九年级英语Unit 1-14 默写版说课材料

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人教版九年级英语《Unit 1How can we become good learners？》说课

人教版九年级英语《Unit 1How can we become good learners？》说课稿1一. 教材分析人教版九年级英语《Unit 1 How can we become good learners?》是本册教材的起始单元，旨在帮助学生掌握学习方法和策略，提高学习效率。

本单元的主题是探讨如何成为优秀的学习者，通过对话和活动，引导学生了解并实践一些有效的学习策略，如预习、专注、总结等。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣和积极性。

二. 学情分析九年级的学生已经具备了一定的英语基础，对学习策略有一定的了解。

但同时，部分学生可能对英语学习失去了兴趣，学习积极性不高。

因此，在教学过程中，教师需要关注学生的个体差异，调动学生的积极性，引导他们发现并实践有效的学习方法。

三. 说教学目标1.知识目标：学生能掌握本单元的生词和短语，理解并能运用所学语法知识进行简单的交流。

2.能力目标：学生能通过听说读写等多种方式，提高运用英语进行交际的能力。

3.情感目标：学生能认识到学习方法的重要性，培养良好的学习习惯，提高学习效率。

四. 说教学重难点1.教学重点：本单元的生词、短语和语法知识。

2.教学难点：如何引导学生运用所学知识进行实际交流，以及如何帮助学生养成良好的学习习惯。

五. 说教学方法与手段1.教学方法：采用任务型教学法，通过小组合作、角色扮演等方式，引导学生积极参与课堂活动。

2.教学手段：利用多媒体课件、图片、实物等辅助教学，提高学生的学习兴趣。

六. 说教学过程1.导入：通过提问方式引导学生思考学习方法的重要性，激发学生的学习兴趣。

2.呈现：展示与本单元主题相关的图片、实物等，引出本节课的学习内容。

3.操练：分组进行角色扮演，让学生在实际语境中运用所学知识。

4.巩固：通过完成任务、小组讨论等方式，巩固所学知识。

5.拓展：引导学生总结有效的学习方法，分享自己的学习经验。

6.总结：对本节课的主要内容进行总结，布置课后作业。

人教版九年级英语Unit 1说课稿：第一课时

书山有路勤为径，学海无涯苦作舟
人教版九年级英语Unit 1 说课稿：第一课时
说课是教学改革中涌现出来的新生事物，是进行教学研究、教学交流和教学探讨的一种新的教学研究形式，下面是一篇人教版九年级英语Unit
1 说课稿：第一课时，希望可以帮助到大家!
一、课题：(新目标)九年级英语Unit1 How can we become good learners?
SectionA1a---2c
本节课是本学期的第一节课，它的作用就显得格外重要。

面对新的面孔，面对新的班级，一切都是陌生的，那幺上好第一节课，对我来说至关重要。

那幺怎幺来上好这一节课呢?首先，让我们一块看一下教材分析。

二、教材分析
本节课的中心话题是谈论怎样来学习“Talk about how to study”,具体的目标
语言是: How do you learn
English? I study by doing sth.
从语言上看，本部分的语言结构相对单一，仅要求掌握“by+动词-ing 形式”
即可，但具体的短语内容却非常丰富，可利用这一时机引导学生滚动复习七、八年级学过的相关短语和搭配。

如果这一部分建构好了，便为后续的学习奠定良好的语言基础。

在情感态度上，借助本部分的学习，帮助学生自我反思英语学习方法，主动调整自己的学习方法，鼓励他们成为积极主动的学习者。

本部分结束时，学生应该重点掌握哪些内容呢?下面我们一块看教学目标。

三、教学目标
知识目标：
(1)熟练掌握下列词汇：textbook, conversation, aloud, pronunciation,sentence
书中自有黄金屋，书中自有颜如玉。

九年级英语14单元(说课稿)-经典教学教辅文档

Unit 14 I remember meeting all of you in Grade 7. Section A (1a—2d)说课稿一、说教材(教材分析):本单元是人教版九年级(全一册)的最初一个单元。

教材以“校园光阴”为话题,经过“分享过去的回忆和经历,展望将来、畅想将来”为主题展开学习。

本单元旨在创造一个一个轻松、愉快的学习、交流环境,经过听、说、读、写来培养先生综合运用所学知识的能力。

毕竟经过在有效的课堂理论活动中,在具体语境中,学习新的词汇和词组,复习学过的语法。

二、说学情(先生分析、考情分析):(一)、先生分析:作为九年级第二学期的先生,对于英语的基本学习方法差不多都能掌握和灵活运用,但是此时距离中考仅剩两个多月,在繁重紧张的学习中,能有一个回望本人过去,展望本人将来的机会就要好好利用,无疑是“万紫丛中一点红”。

经过本单元的学习,让他们懂得珍重友谊、爱护保重剩下的中先生活,同时经过励志教育激发先生学习热情,提升班级凝聚力,全力以赴冲刺中考。

(二)、考情分析:1、写作部分:2015云南中考英语作文(Grow up with.....谁伴我成长);回望过去2014云南中考(My Plan for the coming school year 初中结束一年内的打算);展望将来2013云南中考(A Talk to myself 和本人谈谈);回忆过去,展望将来2015昆明中考英语作文(A wonderful friend 一个出彩的朋友);回忆过去2014昆明中考(Let me tell you my dream 让我告诉你我的梦想)。

