人教版九年级英语备课
第1课时 (Section A 1a-2d)(教学设计)九年级英语全一册同步备课系列(人教版)
listening
(15minutes)
Listen to 1b
1.Work on1b
1.①Listen and circle T for true or F for false.
②Listen again and fill in the blanks.
2.2.Work on 1c
3.What do you like best about the Dragon Boat Festival?
Work on 2d
1.First, lead Ss to talk about Chiang Mai.Then show Ss a video and ask them to think what festival it is.
2.Read the conversation in 2d and answer the questions.
Work in groups and role play the conversation.
Talk about things they know about Chiang Mai and what the festival is about in the video.
Read the conversation in 2d and answer the questions.
让学生听取听力材料中活动的细节，如个人活动的负面影响等，锻炼学生听取细节信息的能力。
3.Listen again and find out Wu Ming’s and Harry’s opinions.
Finish the task and learn the structure to talk about their opinions.
人教版九年级下册英语Unit 8集体备课教案
人教版九年级下册英语Unit 8集体备课教案一、教学目标知识目标：学生能够掌握关于未来预测和可能性的词汇和表达方式，了解不同国家的文化习俗和传统。
能力目标：学生能够运用所学知识进行简单的未来预测和可能性讨论，提高口语表达和写作能力。
情感目标：培养学生对未来的思考和规划意识，增强跨文化交流的素养。
二、教学内容重点词汇：掌握关于未来预测和可能性的重点词汇，如预测、可能性、概率等。
句型表达：学习关于未来预测和可能性的常用句型。
阅读理解：通过阅读简单的文章，了解不同国家对未来的预测和期望。
口语练习：模拟未来预测和可能性讨论的情境，进行口语表达练习。
写作训练：根据所学知识，写一篇关于未来预测或可能性的短文。
三、教学难点与重点难点：如何引导学生进行关于未来预测和可能性的深入讨论。
重点：掌握关于未来预测和可能性的词汇和表达方式，了解不同国家的文化习俗和传统。
四、教具和多媒体资源黑板：用于书写重点词汇和句型。
投影仪：播放关于未来的视频资料，增强学生对未来的感性认识。
教学软件：用于进行互动练习和测试。
五、教学方法激活学生的前知：通过提问学生未来的规划和梦想，激活学生的相关背景知识。
教学策略：采用讲解、示范、小组讨论、案例分析等多种教学方法，引导学生积极参与课堂活动。
学生活动：组织学生进行关于未来预测和可能性的讨论，提高学生的思维能力和表达能力。
六、教学过程导入（5分钟）通过投影仪展示一些关于未来的图片或视频，吸引学生的注意力。
随后提问学生未来的规划和梦想，引导学生进入本单元的主题。
讲授新课（30分钟）（1）介绍本单元的重点词汇和句型，通过例句和情境模拟帮助学生理解并运用。
（2）阅读理解：让学生阅读一篇关于未来的文章，并提出问题让学生回答，检验学生的理解程度。
（3）口语练习：组织学生进行关于未来预测和可能性的小组讨论，并进行口头表达。
教师给予指导和反馈。
（4）写作训练：让学生写一篇关于未来预测或可能性的短文，要求运用所学知识，注意语法和拼写错误。
(人教版)九年级上学期英语备课资料：Unit 6 When was it invented Sect
Unit 6 When was it invented? Section B1.Th.custome.though.th.potatoe.wer.no.thi.enough.顾客认为这些土豆不够薄。
enough用作副词,意为“充分地,足够地,充足地”,充当形容词或副词修饰语,但必须后置。
常与不定式或介词for连用,在句子中作状语,表示程度。
例如:He walks slowly enough for us to catch up with. 他走得够慢的了,我们能赶上。
This article is difficult enough to write. 这篇文章够难写得了。
归纳①enough可以作名词、代词,意思是“足够;充分”。
作代词可以代替可数名词或不可数名词,在句中作主语或宾语。
如:Enough has been said on this subject. 关于这一问题说得已经足够多的了No,thanks.I’v.ha.enough. 不,谢谢。
我已吃饱了。
(enough=enoug.food)②当enough后的名词前有冠词、形容词性物主代词、指示代词或其本身就是代词时,要用介词of。
如:We’ve had enough of your coldness.我们已经受够了你的冷漠。
2.Th.custome.sai.the.wer.no.salt.enough. 顾客说它们不够咸。
salty作形容词意为“咸的”,其名词形式为salt。
例如:Salty food makes one thirsty. 咸的食物令人口渴。
The soup had a very salty taste. 汤的味道很咸。
归纳表示味道的形容词:tasty 味道好的,可口的sweet 甜的hot 辣的sour 酸的salty 咸的bitter 苦的crisp 脆的light 清淡的fragrant 香的delicious 好吃的,美味的3.Phot.chip.wer.invente.b.mistake. 薯条是无意中被发明的。
