2018届九年级英语上册Unit4GrowingupTask教案(新版)牛津版
九年级英语上册 Unit 4 Growing up Grammar教案 (新版)牛津版
Unit 4一、教学目标1、能够掌握语法：由before、after、when、while、since、till、until、as soon as和whenever引导的时间状语从句。
2、能恰当运用时间状语从句进行口头和书面表达。
教学重点、难点1.学习新词汇：career, against等。
2.掌握新句型：It’s the first time we have played basketball since this Monday.The best moment in his career was in 2004—he scored 41 points in a game against the Atlantic Hawks.3. 能熟练运用时间状语从句进行表达。
二、词汇、短语（包括词的各类变形，构词，归类等）三、句型（语法）ing the conjunctions “before”, “after”, “when”, “while”to introduce time clauses. They can be placed at the beginning or in the middle of sentences. Before means earlier than a certain time.After means later than a certain time.When means at or during a certain time.While means during a certain time.ing “since”, “till”, “until” to introduce time clauses.Since means from a certain time . the verb in the main clause is often used in the present perfect tense.Till and until both mean up to a certain time, but till is more informal than until. When we use verbs like go, leave, arrive, etc. in the main clauses, we should use the structure not…till/until.3.as soon as and whenever can also introduce time clauses.As soon as means when something happens, or a short time after something has happened. Whenever means at any time.【课前导学】一、短语翻译：1.对……痴迷 _____________2.在任何时候 ______________3. 变得兴奋 _____________4.回到中国 ______________5.做慈善工作6.注意到某人 ______________7.强迫做…… 8.得到机会9.下班 10.接到某人的电话11.玩的开心 12.准备睡觉13.他职业生涯中最辉煌的时候【课堂学习】Step 1. Free talkSay something about Spud Webb, present the new content in this lesson( 连词引导时间状语)。
九年级英语上册 Unit 4Growing Up教案 新牛津版
Unit 4 Growing upPeriod 1 Comic strip & Welcome to the unitTeaching aims :After learning this period , the students should be able to◆master the key words, expressions in this unit.◆use what they‘ve learnt to talk about the ways or reason they learn about the world. .Teaching importance :Some key words , phrases &sentences◆time, whenever through, deal◆as soon as, a great deal of, t on one;s mindwhat’s on your mind? What’s up?You’ve been happy since I first met you..Don’t wake me up until I f inish building it.I can read them whenever I want to.As soon as you click the mouse, there’s a great deal of information. Teaching procedures:Step1:Lead inTeacher ask: How old are you?How tall are you?Do you remember your height when you first came to this school?Teacher says: You are growing older and taller, so ,you are growing up. What comes into your mind when talking about “growing up”? Encourage the students to talk about the words or sentences about ”growing up”?Step2:PresentationQ: Do you feel happy to grow up? Do you want to grow up?Teacher makes a survey and tells the students that it is necessary for us to grow up. So, boys and girls, do you want to know Eddies’s thought?Ask the students to listen to the comic strips and answer the followingquestions:1What is on Eddie’s mind?2Will Eddie build his house by himself?Ask the students to read the dialogue after the recording and then play the role to read . Pay attention to your pronunciation and intonation.Step3: PresentationTeacher says: Just like what Eddie said，“Growing up is hard.” Growing up also means that you learn more about the world. How do you learn about the world? Show them some pictures to encourage the students to say out the full sentences and finish PartA.Simon and Millie are talking about how the y like to learn about the world .Let’s listen to the conversation and then tell me your favourite way.Listen to partB.Ask: How does Mille learn about the world? Why?How does Simon learn about the world? Why?Work in pairs to practice the dialogue.Sample conversation :S1:How do you learn about the world?S2:I like to learn about the world from films.S1:Why do you like to learn that way?S2:Because I can see、、、Step4:Language points1on one’s mind2be worried about(doing)3Growing up is hard.4You have been happy since I first met you.5wake sb up6learn that way7through the Internet8as soon as9a great deal ofStep5: Practice in class(See the students’ s elf-study-sheet )Step6:Homework◆Revise the contents we’ve learned in this period .◆Recite the comic strip fluently .◆Finish exercises in <workbook for each period>.◆Pre-learn Reading .Period 2 Reading(1)Teaching aims :After learning this period , the students should be able to◆understand and recite the key words.◆learn about Webb’s growing up. .◆learn the spirit of not giving up and master some reading skills.Teaching importance :Some key words , phrases &sentences , e.g.