展望将来从中考来看,近三年的作文写作中,基本语法、词汇、句型均和本单元有密切联系,应密切关注。

2、语法部分:本单元设计的语法点有:a、非谓语动词;b、普经过去时;c、如今完成时;d、普通将来时;e、宾语从句。

是中考英语单选、完型、写作的必考点,必需要纯熟掌握和灵活运用。

人教版英语九年级全册Unit14SectionBReading说课稿

人教版英语九年级全册Unit14SectionBReading说课稿
一、教材分析
（一）内容概述
本节课为人教版英语九年级全册Unit 14 Section B Reading部分。本单元围绕“节约能源，保护环境”这一主题展开，通过阅读文章、听力练习和口语交流等形式，让学生了解能源的重要性，提高环保意识。本节课在整个课程体系中具有承上启下的作用，既是对前面所学知识的巩固，也为后面学习相关环保话题打下基础。
3.家庭调查：让学生调查家里的节能措施，并撰写调查报告，培养实践能力。
作业的目的是让学生在课后继续巩固所学知识，提高语言实际运用能力，同时培养他们的环保意识和拓展知识视野。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用以下布局和风格：
1.布局：板书分为左、中、右三个部分。左侧列出关键词汇和短语，中间展示文章结构和主要观点，右侧呈现语法知识点和例句。
3.电子白板：实时展示学生的作品，便于师生互动、生生互动，提高课堂参与度。
4.小组讨论板：用于记录小组讨论过程和成果，便于分享和评价。
（三）互动方式
我将设计以下师生互动和生生互动环节：
1.师生互动：
（1）教师提问，学生回答，引导学生在思考中学习。
（2）教师示范，学生模仿，指导学生正确运用语言知识。
（3）教师评价，学生反馈，促进学生的自我完善。
2.生生互动：
（1）小组讨论：针对课文内容或拓展问题，进行小组讨论，培养学生的合作精神和批判性思维。
（2）小组分享：各组展示讨论成果，其他组进行评价，提高学生的表达能力和评价能力。
（3）角色扮演：学生模拟真实情境，进行角色扮演，提高语言实际运用能力。
四、教学过程设计
（一）导入新课

人教版九年级英语可用unit1---14单元知识点

2017人教版九年级英语可用U n i t1---14单元知识点(总74页)-CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面，使用请直接删除人教版九年级英语各单元知识点Unit1《 How can we become good learners?》Section A一、短语1.by介词，“通过…(方式,手段)”by making flashcards 通过做单词抽认卡by doing sth 通过…..方式（途径）。

例：I learn English by listening to tapes.②在…..旁边。

例：by the window/the door③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.2.read the textbook读/看教科书3.make vocabulary lists 列生词表4.listen to tapes听磁带5.ask sb for help向某人求助6.study for a test为备考学习7.watch videos观看录像8.practice sth练习某事;practice doing sth练习做某事Do you ever practice conversations with friendsI have to practice speaking English everyday.9.read aloud朗读10.that way=in that way 通过那种方式11.improve my speaking skills 提高我的会话技巧12. too…to…太….而不能…It’s too hard for me to understand the article.= It’s so hard that I can’t understand the article.13. for example=for instance 例如14. ask about询问有关…;ask sb about sth向某人询问/打听有关….We asked them about the best ways to learn moreEnglish. I want to ask about the use of the newmachines（机器）.15. watch/see/hear sb do sth 观看/看见/听见某人做过某事;watch/see/hear sb doing sth 观看/看见/听见某人正在做某事He can watch actors say the words.Can you hear him singing in the room16. 辨析:sometime ;sometimes ;some times ;some time①sometime在将来/过去的某一时间I’ll speak to him about it sometime. 我会找个时间和他谈谈这事.I met her sometime last year.去年的某个时候我见过她.② sometimes = at times有时,偶尔It is sometimes hot and sometimes cold here.He sometimes writes to me.③some time A.一些时间:It will take you some time to walk there.B.在未来的某时=sometime: Phone me some time next week下个星期什么时候给我打电话吧.④some times一些次,几次I've told him the thing some times.17. join短语:①join sb加入到某人的活动中去②join in+活动项目"参加…活动" I'd like to join in the game.③join+组织机构"加入到某个组织机构,成为其中的一个成员"join the Party（党）; join the League（团）,The best way to improve your English is to join an English club.18. have fun 玩得高兴19. not at all 一点也不20. get excited 高兴、激动21. end up (vi.) 结束; 告终; 结果 ; 最后end up doing sth.We end up taking a taxi there .我们结果乘出租车去了那里.We sometimes end up speaking in Chinese.(以说汉语结束对话) 22. do a survey 做调查;do a survey about针对…做调查I'm doing a survey about learning English. 我在进行学习英语的调查。

新目标九年级英语第一单元说课稿

人教版新目标九年级Unit 1 How do you study for a test ? 说课稿一、背景新目标初中英语教材采用任务型语言教学（TASK-BASED LANGUAGE TEACHING）模式，融会话题、交际功能和语言结构，形成一套循序渐进的生活话的学习程序。

以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。

强调从学生的学习兴趣、生活经验和认知水平出发，形成一种师生交往、积极互动、共同发展的过程。

让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，形成积极的学习态度，促进语言实际运用能力的提高。

二、课题：九年级英语（新目标）Unit1 How do you study for a test ?Section A (1a—2c)三、教材分析1）本课在教材中的地位及作用本单元的中心话题是Talk about how to study 目标语言是:How do you study for a test? I study by doing sth.这是本单元的重点也是难点.，围绕礼貌的聊天话题展开听说会话练习。

通过谈话表达如何选择适合自己的学习方式。

本节课既是本单元的基本语言内容，又为本单元B部分知识扩展和综合语言运用奠定坚实的基础。

因此，上好本节课对后面几课时的学习至关重要。

通过呈现——展示——讲解——理解——操练——运用这几个环节，循序渐进地描述学习方法，灵活地运用句型。

2）教学目标： 1.Master the key words and phrases.2.Learn to talk about how to study……？ .3.Learn to make use of “You can do sth/I study by doing sth？3）教学重难点：1.Words and expressions in this unit .2. How to make conversations freely using the target language.3.Master the usage of key sentences structure.4）情感目标： 1.Encourage student to communicate with others about study ways .2. Enjoy helping sb who is in difficult and giving advice5）教学准备：teaching cards , pictures , a tape recorder四、教学方法用计算机辅助教学，以任务型教学法为主体，以小组活动，两人协作为依托。

