九年级英语第十单元教案 (全)

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人教版九年级英语全册Unit10单元教学设计

（三）情感态度与价值观
1.培养学生对健康的关注，使其认识到保持良好生活习惯的重要性。
2.增进学生对疾病患者的关爱，学会尊重、理解、帮助他们。
3.通过学习本单元，让学生认识到医学进步对人类健康的重要意义，激发他们对科学研究的兴趣。
4.引导学生树立正确的价值观，关爱生命，珍惜健康，关注社会公共卫生问题。
人教版九年级英语全册Unit10单元教学设计
一、教学目标
（一）知识与技能
1.掌握本单元的生词和短语，如：suffer, serious, disease, survive, recover, symptom, operation, cancer, AIDS等，并能正确运用到实际语境中。
2.学会使用一般现在时和现在进行时描述疾病和健康状况。
4.布置课后作业，要求学生复习本节课所学内容，为新课的学习打下基础。
五、作业布置
为了巩固本单元所学知识，确保学生对词汇、短语、语法和阅读技巧的掌握，特布置以下作业：
1.写作练习：请运用本单元所学的词汇和短语，结合一般现在时、现在进行时、一般过去时和过去完成时等时态，写一篇关于健康生活的短文，字数在100-120词左右。
3.分析课文中的祈使句、感叹句等句型，引导学生学会给出建议、表示关心和慰问。
4.通过对课文内容的分析，让学生了解疾病对人类的影响，培养他们的健康意识。
（三）学生小组讨论
1.教师将学生分成小组，针对以下问题进行讨论：
a. What are the common diseases in our daily life?
四、教学内容与过程
（一）导入新课
1.教师通过展示一组关于健康和疾病的图片，引导学生关注本单元的主题，激发他们的学习兴趣。

九年级英语全一册.docxunit10单元整体教学设计

九年级英、教学目标
（一）知识与技能
1.掌握本单元的词汇和短语：通过本单元的学习，学生能够掌握并熟练运用与环保、自然资源保护相关的词汇和短语，如sustainable development、ecological balance、carbon footprint等，提高学生的英语语言表达能力。
3.教师挑选部分练习题进行讲解，帮助学生发现和纠正错误，提高解题能力。
（五）总结归纳（500字）
1.教师引导学生回顾本节课所学内容，包括词汇、短语、语法、听力、阅读等方面。
2.学生分享自己的学习心得和收获，教师给予肯定和鼓励。
3.教师强调环保的重要性，呼吁学生在日常生活中关注环境保护，为地球可持续发展贡献自己的力量。
-精读：分析文章结构，提炼关键信息，帮助学生理解文章主旨；
-深度阅读：引导学生思考文章背后的意义，形成自己的观点和看法。
4.针对写作教学，采用以下策略：
-提供写作框架，引导学生按照一定的结构进行写作；
-适时给予写作指导，如文章开头、中间和结尾的写法，以及过渡句的运用；
-组织学生进行互评和修改，提高写作质量。
-设计词汇游戏和小组竞赛，激发学生的学习兴趣。
2.针对语法教学，采用以下策略：
-结合生活实际，设计情境让学生在真实语境中练习语法；
-通过示例和练习，引导学生发现语法规律，提高运用能力；
-进行小组讨论和分享，让学生互相纠错、借鉴，共同提高。
3.针对阅读理解，采用以下策略：
-预读：引导学生通过标题、图片等预测文章内容，培养学生的阅读策略；
3.鼓励学生开展课外实践活动，如调查身边的环保问题、撰写环保建议书等，将所学知识运用到实际生活中。
4.教师通过讲解、示范、反馈等方式，帮助学生发现并纠正语言错误，提高语言表达能力。

