新目标九年级Unit 9单元教学设计
人教新目标九年级英语Unit9SectionB(2a2e)教学设计
3.能够理解和运用目标语言，进行有关目标、梦想和成功的表达和交流。
4.提高学生的听说读写能力，特别是听力理解和阅读理解能力。
（二）过程与方法
1.采用任务型教学法，引导学生通过小组讨论、角色扮演等活动，主动参与课堂，提高英语实际运用能力。
6.预习作业：布置下一节课的相关内容，让学生提前预习，为新课的学习做好准备。预习内容包括词汇、语法和课文内容。
四、教学内容与过程
（一）导入新课
1.教师通过向学生提问：“What is your dream? How do you achieve your dream?”引发学生对梦想和目标的思考，激发学生的学习兴趣。
2.利用多媒体展示一些成功人士的事例，让学生了解他们是如何通过努力实现自己的目标，从而引出本节课的主题——目标与成功。
3.通过头脑风暴活动，让学生列举与目标、梦想、成功等相关的词汇，为新课的学习做好词汇准备。
（二）讲授新知
1.教师引导学生学习本节课的重点词汇和短语，如：achieve, goal, success, failure, effort, give up, overcome, confident, talent等，通过例句和语境，帮助学生理解和记忆。
1.学生在语言知识方面，对于一般现在时、现在进行时和一般过去时的运用已相对熟练，但在实际语境中，部分学生可能仍存在时态混淆的情况。因此，在本章节教学中，需重点关注学生对时态的掌握和运用。
2.在阅读理解方面，九年级学生已经具备一定的阅读技巧，但部分学生在寻找关键信息、提炼主旨方面仍有待提高。本章节的阅读材料涉及成功人士的经历，需要引导学生关注文章细节，提高阅读理解能力。
人教版新目标九年级英语教案Unit9第九单元教学设计
人教版新目标九年级英语教案Unit9第九单元教学设计第一篇：人教版新目标九年级英语教案Unit 9第九单元教学设计人教版新目标九年级英语教案Unit 9第九单元教学设计 AUnit9 I like music that I can dance to（第1课时）一、教材分析定语从句是本单元的语法要点，是在1-8单元已经对该语法知识有所渗透的前提下安排的。
本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。
通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。
二、学生分析学生们已经有了初步的复合句的知识。
三、三维目标1、知识目标：掌握本单元基本词汇，学会恰当的使用引导词that ,who2、能力目标1）掌握功能句“What kind of music do you like ? I like music that I can dance to.I love singers who can write their ownmusic.”2）能够自如地谈论自己所喜欢的音乐和音乐家。
3、情感目标：通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
四、教学重点1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ”的使用方法。
2）“prefer …to…”的用法3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句“What kind of music do you like ? I like music that I can dance to.I love singers who can write their own music.”五、教学难点定语从句运用六、教学策略采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
七、教学准备自制多媒体课件（PowerPoint）；录音机(A tape recorder)八、教学环节1、课堂导入⑴ Warming up ⑵ Discuss: Do you like music? What kind ofmusic do you know? ⑶ There aremany kinds of music such as pop ,jazz, rock…….Let Sstalk about the kinds of music..（多媒体出示）⑷Let Ss read 1a.Explain the sentences: I prefermusic that has great lyrics=I like music that has great lyrics better.lyrics:the plural form is often used.Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.2、课堂讲授Explain attributive clauses.定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。
九年级英语新目标Unit 9教案
Unit 9 When was it invented?Part 1: Teaching design (第一部分：教学设计)Structures: Passive voice (questions and statements)Target language: When was the telephone invented?I think it was invented in 1876.Vocabulary: salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accidentLearning strategies: Brainstorming, Role playingSECTION AGoals●To learn to use Passive voice (questions and statements)●To listen, talk and read about inventionProceduresWarming up by learn about Passive voice (questions and statements)Passive Verb FormationAuxiliary PastTense SubjectParticipleSingular PluralPresent The car/cars is are designed.Present perfect The car/cars has been have been designed.Past The car/cars was were designed.Past perfect The car/cars had been had been designed.Future The car/cars will be will be designed.Pay attention to the passive voice of “give”.1a Doing group workLook at the things on page 68. Number them in the order of their invention. A: I think the telephone was invented before the car.B: Well, I think the telephone was invented after the car.A: I think the televisor was invented before the puter.B: Well, I think the televisor was invented after the puter.A: I think the calculator was invented before the plane.B: Well, I think the calculator was invented after the planer.1b Listening and matchingListen to the recording and match the inventions with the dates.TapescriptGirl: Life must have been difficult when you were a kid.Woman: Oh, not really. Why do you say that?Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a telephone, right?Woman: Of course we did! How old do you think I am? The telephone was invented in 1876. Girl:How about cars? I betcars weren’t invented yet.Woman: Sure they were. Cars were invented in 1885. My family had a car. I thinkyou need to take a history class, Alice.Girl: Ha, ha! Well, did you have a TV?Woman: No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one.Girl: And I betyou didn’t have calculators and puters and stuff. That’s somethingI do know. We learned in school that hand-held calculator were invented in 1971 and personal puters were invented in 1976.Woman: You’re right. I didn’t have those things when I was young. But I do now!The things in the pictures were invented in the following order.The telephone was invented in 1876.Cars were invented in 1885.The TV was invented around 1927.The hand-held calculator were invented in 1971.The personal puters were invented in 1976.Now you are going to read the listening tapescript. Blacken the passive voice, circle all the linking words and underline all the useful expressions.1c Doing pairworkIn pairs, one covers the dates and the other asks him when the things in the pictures on page 68 were invented. Then change roles and practice again.A: When was the telephone invented?B: I think it was invented in 1876.A: When was the car invented?B: I think it was invented in 1885.A: When was the TV invented?B: I think it was invented around 1927.A: When was the hand-held calculator invented?B: I think it was invented in 1971.2a Listening and numberingNext you are going to listen to a tapescript and number the inventions in the order that you hear them.TapescriptBoy: What are those?Girl: They’re battery-operated slippers.Boy: What are they used for?Girl: They’re used for seeing in the dark.Boy: Oh, that’s cool! Who were they invented by?Girl: Julie Thompson. And look at this heated ice cream scoop.Boy: I know what it’s for! It’s used for scooping out really cold ice cream.Girl: Right. It was invented by Chelsea Lanmon.Boy: My favorite are those shoes with adjustable heels. You know—you can move the heels up and down. They were invented by Jayce Coziar and Jamie Ellsworth.Girl: And what are they used for?Boy: Well, you can change the style of your shoes. You can make the shoes go from casual to dressy.The inventions are heard in the following order.battery-operated slippers→heated ice cream scoop→shoes with adjustable heels2b Listening and matchingYou shall listen to the recording again and match the items in the chart on page 69 in columns A, B, and C.A: Invention B: Who was it/ were theyinvented by? C: What is it/ are they used for?Shoes with adjustable heels Chelsea Lanmon Scooping really cold ice cream Battery-operated sneakers Jayce Coziar and JamieEllsworthSeeing in the darkHeated ice cream scoop Julie Thompson Changing the style of theshoes2c Doing pairworkRole play the conversations using the information in the chart in the middle of page 69. Pay attention to the formation of passive voice.A: What are the shoes with adjustable heels used for?B: They are used for changing the style of the shoes.A: What are the battery-operated sneakers used for?B: They are used for seeing in the dark.A: What is the heated ice cream scoop used for?B: It is used for scooping really cold ice cream.3a Doing pairworkThere are two kinds of inventions. One is helpful invention, and the other is annoying invention. Now in pairs make a list of five helpful