九年级英语学教案Unit61111

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英语人教版九年级全册unit6教案

Unit 5What are the shirts made of?第一课时Section A(1a～2d)教学设计知识目标课堂环节§自主学习案翻译下列词组。

1．由……做成be__made__of/be__made__from2.在某地制造be__made__in__3．艺术和科学展览the__art__and__science__fair4.飞机模型a__model__plane5．因……出名be__famous__for/be__known__for6．在山边上on__the__sides__of__mountains7．手工制作by__hand8．世界各地all__over__the__world9．对……有好处be__good__for10.在过去in__the__past11.据我所知as__far__as__I__know§课堂导学案Step 1 准备与热身(Preparation)播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。

T: Who invented paper first?S1：Cai Lun invented it in Han Dynasty.T: What was paper made of then?S2: It was mainly made of bamboo.T: Was it easy for people to make paper then?S1：No, it was very difficult then.T: What is paper made of now?S3: It's mainly made of wood, bamboo, and cotton.…Step 2 呈现与输入(Presentation)1．要求学生翻开课本P33页，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。

人版新目标九年级英语Unit6单元教学案

人教版新目标九年级英语Unit6单元教案第 6 单元教材分析一、单元教材分析本节课的主要话题是谈论历史上的发明物。

二、单元总体目标：1.知识和技能目标：1）谈论历史上的发明物2) 掌握本课单词和短语be made of /be made in；了解一般过去时态被动语态的结构和用法。

2.过程与方法目标：1）能运用所学知识练习被动语态的句式。

2）能用所学句型进行交际练习。

3.情感、态度和价值观目标：培养学生的听说演等能力及合作学习的意识。

三、单元重点：教学重点: 熟练掌握be made of ； be made in 的运用。

四、教学难点：被动语态的运用及构成。

五、单元教学方法:采用Concluding, Role playing 和 Comparing 的学习策略，来展开课堂pairwork 问大师的口语交际活动和讨论活动来谈论名人所采用的学习方法。

词汇教学：情景操练，反复使用。

口语教学；师生互动，生生互动，对话练习，交际活动。

阅读教学：利用词典等工具书，根据上下文查寻词义。

语法教学：总结规律，模仿操练。

六、单元课时分配：6课时Period 1 Section A (1a-1c) Period 2 Section A (2a-2d)Period 3 Section A (3a-3c) Period 4 Section A (Grammar Focus-4c) Period 5 Section B (1a-2e) Period 6 Section B (3a-Self Check)课题Unit 6 When was it invented?课时6课时教学课时第 1 课时总备课数第课时主备人郑海虹其他成员孙仲奎包组领导姜胜基教学目标KnowledgeObject:Talk about the history of inventionsIt was invented in 1876. What was it used for?Itwas used to talk to people in other towns.Master: be + ppAbilityObject. ：1）能运用所学知识练习被动语态的句式。

人教版九年级英语Unit6教案

Unit 6 When was it invented?Period 1 词汇学习课【学习目标】1.能够正确拼、读、写style, project, pleasure等词汇。

2.通过自主学习与小组合作，掌握词汇的拼读记忆规则和相关的词型转化。

3.能够与他人相互学习，相互帮助，提升自己的英语水平。

【难点】：基本词汇的固定搭配1. Read after the tape player together, correct your pronunciation.2. Prepare for your word reading in groups, then have a competition, the others give them marks.3. Look at some pictures and say out the new words.4. Learn the forms of the words.5. Summary：1.掌握了本单元重点词pleasure, translate等的词形变化。

2. 通过对单词的合理拓展，注重新旧单词的区别和联系，更好的掌握了pleasure, smell等单词。

6. Homework：1. 疯狂朗读记忆单词和相关词汇变化，准备第二天单词检测。

2. 完成Section A预习案自我反思：Period 2 Section A听说课(1b---2c)【学习目标】1.熟读Section A重点短语句子。

2.能够正确运用一般过去时的被动语态谈论物品的用途，发明的时间，发明者等相关话题。

3.热爱伟大的人类发明。

1. Go through the study-guide2. Study grammar:1). Learn some inventions and the inventors, then look at the pictures and practice these sentence structures:Sb. invented sth. in…Sth was invented by sb in.…Who was …invented by?/By whom was…invented?/When was … invented?What is it/are they used for?2). Pairwork: A: What is that/are those? B: It’s/ They’re…A: Who was it/were they invented by? B: It was /They were invented by …A: When was it/were they invented? B: It was/They were i nvented in …A: What is it/are they used for? B: It is /They are used for…3) Introduce the Chinese ancient inventions3. Practice1) 1a Number the inventions2) Listening practice: 1b Listen and match the inventions初三上英语导学案Unit 6 使用时间2014-10编制人：涂光渝郑丹妮 _ 审核人：涂光渝3) 1c Pairwork.4) 2a Listen.Listen and number the inventions2b Listen again and complete the chart.5)2c PairworkA: What are they used for…?B: They’re used for…4. Summary: 通过对话和听力练习熟练掌握了一般过去时被动语态的句子结构及本单元句型：What’s it used for?When was it invented?Who was it invented by?5. Homework：1. 完成新支点的第一课时。

人教版新目标九年级全册Unit6教学设计(英语教案)

Unit 6 When was it invented ?Grammar and WritingTeaching Aims1. Knowledge objects:(1) The students will be able to use the patterns be done in the given situations or daily life.(2) The students will be able to use the following phrases: be invented in ; be used for doing ; be invented by … to make sentences.2. Ability objects:(1)The students will be able to get the information needed in reading.(2) The students will be able to talk about and write the information about their inventions using target language.3. Emotion & attitudeEnable the students to have the spirit of creating new things and love our mother land, study hard to achieve our dreams.Important and difficult points:The students will be able to use be done structure correctly in speaking and writing practice.The students will be able to adopt correct reading and writing strategies. Teaching approach and means:Task-based Teaching Approaches. multimediaTeaching proceduresGrammarStep 1 Lead-in( Show some pictures of the Great Wall .)T: What’s this ?Ss: The Great Wall.T: It is the symbol of China and it is famous all over the world ,right ?But what was it used for ?(Ask one student to answer .)Step 2 Pair workA: What was it used for ?B: It was used for sending messages.T: Be used for…is Passive Voice.More practice:A : When was it invented ?B: It was invented in…A: Who was it invented by ?B: It was invented by…A: What is it used for?B: It is used for…A: What do you think of it ?B: I think it…Some exercise.ReadingStep 1 Read and fill in the blanks.Check the answers.Pay attention to the structure of the passage .Step 2 More reading1.T: Here is a passage about inventions ! Go through the picture with the students.2. Let the students read again and answer the questions below the passage.(Then check the answers and let the students to choose the reading strategy they adopted in reading and share it in class.)GroupworkStep 1 Cooperate to designT: Well done dear students! Now it’s time to cooperate to design. Discuss these problems in your group and we’ll show your design to see which group is the best one. Ask students to have a discussion in groups and then design their own tools. All the problems should be solved by themselves.Step 2 Share the designs in classEveryone in the group are supposed to say something about their inventions . Each of them have a chance to talk in class.(Give them the standards about how to make an estimate of each invention. Let the students show their own ideas about other inventions. ) Writing1. Write their own introductions of their design.2. Share the passages in class so that the students can learn more information about each invention. In this way each student can improve their own writing ability.Ending:T: As the hosts of the 21st century , we have the duty to make our country stronger and stronger ,what should we to do to achieve our China Dream ?Ss: We should study hard!Together : Let’s study hard and achieve our China Dream !!Homework:T: In this class all of you did very well, and you helped me a lot, thank you! Here’s today’s homework:1. Rewrite the articles .2. What else do you want to invent in the future ?Tell us something about your ideas next class.。

