Unit 9 (1)教案
五年级上册英语教案-Module 9 Unit 1 Are you feeling bored 外研
五年级上册英语教案-Module 9 Unit 1 Are you feeling bored
外研版（三起）
1. 教学目标
•掌握单词：bored, happy, tired, angry, sad, excited
•能够准确运用以上单词进行简单的情感表达并用句子描述自己目前的感受
2. 教学重点
•学会简单情感词汇的表达
•学会用英文句子进行简单的情感描述
3. 教学难点
•用英文句子进行简单的情感描述
4. 教学准备
•教学素材：PPT、教科书、黑板、笔、卡片
•学生准备：英语书、笔、笔记本
5. 教学过程
步骤一：导入新课
1.教师引导学生通过日常生活实例思考不同情感的表现方式，例如看电影时会感到开心，回家被爸爸骂后会感到生气，等等。
2.教师和学生一起讨论以下问题：
–Are you happy today? Why or why not?
–Are you bored now? Why or why not?
–Are you tired this morning? Why or why not?
步骤二：学习新词汇
1.教师呈现单词 bored, happy, tired, angry, sad, excited，通过图片和情感表现让学生了解词汇的含义。
2.教师快速朗读单词，在学生的配合下进行跟读。
步骤三：学习句型表达1.教师呈现句型。
高一英语北师大版必修三教学案：Unit 9 Section 1 含答案
Ⅰ.根据英文释义及首字母提示写出单词1．thief:someone who steals something2．benefit:an advantage, improvement, or help that you get from something3．hopeful:_believing that what you hope for is likely to happen4．argue:_to speak angrily to sb. because you disagree with them5．consequence:_something that naturally follows from an action or condition6．insert:_to put something inside or into something else7．therefore:_as a result of something that has just been mentioned8．arrest:_to take someone to a police station because the police think he has done something illegal9．convenient:useful to you because it saves your time, or does not spoil your plans or cause your problemsⅡ.根据词性及汉语提示写出单词10．actually ad v.实际地，真实地→actual adj.真实的，实际的11．benefit v i.&n.得益；好处→beneficial adj.有益的，有利的12．convenient adj.方便的，便利的→convenience n．方便，便利13．hopeful adj.有希望的→hopefully ad v.充满希望地→hope n．&v.希望，期望14．consequence n．后果，结果→consequent adj.作为结果的→consequently ad v.因此，所以15．argue v i.争辩，争吵→argument n．争论，论点，论据16．cycle v i.骑自行车→cyclist n．骑自行车的人Ⅲ.补全短语1．traffic jam交通阻塞，塞车2．fed up不愉快的，厌烦的3．work out锻炼身体，做运动4．have an effect on对……有影响5．in the 1960s 在20世纪60年代6．thanks to多亏了，幸亏7．argue with ... 与……争辩1. Wherever someone finished a journey they would leave the bike there for someone else to use.不管有人在哪里结束旅程，他们都会把自行车放在那里供其他人使用。
外研版4年级英语上册教案Module 9Unit 1
Unit 1Are you going to run on sports day？本课时是第九模块第一单元的内容(教材第50～52页)。
本单元主要是学习用“Are you going to...？”询问对方是否打算做某事,并用Yes/No作答,然后描述具体的计划。
本单元围绕“运动日”的话题展开,通过问答的方式讲述了学生大明准备参加比赛并为了取得好的成绩而制订相关计划的故事,将学生带进一个真实的语境中,以听、说、练等方式反复操练本单元的重点句型。
知识目标1．听、说、认读单词：month,every,day；2．听、说单词：win,hundred,metre,luck；3．听、说、认读短语：sports day,good luck,come on；4．听懂、认读句子“Are you going to run on sports day？Yes,I’m going to run the 100 metres.No,I’m going to run in the park”并运用；5．全体学生能够运用“Are you going to...？”询问对方是否计划做某事,然后用Yes/No 作答并给出具体的计划。
能力目标1．能够听懂录音内容,模仿录音的语音、语调；2．能够流利地朗读课文并复述课文内容；3．能够运用所学句型询问对方是否计划做某事并作答；4．能够运用所学句型和结构讨论和制订计划。
情感目标1．激发学生对体育的热爱,培养团队合作精神和集体荣誉感；2．培养学生学习英语的兴趣以及乐于使用英语进行交际的心理；3．培养学生积极参与各种课堂学习活动的主动性。
教学重点1．熟练掌握本课时的单词和短语：win,month,hundred,metre,every,day,luck,sports day,good luck,come on；2．熟练灵活地运用句型“—Are you going to...？—Yes/No,I’m going to...”进行问答；3．根据语言环境运用对应的交际用语。
Unit 9 Learning Lesson 1 教案-高中英语北师大版(2019)必修第三册
Unit 9 LearningLesson 1 Active Learning 教学设计科目：英语课题：Lesson 1 Active Learning 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words and verb-ing or infinitive.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperatively.教学重难点教学重点：How to learn the new words and verb-ing or infinitive.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-inACTIVA TE AND SHARE教师活动：教师提问What do active learners do? Think about who may be an active learner in your class.Use the phrases below to help you.to take notes to focus on to ask questionsto reflect on to pay attention to to be curiousto be open-minded to listen to a different point of viewAsk students to think and share their answers.二、While- readingREAD AND EXPLORE1. 学生活动：阅读文章，回答问题。
人教版go for it九年级英语 Unit9Section A 1 (1a-2d)教案
Unit 9 I like music that I can dance to.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词及短语：prefer, lyrics, Australian, electronic, suppose, smooth, spare, director, case, in the case, war2）掌握I like /love/prefer music that…表达喜欢的音乐。
