九年级英语集体备课教案 U10-3

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九年级上册英语教案 教学设计 讲课稿 module 10 unit 3

九年级上册英语教案 教学设计 讲课稿 module 10 unit 3

九年级上册:Module 10 Unit 3 Language in use主讲人:(P1) 我们在前面一起学习了九年级上册第10模块第一单元和第二单元的内容,下面我将带领大家一起学习第三单元。

本节课将侧重语言运用。

本模块的标题是Australia, 我们通过Unit 3 Language in use 来巩固和运用本模块所学知识。

(单击鼠标)(P2) 首先和同学们分享的是本节课的内容分析。

(点击鼠标)(P3) 本课时的课型是复习应用课,主要对本模块所学的由that引导的定语从句进行综合练习。

本单元的阅读拓展练习介绍了作者从英国搬到澳大利亚后的生活。

在Around the world栏目中,介绍了澳大利亚土著人奥运冠军凯西. 弗里曼。

(单击鼠标)(P4) 基于以上内容,我们确定本节课的学习目标为:1.能够理解并运用由that引导的定语从句。

2.能够运用新词汇。

3. 能够了解澳大利亚的风景和文化特征。

4. 能够制作一张介绍一个国家的海报。

(单击鼠标)(P5) 下面我们就开始今天的学习。

(单击鼠标)(P6)大家对这4个句子,熟悉吗?I have some photos that I took in Australia last year.我有一些去年在澳大利亚拍的照片。

They wear special hats that keep the flies away.他们戴着能赶走苍蝇的特制的帽子。

The horse that I rode was lazy.我骑的马很懒。

The game that they like most is Australian football.他们最喜欢的运动是澳大利亚足球。

这四个例句,涵盖了本模块重要的语法内容,即:由that 引导的定语从句。

那么接下来我们就对这一语法进行回顾复习。

(点击鼠标)P7下面咱们一起进入知识学习环节。

(点击鼠标)P8首先进入语法复习部分。

(单击鼠标)P9 由that引导的定语从句:that为定语从句的引导词, 放在先行词及定语从句之间起连接作用, 同时在定语从句中充当句子成分。

外研版九年级英语上册教案 Module10 Unit3

外研版九年级英语上册教案 Module10 Unit3
1&2&3通过多样的练习和运用考查学生对定语从句的掌握程度,同时锻炼学生的口语能力。
4&5.通过多样的练习和运用考查学生对本模块所学重要单词和短语的运用能力。
6.培养学生阅读并获取细节的能力。
Listening
1. Listen andnumber the pictures.
培养学生听,并获取具体信息的能力。
Teaching Plan for NSE9A Module10Unit3
Lesson type
Revision
Teacher
Teaching contents
NSE9AModule10Unit3 Language in use
Teaching objectives
1. Students will be able to use the vocabulary of this module.
2. Finish the writing.
巩固和运用所学知识。
Blackboard design
Module 10 Unit 3 Language in use
that引导的定语从句
先行词+that引导的定语从句
修饰
After-class reflections
2. Most of the students will be able to exchange information about a given topic with others.
3. Students will be able to summarize andpracticethe grammar of attributive clauses.
Teachinarning activities

九年级英语全册 Unit 10 You’re supposed to shake hands教案3

九年级英语全册 Unit 10 You’re supposed to shake hands教案3

新疆精河县九年级英语全册Unit 10 You’resupposed to shakehands教案3 (新版)人教新目标版编辑整理:尊敬的读者朋友们:这里是精品文档编辑中心,本文档内容是由我和我的同事精心编辑整理后发布的,发布之前我们对文中内容进行仔细校对,但是难免会有疏漏的地方,但是任然希望(新疆精河县九年级英语全册Unit 10 You’resupposed to shake hands教案3 (新版)人教新目标版)的内容能够给您的工作和学习带来便利。

同时也真诚的希望收到您的建议和反馈,这将是我们进步的源泉,前进的动力。

本文可编辑可修改,如果觉得对您有帮助请收藏以便随时查阅,最后祝您生活愉快业绩进步,以下为新疆精河县九年级英语全册Unit 10 You’resupposed to shake hands教案3 (新版)人教新目标版的全部内容。

