九年级英语教案.docx
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九年级英语教案.docx
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九年级英语教案
课题
Unit2Topic3
SectionB
课型
Conversationpractice
时间
教学目标
三维目标
1.Reviewthecompoundsentenceswith“or”,“and”,“but”and“while”:
2.Learnsomeusefulsentences:
(1)Wouldyouliketobeagreenerperson?
(2)First,yououghttoturnoffthelightswhenyouleavearoom.(3)Easiersaidthandone.(4)Well,actionsspeaklouderthanwords.(5)MayIhaveyourattention,please?
3.Goonlearninghowtoprotecttheenvironment.4.Reviewgivingadvice.
教学重难点
1.Learnsomeusefulsentences.2.Goonlearninghowtoprotecttheenvironment.3.Reviewgivingadvice.
教学策略
学法指导
Listeningandspeaking,revision,discussion,pairwork,groupwork
教学过程
教学内容(用好教材、开发资源),教师引领(创设情景、问题设计、点拨诱导、分层导学)学生求学(自主、合作、探究),活动过程(教学环节、师生互动、反馈练习、布置作业)
设计意图
Step1.DutyReportAskoneortwostudentsondutytogiveareport,theotherslistencarefullyandanswertheteacher’squestions.Step2.Review1.Learnthenewwordsandphrasesbydiscussionandmakingsentences.E.g.oughttWeoughttoprotectourenvironment.oughtto=shouldEasiersaidthandone.Actionsspeaklouderthanwords.…2.ReviseSectionAbyaction.Eg.Lookatthisplasticbottle.It’semptyanduseless.Let’sthrowitaway.Ss:
Mr./Miss…,You’dbetternotthrowitaway.T:
Why?
Ss:
Becauseitcanbereused.T:
(Showasoftdrinkcan)Hereisacan.It’snotuseful.S1,pleasethrowitoutofthewindow.教学过程
教学内容(用好教材、开发资源),教师引领(创设情景、问题设计、点拨诱导、分层导学)学生求学(自主、合作、探究),活动过程(教学环节、师生互动、反馈练习、布置作业)
创设英语交际的平台。
在应用中复习旧知识,学习新生词、词组及句型。
设计意图
S1:
Sorry.Mr./Miss…,Ican’tdothat.Wemustprotectourenvironmentanditcanbecollectedandrecycled.T:
Whatagreenerperson!
Oh,thelightisstillon.S2,wouldyoupleaseturnitoff?
S2:
Sure.T:
It’sagoodhabittoturnoffthelightswhenyouarenotusingthem.Aboutprotectingtheenvironment,whatareothergoodhabits?
Doyouknow?
S3:
Wecanreducethewasteweproduce.S4:
Weshouldusebothsidesofpaper.S5:
Reuseplasticbagsratherthanthrowthemaway.…T:
Welldone.Thislesson,let’sgoontalkingabouthowtoprotectourenvironment.Step3Presentation1.TalkabouthowtoprotecttheenvironmentwithSs;T:
Boysandgirls,wehavetalkedabouthowtoprotectourenvironment.Wouldyouliketobeagreenerperson?
Ss:
Ofcourse.T:
OK.Letmetellyouwhatweshoulddo.Weoughttosaveeverydropofwater.Wehadbetterwalkorrideabikewhilewe’retravelingashortdistance.Takeaclothbagorabasketinsteadofplasticbagswhenwegoshopping.T:
Everyoneshoulddoitlikethiseveryday,buteasiersaidthandone.Wouldyoudoaswhatyousaid?
Ss:
Yes./Sure.T:
Good.Butactionsspeaklouderthanwords.WritedownthekeywordsandsentencesontheBb.oughtto=shouldEasiersaidthandone.Actionsspeaklouderthanwords.2.Listento1aandanswerthequestions:
①HowmanypiecesofadvicedoesJanegiveinthedialog?
②Doyouthinkit’seasytobeagreenerperson?