3）掌握I like music that I can dance to. /I like musicians who play different kinds of music. 句型的用法。
3) 学习关系代词that/who引导的定语从句。
2. 情感态度价值观目标：1. 使学生学会谈论自己的喜好。
2. 通过表达个人喜好，提高学生欣赏美的水平。
3. 激发学生的学习兴趣和学习热情。
二、教学重难点1. 教学重点：1）prefer, different kinds of, sing, along with的用法。
2）句型：I like music that I can dance to.I like musicians who play different kinds of music.2. 教学难点：学习关系代词that/who引导的定语从句。
三、教学过程Ⅰ. Warming up师生问候。
Ⅱ. Lead-inSay What kind of books do you like? I like interesting books. I like books that are nteresting. Write…that are interesting on the blackboard. Point to it and ask who can make another sentence with it. Write another phrase on the blackboard, …that is comfortable to …. Help the students to make sentences with it.Ⅲ. Presentation1. 教师播放学生较熟悉的带有歌词或歌手的图片的流行歌曲，激发学生的学习兴趣，同时师生对话，引出本单元的内容学习，为完成1a做铺垫。
(新)外研版三年级下册Module9 U1教案(公开课)
Module 9Unit 1I’ve got a new book.【教学目标】1、Knowledge Goal（知识目标）a). 能听、说并正确使用单词:“have got，animal，sport，dress，coat，sweater，has got，T-shirt”lineb). 能理解并掌握句型:I’ve got a new book.Have you got a new book?Yes, I have. /No, I haven’t.Has Sam got a sweater?Yes, he has. No, hehastn’t.2、Ability Goal（能力目标）能口头运用“Have you got a book?”这类语句询问某人是否拥有某物，能用“Yes,I have. No,I haven’t.回答。
3、Moral Goal（情感目标）通过本课学习，使学生有兴趣听、说英语、主动与他人交流。
能够互相谈论自己和他人拥有的物品。
【学情分析】一般特征：三年级小学生对英语学习有着强烈的好奇心和浓厚的兴趣，他们模仿力强，记忆力好，有兴趣参与各项教学活动，有用英语进行交流的愿望。
初始能力：1学生已经学习了bag, pen, pencil, bird,kite cake book desk等单词，能用What’s this?询问物品。
2学生初步会运用介词on in under3学生初步掌握了一些学习英语的方法。
【教学重难点】重难点：1.掌握单词：have got、dress、coat、sweater、has got、T-shirt.2.能口头运用“Have you got a book?”这类语句询问某人是否拥有某物，能用“Yes,I have. No,I haven’t.回答。
学习：1、I’ve got 的读音及用法.2、Yes , I have./No, I haven’t.的准确运用【教学过程】Step 1：导入1.课件出示学过的单词，让学生复习句型Whatisthis?2、课件复习介词on,in,underStep 2：讲授1、课件出示一本新书T：Look，I‘vegotanewbook.领读,理解句意，让学生知道I‘vegot=Ihavegot 1）领读2）个人读3﹚T:I‘vegotanewbook.T:展示课件教授animal,sport4）拓展练习：I‘vegotanewcar/kite/ship…(课件依次显示bagkitepencilbirdbookcatchaircake2、T：I‘vegotanewbook.Haveyougotabook?加肢体语言让学生理解汉语意思.3、T：Haveyougotabook?引导回答：Yes，Ihave.1)Task,SSanswer.2)Boysask,girlsanswer.3)Chainpractice.4)SaskTHaveyougotabook?引出单词dress，coatsweater,T-shirt并教授。
Module 5 Safety Unit 9 Be careful! 第1课时(教案)-2022-2
Module 5 Safety Unit 9 Be careful! 第1课时（教案）-2022-2023学年英语五年级下册教学目标1.学习关于安全的知识；2.掌握有关“安全提示”的表达；3.提高学生自我保护的能力。
教学重点1.学生能够掌握有关“安全提示”的表达；2.提高学生自我保护的能力。
教学难点1.让学生能够将所学安全知识运用到实际生活中。
教学过程Step 1 自我介绍老师介绍自己，并让学生轮流自我介绍。
Step 2 引入新知识教师出示图片，让学生猜测图片上的人在做什么，例如：•一个人手里拿着刀子在切菜，有把握吗？•一个人在玩电线，安全吗？•一个人开车开得很快，有危险吗？然后，老师告诉学生在做这些事情时需要注意什么，让学生了解实际生活中的安全问题。
Step 3 学习知识点1. Be careful! （小心！）老师出示图片，例如：小心小心然后让学生模仿老师说出这个表达。
2. Don’t (do something)! （不要做……！）让学生自己想象危险的场景，例如：•水边玩耍•乱丢垃圾•在马路上玩耍•摸电线然后用这个表达告诉学生危险的后果，并让学生模仿老师说出这个表达。
Step 4 练习让学生分组，用英语表达自己会做或者不会做的事情，并让其他组猜测这些事情的安全性，并给予安全建议。
Step 5 总结让学生总结今天所学的知识，并对安全做出承诺，保证自己的安全。
作业为了深化学生对于安全知识的学习，老师可以让学生寻找一些其他的安全知识，并进行总结整理，例如：火灾逃生、交通安全等。
参考资料暂无。
外研版初中英语七年级上册(WY)教案 Module 9 Unit 1
Module 9 People and places一、教学内容：Unit 1 We’re enjoying the school trip a lot.二、课型：Listening and speaking三、教学目标：1、能掌握本单元的词汇及短语：call, lie, lie in the sun, take photos,wait, walk, a few, enjoy, go back2、能掌握现在进行时态be (am /is /are) +doing的用法和结构。
3、能听懂含有现在进行时态的简短对话.4、能转述正在做或发生的事情；能根据图片、视频、真实行为等描述正在发生的事情。
四、教学重难点：掌握现在进行时态句子的肯定，疑问与否定形式，并能用现在进行时态叙述正在发生的事情。
五、教学准备：本课指导学生通过听力获取信息，培养学生听力技能。
教师在教学时尽量用游戏,图片或flash动画的多种媒体来引起学生的学习兴趣,引导学生在交际中动态生成，学生有话可说，乐于合作分享。
这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。
同时培养学生的合作精神,发展其思维和想象等能力。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。
六、预习要求：1、根据音标自学本课新单词；2、查找相关资料，找出你认为本课较重要的语言点和短语。
