九年级英语上学期Lesson 10 教案
九年级英语Unit10教案
Unit 10 By the time I got outside, the bus had already left．The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary oversleep（2） Target Language What happenedI overslept． And by the time I got up, my brother had already gotten in the shower．2． Ability Objects（1） Teach the students to use the new words．（2） Train the students to narrate past events with the Past Perfect Tense．（3） Train the students’ listening and speaking skills with the target language．3． Moral ObjectIt’s a good habit to go to bed early in the evening and get up early in the morning． So you’ll never be in a hurry in the morning．Ⅱ． Teaching Key Points1． Key Vocabulary oversleep2． Target Language Narrate past events with the Past Perfect Tense Ⅲ． Teaching Difficult Points1． Train the students to narrate past events with the Past Perfect Tense．2．Train the students to understand the target language in spoken conversation．Ⅳ． Teaching Methods1． Thinking of examples from the students’ real lives．2． Making sentences by looking at the pictures．Ⅴ． Teaching ProceduresStep I Revision1． Ask some questions like this: What volunteer work would you like to doHelp the students to answer, I’d like to…/I love to…/I hope to…2． Practice the dialogue in Activity 3c on page 62 again．3． Check the students’ homework by asking some students to read their sentences with the phrasal verbs． Then ask the students to hand in their homework．Step Ⅱ 1aFirst write by the time on the blackboard． and tell the class the meaning of it．Say this sentence to the class: By the time the teacher came in, the students had begun reading English．Tell them to note the structure "had begun" in this sentence． Begun is the past participle of begin． Explain what is the past participle form of a verb for the students． Tell them it is as the same as the past form for a regular verb． And they have to remember the irregular verbs’participles one by one．Write By the time I came back…on the blackboard．Say to the class, By the time I came in． What had happenedHelp one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．Then get more students to answer differently,Read the instructions to the students and read these questions to the class as well．What do you usually do in, the morning before school Do you like morning Why or why notChoose one good student to answer them by saying something he or she usually does in the morning．Then have the whole class practice in pairs． Ask each other the questions．After they finish talking, ask one or two pairs to say their conversations to the class． Correct the mistakes they may make with the other students．Call the students’ attention to the pictures in Activity la．Then tell students to talk about the pictures in groups of four． Move around the classroom, listening to students and offering help． Make sure that they talk in English．After they all finish talking, ask different groups to tell the class about the pictures．Step Ⅲ 1bAsk the students to read the instructions together． Have them look at the two columns, A and B ,in the chart． Point out the sample answer． Read the two parts of the sentence．Then go over the other unconnected parts of sentences, too．Play the recording for the first time．Students only listen． Then play it a second time． Let students match two parts of each sentence． Check the answers by asking some students to tell their answers．Make sure that all of them have got the correct answers by listening． Say congratulations to the students who get the answers correctly by guessing．Step Ⅳ 1cFirst play the recording in Activity 1b again and let the students read after it． Do it at least twice．Then read the instructions together with the whole class．You will make conversations in pairs． Each of you will have to take turns being Tina． Look at the pictures in Activity la to help you． Tell your partner what happened to you this morning． Ask a pair to read the example to the class before they begirtHave the students work in pairs． Move around the room offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step Ⅴ SummaryStep Ⅵ Homework1． Write out the story of Tina, Note to use the target language．2． Revise when to use the Past Perfect Tense and the verb structure of it．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Target LanguageBy the time she got to class, the teacher had already started teaching． When she got to school, she realized she had left her backpack at home． When I got home, I realized I had left my keys in the backpack．（2）The Three Forms of the verbs．2． Ability Objects（1） Train the students’ listening skill．（2） Train the students’ writing skill with the target language．（3） Train the students’ speaking skill．（4） Train the students to use the three forms of the verbs．Ⅱ． Teaching Key Points1． Listening practice with the target language．2． Use the correct verb forms to fill in the blanks by listening．3． Make sentences using the Past Perfect Tense．4． The three forms of the verbs．Ⅲ． Teaching Difficult Points1． Write an ending for the story in Activity 2c．2． The three verb forms in Grammar Focus．Ⅳ．Teaching ProceduresStep I Revision1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．2． Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．3． Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．Step Ⅱ 2aRead the instructions to the class． Be sure that all of them know what to do．Call the students’attention to the four pictures． Get them to guess the correct order of the pictures first． The first one is given as a sample． Ask one or two children to tell their stories by describing the pictures according to their own order．Play the recording the first time, students only listen． Play the recording again and ask the children to number each picture．Check the answers with the class and see who have ever got the correct answers without listening．Step Ⅲ 2bAsk the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets．Let the students fill in the blanks with the correct forms individually．Move around the classroom collecting the common mistakes they may make．After they all finish writing, tell them to get ready to listen to the conversation and check their answers．Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class．Step Ⅳ 2cAsk the whole class to read the instructions together．We have a new task now． We know Tina was late for class． What do you think happened after Tina was late for classWork with a partner． Make up an ending for the story by continuing it． The beginning has been given．Get students to discuss in pairs． Complete the ending． Make sure they are talking in English． Move around the classroom, offering language support if needed． After ten minutes, ask students to stop discussing． Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best． Tell each pair to write down their ending, or do it after class if time is not enough．Step Ⅴ Grammar FocusCall students’attention to the sentences on the left． Ask four different students to read the four sentences and point out where had plus a past participle is used． Write the sentences on the blackboard．Ask the students to make sentences correctly using each form of the verbsin the box．Check the answers．Step Ⅵ Homework1． Write down the ending of Tina’s story．2． Make sentences using each form of the verbs below:leave, walk, start, oversleep, ring, be3． Review the Grammar Focus．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularybell, ring, go off, rush, run off, on time, give sb． a ride, lock, break down（2） Target LanguageBy the time I got there, the bus had already left．By the time I woke up, my father had already gone into the bathroom．2． Ability ObjectsTrain the students’ reading skill with target language．Train the students’ speaking skill with target language．Ⅱ． Teaching Key Points1． Guide the students to read the article in activity 3a．2． Help the students do the oral practice with the target language．Ⅲ． Teaching Difficult Points1． Help improve the students’ reading skill by Activity 3a．2． Help the students describe what has happened to them with the target language．