人教版九年级英语上册第六单元教学设计

人教版九年级英语上册第六单元教学设计Unit 6 I like music that I can dance to单元分析与提示教学目标语言目标：1、掌握关系代词who, that引导的定语从句；2、通过定语从句的表达丰富和扩展语言内容从而使学生在音乐、摄影和电影等方面提高认识，加深了解3、学会谈论自己的喜好，能灵活运用以下句型和词汇：1) What kind of ……do you like ?I like music that I can sing along with.I prefer music that has great lyrics.2) I like singers who can write their own lyrics.Lyrics, prefer, simple, gentle, energy, clearly, photographer, exhibition, musician, sing along with, remind of, on display, best known.认知目标掌握who, that引导的定语从句，理解之后通过练习加以巩固。

情感目标1、通过本单元学习使学生学会谈论自己的喜好；2、培养学生的审美情趣。

教学重、难点定语从句在复合句中修饰名词或代词的从句叫定语从句。

被修饰的名词或代词叫做先行词。

引导定语从句的关系代词有who, whom, whose, which, that等和关系副词where, when, why等。

1、由who, whom, whose引导的定语从句这类定语从句中who用作主语，whom用作宾语，whose用作定语。

This is the man who helped me.The doctor whom you are looking for is in the room.Do you know the man whose name is Wang Yu?2、由which引导的定语从句which在从句中作主语或谓语动词和介词的宾语。

人教新目标九年级英语上册unit6教案教学设计

2.学生能够理解并运用一般现在时、一般过去时和一般将来时描述自己的目标、梦想以及实现过程。
3.学生能够运用目标语句进行自我介绍、阐述目标、分享成功经验等，提高英语口语表达能力。
4.学生能够通过阅读、听力等途径获取有关目标、梦想的信息，提高英语阅读和听力理解能力。
（二）过程与方法
1.采用任务型教学法，引导学生通过小组讨论、角色扮演、演讲等形式，积极参与课堂活动，提高学生的英语实际运用能力。
2.注重拓展学生的词汇量，通过丰富多样的教学活动，帮助学生巩固和运用所学词汇，提高学生的英语表达能力。
3.加强语法训练，结合本章节所学的时态，引导学生在实际语境中进行语法练习，提高语法运用能力。
4.鼓励学生积极参与课堂讨论，培养他们的思辨能力和跨文化交际意识。
5.关注学生的情感需求，创设轻松、愉快的课堂氛围，使学生在愉悦的情感状态下学习英语，提高学习效果。
2.利用多媒体教学资源，如图片、视频、音频等，创设真实语境，激发学生的学习兴趣，帮助学生更好地理解和掌握所学知识。
3.鼓励学生进行自主、合作、探究式学习，培养学生的自主学习能力、团队合作精神和解决问题的能力。
4.教师及时给予学生反馈，指导学生进行有效的学习策略，提高学习效率。
（三）情感态度与价值观
1.培养学生树立明确的目标和梦，激发学生为实现目标而努力奋斗的信心和决心。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有较高的兴趣和热情。在此基础上，学生对本章节关于目标、梦想的主题内容容易产生共鸣，有利于激发学生的学习积极性。然而，学生在实际运用英语进行表达时，仍存在词汇量不足、语法运用不熟练等问题。因此，在教学过程中，教师应关注以下几点：
1.针对学生英语基础参差不齐的现象，教师应充分了解学生的个体差异，制定分层教学策略，满足不同层次学生的学习需求。

人教版英语九年级全册Unit6单元整体教学设计

-词汇：展示与才艺相关的图片，引导学生学习并掌握本单元的生词和短语。
-语法：结合课文，讲解一般过去时和现在完成时的用法，并通过练习巩固所学。
3.教学内容：让学生通过小组合作，用新学的词汇和语法描述课文中的才艺表演，加深对新知识的理解。
（三）学生小组讨论
1.教学活动：将学生分成小组，让他们讨论以下问题：
三、教学重难点和教学设想
（一）教学重难点
1.语法方面：一般过去时和现在完成时的用法是本单元的语法重点，学生需要能够理解并熟练运用这两种时态描述过去的事件和现在的状态。这一部分对学生而言较为困难，需要通过具体的语境和反复练习来加强理解和应用。
设想：通过设计真实的语境和角色扮演活动，让学生在实际对话中感受和运用这两种时态，同时结合图表、时间轴等可视化工具，帮助学生清晰区分和掌握时态的用法。
4.拓展作业：
-参加学校或社区组织的才艺活动，实际运用所学知识，体验英语在真实语境中的应用。
-设计一份英文才艺海报，包括活动名称、时间、地点和参与方式等信息，提高学生的创新和设计能力。
5.预习作业：
-预习下一单元的内容，提前了解主题和词汇，为新课的学习做好准备。
-准备下一课的口语话题，思考自己如何用英语表达个人观点。
6.评价与反馈：实施形成性和终结性评价相结合的评价策略，关注学生的学习过程，及时给予反馈，帮助学生明确学习目标，调整学习方法。
7.拓展活动：鼓励学生参加课外活动，如学校举办的才艺比赛、英语角等，将所学知识运用到实际生活中，提高他们的英语实践能力。
四、教学内容与过程
（一）导入新课
1.教学活动：播放一段关于才艺展示的视频，如《中国达人秀》片段，让学生感受不同才艺的魅力。
5.结合本单元的主题，教育学生珍惜时间，把握现在，为实现自己的梦想而努力奋斗。

