九年级上册《How do you study for a test》学案(人教版)
人教版九年级英语第一单元学案
人教版九年级英语第一单元学案Unit1 How do you study for a test?Section A一．学习目标:1．知识目标：Words and how to talk about how to study2．能力目标: Can use “verb+by +doing ”correctly3．情感目标：Studying makes a full man二．学习重点：The important words and grammar focus学习难点：-How do you study for a test ?-I study by…………三．学习过程:（一）预习导学：Tell the ways you study and learn the words in Section A.（二）自主学习：Listen to 1b and know about the ways of these students studying for a test. （三）合作探究：Discuss the study ways you know and learn the use of “by +n/doing”（四）梳理归纳：看1a--2c 完成下列英汉互译1、为考试而学习_____________________2、听录音带_________________________3、制作抽认卡________________________4、向老师请教________________________5、制作词汇表_______________________6、看英文录象__________________________7、和朋友练习对话___________________8、大声朗读练习发音____________________9、learn a lot that way ______________________10. improve my speaking skills ___________11. too hard to understand the voices_________四．典题赏析：例１、I study for a test by working with friends我通过和朋友一起学习来准备考试"by+n\doing\pron(代词）表示通过手段、方式或方法做…可以用来回答how引导的特殊疑问句。
九年级英语全册《Unit 1 How do you study for a test
姓名
学生编号
学案编号
班级
九年级
学科
英语
教材版本
人教版
学科导师
班主任
学科组长审核
授课时间
课题名称
预习九年级英语1单元
教学目标
能够掌握本单元的重点短语和语法
教学重点
本单元重点短语、语法的意义和运用
教学难点
语法的意义和运用
教学过程
4. Weget excited aboutsomething and thenend up speakingin Chinese.
5.Why don’t youjoin an English club to practice English.
6. Last year my English classwas difficult forme.
2.aloud, loud与loudly的用法三个词都与"大声"或"响亮"有关。
①aloud是副词,重点在出声能让人听见,但声音不一定很大,常用在读书或说话上。通常放在动词之后。aloud没有比较级形式。如: He read the story aloud to his son.他朗读那篇故事给他儿子听。
3.practice doing 练习做某事She oftenpractices speakingEnglish. 她经常练习说英语。
提建议的句子：
①Shall we/ I +dosth.?如：Shall we/ I go shopping?
②Why don’t you +dosth.?如：Why don’t you go shopping?
人教版九年级Unit1Howdoyoustudyforatest教案
Unit 1 How do you study for a test ?Teaching goals:语言知识目标：1．学会用by短语表达学习方法。
2．V ocabulary: flashcard , take notes ,frustrating ,memorize ,aloud ,comma ,make mistakes ,pronunciation ,be afraid of ,Why don’t you … ? 3．Pattern: How do you study for a test ?Well .I study by working with my classmates .Have you ever studied with a group ?Yes , I have .I’ve learned a lot that way .语言技能：学生能与同学们交流和讨论学习方法。
学习策略：使学生能根据自己的实际采用适当的学习方法，并形成个性化的学习。
文化意识：了解英美国家学生学习的主要方法。
情感态度：形成相互交流相互促进的学习氛围。
Important and difficult points :1.Functions: Talk about how to study .2.Structures: Verb + by with gerund .Teaching aids: tape and tape recorder, some flashcards .Period 1Teaching contents :SectionA 1a, 1b, 1c, 2a, 2b, 2c.Teaching procedures:Step 1 Leading in1.Greetings .2.Ask some students about their summer holidayStep 2 Pre-taskSB Page 2, 1a .1.Ask several students to tell you how they study for a test .Write theiranswers on the blackboard .2.Call some volunteers to read the phrases on Page 2 .Explain somethingabout the structures “verb + by with gerund ”.3.Read the phrases ,students repeat .Step 3 While-taskSB Page 2, 1b .Read the instructions to the students and make sure students know what to do .Then play recording and check the answers .SB Page 2 , 1c .1.First students work in pairs to talk about the picture .2.Then ask several pairs to present their dialogues .SB Page 3 , 2a & 2b .1.Read the instructions to students and ask some volunteers to read afteryou if necessary .2.Play the recording ,students finish the work .Check the answers .3.Ask some students to read the questions and answers in pairs .Step 4 Post-task1.In pairs ,students talk about how to study for several minutes .2.Ask some students how they study individually .3.SB Page 3 , 2c .Get students work in pairs .Ask a few pairs to presenttheir conversations .Step 5 Grammar FocusRead the questions and answers in the grammar box .Students repeat .Explain something about them if it is necessary .Step 6 Homework1. I study English （看英语杂志）.2. I study English (记流行歌曲歌词).3. I study English （加入英语俱乐部）.4. you , learn , by , do , English , aloud , reading5. can’t , new , words , lots of , I , memorize .教学后记：Period 2Teaching contents: Section A 3a , 3b , 4 , Section B 1a , 1b , 1c , 2a , 2b ,2c .Teaching procedures :Step 1 RevisionAsk some students how they study English ,get them to answer individually .Step 2 ReadingSB Page 4 , 3a .1.First ,ask one volunteer to read the article aloud to the class .2.Have students read through the passage one or two times and completethe chart on their own .3.Correct the answers .Step 3 PairworkSB Page 4 , 3b .1.Read the instructions to the class and ask a pair of students to practicethe sample conversation .2.Then in pairs ,have students make their own conversation according toactivity 3a .3.Ask some pairs to present their conversations .SB Page 4 , Part 4 .1.Ask students to check what they do to learn English in the chart .Thenget them to work in pairs to interview their partner .2.Call some pairs to act out their dialogues in front of the class .Step 4 PracticeSB Page 5 , 1a & 1b .1.Ask one student to read the sentences to the class .2.Then have students check the statements which are true for them andask them to add some other different things .3.Ask several students to write their lists on the blackboard and discussthem with the whole class .Step 5 ListeningSB Page 5 , 2a & 2b .1.Ask two students to read the challenges and solutions .Ifnecessary ,have students repeat after you .2.Play the recording two or three times ,let students listen and finish thework .3.Ask one student to have his/her answers with the class .4.Correct the answers .Step 6 PairworkSB Page 5 , 2c .In pairs ,students role play conversations using the information from activity 2a and 2b .Then ask some pairs to present their dialogue to the class .Step 7 HomeworkWrite an article to introduce how you study English .教学后记：Period 3Teaching contents: Section B 3a, 3b , 3c , 4 , selfcheck .Teaching procedures :Step 1 Revision1.Greetings .2.Check the homework .Step 2 ReadingSB Page 6 , 3a .1.Read the instructions and make sure students know what to do .2.Give students several minutes to read the article and finish the task .3.After students finished ,ask one student to write his/her answers on theblackboard.4.Correct the answers .5.Ask one volunteer to read the article aloud to the class ,offer assistanceif necessary .Step 3 WritingSB Page 6 , 3b .First ,have students finish the letter on their own ,while they are working ,walk around and give them some help .Then ask two students to read their letter aloud to the class .Finally answer some questions the students may have .Step 4 InterviewSB Page 6 ,Part 4 .1.Read the instructions and explain how to finish this task .2.Divide the class into groups of four. In each group ,each student takesturn interviewing the other students and take notes .3.Ask some groups to tell the class about their answers .Step 5 Self-checkSB Page 7 , Part 1 .1.Students finish it on their own first ,then check the answers with thewhole class .2.Ask some students to make their own sentences with these wordsorally .SB Page 7 , Part 2 .1.First ,read the instructions and explain something in the notes .2.Ask students to write an article .3.Ask someone to read his article to the class .Step 6 HomeworkSB Page 6 , 3c .Have students finish the article as their homework .教学后记：Period 4Teaching contents : Reading: How do you deal with our problems ? Teaching procedures :Step 1 Leading inAsk students to thing of some reading strategies they have learned before, and write down them on the blackboard .Step 2 Pre-taskSB Page 8 , Section 1 .1.Let students think of some problems they have had recently. Then inpairs, tell their partner how they dealt with them .2.In pairs, get students to look up the words in activity 1b .Step 3 While-taskSB Page 8 , Section 2 .1.Explain something about the learning strategy .2.Let the students scan the passage for main idea .3.Explain some phrases:deal with try one’s best to do sthbe angry with It’s our duty to do sthcomplain about compare … to …change … into … think aboutLet’s not worry about our problems,let’s face the challenges instead.4.Let students read the passage again ,this time read carefully .5.Ask some comprehension questions about the passage .Step 4 Post-taskSB Page 9, Section 3 .1. 3a .Students finish it first ,then check the answers with the whole class .2. 3b.Help students to finish the work .3. 3c.First let students do it on their own ,then check the answers .Step 5 HomeworkSB Page 9, Section 4 .1.First discuss it with the whole class ,then get the students to write ashort passage about the ways of dealing with problems .2.Have them write it on their exercise books .教学后记：Additional : some useful expressions in this unitmake mistakes 犯错，出错laugh at 嘲笑，取笑deal with 处理，应付not at all 根本不，一点也不be afraid of 害怕be afraid to 害怕，不敢take notes 做笔记，做记录be angry with 对…感到生气try one’s best to do sth 尽力做…Why don’t … ? 为什么不… worry about 担心complain about 抱怨，投诉change into 把…变成compare … to/with … 把…与…相比。
英语：Unit 1 How do you study for a test教案(人教新目标九年级)