◆score leader name, university, simply, national, succeed, although, force,remain, achievement, matter.◆try out for, lose heart, change one’s mind, take notice of, etc◆My university would invite him to play basketball simply because he was only17 0 cm tall.◆He remained there for about a year before the NBA took notice of him. Teaching procedures:Step1： Lead-in1.Show the Ss pictures about the basketball match and ask: Many people likebasketball What about you? Do you like basketball? Some other questions like this..2.Ask some questions about Yao Ming: and say: Many people like him. What do youthink makes a good basketball player? For example: Does a basketball player need to practice a lot? Is it important for basketball players to have team spirit?Basketball players are always very tall, aren’t they?Step2：Presentation1.Show the Ss the picture of Spud W ebb and tell them: Today we’re going to learnabout another NBA player. He’s called Spud Webb.2.Ask：What do you know about Spud Webb? Let them say sth about him without lookingbooks, then use PPT to learn new words,&finishB1 on P52Step3：Skimming.When and where was Spud Webb born? When did he join NBA?Listen to the CD and try to imitate . Pay attention to the pronunciation and intonation .then finish B2 on P52.Step6 Homework◆Read the article again and again .◆ Review the new words and try to recite them .◆Finish exercises in <workbook for each period>.Period3 Reading(2)Teaching aims :After learning this period , the students should be able to◆ retell the text.◆ learn and recite the important phrases and sentences.◆ learn about Spud Webb and the spirit of not giving up.Teaching importance :To learn and recite the important phrases and sentences.Teaching procedures:Step1：Revision and lead-inRecall the contents of the articles by doing PartB3 on P53.After checking, read together.Step2：Learning and explanationDifficult points: sentences:1. While attending Junior high, Spud tried out for the school team, but he was refused to play at first because he was too small.try out for sth.参加..的选拔2. He did not lose heart. 泄气，灰心3. … and got the coach to change his mind. 使教练改变了主意。
九年级英语上册 Unit 4 Growing up Task教案 (新版)牛津版
Unit 4Teaching aims: 1. To learn how to describe a person and his deeds2. To write a short passage about a person who influences you most Teaching points: Some phases like : in one’s fifties , to one’s surprise , donate blood, have a heart full of loveTeaching method: Task-based teaching approachTeaching procedures:Step 1: Presentation1.T: In U4, we’ve learnt about Spud Webb , Yao Ming and Anne Frank. They’veinfluenced us more or less.T: Who is the person influenced you most? What characteristics do they have?(设计意图：小讨论，让学生有话题可说，提高兴趣，并引入生词)unusual cell cancer surprise to one’s surprise research death2. Mr Wu is asking each of the Class 1, Grade 9 students to write about the personwho has influenced him or her most. He shows them an article. Listen to it and answer the following questions. （插入素材）（插入录音材料，让学生在阅读下面的问题之后，带着问题听录音）*Who has influenced the author most?Her father.* How old is her father?He is in his fifties.* What is her father like?He is kind and helpful.* What has her father done since 1990?He has donated blood many times.* What surprised the author?Her father has decided to donate his body for medical research after his death.* What does the author realize now?She realizes that her father has a heart full of love.(淡入)（答案部分的内容点击后呈现）Step 2: Practise1. Read the article and tell the main points about the author’s father.a person who has influenced me mostWhoWhat does he/she look likeWhat has he/she doneWhat is special about him/herWhat do you think of him/her2. Look through the article again and underline some useful expressions:… is the person who has influenced me most.… is in his/her twenties/ thirties/ forties/…You will not find anything unusual about him/her until…… has always been kind/ helpful/…To my surprise, …When I was a little girl/boy, I could not understand…Now I realize that…3. You want to write about a person who has influenced you most. Prepare somenotes first. Write the answers to the following questions. (设计意图：写作前小组讨论，为下一步写作做准备)1. Who has influenced you most in your life?__________________________________2. What does he/she look like?_________________________________3. What is special about him/her?_________________________________4. What has he/she done?_________________________________5. What do you think of him/her?