新目标九年级英语第五单元教案

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人教新目标九年级英语Unit5SectionB(2a2e)教学设计

4.自主学习：学生收集有关目标设定的名言或故事，并在课堂上与同学分享。
-目的是培养学生自主学习和搜集信息的能力，同时激发他们对目标设定的兴趣。
5.家庭作业：家长协助学生制定一个家庭学习计划，为期一周，关注学生在家的学习目标和完成情况。
-此作业旨在培养学生的时间管理能力和自我监督意识，同时增进家长对子女学习的了解和参与。
2.词汇教学：
-采用图片、实物等直观教学手段，帮助学生形象记忆词汇。
-通过词义猜测、词汇接龙等游戏，增加词汇学习的趣味性。
3.语法教学：
-使用图表、时间轴等视觉辅助工具，帮助学生直观理解一般现在时和一般过去时的区别和用法。
-设计填空、改错等练习，巩固语法知识。
4.听说教学：
-播放与目标相关的音频材料，引导学生进行听力训练，并鼓励他们复述所听内容。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法培养英语学习能力和思维方式：
1.小组合作：学生通过小组活动，共同讨论和分享各自的目标和经验，培养团队协作和沟通能力。
2.问题解决：学生针对设定目标过程中可能遇到的挑战，提出解决方案，培养分析和解决问题的能力。
3.自主学习：学生在课后进行词汇和语法练习，培养自主学习能力和良好的学习习惯。
（二）讲授新知，500字
1.教师呈现新课的词汇和短语，通过图片、例句和情境让学生理解和记忆。
-利用PPT展示词汇和短语的含义，结合语境进行讲解。
-通过互动问答，检查学生对词汇的理解。
2.讲解一般现在时和一般过去时在描述目标、动机和挑战时的用法。
-使用时间轴和示例句子，帮助学生区分两种时态的用法。
-安排课堂小练习，让学生即时运用所学语法。
3.情感共鸣：学生通过分享和倾听他人的目标和经历，学会理解和关心他人，培养同理心。

人教新目标九年级英语Unit5SectionB(2a2e)优秀教学案例

2.对学生的作业进行及时的反馈和评价，指导他们改进和提高。例如，在学生提交作业后，及时批改并进行点评，给予鼓励和建议，帮助他们巩固知识，提高写作能力。
五、案例亮点
1.创新的情景创设：本案例通过利用多媒体课件和图片等资源，创设了真实、生动的语言环境，让学生在情境中自然地接触和运用英语。这种创新的情景创设方式不仅引发了学生的兴趣和思考，还提高了他们的学习动机，使得他们对英语学习更加积极和热情。
4.学生能够培养跨文化交际的意识，了解并尊重不同的文化背景。通过引入相关文化元素，使学生了解英语的实际运用场景，提高跨文化交际能力。
三资源，创设真实、生动的语言环境，让学生在情境中自然地接触和运用英语。例如，通过展示过去发生的事情的相关图片，引发学生的兴趣和思考，激发他们的学习动机。
2.利用小组竞赛等形式，激发学生的竞争意识和团队合作精神。例如，设计一个小游戏或竞赛，要求学生分组进行，通过合作完成任务，培养他们的团队合作能力和竞争意识。
（四）反思与评价
1.设计反思性问题，引导学生对自己的学习过程进行思考和评价，培养他们的自我反思和自我评价能力。例如，在课堂结束时，引导学生思考"What did you learn in this class?"或"How can you use what you learned in real life?"，促进他们对学习内容的深入理解和应用。
2.问题导向的引入：在教学过程中，教师设计了富有思考性和挑战性的问题，引导学生主动探究和思考，激发他们的学习兴趣和求知欲。这种问题导向的方式不仅培养了学生的思维能力，还使他们能够更深入地理解和掌握知识。
3.小组合作的实践：本案例通过设计合作性任务，让学生在小组合作中共同完成任务，培养他们的团队合作能力和沟通能力。这种小组合作的方式不仅提高了学生的学习效果，还培养了他们的团队合作精神和交流能力，使得他们能够更好地与他人合作并解决问题。

新目标九年级英语第五单元教案

Unit 5 It must belong to Carla.（共5课时）张兰一中冯吉莉教学目标：1知识与技能：本单元通过学习情态动词，学会正确运用must,might,could和can’t对事物进行推测，并注意体会这些词表示判断时的程度，尽量做到用词准确，拓展了belong to,much too,too much 等词的使用，并提供了一些实用的英语谚语。

要对本单元中的生词做到会读，会写，会用。

2学习策略归纳总结情态动词can,may,must表推断的用法，比较它们的用法区别。

在选择它们进行运用时，要多角度，全方位地思考，根据句子语境明确句子的含义，选择正确的情态动词。

3，情感态度与价值观在日常生活中我们要善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。

同时要学会对某一事物发表自己的看法并申明理由，进而锻炼自己的演讲口才以及与人交往的能力。

教学重点:1belong to 短语的应用2情态动词表推测判断的用法。

3重点词汇的学习，掌握运用。

教学方法:Pairwork Groupwork教学难点：1 have与there be 结构的区别运用2 because与because of 区别课时安排：本单元需用5课时完成。

