新目标九年级英语unit5教学设计方案
人教新目标九年级英语Unit5SectionB(2a2e)教学设计
-目的是培养学生自主学习和搜集信息的能力，同时激发他们对目标设定的兴趣。
5.家庭作业：家长协助学生制定一个家庭学习计划，为期一周，关注学生在家的学习目标和完成情况。
-此作业旨在培养学生的时间管理能力和自我监督意识，同时增进家长对子女学习的了解和参与。
2.词汇教学：
-采用图片、实物等直观教学手段，帮助学生形象记忆词汇。
-通过词义猜测、词汇接龙等游戏，增加词汇学习的趣味性。
3.语法教学：
-使用图表、时间轴等视觉辅助工具，帮助学生直观理解一般现在时和一般过去时的区别和用法。
-设计填空、改错等练习，巩固语法知识。
4.听说教学：
-播放与目标相关的音频材料，引导学生进行听力训练，并鼓励他们复述所听内容。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法培养英语学习能力和思维方式：
1.小组合作：学生通过小组活动，共同讨论和分享各自的目标和经验，培养团队协作和沟通能力。
2.问题解决：学生针对设定目标过程中可能遇到的挑战，提出解决方案，培养分析和解决问题的能力。
3.自主学习：学生在课后进行词汇和语法练习，培养自主学习能力和良好的学习习惯。
（二）讲授新知，500字
1.教师呈现新课的词汇和短语，通过图片、例句和情境让学生理解和记忆。
-利用PPT展示词汇和短语的含义，结合语境进行讲解。
-通过互动问答，检查学生对词汇的理解。
2.讲解一般现在时和一般过去时在描述目标、动机和挑战时的用法。
-使用时间轴和示例句子，帮助学生区分两种时态的用法。
-安排课堂小练习，让学生即时运用所学语法。
3.情感共鸣：学生通过分享和倾听他人的目标和经历，学会理解和关心他人，培养同理心。
人教新目标九年级英语Unit5(1a1c)教学设计
6.创新评价，鼓励进步：采用多元化的评价方式，关注学生的成长过程，激发学生的学习积极性，鼓励他们不断进步。
7.课后拓展，提高自主学习能力：布置课后作业，引导学生进行拓展学习，培养他们自主查找资料、解决问题的能力。
3.教师引导学生学习1a-1c部分，通过听力、阅读练习，让学生获取关键信息，提炼文章主旨，培养他们的阅读理解能力。
（三）学生小组讨论（500字）
1.教师将学生分成小组，要求每组选择一个成员的梦想或目标，讨论如何实现它。
2.学生运用所学的词汇、短语和句型，进行小组讨论，并记录讨论成果。
3.各小组汇报讨论成果，其他小组进行评价和反馈，教师对学生的讨论进行点评和指导。
8.家校合作，共同促进：与家长保持密切沟通，共同关注学生的学习情况，形成家校合力，共同促进学生全面发展。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过展示一幅描绘梦想与目标的图片，引发学生对主题的思考，激发他们的学习兴趣。
2.教师提出问题：“What is your dream or goal? How do you plan to achieve it?”让学生进行头脑风暴，分享自己的梦想和目标，为新课的学习做好铺垫。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们在语言表达、词汇积累和语法知识方面有了一定的储备。在此基础上，他们对本章节关于个人目标和梦想的主题表现出较高的兴趣和热情。然而，在表达复杂思想和深入讨论方面，部分学生仍存在一定困难。因此，在教学过程中，我们需要关注以下几点：
1.针对学生英语水平差异，采取分层教学，为不同层次的学生提供合适的语言输入和输出机会，使他们在原有基础上得到提高。
人教版新目标九年级英语Unit5第五单元全单元教案教学设计
人教版新目标九年级英语Unit5单元教案Unit 5 What are the shirts made of?Section A (1a－2d)学习目标1．重点单词：chopstick，coin，fork，blouse，silver，glass，cotton，steel，fair，grass，leaf，produce，widely，process，pack2．重点短语：be made of，be made in，be made from，as far as sb. know，be known for3．重点句式：What are the shirts made of?—This ring looks nice.Is it made of silver?—Yes，and it was made in Thailand.What is the painting made from?How is tea produced?As far as I know，tea plants are grown on the sides of mountains. People say that tea is good for both health and business! 学习重点1．重点短语和句型2．一般现在时态和一般过去时态的被动语态学习难点一般现在时态和一般过去时态的被动语态自主学习一、预习课本P33－34新单词并背诵，完成下面的汉译英。
1．筷子________ 2.硬币________3．叉子________ 4.衬衫________5．银器________ 6.玻璃________7．棉花________ 8.钢铁________9．展览会________ 10.草地________11．叶子________ 12.生产________13．普遍地________ 14.加工________15．包装________二、认真预习1a－2d找出下列短语和句型。
人教版新目标九年级英语Unit5单元集体备课教案
人教版新目标九年级英语Unit5单元集体备课教案They were made in a XXX.②The pencil is made of wood and graphite。
It was made in a XXX.③The desk is made of wood。
It was made in a XXX.④The computer is made of metal and plastic。
It was made in an XXX.Step 2新词研究1.Introduce the new words: produce。
widely。
process.2.Have students repeat the words and explain the meanings.e the words in XXX students understand their usage.Step 3词组研究1.Introduce the new phrases: be made of/from。
be made in sw。
the art and science fair。
environmental n。
grass and leaves。
be known for/be famous for。
as far as I know。
on the sides of mountains.2.Have students repeat the phrases and explain the meanings.e the XXX students understand their usage.Step 4句型研究1.Introduce the sentence patterns: What is the model plane made of。
What is the painting made from。
Is this ring made of silver。
人教新目标英语九年级英语unit5(sectionA1a2d)教学设计
一、教学目标
（一）知识与技能
1.知识目标：通过本节课的学习，使学生掌握以下英语词汇和表达方式：illness（疾病）、symptom（症状）、medicine（药物）、cure（治愈）、recover（恢复）、sore throat（喉咙痛）、headache（头痛）、fever（发烧）、take one's temperature（量体温）、prescription（处方）、pharmacy（药店）等。同时，让学生学会使用一般过去时描述过去的疾病经历。
5.家长参与：请家长协助学生完成角色扮演视频作业，并在视频拍摄过程中关注学生的英语表达。家长可以为学生提供语言支持，同时了解孩子的学习情况。
1.对话编写：小组成员共同讨论，完成一段不少于10句话的就医对话。对话内容要贴近生活，符合实际情境。
2.角色扮演视频：视频时长不少于3分钟，包含医生、病人两个角色。注意口语表达的准确性，以及动作、表情的自然。
2.技能目标：培养学生运用英语进行就医咨询的能力，学会描述病情、询问药物及用法。通过小组讨论，提高学生的口语表达能力和听力理解能力。
（二）过程与方法
1.过程目标：通过情景教学，引导学生运用所学知识进行角色扮演，模拟就医场景，提高学生的实际应用能力。让学生在小组合作中，学会倾听、表达、沟通和协作。
2.方法目标：采用任务型教学法，设计丰富的课堂活动，如小组讨论、角色扮演、听力训练等，激发学生的学习兴趣，提高学生的参与度和积极性。
（四）课堂练习
1.听力训练：播放一段就医场景的听力材料，让学生回答相关问题，检测他们对词汇和语法的掌握程度。
2.口语表达：邀请学生上台展示角色扮演，其他学生认真聆听，并给予评价。教师关注学生的语言表达，及时纠正错误。
新目标九年级英语Unit5教学设计和反思.doc
新目标九年级英语Unit 5教学设计和反思新目标九年级英语Unit 5 It must belong to Carla教学设计(Section A la——Grammar)一、教学设计思想《新课程理念》屮提到基础阶段英语课程的总体目标是培养学生的综合语言运用能力，而语言知识和语言技能是综合语言运用能力的基础。
