九年级英语14单元教案教学内容

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人教版英语九年级全册Unit14SectionA2(3a–3c)教学设计

人教版英语九年级全册Unit14SectionA2(3a–3c)教学设计
3.语法讲解:介绍一般过去时和现在完成时的用法,通过例句展示两种时态的转换和区别。
4.学生练习:让学生运用目标词汇和句型进行口语练习,巩固所学知识。
(三)学生小组讨论
1.教学活动:将学生分成小组,让他们围绕以下话题进行讨论:How can we achieve our dreams and goals?(我们如何实现我们的梦想和目标?)
b.通过调查、访谈等方式,了解身边人实现梦想的经历,整理成英文报告,与同学分享。
g.写作训练:让学生运用所学知识,撰写关于自己梦想的短文,提高书面表达能力。
h.课堂小结:对本节课的学习内容进行总结,强调重点,巩固所学。
i.作业布置:布置与课堂内容相关的作业,让学生课后巩固所学知识。
四、教学内容与过程
(一)导入新课
1.教学活动:播放一段关于青少年追逐梦想的励志视频,引发学生对梦想的思考。
3.采用分组合作学习的方式,让学生在小组讨论、分享经验的过程中,互相学习,共同提高。
4.教学过程中,关注学生的个体差异,给予每个学生个性化的指导和鼓励。
5.设想以下教学步骤:
a.导入:通过播放与梦想相关的短视频,激发学生的兴趣,引出本节课的话题。
b.新课内容呈现:呈现目标词汇和句型,结合语境进行讲解,让学生初步感知语言。
2.小组分享:每组选代表分享讨论成果,其他小组成员可进行补充。
3.教师点评:对每个小组的讨论进行点评,强调努力、坚持和团队协作的重要性。
(四)课堂练习
1.听力训练:播放一段与本节课话题相关的听力材料,让学生回答相关问题,提高听力理解能力。
2.阅读理解:让学生阅读一篇关于实现梦想的文章,运用阅读策略完成相关练习,提高阅读能力。
3.作业布置:布置与课堂内容相关的作业,让学生课后巩固所学知识。

人教版九年级英语全册Unit14SectionA(3a3c)教学设计

人教版九年级英语全册Unit14SectionA(3a3c)教学设计
2.学生能够掌握并正确使用一般现在时和一般将来时来表达个人习惯、喜好以及未来的计划与目标。
3.学生能够在听力活动中,理解并获取关键信息,如他人的兴趣爱好、日常活动安排等,并能够进行有效的信息筛选和整合。
4.学生能够在口语交流中,用英语自信地表达自己的个人喜好、日常活动和计划,并能够进行简单的讨论和交流。
(三)情感态度与价值观
1.培养学生尊重他人、包容他人的态度,使学生认识到每个人都有自己的独特喜好和生活方式,学会理解和接纳他人。
2.培养学生合理安排时间、制定计划的意识,让学生明白合理规划生活的重要性,养成良好的生活习惯。
3.激发学生对英语学习的兴趣,提高学生的自信心,鼓励学生在课堂上积极参与、主动表达,形成积极向上的学习氛围。
-每个分类至少包含5个词汇和短语;
-为每个词汇和短语提供例句;
-拓展词汇时,注意词性和词义。
5.预习作业:预习下一节课的内容,提前了解话题和背景知识。要求:
-阅读下一节课的教材,了解主要内容和语法点;
-搜集相关资料,为课堂学习做好准备;
-撰写预习笔记,记录自己的疑问和心得。
b.在小组活动中,注意分工合作,让每个学生都能发挥自己的优势,提高团队协作能力。
4.强化学习策略的指导,培养学生的自主学习能力:
a.教授学生如何利用词典、网络资源等工具进行词汇学习和拓展。
b.引导学生总结语法规则,形成语法知识网络,提高语法运用能力。
c.教会学生如何合理安排学习时间,制定学习计划,形成良好的学习习惯。
b.学生分组讨论,运用一般将来时和一般现在时描述个人喜好和计划安排。
c.各小组汇报讨论成果,教师给予评价和指导。
3.教学目的:培养学生的合作意识和口语表达能力,提高学生运用所学知识进行实际情境交流的能力。

人教版英语九年级全册Unit14SectionB1(1a1e)教学设计

人教版英语九年级全册Unit14SectionB1(1a1e)教学设计
三、教学重难点和教学设想
(一)教学重难点
1.重点:
(1)掌握本节课的核心词汇和短语,如:destiny, talent, devoted, ambition等。
(2)运用一般过去时、一般现在时和一般将来时描述名人的生平事迹。
(3)提高学生的听力、口语、阅读和写作能力。
2.难点:
(1)正确运用一般过去时、一般现在时和一般将来时,避免混淆。
2.每组选取一位代表进行汇报,分享讨论成果。
(四)课堂练习
1.教师设计以下练习,巩固所学知识:
(1)填空题:结合课文内容,用一般过去时、一般现在时和一般将来时填空。
(2)选择题:根据听力材料,选择正确的答案。
(3)写作题:仿照课文,写一篇关于自己偶像的文章。
2.学生独立完成练习,教师给予反馈和指导。
二、学情分析
针对人教版英语九年级全册Unit14SectionB1(1a1e)的教学内容,对学生学情进行分析如下:
1.学生在九年级阶段已经具备了一定的英语基础,能够运用简单的英语进行交流,但在词汇、语法、听力等方面仍有待提高。
2.学生对于名人的了解大多停留在表面,对于名人的生平事迹、成就及其影响了解不足,需要通过本节课的学习,拓宽知识面,提高文化素养。
3.学生在英语学习过程中,自主学习能力较弱,需要教师在教学中加以引导,培养学生的学习兴趣和自主学习能力。
4.学生在合作学习方面有一定的基础,但部分学生在小组讨论中表现不够积极,需要教师激发学生的参与热情,提高合作学习效果。
5.学生在情感态度方面,正处于青春期,对生活充满好奇,但部分学生对自己的未来缺乏明确目标,需要通过本节课的学习,激发学生的理想与信念,培养其积极向上的人生态度。
(二)过程与方法