九年级英语Unit6教案

九年级英语Unit 6教案Unit 6 Mainly Revision教学目标与要点在本单元中要求学生对在前面五单元中所学过的知识做一次全面的回顾和总结。

复习、归纳一般过去时态和现在完成时态，进一步学习动词不定式和宾语从句。

能够区别have been与have gone的用法;重点学习课文Under the sea，明白How important is the sea to our life?通过利用computer去寻找一些information，进一步熟悉有关如何操作计算机的术语;掌握数词的用法和类似thousands of短语的用法。

通过该单元的学习，要使学生明白海洋对于我们人类的重要，人类与自然应当和谐相处，并尽力保护它的环境。

素质教育目标1. 在本单元中，首先要让学生在复习的基础上，建立起正确的包括现在完成时态在内的五个基本时态(一般现在时、现在进行时、一般过去时、一般将来时、现在完成时) 的时间观念并且能基本做到运用所学过的时态进行交际会话。

2. 要求学生对现在完成时态有一个比较完整的了解，并能与其他时态区别开来。

同时，对宾语从句也应当有一个完整的了解，并且能够进行综合运用。

3. 要让学生在合作学习的过程中体到学习的乐趣。

4. 大力运用探究式学习，如进行查找资料、资源共享、话题探讨等，使同学们在学习的过程中获得积累知识和陶冶情操的体验。

教学建议Unit 6 Mainly Revision关于教材内容的分析本单元是复习单元，我们除了要复习前5单元中的日常交际用语、重点词汇外，还要复习、归纳所学的语法项目：现在完成时态和宾语从句。

首先，课本采用了相对集中的呈现方式，在经过前几个单元的学习，对时态的结构及其功能均有了一定了解的基础上，围绕“Under the sea”展开教学的。

而现在完成时态对于初中学生而言，实在是一个较为难于掌握的语法项目。

在本单元复习的课堂教学活动中教师更应注重这一时态的强化，主要强调学生建立一个清晰的概念，并能将现在完成时和一般过去时态的用法区别开来，使得学生建立起现在完成时态从其本质意义上讲，是属于现在时态的范畴的观念。

英语人教版九年级全册第六单元教学设计

人教版新目标英语九年级第六单元教案设计
Unit 6 I like music that I can dance to.
Section A Period 1
一、教学内容分析
本单元的话题主要是谈论个人的喜好，本节课主要是让学生运用定语从句来介绍自己喜欢的音乐类型。

音乐无国界，进而谈论和我们日常生活密切联系的话题。

二、教学背景分析
大部分学生热爱英语，喜欢用英语来表达自己的观点和想法，本课的话题与生活实际联系较为密切，能够锻炼学生运用英语进行交际的能力。

三、教学设计说明
本课通过不同种类的音乐，谈论学生自己的喜好，主要是应用定语从句这一语法，可以说，本节新课是对这一语法的具体操练。

本课使用多媒体课件教学，用不同类型的音乐的图片、乐曲来吸引学生，激发学生学习的积极性。

同时，能让音乐这门无国界的语言愉悦学生的心灵。

附：
教师个人介绍：
靳慧琴：从事英语教学三年，工作在教学第一线，参加过英语教学公开课比赛并取得一定的成绩。

本人喜爱自己从事的英语教学工作，经常用英语和自己的学生谈谈心，在素质教育实施的过程中，竭尽所能，不断追求着……。

人教版英语九年级全册Unit6SectionB1a1e优秀教学案例

人教版英语九年级全册Unit6SectionB1a1e优秀教学案例
一、案例背景
本案例背景以人教版英语九年级全册Unit 6 Section B 1a-1e为教学内容，本节课主要围绕“过去进行时”的语法知识点展开。通过讲述一位名叫Jim的学生在过去的某个周末与朋友一起参观博物馆的故事，让学生掌握过去进行时的构成、用法及表达方式。在此基础上，培养学生运用过去进行时进行情景交际的能力。
2.问题导向的教学策略：教师通过提出问题，引导学生运用过去进行时进行回答，激发了学生对过去进行时的思考。同时，教师组织学生进行小组讨论，让学生主动探究过去进行时的用法，培养了学生的自主学习能力和团队合作精神。
3.小组合作的实践环节：教师将学生分成小组，让他们选择场景，用过去进行时编写对话，既培养了学生的合作能力，又锻炼了学生的创新思维和英语应用能力。这种小组合作的教学方式，使学生在实践中更好地掌握了过去进行时的用法。
（五）作业小结
1.教师布置作业：要求学生写一篇小作文，描述他们上周六的活动，运用过去进行时进行表达。
2.教师提醒学生在作文中注意过去进行时的用法，并鼓励学生发挥想象，用生动的语言描绘活动过程。
3.教师对学生的作业进行批改和评价，关注学生的写作能力和பைடு நூலகம்去进行时的运用情况，为学生提供针对性的指导和建议。
3.教师运用多媒体教学手段，如课件、视频等，为学生提供丰富的语言环境，帮助学生更好地理解和运用过去进行时。
（三）情感态度与价值观
1.教师鼓励学生积极参与课堂活动，关心学生的进步，及时给予反馈，让学生体验到成功的喜悦，增强自信心，培养对英语学习的兴趣。
2.教师引导学生关注日常生活中的英语，提高学生运用英语进行实际交际的欲望，培养学生积极向上的学习态度。

人教新目标九年级英语全册教案：Unit 6 教案

九年级Unit 6 When was it invented?Section B (2a-2d) 教学设计Step One：Leading in 导入1Watch a piece of advertisement about mobile phone 看一段手机广告视频2 Let the Ss say the other using ways of it and get the conclusion . 学生们说出手机的一些用途，继而再说出他们眼中其他的一些发明，最终得出结论：Inventions change our life.发明改变世界设计意图：围绕本单元中心话题—发明的历史和背景，从手机的各种作用引入到各种发明给我们生活带来的改变，让学生得出结论—发明改变生活。

3 Teacher says: “Basketball is an invention too. ”Then ask Ss to say the information they knew about basketball.老师说出篮球也是一项发明,并让学生们说出自己掌握的信息。

4 Teachers show some basketball stars and the famous games of it. 老师展示篮球明星和篮球赛事的图片。

设计意图：从历史中的各种发明过度到篮球也是发明之一，让学生说说自己对篮球的了解，激活知识背景，为下一步的导入打基础。

5 Teacher asks :” Dose it have a long history?”老师问学生篮球有很长的历史吗？设计意图：学生已经了解了一些关于篮球的基本知识，但其历史信息还是空白，产生信息差，激发阅读兴趣。

Step Two：Presentation 呈现1Scan the text and match the main ideas and numbers.浏览全文并且将大意和序号连线Para One A Background(背景)(who and how) Para Two B PopularityPara Three C History设计意图：通过快速浏览，找出段落大意。