人教版九年级英语教案完整版
Unit1How can we become good learners?学习目标认知目标：1.Talk about how to study.学会讨论各种学习方法和策略。
2.Find out your suitable learning methods.找出适合自己的学习方法。
情感目标：通过对学习方法的学习，培养学生用正确而科学的方法做事的能力，明白“一份耕耘，一份收获”。
技能目标：（1）熟练掌握下列词汇：aloud pronunciation discover repeat note pronounce increase speedpartner create active connect review knowledge wisely born attention（2）熟练掌握下列短语：work with friends ask the teacher for help read aloud look uppractice pronunciation connect…with…pay attention to （3）掌握下列句型：How do you study English?I learn by working with a group.Do you learn English by reading aloud?Yes,I do.It helps my pronunciation.How can I read faster?You can read faster by reading word groups.How can I improve my pronunciation?One way is by listening to tapes.But whether or not you can do this well depends on your learning habits.重点、难点（Key points and difficulties）1.学会运用how来询问做事方式2.学会运用by+doing的结构表达做事方式。
人教版九年级英语教案
人教版九年级英语教案一、教学目标。
1. 语言知识目标。
- 学生能够掌握本单元的重点单词，如“influence”“require”“silent”等，并能准确发音、拼写和运用。
- 理解并熟练运用重点短语和句型，如“be influenced by”“require sb. to do sth.”等。
2. 语言技能目标。
- 听力方面，能听懂有关人物性格变化及其原因的对话和短文。
- 口语方面，能够用英语流利地描述人物的性格特点以及这些特点形成的原因。
- 阅读方面，能读懂关于个人成长和性格发展的文章，掌握文章的主要内容和细节信息，并能根据文章进行简单的推理。
- 写作方面，能够根据所给话题，写出一篇关于人物性格变化的短文，内容完整，语言表达准确。
3. 情感态度目标。
- 让学生意识到成长过程中各种因素对性格的影响，鼓励学生积极面对生活中的变化，培养积极向上的人生态度。
4. 文化意识目标。
- 了解不同文化背景下人们性格形成的差异，拓宽国际视野。
二、教学重难点。
1. 教学重点。
- 重点单词、短语和句型的学习与运用。
- 掌握描述人物性格变化的表达方式。
2. 教学难点。
- 如何引导学生理解并运用较复杂的句子结构，如含有定语从句的句子来描述人物性格变化的原因。
- 让学生在口语和写作中准确地表达自己的观点，并使内容富有逻辑性。
三、教学方法。
1. 情景教学法。
通过创设各种与生活实际相关的情景，让学生在真实的语境中学习和运用英语。
例如，创设一个同学聚会的情景，让学生描述多年不见的同学性格上的变化。
2. 任务驱动法。
布置各种任务，如小组讨论、角色扮演、短文写作等，让学生在完成任务的过程中提高语言综合运用能力。
3. 交际教学法。
鼓励学生之间、学生与教师之间进行英语交流，培养学生的口语表达能力和交际能力。
四、教学过程。
（一）导入（5分钟）1. 老师走进教室，脸上带着神秘的笑容，然后说：“Hey, guys! Today we are going to embark on an interesting journey about how people change. You know, just like a caterpillar turns into a beautiful butterfly. Let's first lookat some pictures.”（展示一些名人小时候和长大后的对比照片，如周杰伦、哈利·波特扮演者丹尼尔·雷德克里夫等）2. 接着问学生：“Can you see any differences in their looks? And what about their personalities? Do you think they have changed?”引导学生简单讨论并分享自己的看法。
人教版九年级上册英语教案(优秀5篇)
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最新 人教版九年级 英语上册全册教案
最新人教版九年级英语上册全册教案第一课时
教学目标
- 研究并掌握单词：hello, hi, goodbye, bye, nice to meet you
- 能够用英语进行简单的自我介绍和问候
- 熟悉并能正确使用句子：Hello, I'm [name]. Nice to meet you. 教学重点
- 研究常用的问候语和自我介绍方式
- 练口语表达能力
教学准备
- 教材《人教版九年级英语上册》
- 教学PPT
教学步骤
1. 导入新课，向学生简要介绍本节课的内容，并激发学生研究
的兴趣。
2. 分发教材，让学生跟读单词：hello, hi, goodbye, bye, nice to meet you。
3. 解释单词的意思，帮助学生掌握词汇。
4. 利用示范和展示图片等方式，让学生理解并掌握句子：Hello, I'm [name]. Nice to meet you.
