译林版英语九年级上册_Unit3_ReadingⅠ名师教案

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牛津译林版九年级英语上册Unit 3 Reading (I) 示范课教案

12.Studentshave a discussion and share their opinions.
应用实践之分析与判断
观察学生回答问题的表现，了解学生根据已给信息进行分析的能力。
13.Students figure outthesentences that showhowSimon asks for advice.
17. Students work in groups to give some advice to Millie and Simon from different perspectives (e.g., youth workers, parents, teachers ...).Then share their opinions.
环节五：基于语篇，创设情境，探究主题意义。（10 mins）
通过创设语境，引导学生深入思考问题，探究“合理科学地安排学习与娱乐时间”的重要性，基于本课学到的内容，创造性地进行口语表达。
教学活动
15. Students listen to the recording and read after it.
Unit 3Teenage problems
Period 2 Reading (I)
一、教学内容分析
本课时为阅读课的第一课时，阅读文本是两篇以“我该怎么办”为话题的求助信。学生在本单元的第一课中，已经掌握了一些描述“青少年问题”的相关表达，并能简单向他人寻求建议、提供建议。通过对文本的阅读、分析，学生能够进一步了解当遇到问题时，在求助对象上有多种选择。在阅读过程中学生能够结合自身的经历，从多角度、多层面看待问题，创造性地表达自己的观点，并尝试提出合理、可行的建议。
环节设计意图：
帮助学生进一步了解青少年辅导员的职责。通过预测活动，进一步帮助学生了解话题，培养学生读前预测的意识和习惯，有效降低阅读难度。

新译林版英语九年级上册Unit3教案

学习句子：
What’s wrong with …?
Why not eat less and exercise more?
They don’t have time for me.
Perhaps you should manage your time better and go to bed early.
What should I do? Can you help me?
任务四：Discuss in groups and talk about your problems.
What problems do teenagers often have?
What advice do you have to help solve these problems?
Millie and Simon have some problems. They wrote to Mr Sigmund, a famous youth worker, and ask for some advice. Now let’s listen to her letter.
Task 1 listen to the letters andmatch the words on the left with the meanings on the right (Part B1).
3、根据漫画部分内容填空。
Eddies tells Hobo that he _____ a problem. He is ____ _____. He asks Hobo to have a look at his stomach. Hobo tells him that he eats too ______ and he asks him to eat ______ and exercise ______. But Eddie thinks that he can ______ the food for Hobo.

【教案】译林版9年级英语上册教案课件-第3课-Unit3Reading精品教案【精华】

课题Unit3 Reading（1）精品教案课型新授教学目标1.知识目标：To recognize and understand vocabulary about problems2能力目标：.To understand how to write about problems and to express feelings重点难点1、重点：learn how to talk about problems and express feelings2、难点：learn how to talk about problems and express feelings媒体及准备1. 媒体：PPT及录音机2. 教辅：《补充习题》《课课练》导学过程备注Activity One Pre-reading.Translation没有足够的睡眠________________没有足够时间做作业______________使我受不了________________感到孤独__________________得低分____________________整天工作_________________少吃多锻炼_______________变胖_____________________青少年问题_______________更好的控制你的时间______________(Free talk)1.What do you like to do during your fre e time?2.T: Do you like your school life in Grade 9? How do you feel?Why?S: …　T: What do you often do with your problems?S: …Activity Two While reading.T: …　We can also write to newspapers and TV stations. Or sometimes we can write to youth workers like Sigmund Friend.Millie and Simon wrote two letters to him.Step 1: Open your books at Page 36. Skim their letters and answerthe two questions.1. What are Millie’s problems?2. What problems does Simon have?Finish the exercise in Part B2Step 2:Here are some sentences in the two letters. And there aresome new words in them. Can you read the new words?Read them again and try to understand the new words.Do exercise (P38)..Step 3:Read Millie’s letter and try to tell true or false.T: From the records we can see, Millie and Simon arefeeling bad because o f their problems. Do you want tohelp them to solve their problems? Let’s help Millie first.Listen to Millie’s letter and tell true or false.Step 4: read Millie’s letter and fill in the blanketName MillieGradeHobbiesProblems _____________ and hardly_____________________________Feeling often doubt whether________________________________________Wish __________________ so that shecan __________________________________________________Step 5: Have a debateT: Millie knows it’s important to do her homework.However, she hardly has any time for her hobbies. Whatshould she focus on? Choose one and have a debate.From your debate, we can see Millie should achieve abalance between her homework and her hobbies.Step 6: Read Simon’s letter and find the sentences for the following.T: Now Read Simon’s letter loudly. Find the sentenc es to describe the following.Name SimonGradeHobbies Football, _______ footballand ___________ football.Pr oblems Often _______________. However, hisparents________________________________________________________________Feeling Feels ________________ from time totime, because he can’t understand_______________________________Step: Give Simon and Millie some suggestions.Finish exercises in part B3Mr. Friend is replying to Millie’sand Simon’s letters. Help him complete the sentences with the words in the box.Activity Three Post ReadingSimon and Millie must be happy because you give them somany suggestions. We will be happy too if we talk withothers about our problem.1. What is your problem?2. How do you feel?3. What are your friends’ suggestions?Work in groups and talk. Then I will ask you to come to the frontto talk about your problems.T: Boys and girls, everyone has some problems from timeto time. But you must know where there is a problem, there areways to solve it. So don’t just worry about your problems, try to find ways to solve them.Activity Four: quiz一、根据句意用括号内所给词的正确形式填空或根据所给中文填入正确的单词。

牛津译林版九年级英语上册Unit 3 Grammar 示范课教案

1. Students think and answer the questions.
活动层次
学习理解之感知与注意
效果评价
观察学生回答问题的表现，了解其对阅读部分内容的理解和掌握程度。
环节设计意图：复习本单元阅读部分的内容，激活已知，为后续活动提供语料。
环节二：创设语境，掌握连接代词和连接副词引导的宾语从句的用法。(12 mins)
作业与拓展
1. Write down your classmates’ problems and the suggestions.
2. PreviewIntegrated skills.
环节设计意图：培养学生的分析和总结能力，并加深对知识的理解。
环节四：巩固新知，完成练习。(10 mins)
教师引导学生完成练习，巩固对本节课所学知识的理解和掌握。
教学活动
10.Studentsrewritequestionsbyusing object clauses introduced by question words.
11. Studentscomplete the email using the correct question words.
12. Students complete the conversation using correct structures of giving suggestions.
三、教学目标
通过本课时的学习，学生能够：
1.正确使用连接代词和连接副词引导宾语从句。
2.运用宾语从句来表达自己和他人的问题。
3.总结礼貌地给建议的句型结构，并针对他人的问题给予合适的建议。
4.积极看待生活中遇到的问题，及时求助他人。
四、教学重难点

