九年级英语building bridges教案
人教版PEP初中九年级英语全册第13单元Unit 13教学教案
Unit 13 We’re trying to save the earth!话题Topic 保护环境Protecting the environment功能Functions谈论环境污染和环境保护问题Talk about pollution and environmentalprotection1.We’re trying to save the earth!2.But it used to be so clean!3.The air is badly polluted.4.So far,no scientific studies have shown that shark fins are good forhealth.5.Help save the sharks!语法Grammar 复习used to,现在进行时态,被动语态,现在完成时和情态动词的用法。
词汇和常用表达 Words & expressions 1.能正确使用下列词汇litter,bottom,fisherman,coal,ugly,advantage,cost,wooden,plastic,cruel,harmful,industry,law,scientific,afford,recycle,gate,bottle,president,work,metal2.能正确使用下列常用表达be harmful to,at the top of,take part in,turn off,pay for,throw away,putsth.to good use,pull …down,upside down,bring back3.能认读下列词汇takeaway,bin,shark,fin,chain,ecosystem,reusable,transportation,napkin,inspiration,iron,creativity学习策略Strategies 1.能够利用同环境相关的词汇,对环境污染和环境保护进行简单描述,意识到保护濒危动物和拯救地球的重要性。
人教版英语九年级全册Unit9SectionB(1a1d)优秀教学案例
（四）反思与评价
1.学生自我反思：让学生回顾自己的学习过程，思考自己在学习一般过去时的被动语态方面的优点和不足，并提出改进措施。
2.同伴评价：鼓励学生互相评价，给出建设性的建议，共同提高。
3.教师评价：教师对学生的学习过程和成果进行评价，及时反馈，指导学生下一步的学习方向。
四、教学内容与过程
（一）导入新课
1.图片引入：展示一张过去事件的图片，如“last week’s football match”，引导学生思考如何用英语描述这张图片。
2.复习引入：回顾之前学过的一般过去时的主动语态，如“I visited my grandparents last weekend.”，提醒学生注意今天将要学习的一般过去时的被动语态。
3.语法练习：设计一些练习题，让学生分组讨论和完成，巩固所讲语法知识。
（三）学生小组讨论
1.小组活动：让学生分成小组，每组选择一个练习题，讨论如何用一般过去时的被动语态来完成这个练习。
2.小组互动：鼓励学生之间互相提问、解答，培养他们的合作能力和团队精神。
3.小组展示：各小组选代表展示自己的讨论成果，分享学习心得。
2.学生在学习过程中，能够树立自信心，克服困难，培养自己坚强的意志力。
3.学生能够尊重和理解不同文化，培养自己的跨文化交际意识。
4.学生能够认识到学习英语的重要性，提高自己的综合素质，为将来的学习和工作打下坚实的基础。
三、教学策略
（一）情景创设
1.生活情境：通过呈现生活中的一般过去时的被动语态的例子，如“The cake was baked by my mother yesterday.”，帮助学生理解和掌握语法知识。
2024年外研版九年级英语上册教案M12
2024年外研版九年级英语上册教案M12一、教学内容本节课选自2024年外研版九年级英语上册M12。
详细内容包括：Unit 1关于描述过去的事件，重点掌握一般过去时态；Unit 2关于描述过去经历的交流讨论，强化过去时态的应用；Unit 3关于历史人物的介绍，学习传记类文本。
二、教学目标1. 学生能够熟练运用一般过去时态描述过去的事件。
2. 学生能够在交流讨论中，准确使用过去时态表达自己的过去经历。
3. 学生能够理解并掌握传记类文本的特点，提取关键信息。
三、教学难点与重点教学难点：一般过去时态的运用，传记类文本的理解。
教学重点：描述过去事件，运用过去时态进行交流，传记类文本的阅读技巧。
四、教具与学具准备教具：PPT，黑板，教学光盘。
学具：课本，练习册，文具。
五、教学过程1. 导入：通过展示历史事件的图片，引发学生对过去的思考，导入新课。
2. 新课内容呈现：a. 教师讲解Unit 1，引导学生关注一般过去时态的构成和用法。
b. 学生跟随教学光盘，朗读Unit 1的对话，巩固一般过去时态。
c. 教师呈现Unit 2的情景，组织学生进行角色扮演，运用过去时态进行交流。
d. 教师引导学生阅读Unit 3，学习传记类文本，提取关键信息。
3. 例题讲解：针对一般过去时态，给出典型例题，详细讲解解题思路。
4. 随堂练习：学生完成练习册上的相关习题，巩固所学知识。
六、板书设计1. 一般过去时态的构成和用法。
2. Unit 1和Unit 2的关键句子。
3. 传记类文本的阅读技巧。
七、作业设计1. 作业题目：完成练习册上的相关习题。
答案：见练习册答案部分。
2. 拓展作业：选择一个历史事件或人物，用英语编写一段介绍。