Lead in1.Free talk:(1).Show some pictures and ask Ss like these: What is he/ she doing now?Where are they ? What are they doing now?(2).Show more pictures and let Ss talk about them, try to use the sentences with “be doing .”Task1:Check the newwords.1. Show some pictures and thing s to get the students to say out the new words and phrases.anize the students to read the new words together.3.Ask the Ss to describe 1.Look at the pictures and things to say out the new words and phrases.2. Read the new words and phrases together.3. To describe the picture and try toTask2:listening1.Play the tape, ask thestudents to listen andnumber the pictures.(Activity 2)2.Ask the students toListen to the conversation carefullyand match the people 1-5with the actions a-g.T: “Now, we are goingto listen to a dialoguebetween Betty and hermum. Betty is in Chinaand her mum is at home inAmerica. Let’s listenand match.”1.Betty a. eat an iceg. buy presentsstudents to check their answers. students the the work to read the conversation. 3. Have a competition: in the the anize students to come to the blackboard some language points that they found. 2.Help the students to difficult 3.Check theanswers.1.Read the conversation with the video.2. Read the conversation ingroups.3. Read the dialogue in groups and choose the best group.1. Students come tothe blackboard to show out somelanguage points,the other students listen to them carefully and note .2.Solve the difficult points.with the teacher ’s help.thethecomplete the table.(Activity 3)the students to underlinecorrect3. Ask the students towhattheusing3. 1.Students complete the table.(Activity 3)2.Students underline the correct words. (Activity 4)3.Students work in pairs .Say what people are doing in the conversation, using the form in Activity 3.Task 6:Do some speaking 1.Work in pairs. Ask students to talk about the photos wh ich they brought and say what people are doing in the photos at the moment . A: This is a photo of my familyI’m sitting on thegrass andreading. My father /mother /brother /sisteris …... We are having a good time. B: In this photo, we are enjoy ing the schooltrip. Li Ming is …Tony is …2. Have some students to come to the blackboard to talk about the ir photos.3．Play a guessing game. Have some Ss to do the actions in front of the class. The other Ss guess what is he doing.4.Ask students to do someExercises and then check. game. Some Ss do the actions in front of the class. The other Ss guess what is he doing.4．Do the exercises , then check.达标训练题一、单项选择（）1.At the moment,everyone dumplings.A. are eatingB. eatingC. is eatingD. eat（）2.Listen! She in the classroom.A. is singingB. singC. to singD. is sing（）3.Americans like the sun.A. lie inB. lying inC. to lie unde rD. lying on （）4.My father enjoys piano.A. to playB. playingC. play theD. playing the（）5.This is not easy work.A. aB. /C. oneD. an二、用所给动词的适当形式填空。
四年级上册英语教案-Module 9 Unit 1 Are you going to run on
四年级上册英语教案-Module 9 Unit 1 Are you going to runon sports day 外研版（三起）一、课程内容该教学单元主要以体育节日为背景，学习基本的日常活动和将来时态，帮助学生在日常生活中能够与他人沟通。
1.1 教学目标•了解并掌握各种日常活动的表达方式；•理解英语中的将来时态概念并能够正确运用；•能够谈论和表达自己目前的计划。
1.2 教学重点•日常活动的表达方式；•将来时态的概念和正确运用。
1.3 教学难点•将来时态的正确使用。
二、教学安排2.1 学习活动1：新课呈现•通过图片、单词卡片等多种形式来介绍本节课的单词和短语，让学生能够了解到本单元的主题和内容。
•教师可以通过翻译和动作等多种方式，使学生更好地理解和记忆单词和短语的意义。
•教师阐述“Are you going to…” 句型的构成和用法，并指导学生根据现在的活动计划等来谈论即将要进行的事情。
教师可以使用图片和实际例子等多种形式来帮助学生正确理解句型的意义和用法。
2.2 学习活动2：活动实践•分组讨论并准备一个自己的运动日计划。
学生可以在小组内相互协商，并写出自己想要参加的项目和时间。
•学生可以在小组中通过语言的交流，学会运用”Are you going to…” 句型来表达自己的计划和想法。
•教师可以引导学生在交流的过程中使用其他短语和单词来更加丰富他们的表达，比如“play”和“do”等短语，以及“basketball”和“football”等单词。
2.3 学习活动3：巩固练习•教师可以通过多种形式来进行练习，比如短语匹配、句子连线等游戏，并在游戏中引导学生运用本课所学习的句型和单词。
•教师可以分别向学生提出两个问题，一个是“Are you going to…”，另一个是“Do you like…”。
从而让学生意识到这两个句型的区别。
•学生可以在课后阅读课本，并根据书上的练习来巩固所学内容。
七年级英语下册《Unit 9 How does he look like(第1课时)》教案
2.根据句意，补全已给的首字母的单词
（1）Today Mary looks beautiful. She has red and s______ hair.
（2）I keep doing exercise, so I’m becoming a little bit t______
本部分通过询问what does he look like?来学习描述人的外贸的词汇，并且通过听力的内容进一步学习描述人的外貌的词汇和what引导的特殊疑问句。
TeachHale Waihona Puke ng Aims and Demands
Know ledge Objects
Key words: hair , straight , tall , height ,thin , heavy, build , like, always, captain , team , popular , bit , joke , never , stop
StepⅢ1b
Read the instructures to the class.
Play the tape for the first time. Ss only listen.
Play the tape again, Ss listen and fill in the blanks in the picture.