九年级英语unit6教案

九年级英语unit6教案教案标题：九年级英语 Unit 6 教案教学目标：1. 通过本单元的学习，学生能够掌握并正确运用本单元的词汇和短语。

2. 能够理解并正确运用本单元的语法知识，包括过去进行时和一般过去时。

3. 能够听懂并正确运用本单元的听力材料，包括听力技巧和听力策略。

4. 能够运用所学知识进行口语表达和书面表达。

教学重点：1. 学习并掌握本单元的词汇和短语。

2. 理解并正确运用过去进行时和一般过去时。

3. 提高听力技巧和听力策略。

教学难点：1. 理解并正确运用过去进行时和一般过去时。

2. 提高听力技巧和听力策略。

教学准备：1. 教材：九年级英语教材 Unit 6。

2. 多媒体设备：投影仪、音响设备。

3. 教学素材：课件、练习册、录音机。

教学过程：Step 1: 导入新课 (5分钟)1. 创设情境，引入新课。

可以通过展示一张旅行的照片或者一个旅行故事来引起学生的兴趣。

2. 通过提问，激发学生对旅行的兴趣和想法。

Step 2: 词汇和短语学习 (15分钟)1. 呈现并教授本单元的重点词汇和短语。

可以使用图片、例句等方式进行教学。

2. 组织学生进行词汇和短语的操练和记忆，可以采用配对练习、填空练习等形式。

Step 3: 语法知识学习 (20分钟)1. 介绍和讲解过去进行时和一般过去时的用法和构成。

2. 通过例句和练习，让学生理解并掌握这两种时态的用法和区别。

3. 组织学生进行语法练习，巩固所学知识。

Step 4: 听力训练 (20分钟)1. 播放本单元的听力材料，让学生尝试听懂并回答相关问题。

2. 教授听力技巧和策略，帮助学生提高听力水平。

3. 组织学生进行听力练习，加强听力训练。

Step 5: 口语和书面表达 (15分钟)1. 组织学生进行口语练习，让他们运用所学知识进行对话或者小组讨论。

2. 引导学生进行书面表达，可以给出写作题目或者情境，让学生进行写作练习。

Step 6: 小结与作业布置 (5分钟)1. 对本节课的内容进行小结和总结，梳理学生的学习成果。

人教版九年级英语全册Unit6优秀教学案例

3.学生能够通过阅读和听力练习，理解并描述不同学生在暑假期间的活动和经历。提高学生的组织学生进行小组讨论和课堂展示，提高学生的口语表达能力和交流技巧。鼓励学生主动参与课堂，积极分享自己的暑假生活。
2.运用多媒体教学手段，如：图片、视频等，为学生提供丰富的语言输入，增强学生的学习兴趣和积极性。
2.通过问题引导学生关注文本细节，提高学生的信息提取和推理判断能力。例如，让学生找出文本中描述暑假活动的关键句子，并解释一般过去时的运用。
3.鼓励学生提出自己的问题，培养学生的批判性思维和问题解决能力。例如，学生在学习过程中遇到问题时，鼓励他们主动提问，并与同伴共同探讨解决。
（三）小组合作
1.组织学生进行小组讨论和合作活动，鼓励他们相互交流和分享。例如，让学生在小组内分享自己的暑假经历，并用英语进行描述。
2.设计具有挑战性的小组任务，引导学生共同解决问题。例如，让学生小组合作，编写一篇关于暑假活动的短文，并表演给其他同学。
3.培养学生的团队合作精神和沟通能力。例如，在小组活动中，鼓励学生分工合作，相互倾听和尊重他人的意见。
（四）反思与评价
1.引导学生进行自我反思，检查自己的学习成果和不足之处。例如，让学生思考：“我在暑假英语学习中取得了哪些进步？还有哪些需要改进的地方？”
（四）总结归纳
1.对本节课的主要内容和知识点进行总结。例如，回顾一般过去时的构成和用法，以及本节课学习的核心词汇。
2.强调一般过去时的运用和重要性。例如，提醒学生在生活中注意运用一般过去时，以提高英语表达能力。
3.总结暑假生活的意义和价值，鼓励学生珍惜时间，合理安排今后的学习和生活。
（五）作业小结
1.布置作业：设计一项与本节课内容相关的作业，如：写一篇关于暑假活动的短文，尽量使用一般过去时。

新目标英语九年级教案Unit6教案6

Unit 6 I like music that I can dance to.The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：honest, suit, Italian, Indian, expect(2) Use the following words properlyremind, can't stand, look for, prefer, love(3) How to answer an email to a pen pal.2．Ability Objects(1) Train the students to use the verbs well.(2) Train the students' writing skill.3．Moral ObjectDo you have any pen pal on the Internet?If not, try to make one.Ⅱ．Teaching Key Points1．Help the students have a self check to see if they can use the target language of this unit well.2．The verbs：remind, can’t stand, look for, prefer, love3．Answer an emailⅢ．Teaching Difficult Points1．Make up sentences with mind, can't stand, look for, prefer, love.2．Reply the email.Ⅳ．Teaching Methods：1．Teaching by making sentences.2．Teaching by asking questions.Ⅴ．Teaching Aid：Just the blackboardⅥ．Teaching ProceduresStep Ⅰ Revision(1) Check the homework. First let the students show their rewritten reviews to see if they have finished it. Second, dictate these words: entertainment, feature, wife, photography, exhibition, suggest, energy.(2) Revise the three reviews in Activity 3a by asking some questions.(3) Let the children read the three reviews aloud. After a while, ask several to read them to the class. Correct any pronunciation errors if necessary. After that let them read the passages by themselves again.Step Ⅱ Part 1This activity provides a comprehension review of vocabulary presented in this unit.Focus attention on the box. Invite a student to read the vocabulary words at the top. You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own. Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their work.Answers：1．prefer 2．reminds 3．looking for 4．love 5．can't standAsk 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.Suggested answers1．The girl reminds him of his daughter.2．Tom can't stand the hot weather.3．They are looking for a nice cinema to see a film.4．We love having a good rest at home on Sunday.5．Lily prefers dumplings to noodles.Step Ⅲ Part 2This activity provides reading and writing practice using the target language.Read the instructions to the students.Ask, what is the subject of this email?Whom is it from? and Who wrote the email? Ask three students to answer the questions.Please read the email silently now. Try to tell me what Lingling wants to know about you/her pen pal after reading it. Pick out the questions that Lingling asks in her email. Then let the students read the email for a while. After all of them have finished reading, ask someone to tell me what Lingling wants to know about her pen pal. Write the questions that Lingling asks in the email on the blackboard:(1) What language would you like to learn?(2) What kinds of music do you like?(3) What kinds of food do you prefer?(4) Have you ever seen an Indian film?(5) What kinds of films do you prefer?After that ask some questions about lingling to see if they understood the email.(1) What language might lingling like to learn some?(2) Why is Lingling in Hong Kong now?(3) Which city does Lingling prefer, Hong Kong or Shanghai?(4) What did she do last night?(5) What kind of music does she prefer? ect.Ask as many questions as possible if time permits. Try to make it clear what the students couldn't understand about the email by asking them to answer the questions, and give them some explanation where necessary, especially the new vocabulary.Teach the new vocabulary by giving example sentences and asking the children to make up more sentences with them.For example, teach honest like this:Honest is used to describe someone who doesn't lie. For example, Amy is anhonest girl. (Tell the students to use an before honest.) We should be honest. Who can make up more sentences with honest now? Let a few students say their sentences out to the class.Do the same with the other new words.Ask one student to read the email. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class. Ask all the students to read the email aloud once.Next tell the students to write the reply to Lingling. Say, you are Lingling's pen pal now. Please write a reply to Lingling now. Look at the questions on the blackboard. Your email should include all the answers of the five questions. Write in the form of a letter.Ask students to complete the work on their own. After they all have finished the letter, ask a few students to read their replies to the class. Answers will vary, but note to check if they include details of about the same length as the email they are replying to.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the sentence in the picture together. Then ask them what is funny about this cartoon. Help them to answer, we usually think of people, not dogs, singing along with a band.Step Ⅴ SummarySay, In this class, we've received some vocabulary words presented in this unit.And we've also made up sentences using these words. Another thing we've done is that we have written a reply email.Step Ⅵ Homework(1) Review all the language points in this unit.(2) Finish off the exercises on pages 23～25 of the workbook.Step Ⅶ Blackboard DesignUnit 6 I like music that I can dance to.Self checkThe Sixth Period Questions in Ling ling’s email:(1) What language would you like to learn?(2) What kinds of music do you like?(3) What kinds of food do you prefer?(4) Have you ever seen an Indian film?(5) What kinds of films do you prefer?。

