精品K12学习九年级英语上册 Unit 4 Growing Up复习教案 (新版)牛津版
牛津译林版英语九年级上册 Unit 4 《Growing up.》 教学设计2
牛津译林版英语九年级上册 Unit 4 《Growing up.》教学设计2一. 教材分析《Growing up》是牛津译林版英语九年级上册Unit 4的一篇课文，主要讲述了成长过程中的喜怒哀乐。
通过本课的学习，学生能够掌握成长的主题，学会描述自己在成长过程中的经历和感受。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的话题有较高的兴趣。
但部分学生对英语写作仍存在恐惧心理，需要在教学过程中给予鼓励和指导。
三. 教学目标1.知识目标：学生能够掌握课文中出现的词汇和句型，并能够运用到实际情景中。
2.能力目标：学生能够听懂、说清、读准课文内容，提高英语口语表达能力。
3.情感目标：学生能够理解成长过程中的酸甜苦辣，学会珍惜和感恩。
四. 教学重难点1.重点：词汇和句型的学习，能够运用到实际情景中。
2.难点：对于成长过程中情感的理解和表达。
五. 教学方法采用任务型教学法，让学生在实际情景中完成任务，提高学生的参与度和积极性。
同时，运用分组合作、讨论交流等方法，激发学生的思维和创新能力。
六. 教学准备1.准备课文相关的图片、视频等教学资源。
2.设计好相关的任务和活动。
3.准备好黑板和粉笔。
七. 教学过程1.导入（5分钟）利用图片和视频，引导学生谈论自己成长过程中的趣事，激发学生的兴趣。
2.呈现（10分钟）呈现课文内容，让学生初步感知成长过程中的喜怒哀乐。
引导学生跟读课文，注意语音语调的准确性。
3.操练（10分钟）将学生分成小组，每组选择一个成长过程中的主题，用英语进行讨论。
鼓励学生用课文中的词汇和句型进行表达。
4.巩固（10分钟）让学生在班级内分享自己小组讨论的成果，其他同学进行评价和补充。
教师给予鼓励和指导。
5.拓展（10分钟）让学生写一篇关于自己成长过程中的文章，可以是快乐的、悲伤的、难忘的等等。
教师收集并进行批改。
6.小结（5分钟）对本课内容进行小结，强调成长过程中的喜怒哀乐都是宝贵的财富。
牛津译林版九年级上册Unit 4《Growing up》(Grammar)教学设计
牛津译林版九年级上册Unit 4《Growing up》（Grammar）教学设计一. 教材分析《Growing up》是人教版牛津译林英语九年级上册第四单元的教学内容，本节课主要讨论青春期的变化以及如何处理这些变化所带来的问题。
通过本节课的学习，学生能够掌握一般过去时态的运用，以及如何运用比较级和最高级描述事物的变化。
教材内容贴近学生的生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析九年级的学生正处于青春期，对于本节课的主题有较强的共鸣。
然而，学生在英语学习中存在一定的困难，如语法知识的掌握不够扎实，口语表达能力和听力水平有待提高。
因此，在教学过程中，需要关注学生的个体差异，创设真实语境，激发学生的学习兴趣，提高学生的参与度。
三. 教学目标1.知识目标：–学生能够掌握一般过去时态的运用。
–学生能够运用比较级和最高级描述事物的变化。
–学生能够理解并运用本节课的核心词汇和短语。
2.能力目标：–学生能够在真实情境中运用所学知识进行口语交流。
–学生能够通过听力、阅读和写作等方式，运用所学知识进行综合语言运用。
3.情感目标：–学生能够正确面对青春期的变化，学会处理青春期所带来的问题。
–学生能够培养自信、勇敢面对困难的精神品质。
四. 教学重难点1.教学重点：–学生能够掌握一般过去时态的运用。
–学生能够运用比较级和最高级描述事物的变化。
–学生能够熟练运用本节课的核心词汇和短语。
2.教学难点：–学生能够正确运用一般过去时态描述过去的事情。
–学生能够灵活运用比较级和最高级描述事物的变化。
五. 教学方法1.情境教学法：通过创设真实情境，让学生在实践中学习和运用语言。
2.任务型教学法：通过完成各种任务，提高学生的综合语言运用能力。
3.交际法：通过小组讨论、角色扮演等方式，增加学生之间的互动，提高口语表达能力。
六. 教学准备1.教学课件：制作课件，展示本节课的教学内容。
2.教学素材：准备相关听力、阅读和写作素材，帮助学生巩固所学知识。
牛津译林版英语九上Unit 4《Growing Up》(Integrated skills)教学设计
牛津译林版英语九上Unit 4《Growing Up》（Integrated skills）教学设计一. 教材分析牛津译林版英语九上Unit 4《Growing Up》主要讨论成长过程中遇到的问题和挑战。
