人教版九年级英语unit6英文版说课稿

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初中英语九年级 Unit 6 Section B 3a-Self Check说课稿

初中英语九年级 Unit 6 Section B 3a-Self Check说课稿一. 教材分析本文选自人教版初中英语九年级Unit 6 Section B 3a-Self Check。

本节课的主要内容是讨论关于环保的问题。

通过本节课的学习，学生能够掌握一般现在时的被动语态，以及如何运用一般现在时的被动语态进行交际。

同时，学生还能够了解到环保的重要性，提高他们的环保意识。

二. 学情分析九年级的学生已经掌握了英语学习的基本语法知识，具备一定的听说读写能力。

但是，学生在运用一般现在时的被动语态进行交际方面还存在一定的困难。

此外，学生对环保问题的了解还不够深入，需要通过本节课的学习来提高他们的环保意识。

三. 说教学目标1.知识目标：学生能够掌握一般现在时的被动语态，并能够运用其进行交际。

2.能力目标：学生能够通过阅读和听力理解，掌握文章的主旨大意，提高他们的阅读和听力能力。

3.情感目标：学生能够意识到环保的重要性，提高他们的环保意识。

四. 说教学重难点1.教学重点：学生能够掌握一般现在时的被动语态，并能够运用其进行交际。

2.教学难点：学生能够正确运用一般现在时的被动语态进行交际，以及对环保问题的深入理解。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，掌握一般现在时的被动语态，并能够运用其进行交际。

2.教学手段：利用多媒体课件，进行听力训练，以及利用小组讨论，提高学生的口语表达能力。

六. 说教学过程1.导入：通过谈论环保问题，引入本节课的主题。

2.Presentation: 通过多媒体课件，展示一般现在时的被动语态的语法规则，让学生进行观察和理解。

3.Practice: 通过听力训练，让学生练习一般现在时的被动语态，并能够运用其进行交际。

4.Production: 学生进行小组讨论，讨论环保问题，并运用一般现在时的被动语态进行表达。

5.总结：教师对学生的表现进行点评，对一般现在时的被动语态进行总结。

人教版九年级英语unit6英文版说课稿

人教版九年级英语unit6英文版说课稿Unit6 I like music that I can dance to Good morning,ladies and gentlemen,nice to meet you here!I am Zou Yannifrom Qili Middle School, It’s my great honor to stand here to share myteaching ideas with you. Today I am going to talk about the first periodin Section A of Unit 6I like music that I can dance to, which is takenfrom Go for it, Book 5. My presentation consists of six parts: analysis ofthe teaching material, analysis of the students, teaching methods, guide ofstudying ways, teaching procedures and teaching reflections. I. Analysis of the teaching materiali)Status and functionIn this unit, Ss learn to express preferences with the relative clause.The topicis about music, which is popular among Ss. It will arouse Ss’great interest.The first period mainly provides target language with relative clauses to express preferences on music. It gives Ss much practice in speaking and listening the target language.ii) Teaching aims and demands1. Knowledge ObjectsIn this lesso n, Ss should master the new words “prefer and lyric”. At the same time,they should know how to use the target language:What kind of music do you like?I like music that I can sing along with,What about you?I prefer music that has great lyrics,2. Ability ObjectsIn this lesson, I’ll mainly train the Ss listening and speaking abilities and develop the Ss’ abilities of communication by express -ing their preferences onmusic,3. Moral ObjectsLet’s enjoy music, It always brings us happiness,4.Teaching keys and difficultiesTeaching Key Points1), Key Vocabulary prefer, lyric2), Target LanguageTeaching Difficult Points1), Relative clauses with that2), The listening practice5(Teaching aidsA tape recorder and a computerII.Analysis of the studentsThe Ss have learned English for two and a half years, they can express theirthought and communicate with each other with English well. And all the Sswill be interested in the topic, which is related to their real life.. It’s helpful for our study of this lesson.III.Teaching methodsIn this lesson, I’ll mainly use the following teaching methods:1, Chain drill2, Pairwork3. Task-based teaching methodIV(Guide of studying waysIn order to guide the Ss better, develop the Ss’ abili ties, in this lesson, the Sswill learn how to be a good language learner, and how to communicate with others. It will be very helpful for their learn-ing in the future.I think good studying ways can help the Ss to be good language learners. V(Teaching proceduresStep1. Revision,1， Invite different pairs of students to say the conversations learned in preceding classes with books closed,,2，Check the answers to the exercises of the workbook by asking different students to say their answers to the Class,,3， Dictate some of the key vocabulary words presented in units 1-5, Purpose of my designing: I think it is important to review the knowledge we have learned.Step 2 PresentationWrite“that are red ”on the blackboard,Point to it and say a sentence with it, I like flowers that are red, Ask who can makeanother sentence with it, They may say, I like gloves that are red,I like shoes thatare red, Write another phrase on the blackboard, …that is big, Help the students tomake sentences with it,Play the tapes of different kinds of music for the students, only a short piece of each tape, Say, I like music that makes me relaxed, Write these four groups ofwords on the blackboard,…that has great lyrics,…that I can singalong with,…that isn’t too loud,…that I can dance to, Tell the students lyrics means the contents of the songs, Ask the students, What kind of music do you like?Say, You can answer with I like music…, I love music…, I prefer music… Explain prefer=like…better to them, Get one of the ch ildren toanswer the question, then let this child ask the one next to him/her the same question, Set off a chaindrill,Purpose of my designing: This activity introduces the key vocabulary and trains the students to express preferences with the relative clause, Step 3 Practice: Looking and circlingAsk the students to open their textbooks now( Read the instructionsof Activity 1a tothe students( Make sure they understand everything(First have them look at the pictures and circle the sentences they agree with( Readeach sentence to the class and ask the students to raise their hands to see if they agree( Make a survey to find out how the class feelsabout each item( Discuss theresult of the survey with the class(Get the students to complete the sentence to tell what kind of music they enjoy( Asksome of the students to share their sentences( Write any new wordsor phrases on theboard to help them if necessary(Help them make their own sentences like this: I like music that…Purpose of my designing: This step is employed to make the Ss getthe general idea of the target language. At the same time let the Ss have a chance to practice their listening and spoken ability.Step 4 Listening practiceSay, we will hear Tony and Betty talking about the kinds of music each one likes(Let’s see the instructions first( Read the instructions to the students( Tell them totick (?) the right statements while they are listening( Read the three headingsbefore playing the tape(Play the tape the first time and the students only listen( Then play it for a secondtime( The students tick in the right answer boxes(Cheek the answers(Purpose of my designing: It gives Ss practice in understanding the target language in spoken conversations.Step 5. Pairwork 1cRead the instructions to the students(First ask a pair of the students to read the example in the box, S: What kind of music do you like? AS: I like music that I can sing along with( What about you? BS:I prefer music that has great lyrics( AThen get them to work in pairs( Answer the questions with their own preferences(As the students do the practice, move around the classroom and give them somehelp( Ask several pairs of students to perform their conversations before the class(Purpose of my designing: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.Step6. SummarySIn this class, we’ve learned two new key words, prefer and lyrics. And we’ve learnedhow to express preferences by talking about music, using relative clause with that(Purpose of my designing: At the end of the class, we should help the Ss to summarize what we have learned in this lesson.Step7.HomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…Purpose of my designing: It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard designUnit 6 I like music I can dance to(Section A The First Period1( sample phrases2( Express references…that are red( I like music that…I love music that… …that is big( I prefer music that…SentencesI like flowers that are red(I like the house that is big(Relative cl ause with that(…that has great lyrics(…that I can sing along with(…that isn’t too loud(V. Teaching reflectionThere are only two new words in this lesson “prefer andlyric”.During my preparation,I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. In terms of my organization of the class, there were six steps in detail. They were revision, presentation, practice, listening, pairwork and summary. Revision occupied about 6 minutes; presentation occupied 8 minutes; practice and pairwork accounted for half of the class; listening lasted about 6 minutes.I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the listening part. If I had five more minutes, I would play the tape recorder for another time and let them repeat what they heard. Because of the limited time, I just let them listen and check the answers, I think it’s not enough if I want to develop their listening and speaking abilities.That’s all about my class. Thank you for listening.下面是赠送的保安部制度范本,不需要的可以编辑删除!!!!谢谢!保安部工作制度一、认真贯彻党的路线、方针政策和国家的法津法觃,按照####年度目标的要求,做好####的安全保卫工作,保护全体人员和公私财物的安全,保持####正常的经营秩序和工作秩序。

