人教版新目标九年级英语全英文说课稿
(完整版)新目标英语九年级全册纯英文说课稿[吐血推荐DRBA]
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Unit1 How do we deal with our problems?1.Key points1)vocabulary:deal, unless, duty, easily，influence, friendship, lose, development, face 2)structure:We can deal with our problems by learning to forget.2.Difficult pointsverb +by with gerund3. Ability ObjectsEnable Ss to solve problems in different ways.Learn to use dictionaries4. Moral ObjectsLearn to face the challenges like famous people5. Teaching Aids Multi-mediaTeaching ProceduresStep 1.Warming upEveryone has problems. The most important is how to deal with our problems. If we don’t solve the problems, they will affect our study and our family. Then we can’t be happy.Can you think of any problems you have had recently? Tell a partner how you dealt with them?Step2.Pre-readingLook up the meanings of the following words in a dictionary.Deal unless unfair affect solve challengeStep3. While reading1. Read quicklyAsk Ss to scan the passage and come up with the general idea of each paragraph:1)We have many ways to deal with our problems.2)We can solve a problem by learning to forget.3)We can solve a problem by changing it into a challenge.4)We can solve a problem by think of something worse.2. Read carefullyAsk Ss to read the passage carefully and answer the following questions:1) What will happen if you are always angry with your friends?2) What can we learn from children how to deal with a problem?3) Why do students complain about school?4) How can we find our problems are not terrible?Step4. Post-reading,Get Ss to watch the video on Stephen Hawking and ask Ss what they can learn more from this clever scientist.Step5. DiscussionGet Ss to work in groups and discuss which way of dealing with problems is the best? And then list more ways on the Bb.Step6. homeworkWrite about problems/ accidents when you dealt with before.Unit2 He used to cause a lot of trouble?1.Key points1)vocabulary:death, cause, himself, patient, make a decision, waste, take pride in, attention2)structure:He didn’t use to give his mother any problems.He has been working hard and is one of the best students.2.Difficult pointsbe used to do sthIt was exactly what I needed.It is very important for parents to be there for their children.3. Ability ObjectsEnable Ss to analyze their trouble and make a decision to change it.4. Moral ObjectsTo make a right decision to change problems.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1.Warming up1)Everyone has problems. When I was young, I didn’t like school. After my mother told me the importance of study, I decided to study hard and make much progress and success.Tell your partner about a time your parents helped you with a problem.Step 2. Pre-readingGuess the meanings of the following words by using the context.death, cause, himself, patient, make a decision, waste,Step 3 While reading1.Read quickly1) Ask Ss to scan the passage and put these sentences into the correctplaces in the reading.2)Read the passage again and get the main idea of each paragraph:①Martin used to be a “problem boy after his father’s death.②His mother was very patient and tried to help him.③Martin started to change after the phone call④Now Martin has really changed.2. Read carefullyRead the statements and decide “true”, “false” or “d on’t know”.1)Martin’s father didn’t use to help him. D2)artin didn’t like the boarding school. T3)What his mother said changed Martin’s mind. T4)Martin feels good himself now. TStep4. Post-readingGet Ss to read again and retell the passage with the following sentences:1)Before his father’s death …2)After his father’s death …3)Now …Step5. DiscussionWork in groups and tell others the problems you are facing and ask them for advice on how to deal with them.Step 6. HomeworkMake the conversation between Martin and his mother on the phone.Unit3 Should I be allowed to make my own decision?1.Key points1)vocabulary:in the way, achieve, race, taught, importance, succeed, care about2)structure:I think I should be allowed to make my decisions for myself.Being a professional is the only thing I have ever wanted to do.2.Difficult pointspassive voice with modal verb should3. Ability ObjectsEnable Ss to analyze reasonable advice.4. Moral ObjectsLearn to analyze and take some reasonable advice.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1.Warming upIn your group, discuss the following the questions.How old is a teenager?What are some of the rules that a teenager should obey?Step2. Pre-readingLook at the title of the reading. Answer Yes/No. Find out how many in your group agree with you.Step3. While reading1. Read quicklyAsk Ss to scan the passage and answer the following question:Why don’t Liu Yu’s parents let him practice running too much?2. Read carefullyRead the statements and circle “true”, “false” or “d on’t know”.1) Liu Yu’s parents are against running. F2) Liu Yu is unhappy that his parents won’ t let him practice running. T3) Liu Yu thinks he will succeed in achieving his dream. T4) Liu Yu can win a gold medal in the marathon of Olympic Games. D Step4. Post-readingAsk Ss to make sentences with the following phrases:get in the way of…be serious about spend time onStep5. DiscussionGet Ss to discuss if Liu Yu should be allowed to practice running. Use the information in the reading to support your opinion.Step 6. HomeworkMake an article about a famous person. Write about his/her childhood andUnit4 What would you do if…?1.Key points1)vocabulary:come out, cover, press, deep, downstairs, correct, burn, knee, pain, hurt, offer, refuse2)structure:If I were you, I’d talk to your friend about the danger s of smoking.2.Difficult pointsthe subjunctive mood3. Ability ObjectsEnable Ss to deal with problems using what they know.4. Moral ObjectsEnable Ss to think of ways to deal with problems and protect themselves.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1.Warming upLet Ss watch the video “Jerry and Tom”and answer the following questions:1)How many problems and accidents did Jerry have?2)If you were Jerry, what would you do?Step2.Before readingDiscuss the following questions and take notes.1)What kind of accidents do you know of?2)What is the biggest problem a teenager has?Teach the new words: first-aid come out…Step3. While readingIf you couldn’t deal with the problems, what should you do?Help Ss to answer: I could have a first-aid book in my home.1. Read quicklyAsk Ss to scan the passage and discuss the following questions:1)Why is cold water helpful to treat a small burn?2)Why would it be dangerous to meet an “Internet friend” alone?2. Read carefullyRead the statements and circle “true”, “false” or “d on’t know”.1) You can cover the cut with wet paper. F2) If someone fell down and couldn’t move, try to help it get up. F3)You can meet him /her anywhere because you are afraid of nothing. T4)We should refuse a cigarette at a party. T5)When you get pimples, you’d better have enough rest.Step4. Post-readingAsk Ss to find and study some new words and expressions through the context or by looking them up in a dictionary.Step5. DiscussionCan you think of more “accidents” and “problems”? And what advice would you give to Dr Robinson’s book.Please work in groups and write down your ideas.Step 6. Summary and homeworkMake an article to give advice on “accidents” and “problems” you have ever had. Tell us what happened? What did you do? Did you ask for advice? Did the advice help?Unit6 I only eat food that tastes good.1.Key points1)vocabulary:taste, mainly, stay away, actually, laboratory, itself, cancer, increase, risk, biscuit, main2)structure:I prefer not to eat too much food that is fried.The main thing is to have a good balance.2.Difficult pointsThe attributive clause with that and who.3. Ability ObjectsEnable Ss to express preferences.4. Moral ObjectsKeep healthy by eating a balanced diet.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1.Warming upWhat food did you have for breakfast today?What food do you prefer?Whose breakfast is the healthiest?Get Ss to discuss and give reasons.Step 2. Pre-readingAsk Ss to discuss the following questions:1)Are you a vegetarian?2)Do you only eat food you like?Step 3. While readingA group of young people are discussing the same question. What are their opinions?1. Read quicklyPlease read the passage quickly and find out who eats a balanced diet? Laura eats a balanced diet and is a strict vegetarian.2. Read carefullyRead the statements and judge “true” or “false”.1) Peter only eats food that tastes good. T2) The burnt barbecued meat can increase the risk of cancer. T3)A vegetarian only likes vegetables. F4)Laura never eats meat. T5)Tony prefers to only food that he likes. TStep4. Post-reading1)Read the passage again and find out the thing that good for us and things that are bad for us.Step5. Do a class surveyGet Ss to work in pairs and find out partners’ diets and then make a short report. For esample:Jack is a strict vegetarian. He only likes fruits and vegetables. He never eats meat and never drinks Cola…Step 6. HomeworkWrite a passage about what we should eat or drink to keep healthy.Unit7 I’d like to sail across the Pacific.1.Key points1)vocabulary:sail, Pacific, findings, thousands of, as soon as possible, continue, programming, report, dream2)structure:Some students would like to work as soon as possible.2.Difficult pointsI’d like to…. I’d love to…. I hope….3. Ability ObjectsEnable Ss to talk about the hopes and dreams.4. Moral ObjectsHold on to your dreams.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1.Warming upDo you have hopes and dreams, boys and girls?Ask Ss to write down their hopes and dreams, then ask some students to read them out.Step 2. Pre-readingAsk Ss to discuss the following questions and make a note.How can you achieve your dreams?Step3. While reading1. Read quicklyAsk Ss to scan the passage to get the structure of the passage as follows:1)What are the hopes of teenagers?2)What are the dreams of teenagers?3)Conclusion.2. Read carefullyRead the statements and circle “true” or “false”.1) All the teenagers would like to go to college after finishing education. F2) Some Ss would like to start work as soon as possible. T3) Some Ss hope to continue studying after finishing school. T4)Many students dream of becoming famous. F5) It’s important to hold on to your dreams to make them to come true. TStep4. Post-readingAsk Ss to read again and answer the question:What is important to students about the work they do?Step5. DiscussionDiscuss the following question in small groups with reference to the reading.Is there anyone in the world who has no hopes or dreams?Step 6. homeworkWrite down a dream you have and how you’ll achieve it.Unit8 I’ll send you a photo of lucky.1.Key points1)vocabulary:fill, organization, disabled, pleasure, blind, deaf, imagine, shut, carry, specially, fetch2)structure:An organization was set up to help disabled people.2.Difficult pointsPart of speech.3. Ability ObjectsEnable Ss to use parts of speech.4. Moral ObjectsLearn to offer help.