2015秋九年级英语上册 Unit 3《Family life》教案4 (新版)牛津深圳版
秋牛津深圳版英语九年级上册unit 3《family life》优秀教案4(重点资料).doc
②Choose the best group.
2.help students know the meaning of the new words in the listening for according to the pictures, also arouse their interests.
before listening
Step3Listening.
While listening
Step4Listening.
After listening
2. Listening practice.
①look at the pictures carefully ,have a discussion in groups.
教学关键
Listen and take notes.
教法与学法指导
Task-based learning self- study cooperation.
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
分配
第一环节 复习回顾平移的基本性质，引入课题
Step1.
Lead in-
1. Answer the questions in groups and individually.
Act to be a reporter to report the Eiffel Tower.
2.①Ask students to look at the picture and try to describe them, then ask students to match the words with the pictures.
2015秋九年级英语上册 Unit 3《Family life》教案1 (新版)牛津深圳版
5.Discuss in Groups to check the learning sheet.
2.Play the CD for them and tell them the ways of reading.
LearnLeabharlann about the words in this unit according to the words list.
Step 3.Learning the key words (self-study)
2.Read after the CD about the new words.
3.Recongnize the new words as much as possible in every flash.
5. Make them learn to evaluate themselves.
2
第五环节 课后作业
Read the new words until you can keep them in mind.
课
堂
教
学
流
程
Guessing the countries→Imitate the new words→Self-study on the key words→using the new words .
Family life
教
材
分
析
教学目标
1. Students can read and recognize all the new words in this unit.
九年级英语上册 Unit 3《Family life》(第1课时)教案
教学难点
运用略读，预测，找读，推断等方法
教具准备
Hale Waihona Puke 多媒体教法运用情景教学法和自学法
学法指导
自主合作学习
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
导
入
新
课
（检查预习）
Step1.让学生观察课文中所出现的Getting Ready部分的内容：Where does this conversation take place?
Step6.教师带着学生完成Comprehension D1的联系，并口头回答。
Step5.学生快速浏览两段采访，回答What is special about the two interview?并了解文章的体裁和特征。
Step6.学生认读和理解单词daughter和set的含义。
培养他们自学的能力并引导他们掌握与单词相关联的关键词
学生学习过程（学生活动）
教学意图
小结
课文
（梳理归纳）
Step8让学生模仿录音中的语音，语调，朗读文章的内容，巩固核心单词和短语。
Step9学生全班齐读阅读课文内容。并最好能够做到大声的朗读。
更深一步的去加深课文的记忆
作
业
布
置
（检查反馈）
1.抄写单词和短语：meal，share，decision，possessions，expect，abroad，business，personal，set，daughter，mind，fashionable，fashion，out of date，iron，event，suppose，either，relationship；help with，(be) on business，have no interest in。
初中英语：Unit 3 Family Life教案
Unit 3 Family lifeLearning Guide （导学案）No.______________I. Teaching aims1.Read an article and get the general idea.2.Read the article in More Practice to get the detailed information about the family communicating.3.Sum up some tips to communicate with your family. (During the whole class)4.II. Procedures1.Read the following article and answer the questions below.Father And Mother I Love YouWhen we teenagers are enjoying a party, when we are listening to the pop music, when we are surfing the Internet, our parents always show their disapproval. In their eyes, we pay little or no attention to our study.Sometimes we really t hink that they don’t understand us at all. That’s why there are so many disagreements between parents and us. What’s more, we are always treated as kids, though we think ourselves are ‘young adults’.There is no doubt that both parents and we want to have a good relationship with each other. Therefore, we both should do what we can to fill gap. On the one hand, our parents should learn to understand our thoughts, regard us as their friends, but not kids. On the other hand, we should learn to build up more trust and understanding by communicating with our parents. If you can learn to understand each other, I’m sure the generation gap will disappear one day.Questionsa.What are the problems mentioned in the article?b. How can we deal with these problems? ( Your own opinions are welcome)V ocabulary•disapproval n. =__________ treat v. ________•There’s no doubt that …_____________ build up __________•on the one hand… on the other hand… ____________ generation gap _____________2.Read the article in More Practice.a. Listen to the recording and answer the questions.b. Read the article again. Then fill in the table.3.Share your family stories .Note down the useful information(like some advice) for writing .____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________。
2015秋九年级英语上册 Unit 3《Family life》教案2 (新版)牛津深圳版
①Scan to answer simple questions.
②Listen to skim to get the required information.
③Ask the students to read then given table and know about what information they should look for.
4.Get students to listen to Emily and Jerry’s story separately to understand the text in detail. Then ask them in groups to raise question about the text and answer.
