初中九年级英语教案_u5t3sd
人教版九年级英语全册Unit5作文教学设计
在教学过程中，教师要关注学生的个体差异，因材施教，使每位学生都能在作文教学中获得成就感，提高英语综合素质。同时，教师要善于发现学生的优点，给予表扬和鼓励，激发学生的学习兴趣和自信心。通过本章节的教学，使学生在知识、技能、情感态度与价值观等方面得到全面提升。
ቤተ መጻሕፍቲ ባይዱ二、学情分析
九年级学生经过前两年的英语学习，已具备一定的词汇和语法基础，对英语作文的写作有了一定的了解和认识。但在实际写作过程中，仍存在以下问题：1.词汇量有限，难以表达丰富的思想；2.语法运用不够熟练，句子结构单一；3.缺乏逻辑思维能力，作文内容缺乏条理；4.部分学生对作文写作存在恐惧心理，缺乏自信。
2.提问学生：“Can you describe a person you admire? Why do you admire this person?”通过这个问题，让学生尝试用英语表达自己的想法，为新课的学习打下基础。
3.引导学生回顾已学的写作技巧，为新课的学习做好知识储备。
（二）讲授新知，500字
2.结合课堂所学，对同伴的作文进行互评。从词汇、语法、结构、内容等方面提出建议，促进相互学习，共同提高。
3.收集并整理有关人物的描写素材，如性格特点、外貌特征、兴趣爱好等，为下周的写作课做好准备。
4.自选一个话题，运用思维导图进行作文构思，并在课后完成一篇作文。要求运用本节课所学的写作技巧，提高作文质量。
2.各组选取一位代表进行汇报，分享本组的讨论成果。
3.鼓励学生相互提问、评论，激发思维碰撞，提高课堂氛围。
（四）课堂练习，500字
课堂练习环节旨在巩固所学知识，提高学生的写作能力。
1.布置一篇与本节课话题相关的作文，要求学生在规定时间内完成。
人教版英语九年级全册Unit5SectionA(3a~3c)教学设计
（二）教学设想
1.为了突出重点，突破难点，我设想采用以下教学策略：
-利用多媒体资源，如环保主题的视频或图片，激发学生的学习兴趣，为学生提供真实的语言环境，帮助他们更好地理解词汇和句型的使用情境。
-设计一系列有层次性的问题，引导学生逐步深入文本，培养他们的阅读策略和批判性思维。
2.在学习过程中，学生具有较强的合作意识和表现欲望，喜欢参与课堂活动，尤其是小组讨论和角色扮演等活动形式。因此，教师可以充分利用这些特点，设计丰富多样的教学活动，提高学生的学习积极性。
3.学生在思维品质方面，具有一定的批判性思维，但仍有待提高。通过本章节的学习，教师可以引导学生关注社会问题，培养学生的批判性思维和创新意识。
4.通过学习英语，拓宽国际视野，增强跨文化交际能力，为成为世界公民奠定基础。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有着较高的热情和兴趣。在此基础上，针对本章节的内容，学情分析如下：
1.学生在语言知识方面，已经掌握了基本的词汇和语法，能够进行简单的英语交流。然而，对于环境保护等特定主题的词汇和表达方式，仍需进一步学习和巩固。
难点：如何引导学生将所学的语言知识灵活运用到实际情境中，进行深入的思考和讨论，以及如何在讨论中运用批判性思维。
2.重点：培养学生阅读理解能力，特别是在理解对话中隐含的意义和角色观点方面。
难点：如何帮助学生从对话中提取关键信息，并进行合理推断和总结。
3.重点：通过小组合作，提高学生的口语表达能力和团队合作能力。
c.阅读理解：学生阅读3a部分对话，完成相关练习，教师引导学生提取关键信息，分析角色观点，并进行小组讨论。
Module5Unit3外研版英语九年级上册单元教案
-语法：一般现在时和一般过去时的被动语态在本节课中是重点，学生需要学会如何构造被动语态句子，并运用到讨论健康饮食的情境中。
-阅读理解：通过阅读课文，学生应能够理解作者关于健康饮食的观点和建议，提取关键信息，并能够进行简单的总结和复述。
-难点2：在阅读理解环节，学生可能难以从文中提取出作者提出的健康饮食的具体建议，如如何平衡膳食、减少垃圾食品摄入等，并用自己的话进行概括。
-难点3：学生可能在理解中西方饮食文化差异时感到困惑，例如，为什么西方饮食中强调蛋白质的摄入，而中式饮食中强调五谷杂粮的重要性。
在教学过程中，教师应有针对性地对以上重点和难点进行讲解和强调，通过实际例句、互动活动、阅读策略指导等方法帮助学生克服难点，确保学生能够理解透彻并能够灵活运用所学知识。
Module 5 Unit 3外研版英语九年级上册单元教案
一、教学内容
Module 5 Unit 3《Healthy Eating》外研版英语九年级上册，本节课我们将学习以下内容：
1.了解健康饮食的概念及重要性；
2.学习并掌握关于食物、饮食习惯的词汇，如：vegetable, fruit, balanced diet等；
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解健康饮食的基本概念。健康饮食是指摄入营养均衡的食物，它对我们的身体健康和成长至关重要。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了健康饮食在实际中的应用，以及它如何帮助我们改善身体状况。
3.重点难点解析：在讲授过程中，我会特别强调一般现在时和一般过去时的被动语态以及相关词汇这两个重点。对于难点部分，我会通过举例和比较来帮助大家理解。
