九年级英语Unit8 SectionA教学设计[★]

第一篇：九年级英语Unit8 SectionA教学设计

九年级英语

Unit8 It must belong to Carla.第一课时 Section A(1a-2d)

设计人：佛山中学 崔娟（***）

审核人：韩海燕

一、教学目标： 1、知识目标

a.识记词汇：whose, truck ,rabbit, attend, valuable, pink, picnic, anybody 短语：must be, at the picnic, belong to, attend a concert, the rest of my friends，pick up b.掌握目标语言:(1)Whose book is this？---It must be Mary’s.J.K.Rowling is her favorite writer.(2)I attend a concert yesterday so it might still be in the music hall.(3)It can’t be stolen.(4)Could it still be in the park?(5)The hair band must belong to Linda.2、能力目标:

a.学生能用情态动词并根据相关信息对物品所属进行推测。b.学生能听懂录音并做简单的记录。

3、情感目标：

通过开展对物品的推论，培养学生的逻辑思维能力,推断能力和自信心。

二、教学重难点

重点：学生能用情态动词并根据相关信息对物品所属进行推测。能听懂录音并做简单的记录。

难点：正确区别运用belong to 和名词所有格表示所属关系。

三、课前准备: 录音机和一些物品背包，发带和手表

四、教学过程设计

Step 1 Check the students’ preparation Take out the leading paper and check the answers.(1)Work in groups to check the answers and deal with the difficulties.(2)Check in class.(3)Possible mistakes: pick up, the rest of, whose, belong to...(4)Read and try to remember them.Step 2 Presentation(1a)T: Hello, class.Now, look at 1a.There is a picture with many things in it.What can you see in the picture? S: We can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines.T:It is’t hard for us to judge who the things belong to.Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.Then ask the students to read their answers.T: When we talk about things we are not sure of, we use the words could, might, can’t and must.For example:

(1)It could be Bill’s.(2)It might be Bill’s.(3)It can’t be Maria’s.(4)It must be Lee’s.Make sentences using the information in the chart like this:

A hat must belong to clothing.S: Sure.The hat, the jacket and the T-shirt must belong to clothing.The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things.The plate, the cups must belong to kitchen things.Step 3 Listening(1b)Just now you saw so many things in the picture.Whose thing are they? Why do you think so? Let’s come to 1b.1)Read the instruction together.2)Read each column one by one to make sure if students have any difficulties.3)Listen and match.4)Check their answer.Step 4 Pairwork Do in pairs:----Whose volleyball is this?----It must be Carla’s.It must belong to Carla.1）Read the examples.2）Make their own conversations using the information in 1b or their things.3）Share their conversations in class.Step 5 Listening(2a,2b)and exercises.In 1b, you saw so many things and after listening, you know the volleyball belongs to Carla.Now, I found a backpack in front of your school.What’s in the backpack and whose backpack is that? Let’s come to 2a.1)Read the information together.2)Listen and write down the things in the backpack.3)Check their answers.2b 1)Listen to it again and fill in the blanks.2)Check their answers.3)Listen again , follow and answer “Whose backpack is that?”

4)Read the sentences together and pay more attention to “must”, “might”，“could” and “can’t”.Work in groups: Read the tapescripts in group and discuss when to use “must”, “might”, “could” and “can’t”.Sum up: Just read and try to learn to use “must”, “might”, “could” and

“can’t”.Note: must(100%)might,could(20-80%)can’t(0%)Let’s try: 1)Please do exercises on the screen.2)Check their answers.3)Read these sentences by themselves.Step 6 Reading(2d)Do you want to know whose schoolbag it is? Let’s read 2d and find the answers.1)Read and find out: Whose schoolbag is it? 2)Read again and underline the difficulties.3)Discuss the difficulties in groups,try to understand them.4)Possible difficulties:(1)attend “出席，参加”为正式用语

take part in 参加活动

join 加入组织团体

(2)pick up 拿起，捡起/ 开车接人

5)Role play the conversation, then ask some pairs to act it out in front of the class.Step 7 Do the exercises on the leading paper,explain some points to the students.Homework:

让学生放学回家后，猜猜你的同桌和他家人晚上在家可能做什么，写一篇短文。

板书设计

Unit 5 It must belong to Carla.Section A(1a-2d)

Words: belong, belong to, whose, truck, picnic， rabbit, attend, valuable, pink...Sentence structures:

(1)Whose English book is this? It must be Carla’s.It has her name on it..(2)Whose volleyball is this ?

It could /might be Alice’s.She loves volleyball.(3)Whose pen is this ?