Ⅳ． Teaching ProceduresStep Ⅰ Revision1． Revise what happened to Tina by asking several students to tell the story．2． Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard．3． Check homework by asking one or two to read their own endings of the stroy．4． Check homework by asking some students to read the sentences which they made．Step Ⅱ 3aAsk the whole class to read the instructions together． There is an article in Activity 3a． Your task is to read the story and write the events in the correct order．Have a look at the sample answer on the right of the article before you start． Then let the children complete the work on their own． After a while, ask some students to report their answers to the class． Write the events on the blackboard as they report, putting the events in the correct order．After checking the answers, tell students to read the article again more carefully．Tell them to find out the words or sentences which they can’t understand this time．A few minutes later, let the students ask questions on the words and sentences which they can’t understand． Do some explanation and make sure that the students make everything clear about the article．Then ask the students to read the article aloud． Move around the classroom while they are reading, offering help as needed．Next ask students to pick out the sentences with the Past Perfect Tense． Tell them to underline them and come up with the reason to use the tence．Ask two students to read their answers and explain the sentences．Step Ⅲ 3bCall the students’attention to the photo of the woman sleeping． The girl is sleeping． She may oversleep． How about youHave you ever oversleptGet a students to answer the question simply, such as Yes, I have． /No, I haven’t．Then ask one student to read the instructions to the class．Explain that describe the circumstances means to tell when, where and how the things happened．Ask one student who has ever overslept to answer the first question and describe the circumstance． Help him or her use the Past Perfect Tense to describe the circumstance．Then ask students to read the questions and write their answers in their exercise books． Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description． Move around the classroom providing sentences to the ones who need． Ask several students to share their stories with the class． Correct any mistakes they may make． Let them check the answers in pairs．Step Ⅳ 3cAsk the whole class to read the instructions together． Then call the students’ attention to the sample conversation on the right． Ask a pair of the students to read the conversation to the class． Please ask your partner the questions in Activity 3b． Ask more questions if he or she says "Yes"．Ask the students to work in pairs． Encourage them to ask as many questions as they can． As they work, move around the room offering help and answering questions as needed． Ask some pairs to say their conversations to the class．Step Ⅵ homework1． Write the answers to the questions in Activity 3b．2． Write a conversation in Activity 3c．The Fourth PeriodI． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularycostume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up（2）Target LanguageWhen I got there, I found that he had fooled me．After an hour, the other kids showld up, and I realized that my brother had fooled me．By the time I got to match class, I was exhausted because I had stayed up all night studying．I found out that my friend had fooled me．2． Ability Objects（1） Train the students’writing, listening and speaking skills with the target language．（2）Train the students to use the new vocabulary．Ⅱ． Teaching Key Points1． Train the students’listening and speaking skills with target language．2． Teach the students the new vocabulary．Ⅲ． Teaching Difficult Points1． Guide listening and oral practice using the target language．2． Help learn to use the new vocabulary correctly．Ⅳ． Teaching ProceduresStep I Revision1． Revise the article in Activity 3a on page 70 by asking several students to read it．2． Dictate some words and phrases:3． Check the homework．Step Ⅱ 1aRead the instructions to the students． Remember to read the sentence in the brackets． Point to the chart with the three headings Nouns, Verbs and Adjectives． Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．Get a student to read the sample answers to the class before they start say, Fool call also be a verb． Ask the students to complete the chart on their own．Correct the answers by asking three students to read their answers to the class．Step Ⅲ 1bAsk a student to read the instructions to the class．Ask another student to read the example on the right．Work in pairs now． Tell your partner about something that has happened to you recently． Note to use two or more phrases from the list in Activity la． Get tile students to talk in pairs． Move around the classroom checking their work and offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step Ⅳ 2aSay something about April Fool’s Day to the studentsCall the students’attention to the four pictures． Ask the students what is happening in each picture．Ask four different students to describe the pictures．Read the instructions to the class．Play the tape the first time． The students only listen． Then play the tape again． Ask the students to write each boy’s name in the correct box． Check the answers by asking different students to tell their own answers．Step Ⅴ 2bRead the instructions to the class． There are six phrases in the box． Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording． And write "D" for Dave, "N" for Nick and "J" for Joes on the short lines before the phrases． Look at the first one． The answer has been given as a sample．Play the recording the first time． The students only listen． Then play the recording again．Ask the students to write the letters in the blanks．Ask six different students to report their answers to the class． Check the answers with the class．Step Ⅵ 2cThis activity provides oral practice using the target language．First play the recording again． Pause after each sentence and get the students to repeat．Do it at least twice．Ask a student to read the instructions to the class． Then have them look at the sample conversation on the right． Ask a pair of the students to read and try to continue itThen ask the students to work in pairs．Each pair makes two conversations using information from the earlier activities．Move around the room as they work, offering help as needed． Ask one or two pairs to say their conversations to the class．Step Ⅶ Homework1． Write something that has happened to you recently． Use two or more phrases from the list in Activity 1a．2． Write a conversation in Activity 2c．The Fifth PeriodⅠ． Teaching Aims and Demands1．Knowledge Objects（1） Key Vocabularyannounce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married, reply, ending（2） The reading passages about April Fool’s Day．（3） Write stories happened on April Fool’s Day．2． Ability Objects（1） Train the students’ reading skill．（2） Train the students’ writing and speaking skills．Ⅱ． Teaching Key Points1． Teach the students the new vocabulary．2． Help the students understand the three articles．3． Guide the students to write stories happened on April Fool’s Day．Ⅲ． Teaching Difficult Points1． Help the students understand the three articles．2． Help the students write the stories happened on April Fool’s Day．Ⅳ． Teaching ProceduresStep I Revision1． Revise the three boy’s stories happened on April Fool’s Day． Ask three different students to tell their stories to the class．2． Check the homework．Step Ⅱ 3aRead the instructions to the students．You’ll have to read three articles． The three articles are about three different stories happened on April Fool’s Day．Not all of them are true． Tell which of these stories is the most believable and which is the least believable． And you have to tell the reasons as well． At last, think over if you would be fooled by any of the stories．Read the first article to the class． The students look at their books, listen to the teacher and find out the answers to the questions in the instructions．