人教版新目标九年级英语上册教案全集

Unit1 Howdoyoustudyforatest? Page2,1a,1b,1c课  时：Period1教学目的：Talkabouthowtostudy.       Learntheuseof“bydoingsomething”重点难点：Usefulexpressions-Howdoyoustudy…? Istudybydoing…教学工具：courseware教学步骤：Step1.Self-introduction  Thenewtermhascome.Askthestudentstointroducethemselvestotheothersandtheteacher.Thenaskwhattheydidinthesummerholiday.Ifpossible,askhowtheydidthat.  Helpthestudentsusetheconstruction“I…bydoing…”.Explain“by”.Step2.Discussion  HavethestudentssaywhattheythinkofEnglish.ThentelleachotherhowtheystudyforanEnglishtest.Seethephrasesshowninthecourseware,whichissimilarto1a.Remindthemtouse“bydoing…”Step3.1a.Checkingthewaysyoustudy  Askstudentstofinishthetask.Theycanaddsomethingelse.Step4.1b.Listening  Listentothelisteningstuffof1b,whichisrecordedinthecourseware(convenienttoberepeated).Finishthetask.  Thentheteacherasks,”HowdidMei/Pierre/Antoniostudy?”Havesomestudentsgivetheanswers,i.e.repeatthesentencesbyusing“bydoing”Step5.1c.Makingdialogues  Workinpairsorgroups.Discussfirst.Thenmakeashortdialogue.  Havethestudentssharetheirwork.Step6.Writing.  Seethecourseware.Fillintheblanks.Writedowntheanswersonapieceofpaper.Askstudentstoreadtheirwork.                  课  时：Period2教学内容：Page3,2a,2b,2candthegrammarfocus.教学目的：TalkabouthowtolearnEnglish.       Consolidatetheuseof“bydoingsomething”重点难点：Usefulexpressions-Doyoustudy…bydoing…? Yes/No...(reason).教学工具：courseware教学步骤：Step1.Revision  Makeadialoguebetweentheteacherandsomestudents.AskwhethertheylikeEnglish,thentellthereason.AskhowtheylearnEnglish.Step2.2a.Listening  Seethecourseware.Explainanydifficultpoints.Listentothestuff,andchecktheanswers.Havestudentsrepeatsomemainsentences,readytopracticedialogues.Step3.2b.ListeningFinishthetask.Step4.2c.Doingapairwork  Givestudentssometimetotalkaboutthecontentsof1aand1b.  Seethecourseware.Somepatternswillhelp,suchas“Doyou.../Whatabout.../Haveyouever.../Howdoyou…?”andthepossibleanswers.  Sharetheirdialogues.Step5.Makeaconversation.  AskstudentstotelltheotherstheirownexperienceaboutstudyingEnglishbyworkinginpairsorgroups.Thenmakeaconversationrespectively.  Theycanalsouseindirectspeech,suchas“...saysshelearns...by...”etc.Step6.Summary  Pointoutthemaincontentslearntthesetwodays.               英语(九年级)教学 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 (3)课  时：Period3教学内容：Page4,3a,3b,教学目的：Practicereading.Learnusefulexpressions.       Practicewriting.重点难点：v+ingphraseusedasasubject       find/think+O+OC教学工具：courseware教学步骤：Step1.Makeastatement.  Firstlytheteacherasksastudentaquestionandthestudentanswers.Askseveral.  Thenhavemanymorestudentsmakeastatementonebyonetointroducehowhe/shelearnsEnglish.Step2.3a.Reading  Firstly,readtothetapealoud.Payattentiontothepronunciationandtheintonation.  Readagain,underlinetheusefulexpressions.  