九年级英语Unit14阅读学案+教案

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九年级英语unit14教案（12页）备课教案教学设计教学反思导学案

九年级英语unit14教案（12页）备课教案教学设计教学反思导学案九年级英语教学设计课题名称Unit14 I remember meeting all of you in Grade7 Section A 1 (1a-2d) 科目English 年级Nine 班级教学时间执教教师课标要求能听懂并运用本课时的重点词语和目标语言进行交流。

学习者分析与教学环境分析学习者分析教学环境分析教学目标1、知识与技能1 本课时的重点词语、词组和句型；2练习听力；2、过程与方法见教学环节3、情感态度与价值观让学生回忆自己的初中生活教学重难点重点本课时的重点词语和句型。

难点不同时态的用法。

教学资源教材、PPT课件。

教学环节教师活动学生活动教学效果导入新课R e v i s i o n a n d l e a d-i n1t e a c h e r a s k st ud en ts t o r e a d t hew o r d s o f u n i t14.2te ac he r l e t s s tu de nt s s a y t h e i rs o m e th in gs t h e y r e m e m b e r do in g atj u n i o r h i g h s c h o o l.1 students read thewords of unit14.2 students say s ayt h e i r s o m e th in gs t h e yr e m e m be r do in g a t ju ni orh i g h s ch oo l.Learn to use thetarget language.师生互动、探究新知Step1 1aAsk the Ss to read check thethings t he y r em em be r d oi ng a tj u n i o r hi gh s c h o o l an d ad d m or e to t h e l i s t.Step2 1b 2a and 2b listenTeacher and students explainthen asks students to readafter the teacher.then playsthe tape and checks theanswers with the students..Step3 2d1 Let Ss read the text andanswer the questions.1) Which teachers will theymiss?2) What subjects do theteachers teach?3) Why will they miss them?4) What will they do tothank them?2 teacher explains with thestudents ,then ask studentsread after the teacher.the Ss to read checkthe things t h eyr e m e m be r d o i n g at j u n i o r h i g h s c h o o l a nd a ddm o r e to th e l is t .Students andteacher explainthen read after theteacher.then listento the tape andcheck the answerswith the teacher.1 Ss read the textand answer thequestions.2s t u d e n t s explainwith thestudents ,then readafter the teacher.Students can saytheir memories and experiences inEnglish .I m p r o v e S s'li st en i n ga n d r e a d i n g s k i l l s. Practicestudents’ spokenEnglish and reading教学反思九年级英语教学设计课题名称Unit14 I remember meeting all of you in Grade7 Section A 2 (3a-3c) 科目English 年级Nine 班级教学时间执教教师课标要求通过学习能读懂与本课难度相当的英语短文。

人教版英语九年级下册Unit14SectionB2a2d阅读优秀教学案例

4.学生能够运用所学知识，就保护环境问题进行思考和讨论，并提出自己的见解和建议。
（二）过程与方法
1.学生能够通过自主学习、合作学习和探究学习的方式，主动构建知识体系，提高阅读理解能力。
2.学生能够运用批判性思维，分析文章的论点和论据，提高自己的逻辑思维能力。
3.学生能够通过小组讨论、角色扮演等形式，提高口语表达能力和团队协作能力。
3.小组合作：本节课充分运用了小组合作的学习方式，让学生在团队合作中完成各种任务，如制作环保宣传海报、编写环保小品等。这种学习方式不仅培养了学生的团队协作能力，而且促进了学生之间的交流和互动，使学生能够在实践中提高自己的英语应用能力。
4.反思与评价：教师在教学过程中注重引导学生进行反思与评价，使学生能够对自己的学习过程和成果有清晰的认识。这种反思与评价的方式不仅有助于提高学生的自我认知和反思能力，而且能够帮助学生发现问题、解决问题，从而不断提高自己的学习能力。
2.教师邀请一位环保专家或有环保经验的嘉宾进行讲座，分享环保知识和实践经验，引发学生对环保的思考。
3.教师组织学生进行实地考察，如参观local landfill垃圾处理场，了解垃圾处理现状，加深对环境问题的认识。
（二）讲授新知
1.教师引导学生阅读文章，讲解文章中的核心词汇和短语，如environment, pollution, protect, immediate等。
4.学生能够在教师的引导下，运用多种阅读策略，如略读、寻读、精读等，提高阅读效率。
（三）情感态度与价值观
1.学生能够认识到环境问题的严重性，增强保护环境的意识，树立人与自然和谐相处的观念。
2.学生能够培养关爱社会、关爱他人的情感，养成积极参与社会公益活动的习惯。
3.学生能够学会用英语表达自己的观点和见解，提高跨文化交际能力，增进与他人的理解和沟通。

人教版九年级英语Unit14教案

Unit14 I remember meeting all of you in Grade 7.Period 1 词汇学习课【学习目标】1.能够正确拼、读、写survey, row, standard等词汇。

2.通过自主学习与小组合作，掌握词汇的拼读记忆规则和相关的词型转化。

3.能够与他人相互学习，相互帮助，提升自己的英语水平。

【难点】：基本词汇的固定搭配1. Read after the tape player together, correct your pronunciation.2. Prepare for your word reading in groups, then have a competition, the others give them marks.3. Look at some pictures and say out the new words.4. Learn the forms of the words.5. Summary：1.掌握了本单元重点词shall, congratulate等的词形变化。

2. 通过对单词的合理拓展，注重新旧单词的区别和联系，更好的掌握了上述重点词汇。

6. Homework：1. 疯狂朗读记忆单词和相关词汇变化，准备第二天单词检测。

2. 完成Section A预习案自我反思：Period 2 Section A听说课(1a---2d)【学习目标】1.熟读Section A重点短语句子。

2.能够谈论并听懂有关初中毕业话题的对话。

3.分享过去的记忆和经历，懂得感恩。

1. Go through the study-guide2. Warming up: Share the pictures of our junior life.3. Practice:1). Check the things you remember doing at junior high school. Add more to the list.Practice in pairs using the information in 1a.2). Listening practice:(1). Work on 1b. Listen and match the memory with the person.(2). Listen again and answer the questions.1. What did Mary lose in Grade 7?2. Who helped her find it?3. Is Mr. Brown strict with his students?4. What did Peter have to do to meet Mr. Brown’s standards?3). Pair work: List some memories and experiences from junior high school. Share your lists with your partner.4). Work on 2a. Listen to the conversation. Check(√) the facts you hear. First, let Ss read the sentences. Then playthe record and check the answer.5).Work on 2b. Listen again. Match each question with the name of the person.6). Listen again and fill in the blanks.Lisa remembers they had a great _____ teacher. He gave clear ___________ and he was ______, too. Lukeremembers when That’s life _______ at school. They wrote a _____ to the band _______ to come. Junior high has been ______, but it has been a lot of __________.7).Work on 2c. Role-play a conversation in your group using the information in 2a and 2b.8).Work on 2d.(1). Listen to the dialog and answer the questions.Which teachers will they miss?What subjects do the teachers teach?What will they do to thank them?(2). Role-play the conversation and explain.4. Summary: 通过对话和听力练习后，能熟练谈论有关初中毕业话题的对话，分享过去的记忆和经历。