任务型教学思想，以学生为主体，以任务为驱动，提倡学生参与、体验、感知、实践和合作探究的学习方式，在完成任务的过程中达到实现语言交际的目的。
本节课以学生学习兴趣、特点及学习水平为出发点，旨在创设一个有趣，富于启发思维的教学情景，激发学生学习兴趣，让学生快乐地投入到学习活动中，从而学习运用语言的能力。
二、教材分析与重难点本单元中心话题是“野炊”，谈论对事物的推测，主要语法是情态动词might could must can^表示推测的用法。
情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读。
本节是本单元的第一节，本节的重点是使学生能运用情态动词might could must caift对物品所属进行推测，通过学习用相关信息对物主的推测来提髙学生的逻辑思维能力和推断能力。
难点是区分belong to和名词所有格表所属关系的运用。
利用反复操练的形式来突难教学难点。
三、学情分析与教法学法学习兴趣的激发和树立学习信心是很重要的。
因此，教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到活动中来，创造更多的机会让他们说英语，通过小组合作学习降低学习难度，使他们体验成功的喜悦。
我主要采用任务型教学法结合情景教学、交际教学、视听说的教学法。
四、教学目标1、知识目标a识记词汇author, picnic belong to hairband possiblyb.掌握目标语言Whose English book is this? It must be Carla's. It has her name on it..Whose volleyball is this ?It could /might be Alice's. She loves volleyball.Whose pen is this ?It might belong to Helen.Ifs under her chair.Whose T-shirt is this ?It can't be John's. It's too much small for him.2、能力目标a.学生能用情态动词并根据相关信息对物品所属进行推测。
人教新目标九年级英语Unit 5 单元教学设计
教案Unit 5 What are the shirts made of?Period 1 Section A 1a-2d【教材内容分析】本课是一节听说课。
主要谈论日常用品和制造该用品所需原材料以及生产地等，首先，通过谈论生活中常见物品（如杯子、课桌等）的制作原料来导入话题。
复习并呈现日常用品及原材料的相关词汇。
因本课的很多词汇与生活联系密切，所以很多物品可以通过实物进行展示，如chopsticks, fork，coin，blouse，glass，silk等。
在听说过程中，自然呈现出被动语态句式，让学生感知被动语态的结构及其表意功能。
借助听力材料，切入到再生资源和环保话题，对学生进行潜移默化的人文教育。
通过一个关于茶叶的对话，呈现被动语态在不同语境下更多真实运用的例句，加强学生对这一新语法项目的感性认识。
【学情分析】被动语态对于学生来说，这是在教材中首次接触。
但实际上，很多学生受母语的影响，对被动语态也有一定的了解。
通过给学生一定的情景，谈论日常用品的原材料和生产地，让他们体会被动语态的结构和表意功能。
在听说训练过程中，让学生通过自主和合作学习的方式进行句式结构的语言输入，并设计相应的任务,鼓励学生运用所学进行语言实践，并就原材料话题对学生进行生态环保方面的人文教育。
【学习目标】1.学生能识记本课表示日常用品的词汇：chopsticks，window，coin，stamp，fork，blouse等。
2.学生能识记表示原材料的词汇：wood，gold，silver，paper，silk，cotton，glass。
3.学生初步掌握被动语态的句式结构：A: What is the model plane made of?B：It’s made of used wood and glass.4.学生能够树立生态环保意识，简单了解中国的茶文化。
【学习重点】学会使用被动语态表达被动关系。
【学习难点】正确使用被动语态结构，正确使用动词的过去分词。
人教新目标英语九年级Unit5全单元教案
人教新目标英语九年级Unit 5 What are the shirts made of?Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass,leaf, produce, widely, be known for, process, pack 能掌握以下句型：①—This ring looks nice. Is it made of silver?—Yes, and it was made in Thailand.②What is it made of/from?③China is famous for tea, right?④Where is tea produced in China?2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。
2. 情感态度价值观目标：了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。
二、教学重难点1. 教学重点：1) 掌握本课时中出现的生词2) 能够用英语描述及询问物品的制作材料3）正确理解被动语态的用法及句子结构。
2. 教学难点：理解被动语态的用法及句子结构。
三、教学过程Ⅰ. Warming up1. Present the sentence structure, using the pictures on the big screen:—What’s the golden medal made of?—It’s made of gold.—Is this table made of wood?—No, it isn’t. It’s made of glass.—Is Butter made from meat?—No. It’s made from milk.II. Presentation1. Show some pictures on the big screen. Try to learn the new words using “be made of”structure.Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf2. Ss discuss with their partner and try to learn the new words.3. Give Ss five more minutes to remember the new words.4. Work on 1a:Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.What are these things usually made of? Match them with the materials. More than one answer is possible.Check the answers with the Ss.III. Listening1.T: Tell Ss they will hear a conversation about some things and material. Listen andmatch the products with what they are made of and where they were made.2. Let one student read the words in the box, Play the recording for the Ss to listen.3. Ss try to listen and match the things with the material and here they were made.4. Play the recording again. Let Ss answer the questions.1) How much did Susan pay for the three shirts?29 dollars.2) What does Anita feel about the three shirts?Cheap.3) What are the shirts made of?Cotton.4) Where were they made?America.5) Where did Susan buy the chopsticks?Korea.6) How does Anita like the chopsticks?Cool.7) What else does Susan show?Ring.8) Where was the ring made?Thailand.9) What will Susan do with the ring?She give it to her friend.IV. Pair work1. Read the conversation in the box in 1c.2. Ss try to made conversations using the information in 1b.e.g. A: Your new shirt looks very nice. Is it made of cotton?B: No, it isn’t. It’s made of silk.3. Let some pairs read out their conversations.V. ListeningPre-listeningfair adj. 