新目标九年级英语下Unit 4教案

新目标九年级英语下Unit 4教案（精选7篇）

新目标九年级英语下Unit 4教案 篇1

第 周 星期 年 月 日

课题 Unit 1 Where is your pen pal from? (Section A)

教学

目的 1． Talk about where people are from

2． Talk about nationality, nation and language

3． Talk about where people live

重点

难点 (1). Where … from?

(2). Where … live?

(3). What language…speak?

教 具 Tape-recorder, some pictures , slides

教学

方法 Task-based, conversation

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程 Pre-task：Ask students to bring some thing that represents some country.

Step I. Task One

1. Match the cities and the map. (4 students a group)

2. Learn the new words with the pictures.

3. Listen and repeat. (1a)

4. Listen and circle. (1b)

Step II. Task Two - Guessing Game 1

1. Students watch the videos and then tell what countries they saw.

2. Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. The

students can ask more questions.

For example:

Student A says: He can play basketball very well.

The others can ask: Where is she/he from? Where is he now?

Student A answers: He is from China. He is in the United States.

The others will guess: He is Yao Ming.

Get each group say one, the other groups ask and guess.

Step III. Listening

1. Finish 2a.

2. Listen and circle. (2b)

3. Listen and complete the chart. (2c)

Step IV. Task Three - Choosing a pen pal

Group work: 4 students a group

Get students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.

Name: Maria

Gender/Sex: Female

Be from: Canada

Born: On 29th July, 1990

Live: Toronto

Like: Dancing , basketball, English, thrillers,

Language needed：

My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.

Step V. Task Four - looking for friends

Pair work:

After choosing their pen pals, get the students to look for friends and find out whose pen pals come from the same country and live in the same city.

Language needed：

1. -Where is your pen pal from?

-She/He is from….

2. -Where does she/he live?

-She/He lives in….

Step VI. Homework

1. Please write a letter to your pen pal and tell her/him something about you.

2. Make a card for your favorite movie star or sport star.

Step VII. Grammar Focus

1. Canada, South Korea, New Zealand, Japan, the United States,

Australia, Mexico, Brazil, Argentina, the United Kingdom, China

2. Soul, New York, Mexico City, Tokyo, Rio de Janeiro

3. -Where is your pen pal from?

-She/He is from …

4. -Where does she/he live?

-She /He lives in…

板

书

设

计 Unit 1 Where is your pen pal from? (Section A)

1. -Where is your pen pal from?

-She/He is from….

2. -Where does she/he live?

-She/He lives in….

教

学

后

新目标九年级英语下Unit 4教案 篇2

授课时间:2016年7月26日40分钟

一、整体设计思路

这堂课是Speaking, 以说为主的课的教学目标的合理设计是成功教学的保障。教学目标要明确、具体、全面, 如语言知识感知、学习、运用目标和口语能力提高目标, 同时要兼顾情感态度、学习策略、文化意识的渗透。

1.Communicative Language Teaching (CLT) and Situational Approach

In order to arouse the students’interest, we’ll design some questions related to their daily life, and speak English as much as possible to communicate with the students.Meanwhile we will use some props and give hints in our presentation and seminars.

2.Learner-Centered Approach and Task-based Learning (TBL)

We will design different tasks for different students who are required to practice independently or collectively in class.

二、教学背景分析

(一) 教学内容分析

第十四单元是《新目标英语》九年级最后一个单元, 主题是回忆过去和展望未来。本单元分为两个部分, Section A和Section B。Section A主要是回忆过去, 复习过去式和完成时态以及操练新句型I remember doing, 而Section B主要是展望未来, 复习be going to句型。本堂课的教学内容是第十四单元Section A部分, 笔者没有选用Section A的2d作为Speaking的材料, 而是将Section A的听力文本作为材料进行整合。整合出来的文本材料涵盖更多本单元的句型和话题, 便于学生模仿, 让学生得到充分操练。

(二) 学生情况分析

初二 (新初三) 学生已经能够用英语进行简短的对话, 他们在课堂上很活跃, 且大多数学生都能用所学知识表达自己的观点和情绪。第十四单元的主题是回忆过去和展望未来, 只要教师能够有效使用一些过去的老照片或者创设情境, 适当地刺激学生, 他们很容易打开记忆的阀门, 积极参与。教师应更多地为学生搭建“说”的平台, 不断创设情境, 鼓励他们积极主动参与课堂活动。

三、教学目标分析

According to the teaching material and the students, the students will be encouraged to:

1.be familiar with the sentence pattern“I remember doing...”