人教版九年级英语Unit6SectionA(3a3c)说课稿

2.培养学生的自主学习能力，养成良好的学习习惯。
3.为下一节课的学习做好铺垫，提高课堂学习效果。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用清晰的布局、简洁的内容和直观的风格。板书左侧列出本节课的主要词汇，如音乐类型词汇；右侧则展示本节课的重要语法点，如一般现在时的句子结构。中间部分则用于记录听力材料的关键信息和课堂讨论的要点。
人教版九年级英语Unit6SectionA(3a3c)说课稿
一、教材分析
（一）内容概述
本节课为人教版九年级英语Unit 6 "Can you sing English songs?"的Section A(3a-3c)部分。在整个课程体系中，本单元主要围绕音乐这一主题展开，让学生在掌握相关英语表达的同时，培养他们对音乐的兴趣和爱好。本节课的内容旨在让学生通过听力、阅读和口语练习，掌握如何用英语谈论音乐类型、喜好以及简单的音乐活动。
（三）互动方式
为促进学生的参与和合作，我计划设计以下师生互动和生生互动环节：
1.师生互动：通过提问、示范、指导等方式，与学生进行互动，引导他们积极参与课堂活动。同时，关注学生的个体差异，给予个性化鼓励和指导。
2.生生互动：
a.小组讨论：让学生在小组内讨论音乐喜好、分享音乐故事，提高他们的口语表达能力。
2.结合真实语境，展示一般现在时在音乐活动中的运用，如句子：“He listens to jazz every day.”，引导学生理解并模仿。
3.播放听力材料，让学生完成相应的练习，提高听力技巧。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习或实践活动：
1.小组活动：让学生分组讨论，分享自己的音乐喜好，并用一般现在时进行表达。

人教版九年级英语《Unit6Whenwasitinvented？》SectionA说课稿1

人教版九年级英语《Unit 6 When was it invented？》Section A说课稿1一. 教材分析人教版九年级英语《Unit 6 When was it invented?》Section A主要包括两部分内容：对话和阅读理解。

本节课主要讨论关于发明物的历史，通过学习让学生了解不同发明的起源和发展，同时提高他们的英语听说读写能力。

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能够进行简单的交流。

但是，对于一些专业的科技领域的词汇和表达可能还比较陌生，因此，在教学过程中需要帮助学生掌握相关词汇和表达，并能够运用到实际情境中。

三. 说教学目标1.知识目标：学生能够掌握关于发明物的词汇和表达，如“inventor”，“invention”等；能够理解并运用一般过去时表达过去发生的事情。

2.能力目标：学生能够听懂、会说、会读、会写关于发明物的词汇和表达；能够通过阅读理解文章，获取信息并进行简单的推理。

3.情感目标：培养学生对科技创新的兴趣和好奇心，激发他们学习英语的兴趣。

四. 说教学重难点1.重点：学生能够掌握关于发明物的词汇和表达，能够运用一般过去时进行交流。

2.难点：学生能够理解阅读理解文章，获取信息并进行简单的推理。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际情境中学习、应用英语。

