九年级unit5第一课时教案

合集下载

Unit5SectionA1a-2c教案：人教版九年级全册英语

Unit 5 What are the shirts made of？教学设计Section A 1a-2c(Listening & Speaking)【教学背景分析】一、课标要求二、单元教学背景分析本节课选自于人教版新目标九年级U5 What are the shirts madeof ?SA1a-2c。

本单元的教学话题是“Things made in China”, 功能是谈论物品由什么制造而成以及产地和制造者等。

主要语法是一般现在时的被动语态，在后面的U6&U7分别还会继续深入介绍一般过去时被动语态以及含有情态动词的被动语态。

本单元将带领学生了解“中国制造”这一全球流行的现象，领略中国的传统艺术文化，比如：孔明灯、剪纸、泥塑等独特魅力。

本单元教材设置内容丰富，难度适中，很容易引起学生的兴趣，将学生带入独特的艺术世界。

将英语学习和中国特色结合起来，也是本单元教材设置的一大特色。

能够极大地激发学生对于中国传统艺术的热爱，使本单元的语言学习更有文化底蕴。

三、单元学情分析学生在之前学习中已经接触过了被动语态，如：U2中A Christmas Carol is a famous short novel written by Charles Dickens. U4中be used to do等表达，大部分学生已经对被动语态有了一定的认知基础，能够在阅读中辨识出被动语态，因此在本单元让学生掌握被动语态的用法并不困难。

另外，通过本次月考发现学生在听说考试中出现的问题。

听的部分最容易在第二节听问句选应答，因为只有一次机会，所以学生在之前的准备时间应该做好充分的听前预测，以便迅速和准确地找到答案。

说的方面在表达部分普遍分值在3分，分析原因是没有策略，不打草稿，临时想怎么说就怎么说，不会充分利用120秒的准备时间。

学生的能力训练渗透在平时的教学中是尤为重要的，所以钛通过平时的训练来加强和提升听说成绩。

九年级英语全册Unit5ItmustbelongtoCarla(第1课时)教案人教新目标版

Unit 5 It must belong to Carla.第一课时： New wordsTeaching and Learning Goals：Learn the new words of Unit5 in one class. Memorize the words by reading and using them. Learn the use of them and try to spell the words in this unit。

Students try to learn how to read and remember the words and phrases ， and howto learn individually and collectively。

Teaching and learning stepsStep 1 Learn to read the words on P148-1491.Students try to read the words using the phonetics by themselves.2.Then read with their partners in groups.3.Get some individual students to read and correct their pronunciations. Follow the teacher because they can hear the teacher pronounce the word clearly and correctly。

4.Read after the tape.5.Read aloud and the teacher walk around to see if they have any question. Get some individual students to read again to see if everyone can read correctly. （设计意图：利用音标读单词是一种能力，9年级学生已初步具有这种能力。

人教版九年级英语全一册Unit5第1课时教案

3. Play the recording again to check the answers.
Work on 2b
1. Let students read the sentences below. Explain some main sentences for the students. Make sure they know what to do.
4) The tea ____________ and sent to many different countries and places around China.
5) People say that tea ___________ ____ health _____ business!
2. Read the conversations and Let students read after the teacher.
3. Explain some new words and main points in the conversation.
4. Ask students to role-play the conversation in groups.
Step 10 Language points
Kolas like leaves.
2. Students discuss with their partner and try to learn the new words.
3. Give students five more minutes to remember the new words.
Work on 1a
3. Play the recording again to check the answers.

