九年级英语unit8 3a

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Unit 8 Section A(3a-3c)九年级英语全册(人教版)

outside their window ___s_tr_a_n_g_e_
outside
ru_n_n_in__g_a_w__ay
It could be __a_n_a_n_i_m__a_l .
It must be teenagers _h_a_v_in_g__f_u_n.
It might be It might be Maybe it is __th_e__w_i_n_d__. __a_d_o_g__. a__b_e_a_r_o_r_a__w_o_l_f.
We heard a strange sound outside. 我们听到外面有一种奇怪的声音。
Will you please make less noise, boys and girls?
孩子们，你们能不能小点声？
Don’t speak in such a high voice. 说话声音不要这么大。
2. The topic sentence is _T__h_e_se__d_a_y_s_, _so_m__e_t_h_in_g__u_n_u_s_u_a_l_i_s_h_a_p_p_e_n_i_n_g_i_n__o_u_r_t_o_w_n_._
Careful reading
1. Did the town use to be quiet or noisy?
The noise-maker is having too much fun creating fear in the neighborhood and won’t simply go away.
Strange happenings in my town
Used to _b_e_q_u_i_e_t
Read the picture:

人教版九年级英语 Unit 8 Section A (3a~3c) 精品课件

Warming-up Pre-reading While-reading Post-reading Homework
Read and find
Read the article again and find words to match the meanings in 3b.
young people person in the next house
bird
Warming-up Pre-reading While-reading Post-reading Homework
I think it might/could/must be…
What do you think of the strange noises?
bird
Warming-up Pre-reading While-reading Post-reading Homework
3. What do policemen think of it? They think it might be the wind.
Warming-up Pre-reading While-reading Post-reading Homework
Read and fill Read Para 1. again and fill in the mind map.
animal like a very large dog nervous and worried
area where people live
person who makes noise
Warming-up Pre-reading While-reading Post-reading Homework
Different opinions

人教版英语九年级全册Unit8SectionA3a3c教学设计

2.运用一般过去时描述过去发生的事件，并能运用适当的时间状语（如：yesterday, last week, two days ago等）。
3.能够理解并运用以下重点词汇和短语：ancient, history, traditional, culture, dragon boat festival, kung fu等。
人教版英语九年级全册Unit8SectionA3a3c教学设计
一、教学目标
（一）知识与技能
本节课是针对人教版英语九年级全册Unit 8 Section A 3a-3c的内容进行设计。通过本节课的学习，学生能够：
1.掌握并运用与过去事件相关的动词过去式，如：visited, went, did, saw等。
1.写作练习：字数不少于80词，要求句子通顺，表达清晰。鼓励学生运用丰富的词汇和句型，提高写作能力。
2.阅读理解：要求学生认真阅读课文，准确回答问题，培养阅读理解能力。
3.词汇巩固：学生应认真整理词汇表，通过造句加深对词汇用法的理解。
4.口语练习：鼓励学生大胆开口，与家人或朋友分享自己的经历，提高口语表达能力。
2.词汇教学：采用图片展示、语境创设等方法，帮助学生理解和记忆重点词汇和短语。同时，设计各种互动游戏，让学生在实际操作中巩固所学词汇。
3.语法教学：结合课本3a-3c部分的内容，引导学生观察、总结一般过去时的结构和用法。通过设计真实的语境，让学生在实际交流中运用过去式，强化语法知识。
4.听说教学：播放听力材料，让学生回答与过去事件相关的问题，锻炼他们的听力理解和信息捕捉能力。同时，开展小组活动，让学生相互询问过去发生的事情，提高口语表达能力。
在这个阶段，学生的认知能力和自主学习能力逐步提高，他们对于有趣、富有挑战性的学习任务充满兴趣。因此，在教学过程中，应注重激发学生的学习兴趣，引导他们主动参与课堂活动。

