初中英语 人教版九年级unit7复习教案
人教版英语九年级全册Unit7SectionA3a3c教学设计
2.重点：提高学生的听力理解能力和阅读分析能力，能够从文章中获取关键信息，理解人物经历和成就。
难点：学生在处理长篇文章时，如何快速抓住主旨，进行有效信息筛选。
3.重点：培养学生的情感态度，引导他们树立正确的价值观，面对挑战和困难时保持积极心态。
2.学生在规定时间内完成练习，教师巡回指导，及时解答学生疑问。
3.教师针对学生的练习情况进行反馈和评价，指导学生改进学习方法。
（五）总结归纳
1.教师邀请学生回顾本节课所学内容，总结一般过去时和现在完成时的用法，以及成功人士的品质和经历。
2.学生分享自己在课堂中的收获和感悟，教师给予肯定和鼓励。
3.教师强调树立目标、努力奋斗的重要性，引导学生将所学知识运用到实际生活中，成为更好的自己。
7.教学资源：充分利用多媒体教学资源，如：视频、图片、网络资源等，丰富教学内容，提高课堂趣味性。
8.课后作业：设计富有挑战性的课后作业，让学生在巩固知识的同时，提高自主学习能力。
四、教学内容与过程
（一）导入新课
1.教师以一个引人入胜的问题开始新课：“Do you have a dream? How do you plan to achieve it?”让学生思考并分享自己的梦想和计划，激发他们对本节课主题的兴趣。
难点：如何将情感态度的培养与学科知识有机结合，使学生内化为自身的信念和行为。
（二）教学设想
1.创设情境：通过引入与学生生活密切相关的话题，如：个人的成功经历、偶像的故事等，激发学生的学习兴趣，使其自然融入语境。
2.活动设计：采用任务型教练习、阅读分析等，让学生在实践活动中掌握知识。
五、作业布置
1.写作作业：请学生结合本节课所学内容，写一篇关于自己或身边人成功经历的小短文。要求使用一般过去时和现在完成时，不少于80词。通过这个作业，让学生巩固时态知识，并提高写作能力。
人教版英语九年级全册Unit7SectionA1a~1c教学设计
学生需要运用本节课所学的新词汇和一般现在时态，写一篇关于自己或家人、朋友的日常穿着打扮的短文。要求至少使用5个新学的词汇和短语，并在短文中正确运用一般现在时态描述日常穿着和时尚观念。
2.口语作业：
学生与家长或朋友合作，进行一次关于时尚话题的英文对话，并录音。对话内容可以包括讨论最喜欢的时尚单品、品牌、潮流趋势等。要求每个学生至少发言5次，每次发言都要尽量使用一般现在时态。
（二）讲授新知
1.教学活动：教师带领学生学习Unit7 Section A 1a~1c的新单词和短语，如fashion, trend, accessory等，并让学生跟读、模仿。
2.语法讲解：教师讲解一般现在时态在描述时尚趋势和日常穿着中的应用，并举例说明。
3.对话展示：教师展示1a~1c的对话，让学生边听边模仿，注意语音、语调的把握。
二、学情分析
针对人教版英语九年级全册Unit7 Section A 1a~1c的教学内容，我们对学生的学情进行分析。九年级的学生已经具备了一定的英语基础，他们对英语学习有着较高的兴趣和热情。在此阶段，学生的认知能力和语言表达能力逐渐增强，但个体差异仍然存在。以下是对学生学情的具体分析：
1.知识储备：学生已经掌握了基本的词汇和语法知识，能够运用一般现在时态进行简单交流，但对于时尚话题的词汇和表达方式还不够熟悉。
难点：一般现在时态在描述时尚趋势和日常穿着中的应用，以及如何在实际语境中灵活运用所学的词汇和语法结构。
2.重点：培养学生的听力技巧，使其能够在对话中捕捉关键信息，理解主旨大意。
难点：提高学生在实际交流中的听力反应速度，以及对细节信息的准确理解。
3.重点：通过小组讨论和角色扮演，提高学生的口语表达能力。
3.分层次教学：针对学生的个体差异，设计不同难度的练习，使每个学生都能在课堂上获得成功的体验。
人教版英语九年级全册Unit7SectionA3a3c教学设计
-掌握过去进行时和过去完成时的用法，并能运用到实际语境中进行表达；
-运用阅读策略，提高对叙述性文本的理解能力，尤其是对事件顺序和细节的把握。
2.教学难点：
-区分一般过去时、过去进行时和过去完成时的用法，避免混淆；
-在口语和写作中，正确运用本节课所学的动词时态和词汇，进行准确表达。
人教版英语九年级全册Unit7SectionA3a3c教学设计
一、教学目标
（一）知识与技能
本节课是针对人教版英语九年级全册Unit7 Section A 3a-3c的内容进行教学设计。通过本节课的学习，学生应掌握以下知识与技能：
1.能够理解并运用与过去事件相关的动词时态，如一般过去时、过去进行时和过去完成时；
4.通过阅读和分析叙述性文本，培养学生获取信息、分析问题和解决问题的能力。
（三）情感态度与价值观
在本节课的教学过程中，教师将关注以下情感态度与价值观的培养：
1.培养学生热爱生活、关注社会热点问题的意识，让他们在学习英语的过程中，了解世界、拓宽视野；
2.培养学生的跨文化交际意识，使他们尊重不同文化背景，学会与不同国家的人友好相处；
3.每个小组分享自己的讨论成果，其他小组进行评价和反馈。
4.教师巡回指导，解答学生在讨论过程中遇到的问题，并给予鼓励和指导。
（四）课堂练习
1.教师设计不同类型的练习题，如填空、选择、改错等，让学生独立完成。
2.教师挑选部分练习题进行讲解，帮助学生理解和巩固知识点。
3.学生进行小组合作，共同完成一篇关于过去事件的短文。
5.总结环节：
-通过思维导图、表格等形式，对本节课的重点知识进行梳理和总结，帮助学生巩固记忆；
英语人教版九年级全册Unit7 教学案
Unit7 Teenagers should be allowed to choose their own clothes.（Section A 1a—1c）导学案班级:_______ 姓名:________一、学习目标：1、熟练掌握本课词汇.。
license n. (= licence)证；证件safety n. 安全；安全性smoke v. 吸烟；冒烟n. 烟part-time adj. & adv. 兼职(的)pierce v. 扎；刺破；穿透2、运用以下句型谈了年轻人的规定：（1）. should be allowed to do sth.（2）. Shouldn’t be allowed to do sth.二、学习探究1、复习学校的规定．2、学习本节课的目标句型（1）should be allowed to do sth.应该被允许做某事e.g.1.Teenagers should be allowed to choose their own clothes（2）s houldn’t be allowed to do sth.不应该被允许做某事e.g. Teenagers shouldn’t be allow to smoke.3、利用图片，操练目标句型4、听录音，完成1b。
5、朗读对话、再次感悟目标句型。
