九年级英语优秀教学设计

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第六课时

Module 1 Step 1 Choose some wonderful instructions. Invite them to get the prize (chocolate as well) before they read in the front. 从作业中挑选部分优秀的作品，鼓励那些擅长思考、课堂上反应慢的学生朗读自己的文章，其他的学生还可以练习听力，温习上节课的知识。颁发本年度的“诺贝尔提名奖”(A small bar of chocolate) Step 2 PAIRWORK Talk about your favorite taste food with your partner. You can ask questions like this: ① What's your favorite crispy food? ② What's your favorite sweet food? ③ What else is salty food? ④ What else is sour food? Module 2 Step 1 Self-check 1 1. Read through the sentences and circle new words. 2. Explain new words in English. ① lemon: a fruit with a hard yellow skin and sour juice/ lemon juice ② cookie: a small sweet cake 3. Fill in each blank with the correct word given. Change the form of the word if necessary. 4. Check the answers. When there're different answers, ask students to suggest how to correct the mistake. 5. Then make your own sentences with each word. It's oral work. Step 2 1. Read the words in the pictures. 2. Discuss five inventions in groups and fill in the inventor and date. Inventions Who When Be used for 3. Discuss the uses of them in groups. Talk about what are helpful inventions or annoying inventions. 4. 小组成员对讨论的结果进行整理后，总结在表格里，派一名代表将结果通过投影仪，向全班同学展示。 完成任务所需要的语言结构： ①Who invented...? ... invented ... ②When was it invented? It was invented in... ③What is it used for? It is used for... ④What do you think is the most helpful/annoying/interesting/boring invention? I think... ⑤Why is that? Because... Step 3 1. T: There's an English speech contest for our whole school next week. Who can represent our class? The subject is“I Can't Live Without It”. There must be plenty of inventions that we can't live without in our study and daily life. Why is it so important to you? Do you know the inventor, date, use and anything else about the invention? Why can't you live without it? Is it helpful or annoying? Write it down on a sheet of paper. 2. Ask several students to read their paragraphs to the class. Module 3 Search for the history of basketball and NBA. Summarize the information on paper.

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第七、八课时

Module 1 Step 1 GROUPWORK Do you like playing sports at school? How much do you know about them? Make a list. Do a survey in groups. Who 3 popular sports at school About sports Step 2 T: Do you know Michael Jordan? What kind of sports does he like playing? Are you a super fan? Whatever you are, answer the questions below: ① Who invented basketball? ② When was basketball invented? ③ When was the first basketball game in history? ④ What does NBA stand for? ⑤ How many basketball teams are there in NBA now? Module 2 Step 1 Pre-reading 1. Give students 2 minutes to list eight sports played in China. Then discuss the results with the class so that everyone has the same 8 sports. 2. In order of popularity, rank them with your partner. Share different answers. But find out which sports are considered the 3 most popular. Step 2 While-reading 1. Read the article and write T(true) or F(false) before each statement. ( )1. Basketball is played in more than 200 countries. ( )2. A doctor from America invented basketball. ( )3. The first basketball game was played in 1891. ( )4. The aim of basketball is to try to get a ball into the “basket” for players. ( )5. There aren’t foreign players in NBA. 2. Read again and circle the words or expressions you don’t understand. 3. Read the new words and get the meanings. 4. Discuss your problems in groups and ask for help. 5. Explain the difficulties. ① 被动语态的构成：助动词be + 及物动词的过去分词（助动词be有人称、数和时态的变化，其变化规则与be作为连系动词时完全一样。）过去分词的规则变化： 情况 动词原形 过去式/过去分词 读音与说明 一般在动词原形后加-ed call ask called asked ①-ed在清辅音音素后 发音为/t/，在浊辅音后发音为/d/，在元音后发音也为/d/②-ed在/t/、/d/后发音为/id/ 以-e结尾的动词加-d use name used named 以辅音字母加y结尾的动词，变y为i，再加-ed study try studied tried 以元音字母加y结尾的词，直接加-ed play enjoy played enjoyed 末尾只有一个辅音字母的重读闭音节词，双写该辅音字母，再加-ed stop plan stopped planned 以-r音节结尾的词，双写r字母， 再加-ed prefer preferred ②Knocking into players and falling down would be dangerous. 这里是动名词短语做主语的成分。 [size=+0] Eating junk food is bad for health. ③It is believed that on December 21st,1891, the first basketball game in history was played. 在这个句型中，it是形式主语，that引导的从句是真正的主语。类似的句型还有It is said/hoped/known/reported that… It is said that our group will win the game. It is known that Yao Ming is one of the basketball stars in NBA. ④although/though虽然…（但是）… a. although与but不能同时用。 e.g. Although he is very old, he still works hard. = He is very old, but he still works hard. b. although 与 though 都可作“虽然”解，用作从属连词，引导让步状语从句，一般情况下二者可以相互代用，只是 although 引导的从句放在句首的时候居多，而 though 引导的从句放在主句后面的时候居多。 e.g. Although it was expensive, we decided to buy it. We were a good team, though we were neither very big nor very strong. c.但在下列情况下两者不能通用。 a) 在as though, even though词组中，不能用although代替though. e.g. I won't let you do it even though you dare. b)though 可做副词用，作“可是…然而”解，而 although 不可用作副词。 e.g. He said he could come; he didn't, though 6. Read after the tape-recorder aloud and try to remember the information by mind-mapping. Step 3 Post-reading 1. Ask students to complete the information in the mind-map without reading through the article. Add more details beside each map. 2. Answer the questions without looking back at the article but from the mind-map. 3. With the mind-map, try to retell the article. 4. Make a list of advantages and disadvantages about being a basketball player in “Section 4 Go For It” if we have time. Module 3 Yao Ming is in Houston Rockets of NBA. What do you think his daily schedule is as a professional basketball player there? And give him some advice by email. The topic is “If I were Yao Ming, ...”.

