九年级Unit 13 Period1教学设计
英语九年级Unit 13 教学设计
Title: Unit 13 Rainy days make me sadTeaching hours: 1 PeriodPeriod: The first period一、Chapter content: Section A(1a—1c)二、Analysis of the Teaching Material:In this unit ,the language aims are to talk about how things affect you and how to express their thoughts about like or dislike .Language structure : make sb /sth + adj /do三、Analysis of the students :The students have learned the structure : make sb /sth + adj /do. So this class we will mainly teach the adjectives and to talk about how things affect you and how to express their thoughts about like or dislike while teaching the structure.四、Teaching aims and demands :1.Target language :How do you feel about loud music ?Loud music makes me tense .Loud music makes me want to dance .That movie made me sad.Waiting for her made me angry.nguage structure:make sb /sth +adjMake sb /sth +do3.Ability objectives(1)Train students’ listining ability .(2)Train students’ speaking ability.(3)Train studints’ the abi lity of using grammar fous .五、Teaching key points: make sb /sth + adj /do六、Teaching difficult points:1. The target language2.How to train the students’ listening ability.七、Teaching methods and learning methods:1. Listening method to improve students’ listening ability.2. Pairwork to make every student work in class.3. Task-based teaching method .八、Teaching tools : a computer ,pictures九、Teaching proceduresStep one : Warm－up1.Ask a student : What is your hobby?S: I like reading .T: Why ?S: Because it is interesting.T: So it makes you interested .Write down on the blackboard: It makes you interested.2.Ask the other students, get them to say the word ：happy sad excited relaxed nervous sick energetic stressed tense comfortable ……Write these words down and get the students to read the words together . Step two : Presentation1.Show some pictures , for example an exciting basketball match ,a beautiful flower ,a happy family , a relaxing scenery , a scary monster ,and so on .T: How do you feel about picture 1? Happy ?Beautiful ?Excited ?Awful ? S: Excited.T: It makes me excited .Show this sentence on the blackboard. Then repeat with the other pictures,get them to say :It makes me happy .It makes me awful ……Step three : Practice1.Say: Look at the pictures in 1a.There are two restaurants .Please describe them. For example :In Rockin’ Restaurant ,paintings on the walls are ugly.The music is too loud . The Blue Lagoon has blue walls ,plants , flowers , and a piano player .Let the students say some sentences about the two pictures.Then ask students : Which restaurant would you like to go to ?Why ? Let them use the structure : make sb/sth +adj to say . For example :T: I don’t like The Rockin’ Restaurant ,because the loud music makes me tense /comfortable……Then check several students to answer.2. T: Look at the girls in the picture in 1a.They are Amy and Tina.They are hungry,They want to get something to eat .what do they think of the two restaurants? ? Look at 1b ,read the sentences ,you will hear the missing words on the recording ,fill in the blanks with the words you hear in the tape .Play the tape the first time ,students only listen.Play the tape the second time.and say,This time please fill in the missing words.Check the answers.Play the tape again, let them read the conversation with it .Step four : Consolidation and Extension :1.Teacher say :I would rather go to the Blue Lagoon Restaurant becauseI like to listen to quiet music while I’m eating.What about you ? Help the students say : Me too.Loud music makes me tense .T: I agree . Loud music makes me uncomfortable .2.Get the students practise in pairs .Then check several pairs of students .3.Get the students practise the dialogue with the teacher .When the students say “ I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating .” The teacher can say : Not me ,I like The Rockin’ Restaurant because loud music makes me want to dance.Get the students to practise dialogue like this in pairs .Then check several pairs of students .Get some students to act the dialogue in front of the class.3.This weekend where would you like to go to eat or play? Why?And where wouldn’t you like to go? Why not ?The teacher can give an example :I would rather go to the park on weekend.Because it makes me relaxed.I don’t like to go to see the movie .It makes me bored.Let the student discuss in groups of four .Then check several groups and let then practise in front of the class.Step five : Homework :Make a dialogue .Ask your friend where he or she would like to go to eat and play .Explain the reason with the structure :make sb /sth +adj /do.。
九年级英语13单元教案
九年级英语13单元教案【篇一：2014年新人教版新目标九年级英语unit 13 第1课时教案】unit 13- 1 - / 12period 1unit 13- 2 - / 12period 1unit 13- 3 - / 12period 1【篇二：人教版九年级英语第十三单元教学设计】人教版九年级英语教学设计《unit 13 rainy days make me sad》郑越教学目标：语言知识目标1、能够运用所学知识，谈论或询问事物对我们情绪的影响或人对某一件事或物的看法。
2、学会比较，分析不同事物的优缺点，从而进行优化选择。
语言技能目标1、学习动词make的用法，即make＋宾语＋形容词，并能在实际情境中简单地运用。
2．学会以下基本句型：how do you feel about loud/soft music？how do you feel about the picture?loud music makes me tense/angry/...soft music makes me sleepy/sad/?soft music makes her relaxed/?the awful pictures make me tense/...3．能听懂听力内容，并能完成相应的练习。
情感态度目标培养学生做一个情感丰富的人。
学习策略目标通过小组对话等方式比较不同的事物，谈论它们对我们情绪的影响。
教学重点与难点1、词汇：描写“feelings(感受)”的形容词2、动词make的用法: make＋宾语＋形容词，make sb. do sth.课时：one period教学方式：任务型教学法，小组学习，多媒体辅助教学等。
教学过程：一、导入（lead-in）(1)热身（warm-up）1列出以前所学过的make短语，引导学生复习make+名词的用法，然后再利用图片引出make sb\sth +adj 和make sb +do sth 的用法。
人教版九年级unit13教学设计
人教版九年级unit13教学设计一、教学目标：1.了解“名著翻译”和“文化翻译”两个概念及其区别。
2.能够掌握本单元的相关词汇、短语和句型。
3.通过阅读三篇课文，理解和分析作者的写作意图、表达方式及其文化背景。
4.能够运用本单元所学知识，进行口头和书面表达。
二、教学重点：1.掌握本单元的相关词汇、短语和句型。
2.理解和分析作者的写作意图、表达方式及其文化背景。
三、教学难点：1.掌握“名著翻译”和“文化翻译”两个概念及其区别。
2.通过阅读三篇课文，理解和分析作者的写作意图、表达方式及其文化背景。
四、教学方法：1.交互式教学法。
2.情境教学法。
3.问题导向教学法。
五、教学内容：1.名著翻译和文化翻译（课文一）。
2.李白的诗和英译本（课文二）。
3.《红楼梦》的英译本（课文三）。
六、教学过程：第一课时：名著翻译和文化翻译1.导入新单元教师出示几幅图片，让学生谈论图片所表达的文化信息，激发学生对“文化翻译”的兴趣，然后引出“名著翻译”和“文化翻译”两个概念。
2.学习新词汇和短语教师先让学生自主学习新词汇和短语，然后进行板书、解释和练习。
3.阅读课文让学生带着问题阅读课文，然后进行整体理解和分析，看看作者如何运用文化和语言知识进行“文化翻译”。
4.课后作业1）背诵所学新词汇和短语。
2）完成课文的阅读理解题。
3）思考作者所要表达的深层含义。
第二课时：李白的诗和英译本1.复习课文一通过学生的发言，复习上节课所学习的知识点。
2.学习新词汇和短语教师根据学生的实际情况，进行针对性的词汇和语法练习。
3.阅读课文音像材料:播放李白的五凤楼诗，并播放两个版本的英译本，让学生听一听有何不同。
然后，让学生阅读李白的原诗和英译本，体会不同语言和文化对表达方式的影响。
4.课后作业1）背诵所学新词汇和短语。
2）阅读英文诗歌，并对照原诗进行点评。
3）思考不同语言和文化对表达方式的影响。
第三课时：《红楼梦》的英译本1.复习课文二通过学生的发言，复习上节课所学习的知识点。
九年级英语unit13教案
Unit 13 Rainy days make me sad．教学目的知识与能力In this unit, students learn to talk about how things affect them,and how to express their own opinions using the target language, 过程与方法To train students’ listening, speaking, reading and writing skillsusing the target language,情感态度与价值观The impact of attitude on life is obvious．When go shopping, we shouldremember not all the ads are great．We have to be careful． In this way, we can buy nothing that we don’tneed at all． So we should be in charge of our attitude． That way,we can live happily and we can do everything better．教学重难点To make students learn and master the key vocabulary words and the target language．To train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．教学资源录音磁带，录音机，电脑，多媒体课件课时分配共7课时教学过程Period One (总第一课时)教学目的1．Knowledge Objects（1）Key V ocabulary sad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2．Ability Objects（1）Improve students’ listening ability．（2）Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place．It is good for your study and life．教学重难点Target Language1．How to improve students’ listening ability．2． How to help students to express their opinion freely．教学方法1．Listening-and-answering activity to help the students go through with the listening material．2． Pairwork to make every student work in class 学法指导Helping each other is very important．It is a good quality．教学过程随堂记录Step 1. RevisionYesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do．Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: Very good．