最新人教版九年级unit9英语说课稿
人教版九年级英语Unit 9 When was it invented 说课稿
Unit 9 When was it invented? 说课稿1Alynasis of teaching material1 Status and functionIn this unit ,student learn to talk about the history of inventions using the passive voice .And they will know much about the history of several inventions.Also they will be asked to think of their own inventions.The children will understand that they should always try out their new idears.All students will be interested in the stories of the inventions of the inventions of the potato chips, the flying disk and some other things. And they will make great progress in English after learning this unit2 Teaching aims and demands1 Knowledge objectKey vocabulary: invent calculatorTarget language:When was the telephone invented?I think it was invented in 1876.2 Ability objectTeach student to use new words.Train students to talk about the history of inventionsTrain students’ listening and speaking skills with the target language.3 Moral objectMany important inventions have changed the word a lot. Do you know the inventors of them?And when were they invented?3Teaching key pointsinvent calculatorTarget language:When was the telephone invented?I think it was invented in 1876.4 Teaching difficult points1 Train students to talk about the history of inventions.2 Train students to under stand the target language in spoken conversation.5 Teaching methordsAudio—visual , listening, communicative, Task—based6 Teaching procedures1Lead—inIn order to attract the students’attention and constracte an surrounding of learning English, I’ll show them a short film about some great inventions , ask them:Do you know them? Please tell me their names.They will anser my questions, afterwards ,I tell them a small intresting story about one of the inventions2PresentationI present all the new words by vivid pictures ,especially the tipical pictures from the net ,in this way they will be impressed by the nice pictures.When I present the sentence patten : When was ------invented? Practice:I take a phone of mine ,tell them :It belong to me Do you know when was it invented ? And I will show some pictures about the inventions in 1a and let my student guess when were they invented,let them practice the sentences in 1a and write the order in 1aThere is a competition,tell them who can give me the answer quickly ,let more student have the chance to answer questions,certainly,them should answer me quickly and aloud, Let the students write down the great inventions they know,the more the better in a limited time and collect the papersLet students listen to the tape pay attention to the pronunciation task in 2b conneting the name with thing and reason.1productionIn this step I will give students a free space to shoe their ability ,a short video film is about some great inventions and some intresting inventions ,there is a cartoon that someanimals use telephone to communicate and the animal will tell the time when were the inventions appeared in history the student can write down the timeto fill the blank in 1b ,after watching, l will give my students some tasks to make the similar dialogue without repetition using the new words and the sentence patten , afterwards, they will act it out ,and change roles ,so their ability of communication and cooperation is well trained.2ExtensionThere are some pictures about great inventions home and abroad in history and ,show the student maybe the inventions are useful ,if we use it inproperly ,they would bring disarster for us ,6 HomeworkRoutine homework; revise words and phrases recite the words and sentences as many as possible after class ‘make a dialogue according to sample and write it in the exercise book.7Blackboard designKey vocabulary language targetcalculater When was it invented?invent I thinck it invented in1876.。
九年级英语unit9(sectionA1a-1c)说课稿
九年级英语unit 9 (section A 1a-1c)说课稿一、说教材(一)、教材的地位及作用本课是新目标英语九年级上册第九单元的第一课时，本单元主要是围绕着“Inventions”为中心话题，让学生学会用被动语态来谈论身边的发明如电话、电脑、汽车、茶叶、篮球以及对一些当代发明的看法；它是继unit 3之后的再次学习被动语态，unit 3主要学习含有情态动词的被动语态，本单元主要学习一般过去时态的被动语态，让学生根据所学的知识，学会表达由于这些创造和发明对你生活的帮助和对生活质量的提高认识。
本课主要通过熟悉我们周围经常使用发明物的历史来开阔眼界，学会谈论发明的历史。
（二）、教学目标1、知识目标：①学习词汇：invent , calculator②学习句型：when was the car invented?2、能力目标：弄清主动语态与被动语态的差异，并通过练习和运用加以巩固。
3、情感目标：在学习中，学生懂得人类的科学发明创造了丰富的物质文明，培养学生的创造发明的能力和愿望。
（三）、教学重点和难点重点：学习本单元词汇和掌握一般过去时的被动语态的用法。
难点：如何把一般过去时态的主动语态改为被动语态。
（四）、学情分析由于我班学生多数基础比较差，部分学生因为，基础差觉得英语越来越难而失去了学习兴趣，也有些同学因为平时不懂读单词也不用心去记单词，上课听不懂而放弃了学习，但不乏存有小部分好奇心、思维能力强、求知欲旺盛者，如果教师能抓住这部分学生的好奇心，采用形式多样的教学方法来增强学生的兴趣和注意力，寓教于乐，那么他们就会排除主观和客观的种种消极因素，尽量全身心地投入到知识的学习中去。
（五）、教具准备：多媒体，实物，录音机等二、说教法《英语课程标准》强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使运用学习的过程成为学生形成积极的情感态度，主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
人教版英语九年级Unit9《IlikemusicthatIcandanceto》全单元说课稿
人教版英语九年级Unit 9《I like music that I can dance to》全单元说课稿一. 教材分析人教版英语九年级Unit 9的主题是“I like music that I can dance to”，本节课的主要内容是描述不同类型的音乐以及人们对音乐的喜好。
通过本节课的学习，学生能够掌握相关词汇和句型，运用所学知识进行简单的交流和表达。
教材内容丰富，贴近生活，能够激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。
但是，对于一些描述音乐类型的词汇和表达方式可能还不够熟悉。
因此，在教学过程中，需要关注学生的个体差异，针对不同水平的学生给予适当的引导和帮助。
三. 说教学目标1.知识目标：学生能够掌握描述音乐类型的词汇和句型，如rock, pop,jazz, hip-hop等，以及表达喜好的句型“I like music that…”。
2.能力目标：学生能够在日常生活中运用所学知识进行简单的交流，如询问他人喜欢的音乐类型并给出自己的看法。
3.情感目标：通过本节课的学习，学生能够培养对不同类型音乐的兴趣和包容性，提高对英语学习的热情。
四. 说教学重难点1.重点：描述音乐类型的词汇和句型。
2.难点：运用所学知识进行实际交流，尤其是如何表达自己的喜好。
五. 说教学方法与手段1.交际法：通过模拟真实场景，让学生在实际交流中运用所学知识。
2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
