九年级英语下教案人教版The Sixth Period
新人教版英语九年级下册全册教案
新人教版英语九年级下册全册教案单元一：走遍美国教学目标1. 了解美国各地的地理位置及特色文化。
2. 提高学生的英语阅读能力、口语表达能力和写作能力。
3. 发展学生跨文化交际能力和了解国际间的文化多元性。
4. 引导学生思考美国文化与其他文化之间的异同点。
教学重点和难点1. 学会用正确的语音和语调读不同种类的文章。
2. 掌握文章中重点词汇和短语的用法。
3. 学会运用适当的连词连接句子。
4. 学会写一篇小短文介绍美国的某个州的位置、人口、特色文化等。
教学内容1. 阅读、理解及运用文章作为美国各地城市和自然环境的介绍，从而研究如何写一篇介绍自己的县市、城市或者乡村的文章。
2. 研究如何结合词汇、语法和写作要素创造精彩的英语作文。
3. 通过各种交际活动和讨论，使学生掌握交际技能，了解与美国文化相关的话题，并提高其语音和语调的表达能力。
单元二：同一首歌教学目标1. 理解并掌握歌曲的歌词和歌曲的文化内涵。
2. 培养学生的听力、口语、阅读和写作能力。
3. 帮助学生了解其他国家的音乐文化，拓宽学生的国际视野。
教学重点和难点1. 掌握歌曲的发音和歌词。
2. 理解歌曲并分析其文化内涵。
3. 运用所学的词汇和语法书写一篇简单的歌曲感悟。
教学内容1. 研究歌曲的发音和歌词。
2. 分析歌曲的文化内涵及其背景。
3. 通过听、说、读、写各种交际活动和练，使学生在熟悉歌曲的基础上增加英文交际语言的使用机会。
单元三：说文明话，树新风教学目标1. 学会使用礼貌用语和日常英语；2. 研究并掌握书信的写作格式；3. 提高学生的英语阅读、听力、口语和写作能力；4. 培养学生的交际能力和创新意识。
教学重点和难点1. 细致领会礼貌用语的使用方法；2. 研究书信的写作格式，掌握书信写作的各个方面；3. 阅读一篇友谊书信，并学会如何写一封自己的信。
教学内容1. 研究礼貌用语和日常口语表达，重点讲授如何让学生用礼貌用语表达自己的感情和态度；2. 介绍书信的写作格式，重点介绍信件的开头、正文、结尾等格式；3. 研究如何书写一篇友谊书信，从而增强学生的阅读、写作和交际能力。
人教版英语九年级下册教案(全册)
人教版英语九年级下册教案(全册)第一单元：What would you do?课时1：A-1 What would you do if...?教学目标：- 学会询问和回答关于假设情况下的行为- 研究并掌握运用情态动词 "would" 来表达假设教学过程：1. 导入新课，引发学生思考关于假设情况下的行为。
2. 直接引入新知识，解释情态动词 "would" 的用法和表达假设的方式。
3. 向学生提供一系列假设情况，让他们进行思考并回答问题。
4. 练：设计一些情境，让学生以小组形式进行角色扮演，运用所学内容来对话。
5. 以游戏形式巩固所学知识，让学生以小组或个人的形式进行问答竞赛。
课堂作业：1. 完成课堂练中的对话创作。
2. 列举5个关于假设情况的问题，并用英语回答。
教学反思：本节课重点让学生研究运用情态动词 "would" 来表达假设。
通过设计情境和角色扮演的活动，学生能够更好地理解和运用所学内容。
竞赛游戏的形式也能增加学生的参与度，提高他们的研究兴趣。
课时1：A-1 What are you going to do on vacation?教学目标：- 研究并掌握将来进行时的结构和用法- 通过谈论自己的假期计划，提高口语表达能力教学过程：1. 导入新课，通过投影片展示美丽的假期风景，引发学生对话题的思考。
2. 引入新知识，解释将来进行时的构造和用法。
3. 设计小组活动，让学生讨论并展示自己的假期计划。
4. 观看相关视频，帮助学生更直观地理解将来进行时的用法。
5. 以游戏形式巩固所学知识，让学生以小组或个人的形式进行对话练。
课堂作业：1. 编写一段将来进行时的短文，描述自己的假期计划。
2. 向同学介绍你的假期计划，并询问他们的计划。
教学反思：本节课通过引入美丽的假期风景，激发学生的兴趣，提高他们的研究动力。
运用小组讨论和对话练的活动，帮助学生巩固和运用所学内容。
【英语周报】人教版选修十Unit备课资料：教案TheSixthPeriodWriting
The Sixth Period WritingTeaching goals 教学目标1. Target language 语言目标重点词汇和短语a. 用于开启文章的词或短语：at present, firstly, generally speaking, first of all, nowb. 用于承接上句的词或短语for example, meanwhile, besides, what is more, worse still, what’s worse, in addition, to make things worse, in fact, as a matter of fact2. Ability goals 能力目标Enable students to master the practice of the three-paragraph organization and put the conjunctions into use in the real writing.3. Learning ability goals 学能目标Help students learn passage development skills and use conjunctions in the practice of writing to make compositions readable and logical.Teaching important points教学重点By following reading→reciting→imitating→writing process enable students to write logically.Teaching difficult points 教学难点Intensify students’ sense to list facts and use practical conjunctions to make students’work more readable.Teaching methods 教学方法Team work learning, task-based learning and co-operation.Teaching aids 教具准备A projector and some slides.Teaching procedures && ways 教学过程与方式Step I RevisionT: At the beginning of this class I will check your homework I gave you yesterday. First I will call some students to come to the front and read your plans and speeches. Next please tell me in what way you organized your writing.Some students come to the front to read their works.T: How do you organize your writing and what techniques do you use to make your writing readable and logical?Students present their answers.StepⅡReading aloud and recitingTask one: Read and findT: Here is a beautifully written passage. Read the passage and find the answers to the following questions.Show the passage on the scrren.Less Divorce For the Sake of Our KidsAt present, more and more families rush into divorce, and this has caused a serious problem. The children from these broken families suffer a lot.Studies show that parents are great teachers for children and they influence them a lot. Without care and love of both parents, children may easily develop bad behavior and form bad habits. Besides, children’s interest is often neglected and many of them are both mentally and physically weak. What’s worse, these children will find less fun in their family and they will feel lonely. If they develop friendship in an improper way, they may become young criminals. They may cause trouble and do harm to the society. In fact most of young criminals lack their happy childhood.Effective measures should be taken by the society to prevent the high rate of divorce. Government should educate the married people and persuade them to solve family problems in right ways. Young lovers should consider their choice of marriage as a lifelong promise. Thus they would value their relationship and they would try their best to keep their