九年级英语译林版上册Unit3_Task名师教案

Unit3 Task名师教案Ⅰ.教材简解本课属于九年级上册第三单元Teenage problems最后一个课时任务版块Task，通过一个有关如何处理青少年在成长过程中遇到的问题，帮助学生梳理本单元所学的语言知识，在完成Millie给他的朋友的回信后，学生就可以在useful expressions 的提示下完成写作任务——关于帮助朋友解决问题的回信。

本课时围绕这一主题设计了一系列活动型任务，让学生在完成任务环节的过程中学会正确积极地对待在成长过程中可能会遇到的问题并采取有效的方式来解决问题。

对于本课教学，建议构建以人为本，以学生的学、练、测为主线的优化课堂教学模式，在教学活动环节设置中采用直观教学、情景教学、组间竞赛等方式，充分利用多媒体资源，通过实施任务型、活动型教学，夯实学生语言基础，提高综合语用能力，培养学生参与、合作、探究的创新精神。

Ⅱ.目标预设Learning aims:1. Learn to answer a quiz about the causes of stress among teenagers.2. Learn to make a writing plan and complete the letter according to it.3. Learn to face teenage problems bravely and deal with them appropriately.Ⅲ.重点难点Learning focuses:Learn to write a letter about the causes of teenage problems and the ways to deal with them.Learning difficulties:Learn to write their own articles with their own words and useful expressions.Ⅳ.设计理念本节课属于单元教学的最后一个输出环节，也是检测学生此单元学习效果的重要部分。

初中英语牛津译林版九年级上册Unit3《TaskStress among teenagers》优质课教案公开课教师面试试讲教案

初中英语牛津译林版九年级上册Unit3《Task:Stress among teenagers》优质课教案省级比赛获奖教案公开课教师面试试讲教案【名师授课教案】1教学目标1. To review key vocabulary and grammar items taught in the unit.2. To give students the opportunity to practice the grammar and vocabulary items3. To allow students to check their progress and ask any questions they may still have 2学情分析本节课为本单元第十课时,主要是让学生复习本单元的重点词汇和语法。

本单元的话题Teenage prob lems学生都很熟悉,很容易激发学生们的学习兴趣。

要求学生结合自己的实际情况,用所学的语言项目征求他人的建议,并能解决问题。

教材重视以人为本,学生的发展是英语课程的出发点和归宿。

根据学生实际情况,进行“教材分析”和“教材整合”,调整教学内容以符合学生的认知水平。

3重点难点教学重点:To practice the grammar and vocabulary items, and to gain confident教学难点:Enable the Ss to grasp the grammar and vocabulary items4教学过程4.1第七学时教学活动1【讲授】9AUnit3 TaskStep1. Free talkAsk two students to give a talk about Sigmund Friend’s advice for Millie and Simon. Ask some questions about his/her talk.【设计说明】此环节的设计目在于让学生尽快进入学习状态,同时通过他们熟悉的内容引出本课话题。

译林版九年级上册英语全册教案(全英)