2022年外研版九年级上《Module 5 Unit 1 》公开课教案

Module 5 MuseumsUnit 1 Don’t cross that rope!教学目标【知识目标】1. 词汇rule entry missing2. 表示禁止的结构【能力目标】能听懂关于参观博物馆的语言材料以及表示禁止的语言, 能通过相关词汇或图片描述禁止做某事【情感目标】让青少年在亲身体验中学习知识, 培养热爱科学的意识教学重难点【教学重点】1. 领会并灵活使用以下词汇rule rope missing entry等单词2. 掌握重点句型：No smoking Don’t cross that rope No wonder……3. 理解并掌握表示禁止的结构【教学难点】能通过相关词汇或图片描述表示禁止的句子教学过程Step 1 Warming-up1. Show some pictures of the signs.2. Learn the new words.Step 2 Listening and vocabularyFinish Activi ty 1 on page 34.1. Ask the students to look at the pictures on the right in Activity 1.2. Read through the names of the signs.1) Don’t touch. 2) No smoking. 3) No shouting. 4) No photos.3. Match the signs with the rules.4. Check the answers.5. Now work in pairs. Tell your partner the rules.Step 3 Listen and answer the questions.1. Ask the students to read through the questions.1) Where did Lingling find the guide?2) How many people are going to the museum on Saturday?2. Play the recording and ask the students to listen carefully.3. Listen and answer the questions.4. Check the answers.Step 4 Listen and read1. Play the recording and ask the students to answer the questions.1) What room do the children want to visit?2) Are there lots of people in the museum?2. Check(√)the rules mentioned in the conversation.1) Ask the students to look at the pictures in Activity 3.2) Read the conversation again.3) Check (√) the rules mentioned in the conversation4) Check the answers.3. Read the conversation again and find main points.Step 5 Writing1. Write down what you cannot do in the museum.No shouting.Lingling and Betty needed some information for their projects, so they wanted to go (1) ___________ to the Animal Room, but Daming got into trouble at the monkey (2) ___________ . Daming broke the (3) ___________ by shouting and trying to cross the (4) ___________ when he planned to see a monkey with a long (5) ___________. Then they discovered that Lingling’s mobile phone was (6) ___________. The guard told them to go (7) ___________ to the lost and found office. Lingling has to find her phone, or her mother will (8) ___________ her.3) Complete the passage with the words in the box.4) Check the answers.Step 6. Learn “Everyday English〞Me too. No shouting, please!It’s against the rules. That’s no good! No wonder…Step 7 Language points1. No shouting, please! 请勿喧哗!Don’t cross that crop! 不要越过那条绳子!No photos. 请勿拍照.表示“禁止做某事〞. 主要结构：1) No + 动名词No fishing. 禁止垂钓. No parking. 禁止停车.2) No + 名词No entry. 请勿入内. No food and drinks. 请勿饮食.3) 祈使句Don’t make any noise. 不要吵闹.Keep off the grass. 请勿践踏草坪.2. It’s against the rules. 这违反了规定.against是介词, 表示“对抗, 违背, 相反〞, 句中against the rules作句子的表语. 该词可以构成很多词组. 如:Who are you playing against in the next match? 下一场比赛你们和谁对抗？3. That phone is new! I have to find it, or Mum will punish me!那部是新的. 我一定要找到它, 否那么妈妈会惩罚我的.punish v. 惩罚; 惩罚常用结构:punish sb. for sth./doing sth.e.g. He was punished for being late. 他因迟到而受到处分.5. It’s missing! 它丢了!missing adj. 找不到的; 失踪的辨析：lost/missing/gone三者都可表“失去〞. lost是广义的“丧失〞, 包含可找回和不能找回的意思; missing强调某物或某人暂时找不着了(含最终可能找到之意); gone的含义最广,包括“(东西)没了; (时间)过去了; (人)死了〞等,而且语气肯定.[运用]1) ______ time will never be found again.2) Someone reported to the police that a child was ________.3) The old times are ______ forever.Step 8 Pronunciation and speaking1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) No shouting, please! It’s against the rules.2) Because it’s closed.3) There certainly are a lot of rules in this museum.3. Ask the students to listen and underline the words the speaker stresses.4. Now listen again and repeat.Step 9 Discussion1. Read through the example with the class.— Must we keep quiet in the classroom?— Yes. No shouting in the classroom.2. Discuss the rules in your classroom.3. Work in pairs.Step 10 Exercises课堂作业1. Remember the words and phrases in Unit 1.2. Finish the exercises in the workbook.教学反思Unit 3 Language in use教学目标【知识目标】让学生能够使用在本模块所学的单词和短语.【能力目标】总结和理解if条件状语从句.【情感态度目标】在日常生活中能听懂他人的问题和给出建议, 做一个老实的人.教学重难点【教学重点】【教学难点】教学过程Step 1 Revision and lead-inLet Ss look at the pictures and answer the questions to review what they have learnt. Step 2 Language practice and grammarTo master the tense of the adverbial clause of condition.用所给单词的适当形式补全对话1. If I ______(start) the dinner, I ________ (finish) it before I go to bed.2. If you _____(do) these other things instead of your homework, you _______(not have) time to study.3. He thinks something _______(go) wrong if I play games on it.Grammar: If从句(2)一、引导条件状语从句最常用的连词是if, 常见的if条件状语从句表示在某条件下, 某事很可能发生.e.g. If you ask him, he will help you．如果你请他帮助, 他会帮你的.If he does not work hard, he will fail his exams.如果他不努力, 考试就要不及格了.二、If从句的时态1. if从句用一般现在时, 主句用一般将来时.e.g. If he runs, he’ll get there in time.如果他跑着去, 他就会及时赶到那儿.2. if从句用一般现在时, 主句用情态动词+动词原形.e.g. She may come with us if she arrives in time.如果她来得及时, 就可以和我们一道去.三、if 引导的条件状语从句位置灵活, 可直接放在主句后面, 也可以放在句首. 放在句首时, 从句后面要用逗号和主句隔开.e.g. I’ll go to see you if I have time. 如果有时间, 我就去看你.If it rains tomorrow, we’ll stay at home. 如果明天下雨, 我们就待在家里.四、同义句转换用“祈使句＋and / or ＋一般将来时的句子〞转换.e.g. If you work hard, you’ll pass the exam easily.→ Work hard, and you’ll pass the exam easily. 努力学习, 你将很容易通过考试. If you don’t hurry up, you’ll miss the train. → Hurry up, or you’ll miss the train.快点儿, 否那么你就赶不上火车了.Exercises1.If you ____ to the party, you’ll have a great time.A. will goB. wentC. goD. going2. I ______ her the answer if she _______me.A. can tell, will askB. will tell, will askC. would tell, askD. will tell, asks3. -What are you going to do tomorrow?-We’ll go to the library tomorrow if it ______.A. isn’t rainB. rainC. won’t rainD. doesn’t rain4. I’ll give the book to him if he _____ here next Sunday.A. will comeB. comesC. is comingD. cameStep 3 Join the sentences with if●The teacher show Ss how to join the sentences with if.Listen in class, or you will not understand what to do.If you do not listen in class, you will not understand what to do.1. Eat your breakfast, or you will get hungry at school.If you do not eat your breakfast, you will get hungry at school.2. Hurry up! You will be late.If you do not hurry up, you will be late.3. Read the book carefully. Then you will not make mistakes.If you read the book carefully, you will not make mistakes.4. Don’t watch too much TV, or your eyes will hurt.If you watch too much TV, your eyes will hurt.5. Work harder! You will get higher marks.If you work harder, you will get higher marks.●Let Ss write new sentences with if.Step 4 Make a survey1.Think of three problems you have in your schoolwork.2.Make notes about them in the Problem boxes.Now work in pairs. Talk about your problems and give advice to each other. Complete the table.-I can’t speak English well.-If you practise more outside the classroom, you will make progress.Step 5 Complete the sentences so that they are true for you1. Read the sentences carefully.2. Use the correct words to fill in the blanks1 I will be really happy if________________.2 I will do well in English if______________________________.3 My parents will be angry if____________________.4 If it rains next Saturday, I_____________________.Step 6 Complete the conversation with the correct form of the words and expressions in the box1.Read the conversation carefully.2.Now complete the conversation with the words or expressions in the box.Step 7 Complete the passages with the correct form of the expressions in the box1. Read the passages carefully.2. Now complete the passages with the words or expressions in the box.Step 8 Read the problems and give your adviceStep 9 ListeningListen to the conversation and answer the questions.1. What is the girl’s problem?2. Is it a common problem among teenagers?3. What does the doctor advise the girl to do?4. What does the doctor advise the girl not to do?Step 10 Around the worldLearn about the advice columns.Read the passage and fill the blanks.1. Advice columns have been used since ___________________.2. In the past, advice columns could mainly be found in _______________________.3. Nowadays, _______________________are much more popular.Step 11 Writing1. Work in pairs. Write a letter about a problem.2. Decide on advice for the problems in groups.3. Make a problem page.Step 12 PracticeDo some exercises from the entrance exam to senior high schools.1. -Would you like to go shopping with me, Carmen?-I’d love to, ____ you don’t want to go alone.A. untilB. beforeC. if2. You will be late for school ____ you don’t get up early.A. butB. ifC. andD. or3. -Please give Alice the story book ____ you see her.-All right.A. unlessB. orC. butD. if4. If the weather ____ fine, we ___ have a sports meeting this weekend.A. will be; willB. is; willC. was; would5. He will go to the mountains with his parents if it _____ next Sunday.A. won’t rainB. doesn’t rainC. isn’t rainD. will rain6. If she _____ tomorrow, I’ll call you.A. comeB. comesC. will comeD. came课堂作业假设你是Lucy, 你的笔友Mary给你写了一封信, 告诉你她现在的问题, 请你给她写一封回信, 并给她提出你的一些建议.Dear Lucy,I am a good girl but I am not good at studying. I like watching TV so much that I can’t stop myself from watching it. My parents have tried their best to stop me watching TV too much. They argued〔争吵〕with me about it. I was so angry with them that I left home. The problem makes me very sad and I don't know what to do. Can you help me?Yours,Mary教学反思。

