九年级英语unit12reading教学设计人教新目标版
新版人教版新目标九年级英语unitunit 12-5教案
新版人教版新目标九年级英语unitunit
12-5教案
新版人教版新目标九年级英语unit 12-5教案
教学目标
- 学生通过本节课的研究，能够掌握与旅游相关的词汇，如旅行目的地、交通方式、旅行活动等。
- 学生能够运用所学的词汇和句型，描述自己的旅行计划。
教学重点
- 词汇：目的地、交通方式、旅行活动等。
- 句型：我打算去...；我想坐...去...。
教学准备
- 教材：新版人教版新目标九年级英语教材Unit 12-5部分
- 多媒体设备：投影仪、音频设备等
教学过程
导入（5分钟）
- 利用图片或视频引入旅游的话题，激发学生的研究兴趣。
概念理解（10分钟）
- 呈现目的地、交通方式等词汇的图片或卡片，并与学生一起复和研究相关词汇。
- 利用问题和例句帮助学生理解词汇的用法和意义。
例句模仿（15分钟）
- 提供一些与旅游相关的情景，让学生利用所学词汇和句型进行模仿和练。
- 引导学生使用第一人称表达自己的旅行计划，并与同学一起分享。
练巩固（15分钟）
- 在课堂上设计一些小组活动或游戏，让学生以小组形式进行练和巩固所学内容。
- 鼓励学生积极参与，提高口语表达和合作能力。
作业布置（5分钟）
- 布置相关的作业，如写一篇关于自己旅行计划的短文或制作旅行计划的海报等。
教学延伸
- 鼓励学生展示自己的旅行经历和心得体会，促进彼此之间的交流和分享。
- 引导学生研究关于旅游的文化知识和俗，增加跨文化的理解和认知。
人教版九年级英语U12 SectionB reading教学设计
Unit12 Life is full of the unexpectedSectionB ( 2a~2e)教学设计一、课型：阅读课二、教学资源分析本单元以意外事件为话题，以陈述过去的事件为交际功能，重点在语境中学习和运用过去完成时，同时复习时间状语从句。
本课讲的是SectionB 有关愚人节的阅读阅读板块，就别人的恶作剧和愚人节进行讨论，来激活关于愚人节的相关背景知识，并要求学生通过归纳段落大意获取阅读信息，通过阅读回答问题获取更细节的信息。
同时教会学生充分利用自己已有的背景知识提高和加强获取信息的能力；同时还要多读书，积累更多的背景知识。
三、学情分析九年级是整个初中阶段的重要一年面临中考的升学压力。
学生在心理上、学习上各方面都发生了很大变化，学生差异会出现明显的分化，因而在教学面向全体学生的基础上更要注重分层教学，充分调动每个学生学习英语的积极性。
同时，九年级学生有升学的迫切需求，学习目的目的性明确，好奇心强，可以充分利用他们的特点，设置不同层次的“任务”的形式组织教学活动，让学生通过“用语言做事情”来学习和使用英语。
同时，运用活动教学法，让学生在活动中自主地完成任务，从而提高学生自主解决问题的能力和语言的综合运用能力，进而提高英语成绩。
四、教学目标：知识与技能：1、学生能够听说重点词汇和短语：discovery ，cancel ，believable ，disappear ，.sell out，lose weight，by the end of ，end up，get married...2、了解过去完成时，能够讲述过去发生的事。
方法与过程：1、根据语篇中的段落首句，激活相关背景知识，预测文章内容。
2、采用不同的任务形式来组织教学活动，让学生通过“用语言做事情”来学习和使用英语。
情感、态度与价值观（德育渗透）：了解国外愚人节风俗，从文化差异角度体验、理解愚人节活动等西方传统节日，从而进行更有效的沟通和交流。
新目标九年级英语unit12教案
新目标九年级英语unit12教案第一篇：新目标九年级英语unit12教案教案课目：新目标九年级Unit12 You are supposed to shake hands section A 3a,3b ＆4 on page 96授课对象：初中三年级学生授课重点：本单元重点句式：You are supposed to do something.在掌握3a内容的基础上完成3b中的活动；最后以作业的形式引导学生将课内外的知识紧密结合，将课本知识运用到生活交际中。
教具：课本、纸质同步练习时间：20分钟教学设计：一、内容：复习本单元重点句式：You are supposed to do something.形式：翻译练习（将本句式与本单元所学新单词紧密结合进行练习）教具：纸质练习题用时：3分钟二、内容：进入3a部分的学习预计用时12分钟形式：1、快速阅读并将文中出现的连词划出来预计用时:2分钟2、进行判断练习，纸质练习题预计用时1分钟3、齐读课文，填表（课本P96），划出文中答句用时:3分钟4、将划线句子逐个进行同义句转换板书举例;If you tell a friend you are …a bit late.→When you tell a friend …,you are supposed to…校对后齐读巩固预计用时4分钟5、板书讲解对文中其他重点短语预计用时2分钟①we’re pretty relaxed about time②Spending time with family and friends is ve ry important to us.③drop by our friends’ homes.④ make plans to meet our friends.⑤walk around the town center,⑥seeing as many of our friends as we can！三、内容：3b pair work形式：填空练习，校对，齐读教具:纸质练习用时：3分钟四、内容：part4,page96形式：布置作业；结合生活情境填表，然后将各个句子改成You are supposed todo something.的形式。
新版人教版新目标九年级英语unitunit 12-2教案
新版人教版新目标九年级英语unitunit12-2教案新版人教版新目标九年级英语Unit 12-2教案Lesson Overview本节课主要教授与物理和科技有关的词汇和句型，以及通过听力练和交流活动来提高学生的听说能力。
Learning Objectives- 学生能够掌握与物理和科技有关的词汇和句型，如“heat up,” “cool down,” “digital,” 等等。
- 学生能够通过听力练理解有关物理和科技的对话和文章。
- 学生能够在交流活动中运用所学词汇和句型进行口语表达。
Materials Needed- 教材：新目标九年级英语教材第十二册（2）单元- 板书、PPT等教学辅助工具Lesson Plan1. 导入（5分钟）- 通过展示有关物理和科技的图片或展示实物引起学生的兴趣。
2. 听力练（15分钟）- 播放录音，让学生听力理解有关物理和科技的对话和文章。
- 听力练材料可从教材中选取。
3. 词汇和句型研究（20分钟）- 教授与物理和科技有关的词汇和句型，如“heat up,” “cool down,” “digital,” 等等。
- 通过示范和练，让学生掌握这些词汇和句型的用法。
4. 交流活动（20分钟）- 将学生分成小组，让他们运用所学词汇和句型进行交流活动，如讨论自己使用的科技产品，描述物理实验等。
5. 小结（5分钟）- 回顾本节课所学的重点内容，强调学生的研究成果。