Devide the Ss in to groups to make their own conversations according to the picture.
Step V练习
1.翻译下列短语.
（1）看起来像____________（2）中等体格____________
Unit 9 Lesson 1 英语教案高中英语北师大版(2019)必修第三册
Unit 9 LearningLesson 1 Active LearningLevel: Senior high schoolCoursebook:《北师大版(2019)高中英语必修第三册》Objectives:To introduce the concept of active learning and its benefits to students.To develop students' speaking and listening skills through group discussions.To enhance students' critical thinking skills through analyzing and reflecting on their own learning experiences.To improve students' writing skills through a written reflection activity.Materials:A whiteboard and markers.Paper and pens for each student.Pictures or videos related to active learning.Procedures:Warm-up:Display pictures or videos related to active learning and ask students to share their thoughts and feelings about them.Ask students to brainstorm a list of factors that contribute to effective learning.Pre-reading:Introduce the new vocabulary from the article, such as active learning, self-directed learning, and critical thinking, using the whiteboard.Ask students to predict what the article might be about based on the vocabulary introduced.Reading:Distribute the article "Active Learning" to students and ask them to read it silently.In pairs or small groups, ask students to discuss the benefits and challenges of active learning. Conduct a whole-class discussion, asking students to share their findings and ask any questions they may have.Post-reading:Ask students to reflect on their own learning experiences and identify times when they have engaged in active learning.In small groups, ask students to share their experiences and discuss how they benefited fromactive learning.Each group should present their ideas to the class.Writing:Ask students to write a reflection paper on their own learning experiences and how they can incorporate more active learning strategies into their studies.Provide a writing prompt with some possible questions to guide their reflection, such as "What active learning strategies have you found most effective?" or "How can you apply active learning strategies to your least favorite subject?"Encourage students to support their ideas with examples from their own experiences.Conclusion:Summarize the key points discussed during the lesson.Ask students to share one thing they learned about active learning.Encourage students to continue to seek out opportunities for active learning and to reflect on their own learning experiences.Assessment:Participation in class discussions and group activities.Vocabulary quiz based on the new vocabulary introduced in the lesson.Reflection paper on their own learning experiences and active learning strategies.Extension activity:Organize a peer-teaching activity in which students teach each other a specific active learning strategy and provide feedback on each other's teaching.Notes for the teacher:This lesson can be adapted for online teaching by using a video conference platform for class discussions and group activities.Encourage students to use examples from their own experiences throughout the lesson to make it more personalized and engaging.Provide support and guidance for the writing activities, such as a writing prompt or a checklist of key elements to include in their reflection papers.Use formative assessment techniques throughout the lesson, such as exit tickets or online quizzes, to gauge student understanding and adjust teaching accordingly.Homework:Write a reflective journal entry (150-200 words) about a recent learning experience and how active learning strategies could have been incorporated to enhance the experience.Find a news article or video related to active learning. Write a brief summary of the article or video (100-150 words) and explain how it relates to what they learned in class.。
春湘少版英语六年级下册Unit 9 Look at these beautiful places in the world_教案1(优选.)