3.Listentothetapeagain,andtellJane’sadvice.First,yououghttoturnoffthelights…
教学过程
教学内容(用好教材、开发资源),教师引领(创设情景、问题设计、点拨诱导、分层导学)学生求学(自主、合作、探究),活动过程(教学环节、师生互动、反馈练习、布置作业)
创设语境,教学新单词,并通过听录音回答问题、找出重难点等形式呈现1a。
设计意图
Second,you’dbetterwalkorrideabikeinsteadof…Third,takeaclothbagwhen…Payattentionto“oughtto”and“You’dbetter”.S1:
Yououghttocleantheclassroom.S2:
You’dbetternotcutdownthetrees.4.Read1acarefully,andfindoutthedifficulties.Thendiscussthemwithyourdeskmate.Eg.Wouldyouliketobeagreenerperson?
It’ssoeasytobeagreenerperson.It’s+adj+todosth.Easiersaidthandone.Actionsspeaklouderthanwords.Step4Consolidation1.Encouragethestudentstoretellthedialog.Eg.Michaelwouldliketobeagreenerperson.Janegiveshimthreepiecesofadvice.Shetellshimthatheoughttoturnoffthelightswhenheleavesaroom.Whenhewantstotravelashortdistance,he’dbetterwalkorrideabike,nottakeabusorataxi…2.Talkabout1bandlearnhowtobeagreenerperson.Eg.T:
Whatdothepicturesshowus?
S:
Fromaweknowthatweoughttosaveelectricity.…3.Askthestudentstofinish1balone.Thenchecktheanswertogether.4.Enlargethesenceofprotectingenvironment.Payattentiontoourdailylife.Therearemanygoodhabitstosaveenergyorprotecttheenvironment.Whatdoyouoftendotoimprovetheenvironmentinyourdailylife?
Whocantrytotellus?
S:
Takecareofthewildanimals.S:
Don’tcutdownthetrees.……5.Makeanewdialogaccordingto1aand1b.eg.S9:
Hi,S10.Wouldyouliketobeagreenerperson?
S10:
Ofcourse,I’dloveto.ButwhatshouldIdo?
S9:
First,reducewaste.Don’tbuybottlesorboxeswhichpeoplecanuseonlyonce.S10:
Oh,that’seasy.What’snext?
S9:
Second,recycleboxesandplasticbottles.S10:
That’sright.教学过程
教学内容(用好教材、开发资源),教师引领(创设情景、问题设计、点拨诱导、分层导学)学生求学(自主、合作、探究),活动过程(教学环节、师生互动、反馈练习、布置作业)
听力理解,训练听力技能及习惯。
让学生仔细阅读1a内容并找出重难点和同桌讨论,教师巡视,了解共性问题并讲解。
可简单复习不定式的用法。
引导学生进行拓展,总结更多的日常环保行为。
设计意图
Step5Practice1.Leadin2abyaskingandanswering.2.Read2aagainandfillintheblanksbelow:
Whattime
Wheretogo
Howtogo
Whattodo
Checktheanswerbystudents.3.Listentothetapeandrepeatit.Atthesametime,drawalineunderthenewwordsandimportantpoints.MayIhaveyourattention,please?
4.Showanewtableandaskthestudentstomakeupanewdialog:
Whattime
9:
00a.m.
Wheretomeet
Outsidetheschoolgate
Howtogo
Bybus
Lunch
Takefoodanddrinkbyyourselves
Whattodo
Planttrees,collectgarbage
Lookattheform,writeanoticeforTreePlantingDay,thenreportitinfrontoftheclass.Youhavethreeminutestowrite.OK!
Let’sbegin!
Asksomestudentstosharetheirpassageswiththeothers:
TomorrowisMarch12th.It’sTreePlantingDay.WedecidetogototheWestHilltoplanttrees.Ihopeeveryoneinourclasswilltakeanactivepartintheactivity.Wewillmeetoutsidetheschoolgateat9:
00inthemorning.Thenwe’llgotherebybusandbethereatabout13:
00.Soremembertotakefoodanddrinkbyyourselves.Intheafternoonwe’llplanttreesandcollectthegarbage.Therewillbealotofworktodotomorrow,somakesureyouhaveagoodresttonight.Seeyoutomorrow.That’sall.Thankyou.Step5Project1.T:
Lookattheobjectsin2c.Whichcanberecycled,reusedorreduced?
Now,pleaseworkinpairsandtrytosortthem.2.Homework:
Writeanarticleabouthowtosaveenergy.