人教版九年级英语Unit-14 说课稿

Unit 14 I remember meeting all of you in Grade 7.说课稿（一）一.教材分析本节课是初中英语新教材第14单元的第一课时，本单元的核心话题为“talk about past memories and experience”，围绕着谈论过去三年的美好记忆及对未来的憧憬，以pair work，group work等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，学习remember的用法为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达的记忆及一些经历，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识。

二.学生情况分析通过两年的学习，九年级学生大多数已有了相对较扎实的英语功底，形成了自己学习英语的方法和习惯，本班大多数学生都能使用目标语言进行会话交流。

但由于九年级平时学习任务重，时间紧张，他们对英语的习趣和热情已不像七八年级那样高涨。

也有部分学生对英语失去了兴趣，但他们有较强的模仿和记忆能力，且对于新事物的接收能力比较强。

本节课要面向全体学生，对学生进行听说能力的训练和提高学生在任务中学习的能力，同时也要提高学生的应试能力。

三. 教学目标：1. 知识与技能目标：1) 分享学生们在过去三年的美好记忆及经历。

2)使学生掌握remember的用法。

2. 过程与方法通过使用一些旧照片及电子白板放映的图片唤起学生在过去三年的美好记忆，通过使用结对活动和小组活动完成我的教学目标。

3.情感态度价值观目标：让学生对于他们的未来有很好的规划，憧憬高中及大学的生活，完成他们的理想目标，让学生了解到同学间的友谊是无价的。

四、教学重难点1. 教学重点：1)掌握本课时中出现的生词survey, row , keyboard, instruction, double.2) 分享初中三年的美好记忆及难忘的经历。

3）憧憬未来，向往以后美好的生活。

Unit1重点单词短语句型默写2023-2024学年九年级英语默写笔记(人教版)教学设计(人教版)

-拓展学习：利用老师提供的拓展资源，进行进一步的学习和思考。
-反思总结：对自己的学习过程和成果进行反思和总结，提出改进建议。
教学方法/手段/资源：
-自主学习法：引导学生自主完成作业和拓展学习。
-反思总结法：引导学生对自己的学习过程和成果进行反思和总结。
作用与目的：
-巩固学生在课堂上学到的Unit 1的重点单词和短语，以及英语交流技能。
教学实施过程
1.课前自主探索
教师活动：
-发布预习任务：通过在线平台或班级微信群，发布Unit 1的预习资料，包括PPT、视频和文档等，明确预习目标和要求。
-设计预习问题：围绕Unit 1的重点单词和短语，设计一系列具有启发性和探究性的问题，引导学生自主思考。
监控预习进度：利用平台功能或学生反馈，监控学生的预习进度，确保预习效果。
Unit 1重点单词短语句型默写2023-2024学年九年级英语默写笔记(人教版)教学设计(人教版)
学校授课教师课时源自授课班级授课地点教具
教学内容
本节课的教学内容来自人教版九年级英语上册Unit 1，主要包括以下重点单词和短语：how are you, what's the matter, I'm fine, thank you, not too bad, what's your name, nice to meet you, how old are you, I'm eleven, are you a student, yes, I am, no, I'm not, where are you from, I'm from China, nice to meet you too, how do you spell your name, and so on.

人教新目标英语九年级全册Unit1全单元说课稿

4.榜样激励：邀请优秀学长学姐分享英语学习经验和职业规划，为学生树立榜样，激发他们的学习动力；
5.个性化教学：关注每个学生的特点和需求，给予个性化的指导和建议，帮助他们找到适合自己的学习方法，提高学习效果。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。选择这些方法的理论依据如下：
（2）掌握一般将来时和情态动词的用法，能运用所学语法知识进行句子构建；
（3）提高听力水平，能够理解并获取他人关于未来规划和职业理想的信息；
（4）提高口语表达能力，能够用英语进行自我介绍，表达个人的职业理想和规划。
2.过程与方法目标
（1）通过小组合作、讨论、分享等方式，培养学生的合作意识和团队精神；
（2）通过听力、口语、阅读等多种教学活动，提高学生的英语综合运用能力；
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.呈现词汇：通过图片、实物等辅助手段，呈现本节课的核心词汇和短语，让学生在直观感知中记忆和理解。
2.语法讲解：结合具体例句，讲解一般将来时和情态动词的用法，让学生通过模仿和实践，掌握语法知识。
3.对话展示：展示与本节课话题相关的对话，引导学生关注对话中的语言表达，学习如何在实际语境中运用所学知识。
板书在教学过程中的作用主要有：帮助学生梳理知识结构，强化重点和难点；作为视觉辅助工具，帮助学生记忆和理解；为学生的课堂笔记提供参考。
为确保板书清晰、简洁且有助于学生把握知识结构，我将遵循以下原则：
1.突出重点：只列出关பைடு நூலகம்信息，避免冗余内容。
2.逻辑清晰：按照知识点之间的逻辑关系进行布局，使学生更容易理解。
（3）如何引导学生关注职业规划，树立正确的职业观念。

人教版九年级英语全册说课稿：Unit1sectionA

我计划设计以下师生互动和生生互动环节：
1.师生互动：教师提问，学生回答，教师给予反馈和指导。此外，教师还可以参与学生的讨论，了解学生的学习进度，及时调整教学策略。
2.生生互动：小组讨论、角色扮演、同伴互助等。这些环节可以让学生在合作中学习，相互借鉴，提高语言表达能力。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用清晰、简洁的布局，主要内容分为三个部分：词汇、语法和句型。左侧列出本节课的核心词汇，中间突出一般现在时的语法结构，右侧展示常用的句型表达。板书风格将采用图文结合，用不同颜色粉笔标注重点，使知识结构一目了然。
板书在教学过程中的作用是帮助学生梳理知识结构，强化记忆。为确保板书清晰、简洁且有助于学生把握知识结构，我会遵循以下几点：
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
1.教学重点：
（1）词汇：使学生熟练掌握与生活习惯和健康相关的词汇，如exercise, habit, influence, fitness, routine等。
（2）语法：一般现在时的用法，以及how often, how long等引导的特殊疑问句。
3.课后评估教学效果，关注学生的反馈，了解他们在学习中的困难。
课后反思与改进措施：
1.分析学生的学习情况，调整教学策略，以提高教学效果。
2.加强对学生的个别辅导，针对他们的薄弱环节进行针对性教学。
3.定期组织口语表达练习，提高学生的口语能力。
4.与其他教师交流教学心得，借鉴优秀的教学方法，不断提升自己的教学水平。
人教版九年级英语全册说课稿：Unit1sectionA
一、教材分析
（一）内容概述
本节课是人教版九年级英语全册Unit1 Section A的内容。在这个课程体系中，本单元主要围绕生活中的日常习惯和健康生活方式展开，旨在帮助学生学会用英语表达自己的生活习惯，并了解如何过上健康的生活。本节课在整个课程体系中起到承上启下的作用，既是对前面所学知识的巩固，也为后面学习相关话题打下基础。

