牛津译林版九上Unit1第2课时Reading(1)教案
牛津译林版九年级英语上册Unit 1 Task 示范课教案
教学活动
3.Students choose personalities that are suitable for a monitor.
活动层次
学习理解之感知与注意
效果评价
观察学生的反馈，判断学生的选择是否合理。
教学活动
4.Students read the spidergram andanswerthe questions.
教师引导学生根据所梳理的框架和自己绘制的蛛网图为同伴写一封推荐信，之后进行同伴互评。
教学活动
12. Studentswritetheir own letters to recommend their partners.
13. Students correct each other’s letters and givefeedbackin pairs.
观察学生回答问题的情况，聆听学生的对话，了解学生对蛛网图所呈现的内容的理解程度。
环节设计意图：阅读蛛网图并在此基础上进行对话，领会用细节和例子来支撑观点的方法和意义。
环节三：利用蛛网图的信息补充文章，总结文章内容和框架，梳理重要句型。（10 mins）
教师引导学生利用蛛网图的信息，独立补充推荐信范文，同伴互相评价答案，并在过程中了解推荐信内容的重点。通过自主探究的方式总结文章结构，掌握重要句型。
活动层次
学习理解之获取与梳理、概括与整合
效果评价
观察学生对文章结构的分析情况，判断其对文章结构的了解情况。
环节设计意图:通过阅读活动，获取文中主要信息，感知文章的内容和细节。通过自主探究模式，培养学生分析、归纳的能力，明确推荐信的基本结构和常用句式，为后续写作做好准备。
Unit6第2课时Reading(1)2024-2025学年九年级上册英语配套教学设计(牛津译林版)
本节课的核心素养目标包括：语言能力、文化意识、思维品质和学习能力。通过学习本课内容，学生将能够掌握关于环保的词汇和语法结构，提高阅读理解能力，培养他们运用英语表达观点的能力。同时，通过分析文章中提到的环保问题，学生将增强环境保护意识，提高文化意识。在学习过程中，学生将通过自主学习、合作学习和探究学习等方式，提高他们的学习能力。
（2）作业点评：在作业讲评课上，我将选取部分作业进行展示和点评，表扬优秀作业，鼓励学生继续努力。同时，针对共性问题进行讲解，确保学生能够掌握相关知识。
（3）鼓励与激励：在评价过程中，我将注重激励学生，提高他们的自信心。对于表现出色的学生，我将给予表扬和奖励，激发他们的学习兴趣。对于进步较大的学生，我将给予鼓励，让他们相信自己有能力取得更好的成绩。
（3）测试：在课程结束后，我将安排一个简短的小测验，测试学生对文章主旨、细节信息以及词汇和语法知识的掌握。通过测试结果，我可以及时发现问题并进行解决改和点评，及时反馈他们的学习效果。
（1）作业批改：在批改作业时，我将关注学生的答题准确性和书写规范性。对于错误，我将给出明确的修改建议，帮助学生纠正。
教材分析
《Unit 6第2课时Reading (1)》是2024-2025学年九年级上册英语配套教学设计（牛津译林版）中的一课。本课时主要围绕“保护环境”的主题展开，通过阅读一篇关于环保的文章，让学生掌握相关词汇和语法结构，并提高阅读理解能力。文章描述了地球上的资源日益减少，环境污染问题严重，呼吁人们采取行动保护地球。教学中，我将引导学生运用所学知识分析问题，提高他们的环保意识。
阅读结束后，我会让学生进行小组讨论，讨论他们从文章中学到了什么，并分享他们的感悟。然后，我会邀请几名学生上台分享他们的观点。这样可以帮助学生深入理解文章主题，并提高他们的表达能力。
2018年秋牛津译林版九年级英语上册Unit1Reading2教案
课题9Aunit1 Reading 2 (第3课时)【学习目标】1. 熟练掌握和运用本课出现的重点词组和句型。
2. 掌握并运用描述工作和性格的语言技能。
【教学重难点】掌握并运用描述工作和性格的语言技能。
【教学流程】Step1. RevisionDo T/ F questions about the passage.Step2. Language points1. Wu Wei is a born artist.born adj. 天生的born rich 天生富有2.His sculptures for Sunshine Town Square have won high praise from the art community. praise n./v. 赞扬，表扬receive praise 接受赞美win high praise 赢得高度赞扬3. Su Ning gave up her job as an accountant five years ago.give up sth = give up sth 放弃某物give it/them upgive up doing sth 放弃做某事4. You either take the lead or fall behind.(1) take the lead (in doing sth) 带头；领先under the lead of 在……的领导下(2) fall behind 落后fall down/off/over/into(3) either … or … 或者……或者…… (连接两个主语时，遵循“就近原则”)5. Liu Hao is the chief engineer of the high-speed railway connecting Sunshine Town to Tianjin.(1) 划线部分为现在分词作后置定语(2) connect to/with 与……相连，连接6. All of us know that it’s necessary to pay attention to every detail.pay attention to sth 注意某事pay attention to doing sth 注意做某事pay no attention to … 对……不予理睬7. You can’t be too careful.can’t ... too ... 无论……也不过分8. She has devoted most of her time to her work.devote … to (doing) … 把……贡献于……Step3 exercises1. Translate some phrases.2. Do exercises on the screen.Step4 discussionWhat personalities do you think they need to have?Write a short description of your personality and dream job.Step5 an interviewWork in pairs. Talk about your personality and your dream job.Write a short descripti on of your partner’s personality and dream job.Step6 summaryMind is determined by attitude;behavior by mind;habit by behavior;character by habit;and fate by character!Step7 homeworkWrite about your best friend’s personality and suitable job. Give your reasons. Finish off the relevant exercises.。
牛津译林版九年级英语上册Unit 3 Reading (I) 示范课教案
应用实践之分析与判断
观察学生回答问题的表现，了解学生根据已给信息进行分析的能力。
13.Students figure outthesentences that showhowSimon asks for advice.
