人教版新目标九年级英语Unit7单元集体备课教案
人教新目标版英语九年级全册Unit7SectionB2a2b教案
Unit 7Teenagers should be allowed tochoose their own clothes.Section B 2a-2b教学设计教学目标：1.会读会写下列词汇：support, enter, choice. 能理解运用下列短语：get in the way of.2.能听懂接近自然语速的故事和叙述，整体感知，了解文章大意。
3.能用简单的阅读策略获取信息，理解文章并完成阅读任务。
4.巩固学习should/should not be allowed to do的被动语态，勇于发表自己的观点和意见,懂得听取有益的建议。
教学重点：1.根据上下文理解重点单词和词组的意思。
2.能用简单的阅读策略获取信息，理解文章并完成阅读任务。
教学难点：在理解文章的基础上，巩固学习含情态动词的被动语态，并学会运用和拓展。
教具准备：多媒体教学过程：Step1.Warm-up and lead inUse a small toy to cheer up and have a free talk according to 2a.Step2.Show the study aims.Step3.Self-study1.Listen to the tape and finish:task1：Underline the new words and phrase in the passage and guess their meanings:get in the way of,support, enter, choice.(After listening,teach the new words again and ask the question.)2.Skim the passage and circle T or F.3.Read carefully and fill in the chart.Step4.C ooperation & Competition1.Find out the sentences which including ‘should be allowed to' in the passage.2.Write your own sentences with ‘should/should not be allowed to do’ on your grouppaper ,as many as you can,and have a competition with other groups. Step5.Summary and enjoy a songShould you be allowed to make all the decisions by yourselves?Step6.Practice1.Do a match.2.Choose the right answer.Step7.Homework1.Remember the new words and phrases in this lesson.2.Read the passage aloud after class.3.Finish the exercise book and prepare next period.Step8.Listen to the song “Be What You Wanna Be”.。
人教新目标九年级英语全一册Unit7period2教学设计
为了巩固本节课的学习成果，激发学生的学习兴趣，我设计了以下作业：
1.阅读作业：要求学生课后阅读一篇与本单元主题相关的文学作品，并运用课堂所学的词汇和句型进行分析。阅读后，学生需完成一份阅读报告，内容包括故事背景、主题、人物、冲突和解决方式等。
通过这项作业，学生可以进一步巩固所学知识，提高阅读理解能力。
这项作业有助于学生培养自我反思的习惯，提高自主学习能力。
在布置作业时，我会提醒学生注意作业的要求和完成时间，鼓励他们认真对待每一次练习。同时，我会关注学生在作业中的表现，及时给予反馈，帮助他们不断提高。通过这些作业，我相信学生能够巩固所学知识，提高英语综合运用能力。
（五）总结归纳，500字
在课堂的最后，我会对本节课的内容进行总结。首先，我会邀请学生分享他们在讨论和分析课文过程中的收获。然后，我会对学生的表现进行点评，强调重点知识和技能。
此外，我会布置课后作业，要求学生阅读其他文学作品，并运用所学知识进行分析。同时，鼓励学生在课后进行拓展阅读，提高他们的文学素养。
（三）学生小组讨论，500字
分成若干小组，每个小组负责分析课文的一部分。小组讨论的目的是让学生运用所学词汇和句型，深入探讨课文的背景、主题、人物、冲突和解决方式等。
在讨论过程中，我会巡回指导，解答学生的问题，引导他们进行深入思考。同时，我会鼓励学生发表自己的观点，学会倾听他人的意见，提高团队合作能力。讨论结束后，每个小组将分享他们的分析成果，全班同学共同学习和讨论。
人教新目标九年级英语全一册Unit7period2教学设计
一、教学目标
（一）知识与技能
本节课为“人教新目标九年级英语全一册Unit 7 Period 2”，旨在帮助学生掌握以下知识与技能：
1.掌握本节课的核心词汇和短语，如：setting, theme, plot, character, conflict, resolution, genre等，并能熟练运用这些词汇进行文学作品的讨论和分析。
新目标九年级英语7单元教案-Unit7 SectionA
新目标九年级英语7单元教案-Unit7 SectionA一、Teaching goals:1、To learn to talk about places students would like to visit.2、To leran and use the words: thrilling, fascinating, peaceful, tiring, educational, boring.3、To train students’listening and speaking skills.二、Focal and difficult points1、Focal pointsTo learn and grasp the key vocabulary words and learn to talk places students would like to visit .2、Difficult pointsTo train students’ communicative compete nce.To train students’ listening and speaking skills.三、Teaching processStep 1: leading-inT:Goodming,boys and girls.Ss: Good ming,Mrs Chen.T: Today we’re going to learn Unit7 “ Where would you like to visit?”(write it on the blackbord.) First,let’s learn some adjectives together.T: (write tired —tiring on the blackbord.)How do you pronounce “tired”?Ss: /'taiəd/T：What’s its meaning?Ss: 累的。
新版人教版九年级英语Unit7公开课教案unit 7-5
新版人教版九年级英语Unit7公开课教案unit 7-5新版人教版九年级英语Unit7公开课教案Unit 7-5目标：本节课的目标是让学生能够掌握以下内容：学会描述人物特征和外貌学会使用形容词进行描述学会询问和回答有关人物的问题教学准备：教师准备课件和教学素材每个学生准备一张纸和笔教学过程：1.引入新课引导学生观看一段描述人物外貌特征的视频，并进行简短讨论。
提问学生是否知道如何用形容词来描述人物的外貌，激发学生兴趣。
提出本课的主题和目标，预告将要学习的内容。
2.学习单词和短语教师呈现人物外貌特征相关的单词和短语。
例如：tall。
short。
long hair。
etc。
通过图片和动画帮助学生理解和记忆新词汇。
3.练习描述人物分发纸和笔给每个学生，让他们画出一个自己心目中的人物形象，并在旁边使用所学的形容词描述。
学生互相交换纸张，并尝试通过描述猜测对方所画的人物。
4.模仿对话教师示范一段询问和回答有关人物的问题的对话。
学生们分组，自行编写对话并进行模仿演练。
5.小结反思教师向学生总结本节课所学的内容，并强调重点。
提供额外练习材料，并告知学生下次课前需要复习的内容。
作业：要求学生写一篇短文，描述自己或一个虚构的角色的外貌特征。
要求使用至少五个形容词进行描述。
参考资料：人教版九年级英语教材相关网络资源和图片注意事项：教师要根据学生的实际情况和课堂进展合理安排教学时间。
鼓励学生积极参与互动和讨论，提高口语表达能力。
教师要引导学生进行自主学习和思考，促进他们的主动性和创造力。
最新人教新目标版九上英语Unit7SectionA(3a-3c)【教案】
Teaching Difficulties
对诗歌语言的理解及阅读中一些词组的运用。
Teaching Aids
A tape recorder ,CAI or multimedia courseware
Teaching Procedures
Answers:
The title means that a mother always knows what is best for her child,
even though the child may disagree with the mother.
3bWhile-reading
The activity is to encourage Ss to understand and respond to the poem they have read. The T can ask Ss to read the questions first. Then Ss read the passage again carefully and finish the task in 3b. Then the T can invite some Ss to share answers with the class.
Who makes these rules for you? Your father or your mother?
Why do you think they made these rules?