promise to each other.Questions:1. What problem is mentioned in the first paragraph?2. What do children from broken families suffer?3. What are possible solutions to the problem?4. In what way is this passage organized?5. What conjunctions are used in this passage?6. What’s the use of these conjunctions?Possible answers:1. Children from broken families suffer lot.2. They lack love and care, thus they may develop bad behaviors and even become young criminals.3. By educating the married people to value their marriage and with joint efforts from the society the divorce rate will reduce.4. This passage is organized in the following way: State problem→Analyze problem→Solutions.5. At present; besides; what’s more; in fact.6. They are used to make the whole passage readable and logical.Step III Pre-writingTask one: Present writing taskT: You are required to write a report to the council of Lakeside Town. In your report the following points should be included.Main points:1. Present the living conditions of the campsite.2. Your reasons to improve the campsite.3. Your plan and suggestions to improve the campsite.Go through the task and find out what is required to write.T: Look at the task and see how you can organize the passage.Ss: We can organize the passage by following the three-paragraph organization pattern.Task two: List the major pointsT: Before writing you are required to consider what major points should be concluded in your composition.Possible points:Present problems:1. Poor facilities.2. Inconvenient for children to go to school.3. Circus people are looked down upon.Analyze the problems:1. Circus people should enjoy equal rights as other people do.2. Bad living conditions may cause diseases.3. The town council didn’t notice how serious the problem is.Solutions to the problems:1. Improvement on some of the facilities.2. Find a good position.3. Change people’s attitude toward circus people.Task three: Write topic sentencesT: Since you have listed all the facts that should be included in your passage, next you are to write down topic sentences that can generalize the points of each paragraph.Possible topic sentences:1. Circus people are living a hard life and their children are looked down upon.2. The problems are caused by neglection of the coucil and it may lead to serious results.3. Improvement is needed and we should take some measures.Step IV WritingT: Write a passage following the three-paragraph pattern and use the conjunctions to make your compositions readable.Sample passage:Give a Hand to the CampsiteAt present, circus people are living a hard life. They suffer a lot and they are looked down upon by other people. Wherever you go you can find rubbish all around. Besides, there is only one tap water and people don’t have enough water to keep clean. What’s worse, circus children feel very inconvenient to go to school because the bus stop is far from their living area. Thus these children are looked down upon by other students.We are equal as citizens. But up to now, our town council hasn’t noticed thesuffering of these people. If the situation continues like this, infective disease may arise. If so the whole people in the town may get infected. Since circus people should enjoy equal rights as we do, their living conditions should be improved.Effective measures should be taken by our council. We need to find a good position to rebuild the campsite. It should be a place which is near bus stops. What’s more, the facilities should be improved. If so, the circus people will enjoy a clean and better life. They will not be discriminated and share equability with us.Step V Post-writngTask one: self checkT: Check your composition to see if you have met the following standards. Standards:1. Include all the points in your list.2. Write a topic sentence for each paragraph.3. Properly use the conjunctions in your passage.Task two: Pair check and improvementT: Work in pairs and check your partner’s composition. Make sure to give some comments on your partner’s work. You can assess your partner’s work by following the chart.Check in pairs and give comments.Step ⅥHomeworkTask one: Recite new words and expressions.Task two: Check how well you know about Martin and the Civil Rights Movement。
人教新目标九年级英语全一册Unit6period1优秀教学案例
3.播放一段关于假期生活的视频，让学生注意视频中人们的行为和动作，激发学生对过去进行时的兴趣。
（二）讲授新知
1.教师通过生动的语言和实例，讲解过去进行时的构成、用法，让学生在真实语境中感知和理解过去进行时。
2.教师给出一些例句，让学生模仿和造句，巩固过去进行时的知识点。
人教新目标九年级英语全一册Unit6period1优秀教学案例
一、案例背景
本案例背景基于人教新目标九年级英语全一册Unit6period1的教学内容，该节课主要围绕“过去进行时”的语法知识点展开。通过本节课的学习，学生需要掌握过去进行时的构成、用法以及如何运用过去进行时描述过去某一时间正在进行的动作。同时，本节课还涉及到一般过去时的复习，帮助学生区分一般过去时和过去进行时的不同。
