九年级英语unit 14说课稿
人教版英语九年级 Unit 14 第一课时 说课讲稿
Unit 14 I remember meeting all of you in Grade 7.第一课时说课稿一、说教材（教材分析）：本单元是人教版九年级（全一册）的最后一个单元。
教材以“校园时光”为话题，通过“分享过去的回忆和经历，展望未来、畅想未来”为主题展开学习。
本单元旨在创造一个一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用所学知识的能力。
最终通过在有效的课堂实践活动中，在具体语境中，学习新的词汇和词组，复习学过的语法。
二、说学情：作为九年级第二学期的学生，对于英语的基本学习方法差不多都能掌握和灵活运用，但是此时距离中考仅剩三个多月，在繁重紧张的学习中，能有一个回望自己过去，展望自己未来的机会就要好好利用，无疑是“万紫丛中一点红”。
通过本单元的学习，让他们懂得珍视友情、珍惜剩下的中学生活，同时通过励志教育激发学生学习热情，提升班级凝聚力，全力以赴冲刺中考。
三、说教学目标：根据以上学生的特点及新的教学大纲的要求我确立了以下教学目标，1. 语言目标：掌握本单元重点词汇及复习语法点。
2. 能力目标：能正确运用时态谈论过去和未来的生活。
3. 情感目标:珍惜初中生活的点滴，激发学习热情，培养对高中、未来生活的憧憬。
树立远大人生目标。
四、说教学重难点：1. 教学重点：graduation ceremony, first of all, be full of , be thirsty for , deal with, gr ow up , be thankful to , be responsible for, try one’s best to do sth等词汇和词组搭配。
2. 教学难点:能正确运用事态对过去事件的描述，能在写作中使用宾语从句写复合句，为写作部分增加亮点。
五、说教学方法：师生示范、自主听读、对话激活、合作探究等。
六、说教学过程：1、通过提问导入本节话题：Did you remember anything you have done in the past three years？(你记得哪些你在过去三年做的事情呢？我们来听录音，看看里面的事情你做过几件，进入本节课的学习。
英语九年级人教新课标unit14说课稿
英语九年级人教新课标unit14说课稿英语九年级人教新课标unit14说课稿九年级英语第十四单元说课稿课题： unit14.Have you packed yet?各位评委：大家好，今天我说课的题目是初中英语人教版九年级unit14. Have you packed yet?本课的中心话题是为旅游做准备。
通过为旅游做准备，使自己养成勤于考虑，擅长总结的好习惯。
整个说课我将分成五个大局部进展讲述：即教材分析^p 、教学方法、学习方法、教学环节的设计、教学程序。
一、教材分析^p〔一〕教材的地位和作用《新目的》(Go For It)是人教社出版的课程标准系列教材之一的英语教材，它采用任务型语言教学形式，融汇话题，交际功能和语言构造，形成了一套循序渐近的生活化的学习程序。
每个单元都列出明确的语言目的，主要的功能工程与语法构造，需要掌握的根本词汇，幷分为A、B两局部。
A局部是根本的语言内容，B局部是知识的扩展和综合的语言运用。
我说课的内容是A局部根本的语言内容和文化知识。
主要是通过Preparing for a vacation引起话题，要求学生可以议论自己最近已发生的事情。
〔二〕教学目的确实立和根据为了完成正常的教学任务，还要有效地培养学生的创新精神和理论才能，我确立如下的教学目的： 1．知识目的：A:掌握词汇：watered, travel guidebook, beach towel, bathing suit, refrigerator, cleaned out ,turned off B:掌握句型：Have you packed the camera yet? Yes ,I have already packed the camera .2．才能目的：A:学会议论已经完成和还未完成的事情。
B:学会使用already和yet，并能在实际情境中简单的运用，培养学生应用英语进展交际的才能。
3．情感目的：通过对本课的学习，增强实际交际才能，开阔眼界。
人教版九年级英语Unit 14 Have you packed yet第一课时 说课稿二
Unit 14 Have you packed yet? 第一课时说课稿二一．教材分析本单元的核心教学项目为“运用现在完成时来谈论最近已发生的事情”，这是本单元的第一课时，主要任务为通过听、说的教学，使学生能够运用所学的目标语言，谈论或询问最近已经发生的事情。
二.教学目标1.知识目标：（1）words and expressionsbathing suit, towel, suitcase, water (v.), guidebook, refrigerator, clean out, garage.(2)key sentencesHave you watered the plants yet ? --- Yes, I have already watered them.Have you packed the beach towels yet ? --- No, I haven’t. /Not yet.2.能力目标（1）Enable students to understand and talk about recent events and the chores people have to do before a vacation.（2）Enable students to understand how to use the two words “already and ye t”.（3）能听懂听力内容，并能完成相应的练习。
3.情感目标：培养学生做事要有条理，养成“今日事，今日毕”的好习惯。
教学重点：The Present Perfect Tense.教学难点：Talk about recent events by using target language.三.教学方法教法是完成教学任务和目的的方法手段，是决定教学效果的重要因素。
在教学过程中我按照复习、导入新课、操练、归纳和巩固练习五步教学发法与多媒体展示相结合的方法授课，并穿插对话、小组调查等活动。
人教版九年级英语全册Unit14SectionB(3aSelfCheck)说课稿
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式导入新课：
1.情境创设：播放一段与情感相关的视频，如人们在比赛中激动、紧张、高兴等情感表现，让学生观看并感受其中所表达的情感。
2.提问互动：在视频播放结束后，向学生提问：“How do you feel when you watch this video?”引导学生运用所学情感类词汇进行回答，为新课学习做好铺垫。
3.导入话题：通过提问，自然过渡到本节课的主题，如：“Today we are going to learn how to express our feelings in different situations.”