Readoncemore.Fillinthechart.Checktheanswers.Step3.Learntheusefulexpressions.1.Askstudentstosaytheusefulexpressionstheyhaveunderlined.2.Addifthestudentsmisssome.3.Learnsomegrammar: Askastudenttotellushowmanysentences,whichincludev-ingphraseasasubject,areinthetext.Pointouttheconstructions.Explainwhytheyareused. Teachthestructure”find/think+O+OC”andothergrammar.Step4.3b.Pairwork  Givethestudentsalittletimetopreparearoleplay.Asksometosharetheirworkwiththewholeclass.Step5.ConsolidationInChinese,teachersayssomeimportantphrasesfromthetext.HavethestudentstellustheEnglishonesasquicklyaspossible.Unit2Iusedtobeafraidofthedark.TheFirstPeriodTeachingContents:SectionA1a，1b，1c，2a，2b，2cStepI  Organizationofclass1.Greeting2.WarmingupStepII  Presentation1.WordsCompetitionShowtheclassmanywordsofappearanceandpersonality.Getthemtoputthewordsintherightplace.2.Guess:Whoistheboy?ShowtheclasssomeinformationaboutHarryPotter:Heisaboy.Heisnottall.Hehascurlyhair.Heiseasygoing.Heisverysmart.Hecanseestrangethingsandsoon.3.Showtwophotosoftheteacher —fiveyearsago/now.Askthestudentssomequestions:WhatdidIlooklikefiveyearsago?WhatdoIlooklikenow?4.IntroducethenewconversationsinUnit2.Iusedtobefat.              Iamthinnow.Iusedtohavelonghair.    Ihaveshorthairnow.Iusedtoplaybasketball.   Iplayping-pongnow.SteplIl  TeachingTasks1.TaskOne(Pairwork):Listeningtothetape(1)Showthestudentstwopicturesandsaysomethingaboutthepeopleinthepicture.(2)Listentothetape.Thenfillintheblanksinlb，2a，2b.2.TaskTwo(Groupwork):Describingdifferentpersons(1)Showthestudentsasetofpictures,suchasamoviestar,asportsman,ateacher.(2)Getthestudentstodiscussingroupsandtakenotes,suchas:JackyChanusedtohavebigeyes,butnowhehassmalleyes.(3)Asktwoorthreegroupstopresenttheiranswers.(4)Whichgroupdoesbest?3.TaskThree(Teamwork):Survey(1)Askthestudentstobringtwophotosofthemselves toclass.(2)Getthestudentstotalkaboutthechangesoftheirclassmatesandwritedownthekeywordsintheform.(3)Lettheteamleaderpresenttheirsurveyresults.(4)Whohaschangedmostinyourteam?(5)Whichisthebestteam?StepIV  SummaryStepV  AssignhomeworkWriteacompositionaboutyourclassmatebeforeandnow.                             TheSecondPeriodTeachingContents：SectionA3a，3b，4StepI  Organizationofclass1.Greetings2.SinginganEnglishsongStepII  Revision1.Revisetheconversationsthatthestudentslearnedinthefirstperiod. Askthemto talkaboutsomepictures.2.Checkthehomework.Talkaboutwhatonepersonusedtobelikeandshe/heislikenow.StepIIl  Presentation1.Showtheclassapictureofabigdog，thenintroducethenewconversationsin3a：Iusedtobeafraidofbigdogs.／I’mstillafraidofbigdogs.2.Askthestudentssomequestionslikethis：Whatdidyouusetobeafraidof?／Areyoustillafraidof...?StepIV  TeachingTasks1.TaskOne(Pairwork)：Matchthepictureswiththephrases.(1)Showthestudentssixpicturesaboutthephrasesin3a.(2)Askthestudentstotalkaboutthepicturesinpairsandmatchthem.2.TaskTwo：Putchecksinthefirsttwocolumns.(1)Showthestudentsthefirsttwocolumnsabout“I”,thengetthemtoputchecks.(2)Askagroupofstudentstoreadouttheiranswerslikethis:Iusedtobeafraidof.../I’mstillafraidof...3.TaskThree(Pairwork)：Putchecksinthelasttwocolumns.(1)Showthestudentsthelasttwocolumnsabout“MyPartner”.