2.review the present perfect tense and the simple future tense.

3.both share the past memories and experiences and look ahead to their future.

4.express our gratitude to their classmates and teachers by looking back to the school life at the time of graduation.

5.express their feelings freely in English they have learned both in class and in their daily life.

四、教学重点、难点分析

How to help students look back to the old days and look forward to the future?

五、教学辅助

PPT, chalk, the blackboard, some props

六、教学过程设计

七、教学流程

◆Teaching flow chart

八、作业

1.Finish the speaking practice on ekwing.com.

2.Record a video of you memories about your school life and send it to me.

九、教学反思

由于本堂课的课型是Speaking, 所以笔者将重点放在三个方面:对目标语言的引导输入;为学生搭建“脚手架”;在活动中创设情境, 让学生自然而然地运用语言目标。这堂课教学设计的成功之处体现在以下三个方面:

(一) 对教材进行二度开发

传统观念认为英语教材就是英语课堂的权威。大多时候, 教师在课堂教学中忽视了学生的真正需要, 照本宣科, 没有照顾到学生的学习感受, 导致学生的学习热情不高、积极性不够、兴趣不浓。这样, 教师的教与学生的学就可能严重脱节, 达不到预期的教学效果。鉴于此, 教师应积极整合教材内容, 创造性地使用教材, 充分发挥其价值, 并结合其他教学资源, 使课堂教学更切实、更有效, 更贴近学生的学习实际。英语教材二度开发充分地体现了“以学生为本”的现代教学观。一般情况下, 教材中Section A的2d是一个很好的说的文本材料。笔者综合对比、分析了Section A的听力文本材料与Section A的2d文本材料, 发现Section A的听力文本材料涵盖的话题内容和句型比2d的更丰富、更有趣, 所以就对两个文本进行了整合, 使其更加有利于学生的学习和操练, 真正满足学生的学习需求。实践证明, 教师对教材进行二度开发和挖掘是很有必要的。

(二) 充分且有效运用任务型教学法

笔者特别注重在明确语言目标任务的导向下以及真实场景下开展语言交际。当学生完成语言交际任务后, 他们会在不知不觉中掌握真实的、实用的语言, 而不是机械操练。笔者在课堂上组织了多种集体活动或同伴双人活动, 每个学生都有各自的任务, 这极大地激发了学生的兴趣和热情, 课堂气氛非常轻松、融洽, 是一堂有效的课堂。

另外, 课堂以学生为主体。在整个课堂教学过程中, 笔者不是知识的权威和课堂的主宰者, 而是学生学习的组织者、引导者、参与者、帮助者, 甚至是学习者。学生的学习过程也是一种发展兴趣和提高能力的过程。在任务型教学活动中, 在教师的引导下, 学生有自己独立思考的空间, 可以主动去争取机会, 这有助于他们保持学习的积极性, 提高课堂参与度。

(三) 情景创设得当, 能使学生在情境中完成语言目标

《九年义务英语课程标准》提到“现代外语教育注重语言学习的过程, 强调语言学习的实践性, 主张学生在语境中接触、体验和理解真实语言, 并在此基础上学习和运用语言”。笔者在设计教学时充分考虑到这些因素, 设置了真实的情景, 让学生亲身体验、感知, 自然输出。笔者设置了四个话题, 以记忆箱的形式让学生选择, 增加了趣味性;为了强化输出, 笔者又创设了开party的真实情景, 伴随着舒缓的音乐, 学生喝着饮料, 随意站着聊天, 使情景更加真实自然。最后, 笔者创设了“老师要离开了, 能不能为老师写一点东西”的情景, 让学生以书面形式输出。为了让学生能学以致用, 笔者给出了框架和格式, 引导学生进行语言输出, 这些都体现了刘兆义老师所说的“教学设计是分析教学需求和教学目标要求, 形成满足需求和实现目标的全过程;教学设计是为了学生发展, 为了实施阶段及各单元的教学, 对学习情景的发展、评价及其巩固进行详细规划的科学”的观点。教学目标是高于一切的, 它既是教学过程的出发点, 又是教学过程的归宿。这就要求教师以学生为中心分割、细化教学过程或活动, 关注学生的认知过程, 让学生体验、参与、探索、实践、学习交流与合作。这有助于提高学生的语言综合运用能力, 促进学生对语言交流项目的积极参与, 激发学生的想象力和创造性思维, 有利于学生发挥主体作用。