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.词汇学习：通过展示与情感相关的图片，引导学生学习并掌握本节课的情感类词汇。
2.语法讲解：结合实例，讲解现在完成时与现在进行时的区别和用法，让学生在具体语境中理解语法知识。
3.阅读理解：引导学生阅读3a部分的短文，分析短文中的情感表达，提高阅读理解能力。
本节课的主要知识点包括：
1.情感类词汇：afraid, confident, excited, proud, upset等；
2.情感表达句型：How do you feel? I feel confident/glad/upset..., I'm proud of you等；
3.阅读理解：理解3a部分的短文内容，掌握短文中的情感表达；
4.激励评价：及时给予学生正面的反馈和鼓励，提高学生的自信心，激发学习兴趣；
英语人教版九年级全册14单元教学设计
英语人教版九年级全册14单元教学设计UNIT14 教学设计一、教材分析本单元初中最后一个单元。
在这一单元里，大家一起回忆过去在三年里难忘的人和事，并且一起去畅想美好的未来。
本课为第二课时，我们大家一起去畅想我们这美好的未来。
二、三维目标(一) 知识与技能1. To learn how to describe future careers.2. To understand thepasage on Page 110.3. To learn thefollowing expressions: congratulate, none, ahead, responsible, separate等(二) 过程和方法4. To know how to talk about the future by practising and role-play.(三) 情感态度和价值观5. After learning thispart, every student will have a dream of his future career.三、教学重点1. How to use the following words andexpressions: congratulate, none,ahead, responsible, separate2. to understand the passage on Page 110.3. How to talk about future.四、教学难点1. How to use the following words andexpressions: congratulate, none,ahead, responsible, separate2. to understand the passage on Page 110.3. How to talk about future.五、教学策略根据本课教学目标和重点内容，教师可采用听，读，小组讨论，角色扮演等活动来引导学生进行学习。
人教版英语九年级全册Unit14SectionBReading说课稿
一、教材分析
（一）内容概述
本节课为人教版英语九年级全册Unit 14 Section B Reading部分。本单元围绕“节约能源，保护环境”这一主题展开，通过阅读文章、听力练习和口语交流等形式，让学生了解能源的重要性，提高环保意识。本节课在整个课程体系中具有承上启下的作用，既是对前面所学知识的巩固，也为后面学习相关环保话题打下基础。
3.家庭调查：让学生调查家里的节能措施，并撰写调查报告，培养实践能力。
作业的目的是让学生在课后继续巩固所学知识，提高语言实际运用能力，同时培养他们的环保意识和拓展知识视野。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用以下布局和风格：
1.布局：板书分为左、中、右三个部分。左侧列出关键词汇和短语，中间展示文章结构和主要观点，右侧呈现语法知识点和例句。
3.电子白板：实时展示学生的作品，便于师生互动、生生互动，提高课堂参与度。
4.小组讨论板：用于记录小组讨论过程和成果，便于分享和评价。
（三）互动方式
我将设计以下师生互动和生生互动环节：
1.师生互动：
（1）教师提问，学生回答，引导学生在思考中学习。
（2）教师示范，学生模仿，指导学生正确运用语言知识。
（3）教师评价，学生反馈，促进学生的自我完善。
2.生生互动：
（1）小组讨论：针对课文内容或拓展问题，进行小组讨论，培养学生的合作精神和批判性思维。
（2）小组分享：各组展示讨论成果，其他组进行评价，提高学生的表达能力和评价能力。
（3）角色扮演：学生模拟真实情境，进行角色扮演，提高语言实际运用能力。
四、教学过程设计
（一）导入新课
初中英语九年级Unit14SectionB2a-2e说课稿
初中英语九年级 Unit 14 Section B 2a-2e说课稿一. 教材分析《初中英语九年级 Unit 14 Section B 2a-2e》是一篇关于旅游和文化的文章。
本节课的主要内容是让学生掌握文章中的关键词汇和句型，并能够运用所学知识进行旅游文化的交流。
通过对文章的学习，学生可以提高自己的阅读理解能力，同时拓宽视野，了解不同国家的文化。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于阅读理解、词汇学习和语言运用等方面都有了一定的掌握。
但是，学生在实际运用英语进行交流时，还存在着一定的困难，特别是在口语表达和写作方面。
此外，学生对于不同国家的文化了解还不够深入，需要通过课堂学习来进行拓展。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。
2.能力目标：学生能够运用所学知识进行旅游文化的交流，提高阅读理解能力。
3.情感目标：学生能够尊重和欣赏不同国家的文化，拓宽自己的视野。
四. 说教学重难点1.重点：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。
2.难点：学生能够运用所学知识进行旅游文化的交流，特别是在口语表达和写作方面。
五. 说教学方法与手段1.交际法：通过模拟旅游文化的场景，让学生进行实际的语言交流，提高口语表达能力。
2.任务型教学法：通过完成各种任务，让学生在实践中学习和运用所学知识。
3.多媒体教学手段：利用多媒体课件和视频材料，增加课堂的趣味性和生动性，提高学生的学习兴趣。
六. 说教学过程1.导入：通过展示不同国家的旅游景点和文化的图片，引导学生谈论旅游和文化，激发学生的学习兴趣。
2.阅读理解：学生独立阅读文章，回答相关问题，检查学生对文章的理解程度。
3.词汇学习：教师讲解文章中的关键词汇和句型，学生进行模仿和练习。
4.口语表达：学生模拟旅游文化的场景，进行实际的语言交流，提高口语表达能力。
5.写作练习：学生根据所学知识，写一篇关于旅游文化的短文。
人教版九年级英语第十四单元说课稿
Unit 14 I remember meeting all of you in Grade 7.
说课稿（一）
一.教材分析
本节课是初中英语新教材第14单元的第一课时，本单元的核心话题为“talk about past memories and experience”，围绕着谈论过去三年的美好记忆及对未来的憧憬，以pair work，group work等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，学习remember的用法为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达的记忆及一些经历，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识。