Unit 9 Look at these beautiful places in the world【第一课时】【教学目标】（一）语言目标:1．词汇:（1）能听懂、会说、认读、会写新单词the Eiffel Tower, the Golden Gate Bridge, travel, the Great Wall, Big Ben, places of interest.（2）能听懂、会说、认读短语travel to London, take pictures.2．句型:（1）能用“I went to...”、“I travelled to...”、“I saw...”、“I enjoyed ...”描述自己的旅游见闻.（2）能用“I w an t to...”表达自己的旅游愿望.（二）应用目标:1．能用“I went to …”、“I travelled to...”、“I saw...”、“I enjoye d...”描述旅游见闻;能用“I w ant to...”表达自己的旅游愿望.2．能用简单的语句询问他人的旅游见闻.3．能听懂、会说A部分对话.【教学重难点】重点:（1）能听懂、会说、认读、会写新单词the Eiffel Tower, the Golden Gate Bridge, travel, the Great Wall, Big Ben, places of interest .（2）能用“I went to...”、“I travelled to...”、“I saw...”、“I enjoye d ...”描述自己的旅游见闻;能用“I w an t to...”表达自己的旅游愿望.难点:能在图片的帮助下复述课文A部分.【教学准备】用于新授单词的图片、单词卡片、教学图片、教学音频等.【教学过程】I. 热身/ 复习（Warm-up/Revision）1．GreetingsT: Good morning. /Good afternoon, class. How are you?Ss: Good morning. /Good afternoon. I’m fine, thank you.2．Revision教师出示国旗图片,与学生一起复习各国家名称.T: Look, I have some flags of many countries. What countries are they?T: Now, please look at the words of these countries, read them one by one.（教师先让学生根据图片说国家名,然后以开火车的方式,让学生看单词说国家名,做到对国家名音、形、义的复习.）II. 新课呈现（Presentation）1．New words（1）travel to London, take pictures, Big Ben教师展示几幅英国的风景名胜的图片:Big Ben, London Eye, London Bridge.T: My friends like travelling around the world .They travel to London in the UK. And they take pictures there. Please look at the pictures.教师板书travel to London, take pictures 并带读.出示Big Ben的图片.T: Look at this picture. It’s very famous. What can you see in the picture?Ss: I can see a clock.（预测:学生可能会直接说a clock,教师要注意引导学生说完整的句子.）T: Yes, it’s Big Ben.板书Big Ben并带读.T: Who can tell us about it?（预测:可能有的学生知道,教师可以让学生用中文介绍大本钟的相关情况,然后教师用简单的英语描述.有条件的学校,教师可以通过多媒体课件向学生介绍相关的知识.）T: It’s a clock. It’s very old .But the clock is still working.（2）the Eiffel Tower出示the Eiffel Tower的图片,贴于黑板上.T: Look at this picture, we can see a tower.板书tower, 并分音节教读T: It’s the Eiffel Tower.补充板书the Eiffel Tower,并带读.T: Where is it?Ss: It’s in France.此处教师可用中文向学生补充介绍the Eiffel Tower的相关知识.（3）the Golden Gate Bridge教师出示一张the Golden Gate Bridge的照片.T: I have a picture of a famous bridge in the USA．It’s the Golden Gate Bridge.板书“ the Golden Gate Bridge ”并带读.T: How do you think of the Golden Gate Bridge?S1: It’s very beautiful.S2: It’s nice.T: Yes, it’s over the sea .It’s very beautiful at night.（4）go to places of interestT: They are all places of interest in the world．板书“ places of interest ”并带读.T: I want to go to places of interest.补充板书“ go to places of interest ”T: I want to travel to the USA．I want to see the Golden Gate Bridge.How about you?S: ...教师出示一些关于长城的图片,边向学生介绍.T: I like travelling. I have some beautiful pictures. Please guess, where is it? Ss: It’s the Great Wall.T: Yes, it’s the Great Wall.（出示单词卡片the Great Wall, 板书并带读新词.）I went to the Great Wall last summer.I saw the Great Wall. It’s very old．And it’s very long.I enjoyed walking on the Great Wall.I went to...I saw...T: Where did you go during your holidays?S1: I went to...T: What did you see?S1: I saw...T: How about you?S2: I went to...I saw...教师与2~3名学生对话,学生说说自己的旅游经历,学生既是口头练习,也是给其他学生做语言示范.T: Where did you go during the holidays? Please talk about it with your partners.同桌之间互相谈论自己的旅游见闻,然后选取两组向全班介绍.A: Where did you go during the holidays?B: I went to...A: What did you see?（5）词汇操练a．利用音频的地道发音带读.b．火眼金睛:教师出示B部分四个世界风景名胜的阴影图,让学生猜一猜是什么地方.2．The dialogue（1）Read and answer学生自读课文,回答问题:Q: How many places are there in the text? Where are they?