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九年级英语教案unit4 篇3

九年级英语教案unit4

Unit 4 What would you do? Part 1: Teaching design (第一部分：教学设计) Structures: Second conditional, Should for advice Target language: What would you do if you won a million dollars? I’d give it to medical research. I can’t sleep the night before an exam. What should I do? If I were you, I’d take a long walk before going to bed. Vocabulary: million, charity, pimple, confident, shirt, tie, medical research Learning strategies: Matching, Listening for key words SECTION A Goals ●To learn to use Second conditional and Should for advice ●To listen and talk about imagined life Procedures Warming up by learning about Second conditional and Should for advice The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it. The structure of a second conditional sentence Like a first conditional, a second conditional sentence consists of two clauses, an if clause and a main clause: if clause main clause If I had a million dollars, I would buy a big house. If the if clause comes first, a comma is usually used. If the if clause comes second, there is no need for a comma: main clause if clause I would buy a big house if I had a million dollars. We use different verb forms in each part of a second conditional: if clause if subject simple past verb* main clause subject would verb 1a Talking about imaginary situations What would you do if you had a lot of money? If I had a lot of money, I would give it to charity. If I had a lot of money, I would buy snacks. If I had a lot of money, I would give it to Hope Project. If I had a lot of money, I would buy books for the poor. 1b Listening and numbering Now you are going to listen and number the pictures 1 to 3 in the order you hear them. Tapescript Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity. Boy1: Wow, what a nice man! Girl1: What would you do if you had a million dollars? Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas. Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family. Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow! Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people. Now listen again and write down the sentences with Second conditional and Should for advice 1c Doing pairwork Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars. Look. This old man had a million dollars, and he gave it to charity. Wow! What would you do if you won a million dollars? I’d give it to medical research. I’d take a chance to achieve my dream of flying to the moon. If I won a million dollars, I’d stop working and become a professional runner. I’d go to an old people’s home to help them. I’d volunteer at the hospital twice every week. 2a Listening and circling Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous. Tapescript Girl1: Where are you going, Larry? Boy1: To Tom’s party. Girl1: Lucky you! I’d love to go to that party! Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear. Girl1: If I were you, I’d wear a shirt and tie. Boy1: And I don’t have a present. What if everyone brings a present? Girl1: If I were you, I’d take a small present―a pen or something. Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it. Boy1: OK. But what if I don’t know anyone? Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. Boy1: I guess I can do that. Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave. Now listen again and write down all the expressions onto your phrase book. go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun 2b Listening and checking Listen to the tape again and check on page 27 the four things Larry’s sister says to him. 2c Doing pairwork Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice. X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie. X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present―a pen or something. X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. … … 3a Reading and matching Go to page 28. Read the problems in the boxes and match them with the correct advice. And now write down all the expressions into your phrase book. be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy 3b Thinking and role playing Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner. A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance. A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam. A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening. 4. Doing group work You are put into pairs and find out each other’s problems at school and at home. Then give each other advice. I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way. I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time. My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first. I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too. I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes. … … Closing down by taking a test on Second conditional Match up the parts of the sentence 1. If I lost my job, a) wed both benefit. b) Id have a lot of problems getting another one. c) youd be more aware of what people really felt. d) we wouldnt be so behind technologically. 2. If I were in your position, a) Id resign rather than wait to be sacked. b) Id have a lot of problems getting another one. c) youd be more aware of what people really felt. d) we wouldnt be so behind technologically. 3. If I spoke Japanese as well as you do, a) Id resign rather than wait to be sacked. b) Id try to find a job with one of the Japanese banks. c) wed both benefit. d) we wouldnt be so behind technologically. 4. If we spent more on Research and Development, a) Id resign rather than wait to be sacked. b) Id have a lot of problems getting another

 