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1.Warming upAnimals are our friends. Have you got an animal pet?Do you like your it?Why do so many people keep animal pest?What can animals do for people?Get Ss to discuss and tell their opinions to the class.Step 2. Pre-readingToday, we’ll read a letter. There are many kinds of letters. Can you tell us how many kinds of letters you know?How is a letter different from an article?Get Ss to discuss and list three defferences.Step3. While reading1. Read quicklyWell, read this letter quickly and tell what kind of letter it is?Ask Ss to scan the passage to answer the question:It is a thank-you letter.2. Read carefullyRead the statements and circle “true” or “false”.1) “Animal Helpers” is set up to help poor people. F2)Disable people are blind and deaf. F3)Miss Li donated money to “Animal Helpers”. T4) Lucky can fetch things for disabled people. T5) Liz Smith bought Lucky from“Animal Helpers”. FStep4. Post-readingAsk Ss to find some new words and point out each one’s part of speech. Step5. DiscussionGet Ss to talk about what other animals can be trained to help people. Write it down and read it to the class.Step 6. Summary and homeworkWrite a short reply to Liz Smith. Offer to help her more. Say why and what you are able to help her.Unit9 Do you know when basketball was invented?1.Key points1)vocabulary:active, create, wooden, knock, divide, basket, metal, below, towards, develop, rise, risen2)structure:It’s played by millions of people.2.Difficult pointsPassive voice.3. Ability ObjectsEnable Ss to talk about the history of basketball.4. Moral ObjectsLearn sth from invention and get ready to serve the society.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1.Warming upAre you interested in sports? Can you say the names of sports in English?Let Ss have a memory challenge “How many sports can you say in English?”Step 2. Pre-readingHow many different kinds of sports can you think of in China? List 8 sports played in China. Rank them in the order of popularity.Step3. While reading1. Read quicklyAsk Ss to scan the passage to answer the question:What is the aim of basketball?The answer is for players to get the ball into the basket which has net hanging from a metal hoop.2. Read carefullyRead the statements and circle “true” or “false”.1)Basketball is very popular everywhere in China. T2)An American teacher invented basketball. F3)Players may use the backboard to guide the ball into the basket. T4)The first basketball game was played in 1936. F5) The number of foreign players in NBA has increased. TStep4. Post-readingAsk Ss to draw a mind-map with the information from the reading. Step5. DiscussionWould you like to play on China’s national basketball team on day? Make a list of good and difficult things about being a basketball player. Step6. Summary and homeworkWrite a passage about what you should do if you want to be an NBA player.Unit11 Could you please lend me your pen?1.Key points1)vocabulary:alright, direct, order, lend, lead, wonder, trouble, offend2)structure:I wonder if you can help me.2.Difficult pointsIndirect questions.3. Ability ObjectsEnable Ss to choose suitable language.4. Moral ObjectsLearn to use suitable language.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1.Warming upDo you often have too much homework?If you need help with your homework, how would you ask these people? Your parents:Your teachers:Your friends:Step 2. Pre-readingDiscuss the language you used to ask for help with your homework. Was it the same each time? If not, discuss why not?Step3. While reading1. Read quicklyAsk Ss to scan the passage and get the main idea of each paragraph.2. Read carefullyRead the statements and circle “true”or “false”.1) Knowing how to ask for information politely is important. T2) “Where are the restrooms?” sounds more polite. F3)How to ask for information politely is not difficult. T2) You can ask your teacher like this, “ Where is my book?” F3) The suitable language you need depends on your grammar. FStep4. Post-readingAsk Ss to role play the situations mentioned in the reading. Ask the otherstudents to think about the relationships between the speakers and listeners. Step4. DiscussionNow, let’s have a discussion. Talk in groups and describe some suitable situations when you are in Shanghai World Expo.Step 5. Summary and homeworkMake up two conversations that happen in Shanghai World Expo.Unit12 You are supposed to write quickly.1.Key points1)vocabulary:rubbish, seek, chatline, online, type, form, symbol, beside, e-mail, fiddle, experiment, proper2)structure:E-mail English is supposed to be used on mobile phone.2.Difficult pointsPassive voice / be supposed to+ infinitive3. Ability ObjectsEnable Ss to use E-mail English.4. Moral ObjectsLearn to cooperate with others.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1.Warming upLet Ss chantWhat are you supposed to do in China?We’ re supposed to shake hands.Shake hands, shake hands.What are you supposed to do in Japan?We’ re supposed to bow backs.Bow backs, bow backs.Step2. Pre-readingAsk Ss if they can read the following expressions and how to write them in English.How RU? CU! BTW CUL8rStep2. While reading1. Read quicklyAsk Ss to scan the passage and get the 2 kinds of email English Abbreviation and homophone.2. Read carefullyRead the statements and circle “true” or “false”.1) Many E-mail English words look like rubbish. T2) E-mail English is use to save time. T3) WBQ would mean with best questions. T4) E-mail English is supposed to be used in class. F5)Emoticons can be use to show your feelings. TStep4. Post-readingRead the passage again and answer the following questions:1)Why is email English being used nowadays?2)How many forms are used to write email English?Can you give an example for each one?Step4. DiscussionGive Ss sentences, and get them to discuss in groups to write them in email English.Step 5. homeworkWrite a note to some friends using e-mail English.Unit13 Receiving money makes me uncomfortable.1.Key points1)vocabulary:purple, purse, guilty, tastes, saying, thought, count, art2)structure:Receiving a purple purse makes me embarrassed.2.Difficult pointsMake sb + adjective. Make sb + infinitive.3. Ability ObjectsEnable Ss to talk about the feeling of receiving gifts.4. Moral ObjectsLearn to understand other people’s feeling.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1. Warming upT: Hello, everyone. In this September, you will be high school students. It’s a big step in your lives. Would you like to get some gifts to celebrate it? Ss: Yes.T: What would you like to have?Ss: I’d like to have a computer/ mobile phone.Get Ss to talk in pairs.Step 2. Pre-readingAsk Ss the following questions and get them to discuss in pairs.If you receive a gift from your best friend, how will you feel?What do you think of receiving gifts?Step3. While reading1. Read quicklyAsk Ss to scan the passage and answer the question:Why does receiving money make me feel uncomfortable?2. Read carefullyRead the statements and circle “true” or “false”.1) Receiving money might make people feel embarressed. T2) Guo Xiaojing really liked the purple purse her parents gave her. F3) Han Ling used to wear the sweater because she liked it very much. F4) John Wilson thinks it is good idea to give money as a gift. F5) Receiving gifs is even harder than giving gifts. TStep4. Post-readingChoose an adjective from the reading that expresses a feeling. To “make the word your own”, write about a time when you felt this way.Step5. DiscussionImagine you have two classmates, Tina and Peter. They are having a birthday soon. Discuss to choose the best gifts for them.Step 6. Summary and homeworkWrite a short article about your own experience on receiving gifts.1)What was the gift? Who gave it to you and why?2)How did feel when you opened it?Unit14 He’s already visited the place where his ancestors lived. 1.Key points1)vocabulary:ancestor, overseas, homeland, government, organize, so far, southern, villager, strongly, purpose, step2)structure:I’ve really enjoyed the trip so far.2.Difficult pointsPresent perfect tense with already / yet.3. Ability ObjectsTrain students’ reading and writing skills．Enable Ss to talk about recent events.4. Moral ObjectsChina is our homeland. Wherever we are, we never forget we are Chinese．5. Teaching Aids Multi-media A projectorTeaching ProceduresStep 1. Warming upLet Ss enjoy the song “ Sailing”After playing the song, ask Ss what they feel after enjoying the song? Elicit the overseas people think of the hometown very much and they are eager to get back hometown.Step 2. Pre-readingAsk Ss the following questions and get them to discuss in pairs.Do you have family members who live outside China?Do you think “ancestors” are important?Step2. While reading1. Read quicklyAsk Ss to scan the passage and answer the question:What do overseas Chinese think of the summer camp program---In Search of Roots?2. Read carefullyRead the statements and circle “true” or “false”.1) Robert can speak Chinese quite well. F2) The program has brought lots of students to foreign countries. F3)The most exciting part of the trip is going to the village. T2) Robert Qian was in China. F3) The program In Search of Roots began in 1980. TStep4. Post-readingGet Ss to work in groups and discuss how they feel after reading this article. Then make a report.Step5. DiscussionSuppose two overseas Chinese students have come to your town. Discuss and write a report that includes the following information:1)What have you already shown them and why?2)What important things you haven’t shown them ye t?Step 6. homework1)Read the passage again for further comprehension.2) Imagine you are Robert. After returning from China, you write a letter to your friend about the “In Search of Roots”.Blackboard Design。
人教版新目标九年级英语说课稿un...
人教版新目标九年级英语说课稿Unit 3 Should teenagers be allowed to choose theirown clothes我说课的内容是人教版新目标九年级Unit 3 《Should teenagers be allowed to choose their own clothes?》中的第四课时，Reading《Should I be allowed to make my own decisions?》。