英语初三十单元教案

英语初三十单元教案教案标题：英语初三十单元教案教学目标：1. 通过本单元的学习，学生将能够掌握并正确运用与旅行相关的词汇和短语。

2. 学生将能够理解并运用一般过去时和现在完成时来描述过去和现在的旅行经历。

3. 学生将能够运用所学的语言知识，进行口语和书面表达，描述他们自己的旅行经历。

教学重点：1. 旅行相关的词汇和短语的掌握与运用。

2. 一般过去时和现在完成时的正确使用。

3. 口语和书面表达能力的培养。

教学难点：1. 一般过去时和现在完成时的区别与运用。

2. 运用所学知识进行口语和书面表达。

教学准备：1. 教材《英语初中教程》第三册第十单元的教材与教具。

2. 多媒体设备。

3. 学生练习册和笔记本。

教学过程：Step 1: 导入新课（5分钟）使用多媒体设备展示一些旅行的图片，引起学生的兴趣，并提问学生他们是否喜欢旅行以及他们去过哪些地方。

通过这种方式引入新课。

Step 2: 词汇与短语学习（15分钟）1. 使用教材中的词汇表，向学生介绍本单元中的关键词汇和短语。

帮助学生正确发音并理解词义。

2. 进行词汇练习，包括听写、造句等活动，巩固学生的词汇记忆和运用能力。

Step 3: 语法学习（20分钟）1. 引导学生回顾一般过去时的用法，并通过教材中的例句和练习来加深学生对该时态的理解。

2. 向学生介绍现在完成时的用法，并与一般过去时进行对比，帮助学生理解两者的区别。

3. 进行语法练习，包括填空、改错等活动，巩固学生对一般过去时和现在完成时的掌握。

Step 4: 口语和书面表达练习（25分钟）1. 分组讨论学生的旅行经历，鼓励他们使用所学的词汇和短语，并运用一般过去时和现在完成时进行描述。

2. 针对学生的口语表达进行指导和纠正，并鼓励他们互相交流和提问。

3. 要求学生根据所学的内容，撰写一篇关于自己旅行经历的短文，并进行互相修改和评价。

Step 5: 小结与作业布置（5分钟）总结本节课所学的内容，并布置作业。

新目标九年级英语UNIT10教学设计教案

新目标九年级英语Unit 10教学设计Unit 10 By the time I got outside, the bus had already left．The first periodI、Analysis of the teaching material：1. Function and position of this lesson.In this unit, students learn to narrate past events. Andthey will enjoy some stories happened on April Fool’s Day.Students will be interested in both of them. Also they will be asked to tell some jokes. It will arouse students’great interest. All those will be very useful to practice using the target language. All the students will make great progress in narrating past events2. Teaching aims and DemandsA: Knowledge aim(1): Key vocabulary: oversleep(2): Target Language: What happened?/ I overslept/Andby the time I got up, my brother had already gotten in the showerB: Ability aim:(1): Teach the students to use the new words(2): Train the students to narrate past events with the PastPerfect Tense.(3): Train the students’listening and speaking skills with the target language.C: Moral education aim:It’s a good habit to go to bed early in the evening and get up early in the morning. So you’ll never be in a hurry in themorning.Why? Practice listening, practice speaking, practice reading, practice writing. The four skills help students get some English knowledge. And help them make some similar conversations in English. Students get interested in English.3 Main points and difficult points(1)Main Points: narrate past events with the Past Perfect Tense.(2)Difficult Points: Train the students to narrate past eventswith the Past Perfect TenseTrain the students to understand the target language in spoken conversation.ⅡTeaching methodsAccording to the fact of the students and the teaching materials, In order to accomplish the above aims and demands, I will use the following methods:(1)Thinking of examples from the students’real lives.(2)Making sentences by looking at the picturesso that the students can collect enoughinformation understand the text better.ⅢAnalysis of learning method1. teaches students how to communicate with others in English, and ask them to grasp the chances.2. Encourage student to enter the competition in groups, and teach them how to cooperate. The ambiance of classroom will be very relaxing. And it’s easy for students to master the knowledge.The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyoversleep（2）Target LanguageWhat happened?I overslept And by the time I got up, my brother had already gotten in the shower．2．Ability Objects（1）Teach the students to use the new words．（2）Train the students to narrate past events with the Past Perfect Tense．（3）Train the students’listening and speaking skills with the target language．3．Moral ObjectIt’s a good habit to go to bed early in the evening and get up early in the morning．So you’ll never be in a hurry in the morning．Ⅱ．Teaching Key Points1．Key Vocabularyoversleep2．Target LanguageNarrate past events with the Past Perfect Tense Ⅲ．Teaching Difficult Points1．Train the students to narrate past events with the Past Perfect Tense．2．Train the students to understand the target language in spoken conversation．Ⅳ．Teaching Methods1．Thinking of examples from the students’real lives．2．Making sentences by looking at the pictures．Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep 1. Revision1. Discuss these questions in a group:What do you usually do in, the morning before school? Do you like morning?Why or why not?Choose one good student to answer them by saying something he or she usually does in the morning．He or she may answer like this,I usually get up early, wash my face and have breakfast．I like mornings because the air is fresh, or I usually get up as late as possible．Then I have to wash my face and have breakfast in a hurry．I often rush to school without breakfast．Sometimes I forget something at home．I don’t like mornings because I am always too busy．Then have the whole class practice in pairs．Ask each other the questions．After they finish talking, ask one or two pairs to say their conversations to the class．Correct the mistakes they may make with the other students．2. Show some pictures to students and ask some questions:A: What do you usually do in the morning?B:I usually brush my teeth in the morningA: What do you usually do in the morning?B:I usually have a breakfast in the morning .A: What do you usually do in the morning?B:I usually go to school in the morning .Step 2. 1aThis activity reviews vocabulary and introduces new vocabulary which can be used to narrate past events1. New words:1). by the time到……时候2). gotten get的过去分词. got 是它的过去式3). oversleep睡过头2. Language goal:Say to the class, By the time I came in．what had happened? Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．Then get more students to answer differently, such as,By the lime the teacher came in, we had discussed an English problem．By the time the teacher came in, I had drawn a picture．Write these sentences on the blackboard, and teach the students to read several times．Read the instructions to the students and read these questions to the class as well．Step 3.RepresentShow some pictures to students and ask students to tell what they see．Say, Any sentences which make sense are accepted to describe the pictures．The girl in the pictures is Tina．Present the new words by providing sentences showing the meanings of them like this:: What can you see in Picture 1?S1: She slept a long time．T: That’s correct．She slept too late．She overslept．Class repeat．She overslept．S s: She overslept．T: What do you see in Picture 2?S2: Her brother or sister is in the bathroom．T: That’s correct．She wants to go into the bathroom．She can’t because someone is taking a shower．Class repeat．Someone is taking a shower．S s: Someone is taking a shower．Write these words on the blackboard:overslept, taking a shower, had left, left her backpack at home．Then tell students to talk about the pictures in groups of four．Move around the classroom, listening to students and offering help．Make sure that they talk in English．After they all finish talking, ask different groups to tell the class about the pictures．They may say like this:1.Tina overslept in the morning．2.She wanted to go to the bathroom, but her brotherhad already gotten in the shower．3.When she got to the bus stop, the bus had alreadyleft．4.She had to run to school．5.After she got to school, she realized she had left herbackpack at home．The sentences can vary, but should be correct．Step 4. 1bThis activity gives students practice in understanding the target language in spoken conversation．Ask the students to read the instructions together．Have them look at the three columns, 1, 2 ,3 ,in the chart．Point out the sample answer．Read the three parts of the sentence．1. Play the recording for the first time．Students only listen．Then play it a second time．Let students match two parts of each sentence．Check the answers by asking some students to tell their answers．Make sure that all of them have got the correct answers by listening．Say congratulations to the students who get the answers correctly by guessing．2.Answers1)．had gotten 2)．had left3)．had left3.Look at your books in page134 Then ask some students translate some difficult points English into Chinese.Step 5 1cThis practice provides guided oral practice using the target language．First play the recording in Activity 1bagain and let the students read after it．Do it at least twice．Then read the instructions together with the whole class．You will make conversations in pairs．Each of you will have to take turns being Tina．Look at the pictures in Activity la to helpyou．Tell your partner what happened to you this morning．Ask a pair to read the example to the class before they beginS A: What happened?S B: I overslept．And by the time I got up, my brother had already gotten in the shower．Write the conversation on the blackboard．Have the students work in pairs．Move around the room offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step 6 SummarySay, In this class, we’ve learned how to narrate past events, using the Past PerfectTense．We’ve also done some listening practice in understanding the target language in spoken conversation．Also, we’ve done much oral practice using the target language．Step 7 Homework1．Write out the story of Tina, Note to use the target language．2．Revise when to use the Past Perfect Tense and the verb structure of it．Step ⅦBlackboard Design九年级英语Unit 10教学设计The second periodUnit 10 By the time I got outside, the bus had already left．教学设计The Second Period一、本课时教材分析本课是新目标英语九年级上册第10单元，section A 的2a,2b,2c 及Grammar focus部分。