After reading, ask the students if it is believable and why． Ask several students to tell their opinions on the believability the first article． They may say like this:I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that．Do the same with the two articles left．Ask two good students to read the articles instead of the teacher． Elicit students’reasons for their answers． At last tell the students the correct answer．Step Ⅲ 3bRead the instructions to the class． Play the recording again to help the students．Ask three different students to read the notes to the class．Help the students make sentences with the notes first．After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b, using the notes below． As they write, move around the room offering help and answering questions as needed．After around ten minutes, ask a student to read the completed article to the class．The rest of the class help correct the mistakes the student may have made． Get them to check each’ other’s writing carefully in pairs．Step Ⅳ 3cRead the instructions to the class． Be sure that the students know what they are asked to do． At first, have the students think what they might write about．Then tell them to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized．Write a sample list on the blackboard:Next ask the students to write their jokes．Ask some students to read their articles to the class． Correct as many of the articles as possible in class．Step Ⅴ 4Read the instructions to the class． Review the meanings of funniest, most embarrassing and most creative．Have the class have a look at the sample conversation in the box before reading．Ask a pair of the students to read it to the class．Then ask the students to read their stories to the class． After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories．Step ⅥHomework1． Read the three articles aloud after class．2． Correct the magazine story and the joke you have written．3． Try to remember the new vocabulary．The Sixth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Verbsrush, realize, invite, show up, stay up．（2） Write an article according to the pictures given．（3） Vocabularyhomework, look, costume, empty2． Ability Objects（1）Train the students to use these verbs correctly:rush, realize, invite, show up, stay up．（2）Train the students’ writing skill．Ⅱ． Teaching Key Points1． Help the students have a self check on the key words and target language of this unit．2． Practise using these verbs: rush, realize, invite, show up, stay up．3． Review the new vocabulary introduced in this unit: homework, lock, costume, empty．4． Direct the students to write an article according to the pictures given．Ⅲ． Teaching Difficult Points1． Help the students make sentences with the verbs．2． Direct the students to write an article with the pictures given．Ⅳ． Teaching ProceduresStep I Revision1． Revise the contents in the three articles in Activity 3a on page 72 by asking some questions2． Ask three different students to read the articles．Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit． Focus attention on the box． Invite a student to read the vocabulary words at the top．Ask students to fill in the blanks on their own． Check the answers．Ask 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．Along with the students’ help correct the mistakes．Step Ⅲ Part 2Have the students look at the seven pictures． Tell the children that the pictures are connected to each other in an order．Ask: What is happening to MingGet the whole class to read the instructions． Then ask the students to describe each picture in order．Write some useful sentences on the blackboard． For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school．After a while, ask a few students to tell the class about Ming’s day． Let the rest of the class help correct the mistakes that they may have made．Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after class．Step Ⅳ Part 3Call the students’attention to the box． Have them look at the four groups of words． Get the students to read the instructions together． Ask them to circle the words that don’t belong in each group．The first one has been given as a model．Ask some students to tell their answers to the class． Check the answers with the whole class．Step Ⅴ Just for Fun!Call the students’ attention to the cartoon pictures． Tell them to see what happens．Ask the students to read the sentences under the pictures together．Then ask the children what is, funny about this cartoon． Help the students to answer like this:The boy saw the clouds and he felt the rain long before he got home． He should have realized much sooner that he had forgotten his umbrella．Step Ⅵ Homework1． Revise all the language points in this unit．2． Finish off the exercises on pages 36～38 of the workbook．3． Make another more sentence with each verb below, rush, realize, invite,show up, stay up．4． Rewrite the article．。
冀教版九年级英语全Lesson10Touchtheworld教学设计
3.采用多媒体教学手段，激发学生的学习兴趣，提高课堂参与度。
4.注重启发式教学，引导学生主动思考、发现问题、解决问题，培养创新思维和批判性思维。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和自信心，激发他们积极参与课堂活动的热情。
冀教版九年级英语全Lesson10Touchtheworld教学设计
一、教学目标
（一）知识与技能
1.学生能够理解并掌握本课的关键词汇和重点句型，如：globalization, diversity, culture, communicate, technology, accessible, make a difference等，并能正确运用这些词汇和句型进行交流。
2.词汇教学：采用实物展示、情景模拟等方法，让学生在生动有趣的氛围中学习词汇，提高记忆效果。
3.阅读教学：采用任务型教学法，设计不同层次的阅读任务，引导学生逐步深入理解课文内容，培养阅读策略。
a.初读：让学生快速阅读课文，了解大意，回答简单问题。
b.细读：指导学生关注课文细节，分析文章结构，提高阅读理解能力。
7.课后作业：设计富有挑战性的课后作业，让学生在课后继续巩固所学知识，提高英语实践能力。
四、教学内容与过程
（一）导入新课
1.教学活动：教师展示一幅世界地图，并提问：“How many countries can you find on this map?”引导学生关注世界各国的多样性。
2.教学内容：通过图片和视频，向学生介绍全球化的概念，引发他们对本课主题的兴趣。
2.学生能够通过阅读课文，掌握课文的主要内容和细节信息，提高阅读理解能力。
英语人教版九年级全册unit10.教案
Unit 10 You’re supposed to shake hands.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：custom, bow, kiss, greet, be supposed to,2）掌握be supposed to句型的用法。
2. 情感态度价值观目标：1. 学习一些见面礼仪，生活习俗和对时间的看法。
2. 了解西方国家的风土人情和习俗。
二、教学重难点1. 教学重点：be supposed to的用法2. 教学难点：中西方人们见面礼仪的差别。
培养学生跨文化交际意识。
三、教学过程I. Lead-in师生讨论：学生在学校应该做哪些事情？引出新句型。
如：Is it a good idea to come to class late?S: No.T: That’s right. It’s not a good idea to come late. You’re not supposed to come to class late. You’re supposed to …eat in class, do homework every day, raise your hand before talking等做更多的练习，引出be supposed to句型II. Discussion1. 大屏幕展示一张世界地图，师生对话：T: Do you know where Brazil/ the United States/ Japan/Mexico/Korea is?S:…T: Do you know what people do when they meet for the first time?S: …2. 利用多媒体播放各国初次见面的礼仪，学习新单词：custom, bow, kiss, greet,III. Work on 1a-1c1.1a多媒体呈现1a图片，让学生根据图画内容，说说图中的握手，接吻，鞠躬是哪个国家的礼仪，然后按要求把书本给出的“国家”和“习俗”连接起来。
英语人教版九年级全册Unit 10 教学设计
Unit 10 You’re supposed to shake hands（第1课时）一、教材分析本课重点学习一些常见国家的英文表达，以及该国在初次见面时的行为与语言, 该话题能激起学生的好奇心，调动学生学习英语的积极性。
其中有听力练习也有口语练习。
内容相对来说较简单，重点帮助学生练习“be supposed to do” 的用法，在不断的练习中达到掌握以及熟练运用的目的。
二、教学目标和要求1、知识目标：1、能够使用be supposed to do谈论不同国家人们初次见面时的礼仪2、掌握关键词：shake hands , bow , kiss ,custom3、句型:A: What are you supposed to do when you meet someone for the first time?B: We are supposed to shake hands/bow/kiss.4、句型“should have + done”能力目标：正确运用短语：be supposed to, should do something ,情感目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。
三、教学重点1. The customs of some countries.2. Tell what you are supposed to do in different situations.四、教学难点Can use“be supposed to”correctly.五、教学策略本课主要是一节听说课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在听说过程中帮助学生掌握知识、发展能力、形成正确的价值观。
冀教版九年级英语上册：Lesson 10 Touch the World 课件ppt课件
Presentation
As Helen grew older, she made a lot of progress and learned to read.She had special books with letters thatshe could feel with her fingers. Shealso learned to write and even speak.When Helen studied at university,Anne sat beside her. She listened tothe professors words and spelled themon Helens hand.
Presentation
After Helen finished university,she visited many countries. She spoke about her life. She was very famous for her courage and hard work. She did her best to help others in the community who were deaf or blind. She tried to live her life without any regret.She will be greatly missed.