Unit 1 How do you study for a test?Key words & phrase:flashcard, take notes, frustrating, memorize, aloud, comma, make mistake, pronunciation, be afraid to/of, by doing sth. deal /do with, ask the teacher for help/ask sb to do sth, read aloud, way to, first of all, begin with- end up, laugh at, one of n (pl.) decide to do sth., enjoy doing sth. What/How about doing sth. ? maybeWhy don’t you do sth.?How do you learn best? /1. Importance and difficulties: the prep: by2. “How”questions(1)greeting for example: How are you ? How’s everything going ?(2) comments of sth.or way of doing sth for example::1) How is your new house ? It’s great.2)How do you learn English ? I learn English by reading lots of English magazines.3) How did you come to school ? By bike/on footTeaching aim:1.let the students grasp the way to prepare a test by the practice of spoken English2.learn to make comments on the ways of learning English3.Find out your own difficulties in learning English4. Choose your suitable learning ways5. learn more new words of the “How do we deal with our problem”Functions: Talk about how to study.The first periodAim: words and dialogueContext: sectionATeaching steps:1.warm-upToday we will learn a new lesson “How do you study for a test”. First, I will ask you some question.Do you like test?No/yes. I don’t. I think most of you think the test is so difficult.2. Today we will talk about the ways.(用中文)How do you study for a test?I study by listening to cassetts. （听录音带）I study by studying with a group. （和小组一起学习）by watching English programs on TV. （看英语电视节目）by enjoying English songs. （听英文歌）by taking part in English classes after school . （上课外英语班）by getting an English tutor. （请英语家教）by reading English magazines and newspaper . （读英文杂志、报纸）by surfing the internet. （网上冲浪）by making flashcards. （制作单词认读卡片）by reading the textbook. （读教科书）by asking the teacher for help. （请教老师）by making vocabulary lists. （列单词表）by taking notes carefully . （认真记笔记）by having the English class carefully . （认真上课）by finishing my homework seriously . （认真完成作业）Do you learn English by …?（用一般疑问句）Yes , I do . / No , I don’t.Have you ever studied with a group ? （用完成时态）Yes , I have . I’ve learned a lot that way.What about listening to cassettes ? ［用what about ＋动名词提问］I do that sometimes. I think it helps.2.learn to make comments on the ways of learning EnglishI think studying English by …is…because…如：I think studying English by working with a group is a good way because you can ask others when you have questions.I think surfing the internet is a bad way because you have to use a computer and always waste your time.3.Consolidation and Extension: let the students make pairs to pratice4. Homework:1. Copy the new words and phases2. do exercises of the textbook (1.2) book p7.15.feedbackThe second periodContext: Section B and self checkAim: 1.Find out your own difficulties in learning English2. Choose your suitable learning ways3. self checkTeaching steps:1.Warm-upT: Do you think learning English is difficult ?S: Yes.T: Let’s make a list.2. Find out your own difficulties in learning EnglishI have a problem . I can’t remember the new words.I can’t get the pronunciation right.I can’t understand the words in magazines.I can’t understand spoken English .I always make mistakes in grammer.I read very slowly.I made mistakes in grammar.I don’t know how to speak English well.suggestion：You should read English aloud.Listening can help.Why don’t you join an English language club to practice speaking.Would you mind remembering new words by flashcards.Please try to talk with your friends in English as much as possible.这个句型较长是个复合句，出现了由because 引导的原因状语从句。
九年级英语《Unit 1 How do you study for a test 》教学设计及学案 人教新目标版
山东省邹平县实验中学九年级英语全册《Unit 1 How do you study fora test 》教学设计及学案人教新目标版本学期第课时本单元第课时上课日期：________主备人: 复备人：___________ 审核人：____________学习目标：1 记忆Unit1的词汇和短语；2．背诵4/6 页 3a 和8页重点句.教学过程一、先复习第1单元的单词和短语（5分钟）然后听写下列单词,做到汉英互译1. soft 2essay 3deal 4unless 5unfair 6solve 7regard 8duty 9easily10influence 11lose 12development 13friendship 14adult 15face 16soldier,17psychologist 18be angry with 19make up 20 try one’s best 21break off22.deal with 23 time goes by24.对、、、抱怨 25.学会忘记 26.把问题看做挑战抽查每组2号到黑板上写，听写完后立即改错二、复习课本内容，重点背诵下列句子，并能默写出英语（10）1我们大多数人也许曾经生过朋友、父母或老师的气。
2.我们能够通过学会忘记来解决问题。
3.作文年轻人，在老师们的帮助下尽我们最大努力应对教育上每一个挑战是我们的义务。
4.比较一下你自己和其他人，你就会发现你的问题并非那么可怕。
5.我在语法方面处错误。
6.我不知道如何使用逗号。
7.你为什么不加入一个英语俱乐部来练习讲英语。
三、同学互查，老师抽查并根据抽查情况适当点拨。
四、背诵4/6 页 3a 和8页Reading重点句.并准备检测五、检测题：1.It’s impolite to________those persons in trouble.A. laugh toB. laugh withC. laugh ofD. laugh at2.-He made much progress____ working with his friends.A. inB. withC. for D by3.---How about______in the river with us.-----Sorry, I can’t. My parents often tell me______that.A. swim; don’t toB. swim; to doC. swimming; not doD. swimming; not to do4.When we practice speaking English, we often end up_____in Chinese.A. to speakB. speakingC. spoken Dspeak5.The old lady didn’t know____ when the house caught fire.A. how to do B how to do it C. what to do D.what to do it.1. What about reading aloud to practice p__________(发音)?2. He finds watching movies f__________(令人沮丧) because the people speak tooquickly.3. I can’t p__________(读)some of the words.4. I make m__________(错误) in grammar.5. I couldn’t always make c__________( 完整的)sentences, either.6. This kind of paper feels very s__________(柔软)7. U__________(除非)we deal with our problems, we can easily become unhappy.8. It can also i__________(影响) the way we behave with our family.9. By r__________(把…视为)10. Education is an important part of our d__________(发展).11. It is our d__________(职责) to try our best to deal with each challenge in oureducation with the help of our teachers.1. He finds __________ movies __________. 他发现看电影很使人沮丧2. We get __________ about something and then ________ ________ ________ in Chinese.我们对某件事感到激动然后以说汉语结束3. What about __________ aloud ________ ____ ________?通过大声朗读练习发音怎么样？4. I was also ________ _____ speak in class, because I thought my classmates might________ _____ me. 我也害怕在课堂上说英语，因为我认为同学们可能会笑话我。
Unit 1 How do you study for a test(Period 3)教案(人教版九年级全册)
Period 31.Words and expressionsPronounces ,spoken , slowly, make mistakes ,comma ,challenge2.Key sentencesI can’t pronounce some of the words .Maybe you should join an English language club .Difficult and important pointsHow to deal with the difficulties in learning EnglishTeaching procedures and waysStep1 Lead-in1.We’ve learned many ways to learn English well .Do you think doing your homework is thebest way to learn English?2.Talk about the difficulties in learning English well .But we have many difficulties inlistening ,speaking ,reading and writing .Do you think so ?What things are difficult for you to learn English?Step2 Speaking (1a 1b)Ask the Ss to talk about the difficulties in learning English.S:I found it difficult for me to memorize the new words.Sometimes I don’t know the exact pronunciation of the new words.I don’t know how to memorize the new words .I don’t know how to use commas.疑问词+动词不定式做宾语I don’t know where to go.I don’t know when to go.Ex. 1. Could you tell me how I can get to the airport .Could you tell me _____ _______ _______ to the airport.2.Most families in Chinese now have only one child .Parents should teach them______others.A what to play withB when to get on withC which to play withD how to get on withStep3 Listening(2a 2b)Now we’re listening to Paul talking about his difficulties in learning English .Listen for the first time .make notes while listening .OK?Play the recording the first timeListen again and find out the answers to 2a and 2b .Play the tape again .then check the answers.Step4 Pairwork (2c)In the listening practice .Paul talks about the learning challenges and solutions .You may have difficult challenges in learning English .Can you tell me ?S: I don’t have enough time to speak English in class.S: Maybe you should use your free after class.S;I can’t understand what the teacher says in class.S;You should do a lot of listening practice .Ask the Ss to talk about in pairs.Focus:1.Make mistakesTom was so careless that he often made mistakes in the exam.2.practice doing somethingwe need practice writing English articles.后记：主要训练学生的听力，学生的听力需要加强。
九年级英语上册 Unit 1《How do you study for a test》教案 人教新目