九年级英语unit10英文教案

Unit 10 By the time I got outside, the bus had already left．The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyoversleep（2）Target LanguageWhat happened?I overslept．And by the time I got up, my brother had already gotten in the shower．2．Ability Objects（1）Teach the students to use the new words．（2）Train the students to narrate past events with the Past Perfect Tense．（3）Train the students’ listening and speaking skills with the target language．3．Moral ObjectIt’s a good habit to go to bed early in the evening and get up early in the morning．So you’ll never be in a hurry in the morning．Ⅱ．Teaching Key Points1．Key Vocabularyoversleep2．Target LanguageNarrate past events with the Past Perfect TenseⅢ．Teaching Difficult Points1．Train the students to narrate past events with the Past Perfect Tense．2．Train the students to understand the target language in spoken conversation．Ⅳ．Teaching Methods1．Thinking of examples from the students’ real lives．2．Making sentences by looking at the pictures．Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise the language points in Unit 8．Ask some questions like this: What volunteer work would you like to do?Help the students to answer, I’d like to…/I love to…/I hope to…2．Practice the dialogue in Activity 3c on page 62 again．Get students to role play the similardialogues with the following．S A: I’d like to join the school volunteer project, but I’m not sure what I should do．S B: What do you like doing?S A: I love playing football．S B: Well, you could help coach a football team for little kids．Let the children practice in pairs．3．Check the students’homework by asking some students to read their sentences with the phrasal verbs．Then ask the students to hand in their homework．4．Dictate the following words：clean up, cheer up, give out, put off, set up, run out of, take after, fix up, giveaway, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategyStep Ⅱ1aThis activity introduces new vocabulary which can be used to narrate past events．First write by the time on the blackboard．and tell the class the meaning of it．"by the time" means not later than, before, as soon as, or when the indicated comes．When we use the words．"By the time…, "we are talking about two different things that happened in the past．Say this sentence to the class: By the time the teacher came in, the students had begun reading English．Tell them to note the struture "had begun" in this sentence．Begun is the past participle of begin．When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle．The words following By the time…, talk about the thing that happened later．And tell the students when they use had plus a past participle, they are using the Past Perfect Tense．Also explain what is the past participle form of a verb for the students．Tell them it is as the same as the past form for a regular verb．And they have to remember the irregular verbs’ participles one by one．Play a game to help the students understand the sentences with the words By the time…Do it like this:Pretend that the teacher will leave the classroom and the students will do some things．When the teacher returns．the class will make statements starting with By the time…Write By the time I came back…on the blackboard．Say to the class, By the time I came in．what had happened?Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．Then get more students to answer differently, such as,By the lime the teacher came in, we had discussed an English problem．By the time the teacher came in, I had drawn a picture．Write these sentences on the blackboard, and teach the students to read several times．Read the instructions to the students and read these questions to the class as well．What do you usually do in, the morning before school? Do you like morning?Why or why not?Choose one good student to answer them by saying something he or she usually does in the morning．He or she may answer like this,I usually get up early, wash my face and have breakfast．I like mornings because the air is fresh, or I usually get up as late as possible．Then I have to wash my face and have breakfast in a hurry．I often rush to school without breakfast．Sometimes I forget something at home．I don’t like mornings because I am always too busy．Then have the whole class practice in pairs．Ask each other the questions．After they finish talking, ask one or two pairs to say their conversations to the class．Correct the mistakes they may make with the other students．Call the students’ attention to the pictures in Activity la．Ask students to tell what they see．Say, Any sentences which make sense are accepted to describe the pictures．The girl in the pictures is Tina．Present the new words by providing sentences showing the meanings of them like this:T: What can you see in Picture 1?S1: She slept a long time．T: That’s correct．She slept too late．She overslept．Class repeat．She overslept．S s: She overslept．T: What do you see in Picture 2?S2: Her brother or sister is in the bathroom．T: That’s correct．She wants to go into the bathroom．She can’t because someone is taking a shower．Class repeat．Someone is taking a shower．S s: Someone is taking a shower．Write these words on the blackboard:overslept, taking a shower, had left, left her backpack at home．Then tell students to talk about the pictures in groups of four．Move around the classroom, listening to students and offering help．Make sure that they talk in English．After they all finish talking, ask different groups to tell the class about the pictures．They may say like this:Tina overslept in the morning．She wanted to go to the bathroom, but her brother had already gotten in the shower．When she got to the bus stop, the bus had already left．She had to run to school．After she got to school, she realized she had left her backpack at home．The sentences can vary, but should be correct．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask the students to read the instructions together．Have them look at the two columns, A and B ,in the chart．Point out the sample answer．Read the two parts of the sentence．Then go over the other unconnected parts of sentences, too．You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column．Please guess the other two sentences before I play the tape．I guess most of the children can get the correct sentences by guessing．So just let them guess．Don’t tell them whether their answers are right or wrong．OK, just keep your answers by guessing．Let’s decide if they are right by listening to the tape now．Play the recording for the first time．Students only listen．Then play it a second time．Let students match two parts of each sentence．Check the answers by asking some students to tell their answers．Make sure that all of them have got the correct answers by listening．Say congratulations to the students who get the answers correctly by guessing．Answers1．b 2．a 3．cTapescriptBoy: Hi, Tina．You look stressed out．Girl: I am．I had a bad morning．Boy: Really? What happened?Girl: Well, first of all I overslept．By the time I got up, my brother had already gotten in the shower．Boy: Oh, what a pain!Girl: So, after he got out of shower, I took a quick shower and got dressed．But by the time I went outside, the bus had already left．Boy: Oh, no!Girl: Oh, yes! So I ran all the way to school．But when I got to school, I realized I had left my backpack at home．Boy: No wonder you look stressed out．Step Ⅳ1cThis practice provides guided oral practice using the target language．First play the recording in Activity 1bagain and let the students read after it．Do it at least twice．Then read the instructions together with the whole class．You will make conversations in pairs．Each of you will have to take turns being Tina．Look at the pictures in Activity la to help you．Tell your partner what happened to you this morning．Ask a pair to read the example to the class before they begirtS A: What happened?S B: I overslept．And by the time I got up, my brother had already gotten in the shower．Write the conversation on the blackboard．Have the students work in pairs．Move around the room offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step ⅤSummarySay, In this class, we’ve learned how to narrate past events, using the Past Perfect Tense．We’ve also done some listening practice in understanding the target language in spoken conversation．Also, we’ve done much oral practice using the target language．Step ⅥHomework1．Write out the story of Tina, Note to use the target language．2．Revise when to use the Past Perfect Tense and the verb structure of it．Step ⅦBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Target LanguageBy the time she got to class, the teacher had already started teaching．When she got to school, she realized she had left her backpack at home．When I got home, I realized I had left my keys in the backpack．（2）The Three Forms of the verbs．2．Ability Objects（1）Train the students’ listening skill．