6. 作业布置（5分钟）- 布置相关的阅读或写作作业，巩固学生对物理和科技词汇的掌握。
Assessment- 教师可通过观察学生在课堂交流活动中的表现来评估他们对词汇和句型的掌握情况。
- 可以布置写作作业来进一步评估学生对物理和科技词汇的应用能力。
Extension- 学生可通过查找更多与物理和科技有关的资料来扩展自己的知识。
- 可以进行科技相关的实验或小项目，让学生亲身体验物理和科技的应用。
Additional Resources- 在老师用课堂教学中，可以准备一些物理和科技相关的视频或在线资源，增加学生对相关话题的兴趣和理解。
新版人教版新目标九年级英语unitunit 12-1教案
新版人教版新目标九年级英语unitunit12-1教案新版人教版新目标九年级英语教案Unit 12-1教学目标- 研究并掌握本单元的词汇和短语- 听、说、读、写与本单元话题相关的内容- 运用所学的语言进行交流和表达- 培养学生的合作与沟通能力教学准备- 教材：新版人教版九年级英语教材- 多媒体设备：投影仪、电脑- 研究资源：练册、单词卡片、图片教学过程1. 导入新课- 通过展示相关图片和单词卡片，引出本单元的话题：“旅行”。
2. 温故知新- 让学生回顾并复上一单元的相关内容，引出本单元的新词汇和短语。
3. 研究新知- 逐步介绍本单元的新词汇和短语，通过图片和例句的形式帮助学生理解和记忆。
4. 听说训练- 播放录音，让学生跟读并模仿语音语调。
- 通过小组活动和角色扮演，让学生运用所学语言进行对话练。
5. 读写训练- 学生朗读课文并展示理解。
- 分组进行阅读理解练，学生互相提问和回答问题。
- 写作练：要求学生根据所学内容，写一篇与旅行相关的短文。
6. 练与巩固- 练册相关练，巩固所学知识点。
- 小组活动：让学生在小组内编写一个模拟旅行的对话，并进行表演。
7. 总结与反思- 回顾本课所学内容，进行总结和复。
- 让学生分享他们对本单元的理解和研究体会。
教学评价- 观察学生的参与度和表现，进行口头评价。
- 收集并批改学生的书面作业，并给予指导和反馈。
- 学生小组表演和讨论的观察评价。
拓展延伸- 布置一些与旅行相关的项目作业，鼓励学生开展实际调查和研究。
- 鼓励学生使用所学语言进行真实情境的交流和表达。
参考资料- 新版人教版九年级英语教材- 练册- 多媒体资源。
Unit12SectionBReading教案人教版新目标英语九年级全册
Consolidation
1.Questions:
T guides Ss read again and finish exercise 2c.
2.Exercise:
Ss finish exercise 2d.
3. Sharing:
Ss share their April Fool’s Day stories with others. T shows Ss some target structures.
人教版英语九年级单元课时教学设计
课题
Unit12 Section B Reading
单元
Unit 12
学科
英语
年级
九年级
教材分析
阅读一篇叙事性文章，讲述了四个与开玩笑有关的故事。
学习
目标与核心素养
1.Knowledge objectives:
Ss will learn some new words, such as“announce, spaghetti, hoax, discovery, lady, cancel, officer, believable, disappear, embarrassing”;
Ss read the paragraph three and do true of false questions:
1)April Fool’s jokes always end up being funny.
2)A famous TV star asked his girlfriend to marry him on his show.
Steps
Purposes
Step 1
Warming-up
人教版英语九年级全册Unit12教学设计
3.教学评价：
-采用形成性评价和终结性评价相结合的方式，全面评估学生的学习过程和成果。
-注重学生的自我评价和同伴评价，引导学生反思学习过程，提高自我监控和自我管理能力。
4.教学拓展：
-鼓励学生利用网络资源、英语角等平台，进行课外学习，拓宽知识视野。
-教师引导学生回顾本节课所学内容，总结语法和词汇知识。
-学生分享学习心得，交流在课堂活动中的收获和感悟。
2.教学实施：
-教师通过提问、复述等方式，帮助学生巩固记忆。
-鼓励学生提出疑问，解答学生的困惑。
3.教学目标：
-加深学生对本章节知识的理解和记忆，提高学习效果。
-培养学生的反思能力和自我评价意识，为下一节课的学习做好准备。
针对以上学情，教师在教学过程中应关注个体差异，因材施教；激发学生兴趣，提高学习积极性；注重语言实践，提高学生的语言运用能力；培养学生的自主学习能力和合作意识；关注学生情感需求，助力学生健康成长。
三、教学重难点和教学设想
（一）教学重难点
1.语法结构：一般将来时、现在进行时和被动语态的掌握和运用是本章节的语法重点，学生需要在实际语境中熟练运用这些时态。
-结合具体语境，讲解本章节的重点词汇和短语。
2.教学实施：
-教师通过示例句、情景对话等形式，生动形象地呈现语法知识。
-鼓励学生积极参与课堂活动，模仿示例句进行口头练习。
3.教学目标：
-让学生掌握本章节的语法和词汇知识，理解其在实际语境中的应用。
-培养学生的语言表达能力，提高听说读写技能。
（三）学生小组讨论
（三）情感态度与价值观
1.积极向上的心态：学生能够认识到设定目标的重要性，树立远大理想，为实现目标付出努力。
九年级英语《Unit12 Reading》学案 人教新目标版
2. His mind was crowded ___ whys .
A. of B. at C. with D. in
3. I wasn’t pleased ______my test .
A. with B. in C. to D. by
用所给单词的适当形式填空：
adv.通常；正常地____________
知识探究
1. face to face意为______________,该短语常作_________
他与她面对面的站着。_________________________________.
2. maybe adv.也许，或许，和__________同义。
Eg. ___________ she isn’t coming.
翻译：我没赶上车。这是因为天气太糟了。
______________________________________
(2) called ICQ是过去分词短语作_______, a computer program called ICQ,=_________________________.
Eg:He lives in a place ________ Tianshan.
He ____________ late.
3. This is because they come from a computer program called ICQ, which means I seek you.
（1）This is because……意为“这是因为”，because引导的是______________.