九年级英语人教版全册 Unit5_SectionA(3a-3c)优质课教案
Unit5 SectionA（3a-3c）优质课教案Junior Middle School students of Grade 9 Designer 付宝琴The analysis of teaching material本课教学内容是Unit5 What are the shirts made of? Section A的一节阅读课。
本单元的主要话题是“谈论日常生活用品用什么原材料制造以及出产地”，通过前两节课的学习，学生已经基本掌握了be made of以及be made in的用法，掌握了日常用品和制造该用品所需的材料等，本课时旨在继续学习使用此短语的基础上，引导学生读懂关于Kang Jian去美国的经历，掌握其中的新词汇和表达，训练跳读、细读、研读能力，同时让学生知道目前国际交往日益增多，在国际交往中，要承认差距，虚心学习国外有用的东西，应取其精华，弃其糟粕，要用辩证的方法和发展的眼光看问题，虽然我国在高科技领域的产品还不足，但只要国人都努力，一定会超越他们，从而让学生领会到强烈的社会责任感，从而激发学生努力上进的愿望，形成良好的人生价值观。
The Analysis of the students九年级的学生英语水平出现了很大的分化。
部分学生对英语有很高的学习兴趣，能达到课标要求的知识目标，但能力目标可能稍有欠缺。
但是一部分学生英语基础差，讨厌学习英语，这些学生成绩差的原因有的是因为基础知识掌握不好，有的是阅读能力及写作能力欠佳。
并且阅读能力是相当一部分学生的弱项，阅读能力的提升能有效促进学生英语写作能力、提高英语学习兴趣等，是一名优秀的中学生应当具备的基本能力。
因此提高阅读能力，提升学生的英语水平显得尤为重要。
基于此，根据本节课的教材特点，我预设不同的目标，让多数学生掌握阅读技巧及词汇知识，同时根据本课内容进行对话练习，进行能力拓展的训练。
Teaching aimsKnowledge aims:1) Students will master the following words: local adj. avoid v. mobile adj. everyday adj.2) Students will master the difficult sentences bellow:No matter what you may buy, you might think those products were made in those countries. Even though most of the tots were American brands, they were made in China.Americans can hardly avoid buying products made in China.Ability aims:1. Students will get the main ideas and comprehend the passage by fast reading, careful readingand doing some reading practice.2. Students will retell the passage according to the blackboard design freely.Moral aims:Students believe that China will get better at making high-technology products that people can buy in all parts of the world. And students also know that no matter who they are, they should try their best to make the country stronger and stronger.Teaching key points and difficult points:Teaching key points1) Students will master the key words and phrases.2) Students will get the main ideas and comprehend the passage by fast reading, careful reading and doing some reading practice.Teaching difficult pointsMake up the conversation according to the passage like this:I: Hi! Kang Jian. May I ask you some questions?K: Sure. It’s my pleasure.I: OK, I see. Thanks a lot.K: You are welcome.Teaching methods and learning methods.本课为一节阅读课。
人版九年级英语(上册)Unit5教学设计
年级
九年级
学科
英语
主备教师
姜殿凤
复备教师
课题
Unit 5 What are the shirts made of?