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Unit3教学安排



东北师大附中 齐宪波



单元教材分析

本单元围绕“允许做什么， 不允许做什么”这一话题，设计了三个任务型活动：任务一：谈论自己想做的事情；任务二： 我可以做什么， 不可以做什么。 任务三：讨论自己想做什么，自己需要什么样的生活。

单元总体目标

通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么，不允许做什么， 谈论同意和不同意。

单元重难点一览

重难点词汇：

1. at that age

2. instead of

3. the other day

4. be a good way to do

5. keep sb. happy

6. at present

7. the same as

8. be proud of

9. give directions

10. way cool= very cool

11. learn from sb.

12. agree with

13. disagree with

14. in fact

15. take time to do sth.

16. chat with

重难点句式：

1．I think sixteen-year-olds should be allowed to drive.

2. Do you think thirteen-year-olds should be allowed to have part-time job?

3. Young people should be proud of their culture.

单元教学建议

采用 Concluding，Accumulating，Role-playing 和 Comparing 的学习策略，利用多媒体课件，以 Pairwork 的形式展开课堂口语交际活动和讨论活动，谈论允许做什么和不允许做什么。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：寻找关键语句、对文中任务和事物发表见解；语法教学：总结规律、比较异同、模仿操练。

单元课时分配

本单元用 4 课时教学，其中 Section A 部分用 2 课时，Section B，Self Check 部分用 2 课时完成。

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Unit3第一课时



广东省中山市小榄中学英语科组 王艳玲



第一课时

【学生情况分析】

学生的基础知识和口语表达能力比较好，大部分学生热爱英语，喜欢表达自己的观点，但有一部分学生基础比较差，接受能力稍弱。

【知识背景】

学生已经接触过被动语态的基本形式be+p.p.

【教学内容】

Unit 3 Section A(the first period)

【教学目标】

(1) Know how to use “should be allowed”.

(2) Talk about what you are allowed to do.

【目标】

通过探究性学习方式将语法渗透在课堂教学中，并且创设情境，让学生在训练中发现语法规则，巩固规则，运用规则，让学生在学习过程中发展自己的探究能力、创新精神和合作精神。

【任务设计】

1. Talk about what you are allowed to do

2. Agree and disagree

通过任务1中句型的操练，掌握 should be+p.p.的用法，能够运用句型组织句子；通过任务 2 学会熟练表达自己的观点，达到练中学，学中用。

【教学步骤】

1. 创设情境，激发学生探究欲望（Lead-in）

我先通过实际生活和学生问答，引出本课的结构、功能。

T: What do your parents let you do at home?

S1: My mother lets me go shopping on Sundays.

T: That sounds nice. So you are allowed to go shopping on Sundays. What about you, Tracy?

S2: My father lets me watch TV at home.

T: Good. So you are allowed to watch TV at home.

几轮对话之后，教师在黑板上写出两句被动语态的句子，让学生自由讨论他们在家可以做的事情，然后列出清单。

2．布置任务，激励学生学会联系实际去运用被动语态

任务 1．收集个人资料。

任务 2．将每一种情况都用被动语态表达出来。

任务 3．集中各种家庭规则，讨论哪些是好的，哪些是不好的。

任务 4．展开讨论。针对校规的一些内容，用“Teenagers should be allowed to do...because...”or“Teenagers should not be allowed to do...because...”句型来阐述自己的观点。

学生在收集时对自己感兴趣的都能记下来，不过有些学生在表达时对被动语态的灵活运用有待提高，如有些学生说“My parents should be allowed me to play computer．”以及类似的句子。通过小组合作，有学生发现这个问题，有的能纠正，有的就举手问老师，所以我在他们的训练中反复强调主语在被动句中的位置，引导他们自己纠正错误，认识到主动句中的主语和谓语动词的关系。最后很多学生收集到下面一些句子。

