2018人教版九年级英语上册教学

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2018届人教版九年级英语全册教案：Unit1 How can we become good learners(4)

课时计划年月日题目Unit 1 Section B 1a ～1e 课时 4教学目标知识与能力New words and expressions过程与方法good learning habits情感态度与价值观To develop the attitude of the students ,never give up when meeting [来源: ]difficulties, and try to be a good learner[来源: ]重点难点1.To memorize the expressions about learning problems and advice.2.To deal with the problems in English study.课型New lesson 教学手段media [来源: .Com]教[来源: ][来源: .Com]学[来源: ]过[来源: .Com][来源: ]程师生活动个案部分Step 1 Lead in1.Check the homework: The students correct theirsentences in groups. Then some good sentences shouldbe presented to the class2.Review the phrases learned in Section A and talk aboutthe usage of the phrases.Step 2 Practice (1a, 1b)1a. Reading and checkingT: Learning English can be both easy and difficult. Whatthings are easy for you? And what things are difficult foryou? Now turn to page 5, read the list and check thestatements that are true for you.Then discuss the statements that seem the most difficult forthe students.1b. Make a listT: You have read and checked the statements true for you.Now make a list of other things difficult for you, too.The students complete 1b individually.Then ask the students to read some of their answers to theclass. Write their answers on the blackboard.教[来源: ]学过程[来源: .Com]Step 3 Listening (1c, 1d)1.T: Paul is a nice boy. He works hard at his English, but still has many learning challenges. Now listen to the tape and find out what challenges he has and check them in the box.Ask the students to go over the items 1-4 firstly, then play the recording for the students to listen and complete the learning challenges that Paul talks about.If necessary, play the recording a second time to complete 1c. Then check the answers.2.Ask the students to go over 4 sentences in 1d and ask them to guess the meanings of these sentences. Then let the students listen to the tape and complete the solutions. Check the answers in pairsStep 4 Role-play (1e)Ask the students to role-play the conversations using the information in 1c and 1d. Then ask several pairs to present their conversations to the class.Homework1. Memorize the new words and expressions2. Finish the exercise book “Development of English Ability”.板书设计教学反思。

教育最新2018秋九年级英语全册Unit1HowcanwebecomegoodlearnersPeriod2教案新版人教新目标版

【find用法归纳】
find sb. doing sth.发现某人做某事
find it +adj. + to do sth.发现做某事很……
【afraid用法归纳】
be afraid of sth./doing sth.害怕（做）某事(担心出现某种不良后果)
be afraid to do sth.害怕去做某事(“怕”或“不敢”去做某事)
2. Train students’ reading and writing skills.
Teaching difficult points:
Improve students’ reading ability.
Teaching procedures
Remarks
Step 1 Revision
Give the students some pictures; then let them talk about:
Step 5 Summaryand conclusion
发现做某事很难find it difficult to do sth.
语言学习的秘密the secret to language learning
害怕做某事be afraid to do sth.
爱上fall in love with
Step 6 Homework
How do you study English? I study by...
Step 2 Reading
Look at the picture on page 3, then let the students talk about:
The girl is Wei Fen. What is she doing? Can you guess how she studies English ?

人教新目标2018年九年级英语全一册单元教案

Unit 1How can we become good learners?本单元围绕学习的话题，讲述了学习的障碍及对应的解决方法，对学生的学习有重要意义。

Section A内容上侧重英语学习的方法，学生要学习、训练相关的语言内容和技能。

学生要重点掌握并能熟练、正确地运用与学习主题相关的单词和各种表达学习方法的短语、功能及句型结构How do you study/learn…？I study/learn…by…How can I…？You can…by…；以及学会用“by＋v.－ing形式”结构来表达方式方法。

Section B在Section A谈论英语学习的基础上，在话题上，从英语的学习困难及解决方案，拓展到优秀学习者的学习习惯；在语言上，巩固和丰富了与学习相关的话题词汇；在技能上，将听、说能力综合，突出阅读训练，由读促写；在策略上，引导学生关注优秀学生的学习方式，并借鉴运用；在情感上，鼓励学生面对困难，积极探索解决方案，不断改进学习方法，提高学习效率。

The First Period—Section A(1a－2d)Teaching Important Points【教学重点】Key words & phrases：textbook，conversation，aloud，pronunciation，sentence，patient；study for，ask the teacher for help，work with a group，be patientKey sentences：1.—How do you study for a test?—I study by working with a group.2.—Does anyone learn English by watching videos?—No.It's too hard to understand spoken English.3.—Have you ever studied with a group?—Yes，I have.I've learned a lot that way.Key structure：verb＋by doingeg：I study by working with a group.Teaching Difficult Points【教学难点】★Practice the structure “verb＋by doing” in listening and speaking.Teaching Aids【教学工具】A tape recorder，CAI or multimedia courseware.Teaching Steps【教学过程】★Step 1Leading in【新课导入】(Ⅰ)1．GreetingGreet the class and briefly talk with the students about their holidays.2．DiscussingDiscuss with the students，like this：T：What do you usually do when you study English?S1：I often read English books.T：(To class) Good.He studies English by reading English books.That's a good way.(Then to another student)Now，what do you usually do when you study English?S2：I…3．Practice with more students.★Step 1Leading in【新课导入】(Ⅱ)1．GreetingGreet the class and tell the students the goal of this unit.2．PreparationT：Today we are going to talk about how to study.How do you study English?Collect the students' answers and prepare the language items for this period.★Step 2Cooperative inquiry【合作探究】1．Finish the task in 1a①Work in groups.Add more ways of studying English.②Read these phrases in 1a.Tell them the usage of “by doing” phrases.③Help students to say out their ways of studying.2．Finish the task in 1b①Read the instructions.②Play the recording for the first time.Students only listen.③Play the recording a second time.Ask them to match the ways with the names.④Check the answers with the whole class.3．Finish the task in 1c①In groups，interview their partners about how they study for a test.②One from each group reports to the class.4．Finish the tasks in 2a－2b①Use PPT or pictures for the students to learn the new words.Read the questions in 2a.②Get the students to guess the answers in 2b.③Play the recording for the first time.Students listen and check the questions.④Play the recording again.Students listen and match the answers with the questions in 1a.⑤Check the answers with the whole class.5．Finish the task in 2c①Show the pictures of the conversations.②Students work in pairs.③Ask three pairs to say out their conversations to the class.Show the PPT to help.6．Finish the task in 2d①Talk about the picture and scan the conversation.②Ask the students to read aloud the conversation in 2d.Learn the new words and phrases.③Ask these questions：How does Jack feel at the very start?What makes him feel like this(nervous)?What's Jack's problem when he reads？And what does Annie suggest?What's Jack's problem with words？And what's Annie's advice?④Check the answers with individual students to see how well they understand.⑤Play the recording and get the students to follow the teacher in the recording.Then ask two pairs to act out the conversation.★Step 3Homework1．Do a survey：How do you study for an English test?2．Imagine that you are Jack and Annie.Make a conversation to talk about your English study.3．Translate the following sentences into English.(1)你是怎样学习英语的？我通过大量阅读来学习。