九年级英语上册Unit5完整教案

九年级英语上册Unit5完整教案教学重难点Make up a dialogue to find out what art form your partner likes. 教学过程二次备课Step1. Learning aims1.Ask students know more about art.2.Write the correct names of the different art forms in the blanks.3.Make up a dialogue to find out what art form your partner likes. Step 2. check the preview Step 3. Daily report Step4. Lead in and presentation 1. Listen to a song and answer: What is your feeling after hearing the music? 2. Have a free talk T: Music is a kind of art form. Do you know any other art forms? What is it?/ What are they? 3. Show some pictures to teach new words: photography[fə“tɒgrəfɪ]drama4. Read and match There are more pictures about art. Could you tell me the art form of each picture?1）、drama2）、photography3）、painting4）、film 5）、music6）、dance5. Additional:Dance: street danceballetFilm: action film, horror film, romantic filmScience fictionPainting: Chinese painting, oil painting Step 5.Presentation We have different art forms in the world. Do you want to know what Eddie likes? Listen to the tape and try to answer my question. T: Now, read the dialogue, and find out the answers to the following questions.1) What is Eddie doing?2) Why does Eddie stop there?3) Does Eddie think what is more pleasant than art? Step6. Presentation and practice (e to the unit)1. T: Do you think Eddie likes painting very much? Can you guess? Watch and answer 1)、What is Eddie doing now? 2)、What does Eddie think of art? 3)、Has Eddie found anything more pleasant than art? What is it?2. Repeat the conversation after the tape.3. Role play Step7. Presentation and practice 1. In fact, Eddie isn’t interested in art at all. But Millie and Daniel love art. They are talking about their favorite art forms. Listen and answer. 1). What art form does Daniellike? 2). What kind of music does he like best? 3). Who is his favorite singer? 4). Why does he love the singer? 2. Listen and repeat 3. Pair work: Step8 Games Ask the students to think about their favourite art form, then write them on the paper. Introduce your favourite art form and famous people to the class. Step9 consolidation 重要短语（小组核对答案–教师提示重点词组注意点–读背词组）1. 艺术世界2. 令人愉快的事3. 举行一个艺术节4. 谈论他们最喜欢的艺术形式5. 更喜欢流行音乐6. 你最喜爱的歌手7. 流行之王8. 他的音乐才能Listen carefully and think over the questions ,then try to answer them. Listen and read. Step10 Exercises见《课堂追踪》Doing some exercises Step11 Homework 1.Recite the new words. 2.Finish off some exercises . 3.Preview the new lesson.教学反思课题Reading I 教学目标1.To know about Tan dun’s experienc e and his works 2.To know about the biographical styles3.To develop students’ right attitude to life 教学重难点Know about Tan dun’s experience and his works 教学过程二次备课Step1. Free talk Step 2. Lead in and presentation 1、Show a picture and ask: 1. Who is theman? 2. Why was he so excited? 3. What is in his hand? 2、To learn new words and phrases like: poserOscarbe famous/ known for。

沪教牛津深圳版初中英语九年级上册unit5 教案1

② Listen carefully and answer the questions
② Ask students to listen to the recording and deal with some questions
4.Read the text. Finish the summary
on the PPT.
第五 1. Ask students to memorize the new words and follow the tape to read the text 环节 2. Finish the exercises on the text book 课后作业
TB:小初高题库
沪教牛津深圳版初中英语
information required.
3. Students can focus on the knowledge accumulation and learn to
coopearate with one another.
教学重点
1.Learn to understand the text. 2.Understand the new words in the text.
课堂教
Lead in →Pre –reading →While –reading →Post- reading→ Summary. 学流程效果评价与反思
相信自己，就能走向成功的第一步教师不光要传授知识，还要告诉学生学会生活。数学思维可以让他们更理
性地看待人生
TB:小初高题库
be at the studio a TV quize
when recording show
5
a quiz show.