inventions and five annoying inventions.Helpful inventions Annoying inventionsExample: telephone Example: alarm clock1. plane 1. atomic bomb2. puter 2. missile3. bike 3. rifle4. car 4. chemical weapon5. train 5. alarm clock3b Doing pairworkIn pairs discuss your opinions in 3a with your partner.A:What do you think is the most helpful invention?B:I think the most helpful invention is the light bulb.A: Why is that?B: Well, it gives people more time to work and play every day.A:What do you think is the most annoying invention?B:I think the most helpful invention is the atomic bomb.A: Why is that?B: Well, it gives people more power to kill others.A:What do you think is the less helpful invention?B:I think the less helpful invention is the car.A: Why is that?B: Well, it makes it possible for people to move to distant places faster.4 Doing groupworkImagine you are left alone on a small island in the sea. If you are allowed to take five inventions along with you, what would you take?I like to take the followings with me.knife flashlight handphone telescope gunSECTION BGoals●To learn to use passive voice (questions and statements)●To read about teaProceduresWarming up by making passive sentencesHello, everyone. This week we learn to use passive voice (questions and statements). Now we shall begin by making passive sentences (questions and statements).I was frustrated by his reply. His death was caused by his hard work.Was the problem solved? His last hope was given up.His English pronunciation is influenced by hisHis attention was concentrated on his disease. Chinese.Whenwas your radio set lost? Was her order obeyed?Was she terrified by her face? When was his house burned?1a Looking and writingOn page 71 you will find some adjectives used to describe how food tastes. Look at the pictures and write them under the correct picture. Note that some pictures have more than one word.Do you like sweet drinks?The crackers aren’t crisp. They must have got wet.This soup is very salty.I like to drink sour milk.These oranges are as sour as lemons.1b Writing the namesOn page 71 you will find in the box some adjectives used to describe food. Now read each of them and write the name of a different food after each of them.Sweet apple→crispy crackers→salty water→sour rice2a Listening and circlingOn page 71 in the middle of the page you will find 6 statements. Listen to the recording and circle T or F.TapescriptBoy1: Hey, did you know that potato chips were invented by mistake?Boy2: Really? What do you mean?Boy1:Well, here on the bag it says that they were invented by a chef calledGeorge Crum.Boy2: When was that?Boy1: Oh, it was back in 1853.Boy2: So, why was it an accident?Boy1:Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he saidthey were cut too thick.Boy2: So what happened?Boy1: Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy. And he sprinkled lots ofsalt on them so they were really salty. He thoughtthe customer wouldhate them.Boy2: And?Boy1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips.Boy2:And we’re still eating them today. What a cool story!Boy1: Yeah.(The keys: 1. T 2. F 3. T 4. F 5. F 6.T)Now read the tapescript and copy down all the useful expressions into your notebook.be invented by mistake, on the bag, back in 1853, one day, in therestaurant, sen d… back, a plate of fried potatoes, be cut too thick, in a bad mood, cut…really, really thin,cook…a long time, sprinkle…on…,hate…, asked for…, tell… about…, thinly-sliced, crispy, salty potato chips, a cool story2b Listening and pletingYou are going to listen to the tapescript and plete the sentences on page 71 in the box.The history of chipsDo you know that potato chips were invented by mistake? Chips were invented by a chef called George Crum. They were invented in 1853. George Crum cooked them for a long time until they were crispy. And he sprinkled lots of salt on them so they were really salty.2c Doing pairworkNext you are going to role play the conversations about the invention of the potato chip. Use the information from the activities above.The invention of the potato chipA: Do you know that potato chips were invented by mistake?B:I don’t know.A: They were invented by a chef called George Crum.B:When was that?A: It was invented back in 1853.B: Was it an accident?A: A customer sent back his plate of fried potatoes because they were cut too thick.George cut the potatoes really, really thin. And he cooked them for a long time until they were crispy. He sprinkled lots of salt on them so they were really salty.B: Did the customer loved them?A: Yes, they asked for more. Everyone was ordering thinly-sliced, crispy, salty potato chips.B: We like them, too.A: So do I.3a Reading and answeringNow let’s read to find out who invented tea. While you read, circle all the link ing words and underline all the useful expressions.Who invented tea?Do you know that tea, the most popular drink in the world（after water）, was invented by accident? Although tea was n’t brought to the Western world until 1610, this beverage was discoveredover three thousand years before that. According to an ancient Chinese legend, the emperor Shen Nong discovered tea when he was boiling drinking water over an open fire. Some leaves from a nearby bush fell into the water and remained there for some time. The emperor noticed that the leaves in the waterproduced a pleasant smell. Later he decided to taste the hot mixture. It was quite delicious. And in this way, one of the world’s favorite drinks was invented. After you read, answer the 4 questions following the article.1. What is the article about? It is about the invention of tea.2.When was it invented? It was invented over three thousand yearsbefore 1610.3.Who was it invented by? It was invented by Shen Nong.4. How was it invented? The emperor Shen Nong noticed that the leavesfrom a nearby bush in the water produced apleasant smell. He tasted the hot mixture. It wasquite delicious.3b Writing an articleOn page 72 you will find notes in the box on the left. Write an article using the notes about the invention of the flying disk.From pie plate to flying diskA baker named William Russel Frisbie, of Warren, Connecticut, and later of Bridgeport, came up with a clever marketing idea back in the 1870s. He put the family name in relief on the bottom of the light tin pans in which his pany’s homemade pies were sold. The pans were reusable, but every time a housewife started to bake a pie in one, she would see the name Frisbie and, it was hoped, think, "How much easier to buy one". Eventually Mr. Frisbie’s pies were sold throughout much of Connecticut, including New Haven.There, sometime in the 1940s, Yale students began sailing the pie tins through the air and catching them. A decade later, out in California, a flying-saucer enthusiast named Walter Frederick Morrison designed a saucer-like disk for playing catch. It was produced by a pany named Wham-O. On a promotional tour of college campuses, the president of Wham-O encountered the pie-plate-tossing craze at Yale. And so the flying saucer from California was renamed after the pie plate from Connecticut. Of course the name was changed from Frisbie to Frisbee to avoid any legal problems.4a