人教版九年级英语Unit8教学案例

第一篇：人教版九年级英语Unit8教学案例

人教版九年级英语Unit8教学案例

一、背景

1.上课地点：临泽城关中学九年级7班 2.教学内容：Unit 8 第一课时

3.学生情况：九年级学生正处于感性向理性的转型期，求知欲和表现参与意识很强，有一定的逻辑分析能力，同时也需要教师的积极引导。本科的主题是开展有关志愿者活动，是学生很感兴趣的话题。学生可以采用teamwork和 Role playing的学习策略，学习新词汇，掌握重点句型和主要内容，技能运用所学知识，联系实际生活，又能提高解决问题以及综合运用语言的能力。

4.知识背景：学生掌握了一般将来时的用法，表示想要做的句型也掌握了一些，但是很多学生不能灵活运用，需要在课堂上利用多种方法加以练习。重点是学习和应用动词短语。

5.教学目标：通过本课学习，掌握clean up, give out, cheer up, help with, put off, write down, put up, hand out, call up等动词短语，和表示意愿的句型I’d like to„, You could„。提高学生听，说，读，写的综合能力。引导学生关注社会，关注未来，从现在做起，从小事做起，成为一个有爱心的公民。

6.预期目的：每个教学环节都是围绕如何完成一个教学任务来设计的。创设一定的语境，让学生在一定的语言环境中感悟语言内涵，从而实现任务型教学和情景教学的有机结合。通过教师创设的学习氛围，设置问题和反思质疑，推动师生，生生之间的合作探究，小组合作学习，在结局问题中完成教学目标。以培养他们合作探究的意识与精神。

二、设计意图，教学片段及诊断分析。

根据教材的内容和学生的实际情况，“Unit 8 I’ll help clean up the city parks.” 既然是city parks刚好可以跟我们居住的环境联系起来。所以就围绕“I love my hometown，我要成为志愿者的一员，我要帮助打扫城市公园，帮助需要帮助的人” How to offer help.这一中心思想来开展一系列教学活动。在培养学生听，说，读，写能力的基础上，培养学生爱家乡，形成健康的人生观，为他们的终身学习和发展打下良好的基础。

案例（片段）

Step I Lead-in导入新课：(Free talk)Would you like to be a person who can help others? What would you do if you had enough time at weekends? 以周末休息为题，询问学生周末都做哪些有意义的事，准备去家乡城市哪里观光，逐渐引申到爱家乡，志愿为家乡小城做点事这个话题。这样既复习了九年级Unit7 Where would you like to visit？ 又逐渐过渡到“成为志愿者“这一话题。

2.T: All right.how to be a volunteer? what would you do ?这里准备了一个大约两分钟的志愿者视屏，主要展示志愿者图标，着装和所从事的事。教师用更形象的图片引导学生用英语表述志愿者工作，反复操练，以此来达到学习和掌握动词短语的效果。

图片展示帮助生病的孩子： T:ask”what could you do ? Ss:answer”I could help cheer up the sick kids.3.T： we know that being a volunteer is great,Do you want to help more people who are in need of help ? OK!Let’s be volunteers in groups and plan a City Parks Clean-Up Day„ and see what we can do to tell people about the project.First let Ss come up with some ideas and then play the tapes, Ask Ss to listen what other Ss do about the project.这样既保持了学生对志愿者工作的持续热情和积极性，又训练了学生的听说能力，一举两得。

总结：Step I 的优点：通过学生熟悉的句型Where would you like to go on vacation？导入，同时附上一段与“我爱家乡，成为家乡志愿者”有关的视屏。再进行追问的形式。既复习了Unit7的内容，增加了学生学习的积极性，又可以直观地培养学生热爱家乡的情操，从而自然地从“我爱家乡”过渡到“volunteer”。

Step I的缺点：活动仅仅停留在师生的对话中，没有涉及到学生与学生的互动，导致整个Lead-in 基本上属于老套路，缺少新颖。

Step I的反思：应该找出一条与众不同的又极具效果的Lead-in路线。

好的开始是成功的一半。

Step II Presentation and revision 1.Presentation 1.T：Let’s look at the first picture.If the city parks in our hometown are not clean.What would we do? Ss: We should help clean the city parks.通过语言描述，图片引导的方法，使学生在情境中学习新词汇和动词词组，首先采取集体回答的形式，然后开始一对一的比赛，看哪组成员的记忆力最好，成功回答出的成员为其添加闪星„„。其次也是为下面的内容作铺垫。