Section A 1 (1a-2d)
课型
新授课
教材分析
本单元以"产品制造"为话题，共设计了四大部分的内容。以"What are the shirts made of?"为主线，围绕着谈论XX东西在那制造，原材料是什么等语言功能展开一系列的任务活动，通过第一部分的学习，要求学会有关things和materials等基础词汇，并了解、学会基本句型的应用。教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。
mobile, everyday
2）阅读短文，能按要求找到相应的信息。
3）通过阅读提高学生们的阅读能力。
4)了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。
教学重点难点分析
1.教学重点：
1)掌握本部分出现的生词和词组，达到熟练运用的目标。
2)阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
课前准备
教师
研究课标，专研教材，分析学情，设计导学案
学生
课前预习，了解一些日常用品的制成材料。
教学活动过程设计（第1课时）
教学
环节
教学活动
设计
意图
教师活动
学生活动
引入新课
播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。
T: Who invented paper first?
T: What was paper made of then?
九年级英语全册Unit5TheThirdPeriod_SectionB(1a-1e)教案新版人教新目标版
The Third Period—Section B(1a－1e)Teaching Important Points 【教学重点】Key words & phrases：international，find out，fly a kiteKey sentences：1.The international kite festival is held in Weifang every year.2.Some of the kites were made of silk or paper.3.Some were painted with colorful drawings.Key structure：be＋past participle verb＋…eg：What are kites made of?Teaching Difficult Points 【教学难点】★Talk about what kites are made of in the listening and speaking practice.Teaching Aids 【教学工具】A tape recorder，pictures of kites and used materials，CAI or multimedia courseware.Teaching Steps 【教学过程】★Step 1Leading in 【新课导入】1．Greeting2．BrainstormingShow different things which kites can be made of/from.Help students to review and learn new words.3．Ask students to think of anything a kite may look like.★Step 2Cooperative inquiry 【合作探究】1．Finish the task in 1a①Think of different materials that can be used in making kites in English.②Read aloud the words.2．Finish the task in 1b3．Finish the task in 1c①Lo ok at the five sentences with blanks in 1c.②Play the recording for the second time.Students write L or Z in the blanks.③Ask them to find the sentences having the same or similar meaning in the listening.4．Finish the task in 1d5．Finish the task in 1e①R ead the sample conversation in 1e.②Write some key words on the board to help.Students work in pairs.Role－play.③Act out their conversations to the class.④For the poor students，the teacher can help them with the questions.And get them to answer.★Step 3Homework1．Role－play the conversation like that in 1e after class.2．Write a short passage about Weifang kite festival.3．Translate the following sentences into English.(1)山东潍坊每年都举行国际风筝节。
九年级英语全册-unit-5全单元教学案(44页)备课教案教学设计教学反思导学案
Unit 5 What are the shirts made of？【课题】Unit5 What are the shirts made of?Section A (1a—1c) 教师复备栏或学生笔记栏【学习目标】掌握本课单词和短语be made of be made in；了解一般现在时态被动语态的结构和用法；归纳和掌握make 构成的短语【学习重点难点】熟练掌握be made of be made in 的运用【学法指导】预习----听----说---练【教学过程】一、导入（启发探究 3分钟）T: Please take out your things on your desk. We use them every day, do you really know them?Questions:Teacher: Can you tell me what these things are made of?And where are they made ?Students: _____________________.① The books are made of paper② The paper is made from tree.……二、自学（自主探究 6分钟）1、拼读、记忆单词material n. 材料；原料 chopstick n.筷子coin n. 硬币 fork n. 餐叉；叉子blouse n.（女式）短上衣；衬衫 silver n. 银；银器adj. 银色的glass n. 玻璃 cotton n. 棉；棉花steel /sti:l/ n. 钢；钢铁2、用所给动词的正确形式填空，每空一词1.The apples are sent (send) to the factory for processing.2. We are all ready but Tom hasn’t packed (pack) his clothes yet.3. The windows of the room are cleaned (clean)every day.4. The best cotton is produced (produce) in Xing Jiang in China.5. The song isn’t liked (not like) by most of us.3. 快速阅读1a表格部分的内容。
Get清风人教版英语九年级全一册教案：Unit5 SectionA3a3c
人教版英语九年级全一册教案：Unit5 SectionA（3a-3c）Unit5SectionA〔3a-3c〕教案【教材版本与册数】新目标人教版九年级上册【单元名称】Unit 5 What are the shirts made of ?【课时】Section A 3a-3c 〔第2课时〕教材分析【本单元话题】本单元以中国制造的东西为话题，以谈论中国的物产及其产地为交际功能，重点在这些语境中学习和运用了一般现在时的被动语态。
【本单元重点掌握目标】掌握一般现在时的被动语态结构：am/is/are+PP【教材内容拆分分析】Section A从与日常生活相关的词汇入手，开展了简单的物产及产地的会话和阅读活动，并在表达中穿插了被动语态的陈述句、一般疑问句句、反义疑问句和否认句的使用。
3a-3c是阅读训练任务链活动。
本篇短文讲述的是一个中学生在美国的商店中找不到美国制造的产品，而几乎都是中国制造的事实，进一步扩大和稳固日常词汇，呈现更多本单元要求学习和掌握的被动语态句型，让青少年了解当今世界制造格局，同时在文章结尾处指出了我国在世界经济竞争中缺乏之处，让他们知道在高科技领域的产品还不能与他人比肩同行。
【通过本单元的学习学生需掌握哪些综合技能】通过本单元的学习使学生学会谈论不同的东西及其制成的材料，掌握教材所呈现的与各种东西及原材料主题相关的单词和一般现在时被动语态,阅读含有一般现在时态的被动语态的短文并进行正确理解。