_____Of course not .
人教版英语九年级全册Unit12SectionBreading优秀教学案例
在教学过程中，我提出了一系列与文章内容相关的问题，引导学生深入思考。这种问题导向的教学策略，使学生们能够主动参与到学习过程中，提高了他们的思维能力和解决问题的能力。同时，问题导向还培养了学生们的问题意识，使他们能够主动发现问题、提出问题，并寻找答案。
3.亮点三：小组合作
我将学生们分成不同的小组，让他们在小组内进行合作学习，共同完成各项任务。这种小组合作的学习方式，不仅培养了学生的团队协作能力和沟通能力，还使他们能够互相学习、互相帮助，提高了学习效果。
四、教学内容与过程
（一）导入新课
1.开场白：以一个引人入胜的故事或引用一句有关环境保护的名言，引发学生们的兴趣和思考，为新课的导入做好铺垫。
2.展示图片或视频：播放一组有关环境污染的图片或视频，让学生直观地感受到环境问题的严重性，激发他们的学习兴趣。
3.提出问题：引导学生思考环境保护的重要性，如“你们认为环境保护为什么重要？”“我们应该如何保护环境？”等，激发他们的探究欲望。
4.培养学生们的感恩之心，让他们认识到大自然的重要性，学会尊重和保护自然。
作为一名特级教师，我深知教学目标的重要性，它不仅是教学活动的出发点和归宿，也是评价教学效果的重要依据。在制定教学目标时，我注重将知识与技能、过程与方法、情感态度与价值观三者有机结合，以促进学生的全面发展。在本节课的教学过程中，我将紧紧围绕教学目标，采用多种教学手段和策略，激发学生的学习兴趣，提高他们的参与度，确保他们能够在知识、能力和情感态度等方面取得显著进步。
此外，我还注重将情感态度与价值观的教育融入课堂教学，引导学生们树立正确的环保观念，培养他们的社会责任感和使命感。通过本节课的学习，学生们不仅提高了英语阅读能力，还增强了对环境保护的认识，为他们的终身发展奠定了基础。
人教版《英语》(新目标)九年级教学设计
人教版《英语》（新目标）九年级Unit12“Life is full of the unexpected.”教学设计教材分析本单元是九年级Unit 12，单元授课时间接近初三上学期期末，话题材料是通过对过去事件的复述来让学生体会“生活充满意外”这一主题。
语法学习方面。
教材前几个单元都是对初一、初二语法知识的复习，本单元是对初二学习的现在完成时的升华，让学生学习过去完成时的用法。
虽然这一时态在初中考纲中的要求是学生了解即可,对运用性的要求不高,但为了帮助学生更好地理解发生在过去的事件之间的顺序关系,以及学会如何更有逻辑地去跟别人讲述过去发生的事,教师认为有必要对过去完成时进行讲解。
本单元的教学重点在于描述某件事的过程和人物的感受,以及学习相关的词汇、句型及文章结构。
根据教学课时的安排,本单元共6个课时,内容为教材的第89页至第96页,具体课时安排如下:第一课时Section A(la-2d)听说课第二课时Section (3a-3c)阅读课第三课时Section A(Grammar Focus-4c)语法课第四课时Section B(la-1e)听说课第五课时section B(2a-2e)阅读课第六课时Section B(3a-Self-Check)写作课学情分析接近初三上学期期末,学生心态上已经有中考复习的心理准备,所以在学习过程中会自动将学习与考试相连接。
本单元的学习一方面关注阅读方法的训练,另一方面是写作的积累和练习。
同时,在紧张的氛围中学习一些过去的“意外事故”和“愚人节故事"等可以减轻学生学习的疲惫感和反感。
学习不大认真的同学也能通过本单元的学习找到一点乐趣,能轻松愉快地为期末考试作复习准备。
模块教学目标本单元涉及人与自我、人与社会的主题语境,描述过去事件的语篇主要以记叙文为主,根据《义务教育英语课程标准(2011年版) 》和《普通高中英语课程标准(2017版) 》对英语学习内容的设计,教师设计本单元的教学目标,旨在培养学生英语学科核心素养。
初中英语人教版九年级全册《Uint12Reading》教学设计
Unit 12 Life is full of the unexpected. SectionB Reading 教学设计I.知识与技能：语言知识目标：1）能掌握以下单词：fool, costume, embarrassed9 costume party, announce, spaghetti, hoax, sell out, discovery, lady, cancel, officer9 believable, disappear, embarrassing2）能掌握文中重难点句子：A.重点：Past perfect tense B .难点：Narrate past events3）提高学生的阅读技能，培养学生从所读文中获取有效信息的能力, 理解关键词和短语的能力。
4）通过使用背景知识，激活阅读兴趣，初步了解西方文化。
II教学过程Stepl. Warming-upGreeting. Then tell a story about April FooFs Day?Step 2.Lead-in Do you remember any unexpected situation in your daily life? Have you ever played jokes on others, especially on April Fool's Day? Have you ever been fooled by others? Tell your story to your partnerStep 3. Fast Reading. Read the passage quickly. Then match each paragraph with the main idea. （Work on 2b.）Paragraph 1 The most famous trick playedParagraph 2 Examples of funny stories that happened on April Fool's Day.Paragraph 3 An introduction to April Fool's Day(2) Careful Reading Step 4. Let Ss read the second paragragh carefully? and answer these questions.1)Why did the supermarkets run out of spaghetti one April FooFs Day?2)What did the TV show say the special water could do?3)Why did the TV star's joke have a bad ending?Answers：1)A reporter announced that there would be no more spaghetti as spaghetti farmers in Italy had stopped growing spaghetti.2)It was said that the special water would help people lose weight.3)He lost both his girlfriend and his show.The story of aliens from Mars is the least believable. Because the movie star is living with people. People never see any aliens on the earth.Step 5. Let Ss read the third paragragh carefully. Are the following sentences true (T) or false (F)?1).A famous star invited his girlfriend onto his show.2).He asked her girlfriend to marry him, she.The little joke had a veryending.3).The TV star lost both his girlfriend and his show.Step 6. Let Ss read the fourth paragragh carefully. Retell the story using “At first…Then…By the end of… ”Step 7. Discuss: What's the best title of the passage?Step 8. Writing:1)Can you remember a lucky or an unlucky day? What happened? Make some notes about what you remember?2)Write a story about your lucky or unlucky day and tell your story to a partner or the class.板书设计Unitl2 Life is full ofthe unexpected.Section B ReadingOn April FooFs Day, have you ever played jokes on others? Have youever been fooled by others?。
新版人教版新目标九年级英语unitunit 12-9教案
新版人教版新目标九年级英语unitunit12-9教案课程简介本节课是针对九年级学生的英语教学内容，旨在帮助学生掌握单词、句型和语法规则，提高他们的听说读写能力。
教学目标- 通过本节课的研究，学生能够掌握本单元的重点词汇和短语。
- 学生能够在日常生活中正确运用所学到的语言知识。
- 学生能够通过各种听、说、读和写活动来提高他们的英语交际能力。
教学内容本节课主要包括以下内容：1. 单词和短语的研究：通过听、说和读的活动来帮助学生记忆和理解本单元的重点词汇和短语。
2. 句型和语法的研究：通过示范和练，帮助学生掌握本单元的重点句型和语法规则。
3. 听力和口语训练：通过听力和口语练，提高学生的听力理解和口语表达能力。
4. 读写训练：通过阅读和写作活动，提高学生的阅读理解和写作能力。
教学步骤1. Warm-up活动：通过一个有趣的小组讨论活动引入本节课的主题。
2. 单词和短语研究：通过展示图片和听力活动，引导学生研究和记忆本单元的重点词汇和短语。
3. 句型和语法研究：通过示范和练，帮助学生理解和掌握本单元的重点句型和语法规则。
4. 听力和口语训练：通过多种听力和口语练活动，提高学生的听力理解和口语表达能力。
5. 读写训练：通过阅读和写作活动，提高学生的阅读理解和写作能力。
6. 总结和复：通过互动讨论和小组活动，巩固学生对本节课内容的理解和掌握。
教学评估在本节课的各个环节中，教师将利用提问、点名、小组讨论等方式对学生进行评估，以确保他们掌握了本单元的重点知识和能力。
教学资源- 课本：新版人教版新目标九年级英语教材- 纸张、笔、图片等教具延伸活动为了帮助学生巩固和拓展所学的内容，可以进行以下延伸活动：- 邀请学生在家中进行有关本单元主题的自主研究和练。
- 利用多媒体资源和互动游戏增加研究的趣味性。
总结本节课的教案旨在帮助学生掌握新目标九年级英语unit 12-9的相关知识和能力。
通过多种教学方法和活动，学生将能够有效地学习和运用所学的语言知识，提高他们的英语交际能力。
人教版九年级下册英语教案Unit12教案讲课教案
课题Unit 12 Life is full of the unexpected.（第1课时）教学批注教学设计一、教学三维目标1.知识与技能：语言知识目标：1) 能掌握以下单词及短语：unexpected, by the time, backpack, oversleep, ring, give …a lift,2）掌握By the time I got outside, the bus had already left.When I got to school, I realized I had left my backpack at home.3) 掌握过去完成时时态，结构及用法。
2.过程与方法：3.情感态度与价值观：情感态度价值观目标：能学会合理安排自己的学习和生活，做到守时守信。
二、教学重点、难点1. 教学重点：过去完成时的用法。
2. 教学难点：用过去完成时叙述过去的事件。
三、教学准备四、教学课时7课时五、教学过程Period 1Section A (1a-2d)Ⅰ. Warm-upGreeting.Ⅱ. Lead-inDo you remember any unexpected situation in your daily life?展示几张尴尬的人的图片。
Ask: What do you think of the people in these pictures?Ss: They look scared/bad.T: What happened to the boy?Ss: He broke his arm. He is getting an electric shock.T: I was late for work today. When I got up, I found my clock had rung. It was 7:30.By the time I went to the bathroom, my son had been in. So I had to wait. When Iwent out, I found my motorbike had broken down. (老师讲述自己迟到的经历，激起学生对一下内容的学习)。
人教版英语九年级第十二单元阅读课教学设计(一)
人教版英语九年级第十二单元阅读课教学设计(一)教学设计：人教版英语九年级第十二单元阅读课教学目标1.了解并掌握阅读技巧，提高阅读能力；2.熟悉生词词汇，扩大语言能力；3.通过阅读文章，了解不同国家的节日文化；4.培养学生的跨文化交际意识。
教学重点1.阅读技巧的掌握；2.生词词汇的掌握。
教学难点1.跨文化交际意识的培养；2.阅读文章并提取信息。
教学方法1.阅读讲解法；2.互动式教学法；3.问题导向教学。
教学步骤第一步：引入1.切入主题，介绍节日文化的重要性；2.提问学生对不同节日的了解程度。
第二步：阅读文章1.学生阅读教材P89页的文章，了解节日文化内容；2.指导学生掌握阅读技巧，如找关键词、预测内容、作出判断等。
第三步：单词与短语讲解1.教授文章中出现的生词和短语；2.帮助学生掌握这些词汇，扩大其语言实力。
第四步：问题探究1.将学生分成小组，交流讨论文章中的问题；2.引导学生提取文章信息，培养其阅读和表达能力。
第五步：跨文化交际1.介绍不同国家/地区的节日文化差异；2.引导学生思考并讨论差异带来的学习和交流机会。
教学评估1.阅读文章并回答问题；2.发表小组讨论成果；3.个人总结并分享观点。