九年级上册英语全册教案Unit 1 Know yourselfWelcome to the unit教学目标By the end of the lesson：Students can talk about personalities.Students can master some useful expressions.Students can use some adjectives to describe one’s personalities.教学重点1. To let students know the background of different places in the world and talk about them.2. The usage of adjectives.教学难点How to talk about personalities effectively.How to grasp some adjectives and useful phrases.教学过程Step 1 Lead inTeacher says, ‘Hello, everybody! We haven’t seen each other for a long time. Were you happy in winter holidays? Did you have a good time? Where did you go? What did you do? What did you eat? What food is your favourite? Have you visit your best friends?’ Introduce your best friend with different adj.Eg: creative adj. 有创造力的；创造性的curious adj.好奇的energetic adj.精力充沛的modest adj.谦虚的organized(=organised) adj. 有条理的；有效率的Ask students to practice reading the words I introduced just now.Step 2 BrainstormAsk ss to write adjectives to describe personalities as many as possible in groups. Ask some volunteers to try to read and explain them in English. Match these adjectives with their meaningsOrganized -----keep…in good orders modest-----the opposite of show off Patient -------- without getting angry creative ----think of new ideas Curious ------- eager to know or learn energetic -----full of energyAsk ss to choose one adjective to describe themselvesStep 3 Presentation1. Teacher asks, do you still remember Hobo and Eddie? How are they this term? What are they talking about now? Let’s listen to the tape. (Play the tape for the Ss to listen to the dialogue between Hobo and Eddie.)2. Ask some questions about it:What makes generous people feel good?Is Eddie really generous?Why did Hobo eat up all the breakfast?Step 4 ExplanationExplain the important phrases and sentences in the dialogue.Step 5 Practice1. Work in pairs and drill the dialogue.2. Ask some Ss to act the dialogue out.Step 6 PresentationA. Some words are often used to describe people's personalities.Help Millie complete the following sentences with the words in the box.B. Millie and her classmates are talking about their own personalities and the kind of job they like or dislike. Work in groups and talk about yourselves.Use the conversation below as a model.C. Explain and Practice using the following phrases and sentences.keeps all her things in good order.shows offrepeat grammar rules for us.comes up withNeither my parents nor I think I can make a good accountant.It's terrible for me to work without speaking all day long.Step 7 Homework1. Recite the important sentences.2. Preview Reading.Unit 1 Know yourselfReading（Ⅰ）Teaching objectivesBy the end of the lesson, students should be able to：1. guess the meanings of the new words from the context；2. talk about jobs and personalities；3. identify the main idea of each paragraph in the passage by skimming；4. describe the four people’s jobs and personalities by detailed reading；5.improve their reading abilities.Important pointsHow to talk about jobs and personalities with some new expressions.Teaching contents1. New words and phrases：born, impress, sculpture, praise, sales department, general,race, either or, lead, take the lead, fall behind, challenge,chief, high-speed, connect, connect to/with, miss, as goodas, attention, pay attention to, standard, pioneer, surgeon,carelessness, extra, devote, respect, suitable, partner2. New structures：Life is like a race. You either take the lead or fall behind.A miss is as good as a mile.As a doctor, you can’t be too careful.III. Focus of the lesson and predicted area of difficulty1. To read the passage in different ways;2. To describe four people’s jobs and personalities by detailed reading.IV.Teaching proceduresStep 1 Warming-upFree talkT: Today, we’ll meet some outstanding people. They like their jobs very much. Now show me your ideas, what kind of person are they?Step 2 Pre-reading1. Watch a videoT: Who is this man? Let’s watch a video first.T: You know him very well. He is the pioneer of Alibaba. He is devoting most of his time to it.He says, “If not now, when? If not me, who?” Any time he is ready to take onnew challenges. He always works to high standards. Now he is one of the richest in China. So people often say he is a born businessman.2. PredictionT: Look at these pictures from Sunshine Town. They are also outstanding in their fields. Would you please guess what their jobs are?Step 3 While-reading1. SkimmingT: Now please look through the text quickly and check if you have made the rightprediction, also try to find what they think of their jobs.T: Yes, Wu Wei is an artist, Su Ning is a manager, Liu Tao is an engineer, and Fang Yuan is a doctor. What do they think of their jobs?T: Yeah, they are happy with their jobs. How can you get the information quickly? T: Great! Pay attention to the title and the pictures while reading.2. ScanningPassage 1:(1) Read and answerT: Now let’s read Passage 1 more carefully and answer two questions:●What does Wu Wei’s best friend think of him?●What has won Wu Wei high praise from the art community?T: Yes, his best friend said, “He is a born artist. He’s quiet and doesn’t like to talk much, but his work shouts.” And his sculptures for Sunshine Town Square have won high praise from the art community.(2) Read and guessT: Good job! Let’s do some guessing work. What does “his work shouts” mean here?T: Yes, that is to say his work is wonderful. Then what about “praise”? What does it mean?T: Excellent! How can we guess the meaning of new words?T: I agree. Circle some key words before and after the new word or the sentence.It’s possible to find its meaning.(3) Read and thinkT: Wu Wei said, “I want to share the best art with people, so I’m always searching for something better or different. This in itself is great fun.” What can you infer from it?T: I love all your ideas. He is so creative and of course he is happy with his job. Passage 2:Read and finishT: Find out some information about Su Ning’s past and present.five years ago•was an __________•only worked with ______•made me _______(accountant, numbers, unhappy) now•is a general manager•is active and _________•love working with ________•is ready to take on ________ any time (energetic, people, challenges)Passage 3:Read and practicePassage 4：An interview between groupsT: Read through Passage 4 and do an interview with Fang Yuan in pairs. Try to ask more questions and give detailed answers. The team which gets the most stars will be the winner.3.Further reading(1) ThinkingT: What do the sentences mean? Choose the right Chinese meaning, and try to find out some supporting sentences.●Life is like a race. You either take the lead or fall behind.● A miss is as good as a mile.●As a doctor, you can’t be too careful.(2) Listen and circleT: Now I’ve collected many words about their personalities. Please circle them in your books and try to match the words with the four persons.T: OK, Wu Wei is quiet and creative. Su Ning is active and energetic. Liu Tao is serious, organized and modest. Fang Yuan is kind, patient and careful. Different people have different personalities, and they also have different jobs. Are the jobs suitable for them? Why? You may use the sentences in the text to support your ideas.Step 4 Post-reading1.Listen and adviseT: The four persons here are all happy with their present jobs, and the jobs are suitable for them. Now let’s listen to a short conversation from Cindy, Stone and Tiantian.Write down their future jobs.T: Stone would like to be an engineer, Cindy hopes to be an artist, and Tiantian prefers to be a manager. Would you please give them some advice so that their personalities can match the job requirements.2.Share and reportT: It’s your turn to talk about yourselves. Think about what job you want to do in the future and if your personality matches the job requirements. You can share your ideas in groups, and then speak in front of the class.T: I hope you all can have a bright future. In your daily life, you should form good personalities to get ready for the future job. I believe finally you can be the one that you want to be.Homework1. Search more articles about people who are outstanding in their fields and try to make notes.2. Finish your own article about jobs and personalities and read it to your friend.Unit 1 Know yourselfReading （Ⅰ）Teaching objectivesBy the end of the lesson, students should be able to：1. describe people’s jobs and personalities by using what they learn in this period；2. talk about what the four people do and their personalities；3. have a better sense of working hard and being outstanding；4. understand vocabulary about characteristics and other important words.Important points1.To recognize and understand the important phrases;2. To use the new words and phrases to describe