通过本单元的学习，学生能够掌握成长的主题及相关词汇和表达方式，提高听说读写技能，特别是整合技能。
本课时的Integrated skills部分主要通过听录音和阅读，了解一个男孩在成长过程中如何处理与朋友的关系、学习压力以及与父母的关系等问题。
二. 学情分析九年级的学生已经具备一定的英语基础，能够听懂并运用一些基本的日常用语进行交流。
但是，他们在处理较复杂的文本时可能会遇到困难，特别是对于一些与实际生活较远的主题。
因此，教师需要通过一些实际例子和生活场景来激发学生的学习兴趣，帮助他们更好地理解和运用所学知识。
三. 教学目标1.知识目标：学生能够掌握与成长相关的词汇和表达方式，理解文本内容，掌握听力技巧和阅读策略。
2.技能目标：学生能够运用所学知识进行听力理解和阅读理解，提高听说读写综合技能，特别是整合技能。
3.情感目标：通过讨论和分享，学生能够更好地理解成长过程中的困难和挑战，培养积极面对问题和解决问题的态度。
四. 教学重难点1.重点：掌握与成长相关的词汇和表达方式，理解文本内容，提高听力理解和阅读理解能力。
2.难点：运用所学知识进行实际交流，处理真实生活中的问题。
五. 教学方法1.任务型教学法：通过完成各种实际任务，激发学生的学习兴趣，培养他们的合作意识和解决问题的能力。
2.交际型教学法：通过讨论和分享，促进学生与教师、同学之间的互动，提高他们的口头表达和听力理解能力。
3.启发式教学法：教师引导学生思考和探索，培养他们的思维能力和自主学习能力。
六. 教学准备1.教学材料：教材、录音机、投影仪、PPT等。
2.教学资源：相关图片、视频、文章等。
3.教学环境：教室布置成轻松、活泼的氛围，鼓励学生积极参与。
九年级英语上册Unit4Growingup复习教案(新版)牛津版
5. Spudtried out forthe school team and was refused, but ’tlosenamed Player of the Year.
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牛津译林版九年级上册Unit 4《Growing up》教学设计7
牛津译林版九年级上册Unit 4《Growing up》教学设计7一. 教材分析本课是牛津译林版九年级上册Unit 4《Growing up》的一节教学设计。
本单元主题是成长，主要讨论青少年在成长过程中的变化和挑战。
本课的教学内容主要围绕着这个主题展开，通过学习本课，学生能够掌握与成长相关的词汇和表达，并能够运用所学知识进行日常交流。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的日常交流。
但是，他们的英语听说读写能力参差不齐，部分学生对于抽象的概念和复杂的句子结构理解起来比较困难。
因此，在教学过程中，需要关注到学生的个体差异，尽量让每个学生都能参与到课堂活动中来。
三. 教学目标1.知识目标：学生能够掌握与成长相关的词汇和表达，理解课文内容。
2.能力目标：学生能够运用所学知识进行日常交流，提高英语听说读写能力。
3.情感目标：通过学习本课，学生能够认识到成长过程中的困难和挑战，学会如何面对和解决。
四. 教学重难点1.重点：学生能够掌握与成长相关的词汇和表达，理解课文内容。
2.难点：学生能够运用所学知识进行日常交流，尤其是对于抽象的概念和复杂的句子结构的理解和运用。
五. 教学方法采用任务型教学法，通过设置各种任务，让学生在完成任务的过程中学习和掌握知识。
同时，运用小组合作学习法，让学生在小组讨论和交流中提高英语听说读写能力。
六. 教学准备1.教材：牛津译林版九年级上册Unit 4《Growing up》2.多媒体设备：电脑、投影仪、音响等3.教学素材：与成长相关的图片、视频等七. 教学过程1.导入（5分钟）通过播放一段关于青少年成长的视频，引导学生思考成长过程中的困难和挑战，激发学生的学习兴趣。
2.呈现（10分钟）教师通过展示与成长相关的图片和词汇，引导学生学习并掌握与成长相关的词汇和表达。
3.操练（10分钟）学生分组进行角色扮演，模拟成长过程中的各种场景，运用所学词汇和表达进行交流。
九年级英语上册《Unit 4 Growing up Grammar》教案 (新版)牛津版
Unit4 Growing upGrammarTeaching goals:1. 能够掌握语法：由before、after、w hen、while、since、till、until、as soon as和whenever 引导的时间状语从句。
2. 能恰当运用时间状语从句进行口头和书面表达。
Important and difficult poin ts:1.学习新词汇：medal, career, against等。
2.掌握新句型：It’s the first time we hav e played bas ketball since this Monday.The best moment in his career was in 2004—he scored 41 points in a game against the Atlantic Haw ks.3. 能熟练运用时间状语从句进行表达。
Teaching procedures:Step 1 Revision and lead-in1. Observe the following sentences carefully.(1) He remained there for about a year before the NBA took notice of him.(P51)(2) After he graduated, he was forced to play in another basketball league.(P51)(3)When he finally g ot the chance, he scored 20 points in his first game.(P50)(4) While (he was) attending junior high, Spud tried out fo r the school team.(P50)2. T: The sentences above are all time clauses and today we’ll learn time clauses introduced by different conjunctions.Step 2 Pre sentation1. Show the following time clauses introduced by before, after, when while and etc..(1)When the weather is good, my grandpa likes going fishing.(2) The sun came out after th e storm stopped.(3) Close the windows before you leave the room, please.(4) While my sister was sweeping the floor, I was washing the dishes(5) You’ve been happy since I first met you.(6) Spud remained in another basketball league for about a year till/until the NBA took notice of him.(7) Until his dream came true, Spud never gave up.(8) As soon as you click the mouse, there’s a grea t deal of information.(9) He likes listening to music whenever he has time.2. Ask the students to read and translate them into Chinese, pay attention to the conjunctions.3. The teacher helps then to understand the uses and differences by explaining in Chinese.Step 3 Practice1. Finish the exercises on P54-56.2. Check the answers.Step 4 Homework1. 根据汉语提示完成英语句子。
牛津译林版英语九上Unit 4《Growing Up》(Study skills)教学设计
牛津译林版英语九上Unit 4《Growing Up》（Study skills）教学设计一. 教材分析《Growing Up》是牛津译林版英语九上Unit 4的一篇文章，主要讲述青少年在成长过程中面临的各种挑战和困惑。
通过分析教材，我们可以发现这篇文章主要围绕以下几个方面展开：1.青少年成长的烦恼：如与父母沟通困难、学业压力、朋友关系等问题。
2.青少年如何应对挑战：通过自我调整、寻求帮助、勇敢面对等方法。
3.成长过程中的积极变化：如独立思考、责任感增强、价值观形成等。
二. 学情分析九年级的学生已经具备一定的英语基础，能够理解和表达日常生活和成长过程中的相关话题。
但他们在阅读长篇文章时，可能会遇到生词和语法障碍，影响理解。
此外，部分学生可能对与父母、老师沟通存在抵触情绪，需要在教学中加以引导。
三. 教学目标1.知识目标：学生能够掌握文章中的关键词汇和语法结构，理解文章大意。
2.能力目标：学生能够运用所学知识，表达自己的成长经历和感悟。
3.情感目标：学生能够认识到成长过程中的挑战，学会与父母、老师沟通，积极面对困难。
四. 教学重难点1.重点：文章中涉及的关键词汇和语法结构。
2.难点：理解文章深层含义，学会与父母、老师沟通的方法。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