_________________________________Step 3：Write about the person who has influenced you most. Use the article on page60 as a model.How to begin the letter (introduction)★Useful words and sentences: （屏幕遮盖，隐藏）（设计意图：学生写作文之前，让学生讨论出有助于写作的句型结构，先隐藏遮盖，点击后在展示）……Useful words and sentences:… is the person who has influenced me most---is in his / her twenties / thirties / forties---You will not find anything unusual about him / her until---has always been kind / helpful / ---To my surprise , ---When I was a little girl / boy , I could not understand---Now I realize that ---Step 4 : Share their short passages in their groups , try to find the mistakes and then try to correct the mistakes in their groups . Then choose the best one in the group and show them to the whole class. (用实物投影学生的作文，互相讨论欣赏)Step 5 : Language points1. My father is in his fifties.in one s fifties 在五十多岁时（fifties 前可插入 early, late, mid-, middle）类似表达：in one’s teens/ twenties/ thirties/ forties/…她有二十五、六岁。
九年级英语上册Unit4GrowingupGrammar教案(新版)牛津版
passive voice
Teaching method
Task-based approach，Scene pedagogy and Teaching with humor
Teaching procedures
The second preparing lessons
Step1:Lead in
Let the students finish the exercises at page 55 and as’and’whenever’.
Step3:activities
Group the students into a team of four and discuss the topic:school rules .And ask the students to use the conjunctions in this lesson.
When引导的时间状语从句中可使用短暂性动词和延续性动词。
While引导的时间状语从句中只可以使用延续性动词。
Let the students finish the exercises at page 54 and check the answers.
Explanations:since引导的时间状语从句中通常使用一般过去时，而主句一般使用现在完成时。Till不能用于句首也不能用于not、、until中的until.
1It started to rain when we were at the park.
2The telephone rang while the girl was doing ’t forget to turn off all the lights before you leave the as the bell rang.
2018届九年级英语上册Unit4GrowingupReading教案(新版)牛津版
Reading教学目标1. 能够整体理解课文和复述课文主要内容，掌握一定的阅读技巧。
2. 能够较好地掌握和运用本课的重点单词、短语和句型。
3. 能够写一写Spud Webb为实现梦想永不放弃的历程。
教学重点1. 掌握新单词和短语：junior high, try out for sth., lose heart, change one’s mind, leader, simply, national, championship, succeed in doing sth, although, force, take notice of, achievement, prove等。
2. 熟练运用新句型：While attending junior high, Spud tried out for the school team, but he was refused to play at first because he was too small.When he finally got the chance, he scored 20 points in his first game.As a result, he successed in getting a scholarship.Through hard work, Spud Webb proved that size and body type really doesn not matter — you can do almost anything if you never give up.教学难点完成写作任务教学准备 PPT，录音机教学过程Step 1 Revision and lead-in1. A free talk between the teacher and some students according to the ways that they learn about the world. Just like this:T: You like to learn about the world from books, don’t you?S1: Yes.T: What kind of books do you like to read?S1:Books about sports/history…T:How about you?S2:…Step 2 Presentation1. T: David likes to learn about the world from books just like some of you. He likes basketball. He is reading an article about Spud Webb, a retired American basketball player. Maybe some boys who are interested in basket know him very well. Who’d like to tell us something about him?Then ask some volunteers to introduce what they know about Spud Webb.2. Learn some new words and phrases. Make sure they can pronounce them correctly and understand their meanings.Step3. Reading1. Read the article and then answer the following questions.(1) When and where was Spud Webb born?(2) What did he look like?(3) What was his dream?(4) Was he refused to play for the school team at first? Why?(5) How did he become a star of the team?(6) Why did he decide to play at the junior college? What did he do there?(7) When did he become a player in NBA? What’s his proudest moment?2. Check their answers3. While asking and answer the questions, deal with some difficulties.4. Play the tape and ask the students to read after it to get the pronunciation right.Step 4 After reading1. Finish B1-B3 alone.2. Discuss in groups to make their answers more correct.3. Ask some students to tell their answers, and check them together.Step 5. Writing1. Finish B4 to find out how Spud didn’t give up at different stages of his life.2. T: Almost everyone says “Never give up”. If you never give up, nothing is impossible. So hold on your dreams and don’t give up, you can achieve your dreams.Step 6 Homework1. Retell the story of Spub Webb with the help of some phrases.2. Memorize the words, phrases and important sentences in reading.。