people’s personalities and jobs.Teaching contents1. New words and phrases: born, impress, sculpture, praise, sales department, general,race, either or, lead, take the lead, fall behind, challenge,chief, high-speed, connect, connect to/with, miss, as goodas, attention, pay attention to, standard, pioneer, surgeon,carelessness, extra, devote, respect, suitable, partner2. New structures: Life is like a race. You either take the lead or fall behind.As a doctor, you can’t be too careful.Carelessness will be a disaster not only to ourselves but also to patients.Teaching proceduresStep 1 Lead-inT: Guess who he is. He is the great Greek philosopher—Socrates and he once said, “Know yourself, and then you can understand life.”Step 2 ReviewingT: Knowing yourself is very important. Do the four outstanding people know themselves very well? Now you’ll be divided into four groups: Su Ning Group, Wu Wei Group, Liu Hao Group and Fang Yuan Group. Su Ning and Wu Wei Groups will discuss who is suitable for the general manager of a big company. Liu Hao and Fang Yuan Groups will discuss whether you are suitable for your jobs. Give your reasons. Step 3 DiscussionT: What’s your favourite saying? Why?Step 4 Language pointsPresent and practice the important words and expressions mentioned in the discussion.1. Life is like a race. You either take the lead or fall behind.T: Look at the picture of Liu Xiang.Liu Xiang is taking the lead in the race.The other top players are falling behind in the race.T: You know the story of the hare and tortoise. Can you say something about it? S: The hare is taking the lead. The tortoise is falling behind.T: In this race, either the hare or tortoise will win.2.either ... or ...T: If you’re planning a day out, what will you choose to do? Use “either … or …”to make a conversation3. It’s necessaryto pay attention to every detail.T: When you go on an outing, what should you pay attention to?S: …T: pay attention to sth. 注意某事pay attention to doing sth. 注意做某事Try to complete the sentences:Pay attention to protecting the environment.Successful businessmen always pay attention to details.4. I’m ready to take on new challenges any time.Present new structures “take on new challenges”, “connect … to …” by talking about Ma Yun.T: Ma Yun and Bill Gates are both successful businessmen. Ma Yun likes taking on new challenges. He owns Alibaba, Taobao, China Yahoo, etc. He has connect ed the Internet to people’s life.It’s your turn to talk about Bill Gates.5. He has impress ed the whole country with his work.T: Ma Yun and Bill Gates has impressed us with their creative ideas. Have youheard about a disabled young girl called Liao Zhi, whose legs were hurt during an earthquake? What about Nick Vujicic, a famous speaker with no arms andlegs?(1) Liao Zhi, the young disabled dancer, has impressed the country with herwonderful spirit and dancing skills.(2)Nick Vujicic has no arms or legs, but he has impressed the whole world with his speeches.Practice (Open task):Watch a video about Nick Vujicic and Practice:Nick ________________ me with ___________________.6. Carelessness will be a disaster not only to ourselves but also to patientsT: Nick Vujicic can not only choose how to live but also face problems bravely.Now look at these two pictures. Use “not only … but also” to make one sentence. T: So Not only my husband but also my daughter likes him very much. Some tips for you.Careless is a humorous film. Not only children but also adults like it.7.carelessnessT: Learn to use “care”, “careful”, “careless”, “carelessly” and “carelessness”. After that, try to make a summary about them.●Take _______. The bus is coming.●Be ________ with fire. It can be dangerous.●The less __________, the fewer mistakes.●Pay attention to your safety. Don’t drive ___________.●_________________ will lead to accidents.8. As a doctor, you can’t be too careful.T: As a driver, don’t drive carelessly. Carelessness will lead to accidents. Thatmeans you can’t be too careful when driving.T: Would you please talk about your ideas? As a student/teacher/…, you can’t be too _________. In a word, one can’t be too modest.Step 5 Other words and phrasesT: Read the four passages again. Underline all the new words and phrases and see if you understand them.Step 6 Practice1. Use some of the new phrases to complete the sentences2. DescriptionChoose at least four phrases to talk about your hero.(1) a born …(2) win high praise from(3) either … or …/not only … but also …(4) take the lead/fall behind(5) be ready to/ be willing to …(6) take on new challenges(7) connect … to …(8) pay attention to …(9) work to high standardsStep 7 Myfavourite sayingT: The American educator, Samuel Bubler once said, “Every man’s work, whether it be literature or music or pictures or architecture or anything else, is always a portrait of himself.” So love what we do.HomeworkWrite about your hero’s personality and job, and share it in your groups.Unit 1 Know yourselfGrammarTeaching goalsKnowledge and skills:To master the usage of conjunctions like and but or and so.Process and method:Listening,speaking,reading.Emotion and attitude:Use conjunctions to join ideas together.Important and difficult points1. Use conjunctions to join ideas together.2. Use conjunctions to join ideas together.Teaching proceduresA Using and, but, or and soStep 1 Lead inFree talkT: Today, we’ll learn Grammar of Unit 1. We’ve met four outstanding persons. Do you remember them? (Show the pictures of the characters we’ve learned.)S: They are Wu Wei, Su Ning, Liu Tao and Fang Yuan.T: Among them, I admire Wu Wei the most because I wanted to be an artist when I was young.Step 2 Presentation1. BrainstormingT: How much do you know about Wu Wei?workshobby personalitysayingWu WeiS: He is quiet and doesn’t like to talk much.S: He impressed the whole country with his creative work.S: I want to share the best art with people, so I’m always searching for something better or different.T: Do you know something about his hobby? Let’s listen together.(Wu Wei: I like doing something quiet like fishing and watching TV. I don’t like singing or dancing)S: He likes fishing and watching TV. He doesn’t like singing or dancing.Step 3 Practice1. Show the picture of Wu WeiT: Wu Wei likes reading and watching TV. Guess what TV programmes he likes watching.S: …(Play the theme songs of two TV programmes.)T: He likes watching “the V oice of China” and “Dad, where are we going?” like you and me. Let’s talk about “the V oice of China” first.2. Show some pictures of the programmesAsk the students to describe the pictures, and join the sentences together with and, but, or or so.(1) We can watch the programmes on TV. We can watch the programmes on the Internet.We can watch the programmes on TV or on the Internet.(2) The rules of the programmes are special. Many people are interested in it.The rules of the programmes are special so many people are interested in it.(3) The coaches sit with their backs to the singers. They listen carefully.The coaches sit with their backs to the singers, but they listen carefully.(4) The girl sang very well. Four coaches all turned their chairs.The girl sang very well, so four coaches all turned their chairs.(5) She didn’t choose Yang Kun. She didn’t choose Qi Qin. She chose Na Ying.She didn’t choose Yang Kun or Qi Qin.She thought twice, and she chose Na Ying finally. (think twice: 三思，再三考虑)Step 4 Production1. DiscussionT: We often use and, but, or and so to join ideas together. Let’s have a discussion: When we join ideas together, how should we use these conjunctions?and join different ideasbut introduce another possibility/join two or more ideas (in negative sentences)so join similar ideasor express the results of something2. Finish the exercises on Page 123. Game timeT: You are so great. Now, let’s play a game to see which group will be the winner.Here are the rules: You are divided into 4 groups. Try to make sentences with and, but, or and so. If the first student in Group1 makes a sentence correctly, thenhe’ll have the chance to ask the first one in Group 2 to make a sentence with any word of the four … If you can’t make a sentence in 5 seconds, your group will lose the game.B Using both … and …, not only … but (also) …, either … or … and neither … nor …Step 1 Lead inFree talkT: Just now, we talked about “the V oice of China”. You’ve done a good job. What other programme does Wu Wei like?S: It’s “Dad, where are we going?”T: This programme is popular this year. I also like watching it.Step 2 Presentation1. Talk about “Dad, where are we going?”(1) The show is popular in China. The show is popular in other countries.The show is popular not only in China but also in other countries.The show is popular not only in China but in other countries.T: Who take part in the show?