Unit 1 How do you study for a test?I. Programs for the Unit1. Teaching Goals(1) In this unit, students learn to talk about how to study.(2) In this unit, students learn: V. + by + V.-ing2. Important words and expressionsflashcard, take notes, frustrating, memorize, aloud, ma, make mistakes, pronunciation, be afraid to, What about …? Why don’t you …?3. Target LanguageHow do you study for tests?Well, I study by working with my classmates.Have you ever studied with a group?Yes, I have, I’ve learned a lot that way.I don’t have a partner to practice English with.Maybe you should join an English club.Do you learn English by studying with a group?Yes, I do.II. Teaching TimeFour periodsPeriod 1Teaching Aims and Demands1. Knowledge and Ability Objects(1). Key vocabulary:flashcard, vocabulary, aloud, pronunciation(2). Key structures:How do you study for a test?I study by listening to tapes.How do you learn English?I learn by studying with a group.Do you learn English by reading aloud?Yes, I do.2. Teaching Difficulty3. Teaching AidsA tape recorderSome flashcards with the names of placesTeaching ProceduresStepI. Greetings and Lead-inT: Hello! Boys and girls. Nice to see you again.Ss: Hello! Miss Wu. Nice to see you, too.T: Do you have a happy summer vacation?Ss: Yes. Thank you.(Teacher shows a flashcard with the word Shanghai and asks one student.)T: Did you go to Shanghai for vacation?S: Yes, I did.T: What do you think of Shanghai?S: It’s very beautiful and modern.Teacher shows the others and teaches the word “flashcard” to the students. Step II. Language Study1. Teacher says to the students,I’m a teacher. I teach English by making flashcards. I think it’s a good way. And now, would you like to tell me how you study for a test?Teacher writes the pattern on the blackboard:-- How do you study for an English test?Students can tell their ways freely with the pattern. Make a list of their answers on the blackboard. Tea cher can teach “vocabulary” and “pronunciation” at the right time.2. Students make conversations based on the pattern.Step III. 1a1. T: You have so many good ways to study for the English test. And I think there are some other ways. Maybe they can help. So please open your books and turn to Page2. Let’s look at 1a. First try to understand the meaning of each way, and then check the ways you study for an English test.After checking, read the ways to the students and ask students to put up their hands to show which things they checked. Count the numbers.2. Ask students to write down other ways they study for an English test. Then ask some to read their ways to the class.Step IV. 1b1. T: There are three students in the pictures in 1a. Their names are Mei, Antonio and Pierre. They are talking about their ways to study for a test. Let’s listen to their conversation and write letters from the pictures.2. Students listen and write the letters for each one.3. Check the answers with the students.4. Read the sample answer to the class and ask students to say the other two. Step V. 1c Pair work1. Read the instructions and the conversation to the class, and then ask students to make similar conversations.2. Ask some pairs to present their conversations.Step VI. 2a1. Describe the picture and ask students what is happening.2. T: We’re going to listen to a conversation. In this conversation, a girl is talking about learning English. She is asking members of the English club some questions. Listen to the conversation and check the questions you hear.3. Listen and check.4. Listen again and check the answers with the students.Step VII. 2b1. T: Let’s listen to the conversation again and match each question in 1a with an answer below.2. Listen and match.3. Listen again and check the answers with the students.Step VIII. 2c Pair work1. Read the instructions to the class.2. Ask students to work in pairs.3. Ask several pairs to present their conversations.Step IX. SummaryAsk one or two students to tell what they learned in this class.Step X. HomeworkPeriod 2Teaching Aims and Demands1. Knowledge and Ability Objects(1). Key vocabulary:Specific, memorize, grammar, differently, frustrate, frustrating, quickly, excited, not at all, end up(2). Key structures:He thinks studying grammar is a great way to learn a language.We get excited about something and then end up speaking in Chinese.2. Teaching AidsA tape recorderTeaching ProceduresStepI. Greetings and Revision1. Greet the class and check the homework.Step II. 3a1. Teacher says to the students,We know there are many ways to learn. Do you know how you can learn best? There are some students. They are talking about their ways. Please look at 3a. Read the article and plete the chart below.2. Students read and plete the chart.3. Check the work.4. Students ask their questions about 3a.5. Listen to the tape and repeat 3a.Step III. 3b Pair work1. Read the instructions to the class.2. plete the conversation with the students.3. Ask students to work in pairs as they talk about how they like to learn English.4. Ask several pairs to present their conversations.Step IV. 4 Pair work1. Read the instructions to the class.2. Go through the chart.3. Give an example with a student and report the interview.4. Work in pairs and report their interviews.Step V. SummaryAsk a student to summarize what they learned in this class..Step VI. Homework1. Repeat 3a after the tape.2. Interview three students about their opinions about how to learn best, and write as a passage.3. Remember the words.Period 3Teaching Aims and Demands1. Knowledge and Ability Objects(1). Key vocabulary:pronounce, spoken, slowly, mistake, make mistakes, ma, challenge, solution, later on, realize, afraid, be afraid to, laugh at, plete, sentence, secret, learner, take notes, term, impress, trouble, fast(2). Key structures:I can’t understand spoken English.I don’t have a partner to practice English with.It wasn’t easy for me to understand the teacher when sh e talked to the class.2. Ability ObjectsTo train students’ listening and writing ability.3. Teaching AidsA tape recorderTeaching ProceduresStepI. Greetings and Lead-in1. T: I know most of you like English. But there are many difficulties in learning English. What things are difficult for you? Can you tell us? Maybe we can help youto get over them.2. Students say their difficulties and the others think out ways to solve them. Step II. 1a/1b1. Read the instructions to the class.2. Ask students to find ways to solve them.Step III. 2a1. T: There is a boy. His name is Paul. He has a difficult time in learning English. Now he is talking to his teacher about his problems. Let’s look at 2a. First read the items in the char and then we’ll listen to the tape. While you are listening, please check the learning challenges he talks about.2. Listen and check.3. Check the results with the students.Step IV. 2b1. T: Yes, Paul has so many challenges. But he has a good teacher. She gives Paul some suggest ions to solve the problems. Let’s listen to the conversation again. Look at 2b. Match the challenges in 2a with the solutions.2. Students listen and match.3. Check the work with the students.Step V. 2c Pair work1. Read the instructions and the conversation to the class, then ask students to make similar conversations.2. Ask some pairs to present their conversations.Step VI. 3a1. T: There is a girl. She is an English learner. At first her English isn’t so good, but now it’s better. Let’s look at 3a about how she learned to learn English.2. Focus students’ attention on the article and repeat after the tape.3. Say, Now read the article. Write if the statements are true or false.4. Check the work with the students.5. Students ask their difficult points on this article.Step VII. 3b1. Read the instructions to the class. Point to the blanks in the letter. Explain that they can look back 2b and then fill in the blanks in the letter.2. Do the first two fill-ins with the students and ask them to plete the letter. Move around seeing if they need any help.3. Ask two or three students to read their pleted letters to the class.Step VIII. SummaryAsk one or two students to tell what they learned in this class.Step IX. HomeworkDo 3c and 4.Remember the words on these pages.Preview the words on Page 7-9Period 4Teaching Aims and Demands1. Knowledge and Ability Objects(1). Key vocabulary:look up, soft, make up, essay, deal with, unless, unfair, solve, regard, duty, easily, influence, be angry with, go by, friendship, sole, disagreement, adult, try one’s best, unimportant, soldier, break off, psychologist(2). Key structures:Rich or poor, young or old, we all have problems.Time goes by.It is sour duty to try our best to deal with each challenge in our education with the help of our teachers.2. Ability ObjectsTo train students’ reading and writing ability.3. Teaching AidsA tape recorderTeaching ProceduresStepI. Greetings and Lead-in1. Check the homework.2. Read the new words and correct the pronunciation.Step II. Self Check1. Read the instructions to the class.2. Ask students to fill in the blanks on their own. They may need to use another form of the word.3. Check the answers with the students. Ask them to tell the reason they choose the word.Step III. Reading1. Section 1 1a.Read the instructions to the class and ask some students about their problems and how they dealt with them.。
九年级英语Howdoyoustudyforatest教案
九年级英语How do you study for a test 教案教学目标：1. 能够询问和描述他人是如何准备考试的。
2. 能够使用情态动词"can" 来表达能力。
3. 能够正确使用一般现在时来描述习惯性动作。
4. 能够听懂并能够运用目标句型进行实际交流。
教学内容：1. 词汇：method, strategy, usually, habit, practice, revision, test。
2. 句型：How do you study for a test? / Can you tell me how you usually study for a test? / What methods/strategies do you use? / I usually study / I can study 。
教学过程：一、导入（5分钟）1. 教师通过提问学生关于他们的学习方法来引入话题。
2. 引导学生讨论他们在准备考试时的习惯和方法。
二、新课呈现（15分钟）1. 教师展示一些关于学习方法的图片，并引导学生用英语描述这些方法。
2. 教师通过示例句子来引入目标句型"How do you study for a test?" 和"Can you tell me how you usually study for a test?"。
3. 学生跟读并模仿这些句子。
三、听力练习（15分钟）1. 教师播放一段对话，内容是关于两个学生在讨论他们的学习方法的。
2. 学生在听的要回答问题："How do they study for a test?" 和"Can they tell us how they usually study for a test?"。
3. 教师对学生的回答进行反馈。
四、小组活动（15分钟）1. 学生分成小组，互相询问并记录下彼此的学习方法。
英语Unit1Howdoyoustudyforatest分课时学案(人教新目标九年级)