The 1st lesson与你的好友推断附近得某物品是谁的，然后互相练习。

板书设计：The 2nd lessonDo exercises in your workbook.板书设计：The 3rd lessonStep 4 Homework.实践活动：与你得同桌或好友就你周围得人或物进行推断并说明理由，看谁得判断能力强。

板书设计：The 4th lesson把你听到或看到得事情讲述出来，并与你得伙伴一起猜是什么？板书设计：The 5th lessonStep4 Homework. 板书设计教学反思。

新目标九年级unit 5教案(英语教案)

Unit 5 It must belong to Carla.教案示例（1）Ⅰ. Analysis of the Teaching Material1.Status and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students’imagination and improve students’ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. V ocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ. Teaching Key Points1. Key vocabulary2. Target languageⅢ.Teaching Difficult Points1. Listen for the target language2. Oral practice using the target languageⅣ.Teaching Methods1. Scene teaching method2. Listening method3. PairworkⅤ.Teaching Aids1. Blackboard drawings2. A tape recorder3. A projectorⅥ.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate n.author n.toy n.picnic n.Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.Step ⅢlbThis activity gives students practice in understanding the target language in spoken conversation. Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in thesecond column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.AnswersJane’s little brother—toy car—He was the only little kid at the picnic.Mary—book—Wanda Wilbur is her favourite author.Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.TapescriptGirl 1:Whose volleyball is this?Boy 1:It must be Carla’s. She loves volleyball.Girl 1: How about this toy car?Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah…This book must be Mary’s. Wanda Wilbur is her favourite author.Girl 1: OK…and how about this CD?Girl 2: Hmmmmm…The CD must belong to Grace. She always listens to classical music.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.S A: Whose volleyball is this?S B: It must be Carla’s. She loves volleyball.Point out the conversation in the box. Invite another pair of students to say it to the class.S A : Whose book is this?S B: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step ⅥHomework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Unit 5 It must belong to Carla教案示例（2）Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyband, hair band(2)Target LanguageWhose notebook is this?It must be Ning’s. It has her name on it.Whose French book is this?It could be Ali’s. She studies French.Whose guitar is this?It might belong to Alice. She plays the guitar.Whose T-shirt is this?It can’t be John’s. It’s much too small for him.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ writing skill.(3) Train students’ ability to deduce.3. Moral ObjectUse your mind, then make inferences correctly.Ⅱ. Teaching Key Points1. Listening and writing practice using the target language.2. Make inferences using the target language.Ⅲ. Teaching Difficult PointMake inferences using the target language.Ⅳ. Teaching Methods1. Practice method2. A gameⅤ. Teaching Aids1. A tape recorder2. Real objectsⅥ. Teaching ProceduresStep I RevisionRevise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.Step Ⅱ2aThis activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number.Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer.Play the recording the first time.Students only listen. Play the recording a second time. Students write the correct words in each blank.Check the answers.Answers1. T-shirt2. hair band3. tennis ballsTapescriptBob: Oh, look! Whose backpack do you think this is?Anna: I don’t know. Look, here’s a school T-shirt.Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy.Anna: It could be Kumi’s hair band. She has long hair.Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things. Bob: Oh, look! Tennis balls.Anna: Then it must be Linda’s backpack.She has long hair and she’s on the tennis team.Bob: You’re right!Step Ⅲ2bThis activity provides listening and writing practice using the target language.Call students’ attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line.Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or can’t. Point out the sample answer.Play the recording. Students listen and fill in the blanks.Check the answers.Answers1. The person must go to our school.2. The person can’t be a boy.3. It could be Mei’s hair band.4. The hair band might belong to Linda.5. It must be Linda’s backpack.Point to the box that contains the explanations of how to use the words must,might, could and can’t. Read the explanations to the class.Use "must" to show that you think something is probably true.Use "might" or "could" to show that you think something is possibly true.Use "can’t" to show that you are almost sure something is not true. And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei’s. He likes reading English magazines very much.Step Ⅵ2cThis activity provides writing practice using vocabulary introduced in the unit.Read the instructions to the class. Point to the list of sentences that contain a blank. Say, Please fill in the blanks with the words from this unit. Some answers will vary. Elicit the first answer from the class (The notebook must/might be Ming’s. It was on her desk).Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed.Check the answers.AnswersThe notebook must/might be Ming’s. It was on her desk.The homework can’t be Carla’s. She wasn’t at school today.The soccer ball might be John’s or Tony’s.They both play soccer, don’t they?The French book must be Li Ying’s. She’sthe only one who’s studying French.I can’t find my backpack. It might/must be still at school.The photo must be Lu’s. Those are his parents.The red bicycle can’t be Hu’s. She has a blue bicycle.The ticket might be my aunt’s or uncle’s.They are both going to the concert.Step ⅤGrammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.S A: Whose notebook is this?S B: It must be Ning’s. It has her name on it.S A: Whose French book is this?S B: It could be Ali’s. She studies French.S A: Whose guitar is this?S B: It might belong to Alice. She plays the guitar.S A: Whose T-shirt is this?S B: It can’t be John’s. It’s much too small for him.Invite a student to underline the words must, could, might and can’t and then write them in a list on the blackboard.Ask students, what does it mean when you say something must be true? How sure are you that it istrue? 100 percent? 50 percent? 10 percent?When a student answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and can’t.Optional activityAsk all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.Play the game like this:T: (Holding up a pen) Whose pen is this?S1:It could be Li Lei’s.T: Li Lei, is this your pen?L: No, it isn’t.T: It can’t be Li Lei’s. He says it’s not his.S2:It might be Wu Jun’s.T: Wu Jun, is this your pen?W: Yes, it is.T: He says it’s his. The pen must be Wu Jun’s.(Holding up a notebook)Whose notebook is this?S3: It must be Li Na’s. I gave it to her as a birthday present.Repeat the process with the other items.Step ⅥSummarySay, In this class, we’ve clone some listening and writing practice using’ the target language. And we’ve learned how to make inferences using the words must, might, could and can’t.Step ⅦHomeworkMake two sentences each using the words must, could, might and can’t.Unit 5 It must belong to Carla教案示例（3）I. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think "anxious" means?Well, it can’t mean "happy".It might mean "worried".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ communicative competence using the target language.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points1. Key vocabulary2. Target languageⅣ. Teaching Methods1. Practice method2. Pairwork3. A gameⅤ. Teaching AidThe blackboardⅥ. Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’ attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?S s: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.S A: What do you think "anxious" mean?S B: Well, it can’t mean "happy".S A: It might mean "worried".S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.drop v.symphony n.opotometrist n.appointment n.algebra n.crucial adj.count v.because ofPractice the pronunciation of these words and explain the meaning of each word.Optional activityHave students write the new words inActivity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:xosainu anxious worriedcuilarc crucialaegarblStep ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture.Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.S A: Here are some earrings. The owner can’t be a boy.S B: Well, it could be a boy. The earrings might be a present for his mother.Write the conversation on the black board. Explain the meaning of each sentence.Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with. Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of the vocabularywords.2. Read the conversations in Activities 3b and 4 again for further understandingof the target language.3. Finish off the exercises on pages 15～16 of the workbook.。