(2) Dads take part in the show. Their kids take part in the show.Not only Dads but also their kids take part in the show.Both dads and their kids take part in the show.(3) Feynman is five years old. Joe is five years old too.Not only Feynman but also Joe is five years old.Both Feynman and Joe are five years old.(4) Joe isn’t happy. Grace isn’t happy.Neither Joe nor Grace is happy.(5) The boy is so lovely. We call him Yang Yangyang. In fact, his name is Yang Wenchang.We can call him either Yang Yangyang or Yang Wenchang.(6) The two boys are wrestling. Either Joe or Feynman does better in wrestling. 2. DiscussionPlease read all these sentences by yourselves. Then discuss two questions: How should we use these conjunctions? How should we use the verb form?We use _________ to emphasize that something is true not just of one person, thing or situation but of another too.We use __________ to add another fact to something you have mentioned.We use __________ to mean one or the other, this or that, he or she, etc.We use __________ to mean not this one and the other, not this and not that, not he and not she etc.Step 3 Practice1. Finish B1 on Page 142. Finish B2 on Page 143. A competitionAmy made an interview in her class. Look at the form carefully, and try to get the information. Then, let’s have a competition in groups. Try to make as manysentences as possible with conjunctions we have learned. One of your group members should write them down. If your group gets the most sentences, you are the winner. For example: Nancy is both creative and curious.Step 4 ProductionT: All of you have done a good job! Let’s enjoy a poem together to relax.T: We all know that this poem is about my dream. Now it’s your turn to write about your dream or your school life. You can use this poem as a model.T: When we write, we can use conjunctions if necessary. Keep trying, and I think you can write something beautiful one day!V. Homework1. Interview two of your classmates about their personalities and future jobs;2. Write a short report about the interview. Try to use conjunctions.教学反思Unit 1 Know yourselfIntegrated skillsTeaching goalsKnowledge and skills:To get specific information from a listening material.Process and method:To talk about personalities.Emotion and attitude:To talk about animal signs.Important and difficult points1.To listen to the tape and get information about the radio programme.2. To learn about Chinese animal signs and personalities.Teaching proceduresStep1 Lead in1. Show the animal signs and English names.Rat horse ox sheep tiger monkey rabbit rooster dragon dog snake pig2. What do you think of monkeys? They are clever.3. New words lunar calendar animal sign represent appear fixed order cycle powerful lively practical loyalStep 2Listening1. Read A1, try to finish A2 with as much information as possible.2. Listen to the tape without writing.3. New words divide divide ...into... Shape4. Finish A35. Read A3.Speak up：We can read about them for fun.Step3 Presentation1. Is it true that people born under the same animal sign or star sign may have similar personalities? It may be true,but we shouldn’t believe in them. Let’s listen to a conversation between Millie and her neighbour Joe. Then answer these questions:1) What is Joe’s animal sign?2) What are people born in the year of the Tiger like?3) Whose animal sign is the sheep?4) What is Julie like?5) What does Millie think of the relationship between signs and personalities?2. Revise born brave in some ways that’s not the caseGentle believe inStep 4 Activities1. Practice in pairs.It is said that... It says that...I’m not sure... I agree/ disagreeI (don’t) think... That’s not the case.What about?2. Show their conversation.Step 5 Homework.Recite speak up.Blackboard Designappear in a fixed order every 12 yearsin all decide your personalitythe year of the Rabbit divide ... intoIt is you who shape your life and your future.People born under the same animal sign课堂检测动词填空1.You are the most suitable _______________(take) this job.2.—Where’s your brother?—He _________(do) an operation.3.What a creative artist! He ______________(impress) the whole country with the sculpture.4.We can’t afford ____________(fall) behind our classmate.5.You can go and play tennis only when your report ____________(finish).6.When I went to visit him yesterday, he ____________(read) a magazine about personalities.Homework1. Read A3 on page 16 and try to remember more information;2. Practice talking about animals and personalities with your partner;3. Write down your own ideas about what decides your personality.Teaching reflectionUnit 1 Know yourselfStudy skillsTeaching objectsKnowledge and skills:To get specific information of skimming.Process and method:How to skim.Emotion and attitude:To talk about skimming.Important and difficult points1. Learn to skim an article.2. Learn to skim an article.Teaching contentStep 1 Lead in1. Free talkT: Boys and girls, can you tell me what you often do when you are free?S: …T: We have a lot of things to do in our spare time. Do you want to know about my hobby? You can find it by finishing the saying: ______ are the stepping stones of human progress.S:Books.T: Yes. Books are the stepping stones of human progress. I spend much time reading books every day because I think reading brings us everything. Do you like reading books?S: Yes, of course.T: I’d like to tell you a piece of good news. Our school will set up a reading club. If you want to join the club, please answer three questions about the reading skills.Let’s do it together.Step 2 Presentation1. Understand the meaning of the skimming(1) T: Now, the first question is “What is skimming?” If you don’t know the answer,it doesn’t matter. I’ll help you.(2) Show the picture of “skim stones”, and talk about it.T: Look at the picture. What’s the young man doing?T: He is playing a game called “skim stones”. People try to throw a little stone onto the surface of the water, and make it float on the surface as far as possible before it sinks. And here “skim” means “漂过” or “略过”.(3) Make a choiceT: So, what does skimming mean while reading? Of the two idioms, which is more similar to “skimming”, “字斟句酌” or “浮光掠影”?T: I agree with you. “浮光掠影” is closer to skimming. What does “浮光掠影”mean in Chinese?T: So, when skimming, do we read fast or slowly? Do we expect to get the main idea or specific information?S: …T: Skimming means reading the text quickly to get the main idea. You can understand the word in this way: “s” stands for the speed of the reading;“m”means the main idea. I hope it will help you understand “skim” better.2. Learn how to skim when readingT: Since you have understood the meaning of “skimming”, let’s come to the second question: How to skim when reading? That is to say, how can we read fast and get the main idea at the same time?(1) Show the reading process of four people. Ask students to tell if they are skimming.(2) Discussion: In Which part of the text can we find the main idea quickly?(3) Draw the conclusion: When skimming, read the title, the main headings, the firstand last paragraphs, and the first sentence of each paragraph.3. Find the main idea of the article by skimmingT: You’ve done a good job. The last task is to find the main idea of an article by skimming in one minute. I’ll give you three questions to help you:(1) What is the article about?(2) Is it true that some aspects of your personality are formed by nature?(3) What can change your personality?T: As you have answered three questions correctly, you have the chance to be the member the reading club.Step 3 Practice1. A competitionT: Now, let’s have a competition. We will vote for the best readers in our class. Who can find the main ideas of the following articles in the shortest time will be the best readers in our class.2. T: We all know that reading is a good habit to all of us. Let’s share a saying aboutreading: Reading ten thousand books is like travelling ten thousand miles. In Chinese, we say “读万卷书，行万里路”. Actually, we have different ways of reading. Sometimes, skimming is useful. Sometimes, we need to get the specific information. Join the reading club, and more reading activities are waiting for you!课堂检测一、根据句意和所给汉英释义写出单词1. He ________________(分成)a cake into pieces and gave them out to his children.2. Jack enjoyed reading all kinds of books. These books ______________(塑造)his ideals about the world.3. Nora’s birthday is not in this year’s ______________(日历). Do you know why?4. It was nearly half an hour before the bus __________________(start to be seen) at the street corner.5. Linda is a _____________________(full of energy,very active)girl. We all like her.6. Our classes begin and finish at ______________(not changing) times.Homework1. Skim one or two articles to get main idea;2. Search the Internet to know more about reading skills.教学反思Unit 1 Know yourselfTask。