牛津译林版九年级英语上册Unit 4 Task 示范课教案
2. Students have a free talk.
3. Studentsskim the passage and match the main idea with each paragraph.
4. Students read paragraph 1 and answer some questions.
活动层次
学习理解之感知与注意
效果评价
观察学生的活动反馈，了解学生关于人物性格相关的词汇储备情况。
环节设计意图：激活学生已知，导入话题。同时，让学生能够感知优秀人物身上所具有的优秀品质。
环节二：阅读文章，完成阅读任务，并梳理文章框架。（16mins）
教师创设情境，学生阅读文章获词句表达。
Unit 4 Growing up
Period7Task
一、教学内容分析
本节课是本单元的写作课，呈现了一篇介绍对自己影响最大的人的文章。引导学生仿照示例，写一篇介绍对自己影响最大的人的语篇。
二、学情分析
学生学习本课时已经完成了本单元前面几个板块内容的学习，对描述人物性格的词汇和时间状语从句的用法都有了一定的知识储备。但对描写人物的文章框架缺乏整体的认知，具体描写时容易“大而泛”，缺乏具体的细节和例子。本课时将有针对性地训练学生相关能力。
5. Students read paragraphs 2~3 and answer some questions.
6. Students read paragraph 4 and answer a question.
7. Students read and work out the structure of the passage.
三、教学目标
通过本课时的学习，学生能够：
九年级英语上册 Unit 4 Growing up Grammar教案 (新版)牛津版
Unit 4 Growing upGrammarI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. learn the structure of time clauses;2. use the conjunctions before, after, when, while, since, till, until, whenever, as soon as correctly;II. Teaching contents1. New words and phrases: against, career, feel tired out, become serious aboutbasketball, take part in the Olympics2. New structure: Until his drem came true, Spud never gave up.III. Focus of the lesson and predicted area of difficultyUse the conjunctions to make sentences or conversations.IV. Teaching proceduresA Using before, after, when and whileStep 1 Warming-upT: Spud Webb is an excellent basketball player from the US. In China, there is also a great basketball star. Who is he?S: …T: Yes. David’s favourite basketball player! How much do you know about him? S: …Step 2 Presentation1. before, afterT: His parents are both basketball players. One is 2.08 m tall and the other is 1.88 m tall.Before Yao Ming was born, many people believed that he would be a basketball star.Did he become a basketball star later?S: …T: After he took some basketball training, he showed his talent in the game.2. When, whileT: When did he begin to take training?S: When he was 9, he began to take basketball training.T: Yes, he started training at 9.While/When he was attending junior high, he joined the Shanghai Youth Team. 【设计意图：以讨论David最喜欢的篮球明星姚明为线，导入新知识的学习。
牛津译林版英语九上Unit 4《Growing Up》(task)教学设计
牛津译林版英语九上Unit 4《Growing Up》（task）教学设计一. 教材分析牛津译林版英语九上Unit 4《Growing Up》主要讨论成长过程中的变化和挑战。
本单元包括两个阅读文本，多个语法点，以及相关的语言技能训练。
通过本单元的学习，学生将能够更好地理解成长的过程，以及如何面对成长中的困难。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语语法和词汇。
但是，对于一些复杂的语法结构和词汇，他们可能还需要进一步的讲解和练习。
此外，学生在学习过程中可能存在一些问题，如阅读理解能力不强，写作能力欠佳等。
三. 教学目标1.学生能够掌握本单元的相关词汇和语法结构。
2.学生能够理解并运用本单元所学知识进行日常交流。
3.学生能够通过阅读和写作，表达自己的观点和感受。
四. 教学重难点1.重点：本单元的词汇和语法结构。
2.难点：如何运用所学知识进行阅读理解和写作表达。
五. 教学方法1.任务驱动法：通过完成各种任务，激发学生的学习兴趣，提高他们的学习积极性。
2.情境教学法：通过设置各种情境，让学生在实际语境中学习和运用英语。
3.合作学习法：通过小组合作，培养学生的团队精神和沟通能力。
六. 教学准备1.教师准备教材、教案、课件等教学资源。
2.学生准备课本、笔记本等学习用品。
七. 教学过程1.导入（5分钟）通过提问方式引导学生回顾成长过程中的变化和挑战，激发学生的学习兴趣。
2.呈现（10分钟）教师展示本节课的主要内容，包括词汇和语法结构，让学生初步感知和理解。
3.操练（15分钟）学生分组进行对话练习，运用所学知识进行交流。
教师巡回指导，纠正发音和语法错误。
4.巩固（10分钟）学生完成一些相关的练习题，巩固所学知识。
教师及时批改和反馈，帮助学生纠正错误。
5.拓展（10分钟）学生阅读本单元的阅读文本，理解文本内容，并进行讨论。
教师引导学生表达自己的观点和感受。
6.小结（5分钟）教师对本节课的主要内容进行总结，强调重点和难点。
九年级英语上册Unit4GrowingupTask教案(新版)牛津版