三、巩固提升：Make your dream school rules , then report it.Useful expressions:1、use mobile phones at school ,use MP4 play computer games , chat with QQ ,have long hair ,wear strange dresses ,have birthday party ,copy homework, have enough sleep, do more exercise, do less homework, make more friends ------.2、(1). should be allowed to do sth(2). Shouldn’t be allowed to do sth.You can report like this:In my school, we should be allowed to ___,but we should not be allowed ____.And we think we should be allowed____. But we don’t think we should be allowed to _____.That’s all.________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________。
人教版九年级英语unit7教案
Unit 7 Where would you like to visit?I. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about places they would like to visit. This is a topic that students will be very interested in. That will be very helpful to practice using the target language. All the students can make great progress in expressing the places which they would like to visit.2. Teaching Aims and Demands(1) Knowledge ObjectIn this unit, students learn to talk about places they would like to visit.(2) Ability ObjectsTo train the students’ listening, speaking and writing skills using the target language.(3) Moral ObjectWherever you travel in the world, you are able to use English.3. Teaching Key PointTo help students learn and grasp the key vocabulary words and the target language.4. Teaching Difficult Points(1) To train students’ listening, speaking, reading and writing skills.(2) To train students’ communicative competence.II. Learning Strategies1. Classifying2. Role playingThe First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key V ocabularyTiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site (2) Target LanguageWhere would you like to go on vacation?I’d like to trek through the jungle, because I like exciting vacations.2. Ability Objects(1)Train students to talk about places they would like to visit with the target language.(2)Train students to describe vacations with different adjectives. (3)Train students’ listening skill.3. Moral Object, It′s more interesting to go on vacating somewhere instead of staying at home.Ⅱ. Teaching Key Points1. Key VocabularyTiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site 2. Target Language Talk about different places with the target language.Ⅲ. Teaching Difficult Points1. Describe vacations with different adjectives.2. Talk about different places with the target language. IV. Teaching ProceduresStep Ⅰ Revision Revise the language points in Unit 6.Step Ⅱ 1a1. Introduce the key vocabulary.2. Show the new vocabulary words on the blackboard:tiring ad．引起疲劳的；累人的educational ad．教育的；有教育意义的fascinating ad．迷人的；有极大吸引力的thrilling ad．令人激动的；令人震颤的peaceful ad．平静的；宁静的；和平的exotic ad．外(国)来的；外国产的trek v．(缓慢或艰难地)旅行；长途跋涉jungle n．热带丛林；密林take it easy 从容；轻松；不紧张explore v.探险；考察historic ad．历史上著名的；历史上有重大意义的site n.地方；场所3. Point to the words and teach students to read them several times till they can pronounce the words fluently and correctly.4. Read the instructions to the students. Be sure that everyone knows what to do.5. Tell students to look at the posters in the picture and compare them.6. Ask students to say what place they would like to visit and why they want to go there.Step III SummaryIn this class, we’vet learned so me adjectives that are used to describe vacations and some other words. We have also learned the target language—Where would you like to go on vacation? I’d like to trek through the jungle because I like