译林版高中英语选必三Unit3 Reading I 教案(雅礼版)

Unit 3 Back to the pastWelcome to the unit & Reading◆内容分析：本单元的主题语境是“人与社会”,话题是“历史事件和历史人物”,涉及的语篇类型有小说节选、历史文章、网站文章、报告等。

本单元的教学旨在激发学生对历史的兴趣，引导学生理解和尊重各国的历史，在比较、鉴赏、批判和反思的过程中，形成广阔的国际视野，培养深厚的家国情怀。

Welcome to the unit板块要求学生就小说《时间机器》(The Time Machine)的一段节选展开讨论，为本单元学习做准备；Reading板块介绍了明朝航海家郑和和意大利海航家克里斯托弗·哥伦布，旨在激发学生思考航海家所具备的优秀品质及海上探险对历史发展的意义。

本单元卷首的名人名言出自三国及西晋时期史学家陈寿的《三国志·吴书·吴主五子传》意为：“明镜所以照形，古事所以知今。

”这句话旨在说明研究历史是为了洞察当今的形势。

◆教学目标：By the end of this section, students will be able to1. identify typical features of the historical article;2. use facts to illustrate points of view;3. understand the spirit of exploration and demonstrate the spirit in their daily lives.◆教学重难点：1. Understand the quote highlighting the importance of learning from the past;2. Talk about the fourth dimension mentioned in The Time Machine;3. Grasp the basic information of the two explorers and their achievements;4. Make a comparison between the two explorers.◆教学过程：Step 1 Lead-inRead the Quote:Looking into a mirror, we can see true images of our own; with our knowledge of the past, the present can be better known.—Chen Shou 明镜所以照形，古事所以知今。

译林版高中英语选必三Unit3 Reading I 教案

《英语》（选择性必修·第三册）Unit 3 Back to the pastWelcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. get the detailed information about Zheng He’s and Columbus’s exploration on the sea;2. deeply analyse some problems to improve their thinking quality;3. learn something from the two explorers and write a reflection paper.II. Key competence focus1. Get the detailed information about Zheng He’s and Columbus’s exploration on the sea.2. deeply analyse some problems to improve their thinking quality.III. Predicted area of difficulty1. Deeply analyse some problems to improve their thinking quality.2. Learn something from the two explorers and write a reflection paper.IV. Teaching proceduresStep 1 Warm upT gets Ss to have a free talk and read the famous saying written by Chen Shou.T: People have been dreaming about time travel for many years, and H. G. Wells wrote a famous novel named The Time Machine, then if you had a time machine,(1)which dynasty would you go back to and why?(2)which historical figure would you like to meet and what would you say to him/her?T: By learning from the past, we can enrich our knowledge about historical figures and events, and it can also enlighten us on what is going on, and prevent us making the same mistakes in the future. Just as Chen Shou said—could you please stand up and read it twice?(Looking into a mirror, we can see true images of our own; with our knowledge of the past, the present can be better known.)【设计意图：自由交流好热身，诵读经典入情境。

牛津译林版九年级英语上册Unit3全单元教案

情感目标 To recognize and understand vocabulary about problems.
To understand how to write about problems and to express feelings
To ask for advice To recognize and understand vocabulary about problems. 1. Preview the new words and phrases of this period
教学难点
Express problems and talk about solutions.
课前预习
1. Preview the new words and phrases 2. Pre-learn Period 1: Comic strip & Welcome to the unit
教
学
过
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Step1. Warm-up 1.Explain that most teenagers have problems. Tell them that if they ever need to talk about
二次备课
2
Part B 1.Read the dialogue and then make their own dialogue in pairs.
Step4 Homework 1. Revise this period. 2. Do the exercises in the exercise books. 教后记
2. Pre-learn Period 2: Reading (A)
教
学
过