九年级英语全册教案Unit4 篇4

九年级英语全册教案Unit4

(Go for it)新目标九年级英语全册教案Unit4      Unit 4  What  would you do 06.9.25 （一）（学习目标）Language Goals 1. Talk about imaginary situations. （谈论一些假设的、虚拟的情况。） 2. Hypothetical Conditionals. （初步学习虚拟语气） 3. Give some advice with the target language. （使用虚拟句提出建议） （二）语言结构（Language Structures） 1. 虚拟语气（掌握与现在事实相反或与将来事实相反的虚拟条件句） （三）目标语言（Target Language） 1. If I were you , I’d wear a shirt and tie.   如果我是你，我就会穿衬衫打领带。 2. If I were you , I’d take an umbrella.   如果我是你，我就带把伞。 3. What would you do if you won a million dollars ?如果你赚了一百万美元，你会做什么？ 4. What if I don’t know anyone ?   如果我一个人也不认识怎么办？ 5. You should eat lots of fruits and vegetable and drink lots of water.  你应该吃大量水果、蔬菜，大量喝水。 6. What are you like ? I think I’m outgoing.你的性格如何？我想我很外向。 （四）Key phrases （重点词组） 1. won the lottery 赢得抽奖 2. in public 公共的、公众的 3. in the slightest 一点也；根本  4. plenty of 很多的、足够的 5. get along with 与…相处  6. let …down 使…失望、沮丧 7. come up with 提出、想出（问题）  8. medical research 医学研究 9. what if 如果…怎么办  10. be late for迟到… 11. be nervous 紧张的  12. get nervous （变得）紧张的 13. take a long walk 散步  14. ask one’s permission 征求某人的许可 15. without permission 没得到许可  16. introduce oneself 自我介绍 17. rather than 而不是   18. a circle of good friends 朋友圈子 06.9.26 （五）语法重点（Grammar Focus） 虚拟语气 1. 语气就是我们常说的说话人说话的口气。 在汉语中，语气是由说话人说话的语调、情节等等表现出来的，动词没有任何变化。而在英语中，除了语调之外，最主要的是动词发生变化而表示不同的语气。 在英语中语气分为三类：陈述语气、祈使语气、虚拟语气。 2. 虚拟语气：如果我们所说的不是事实，也不是要求、命令、劝告等，而只是一种假设、愿望、建议 是一种实现不了的空想就用虚拟语气。 3. 虚拟语气常用在条件句中，及其他一些从句中。 注意：条件句分两种，真实条件句和虚拟条件句。只有在虚拟（非真实）条件句中，  才  用虚拟语气，而在真实条件句中，要用陈述语气。 请比较：（1）If it is sunny tomorrow , we’ll go to the zoo.  如果明天天气好，我们将会去公园。在这句话中，明天天气好是完全有可能实现的，并非虚拟、幻想， 因此是真实条件句。在本句中，适用“主将从现。” （2）If I were you , I would go at once.  （如果我是你的话，我立刻就走。）在这句话中，条件句，“如果我是你”，但事实上，我不可能成为 你，这只是假设的情况，没有实现的可能。当条件实现的可能性很小，甚至可以说没有时，就需要用虚拟语气来表示，动词发生了变化。 4. 在虚拟语气中，句子动词的时态比真实条件句中的时态后退一步 即： 现在时→过去时（该用现在时时，用过去时）   过去时→过去完成时（该用过去时时，用过去完成时）  将来时→过去将来时（该用将来时时，用过去将来时）  过去将来时→过去将来完成时（该用过去将来时时，用过去将来完成时） 在这一单元中，我们只要求初步接触虚拟语气的.用法及结构，学习表示与现在事实相反的情况下如何体现虚拟语气。  06.9.27  5. “表示与现在事实相反的情况”的虚拟语气 请看例句： If I were you , I would take a small present. 如果我是你的话，我就带上一个小礼物。 （注：在这个句子中，即“If I were you 中，一定用were ，而不能用was”） （这句话中，是与现在的事实相反，“现在如果我是你的话。”事实上，我不可能成为你，也就根本没有实现的可能） 请大家注意主句与条件从句中动词时态的变化。 形式：从句（用过去时） 主句（用过去将来时）If ＋主语＋ 主语＋  注：虚拟语气中的were 除了在If I were you 的结构中不能改动外，其它情况下有时可用was。 又如： If I won a million dollars , I’d give it to charities.  如果我赢了一百万英镑，我要捐给慈善机构。 （在此句中，If条件句中，动词用过去式won，主句则用should / would 加动词原形。现实情况是我没赢一百万英镑；虚拟的情况是假如我赢了一百万，这种虚拟是不可能变成现实的，因此用虚拟语气。） 6. 虚拟语气的疑问式，除了动词相应的变化外，其他变化与陈述语气相同 如：（1）What would you do if you were in the lion’s cage ?   如果你在狮子笼里，你会怎么做？ （疑问词在句首，主句中助动词提前，从句跟在主句后面。） If I were in the lion’s cage , I’d call for help. 如果我在狮子笼里，我会大呼救命。 If I were in the lion’s cage . I’d get out fast. 如果我在狮子笼里，我会迅速出来。 （2）What would you do if you won the lottery ?如果你赢了抽奖，你会做什么？  I’d give it to medical research.我会用于医学研究。   Or I’d put it in the bank.我会存到银行。    Or If I were a millionaire , I would buy a big house in the country.     如果我是百万富翁，我就在乡村买座大房子。 关于虚拟语气，我们要学习的东西还有许多，同学们会在今后的学习当中，慢慢接触到。 06.9.28 （六）Key points （疑难解析） 1.bring的意思是把某人或某物“带来”，“拿来”，强调方向，即从别处拿到说话人这儿来。 e.g. Next time you come , bring me that book , please. 下次你来的时候，把我的书带来。 take的意思是把人或物“带走，拿走”，即从说话人这儿带到别处去。 e.g. Who has taken away today’s newspaper ? 谁拿走了今天的报纸？ 另外，相似的词还有get 和fetch ，表示到某地找到某人或某物并带回来，强调一去一回。 e.g. Go and get some water. 去弄点水来。    Can you fetch me some paper ?你能给我取点纸吗？ 2. He might not know anyone at the party. 他可能在晚会上谁也不认识。 might 的用法如下：  （1）是情态动词may的过去式 eg. He said that I might borrow his bike. 他说我可以借他的自行车。 （2）是may的虚拟语气形式，不表示过去，而表示现在或将来“可以，可能”，但语气更委婉、客气， 有时表示对可能性有所怀疑。 e.g. a. Might I borrow your bike ?我可能借你的自行车吗？（语气比may更委婉）    b. He might come today . 今天他可能会来。（对“他来”的可能性有所怀疑） 06.9.29 3. What if “如果…怎么办”、“即使…又有什么关系？” 这是一个固定搭配，引导带条件从句的疑问句。 eg. What if they don’t come ?他们不来怎么办呢？ What if I don’t know anyone ?如果我一个人也不认识，怎么办呢？ 4. I get nervous before big parties. 在大的晚会之前，我会感到紧张。 get nervous 变得紧张，get是系动词，nervous 是形容词做表语。 又如：be nervous 或feel&n