人教版九年级上册英语教案5篇

人教版九年级上册英语教案5篇人教版九年级上册英语教案（篇1）一、指导思想以我区初中英语教学教研工作为指导，立足学校整体教学工作，以提高教研质量为目标，增强学习意识、服务意识、教研意识、质量意识、合作意识，充分发挥专业职能作用，以新课改为契机，以更新教育教学理念为导向，以课堂教学改革为重点，并注重培养学生的创新精神和实践能力，从而不断深化课堂教学改革，全面提升我校英语教研水平。

二、工作要点：1.加强教学常规的精细化管理，全面提高教学质量。

1）.强化教学常规的落实，提高课堂教学效率，组织教师认真学习学校教学常规，指导检查教师的教学工作，进一步加强学科教学五环节的研究与管理，特别抓好“备课”、“上课”、“课后辅导”、“培优辅导”等主要环节，本学期聚焦“上课、作业”环节，注重教学的有效性。

特别在作业上统一标准，统一格式，统一订正，同时根据学生不同情况作业有分层。

2)组织英语课外活动和比赛。

做好期中期末命题的双向分析，跟踪补缺补差学生的成绩，加强月考命题分析的讨论和实施。

及时了解学生学习情况，调整教学和命题。

在教研组内部建立教学评价和质量保证体系，达到自我诊断、自我调节、自主发展的目的。

在英语教学中，我们提倡精选练习，精心编练，因材施教。

进一步做好英语方面的差距和差异的弥补。

加强九年级毕业班工作研究，提高毕业班教学效率。

加强对中考走势的信息收集和测试研究，集中精力，争取在九年级中考中取得一个满意的成绩。

2.?以教科研引领，为教师的专业化成长打造新的平台。

1）.大力开展校本教研，拓宽教师课程视野，逐渐成为学习型、反思型教师。

通过同伴互动。

充分发挥学校骨干教师、优秀教师的作用,通过“共享式的集体备课”、“探究式的课堂实践活动”和“专题式的学习讨论活动”等促进教师之间的互动，营造“集体备课、资源共享、个人加减、教后反思”的教研氛围。

结合优质课堂活动，并且推出一节具有代表性的研讨课。

（陈美红老师开课）2）.根据各年级特点，进行一次主题教研活动。

2018秋人教版九年级英语上册课件：Unit 3 单元话题阅读与写作课件 (共10张PPT)

the city to the post office.
任务二：找出上文中指路的句子。 6．_G_o__s_tr_a_i_g_h_t_d_o_w__n_t_o_t_h_e__co_r_n_e_r_.___________________ 7．T_u_r_n__le_f_t_a_t_t_h_e_b__ig__h_o_te_l_a_n_d__g_o__p_a_st__a_f_r_u_it__m_a_r_k_e_t_. __ 8．T_u__rn__e_a_s_t，__a_n__d_t_h_e_n_g_o__a_n_o_t_h_e_r_m__il_e_. ______________ 9. _T_h_e__p_o_st__o_ff_ic_e__is__a_cr_o_s_s_f_r_o_m__t_h_e_b_u_s__st_o_p_._________ 10._G_o__n_o_r_t_h_t_w_o__m__il_e_s.____________________________
写作实践假如你校有几位来自美国的交换生，他们打算周末步
行去翠湖公园。根据提示为他们写出前往的路线，并简要介绍公园的情况。
要点提示：
1．路线(见下图)。
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2018人教版九年级英语全册教案(2)(K12教育文档)

2018人教版九年级英语全册教案(2)(word版可编辑修改)编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（2018人教版九年级英语全册教案(2)(word版可编辑修改)）的内容能够给您的工作和学习带来便利。

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本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为2018人教版九年级英语全册教案(2)(word版可编辑修改)的全部内容。

Unit 1 How can we become good learners？学习目标认知目标:1。

Talk about how to study。

学会讨论各种学习方法和策略。

2。

Find out your suitable learning methods. 找出适合自己的学习方法。

情感目标：通过对学习方法的学习，培养学生用正确而科学的方法做事的能力，明白“一份耕耘,一份收获”。

技能目标：（1）熟练掌握下列词汇： aloud pronunciation discover repeat notepronounce increase speed partnercreate active connect review knowledgewisely born attention（2）熟练掌握下列短语: work with friends ask the teacher for helpread aloud look up practice pronunciationconnect…with… pay attention to （3）掌握下列句型：How do you study English?I learn by working with a group.Do you learn English by reading aloud?Yes， I do. It helps my pronunciation。