人教版新目标九年级英语Unit5单元集体备课教案

4)The teais packedandsentto many different countries and placesaroundChina.
5)People say that teais good forbothhealthandbusiness!
环节说明:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
4.完成教材3b的任务，要求学生再次阅读短文，回答3b中所提出的问题。(5分钟)
5.再细读一遍3a的短文，写出3c中所给的词分别指代什么。（3分钟）
环节说明:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
教学反思
首备人
九年级组
复备人
课型
课时
A:Whatdid you see at the art and science fair?
B:I saw a modelplane.
A:What is itmade of？
B:It’s made ofsteel.
A:Wherewas it made?
B:It is madeinBeijing.4.大声朗读听Fra bibliotek材料。(1分钟)
Step 3完成教材2a-2d的任务
【操作案例】
1.要求学生翻开课本P34，要求学生听第一遍录音，完成2a，2b的听力任务。(1分钟)
2.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
3.听力内容巩固训练。要求学生根据所听到的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(4分钟)
②The paper is made from trees.

人教版九年级英语上册 Unit 5 教案设计

Unit 5 Grammar FocusClass Type GrammarObjectives 1. To learn and understand the “passive voice in thepresent tense”.2. To better understand and well use the passive voice inthe present tense in practice.Key 1. Are your shirts made of cotton?structure —Yes, they were. And they were made in the US.2. What’s the model plane made of?—It’s made of used wood and glass.3. How is tea produced?—Tea plants are grown on the sides of mountains.4. When the leaves are already, they are picked by handand then sent for processing.Difficulties How to well use the structure about passive voice in thepresent tense in practice.Period 1ProcedureLead-in Read some sentences with the passive voice sentencesunderlined.Step 1 The formation of the passive voice.Step 2 The exchanges between the passive sentences and theactive sentences.Step 3 The four steps of changing the active sentences to thepassive sentences.EarlybirdStep 4 Exercises.1. The exchanges of sentence structures.2. Complete the sentences with the correct words.3. Changing sentences based on the requests.4. Choosing the correct answers.Step 5 The basic sentence structures of the passive voice.1. Subject + be + p.p. + (by …).2. Subject + be + not + p.p. + (by …).3. Be + subject + p.p. + (by…)?4. 疑问词+ be + subject + p.p. + (by…)?Step 6 The using of the passive voice.Step 7 The special attentions about the process of exchangingactive voice to the passive voice.Step 8 Other attentions.Step 9 Pair works.Let Ss make conversations by using the sentences below.A: where is/are …?B: It is/They are … in ….Step 10 More exercises about the grammar focuses.Step 11 Activity 4a.Read and complete the sentences with the correct forms ofthe verbs in brackets.Step 12 Activity 4b.Ask Ss to rewrite the sentences by using the passive voice.Unit 5 Section A-1EarlybirdClass Type Listening, reading and speakingObjectives 3. To learn what materials the things were made of.4. To know what the things are made of and where theywere made.5. To practice talking about the conversations.Key 1. This ring looks nice. Is it made of silver?structure —Yes, and it was made in Thailand.2. What did you see at the art and science fair?—I saw…—What is it made of / from?6. Where is tea produced in China?7. Tea is good for both health and business.Difficulties How to better understand and express the materials and theplaces of these things.chopsticks, fork, blouse, silver, glass, cotton, steel, fair,grass, leaf, produce, widely, processVocabularybe known forPeriod 1ProcedureLead-in Guessing game.Show Ss some pictures and ask Ss to say the name of thesethings in English.Step 1 Discussion:What are these things usually made of?—It is made of …/ They are made of ….Step 2 Activity 1b.Let Ss listen a passage and then to match the products withwhat they were made of.EarlybirdStep 3 Listen again and ask Ss to answer some questionsaccording to passage in 1b.Step 4 Pair works. Make conversations.Show Ss some pictures and give some information, andthen to ask Ss to make conversation by using the sentencesin 1a.E.g. :A: This ring looks nice. Is it made of silver?B: Yes, and it was made in Thailand.Step 5 Activity 2a.Let Ss listen a conversation and check the main topic ofNick and Marcus’ conversation.Step 6 Activity 2b.Let Ss listen again and answer the questions following.Step 7 Pair works.Let Ss suppose that they have just visited a museum or anart fair. And then make conversations by using the sentencestructures in 2a and 2b as the model.Step 8 Activity 2d.Let Ss listen to the tape and ask them to answer thequestions.Step 9 Listen again and read the conversation in the textbook.Step 10 Pair works.Show Ss some pictures with some information and ask Ssto have a discussion.1. What is famous in your city?2. What is it made of?3. Make a conversation using 2d as a model.Step 11 Language points: explain the key words and phrases insection A-1.Step 12 More examples and exercises about the language points.EarlybirdUnit 5 Section A-2Class Type ReadingObjectives 8. To learn about the products in America.9. To know more about the products that made in China.Key 1. No matter what you may buy, you might think thosestructure products were made in those countries.2. He found it interesting that …3. Kang Jian thinks it’s great that China is so good atmaking these everyday things.Difficulties How to know the products showed in America but weremade in China.Product, France, local, avoid, handbag, mobile, everydayno matter, search forVocabularyPeriod 1ProcedureLead-in Revision.Give Ss some phrases and ask Ss to translate them.Step 1 Free talk.Give Ss some information and let them talk about thequestions:1. “If you take a trip abroad, what would you do?”