人教版新目标九年级英语Unit5单元教案

人教版新目标九年级英语Unit5单元教案Unit 5 What aade of?A (1a－2d)学习目标1．重点单词：，coin，fork，blouse，silver，glass，cotton，steel，fair，grass，leaf，produce，widely，process，pack2．重点短语：be made of，be made in，be made from，as far as sb. know，be known for3．重点句式：What aade of?—This ring lIs it made of silver?—Yes，and it was made in Thailand.Whaainting made from?How is tea produced?As far as I know，tea plants are growduntains. People say that tea is good for both health and business!学习重点1．重点短语和句型2．一般现在时态和一般过去时态的被动语态学习难点一般现在时态和一般过去时态的被动语态自主学习一、预习课本P33－34新单词并背诵，完成下面的汉译英。

1．筷子________ 2.硬币________3．叉子________ 4.衬衫________5．银器________ 6.玻璃________7．棉花________ 8.钢铁________9．展览会________ 10.草地________11．叶子________ 12.生产________13．普遍地________ 14.加工________15．包装________二、认真预习1a－2d找出下列短语和句型。

1．由……制造_________________________________________________ _______________________2．在……制造_________________________________________________ _______________________3．据……所知_________________________________________________ _______________________4．以……闻名________________________________________________________________________5．这些衬衫是用什么制成的？_________________________________________________ _______________________6．—这个指环看起来很漂亮。

人教版新目标九年级英语Unit5单元集体备课教案

人教版新目标九年级英语Unit5单元集体备课教案They were made in a XXX.②The pencil is made of wood and graphite。

It was made in a XXX.③The desk is made of wood。

It was made in a XXX.④The computer is made of metal and plastic。

It was made in an XXX.Step 2新词研究1.Introduce the new words: produce。

widely。

process.2.Have students repeat the words and explain the meanings.e the words in XXX students understand their usage.Step 3词组研究1.Introduce the new phrases: be made of/from。

be made in sw。

the art and science fair。

environmental n。

grass and leaves。

be known for/be famous for。

as far as I know。

on the sides of mountains.2.Have students repeat the phrases and explain the meanings.e the XXX students understand their usage.Step 4句型研究1.Introduce the sentence patterns: What is the model plane made of。

What is the painting made from。

Is this ring made of silver。

人教新目标英语九年级英语unit5(sectionA1a2d)教学设计

人教新目标英语九年级英语unit5(sectionA1a2d)教学设计
一、教学目标
（一）知识与技能
1.知识目标：通过本节课的学习，使学生掌握以下英语词汇和表达方式：illness（疾病）、symptom（症状）、medicine（药物）、cure（治愈）、recover（恢复）、sore throat（喉咙痛）、headache（头痛）、fever（发烧）、take one's temperature（量体温）、prescription（处方）、pharmacy（药店）等。同时，让学生学会使用一般过去时描述过去的疾病经历。
5.家长参与：请家长协助学生完成角色扮演视频作业，并在视频拍摄过程中关注学生的英语表达。家长可以为学生提供语言支持，同时了解孩子的学习情况。
1.对话编写：小组成员共同讨论，完成一段不少于10句话的就医对话。对话内容要贴近生活，符合实际情境。
2.角色扮演视频：视频时长不少于3分钟，包含医生、病人两个角色。注意口语表达的准确性，以及动作、表情的自然。
2.技能目标：培养学生运用英语进行就医咨询的能力，学会描述病情、询问药物及用法。通过小组讨论，提高学生的口语表达能力和听力理解能力。
（二）过程与方法
1.过程目标：通过情景教学，引导学生运用所学知识进行角色扮演，模拟就医场景，提高学生的实际应用能力。让学生在小组合作中，学会倾听、表达、沟通和协作。
2.方法目标：采用任务型教学法，设计丰富的课堂活动，如小组讨论、角色扮演、听力训练等，激发学生的学习兴趣，提高学生的参与度和积极性。
（四）课堂练习
1.听力训练：播放一段就医场景的听力材料，让学生回答相关问题，检测他们对词汇和语法的掌握程度。
2.口语表达：邀请学生上台展示角色扮演，其他学生认真聆听，并给予评价。教师关注学生的语言表达，及时纠正错误。