 

九年级英语新目标第一单元 教案 篇5

九年级英语新目标第一单元 教案

新目标英语九年级第一单元 Section A(第一课时) How do you study for a test? 教案设计 一、Teaching aims:(教学目标) <1.>Language goal(知识目标)： Talk about how to study English <2.>Ability goal(能力目标)： 学习使用“How do you study …? ”及其答语“I study by …” 句型 <3.>Emotion goal(情感目标)： Talk about the ways for studying English ;(谈论学好英语的方法) Give them the confidence to learn and enjoy English.(帮他们树立学好英语的信心) 二.Teaching importance and difficulties(教学重难点) How do you study for a test /learn English? I study/learn by listening to tapes/ by working with friends…/by studying with a group... 三.Teaching steps(教学步骤) Step 1 Lead-in with a free talk(自由对话导入新课) Greeting with the students; instruction myself ;I want to ask you some questions: (1.)Do you like English lessons? (2.)In the past exam, Are you satisfied with yourself? (3.)Do you learn English by studying with friends? OK , Today ,let’s talk about how to study for a test and how to learn English well. (展示课题) Step 2 Activity 1----which is the most popular ways of studying.(活动一：最流行的`学习方式是什么) Ask the students how they usually study for a test. Use the Power- point to learn the different ways, make a simple count. Learn the new words. Flashcard(抽认卡): It’s a kind of card with a word or a picture on it ,and it’s usually be used for teaching Vocabulary(词汇):It means that all the words someone knows. Step 3 Listen carefully for the tape (仔细听力练习) 进行此活动之前，先说明比赛规则。Now, we divided into two teams, the girls’ team and the boys’ team, which team listens carefully and answers my questions quickly, I’ll give them a star. Well, Our race is started. Listen to the tape and find how each of them is studying for a test (1)Mei studies by making flashcards, so the answer is ‘‘a”. (2)Pierre(皮埃尔) studies by asking the teacher for help, so the answer is ‘‘c” (3)Antonio(安东尼奥) studies by listening to the tape, so the answer is ‘‘b”. Step4 Activity 2-----The best ways to learn English.(活动二：最有效的学习英语的方式是什么) Listen to the tape, check the questions you hear Ask the students how they learn English. Count the numbers in different ways. Choose the best ways . Listen again and match the answers. Use the power-point to help the ways. Step5 Write the new words free.(自由识记新词) Several minutes with yourself and remember the new words in this text. Step6 Read aloud with your desk-mates together (同桌小组阅读练习) 练习句型：(1)How do you study for a test? I study by listening to tapes/working with friends/making flashcards /asking the teacher for help/by making vocabulary lists/by reading the textbook… (2)How do you learn English ? I learn by studying with a group /by watching English-language videos/by reading aloud to practice pronunciation (3)Do you learn English by reading aloud? Yes ,I do /No ,I don’t . (4) Have you ever studied with a group? Yes ,I have. I’ve learned a lot that way./ No ,I haven’t. Step 7Self-check(自我检测) Prepare a paper note with task 1.英汉短语互译 (1)用制做抽认卡的方式 (2)speaking skills (3)by making vocabulary lists (4) 通过向老师求教 (5)通过听录音带 (6) study with a group 2.根课文内容以及句子的意思完成单词 (1)I often p conversations with my friends. (2)We study for English tests by making f . (3)We must read aloud to practice p . (4)I’ve l a lot that way. (5)Reading a improves my speaking skills. 3.句型转换 (1) Have you ever studied with a group? (做否定回答) (2) I study English by asking our teacher for help.(就划线部分提问) (3) It’s too hard to understand the voices.(用so…that变为同义句) Step8Just for fun(轻松一刻) Show it with the Power-point. Two mice Once two mice met in a library. One was chomping away(大口咀嚼) on an English dictionary. “What do you think you were doing ?”the other asked with a puzzled expression (表情) on her face. The first mouse let out a long sigh(长嘘一口气 )and said to the other one： “ Be quiet ! I am learning English !”四.Ending words.(总结下课) Well ,that’s all our today’s lesson .I had a great time with you and the winner is our …team ,let’s congratulations to them. See you later. 更多精彩;英语教师网 英语教师网论坛bbs.ewteacher.com

