第一篇：人教版九年级英语教学设计Unit9 Reading
人教版九年级英语教学设计Unit 9 I like music that I can dance to（1a-2e）
一、教学目标： 1.语言知识目标：
1)复习that/who引导的定语从句的用法.2)学会用that/who引导的定语从句描述自己的喜好，并能发表简单的评论。2.能力与发展目标：
1）学会应用本单元的知识谈论自己的喜好和感受和原因，并能在喜好上给别人提出建议。2）会用本单元的常见句型结构写出相应的短文，提高学生的写作能力。2.情感态度价值观目标：
继续学习有关个人喜好，使同学们共同提高审美水平，提高整体素质。
二、教学重难点 1.教学重点：
1)用that/who引导的定语从句描述个人喜好。2）有关个人喜好的写作。2.教学难点：
有关个人喜好的写作。
三、教学过程
Ⅰ.Warming-up and revision
Review the main story of Abing.Let some Ss try to retell the story of Abing and his nusic.Ⅱ.Lead in
Role-play the conversation.A: What kindof music do you like best? B: I likemusic that is sad.A: Why doyou like this kind of music? B: I thinksad music is strangely beautiful A: How doyou feel when you listen to this kind of music? B: I feel sad and want to cry when I listen to it.……
III.Practice Work on 3a.1.Let Ssfinish 3a.Make notes in the chartby themselves.2.Sharetheir ideas with others in class.IV.Writing
1.Use theirnotes to write an article for a newspaper or magazine to tell people about theirfavorite kind of music/movie and your favorite song/movie.Usefulexpressions：
My favoritekind of music/movie is… Ilike…because … It was…by…
When Ilisten to /watch it, I feel…
I think youshould listen to/watch it too because … 2.Ask Ss toread the first paragraph in 2b.Example: My favoritekind of music is old music.I’ll Never Forget My Mom ismy favorite song.I like it because it is beautiful.The lyrics are very great.It was written by Liu Zheng.Many famous singers like Cheng Lin, Liu Hegang,Tan Jing once sang it.When I listenedto it, I thought of my mom.The mother’s love is the greatest love in theworld.I was moved by these lyrics.I think you should listen to it, toobecause it can help us love our mothers more V.Self-check.Work on Self Check 1: 1.Let some Ss read the words inthe box.Make sure all the Ss know the meaning of the words.2.Let Ss read the sentences inSelf check 1.Then Ss try to fill in the blanks with the correct forms of thewords in the box.3.Letsome Ss read their answers.Check the answers with the Ss.Work on Self check 2 1.Tell Ssthat they have to fill in the blanks with who, that,which.More than one answers may be possible.2.Ss think and try to complete the conversation by themselves.3.Let some Ss read their answers to the class.4.Ask some Ssto act out the conversation.Work on Selfcheck3 1.Let Sscomplete the sentences about themselves.2.指导： 提醒学生注意that/who/which引导的定语从句的使用。3.Share their answers with the class.e.g.I don’tlike music that/which is too loud.I enjoyspending time in places that/which are relaxing.I havefriends who/that are friendly and helpful.I like moviestars who/that are beautiful or handsome.VI.Exercise:
If time is enough, do some moreexercises on big screen.用“who”或“that”填空。
1.The man ________ is talkingwith my mother is my father.2.That book is the one _______ Ibought yesterday.3.I know the man ______ is amodel worker.4.I can’t find a house _______is suitable for us to live.5.Is there a zoo _______ we cansee tigers around here? 1.who/that 2.that 3.who/that 4.that 5.that 同意句改写。
1.I like slow music.I like music ______ ______ ______.2.What do you think of the CD?______ ______ ______ ______ the CD? 3.I like friendly people.I likepeople ______ ______ ______.4.My father prefers quietbeaches.My father prefers beaches ______ ______ ______.5.I talked to the man.The manis our teacher.The man _____ _____ ______ _____is our teacher.1.that isslow 2.How do you feel 3.who are friendly 4.that are quiet 5.who Italked to VII.Homework 1.复习本单元内容。
2.对家人进行调查，看他们喜欢什么样的音乐，书籍，电影等，做一份报告。板书设计：
Section B 2(3a-SelfCheck)
My favoritekind of music/movie is… Ilike…because … It was…by…
When Ilisten to /watch it, I feel…
I think youshould listen to/watch it too because …