3.多媒体教学：利用课件、音频、视频等资源，丰富教学手段，提高课堂效果。
六. 说教学过程1.导入：播放一段音乐，让学生猜测这是哪种类型的音乐。
通过这种方式激发学生的兴趣，引出本节课的主题。
2.新课呈现：通过课件展示不同类型的音乐，如rock, pop, jazz, hip-hop等，同时呈现相应的词汇和句型。
3.操练环节：让学生分组，互相练习使用所学词汇和句型进行交流，教师巡回指导。
人教版九年级英语《Unit 9I like music that I can dance to. 》
人教版九年级英语《Unit 9I like music that I can dance to. 》说课稿1一. 教材分析人教版九年级英语《Unit 9 I like music that I can dance to.》是本单元的第一课时，主要介绍关于音乐的不同类型以及人们对于不同类型音乐的喜好。
通过本节课的学习，学生能够掌握关于音乐类型的词汇，如rock, pop, jazz, classical等，同时能够运用目标句型“I like…”来表达自己对音乐的喜好。
本节课的主要句型结构为“I like music that I can dance to.”，旨在让学生能够运用该句型来描述自己对音乐的选择。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的基本词汇和句型已经有了一定的掌握。
但是，对于一些关于音乐类型的专业词汇，他们可能较为陌生。
此外，对于句型“I like music that I can dance to.”的运用，他们可能还需要一定的引导和练习。
因此，在教学过程中，我们需要注重词汇的讲解和句型的操练。
三. 说教学目标1.知识目标：学生能够掌握关于音乐类型的词汇，如rock, pop, jazz,classical等；学生能够运用目标句型“I like…”来表达自己对音乐的喜好。
2.能力目标：学生能够运用句型“I like music that I can dance to.”来描述自己对音乐的选择。
3.情感目标：通过本节课的学习，学生能够培养对音乐的热爱和欣赏能力。
四. 说教学重难点1.重点：掌握关于音乐类型的词汇，如rock, pop, jazz, classical等；运用目标句型“I like…”来表达自己对音乐的喜好。
2.难点：运用句型“I like music that I can dance to.”来描述自己对音乐的选择。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实践中学习，提高他们的语言运用能力。
初中英语第九单元说课稿
初中英语第九单元说课稿尊敬的同事们，今天我将分享我们初中英语第九单元的教学计划和方法。
本单元的主题是“Friendship”，旨在通过各种活动和练习，让学生了解友谊的重要性，学会如何与他人建立和维护友谊。
一、教学目标1. 知识目标：学生能够掌握与友谊相关的词汇和表达方式。
2. 技能目标：学生能够使用英语描述朋友的特点，表达对朋友的感激之情。
3. 情感目标：学生能够认识到友谊的价值，学会珍惜和维护友谊。
二、教学内容1. 词汇：包括“friendship”, “loyal”, “supportive”, “kind”, “generous”等与友谊相关的词汇。
2. 语法：重点复习和应用形容词和副词的比较级和最高级形式。
3. 阅读：选取与友谊相关的短文，让学生通过阅读了解不同文化背景下的友谊观念。
4. 写作：指导学生写一篇关于友谊的短文或信件，表达对朋友的感激和祝福。
三、教学方法1. 情景教学法：通过创设与友谊相关的情境，激发学生的学习兴趣。
2. 合作学习：鼓励学生分组讨论，分享自己对友谊的看法和经历。
3. 任务型教学：设计一系列与友谊相关的任务，如角色扮演、小组讨论等，让学生在完成任务的过程中学习和使用语言。
四、教学过程1. 导入（Lead-in）：通过展示一些关于友谊的图片或视频，引起学生对主题的兴趣。
2. 新课呈现（Presentation）：介绍新词汇和语法点，通过例句和练习帮助学生理解。
3. 练习（Practice）：通过填空、匹配、转换句子等形式，让学生巩固新学的语言点。
4. 应用（Application）：组织学生进行角色扮演或小组讨论，实际运用所学知识。
5. 产出（Production）：指导学生完成写作任务，鼓励他们分享自己的作品。
五、教学评价1. 形成性评价：在教学过程中，通过观察和提问，及时了解学生的学习情况。
2. 总结性评价：通过作业、小测验等形式，评估学生对本单元知识的掌握程度。
人教新目标九年级英语全一册Unit9period1说课稿
3.互动游戏：开展“健康知识问答”等游戏，让学生在轻松愉快的氛围中复习所学内容。
（四）总结反馈
在总结反馈阶段，我将采取以下方式引导学生自我评价，并提供有效的反馈和建议：
1.让学生进行自我评价：思考本节课学到了哪些知识，哪些方面还有待提高。
1.主要内容：左侧列出introduce, habit, physical, active等词汇；中间部分呈现一般现在时的基本结构和动词第三人称单数变化规则，以及重点句型如“I have a habit of...”等；右侧总结课堂活动中的关键信息。
2.风格：板书将采用简洁明了的字体，用不同颜色粉笔区分不同知识点，以便学生一目了然。
2.语法：一般现在时的用法，特别是动词第三人称单数形式的变化。
3.句型：描述个人生活习惯的句型，如：“I have a habit of...”, “It's important to...”, “I think it's harmful to...”等。
4.对话：学会用英语进行关于健康生活方式的讨论。
此外，我还将结合合作学习法，鼓励学生进行小组讨论和互助学习。这种方法的依据是社会建构主义理论，认为知识是在社会互动中建构的。通过小组合作，学生可以在互动中互相学习，共同进步。
（二）媒体资源
在教学过程中，我将使用以下教具和多媒体资源：
1. PPT：展示主要知识点、例句和练习题，使教学内容更加直观。
2.录音机：播放听力材料，提高学生的听力理解能力。
3.定期进行教学反思，与同事交流经验，不断提升教学水平。
3.拓展阅读：阅读与课文相关的英语文章，了解更多的健康知识。
人教版九年级英语unit9英文版说课稿（可编辑修改word版）
⼈教版九年级英语unit9英⽂版说课稿（可编辑修改word 版）Unit9 I like music that I can dance to Section B Sad and beautifulNo.3 Junior High School 郝拾平Hello, everyone! I am Mr. Hao. It’s my great honor to stand h ere to share my teaching ideas with you. Today I am going to talk about Section B Sad but beautiful.My presentation includes six parts: analysis of the teaching material, analysis of the stu dents, teaching methods, guide of studying ways, teaching proce dures and teaching reflections.I. Analysis of the teaching materiali) Status and functionPlay an input role for intensive reading. Express preferences about t raditional Chinese music. It gives Ss much practice in reading and writing.ii) Teaching aims and demands1. Knowledge Objects 1) Know more about different traditional musical instruments in China. 2) Learn about the story Abinga nd his famous art pieces. 3) Use curriculum words and useful e xpressions correctly.2. Ability Objects 1) Have a fast reading for basic information.2) Skim for the main idea for each paragraph. 3) Scan for spec ific and detailed information. 4) Express their preferences freely using the target language.3. Moral Objects1) Learn about the culture of Chinese folk mu sic. Know more about Abing and learn his persistence from his experience. 3) Arouse students’ interest Chinese culture learning.4. Teaching important and difficult pointsTeaching important Points1)．Have a general understanding of the whole text 2) Skim for the main idea of each paragraph such as topic sentence. 3) Scan for specific information efficientlyTeaching Difficult Points 1)Identify main ideas and supporting details.2) Develop reading skills by noting specific details 3) Express their preferences freely based on the information they have read.5．Teaching aids A tape recorder and Multi-media.II. Analysis of the students1) Have grasped some words related to the topic. 2)Have the ab ility to use the target language in reading. 3) Own the skills for reading. 3) Desire to know about Chinese culture.III. Teaching methodsIn this class, I’ll mainly use the following teaching methods:1.Audio-visual teaching method（直观教学法）( set the scene/predict) 2. Communicative teaching method( discussion, reproduction （再现）and summary) 3. Task-based teaching method( reading comprehension, activity organization) IV．Guide of studying ways1.Stimulate students’ learning interest and discussion.2.Help students develop efficient reading skills.V．