课堂扩展1.让学生了解更多关于各国文化的内容，如音乐、美食、历史等；2.让学生用英语写一篇关于他们最喜欢的节日的作文。
教学反思1.能否更好地引导学生掌握阅读技巧；2.有哪些生词或短语需要更详细的讲解；3.考虑增加更多的文化差异讨论。
教学素材1.人教版英语九年级下册教材P89页；2.与节日文化相关的图片和视频素材；3.与不同国家文化相关的学习资源，如图书馆书籍、互联网搜索结果等。
教学资源1.演示文稿、图片、视频素材；2.阅读材料、词汇表、练习题；3.与不同国家文化相关的学习资源。
教学参考1.“Reading Across Cultures: Teaching Literature in aDiverse Society” by Cathy M. Mazak;2.“English Teaching and Cross-Cultural Communication” bySun Yuesong.总结反思通过本次教学设计，学生能够掌握阅读技巧、熟悉生词词汇、了解不同国家的节日文化，并培养跨文化交际意识。
【英语】九年级英语全册Unit12reading导学案无答案人教新目标版
【关键字】英语湖南省常德市第九中学九年级英语全册《Unit 12 reading》导学案（无答案）人教新目标版班级：学生姓名：教师查阅情况：课题：学习目标情感目标：能够辨别各种语言的使用场合，提高自己的文明素养。
能力目标：了解一些网络用语，并且能够恰当运用网络语言。
知识目标：单词：rubbish seek chatline online typ e mostly form combine symbol mark emotion beside riddle experiment proper queue normally whose短语：learn…by oneself be pleased with句型：When you write e-mail English you do not use punctuation marks only in the traditional way.You can learn it easily by yourselves,and experiment with your own ideas.It is important to use it only at the proper time—when you are e-mailing a friend or sending a message to a friend on a mobile phone.学习程序知识宝库学习内容与方法1、written English 书面英语spoken English 英语口语2、beside 在旁边，在附近，实际距离可能不很远。
3、learn…by oneself=teach oneself自学4、proper（1）正确的，恰当的，符合规矩的（2）真正的，像样的（3）完全的，彻底的5、…and remember your teachers will not be pleased if you write e-mail English in a test!...此句中含有if 引导的条件状语从句，如果主句是一般将来时，从句必须用一般现在时。
新目标九年级Unit 12英文教案(共七课时)
新目标九年级Unit 12英文教案(共七课时)unit 12 you re supposed to shake handsthe first periodⅰ. teaching aims and demands1. knowledge objects〔1〕key vocabularybow, kiss, be supposed to, shake hands, customs 〔2〕target languagewhat are people in korea supposed to do when they meet for the first time?theyre supposed to bow.2. ability objects〔1〕train students listening ability.〔2〕train students communicative competence. ⅱ. teaching key pointstarget languageⅲ. teaching difficult points1. how to train students listening ability.2. how to train students communicative competence.ⅳ. teaching proceduresstep ⅰ revisiont: yesterday we finished unit 11. in this unit, we learned some ways of asking for information politely. now if you want to go to a library to get a book, how can you ask?write the two column headings on the board: right and wrong.say, please tell me things that are good to do in school and that are not good to do in school.write each suggestion under the appropriate heading on the board.t: is it a good idea to come to class late?s1: no.t: thats right, its not a good idea to come to class late. youre not supposed to come to class late. class repeat. youre not supposed to come to class late.ss: youre not supposed to come to class late.t: 〔writes come to class late under wrong〕what are some things you shouldnt do?s2: we shouldnt eat in class.t: right. youre not supposed to eat in class.ask students to repeat this example.then ask students to tell about some things that are good to do in school. they may say things such as, you should do your homework every day; you should raise your hand before you talk. rephrase each of these sentences using supposed to and ask students to repeat: youre supposed to do your homework every day.youre supposed to raise your hand before you talk. step ⅱ 1alet students read the instructions.point to the two lists of words. read each word and ask students to repeat it.put up a map of the world on the board.ask students to explain where each of the countries is. ask different students to act out the action described by each word or phrasebow, shake hands, and kiss. read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries.look at the sample answer. tall students to guess if they arent sure.step ⅲ 1bgo through the instructions with the class. point to the lists in activity la and say, now you will hear a conversation between a boy and a girl. their conversation contains the answers to the questions in activity 1a.play the tape for the first time. this time, students only listen.play the tape a second time. ask them to listen to the recording and check their answers to activity 1a. check the answers with the class. invite a student to read the answers.step ⅳ 1cread the instructions to the whole class.point out the example in the box. ask two students to read it to the class.point to the lists of customs and countries in activity la. tell students to first talk about these countries and customs, and then talk about other countries and customs they know about.as students work together, move around the classroom checking their work.ask different pairs of students to ask and answer a question for the class.step ⅴhomeworkreview the target language.the second periodⅰ. teaching aims and demands1. knowledge objects〔1〕key vocabularygreet, be supposed to〔2〕target languagehow was the dinner at pauls house last night?well, it was ok, but i made some mistakes. i was supposed to arrive at 7:00, but i arrived at 8:00.2. ability objects〔1〕train students listening ability.〔2〕train students communicative competence. 3. moral objectswhen youre invited to a place, you mustnt be late, greet people the wrong way and wear the wrong clothes. that is, you should act according to your hosts customs.ⅱ. teaching key points1. key vocabularygreet, be supposed to2. target languagehow was the dinner at pauls house last night?well, it was ok, but i made some mistakes. i was supposed to arrive at 7:00, but i arrive at 8:00.3. structurewhat are you supposed to do when you meet someone? ⅲ. teaching difficult points1. the target language2. how to improve students listening ability.ⅳ. teaching proceduresstep ⅰ revisioncheck homework. ask some pairs to act out their conversations according to activity 1a.step ⅱ 2alook at the picture and ask students to tell what is happening.help students understand that the people are at a picnic.point to maria and ask, whats maria wearing? 〔she is wearing a dress.〕ask, does she look comfortable? 〔no.