It might belong to Helen.It’s under her chair.(4)Whose T-shirt is this ? It can’t be John’s.It’s too much small for him.Note:must(100%)might,could(20-80%)can’t(0%)(5)It must/could /might be HanLei’s = It must/could/might belong to HanLei.九年级英语

Unit8 It must belong to Carla.第二课时 Section A(3a-4c)

设计人：佛山中学 崔娟（***）

审核人：韩海燕

一、教学目标： 1、知识目标

a.识记词汇：noise policeman wolf

短语：something unusual, next-door neighbor, feel uneasy, go away, make

fear, make noise b.掌握目标语言:(1)My wife thinks that it could be an animal, but my friends and I think it must be

teenagers having fun.(2)There must be something visiting the homes in our neighborhood.2、能力目标:

根据提供的相关信息进行合理地推论，根据一定的背景进行预测。

3、情感目标：

通过学习使学生学会用自己的生活常识来判断事物，培养学生的逻辑思维和推断能力。

二、教学重难点

重点：情态动词must, might, could and can’t 表推测的应用

难点：非谓语动词：现在分词作伴随状语

三、课前准备: 一些图片

四、教学过程设计

Step 1 Check the students’ preparation Task1Take out the leading paper and check the answers.(1)Work in groups to check the answers and deal with the difficulties.(2)Check in class.(3)Possible mistakes: pick up, the rest of, whose, belong to...(4)Read and try to remember them.Task2 读生词，纠正发音 Step 2 Leading in Not all of us can meet the strange events in our daily life.And we may think some of them are unbelievable.Let’s read the article quickly And see what happened to he people in the small town.Try to find he answers to the questions.1.What happened to the people in small town ? 2.What might it be ？

3.How does everyone feel? Step 3 Reading(3a)Read for the first time and finish task1 and task2.Task1: Read the article and decide which might be the best title.Task2:你能从3a中找出含有情态动词表推测的句子吗? Task3:Read carefully and find words to match the meanings.(3b)Task4:Read again and write what people think about the strange noises.(3c)Step 3 Listening 跟读和朗读，矫正学生读音，培养学生的语感。Step 4

Explanation(1)Read by oneself,try to understand the article,underline the difficulties.(2)Work in groups, discuss and try to deal with the difficulties.(3)Explain in class.noise 可数/不可数（voice/ sound）

else: What else? Anything else? / other: What other things? have no idea= don’t know There be...doing 有···正在做···

There are some kids watching TV in the living room.(4)Make some sentences with the above points.Write them down in their Own exercise books.Step 5 Practice(4a,4b)Do the exercises by oneself and then check the answers together.Step 6 Exercises Give the students 5 minutes to do the exercises on the leading paper.Then check the answers.Collect the points.Step 7 Homework Look at the picture in 3a.How much can you tell the person who lives here? Is it a boy or a girl? What are his/ her hobbies? Discuss your idea with a parter.Then write you conversation down in your exercise book.板书设计

Unit 5 It must belong to Carla.Section A(3a-4c)

Words and expressions: Noise, policeman, wolf, something unusual, next-door neighbor, feel uneasy，go away, make fear, make noise Sentence structures:

(1)My wife thinks that it could be an animal, but my friends and I think it must be

teenagers having fun.(2)There must be something visiting the homes in our neighborhood.

第二篇：九年级英语优秀教学设计

九年级英语优秀教学设计

语言知识目标

Language goals 目标语言 1.Words and phrases 单词和短语

Health, healthy, diet, stay away from, chips, coke, coffee, sprite, hamburgers 2.Sentence structure: 句型

1)what do you have for your breakfast? 2)What do you have for your lunch? 3)What’s your favorite fruit?/ drink? 4)What should we do if we want to have a healthy diet? 语言技能目标

How to keep a healthy diet? 以及 How to give advice? 学习策略目标 1）自觉完成课前任务 2）主动参与课堂活动 文化意识目标

拥有健康的饮食习惯对于健康的身体非常重要。情感态度目标

1）体会英语学习的乐趣，做到在“用中学，在学中用”。2）培养学生的团队合作意识，学会分工合作。3）让学生学会明白现在的生活来之不易，要好好珍惜。教学重难点 Key points: 1.Learn the key words.2.Learn to share your own pinion about healthy diet.Difficulties: Train students’ listening, speaking, reading and writing skills.教具准备

a computer, blackboard, some food 教学步骤

Step 1.Lead in and show the language goals.1.Lead the students talk about the importance of health.Health is just like the number “1” in the number 100,000.Without “1”, the number is meaningless.Similarly(同样地)，without health, there is nothing.T:(设计意图：通过教师的引导，让学生明白健康的重要性，并让学生了解本课的语言目标。提升学生对健康的正确理解，增强学生参与的积极性。)Step 2.Jack’s diet

Show the food that Jack often eat.T: look at Jack’s food, and think about the question if Jack is healthy.S: No.T: If Jack wants to be healthy, what should he do? S: stay away from（远离）the unhealthy food and unhealthy drink.(设计意图:使用展示Jack的食谱，加强了真实情景的设置。从而加强了学生对于谈论真实饮食习惯的欲望。同时，为下面的新单词，新句型的学习做铺垫。)

T: If we want to be healthy,what should we do? S：We should stay away from the unhealthy food and unhealthy drink.T: What are unhealthy food and what are unhealthy drink? S: chips,hot dogs, hamburgers, coke,coffee,sprite....(设计意图：通过教师的引导，让学生进一步理解健康的身体来自健康的食物，从而有意思的回避垃圾食品，并能为下一步给别人提建议作铺垫)