期末Unit+1-Unit14知识点梳理课件河北省邢台市2023-2024学年人教版九年级英语全册

重点语法：
“花费”：
sb. spend sometime on sth./ doing
sb. pay some money for sth.
Sth. cost sb. some money
It takes sb.
sometime to do sth.
是……的 6.finish doing sth.完成做某事 7.practice doing sth. 练习做某事 8.keep doing sth.一直做某事 9.have trouble (in) doing sth.做某事有困难 10.try to do sth. 尽力/设法做某事｜ try doing sth. 尝试
26.look up 查阅；抬头看 27.the meaning of ……的意思 28.take notes 记笔记 29.read a lot 大量阅读 31.do grammar exercises 做语法练习 32.keep a diary in English 用英语写日记 33.increase reading speed 提高阅读速度 34.make mistakes 犯错误 35.get the pronunciation right 使发音准确 36.be born with 天生具有 37.whether or not 是否；无论 38.depend on 取决于；依赖 39.research shows=studies show 研究表明
29.the Lantern Festival 元宵节 30.the beginning of ……的开始 31.go to ……for a vacation 去……度假 32.be similar to 与……相似 33.wash away 冲走洗掉 34. the Mid-autumn Festival 中秋节 35.shoot down 射下 36.call out 大声呼喊 37.the tradition of ……的传统 38.at night 在夜里在晚上 39.one……the other……一个……，另一个… 40.Father’s Day 父亲节 41.have to 必须不得不 42.play a trick on sb 捉弄某人 43.the spirit of ……的精神 44.care about 关心 45.wake up 醒来

人教版英语九年级全册Unit1SectionA3a,3b说课稿

人教版英语九年级全册Unit1SectionA3a,3b说课稿
一、教材分析
（一）内容概述
本节课为人教版英语九年级全册Unit1SectionA3a,3b的教学内容。整个课程体系中，九年级全册是初中阶段英语学习的最后阶段，Unit1SectionA3a,3b作为全册的第二部分，主要讲述了一个关于环保的故事，通过故事引导学生了解环保的重要性，提高他们的环保意识。主要知识点包括：一般过去时的被动语态、特殊疑问句的构成和用法、介词短语的运用等。
二、学情分析导
（一）学生特点
九年级的学生正处于青少年时期，他们具有好奇心强、求知欲旺盛的特点。在这个阶段，学生的认知水平已经有了较大的提高，他们能够理解和掌握较为复杂的知识。在学习兴趣方面，大部分学生对英语保持较高的热情，愿意积极参与到英语学习中。然而，在学习习惯方面，部分学生可能存在拖延、不够主动等问题，这对他们的学习效果产生了一定的影响。
（三）互动方式
在师生互动环节，我计划采用提问、回答、讨论等方式。通过提问，我能够了解学生的学习情况，引导他们思考和探索。通过回答，学生能够巩固所学知识，提高他们的语言表达能力。通过讨论，学生能够交流思想，培养他们的合作精神。在生生互动环节，我计划采用小组合作、角色扮演等方式。通过小组合作，学生能够共同完成任务，提高他们的团队协作能力。通过角色扮演，学生能够将所学知识运用到实际情境中，提高他们的语言运用能力。
（二）新知讲授
在新知讲授阶段，我会逐步呈现一般过去时的被动语态和特殊疑问句的知识点。首先，我会通过短剧中的对话示例，引导学生发现一般过去时的被动语态的构成和用法。然后，我会用PPT展示特殊疑问句的构成和用法，通过实际例句让学生理解和掌握。在讲解过程中，我会鼓励学生积极参与，提问和回答问题，以加深他们对知识点的理解。

(完整版)新目标英语九年级全册纯英文说课稿[吐血推荐LETL]