牛津译林版英语九年级上册Unit3教案优秀教学案例

（四）反思与评价
教学过程中的反思与评价有助于学生总结经验、发现不足，进而提高自身的学习效果。在本章节的教学中，我将采用以下策略：
1. 引导学生进行自我反思，让他们在课后回顾学习做好准备。
2. 组织小组内互评，让学生相互指出对方的优点和需要改进的地方，促进彼此之间的学习与提高。
3. 学生能通过听力、口语、阅读和写作等技能，理解和表达关于青春期问题的观点和态度，提高实际语言运用能力。
4. 学生能运用所学知识，进行小组讨论和角色扮演，以提高自己的交际能力和团队合作精神。
（二）过程与方法
1. 通过小组合作、讨论、分享等形式，让学生在实践中学习、掌握和应用英语知识，培养学生的自主学习能力。
3. 教师进行有针对性的评价，针对学生在课堂上的表现，给予肯定和鼓励，同时指出不足，提出改进建议。
4. 定期进行阶段性的总结和反馈，帮助学生梳理所学知识，巩固语言技能，调整学习方法，提高学习效果。
四、教学内容与过程
（一）导入新课
在导入新课的环节，我将采用以下步骤：
1. 利用多媒体展示一组关于青春期问题的图片，如青少年在学习、家庭、同伴关系等方面的困扰，引发学生对主题的关注。
2. 问题导向策略的有效实施
本案例以问题为导向，引导学生探讨青春期问题，培养他们独立思考和解决问题的能力。通过设计具有启发性和层次性的问题，激发学生的好奇心和求知欲，帮助他们深入分析青春期问题，提高批判性思维和分析能力。
3. 小组合作与团队精神的培养
案例中，小组合作学习贯穿始终，学生在讨论、分享和展示过程中，不仅提高了自己的语言表达能力，还学会了倾听、理解和尊重他人。这种教学策略有助于培养学生的团队合作意识，提高他们的人际交往能力，为未来的学习和工作打下坚实基础。

牛津译林版九年级英语上册unit3全单元教案

9A Unit3 Teenage Problems9A Unit3 Teenage Problems9A Unit3 Teenage Problems9A Unit3 Teenage Problems9A Unit 3 Teenage Problems9A Unit 3 Teenage Problems9A Unit 3 Teenage Problems课题Revision 总第课时备课时间上课时间课时Period 8 教具 A recorderTeaching aims To review key grammar and vocabulary itemsTo give students the chance to practise the grammar and vocabulary itemsTo allow students to check their progress and ask any questions they may still haveTeachingfocusTo review key grammar and vocabulary itemsDifficultpointsTo check their progress and tr y to ask questions they may have TeachingmethodTask-based approach，Scene pedagogy and Teaching with humorTeaching procedures The second preparing lessonsActivity One :share my feelings•These days I’m very busy.•I can’t achieve a balance between my work and my family .•I have no time for my son, so I feel unhappy from time to time.•I need help, would you please give me some advice?(to go over some phrases)Activity two: different problemsStep1 review some teenage problems(look at pictures and say the sentences, pay attention to the useful expressions)1 The TV is always on at Kitty’s home. The noise almost drives her mad2 Daniel doesn’t have any close friends to talk to. Sometimes, he feels lonely.3 Sandy’s parents work all day. They don’t have time for her.4 Simon doesn’t have enough time to do his homework.Step 3 review reading1 Complete the form。

牛津译林版九年级英语上册Unit 3 Task 示范课教案

教学活动
2. Students look at two pictures and answer the question to evaluate their degrees of stress.
3. Students have a free talk.
活动层次
学习理解之感知与注意
效果评价
观察和倾听学生的答案，了解学生的压力情况。
五、教学活动设计
环节一:在情境中回顾和总结本单元提及的青少年问题和建议，激活已知。（5mins）
教师引导学生回顾不同板块提及的青少年问题和给出的建议。
教学活动
1.Studentsrecall and conclude the teenagers’ problems and suggestions.
活动层次
Unit 3 Teenage problems
Period7Task
一、教学内容分析
该板块的活动主题是“青少年的压力”。以Millie回信帮助他的朋友解决问题为背景，呈现了邮件的内容构成要素。
二、学情分析
学生学习本课时已经完成了本单元前面几个板块的学习，不但对描述青少年问题、寻求建议和提建议的词汇、句型以及语法有了一定的储备，也了解了青少年问题的普遍性和如何解决青少年常见问题的简单方法。但对使用邮件回信帮助他人解决问题存在一定的困难。
环节设计意图：通过心理测试激发学生兴趣，让学生认识到自己的压力问题，为本节课学习做好铺垫。
环节三：完成测验，思考更多解决问题的方法。（5mins）
教师创设情境，引导学生完成小测验并核对答案。引导学生思考更多的解决办法。
教学活动
4. Studentsfinish the quiz.
5. Students think about the questions and give their opinions.

译林版高中英语选必三Unit3 Reading II 名校教案

Unit 3 Back to the pastReading◆内容分析：【What】本板块语篇的话题为“海上航行”。

两篇历史文章围绕“海上航行”这一话题展开，分别介绍了明朝航海家郑和七下西洋的故事以及意大和航海家哥伦布发现新大陆的相关情况。

【Why】本文通过对两位航海家的相关介绍，引导学生关注历史人物，分析历史事件，促进人文素养的提升；同时，了解中国对外的积极影响、感悟中华文明在世界历史中的重要地位，增强民族自豪感。