2018年九年级英语上册全册教案

九年级英语上册全册教案Lesson1Teaching & Practicing lessonPeriod 1 for the whole lessonⅠ Teaching Material1.Functional and notional items: Talk about what has done.nguage points: words: CD player, several, shelf,Sentences: Have you got …? I haven‘t got …. Have you seen it anywhereⅡ Teaching Objectives1.Talk about what has done orally.2.Try to understand the whole lesson and read it fluently. The tone andpronunciation should be basically right.3.Master the following words and sentences.4Ss: Words: CD player, shelf, severalSentences: Have you got …? I haven’t got …. Have you seen it anywhere? Yes, I have. / No, I haven’t.Ⅲ Teaching Points1.The main points: ⑴&⑵ of teaching objectives2.The difficult point:① shelf (pl) shelves②I have a pen.= I have got a pen.③the use of the present perfect tenseⅣ Teaching Procedureanization of the classA.GreetingB.Raise requirementT: We’re going to talk about the library.2.ReviewA.OralT: Do we have a library in our school? What do we have in the library? What can we do in the library?3.The teaching of the new lessonLesson 1T: Let’s learn Unit 1 In the library, Lesson 1. (write down the title) Teach: Have you got …?T: If you want to borrow a history book from the library, what do you say? Ss: Excuse me, do you have a history book?T: Yes, and we can also say: Have you got a history book?Write down the new sentence and compare the new one and the old one. Then teach the negative form and simple question form.And make more examples.Examples: He has got a good pen.They haven’t got any water.Our school has got a lot of students.B、Teach: Part 1T: Have you got a ruler? S1: Yes, I have. Here you are.T: Have you got an umbrella? S2: Sorry, I haven’t. Ask …Ask the Ss to use Part 1 to make new dialogue in pairs and then ask some to do it in front of the class. Teach “ CD player” at the same time.B．Teach: severalT: Have you got a pen? How many pens have you got?S1: FiveT: We may also say: “You’ve got several pens.”Write down the word: severalB.Teach: shelfT: Just now we talked about the library, we know there are many books in the library. Where are the books put?Teach: on the shelf shelf (pl) shelvesB.Part2T: Now I’d like you to make a dialogue talking about borrowing books about different subjects.Do it in pairs first then ask some to do it.Analysis: books about … at the moment = now = right nowB.Part 3Dialogue 1Listen and answer: Well, when you borrow books from the library, you must be careful, but Jim is not careful.What happened? Where was the book?Then read it and learn the dialogue.Analysis: Have you seen it anywhere? ( tense and the use of anywhere)Dialogue 2Listen and answer: How about Tom? What has he lost? Where was it?Read and learn.Analysis: have lost (tense)Perhaps he’s seen it. ( ‘s is short for has)I saw it on Lin Tao’s desk five minutes ago. ( tense)B. Conclusion1. have got = have 2 several = a few 3.on the shelf 4. thepresent perfect tenseA.Wb. Ex1 &24.Homework1.Do Wb. Ex 3&42.Recite Part 3Lesson 2Reading lesson2 periods for Lesson 2ⅠTeaching Materialsnguage points:Words: already, yard, schoolyard, step, librarian, probably, pay, sadly, mark, bookmarkPhrases: used to, put down, pay for, come up withSentences: Her hobby is reading.So was the librarian.Now her lost books are usually returned to the library.ⅡTeaching Objectives1.Read the whole lesson and try to understand its content. Make sure to answerthe questions in Wb correctly.2.Read the lesson fluently, the pronunciation and tone should be right.Ⅲ Teaching Points1.The main points---(1)&(2) in teaching objectives2.The difficult pointsA: already, “al” makes an / / soundB: the difference between “on” and “about”C: make sb. + adj.D: used to do sth.E: come up with an idea= think of an ideaPeriod 1Ⅳ Teaching Procedureanization of the classT: Today we are going to Lesson 2, in Lesson 2, we are going to talk about the library.2.ReviewT: Before we learn the new lesson, let’s go over what we learned yesterday.A.OrallyHave = have got eg. They don’t have any shelves.= They haven’t got any shelves.Has = has got eg. Does he have a CD player?= Has he got a CD player?Several=a fewOn the shelfThe construction and concept of the present perfect tenseB.Recite Part 2C.Wb. Ex33.The teaching of the new lessonA.Lesson 2T: We know we can borrow books from a library. But if we lose the books,what should we do? Let’s go on to learn Lesson 2, we will know the answerin it.( write down Lesson 2)B.pay forWell, you should pay for it.Teach: pay, paid, paidPay for : give money to sb. for sth.C.onT: Why do people like to go to the library?T: Because there are books on many different subjects.D.knowledgePeople can learn much knowledge from them.E.Part 1 Pre-readF.Part 2Ask the Ss the read the passage and answer questions in their Wb. Ex 1G.Read and learnParagraph 1T: How old is the writer’s grandma?What was she?What is her hobby?Why does she love books?4.Homework.A. Read the end of the text and finish the exercises in Wb.Junior English for ChinaBook 3Lesson 3课型：讲练课ⅠTeaching Materials1.Functional and notional itemsAsk questions about something has donenguage MaterialsWords: encourage, once, abroad, copyPhrases: think of, encourage sb. to do sth., get sth. back, pick upSentences: Have you ever been abroad? Yes, just once.I’ve just cleaned the kitchen.Really? I did that hours ago.Grammar: The difference between the present perfect tense and the past indefinite tenseⅡTeaching Objectives1.Learn to ask questions about something has done2.Read the whole lesson fluently, and pronunciation and intonation should beright.3.Master the following materials(4 skills) Words: once, copyPhrases: think of, pick upSentences: Have you been abroad? Yes, only once.(3 skills) Words: encourage, abroadPhrases: get sth. back, be abroadⅢ Teaching Points1.The main points: (1)&(2) in teaching objectives2.The difficult points:A.“ever, just, already”, they should be put in the middle of “ havedone”B. The difference between the present perfect tense and the past indefinitetenseⅣ Teaching Procedureanization of the class2.RevisionBefore we go on to learn the new lesson, let’s go over what we learn in Lesson2.A.OralGrandma lost library books. If she really lose them, what should she do?Did the librarian have any ideas? What is it?What did they doB. Workbook Ex23.The teaching of the new lessonA.Lesson 3Can Grandma get all her lost books back? Let’s go on to learn Lesson3.B.Read Part 1 and answer the following questions:Did Grandma get all her lost books back?How did she get them back?C.Read and learn*Think of:认为、想起、想出Eg: What do you think of it?I often think of my friends in Beijing.*Encourage sb. to do sth.Eg. The teacher thought a lot about how to encourage his students tostudy hard.*Pick up: pick it\them up*return sth. to sb.*get sth. from sb.D.Reading practiceE.Retell the storyF.Ask and answerHave you ever picked up a library book? Yes, I have\ No, I haven’t.Ask the students to ask and answer in pairs by using Part 2 and ask someto do it in class.Teach: abroad, onceDo Wb. Ex1G.Part 3Play and English songT: Have you ever listened to foreign music?Ss: Yes, we have.T: And we have just listened to it.Make sentences by using “ I have just…”Read and learnTeach: copyPoint out the difference between the present perfect tense and the pastindefinite tense.The present perfect tense shouldn’t be used together with the past time.H.Conclusion●the use of “ever, just, already” in the present perfect tense●the difference between the present perfect tense and the pastindefinite tense4.HomeworkA.Wb. EX2&3B.Go over the language pointsLesson 4课型：练习课ⅠTeaching Materialsnguage MaterialsWords: spoil, as, screenPhrases: on the computer, find outSentences: I guess somebody else has borrowed it.Could you find out who has taken it?Grammar: The present perfect tenseⅡTeaching Objecti ves4.Read the whole lesson fluently, and pronunciation and intonation should beright.5.Learn to read the information on the library cards and the computer screen.6.Master the following materials(4 skills) Word: asphrase: on the computer, find out(3 skills) Words: spoil, screenⅢ Teaching Points3.The main points: (1)&(2) in teaching objectives4.The difficult points: learn to read the information on the library cards andthe computer screenⅣ Teaching Procedureanization of the classToday, we are going to learn Lesson 4. In Less on 4, we’re going to talk about the information on the library cards and the computer screen.6.RevisionBefore we go on to learn the new lesson, let’s go over what we learn in Lesson3.A.OralHow could Grandma get all her lost books back?the use of the adverbs in the present perfect tense.7.The teaching of the new lessonA.Lesson 4Yesterday, we learned that grandma usually borrowed books from thelibrary. There is a new library today. If you want to read books, howcan you find them? Let’s go on to learn Lesso n 4.B.Part1I’d like you to listen and do Wb. Ex.1C.Part 2Ask the students to write down something about the school librarian andreport it to the class. Teach: as He works there as a shop assistant.D.Part 4Learn to read the information on the cards and the computer screen.E.Part 3Listen and answer: What does the boy want to borrow?What’s its name?Who has borrowed it?Read and learn.has borrowed, has taken, has got( the present perfect tense)find outRead and act.F.Part 5Read and learn.G.Checkpoint 1H.Wb. Ex.2&58.HomeworkA.Wb. Ex 3B.Go over the whole unit.Lesson 5课型：讲练课ⅠTeaching Materials4.Functional and notional itemsA. Learn to ask how long sb. has done sth.B. Learn to talk about if someone has been to a place.nguage MaterialsWords: surf, surfing, surfer, wave, Hawaii, beach, twice, Bondi, none, Newquay, water-ski, canoePhrases: have a try, since last Wednesday, learn sth. from sb. how to do it, several timesSenten ces: What’s …like?How long have you been in Sydney?Have you ever been to …?Grammar: the present perfect tenseⅡTeaching Objectives7.Learn to ask questions about something has done8.Read the whole lesson fluently, and pronunciation and intonation should beright.9.Master the following materials(4 skills) Words: surf, surfing, surfer, wave, beach, twice, nonePhrases: have a trySentences: Have you been to…? Several times.