17. Students work in groups to give some advice to Millie and Simon from different perspectives (e.g., youth workers, parents, teachers ...).Then share their opinions.
环节五：基于语篇，创设情境，探究主题意义。（10 mins）
通过创设语境，引导学生深入思考问题，探究“合理科学地安排学习与娱乐时间”的重要性，基于本课学到的内容，创造性地进行口语表达。
教学活动
15. Students listen to the recording and read after it.
Unit 3Teenage problems
Period 2 Reading (I)
一、教学内容分析
本课时为阅读课的第一课时，阅读文本是两篇以“我该怎么办”为话题的求助信。学生在本单元的第一课中，已经掌握了一些描述“青少年问题”的相关表达，并能简单向他人寻求建议、提供建议。通过对文本的阅读、分析，学生能够进一步了解当遇到问题时，在求助对象上有多种选择。在阅读过程中学生能够结合自身的经历，从多角度、多层面看待问题，创造性地表达自己的观点，并尝试提出合理、可行的建议。
环节设计意图：
帮助学生进一步了解青少年辅导员的职责。通过预测活动，进一步帮助学生了解话题，培养学生读前预测的意识和习惯，有效降低阅读难度。
九年级(上)英语(牛津译林版)教案：Unit 2 Colours(全8册)
represent stressed
拓
展
提
高
harmony purity
sadness wedding
satisfied climate
prefer remind
wisdom growth
envy jealous
. mental
Read and learn the new words.
Relationship between people’s moods and the
colours theychoose to wear.
2.Review the words of the colours.
red green
blue white
Iam wearing a red coat.
a pair of black trousers
animal sign may share similar personalities .Now
we are going to learn something about colours in
this unit. We will see what different colours
represent, how they influence people and the
Activity1.Lead in
1.Revise the colours of the rainbow.
Yesterday we learned some colours about
the rainbow.
Here is a rainbow in the picvture.
How many colours does a rainbow have?