Unit 1 How do you study for a test?第1课时Section A 1a-2c【教学目标】1.学会运用how来询问做事方式2.学会运用by+doing的结构表达做事方式3.引导学生在学习过程中重视学习方法【教学过程】一、自主学习（教师寄语：相信自己，一定能行！）Task1:Talk about how to study for the test1、完成下列短语和朋友一起学习 _____________ 制作抽认卡看课本__________制作词汇表 ________________听磁带________向老师寻求帮助 _____________2、理解下列对话，并利用上面词组练习：A：How do you study for a test? B：I study by working with a group.A：How does Bob study for a test? B：I study by marking flashcards.3 、听录音，完成1 bTask2: Talk about how to learn EnglishA: You did really well on the last English test, didn’t you, Mei?C: Yeah, I did OK.A: well, how did you study?C: By .A: Maybe I’l l try that. How did you study, Pierre?D: By . She was really happy I asked.A: That’s interesting., Antonio?E: I like to study by . But sometimes my mother thinks I’m listening to music. And then she gets mad.1、小组练习，利用下列句型谈论怎样学习英语.A：How do you learn English? B：I learn by ......A：Do you learn by.........? B：Yes,I do. /No, I don't.2、理解2a、2b中的句子，找出下列短语：看英文光碟和朋友连交际大声读___________________ 练习发音__________________________小组学习_______________________ 说的技能 _____________________ 做.........太难______________________________3、听录音，完成下面的对话。
Unit1Howdoyoustudyforatest学案(人教版九年级全册)(2)
班级：姓名：整洁：质量：Book 9Unit 1 How do you study for a test?复习导学案一：目标定位1．能写出本单元的常用词汇和重点短语2．能正确运用how来询问做事方式，运用by+doing的结构表达做事方式，3 能描述学习英语的方法，解决英语学习中的一些困难；学会解决生活的问题．二：自主复习1. by asking the teacher for help（P2）通过向老师寻求帮助(1)“ask+sb+for+名词”意为“向某人请求……”;“向某人要求……”。
They asked me for help.他们向我求助。
We asked our PE teacher for a football.我们请求体育老师给我们一个足球。
(2)by作介词时，后接动词-ing形式，这是中考的重点，大家可不要忘记啊！◎“通过……的方式”。
Mr Green makes a living by teaching.格林先生以教书为生。
◎“经过（某人/某物）”。
He went by the supermarket on his way to school.在去上学的路上，他经过那家超市。
◎“在……旁边，在……附近”。
Li Lei sits by my side in the classroom.在教室里，李雷坐在我的旁边。
◎“在……之前，不迟于……”。
I can finish doing my homework by six o’clock. 我能在6点之前做完作业。
◎表示交通方式，意为“乘……”。
I usually go to school by bike. 我通常骑自行车去上学。
特别提示by作副词时，相当于near，意为“靠近”。
The thief stole the money when no one was by.当旁边无人的时候，小偷偷走了钱。
短语链语◎by and by “不久”,“一会儿”。
九年级英语Unit1 How do you study for a test教案 人教新目标版 教案
2006年九年级英语Unit1 How do you study for a test教案Period 1教学目标1. Knowledge Objects(1)Key Vocabulary：flashcard (2)Target Language2. Ability Objects(1) Train students’ listening skill.(2) Train students’ municative petence.3. Moral ObjectStudying the right way is helpful, It helps you get good grades.教材分析1. Teaching key PointTarget Language2. Teaching Difficult PointsTrain students’ listening skill.Train students’ municative petence.实施教学过程设计Step Ⅰ GreetingsWele the students back to school and ask them if they had a good time during the summer holidays. Invite different students to describe what they did in the summer vacation.Step Ⅱ1aThis activity reviews earlier vocabulary and introduces some new words.Read the instructions to the class.Call students’ attention to the box. Read the list of ways of studying to the class.Then hold up a flashcard, a cassette, a shopping list and a textbook brought to class or point to the items in the illustration to show the meaning of each item.Please check the ways you usually study for an English test. While the students are doing this, write the list of ways of studying on the blackboard. After they have finished checking the ways, ask the students to look at the blackboard. Ask, who study by working with friends for an English test? Please raise your hands.Write the number of hands you see after by working with friends on the list. Repeat the same approach with the other ways of studying on the list. Then discuss which are the most popular and least popular ways of studying.Say, And now please add other ways you use sometimes. While the students are doing this, move around the room to offer language support as needed. Invite several students to read their ways to the class.Sample answers1. by joining a study group2. by practising conversations with my friends3. by reading aloud every morning4. by watching English-language TVNoteA flashcard is a piece of paper or card which students write a word on and useto memorize information.Step Ⅲ 1bThis activity provides students practice in understanding the target language in spoken conversation.Read the instructions to the class.Focus attention on the illustration. Point to the pictures labeled a,b and c and elicithow each student is studying. Then point to the pictures with names Mei, Antonio and Pierre underneath. Say, You will hear one conversation. You are asked to write the letter of each picture in front of the name of the person who studies that way.Point out the sample answer to the class.Call students attention to the speech bubble in the illustration. Say, Mei says, "I study by making flashcards. "so the answer to number 1 is a.Play the recording for the first time.Students only listen. Play the recording a second time. Students write in their answers. Check the answers with the whole class.Answers1. a2. c3. bStep Ⅳ1cThis activity gives students oral practice using the target language.Read the instructions to the class.Call students’ attention to the conversation in the box. Invi te a pair of students to read it to the class,S1: How do you study for a test?S2: I study by working with a group.Write it on the blackboard. Then demonstrate a new conversation with another student.T: How do you study for a test?S3: I study by making flashcards.Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then look at the other ways of studying in Activity 1 and ask your partner how he or she studies for a test.As students work, listen in on various pairs checking progress and helping with pronunciation as needed.After students have had a chance to practice several exchanges, ask pairs to e to the front of the room and act out their conversations.Step Ⅴ SummarySay, In this class, we’ve learned some key vocabulary words, such as flashcard, cassette. And we’ve also learned the target language How do you study for a test? Istudy by working with a group.Step Ⅵ HomeworkAsk students to interview students in other classes, family members, and friends to try to discover some new ways of studying that haven’t been introduced in the book or in class.教学反思Period 2教学目标1. Knowledge Objects(1) Key Vocabulary：aloud, pronunciation(2)Target Language2. Ability ObjectsTrain students’ listening skill and municative petence..3. Moral ObjectIf there is an English club in your school, join it to improve your English.教材分析1. Teaching Key PointsKey Vocabulary &Target LanguageStructure: verb + by with gerund.2. Teaching Difficult PointsWhat about…?verb + by with gerund实施教学过程设计StepⅠRevisionCheck homework. Invite different students to report their discovery of new ways of studying that haven’t been introduced in the book or in class.S1: My friend Peter likes to listen to music while he studies.S2: My father used to go to the library where it was very quiet.S3…Step Ⅱ2aThis activity provides listening practice using the target language.Call students’ attention to the picture.Ask, What do you think is happening?Who are they? Guide the students to say. They are members of an English club that meets after school once a week. They are talking about the ways to learn English.Point to the list of questions in the box.Get different students to read them to the class.Say, Listen to a conversation among the members of the English club. Check the questions you hear.Point out the sample answer.Play the recording for the first time.Students only listen. Play the recording again. This time students listen and check the questions they hear. Check the answers with the whole classAnswerschecked questions: 1,2,4,5NotesWhat about reading aloud to practice pronunciation? = Do you learn English by reading aloud to practice pronunciation?Write the sentences above on the black board.StepⅢ 2bThis activity provides listening practice using the target language.Point to the list of answers in the box.Get different students to read the answers to the class.Point to the checked questions in Activity 2a.Say, You are to listen to the same conversation again. This time write the letter of the correct answer after each question you checked in Activity 2a. Point out the sample answer. Play the recording again.Students write the letters in the blanks. If necessary, play the recording once more so that students have an opportunity to check their answers themselves. Check the answers with the whole class.Answers1. d2. b3. c4. aStep Ⅳ2cThis activity provides oral practice using the target language. Invite a pair of students to read the sample conversation to the class.SA: Have you ever studied with a group?SB: Yes, I have. I’ve learned a lot that way.Write the sample conversation on the blackboard.Read the instructions. Say, Make conversations using information from Activities 2a and 2b with a partner. As students work, move around the classroom listening in on various pairs so as to check progress and help with pronunciation as needed.After students have had a chance to practice several exchanges, ask pairs to e to the front of the room and act out their conversations.Step Ⅴ Grammar FocusInvite a pair of students to say the questions and answers to the class.Write the three sentences containing by doing on the blackboard.Ask students to look at the blackboard.Underline the words by listening, by studying and by reading aloud. Say, When you ask how to do something or to tell how you do something, you often use the word "by" followed by an-ing word.Write the following on the blackboard:learn new words, make a list,study for a test, ask the teacher for help Ask students to practice asking and answering questions using each pair of expressions.sample answersConversation 1A: How do you learn new words?B: I learn new words by making a list.StepⅥ SummarySay, In this class, we’ve learned the target language. Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. key vocabulary what about…? and the structure verb+by with gerundStep Ⅶ HomeworkAsk the students to write two sentences with what about… ? and two sentences with verb + by with gerund.教学反思Period 3教学目标1. Knowledge Objects(1) Key Vocabulary(2) Target Language2. Ability Objects(1) Train students’ integrating skills and ability of social practice3. Moral ObjectMaybe you find English frustrating sometimes. But do remember not to give it up.教材分析1. Teaching Key PointsListening, speaking, reading, and writing practice using the target language.2. Teaching Difficult PointTrain students’ integrating skills.实施教学过程设计Step I Revision(1) Revise the target language presented in previous classes by making up conversations.(2) Check homework. Get several students to read their sentences aloud to the class. Then collect the writing and write a ment on each paper before returning them.Show the key vocabulary words on the screen by a projector.specific adj. 明确的；详细而精确的memorize v.记忆；背诵grammar n. 语法；语法规则differently adv. 不同地；有区别地frustrate v.使失望；使沮丧；使厌烦frustrating adj.令人沮丧的；令人失望的Say the words and have the students repeat again and again until they can pronounce the words fluently and accurately.Step Ⅱ3aThis activity provides reading and writing practice using the target language Call attention to the article. Read it to the class or ask a student to read it instead. Point to the chart beneath the article. Explain to the students that they will read the article and then write in the chart the ways of learning English that are unsuccessful, OK and successful for the students Lillian Li. Wei Ming and Liu Chang. Point out the sample answer. Help the students find the information in the reading.Ask a student to read the sentence to the class: When we asked about studying grammar, she said, "I never study grammar. It’s too boring."Say, Read the article again arid plete the chart on your own. As students work, move around the classroom answering any questions they may have.Write the correct answers on the black board so that students can check the spelling and other details of their answers.AnswersOptional activityAsk students to create a chart like the one in Activity 3a on a sheet of paper. Thenhave students fill in the chart using information about their own ways of learning English. Encourage students to exchange their pleted charts with others in the class.A sample answerStep Ⅲ 3bThis activity provides oral practice using the target language. Read the instructionsto the class. Ask students to find partners and decide who is student A and who is student B.Point out the unpleted sample conversation. Invite two more advanced students to say and plete the sample conversation.SA: I’m doing a survey about learning English. Can I ask you some questions?SB: Sure.SA: Great! What’s your name?SB: Wei Ming.SA: And how do you learn English, Ming?SB: I think studying grammar is a great way.SA: Do you often watch English movies?SB: Yes, I do it sometimes. I can watch the actors say the words. But sometimes I find it frustrating because the people speak too quickly.SA: I hope that you can get good grades in English. Thank you very much for this interview. Goodbye.SB: You are wele. Bye.Ask students to make up conversations like the one above using information from Activity 3a.As they work. move around the room offering language support as needed. A few minutes later, change them round so that both students have the opportunity to interview the other.Ask several pairs of students to say their conversations to the class.Step Ⅳ Part 4 InterviewThis activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to the class. Focus attention on the chart. Get students to check what they do to learn English. You may wish to give an example from your own experience. Remind the students of the differences among often, sometimes and never. Invite a pair of students to say the sample conversation to the class.SA :Do you write vocabulary lists?SB :Oh, yes. I do it often.Write the conversation on the blackboard.Say, Work in pairs. Interview your partner and fill in the chart. As the students do this, walk around the room to make sure that they ask and answer questions in English and fill in the chart correctly.If time permits, ask a few students to tell the class about the partners they haveinterviewed.Answers to the chart will vary.StepⅥ SummarySay, In this class, we’ve learned some key vocabulary words and the target language. We’ve also done a lot of listening, speaking, reading and writing practice using the target language.Step Ⅶ Homework(1) Ask students to collect information and write an article about how to learn to do something new. The article may be about how to learn to swim, how to learn to play soccer and so forth.(2)Finish off the exercises on pages 1～2 of the workbook.教学反思Period 4教学目标1. Knowledge Objects(1) Key Vocabulary: ma, make mistakes, spoken, pronounce, slowly, challenge(2)Target Language2. Ability ObjectsTrain students’ writing skill.3. Moral ObjectWhen you have difficulty in doing something, you must make up your mind toovere it.教材分析1. Teaching Key PointsKey Vocabulary: ma, make mistakes, Why don’t you… ?Target LanguageI don’t have a partner to practice English with.Maybe you should join an English language club.2. Teaching Difficult PointTalk about how to solve the problems students meet with while learning English.实施教学过程设计Step Ⅰ Revision(1) Check homework. Get some students to read out their writings about how to do something new. Collect their writings and help correct any errors.Display the writings on the back wall of the classroom.(2)Brainstorm ways of learning English.Ask, How do you study for a test?Collect answers from students.S1 :I study by working with a group.S2 :I study by listening to cassettes.S3 : …Step Ⅱ1aThis activity reviews earlier vocabulary and introduces some new words.Read the instructions to the class. Call students’attention to the box. Read the list of problems students have when learning English to the class.Show students the meaning of each item.For example, pretend to misspell a word on the blackboard and then cross it out and misspell it again. In this way, students know the meaning of the sentence I can’t pronounce some of the words. Use the same approach to explain the meanings of the other items.Say, please check the statements that are true for you. While the students are doing this. write the list of problems on the blackboard. After they have finished checking the ways, ask students to look at the blackboard. Ask, Who has difficulty in pronouncing some of the words? Please raise your hands. Count how many students raise their hands and write the number after the sentence I can’t pronounce some of the words on the list. Repeat the same approach with the other ways of problems on the list.Then discuss which gives students the most trouble.Step Ⅲ 1bThis activity provides writing practice using the target language. Read the instructions to the students. Invite a student to read out the sample answer to the class.Say, And now please add other problems you sometimes have when learning English. While the students do this, walk around the room checking progress and offering help where necessary. Ask one or two students to write their answers on the blackboard. Help correct any errors.Choose the problems that many students have.Suggested answers1. I can’t understand grammar well.2. I can’t learn by listening to cassettes or watching TV.3. When I practice having conversations with my friends, I can’t help ending upwith my own language.Step Ⅳ2aThis activity gives students practice in understanding the target language in spoken conversation.Call attention to the picture. Ask, Who do you think the people are? Guide students to say, Paul and his teacher. Say, You are to listen to a conversation between them. Point to the list of challenges in the box.Set a time limit of one minute. Students read them through silently.Say, Some of the things are difficult for Paul. Listen to the conversation and check the learning challenges that Paul talks about. Point out the sample answer.Play the recording for the first time.Students only listen. Play the recording a second time. This time students listen and check the learning challenges Paul talks about.Check the answers with the whole class.AnswersChecked items: 1,2,3,5NoteChallenges = Problems In the USA,many people believe in the power of positive thinking. This is to say, when they have a problem or a difficulty, they use positive words to describe difficulty situations. Here, the word challenge is used instead of the word problem.Step Ⅴ 2bThis activity gives students practice in understanding the target language in spoken conversation.Point to the list of solutions in the box.Set a time limit of one minute. Students read them through silently.Point to the checked challenges in Activity 2a.Say, You will listen to the conversation again and write the number of each challenge in activity 2a in front of the correct solution in Activity 2b. Point out the sample answer.Play the recording again. Students write the numbers in the blanks.You may wish to play it once again so that students have an opportunity to check their answers themselves.Check the answersAnswersa. 