Lead-in
Dr.Yuan
He succeed in developing hybrid rice.The introduction of this new product made China a leader in rice production.For this,he became known as the “Father of Hybrid Rice”
精编冀教版九年级英语上册一二单元教案(1-12课).docx
冀教版九年级英语上册一二单元教案(1-12课)Unit 1 Stay Healthy(1-6 课)Lesson 1: What' s Wrong, Danny?I.Learning aims:Master the new words:stomach, regret, fev.er, pale, Sara, exam in ation, pain, X-rayII.Learning important and difficult points:1)Danny wakes up his parents・2)I regret eating so many donuts now・3)Need we go there right now?4)She takes them to a small examination room・5)Danny needs to stay in the hospital today.Language Points:1.regret【用法】作及物动词，意为“对……感到后悔”，后加名词、代词、动名词作宾语。
【举例】①Tony has been regretting that matter.托尼对那件事情一直感到很后悔。
②I regret making such a foolish decision.我后悔做出这么愚蠢的决定。
【用法】作不可数名词，意为“遗憾、惋惜”。
【举例】His great regret is not seeing his father for the last time・他最大的遗憾是没有能最后一次见他父亲一面。
2.Danny wakes up his parents・丹尼把他的父母叫醒了。
【用法】短语wake up意为“叫醒”，这是“动词+副词”短语。
这类短语用名词作宾语时，名词可在副词前，也可用在副词后；如用代词作宾语时，代词则必须用在副词前。
故这句话中的wake up his parents还可说为wake his parents up。
九年级英语上学期Lesson10教案
Exercises for class
Books open， play the tape again and have the students read the text along with the tape。 Note some useful expressions:
A piece of beautiful music;
Pick up;
3。 To think about low to protect the environment。 II。 Revision
1。 Check the homework。
2。 Revise the dialogue from Part 2 in Lesson 9。 Get some of the students to act it out in front of the class。 III。 Pre-read
Collect rubbish;
Keep our city clean;
Take care of;
Throw 。 。 。 onto。 。。;
Spit in a public place;
Cut down;
Protect our environment;
Make a contribution to。 。 。 。 VI。 Workbook
Read through the text and find the answers to the questions of Exercise 1 in the workbook。 V。Reading
人教版九年级英语上册教案(全册)
九年级英语上册全册教案Lesson1Teaching & Practicing lessonPeriod 1 for the whole lessonⅠTeaching Material1. Functional and notional items: Talk about what has done.2. Language points: words: CD player, several, shelf,Sentences: Have you got ⋯? I haven ’t got ⋯. Have you seen it anywhere ⅠTeaching Objectives1. Talk about what has done orally.2. Try to understand the whole lesson and read it fluently. The tone and pronunciation should be basicallyright.3. Master the following words and sentences.4Ss: Words: CD player, shelf, severalSentences: Have you gotI haven ’t.⋯? I haven ’t got ⋯. Have you seen i t Y a e n s y,w I h h e a r v e e?./ No,ⅠTeaching Points1. The main points:2. The difficult point: Ⅰ&Ⅰof teaching objectivesⅠshelf (pl) shelvesⅠI have a pen.= I have got a pen.Ⅰthe use of the present perfect tenseⅠTeaching Procedure1. Organization of the classA. GreetingB. Raise requirementT: We ’re going to talk about the library.2. ReviewA. OralT: Do we have a library in our school? What do we have in the library? What can we do in the library?3. The teaching of the new lessonLesson 1T: Let ’s learn Unit 1I n the library, Lesson 1. (write down the title)Teach: Have you got ⋯ ?T: If you want to borrow a history book from the library, what do you say?Ss: Excuse me, do you have a history book?T: Yes, and we can also say: Have you got a history book?Write down the new sentence and compare the new one and the old one. Then teach the negative form and simple question form.And make more examples.Examples: He has got a good pen.They haven ’t got any water.Our school has got a lot of students.B、Teach: Part 1T: Have you got a ruler? S1: Yes, I have. Here you are.T: Have you got an umbrella? S2: Sorry, I haven ’t. Ask ⋯Ask the Ss to use Part 1 to make new dialogue in pairs and then ask some to do it in front of the class. Teach player ”at the same time.B．Teach: severalT: Have you got a pen? How many pens have you got?S1: FiveT: We may also say: “You’ve got several pens. ”Write down the word: severalB.Teach: shelfT: Just now we talked about the library, we know there are many books in the library. Where are the books put?shelf (pl) shelvesTeach: on the shelfB.Part2T: Now I ’d like you to make a dialogue talking about borrowing books about different subjects.Do it in pairs first then ask some to do it.⋯at the moment = now = right nowAnalysis: books aboutB.Part 3Dialogue 1Listen and answer: Well, when you borrow books from the library, you must be careful, but Jim is not careful. What happened? Where was the book?Then read it and learn the dialogue.Analysis: Have you seen it anywhere? ( tense and the use of anywhere)Dialogue 2Listen and answer: How about Tom? What has he lost? Where was it?Read and learn.Analysis: have lost (tense)Perhaps he ’s seen it. ( ‘s is short for has)I saw it on Lin Tao ’s desk five minutes ago. ( tense)B. Conclusion2 several = a few 3.on the shelf 4. the present perfect tense1. have got = haveA. Wb. Ex1 &24. Homework1. Do Wb. Ex 3&42. Recite Part 3Lesson 2Reading lesson2 periods for Lesson 2ⅠTeaching Materials1. Language points:Words: already, yard, schoolyard, step, librarian, probably, pay, sadly, mark, bookmarkPhrases: used to, put down, pay for, come up withSentences: Her hobby is reading.So was the librarian.Now her lost books are usually returned to the library.ⅠTeaching Objectives1. Read the whole lesson and try to understand its content. Make sure to answer the questions in Wbcorrectly.2. Read the lesson fluently, the pronunciation and tone should be right.ⅠTeaching Points1. The main points ---(1)&(2) in teaching objectives2. The difficult pointsA: already, “al ”makes an / / soundB: the difference betweenC: make sb. + adj.“on”and “about ”D: used to do sth.E: come up with an idea= think of an ideaPeriod 1ⅠTeaching Procedure1. Organization of the classT: Today we are going to Lesson 2, in Lesson 2, we are going to talk about the library.2. ReviewT: Before we learn the new lesson, let ’s go over what we learned yesterday.A. OrallyHave = have got Has = has got Several=a few On the shelf eg. They don ’t have any shelves.= They haveneg. Does he have a CD player?= Has he got a CD player?’t got any shelves.The construction and concept of the present perfect tenseB. Recite Part 2C. Wb. Ex33. The teaching of the new lessonA. Lesson 2T: We know we can borrow books from a library. But if we lose the books, what should we do? Let go on to learn Lesson 2, we will know the answer in it.( write down Lesson 2)B. pay forWell, you should pay for it.Teach: pay, paid, paidPay for : give money to sb. for sth.C. onT: Why do people like to go to the library?T: Because there are books on many different subjects.D. knowledgePeople can learn much knowledge from them.E. Part 1 Pre- r eadF. Part 2Ask the Ss the read the passage and answer questions in their Wb. Ex 1G. Read and learnParagraph 1’s grandma?T: How old is the writerWhat was she?What is her hobby?Why does she love books?4. Homework.A. Read the end of the text and finish the exercises in Wb.Junior English for ChinaBook 3Lesson 3课型：讲练课ⅠTeaching Materials1. Functional and notional itemsAsk questions about something has done2. Language MaterialsWords: encourage, once, abroad, copyPhrases: think of, encourage sb. to do sth., get sth. back, pick upSentences: Have you ever been abroad? Yes, just once.I ’ve just cleaned the kitchen.Really? I did that hours ago.Grammar: The difference between the present perfect tense and the past indefinite tenseⅠTeaching Objectives1. Learn to ask questions about something has done2. Read the whole lesson fluently, and pronunciation and intonation should be right.3. Master the following materials(4 skills) Words: once, copyPhrases: think of, pick upSentences: Have you been abroad? Yes, only once.