人教版九年级英语全册Unit14SectionA(1a2d)教学设计

人教版九年级英语全册Unit14SectionA(1a2d)教学设计
1.书面作业:
a.完成课本练习册中与本节课相关的练习题,包括填空、选择、改错等,以加强学生对过去进行时知识的掌握。
b.根据课堂所学,编写一段对话,至少包含5个过去进行时的句子,要求内容生动、有趣,能够体现过去进行时在实际语境中的应用。
c.挑选一篇短文,将其中的现在进行时句子改为过去进行时,以加深学生对两种时态区别的理解。
4.差异化教学:
a.针对英语基础较好的学生,设计更具挑战性的练习,提高他们的语言运用能力。
b.对于基础较弱的学生,给予更多的关注和指导,确保他们掌握基本的过去进行时知识。
5.课后巩固:布置富有针对性的课后作业,如听力练习、口语模仿、写作任务等,帮助学生巩固所学知识。
6.评价与反馈:
a.采用形成性评价,关注学生的学习过程,及时发现并解决问题。
2.总结过去进行时的关键点,如:句型结构、动词形式变化等。
目的:帮助学生梳理知识体系,提高他们的记忆效果。
3.强调过去进行时在日常生活和学习中的应用,鼓励学生在课后多加练习。
目的:培养学生的自主学习意识,激发他们学习英语的兴趣。
五、作业布置
为了巩固本章节所学内容,确保学生对过去进行时的理解和运用,特布置以下作业:
在此环节,我将组织学生进行小组讨论:
1.将学生分成若干小组,让他们相互讨论过去进行时的用法,并分享学习心得。
目的:培养学生的合作精神,提高他们的交流能力。
2.每个小组挑选一个代表进行汇报,展示他们的讨论成果。
目的:增强学生的自信心,锻炼他们的表达能力。
3.鼓励其他学生提出问题或补充观点,共同完善对过去进行时的理解。
2.鼓励学生勇于表达自己的观点和想法,培养他们的批判性思维和创新意识。
3.增强学生的团队合作意识,让他们在合作中学会尊重他人、倾听他人意见,共同完成任务。

人教版九年级英语全Unit14SectionA(3a3c)教学设计

人教版九年级英语全Unit14SectionA(3a3c)教学设计
(1)针对不同层次的学生,设计不同难度的练习和活动,使每个学生都能在原有基础上得到提高。
(2)关注学困生,给予个别辅导,提高他们的学习信心。
四、教学内容与过程
(一)导入新课(500字)
1.教师通过展示一幅名人的漫画或名言,引导学生猜测这位名人的身份,激发学生的好奇心和兴趣。
2.邀请学生分享他们所了解的名人故事,为新课的学习营造氛围。
2.学会使用一般过去时和现在完成时描述过去的事件和经历,以及它们之间的区别和联系。
3.能够理解和运用目标语言描述个人的成长经历、理想和抱负,提高英语口语表达和写作能力。
4.通过听力训练,提高获取关键信息的能力,培养良好的听力习惯。
5.能够阅读和理解关于名人生平的英文文章,提升阅读技巧和信息提取能力。
(2)开展角色扮演活动,让学生在模仿名人的过程中,提高口语表达能力。
(3)组织小组讨论,引导学生相互倾听、交流,提高团队合作能力。
4.整合课程资源,进行跨学科教学:
(1)结合历史、地理等学科,介绍名人的背景知识,拓宽学生的知识面。
(2)开展课外实践活动,如采访、调查等,让学生在实践中运用所学知识。
5.注重个体差异,实施分层教学:
三、教学重难点和教学设想
(一)教学重难点
1.重点:本章节的核心词汇和短语,以及一般过去时和现在完成时的区别与运用。
难点:如何让学生在实际语境中灵活运用所学词汇和时态,提高语言综合运用能力。
2.重点:阅读策略的培养,尤其是如何快速捕捉文章主旨和细节信息。
难点:引导学生通过阅读,了解名人的成长经历,提炼人生价值观。
3.阅读拓展:阅读一篇关于名人生平的英文文章,要求学生运用课堂上学到的阅读策略,提炼文章主旨和关键信息,并完成相关阅读理解题。

人教版九年级英语全册Unit14SectionA(GrammarFocus4b)教学设计

人教版九年级英语全册Unit14SectionA(GrammarFocus4b)教学设计
2.价值观:通过学习英语,让学生了解和尊重不同文化背景下的价值观,培养他们的跨文化交际能力。同时,教育学生关爱他人,学会合作与分享,树立正确的人生观和价值观。
二、学情分析
九年级的学生已经具备了一定的英语基础,他们对英语时态的掌握已有一定程度的了解,但过去进行时对于部分学生来说仍然存在难度。在本章节的学习中,学生需要在已有的知识基础上,进一步理解和运用过去进行时。因此,在教学过程中,教师应关注以下几点:
2.方法方面:采用任务型教学法,设计各种实践活动,如角色扮演、故事创编等,让学生在实践中学习和掌握英语知识。同时,鼓励学生进行自主学习、合作学习和探究学习,培养他们独立思考和解决问题的能力。
(三)情感态度与价值观
1.情感态度:通过本节课的学习,培养学生积极向上的情感态度,激发他们对英语学习的兴趣和自信心。鼓励学生在课堂上积极参与,勇于表达,克服语言表达的恐惧,形成良好的学习习惯。
6.跨学科整合,拓宽知识视野:将英语与其他学科相结合,如:历史、地理等,让学生在描述过去事件时,能够运用其他学科的知识,提高他们的跨学科整合能力。
7.情感教育,培养价值观:在教学过程中,关注学生的情感态度,教育他们关爱他人、尊重他人。通过学习英语,使学生了解不同文化背景下的价值观,培养他们的跨文化交际能力和正确的人生观。
1.学生在语法知识方面的个体差异。针对不同水平的学生,采取分层教学,给予个性化的指导,使他们在原有水平上得到提高。
2.学生在语言表达方面的心理障碍。部分学生可能因担心犯错而不敢开口,教师应关注学生的心理需求,创造一个轻松、和谐的语言学习氛围,鼓励学生勇于尝试,增强他们的自信心。
3.学生在合作学习中的参与度。九年级学生正处于青春期,他们的团队意识和合作能力有待提高。教师应引导学生积极参与小组活动,培养他们的团队协作能力和沟通能力。

新目标九年级Unit 14英文教案(共七课时)

新目标九年级Unit 14英文教案(共七课时)