二.学生情况分析
通过两年的学习，九年级学生大多数已有了相对较扎实的英语功底，形成了自己学习英语的方法和习惯，本班大多数学生都能使用目标语言进行会话交流。
但由于九年级平时学习任务重，时间紧张，他们对英语的习趣和热情已不像七八年级那样高涨。
也有部分学生对英语失去了兴趣，但他们有较强的模仿和记忆能力，且对于新事物的接收能力比较强。
本节课要面向全体学生，对学生进行听说能力的训练和提高学生在任务中学习的能力，同时也要提高学生的应试能力。
三. 教学目标：
1. 知识与技能目标：。
人教版九年级英语第十四单元教案全
Unit 14 I remember meeting all of you in Grade 7.教学目标：1语言目标：掌握本单元重点词汇及复习语言点。
2 技能目标：能谈论过去和未来的生活.3 情感目标：珍惜初中生活的点滴，培养对高中、未来生活的憧憬。
树立远大人生目标。
教学重点：词汇: survey, standard, row, keyboard, method, instruction, text, level, degree, manager, gentleman, task, wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful, separate, ours, ahead短语: in a row, look back at, make a mess, keep one’s cool, senior high, go by, believe in, first of all, be thirsty for, be thankful to sb., ahead of, along with, be responsible for, set out, separate from句子: She helped you to worked out the answers yourself no matter how difficulty they were.How have you changed since you started junior high school?I’ve become much better at speaking English.What are you looking forward to?I’m looking forward to going to senior high school.教学难点：对过去事件的描述。
人教版英语九年级全册Unit14写作课说课稿
学生在学习本节课之前，已经掌握了与环保相关的词汇、句型和阅读篇章，具备一定的英语基础。然而，可能存在以下学习障碍：1.对议论文的写作结构不够熟悉，不知如何展开论述；2.缺乏写作经验，难以将所学知识运用到实际写作中；3.部分学生对环保话题的兴趣不高，导致写作积极性不高。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
1.教学重点：
（1）回顾与环保相关的词汇和句型；
（2）掌握议论文的基本结构；
（3）学会使用过渡词。
2.教学难点：
（1）如何引导学生进行思维拓展，使文章内容丰富；
（2）如何指导学生进行文章修改，提高文章质量；
（3）如何激发学生的写作兴趣，增强自信心。
（四）总结反馈
在总结反馈阶段，我将引导学生进行自我评价，并提供有效的反馈和建议：
1.自我评价：让学生回顾本节课的学习过程，总结自己在写作中的优点和不足。
2.同伴评价：组织同伴互相评价，提出改进建议，促进相互学习。
3.教师评价：针对每个学生的写作情况，给予个性化的评价和指导，关注学生的成长和进步。
（五）作业布置
3.同伴教学法：同伴教学法鼓励学生相互合作、相互学习。通过同伴间的互动，提高学生的自主学习能力和合作能力，同时增强他们的自信心。
（二）媒体资源
我将使用以下教具、多媒体资源和技术工具来辅助教学：
1.教具：环保主题的海报、卡片等，用于创设情境，激发学生兴趣。
2.多媒体资源：播放与环保相关的视频、图片等，帮助学生更好地理解话题背景，提高写作灵感。
三、教学方法与手段
（一）教学策略
英语人教版九年级全册Unit 14 Section A 3a-3c说课稿
Lesson Plan InterpretationHello, everyone! I’m Shu Lanying, from Wancun School in Dexing. It is my great honor to have this opportunity to share my teaching ideas with you. I’ll interpret my lesson from the following 5 parts.PartⅠ. Analysis of Teaching Material1．Status and Function“Unit 14 I remember meeting all of you in Grade 7” is the last unit of Grade 9 and the topic of this unit is junior high school days. The function of this unit is to share past memories and experiences, and look a head to the future. There is no new grammar structures but review of key structures they’ve learned before. And my lesson is the 2nd period of this unit, a reading passage, a poem, which focuses on the past memories and experiences from junior high school life. Such a topic is closely related to students of Grade 9, so it will easily find an echo in them. And a well-organized lesson of the 2nd period will not only consolidate what students have learned in the first period, but also prepare them for further study. It surely plays a very important and meaningful role both in teaching and studying.2．