The T can play a video about the relationship of mother and kid. After watching the video, the Ss can exchange their feelings. The T can use the following questions to elicit Ss’response.
新目标九年级英语上册Unit7集体备课教案
新目标九年级英语上册Unit7集体备课教案【课题】Unit7 Where would you like to go?【课时序】第一课时【课型】——新授课【双向细目表】——本节课学生达到的知识能力水平等级，如：知识板块学习内容学习目标知识性考试水平技能性考试水平体验性考试水平abcabcabcUnit71.重点词汇beautiful , relaxingg, dangerous, educational, peacefulg, boring thrilling ,exciting√√√2.重点句型Where would you like to go on vacation ?I’d lugh the jungle, because I like exciting vaca√√√【教学目标】——掌握新的词汇和短语极其相关用法，并能灵活运用。
渗透德育教育，引导学生无论到何处旅游都要保护好环境！【教学重难点】——使学生能口头、笔头熟练地运用新学的词汇、短语和句型来描述一个地方【教学方法】——mind map,3Ps(presentaaduction)teaching, task-based learning teaching【学习方法】——individual work, pair work, group work(discuss, make a conversa)【教学准备】——multi-media , tader, students’ b【教学过程】教学内容及教师活动学生活动设计意图I Lead-w the maworld .T: What kind of countries do you knowap?T: What kind ddo you know?T: What do you think abouuntries and cities?II Presenta(1)T: Where would you like to visit? I would like to visit U.S.A Becaubeautiful.T: Where would you like to visit?T: Why would you like to visit U.S.A.(2)Showures and lactice:Ⅲ Listening(1) Show two pictures of Florida Beach and Amazon Jungle and lbest to describ(2)Where would Sam and Gina like to go on vacation?Listen and filla(3) Listen and read aa(4) Lll the listening materialⅣ Survake a survey: let Ss work in group:Where would you like to visit?Why would you like to visit it?Who would you like to go with?How would you like to go there?What would you like to d?Report:…would like to visit…Becau…Ⅴ SummaryWhat do we learn today?They talk about couaw. S: China, the U.S.A, the U.K, Canada, Australian, France, Ger many, Mexico…They talk abouaw.S: Beijing, New York, London, Tdney, Paris… They talk about some ad： thrilling, fascinating, peaceful, tiring， educational, exotic, boring fun,S: I would like to visit….S: Becau…..A: What would you like to visit?B: I’d like to visit…A: Why would you like to v?B: Because…best to describe them by using some adjs thaave learnt.Let Ss listen and fillaAaad aaRetell the listening material.Make a survey and do aabouaum uwords and通过世界地图让学生复习以前曾经学过的国家和地名，并教授相关的新单词, 本环节对学生的自学作出了检测,同时也复习了旧的知识，达到温故而知新的目的。
人教版九年级英语全册Unit7SectionA(3a3b)教学设计
4.预习下一课的内容，提前了解相关的词汇和语法知识，为课堂学习做好准备。
5.观看一部英语电影或动画片，注意影片中一般过去时的使用，并尝试记录下来。在下一节课上与同学分享观影心得，提高听力理解能力。
1.采用情境教学法，创设贴近学生生活的语境，让学生在实际情境中学习和运用英语。
2.采用任务型教学法，引导学生通过小组合作、讨论等方式完成任务，培养学生的合作精神和解决问题的能力。
3.利用多媒体教学资源，如视频、图片等，激发学生的学习兴趣，提高教学效果。
4.引导学生进行自主学习和探究学习，培养学生的自主学习能力和批判性思维。
1.知识水平：学生已经掌握了基本的语法、词汇和句型，能够进行简单的英语交流。然而，对于一般过去时的运用，部分学生仍存在困难，需要通过本节课的学习加以巩固。
2.能力水平：学生的听力、口语、阅读和写作能力有了较大提升，但仍有部分学生在口语表达和写作方面存在障碍，需要教师在教学过程中给予关注和指导。
3.情感态度：九年级学生正处于青春期，他们的情绪波动较大，容易受到外界因素的影响。在本章节的学习中，教师应关注学生的情感需求，引导他们正确面对青春期的烦恼，培养积极向上的心态。
3.能够理解并运用3a和3b部分的对话，学会在特定情境下进行角色扮演和口语表达。
4.提高学生的听力理解能力，能够听懂并获取关键信息，以便完成相应的练习。
5.培养学生的阅读理解能力，通过阅读3a和3b部分的对话，能够抓住文章的主旨大意，理解人物关系和情感变化。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法：
3.教师设计一篇关于过去经历的短文，让学生用一般过去时完成短文填空，提高学生的阅读理解和语言运用能力。
人教新目标九年级英语全一册Unit7period1教学设计
1.通过小组合作、讨论等方式，让学生在互动中学习英语，提高学生的合作能力和沟通能力。
2.运用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高学生的注意力。
3.创设真实的语境，让学生在情境中学习英语，提高学生的实际运用能力。
4.引导学生通过自主学习、探究学习等方式，发现并掌握英语语言规律，培养学生的自主学习能力。
5.设计丰富的课堂活动，如角色扮演、小组讨论等，让学生在实践中掌握英语知识，提高语言运用能力。
（三）情感态度与价值观
1.培养学生关爱他人、关爱生命的情感，让学生学会关心家人、朋友的身体健康。
2.增强学生的健康意识，使学生养成良好的生活习惯，预防疾病。
3.培养学生面对困难时，保持积极乐观的态度，相信自己有能力克服困难。
2.教师讲解一般过去时和现在完成时的用法，通过对比、实际操作等手段，让学生掌握两种时态的区别和正确运用。
3.教师呈现新课的对话，引导学生关注对话中的目标语言，如：“I suffered from a bad cold last week, but I have recovered now.”并让学生跟读、模仿，提高他们的口语表达能力。
针对学生的实际情况，本节课将通过情境创设、任务驱动等教学策略，激发学生的学习兴趣，帮助他们巩固和拓展词汇，提高语言运用能力。同时，通过对比分析、实际操作等教学手段，引导学生正确理解和运用一般过去时和现在完成时，提高他们的语法水平。
在教学过程中，教师应关注学生的个体差异，对学习困难的学生给予更多的关注和指导，帮助他们建立自信，克服学习中的困难。同时，鼓励学生积极参与课堂活动，培养他们的合作精神，提高课堂学习效果。通过以上措施，使学生在本节课中能够取得良好的学习成果，为今后的英语学习打下坚实基础。
新目标九年级英语Unit 7教案设计
Lesson PlanUnit 7 Teenagers should be allowed to choose their own clothes.(Section A 3a-3b)Jinggu No. 2 Middle School Grade 9 Shi Xiao Teaching aims:1. To learn the new words.2. To understand the poem Mom Knows Best.3. To learn to care about mom, and write a short passage about mom.4. To be able to answer the questions on the passage in 3b.5. To fill in the blanks with given Chinese meanings.Teaching important point and difficult point:1.To understand the poem Mom Knows Best.2. To learn to care about mom, and write a short passage about mom.3. To fill in the blanks with given Chinese means.Preparation before the class:Chalk, textbook, PPT, choose the right pictures for the new words, consolidation’s exercises, two songs: Understand You and Thanks for Mom.Teaching course:Step 1 Greeting and warmerPlay a song named Understand You (Dong Ni) before class.To ask something about mom in class:Who gave us lives?When we have birthday, who is supposed to thank?Who always gives us help when we are in trouble?Who looks after us well when we are feeling not well？【Design aims: To wake up the students’ sense of love for mother, and prepare for understanding the poem.】Step 2 Present the new lesson:1. Lead-in: Look at five pictures that show mother’s love for us.(1)Mom is giving the baby warm arms to sleep.(2)Mom is feeding the baby with her breast.(3)Mom is teaching the baby to learn to walk. Mom always stays with us!(4)Mom is making the baby feel well.(5)Mom is cooking.【Design aims: To make the students recall the children’s memories how our mothers care for us.】2. Look at the pictures in the slides and try to speak, and ask the students to repeat them again and again.tiny, cry, field, hug, regret, lift, teen, awful, poem, badly, talk back 【Design aims: To make sure the students master the relative vocabularies for the following reading.】3. Look at the pictures in the slides and try to express your agreement and disagreement properly. (Look at the pictures and try to make some dialogues according to your own situations.) The answers are vary. (1)Mom says: Teenagers should not be allowed to eat too muchice-cream.I say: I’m sorry to hear that. The ice-cream is really delicious.