2.教学手段：利用多媒体课件、图片、视频等辅助教学，提高学生的学习兴趣和参与度。

六. 说教学过程1.导入：通过展示一些常见的发明物，如手机、电脑等，引导学生谈论关于发明物的话题，激发学生的兴趣。

2.新课呈现：讲解关于发明物的词汇和表达，如“inventor”，“invention”等，并通过例句让学生理解这些词汇的用法。

3.对话学习：通过听力练习，让学生听懂、会说关于发明物的对话，并能够运用一般过去时进行交流。

4.阅读理解：让学生阅读关于发明物的文章，理解文章内容，获取信息并进行简单的推理。

人教版英语九年级全册Unit6WhenwasitinventedSectionA1a2d说课稿

3.课堂互动可能不够充分，影响学生的学习效果。
为应对这些问题，我将：
1.及时纠正学生在语法运用上的错误，并提供大量练习机会。
2.设计更多词汇巩固活动，帮助学生记忆新词汇。
3.加强课堂互动，关注每个学生的学习状态，确保他们积极参与。
课后，我将通过以下方式评估教学效果：
1.检查学生的课堂笔记和作业，了解他们对知识点的掌握情况。
2.情境教学法：通过创设真实的语言情境，让学生在情境中感知、体验和运用语言，提高他们的语言运用能力。这种方法的理论依据是情境认知理论，强调学习应该发生在真实、有意义的情境中。
3.合作学习法：鼓励学生进行小组合作，共同完成任务，培养学生的团队协作能力和沟通能力。这种方法的理论依据是社会建构主义理论，认为学习是一个社会互动的过程。
-运用一般过去时的被动语态描述发明和创新。
2.教学难点：
-学会使用一般过去时的被动语态，特别是动词过去分词的构成。
-在实际情境中灵活运用所学词汇和语法结构进行表达。
二、学情分析导
（一）学生特点
本节课面向的是九年级的学生，这个年龄段的学生具有以下特点：思维活跃，好奇心强，对新鲜事物充满兴趣；认知水平逐渐从具体运算向形式运算转变，具备一定的抽象思维能力；学习兴趣方面，他们更倾向于通过实践活动和互动交流来学习；在学习习惯上，大部分学生已经养成了合作学习和探究学习的习惯，但仍有部分学生依赖性强，需要教师引导和督促。
-学生通过自主探究、发现规律，掌握一般过去时的被动语态。
3.情感态度与价值观：
-学生对发明和创新产生兴趣，认识到发明和创新对人类社会发展的重要性。
-学生学会尊重和欣赏他人的观点，培养合作精神。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：

人教版九年级英语Unit 6 I like music that I can dance to. Section A ( 1a-1c).说课稿

Unit 6 I like music that I can dance to. Section A ( 1a-1c).说课一、教材分析与学生分析教材分析:新目标九年级Unit 6的中心话题是音乐，而音乐与我们的生活密切相关，通过本单元的学习，要求学生能够用英语谈论自己喜欢的音乐，和音乐家，并说明为什么。

在谈论这个话题的同时，学习并掌握定语从句。

定语从句在初中教材中是一个很重要的知识点，学好这一单元对后面的学习很有帮助，起着承上启下的作用。

I. Teaching Aims and Demands (教学目的和要求)1. Knowledge Objects(知识目标)(1) Key Vocabulary ：prefer, lyric(2) Target Language ：What kind of music do you like?I like music that I can sing along with.What about you?I prefer music that has great lyrics.2. Ability Objects（能力目标）(1) Train the students to express preferences.(2) Train the students’ listening skill.3. Moral Object（情感目标）Let’s enjoy music. It always brings us happiness.Ⅱ. Teaching Key Points（教学重点）1. Key Vocabulary prefer, lyric2. Target LanguageⅢ. Teaching Difficult P oints(教学难点)1. Relative clauses with that2. The listening practiceⅣ. Teaching Methods(教学方法)1. Chain drill（连锁练习）2. PairworkⅤ. Teaching Aids（教学手段）1. A tape recorder2. Some tapes of different kinds of music学生分析：通过两年多的初中英语学习，这个学期的九年级学生已经掌握了一定的英语基础知识，他们也能够比较自觉地学习英语，并能够通过使用英语来表达他们的某些感受。