5. 引导学生进行口语练，让他们用所学内容进行自我介绍和问候。
6. 收集学生的口语表达，进行点评和纠正。
7. 结束本节课，作简单复，并布置下节课的预内容。
教学延伸
- 练更多的问候语和自我介绍方式，丰富学生的口语表达能力。
- 制作小组或角色扮演活动，让学生在真实情境中运用所学内容。
教学评价
- 观察学生的参与程度和口语表达能力，及时给予鼓励和指导。
- 收集学生的口头回答、书面练习，进行评估和改进教学策略。
人教版九年级英语教案
人教版九年级英语教案篇1：人教版经典英语教案《I'm in New York now》Teaching objectives:1. Words: arrive taxi flat building made again2. Sentences:Grandma made Chinese food for me.I want to try American food.I will write again soon.3. Practise to pronounce ‘wh’ ‘wr’.4. Learn the song: It’s a big exciting world.Teaching properties: cards tape-recorder picturesTeaching proceduresWarmer:1. Stick the pictures of unit 1 on the board. Have the students e to the front and mime the text of unit 1.2. Say a sentence in the present tense and get the students say it in the past tense.Examples:T: Daming goes to New York.Ss: Daming went to New York.T: Grandma meets Daming.Ss: Gradma met Daming.Teach the text:1. Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?”Guide the students say: It’s the statue of Liberty. It’s in New York”.T: Daming is in New York now. Let’s see who met him at the airport. What he saw in New York and What food he wanted to eat.2. Play the tape. Have the students listen and underline the new words in books.3. Teach the new words.4. Play the tape again. Have the students listen and say. After this, get the students to answer the following questions:⑴Who met Daming at the airport? (Grandma and Simon)⑵What did Daming see in New York? (Buildings, cards and people)⑶What food did he want to try? (American food)5. Complete activity 2 in SB. (Get the students to ask and answer in pairs)6. Practise to pronounce 'wh' 'wr'.7. Learn the song: It’s a big exciting world.8. Complete exercise 1 in AB.Homework:Practise the following sentences in pairs:Where are you from?Where are you going to go?Where are you going to go there?Where are you going to do there?Designs:Module 10 Unit 2 I’m in New York nowArrive Grandma mad Chinese food for me.TaxiFlat I want to try American food.buildingmade I will write again soon篇2：九年级英语教案九年级英语教案Unit 8 I’ll help clean up the city parks．课时安排四课时第一课时：Section A 1a―2c 第二课时：Section A 3a―4 第三课时： Section B 1a---2c 第四课时：Section B 3a―4 教学目标：1、会表达提供帮助； 2、会正确使用常用动词短语； 3、谈论自己喜欢并愿意从事的志愿者工作。
九年级英语第一单元集体备课记录
九年级英语第一单元集体备课记录一、参与人员。
[列出参与备课的教师姓名]二、备课时间。
[具体时间]三、备课教材。
人教版九年级英语第一单元。
（一）教材分析。
1. 单元主题。
- 本单元的主题是“How can we become good learners?”，围绕学习方法和学习习惯展开。
这一主题与学生的日常学习生活密切相关，能够引起学生的共鸣，激发他们探索有效学习方法的兴趣。
2. 单元结构。
- 本单元包含Section A、Section B和Self - check三个部分。
- Section A主要通过对话和短文引入话题，重点学习一些与学习方法相关的词汇，如memorize、grammar、repeat等，以及by+doing结构表示方式方法的用法。
例如，“I study by working with a group.”。
- Section B则进一步深化主题，有更多的阅读材料和写作任务。
阅读文章介绍了不同的学习习惯和学习方法，有助于拓宽学生的知识面。
写作任务要求学生根据所学内容，结合自己的实际情况，写一篇关于自己学习方法的短文。
- Self - check部分包括词汇和语法练习，旨在帮助学生巩固本单元所学的重点知识。
（二）教学目标。
1. 语言知识目标。
- 词汇：学生能够熟练掌握本单元的重点单词和短语，如textbook、conversation、aloud、pronunciation等，并能准确运用它们进行表达。
- 语法：掌握by+doing结构的用法，能够用该结构描述做事的方式；理解并能正确运用一般现在时的特殊疑问句及其回答，如“How do you study for a test? I study by making flashcards.”。
2. 语言技能目标。
- 听：能听懂有关学习方法的简单对话和短文，获取关键信息。
例如，在听力材料中听到“How does he improve his writing? He improves it by keeping a diary.”，学生能够准确理解并记录相关信息。
人教版九年级英语全册教案4篇
人教版九年级英语全册教案4篇人教版九年级英语全册教案篇1一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：France, no matter,local, brand, avoid, product,handbag,mobile, everyday2)阅读短文，能按要求找到相应的信息。