九年级英语全一册UNit83a知识点

九年级英语全一册UNit83a知识点Unit 8.3a Knowledge Points in 9th Grade EnglishIn the 9th grade English curriculum, Unit 8.3a covers various important knowledge points in the language. This unit delves into different concepts and skills that students need to grasp in order to effectively communicate in English. Let's explore some of the key topics covered in this unit.Vocabulary ExpansionVocabulary is a fundamental aspect of language learning. Unit 8.3a emphasizes the importance of expanding one's vocabulary to enhance overall language proficiency. Students are introduced to a variety of new words and phrases, which they can incorporate into their spoken and written English. This expanded vocabulary empowers students to express themselves more precisely and eloquently.Grammar StructuresGrammar forms the backbone of any language, and this unit focuses on some essential grammar structures. Students learn about verb tenses, sentence structures, and parts of speech. By understanding and practicing these grammar rules, students are able to constructgrammatically correct sentences and effectively convey their thoughts and ideas in English.Reading ComprehensionUnit 8.3a places great emphasis on improving reading comprehension skills. Students are exposed to various forms of written texts, such as articles, short stories, and essays. They learn how to analyze and interpret the meaning of the text, identify key ideas, and extract information. These skills enable students to comprehend and appreciate English literature, while also enhancing their overall reading abilities.Writing SkillsDeveloping strong writing skills is a crucial aspect of language learning. Unit 8.3a provides students with opportunities to enhance their writing abilities by focusing on different genres, such as narratives, descriptive writing, and persuasive essays. Through guided practice and constructive feedback, students learn how to organize their ideas, use appropriate vocabulary and grammar, and effectively communicate through the written medium.Listening SkillsEffective communication involves not only speaking and writing but also listening. Unit 8.3a helps students improve their listening skills by exposing them to a wide range of audio resources, including conversations, interviews, and speeches. Through active listening and engagement, students develop their ability to understand spoken English, recognize key information, and respond appropriately.Speaking PracticeThe ability to speak fluently and confidently is a key goal in language learning. In this unit, students engage in various speaking activities and exercises that encourage them to express their thoughts, engage in discussions, and deliver presentations. These activities help students overcome their hesitations, build their confidence, and develop their fluency in English conversation.Cultural UnderstandingLanguage and culture are deeply intertwined. Unit 8.3a acknowledges the importance of cultural understanding in language learning. Students explore different aspects of English-speaking cultures, customs, and traditions. This broadens their perspective, promotes a deeper appreciation for diversity, and fosters intercultural communication skills.In conclusion, Unit 8.3a in 9th grade English covers a wide range of important knowledge points. By expanding vocabulary, mastering grammar structures, improving reading and writing skills, enhancing listening abilities, practicing speaking, and developing cultural understanding, students are equipped with the necessary tools to communicate effectively in English.。

Unit 8 Section A (3a-3c) 阅读课件2023-2024学年人教版九年级英语全册

奇怪的/陌生的噪音
风
妻子
警察
Part 04
outside their window
She thinks that________.
Victor’s wife
Victor and his friends
They think that
People
What they hearuneasy
1.When is it?2.What is the woman doing?3. How does she feel?
Maybe it is at mid-night.
She is looking out of the window.
nervous
worried
scared
uneasy
Something unusual happening
People’s idea about the strange noise
Match the main idea with each paragraph.
1.Both Victor and his wife believe it must be teenagers having fun. ( )2.Helen is sure the noise-maker is one animal. ( )3.Victor’s parents are too nervous to call the police. ( )4.It was so dark outside at night that the woman couldn’t see the noise-maker clearly. ( )5.The writer believes the noise-maker enjoy himself but scare the people around.( )