Unit 4 Growing upTaskI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use the new words and phrases correctly;2. understand how to write about a person;3. write an article about the person who has influenced her/him most.II. Teaching contents1. New words and phrases: unusual, cell, cancer, to one’s surprise, research, inhis fifties, someone in need, blood cells, medical research,a heart full of love2. New structure: My father is in his fifties.Whenever he has some money, he gives it to someone in need.To my surprise, he has decided to donate his body for medical researchafter his death.III. Focus of the lesson and predicted area of difficulty1. How to describe a person’s special quality;2. How to give examples to make the opinions vivid.IV. Teaching proceduresStep 1 Lead inT: There are different people in the world. Some influence our life, some influence our country, and others influence our spirit. What about Spud Webb?Step 2 PresentationT: What is Spud Webb’s job?S: He is a basketball player.T: What does he look like?S: He is very short but strong.T: What is special about him?S: He is very hard-working. He never gives up.T: What does he influence you most?S: He proves that size and body type does not matter. You can do almost anything if you never give up.T: Yes. Spud Webb has influenced many young people. He is the person who has influenced many young people. While you are growing up, there must be someone who has influenced you most. Who is the person?S: … is the person who has influenced me most.T: Today we’ll learn how to write about the person who has influenced us most. 【设计意图：通过谈论Spud Webb热身并导入新课的学习，让学生熟悉The person who has influenced me的表达，为接下来的呈现做好铺垫。
九年级英语上册 Unit 4 Growing up Grammar教案 (新版
Unit 4 教学目标Learn the use of “before, after, when, while, since, till, until, as soon as, and whenever”.重点难点教学过程板书设计Step 1 RevisionTranslation:1. 上初中阶段，Spud 参加了学校篮球队的选拔。
2. 他接下来成了足球队的领队。
3. Lily更加刻苦地练习并使教练改变了主意。
4. 没有大学愿意邀请他去打篮球，仅仅因为他的身高。
5. 在他毕业以后，他被迫在另一个篮球联盟效力。
Step 2 Grammar1. Learn the use of before, after, when and while, then complete the PartA.A Using before, after, when and whileB Using since, till and untilC Using as soon as and whenever1) I go jogging every morning. Then I have breakfast.2) I practised playing basketb all for hours. I felt tired out.3)I have been crazy about playing basketball ________ I was a little boy.4) The weather has been awful this week. The rain did not stop _______ yesterday eve ning, so we could not practise basketball for se veral days.5)We played basketball in the playground this afternoon _________ it was getting dark.6)David often goes to play basketball _______________ school is over.7)He watches the NBA ____________ there is a game on TV.8) ________________ he learnt that the NBA players would come to China, hetried his best to get a ticket.一、 before, after, when, while, till, until, as soon as, whenever引导的时间状语从句中，如果主从句都是将来发生的动作，主句用一般将来时，从句用一般现在时。
九年级英语上册Unit4Growingup教案新版牛津版