.2. If you go to Switzerland, what would you buy?3. If you go to France, what would you buy?4. If you go to Japan, what would you buy?EarlybirdStep 2 Activity 3b.Let Ss read the passage about the American products andanswer the questions following.Step 3 Read the passage again and answer the questions accordingto the passage in 3a.Step 4 Activity 3c-1.Ask Ss to read the passage again and write what the wordsin bold refer to.Step 5 Free talk.Why are so many foreign firms moving to China?Step 6 Activity 3c-2.Read the passage again and write what the underlinedwords refer to.Step 7 Brainstorm.Show Ss some information about Chinese products.Step 8 Language points: explain the key words and phrases insection A-2.Step 9 More examples and exercises about the language points.Unit 5 Section B-1Class Type Listening and speaking.Objectives 1. To learn the information about kites.2. To learn and understand more information about kitesby listening.3. To practice talking about the conversation.Key 1. Some were painted with colorful…Earlybirdstructure 2. When did you go on vacation?—I went to an international kite festival.—That sounds interesting. What did you see there?Difficulties How to learn and better understand the information ofkites.boss, Germany, surface, material, traffic, postman, cap,glove, international, itsVocabulary fly a kite, be made of,Periods 1ProcedureLead-in Revision.1. Exercises about the exchanges of sentence structures.2. Complete the sentences with correct words.Step 1 Free talk.Show Ss some pictures and information of Weifang andask Ss to talk about the questions:1. Have you ever heard of Weifang, Shangdong province?2. What is it known as?Step 2 Discussion.Show Ss some pictures of kites and ask Ss to think and talkabout what the kites are made of according to the fact thatkite flying is popular with Chinese people.Step 3 Activity 1b.Let Ss listen to a conversation and circle the correctanswers.Step 4 Activity 1c.Let Ss listen again and then write L for Laura and Z forZheng Yun after these sentences.Step 5 Activity 1d.Let Ss listen the conversation again and fill in the blankswith the information they hear.Step 6 Pair works.Let Ss act as Laura and Zheng Yun to have the role-playEarlybirdconversations using the information as followed.e.g.:A: Where did you go on vacation?B: I went to an international kite festival.A: That sounds interesting. What did you see there?B: …Step 7 Free talk.Ask Ss to talk about a festival that they are familiar with.Step 8 Brainstorm (Learning More).1. Four main kinds of Chinese kites with vivid pictures.2. More information about Wei Fang and its kite museum.Step 9 Language points: explain the key words and phrases insection B-1.Step 10 Examples and exercises about the language points.Unit 5 Section B-2Class Type Reading and writingObjectives 1. To understand the passage about the special forms oftraditional Chinese arts.2. To discuss the art form in groups.3. To introduce a special product of art in your own city.My town is famous/ known for …Key… is famous in my town. structure… is/are made of/ from/ with/ by/ in …… is /are used for…… is special because …Difficulties How to know and understand more art forms in China.its, form, balloon, scissors, lively, heat, completeVocabularysuch as, turn into, at a high heat, send out, cover with, riseEarlybirdinto, put … onPeriods 1ProcedureLead-in Free talk.Show Ss some traditional folk or arts and ask Ss to talkabout what kind of traditional arts or folks they know intheir hometownStep 1 Activity 2b-1.Read the passage in 2b and answer the questions following.Step 2 Activity 2b-2.Let Ss read the passage again and complete the chart.Step 3 Show some pictures of learning habits, talk about are thosegood or bad, and give out your reasons.Step 4 Activity 2c.Read the passage quickly and answer the questionsaccording to the information in 2b.Step 5 Discussion.After reading the passage, ask Ss to think and talk aboutthe main parts that this passage can be divided into andgive the reasons.Step 6 Summary of writing orders and structures.Step 7 Specific analyses.Let Ss read paragraph 2, 3 and 4 to answer questions.Step 8 Activity 2d.Complete the sentences using the correct forms of thephrases in the box.Step 9 Free talk.Show Ss some pictures and ask Ss to talk about thequestions:1. Which art form do you think is the easiest? Which is themost difficult? Why?2. Which art form would you like to learn? Why?EarlybirdStep 10 Practice.According to the specific steps of cutting a butterfly, ask Ssto make it on their own and then show their works in class.Step 11 Pair works.Let Ss discuss about the special and famous things in theirhometown with their partner and take some notes.Step 12 Language points: explain the key words and phrases insection B-2.Step 13 More examples and exercises about the language points.Earlybird。

义务教育阶段九年级英语第五单元教案新目标-人教新目标版九年级全册

Unit 5 It must belong to Carla第一课时单元分析与提示教学目标语言目标：1、掌握情态动词must, might, could, can’t的用法；2、学会谈论自己的推理，能灵活运用以下句型的词汇：Whose book is it? It must be Tom’s. It has his name on it.Whose ruler is it? It could/might be Jim’s. He has a blue one.Whose hair band is it? It can’t belong to Mary. Mary has short hair.plate, picnic, belong to, crucial, grateful, disappear, return, lost, owner3、学会用情态动词表达能力、客观可能性以及请求、允许、猜测和征求对方的意见。