(3 skills)Words: encourage, abroadPhrases: get sth. back, be abroadⅠTeaching Points1. The main points: (1)&(2) in teaching objectives2. The difficult points:A. “ever, just, already ”, they should be put in the middle of “have done ”B. The difference between the present perfect tense and the past indefinite tenseⅠTeaching Procedure1. Organization of the class2. RevisionBefore we go on to learn the new lesson, let’s go over what we learn in Lesson 2.A. OralGrandma lost library books. If she really lose them, what should she do?Did the librarian have any ideas? What is it?What did they doB. Workbook Ex23. The teaching of the new lessonA. Lesson 3Can Grandma get all her lost books back? Let ’s go on to learn Lesson 3.B. Read Part 1 and answer the following questions:Did Grandma get all her lost books back?How did she get them back?C. Read and learn*Think of: 认为、想起、想出Eg: What do you think of it?I often think of my friends in Beijing.*Encourage sb. to do sth.Eg. The teacher thought a lot about how to encourage his students to study hard.*Pick up: pick it\them up*return sth. to sb.*get sth. from sb.D. Reading practiceE. Retell the storyF. Ask and answerHave you ever picked up a library book? Yes, I have\ No, I haven ’t.Ask the students to ask and answer in pairs by using Part 2 and ask some to do it in class.Teach: abroad, onceDo Wb. Ex1G. Part 3Play and English songT: Have you ever listened to foreign music?Ss: Yes, we have.T: And we have just listened to it.Make sentences by usingRead and learn“I have just ⋯”Teach: copyPoint out the difference between the present perfect tense and the past indefinite tense.The present perfect tense shouldn H. Conclusionthe use of ’t be used together with the past time.“ever, just, already ”in the present perfect tense the difference between the present perfect tense and the past indefinite tense4. HomeworkA. Wb. EX2&3B. Go over the language pointsLesson 4课型：练习课ⅠTeaching Materials3. Language MaterialsWords: spoil, as, screenPhrases: on the computer, find outSentences: I guess somebody else has borrowed it.Could you find out who has taken it?Grammar: The present perfect tenseⅠTeaching Objectives4. Read the whole lesson fluently, and pronunciation and intonation should be right.5. Learn to read the information on the library cards and the computer screen.6. Master the following materials(4 skills) Word: asphrase: on the computer, find outWords: spoil, screen(3 skills)ⅠTeaching Points3. The main points: (1)&(2) in teaching objectives4. The difficult points: learn to read the information on the library cards and the computer screenⅠTeaching Procedure5. Organization of the classToday, we are going to learn Lesson 4. In Lesson 4, we’regoing to talk about the information on thelibrary cards and the computer screen.6. Revision’s go over what we learn in Lesson 3.Before we go on to learn the new lesson, letA. OralHow could Grandma get all her lost books back?the use of the adverbs in the present perfect tense.7. The teaching of the new lessonA. Lesson 4Yesterday, we learned that grandma usually borrowed books from the library. There is a new librarytoday. If you want to read books, how can you find them? Let ’s go on to learn Lesson 4.B. Part1I ’d like you to listen and do Wb. Ex.1C. Part 2Ask the students to write down something about the school librarian and report it to the class. Teach:as He works there as a shop assistant.D. Part 4Learn to read the information on the cards and the computer screen.E. Part 3Listen and answer: What does the boy want to borrow?What’s its name?Who has borrowed it?Read and learn.has borrowed, has taken, has got( the present perfect tense)find outRead and act.F. Part 5Read and learn.G. Checkpoint 1H. Wb. Ex.2&58. HomeworkA. Wb. Ex 3B. Go over the whole unit.Lesson 5课型：讲练课ⅠTeaching Materials4. Functional and notional itemsA. Learn to ask how long sb. has done sth.B. Learn to talk about if someone has been to a place.5. Language MaterialsWords: surf, surfing, surfer, wave, Hawaii, beach, twice, Bondi, none, Newquay, water -ski, canoe Phrases: have a try, since last Wednesday, learn sth. from sb. how to do it, several timesSentences: What ’s ⋯like?How long have you been in Sydney?Have you ever been to ⋯ ?Grammar: the present perfect tenseⅠTeaching Objectives7. Learn to ask questions about something has done8. Read the whole lesson fluently, and pronunciation and intonation should be right.9. Master the following materials(4 skills) Words: surf, surfing, surfer, wave, beach, twice, nonePhrases: have a trySentences: Have you been to Words: water -ski, canoe ⋯? Several times.(3 skills)(1 skill) Words: Hawaii, Bondi, NewquayⅠTeaching Points5. The main points: (1)&(2) in teaching objectives6. The difficult points:A. “ever, just, already ”, they should be put in the middle of “have done ”B. The difference between the present perfect tense and the past indefinite tenseⅠTeaching Procedure9. Organization of the classToday, we ’re going to talk about water sports.2. RevisionRevise the names of the sports they have learnt: roller -skating, skating, jump, race, skiing.10. The teaching of the new lessonA. Lesson 5And swimming is a kind of water sport because you have to swim in the water.Well, what other water sports do you know? LetB. Use colour page1 to teach: surf, surfing, surfer, wave, water -skiing, canoe.C. Part 1’s go on to learn Unit 2 Water sports.Listen and answer: Who can surf, Ted or Bruce?How long has Bruce been in Sydney?Why did he come to Sydney?Who teach Bruce to surf?Read and learn:What’s ⋯like? = How is Since last Wednesday Learn sth. from sb. Have you ever been to Have a try⋯ ? ⋯ ?How to do itD. Read and act.E. Part 2Have you ever surfed?Have you ever been to Hawaii?Ask and answer in pairsLearn: Bondi, Cape Town, Newquay, noneNo one none人单数No one is here人/物单数/复数None of them is here.F. Wb. Ex3. 2 . 1 .G. ConclusionSurf, surfing, surfer, waveH e’s a surfer. Have a tryHow long have you been in Have you ever been to⋯ ? ⋯ ?11. Homeworkwb. Ex 2 P.S.The writing on the blackboardUnit 2 Water sportsLesson 5surf ⅠWhat ’s ⋯ like? = How is ⋯ H?ave a try surfing surfer ⅠHow long have you been in Since last Wednesday ⅠHave you ever been to ⅠNone of us has.l ⋯e a?rn sth. from sb. no one 人/ 单 wave ⋯ n?one 人/物 单/复none of us (true)no one of us (false)Hawaii Cape TownNo one has.Lesson 6ⅠTeaching MaterialsWords: describe, especially, attract, so - c alled, possible, since, part -time, although, fit, prize, competition, event,Olympic, Waikiki, Honolulu, San FranciscoPhrases: all over, large numbers of, no matter, both Sentences: Now it is enjoyed by people all over the world.You can always find surfers out riding the waves.