Unit 10 You’re supposedto shakehands Unit 10You’resupposed to shake hands.Section A 3a—3cTeaching Aims and Dema nds Knowledge Objects:1.Key words: New wordsandphrasesonP75。

2。

grammar:To knowsomecustomsin differentcountries。

AbilityObjects: Improve students’reading and writing ability .Moral objects: Weshould respect the different countries’customs 。

二、【教学流程】Teaching steps二次备课Step 1Warm—up1,Makingsentences with be supposed to dosth / be expected to do sth or customs in different countries on yourexercises—books2. Read the passage in 3aStep2 Prepare testStep3。

外研版九年级英语上册Module 10 Unit3 Language in use教案

外研版九年级英语上册Module 10 Unit3 Language in use教案

Module 10 Unit3 Language in use教案ⅠTeaching modelRevision and application.ⅡTeaching methodFormal and interactive practice, task-based activities.ⅢTeaching ObjectivesTo summarize and consolidate.ⅣTeaching aidsPPT, tape recorder, handouts.ⅤTeaching StepsStep 1 Revision1. Review the text of Unit2.2. Grammar learning.Step 2 Language practiceRead the passage and underline all the sentences with that.Step 3 Work in pairsNow work in pairs. Discuss the meaning of the sentences with that.Step 4 Check up1. Complete the conversations. Use that.2. Think of an animal and write some sentences about it, starting with “This is an animal that…”3. Put the words into the correct column.4. Complete the conversation with the expressions in the box.Step 5 Module task1. Work in groups. Talk about what you would like to include in your poster and how to present it.1) Choose a country you would like to make the poster about.2) Think about the kinds of things you want to include: location, capital, famous places, famous people, customs and traditions, etc.3) Think about how you would present your information: photos, leaflets, description, maps, etc.2. Collect and present your information.3. Present your poster to the class.Step 6 HomeworkMake a poster about your hero and present it to the class.。

九年级英语上册 Module 10 unit3 Language in use.教案 (2)

九年级英语上册 Module 10 unit3 Language in use.教案 (2)
Eg: The policeman asked the boywhere was his mother.
Then let the students know that the object clause should betheStatementsSequence
3.Do someSentence Completion Exercises and pay attention to the tense in each sentence.
I don’t know where she comes from
when she usually gets up

Step2practise,generalize and summarize
1. Show the sentences that the students said just now on the screen. And ask the students tosay whatthe link words of the objectclause are.
2.Ask the students to say somethingabout the person in the picture and give them some tips about the picture.
Eg: I know that she is an English teacher.
2.the differences between the three kinds of clause
Step6Translate aChinesepassage into an English one and use as many clauses as you can.

英语人教版九年级全册U10 3a 教案

英语人教版九年级全册U10 3a 教案
Step 3 After reading 1. Learn language points. 2. Make a conversation according to the passages and role-play it.
Teresa: Hi, Marc. Sorry I’m a little late. Marc: Teresa! You are 10 minutes late! You are much late! Teresa: It’s 10 minutes! It’s no big deal! Marc: Well, in Switzerland, people are supposed to ….
phrases: drop by, after all, get mad, make an effort sentences: It is polite for sb. to do sth.
难点 To train Ss’ ability in prediction and finding details.
Step2. Reading 4. Read and predict.
Read the questions of 3a and predict what the two short passages mainly about. Ss : Their attitudes about time! Read the chart of 3b and predict the main idea of the passages. Ss: Difference between Colombian and Swiss customs.
备注
3. Guess Which country is it? -It is in Europe. Bern is its capital. And it is also the capital of clocks and watches. -It is in South America. Bogota is its capital and it is famous for its coffee. Key: Switzerland Colombia

外语教研版中学英语九年级上Module 10 Unit 3教案详案

外语教研版中学英语九年级上Module 10 Unit 3教案详案

Module 10 AustraliaUnit 3 Language in use设计说明教学反思本单元是复习单元,集中总结和练习that引导的定语从句的用法;复习巩固本模块的重点单词、短语和句型。

