信息技术运用】播放音乐，营造氛围，导入新课。
(二)朗诵诗词，感受语言美
1.听读录音，感受氛围。
2.男女生赛读，师生共评。
3.学习微课，学法指导。
4.学生齐读，配乐朗诵。
【信息技术运用】从教学大师下载课程资源，播放音、视频。
(三)品析诗词，体味情感美
1.词中哪一句最直接、烈地抒发了这种“愁”情?
预设：“载不动许多愁。”
2.除此之外，词中还有哪些地方也体现了作者的愁思?
组织学生分组，合作探究。
预设1： “欲语泪先流”(表情传愁)
①这句话重音应该落在哪个字上?——“泪”。
②词人还未开口，为何就泪流满面?—— “物是人非事事休”。
③动画展示“李清照的传奇人生”，启发学生结合作者生活经历和写作背景理解“物是人非事事休”。
【信息技术运用】展示动画，知人论世，理解情感。
预设2：“日晚倦梳头”(行为表愁)
①这句话的重音应落在哪个字上?——“倦”。
②“倦”是什么意思?(1.疲乏 2.对某种活动失去兴趣)
这里哪种更适合呢?
③对古代女子来说，梳头是生活中极其重要的一个动作。《望江南》中，女主人公也是“梳洗罢”才“独倚望江楼”，而作者日头已高却“倦”梳头，从中你能体会到作者什么心情?
所谓“女为悦己者容”，而如今丈夫已经不在了，她纵然梳妆打扮，又给谁人看呢?
由此可见，倦不是身体的疲乏，而是心灵的倦怠，是因为晚年孤苦无依生活的愁苦。
预设3：“风住尘香花已尽”(触景生愁)
①这句话的重音应落在哪个字上?——“尽”。
①能描述一下“风住尘香花已尽”这个景象吗?
②对比赏析清照早年写就的一首《如梦令》：
昨夜雨疏风骤。浓睡不消残酒。试问卷帘人，却道海棠依旧。知否，知否?应是绿肥红瘦!
这两首词中共同写到的意象是什么?(风、花)
作者前后看“花”的情感是一样的吗?(《如梦令》伤春，《武陵春》伤己。)
【信息技术运用】电子白板展示图片，对比赏析。
预设4：“闻说双溪春尚好，也拟泛轻舟，只恐双溪舴艋舟”(一波三折只为愁)
①找出能体现词人心理变化过程的词语(“闻说---也拟---只恐”)
②愁是一种情绪，看不见摸不着，怎么能用船去载?而且船都载不动，说明了什么?
体会一波三折的情感变化，理解愁的“重量”和化虚为实的手法。
(四)拓展延伸，众口说愁
回忆、积累古诗词中，古人写愁的句子有哪些?
预设：
抽刀断水水更流,举杯消愁愁更愁。——[唐]李白《宣州谢眺楼做官别校书叔云》
白发三千丈,缘愁似个长。——[唐]李白《秋浦歌》
问君能有几多愁，恰似一江春水向东流。——[南唐]李煜《虞美人》
瀚海阑干百丈冰，愁云惨淡万里凝。——[唐]岑参《白雪歌送武判官归京》
剪不断,理还乱，是离愁，别是一般滋味在心头。——李煜《相见欢》
门外若无南北路，人间应免别离愁。——[唐]杜牧《赠别》
人到愁来无处会，不关情处总伤心。——[宋]黄庭坚《和陈君仪读太真外传》
可见，古人写“愁”擅长用夸张、比喻等手法，化无形为有形。请学生运用夸张或比喻的手法，别出心裁描写一下自己的“愁”。
【信息技术运用】运用同屏软件，展示学生即时书写成果。
(五)课堂小结，寄语鼓励
今天通过学习《武陵春》，感受了李清照内心无尽的愁苦，领略了古典诗词优美的意境，也学习了朗诵、知人论世、对比阅读等赏析诗词的方法。
如果同学们想要更多了解李清照，这里为大家提供了一些资源，打开手机微信扫描二维码，就可以学习更多知识了。
中国古代诗词很多都是配乐歌唱的，一起欣赏别人谱曲歌唱的《武陵春》。