下面我将从教材分析、学情分析、教学流程四个方面对本节课的教学设计进行说明。
一、教材分析( Analysis of the textbooks)《新目标英语》教材的语言教育理念是：知识用于行动，强调语言应用，培养创新、实践能力，发展学习策略。
它采用任务型语言教学（Task-based Language Teaching）模式。
教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。
每一单元由四个版块构成：Section A（基本的语言知识）、Section B （知识的扩展和综合的运用）、Selfcheck（学生自我检测本单元所学的语言知识）、Reading（为了加强学生的阅读能力的大量语篇输入）。
本单元主要讲述了中学生的一些在家以及在学校的规则。
使学生能够在学到知识的同时，了解自己应该和不应该做的事情，有利于他们更好的成长和发展。
而第四课时为一个阅读课，阅读课教学是英语教学中的一个重要环节，如何培养学生良好的阅读习惯和阅读方法，提高阅读能力，这正是素质教育对中学英语教学的要求。
本课描述的是一个青少年在对待学业与理想的问题上与父母产生的歧义。
这个问题在青少年中普遍存在，学生也对此很感兴趣。
在掌握文章意指的同时，要求培养学生在阅读方面的技巧，从而提高阅读能力，还要让学生了解到学业和理想同样重要，认识到两者之间是相互依赖，相互影响的，并且要学会和父母沟通，更好的理解父母。
人教新目标英语九年级全册Unit1全单元说课稿
5.个性化教学：关注每个学生的特点和需求，给予个性化的指导和建议，帮助他们找到适合自己的学习方法，提高学习效果。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。选择这些方法的理论依据如下：
（2）掌握一般将来时和情态动词的用法，能运用所学语法知识进行句子构建；
（3）提高听力水平，能够理解并获取他人关于未来规划和职业理想的信息；
（4）提高口语表达能力，能够用英语进行自我介绍，表达个人的职业理想和规划。
2.过程与方法目标
（1）通过小组合作、讨论、分享等方式，培养学生的合作意识和团队精神；
（2）通过听力、口语、阅读等多种教学活动，提高学生的英语综合运用能力；
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.呈现词汇：通过图片、实物等辅助手段，呈现本节课的核心词汇和短语，让学生在直观感知中记忆和理解。
2.语法讲解：结合具体例句，讲解一般将来时和情态动词的用法，让学生通过模仿和实践，掌握语法知识。
3.对话展示：展示与本节课话题相关的对话，引导学生关注对话中的语言表达，学习如何在实际语境中运用所学知识。
板书在教学过程中的作用主要有：帮助学生梳理知识结构，强化重点和难点；作为视觉辅助工具，帮助学生记忆和理解；为学生的课堂笔记提供参考。
为确保板书清晰、简洁且有助于学生把握知识结构，我将遵循以下原则：
1.突出重点：只列出关பைடு நூலகம்信息，避免冗余内容。
2.逻辑清晰：按照知识点之间的逻辑关系进行布局，使学生更容易理解。
（3）如何引导学生关注职业规划，树立正确的职业观念。
人教新目标九年级英语全一册Unit7period3说课稿
（二）教学反思
在教学过程中，我预见到以下可能出现的问题或挑战：
1.学生对抽象概念的理解可能存在困难；
3.电子白板：方便师生互动，实时展示学生讨论成果，提高课堂效率；
4.网络资源：提供丰富的拓展阅读材料，帮助学生深入理解话题。
这些媒体资源在教学中的作用主要是激发学生兴趣，提高课堂氛围，以及丰富教学手段，提高教学效果。
（三）互动方式
为促进学生的参与和合作，我计划设计以下师生互动和生生互动环节：
1.小组讨论：将学生分成小组，针对特定话题进行讨论，培养他们的合作精神和批判性思维；
2.角色扮演：让学生模拟实际情境，扮演不同角色，进行口语表达练习，提高语言运用能力；
3.案例分析：组织学生分析案例，引导他们学会尊重他人意见，达成共识；
4.问答环节：教师提问，学生回答，鼓励学生主动思考，积极参与课堂；
5.学生互评：让学生相互评价，提高他们的自我评价和评价他人的能力。
四、教学过程设计
（四）总结反馈
在总结反馈阶段，我将采取以下措施：
1.引导学生进行自我评价，反思本节课的学习成果和不足之处；
2.组织学生互相评价，培养他们的批判性思维和评价能力；
3.教师针对学生的表现，给予积极的评价和鼓励，指出需改进的地方，并提供具体的建议；
4.总结本节课的知识点，强调青少年权益的重要性，引导学生树立正确的价值观。
5.定期举办英语角活动，让学生在轻松的氛围中交流，降低学习焦虑感。
人教新目标英语九年级Unit3全单元说课稿(共6课时)
这样的互动设计旨在促进学生的积极参与，提高他们的学习动力和合作能力，以及培养他们的批判性思维和问题解决能力。
四、教学过程设计
（一）导入新课
新课导入是激发学生学习兴趣和吸引注意力的关键环节。我的导入方式如下：
（二）媒体资源
我将使用以下教具、多媒体资源或技术工具来辅助教学：
1.图片和卡片：用于展示人物特征，帮助学生形象地理解和记忆词汇。
2.电子白板：用于展示教学重点和难点，以及进行实时反馈和评价。
3.录音机或音响：播放英语录音，提供标准的语音示范，帮助学生模仿和纠正发音。
4.电脑和投影仪：展示多媒体课件，增加教学的互动性和信息量。
（二）学习障碍
在学习本节课之前，学生可能已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。然而，他们在学习本节课时可能存在的学习障碍包括：
1.对形容词比较级和最高级的理解和使用可能不够熟练，容易混淆。
2.在实际交流中，可能难以灵活运用所学词汇和句型进行准确的人物特征描述。
3.对不同文化背景下的人物特征描述习惯可能缺乏了解，导致交流不畅。
（二）教学反思
在教学过程中，可能遇到的问题包括学生参与度不高、知识点掌握不牢固和课堂时间分配不合理等。为应对这些问题，我将采取以下措施：鼓励学生提问和分享，增加互动环节；通过重复练习和小组讨论强化知识点；合理规划教学流程，确保每个环节都有足够的时间。课后，我将通过学生的作业、测验和反馈来评估教学效果。具体的反思和改进措施包括：分析学生的作业和测验结果，找出存在的问题和不足；与个别学生交流，了解他们的学习感受和建议；根据评估结果调整教学方法和策略，以提高教学效果。
人教新目标九年级英语Unit9SectionB(2a2e)说课稿
4.年龄特征：青春期的学生情绪波动较大，需要教师在教学中注意调整教学节奏和方式，以适应学生的情绪变化。
（二）学习障碍
学生在学习本节课之前，已经具备了一定的英语基础，如基本的语法知识、词汇量和听力理解能力。然而，可能存在以下学习障碍：
（二）新知讲授
在新知讲授阶段，我将采用循序渐进的方式呈现知识点。首先，我会介绍本节课需要掌握的新词汇，通过图片和例句帮助学生理解和记忆。接着，我会讲解一般现在时态的用法，通过实际例句让学生感受其在描述动物习性中的应用。然后，我会引入情态动词can/could的用法，通过对比分析，让学生掌握其正确用法。在整个讲授过程中，我会不断提问，引导学生思考，并利用多媒体资源辅助教学，确保学生能够深入理解并掌握知识点。
1.前置知识：部分学生对情态动词can/could的用法掌握不牢固，可能影响本节课的学习；
2.语法难点：一般现在时态的运用可能对学生来说是个挑战，尤其是与动物习性相关的句子结构；
3.听力理解：对于语速较快或发音不标准的听力材料，学生可能会感到困难；
4.口语表达：学生在描述动物习性和现状时，可能会遇到词汇和语法上的障碍。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用清晰的布局，将主要内容分为三个部分：词汇、语法、课文摘要。板书风格简洁明了，使用不同颜色区分不同类别的内容。
1.左侧板书词汇表，包括新单词和短语，以及相关的图片；
2.中间板书语法点，如一般现在时态和情态动词can/could的用法，配以例句；
3.右侧板书课文摘要，提炼课文中的关键信息，形成结构化的知识框架。
具体的反思和改进措施包括：针对学生的理解难点，调整教学节奏，增加练习次数；对于记忆困难，采用联想记忆、情景模拟等策略帮助学生记忆；根据学生的反馈，调整教学方法和内容，以提高教学效果。
人教版新目标英语九年级全册Unit6SectionB1a1e说课稿
在教学过程中，我预见到以下问题或挑战：
1.学生对某些词汇的发音和用法掌握困难；
2.部分学生在听力练习中可能跟不上节奏，无法捕捉关键信息；
3.课堂互动中，部分学生可能参与度不高。
应对策略如下：
1.针对词汇问题，通过反复示范、学生模仿和小组练习等方式，加强语音教学；
2.对于听力困难，设计不同难度的练习，逐步提高学生的听力水平；
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.利用多媒体手段，如播放英文歌曲、视频，让学生在轻松愉快的氛围中学习英语；
2.设计小组讨论、角色扮演等互动性强的活动，让学生在实践中运用所学知识；
3.创设真实语境，让学生结合自己的兴趣爱好，用英语表达对音乐类型的喜好；
4.对学生的进步给予积极评价和鼓励，提高他们的自信心，激发学习动力。
2.根据学生的反馈，调整课堂活动，使其更符合学生的兴趣和需求；
3.不断学习新的教学理念和方法，提升自身教学水平，以更好地服务于学生。
4.设计角色扮演活动，让学生模拟真实场景，运用所学知识进行交流，巩固知识点。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习或实践活动：
1.小组活动：让学生分组讨论，用所学句型描述自己喜欢的音乐类型，并与其他小组分享；
2.口语练习：组织学生进行角色扮演，模拟音乐推荐、评论等场景，提高口语表达能力；
人教版新目标英语九年级全册Unit6SectionB1a1e说课稿
一、教材分析
（一）内容概述
本节课是人教版新目标英语九年级全册Unit 6 “I like music that I can dance to.”的Section B 1a-1e部分。在整个课程体系中，本单元主要围绕音乐这一主题展开，让学生在学习英语的过程中，了解并表达对不同类型音乐的喜好。本节课的内容旨在让学生通过听力、口语及阅读活动，掌握描述音乐类型和音乐特点的词汇和句型，并能在实际情景中进行运用。
人教新目标九年级英语全一册Unit10period4说课稿
我将使用以下教具、多媒体资源或技术工具来辅助教学：
1. PPT课件：用于展示课程内容、关键词汇和句型，以及阅读策略和技巧，帮助学生更好地理解和记忆。
2.视频和音频材料：用于提供真实的语言环境，增强学生对语言的理解和应用能力。
3.电子白板：用于实时展示学生的作业和讨论成果，以及进行互动式教学。
2.提出一些反思性问题，如“你认为自己在哪些方面做得好？”，“还有哪些地方需要改进？”等；
3.根据学生的课堂表现和作业完成情况，给予个性化的反馈和建议；
4.鼓励学生相互评价，提供同伴反馈，促进彼此的学习；
5.对整节课的教学内容进行简要回顾，强调重点和难点。
（五）作业布置
课后作业将包括以下内容：
1.复习课文内容，整理课堂笔记；
2.合作学习法：通过小组合作活动，鼓励学生相互交流，分享想法，共同完成任务，培养学生的团队协作能力和沟通技巧。
3.情境教学法：通过创设情境，让学生在具体的语境中学习英语，增强他们的语言感知力和实际应用能力。
选择这些方法的理论依据是，任务型教学法能够激发学生的学习兴趣，促进语言的内化和输出；合作学习法能够培养学生的自主学习能力和社交技能；情境教学法能够帮助学生在真实的语境中理解和运用语言，提高学习的实效性。
这些互动方式旨在促进学生的参与和合作，激发他们的学习兴趣，培养他们的批判性思维和沟通能力。
四、教学过程设计
（一）导入新课
新课的导入方式将采用情境创设和问题驱动相结合的方法。首先，我会通过播放一段与课文主题相关的视频或音频，如一段旅行日志或一段新闻报道，来吸引学生的注意力，并激发他们的兴趣。接着，我会提出一些引导性问题，如“你们在视频中看到了什么？”，“这个话题你们有什么想法？”等，让学生思考和讨论。这样的导入方式可以迅速吸引学生的注意力，并使他们对接下来的课程内容产生期待。
人教新目标九年级英语全一册Unit6period2说课稿
（4）能就过去的事件和经历进行简单的交流和讨论。
2.过程与方法：
（1）通过阅读文章，培养学生自主学习、合作学习和探究学习的能力；
（2）运用任务型教学法，引导学生积极参与课堂活动，提高阅读理解能力；
（3）通过课堂讨论和小组合作，培养学生思维品质和语言表达能力。
2.生生互动：
（1）小组合作：学生分组，共同完成指定的任务，如角色扮演、问题解答等。
（2）同伴互助：学生之间相互帮助，共同解决学习中遇到的问题。
这些互动方式旨在促进学生的参与和合作，提高学生的语言运用能力和社交技能，同时也能够增强课堂的趣味性和活跃氛围。
四、教学过程设计
（一）导入新课
新课导入是激发学生兴趣和吸引注意力的关键环节。我将采用以下方式导入新课：
1.分析学生的作业和测试结果，找出教学中的不足，调整教学策略。
2.收集学生的意见和建议，了解他们的学习需求，优化教学内容和方法。
3.定期进行教学反思，总结经验教训，不断提高教学质量。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.创设生活情境：通过引入学生感兴趣的过去事件，如名人事迹、历史故事等，激发学生的好奇心和阅读兴趣。
2.互动式教学：组织学生进行小组讨论，分享阅读心得，让学生在互动中学习，提高学习动机。
3.激励评价：对学生在阅读过程中的表现给予及时、积极的评价，鼓励他们克服困难，提高学习自信心。
（二）新知讲授
在新知讲授阶段，我将按照以下步骤逐步呈现知识点，引导学生深入理解：
1.明确学习目标：首先向学生介绍本节课的学习目标，让学生明确学习内容和预期成果。
2.呈现关键词汇和短语：通过PPT展示和口头解释，让学生掌握文章中的关键词汇和短语。
人教新目标九年级英语Unit3说课稿
5.定期组织课外活动，如英语角、英文戏剧表演等，为学生提供展示自我的平台，提高他们的学习动机。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情景教学法和合作学习法作为主要教学方法。任务型教学法通过设计真实、有挑战性的任务，激发学生的学习兴趣和参与度，使他们能够在完成任务的过程中自然地运用目标语言。情景教学法则是通过模拟生活场景，让学生在实际语境中学习和使用英语，增强语言的实践性。合作学习法则鼓励学生之间的互动和合作，通过小组讨论、角色扮演等活动，促进学生之间的知识共享和交流。
人教新目标九年级英语Unit3说课稿
一、教材分析
（一）内容概述
本节课为人教新目标九年级英语Unit 3《Can you come to my party?》的说课。本单元是初中英语课程体系中的重点内容，旨在帮助学生掌握英语中邀请、回答邀请及提出、接受或拒绝请求的表达方式。教学内容主要包括日常交际用语、一般将来时态、动词短语等。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.创设真实情境，让学生在模拟生活场景中进行角色扮演，提高他们的参与度和兴趣；
2.设计有趣的游戏和竞赛，如单词接龙、邀请函制作大赛等，激发学生的学习热情；
3.结合学生的兴趣爱好，引入与教学内容相关的课外资源，如英文电影片段、歌曲等，丰富课堂教学；
（二）教学目标
知识与技能目标：1.学生能够掌握本节课的生词、短语和句型，如：invitation, party, celebrate, accept, decline等；2.学生能够用一般将来时态描述即将发生的事情；3.学生能够运用所学知识进行邀请及回答邀请的日常交际。
新目标英语九年级全册纯英文说课稿
Unit1 How do we deal with our problemspoints1)vocabulary:deal, unless, duty, easily，influence, friendship, lose, development, face2)structure:We can deal with our problems by learning to forget.pointsverb +by with gerund3. Ability ObjectsEnable Ss to solve problems in different ways.Learn to use dictionaries4. Moral ObjectsLearn to face the challenges like famous people5. Teaching Aids Multi-mediaTeaching ProceduresStep upEveryone has problems. The most important is how to deal with our problems. If we don’t solve the problems, they will affect our study and our family. Then we can’t be happy.Can you think of any problems you have had recently Tell a partner how you dealt with themLook up the meanings of the following words in a dictionary.Deal unless unfair affect solve challengeStep3. While reading1. Read quicklyAsk Ss to scan the passage and come up with the general idea of each paragraph:1)We have many ways to deal with our problems.2)We can solve a problem by learning to forget.3)We can solve a problem by changing it into a challenge.4)We can solve a problem by think of something worse.2. Read carefullyAsk Ss to read the passage carefully and answer the following questions:1) What will happen if you are always angry with your friends2) What can we learn from children how to deal with a problem3) Why do students complain about school4) How can we find our problems are not terribleStep4. Post-reading,Get Ss to watch the video on Stephen Hawking and ask Ss what they can learn more from this clever scientist.Step5. DiscussionGet Ss to work in groups and discuss which way of dealing with problems is the best And then list more ways on the Bb.Step6. homeworkWrite about problems/ accidents when you dealt with before.Unit2 He used to cause a lot of troublepoints1)vocabulary:death, cause, himself, patient, make a decision, waste, take pride in, attention2)structure:He didn’t use to give his mother any problems.He has been working hard and is one of the best students.pointsbe used to do sthIt was exactly what I needed.It is very important for parents to be there for their children.3. Ability ObjectsEnable Ss to analyze their trouble and make a decision to change it.4. Moral ObjectsTo make a right decision to change problems.5. Teaching Aids Multi-mediaTeaching ProceduresStep up1)Everyone has problems. When I was young, I didn’t like school. After my mother told me the importance of study, I decided to study hard and make much progress and success.Tell your partner about a time your parents helped you with a problem.Step 2. Pre-readingGuess the meanings of the following words by using the context.death, cause, himself, patient, make a decision, waste,Step 3 While reading1.Read quickly1)Ask Ss to scan the passage and put these sentences into thecorrect places in the reading.2)Read the passage again and get the main idea of each paragraph:①Martin used to be a “problem boy after his father’s death.②His mother was very patient and tried to help him.