⋯ and ⋯ , give up, ever since, the Olympic GamesIn the morning, he works as a part -time assistant in a surf shop.ⅠTeaching Objectives1. Try to understand the whole passage and read the whole lesson fluently and the pronunciation andintonation should be right. 2. Master the following materials:4Ss Words: describe, especially, attract, so-called, possible, since, part-time, although, fit, prize,competition, event, OlympicPhrases: all over, large numbers of, no matter, both Sentences: Now it is enjoyed by people all over the world.You can always find surfers out riding the waves.In the morning, he works as a part -time assistant in a surf shop.3. Master the following materials:⋯ and ⋯ , give up, ever since, the Olympic Game3Ss Words: Waikiki, Honolulu, San FranciscoⅠ Teaching Points1. The main points: (1) &(2) in teaching objectives2. The difficult points: A. the use of “although ”B. the use of “no matter ”C. the use of “both ⋯and⋯”ⅠTeaching ProcedurePeriod 11. Organization of the classTalk about surfing2. ReviewHave you ever been to Qingdao?Who has ever been to Bondi Beach? None of us.Has anybody water -skied before? Nobody has.3. The teaching of the new lessonA. Lesson 6In Lesson 5, we learned some water sports. Today, we are going to talk about one of them ---- surfing.B. Talk about surfingWhere is the best place for surfing? Why?Have you ever watched people surf?What do you think of it?Ask the students to say something about it.Teach: fit, prize, competitionSurfing will make you fit( healthy). Maybe you can take part in a surfing competition, then you maywin a prize.Part 1 Pre-read Ask and answer then teach: watch sb. do sth.; describe sth.C. Part 2Read and do wb. Ex.1D. Conclusion.fit, win a prize4. HomeworkA. Go over what we learn todayB. Read the passage and find out all the new words, try to guess their meaning.Period 2Teaching Procedure1. Organization of the classLearn the passage2. ReviewWatch sb. do sth.; fit(healthy); win a prize3. The teaching of the new lessonA. Paragraph 1Find out the key sentence. Then learn the new language points.one of ⋯; be enjoyed by sb.; all over the world= everywhere in the world;be famous for\ as; especially; attract sb. to somewhere; large numbers of people(it is used to modifycountable nouns)= a number ofRead this paragraph after the tape and then read it together. Ask some to read it in classB. Paragraph 2Find out the key sentence. Then learn the new language points..Read this paragraph after the tape and then read it together. Ask some to read it in classC. Paragraph 3Find out the key sentence. Then learn the new language points.D. Paragraph 4Find out the key sentence. Then learn the new language points.E. Conclusion4. HomeworkA. Wb. Ex. 2&3B. Retell the storyLesson 7课型：讲练课ⅠTeaching Materials1. Functional and notional itemsLearn to talk about something has done2. Language materialsWords: such, fail, practice, New Zealand, businessPhrases: such great fun, on business, so farSentences: Time flies!H e’s gone to New Zealand on business.ⅠTeaching Objectives1. Learn to talk about something has done.2. Try to understand the content and read the dialogue fluently, the pronunciation and intonation should beright.3. Master the following materials:4 skills Words: such, fail, practice, businessPhrases: so far, on business⋯Sentences: He ’s gone to4. Master the following materials:2 skills Words: New ZealandⅠTeaching Points1. The main points: (1) & (2) in teaching objectives2. The difficult pointsA. such great funsuch+adj. +n.( 不可数/复数)such a + adj. + n.( 可数名词单数)与so 的区别B. have been surfingC. practice sth.\ doing sth.D. gone to & been togone to 去了，强调不在说话地点been to 去过，强调对某地有所了解，可以在说话地点ⅠTeaching Procedure1. Organization of the classWe are going to talk about Bruce and Ted again. In grammar, we are going to talk about the present perfect tense.2. RevisionA. Retell the story in Lesson 6.B. Wb. Ex2&33. The teaching of the new lessonA. Lesson 7In lesson 5, we know Bruce will show Ted how to surf. Can Ted surf now?B. Listen and answerCan Ted surf? What has Bruce been doing every day? Why?When is Ted leaving for home?How about Bruce?Where is Bruce ’s uncle?C. Read and learnTeach: *on Bondi Beach*such great fun: very funnysuch beautiful flowerssuch+adj. +n.(不可数/复数)such a + adj. + n.(可数名词单数) such a beautiful flowerso+ adj. So beautiful a flower如果在数量词“many, much, few, little 前，要”用“so”eg: so much water, so many people* fail (in) the examfail to do sth.=can ’t do sth.eg: fail the exam=not pass the examfail to catch the bus= miss the bus* need more practicepractice: 练习，实践（为不可数名词）如：Practice makes perfect.Practice : 练习（为及物动词）如：practice doing sth.* Time flies.* gone to 去了，强调不在说话地点been to 去过，强调对某地有所了解，可以在说话地点eg: Where is he? H e’s gone to his home.* on businessD. Reading Practice.E. Part 2 Ask and answeryet 用于否定句，一般疑问句及条件状语从句already 用于肯定句，如果用于一般疑问句则表示惊讶的语气F. Answer the questions in groups. Teach: so far: up to nowAsk some to do it in classG. ConclusionH. Wb. Ex 14. HomeworkA. Recite Part 1B. Go over the whole lessonLesson 8课型：练习课ⅠTeaching MaterialsWords: cross, channel, mainland, slow, journey, among, proud, pride, unless, shot, truth⋯but also ⋯Phrases: come true, slow down, be proud of, speak highly of, not onlySentences: Among them were his parents.He is not only the pride of our school, but also the pride of all the people in Hainan.ⅠTeaching Objectives1. Read the passage in Part 3 and try to understand its meaning. Read it fluently and the pronunciation andintonation should be right.2. Finish all the exercises in this lesson.3. Master the following materials as four skills:Words: cross, channel, mainland, slow, journey, among, proud, pride,⋯but also ⋯Phrases: come true, slow down, be proud of, speak highly of, not onlySentences: Among them were his parents.He is not only the pride of our school, but also the pride of all thepeople in Hainan.4. Master the following materials as three skills: words: unless, shot, truthⅠTeaching Points1. The main points: (1) & (2) in teaching objectives⋯如b果ut连al接s o两个⋯主语时，用就近一致原则。
九年级英语上册MODULE 10 同步教案
11-12学年英语：module 10 同步教案（外研版九年级上）一、学习目标：知识目标：能正确使用module 10中的单词和短语；能力目标：能够询问有关健康的信息，表达态度，提供建议；能够谈论保持身体健康的话题。
情感目标：通过了解tony的经历，培养体谅和关爱的态度。
二、重点、难点：2. 掌握下列短语give up, bump into, persuade sb. to do sth.，a bit的用法；三、知能提升：（一）重点单词［单词学习］【用法】n. 锻炼，运动（不可数名词）；练习题，操练（可数名词）【考查点】词义理解。
【易错点】不会区分是可数名词还是不可数名词。
【考题链接】you’d better do morning ______________ every day. it’s good to take lots of ___________.答案：b【用法】v. 疼痛（表示局部的持续的疼痛）pain：常用作不可数名词，指“身体上的或精神上的痛苦”，用于比喻义，指心灵的伤痛，也可指付出努力，常用短语是“have a pain in…”, 意为“（身体某部位）疼”。
如：he has a pain in the head. 他头疼。
hurt：普通用语，既可指肉体上的伤害，也可指精神上，感情上的伤害，表示“疼”时前面加身体部位。
如：—do your arms still hurt? 你的胳膊还疼吗？—yes, they hurt quite a lot. 是的，疼得厉害。
【考题链接】suddenly mr. li began to _____ after the snake bit him.答案：a3. interest【用法1】v. 使……产生兴趣【例句】english interests him. 英语使他产生兴趣。
he interested me in math. 他使我对数学感兴趣。
冀教版九年级英语全册Lesson10TouchtheWorld教学设计
（三）学生小组讨论（500字）
1.教师将学生分成小组，让他们讨论以下问题：
a. What are the main destinations mentioned in the text?
b. How does the author describe the places he visited?