T: Do you think I am healthy? S: Yes.T: So do you want to know my diet? Now guess what I eat for my three meals.S: for breakfast, you eat...For lunch, your eat...For supper, you eat...T: As we all know, a healthy diet include healthy food and healthy drink.Then what are healthy food and what are healthy drink? S1: rice, vegetables, fruit, meat are healthy food.T: anything else? S2: I also think water, milk, juice are healthy drink.…

(设计意图：承上启下，总结上面健康的饮食的各个为下面引导提建议的句型作铺垫)

Step 3 advice collection.T: Mary is not healthy, she often gets cold.What should she do? Can you give her some advice.S1: You should eat some apples.S2: You are supposed to drink more milk.S3: You had better eat more vegetables.S4: Why not eat more pears and drink more water......（设计意图：在情境交际中让学生掌握交际用语，操练巩固重点句型，提高口语表达能力。）Step 4 healthy tips: An apple a day keeps the doctor away.一天一苹果，医生远离我。Light supper makes long life 晚餐吃得少，保你活到老。

After lunch sit a while;after supper walk a mile.午饭过后坐一坐，晚饭过后走一走。

（设计意图：掌握一些英语关于饮食的习惯表达方式。让学生养成用英语思考的习惯。）Step 5 practice(solve problem)T: look at the picture and find out what’s Tom’s problem.S: He is too heavy and not healthy.T: Can you give Tom some advice.Tip 1: Don’t _________________________.Tip 2: You’d better(not)______________.Tip 3: It’s a good idea to ______________.Tip 4: ……

（设计意图： 让学生回归到语言学习的本质上来，在真实情境下正确运用语言，同时也是对上面所学内容的一次很好的总结）Step 6 exercise 情景对话：根据所给情景与提示用英语进行交谈。角色：医生

情景：一病人去看医生，医生觉得他太胖，要减肥，建议他少吃垃圾食品，另外要多吃蔬菜、水果。

医生: __________________________________ 病人: I’m not feeling well.医生: __________________________________ 病人: What should I do? 医生：_________________________________ 病人: Oh, I see.What else? 医生：_________________________________(设计意图： 用于致用。同时也是很好的起到为中考服务的目的，毕竟目前所进行的是话题式的复习）Step 7 Summary 1.Have the students sum up the contents in this class from the words, phrases, and grammar.Step 8 Homework: Write a short passage about your diet, and tell us if your diet is healthy.(设计意图：通过作业的完成让学生进一步能养成健康的生活方式，能够更地道地使用英语来描述关于健康的饮食让人健康的话题）

第三篇：九年级英语学案及教学设计

九年级英语学案及教学设计

九年级英语学案及教学设计 unit 1

How do you study for a test？

一、教学目标

1、语言目标

1）询问别人的学习方法

2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标

1）How do you study for a test？

I study by ving.2)the way to do sth

the way of doing sth have trouble doing sth 的用法

3、能力目标

1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难 2）学会给出关于学习方法的建议

二、重点知识

1、重点单词

flashcard vocabulary aloud pronunciation memorize grammar frustrating quickly spoken pronounce mistakes challenge solution realize matter afraid complete impress trouble soft deal unless regard influence friendship development face 基本要求：会读、会写、会用。

2、重点短语

make mistakes be afraid to do sth laugh at enjoy doing sth

the way to do sth have trouble doing sth

end up

spoken English practice doing sth

too much look up

make vocabulary lists

try one`s best to do sth 基本要求： 会读、会写、会用。

3、重点语法 1）How 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含义，学以致用。

三、导学案 Section A ● 例析导学

1、They also have fun。fun n.乐趣，玩笑

【拓展】

1）have fun 意为“过的快活”相当于enjoy oneself have a good time

例如：You are sure to have fun at the party。2）have fun doing sth 意为“开开心心做谋事” 例如： The children are having fun playing this game.类似的结构还有have trouble /problems experience doing sth

2、…and then end up speaking in Chinese.end up 结束,后接动词的v-ing形式 end up with 以……结束,以……而告终 例如: The game ended up with a song.【拓展】 end 作名词

1.端，尖，末端，终点

例如： the end of the year 2.边缘；极点，极限

例如：the end of the road 3.结局，结果。

例如：the end of the story

3、……joining the English club at school was the best way to improve her English.the best way to do sth 做谋事的最好方法

【拓展】 1)way 方式 , 方法

有两种用法the way to do sth

the way of doing sth

例如: This is the best way to solve the problem.或 This is the best way of solving the problem.2)way 道路

the way to sw eg.on one’s way to 其中to 是介词后面跟表示地点的名词做宾语

例如: He got lost and couldn’t find his way home.4、Do you ever practice conversations with your friends ? 1)ever adv.曾经

【拓展】

一般用于疑问句,否定句中,表示频率。类似的词还有always，usually，often，sometimes，hardly，ever，never，用在行为动词之前，助动词之后。2）practice n。& v.练习,实习,实践, practice doing sth.练习干某事

例如:He practices running every morning.5、I’ve learned a lot that way.a lot 很多,非常

【拓展】1)在句中做主语

例如:A lot has been done about it.2)在句中做宾语

例如: You have done a lot for him.3)在句中做状语 ,且可修饰比较级

例如: He feels a lot better today.4)a lot of 或 lots of 可修饰不可数名词和可数名词复数

例如:There are lots of differences between them.6、She added that having conversations with friends was not helpful at all.add v.增加 ,补充说 , 继续说