新目标九年级英语Unit5教学设计和反思.doc

新目标九年级英语Unit 5教学设计和反思新目标九年级英语Unit 5 It must belong to Carla教学设计(Section A la——Grammar)一、教学设计思想《新课程理念》屮提到基础阶段英语课程的总体目标是培养学生的综合语言运用能力，而语言知识和语言技能是综合语言运用能力的基础。

任务型教学思想，以学生为主体，以任务为驱动，提倡学生参与、体验、感知、实践和合作探究的学习方式，在完成任务的过程中达到实现语言交际的目的。

本节课以学生学习兴趣、特点及学习水平为出发点，旨在创设一个有趣，富于启发思维的教学情景，激发学生学习兴趣，让学生快乐地投入到学习活动中，从而学习运用语言的能力。

二、教材分析与重难点本单元中心话题是“野炊”，谈论对事物的推测，主要语法是情态动词might could must can^表示推测的用法。

情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读。

本节是本单元的第一节，本节的重点是使学生能运用情态动词might could must caift对物品所属进行推测，通过学习用相关信息对物主的推测来提髙学生的逻辑思维能力和推断能力。

难点是区分belong to和名词所有格表所属关系的运用。

利用反复操练的形式来突难教学难点。

三、学情分析与教法学法学习兴趣的激发和树立学习信心是很重要的。

因此，教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到活动中来，创造更多的机会让他们说英语，通过小组合作学习降低学习难度，使他们体验成功的喜悦。

我主要采用任务型教学法结合情景教学、交际教学、视听说的教学法。

四、教学目标1、知识目标a识记词汇author, picnic belong to hairband possiblyb.掌握目标语言Whose English book is this? It must be Carla's. It has her name on it..Whose volleyball is this ?It could /might be Alice's. She loves volleyball.Whose pen is this ?It might belong to Helen.Ifs under her chair.Whose T-shirt is this ?It can't be John's. It's too much small for him.2、能力目标a.学生能用情态动词并根据相关信息对物品所属进行推测。

新目标英语九年级全套教案新目标 Unit 5(新目标版九年级英语教案教学设计)

Unit 5 It must belong to Carla.Part 1: Teaching design (第一部分：教学设计)Structures: Must, might, could and can’t for making inferencesTarget language: Whose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbageLearning strategies: Sequencing, DeducingSECTION AGoals●To learn must, might, could and can’t for making inferences●To listen and speak making inferencesProceduresWarming up by learning about modal verbsModal verbs are used to express ideas such as possibility, intention, obligation and necessity.CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.eg: I would have told you, if you had wanted me to.eg: Yes, I can do that.mustcertainty 1. That must be Jerry. They said he was tall with bright red hair.2. That must have been the right restaurant. There are no other restaurants on this street.3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.2. That must not have been the right restaurant. I guess there is another one around here somewhere.3. NO FUTURE FORM have to1a Looking and writingHello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.1b Listening and matchingYou are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.TapescriptGirl 1: Whose volley ball is this?Boy 1: It must be Carla’s. She loves volley ball.Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Dengwen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.Girl 1: OK… and how about this CD?Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.1c Doing pairworkIn pairs practice the conversation in the picture on page 34Then make conversations using information in the chart in 1b.Whose volleyball is this? It must be Carla’s. She loves volleyball.Whose books are these? They must be Mary’s. The man is her favorite author.Whose CD is this? It must be Grace’s. She likes listening to classical music.Next is the conversation making inferences.Girl 1: Whose toy car is this?Boy 1: It must be Deng Wen’s. He loves toy car.Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.Boy 1: Oh, and look, someone left a magazine.Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.Girl 1: OK… and how about this volleyball?Gir l 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.2a Listening and writingBob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.TapescriptBob: Oh, look! Whose backpack do you think this is?Anna: I don’t know. Look, here’s a school T-shirt.Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the perso n can’t be a boy.Anna: It could be Kumi’s hair band. She has long hair.Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.Bob: Th en it must be Linda’s backpack. She has long hair and she’s on the tennis team.Bob: You’re right!2b Listening and fillingNext you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.2c Filling and tellingOn page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.The notebook must be Ming’s. It was on her desk.The homework can’t be Carol’s. She wasn’t at school today.The soccer b all might be John’s or Tony’s. They both play soccer, don’t they?The French book must be Li Ying’s. She’s the only one who’s studying French.I can’t find my backpack. It might be still at school.The photo must be Lu’s. Those are his parents.The red bic ycle can’t be Hu’s. She has a blue bicycle.This ticket might be my aunt’s or uncle’s. They’re both going to the concert.3a Reading, numbering and circlingOn page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 pa rts and circle the words you don’t know.Subject: Thanks! From: Linda_④_ If you have any idea where it might be, please call me._②_ I think I dropped it during the concert so it might still be in the symphony hall._⑤_ I tried to call you but your mom sa id you were still at your optometrist appointment ( I hope you new glasses look nice!)._③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam._①_ I’m really anxious, because I can’t find my backpack.Thanks,Linda3b Doing pairworkIn pairs talk about the words you don’t understand. You can use“can’t”, “must”,” could” or “might”.A: What do you think “anxious” mean?B: Well, it can’t mean “happy”.A: It might mean “worried”.B: Oh, yes. She’s worried because of her test.A: What do you think “concert” mean?B: Well, it can’t mean “music”.A: It might mean “a performance of music by players or singers”.B: Oh, yes. She was in the symphony hall.4 Doing pairworkIn pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.A: Here’re some earrings. The owner can’t be a boy.B: Well, it could be a boy. The earrings might be a present for his mother.A: Here’s a s chool T-shirt. The owner must be a student.B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.A: Here’s a hair band. The owner can’t be a boy.B: Well, it could be a boy. The hair band might be a present for his mother.Closing down by looking and sayingLook at the picture below and say what is happening in the classroom.。