新目标九年级英语下Unit 4教案 篇6

在实际教学中, 受课时的限制, 一线教师在写作教学中经常身陷“学生练得少, 能力难提高;学生练得多, 教师难应付”的两难境地, 而且具体教学时经常采用“课后写课后改、学生写教师改”的模式。笔者在实践中, 尝试打破传统的“课后写课后改、学生写教师改”写作教学模式, 努力让学生在课堂上进行当堂写作, 并开展合作批改, 最后在教师的重点评价中完成写作教学。这样充分利用了学生这一课程资源, 让学生在相互思维碰撞中开拓写作思路, 让学生在互动批改中纠正自己的错误, 在教师的重点评价中取人之长, 补己之短, 从而有效提高学生的写作能力。下面, 以《英语 (新目标) 》九年级Unit 7 Where would you like to visit?的教学为例, 具体谈谈笔者的做法。

一、合理铺设, 让学生在适当引领下独立写作, 扩大学生的写作思路

该单元是关于定语从句的一个复习单元, 通过一些描述性词汇和would like to, hope to等表达愿望的句型教学, 使学生更为熟练地表达喜欢去旅行的地方。笔者将该单元最后的复习课设计成一节写作课, 通过写作, 让学生巩固所学知识。教学中, 先复习Section A 3a的内容, 呈现课文重点句型, 接着通过造句的形式让学生复习有关Paris的内容和目标语句, 然后通过完成“Beijing is a city which/that/where.../Beijing is somewhere...”等句子来复习重点词汇:touristy, peaceful, thrilling, fascinating, educational, convenient, lively, northern, 再通过句型“It’s somewhere...It’s a place where/which...It is one of the...There is much to do, like...It’s a good place to...It’s convenient to...”来谈论北京与杭州的不同方面, 为最后的书面表达做准备。在学生熟悉了写作所需句型和可能用到的词汇后, 笔者在预先指导了全文框架的前提下布置了介绍杭州的写作任务。

学生的生活单调, 在紧张的学习中没有机会积累丰富的生活经验, 而在语言的熟练程度方面他们又处于学习和积累的阶段。因此, 能够牢固掌握并恰到好处地用对重点句型就是学生提高写作水平的有效途径。虽然给出了重点句型, 但是选取哪些、如何搭配使用、怎样做到更为流畅, 不同的学生又会有不同的选择。所以学生的当场作文依旧是百花齐放, 并且出人意料地, 文章中错误的表达少了, 中式英语不见了, 学生不觉得写这个话题很难, 因而信心百倍。下面是笔者从众多当堂习作中选取的一篇。

Hangzhou is a good place to visit.It’s one of the livelyest (拼写错误) cities in China.You can do a lot of things here, like ride around the West Lake, boat on it and enjoy the green tea (语法错误) .It’s a good place to take fresh air and it’s convenient to borrow a public bike to go to (语法错误) everywhere.Hangzhou A-musement Park is also a good place to enjoy yourselves.Welcome to Hangzhou.