4.Help the students learn the text in a competition way.
10
第四环节 课时小结
Step 5
Practice A quiz
Step6
Talk time
5.Take an active part in the game .
6. Think about questions and talk about them in groups ,they can try to use example in different aspects of family life to show which is better
5.A competition to arouse interest to make students understand better.
6 Understand the text better.
英语九上《Unit 3 Family life Writing： My family life》_4
教学重点
How to write a short article about family life.
教学难点
Using the proper words and structures to describe afamily life.
d. what your family do together
e.rules
f. what you like to do and do not like to do in your family.
④Ask students to study the structure of the text and the reading compression and summarize the structure of the writing
Module2 Ideas and viewpoints
Unit3 Family life
period 5 Writing
课题
Unit3 Family life
教学内容
Writing(P.44)
课型
writing
教
材
分
析
教学目标
1.The students canlearn to write a short article about their family life.
3.To practice their ability of language organizationand the structure of the writing.
牛津深圳版英语九上Unit 3《Family life》说课稿4
牛津深圳版英语九上Unit 3《Family life》说课稿4一. 教材分析《牛津深圳版英语九上Unit 3 Family life》是一篇关于家庭生活的文章，通过描述一个家庭的变化，让学生了解和掌握与家庭相关的词汇和表达方式。
本节课的主要内容包括家庭成员的名称、年龄、职业以及他们的日常生活。
教材内容丰富，贴近生活，有利于激发学生的学习兴趣，提高他们的语言运用能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语词汇和句型。
但是，对于一些家庭生活的专业词汇和表达方式可能还比较陌生。
因此，在教学过程中，需要注重引导学生掌握新词汇，并通过实践活动提高他们的语言运用能力。
三. 说教学目标1.知识目标：学生能够掌握与家庭生活相关的词汇和表达方式，如aunt, uncle, cousin等。
2.能力目标：学生能够听懂并运用所学词汇和句型进行日常交流，描述家庭成员的姓名、年龄、职业等。
3.情感目标：通过学习，学生能够更好地理解家庭的重要性，增进对家庭的热爱。
四. 说教学重难点1.重点：家庭成员的名称和与家庭生活相关的词汇。
2.难点：家庭成员的职业和年龄的表达方式，以及如何运用所学进行日常交流。
五. 说教学方法与手段1.采用任务型教学法，通过设定各种真实的家庭情境，让学生在实践中学习和运用所学知识。
2.利用多媒体教学手段，如图片、视频等，帮助学生更好地理解和记忆词汇和句型。
3.分组合作学习，让学生在互动交流中提高语言运用能力。
六. 说教学过程1.导入：通过展示一张家庭照片，引导学生谈论自己的家庭，为新课的学习营造一个轻松愉快的学习氛围。
2.呈现：展示文章标题“Family life”，并向学生介绍文章的主要内容，激发学生的学习兴趣。
3.学习：学生自主阅读文章，找出与家庭生活相关的词汇，并与同桌进行交流。
教师通过提问，检查学生的学习效果。
4.实践：学生分组讨论，运用所学词汇和句型描述家庭成员的姓名、年龄、职业等。
九年级上册Unit3 Family life教案
龙文教育一对一个性化辅导教案Unit3 Family life教学讲义Name: Date:Step 1: Check about the homework and explain about the mistakes; a five minute check about last class.Step 2: Lead in to this Unit:Step 3: Explain the language points in the reading part and the more practice part.Step 4: Explain the grammarStep 5: Do some exercises related to this unitStep 6: summarize what we learnt in the classReading一、词汇讲解1.No, I’m not expected to do the housework.不，我不需要做家务。
expect,动词，是“要求；指望”的意思。
它还可以解作“期待；预期”.常用搭配是expect sb. to do sth. 本句是被动语态形式。
e.g. I can’t expect her to be on time if I’m late myself.如果我自己都迟到，我不能指望她能准时。
2.Although it sometimes feels crowded in our little flat, we don’t mind.虽然在我们的小公寓里有时会觉得挤，但我们并不介意。
mind 意思是“介意”, 及物动词或不及物动词。
表示“介意做某事”用mind doing sth.e.g. I hope you don’t mind the noise. 我希望你不要介意者噪音。
Would you mind opening the window? 你介意打开窗户吗？3.New fashions soon go out of date, don’t they?新的款式很快就过时，不是吗？在这句中，go的意思是“变成；变得”,用作连系动词，后接形容词。
2015秋九年级英语上册 Unit 3《Family life》教案3 (新版)牛津深圳版
1Students can further understand the text.
2Students can search the detailed information.
3Students can talk about their own family life.