人教版九年级英语unit6英文版说课稿

Unit6 I like music that I can dance toSection A 1a -1cHengdian Middle School Chen CuiIt’s my great honor to be here sharing my lesson with you. I’m going to talk about Unit6 I like the music that I can dance to, Section A 1a-1c .I prepare to say my lesson from seven parts.They are: 1. Analysis of teaching material.2. Analysis of the students3.Teaching methods4.Guide of studying ways5.Teaching procedures6.Blackboard design7.Teaching reflectionsI. Analysis of the teaching materialli)Status and functionIn this unit, Ss learn to express preferences with the relative clause.The topicis about music, which is popular among Ss. It will arouse Ss’great interest. Thefirst period mainly provides target language with relative clauses to express preferences on music. It gives Ss much practice in speaking and listening the target language.ii) Teaching aims and demands1.Knowledge ObjectsIn this lesson, Ss should master the new words “prefer and lyric”. At the same time, they should know how to use the target language:What kind of music do you like?I like music that I can sing along with．What about you?I prefer music that has great lyrics．2.Ability ObjectsIn this lesson, I’ll mainly train the Ss listening and speaking abilities and develop the Ss’ abilities of communication by express -ing their preferences on music．3. Moral ObjectsLet’s enjoy music． It always brings us happiness．4.Teaching keys and difficultiesTeaching Key Points1)． Key Vocabulary prefer, lyric2)． Target LanguageTeaching Difficult Points1)． Relative clauses with that2)． The listening practice5．Teaching aids :A tape recorder and a computerII.Analysis of the studentsThe Ss have learned English for two and a half years, they can express their thought and communicate with each other with English well. And all the Ss will be interested in the topic, which is related to their real life.. It’s helpful for our study of this lesson.III.Teaching methodsIn this lesson, I’ll mainly use the following teaching methods:1． Chain drill2． Pairwork3. Task-based teaching methodIV．Guide of studying waysIn order to guide the Ss better, develop the Ss’ abilities, in this lesson, the Ss will learn how to be a good language learner, and how to communicate with others. It will be very helpful for their learn-ing in the future. I think good studying ways can help the Ss to be good language learners.V．Teaching proceduresStep1. Revision（1） Invite different pairs of students to say the conversations learned in preceding classes with books closed．（2）Check the answers to the exercises of the workbook by asking different students to say their answers to the Class．（3） Dictate some of the key vocabulary words presented in units 1-5．(Purpose of my designing: I think it is important to review the knowledge we have learned.)Step 2 PresentationWrite“that are red ”on the blackboard．Point to it and say a sentence with it, I like flowers that are red． Ask who can make another sentence with it． They may say, I like gloves that are red． I like shoes that are red． Write another phrase on the blackboard, …that is big． Help the students to make sentences with it．Play the tapes of different kinds of music for the students, only a short piece of each tape． Say, I like music that makes me relaxed． Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to． Tell the students lyrics means the contents of the songs． Ask the students, What kind of music do you like?Say, You can answer with I like music…, I love music…, I prefer music… Explain prefer=like…better to them． Get one of the children to answer the question, then let this child ask the one next to him/her the same question． Set off a chain drill．(Purpose of my designing: This activity introduces the key vocabulary and trainsthe students to express preferences with the relative clause．)Step 3 Practice: Looking and circlingAsk the students to open their textbooks now． Read the instructions of Activity 1a to the students． Make sure they understand everything．First have them look at the pictures and circle the sentences they agree with． Read each sentence to the class and ask the students to raise their hands to see if they agree． Make a survey to find out how the class feels about each item． Discuss the result of the survey with the class．Get the students to complete the sentence to tell what kind of music they enjoy． Ask some of the students to share their sentences．Write any new words or phrases on the board to help them if necessary．Help them make their own sentences like this: I like music that…(Purpose of my designing: This step is employed to make the Ss get the general idea of the target language. At the same time let the Ss have a chance to practice their listening and spoken ability. )Step 4 Listening practiceSay, we will hear Tony and Betty talking about the kinds of music each one likes．Let’s see the instructions first． Read the instructions to the students． Tell them to tick （√） the right statements while they are listening． Read the three headings before playing the tape．Play the tape the first time and the students only listen． Then play it for a second time． The students tick in the right answer boxes．Cheek the answers．Purpose of my designing: It gives Ss practice in understanding the target language in spoken conversations.Step 5. Pairwork 1cRead the instructions to the students．First ask a pair of the students to read the example in the box,S A: What kind of music do you like?S B: I like music that I can sing along with． What about you?S A:I prefer music that has great lyrics．Then get them to work in pairs． Answer the questions with their own preferences．As the students do the practice, move around the classroom and give them some help． Ask several pairs of students to perform their conversations before the class．(Purpose of my designing: Task-based teaching method is used here to develop Ss’ability of communication and also their ability of co-operation will be well trained.Step6. SummaryIn this class, we’ve learned two new key words, prefer and lyrics. And we’ve learned how to express preferences by talking about music, using relative clause with that．(Purpose of my designing: At the end of the class, we should help the Ss to summarizewhat we have learned in this lesson.)Step7.HomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…(Purpose of my designing: It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.VI Blackboard designUnit 6 I like music I can dance to．Section A The First Period1． sample phrases…that are red．…that is big．SentencesI like flowers that are red．Relative clause with that．…that has great lyrics．…that I can sing along with．…that isn’t too loud．VII. Teaching reflectionThere are only two new words in this lesson “prefer and lyric”.During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. In terms of my organization of the class, there were six steps in detail. They were revision, presentation, practice, listening, pairwork and summary. Revision occupied about 6 minutes; presentation occupied 8 minutes; practice and pairwork accounted for half of the class; listening lasted about 6 minutes.I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. Meanwhile, I was not satisfied with the listening part. If I had five more minutes, I would play the tape recorder for another time and let them repeat what they heard. Because of the limited time, I just let them listen and check the answers, I think it’s not enough if I want to develop their listening and speaking abilities.That’s all about my class. Thank you for listening.。