exciting vacations.Step IV Homework1. Try to remember the new key vocabulary.2. Finish the exercise of period 1.Step V Blackboard DesignUnit 7 Where would you like to visit?Section APossible answers to Activity 1a:Vacation 1: relaxing, peaceful, boringVacation 2: exciting, tiring, dangerous, educational, fascinating, interesting, fun,thrilling, exoticVacation 3: exciting, educational, peaceful, interestingThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabulary Fall, Niagara Falls(2) Target Language Where would you like to visit? I’d like/hope to visit/see…I’d like/love places where…2. Ability Objects(1)Train students’ listening skill.(2) Train students’ communicative competence.3. Moral Object It can make you know more about the world to travel much.Ⅱ. Teaching Key Points1. New words fall, Niagara Falls2. Listening practice with target language3. Make communications with target languageⅢ. Teaching Difficult Points1. Train students’ l istening practice with target language.2. Help students to make communications with target language.Ⅳ. Teaching Methods1. Listening2. Pair works3. ExplanationⅤ. Teaching Aids1. A tape recorder2. Some pictures of Hawaii, Mexico and Niagara FallsⅥ. Teaching ProceduresStep Ⅰ RevisionRevise the target language by askingStep Ⅱ Grammar FocusPresent ate the conversation below by saying to the students and writing it on the blackboard:Where would you like to visit?I’d like to go somewhere relaxing.Draw a line under the word relaxing.Then ask the children the same questions and tell them to answer in their own words. For example,I’d like to go somewhere interesting.After asking several students to give answers with different adjectives, get them to practice in pairs. Each pair makes two conversations.Next ask several pairs to share their conversations with the class.Then say, the adjectives usually come before the nouns, such as, an educational vacation, a tiring trip. But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns. For example:I’d like to go somewhere fascinating.I’d love to eat something delicious.Step III SummaryIn this class, we’vet done some listening practice with target language. We have also practiced our oral English in pairs. And we’vet discussed something on grammar.Step IV HomeworkMemorize the new words of unit 7 and finish some exercise.Step V Blackboard DesignUnit 7 Where would you like to visit?Section AGrammar Focus:1. Where would you like to visit? I’d like to go somewhere relaxing.2. Where would you like to visit? I hope to go to France some day.The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyTouristy, spotlight" Singapore, beautiful, heavy, private, downtown, get around, pack, light(2)Target LanguageWhere would you like to go, Kathy? I’d like to vis it Kunming.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ skill of communication.3. Moral ObjectShare your experience on traveling in a city with your classmates and tell them what they should bring if they decide to visit it.Ⅱ. Teaching Key Points1. Guide students to read the passage in Activity 3a.2. The new vocabularyⅢ. Teaching Difficult PointHelp students to talk to their partners about the cities they know.Ⅳ. Teaching Methods1. Teaching by illumination.2. Teaching by asking questions.