人教新目标英语九年级Unit5全单元教案

人教新目标英语九年级Unit 5 What are the shirts made of?Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass,leaf, produce, widely, be known for, process, pack 能掌握以下句型：①—This ring looks nice. Is it made of silver?—Yes, and it was made in Thailand.②What is it made of/from?③China is famous for tea, right?④Where is tea produced in China?2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。

2. 情感态度价值观目标：了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。

二、教学重难点1. 教学重点：1) 掌握本课时中出现的生词2) 能够用英语描述及询问物品的制作材料3）正确理解被动语态的用法及句子结构。

2. 教学难点：理解被动语态的用法及句子结构。

三、教学过程Ⅰ. Warming up1. Present the sentence structure, using the pictures on the big screen:—What’s the golden medal made of?—It’s made of gold.—Is this table made of wood?—No, it isn’t. It’s made of glass.—Is Butter made from meat?—No. It’s made from milk.II. Presentation1. Show some pictures on the big screen. Try to learn the new words using “be made of”structure.Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf2. Ss discuss with their partner and try to learn the new words.3. Give Ss five more minutes to remember the new words.4. Work on 1a:Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.What are these things usually made of? Match them with the materials. More than one answer is possible.Check the answers with the Ss.III. Listening1.T: Tell Ss they will hear a conversation about some things and material. Listen andmatch the products with what they are made of and where they were made.2. Let one student read the words in the box, Play the recording for the Ss to listen.3. Ss try to listen and match the things with the material and here they were made.4. Play the recording again. Let Ss answer the questions.1) How much did Susan pay for the three shirts?29 dollars.2) What does Anita feel about the three shirts?Cheap.3) What are the shirts made of?Cotton.4) Where were they made?America.5) Where did Susan buy the chopsticks?Korea.6) How does Anita like the chopsticks?Cool.7) What else does Susan show?Ring.8) Where was the ring made?Thailand.9) What will Susan do with the ring?She give it to her friend.IV. Pair work1. Read the conversation in the box in 1c.2. Ss try to made conversations using the information in 1b.e.g. A: Your new shirt looks very nice. Is it made of cotton?B: No, it isn’t. It’s made of silk.3. Let some pairs read out their conversations.V. ListeningPre-listeningfair adj. 公平的; 合理的; 美丽的fair n. an event at which people orbusinesses show and sell productsa book faira trade fairWork on 2a:T: Let’s listen to another conversation between Nick and Marcus.1. What are they talking about? First, let’s look at the pictures and the phrases in 1a.(Let one students read the phrases in 2a.)Listen and check ( √) the main topic of Nick and Marcus’ conversation.____ the science museum____ the art and science fair____ environmental protection____ a model plane____ a beautiful painting____ grass and leaves2. Play the recording for the Ss to listen and check the phrases.3. Play the recording again to check the answers.Work on 2b:1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question.Play the recording for the Ss to answer the questions. (If necessary, using the pause button.)1) Where is the art and science fair?_________________________2) Do Nick and Marcus have to pay to go?_________________________3) What is the model plane made of?_________________________4) What is the painting made from?__________________________3. Play the recording again and mark true or false.1) The art and science fair is just inside the science museum.2) The fair is mainly about planes and paintings.3) All the works at the fair were made by university students.4) The model plane is very big.5) The painting is made of wool and grass.6) The students are asked to pay for the art and science fair.7) The students are interested in environmental protection and recycling.VI. Pair work1. Tell Ss to make a conversation using the information in 2a and 2b.e.g.A: What did you see at the art and science fair?B: I saw a model plane.A: What is it made of?B: It’s made of steel, glass, and plastic.2. Let Ss make their own conversations.3. Practice their conversations in pairs.VII. Role-play1. Work on 2dRead the conversation and complete the blanks.1) Chinese _____________ tea both in the past and now.2) _________ I know, tea plants _________ on the sides of mountains.3) When the leaves are ready, they _______ by hand and then _______ for processing.4) The tea ____________ and sent to many different countries and places around China.5) People say that tea ___________ ____ health _____ business!2. Read the conversations and Let Ss read after the teacher.3. Ask Ss to role-play the conversation in groups.VIII. Language points1. What is the model plane made of?What is the painting made from?be made of与be made from 辨析两词组都是“由……制成的”之意。