教学目标语言知识目标：1.通过与学生完成阅读，读懂文章大意，学习和掌握以下词汇、短语与句型并能熟练运用。
单词：France, local, brand, avoid, product, handbag, mobile, everyday短语：no matter, search for句型：1〕No matter what you may buy, you might think those products were made in those countries.2) He found it interesting that so many products in the local shops were made inChina.3) Kang J ian thinks it’s great that China is so good at making these everydaythings.2．阅读训练：通过阅读短文，能按要求找到相应的信息，提高学生们的阅读能力。
人教版九年级英语Unit5全英文教案新目标-人教新目标版九年级全册
Unit 5 It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students’imagination and improve students’ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. Vocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ.Teaching Key Points1. Key vocabulary2. Target languageⅢ.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard. Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Funthings and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Step ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation. Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class. S A : Whose book is this?S B: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step ⅥHomework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Unit 5 It must belong to Carla.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think "anxious" means?Well, it can’t mean "happy".It might mean "worried".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ communicative competence using the target language.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points1. Key vocabulary2. Target languageⅣ. Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?S s: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.Step Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.S A: What do you think "anxious" mean? S B: Well, it can’t mean "happy".S A: It might mean "worried". S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.Practice the pronunciation of these words and explain the meaning of each word. Step ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture. Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.Write the conversation on the black board. Explain the meaning of each sentence. Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of the vocabularywords.2. Read the conversations in Activities 3b and 4 again for further understanding of the target language.3. Finish off the exercises on pages 15～16 of the workbook.The Third PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:chase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching ProceduresStep ⅠRevision1. Invite a student to read the thank you message Linda wrote to Anna to the class.2. Get different pairs of students to read the conversations in Activities 3band 4.3. Check answers to the exercises on pages 15～16 of the workbook.StepⅡPart lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures. Encourage students to write two or three sentences to finish the story.Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.Step Ⅳ2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see …The man says…and The woman says…Say, You are to listento the same recording again. And complete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so thatStep Ⅴ2cThis activity provides oral practice using the target languagePoint out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit. He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class.Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practice using the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t.The Fourth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2. Ability Objects(1) Train students’ reading skill. (2) Train students’ writing skill.(3) Train students’ integrating skills.3. Moral ObjectEveryone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points1. Reading practice2. Writing practiceⅣ. Teaching ProceduresStep ⅠRevisionCheck homework.Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?S1: He must be a student. S2: He could be having a dream. S3: He might like reading books. Step Ⅱ3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector.Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset.Call students’ attention to the article. Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer.Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed. Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they don’t know in Activity 3a with one another. Call students’attention to the three sets of notes. Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about Bell Town using these notes. You may use the article inActivity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard.Step Ⅳ3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Collect students’ works and write a comment on each paper before returning them.Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer.Maybe it means you are too hungry. Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using the target language. We’ve learned some vocabulary words as well.Step ⅦHomework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,The Fifth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt(2)Fill in blanks and make sentences using vocabulary words.(3)Learn some proverbs.(4)Circle the word that doesn’t belong.2. Ability Objects(1)Train students’ writing skill.(2)Train students’ ability of reading comprehension.(3)Train students’ ability of clarifying.3. Moral ObjectWe’ll benefit a lot by learning proverbs.Ⅱ. Teaching Key Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.3. Circle the word that doesn’t belong.Ⅲ. Teaching Difficult Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.Ⅳ.Teaching ProceduresStep ⅠRevisionAsk several students to read the newspaper article in Activity 3a to the class.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their Own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.Answers1. favourite2. careful3. anxious4. worried5. strangeAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’answers with mistakes on the blackboard.Help correct the mistakes.Sample answers1. What’s your favourite song?2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.Step ⅢPart 2This activity provides reading, writing, listening and speaking practice using the target language. Show the vocabulary words on the screen by a projector.Say the words and have students repeat them until they can pronounce them fluently and accurately. Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students(It’s better to have help to do even small jobs).Say, Please read the proverbs, Discuss with your classmates what they might mean.Get students to work in groups of four.As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.Step ⅥPart 3This activity focuses on the new vocabulary introduced in this unit.Ask students to read the five lines of words in the box.Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn’t belong in each line.Get students to complete the task on their own. As they are doing this, move aroundthe classroom checking their progress and offering help as needed.Check the answers by asking a student to read his or her circled words to the class. Answers :1. owner 2. alien 3. land 4. exercise 5. lostStep ⅤJust for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.Step ⅥSummarySay. In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit. And we’ve learned several proverbs.StepⅦHomework(1) Read and remember the proverbs learned in Activity 2.(2) Each student collects ten proverbs.(3) Finish off the exercises on pages 16～17,of the workbook.Step Ⅷ。
英语人教版九年级上册Unit5全单元教案
Read the sentences in Grammar Focus.Learn them by heart and translate the conversations with Ke Nan.
They are made ofwood / gold / silver/ paper/ silk/ glass.
2. Presentation（呈现新知识）
Pairwork.
A: What is/are it/they made of?
B: I think it/they is/are made of…
be made of和be made from都意为“由……做成”，be made of表示能看出来原材料，be made from则表示_____________.
练习：翻译句子
(1)桌子是由木头做成的。______________________________
(2)纸是由木头做成的。_________________________________
教
学
过
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教
学
过
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1. Warm-up and revision（课堂热身和复习）
(1)Pairwork两人一组讨论一下同学们的衣着服饰和学习用品。可以借鉴下面的对话：
A：What’s your pencil made of? B: It’s made of wood.
A: Where was it made? B: It was made in Shanghai.