4、学会用情态动词表达某人拥有某物认知目标掌握must, might, could, can’t的用法，理解之后通过练习和运用加以巩固。

情感目标1、通过本单元学习使学生学会用自己的生活常识来判断事物。

2、培养学生的逻辑思维和推理能力。

教学重、难点1. can 和could的用法。

1）表示能力或客观可能性，还可以表示请求和允许。

Can you finish this work tonight ?Man can not live without air.2）could也可表示请求，语气较委婉，主要用于疑问句，不可用于肯定句，答语应用can，否定用No,I’m afraid not.Could I come to see you tomorrow ? Yes, you can; No, I’m afraid not3）当表达“某件事已成功”时应用was(were) able to,而不能用couldHe was able to go to the party yesterday evening and he enjoyed himself very much.4）表示惊异、怀疑、不相信的态度（主要用于否定句、疑问句或感叹句）2. may的might的用法3. shall和should的用法4. must 的否定回答用needn’tmay的否定回答用mustn’tMust I hand in my paper today ?No, you needn’t.May I keep this novel for three weeks ?No, you mustn’t教学安排4课时第一课时：Section A 1a, 1b, 1c, 2a, 2b, 2c第二课时：Section A 3a, 3b, 4第三课时：Section B 1, 2a, 2b, 2c, 3a第一课时：Section B 3b, 3c, 4 and Self CheckUnit 5 第二课时Teaching aims本课学会用情态动词表达物品的所有者Teaching of new lesson1、Ask four students to take out the things they broughtjacket, T-shirt, CD, toy car1) Ask the other studentsT: whose jacket is this ? S: Anna’s ?T: I think it could be Anna’s. It might be Anna’s. Let’s ask her. Anna, is this your jacket?S2: No, it’s not mine. It must be Lee’sT: It can’t be Anna’s. it must belong to Lee.2) Ask the students to practice the dialogue with T-shirt, CD, toy carA: Whose … is this?B: Tom’sA: I think it could be Tom’s. It might be Tom’s. Let’s ask him. Tom, is this your …… ?C: No, it’s not mine. It must be John’sT: It can’t be Tom’s. It must belong to John.3) Say: When we talk about things we’re not sure of, we use the words: could, might, can’t and must. And pay attention to the words “belong to John”, don’t say “belong to John’s”2. Point to the picture and ask:Which items in the picture do you know ?Which items are new to you ?Clothing: hat, jacket, T-shirt.Fun things: volleyball, CD, toy car, magazine, bookKitchen things: plate, cups3. Ask the students to connect the items in the three column Section A, 1b.先让学生听第一遍，按要求完成1b,更正答案J ane’s little brother - toy car --- He was the only little kid at the picnic.Mary – book - Wanda Wilbur is her favourite author.Carla – volleyball - She loves volleyballDeng Wen-magazine- He loves cats.Grace – CD – She always listens to classical music.4. Ask the students to practice using the target language.Whose, volleyball, toy car, magazine, book, CD, must be, belong to5. 2a. This activity provides listening practice using the target language.a school T-shirt, a hair band, tennis balls.Kumi’s, Linda’s, Rita’s6. 2b. This activity provides listening and writing practice using the target language written by the teacher.Must might could or can’t7. Extension利用各种各样的实物或图片，模仿听力的对话模式，让学生进行各种猜测。

外研版九年级上册m5u1教案3

情感态度：通过学习公共场所的标识提高遵守公共秩序的自觉性
教学
重难点
重点：
1.学习并能够准确运用against the rules , in trouble, No entry, no good, no wonder等本课相关词汇
2.能够听懂参观博物馆的对话并获取信息；能够听懂指令。
2.能够正确运用表示禁止某种行为的祈使句。
upstairs –downstairs
against the rules no good
No wonder in trouble
教学反思
Most of students have already finished the tasks .
1). Where did Lingling find the guide?
A. from the InternetB. from the newspapers
C. from the magazine
2). What’s Lingling’s homework write about?
A. favourite film B. favourite zoo
Lead the Ss answer the following questions.
Can we touch anything?
Can we entry anywhere?
Can we take photos? Can we talk loudly?
Can we run?
3. Match the signs with the rules
7.Ask students to work in groupssand role-playthe conversation.

九年级英语全册Unit5Whataretheshirtsmadeof第1课时教案

(2) The paper is made from tree.
3. 快速阅读1a表格部分的内容。把物品和可能构成他们的材料匹配起来。
II.感知
体验
感知：Learning tasks“示标定向” 出示这节课的三维学习目标。
(1)学习并掌握下列单词：material, chopstick, cion等
(5) 系动词seem的几种常见结构
(6) be famous for与be famous as的辨析及训练
V. 总结
反馈
1. 引导学生小结梳理知识框架、规律、方法，并对合作小组当堂学习情况进行总结评价，巩固学生所获得的语言知识和经验，让学生在评价中反思，在反思中进步。
Ask one of the students to say what they have learnt.
---It is tea.
---Where is it produced inChina?
---It is produced in many different areas
---How is it grown?
---Well, it’s planted on the sides of mountains.
3、小组合作的教学形式成功体现。复习阶段小组交流，组长检查，互帮互学，班级展示时，几乎都是优生带差生，表明英语低的学生在融入课堂。课堂新课时的呈现优生回答学生重复，体现了学生间带动作用。练习阶段学生表演争先恐后，各组都积极发言，发言时个别同学声音有点小，不够流畅。
III.强化
巩固
1.机械操练 (Mechanical Drills)
(1)要求学生翻开课本P34
放录音一遍，完成2a，2b的听力任务。
听第二遍录音，并逐句进行跟读。