八、课后反思及拓展延伸本节课通过实践情景引入，例题讲解和随堂练习，使学生掌握了过去时态的运用。
课后，教师应关注学生的作业完成情况，及时发现问题并进行辅导。
在拓展延伸方面，可以引导学生关注历史，了解更多历史事件和人物，为今后的学习奠定基础。
人教版九年级英语全册Unit9SectionB(1a1d)教学设计
8.拓展活动：鼓励学生课后参加与过去时相关的实践活动，如采访家人、朋友，了解他们的过去经历，并将所学知识运用到实际中。
四、教学内容与过程
（一）导入新课
1.教师通过向学生展示一组关于过去活动的图片，如运动会、生日派对、旅游等，引导学生用英语描述图片内容，激发学生对过去时态的兴趣。
作业布置要求：
1.学生需认真完成作业，注意书写规范，保持卷面整洁。
2.家长应督促学生按时完成作业，关注学生的学习进度，给予适当指导。
3.教师在批改作业时，要及时给予反馈，针对学生的错误进行指导，帮助学生提高。
3.听力训练：布置一段关于过去活动的听力材料，设置相关问题，要求学生完成听力练习，提高听力理解能力。
4.词汇填空：提供一段关于过去活动的英文描述，挖空需要填入的动词过去式，让学生完成填空练习，巩固动词过去式的变化规则。
5.小组作业：分组进行角色扮演，每组选择一个过去的场景，编写对话，并进行表演。要求每个成员都要参与，对话中需包含至少5个动词的过去式。
2.教师提出问题：“Can you tell me what you did last weekend?”让学生用英语分享自己的过去经历，自然引出一般过去时的概念。
3.通过讨论，教师引导学生关注动词的过去式变化，为接下来的新知讲授做好铺垫。
（二）讲授新知
1.教师简要讲解一般过去时的概念，强调其用于描述过去发生的事情。
难点：学生在听力活动中，能够克服对生词和长句的恐惧，抓住关键信息，完成听力任务。
（二）教学设想
1.创设情境：通过展示与过去活动相关的图片或视频，激发学生的兴趣，引出一般过去时的概念，让学生在真实语境中感知和运用目标语言。
九年级英语building bridges教案
Money wasn’t important.
Why didn’t he want to get paid?
He felt good that the women were friends again. Now writea well-organized paragraph using the students’ideas.
One night when they were eating, Dolly said, “You know this soup tastes bitter.” Molly was shocked. “Well,” she said, “perhaps if the vegetables weren’t bitter, the soup would taste better.” The two women argued until Dolly left Molly’s housein anger. The next day, Dolly got a worker to dig a stream between their houses. The day after that, Molly called a carpenter. Sheshowed him the stream and told him about the argument. “So, I want you to build me ahigh fence,”Molly continued. “I don’t ever want to see that mean woman again!” The carpenter sent Molly into town to get some paint. When Molly came back, the work was
2019年秋人教版九年级上册英语教案：Unit9SectionB(1a-2e)
举例：
-在1c口语活动中，教师需引导学生注意动词过去式的正确使用，并提供反馈和纠正。
-在2a-2b阅读练习中，教师需要帮助学生学会如何从文中找到时间状语，并对应到一般过去时的动词上。
-在写作环节，教师应强调文章结构的合理安排，以及如何通过一般过去时来清晰表达过去的事件。
4.学习能力：鼓励学生自主、合作、探究学习，培养学生在听力、阅读和写作等方面的学习策略，提高自主学习能力。
三、教学难点与重点
1.教学重点
-一般过去时的正确运用：本节课的核心是让学生掌握一般过去时态的用法，包括动词过去式的变化规则和不规则变化，以及时间状语的使用，如yesterday, last week, two days ago等。
2. 1b部分：听力练习，学生通过听描述过去事件的录音，锻炼听力技巧，并掌握一般过去时的用法。
3. 1c部分：口语活动，学生分组讨论过去的事件，运用一般过去时进行口头描述。
4. 2a-2b部分：阅读理解，通过阅读两篇关于过去事件的短文，学生将学习如何从文中获取信息，并用一般过去时回答问题。
5. 2c-2e部分：写作练习，学生将仿照2a-2b部分的短文，写作一篇关于自己过去事件的短文，巩固一般过去时的运用。
-口语和书面表达：培养学生能够用一般过去时描述和讨论过去的事件，包括个人经历和阅读材料中的事件。
-阅读理解：通过阅读练习，提高学生获取信息和细节的能力，以及对文章整体意义的理解。
举例：
-在1b听力练习中，学生需注意说话者如何使用一般过去时描述事件，如"She visited her grandparents last weekend."