人教新目标九年级英语Unit5单元教学设计

人教新目标九年级英语Unit5单元教学设计教案Unit 5 What are the shirts made of?Period 1 Section A 1a-2d【教材内容分析】本课是一节听说课。

主要谈论日常用品和制造该用品所需原材料以及生产地等，首先，通过谈论生活中常见物品（如杯子、课桌等）的制作原料来导入话题。

复习并呈现日常用品及原材料的相关词汇。

因本课的很多词汇与生活联系密切，所以很多物品可以通过实物进行展示，如chopsticks, fork，coin，blouse，glass，silk等。

在听说过程中，自然呈现出被动语态句式，让学生感知被动语态的结构及其表意功能。

借助听力材料，切入到再生资源和环保话题，对学生进行潜移默化的人文教育。

通过一个关于茶叶的对话，呈现被动语态在不同语境下更多真实运用的例句，加强学生对这一新语法项目的感性认识。

【学情分析】被动语态对于学生来说，这是在教材中首次接触。

但实际上，很多学生受母语的影响，对被动语态也有一定的了解。

通过给学生一定的情景，谈论日常用品的原材料和生产地，让他们体会被动语态的结构和表意功能。

在听说训练过程中，让学生通过自主和合作学习的方式进行句式结构的语言输入，并设计相应的任务,鼓励学生运用所学进行语言实践，并就原材料话题对学生进行生态环保方面的人文教育。

【学习目标】1.学生能识记本课表示日常用品的词汇：chopsticks，window，coin，stamp，fork，blouse等。

2.学生能识记表示原材料的词汇：wood，gold，silver，paper，silk，cotton，glass。

3.学生初步掌握被动语态的句式结构：A: What is the model plane made of?B：It’s made of used wood and glass.4.学生能够树立生态环保意识，简单了解中国的茶文化。

【学习重点】学会使用被动语态表达被动关系。

初中：新目标九年级英语第五单元教案

初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 九年级英语教案编订：XX文讯教育机构新目标九年级英语第五单元教案教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中九年级英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

unit 5 it must belong to carla.（共5课时）教学目标：1知识与技能：本单元通过学习情态动词，学会正确运用must,might,could和can’t对事物进行推测，并注意体会这些词表示判断时的程度，尽量做到用词准确，拓展了belong to,much too,too much 等词的使用，并提供了一些实用的英语谚语。

要对本单元中的生词做到会读，会写，会用。

2学习策略归纳总结情态动词can,may,must表推断的用法，比较它们的用法区别。

在选择它们进行运用时，要多角度，全方位地思考，根据句子语境明确句子的含义，选择正确的情态动词。

3，情感态度与价值观在日常生活中我们要善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。

同时要学会对某一事物发表自己的看法并申明理由，进而锻炼自己的演讲口才以及与人交往的能力。

教学重点:1belong to 短语的应用2情态动词表推测判断的用法。

3重点词汇的学习，掌握运用。

教学方法:pairwork groupwork 教学难点：1 have 与there be 结构的区别运用 2 because与because of 区别课时安排：本单元需用5课时完成。

the 1st lessonstep 1 lead in teacher’s activitystudents’ activity批注show a backpack to everyone.ask ss to guess “whose backpack is this?”guess with “it could be …’s. it must be …’s.”启发式教学help them to guess with “it could be …’s,because….”say：itmust be ...’s.look,here’s her name.” today,let’s learn unit5 it must belong to carla.listen and try to understand.step2 1a,1b look at the picture and finish 1acheck and explain “plate”read the sentences in the picture.explain “whose is this volleyball?”listen and take notes.play the record for the first time.listen and finish 1b. if necessary,listen again.锻炼学生听力check the answers.read the sentences one by one .step3 pairwork. read 1cwalk around the classroom,help them if they need.practice the conversation in the picture and make conversations with your partner.两人一组练习act it out in class.step4 2a,2b,2c play the record first time.listen and finish 2a.if necessary, play again.if necessary,listen again.提高听力能力check the answers.in the same way,finish 2b and check the answer.finish 2c.check the answers and explain something important.read “grammar focus”.explain something important.step5 homework. 与你的好友推断附近得某物品是谁的，然后互相练习。

初中英语九年级 Unit 5 Section A (2a-2d)教学设计

初中英语九年级 Unit 5 Section A (2a-2d)教学设计一. 教材分析本课选自人教版《新目标》初中英语九年级Unit 5 Section A (2a-2d)。

本部分内容主要讲述关于不同国家节日的话题。

通过本节课的学习，学生能够了解和掌握与节日相关的词汇和表达方式，提高他们的听说读写能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的话题有了一定的了解。