Thinking and inventionWe all have things that we don’t liking doing. Why not think of an invention that could help you. Write the details of your invention in the chart on page 72.Problem Learning EnglishA machine that translates English into ChineseNewinventionUse The machine “sees” the written English, and shows the translation.The machine “hears” the spoken English, and repeats it in Chinese.Price 100 yuan each4b Doing pairworkIn pairs ask each other questions about inventions, and try to sell your invention to your partner. You may begin as is shown in the box on page 72.A:This special pen was invented by Zheng Jie. It has three colors and it is used for learning English.B: How is it special?A: When the red color is turned on, the pen reads out English as it ismoved along the line.B: When about the black color?A:When the black color is turned on, the pen finds out the structure of the sentences as it is moved along the line.B: When about the yellow color?A: When the yellow color is turned on, the pen shows the formation and meaning of the word as it is moved along the line.B: Wonderful! Where can I get one?A: I am the shop owner selling this kind of pen.…Closing down by talking about inventionInvention: abacus in c3000 BCInvention: abacusFunction: A counting device: a mechanical device for making calculations consisting of a frame mounted with rods along which beads or balls are movedNationality: ChineseInvention: Coca-Cola in 1886Definition: noun / trademarkFunction: Popular carbonated soft drink colored usually with caramel and flavored usually with extracts from kola nuts and sweetenersTrademark: U.S. issued 1893Inventor: John Stith PembertonCriteria; First to invent. Entrepreneur.Birth: July 8, 1831 in Rome, GeorgiaDeath: August 16, 1888 in Columbus, GeorgiaNationality: AmericanSELF CHECK1 Filling blanksOn page 73 is a box with 4 sentences. Read the sentences and fill in the blank with a correct word.crispy sweet salty sour1. I don’t like eating chocolate. The taste is too sweet.2. Mom added salt but it still wasn’t salty enough.3. I prefer lemons to oranges. I like the sour taste.4. She likes crispy cookies. They are hard, dry and easily broken.Now you are asked to make your own sentences with each of the four words.1. The snow is crispy. The crackers aren’t crispy. They must have got wet.2. My coffee is too sweet—I put two spoonfuls of sugar in it. Do you like sweet drinks?3. Sea water is very salty. This soup is very salty. I think you have put too much salt in it.4. These oranges are as sour as lemons.2 Writing about inventions on page 733000 BC - The abacus, built out of wood and beads, used the conceptsof one set of objects standing in for objects in another set, but also theconcept of a single object standing for a collection of objects—positional notation.- Early tables, named abaci, formalized counting and introduced the concept of positional notation. - Early man counted by means of matching one set of objects with another set (stones and sheep). invention, history, inventor of, history of, who invented, invention of, fascinating facts.The basic umbrella was invented over four thousand years ago. We have seen evidence of umbrellas in the ancient art and artifacts of Egypt, Assyria, Greece, and China.These ancient umbrellas or parasols, were first designed to provide shade from the sun. The Chinese were the first to waterproof their umbrellas for use as rain protection.Soon after telescopes were invented, people started to fasten two of the long tubes together to make binoculars (from the Latin "two eyes").Around 1900, a German physicist named Ernst Abbe made a pair of binoculars using prisms. The triangular prisms each reflected the ining light twice. This meant it was possible to make a shorter instrument. The two prisms also flipped the image upright.CameraThe history of the camera - Camera Obscura, photography, the significant processes of photography, and who invented the polaroid and photographic film.In 1818, Baron von Drais introduced a machine to the public in Paris. It had two in-line wheels connected by a wooden frame. The rider sat astride and pushed it along with his feet, while steering the front wheel.Just for fun!Look at the pictures below and tell about what you see. Use as many examples of passive voice (questions and statements) as possible.Reading: Do you know when basketball was invented?Before you read, listen and read aloud to the recording of passage. Make your reading as close to the recording as possible.While you read, divide (/) the sentences into groups of thought, circle the predicates in passive voice and underline all the useful expressions.Do you know when basketball was invented?If you travel aroundChina/ you will notice a very popular activity /everywhere you go—basketball. This much-loved and active sportis enjoyed/ by all, for fun and exercise.The sport of basketball is a little more than a hundred years old. It is played/ by more than 100 million people/ in over 200 countries /including China, where basketball has been played/ in parks, schools, and even in factories.Basketball was invented/ by a Canadian doctor/ named James Naismith, who was born/ in 1861. When he was at college, his class was once asked/ to invent a new game/ that could be played/ indoors/ during the long winters. Dr Naismith created a game/ to be played/ on a hard woodenAfter you read, copy down all the useful expressions into your phrase book.Part 2: Teaching Resources（第二部分：教学资源）I.What is invention?An invention is a new thing that someone has made. The puter was an invention when it was first made. We say when it was "invented". New things that are made or created are called inventions. The car is an invention that everyone knows.Ideas are also called inventions. Writers can invent characters, and then invent a story about them. II. What is an inventor?An inventor is a person who creates new inventions, typically technical devices such as mechanical, electrical or software devices or methods. Although some inventors may also be scientists, most of them are engineers in fact as they base their work on the discoveries of other scientists, experimenting with practical applications and binations of those discoveries, and with improvements and binations of existing devices, to create new useful devices.The system of patents was established to encourage inventors by granting limited-term monopoly on inventions that are judged sufficiently novel. This system is nowadays frequently considered as being abused, especially in the United States, and some have called for reform or even abolition of the patent system. In the U.S., however, the patent right originates from the Constitution, so inventors will likely continue to protect their inventions that way for many years to e.The capacity to invent can be developed. See TRIZ, the theory of inventive problem-solving.。
人教新目标九年级英语Unit9SectionB(2a—2e)Sadbutbeautiful)教学设计
（一）导入新课
1.教师通过展示一张描绘大自然美丽与哀愁的图片，引发学生对本课时主题“Sad but beautiful”的思考。
2.邀请学生分享他们对图片的感悟，以及生活中遇到的美丽与哀愁的事情，激发学生的学习兴趣和情感共鸣。
3.教师引导学生关注图片中的细节，预测本课时可能涉及的内容，为新课的学习做好铺垫。
b. Can you describe some sad but beautiful things in your life?
c. How do the author's descriptions make you feel?