人教版九年级英语Unit6whenwasitinvented(SectionBReading)说课稿

Unit 6 when was it invented? (Section B Reading) 说课稿陈传玲Good morning, ladies and gentlemen. It’s my honor to be here to present my lesson.I will divide the instruction into 7 parts: the analysis of teaching material, the analysis o f the students, teaching methods, studying methods, teaching procedure,blackboard design a nd teaching reflections.Part 1 Analysis of the teaching material (说教材)First: Status and Function (本课在教材中的地位和作用)The content of my lesson is from Go for it! Book 9, Unit 6 When was it invented?（Section B Reading）, This lesson is a reading passage. The text mainly talks about the history of basketball. The grammar point is the passive voice. In unit 5, students have g ot in touch with the passive voice. In this Unit, students will go on studying the passive voice. This lesson seepage of learning strategies is the mind-map, hope that after studying the lesson, students can form an infiltrated knowledge of the strategy, and in the future s tudy they can consciously use the learning strategies.Second: Teaching Aims（教学目标）According to the new standard curriculum and the syllabus, and after studying the te aching material, I think the teaching aims are the followings:1. Knowledge objects （知识目标）(1) Study the new words, phrases and important sentences.(2) Understand the main idea of the text.2. Ability objects （能力目标）(1) Learn the history of basketball by using some reading skills.(2) Can retell the text by using the learning strategy of mind-map3. Moral objects（情感目标）Equip students with the moral education of “love sports, cherish life”.Third: The Important and Difficult Points. （重难点）Based on the requirement of the syllabus. The important point is about mastering the passage, knowing the main ideas of reading, learning about the history of basketball. The difficult points are how to master reading strategies and make a mind map.Part 2 Analysis of the students (说学情)The students are from class 2, Grade 9. They have a certain ability of English. Som e students are not active and confident in class, some students have trouble in reading, an d they are poor in reading strategies, so I’ll have students study in a relaxed atmosphere.Part 3 Teaching Methods(说教法)As we know, a good teaching method requires that the teacher should help students develop good sense of the English language. For achieving these teaching aims and after t he analysis of the teaching material and teaching aims, I will use the following methods a ccording to the modern social communication teaching theories:(1) Interactive Approach(2) Task-based Language Teaching(3) Students independently inquiryPart 4 Studying Methods (说学法)According to the situation of the students and teaching aims. I’ll teach Ss how to be successful language learners by these ways:(1) Let students get the knowledge actively by skimming, scanning and detailed rea ding.(2) Let the Ss design their own mind map.Part 5 Teaching Procedure （说教学过程）Now, let’s come to the teaching procedure. I have desig ned the following steps to tr ain their reading abilityStep 1 Warm-up and lead-inAsk students some questions about doing sports:Q1. Do you often do sports?Q2. What sports do you usually do?Q3. Can you list eight sports played in China?Purpose of my design(设计意图)(1) Lead in the topic and catch Ss’ attention about the topic.(2) It is a connecting link between the preceding and the following.Step 2 Pre-reading◇Task1 Let students look at some pictures and talk about the sports in the picture.Q1: W hat’s your favorite sport?Q2: Who’s your favorite sports star?Q3: Do you know how to play basketball?Purpose of my design(设计意图)(1) It is close to students’ life, so it can make them interested in the next studying.(2) Let Ss have the desire to read further◇Task2. Look at a picture and name the basketball equipment.Purpose of my design(设计意图)(1) To stimulate students’ interest in reading.(2) To provide the necessary background knowledge.(3) To lead in the topicStep 3 While-reading◇Task 1 Skimming1. Ask the Ss to look through the passage and find out the main ideas. Let the stud ents know maybe it’s a good idea to read the first sentences in each paragraph.2. After two minutes, students got the answer: The passage mainly talks about the hi story, invention and popularity of basketball.Purpose of my design(设计意图)Lead students know skimming is useful for them to find out the main idea of a pas sage.◇Task 2 ScanningLet the students read the first and second passage and answer the questions(1) When was the sports of basketball invented?(2) How popular is basketball?(3) Why were the Berlin Olympics important for basketball?Purpose of my design(设计意图)(1) Lead students to know the strategy of scanning, let them learn to scan the usefu l information they need.(2) Let students learn about something important about the history of basketball.◇Task3 Detailed reading1. Read the following two paragraphs and answer the questions(1) When was the first basketball game in history played?(2) Who invented basketball and how is it played?(3) Where was the sport of basketball invented?2. Read the passage again and complete the mind map.Purpose of my design(设计意图)Enable students to understand the given material better by using different reading ski lls.Step 4 Post-reading◇Task 1Lead students to finish the mind map with the teacher step by step.◇Task 2 Tell students to choose one of the main ideas of basketball to introduce with the help of mind map.Purpose of my design(设计意图)(1) Train Ss’ abil ity of making a mind map(2) It’s the Output of their knowledge. I think if the Ss can finish this task well, th ey will benefit a lot in their spoken English.Step 5 HomeworkMake a mind map about basketball and introduce for us next classPurpose of my design(设计意图)I divided homework into two parts as oral homework and written homework to impr ove their oral English and writing ability.Part 6. Blackboard design（说板书）Finally, let’s focus on the last aspect, the blackboard design. First, on the left, I w ill write down the title of this unit and put down the key words to make students realize t he importance of them and have a deeper memory. The PPT will hang out in the middle. The part next to PPT will be used for free writing and scores of each group will be wriPart 7 Teaching Reflections (说教学反思)In my opinion, it is successful. My reasons are as follows: Firstly, the teaching aims were quite clear. All the activities were focused on the theme “reading strategies” and w ere developed to reach the teaching goal----Enable the students to master the ways of exte nsive reading and reading in details. Secondly, task-based teaching method and making a mind map were adopted successfully. Thirdly, in this lesson I designed different activitiesto arouse the students’ interests of learning English. Such as: skimming, scanning, detailed reading and mind map. The students were eager to speak and use English in class. In ad dition, I think, the most shinning point of this lesson ismaking a mind map and introduci ng it to others. It is a new way for students to practice their spoken English. The student s became more interested and more active in thinking and using.No class is perfect. As a teacher, we should pay more attention to the students who are not good at English. We should encourage them more. Give them more chances to s peak and use English. I think, with more encouragement, they are sure to make greater pr ogress in the future.Above is my representation of this lesson. Thank you!。