【拓展】 1)add sth to sth.添加 ,增加

例如: If you add five to nine ,you will get fourteen.2)add up to 总计

例如: These numbers add up to 177.● 专项练习

选择填空

1.The boys are going to have fun ____the picture.A.draw

B.to draw

C drew

D drawing 2.I am sorry I took your umbrella _____.A.because mistake B.with mistake c.by mistake d.by mistakes 3.Can’t you see Tom and Jim _____football? A.playing

B.play

C.to play D.played 4.My English teacher was very angry ______Tom.A.at

B.about c.with

D.on 5.His mother is strict _____.A.with him

B.with he

C.in him

D.in he 6.When we practice English speaking ,we shouldn’t end up ____in Chinese.A.speak

B.speaking

C.to speaking

D.with speak

7.Let’s go swimming if it ____hot tomorrow.A.will be

B.would be

C.is

D.is going to be 8.Taiwan is ____the est of China and _____the west of Fujian province.A.in;to

B.to;to

C.on;to

D.in;to ●句析导学

1.How do you study for a test? I study by listening to tapes.你怎样学习,准备应考？通过听录音。

How是用来提问“怎么，怎样”的疑问词，引导一个特殊疑问句，经常用by加动词的Ving形式，表示“通过……方式，方法”或“借助某种手段”

例如： How do you usually go to school ？ I go to school by bus。

He makes a living by working on the farm。2.What about listening to tapes？ 听录音怎么样？ What about …？相当于How about…？后面可跟名词、代词或动词Ving形式。常用来提出建议，征求意见或询问情况。相类似句子有Why not +v…？

Let‘s +v.Shall we +v ?

You’d better +v.What abou /How about going boating with us ? 3.It’s too hard to understand the voices.语音难以理解。too +adj /adv +to do 表示”太……而不能……”,句中it是形式主语,真正主语是动词不定式。可与so…that 和enough…to do sth 改写.例如: It’s too heavy for me to caryy the box.It isn’t light enough for me to carry the box.It’s so heavy that I can’t carry the box.4、…he finds watching movies frustrating because the people speak too quickly.watching movies 动名词做宾语,frustrating 形容词做宾语补足语

find +宾语+形容词

发现……

例如: He finds English interesting.不定式做宾语时,用find it adj.for sb.to do sth He found it difficult to pass the exam.● 专项练习

1.Let the students make conversations about their own way of learning English, and how long he or she used it ,how he or she learns from it.2.Let the students ask and answer in pairs according to the learning way of 3a.Talk about their ways of learning English.● 教学设计

本节课以英语学习为话题，重点是介绍英语学习的方法，Section A 就是紧紧围绕该话题，以听说方式展开学习运用的。教学目标

知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用how 引起的特殊疑问句及by的用法。能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用how和 by来介绍学习方法进行对话练习。教学重难点

1、熟记重点单词短语。

2、how对方式方法来提问及by的用法 课型：听说课 教学过程 预习词汇

布置学生预习Section A的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入 1．检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出How引起的特殊疑问句，从而导入本课的话题。3．专项练习1）让学生根据Section A中的1a第一人称来练习How do you study for a test ？

I study by…这个句式，让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对How 引起的特殊疑问句，the way和improve等词的用法进行综合操练。

二、听力训练 1．多层听

听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。听（2）：通过听力，判断一下所听到的句子是那些。听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。2．听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1．读前听

听（1）：让学生根据听力内容进行对话练习，练习How以引起的特殊疑问句。听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。

以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使学生基本掌握对话的主要内容进行听力训练和对话练习。2．听后读

引导学生找出在对话中的语言点，分别是How，by，improve，too，practice，What about等词的用法，然后对这些语言点根据听力内容进行对话练习和造句，使他们更好的掌握这些语言点。3．学后读

先让学生自己朗读课文，然后完成3a下面的表格，并找出课文中出现的重难点，然后小组讨论共同处理课文中出现的难点。对于比较难的问题，老师进行必要的讲解和指导。再让学生自己熟读课文，掌握要点。为以后说的练习打好基础。

四、说的训练

1．根据从课文中出现的要点，以小组为单位进行合作，开展人人参与的口头作文，说说文中人物的英语学习方法。2．鼓励学生大胆介绍自己的学习方法，尽可能用上文中出现的短语词汇。

五、学以致用

1．设计一个针对本节课语言要点的综合性练习，来进一步练习掌握好这一部分的内容。

2．进行一个小结，总结本节课的学习内容，让学生对本节课的

学习内容有一个清晰的概念，也便于学生课下复习。● 词语辨析

1．sometimes，sometime，some time，some times 1）sometimes 表示“有时”，相当于at times用于一般现在时，常用how often 提问。

2）sometime 表示“在某个时候”，常用when 来提问。3）some time 表示“一些时间”，用于现在完成时，常用how long来提问。

4）some times 表示“许多次”“许多倍”用于现在完成时，常用how many times 来提问。

例如： I will visit my best friends sometime next week.They have been to Beijing some times.Sometimes we go to school on foot.He has stayed in Shanghai for some time.2.learn study