（2）Train the students’ writing skill with the target language．（3）Train the students’ speaking skill．（4）Train the students to use the three forms of the verbs．3．Moral ObjectTry to be a careful person and do everything carefully．Remember not to be as careless as Tina．Ⅱ．Teaching Key Points1．Listening practice with the target language．2．Use the correct verb forms to fill in the blanks by listening．3．Make sentences using the Past Perfect Tense．4．The three forms of the verbs．Ⅲ．Teaching Difficult Points1．Write an ending for the story in Activity 2c．2．The three verb forms in Grammar Focus．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．They may say like this:Tina had a bad morning．First of all she overslept．By the time she got up, her brother had already gotten in the shower．And by the time she went outside, the bus had already left．She had to run all the way to school．When she got to school, she realized she had left her backpack at home．All these made her look stressed out．After that, ask the whole class to work in pairs, telling the stroy and helping each other in turns．Remind them to use the correct verb forms．2．Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．Step Ⅱ2aThis activity provides guided listening practice using the target language．We have known Tina had a bad morning．But something worse happened to Tina later．Let’s go to Activity 2a on page 69 and see what happened to Tina later in the morning．Read the instructions to the class．Be sure that all of them know what to do．Call the students’ attention to the four pictures．Get them to guess the correct order of the pictures first．The first one is given as a sample．Ask one or two children to tell their stories by describing the pictures according to their own order．Then, we will hear Tina talking about what happened to her after she got to school．We can see there is a small box in each picture．Please write a number from 1 to 4 in each box to show each picture’s correct order．The first one has been given as a sample．Get the children to get ready to listen to Tina continue her story．Play the recording the first time, students only listen．Play the recording again and ask the children to number each picture．Check the answers with the class and see who have ever got the correct answers without listening．AnswersThe pictures should be numbered in this order:3 1 2 4TapescriptBoy: So then what did you do, Tina?Girl: Well, I ran home to get my backpack．But when I got home, I realized I had left my keys in the backpack．Boy: You’re kidding!Girl: So I ran back to school without my keys or my backpack．And by the time I got back to school, the bell had rung．Boy: Oh, no!Girl: And by the time I walked into class, the teacher had started teaching already．She asked for our homework, but of course I didn’t have it．Step Ⅲ2bThis activity gives students practice in understanding and writing the target language．Ask the students to read the instructions together．Point out the blanks in the sentences and the verbs in the brackets．This activity has two parts．First let’s fill in the blanks with the correct verb forms．We can see some verbs in the brackets．They are the base forms of the given verbs．For example, get and got, Get is the base form of the verb．Your job is to write the correct forms of these verbs in the blanks．Look at number one．A sample answer is given．Let the students fill in the blanks with the correct forms individually．Move around the classroom collecting the common mistakes they may make．After they all finish writing, tell them to get ready to listen to the conversation and check their answers．I will play the recording again．Please check your answers and correct any mistakes you might have made while listening．Play the recording．Students listen and check their answers．Correct the answers by asking seven different students to say theirs to the class．Answers1．got home 2．realized 3．had left4．got 5．had rung 6．walked 7．had startedStep Ⅳ2cThis activity gives students oral practice with the target language．Ask the whole class to read the instructions together．We have a new task now．We know Tina was late for class．What do you think happened after Tina was late for class?Work with a partner．Make up an ending for the story by continuing it．The beginning has been given．Get students to discuss in pairs．Complete the ending．Make sure they are talking in English．Move around the classroom, offering language support if needed．After ten minutes, ask students to stop discussing．Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best．Tell each pair to write downtheir ending, or do it after class if time is not enough．Sample ending of the storyThe teacher looked at Tina and said, " Why are you late and where is your homework, Tina?" "I had a bad morning today．" Tina said sadly．"I’m sorry to hear that, but may I know what happened? said the teacher．Then Tina told the teacher and the whole class her story．All her classmates laughed loudly after it．Some of them said, "Poor Tina!"Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you．Why not let me keep the keys for you? I would put your keys in my backpack．"Step ⅤGrammar FocusThis activity introduces the target language of this unit．Call students’ attention to the sentences on the left．Ask four different students to read the four sentences and point out where had plus a past participle is used．Write the sentences on the blackboard．Draw a simple time line for each sentence to help students to understand the grammar focus．For example:Then get the students to look at the box．Teach students to read the three forms of each verbs first．Then ask several students to read the verbs to the class to see if they can read．Write the verbs on the blackboard．Ask the students to make sentences correctly using each form of the verbs in the box．For example:I usually get up at 6:30．I got up at 5:30 yesterday．By the time I got up, my sister had already gotten in the shower．Tell the students when we talk about the first thing that happened．We use had plus a past participle （had gotten）and when we talk about the second thing that happened, we use the simple past tense （got up）．Ask some to read their sentences to the class．Ask the students to make their own lists of other verbs used in this unit．Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section．The lists have to include these verbs; leave, walk, start, oversleep, ring, be．Check the answers．Some sample sentences with the three verb forms1．I got up at 6:30 every day．I got up at 6:00 yesterday．By the time I got up, my sister had already gotten in the shower．2．We usually go to school at 7:30．We went to school at 8:30 yesterday．By the time we got to the classroom,the students had gone to the chemistry lab．3．My father leaves home at 8:30．He left home at 9:30 this morning．When my father went outside, the bus had left．4．The teacher often starts teaching at 9:00．The teacher started teaching at 8:30 the day before yesterday．When Tina got to class, the teacher had already started teaching．The three forms of the verbs used in this unit:Leave left leftWalk walked walkedstart started startedoversleep overslept oversleptring rang rungbe was/were beenStep ⅥSummarySay, In this class, we’ve done much listening and writing practice with target language．We’ve also done some oral practice in pairs．And we’ve discussed the Grammar Focus of this unit．Step ⅦHomework1．Write down the ending of Tina’s story．2．Make sentences using each form of the verbs below:leave, walk, start, oversleep, ring, be3．Review the Grammar Focus．Step ⅧBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularybell, ring, go off, rush, run off, on time, give sb．a ride, lock, break down（2）Target LanguageBy the time I got there, the bus had already left．By the time I woke up, my father had already gone into the bathroom．2．Ability ObjectsTrain the students’ reading skill with target language．Train the students’ speaking skill with target language．3．Moral ObjectHave you ever done anything carelessly?Share your story with your friends．Ⅱ．Teaching Key Points1．Guide the students to read the article in activity 3a．2．Help the students do the oral practice with the target language．Ⅲ．Teaching Difficult Points1．Help improve the students’ reading skill by Activity 3a．2．Help the students describe what has happened to them with the target language．Ⅳ．Teaching Methods1．Get the main idea by reading．2．Pairwork．Ⅴ．Teaching AidA projectorⅥ．Teaching ProceduresStep ⅠRevision1．Revise what happened to Tina by asking several students to tell the story．2．Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard．3．Check homework by asking one or two to read their own endings of the stroy．4．Check homework by asking some students to read the sentences which they made．5．Ask the students to hand in their homework．Some sample sentences with the verbs used in this unit:1．