在教学过程中，我以“我的假期生活”为主题，设计了一系列交际活动，让学生在真实的语境中运用过去进行时进行交流。通过听、说、读、写等多种教学手段，激发学生的学习兴趣，提高他们的语言运用能。
在教学评价方面，我采用了形成性评价和终结性评价相结合的方式，关注学生的学习过程和结果，充分发挥评价的诊断、反馈和激励作用，帮助学生建立自信心，提高自我认知。
1.采用小组合作学习的方式，让学生在小组内共同完成任务，培养他们的团队协作能力和沟通能力。
2.设计各种任务，如讨论、探究、表演等，让学生在完成任务的过程中，运用过去进行时进行交流，提高他们的语言运用能力。
3.鼓励学生发表自己的观点，培养他们独立思考和表达的能力，提高他们的自信心。
（四）反思与评价
1.教师要关注学生的学习过程，及时发现学生的问题，并给予指导和帮助，让学生能够在反思中不断进步。
英语教案人教版新目标九年级英语全册Unit 6第六单元
Unit 6 When was it invented?Grade level: 9th GradeCourse: EnglishTextbook: New Standard English, Book 9, published by People's Education Press.Objectives:To introduce students to the use of the past tense in English languageTo help students improve their reading, writing, listening and speaking skills in English.To encourage students to use their imagination and creativity in discussing technological inventions and their impact on human life.To enhance students' understanding of the significance of technological advances throughout history.Materials:Textbook: New Standard English, Book 9, published by People's Education Press.Whiteboard or blackboard and markers.Handouts with comprehension questions related to the reading.Audio or video materials related to the topic.Pictures or diagrams of some of the most important technological inventions in history. Procedure:I. Warm-up activityThe teacher begins the lesson by asking students about some of the most important technological inventions they use in their daily life, and when they were invented.The teacher then writes some of the students' answers on the board.II. Pre-reading activityThe teacher presents some pictures or diagrams of technological inventions from different time periods and asks students to guess when they were invented.The teacher then divides the class into groups and asks them to discuss the impact of these inventions on human life.III. Reading comprehensionThe teacher asks students to read the text "When Was It Invented?" from their textbook.The teacher then distributes handouts with comprehension questions related to the reading and asks students to answer them individually.The teacher then discusses the answers with the class.IV. Vocabulary buildingThe teacher asks students to find some new words or phrases from the reading, and to write them on the board.The teacher then asks students to work in pairs and use the new vocabulary words in sentences.V. Listening comprehensionThe teacher plays an audio or video clip related to the topic, and asks students to listen carefully. The teacher then distributes handouts with comprehension questions related to the clip and asks students to answer them.VI. Writing activityThe teacher asks students to write a short paragraph about one of the most important technological inventions in history and its impact on human life.The teacher then asks students to exchange their writing with a partner, and to provide feedback on each other's writing.VII. Follow-up activityThe teacher concludes the lesson by asking students to share their opinions about the impact of technological inventions on human life, and how they think technology will continue to shape our future.Assessment:The teacher can assess students' performance through the following:Observing their participation in class discussions and group activities.Reviewing their answers to comprehension questions.Assessing their writing activity and providing feedback.Observing their use of new vocabulary words in sentences.Homework assignment for "When Was It Invented?" lesson:Research and write a brief report about one of the most important technological inventions in history and its impact on human life.Write a dialogue between two people discussing the importance of technological inventions in their lives.Watch a video or read an article about a recent technological invention and write a summary of it.Create a timeline of technological inventions from prehistoric times to the present day, including the approximate date of each invention and its impact on human life.Choose one of the vocabulary words from the lesson and write a short story using that word correctly.Practice reading aloud the text "When Was It Invented?" from your textbook, paying attention to your pronunciation and intonation.Think about how technology has changed your life and write a short paragraph about it.Note: Students should submit their homework assignments in the next class meeting.。
人教版九年级下册英语全册教案
人教版九年级下册英语全册教案一、教学目标1.让学生掌握本册书的核心词汇、短语和句型，提高学生的英语综合运用能力。
2.培养学生的听说读写技能，提高学生的英语实际运用能力。
二、教学内容1.Unit1-3：重点学习动词时态、被动语态、宾语从句等语法知识。