1）learn 意为“学习，学会”，指通过学习，练习或从中获得某种知识技能，着重学习的成果。多用于学习的初级阶段或带有模仿性的操作技艺等。2）study意为“学习，研究”，通常带有努力钻研的意味。例如

It isn’t hard to learn to drive.We must study hard for our country.3.attend ,join ,join in , take part in 参加 1)attend 到场出席,指出席或参加会议,聚会,讲座等.例如:attend the meeting

2)join 指加入到某一组织,团体或人群中去,并成为其中的一员.例如:join the party,join the army ,join the club 3)join in +ving 或活动,表示参加某项活动

4)take part in 指“参加”某一项活动，并在其中起积极的作用，的宾语是表示集体活动的名词。例如：take part in the contest

4．aloud，loud，loudly 都是副词

1）aloud出声地，指提高声音为了是他人能听见，不是心想，不是默读。例如：He cried aloud for help.2）loud 大声地，主要指说话声和哭声等，常用于比较级。例如：Don’t talk so loudly.3）loudly 大声地，吵闹地，指声音很大，很喧闹，不悦耳，令人感到讨厌。例如：She cried loudly.4.memorize ,remember 1)memorize 指learn and remember on purpose ,即有意识地用心去记,则重于主观的动作过程。2)remember 意为“记得，记起，想起”，指某件事或某个印象存留在记忆里事不需要有意识地追忆便可想起，例如：He remembered every new word he learned.He tried to memorized every new word.●专项练习单项选择

1．He _____the league in 1998.A.joined B.has joined C.was D.took part in 2._____ you should join an English club.A.Maybe

B.May be

C.May D.Can 3.We should _____each other and _____each other.B.learn ,help B.learn ,help from C.learn from , help D.learn from , help from

4.I have been to the Great Wall _____.A.sometime B.sometimes C.some time

D.some times 5.Did you _____Mary’s birthday party ? A.join B.go C.take part in D.join in

6.He said he would come ______this afternoon.A.some time B.some times C.sometime D.sometimes 7.Your father works in an office._____your mother ? A.How

B How about

C.How is

D.What does 8.You had better _____off your coat.It’s cold.A.not to take B.don’t take C.not take D.take Section B ● 例析导学

1、I make mistakes in grammar.mistake n.错误

【拓展】1）make mistakes 意为“犯错,出错”

例如He made few mistakes in his English exams，he has done a good job。

2）by mistake 意为 “由于差错” 例如:He took my backpack by mistake.3)mistake v.意为“把……错认成……” 例如： We often mistake him for his brother.2、Now I am enjoying learning English.enjoy v.意为 “享受,享有”

【拓展】

1)enjoy sth 例如: He enjoys good health.enjoy oneself “过得愉快” 相当于 have a good time 2)enjoy doing

意为 “欣赏,喜爱”

例如:He enjoys listening to light music in his spare time.3、My teacher is very impressed.impress v.使感动,给……深刻的印象

【拓展】 impress sth on/upon sb.使铭记, 使深刻地意识到

例如: His words impressed themselves on my memory.4、Ｉ ｃｏｕｌｄｎ’t always make complete sentences.complete adj.“完整的,完全的”

在句中做定语,表语 例如:The novel is not complete.This is a complete story.【拓展】 complete v.

第四篇：九年级英语-unit7-Where-would-you-like-to-visit-教学设计

九 年 级 新 目 标 英 语 Unit 7 Where would you like to visit?

教 学 设 计

一、教材分析

本单元的中心话题是Vacations，整个单元的内容是围绕Vacations以生动、活泼的对话，以及个人的自我介绍展开的。而且这些旅游胜地都与我们的生活密切相关，旅游话题也是中考的重要考点。通过本单元的学习，要求学生能够谈论自己想去的地方，并学会介绍旅游景点，同时了解世界各地的一些名胜古迹。因此，国家和旅游景点的介绍，不仅在本单元占据主导地位，也是训练学生口语表达能力的良好素材。根据新课标对学生交际能力的培养，尤其对学生口语及阅读能力的要求不断提高，以及农村学生的实际情况，我将本课设计为一堂口语会话课。二、学情分析

1、学生语言实践机会少，程度不一，容易两极分化，通过各种合作学习的活动，可以照顾学习英语有困难的学生，尽可能多地为他们创造语言实践的机会，促进学生互相学习，互相帮助，体验集体荣誉感和成就感，发展合作精神。

2、农村学生学英语起步晚，底子薄，脸皮薄，怕犯错，不敢开口，“哑巴英语”的现象比较严重，在教学中关注学生的情感，努力营造宽松、民主、和谐的教学氛围，尊重每个学生，积极鼓励他们大胆尝试，保护他们的自尊心和积极性。