九年级英语上册unit 6 教案

Unit 6 I like music that I can dance toThe 1st PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabulary prefer, lyric（2）Target LanguageWhat kind of music do you like?I like music that I can sing along with．What about you?I prefer music that has great lyrics．2．Ability Objects（1）Train the students to express preferences．（2）Train the students’ listening skill．3．Moral ObjectLet’s enjoy music．It always brings us happiness．Ⅱ．Teaching Key Points1．Key V ocabulary prefer, lyric2．Target LanguageⅢ．Teaching Difficult Points1．Relative clauses with that2．The listening practiceⅣ．Teaching Methods1．Chain drill 2．PairworkⅤ．Teaching Aids1．A tape recorder2．Some tapes of different kinds of musicⅥ．Teaching ProceduresStep ⅠRevision（1）Invite different pairs of students to say the conversations learned in preceding classes with books closed．（2）Check the answers to the exercises of the workbook by asking different students to say their answers to the Class．（3）Dictate some of the key vocabulary words presented in units 1～5．Step Ⅱ1aThis activity introduces the key vocabulary and trains the students to express preferences with the relative clause．Write…that are red on the blackboard．Point to it and say a sentence with it, I like flowers that are red．Ask who can make another sentence with it．They may say, I like gloves that are red．I like shoes that are red．Write another phrase on the blackboard, …that is big．Help the students to make sentences with it．Play the tapes of different kinds of music for the students, only a short piece of each tape．Say, I like music that makes me relaxed．Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to．Tell the students lyrics means the contents of the songs．Ask the students, What kind of music do you like?Say, You can answer with I like music…, I love music…, I prefer music…Explain prefer=like…better to them．Get one of the children to answer the question, then let this child ask the one next to him/her the same question．Set off a chain drill．Ask the students to open their textbooks now．Read the instructions of Activity 1a to the students．Make sure they understand everything．First have them look at the pictures and circle the sentences they agree with．Read each sentence to the class and ask the students to raise their hands to see if they agree．Make a survey to find out how the class feels about each item．Discuss the result of the survey with the class．Get the students to complete the sentence to tell what kind of music they enjoy．Ask some of the students to share their sentences．Write any new words or phrases on the board to help them if necessary．Step Ⅲ1bSay, we will hear Tony and Betty talking about the kinds of music each one likes．Let’s see the instructions first．Read the instructions to the students．Tell them to tick （√）the right statements while they are listening．Read the three headings before playing the tape．Play the tape the first time and the students only listen．Then play it for a second time．The students tick in the right answer boxes．Cheek the answers．Step Ⅳ1cRead the instructions to the students．First ask a pair of the students to read the example in the box,S A: What kind of music do you like?S B: I like music that I can sing along with．What about you?S A:I prefer music that has great lyrics．Then get them to work in pairs．Answer the questions with their own preferences．As the students do the practice, move around the classroom and give them some help．Ask several pairs of students to perform their conversations before the class．Step ⅤSummarySay, In this class, first we’ve learned two new key words, prefer and lyrics．Then we’ve learned how to express references by talking about music, using relative clause with that．Step ⅥHomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…Step ⅦThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary gently（2）Relative Clasue with who2．Ability Objects（1）Train the students’ listening skill．（2）Train the students to use relative clause with who．（3）Train the students to make communications, usingA: Does Xu Fei like the Moderns?B: No, he doesn’t．He prefers…3．Moral ObjectThank the musicians who make our world more wonderful．Ⅱ．Teaching Key Points1．The students’ listening skill．2．The relative clause with that and who．3．Make communications with the question in Activity 2c．Ⅲ．Teaching Difficult Points1．Train the students’ listening skill2．Make communications using "Does Xu Fei like the Moderns? No, he doesn’t．He prefers…Ⅳ．Teaching Methods1．Listen and do the exercises2．PairworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevision（1）Revise the relative clause with that by asking what kind of music do you like? Help them to answer, I like music that…I love music that…I prefer music that…（2）Check the homework by asking some students to share their sentences with the class．Step Ⅱ2aRead the instructions to the students and make sure that they know what to do．Go over the four items in the box with the children．Tell them that relative clause with who is used to introduce a person．Give another sample, Amy likes teachers who work hard．Help the students to make some more similarones．Explain the new key word gentle to the students．Tell them gentle means quiet, careful, not rough or violent using Chinese if necessary．Tell the children that we are going to hear a boy and a girl talking about the music and musicians they like．Play the recording．Students only listen the first time．Play the tape again．Ask the students to circle T for true and F for false．Check the answers．Step Ⅲ2bRead the instructions to the students first．Then let them have a look at the chart．Read the model sentence to them．Say, We will hear the same recording again．Listen carefully, and find out what Carmen and Xu Fei say and complete the sentences in the chart．Play the recording again．Pause the tape if necessary．Check the answers．Step Ⅳ2cThis activity provides guided oral practise using the target language．Get two students to read the conversation in the box to the class．Read the instructions to the class, and ask another pair to ask and answer, using the information from Activities 2a and 2b to make sure all the students know what to do．Tell them each pair of them should make a conversation using information from Activities 2a and 2b．Ask them to work in pairs．Move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅤGrammar FocusWrite the three sentences on the blackboard first．Circle the words that and who and underline the relative clauses in all the three sentences．Ask, What do the relative clauses with that describe--a person or a thing? Help the student to say out the right answer．Then ask the same question on the relative clauses with who．Explain that the relative clauses with that describe things and the relative clauses with who are used to describe persons．Tell them who is for people and that is for things．Ask the students to make up more similar sentences．Encourage them to ask questions about relative clause．Step ⅥSummarySay, In this class we’ve done some listening practice on the target language of this unit．We met some more sentences with relative clause, and we did some pairwork on asking questions with does and answering with sentences with relative clause．Step ⅦHomework（1）Ask the students to write two sentences with relative clause with who．（2）Ask the students to write out a conversation they practised in Activity 2c．Step ⅧThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary remind of（2）The sentences with the Attributive Clause．2．Ability Objects（1）Use the sentences with the attributive Clause to express what they like or dislike．（2）Train the students’ communicative competence．Ⅰ．Moral ObjectTry to exchange the opinions on CDs with your friends．It will help you to know more about your friends．Ⅱ．Teaching Key PointsTeach the students how to use the key word, remind of．2．Practise using sentences with relative clause in real life．Ⅲ．Teaching Difficult PointUsing sentences with relative clauses in discussing CDs．Ⅳ．Teaching Methods（1）Teaching with real objects（2）PairworkⅤ．Teaching ProceduresStep I Revision（l）Revise the relative clause with that by asking question what kind of music do you like? Get the students to answer,I like music that…I love music that…I prefer music that…First ask individually, then have the children ask their classmates around them．（2）Revise the relative clause with who by asking question "What kind of musicians do you like? Get the students to answer, I like musicians that…I love musicians that…I prefer musicians that…or I prefer groups that…First ask individually in class, then let them practise in pairs．（3）Revise "Does…like…? No, he doesn’t．He prefers…" Ask questions with the real names of the students in our class．Let them ask each other similar questions in pairs．Step Ⅱ3aShow my favourite CD to the class and say, This is my favourite CD．