I leave home at 7:30 every morning．I left home at 8:00 this morning．By the time I got to the airport, the plane had left．2．I walk to school sometimes．I walked to school yesterday afternoon．When I got there, the sick girl had walk away．3．The meeting start at 3:00 every Wednesday afternoon．The meeting started at 3: 30 last Wednesday afternoon．As soon as Mr．Jones got to the meeting room, the meeting had already started．4．Tina seldom oversleeps．Tina overslept this morning．Tina said she had never overslept before．5．The hell rings at 8:10 every morning．The bell rang at 7:10 this morning．When I got to school, the first bell had rung．6．I am here now．I was at home last night．I had been here for 20 years by the end of 2003．Step Ⅱ3aThis activity provides reading and writing practice using the target language．Show the vocabulary on the screen by a project:Point to the words one by one and teach the students to read them．Do it several times．Then ask several students to read the words to see if they can pronounce each word correctly．Ask the whole class to read the instructions together．There is an article in Activity 3a．Your task is to read the story and write the events in the correct order．Have a look at the sample answer on the right of the article before you start．Then let the children complete the work on their own．After a while, ask some students to report their answers to the class．Write the events on the blackboard as they report, putting the events in the correct order．After checking the answers, tell students to read the article again more carefully．Tell them to find out the words or sentences which they can’t understand this time．A few minutes later, let the students ask questions on the words and sentences which they can’t understand．Do some explanation and make sure that the students make everything clear about the article．Then ask the students to read the article aloud．Move around the classroom while they are reading, offering help as needed．Next ask students to pick out the sentences with the Past Perfect Tense．Tell them to underline them and come up with the reason to use the tence．Ask two students to read their answers and explain the sentences．Answers1．alarm clock didn’t go off2．father went to bathroom3．woke up late4．took shower5．had some breakfast6．bus left7．ran to bus stop8．started walking9．got a ride with a friend10．bell ringing11．got to school12．got to classSentences with the Past Perfect Tense in the article:1．…by the time I woke up, my father had already gone into the bathroom and…2．Unfortunately, by the time I got there, the bus had already left．Step Ⅲ3bThis activity provides reading and writing practice using the target language．Call the students’ attention to the photo of the woman sleeping．The girl is sleeping．She may oversleep．How about you?Have you ever overslept?Get a students to answer the question simply, such as Yes, I have．/No, I haven’t．Then ask one student to read the instructions to the class．We can see six questions in the box．You’ll have to read the questions in the box and you have to describe the circumstances in which these things happened．Explain that describe the circumstances means to tell when, where and how the things happened．Ask one student who has ever overslept to answer the first question and describe the circumstance．Help him or her use the Past Perfect Tense to describe the circumstance．Then ask students to read the questions and write their answers in their exercise books．Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description．Move around the classroom providing sentences to the ones who need．Ask several students to share their stories with the class．Correct any mistakes they may make．Let them check the answers in pairs．Step Ⅳ3cThis activity provides listening and speaking practice using the target language．Ask the whole class to read the instructions together．Then call the students’attention to the sample conversation on the right．Ask a pair of the students to read the conversation to the class．Please ask your partner the questions in Activity 3b．Ask more questions if he or she says "Yes"．Ask the students to work in pairs．Encourage them to ask as many questions as they can．As they work, move around the room offering help and answering questions as needed．Ask some pairs to say their conversations to the class．Step ⅥSummarySay, In this class, we’ve learned an article．And we’ve done much practice in reading, listening, speaking and writing．We’ve done much practice with the target language．StepⅦHomework1．Write the answers to the questions in Activity 3b．2．Write a conversation in Activity 3c．Step ⅧBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Fourth PeriodI．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularycostume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up （2）Target LanguageWhen I got there, I found that he had fooled me．After an hour, the other kids showld up, and I realized that my brother had fooled me．By the time I got to match class, I was exhausted because I had stayed up all night studying．I found out that my friend had fooled me．2．Ability Objects（1）Train the students’ writing, listening and speaking skills with the target language．（2）Train the students to use the new vocabulary．3．Moral ObjectHave you ever been fooled on April Fool’sDay? Share your story with your friends．Ⅱ．Teaching Key Points1．Train the students’ listening and speaking skills with target language．2．Teach the students the new vocabulary．Ⅲ．Teaching Difficult Points1．Guide listening and oral practice using the target language．2．Help learn to use the new vocabulary correctly．Ⅳ．Teaching Methods1．Listening2．Pairwork and groupworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise the article in Activity 3a on page 70 by asking several students to read it．2．Dictate the following words and phrases:bell, ring, go off, rush, run off, on time, give sb．a ride lock, break down．3．Check the homework．Step Ⅱ1aThis activity reviews vocabulary, introduces some new vocabulary, and provides writing practice．Read the instructions to the students．Remember to read the sentence in the brackets．Point to the chart with the three headings Nouns, Verbs and Adjectives．Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．Teach the students to read the new vocabulary below:costume, show up, exhausted, embarrassed, empty, fool,April Fool’s DayWrite them on the blackboard or show them on a screen by a projector while teaching．Tell the children the meaning of each word and do a little explanation．Then call the students’ attention to the list of the words on the left．Ask a student to read them and tell the meanings at the same time．Find out the words which the students don’t understand and give some explanation．Please put these words in the correct columns in the chart．Some words can be put in more than one column．Get a student to read the sample answers to the class before they start say, Fool call also be a verb．For example, He fooled me．So it is put in both Column Nouns and Column Verbs．Ask the students to complete the chart on their own．Correct the answers by asking three students to read their answers to the class．AnswersNouns: fool, costume, change, clockVerbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up Adjectives: embarrassed, empty, exhaustedStep Ⅲ1bThis activity provides guided oral practice using the target language．Ask a student to read the instructions to the class．Ask another student to read the example on the right．Work in pairs now．Tell your partner about something that has happened to you recently．Note to use two or more phrases from the list in Activity la．Get tile students to talk in pairs．Move around the classroom checking their work and offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step Ⅳ2aThis activity provides guided listening practice using the target language．Say something about April Fool’s Day to the students like this:Every year on the first of April, Americans do silly things to surprise each other．For example, someone might tell you to go to the teacher’s office to get your new book．But there is no book at all!Call the students’attention to the four pictures．Ask the students what is happening in each picture．Ask four different students to describe the pictures．For example, ‘they can describe Picture 1 like this:A boy was told to take part in a costume party．So he dressed himself up like a monster．But when he got there he found that his friend had fooled him．It wasn’t a costume party．He frightened the others．Read the instructions to the class．You’ll listen to three boys, Dave, Nick and Joe, talking about April Fool’s Day．There is a box under each picture where you can write each boy’s name．Now listen to the tape and write the name of each boy under his picture．I have to tell you there will be one picture without a name under it．Tell them to see the example for Picture c．。