3、中学生活泼、好动、好胜心强、可塑性大，在教学过程中，注意设置情境，倡导其活动参与，并更好地激发学生的学习兴趣，提高课堂效率。

三、设计思路

本课的设计以英语新课程理念为指导，利用现代化的技术与生活中的教学素材为学生构建一个立体交流、互动学习的语言学习环境，以期全面提高学生的听说读写能力。

鉴于教材特点及九年级学生的年龄特点、心理特征和认知水平，根据新课标的要求，努力贯彻尝试教学法的“先试后导、先练后教”的教学理念，以分层尝试教学突破重难点，合作探究式达到知识升华。

采取小组合作学习的方式，鼓励学生主动参与。在尝试探究过程中，有意识的分工合作，参与讨论，充分调动学生的积极性、主动性，培养学生的创新意识和能力。

四、教学策略

1、借助图片、实物和多媒体现代化教学手段，利用多媒体课件渲染气氛，提高兴趣。使学生在教师引导下，通过自主探究来发现问题，解决问题。通过设计课堂小组比拼活动、小老师教学、看词表演等环节，让学生通过观察、分组讨论、阅读教材等活动自主进行学习，在合作与交流中获得新知。

2、通过“问题一探究”的教学程序，进行小循环多反馈，达到巩固和利用新知的目的。

五、信息技术与文本教材的整合点

1、利用视频和音乐导入，营造一种假日气氛，让学生自然进入课题，打开思路学习新课程，激起他们学习本单元句型的兴趣。

2、用多媒体展示各大景点的图片，直观且漂亮，学生有了直观的感受，记忆深刻。营造一种轻松、和谐的课堂氛围，让学生愉快的学习新单词，有利于学生的身心健康。

3、对于学生的听写能力的训练，通过观看视频，然后小组比拼的模式让学生都参与其中，视频的展示直观且容易，学生在活动中都能找到自信心，都积极参加教学活动，进一步加深学生对这个知识点的理解，从而轻松顺利地解决了本课难点。

六、教学目标 知识目标：

（1）重点词汇：tiring, educational, peaceful, fascinating, thrilling，trek, jungle, take it easy（2）基本句型：

Where would you like to go on vacation? I’d like to trek through the jungle, because I like exciting vacations.2 能力目标：

（1）培养学生用基本句型谈论他们想参观的地方的能力。（2）训练学生用不同的形容词描述他们的假期的能力。（3）训练学生的听力技能。情感目标：

通过对本课的学习，增强实际交际能力，开阔视野，加深对世界各地的地理环境 风土人情,人文教育的了解。

七、教学重点与难点

教学重点

1.重点词汇：tiring, educational, fascinating, thrilling, peaceful, trek，jungle, take it easy 2.语言目标：Talk about different places with the target language.教学难点

1.用不同的形容词描述假期。2.用本课基本句型谈话不同的景点。

八、教学准备

教师准备：1.录音机

2.一些风景名胜的照片或图片

3.学生北京夏令营照片，制成MTV，加入课件

学生准备：查找最想去旅游的三大城市图片及英文名。

九、教学过程

Step 1 Warm-up Enjoy a vedio about the summer camp in Beijing last summer vacation.After the 1.Do you remember the summer camp in Beijing?

2.How many places did we visit? Show them some pictures of the places we visited together and ask them the vedio, ask them some questions about the summer camp.3 following questions:

1.Do you remember this place?

2.What do you think of it?

It’s beautiful/great....To review the question and the adjectives we have learnt.Winter vacation is coming.Where would you like to visit?

设计意图：通过对视频的欣赏，让学生迅速投入课堂，回忆北京夏令营的点滴，导入本单元课题：旅行计划。展示北京风景图片，让学生利用所学形容词来描述，复习句型及形容词。通过对上个暑假的谈论，引出对下个假期的计划，即本单元课题：Where would you like to visit? Step 2 Lead-in

Ask one student to be a little teacher.And the teacher acts as a student.The little teacher should find out the places the teacher would like to visit.He/she should use the target sentences: Where would you like to visit?

Why?

The teacher answers the question and teaches the new adjectives: tiring;educational;fascinating;thrilling;peaceful

Teach them how to read the words and the meanings.Repeat them again and again.设计意图：创设情景，激发学生的学习热情,在情景中学习目标语言及单词。学生作为小老师来采访老师，可以提起学生的兴趣，同时训练了学生对句型的使用，并教授了新单词。Step 3 Game Time 1.Vocabulary Falls Play a game.Show the words quickly and ask the students speak out.After the game, read the words together again.2.Best Actor / Best Actress!Show some pictures and link them to different adjectives.Make students know different things make us feel differently.Prepare seven pieces of paper with seven different adjectives on it.Ask seven students to choose any one to act it out and let other students guess what adjective he/she shows.设计意图：记忆力游戏是检测学生单词的最好方法，将单词学习与游戏相结合，4 学生兴趣度高。表演是学生学习形容词的一个最直接的方法，让学生体会形容词的真正内涵，与实际生活紧密联系在一起 Step 4 New Words Enjoy another vedio.It’s about Penny’s travelling plan.While watching the vedio, the students should write down the places she would like to visit.Check the answers: She would like to visit......What other countries or cities do you know?