人教版九年级英语全册Unit14SectionA(GrammarFocus4b)教学设计

2.价值观：通过学习英语，让学生了解和尊重不同文化背景下的价值观，培养他们的跨文化交际能力。同时，教育学生关爱他人，学会合作与分享，树立正确的人生观和价值观。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语时态的掌握已有一定程度的了解，但过去进行时对于部分学生来说仍然存在难度。在本章节的学习中，学生需要在已有的知识基础上，进一步理解和运用过去进行时。因此，在教学过程中，教师应关注以下几点：
2.方法方面：采用任务型教学法，设计各种实践活动，如角色扮演、故事创编等，让学生在实践中学习和掌握英语知识。同时，鼓励学生进行自主学习、合作学习和探究学习，培养他们独立思考和解决问题的能力。
（三）情感态度与价值观
1.情感态度：通过本节课的学习，培养学生积极向上的情感态度，激发他们对英语学习的兴趣和自信心。鼓励学生在课堂上积极参与，勇于表达，克服语言表达的恐惧，形成良好的学习习惯。
6.跨学科整合，拓宽知识视野：将英语与其他学科相结合，如：历史、地理等，让学生在描述过去事件时，能够运用其他学科的知识，提高他们的跨学科整合能力。
7.情感教育，培养价值观：在教学过程中，关注学生的情感态度，教育他们关爱他人、尊重他人。通过学习英语，使学生了解不同文化背景下的价值观，培养他们的跨文化交际能力和正确的人生观。
1.学生在语法知识方面的个体差异。针对不同水平的学生，采取分层教学，给予个性化的指导，使他们在原有水平上得到提高。
2.学生在语言表达方面的心理障碍。部分学生可能因担心犯错而不敢开口，教师应关注学生的心理需求，创造一个轻松、和谐的语言学习氛围，鼓励学生勇于尝试，增强他们的自信心。
3.学生在合作学习中的参与度。九年级学生正处于青春期，他们的团队意识和合作能力有待提高。教师应引导学生积极参与小组活动，培养他们的团队协作能力和沟通能力。

新目标九年级Unit 14英文教案(共七课时)