2b. 5c. 1d. 3Step Ⅵ2cThis activity provides oral practice using the target language. Invite a pair of students to read the sample conversation to the class.SA:I don’t have a partner to practice English with.SB: Maybe you should join an English language club.Write the sample conversation on the blackboard.Read the instructions. Say, Please make conversations using information from the earlier activities in pairs. As students work, move around the room listening in on various pairs so that you can check progress and help with pronunciation as needed. After students have had a chance to practice several exchanges, ask pairs to e to the front of the classroom and say their conversations to the class.Step Ⅶ SummarySay. In this class, we’ve mainly talked about how to solve problems you meet with while learning English.Step Ⅷ HomeworkEach student chooses a way of learning English he/she thinks the most helpful.Then find a partner who is not successful in this method and teach him/her how to use the method effectively.教学反思Period 5教学目标1. Knowledge Objects(1)Key Vocabulary: later on, be afraid to, laugh at, take notes, enjoy doing, sentence, secret, learner, term, impress(2) Practice reading an article.(3) Practice writing something using the target language.2. Ability ObjectsTrain students’ reading skill and writing skill.教材分析1. Teaching Key PointsKey VocabularyReading an article.Writing something using the target language.2. Teaching Difficult PointWriting a letter using the target language.实施教学过程设计Step I RevisionCheck homework. See if students have taught their partners how to learn English effectively.T: Liu Chang. What’s your most helpful way of learning English?L: Listening to cassettes.T: Who did you teach to use the method?L: Wei Ming. I told him to listen to cassettes every day. Besides, I encouraged him to write down what he hears every time.T: Well done. Remember to encourage him not to give it up.L:OK.Say to the class, Check your partner’s progress regularly and offer as much help as you can.Show the key vocabulary words on the screen by a projector.Say the words and have students repeat after you again and again until they canpronounce the words fluently and accurately.Step Ⅱ3aThis activity provides reading practice using the target language.Call attention to the article. Read it to the class or have a student read it for you.Point to the statements in the box beneath the article. Explain to the class that they will read the article and then write T or F after each statement.Point out the sample answer. Help the students find the information in the reading and read the sentence to the class:She spoke too quickly. Ask students to do the activity individually. Walk around the room answering any questions students may have about the reading.Check the answers.Answers1. F2. F3. T4. T5. F6. T7. TAsk, Why are the false sentences false?Help students find relevant information in the reading.1. …, she(the teacher) spoke too quickly,…2. …I thought my classmates might laugh at me.3. I think that doing lots of listening practice is…Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Call attention to the letter and point out that it contains several blank lines. Read the letter to the class saying blank each time you e to a blank line.Say, Please plete the letter on your own. Remind students that they should look back at Activity 2b. As they work, move around the room offering help and answering questions as needed.Check the answers by having a student write his/her work on the blackboard.Help correct any errors. Answers to the letter will vary.Dear Wei Ming,I know it isn’t easy to learn English, but I have…, not every word. You also said that you often forgot a lot of new words. Well, try writing the new words in your notebook and studying them at home. That helps a lot. If you keep on doing this, you will get good grades in English.Your friend,Liu ChangStep Ⅳ3cThis activity provides writing practice using the target language.Read the instructions to the class. Demonstrate how to do the activity. Ask students to take turns suggesting things that have been the most helpful. Make a list of ideas on the blackboard.Say, Write an article about the things that have helped you the most. Use these suggestions on the blackboard with your own ideas to write your article. You may also use the article in Activity 3a as a model.As they begin to write, move around the room providing help as needed. It doesn’t matter whether they write only a sentence or a longer article. Ask students to read their letters to a partner.If there isn’t enough time for all the students to finish the letter, allow them to finish it after class.The answers will vary.Step Ⅴ Part 4 InterviewThis activity provides oral and writing practice using the target language.Read the instructions to the class. Focus attention on the chart. Set a time limit of one minute. Students read the headlines and the questions silently.Demonstrate how to fill in the information in the chart.T: Wei Ming, what isn’t easy about learning English?W: Grammar.T: What do you do about this?W: I take lots of grammar notes in class.T: What is your favourite way to learn more English?W: Listening to English songs.T: Thank you.W: You are wele.Ask students to interview three students and fill in the chart. As they work, move around the room to make sure students interview in English and know how to fill in the information in the chart. Get a couple of students to tell the class about one of the people they interviewed. For example, My friend Wei Ming thinks grammar isn’t easy for him. So he takes lots of notes in class. In his spare time, he likes listening to English songs.Answers to this activity will vary.Step Ⅵ SummarySay, In this class, we’ve mainly done much reading and writing practice.Step Ⅶ Homework(1) Finish off the article in Activity 3c.(2) Write about one of the people interviewed in Activity 4.教学反思Period 6教学目标1. Knowledge Objects(1) Key Vocabulary：native, 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.教材分析1. Teaching Key PointsFill in blanks and make sentences.Write an article using the target language.2. Teaching Difficult PointMake sentences using feel, spell, write down, join and find.实施教学过程设计Step 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 Ⅱ Part 1This activity provides a prehension 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 Ⅲ 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 plete 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.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the conversation. Ask, What is funny about this cartoon story? Help students to answer, The alien thinks he can learn English by eating an English book. Invite pairs of students to present this conversation to the rest of the class.Step Ⅴ SummarySay, In this class, we’ve reviewed some vocabulary words presented in the unit.And we’ve also made up sentences using some words.Step VI Homework(1) Review all the language points presented in this unit.(2) Finish off the exercises on pages 3～4 of the workbook.。
优品课件之九年级上册《How do you study for a test》学案(人教版)
九年级上册《How do you study for a test》学案（人教版）九年级上册《How do you study for a test》学案（人教版）学习目标 1．通过交流和表达，进一步掌握学习英语的技巧与方法。
2．掌握下列知识点：■重点词汇：f1ashcard，vocabulary，pronunciation，a1oud ■重点短语：①study for②makeflashcard③make vocabulary lists④ask the teacher for help ⑤read aloud ⑥study with a group ■重点句型：①How do you study for a test? ②What abou tlistening to tapes? ■语法：by+μing 的用法预习导学预习单词，完成下列各词。
1．抽认卡2．词汇 3．Aloud（近义词）4．发音（名词） 5．ever（反义词） 6．1isten（现在分词）7．study（过去分词）8．（如何）do you study for a test? 合作研讨一、重点单词与短语 1．pronunciation n．发音；发音法，其动词形式pronounce 【跟踪训练】（1）她认识很多法语单词，但发音不正确。
She knows a lot of French；words，but them incorrectl. 2．Aloud adv．出声地；大声地例如：read aloud大声朗读【辨析】aloud ／loud／loudly aloud出声地；大声地。
常与read，cail等动词连用，loud高声地；大声地；喧闹地。
常用于talk，speak等动词之后； loudly高声地；喧闹地。
一般可以和10ud互换，但含有“吵闹”的意思。
【跟踪训练】（2）老师要求我大声朗读课文。
The teacher asked me to the text . （3）请大声点说，以便我能听清楚。
九年级英语上册 Unit 1《How do you study for a test》导学案(1) 人教新目标版
3.写出下列短语
①玩得开心________________________②加入英语俱乐部____________________
---I learn it by watching English movies.
4.看短语找规律：
by working with friends,
by making flashcards
by listening to tapes
我能归纳：by+_____________,表示通过……干……
5.难句突破：
3.掌握学好英语的几种方法.
快乐自学
1.I can read:在教材P4找到学习目标1中的生词和短语，大声朗读并理解记忆，然后完成下列练习：
memory(动词) ____________difference(副词) ____________quick (副词) ____________
keep an English notebook____________ 看英语杂志________________________
学习语法________________________结束____________
发现看电影令人沮丧 ________________________
2.I can answer:快速阅读课文3a，简要回答下列问题：
⑴Did Lillian study grammar?
⑵How long has Wei Ming been learning
④Do you usually practice ___________(play)the guitar?