2.情境教学法：创设生活情境，引导学生运用所学知识进行交际。
3.情感教学法：关注学生情感需求，引导他们正确面对成长过程中的困难。
六. 教学准备1.教材：牛津译林版英语九上Unit 4《Growing Up》。
2.辅助材料：相关文章、图片、视频等。
3.教学设备：多媒体投影仪、计算机、音响等。
七. 教学过程1.导入（5分钟）利用图片和视频展示青少年成长过程中的烦恼，引导学生谈论自己的经历，激发兴趣。
2.呈现（10分钟）通过多媒体展示文章标题和关键词，让学生初步了解文章内容。
然后，分段落呈现文章，边呈现边讲解生词和语法。
牛津译林版英语九年级上册 Unit 4 《Growing up.》 教学设计3
牛津译林版英语九年级上册 Unit 4 《Growing up.》教学设计3一. 教材分析《Growing up》是牛津译林版英语九年级上册Unit 4的一篇课文，主要讲述了青少年在成长过程中面临的各种挑战和困扰，以及如何克服这些困难，学会独立和自主。
本节课文内容丰富，贴近学生的生活实际，有利于激发学生的学习兴趣和共鸣。
通过本课的学习，学生可以提高自己的阅读理解能力，学会用英语表达自己的观点和经历。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写简单的英语句子。
但他们在阅读理解、词汇积累和语法运用方面还存在一定的困难。
针对这一学情，教师在教学过程中应注重激发学生的学习兴趣，鼓励他们积极参与课堂活动，提高他们的阅读理解能力和英语素养。
三. 教学目标1.知识目标：–能够理解课文内容，掌握重点词汇和短语；–能够正确运用一般过去时表达自己的经历和感受。
2.能力目标：–提高学生的阅读理解能力；–培养学生的口语表达能力和写作能力。
3.情感目标：–引导学生正确面对成长过程中的困难，培养他们独立自主的品质；–增强学生的团队协作意识，提高他们的人际沟通能力。
四. 教学重难点•课文内容的理解；•重点词汇和短语的掌握。
•一般过去时的运用；•如何在阅读理解的基础上，用英语表达自己的观点和经历。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的参与度；2.情境教学法：创设真实的语境，让学生在实践中学会运用英语；3.合作学习法：引导学生进行小组讨论和交流，培养他们的团队协作能力。
六. 教学准备1.课文课件和教学素材；2.学生分组名单；3.教学评价工具。
七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生回顾上一节课的内容，为新课的学习做好铺垫；–利用图片或故事引起学生对成长过程中困难的关注，激发他们的学习兴趣。
2.呈现（10分钟）–教师通过课件展示课文内容，让学生整体感知文本；–引导学生关注课文中的重点词汇和短语，并进行解释和例句展示。
【配套K12】九年级英语上册 Unit 4 Growing up教案 (新版)牛津版
教学过程 Step1：Revision and lead-in Recall the contents of the articles by doing PartB3 on P53. After checking, read together. Step2：Learning and explanation Difficult points: sentences: 1. While attending Junior high, Spud tried out for the school team, but he was refused to play at first because he was too small. try out for sth.参加..的选拔 2. He did not lose heart. 泄气， 灰心 3. … and got the coach to change his mind. 使教练改变了主意。 4. Spud went on to become leader of the team. 斯伯德接着成为了球队的队长。 拓展：(1) go on to do sth “接着去做另一件事” eg. After reading the text, the students went on to do some exercises. (2) go on doing sth “继续做同一件事” eg.After a rest, we went on having our lessons. 练一练： That’s all for the text. Now let’s go on___________(learn) the grammar. 5.. There he led his team to the national championship. 在那儿，他带领他 的队伍取得了全国冠军。 Lead…to… “引导…通向…” 过去式led eg. The road will lead you to the seaside. 顺着这条路你就能到海边。 拓展：lead to “通向，导致” eg. His careless driving led to the traffic accident. 6. This brought him to the attention of North Carolina State University. 这 使他引起了北卡罗莱纳州立大学的注意。 bring sb to the attention “引起某人的注意” eg. The school nurse is the first one to bring health problem to the attention of parents. 拓展：pay attention to, 其中to 为介词，后接名词，代词或动名词。 eg. We have paid attention to _________(he). They paid attention to___________(watch) the scene. 教案试题
配套K12九年级英语上册 Unit 4 Growing up Grammar教案 (新版)牛津版
Unit 4一. Teaching objectives:1. To grasp the meaning of the key words , phrases and sentencesWord: againstPhrases: feel tired out become serious about basketballtake part in the Olympics…Sentences: Until his dream came true, Spud never g ave up….2. To learn and master the structure of time clauses introduced by ‘before,after, when, while’,‘since,till, until’and ‘as soon as, whenever’.3. To learn how to use the conjunctions, such as ‘before,after, when, while…’4.To be able to describe one’s growth with the conjunctions.二. Teaching difficulty and importance:1. To learn and grasp the structure of time clauses introduced by ‘before, after, when, while’…2. To be able to describe one’s growth with the conjunctions.三.Teaching methodTask –based Approach四.Teaching aidsInteractive electronic whiteboard.五.Teaching proceduresStep One: Lead in.Present the following sentences and ask the students to find out the common point.1. He remained there for about a year before the NBA took notice of him.(P51)2. After he graduated, he was forced to play in another basketball league.(P51)3. When he finally got the chance, he scored 20 points in his first game.(P50)4. While (he was) attending junior high, Spud tried out for the school team.(P50)5. Sometimes we forget when we should stop. (P37)6. It can cheer you up when you are feeling sad. (P23)7. Outside, people were running in all directions while pieces of glass and bricks were falling down.(牛津八年级上U8)8. Timmy was trapped in a dark place after the earthquake stopped.(牛津八年级上U8)设计意图：对于所学新知，由旧带新，帮助学生回忆，直切主题。
牛津译林版英语九上Unit 4《Growing Up》(task)教学设计