I am allowed to watch TV for half an hour every night．

I am allowed to go shopping with friends once a week．

I am not allowed to play computer games every night．

教师将以上句子展示出来，要求他们根据这些句子内容，谈谈自己的观点，用Teenagers should be allowed to do sth．句型来表达。

3．操练

学生通过家里的实际情况互相沟通，并且让学生在训练中熟练掌握基本的被动语态和带有情态动词的被动语态。

4．拓展

针对实际情况进行比较，开展讨论。学生在讨论中反复运用被动语态的句型，然后结合实际不断产出新的句子。在校规的好与不好的比较中，很多学生能表达自己的观点，并且很多学生在小组中就校规的几点规定展开讨论，比如说“Students should be allowed to wear their own clothes at school.”有很多同学就不赞成，他们认为“Students shouldn't be allowed to wear their own clothes．They should wear uniforms at school.”他们在争论时结合以前的一些知识来解释原因，各抒己见，但是在说英语时，虽然有一些学生太激动了说中文，但大部分学生能坚持用英语交流，使被动语态的句型得到充分的练习，并且能对现实提出自己的见解。

5．辩论

为了使学生能创造性地使用语言，让学生在说中学，灵活运用所掌握的句型拓展内容，在课堂的结尾，我设计一个辩论赛，辩题是：“Students should be allowed to bring mobile phones to school.”让学生分成两大组，每大组再分几个小组。先小组讨论，然后将大家的观点综合起来，由大组中的小组分别发言，然后就对方的观点进行反驳。通过辩论拓展学生的思维，培养学生的语言运用能力。最后由教师总结性发言。

6．课外巩固练习

让学生用所学句型写出他们最希望得到允许去做的5件事情。

【反思】

教师在探究活动中的主导作用非常重要。

体现在教师对教材的钻研，对整个教学过程的设计，对学生进行情感的激励，致力于探究学习氛围的营造。针对本课的知识点，我灵活设计教学活动，让学生通过探究性学习、合作学习，培养运用语言的能力和创新精神。通过本课的讨论，学生充分运用了被动语态，并且能根据实际情况进行交流，在运用中感受自己的成就感，体会到了学英语的快乐，激发了他们学习英语的热情。

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Unit3SectionA



东北师大附中 齐宪波



教学课题：Unit 3 Teenagers should be allowed to choose their own clothes.（Section A）

教学目标

1. 知识目标：掌握 agree and disagree 的用法。学会使用 I think ...，I agree ...和 I don't think ... I don't agree ... 来表达自己的意见。

2. 能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。

3. 情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。

教学分析

1. 教材分析：Section A 主要围绕着 agree 和 diagree 这一话题来进行课堂教学和语言实践的。Section A 中主要涉及到的语法项目是被动语态，要求学生熟练模仿及操练这一语态的句型转换，为以后的谈论和交际做好铺垫。

2. 学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。

3. 重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。

4. 难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。

教学准备

1. 多媒体： 多媒体，幻灯片，英语影音资料。

2. 其他参考资料。

教学过程

Unit 3: Teenagers should be allowed to choose their own clothes.(Section A)

Step One: Free talk and discussion.

Step Two:

1. at that age          2. instead of

3. the other day        4. be a good way to do

5. keep sb happy        6. at present

7. the same as          8. be proud of

Step Three:

Finish 1a/1b.

Step Four:

Practice the conversation in activity 2c.

Step Five:

Make a new conversation in groups according to the one in 2c. Then act it out.

Step Six:

Make a survey, then show the results to the whole class.

Step Seven:

Make a summary.

Step Eight:

Homework:

Recite the conversation in 2a.?

教学反思

1. 如何在英语课堂教学中有效地进行中外文化的渗透？

2. 如何培养学生的跨文化意识？

3. 教师如何布置个性化的作业？

4. 如何面对本套教材大词汇量教学及反馈的问题？

lspjy

Unit3SectionBandSelfCheck



东北师大附中 齐宪波



Section B and self check

教学课题：Unit 3 Teenagers should be allowed to choose their own clothes.（Section B and self check）

教学目标

1. 知识目标：掌握 agree and disagree 的用法。学会使用 I think ...，I agree ... 和 I don't think ...，I don't agree ... 来表达自己的意见。

2. 能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。

3. 情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。

教学分析

1. 教材分析：Section B 主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践的。

2. 学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。

3. 重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。

4. 难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。

教学准备

1. 多媒体： 多媒体，幻灯片，英语影音资料。

2. 其他参考资料。

教学过程

Unit 3: Teenagers should be allowed to choose their own clothes.(Section B and self check)

Step One: Free talk and discussion.