二、熟练掌握被动语态用法，学会用被动语态表达自己喜欢的事物的认识和看法。
三、提倡学生使用国货，培养学生的爱国主义情怀。
教案人教版九年级英语全册Unit5优秀教学案例
首先，我通过创设一个日常生活中的场景，让学生观察并描述图片中的人物正在做什么。例如，出示一张图片，展示一个男孩正在踢足球，引导学生用过去进行时描述这个场景，如“The boy was playing football.”。通过这种方式，学生能够将过去进行时与实际生活情境相结合，提高学习的实用性。
2.设立小组合作任务，如共同完成一份报告、策划一个活动等，培养学生的团队合作精神和沟通能力。
3.教师在小组合作过程中给予指导和评价，关注学生的个体差异，提高每个学生的参与度和积极性。
（四）反思与评价
1.教师引导学生对自己的学习过程进行反思，总结过去进行时的语法规则和用法，发现自身的不足之处。
2.学生互相评价，给出建设性意见，帮助他人改进学习方法和策略。
3.教师通过设置疑问，让学生在思考中进一步巩固过去进行时的知识点。
（五）作业小结
1.教师布置相关作业，让学生在课后巩固所学知识，如：“请用过去进行时描述你昨天做的事情。”
2.学生完成作业，教师及时批改和反馈，帮助学生纠正错误，提高运用过去进行时的准确性。
3.教师对学生的作业进行评价，关注学生的进步和成长，给予鼓励和表扬，提高学生的自信心。
3.小组合作促进互动：本案例中，教师组织学生进行小组讨论、互动交流，鼓励他们分享学习心得和经验，取长补短。这种小组合作的方式，不仅培养了学生的团队合作精神和沟通能力，还有效地提高了每个学生的参与度和积极性。
4.反思与评价贯穿始终：教师引导学生对自己的学习过程进行反思，总结过去进行时的语法规则和用法，发现自身的不足之处。同时，学生之间的互相评价，给出了建设性意见，帮助他人改进学习方法和策略。这种反思与评价的教学策略，使得学生能够更好地了解自己的学习情况，提高了学习效果。
新外研版九年级上册英语 Module 5 Unit 3 教案(教学设计)
Module5 MuseumsUnit3 Language in use单词upstairs, exhibition, rule, against the rule,if引导的条件状语从句。
总结和巩固祈使句的用法以及由if引导的条件状语从句+祈使句的用法。
由if引导的条件状语从句+祈使句的用法。
Step 1完成教材 Activities 1~8 的任务1.Match the signs with the rules. (Activity 1)（1）学生个体活动，浏览标志，进行匹配。
全班核对答案。
（2）小结“No+名词/动词ing”的语言表达方式。
2.Look at the signs and write the rules.(Activity 2)（1）学生个体活动，以“No+名词/动词ing”的形式，写出警示语。
（2）两人一组检査拼写及语句，汇报及核对答案。
(答案:1.Do not touch2.No smoking3.No photos4.No entry)3plete the sentences with the correct form of the words in brackets. (Activity 3) （1）活动开展前，教师要明确主句的要求（用祈使句）和从句动词时态的要求（用一般现在时)。
（2）学生独立完成句子，两人一组检查。
汇报及核对答案。
环节说明:本活动旨在帮助学生巩固if引导的条件状语从句。
本活动采用了控制性的练习方式，主要让学生练习把握“if…do”结构。
4plete the sentences with your own ideas.（1）学生个体活动，充分思考，完成句子。
（2）教师鼓励学生主动作答，每句话都可以让5~6名学生展示汇报，语句合理即成立。
5.Work in pairs. Ask and answer questions about the museum. Now write some advice for visitors. Use If.(Activity 5)（1）学生个体活动，阅读博物馆参观指南。
九年级英语全册Unit5You’resupposedtoshakehandsTheThirdPeriod教案鲁教版五四制word格式
Unit 5 You’re supposed to shake hands.The Third Period Section A 3a–3cTeaching aims（教学目标）【学习目标】知识目标：能熟练说出和写出本话题的功能句:1. Where I’m from, we’re pretty relaxed about time.2. Often we just walk around the town center, seeing as many of our friends as we can!3. We often just drop by our friends’ homes.4. It’s very important to be on time.5. We usually plan to do something interesting, or go somewhere together. 通过学习，能正确写出本课课标词及短语：：value, everyday, capital, noon, mad, traffic, somewhere.理解以下短语: drop by, get mad, make an effort.技能目标:能够运用目标语言谈论不同国家对于时间的不同看法以及与朋友交往的礼仪。