牛津译林版英语九上Unit 4《Growing Up》（task）教学设计一. 教材分析牛津译林版英语九上Unit 4《Growing Up》主要讨论成长过程中的变化和挑战。
本单元包括两个阅读文本，多个语法点，以及相关的语言技能训练。
通过本单元的学习，学生将能够更好地理解成长的过程，以及如何面对成长中的困难。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语语法和词汇。
但是，对于一些复杂的语法结构和词汇，他们可能还需要进一步的讲解和练习。
此外，学生在学习过程中可能存在一些问题，如阅读理解能力不强，写作能力欠佳等。
三. 教学目标1.学生能够掌握本单元的相关词汇和语法结构。
2.学生能够理解并运用本单元所学知识进行日常交流。
3.学生能够通过阅读和写作，表达自己的观点和感受。
四. 教学重难点1.重点：本单元的词汇和语法结构。
2.难点：如何运用所学知识进行阅读理解和写作表达。
五. 教学方法1.任务驱动法：通过完成各种任务，激发学生的学习兴趣，提高他们的学习积极性。
2.情境教学法：通过设置各种情境，让学生在实际语境中学习和运用英语。
3.合作学习法：通过小组合作，培养学生的团队精神和沟通能力。
六. 教学准备1.教师准备教材、教案、课件等教学资源。
2.学生准备课本、笔记本等学习用品。
七. 教学过程1.导入（5分钟）通过提问方式引导学生回顾成长过程中的变化和挑战，激发学生的学习兴趣。
2.呈现（10分钟）教师展示本节课的主要内容，包括词汇和语法结构，让学生初步感知和理解。
3.操练（15分钟）学生分组进行对话练习，运用所学知识进行交流。
教师巡回指导，纠正发音和语法错误。
4.巩固（10分钟）学生完成一些相关的练习题，巩固所学知识。
教师及时批改和反馈，帮助学生纠正错误。
5.拓展（10分钟）学生阅读本单元的阅读文本，理解文本内容，并进行讨论。
教师引导学生表达自己的观点和感受。
6.小结（5分钟）教师对本节课的主要内容进行总结，强调重点和难点。
牛津译林版九年级上册Unit 4《Growing up》教学设计1
牛津译林版九年级上册Unit 4《Growing up》教学设计1一. 教材分析《Growing up》选自牛津译林版九年级上册Unit 4，本课主要讨论成长过程中的变化和挑战。
通过本课的学习，学生能够掌握描述个人变化和面对挑战的词汇和句型，提高运用英语进行交流的能力。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备一定的英语基础，能够听、说、读、写简单的英语句子。
但部分学生在口语表达和写作方面还存在困难，需要教师给予更多的关注和指导。
此外，学生对本课主题较为熟悉，有利于课堂活动的开展。
三. 教学目标1.知识目标：–掌握描述个人变化和面对挑战的词汇和句型；–学会正确使用一般过去时态。
2.能力目标：–能够用英语描述自己的成长过程和面对的挑战；–提高合作学习和独立思考的能力。
3.情感目标：–培养学生积极面对挑战、勇于成长的意识；–增强学生对英语学习的兴趣。
四. 教学重难点•描述个人变化和面对挑战的词汇和句型；•一般过去时态的运用。
•运用所学词汇和句型准确表达自己的成长过程；•正确使用一般过去时态描述过去的事情。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度；2.合作学习：鼓励学生相互讨论、交流，培养学生的团队协作能力；3.情境教学法：创设贴近生活的情境，帮助学生更好地理解和运用所学知识；4.语法翻转教学法：在学生充分理解语境的基础上，引导学生发现和总结语法规则。
六. 教学准备1.教学课件：制作与本课主题相关的课件，辅助教学；2.教材：牛津译林版九年级上册Unit 4；3.图片：准备与成长过程相关的人物图片，用于激发学生兴趣；4.录音设备：用于播放听力材料。
七. 教学过程1.导入（5分钟）–利用图片引入主题，引导学生谈论成长过程中的变化和挑战；–教师简要介绍本课内容，激发学生兴趣。
2.呈现（10分钟）–展示教材中的对话，让学生听懂大意；–引导学生关注对话中的人物变化和面对的挑战；–板书关键词汇和句型，方便学生理解和记忆。
牛津译林版九年级上册Unit 4《Growing up》教学设计2
牛津译林版九年级上册Unit 4《Growing up》教学设计2一. 教材分析《Growing up》是牛津译林版九年级上册Unit 4的一篇课文，主要讲述了成长过程中的喜怒哀乐，以及如何面对挫折和困难。
本文通过讲述作者的亲身经历，让学生了解成长过程中的种种经历，并学会如何处理人际关系，培养积极向上的心态。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用简单的英语句子。
但他们在阅读长篇文章时，可能会遇到一些生词和短语，影响理解。
此外，部分学生可能在表达自己的观点时，词汇量和语法运用还不够熟练。
因此，在教学过程中，需要帮助学生理解课文内容，引导学生运用所学知识进行口语表达。
三. 教学目标1.知识目标：让学生掌握课文中的生词、短语和句型，能够熟练运用。
2.能力目标：提高学生的阅读理解能力，能够概括课文大意。
3.情感目标：培养学生积极面对困难，勇敢成长的心态。
四. 教学重难点1.重点：课文中的生词、短语和句型。
2.难点：课文的理解和情感态度的把握。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.情境教学法：创设生活情境，让学生在真实的环境中运用所学知识。
3.情感教学法：引导学生关注课文中的情感线索，培养积极向上的心态。
六. 教学准备1.教材：牛津译林版九年级上册Unit 4《Growing up》2.多媒体设备：电脑、投影仪、音响等3.教学辅助材料：生词卡片、PPT课件等七. 教学过程1.导入（5分钟）利用PPT展示一些成长过程中的图片，如学习、交友、参加活动等，引导学生谈论自己的成长经历，激发学生的学习兴趣。
2.呈现（10分钟）让学生阅读课文，边读边找出课文中的生词和短语，并试着理解课文大意。
教师辅助解答生词和短语，帮助学生理解课文内容。
3.操练（10分钟）根据课文内容，设计一些情景对话，让学生分组进行角色扮演，运用课文中的句型和短语进行交流。
牛津译林版英语九年级上册 Unit 4 《Growing up.》 教学设计5
牛津译林版英语九年级上册 Unit 4 《Growing up.》教学设计5一. 教材分析《Growing up》是牛津译林版英语九年级上册Unit 4的教学内容，本节课主要讲述了青少年成长过程中面临的各种挑战以及如何应对这些挑战。
教材通过丰富的情境和真实的案例，引导学生学会独立思考，培养他们面对困难的勇气和信心。
本节课的教学内容分为三个部分：听力、口语和阅读理解。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够运用英语进行简单的交流。
但是，他们在词汇量和语法知识方面还存在一定的不足，需要通过大量的练习来提高。
此外，学生对于成长过程中的挑战可能有自己独特的见解，教师在教学中应充分尊重学生的观点，激发他们的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握本节课的重点词汇和语法知识，正确运用一般现在时描述自己的日常生活。
2.能力目标：学生能够通过听力、口语和阅读练习，提高自己的英语应用能力。
3.情感目标：学生能够学会面对成长过程中的挑战，培养自信、勇敢的品质。
四. 教学重难点1.重点：一般现在时的运用、成长过程中的挑战及应对策略。
2.难点：一般现在时的句子结构、情态动词的辨析及应用。
五. 教学方法1.情境教学法：通过设置各种情境，让学生在实际语境中学习英语，提高他们的语言运用能力。
2.任务型教学法：引导学生参与各种任务，培养他们的合作意识和团队精神。
3.启发式教学法：教师引导学生思考，激发他们的学习兴趣和求知欲。
六. 教学准备1.教师准备：提前准备好教学课件、听力材料、阅读文章等相关教学资源。
2.学生准备：预习本节课的内容，完成相关的预习任务。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾上一节课的内容，激发学生的学习兴趣。
2.呈现（10分钟）教师展示本节课的教学内容，引导学生关注成长过程中的挑战及应对策略。
3.操练（15分钟）教师学生进行听力练习，让学生在实际语境中运用一般现在时。
【配套K12】九年级英语上册 Unit 4 Growing up Task教案 (新版)牛津版
Unit 4Teaching aims: 1. To learn how to describe a person and his deeds2. To write a short passage about a person who influences you most Teaching points: Some phases like : in one’s fifties , to one’s surprise , donate blood, have a heart full of loveTeaching method: Task-based teaching approachTeaching procedures:Step 1: Presentation1.T: In U4, we’ve learnt about Spud Webb , Yao Ming and Anne Frank. They’veinfluenced us more or less.T: Who is the person influenced you most? What characteristics do they have?