2.各小组进行讨论，鼓励每位成员积极参与，分享自己的观点。
3.各小组汇报讨论成果，教师给予点评和指导。
2.作业量适中，确保学生在规定时间内完成，不影响其他学科的学习和休息。
3.教师要及时批改作业，给予反馈，关注学生的进步和问题，为下一步教学提供参考。
4.鼓励学生积极参与作业，培养自主学习能力和良好的学习习惯。
2.培养学生热爱大自然、关爱生命的情感，让学生懂得珍惜眼前的人和事，学会感恩。
3.通过本课的学习，使学生认识到美丽与哀愁并存，生活中处处充满感动，学会用积极的心态面对生活中的困境。
4.培养学生的跨文化意识，了解世界各地的文化差异，尊重不同的文化背景，增进与他人的交流与理解。
5.引导学生树立正确的价值观，关注社会发展，关心国家大事，培养具有社会责任感的公民意识。
4.布置课后作业，要求学生结合所学内容进行拓展阅读和写作练习，巩固所学知识。
五、作业布置
为了巩固本节课所学知识，提高学生的英语综合运用能力，特布置以下作业：
1.写作练习：请学生以“Sad but Beautiful”为主题，结合自己的生活经历，写一篇短文，描述一件让自己感到悲伤却又美丽的事情。要求运用本节课所学的词汇和语法知识，注意篇章结构和逻辑性。
最新人教版新目标九年级英语Unit9单元教案教学设计(含全单元知识点)
Unit 9I like music that I can dance to.Section A (1a－2d)1．重点单词：prefer，lyrics，Australian，electronic，suppose，smooth，spare，case，director，war2．重点短语：sing along with，dance to，different kinds of，in that case3．重点句式：—What kind of music do you like?—I like music that I can sing along with.Carmen likes musicians who play different kinds of music.I prefer movies that give me something to think about.1．重点短语和句型2．定语从句定语从句一、预习课本P65－66新单词并背诵，完成下面的汉译英。
1．更喜欢________ 2.歌词________3．电子的________ 4.推想________5．平滑的________ 6.空闲________7．情况________ 8.导演________9．战争________ 10.澳大利亚的________二、认真预习1a－2d找出下列短语和句型。
1．随之唱歌________________________________________________________ ________________2．随着……跳舞________________________________________________________ ________________3．不同种类的________________________________________________________ ________________4．既然那样________________________________________________________ ________________5．—你喜欢什么种类的音乐？—我喜欢能跟着唱的音乐。
人教新目标九年级英语全册教案：Unit9 教案
Unit 9 I like music that I can dance toSection A（1a-Grammar Focus）Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary: prefer, lyric,gentle(2) Target LanguageWhat kind of music do you like?I like music that I can sing along with.I prefer music that has great lyrics.2.Ability Objects(1) Train the students to express preferences.(2) Train the students’ listening and writing skills.3. Moral ObjectLet’s enjoy music. It always brings us happiness.Ⅱ. Teaching Key Points1. Key Vocabulary prefer, lyric2. Target LanguageⅢ. Teaching Difficult Points1. Relative clauses with that and who2. The listening practiceⅣ. Teaching Methods1. Pairwork2. GroupworkⅤ. Teaching AidsMultimedia teachingⅥ. Teaching ProceduresStep1 Leading-inDo you like music?I think everyone likes music.Now let’s enjoy some pieces of music.Step2 PresentationPlay a piece of music.Then ask the students:Do you like the music?What do you think ofit?Help the students to answer it.Then say , I like music that I can dance to.In this way,play some other kinds of music for the students and let them try to say “Ilike/prefer music that has great lyrics,…that I can sing along with,…that isn’t too loud, …”. Tell the students prefer means like …better.(设计意图：先描述对各种音乐的感觉，引导学生学会用定语从句表达自己喜欢的各种音乐。
人教新目标九年级英语Unit9SectionA2a2d教学设计
3.利用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，提高学习效果；
4.创设情境，让学生在真实语境中运用所学词汇和句型进行交流；
5.引导学生进行自主探究，培养独立思考的能力。
（三）情感态度与价值观
1.树立正确的职业观念，认识到每种职业都有其重要性和价值；
2.运用一般将来时态描述未来的职业规划和梦想；
3.运用目标词汇和句型进行小组讨论，展示自己的职业规划；
4.能够听懂并理解与职业规划相关的英语对话，提高英语听力水平；
5.提高学生的英语阅读理解能力，理解文章中关于不同职业的描述。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法引导学生学习：