③Martin started to change after the phone call④Now Martin has really changed.2. Read carefullyRead the statements and decide “true”, “false”or “d on’t know”.1)Martin’s father didn’t use to help him. D2)artin didn’t like the boarding school. T3)What his mother said changed Martin’s mind. T4)Martin feels good himself now. TStep4. Post-readingGet Ss to read again and retell the passage with the following sentences:1)Before his father’s death …2)After his father’s death …3)Now …Step5. DiscussionWork in groups and tell others the problems you are facing and ask them for advice on how to deal with them.Step 6. HomeworkMake the conversation between Martin and his mother on the phone.Unit3 Should I be allowed to make my own decisionpoints1)vocabulary:in the way, achieve, race, taught, importance, succeed, care about2)structure:I think I should be allowed to make my decisions for myself. Being a professional is the only thing I have ever wanted to do.pointspassive voice with modal verb should3. Ability ObjectsEnable Ss to analyze reasonable advice.4. Moral ObjectsLearn to analyze and take some reasonable advice.5. Teaching Aids Multi-mediaTeaching ProceduresStep upIn your group, discuss the following the questions.How old is a teenagerWhat are some of the rules that a teenager should obeyStep2. Pre-readingLook at the title of the reading. Answer Yes/No. Find out how many in your group agree with you.Step3. While reading1. Read quicklyAsk Ss to scan the passage and answer the following question: Why don’t Liu Yu’s parents let him practice running too much2. Read carefullyRead the statements and circle “true”, “false”or “d on’tknow”.1) Liu Yu’s parents are against running. F2) Liu Yu is unhappy that his parents won’t let him practice running. T3) Liu Yu thinks he will succeed in achieving his dream. T4) Liu Yu can win a gold medal in the marathon of Olympic Games. DStep4. Post-readingAsk Ss to make sentences with the following phrases:get in the way of… be serious about spend time on Step5. DiscussionGet Ss to discuss if Liu Yu should be allowed to practice running. Use the information in the reading to support your opinion.Step 6. HomeworkMake an article about a famous person. Write about his/herUnit4 What would you do if…points1)vocabulary:come out, cover, press, deep, downstairs, correct, burn, knee, pain, hurt, offer, refuse2)structure:If I were you, I’d talk to your friend about the danger s of smoking.pointsthe subjunctive mood3. Ability ObjectsEnable Ss to deal with problems using what they know.4. Moral ObjectsEnable Ss to think of ways to deal with problems and protect themselves.5. Teaching Aids Multi-mediaTeaching ProceduresStep upLet Ss watch the video “Jerry and Tom”and answer the following questions:1)How many problems and accidents did Jerry have2)If you were Jerry, what would you doreadingDiscuss the following questions and take notes.1)What kind of accidents do you know of2)What is the biggest problem a teenager hasTeach the new words: first-aid come out…Step3. While readingIf you couldn’t deal with the problems, what should you do Help Ss to answer: I could have a first-aid book in my home.1. Read quicklyAsk Ss to scan the passage and discuss the following questions:1)Why is cold water helpful to treat a small burn2)Why would it be dangerous to meet an “Internet friend”alone2. Read carefullyRead the statements and circle “true”, “false”or “d on’t know”.1) You can cover the cut with wet paper. F2) If someone fell down and couldn’t move, try to help it get up. F3)You can meet him /her anywhere because you are afraid of nothing. T4)We should refuse a cigarette at a party. T5)When you get pimples, you’d better have enough rest. Step4. Post-readingAsk Ss to find and study some new words and expressions through the context or by looking them up in a dictionary.Step5. DiscussionCan you think of more “accidents” and “problems” And what advice would you give to Dr Robinson’s book.Please work in groups and write down your ideas.Step 6. Summary and homeworkMake an article to give advice on “accidents” and “problems” you have ever had. Tell us what happened What did you do Did you ask for advice Did the advice helpUnit6 I only eat food that tastes good.points1)vocabulary:taste, mainly, stay away, actually, laboratory, itself, cancer, increase, risk, biscuit, main2)structure:I prefer not to eat too much food that is fried.The main thing is to have a good balance.pointsThe attributive clause with that and who.3. Ability ObjectsEnable Ss to express preferences.4. Moral ObjectsKeep healthy by eating a balanced diet.5. Teaching Aids Multi-mediaTeaching ProceduresStep upWhat food did you have for breakfast todayWhat food do you preferWhose breakfast is the healthiestGet Ss to discuss and give reasons.Step 2. Pre-readingAsk Ss to discuss the following questions:1)Are you a vegetarian2)Do you only eat food you likeStep 3. While readingA group of young people are discussing the same question. What are their opinions1. Read quicklyPlease read the passage quickly and find out who eats a balanced dietLaura eats a balanced diet and is a strict vegetarian.2. Read carefullyRead the statements and judge “true” or “false”.1) Peter only eats food that tastes good. T2) The burnt barbecued meat can increase the risk of cancer. T3)A vegetarian only likes vegetables. F4)Laura never eats meat. T5)Tony prefers to only food that he likes. TStep4. Post-reading1)Read the passage again and find out the thing that good for us and things that are bad for us.Step5. Do a class surveyGet Ss to work in pairs and find out partners’ diets and then make a short report. For esample:Jack is a strict vegetarian. He only likes fruits and vegetables. He never eats meat and never drinks Cola…Step 6. HomeworkWrite a passage about what we should eat or drink to keep healthy.Unit7 I’d like to sail across the Pacific.points1)vocabulary:sail, Pacific, findings, thousands of, as soon as possible, continue, programming, report, dream2)structure:Some students would like to work as soon as possible.pointsI’d like to…. I’d love to…. I hope….3. Ability ObjectsEnable Ss to talk about the hopes and dreams.4. Moral ObjectsHold on to your dreams.5. Teaching Aids Multi-mediaTeaching ProceduresStep upDo you have hopes and dreams, boys and girlsAsk Ss to write down their hopes and dreams, then ask some students to read them out.Step 2. Pre-readingAsk Ss to discuss the following questions and make a note. How can you achieve your dreamsStep3. While reading1. Read quicklyAsk Ss to scan the passage to get the structure of the passage as follows:1)What are the hopes of teenagers2)What are the dreams of teenagers3)Conclusion.2. Read carefullyRead the statements and circle “true” or “false”.1) All the teenagers would like to go to college after finishing education. F2) Some Ss would like to start work as soon as possible. T3) Some Ss hope to continue studying after finishing school. T4)Many students dream of becoming famous. F5) It’s important to hold on to your dreams to make them to come true. TStep4. Post-readingAsk Ss to read again and answer the question:What is important to students about the work they doStep5. DiscussionDiscuss the following question in small groups with reference to the reading.Is there anyone in the world who has no hopes or dreams Step 6. homeworkWrite down a dream you have and how you’ll achieve it.Unit8 I’ll send you a photo of lucky.points1)vocabulary:fill, organization, disabled, pleasure, blind, deaf, imagine, shut, carry, specially, fetch2)structure:An organization was set up to help disabled people.pointsPart of speech.3. Ability ObjectsEnable Ss to use parts of speech.4. Moral ObjectsLearn to offer help.5. Teaching Aids Multi-mediaTeaching ProceduresStep upAnimals are our friends. Have you got an animal petDo you like your itWhy do so many people keep animal pestWhat can animals do for peopleGet Ss to discuss and tell their opinions to the class. Step 2. Pre-readingToday, we’ll read a letter. There are many kinds of letters. Can you tell us how many kinds of letters you knowHow is a letter different from an articleGet Ss to discuss and list three defferences.Step3. While reading1. Read quicklyWell, read this letter quickly and tell what kind of letter it isAsk Ss to scan the passage to answer the question:It is a thank-you letter.2. Read carefullyRead the statements and circle “true” or “false”.1) “Animal Helpers” is set up to help poor people. F2)Disable people are blind and deaf. F3)Miss Li donated money to “Animal Helpers”. T4) Lucky can fetch things for disabled people. T5) Liz Smith bought Lucky from“Animal Helpers”. FStep4. Post-readingAsk Ss to find some new words and point out each one’s part of speech.Step5. DiscussionGet Ss to talk about what other animals can be trained to help people.Write it down and read it to the class.Step 6. Summary and homeworkWrite a short reply to Liz Smith. Offer to help her more. Saywhy and what you are able to help her.Unit9 Do you know when basketball was inventedpoints1)vocabulary:active, create, wooden, knock, divide, basket, metal, below, towards, develop, rise, risen2)structure:It’s played by millions of people.pointsPassive voice.3. Ability ObjectsEnable Ss to talk about the history of basketball.4. Moral ObjectsLearn sth from invention and get ready to serve the society.5. Teaching Aids Multi-mediaTeaching ProceduresStep upAre you interested in sports Can you say the names of sports in EnglishLet Ss have a memory challenge “How many sports can you say in English”Step 2. Pre-readingHow many different kinds of sports can you think of in China List 8 sports played in China. Rank them in the order of popularity.Step3. While reading1. Read quicklyAsk Ss to scan the passage to answer the question:What is the aim of basketballThe answer is for players to get the ball into the basket which has net hanging from a metal hoop.2. Read carefullyRead the statements and circle “true” or “false”.1)Basketball is very popular everywhere in China. T2)An American teacher invented basketball. F3)Players may use the backboard to guide the ball into the basket. T4)The first basketball game was played in 1936. F5) The number of foreign players in NBA has increased. T Step4. Post-readingAsk Ss to draw a mind-map with the information from the reading. Step5. DiscussionWould you like to play on China’s national basketball team on dayMake a list of good and difficult things about being a basketball player.Step6. Summary and homeworkWrite a passage about what you should do if you want to be an NBA player.Unit11 Could you please lend me your penpoints1)vocabulary:alright, direct, order, lend, lead, wonder, trouble, offend2)structure:I wonder if you can help me.pointsIndirect questions.3. Ability ObjectsEnable Ss to choose suitable language.4. Moral ObjectsLearn to use suitable language.5. Teaching Aids Multi-mediaTeaching ProceduresStep upDo you often have too much homeworkIf you need help with your homework, how would you ask these peopleYour parents:Your teachers:Your friends:Step 2. Pre-readingDiscuss the language you used to ask for help with your homework. Was it the same each time If not, discuss why notStep3. While reading1. Read quicklyAsk Ss to scan the passage and get the main idea of each paragraph.2. Read carefullyRead the statements and