(2)Getthestudentstopracticethedialogsin3b.(3)Putchecksinthecolumns.(4)Askseveralpairstopresenttheiranswers.(5)Choosethebestpair.4.TaskFour(Groupwork):Asurvey(1)Showthestudentsaformabouttheactivities.(2)Getthestudentstofillintheblanksabout“I”.(3)Getthestudentstoasktheirclassmatesandfillintheblanksabout“Myclassmate”.(4)Askthestudentstoaskquestionslikethis:Whatdidyouusetoeat?/Whatdoyoueatnow?(5)Lettwoorthreegroupspresenttheirresults.(6)Whichisthebestgroup?5.TaskFive(Teamwork):HowhasZhongshan（中山）changed?(1)ShowtheclassseveralpicturesofZhongshancity —PastandNow.(2)Getthestudentstotalkaboutthepicturesandwritedownthekeywordsonthepaper.(3)Asktwoorthreeteamleaderstopresenttheiropinions.StepV  SummaryStepV  IAssignhomeworkGetthestudentstowriteacompositionabout“Zhongshanhaschangedalot!”                             TheThirdPeriodTeachingContents:SectionBla,lb,2a,2b,2c,3aStepI  OrganizationofclassWarmingupStepII  Checkingupthehomework1.Asktwostudentstoreadouttheircompositions(Zhongshanhaschangedalot!).2.Getstudentstodiscussthecompositions.StepIII  Presentation1.Showtheclassfourpicturesinla.2.Askstudentstodescribewhatishappeningineachpicture:Agirlisexercisingingymclass.Agirlispaintingapicture.Aboyissinging.Aboyislookingatsomeinsects.3.Askstudentstocheckthethingstheylikedtodowhentheywereveryyoung.StepIV  TeachingTasks1.TaskOne(Pairwork):Iusedtoliketo...(1)Pointoutthelinesunderthepictureinlb.(2)Askstudentstowritedowndifferentthingsthattheyusedtoliketodo.(3)Getstudentstodiscusstheanswersinpairs,thenasksomestudentstoreadouttheirsentences.2.TaskTwo:Listeningpractice(2a,2b)(1)Askstudentstolistentoadialogbetweenaboyandagirl.(2)Askstudentstocheckthesentencesonthelistthattheyhearontherecording.(3)Checktheanswersin2a.(4)Playtherecordingagain.Askstudentstofillintheblankswiththewordstheyhear.(5)Correcttheanswersin2b.3.TaskThree(Pairwork):Makingupdialogs(1)Teachstudentstheconversationin2c.(2)Saysomesentencesusing Didyou...?andtheanswersYes,Idid./No,Ididn't.(3)Askstudentstomakesimilardialogsinpairs.(4)Callondifferentpairstoreadouttheirconversationstotheclass.4.TaskFour(Groupwork):Adebate(1)Showstudentsasurveythattheteacherdidbeforetheclass.(2)Getthemtodiscusstheirhairstylesinthepastandnowlikethis:Iusedtohave...hair,butnowIhave...hair.(3)Adebate──Shouldstudentschoosetheirownhairstyle?Whyorwhynot?5.TaskFive:ReadingPractice(1)Getstudentstoreadthestoryin3a.(2)AskstudentstocompletethechartaboutRoseTangthenandnow.(3)Checktheanswers.StepV  SummaryStepVI  Assignhomework1.AskstudentstoCompletetheletterin3b(HowI'vechanged!).2.Getstudentstotalktotheirparentsandfillinthechartin4a.                             TheFourthPeriodTeachingContents:SectionB3b,3c,4a,4b,SelfCheck.TeachingProcedures:StepI  OrganizationofclassStepII  Checkingupthehomework1.Asksomestudentstoreadouttheletter(HowI'vechanged!).2.Getstudentstodiscusstheiranswersandchoosethebestone.SteplII  TeachingTasks1.TaskOne(Pairwork)Askstudentstofinish4abeforetheclass-Talktotheirparentsandfillinthechartin4a.2.TaskTwo(Groupwork)(1)Askstudentstotalkaboutthecontentsin4awiththeirclassmates.