教学反思：通过学生们的完成习题情况，可以看出对本课知识掌握的较好。
第二篇：人教新目标unit6英语教学设计
《英语（新目标）》八年级
Unit 6 I’m more outgoing than my sister.第一课时
八（5）班 韩大权
2010.10.18
Ⅰ.教学目标： A.知识目标：
1.通过教学让学生掌握重点词汇“outgoing”(外向的)“serious（严肃的、庄重的）“ wild”(鲁莽的、轻率的)“ calm”（镇静的、沉着的）等词的用法。
2.让学生学会形容词比较级的用法。
B.能力目标：指导学生在自主探究和任务型教学模式中，让学生学会用英语与他人谈论人的个性特征和形容词的比较的话题，以及进一步提高听力能力和英语语言表达能力。
C.情感目标：
通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。同时在教学中，注意培养学生良好性格的形成。
Ⅱ.教学分析
A.教材分析：
本单元主要的内容是：“Talk about personal traits and how to compare people.”（谈论人的个性特征和形容词的比较）由于本单元具有两部分：SectionA和SectionB，从教材的整合来说本部分即有形容词用法的延续，又为后面形容词最高级的学习打下基础，具有承上启下的作用；再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。因此，上好SectionA的前部分，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有重要的意义。
学生分析：本节课对象是八年级的学生，正是学生健康的心理形成的好的时期。有的学生在回答问题的时候，总是怕出错误，怕被笑话，而选择闭口不答。因此，在教学的过程中，我注意到了充分调动学生学习的积极性，学生的自信心逐步增强，从而体验到成功的喜悦。
B.教学重点、难点：形容词比较级的用法和构成。
1.Is that Sam? No, that’s Tom.He has shorter hair than Sam.He’s calmer than Sam.主语（sb / sth）+ be +形容词比较级 + than +…
2.The comparatives with –er/ier and more C.教学方法：为达到以上的教育教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我将在教学中采用多媒体辅助教学、任务型教学模式，结合听说法、竞赛法以循序渐进的方式来进行教学。Ⅲ.教学用具：录音机，课件，英语影音资料。
Ⅳ.教学过程：
Unit 6 I’m more outgoing than my sister.Teaching contents: Section A 1a, 1b, 1c, 2a, 2b, 2c.Step 1
Leading in.Ask a student to introduce herself/himself.Step 2
Show some pictures to Ss.Say, they are stars.Ask Ss to tell what they see.Ask Ss to use the words: tall, wild, thin, long hair, short hair, heavy, calm, short and so on.Then ask Ss to repeat these sentences: Yao Ming is taller than Renaldo.Step 3
Call attention to the picture.Point out the sample conversation in activity 1c.Say, now work with a partner.Make your own conversation about the twins.Ask several pairs to say one or more of their conversations.Then listen to the recording.Ask Ss to number the twins.Check the answers.Step 4 Point out the two columns and read the headings:-er,-ier and more.Then point out the words in the box.Read.Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.Play the recording and check the answers.Step5 Point out the picture and the two boxes with the headings Tina is and Tara is.Say, listen to the recording.Write word in the boxes.The words are from the list in activity 2a.Play the recording and check the answers.Step 6 Point out the chart in activity 2c and on Page 89.Say, Make your own conversations according to the information.Ask pairs to continue on their own.Correct the answers.Step 7 Homework: 1.Write a short passage about things that are the same and different between you and your friend.2.Write the new words five times with their Chinese meanings.Unit6 I am more outgoing than my sister
Section A(1a—2c)教学反思
八（5）班
韩大权
这节课我们学习了如何描述人物的性格特征和形容词的比较级。通过多媒体展示，内容丰富多彩，学生易理解掌握，课堂气氛因而也比较活跃。首先在上节课就给他们布置了预习, 并且都进行了初构, 所以在上课时大部分学生对所学内容比教了解;我是通过图片来导入本课的内容的, 通过对人物性格以及外貌特征的比较引入新的语言点, 然后让学生看图说话进行了对比, 从而对所学知识进一部练习, 这样将学生一步步引入英语学习的情境中；这下学生可活跃起来了。这些问题先由我与学生做问答示范，再让学生进行相互问答练习。同时，充分利用学生的好奇心、好胜心以及自我表现的欲望，引导学生自发进入主动学习的境界；学生有了自觉的学习行为后，再加上我适时地作一些关键性指导，很快，这节课中的难点就迎刃而解了。就这样，看似闲谈，实为新知识的学习。
但在在任务设置上，显得有些多，进度有些快，以后对于新单元的新课应稍微放慢速度。听录音部分对一部分学生来说有些难，应让学生跟读磁带。还要对重难点及时引导学生总结。通过本节课的教学实践，我认识到教学成功与否，学生掌握程度如何，关建在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感；面对不同的学生群体，任务的难度系数（深度）是可以调控的；而面对同一群体里的不同程度的学生，教师可以在任务设置时注意不同角色的设定，做到有针对性，使每一层面的学生皆有所得。教师要有意识地积极引导学生以教材上的简单东西为媒介向他们熟悉的生活发散开去，大胆地用英语去了解生活中的各类简单事物，解决生活中的各种简单事情。教师要善于活化教材，对其精加工, 在给定的语言材料基础上进行适度挖掘和拓展,使其更好服务于教学目的。课堂上尽可能给学生创造更多的机会用英语练习对话，这样不但可以培养学生的听说能力，还可以活跃课堂气氛，极大的调动学生的积极性和主动性，提高学生学习英语的兴趣。同时做一些练习来帮助学生直观地巩固所学知识，以便于提高学生综合应用知识的能力。
第三篇：九年级英语教学设计
我的情感态度教学设计
纪山中学 袁昌炜
一．教学内容
本课是九年级第二单元的阅读课“He used to cause a lot of trouble.”，它是本单元话题过去时的某种状态的延伸和继续。文章讲得主要内容是一个老是惹麻烦的男孩在明白了母亲对他的爱之后变成一个好孩子的故事。二．教学目标