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兴趣和热情。在此基础上，针对本章节"Touch the World"的学情分析如下：
1.知识层面：学生对旅游相关词汇和表达方式有一定的了解，但对于一些专业词汇和特殊表达方式尚需加强。此外，他们对一般现在时和一般过去时的运用需要进一步巩固。
2.理解并运用一般现在时和一般过去时描述旅游经历和感受。
3.运用阅读策略，如skimming, scanning等，获取文章的主旨和大意，提高阅读理解能力。
4.通过听力练习，提高获取关键信息的能力，并能用英语进行有效的信息交流。
（二）过程与方法
1.通过小组合作，培养学生团队协作能力和解决问题的能力。
3.培养学生的跨文化交际意识，使他们尊重并欣赏不同文化的差异。
4.引导学生关注环境保护，让他们在旅游活动中遵循绿色出行、文明旅游的原则。
在教学过程中，教师应以学生为主体，关注学生的个体差异，充分调动学生的积极性，使他们在轻松、愉快的氛围中学习英语，达到教学目标。同时，教师应注重培养学生的综合素质，将知识与技能、过程与方法、情感态度与价值观有机结合，为学生的终身发展奠定基础。
T: Look at these new words and expressions. Can you guess their meanings according to the context? Now, let me give you some examples.
冀教版九年级全一册英语 Lesson 10 教案(教学设计)
Unit 2 Great People Lesson 10 Touch the World单词planetary，writer，educator，blind，掌握本课的词汇和短语。
掌握状语从句和定语从句的运用。
Step 1：Leading-in多媒体展示海伦·凯勒的图片。
T：Boys and girls，look at the picture. Who is she，can you tell me?Ss：Yes. She is Helen Keller.T：Yes，very good. What is she famous for?Ss：(帮助学生回答)She is a well-known writer and educator.T：Yes，Helen Keller is deaf and blind. But how could she overcome it? Ss：...T：OK. Let’s learn Lesson 10 to learn more about Helen Keller. Ready？Go!设计意图：图片导入本课话题，师生互动，激发学生的学习兴趣，创设轻松的学习氛围，开发他们的最大潜能，从而使这堂课在最大程度上达到最高效能Step 2：Pre-readingLook at the pictures and learn the new words.大屏幕展示生词的图片，学习新单词，然后进行“头脑风暴”游戏，看谁记住的单词最多。
Present the new words：planetary，writer，educator，blind，deaf，illness，ability，progress，community，greatly.Show some pictures of the new words on the screen. Ask Ss to try to read these words. 设计意图：图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更直观地理解新单词的含义。
Lesson 10 Touch the World 教案1
通读课文，回答问题。
与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问《示侄孙伯安》诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。
7.Group work
Have you heard of Stephen Hawking, Zhang Haidi or Huang Yangguang? What do you know about them? What can you learn from them? Talk about them.
nguage points
at the age of、fall ill、ability、while, when, as
4.Read and answer
①Who is Helen Keller?
②What happended to Helen Keller when she was nineteen months old?
冀教版英语九年级Lesson 10教学设计
课题
Touch the World
单元
Unit 2
学科
英语
年级
九年级
学习
目标
知识目标：
1. To master the new words: blind, deaf, sight, ccourage, greatly, Planetary Post, well-known=famous, writer(作家);
九年级英语上学期Lesson 10 教案
九年级英语上学期Lesson 10 教案一、教学目标1、知识目标学生能够掌握并正确运用本课时的重点词汇，如“complex”“simplify”“analysis”等。
理解课文中的长难句，能够准确翻译。
2、能力目标培养学生的阅读理解能力，能够快速获取文章关键信息。
提高学生的听力水平，听懂与课文相关的对话。
3、情感目标让学生了解英语语言的多样性和趣味性，激发学习英语的兴趣。
二、教学重难点1、重点重点词汇和短语的用法及记忆。
课文的理解和关键信息的提取。
2、难点复杂句子的结构分析和理解。
如何引导学生将所学知识运用到实际交流中。
三、教学方法1、任务驱动法通过布置各种任务，让学生在完成任务的过程中学习和掌握知识。
2、情景教学法创设与课文相关的情景，让学生在真实的语境中感受和运用英语。
四、教学过程1、导入（5 分钟）先和同学们聊聊他们最近在英语学习中遇到的有趣的事情或者困难，引起大家的兴趣。
比如说：“同学们，昨天我在路上听到两个外国人在聊天，他们的语速超快，我一开始都没听懂，后来仔细听了一会儿才明白，你们有没有类似的经历呀？”然后展示一些与本课时主题相关的图片或视频，比如复杂的英语句子和简单的英语句子对比，引导学生思考英语语言的复杂性和简化的可能性。
2、词汇学习（10 分钟）利用多媒体展示本课时的重点词汇，包括发音、拼写、词义和例句。
让学生跟读词汇，然后进行小组比赛，看哪个小组能最快记住这些词汇。
3、课文阅读（15 分钟）让学生快速浏览课文，回答一些简单的问题，比如：这篇课文主要讲了什么？然后仔细阅读课文，完成一些细节问题，比如：文中提到了哪些复杂的语言现象？组织学生进行小组讨论，交流对课文的理解和感受。
4、语法讲解（10 分钟）针对课文中的长难句，进行语法分析和讲解，让学生明白句子的结构和意思。
给出一些类似的句子，让学生进行练习和巩固。
5、听力训练（10 分钟）播放与课文相关的听力材料，让学生边听边做笔记。
新冀教版初中英语九年级上册Lesson 10 Touch the World优质课公开课教案(3)
To check if they grasp the
main words in the lesson.
Step 5: Group Work
1. Show some pictures of famous disabled people.
Lesson 10 Touch the World
Teaching aims
Knowledge
By the end of the lesson, the students will be able to read, understand and use the new words and phrases e.g. writer, blind, deaf, illness, ability, community, make a lot of progress.
To get to know the key information about the lesson.
To get to know the details about the lesson.
Step 4: Exercise
Fill in the blanks with the correct forms of the words in the box.
Ability
To be able to talk about disabled people and the reason why they should be respected.
Emotion
To encourage them to be brave whenever meet problems.