(3 skills) Words: water-ski, canoe(1 skill) Words: Hawaii, Bondi, NewquayⅢ Teaching Points5.The main points: (1)&(2) in teaching objectives6.The difficult points:A.“ever, just, already”, they should be put in the middle of “ havedone”B. The difference between the present perfect tense and the past indefinitetenseⅣ Teaching Procedureanization of the classToday, we’re going to talk about water sports.2. RevisionRevise the names of the sports they have learnt: roller-skating, skating, jump, race, skiing.10.The teaching of the new lessonA.Lesson 5And swimming is a kind of water sport because you have to swim in the water.Well, what other water sports do you know? Let’s go on to lea rn Unit 2 Water sports.e colour page1 to teach: surf, surfing, surfer, wave, water-skiing,canoe.C.Part 1Listen and answer: Who can surf, Ted or Bruce?How long has Bruce been in Sydney?Why did he come to Sydney?Who teach Bruce to surf?Read and learn:What’s …like? = How is …?Since last WednesdayLearn sth. from sb.Have you ever been to …?Have a tryHow to do itD.Read and act.E.Part 2Have you ever surfed?Have you ever been to Hawaii?Ask and answer in pairsLearn: Bondi, Cape Town, Newquay, noneNo one 人单数 No one is herenone 人/物单数/复数 None of them is here.F.Wb. Ex3. 2 . 1 .G.ConclusionSurf, surfing, surfer, waveHe’s a surfer. Have a tryHow long have you been in …?Have you ever been to …?11.Homeworkwb. Ex 2P.S.The writing on the blackboardUnit 2 Water sportsLesson 5surf ①What’s …like? = How is …? Have a trysurfing ②How long have you been in …? learn sth. from sb.surfer Since last Wednesday no one 人/ 单wave ③Have you ever been to …? none人/物单/复Hawaii ④None of us has. none of us (true)Cape Town No one has. no one of us (false)Lesson 6ⅠTeaching MaterialsWords: describe, especially, attract, so-called, possible, since, part-time, although, fit, prize, competition, event, Olympic, Waikiki, Honolulu, San FranciscoPhrases: all over, large numbers of, no matter, both…and…, give up, ever since, the Olympic GamesSentences: Now it is enjoyed by people all over the world.You can always find surfers out riding the waves.In the morning, he works as a part-time assistant in a surf shop.ⅡTeaching Objectives1.Try to understand the whole passage and read the whole lesson fluently andthe pronunciation and intonation should be right.2.Master the following materials:4Ss Words: describe, especially, attract, so-called, possible, since, part-time, although, fit, prize, competition, event, Olympic Phrases: all over, large numbers of, no matter, both…and…, give up, eversince, the Olympic GamesSentences: Now it is enjoyed by people all over the world.You can always find surfers out riding the waves.In the morning, he works as a part-time assistant in a surfshop.3.Master the following materials:3Ss Words: Waikiki, Honolulu, San FranciscoⅢ Teaching Points1.The main points: (1) &(2) in teaching objectives2.The difficult points: A. the use of “although” B. the use of “no matter”C. the use of “ both…and…”Ⅳ Teaching ProcedurePeriod 1anization of the classTalk about surfing2.ReviewHave you ever been to Qingdao?Who has ever been to Bondi Beach? None of us.Has anybody water-skied before? Nobody has.3.The teaching of the new lessonA.Lesson 6In Lesson 5, we learned some water sports. Today, we are going to talk about one of them----surfing.B.Talk about surfingWhere is the best place for surfing? Why?Have you ever watched people surf?What do you think of it?Ask the students to say something about it.Teach: fit, prize, competitionSurfing will make you fit( healthy). Maybe you can take part in a surfingcompetition, then you may win a prize.Part 1 Pre-read Ask and answer then teach: watch sb. do sth.; describe sth.C.Part 2Read and do wb. Ex.1D.Conclusion.fit, win a prize4.HomeworkA.Go over what we learn todayB.Read the passage and find out all the new words, try to guess their meaning.Period 2Teaching Procedureanization of the classLearn the passage2.ReviewWatch sb. do sth.; fit(healthy); win a prize3.The teaching of the new lessonA. Paragraph 1Find out the key sentence. Then learn the new language points.one of…; be enjoyed by sb.; all over the world= everywhere in the world;be famous for\ as; especially; attract sb. to somewhere; large numbers ofpeople(it is used to modify countable nouns)= a number ofRead this paragraph after the tape and then read it together. Ask some toread it in classB. Paragraph 2Find out the key sentence. Then learn the new language points..Read this paragraph after the tape and then read it together. Ask some to read it in classC.Paragraph 3Find out the key sentence. Then learn the new language points.D.Paragraph 4Find out the key sentence. Then learn the new language points.E.Conclusion4. HomeworkA.Wb. Ex. 2&3B.Retell the storyLesson 7课型：讲练课ⅠTeaching Materials1.Functional and notional itemsLearn to talk about something has donenguage materialsWords: such, fail, practice, New Zealand, businessPhrases: such great fun, on business, so farSentences: Time flies!He’s gone to New Zealand on bu siness.ⅡTeaching Objectives1.Learn to talk about something has done.2.Try to understand the content and read the dialogue fluently, thepronunciation and intonation should be right.3.Master the following materials:4 skills Words: such, fail, practice, businessPhrases: so far, on businessSentences: He’s gone to …4.Master the following materials:2 skills Words: New ZealandⅢTeaching Points1.The main points: (1) & (2) in teaching objectives2.The difficult pointsA.such great funsuch+adj. +n.(不可数/复数)such a + adj. + n.(可数名词单数)与 so的区别B.have been surfingC.practice sth.\ doing sth.D.gone to & been togone to去了，强调不在说话地点been to 去过，强调对某地有所了解，可以在说话地点ⅣTeaching Procedureanization of the classWe are going to talk about Bruce and Ted again. In grammar, we are going to talk about the present perfect tense.2.RevisionA.Retell the story in Lesson 6.B.Wb. Ex2&33.The teaching of the new lessonA.Lesson 7In lesson 5, we know Bruce will show Ted how to surf. Can Ted surf now?B.Listen and answerCan Ted surf? What has Bruce been doing every day? Why?When is Ted leaving for home?How about Bruce?Where is Bruce’s uncle?C.Read and learnTeach: *on Bondi Beach*such great fun: very funnysuch+adj. +n.(不可数/复数) such beautiful flowerssuch a + adj. + n.(可数名词单数) such a beautiful flowerso+ adj. So beautiful a flower如果在数量词“many, much, few, little”前，要用“so”eg: so much water, so many people* fail (in) the examfail to do sth.=can’t do sth.eg: fail the exam=not pass the examfail to catch the bus= miss the bus* need more practicepractice: 练习，实践（为不可数名词）如： Practice makes perfect.Practice : 练习（为及物动词）如：practice doing sth.* Time flies.* gone to去了，强调不在说话地点been to 去过，强调对某地有所了解，可以在说话地点eg: Where is he? He’s gone to his home.* on businessD.Reading Practice.E.Part 2 Ask and answeryet 用于否定句，一般疑问句及条件状语从句already用于肯定句，如果用于一般疑问句则表示惊讶的语气F.Answer the questions in groups. Teach: so far: up to nowAsk some to do it in classG.ConclusionH.Wb. Ex 14.HomeworkA.Recite Part 1B.Go over the whole lessonLesson 8课型：练习课ⅠTeaching MaterialsWords: cross, channel, mainland, slow, journey, among, proud, pride, unless, shot, truthPhrases: come true, slow down, be proud of, speak highly of, not only…but also… Sentences: Among them were his parents.He is not only the pride of our school, but also the pride of all thepeople in Hainan.ⅡTeaching Objectives1.Read the passage in Part 3 and try to understand its meaning. Read it fluentlyand the pronunciation and intonation should be right.2.Finish all the exercises in this lesson.3.Master the following materials as four skills:Words: cross, channel, mainland, slow, journey, among, proud, pride,Phrases: come true, slow down, be proud of, speak highly of, not only…but also…Sentences: Among them were his parents.He is not only the pride of our school, but also the pride of all the people in Hainan.4. Master the following materials as three skills: words: unless, shot, truth ⅢTeaching Points1.The main points: (1) & (2) in teaching objectives2.The difficult points: not only…but also…如果连接两个主语时，用就近一致原则。