circle “true”or “false”.1) Knowing how to ask for information politely is important. T2) “Where are the restrooms” sounds more polite. F3)How to ask for information politely is not difficult. T2) You can ask your teacher like this, “ Where is my book”F3) The suitable language you need depends on your grammar. FStep4. Post-readingAsk Ss to role play the situations mentioned in the reading. Ask the other students to think about the relationships between the speakers and listeners.Step4. DiscussionNow, let’s have a discussion. Talk in groups and describe some suitable situations when you are in Shanghai World Expo. Step 5. Summary and homeworkMake up two conversations that happen in Shanghai World Expo.Unit12 You are supposed to write quickly.points1)vocabulary:rubbish, seek, chatline, online, type, form, symbol, beside, e-mail, fiddle, experiment, proper2)structure:E-mail English is supposed to be used on mobile phone.pointsPassive voice / be supposed to+ infinitive3. Ability ObjectsEnable Ss to use E-mail English.4. Moral ObjectsLearn to cooperate with others.5. Teaching Aids Multi-mediaTeaching ProceduresStep upLet Ss chantWhat are you supposed to do in ChinaWe’ re supposed to shake hands.Shake hands, shake hands.What are you supposed to do in JapanWe’ re supposed to bow backs.Bow backs, bow backs.Step2. Pre-readingAsk Ss if they can read the following expressions and how to write them in English.How RU CU! BTW CUL8rStep2. While reading1. Read quicklyAsk Ss to scan the passage and get the 2 kinds of email English Abbreviation and homophone.2. Read carefullyRead the statements and circle “true” or “false”.1) Many E-mail English words look like rubbish. T2) E-mail English is use to save time. T3) WBQ would mean with best questions. T4) E-mail English is supposed to be used in class. F5)Emoticons can be use to show your feelings. TStep4. Post-readingRead the passage again and answer the following questions:1)Why is email English being used nowadays2)How many forms are used to write email EnglishCan you give an example for each oneStep4. DiscussionGive Ss sentences, and get them to discuss in groups to write them in email English.Step 5. homeworkWrite a note to some friends using e-mail English.Unit13 Receiving money makes me uncomfortable.points1)vocabulary:purple, purse, guilty, tastes, saying, thought, count, art 2)structure:Receiving a purple purse makes me embarrassed.pointsMake sb + adjective. Make sb + infinitive.3. Ability ObjectsEnable Ss to talk about the feeling of receiving gifts.4. Moral ObjectsLearn to understand other people’s feeling.5. Teaching Aids Multi-mediaTeaching ProceduresStep 1. Warming upT: Hello, everyone. In this September, you will be high school students. It’s a big step in your lives. Would you like to get some gifts to celebrate itSs: Yes.T: What would you like to haveSs: I’d like to have a computer/ mobile phone.Get Ss to talk in pairs.Step 2. Pre-readingAsk Ss the following questions and get them to discuss in pairs. If you receive a gift from your best friend, how will you feel What do you think of receiving giftsStep3. While reading1. Read quicklyAsk Ss to scan the passage and answer the question:Why does receiving money make me feel uncomfortable2. Read carefullyRead the statements and circle “true” or “false”.1) Receiving money might make people feel embarressed. T2) Guo Xiaojing really liked the purple purse her parents gaveher. F3) Han Ling used to wear the sweater because she liked it very much. F4) John Wilson thinks it is good idea to give money as a gift. F5) Receiving gifs is even harder than giving gifts. T Step4. Post-readingChoose an adjective from the reading that expresses a feeling. To “make the word your own”, write about a time when you felt this way.Step5. DiscussionImagine you have two classmates, Tina and Peter. They are having a birthday soon. Discuss to choose the best gifts for them. Step 6. Summary and homeworkWrite a short article about your own experience on receiving gifts. 1)What was the gift Who gave it to you and why2)How did feel when you opened itUnit14 He’s already visited the place where his ancestorslived.points1)vocabulary:ancestor, overseas, homeland, government, organize, so far, southern, villager, strongly, purpose, step2)structure:I’ve really enjoyed the trip so far.pointsPresent perfect tense with already / yet.3. Ability ObjectsTrain students’ reading and writing skills．Enable Ss to talk about recent events.4. Moral ObjectsChina is our homeland. Wherever we are, we never forget we are Chinese．5. Teaching Aids Multi-media A projectorTeaching ProceduresStep 1. Warming upLet Ss enjoy the song “ Sailing”After playing the song, ask Ss what they feel after enjoying the songElicit the overseas people think of the hometown very much and they are eager to get back hometown.Step 2. Pre-readingAsk Ss the following questions and get them to discuss in pairs. Do you have family members who live outside ChinaDo you think “ancestors” are importantStep2. While reading1. Read quicklyAsk Ss to scan the passage and answer the question:What do overseas Chinese think of the summer camp program---In Search of Roots2. Read carefullyRead the statements and circle “true” or “false”.1) Robert can speak Chinese quite well. F2) The program has brought lots of students to foreign countries. F3)The most exciting part of the trip is going to the village. T2) Robert Qian was in China. F3) The program In Search of Roots began in 1980. TStep4. Post-readingGet Ss to work in groups and discuss how they feel after reading this article. Then make a report.Step5. DiscussionSuppose two overseas Chinese students have come to your town. Discuss and write a report that includes the following information:1)What have you already shown them and why2)What important things you haven’t shown them yetStep 6. homework1)Read the passage again for further comprehension.2) Imagine you are Robert. After returning from China, you write a letter to your friend about the “In Search of Roots”. Blackboard Design。
人教新目标九年级英语全一册Unit6period1说课稿
在新知讲授阶段，我会按照以下步骤逐步呈现知识点：
1.利用PPT展示不同音乐类型的图片和词汇，让学生先睹为快；
2.通过示例句子展示如何使用“I like music that I can dance to”等句型；
3.结合听力练习，让学生在真实的语言环境中理解并运用这些句型和词汇；
4.通过小组讨论，让学生分享自己喜欢的音乐类型，并在讨论中练习使用新学的语言知识；
3.个人写作练习，学生写一篇短文，介绍自己的音乐喜好和使用本节课学到的表达；
4.听力理解练习，播放与音乐相关的听力材料，让学生回答问题，检验他们对语言的理解能力。
（四）总结反馈
在总结反馈阶段，我会采取以下方式引导学生自我评价并提供有效的反馈和建议：
1.让学生自我总结在本节课中学到的知识点，以及自己在小组讨论和实践活动中的表现；
板书在教学过程中的作用是提供视觉辅助，帮助学生理解和记忆课程内容。为确保板书清晰、简洁且有助于学生把握知识结构，我会在课前精心规划板书内容，避免过度拥挤，并在课堂上适时更新板书，保持信息的简洁性和逻辑性。
（二）教学反思
在教学过程中，可能遇到的问题包括学生的参与度不高、理解程度不一和课堂管理挑战。为应对这些问题，我会通过提问和小组讨论激发学生的参与度，根据学生的反馈调整教学进度，同时采用灵活的课堂管理策略，确保教学活动有序进行。
教学内容主要包括以下几个知识点：
1.介绍不同音乐类型的词汇，如pop, rock, jazz等；
2.学习使用“I like music that I can dance to”等句型表达个人喜好；
3.通过听力练习，提高学生的听力理解能力；
4.通过小组讨论，培养学生的合作意识和交流能力。
人教新目标九年级英语全一册Unit9period1说课稿
3.互动游戏：开展“健康知识问答”等游戏，让学生在轻松愉快的氛围中复习所学内容。
（四）总结反馈
在总结反馈阶段，我将采取以下方式引导学生自我评价，并提供有效的反馈和建议：
1.让学生进行自我评价：思考本节课学到了哪些知识，哪些方面还有待提高。
1.主要内容：左侧列出introduce, habit, physical, active等词汇；中间部分呈现一般现在时的基本结构和动词第三人称单数变化规则，以及重点句型如“I have a habit of...”等；右侧总结课堂活动中的关键信息。
2.风格：板书将采用简洁明了的字体，用不同颜色粉笔区分不同知识点，以便学生一目了然。
2.语法：一般现在时的用法，特别是动词第三人称单数形式的变化。
3.句型：描述个人生活习惯的句型，如：“I have a habit of...”, “It's important to...”, “I think it's harmful to...”等。
4.对话：学会用英语进行关于健康生活方式的讨论。
此外，我还将结合合作学习法，鼓励学生进行小组讨论和互助学习。这种方法的依据是社会建构主义理论，认为知识是在社会互动中建构的。通过小组合作，学生可以在互动中互相学习，共同进步。
（二）媒体资源
在教学过程中，我将使用以下教具和多媒体资源：
1. PPT：展示主要知识点、例句和练习题，使教学内容更加直观。
2.录音机：播放听力材料，提高学生的听力理解能力。
3.定期进行教学反思，与同事交流经验，不断提升教学水平。
3.拓展阅读：阅读与课文相关的英语文章，了解更多的健康知识。
人教新目标九年级英语全一册Unit1period4说课稿
1.词汇：birthday card, friend, surprise, party, present等；
2.句型：I have a surprise for you. / This is for you. / Happy birthday!等；
3.阅读技巧：快速阅读、精读、推理判断等；
4.针对课文中的难点和重点，我会通过例句和解释的方式，帮助学生深入理解；
5.最后，我会让学生尝试用自己的话复述课文内容，以检验他们对新知的掌握程度。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：
1.词汇填空练习，让学生在句子中正确使用本节课学习的词汇；
2.角色扮演活动，让学生模拟课文中的场景，运用所学句型和词汇进行交流；
（三）互动方式
我计划通过以下方式设计师生互动和生生互动的环节：首先，在导入环节，我会通过提问方式激发学生的思考，引出本节课的主题。在阅读理解环节，我会组织小组讨论，让学生分享阅读心得和答案，促进生生互动。在语言实践环节，我会安排角色扮演活动，让学生模拟生日庆祝场景，增强口语表达能力。此外，我还会在课堂上适时提供反馈，鼓励学生提问和表达自己的观点，以促进师生之间的互动。通过这些互动环节，学生能够积极参与课堂活动，提高学习的主动性和合作能力。
4.鼓励学生分享自己的生日经历，将个人经验与课堂学习相结合，提高学生的情感参与度；
5.对学生的进步给予及时反馈和表扬，增强学生的自信心和学习动力。
三、教学方法与手段
（一）教学策略
本节课我将主要采用任务型教学法、合作学习法和情境教学法。任务型教学法能够让学生在实际的语言使用中学习，通过完成任务来掌握语言知识，这符合语言学习的交际性原则。合作学习法可以促进学生之间的交流与合作，通过小组讨论和互助来共同完成任务，有助于培养学生的团队精神和社交能力。情境教学法通过模拟真实的生活场景，让学生在具体的语境中学习，这有助于提高学生的语言运用能力，同时也能够增加学习的趣味性。
人教新目标九年级英语全一册Unit3period1说课稿
在本节课中，我将使用以下教具、多媒体资源和技术工具：
1.多媒体课件：展示与青少年问题相关的图片、视频等，直观地呈现教学内容，激发学生的学习兴趣。
2.投影仪：将教学课件、学生作品等投射到屏幕上，便于全班同学观看，提高课堂教学效果。
3.互动白板：方便学生进行书写、画图等操作，同时可以实时展示学生的思考过程，便于师师进行总结和点评。
4.课后交流：鼓励学生在课后通过网络平台、社交媒体等途径，继续讨论青少年问题，分享学习心得和感悟。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将以一个引人入胜的问题作为新课导入：“Do you think being a teenager is fun or challenging?”通过这个问题，让学生思考青春期的快乐与挑战，从而自然地引入本节课的主题——青少年问题。
1.词汇方面：对于与青少年问题相关的词汇和短语掌握不足，可能导致表达不清晰；
2.时态方面：在运用一般过去时描述过去发生的事情时，可能存在时态混淆的问题；
3.情态动词方面：对情态动词的用法掌握不熟练，可能影响表达建议和看法；
4.讨论和解决问题方面：缺乏有效的讨论方法和问题解决策略，可能导致课堂互动效果不佳。
情感态度与价值观：
1.培养学生对青少年问题的关注，提高他们关爱他人的意识；
2.帮助学生树立正确的价值观，认识到面对问题时要积极寻求解决办法；
3.培养学生的团队合作精神，增强他们克服困难的信心。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
教学重点：
1.与青少年问题相关的词汇和短语；
2.能够运用一般现在时和一般过去时描述青少年问题；
(完整版)新目标英语九年级全册纯英文说课稿[吐血推荐LETL]
![(完整版)新目标英语九年级全册纯英文说课稿[吐血推荐LETL]](https://img.taocdn.com/s3/m/958ea0d3f78a6529657d534b.png)