人教版九年级unit8sectionA(3a4)优秀教学案例

二、教学目标
（一）知识与技能
1.学生能够掌握过去进行时的构成和用法，理解其与一般过去时的区别。通过课堂学习和实践，学生能够正确运用过去进行时描述过去正在进行的动作。
2.学生能够熟练运用一般过去时，描述过去的动作或状态。
3.学生能够在适当的语境中，灵活运用过去进行时和一般过去时进行交流，提高他们的语言运用能力。
五、案例亮点
1.情景创设丰富多样：本案例中，教师通过生活情境、故事情境和旅游情境等多种方式引导学生运用过去进行时进行描述，丰富了教学内容，激发了学生的学习兴趣，提高了他们的学习积极性。
2.问题导向有效：教师设计了一系列问题，引导学生运用过去进行时进行思考和回答，问题导向的教学策略使得学生能够更好地理解和运用所学知识，培养了自己的思维能力。
3.小组合作充分：本案例中，教师充分利用小组合作的形式，让学生在小组活动中共同探讨过去进行时的用法，培养了学生的团队合作精神，提高了他们的交流和表达能力。
4.反思与评价深入：教师设计了自我反思和同伴评价环节，让学生回顾自己的学习情况和相互之间的表现，对自己的学习进行总结和评价，提高了学生的自我意识和自我调节能力。
5.教学内容与过程设计合理：教师从导入新课、讲授新知、学生小组讨论、总结归纳到作业小结，每一个环节都设计得恰到好处，使得学生能够在每一个环节中都能够得到有效的学习和提升。
（二）问题导向
1.设计一系列问题，引导学生运用过去进行时进行思考和回答，如：“What were you doing yesterday at this time?”
2.通过问题引导学生进行小组讨论，共同探讨过去进行时的用法，如：“How do we know if we should use the past continuous tense?”

人教版英语九年级全册Unit8SectionA3a3c说课稿

（二）教学目标
1.知识与技能目标：学生能够掌握本节课的主要词汇和语法知识，运用一般过去时描述过去的事件。
2.过程与方法目标：通过小组讨论、角色扮演等活动，提高学生的阅读理解能力和口语表达能力。
3.情感态度与价值观目标：学生能够理解并尊重父母的教育原则，学会与父母沟通，形成正确的价值观。
（三）教学重难点
（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和实践活动：一是分组讨论，让学生围绕本节课的主题展开讨论，用英语表达自己的观点；二是角色扮演，让学生模拟课文中的场景，运用所学知识进行实际交流；三是完成课后练习，让学生在课后进一步巩固所学知识。
（四）总结反馈
在总结反馈阶段，我会引导学生进行自我评价，并提供有效的反馈和建议。首先，我会让学生回顾本节课所学的知识，总结自己的收获和不足。然后，我会根据学生的表现，给予他们积极的评价和鼓励，并提出一些改进的建议。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：一是通过引入与学生生活密切相关的话题，激发他们的学习兴趣；二是通过设置各种层次的问题，引导学生主动思考，积极参与课堂讨论；三是通过小组合作学习和角色扮演等活动，提高学生的参与度和实践能力；四是及时给予学生反馈，鼓励他们积极参与，增强他们的自信心。
三、教学方法与手段
（一）教学策略
在本节课的教学中，我将以任务型教学法为主，结合交际法和情境教学法。任务型教学法能够让学生在真实的任务中运用所学知识，提高他们的实践能力；交际法能够引导学生进行真实的交流，提高他们的口。这些方法的的理论依据是现代语言教学观，即语言学习应该以学生为中心，注重学生的实践和应用。
人教版英语九年级全册Unit8SectionA3a3c说课稿

英语人教版九年级全册第八单元3A

Victor’s next-door neighbor Helen is worried, too. “At first, I thought that it might be a dog, but I couldn’t see a dog, or anything else, either. So I guess it can’t be a dog. But then, what could it be?” One woman in the area saw something running away, but it was dark so she is not sure. “I think it was too big to be a dog,” she said. “Maybe it was a bear or a wolf.”
3b Read the article again and find words to
match the meanings.
Nervous or worried ___u_n_e_a_s_y_________
Young people
___te_e_n_a_g_e_r_s_______
Person in the next house ___n_e_ig_h__b_o_r_____
Unit 8 It must belong to Carla.
Words Review
n. 事件；发生的事情（常指不寻常的）
n. 声音；噪音 n. （pl. policemen）男警察 n. 狼 adj. 担心的；不安的
happening
noise tinaheidanepiHtankyrphmoovgheeiuowtnoiasguimrphrnhssdeegietcsoga.?ibohrayemtl?oeuthwfieonregrlIImisthewtucdahrosvoeatuegnnlbb,ndgeaioyreaacdo?iladsu.sotem.a.b.a.elIlta scared