Teaching proceduresPre-reading: Step 1.Free talk: Show some pictures. Talk about Chinese musical instruments and famous pieces of music that are played on these instruments.Step 2.Presentation: Watch a video. Listen to the music Erquan Yingyue for the first time. Arouse students’interest to know about Abing.While-reading: Step 1. Skim the passage and match the main ideas with the paragraphs.Paragraph 1 Abing’s life(poor/hard)Paragraph 2 Abing’s popularity Paragraph 3 Writer’s feelingsStep 2. Read Paragraph 1 and try to finish the mind map.music was________ but I sensed a strong ________ and ________. It was one of the _______________________that I’ve ever heard._____as I listened.Step 3. Read Paragraph 2 and complete the following time shaft.Step 4. Read Paragraph 3 and try to answer the questions. 1. How many pieces of music did Abing write during his lifetime ? How many of them were recorded?600pieces.Only six pieces of music were recorded. 2. Which piece do all the great erhu masters play andpraise ?Erquan Yingyue.3. Why does Erquan Yingyue become one of China’s national treasures ? Because its sad beauty not only paints a picture of Abing’s own life but also makes people recall their deepest wounds from their own sad or painful experiences .Step5. Make an ID CARD for Abing.Post-reading:Step1. Pair work: Make a conversation. Student A is a foreign visitor who is interested in Abing and his music.Student B is a Chinese student who knows about Abing.A: What kind of musical instruments did Abing play?B: He could play many instruments, but he is best known for playing the erhu.A: …… B: ……Step 2.Discussion:Watch a video. Listen to the music Erquan Yingyue for the second time. Have a discussion. Enablestudents to understand its sad beauty .Think overwhat they can learn from the lesson.Homework: Write an article about your favorite kind of music.Blackboard Design：Unit 9 I like music that I can dance to.Section B Sad but BeautifulAbing Erquan Yingyuehard sad but beautifulVI. Teaching reflection___________________________________________________ ___________________________________________________-That’s all about my class. Thank you for listening.。
人教版英语九年级Unit9《IlikemusicthatIcandanceto.》全单元说课稿
人教版英语九年级Unit 9《I like music that I can dance to.》全单元说课稿一. 教材分析人教版英语九年级Unit 9《I like music that I can dance to.》主要介绍了关于音乐和舞蹈的话题。
本单元通过听说读写等多种活动，让学生掌握与音乐和舞蹈相关的词汇和表达方式，提高他们的语言运用能力。
教材内容丰富，贴近学生生活，能够激发学生学习兴趣，培养他们的跨文化交际意识。
二. 学情分析九年级的学生已经具备了一定的英语基础，对日常生活中的话题有了一定的了解。
但部分学生对英语学习的兴趣不足，课堂参与度不高。
针对这一情况，教师应充分调动学生的积极性，激发他们的学习兴趣，让他们在轻松愉快的氛围中学习英语。
三. 说教学目标1.知识目标：学生能熟练掌握与音乐和舞蹈相关的词汇和表达方式，如：rock, pop, jazz, dance, band, singer等。
2.能力目标：学生能运用所学的词汇和表达方式，进行简单的交流和讨论。
3.情感目标：培养学生对音乐的热爱，提高他们的跨文化交际意识。
四. 说教学重难点1.重点：学生能熟练掌握与音乐和舞蹈相关的词汇和表达方式。
2.难点：学生能运用所学的词汇和表达方式，进行流畅的口语交流。
五. 说教学方法与手段1.交际法：通过情景模拟、角色扮演等方式，让学生在实际语境中运用所学知识。
2.任务型教学法：通过完成各种任务，让学生在实践中掌握所学内容。
3.多媒体教学：利用多媒体课件、音频、视频等资源，丰富教学手段，提高学生的学习兴趣。
六. 说教学过程1.导入：教师播放一段音乐，引导学生谈论自己对音乐的喜好，从而引入本课主题。
2.新课呈现：教师展示本课的生词和短语，如：rock, pop, jazz, dance等，并通过图片、音频等形式帮助学生理解和记忆。
3.课堂活动：教师学生进行小组讨论，让学生用英语谈论自己喜欢的音乐和舞蹈，培养他们的口语表达能力。
人教版九年级英语unit9英文版说课稿最新版本
Unit9 I like music that I can dance toGood evening , everyone. ! I am Wu liying from Shentang Middle School, It’s my great honor to stand here to share my teaching ideas with you.Today I am going to talk about the first period in Section A of Unit 9 I like mus ic that I can dance to, which is taken from Go for it, Book 5.My presentation consists of six parts: analysis of the teaching material,analysis of the students, teaching methods, guide of studying ways, teaching procedures and teaching reflections.I. Analysis of the teaching materiali)Status and functionIn this unit,Ss learn to express preferences with the relative clause. The topic is about music, which is popular among Ss.It will arouse Ss’great interest. The first period mainly provides target language with relative clauses to express preferences on music. It gives Ss much practice in speaking and listening the target language.ii) Teaching aims and demands1. Knowledge ObjectsIn this lesson, Ss should master the new words “prefer and lyric”. At the same time, they should know how to use the target language:What kind of music do you like?I like music that I can sing along with．What about you?I prefer music that has great lyrics．2. Ability ObjectsIn this lesson, I’ll mainly train th e Ss listening and speaking abilities and develop the Ss’ abilities of communication by expressing their preferences on music．3. Moral ObjectsLet’s enjoy music．It always brings us happiness．4.Teaching keys points and difficultie pointsTeaching Key Points1)．Key V ocabulary: prefer, lyric2)．Target LanguageTeaching Difficult Points1)．Relative clauses with that2)．The listening practice5．Teaching aidsA tape recorder and a computerII.Analysis of the studentsThe Ss have learned English for two and a half years, they can express their thought and communicate with each other with English well. And all the Ss will be interested in the topic, which is related t o their real life.. It’s helpful for our study of this lesson.III.Teaching methodsIn this lesson, I’ll mainly use the following teaching method s:1．Chain drill2．Pairwork3. Task-based teaching methodIV．Guide of studying waysIn order to guide the Ss better, develop the Ss’ abilities, in this lesson, the Ss will learn how to be a good language learner, and how to communicate with others. It will be very helpful for their learning in the future . I think good studying ways can help the Ss to be good language learners.V．Teaching proceduresStep1. Review the last lessonDictate some of the key vocabulary words presented in units 1-8 as usual．