⑤It’s too hard for me to __________ (understand)him
九年级英语 Unit 1 How do you study for a test教案 人教新目标版
The Teaching Plan for “Unit 1 How do you study for a test?”I. Analysis of the teaching materialThe content of this lesson is adopted from Go for it Book III Unit1. The topic of this unit is about learning how to study things. By reviewing this unit, students will be able to master the key vocabulary words and sentence patterns of this unit, and they’ll be better to talk about various learning ways, problems in learning, asking for and giving advice, and comments on ways of learning. Obviously, the topic of this unit is related closely to students' actual life, so it will raise students learning interest. They have a great desire to talk about the problems they met in learning English and they wish to solve these problems. So we can provide situations for students to exchange ideas in the process of study and help them find the most suitable ways to improve their English. It will also cultivate students’ ability of using English to solve the practical problems. Besides, students will learn to regard problems as challenges and try their best to find ways to solve them.According to English syllabus, new curriculum standards and the type of the lesson---- revision, I will use “English learning” as a clue to review the key vocabulary and sentence patterns. Wilki ngs, a great linguist once said, “Without grammar, very little can be conveyed. Without vocabulary, nothing can be conveyed.” So, in this lesson, I lay great emphasis on the review of vocabulary. As words are used in sentences, I will review the key words and phrases in the sentences or contexts. Generally speaking, I’ll review the unit from the following four parts: ways of learning, problems, advice and comments. The four parts connect to each other closely and the topics are from easy to difficult. On the other hand, the four parts involve the main sentence patterns and key vocabulary students must master in this unit. By reviewing the unit like this, at the end of the lesson, students are expected to write a letter about how to learn Chinese well based on what we reviewed.II. Analysis of learning conditionThe students I’m going to teach are from Wencheng Experimental Middle School. Most of them have a strong English background. So in this period, I mainly focus on how to get students to behave actively. And as a famous Italian doctor says, “Tell me and I will forget. Show me and I understand. Involve me and I remember!” In order to help the students master the key language points of this unit, I design different tasks for them to do, which will greatly get them involved in the classroom activities. As a result, they will have a better understanding of the language points.III. Teaching Objectives1. Knowledge Objectives(1) The students will be able to master the key vocabulary words of this unit byreviewing them in different ways: make flashcards, pronunciation, differently, fast, deal with, regard, make mistakes, afraid, too … to …, etc.(2) The students will be able to use the following four sentence patterns in thegiven situations or daily life:①How do you learn English? I learn English by...② Why don’t you / Why not ...?③ Maybe you should …. / You’d better …④ I think studying English by …is…because…2. Ability Objectives(1)The students will be able to talk about their learning ways, and commenton the ways of learning English as well as the problems they meet in learning English and the solutions to them.(2) The students will be able to get information from reading passage.(3) The students will be able to use the words and sentence patterns reviewedin this period to write a passage about how to learn Chinese well.3. Emotion & attitude Objectives(1) The students will form a correct attitude to study.(2) The students will learn to choose good ways to study.4. Learning Strategies(1) The students will be able to get the information needed from the givenreading material. (Resourceful strategy)(2) The students will be able to make up a dialogue according to the providedsituation. (Communicative strategy)(3) The students will be encouraged to comment on the different ways of learning.(Cognitive strategy)IV. Teaching Focus1.The ways of learning English.2.The comment on the ways of learning English.3.The difficulties in learning English.4.The suitable learning ways for individuals.V. Teaching difficulties1.How to get students to review the key vocabulary and expressions presented inthis unit.Solutions: Review the vocabulary in different ways: brainstorming, practicing, explaining, writing a letter, etc.2.How to enable students to write a passage well enough.Solution: Review the vocabulary and sentence patterns may be used in the passage.3.How to make students master the usage of “verb +by with gerund”.Solution: Design tasks for students to do. By fulfilling the tasks, students are expecte d to use “verb +by with gerund” and thus know the usages of it well. VI. Teaching Methods1、Communicative approach2、Task-oriented method3、Practicing approach4、Situation-experienced methodVII. Teaching AidsMulti-media equipmentsVIII. Teaching ProceduresStep 1.Leading-in & Brain-stormingT: Class begins! Good morning, everyone!Ss: Good morning, teacher!T: Glad to meet you! Today is the first time we meet each other. Now let me introduce myself to you. I come from No. 2 Experimental Middle School. My name is Hu Haiyan. You can call me Miss Hu. I think we’ll have a good time together. Ok, now I’d like to know something about you. What’s your name? What’s your favorite subject? Why?S1: ….T: Do you like English? How do you study English?S2: …T: What about you? What do you think of your way?S3: …T: Hi! Nice to meet you! How long have you been learning English?S4: ….T: Well, most of you have been learning English for many years. And all of you have your own ways to learn English. Now take out the worksheet I gave you just now and fill in the mind map about the ways of English learning. Let’s see who can write the most ways.(Ss try to write as many ways of English learning as possible.)T: OK. Are you ready? How many ways have you written? Show me your answers please. Who’d like to share your answers?(Ask two or three students to say the ways of English learning.)Design purpose: Talk with students freely can get a general idea about how well students mastered this unit and on the other hand, can help construct a relaxing learning atmosphere. The brainstorming activity can activate students’ knowledge about the ways of learning English. As a result, help them review the phrases of learning ways.Step 2. Survey & ReportT: So there’re many ways of English learning. And how do you learn it? What about your friends. What do you think of the ways? Please work in groups of four and make a survey about it. Fill in the chart in your worksheet.(Ss work in groups and try to fill in their charts.)T: Well, have your completed your survey chart?Ss: Yes.T: Good. Let’s make a report. Please pay attention to the sentence patterns you use. For example, when we find one way is not successful, we can say I think it’s not helpful at all. (Write “not …at all” on the blackboard.) Who’d like to give a report about it?(Let 3or 4 students give reports about their survey results.)Design purpose: This activity makes students work cooperatively and use phrases in sentences properly, which will not only review the sentence patterns, but also train students’ communicative ability. As to the students who are good at English, they can further their ability by giving reports about how their friends learn English. And the students will try to express their own attitudes toward variousways of learning in target language.Step 3. InterviewingT: You see, every one has his or her own ways of learning. And some students’ ways are really very successful. Recently there is an English Speech Contest in Wenzhou. Some students really did well in it. And the winders are asked to hold a news conference. Suppose you took part in the contest, too. Now please work in groups of four to role play it. One is the winner; the others are the reporters from different TV stations. Try to ask as many questions as you can.(After students practice for a while, invite one or two students to come to the front as a winner, and let the other students ask them questions about English learning.)Design purpose: There are two purposes for the design of the News Conference: One is to review the two sentence patterns “Do you …” and “Have you ever …” And the other is to train students’ speaking ability and activate the classroom atmosphere ---- Get every student involved in the activity.Step 4. PracticingT: Congratulations! Your spoken English is really wonderful. What about other students? It seems you’re not confident enough to come to the front. Are you good at English? Do you have any difficulties in learning English? If so, what are they?(Let some students talk about the problems they face.)T: Well, don’t worry. It’s quite common to meet problems while learning something. My students have trouble learning English, too. Here’re their problems. But some of the words are missing. Can you help me to complete the sentences? Please take out the worksheet again. And try to complete the sentences in it.