Step Two:

1. learn from sb            2. agree with

3. disagree with            4. in fact

5. take time to do sth      6. chat with

Step Three:

Finish 1a.

Step Four:

Practice the conversation in activity 1b.

Step Five:

Make a new conversation in groups according to the one in 2c. Then act it out.?

Step Six:

Discuss what you are allowed to do and what you aren't allowed to do during your stay at school /home /library and so on.

Step Seven:

Read the text then suggest the questions according to the text.

Step Eight:

Discuss what is cool in your mind.

Step Nine:

Homework:

Write some sentences about “cool”.?

教学反思

1. 如何在英语课堂教学中有效的进行中外文化的渗透？

2. 如何培养学生的跨文化意识？

3. 教师如何布置个性化的作业？

4. 如何面对本套教材大词汇量教学及反馈的问

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Unit13Rainydaysmakemesad教学设计

长春市第八十七中学 张苏 孙志伟

Section A 3a 教学内容 话题内容：谈论环境对情绪的影响，帮助学生学会调节自己的情绪。 知识内容： 1. 学习和掌握与人的心情、描述事物等相关词汇和日常用语。 2. make sb + adj./ make sb + do 教学理念 1. 把英语教学与情感教育有机地结合起来，将德育教育渗透到学科教学中。 2. 以任务型教学为途径，设计贴近学生实际的教学活动。使学生通过观察、比较、思考、讨论，交流和合作等方式，学习和使用英语，完成学习任务。让学生真正把英语作为一种语言工具，通过它来解决生活中的各种问题，培养学生的动手能力和创新意识。 3. 设计探究式的学习活动，培养学生的阅读学习策略。 4. 合理利用网络资源和多媒体教学软件，丰富教学内容和形式，提高教学效果。 教学目标 1. 复习与人的心情相关的词汇及表达方式，进一步帮助学生调节自己的情绪。 2. 观察社会现象，谈论自己的感受，培养学生正确的是非关。 3. 有效利用好阅读篇章，培养学生从文中搜集、整理信息的能力。 4. 联系生活，通过任务型作业设计，培养学生动手能力及创新意识。 教学流程 Step 1 Watch some slides about the expressions and revise the words about them. Guess the expression. “How does he/she feel?” Talk about the students' own feelings. “What makes you feel happy/sad?” 谈论学生的情感经历，教师适当加以点评，帮助学生学会调整自己的情绪，正确认识问题，保持健康的心态。 关注学生的情感世界，联系学生的生活体验。会使学生觉得可以用英语讨论解决生活中的实际问题，从而在学习中产生较高的积极性。学生的生活经验是最有效的课程资源。 Step 2 Show the students some pictures of the unhealthy social phenomenon. Talk about their feelings. Get them to have right views. “How do you feel about the pollution?” 抓住教育契机，将思想道德教育渗透到英语教学中，帮助学生树立正确的价值观，具有明确的是非观念，敢于抵制不良现象。使英语课堂不仅成为语言课堂，也成为德育课堂，实现学科德育 Step 3 Do a survey in groups according to the diagram, give a report about the result. How do you feel about...? You Your fiend pollution         heavy traffic         noise         endangered animals         smoking         people who keep you waiting         分组合作，交流对社会不良现象的看法。通过所设计的活动，给学生提供用所学知识进行交流的时间和空间。培养学生搜集信息，整理信息的能力，交流与合作的能力，用语言表述的能力。 Step 4 1. Show pictures of two different restaurants , talk about different feelings. 2. Read the article in 3a, feel in the chat in Activity 3b. Train the students' reading skill, summarize the students' reading strategy. 1. 利用多媒体软件创设情景从视觉、声觉上刺激学生的感官，从而激发学生的学习兴趣，提高学习效果。 2. 有效利用教材中的篇章，培养学生的阅读技能，从而最大限度地开发教材所提供的课程资源。 (1) 学会列提纲，使文章思路清晰，明了，从而抓住文章主要信息，避免丢掉重要信息。 (2) 在回答问题时，语言要达到流畅。 Step 5 If you have a chance to start your own restaurant, how will you design it. 根据本节课内容，联系学生实际生活经验，设计任务型作业。学生可根据自己的喜好，设计自己喜爱的饭店环境，图文并茂。从而引导学生动手，通过亲自实践应用所学英语知识，既巩固了英语知识，又以英语学科为媒介，解决生活中的实际问题。培养学生的思维能力。 教学后记：本堂课针对教材所提供的教学内容，采取任务型教学方式，设计教学过程，使之适应学生的经历，兴趣，知识水平和理解能力，同时联系生活，将人文教育渗透到英语教学中。使学生在课堂上不仅学会用英语这门语言处理问题解决问题，而且真正体会到用英语交流、表达、思考的乐趣，从而达到学习英语的真正目的。