九年级(上)Unit5第1课时教案

单元题目Unit 5 It must belong to Carlar. Words闫茂芳Learning goals:Train students’abilities of listening, reading and recognizing the words on Page149 by having them listen to tapes, work in pairs and ask the teacher for help.设计意图：让同学们明确本节课的学习目标Step I Learn to read the words on Page 1491. Have students read the words by themselves and try to find out the ones they can’t pronounce and then write them down2. Let the students work in groups(4 in one group) to learn the new words they can’t pronounce each other, and then write down the ones they all can’t pronounce.3. Ask the students to write down the words they all can’t read on the blackboard. And then ask the students who can read to teach. The teacher teaches the ones that all the students can’t read.4.Let the students read after the tape.5. Get the students to read by themselves again, and then ask some students to read in front of class. Make sure most students can read the words correctly.设计意图：：通过学生的自主学习，合作探究活动来进行学习，提高学生的自学能力。

人教版新目标九年级英语Unit5教案,讲义

Unit 1 How do you study for a testSection A1. How do you study for a test? 你怎样为考试做准备？2. by 1）通过…..方式（途径）。

（by doing sth 通过做某事）例：I learn English by listening to tapes. 2）在…..旁边。

例：by the window/the door 3）乘坐交通工具例：by bus/car4）在……之前，到……为止。

例：by October在10月前5）被例：English is spoken by many people.6) 由于by mistake 7) 连接one by one 一个接着一个3. ask：1) ask sb (not)to do sth .请某人（不要）做某事2) ask sb about sth .询问某人关于某事He asked me about the meeting.3) ask for…. 请求/要……如：I’ll ask for two days off. 我将请两天假。

4) ask sb for sth 向某人请求/要某物ask the teacher for help 向老师求助4. practice doing 练习做某事She often practice speaking English. 她经常练习说英语。

5. What/ how about +doing sth.? 做某事如何？6. aloud / loudly / loud1）aloud: adv,强调发出的声音能被听见，意为“出声地”或“大声地”，常与read,call连用，无比较级和最高级。

He read the story aloud to his son.他朗读那篇故事给他儿子听。

2）loud: adj/adv “响亮的/地；大声的/地；高声地”，侧重发出的声音大，传得远。

牛津译林版九年级英语上册Unit 5 Task 示范课教案

13.Students write their own articles.
14. Students correcteach other’s article in pairs.
活动层次
迁移创新之想象与创造、判断与评价
效果评价
通过观察学生填问卷的情况，了解学生将所学知识迁移至自身的情况。
通过评估学生的作文，了解学生对知识的掌握情况，并在适当的时候提供指导和帮助。
10. Students read the passage and work out the structure of the passage.
11. Students summarize the useful sentences in the passage.
活动层次
应用实践之分析与判断
效果评价
观察学生对文章结构的分析情况，了解其对文章结构的理解程度。
Unit 5Artworld
Period7Task
一、教学内容分析
该板块的活动主题是“我最喜欢的艺术形式”，呈现了一份调查问卷和Sandy描述自己最喜欢的艺术形式的文章。
二、学情分析
学生学习本课时已经完成了本单元前面几个板块内容的学习，积累了一些艺术形式的表达，也明白了艺术给人带来的魅力，但对如何描写自己的故事框架缺乏整体的认知，不知如何扩充细节让自己的文章更加饱满。
三、教学目标
通过本课时的学ቤተ መጻሕፍቲ ባይዱ，学生能够：
1.通过讨论分析范文，总结归纳故事描写的文章结构。
2.正确使用所学结构和表达写一篇描述自己最喜欢的艺术形式的文章。
3.分析与评价同伴的作品，了解多元艺术形式。
四、教学重难点
【重点】
1.通过讨论分析范文，总结归纳故事描写的文章结构。

仁爱版九年级英语下册Unit5-Topic1-Section-A教案

仁爱版九年级英语下册Unit 5 Topic 1 Section A教案Section AThe main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Teaching aims and demands 教学目标1. Master some new words and phrases:tourist, fetch, introduce, lie in2. Learn the attributive clause (with the use of that, which):(1)China is a big country that has about 5,000 years of history.(2)If you want to learn more, I can fetch you Guide to China. It’s a book which introducesChina in detail.3. Learn about geography of China.4. Train the students in loving our homeland through learning about geography of China.Ⅱ. Teaching aids教具录音机/五岳的美丽的图片/幻灯片Ⅲ. Five-finger Teaching Plan五指教学方案Step 1 Review 第一步复习(时间:15分钟)1. (幻灯片出示兵马俑、西湖、长城的图片，通过对风景名胜的复习教学生新词attract和tourist,并为1a对话的学习进行铺垫。

)T: What’s this?Ss: It’s Terra Cotta Warriors.T: What do you think of it?S1: It’s one of the great wonders.T: What’s this?Ss: It’s the Great Wall.T: What do you think of it?S2: It’s great. Many people visit it every year.I hope I can go there some day.T: What’s this?Ss: It’s West Lake.T: What do you think of West Lake?S3: It’s beautiful.2. (教师总结呈现新词:attract, tourist。