本课从指导学生朗读Language practice中的句子入手,引入语法的集中讲解与练习。

除语法专项训练外,本单元还安排了词汇和听力的训练以及拓展视野的Around the world栏目。

在本课的末尾安排了实践性环节——设计一张关于某个国家的海报。

所有这些环节的设置,旨在提升学生的语言运用能力。

教学目标通过本单元的教学,让学生达成以下目标:1. 知识目标:(1)复习本模块新单词、短语及句型。

(2)总结并巩固that引导的定语从句的用法。

2. 能力目标:(1)能够运用that引导的定语从句。

(2)能够设计一张关于某个国家的海报。

3. 情感目标:培养对世界各国自然和文化的兴趣。

重点难点重点:掌握本模块的重点短语和句子难点:that引导的定语从句教学准备PPT课件,活动6、7的录音授课时数1课时教学过程Step 1 Review1. Ask students to read the new words and expressions in Module 10. Use theword and expression cards to help them.2. Get some students to read the conversation in Unit 1 in different roles.3. Get the students to read the passage in Unit 2 on their own.Step 2 Language practice1. Read the sentences in the box to the class.3. Encourage some of them to repeat the sentences.Step 3 Grammarthat引导的定语从句1. 关系代词that既可以指代人也可以指代物,所以that引导的定语从句既可以修饰人,也可以修饰物。

九年级英语下册 Module 10 Unit 3 Language in use教案 外研版

九年级英语下册 Module 10 Unit 3 Language in use教案 外研版

Module 10 My future lifeUnit 3 Language in useTeaching objectives:1. To check and practice the words in this mo dule.2. To review the useful sentences and expressions.3. To review the grammar.Teaching points:1. Key expressions: ---Thank you for your help with our homework.I’ve learnt the importance of fri endship.2. Difficult points: the usage of some adj.Teaching aids: tape recorder, OHP, handoutsTeaching procedure:Step 1. RevisionRevise the words and expressions in Unit 1 and 2.S t ep 2. Presentation1. Ask the students to read the important sentences in this module.2. Comp lete the conversation. Join the w ords in Box A with those in Box B. Then check the answers.3. Complete the following sentences, using the correct form of the words.Step 3. Look at the picture and discuss the questions. Ask the students to work in pairs and talk ab out the questions.Step 4. Listen and read the passage1. listen to the tape.2. Match the phot os and the paragraphs.1) Ask the students to read the passage again .2) Match the photos with the paragraphs.3) Choose the best ans wers to the quest ions.Step 5. Around the worldMake students read the notes and understand the meaning of i t. Step 6. Homework1. Translate some sentences.2. Write plans for your future.。

九年级英语unit10 教案

九年级英语unit10 教案

九年级英语unit10 教案教案标题:九年级英语Unit 10 教案教学目标:1. 学习并掌握本单元的重点词汇和短语。

2. 能够运用所学知识描述人物的外貌特征和个性特点。

3. 能够用英语表达自己对于不同类型书籍的喜好和观点。

4. 能够用英语谈论自己对于未来职业的规划和理想。

教学重点:1. 掌握本单元的重点词汇和短语。

2. 运用所学知识描述人物的外貌特征和个性特点。

3. 用英语表达自己对于不同类型书籍的喜好和观点。

4. 用英语谈论自己对于未来职业的规划和理想。

教学难点:1. 运用所学知识描述人物的外貌特征和个性特点。

2. 用英语表达自己对于不同类型书籍的喜好和观点。

3. 用英语谈论自己对于未来职业的规划和理想。

教学准备:1. 教材:九年级英语教材Unit 10。

2. 多媒体设备。

3. 学生练习册和笔。

教学过程:Step 1: 导入新课1. 利用多媒体设备展示一些图片,引导学生谈论人物的外貌特征和个性特点。

2. 引导学生思考并讨论以下问题:你认为外貌和个性对于一个人的重要性有多大?Step 2: 学习重点词汇和短语1. 呈现本单元的重点词汇和短语,帮助学生理解并记忆。