Its name is "Come on, Join us"．I like it because I can do exercises with it．But I don’t like the beginning of it, too loud noise．It reminds me of my middle school time．Give more examples on "remind sb．of sth．/sb．",such as, He reminds me of his brother．This reminds us of what we often did when we were children．Tell the students that remind…of…means cause sb．to think of sth．Write the four questions on the blackboard．（1）What’s the name of your favourite CD?（2）Why do you like this CD?（3）What do you dislike about this CD?（4）What does it remind you of?Get them to discuss in pairs．Before they begin their conversations, show some more CDs to them．Ask a pair of the students to share their conversations with the class．Open your books at page 46．Look at Activity 3a．Read the instructions to the students．Ask the students to read the review by themselves．Encourage them to ask questions on anything that they can’t understand．Explain them, or ask the other students to explain them．After they finish reading the review ask them to match up the parts of the sentences．Point out the sample answer before they begin．Tell them to do as quickly as they can．Say, Let’s have a competition to see who will be the first one to finish it．After all of them have finished．Check the answers with the class．Step Ⅲ3bRead the instructions to the students．Make sure they know what to do．Give some explanation if necessary．Ask a pair of students to read the model conversation in the box first．Say, Who can make up a similar dialogue now? You can use the questions in Activity 3a to help you．Then choose two children who do well in English to demonstrate another conversation．Now ask the students to make conversations in pairs．Walk around the classroom while the students are talking．Help them as necessary．Step ⅣPart 4Show some pictures of the popular singers or groups among the students．Say I like groups that dance much．I love singers who dance much as they sing．I don’t like musicians who always copy others．Show a CD of very noisy music and say, I can’t stand music that is too noisy．Write the four sentences without relative clauses on the blackboard．Ask several students to complete them orally first．Then let the students open their books and complete the sentences with their own words．Next ask a few students to share their sentences with the class．Say, Stand up and go to ask your classmates questions now．Move around the classroom and ask questions till you find someone who feels the same way you do about each thing．Write down the student’s name in the blank in the right column．When all the students have finished, ask some students to read their list to the class．Next ask a pair of students to read the sample conversation．Then have the students work in pairs．Make up their own conversations．If there is enough time, ask some pairs to say their conversations to the class．Step ⅤSummarySay, In this class, we’ve learned how to use remind…of…We’ve also done a lot of listening, speaking, reading and writing practice using the target language．Step ⅥHomework（1）Make up two sentences with remind…of…（2）Finish off the exercises on pages 22～23 of the workbook．Step ⅦThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectThe target language．2．Ability Objects（1）Train the students’ listening ability．（2）Train the students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectI have my own favourite things in my life．That’s why I am enjoying the life．Ⅱ．Teaching Key PointHelp the students to express preferences on different things in daily life, using the target language．Ⅲ．Teaching Difficult PointTalk about why they like the band, the book and the movie, using the sentences with relative clause．Ⅳ．Teaching Methods1．Listening method2．GroupworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevision（1）Check the homework by asking some students to read their sentences with remind…of…Get the students to exchange their exercise books with their partners and correct each other’s．（2）Ask the following questions on CDs, groups, singers and musicians．Help the students to answer with the target language．What’s the name of your favourite CD?Why do you like it?What kind of CDs do you like? Why?What kind of singers do you like? Why?What kind of groups do you like? Why?Then ask the students to make a survey of the students around them and do some notes．Ask several students to report their results of the survey to the class and help them to say like this．Wang likes CDs that are quiet and gentle．Li Hong prefers musicians who are good-looking．Step ⅡPart 1Ask, What’s your favorite band? Let one of the students answer it．Then repeat the questions on favorite book and favorite movie．Write the three questions on the blackboard．Get the students to ask and answer in pairs．Then ask the class to open the books．Look at Section B on page 47,Part 1．Read the instructions to the students．Tell them to complete the chart on their own．Move around the classroom while the children are writing, giving help if necessary．After all of them have finished writing, ask some children to read their answers to the class and share the favorite book with the classmates after class．Collect the answers from different students．Record the results on the board．Discuss what the class’ favorites are and ask students to tell why they like each band, book or movie．Step Ⅲ2aThis activity provides listening practise using the target language．Read the instructions to the class．Make sure each one knows what to do．First tell the students to have a look at the picture and let them guess what they are talking about．I’ll see who is good at guessing the answers．Say, We will hear two boys, Michael and Ali, talking about some of the things they see in the room．The task of us is to write out the three things that they are talking about．Play the tape the first time．Tell the children just to listen to it carefully and try to get the main idea and not to write．Then play the recording again．Tell them to write down the answers this time．Ask a student to tell the answer of the first line, then ask the others if they agree with him．Do the same with the other two answers．If they got different answers, tell them to listen careful when we do the practice in Activity 2b．Check the answers．Step Ⅳ2bThis activity gives students practice in understanding and writing the target language．Read the instructions to the students．Make sure each student knows what they should do while they listen to the tape．Ask ．the students to have a look at the chart in Activity 2b．There are two columns in it．Tell the children they will write whatMichael likes in the first column and they will write why he likes it in the second column．Go over the contents in the chart with the children．Tell them to note the sample answers．Let them guess the other answers in the first column．Yeah, maybe the same ones with the answers in Activity 1, but we are not sure now．Then tell them to get what writers and movies Michael likes while they are listening．Encourage them to ask questions they may have met．Play the recording and ask the children to fill in the answers．Pause the tape if necessary．Ask several students to tell the answers and see if the others have different ones．Play the tape again if the students need to listen to it again．Correct the answers．If time is enough, play the tape again and the students repeat after it．Step Ⅴ2cThis activity provides guided oral practice using the target language．Present the dialogue in this activity with a student firstT: I like movies that are romantic．I love Titanic．S: Oh, I don’t．I like movies that have big wars．I really like The Doctor—A Real Soldier．Then ask the children to open the books at page 47．Read the instructions in Activity 2c．Say, We will discuss our favorite things from Activity 1 and say why we like each thing．Ask two students to read the sample conversation．Then ask the students to discuss their favorite bands, books and movies in groups of four．Try to use the sentences with the Attributive clause we have met in this unit to help to make conversations．Walk around in the classroom and offer help if they need．Ask one or two groups to say their conversations to the class．Step ⅥSummarySay, In this class we’ve done lots of listening practice on target language, and we’ve also written and spoken some．Try to use the target language we’ve learned to express your preferences in your daily life．Step ⅦHomework（1）Write a short article to tell your favorite band, book, movie and clothes．（2）To express your preferences to your classmates or anyone else who knows English．StepThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyYellow river, fisherman, entertainment, feature, wife, wives, photography, exhibition, gallery, known, photographer, display, on display, photograph, interest, show, class, suggest, energy（2）Practice reading articles．