Ⅴ. Teaching Aids1. A projector2. A video tape on Singapore or some photos, some photos of DalianⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the target language they learned last class by asking where would you like to go on vacation? Get several children to answer I’d like to…because…2. Check the homework by asking some children to read the conversations they wrote to the class.Step Ⅱ 3aThis activity provides reading practice using the target language.Introduce the key vocabulary words. Show the key vocabulary words on the screen by a projector.touristy ad．游客很多的；游客常去的；适合游览的spotlight n．公共注意中心get around 观光；到处走动pack v.把……打包；把……装箱light ad．轻的Teach students to read the vocabulary several times until they can read them out easily and correctly. Read the passage quickly and try to answer the questions on the blackboard.Write these questions on the blackboard:1. What does Paris have?2. How do you think of Paris?A few minutes later (maybe two or three minutes), ask different students to answer the questions.Next, analyze and translate the text for students, including some language points..Step Ⅲ 3bThis activity provides reading, listening and speaking practice using the target language.Read the instructions to students. Make sure that they know what to do.Step Ⅳ SummaryIn this class, we’vet learned something about Paris, and we’vet talked about some other places all over the world.We’vet done a lot of listening, speaking, reading and writing practi ce using the target language.Step V Homework1.Write a short passage on the city you talked about in class.2. Try to remember the new words on page 54.Step VI Blackboard DesignUnit 7 Where would you like to visit?Section AQuestions to Activity 3a:1. What does Paris have?2. How do you think of Paris?The Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key V ocabulary Customer, save money, pool, culture, dream vacation, travel agency(2)Target Language Where would you like to go? I’d like to go somewhere warm.2. Ability Objects(1)Train students’ listening ability.(2) Train students to use the target language in oral English properly.3. Moral ObjectTo role play t he conversations you’vet heard is a very good way to improve your oral English.Ⅱ. Teaching Key PointTrain students’ listening skill by listening to the conversations with the target language.Ⅲ. Teaching Difficult PointHelp students to role play the conversations.Ⅳ. Teaching Methods1. Brainstorm2. Listening method3. Pair worksⅤ. Teaching Aid A tape recorderⅥ. Teaching ProceduresStep Ⅰ RevisionStep Ⅲ 3aThis activity provides reading practice using the target language.At first, introduce the key vocabulary words. Show the key vocabulary words on the screen by a projector. provide v．提供；供给firm n．公司offer v．提供；给予spot n．地点;场所Confucius 孔子(公元前551～前479年，春秋末期思想家，教育家) stele n．(pl．