Unit 14 Have you packed yet?The First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularybathing suit, water, travel, guidebook, beach towel, street map(2)Target LanguageHave you watered the plants yet?Yes, I have already watered them.2. Ability Objects(1) Train students’ listening ability.(2) Train students’ communicative competence.3. Moral ObjectsHave everything in readiness before you do it. In this way, you can finish it perfectly or have a good time.Ⅱ. Teaching Key PointTarget LanguageⅢ. Teaching Difficult Points1. How to train students’ listening ability.2. How to train students’ communicative competence.Ⅳ. Teaching Methods1. Listening-and-answering activity to help the students go through with the listening material.2. Pairwork to make every student work in class.Ⅴ. Teaching Aids1. A tape recorder2. The blackboardⅥ. Teaching ProceduresStep Ⅰ RevisionT: Last week we finished Unit 13. In this unit, we learned how to talk about how things affect us. For example, Loud music makes me tense. That movie made her sad. Now I ask some students to make sentences with the structure…make me…S1: Parties make me excited.S2: School vacations make me happy.S3: That movie made me want to leave.S4: The story made me cry.S5: The awful picture makes me nervous.T: Very good. From today on, we will learn Unit 14. Now. I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard.(After the student has written the numbers 1 through 5, start talking to the rest of the class)T: Has he written the number 1 yet?Class repeat the question. Has he written the number 1 yet?S s: Has he written the number 1 yet?T: (Pointing to the number 1 on the board) Yes, he has already written the number 1. Class repeat. Yes, he has already written the number 1.S s: Yes, he has already written the number 1.T: (Writing the word already on the blackboard) This is the word already.Class repeat. Already. Look at the blackboard.(pointing to the blackboard)Has he written the number 50 yet? Class repeat the question. Has he written the number 50 yet?S s: Has he written the number 50 yet?T: (Pointing to the highest number already on the blackboard)No, he hasn’t written the number 50 yet. Class repeat. No, he hasn’t written the number 50 yet.S s: No, he hasn’t written the number 50 yet.T: (Writing the word yet on the blackboard)Tish is the word yet.Class repeat. Yet. Now, look at the two words already and yet. Which one is used to talk about things that have happened in the past?SSs: Already.T: Yeah. Very good. So the other word yet is used to talk about things that will happen in the future. Yeah?SS: Yes.Step Ⅱ 1aThis activity introduces key vocabulary and helps students review vocabulary they already know.Read the instructions aloud to the class.Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example.(bathing suit, travel guidebook)Get students to add some things to the lists under the two headings. A beach vacation and Sightseeing in a city. Have students do the work individually first.While they are working, walk around the classroom checking the progress of the students.Let students tell the class the words they wrote.Write the words on theblackboard. Read them and let students repeat. Then ask other students to add other words to the lists.Sample answersStep Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Look at the picture. Ask, What can you see in the picture? (There is a family in the picture. They are getting ready for a beach vacation)Point to the box. Invite a pair of students to read the conversation to the class.A: Have you packed the beach towels yet?B: No, I haven’t.Look at the six chores on the list. Let students read each item, then ask different students to explain the meaning of each item in their own words. Make sure students understand the meaning of each item.Go through the instructions with the class. Point to the blank lines in front of each item in the list. Say, You will hear a family talking as they get ready to go on vacation. Listen carefully. Make sure what the family talks about and put a checkmark in front of each chore that is already done.Play the tape. The first time students only listen. Play the tape a second time.Now listen to the tape again. This time please put your checkmarks on the correct blanks. Check the answers with the whole class.AnswersTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t. Can’t Judy pack them?Woman: No, she’s busy. Could you please water the plants?Boy:I’ve already watered them.Woman: Oh, thanks.Man: What about the travel guidebook and the street map?Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet.Man: That’s OK. I’ll get it. Have you packed the camera?Boy: Yes. I’ve already put it in my suitcase.Woman: Well, I guess that’s everything.Boy: Almost everything. We haven’t locked the windows yet.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Go through the instructions with the whole class. Look at the example in the box. Invite a pair of students to read it to the class.S A: Have you watered the plants yet?S B: Yes, I have already watered them.Tell students they will be making conversations with a partner. Look back at the chores in Activity lb. Say, Now look back at the chores in Activity lb. Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map.While students are working in pairs, walk around the classroom and listen to some pairs. If necessary, offer language support. Then get several pairs of students to say their conversations to the class.Conversation 1S A: Have they packed the camera yet?S B: Yes, they have already packed the camera.Conversation 2S A: Have they bought a street map yet?S B: No, they haven’t bought a street map yet.Notes1. pack—(here)get ready for a journey by doing this2. guidebook—book for travellers, tourists, etc, with information about a place 3. Have you watered the plants yet?Yes, I have already watered them: PresentPerfect Tense. The structure is have+ p. p. Pay attention to the two words already and yet. Already is used in affirmative sentences; while yet is used in negative and interrogative sentences.Step Ⅴ SummaryIn this class, we’ve learned some important words, such as water, travel, guidebook, beach towel. We’ve also learned the target language. Have you watered the plants yet? Yes, I have already watered them.Step Ⅵ HomeworkMake conversations in pairs to review the target language.Step Ⅶ Blackboard DesignUnit 14 Have you packed yet?The Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrefrigerator, garage, suitcase, clean out, put in, turn off (2) Target LanguageHave you watered the plants yet?No, I haven’t.Have you packed the camera yet?Yes. I’ve already put it in my suitcase.Have you fed the cat?No. I haven’t fed her yet.2. Ability Object(1) Train students’ listening ability.(2) Train students’ speaking ability.3. Moral ObjectWe must be ready with our work before we do it.Ⅱ. Teaching Key Points1. Key Vocabularyclean out, put in, turn off2. Target LanguageHave you watered the plants yet?No, I haven’t.Have you packed the camera yet?Yes. I’ve already put it in my suitcase.Have you fed the cat?No. I haven’t fed her yet.3. StructuresHave you packed the camera yet?Yes. I’ve already put it in my suitcase.Have you fed the cat?No. I haven’t fed her yet.Ⅲ. Teaching Difficult Points1. the target language2. How to train students’ listening ability.Ⅳ. Teaching Methods1. Listening method to improve the students’ listening ability.2. Pairwork to make every student work in class.Ⅴ. Teaching Aids1. A tape recorder2. The blackboardⅥ. Teaching ProceduresStep I RevisionCheck homework.Get some pairs to read their conversations.Collect their conversations and help students correct any mistakes.Step Ⅱ 2aThis activity provides guided listening practice using the target language.Look at the picture. Ask, What can you see in the picture? (A boy and a girl are in the kitchen. They both look a little stressed out)Go through the instructions with the class. You will hear a boy and a girl talking about getting ready to go on vacation. Write M after each thing that Mark says and T after each thing that Tina says.Look at the sample answer. Say, Tina said, No. I haven’t cleaned out the refrigerator yet. Get students to repeat No. I haven’t cleaned out the refrigerator yet.Play the recording for students the first time. This time students only listen to the recording. Play the recording a second time. This time let students write Min front of Mark’s statements, and T in front of Tina’s statements.Check the answers with the class.Answers1. T 2. T 3. M 4. T 5. M 6. TTapescriptBoy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina? Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now.Boy: Tina! You’re unbelievable. What about your bike?Girl: I’ve already put it in the garage. But I haven’t locked the garage yet.That’s your job, Mark.Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash.Girl: Have you fed the cat yet?Boy: Not yet. I’ll do it in a minute. Have you turned off your radio?Girl: Yes, I have. I think we’re almost ready.Step Ⅲ 2bThis activity provides guided listening practice using the target language.Go through the instructions with the class. Look at the list of questions with blanks in front of each one. Then look back at the statements in Activity 2a.Say, Some of the statements in Activity 2a are answers to questions in Activity 2b. Write the number of the correct answer from Activity 2a in front of each question in Activity 2b.Get several students to read the questions in Activity 2b to the class. Look at the sample answer. Ask a student to read the question and answer to the class.Are you ready, Tina?No, I haven’t cleaned out the refrigerator yet.Play the recording for students.Let students write their answers in the blanks. Play the recording again if necessary.Correct the answers.AnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6Step Ⅳ 2cThis activity provides guided oral practice using the target language. Look at the sample conversation in the speech bubbles. Invite a pair of students to read it to the class.S A: Are you ready, Tina?S B: No. I haven’t cleaned out the refrigerator yet.Go through the instructions with the class.Say, With your partner make a conversation using information from Activities 2a and 2b. Have students work in pairs. While they are working, walk around the classroom checking the progress of the pairs and offering help as needed.Invite two pairs to say their conversations to the class.Conversation 1S A: Have you fed the cat yet?S B: Not yet. I’ll do it in a minute.Conversation 2S A: Have you turned off your radio?S B: Yes, I have.Step Ⅴ Grammar FocusLook at the grammar focus box. Get three students to read the questions and answers to the class.Have you watered the plants yet?No, I haven’t.Have you packed the camera yet?Yes. I’ve already put it in my suitcase.Have you fed the cat?No. I haven’t fed her yet.Let students make up other sentences in pairs using have you…yet questions. For example: Have you had lunch yet? Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven’t had lunch yet.Pay attention to the use of already and yet. Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago. When we use the words haven’t and yet, we are talking about something that will happen in the future, but not a long time from now. It will happen soon. For example: I’ve already had breakfast, but I haven’t had lunch yet.Draw a simple diagram to help students understand the grammar focus.Get some pairs to say their sentences aloud to the class.A sample sentenceI’ve already had lunch, but I haven’t had supper yet.Culture noteMany Americans are used to taking at least one vacation trip a year. But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city. For some students, financial limitations and family obligations make such travel impossible. For others, it may be that taking trips is not something that is common in their home culture.Step Ⅵ SummaryIn this class, we’ve learned key vocabulary clean out, put in, turn off and the targetlanguage Have you watered the plants yet? No, I haven’t. Have you packed the camera yet? Yes, I’ve already put it in my suitcase. Have you fed the cat? No. I haven’t fed her yet.Step Ⅶ HomeworkGet students to write some sentences according to the target language.Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?Section AThe Second PeriodTarget languageA: Have you watered the plants yet?Unit 14 Have you packed yet?The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularychop, wood, light, village, well, farm(2) Target LanguageHave you bought a newspaper?Yes, I’ve already bought a newspaper.2. Ability Objects(1) Train students’ integrating skills.(2) Train the ability of expressing students’ own opinions.3. Moral ObjectsWe should make a plan for our everyday activities and make a schedule. It can remind us how to spend the time. It is good for our study and life.Ⅱ. Teaching Key PointTrain students’ integrating skills.Ⅲ. Teaching Difficult PointHow to improve students’ integrating skills.Ⅳ. Teaching Methods1. Fast-reading method2. Groupwork and pairworkⅤ. Teaching Aids1. A projector2. The blackboardⅥ. Teaching ProceduresStep I RevisionT: Yesterday we learned the target language. The structure is Have you…yet? Yes. I’ve already…Have you…?No. I haven’t…yet.Now who can make sentences using the structure?S1: Have you turned off your radio yet?S2: Yes. I’ve already turned it off.S1: Have you finished your homework?S2: No. I haven’t finished it yet.T: Very good.Step Ⅱ 3aThis activity provides reading practice using the target language.Show the key vocabulary words on the screen by a projector.Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately.Before reading the e-mail message, ask the students what chores do you usually do? Please tell me.(do my homework, clean my room, water the plants, clean our classroom etc.)Go through the instructions with the class. Look at the e-mail message. Let a student read the e-mail aloud to the class.Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class.Answers1. do my homework2. take the dog for a walk3. water my mom’s plants4. do some shopping5. chop wood6. light the fire7. collect water8. feed the animalsLet students read the e-mail again for further comprehension. While they are reading. Walk around the classroom, offering help if they have any words or phrases they don’t understand.Notes1. chore—small duty or piece of work, especially ordinary everyday task(in the home, on a farm, etc.)In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants.2. chat—talk about unimportant things3. kid—(sl) child; young person4. well—(here n.)shaft, usually lined with brick or stone, for obtaining water from an underground source5. anyway—in any possible way; by any possible meansStep Ⅲ 3bThis activity provides reading, writing. listening and speaking practice using the target language.Look at the pictures of the three people and read their names aloud to the class.Then point to the chart. Let students read the information in it. Make sure students understand the information in the chart by asking questions and point out things.T: Look at the three pictures above the chart. Under each person is a list of the things he or she has done or will do today. Now look at the chart. What do you see in the first column?S1: Numbers. Clock times.T: That’s right. Those are clock times.Those times show what the three people were doing at 9:00,at 10:00,and so forth. It is 12:00 noon now. so the 1:00 and 2:00 times show things they will do later today. What has Steve already done?S2: He’s already done his homework.He’s already bought a newspaper.He’s already fed the dog.T: That’s correct. What things hasn’t he done yet?S3: He hasn’t watered the plants. He hasn’t cleaned his room.T: OK. Very good.Go through the instructions with the class. Put students in several groups.Say, Each student in a group will decide to be one of the people. The other students in the group will ask questions to find out which person in the chart he or she has decided to be. Make sure students understand how to do the exercise.Look at the example in the box. Invite a pair of students to read it aloud to the class.S A: Have you bought a newspaper?S B: Yes, I’ve already bought a newspaper.Ask students, which of the three people could it be? Can you find out? Yeah. It could be Steve or Elise.Get students to do the work in groups.While they are working, move around the classroom checking the work of each group.Ask two groups to do the work as the examples.Group 1: Have you watered the plants?S1: Yes. I’ve already watered the plants.Group 2: Have you fed the dog?S2: No. I haven’t fed the dog yet.(Person 1: Kathy; Person 2: Elise)Step Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Go through the instructions with the class.Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework. But I haven’t done some shopping.Put students in some groups of three. Let students complete the work in groups.Finish the table.Review the task. Get some groups to share the results of their surveys.Sample answersOptional activityAsk students to write their own schedules, listing the time of day they do each thing. Then get students to work in pairs. Student A thinks of one activity.Student B gets five tries to guess the activity. Then student B thinks of an activity and student A guesses what it is.Step Ⅴ SummaryIn this class, we’ve learned some key vocabulary words such as chop, wood, light.village, well, farm. We’ve also done a lot of reading, writing and speaking practice using the target language.Step Ⅵ Homework1. Finish off the exercises on pages 57~58 of the workbook.2. Get students to talk about the things they have done and they haven’t done yet this week in pairs.Step Ⅶ Blackboard DesignUnit 14 Have you packed yet?The Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularymember, original, songs, award(2)Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times.2. Ability Object(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 ObjectLove music and you can benefit from it.Ⅱ. Teaching Key Points1. Key Vocabularymember, original, songs, award2. Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times.Ⅲ. Teaching Difficult Points1. How to train students’ speaking and listening ability.2. How to use the target language.Ⅳ. Teaching Methods1. Listening method2. Groupwork to make every student work in class.Ⅴ. Teaching Aids1. A tape recorder2. The blackboardⅥ. Teaching ProceduresStep I RevisionCheck homework. Ask some pairs to say their conversations to talk about the things they have done and they haven’t done yet this week.S A: Have you done your homework?S B: Yes, I’ve already done my homework.S A: Have you cleaned your room?S B: No, I haven’t cleaned my room yet.Step Ⅱ Part 1This activity introduces key vocabulary, and helps students review vocabulary they already know.Look at the picture. Ask, What can you see in the picture? (A man is playing the guitar and singing a song)Point to the box. Invite a student to read the four questions. Make sure students understand the questions. Get students to fill in the blanks on their own. A moment later, ask several students to read their answers to the class.Notes1. favorite—(adj.)best liked2. What is your favorite band?—What band do you like best?3. band—group of persons who play music together4. band member—member of a bandStep Ⅲ 2aThis activity gives students practice in understanding the target language in spoken conversation.Look at the picture. A record agent is interviewing members of a band. Let students read the instructions. Point to the headings and the blank lines following each heading. You will hear a woman interviewing members of a band. They are talking about the band. Now, listen and write your answers on these blank lines.Play the recording the first time. This time students only listen. Play the recording a second time. This time, ask students to write their answers on the blank lines as they listen to the recording. Play the tape again if necessary.Check the answers with the class.AnswersBand’s name: Apple Ice CreamHow long they’ve been together: About a yearNumber of concerts they’ve done: SixTapescriptWoman: Hmmm. That was… umm…not bad. Now tell me a little about yourselves. What was your name again?Boy 1: Apple Ice Cream.Woman: Apple Ice Cream? That’s uhhh …a nice name. Hong long have you been together? Boy 1: About a year.Woman: One year, huh? And have you written any original songs yet?Boy 2: Yes, we have. We used to play stuff by other bands, but now we only play our own songs. That one you just heard was ours.Woman: Good, great! I’m interested in people who play their own music. Have you ever won an award of any kind?Boy 1: Yes, we have. We won the best new group of the year last month.Woman: Wow. That’s great. Have you made a music video yet?Boy 1: No, not yet.Woman: But you’ve had your own concert?Boy 2: Oh, yeah. We’ve had six concerts of our own.Woman: Have you ever been on TV?Boy 1: No, we haven’t. But we’ve already talked to "Bands on Parade" about doing a TV show next month.Woman: Sounds like you guys are on your way.Step Ⅳ 2bThis activity provides listening practice using the target language. Go through the instructions with the class. Look at the list of things the band may or may not have done. Get different students to read the list. Make sure students understand the task.You will hear the same recording again.This time please listen and check the things the band has already done.Point to the sample answer. On the recording you hear that the band has already written some original songs so you check that answer. If necessary, play the recording again. Then get students to put checkmarks in front of the correct answers.Check the answers.Answers√ written original songsmade a music video√ won an awardbeen on TV√ had concertsNotes1. original—newly formed or created, not copied or imitated2. award—(here)a prize in a competition3. video—televisionStep Ⅴ 2cThis activity provides guided oral practice using the target language.Look at the sample conversation in the box. Invite two students to read it to the class.S A: Have they been on TV yet?S B: Yes, they’ve been on TV lots of times.Go through the instructions with the class. Talk about your favorite bands with your partner.Let students work in pairs. As they work, walk around the classroom checking the progress of the pairs and offering help as needed. A moment later, invite two pairs to say their conversations to the class.A1: Have they written any original songs yet?B1: Yes, they’ve written several original songs.A2: Have they had their own concert yet?B2: Yes, they’ve had five concerts of their own.Step Ⅵ SummaryIn this class, we’ve learned some key vocabulary, such as member, original, songs, award. We’ve also learned the target language. Have they been on TV yet? Yes, they’ve been on TV lots of times by listening and speaking.Step Ⅶ HomeworkTalk about some bands using the target language, and write down the conversations.Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyhit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start(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 groupwork.3. Moral ObjectIt is good for us to listen to music in the busy life. Music can make us relaxed, and we can work better.Ⅱ. Teaching Key PointPractise reading and writing using the target language.Ⅲ. Teaching Difficult Points1. How to improve students’ reading ability.2. How to improve students’ speaking ability by groupwork.Ⅳ. Teaching Methods1. Reading method to improve students’ reading ability.2. Writing method to improve students’ writing ability.3. Pairwork to make every student work in class.Ⅴ. Teaching Aids1. A projetor2. The blackboardⅥ. Teaching ProceduresStep I RevisionRevise the target language presented in this unit. Check homework. Ask some pairs to read out their conversations.Step Ⅱ 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 Don’t miss the New Ocean Waves! Invite a student to read the article aloud to the class. Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class.Look at the picture. Ask students, What’s the article about? Can you guess?(It’s about a band)Go through the instructions with the students. Make sure students know what to do. Read the article carefully. Circle the things the New Ocean Waves have already done. Underline the things they haven’t done yet.。