〕read the instructions and point to the four mistakes onthe list. ask different students to read the mistakes to the class.listen to maria talking to a boy about what happened at the picnic. she made several mistakes. listen to the recording and check the mistakes she made.play the recording. students only listen the first time. play the recording again. get students to check the mistakes maria made.check the answers with the class.step ⅲ 2bgo through the instructions with the class. point out the blanks in the four sentences. invite a student to read the first sentence.play the recording again. let students fill in the blanks with the words they hear alone.correct the answers with the class.step ⅳ 2cread the instructions for the activity to the class.look at the example in the box. ask two students to read the conversation to the class.point out the mistakes in activity 2a and the sentences in activity 2b. role play dan and marias conversationusing information from activities 2a and 2b.ask students to work in pairs. as they work, move around the classroom checking the progress of the pairs and offering help as needed.check the answers by calling on different pairs to say their conversations to the class.step ⅴ grammar focusreview the grammar box. get different students to say the questions and answers.step ⅵ homeworkask students to write at least two sentences with the sentence starters in grammar focus.the third period ⅰ. teaching aims and demands1. knowledge objects〔1〕key vocabularyland, drop by, after all, relaxed, a bit〔2〕target languagecan you tell me the things im supposed to do?the first thing is to greet the teacher.okay. what should i say?you are supposed to say good morning, teacher.2. ability objects〔1〕train students integrating skills.〔2〕train students communicative competence. ⅱ. teaching key pointtrain students integrating skills.ⅲ. teaching difficult pointhow to improve students integrating skills.ⅳ. teaching proceduresstep ⅰ revisiont: in last period, we summed up the expressions for telling what you are supposed to do. now ill check your homework. ill ask some pairs to act out the conversations before the class.step ⅱ 3aread the instructions. do you know what an opinion is? ask a student to answer it. 〔an opinion is what you think or how you feel about something. 〕look at the chart. point to the word attitude on the chart and say, an opinion is like an attitude. tell students what they will write in the chart.ask students to read the first paragraph on their own. when they read, move around the classroom helping them as necessary. then ask students to read thesecond paragraph. again, as they read, move around the classroom answering any questions. then read the instructions again and point out the chart. point to the words attitude toward and ask what other words in the instruction line mean the same thing〔opinions of〕. invite a student to read the sample answer to the class. then let him point out which sentence the answer is found in.ask students to read the paragraphs again and complete the chart on their own.correct the answers with the class.step ⅲ 3bgo through the instructions for the activity with the class.look at the example in the box. ask two students to read the conversation to the class.first practice this conversation with a partner. then talk about your attitude toward being on time and getting together with your friends. use true information. have students work in pairs.ask some different pairs to say their conversations to the class.step ⅳ part 4let students read the instructions.ask a pair of students to model the sample dialogue. correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.get students to complete the work in pairs. as they work, walk around the classroom offering help as needed.review the task. ask a few students to share their conversations with the whole class.step ⅴ homework1. write a conversation using the information in part 4.2. finish off the exercises on pages 49～50 of the workbook.the fourth periodⅰ. teaching aims and demands1. knowledge objects〔1〕key vocabularywipe, napkin, stick, chopstick, rude, point, pick up 〔2〕target languagewere supposed to eat with chopsticks.yes, and its rude to eat with our hands.2. ability objects〔1〕train students listening ability.〔2〕train students ability to understand the target language in spoken conversation.〔3〕train students ability to use the target language. ⅱ. teaching key points1. key vocabularywipe, stick, chopstick, rude, point, pick up2. target languagewere supposed to eat with chopsticks.yes, and its rude to eat with our hands.ⅲ. teaching difficult points1. flow to improve students listening ability.2. how to use the target language.ⅳ. teaching proceduresstep ⅰ revisioncheck homework. get some students to read out their conversations using the target language in section a 4. collect their conversations and help correct their errors. step ⅱ part 1look at the picture and ask students to say what is happening in it.look at the title, mind your manners!ask. what do you think it might mean?read the instructions and point to the five statements about manners. ask students to read the statements. review the five statements to be sure students understand what each one means. ask students to act out them.then ask students to complete the quiz on their own. correct the answers with the class.step ⅲ 2aread the instructions to the class. review what an exchange student is and what table manners are. if necessary, translate them into chinese.look at the four pictures. you will hear the exchange student steve, talking with his japanese friend, satoshi. satoshi is explaining some things you are and arent supposed to do when eating in japan.point to the boxes where students are supposed to write a number next to each picture. say, number these 1 through 4 to show the order you hear satoshi talk about, these things in the recording.play the recording the first time.students only listen.play the recording a second time.as they listen to the recording this time, let students number the pictures. correct the answers with the class.step ⅳ 2bread the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings. ask different students to read the two lists. you will hear the same recording again.play the recording again. ask students to write the letters in the blanks alone.check the answers with the class.step ⅴ 2cgo through the instructions for the activity with the class.look at the example in the box. ask two students to read the sentence starters.now, complete each one with a true statement about table manners in your country.ask two students to read their sentences.point out the sentence starters in activity 2b. say, have a conversation about table manners in your country with a patter.you can use the sentence starters in activity 2b to help you get started.have students work in pairs. ask one or two pairs of students to say their conversations to the class.step ⅵhomeworktalk about the table manners in your country using the sentence starters inactivity 2b.the fifth periodⅰ.teaching aims and demands1. knowledge objects〔1〕key vocabularytable manners, behave, be/get used to, cut up, full, fork, you should〔2〕practise reading an article.