公平的; 合理的; 美丽的fair n. an event at which people orbusinesses show and sell productsa book faira trade fairWork on 2a:T: Let’s listen to another conversation between Nick and Marcus.1. What are they talking about? First, let’s look at the pictures and the phrases in 1a.(Let one students read the phrases in 2a.)Listen and check ( √) the main topic of Nick and Marcus’ conversation.____ the science museum____ the art and science fair____ environmental protection____ a model plane____ a beautiful painting____ grass and leaves2. Play the recording for the Ss to listen and check the phrases.3. Play the recording again to check the answers.Work on 2b:1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question.Play the recording for the Ss to answer the questions. (If necessary, using the pause button.)1) Where is the art and science fair?_________________________2) Do Nick and Marcus have to pay to go?_________________________3) What is the model plane made of?_________________________4) What is the painting made from?__________________________3. Play the recording again and mark true or false.1) The art and science fair is just inside the science museum.2) The fair is mainly about planes and paintings.3) All the works at the fair were made by university students.4) The model plane is very big.5) The painting is made of wool and grass.6) The students are asked to pay for the art and science fair.7) The students are interested in environmental protection and recycling.VI. Pair work1. Tell Ss to make a conversation using the information in 2a and 2b.e.g.A: What did you see at the art and science fair?B: I saw a model plane.A: What is it made of?B: It’s made of steel, glass, and plastic.2. Let Ss make their own conversations.3. Practice their conversations in pairs.VII. Role-play1. Work on 2dRead the conversation and complete the blanks.1) Chinese _____________ tea both in the past and now.2) _________ I know, tea plants _________ on the sides of mountains.3) When the leaves are ready, they _______ by hand and then _______ for processing.4) The tea ____________ and sent to many different countries and places around China.5) People say that tea ___________ ____ health _____ business!2. Read the conversations and Let Ss read after the teacher.3. Ask Ss to role-play the conversation in groups.VIII. Language points1. What is the model plane made of?What is the painting made from?be made of与be made from 辨析两词组都是“由……制成的”之意。
新目标九年级英语UNIT5分课时教案
Unit 5What are the shirts made of?类别课程标准要求掌握的项目话题In this unit, students learn to talk about how we have changed and what we used to be like.重点单词Section A1．chopstick n．筷子2．coin n．硬币3．fork n．餐叉；叉子4．blouse n．(女式)短上衣；衬衫5．silver n．银；银器adj.银色的6．glass n．玻璃7．cotton n．棉；棉花8．steel n．钢；钢铁9．fair n．展览会；交易会10．grass n．草；草地11．leaf n．叶；叶子12．produce v．生产；制造；出产13．widely ad v.广泛地；普遍地14．process v．加工；处理n．过程15．product n．产品；制品16．France 法国17．local adj.当地的；本地的18．avoid v．避免；回避19．handbag n．小手提包20.mobile adj.可移动的；非固定的21．everyday adj.每天的；日常的22．boss n．老板；上司23．Germany 德国24．surface n．表面；表层25．material n．材料；原料26．traffic n．交通；路上行驶的车辆27．postman n．邮递员28．cap n．(尤指有帽舌的)帽子29．glove n．(分手指的)手套Section B30．international adj.国际的31．its adj.它的32．form n．形式；类型33．balloon n．气球34．scissors n．& pl.剪刀35．lively adj.生气勃勃的；(色彩)鲜艳的36．heat n．热；高温v．加热；变热37．complete v．完成重点短语1.be made of/from由……制成2．be made in sp.在某地制造3．the art and science fair艺术与科学展览4．environmental protection环境保护5．be known for/be famous for以……闻名6．as far as I know据我所知7．on the sides of mountains在山边上8．American goods美国商品9．no matter what无论什么10．made in China中国制造11．everyday things日常用品12．high-technology products高科技产品13.fly a kite放风筝14．an international kite festival一个国际风筝节15．objects of beauty美丽的物体16．send out释放17．be covered with被……覆盖18．sky lanterns天灯19．paper cutting剪纸20．a Chinese fairy tale一个中国童话故事21．fire at a very high heat在高温下烧制重点句型1.—What's the model plane made of？这个飞机模型是由什么制成的？—It's made of used wood and glass.它是由废弃的木材和玻璃制成的。
初中英语九年级 Unit 5 Section A (2a-2d)教学设计
初中英语九年级 Unit 5 Section A (2a-2d)教学设计一. 教材分析本课选自人教版《新目标》初中英语九年级Unit 5 Section A (2a-2d)。
本部分内容主要讲述关于不同国家节日的话题。
通过本节课的学习，学生能够了解和掌握与节日相关的词汇和表达方式，提高他们的听说读写能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的话题有了一定的了解。