九年级英语上册Module 11同步教案
九年级英语上册Module 11同步教案一、教学目标1.熟练掌握有关城市和交通的词汇。
2.能够运用目标语言描述城市中的交通状况。
3.能够根据听力材料获取相关信息。
4.培养学生的听力和口语表达能力。
二、教学重难点1.重点：学习有关城市和交通的词汇及句型。
2.难点：描述城市中的交通状况以及听力理解。
三、教学准备1.教学课件。
2.多媒体设备。
3.学生练习册和听力材料。
四、教学过程1. 导入新课1.利用多媒体设备播放一段描述城市交通状况的视频，引起学生兴趣。
2. 学习新知1.在课件上呈现新的词汇和句型，帮助学生理解和记忆。
2.播放录音，让学生跟读课文内容。
3.引导学生在小组内互相练习对话，加深对目标语言的理解和掌握。
3. 听力训练1.播放一段与城市交通相关的听力材料，要求学生根据听到的信息回答问题。
2.让学生听两遍音频，然后进行答题和讨论，帮助学生提高听力理解能力。
4. 口语练习1.分组展开对话练习，鼓励学生使用目标语言进行交流。
2.每个小组挑选一位代表进行展示，其他同学进行评价和提问。
5. 拓展活动1.分组进行小研究，让学生了解各个城市的交通状况，并做简短报告。
2.教师解答学生的问题，补充相关信息。
6. 课堂总结1.复习本节课学到的重点内容，巩固学生的学习成果。
2.布置学生的课后作业。
五、课后作业1.完成学生练习册上的相关练习。
2.听录音并听写相关单词和句子。
3.针对本课内容，写一篇短文描述你所熟悉的城市的交通状况。
六、教学反思本节课利用多媒体设备和听力材料，将学生带入了一个真实的城市交通环境中，提高了学生的学习兴趣和参与度。
通过小组合作和口语练习，学生的口语表达能力得到了锻炼和提高。
但是在听力训练环节，有部分学生对听力材料的理解有困难，需要更多的听力训练来提高他们的听力水平。
同时，教师在授课过程中应注意引导学生进行思考和交流，促进他们的主动学习。
搭建心灵指间的桥梁英语
搭建心灵指间的桥梁英语Building Bridges of the MindTo foster meaningful communication and understanding between individuals, it is crucial to build bridges of the mind. While language may serve as a medium for this connection, true comprehension goes beyond mere words. Here are some ways to construct these bridges:1. Develop Empathy: Empathy plays a pivotal role in bridging the gap between different minds. By putting yourself in someone else's shoes, you can gain a deeper understanding of their perspective and experiences. This allows for a more compassionate and open-minded approach to communication.2. Active Listening: Truly listening to others is a powerful tool in building mental bridges. It involves giving undivided attention, being present, and avoiding distractions. By listening attentively, you can grasp the nuances of someone's thoughts, emotions, and intentions.3. Non-verbal Communication: Sometimes, words fall short in expressing the complexity of thoughts and feelings. Non-verbal cues such as body language, facial expressions, and tone of voice can convey meaning that words alone cannot. Paying attention to these signals can provide valuable insights into others' emotions and intentions.4. Cultural Understanding: In an increasingly interconnected world, it is essential to acknowledge and respect cultural differences.Cultural sensitivity allows individuals to bridge gaps in cultural understanding, paving the way for more meaningful connections. Learning about different cultures, customs, and traditions helps build empathy and cultivates a sense of global citizenship.5. Respectful Dialogue: Constructive dialogue is key to building bridges of the mind. It involves engaging in open-minded discussions, respecting differing opinions, and avoiding judgment. By fostering a safe space for dialogue, individuals can challenge their own perspectives and learn from others.6. Seeking Common Ground: Identifying common interests or shared experiences can create a sense of unity and foster connections between individuals. Focusing on similarities rather than differences opens up possibilities for bonding on a deeper level.7. Personal Growth: Building bridges of the mind also requires individual growth. By embracing self-reflection and personal development, individuals can become more aware of their own biases, limitations, and preconceptions. This self-awareness enhances their capacity for understanding and connecting with others.In the pursuit of building bridges of the mind, it is crucial to approach others with an open heart and mind. By prioritizing empathy, active listening, cultural understanding, respectful dialogue, and personal growth, we can construct bridges that transcend language barriers and foster genuine connections between individuals.。
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Unit 3 Building Bridges.一. 教学内容：Unit 3 Building Bridges. Lesson 2 and lesson 3二. 重点、难点单词：词组句子：● 短语归纳be related to 和……相关联run for 上演share their talents 分享才能as well as 和，也grow tasty vegetables 种好吃的蔬菜in anger 生气地apologize for the argument 为争论而抱歉be envious of 嫉妒……be tired of 厌倦于……get paid 获得报酬running time 上演时间● 重点句型1. The movie has been running for two hours. 电影已经播放了2个小时。