(Check the answers after students finish the task and help the students to review the key words and phrases presented in the ten sentences.)Design purpose: By doing exercise, students will review the main sentence patterns about the problems students meet in learning English and the words related to this topic. And in the process of checking the answers, the teacher can remind the students of the usages of some important words and phrases.Step 5. PairworkT: Well done. You’ve got all the answers right. But here comes another problem. There are so many problems we may meet in learning English, but we still need to learn English well. How can we deal with them? How do you deal with the problems you meet in learning English? Show me your ideas.(Let different students talk about how they solve problems.)T: Good idea. I’ll tell these solutions to my students. Do you know how I usually solve my problems?Ss: No.T: Well, generally speaking, I have two ways to solve problems. First of all, I’ll deal with my problems by regarding them as challenges. And I’ll try my best to overcome the difficulties. And if I can’t solve them by myself, I’ll ask someone else for advice. Do you like to ask others for advice?Ss: Yes.T: Then let’s work in pairs and tell your partner your problems. I think we can solve the problems together. Do you think so?(Ss work in pairs and make conversations. After they practice for a while, invite some pairs of them to present their conversations.)Design purpose: In this activity, students are asked to ask for and give advice to each other. By doing this, students will review the sentence patterns about how to make suggestions.Step 6. ReadingT: Good job. I wish all of you will try to regard all your problems as challenges and try your best to overcome them. I really appreciate these kinds of people. My friend Tom is such a person. Let’s see what problems he met and how he solved them. Please read the passage about him in your worksheet and try to complete the chart below it.(Students read the passage individually and try to get information to fill in the chart.)T: Are you ready?Ss: Yes.(Check the answers.)T: Excellent! Your reading ab ility is pretty good. Now we’ve known how Tom studied English. What do you think his solutions? I think studying English by joining an English club is a good way because you can ask others when you have questions. What’s your opinion?(Let different students comment on the ways of learning English, using the sentence pattern “I think studying English by… is … because…”) Design purpose: In this part, students are supposed to get information from the reading passage quickly and to give comments on ways of learning by using the sentence pattern “I think studying English by … is … because ….” As to this step, students should learn to combine simple sentences to make a complex one. This will help them improve their writing ability.Step 7 WritingT: Ok. Today we talked much about English learning. Suppose you have a pen pal named Bob is coming to Wencheng soon. And he’d like to learn Chinese. As a Chinese, I believe you can give him much advice. Please write a letter to him and tell him how to learn Chinese well. You can use the key words provided in your worksheet. And here are some tips for you. Try to answer the following questions in your mind, and you’ll know what should be included in your writing.1.How long have you been learning Chinese?2.How did you learn Chinese?3.What challenges did you meet in learning Chinese?4.What’s your attitude toward the problems you met?5.How did you deal with the problems of Chinese learning6.What do you think your ways of learning Chinese?(Ss work individually to write the letter. If time is enough, I’d ask some of the students to read their letters and give comments on them.)Design purpose: The writing task is designed to see if students have already mastered all the points reviewed in this period. And it provides students a chance to output the language they learned. On the other hand, this activity helps students have a summary of what they have reviewed in this unit by answering the questions the teacher provided in sweet tips.Step 8. Emotional EducationT: How time flies. There is not enough time for us to present your writing now. Before we end the lesson, I’d like to have a word with you. Where there is a will, there is a way. Believe yourself and work persistently, you’ll get good grades in the Entrance Examination to Senior Middle School.Design purpose: This step is to guide students to form a good attitude toward the difficulties they meet in learning procedures or daily life.Step 9. HomeworkT: Ok. Today’s homework:1.Make a vocabulary list of the key words and expressions learned in this unit.2.Finish your writing and try to improve it.plete the two exercises in your Homework sheet.So much for today’s lesson. Wish you succeed every day. Goodbye, class. Ss: Goodbye, Miss Hu.IX. The blackboard design。
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九年级上册《How do you study for a test》学案（人教版）课件www.5y 九年级上册《Howdoyoustudyforatest》学案（人教版）学习目标．通过交流和表达，进一步掌握学习英语的技巧与方法。
2．掌握下列知识点：■重点词汇：f1ashcard，vocabulary，pronunciation，a1oud■重点短语：①studyfor②makeflashcard③makevocabularylists④asktheteacherforhelp⑤readaloud⑥studywithagroup■重点句型：①Howdoyoustudyforatest?②whataboutlisteningtotapes?■语法：by+μing的用法预习导学预习单词，完成下列各词。
．抽认卡2．词汇3．Aloud（近义词）4．发音（名词）5．ever（反义词）6．1isten（现在分词）7．study（过去分词）8．（如何）doyoustudyforatest?合作研讨一、重点单词与短语．pronunciationn．发音；发音法，其动词形式pronounce 【跟踪训练】（1）她认识很多法语单词，但发音不正确。
SheknowsalotofFrench；words，butthemincorrectl.2．Aloudadv．出声地；大声地例如：readaloud大声朗读【辨析】aloud／loud／loudlyaloud出声地；大声地。
常与read，cail等动词连用，loud高声地；大声地；喧闹地。
常用于talk，speak等动词之后；loudly高声地；喧闹地。
一般可以和10ud互换，但含有“吵闹”的意思。
【跟踪训练】（2）老师要求我大声朗读课文。
Theteacheraskedmetothetext.（3）请大声点说，以便我能听清楚。
Please sothatIcanhearyouclearly.（4）不要这么大声说，婴儿在睡觉。
Don't so .Thebabyissleeping.3．asksb．for…向某人请求例如：asktheteacherforhelp向老师请求帮助（拓展）asksb．todosth．请求某人干某事asksb．nottodosth．请求某人不要干某事【跟踪训练】（5）他们向我求助，They me help.4．too...to...太……而不能……【拓展】too．．．to...可以与so...that（如此……以至于……）或Enoughtodo...（足够……以至于……）转换。
【跟踪训练】（6）TheproblemissodifficultthatIcan’tworkitout。
（同义句转换）The problemis difficultworkout．5．alot表示程度，作状语，意为“很；非常”【拓展】alotof＝lotsof许多；很多。
修饰可数名词复数与不可数名词。
【跟踪训练】（7）我有许多有趣的书。
Ihaveinterestingbooks．二、重点句型与语法■句型whataboutreadinga1oudtopracticepronunciation?通过大声朗读来练习发音怎么样?【精解】what/Howabout．．．?用来征求意见或询问有关情况，意为“……怎么样”，about后跟名词、代词或动名词。
【拓展】提建议的其他表达方式有：（1）Let’sdo...（2）Shallwedo．．．?（3）whydon'tyou．．．/whynotdo...?（4）wouldyouminddoing．．．?（5）youshould．．．（6）you’dbetter（not）do．．．·【跟踪训练】（8）出去散散步好吗?goingoutforawalk?（9）那个电视剧怎么样?theTVplay?（10）我是北京人，你呢?IamBeijinger. you?■语法“by+υing"短语“by+υing"短语的含义是“通过……；凭借……”，其中by为介词，后面常接动名词短语，表示通过做某事而得到某种结果；在句中常用作方式状语，表示的方法、手段等比较抽象。
例如：Theoldwomanmakesalivingbycollectingandsellingwastes ．那个老妇人以收废品和卖废品谋生o【跟踪训练】（11）—HowdoyoustudyEnglishSowell?—reading1otsofbooks。
A.ToB.ofc.AtD.By当堂检测Ⅰ.用所给单词的适当形式填空.westudyby（work）withagroup．2.Itisagreatway（1earn）a1anguage．3.whatabout（read）a1oud（practice）pronunciationandintonation?Ⅱ．根据汉语提示完成句子4．Haveyouever（和朋友一起练习对话）friends?5．IstudyEnglish（通过制作）f1ashcards．6．（怎么样）1isteningtotapes?7．这个问题太难了，我理解不了。
It'shardmethisquestion．8．朗读能提高你的口语。
canyourspokenEnglish．课后练习.根据句意及首字母提示完成单词.Ican’tgetthepofthewordright．2.Readingainthemorningisagoodwayto1earnEnglishwell．3．He1earnsEnglishbymakingvists。
4．Doyou1earnEnglishbywEnglish-1anguagevideos?5．Ioftenlistentotapestoimylisteningskills。
Ⅱ．阅读理解manychinesestudentsdon’tpaymachattentionto（注意）spokenEnglishatschool．TheythinkitnecessarytopracticespeakingEnglishinclass，butnotoutofclass．Hereisastorytoshowyouhowimportant itistospeaktheEng1ishlanguagefreelyindailylife．Afo reigneroncegothungryandwentintoarestaurantinLondon ．Hesatdownatatable.whenthewaitercame，heopenedhismouth，puthisnngersintoitandtookthemoutagaininordertoexpre ssthathewantedsomethingtoeatforhecouldnotspeakEngli sh．Thewaitersoonbroughtacupoftea．Themanshook（摇动）hishead。
Thewaiterthentookawaytheteaandbroughtacupofcoffee．Themanshookhisheadagain.Hetriedagainandagain，buthewasn’tabletomakethewaiterunderstandhim.Finally，nothermancamein．HespokeEnglishclearlyandfluently．Inafewminutes，therewasalargeplateofmeatandvegetablesonthetablebef orehim.Slyouseeamanoftengoeshungryifhedoesn’tmaster（掌握）aforeignlanguage．根据短文内容，判断下列句子正（T）误（F）（）6．chinesestudentspaylittleattentiontospokenEnglish.（）7．ThestudentsonlypracticespeakingEnglishinclass．（）8．ThestoryhappenedinarestaurantinNewyork．（）9．Themanwantedtoeatsomethingbecausehewashungry．（）10．AnothermanspokeEnglishverywell．Unit1SectionA（3a-4）学习目标．掌握学好英语更多的方法。
2．掌握下列知识点：■重点词汇:memorize，differently，frustrate，frustrating，quickky■重点短语：①thebestwaysto1earnmoreEnglish②forexample③havefun④notatall⑤doasurvey⑥endup⑦getexcitedabout■重点句型：①Shesaidthatmemorizingthewords0fpopsongsalsohelpedal ittle．②He’sbeenlearningEnglishforsixyearsandreallylovesit.■语法：动名词作主语、宾语预习导学Ⅰ.预习单词，完成下列各词的变化。
．different（adv.）（n.）2．frustrate／（odj．）3．memorize（n．）4，quick（adu．）5．help（odj．）6．success（odj．）Ⅱ.根据SectionA，3a内容回答下列问题。
7．Howmanystudentsaretheretalkingabouttheirwaystost udyEnglish?8．whatdidLillianLithinkthebestwayto1earnnewwotdswas?9．How10nghasweimingbeen1earningEnglish?合作研讨一、重点单词与短语．frustratev．使失望；使沮丧；使厌烦【拓展】lfrustrated表示“感到沮丧的”，常指“人”而言，在句中常作表语。
frustrating表示“令人失望的；令人沮丧的”，常用来修饰物或事。
【跟踪训练】（1）她的话使我们失望。
Herwotdsus．（2）—whyareyouso?—Iamwatchinganbasketballmatch.A.excited；excitinB.exciting；excitedc.exciting；excitingD.nexcited；excited2．enduqdoingsth.终止做某事【拓展】endupdoingsth．相当于finishdoingsth．，表示结束做某事，事情已完成。