（2）Read and answer细读课文,回答问题.Q1: Where did Peter go last year?Q2: Where did Anne go last winter?Q3: Where did Lingling go last week?Q4: Where did Mingming go?（3）Read together and thinkQ: Which place do you want to go? Why?（4）Follow the tape跟音频或动画朗读课文,模仿正确的语音、语调.III. 趣味练习（Practice）小小解说员:学生四人为一小组,任选课文中的一个风景名胜,进行介绍.如:S1: Peter went to the Eiffel Tower last year.S2: It’s in France.S3: He saw a big and tall tower.S4: He took pictures of the Eiffel Tower.All: It’s very beautiful.【作业布置】1．听录音,朗读课文.2．选择A部分中任意一个景点,介绍该景点.3．找一找自己旅游过程中印象最深刻的一个景点的照片,口头练习介绍该景点.最新文件---------------- 仅供参考--------------------已改成-----------word文本--------------------- 方便更改赠人玫瑰，手留余香。
Module9Unit1外研版英语九年级上册单元教案
举例：
-学生能够在餐厅点餐的对话中，正确使用词汇如“Can I see the menu, please?”和“recommend a main dish”。
-学生能够用比较级和最高级描述食物，如“The apple pie is sweeter than the blueberry one, and the chocolate cake is the sweetest of all”。
2.语法：形容词比较级和最高级的使用，如“-er”和“-est”形式，以及使用than进行对比；
3.对话练习：在餐厅点餐的情景对话，学会如何用英语讨论健康饮食；
4.阅读理解：阅读材料关于健康饮食的重要性和如何保持均衡饮食；
5.写作任务：编写一份关于健康饮食的建议书。
二、核心素养目标
本节课的核心素养目标为：
-在阅读理解中，学生可能不理解“balanced diet”和“food pyramid”的概念，需要通过具体例子和解释来帮助学生理解。
针对以上教学难点和重点，教师应采用以下策略：
-利用实物、图片、图表等多种教学资源，帮助学生直观理解和记忆新词汇。
-设计丰富的语言实践活动，如角色扮演、小组讨论等，让学生在实际语境中运用词汇和语法。
4.学习能力：引导学生自主学习、合作探究，培养学生获取、处理、整合信息的能力，激发学生的学习兴趣和动机。
三、教学难点与重点
1.教学重点
-新词汇的掌握与应用：学生需要掌握本节课的新词汇，如restaurant, menu, main dish等，并能将这些词汇运用到实际情景对话中。
-形容词比较级和最高级的使用：学生需学会如何正确使用形容词的比较级和最高级形式，如“-er”和“-est”，以及如何运用than进行对比。
五年级上册英语教案-Module9Unit1Areyousad外研社(一起)
五年级上册英语教案Module9 Unit 1 Are you sad 外研社（一起）一、教学目标1. 知识与技能：学生能够理解并运用本课的核心句型 "Are you sad?" 进行情感交流，能够正确运用形容词描述自己的情感状态。
2. 过程与方法：通过图片、故事、游戏等多种形式，激发学生的学习兴趣，培养学生的观察能力、思维能力和表达能力。
二、教学内容1. 词汇：sad, happy, angry, tired等形容词。
2. 句型： Are you sad? Yes, I am./ No, I'm not. I'm happy/angry/tired.三、教学重点与难点1. 教学重点：学生能够正确理解并运用本课的核心句型进行情感交流。
2. 教学难点：学生能够正确运用形容词描述自己的情感状态，并能够用英语进行情感交流。
四、教具与学具准备1. 教具：PPT课件、图片、录音机、磁带。
2. 学具：英语课本、练习本、彩笔。
五、教学过程1. 热身活动：教师播放一首与本课情感相关的歌曲，让学生跟随音乐做动作，激发学生的学习兴趣。
2. 新课导入：教师展示一幅与本课情感相关的图片，引导学生用中文描述图片中的情感，然后引出本课的核心句型 "Are you sad?"。
3. 新课展示：教师通过PPT课件展示本课的词汇和句型，并引导学生进行跟读和模仿。
4. 实践活动：学生分组进行角色扮演，用本课的核心句型进行情感交流。
5. 巩固练习：教师设计一些与本课内容相关的练习题，让学生进行书面练习，巩固所学知识。
六、板书设计1. 核心句型：Are you sad? Yes, I am./ No, I'm not. I'm happy/angry/tired.2. 词汇：sad, happy, angry, tired七、作业设计1. 听力练习：听录音，完成练习题。
九年英语第9单元第1课时教案
九年英语第9单元第1课时教案Lesson 1 of Unit 9 in the Ninth Grade English Curriculum。
Title: Lesson Plan for Unit 9, Lesson 1 of Ninth Grade English。
Objective:By the end of this lesson, students will be able to:Understand and use vocabulary related to travel and transportation。
Use the present perfect tense to talk about experiences。
Develop their speaking and listening skills through discussions and role-plays。
Materials:Whiteboard and markers。
Handouts with vocabulary and grammar exercises。
Pictures of different modes of transportation。
Role-play cards for speaking activity。
Warm-up (10 minutes):Begin the lesson by showing pictures of different modes of transportation (car, train, plane, bus, etc.) and ask students to brainstorm as many words related to travel and transportation as they can. Write the words on the board as they come up.Vocabulary (15 minutes):Introduce new vocabulary related to travel and transportation, such as "destination," "boarding pass," "check-in," "depart," "arrive," etc.Use the pictures of different modes of transportation to elicit the vocabulary from the students.Practice pronunciation and spelling of the new words through various activities, such as matching exercises, fill-in-the-blanks, and word games.Grammar (20 minutes):Introduce the present perfect tense and its usage to talk about experiences.Provide