情感态度: 学会比较不同文化的差异，风俗和礼仪，增强人际交往能力。
Di fficulties（难点）：通过学习，掌握以下句型：1. Where I’m from, we’re pretty relaxed about time.2. Often we just walk around the town center, seeing as many of our friends as we can!3. We often just dr op by our friends’ homes.4. It’s very important to be on time.5. We usuall y plan to do something interesting, or go somewhere together. 熟练掌握以下词汇：value, everyday, capital, noon, mad, traffic, somewhere. Teaching steps（教学步骤）1. Discuss in groups: What are you supposed to do when you meet people from France for the first time?2. Pair work:A: What are you supposed to do when you meet people fro m France for the first time?B: You are supposed to … when you meet people from France for the first time.教学设计说明：复习旧知，导入新课。
人教版九年级英语全册Unit5单元教学设计
九年级学生已经具备了一定的英语基础，但在语言运用、情感态度及学习方法上仍存在一定的差异。通过对本班学生的了解，发现以下特点：
1.知识水平：大部分学生能熟练掌握基本的词汇、短语和句型，但仍有部分学生对时态、语态的运用不够熟练，需要在教学中加以巩固。
2.能力水平：学生的听说能力相对较强，但在阅读和写作方面，部分学生的水平仍有待提高。此外，学生在自主学习、合作探究方面的能力有待加强。
人教版九年级英语全册Unit5单元教学设计
一、教学目标
（一）知识与技能
本章节旨在帮助学生掌握人教版九年级英语全册Unit 5的核心知识，提高学生的英语综合运用能力。具体包括：
1.掌握本单元的新词汇、短语和句型，如：achieve, goal, succeed, dream, effort, give up, encourage, confident等，并能熟练运用到实际语境中。
（一）导入新课
1.教师通过展示一组与梦想相关的图片，如科学家在实验室工作、宇航员在太空行走等，引起学生的兴趣和好奇心。
2.邀请学生分享自己的梦想和目标，鼓励他们用英语表达，为新课的学习营造良好的氛围。
3.引导学生回顾已学的相关词汇和句型，为新课的学习做好铺垫。
4.教师提出问题：“How can we achieve our dreams and goals?”让学生思考并展开讨论，为新课的学习奠定主题。
6.整合情感态度与价值观教育，通过课堂讨论、角色扮演、反思日记等途径，让学生在学习英语的同时，塑造健全的人格。
7.加强课后辅导，针对学生的个体差异，提供个性化的学习建议和帮助，促进学生的全面发展。
8.定期进行形成性评价和总结性评价，了解学生的学习进度和存在的问题，及时调整教学策略，确保教学质量。
人教版英语九年级全册Unit5SectionA(3a~3c)优秀教学案例
1.将学生分成小组，每组分配任务，让学生在小组内讨论和交流过去进行时态的用法。
2.引导学生结合自己的生活经验，举例说明过去进行时态的运用，培养学生的实际运用能力。
3.鼓励学生提出问题，培养他们主动探究、合作学习的习惯，提高他们的语言运用能力。
（四）总结归纳
1.在学生小组讨论结束后，组织全班进行总结归纳，让学生分享各自的学习成果和心得体会。
二、教学目标
（一）知识与技能
1.学生能够准确理解过去进行时态的构成和用法，能够运用过去进行时态描述自己或他人的过去活动。
2.学生能够通过听力、口语、阅读和写作等多感官输入，感知、理解和运用过去进行时态，提高英语语言运用能力。
3.学生能够掌握本节课的重点词汇和短语，如"play basketball," "go swimming," "have a party," "visit my grandparents," "see a film," "meet my friends," "was watching TV," "was having dinner,"等，并能够在实际语境中准确运用。
（二）讲授新知
1.采用生动、直观的教学方法，如图片展示、动作表演等，为学生讲解过去进行时态的构成和用法。
2.通过例句和情景模拟，让学生在实际语境中感知、理解和运用过去进行时态。
外研版九年级英语上册教案 Module 5 Unit 3(表格式)
thesentenceswiththecorrectformofthe
wordsinbrackets.