但部分学生对于表达自己观点仍存在一定的困难，因此，在教学过程中，教师需要关注这部分学生的需求，鼓励他们积极参与课堂活动。
三. 教学目标1.知识目标：学生能够掌握与节日相关的词汇和表达方式。
2.能力目标：学生能够运用所学知识进行简单的交流，提高听说读写能力。
3.情感目标：培养学生对于不同文化的尊重和理解。
四. 教学重难点1.重点：学生能够掌握与节日相关的词汇和表达方式。
2.难点：学生能够运用所学知识进行实际交流。
五. 教学方法采用任务型教学法，通过小组合作、角色扮演等方式，激发学生的学习兴趣，提高他们的参与度。
同时，教师应给予学生足够的鼓励和支持，帮助他们克服表达障碍。
六. 教学准备1.教师准备相关节日的图片、视频等教学资源。
2.学生准备笔记本，用于记录所学内容。
七. 教学过程1.导入（5分钟）教师通过展示不同国家的节日图片，引导学生谈论各自了解的节日，激发学生的学习兴趣。
2.呈现（10分钟）教师呈现2a的内容，让学生听录音并回答问题。
然后，学生两人一组，互相练习2a的对话。
3.操练（10分钟）学生分角色扮演2a的对话，教师巡回指导，纠正发音和表达错误。
4.巩固（10分钟）学生小组合作，根据2a的对话，编写类似的对话，并表演给其他小组观看。
5.拓展（10分钟）教师引导学生讨论不同国家的节日风俗，鼓励学生分享自己的经历。
6.小结（5分钟）教师总结本节课所学内容，强调重点词汇和表达方式。
7.家庭作业（5分钟）学生回家后，用所学知识写一篇关于自己喜欢的节日的短文。
人教新目标英语九年级英语unit5(sectionA1a2d)优秀教学案例
4.针对本节课的语法点，进行详细的讲解和举例，让学生在具体语境中理解和运用一般现在时和现在进行时。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个环保主题，如节约用水、减少塑料污染等。
2.小组内讨论如何用英语表达该主题的相关内容，并设计一段对话或一个小故事，展示环保行动的具体做法。
3.引导学生回顾已学的环保相关词汇和句型，为新课的学习做好铺垫。
（二）讲授新知
1.教师呈现本节课的主要教学内容，包括词汇、句型和语法点。
2.通过图片、例句等形式，讲解和演示新词汇和句型的用法，如：“recycle, reuse, reduce”, “What can we do to protect the environment?”等。
在本案例中，教师以现实生活中的环保问题为切入点，结合教材内容，激发学生的兴趣和责任感。教学过程中，教师采用任务型教学法，鼓励学生参与讨论、互动交流，使学生在实际语境中运用所学知识。此外，教师还注重培养学生的思辨能力和团队协作精神，将学科知识与德育教育有机结合，现知识传授与价值观教育的统一。
二、教学目标
（二）问题导向
以问题为导向的教学策略可以激发学生的好奇心和探究欲望。在本章节的教学中，我将设计一系列与环保主题相关的问题，引导学生思考、讨论和解决问题。例如：“What are the main environmental problems in our daily life?” “How can we reduce waste and protect the environment?”通过这些问题，让学生运用所学知识进行分析、推理和表达，培养他们的思维能力和解决问题的能力。
人教版新目标九年级英语Unit5单元集体备课教案
第一课时Sect i on A(1a~2d)1.produce（v.）生产；制造2.wide ly（adv.）广泛地;普遍地3.process（v.）加工;处理8.on the s ides o f mount a ins在山边上.What i s the model p lane made of?这个飞机模型是用什么制成的？2.What i s the pa in t ing made f rom?这幅油画是用什么制成的？3.—Is th i s r ing made of s i lver?这枚戒指是由白银制成的吗？—Yes,and i t was made in Tha i land.是的。
并且它是在泰国制造的。
4.Where i s t ea p roduced in China?在中国，哪些地方产茶？Teacher: P lease t ake out your th ings on your desk.We use them every day,do you rea l ly know them?Ques t ions:教学过程Step 2完成教材1a-1c的任务5.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)用括号内所给动词的正确形式填空。
1)The apples a re sen t(send)to the fac tory f or p rocess ing.2)We are a l l r eady bu t Tom hasn’t packed (pack) h i s c lo thes ye t.3)The windows of the room are c leaned(c lean)every day.4)The bes t co t ton i s p r oduced(p roduce)in Xing J iang in China.5)The song isn’t liked (no t l ike) by mos t o f us.环节说明:通过学习1a，使学生对被动结构有所了解；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固对一般现在时被动结构的认识。
人教版新目标九年级英语Unit5第五单元全单元教案教学设计
人教版新目标九年级英语Unit5单元教案Unit 5 What are the shirts made of?Section A (1a－2d)学习目标1．重点单词：chopstick，coin，fork，blouse，silver，glass，cotton，steel，fair，grass，leaf，produce，widely，process，pack2．重点短语：be made of，be made in，be made from，as far as sb. know，be known for3．重点句式：What are the shirts made of?—This ring looks nice.Is it made of silver?—Yes，and it was made in Thailand.What is the painting made from?How is tea produced?As far as I know，tea plants are grown on the sides of mountains. People say that tea is good for both health and business! 学习重点1．重点短语和句型2．一般现在时态和一般过去时态的被动语态学习难点一般现在时态和一般过去时态的被动语态自主学习一、预习课本P33－34新单词并背诵，完成下面的汉译英。
1．筷子________ 2.硬币________3．叉子________ 4.衬衫________5．银器________ 6.玻璃________7．棉花________ 8.钢铁________9．展览会________ 10.草地________11．叶子________ 12.生产________13．普遍地________ 14.加工________15．包装________二、认真预习1a－2d找出下列短语和句型。
人教新目标九年级英语全一册Unit5period3教学设计
2.句型练习：运用Unit 5所学的句型，如"take action," "reduce pollution"等，编写一段关于环保的小对话或短文，注意时态的正确运用。
3.阅读理解：阅读一篇关于环保的英文文章，并完成相应的阅读理解题目，提高学生的阅读分析和信息提取能力。
3.小组讨论：学生分成小组，针对图片中的环保问题展开讨论，分享各自的观点和看法。
4.教学目标：通过导入环节，激发学生对环保问题的关注，为新课的学习营造氛围。
（二）讲授新知
1.教学内容：教师呈现Unit 5的重点词汇和句型，如"population," "contributor," "take action," "reduce pollution"等，结合语境进行讲解和示范。
2.学生分享：学生分享自己在课堂上的收获和感悟，反思学习过程中的优点和不足。
3.教师点评：教师对学生的表现进行点评，给予鼓励和指导，提高他们的自信心。
4.教学目标：通过总结归纳，帮助学生巩固所学知识，培养他们的自主学习能力和自我反思能力。
五、作业布置
为了巩固Unit 5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：
2.讨论过程：学生根据话题，运用Unit 5的词汇和句型，分享自己的观点和措施，提高口语表达能力。
3.教师指导：教师巡回指导，为学生提供语言支持和思路引导，帮助他们更好地参与讨论。
4.教学目标：通过小组讨论，培养学生的合作能力、口语表达能力和问题解决能力。
（四）课堂练习
1.教学内容：教师设计针对性的练习，如填空、选择、改错等，巩固所学词汇和语法知识。
人教新目标九年级英语Unit5SectionB(1a1e)优秀教学案例
3.学生能够辨别过去进行时态和其他时态的区别，提高英语语法水平。
4.学生能够通过本节课的学习，提高英语听、说、读、写四项基本技能，尤其是听说能力。
（二）过程与方法