2.Unit4-6：重点学习情态动词、条件句、祈使句等语法知识。
3.Unit7-9：重点学习名词性从句、定语从句、状语从句等语法知识。
4.Unit10-12：重点学习过去进行时、过去完成时、过去将来时等语法知识。
Unit11.教学目标：学习一般过去时的动词变化，掌握过去进行时和过去完成时的区别。
2.教学重点：一般过去时的动词变化，过去进行时和过去完成时的运用。
3.教学难点：过去进行时和过去完成时的区别。
4.教学步骤：Step1：导入通过图片或故事引入本课主题，激发学生的学习兴趣。
Step2：讲解语法讲解一般过去时的动词变化，过去进行时和过去完成时的用法。
Step3：课堂练习学生进行课堂练习，巩固所学知识。
Step4：小组讨论学生分组讨论，运用所学知识进行实际交流。
Unit21.教学目标：学习情态动词can、may、must等，掌握其用法和区别。
2.教学重点：情态动词can、may、must的用法。
3.教学难点：情态动词的区别和实际运用。
4.教学步骤：Step1：导入通过图片或情景引入本课主题，激发学生的学习兴趣。
Step2：讲解语法讲解情态动词can、may、must的用法和区别。
Step3：课堂练习学生进行课堂练习，巩固所学知识。
Step4：角色扮演学生进行角色扮演，运用所学知识进行实际交流。
Unit31.教学目标：学习宾语从句的构成和用法，提高学生的句子表达能力。
2.教学重点：宾语从句的构成和用法。
3.教学难点：宾语从句的实际运用。
4.教学步骤：Step1：导入通过图片或故事引入本课主题，激发学生的学习兴趣。
Step2：讲解语法讲解宾语从句的构成和用法。
人教新目标九年级英语Unit6 period5教案
Rewrite the passage, the best ones will be put up.
板书设计
教学
反思
3.Fill in the mind map without books.
What do you think of basketball? Make a list of good and difficult things about being a famous basketball. player.
When did it first play at the Olympics?
Para2: Where do we play it?
How many teams are there?
Do you know how to get the scores?
Para3: How can you tell that the popularity of basketball has risen around the world?
para1 popularity
para2 history
para3 how to play basketball
2.Read each paragraph and answer the questions.
Para1: How old is basketball?
Who invented it?
When was the first game played?
教学重点：Revise and writing.
教学难点：Writing method.
教法指导：1. Group work. 2. Pair work.
学法指导：
教学资源：Text book.
人教版九年级英语全册第六单元教案
自主学习方案1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
（见学案中预习检测的内容）3.读记后完成预习检测作业。
课堂导学方案Step 1 复习介绍自己的过去与现在的变化。
Step 2 情景导入T：Do you know what are the things we use and see made of/from? Most of them were made in China. And you can also see the things made in China in other countries. Some things were first made/produced in China. Such as tea, paper-making, pointing and so on. What else do you know were made in China?〖JP〗环节说明：通过情景导入,既可以激发学生对中国的爱，又可以直接把学生引入新学的知识中，即be made of/from/in …Step 3 完成教材1a~2d教学任务1.引导学生快速完成1a。
2.听录音完成1b。
3.运用1a中的信息练习对话。
重点落在be made of/from;be made in上。
4.听录音完成2a任务。
5.再听录音完成2b。
6.根据2a、2b中的信息编造对话并表演。
7.读2d的对话5分钟，然后找2~3名学生表演对话。
8.教师根据学生掌握的情况解释重点难点，如:be produced,be known for,They are picked,by hand,are sent for,processing。
环节说明：听说读写的任务结合起来，不仅锻炼了学生的语言运用能力，还巩固了学生对目标语言的学习及运用。
Step 4 小结训练（）1. The bike Shanghai. It's made steel.A.was made in；ofB.was made of；ofC.is made from；inD.was made from；in( )2. The West Lake is known the beautiful scenery.A.byB.asC.forD.of答案：1.A 2.CStep 5 问题探究（）1. Tea is in Hangzhou.A.madeB.grownC.growingD.producing( )2.Paper is made trees and other plants.A.ofB.inC.fromD.with答案：1.B 2.C教学反思本课时教学着重于听和说上，教师要注意培养学生对听力信息的提炼能力，同时，让学生进行小组对话，通过对话的形式，提升口语运用能力。
人教版九年级英语下册精品教学教案(全册)
Unit 11Sad movies make mecry.Language Goal【语言目标】Talk about how things affect youKnowledge Goals【知识目标】Key Words drive ，friendship ，king ，power ，banker ，pale ，queen ，examine ，nor ，palace ，wealth ，grey ，lemon ，uncomfortable ，weight ，shoulder ，goal ，coach ，kick ，courage ，pull ，nod ，agreement ，disappointKey Phrases would rather ，drive sb.crazy/mad ，the more …the more …，be friends with sb.，leave out ，call in ，neither …nor …，to start with ，let …down ，kick sb.off ，be hard on sb.，ratherthan ，pull togetherKey Sentences 1.The loud music makes me nervous.2．Sad movies don't make John cry.3．Money and fame don't always make people happy.4．She said that the sad movie made her feel like crying.Key Grammar Learn to use “make ＋sb.＋infinitive without to ；make＋sb.＋adj .”Ability Goals 【能力目标】 1.Develop listening ，speaking ，reading and writing skillsby using the target languages.2．Learn to talk about how things affect you by using“make sb.do sth.”and “make sb.adj .”.Moral Goals 【情感目标】With the help of this unit's study ，students should knowthat things affect our feelings.We should treat it correctlyand be happy and active in our life.Teaching Time【课时】Five periodsPeriod 1Section A(1a －2d)Period 2Section A(3a －4b)Period 3Section B(1a －1e)Period 4Section B(2a －2e)Period 5Section B(3a －3b)&Self Check本单元围绕情感的话题，通过学习让学生能够表达自己的感受。
九年级英语第六单元教学设计
九年级英语第六单元教学设计九年级英语（人教版）第六单元教学设计。
一、教学目标。
1. 语言知识目标。
- 学生能够正确拼写、朗读和运用本单元重点单词，如：heel, scoop, electricity, style, project等。
- 掌握重点短语和句型，如：be used for, be invented by等。
2. 语言技能目标。
- 听：能听懂有关发明创造的简单介绍，获取关键信息。
- 说：能够用英语简单介绍一些发明的历史、用途等。
- 读：能够读懂关于发明创造的文章，理解文章大意及细节信息。
- 写：能够写出简单的关于发明的短文，包括发明的名称、发明者、发明时间和用途等。
3. 情感态度目标。
- 激发学生对发明创造的兴趣，培养学生的创新意识。
- 让学生认识到发明创造对人类社会发展的重要意义。
二、教学重难点。
1. 教学重点。
- 本单元重点单词、短语和句型的掌握。
- 理解被动语态的用法，并能正确运用被动语态描述发明。
2. 教学难点。
- 被动语态的结构及不同时态下被动语态的变化。
- 学生能够用英语准确、流畅地介绍发明创造。
三、教学方法。
1. 任务驱动法。
通过布置各种任务，如小组讨论、角色扮演、调查等，让学生在完成任务的过程中学习和运用英语知识。