人教版英语九年级全册Unit14SectionB2(2a2e)教学设计

人教版英语九年级全册Unit14SectionB2(2a2e)教学设计
4.培养学生尊重他人,学会从他人的经历中汲取经验,为他人树立榜样。
5.培养学生的团队协作精神,学会在合作中共同成长,为实现共同目标而努力。
二、学情分析
九年级学生经过前两年的英语学习,已具备一定的英语基础,但在语言运用、阅读理解及写作能力方面仍存在较大差异。在此基础上,对本章节的学情分析如下:
1.知识储备:大部分学生已掌握了一定数量的词汇和语法知识,但个别学生对本节课的核心词汇和短语掌握不足,需要教师在教学中重点关注和辅导。
5.鼓励学生进行自我评价与同伴评价,培养学生的反思意识与批判性思维。
(三)情感态度与价值观
在本章节的学习中,学生将形成以下情感态度与价值观:
1.培养学生树立远大理想,明确目标,为实现梦想而努力拼搏。
2.培养学生具备面对困难与挫折的勇气,学会在逆境中保持自信,克服困难。
3.倡导坚持不懈、努力奋斗的精神,让学生认识到成功需要付出努力与汗水。
5.预习作业:预习下一节课的内容,提前了解话题背景,为新课的学习做好充分的准备。
作业要求:
1.学生需按时完成作业,注意书写规范,保持卷面整洁。
2.家长督促孩子认真完成作业,关注孩子的学习进度,适时给予指导和鼓励。
3.教师将对学生作业进行批改和反馈,关注学生的个体差异,给予有针对性的指导和建议。
2.学生分享他们对这些成功人士的了解,教师适时总结:“Yes, they are all successful people. They have achieved great success in their lives. Today, we are going to learn about how they achieved their goals and overcame difficulties.”

人教版九年级英语全册Unit14SectionA(GrammarFocus4b)优秀教学案例

人教版九年级英语全册Unit14SectionA(GrammarFocus4b)优秀教学案例
3.采用合作学习法,组织学生进行小组合作、讨论和展示,培养他们的团队协作能力和自主学习能力。
4.运用启发式教学法,引导学生主动思考、探究和发现语言规律,提高他们的思维能力和解决问题的能力。
(三)情感态度与价值观
1.培养学生对英语学习的兴趣,使他们愿意主动参与英语课堂活动,体验学习英语的快乐。
2.帮助学生建立自信心,鼓励他们在课堂上积极表达自己,相信自己能够掌握现在完成时态的被动语态。
3.关注学生的情感态度和价值观的培养,通过对他们的评价,引导他们树立正确的人生观和价值观。
4.教师根据学生的评价结果,调整教学策略,为下一阶段的教学提供有力支持。
四、教学内容与过程
(一)导入新课
1.利用多媒体设备展示一幅机场送别的图片,引导学生关注图片中的人物和场景,激发他们的学习兴趣。
2.提问学生:“Can you ess where the people in the picture are?”,引导学生用英语进行猜测,激活他们的背景知识。
2.小组合作:在学生小组讨论环节,教师将学生分成若干小组,让他们共同完成一项任务。这种小组合作的学习方式不仅培养了学生的团队协作能力,还激发了他们的学习积极性,提高了他们的语言实践能力。
3.问题导向:教师针对现在完成时态的被动语态设计了一系列由浅入深、富有启发性的问题,引导学生主动思考、探究和发现语言规律。这种问题导向的教学方法有助于培养学生的自主学习能力,提高他们的思维能力和解决问题的能力。
在教学案例中,我充分考虑了学生的年龄特点和认知水平,将教材内容与学生的生活实际相结合,设计了一系列具有针对性和实用性的教学活动。通过小组合作、讨论和展示等形式,让学生在实践中感知、体验和运用语言知识,提高他们的语言表达能力和合作能力。同时,我注重培养学生的自主学习能力,引导他们运用适合自己的学习策略,从而提高他们的学习效果。