(2)Choosetwogroupstopresenttheiranswers.3.TaskThree(Teamwork):HowhasYuMeichanged!(1)GetstudentstotalkaboutthepicturesinSelfCheck2.(2)AskstudentstousethedrillsinUnit2todescribethepictures.(3) AskstudentstowritedownacompositionaboutYuMeionthepaper.(4)Asktwoorthreeofthemtoreadouttheircompositionsinclass.(5)Choosethebestone.4.TaskFour(Teamwork):Asurvey──Howhasourlifechanged?(1)ShowstudentssomeinformationinUnit2.(2)Askstudentstotalkabouthowtheirlifehaschangedsinceprimaryschoolandfillintheblanksinthesurveyform.(3)Asktheteamleaderstopresenttheirsurveyresults.(4)Choosethebestteam.5.TaskFive:Acompositionaboutthechangesinourlife(1)Getstudentstowriteacompositiononthepaper.(2) Askstudentstoexchangetheircompositionsandcorrectthem.(3)Showtheclassoneortwogoodcompositions.StepIV  SummaryStepV  AssignhomeworkFinishPartOneofSelfCheck.                             TheFifthPeriod                             Reading—E-mailEnglishStepI  Organizationofclass1.Askthewholeclasssomequestions:Whatsubjectsdoyoustudyatschool?Whatsubjectdoyoulikebest?Why?2.TalkabouttheusageandimportanceofEnglish.StepII  IntroducingE-mailEnglishWhatdoese-mailEnglishmean?Whatisitusedfor?StepIII  TeachingTasks1.TaskOne(Pairwork)(1)AskstudentstotalkaboutthewordsinPart1.(2)Askstudentstofillinthechartwiththeirpartnersandtrytothinkofsomemore.(3)Checktheiranswers.2.TaskTwo:Matching(1)Getthestudentstoreadthewholearticleasquicklyastheycan.(2)TrytofinishtheexerciseinPart2—Matcheachparagraphwithitsmainidea.(3)Checktheanswers.3.TaskThree:DeepComprehension(1)Tellthestudentstoreadthearticlemorecarefullyagain.(2)TrytofinishtheexerciseinPart3—Matchthewordsandexpressionswiththeirmeanings.(3)TrytofinishtheexerciseinPart4—Findwordsorphrasesfor1-5.(4)Checktheiranswers.4.TaskFour(Pairwork)(1)AskthestudentstofinishPart5inpairs.(2)Writeamessagetotheirpartnerusingthee-mailEnglishinthisreadingorothere-mailwords.(3)Letsomestudentsreadouttheire-mails.(4)Choosethebestone.StepIV  SummaryStepV  AssignhomeworkWriteareplytoyourpartner,usingthee-mailEnglishasmuchaspossibleUnit3Teenagersshouldbeallowedtochoosetheirownclothes.I.Learningobjectives教学目标SkillFocusTalkaboutwhatyouareallowedtodo.Learntotalkabout“agree”and“disagree”.Talkabouttherulesaroundthestudents.Learntomakerulesorchangerulesreasonably.LanguageFocus功能句式Talkaboutwhatyouareallowedtodo(P18)Ithinkteenagersshouldbeallowedtodrive.Studentsshouldnotbeallowedtohavepart-timejob.Talkabout“agree”and“disagree”(P19)Ithinkstudentsshouldbe…Idisagree.Theytalk…Iagree.Doyouthink…?No,Idon’t.Talkabouttherules(P20-22)Wehavealotofrules…Sodowe.MyfriendsandIgoytotalkabouttherules…Whatschoolrulesdoyouthinkshouldbechanged?词汇1.重点词汇license,silly,study,present,member,sleepy,reply,possibly,drop,final,count,owner,sky,catch,interview,noise,wind,neighbor,director,smell,finger,lift,stone2.