You’re right．From now on, we’ll learn Unit 13．Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class．How do you feel about parties? Happy? Excited? Nervous?Step 2. 1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures．Ask, Who can describe the interior of each restaurant? Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed．When they have finished talking to each other, call out several pairs to say their conversations to the class．Step 3. 1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Step 4. 1cThis activity provides guided oral practice using the target language．Look at the example in the box．Invite a pair of students to read it to the class．Tell students they will be talking about their own opinions with a partner．Look back at the chart in Activity 16．Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．Step 5. HomeworkReview the target languagePeriod Two(总第二课时)教学目的1．Knowledge Objects（1）Key V ocabulary tense, have fun, angry, cry．（2）Target Language Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectsEnjoying yourself is very important．But no matter what hobbies you have, do remember they must be good for health and study．教学重难点Teaching Key Points1．Key V ocabulary tense, angry, cry．2．Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．3．StructuresLoud music makes me tense．Loud music makes me want to dance．Ⅲ．Teaching Difficult Points1．The target language 2． How to train students’ listening ability．教学方法1．Listening method to improve the students’ listening ability．2． Pairwork．学法指导教学过程随堂记录Step 1. RevisionCheck homework．Invite a pair of students to read the conversation inStep 2. 2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures．Ask, What are they doing? Please guess．Step 3. 2bThis activity provides guided listening practice using the target language．Go through the instructions and point to the list of statements．You will hear the same recording again．This time listen carefully to what each person says．Put a checkmark in front of the statements you hear．Step 4 2cThis activity provides oral practice using the target language．Look at the sample conversation betweenTina and John．Invite a pair of students to read it to the class．John: Did you have fun with Amy last night?Tina: Well…yes and no．She was really late．Go through the instructions with the class．Get students to make up a conversation using information from Activities 2a and 2b．Let students work in pairs．Step 5. HomeworkGet students to write some sentences according to the target language．In this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．Period Three (总第三课时)教学目的1．Knowledge Objects（1）Key V ocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2）Target Language How do you feel about pollution?It makes me kind of angry．How about you?It makes me want to join a clean-up campaign．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectIn our lives, we should express what we feel clearly．教学重难点Train students’ integrating skills．How to improve students’ integrating skills．教学方法1．Fast-reading method．2．Groupwork and pairwork．学法指导教学过程随堂记录Step 1. RevisionT: Yesterday we learned the target language．The structure is…makesme…Now who can make sentences using the structure? S1: Light colours make me relaxed．S2: Loud noise makes me tense．S3: Loud music makes me energetic．T: Very good．Step2. 3aRead the words and get students to repeat again and again until they can pronounce the words fluently and accurately．This activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture．Step 3 3bThis activity provides oral practice using the target language．Ask three students to read the sample conversation in the box to the whole class．Say, First take a few minutes to think of a place and how you will describe it．You can write down some words that describe the place．Get student to work in groups of four or five．Each students describes a place and others in the group try to guess it．Step4 4This activity provides reading, writing, listening and speaking practice using the target language．Ask a good student to tell students how he/she feels about pollution．For example, I hate pollution．Loud noise makes me tense．Smoking makes me very angry．Endangered animals make me sad．I think pollution is very terrible．Get students to read the instructions by themselves．Have students complete the work in groups of three．Step5 Homework1．Finish off the exercises on pages 53～55 of the workbook．2．Ask students to choose some places they know and talk about how they feel about the places．Period Four (总第四课时)教学目的1．Knowledge Objects（1）Key V ocabulary mysterious, shiny, silky, skin, cream, toothpaste, keep out （2）Target LanguageHave you ever had a Twisty Treat? Yeah．And it made me sick．2．Ability Objects（1）Train students’ speaking and listening ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectNot all the most expensive things are the best ones．Sometimes we shouldn’t believe all of ads．教学重难点How to train students’ speaking and listening ability．How to use the target language．1．Key V ocabulary mysterious, shiny, silky, skin, keep out 2．Target LanguageHave you ever had a Twisty Treat? Yeah．And it made me sick．教学方法1．Listening method 2．Groupwork to make every student works in class．学法指导教学过程随堂记录Step 1 RevisionCheck homework．Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．Step 2 1aThis activity introduces new vocabulary．Pay attention to the four pictures．Ask,Who can tell me what each thing is? Get a student to answer．Repeat the name of each product and let the class repeat.Step3 1bThis activity helps students apply the ideas in the unit to their lives outside the classroom．Go through the instructions with the class．Make sure students know what to do．Get students to make lists individually．Ask some students to read their lists to the class．Have other students put up their hands if they have the same item on their own lists．Step 4 2aThis activity provides listening practice with the target language andintroduce new vocabulary．Go through the instructions and make sure students understand what to do．Now you will hear about some more products and what people think of them．Write Yes in front of the product if the person likes it．Step 5 2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class．Look back at the two lists in Activity 2a．Get students to put up their hands if they don’t understand ANY of the words．If necessary, explain new vocabulary．Read each item to the class．Look at the sample answer and invite a student to read the matching parts to the class．Step 6 2cThis activity provides guided oral practice using the target language．Read the instructions for this activity aloud to the class．Get students to look back at the list of products they made for Activity lb．Invite a student to read his/her lists to the class．Step 7 Homework Talk about some products using some words in this class, and write down the conversations．Period Five (总第五课时)教学目的1．Knowledge Objects（1）Key V ocabulary aim at, useful, for instance, product, careful, plane （2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Improve students’ integrating skills—reading skill and writing skill．（2）Improve students’ speaking ability by discussion．3．Moral ObjectWe are in charge of our attitude and we can do everything well．教学重难点Practise reading and writing using the target language．1．How to improve students’ reading ability．2．How to improve students’ speaking ability by discussion．教学方法1．Reading method to improve students’ reading ability．2．Discussion method to improve students’ speaking ability．3．Pairwork to make every student work in class．学法指导教学过程随堂记录Step 1RevisionRevise the target language presented in this unit．Check homework．Get some pairs to read out their conversations．（1）S A: Have you ever had a jacket?S B: Yeah．And it made me beautiful．（2）S A: Have you ever bad a science book?S B: Yeah．And it made me tense．