(设计意图：小讨论，让学生有话题可说，提高兴趣，并引入生词)unusual cell cancer surprise to one’s surprise research death2. Mr Wu is asking each of the Class 1, Grade 9 students to write about the personwho has influenced him or her most. He shows them an article. Listen to it and answer the following questions. （插入素材）（插入录音材料，让学生在阅读下面的问题之后，带着问题听录音）*Who has influenced the author most?Her father.* How old is her father?He is in his fifties.* What is her father like?He is kind and helpful.* What has her father done since 1990?He has donated blood many times.* What surprised the author?Her father has decided to donate his body for medical research after his death.* What does the author realize now?She realizes that her father has a heart full of love.(淡入)（答案部分的内容点击后呈现）Step 2: Practise1. Read the article and tell the main points about the author’s father.a person who has influenced me mostWhoWhat does he/she look likeWhat has he/she doneWhat is special about him/herWhat do you think of him/her2. Look through the article again and underline some useful expressions:… is the person who has influenced me most.… is in his/her twenties/ thirties/ forties/…You will not find anything unusual about him/her until…… has always been kind/ helpful/…To my surprise, …When I was a little girl/boy, I could not understand…Now I realize that…3. You want to write about a person who has influenced you most. Prepare somenotes first. Write the answers to the following questions. (设计意图：写作前小组讨论，为下一步写作做准备)1. Who has influenced you most in your life?__________________________________2. What does he/she look like?_________________________________3. What is special about him/her?_________________________________4. What has he/she done?_________________________________5. What do you think of him/her?_________________________________Step 3：Write about the person who has influenced you most. Use the article on page60 as a model.How to begin the letter (introduction)★Useful words and sentences: （屏幕遮盖，隐藏）（设计意图：学生写作文之前，让学生讨论出有助于写作的句型结构，先隐藏遮盖，点击后在展示）……Useful words and sentences:… is the person who has influenced me most---is in his / her twenties / thirties / forties---You will not find anything unusual about him / her until---has always been kind / helpful / ---To my surprise , ---When I was a little girl / boy , I could not understand---Now I realize that ---Step 4 : Share their short passages in their groups , try to find the mistakes and then try to correct the mistakes in their groups . Then choose the best one in the group and show them to the whole class. (用实物投影学生的作文，互相讨论欣赏)Step 5 : Language points1. My father is in his fifties.in one s fifties 在五十多岁时（fifties 前可插入 early, late, mid-, middle）类似表达：in one’s teens/ twenties/ thirties/ forties/…她有二十五、六岁。
教育最新K12九年级英语上册 Unit 4 Growing up Reading 2教案 (新版)牛津版
Unit 4一. Teaching objectives1. To master the usage of key words, phrases and sentencesWords: junior\ score\ senior\stand\ leader\ name\ university\ simply\college\ national\ Champion ship\ succeed\although\ force\remain\ prove\ matter\ achievement;Phrases: try out for sth \ lose heart\ score 20 points\ change one’s mind\ become leader of the team\ succeed in doing sth\ take notice of sth\havemany great achievements\ never give upSentences:①While attending junior high, Spud tried out for the school team, but he was refused to play at first because he was too small.②He practiced even harder and got the coach to change his mind.③As a result, he succeed in getting a scholarship.④Through hard work, Spud Webb proved that size and body type doesnot matter---you can do almost anything if you never give up.……2.To learn the spirit of not giving up二. Teaching importance and difficulty1. To master the usage of key words ,phrases and sentences;2. To use the key words and phrases to talk about Webb’s growing up三.Teaching methodTask –based Approach四.Teaching aidInteractive Multimedia Teaching五.Teaching proceduresStep1: Revision（复习学生能自主掌握的短语）A: Translation（中英文互换显示，将短语中的中文和英文分别设置成合适的颜色，由学生拖动每组词语，实现在左侧区域只显示其英文、在右侧区域只显示其中文的效果）1.try out for2.be refused to play3.lose heart4.because of his weight5.practice even hard6.invite him to play basketball7.decide to play8.the attention of9.as a result10.succeed in getting a scholarship11.be not interested in12.more than 20cm taller than13.be forced to play14.take notice of15.many great achievements16.his proudest moment17.through hard work18.never give upB: True or False（复习Reading第一课时所学内容）1. Spud Webb was born in Africa. He went to the USA to play basketball in 1963.(F)2. He became the star of the school basketball team after he played well in hisfirst game.(T)3. Although he practised much harder in high school, he wasn’t the leader ofthe team. (F)4. Because he was named Player of the Year in Texas, he was invited to TexasUniversity to play basketball after high school. (F)5. Most NBA players were over 190 cm while Spud Webb was only about 170 cm. (T) Step2:language points（白板设计画线部分，可让同学单个或集体口头训练，也可以让同学到台前用笔操作）1. While attending junior high, Spud tried out for the school team, but he was refused to play at first because he was too small.在读初中期间，斯伯德参加校队选拔。