2. What’s the movie rated? 这部电影是什么等级？3. People’s responses are pretty good. 人们都喜欢它。
= Everybody seems to like it.= The audience’s reviews are pretty good.4. What movies are currently playing? 最近播放什么影片？= What movies are on the theaters these days?= What movies are showing right now?5. Would you like to see Alien 4 this weekend? 这周末想去看《Alien 4》吗?= How about watching Alien 4 with me this weekend?= Let’s go and see Alien 4 this weekend!6. What kind of movies do you like best? 你最喜欢哪种电影？= What is your favorite kind of movie?= Which kind of movies do you prefer?三.具体内容：课文讲解：Lesson 2Read and ThinkBuilding BridgesOnce there were two women named Molly and Dolly, who were neighbors. Dolly was a wonderful gardener and Molly was a great cook. The two women shared their talents: Dolly grew tasty vegetables for Molly, and every night Molly invited Dolly to her house for a delicious dinner.Then Dolly began to envy Molly’s talent. She wished she could cook as well as Molly. Molly too, began to wish that she could grow tasty vegetables like Dolly did.One night when they were eating, Dolly s aid, “You know this soup tastes bitter.” Molly was shocked. “Well,” she said, “perhaps if the vegetables weren’t bitter, the soup would taste better.” The two women argued until Dolly left Molly’s house in anger.The next day, Dolly got a worker to dig a stream between their houses. The day after that, Molly called a carpenter. She showed him the stream and told him about the argument. “So, I want you to build me a high fence,” Molly continued. “I don’t ever want to see that mean woman again!”The carpenter sent Molly into town to get some paint. When Molly came back, the work was finished, but instead of a fence, she saw a beautiful bridge. And Dolly was coming over the bridge.“Molly! I am sorry!” Dolly said. They apologized for the argument and hugged eac h other.Then Molly noticed the carpenter leaving. “Wait!” yelled Molly. “Where are you going? I haven’t paid you yet. ” “There’s no need to pay me,” the carpenter said. “Besides, I have to go. I have many more bridges to build!”READING COMPREHENSIONCircle the best answer for each question.1. Where did Dolly go every night?a. To town to buy some paint.b. To Molly’s house to eat dinner.c. To her parents’ house.2. Why did the two women argue?a. Because each was envious of the other’s talent.b. Because they were tired of their friendship.c. Because neither of them was very talented.3. What did Molly ask the carpenter to do?a. To build a high fence.b. To build a beautiful bridge.c. To grow tasty vegetables.4. What was the real reason the carpenter sent Molly into town?a. He wanted to build the fence alone.b. He wanted her to buy him some paint for the fence.c. He didn’t want her to see him building the bridge.5. What do you think Molly and Dolly did that evening?a. They had another argument.b. They had delicious dinner at Molly’s house.c. They built another bridge.Forming Opinions: Guided Writing1. Two students are thinking about the carpenter. They wonder why he acted the way he did.Why didn ’t he want to get paid?2. Now write a well-organized paragraph using the students’ ideas.Molly and Dolly think that the carpenter is a special person. He built the bridge because he (1) _________________________________________________________________. He (2) _________________________________________________________________. But he (3) _________________________________________________________________ __________________________________________________________________________ after a fight. So, he (4) _______________________________________________________ ________________________________. The carpenter didn’t wait for Molly to pay him. (5) ____________________________________________________to him. He just felt (6) _________________________________________________________________. He was a person who (7) _______________________________________________.【练习易错难解】( )1. We can do the work better with _________ money and _________ people. A. less, fewerB. fewer, lessC. less, less解析：选A 。