这篇习作虽然还有语法错误, 甚至是很不应该的拼写错误, 但是基本上能达到课标五级的要求“能独立起草短文、短信等”。学生在很短时间内能够完成习作, 所运用的句型也很地道, 之前的铺垫起到了很大的帮助。

二、合作批改, 让学生在互动中发现问题, 纠正学生的写作错误

笔者将选取的学生习作在屏幕上进行了展示, 然后让学生对照自己的习作, 小组内互动合作, 发现并纠正屏幕上的习作存在的错误, 如果小组内有分歧就全班讨论解决。三个臭皮匠顶个诸葛亮。小组的力量总要大于单个学生的力量, 全班的智慧总要优于小组的智慧。笔者选择放手让学生发现并纠正错误, 这样做可以为学习营造一个积极的氛围, 培养学生主动学习和互相学习的良好习惯, 让学生在课堂中积极地动口、动手、动脑。此时, 学生的注意力高度集中, 思维高度紧张而活跃, 同学的提醒可能就会使其有“柳暗花明又一村”的欣喜, 把课堂教学推向高潮。

经过互动合作, 学生认为屏幕上的习作主要存在以下几方面的问题:

1.结构不佳, 没有与开头呼应的结尾句;

2.语法错误, 如:go to there, like do sth;

3.句型单一, 如:多次使用a good place to...

随后, 学生还提出了他们的修改方案。

当然, 在讨论中教师还要注意培养学生的多角度、多层次、全方位地分析和解决问题的能力, 尽量做到举一反三, 触类旁通, 毕竟不能光为了改正一个错误而一次次讨论。有教师担心学生看不出错误, 改不了。事实上, 学生的错误基本上都是缺或多谓语、相近动词错用、形似词混用、时态错误、词性混用、主谓不一致、中式英语等。这些错误在学生“探究”之后都是有能力解决的。当然, 教师在其中也需要进行适当的启发和帮助。学生在课堂中真正发挥了“主体”作用, 通过发现问题、解决问题、归纳总结, 成为了学习的主人, 思维自然处于积极状态。

三、重点评价, 让学生在教师点评中丰富语言知识, 提高学生的写作能力

在学生合作互动发现问题的基础上教师再加以有针对性的重点评价, 这样可以进一步提高教学效率, 促进学生英语写作水平的有效提升。

写作中最重要的是文章结构、句式、用词和连贯。文章结构和句式已经在之前的铺设和批改中进行了复习和巩固, 因此接下去笔者将对用词和连贯进行重点点评, 从而有效提高学生习作的档次。

比如, “杭州是个游玩的好地方”中的“好”除了用good还能用哪些词呢?学生展开头脑风暴, 列举出许多词, 如:wonderful, best, perfect, great, terrific等;再比如, “举例说明杭州好玩的活动”除了用like就没有其他的表达了吗?经过讨论, 学生又列举了for example, such as等。

对于基础一般的学生而言, 适当运用一些关联词, 使文章连贯、紧凑, 可以大大提升整篇文章的水准。因此, 笔者列举了几类可以为这篇习作润色的关联词, 供学生修改时参考。

表示并列关系:not only...but also..., and, as well as, on the one hand, on the other hand...;

表示递进关系:in addition, besides, what’s more, what’s worse...;

表示总结:in general, all in all, in a word, in short...;

发表感想:in my opinion, to be honest, frankly speaking, in my mind, as far as I know...

在学生互动修改和教师重点评价之后, 大家对屏幕上的习作进行了修改。

Hangzhou is a good place for you to visit.It’s one of the liveliest cities in China.There is much to do here, like riding round the West Lake, boating on it and enjoying the green tea.Besides, Hangzhou is a perfect place which is rich in fresh air for you to breathe in.In addition, it’s convenient to borrow a public bike to go everywhere.Meanwhile, you can enjoy yourselves in Hangzhou Amusement Park which is full of excitement.All in all, Hangzhou is one of the most attractive sightseeing spots for visitors!Welcome to Hangzhou.