配套K12九年级英语上册 Unit 4 Growing up Study skills教案2 (新版
Unit 4Analysis of teaching material:The theme of this lesson is to enable students to guess the meaning of a word by its formation. The students should know three ways of word formation, namely suffix, prefix and compounding and how to guess the meanings of words formed by suffix, prefix and compounding. Therefore, students will have a better handling at the new words during their reading.Teaching aims:By the end of the lesson, the students will be able to●Know three ways of word formation, namely suffix, prefix and compounding.●Master the rules of suffix, prefix and compounding.●Know how to guess the meanings of new words formed by suffix, prefix andcompounding.●Improve their reading abilities, especially the ability to handle new words.Teaching emphasis and difficulties:1. Help students know three ways of word formation, namely suffix, prefix and compounding and the rules.2. Help students know how to guess the meanings of new words formed by suffix, prefix and compounding during reading.Teaching procedures:Step 1 Introduction1. Video: Enjoy a video about the film Stand By Me.Have students enjoy the video and know the main characters of the video. 【Purpose】Arouse students interest and lead the students to the background of our lesson and know the main characters who are Doraemon and Nobi .2. Read the introduction of Nobi and finish the exercise.Exercise:(1)What does “doze off” mean?A.打瞌睡B. 插嘴C.上课走神(2)Why is Nobi always late for school?Late internal cause 1.2.3. unable to sleep at nightexternal cause 1.【Purpose】The story is about the basic information of Nobi. After reading the story, students will have a better understanding of Nobi.(3)Teacher: From the chart, we know that the external cause of Nobi’slateness is that he lives in the…Students: countryside【Purpose】Use the word countryside to lead students to compound words.Step 2 Compounding1. Have students think about the rules of compound words and also how to guess the meanings of compound words.【Purpose】Students will know the rules of compound words and how to guess the meanings.2. Guess the meanings of some compound words and fill the words into the story. 【Purpose】This step is designed to check whether students have master the rules of compounding. Students are required to guess the meanings of these compound words first and then practise their reading skills.3. Question: From Nobi’s grandson, what do we know about Nobi’s future life? Answer: He will have an unlucky life.【Purpose】Use the word unlucky to lead students to prefix.Step 3 Prefix1. Have students think about the rules of prefix and also how to guess the meanings of words formed by prefix.【Purpose】Students will know the rules of prefix and how to guess the meanings.2. Let students think about more prefixes and give students a table as supplement.3. Finish Nobi’s We-chat with Linda.【Purpose】This step is designed to check whether students have master the rules of prefix. Students are required to finish the We-chat conversation by using prefix.4. Question: How does Nobi think that Doraemon is willing to help him to change for the better?Answer: It is such luckiness that he is willing to help me to change for the better.【Purpose】Use the word luckiness to lead students to prefix.Step 4 Suffix1. Have students think about the rules of suffix and also how to guess the meanings of words formed by suffix.【Purpose】Students will know the rules of suffix and how to guess the meanings.2. Let students think about more suffixes and give students a table as supplement.3. Read Doraemon’s impression of Nobi and match the meanings with the words in pairs.