Unit1How do we deal with our problems?1.Key points1)vocabulary:deal,unless,duty,easily，influence,friendship,lose,development,face 2)structure:W e can deal with our problems by learning t o forget.2.Difficult pointsverb+by with gerund3.Ability ObjectsEnable Ss t o solve problems in different ways.Learn t o use dictionaries4.Moral ObjectsLearn t o face the challenges like famous people5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upEveryone has problems.The most important is how t o deal with our problems.If we don’t solve the problems,they will affect our study and our family.Then we can’t be happy.Can you think of any problems you have had recently?T ell a partner how you dealt with them?S tep2.Pre-readingLook up the meanings of the following words in a dictionary.Deal unless unfair affect solve challengeStep3.While reading1.Read quicklyAsk Ss t o scan the passage and co me up with the general idea of each paragraph:1)We have many ways t o deal with our problems.2)We can solve a problem by learning t o forget.3)We can solve a problem by changing it into a challenge.4)We can solve a problem by think of something worse.2.Read carefullyAsk Ss t o read the passage carefully and answer the following questions:1)What will happen if you are always angry with your friends?2)What can we learn from children how t o deal with a problem?3)Why do students complain abo ut school?4)How can we find our problems are no t terrible?1/24Step4.P ost-reading,Get Ss t o watch the video on S tephen Hawking and ask Ss what they can learn mo r e from this clever scientist.Step5.DiscussionGet Ss t o work in groups and discuss which way of dealing with problems is the best?And then list mo r e ways on the Bb.Step6.homeworkWrite abo ut problems/accidents when you dealt with before.Blackboard Designdealunlessdutyeasily influence friendshiplose developmentfacedeal withbe angry withdecide n ot to do sthcomplain a bo u twith the help of…Unless we deal with ourproblems…It is our duty to…Let’s n o t worry a bo u t…Let’s face the challengeinstead.2/24Unit2He used to cause a lot of trouble?1.Key points1)vocabulary:death,cause,himself,patient,mak e a decision,waste,take pride in, attention2)structure:He didn’t use t o give his mother any problems.He has been working hard and is one of the best students.2.Difficult pointsbe used t o do sthIt was exactly what I needed.It is very important for parents t o be there for their children.3.Ability ObjectsEnable Ss t o analyze their trouble and mak e a decision t o change it.4.Moral ObjectsT o mak e a right decision t o change problems.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming up1)Everyone has problems.When I was young,I didn’t like school.After my mother told me the importance of study,I decided t o study hard and mak e much progress and success.T ell your partner abo ut a time your parents helped you with a problem. S tep2.Pre-readingGuess the meanings of the following words by using the context. death,cause,himself,patient,mak e a decision,waste,S tep3While reading1.Read quickly1)Ask Ss t o scan the passage and put these sentences into the correct places in the reading.2)Read the passage again and ge t the main idea of each paragraph:①Martin used t o be a“problem boy after his father’s death.②His mother was very patient and tried t o help him.③Martin started t o change after the phone call④Now Martin has really changed.2.Read carefullyRead the statements and decide“true”,“false”or“d on’t know”.1)Martin’s father didn’t use t o help him.D2)artin didn’t like the boarding school.T3/243)What his mother said changed Martin’s mind.T4)Martin feels good himself now.TStep4.P ost-readingGet Ss t o read again and retell the passage with the following sentences:1)Before his father’s deat h…2)After his father’s death…3)Now…Step5.DiscussionWork in groups and tell others the problems you are facing and ask them for advice on how t o deal with them.S tep6.HomeworkMake the conversation between Martin and his mother on the phone.deat h ge t into trouble with cause mak e a decision himself take pride inpatient pay attention t o waste feel good about oneself attention He used t o be“a pr oblem child”.She didn’t give up helping him.It was exactly what I neededIt is very important for sb t o do sth.4/24’Unit3 Should I be allowed to make my own decision?1.Key points 1)vocabulary:in the way, achieve, race, taught, importance, succeed, care abo ut 2)structure:I think I should be allowed t o mak e my decisions for myself.Being a professional is the only thing I have ever wanted t o do. 2.Difficult pointspassive voice with modal verb should 3. Ability ObjectsEnable Ss t o analyze reasonable advice.4. Moral ObjectsLearn t o analyze and take some reasonable advice. 5. T eaching Aids Multi-mediaT eaching Procedures S tep 1.W arming upIn your group, discuss the following the questions. How old is a teenager?What are some of the rules that a teenager should obey ?Step2. Pre-readingLook at the title of the reading. Answer Y es/No. Find o ut how many in your gr o up agree with you.Step3. While reading 1. Read quicklyAsk Ss t o scan the passage and answer the following question: Why don ’t Liu Yu ’s parents let him practice running too much? 2. Read carefullyRead the statements and circle “true ”, “false ” or “d on’t know ”. 1) Liu Yu ’s parents are against running. F 2) Liu Yu is unhappy that his parents won t let him practice running. T 3) Liu Yu thinks he will succeed in achieving his dream. T4) Liu Yu can win a gold medal in the marathon of Olympic Games. DStep4. P ost -readingAsk Ss t o mak e sentences with the following phrases: g e t in the way of … be serious abo ut s pe nd time on Step5. Discussion5 / 24sGet Ss t o discuss if Liu Yu should be allowed t opractice running. Usethe information in the reading t o support your opinion.S tep 6. HomeworkMake an article abo ut a famous person. Write abo ut his/her childhood and how he/she be came successful.Achieve in the way race mak e a decision for oneself realistic care abo ut taught be allowed t o do sthimportance achieve one ’dr eamsucceed These hobbies can ge t in the way of school work.W e have nothing against running.I should be allowed t omak e my decisions for myself.6 / 24Unit4What would you do if…?1.Key points1)vocabulary:co m e out,cover,press,deep,downstairs,correct,burn,knee,pain,hurt, offer,refuse2)structure:If I were you,I’d talk to your friend about the danger s of smoking.2.Difficult pointsthe subjunctive mood3.Ability ObjectsEnable Ss t o deal with problems using what they know.4.Moral ObjectsEnable Ss t o think of ways t o deal with problems and protect themselves.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upLet Ss watch the video“Jerry and T om”and answer the following questions:1)How many problems and accidents did Jerry have?2)If you were Jerry,what would you do?Step2.Before readingDiscuss the following questions and take notes.1)What kind of accidents do you know of?2)What is the biggest problem a teenager has?T each the new words:first-aid co me out…Step3.While readingIf you couldn’t deal with the problems,what should you do?Help Ss t o answer:I could have a first-aid book in my home.1.Read quicklyAsk Ss t o scan the passage and discuss the following questions:1)Why is cold water helpful t o treat a small burn?2)Why would it be danger ous t o meet an“Internet friend”alone?2.Read carefullyRead the statements and circle“true”,“false”or“d on’t know”.1)Y ou can cover the cut with wet paper.F2)If someone fell down and couldn’t move,try t o help it ge t up.F7/243)Y ou can meet him/her anywhere because you are afraid of nothing.T4)We should refuse a cigarette at a party.T5)When you g e t pimples,you’d better have enough rest.Step4.Post-readingAsk Ss t o find and study some new words and expressions through the context or by looking them up in a dictionary.Step5.DiscussionCan you think of more“accidents”and“problems”?And what advice would you give to Dr Robinson’s book.Please work in groups and write down your ideas.Step6.Summary and homeworkMake an article t o give advice on“accidents”and“problems”you have ever had.T ell us what happe ned?What did you do?Did you ask for advice? Did the advice help?cover co me outpress a lot of experience deep in lots of situations downstairs by accident correctburnkneepainhurtofferrefuse What would you do if…If I felt pain,I will stop running.Of course you should refuse.8/24Unit6I only eat food that tastes good.1.Key points1)vocabulary:taste,mainly,stay away,actually,laboratory,itself,cancer,increase,risk, biscuit,main2)structure:I prefer not t o eat too much food that is fried.The main thing is t o have a good balance.2.Difficult pointsThe attributive clause with that and who.3.Ability ObjectsEnable Ss t o express preferences.4.Moral ObjectsKeep healthy by eating a balanced diet.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upWhat food did you have for breakfast today?What food do you prefer?Whose breakfast is the healthiest?Get Ss t o discuss and give reasons.S tep2.Pre-readingAsk Ss t o discuss the following questions:1)Are you a vegetarian?2)Do you only eat food you like?S tep3.While readingA g r o up of young people are discussing t he same question.What are their opinions?1.Read quicklyPlease read the passage quickly and find out who eats a balanced diet? Laura eats a balanced diet and is a strict vegetarian.2.Read carefullyRead the statements and judge“true”or“false”.1)P eter only eats food that tastes good.T2)The burnt b arbecued meat can increase the risk of cancer.T3)A vegetarian only likes vegetables.F9/244)Laura never eats meat.T5)T ony prefers t o only food that he likes.TStep4.Post-reading1)Read the passage again and find out t he thing that good for us and things that are bad for us.Step5.Do a class surveyGet Ss t o work in pairs and find out partners’diets and then mak e a short report.For esample:Jack is a strict vegetarian.He only likes fruits and vegetables.He never eats meat and never drinks Cola…Step6.HomeworkWrite a p assage abo ut what we should eat or drink t o k eep healthy.taste stay away mainly k eep healthy actually t o be honest laboratory in ag r eement itself the risk of cancer cancer,I only eat food that tastes good.I prefer no t to eat too much food that….The main thing is t o have a good balance.10/24Unit7I’like to sail across the Pacific.d1.Key points1)vocabulary:sail,Pacific,findings,thousands of,as soon as possible,continue, programming,report,dr eam2)structure:Some students would like t o work as soon as possible.2.Difficult pointsI’d like t o….I’d love t o….I hope….3.Ability ObjectsEnable Ss t o talk a bo ut the hopes and dreams.4.Moral ObjectsHold on t o your dreams.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upDo you have hopes and dreams,boys and girls?Ask Ss t o write down their hopes and dreams,then ask some students t o read them out.S tep2.Pre-readingAsk Ss t o discuss the following questions and mak e a note.How can you achieve your dreams?Step3.While reading1.Read quicklyAsk Ss t o scan the passage t o ge t the structure of the p assage as follows:1)What are the hopes of teenagers?2)What are the dreams of teenagers?3)Conclusion.2.Read carefullyRead the statements and circle“true”or“false”.1)All the teenagers would like t o go t o college after finishing education.F2)Some Ss would like t o start work as soon as possible.T3)Some Ss hope t o continue studying after finishing school.T4)Many students dr e am of becoming famous.F5)It’s important t o hold on t o your dreams t o mak e them t o co me true.T11/24Step4.Post-readingAsk Ss t o read again and answer the question:What is important t o students abo ut the work they do?Step5.DiscussionDiscuss the following question in small groups with reference t o the reading.Is there anyone in the world who has no ho pes or dreams?Step6.homeworkWrite down a dr eam you have and how you’ll achieve it.sail thousands of I’d like t o….Pacific as soon as possible I’d love t o…. findings according t o I hope….continue,be willing t o programming dr eam of report hold ond r eamIt was clear from thesurvey that12/24Unit8I’send you a photo of lucky.ll1.Key points1)vocabulary:fill,organization,disabled,pleasure,blind,deaf,imagine,shut,carry, specially,fetch2)structure:An organization was set up t o help disabled people.2.Difficult pointsPart of speech.3.Ability ObjectsEnable Ss t o use parts of speech.4.Moral ObjectsLearn t o offer help.