Unit 14 Have you packed yet?The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularybathing suit, water, travel, guidebook, beach towel, street map（2）Target LanguageHave you watered the plants yet?Yes, I have already watered them．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ communicative competence．3． Moral ObjectsHave everything in readiness before you do it． In this way, you can finish it perfectly or have a good time．Ⅱ． Teaching Key PointTarget LanguageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2． How to train students’ communicative competence．Ⅳ． Teaching Methods1． Listening-and-answering activity to help the students go through with the listening material．2． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A tape recorder2． The blackboardⅥ． Teaching ProceduresStep Ⅰ RevisionT: Last week we finished Unit 13． In this unit, we learned how to talk about how things affect us． For example, Loud music makes me tense． That movie made her sad． Now I ask some students to make sentences with the structure…make me…S1: Parties make me excited．S2: School vacations make me happy．S3: That movie made me want to leave．S4: The story made me cry．S5: The awful picture makes me nervous．T: Very good． From today on, we will learn Unit 14． Now． I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard．（After the student has written the numbers 1 through 5, start talking to the rest of the class）T: Has he written the number 1 yet?Class repeat the question． Has he written the number 1 yet?S s: Has he written the number 1 yet?T: （Pointing to the number 1 on the board） Yes, he has already written the number 1． Class repeat． Yes, he has already written the number 1．S s: Yes, he has already written the number 1．T: （Writing the word already on the blackboard） This is the word already．Class repeat． Already． Look at the blackboard．（pointing to the blackboard）Has he written the number 50 yet? Class repeat the question． Has he written the number 50 yet?S s: Has he written the number 50 yet?T: （Pointing to the highest number already on the blackboard）No, he hasn’t written the number 50 yet． Class repeat． No, he hasn’t written the number 50 yet．S s: No, he hasn’t written the number 50 yet．T: （Writing the word yet on the blackboard）Tish is the word yet．Class repeat． Yet． Now, look at the two words already and yet． Which one is used to talk about things that have happened in the past?SSs: Already．T: Yeah． Very good． So the other word yet is used to talk about things that will happen in the future． Yeah?SS: Yes．Step Ⅱ 1aThis activity introduces key vocabulary and helps students review vocabulary they already know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two headings． A beach vacation and Sightseeing in a city． Have students do the work individually first．While they are working, walk around the classroom checking the progress of the students．Let students tell the class the words they wrote．Write the words on theblackboard． Read them and let students repeat． Then ask other students to add other words to the lists．Sample answersStep Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture． Ask, What can you see in the picture? （There is a family in the picture． They are getting ready for a beach vacation）Point to the box． Invite a pair of students to read the conversation to the class．A: Have you packed the beach towels yet?B: No, I haven’t．Look at the six chores on the list． Let students read each item, then ask different students to explain the meaning of each item in their own words． Make sure students understand the meaning of each item．Go through the instructions with the class． Point to the blank lines in front of each item in the list． Say, You will hear a family talking as they get ready to go on vacation． Listen carefully． Make sure what the family talks about and put a checkmark in front of each chore that is already done．Play the tape． The first time students only listen． Play the tape a second time．Now listen to the tape again． This time please put your checkmarks on the correct blanks． Check the answers with the whole class．AnswersTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t． Can’t Judy pack them?Woman: No, she’s busy． Could you please water the plants?Boy:I’ve already watered them．Woman: Oh, thanks．Man: What about the travel guidebook and the street map?Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet．Man: That’s OK． I’ll get it． Have you packed the camera?Boy: Yes． I’ve already put it in my suitcase．Woman: Well, I guess that’s everything．Boy: Almost everything． We haven’t locked the windows yet．Step Ⅳ 1cThis activity provides guided oral practice using the target language．Go through the instructions with the whole class． Look at the example in the box． Invite a pair of students to read it to the class．S A: Have you watered the plants yet?S B: Yes, I have already watered them．Tell students they will be making conversations with a partner． Look back at the chores in Activity lb． Say, Now look back at the chores in Activity lb． Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map．While students are working in pairs, walk around the classroom and listen to some pairs． If necessary, offer language support． Then get several pairs of students to say their conversations to the class．Conversation 1S A: Have they packed the camera yet?S B: Yes, they have already packed the camera．Conversation 2S A: Have they bought a street map yet?S B: No, they haven’t bought a street map yet．Notes1． pack—（here）get ready for a journey by doing this2． guidebook—book for travellers, tourists, etc, with information about a place 3． Have you watered the plants yet?Yes, I have already watered them: PresentPerfect Tense． The structure is have+ p． p． Pay attention to the two words already and yet． Already is used in affirmative sentences; while yet is used in negative and interrogative sentences．Step Ⅴ SummaryIn this class, we’ve learned some important words, such as water, travel, guidebook, beach towel． We’ve also learned the target language． Have you watered the plants yet? Yes, I have already watered them．Step Ⅵ HomeworkMake conversations in pairs to review the target language．Step Ⅶ Blackboard DesignUnit 14 Have you packed yet?The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyrefrigerator, garage, suitcase, clean out, put in, turn off （2） Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes． I’ve already put it in my suitcase．Have you fed the cat?No． I haven’t fed her yet．2． Ability Object（1） Train students’ listening ability．（2） Train students’ speaking ability．3． Moral ObjectWe must be ready with our work before we do it．Ⅱ． Teaching Key Points1． Key Vocabularyclean out, put in, turn off2． Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes． I’ve already put it in my suitcase．Have you fed the cat?No． I haven’t fed her yet．3． StructuresHave you packed the camera yet?Yes． I’ve already put it in my suitcase．Have you fed the cat?No． I haven’t fed her yet．Ⅲ． Teaching Difficult Points1． the target language2． How to train students’ listening ability．Ⅳ． Teaching Methods1． Listening method to improve the students’ listening ability．2． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A tape recorder2． The blackboardⅥ． Teaching ProceduresStep I RevisionCheck homework．Get some pairs to read their conversations．Collect their conversations and help students correct any mistakes．Step Ⅱ 2aThis activity provides guided listening practice using the target language．Look at the picture． Ask, What can you see in the picture? （A boy and a girl are in the kitchen． They both look a little stressed out）Go through the instructions with the class． You will hear a boy and a girl talking about getting ready to go on vacation． Write M after each thing that Mark says and T after each thing that Tina says．Look at the sample answer． Say, Tina said, No． I haven’t cleaned out the refrigerator yet． Get students to repeat No． I haven’t cleaned out the refrigerator yet．Play the recording for students the first time． This time students only listen to the recording． Play the recording a second time． This time let students write Min front of Mark’s statements, and T in front of Tina’s statements．Check the answers with the class．Answers1． T 2． T 3． M 4． T 5． M 6． TTapescriptBoy: Mom and Dad said they want to leave in ten minutes． Are you ready, Tina? Girl: No． I haven’t cleaned out the refrigerator yet． I have to do that right now．Boy: Tina! You’re unbelievable． What about your bike?Girl: I’ve already put it in the garage． But I haven’t locked the garage yet．That’s your job, Mark．Boy: I know． I’ve already done most of my jobs． I’ve taken out the trash．Girl: Have you fed the cat yet?Boy: Not yet． I’ll do it in a minute． Have you turned off your radio?Girl: Yes, I have． I think we’re almost ready．Step Ⅲ 2bThis activity provides guided listening practice using the target language．Go through the instructions with the class． Look at the list of questions with blanks in front of each one． Then look back at the statements in Activity 2a．Say, Some of the statements in Activity 2a are answers to questions in Activity 2b． Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．Get several students to read the questions in Activity 2b to the class． Look at the sample answer． Ask a student to read the question and answer to the class．Are you ready, Tina?No, I haven’t cleaned out the refrigerator yet．Play the recording for students．Let students write their answers in the blanks． Play the recording again if necessary．Correct the answers．AnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6Step Ⅳ 2cThis activity provides guided oral practice using the target language． Look at the sample conversation in the speech bubbles． Invite a pair of students to read it to the class．S A: Are you ready, Tina?S B: No． I haven’t cleaned out the refrigerator yet．Go through the instructions with the class．Say, With your partner make a conversation using information from Activities 2a and 2b． Have students work in pairs． While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．Invite two pairs to say their conversations to the class．Conversation 1S A: Have you fed the cat yet?S B: Not yet． I’ll do it in a minute．Conversation 2S A: Have you turned off your radio?S B: Yes, I have．Step Ⅴ Grammar FocusLook at the grammar focus box． Get three students to read the questions and answers to the class．Have you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes． I’ve already put it in my suitcase．Have you fed the cat?No． I haven’t fed her yet．Let students make up other sentences in pairs using have you…yet questions． For example: Have you had lunch yet? Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven’t had lunch yet．Pay attention to the use of already and yet． Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago． When we use the words haven’t and yet, we are talking about something that will happen in the future, but not a long time from now． It will happen soon． For example: I’ve already had breakfast, but I haven’t had lunch yet．Draw a simple diagram to help students understand the grammar focus．Get some pairs to say their sentences aloud to the class．A sample sentenceI’ve already had lunch, but I haven’t had supper yet．Culture noteMany Americans are used to taking at least one vacation trip a year． But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city． For some students, financial limitations and family obligations make such travel impossible． For others, it may be that taking trips is not something that is common in their home culture．Step Ⅵ SummaryIn this class, we’ve learned key vocabulary clean out, put in, turn off and the targetlanguage Have you watered the plants yet? No, I haven’t． Have you packed the camera yet? Yes, I’ve already put it in my suitcase． Have you fed the cat? No． I haven’t fed her yet．Step Ⅶ HomeworkGet students to write some sentences according to the target language．Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?Section AThe Second PeriodTarget languageA: Have you watered the plants yet?Unit 14 Have you packed yet?The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularychop, wood, light, village, well, farm（2） Target LanguageHave you bought a newspaper?Yes, I’ve already bought a newspaper．2． Ability Objects（1） Train students’ integrating skills．（2） Train the ability of expressing students’ own opinions．3． Moral ObjectsWe should make a plan for our everyday activities and make a schedule． It can remind us how to spend the time． It is good for our study and life．Ⅱ． Teaching Key PointTrain students’ integrating skills．Ⅲ． Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ． Teaching Methods1． Fast-reading method2． Groupwork and pairworkⅤ． Teaching Aids1． A projector2． The blackboardⅥ． Teaching ProceduresStep I RevisionT: Yesterday we learned the target language． The structure is Have you…yet? Yes． I’ve already…Have you…?No． I haven’t…yet．Now who can make sentences using the structure?S1: Have you turned off your radio yet?S2: Yes． I’ve already turned it off．S1: Have you finished your homework?S2: No． I haven’t finished it yet．T: Very good．Step Ⅱ 3aThis activity provides reading practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．Before reading the e-mail message, ask the students what chores do you usually do? Please tell me．（do my homework, clean my room, water the plants, clean our classroom etc．）Go through the instructions with the class． Look at the e-mail message． Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class．Answers1． do my homework2． take the dog for a walk3． water my mom’s plants4． do some shopping5． chop wood6． light the fire7． collect water8． feed the animalsLet students read the e-mail again for further comprehension． While they are reading． Walk around the classroom, offering help if they have any words or phrases they don’t understand．Notes1． chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．2． chat—talk about unimportant things3． kid—（sl） child; young person4． well—（here n．）shaft, usually lined with brick or stone, for obtaining water from an underground source5． anyway—in any possible way; by any possible meansStep Ⅲ 3bThis activity provides reading, writing． listening and speaking practice using the target language．Look at the pictures of the three people and read their names aloud to the class．Then point to the chart． Let students read the information in it． Make sure students understand the information in the chart by asking questions and point out things．T: Look at the three pictures above the chart． Under each person is a list of the things he or she has done or will do today． Now look at the chart． What do you see in the first column?S1: Numbers． Clock times．T: That’s right． Those are clock times．Those times show what the three people were doing at 9:00,at 10:00,and so forth． It is 12:00 noon now． so the 1:00 and 2:00 times show things they will do later today． What has Steve already done?S2: He’s already done his homework．He’s already bought a newspaper．He’s already fed the dog．T: That’s correct． What things hasn’t he done yet?S3: He hasn’t watered the plants． He hasn’t cleaned his room．T: OK． Very good．Go through the instructions with the class． Put students in several groups．Say, Each student in a group will decide to be one of the people． The other students in the group will ask questions to find out which person in the chart he or she has decided to be． Make sure students understand how to do the exercise．Look at the example in the box． Invite a pair of students to read it aloud to the class．S A: Have you bought a newspaper?S B: Yes, I’ve already bought a newspaper．Ask students, which of the three people could it be? Can you find out? Yeah． It could be Steve or Elise．Get students to do the work in groups．While they are working, move around the classroom checking the work of each group．Ask two groups to do the work as the examples．Group 1: Have you watered the plants?S1: Yes． I’ve already watered the plants．Group 2: Have you fed the dog?S2: No． I haven’t fed the dog yet．（Person 1: Kathy; Person 2: Elise）Step Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language．Go through the instructions with the class．Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework． But I haven’t done some shopping．Put students in some groups of three． Let students complete the work in groups．Finish the table．Review the task． Get some groups to share the results of their surveys．Sample answersOptional activityAsk students to write their own schedules, listing the time of day they do each thing． Then get students to work in pairs． Student A thinks of one activity．Student B gets five tries to guess the activity． Then student B thinks of an activity and student A guesses what it is．Step Ⅴ SummaryIn this class, we’ve learned some key vocabulary words such as chop, wood, light．village, well, farm． We’ve also done a lot of reading, writing and speaking practice using the target language．Step Ⅵ Homework1． Finish off the exercises on pages 57～58 of the workbook．2． Get students to talk about the things they have done and they haven’t done yet this week in pairs．Step Ⅶ Blackboard DesignUnit 14 Have you packed yet?The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularymember, original, songs, award（2）Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．2． Ability Object（1） Train students’ speaking and listening ability．（2）Train students’ability to understand the target language in spoken conversation．（3） Train students’ ability to use the target language．3． Moral ObjectLove music and you can benefit from it．Ⅱ． Teaching Key Points1． Key Vocabularymember, original, songs, award2． Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．Ⅲ． Teaching Difficult Points1． How to train students’ speaking and listening ability．2． How to use the target language．Ⅳ． Teaching Methods1． Listening method2． Groupwork to make every student work in class．Ⅴ． Teaching Aids1． A tape recorder2． The blackboardⅥ． Teaching ProceduresStep I RevisionCheck homework． Ask some pairs to say their conversations to talk about the things they have done and they haven’t done yet this week．S A: Have you done your homework?S B: Yes, I’ve already done my homework．S A: Have you cleaned your room?S B: No, I haven’t cleaned my room yet．Step Ⅱ Part 1This activity introduces key vocabulary, and helps students review vocabulary they already know．Look at the picture． Ask, What can you see in the picture? （A man is playing the guitar and singing a song）Point to the box． Invite a student to read the four questions． Make sure students understand the questions． Get students to fill in the blanks on their own． A moment later, ask several students to read their answers to the class．Notes1． favorite—（adj．）best liked2． What is your favorite band?—What band do you like best?3． band—group of persons who play music together4． band member—member of a bandStep Ⅲ 2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture． A record agent is interviewing members of a band． Let students read the instructions． Point to the headings and the blank lines following each heading． You will hear a woman interviewing members of a band． They are talking about the band． Now, listen and write your answers on these blank lines．Play the recording the first time． This time students only listen． Play the recording a second time． This time, ask students to write their answers on the blank lines as they listen to the recording． Play the tape again if necessary．Check the answers with the class．AnswersBand’s name: Apple Ice CreamHow long they’ve been together: About a yearNumber of concerts they’ve done: SixTapescriptWoman: Hmmm． That was… umm…not bad． Now tell me a little about yourselves． What was your name again?Boy 1: Apple Ice Cream．Woman: Apple Ice Cream? That’s uhhh …a nice name． Hong long have you been together? Boy 1: About a year．Woman: One year, huh? And have you written any original songs yet?Boy 2: Yes, we have． We used to play stuff by other bands, but now we only play our own songs． That one you just heard was ours．Woman: Good, great! I’m interested in people who play their own music． Have you ever won an award of any kind?Boy 1: Yes, we have． We won the best new group of the year last month．Woman: Wow． That’s great． Have you made a music video yet?Boy 1: No, not yet．Woman: But you’ve had your own concert?Boy 2: Oh, yeah． We’ve had six concerts of our own．Woman: Have you ever been on TV?Boy 1: No, we haven’t． But we’ve already talked to "Bands on Parade" about doing a TV show next month．Woman: Sounds like you guys are on your way．Step Ⅳ 2bThis activity provides listening practice using the target language． Go through the instructions with the class． Look at the list of things the band may or may not have done． Get different students to read the list． Make sure students understand the task．You will hear the same recording again．This time please listen and check the things the band has already done．Point to the sample answer． On the recording you hear that the band has already written some original songs so you check that answer． If necessary, play the recording again． Then get students to put checkmarks in front of the correct answers．Check the answers．Answers√ written original songsmade a music video√ won an awardbeen on TV√ had concertsNotes1． original—newly formed or created, not copied or imitated2． award—（here）a prize in a competition3． video—televisionStep Ⅴ 2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the box． Invite two students to read it to the class．S A: Have they been on TV yet?S B: Yes, they’ve been on TV lots of times．Go through the instructions with the class． Talk about your favorite bands with your partner．Let students work in pairs． As they work, walk around the classroom checking the progress of the pairs and offering help as needed． A moment later, invite two pairs to say their conversations to the class．A1: Have they written any original songs yet?B1: Yes, they’ve written several original songs．A2: Have they had their own concert yet?B2: Yes, they’ve had five concerts of their own．Step Ⅵ SummaryIn this class, we’ve learned some key vocabulary, such as member, original, songs, award． We’ve also learned the target language． Have they been on TV yet? Yes, they’ve been on TV lots of times by listening and speaking．Step Ⅶ HomeworkTalk about some bands using the target language, and write down the conversations．Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyhit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Objects（1） Improve students’ integrating skills—reading skill and writing skill．（2） Improve students’ speaking ability by groupwork．3． Moral ObjectIt is good for us to listen to music in the busy life． Music can make us relaxed, and we can work better．Ⅱ． Teaching Key PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult Points1． How to improve students’ reading ability．2． How to improve students’ speaking ability by groupwork．Ⅳ． Teaching Methods1． Reading method to improve students’ reading ability．2． Writing method to improve students’ writing ability．3． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A projetor2． The blackboardⅥ． Teaching ProceduresStep I RevisionRevise the target language presented in this unit． Check homework． Ask some pairs to read out their conversations．Step Ⅱ 3aThis activity provides reading practice using the target language．Teach the new words． Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article Don’t miss the New Ocean Waves! Invite a student to read the article aloud to the class． Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class．Look at the picture． Ask students, What’s the article about? Can you guess?（It’s about a band）Go through the instructions with the students． Make sure students know what to do． Read the article carefully． Circle the things the New Ocean Waves have already done． Underline the things they haven’t done yet．。