2. 进行词汇和短语练习,如词汇填空、造句等。

Step 3: 学习语法和句型1. 引导学生学习并理解描述人物外貌特征和个性特点的语法和句型。

2. 给学生提供一些范例句子,并让他们进行模仿和创作。

Step 4: 练习活动1. 学生分组进行小组讨论,讨论自己对于不同类型书籍的喜好和观点,并用英语进行表达。

2. 学生进行角色扮演,谈论自己对于未来职业的规划和理想。

Step 5: 总结与拓展1. 教师总结本节课的重点内容,并与学生进行互动讨论。

2. 布置相关的练习作业,巩固所学知识。

教学辅助策略:1. 利用多媒体设备展示图片和视频,激发学生兴趣。

2. 创设情境,让学生在实际交流中运用所学知识。

3. 鼓励学生积极参与课堂讨论和互动。

评估方法:1. 课堂观察:观察学生在课堂上的参与度和表现。

人教版英语九年级全册 Unit 10教案

人教版英语九年级全册 Unit 10教案

九年级全册Unit 10Section A (3a-3c)教学设计一、教学目标:1. 语言知识目标:1) 学习掌握下列词汇:relaxed, value, capital, noon, mad, effort, drop by, after all,get mad, make an effort2)复习be supposed to句型。

3)如何正确的阅读课文。

2. 情感态度价值观目标:1)通过“应该” 与“不应该”进一步了解一些国家的礼仪和对时间的看法。

2)了解不同国家的不同的时间观念,加强对中国文化的理解。

二、教学重难点1. 教学重点:1) 掌握本部分出现的生词和词组,达到熟练运用的目标。

2) 阅读短文,获得相关的信息。

通过阅读练习,来提高阅读能力。

2. 教学难点:1) 阅读短文,获得相关的信息的能力。

2) 理解并运用所学的词汇及表达方式。

三、教学过程Ⅰ. RevisionDifferent countries different customs.e.g. A: What are people supposed to do when they meet in...?B: They are supposed to bow / kiss / shake hands....Ⅱ. Warming upAre you supposed to be on time when you meet your friends?Are you supposed to call your friends before you go to their house for dinner?Are you supposed to make plans to meet your friends?But people in other countries may have different opinions. Let’s take two of them as examples.Ⅲ.Lead-in1. 展示一个哥伦比亚和瑞士风光的照片。

九年级英语上册 Module 10 unit3 Language in use.教案 (4)

九年级英语上册 Module 10 unit3 Language in use.教案 (4)

课文标题Module 10 Unit 3 Language in use教材版本外研社授课年级九年级上册授课教师一、学情分析本节课的授课对象是九年级学生,对于所授内容有一定的语法储备。

大部分同学思维活跃,乐于表现,但是创造性不强。

本课的语法定语从句,帮助学生在书面表达中句子更生动,具体。

根据课标要求和大连中考考试说明,学生能辨认出由that, which, who引导的限定性定语从句,并能理解句子意思。

本节课是一节关于定语从句的语法复习课。

教材文本以展示U1U2中定语从句的句子为出发点,以一首Lemon tree为台阶,学生通过复习课文中的句子和一首歌曲中歌词,观察并总结出定语从句的特点和用法。

二、教学目标1.语言知识目标1)正确使用短语:water sports, spend…in, be used to, as soon as, keep…away, brush off2)语法:定语从句2.技能目标通过回忆课文中原句,观察定语从句的语言特点,总结出定语从句的用法,能在小组合作和个体完成任务中积极思考,对知识进行复习归纳,对自己的学习进行总结和体验。

情感与文化目标主动思考,积极参与小组活动,享受英语带来的快乐。

三、教学设计Stage 1 导入1. 展示课文中U1U2“定语从句”的句子,学生大声朗读出来。

(点读笔、展台批注)。

For yesterday’s homework, we needed to copy the “that” sentences in unit1 and unit 2. I think you are ready for that, aren’t you? One of the groups shows the sentencesand students read them out loudly. (Pay attention to the “Do you know that many Australians came from Britain?)设计意图:帮助学生回顾前两个单元的语法知识点,起到了巩固知识的作用。

九年级英语第10单元第3课时说课稿 文档

九年级英语第10单元第3课时说课稿 文档

新目标英语九年级Unit10第三课时说课稿一、本节课的设计思路依据新的课程标准和新的课堂教学设计的理念,本节课我的教学设计的主要对象是学生,本着为学生的学习而设计教学为宗旨。

注重于学生的自主、探究、合作学习。

培养学生积极主动的学习态度。

关注学生的个体差异,尽量满足不同学生的学习需要,努力创设能引导学生主动参与的学习环境。

激发学生的学习积极性,培养学生运用知识的态度和能力,是每个学生都能得到充分的发展。

二、教材分析(一)教材地位Unit10的中心话题是叙述过去发生的事情。

日常生活中,我们都会遇到许多不寻常或尴尬的事情,我们如何用英语把与我们的生活息息相关的过去发生的事情按先后顺序把它叙述出来呢?同时了解西方国家文化,对西方国家愚人节发生的事情如何进行理智的分析?这对同学们有极大的挑战性,也能激发他们强烈的兴趣。