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upAnimals are our friends.Have you got an animal pet?Do you like your it?Why do so many people k eep animal pest?What can animals do for people?Get Ss t o discuss and tell their opinions t o the class.S tep2.Pre-readingT oday,we’ll read a letter.There are many kinds of letters.Can you tell us how many kinds of letters you know?How is a letter different from an article?Get Ss t o discuss and list three defferences.Step3.While reading1.Read quicklyWell,read this letter quickly and tell what kind of letter it is?Ask Ss t o scan the passage t o answer the question:It is a thank-you letter.2.Read carefullyRead the statements and circle“true”or“false”.1)“Animal Helpers”is set up t o help poor people.F2)Disable people are blind and deaf.F3)Miss Li donated money t o“Animal Helpers”.T4)Lucky can fetch things for disabled people.T5)Liz Smith bought Lucky from“Animal Helpers”.F13/24Step4.Post-readingAsk Ss t o find some new words and point out each one’s part of speech. Step5.DiscussionGet Ss t o talk abo ut what other animals can be trained t o help people. Write it down and read it t o the class.Step6.Summary and homeworkWrite a short reply t o Liz Smith.Offer t o help her more.Say why and what you are able t o help her.fill fill with I’d like t o thank you organization help sb o ut for….disabled cheer sb up It would be possible for pleasure at once t o have specially trained blind thank for doing dog.deaf run o ut of money imagineshut Y our donation is appreciated.14/24Unit9Do you know when basketball was invented?1.Key points1)vocabulary:active,create,wooden,knock,divide,basket,metal,below,towards, develop,rise,risen2)structure:It’s played by millions of people.2.Difficult pointsPassive voice.3.Ability ObjectsEnable Ss t o talk a bo ut the history of basketball.4.Moral ObjectsLearn sth from invention and ge t ready t o serve the society.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upAre you interested in sports?Can you say the name s of sports in English?Let Ss have a memory challenge“How many sports can you say in English?”S tep2.Pre-readingHow many different kinds of sports can you think of in China?List8 sports played in China.Rank them in the order of popularity.Step3.While reading1.Read quicklyAsk Ss t o scan the passage t o answer the question:What is the aim of basketball?The answer is for players t o ge t the ball into the bask et which has net hanging from a metal hoop.2.Read carefullyRead the statements and circle“true”or“false”.1)Basketball is very popular everywhere in China.T2)An American teacher invented basketball.F3)Players may use the backboard t o guide the ball into the basket.T4)The first basketball game was played in1936.F5)The num be r of foreign players in NBA has increased.TStep4.Post-reading15/24sAsk Ss t o draw a mind-map with the information from the reading. Step5. DiscussionWould you like to play on China ’national basketball team on day? Make a list of good and difficult things about being a basketball player.Step6. Summary and homeworkWrite a passage abo ut what you should do if you want t o be an NBA player .active much-loved It is enjoyed by many create divide into people.w oo d e n hang from His class was asked t o knock guide intoinvent a game.divide move towardsbask et metal below towardsIt is believed that …16 / 24Unit11Could you please lend me your pen?1.Key points1)vocabulary:alright,direct,order,lend,lead,wonder,trouble,offend2)structure:I wonder if you can help me.2.Difficult pointsIndirect questions.3.Ability ObjectsEnable Ss t o choose suitable language.4.Moral ObjectsLearn t o use suitable language.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upDo you often have too much homework?If you need help with your homework,how would you ask these people? Y our parents:Y our teachers:Y our friends:S tep2.Pre-readingDiscuss the language you used t o ask for help with your homework.W as it the same each time?If not,discuss why not?Step3.While reading1.Read quicklyAsk Ss t o scan the passage and ge t the main idea of each paragraph. 2.Read carefullyRead the statements and circle“true”or“false”.1)Knowing how t o ask for information politely is important.T2)“Where are the restrooms?”sounds mo r e polite.F3)How t o ask for information politely is not difficult.T2)Y ou can ask your teacher like this,“Where is my book?”F3)The suitable language you need depends on your grammar.FStep4.Post-readingAsk Ss t o role play the situations mentioned in the reading.Ask the other17/24students t o think abo ut the relationships between the speakers and listeners.Step4.DiscussionNow,let’s have a discussion.T alk in groups and describe some suitable situations when you are in Shanghai World Expo.Step5.Summary and homeworkMake up two conversations that happen in Shanghai World Expo.alright ask for Could you please tell direct depend on me where the restrooms order in some situations are?lend lend sb sth Do you know where my lead lead in to..book is?.wonder in order not t o…troubleoffendI wonder if you can helpme..18/24Unit12Y ou are supposed to write quickly.1.Key points1)vocabulary:rubbish,seek,chatline,online,type,form,symbol,beside,e-mail,fiddle, experiment,proper2)structure:E-mail English is suppo sed t o be used on mobile phone.2.Difficult pointsPassive voice/be suppose d to+infinitive3.Ability ObjectsEnable Ss t o use E-mail English.4.Moral ObjectsLearn t o cooperate with others.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upLet Ss chantWhat are you suppo sed t o do in China?W e’re supposed t o shake hands.Shake hands,shake hands.What are you suppo sed t o do in Japan?W e’re supposed t o bow backs.Bow backs,bow backs.Step2.Pre-readingAsk Ss if they can read the following expressions and how t o write them in English.How RU?CU!BTW CUL8rStep2.While reading1.Read quicklyAsk Ss t o scan the passage and ge t the2kinds of email English Abbreviation and homo pho ne.2.Read carefullyRead the statements and circle“true”or“false”.1)Many E-mail English words look like rubbish.T2)E-mail English is use t o save time.T3)WBQ would mean with best questions.T4)E-mail English is suppose d t o be used in class.F19/245)Emoticons can be use t o show your feelings.TStep4.Post-readingRead the p assage again and answer the following questions:1)Why is email English being used nowadays?2)How many forms are used t o write email English?Can you give an example for each one?Step4.DiscussionGive Ss sentences,and ge t them t o discuss in groups t o write them in email English.Step5.homeworkWrite a no t e t o some friends using e-mail English.rubbish look unfamiliar t o us ICQ mea ns I seek you. seek combine with Y ou are s u ppos e d to chatline be suppose d t o type quickly.online at the proper time type be rude t o do sth formsymbolbeside Y our teacher will no t be pleased if…...20/24Unit13Receiving money makes me uncomfortable.1.Key points1)vocabulary:purple,purse,guilty,tastes,saying,thought,count,art2)structure:Receiving a purple purse mak es me embarrassed.2.Difficult pointsMake sb+adjective.Make sb+infinitive.3.Ability ObjectsEnable Ss t o talk a bo ut the feeling of receiving gifts.4.Moral ObjectsLearn t o understand other people’s feeling.5.T eaching Aids Multi-mediaT eaching ProceduresS tep1.W arming upT:Hello,everyone.In this September,you will be high school students. It’s a big step in your lives.W ould you like t o ge t some gifts t o celebrate it? Ss:Yes.T:What would you like t o have?Ss:I’d like t o have a comput er/mobile phone.Get Ss t o talk in pairs.S tep2.Pre-readingAsk Ss the following questions and ge t them t o discuss in pairs.If you receive a gift from your best friend,how will you feel?What do you think of receiving gifts?Step3.While reading1.Read quicklyAsk Ss t o scan the passage and answer the question:Why d o e s receiving money mak e me feel uncomfortable?2.Read carefullyRead the statements and circle“true”or“false”.1)Receiving money might mak e people feel embarressed.T2)Guo Xiaojing really liked the purple purse her parents gave her.F3)Han Ling used t o wear the sweater because she liked it very much.F4)John Wilson thinks it is good idea t o give money as a gift.F5)Receiving gifs is even harder than giving gifts.TStep4.Post-readingChoose an adjective from the reading that expresses a feeling.T o“mak e the word your own”,write a bo ut a time when you felt this way.Step5.DiscussionImagine you have two classmates,Tina and Peter.They are having a birthday soon.Discuss t o choose the best gifts for them.Step6.Summary and homeworkWrite a short article abo ut your own experience on receiving gifts.1)What was the gift?Who gave it t o you and why?2)How did feel when you opened it?purple the art of giving It really made feel purse t o be honest embarrassed.guilty t o mak e things easier This made feel guilty. tastes have some tho ught behind it It’s the thought that sayingcounts.tho ug htcountartUnit14He’already visited the place where his ancestors lived.s1.Key points1)vocabulary:ancestor,overseas,homeland,government,organize,so far,southern, villager,strongly,purpose,step2)structure:I’ve really enjoyed the trip so far.2.Difficult pointsPresent perfect tense with already/yet.3.Ability ObjectsT rain students’reading and writing skills．Enable Ss t o talk a bo ut recent events.4.Moral ObjectsChina is our homeland.Wherever we are,we never forget we are Chinese．5.Teaching Aids Multi-media A projectorT eaching ProceduresS tep1.W arming upLet Ss enjoy the song“Sailing”After playing the song,ask Ss what they feel after enjoying the song? Elicit the overseas people think of the ho me t o w n very much and they are eager t o g e t back hometown.S tep2.Pre-readingAsk Ss the following questions and ge t them t o discuss in pairs.Do you have family me mbe rs who live outside China?Do you think“ancestors”are important?Step2.While reading1.Read quicklyAsk Ss t o scan the passage and answer the question:What do overseas Chinese think of the summer camp pr ogram---In Search of Roots?2.Read carefullyRead the statements and circle“true”or“false”.1)Robert can speak Chinese quite well.F2)The pr ogram has br ought lots of students t o foreign countries.F3)The most exciting part of the trip is going t o the village.T2)Robert Qian was in China.F3)The pr ogram In Search of Roots began in1980.TStep4.Post-readingGet Ss t o work in groups and discuss how they feel after reading this article.Then mak e a report.Step5.DiscussionSuppose two overseas Chinese students have co me t o your town.Discuss and write a report that includes the following information:1)What have you already shown them and why?2)What important things you haven’t shown them ye t?Step6.homework1)Read the passage again for further comprehension.2)Imagine you are Robert.After returning from China,you write a letter t o your friend abo ut the“In Search of Roots”.Blackboard Designancestor overseas homeland government organize southern so farthousands ofthe two-week campgo for walksthanks t olook forward t o doing sthRobert has c o me t o visithis ancestors’homeland.It has been a great trip.I have really enjoyed thetrip so far.。