1.通过观察、分析、实践、总结等环节，引导学生自主探究过去进行时态的构成和用法。
2.采用任务型教学法，设计丰富源自样的课堂活动，让学生在实践中运用过去进行时态，提高语言运用能力。
3.利用多媒体教学手段，如课件、视频和图片等，为学生提供直观、生动的学习材料，增强课堂趣味性。
4.创设真实、贴近生活的语言环境，鼓励学生大胆开口，提高英语听说能力。
5.采用形成性评价和终结性评价相结合的方式，关注学生在学习过程中的表现和进步。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，激发学生积极参与课堂活动的热情。
2.培养学生的团队协作精神，提高学生与人沟通的能力。
3.引导学生认识到学习英语的重要性，培养学生的国际化视野。
4.通过本节课的学习，使学生树立自信，相信自己有能力掌握英语过去进行时态，提高英语水平。
5.培养学生热爱生活、积极向上的情感态度，养成良好的学习习惯。
在教学过程中，我以人性化的教学理念为指导，注重培养学生的学习兴趣和自主学习能力。针对九年级学生的知识深度和认知水平，我设计了丰富的教学活动和实践环节，使学生在轻松愉快的氛围中掌握过去进行时态。
为了提高教学效果，我运用了多媒体教学手段，如课件、视频和图片等，以直观的方式展示过去进行时态的用法。同时，我还设计了一系列互动性强的小组活动，鼓励学生积极参与，增强课堂的趣味性。在教学过程中，我注重引导学生发现规律，总结过去进行时态的构成和用法，从而提高他们的语法水平。
人教版“新目标”英语九年级上册 Unit 5 It must belong to Carla第二课时教学设计
人教版“新目标”英语九年级上册Unit 5 It must belong to Carla第二课时教学设计扶风县南阳初中张红玲一教材简析：本单元围绕情态动词must ,might ,could,can't,进行推理，通过灵活运用这些情态动词培养学生的逻辑判断能力。
本节课在前一节课学习的基础上，让学生进一步明确must ,might ,could,can't在推理时的具体用法。
二教学目标与要求：1，认知目标：词汇：band ,hair band ,句型：Whose notebook is this?It must be Ming`s. It has her name on it.Whose French book is this?It could be Ali's.she studies French.Whose guitar is this?It might belong to Alice. She plays the guitar.Whose T-shirt is this?It can't be Jack's. It's much too small for him.2，能力目标：培养学生的听说读写及推断能力。
3，情感目标：通过推理培养学生的自信心4，教学重难点：运用目标语言及情态动词来进行推理。
5，教学方法：（1）练习法（2）分组讨论法6，教具准备：（1）录音机（2）照片两张（3）一件校服（4）背包（5）发带和手表三教学思路：为了提高课堂教学的有效性，充分调动学生学习的积极性，培养他们自主学习和探究合作的能力。
本节课围绕目标语言，坚持“以生为本”的教学理念，以个别提问，小组合作，课堂检测等形式来展开教学，使学生在深入理解和灵活运用的基础上掌握本节课的知识点。
本节课主要采用“4P”教学模式来进行（受宝鸡市新建路中学赵陶玲老师的“4P”教学模式的启发）分别是（1）Preparation: 我拿了两张自己和儿子以及妹妹的照片，让学生观看并让他们猜照片里的男孩和那个妇女是谁，学生很感兴趣，积极主动的参与到课堂活动中来，在这个基础上我又拿出事先准备好的背包和发带，让他们猜这些物品的主人，在他们猜的过程中，自然而然地进入第二个环节的学习。
人教新目标九年级英语课件 Unit 5 教案
人教新目标九年级英语课件 Unit 5 教案Unit 5 Lesson 1: How long have you been collecting shells?教学目标：1. 学习并掌握有关时间段的表达方式，如for+时间段和since+时间点。
2. 学习并掌握现在完成进行时的用法和结构。
3. 能够运用所学知识描述自己和他人的经历和习惯。
教学重点：1. 学习并掌握现在完成进行时的用法和结构。
2. 能够正确使用for+时间段和since+时间点进行时间段的表达。
教学难点：1. 现在完成进行时和现在完成时的区别。
2. 理解并正确使用for+时间段和since+时间点进行时间段的表达。
教学准备：1. 课件：Unit 5 Lesson 1 PPT.2. 教材：人教新目标九年级英语教材第五单元。
教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and ask them about their hobbies.2. Show some pictures of different hobbies on the screen and ask the students if they have ever tried any of them.3. Encourage the students to talk about their hobbies and share interesting stories related to their hobbies.Step 2: Presentation (15 minutes)1. Introduce the new target language: "How long have you been collecting shells?"2. Explain that this question is used to ask about the duration of an action that started in the past and is still happening in the present.3. Present the structure of the present perfect continuous tense: subject + have/has + been + verb-ing.4. Give examples of sentences using the present perfect continuous tense and explain the difference between the present perfect continuous tense and the present perfect tense.5. Introduce the expressions "for" and "since" to indicate the duration of an action.6. Provide examples of sentences using "for" and "since" to express different time periods.Step 3: Practice (20 minutes)1. Divide the class into pairs or small groups.2. Give each group a set of conversation cards with questions related to hobbies and experiences.3. Instruct the students to take turns asking and answering the questions using the present perfect continuous tense and the expressions "for" and "since".4. Monitor the students' conversations and provide assistance as needed.5. After the practice activity, ask some pairs or groups to share their conversations with the class.Step 4: Production (15 minutes)1. Ask the students to think about their own hobbies and experiences.2. Instruct them to write a short paragraph or give a short presentation using the present perfect continuous tense and the expressions "for" and "since".3. Encourage the students to include details about how long they have been doing their hobbies or experiencing certain things.4. Provide feedback and correction on their writing or presentations.Step 5: Review and Summary (5 minutes)1. Review the key points of the lesson, including the use of the present perfect continuous tense and the expressions "for" and "since".2. Summarize the main ideas and encourage the students to ask any remaining questions.Step 6: Homework (2 minutes)1. Assign homework that reinforces the use of the present perfect continuous tense and the expressions "for" and "since".2. Examples of homework assignments could include writing a diary entry using the present perfect continuous tense or creating a dialogue using the target language.教学反思：本节课主要教授了现在完成进行时的用法和结构，以及使用for+时间段和since+时间点进行时间段的表达。