Teaching Objectives1). Knowledge Objectives:a. Students can master the new words and expressions: look back at, overcome(overcame, overcome), make a mess, gra duate, keep one’s cool, caring, ours.b. Students can understand the poem and master some key sentence structures that are used for sharing past memories and experiences. E.g. I remember starting day one.2). Ability Objectives:a. Students can develop their reading skills such as skimming, scanning, intensive reading and reciting.b. Students can use the target language to share past memories and experiences.c. Students can get to know some common knowledge about English poems like rhyme and appreciate the beauty of English poems.3). Emotional and Moral Objectives:a. Students will look back these past three years and find an echo in the poem.b. Students can cherish the friendship and be thankful to their friends, teachers and school.3. Important and Difficult Points1). Important Points: Students can understand and appreciate the English poem “I remember”, and also master the new words, expressions and key sentence structures.2). Difficult Points: Students can use the target language to share past memories and experiences.Part Ⅱ. Analysis of StudentsOne the one hand, through their previous English learning, the Grade 9 students have learned to use simple past tense and present perfect tense to describe past events as well as the usages of “remember”. And these key structures will help them to express in class. On the other hand, the Grade 9 students have spent many unforgettable days together. And now they’ll graduate soon, just like the writer of the poem, so they must have the similar feelings with the writer and have a lot to share with each other.Part Ⅲ. Teaching MethodsAs we all know: the main instructional aims of learning English in Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “c ommunicative” teaching method, “audio-visual” teaching method and “task-based” teaching method. By using these teaching methods, I expect students to get a better understanding of the target language and have more chances to use the target language to communicate.Besides, a multi-media computer, a projector, a loudspeaker and a blackboard are needed as the teaching aids.Part Ⅳ. Teaching ProceduresStep 1 Warming-up1. Greet the class.2. Learn the new words and expressions of this period.(1) Play the new words and expressions for students to listen and repeat.(2) Mark the new words and expressions on P107 and write the Chinese meanings.3. Present the learning aims and show the teacher’s expec tation.(设计说明：学习新单词和表达，清除词汇障碍，为学生接下来的学习打下良好的基础；呈现本节课的学习目标及教师的期望，让学生明确学习目标和重点，积极、认真地参与到英语教学中来。
九年级英语《unit14》教案
《Unit 14 Have you packed yet?》教学设计Unit 14 Have you packed yet?2． Ability Objects（1） Tr ain students’ listening ability．（2）Train students’ communicative competence．3． Moral ObjectsHave everything in readiness before you do it．In this way, you can finish it perfectly or have a good time．Ⅱ． Teaching Key PointTarget LanguageⅢ． Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ． Teaching Methods1． Listening-and-answering activity to help the students go through with the listening material．2． Pairwork to make every student work in class．