Unit 4 Comic strip and welcome to the unitMost students can understand what they learned in this class although there are some difficult la nguage points in the text. Recite the useful phrases and sentences.掌握新句型：It ' s the first time we have played basketball since this Mon day.教学难点The best mome nt in his career was in 2004 —he scored 41 points in agame aga inst the Atla ntic Hawks.教学准备PPT，多媒体教学内容及过程二次备课Step 1 Revisi on and lead-i n1. Observe the followi ng sentences carefully.(1) He rema ined there for about a year before the NBA took no tice ofFirst, get thehim.(P51)(2) After he graduated, he was forced to play in ano ther basketball stude nts to league.(P51) discuss the (3)Whe n he fin ally got the cha nee, he scored 20 points in his firstgame.(P50)conj un cti ons in(4) While (he was) atte nding junior high, Spud tried out for the schoolgroups. They can team.(P50)how 2. T: The senten ces above are all time clauses and today we 'll learn talk abouttime clauses in troduced by differe nt conjunctions. they un dersta nd Step 2 Prese ntati on1. Show the follow ing time clauses in troduced by before, after, whe n thesewhile and etc..(1) Whe n the weather is good, my gra ndpa likes going fishi ng.(2) The sun came out after the storm stopped.(3) Close the win dows before you leave the room, please.(4) While my sister was sweep ing the floor, I was wash ing the dishes(5) You' ve bee n happy since I first met you.conj un cti ons.(6) Spud remained in ano ther basketball league for about a yeartill/u ntil the NBA took notice of him.(7) Un til his dream came true, Spud n ever gave up.(8) As soon as you click the mouse, there ' s a great deal of information.(9) He likes listening to music whenever he has time.2. Ask the students to read and translate them into Chinese, pay atte nti onto the conj unctions.3. The teacher helps the n to un dersta nd the uses and differe ncesbyexplai ning in Ch inese.Step 3 Practice1. Finish the exercises on P54-56.2. Check the answers.。
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Task
教学目标
1. 能够掌握本课出现的重点单词和短语。
2. 能够运用本单元所学相关词汇和句型写作对自己成长影响最大的一个人。
3. 能够在阅读和写作中体会和学习人物的美好品质。
教学重点
1. 掌握新单词和短语：unusual, cell, cancer, to one’s surprise, research, in his fifties, someone in need, blood cells, medical research, a heart full of love。
2. 学习新句型：
My father is in his fifties.
Whenever he has some money, he gives it to someone in need.
To my surprise, he has decided to donate his body for medical research after his death. 教学难点
写作对自己成长影响最大的一个人。
教学准备 PPT，投影仪
教学过程
Step 1 Revision and lead-in
T: I think you learn more about the world from the people around you like your parents, relatives, teachers, friends and so on. And they have influenced you. Who is the person that has influenced you most? Today your task is to write the person that has influenced you most.
Step 2 Reading
1. T: Maybe you have difficulty finishing the task. It doesn’t matter. Here’s a good example. Now let’s read the article in Part A, and try to answer the following questions.
(1) How old is the writer’s father?
(2) What’s her father like?
(3) What is special about her father?
(4) What has happened to her father?
(5) What does the writer think of her father?
2. Check the answers.
3. Play the tape and let the students read after it.
4. Read the article by themselves, and underline some sentences they like or they can use in their writing.
Step 3 Writing
1. Answer the questions in Part B and try to add more information.
2. Write their own article alone.
3. Ask some students to share their articles in class.
Step 4 Homework
1. Correct their own articles.
2. Memorize some important words, phrases and sentences in this unit.。