2018-2019年初中人教版九年级英语上册Unit10第四课时 SectionB(1a～1d)优质课教学设计

第四课时Section B (1a～1d)【学习目标】1．教会学生能运用be supposed to谈论不同国家的餐桌礼仪。

2．教会学生通过听力训练获取有效信息，从中了解不同国家的餐桌礼仪。

3．通过学习，引导学生了解不同国家的餐桌礼仪，提高自身的文化修养。

【学习重点】重点句型：①Mind your manners！②In China，it's impolite to use your chopsticks to hit an empty bowl.③You're not supposed to start eating first if there are older people at the table.【学习难点】通过交流表达和听力训练，引入表达餐桌礼仪的表达方式。

☞学习提示不同的国家有不同的风俗礼仪，你了解哪些呢？对于餐桌礼仪，你又了解多少呢？通过一些问题来探讨。

Task 2☞学习提示翻开教材P77，要求学生听第一遍录音，并完成课本上1b的听力任务。

然后要求学生听第二遍录音，完成1c的听力任务，听第三遍，要求学生逐句进行跟读。

【学法指导】►mindmind此处意为“当心；注意”，用于警示他人。

如：Mind that steps！注意台阶！►辨析at the table与at table(1)at the table在饭桌旁如：The man sat at the table and asked for a cup of tea.这位男士坐在饭桌旁，要了一杯茶。

(2)at table在吃饭如：It's not polite to laugh at table.吃饭时大笑是不礼貌的。

情景导入生成问题T：Do you know some table manners in China？Maybe you know.Who can tell me something about table manners? And who knows table manners in India，Korea or France?不同的国家有不同的餐桌礼仪和饮食文化。

2018人教版九年级英语全册教案

Unit 1 How can we become good learners学习目标认知目标：1. Talk about how to study. 学会讨论各种学习方法和策略。

2. Find out your suitable learning methods. 找出适合自己的学习方法。

情感目标：通过对学习方法的学习，培养学生用正确而科学的方法做事的能力，明白“一份耕耘，一份收获”。

…技能目标：（1）熟练掌握下列词汇：aloud pronunciation discover repeat note pronounceincrease speed partner create active connectreview knowledge wisely born attention （2）熟练掌握下列短语：work with friends ask the teacher for helpread aloud look up practice pronunciationconnect…with…pay attention to（3）掌握下列句型：How do you study EnglishI learn by working with a group.$Do you learn English by reading aloudYes, I do. It helps my pronunciation.How can I read fasterYou can read faster by reading word groups.How can I improve my pronunciationOne way is by listening to tapes.But whether or not you can do this well depends on your learning habits.重点、难点（Key points and difficulties）>1. 学会运用how来询问做事方式2. 学会运用by + doing的结构表达做事方式。