篇13：语文版九年级下教案
【教学目标】
知识与技能
1.了解作家作品，熟读背诵这两首诗。
2.理解诗歌意象，领悟诗歌主旨。
3.学习赏析诗歌的基本方法——意象分析。
过程与方法
1.通过朗读，初步感知诗歌内容。
2.通过探究，理解诗歌意象，领悟诗歌主旨。
3.通过点拨，学习赏析诗歌的基本方法——意象分析。
情感、态度与价值观
体味诗歌抒发的恋土深情和思乡愁绪，培养热爱祖国的思想情感。
【教学重点】
熟读与背诵;体会诗人真挚的情感。
【教学难点】
理解诗歌意象，领悟诗歌主旨。
【教学方法】
1.诵读法。通过感情诵读，把握诗歌的内在旋律与和谐节奏，认真体味诗歌蕴含的深沉情感。
2.探究法。如对诗歌意象和主题的解读。
3.点拨法。如学习赏析诗歌的基本方法——意象分析。
【教学过程】
第一课时
一、导入新课。
土地，万物生灵的根基。曾有人掠夺它而百般蹂躏，曾有人捍卫它而披肝沥胆。在它的脊梁上演绎着多少可歌可泣的故事，在它的肌肤上烙印着多少眷恋情结。谁不钟爱自己的土地，谁不爱恋大地母亲，让我们深情吟唱艾青诗人的《我爱这土地》，随着诗中所迸发的爱国情感的火花而燃烧。(板书：我爱这土地)
二、作者简介。
艾青(1910—)，原名蒋海澄，浙江金华人，现代诗人。早期诗风格浑厚质朴，调子深沉忧郁。抗战时期的诗作，格调昂扬。建国后，作品思想更趋成熟，感情深沉，富于哲理。主要诗集有《大堰河》、《火把》等，成名作为《大堰河——我的保姆》。诗人曾自称为“悲哀的诗人”。在中国新诗发展，艾青是继郭沫若、闻一多等人之后又一位推动一代诗风，并产生过重大影响的诗人，在世界上也享有声誉，1985年，法国授予艾青文学艺术勋章。
三、背景介绍。
本诗写于抗战初期的1938年，日本侵略军连续攻占了华北、华东、华南的广大地区，所到之处疯狂肆虐，妄图摧毁中国人民的抵抗意志。中国人民奋起反抗，进行了不屈不挠的斗争。诗人在国土沦丧、民族危亡的关头，满怀对祖国深沉的爱和对侵略者切齿的恨，写下了这首慷慨激昂的诗。
四、初读课文，整体感知。
这首诗无固定的节律，不押韵。它主要由句中停顿和句末停顿构成一定的节拍。诵读时要着重体会由诗中感情起伏所构成的“内在节奏”。
我爱这土地
假如/我是一只鸟，
我也应该/用嘶哑的喉咙/歌唱：
这被暴风雨/所打击着的/土地，
这永远汹涌着/我们的悲愤的/河流，
这无止息地/吹刮着的/激怒的/风，
和那来自林间的/无比温柔的/黎明……
——然后/我死了，
连羽毛/也腐烂在土地里面。
为什么/我的眼里/常含泪水?
因为/我对这土地/爱得深沉……
学生在熟悉诗歌的基础上，紧扣“土地”，师生讨论分析全诗。
1.诗歌是按怎样的思路抒写的?
教师引导学生概括后明确：全诗以“假如”领起，用“嘶哑”形容鸟儿的歌喉。接着续写出歌唱的内容，并由生前的歌唱，转写鸟儿死后魂归大地，最后转由鸟的形象代之以诗人自身形象，直抒胸臆，托出了诗人那颗真挚、炽热的爱国心。
2.揭示全诗主旨的诗句是什么?谈谈你的理解?
“为什么我的眼里常含泪水?因为我对这土地爱的深沉……”。
这两句诗一问一答，直抒胸臆，以“我的眼里常含泪水”的情状，托出诗人那颗真挚炽热的爱国之心，形象地表达了诗人对土地的眷恋，而且隐含献身之意。
五、合作探究。
1.“假如我是一只鸟，我也应该用嘶哑的喉咙歌唱”;“然后我死了，连羽毛也腐烂在土地里面”，你是怎样理解这两句诗的?