初中人教版九年级Unit 14 SectionB(2a-2e)优秀教学设计

初中英语人教版九年级Unit14教学案例Unit 14 I remember meeting all of you in Grade 7.Section B 2a--2e Reading一、案例简介：本课选取的是人教版新目标《九年级全一册》Unit 14 I remember meeting all of you in Grade 7.Section B 2a--2e Reading. 学生通过阅读学习一篇初中毕业典礼的演讲稿，回顾过去三年的学习经历及畅想未来，同时学生学会简单描述自己的校园生活，培养自己的感恩意识，计划将来，树立远大的理想，展望美好的未来。

教师采用引导学生自主阅读，完成学习任务的形式来实施教学。

同时引导学生掌握一定的阅读技巧，最终完成教学目标。

二、教学设计Unit 14 I remember meeting all of you in Grade 7.Section B 2a--2e （Period 3）ReadingLearning objectives1. To understand the passage about a graduation speech.2. To understand the kind (类型)and purpose of the speech.3. To learn how to prepare and give a speech.情感目标：学生学会简单描述自己的校园生活，培养自己的感恩意识，计划将来，梳立远大的理想，展望美好的未来。

教学过程step1. Warming upA：V ocabulary: here are some important phrases that will help in the passagereading.(read them twice)graduation ceremony毕业典礼be thirsty for knowledge渴求知识be thankful to sb.对某人心存感激ahead of…在……前面along with连同；除……以外还make your own decision做出你自己的选择be responsible for 对……负责任set out 启程；出发separate from…分离；隔开（教学设计说明：朗读并熟悉课文中的重点词汇，为阅读课文打下词汇基础。

人教版九年级全册教学教案 Unit 14

Unit 14 I remember meeting all of you in Grade 7.话题Topic 在校时光School days功能Functions 1.分享过去的回忆和经历Share past memories and experiences2.展望未来Look ahead to the future语法Grammar1.正确运用副词修饰比较级,动名词作主语的用法。

2.掌握状语从句的用法。

词汇和常用表达Words & expressions 1.能正确使用下列词汇survey,standard,row,keyboard,method,instruction,d ouble,shall,overcome,caring,ours,senior,teanager,gentleman,congratulat e,thirsty,thankful,task,ahead,separate,wing2.能正确使用下列常用表达in a row,look back at,make a mess,keep one’s cool,senior high(school),go by,believe in,first ofall,be thirsty for,ahead of,be responsible for,setout,separate from3.能认读下列词汇graduate,graduation,ceremony,lastly,responsible学习策略Strategies 1.能够辨别不同文章的体裁,明确文章的写作目的,从而提高阅读效率。

2.通过寻找押韵词欣赏诗歌,谈论过去的回忆和经历,培养珍惜时光的意识。

3.能够运用宾语从句等重点句型描述校园时光,做毕业典礼上的演讲。

文化知识Culture 1.通过谈论过去的回忆和经历、校园时光和做毕业典礼上的演讲,培养学生珍惜过去的时光,从现在做起,追求美好未来的意识。

人教版英语九年级全册Unit14SectionBReading优秀教学案例

（三）学生小组讨论
1.将学生分成小组，每组选择一个讨论话题，如文章中的环境问题、保护环境的方法等。
2.引导学生进行小组讨论，鼓励学生发表自己的观点，培养学生的合作能力和沟通能力。
3.各小组汇报讨论结果，分享彼此的思考和收获，促进学生的交流和思考。
（四）总结归纳
1.教师引导学生对文章的主旨大意进行总结，回顾和巩固所学知识。
2.运用任务型教学法，引导学生参与各种语言实践活动，提高学生的语言运用能力。
3.采用问题驱动教学法，引导学生主动发现问题、分析问题、解决问题，培养学生的思维能力。
4.运用信息技术辅助教学，丰富教学手段，提高教学效果。
（三）情感态度与价值观
1.通过阅读文章，使学生认识到保护环境、珍惜资源的重要性，培养学生的环保意识。
针对九年级学生的知识深度，本节课将重点放在引导学生通过阅读获取信息、处理信息，并运用所学知识进行思考和讨论。在教学过程中，我将注重激发学生的学习兴趣，营造轻松愉悦的课堂氛围，使他们能够在阅读中提高自己的英语素养，同时培养他们关爱环境、珍惜资源的意识。
二、教学目标
（一）知识与技能
1.能够理解并掌握文章的主旨大意，把握文章的关键信息。
3.简要介绍文章的背景和内容，激发学生的阅读兴趣，为新课的展开做好铺垫。
（二）讲授新知
1.引导学生阅读文章，让学生自主获取信息，理解文章的主旨大意。
2.对文章中的重点词汇和短语进行讲解，让学生充分理解并能够正确运用。
3.分析文章的句子结构和语法特点，提高学生的语言运用能力。
4.通过讲解和示例，使学生掌握文章中的知识点，为后续的学习和讨论做好基础。
2.设计小组讨论任务，让学生通过讨论、分享，共同完成任务，提高学生的学习效果。