在谈论这个话题的同时,在已学过去时的基础上,进一步学习并掌握过去完成时这一语法现象。

为学习SectionB和进一步学习英语打下坚实的基础。

本课时的内容具有承上启下的作用。

(二)教学目标1、依据新的课程标准,本节课的语言目标为A、词汇:重点掌握下列生词和短语go off, rush, run off, on time, lock, relative,broke, break down, give sb. a rideB、重点句型:By the time I got up, my father had already gone into the bathroom.By the time I got there, the bus had already left.2、能力目标1)、通过阅读训练,培养学生获取信息的能力,并巩固句型和扩大词汇量;2)通过学生的自主探究活动,培养学生的听说能力和合作学习能力以及解决问题的能力。

3、情感态度目标1)通过各小组的对话练习培养学生的合作精神;2)通过学习本单元,教会学生做事情要合理安排时间,增强做事的计划性。

九年级英语全册 Unit 10 You’re supposed to shake hands(第3课时)教案 (新版)人教新目标版

九年级英语全册 Unit 10 You’re supposed to shake hands(第3课时)教案 (新版)人教新目标版

Unit 10 You’re supposed to shake hands(第3课时)一、教材分析本单元围绕different country. different customs 为话题来进行听、说、读、写活动。

描述自己或他人在不同场合应该做什么be supposed to do sth,不应该做什么be (not) supposed to do sth。

讨论不同国家的风俗习惯,如初次见面的礼仪,餐桌礼仪等,进一步提高文明意识,养成良好的行为习惯,培养学习兴趣。

根据新课标对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高,我将本课设计为一堂口语阅读课二、教学目标和要求为了不仅要完成正常的教学任务,还要有效地培养学生的创新精神和实践能力,确定如下教学目标1、知识与能力目标(1)了解各国餐桌习俗和饮食文化知识,以及相关的词汇,培养学生听、说、读、写能力。

(2)有效提高阅读速度和理解材料的准确度(3)能灵活运用所学知识自如表达本课重点话题餐桌礼仪问题。

2、过程与方法:进行阅读能力的训练,应用学习技巧Learning strategies :comparing和reading for key words.3、情感、态度、价值观了解各国餐桌礼仪和饮食文化知识,体验西方人的日常生活乐趣。

三、教学重点1、重点:根据新课程标准对阅读能力的要求,我确定本课重点为提高学生快速阅读的水平。

四、教学难点难点是目标句型Practise reading and writing using the target language.supposed to….通过设置有效的情景,开展多种活动加以突破和巩固.五、教学策略1. 任务型教学法:根据新课程理念,结合本课时的教学内容,开展任务型教学活动.设置多个与课文相关问题,利用略读和详读 ,吸引和组织他们积极参与课堂活动,学习和应用英语完成学习任务2. 情景教学法:英语教学离不开设置合理有效的教学情景.通过设问,启发,诱导等方式.结合图片 ,网络资源等多种渠道,设置真实或模拟的情景.引发学生去思考,尝试新知,启发思维,培养能力,最终提高应用英语解决实际问题的能力.六、教学准备录音机课本课件多媒体设备。

人教版九年级英语全一册Unit10第3课时教案

人教版九年级英语全一册Unit10第3课时教案
e.g. We get used to this way of speaking.我们习惯了这种说话方式。
辨析:① be/get used to sth./doing sth.习惯于…
e.g. He got used to living in the country.他习惯住在乡下。
② used to do sth.过去常常做某事(现在不做了)
1) Lin Yue enjoys her change life in France. ( )
2) Lin Yue was never nervous before she arrived in France. ( )
3) People are supposed to put their
4. It’s impolite to use your chopsticks to hit an empty bowl.
5. You are not supposed to talk when you’re eating dinner.
6. It’s not necessary to order too many dishes.
The most important thing is getting there in time.最重要的事是及时到达那里。
Behave
讲解:behave是不及物动词,意为“表现;行为”,behave well / badly表示“表现好/糟糕”。它的名词形式behaviour(举止;行为),是不可数名词。
Step 7Group work.
Work on 2a.What do you know about customs in foreign countries? What do you think is the biggest challenge when visiting a foreign country?