2.Pair-work
Studentsdiscusswithclassmatesand
Completethesentenceswiththeirownideas,
3.The usagesofthekeywordsandphrasesinthemodule.：upstairs,exhibition，rule，against the rules，in trouble，tail，rope，entry，No entry，no good，nowonder，missing，downstairs，punish，communications，physics，chemistry，digcoal，energy，X-ray，experiment，sand，control，truck，wheel，compare…with，of all ages，whole
通过多样的运用考查学生对本模块所学重要单词和短语的运用能力。
passagewiththeexpressionsinthebox,finish
Activity6andActivity7.
③Speaking.Askthestudentstogiveatalk
aboutmuseums,usingtheknowledgethey
finishActivity4
3.KnowledgeExtension
①Studentsworkingroupstodiscussthings
aboutmuseum,usingadverbialclauseand
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年级九学科英语
课题
U5t3sd
课型
新授
主备人
XXX
组长签名
教学目标
1. Knowledge aims：
1)Words and phrases:
complete, order sb. to do sth., ton, fix, tool, continue to do sth.
2)Grammar:
①学习并列连词either⋯or⋯, not only⋯but also⋯, both...and⋯和
neither⋯nor⋯的用法。
②学习主谓一致的用法。
重、难点
1. Words and phrases:
complete, order sb. to do sth., ton, fix, tool, continue to do sth.
4.Divide the class into seven groups and ask them to prepare to complete Project.
5.Ask students to share the posters.
环节四：训练拓展，及时反馈
1.Ask students to sum up the key points.
环节二：自主学习，合作交流，
1.Ask students to read and finish choosing the title.
2.Then Guide students to check the answers.
Step 3
1.Ask sቤተ መጻሕፍቲ ባይዱudents to read the table of 1b.
2. Studies show that it took 100 000 people over 20 years to complete it.
研究表明它需要10万人用20多年来完成。
complete v.结束，完成
It takes/took sb. +时间+ to do sth.做某事花费某人多少时间。
2.Ask students to scan the passage and complete the table.
3.Ask three students to check the answers.
Ask students to discuss in groups and ask anything they can’t understand.
2.Repeat the key points.
3.Assign homework.
环节五：课堂小结，布置作业
1.并列连词
either⋯or⋯或⋯⋯或⋯⋯；要么⋯⋯要么⋯⋯；不是⋯⋯就是⋯⋯
both⋯and⋯⋯⋯和⋯⋯两者都
not only⋯but also⋯不但⋯⋯而且⋯⋯
neither⋯nor⋯既不⋯⋯也不⋯⋯
3. order sb. to do sth.命令某人去做某事
4. ton n.吨
5. fix v.安装；修理
6. tool n.工具
7. continue to do sth.继续做某事
环节六：教后反思
3. Grammar:
1) Conjunctions;
2) Agreement of subject and predicate.
教学 过 程
教师活动
学生活动
环节一：导入新课、明确目标
1.Greeting.
2.Check the homework. Guide students to review grammar and functions. Show the pictures of the Egyptian pyramids. Ask students to talk about them with partners. Ask students to report something they know or they have searched about the pyramid.
2. Sentences:
1) Studies show that it took 100 000 people over 20 years to complete it.
2) The completion of the Great Pyramid shows the wisdom and the
achievements of ancient Egyptian working people.
环节三：展示点拨，考点梳理
1.Show pictures of the New Seven Wonders of the world. Ask students to match them.
2.Guides students to check the answers.
3.Introduce more about the New Seven Wonders of the world.