(2)Mom says: Teenagers should not be allowed to go out with their friends every night.I say: I think we can go out if we can make sure our safety.(3)Mom says: Teenagers should not be allowed to play computer games day and night.I say: I agree with you. It makes the teenagers not sleep well and make them hate learning. (I disagree with you. If we go and play on weekends, we aren’t able to influence our schoolwork. And so on)(4)Mom says: Teenagers should not be allowed to watch scary movies alone.I say: Oh, no. We aren’t babies at all. We are enough bravely to watch them. (Yes, it’s too scary. Maybe it will make us have dreams. And so on.)(5)Mom says: Teenagers should not be allowed to smoke.I say: I don’t think so. When we smoke, it will make us look very cool. (It will make us be like adults. And so on.)【Design aims: To review the Grammar Focus: should be +v-pp, and to show the students, most of the things that parents think is right. In this way, the students will understand the poem Mom Knows Best better.】4. To present the learning aims to the students:(1)To understand the poem Mom Knows Best.(2)To learn to care about mom, and write a short passage about mom.(3)To be able to answer the questions on the passage in 3b.(4) To fill in the blanks with given Chinese means.[Design aims: To make the students know what they should do and how to do it well.]5. 3a Reading tips:1) Read aloud the poem, and underline the sentence patterns, circle the sentences using the passive voice of modal verbs and find out the useful phrases in the poem. Ask a few students to read aloud their answers in class.Important point sentence patterns:I regret talking back, not listen to mom.regret doing sth 对某事感到懊悔，遗憾（已做）(1)I regret taking the medicine. (take)（2）I regret meeting you in my live. (meet)regret to do sth 做某事很遗憾、很抱歉（没做）(1)We regret to tell you that your car isn’t mended. (tell)(2) I regret to tell you that your money isn’t brought. (tell)[Design aims: To make the students be sure how to read a passage and how to accumulate more vocabularies in everyday learning activities. In this way, they can understand more reading materials in the future. Another thing is to learn how to care about our mom. And to master the important sentence patterns and make sentences with the sentence patterns. 】2) Listen to the tape and read aloud the poem again, and discuss with your partners what the title means, and answer the questions in 3b.The title is about a mother always knows what is best for a child, even though the child may disagree with her.(1) What did the mom do when the writer was a small child?1) sang to him and stayed by his side when he cried;(2)gave him food and warm arms to sleep in when he was tired and hungry; 3) keep him safe when he was running through the field; 4)hugged him and lifted him up when he felt.(2)Why do you think the writer talked back to his mom when he was seven and nine years old?He felt that he should be allowed to watch scary movies and eatice-cream.(3)How did the writer feel when he was a teenager and his mom said “Please be back by ten”?He was very upset (angry).(4)After reading the whole poem, how do you think the writer feels about his mom?He loves his mom and feels that his mom knows best.【Design aims: To make the students understand the general idea on the poem, and learn to know about mom more.】Step 3 Summary and consolidation: Play the song GanXie Mom (Thanks for Mom.) and to finish the exercises. Then discuss with the students how to care about our mom.Write down the phrases according to the given Chinese meanings, and pay attention to use the right forms.1. You shouldn’t talk back with your mother.(回嘴，顶嘴)2. I always have scary movies at night. (做噩梦，噩梦连连)3. We mustn’t watch scary movies when we are alone. （恐怖电影）4. He often goes out with his best friend on weekends. （和某人外出）5. When I think back to these old things, I regret talking back with my mother. (回想起)6.“Please come back \be back at 10:30 on time.”says my mom. （回来）【Design aims: To master the important phrases in the poem and learnto use them in the specific situations and learn how to care about our mom in everyday lives. 】Step 4 Homework1. Read aloud the poem again and again, then try to recite it.2.Writing practice: Mom, I’d Like to Tell Y ou【Design aims: To recite the poem and understand mom’s love for mein our daily lives. To be able to tell mom what you think in English. 】Blackboard Design:Mom Knows BestI Momlittle bab y→crying all night: sang to me and stayed with me tired and hungry: gave me food and warm armstwo→running through the field: made sure I was safe felt and hurt: gave me a hug and lifted me up seven→coughing badly: no ice-cream for menine→watching scary movies: would give me awful dreams teen→going out with friends: Please be back by ten (seventeen)We should：understand, love, care about, worry about, respect, help, listen to, patient，get on well with mother for ever.。
新目标9年级Unit7_SectionA(3a-3c)名师教案
3.We must keep teenagersfrom _____(dangerous).
4.The trees must __________(water) every day.
5.That boy is _______(cry).
2: Read it for the second time carefully, and fill in the blanks.
writer
mother
was crying
gave food and warm arms
made sure he was safe and kept him from danger
通过学生自学单词，
找出较难词
汇，再教读，降低阅
读难度。
通过阅读文章训练阅读能力，通过细读，抓取文章关键信息，填充表格训练学生总结及口语能力。
学生是否能熟悉新单词和句型
学生能否抓取文章关键信息。
DELC6
3
深度加工知识
Step 4
Post-
reading（阅读后(5mins)
1: Show time, read the poem ,which is the best.