人教版英语九年级全册Unit14SectionBReading说课稿

人教版英语九年级全册Unit14SectionBReading说课稿
一、教材分析
（一）内容概述
本节课为人教版英语九年级全册Unit 14 Section B Reading部分。本单元围绕“节约能源，保护环境”这一主题展开，通过阅读文章、听力练习和口语交流等形式，让学生了解能源的重要性，提高环保意识。本节课在整个课程体系中具有承上启下的作用，既是对前面所学知识的巩固，也为后面学习相关环保话题打下基础。
3.家庭调查：让学生调查家里的节能措施，并撰写调查报告，培养实践能力。
作业的目的是让学生在课后继续巩固所学知识，提高语言实际运用能力，同时培养他们的环保意识和拓展知识视野。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用以下布局和风格：
1.布局：板书分为左、中、右三个部分。左侧列出关键词汇和短语，中间展示文章结构和主要观点，右侧呈现语法知识点和例句。
3.电子白板：实时展示学生的作品，便于师生互动、生生互动，提高课堂参与度。
4.小组讨论板：用于记录小组讨论过程和成果，便于分享和评价。
（三）互动方式
我将设计以下师生互动和生生互动环节：
1.师生互动：
（1）教师提问，学生回答，引导学生在思考中学习。
（2）教师示范，学生模仿，指导学生正确运用语言知识。
（3）教师评价，学生反馈，促进学生的自我完善。
2.生生互动：
（1）小组讨论：针对课文内容或拓展问题，进行小组讨论，培养学生的合作精神和批判性思维。
（2）小组分享：各组展示讨论成果，其他组进行评价，提高学生的表达能力和评价能力。
（3）角色扮演：学生模拟真实情境，进行角色扮演，提高语言实际运用能力。
四、教学过程设计
（一）导入新课

初中人教版九年级Unit 14 SectionB(2a-2e)优秀教学设计

教师采用引导学生自主阅读，完成学习任务的形式来实施教学。

同时引导学生掌握一定的阅读技巧，最终完成教学目标。

九年级英语unit14知识点及教案

九年级英语unit14知识点及教案九年级英语Unit 14知识点及教案一、课前准备1. 教师准备PPT，包括各种图片和示例句子。

2. 确保教室设备运转正常，供电充足。

二、教学目标1. 学习并掌握Unit 14中的重点词汇和短语。

2. 学会运用所学知识表达自己的意见和看法。

3. 提高学生的听说能力和交际能力。

三、教学步骤Step 1: 导入新课1. 准备一张世界地图，展示给学生，引出本节课的主题——旅行。

2. 让学生观察地图，询问他们曾经去过的地方，并让他们谈谈对于旅行的看法。

Step 2: 学习重点词汇和短语1. 教师通过PPT展示Unit 14中的重点词汇和短语，包括travel, journey, destination, accommodation, sightseeing等。

2. 让学生跟读、背诵和理解这些词汇和短语，并举例子来加深理解。

Step 3: 学习重点句型1. 教师通过PPT展示不同句型，如“I enjoy traveling because…”、“I think traveling is…”以及它们的否定形式。

2. 让学生模仿示例句子，并根据自己的实际情况进行创作。

鼓励学生用不同的连词、形容词或副词来表达自己的感受和看法。

3. 可以进行小组活动，让学生与同桌分享自己的句型，并互相提出问题或提供建议。

Step 4: 听力训练1. 准备一段关于旅行的短文或对话，播放给学生两遍。

2. 让学生听一遍短文或对话后，回答相关的问题。

通过检查答案，帮助学生理解听力材料，提高他们的听力能力。

Step 5: 交流讨论1. 让学生结合自己的实际情况，谈论曾去过的地方，以及对这些地方的感受和看法。

2. 可以采用小组讨论的方式，让学生分享自己的经历，互相交流和倾听。

鼓励学生提出问题和回答问题。

3. 教师引导学生进行交流，并注意纠正他们的语法和用词错误。

Step 6: 形成小结1. 教师总结本节课的重点内容，回顾学习的知识点和句型。

人教版英语九年级全册Unit14setionA(3a3c)优秀教学案例

2.课后实践：鼓励学生课后参加一次节日活动，观察并记录活动过程，下节课与同学分享。
3.预习任务：布置学生预习下一节课的内容，提前了解与节日相关的其他话题。
五、案例亮点
1.创设真实语境，激发学生学习兴趣
本教学案例以世界各地的节日为主题，通过多媒体展示、情景创设等方式，让学生在真实语境中学习英语。这种教学方式充分激发了学生的学习兴趣，使他们更愿意主动参与课堂，提高英语学习效果。
三、教学策略
（一）情景创设
在本章节的教学中，教师将充分利用多媒体资源，如图片、视频和音频等，为学生创设丰富、真实的学习情境。通过展示世界各国庆祝节日的场景，让学生仿佛身临其境，激发他们的学习兴趣和探究欲望。同时，教师还将设计贴近学生生活的情境，如让学生介绍自己最喜欢的节日，以及庆祝节日的方式，使学生在轻松愉快的氛围中自然地运用所学英语知识。
1.教师带领学生回顾本节课所学内容，总结与节日相关的词汇、短语、句型和语法点。
2.学生分享学习心得，交流在学习过程中遇到的困难和解决方法。
3.教师强调本节课的重点和难点，提醒学生课后加强巩固。
（五）作业小结
1.家庭作业：要求学生选择一个自己喜欢的节日，用英语撰写一篇短文，描述该节日的起源、习俗、活动等，并表达自己对节日的看法。
此外，教师还应及时给予学生反馈，针对学生的表现给予鼓励性和指导性的评价，帮助他们建立自信，激发学习动力。通过反思与评价，学生能够不断调整学习策略，提高学习效率，实现英语素养的全面提升。
四、教学内容与过程
（一）导入新课
在导入环节，教师首先向学生展示一幅世界地图，并提出问题：“Can you name some festivals in different countries?”，引导学生思考并回答。接着，教师通过多媒体展示一些世界著名节日的图片，如：Christmas、Halloween、Chinese New Year等，让学生观察并描述这些节日的特点。在此基础上，教师引入本节课的主题：“Festivals”，激发学生对新课的学习兴趣。