2024年人教版九年级英语上册Unit 8第二课时 Section A (3a—3c)

第二课时Section A (3a—3c)教学目标通过本课的学习,学生能够:1.了解本课内容,理解并掌握本课时重点词汇:policeman、noise、happening、uneasy、something unusual等。

(获取信息)2.使用读前、读中等不同形式的阅读策略对语篇信息进行结构性梳理,并在语境中正确理解must、might/could、can’t的运用。

(梳理整合)3.深层思考如何正确合理看待生活中发生的神秘事件,根据已有事实进行合理推测,勿人云亦云。

(内化应用)4.对身边发生的事件进行合理推测,提升逻辑性思维。

(迁移创新)语篇研读What:这是一篇有关小镇夜晚奇怪声音的神秘事件,描述了怪声发生的情况及不同的人对此事的看法。

Why:3a旨在训练学生的快速阅读技巧(Skimming),根据文章内容找出文章主题;3b训练寻读策略(Scanning),灵活掌握语言的不同表达;3c则是一个读写综合,引导学生进一步关注文章细节,梳理文中众多人物关于奇怪声音的推测。

How:通过情景创设导入,吸引和组织同学积极参与阅读训练。

通过预测、快读、寻读、细读策略,引导学生观察、思考、交流及合作完成本课任务。

在掌握基本的阅读技能的同时,促使学生进行归纳推理、迁移应用。

教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。

教学目标学习活动效果评价Lead-in通过播放视频调动学生兴趣Lead-in.Play a video.Have you seen this movie?Is thisfilm full of mysteries?Now,here is achance for you to try to be adetective.观察学生的表现,了解学生对小区发出怪音的思考情况设计意图通过播放有奇怪声音的视频,帮助学生快速进入学习情境,提高学生的积极性与兴趣Activity1:Pre-reading通过不同方式引导学生了解文章内容Let’s predict.Pay attention to thepicture and finish the questions.1.When is it?2.Where is the woman?3.What is she doing?4.How does she feel?Why?观察学生能否通过浏览文章大概内容完成相关问题,并且能够根据学生的完成情况,引导学生进行更多的阅读技巧的训练设计意图创设任务,帮助学生提高迅速获取信息的能力,提升学生的阅读技能【学习理解】Activity2:While-reading通过阅读全文,对文本内容进行深度解析1.Skimming.Read the article anddecide which might be the best title.Make sure that students know themeaning of each title.2.Scanning.Match the main ideawith each paragraph.3.Careful reading.(见PPT)观察学生是否能准确获取并理解文章的细节,能否在有限的时间完成相关任务,同时要关注是否能够培养学生的语言应用能力设计意图通过完成相关任务,提高学生对细节信息的理解能力以及学生根据上下文进行词义猜测的能力【学习理解】Activity3: Language points 解释要点Learn some key phrases and explainthe language points.观察学生是否掌握本课知识点,并给予必要的讲解设计意图解释文中的知识点,帮助学生更好地理解本课内容Activity4:Post-reading通过读前、读中的铺垫,启发学生进行思考,并完成读后任务1.Retell.2.What do you think about thestrange noises?Why?3.Have you ever had somethingunusual happening around you?观察学生读后效果,学生是否能够更深入地完成问题,把握学生内化所学内容和语言的情况设计意图通过复述,培养学生的语篇意识以及口语表达能力。

Unit8Section+A+3a-3c课件-2024-2025学年人教版英语九年级全册

If something strange happens in our neighborhood,
What should we do?
Calm down! Believe in science! Call the police!
Find out the truth!
The only thing we have to fear is fear itself. Seeing is believing. Think before you do.
People What they hear/see What they think
Victor’s wife
Something unusual is happening.
Victor and his friends
strange noises outside their window
The policemen
Warming up
Can you guess what this sound might be?
Warming Up
How do you feel when you hear a strange noise at night?
scared
uneasy
nervous
...
What might be happening? These days, something unusual is happening in our town.
nothing _s_t_ra_n__g_e__
She thinks that
it could be an
____ ____.
animal
They think that it must be