人教版新目标英语九年级全册Unit10单元教学设计

4.提高听力理解能力，能听懂并获取课文和相关听力材料中的关键信息。
5.提高阅读理解能力，通过阅读课文和拓展材料，掌握文章的主旨大意，了解人物经历和成功背后的故事。
6.提高写作能力，能根据所学知识编写关于个人经历和目标的短文。
（二）过程与方法
1.采用任务型教学法，引导学生通过小组合作、讨论、分享等形式，培养合作意识和团队精神。
6.培养学生自主学习能力，鼓励他们课外阅读、积累词汇、拓展知识。
（三）情感态度与价值观
1.培养学生树立正确的人生观和价值观，认识到努力和坚持是成功的关键，激发他们为实现目标而努力奋斗的信心。
2.引导学生学会尊重他人，关心同伴，培养良好的人际关系和团队协作精神。
3.通过学习成功人士的故事，激发学生的奋发向上的精神，培养他们克服困难、勇敢面对挑战的勇气。
2.学会使用一般过去时和现在完成时描述过去的事情和经历，以及它们在语境中的运用区别。
3.能够理解和运用本章节所学的重点句型，如：“How did you achieve your goal?”, “What inspired you to work hard?”, “Can you set an example for us?”等，进行相关话题的讨论。
4.布置课后作业，要求学生运用所学知识，描述一个自己熟悉的成功人士，巩固课堂所学。
五、作业布置
为了巩固本章节的学习内容，确保学生能够将所学知识应用到实际中，特布置以下作业：
1.写作任务：请学生撰写一篇关于自己或身边人成功经历的短文。要求使用本节课所学的核心词汇和短语，正确运用一般过去时和现在完成时描述经历。通过这个任务，学生可以进一步巩固语法知识，提高写作能力。
2.小组内部分工合作，收集资料，整理成功人士的故事，并准备进行课堂分享。

Unit 10 复习教案人教版英语九年级全册

n.价值
重点练习题
Our friendship is valuable.
valuable adj.有价值的
valueless adj.没有价值的
知识点6
drop by顺便拜访
重点例题
重点练习题
We dropped by the bookstore on our way home.
My family drop in at grandfather’s house yesterday.
bow:鞠躬；低头；屈从于
重点例题
We must bow to their wishes.
重点练习题
She bowed low to her teacher.
知识点2
be expected to
Expect+
sth.
sb.to do sth.
to do sth.
that从句
重点例题
be expected to do sth.应该做某事；被期望做某事
I dropped in on Mary last week.
知识点7
after all "毕竟；终究"
重点例题
重点练习题
Afterall, 15 minutes of exercise is betterthannothing.
毕竟，锻炼15分钟比不锻炼好。
知识点8
make an effort
重点例题
C. hopes
D. hoped
知识点3
hold out伸出、维持、抵抗
重点例题
重点练习题
He held out the keys and I took them.
知识点4

Unit10大单元整体教学设计人教版英语九年级全册

4.总结动词不定式的用法。
1.能够用动词不定式谈论习俗和首次见面时应该怎么做。
2.指导学生通过开展小组学习活动，培养协作意识。
3.通过学习，了解不同国家的文化知识，从而学会尊重不同的文化，养成良好的行为习惯。
1.重点：学习和练习用动词不定式谈论习俗和首次见面时应该怎么做。
2.难点：总结动词不定式的用法。
4.借助思维导图对文章关键内容进行复述。
5.让学生在听说读的基础上,有条理地输出语言。有条理并且有逻辑地进行语言输出,运用重点句型be supposed to, be expected to, It’s polite to进行写作。
单元
课时安排
教学内容
教学目标
教学重难点
Period ⅠSection A(1～2d)
Period Ⅳ
Section B(2a～2d)
1.教会学生读懂关于异国生活习俗的建议信。
2.掌握并运用阅读短文中的重点词汇和语言结构。
3.学会整理读书笔记。
1.通过对短文的阅读和复述，培养及时记忆的能力。
2.指导学生开展小组活动，培养协作意识。
3.指导学生了解不同国家的餐桌礼仪，提高对文明生活的知识。
1.复习已经学过的有关时间观念和礼仪方面的词汇。
2.口头掌握句型：
It's polite for boys to shake hands.
It's impolite to keep others waiting.
It's important to be on time.
3.学习和练习用动词不定式谈论习俗和首次见面时应该怎么做。
3.能综合运用本单元所学的重点句型You are (not) supposed / expected to do...和It’s polite / impolite to do...等来介绍中国的风俗礼仪。

九年级英语第十单元教案

Unit 10 You’re supposed to shake hands.目标确定的依据1.课程标准相关要求课程标准五级目标要求九年级学生能听懂有关熟悉话题的谈论；能借助语境克服生词障碍理解大意。

能就简单的话题提供信息，表达简单的观点和意见参与讨论，能根据上下文和构词法推断理解生词的含义，能独立起草短文，短信并在教师指导下进行修改。

2.教材分析本单元围绕different country. different customs 为话题来进行听、说、读、写活动。

描述自己或他人在不同场合应该做什么be supposed to do sth，不应该做什么be (not) supposed to do sth。

讨论不同国家的风俗习惯，如初次见面的礼仪，餐桌礼仪等，进一步提高文明意识，养成良好的行为习惯，培养学习兴趣。

了解各国餐桌习俗和饮食文化知识，以及相关的词汇，培养学生听、说、读、写能力。

有效提高阅读速度和理解材料的准确度，能灵活运用所学知识自如表达本课重点话题餐桌礼仪问题。

教材内容从基本语言知识到语言综合知识的应用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在活动中有目的的学习语言，这样对提高学生口语和交流能力很有帮助。

3.学情分析从整体来说，学生的学习积极性还是比较强的，大多数学生学习态度较端正。

部分学生学习的兴趣不够浓厚，学习的主动性不强，两极分化现象比较严重，尖子生不够突出。

从几次月考的情况看，学生各学科之间发展不平衡，存在着偏科的现象，尤其是英语学科，有一部分学生（特别是男生）其他六科成绩还可以，就英语特别差，独立解决问题的能力也比较差。