新目标英语九年级教案Unit10教案3

新目标英语九年级教案Unit10教案3

The Third PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularybulb, light bulb, microwave, oven, microwave oven, island(2) Target LanguageWhat is the microwave oven used for?It is used for cooking.2.Ability ObjectsTrain the students' writing and speaking skills with the target language.3.Moral ObjectsIf you are alone on a tiny island, what inventions would you like to have on the island with you?Ⅱ.Teaching Key Points1.Talk about the helpful inventions and annoying inventions.2.Guide the students to discuss their opinions on the inventions.Ⅲ.Teaching Difficult Points1.Discuss the opinions on the inventions.2.Use the target language to describe the inventions.Ⅳ.Teaching Methods1.Pairwork2.GroupworkⅤ.Teaching AidsSome pictures of the helpful inventions and annoying inventions.Ⅵ.Teaching ProceduresStep ⅠRevision1.Revise the three inventions talked last class. Ask about the names of the threeinventions. Help the students answer:shoes with adjustable heelsbattery-operated sneakersheated ice cream scoopThen ask the two questions below on each invention:a. Who was it invented by?b. What is it used for?2.Revise the target language with the Passive Voice in Grammar Focus by asking several ones to read the sentences.3.Check the homework. Dictate the words below:bulb, light bulb, microwave oven, islandStep Ⅱ3aThis activity provides practice with listening, speaking, reading and writing using the target language.Call the students' attention to the three pictures of three inventions.Teach them to read the names of the inventions. Do it like this:T: Look at the first picture, please. We can see the name under the picture.Now read after me, alarm clock.Ss: Alarm clock.Do the same with light bulb and microwave oven.Then read the instructions to the students.Explain helpful inventions and annoying inventions to the students like this, showing a picture of a vacuum cleaner,A vacuum cleaner is helpful.Then show a picture of a truck to the class.A very loud truck is annoying.Then let the students look at the three pictures in the textbook.Ask these questions on each invention:1.Is this invention useful or annoying?2.What is it used for?Then ask the whole class ask and answer the two questions above in pairs.Read the instructions to the students again.Point to the chart in the textbook. Tell the students to fill in the blanks with other helpful and annoying inventions on their own.Give the class about five minutes to do this. As they work, move around the room providing some names of inventions to them and answering questions as necessary.Point out the sample answer in the box before they start writing.After they have all finished, ask some students to read their answers to the class.Then get the students to work with their partners. Have each student talk about their list with another student, asking each other questions. For example, What is your first helpful invention? Why do you think it is helpful?Sample answersHelpful Inventions Annoying Inventions1.bike 1.recorder2.TV set 2.guitar3.computer 3.tractor4.plane 4.loudspeaker5.umbrella 5.mobile phoneStep Ⅲ3bThis activity provides listening and speaking practice using the target language.Ask the students to read the instructions together.I think the most helpful invention is the computer because it has changed the world a lot.Then ask a pair of the students to model the sample dialogue:S A: What do you think is the most helpful invention?S B: I think the most helpful invention is the light bulb.S A: Why is that?S B: Well, it gives people more time to work and play every day.Correct any pronunciation errors. Make sure they are providing a good model. Write the conversation on the blackboard.After that, get the class to work in pairs and complete the work.Please discuss your opinions in Activity 3a with your partner now.Ask some ones to tell the class about their partners' opinions and reasons. They may say like this:Zhang Ming thinks the most helpful invention is the car because it makes our travel easier.Step ⅣPart 4This activity provides oral practice using the target language.Ask the students to see the picture first. And encourage some students to describe it. They may say like this: The man is alone on a tiny island. He is sitting under a tree and thinking. What can he see around the island is water.Then read the instructions to the class. Do some explanation if necessary. Make sure each student can understand the instructions and know what to do.Tell the class to discuss in groups of four.Imagine that you are alone on a tiny island and you had ever got a chance to choose five inventions you would like to have on the island with you. Each group has to tell what you choose and why.Remind them that they can use all the items mentioned in Activities 1a, 1b, 2a and 3a. And they can also use any other items they can think of as they talk to their partners. Tell them to use the statement in the box as the beginning.Ask two students to read it to the class.S A: I'd like to have a radio because I could listen to music all day.S B: Yes, but that's not going to help you leave the island. I think it would bebetter to have …Have the students work in groups of four. Move around the classroom and helping students as necessary.Ask each group to share their statements with the class. Compare their inventions and decide which ones are the most helpful.Sample conversation:A: I'd like to have a radio because I could listen to music all day.B: Yes, but that's not going to help you leave the island. 1 think it would be better to have a mobile phone. So you can contact anyone who can save you.C: I don't agree with you. I think you should choose a computer. It will help you to ask for help from all over the world.D: …Step ⅤSummaryIn this class, we've learned more about the inventions. And we've done much oral practice talking about the inventions.Step ⅥHomework1.Remember the new words on page 78.2.Write down the conversations in Activity 3b.3.Write down the conversation in Activity 3c.Step ⅦBlackboard DesignUnit 10 When was it invented?Section AThe Third PeriodTarget language:A: What do you think is the most helpful invention?B: I think the most helpful invention is the light bulb.A: Why is that?B: Well, it gives people more time to work and play every day.。