Step 2 3aThis activity provides reading practice using the target language．Teach the new words．Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article．Let a student read the article aloud to the class．Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class．Read the instructions to the class．What’s the article about? Do you agree with it?Get students to read the article again and answer the two questions．Step3 3bThis activity provides reading and writing practice using the target language．Go through the instructions with the class．Get a student to read ‘the sentences at the beginning of the paragraph to the class．Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a．Have students finish the article individually．While they are working, walk around the classroom offering help and answering questions as necessary．When they finish, get a student to read his/her completed article to the class．Step 4 3cThis activity provides writing practice using the target language．Go through the instructions with the class．Ask students,Do you know what the word slogan means?For example, for the shiniest hair ever is the slogan of Easy Care Shampoo．Help students answer the question．Tell them the Chinese meaning if necessary to make sure they understand the meaning．Step 5 Part 4This activity provides listening and speaking practice using the target language．Look at the three pictures．Ask, What can you see in the pictures? Go through the instructions with the class．Look at the example in the box．Get a pair of students to read the conversation to the class．Step 6 Homework1．Read the article in Activity 3a again．2．Complete the article in Activity 3b．Period Six (总第六课时)教学目的1．Knowledge Objects（1）Fill in blanks and make sentences using list, lead, compare, keep out, taste．（2）Finish the table according to the diary．2．Ability Object Train students’ writing ability．3．Moral Objects We should believe in others．We shouldn’t be selfish．教学重难点1．Fill in blanks and make sentences．2．Finish the table．Make sentences using list, lead, compare, keep out, taste.教学方法1．Teaching by explanation．2．Speaking method学法指导教学过程随堂记录Step 1 RevisionCheck homework．Get a few students to read the article in 3a．Then have a student read his own article．Step 2 Part 2This activity focuses on vocabulary introduced in the unit．Look at the words in the box．Get a student to read them．Make sure the students understand the meanings of the words．Please fill in the blanks with the words．Step3 This activity provides listening and speaking practice using the target language．Go through the instructions for this activity with the class．Get a student to read the diary aloud．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Have students read the diary again．Then ask students to do the work in pairs．Step4ⅣThis activity provides reading and speaking practice with the target language．Ask two students to read the conversation aloud．Get all the students to read the conversation again．Ask, What makes the cartoon funny? Help students to explain．Step 5 Summary and HomeworkIn this class, we’re done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please make sentences with the words in Activity I in your exercise books．Then finish off the exercises on pages 55～56 of the workbook．Period Seven (总第七课时)教学目的1．Knowledge ObjectsKey V ocabularywedding anniversary, vase, host, hostess, feminine, proper, acceptable, embarrass, let’s say, ahead of time2．Ability ObjectsFast-reading to get a general idea of the text．Careful-reading to get the detailed information in the text．Learn the words and phrases from the context．3．Moral ObjectGiving a gift is an art．Money is one of the gifts we can give others．But we must know money is not everything．So only when it is proper can we give someone money as a gift．教学重难点Key vocabularyTrain students’ reading ability．Train students’ reading and writing skills教学方法Fast-reading to improve students’ reading ability．Careful-reading to get the detailed information．Pairwork and groupwork学法指导教学过程随堂记录Step 1 Key V ocabularyThis activity introduces the key vocabulary words．Show the following vocabulary on the screen by a projector．Step 2 Part 1This activity allows students to activate their background knowledgebefore attempting the reading．Look at the picture．Ask, What’s happening in the picture? Let students describe the picture．Read the title The art of giving aloud．Get the students to predict what they think the article is about, based on the title and the picture．Get students to finish Task 1．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions．Step3 Part 2This activity encourages students to read for the main idea．Read the instructions aloud to the class．Get students into groups of four．Let them read th4 text quickly, then each group summarizes one paragraph in their own words．As they are doing this, go around the classroom to make sure they discuss the questions in English．Invite four students to report their answers．Step 4 This activity encourages students to use the strategy of reading in context．Look back at the story and find out the words and expressions indicated in bold．Step 5 Part 4his activity helps students read for specific information and paraphrase ideas．Read the instructions aloud to the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Let students complete the sentences individually or in pairs．As they work, move around the classroom offering help as necessary．Step 6 Part 5This activity helps students work in a group and think critically about what they have read．Go through the instructions with the students．Let students do the task in small groups．Help students think of different occasions for gift giving such as holidays, birthdays, weddings and births．Check the answers．Let students share their answers with the class．Step 7 Homework1．Read the story in activity 2 again for further comprehension．2．Revise the target language in this unit．11。
九年级英语unit13教案
教学目标教学目标与要点1．掌握且能熟练运用有关人口的问答：What's the population of…? It's about…2．能快速、正确地表达任何一个数字，且能书写正确。
3．掌握本单元的词汇和短语的用法，特别是hour after hour, prefer to…rather than…, be busy doing, faster and faster等的用法。
4．学习过去将来时态的构成和用法，掌握它的否定式、肯定式、疑问式及其简略答语，及它用于宾语从句中与主句时态的关系。
5．认真学习"Standing room only"，明白控制人口迅速增长的重要性，设想一下有哪些方案可以缓解人口的快速增长。
Lesson 49Period: The First PeriodContent: Lesson 49Properties: Recorder; Overhead Projector; flashcards.Teaching Objectives:1. Let the students say the numbers.2. Learn some new words and useful expressions.Language focus:population, million, billion, increase, grow, What’s the population of Germany?Teaching Procedures:I. Showing tile teaching aimsII. RevisionRevise the numbers between 1 and 100.III. PresentationUse flashcards or numbers on the blackboard to revise one hundred, present a thousand in the same way. Then present ten thousand/ a hundred thousand/ a million and a billionGive the students plenty of practice in reading these numbers. Point out the differences between English and Chinese for 10 000 and 100 000.IV. DrillPart 1. Play the tape for the students to listen and repeat. Show numbers on the blackboard, to give the students more practice in saying the numbers. V. PresentationPresent more difficult numbers, then go through the model. Point out how commas are used. Let the students try to say the numbers in this exercise. Hay the tape for the students to listen and repeat.VI. PracticePart 3, using a map of the world, go through contents of the table. Learn the meaning of population.For example:1. Our city has a population of two billion.2. What’s the population of Tianjin?3. China has the largest population of the world.Ask the students some questions, using the model give n, e.g.: What’s the population of…? What about the population of…? Finally, get the students to ask and answer in pairs.VII. Exercises in classLet the students do enough practice in reading the numbers.Have a dictation.1. What’s