【Purpose】This step is designed to check whether students have master the rules of suffixes.Step 4 Consolidation1. Have students think about the three ways of word formation and the respective rules.【Purpose】Students will have a short review of word formation.2. Finish Exercise 1 guess the Chinese meanings of these words by word formation.【Purpose】Students will use the rules to guess the meanings.3. Finish Exercise 2 match the words with its meanings and Exercise 3 multiple choice questions.【Purpose】Skimming skill is widely used in reading. After skimming, students will get the main idea of the passage. This step is designed to enable students use the skills of skimming and guessing the meanings of new words by word formation together to have a basic understanding of the passage.4. Finish Exercise 4 translate the two sentences into Chinese and Exercise 5 answer two questions.【Purpose】Students will use scanning skills to have a detailed understanding of the passage. What’s more, the guessing skills will be required to guess the meanings of words to sentences.HomeworkRead an article from Nobi’s best-seller Better to Give or Receive, and then finish the exercises.【Purpose】Practise students reading skills of guessing the meanings of words by word formation further.Blackboard Design9A Unit4 Study skillsCompounding: A + B = C word formation Prefix： prefix+ root word A= B prefix:Suffix: root word A+ suffix=B suffix:。
九年级英语上册《Unit 4 Growing up Study skills》教案 (新版)牛津版
Unit4 Growing upStudy skillsTeaching goals:1. 能够掌握基本的构词法来猜单词的意思。
2. 能够在阅读中使用通过构词法猜词义这一阅读技巧提高自己的阅读能力。
Important and difficult points:掌握阅读技巧培养和提高学生的阅读理解能力。
Teaching procedures:Step 1 Revision and lead-inAsk a student to tell the others as much as possible about Anne F rank and her book. Step 2 Presentation1. T: Now Millie has found more about Anne Frank and her boo k—A Diary of a Young Girl. But there are some new words in a paragraph. I believe you can work them out. Now let’s read it and try to help her guess their meanings.2. Ask two students to tell their answers and give short reasons one by one.3. Try to find out how they are formed, and sum up the rules with them.Step 3 Learning moreIn order that the students can grasp this skill—Guessing the meaning of a word by its formation, the teacher sums up Word Formation for t he students.Step 4 PracticeShow the following exercises and let the students finish them.Match the right words from the right column with the words on the left.( )1. enrich A. trying to fi nd jobs( )2. semicircle B. of, having, using imaginati on( )3. troublesome C. make or become sharp( )4. sharpen D. half a cir cle( )5. job-hunting E. causing trouble( )6. limitless F. make rich, improve in quality, flavor, etc.( )7. imaginative G. without limitStep 5 SummaryT: From the practice, we know when we deal with the problems in reading comprehension, we can use Word Formation to help us, but the ccontext is also very important.Step 6 Homework1. Go over wh at they’ve learned in this unit.2. Prepare some notes about the person who has influenced them most by answering the questions in Part B on Page 61.【Tea ching reflection】。
九年级英语上册 Unit 4 Growing up Task教案 (新版)牛津版
Task教学目标1. 能够掌握本课出现的重点单词和短语。
2. 能够运用本单元所学相关词汇和句型写作对自己成长影响最大的一个人。
3. 能够在阅读和写作中体会和学习人物的美好品质。
教学重点1. 掌握新单词和短语：unusual, cell, cancer, to one’s surprise, research, in his fifties, someone in need, blood cells, medical research, a heart full of love。
2. 学习新句型：My father is in his fifties.Whenever he has some money, he gives it to someone in need.To my surprise, he has decided to donate his body for medical research after his death. 教学难点写作对自己成长影响最大的一个人。
教学准备 PPT，投影仪教学过程Step 1 Revision and lead-inT: I think you learn more about the world from the people around you like your parents, relatives, teachers, friends and so on. And they have influenced you. Who is the person that has influenced you most? Today your task is to write the person that has influenced you most.Step 2 Reading1. T: Maybe you have difficulty finishing the task. It doesn’t matter. Here’s a good example. Now let’s read the article in Part A, and try to answer the following questions.(1) How old is the writer’s father?(2) What’s her father like?(3) What is special about her father?(4) What has happened to her father?(5) What does the writer think of her father?2. Check the answers.3. Play the tape and let the students read after it.4. Read the article by themselves, and underline some sentences they like or they can use in their writing.Step 3 Writing1. Answer the questions in Part B and try to add more information.2. Write their own article alone.3. Ask some students to share their articles in class.Step 4 Homework1. Correct their own articles.2. Memorize some important words, phrases and sentences in this unit.。