初中英语最新-九年级英语上册Unit 2018 教案3 精品

Unit 12 You’ re supposed to shake handsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybow, kiss, be supposed to, shake hands, customs（2）Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．Ⅱ．Teaching Key PointsTarget languageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 11．In this unit, we learned some ways of asking for information politely．Now if you want to go to a library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong．Say, Please tell me things that are good to do in school and that are not good to do in school．Write each suggestion under the appropriate heading on the board．T: Is it a good idea to come to class late?S1: No．T: That’s right, It’s not a good idea to come to class late．You’re not supposed to come to class late．Class repeat．You’re not supposed to come to class late．S s: You’re not supposed to come to class late．T: （Writes come to class late under wrong）What are some things you shouldn’t do?S2: We shouldn’t eat in class．T: Right．You’re not supposed to eat in class．Ask students to repeat this example．Then ask students to tell about some things that are good to do in school．They may say things such as, You should do your homework every day; You should raise your hand before you talk．Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day．You’re supposed to raise your hand before you talk．Step Ⅱ1aLet students read the instructions．Point to the two lists of words．Read each word and ask students to repeat it．Put up a map of the world on the board．Ask students to explain where each of the countries is．Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss．Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries．Look at the sample answer．Tall students to guess if they aren’t sure．Step Ⅲ1bGo through the instructions with the class．Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl．Their conversation contains the answers to the questions in Activity 1a．Play the tape for the first time．This time, students only listen．Play the tape a second time．Ask them to listen to the recording and check their answers to Activity 1a．Check the answers with the class．Invite a student to read the answers．Step Ⅳ1cRead the instructions to the whole class．Point out the example in the box．Ask two students to read it to the class．Point to the lists of customs and countries in Activity la．Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about．As students work together, move around the classroom checking their work．Ask different pairs of students to ask and answer a question for the class．Step ⅤHomeworkReview the target language．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularygreet, be supposed to（2）Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes．I was supposed to arrive at 7:00, but I arrived at 8:00．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsWhen you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes．That is, you should act according to your host’s customs．Ⅱ．Teaching Key Points1．Key V ocabularygreet, be supposed to2．Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes．I was supposed to arrive at 7:00, but I arrive at 8:00．3．StructureWhat are you supposed to do when you meet someone?Ⅲ．Teaching Difficult Points1．the target language2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask some pairs to act out their conversations according to Activity 1a．Step Ⅱ2aLook at the picture and ask students to tell What is happening．Help students understand that the people are at a picnic．Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look comfortable? （No．）Read the instructions and point to the four mistakes on the list．Ask different students to read the mistakes to the class．Listen to Maria talking to a boy about what happened at the picnic．She made several mistakes．Listen to the recording and check the mistakes she made．Play the recording．Students only listen the first time．Play the recording again．Get students to check the mistakes Maria made．Check the answers with the class．Step Ⅲ2bGo through the instructions with the class．Point out the blanks in the four sentences．Invite a student to read the first sentence．Play the recording again．Let students fill in the blanks with the words they hear alone．Correct the answers with the class．Step Ⅳ2cRead the instructions for the activity to the class．Look at the example in the box．Ask two students to read the conversation to the class．Point out the mistakes in Activity 2a and the sentences in Activity 2b．Role play Dan and Maria’s conversation using information from Activities 2a and 2b．Ask students to work in pairs．As they work, move around the classroom checking the progress of the pairs and offering help as needed．Check the answers by calling on different pairs to say their conversations to the class．Step ⅤGrammar FocusReview the grammar box．Get different students to say the questions and answers．Step ⅥHomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyland, drop by, after all, relaxed, a bit（2）Target LanguageCan you tell me the things I’m supposed to do?The first thing is to greet the teacher．Okay．What should I say?You are supposed to say "good morning, teacher．"2．Ability Objects（1）Train students’ integrating skills．（2）Train students’ communicative competence．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: In last period, we summed up the expressions for telling what you are supposed to do．Now I’ll check your homework．I’ll ask some pairs to act out the conversations before the class．Step Ⅱ3aRead the instructions．Do you know what an opinion is?Ask a student to answer it．（An opinion is what you think or how you feel about something．）Look at the chart．Point to the word attitude on the chart and say, An opinion is like an attitude．Tell students what they will write in the chart．Ask students to read the first paragraph on their own．When they read, move around the classroom helping them as necessary．Then ask students to read the second paragraph．Again, as they read, move around the classroom answering any questions．Then read the instructions again and point out the chart．Point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．Invite a student to read the sample answer to the class．Then let him point out which sentence the answer is found in．Ask students to read the paragraphs again and complete the chart on their own．Correct the answers with the class．Step Ⅲ3bGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the conversation to the class．First practice this conversation with a partner．Then talk about your attitude toward being on time and getting together with your friends．Use true information．Have students work in pairs．Ask some different pairs to say their conversations to the class．Step ⅣPart 4Let students read the instructions．Ask a pair of students to model the sample dialogue．Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．Get students to complete the work in pairs．As they work, walk around the classroom offering help as needed．Review the task．Ask a few students to share their conversations with the whole class．Step ⅤHomework1．Write a conversation using the information in Part 4．2．Finish off the exercises on pages 49～50 of the workbook．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywipe, napkin, stick, chopstick, rude, point, pick up（2）Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key V ocabularywipe, stick, chopstick, rude, point, pick up2．Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．Ⅲ．Teaching Difficult Points1．Flow to improve students’ listening ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Get some students to read out their conversations using the target language in Section A 4．Collect their conversations and help correct their errors．Step ⅡPart 1Look at the picture and ask students to say what is happening in it．Look at the title, Mind your manners!Ask．What do you think it might mean?Read the instructions and point to the five statements about manners．Ask students to read the statements．Review the five statements to be sure students understand what each one means．Ask students to act out them．Then ask students to complete the quiz on their own．Correct the answers with the class．Step Ⅲ2aRead the instructions to the class．Review what an exchange student is and what table manners are．If necessary, translate them into Chinese．Look at the four pictures．You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．Point to the boxes where students are supposed to write a number next to each picture．Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording．Play the recording the first time．Students only listen．Play the recording a second time．As they listen to the recording this time, let students number the pictures．Correct the answers with the class．Step Ⅳ2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings．Ask different students to read the two lists．You will hear the same recording again．Play the recording again．Ask students to write the letters in the blanks alone．Check the answers with the class．Step Ⅴ2cGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the sentence starters．Now, complete each one with a true statement about table manners in your country．Ask two students to read their sentences．Point out the sentence starters in Activity 2b．Say, Have a conversation about table manners in your country with a patter．You can use the sentence starters in Activity 2b to help you get started．Have students work in pairs．Ask one or two pairs of students to say their conversations to the class．Step ⅥHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularytable manners, behave, be/get used to, cut up, full, fork, You should…（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write an e-mail message．Ⅳ．Teaching ProceduresStep ⅠRevisionReview the target language presented in this unit．Check homework．Ask two students to read out their sentences．Step Ⅱ3aCall attention to the e-mail message．Invite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Read the instructions to the class．Ask students to read the e-mail again．Say,Now read the e-mail．Answer the questions in your exercise book．As students work, move around the classroom and offer help as necessary．Check the answers with the class．Step Ⅲ3bRead the instructions to the class．Point to the beginning of the e-mail message．Read it to the class．Here are some things you need to know about table manners when you visit Japan．First of all, you should…Look back at the pictures in Activity 2a and the matching exercise in Activity 2b．You can use the pictures and information in Activities 2a and 2b to help you write your letters．Ask students to finish the activity on their own．As they work, walk around the classroom offering help and answering questions as needed．Check the answers with the class．Ask a student to read his completed article to the class．Step Ⅳ3cRead the instructions and ask students to look back at Activity 2c．Remind students that they made conversations about table manners in their own country．Say．You can use the ideas you talked about in Activity 2c as you write your email messages．Get students to finish the activity on their own．As students work, move around the room offering help as needed．Ask a student to read his or her message to the class．Have other students add any information that is missing from the first student’s report．Step ⅥHomework1．Read the e-mail message in Activity 3a again．2．Write an e-mail message to a friend about table manners．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．（2）Finish the story．（3）Complete the crossword．2．Ability ObjectsTrain students’ writing ability．3．Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Finish the story．Ⅲ．Teaching Difficult Points1．Make sentences using arrive, meet, spend, behave and imagine．2．Finish the story．Ⅳ．Teaching ProceduresStepⅠRevisionCheck homework．Ask a student to read the e-mail message in Activity 3a．Then ask a student to read his/her own e-mail message．StepⅡPart 1Look at the words in the box．Ask a student to read them．Make sure students understand the meaning of the words．Then say, Fill in the blanks with the words．In some cases, students 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 answers．Ask students to make their own sentences with the words, preferably sentences that are meaningful．Move around the classroom．Collect a few students’answers with mistakes on the blackboard．Then help students correct the mistakes．Step ⅢPart 2Go through the instructions with the class．Explain them to students．Get students to complete the work in pairs．Invite a few students to read the end of the story．Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．A sample end of the story…What I finally decided to do was to watch what others do and follow them．Step ⅣPart 3Do the example with the class to show them how to do a crossword puzzle．Ask students to complete the crossword puzzle on their own．Check the answers with the whole class．Step ⅤJust for Fun!This activity provides reading and speaking practice with the target language．Ask students what is funny about the cartoon．Help students to explain．The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway．Step ⅥSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words．After class, please finish off the story in 2 in your textbooks．Then finish off the exercises on pages 50～52 of the workbook．The Seventh PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsKey V ocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2．Ability ObjectsImprove students’ reading and writing skills．Ⅱ．Teaching Key PointTrain students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep ⅠKey V ocabularyShow the following vocabulary by cards．Careful-reading to get the detailed information．Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Parent helps child to the class．Ask, What do you think the article is about, based on the title?Look at the picture．Ask students to describe what is happening in the picture．Ask students to discuss the four questions．Students do not look at the reading text．Instead, they use their background knowledge to try to answer the questions．As they work, walk around, looking at their progress．When most students finish the task, ask students to compare their answers with a partner,Elicit answers from the students．Ask, Do you have any other answers? Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Go through the instructions with the class．Ask students to complete the task individually or in pairs．Make sure students discuss their reasons in English．As they work, walk around the classroom offering help as necessary．Ask students to read their answers．Encourage students to use complete sentences．Step ⅣPart 3Look at the story．Pay attention to the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, Pay attention to the bold words and expressions．And note any other words or sentences you don’t understand．Read in context, guessing the meanings of words and phrases from the other words around them．Ask students to read’ the article again for comprehension．Go through the instructions with the students and have them look at the example．Ask students to complete the next word on the list on the left．Students are matching words to meanings．As theywork, walk around the classroom offering help as necessary．Students complete the task．Remind them to look at the story again for extra help．Have students report their answers．Encourage them to use complete sentences．Step ⅤPart 4Go through the task with students．Elicit the first answer from students from memory．Check that they understand what they need to do．Ask students to do the activity on their own or in pairs．Students should try to remember or guess the answers before looking at the reading．As they work, walkaround the classroom offering help students may need．Check the answers．Invite different students to give their answers and give the correct statements for the ones that are false．Step ⅥPart 5Read the instructions with the students．Divide the class into small groups to do the activity．Give students help thinking of different fun and educational activities．Walk around the classroom offering help as needed．Cheek the answers．Have students share their answers with the class．StepⅦSummaryIn this class, we’ve practised a lot of reading and writing．Step ⅧHomework1．Read the story in Activity 2 again for further comprehension．2．Revise the target language in this unit．。