Ⅴ． Teaching AidsStep Ⅰ Lead in1. Listen to a song.Ask:① Do you like travelling around the world?② Where would you like to go, cities or beaches?③ Who usually packs the things you need?2. Show some beautiful places on the screen.Now, Let’s work in groups. Then ask some students to report the result.Step Ⅱ 1aThis activity introduces key vocabularies and helps students review vocabularies they already know．Read the instructions aloud to the class．Say, who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two headings． A beach vacation and Sightseeing in a city． Have students do the work individually first．While they are working, walk around the classroom checking the progress of the students．Let students tell the class the words they wrote． Write the words on the blackboard． Read them and let students repeat． Then ask other students to add other words to the lists．Sample answersA beach vacation1． bathing suit2． beach towel3． sunglassesSightseeing in a citytravel guidebookstreet mapcameraStep Ⅲ 1bThis activity gives students pr actice in understanding the target language in spoken conversation．Look at the picture． Ask, what can you see in the picture? （There is a family in the picture． They are getting ready for a beach vacation）Point to the box． Invite a pair of stu dents to read the conversation to the class．A: Have you packed the beach towels yet?B: No, I haven’t．Look at the six chores on the list． Let students read each item, then ask different students to explain the meaning of each item in their own words． Make sure students understand the meaning of each item． Go through the instructions with the class．Point to the blank lines in front of each item in the list．Say, You will hear a family talking as they get ready to go on vacation． Listen carefully． Make sure what the family talks about and put a checkmark in fr ont of each chore that is already done．Play the tape． The first time students only listen． Play the tape a second time．Now listen to the tape again． This time please put your checkmarks on the correct blanks． Check the answers with the whole class．Answers√ packed the camera√ watered the plantslocked the windows√ bought a travel guidebookbought a street mappacked the beach towelsTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t．Can’t Judy pack them?Woman: No, she’s busy． Could you please water the plants?Boy: I’ve already watered them．Woman: Oh, thanks．Man: What about the travel guidebook and the street map?Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet．Man: That’s OK．I’ll get it． Have you packed the camera?Boy: Yes．I’ve already put it in my suitcase．Woman: Well, I guess that’s everything．Boy: Almost everything．We haven’t loc ked the wind ows yet．Step Ⅳ 1cThis activity provides guided oral practice using the targ et language．Go through the instructions with the whole class． Look at the example in the box． Invite a pair of students to read it to the class．S A: Have you watered the plants yet?S B: Yes, I have already watered them．Tell students they will be making conversations with a partner． Look back at the chores in Activity lb． Say, Now look back at the chores in Activity lb． Make conversations tal king about what the fam ily members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map．