the population o f France? About fifty - eight million.2. The worlds population was about 5 300 million in 1990.3. Nine billion, eight hundred and seventy - three million, four hundred and twenty - five thousand, two hundred and sixty - one.Work in groupsShow a picture of the numbers of World’s population. Teacher speak out the names of country or city, and ask the students speak out each number one by one in their group. And then ask the other group to practise this again. Whose sound is correct and clearly? Whose number reading is best?VIII. Homework1. Revise the numbers2. Make five partners in asking the population.Lesson 50Period: The Second PeriodContent: Lesson 50Properties: Recorder; Overhead Projector; Pictures.Teaching Objectives:1. Understand the text.2. Learn some useful words and phrases.Language Focus: room, hour after hour.Teaching Procedures:I. Showing the teaching aimsII. RevisionGet the students to revise the numbers first, then give them a dictation:A. 173B. 6854C. 17 000D.456789E.88990F.378565214. Finally check their answers.III. Leading inAsk: Do you know what the population of China or any other country in the world is? Then say: Today we're going to read about the world’s population. The world’s population is growing very fast. It is a big and serious problem. Can you tell me the reasons? Let the students discuss and help them answer with: “There isn't enough food, work for too many people. There aren't enough houses…” etc.Let the students read the questions at the top of the page, get them to know very clearly, then ask them to read the passage quickly. And answer the questions.IV. ReadingGet the students to look at the Exercise below:1. How many babies are born in one hour?2. What do you think is the greatest challenge of the world today?3. How is the world’s population growing?4. When was the population over 6 billion?5. What will happen in about 600 years?Go through the questions, then read the passage more carefully, try to find all the answers in the reading. Discuss the answers with the classmates. The students should understand the meaning of the words such as: earth, mouth, space and century from the context. Let them note the use of comparative of adjectives and adverbs in the passage. Finally check the answers with the whole class.V. PracticeLet the students know a little more knowledge about the world’s population.The world’s population is now over 60 billion. It's likely to reach 10 billion by the middle of the 21st century. The Third World population is rising rapidly,straining health and education systems, hitting the environment, causing explosive urban growth and complicating food supply. So population has become a serious problem. The reading passage in this lesson aims to draw the student －concern about this great world problem.VI. Language FocusGet the students to know how to use the following word and expressions.1. room: I’m afraid, there is no room ( space ) for us on the bus.This big bag takes up too much room.Let me make room for our teacher.2. hour after hour: The clock goes on striking hour after hour.Peter stayed in bed day after day.Year after year went by, she still didn't receive her son's news.VII. WorkbookDo Exercises 2 and 3 individually, then check the answers with the whole class.The answers to Exercise 2: about, not, Multiply by. Hour after hour, fast, developing, problem, developed, slow down.The answers to Exercise 3: 1. hardly 2. at the beginning of 3. path 4. worth 5. Beg your pardonVIII. ConsolidationGo through the passage again. Discuss the problems that the population explosion will bring. Get the students to use as much English as possible.Exercises in classWrite a short passage about the population,1. 人口问题是世界上最大的问题之一。
九年级unit13教案
九年级unit13教案教案标题：九年级Unit 13教案教案目标：1. 通过本单元的学习，学生将能够掌握和运用有关旅行和文化交流的词汇和表达方式。
2. 培养学生的听说读写能力，提高他们的综合语言运用能力。
3. 培养学生的跨文化交流意识和能力，增进对不同文化的理解和尊重。
教学重点：1. 学习和掌握有关旅行和文化交流的词汇和表达方式。
2. 提高学生的听说读写能力，尤其是听力和口语表达能力。
3. 培养学生的跨文化交流意识和能力。
教学难点：1. 学生在听力和口语表达方面的提高。
2. 学生对不同文化的理解和尊重。
教学准备：1. 教材：九年级英语教科书Unit 13部分。
2. 多媒体设备：投影仪、音频设备等。
3. 教学素材：有关旅行和文化交流的图片、视频等。
4. 学生练习册和作业本。
教学步骤：Step 1: 导入（5分钟）通过展示有关旅行和文化交流的图片或视频，引起学生对本单元主题的兴趣。
可以提问学生是否喜欢旅行、是否有过文化交流的经历等，激发学生的思考和参与。
Step 2: 预习（10分钟）让学生预习本单元的课文和词汇，了解本单元的主要内容和目标。
可以让学生自主阅读课文或进行小组讨论，然后提问学生他们对本单元的预期和期望。
Step 3: 听说训练（20分钟）播放本单元的听力材料，让学生听取关键信息并回答问题。
可以设计一些听力练习，如听取旅行计划或文化交流活动的对话，然后让学生进行口头表达。
可以采用小组讨论、角色扮演等形式，鼓励学生积极参与。
Step 4: 读写训练（20分钟）让学生阅读本单元的课文，并进行相关的阅读理解练习。
可以设计一些填空、选择题或简答题，帮助学生理解课文内容和提高阅读能力。
同时，让学生进行写作练习，如写一篇关于自己旅行经历或文化交流活动的短文，培养他们的写作能力。
Step 5: 综合训练（15分钟）设计一些综合性的练习，让学生综合运用本单元所学的知识和技能。
可以设计一些情景对话、角色扮演或小组讨论，让学生在实际情境中运用所学的词汇和表达方式。
英语人教版九年级全册Unit 13教学设计
人教版九年级全一册 Unit 13 We’re trying to save the earth! 教学设计教材以“环保问题”为话题，以“谈论污染和环保”为交际功能，重点在这些语境中复习正在进行时、完成时和被动语态等。
I.教学目标：理解、掌握和运用关于环境保护、环境污染和循环再利用的生词短语，复习正在进行时、现在完成时和被动语态等。
能够运用正在进行时、完成时和被动语态等描述污染和环境保护问题。
通过讨论污染环境、环境保护培养学生爱护环境的意识。
通过听说读写来提高学生综合语言运用能力。
II. 课堂环节Step1用多媒体给学生播放一些有关环境污染的图片或视频，然后询问学生对环境污染的看法和观点。
Teacher: What kinds of pollutions do you know？What cause the pollution?环节说明：通过视频和课前的一个师生问答互动引入新课的话题Step 2 完成教材1a-1c的任务1. 要求学生翻开课本P97，迅速阅读1a部分的内容。
把方框中的单词按它们产生污染的类型写入相应的栏目中，并添加更多的单词。
2. 检查答案，先要求全班一起给出答案并检查讨论。
然后要求2-3名同学给出自己的答案，并把收集的答案列举在黑板上。
3. 要求学生听第一遍录音，并根据听到的内容完成课本上1b表格中的句子。
然后要求2-3名同学读答案。
（polluted, rubbish, fish Litter rubbish newspaper, stop, clean）4. 要求学生听第二遍录音，并逐句进行跟读。
5. 完成教材1c的任务，要求学生模仿1a内容，编造自己的关于污染的对话并进行对话练习。
并邀请2-3对同学当堂进行演示。
6. 小结训练。
要求学生在规定的时间内完成一个小练习。
并请若干学生给出自己的答案。
有错误的话及时解决纠正。
用所给词的适当形式填空。
1. There are many kinds of pollutions（pollute）in our daily life.2. All of the students should take part in keeping (keep) our school clean and tidy.3. Can you tell us your ideas for improving (improve) your spoken English.4. W e should stop using the wooden (wood) chopsticks toprotect the forest.5. Their grandparents were fishermen (fisherman) near the sea before they moved to the town.环节说明：通过学习1a，使学生对过去完成时态有所了解，并拓宽了思路；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固对本课内容的认识。
人教版九年级英语全一册Unit13单元整体教学设计
3.分析课文中的重点句子和语法结构，让学生在实际语境中感受英语语言的魅力。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个社区活动主题，如环境保护、关爱老人等。
2.各小组讨论如何运用所学词汇和语法，描述和分析他们所选择的社区活动，并准备进行口头汇报。
难点：培养学生对文章深层含义的把握能力，以及批判性思维能力。
3.重点：培养学生的英语口语表达能力，使他们能够在讨论社区活动和志愿者工作时，流畅地运用所学知识进行交流。
难点：学生在口头表达时，容易出现词汇搭配错误、语法结构混乱等问题。
（二）教学设想
1.针对词汇和语法难点，采用以下教学策略：
-利用图片、实物等直观教具，帮助学生形象记忆词汇。
人教版九年级英语全一册Unit13单元整体教学设计
一、教学目标
（一）知识与技能
1.学生能够掌握并运用本单元的词汇和短语，如"community", "contribution", "volunteer", "charity", "fundraising"等，并能运用这些词汇进行主题相关的讨论和写作。
-结合教材内容，引导学生关注社区活动，培养他们的社会责任感。
-通过课堂讨论和课后实践活动，让学生认识到参与志愿者工作的重要性，激发他们热爱社区、关爱他人的情感。
-鼓励学生分享自己的经验和观点，尊重他人的不同看法，培养包容、合作的精神。
四、教学内容与过程
（一）导入新课
1.教师通过展示一组社区活动的图片，如志愿者清洁环境、慈善义卖等，引导学生观察并思考这些活动的意义。
新目标英语九年级Unit13全单元教案
新⽬标英语九年级Unit13全单元教案Unit 13 Rainy days make me sad.Part 1: Teaching designSection AGoals●To learn to use make/s me＋infinitive, make/s me＋adjective●To listen and talk about eating in a restaurantProceduresWarming up by learning to use make/s me＋infinitive, make/s me＋adjective On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.Now you are supposed to make as many sentences with themake/s me＋infinitive, make/s me＋adjective structure as possible.1a Looking and sayingOn page 102 is a picture of restaurants. Which one would you like to go? And why?1b Listening and completingListen to a conversation between Amy and Tina talking about eating in restaurants. While listening, pay attention to the“make/s me ＋infinitive, make/s me ＋adjective structure” .And now complete the unfinished sentences in the chart on page 102.Now you are supposed to read the tapescript. While reading, underline the expressions1c Doing pairworkWhat are your opinions about the two restaurants? Which on would you like better?2a Listening and numberingA boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103.2b Listening and checkingYou are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.All right