〔3〕practise writing something using the target language.2. ability objects〔1〕train students reading ability.〔2〕train students writing ability.ⅱ. teaching key pointpractise reading and writing using the target language. ⅲ. teaching difficult pointhow to write an e-mail message.ⅳ. teaching proceduresstep ⅰ revisionreview the target language presented in this unit. check homework.ask two students to read out their sentences.step ⅱ 3acall attention to the e-mail message. invite a student to read the article aloud to the class. correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.read the instructions to the class. ask students to read the e-mail again. say,now read the e-mail. answer the questions in your exercise book. as students work, move around the classroom and offer help as necessary.check the answers with the class.step ⅲ 3bread the instructions to the class. point to the beginning of the e-mail message.read it to the class.here are some things you need to know about tablemanners when you visit japan. first of all, you should look back at the pictures in activity 2a and the matching exercise in activity 2b.you can use the pictures and information in activities 2a and 2b to help you write your letters.ask students to finish the activity on their own. as they work, walk around the classroom offering help and answering questions as needed.check the answers with the class. ask a student to read his completed article to the class.step ⅳ3cread the instructions and ask students to look back at activity 2c.remind students that they made conversations about table manners in their own country.say. you can use the ideas you talked about in activity 2c as you write your email messages.get students to finish the activity on their own. as students work, move around the room offering help as needed.ask a student to read his or her message to the class. have other students add any information that ismissing from the first students report.step ⅵ homework1. read the e-mail message in activity 3a again.2. write an e-mail message to a friend about table manners.the sixth periodⅰ. teaching aims and demands1. knowledge objects〔1〕fill in blanks and make sentences using arrive, meet, spend, behave and imagine.〔2〕finish the story.〔3〕complete the crossword.2. ability objectstrain students writing ability.3. moral objectsyou are supposed to learn much more table manners, it is very useful and helpful, especially when you are in foreign countries.ⅱ. teaching key points1. fill in blanks and make sentences.2. finish the story.ⅲ. teaching difficult points1. make sentences using arrive, meet, spend, behaveand imagine.2. finish the story.ⅳ. teaching proceduresstepⅰ revisioncheck homework. ask a student to read the e-mail message in activity 3a. then ask a student to readhis/her own e-mail message.stepⅱ part 1look at the words in the box. ask a student to read them.make sure students understand the meaning of the words.then say, fill in the blanks with the words. in some cases, students may need to use another form 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.ask students to make their own sentences with the words, preferably sentences that are meaningful. movearound the classroom. collect a few students answers with mistakes on the blackboard. then help students correct the mistakes.step ⅲ part 2go through the instructions with the class. explain them to students.get students to complete the work in pairs.invite a few students to read the end of the story. answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests.a sample end of the storywhat i finally decided to do was to watch what others do and follow them.step ⅳ part 3do the example with the class to show them how to do a crossword puzzle. ask students to complete the crossword puzzle on their own. check the answers with the whole class.step ⅴ just for fun!this activity provides reading and speaking practice with the target language.ask students what is funny about the cartoon. help students to explain. the little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway.step ⅵ summary and homeworkin this class, weve done much writing practice using the key vocabulary words.after class, please finish off the story in 2 in your textbooks. then finish off the exercises on pages 50～52 of the workbook.the seventh periodⅰ. teaching aims and demands1. knowledge objectskey vocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school 2. ability objectsimprove students reading and writing skills.ⅱ. teaching key pointtrain students reading and writing skills.ⅲ. teaching difficult pointtrain students reading and writing skills.ⅳ. teaching proceduresstep ⅰ key vocabularyshow the following vocabulary by cards.careful-reading to get the detailed information.say the words and have students repeat them again and again until they can pronounce them fluently and accurately.step ⅱ part 1read the title parent helps child to the class. ask, what do you think the article is about, based on the title? look at the picture. ask students to describe what is happening in the picture.ask students to discuss the four questions. students do not look at the reading text. instead, they use their background knowledge to try to answer the questions. as they work, walk around, looking at their progress. when most students finish the task, ask students to compare their answers with a partner,elicit answers from the students. ask, do you have any other answers? do not give the correct answers to the students at this point. wait until students have finished the reading and let them revise their answers accordingly.step ⅲ part 2go through the instructions with the class.ask students to complete the task individually or in pairs. make sure students discuss their reasons in english. as they work, walk around the classroom offering help as necessary.ask students to read their answers. encourage students to use complete sentences.step ⅳ part 3look at the story. pay attention to the words indicated in bold. ask different students to guess the meaning. dont give them the correct answers.ask students to read the article once.say, pay attention to the bold words and expressions. and note any other words or sentences you dont understand. read in context, guessing the meanings of words and phrases from the other words around