九年级英语unit8 3a优秀课件PPT

(7) give something to somebody in order g. offer help
(8) to help someone who needs help (9) to hang or stick something on (a board)
h. put up i. put off
A. learning B. learn C. to learn D. learnt
B. 3. Don’t put offB_______ what we can do today till tomorrow.
C. do
B. doing C. to do
D. 4. Not onlyC____ he like basketball, but he likes football.
语动词应遵循“就近原则” 。练习： Not only my brother but also my parents
a_r_e_ (be) interested in guitar.
(2) get to 表示一个动作发生的过程。 I get to like basketball now.
我现在有一点喜欢篮球了。练习:他们开始学习弹钢琴了。（翻译） They get to learn to play the piano.
Lin Pei work in an animal He has learned
hospital;
more about animals
Zhu Ming
sing for groups of people at the city hospital to cheer
He has met some wonderful people at the hospital.

初中英语九年级Unit8SectionA(3a-3c)说课稿

初中英语九年级 Unit 8 Section A(3a-3c) 说课稿一. 教材分析本文选自人教版初中英语九年级Unit 8 Section A(3a-3c)。

本节课的主要内容是讨论关于不同国家的人们的日常生活。

通过阅读文章，学生可以了解不同国家人们的生活习惯和风土人情，提高他们的跨文化交际意识。

文章主要包括三个部分：3a. 介绍英国人的日常生活，如他们喜欢喝茶、看报纸，喜欢谈论天气等。

3b. 介绍美国人的日常生活，如他们喜欢喝咖啡、吃快餐，注重效率等。

3c. 介绍澳大利亚人的日常生活，如他们喜欢户外活动、烧烤等。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。

但是，对于一些复杂的语法结构和词汇，他们可能还不是很熟悉。

因此，在教学过程中，教师需要帮助学生巩固所学知识，提高他们的语言运用能力。

同时，学生应该具备一定的跨文化交际意识，能够了解并尊重不同国家的文化差异。

三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和短语，如“tea time”，“weather forecast”，“fast food”等。

2.能力目标：学生能够读懂文章，理解文章的主旨大意，提高他们的阅读理解能力。

3.情感目标：学生能够了解并尊重不同国家的文化差异，提高他们的跨文化交际意识。

四. 说教学重难点1.重点：学生能够掌握文章中的关键词汇和短语，理解文章的主旨大意。

2.难点：学生能够运用所学知识，进行实际的跨文化交际。

五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、讨论等方式，激发学生的学习兴趣，提高他们的参与度。

同时，教师会运用多媒体教学手段，如图片、视频等，帮助学生更好地理解文章内容。

六. 说教学过程1.导入：教师通过展示不同国家的图片，引导学生谈论各自对这些国家的印象，激发学生的学习兴趣。

2.阅读理解：学生独立阅读文章，完成相关练习题，教师进行讲解和辅导。

九年级英语Unit8A3a-3c

Read with full feelings (带感情朗读)
Victor and his friends
Victor's wife
"We think it must be teenagers having fun" (calm; sure故作镇定，确信的)
" Teenagers are not allowed to stay out late in the night. I think it could be an animal."(sure ; confused反驳强烈，猜疑的)
(contradictory困惑矛盾的)
" I think it was too big to be a dog.
Maybe it was a bear or a wolf.“ 18
(emotional ; scared情绪激动的，害怕的)
Let’s learn some language points
• 13.不知道 • 14.走开 • 15.太多
13.have no idea 14.go away +不可数名词 15.too much
9
Step 2: Fast-reading:
Task 1:
Read the passage fast and silently to choose the best title.
Helen
One woman in the area
"At first, I thought it might be a dog, but I couldn’t see a dog or anything else,either. So I guess it can't be a dog.But then, what could it be?"