这两句诗充分表达了诗人对土地的眷恋，为祖国献身的愿望。生前和死后，形成了鲜明的对比，而在这强烈的对比和反差中，一以贯之的乃是“鸟”对土地执着的爱，表达了诗人对土地、对祖国的爱。这真是生于斯，歌于斯，葬于斯，至死不渝。
2.结合写作背景，准确理解“土地”、“河流”、“风”、“黎明”的象征意义。
“土地”象征繁衍养育中华民族的祖国大地。“河流”、“风”象征中国人民不屈不挠的反抗精神。“黎明”象征充满生机与希望的解放区。
3.鸟儿歌唱的内容中，“土地”、“河流”、“风”的前面分别有“暴风雨所打击的”、“悲愤的”、“激怒的”这些修饰语，其作用是什么?
这些修饰语限定语丰富了意象的内涵 ，表明中华民族的祖国大地，在日本帝国主义的铁蹄下正遭受苦难，中国人民正满怀悲愤地进行不屈不挠的斗争。
4.诗人对土地、河流、风、黎明的描写，蕴含了他怎样的思想感情?
这些描写形象地表达了当时祖国大地遭受的苦难，人民的悲愤以及对光明的向往和希冀。
5.诗歌的第二节与第一节有着怎样的联系?把第二节去掉，诗歌主题的表达将会受到怎样的影响?
这两节诗都饱含着诗人对祖国深深的眷恋和无尽的热爱之情。就诗的感情发展而言，第一节蓄势，第二节感情的迸发，感情的升华。诗意层层递进。
去掉第二节，诗意则得不到提炼和强化。
七、拓展延伸。
1.假如你是一只鸟，联系我们今天改革开放的新时代，你会唱些什么呢?仿照例子试一试，相信你会比例子仿写得更好。
例：假如我是一只鸟，我也应该用清脆的喉咙歌唱：这高峡出平湖的山峡大坝，这可上九天揽月的神州飞船……
2.艾青在诗中，含着泪水说：“我对这土地爱的深沉”，古往今来，在我们中华史册上记下了多少爱国志士的类似诗篇，犹如繁星高悬夜空。
例：当我们抵御外侵，我们会记得岳母刺给岳飞身上的四个大字：“精忠报国”;当志士至死不降，保持民族气节，我们不会忘记文天祥的“人生自古谁无死，留取丹心照汗青”，……(接着往下写，相信你会写得更精彩)。
【板书设计】
︱ 鸟——诗人自己 ︱ ︱
︱第一节︱ 土地——祖国大地 ︱ ︱
︱ ︱ 河流、风——抗争精神 ︱意象朴实 ︱ 反抗侵略
我爱着土地 ︱ ︱黎明——光明、希望 ︱象征深远 ︱ 热爱祖国
︱ ︱常含泪水︱ 直抒胸臆 ︱ 至死不渝
︱第二节︱ ︱ ︱
︱深爱土地︱ 激情澎湃 ︱
篇14：语文版九年级下教案
【教学目标】
1、散文诗的诵读训练。
2、学习本文拟人手法的精妙应用。
3、激发孩子们热爱生活感受爱的情感。
【教学重难点】
1、朗读的训练：
以读入境，读中悟情，以丰富多彩的方式读出诗歌优美的意境和美妙的情感。
2、拟人手法的精妙应用。
【课时安排】
一课时。
【教学流程】
一、以古诗词中的含“雨”的诗句导入
1、同学们，古往今来，雨都是自然的精灵，文人诗人们用最细腻的感情感受雨，用无数美妙的诗句描绘雨。比如：
⑴渭城朝雨浥轻尘，客舍青青柳色新。
⑵好雨知时节，当春乃发生。
⑶小楼昨夜听春雨，深巷明朝卖杏花。
⑷清明时节雨纷纷，路上行人欲断魂。
……
2、简介郑愁予：
郑愁予，1933年生人，原名邹文滔，河北人，中国台湾当代诗人。其父为国民党军官，诗人随父亲奔走于战场中，在炮火声中度过青少年时期。1949年诗人去台湾，1955年服役。1958年毕业于台湾中兴大学商学院，在基隆港务局任职。诗人从15岁就开始发表诗歌，1956年参与创立现代派诗社，任《现代派》刊物编辑。1968年到美国爱荷华大学学习，毕业获硕士学位并留校任讲师。后任耶鲁大学教授。1965年，诗人停止写作，到20世纪80年代才重操诗笔。有诗集《梦土上》、《衣钵》、《寂寞的人坐着看花》等。诗人有“中国的中国诗人”称号，其诗风深受宋词风格的影响。
二、诵读入境
1、自由诵读：
自由诵读课文，感知诗歌内容，体会感情基调。
2、选择的朗诵背景音乐：
教师给出几段音乐，有豪放的，有激烈的，有忧郁的，有舒缓的，有明快的……请学生选择并且谈谈理由。
明确：这首诗歌活泼欢快,充满情趣，比较适宜明快的背景音乐。
3、学生选择喜欢的段落自由组合诵读。
4、全班分角色配合诵读。
三、理解诗情
1、“雨”说了什么?