them. ask students to read the article again for comprehension.go through the instructions with the students and have them look at the example. ask students to complete the next word on the list on the left. students arematching words to meanings. as they work, walk around the classroom offering help as necessary. students complete the task. remind them to look at the story again for extra help.have students report their answers. encourage them to use complete sentences.step ⅴ part 4go through the task with students. elicit the first answer from students from memory. check that they understand what they need to do.ask students to do the activity on their own or in pairs. students should try to remember or guess the answers before looking at the reading. as they work, walk around the classroom offering help students may need. check the answers. invite different students to give their answers and give the correct statements for the ones that are false.step ⅵ part 5read the instructions with the students.divide the class into small groups to do the activity. give students help thinking of different fun and educational activities. walk around the classroomoffering help as needed.cheek the answers. have students share their answers with the class.stepⅶ summaryin this class, weve practised a lot of reading and writing. step ⅷ homework1. read the story in activity 2 again for further comprehension.2. revise the target language in this unit.。
新目标英语九年级教案Unit12教案7
Reading: Parent helps child The Seventh PeriodⅠ．Teaching Aims and Demands 1．Knowledge Objects Key Vocabulary die, succeed, sacrifice, path, honor, deadend road, get into trouble, give up, keep shipping, military school 2．Ability Objects Improve students' reading and writing skills. 3．Moral Objects Mother is willing to do whatever she can to love us. So we should understand our mothers and love them too, and we must study hard to reward our mothers. Ⅱ．Teaching Key Point Train students' reading and writing skills. Ⅲ．Teaching Difficult Point Train students' reading and writing skills. Ⅳ．Teaching Methods Fast-reading to improve students' reading ability. Careful-reading to get the detailed information. Ⅴ．Teaching Aid A projector Ⅵ．Teaching Procedures Step Ⅰ Key Vocabulary This activity introduces the key vocabulary words. Show the following vocabulary on the screen by a projector. at the end of 在……结尾；在……末端 dead adj. 死亡的；无生命的dead-end adj. 无出路的；没有发展前景的 die v. 死；死亡 succeed v. 成功；做成 get into trouble 陷入困境；因做某事而招致不幸或处罚等 give up 放弃；抛弃 subject n. 题目；主题 slip v. 失足；滑倒 military adj. 军事的；军用的 army n. 军队 soldier n. 士兵；战士 sacrifice v. & n. 牺牲；奉献 path n. 路；小路；小径 Say the words and have students repeat them again and again until they can pronounce them fluently and accurately. Step Ⅱ Part 1 This activity allows students to activate their background knowledge before attempting the reading. Read the title Parent helps child to the class. Ask, What do you think the article is about, based on the title? Look at the picture. Ask students to describe what is happening in the picture. Ask students to discuss the four questions. Students do not look at the reading text. Instead, they use their background knowledge to try to answer the questions. As they work, walk around, looking at their progress. When most students finish the task, ask students to compare their answers with a partner. Elicit answers from the students. Ask, Do you have any other answers? Do not give the correct answers to the students at this point. Wait until students have finished the reading and let them revise their answers accordingly. Answers will vary.Step Ⅲ Part 2This activity encourages students to read quickly for detail.Go through the instructions with the class.Ask students to complete the task individually or in pairs. Make sure studentsdiscuss their reasons in English. As they work, walk around the classroom offeringhelp as necessary.Ask students to read their answers. Encourage students to use complete sentences.Sample answersMain ideaDetailWestley was a bad boy.He was in trouble at school and with the police.His mother did a lot for him,She had three jobs to support him and the family.Westley understood he had to His mother explained her sacrifice .change.The writer gives some advice Get children interested in reading.for parents and children.Step Ⅳ Part 3This activity encourage students to use the strategy of reading in context.Look at the story. Pay attention to the words indicated in bold. Ask differentstudents to guess the meaning. Don't give them the correct answers.Ask students to read the article once. Say, Pay attention to the bold words andexpressions. And note any other words or sentences you don't understand. Read incontext, guessing the meanings of words and phrases from the other words aroundthem.Ask students to read the article again for comprehension.Go through the instructions with the students and have them look at the example.Ask students to complete the next word on the list on the left. Students are matchingwords to meanings. As they work, walk around the classroom offering help as necessary. Students complete the task. Remind them to look at the story again for extra help.Have students report their answers. Encourage them to use complete sentences. Answers dead-end road f; give up d; keep slipping b; military school a; sacrifice c; honor e; Get students to make sentences with the words and expressions. Answers to this activity will vary. Then ask a student to write his answers on the blackboard. Help correct any mistakes. Sample answers 1．We don't walk down a dead-end road, or we'll fail. 2．You must give up smoking. 3．Don't keep slipping again. 4．He doesn't want to go to a military school, but he has to. 5．He succeeded at the sacrifice of his health. 6．