•kept him safe when he was running through the field
•hugged him and lifted him up when he fell
2. He felt that he was growing up and he did not want to be treated like a small child anymore.
人教版新目标九年级英语Unit7单元集体备课教案
人教版新目标九年级英语Unit7单元集体备课教案Step 1情景导入参考案例每个青少年在生活中都会碰到允许或者不允许做某事，例如在商场购物时，我们应该允许选择自己的衣服，而作为父母却不允许我们选择自己的衣服，你们有这样的经历吗？你们是赞同还是不赞同呢，请大家说出自己的观点。
（4分钟）Teacher: Could you tell me what students should be allowed to do or shouldn't beallowed lo do?Students: __________________________________©Students should be allowed to have part-time jobs.②Students shouldn't be allowed to get their ears pierced.环节说明:通过课前的一个师生问答互动，让学生对自己感兴趣的话题产生共呜，能训劫学生学习的积极性，何时be 疝owcdtod。
的应用，为学习新课埋下了伏笔。
教学过程Step 2完成教材la-lc的任务【操作案例】1.要求学生解开课本P49,迅速阅读la部分的内容。
然后自己判断赞同还是不赞同la的内容° （1分钟）2.检查答案，先要求全班一起给出答案并检查讨论。
然后要求小组就should be allowed to do sth.的用法进行讨论，并通过以下问题对青少年应该做什么或者不允许做什么进行反馈，与学生互动。
（3分钟）参考案例Teacher:! don't think students should be allowed to go to Net Bar.Students:! agree.3.要求学生听第一遍录音，并完成课本上1b的听力任务。
（1分钟）4.要求学生听第二遍录音，并逐句进行跟读。
人教版新目标九年级英语Unit7第七单元全单元教案教学设计
人教版新目标九年级英语Unit7单元教案Unit 7Teenagers should be allowed to choose their own clothes.Section A (1a－2d)学习目标1．重点单词：license，safety，smoke，parttime，pierce，earring，flash2．重点短语：sixteenyearolds3．重点句式：I don't think sixteenyearolds should be allowed to drive. I'm worried about your safety.Anna wants to get her ears pierced.I'm really excited about seeing the famous paintings by Picasso.Do you think we may be allowed to take photos if we don't use a flash?学习重点1．重点短语和句型2．含有情态动词的被动语态学习难点1．重点短语和句型2．含有情态动词的被动语态自主学习一、预习课本P49－50新单词并背诵，完成下面的汉译英。
1．证件________ 2.安全________3．吸烟________ 4.兼职的________5．刺破________ 6.耳环________7．闪光灯________二、认真预习1a－2d找出下列句型。
1．我认为16岁的青少年不应该被允许开车。
__________________________________________________________ ______________2．我担心你的安全。
__________________________________________________________ ______________3．安娜想打耳孔。
人教新目标九年级英语Unit 7Section A精品教学设计
2. I love places where the people are really friendly.
分小组积分,调动学生的学习积极性和热情,激发学生谈论话题”假期去哪里旅游”的兴趣.
Step 2
Presentation.
Ask “Where would you like to visit? Why?”and choose some students to answer.
Students in different groups answer the questions.
学习方法
Individual work, pair work, group work(discuss, make a conversation etc.)
教学准备
Multi-media , tape recorder, students’ learning guide
教学活动
教学
环节
教师活动
学生活动
3.Moral Objects:
Wherever we travel in the world, we should protect the environment.
教学重
难
点
To help students learn and grasp the key vocabulary words and the target language.
Step 4
Pห้องสมุดไป่ตู้irwork
Ask students to work in pairs to make their own conversations about planning the vacation.
人教版英语九年级全册Unit7SectionA1a2d教学设计
c.通过讲解、示例、练习等多种方式，帮助学生掌握一般现在时态和现在进行时态的用法，以及词汇和短语的运用。
2.创设互动、轻松的课堂氛围，鼓励学生积极参与课堂活动，提高学生的学习兴趣。
a.教师应以鼓励为主，关注学生的进步，及时给予正面反馈。
3.观看一部英语家庭题材的电影或电视剧片段，记录下至少5个场景中出现的家庭成员行为和习惯，并运用一般现在时态和现在进行时态进行描述。
a.鼓励学生关注日常生活中的英语表达，提高学生的听力水平。
b.教师可推荐一些适合的影片或电视剧，帮助学生更好地完成作业。
4.家庭作业：与家人进行一次关于家庭和谐、相互尊重的交流，并以日记形式记录下交流过程和感受。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于掌握一般现在时态和现在进行时态的用法，以及能够运用所学词汇和短语进行家庭成员行为和习惯的描述。
难点：学生在实际对话中灵活运用这两种时态，以及正确使用新学的词汇和短语。
2.重点：提高学生的听力理解能力和口语表达能力，特别是在家庭场景中的实际应用。
人教版英语九年级全册Unit7SectionA1a2d教学设计
一、教学目标
（一）知识与技能
1.能够准确理解和运用本节课所学的生词和短语，如"teenager"、"argue"、"ignore"、"permission"等，并能运用到日常对话中。
2.能够理解和运用一般现在时态和现在进行时态描述家庭成员的行为和习惯。
（三）学生小组讨论
1.教师将学生分成若干小组，每组讨论以下问题：“How do you use the simple present tense and the present continuous tense to describe your family members' behavior and habits? Can you give some examples?”
人教版英语九年级全册Unit7单元优秀教学案例
三、教学策略
（一）情景创设
1.生活情境模拟：教师可以模拟不同的生活场景，如求职面试、大学专业选择等，让学生在角色扮演中运用所学词汇和句型进行交流。
2.真实案例分析：分享一些真实的职业发展故事，让学生了解不同选择背后的意义和影响。
3.个人经历分享：鼓励学生分享自己在生活选择中的经历和感悟，增进学生之间的情感交流。
四、教学内容与过程
（一）导入新课
1.教师通过展示一张自己的人生经历图片，引发学生对生活选择的思考，为新课的导入做好铺垫。
2.教师提出问题：“你们对未来有什么规划？在面对选择时，你们会怎样决策？”引导学生分享自己的看法。
3.播放一段与生活选择相关的视频，让学生从中获取灵感，激发他们对新课的兴趣。
（二）讲授新知
1.教师通过PPT展示Unit7的核心词汇和目标句型，为学生提供直观的学习材料。
2.教师运用生动的语言和实例，讲解词汇和句型的用法，帮助学生理解和掌握。
3.教师设计一些练习题，让学生在课堂上进行实时练习，巩固所学知识。
（三）学生小组讨论
1.教师将学生分成小组，让他们就某个生活选择进行讨论，如“如果你成绩很好，你会选择在国内上大学还是出国留学？”
人教版英语九年级全册Unit7单元优秀教学案例
一、案例背景
本案例背景基于人教版英语九年级全册Unit7，该单元主题为“Life Choices”，主要内容涵盖了青少高自己的英语语言能力，拓展视野，增强生活规划意识。
针对九年级学生的学情，本节课旨在引导学生运用所学知识进行实际交流，提升他们的英语应用能力。在教学过程中，教师以教材为依托，充分运用任务型教学法、情境教学法等方法，激发学生的学习兴趣，培养学生独立思考、合作探究的能力。
人教新目标九年级 Unit7 教案
Unit 7 Where would you like to visit?The First PeriodⅠ．Teaching Aims and DemandsKnowledge Objects（1）Key Vocabularytiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site（2）Target LanguageWhere would you like to go on vacation?I’d like to trek through the jungle, because I like exciting vacations．2．Ability Objects（1）Train students to talk about places they would like to visit with the target language．（2）Train students to describe vacations with different adjectives．（3）Train students’ listening skill．3．Moral Object,It′s more interesting to go on vacating somewhere instead of staying at home．Ⅱ．Teaching Key Points1．Key Vocabularytiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site2．Terget LanguageTalk about different places with the target language．Ⅲ．Teaching Difficult Points1．Describe vacations with different adjectives．2．Talk about different places with the target language．Ⅳ．Teaching Methods1．Teaching by illumination2．Teaching by doing chain drills3．Teaching by pairworkⅤ．Teaching Aids1．A tape recorder2．Some pictures of different places with famous viewsⅥ．Teaching ProceduresStep ⅠRevision1．Revise the language points in Unit 6．Provides some questions, What kind of music do you like/love/prefer? What kind of clothes/writers/movies/…do you like/love/prefer?Then ask two pairs to make model conversations to the class to make sure they answer, I like/love/prefer music that…I prefer writers who…Next ask students to practise in pairs．Walk around the classroom listening to them, correct some errors they may make and be sure they are answering with sentences with relative clauses．2．Revise the words and expressions in Unit 6 by dictating the following:lyric, remind of, entertainment, exhibition, gallary, on display, energy, suggest, photograph, suit Step Ⅱ1aAt first introduce the key vocabulary．Point to the words and teach the children to read them several times till they can pronounce the words fluently and correctly．After that, try to let students explain the adjectives and make up sentences with them．For example, exciting, do like this:Let’s try to explain some new adjectives in our own words and make up some sentences now．See exciting first．Who can explain it in your own words in English?What does exciting mean?Help the children to explain it．Exciting means not boring, or means hard to be quiet．Who can make up a sentence with it?Give an example sentence with it, please．Ask several ones to say their sentences to the class．For example,Surfing makes us exciting．The boy is very exciting when he is watching a football match．Tell students to look at the posters in the picture and compare them．We can see three posters．Tell me what you can see in each one．Then discuss the three posters with students．For Poster One, help students to say, It is a beach．A man with sunglasses is sleeping, etc．Do the same to the other two posters．Read the words on each poster to students and then let them read together several times．Ask some ones to tell the Chinese meanings of the words to see if they can understand them．Do some explanation if necessary．Call the students’ attention to the chart．Point to vacation 1,2 and 3 in the chart．Say, Let’s choose the adjectives from the box for the three vacations．The adjectives you choose should correspond with the posters．Now let’s use Vacation 1 as a sample．Which adjectives should we choose? Who can tell me?Then ask several students to tell the class the words they’ve chosen．Write down their answers on the blackboard like this:Vacation 1 Take it easy on a Florida beach!Adjectives: relaxing, peaceful, boringWho has got some other adjectives to describe it? Some other adjectives you know, but not in the box?Ask some to say more besides the ones in the box, such as quiet, lazy．Write them on the blackboard, too．Please fill in the chart with the adjectives now．Note to match the posters．Get them to fill in the answers by themselves．As they work, move around the room checking their progress and answering questions they may have．Check the answers．Step Ⅲ1bWe’ll listen to three students talking about where they would like to go on vacation and why．See the sample answers in the chart．