Learn two new places: Amazon Jungle, Florida Beach.设计意图：通过第二段视频来让学生放松，并进入地点名称的学习，这是本课时的重点。结合情境来教授两个地点让学生更容易接受。Step 5 1a

Ask the students to open the books and look at 1a.Analyze the pictures in 1a.Key phrases: take it easy, trek through, the Amazon Jungle, Brazil.Finish 1a and then check the answers.The students should answer like this:

Vacation 1 is relaxing.Vacation 2 is thrilling.设计意图：学习新短语及单词。检测学生对形容词的使用，完成表格。Step 6 Listening 1b Look at 1b.Listen to the tape.Where would Sam and Gina like to go on vacation? Why? Fill in the chart.Then check the answer.Listen again.Fill in the blanks on the paper.Check the anwers one by one and read them together.Ask students to read the conversations in roles.设计意图：新单词学习完毕，听力训练就是对新单词的灵活运用的检测。听第一遍是检测学生对地名的记忆，听第二遍是对形容词的记忆，这是额外的听力练习，同时训练了听和写，十分必要。Step7 Pairwork & Groupwork

Being a reporter.Winter vacation is coming.Suppose you are a reporter from No.10 Middle School.Winter vacation is coming.You want to interview your classmates and know that where she/he would like to visit.After the interview, collect the pictures they find and give us a 5 report.设计意图：寒假即将到临，让学生结合情境，轮流扮演十中小记者，用目标句型采访组员，并在最后收集图片，给出总结报告。达到了听说读写的完美训练。Step 8 Moral Education

Enjoy a proverb!----East or west，home is best.Let students know wherever they go, home is the best.设计意图：情感教育是英语的最终目标让学生从心里感悟本课主题

Step 9 Exercise and Homework

Finish the exercise and check the answer.Exercise 1.—What are you going to do this Sunday?

—I’d like to _________ some washing.A.doing

B.will do

C.do

D.to do 2.— _______ to have dinner with me and my wife sometime next week? —Yes.I’d like to.Thank you.A.Would you like

B.Do you like

C.Would you

D.Do you

3.Would you ________ help me?

A.like

B.to like

C.like to

D.want 翻译词组

1.去度假 ________ 2.徒步穿越丛林 ______

3.有教育意义的________ 4.有极大吸引力的________ 5.想要干„ __________ Homework: 1.Copy the new words for 3 times.2.Finish your workbook.3.Preview（预习）page53.设计意图：练习是本课的检测与反馈环节，对学生本节课的学习程度进行测试 【教学反思】

通过本次课堂实践，我作了以下反思。

1、学生对英语学习缺乏自信心和学习动力；在英语课堂上不积极参与，缺少主动发言的热情或根本不愿意发言；另外，相当一部分学生在听新课时跟不上老师的 节奏或不能理解教师相对较快的指示语。

2.学生对英语课堂知识的掌握不实在、理解不全面，课外花的冤枉时间多；而大部分学生对书本知识不够重视，找不到英语学科复习的有效载体，不能有效的利用课本，适时地回归课本，英语复习缺乏系统性，英语学习缺乏主动性。

3.部分学生在复习时缺乏系统安排和科学计划，或者学习和复习没有个性化特点, 导致学习效果不明显。

针对以上问题，我认为可以从以下几个方面进行提高：

一、在教学的设计中要充分为学而教，以学生如何有效获取知识，提高能力的标准来设计教学。其实在教学中，备课是一个必不可少，十分重要的环节，备学生，又要备教法。备课不充分或者备得不好，会严重影响课堂气氛和积极性，记得一位优秀的老师曾说过：“备课备不好，倒不如不上课，否则就是白费心机。”我明白到备课的重要性，因此，每天我都花费大量的时间在备课之上，认认真真钻研教材和教法，不满意就不收工。虽然辛苦，但事实证明是值得的。

二、多鼓励后进生开口说英语，并能及时地表扬他们。每天做好后进生的补差工作，绝不把今天的事情拖到明天来做。

三、在复习过程中，还要采取一些必要的措施来巩固和增强复习效果。如做到：

（一）根据复习内容，布置适量的难度适中的练习；

（二）循环考试，即每学完一部分后，进行阶段性测试，对试卷进行评分登记，以充分调动学生的学习积极性和自觉性。

第五篇：教学设计新目标九年级英语

新目标九年级英语

Unit 11 Sad movies make me cry教学设计

Section A 1(1a-2d)太湖县江塘初级中学 蔡凤枝

教学目标：

知识与技能目标：

1.能听、说、认读，并理解的新单词和词组单词：drive ,drive sb.crazy/mad ,the more …the more…,lately ,be friendly with ,leave out ,friendship ,would rather ,rather。

2.能掌握句型：

The loud music makes me nervous.Soft and quiet music makes me relaxed.Waiting for Amy drove Tina crazy.Loud music makes John want to leave.情感态度价值观目标：

了解一些表达感情的词，能正确的表达自己的感情，学会分析不同事物的优缺点，从而进行优化选择。学会比较选择对自己有影响的事物，正确处理实际问题，远离不良影响，以积极的姿态，精神饱满地面对生活与学习。