We should show honor to our teachers. Step Ⅴ Part 4 This activity helps students read for specific information and paraphrase ideas. Go through the task with students. Elicit the first answer from students from memory. Check that they understand what they need to do. Ask students to do the activity on their own or in pairs. Students should try to remember or guess the answers before looking at the reading. As they work, walk around the classroom offering help students may need. Check the answers. Invite different students to give their answers and give the correct statements for the ones that are false. Sample answers T F (There are three children and a mother in Westley's family.)F (Westley was sent to military school by his mother.)TT Step Ⅵ Part 5This activity helps students work in a group and think critically about what theyhave read.Read the instructions with the students. Divide the class into small groups to dothe activity. Give students help thinking of different fun and educational activities.Walk around the classroom offering help as needed.Check the answers. Have students share their answers with the class.Sample answersActivitiesReasonsVisit very old places.Students will find history is interesting.Buy some books about sports. Students are interested in them.Go to the music concerts. …Students like music very much, especially pop music. …Culture note Independence is much different for young people in the West than in China. InAmerica, 16 year-olds often learn to drive and have their own cars. By the age of 18 or 19, it's common for young people to ‘move out’ , leaving home for their ownrented accommodation. The age for marrying is quite low for both young men and young women, usually in their late teens and there are no restrictions on the age forhaving children or number of children on can have. Step Ⅶ SummaryIn this class. we've practised a lot of reading and writing. Step Ⅷ Homework1．Read the story in Activity 2 again for further comprehension. 2．Revise the target language in this unit. Step Ⅸ Blackboard DesignReading: Parent helps child.The Seventh PeriodSample answers to Activity 2Main ideaDetailWestley was a bad boy.He was in trouble at school and with the police.His mother did a lot for him,She had three jobs to support him and the family.Westley understood he had to His mother explained her sacrifice .change.The writer gives some advice Get children interested in reading.for parents and children.Sample answers to Activity 3 1．We don't walk down a dead-end road, or we'll fail. 2．You must give up smoking. 3．Don't keep slipping again. 4．He doesn't want to go to a military school, but he has to. 5．He succeeded at the sacrifice of his health. 6．We should show honor to our teachers.。
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英语教学设计Topic Unit 12 readi ngI. An alysis of the textbook:In this less on, we mainly talk about “ e-mail En glish ” . I t gives the stude ntsa chanee to know the detail knowledge about it. It can help the students balanee the study and en terta inment.II. Teach ing aims1. Kno wledge and skills1) . Words: lear n and use these words: rubbish, type, form, phase, symbol, mark,beside, e-mail, riddle, lear n …by on eself, experime nt, proper, etc.Get to know these words: seek, chatl ine , mostly, comb ine, emoti on, pleased, queue, no rmally, etc.2) Stude nts can use the right readi ng strategies whe n they are read ing.4) Develop students' abilities to cooperate with others by involving in solving problems with classmates in class.2. Aims of Emoti on and Value1) The right attitude about “ chatt ing on line ”2) Good cooperationIII. Important Point: students can cooperate with other well.Difficult poin ts: Stude nts can use the right read ing strategies whe n they are readi ng.IV. Teachi ng strategies and methodsJunior stude nts are tee nagers. They are curious, active, and found of competiti ons,son gs, movies, and the topic about chatt ing on line. They enjoy lear ning inthe excit ing, in teresti ng, and relaxed atmosphere. So1) .ln class stude nts are en couraged to express their opinions by discuss ing and talki ng.2) . Stude nts are allowed to speak and liste n to each other, offer and accept each other's help.3) .Whe n stude nts are en gaged in activities, the teacher just join them, giv ing the suggestions, offering the help they need and encouraging them timely.4) .Task-based Teach ing Method puts emphasis on lear ning how to cooperate with others by finishing the tasks.V. The mai n idea of teachi ngActivity 2 Exte nsive read ingasks a questi on Stude nts read quickly by using the Teacher about the main idea of the skim ming skill.Importa nt and difficult poi nts text.Activity 3 Exte nsive read ingsca n the read ing and find Teacher show exercise 3a Stude ntsthe an swers quickly. and 3bActivity 4 Inten sive read ing.Get the stude nts to read in groups and finish differe nt tasks by read ing differe nt paragraphs.Activity 4 Competitio nStude nts work in groups and compete with other groups to see which group is faster and better.VI Teach ing toolsMultimediaVII. Teachi ng stepsStep 3. Exte nsive readi ng. Show a questi on: mainly passage What does the talk about? Step 4. Extensive readi ng 1. Show exercise 3a.Show exercise 3b. 2. Step 5.Inten sive read ing four in Divide the class differe nt groups, show readi ng tasks.Step 6 Competition Show En glish an e-mail the get sentence, groups compete each other. Homework 1. Debate stude nts the if on can chat on line.2. Scan some passagesWhat is e-mail En glish 1The usage of e-mail En glish. 23. The form of e -mail English Pun ctuati on marks4. Whe n to use e-mail En glish5.Read ing the passage by using toskim ming skill find the answer to thequestion. Scan the read ing finish theexercise quickly. Work in groups tofinish theread ing tasks.first readGroup 1: the paragraphs the n decidetrue or false. 3 Group2: read paragraph questi on, answera then task: read finish another somee-mail English. 4 Group 3: readparagraph questi on, a the n an sweranother finish task: make more faceswith pun ctuati on marks.read Group 4: paragraph 5 question,answer a then finish ano ther task. .Work in group to see which group isfaster and better. rubbish on li nemark lear n by on eselfTo help the stude nts rightmaster the whe n read ingstrategy they are readi ng.To help the stude nts reading right use the strategywell. the To improvecooperate stude nts witheach other. the To improvecooperate stude nts witheach other. they what Consolidate lear ned in class.type riddleproper form experime ntsymbolBlackboard Writ ing Desig n专心爱心用心.| _________ , ____ , _____ , ____ , ________ , ___专心爱心用心．5专心爱心用心．20XX—019学年度第一学期生物教研组工作计划指导思想学习方式。
化教学方法和自主化关系，积极探索符合新课程理念的生物教学自如，加大教研、教改力度，深化教学方法和学习方式的研究。
正确处理改革与发展、创新与质量的，提高课程改革为抓手，更新教育理念，积极推进教学改革。
努力实现教学创新，改革教学和学习方式课堂教学效益，促进学校的内涵性发展。
同时，以新课程理念为指导，在全面实施新课程过程中以新一轮要工作主、教研组建设方面：一施课改实践。
、深入学习课改理论，积极实践。
级新教材为“切入点”，强化理论学习和教学实、以七年研，以研促教，真正实现教学质量的全面提升。
、充分发挥教研组的作用，把先进理念学习和教学实践有机的结合起来，做到以学促好“五关”。
益，规范教学常规管理，抓、强化教学过程管理，转变学生的学习方式，提高课堂效理念。
要求教师的教案能体现课改（）备课关。
要求教龄五年以下的教师备详案，提倡其他教师备详案。
（）上课关。
改上狠下工夫（）作业关。
首先要控制学生作业的量，本着切实减轻学生负担的精神，要在作业批的评价环境。
（）考试关。
以确保给学生一个公正、公平关。
（）质量、加强教研组凝聚力，培养组内老师的团结合作精神，做好新教师带教工作。