人教版九年级英语全册Unit8SectionA(3a～3c)优秀教学案例

（二）讲授新知
1.教师通过多媒体展示美国的名胜古迹，如白宫、自由女神像、独立日等，引导学生关注并学习相关的词汇和短语。
2.教师通过讲解和示范，教授一般过去时的用法，如“The Statue of Liberty was built in 1886.”，并让学生进行模仿和练习。
3.设计一些听力练习，让学生听懂并理解关于美国名胜古迹的短文，提高学生的听力技巧。
3.运用多媒体教学手段，创设真实的学习情境，激发学生的学习兴趣和积极性。
4.引导学生进行自主学习，培养学生的自主学习能力和批判性思维。
（三）情感态度与价值观
1.通过学习美国的名胜古迹，让学生了解美国的历史和文化，培养学生的跨文化交际能力。
2.教育学生热爱祖国，为自己是一名中国人而自豪，增强学生的民族自尊心和自豪感。
四、教学内容与过程
（一）导入新课
1.开场白：以一个问题引起学生的兴趣，“你们知道世界上最著名的自由象征是什么吗？”然后展示自由女神像的图片，引导学生回答并引入新课。
2.引导学生回顾上节课的内容，如美国的地理特点和人口分布，为新课的学习做好铺垫。
3.明确本节课的学习目标，让学生知道本节课将要学习的内容和要达到的学习效果。
3.教师巡回指导，给予学生必要的帮助和指导，促进小组讨论的深入进行。
（四）总结归纳
1.教师邀请学生代表分享小组讨论的成果，引导学生总结和归纳美国名胜古迹的特点和历史文化。
2.教师对学生的讨论和总结进行点评和补充，确保学生对知识的准确理解和掌握。
3.通过思维导图或关键词的方式，对所学内容进行归纳和总结，帮助学生形成知识体系。
2.通过提问和回答的方式，激发学生的思维能力，培养学生的批判性思维和问题解决能力。
3.引导学生主动探究和发现知识，让学生在学习过程中不断提出问题并寻找答案，提高学生的自主学习能力。

九年级英语unit83a课件

九年级英语unit83a课件九年级英语unit83a课件1学习者分析Students in Grade Nine have mastered some vocabulary and grammar knowledge, some students can use simple English to express their own thoughts,but it is difficult for a small part of students to communicate in English. So I put the students of different levels in a group, let them help each other, try to make every student get different levels of harvest.教学目标一、情感态度与价值观Emotion & Attitude Goals:1.Form good study habits.2.Know history of inventions and be proud of our country. Encourage students to be a little inventor3. Help students to study actively.二、过程与方法1. Through the inventions that we can see everywhere to introduce the topic, stimulate students interest.2. Design various activities, organize students to discuss, so that every student can get different levels of harvest .3. Work in pairs and groups.三、知识与技能Knowledge Goals:1. Key words : invent invention inventor calculator2.Target language : --When was it invented ?-- It was invented in3. Grammar : The passive voice : was /were + doneam /is /are + doneAbility Goals:1.Read the key words correctly and understand their meanings.2.Improve listening skills.3.Make up conversations with the target language and try to improve speaking skills.4.Learn to communicate with others in English.教学重点、难点1. key words and target language.2. The passive voice.3. Help the students to improve cooperation ability.教学资源A recorder、Multimedia教学过程教学活动1[U1] 、Lead-inT: I get to school by e-bike every day. How do you get to school ?S1: I get to school by bike.S2: I get to school by bus.T: Bus, car, taxi, bike, they are all useful inventions. What do you think of inventions?（Ss answer then teacher have a summary：）T: Now we live in a world of inventions. These inventions make our life easier and more comfortable. In this unit, we will learn some inventions and their history.教学活动2二[U2] 、PresentationShow the picture to teach new words:invent /light bulb/inventor inventionThis is Edison. He invented the light bulb. He was a great inventor.He invented about 2000 inventions all his life.Make sure the students read the new words correctly and understand their meanings.Show pictures in 1aT: Do you know these inventions? Can you say them in English? What’s this in English?Ss: It’s a telephone/computer/television/ calculator/ car.Teach the new word: calculator教学活动3三[U3] 、Groupwork 1aT：There are five inventions in this part . Which one was invented the earliest and which one was invented the last ? Guess the dates and discuss in what order they were invented.Help them to discuss by using the following sentences:I think the television was invented after/before the telephone.I agree/ disagree.Let each group choose one student to write their result on the blackboard.教学活动4四[U4] 、listening Practice 1bT: Which group has the correct result ? We’ll listen to a girl and a woman talking about the five inventions.First, review the expression of the year.Then, play the recording the first time, Ss only listen and try to catch the main idea..Next, play the recording a second time. Say, listen to the recording and match the inventions with the dates.Finally, check the answers:d 1876 a 1885e 1927 c 1971 b 1976Clap for the groups that have correct results.教学活动5五[U5] 、PairworkPractice conversations in pairs using the information in 1b like this:A: When was ithe car invented ?B: It was invented inThen ask some pairs to display their conversations in front of the class.教学活动6六[U6] SummaryT: In this class we’ve learned to talk about the history of inventions with passive voice. Now let’s have a discussion about the passive voice in groups.Make sure students can master the structures of the passive voice and then each group writes five sentenses about the passive voice.教学活动7七[U7] 、PracticeShow the excercises:1、Edison was an _______(invent), he_______ (invent) many useful and important _______(invent) all his life.2、He is calculating a math problem with a _______ (calculate).3、Stamps _____ for sending letters.A. usedB. are usingC. are used4、Chinese ____ by more and more people in the world now.A. is spokenB. is speakingC. spoke5 The factory ____ in 1985.A. is builtB. was builtC. built[U1]以学生熟悉的上学方式这一话题引入主题，激发兴趣。