steal)石碑;石柱forest n，森林；森林地带The forest of steles 碑林(位于陕西西安)Teach students to read the words and expressions several times. Then ask several to read to the class. Make sure that they can read the words fluently and correctly.Read the instructions to students. Do some explanation. Make sure that each student knows what they will have to do.Go over the statements about the e-mail message with the whole class. Make sure that they can understand all the six sentences in the box. And tell them to put the six statements in their minds while they scan the e-mail below.Ask students to scan the e-mail in Activity 3a now. Try to get the main idea of the letter and find out the answers to the statements. Ask them to scan the letter individually, and write T, F or DK before each statement.After they have all finished scanning, check the answers with the whole class. Elicit why the false sentences are false at the same time.After checking the answers, tell the children to read the passage more carefully and prepare to answer the questions on the blackboard.Write the questions below on the blackboard:1. Where do S.T. Zhang and the family want to take a trip? (Somewhere in the east of China.)2. What kind of place do they want to go to? (An exciting place where they can do lots of exercise.)3. What exercise do they especially love doing? (They especially love hiking and swimming.)4. What does S. T. Zhang say about the hotel they want to live in?(They need to stay in an inexpensive hotel. And they wish their hotel had rooms with kitchens so that they could save money by cooking their own meals. The room needs to be big enough for three people. And they’d like to stay at a place with a big pool or somewhere near the ocean.)5. What does S. T. Zhang want the travel agency to do?(Give them some suggestions for vacati on sports and let them know if it’s best to travel by plane, train or bus.)6. How long would they like to be away? (About three weeks.)After they have all finished reading, get some students to answer these questions.Encourage them to ask questions on what they don’t understand about the e-mail.Ask one student to read the letter to the class. Help him or her with the pronunciation. Then let all the students read the passage several times.Answers1. F (the family wants an inexpensive hotel and wants to save money by cooking)2. F (the: family enjoys hiking and swimming)3. DK4. DK5. T6. F (the person wants to go to the east of China)Step Ⅳ Homework: memorize the new words of unit 7 and finish the exerciseStep Ⅴ Blackboard DesignUnit 7 Where would you like to visit?Section BQuestions on the e-mail in Activity 3a:1. Where do S.T. Zhang and the family want to take a trip?2. What kind of place do they want to go to?3. What exercise do they especially love doing?4. What does S.T. Zhang say about the hotel they want to live in?5. What does S. T. Zhang want the travel agency to do?6. How long would they like to be away?The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabulary Provide, firm, offer, spot, Confucius, stele, forest, The Forest of Steles(2) Reading practice using the target language (3) Writing practice using the target language2. Ability Objects(1)Train students’ reading skill.(2) Train students’ writing skill.(3) Train students’ listening a nd speaking skills.3. Moral ObjectAre you planning to take a trip this summer?Write an e-mail to a travel agency in English to get some information on vacations.Ⅱ. Teaching Key Points1. The new vocabulary.2. Read an e-mail.3. Write an e-mail.Ⅲ. Teaching Difficult Point Write an e-mail.