请用一组比较整齐的句子概括一下 “雨说”的内容，比如：
雨说了它来的目的
雨说了它来的心情
雨说了它来的希望
雨说了它来的地方
雨说了它来的任务
……
2、你认为“雨”说得如何?
引导学生找出最有创意和特色的句子进行咀嚼和评价：
雨说得很艺术，比如“小溪渐渐喑哑歌不成调子”，写出了冬天枯水季节的河流特点。
雨说得很生动，比如“我来了，雷电不喧嚷，风也不拥挤”，写出了春雨的轻柔。
雨说得很亲切，比如“为什么不扬起你的脸让我亲一亲”，写出了春雨的温柔。
雨说得很热情， 比如“柳条儿见我笑弯了腰啊，石狮子见了我笑出了泪啊”，写出了春雨的活泼。
雨说得很甜蜜，比如“你们嘴里的那份甜呀，就是我祝福的心意”，写出了春雨的诚挚。
雨说得很中肯，比如“我还要教你们勇敢地笑啊”，写出了春雨的殷切。
……
引导学生概括和再次朗读：
⑴这首诗赋予了雨以灵气和爱心，拟人手法的巧妙应用，联想想象的诗意表达，让整首诗灵慧活泼深情。
⑵春雨的形象是春天使者的形象，是天使的形象，是母亲的形象，是老师的形象，是伙伴的形象，是爱的形象，是生命的形象，是幸福的形象……
⑶再次带着感情朗读全诗。
3、以“我对雨说……”的句式完成下面两个练习：
⑴你听懂了雨对你说的话吗?把全诗中的“我”改成“你”，“你”改成“我”，改变部分内容，变换人称，自由朗读，体会诗意。然后同桌配合，就原诗和改后的诗对应着读。比如：
你来了，你走得很轻，而且温声细语地
你的爱心像丝缕那样把天地织在一起
你呼唤每一个孩子的乳名又甜又准
你来了，雷电不喧嚷，风也不拥挤
谈一谈这样改变方式的朗读体会：人称改变之后的呼应朗读，形成了一唱一和的态势，让人和雨形成了交流。
⑵你选择其中的某一小节写几句“我说”，作为对“雨说”的回答，要求飞扬想象力，巧妙应用拟人手法，并选择具体的生活场景和细节作为诗歌内容，学生自由创作并朗读。
教师示范：
我说，雨来了，你来了就不要再回去了
你就是我们辫梢上的珍珠啊
你就是我们嘴里的糖啊
有一天，我们寻找春天的影子
原来它被你带到我们的心里了
四、总结全诗，配乐诗歌朗诵
这首诗歌写于20世纪70年代末，当时正值我国结束“灾难”不久而开始新的历史时期，诗人在海外关注中国大陆。经历十年浩劫后的中国，一切都开始显露生机，正如春雨降临大地，万物复苏。这首诗，是诗人对“生活在中国大地上的儿童”的祝福，也是他对中国美好未来的祝愿。这是生命的颂歌，生活的颂歌。
在配乐诗歌朗诵中结束学习。
五、作业
网上查找郑愁予的资料，诵读他的代表作《错误》等诗歌，写《郑愁予诗歌短评》一则。
语文版九年级下教案
篇15：九年级下《诗》教案
九年级下《诗两首》教案
诗两首
从容说课
《诗两首》之一的《我爱这土地》作于1938年11月。诗中的“鸟”特地亮出“嘶哑的喉咙”是悲壮的时代氛围和“悲哀的诗人”(艾青自称)所具有的特殊气质、个性的深情流露。诗人借助鸟的形象抒发了深沉而真挚的爱国情感。诗中写实和象征交织，描绘了土地、河流、风、黎明等鲜明意象来表达歌唱的丰富内涵。