总结：

Step II的优点：语言描述，图片引导的词汇学习方法，是学生已经接受的方法，加上一些情景语言，更容易使学生掌握新词汇，对于review这一环节为听力做了铺垫的同时，以竞赛的方式出现可以给课堂带来热闹的气氛。

Step II的缺点：活动没有亮点，只有普通的词汇认识过程，教师在学生词汇学习的过程中还是充当主角。

Step II的反思：一直思考在词汇的学习过程中怎样让学生充当主角，是否有可能性，也可以让部分优秀学生来带领。

Step III listening

三、课后反思

新课程基本理念是面对全体学生，实施素质教育；整体设计目标，体现灵活开放；突出学生主体，尊重个体差异；采用活动途径，倡导体验与参与；注重过程评价，促进学生发展；作为新时代的英语教师，要在有效的40分钟时间内，设计灵活新颖的活动来激发学生的学习热情，让学生自然的学会和运用所学知识，并成为课堂教学的主角。上完整节课后，感觉活动设计基本合理，由简到难，重难点突出，课堂气氛还算不错，能够突破教学难点，巩固教学重点，完成教学任务。不过部分活动可以再新颖一些，过渡语言可以再丰富一些，与学生的交流可以再加强一些，还有一个很重要的问题就是没有很好的利用自己设计的评价体系，只把他作为一个摆设，在课堂中应该时刻鼓励落后的小组，最后表扬获胜的小组等。

第二篇：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.

第三篇：人教版九年级英语unit8教案

Unit 8 I’ll help clean up the city parks．

The 1st period

何梅林

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1）Key Vocabulary

clean up, hunger, homeless, cheer up, give out, volunteer, food, bank

（2）Target Language

I’d like to work outside．

You could give out food at a food bank．

2． Ability Objects

（1）Train the students to express offering to help with the target language．

（2）Train the students’ listening skill．

3． Moral Object

Offer help to the others as much as possible．

Ⅱ． Teaching Key Points

1． Key Vocabulary

clean up, hunger, homeless, cheer up, give up

2． Target Language

How to express offering to help with target language．

Ⅲ． Teaching Difficult Points

1． Teach the students how to use the new phrasal verbs．

2． Teach the students to express offering help with target language． Ⅳ． Teaching Methods

1． Teaching by giving sample sentences and making up sentences．

2． Teaching by showing pictures．

Ⅴ． Teaching Aids

1． A tape recorder

2． Some pictures on volunteer’s offering help

Ⅵ． Teaching Procedures

Step Ⅰ Revision

1． Revise the language points in Unit 7．

Ask some questions like this: Where would you like to go on vacation? Why?（Because…）

2． Revise the contents in Unit 7．

3． Check homework by asking some students to read their sentences they’ve made with the verbs． Let them hand in their homework．

4． Dictate ten words in Unit 7．

Step Ⅱ la

In this unit we learn to offer to help．We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out． Here is an example on how to use clean up． Look at the title of Unit 8． I’ll help clean up the city parks． Repeat it twice, please．

Ask the students to read the title twice．Then go on saying, “clean up means make a place clean and tidy, put things there in order”． Let’s see another example, We should always clean up after a picnic．Who can explain this sentence in your own, words?Ask one student to explain the sentence．

He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．Then ask the class． Who can make more sentences

with clean up?Ask several students to share their sentences to the class．Do the same with the other phrasal verbs．

Read the instructions to the students．

Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about? Help students to answer: Volunteer Today!Then continue saying, “Who can tell me the meaning of volunteer?”

Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson．

Draw the students’ attention to the three posters on the board．We can see one sentence in each poster．And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．

Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．Then read the sentences in the posters to the class． Ask the pairs of students to explain what the sentence means in their own words． Or tell what the volunteers are doing in the posters．For example, for the first poster, a pair might say:

It means there is trash in the park． There are papers on the ground． We can help clean up the park by picking up papers and trash． We can make the park clean．

After the students have finished all the items, ask the students to add some other ways they can help people． Get them to write the ways down in the box below the picture．

At last, ask some students to share their ideas with the class． Write any new words or phrases on the board and explain these words to the class, if necessary． Step Ⅲ 1b

Call the students’ attention to the two lists in the box in Activity lb． Ask some students to read the eight sentences on the lists to the class． Explain any new words and phrases in it．

Make sure that all the students can understand the meanings of the eight items．Then get the children to read the instructions together．

Say, we will hear four conversations．

Your task is to match the items in the two lists． We can see the blanks in fro

nt of the first line of each conversation． Listen to the conversations and write the letter in front of the first line of each conversation． Put the letters of the second line of conversations in right places． Point out the sample answer to the class．

Play the recording the first time． Tell the students to only listen． Then play the recording a second time．

Tell them to write a letter in front of each numbered sentence this time．Check the answers．

Step Ⅳ 1c

Read the instructions with the class．Call their attention to the example in the speech bubbles in Activity la． Ask a pair of students to read this conversation to a class． Then let them practice in pairs．

Note their pronunciation of “like to” in phrases such as, I’d like to help hungry people． Tell them English speakers usually pronounce the words “like to” as if they were spelled like-tuh．

Play the I’d like to statements on the recording to demonstrate this

pronunciation．After they’ve finished practicing the sample conversation, ask them

to make up similar conversations based on the other two posters． Get two pairs to demonstrate two conversations first．

Then let the whole class practice in pairs．After that, play the recording of activity 1b and let the children read after it twice．Then ask them to practice similar conversations using the information in Activity 1b．

Step Ⅴ Summary

Step Ⅵ Homework

1． Make up one sentence with each of the following phrasal verbs:

clean up, cheer up, give out

2． Write out three conversations of activity 1c．

Step Ⅶ Blackboard Design

第四篇：五年级英语上册 unit8 lesson44教案 人教新起点

Unit 8Revision

Lesson 44

教学目标：

能够用烹饪的话题和朋友或同学进行交谈。

课前准备：

活动挂图，录音磁带，相关教具。

教学重点：

复习关于烹饪的生词以及电视节目的生词。

复习描述烹饪过程和谈论电视节目的句型。

教学过程：

1．单词卡片复习与这一课有关的单词以及相关句型。

2．引导学生说说自己喜欢的节目，如，教师可以问“Which show do you like?Which

show do you want to watch?”

3．引导学生观察A部分练习，说出节目的名称，然后完成A部分练习。

4．完成B部分练习。

首先，让学生观察B部分图画，教师先进行提问引导学生进行简单的讨论。如：“What do

you need to make it?How do you make it?” 然后让学生在小组间进行讨论，也可

以小组中派出一个人对其他的小组进行采访。讨论完毕后，教师分配任务，小组间完成表演和解说的活动。最后请各组的同学对全班同学进行表演。

5．进行C部分的练习。让学生通过已学的内容独自完成，订正后，分角色朗读。

作业：写出一个自己喜欢菜的制作过程。

小结：

第五篇：五年级英语上册 unit8 lesson45教案 人教新起点

Unit 8Revision

Lesson 45

教学目标：能够说出各种电视节目的名称并就节目特点，播放时间等进行讨论。课前准备：活动挂图，录音磁带，相关教具。

教学重点：重点复习谈论电视节目的词汇和句型。

全面复习本册书的语言点。

教学难点：A项语篇的阅读理解。

C项语言交流活动的有效展开。

教学过程：

1．复习有关电视节目的词汇和句子。

2．让学生观察A部分的图画，猜测画中的小朋友在讨论什么。

3．让学生默读A部分的对话，并画出有过电视节目的词汇。

4．让学生根据自己所画的词汇，完成A部分的表格。并订正

5．完成B部分的BINGO游戏。教师示范后，让学生在小组内游戏。

6．带领学生复习本册书所有的话题。

7．针对本册书的所有话题进行提问，Who is your good friend ?

What does he like ?

Who is biggest in your class?

Which show do you want to watch? 等

8．在复习了所有话题的基础上完成C部分。

首先，让学生分小组根据本学期所学话题讨论出一些问题。

然后，筹集学生的问题，（题量适当）模仿大奖赛的形式搞一次抢答比赛，答对的加10分，分最高的胜出。

9．根据所仿内容，先让学生进行口头的练习，然后书写在课本上。

最后，小组练习，读给自己的小组成员听，小组之间互相找错误。

小结：