但部分学生对于表达自己观点仍存在一定的困难，因此，在教学过程中，教师需要关注这部分学生的需求，鼓励他们积极参与课堂活动。

三. 教学目标1.知识目标：学生能够掌握与节日相关的词汇和表达方式。

2.能力目标：学生能够运用所学知识进行简单的交流，提高听说读写能力。

3.情感目标：培养学生对于不同文化的尊重和理解。

四. 教学重难点1.重点：学生能够掌握与节日相关的词汇和表达方式。

2.难点：学生能够运用所学知识进行实际交流。

五. 教学方法采用任务型教学法，通过小组合作、角色扮演等方式，激发学生的学习兴趣，提高他们的参与度。

同时，教师应给予学生足够的鼓励和支持，帮助他们克服表达障碍。

六. 教学准备1.教师准备相关节日的图片、视频等教学资源。

2.学生准备笔记本，用于记录所学内容。

七. 教学过程1.导入（5分钟）教师通过展示不同国家的节日图片，引导学生谈论各自了解的节日，激发学生的学习兴趣。

2.呈现（10分钟）教师呈现2a的内容，让学生听录音并回答问题。

然后，学生两人一组，互相练习2a的对话。

3.操练（10分钟）学生分角色扮演2a的对话，教师巡回指导，纠正发音和表达错误。

4.巩固（10分钟）学生小组合作，根据2a的对话，编写类似的对话，并表演给其他小组观看。

5.拓展（10分钟）教师引导学生讨论不同国家的节日风俗，鼓励学生分享自己的经历。

6.小结（5分钟）教师总结本节课所学内容，强调重点词汇和表达方式。

7.家庭作业（5分钟）学生回家后，用所学知识写一篇关于自己喜欢的节日的短文。

人教新目标英语九年级英语unit5(sectionA1a2d)优秀教学案例

3.设计真实语境的对话，让学生在听力练习和角色扮演中掌握新知识。
4.针对本节课的语法点，进行详细的讲解和举例，让学生在具体语境中理解和运用一般现在时和现在进行时。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个环保主题，如节约用水、减少塑料污染等。
2.小组内讨论如何用英语表达该主题的相关内容，并设计一段对话或一个小故事，展示环保行动的具体做法。
3.引导学生回顾已学的环保相关词汇和句型，为新课的学习做好铺垫。
（二）讲授新知
1.教师呈现本节课的主要教学内容，包括词汇、句型和语法点。
2.通过图片、例句等形式，讲解和演示新词汇和句型的用法，如：“recycle, reuse, reduce”, “What can we do to protect the environment?”等。
在本案例中，教师以现实生活中的环保问题为切入点，结合教材内容，激发学生的兴趣和责任感。教学过程中，教师采用任务型教学法，鼓励学生参与讨论、互动交流，使学生在实际语境中运用所学知识。此外，教师还注重培养学生的思辨能力和团队协作精神，将学科知识与德育教育有机结合，现知识传授与价值观教育的统一。
二、教学目标
（二）问题导向
以问题为导向的教学策略可以激发学生的好奇心和探究欲望。在本章节的教学中，我将设计一系列与环保主题相关的问题，引导学生思考、讨论和解决问题。例如：“What are the main environmental problems in our daily life?” “How can we reduce waste and protect the environment?”通过这些问题，让学生运用所学知识进行分析、推理和表达，培养他们的思维能力和解决问题的能力。

人教版新目标九年级英语Unit5单元集体备课教案

第一课时Sect i on A(1a~2d)1.produce（v.）生产；制造2.wide ly（adv.）广泛地;普遍地3.process（v.）加工;处理8.on the s ides o f mount a ins在山边上.What i s the model p lane made of?这个飞机模型是用什么制成的？2.What i s the pa in t ing made f rom?这幅油画是用什么制成的？3.—Is th i s r ing made of s i lver?这枚戒指是由白银制成的吗？—Yes,and i t was made in Tha i land.是的。

并且它是在泰国制造的。

4.Where i s t ea p roduced in China?在中国，哪些地方产茶？Teacher: P lease t ake out your th ings on your desk.We use them every day,do you rea l ly know them?Ques t ions:教学过程Step 2完成教材1a-1c的任务5.小结训练。

要求学生在规定的时间内完成一个小练习。

并请若干学生给出自己的答案。

有错误的话及时纠正。

(2分钟)用括号内所给动词的正确形式填空。

1)The apples a re sen t(send)to the fac tory f or p rocess ing.2)We are a l l r eady bu t Tom hasn’t packed (pack) h i s c lo thes ye t.3)The windows of the room are c leaned(c lean)every day.4)The bes t co t ton i s p r oduced(p roduce)in Xing J iang in China.5)The song isn’t liked (no t l ike) by mos t o f us.环节说明:通过学习1a，使学生对被动结构有所了解；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固对一般现在时被动结构的认识。

人教新目标九年级英语课件 Unit 5 教案

人教新目标九年级英语课件 Unit 5 教案Unit 5 Lesson 1: How long have you been collecting shells?教学目标：1. 学习并掌握有关时间段的表达方式，如for+时间段和since+时间点。