1.通过小组合作学习，培养学生的团队协作能力和交流沟通能力；
3.任务型教学法，提高实际运用能力：
设计各种任务，如小组讨论、角色扮演等，让学生在实际情境中运用所学知识，提高他们的英语实际运用能力。
4.听力训练，提高理解能力：
通过大量的听力练习，让学生熟悉与职业规划相关的英语表达，提高他们的英语听力水平。
5.情感教育，培养正确的职业观念：
在教学过程中，注重引导学生树立正确的职业观念，认识到每种职业的价值和重要性。
5.家长参与作业：
a.家长与学生一起探讨未来的职业规划，鼓励学生树立远大理想，同时关注孩子的兴趣和特长；
b.家长协助学生完成关于职业规划的文章，提供修改意见，提高学生的写作水平。
1.教学内容：学习与职业规划相关的词汇和表达方式，如pilot、astronaut、engineer、firefighter等；一般将来时态的运用。
2.教学过程：
a.教师引导学生学习新词汇，通过例句、同义词等方法帮助学生理解和记忆；
人教版新目标九年级英语教案Unit9第九单元教学设计
人教版新目标九年级英语教案Unit 9第九单元教学设计1000字Unit 9 Friends for Life教学目标：1. 语言知识目标：学会谈论朋友，着手熟悉谈论活动和意见表达。
2. 运用策略目标：阅读理解策略如加注释、关联联想、概述归纳等。
3. 学习策略目标：如何构建个人词汇表，如何选择语言学习材料，也要学会合作学习的策略。
4. 文化意识目标：理解并接受英语国家友谊关系的特点，尊重外国文化，培养中西方文化的比较与交流。
教学重点：1. 词汇：infant, childhood, lasting, companion, passion, commit2. 语法：定语从句、疑问代词who/whom的用法3. 能力培养：培养学生的观察能力、分析能力、解决问题的能力教学难点：1. 能够用定语从句描述人的特征和事情的发展2. 能够正确运用who/whom表示宾语和主语3. 培养阅读和听说的能力，并加强交际技能。
教学方法：任务型教学，合作学习，探究式学习法，研究性学习，朗读式教学等。
教学过程：1. 预习导入（Pre-task）通过显示26个英文字母，让学生回忆并列出所有以字母“F”开头的词汇，包括名词、形容词和动词。
教师在课堂前五分钟录下结果。
集体看一看，并补全缺少的词汇。
2. 输入新信息（Input）（1）任务1 完形填空让学生看到P63-P64的Team Building后，完成练习。
（2）任务2 阅读理解让学生阅读第一篇文章。
找到文章中描述朋友关系的词句，把它们圈起来。
（只用一分钟）接着，再读文章一遍，用自己的话回答问题。
（3）任务3 语法：定语从句a. 回忆练习：请学生跟随老师大声读一遍P66中的例句，并在课本上用横线把定语从句圈出来。
b. 给出Grammars P93中的定语从句。
分类规定。
c. 设计练习。
请学生阅读P93中的定语从句，并按照汉语意思，写出英语句子。
例如：我能听懂讲师讲英语的课。
20XX年人教版新目标九年级unit9教案
20XX年人教版新目标九年级unit9教案篇一：新目标人教版九年级unit9教学设计九年级英语Unit9教学设计一、课题：ilikemusicthaticandanceto.二、课型：新授课三、课时：第一课时四、教学任务：学生能够识记本课所学单词，能够使用本课所学句型进行对话，询问他人的喜好。
五、教学目标（知识能力、过程与方法、情感态度与价值观）知识能力：掌握prefer的用法；能够用所学句型讨论喜好；学会用that、who、which引导的定语从句表达自己的喜好。
过程与方法：通过对不同种类音乐名称和询问喜好句型的学习，学会谈论自己与他人所喜欢的音乐。
情感态度价值观：通过对定语从句的学习，学生能够用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。
通过对个人爱好的提问，能增强同学之间的相互了解和友谊。
六、教学重点及难点1．教学重点：词汇：prefer,lyrics,electronic,smooth句型：—whatkindof?doyoulike?—ilike/preferthat/which/who…—whatkindof?doeshe/shelike?—He/Shelikes/prefersthat/which/who…2．教学难点：创设语言交际情景，分组编写对话，操练本课学习的句型。
七、教学设计的思路及教学建议本课以music（音乐）为中心话题，让学生学会用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。
在教学时老师使用多媒体辅助教学和情景教学的方式，不但能够练习和巩固重点句型，而且还能达到增强学生的学习兴趣和学习效果的目的。
从结构内容上说，定语从句是初中阶段必需了解的一种句法结构。
本单元将通过一系列的练习（句型结构练习、听力练习、精读写作练习、自我检测、泛读练习）来达到学习目的，完成学习任务。
本课时所进行的是基本的句型结构和部分听力练习，是整个单元学习的双基——基本和基础。
人教新目标九年级英语全一册Unit9period2教学设计
在本节课的教学过程中，教师将采用以下生积极参与课堂活动，提高学生的学习兴趣和动机。
2.运用问题链、思维导图等策略，帮助学生梳理知识点，形成知识体系。
3.采用小组合作、角色扮演等形式，培养学生的团队协作能力和口语表达能力。
4.设计丰富多样的练习题，巩固所学知识，提高学生的实际运用能力。
（2）组织课堂角色扮演活动，鼓励学生大胆开口，提高口语表达能力。
（3）开展课后英语角活动，为学生提供更多口语实践机会。
3.阅读理解教学设想：
（1）引导学生运用阅读策略，如略读、寻读、精读等，提高阅读效率。
（2）设计问题链，帮助学生深入理解文章内容，培养阅读理解能力。
（3）组织课堂讨论，让学生分享阅读心得，提高思辨能力。
作业布置注意事项：
1.教师应鼓励学生积极参与作业，关注作业质量，培养良好的学习习惯。
2.作业难度适中，既要巩固所学知识，又要激发学生的学习兴趣。
3.教师在批改作业时，要给予学生积极的评价和指导，提高学生的自信心和自我认知。
4.定期检查作业完成情况，关注学生进步，为教学提供反馈，以便调整教学策略。
2.讲解一般现在时和一般过去时的用法，通过对比和典型例句，使学生掌握这两种时态的用法。
3.引导学生运用目标句型“I have a dream that...”, “I work hard to achieve my goal.”等进行表达，培养学生的口语表达能力。
（三）学生小组讨论
1.教师将学生分成小组，讨论以下问题：
2.理解并掌握一般现在时和一般过去时的用法，能够运用这两种时态描述过去和现在的行为、状态。
3.运用目标句型“I have a dream that...”, “I work hard to achieve my goal.”等进行表达，提高口语表达能力。
人教新目标九年级英语全一册Unit9period2优秀教学案例
1.教师提出问题，引导学生思考和讨论旅行中的难忘经历，如“你去过哪里旅行？”“你最喜欢的旅行目的地是哪里？”等。
2.设计听力练习，让学生听懂并回答关于旅行经历的问题，提高他们的听力理解能力。