While students are working in pairs, walk around the classroom and listen to some pairs． If necessary, offer language support． Then get seve ral pairs of students to say their conversations to the class．Conversation 1S A: Have they packed the camera yet?S B: Yes, they have already packed the camera．Conversation 2S A: Have they bought a street map yet?S B: No, they haven’t bought a street map yet．Notes1． pack—（here）get ready for a journey by doing this2． guidebook—book for travelers, tourists, etc, with information about a place 3． Have you watered the plants yet?Yes, I have already watered them: PresentPerfect Tense． The struct ure is have+ p． p． Pay attention to the two words already and yet． Already is used in affirmative sentences; while yet is used in negative and interrogative sentences．Step Ⅴ SummaryIn this class, we’ve learned some impor tant words, such as water, travel, guidebook, beach towel．We’ve also learned the target language． Have you watered the plants yet? Yes, I have already watered them．Step Ⅵ ExerciseDo some exercises.Step Ⅶ HomeworkMake conversations in pairs to revie w the target language．Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?Section AThe First PeriodTarget languageA: Have you watered the plants yet?B: Yes, I have already watered them．/No, I haven’t watered them yet.。
英语人教版九年级全册Unit14(第一课时)教案
Unit 14 I remember meeting all of you in Grade 7Section A 第一课时1. 教学目标复习宾语从句、一般将来时、现在进行时、一般过去时、现在完成时会用所学句型分享过去回忆和经历2. 教学重点/难点分享过去回忆和经历过程中各种时态的选取和运用。
3. 教学用具4. 标签5. 教学过程Step 1Lead inT: Time goes by! You have studied at our school for three years. Looking back at the past three years, I think you should have many special memories. Would you like to share them with us?S1: I remember…S2: I remember…[设计意图：创造真实的语言环境，师生互动交流，围绕“school days”谈论初中三年的记忆和经历，导入新课。
]Step 2Practice (1a)Get the students to check (√) the things they remember doing at junior high school in 1a. And then ask them to add more to the list. And check their work with several students.[设计意图：在情境中呈现和操练生词和短语，在具体的活动中进行巩固和练习，提高学生的学习兴趣和学习效率。
][设计意图：围绕校园生活，展开听力训练，培养听取大意和关键、有效细节信息的能力，通过听力训练进行语言输入，为接下来的语言输出训练奠定基础。
]Step 4Post listening activities1．Have the students listen to the tape of 1b and repeat.2．Get the students to list some memories and experiences from junior high school according to the information in 1c. Share their lists with their partner.3．Ask some pairs to present their conversations to the whole class.[设计意图：用口语回忆初中生活记忆和经历，锻炼学生英语交际能力。
人教新目标英语九年级Unit14SectionB《书面表达写作技巧指导》说课稿
2.加强与学生的沟通，了解他们的学习需求和困难，不断改进教学方法和策略。
（五）作业布置
课后作业的目的是让学生巩固所学知识，提高写作能力。我计划布置以下作业：
1.根据给定的图片，写一篇作文。要求学生运用所学的写作技巧，注意文章结构、时态和语法的正确使用。
2.复习本节课所学的内容，总结自己的学习收获和需要改进的地方。
五、板书设计与教学反思
（一）板书设计
我的板书设计将以清晰、简洁且有助于学生把握知识结构为目标。板书将包括以下内容：
（三）教学重难点
1.教学重点：本节课的教学重点是让学生掌握图片作文的基本写作技巧，包括观察图片、组织文章结构、运用适当的时态和语法等。
2.教学难点：本节课的教学难点是让学生能够灵活运用所学的写作技巧，独立完成一篇高质量的图片作文。对于学生来说，如何将所学的知识运用到实际写作中，特别是在有限的时间内完成一篇内容丰富、语言准确的作文，是一大挑战。
1.课程主题：书面表达写作技巧指导
2.主要知识点：观察图片、组织文章结构、运用适当的时态和语法
3.写作步骤：审题、构思、写作、修改
4.写作技巧：使用恰当的词汇和表达方式、注意时态和语法的正确使用