九年级英语上册 Module 10 Unit 3 Language in use教案 外研版-外研版

九年级英语上册 Module 10 Unit 3 Language in use教案 外研版-外研版

Unit 3 language in useUnit 3 同步练习(6’)I. 把下面各题中的两个句子合并为一个句子。

1. I know that girl. The girl’s father is now teaching Chinese in Canada.______________________________.2. New Idea School is a famous school. Her brother is studying in New Idea School. ______________________________.3. The woman is Mrs Lee. We want to talk with the woman.______________________________.4. I like the dog. The dog’s owner is a 12-year-old boy.______________________________.5. He is the only person. He can help you at present.______________________________.6. I still remember the day. That day you left us.______________________________.7. Our English teacher is very beautiful. Her hair is very long.______________________________.8. My father works for a pany. The pany sells cars.______________________________.参考答案I. 1. I know that girl whose father is now teaching Chinese in Canada2. New Idea School where her brother is studying is famous /NewIdeaSchool in which her brother is studying is famous3. The woman whom / who we want to talk with is Mrs Lee4. I like the dog whose owner is a 12-year-old boy5. He is the only person that can help you at present6. I still remember the day when you left us7. Our English teacher is very beautiful whose hair is very long8. My father works for a pany which / that sells cars。

Unit10-教案-2021-2022学年九年级英语人教版全册

Unit10-教案-2021-2022学年九年级英语人教版全册
B: We’re supposed to …
Step 2
Free talk.
Show Ss some pictures and then ask them to talk about:
1.Can we give a clock to a Chinese person as a present? Why?
Activity 4a.
Ask Ss to complete the sentences with the phrases in a box.
Step8
Activity 4b.
Ask Ss to fill in the blanks with the correct forms of the words in brackets.
E.g.:
A: What are people in Korea supposed to do when they meet for the first time?
B: They’re supposed to bow.
Step 5
Activity2a.
Listenand number the inventions in the order you hear.
教学重难点
How to describe and express thestructureswellin practice.




Lead-in
Read the sentences with“be supposed to”underlined.
Step 1
Explanation of the uses about“be supposed to”.
What do peoplein different placesdo when they meet for the first time? Like in Brazil, Korea, the United States, etc.
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3)--你应该什么时候到?
--我应当7点钟到。
--When were you ________ _______ _________?
--I _______ ________ ______ _______ at 7:00.
4) --我应该穿牛仔裤吗?
--不应该穿,希望你穿西服打领带。
--__________ I ________ _________ wear jeans?
3.It be +adj.+to do sth.
Itbe important to do sth. ….做某事很重要。
e.g. It is important to learnEnglishwell.学好英语很重要。
IV. Consolidation
Work on4a.
1.让学生读句子,学习新词,了解句意,选择合适的短语填空。
e.g. Is it worth all the trouble?
The new car cost a lot of money, but it’s certainly worth it.
The book is well worth reading.
【运用】根据汉语意思完成英语句子,每空一词。
那个地方值得参观。
4.杰克被要求每天早上练习英语。
Jack _____________________ English every morning.
Answers:are supposed to read / should read
aren’t supposed to put / shouldn’t put
was supposed to post
2)进行一步复习巩固学习Section A部分所学的生词和词组。
3)掌握be supposed to, be expected to, be important to的句型。
2.情感态度价值观目标:
进一步了解不同国家的风土人情,体会文化礼仪差异,了解中国的基本礼仪。