人教版初中初三九年级英语第14单元unit14教学设计-教案 (1)(7页)备课教案教学设计教学反思导学案

Unit14-I-remember-meeting-all-of-you-in-Grade-7-教学设计教学准备1. 教学目标(一) 知识与技能1. To learn how to describe unforgettable people and things2. To understand the pasage on Page 107.3. To learn the following expressions: in a row, shall, overcome 等(二) 过程和方法4. To know how to talk about the past by practising and role-play.5. To look back on your last three years.(三) 情感态度和价值观6. After learning this part, every student will be have a sweet memory of his/her own past three years and will remember these unforgettabl e memories.2. 教学重点/难点教学重点1. How to use the following words and expressions: in a row, shall, overcome…2. to understand the passage on Page 107.3. How to talk about the past.教学难点1. How to use the following words and expressions: in a r ow, shall, overcome…2. to understand the passage on Page 107.3. How to talk about the past.3. 教学用具Ppt,recorder,mutiple-media4. 标签教学过程1、课堂导入Step 1 Lead-in1) Show some pictures about your life in the past three years.Discuss what’s your special memories in your junior high school.At junior high school, I remember:I once won a prize.I once was a volunteer.I did a school survey.…2) Role-play a conversation in your group andtalk about your unforgettable people or things.For example:A: Do you remember Mr.Hunt?B: Of course! Heis a great teacher. He gave really clear instructions during P.E. class.C. Yeah, he …2、课堂讲授Step 2. Reading1) Fast-readingNow turn to page 107 and skim the page quickly to find an swers to the questions.1. What kind of writing is this?2. What's the main subject of the writing?3. Who do you think the writer is?Possible answers: 1. a poem 2. memories 3.a student who will graduate soon 2) careful-readingRaed the passage again and write out therhyme.things _________year __________class _________land __________school ____________flowers _________Answers: rings, fear, pass, understand, cool, ours3) Write your own answers to the following questions.1. What do ypou remember about Grade 7?2. What happed in Grade 8 thatwas special?3. What did you use to do thatyou don't do now?4. How have you changed since you started junior high school?5. How do you think things will be different in senior high school?6. What are your plans for nextyear?7. What are you looking forward to?4) Studying useful words and expressions.1. in a row 成一行；连续；If I'm inside for three days in a row, I go crazy.如果连续3天不出来，我会发疯的。

九年级英语Unit14 Reading教学设计人教新目标

Unite 14 Have you packed yet ？The Seventh PeriodReading: He’s already visited the place where his ancestors lived.by Chen FangshuiⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabularyancestor, root, overseas, homeland, government, so far,southern, villager, thanks to, strongly, purpose, step,look forward to (doing sth)(2)Target Language①Have you been back to the place where your ancestors lived?②Now in China, he has found that his family is like a tall tree with long roots.③Robert is just one young overseas Chinese who has e to visit hisancestors’ homeland.④This program ,so far, has brought thousands of overseas Chinese studentsto China to look for their families’ roots.⑤Most, like Robert, can hardly speak any Chinese and have never been toChina before.⑥They study Chinese culture, see changes that have happened in that area.⑦It has been a great trip.⑧This has been a big step for me.2. Ability Objects(1) Train Ss’ listening ability.(2) Train Ss’ reading ability.3. Moral ObjectHelp Ss learn sth more about shiny and old Chinese culture with a long history and love our motherland and people.Ⅱ.Teaching Key Points1.Target language2.The main idea of the readingⅢ.Teaching Difficult Points1.How to plete Activity 3a.2.Retell the passage.Ⅳ.Teaching ProceduresStep 1 RevisionHave Ss watch carefully and one of them close the front door of the classroom. Then ask the others to tell me what they have seen.T: What did he/she do just now?S1:He/She closed the door.T: How is the door now?S2:It is closed.T: Who can put the two sentences together, keeping the same meaning?S3: He/She has closed the door.T: Yes, that’s right.Please make sentences as many as possible like S3’s.Ask the Ss to plete the conversation:A: Where is Tom? I(not see) him for 5 days.B: He (go) to Hongkong for vacation.A: How he (go) there?B: By plane.A: Who he (go) with?B: With his family.Step 2 ReadingTask 1: Find out the sentences with the Present PerfectTense in the readingand underline them.Task 2: Listen to the recording .Task 3: Read the passage. First several Ss, then the whole class.Task 4: Do the following exercises.㈠Translate1. the place where your ancestors lived2. have/has been (back) to sp.3. one young overseas Chinese who has e to visit his ancestors’homeland4. during the two-week camp5. see changes that have happened in that area6. 体验乡村生活7. 喝乡村井水8. 在乡间散步9. 目睹村民日常劳作10. 多亏“寻宗问祖（活动）”11. 给年轻的海外华人这个更多了解自己身世的机会12. 期待找到更多有关我家族的信息㈡Fill in blanks1. Robert and Cathy are young . One is Canadian, the other is American.They are both less than years old._____of them can speak Chinese. Both of them have never been toChina before.2. In Search of Roots by the local government of GuangdongProvince. It in1980, and so farthousands of Chinese students to look for their families’.The purpose is to young overseas Chinese the to learn more about themselves.3. During the two-week camp, they Chinese culture,changes and interesting sights. They have also experienced villagelife: they from the village well,through the countryside, and the villagers do their daily activities.Task 5: Check the answers.Task 6: Sum up the main idea of the reading.Ⅴ.SummaryIn this class, we’ve mainly learned sth about the program of searching roots. Through the reading, we should learn more about Chinese culture. As a Chinese, we should be proud of our motherland. Chinese People is a great people. Wherever we are,we ought to remember we’re Chinese.Ⅵ.Homework1.Retell the passage.2.Finish off Activities 3a-3d on Page 117.Ⅶ. Blackboard DesignReading: He’s already visited the place where his ancestors lived.Target Language①Have you been back to the place where your ancestors lived?②Now in China, he has found that his family is like a tall tree with long roots.③Robert is just one young overseas Chinese who has e to visit hisancestors’ homeland.④This program ,so far, has brought thousands of overseas Chinese studentsto China to look for their families’ roots.⑤Most, like Robert, can hardly speak any Chinese and have never been toChina before.⑥They study Chinese culture, see changes that have happened in that area.⑦It has been a great trip.⑧This has been a big step for me.Ⅰ. plete the conversationA: Where is Tom? I(not see) him for 5 days.B: He (go) to Hongkong for vacation.A: How he (go) there?B: By plane.A: Who he (go) with?B: With his family.Ⅱ. Translate1. the place where your ancestors lived2. have/has been (back) to sp.3. one young overseas Chinese who has e to visit his ancestors’homeland4. during the two-week camp5. see changes that have happened in that area6. 体验乡村生活7. 喝乡村井水8. 在乡间散步9. 看村民日常劳作10. 多亏“寻宗问祖（活动）”11. 给年轻的海外华人这个更多了解自己身世的机会12. 期待找到更多有关我家族的信息Ⅲ.Fill in blanks1. Robert and Cathy are young . One is Canada, the other is American.They are both less than years old._____ of them can speak Chinese. Both of them have never been toChina before.2. In Search of Roots by the local government of GuangdongProvince. It in1980, and so farthousands of Chinese students to look for their families’.The purpose is to young overseas Chinese the to learn more about themselves.3. During the two-week camp, they Chinese culture,changes and interesting sights. They have also experienced villagelife: they from the village well,through the countryside, and the villagers do their daily activities.。