examples of sentences using the present perfect tense, such as "I have traveled to Paris," "She has never flown in a helicopter," "They have visited five different countries."Practice using the present perfect tense through exercises and drills, both written and oral.Speaking Activity (25 minutes):Divide the class into pairs or small groups and give each group a set of role-play cards.The role-play cards will contain different travel scenarios, such as booking a flight, checking in at a hotel, asking for directions, etc.Students will take turns acting out the scenarios and using the vocabulary and grammar they have learned in the lesson.Listening Activity (15 minutes):Play a recording of a dialogue related to travel and transportation.Students will listen to the dialogue and answer comprehension questions based on what they heard.Wrap-up (10 minutes):Review the new vocabulary and grammar points covered in the lesson.Assign homework, which may include writing sentences using the present perfect tense or practicing the new vocabulary.Assessment:Monitor students' participation and performance during the speaking and listening activities.Collect and review the completed exercises and role-play cards to assess students' understanding of the new vocabulary and grammar.This lesson plan is designed to engage students in learning about travel and transportation while also developing their language skills. By the end of the lesson, students should feel confident in using the new vocabulary and grammar in real-life situations.。
八年级英语上册-人教版-Unit 9 教案
八年级英语上册-人教版-Unit 9 教案一. 教材分析人教版八年级英语上册Unit 9主要围绕着“节假日”这一主题展开，通过学习本单元，学生能够掌握关于节日的词汇和表达方式，了解不同国家的节日习俗，提高听说读写的能力。
本单元包括两个阅读文本，分别是关于春节和西方节日的介绍。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用简单的日常英语进行交流。
但部分学生在阅读和写作方面还存在一定的困难，对一些文化背景知识了解不足。
因此，在教学过程中，需要关注学生的个体差异，调动他们的学习积极性，提高他们的综合语言运用能力。
三. 教学目标1.知识目标：学生能够掌握关于节日的词汇和表达方式，了解不同国家的节日习俗。
2.能力目标：学生能够听懂、说清、读懂并写出一个关于节日的短文。
3.情感目标：培养学生对不同文化的尊重和理解，提高他们的跨文化交际意识。
四. 教学重难点1.重点：掌握关于节日的词汇和表达方式，了解不同国家的节日习俗。
2.难点：能够运用所学知识，编写一个关于节日的短文。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
2.情境教学法：创设真实的语境，让学生在实践中学习，提高他们的语言运用能力。
3.文化教学法：介绍节日背后的文化背景，培养学生对不同文化的尊重和理解。
六. 教学准备1.教师准备：备好相关节日的教学材料，如图片、视频、阅读文本等。
2.学生准备：预习相关节日的词汇和表达方式，了解自己国家的节日习俗。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论自己喜欢的节日，从而引出本课主题。
2.呈现（10分钟）教师展示与节日相关的图片和视频，引导学生用英语描述图片内容。
3.操练（15分钟）教师学生进行角色扮演，模拟节日场景，让学生在实际语境中运用所学知识。
4.巩固（10分钟）教师给出一个关于节日的句子，要求学生用所学的词汇和表达方式进行改写。
外研版(一起)三年级英语上册《Module 9 Unit 1》教案设计
外研版（一起）三年级英语上册《Module 9 Unit 1》教案设计一、教学目标知识目标•学会询问并掌握家庭成员的英文表达方式•学会询问并掌握家庭成员的工作表达方式•学习辨别不同职业的英文表达方式•学习说英文对自己日常生活的重要性能力目标•练习英语听说能力•培养学生使用英语的兴趣情感目标•培养学生的合作精神•增强学生的自信心和表达能力二、教学重难点教学重点•家庭成员和职业名词的英文表达方式教学难点•对于新单词的发音和记忆三、教学过程1. 导入（Warm-up）教师通过图片或实物引领学生了解家庭成员的英文表达方式，提高学生的学习兴趣。
2. 呈现（Presentation）教师在黑板上呈现单词“family”和“member”，并引领学生认读这两个单词。
教师讲解这两个单词的英文意思，并举例说明，让学生理解。
3. 练习（Practice）教师通过图片或实物让学生练习家庭成员的英文表达方式，并分别由学生口语模仿和词汇拼写。
教师组织学生分组，让学生在小组内相互询问家庭成员的英文表达方式，并讲解正确的发音和用词。
4. 呈现（Presentation）教师在黑板上呈现职业名称的英文表达方式，引领学生认读并学习。
教师通过图片或实物展示不同职业的形象和工作内容，并帮助学生理解和记忆相应的英文表达方式。
5. 练习（Practice）教师组织学生分组，让学生在小组内相互询问对方家庭成员的职业，并正确运用新学习的英文表达方式。
教师通过“职业探秘晚会”等形式，让学生模仿不同职业的英文介绍和演练，提高学生的听说能力和自信心。
6. 总结教师带领学生总结本课所学的知识和技能，让学生形成对学习内容的认识和理解。
教师提醒学生将所学内容应用到实际生活中，提高学生的学习兴趣和学习效果。
四、教学评估评价方式教师通过观察学生在学习过程中的表现和听说能力的提高程度来评估学生的学习效果。
评价内容•学生对家庭成员和职业名称的英文表达方式的掌握程度•学生在小组内的表现和合作精神•学生的英语口语和听力水平。
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《牛津小学英语》5A Unit 9 Shapes 第一课时教学案例
教学内容: PartB：rectangle，square，triangle，diamond，circle，star PartC句型：What shape is it\the…? It’s a….