Ⅳ. Teaching Methods1. Scanning the e-mail to find out the answers2. Writing3. Group workⅤ. Teaching Aids1. Some pictures of Queue, the Great Wall and the Forest of Steles in Xi’anⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this, T: Where would you like to go? S s: I’d like to go somewhere relaxing.T: What else can you tell me? S: I don’t want to go to b ig noisy cities.After that, ask them to practice in pairs.Step Ⅱ PartThis activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their work.Collect a few students’ answers with mistakes on the blackboard. Along with the students help correct the mistakes.Step ⅢThis activity provides reading and writing practice using the target language.Read the instructions to the class. Get them to look at the pictures. Say, Can you say out the English names of the four famous places in the pictures?Ask some students who know that to tell the names. Write the four names on the blackboard: the Golden Gate Bridge in San Francisco, the Sydney Opera House, Big Ben in London, and the Eiffel Tower in Paris. Then teach them to read the names several times till they can read them fluently and correctly.After practicing the names, ask, which these places would you like to visit most? Why? Ask two or three students to tell their answers to the class. They may say like this,I’d like to visit Paris most. Because I cam see the famous tower, the Eiffel Tower. There. And I have ever heard the people there are very romanti c. I’m interested in that.Then say, please say something on the place where you would like to visit most to your partner now. Get them to work in pairs. Move around the room as they work, offering words and sentences as needed.After they’vet all finished, tell them to write an article about where they would like to visit most and why. Ask students to complete the work on their own. Move around the classroom and help them.After they’vet finished writing, ask a few students to read their articles to the cl ass. Encourage the rest of the class to tell the mistakes they may have made in their passages.Work in pairs. Each one reads their own passage to the partner. Help correct any mistakes in the passage. Step Ⅳ SummaryIn this class, we’vet practiced using some words. We’vet done some exercises on writing, too.Step Ⅴ Homework1.Rewrite the e-mail which you wrote in class.2. Try to remember the new words and expressions on page 56.Step Ⅷ Blackboard DesignUnit 7 Where would you like to visit?Self checkAnswers to Activity 1:1. Provide2. Cook3. Saving4. Pack5. hopeThe Sixth PeriodRevision1. Review all the language points in this unit.2. Finish off the exercises of the workbook.3.Rewrite the passage in Activity 2. Try to make sure each sentence is correct. Blackboard DesignUnit 7 Where would you like to visit?ExerciseTeaching reflection:。
人教版英语九年级全册Unit7SectionA(GrammarFocus4c)优秀教学案例
1. 教师邀请学生总结过去式的被动语态的知识点和运用方法。
2. 学生分享自己的总结，教师给予肯定和补充。
3. 教师通过思维导图或板书，总结过去式的被动语态的构成规则、用法和常见短语。
4. 教师强调过去式的被动语态的重要性和实用性，激发学生运用该语法知识进行实际交流的欲望。
（五）作业小结
1. 教师布置相关的作业，让学生巩固和应用过去式的被动语态的知识。
2. 作业包括练习题、写作任务和实际生活中的应用等，提高学生的综合运用能力。
3. 教师鼓励学生自主学习，引导他们通过查阅资料、与他人交流等方式，进一步拓展和加深对过去式的被动语态的理解。
4. 教师提醒学生在下节课前准备好相关内容，为接下来的学习做好充分准备。
2. 教师引入过去式的被动语态的概念，解释其构成规则和用法。
3. 教师通过示例句子，展示过去式的被动语态的构成和用法，如：“The cake was baked by the teacher.”。