3)通过阅读提高学生们的阅读能力。
4) 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。
2. 情感态度价值观目标：通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。
二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
2. 教学难点：1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程Ⅰ. Revision1. Ask Sstorole-play the conversation in 2d.2. Checkthehomework. Let some Ss tell read their sentences.(1). This ringismade of silver.(2). This kindofpaper is made from wood.(3). What ispaintmade from?(4). Hang Zhouisfamous for tea.(5). As far asIknow, tea plants are grown on the sides of the mountains.Ⅱ. Lead in1. 展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。
Then ask Sssomequestions:T: As we know,thereare so many things made in China in England. What about in America andothercountries in the world? Now let’s read the passage of 3a.First, readquickly and find the answer to this question:1) Where did KangJianvisit last year?2) Were theremanythings made in China in the US?3) What twothingsdid Kang Jian want to buy in the US?4) Where weretheymade?Ss read thearticlequickly and try to answer the questions:2. 方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。
九年级英语教案模板人教版5篇
九年级英语教案模板人教版5篇九年级英语教案人教版1学习目标1.重点单词：repeat，note，pal，physics，chemistry，memorize，pattern2.重点短语：take notes，write in an English diary，using an English dictionary3.重点句式：—Do you learn English by reading aloud?—Yes，I do.It helps my pronunciation.—How can I improve my pronunciation?—One way is by listening to tapes.学习重点1.学习英语的方法2.How 对方式提问及用by+doing进行回答学习难点1.学习英语的方法2.How 对方式提问及用by+doing进行回答自主学习一、预习课本P4新单词并背诵，完成下面的汉译英。
1.重复________2.笔记________3.朋友________4.物理________5.化学________6.模式________二、认真预习Grammar Focus-4c找出下列短语和句型。
1.做笔记2.写英语日记3.使用字典4.—你通过大声朗读来学习英语吗?—是的，它对我的发音有帮助。
5.—我怎么能提高我的发音?—一个方法就是听录音。
课堂导学Step 1情景导入Teacher：How do you study English?Student1：I study English by working with friends.Teacher：How do you study for an English test?Student2: I study for anEnglish test by asking the teacher for help....环节说明：通过师生互动问答，对前两节课所学的重要的句型和短语进行了复习。
人教新目标九年级英语unit12备课
课题：Unit 13 Rainy days make me sad.主备人：雷月玮周节次：授课人：授课时间：组长审阅：主管领导审阅：洛滨中学教学工作要求一、关于备课：（一）总的原则：精于集备、简化个备、分工撰写、资源共享、重视反思、突出个性。
（二）备课流程：1、主备环节：教师在组长的安排下，按照分工，对要备写的课程形成书面教案，完成在“一次备课”栏内（要求环节齐全，包括分层作业、当堂练习内容，若有教辅资料内容注明页码即可）。
2、集体备课环节：组长负责，主备人带领全组教师进行集备，主备人准备工作包括以下几个方面：a) 统一当节所讲的内容、围绕本册书、本单元的教学目标，确定当节目标；b）搜集课程资源、疏通知识点、统一教法、统一学法；c）统一分层次作业、统一当节的课堂训练题、统一辅导内容；d）讨论疑难问题，在主备人备课的基础上提出建议（将建议手写在“集体研讨”栏内）。
3、教师个人二次备课环节：在集体备课的基础上，教师个人根据班情、学情进行二次备课，并手写在“二次备课”栏内。
4、坚持集体备课提前一周审批制度：主备人备好后，周一集体研讨，主备人进行修订；组长审批后，方可印发（周三前完成审批及印刷工作）。
(三)备课检查：坚持周查制度，由年级领导主查，校长抽查。
二、关于作业布置作业实施分层布置，具体步骤：（一）学生编组的分层（教师个人进行）各科任教师根据学生学习情况、能力倾向和学习目标，将班级学生划分为三个层次：a层次（a宏志组）、b层次（b提高组）、c层次（c奋进组）。
学生分组进行动态管理，即经过一阶段时间学习后，教师应适时地根据学生变化，适当进行动态调整。
分层后，要让学生明确自己当前所处的层次。
（二）做好分层作业设计（备课组统一）作业的分层设计是关键和难点，要求教师在认真钻研教材的基础上，要精心设计作业。
要求在每次作业中，设置基础题、提高题、探究题三个层次的作业题目，要求a层次学生三类题都必须完成，b层次学生完成A、B层次作业题，c层次学生要求完成A层次作业题。
人教版九年级英语全册教案4篇
人教版九年级英语全册教案4篇人教版九年级英语全册教案篇1一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：France, no matter,local, brand, avoid, product,handbag,mobile, everyday人教版九年级英语全册教案篇2一、教学目标：1. 语言知识目标：1) 复习一般过去时态被动语态的用法。
2) 能够用英语讲述自己所熟悉的某一发明的简单过程。
3) 能用就本单元所学习的寓言故事等语言材料，进行完型填空。
并用英语介绍某一发明的简要过程。