板书布局将采用逻辑顺序，让学生能够直观地理解所学知识。在教学过程中，板书将作为辅助教学工具，帮助学生梳理和巩固所学知识。为了确保板书清晰、简洁，我将使用大号字体和简洁的文字，避免冗长的解释和细节。
（二）新知讲授
在新知讲授阶段，我会逐步呈现知识点，引导学生深入理解。首先，我会向学生讲解如何观察图片，包括注意图片中的细节、理解图片的主题等。然后，我会介绍如何根据图片进行写作，包括组织文章结构、运用适当的时态和语法等。在这个过程中，我会结合具体的例子进行讲解，让学生更好地理解和掌握所学知识。
人教版九年级英语Unit 14 Have you packed yet第二课时 说课稿
Unit 14 Have you packed yet? 第二课时说课稿1．学科名称Unit 14 Have you packed yet?（九年级上学期）2．所在班级情况，学生特点分析所教两班现有学生102人，总体来看，这两个班的学生存在两级分化，处于中间位置的学生不多，成绩提升不是很明显。
班上的部分男生还没有形成良好的学习习惯，平时放松自己，各方面表现要相对落后。
基础较差但要求上进的学生也不多，占20%，他们上课能积极发言，认真完成作业，态度好，但缺乏一定的学习方法及缺少学习毅力，在某种程度上还是不能够严格要求自己。
拔尖学生占10%，能严格要求自己，能自学。
基础较差，不思进取，无心学习的学生，占20%左右。
但好的一方面是已临近毕业，大部分学生都能够认识到他们的目标，能在学习上肯下功夫3．教学内容分析本单元是以现在完成时为主要学习内容。
首先引导学生明确本单元学习目标，整体把握课文，掌握重点和难点。
并要求学生在复习旧知识的基础上，进一步学习新知识，提高听说和课文阅读能力。
通过欣赏有关名胜古迹的相应图片引导学生把握本文以|"Have you packed yet"为中心话题选材，组材的特点，分析现在完成时态的结构及用法，理解课文的主旨。
课堂教学应以听说、诵读法、小组活动贯穿始终，让学生活学活用，并进行应有的思考，全面提教学效率。
本单元以Preparing for a vacation 为话题,共设计了四个部分的内容：Section A部分有4个模块：第一模块围绕Have you packed the beach towels yet?这一话题展开口语（1a, 1c）、听力（1b）训练；第二模块围绕Talking about recent events进行听力（2a-2b）、口语（2c）训练；第三模块继续就Talking about different chores这一话题展开口语（3b）和阅读（3a）训练；第四模块仍就The things you have to do this week进行列表并展开小组及个人活动(4)。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
九年英语说课稿
Topic: I remember meeting all of you in Grade 7
Part1 Teaching material analysis
The course mainly talk about junior high school graduates in the school life, this topic very close to their real life, the students should want to say and have to say. So the task of this course should focus on training students to use the language expression ability.
Part2 Teaching aims
Aims of abilities:Through the training of listening and speaking skills, can talk about past experiences and feelings in general.
Aims of the emotion:
Through the study of this lesson, students can more cherish the life of junior high school, to set up a big life goal
Part 3 Teaching methods
Communicative teaching method
Audio-visual teaching method
Task-based teaching method
Part 4 Teachin procedures
Step 1 Lead-in
The purpose is to arouse the ss’interst of study
Teacher shows a picture of the graduation on the screen
T:now,look at the screen,this is my graduation photo.
T:what is this?
S: It is a photo of graduation
T:ya,so what are your special memories at your junior high school? S:…..(let ss discuss 2 minutes)
S: At junior high school, I remember:
I once won a prize.
I once was a volunteer.
I did a school survey.
Show the expressions on the screen
Read them together
Step 2 Presentation
T:What do you remember doing at junior high school?
Do you remember sb or sth?
For example:
A:do you remember Mr.Wang?
B:Of course.He is an interesting teacher. He always tells some jokes in his class.
C:yeah,he,…..
Step 3 Role-play the conversation
Ask some ss to make conversations
Step 4 pratice
Show some exercise on the screen:
Translation:
记得做进某事______________
初中______________
获奖______________
做志愿者______________
对……有耐心______________
得满分______________
Part 5 Summarize and homework
The purpose is to give the ss a clear idea of how to express their problems and revise the articles.
1.Ask ss to revise the words and phrases
2.Ask ss to write a letter about himself after class。