Unit1How do we deal with our problems?1.Key points1)vocabulary:deal,unless,duty,easily，influence,friendship,lose,development,face 2)structure:W e can deal with our problems by learning t o forget.2.Difficult pointsverb+by with gerund3.Ability ObjectsEnable Ss t o solve problems in different ways.Learn t o use dictionaries4.Moral ObjectsLearn t o face the challenges like famous people5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upEveryone has problems.The most important is how t o deal with our problems.If we don’t solve the problems,they will affect our study and our family.Then we can’t be happy.Can you think of any problems you have had recently?T ell a partner how you dealt with them?S tep2.Pre-readingLook up the meanings of the following words in a dictionary.Deal unless unfair affect solve challengeStep3.While reading1.Read quicklyAsk Ss t o scan the passage and co me up with the general idea of each paragraph:1)We have many ways t o deal with our problems.2)We can solve a problem by learning t o forget.3)We can solve a problem by changing it into a challenge.4)We can solve a problem by think of something worse.2.Read carefullyAsk Ss t o read the passage carefully and answer the following questions:1)What will happen if you are always angry with your friends?2)What can we learn from children how t o deal with a problem?3)Why do students complain abo ut school?4)How can we find our problems are no t terrible?1/24Step4.P ost-reading,Get Ss t o watch the video on S tephen Hawking and ask Ss what they can learn mo r e from this clever scientist.Step5.DiscussionGet Ss t o work in groups and discuss which way of dealing with problems is the best?And then list mo r e ways on the Bb.Step6.homeworkWrite abo ut problems/accidents when you dealt with before.Blackboard Designdealunlessdutyeasily influence friendshiplose developmentfacedeal withbe angry withdecide n ot to do sthcomplain a bo u twith the help of…Unless we deal with ourproblems…It is our duty to…Let’s n o t worry a bo u t…Let’s face the challengeinstead.2/24Unit2He used to cause a lot of trouble?1.Key points1)vocabulary:death,cause,himself,patient,mak e a decision,waste,take pride in, attention2)structure:He didn’t use t o give his mother any problems.He has been working hard and is one of the best students.2.Difficult pointsbe used t o do sthIt was exactly what I needed.It is very important for parents t o be there for their children.3.Ability ObjectsEnable Ss t o analyze their trouble and mak e a decision t o change it.4.Moral ObjectsT o mak e a right decision t o change problems.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming up1)Everyone has problems.When I was young,I didn’t like school.After my mother told me the importance of study,I decided t o study hard and mak e much progress and success.T ell your partner abo ut a time your parents helped you with a problem. S tep2.Pre-readingGuess the meanings of the following words by using the context. death,cause,himself,patient,mak e a decision,waste,S tep3While reading1.Read quickly1)Ask Ss t o scan the passage and put these sentences into the correct places in the reading.2)Read the passage again and ge t the main idea of each paragraph:①Martin used t o be a“problem boy after his father’s death.②His mother was very patient and tried t o help him.③Martin started t o change after the phone call④Now Martin has really changed.2.Read carefullyRead the statements and decide“true”,“false”or“d on’t know”.1)Martin’s father didn’t use t o help him.D2)artin didn’t like the boarding school.T3/243)What his mother said changed Martin’s mind.T4)Martin feels good himself now.TStep4.P ost-readingGet Ss t o read again and retell the passage with the following sentences:1)Before his father’s deat h…2)After his father’s death…3)Now…Step5.DiscussionWork in groups and tell others the problems you are facing and ask them for advice on how t o deal with them.S tep6.HomeworkMake the conversation between Martin and his mother on the phone.deat h ge t into trouble with cause mak e a decision himself take pride inpatient pay attention t o waste feel good about oneself attention He used t o be“a pr oblem child”.She didn’t give up helping him.It was exactly what I neededIt is very important for sb t o do sth.4/24’Unit3 Should I be allowed to make my own decision?1.Key points 1)vocabulary:in the way, achieve, race, taught, importance, succeed, care abo ut 2)structure:I think I should be allowed t o mak e my decisions for myself.Being a professional is the only thing I have ever wanted t o do. 2.Difficult pointspassive voice with modal verb should 3. Ability ObjectsEnable Ss t o analyze reasonable advice.4. Moral ObjectsLearn t o analyze and take some reasonable advice. 5. T eaching Aids Multi-mediaT eaching Procedures S tep 1.W arming upIn your group, discuss the following the questions. How old is a teenager?What are some of the rules that a teenager should obey ?Step2. Pre-readingLook at the title of the reading. Answer Y es/No. Find o ut how many in your gr o up agree with you.Step3. While reading 1. Read quicklyAsk Ss t o scan the passage and answer the following question: Why don ’t Liu Yu ’s parents let him practice running too much? 2. Read carefullyRead the statements and circle “true ”, “false ” or “d on’t know ”. 1) Liu Yu ’s parents are against running. F 2) Liu Yu is unhappy that his parents won t let him practice running. T 3) Liu Yu thinks he will succeed in achieving his dream. T4) Liu Yu can win a gold medal in the marathon of Olympic Games. DStep4. P ost -readingAsk Ss t o mak e sentences with the following phrases: g e t in the way of … be serious abo ut s pe nd time on Step5. Discussion5 / 24sGet Ss t o discuss if Liu Yu should be allowed t opractice running. Usethe information in the reading t o support your opinion.S tep 6. HomeworkMake an article abo ut a famous person. Write abo ut his/her childhood and how he/she be came successful.Achieve in the way race mak e a decision for oneself realistic care abo ut taught be allowed t o do sthimportance achieve one ’dr eamsucceed These hobbies can ge t in the way of school work.W e have nothing against running.I should be allowed t omak e my decisions for myself.6 / 24Unit4What would you do if…?1.Key points1)vocabulary:co m e out,cover,press,deep,downstairs,correct,burn,knee,pain,hurt, offer,refuse2)structure:If I were you,I’d talk to your friend about the danger s of smoking.2.Difficult pointsthe subjunctive mood3.Ability ObjectsEnable Ss t o deal with problems using what they know.4.Moral ObjectsEnable Ss t o think of ways t o deal with problems and protect themselves.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upLet Ss watch the video“Jerry and T om”and answer the following questions:1)How many problems and accidents did Jerry have?2)If you were Jerry,what would you do?Step2.Before readingDiscuss the following questions and take notes.1)What kind of accidents do you know of?2)What is the biggest problem a teenager has?T each the new words:first-aid co me out…Step3.While readingIf you couldn’t deal with the problems,what should you do?Help Ss t o answer:I could have a first-aid book in my home.1.Read quicklyAsk Ss t o scan the passage and discuss the following questions:1)Why is cold water helpful t o treat a small burn?2)Why would it be danger ous t o meet an“Internet friend”alone?2.Read carefullyRead the statements and circle“true”,“false”or“d on’t know”.1)Y ou can cover the cut with wet paper.F2)If someone fell down and couldn’t move,try t o help it ge t up.F7/243)Y ou can meet him/her anywhere because you are afraid of nothing.T4)We should refuse a cigarette at a party.T5)When you g e t pimples,you’d better have enough rest.Step4.Post-readingAsk Ss t o find and study some new words and expressions through the context or by looking them up in a dictionary.Step5.DiscussionCan you think of more“accidents”and“problems”?And what advice would you give to Dr Robinson’s book.Please work in groups and write down your ideas.Step6.Summary and homeworkMake an article t o give advice on“accidents”and“problems”you have ever had.T ell us what happe ned?What did you do?Did you ask for advice? Did the advice help?cover co me outpress a lot of experience deep in lots of situations downstairs by accident correctburnkneepainhurtofferrefuse What would you do if…If I felt pain,I will stop running.Of course you should refuse.8/24Unit6I only eat food that tastes good.1.Key points1)vocabulary:taste,mainly,stay away,actually,laboratory,itself,cancer,increase,risk, biscuit,main2)structure:I prefer not t o eat too much food that is fried.The main thing is t o have a good balance.2.Difficult pointsThe attributive clause with that and who.3.Ability ObjectsEnable Ss t o express preferences.4.Moral ObjectsKeep healthy by eating a balanced diet.