人教版九年级英语全册Unit6WhenwasitinventedSectionA3a—3c说课稿

四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将以一段关于科技发展的短片作为导入。短片中可以展示从古代到现代的各种科技发明和发现，让学生直观地感受到科技发展的历程和魅力。观看短片后，我会提出问题：“你们觉得哪些科技发明或发现对人类的生活产生了最大的影响？”让学生发表自己的看法，从而引出本节课的主题——“When was it invented”。
人教版九年级英语全册Unit6WhenwasitinventedSectionA3a—3c说课稿
一பைடு நூலகம்教材分析
（一）内容概述
人教版九年级英语全册Unit 6 "When was it invented"主要围绕着发明和发现进行展开。本节课的教学内容包括了Section A 3a—3c，在整个课程体系中，这一单元处于九年级全册的中段，是一个承前启后的单元。主要知识点包括：描述过去的时间状语从句，一般过去时的被动语态，以及与科技发展相关的词汇和表达方式。
（二）教学反思
在教学过程中，我预见到可能出现的问题或挑战，如部分学生对被动语态的掌握不够扎实，以及对科技发展相关词汇的了解不足等。应对这些问题，我将根据学生的实际情况，适时调整教学节奏和难度，提供额外的解释和练习，以帮助学生克服困难。课后，我将通过学生的练习和反馈，评估教学效果。根据评估结果，我将反思教学方法和策略，针对存在的问题进行改进，以提高教学质量和效果。
（二）学习障碍
在学习本节课之前，学生需要具备一定的一般过去时和被动语态的知识和技能。如果学生对这些知识点的掌握不够扎实，将会对他们的学习造成一定的障碍。另外，由于本节课涉及到与科技发展相关的词汇和表达方式，如果学生对这方面知识的了解不足，也会影响他们的学习效果。

人教版九年级英语Unit 6 I like music that I can dance to. 说课稿

Unit 6 I like music that I can dance to. 说课稿各位老师:您们好！我是九年级英语教师（）.今天我说的题目是九年级Unit6 I like music that I can dance to .整个说课我将分成五大部分讲述:教材分析,教学方法,学习方法,教学环节的设计,教学程序，一教材分析(一)教材的地位和作用本单元的中心话题是—音乐,整个单元围绕各种类型的音乐及相关话题以生动,活泼的对话,以及学生谈论自己喜欢的音乐类型,学习会话,语法知识.通过本单元的学习,要求学生能够谈论自己喜欢的音乐形式,并了解影评,书评的写作方式.同时了解英语国家青少年对音乐的看法,从而能够形成自己积极向上,健康的音乐审美情趣.因此,各种音乐形式和相关知识的介绍,在本单元占据了主导地位,同时训练学生口语表达能力,根据新目标对学生交际能力培养,尤其对学生口语能力要求提高,根据农村学生实际情况我将本堂课定为一堂口语会话课.(二).教学目标确立和依据为了完成正常教学任务,还要有效地培养学生创新精神和实践能力,我确立如下教学目标:1.知识目标:掌握词汇:prefer,lyric,gentle掌握:prefer to和prefer….that句型通过操练和运用加以巩固2.能力目标:A:学会用that引导的定语从句谈论自己喜欢音乐类型B:会使用以下句子进行会话练习What kind of music do you like?I like music that I can dance to.I prefer music that I sing along with. etc.C:初步掌握在听过程中抓捕具体信息技巧3.情感目标:通过对本单元的学习,增强自己与他人交流的能力和自信心,开阔眼界,加深对讲英语国家文化的了解和同龄人生活情境的了解,形成自己健康,积极的审美情趣(三).重点和难点教学重点:根据新目标对口语会话能力要求我确定本课重点为:1.掌握重点单词和词组2.运用句型:I like music that…或I prefer music that…..教学难点根据我所教授班级的实际情况我认为本节课难点有两方面1.学生能够用所学词汇归纳自己了解的音乐形式2.口语能力的提高.升入初三后学生两级分化形成和学生年龄增长很多学生不愿开口,羞于表达自己的想法.我认为音乐是很多人喜欢的元素,通过和学生一起归纳音乐的类型,然后和学生谈论自己喜欢音乐形式,通过创没小游戏和情境表演,以及鼓励和肯定的方法突破难点二.教学方法由于英语是一门综合性和实践相结合的科程,根据本文内容结合学生的实际情况,在课堂教学中我采用了讲练相结合方法,辅以归纳总结的教学方式,充分运用交际法来活跃课堂氛围,尽力让更多的学生参与操练活动.另外还利用了多媒体,VCD等实物创设情境教学.三.学法指导现代化的教师不光是传授知识的教师更重要的是能够教给学生学习知识的方法,是每一个从教着的目标.本单元是口语会话课,以归纳法和交际式教学方法引导学生在学习重点单词和词汇的基础上鼓励他们合作.探究小组活动等,同时注重学生口语实践和学习体验.不求面面俱到,但求积极参与,创新体验.四.教学环节设计学生具有无限替力,我们常说:没有学不好的学生,只有教不好老师.因此在教学中需要教师适当引导.本节课侧重训练学生通过合作探究来获取知识的过程,并注重对学生学习方法的培养.通过引导学生自主地归纳和替换练习,让学生具有主动寻求知识的渴望.因此，我将教学环节设计为七步进行。