now, you are supposed to read the tapescript. WhileReading, try to the “make/s me ＋infinitive, make/s me ＋adjective structure”, underline the expressions and blacken the connectives.2c Doing pairworkGo over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with.3aReading and answeringOn page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expressions and, blacken the connectives and circle the “make/s me＋infinitive, make/s me ＋adjective” structure.Now you are to answer the three questions on page 104 in the box.3b Doing groupworkNow le t’s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.4 Completing and surveying1) How do you feel about pollution ?2) It makes me kind of angry. How about you?3)Closing down by looking and sayingSECTION BGoals●To learn to use make/s me＋infinitive, make/s me＋adjective structures ●To listen, talk and read about productsProceduresWarming up by playing a gameGood morning, class. It is so cold today. The weather heremakes me sad. Now let’s first play a game to make us happy. We shall try to say as many sentences with make/s me＋infinitive, make/s me＋adjective structures as possible. The one who says the most such sentences will be made the monitor for today!1a looking and matchingOn page 105 are four pictures of daily products. Now read, think, and match them with the slogans in the box.1b Making a listIn our life we use lots of products every. Which ones do you like best, and which ones do you not like? Now make a list of them, three for each choice.2a Listening and tickingYou are going to listen to a conversation about products used in daily lives. Before you listen, go to page 105 and read the names of the products and the comments in the chart.After you listen, tick the products they like, and kick out the ones they don’t.2b Listening and drawingNext you are to listen and draw to show what the people say about the products. Finally go on to read the tapescript to learn some expressions and the make/s me ＋infinitive, make/s me ＋adjective structures.2c Doing groupworkIn 1b you have made a list. Now to practice spoken English you are to make use of the list making a conversation with your group members.3a Reading to decideOn page 106 you will find article talking about advertising.Before you read, guess at the ideas to be talked about in the article. While you read,underline the expressions, blacken the connectives the examples of the make/s me ＋infinitive, make/s me ＋adjective structures.After you read, decide if you agree with the author or not.3b Reading and completingOn page 106 in the center is an unfinished article. Read it and try to complete it using the information about two or more products in activity 2a.3c Looking and writingAfter you read, you are to write! Now go back to page 105 to write slogans of your own with the help of the slogans of theirs there on page 105.4 Doing pairworkIn pairs discuss how the posters on page 106 make you feel.Closing down by drawing your own postersAt the end of the period we shall do something interesting: weshall draw pictures or posters. To advertise your products or services you have to draw posters. Now let’s wait and see whose products of posters are the most attractive and persuasive!SEFL CHECK1 Reading and fillingTo do something boring, go to page 107 and read the 5 sentences in the box. Complete them with a correct word given in its correct form. OK?2. Reading and writingIn the center of page 107 is a diary. Now you are given the right to read this diary by Ming. While reading keep your eyes on the structures and expressions. You know how important structures and expressions are for learning English.Dear Diary, 28, JuneI thoughttoday was going to be really bad. To start with, it was raining, and rainy daysmake me sad. And it was my birthday, butwhen I got up, no one was at home, and Mo m and Dad hadn’t left me a note. I walked to school with my best friend, Gu. She didn’t say anything either. This made me a little angry. After all, I remembered her birthday last month. In class, the teacher asked me for my homework, butas I was so tense when I left home, I had forgotten to bring it with me. That made me annoyed with myself. But things got better. Gu invited me for lunch. I was so surprised. Mon and Dad and all my friends were there. I had a wonderful surprise birthday lunch. That made me VERY happy.Early morning Late morning Noon Lunch timesad A little angry annoyed surprisedJust for fun!Looking at theposters above andwrite ad slogans forthem.Reading: Receiving money makes me uncomfortable.Before you read, go to the vocabulary list for this part on page 155. Read the words and study the word formation for meanings.While you read, blacken the predicates and circle the connectives.Receiving money makes me uncomfortable.Many books have been written about “the art of giving”. But what about the art of receiving? Sometimes, receiving a gift can be difficult, especially when someone buys you a giftyou d on’t want！“I remember when I was about twelve years old, my parents bought me a purple purse,”laughs Guo Xiaojing. “It really made me feel embarrassed, because to be honest, I thought the purse was really ugly！Still, I pretended that I liked it because IPart 2: Teaching Resources (第⼆部分：教学资源)I. What is a poster?A poster is any large piece of paper which hangs from a wall or other such surface. They are a frequent tool of advertisers, propagandists, protestors and other groups trying to communicate a message, and they also see personal use by people, especially the young, who wish to decorate in a relatively low-cost manner.II. Some wonderful slogans of advertisementsTrust me, you can make it. (美容)Human technology. (Nokia)When there is no tomorrow. (联邦快递)The milk chocolate that melts in your mouth-not in your hand. (巧克⼒)Good to the last drop. (雀巢咖啡)Next to myself, I like BVD best. (BVD内⾐)Just do it. (运动鞋)Things go better with coke. (可⼝可乐)One card, all the possibility. (Visa)MasterCard. Master the shopping possibility. (Card)It's everywhere you want to be. (Visa)Don't leave home without it. (美国通卡)Ugly is only skin-deep. (汽车)Shape up your image, future and life.Natural is beautiful. (美容)Gifted photographers require beautiful print quality.Using your own way to enjoy working; It's no price. (信⽤卡) Everything we do is driving by you. (汽车)Travel by air without any reservation. (鞋⼦)A diamond is forever. (钻⽯)We do chicken right. (炸鸡)No matter how you look at typing, we are your type. (打字机) The taste that refreshes. (饮料)Nokia connection people. (Nokia)Makoto Bank. Making communities together. (银⾏)Ford has a better idea. (Ford)Save our mouth for Memtos. (⾷品)It's Finger Licking good./we all do it for you. (快餐)Are you in or out? (美语补习班)Keep walking. (酒类)We share. (寿险)Made to move. (Nike)We're family. (信⽤卡)Forever sport. (Adidas)Just call me, be happy. (⼤哥⼤)So charming, so easy. (化妆品)Air France-making the sky best place on earth. (航空)Your favorite spare for your pleasure and dream. (动画商品) It's been a long hard road without you on the mind. (汽车)。
九年级英语unit13 教案
litter指“(室内或公共场所)乱扔的废物(纸屑、不要的包装纸、废瓶等)”还可回收
e.g. Throw the rubbish out.把垃圾扔出去。
The room is full of rubbish.房间里堆满了垃圾。
Pick up your litter after a picnic.野餐后将废弃物收拾好。
2.教学难点：能正确运用现在进行时，现在完成时，被动语态，情态动词和used to句型。
三、教学准备
四、教学课时7课时
五、教学过程
Period 1
Section A 1(1a-2d)
I. Presentation
Show the picture of the earth and tell students the earth is polluted now.
VI. Listening
1. 2a Listen to the interview. Circle the kinds of pollution that Jason and Susan talk about.
A. land pollution B. air pollution
C. noise pollution D. water pollution
Keys: more cars pollute are throwing away public places
III. Listening
1. 1b Listen and complete the sentences.
What was the problem?
The river was _____________. Even the bottom (底部) of the river was full of ________. There were no more ______ for fishermen (渔民) to catch.