人教版九年级英语Unit5全英文教案新目标-人教新目标版九年级全册
Unit 5 It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students’imagination and improve students’ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. Vocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ.Teaching Key Points1. Key vocabulary2. Target languageⅢ.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard. Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Funthings and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Step ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation. Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class. S A : Whose book is this?S B: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step ⅥHomework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Unit 5 It must belong to Carla.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think "anxious" means?Well, it can’t mean "happy".It might mean "worried".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ communicative competence using the target language.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points1. Key vocabulary2. Target languageⅣ. Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?S s: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.Step Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.S A: What do you think "anxious" mean? S B: Well, it can’t mean "happy".S A: It might mean "worried". S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.Practice the pronunciation of these words and explain the meaning of each word. Step ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture. Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.Write the conversation on the black board. Explain the meaning of each sentence. Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of the vocabularywords.2. Read the conversations in Activities 3b and 4 again for further understanding of the target language.3. Finish off the exercises on pages 15～16 of the workbook.The Third PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:chase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching ProceduresStep ⅠRevision1. Invite a student to read the thank you message Linda wrote to Anna to the class.2. Get different pairs of students to read the conversations in Activities 3band 4.3. Check answers to the exercises on pages 15～16 of the workbook.StepⅡPart lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures. Encourage students to write two or three sentences to finish the story.Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.Step Ⅳ2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see …The man says…and The woman says…Say, You are to listento the same recording again. And complete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so thatStep Ⅴ2cThis activity provides oral practice using the target languagePoint out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit. He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class.Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practice using the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t.The Fourth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2. Ability Objects(1) Train students’ reading skill. (2) Train students’ writing skill.(3) Train students’ integrating skills.3. Moral ObjectEveryone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points1. Reading practice2. Writing practiceⅣ. Teaching ProceduresStep ⅠRevisionCheck homework.Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?S1: He must be a student. S2: He could be having a dream. S3: He might like reading books. Step Ⅱ3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector.Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset.Call students’ attention to the article. Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer.Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed. Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they don’t know in Activity 3a with one another. Call students’attention to the three sets of notes. Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about Bell Town using these notes. You may use the article inActivity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard.Step Ⅳ3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Collect students’ works and write a comment on each paper before returning them.Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer.Maybe it means you are too hungry. Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using the target language. We’ve learned some vocabulary words as well.Step ⅦHomework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,The Fifth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt(2)Fill in blanks and make sentences using vocabulary words.(3)Learn some proverbs.(4)Circle the word that doesn’t belong.2. Ability Objects(1)Train students’ writing skill.(2)Train students’ ability of reading comprehension.(3)Train students’ ability of clarifying.3. Moral ObjectWe’ll benefit a lot by learning proverbs.Ⅱ. Teaching Key Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.3. Circle the word that doesn’t belong.Ⅲ. Teaching Difficult Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.Ⅳ.Teaching ProceduresStep ⅠRevisionAsk several students to read the newspaper article in Activity 3a to the class.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their Own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.Answers1. favourite2. careful3. anxious4. worried5. strangeAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’answers with mistakes on the blackboard.Help correct the mistakes.Sample answers1. What’s your favourite song?2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.Step ⅢPart 2This activity provides reading, writing, listening and speaking practice using the target language. Show the vocabulary words on the screen by a projector.Say the words and have students repeat them until they can pronounce them fluently and accurately. Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students(It’s better to have help to do even small jobs).Say, Please read the proverbs, Discuss with your classmates what they might mean.Get students to work in groups of four.As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.Step ⅥPart 3This activity focuses on the new vocabulary introduced in this unit.Ask students to read the five lines of words in the box.Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn’t belong in each line.Get students to complete the task on their own. As they are doing this, move aroundthe classroom checking their progress and offering help as needed.Check the answers by asking a student to read his or her circled words to the class. Answers :1. owner 2. alien 3. land 4. exercise 5. lostStep ⅤJust for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.Step ⅥSummarySay. In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit. And we’ve learned several proverbs.StepⅦHomework(1) Read and remember the proverbs learned in Activity 2.(2) Each student collects ten proverbs.(3) Finish off the exercises on pages 16～17,of the workbook.Step Ⅷ。
人教新目标英语九年级英语Unit5SectionB2a2d教学设计
四、教学内容与过程
（一）导入新课
1.教学活动：头脑风暴
教师引导学生思考并分享自己的个人目标，如短期目标（如提高某科成绩）和长期目标（如考上理想的高中）。此活动旨在激发学生的学习兴趣，为新课的学习做好情感上的准备。
2.通过阅读训练，培养学生获取、筛选、整理信息的能力。
3.通过设置真实语境，激发学生的学习兴趣，引导学生运用所学知识进行交流。
4.通过课堂活动，培养学生的自主学习能力，提高英语学习效率。
（三）情感态度与价值观
1.培养学生树立远大目标，激发学生为实现目标而努力奋斗的信心和决心。
2.培养学生关注个人成长，认识到努力、自信、坚持等品质对于实现目标的重要性。
五、作业布置
为了巩固本节课的学习内容，培养学生的自主学习能力，特布置以下作业：
1.词汇巩固：请学生复习本节课所学的核心词汇和短语，并通过在线词汇练习进行自我检测，确保对词汇的掌握。
要求：完成至少两篇词汇练习，每篇练习正确率不低于80%。
2.阅读理解：阅读一篇关于个人目标实现的文章，并完成相应的阅读理解练习。
2.教学内容：目标与行动计划
通过学生的分享，教师引出本节课的主题——如何制定目标和行动计划。同时，教师呈现一些与目标相关的图片，让学生预测本节课的学习内容。
（二）讲授新知
1.教学内容：新词汇和短语
教师通过图片、实物等直观教具，结合语境教授本节课的核心词汇和短语，如achieve, goal, principle, concern等。同时，教师举例说明，让学生在实际语境中感知和理解语言。
（五）总结归纳
1.教学内容：课堂小结
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（中文为主+所教学科目标语言）
步骤一：师生问候
（设计意图：使学生养成用英语问候的习惯，并提醒学生准备上课）
步骤二：热身和复习
1. A Guessing Game: what is he/ she doing？
展示几张被部分覆盖的图片让学生猜测图片中人物的动作。
2.展示四张图片，学生根据图片及1b内容编造对话并表演
问：Whose …is this?