1.教学重点:
1)复习巩固Section A部分所学的生词和词组,达到熟练运用的目标。
【链接】be expected to意为“被要求做某事”。如:
I’m expected to do the dishes every day.
【运用】根据汉语意思完成英语句子,每空词数不限。
1.我们应该多读书。
We ______________________________ more books.
1.学生阅读Grammar Focus中的句子,然后做填空练习。
1)你第一次遇到某一个人应该做什么?
________ ______ you ______ ______ ______when you meet someone for the first time?
2)你应该握手。
You _______ _______ ________ ________ _________.
VI. Homework
1.复习Grammar Focus中的内容。
2.根据小组对4c讨论的结果,写一篇短文。




2)总结be supposed to, be expected to, be important to的不同句型。
2.教学难点
be sed to, be expected to, be important to的不同句型








Ⅰ. Revision
Ⅱ. Grammar Focus.
集体备课教案
九年级英语组
首备人
复备人
课型
课时编号
3
授课人
授课时间
授课班级
备课组


Section A3(Grammar Focus-4c)
二次备课




1.语言知识目标:
1)学习掌握下列词汇:passport, clean…off, chalk,blackboard, northern,coast, season, knock, eastern, take off, worth, manner
The plane will take off in an hour.
Work on 4b.
1.让学生通读短文,学习新词,理解大意。
2.方法指导:根据我们所学的短语:be supposed to do sth. / be expected to do sth./ be important(adj.) to do sth.再结合题目,用适当的形式尝试填空。
You’re supposed to return the bike tomorrow.
★be supposed to的语意相当于should。如:
You’re supposed to study harder. = You should study harder.
★be supposed to的否定式是在be后加not,即be not supposed to,其一般疑问句是把be提至主语前。如:
(1) The place is worth ________.
(2) The place is worth __ _____.
Answers: visiting, a visit
Group work.
Work on4c.
II.根据汉语提示完成句子。
1.那天我应该7点到。
2.我不应该告诉任何人。
3.她又迟到了,她应该向老师说对不起。
6)--准时很重要吗?
--是的,准时是很重要。
--Is _______ ________ ______ _______ on time?
-- Yes, it’s important to be on time.
Ⅲ.Grammar
1.★be supposed to表示按照规则、规律、义务或约定“应当;理应”去做某事,其中to为动词不定式符号,后接动词原形。如:
is expected to practice
2. be expected to表达“被期许(预期)会做某事,希望做某事,表示一种可能性。
e.g.She was expected to arrive before dinner.希望她晚餐前到达。
be supposed to do相对于be expected to do主观性更强一些。
2. Check the answers with the Ss.
Language point
take off
★take off可意为“脱下(衣服)”,与put on意思相反。如:
It’s hot in the room. Please take off your coat.
★take off还可意为“(飞机等)起飞”,与land意思相反。如:
Language point:
worthadj.值(多少钱);相当于……的价值
e.g. This old computer is worth 300 dollars.
worthadj.,还可意为“值得”,后接名词(短语)、代词或动词-ing形式,其中动词-ing形式是主动形式表示被动意义。另外,worth常用well修饰,表示“很值得”。
--No, you _______ ________ _______ wear a suit and tie.
5) --让别人一直等不礼貌吗?
--对,让别人一直等不礼貌。
--_________ ________ ________ to keep others waiting?
--Yes, it’s _______ _________ _______ others waiting.
2.你不应该把你的自行车放在这里。
You _________________________________ your bike here.
3.我本应该今天上午寄信的,但我忘了。
I ____________________ the letter this morning, but I forgot it.
Answers:1.I was supposed to arrive at 7:00 that day.
2.I’m not supposed to tell anyone.
3.She was late for class again and she was supposed to say sorry to the teacher.
You are not supposed to talk loudly in the hospital.
Am I supposed to get up at 7 o’clock?
★was / were supposed to常用来把本应该发生的事与实际发生的事进行对照,可译为“本应该”。如:
They were supposed to arrive at nine, but they were late.
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