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2.lead v. _________ n
3.nation n. ________ adj
4.surprise n. _______adj__________adj
2. Let’s have a dictation
Demand: write them by yourself
Pay attention to your handwriting
Check your answer
national, whenever, although, achievement, leader, against, university, simply, victory, unusual, research
Practice in class
完成《轻松作业本》110.五、六、八三大题
学生活动及设计意图
自主备课记录
板书
设计
教学
反思
教学
目标
完成英语周报第四单元的练习并讲解
重难点
按时完成并讲解
教学过程
I Learning aims:
完成英语周报第四单元的练习并讲解
II Presentation
Step 1独立完成报纸第九期第I,II, IV, VII
6-10 record, spirit, surprise, thoughts, Research
11-15.force, symbol, achievement, victory, matter,
16-20 against, simply, remain, career, University
3.transformer:
2.II Presentation
3.Step 1 Grammar
4.Look at your book and review the grammar by yourself. Think about the following questions
A.After, before, while, when，since，till，until是引导什么从句的？
5.one(基数词)___________(序数词)你还记得基数词变序数词的口诀么？
6.high adj. _______ n
Step 2. Practice in time
1.10分钟完成《作业本》P109-110三、四大题
Check your answers:
三、1-5 himself, worried, information ,first, height,
9. After hegraduated, he wasforced to play in anotherleagueandremained thereuntil /tillthe NBAtook notice ofhim.
10. He had many greatachievements, but hisproudest moment came in 1986. (achieve + ment)
学生活动
自主备课记录
板书
设计
教学
反思
教学
目标
背诵并会灵活运用教研室所给的四会句型。
重难点
重点：Understand the important sentences
难点：Use the important sentences correctly
教学过程
1.I Learning aims:
背诵并会灵活运用教研室所给的四会句型。
Growing Up
教学
目标
1.学生能够掌握重要的四会单词（英汉互译会默写）
2.能运用各种词性变 remember all the important words according their Chinese meanings
难点：students can use the correct form to do some exercises.
remain, force, spirit, thought,
graduate, prove, survive, admire, death,
practice in class
7分钟完成<轻松作业本>109页第2大题
三分钟核对答案
1-5 courage, leader, time, National, succeed,
要求：1、30分钟内独立完成报纸
2、禁止翻书
3、禁止交头接耳
Check your answers:
I. 1-5 CCBDA
6-10 ABDBA
11-15 ADBAA
II
1-5 ACDAC
6-10 BDCCD
11-15 BDDCB
IV
1-5 survive, spirit, against, stand record
6-10 death, achievements, to make, repaired saving
VII
1-5 unusual, born, bought, won, attention
6-10 place, successful, worried, exercising, part
II presentation
学生活动及设计意图
自主备课记录
板书
设计
教学
反思
13. Theysurvived the war and we alladmir ethem for theircourage. (courage – encourage).
14. Hecares for/aboutthe childrenwhohave lost their parents.(have lost是谓语动词形式，其前的who必是主语，这就构成了一个句子；而cares也是谓语动词形式，he cares部分也必然是句子。这两部分如 何组合？)
2. Hobo was asked not towake Eddie up.
3. Myrelativescanlearn aboutthe worldthroughthe Internetwhenevert hey want to.
4.As soon asyou click the mouse, there’sa great deal ofinformation.
7. However, nouniversitywould invite himalthoughhe had been named Player of the Year.
8. As a result, the leadersucceeded in leadinghis team to thenationalchampionship.
5. Spudtried out forthe school team and was refused, but he didn’tlose heart.
6. He practiced even harder and got thecoachtochange his mind.(ha rder若不用比较级，与什么不合？)
6-10 finally, best ,successful, lives, unhappier
四、1-5.has donated ,to hold, to be, repaired, were caught
6-10. was written, named made, broke, riding, has gone
B.你能说出他们的意思么？
C.When, while区别是什么？
5.practice in class
完成作业本P110五、1
六、1/4/12.
Answers:
6.Step two Read and Write
1.Now you have 10 minutes to remember all the important phrases and sentences. And then we will have a dictation. `1. You look worried.What’s up?
11. Through hard work, Spudproved that size and body type does notmatter.
12. The diarywas writtenby a girl andhas been translatedinto many languages since it was published.
15.To my surprise, he has decided to donate his body formedical researchafter hisdeath.(th是名词后缀，所以death是名词，die则是动词，dead是形容词。)
in his fifties
7.Let’s have a dictation
教学过程
Learning aim:
1.学生能够掌握重要的四会单词（英汉互译会默写）
2.能运用各种词性变形做题目
Step 1. presentation
1.10分钟复习第四单元四会单词，请注意以下单词的拼写
university, simply, national, although, achievement, against, victory, unusual, research