4. 教师讲解过去式的被动语态的常见短语和搭配，如：“be famous for”，“be interested in”等。
5. 教学策略的灵活运用：本案例中，教师根据学生的实际情况和学习需求，灵活运用了情景创设、问题导向、小组合作和反思与评价等多种教学策略。这些教学策略的灵活运用使得课堂更加生动有趣，提高了学生的学习效果和兴趣，同时也培养了学生的综合能力。
3. 教师对学生的学习过程和结果进行评价，关注学生的成长和进步，给予鼓励和指导。
4. 采用多元化的评价方式，如观察、交流、测试等，全面了解学生的学习情况，提高教学效果。
四、教学内容与过程
（一）导入新课
1. 教师通过展示一幅图片或播放一段视频，引发学生对过去式的被动语态的兴趣。例如，展示一张学校运动会的照片，让学生观察并描述照片中的事件。
人教版九年级英语全册Unit7SectionA(3a3b)教学设计
4.预习下一课的内容，提前了解相关的词汇和语法知识，为课堂学习做好准备。
5.观看一部英语电影或动画片，注意影片中一般过去时的使用，并尝试记录下来。在下一节课上与同学分享观影心得，提高听力理解能力。
1.采用情境教学法，创设贴近学生生活的语境，让学生在实际情境中学习和运用英语。
2.采用任务型教学法，引导学生通过小组合作、讨论等方式完成任务，培养学生的合作精神和解决问题的能力。
3.利用多媒体教学资源，如视频、图片等，激发学生的学习兴趣，提高教学效果。
4.引导学生进行自主学习和探究学习，培养学生的自主学习能力和批判性思维。
1.知识水平：学生已经掌握了基本的语法、词汇和句型，能够进行简单的英语交流。然而，对于一般过去时的运用，部分学生仍存在困难，需要通过本节课的学习加以巩固。
2.能力水平：学生的听力、口语、阅读和写作能力有了较大提升，但仍有部分学生在口语表达和写作方面存在障碍，需要教师在教学过程中给予关注和指导。
3.情感态度：九年级学生正处于青春期，他们的情绪波动较大，容易受到外界因素的影响。在本章节的学习中，教师应关注学生的情感需求，引导他们正确面对青春期的烦恼，培养积极向上的心态。
3.能够理解并运用3a和3b部分的对话，学会在特定情境下进行角色扮演和口语表达。
4.提高学生的听力理解能力，能够听懂并获取关键信息，以便完成相应的练习。
5.培养学生的阅读理解能力，通过阅读3a和3b部分的对话，能够抓住文章的主旨大意，理解人物关系和情感变化。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法：
3.教师设计一篇关于过去经历的短文，让学生用一般过去时完成短文填空，提高学生的阅读理解和语言运用能力。
人教版九年级英语全册Unit7SectionA3a3c教学设计
a.搜集并学习更多与现在完成时相关的词汇和句型，扩大词汇量。
b.观看英语视频或阅读英文文章，关注现在完成时的用法，并尝试在日常生活中运用。
4.预习作业：
a.预习下一节课的内容，提前了解知识点，为课堂学习做好准备。
b.梳理本节课的知识点，为下一节课的复习和巩固打好基础。
作业布置注意事项：
1.作业难度适中，确保学生能够独立完成，同时具有一定的挑战性，激发学生的求知欲。
2.鼓励学生在完成作业过程中，积极运用所学知识，提高语言运用能力。
3.教师在批改作业时，要关注学生的错误，给予针对性的指导和反馈，帮助学生提高。
4.鼓励学生互相交流、讨论作业，培养合作精神。
2.书面练习：设计填空、选择、改错等题型，让学生在书面练习中巩固现在完成时的用法。
3.小组竞赛：组织小组间的练习竞赛，激发学生的学习兴趣和竞争意识。
（五）总结归纳，500字
在总结归纳环节，我将进行以下操作：
1.对本节课的重点知识进行回顾，强调现在完成时的用法和重点词汇的运用。
2.邀请学生分享他们在课堂中学到的知识和收获。
2.情境示例：假设你们是一群旅行归来的朋友，相互分享彼此的旅行经历，用现在完成时描述。
3.小组内成员轮流发言，每人至少用现在完成时描述一个经历。
4.各小组展示讨论成果，其他小组进行评价和反馈。
（四）课堂练习，500字
在课堂练习环节，我将设计以下练习：
1.口头练习：教师提供一系列情境，学生用现在完成时进行回答，如：“How many books have you read this year?” “I have read five books.”
4.提高听力理解能力，能够听懂并获取关键信息，进行简单的日常交流。
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Unit 7一．短语归纳1.be worried about为…担心2. have part-time jobs做兼职工作3.get one' s ears pierced扎耳洞4. be excited about对…感到兴奋5.. take lots of photos拍许多照片6. by my side在我身边7. through the field穿过田间8. make sure确保;查明9. give sb.a hug给某人一个拥抱10. talk back回嘴;顶嘴11. listen to sb.听某人的话12. agree with sb.同意某人(的意见、观点等)13. learn.from向……学习14.keep. away from.使……避免接近15. make one' s own decision自己做决定16. manage one's own life应付自己的生活17. be strict with sb.对某人要求严格18. get in the way of挡……的路;妨碍19. achieve one' s dream实现某人的梦想20. how much多么21. end up结束22. be serious about认真对待23. care about关心24. make this choice作出这个25. in the end最后26.keep off关闭二．用法l. be allowed to do sth.被允许做某事 2. stop doing sth.停止做某事3. what to do做什么4. spend time with sb.与某人共度时光5. hurt oneself伤到自己6. give sth.to sb.把某物给某人7. regret doing sth.懊悔做了某事8. allow sb. to do sth.允许某人做某事9. take care of oneself照顾自己10. start doing sth.开始做某事11. continue to do sth.继续做某事12. have nothing against doing sth.不反对做某事13. have a chance to do sth.有机会做某事三．重点单词解析1.No way!不行!no way意为“不行”,这是英语口语中一个直接拒绝对方的表达用语,强调不能按照他人的要求去做某事或不允许别人做某事。
-Can I borrow your bike?我能借用你的自行车吗?No way!不行![拓展]英语口语中还常用There' s no way.这样的惯用表达,来陈述某人不可能做某事。
There's no way they can afford such an expensive car他们无论如何都买不起那么贵的车。
2.I don't think sixteen-year-olds should be allowed to drive.我认为不应该允许16岁的青少年开车。
(1)本句体现了宾语从句的否定前移现象。