3.引导学生关注课文中的细节信息，如时间、地点、活动等，培养学生通过细节理解文章内容的能力。
4.教师提出挑战性问题，如“如果你去旅行，你会选择独自旅行还是与朋友一起旅行？”引导学生发表自己的观点和理由。
（一）情景创设
1.利用多媒体展示不同国家的旅游景点，让学生直观地感受到旅行的魅力，激发他们的学习兴趣。
2.教师扮演导游的角色，向学生介绍自己的旅行经历，引导学生运用一般过去时态描述旅行过程。
3.设计角色扮演活动，让学生模拟旅行社工作人员和客户，用英语交流旅行计划和经历。
4.利用图片、地图、旅行日志等素材，创造真实的学习情境，让学生在情境中自然而然地运用所学知识。
二、教学目标
（一）知识与技能
1.学生能够掌握一般过去时态的构成和用法，能够运用一般过去时态描述过去的事件。
2.学生能够熟练运用本节课所学词汇和表达方式，如“excited”，“adventure”，“beach”等，来描述自己的旅行经历。
3.学生能够通过听力练习，提高听力理解能力，能够理解并运用一般过去时态描述他人旅行经历。
（三）小组合作
1.学生分组，每组选择一个旅行目的地，共同完成介绍该目的地的任务。
2.小组内成员分工合作，有的负责查找资料，有的负责编写介绍词，有的负责制作PPT等。
3.小组成员通过讨论和交流，共同完善介绍内容，培养学生的团队合作精神和沟通能力。
4.各小组向全班展示自己的作品，其他学生给予评价和建议，促进学生之间的互动和学习。
人教新目标九年级英语全册教案unit9教学设计
新目标九年级英语Unit 9 I like music that I can dance to. 教学设计Section A(2d Grammar focus-4c)本单元教学以音乐为话题，主要掌握定语从句的简单用法。
让学生们学会用定语从句来表达喜好。
一、教学目标：1. 语言知识目标：1) 能掌握以下单词及短语：suppose, smooth, spare, director, case, in that case, war，intelligent2）掌握I like /love/prefer … that/which/who…We/They like /love/prefer … that/which/who…He/She likes /loves/prefers… that/which/who…表达喜欢的人或物。
3) 学习关系代词that/who/which引导的定语从句。
过程与方法在教学中利用多媒体、课件、图片、小组活动等多种形式，创设情境，充分调动学生的积极性。
采用先学后教，以学定教的教学模式，把课堂还给学生、让学生在自主、合作、探究中得到成长。
2. 情感态度价值观目标：1. 使学生学会谈论自己的喜好。
2. 通过表达个人喜好，提高学生欣赏美的水平。
3. 激发学生的学习兴趣和学习热情。
二、教学重难点1. 教学重点：1）suppose, smooth，spare，director，case，in the case，war的用法。
2）句型：I like music that/which I can sing along with.She likes musicians who play different kinds of music.2. 教学难点：学习关系代词that/who/which引导的定语从句。
教学过程Step 1 Warming up1.Free talk. Ask “What kind of music/movies do you like?”I like musicthat/which/who …2.Have students report their answers to the whole class.【设计意图】课前热身，通过小对话交流简单了解个人喜好，再用知识扩充的形式去帮助学生认识和了解各种音乐类型的表达方式，很好地为接下来的个人喜好交流奠定基础。
人教新目标九年级英语Unit9SectionB(2b2e)教学设计
（1）课后作业：设计有针对性的作业，巩固所学知识，拓展学生的视野。
（2）课外活动：组织英语角、演讲比赛等活动，为学生提供展示自己的平台，激发学生学习英语的兴趣。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过展示一组与未来相关的图片，如太空旅行、智能机器人、绿色能源等，引发学生对未来的思考。
2.邀请学生分享他们对未来的梦想、预测和计划，激发学生的兴趣和好奇心。
3.引导学生回顾已学过的一般将来时的用法，为新课的学习做好铺垫。
（二）讲授新知（500字）
1.教师呈现本节课的核心词汇和短语，如：future, prediction, possibility, talent, opportunity等，通过例句、图片和语境，帮助学生理解和记忆。
1.重点：本章节的核心词汇、短语和一般将来时的用法；培养学生运用目标语言描述未来梦想、规划和实现途径的能力。
难点：一般将来时的正确运用；听力长句子和复杂语篇的理解；阅读策略和批判性思维能力的培养。
2.重点：通过小组合作，培养学生的团队协作能力和沟通技巧。
难点：如何引导学生有效地分工合作，确保每位学生都能积极参与并发挥自己的优势。
4.学生在情感态度方面，对未来充满期待，但可能对实现梦想的途径和方法感到迷茫。教师应结合课本内容，引导学生树立正确的价值观，激发他们为实现梦想而努力。
5.学生在团队合作方面，具有一定的协作意识，但分工和沟通能力有待提高。教师应设计丰富的课堂活动，培养学生的团队协作能力。
三、教学重难点和教学设想
（一）教学重难点
5.研究性学习：分组进行课题研究，选择一个与未来相关的主题，通过查阅资料、采访等方式，收集相关信息。小组合作完成一份研究报告，并在课堂上进行展示。
人教新目标九年级英语全一册Unit9period4教学设计
课堂练习环节将包括以下内容：
1.听力练习：播放与职业规划相关的听力材料，要求学生捕捉关键信息，并完成相应的练习题。
2.口语练习：设计角色扮演活动，让学生模拟面试场景，运用所学词汇和句型进行自我介绍和职业规划阐述。
3.写作练习：布置一篇关于个人职业规划的作文，要求学生运用一般将来时态，表达自己的职业理想。
1.缺乏专业词汇和表达方式，难以准确描述自己的职业理想。
2.对于一般将来时态的运用不够熟练，容易在表达时出现语法错误。
3.在听力方面，对于职业相关话题的材料理解程度有限，需要进一步提高。
4.部分学生对未来职业规划缺乏明确目标，需要激发他们的兴趣和思考。
针对以上学情，本节课将注重拓展职业规划相关词汇，强化一般将来时态的练习，并通过丰富的听力材料和实践活动，帮助学生更好地表达自己的职业理想，激发他们对未来的热情和向往。同时，关注学生个体差异，鼓励他们在课堂上积极参与，充分展示自己的个性。
（三）学生小组讨论
在学生小组讨论环节，我将安排以下活动：
1.将学生分成小组，让他们讨论各自未来职业规划的可能性，要求用英语进行交流。
2.各小组选择一位代表，向全班汇报讨论成果，鼓励学生运用所学词汇和句型表达个人职业理想。
3.组织学生就其他小组的职业规划提出问题和建议，促进互动交流，提高学生的口语表达能力。
3.教学评价：Leabharlann a)过程性评价：关注学生在课堂上的表现，鼓励他们积极参与各种活动，对学生的努力和进步给予肯定。
b)终结性评价：通过课后作业、测验等形式，检测学生对本节课内容的掌握程度，及时发现问题并进行针对性指导。