Purpose of my designing: I think it is important to review the new words we have learned.Step 2 PresentationT: Boys and girls , there are many different kinds of flowers in the world ,but I like flowers that are red. Then I write “that are red ” on the blackboard．Point to it and say a sentence with it, I like flowers that are red．Ask who can make another sentence with it．They may say, I like gloves that are red．I like shoes that are red．Write another phrase on the blackboard, …that is big．Help the students to make sentences with it．Play the tapes of different kinds of music for the students, only a short piece of each tape．Say, I like music that makes me relaxed．Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to．Tell the students lyrics means the contents of the songs．Ask the students, What kind of music do you like?Say, You can answer with I like music…, I love music…, I prefer music… Explain prefer=like…better to them．Get one of the children to answer the question, then let this child ask the one next to him/her the same question．Set off a chain drill．Purpose of my designing: This activity introduces the key vocabulary and trainsthe students to express preferences with the relative clause．Step3 Practice: Looking and circlingAsk the students to open their textbooks now．Read the instructions of Activity 1a to the students．Make sure they understand everything．First have them look at the pictures and circle the sentences they agree with．Read each sentence to the class and ask the students to raise their hands to see if they agree．Make a survey to find out how the class feels about each item．Discuss the result of the survey with the class．Get the students to complete the sentence to tell what kind of music they enjoy．Ask some of the students to share their sentences．Write any new words or phrases on the board to help them if necessary．Help them make their own sentences like this: I like music that…Purpose of my designing: This step is employed to make the Ss get the general idea of the target language. At the same time let the Ss have a chance to practice their listening and spoken ability.Step 4 Listening practiceSay, we will hear Tony and Betty talking about the kinds of music each one likes．Let’s see the instructions first．Read the instructions to the students．Tell them to tick （√）the right statements while they are listening．Read the three headingsbefore playing the tape．Play the tape the first time and the students only listen．Then play it for a second time．The students tick in the right answer boxes．Cheek the answers．Purpose of my designing: It gives Ss practice in understanding the target language in spoken conversations.Step 5. Pairwork 1cRead the instructions to the students．First ask a pair of the students to read the example in the box,S A: What kind of music do you like?S B: I like music that I can sing along with．What about you?S A:I prefer music that has great lyrics．Then get them to work in pairs．Answer the questions with their own preferences．As the students do the practice, move around the classroom and give them some help．Ask several pairs of students to perform their conversations before the class．Purpose of my designing: Task-bas ed teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.Step6. SummarySs In this class, we’ve learned two new key words, prefer and lyrics. And we’velearned how to express preferences by talking about music, using relative clause with that ．Purpose of my designing: At the end of the class, we should help the Ss to summarize what we have learned in this lesson.Step7.HomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…Purpose of my designing: It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard designUnit 6 I like music I can dance to ．Section A The First Period1． sample phrases…that are red ．…that is big ．SentencesI like flowers that are red ．I like the house that is big ．Relative clause with that ．…that makes me relaxed.…that has great lyrics．…that I can sing alon g with．…that isn’t too loud．V. Teaching reflectionThere are only two new words in this lesson “prefer and lyric”.During my preparation, In terms of my organization of the class, there were six steps in detail. They were revision, presentation, practice, listening, pairwork and summary. Revision occupied about 6 minutes; presentation occupied 8 minutes; practice and pairwork accounted for half of the class; listening lasted about 6 minutes.I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the listening part. If I had five more minutes, I would play the tape recorder for another time and let them repeat what they heard. Because of the limited time, I just let them listen and check the answers, I think it’s not enough if I want to develop their listening and speaking abilities.That’s all about my class. Thank you for listening.【本文档内容可以自由复制内容或自由编辑修改内容期待你的好评和关注，我们将会做得更好】。
人教版英语九全Unit 9说课稿-课件
2.教授新单词，利用图片和视频的结合，更形象直观。 3.播放视频进行拓展，让成功人士指引方向。 4.家庭作业的布置，引导学生利用信息技术自主学习。
第二部分：教学方法
1. Communicative teaching method 2. Audio-visual teaching method 3. “Task-based” teaching method
mind-mapping. (2) To improve students’ ability of team work.
3. Moral objects (1) To cultivate the students to love basketball, love sports
and love life. (2) To encourage the students to work hard to achieve their
( 说教学反思）
第一部分:教材分析
The topic of unit 9 is to “talk about the history of inventions”. It’ s about a new grammar “the passive voice”. This is the last period. It’s a reading lesson.