《乡愁》是诗人余光中众多以乡愁为主题诗篇中一曲情深意长、音调动人的恋歌。诗人从广远的时空中提炼了邮票、船票、坟墓和海峡四种物象，并以时间的.发展贯穿组合，概括了诗人深长的生活历程和对祖国的绵绵怀念。
教读本课，应充分注重朗读训练，规范学生诵读过程中的语气、语调和停顿，在诵读中体会诗歌的思想情感。拟采用整体感知、揣摩诗句、扩展评价的赏析方法。引导学生把握诗歌意象，领会其象征意义，达到提高朗读技巧和诗歌欣赏水平的目的。在精彩赏析中，激发学生探究兴趣、陶冶性情。
教学目标
知识目标
1．熟读并背诵，把握诗歌的内在旋律与和谐节奏。
2.把握诗歌的意象，领会其象征意义。
能力目标
1.品味诗歌富有表现力的语言。
2.体会诗歌中优美的意境，感受涌动着的激情。
3.把握诗歌的主题。提高阅读和鉴赏诗歌的能力。
德育目标
体味诗歌抒发的恋土深情和思乡愁绪，培养学生热爱祖国的思想情感。
教学重点
诵读。理解诗歌意象，体会诗人真挚的情感。
教学难点
感受诗歌中涌动着的激情，把握诗歌主题。
教学方法
1．诵读法通过感情诵读，把握诗歌的内在旋律与和谐节奏，认真体味诗歌蕴含的深沉情感。
2.探究欣赏法如对诗歌意象和主题的解读。
3.比较阅读法如将余光中与席慕蓉同类题材(抒写乡愁)诗歌进行比较。
教具准备
多媒体CAI课件、投影仪、录音机
课时安排
2课时
教学过程
第一课时
[教学要点]
学习《我爱这土地》，把握诗中意象，体会诗人真挚的爱国情感。
[教学步骤]
一、导语设计
谁不爱自己的母亲．谁不爱自己的祖国?穿越时空，只有一种感情能将民族的心联系起来，那就是对祖国深深的爱恋。早在1938年，著名诗人艾青就眼含热泪对祖**亲唱了一首深情的赞歌――《我爱这土地》。今天，我们――起去感受诗人澎湃着的灵魂。(板书文题、作者)
二、资料助读投影：
艾青和《我爱这土地》
艾青(1910～1996)，原名蒋海澄，浙江金华人。他生长在农村，自幼为贫苦农妇哺养，对我们民族的主体――农民有着儿子般的深情。长大后的曲折经历、坎坷遭遇，使他很快成长为―个革命者。1929年赴法国留学，并开始诗歌创作。1932年回国，在狱中写成诗作《大堰河一一我的保姆》，奠定了在诗坛的地位。他的早期诗作多诅咒黑暗，风格浑厚质朴，调子沉重忧郁，但对生活充满希望与憧憬。他的抗战时期的诗作，为觉醒了的民族而歌唱，格调高昂。作品有《大堰河》《北方》《向太阳》《黎明的通知》等。主要诗作还有抒情长诗《光的赞歌》《古罗马的大斗技场》等。
《我爱这土地》写于抗日战争开始后的1938年，当时日本侵略军连续攻占了华北、华东、华南的广大地区，所到之处疯狂肆虐，妄图摧毁中国人民的抵抗意志。中国人民奋起抵抗，进行了不屈不挠的斗争。诗人在国土沦丧、民族危亡的关头，满怀对祖国的挚爱和对侵略者的仇恨，写下了这首慷慨激昂的诗。
三、感知、研习诗歌《我爱这土地》
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★ Unit5 I'm watching TV教案 (人教版英语七年级)
★ 英语下册教学计划
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