2. 情景教学法。
创设与发明创造相关的情景，如发明展览、发明家访谈等，帮助学生更好地理解和掌握知识。
3. 合作学习法。
组织学生进行小组合作学习，培养学生的团队合作精神和自主学习能力。
四、教学过程。
（一）导入（5分钟）1. 展示一些著名发明的图片，如电灯、电话、汽车等，引导学生说出这些发明的名称和发明者（如果知道的话）。
- 教师提问：“What can you see in these pictures?”“Do you know who invented them?”2. 播放一段关于发明创造改变生活的短视频，引出本单元的话题——发明。
（二）知识讲解（15分钟）1. 学习新单词。
【最新】人教版九年级英语下册Unit 13 The sixth period (3a—Self Check) 学案
九年级英语第13单元第6课时学案Unit 13 We’re trying to save the earth!The sixth period (3a—Self Check)【学习目标】1. 复习并巩固本单元出现的重点词汇和短语。
2. 学习并掌握重点句型：1) Which parts may be less nice and need to be improved?2) Give suggestions or possible ways to solve the problems.【重点难点】·Review the whole unit.·Use what we have learned to speaking, reading and writing.【课堂探究】写作训练:Write a letter to the city mayor about the problems and your suggestions.思路点拨：·例文赏析：Dear Mr. Mayor,Thanks for making some time to read this letter. I’m a native here. I think everyone in this city wants to have a bright and beautiful home. But there are some environmental problems in our city. The river used to be very clean, but now the river was dirty. Even the bottom of the river was full of rubbish. People are littering in the river, Factories are pouring rubbish into the river. The air has become really polluted around here. There are so many cars on the road these days. More and more people driving to work or school today. Factories that burn coal also pollute the air with a lot of black smoke. There is also too much rubbish and waste around our living places. People throw away rubbish like waste plastic in public places. This turns beautiful places into ugly places.To cut down environmental pollution, I think we should develop laws to stop f actories’littering. We should take the bus or subway instead of driving. Never take wooden chopsticks or plastic forks when buying takeaway food, remember to throw rubbish in the cans and keep public places clean and beautiful for everyone. I suggest that everyone in this town should play a part in improving the environment. I believe that our actions can make a difference and lead to a better future!Best wishes,John【达标练习】I.单项选择( ) 1.There are a lot of things for us _______ to protect the environment.A. to doB. doingC. to be doneD. to be doing ( ) 2. A group of volunteers go to the Green Lake Park to _______ litter every month.A. put upB. set upC. pick upD. cheer up ( ) 3. The flight flying to Russia from Beijing International Airport___ about 8 hours.A. spendsB. usesC. takesD. costs ( ) 4. To _______ air pollution, we should take the bus or subway instead of driving.A. cut downB. cut offC. cut upD. cut intoII.用所给词的适当形式填空。
人教版英语九年级全册Unit6单元整体教学设计
-语法：结合课文，讲解一般过去时和现在完成时的用法，并通过练习巩固所学。
3.教学内容：让学生通过小组合作，用新学的词汇和语法描述课文中的才艺表演，加深对新知识的理解。
（三）学生小组讨论
1.教学活动：将学生分成小组，让他们讨论以下问题：
三、教学重难点和教学设想
（一）教学重难点
1.语法方面：一般过去时和现在完成时的用法是本单元的语法重点，学生需要能够理解并熟练运用这两种时态描述过去的事件和现在的状态。这一部分对学生而言较为困难，需要通过具体的语境和反复练习来加强理解和应用。
设想：通过设计真实的语境和角色扮演活动，让学生在实际对话中感受和运用这两种时态，同时结合图表、时间轴等可视化工具，帮助学生清晰区分和掌握时态的用法。
4.拓展作业：
-参加学校或社区组织的才艺活动，实际运用所学知识，体验英语在真实语境中的应用。
-设计一份英文才艺海报，包括活动名称、时间、地点和参与方式等信息，提高学生的创新和设计能力。
5.预习作业：
-预习下一单元的内容，提前了解主题和词汇，为新课的学习做好准备。
-准备下一课的口语话题，思考自己如何用英语表达个人观点。
6.评价与反馈：实施形成性和终结性评价相结合的评价策略，关注学生的学习过程，及时给予反馈，帮助学生明确学习目标，调整学习方法。
7.拓展活动：鼓励学生参加课外活动，如学校举办的才艺比赛、英语角等，将所学知识运用到实际生活中，提高他们的英语实践能力。
四、教学内容与过程
（一）导入新课
1.教学活动：播放一段关于才艺展示的视频，如《中国达人秀》片段，让学生感受不同才艺的魅力。
5.结合本单元的主题，教育学生珍惜时间，把握现在，为实现自己的梦想而努力奋斗。
人教版英语九年级全册Unit6SectionA1a2d优秀教学案例
4. 学生能够通过阅读和听力练习，了解和比较中西方节日的差异，提高文化意识。
4. 反思与评价注重个性：教师鼓励学生在学习过程中进行自我反思，发现问题、改进方法，提高自主学习能力。同时，教师采用多元化的评价方式，全面、客观地评价学生的学习成果，给予针对性的指导和建议，帮助他们找到提高的方向，激发他们的学习潜能。
5. 教学内容与过程贴近实际：教师在教学过程中注重联系实际，让学生结合所学词汇和句型，分享自己了解的节日和文化习俗。这使得学生能够将所学知识运用到实际生活中，提高了英语的实际运用能力，培养了跨文化交际能力。此外，教师还关注学生的个体差异，给予他们个性化的指导和鼓励，让每个学生在课堂上都能有所收获。
2. 问题导向激发思考：教师设计了富有挑战性和思考性的问题，引导学生主动探究和解决问题。这激发了学生的思维碰撞，培养了他们的批判性思维和创新能力，使得学生在思考和解决问题的过程中不断提高自己的英语水平。
3. 小组合作促进互动：教师组织学生进行小组讨论、调查、分享等合作活动，让学生在互动中交流思想、碰撞火花，共同完成任务。这不仅提高了学生的团队协作能力和沟通能力，还使他们学会了倾听、理解和支持他人的观点，培养了良好的人际交往能力。
三、教学策略
（一）情景创设
1. 教师可以通过展示不同国家的节日和文化习俗的图片、视频等资料，为学生创造一个直观、生动的学习情境，增强学生的感官体验。
2. 教师可以设计一些真实的交流场景，如角色扮演、模拟采访等，让学生在实际语境中运用所学知识，提高口语表达能力。
初中英语九年级下册教案：Unit 6 教案3
2. Help ss know 2. Read para2, and judge whether about the the following contents are the reasons for reasons for the stress ss are ss’pressure. facing. Evidence should be found.
教案 3
课题 Unit 6 Caring for your health 课 型 Reading Ⅱ 备 课 时 间 1 period
教 材
教学目标
1. Students master the language points of the tex 2. Students can use the right sentence structure in the tex 3. Students can understand the ways to fight stres Master the language points of the text. Understand the ways to fight stress. How to use language points. Self-study, group discussion