⑴掌握一些主要的词汇和句型used to be like等。
⑵引导学生理解课文内容，掌握阅读技巧，如扫读、细读、概括文章大意，利用 上下文信息猜词等。⑶通过阅读课文，并设计各种活动训练学生运用英语进行听说读写各种活动的能力。⑷激发学生感恩父母，热爱父母，关注身边的人的情感。三．教学重点和难点
⑴训练学生利用上下文信息填写词汇和句子的能力。⑵培养学生的阅读策略和写作能力。
⑶利用本课所学知识表达个人意见,对学生进行情感态度的正确引导和教育。
四、设计理念
依据刘兆义老师在教师专题12《初中英语阅读教学的途径与实践》中所提出的任务型及合作式教学原则,使学生在小组学习中获取信息,处理信息和运用信息,激发学生用所学语言进行交际的愿望和自信心,促进合作精神和文化意识的发展.五、教学设计 1.总体思路：
本节课是在多媒体的课堂教学环境下实施的大容量、快节奏的课堂教学.笔者先让学生简短描述父母以前和现在的职业,外貌,性格,爱好再欣赏英文歌曲thank you, dad.导入，酝酿了一种感激父母的氛围，接着引导他们畅诉父母对自己的帮助的故事，然后让学生阅读短文，感受母亲爱的伟大。在阅读过程中，通过让学生看标题，预测课文内容、概括文章段落大意、根据上下文填所缺的句子，判断正误等各种方式提高阅读技能。最后，笔者提供关键词让学生复述课文，使其能熟练得掌握所学的重点词汇、短语和句子。阅读后，笔者抛出这样的问题让学生讨论：我们该用什么方式报答父母？培养学生反哺意识。最后通过写作，提高学生综合运用语言的能力。Step1 Before you read 1.Get the students to describe their parents T: Parents are the most familiar and loved person to you.Can you give a brief description of them? You can describe what they used to be like and what they are like now.(students may describe their age, appearance, personality, hobbies they used to be and now.)设计说明：通过谈论父母以前和现在的外貌，个性，爱好职业等既复习了本单元的语言功能项目，延续了本单元的话题，又能成功地引进本课要谈论和阅读的内容：父母的爱。
2.Play the song “thank you, dad” for the students and enjoy it with them.Thank you, Dad Thank you, Dad Thank you, Dad Thanks for loving me Hugs and Kisses, hugs and kisses Comes to you from me Thank you, Dad Thank you, Dad You are such a friend On this day I’d like to say On you I can depend.T: It is great you know much about your parents.Do you know when is Father’s day and mother’s day? S: Mother’s day is the second Sunday of May and Father’s Day is the third Sunday of June.T: Great.These two holidays are taken for us to thank our parents.Now let’s enjoy a song for Father’s Day.设计说明：播放Thank you，dad歌曲，既可以吸引学生的注意力，激发学习英语的兴趣，又可以引起学生的深思，营造一种对父母无限感激的氛围。
3.pair work ⑴T: Don’t you think it’s a beautiful song? I think so.It reminds me think of my own father.He has done so much for me.I used to be a shy person when I was a middle school student.I didn’t use to dare to speak in front of class or facing a crowed of people.My father encouraged me to believe in myself.And now I’m outgoing.I’m grateful to my father, he is so patient and helpful.I’m sure your parents are the same.Would you like to share the stories you parents help you solve problems with your partner and then make notes on the context。⑵ ask some volunteers to tell class his own or partner’s stories.设计说明： a.通过交流父母在孩子成长过程中对孩子的帮助的故事，使学生体会到父母对自己的恩情，对自己的爱;b.使学生再一次创造性地灵活运用目标语言USED TO，谈论过去的经历，延续和深化本单元的话题，提高口语能力，并为下一任务阅读做好准备。
Step 2 While reading 1.Introduce the title of the passage-He used to cause a lot of trouble T: Your stories really moved me, Today we’ll read a connected story, “He used to caused to cause a lot of trouble”, according to the title, what might be talked about in this passage? Would you might to make a list? Please pay attention to the word used to.The students may give such answers: What troubles he used to cause The reason he used to cause so much trouble What made him change He is now a good person.设计说明：通过让学生在不预习课文的情况下根据文章标题猜测文章内容旨在培养其预测文章大意的能力，并通过下一阶段的阅读来检验学生对标题的预测是否正确。在教学中，教师提醒学生注意USED TO这个词语。
2.Fast reading ⑴What is the passage mainly about?
⑵Compare what the students predicted with the content given by the author ⑶stick out the key sentences and give the main idea of each paragraph in group and then report to class.Para.1 After father’s death, Martin’s life became difficult.Para.2 The troubles Martin used to cause.Para.3 A conversation with his mother on the phone changed his life.Para.4 What is Martin now like.设计说明：概括全文大意和各段落大意旨在帮助学生整体把握课文的脉络，提高分析综合能力和概括能力。
3.Detailed reading ⑴ Finish Section3, 3a Put the missing sentences back in the correct place in the reading.设计说明：培养学生利用上下文的信息猜词和学习新词汇的能力。
⑵Finish Section3.3b