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upWhat food did you have for breakfast today?What food do you prefer?Whose breakfast is the healthiest?Get Ss t o discuss and give reasons.S tep2.Pre-readingAsk Ss t o discuss the following questions:1)Are you a vegetarian?2)Do you only eat food you like?S tep3.While readingA g r o up of young people are discussing t he same question.What are their opinions?1.Read quicklyPlease read the passage quickly and find out who eats a balanced diet? Laura eats a balanced diet and is a strict vegetarian.2.Read carefullyRead the statements and judge“true”or“false”.1)P eter only eats food that tastes good.T2)The burnt b arbecued meat can increase the risk of cancer.T3)A vegetarian only likes vegetables.F9/244)Laura never eats meat.T5)T ony prefers t o only food that he likes.TStep4.Post-reading1)Read the passage again and find out t he thing that good for us and things that are bad for us.Step5.Do a class surveyGet Ss t o work in pairs and find out partners’diets and then mak e a short report.For esample:Jack is a strict vegetarian.He only likes fruits and vegetables.He never eats meat and never drinks Cola…Step6.HomeworkWrite a p assage abo ut what we should eat or drink t o k eep healthy.taste stay away mainly k eep healthy actually t o be honest laboratory in ag r eement itself the risk of cancer cancer,I only eat food that tastes good.I prefer no t to eat too much food that….The main thing is t o have a good balance.10/24Unit7I’like to sail across the Pacific.d1.Key points1)vocabulary:sail,Pacific,findings,thousands of,as soon as possible,continue, programming,report,dr eam2)structure:Some students would like t o work as soon as possible.2.Difficult pointsI’d like t o….I’d love t o….I hope….3.Ability ObjectsEnable Ss t o talk a bo ut the hopes and dreams.4.Moral ObjectsHold on t o your dreams.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upDo you have hopes and dreams,boys and girls?Ask Ss t o write down their hopes and dreams,then ask some students t o read them out.S tep2.Pre-readingAsk Ss t o discuss the following questions and mak e a note.How can you achieve your dreams?Step3.While reading1.Read quicklyAsk Ss t o scan the passage t o ge t the structure of the p assage as follows:1)What are the hopes of teenagers?2)What are the dreams of teenagers?3)Conclusion.2.Read carefullyRead the statements and circle“true”or“false”.1)All the teenagers would like t o go t o college after finishing education.F2)Some Ss would like t o start work as soon as possible.T3)Some Ss hope t o continue studying after finishing school.T4)Many students dr e am of becoming famous.F5)It’s important t o hold on t o your dreams t o mak e them t o co me true.T11/24Step4.Post-readingAsk Ss t o read again and answer the question:What is important t o students abo ut the work they do?Step5.DiscussionDiscuss the following question in small groups with reference t o the reading.Is there anyone in the world who has no ho pes or dreams?Step6.homeworkWrite down a dr eam you have and how you’ll achieve it.sail thousands of I’d like t o….Pacific as soon as possible I’d love t o…. findings according t o I hope….continue,be willing t o programming dr eam of report hold ond r eamIt was clear from thesurvey that12/24Unit8I’send you a photo of lucky.ll1.Key points1)vocabulary:fill,organization,disabled,pleasure,blind,deaf,imagine,shut,carry, specially,fetch2)structure:An organization was set up t o help disabled people.2.Difficult pointsPart of speech.3.Ability ObjectsEnable Ss t o use parts of speech.4.Moral ObjectsLearn t o offer help.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upAnimals are our friends.Have you got an animal pet?Do you like your it?Why do so many people k eep animal pest?What can animals do for people?Get Ss t o discuss and tell their opinions t o the class.S tep2.Pre-readingT oday,we’ll read a letter.There are many kinds of letters.Can you tell us how many kinds of letters you know?How is a letter different from an article?Get Ss t o discuss and list three defferences.Step3.While reading1.Read quicklyWell,read this letter quickly and tell what kind of letter it is?Ask Ss t o scan the passage t o answer the question:It is a thank-you letter.2.Read carefullyRead the statements and circle“true”or“false”.1)“Animal Helpers”is set up t o help poor people.F2)Disable people are blind and deaf.F3)Miss Li donated money t o“Animal Helpers”.T4)Lucky can fetch things for disabled people.T5)Liz Smith bought Lucky from“Animal Helpers”.F13/24Step4.Post-readingAsk Ss t o find some new words and point out each one’s part of speech. Step5.DiscussionGet Ss t o talk abo ut what other animals can be trained t o help people. Write it down and read it t o the class.Step6.Summary and homeworkWrite a short reply t o Liz Smith.Offer t o help her more.Say why and what you are able t o help her.fill fill with I’d like t o thank you organization help sb o ut for….disabled cheer sb up It would be possible for pleasure at once t o have specially trained blind thank for doing dog.deaf run o ut of money imagineshut Y our donation is appreciated.14/24Unit9Do you know when basketball was invented?1.Key points1)vocabulary:active,create,wooden,knock,divide,basket,metal,below,towards, develop,rise,risen2)structure:It’s played by millions of people.2.Difficult pointsPassive voice.3.Ability ObjectsEnable Ss t o talk a bo ut the history of basketball.4.Moral ObjectsLearn sth from invention and ge t ready t o serve the society.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upAre you interested in sports?Can you say the name s of sports in English?Let Ss have a memory challenge“How many sports can you say in English?”S tep2.Pre-readingHow many different kinds of sports can you think of in China?List8 sports played in China.Rank them in the order of popularity.Step3.While reading1.Read quicklyAsk Ss t o scan the passage t o answer the question:What is the aim of basketball?The answer is for players t o ge t the ball into the bask et which has net hanging from a metal hoop.2.Read carefullyRead the statements and circle“true”or“false”.1)Basketball is very popular everywhere in China.T2)An American teacher invented basketball.F3)Players may use the backboard t o guide the ball into the basket.T4)The first basketball game was played in1936.F5)The num be r of foreign players in NBA has increased.TStep4.Post-reading15/24sAsk Ss t o draw a mind-map with the information from the reading. Step5. DiscussionWould you like to play on China ’national basketball team on day? Make a list of good and difficult things about being a basketball player.Step6. Summary and homeworkWrite a passage abo ut what you should do if you want t o be an NBA player .active much-loved It is enjoyed by many create divide into people.w oo d e n hang from His class was asked t o knock guide intoinvent a game.divide move towardsbask et metal below towardsIt is believed that …16 / 24Unit11Could you please lend me your pen?1.Key points1)vocabulary:alright,direct,order,lend,lead,wonder,trouble,offend2)structure:I wonder if you can help me.2.Difficult pointsIndirect questions.3.Ability ObjectsEnable Ss t o choose suitable language.4.Moral ObjectsLearn t o use suitable language.