九年级英语教案TheSixthPeriod
The Sixth Period◆. teaching aims and demands1. knowledge objects(1) key vocabularynative, speaker, make up(2)fill in blanks and make sentences using feel, spell, write down; join and find.(3) write an article using the target language.2. ability objecttrain students¨ writing skill.3. moral objecteverybody longs to winning a prize like xu zheng. do remember, no pains, no gains.□. teaching key points1. fill in blanks and make sentences.2. write an article using the target language.■. teaching difficult pointmake sentences using feel, spell, write down, join and find.△. teaching methodteaching by explanation▲. teaching aidthe blackboard▽.teaching proceduresstep i revisionfirst check homework. and then ask some students to read their writings about one of the people interviewed in activity 4. collect their writings and help correct any errors before returning them.step □ part 1this activity provides a comprehension review of vocabulary presented in the unit.focus attention on the box. invite a student to read the vocabulary words at the top.say. you are to fill in the blanks with the words. in some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.check the answers. five students each reads a sentence, filling in the blanks.the rest of students check their work.answers1. write down2. spell3. join4. found5. feelsask students to make their own sentences with the words, preferably sentences that are meaningful. move around the room. collect a few students¨ answers with mistakes on the blackboard. you along with the students help correct the mistakes.sample answers1. please write down the words on the blackboard.2. i can¨t spell some english words.3. why don¨t you join an english club?4. i have found my keys.5. cotton feels soft.step ■ part 2this activity provides reading, writing, listening and speaking practice using the target language.read the instructions to the class. ask students to look at the notes on xu zheng and notes on xu zheng¨s essay.elicit how to convert the notes into sentences in an article. instruct students to say, xu zheng likes writing notes, watching movies and listening to pop songs.he thinks most people speak english as a second language.ask students to complete the work individually. say, the order of information will vary but should contain all the points in the notes.as students are doing this, move around the room checking progress and offering help when necessary. if some students have difficulty in writing an article, encourage him/her to write two or three sentences.。
Unit 9 The Sixth Period Teaching Plan
Unit 9 The Sixth Period Teaching PlanⅠ. T eaching Aims and Demands1. Knowledge Objects(1) New Vocabularyabacus, century, telescope, camera(2) Use these words correctlycrispy, sweet, salty, sour(3)Write paragraphs about some inventions.2. Ability Objects(1) Train the students to use these adjectives:crispy, sweet, salty, sour(2)Train the students writing skill.3. Moral ObjectsTry to find out when the things around you were invented. Enjoy the stories about how they were invented.Ⅱ. T eaching Key Points1. Help the students have a self check on the key words and target language.2. Practice using the adjectives below:crispy, sweet, salty, sour3. Write an article.Ⅲ. T eaching Difficult Points1. Make sentences with the adjectives.2. Write the article about the histories of the inventions.Ⅳ. T eaching Methods1. Teaching by making sentences.2. Teaching by writing an article.Ⅴ. T eaching Aids1. Real objects: an abacus, an umbrella, a binoculars, a camera2. A picture of a bicycle.Ⅵ. T eaching ProceduresStep I Revision1. Check the homework. Ask the students to hand in their homework.2. Ask the questions below again to review the article in Activity 3a:What was the article about?When was it invented?Who was it invented by?How was it invented?3. Ask some similar questions about the flying disk, or encourage the students to ask each other questions about it.4. Dictate the words below:metal, pie, flying disk, bakery, throw, specialStep ⅡPart 1This activity focuses on vocabulary introduced in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.You are asked to fill in the blanks with the words. They are four adjectives used to describe how food tastes. Note to use them to adjust the proper food.Ask the students to fill in the blanks on their own.Check the answers. Four students each read a sentence, filling in the blanks. The rest of the students check their work.Answers1. sweet2. salty3. sour4. crispyAsk the students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes onthe blackboard. Along with the students help correct the mistakes.Sample answers1. The potato chips are crispy. All the children love eating them.2. The chicken soup is too sweet. Mom put much sugar in it by mistake.3. The dishes in that restaurant are too salty.4. I like eating something sour.Step ⅢPart 2This activity provides reading and writing practice using the target language.First, teach the names of the five inventions with books closed like this:Show a real abacus to the class and say,We call this an abacus in English.Write the word abacus on the blackboard. Then point to it and teach the students to read it.Do the same with the other four inventions-umbrella, binoculars, camera and bicycle.As a bicycle is too big, show a picture of it instead of a real object. Then ask the students to open their books.Read the instructions to the students. Be sure that the students know what to do.Have the students look at the sample. Ask a good student to read the sentence to the class. Correct any pronunciation errors to make sure the student are providing a go od model for the rest of the class.Provide the information of the other four inventions on the blackboard:(Or ask the students to find out the information by reading an encyclopedia or looking up information on the internet as homework. )umbrella: about 4 000 years ago in Assyria, China and Egypt.binoculars: 1854 Ignatio Porro in Italycamera: 1827 by Joseph Nicephore who took the first picturebicycle: 1880s in England.Let the students write paragraphs about these things on their own.Move around the classroom and provide help as necessary.Ask several children to read their paragraphs to the class. Correct the answers with the rest of the students.Have the students exchange their paragraphs with their partners.Get them to look over the articles carefully, correcting any mistakes they may have made in writing.Sample answersThe abacus was invented in the sixth century by Chinese people.The umbrella was invented about 4. 000 years ago in Assyria, China and Egypt.The binoculars were invented in 1854 by Ignatio Porro in Italy. The camera was invented in 1827 by Joseph Nicephore who took the first picture in the world.The bicycle was invented in 1880s in England.Step ⅣJust for Fun!This activity provides reading and speaking practice with the target language.Ask the students to look at the cartoon pictures.Look at the cartoon pictures. What was invented in the pictures?Help the students to answer like this:A battery-operated tennis racket was invented.Then discuss why the cartoon is funny with the class. Help the students to say,To invent a battery-operated tennis racket is a strange idea.Step ⅤSummaryIn this class, we’ve practiced using some adjectives and written paragraphs about the inventions. At last, we enjoyed a funny cartoon.All of you have done very well.Step ⅥHomework1. Revise all the language points in this unit.2. Finish off the exercises on pages 39～40 of the workbook.3. Make another sentence with each adjective below: crispy, sweet, salty, sour4. Rewrite the paragraphs.Step 7. Blackboard Design。
高一英语教案：TheSixthPeriod教案
The Sixth PeriodTeaching goals1. Target language（1）independent, expression, end up with, typhoon, publish, president, bring in, cookbook.⑵. Learn and master direct speech and indirect speech.Communication: How did these differences come about?...,while …2. Abilities: Enable Ss to improve the reading ability..Teaching key points: Master the differences between BE and AE.Teaching methods: Discussing or cooperative learning.Teaching Aids : a multi-media roomTeaching Procedures:Ste p I . Lead-inSte p n . Warming-up （多媒体展示multi-media slides show）Ste p 川.Speaking Team work /group work.Ste p IV . Language points1>How did the difference come about?2>There is no quick answer to the question. [注意]问题的答案,介词常用to3>In 1776 America became an independent country.4>For a long time the language in America stayed the same.5> …started borrow ing words from other Ian guage, ending up with differe nt words. 6>Except forthese difference in spelling, written English is more or less the same. 7>However, … don'thave difficulty in understanding each other.8>American English has changed over the centuries.9>They started to …, but they also brought in some words from their own language.Ste p V . Homework / ClassworkWriting 根据下列提纲写一段话，比较美国英语和英国英语之间的不同（大约80个单词）。