教学难点
Students can talk about their own family life.
5
15
第三环节 课堂练习
Step 4 Group discussion
4.①Talk about the own family life of the students in group.
②A leader to report and judge whose family life is beter
Step1.
Lead-in.
1. Answer the questions the teacher asked (check the answer in groups)
1.Ask some questions which are related to the text.
1. lead in to the topic.
3
Self-study the sentence patterns.
①Find the important sentences in the text .
②Note down the sentences patterns presented by the teacher on the screen.
→Group discussion→Summary.
效
果
评
价
与
牛津深圳版英语九年级上册：Unit 3 《Family life》 教案4
Unit 3 Family life Period Four教学目标知识与能力掌握be动词或其他动词作为系动词后接形容词的用法。
过程与方法能够在语境中正确运用系动词后接名词或形容词。
情感态度与价值观主动探究，善于发现语言的规律并能运用规律举一反三。
教学重点掌握其他动词作系动词的“系表结构”。
教学难点掌握be动词以外的系动词后接形容词，名词或名词短语的用法。
教学准备多媒体教学过程教师授课过程学生学习过程教学意图导入新课1．检查学生回家作业的落实情况，教师并邀请几位学生口述自己与同伴的家庭生活并比较他们的异同。
1．学生利用昨天老师所布置的作业，从而在课堂中起来口头回答。
1．让学生复习上节课所学的课文内容。
初学新课2．教师板书例句：（1）Our family lives are different.（2）You look tired.（3）He becomes a doctor.并要求学生注意黑板上粗体的单词，然后帮学生总结：例句中的be动词are,look和become起到了联系句子主语和表语的作用，因此被称为系动词。
系动词后跟形容词，名词或名词短语构成“系表结构”的作用是说明主题的状态，性质，特2．让学生将黑板上这三个例句抄写在课文上，然后结合自己以前所学过的知识总结出粗体的单词是属于什么词性。
2．了解系动词和“系表结构”，复习巩固be动词作系动词后接形容词的用法。
征等情况。
深入探究3．教师板书“主系表”结构。
如：Our family lives are different.I am a good daughter.He is busy with his work.They were happy to see each other.然后帮助学生总结：be动词是最重要的系动词，它会随着句子主语的人称及时态发生变化。
4．教师要求学生阅读B部分的例句，并提醒学生注意黑体部分的内容，然后帮助学生归纳：例句中黑体所示动词和be动词一样，后面也可以接形容词作表语，起到修饰主语的作用，因此它们也是系动词。
- 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)。
4.Improve the spirit of cooperation and the ability of using words.
3. Students can grasp the detailed information of the listening.
教学重点
Listen and take notes.
教学难点
Focus on listening to information, taking notes of the related information.
3.①Listen and get an overall understanding of the articles.
②Answer the questions on page 38 1&2.
4.①Make a dialogue with the new words in pairs.
②Act out the dialogue in front of the class.
4.①Ask students to make a dialogue using the new words in the listening material in pairs.
②Choose the best group.
2.help students know the meaning of the new words in the listening for according to the pictures, also arouse their interests.
3
第四环节 课时小结
Step 6 Homework
4. Write the dialogue.
5.Ask students to write about a talk between their family members.
5. Improve the written abiltiy.
1
第五环节 课后作业
Appreciate each other’s writing by exchanging them in pairs and correct them.
课
堂
教
学
流
程
Lead in→before listening→While listening→After listening→Summary→Homework
3.①Ask students to listen to the 2 articles and get a general idea of them.
②Ask students to listen to the conversation in detail and answer some detailed questions
.
效
果
评
价
与
反
思
1. Ask some questions about the text
1. Check what the students leant in the text and lead in the listening class.
3
第二环节 观察操作、探索归纳平移的作法
Step 2 Listening.
Family life
教
材
分
析
教学目标
1. Students can master the new words and main contents of the listening material.
2. Students can listen to figure out the main idea of the listening, make clear the relationship among family members.
教学关键
Listen and take notes.
教法与学法指导
Task-based learning self- study cooperation.
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
分配
第一环节 复习回顾平移的基本性质，引入课题
Step1.
Lead in-
1. Answer the questions in groups and individually.
Act to be a reporter to report theEiffelTower.
2.①Ask students to look at the picture and try to describe them, then ask students to match the words with the pictures.
before listening
Step3Listening.
While listening
Step4Listening.
After listening
2.pictures carefully ,have a discussion in groups.
6
16
16
第三环节 课堂练习
Step 5
Summary
4.Take some notes
4.①Make a conclusion of the listening task.
②Make comments on the group work
4.Summarize and evaluate what they learn to improve the spirit of cooperation.