人教版九年级英语全册教案篇3一、教学目标：1. 语言知识目标：1) 学习掌握下列单词和短语：block, in linewith, worker, stare, disbelief, above,burn, burning, alive, airport, till ,west2) 能掌握以下句型：Life is full oftheunexpected.I was about to goupwhen I decided to get a coffee first.As I was waitinginline with other office workers, I heard a loud sound.Before I coldjointhe others outside to see what was going on, the first plane had alreadyhit myoffice building.3) 进一步熟练掌握过去完成时的用法。
2. 情感态度价值观目标：1) 通过学习使学生认识到生活中充满着许多出乎预料的事件，培养学生正确看待事物的积极心态。
2)能运用所掌握的语法，句型和词汇进行交流。
3)能比较流利地讲述自己曾经有的特别的一天。
二、教学重难点1. 教学重点：1)掌握本课时中出现的生词block, in linewith,worker, stare, disbelief, above, burn, burning, alive, airport, till ,west2) 学会用过去完成时叙述自己曾经有的特别的一天。
人教版九年级英语第一单元集体备课
人教版九年级英语第一单元集体备课一、单元整体分析。
1. 主题。
- 本单元的主题是“如何学习英语”，围绕这个主题展开了一系列的话题讨论，包括学习英语的困难、学习方法、英语学习中的语言知识（如语法、词汇等）以及英语在实际生活中的应用等。
这一主题与学生的日常学习生活密切相关，能够引起学生的共鸣，激发他们学习英语的兴趣。
2. 教学目标。
- 语言知识目标。
- 学生能够掌握本单元的重点单词，如aloud、pronunciation、conversation 等；重点短语，如look up、make mistakes等；以及重点句型，如“How do you study for a test?”“I study by working with a group.”等。
- 学生能够理解并运用一般现在时和一般过去时来描述学习英语的经历和方法。
- 语言技能目标。
- 听：学生能够听懂有关英语学习方法的对话和短文，获取关键信息。
- 说：能够用英语流利地表达自己学习英语的方法、困难以及对英语学习的看法。
- 读：能够读懂关于英语学习的文章，理解文章的主旨大意、细节信息，并能根据文章内容进行推理判断。
- 写：能够根据提示写出关于自己英语学习经历、方法或者对英语学习建议的短文。
- 情感态度目标。
- 培养学生积极的学习态度，鼓励他们克服英语学习中的困难，提高学习英语的自信心。
- 让学生意识到英语学习的重要性，激发他们学习英语的热情。
- 文化意识目标。
- 了解不同国家英语学习的特点和方法，拓宽国际视野。
二、教材内容分析。
1. Section A.- 1a - 1c.- 内容：通过图片展示了一些学习英语的方式，如听磁带、向老师请教等，让学生进行匹配，并引出重点句型“How do you study for a test?”“I study by...”。
- 教学建议：- 可以先让学生观察图片，用英语说出自己看到的学习方式，然后再进行匹配练习。
人教版九年级英语备课
人教版九年级英语备课Lesson Planning for 9th Grade EnglishTeaching English to 9th grade students requires careful planning and consideration of their unique needs and abilities. As an experienced English teacher, I have developed a comprehensive lesson plan that aims to engage and challenge these young learners, while also laying the foundation for their future academic success.The overarching goal of my 9th grade English curriculum is to enhance students' proficiency in the four core language skills: reading, writing, listening, and speaking. By the end of the academic year, I strive to ensure that my students have a solid grasp of essential grammar concepts, a diverse vocabulary, and the ability to critically analyze and respond to a variety of literary and informational texts.To achieve these objectives, I have divided my lesson plan into several key components, each designed to cater to the diverse learning styles and needs of my 9th grade students.1. Reading Comprehension and AnalysisReading is the foundation of language learning, and in my 9th grade English class, we will delve into a carefully curated selection of fiction and non-fiction texts. These will include classic novels, short stories, poetry, and informative articles. Through close reading and detailed analysis, students will develop their ability to understand the main ideas, identify key details, and draw inferences from the text.In addition to traditional literature, I will also incorporate contemporary young adult fiction and nonfiction to ensure that the reading material is engaging and relevant to the students' lives. By exposing them to a diverse range of genres and perspectives, I aim to cultivate their critical thinking skills and broaden their cultural awareness.2. Writing Instruction and PracticeWriting is a crucial skill that will serve students well throughout their academic and professional careers. In my 9th grade English class, we will focus on developing proficiency