Task 1
Checking
1. The sport of basketball is about towvoerhaunhdurneddred years old.
2. Basketball was invented by anCAamnaedricaannddoocctotor r .
初中英语九年级 Unit 9 Section B (1a-1d)说课稿
初中英语九年级 Unit 9 Section B (1a-1d)说课稿一. 教材分析本文选自人教版初中英语九年级Unit 9 Section B (1a-1d)，本节课的主要内容是关于描述过去发生的事情。
通过本节课的学习，学生能够掌握一般过去时的态的构成和用法，以及如何运用一般过去时描述过去发生的事情。
此外，学生还能够通过本节课的学习，提高自己的阅读理解和写作能力。
二. 学情分析根据我对学生的了解，他们在学习了一般现在时和一般过去时之后，对于时态的掌握已经有了基本的了解。
但是，他们在实际运用中，尤其是在写作和阅读理解方面，还存在一些问题。
因此，在教学过程中，我需要针对这些问题进行有针对性的教学。
三. 说教学目标1.知识目标：学生能够掌握一般过去时的构成和用法，能够运用一般过去时描述过去发生的事情。
2.能力目标：学生能够提高自己的阅读理解和写作能力，能够运用一般过去时进行有效的交流。
3.情感目标：通过本节课的学习，学生能够培养对英语学习的兴趣，提高自己的学习积极性。
四. 说教学重难点1.重点：学生能够掌握一般过去时的构成和用法，能够运用一般过去时描述过去发生的事情。
2.难点：学生能够正确运用一般过去时进行阅读理解和写作。
五. 说教学方法与手段为了达到本节课的教学目标，我将以任务型教学法为主，辅以合作学习法和情境教学法。
在教学过程中，我将使用多媒体教学手段，如PPT和视频，来帮助学生更好地理解和掌握知识。
六. 说教学过程1.导入：通过与学生讨论他们过去的一天，引出一般过去时的概念。
2.新课呈现：通过PPT展示1a的内容，让学生听录音，回答问题。
3.讲解：讲解1b的语法点，让学生理解一般过去时的构成和用法。
4.实践：让学生通过1c的练习，运用一般过去时描述过去发生的事情。
5.拓展：通过1d的阅读材料，让学生进一步理解一般过去时的运用。
6.总结：通过板书设计，让学生清晰地了解一般过去时的构成和用法。
七. 说板书设计板书设计将包括一般过去时的构成和用法，以及一些关键的词汇和短语。
人教版英语九年级全册Unit9SectionA(1a2d)说课稿
为了辅助教学，我将使用多媒体课件、网络资源和实物教具。多媒体课件能够提供丰富的视觉和听觉信息，帮助学生更好地理解和记忆所学内容。网络资源可以为students提供更多的学习资料和信息，拓宽他们的视野。实物教具，如图片、地图等，能够使学生更直观地了解美国学校的情况。
（三）互动方式
为了促进学生的参与和合作，我计划设计以下师生互动和生生互动环节：
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，我将以一个谜语游戏导入新课。我会展示一张美国学校的图片，并出一个谜语：“Where do students go to learn and grow?”让学生猜测答案。待学生回答后，我会揭示答案：“School!”，并板书单词“school”。接着，我会引导学生回顾已学过的与学校相关的词汇，如“teacher”、“student”等，为新课的学习营造一个轻松愉快的学习氛围。
（二）的问题或挑战，如部分学生对一般现在时态的疑问句和否定句的用法掌握不佳，以及对美国学校文化背景的理解困难。为了应对这些问题，我将提供额外的练习和辅导，以帮助学生巩固语法知识。同时，我将使用更多实际的例子和文化背景资料，以增强学生对美国学校文化的理解。
课后，我将通过学生的作业、考试成绩和课堂参与度来评估教学效果。如果发现某些学生对知识的掌握仍有困难，我将针对性地进行复习和辅导。具体的反思和改进措施包括定期检查学生的学习进度，及时调整教学方法和策略，以及与家长沟通，共同关注学生的学习情况。通过不断的反思和改进，我将努力提高教学效果，使学生在英语学习上取得更好的成绩。
5.设计富有挑战性的练习题，让学生在实践中运用所学知识，提高他们的学习兴趣。
三、教学方法与手段
（一）教学策略
人教版九年级英语Unit 9 When was it invented SectionA 英文 说课稿
Unit 9 When was it invented? SectionA 英文说课稿A. Teaching material analysis:1. My topic today is 1a-2c of section A in Go for it Unit 9. The language goal of this unit is “Talk about the history of the inventions”. The key words are:scoop, adjustable, heel, battery, operate, slipper, bulb, invent, be used for.2. The key expressions listed as follows :When was the car invented? It was invented in…Who was the car invented by? It was invented by...What is it /are they used for? It is/They are used for...3. The difficult point is the new language function of passive voice.B. Teaching anticipationIt’s the first time for the students to get in touch with the passive voice. This grammar item is a key point also is a little bit difficult. In this period, I will mainly let the students touch with the passive voice. They realize initially what the passive voice is constructed and what it expresses. That will be OK. I make "talk about the history of inventions" as the language goal of the class. In our school, the students don't have much time to learn some inventions. So I ask them to get ready for this lesson and try to find information about the four greatest inventions of ancient China and some other famous inventors and their inventions. So they can have a concert of what they will learn in this class. I hope the students can hit the following goals after this class:1. They can realize the passive voice initially.2. They can use the sentence structures learned to discuss the inventors and their inventions.3. They can realize the ancient civilization of China, strengthen the proud of feeling.C. My thought for the design of this classIn this class, I will lead the students to have a tour to an African original tribe and recommend some inventions in our daily life to improve their originality situation, thus develop the topic. The activities involve three key sentence structures of this lesson:When was it invented?Who was it invented by?What is it used for?My post task is a letter from a student to Africans. It introduces the ancient four greatest inventions of China. But there are many mistakes about the passive voice. I get the students to correct them. Through the practice, the students can consolidate what they lea rned today. What’s more, it can make the students realize the glorious and ancient civilization of China.D. Teaching procedures:Step 1. Warming upI present the language targets on the first page of ppt. It can make students realize what they are going to learn before class. So they will have a better effect to learn it well.Step 2. Lead-in1. T: Today we are going to Africa. We'll visit an ancient tribe. (Present the African original tribe picture)T: They live in the house like this. (A dark house) What do they need?S: Bulb.Present the bulb that student said. Explain that this is an inventionT: It’s a kind of invention.2. Present Edison’s picture,T: Who is this man? (Edison)S: He was an inventor.( Present the vocabulary inventor)T: He invented many inventions.Please say something about Edison and the bulb.S: Edison invented the bulb.(The student can describe with the active voice which learned before)Then change the positions, and then let the student say the relation again.(Design aim: I want to make the students find out what the passive voice is. It will develop the ability of independent study)3. Repeat the same steps with some other inventions (car and telephone).Step 3. Activity1T: The Africans want to know when the inventions were invented.1. Order the inventions (1a)Get the students to guess in what order the inventions were invented and number them from 1-5. They can discuss with their partners:S1: I think the telephone was invented before the car.S2: Well, I think the car was invented after the telephone.2. Listen to the tape and find the time of the inventions. ( 1b )Then check the answer and know whose order is right.3. Pairwork (1c )Make conversations using the timetable in 2a.