2018秋(人教版)九年级英语上册教案：Unit 6 课时五

科目English 年级Grade nine 主备人课题Unit 6 When was it invented?Section B (3a-Self check)上课人知识与技能目标Review过程与方法目标Reading and writing情感态度与价值观目标Let the students know more about some great inventions in the world. Open the students’ minds and improve their creativity.教学重点1.Introduce how an invention was invented in English.e the words and expressions in this unit.3. Finish the exercises in Self Check.教学难点Introduce how an invention was invented in English.教学过程教师活动学生活动Ⅰ. Revision1. Review the expressions and sentences in Section B.2. Check the homework.Let Ss introduce the history of basketball.Ⅱ. Lead in1. Ask Ss which invention they like best.Ss think about their favorite inventions.2. Let some Ss talk about their favorite inventions.Ⅲ. Thinking1. Ask Ss what things they don’t like to do.Eg: Problem: quickly taking notes in class.2. Discuss in group and think of an invention that could help you.Eg: New invention: a special pen Revision Presentation Listen to the teacher Talking Presentation Answer questionsWhat it is used for: taking notes quickly in class3. Ss discussing the problems and try to make their own notes.4. Let some Ss read their notes to the class.Ⅳ. WritingWork on 3b:1. Tell Ss to write a description of your new invention.2. The following sentence structure may help you.常用句型：(1) I think…is a very useful invention.(2) …was invented by… (3) …was invented in…(4) It was used for… (5) … is made of...Ⅴ.Self CheckWork on Self Check 1:1. Read the words in the box and make sure they know the meaning of each word.2. Read the passage and try to fill in the blanks with the proper word.3. Read the passage again. Check if the forms of the words are correct.3. Let some Ss read their answers. Correct the mistakes. Work on Self Check 21. Tell Ss to rewrite the sentences using the passive voice.2. Methods:Review the simple past sentence structure of the passive voice.Review the process of the active voice sentence into the passive voice sentence.3. Ss work by themselves and try to rewrite the sentences.4. Check the answers with the class. Have a discussion Group work PresentationWork on 3b Individual workReadFill in the blanks Finish the task Individual work Listen to the teacher Take notesWork by themselves Check answers Individual workWork on Self Check 3Find out information about an invention you would like to know more about and write sentences below. Invention: __________ When: _____________ Who: _____________ Purpose: __________Ⅵ. SummarySummary what they have learned.作业布置1. Try to tell the development of basketball to your friends.2. Review this unit.教后反思记。