四、教学内容与过程
（一）导入新课
在导入新课时，我将采用以下方式激发学生的兴趣和好奇心：
人教新目标九年级英语Unit9SectionB2bSadbutbeautiful教学设计
此外，学生在阅读理解方面已经有了一定的基础，但仍有待提高。他们对文章深层含义的把握以及作者观点的提炼能力需要教师在教学过程中予以关注和培养。
（四）课堂练习
1.教师设计一些关于本节课所学词汇、短语和一般过去时态的练习题，让学生进行口头和书面练习，巩固所学知识。
2.教师邀请学生上台展示自己的练习成果，并对学生的表现给予评价和指导。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结词汇、短语、一般过去时态等知识点。
2.教师强调文章中“Sad but beautiful”主题的深层含义，引导学生学会关爱他人，尊重生命。
3.阅读策略，分层教学：针对不同层次的学生，采用不同的阅读策略。对于基础较好的学生，引导他们运用精读、寻读等方法深入理解文章内容；对于基础较弱的学生，则采用略读、问答等方式，帮助他们掌握文章大意，提高阅读理解能力。
4.情感体验，提升素养：在教学过程中，教师应关注学生的情感体验，引导他们从文章中体会人性的真善美，培养学生关爱他人、尊重生命的价值观。
（二）过程与方法
1.通过小组合作、讨论、分享等方式，培养学生主动参与、积极思考的学习习惯。
2.利用多媒体教学资源，创设情境，让学生在真实语境中学习、运用英语，提高英语实际运用能力。
3.通过阅读Sad but beautiful这篇文章，引导学生运用阅读策略，如略读、寻读、精读等，提高阅读效率和理解能力。
4.教师引导学生关注文章中描述人物品质、事迹及其对周围人影响的表达方式，如：“He was...; He pioneered...; He devoted himself to...”，帮助学生掌握相关表达。
人教新目标九年级英语全册Unit9单元教学设计
1.教学活动：学生分成小组，根据教师提供的话题进行讨论，分享各自的想法和经验。
2.教学目的：培养学生的口语表达能力，提高学生的合作能力。
3.教学步骤：
a.教师给出讨论话题，如：描述一次看病的经历、分享健康生活的小建议等。
b.学生分成小组，进行讨论，用英语表达自己的观点。
c.各小组选代表进行汇报，其他学生认真倾听，给予评价。
2.利用多媒体教学资源，如课件、视频等，辅助教学，增强学生的学习体验。
3.注重启发式教学，引导学生主动探究、发现和总结语言规律，培养学生的自主学习能力。
4.鼓励学生进行课外阅读和英语实践活动，拓宽学生的知识面，提高学生的实际应用能力。
（三）情感态度与价值观
1.培养学生关爱他人、乐于助人的品质，使学生懂得在他人遇到困难时，主动伸出援手。
c.教师对学生的练习进行批改，给予反馈，并进行针对性讲解。
d.学生根据教师的反馈，进行自我纠错，提高英语水平。
（五）总结归纳
1.教学活动：教师引导学生对本节课所学知识进行回顾和总结，巩固重点，梳理难点。
2.教学目的：帮助学生建立知识体系，提高学生的自主学习能力。
3.教学步骤：
a.教师引导学生回顾本节课所学词汇、短语、语法知识及句型。
2.互动教学：采用小组合作、讨论、角色扮演等形式，引导学生积极参与课堂活动，提高学生的口语表达能力，培养学生团队合作精神。
3.分层教学：针对不同学生的学习水平，设计不同难度的练习题和任务，使每个学生都能在原有基础上得到提高，激发学生的学习兴趣。
4.梯度训练：从基础知识的掌握到综合能力的提升，设计梯度训练，逐步提高学生的听说读写能力。
2.语法练习：完成课后练习册中与本节课相关的语法练习题，巩固宾语从句和原因状语从句的运用。
人教新目标九年级英语全册Unit9单元教学设计
二、学情分析
九年级的学生经过前两年的英语学习，已经具备了一定的词汇量和语法知识，能够进行简单的日常交流。在此基础上，他们对英语学习有了更高的期待，希望在学习中拓展视野，提高自己的语言运用能力。然而，学生在学习过程中仍存在以下问题：
1.词汇掌握不牢固：部分学生对词汇的记忆和运用不够熟练，影响阅读和写作能力的提高。
2.语法运用不够灵活：学生对一般过去时和现在完成时的掌握程度不同，需要针对不同学生进行有针对性的指导。
3.口语表达能力有限：学生在小组讨论和课堂展示中，口语表达能力有待提高，需要教师创设更多实践机会。
4.学习策略和方法有待改进：部分学生尚未形成适合自己的学习策略，需要教师在教学中引导和培养。
-实践要求：学生在讨论中要充分表达自己的观点，学会倾听他人的意见，提高口语交流能力。
5.写作作业：结合本单元主题，写一篇关于环保行动的短文，内容可以包括环保行动的意义、方法以及对未来的影响。
-实践要求：学生在写作过程中注意文章结构的安排，运用所学词汇和语法知识，提高写作水平。
6.拓展作业：鼓励学生利用网络资源，了解国内外环保政策和实践案例，拓宽视野。
（二）教学设想
1.创设情境：利用多媒体手段，如视频、图片等，创设与单元主题相关的情境，激发学生的兴趣和参与感。
-设想实践：播放与环保相关的纪录片片段，引导学生关注环境问题，并在此基础上引入本单元的话题。
2.互动式教学：鼓励学生参与课堂讨论，通过小组合作、角色扮演等活动，提高学生的口语表达和交际能力。
-实践操作：让学生用自己的话总结两种时态的用法，加深印象。
2.价值观教育：强调环保意识，鼓励学生在日常生活中关注环境问题，为保护地球贡献力量。
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新目标九年级Unit 9单元教学设计
一、教学内容及分析
本单元的中心话题是谈论重要发明的历史。
语言学习目标是：1．学会使用含有被动语态的不同句型结构“When/ Where was it invented?”和“What are they used for?--- They are used for doing sth..”来谈论各种发明物的历史。
2．学习理解被动语态的含义。
能够就不同的发明物与他人交流看法，发表自己的见解，并陈述理由。
3．了解到更多在世界上有重大意义的发明，并向那些伟大的发明家学习。
教学重点是培养学生理解和掌握被动语态这个句型结构。
在教学过程中要求学生准确使用一般过去时态、完成事态和时间介词before 和after ,以及目标语言和词汇的准确使用。
本单元以Inventions为话题，共设计了四个部分的内容：
Section A
该部分有4个模块：第一模块围绕When and in what order were they invented? 这个话题展开讨论（1a）、听力（1b）、口语（1c）训练；第二模块围绕3个inventions 实行听力（2a-2b）、口语（2c）训练；第三模块继续围绕inventions这个话题展开训练，要求列出两类不同的发明（3a）并以pairwork形式对此展开讨论和对话训练（3b）；第四模块设置情景alone on a tiny island，以小组活动形式讨论在该情景下什么inventions重要及原因。
这部分主要训练口语、学生处理问题的思维水平和想象力。
Section B