(Goal: do 1a-1c. withdraw the knowledge dot and practice.)Step 4. Activity2 Have a tryT: Let’s learn some other inventions.- When was the laser invented? - It was invented in …- Who was it invented by? - It was invented by …inventions When was it invented? Who was it invented by?Laser 1960 Tonysairplane 1903 LightE-mail 1971 Tomlinsontelegraph 1895 Marconiair-condition 1902 Wailersauto-dub machine 1967 Belonball pen 1938 Parishes(Goal: practice the key sentence structures with some other inventions and open the students mind at the same time)Step 5. Activity3 What are they used for?T: The Africans know when the inventions were invented. And they want to know what they are used for.Show a conversation between Bell and an AfricanAfrican: What’s the telephone used for?Bell: It’s used for talking with people.1. What are they used for? (Present a sheet of inventions)1) Discuss in groups of four.2) Get the students to guess. They can have their own ideas.2. Guessing gameDivide the whole class into two groups and have a competition. The group gives out more correct answers in three minutes will be the winners. One of their members will read for them with the information in the cards. The words in the cards are like this: Bell, telephone, 1876, talking with people …Students can rob the answer while reading the information.The teacher needs to get ready for the cards before class.(Goal: play a guessing game like Lucky 52 which students are interested in. It's used for consolidating the key sentences and passive voice.)Step 6. Activity4 ReadingT: The Africans are very glad to know so much about the inventions. So they’d like to read some other articles about other modern inventions.Give the listening material and the forms to the students before class1. Read the conversation and fill in the chartinventions Who was it / they invented by? What is it/are they used for?Shoes with adjustable heels scooping really cold ice cream Julie Thompson2.Check the answer3.Read after the tape together and read the new words(Goal: 2a/2b is listening material. I design it as a task reading. We have learned the sentence structures in the step above. )Step 7. Activity5Small inventorsT: Show time! Show your inventions to the Africans! (Prepared)1. SurveyFour students as a group, one student works as a reporter to interview the other three students and fill in the chart.inventions Who was it invented by? When was it invented? What is it use for?2. Report Make a report about their new inventions… Was invented by … it was invented in.... It is used for …(Goal: practice the key sentence structures surrounding the language goal. Develop the student’s have fantastic ideas and consciousness of the invention innovation)Step 8.Activity6 the four greatest inventions of ancient China1. Show the four inventions, the inventors, the invented time, the usage to get the students to match them.2. Show a letter from a student to an African, there are many mistakes, get the students to correct them.3. Write the correct letter if time is permitted.(Goal: make the student consolidate passive voice. students can realize the ancient civilization of Chinese, self-confident and proud of feelings.)Step 9. Summary1. The passive voice被动语态的构成: 助动词(be)+动词过去分词 (done)am/is( are) + done 一般现在时was (were) + done 一般过去时2. ExpressionsWhen was the car invented? It was invented in 1876.Who was the car invented by? It was invented by Ford.What are they used for? They are used for driving. Step10 .Homework•Copy the new words three times and remember them•Finish Homework A Page 1•Write the corrected letter to the African.•Preview : new words and expressions。
(英语说课稿)Unit 9 《When were you born-》全英文说课稿
Unit 9 When were you born全英文说课稿The lecture notes of Section A (3a-4b) ,Unit 9 of Book 2By Chen YunxiaLadies and Gentlemen, Its my great pleasure to be here sharing my lesson with you . The content of my lesson is Go for it Book2 , Unit9, Section A 3a---4b.Part 1 Teaching material analysis〔一〕Status and FunctionThe language goal of this unit is to talk about exceptional people 〔people we admire〕;Learn some English expressions about professions; Use the Past Tense to talk about their own and others experiences and achievements; Learn to write the biography.(二)Analysis of the studentsThe students in middle school like to show themselves . By completing all kinds of tasks , the students can build up their learning interest and self- confidence .(三) Teaching Aims and Demands1. Knowledge Objects:a. Key vocabularyToo to 3golf Brazilian national achievement become callb. Target language1) Who is2) When did3) How old were you when4) When she was years old.c. Writing practiceTry to describe a persons experience using " when years old.'2. Ability ObjectImprove Ss listening , speaking , reading and writing skills .3. Moral ObjectAsk students to learn from the famous persons and do something meaningful from now on.