教学目标:
1.能掌握形状类有关字词。
2.能较熟练地对各种物体的形状进行描述。
3.热爱生活，主动发现，能将形状有关知识运用于实际生活中。
教学重点：能听懂、会说、会读形状单词与询问形状的句型。
教学难点：形状的区分与发音。
教学准备：课件，Flash歌曲《Twinkle，twinkle，little star》，印有相应单词的六种形状纸片，三组三角形，皮筋和各种形状的实物。
教学过程：
Step1：Warming-up
1. Greetings
2.创设情境：Suppose it is Sunday morning, you are at home. I’m at home, too. What are you doing?
Guess! What am I doing?
3. Let’s play a game: Who thinks fast? For example: I say “make” you can say: “make a puppet”, make—(让学生组词),同样play—, by—, read—.
[通过自由交流，营造轻松、快乐的氛围，让学生进入到英语学习的状态中去。
让学生组词，使其活跃思维，最后操练单词sing和词组sing a song引出下面的歌曲。
]
3．T: I like singing ，do you like singing ？Now，let’s listen to a song.（播放Flash歌曲）
[以歌曲为铺垫，引出“star”的教学。
并以播放Flash的形式激发学生学习热情。
]
Step2：Presentation
1. 教学“star”
[刚才的歌曲中出现了单词“star”，紧接教学，过渡自然。
]
T: The song is 《Twinkle，twinkle，little star》.What is the “star”?
S: 星星.
T: Look, I have a star. (出示星形纸片，操练单词star)
Now, I have a question. (板书)What shape is it? This lesson we’ll
learn about shapes. First, let’s read these words. (多媒体出示:tape, grape, cake, table及其字母a的发音，操练单词shape)
T:（多媒体展示）The star means星星，also can mean 星形。
Can you answer “What shape is it? ”(教师示范，师生互动操练What shape is it? It’s a star.)
2. 教学“rectangle”,“square”, “circle”
T: Boys and girls, do you have friends?
S: My friend is …
T: Guess? Who is my friend?（引出懒洋洋）
T: Lan yang yang is my friend. He tells me he is living in a new house now. Do you want to have a look?
S: Yes.
T: Look, it’s Lan yang yang’s sitting room. What can you see in his sitting room?
S: There is a clock, an apple, some pictures……
T: (手指图片) What’s this ?
S: It’s a picture.
T: What shape is it? You can speak in Chinese.
S: 长方形
引出rectangle , 带读，点读
T: Can you find some rectangles in our classroom? (让学生在教室里找长方形实物)
同样的方法教学circle, square.
Circle 带读，举例读；square 带读，(1、2、3、4……读)
3.T: (拿出一张纸)Look, I have a paper. What shape is the paper?
S: It’s a rectangle.
（折成正方形）T: What shape is it now?
S: It’s a square.
（折成三角形）T: Is it a square?
S: No.
T: It’s a triangle. (出示三角形纸片，操练单词triangle及其句型What shape is the paper? It’s a triangle.)
Work in pairs:多媒体出示树，三明治图片，操练句型What shape is the …? It’s a triangle.
4. 教学“diamond”
T: I have some triangles. I can make some shapes. Can you do it?(请学生来用三角形拼图。
可以拼成三角形，长方形，正方形和菱形。
)
T: What shape is it? Please ask me.
S: What shape is it?
T: It’s a diamond. (出示菱形纸片，操练单词diamond及其句型What shape is it? It’s a diamond.)
Work in pairs:多媒体出示风筝，福字图片，操练句型What shape is the …? It’s a diamond.
Step3：Consolidation
1.Work in pairs
让学生用自己身边的东西操练句型
2. 带读单词两遍
3. 点读（I point and you read）
4. Read and judge
判断正误
5. Look at this lovely house. It’s rabbits’ house. They like it very much. 操练句型What shape can you see? I can see…
How many … can you see? I can see…
6.Draw and say.
Look, it’s my picture. I draw it on Sunday. It is made up of shapes .Can you draw some pictures?
7. There are lots of shapes in our life. Can you find them?(让学生在生活当中寻找形状：The …is a ….)
Step4：Homework
1. Look for the shapes and talk about them.
2. Finish Part C on your books.
板书：
Unit 9 Shapes
What shape is it\the…?
It’s a ….图片。