2023最新-新目标九年级英语英文教案Unit 13(优秀10篇)
新目标九年级英语英文教案Unit 13（优秀10篇）下面是帮家人们收集的新目标九年级英语英文教案Unit 13（优秀10篇），希望对大家有所启发。
高二英语unit13教案篇一高二英语人教版unit13教案Teaching Plan of Unit 13 The water planet Tasks which should be achieved in this unit: a. Achieve language skills and related knowledge about the topic of water and the ocean. b. Learn how to make suggestions and how to express opinions. The water is being used to /for…. We should/ could…. If we …, we can …. It would be better to … c. Vocabulary in this unit: benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom; d. Useful expressions: benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.e. Grammar: Review Modal Verbs. 情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。
九年级Unit13单元教案
人教版英语九年级unit13单元教案一、教学内容及分析本单元教学主要围绕“感受Feelings”这个话题，谈论对某件事或物的看法，以及谈论事物对人的影响。
本单元一开始用音乐、图画、植物、电影等事或物对人的影响，引出本单元的话题和新目标语言，同时学习一些新的词汇和表达。
然后通过阅读有关“饭店科学”的文章，进一步学习新目标语言，谈论事物对人的感情的影响。
随着教学活动的深入，教材又安排了学习日常生活用品和广告等事物对人的影响，并帮助学生学会表达自己对事物的观点。
最后教材进一步升华到学习现实生活中为人处事的感受。
本单元所学习的知识点比较少，本单元主要学习运用make的用法，谈论事物对人的影响。
一些表示感受的形容词在前面学生已经学习过，所以用起来应该是比较简单的。
要求掌握How do you feel about loud music ? Loud music makes me tense .Loud music makes me want to dance .等句型。
学会运用这些句型表达对事物的感受和观点。
我将本单元的目标定位为：1、掌握表示感受的一些形容词的用法。
（interested、happy 、sad 、excited、relaxed、bored、energetic 、nervous 、sick 、comfortable 、angry 、tens 、annoyed 、healthy、hungry、pleased 、upset 、scared 、sleepy、awful 、stressed out）2、主要掌握关于make一些句型：make sb. + adj. ; make sb. + do sth. ; 在被动语态中还原动词不定式符号to 。
根据教材的编排体系，我将本单元分为三大板块（即听说练习、读写练习、巩固运用）。
第一二课时设计以听说为主，主要练习表示感受的形容词的用法以及本单元的重要语法make句型的运用。
九年级英语Unit13教案.doc
Unit 13 Rainy days make me sad. Language goals: In this unit students learn to talk about how things affect them.New languages: How do you feel about loud music? Loud music makes me uncomfortable. Waiting for her made me angry. Sad movies make her want to leave. Red makes customers eat faster. Difficult points: 1. How to improve the students’ reading ability.2. In this unit, the structure “make + object + adj.” express the feelings.Teaching aids: computer, recorder Teaching periods: Period 1: Section A 1a / 1b / 2a / 2b /2c / Grammar focus Period 2: Section A 3a / 3b / 4 Period 3: Section B 1a / 1b / 1c /2a / 2b / 2c Period 4: Section B 3a / 3b / 3c/ 4 / Self check Period 5: Reading Period 1 Teaching aims: 1. Target languages: The awful pictures make Amy sad. Loud music makes me tense. Sad movies don’t make me cry.They just make me want to leave. 2. Train the speaking and listening abilities. 3. Learn to express the feelings. Teaching procedures: Step 1. Warming up Let students say out their hobbies. Help students to answer: I like it because it makes me interested, happy, comfortable, etc. Step 2. Presentation Look at the slides and ask students to say out how they feel about each picture. Help students to answer: It makes me energetic, comfortable, stressed, relaxed, sick, etc. Step 3. Section A 1a This This activity activity activity introduces introduces introduces new new new vocabulary vocabulary vocabulary and and and provides provides provides oral oral oral practice practice practice using using using the the the target target language. Say, there are two restaurants in the slide. Ask a student to describe it to the class. If the student can’t answer, offer vocabulary help where needed.Ask a few pairs to present their conversations to the class. Step 4. Section A 1b This activity provides practice in understanding the target language in spoken conversation. Read and explain the instructions to the class. Say: You will hear a conversation. Listen carefully and fill in the blanks. Play the recording for the first time. Students only listen. Then say next time please fill in the missing words. Then explain. Check the answers using the slide. Step 5. Section A 1c Pair workThis activity provides guided oral practice using the target language. Call attention to the conversation. Ask two students to read it. Then point to the pictures in 1a. Say: Now have conversations in pairs according to your own opinion. Ask several students to present their conversations. Step 6. Section A 2aThis activity provides practice in understanding the target language in spoken conversation. Ask some students to say something of the five pictures in the slides. Say: You will hear a recording of a conversation. Listen and number the pictures (1-4) in the order that you hear them. Play the recording for the first time, students only listen. Play the recording again. This time ask students to number each picture on their own. Check the answer. Step 7. Section A 2bThis activity provides guided listening practice using the target language. Look at the slide. Ask a student to read these sentences. Say: You will hear the same recording again. This time check the things that Tina and John said. Play the recording again. Ask students to check the sentences they hear on their own. Look at the slide and check the answers. Step 8. Section A 2c PairworkThis activity provides guided oral practice using the target language. Call attention to the sample conversation and ask two students to read it aloud. Pair the students. Ask them to play the conversation in 2a and 2b, using the example in the left box. As they work, move around the room, offering help as needed. Have some pairs perform their conversations to the class. Step 9. PracticeDeal Deal with some exercises to with some exercises to consolidate the knowledge learned in this lesson in the slide in class. Step 10. ConclusionLearn to use the verb “make” to talk about how things affect them.Homework: Write some sentences about how things affect them, using the verb make. Preview Section 3a / 3b / 4. Period 2Teaching aims:1. Master some vocabulary words and target languages. The red color makes people hungry. Red also makes customers eat faster. Soft colors like pink and blue make people relaxed. Hard seats also make customers want to eat quickly and leave. 2. Train the reading and speaking abilities. 3. Learn to write a ideal restaurant, using target language in this unit. Teaching procedures:Step 1. RevisionAsk students to look at the pictures in the slides. Ask and answer in pairs using the target language: How do you feel about picture 1? It makes me happy / excited, etc. Step 2. PresentationLet a student describe the fast food restaurant. Try to include the color, lighting, seat, music, etc. If the student has difficulty, ask another student for help. Then ask and answer in pairs using the target language. Step 3. Section 3aThis activity provides reading and writing practice using the target language. Ask students to describe the picture in the slide. Have students read the article individually, underlining the difficult points they don’t understand. Explain the language points. Read the questions after the article to the class. Ask students to read the article for a second time and answer the questions. Students work individually. As they work, move around the room, offering language help as needed. Check the answers. Step 4. Section A Group workThis activity provides oral practice using the target language. Call attention to the sample conversation and ask three students to read it aloud. Ask students to work in groups of four. Tell your group about a place you know. The others others try try try to to to guess guess guess the the the place. place. place. As As As they they they work, work, work, move move move around around around the the the room room room listening listening listening to to conversations and offering help as needed. Take turns to describe a place. Ask groups of students to present their conversations to the class. Step 5. Section A 4This activity provides reading, writing, listening and speaking practice using the target language. Ask two students to read the conversations in the box. Ask students to work in groups of three. Look at the slide, ask and answer how they feel about each thing. As they work, move around the room providing help as needed. Have students complete the survey individually. Ask a few students to share the results of their surveys. Explain how to use the verb keep. Step 6. PracticeDeal with some exercises to consolidate the knowledge learned in this lesson. Step7. ConclusionLearn the vocabulary words and practice more about the target language. Express the feelings about different things. Homework:Write a short passage to describe a restaurant using the target language. Preview Section B 1a / 1b / 2a / 2b / 2c Period 3Teaching aims:1. Learn vocabulary words and some useful expressions. 2. Strengthen the target language and practice more. 3. Train the speaking and listening abilities. Teaching procedures:Step 1. Have a free talkAsk several students to present their ideal restaurants to the class. Step 2. Section B 1aThis activity introduces new vocabulary. Ask students to look at the four pictures in the slides. Learn the new words one by one. Ask a student to read the slogans to the class. Have a student guess the meaning of each slogan. Match each slogan with one of the products. Check the answers. Step 3. Section B 1bThis This activity activity activity helps helps helps students students students apply apply apply the the the ideas ideas ideas in in in the the the unit unit unit to to to their their their lives lives lives outside outside outside of of of the the classroom. Have students look at the slide, name each picture. Have Have students students students make make make a a a list list list of of of three three three products products products they they they like like like and and and three three three products products products they they they don’t don’t like. Students work individually. Have a few students to read their lists to the class. Step 4. Section B 2aThis activity provides listening practice with the target language and introduces new vocabulary. Point to the name of each product and ask students to repeat it. Say: Do the people like the products in 1a? Write “Yes” for the products they liked and “No” for the products they don’t like.Listen to the tape for the first time. Students only listen. Listen to the tape again . Write “Yes” or “No” in front of each products.Check the answers. Step 5. Section B 2bThis activity provides guided listening practice using the target language. Ask a student to read the sentences in the box to the class. Say: You will hear the same recording. What do the people say about the products? Draw lines to match. Play the recording. Students work individually. Check the answers. Step 6. Section B 2cThis activity provides guided oral practice using the target language. Point to the sample conversation in the box. Ask two students to read it to the class. Read the instructions to the class. Say: Each group of students can make conversations, using information from the list in 1b. Ask students to work in groups. Move around the room checking the progress of the groups and offering help as needed. Ask one or two groups to present their conversations to the class. Step7. ConclusionLearn to describe the quality of each product. Master several slogans in this lesson. Homework:Search some slogans and express your own idea about them. Preview Section B 3a. Period 4Teaching aims:1. Teaching vocabulary words. 