牛津译林9上Unit1ReadingII教学案
课题：Unit 1 Reading Ⅱ主备：王文君课型：新授审核：区九年级英语备课组班级__________姓名__________ 学号__________【教学目标】1. 熟练掌握和运用本课的重点词组和句型。
2. 掌握并运用描述工作和性格的语言技能。
【教学重难点】掌握运用描述人物工作和性格的语言技能。
【教学过程】Step1. Revision1. Ask the Ss to retell the four people’s personalities and jobs from Reading 1.2. Help the Ss finish Part C2 on Page 11.Step2. Presentation & practice1. Master the language points in the passage.2. Do some exercises.3. Translate some phrases and sentences.Step3. HomeworkFinish off the exercises.【语法小贴士】1. You either take the lead or fall behind.（1）either … or …意为“或者……或者……，不是……就是……”。
在句中连接同等的句子成分，表示对两事物或情况的选择。
连接两个并列主语时，谓语动词与靠近它的主语保持一致。
e.g. 不是你错了，就是他错了。
________ you ________ he ________ wrong.（2）either用作代词，意为“(两者中)任何一个”。
用作主语时谓语动词用单数。
常用结构为either of +复数名词或代词。
e.g. ---你喜欢哪个，茶还是咖啡？---随便，都可以。
---Which do you like, tea or coffee? ---________ ________ OK.这里有两本书，随便哪一本都很有趣。
牛津译林版九上Unit1第2课时Reading (1)教案
九(上〕Unit 1 Know yourself第2课时Reading (1)【教学目的】知识目的:1). To understand what the four people do are and their personality.2). To recognize and understand vocabulary about characteristics.技能目的: To use adjectives to describe someone’s characteristics.情感目的: To improve Ss’ ability of reading comprehension and use adjectives to describe someone’s characteristics freely.【教学重、难点】How to talk about jobs and personalities with some new expressions.教学案教法与学法设计【亮标导学】一、检查课前预习单词。
二、导入亮标【解疑助学】Task1. Before-reading.1.Finish some exercises above.2. Help ss find words to describe one’s personality.3. Show new words about personality on the blackboard and learn them.4.Ask ss to talk about their own personality: I’m ---. I often /I like---.Task2. While-reading.1.Ask ss if they are happy with their friends/family/teachers/studyQ: what are they happy with?2.Introduce the four people who are outstanding in their fields in Sunshine Town.Ask questions about their jobs and personality.Task3. After-reading.1). Reading task (1): do “T〞or “F〞questions in part B2 on P10.2). Reading task (2): Ask students some questions to check if they have knownthe main idea, with the books open.(1) Is Wu Wei quiet?(2) What did Su Ning do before he started to work for the sales department in a bigcompany?(3)What is Liu Hao’s job at present?(4) What is Fang Yuan like?(5) How long does Fang Yuan do operations a day?3). Make students read the article passage by passage and try to find out any difficultsentences to understand.4). Discussion:(1) What is your personality?(2) what job do you want to do?(3) Do you think your personality is suitable for the job?【测评促学】检测?导学案?.【家庭作业】完成?课课练?第2课时。
英语九上-Unit1教案(阅读)
一、用所给单词的适当形式填空 1. I don’t think Jack is telling the ____t_r_u_t_h______ （true）. 2. He asked the king for some gold of the same ___w_e_i_g_h_t______ （weigh）. 3. We will be _____s_e_n_t______ （send） to prison if we break the law. 4. However, she began ___t_o__d_o_u_b_t____ （doubt） that the story was not real.
—What are you looking for? 你在找 什么?
—I’m looking for my bike. 我在找 我的自行车。
（2）find意为“找到；发现”，强调“找”的结果， 其后的宾语往往是某个丢失的东西或人。
—Did you find Li Ming yesterday? 你昨天 找到李明了吗?
wanted pocket money, she had to clean dishes at a restaurant near her home.
Though Stella had the look to become a model, she was more interested in becoming a fashion designer. At the age of twelve, she made her first jacket. Three years later, she started working on her first fashion design collection. When she attended college, some students called her “Daddy’s Girl”. But when her graduation fashion show came out,
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
精品资料 欢迎下载
1 / 1 九(上）Unit 1 Know yourself
第2课时 Reading (1)
【教学目标】
知识目标:1). To understand what thefour people do are and their personality.
2). To recognize and understand vocabulary about characteristics.
技能目标: To use adjectives to describe someone’s characteristics.
情感目标: To improve Ss’ ability of reading comprehension and use adjectives to describe
someone’s characteristics freely.
【教学重、难点】
How to talk about jobs and personalities with some new expressions.
教 学 案 【亮标导学】
一、检查课前预习单词。
二、导入亮标
【解疑助学】
Task1. Before-reading.
1.Finish some exercises above.
2. Help ss find words to describe one ’s personality.
3. Show new words about personality on the blackboard and learn them.
4.Ask ss to talk about their own personality: I ’m ---. I often /I like---.
Task2. While-reading.
1. Ask ss if they are happy with their friends/family/teachers/study
Q: what are they happy with?
2. Introduce the four people who are outstanding in their fields in Sunshine Town. Ask questions about their jobs and personality.
Task3. After-reading.
1). Reading task (1): do “T” or “F” questions in part B2 on P10.
2). Reading task (2): Ask students some questions to check if they have known the main idea, with the books open.
(1) Is Wu Wei quiet?
(2) What did Su Ning do before he started to work for the sales department in a big company?
(3)What is Liu Hao ’s job at present?
(4) What is Fang Yuan like?
(5) How long does Fang Yuan do operations a day?
3). Make students read the article passage by passage and try to find out anydifficult sentences to understand.
4). Discussion:
(1) What is your personality?
(2) what job do you want to do?
(3) Do you think your personality is suitable for the job?
【测评促学】
检测《导学案》.
【家庭作业】
完成《课课练》第2课时。
【教后反思】
教法与学法设计。