九年级英语上学期Lesson 10 教案
九年级英语上学期Lesson 10 教案Lesson 10: Making Travel ArrangementsObjectives:- To learn vocabulary related to travel arrangements- To practice making travel arrangements in English- To improve speaking and listening skills through roleplays and conversationsMaterials:- PowerPoint presentation- Travel vocabulary flashcards- Roleplay cardsWarm-up:1. Show pictures of different modes of transportation (e.g. plane, train, car, bus) and ask students to name them.2. Ask students about their favorite mode of transportation and why.3. Introduce the topic of travel arrangements and ask students if they have ever made travel arrangements before.Vocabulary Presentation:1. Introduce new vocabulary words related to travel arrangements using flashcards or PowerPoint slides.2. Practice pronunciation and have students repeat after you.3. Drill the vocabulary words using different methods, such as asking students to match the words with their definitions or playing a game of charades.Conversation Practice:1. Divide the class into pairs and distribute roleplay cards.2. Explain that each pair will act out a travel arrangement scenario using the vocabulary words they learned.3. Encourage students to use the vocabulary in their conversations and to ask and answer questions.4. Monitor and provide feedback as necessary.Group Activity: Travel Planning1. Divide the class into groups of 3-4 students.2. Explain that each group will plan a trip to a specific destination using the vocabulary words and phrases they learned.3. Provide each group with a map, a budget, and a list of activities they can choose from.4. Students must work together to decide on a mode of transportation, accommodation, activities, and create an itinerary for their trip.5. Each group will present their travel plans to the class and explain their choices.Wrap-up:1. Review the new vocabulary words and phrases with the class.2. Ask students if they feel more confident in making travel arrangements in English now.3. Encourage students to continue practicing their English skills by making travel arrangements with friends or family members.Homework:1. Ask students to write a short paragraph about their dream vacation, including the mode of transportation they would use, the destination, and the activities they would do.2. Have students share their paragraphs with the class in the next lesson.。
(九年级英语教案)九年级英语上册Module10同步教案
九年级英语上册Module10同步教案九年级英语教案九年级英语上册module 10 同步教案11-12学年英语：module 10 同步教案（外研版九年级上）●一、学习目标：知识目标：能正确使用module 10中的单词和短语；能力目标：能够询问有关健康的信息，表达态度，提供建议；能够谈论保持身体健康的话题。
情感目标：通过了解tony的经历，培养体谅和关爱的态度。
●二、重点、难点：重点：1. 应用本模块交际用语，如：don’t talk to me about that! good luck! 等。
2. 掌握下列短语give up, bump into, persuade sb. to do sth.，a bit的用法；3. 能掌握whose引导的定语从句。
难点：1. hurt, ache和pain的区别；2. 掌握agree with sb., agree to sth, agree on sth, 与agree to do sth的用法；3. 掌握whose引导的定语从句。
三、知能提升：（一）重点单词［单词学习］1. exercise【用法】n. 锻炼，运动（不可数名词）；练习题，操练（可数名词）take exercise = do sports “进行运动；做锻炼”【例句】(1) he takes exercise every day. 他每天都运动。
(2) we do morning exercises every day. 我们每天都做早操。
(3) there are five exercises for you to do. 你要做5道练习题。
【考查点】词义理解。
【易错点】不会区分是可数名词还是不可数名词。
【考题链接】you’d better do morning ______________ every day. it’s good to take lots of ___________.a. exercise, exercise b exercises, exercisec. exercise, exercisesd. exercises, exercises答案：b解题思路：此题考查exercise的运用，“做早操”是“do morning exercises”，要用复数；“做锻炼”是“take exercise”，exercise是不可数名词，故选b。
英语人教版九年级全册unit 10 教学设计
You're supposed to shake hands. 教学设计（Period 1）Section A 1a-2b一、教学目标知识与能力能够通过听、说环节了解不同国家的人们初次见面时的礼仪方式。
过程与方法利用教学图片、视频等展开课堂教学，帮助学生意识到要在具体的语境中如何运用目标语言和有效的使用肢体语言。
情感态度与价值观帮助学生学习、领会如何尊重他国的习惯和如何礼貌地与他人交流。
二、教学重难点教学重点复习提建议的方法。
教学难点为培养运用目标语言进行口语交际的能力；通过本单元的学习，力争让学生学会运用目标语言向他人介绍中国、西方的餐桌礼仪及中西方在交往礼节上的异同。
（1）学习表达初次见面的相关词汇与句型；描述自己或他人在不同场合应该做什么；讨论不同国家的风俗习惯，如初次见面的礼仪等。
（2）理解、运用be supposed to的结构。
教学难点培养运用目标语言进行口语交际的能力。
三、教学策略（1）语音教学——让学生进行模仿操练；（2）词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；（3）口语教学——采取pairwork问答式的口语交际活动或游戏方式，小组互相操；（4）听力教学——采取图文配对和对话选择的方式进行操练。
四、教学过程Step 1 Warming up师生同唱英文歌曲。
【设计意图】通过唱歌曲吸引学生关注课堂，联想本节课要学习的内容。
Step 2 Presentation教师出示几张图片，引出不同国家的人们初次见面时的礼仪，学习有关礼仪的新单词。
（1）让一位学生按照老师图片上的提示做动作，教师接着说：T: In our country, when you meet someone for the first time, what should you do?T: In China, We should shake hands.= In China, We are supposed to shake hands.（根据图片引出shake hands和be supposed to = should）（2）然后让一个学生问，另一个学生回答，进行问答练习。
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九年级英语上学期Lesson 10 教案Lesson 10 lesson plan for Grade 9 English last semester
九年级英语上学期Lesson 10 教案
前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校
选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据
英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定
合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本
文下载后内容可随意修改调整及打印。
Lesson 10
Language Focus: harm the environment; improve our environment; make our world more beautiful; a piece of beautiful music; come to my ears; pick up; collect rubbish; produce; as soon as; keep our city clean; wherever; Ifs a pleasant way to… ; It's one's duty to do something
Properties: Pictures: Overhead Projector; Recorder
Teaching Procedures:
I. Showing aims
Get the students to know what they will learn in
this lesson and what they will do in this class:
1.To master some useful expressions.
2 .To understand the reading.
3.To think about low to protect the environment.
1.Check the homework.
2.Revise the dialogue from Part 2 in Lesson
9.Get some of the students to act it out in front of the class. Part
1.In small groups, get the students to discuss the questions. Show some pictures of the environment, and have the students look at the pictures and ask: What environment is beautiful? What environment is polluted?
Get the students to talk about the pictures and speak out their own idea. Teach some words: rubbish; spit. . . Have the students guess the meaning by guestures and pictures. Ask some questions like: Have you done anything to harm the environment?
What have you done?
Have you ever done anything to improve the environment?
What have you done?
Have the students discuss the questions in small groups, get the whole class to share their answers.
Read through the text and find the answers to the questions of Exercise 1 in the workbook. Part
2.Speech Cassette. Play the tape for the students to listen and find the answers to questions of Exercise I in the workbook, then check the answers in pairs.
Books open, play the tape again and have the
students read the text along with the tape. Note some useful expressions:
A piece of beautiful music;
Pick up;
Collect rubbish;
Keep our city clean;
Take care of;
Throw . . . onto. ..;
Spit in a public place;
Cut down;
Protect our environment;
Make a contribution to. . . . Exercise
3.In pairs, have the students make dialogues for each picture. Ask some pairs to read their dialogues to share with the class. Exercises for class
Write a passage about how to make our city beautiful. Using the following verbs:
Throw, spit, cut down; pickup, collect, plant,
protect Finish off the exercises in the workbook.
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