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upDo you often have too much homework?If you need help with your homework,how would you ask these people? Y our parents:Y our teachers:Y our friends:S tep2.Pre-readingDiscuss the language you used t o ask for help with your homework.W as it the same each time?If not,discuss why not?Step3.While reading1.Read quicklyAsk Ss t o scan the passage and ge t the main idea of each paragraph. 2.Read carefullyRead the statements and circle“true”or“false”.1)Knowing how t o ask for information politely is important.T2)“Where are the restrooms?”sounds mo r e polite.F3)How t o ask for information politely is not difficult.T2)Y ou can ask your teacher like this,“Where is my book?”F3)The suitable language you need depends on your grammar.FStep4.Post-readingAsk Ss t o role play the situations mentioned in the reading.Ask the other17/24students t o think abo ut the relationships between the speakers and listeners.Step4.DiscussionNow,let’s have a discussion.T alk in groups and describe some suitable situations when you are in Shanghai World Expo.Step5.Summary and homeworkMake up two conversations that happen in Shanghai World Expo.alright ask for Could you please tell direct depend on me where the restrooms order in some situations are?lend lend sb sth Do you know where my lead lead in to..book is?.wonder in order not t o…troubleoffendI wonder if you can helpme..18/24Unit12Y ou are supposed to write quickly.1.Key points1)vocabulary:rubbish,seek,chatline,online,type,form,symbol,beside,e-mail,fiddle, experiment,proper2)structure:E-mail English is suppo sed t o be used on mobile phone.2.Difficult pointsPassive voice/be suppose d to+infinitive3.Ability ObjectsEnable Ss t o use E-mail English.4.Moral ObjectsLearn t o cooperate with others.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upLet Ss chantWhat are you suppo sed t o do in China?W e’re supposed t o shake hands.Shake hands,shake hands.What are you suppo sed t o do in Japan?W e’re supposed t o bow backs.Bow backs,bow backs.Step2.Pre-readingAsk Ss if they can read the following expressions and how t o write them in English.How RU?CU!BTW CUL8rStep2.While reading1.Read quicklyAsk Ss t o scan the passage and ge t the2kinds of email English Abbreviation and homo pho ne.2.Read carefullyRead the statements and circle“true”or“false”.1)Many E-mail English words look like rubbish.T2)E-mail English is use t o save time.T3)WBQ would mean with best questions.T4)E-mail English is suppose d t o be used in class.F19/245)Emoticons can be use t o show your feelings.TStep4.Post-readingRead the p assage again and answer the following questions:1)Why is email English being used nowadays?2)How many forms are used t o write email English?Can you give an example for each one?Step4.DiscussionGive Ss sentences,and ge t them t o discuss in groups t o write them in email English.Step5.homeworkWrite a no t e t o some friends using e-mail English.rubbish look unfamiliar t o us ICQ mea ns I seek you. seek combine with Y ou are s u ppos e d to chatline be suppose d t o type quickly.online at the proper time type be rude t o do sth formsymbolbeside Y our teacher will no t be pleased if…...20/24Unit13Receiving money makes me uncomfortable.1.Key points1)vocabulary:purple,purse,guilty,tastes,saying,thought,count,art2)structure:Receiving a purple purse mak es me embarrassed.2.Difficult pointsMake sb+adjective.Make sb+infinitive.3.Ability ObjectsEnable Ss t o talk a bo ut the feeling of receiving gifts.4.Moral ObjectsLearn t o understand other people’s feeling.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upT:Hello,everyone.In this September,you will be high school students. It’s a big step in your lives.W ould you like t o ge t some gifts t o celebrate it? Ss:Yes.T:What would you like t o have?Ss:I’d like t o have a comput er/mobile phone.Get Ss t o talk in pairs.S tep2.Pre-readingAsk Ss the following questions and ge t them t o discuss in pairs.If you receive a gift from your best friend,how will you feel?What do you think of receiving gifts?Step3.While reading1.Read quicklyAsk Ss t o scan the passage and answer the question:Why d o e s receiving money mak e me feel uncomfortable?2.Read carefullyRead the statements and circle“true”or“false”.1)Receiving money might mak e people feel embarressed.T2)Guo Xiaojing really liked the purple purse her parents gave her.F3)Han Ling used t o wear the sweater because she liked it very much.F4)John Wilson thinks it is good idea t o give money as a gift.F5)Receiving gifs is even harder than giving gifts.TStep4.Post-readingChoose an adjective from the reading that expresses a feeling.T o“mak e the word your own”,write a bo ut a time when you felt this way.Step5.DiscussionImagine you have two classmates,Tina and Peter.They are having a birthday soon.Discuss t o choose the best gifts for them.Step6.Summary and homeworkWrite a short article abo ut your own experience on receiving gifts.1)What was the gift?Who gave it t o you and why?2)How did feel when you opened it?purple the art of giving It really made feel purse t o be honest embarrassed.guilty t o mak e things easier This made feel guilty. tastes have some tho ught behind it It’s the thought that sayingcounts.tho ug htcountartUnit14He’already visited the place where his ancestors lived.s1.Key points1)vocabulary:ancestor,overseas,homeland,government,organize,so far,southern, villager,strongly,purpose,step2)structure:I’ve really enjoyed the trip so far.2.Difficult pointsPresent perfect tense with already/yet.3.Ability ObjectsT rain students’reading and writing skills．Enable Ss t o talk a bo ut recent events.4.Moral ObjectsChina is our homeland.Wherever we are,we never forget we are Chinese．5.Teaching Aids Multi-media A projectorT eaching ProceduresS tep1.W arming upLet Ss enjoy the song“Sailing”After playing the song,ask Ss what they feel after enjoying the song? Elicit the overseas people think of the ho me t o w n very much and they are eager t o g e t back hometown.S tep2.Pre-readingAsk Ss the following questions and ge t them t o discuss in pairs.Do you have family me mbe rs who live outside China?Do you think“ancestors”are important?Step2.While reading1.Read quicklyAsk Ss t o scan the passage and answer the question:What do overseas Chinese think of the summer camp pr ogram---In Search of Roots?2.Read carefullyRead the statements and circle“true”or“false”.1)Robert can speak Chinese quite well.F2)The pr ogram has br ought lots of students t o foreign countries.F3)The most exciting part of the trip is going t o the village.T2)Robert Qian was in China.F3)The pr ogram In Search of Roots began in1980.TStep4.Post-readingGet Ss t o work in groups and discuss how they feel after reading this article.Then mak e a report.Step5.DiscussionSuppose two overseas Chinese students have co me t o your town.Discuss and write a report that includes the following information:1)What have you already shown them and why?2)What important things you haven’t shown them ye t?Step6.homework1)Read the passage again for further comprehension.2)Imagine you are Robert.After returning from China,you write a letter t o your friend abo ut the“In Search of Roots”.Blackboard Designancestor overseas homeland government organize southern so farthousands ofthe two-week campgo for walksthanks t olook forward t o doing sthRobert has c o me t o visithis ancestors’homeland.It has been a great trip.I have really enjoyed thetrip so far.。