Unit14SectionBReading教学设计-2023-2024学年人教版英语九年级全册

4. 写作训练：学生需要根据给定的题目，撰写一篇短文，以检验学生的写作能力。
八、反思改进措施
（一）教学特色创新
1. 引入更多的多媒体资源，如视频、图片、音频等，以增加学生的学习兴趣和参与度。
2. 采用小组合作学习的方式，鼓励学生互相交流、讨论和分享，提高他们的合作能力和沟通能力。
3. 引入更多的实践活动和实验，让学生在实践中学习，提高他们的实践能力和创新能力。
4.教学时数：45分钟
5.教学目标：
(1) 学生能够理解并朗读课文，掌握生词和短语。
(2) 学生能够通过课文理解，回答相关问题，提高阅读理解能力。
(3) 学生能够运用所学知识，进行口语表达和写作训练。
6.教学内容：
(1) 课文朗读和理解。
(2) 生词和短语的学习。
(3) 针对课文的口语表达和写作训练。
二、核心素养目标
1.语言能力：通过阅读和理解课文，提高学生的英语阅读能力，同时加强学生的口语表达和写作能力。
2.文化意识：通过学习课文，使学生了解西方文化，增强学生的跨文化交际意识。
3.思维品质：通过课文阅读和问题讨论，培养学生的逻辑思维和批判性思维能力。
4.学习能力：通过自主学习和合作学习，提高学生的学习效率和自主学习能力。
简要回顾本节课学习的Unit14 Section B Reading内容，强调Unit14 Section B Reading重点和难点。
肯定学生的表现，鼓励他们继续努力。
布置作业：
根据本节课学习的Unit14。
提醒学生注意作业要求和时间安排，确保作业质量。
互动探究：
设计小组讨论环节，让学生围绕Unit14 Section B Reading问题展开讨论，培养学生的合作精神和沟通能力。

人教版英语九年级全册Unit14SctionB3a3b优秀教学案例

2.学科育人，培养学生的环保意识：教师在教学过程中，注重将语言知识与环保理念相结合，使学生在学习过程中获得全面发展，培养他们关爱环境、珍惜资源的意识。
3.丰富多样的教学活动，提高学生的语言运用能力：教师设计了小组讨论、角色扮演、任务型学习等多种教学活动，让学生在真实的语言环境中感知、实践、探究和运用知识，提高他们的语言素养。
三、教学策略
（一）情景创设
1.教师通过展示污染严重的图片、视频等资料，让学生直观地感受到环境问题的严重性。
2.教师可以设计一些真实的环保场景，如垃圾分类、节能减排等，让学生亲身体验和参与。
3.教师可以创设一些角色扮演的活动，让学生站在不同角色的立场思考和解决问题。
（二）问题导向
1.教师可以设计一些富有挑战性和思考性的问题，引导学生进行深入思考和探究。
（三）情感态度与价值观
1.学生能够认识到环境保护的重要性，树立环保意识。
2.学生能够关心社会、关注环保，积极参与到环保活动中去。
3.学生能够在日常生活中，养成节约资源、保护环境的良好习惯。
教师应充分挖掘教材中的情感教育资源，通过创设情景、讲述故事等方式，引导学生体验和感受环保的重要性。同时，教师应注重培养学生的社会责任感和公民意识，引导他们关注社会问题，积极参与社会公益活动。
3.教师可以引导学生进行互评和自Байду номын сангаас评价，提高他们的自我认知能力。
小组合作能够培养学生的团队精神，提高他们的沟通能力和协作能力，使学生在合作中共同成长。
（四）反思与评价
1.教师可以引导学生对自己的学习过程进行反思，总结自己的优点和不足。
2.教师可以设计一些评价量表，让学生对自己的学习成果进行评价。
3.教师可以组织学生进行课堂展示，让学生分享自己的学习心得和体会。

九年级英语第十四单元阅读学案

来集一初中导学案总第_____课时年级九学科英语课题Unit14 Reading主备人王小丽审核人九英组课型新授时间2012、12【学习目标】1. New words: ancestor root overseas homeland government southern villager stronglypurpose step2.Phrase:so far thanks to look forward to3.Sentences: 1) Have yo u watered the plants yet ? No,I haven’t.2) Have you packed the camera yet ? Y es. I’ve already put it in my suitcase .3) Have you fed the cat ? No,I haven’t fed her yet .4.Grammar:现在完成时态的构成和用法【学习重难点】现在完成时态的构成和用法【学习过程】Task1:预习感知请在阅读材料中找出下列词组的正确翻译，并在阅读材料中划出来1.当地的政府________________________2.目前_____________3.寻找他们家族的根__________________4.在华南________________5.两周的旅行_____________________6.参观有趣的景点_________________7.旅行中最令人激动的部分____________________ 8.体验乡村生活________________9.从村井里饮水__________________10.attitude towards/to sb 11.加拿大籍华人 12.当地政府 13.So far 14.数以千计的 15.根据16.对……有帮助17the purpose of sth/doing sth 18．step by step19.look forwards to doing sth 20. start/begin ding/to do sth_________ Task2:讨论交流阅读课文。