2. Train the speaking, reading and writing abilities. 3. Learn to comment the ads. Teaching procedures:Step 1. Have a free talkWork in groups, express their own idea of the slogans they searched. Step 2. Section B 3aAsk students to look through the text individually. Find out the answer to the question: Does the picture in an ad look the same as the real thing? Let students read the text again. Find out the advantages and disadvantages of the ads. Check the answers. Explain the language points. Step 3. Section B 3bThis activity provides reading and writing practice using the target language. Ask a student to read the sentences at the beginning of the paragragh to the class. Then say: Complete this article using the information about two or more products in 2a and 2b. Ask students to write individually. As they work, move around the room offering help and answering questions where needed. Ask a student to read his or her completed article to the class. Step 4. Section B 3cHave students make a list of their favorite products in the slide. Ask Ask students students students to to to try try try writing writing writing a a a slogan slogan slogan to to to go go go with with with each each each product. product. product. As As As they they they write, write, write, move move around the room offering help where needed. Ask several students to read their slogans to the class. Step 5. Section B Pair workThis activity provides listening and speaking practice using the target language. Have some students describe the three posters. Ask two students to read the conversation to the class. Say: How do these posters make you feel? Discuss in pairs. Ask several pairs to present their conversations to the class. This activity focuses on vocabulary introduced in the unit. Ask a student to read the words and phrases. Make sure to understand the meaning of each word. Ask students to fill in the blanks on their own. Check the answers. Let students make new sentences with the words and phrases. Check the answers in groups. This activity provides reading practice using the target language. Ask students to read the article. Let students discuss in pairs, filling in the box. Explain the language points. Check the answers. Have students to read the article again. This activity provides reading and speaking practice using the target language. Let a student read the sentences to the class. Ask students to explain what is funny about the cartoon funny. Deal with some exercises to consolidate the knowledge learned in this lesson. Write a short passage about your own experience, using “An unusual Day” as the title.Ask the students to make a list of the gifts they received. 1. Train the reading and writing abilities. 2. Strengthen the target language. 3. Learn to be friendly to others. This activity asks students to explore their feelings about receiving certain gifts. Let a student read the sentences in 1a to the class. Say: Write how you would feel if you received the following gifts in the blanks. Students work individually. Get students to share their answers with a partner and discuss any different adjectives used. Ask a student to read the sentences. Explain to the class. Ask students to read the passage once without stopping for general understanding. Ask students to give examples of language they don’t know.Explain the language points. reading. This activity tests students’ understanding of theAsk students to call attention to the beginnings of sentences. Ask students to scan the text to complete the sentences. Check the answers. This activity develops students’ ability to use specific vocabulary. Ask students for definitions of the adjective, or describe a situation that would make them feel that way. Ask each student to pick one adjective from the reading and use it in a sentence they create themselves. Ask a few students to read their sentences aloud. Ask a student to read the reasons for gifts. Ask students to write down some suggestions for gifts for each of them. Discuss in groups, deciding which gift would be best. Get the groups to tell the class why they chose those gifts. Get students to write notes about a gift that they have received. Work in groups, telling this experience according to the two questions. Deal with some exercises to consolidate the knowledge learned in this unit in the slide in class. Review the words and phrases in the whole unit. Preview Unit 14. 。
新目标英语九年级教案Unit13教案1
The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularysad, energetic, stressed out, soft(2) Target LanguageI'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.Oh, really? Loud music makes me energetic.Not me! Loud music makes me stressed out.2．Ability Objects(1) Improve students' listening ability.(2) Help students to express their opinion freely.3．Moral objectsIt is important to choose a suitable place. It is good for your study and life.Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students' listening ability.2．How to help students to express their opinion freely.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 Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 12. In this unit, we learned how to tell what we are supposed to do. Now tell me some things that are good to do in school and that are not good to do in school.S1: We're supposed to do our homework every day.S2: We're supposed to raise our hands before we talk.S3: We're supposed to come to class on time.S4: We are not supposed to be late for class.S5: We're not supposed to eat in class.T: Very good. You're right. From now on, we'll learn Unit 13. look at the following list of activities on the blackboard: parties, exams, school vacations, gym class. How do you feel about parties? Happy? Excited? Nervous?S1: Nervous.T: Oh, so parties make you nervous.S1: Yes.T: Class repeat. Parties make me nervous.Ss: Parties make me nervous.T: Now what about school vacations How do you feel about them?S2: Happy.T: So, school vacations make you happy.S2: Yes.T: Class repeat. School vacations make me happy.Ss: School vacations make me happy.T: Now what about gym class? How do you feel about it?S3: Excited.T: So gym class makes you excited.S3: Yes.Step Ⅱ1aThis activity introduces new vocabulary and provides oral practice using the target language.Go through the instructions and look at the two pictures. Ask, Who can describe the interior of each restaurant? (Rockin Restaurant has red walls, ugly paintings on the walls, and loud music. The Blue Lagoon has blue walls, plants. flowers, and a piano player.) Say, Which restaurant would you rather go to? Talk about it with your parter.Let students work in pairs, and tell each other which restaurant they would like to go to and why. When students work, go around the classroom offering help as needed. When they have finished talking to each other, call out several pairs to say their conversations to the class.Sample conversationS A: Which restaurant would you like to go to?S B: I'd like to go to the Blue Lagoon.S A: Why?S B: Because there are plants and flowers there.Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation.Ask students to read the instructions. Look at the chart and point out the two headings: The Rockin' Restaurant and The Blue Lagoon. Look at the sample answer. Let a student read the completed sentence, and then say, You will hear the missing words on the recording. Fill in the blanks with the words you hear on the tape.Play the recording the first time. Students only listen carefully. Play the recording again. This time fill in the missing words. Check the answers with the whole class.AnswersThe Rockin' Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I'm hungry, Amy.Girl 2 : So am I. Why don't we get something to eat?Girl 1 : Yeah. Let's go to the Rockin' Restaurant. I love their hamburgers.Girl 2: Oh, Tina…I hate the Rockin' Restaurant.Girl 1: Why? The food is great, isn't it?Girl 2: The food's fine. I just don't like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense.Girl 1: OK. So where do you want to go, Amy?Girl 2 : Let's go to the Blue Lagoon. The soft music makes me relaxed.Girl 1: Not me. It makes me sleepy.Step Ⅳ1cThis activity provides guided oral practice using the target language. Look at the example in the box. Invite a pair of students to read it to the class.S A: I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.S B: Oh, really? Loud music makes me energetic.S A: Not me! Loud music makes me stressed out.Go through the instructions with the class. Tell students they will he talking about their own opinions with a partner. Look back at the chart in Activity 16. Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music.While students are working in pairs, walk around the classroom, and listen to some pairs. If necessary, offer language support. Then ask some pairs to act out their conversations in front of the whole class.Optional activityLet students look around the classroom, think about other rooms in the school,and talk about how these places make the students feel. For example, what are your opinions about this room? A student might answer, This room is sunny. It makes me happy. Or ask them. What are your opinions about all the noise in the cafeteria? A student might say. All the noise in the cafeteria makes me tense.Notes1．awful—terrible; dreadful2．energetic—full of energyStep ⅤSummaryIn this class, we've learned some important words, such as sad, energetic, stressed out. We've also learned the target language I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating. Oh, really? Loud music makes me energetic. Not me t Loud music makes me stressed out.Step ⅥHomeworkReview the target language.Step ⅦBlackboard DesignUnit 13 Rainy days make me sad.Section AThe First PeriodTarget languageA: I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.B: Oh, really? Loud music makes me energetic.A: Not me! Loud music makes me stressed out.。
新目标人教版九年级英语第13单元教学设计
“信息技术支持的教课环节优化”课程作业模板说明：信息技术支持导入、解说、议论等环节优化的三项作业，可以是同一节课中不一样环节的技术应用，也可以是不一样课中相应环节的技术应用。
作者信息姓名任洁芸联系电话所教课科英语所教课段九年级电子邮件4单位名称五丈原初中信息技术支持的导入环节优化（一）第一步：设计前的解析本课的名称： I like music that I can dance to本课的教课目标与教课内容：（ 1）使全体学生掌握本节课的要点词汇和基本认识that和who指引的定语从句的区别;（ 2）使 80%的学生能用本节课的要点词汇和句型简单的对话;（3）使 60%的学生能充分运用本节课的要点词汇和句型表达自己的看法，并能灵巧运用英语进行听、说、读、写等活动。
请说明导入环节在这堂课中的意义，以及信息技术如何起到优化作用。
多媒体辅助教课法：多媒体辅助教课集图象、声音、文字于一体，使教课内容再生动、形象，吸引学生的注意力，使他们在轻松、快乐的氛围中接受新的知识。
（ 2）交际法：英语要作为交际工具来教，也要作为交际工具来学，做到学用一致。
笔者在课堂教课中会创建交际活动情境，让学生利用所学的语言知识，自由表达自己的思想和见解，让学生在做中学，在实践交流中获取信息，习得英语。
（ 3）坚持以学生为中心，采纳individual work 和 pair work 相联合的活动方式使学生进行自主学习、合作研究、体验实践及展现自我，发展听、说、读、写等综合语言运用技术。
第二步：技术支持的导入设计说明：在这一步里，请将你在导入环节上要说的话，预估的时间，所采纳的信息技术支持（请详尽说明如何利用信息技术来优化导入成效，并截取重要画面，链接相应的文档）体此刻下表中。
导入语时间信息技术支持6 分钟PPT， FLASH展现舞蹈音乐片段What kind of music do you likeI like music that I can sing alongwith.I prefer music that has greatlyrics.I love singers who write their ownmusic.信息技术支持的解说环节优化（二）第一步：设计前的解析本课的名称： I like music that I can dance to本课的教课目标和教课内容：（ 1）使全体学生掌握本节课的要点词汇和基本认识that和who指引的定语从句的区别;（ 2）使 80%的学生能用本节课的要点词汇和句型简单的对话;（3）使 60%的学生能充分运用本节课的要点词汇和句型表达自己的看法，并能灵巧运用英语进行听、说、读、写等活动。
英语九年级第十三单元教案
五：教学过程:
Step 1: Leading—in（问题导读）
Ask some students to show their opinions about ads.