新人教版九年级英语Unit1---14单元知识点总结(良心出品必属精品)

九年级英语Unit1《 How can we become good learners?》知识点【短语归纳】1. have conversation with sb. 同某人谈话2. too…to…太……而不能3. the secret to………的秘诀4. be afraid of doing sth./ be afraid to do sth. 害怕做某事5. look up 查阅6. repeat out loud 大声跟读7. make mistakes in 在……方面犯错误8. connect ……with…把……和……连接/联系起来9. get bored 感到厌烦10. be stressed out 焦虑不安的11. pay attention to 注意；关注12. depend on 取决于；依靠13. the ability to do sth.. 做某事的能力【单元知识点】1. by + doing ：通过……方式（by是介词，后面要跟动名词，也就是动词的ing形式）2. talk about 谈论，议论，讨论The students often talk about movie after class. 学生们常常在课后讨论电影。

talk to sb= talk with sb 与某人说话3. 提建议的句子：①What/ how about +doing sth.?做…怎么样？（about后面要用动词的ing形式，这一点考试考的比较多）如：What/ How about going shopping?②Why don't you + do sth.? 你为什么不做…？（注意加黑的部分用的是动词的原型）如：Why don't you go shopping?③Why not + do sth. ?为什么不做…？（注意加黑的部分用的是动词的原型）如：Why not go shopping?④Let's + do sth.让我们做…吧。

九年级英语Unit14说课稿

九年级英语第十四单元说课稿Unit14.Have you packed yet?说课题目:现行教材初中英语九年级Unit14. Have you packed yet? 本课的中心话题是为旅游做准备。

通过为旅游做准备，使自己养成勤于思考，善于总结的好习惯。

整个说课我将分成四部分进行讲述：即说教材、说教法、说学法、说教学环节。

一、说教材（一）教材解说本单元主要分为A、B两部分。

Section A是基本的语言内容，Section B是知识的扩展和综合的语言运用。

我说课的内容是A部分基本的语言内容和文化知识(1a-2c),主要是通过Preparing for a vacation引起话题，要求学生会谈论自己最近已发生的事情。

（二）教学目标的确立不但要完成教学任务，还要有效地培养学生的创新精神和实践能力，确立如下的教学目标：1．知识目标：A:掌握词汇：watered, travel， guidebook, beach towel, bathing suit, refrigerator, cleaned out ,turned offB:掌握句型：Have you packed the camera yet? Yes , I have already packed the camera .2．能力目标：A:学会谈论已经完成和还未完成的事情。

B:学会使用already和yet，并能在实际情境中简单的运用，培养学生应用英语进行交际的能力。

3．情感目标：通过对本节课的学习，增强实际交际能力，开阔视野。

（三）重点和难点：1.重点：基本单词，词汇和句型。

2.难点：能够运用现在完成时谈论自己已经完成和还未完成的事情。

二、说教法（1）情境教学法通过多媒体课件上的图片、动画导入新课。

（2）听说教学法通过听录音，模仿对话来巩固句型，加强听说训练。

（3）任务教学法通过Pairwork, Role play 强化所学的知识。

三、说学法要教学生学会学习，才是每一个从教者的目标。