Write your answers like that while you hear．Look at the three posters in Activity la and do this part．Each one of the three students, Sam, Gina and Lydia, wants to go to one of the three places．Play the tape for the first time, and tell the students not to write in a hurry, just try to catch the main idea of the dialogue．Then play the recording again．Ask them to write their answers this time．Check the answers．Step Ⅳ1cPresentate this dialogue, showing some pictures of the places with great interest all over the world and say like this:I’d like to travel to France．I’d love to visit Paris, because I like relaxing vacations．Where would you like to go on vacation, Sam?Ask one student to answer the question．After that let him or her ask another student．Set off a chain drill like this:T: I’d love to visit Paris, because I like relaxing vacations．Where would you like to go on vacation, S1?S1:I’d like to climb Mount Emei, because I like dangerous vacations．Where would you like to go on vacation, S2?S s :I prefer to travel to the USA, because I like exotic vacations．Where would you like to go on vacation, S3?S3…After a team finished get the children to make their own conversations in pairs．Ask two students to read the example in the speech bubbles in Activity la．Tell them to talk about the posters with their partners this time．As students work together, move around the classroom, offering language support as needed．Ask some pairs to say their conversations to the class．Step ⅤSummaryIn this class, we’ve learned some adjectives that are used to describe vacations and some other words．We have also learned the target language—Where would you like to go on vacation? I’d like to trek through the jungle because I like exciting vacations．Step ⅥHomework1．Try to remember the new key vocabulary．2．Write out three similar conversations to the example in the picture in Activity 1a．Step ⅦThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyfall, Niagara Falls（2）Target LanguageWhere would you like to visit?I’d like/hope to visit/see…I’d like/love places where…2．Ability Objects（1）Train students’ listening skill．（2）Train students’ communicative competence．3．Moral ObjectIt can make you know more about the world to travel much．Ⅱ．Teaching Key Points1．New words fall, Niagara Falls2．Listening practice with target language3．Make communications with target languageⅢ．Teaching Difficult Points1．Train students’ listening practice with target language．2．Help students to make communications with target language．Ⅳ．Teaching Methods1．Listening 2．Pairwork 3．ExplanationⅤ．Teaching Aids1．A tape recorder2．Some pictures of Hawaii, Mexico and Niagara FallsⅥ．Teaching ProceduresStep ⅠRevision（1）Revise the target language by asking question, Where would you like to go on vacation? Get several students to give different answers．Then ask them to work in pairs to practise with:Where would you like to go on vacation?I’d like/love to…because I like…vacations．（2）Check homework by asking several ones to read their conversations．（3）Check homework by dictating the following words:tiring, educational, fascinating, thrilling, relaxing, dangerous, exotic, trek．jungle, take it easy, explore, historicAfter dictating, hove students check in pairs．Make a survey by asking them to put up hands to see how many have written out all the words correctly．Step Ⅱ2aRead the instructions to the students．Look at the four sentences in the box．They are from a conversation, but they are not in the right order．We will listen to a conversation talking about going on a vacation．We can see the number in from of the fourth sentence．It’s a sample answerPlease write the right numbers before the first three sentences in the blanks．Then play the tape．Students only listen this time．Try to catch the main idea of the conversation．Next play the tape again．Students listen and write the numbers in the blanks．Check the answers．Step Ⅲ2bThis activity provides listening practice using the target language, too．Read the instructions to students, and make sure that they know what to do．Look at the first column, "Place"．Someone doesn’t like going to these places．Why? Choose the reason for each place from the second column．Write the letters of the reasons in the blanks before the places/Let’s read the contents in the chart first．Get them to read the places and reasons several times．Then say, we’ll listen to the same recording again．Listen andmatch each place with a reason for not going there．Play the recording again．Ask students to fill in their answers．Check the answersStep Ⅳ2cRead the instructions to the students．Tell them to use the information in Activities 2a and 2b to role play conversations．（Holding a picture of Hawaii）．I hope to visit Hawaii some day．Get a student to answer, So do I．I like places where the weather is always warm．Showing a picture of Mexico, ask two students to make up similar conversations．Note to use the information in Activities 2a and 2b．Do the same with the third place Niagara Falls．Say, Now please role play the conversations in pairs, using the information in Activities 2a and 2b．Each pair makes one at least．As the students work, move around the room checking progress of the pairs and offering help as needed．Ask one or two move pairs to say their conversations to the class．Step 5 Grammar FocusPresentate the conversation below by saying to the students and writing it on the blackboard: Where would you like to visit?I’d like to go somewhere relaxing．Draw a line under the word relaxing．Then ask the children the same questions and tell them to answer in their own words．For example,I’d like to go somewhere interesting．I’d like to go somewhere exotic．After asking several children to give answers with different adjectives, get them to practice in pairs．Each pair makes two conversations．Next ask several pairs to share their conversations with the class．Then say, the adjectives usually come before the nouns, such as, an educational vacation, a tiring trip．But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns．For example:I’d like to go somewhere fascinating．I’d love to eat something delicious．After that, presentate another pair of sentences．Say to the students and write down on the blackboard:Where would you like to visit?I hope to go to France some day．Explain sentences with some day in English orally, like this,I hope to go to France some day．This sentence means I hope to go to France some day, but I’m not sure I will．Maybe I will go there in the future and maybe I won’t．The sentences with some day are often used to express that．Then have the children make up more sentences．Step ⅥSummaryIn this class, we’ve done some listening practice with target language．We have also practiced our oral English in pairs．And we’ve discussed something on grammar．Step ⅦHomework1．Write out two pairs of sentences like this:Where would you like to visit?I’d like to go somewhere relaxing．Where would you like to visit?I hope to go to France some day．2．Practice the target language orally with the classmates．Step ⅧThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularytouristy, spotlight" Singapore, beautiful, heavy, private, downtown, get around, Pack, light（2）Target LanguageWhere would you like to go, Kathy?I’d like to visit Kunming．2．Ability Objects（1）Train students’ reading skill．（2）Train students’ skill of communication．3．Moral ObjectShare your experience on travelling in a city with your classmates and tell them what they should bring if they decide to visit it．Ⅱ．Teaching Key Points1．Guide students to read the passage in Activity 3a．2．The new vocabularyⅢ．Teaching Difficult PointHelp students to talk to their partners about the cities they know．Ⅳ．Teaching Methods1．Teaching by illumination．2．Teaching by asking questions．Ⅴ．Teaching ProceduresStep ⅠRevision1．Revise the target language they learned last class by asking Where would you like to go on vacation? Get several children to answer I’d like to…because…2．Check the homework by asking some children to read the conversations they wrote to the class．Step Ⅱ3aAt first introduce the key vocabulary words．Teach students to read the vocabulary several times until they can read them out easily and correctly．Read the passage quickly and try to answer the questions on the blackboard．Write these questions on the blackboard:1．What doesn’t Singapore have?2．What does Singapore have?3．