教学重难点：

1.教学重点：

能过用说学的话题和功能句谈论或询问不同事物对我们的影响，能够用英语描述自己的情感。2.教学难点：

掌握make的用法：sth.makes sb.+形容词；sth.makes sb.do 能在实际情境中围绕“Feelings”(感受)这个话题进行交际、谈论或者询问对某件事物的看法，以及谈论事物对人的影响。

教学手段与方法：

在教学中利用多媒体、图片小组活动等多种方式，创设情境，调动学生多种感官，激活学生的智慧，努力创建一种开放的、和谐的、积极互动的生活化课堂

教学过程：

Step 1 Warming up:

1.播放歌曲（先利用歌曲巧妙导入新课，然后提出几个有趣味性的问题，达到课始趣亦生的境界。

Do you like this song ? What do you think of the song ? Does it make you happy ,relaxed ,excited , or angry ? 引导学生说：It makes me excited/ relaxed…

然后播放不同的音乐，让学生享受音乐的同时探讨不同类型的音乐带给他们的不同感受。

2.Guess how they feel.从学生感兴趣的图片出发利用多媒体课件习以前与feeling有关的词汇： happy/sad/nervous/tense/ stressed excited/sleepy/surprised 【设计意图】通过展示能表达情绪的图片，引导学生观察图片，体验和复习与feeling有关的词汇，起到温故而知新，同时为下步新授课做铺垫

Step 2 Presentation 1.（1a）Look and talk.T: Now , my two friends Amy and Tina are going to have a dinner.There are two restaurants around their home.They don’t know which to choose.Can you help them ?Look at the picture in 1a.Talk about it with your partner.【设计意图】根据两幅图画，引导学生说出对餐馆的看法，既介绍和复习了主要词汇，又为听力做好铺垫，让学生做到心中有数，有备而听。同时不断激发和引导学生的学习兴趣，为他们提供更多思考和创造的时间和空间）

T: Which would you like to go to? Why? S1: …… S2: …… S3: ……

2.（1b）Listen and fill in the blanks.Then match the restaurants with the statements.【设计意图】学生讨论自己对餐馆的看法后，再听Amy 和Tina 的对话，了解他们对餐馆的不同态度，同时巩固本课的重点句型。

3.(1c).Role-play a conversation between Amy and Tina.(Student A is Amy.Student B is Tina.Student B asks Student A about her feeling.)4.(2a).Listen and number the pictures(1-4)in the order you hear them.T:You will hear Tina and John talking about what Tina and Amy did last night.The four pictures show something that Tina did last night.Listen to the tape now.Play the tape for the students.For the first time ,students just listen.Play the tape again ,then ask students to number the pictures when they listen.At last ,correct the answers with the class.【设计意图】利用多媒体课件，创设听力内容出现的画面，不仅能帮助学生理解短文意思，更能使学生身临其境的感觉，吸引学生注意力，提高学习兴趣。

5.（2b）Listen again.Complete the statements.<1.>Waiting for Amy drove Tina__________(crazy).<2.>Amy didn’t want to ______ at Rockin’ Restaurant.(stay)<3.> Loud music makes John want to_____________.(dance)<4.>Th e movie was so sad that it made Tina and Amy______.(cry)<5.> Sad movies don’t make John cry.They just make him______________(want to leave).【设计意图】通过进一步的听力练习，继续巩固主要句型，同时在听的过程中，引导学生听关键词和关键句，提高听力技巧。

6.Role-play the conversation.（2c）（2d）

（2c）Pair work : Go over the activities in 2a and 2b.Then try to role-play the conversation between Tina and John in pairs.You may use the example to begin with your conversation.John : Did you have fun with Amy last night ? Tina : Well…yes and no.John : Was Amy late as usual ? Tina : Yes , she was.……

John : Sad movies make me want to leave!Tina : You behave just like my brothers!（2d）Pair work Nancy;Hey, Bert.I think I’ve made Alice mad and I’m not sure what to do about Bert: What happened? Nancy: You know Julie is Alice’s best friend, right? Bert: Uh-huh.Nancy: Well, the more I get to know Julie, the more I realize that we have a lot in common.So we’ve been spending more time together lately.Bert: But what’s wrong with that?

Nancy: Umm…it makes Alice unhappy because she thinks Julie is now better friends with me than with her.it.Bert: I see.Mmm…why don’t you ask Alice to join you each time you do something with Julie? Then she won’t feel left out.Nancy: Oh, good idea!That can make our friendship stronger.【设计意图】此环节为听后的控制练习，能了解学生对听力内容的掌握情况，也将听力转化为口语练习，既学生听说能力，有巩固了本节课的主要知识。

Step 3 Summary

利用多媒体课件，对make用法进行小结

教学反思

结合教学需要，我从课堂导入到听力练习由浅入深，创设各种各样的机会让学生熟练掌握make+宾语+adj.和make+宾语+v.在实际情境中围绕Feelings 这个话题谈论事物对人的影响。学生展示自我，张扬个性，体验快乐，听说课不再是机械地复现和朗读。课堂上，我鼓励学生各抒己见，学生有了话语权，有了展现自我的机会，在练习涉及情感形容词（happy , sad , nervous）时，适当引导学生树立乐观向上的生活态度，让从学生乐学，会学，从而促进其长足发展。