（3）Practise writing an article．2．Ability Objects（1）Train the students’ reading skill．（2）Train the students’ writing skill．（3）Train the students’ speaking skill．3．Moral ObjectIf you know where there is a good movie/band, tell your friend and go to enjoy it．Ⅱ．Teaching Key Points1．Key V ocabulary．2．The main ideas of the three short articles．3．Write a review．Ⅲ．Teaching Difficult PointWrite a review of a bookⅣ．Teaching Methods1．Teaching by illumination and asking questions2．GroupworkⅤ．Teaching proceduresStep ⅠRevision（1）Revise the contents of last class by asking some questions．What kind of clothes do you like?What’s your favorite movie?What kind of writers do you like?etc．Ask some students to give answers．（2）Check homework by asking several students to read their articles to the class．Ask the other students to help them with the mistakes．Then ask the students to work in pairs, exchange their articles and help each other to correct the mistakes．Move around the classroom and offer as much help as possible．Step Ⅱ3aAsk the students to turn to page 48, look at Activity 3a on this page．Say, We can see there are three passages in this activity．They are three reviews about a movie, an exhibition and a band．Let's see the first one now．It is about a movie that is named Yellow River Fishermen．What does the reviewer think of the movie?Who made it? What does the reviewer think of the director? Please scan it as quickly as you can and tell me the answers．After about one minute, get all the children stop reading and ask who has got the answers．Choose three children who have put their hands up to show they know the answers to the three questions．Help them to get the proper answers．Then ask the children to reread the reviews more carefully and tell them I will ask some more questions on it in details．Let them read a little longer this time, around three minutes．Then ask the following questions orally and ask different students to reply, providing some help as necessary．1: Is Yellow River Fishermen Hung Tao’s latest movie?2: Does the reviewer like Hung Tao?3: What has Hung Tao done over the years?4: Does the reviewer think Yellow River Fishermen is the best movie of Hung Tao?5: What does the reviewer suggest you doing if you are looking for entertainment?6: Why does the reviewer think it is the worst movie of Hung Tao?7: What good feature does the movie have?Give some explanation on the problems which are hard to understand for the children, such as, entertainment means fun, feature means special part of sb．/sth．, very different from the others, easy to recognize or remember, and wife is the opposite word of husband, A husband and a wife make up a family．And tell the children the plural form of wife is wives．Now read the instructions to the students．Ask them which sentences we should circle and which ones we should underline．Check the answers with the students．Teach the other two reviews with the same way．Underlined: Every song is really loud and often you can’t understand the words…the lyrics aren’t very good．Notes1．on display= be on show2．The few city photographs are less successful．=Most of the city photographs are very successful．3．…they don’t interest me as much=…they don’t attract me as much．4．…from a world class photographer=…from one who is among the best photographer in the world．5．suggest= bring an idea into the mind; propose．Step Ⅳ3bRead the instructions to the children first．Ask one of them if he or she knows what we will do to make sure each one knows the tasks of this activity．Look at the chart now．We see two new words in the boxes, pros and cons．Pro means in favor of and con means against．We have to find out the pros and cons of the reviewers in Activity 3a and fill in the blanks with proper sentences．Have a look at the sample answer and try to write out the other answers, using the information from the reviews in Activity 3a．Move around the classroom while the children are writing to see if they can write out the right answers, offering help as needed．Check the answers by asking several students to read their answers to the class．If someone did wrong, let the other students correct his or her answers．Writing the answers on the blackboard as the students read makes it easy for the whole class to check the answers．Say, let’s review the task．What can we find out? Yes, right, we have got the similar answers with those in Activity 3a．Step Ⅴ3cRead the instructions to the students．Say, Decide what review you will write first, a review of a book, a CD or a movie?Write down the name first．Note to use the capital letters．Let them think it over for a while and ask some ones the names of their articles．Next write a list of questions you plan to answer in your review．e．g．Who wrote the book/made the movie/sang the songs?What kind of people the writer/director/singer is?What do I think of the writer/director/singer?What do I think of the book/movie/songs/What do I like and dislike?What suggestions will I give the readers?etc．These questions will help you to write your passage well．And you can look back at the questions in Activity 3a, Section A, before you begin writing．Use the three reviews as models．As the students are writing the list, move around the classroom to direct them．After they have finished writing the questions, tell them to begin writing．Continue moving around and always offering help when they need．Ask several to read their passages to the class after they all have finished．Get the others to help correct the mistakes while they are reading．Let them exchange their reviews with their partners．Help each other with the errors．Step ⅥPart 4Read the instructions to the class．Talk about what is happening in our city next Monday．Ask a question like, What will happen in our city next Monday? Let the students tell the event which is happening, such as, A VIP will visit our city and a new movie will be on show．Tell them to write the sentences in the boxes below Monday．Ask the students to work in groups of four to complete the work．Ask each other questions like, Do you know what will happen in our city next Tuesday? Is there a football match in our city next Saturday? Is Song Zuying coming to sing songs at the biggest theatre in our city next Friday? etc．Tell them to fill in the boxes, using the phrases with relative clause．For example, a football match which is between Dalian Football Team and our City Team．If they don’t know what will happen, they can invent events they would like to go to．Ask some groups to share the events with the class．Then have the students discuss in groups of four again．Let them discuss what they would prefer to do together this time．Help them to express preferences with the target language．For example:S A: What would you prefer/like/love to do together?S B: Let’s go to see the new movie that was directed by Zhang Yimou．S C:Why not go to watch the great football match that will be between two famous teams? It’s on Friday evening．We can have a great weekend together．S D: No, we’d better go to…After the discussion, let some groups report the results to the class．Help them to use sentences with relative clause in their reports．Help them to say in correct sentences．They may say like this:Our group would like to watch :the fashion show that Chen Juanhong will perform on Friday evening．And we would prefer to go to listen to the musical group that is called Black Ducks on Saturday afternoon．Sample answerMonday: a movie that is directed by Zhang Yimou an exhibition that is about Chinese traditional culture．Tuesday: a performance that will attract many famous singers to come a fashion show that many famous models will take part in．etc．＇Step ⅦSummaryIn this class, we’ve read three reviews and done some writing．We’ve also learned some new words．Step ⅧHomework1．Rewrite the reviews and make sure that there will be no mistakes in them．2．Read the three reviews in Activity 3a again and try to remember the new words and expressions in them．StepThe Sixth PeriodI．Teaching Aims and DemandsKnowledge Objects（1）Key V ocabularyhonest, suit, Italian, Indian, expect（2）Use the following words properlyremind, can’t stand, look for, prefer, love（3）How to answer an email to a pen pal．Ability Objects（1）Train the students to use the verbs well．（2）Train the students’ writing skill．3．Moral ObjectDo you have any pen pal on the Internet?If not, try to make one．Ⅱ．Teaching Key Points1．Help the students have a self check to see if they can use the target language of this unit well．2．The verbs:remind, can’t stand, look for, prefer, love3．Answer an emailⅢ．Teaching Difficult Points1．Make up sentences with mind, can’t stand, look for, prefer, love．2．Reply the email．Ⅳ．Teaching Methods1．Teaching by making sentences．2．Teaching by asking questions．Ⅴ．Teaching AidJust the blackboardⅥ．Teaching ProceduresStep ⅠRevision。