in various writing genres, including personal narratives, argumentative essays, research papers, and creative writing.Through a step-by-step writing process that includes brainstorming, outlining, drafting, revising, and editing, students will learn toorganize their thoughts, support their ideas with evidence, and communicate their messages effectively. I will provide detailed feedback and guidance to help them improve their writing skills and develop their unique voice and style.Additionally, I will incorporate opportunities for collaborative writing, where students can work in small groups to generate ideas, provide peer feedback, and learn from one another. This approach not only fosters teamwork and communication skills but also encourages students to take ownership of their learning.3. Grammar and Vocabulary DevelopmentMastering the mechanics of the English language is essential for effective communication. In my 9th grade English class, we will delve into the intricacies of grammar, covering topics such as parts of speech, sentence structure, verb tenses, and punctuation.Through a combination of direct instruction, interactive exercises, and real-world application, students will develop a deeper understanding of grammatical concepts and learn to apply them in their own writing and speaking. I will also emphasize the importance of proofreading and editing, equipping students with the tools to identify and correct common grammatical errors.Alongside grammar instruction, I will place a strong emphasis onvocabulary development. Students will be exposed to a diverse range of academic and subject-specific vocabulary, which they will learn to apply in their reading, writing, and discussions. This will not only enhance their overall language proficiency but also support their success in other subject areas.4. Listening and Speaking SkillsEffective communication involves not only the ability to express oneself but also the capacity to actively listen and engage with others. In my 9th grade English class, we will devote ample time to developing students' listening and speaking skills.Through activities such as class discussions, group presentations, debates, and role-playing exercises, students will have the opportunity to practice articulating their ideas, responding to questions, and engaging in meaningful dialogue. I will provide feedback and guidance to help them improve their public speaking skills, including proper eye contact, body language, and vocal delivery.Additionally, I will incorporate listening comprehension activities, such as analyzing audio recordings, summarizing key points, and responding to open-ended questions. This will not only enhance their ability to understand and interpret spoken language but also support their overall language acquisition.5. Interdisciplinary ConnectionsTo ensure that my 9th grade English curriculum is relevant and engaging, I will make intentional connections to other subject areas, such as history, science, and the arts. By integrating interdisciplinary themes and content, I aim to demonstrate the real-world applications of language skills and inspire students to make meaningful connections across their learning experiences.For example, when exploring a literary work set in a particular historical period, I will incorporate relevant