【How】本文的语篇类型为说明文。

文章结构分明，条理清晰，逻辑缜密，语言精炼。

文章按照时间发展顺序展开论述，主题突出，内容详实，评价中肯。

第一篇文章以郑和首次远航开篇，重点强调第一次航行的规模之大，突出中国古代先进的航海和造船技术。

第二篇文章聚焦哥伦布第一次航海过程中遇到的挑战，体现哥伦布作为航海家敢于冒险和勇担责任的优秀品质。

文章运用各类事实信息，增强了论述的说服力。

◆教学目标：By the end of this section, students will be able to1. understand the usage of the key words and expressions:2. use the above words and expressions in new situations;3. have a better understanding of the spirit of exploration and demonstrate this spirit in their daily lives.◆教学重难点：1. Understand some new words and expressions;2. Be able to use the new words and expressions correctly.◆教学过程：Step 1 Lead-inListen to the passage and underline the following key words and expressions.Step 2 Building vocabulary1.Word study: navigatev. to find your position and the direction you need to go导航；v. to sail along, over or through a sea 航行，航海v. to find the right way to deal with a difficult situation 找到正确的方法navigate-navigation-navigator●Practice makes perfect.●The river became too narrow and shallow ___________(navigate).●His father is an expert in ____________(navigate).●He became a _____________(navigate) during the war.2.Word study: loadn. sth that is being carried by a person, vehicle, etc.负载，负荷n. a feeling of responsibility or worry （责任或忧虑的）沉重感v. to put a large quantity of things or people onto or into sth 装上，装入v. to put a bullet in a gun 装子弹/弹药load sth into/onto sth把...装入/上...load sth with sth 把...装入...a load of/loads of...大量的...●Practice makes perfect.●We finished ___________(load) and set off.●She loaded film _________ the camera.●She loaded the camera _______ film.●She thought she would not be able to bear the load of bringing ________ herfamily alone.●_________________(know) that they had arrived safely took a load off my mind.●He carried a ___________(load) gun.3.Word study: compass(n.) an instrument for finding direction, with a needle that always points to the north 罗盘，指南针compasses 圆规4.Word study:logn. a piece of a thick branch or of the trunk of a tree 木柴，原木n. an official written account of what happens each day 日志v. to record sth officially in writing or on a computer 把...载入日志keep a log/logs of...记录...写日志log in/on 登录，注册log off/out 退出，注销5.Word study:chartn. a page or sheet of information in the form of diagrams 图表n. a detailed map of the sea 海图v. to make a map of the area or show the feature in it 绘制地图v. to record or follow the progress or development of sb./sth. 记录，跟踪v. to plan a course of action 制定计划6.Word study: harmoniousadj. friendly, peaceful and without any disagreement 和谐的，和睦的harmony-harmonious-harmoniouslybe in harmony with sth 与...和谐相处●Practice makes perfect.●The only way for us to survive is to live ________ harmony with nature.●In short, a good and ________________(harmony) environment at home isnecessary for a child to grow healthy.●I firmly believe that human should live with nature __________________(harmonious).●Their harmonious relationship resulted ________ their similar goals.7. Word study: dismissv. to decide that sb./sth.is not important and not worth thinking or talking about 不予考虑，对...不屑一提v. to put thoughts or feelings out of your mind 摒除(思想、感情等)v. to officially remove sb from their job 解雇v. to send sb. away or to allow them to leave 解散dismiss sth as...把某事当成...不予考虑dismiss-dismissal●Practice makes perfect.●We can safely dismiss what he said _________ a joke.●_______________________________(dismiss) her fears, she climbed higher.●At 12 o’clock, the class ___________________(dismiss).●He was so ___________________(responsible) that I decided to dismiss him.●He still hopes to win his claim against the unfair ____________(dismiss).8. Word study: influentialadj. having a lot of influence on sb./sth. 有很大影响力的be influential in sth. /doing sth.influence-influential●Practice makes perfect.●He had been influential _________ shaping economic policy.●She is one of the most ______________ (influence) figures in local politics.●What exactly is the influence of online games __________ teenagers?9. Word study: graven. a place in the ground where a dead person is buried 坟墓adj. very serious and important 严重的，深切的adj. serious in manner 严肃的，表情沉重的grave-gravityfrom the cradle to the grave 一生●Practice makes perfect.●The consequences _______________(be) very grave if nothing is done.●The police have expressed grave concern about the missing ____________(child)safety.●Have you realised the __________(grave) of the situation?●Learning should be a never-ending process, from the cradle _______ the grave.10.Word study: subsequentadj. happening or coming after sth. else 随后的，后来的subsequent-subsequently-subsequence●Practice makes perfect.●Developments on this issue _______________(deal) with in a subsequent reportto be issued in the near future.●____________________(subsequent), new guidelines were issued to allemployees.●The early memories are likely _________________(lose) in subsequent years.11.Phrase study: allow forallow for:使成为可能；考虑到，把...计算在内试译：It will take about two hours to get there, allowing for traffic jams.考虑到交通堵塞，到那里大约需要两个小时。

2024-2025学年初中英语九年级上册(译林牛津版)教案Unit3Task

Unit 3 Teenage problemsTask设计说明教学反思首先通过复习Reading中Millie和Simon的问题导入本节课，然后通过图片提示，谈论更多的青少年问题，呈现学生的压力问题，接下来展开问卷小调查，谈论如何解决问题。

在此基础上完成书上的短文填空，然后讨论如何写一封帮助别人解决问题的信，再根据要求写自己的文章。

最后讲解几个知识点，完成巩固练习。

教学目标通过本课时的教学，让学生达成以下目标：1.知识目标掌握单词和短语：stress, be of sb.’s age。

2.能力目标（1）通过学习，掌握关于学生问题方面书信的写法；（2）通过训练，让学生逐步掌握写作技巧，提升写作能力。

3.情感目标通过学习，让学生了解青少年问题，并学会积极解决问题，培养良好的个人品质，健康成长。

重点难点重点：掌握关于青少年问题的单词和短语，并能灵活使用。

会写信来帮助他人解决问题。

难点：写信帮助他人解决问题。

教学准备PPT 课件；相关图片。

授课时数1课时教学过程Step 1 Lead-inTalk about students’ problems.·What is Millie’s problem?·What advice does Mr Friend give her?·What is Simon’s problem?·What advice does Mr Friend give him?Step 2 Presentation1. Show a list of pictures and ask them the questions:What is his problem? Can you give him some suggestions? Ask students to talk about their teenage problems.2. Present the new words by saying the sentence:Many of us have the problem of stress. How to deal with stress?Step 3 Task1. Do A.(1) Do a quiz and ask students to choose their answers and say the reason.(2) Check the answers.Answers: 1 c 2 c 3 a 4 c 5 c 6 a2. Do B.(1) Help Millie complete her email to Raymond.(2) Check the answers.Answers: (1) I think you should eat less and exercise more(2) Why not talk with your parents（答案不唯一）3. Talk about the structure of the letter.4. Show students the useful expressions and talk about how to use them.Step 4 Writing1. Write a reply telling your pen pal Andy how to deal with his problems.基本情况Andy,九年级学生喜好踢足球和弹钢琴烦恼父母工作忙,回家太晚；作业太多,经常熬夜,几乎无闲暇；被同学称为书呆子,常受到嘲笑。