大部分学生还存在着依赖性，不愿意自己探究知识，没有好的学习习惯，还要教师在今后的学习中进行渗透。

课时1教学目标1.通过学习，能够正确使用下列词汇custom, bow, kiss, greet, shake hands with sb.进行简短的对话。

人教版九年级英语全册Unit10单元优秀教学案例

四、教学内容与过程
（一）导入新课
1.利用多媒体展示不同城市的图片，如北京、上海、纽约等，让学生直观地感受到城市的特点和魅力。引导学生谈论自己所熟悉的城市，激发他们的学习兴趣。
2.教师提出问题：“如果你要邀请一个外国朋友来你的城市参观，你会推荐他去看哪些地方？”让学生思考并发表自己的意见，从而引出本节课的主题：“If you come to my city”。
2.学生在小组内进行分工，如搜集资料、撰写介绍、模拟导游讲解等。鼓励他们用英语进行交流，提高口语表达能力。
3.教师巡回指导，对学生的讨论和完成情况进行评价，给予必要的帮助和提示。
（四）总结归纳
1.教师邀请各小组代表展示他们的城市介绍，让其他学生对展示的内容进行评价和讨论。
2.教师根据学生的讨论和表现，对本节课的核心内容进行总结，强调重点和难点。
7.个性化教学：教师注重关注学生的个体差异，给予不同学生个性化的指导和关爱，帮助他们实现全面发展。针对不同学生的学习需求，设计丰富的教学活动，让每个学生都能在课堂上得到锻炼和提高。
8.反思与评价：本案例重视学生的反思与评价，教师引导学生对学习过程进行反思，帮助他们发现自己的不足，明确下一步的学习目标。同时，教师关注学生的情感需求，鼓励他们自我评价，培养他们的自我管理能力和自主学习能力。
1.采用任务型教学法，设置具有实际意义的任务，让学生在完成任务的过程中运用英语进行交流，提高他们的口语表达能力。
2.运用分组合作的学习方式，培养学生独立思考、自主学习的能力，同时增强他们的团队合作意识。
3.利用多媒体教学资源，如图片、视频等，为学生提供丰富的视觉和听觉感受，激发他们的学习兴趣，提高学习效果。
3.分组合作：教师将学生分成若干小组，进行分组合作学习。学生在小组内进行讨论、分享和交流，培养了他们的团队合作意识，提高了整体的学习效果。

九年级英语unit10 教案

九年级英语unit10 教案教案标题：九年级英语Unit 10 教案教学目标：1. 学习并掌握本单元的重点词汇和短语。

2. 能够运用所学知识描述人物的外貌特征和个性特点。

3. 能够用英语表达自己对于不同类型书籍的喜好和观点。

4. 能够用英语谈论自己对于未来职业的规划和理想。

教学重点：1. 掌握本单元的重点词汇和短语。

2. 运用所学知识描述人物的外貌特征和个性特点。

3. 用英语表达自己对于不同类型书籍的喜好和观点。

4. 用英语谈论自己对于未来职业的规划和理想。

教学难点：1. 运用所学知识描述人物的外貌特征和个性特点。

2. 用英语表达自己对于不同类型书籍的喜好和观点。

3. 用英语谈论自己对于未来职业的规划和理想。

教学准备：1. 教材：九年级英语教材Unit 10。

2. 多媒体设备。

3. 学生练习册和笔。

教学过程：Step 1: 导入新课1. 利用多媒体设备展示一些图片，引导学生谈论人物的外貌特征和个性特点。

2. 引导学生思考并讨论以下问题：你认为外貌和个性对于一个人的重要性有多大？Step 2: 学习重点词汇和短语1. 呈现本单元的重点词汇和短语，帮助学生理解并记忆。

2. 进行词汇和短语练习，如词汇填空、造句等。

Step 3: 学习语法和句型1. 引导学生学习并理解描述人物外貌特征和个性特点的语法和句型。

2. 给学生提供一些范例句子，并让他们进行模仿和创作。

Step 4: 练习活动1. 学生分组进行小组讨论，讨论自己对于不同类型书籍的喜好和观点，并用英语进行表达。

2. 学生进行角色扮演，谈论自己对于未来职业的规划和理想。

Step 5: 总结与拓展1. 教师总结本节课的重点内容，并与学生进行互动讨论。

2. 布置相关的练习作业，巩固所学知识。

教学辅助策略：1. 利用多媒体设备展示图片和视频，激发学生兴趣。

2. 创设情境，让学生在实际交流中运用所学知识。

3. 鼓励学生积极参与课堂讨论和互动。

评估方法：1. 课堂观察：观察学生在课堂上的参与度和表现。

人教版九年级英语全册Unit10You’resupposedtoshakehands大单元教学设计

-开展课后研究性学习活动，鼓励学生自主探索感兴趣的文化主题，提高他们的自主学习能力。
5.评价反馈：
-采用过程性评价与终结性评价相结合的方式，全面评估学生的学习成果。
-针对学生的个体差异，给予积极的反馈和个性化的指导，激发学生的学习兴趣和自信心。
6.教学反思：
-在教学过程中，教师应密切关注学生的学习反应，及时调整教学策略，以提高教学效果。
2.每个小组准备一段简短的介绍，向全班展示他们的发现，如：“In Japan, people often bow instead of shaking hands.”
3.在小组讨论过程中，我会巡回指导，为学生提供必要的帮助和语言支持。
（四）课堂练习
1.设计填空、选择、句型转换等多种形式的练习题，帮助学生巩固所学知识。
3.课堂教学：
-采用互动式教学，让学生在小组内讨论和分享各自了解的文化礼仪，促进学生的主动学习。
-设计角色扮演活动，模拟不同文化背景下的交际场景，让学生在实践中掌握语言知识。
-利用多媒体教学手段，如PPT、动画等，直观展示不同文化的交际习惯，加深学生的理解。
4.巩固拓展：
-设计形式多样的练习题，包括填空、选择、改错等，帮助学生巩固所学知识。
2.学习并运用一般现在时的被动语态，描述不同文化背景下人们的行为规范。
3.能够理解并运用目标句型，如：“You're supposed to shake hands.”, “In some cultures, people bow.”等，进行简单的跨文化交际。
4.提高听说能力，能够听懂并参与关于不同文化礼仪的讨论，提高口语表达能力。
2.针对不同学生的学习水平和需求，作业难度和量要适中，避免造成过重的学习负担。

人教版英语九年级全册 Unit 10教案

九年级全册Unit 10Section A (3a-3c)教学设计一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：relaxed, value, capital, noon, mad, effort, drop by, after all,get mad, make an effort2）复习be supposed to句型。

3）如何正确的阅读课文。

2. 情感态度价值观目标：1）通过“应该” 与“不应该”进一步了解一些国家的礼仪和对时间的看法。

2）了解不同国家的不同的时间观念，加强对中国文化的理解。

二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。

2) 阅读短文，获得相关的信息。

通过阅读练习，来提高阅读能力。

2. 教学难点：1) 阅读短文，获得相关的信息的能力。

2) 理解并运用所学的词汇及表达方式。

三、教学过程Ⅰ. RevisionDifferent countries different customs.e.g. A: What are people supposed to do when they meet in...?B: They are supposed to bow / kiss / shake hands....Ⅱ. Warming upAre you supposed to be on time when you meet your friends?Are you supposed to call your friends before you go to their house for dinner?Are you supposed to make plans to meet your friends?But people in other countries may have different opinions. Let’s take two of them as examples.Ⅲ.Lead-in1. 展示一个哥伦比亚和瑞士风光的照片。