Is Singapore also a wonderful place for shopping?4．What don’t you plan on doing in singapore? why?5．What is easiest to do in Singapore?6．What is suggested to bring if you decide to go there? Why?A few minutes later（maybe two or three minutes）, ask different students to answer the questions．Play the video tape of Singapore for students or show them some pictures．Next, read the instructions to students．Say, What things do you like about visiting Singapore and what things don’t you like? Read the passage again．Circle the things you like about visiting Singapore and underline the things you don’t like．Get them to finish the activity on their own．Check the answers．Step Ⅲ3bRead the instructions to students．Make sure that they know what to do．Ask two students to read the sample conversation on the left in Activity 3b,Note to correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．Ask another pair to model a conversation with the first group of words on the right, the words in the first line．Listen to them carefully with the whole class to see if they can put the words in the proper places．Then let the whole class practice in pairs．Each pair should make up four conversations with the information on the right．Walk around the classroom as the students are working．Listen to some pairs and see if they have met any problems．Offer some help as needed．After all the students have finished practicing, ask some more pairs to share theirconversations with their classmates．Step ⅣPart 4Read the instructions to the children．Make sure that they understand it．Say, First think of a city you know, everyone．I think of Dalian．What about you?Ask several ones to tell the names of the cities they’ve thought of．Then say, Please write down the name of the city you’ve thought of on the line above city name in the chart．After that, show some photos of Dalian to the students around the room．Then continue saying, Dalian is a very beautiful city with wonderful beaches．It has very long coast．It also has quite a few big and nice parks．Some are near the sea and some are not．I like the big museum of different kinds of sea animals, too．What about you? What do you like about the cities you’ve written in your book?Ask two or three to say something about their cities．Then say, Now please fill in the left box with the things you like about the city．I’ll write mine on the blackboard, you can use it as a sample．Write the sample on the blackboard, and students write out theirs．Walk around the classroom and direct them to write．After all of them have finished, go on with the third step．Now talk to your partner about the things you don’t like．After they finish talking, go on saying something I don’t like about Dalian to them．For example, The things in Dalian are too expensive．They are for the rich．And there are too many cars running on the streets．It’s very hard for people to cross a street．Can you say something you don’t like about your cities?Ask some to say something on that to the class．Then tell them to fill in the box for things you don’t like．Let them talk to their partners about it．Step ⅥSummaryIn this class, we’ve learned something about Singapore, and we’ve talked about some other places all over the world．We’ve done a lot of listening, speaking, reading and writing practice using the target language．Step ⅦHomework1．Write a short passage on the city you talked about in class．2．Try to remember the new words on page 54．Step ⅧThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularycustomer, save money, pool, culture, dream vacation, travel agency（2）Target LanguageWhere would you like to go?I’d like to go somewhere warm．2．Ability Objects（1）Train students’ listening ability．（2）Train students to use the target language in oral English properly．3．Moral ObjectTo role play the conversations you’ve heard is a very good way to improve your oral English．Ⅱ．Teaching Key PointTrain students’ listening skill by listening to the conversations with the target language．Ⅲ．Teaching Difficult PointHelp students to role play the conversations．Ⅳ．Teaching Methods1．Brainstorm2．Listening method3．PairworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevision1．Revise the passage about Singapore by asking two or three students to read it to the class．Make sure that they pronounce each word correctly．Then let students read it aloud once by themselves．2．Check the short compositions they have written at home．First let several ones read theirs to the class．Second, get them to work in pairs to check the compositions．At last, collect all students’ compositions．Go over them carefully after class．Step ⅡPart 1This activity reviews the target language and introduces new vocabulary．Read the instructions to students．Explain brainstorm like this:Brainstorm a list of things means you should write down all the ideas that come into your minds．Now brainstorm a list of things that are important to you when you go on vacation．Write them down in your exercise books．You should not worry if an idea is silly or if a word is spelled wrong．You can even write a word in their first language for the moment．Ask them to have a look at the two model phrases the book provides before they begin．Move around the room offering language support as needed．After about three minutes, tell them to stop writing and thinking．Let’s review the ideas you’ve thought of together．We will correct spelling and find the correct English words for any words you don’t know．Then ask some children to read their lists to the class．Write any new words orphrases they have used on the blackboard．Ask them to discuss the lists in groups of four．Each one reads his or her own list to the other three．Then they discuss the words or phrases together．If there is something that they are not sure, tell them to show me by putting up their hands．Move around the room and solve the problems they may have．Help students find the correct English words to express their ideas．Step Ⅲ2aRead the instructions to students．Tell them to guess the meaning of travel agency first．Then explain it like this:If you plan to have a trip or vacation, you can go to a travel agency．A travel agency is an office that can help you make travel plans．Also they help you get plane tickets and hotel reservations．Then presentate whale watch and amusement park to the class like below．A whale watch tour means you stay in a ship and go out to the oceaning during the time of year when the whales are migrating, then you can see them travelling．Amusement park means a place like disneyland．You can do lots of rides and play lots of games there．Write the two phrases on the blackboard．Look at the three pictures in Activity 2a now．We know Jeff has a summer job at a travel agency．We will hear him talking on the phone with three different people．Can you see the small box in the corner of each picture? Listen to the conversations and number the pictures．Write a proper number in each box to show the right order of the pictures．Then play the tape for the first time．Tell them only to listen．Play the tape a second time．As they listen to the tape this time, have the students number the pictures．Check the answers．Step Ⅳ2bRead the instructions to the children．Tell them to look at the chart．Then read the headings Customer, Wants, Doesn’t want and pointout the blanks under each one．And let them see the sample answer under Wants in the chart．Ask them to read it together．Say, Then first customer wants to go somewhere warm．I’ll play the recording again．Please write down the things the three customers want and don’t want in this chart as you listen to the recording．The play the recording again．Students fill in the blanks with the words they hear．Pause the tape several times to give students time to fill out the chart．Correct the answers．Step Ⅴ2cThis activity provides guided oral practice using the target language．Read the instructions to the children．Say, In this activity, you are asked to role play Jeff’s conversation with the information in the chart in Activity 2b．Ask a pair of students to read the sample conversation to the class．Offer more phrases,…to go to a small town,…to go by ship,…to go to a place which is too crowded, …to travel by plane,…to go to anywhere too far, ect．Write them on the blackboard．Then ask students to practice in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Correct any mistakes they may have made．