人教版九年级英语全册Unit14SectionA(1a1c)教学设计

人教版九年级英语全册Unit14SectionA(1a1c)教学设计
1.培养学生对英语学习的兴趣和自信心,使学生养成积极、主动学习的习惯。
2.培养学生的跨文化意识,让学生了解并尊重中西方文化差异,提高学生的国际视野。
3.通过学习本节课的内容,引导学生关爱家人,珍惜亲情,传承和弘扬中华民族优秀传统文化。
4.培养学生的团队精神,让学生学会合作、分享、互助,形成良好的道德品质。
(二)讲授新知(500字)
1.教师呈现Unit14 Section A (1a-1c)的文本,引导学生跟读并学习生词和短语,如:festival, celebrate, traditional, dress up, trick or treat等。
2.对重点词汇和短语进行讲解,举例说明其在句子中的应用,帮助学生理解和记忆。
2.掌握一般现在时的被动语态,并能运用该语法结构进行句子构建和交流。
3.能够听懂、会说、会读、会写与节日相关的句子和对话,提高学生的英语听说读写能力。
4.能够运用所学知识,描述并介绍中西方节日的传统习俗和文化特点。
(二)过程与方法
1.通过小组合作、讨论等方式,让学生在互动交流中掌握英语知识,提高学生的合作意识和沟通能力。
5.家长参与作业:鼓励家长与孩子一起讨论、分享节日的趣事,用英语进行交流,提高孩子的英语听说能力。
1.作业要注重质量,要求书写工整、表达清晰、语法正确。
2.作业完成后,请认真检查,确保无遗漏和错误。
3.家长要关注孩子的作业进度,适时给予指导和鼓励,培养孩子独立完成作业的良好习惯。
4.教师将对作业进行认真批改,及时反馈,关注学生的个体差异,给予个性化指导。
4.布置课后作业,巩固学生的学习成果,如:编写一篇关于节日的短文,使用一般现在时的被动语态描述节日习俗等。
五、作业布置Βιβλιοθήκη 为了巩固本节课的学习成果,培养学生的英语实际运用能力,特布置以下作业:

九年级英语unit14知识点及教案

九年级英语unit14知识点及教案

九年级英语unit14知识点及教案九年级英语Unit 14知识点及教案一、课前准备1. 教师准备PPT,包括各种图片和示例句子。

2. 确保教室设备运转正常,供电充足。

二、教学目标1. 学习并掌握Unit 14中的重点词汇和短语。

2. 学会运用所学知识表达自己的意见和看法。

3. 提高学生的听说能力和交际能力。

三、教学步骤Step 1: 导入新课1. 准备一张世界地图,展示给学生,引出本节课的主题——旅行。

2. 让学生观察地图,询问他们曾经去过的地方,并让他们谈谈对于旅行的看法。

Step 2: 学习重点词汇和短语1. 教师通过PPT展示Unit 14中的重点词汇和短语,包括travel, journey, destination, accommodation, sightseeing等。

2. 让学生跟读、背诵和理解这些词汇和短语,并举例子来加深理解。

Step 3: 学习重点句型1. 教师通过PPT展示不同句型,如“I enjoy traveling because…”、“I think traveling is…”以及它们的否定形式。

2. 让学生模仿示例句子,并根据自己的实际情况进行创作。

鼓励学生用不同的连词、形容词或副词来表达自己的感受和看法。

3. 可以进行小组活动,让学生与同桌分享自己的句型,并互相提出问题或提供建议。

Step 4: 听力训练1. 准备一段关于旅行的短文或对话,播放给学生两遍。

2. 让学生听一遍短文或对话后,回答相关的问题。

通过检查答案,帮助学生理解听力材料,提高他们的听力能力。

Step 5: 交流讨论1. 让学生结合自己的实际情况,谈论曾去过的地方,以及对这些地方的感受和看法。

2. 可以采用小组讨论的方式,让学生分享自己的经历,互相交流和倾听。

鼓励学生提出问题和回答问题。

3. 教师引导学生进行交流,并注意纠正他们的语法和用词错误。

Step 6: 形成小结1. 教师总结本节课的重点内容,回顾学习的知识点和句型。

人教版英语九全Unit14SectionA(Grammarfocus)教学设计

人教版英语九全Unit14SectionA(Grammarfocus)教学设计
3.语法填空:完成两篇语法填空练习,每篇练习包含10个句子,要求学生根据语境和句子结构,正确使用现在完成时态。
4.创作练习:要求学生结合自己的生活经历,编写一个包含现在完成时态的小故事,并在故事中运用本节课所学的词汇和短语。
5.视频观看:观看一段英语视频,记录视频中出现的现在完成时态句子,并尝试模仿和运用。
2.价值观目标:通过本章节的学习,使学生认识到学习英语的重要性,了解英语在日常生活和国际交流中的地位。同时,引导学生关注我国与其他国家的文化交流,培养他们的国际视野和跨文化沟通能力。
在教学过程中,教师应关注学生的个体差异,给予每个学生充分的关注和指导。通过多样化的教学活动,激发学生的学习兴趣,提高他们的英语综合运用能力,为今后的学习和发展奠定基础。
在此基础上,教师应关注以下几点:
1.针对学生语法知识掌握不牢固的问题,教师在教学过程中应注重实例分析,通过具体语境让学生感受现在完成时态的用法,以便更好地消化吸收。
2.针对学生词汇掌握程度的差异,教师在课堂上应注重分层教学,设计不同难度的练习,使每个学生都能在原有基础上得到提高。
3.九年级学生正处于青春期,他们好奇心强、求知欲旺,教师可利用这一特点,设计富有挑战性和趣味性的教学活动,激发学生的学习兴趣。
5.课堂反馈:在教学过程中,教师应及时关注学生的反馈,对他们的疑问进行解答,调整教学进度和策略。
6.课后作业:布置适量的课后作业,包括词汇练习、语法填空等,巩固课堂所学知识。
7.拓展活动:鼓励学生参加英语角、英语剧社等社团活动,提高他们的语言运用能力。
8.评价方式:采用形成性评价和终结性评价相结合的方式,全面评估学生的学习成果。
1.编写一段对话:要求学生运用现在完成时态,围绕一个主题(如旅行、假期经历、家庭聚会等)编写一段对话。对话中需包含至少5个现在完成时的句子,并适当使用本节课所学的词汇和短语。