人教版英语九年级全册Unit6SectionB(1a～1e)说课稿

三、教学方法与手段
（一）教学策略
本节课我将采用以下主要教学方法：任务型教学法、合作学习法和情境教学法。任务型教学法强调学生通过完成实际任务来学习语言，这有助于提高学生的语言运用能力；合作学习法鼓励学生分组合作，通过交流讨论完成任务，这有助于培养学生的团队合作精神和沟通能力；情境教学法通过模拟真实的语言环境，让学生在情境中学习，这有助于提高学生的语言理解和表达能力。选择这些方法的理论依据在于，它们能够激发学生的学习兴趣，促进学生的主动参与，使学生在实践中学习，从而提高教学效果。
3.情感态度与价值观目标：
-培养学生对鸟类和大自然的热爱，增强环保意识。
-培养学生合作学习和分享的精神，提高团队协作能力。
（三）教学重难点
1.教学重点：
-鸟类相关词汇的掌握和运用。
-现在进行时态和过去进行时态的复习和运用。
-听力训练和口语表达。
2.教学难点：
-过去进行时态的运用。
-对鸟类特点和习性的深入理解。
教学内容主要包括以下知识点：
1.词汇：介绍鸟类相关词汇，如sparrow, pigeon, swan等。
2.语法：复习现在进行时态，学习过去进行时态。3.听力：ຫໍສະໝຸດ 练学生在实际语境中捕捉关键信息的能力。
4.口语：培养学生就鸟类话题进行交流和表达的能力。
5.阅读：理解课文内容，了解鸟类的特点和习性。
（二）教学目标
（五）作业布置
课后作业的布置旨在巩固课堂所学，拓展学生的知识视野。我将布置以下作业：首先，要求学生复习本节课的词汇和语法知识，完成相关的练习题；其次，安排学生观看一段关于鸟类的视频或阅读相关文章，并写下观后感或总结；最后，鼓励学生观察身边的鸟类，记录它们的特征和行为，以增强他们对生物多样性的认识。作业的目的在于巩固课堂知识，培养学生的自主学习能力和环保意识。

人教版九年级英语上册第六单元说课稿

Unit 6 Do you like bananas?-----第一课时说课稿整个说课我将分五个部分进行讲述。

第一部分说教材，第二部分学情分析，第三部分说教法学法，第四部分说导学案的编写，第五部分说教学过程。

一、说教材（一）教材的知识结构体系Do you like bananas？这一单元主要是学习各种食品的表达及分类，以及如何用英语询问或陈述likes and dislikes（即各人的喜好）。

本单元知识体系是紧扣Unit 5来的，要求学生继续学习助动词开头的一般疑问句的提问及回答，并进一步巩固学习三单形式的变化，然后在此基础上学习新的知识点名词的形式，可数名词的复数变化规律及不可数名词，其实此知识点已在unit3，unit4出现过，本单元将其归纳进行系统学习，可以说本单元是一个复习总结单元。

（二）教学目标1、知识与技能：能认读食物类词汇并能正确使用本节课的基本句型；能够利用老师提供的学习资源进行自我学习；能灵活地运用所学的知识询问他人的喜好。

2、过程与方法：运用Communicative teaching method 交际教学法和Task-based teaching method任务型教学法使学生通过参与、合作、探究、游戏等多种途径学习词汇和句子的表达。

3、情感态度与价值观：鼓励学生勇敢地使用英语，教育学生，理解父母，关心父母，感恩父母。

帮助学生树立关心他人，帮助他人的优良品质。

（三）学习重点使学生学会apple，banana，hamburger等词汇并掌握句型：Do you like bananas? Yes , I do . / No , I don’t .（四）学习难点如何引导学生询问或陈述对食物的喜好以及为学生创造学以致用的平台，合理运用目标句型进行不同人称之间的交流。

二、学情分析我所教授的班级为七年级（1）班，学生数42人，第一次接触这个班的学生，感觉他们特别聪明，上课表现也很积极，和老师配合的特别默契。

人教版九年级英语Unit 6 I like music that I can dance to. 第一课时说课稿

Unit 6 I like music that I can dance to. 第一课时说课稿各位老师：大家好！让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。

多年来，我为实现自己的梦想和追求不懈地努力着。

今天，借此平台，希望各位老师指导我的说课，使我更快的成长。

我说课的内容是人教版九年级Unit6 I like music that I can dance to。

主要从教材分析、教学策略、教学程序、板书设计、教学评价等方面作具体的阐述。

下面我先来说第一个板块——教材分析中的第一环节——说教材本单元的话题是music.音乐与我们的生活息息相关，本课的知识点是大部分学生乐于学习和接受的，相信他们对本课的学习充满期待。

第二环节——说教学目标根据《英语课程标准》的教学理念，教材特点以及九年级学生的实际情况，将本课时的教学目标确定如下:【教学目标】：词汇：lyric prefer句型：I like music that has great lyrics.I love music that I can sing along with.I like music that isn't too loud.I like music that I can dance to[能力目标]：学生能流利的用英语表达自己的喜好及其原因。

[情感目标] 通过活动、游戏使学生产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。

并让学生在学习的过程中，培养他们的合作意识和竞争意识。

在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课重点是掌握有关喜欢某物或某事的句型：I like music that has great lyrics.I love music that I can sing along with.I like music that isn't too loud.I like music that I can dance to重点难点是"：that" 引导的定语从句第二个板块——说教学策略本课主要采用情景教学和交际功能法以及多媒体计算机辅助课堂教学，充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望内。

人教版九年级英语《Unit 6 When was it invented？》说课稿

人教版九年级英语《Unit 6 When was it invented？》说课稿一. 教材分析人教版九年级英语《Unit 6 When was it invented?》是本单元的第一课时，主要讲述过去时态的疑问句以及一般过去时的被动语态。