Read the statements below.Circle “True”.False”.Or “Don’t know” According to the reading.设计说明：设计此活动的目的是让学生带着问题细读文章,加深对文章的理解,并提高阅读能力.⑶let the students design questions according to the text and then ask answer in pairs 设计说明:提高学生获取文章细节的能力.4．Explain some difficult phrases and sentences in the text and help solve the problems students raise
5.Retell the text in group one by one according to the key words below then choose one to report to class Retell the text 1„problem child„a recent conversation„ not used to„after his father’s death„difficult„not afford„to do this„
2.look after„cause problems„not interested in„ get into troubles„„patient„make a decision„hate„ leave„waste„ 3„necessary„call„change„need„help„understand„no longer„
watch„take pride in„decide to „realize„ be afraid of„pay more attention to„
4„has changed„work hard„a top student„ how„mother’s love„important„设计说明:提供关键词,让学生在小组里轮流复述课文,让朗读有了目的,使学生牢固地掌握课文里的词汇短语和句
6.Discuss in class: Why did the author write the Passage? S1: The author wants to tell us: Mother’s love is great.S2:He wants to tell us: Communication between children and parents can help them understand each other better.设计说明:猜测作者写作意图，使学生明白写作目的及阅读目的，领会文章精髓
Step 3 After you read
1.Disscuss in group: What are nice ways for you to express your feelings and love to your parents ? T: Don’t you think parents’ love is magical? It makes Martin, a troublesome boy change into a top student.We can’t imagine what would happen to Martin without his mother’s love and help.We can say parents are the most unselfish persons.They are someone who listens suggests and defends.They are the givers, but not expect your repay.They are the persons deserving your most respect and love.We should do something for them, too.we can’t only receive but not give..In China, there is an old saying “树欲静而风不止，子欲养而亲不待”。We can’t wait until it’s too late.We should do something to make them happy and let them know we love them.Do you think what are nice ways for us to express our feelings to our parents? Please share your ideas in group and then report to class.2.Choose a representative of a group to report and ask other groups to supplement.The student may give such answers.a.to share homework with parents b.to send parents small gifts on parent’s day or their birthday c.to write a letter or a card to express how much we love them d.to try to study hard e.to do a part-time job to reduce parents’ burden.f....3.ask students to do some activities to show their love to parents after school.设计说明：通过例举向父母表达爱的方式，在学生心中树立反哺的概念，让他们明白爱是相互的，并让他们付之于行动。4.Homework: writting Write a passage of stories happened between you and your parents.The passage may include a.what is your comment or feeling on your fathermother b.give some examples of your father/mother helped you solve problems you met.c.What you have done or want to do to show your love to your fathermother.设计说明：课堂上大量的语言输入为学生的语言输出做好了准备，对父母强烈的爱和感激之情使他们有了写作的欲望;此项课外作业能引导学生更多地关注父母，关注周围的人，学会爱人。
第四篇：九年级英语教学设计
九年级英语教学设计
Unit 2 Could you tell me where the restrooms are ? I.Analysis of the teaching material.Unit 2 is focused on the topic of “ Ask for information politely ,follow directions”.It’s related to students’ daily life.This unit needs five periods.This lesson is the forth period, from 3a to 4 in Section B.The important points of this lesson are key sentences and to write a guide.The difficult point is to write a guide.II.Analysis of the students Students have learnt how to describe a place and directions.This lesson is a further practice for them.After practice speaking , they should learn how to write a guide.According to English syllabus , new lesson standard and students , I design the following learning aims: Teaching aims.1)Language goals.(Memorize and use them)
A.Words and expressions:
slide / water slide / clown / museum / concert
B.Key sentences:
a.Watertown is a great place for the family to take a vacation.b.Parents will spend many happy hours walking through the History Museum.2)Ability goal
Enable the students to learn how to write a guide 3)Emotion and attitude goal
Enable the students to know they can learn while playing 4)Teaching aids
tape reporter, multi-media computer, textbook III.Teaching methods I will use a method called “solving problems in five steps.1)Students ask questions after preview.2)Teacher asks questions for students to answer to lead in the new lesson.3)Students try to find out the answers to the questions given by the teacher.4)Students talk in groups to solve what they don’t understand.5)Do exercise to check what they know and what they don’t know.VI.Learning strategies I’ll encourage students to use the following learning strategies: 1)Mind-mapping
2)Cooperative study
3)Use what they learn V.Teaching procedures Now I’ll mainly talk about this part.Step 1.Warm-up
Let the students listen to the music and do exercise to relax.Ask the students “What do you do to relax on weekend?” Students answer.Then tell the students “ There is a more wonderful place to play , do you want to know?”---“ Now we’ll learn an article about watertown, Unit 11 Section B ”.Show learning aims.Play a game “Match them”.Let students look at explanation of the word, and match the explanation with the word itself.My purpose is that : This game can not only arouse students’ interest but also practice the new words, and help students memorize the words easily.At the same time , it can train students’ abilities of thinking in English.Step 2 Preparing test Since students previewed this lesson, I’ll check what they know and what they don’t know.First , students fill in the chart ,then they tell what they don’t understand, other students help explain.If no one can explain , I’ll explain.Next, students tell important phrases.Ask students to make sentences with the important phrases and memorize the important sentences in two minutes.The purpose of this part is to break through some difficult points and stress important points.Step 3 listen and repeat Some students’ pronunciation is poor.So listen to the tape and repeat to practice pronunciation.The purpose of this part is to train students’ abilities of reading and listening.Step 4 Groupwork Let students talk in groups to find out how to write a guide.Some students tell their answers.Learning guide 1 Since students know how to write a guide ,they can speak a guide.First , speak by themselves.Then talk in groups to correct mistakes.I’ll offer some pictures.After speaking a guide, ask several students to show their answers.Learning guide 2 Let students finish 3b and write a guide
Purpose of this part is to improve the students’ abilities of speaking and writing and also their abilities of co-operation , self-learning will be well trained.Step 5 Make a conclusion Students make a conclusion of what they learn.The purpose is to train students’ ability of making a conclusion.Step 6 Extension(Homework)Work as a guider on weekend or write an e-mail to a foreigner to introduce a place.The purpose is to develop students’ abilities of social practice.VI.Design of blackboard Note 1.Bob uncle’s =Bob uncle’s restaurant 2.dress up as---3.both---and---My design of blackboard is clear.It stresses the key points and break through the difficult points, the students can go over the lesson easily.VII.Purpose of design
My purpose of the design is to encourage students to form a habit of thinking by themselves and cooperating with others.At the same time , encourage students to use what they learn to improve their abilities.