Step ⅥSummarySay, In this class, we’ve done lots of listening practice on target language, and we’ve also written and spoken some．Step ⅦHomework1．Write out the phrases you have brainstormed in Activity 1．2．Write down the conversation in Activity 2c．StepThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyprovide, firm, offer, spot, Confucius, stele, forestThe Forest of Steles（2）Reading practice using the target language（3）Writing practice using the target language2．Ability Objects（1）Train students’ reading skill．（2）Train students’ writing skill．（3）Train students’ listening and speaking skills．3．Moral ObjectAre you planning to take a trip this summer?Write an e-mail to a travel agency in English to get some information on vacations．Ⅱ．Teaching Key Points1．The new vocabulary．2．Read an e-mail．3．Write an e-mail．Ⅲ．Teaching Difficult PointWrite an e-mail．Ⅳ．Teaching Methods1．Scanning the e-mail to find out the answers2．Writing3．GroupworkⅤ．Teaching ProceduresStep ⅠRevision1．Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this,T: Where would you like to go?S s: I’d like to go somewhere relaxing．T: What else can you tell me?S: I don’t want to go to big noisy cities．After that, ask them to practice in pairs．Ask several pairs to share their conversations with the whole class．2．Check their homework．Step Ⅱ3aThis activity provides reading practice using the target language．At first, introduce the key vocabulary words．Teach students to read the words and expressions several times．Then ask several to read to the class．Make sure that they can read the words fluently and correctly．Read the instructions to students. Make sure that each student knows what they will have to do．Go over the statements about the e-mail message with the whole class．Make sure that they can understand all the six sentences in the box．And tell them to put the six statements in their minds while they scan the e-mail below．Say, Boys and girls, please scan the e-mail in Activity 3a now．Try to get the main idea of the letter and find out the answers to the statements．Ask them to scan the letter individually, and write T, F or DK before each statement．After they’ve all finished scanning, check the answers with the whole class．Elicit why the false sentences are false at the same time．After checking the answers, tell the children to read the passage more carefully and prepare to answer the questions on the blackboard．After they’ve all finished reading, get some students to answer these questions．Encourage them to ask questions on what they don’t understand about the e-mail．Ask one student to read the letter to the class．Help him or her with the pronunciation．Then let all the students read the passage several times．Step Ⅲ3bRead the instructions to students．Ask: Who can explain the instructions in your own language?Choose two or three among those who have put up their hands to explain the instructions in English．They may say like this, Suppose I work for Ace Travel Agency and I have received the letter from S．T．Zhang．Then it is my duty to reply the e-mail and I have to tell where they should go on vacation．After they all know what to do, get them to begin writing．Move around the classroom as they write, offering help if necessary．Remember whose passage is excellent and prepare to ask them to read theirs to the class．After they’ve all finished writing, ask the students who have written very good passages to read theirs to the class．Let them work in pairs to correct the mistakes in the passage they’ve written．Tell them that they have to rewrite the letters after class and bring them to school tomorrow．Step ⅣPart 4Read the instructions to students．Say something about the three places in the chart．Showing some pictures of these places to the students, say like this, Qufu is a small city in Shandong Province．It is famous for Confucius．It was Confucius’ hometown．He was born there．The Great Wall is the pride of the Chinese people．It is very long and it is hard to believe that it was built over two thousand years ago．The Forest of Steles in Xi’an is a great place for people who are interested in writing Chinese with brushes．What do you think of the three places?Look at the chart in Activity 4．We can see the sample answer in the box about Qufu in the column of you．Continue saying, Now please fill in the boxes about The Great Wall and The Forest of Steles in Xi’an on your own．You can use the words above the chart or any other word．Tell them to write out the three students’ names in the proper places in the chart．Then get them to survey the three students．Let them work in groups of four．Ask a pair of students to read the model conversation in Activity 4 before they begin their own ones．At last, have several groups report the results to the class．Then ask the class where they would prefer to go together．Step ⅤSummaryIn this class, we’ve read an e-mail to a travel agency and we’ve also written an e-mail．And we’ve done some reading, writing, listening and speaking practice using the target language through group work．Step ⅥHomework1．Rewrite the e-mail which you wrote in class．2．Try to remember the new words and expressions on page 56．Step ⅧThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularysurf, arctic（2）Use the following words properlyhope, pack, save, provide, cook（3）Write an article using the target language．2．Ability Objects（1）Train students to use the verbs hope, pack, save, provide and cook well．（2）Train students’ writing skill．3．Moral ObjectDo you want to travel abroad? Englishwill be very useful for you then．It is spoken all over the world．Ⅱ．Teaching Key Points1．Help students have a self check on the key words and target language．2．Practice using the verbs．hope, pack, save, provide, cook3．Write an article．Ⅲ．Teaching Difficult Points1．Use the verbs hope, pack, save, provide and cook．2．Write the article．Ⅳ．Teaching Methods1．Teaching by making sentences．2．Teaching by writing．Ⅴ．Teaching AidThe pictures of the four placesⅥ．Teaching ProceduresStep ⅠRevision1．Check the homework by asking students to show their e-mails．Choose several to read theirs to the class．Then let them work in pairs and read their own letters to the partners．At last, collect all the letters．。
人教新目标九年级英语全一册Unit7period3教学设计
3.分析课文中的重点句型，如"Used to do sth."、"Would like to do sth."等，通过实际例句和情境创设，让学生在实际语境中感受和运用这些句型。
（四）课堂练习
1.教师设计一些关于一般过去时态和重点词汇的练习题，如填空、改错、翻译等，让学生独立完成，巩固所学知识。
2.进行角色扮演活动，让学生模拟参加公益活动的场景，运用所学语言知识进行沟通和交流。
3.教师挑选部分学生的练习进行展示和评价，给予肯定和鼓励，同时指出需要改进的地方。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般过去时态的用法和重点词汇、短语。
2.重点：培养学生通过阅读获取信息、处理信息的能力，以及对文章主旨大意的理解。
难点：引导学生从阅读中提炼关键信息，学会分析文章结构和作者观点，以及如何将这些信息内化为自己的知识体系。
（二）教学设想
1.针对一般过去时态的教学，教师可以通过创设丰富的情境，如讲述一个过去的故事、分享一段个人经历等，让学生在实际语境中感受和运用时态。通过反复的练习和及时的反馈，帮助学生克服时态运用的难点。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于学生对一般过去时态的掌握，以及能够运用该时态描述过去发生的事情。此外，对重点词汇和短语的熟练运用也是教学的重点。
难点：学生对于一般过去时态与现在时态的区分和正确使用，尤其是在口语表达和写作中的应用，是教学的难点。同时，如何引导学生将所学的词汇和短语融入到实际语境中，提高他们的语言运用能力，也是教学的难点。
新目标九级英语全册Unit7精品教学案
英语九年级上册第七单元教案案执笔人罗伟斌Section A 第一课时一、课前预习查出下列单词的中文意思，并抄写五遍。
tiring (________)__________________________________________educational (________) _________________________________________peaceful () ______________________________________________fascinating (________)_________________________________________thrilling ( ) ___________________________________________trek ( )______________________________________________jungle ( ) ________________________________________________fall ( ) __________________________________________________ 翻译下列句子或短语。
Where would you like to visit? ______________________________I love places where the people are really friendly ____________________I hope to see Niagara some day. ________________________________I’d like to go somewhere relaxing ______________________________I like exciting vacations. _____________________________Wouldn’t that be dangerous? ______________________________I hope to visit Hawaii one day.___________________________________用所给词的正确形式填空。
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5.I should not be told what to do!我不应当被告诉要做什么。
6.I regret talking back,not listening to Mom.我很后悔顶嘴而没有听妈妈的话。
3.完成教材2c的任务，要求学生模仿听力内容，使用“should be allowed to”进行对话练习。并邀请2-3对同学当堂进行演示。(3分钟)
4.小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时纠正。(2分钟)
汉译英，每空一词。
1)青少年应该允许选择他们自己的衣服。
______________________________________
2.How does your mother care about you?