Module5unit1Don'tcrossthatrope!.教案英语九年级上册

外研版九年级上册Module 5 unit1 Don't cross that rope！教案Objective:➢To enhance students' understanding of imperative sentences and cautionary language.➢To develop students’ability to discuss and interpret rules and safety measures in various contexts.➢To improve listening, speaking, and critical thinking skills through contextual activities.Materials Needed:✓Textbook: Foreign Research Series, Grade 9, Module 5, Unit 1.✓Interactive whiteboard or projector.✓Handouts with exercises and scenarios for group activities.✓Audio/visual equipment for listening exercises.Lesson Duration: 45 MinutesLesson Plan:Introduction(1)Start with a question: “What are some places where you might see asign that says, 'Don't cross that rope!'? What might happen if you do?”(2)Briefly introduce the topic of safety and rules, highlighting theimportance of imperative sentences.WarmUp Activity1)Show pictures of various warning signs and ask students to guesstheir meanings.2)Discuss the importance of following such signs and theconsequences of ignoring them.Reading and prehension(1)Have students read the main text in the textbook individually.(2)Conduct a class discussion to check understanding and to discuss thecontexts in which rules and warnings are necessary.Grammar Focus1)Present a lesson on imperative sentences, focusing on form andusage, especially in cautionary or advisory contexts.2)Provide examples from the text and have students create their ownsentences based on different scenarios.Listening Exercise(1)Play a short audio clip (from the textbook or another source) thatincludes examples of imperative sentences and cautionary language.(2)Conduct a listening prehension exercise, asking specific questionsabout the situations and advice given.RolePlay and Discussion1)Divide students into groups and give them different scenarios wherethey have to use cautionary language (e.g., acting as a lifeguard, a museum curator, or a tour guide).2)After roleplays, have a discussion about the importance of clearmunication in ensuring safety.Group Work: Creating Safety Posters(1)In groups, students create their own safety poster for the school,using imperative sentences and cautionary language learned in the lesson.(2)Allow groups to present their posters and explain the rules they'vechosen to include.Homework AssignmentAssign students to write a paragraph on a situation where they encountered a warning sign or had to give someone else a warning, explaining what happened and the language used.Closure1)Summarize the day's lessons, emphasizing the importance ofunderstanding and adhering to warnings for safety.2)Preview the next unit or topic.Assessment:(1)Participation in class and group discussions.(2)Creativity and accuracy in roleplay scenarios and poster creation.(3)Homework paragraph demonstrating understanding of imperativesentences and cautionary language.。

牛津译林版英语九年级上册Unit5教案教学设计

（五）总结归纳
1.教师带领学生回顾本节课所学内容，强调重点词汇、短语和语法知识。
2.学生分享学习收获，教师给予肯定和鼓励，并提出改进建议。
3.教师总结：This lesson, we have learned how to talk about our dreams and goals in English. Remember, achieving our goals requires not only hard work, but also perseverance and courage. Keep your dreams in your heart and take practical actions to make them come true.（本节课，我们学习了如何用英语谈论我们的梦想和目标。记住，实现我们的目标不仅需要努力，还需要坚持和勇气。把梦想放在心里，付诸实践行动，让它们成为现实。）
5.通过学习本章节，使学生明白，英语学习不仅是掌握一门语言，更是了解世界、拓宽视野的途径，激发他们学习英语的兴趣和热情。
二、学情分析
九年级的学生已经具备了一定的英语基础，掌握了基本的语法知识和词汇量，具备了一定的听说读写能力。在此基础上，他们对个人目标和未来规划有了更深入的思考，但可能缺乏明确的方向和实现目标的动力。针对这种情况，本章节将从学生的实际出发，结合他们的兴趣和需求，引导他们探索个人目标，并学会用英语表达自己的梦想和计划。
3.能够理解和运用目标达成所需的语法结构，如："How can we achieve our goals?", "What do we need to do to reach our dreams?"。
4.提高听力技巧，能够理解并准确抓住与目标、梦想相关的信息。Байду номын сангаас

人教版英语九年级上册Unit5第1课时教案与反思

第一课时SectionA(1a－2d) 知人者智，自知者明。

《老子》原创不容易，【关注】，不迷路！重点单词chopstick n．筷子coin n．硬币fork n．餐具；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 n．钢；钢铁fair n．展览会；交易会grass n．草；草地leaf n．(pl.leaves)叶；叶子produce v．生产；制造；出产widely adv.广泛地；普遍地process v．加工；处理n．过程重点短语bemadeof由……制成(可以看出原材料) bemadefrom由……制成(看不出材料本身) bemadein在……(地方)生产beknown/famousfor因……闻名/出名both...and...……和……都byhand用手；手工allovertheworld世界各地重点句子1.—Isitmadeofsilver？—Yes，anditwasmadeinTadefrom？这幅画是用什么做的？3.Well，asfarasIknow，teaplantsaregrownontountains.嗯，就我所知，茶树种在山坡上。

4.ItseemstanypeopleallovertheworlddrinkChinesetea.似乎全世界许多人都喝中国的茶。

教学难点区别bemadeof/from/in/by，由此引入到一般现在时的被动语态的学习根据句意及音标提示写出单词及其汉语意思。

1．Manywesterners，businessmen，andtouristsputasidetetal.__银__ 3．Todelplaneismadeofusedwoodand__glass__/glɑːs/.__玻璃__4．London'sOlympicStadiumisdesignedtobelikeabowlandte.__钢铁__ 5．Weorganizedabook__fair__/feə(r)/ontebooksandCD.__交易会__环节1 新课导入T：Pleasetakeoutt？Canyoutellmewadeof？Andwade?S1：Mypencilismadeofwood.ItismadeinCybooksaremadeofpaper，andtadefromtree.…设计意图：师生通过对日常生活用品构成材料、产地等的提问和回答，顺利引入到新的对话和听力练习当中。