Unit8(3a-3c)教案2023-2024学年人教版九年级英语全册

Unit 8 It must belong to Carla.Section A (3a-3c)Ⅰ. Teaching objects1. Knowledge objects1) Learn to make inferences with “must”, “might”, “could”, and “can’t”.2) Talk about the words you don’t understand or something that worries you.2. Ability object1) Enable the students to infer the owners of the things using “must”, “might”,“could”, and “can’t”.2) Train students’ reading skill.3. Emotion goalEnable the students to learn to cooperate with others actively and gladly and develop their team spirits.Ⅰ. Teaching key points and difficult points1. Teaching key pointsLearn to make inferences using “must”, “might”, “could” and “can’t”.2. Teaching difficult pointsLearn to make inferences using “must”, “might”, “could” and “can’t”.Ⅰ. Teaching methodsTask-based Language Teaching; Computer-Aided Instruction; The Situational Mthod Ⅰ. Teaching proceduresStep 1 Lead-inQ: How do you feel when you hear something strange every night, but you can’t see anything?(Ask Ss to talk about their feeling and lead Ss to master new words.)Step 2 Pre-readingTask: Prediction: Ask the students to look at the picture on Page 59 and answer the questions:(1) What can you see in the picture?(2) How does the woman feel?(3) What may she see?Check their answers with the whole class. (Through when, where, why, how and so on to talk about what happened in this small village.)Step 3 Fast-readingTask 1: Tell Ss to read the article and decide which might be the best title.A. A Small and Quiet TownB. Strange Happenings in My TownC. Animals in Our NeighborhoodTask 2: Tell Ss to match the main idea with each paragraph.Para. 1 The writer’s opinion about the strange noises.Para. 2 Something unusual is happening in our town.Para. 3 People’s ideas about the strange noises.Step 4 Careful-readingTask 1: Ask Ss to read Para. 1, finish the mind map and fill in the blanks.Q: What are the people’s opinions about strange noises?Task 2: Read Para. 2 and fill in the blanks.Who gave opinions?What are the opinions?Helen She thought it ____ a dog at first, but now sheguesses it ____ a dog.One woman in the area She thinks it may be ______.Task 3: Read Para. 3 carefully and answer the questions.➢How do the people in the town feel now?➢What is the writer’s opinion?Task 4: Read the passage again, and find words to match the meanings in 3b.Pair work:(1)Read the article again and find words to match the meanings.nervous or worried ________ young people ___________person in the next house __________ area where people live ______________ animal like a very large dog ________ person who makes noise ________ (2)Check their answers.Step 5 Group work(1) Ask Ss to read the article carefully and write what people think about the strange noises.Who gave opinions?What are the opinions?Victor’s wifeVictor and his friendsThe policemenHelenOne woman in the areaThe writer himself(2) Get the students to make sound just like the one which is described in the article and praise the winners.(3) Get the students to find out another sentence about inference in the last paragraph. Step 6 Post-reading1. Make an interview: Who was the noise-maker?Students work in group and choose their favorite character and then make a short interview to retell this story.2. Lead Ss to know when they face strange things, they should …Step 7 Language points1. Nothing much ever happened around here.happen不及物动词，意为“发生”，没有被动语态。