九年级英语Unit6章节教案

Ⅰ. Teaching MaterialGo for it Grade 9Unit 6 I like music that I can dance to. Section A The first periodⅡ. Analysis of the Materiala. Status and functionThis lesson is the first period in Unit 6. Its topic is talking about what kind of music do you like?. After learning, the students can know how to use the attributive clause to describe the things they like or dislike. Therefore, this period offersa necessary and important topic for the coming lesson.b. Teaching Aims*Knowledge aims1.Vocabulary：prefer, lyric, gentle2.Target languag e：What kind of music do you like?I like music that I can sing along with.We prefer music that has great lyrics.… …*Ability aimsGet the students learn how to use the Attributive Clause to describe the things they like or dislike*Emotion aimsLet them get the enjoyment of musicc. Key pointsEnable the students to talk about their favorite musicd. Difficult points: Get the students to use the Attributive Clause with that ,which and who freely to describe the things they like or dislikeⅢ. Teaching aidsMult i-media computer, Software: PowerPoint, tape recorder,Ⅳ.Analysis of the studentsThe students are about 15 years old. They are lively with the great curiosity, strong imitation. Some of them like to show themselves in public. Some of them are weak in English as well. They hope to obtain appr ovals and praises from others.So I tried my best to let my students to take part in the classroom activities an d let t hem be the main body of learning.Ⅵ. Teaching methods1. Task-based Teac hing method2. Communication Approach3. Situational Teaching method4. Cooperative Learning method5. Learning by listeni ng methodⅦ. Learning strategies1. Be active to participate in the activities. Be brave to make the conversationsby themselves and be good at cooperation.2. Cultivate the awareness of competition.Ⅷ.Teaching proceduresI like music that I can dance to.Task Steps Teacher’s activities Students’activitiesPurposes ofDesignPre- task Warming-upListen to a song“Country road”Enjoy the musicBuild up arelaxingatmosphere andwarm up thestudents.Lead-inGive the studentsInstructions(what?)没有改啊Follow theteacher’sinstructionsHelp thestudents knowwhat will talkabout next.While-task Presentatione theattributive clauseto write your ownsentence. (level:easy)2.Learn the newsentences.3.Get the Ss to dopairwork. 1c4.Listening 1b5.Enjoy the music6.listening2a&2b( before thelistening, get theSs to talk about thepicture)7.Get the Ss to dopairwork.2c8.Make a survey &report这些应该是学生的活动1.Answer theteacher’s questionand use theattributive clauseto write their ownsentence. (level:easy)2. Read the newwords and learn thenew sentences.3.Get the Ss to dopairwork. 1c4.Listening 1b5.Enjoy the music6.listening2a&2b( before thelistening, get theSs to talk about thepicture)7.Get the Ss to dopairwork.2c8.Make a survey &reportLet thestudentsreceiveenoughinput.Sum- mary Summarize what have been learnt in thisclass.Make students have anoverall understandingof the new languagepoints.Consoli- dation Consolidate the target languages by doingexercise你好象没安排练习吧Master the target languageHome 1. Copy the ne w words 1. Memorize the wordswork 2. Write something about families thatthey like 不明确2. Consolidate the structure Report 在哪里?Ⅸ.Blackboard designUnit 6 I like music that I can dance.prefer 更喜欢 lyric 歌词gentle 柔和的What kind of music do you like?I like music that I can sing alongwith.We prefer music that has greatlyrics.定语从句关系代词：who thatⅩ. FeedbackThe students participated in the class enthusiastically and involved in fun activities where they have to use the target languages. Students mainly acted as the real masters while the teacher acted as a director.By finishing the tasks that are relate to their real life experience. The students’confidence in learning English was surely strengthen.. But one thing needs to improved is that I think the students need more written practice. So in the next period, I will give them more written practice.。