2018秋人教版九年级英语上册教案：Unit 5课时一

学科English 课时 1 年级9年级课题Unit 5 What are the shirts made of ?教学目标掌握本课单词和短语。

了解一般现在时态被动语态的结构和用法。

归纳和掌握make 构成的短语。

教学重点难点熟练掌握be made of, be made in 的运用。

教法情景教学法任务型教学法交际法教学过程及教师活动学生活动设计意图一、导入（启发探究）T: Please take out your things on your desk. We use them every day, do you really know them? Questions:Teacher:Can you tell me what these things are made of?And where are they made ?Students: _____________________.① The books are made of paper② The paper is made from tree.二、自学（自主探究）1. 拼读、记忆单词Material n. 材料；原料chopstick n. 筷子Coin n. 硬币fork n. 餐叉；叉子blouse n. （女式）短上衣；衬衫silver n. 银；银器adj. 银色的glass n. 玻璃cotton n. 棉；棉花Steel n. 钢2. 用所给动词的正确形式填空，每空一词(1)The apples are sent (send) to the factory for processing.(2) We are all ready but Tom hasn’t packed (pack) his clothes yet.(3)The windows of the room are cleaned (clean) every day.(4)The best cotton is produced (produce) in Xing Jiang in China.(5) The song isn’t liked (not like) by most of us.3. 快速阅读1a表格部分的内容。

2018年秋人教版九年级英语教案.doc

2018 年秋人教版九年级英语教课设计英语是国际指定的官方语言(作为母语 )，也是世界上最宽泛的第一语言，也是欧盟以及很多国际组织和英联邦国家的官方语言，拥有世界第三位的母语使用者人数，仅次于汉语和西班牙语母语使用者人数。

2018 年秋人教版九年级英语教课设计1祈使句一般祈使句句型1.study, study and once more study.2. working men of all countries, unite!3.learn from comrade lei feng.4. dont forget it.5. come here.6.stop crying and wipe away your tears.句型1. be red and expert.2. be brave, dont be afraid.3. dont be shy!4.be careful, when cross the street.5. be an honest person, speak and act honestly.3.dont be afraid, speak out.句型1.get organized!2. get done with it.3. get away!4. get along with you.5.get out of here.6. get back.祈使句一般不用主语，如系多半人而须指示任务时能够有主语，这个主语相当于呼语。

如：1.you talk; we have heard enough from the others.2.everybody shut their eyes.3.you sweep the floor, xiao wang; you clean the desks, xiao li, and others fetch water.其次，大人对孩子说话，或含有焦躁、讨厌等情绪，也可加主语 you1. now you listen to me.2. you must not talk so loud!3.now you get a bit of paper and write down.4. your mind your own business!第三，当句中的副词虚助词在句首时，须用主语，如：in you go! (=go in, please.)强语势祈使句句型 62/1.do tell me!2. do be careful!3. do come!4. do stay with us!5. never tell a lie.6.never stand right in the middle of your work.7. never put off till tomorrow what you can do today.句型1.no falsehood! our strength lies in stating the truth.2.the king said: he has studied too much, no books and noteachers any more!...3.none of your little games!4. none of your nonsense!5. none of your impudenceno 是泛指， none 所指有必定的范围旧时实用 for gods sake 或 for goodness sake等来增强语气的。

2018人教版九年级英语教案上册-世界历史九年级上册人教版2018

2018人教版九年级英语教案上册|世界历史九年级上册人教版2018英语(english)是印欧语系-日耳曼语族-西日耳曼语支下的语言，由26个字母组合而成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。

2018人教版九年级英语教案上册1unit 1 how do you study for a testsection a(1a-2c)学习目标1.通过交流和表达，进一步掌握学习英语的技巧与方法。

2.掌握下列知识点：重点词汇：f1ashcard，vocabulary，pronunciation，a1oud重点短语：①study for②make flashcard③make vocabulary lists④ask the teacher for help⑤read aloud ⑥study with a group重点句型：①how do you study for a test? ②what abou tlistening to tapes?语法：by+μing的用法预习导学预习单词，完成下列各词。

1.抽认卡2.词汇3.aloud(近义词)4.发音(名词)5.ever(反义词)6.1isten(现在分词)7.study(过去分词)8.(如何)do you study for a test?合作研讨一、重点单词与短语1.pronunciation n.发音;发音法，其动词形式pronounce【跟踪训练】(1)她认识很多法语单词，但发音不正确。

she knows a lot of french;words，but them incorrectl.2.aloud adv.出声地;大声地例如：read aloud大声朗读【辨析】aloud/loud/loudlyaloud出声地;大声地。

常与read，cail等动词连用，loud高声地;大声地;喧闹地。

2018秋人教版九年级英语教案.doc

2018 秋人教版九年级英语教课设计英语是国际指定的官方语言(作为母语 )，也是世界上最宽泛的第一语言，也是欧盟以及很多国际组织和英联邦国家的官方语言，拥有世界第三位的母语使用者人数，仅次于汉语和西班牙语母语使用者人数。

2018 秋人教版九年级英语教课设计一、教课目的：1.语言知识目标基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground基本句型： excuse me, do you know where i can buy some medicine?sure. theres a supermarket down the street.could you please tell me how to get to the post office?sorry, im not sure how to get there.i wonder where we should go next.could you tell us when the band starts playing this evening?you should try that new ride over there.2.技术目标 : (1)能用宾语从句礼貌的追求帮助。

(2)能用正确的方法指路。

3.感情目标 : 培育学生尊敬别人，对人有礼貌，热爱生活。

二、教课重难点：1.教课要点： (1)礼貌的向别人追求帮助。