historical context and primary sources to deepen students' understanding of the text. Similarly, when discussing scientific concepts or current events, I will encourage students to analyze and respond to the information using their language skills.By fostering these interdisciplinary connections, I hope to cultivate a deeper appreciation for the relevance and versatility of English language skills, ultimately preparing students for success not only in their academic pursuits but also in their future endeavors.6. Differentiated Instruction and AccommodationsRecognizing the diverse needs and abilities of 9th grade students, I will incorporate a range of instructional strategies and accommodations to ensure that all learners can access and engagewith the curriculum.This may include providing additional support for students with learning disabilities or English language learners, offering differentiated assignments and assessments, and incorporating multimedia resources and technology-based tools to cater to various learning styles.I will also be attentive to the social-emotional needs of my 9th grade students, fostering a inclusive and supportive classroom environment where they feel empowered to take risks, ask questions, and express their unique perspectives.By implementing these strategies, I aim to create a dynamic and inclusive learning experience that not only enhances students' English language skills but also nurtures their overall academic and personal growth.ConclusionDeveloping a comprehensive lesson plan for 9th grade English is a multifaceted endeavor that requires careful planning, creativity, and a deep understanding of the unique needs and abilities of this age group. By focusing on the core language skills, incorporating diverse instructional approaches, and fostering interdisciplinary connections, I am confident that my 9th grade English curriculum will providestudents with the foundation they need to succeed in their academic and personal pursuits.。
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六、练习反馈
It’simportantformetolearnEnglishwell.Iusemanywaystolearnit.
IstudyEnglishby_____________________________________________
教学
重难点
1.Teachingimportantpoints:Completetherelevantreadingtasks,Learntousethestructure“dosthby+doing”.
2.Teachingdifficultpoints:Canwithpractice,usingthelanguagestructureandcompaniontodiscusstheirownlearningmethods.
提示：be+v-ing结构常用下列句子来回答：
Howdoyoudo…?HowcanIdo…?Eg:HowdoyoulearnEnglish?
IlearnEnglishbylisteningtothetapeeveryday.
相关链接：by是个常用介词，以前所学的用法有：
⑴表示位置，意为“在…旁边，靠近…”，如：
He_________________________enoughtogotoschool.
2.表建议的句子：Whatabout…?…怎么样?=Howabout…?
about为介词，接名词、代词或v-ing形式。
Whatabout_________________________________?想喝一杯热牛奶吗?
(1)?85%ofSsmasterkeywordsandexpressions:textbook,aloud,sentence,conversation,pronunciation,
(2)85%ofSscanusetargetlanguage:
HowcanyoulearnEnglishwell?
IlearnEnglishwellbyworkingwithfriends,bymakingwordcards,…
二、互阅作业
Askthestudentscheckthehomeworkeachother.
三、自学
自学提示（一）
自学内容：SectionAP22a---2d
自学方法：1.Checkpreview,readandtranslatethefollowingsentences.
2.Listenandcheck(?)thequestionsyouhearin2a.
Listeningandoralpracticingmethods.
Teachinginstructionsforstudents?
教学
用具
教学过程
个性修改
一、感情调节
WehavelearntEnglishforabout6years.
DoyouwanttobeagoodEnglishlearner?
(2)100%ofSscanreadandtranslate3a,andmasterthemainphrasesandsentencesin3a.