人教新目标九年级英语全一册Unit7period1说课稿
3. 完成一些与旅游话题相关的练习题，以检验对课堂知识的掌握程度。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用清晰、简洁的风格，布局合理，重点突出。板书的主要内容包括课题、学习目标、关键词汇、句型结构以及语法点。板书的布局分为三个部分：顶部为课题和学习目标，中间为课程主要内容，底部为总结和作业布置。在教学过程中，板书的作用是引导学生注意力，突出教学重点，帮助学生构建知识结构。为确保板书清晰、简洁且有助于学生把握知识结构，我会使用大号字体，保持行距和字间距，使用不同颜色的粉笔区分不同类别的内容，并在板书过程中适时回顾和梳理，确保信息一目了然。
开
二、学情分析
（一）学生特点
本节课所面向的学生是九年级的学生，他们正处于青春期，具有以下特点：年龄特征上，他们具有较强的独立性和自我意识，但同时也存在着情绪波动较大的情况；认知水平上，他们已经具备了一定的英语基础，能够理解和运用一些基本的英语语法和词汇，但对于更复杂的语言结构和高级词汇的掌握还相对有限；学习兴趣上，他们对新鲜事物充满好奇心，对于旅游、探险等主题较为感兴趣，而英语学习与这些兴趣的结合能够激发他们的学习热情；学习习惯上，他们可能已经形成了一定的学习规律，但自主学习能力和时间管理能力仍有待提高，需要教师在教学中进行引导和培养。
三、教学方法与手段
（一）教学策略
本节课我将主要采用任务型教学法、情境教学法和合作学习法。任务型教学法强调通过完成实际任务来学习语言，它能够帮助学生将所学知识应用到真实情境中，提高语言的实用性和交际能力。情境教学法通过创设情境，让学生在特定的语言环境中自然地学习和使用语言，有助于激发学生的学习兴趣和动机。合作学习法则鼓励学生在小组中共同完成任务，通过交流和协作，促进学生之间的互动和思维碰撞。选择这些方法的理论依据是它们能够有效结合学生的认知特点和学习需求，使学生在实践中学习，在互动中进步。
人教版新目标九年级英语全英文说课稿
人教版新目标九年级英语全英文说课稿第一篇：人教版新目标九年级英语全英文说课稿找教案Unit13Rainy days make sad.SectionA(1a-1c)Hello, everyone，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas.My topic is Section A(1a-1c , Grammar Focus)in Unit13.It is made up of seven parts.1.Analysis textbook(教材分析)2.The teaching methods(教学方法)3.The learning methods(说学法)4.Analysis the students(说学情)5.The procedures of the teaching(教学步骤)6.Blackboard design（板书设计）7.Self evaluation.(自评)Part 1The analysis of the teaching material:This lesson is about listening and speaking.It plays a very important part in the English teaching of this unit.By studying Section A , The students can improve their speaking ability, learn more about things that affect people.At the same time, we should get the students to understand better.The students should do some listening, speaking and writing, too.Of course, the students should receive some moral education.Let the students have positive attitude to dealing with things around them.1.Teaching objectsThe teaching aims are established according to Junior School English curriculum standard nguage goals1).Words & expressions :tense, some adjectives of feeling2).Key sentencesLoud music makes me tense.(P103)Loud music makes me want to dance.That movie made me sad.B.Ability goalsEnable the students to talk about how things affect them.Emotion & attitude goalsEnable the students to understand the effect of things upon them.The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.2.Teaching Key Pointsthe usage of make.3.Teaching DifficultiesTrain the Ss to use make correctly.T o improve students’ listening ability.To train students' communicative competence.:Part 2.The teachingmethodsTask-based teaching;Cooperative learning;Part 3.The learning methods1).Set up six steps.It is presentation–words –pairwork –listening practice–Grammar-practice2).Ask the students to take part in class actively and develop their cooperation in the activities.Part 4.Analysis the students The students have learned some words about feeling and they have k now the word make.But they don’t often use English to express themselves and communicate with others.Some Ss are not active in the class because they are afraid of making mistakes.Part 5.The procedures of the teachingI have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking.Set up six steps.It is greeting –lead-in-presentation– words – pairwork – listening practice–Grammar –practice –homework.Step Ⅰ Lead-in.Show the Ss a picture and then show the teaching material.Purpose: Arouse the students’ interest of study.Bring in new subject: Rainy days make mesad.Step IIPresentation.Review some words about feeling , then present the sentence structure.A:What makes him/her B:makes him sad.Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.Step IIIListening(1a, 1b: P102) Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Purpose :Train the Ss’ listening ability and prepare for later exercises.Step IVSpeaking(1c: P102)Ask the students to talk about how music affects them.Let the Ss work in pairs andtalk about how the two restaurants would affect them.Purpose :Train the Ss’ speaking ability and prepare for later exercises.Step VDo a survey.After learning 1b , 1c , let the Ss do a survey about other things that affect them.Purpose : This step can open the Ss eyesight and thought.It’s a s tep from textbook to real life.Step VIGrammar1).Sum the usage of make then help them to say out the sentence structure.2).Do some exercises to consolidate the grammar.Purpose: Train the Ss’ ability of understanding and using language.Step VIIWriting practice1.List 4-5 things around you and then describe how the things affect you.positionExams make me _______。
人教新目标九年级英语全一册Unit4period2说课稿
3.课后评估教学效果，通过作业、测验和课堂表现等多种方式了解学生的学习情况；
4.针对存在的问题，进行具体反思和改进，调整教学策略，提高教学效果。
课后，我将评估教学效果，关注学生的反馈，针对以下方面进行反思和改进：
1.教学内容是否充实，是否符合学生的认知水平；
（二）学习障碍
学生在学习本节课之前，已经掌握了基本的英语语法和词汇，具备一定程度的听说读写能力。然而，可能存在以下学习障碍：1.对时尚相关词汇和短语的理解和记忆；2.一般现在时和一般过去时的被动语态的运用；3.在实际情境中，运用所学句型进行口语交流的能力。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
（四）总结反馈
在总结反馈阶段，我将采取以下措施：
1.自我评价：让学生回顾本节课所学内容，进行自我评价，总结自己在学习过程中的优点和不足。
2.同伴评价：组织学生相互评价，互相提供建议和反馈，促进共同进步。
3.教师反馈：针对学生的表现，给予积极的评价和鼓励，同时指出需要改进的地方，并提供具体的改进建议。
二、学情分析导
（一）学生特点
本节课面向的是九年级学生，他们正处于青春期，具有较强的独立思考能力和自主学习意识。在认知水平上，他们已经具备一定的英语基础，能够理解和使用简单的英语进行交流。此外，学生对时尚话题普遍感兴趣，喜欢追求新鲜事物，这为学习本节课提供了良好的基础。在学习习惯方面，学生已经养成了合作学习和积极参与课堂活动的习惯，但部分学生可能在词汇记忆和语法运用方面存在一定的困难。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用清晰、简洁的布局，主要包括以下内容：
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Unit11 Sad movies make me cry.SectionA (1a-1c)Hello, everyone ，Today I’m very pleased to have an opportunity to talk about some of my tea ching ideas. My topic is Section A (1a-1c ) in Unit11 . It is made up of sixparts.1.A nalysis of teaching materials2.A nalysis of students3.The teaching methods4. The learning methods5. The procedures of the teaching6.Blackboard designPart 1 The analysis of the teaching material:This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening, speaking and writing, too. Of course, the students sh ould receive some moral education. Let the students have positive attitude to d ealing with things around them.1. Teaching objectsThe teaching aims are established according to Junior School English curriculu m standard provision.nguage goals1). Words & expressions :tense, some adjectives of feeling2). Key sentencesLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.B.Ability goalsEnable the students to talk about how things affect them.Emotion & attitude goalsEnable the students to understand the effect of things upon them.The teaching key and difficult points are established according to Section A , Unit11 in the teaching materi al’s position and function.2. Teaching Key Pointsthe usage of make.3.Teaching DifficultiesTrain the Ss to use make correctly.To improve students’ listening ability.To train students' communicative competence.:Part 2. The teaching methodsTask-based teaching ; Cooperative learning ;Part 3. The learning methods1). Set up six steps. It is presentation–words –pairwork –listening practice–Grammar - practice2). Ask the students to take part in class actively and develop their coope ration in the activities .Part 4. Analysis the studentsThe students have learned some words about feeling and they have know the word make. But they don’t often use English to express themselves and co mmunicate with others. Some Ss are not active in the class because they are afraid of making mistakes.Part5. The procedures of the teachingI have designed the following steps to train their ability of listening, speaki ng, reading and writing, writing , especially listening and speaking. Set up six steps. It is greeting –lead-in -presentation–words –pairwork –listening p ractice–Grammar –practice –homework .Step ⅠLead- in .Show the Ss a picture and then show the teaching material .Purpose: Arouse the students’ interest of st udy. Bring in new subject: Sad m ovies make me cry.Step II Presentation .Review some words about feeling , then present the sentence structure .A: What makes him/her sad?B: Sad movies make me cry.Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson. Step III Practice Listening (1b)Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Purpose :Train the Ss’ listening ability and prepare for later exercises.Step IV Consolidation Speaking (1c)Ask the students to talk about how music affects them. Let the Ss work in pairs and talk about how the two restaurants would affect them. Purpose :Train the Ss’ speaking ability an d prepare for later exercises.Step V Do a survey.After learning 1b ,let the Ss do a survey about other things that affect the m.Purpose : This step can open the Ss eyesight and thought . It’s a step from textbook to real life .Step VI Grammar1). Sum the usage of make then help them to say out the sentence structure.2). Do some exercises to consolidate the grammar .Purpose: Train the Ss’ ability of understanding and using language.Step VII Homework1.List 4-5 things around you and then describe how the things affect you.position Exams make me _______。
Purpose :I want to improve the ability of their writing. At the same time, tr ain the ability of do-it-yourself and looking up the information by themseleve s.Part 6.Blackboard design1. make +sb/sth+adjeg: The news made him sad.He tries his best to make his lessons interesting.make +sb/sth+ doeg: He made me wait for a long hours.He made me do this exercise again.在被动语态中变为：sb be made to do2. rather 原意为相当,为副词eg: I t’s rather cold today. 今天相当冷。