本节课主要通过介绍一些发明的起源时间，让学生掌握过去时疑问句的构成以及一般过去时的被动语态的运用。

教材内容丰富，插图生动有趣，激发了学生学习的兴趣。

二. 学情分析九年级的学生已经掌握了基本的英语语法知识，具备一定的阅读和写作能力。

但是，对于过去时疑问句和一般过去时的被动语态的运用还存在一定的困难。

因此，在教学过程中，需要注重引导学生掌握这些语法知识，并通过大量的练习来提高他们的语言运用能力。

三. 说教学目标1.知识目标：让学生掌握过去时疑问句的构成以及一般过去时的被动语态的运用。

2.能力目标：通过听力、口语、阅读和写作的练习，提高学生运用过去时疑问句和一般过去时的被动语态进行交流的能力。

3.情感目标：激发学生学习英语的兴趣，培养他们积极向上的学习态度。

四. 说教学重难点1.教学重点：过去时疑问句的构成以及一般过去时的被动语态的运用。

2.教学难点：一般过去时的被动语态的运用。

五. 说教学方法与手段1.教学方法：采用任务型教学法，通过听力、口语、阅读和写作的练习，让学生在实际语境中掌握过去时疑问句和一般过去时的被动语态的运用。

2.教学手段：利用多媒体课件、图片、卡片等教学辅助工具，激发学生的学习兴趣，提高课堂活力。

六. 说教学过程1.导入：通过展示一些常见的发明图片，引导学生谈论这些发明的起源时间，从而引入本节课的主题。

2.新课呈现：通过多媒体课件，展示本节课的主要内容，引导学生观察并发现过去时疑问句的构成以及一般过去时的被动语态的运用。

3.语法讲解：通过示例和讲解，让学生明确过去时疑问句的构成和一般过去时的被动语态的运用规则。

4.小组讨论：学生分组进行讨论，运用过去时疑问句和一般过去时的被动语态进行交流，巩固所学知识。

人教版九年级英语全册Unit6WhenwasitinventedSectionA(1a1c)说课稿

2.完成一篇关于发明的小短文，运用一般过去时的被动语态。
3.预习下一节课的内容，提前了解相关知识。
作业的目的是巩固所学知识，提升学生的语言运用能力，培养他们的自主学习习惯。同时，通过作业的完成情况，教师可以了解学生的学习状况，为下一步的教学提供参考。
五、板书设计与教学反思
（一）板书设计
我的板书设计将遵循以下原则：
三、教学方法与手段
（一）教学策略
我将采用以下主要教学方法：
1.情境教学法：通过设定与发明相关的具体情境，让学生在情境中感知、理解和运用目标语言。选择这一方法的理论依据是建构主义学习理论，认为学习是在特定情境中，通过人际互动进行的。
2.任务型教学法：设计富有挑战性的任务，引导学生通过小组合作、讨论等方式完成任务。这一方法基于交际语言教学理论，强调在实际运用中学习语言。
-在课前精心设计板书内容，确保重点突出；
-在课堂上适时更新板书，避免信息过多；
-使用不同颜色和符号，区分不同知识点，便于学生识别。
（二）教学反思
在教学过程中，我预见到以下问题或挑战：
1.学生对一般过去时被动语态的理解和运用可能存在困难；
2.课堂互动可能不够充分，影响学生的学习积极性。
应对策略：
1.对于语法难点，通过举例、练习等方式，进行反复讲解和巩固；
2.优化课堂互动设计，鼓励学生积极参与，确保每位学生都能得到锻炼。
课后，我将通过以下方式评估教学效果：
1.收集学生作业，了解他们对知识点的掌握程度；
2.与学生交流，获取他们的反馈意见；
3.观察学生在课堂上的表现，分析教学目标的达成情况。
反思和改进措施：
1.根据学生反馈，调整教学方法，提高教学效果；
2.加强课堂互动，关注每位学生的学习状态；

人教版九年级英语UNIT6说课稿

人教版九年级英语UNIT6说课稿下面我将从说教材，说目标，说教法，说学法及说教学过程五个方面进行说课。

一、说教材：本课是九年级第六单元第二课，本单元以music （音乐）为中心话题，让学生学会用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。

从结构内容上说，定语从句是初中阶段必需了解的一种句法结构。

本单元将通过一系列的练习（句型结构练习、听力练习、精读写作练习、自我检测、泛读练习）来达到学习目的，完成学习任务。

本单元共需要七个课时。

本课时所进行的是基本的句型结构和部分听力练习，是整个单元学习的双基——基本和基础。

二、说目标：知识目标：关键单词：gentle目标语言：I like musicians who play different kinds of music.I like musicians who write their own songs.过程与方法，在听说读写的教学环节中，采用看图说话和编造对话方式进行授课。

情感态度与价值观，让学生学会用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。

三、说教法：这一节课我分为两个部分：第一部分通过询问What kind of music do you like?进一步复习定语从句；并将学生对定语从句地认识从音乐扩展到更大地层面，如谈论喜好的动物I like animals that look cute.第二部分围绕I like musicians who write their own songs.这一话题展开思维（2a）、听力（2b）、口语(2c) 训练进行授课,最终完成本课时的教学任务。

采用情景教学、看图说话、小组对话以及听力训练的方法进行教学。

四、说学法：虽然学生在以前所学的内容当中已经有所接触定语从句，但仅仅是了解而已，对于定语从句地系统地掌握需要一定地强化，因此，本课地目标语言就变为本课地难点了。

在解决这一问题上，让学生通过“情景教学、看图说话、小组对话以及听力训练”的方法、经过反复练习的方法，让其达到掌握并运用的目的。