认读词汇pierce,earring,concentrate,design,opportunity,volunteer,local,mess,newsletter,obey,achieve,realistic,taught,Kathy3.词组getintheway,careabout,insteadof,stayup,concentrateon,atpresent,oldpeople’shomestayup,bestrictwith,theotherday,learnfrom,atpresent,begoodfor,English-EnglishDictionary语法should+beallowedtodo…StrategyFocus1.Reflecting2.transforminginformationCultureFocusWhatrulesdotheyhaveatschool/home?Whatschoolorotherrulesdoyouthinkshouldbefollowed/changed?II.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析本单元以Teenagersshouldbeallowedtochoosetheirownclothes为话题，共设计了四个部分的内容:SectionA该部分有4个模块：第一模块围绕Whatshouldteenagersbeallowedtodo?这一话题展开思维（1a）、听力（1b）、口语(1c)训练；第二模块围绕“agrees”and“disagrees”进行听力（2a-2b）、口语(2c)训练，并就所学语言结构进行 总结 初级经济法重点总结下载党员个人总结TXt高中句型全总结.doc高中句型全总结.doc理论力学知识点总结pdf （GrammarFocus）；第三模块就“aboutfollowingtherules”这一话题展开阅读训练（3a）和角色 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 演训练(3b);第四模块继续就上一话题以小组活动形式展开讨论。SectionB该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕“Oneoftheschoolrules”进行听力（2a—2b）、口语训练(2c)；第三模块继续围绕Therulesinschool这一话题展开阅读（3a）和角色表演训练(3b)；第四模块就如何Makealistofrules以写作形式展开训练。SelfCheck该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块就一封信围绕“agreeordisagree”进行阅读和写作的训练。Reading该部分共设置了5项任务：第一项任务以小组问题讨论的方式激活学生相关背景知识；第二项任务让学生通过阅读获取信息；第三项任务利用造句、寻找信息、讨论等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生完成介绍名人童年生活及成功之路的任务。2.教材重组和课时分配PeriodI(SectionA:1a,1b,1c,2a,2b,2c)NewfunctionpresentingPeriodII(SectionA:3a,3b,4)PracticePeriodIII(SectionB:1a,1b,2a,2b,2c)IntegratingskillsPeriodIV(SectionB:3a,3b,4,SelfCheck1,2&Workbook)ReadingPeriodV(Reading:Section1—Section4)ExtensiveReadingIII.Teachingproceduresandways教学过程与方式PeriodINewfunctionpresentingLanguagegoals语言目标1.Words&expressions生词和短语allow,drive,pierce,driver,license,silly,earring,insteadof2.Keysentences重点句子Ithinkstudentsshouldbeallowedtogooutwiththeirfriends.(P18)Iagree./Idisagree.(P19)Doyouthinksixteen-year-oldsshouldbeallowedtoworkatnight?(P19)Abilitygoals能力目标Enablethestudentstotalkaboutthingstheyareallowedtodoandshow“agreeordisagree.”Emotion&attitudegoals情感和态度目标Enablethestudentstounderstandsomestrictrulestheyhavetofollow.Strategygoals策略目标Reflecting..Cultureawarenessgoals文化意识目标Followtherulesreasonably.Teachingimportant教学重点Talkaboutwhattheyareallowedtodo;agreeanddisagree.Teachingproceduresandways教学过程和方式Step1RevisionandLead-inAskoneormorestudentstoshowtheirwork.T:(Greetasusual)Inthelastunit,welearnedhowtowriteane-mailtofriends.Canyoutellmewhatyouoftenwriteinyoure-mails?S:Weoftenwriteaboutourproblems,ourpuzzles,sometimesourhappinessandachievementstoeachother.T:HowoftendoyousurftheInternet?S:Onceaweek.T:Ifyourparentsdon’tallowyoutosurftheInternetandyoucan’twritee-mailstoyourfriends,whatwillyoudo?S:Iwon’tbehappy.PerhapsIwillgetannoyedwiththem.T:Well.Thatmeansyouhaveyourrulesinyourfamilythoughyouareunhappy.S:That’sright.T:Weneedtocommunicatewithourfriendsandparents.Ifyouhavedifferentopinionswithyourparents,howcanyoucommunicatewiththem?Wealsohavetoobeyourparents.Thisclasswe’lltalkaboutwhatteenagersshoulddoinourdailylife.T:NowI’dlikeyoutoseeapicture.Showthepicture.T:ThestudentsinthepicturearefromChongqing.They’rehavingadebatingonthetopic“Whatshouldteenagersbeallowedtodo?”Becausetheythinkthetopicismeaningfulamongteenagers.Youareoldenoughtomakeclearwhattodoandwhatnottodo.Onlyafteryouunderstandandfollowtherulescanyoubecomeusefulpeoplewithalotofabilitiestooursociety.Mostofmiddle-schoolstudentsthinktheyshouldbeallowedtodoallthethingstheylike,forexample,theythink:Theyshouldbeallowedto—choosetheirownclothes·gooutwiththeirfriends·havepart-timejobs·gettheirearspierced·watchNBAmatches·dovolunteerwork·driveWritetheaboveexpressionsontheBlackboard.T:Butactuallyteenagershavetoobeysomerulestheydon’tlike.Whatshouldyouallowedtodoandnottodoisabigproblem.Todaywe’regoingtolearntotalkaboutit.Asateenager,doyouthinkyoushouldbeallowedtodrive?S1:Ithinkso.T:Canyoutellusyouropinion?S1:Ithinkweareoldenough.Weshouldlearntodrive.T:Thankyou.Andwhataboutyou,Lily?S2:Idon’tthinkweshouldbeallowedtodrive,becausemostofusarebusywithourstudy.Besides,wedon’thaveenoughtimetopractice.Andit’llbeverydangerous.Askformoreexamplesfromotherstudentsandwrite“A”<foragree>or“D”<fordisagree>ontheblackboard.StepIIBrainstormingT:Wonderful.(Thenturntoanotherstudent).Youlooksmarttoday,whoboughtyoutheT-shirt?S:Mymother.T:Didshechooseitforyou?S:No,Iwasallowedtochooseitmyself.T:Thankyoufortellingus.Doyouoftenchooseclothesforyourself?S:No,Icouldn’tchooselastyear.Butthisyearmymotherallowsmetochooseclothesformyself.T:Doyouthinkteenagersshouldbeallowedtochooseclothes?S:Ofcourse,Ido.T:Great.Boysandgirls,herearesomemoreexamplesaboutwhatteenagersshouldbeallowedtodoorshouldn’tbeallowedtodo.Let’slookatthepicturesonPage18,module1a.Readthestatementstogether.Thenthinkitoverandcircle“A”or“D”for“agree”or“disagree.”Afewminuteslater.T:Well,LiYu,wouldyouliketoshareyourideaswithus?S:Ofcourse.Icircled1,3,4with“A”,and2,5with“D”.T:Canyoutelluswhyyoudisagreewiththestatements2and5?S:OK.Thesecondonesays“sixteen-year-oldsshouldbeallowedtodrive”,Idon’tthinkitcancometrueinourcountry;thefifthone“twelveyearsoldshouldbeallowedtochoosetheirownclothes”,Idon’tthinktheyhavecorrectcommentsonthematerialsorprice.T:Terrific!Thankyouverymuchfortellingus.Ithinkeveryonemayhavehisanswer.Anyansweriscorrectifyoucangiveoutconvictivereasons.StepIIIListeningT:Nowpleaselookatthepicture.Fromthethreesmallpictures,whatcanyouguessthegirlwantstodo?S:Shesaysshe’sgoingtothemallwithJohn.BecauseJohnjustgothislicense.PerhapsshewantstobuyaniceT-shirt.ButIcan’tunderstandPicture3clearly.Icanonlybesureit’ssomethingaboutpiercingearsorearrings.T:Excellent.Fromthepictureswecanjustguessthemainideas.Afterlisteningtotherecording,wecancatchtheirmeaningsindetail.Solistentothetapecarefully.Playtherecordingforthefirsttime.T:Allright.Mostofyouhavecircled“T”or“F”intheblanks.NowI’llplayitasecondtime,youmaycheckyouranswers.StepIVOralPracticeT:Pleaselookatthestatement