______________________________________
3.What bad things did you do to against your mother？
参考案例
Teacher:I don’t think students should be allowed to go to Net Bar.
Students:I agree.
3.要求学生听第一遍录音，并完成课本上1b的听力任务。(1分钟)
4.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
5.完成教材1c的任务，要求学生根据1a中的陈述，利用方框内的短语编写对话，进行练习，然后要求2-3位学生当堂进行演示。(3分钟)
6.听力内容巩固训练。要求学生根据所听到的内容完成下列问题。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(4分钟)
1)根据所听内容回答问题。
What is the relationship of the two speakers?
Mother and daughter.
2)听第二遍录音，完成下列短文。
Teacher:Could you tell me what students should be allowed to do or shouldn’t be allowed to do?
Students:_________________________________
①Students should be allowed to have part-time jobs.
3.field(n.)田野；场地
4.hug（n.&v.）拥抱；搂抱
5.lift(v.)举起；抬高（n.）电梯
6.awful（adj.）很坏的；讨厌的
7.regret（v.&n.）感到遗憾，懊悔
8.poem(n.)诗；韵文
重点词组
1.stay by my side陪伴在我身旁
2.run through the field在田野里奔跑
3.keep me from danger让我远离危险
4.give me a hug给我一个拥抱
5.lift…up把……举起来
6.talk back顶嘴
7.think back to…回想起……
重点句式
1.When I was a tiny baby crying all night,my mom sang to me and stayed by my side.当我还是一个整夜哭闹的小婴孩时，我妈妈给我唱歌并且一直陪伴我。
环节说明:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
Step 3完成教材2a-2c的任务
【操作案例】
1.要求学生翻开课本P50。要求学生听第一遍录音，完成2a，2b的听力任务。(1分钟)
2.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
______________________________________
环节说明:通过带着问题去学习诗歌，从而达到导入新课的目的，同时也可以使学生积极阅读诗歌，理解母爱的内涵。
Step 2完成教材3a-3c的任务
【操作案例】
1.要求学生快速默读诗歌，熟知大意，并完成课本3a的任务，然后邀请几位同学给出自己的答案，全班一起学习讨论。(3分钟)
5.Do you think we may be allowed to take photos if we don’t use a flash?你认为如果我们不用闪光灯，我们可能被允许拍照吗？
重点难点
灵活运用含有情态动词的各种句型进行对话
教学方法
导学互学
教学过程
Step 1情景导入
参考案例
每个青少年在生活中都会碰到允许或者不允许做某事，例如在商场购物时，我们应该允许选择自己的衣服，而作为父母却不允许我们选择自己的衣服，你们有这样的经历吗？你们是赞同还是不赞同呢，请大家说出自己的观点。（4分钟）
2.先邀请几位同学阅读诗歌(可一人一段)，教师要注意学生的语音，给予必要的朗读指导。然后播放录音，全班同学一起跟读。(3分钟)
3.诗歌内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。(4分钟)
Only mother’s love is true love in the world.She gives everybody everything all her life.When you are still a tinycryingbaby,mother takes good care of you as much aspossible.When you are awake,she always holds you in herwarmarms.When you can run through thefield,she feels very worried about yoursafetyand keep you away fromdanger.When you fall and hurt yourself,she will give you ahugandliftyou up.On cold winter days,she always tells you to put on more clothes.She usually stands in the windwaitingfor you back from school.When yourushto school without breakfast,she is always worried about you at home.She oftencaresabout your study.When you make someprogressin your study at school,you will see the brightestsmileon her face.
Teenagersshould be allowed tochoose their own clothes.
2)16岁的青少年不应该允许驾车。
Sixteen-year-oldsshould not be allowed todrive.
3)老师来的时候，你们应该停止说话。
You shouldstop talkingwhen the teacher comes in.
人教版新目标九年级英语Unit7单元集体备课教案
首备人
九年级组
复备人
课型
课时
授课人
授课时间
授课班级
备课组
课题
Unit 7Teenagers should be allowed to choose their own clothes.
第一课时Section A(1a~2d)
二次备课
学习目标
重点单词
1.license（n.）证；证件
②Students shouldn’t be allowed to get their ears pierced.
…
环节说明:通过课前的一个师生问答互动，让学生对自己感兴趣的话题产生共鸣，能调动学生学习的积极性，同时be allowed to do的应用，为学习新课埋下了伏笔。
Step 2完成教材1a-1c的任务
2.When I was seven coughing badly,she said no ice-cream for me.当我七岁咳嗽的严重时，她对我说不能吃冰淇淋。
3.I should be allowed to eat some! Give it to me now!我应当被允许吃一些，现在就给我!
重点难点
掌握含情态动词的被动语态的用法
教学方法
导学小组合作的主要内容是一篇称颂母爱的诗歌；在学习这首诗歌之前教师可准备几个与诗歌内容相关的问题，然后邀请几位同学就提出的问题给出自己的答案或见解。(4分钟)
Questions:
1.Does your mother love you? How do you know?
2.safety（n.）安全；安全性
3.smoke（v.）冒烟；吸烟（n.)烟
重点词组
1.the driver’s license驾照
2.No way休想
3.have part-time jobs有兼职工作
4.get their ears pierced穿耳洞
5.cut the hair理发
6.the famous painting by Picasso毕加索的名画
The woman doesn’t think sixteen-year-olds should be allowed todrivebecause they aren’tseriousenough.Anna thinks teenagers should be allowed tochoose their own clothesbecause she is not a child.