2.学生选择相应的情态动词进行推测回答，并说出推测的理由
3.完成课本2c部分练习
（设计意图：学生在小结了情态动词的用法之后，通过提示完成一些中等难度的练习有助于学生进一步熟悉其用法。）
步骤六：总结
1.教师对学生在实际中如何更恰当地选择情态动词进行总结
2.完成相应的巩固练习。
(1)培养学生的逻辑推理思维
(2)善于表达自己对事情的推测
教学重难点分析
1.教学重点：
(1)掌握新单词hair band, possibly
(2)掌握句型：“Whose…is this?”
“It must/may/might/could/can’t +动词原形”
2.教学难点：
(1)情态动词用法总结
(2)分析情态动词在具体语境中的运用
Could A be bigger than B?
答: ________, they must be ___________.
4.师生共同小结must/can’t/might/could的用法
（设计意图：通过几组图片的对比，句子的提示以及教师的引导，学生进行）
步骤五ቤተ መጻሕፍቲ ባይዱ练习
1.分别展示几张图片，并给出相应的提示
2.学情分析：我的教学是针对农村九年级的学生。学生们虽然求知欲望比较强，喜欢将问题解决彻底，但是从某种意义上来说，这并非完全是好事，因为这样，有些学生容易钻牛角，而这恰恰是学习情态动词表推测，甚至也是英语学习中一个需要突破的弱点。本课的学习应该要让学生学会从具体的语境及通常的情况去分析问题。
教学目标分析
（设计意图：通过听力练习来导入本课的学习，一方面进一步使学生感知情态动词的在情景中的用法，另一方面为接下来的学习做好了充分的语言准备。）
步骤四：新课呈现
1.分别展示一张哈利波特的图片。
He can’t be _________. He must be _________. (a girl / a boy)
教师本人反思：语速较快；没有仔细地听每个人的发言；讲解练习时，没有注意学生对问题的思考方向，还是把学生往自己的思路上引，造成部分同学对情态动词的选择依然存在疑问。
改进措施：
如果重新上这堂课，我将从以下几个方面进行改进：
1.控制语速，意识到自己速度快时，就放慢些，对重点内容可以重复讲解，反复强调来引起学生的注意
1.知识与技能：
(1)掌握must, might, could, can’t,表推测的用法
(2)会用以上情态动词对事物进行推测。
2.过程与方法：
(1)通过听说法，进一步感知情态动词表推测在话题中的应用
(2)通过对比法，总结情态动词表推测的用法
(3)通过练习法，巩固情态动词表推测的用法
3.情感态度与价值观：
教学背景分析
1.教材分析：本课时是九年级第五单元Section A的第二课时，主要是让学生通过听说法，对比法来熟练情态动词表推测的用法。这一课时的学习在本单元起到了承上启下的作用，既巩固了第一课时情态动词在简单对话中的运用，又为本单元之后学习情态动词在阅读及写作中表推测的用法作了铺垫，更为今后深入学习情态动词各种用法打下了坚实的基础。
3.分别展示相应的对话，学生齐读
（设计意图：热身活动能激发学生的学习兴趣，设计此游戏也为了引出本课的主题，即对事物进行推测。对话活动是对上节课内容进行一个复习，使学生能回忆所学知识，并且准备将其运用到本节新课当中。）
步骤三：新课导入
1.浏览2a, 2b部分内容。
2.听录音，并完成相应的听力任务
3.核对答案，给予评价
2.学生回答问题时，眼睛应该看着回答的学生，并且在学生回答完之后，向全班复述该生的回答，并且对错误之处进行适当的纠正
3.多展示一些图片，给更多的人使用句子的机会，也可以同一组图片请多个同学回答。
教学评价设计
评价内容：
1.听力完成情况
2.情态动词在情景对话中的运用
3.情态动词在实际解题过程的运用
评价方法：
1.学生单独使用情态动词进行推测
2.核对听力答案时的句子使用
3.情景练习中对情态动词的选用
4.课堂练习的完成
教学反思
听课教师意见：
1.课堂气氛活跃；教学组织严谨；教师本人专业素质较强
2.教学节奏稍快；学生自行思考的时间较少；亲和力还不够强
3.讲解练习，指出学生在使用的不足之处
（设计意图：前面是对情态动词的用法进行小结，而此处的总结主要针对学生在做题中如何更好地进行选择，提高做题的效率。通过做练习和讲练习，找到学生的不足之处，进一步加强学生对情态动词表推测的理解和运用。）
步骤九：课后作业
1.复习本课内容,并完成相关翻译练习
2.预习3a部分短文（设计意图：让学生养成复习预习的好习惯）
2.展示两张图片（每张图片从不同角度看，可以得出不同的结论）
问：Can you guess what it is？
答：It may be ___________. / It also could /might be____________.
3.展示两张图片进行对比
问: Which one is bigger, A or B?
教学设计方案基本信息
作者姓名
张琴
性别
女
工作单位
上饶市弋阳县中畈中学
所用教材
人教版新目标九年级全一册
设计主题
Unit5 It must belong to Carla (Period 2)
整体设计思路，理论指导说明
本单元的话题是谈论自己对事情的推测，学生在本单元要学会用情态动词来表达自己对事情的推测。我围绕此话题，精心设计听说读写训练来帮助学生熟练掌握情态动词表推测的用法，从而进一步运用情态动词来谈论话题。本着英语教学要面向全体学生，充分激发学生的学习热情的教学理念，我设计了一系列相关教学活动，鼓励学生积极参与到课堂中来。同时，我运用了多媒体技术，图片，声音，文字的结合使课堂呈现更加精彩。