〔四〕Teaching Main and Difficult Points:1. Key vocabulary2. Target language3. Describe a persons experience(五) Teaching Aids: pptPart 2 Teaching Methods:The main instructional aims of learning English is to cultivate students basic abilities of listening ,speaking, reading, and writing and their goodsense of the English language . So in this lesson , I ll mainly use "task-based ' teaching method . It offers an opportunity to complete the tasks which can help students to get a better understanding of the key structures of the conversation . Whats more , scene method , communicative teaching method will be needed.Part 3 Study methodsEach unit in "Go for it ' contains many activities , some of which need to be finished by students independently and some by cooperation , for example , pairwork ,groupwork and games . The latter can make students be relaxed . They neednt worry about making mistakes .It can arouse students to think and say what they want to say .Part 4 Teaching Procedures:Step I.Warming-upPlay a touching gamePurpose : to attract the students attention and to create a relaxed atmosphere.Step II. Presentation1. Play a guessing game (Show them the photos of several famous persons and guess their names )Purpose: to cultivate the students interest.2. Talk about the famous persons in 3a, Section A by showing their photos one by one .Purpose: to let the students acquire the new knowledge unconsciously .3. Listen to a passage and circle the names that you hear . Purpose : to improve Students listening skill.Step III. ReadingRead the passage and fill in the blanks in 3a.Purpose : to improve students reading skill.Step IV. Practice1. Pairwork ( 3b)Read the sample conversation and try to make new conversations according to the chart on the screen .Purpose : to provide an opportunity for students to use the target language to make a conversation to train the students creative competence .2. Groupwork ( 4a) (Make an interview)Divide the class into several groups. Ask students to interview their group members and write down the survey result.Purpose : to make the students consolidate the target language by practicing the conversation .3. Report (4b)Ask each group to choose a student as their representative to report the survey result.Purpose: to train the students spirit of cooperation and teamwork . Step IV. Homework Write about " Henry Keller 'Purpose : 1. to improve students writing skill. 2. to learn from Henry Keller.Black DesignUnit 9 When was he born 3a-4bToo toExample :。
人教版九年级英语unit英文版说课稿
Unit9 I like music that I can dance to Section B Sad and beautifulNo.3 Junior High School 郝拾平Hello, everyone! I am Mr. Hao. It’s my great honor to stand here to sh are my teaching ideas with you. Today I am going to talk about Section B of theof sI.i)ii)1.?art pieces. 3) Use curriculum words and useful expressions correctly. 2.?Ability Objects 1) Have a fast reading for basic information. 2) Skim for the main idea for each paragraph. 3) Scan for specific and detailedinformation. 4) Express their preferences freely using the target language.3. Moral Objects1) Learn about the culture of Chinese folk music. Kno w more about Abing and learn his persistence from hisexperience. 3) Ar ouse students’interest Chinese culture learning.4.1)3)51) to u se the target language in reading. 3) Own the skills for reading. 3) Desire to know about Chinese culture.III. Teaching methodsIn this class, I’ll mainly use the following teaching method s:1.Audio-visual teaching method（直观教学法）( set the scene/predict) 2. Communicative teaching method( discussion, reproduction （再现）and summary) 3. Task-based teaching method( reading comprehension, activity organization)IV．Guide of studying ways1.S timulate students’ learning interest and discussion.2.Help students develop efficient reading skills.V．Teaching proceduresPre-reading: Step 1.Free talk: Show some pictures. Talk about Chinese musical instruments and famous pieces of music that are played on these instruments.Step 2.Presentation: Watch a video. Listen to the music Erquan Yingyue for the first time. Arouse students’ interest to know about Abing. While-reading: Step 1. Skim the passage and match the main ideas with the paragraphs.Paragraph 1 Abing’s life(poor/hard)Paragraph 2 Abing’s popularityParagraph 3 Writer’s feelingsStep 2. Read Paragraph 1 and try to finish the mind map.The music was________ but I sensed a strong ________ and ________.It was one of the _______________________that I’ve ever heard.movedI almost _____as I listened. Step 3. Read Paragraph 2 and complete the following time shaft.Step 4. Read Paragraph 3 and try to answer the questions.1. How many pieces of music did Abing write during his lifetime ? How many of them were recorded?600pieces.Only six pieces of music were recorded.2. Which piece do all the great erhu masters play and praise ?Erquan Yingyue.3. Why does Erquan Yingyue become one of China ’s national treasures Because its sad beauty not only paints a picture of Abing ’s own life but also makes people recall their deepest wounds from their own sad or painful experiences .Step5. Make an ID CARD for Abing.Post-reading: Name: _________ Date of birth: __________Hometown: ___________ Profession: ____________In 1893 Abing was______________.When he was very young, his mother _________.By age 17, Abing was known for _______. After his father died, Abing’s life ______.For several years, he had _________, and lived _______________________________________. After Abing get married, he_______________. He continued to ______________ on the streets. He_______in this way for many years.A: What kind of musical instruments did Abing play?B: He could play many instruments, but he is best known for playing the erhu.A: …… B: ……Step 2.Discussion:Watch a video. Listen to the music Erquan Yingyue for the second time. Have a discussion. Enable students to understand its sadbeauty .Think over what they can learn from the lesson. Homework: Write an article about your favorit e kind of music.Blackboard Design：Unit 9 I like music that I can dance to.Section B Sad but BeautifulAbing Erquan Yingyuelife musichard sad but beautifulVI. Teaching reflection__________________________________________________________ ____________________________________________-That’s all about my class. Thank you for listening.。