创设语境,教学生词,采用多种阅读形式,呈现并完成2a。
学生探究、讲解知识点,并帮助学生掌握口头通知的要点。
让学生通过对日用物品的科学分类,增强环保意识,争做绿色环保使者。
教学反思(教学随笔)
这节课既有对话学习又有阅读理解,重点是对话理解应用,主要通过创设情景引导学生感知、理解、应用英语句型来谈论环保知识,用动作感知英语,用行为教育学生。
寓德于教,使德育得到提升的同时,智育也得到发展。
板书设计:
Wouldyouliketobeagreenerperson?
SectionB
oughttoWouldyouliketobeagreenerperson?
travelashortdistanceIt’ssoeasytobeagreenerperson.Clean-upDayEasiersaidthandone.It’s+adj+todosth.Actionsspeaklouderthanwords.
课题
Unit3Topic1SectionC
课型
Readingpractice
时间
教学目标
三维目标
1.Learnsomenewwordsandphrases:
tongue,mothertongue,state,speaker,communicate,conference,tourist
2.Goonlearningthesimplepresentpassivevoice:
Ofalltheselanguages,Englishisthemostwidelyused.
3.LetthestudentsknowthewideusesofEnglishintheworld.
教学重难点
1.Goonlearningthesimplepresentpassivevoice:
2.LetthestudentsknowthewideusesofEnglishintheworld.
教学
策略
学法
指导
Readingcomprehension,revision,discussion,pairwork,groupwork
教学过程
教学内容(用好教材、开发资源),教师引领(创设情景、问题设计、点拨诱导、分层导学)学生求学(自主、合作、探究),活动过程(教学环节、师生互动、反馈练习、布置作业)
设计意图
Step1.DutyReport
Askoneortwostudentsondutytogiveareport,theotherslistencarefullyandanswertheteacher’squestions.Step2.Review
1.Learnthenewwordsandphrasesbydiscussionandmakingsentences.E.g.mothertongue,communicate,tourist…2.Retell2a,SectionBwiththehelpofthekeywords.
onbusinessingeneralhavenotroubledoingsth.
onceinawhiletranslateandexplain3.Checkthehomework,asksomestudentstotalkaboutEnglish.T:
WhenandwheredopeopleuseEnglish?
S1:
IwillhavelongconversationswithAmericansinEnglish.
S2:
IwilluseEnglishifItakepartinaninternationalmeeting…
S3:
Mostoftheworld’sscientistsreadinEnglish.
S4:
Englishisusefulwhenyougoabroad.…Step3Presentation
1.ShowapictureofaninternationalconferencewithEnglishandtalkaboutit.Eg.
教学过程
教学内容(用好教材、开发资源),教师引领(创设情景、问题设计、点拨诱导、分层导学)学生求学(自主、合作、探究),活动过程(教学环节、师生互动、反馈练习、布置作业)
复习上节课的语言项目,为导入新课作准备。
为学习新课作准备。
展示图片,创设情景对话,
设计意图
T:
DoyouknowwhichlanguageisspokenastheirmothertongueinFrance?
S1:
French.
T:
WhichlanguageisspokenastheirmothertongueinChina?
S2:
Chinese.
T:
Lookatthispicture.Canyoutellmewhattheyaredoing?
Ss:
Theyarehavingameeting.
T:
Yes.Theyarehavinganinternationalconference.
T:
Whichlanguageisthespeakerspeaking?
Canyouguess?
Ss:
Yes.IthinkheisspeakingEnglish.
T:
Englishisspokeninmanycountries.Itbecomesaninternationallanguagetoday.MoreandmorepeopleuseEnglishtocommunicateontheInternet,phonesandintheletters.It’sausefultoolforthepeoplefromallovertheworldtocommunicatewitheachother.ItisspokennotonlyintheUnitedKingdom,theUnitedStates,butalsoinChinaandmanyotherplaces.MoreandmoreChinesepeoplearepracticingspeakingEnglish.
T:
IsEnglishspokenbythelargestnumberofpeopleintheworld?
Ss:
Yes.
T:
Idon’tagreewithyou.ChineseisspokenasthefirstlanguageinChinawhichhasthelargestpo
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