人教版九年级英语全册Unit8SectionA(3a3b)阅读课教学设计

2.能够掌握一般过去时态和现在完成时态的用法，通过对比分析，提高自己在语境中运用不同时态的能力。
3.能够通过阅读文章，理解主人公在面对困难时，如何坚持自己的目标，并学会用英语表达自己的观点和感受。
4.能够运用所学知识进行口头和书面表达，提高自己的英语写作能力。
（二）过程与方法
在本章节的教学过程中，学生将经历以下过程与方法：
5.通过学习主人公的经历，认识到成功并非一蹴而就，需要付出努力和坚持。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们已经熟悉并掌握了基本的语法知识，具备了一定的阅读理解能力。在此基础上，他们对本章节内容的接受程度有以下特点：
1.学生在语言知识方面，对于一般过去时态和现在完成时态的运用已有所了解，但部分学生在实际语境中运用时仍存在困难，需要教师在教学过程中给予针对性指导。
难点：学生在实际语境中运用一般过去时态和现在完成时态进行表达，以及准确理解文章深层含义和作者观点。
2.重点：培养学生运用所学知识进行口头和书面表达，提高英语写作能力。
难点：学生在写作过程中，如何将所学时态和词汇运用得恰到好处，使文章表达清晰、通顺。
（二）教学设想
1.针对教学重点和难点，设计以下教学活动：
（1）导入：通过一个简短的故事，引出一般过去时态和现在完成时态，激发学生的兴趣。
（2）阅读：引导学生运用阅读策略，快速获取文章大意，深入理解文章内容。
a.略读：让学生快速浏览文章，回答关于文章主旨的问题。
b.寻读：要求学生寻找文章中的关键信息，回答与文章细节相关的问题。
c.精读：引导学生关注文章的深层含义，分析作者观点和态度。
五、作业布置
为了巩固本节课的学习内容，提高学生的英语综合运用能力，特布置以下作业：

Unit8(3a-Self-check))教案2023-2024学年人教版英语九年级全册

Unit 8 It must belong to Carla.Section B (3a-Self check)一、教学目标1.语言知识与技能：1)学生掌握本单元所学情态动词表推测的用法，并能正确运用此句型来进行表达。

2)能综合运用本单元所学习的语言知识来写作推测事件发展可能性。

3)学生通过学习提高写作水平并进一步掌握好本单元重点知识。

2.情感态度与价值观：让学生根据已有事实推测可能性。

面对暂时不可解释的事情，不信谣不传谣。

二、教学重难点1. 教学重点：写作指导及全面复习本单元重点知识。

2. 教学难点：有条理地写出事件发生过程和事件发展可能性。

三、教学方法交际型教学；任务型教学法；讲授法；合作学习法四、教学步骤1.Revision1)Lead Ss to recall 3a and summarize the main idea of it.2) Read through the article in 3a on page 59 again. What do you think the noises could be? List all your ideas. See who in your group can come up with the most imaginative explanation.2.Lead inQ:Have you ever heard something strange?What do you think of them?Lead Ss to answer questions and think about how to introduce something strange to others.3.Presentation1。