Step2: Listening and speaking（感知求疑）
Read this article and describe their opinions about ads.
例如：They try to make their school more beautiful.
随时练： 【考例】What you said just now made us _______.
A. angryB. to angryC. to cryD. angrily
【答案与解析】答案是A。
2. Did you have fun with Amy last night?昨天晚上你和Amy玩得高兴吗？
4) would rather的用法：
5) would rather do sth…than do sth
6) so…that…7)have fun with
2:重点句子：
1):loud music makes me tense.
2):Sad movies make her want to leave .
例如：When did you join the Party?你什么时候入党的？
随时练：
【考例】Did you ________ the football club?
A. attendB. take part inC. join
【答案与解析】答案是C。
七：教后反思。
Unit13第三课时：Section B(3a------4)
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Unit 13 We’re trying to save the earth!教学设计一、教学目标：1. 语言知识目标基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. Harmful, chain, ecosystem, industry, law, scientific, afford, r eusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iro n, work, metal, creativity基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull… down, bring back基本句型：We’re trying to save the earth! The river used to be so clean.The air is badly polluted.. No scientific studies have showed that shark fins are good f or health.We should help save the sharks.2. 技能目标:能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。
3. 情感目标:有环境危机意识，学会关注环境保护环境。
二、教学重难点：1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。
（2）保护环境的措施方法。
2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。
三、教学步骤:I. PresentationShow the picture of the earth and tell students the earth is polluted now.For example: (1) The factories that burn coal pollute the air with a lot of black smoke.(2) Factories put waste into the river.(3) People should throw away litter in the bin.(4)There are more cars on the road.II. LearningHere are some words related to different kinds of pollution. Write them in the box bel ow. Then add more words.loud music cars rubbish planes littering ships factories smoking buildin g houses mobile phonesnoise pollution air pollution water pollution ____________ ___________ ___ __________ ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________Keys : noise pollution：loud music planes mobile phones building housesair pollution：factories smoking cars building houses water pollution：ships rubbish littering factoriesIII. Listening1.1b Listen and complete the sentences.What was the problem? The river was __________. Even the bottom of the river was full of ________. There were no more ______ for fishermen (渔民) to catch.What caused the problem? People are throwing _______ into the river. Factories are putting ______ into the river.How should the problem be solved?We should write to the ____________ and ask them to ___________ the factories. Ev eryone should help to __________ the river.Keys: really dirty rubbish fish litter waste government close down clean up2. Listen again and check (√) the sentences you hear.(1) We could go fishing in the river. (2) The river was really dirty. (3) The river has always been the nicest river in this town. (4) We should ask the teachers for help. Keys: 2 3IV. Practice1. Role-play the conversation in 1c.Mark: The river was dirty. Even the bottom of the river was full of rubbish. Tony: But it used to be so clean!Mark: Yes, but people are throwing litter into the river.Tony: Everyone in this town should play a part in cleaning it up! 2. Make conversatio ns using the pollution in 1a.A: The river has always been the nicest river in this town. B: Yes, it used to be so clea n.A: But I was there last weekend and the river was really dirty. B: What caused the pro blem?A: People are throwing litter into the river. B: What should we do?A: Factories are also putting waste into the river. B: Yes, everyone in this town should play a part.A: We should write to the government and ask them to close down the factories. B: W hat else can we do?A: Everyone should help to clean up the river.V. Language points1. We’re trying to save the earth! 我们正在竭尽全力拯救地球! try to do =try one’s best to do 努力去做某事。
e.g. Every student should try to study hard in order to study in a university.为了进入大学学习，每个学生都应该努力学习。
2. Here are some words related to different kinds of pollution. be related to 与…有关e.g. I am not related to him in any way.我和他无任何关系。
3. Everyone in this town should play a part in cleaning it up! play a part in 在……方面起作用e.g. A good diet plays a large part in helping people live longer. 健康饮食在帮人们长寿方面起着非常大作用。
play a part 在……中扮演角色e.g. He was invited to play a part in this TV play. 他被邀请参加这个电视剧的演出。
4. Even the bottom of the river was full of rubbish. Yes, but people are throwing litte r into the river.litter 和 rubbish 都可指“垃圾”，用作不可数名词。
rubbish 指“没用的东西(被扔或将要丢弃的无用的东西)”不可回收。
litter 指“(室内或公共场所)乱扔的废物(纸屑、不要的包装纸、废瓶等)”还可回收 e.g. Throw the rubbish out. 把垃圾扔出去。
The room is full of rubbish. 房间里堆满了垃圾。
Pick up your litter after a picnic. 野餐后将废弃物收拾好。
VI. Listening1. 2a Listen to the interview. Circle the kinds of pollution that Jason and Susan talk ab out.A. land pollutionB. air pollutionC. noise pollutionD. water pollution2. 2b Listen again and complete the sentences.1) The air is badly polluted because there are ___________ on the road these days. 2) Factories that burn coal also ________ the air with a lot of black smoke.3) There is also too much rubbish and waste. People _________________ things ever y day.4) People are also littering in ______________ like parks. This is turning beautiful pla ces into ugly (丑陋) ones.VII. DiscussionAsk students what we should do to save the earth. Help students answer, turn off the lights when you leave a room; stop riding in cars; stop using paper towels or napkins; recycle books and paper.VIII. Reading1.Read 2d and complete the chart. Problems Solving problems air pollution waste pollution wooden (木头的) chopsticks or plastic forks rubbish2. Role-play the conversation.Interviewer: Jason and Susan, what are your ideas for solving these problems? Jason: Well, to cut down air pollution, we should take the bus or subway instead of dri ving.Susan: Yeah, or ride a bike. There are other advantages (优点) of bike riding. It’s good for health and it doesn’t cost (花费) anything!Interviewer: Great ideas! What about waste pollution?Susan: Mmm, I think simple things like bringing a bag to go shopping can help. I start ed doing that a year ago.Jason: Me, too. Also, I never take wooden chopsticks or plastic(塑料) forks when I buy takeaway (外卖食品) food. I use the ones at home.Susan: And remember to throw rubbish in the bins and keep public places clean and b eautiful for everyone.Interviewer: So together, our actions can make a difference and lead to a better future IX. Homework1. Copy the new words and remember them.2. Read the listening materials of 1b, 2a.教学反思：本节课是本单元的导入课，课上我通过展示图片，创设情境等顺利导入课题，帮助学生直观认识到环境问题的严重性和保护环境的迫切性。