2. 学习并掌握现在完成进行时的用法和结构。

3. 能够运用所学知识描述自己和他人的经历和习惯。

教学重点：1. 学习并掌握现在完成进行时的用法和结构。

2. 能够正确使用for+时间段和since+时间点进行时间段的表达。

教学难点：1. 现在完成进行时和现在完成时的区别。

2. 理解并正确使用for+时间段和since+时间点进行时间段的表达。

教学准备：1. 课件：Unit 5 Lesson 1 PPT.2. 教材：人教新目标九年级英语教材第五单元。

教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and ask them about their hobbies.2. Show some pictures of different hobbies on the screen and ask the students if they have ever tried any of them.3. Encourage the students to talk about their hobbies and share interesting stories related to their hobbies.Step 2: Presentation (15 minutes)1. Introduce the new target language: "How long have you been collecting shells?"2. Explain that this question is used to ask about the duration of an action that started in the past and is still happening in the present.3. Present the structure of the present perfect continuous tense: subject + have/has + been + verb-ing.4. Give examples of sentences using the present perfect continuous tense and explain the difference between the present perfect continuous tense and the present perfect tense.5. Introduce the expressions "for" and "since" to indicate the duration of an action.6. Provide examples of sentences using "for" and "since" to express different time periods.Step 3: Practice (20 minutes)1. Divide the class into pairs or small groups.2. Give each group a set of conversation cards with questions related to hobbies and experiences.3. Instruct the students to take turns asking and answering the questions using the present perfect continuous tense and the expressions "for" and "since".4. Monitor the students' conversations and provide assistance as needed.5. After the practice activity, ask some pairs or groups to share their conversations with the class.Step 4: Production (15 minutes)1. Ask the students to think about their own hobbies and experiences.2. Instruct them to write a short paragraph or give a short presentation using the present perfect continuous tense and the expressions "for" and "since".3. Encourage the students to include details about how long they have been doing their hobbies or experiencing certain things.4. Provide feedback and correction on their writing or presentations.Step 5: Review and Summary (5 minutes)1. Review the key points of the lesson, including the use of the present perfect continuous tense and the expressions "for" and "since".2. Summarize the main ideas and encourage the students to ask any remaining questions.Step 6: Homework (2 minutes)1. Assign homework that reinforces the use of the present perfect continuous tense and the expressions "for" and "since".2. Examples of homework assignments could include writing a diary entry using the present perfect continuous tense or creating a dialogue using the target language.教学反思：本节课主要教授了现在完成进行时的用法和结构，以及使用for+时间段和since+时间点进行时间段的表达。

人教版新目标九年级英语第五单元教案 (3)

Nick: I saw a huge model plane. It ’s ___________ us ed wood and glass. I also saw a really beautiful painting. It’s ______________ grass, leaves and flowers.
Nick: I went there yesterday.
Marcus: Did you see anything cool?
Nick: Of course! All the works there ______________ university students.
Marcus: What did you see?
Task 1: Showa picture of a model plane andhave Ssdiscussthese questionsin groups:
What is it?
What is it made of?
Task 2:Listen and check (√) the main topic of Nick and Marcus’conversation.
3.通过学习听力材料，培养学生的爱国情怀。
nguage points（语言点）
要求掌握以下句式：
1.That’s the city famous for kites, right?
2.They’re made of different things like silk or paper.
3.Some are painted with colorful drawings.
教学设计说明：由小组讨论到生生对话，进一步熟悉本课功能句，并为听力扫除生词障碍，进行听力预测。

人教新目标九年级英语全一册Unit5period2教学设计

4.加强词汇教学，通过词义解释、例句展示、同义词辨析等方式，帮助学生掌握词汇的用法，提高他们的词汇运用能力。
5.注重语法教学，结合实际语境，引导学生正确运用时态描述目标、理想及其实现过程。
6.针对学生的个体差异，实施分层教学，为不同层次的学生提供合适的学习任务和指导，使他们在原有基础上得到提高。
7.重视课堂评价，采用形成性评价和终结性评价相结合的方式，关注学生的学习过程和结果，激发学生的学习兴趣和自信心。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于帮助学生掌握描述目标、理想及其实现过程的词汇和句型，如：achieve, goal, success, effort, fail, give up, encourage, confidence等，并能运用一般现在时、一般过去时和一般将来时进行表达。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个话题，如：成功的关键因素、如何面对挫折等。
2.小组成员运用所学词汇和句型进行讨论，共同完成任务。
3.各小组代表进行汇报，分享他们的讨论成果。
4.教师对每个小组的表现进行点评，给予鼓励和指导。
（四）课堂练习
1.教师设计丰富的课堂练习，如：填空、选择、改错等，巩固所学词汇和句型。
3.教师强调努力实现目标的重要性，培养学生的情感态度和价值观。
4.教师布置课后作业，如：写一篇关于自己目标的英语短文，巩固所学知识。
五、作业布置
1.写作作业：请学生结合本节课所学的词汇和句型，写一篇关于自己近期目标的英语短文。要求至少使用三种不同的时态描述自己的目标及实现过程，不少于100词。
2.口语作业：学生以小组为单位，选择一个成功人士作为话题，进行角色扮演，模拟采访该成功人士。要求每个小组成员都有发言机会，运用所学词汇和句型进行对话。

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