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Unit 15 W e’re trying to save the manatees!The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in the blanks and make sentencesusing support, endangered, recycle, wear, pull down（2）Write conversations using the information．2．Ability ObjectTrain students’ writing ability．3．Moral ObjectWe should form good habits．They are not only good for ourselves but also good for our society．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Write conversations．Ⅲ．Teaching Difficult PointMake students using support, endangered, cycle, wear, pull downⅣ．Teaching Methods1．Teaching by explanation2．Speaking method3．Writing methodⅤ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionCheck homework．Invite a few students to read the article in Activity 3a．Then let a student read his or her own article．Step ⅡThis activity focuses on vocabulary introduced in the unit．Look at the words in the box．Invite a student to read them．Make sure the students understand the meaning of each word．Then fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．Tell students they can find all the words in the preceding unit．Get students to fill in the blanks on their own．Check the answers．Ask five students each to read a sentence, filling in the blanks．The rest of the students check their answers．Show the answers on the screen by a projector．Answers1．Why are you wearing a coat? It’s not very suitable/or this hot weather．2．Our school football team needs more support．They aren’t doing very well．3．Pandas are endangered animals．They aren’t doing very well．4．It’s important to recycle paper to save the trees．5, That apartment block is old and dangerous．It should be pulled down．Have students make their own sentences with the words, preferably sentences that are meaningful．Walk around the classroom．Collect a few students’answers with mistakes on the blackboard．Then help students correct the mistakes．Sample answers1．I hope to have your support．2．It is more than 30 years since manatees were endangered．3．Recycling paper is very important and necessary．4．What do you like to wear?5．The buildings that are dangerous must be pulled down．Step ⅢPart 2This activity provides speaking and listening practice using the target language．Go through the instructions with the class．Invite a pair of students to model part of the sample dialogue adding their ownanswers．Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．S A: What are three things you are supposed to do?S B: I’m supposed to go to school on time, do my homework and clean my room．Get students to finish the conversations in pairs．As there are more parts for theA partner to answer, partners should switch roles and practice a second time．Review the task．Invite a few students to share their conversations with the class．Answers will vary．Sample conversationsConversation 1S A: What are three things you are supposed to do?S B: I’m supposed to go home after school, finish my homework and go to bed at ten．S A: What are you supposed to do when you meet your teacher?S B: I’m supposed to greet my teacher．Conversation 2S A: What happened yesterday?S B: I missed the bus．I was late for school．S A: Why did you miss the bus?S B: I got up late．Conversation 3S A: Give me that book,S B: Please ask politely．S A: I’m sorry．Could you please give me that book?S B: Of course．Here you are．Conversation 4S A: How do you feel about soft music?S B: It makes me relaxed．S A: How about loud music?S B: It makes me want to dance．Conversation 5S A: Do you need some help?S B: Y es, I’m looking for your a bus stop．S A: Walk along the street and turn left at the first turning．Y ou will find it．S B: Thank you for your help．S A: Y ou’re welcome．Conversation 6S A: Have you ever won anything?S B: I won the best new singer last year．S a: That’s great．Have you had your own concert?S b: No, not yet．Step ⅣJust for Fun!This activity provides reading and speaking practice with the target language．Invite a pair of students to read the conversation aloud to the class．S A: What are they doing?S B: They are trying to help the environment．Ask all the students to read the conversation again．Then let students look at the picture．Ask, Who is happy that the pond is being cleaned up? （The toads．）How do the toads show their thanks? （They line up and bow their thanks．）Ask some pairs of students to present this conversation to the rest of the class．Step ⅤSummary and HomeworkIn this class, we’ve done a lot of writing practice using the key vocabulary words and the target language presented in this unit．After class, please make sentences using the words in Activity 1 in your exercise books．Then finish off the exercises on pages 62～64 of the workbook．Step ⅥBlackboard Design。