该部分有4个模块：第一模块是词汇的学习（1a）与使用（1b）；第二模块围绕the history of chips继续实行听力（2a-2b）、口语（2c）训练；第三模块围绕Who invented tea？这个话题展开阅读理解（3a），并要求学生能够以“From pie plate to flying disk”为题目实行应用写作训练（3b）；第四模块以inventions这个话题训练学生的创造力、解决问题的水平和想象力(4a)，并且以小组讨论和角色扮演（4b）的形式展开口语训练。
Self check
该部分有2个模块：第一模块对所学词汇实行填空训练(1)；第二模块要求就不同的inventions 搜集信息并实行写作训练(2)。
Reading
该部分共设置了5项任务：第一项任务以问题讨论的方式激活学生相关背景知识(Section 1)；第二项任务要求学生通过快速阅读获取信息(Section 2)；第三项任务利用填图、回答问题等
练习形式进一步加深学生对阅读内容的理解(Section 3)；第四项任务要求学生对“play on China’s national basketball team one day”问题发表观点、实行口语训练(Section 4)；第五项任务要求学生对某一项发明实行调查研究。
我共按排了五个课时，在时间上有些紧张，根据我们学校的课时安排，有些知识点特别是词汇这个块儿我利用下午和自习时间让学生们掌握。
本单元主要来学习被动语态，掌握被动语态的肯定句和疑问句。
要求学生掌握并应用与生活当中去。
新课程标准要求学生掌握这个语态，这对于学生以后的学习和生活息息相关，况且在英语学习中使用频率很高。
二、学习者特征分析
1.学生已掌握的知识与水平：只要是语言他们有想通的地方，在语文学科里学生们可能已经有了理解，主动语态与被动语态学生们应该是很容易理解的，只要给他们一个例句就能够了，例如，My father find a watch in the library . 改为被动语态：The watch is found in the library by my father . 多列举几个例句让学生发现被动语态的句子结构。
主要掌握的个句子结构：When was/were .......invented ? Who was/were ......invented ？还有发表自己观点的句子结构：I think that ................ .。
况且在七年级和八年级的教学过程当中我们已经学习了表示时间的介词，before ,after 和一些描述性的形容词。
通过这些学习，学生已经积累了一定的词汇，掌握了一定的目标语，具备了听书读写水平，为本单元进一步学习提供了一定的知识积累。
2.这个单元与学生的生活实际紧密相联系，学生有一定的知识储备，很大水准上很容易激起学生的学习兴趣。
我们教师要恰当合适的引导，让学生注意我们身边的一些发明史，让他们有话说。
为了让学生有话说，我们尽可能多的来让学生联系生活实际，找出更多的历史发明，然后让他们实行分类，让学生们知道发明给我们的生活带来了便利的同时也带来了危害，甚至灾难。
让学生们分析自己身边的发明的优缺点，从而进一步理解理解世界和改造世界。
三、单元整体目标分析
1、知识与水平：
1）词汇知识：invent , calculator , adjustable , scoop , battery-operated , slipper , heat , light bulb , microwave oven , crispy , salty , sour , by mistake , chef , sprinkle , by accident , beverage , according to , ancient , legend , bush , fall into ,
2) 学会使用一些短语和一些描述性的形容词：according to ，by accident ，knock into ，be used for ,in this way , crispy , salty , sou 。
3）掌握句型：When was the telephone invented ?
I think it was invented in 1876 .
What are they used for ？
They're used for seeing in the dark .
Who was it invented by ?
It was invented by Lanmo.
4）能够就“某一项发明”使用语言结构实行交际、谈论它被谁发明、它的用途以及自己的看法。
要求学生可根据自己的兴趣，通过上网、查书籍等形式，查找自己认为最有用的的发明的资料，在课堂是与大家一块儿分享，并介绍发明者，何时发明，有何用途等等。
还
能够让学生列出教室里或者书包里的五项发明，并填入表格。
2、过程与方法
1）本单元设计以学生为中心，采用多媒体方式表现教学内容展开课堂Pair work , Group work的口语交际活动;采用活动途径，倡导体验和参与；利用图片情景，让学生有亲自体验的感觉，让学生带上一些实物参与活动发表自己的看法和观点，培养学生的空间思维水平和想象水平。
给他们多的机会让他们有更多的机会参与表达，充分使用七年级和八年级所学的知识，表达他们的想法，同时也让他们感到发表观点得到别人赞同的成就感，体现他们的价值。
2）在说的基础上，利用听力资料来提升学生的听力技能以及感悟真正的英语场景的对话，发挥学生的想象水平，让自己感觉到好像就是对话场景中的一员。
在听的过程中要求学生有目的的听，抓住关键词。
3）读写是九年级学生学习的重点。
九年级学生已经有了充足的知识储备，阅读过程中要求学生至少阅读三遍，第一遍要求学生整体感知；第二遍要求学生圈出关键词以及生词和短语；第三遍要求学生带着问题有目的的实行阅读找出问题的答案。
写也是重点，课堂上要求学生能针对某个问题或某个情景写出自己的感受和想法。
为了突出学生的主体性，尊重个体差异，体现灵活多样性，对于一些学生不做统一要求，这样也能形成积极的学习态度，从而促动学生的发展。
3、情感态度与价值观：
1）通过了解近现代发明史让学生知道人们生活水平在持续的提升，增强主人翁意识。
2）通过小组合作对话培养学生合作精神。
3）通过学习一些被发明的事物的名词，让他们了解知道发明者的伟大，让学生热爱科学。
四、重点、难点
单元教学重点：
1、掌握一些被发明的事物的名词、形容词和一些短语。
2、被动语态含义及构成。
英语动词有两种语态，即主动语态和被动语态。
主动语态表示主语时动作的执行者，被动语态表示主语是动作的承受着。
被动语态的构成：“助动词be +及物动词的过去分词”构成。
3、能根据发明史使用被动语态陈述出被谁发明，何时被发明，被用来干什么。
单元教学难点：
1、被动语态含义及构成。
英语动词有两种语态，即主动语态和被动语态。
主动语态表示主语时动作的执行者，被动语态表示主语是动作的承受着。
被动语态的构成：“助动词be +及物动词的过去分词”构成。
2、能根据发明史使用被动语态陈述出被谁发明，何时被发明，被用来干什么。
五、教法选择与学法指导
1、利用多媒体图片让学生理解我们以前学习过的一些发明史的名词和一些生词。
2、借助多媒体手段采用情景教学法、合作方法以及任务型等多种方法相结合的模式。
3、小组合作实行口语联系，使用听说读写法，并以循序渐进的方式来实行教学。
六、课时及教学内容安排。