人教版九年级英语全册Unit14SectionB(3aSelfCheck)教学设计

人教版九年级英语全册Unit14SectionB(3aSelfCheck)教学设计
此外,学生在阅读理解方面存在一定程度的挑战,对于文章主旨大意和作者观点的把握能力有待提高。在情感态度方面,部分学生对未来迷茫,缺乏明确的目标和动力,需要教师在教学中关注并引导。
针对以上学情,教师应采取以下措施:
1.针对学生英语水平差异,设计分层教学任务,使每位学生都能在课堂上得到锻炼和提升。
2.创设丰富的语境,让学生在实际交流中运用所学知识,提高他们的英语实际运用能力。
-提问:How can we make a plan to achieve our goals? Can you give advice to your group members?
3.每个小组选出一个代表,向全班分享他们的目标和计划,其他小组给予评价和建议。
(四)课堂练习
1.教师设计不同类型的练习题,让学生运用所学知识进行实践。
4.通过阅读和分析文章,培养学生批判性思维和独立思考能力。
(三)情感态度与价值观
1.培养学生对未来的积极期待,鼓励他们树立远大目标,勇敢追求梦想。
2.培养学生具备责任感、使命感和团队精神,认识到实现目标需要付出努力和坚持。
3.增强学生的自信心,让他们相信自己有能力实现设定的目标,从而激发学习动力。
4.引导学生关注社会问题,培养他们的公民意识,认识到实现个人目标与社会发展的密切关系。
-设定个人目标:让学生结合自身情况,设定短期和长期目标,并在小组内分享和讨论。
-制定计划:指导学生制定实现目标的具体计划,包括时间安排、方法和步骤。
-评估与反思:定期让学生评估自己的学习进度和成果,引导他们进行自我反思,调整学习策略。
2.创设多样化的阅读材料,培养学生阅读兴趣和批判性思维。
-提供与个人目标相关的文章,让学生在实践中提高阅读理解能力。

表人教版英语九年级全册Unit14SectionB2a2e教学设计

表人教版英语九年级全册Unit14SectionB2a2e教学设计
2.学生能够理解并运用一般现在时描述人的外貌和特征。
3.学生能够运用目标句型,如"What does he/she look like?", "He/She has..."等,进行人物描述。
4.学生能够通过听力训练,提高获取关键信息的能力,如捕捉描述人物外貌的细节。
5.学生能够在小组活动中,运用所学知识进行交流,提高口语表达能力。
(四)课堂练习
1.教师发放练习纸,要求学生完成Section B 2d的练习,巩固所学知识。
2.学生相互检查答案,教师进行讲解和纠正。
3.教师设计一个小组竞赛活动,要求学生在限定时间内用所学词汇和句型描述更多的人物外貌,提高他们的口语表达能力。
(五)总结归纳
1.教师邀请学生回顾本节课所学内容,总结描述人物外貌的词汇和句型。
(三)情感态度与价值观
1.培养学生尊重他人、关爱他人的品质,让他们明白外貌不是评价一个人的唯一标准。
2.引导学生树立正确的审美观念,认识到每个人都有独特的美,学会欣赏他人。
3.鼓励学生积极参与课堂活动,增强他们的自信心,培养他们敢于表达、勇于展示自己的精神。
4.通过小组活动,培养学生的团队精神,让他们学会合作、分享,共同完成任务。
a. What is the conversation mainly about?
b. What does the man/woman look like?
2.学生听后,教师引导学生用一般现在时描述人物外貌,并教授新词汇和短语,如"appearance", "attractive", "round", "square", "in good shape"等。

人教版英语九年级全册Unit14写作课教学设计

人教版英语九年级全册Unit14写作课教学设计
五、作业布置
为了巩固本节课的学习内容,提升学生的写作能力,特布置以下作业:
1.完成一篇关于描述你最喜欢的地点的作文,要求不少于100词。在作文中,尽量运用本节课所学的核心词汇和短语,以及不同句型和时态。
2.针对自己的作文,进行自评和互评。同学之间可以相互交换作文,互相指出优点和需要改进的地方,以此提高写作水平。
6.结合Unit14的学习内容,思考以下问题:如何运用写作技巧和策略,使自己的作文更具吸引力?在下节课上,与同学分享你的心得和体会。
7.主动参与课后英语角活动,与同学们一起讨论和分享写作心得,提高自己的写作兴趣和自信心。
作业布置注意事项:
1.作业量适中,确保学生能在规定时间内完成,避免造成过重的学习负担。
2.鼓励学生积极参与自评和互评,培养他们发现问题和解决问题的能力。
3.家长参与作业,既能监督学生的学习进度,又能增进亲子关系,提高学生的学习兴趣。
4.作业布置要具有针对性,确保学生在完成作业的过程中,能够巩固所学知识,提升写作能力。
5.教师应及时批改作业,给予反馈和建议,帮助学生不断进步。
5.设计不同类型的写作任务,如看图作文、续写故事等,培养学生的创新意识和实际运用能力。
(三)情感态度与价值观
在本章节的教学中,教师将关注学生的情感态度和价值观的培养:
1.培养学生热爱英语写作的兴趣,增强他们学习英语的自信心。
2.引导学生学会尊重他人的意见,培养合作精神和团队意识。
3.培养学生勇于表达自己观点的勇气,提高他们的沟通能力。
人教版英语九年级全册Unit14写作课教学设计
一、教学目标
(一)知识与技能
在本章节的教学中,学生将通过学习人教版英语九年级全册Unit14的写作内容,掌握以下知识与技能:

人教版九年级英语全册Unit14SectionA1(1a–2d)教学设计

人教版九年级英语全册Unit14SectionA1(1a–2d)教学设计
1.重点:本节课的核心词汇和短语,一般将来时和一般现在时的运用,以及环保主题的表达。
难点:正确运用一般将来时描述未来的发明和环保措施,以及在实际语境中运用所学词汇和语法。
2.重点:听力策略的培养,如预测、关键词定位等。
难点:提高学生在听力过程中的信息捕捉能力和理解能力,尤其是对长对话和短文的理解。
3.重点:阅读策略的运用,如快速阅读、细读等。
2.针对听力教学:
-在听力活动前,引导学生进行预测,培养学生的预测能力。
-在听力过程中,关注学生的反应,适时给予提示,帮助他们捕捉关键信息。
-听力活动后,组织学生进行讨论,复述听力内容,提高他们的语言表达能力。
3.针对阅读教学:
-引导学生通过快速阅读把握文章主旨,通过细读获取详细信息。
-教授学生阅读策略,如分析文章结构、找出主题句等,提高他们的阅读理解能力。
-完成本节课一般将来时和一般现在时的语法练习,提高学生对两种时态的运用能力。
-请学生运用这两种时态,描述一幅关于未来环保发明的图画。
3.阅读与写作:
-阅读一篇关于环保的文章,完成相关阅读理解题目。
-根据阅读文章,结合本节课学习的知识,撰写一篇关于未来环保发明的小短文。
4.口语练习:
-与同学合作,进行角色扮演,模拟一次关于环保发明的采访。
3.引导学生阅读课文,分析文章结构,学习环保主题的表达。
-示例:找出文章中的主题句,分析作者如何描述未来的环保发明。
(三)学生小组讨论
1.教师提出讨论话题,学生分小组进行讨论,共同完成讨论任务。
-话题示例:“Imagine you are an inventor in the future. What kind of invention would you like to create to protect the environment?”