(3)90%ofSscanwriteacompositionaboutlearningEnglishwell.
2.Abilitygoals:a.Goonimprovingstudent’sreadingandwriting.
3.WorkbookP
九、课后反思：
指导教学书
授课时间：2017年8月31日
课题：Unit1Howcanwebecomegoodlearners?
TheThirdPeriod
星期（四）
累记课时：
3
教学目标
1.Knowledgeaims:
(1)?85%ofSscanwritethekeywordsthey’velearned.
Therearesometreesbytheriver.
⑵表示运输或渠道的方式，意为“乘坐”，Hegoestoschoolbybus.
⑶表示时间，意为“在…以前，不迟于”，如：I’llcomebackby4:00.
2.How的用法
1).问身体健康等情况。Howareyourparents?你父母身体好吗？
这是英语中的“the+比较级,the+比较级”结构,常表示“越……,就越……”。
五、课堂检测
Matcheachquestionabovewithananswerbelowin2b.
六、巩固练习
见学生指导书
七、自主建网：
本节课的收获。
八、最小作业量：
1.Preview3a---3b2.Rememberthemainstructures.
lookup,takenotes,wordbyword,beafraidtodosth
(3)70%ofSscanrecite2dafterclass.
2.Abilitygoals:a.Goonimprovingstudent’sspeakingandlistening
b.learntowritethewaysoflearningEnglish.
3.Listenagain,answerthekeywithYes\Noordo
自学提示（二）
自学内容：SectionAP22d
自学方法：1.Readtheconversationandtranslatethephrasesandsentences.
2.Accordingtotheinformationin2dtofillintheblanks.
HowcanyoubecomeagoodEnglishlearner?(小组交流检查预习)
二、互阅作业
Askthestudentscheckthehomeworkeachother.
三、自学
自学提示
自学内容：P11a7’
自学方法：1.Translatethefollowingphrases.Thenaddotherwaysyousometimesstudy.
2.Teachingdifficultpoints:Beabletocontactreality,usethestructure“by+doing”andtalkaboutyourlearningmethods,andbeabletogiveproperadvicetoothers?.
教学
方法
Sceneteachingmethodsandpracticingmethods.
Listeningandoralpracticingmethods.
Teachinginstructionsforstudents?
教学
用具
教学过程
个性修改
一、感情调节
Giveadvicetothesepeople.P8SelfCheck3
Howdoyoulearnothersubjectswell?math/physics/Chinese…
3.Emotion&attitudegoals:BeabletoexpressyourselfinEnglishandthedifficultiesencountered.
教学
重难点
1.Teachingimportantpoints:Learntousethestructure“by+doing”.
(1)?85%ofSsmasterkeywordsandexpressions:expression,chemistry,secret,grammar,repeat,note,wordbyword,woregrops,
(2)100ofSscanread2dandmasterthemainphrases.
1.通过与朋友一起学习2.通过制作单词卡片3.通过读课本
4.通过听磁带5.通过向老师寻求帮助
2.Listen.HowdoMeiping,PeterandTonystudyforatest?
考点：ask,make,by的用法见学生指导书
四、讲解释疑
1.by+v-ing形式,by意为通过或凭，后面接动名词，该结构表示通过某事得到某种结果。如：IstudybyreadingEnglisheveryday.
四、讲解释疑
1.“too+形容词/副词+to+动词原形”“太…而不能…”，该句型用于肯定句，但表示否定的意义。与so…that或not…enoughto…相互转换。Heistooyoungtogotoschool.他太小了，不能去上学。
同义句：Heis_______young________hecan’tgotoschool.
b.learntowriteacompositionoflearningEnglish.
3.Emotion&attitudegoals:Makeaconversationtocommunicatewithyourpartnersabout“HowtolearnEnglish”,?promoteeachothertolearn,thatabilitytogetfurtherimproved.
2).问天气状况。Howistheweathertoday?今天天气怎么样？
3).询问方式。Howdoesyourmothergotoworkeveryday?
4).询问程度。Howdoyoulikethisbook?你觉得这本书怎么样？
五、课堂检测
(一)提问1.Westudybymakingwordcards.________________youstudy?（二）、根据汉语完成句子
七、自主建网：
本节课的收获。