第五篇：九年级英语教学设计
仁爱英语九年级上册
Unit 2 Saving the earth
Topic1 Pollution has caused too many problems Section A
一、指导思想与理论依据
以新课改理念发展进程为基准，以英语教学宗旨—注重实效为指导，根据仁沙中学五环节教学模式，在一切以学生为主的前提下，让学生为了共同的学习目标，在围绕课堂任务展开自学，群学，合作展示的过程中，收获知识，提升技能和发展能力。
二、教材分析
本单元以Saving the Earth为主题，包括“Pollution has caused too many problems.”, “All these problems are very serious.”和 “What can we do at home to protect the environment?”三个话题。围绕环境与环保这一主题，呈现本单元三个话题的语音、词汇、语法和功能项目的学习内容。
其中第一个话题对学生的英语学习起着承上启下的作用，该话题通过围绕污染问题的听力对话和阅读文段呈现新的学习内容。本课是第一话题的Section A部分，通过康康等人计划去西山野餐，结果发现美丽西山已经被污染的对话，让学生进行对一般过去时和现在完成时的比较，并能用这两种时态对比描述过去和现在的场景。本课内容充分联系生活实际，容易激发学生学习英语的兴趣；在第一单元里已经对现在完成时进行了系统的学习和反复复习，大部分学生已经掌握这个知识点，一般过去时从初一开始就贯穿整个初中英语学习，学生也比较熟悉，但两个时态在一起时很容易混淆，所以特别需要比较分析；西山两个场景的描述，直观形象，学生体会两个时态的区别起来比较直观。
三、学情分析
进入初三，本班学生已经有了一定程度的英语基础，听说读写的能力和初一二相比，已经有了一定的提升，预习能力有很大提高，思维能力也变得较强。能够用已有知识进行一些英语谈话，但兴趣没有初一二的时候浓厚，课堂活跃程度没有初一强。所以本课堂应该利用好预习这一点，让他们提前明确本课的学习目标；课堂设计应该生动有趣，吸引学生的注意力，激发他们的学习兴趣；采取小组合作竞争的机制，让学生更主动的参与到课堂活动中来；以鼓励为主，增强学生的自信，让每一个人都愿意加入课堂学习。仁爱英语九年级上册
四、教学目标
（一）知识目标: 1.听说读新单词: butterfly、bee、mess、shame、several、waste...2.掌握重点短语:⑴have a picnic ⑵see...doing...⑶pour...into...3.会应用重点句型:⑴There be...doing...⑵What a mess
（二）能力目标: 用一般过去时和现在完成时对比描述过去和现在的场景。
（三）情感目标: 引导学生爱护环境保护地球家园。
五、教学重点和难点
用一般过去时和现在完成时对比描述过去和现在的场景。
六、教学过程
（一）课堂导入
1、展示野餐的图片，问学生问题“Have you ever had a picnic?”点出短语“have a picnic”。
2、康康等人计划去野餐，提出自己的野餐建议，引入野 餐地点—西山，进入本课学习。
（二）课堂呈现
1、Guess.猜一猜西山的样子。
2、展示西山图片，让学生描述两年前，康康在西山看到的场景。学习新单词和短语，并提醒学生注意时态。
3、总结西山是一个美丽的地方，是野餐的好点。
4、展示西山现在的图片。让学生产生强烈的视觉差。
5、观看影片，了解西山到底发生了什么。
6、根据影片和图片提示，描述出西山现在的场景，提醒学生注意时态。
7、听录音，完成1b练习，选择属于过去和现在场景的词。
8、读1a,完成1c表格。
（三）小组合作
根据图片和提示，向组内成员描述西山过去和现在两个不同的场景。（复仁爱英语九年级上册
述1a）小组互助互说互评，讨论完成后，学生自主起来展示。
（四）课堂小结
总结本课所学内容。
七、教学反思
1、学生预习效果不好，很多新单词不会读。
2、教师指令不够明确，和学生默契度不高。
3、虽然建立了评价机制，但调动性仍然不够，课堂气氛不活跃
4、小组合作效率有待提高。小组合作和展示时，存在只有组长和个别优生主动参与的现象。
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