很明显, 修改后的文章不光错误没有了, 由于使用了关联词, 内容流畅得多了;而且句式的运用也呈现多样化, 充分运用了在铺设阶段所复习到的重点词汇和语句。这样的写作课对于课文的复习也是很好的辅助。

新目标九年级英语下Unit 4教案 篇7

新目标英语八年级上册第九单元教案

When was he born?教案 Language goal: Talk about famous people The first class ( Section A: 1a――Grammar) (1) Say, we are going to talk about when some students were born. Write “born” on the board. T: When is your birthday? S: April 11. T: When were you born? S:19. Repeat the activity with other students. (2) Write “how long” on the board. T: Another thing we will talk about is how long each student did something for. How long does it take to walk to school? S: Ten minutes. (3) Have student ask and answer other how long question. Such as: How long did it take you to do homework? 1a. Ask students to think of some famous sports stars. Write their names. T: What sports does he/she play? Do you like hin/her? Why? 1b. Listen and write the year the sports tar was born under each photo. The first time, students only listen. The second time, write in the date. 1c.Pairwork Practice the conversation about DengYaping. 任务活动：写小传记 包括姓名、出生年月、学过什么、得过什么奖赏等。 2a――2b Point out the columns in the chart and read the column heading to the class. Listen and fill in the chart. 2c Fill in the blanks with information from the chart in activity 2a. Then practice the conversation with a partner. Grammar Review the grammar box. Ask students to say the questions and responses. The second class (3a――4b) Sa. Read the directions, ask students to read the names in the chart. Explain the word “achievement”. Point out the sample answer in the chart. Divide the class into two groups A and B. Group A look out at the picture and paragraph on page 93.Remind students not to look at the other page. Have students continue filling in their own charts, on their own. 3b. Work in pairs. Exchange information with your partner and fill in the chart. 4a. Interview your classmates and fill in the chart. Ask students talk to each other, more around the room checking their progress. 4b. Ask students to tell the class what they learned about one student. Point out the sample answer in the box. Ask each student to read at least one statement from his or her chart. The third class (Section B 1a 2c) *target language: Who’s Midori? She’s a famous violinist. When was she born? She was born in 1971. When did she tour the U.S.? *Structures: Adverbial clauses with when When questions *New languages: talented, loving, creative, outstanding, unusual, violinist, skater *Teaching Procedure: Step1: Free talk Get students to say some adjectives that they have learned for descnbing people. Step2: Presentation 1. Write on the board the eight words in the box in 1a. 2. Point to the words one by one and ask students to say what they mean. 3. Use the words in several sentences to show what they mean. Step3. Practice (Activity.1a) 1. Ask students to write one or two words from the list under each person’s picture. 2. Ask several students to describe the people in the pictures. Step4. Groupwork (Activity 1b) 1. Ask a student to read the statement in the box. 2. Get students to work in groups. Ask them to make their own statements about the people in the pictures using the words they wrote in their books. 3. Ask students to tell the class what they said about some of the people. Step5. Listening and writing 1. Get students to listen to the boy and girl talking about people, and circle the words on the list in activity 1a that they hear on the recording. 2. Do activity 2b. Step6. Pairwork 1. Ask two students to read the sample conversation to the class. 2. Ask each of students to work with a partner. Get them to ask and answer questions using the sentences in activity 2b. 3. Ask several different pairs of students to say a conversation to the class. Homework: Collect some information about famous people, and write every person on a card. The fourth class (section B 3a――4b) * Goal: Learn to write Biography and Autobiography. * Target language: He was born in 1982 in ChongQing. He started to learn the piano when he was seven. *.New Language: WellCknown, alive, pianist, athlete, accordion, song, a piece of music, hum. * Teaching Procedure: Step1. Revision Get two students to say something about Midori and Laura using the information in activity 2b. Step2. Presentation 1. The usage of piece. 2. The usage of began and start. 3. The usage of took part in. Step3. Reading 1. Get students to look at the chart in 3a. Point out the headings When and What. 2. Ask different student to read the phrases in the chart to the class. Discuss what each phrase means. 3. Ask students to read the article and fill in the information in the chart. 4. Correct the answers. 5. Ask students to circle words and phrases that they don’t understand. Write these items on the board and ask other students to explain what they mean. (They can use the word in a different sentence, point to a picture in the book, or draw a simple picture on the board.) Step4. Writing 1. Ask students to do activity 3b, write4 an article about Laura. Remind them to look back at activity 2b for the information they need. 2. Ask students to write about a person their own admire. (1). Ask students who they might write about. Make a list of these names on the board. (2). Ask them to make some statements they can use in their articles and write these on the board. (3). Ask students to work on their own. (4). When they finish, ask the students to read the article to a partner and to talk about the person in the article. Step5. Groupwork 1. Point out the sample conversation. Ask three students to read it to the class. 2. Ask students to work in groups of four. Three students in the group ask questions. The fourth students answer the questions about the person in his or her article. Homework: Write a autobiography