九年级英语第十单元教学设计和反思

九年级英语第十单元教学设计和反思一、教学设计1. 教学目标在本单元的教学中，我们的主要目标是帮助学生掌握有关时间表达的词汇和句型，以及相关的语法知识。

通过本单元的学习，学生将能够准确地表达时间，理解并运用一些常见的时间状语从句，提高自己的口头表达能力和语法应用能力。

2. 教学重点和难点（1）重点：时间的表达方式，时间状语从句的运用，使用一般现在时和一般将来时进行句子的构成。

（2）难点：时间状语从句的理解和使用，正确地选择时间的表达方式，正确地构造句子。

3. 教学内容本单元的教学内容主要包括以下几个方面：（1）时间的表达方式：包括几点几分的表达、日期的表达、星期几的表达等。

（2）时间状语从句的使用：引导学生理解和运用时间状语从句，提高学生的句子构成能力。

（3）一般现在时和一般将来时的使用：通过时间状语从句的引导，让学生理解和运用一般现在时和一般将来时进行句子构成。

4. 教学方法在本单元的教学中，我们将采取多种教学方法，包括听说读写结合的教学模式，尤其是注重口语表达的练习，帮助学生更好地掌握所学的知识。

5. 教学过程安排（1）导入：通过图片、视瓶或实物等形式引入相关话题，提高学生的学习兴趣。

（2）学习时间的表达方式：教师示范、学生模仿、小组讨论等形式进行时间的表达方式的训练。

（3）学习时间状语从句：介绍时间状语从句的用法和例句，并进行相关练习。

（4）学习一般现在时和一般将来时：介绍一般现在时和一般将来时的用法，通过例句和练习帮助学生掌握。

6. 教学评价教学评价将主要以考试、作业和口头表达为主要形式，通过不同形式的评价帮助学生检验自己的学习成果，及时发现问题并加以解决。

二、教学反思本次教学中，我们采取了多种教学方法，包括听说读写结合的教学模式，注重口语表达的练习等，取得了一定的效果，但也存在一些问题和改进的空间。

教学内容的安排需要更加紧凑和有目的性，避免内容过于零散，导致学生对所学内容缺乏整体把握。

教学评价需要更加多元化，包括平时的练习、作业的设计等，帮助学生真正掌握所学的知识。

新目标英语九年级十单元教案

新目标英语九年级十单元教案(总3页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--新目标英语九年级 Unit 10?Section A 第一课时教案设计一、教案背景：本节课面向九年级学生，无论是学生还是老师，准时到校是必须遵守的准则，能够一直守时的人是值得敬佩和学习的。

那么通过向学生问“我们有没有谁过头错过上学的公交车的时候呢”这一问题引起学生的兴趣。

再通过老师对自己早晨的描述，以及对学生早晨上学前的活动情况的询问把学生带到过去时的语境中，进而导出本节课的主角Tina。

二、教案课题：Unit 10? By the time I got outside, the bus had already left .Section A 第 I 课时三、教材分析：本课是新目标英语九年级上册第10单元，section A 的1a-2c部分。

教材以 Tina's morning 为中心话题，围绕着描述"过去发生的事情"展开，学习和运用过去完时态。

本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。

在学习活动中，学生通过交换对Tina's morning的描述及自己早晨发生的事，学习运用过去完成时。

四、教学目标：1. Knowledge Objects(1) Key vocabulary: by the time, oversleep, hadgotten/left/started/rung(2) Target Language: What happened/ I overslept/ By the time I got up, my brother had already gotten in the shower2. Ability Objects(1) Students can learn and use the new words.(2) Students can listen and speak the target language.(3) Students can narrate past events with the Past Perfect Tense3. Moral Objects(1) Let students know that they should have a good habit of going to bed early in the evening and getting up early in the morning. Soyou'll never be in a hurry in the morning.(2) Early to bed and early to rise makes a man healthy, wealthy and wise.五、教学重点与难点:1、Teaching Key Points:(1)Key words(2)Narrate past events with the Past Perfect Tense2、Teaching Difficult Points:(1)Train the students to narrate past events with the Past PerfectTense(2)Train the students to understand the target language in spokenconversation.六、教学方式:以任务型教学为主，采用情景教学法、多媒体辅助教学法、交际法等方式，利用多媒体课件展开课堂学习，谈论过去的事情。

人教版九年级英语全册Unit10SectionA1a2d教学设计

6.视频观看：观看一部与时尚相关的纪录片，了解不同国家和地区的时尚文化，记录下至少3个有趣的时尚现象。
作业要求：
1.完成作业时，注意书写规范，保持卷面整洁。
2.作业完成后，认真检查，确保无遗漏和错误。
3.家长签字确认，以督促学生按时完成作业。
4.教师将针对作业完成情况进行评价，给予反馈，帮助学生不断提高。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于时尚话题的相关词汇、短语以及一般现在时、一般过去时和一般将来时的被动语态的掌握和应用。
难点：如何让学生在实际语境中灵活运用被动语态，以及如何引导学生正确理解时尚概念，培养他们的审美观念。
2.重点：提高学生在听、说、读、写四方面的综合运用能力，特别是在听力理解、阅读分析和书面表达方面。
（2）设计问题链，引导学生深入思考，提高阅读理解能力。
（3）组织学生进行拓展阅读，推荐与时尚相关的文章、书籍，拓宽阅读视野。
4.针对写作教学，采用以下设想：
（1）以本章节的主题为写作话题，引导学生进行书面表达，提高写作能力。
（2）开展写作指导，帮助学生掌握写作技巧，如文章结构、过渡词等。
（3）组织同伴互评和教师评价，为学生提供反馈，促进写作水平的提升。
2.阅读拓展：阅读一篇关于可持续时尚的文章，分析文章中的观点和论证方法，总结出至少3个与可持续时尚相关的观点。
3.词汇积累：整理本节课所学的时尚词汇和短语，每个词汇或短语给出一个例句，并用彩色笔标注重点。
4.口语练习：与同学或家人进行对话，讨论以下问题：
（1）What is your favorite fashion item? Why?
（2）选择题：选择正确的词汇或短语，完成句子。

英语人教版九年级全册unit10教案

rush around, drop by, after all, get mad, make an effort, clean…off, take off
教学反思
课题名称
Unit 10you are supposed to
序列
Unit10
第2课时
主备人
王俊兰
审阅人
教学
目标
1．知识与技能：1.To learn the customs in Colombia and in Switzerland.
2．过程和方法：To practice expressing the customs by reading the passage.
Language points: explain the key words and phrases in section A-2.
小组总结
作业布置
More exercises about the languaed, value, capital, noon, mad, passport, chalk, blackboard, northern, coast, season, knock, eastern, worth, manner
资源
Flashcards, computer
主要教学过程
课堂教学设计
教师活动
学生活动
情境
导入
Revision.
Ask Ss to translate some phrases into Chinese.
Pair works.
Show Ss some pictures and then to make conversation like:
10．2. Different countries have different customs.