最新九年级英语14单元教案

最新九年级英语14单元教案

九年级英语14单元教案【篇一:unit 14 全单元教案】unit 14 i remember meeting all of you in grade 7. 教案教学目标:1语言目标:掌握本单元重点词汇及复习语言点。

2 技能目标:能谈论过去和未来的生活.3 情感目标:珍惜初中生活的点滴,培养对高中、未来生活的憧憬。

树立远大人生目标。

教学重点:词汇: survey, standard, row, keyboard, method, instruction, text, level, degree, manager,gentleman, task, wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful, separate, ours, ahead短语: in a row, look back at, make a mess, keep one’s cool, senior high, go by, believe in, first ofall, be thirsty for, be thankful to sb., ahead of, along with, be responsible for, set out, separate from句子: she helped you to worked out the answers yourself no matter how difficulty they were. how have you changed since you started junior high school?i’ve become much better at speaking english.what are you looking forward to?i’m looking forward to going to senior high school.教学难点:对过去事件的描述。

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九年级英语14单元教案【篇一:unit 14 全单元教案】unit 14 i remember meeting all of you in grade 7. 教案教学目标:1语言目标:掌握本单元重点词汇及复习语言点。

2 技能目标:能谈论过去和未来的生活.3 情感目标:珍惜初中生活的点滴,培养对高中、未来生活的憧憬。

树立远大人生目标。

教学重点:词汇: survey, standard, row, keyboard, method, instruction, text, level, degree, manager,gentleman, task, wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful, separate, ours, ahead短语: in a row, look back at, make a mess, keep one’s cool, senior high, go by, believe in, first ofall, be thirsty for, be thankful to sb., ahead of, along with, be responsible for, set out, separate from句子: she helped you to worked out the answers yourself no matter how difficulty they were. how have you changed since you started junior high school?i’ve become much better at speaking english.what are you looking forward to?i’m looking forward to going to senior high school.教学难点:对过去事件的描述。

课时划分:period 1 section a 1 1a – 2dperiod 2 section a 2 3a-3cperiod 3 section a 3 grammar focus-4bperiod 4 section b 1 1a-2eperiod 5 section b 2 3a-self checkperiod 1 section a 1 (1a – 2d)step 1. warming up1. do you have any special memories of junior high school?2. which teachers will you miss the most after junior high school?step 2. work on 1a. practice in pairs using the information in1a.step 3. listening 1b1. work on 1b. listen and match the memory with the person.2. listen again and answer the questions.1) what did mary lose in grade 7?2) who helped her find it?3) what kind of person is mr. brown? is he strict with students?4) what did peter do to meet mr. brown’s standards? with your partner.step 5 language points:1. _________ doing a school survey.survey 作可数名词,意为“调查;测量”,复数形式为surveysthe results of the survey made fascinating reading.the survey has a margin of error of 2.5%.the current survey will have a wider geographical spread.survey还可作动词,意为“测量土地;调查;勘测”,过去式为surveyed ,过去分词为surveyed,现在分词为surveying ,第三人称单数为surveys。

the explorers climbed a mound to survey the land around them.they have started to survey the country that the new motorway will pass through.2. did homework carefully to meet the standards of a strict teacher.standard 作可数名词,意为“标准;水平”,复数形式为standards。

the standard rate of income tax was cut to 23p in the pound.the paper was of non-standard size.i try to live up to the high standard of the school.【拓展】row作可数名词,意为“一排;一列;一行”。

如:a row of identical houses 完全一样的一排房子a row of trees 一行树木a row of small windows jutted out from the roof.several men are pushing school desks and chairs into neat rows. √) the facts you hear. listen again and fill in the blanks.too. luke remembers when that’s life _______ at school. t hey wrote a _____ to the band _______ to come.junior high has been ______, but it has been a lot of__________. step 9. work on 2d. role-play the conversation.let ss read the text and answer the questions.1) which teachers will they miss?2) what subjects do the teachers teach?3) why will they miss them?4) what will they do to thank them?step 10. language points1. at junior high school, i remember a friend helping me with a problem.在中学时,我记得一个朋友曾经帮助我解决问题。

help sb. with sth.意为“帮助某人干某事”。

lucy often helps her mother with housework on sunday.help构成的短语:help oneself自助, (进餐时) 自己取用can’t help doing sth.禁不住做某事with the help of… 在……的帮助下children, help yourselves to some fruits.i couldn’t help crying.with the help of the neighbors, the fire was at last brought under control.2. …remember losing a schoolbag full of homework. ……记得丢失了装满作业的书包。

remember vt. vi. 记起;想起。

常与to + n.及that连用。

例如:he remembered that he had to finish the homework by the next day.remember to与名词连用时,表示:“请向……致意;代向……致意”。

please remember me to your mother.remember句型remember doing sth. remember to do sth.1)当动名词所表示的动作发生在前时,则用remember doing sth.。

例如:i remember reading about the earthquake in the newspaper.(read这一动作发生在前,remember这一动作发生在后。

)(2)当remember本身表示发生在前的动作时,后面接不定式。

例如:i’ll remember to ring bill.(remember这一动作发生在ring这个动作之前。

)◇remember的此种用法也适用于forget句型。

例如:i’ll never forget waiting for you in the rain for the whole night.(wait这一动作发生在前,forget这个动作发生在后。

)he often forgets to close the door.(forget这一动作发生在close这个动作之前。

)step 11 exercises:step 12 homeworklearn the new words and phrases by heart after class.read the articles in page 1 of learning english. the more you read, the faster and better you’ll understand.preview the article on page 107.period 2 section a 2 (3a–3b)step 1 revision学校调查 school survey连续几次地 in a row达标 meet the standard休息 take a break清楚地指示 clear instructions对某人有耐心的 be patient with sb解决 work out指导某人做事guide sb to do投入更多的努力 put in more effortstep 2. warming up i remember…step 3. reading work on 3a. read the passage and answer the questions.1) what kind of writing is this?2) what is the main subject of this writing?3) who do you think the writer is? how does the writer feel about them?1) trying to be on time for morning readings2) running to the dining hall when the lunch bell rings3) training for sports day4) starting the first day in grade 75) slowly making some new friends6) helping classmates with homework7) preparing for art festivals8) going to new year’s parties9) learning englishstep 6. language points1. looking back at these past three yearsi remember many thingstrying to be on time for morning readingsrunning when the lunch bell ringslook back at 回顾grandma. 每当回忆童年生活,我总是忍不住想念我亲爱的祖母。

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