初中英语九年级Unit9SectionA(Grammarfocus-4c)说课稿
初中英语九年级 Unit 9 Section A(Grammar focus-4c) 说课稿一. 教材分析《人教版新目标英语》九年级Unit 9 Section A(Grammar focus-4c)主要讨论了关于过去发生的事情的句子构造。
这一部分的内容对于学生来说是一个重要的语法点，因为它涉及到过去时态的运用。
教材通过丰富的语境和真实的例句，帮助学生理解和掌握过去时态的用法，同时培养学生的阅读理解能力和语言表达能力。
二. 学情分析九年级的学生已经掌握了基本的英语语法和词汇，具备一定的阅读理解能力。
但是，对于过去时态的运用，部分学生可能还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，针对性地进行教学，帮助学生巩固和提高英语水平。
三. 说教学目标1.知识目标：让学生掌握过去时态的构成和用法，能够正确地构造关于过去发生的事情的句子。
2.能力目标：培养学生阅读理解能力和语言表达能力，提高学生的英语水平。
3.情感目标：激发学生学习英语的兴趣，培养学生的团队合作意识和自主学习能力。
四. 说教学重难点1.重点：过去时态的构成和用法。
2.难点：过去时态在实际语境中的运用。
五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中，自然地学习和掌握过去时态的用法。
2.运用多媒体教学手段，如PPT、视频等，为学生提供丰富的教学资源，提高课堂趣味性。
3.分组讨论，鼓励学生积极参与，培养学生的团队合作意识和自主学习能力。
六. 说教学过程1.导入：通过一个简单的谜语，引发学生对过去时态的好奇心，激发学生的学习兴趣。
2.新课呈现：讲解过去时态的构成和用法，让学生通过例句理解并掌握过去时态的运用。
3.任务型练习：设计一个关于过去发生的事情的对话，让学生在角色扮演的过程中，运用过去时态进行交流。
4.分组讨论：让学生围绕一个主题，运用过去时态进行讨论，培养学生的团队合作意识和自主学习能力。
5.课堂展示：邀请部分学生上台展示他们的讨论成果，鼓励其他学生进行评价和补充。
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Unit 9I like music that I can dance to.说课稿各位领导老师：大家好！今天我说课的主要内容是新目标九年级英语第九单元Unit 9 I like music that I can dance to. 本课的中心话题是音乐和音乐家。
通过谈论音乐使大家感受音乐的美。
我将从教材分析、教学方法、教学过程和教学效果几个方面说课。
一、教材分析（一）教材地位Unit 9的中心话题是音乐，而音乐与我们的生活密切相关，通过本单元的学习，要求学生能够用英语谈论自己喜欢的音乐，和音乐家，并说明为什么。
在谈论这个话题的同时，学习并掌握定语从句。
定语从句在初中教材中是一个很重要的知识点，学好这一单元对后面的学习很有帮助，起着承上启下的作用。
在中招考试中，不但十五个选择题中要涉及这方面的内容，而且在也阅读理解中也有大量的定语从句出现，如果不能够很好地掌握它，势必影响学生今后对阅读文章的理解。
因此，本单元不仅是本册书的重点，在整个初中教学中，他都占着非常重要的地位。
（二）教学目标1、知识目标：学会恰当的使用引导词that ,which ,who2、能力目标1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”2）能够自如地谈论自己所喜欢的音乐和音乐家。
3、情感目标：通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
三）重点和难点：1、重点1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ,which”的使用方法。
2）“prefer …to…”的用法3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”2、难点结合功能句进行听力练习。
确定目标的根据新课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和初步运用英语进行交际的能力，激发学生的学习兴趣，为进一步的学习打基础。
此外，根据新课程标准的要求，现阶段英语教学的素质主要包括思想素质教育，潜在英语能力的培养，非智力因素的培养等几个方面。
而我们班的学生本身英语基础不太好，部分学生已经对英语失去了信心，还有一部分学生觉得英语越来越难，渐渐力不从心了，不感兴趣了，上课注意力也不集中了。
针对这种情况，备课时要增加趣味性，以此来提高学生对英语的学习兴趣。
二、教法学法1、教法：采取“任务型”教学法。
教师根据本节课内容，安排合适的任务，让学生在完成任务的过程中达到本节课所拟定的目标。
2、学法：任务型。
让学生通过完成课前找资料、上课积极参与、讨论，课后进行巩固和迁移等任务，来达到拟定的目标。
采用任务型教学法的根据：初中英语新课程理念中说，使用“任务型”的教学，能让学习者在实施任务的过程中有更多的机会去接触可理解的语言输入，有更多的机会以口头或笔头的形式去进行语言交际，由此产生更多的语言互动或磋商性的活动，最终将促进他们更好更快地学习语言。
四、教学环节的设计三、教学过程（一）准备阶段我要准备的工作是备好课，制好课件。
学生要做的准备工作是查找喜欢的音乐、歌手，并思考为什么。
使学生在预习中就掌握了大量的信息，具备了相应的选择能力和重组能力，这也恰恰是新课程标准的要求。
（二）课堂教学过程任务一：创设情境。
通过看图片，谈天气、服装、音乐等学生生活中比较熟悉的事情引入本单元的功能句。
倾听、观看、理解、记忆、回答、模仿、参与操练。
通过为学生设置情境，能够让学生充分理解和感受功能句“what kind of music do you like ? I like music that I can dance to . I like musician who can write their own music.”的用法。
《初中英语新课程教学法》一书提倡英语生活化教学，文中这样写道，“英语生活化教学，就是在教学过程中要关注和联系学生的生活实际和生活体验。
让英语教学贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究从而实现教学方式和学习方式的转变。
”利用学生感兴趣的生活实际引入教学，有利于引起学生的学习兴趣和参与兴趣。
任务二：分组操练。
让全班同学以四人小组为单位操练和表演对话，教师巡视、观察、监控、调整、提供帮助。
通过编对话的形式谈论他们对音乐和音乐家的好恶，不仅体现小组合作学习，也体现了师生之间的合作学习。
《新课程理念》中提到，“学会与他人合作已经成为全球教育改革的四大支柱之一。
在英语教学中培养学生的合作精神的一个重要途径是通过设计和提供大量合作性的语言活动，让学生在学习过程中感受与他人合作、分享知识和成功的感受。
”任务四：写自己的句子。
让学生在逐步掌握功能句“说”的技能之后，转入模仿句式写句子，“I like music that＿＿”。
“造句是培养学生运用英语的最简单易行的训练方法，可以使学生通过运用单词和短语来掌握句子。
为今后写作练习打下最基本的基础。
”（《现代英语教学法》）任务五：教师创设听力情景，并针对听力提出适当的问题，使学生有目的地进行听力练习，然后小组讨论、全班订正。
听力练习也是本节课的教学难点，平时大多数学生都说听力难，其实主要是没掌握听力技巧，如果让学生带着问题有目的地去听就容易多了。
这实际也是一种听力技巧，即不需要听清每个词，只需抓住关键即可。
任务六：巩固和迁移。
教师简单的设计一些针对性比较强的练习，让学生几分钟内完成以达到学生对本单元知识点的巩固和迁移。
任务七：阅读练习。
让学生带着问题，根据本节课所学自己阅读课文Section A 3a，然后找出问题相应的答案，阅读前，教师解释remind sb of sb/sth “使…记得，提醒”，然后小组讨论，全班订正。
这样安排的主要目的是锻炼学生的阅读能力和培养学生的合作精神。
任务八:：布置作业。
让学生利用本节所学内容完成3b和4，也即编对话和采访练习。
以达到对本节知识的巩固和迁移。
四、教学效果通过本单元的学习，不仅能使学生学会本单元的功能句，而且通过创设情境调动学生的积极性和自主性，使学生敢于用英语交流和表达，学习中遇到困难，愿意主动向他人请教，并有较强的合作精神，使学生进一步体会到英语学习的快乐与成就How can we become good learners？第一课时Section A（la-2d)导学目标掌控⑧知识目标A.重点单词：textbook，conversation，aloud，pronunciation，sentence，patientB.重点词组：1 ．make word cards2. listen to tapes3. practice conversations with4. at first5 ．word by wordC.重点句式：1 ．How do you study for a test？2. I study by working with a group.3 ．It’s too hard to understand the voices.4. The more you read，the faster you’11 be.⑧能力目标运用句式用英语谈论学习方法。
⑧情感目标正确的学习方法有助于我们提高学习效率，从而提高我们的学习成绩。
自学效果掌控预习教材，回答下列问题：1 ．What does Jack have to do?He has to finish reading a book and give a report nextMonday.2. How does Annie ask Jack to understand a word’s mean-ing?Try to guess a word’s meaning by reading the sentencesbefore and after it.‘导学环节设计Step 1 Revision and Leading-in对话导人：师生间开展对话，谈论英语学习。
对话内容可以包括下列问题：1 ．Do you like learning English? How about your English study?2. What do you think is the best way to learn English well?3. Do you have any other good ideas？Step 2 SB Page l完成教材上la-lc的任务操作案例：Read the new words by the Ss first.Then check the Ss if they can read the new words by themselves correctly. If there is a mistake，correct.Practice reading the new words ．Give them 6 minutes.Have a competition between boys and girls ．Write the words you remembered just now on the blackboard.la. Do this part by the Ss first. According to each student，check the ways of studying English. Then addother ways they sometimes study.lb. Ask the students to listen to the tape. Question：How do these students study for a test？Then ask thestudents to write letters from la above. After that，check the answers.lc. Make conversations about how to study for a test.Step 3 SB Page 2完成教材上2a-2d的任务1 ．2a. Listen and check the questions the students hear.2 ．2b. Listen again. Match each answer below with a question above.环节说明：要求学生听第一遍录音，并完成课本上2a的听力任务；要求学生听第二遍录音，完成课本上2b的听力任务；要求学生听第三遍录音，逐句进行跟读并检查核对答案。