宾语从句跟在think,believe,suppose, expect等动词后,主句时态为一般现在时,且主句主语是第一人称(I,we),变否定句时,要否定主句,而不是从句,我们称之为“否定前移”;变反意疑问句时,附加问句要与从句致。
I think you are right.我认为你是对的。
→I don' t thin k you are right.我认为你是不对的。
I don't think he is clever, is he?我认为他不聪明,是吗?若主句的主语是第二、三人称,变否定句时,要在从句上否定;变反意疑问句时,附加问句要与主句一致。
They think you are right.他们认为你是对的。
They think you are not right.他们认为你是不对的- They think you are right, don't they?他们认为你是对的,不是吗?3.I'm worried about your safety.我担心你的安全。
(教材第49页) safety不可数名词,意为“安全;安全性”,其反义词是danger.For your own safety, please do not smoke inside-the plane.为了你自身的安全,请不要在飞机上吸烟。
4.辨析：wear，put on，dress，（be）in与have onWear 穿，戴着，表状态，后接衣帽，也可接饰品，奖章Put on 穿，戴上，表动作，后接衣服，帽子Dress （给......）穿衣服，表动作，宾语只能是人（be）in 穿着，表状态，后接表示衣服或颜色的名词Have on 穿，戴着，表状态，后接衣服，帽子等，无进行时5.辨析bring，take与fetch/getBring 带来，拿来（从别处带到说话者处）Take 带走，拿走（从说话者处带到其他地方）Fetch/get 去取来，既包括去的意思，又包括来的意思6.hug 拥抱可数名词give sb. a hug动词hug-hugged-hugged-hugging hug sb.7.lift 举起，抬高；电梯；搭便车The old man can't lift the box.Let's take the lift.Can you give me a lift to Shanghai?8.agree 同意①agree with 同意某人（的意见，观点）I agree with what you said.②agree to 主要用来表示一方提出一项建议、安排、计划等，另一方同意协作I agreed to their arrangement.③agree on 主要指双方通过协商在某一点上取得一致意见或达成协议We agreed on the question.④agree to do9.success n.成功Failure is the mother of success.①succeed v.成功；实现目标Succeed in sth./doing sth.She succeeded in passing the exam.②successful adj. successfully adv.10.as much as 与....一样多；像......那么多（那种程度）；......之多（与表金钱的数词连用），强调多You can eat as much as you like.In fact,it cost me as much as 100 dollars.As much as 还可意为“尽量；尽最大努力”，主要用于as much as possible/one can.结构。
I have helped you as much as I can.11.against prep.反对；违背；紧靠；与....对抗；碰；撞①have nothing against（doing）sth. 不反对做某事I have nothing against singing loudly.②当“反对，违背”讲，反义词为for，支持All the people in the world are against war.③当“紧靠；与....对抗；碰；撞”讲His bike is against the wall.12.happen v.发生①sth.+happen+地点/时间某地/某时发生了某事An accident happened in that street.②sth. happen to sb.某人出了某事A car accident happened to her this morning.③sb. happen to do sth 某人碰巧做某事I happened to meet a friend of mine in the street yesterday.④It happened that从句碰巧....It happened that I had no money with me.13.choice n.选择①make a choice 做出选择②have no choice but to do sth. 除了做某事以外，别无选择；只好做某事I have no choice but to accept the fact.③choose v.选择14.Only then will I have a chance to achieve my dream.本句是一个倒装句，正常语序是I will have a chance to achieve my dream only then.当only位于句首时，其后接副词，介词短语或状语从句时，句子或主句要用部分倒装结构，即把助动词、情态动词放在主语前。
如果only后跟的是主语，则不用倒装。
Only in this way can you learn English well.Only three people were hurt in the car accident.cate 教育，教导educate sb. to do sth 教育某人做某事四．语法：情态动词的被动语态（should, may, might, can, could, must)一、基本句型结构：1、肯定句：主语+情态动词+be+过去分词．．．．（+by...)e.g.: Teenagers should be allowed to go shopping.Tables can be made of stones.The work must be finished today.The flowers may be planted in February.2、否定句：主语+情态动词+not +be+ 过去分词．．．．（+by...)Tables can’t be made of stones.The work mustn’t be finished today. (mustn’t[ˈmʌsnt]: 不能）The flowers mayn’t [meɪnt] be planted in February.3. 一般疑问句：情态动词+主语+be+过去分词．．．．（+by...)？e.g.:Should teenagers be allowed to go shopping? Yes, they should. No, they shouldn’t.Can tables be made of stones? Yes, they can. No, they can’t.Must the work be finished today? Yes, it must. No, it needn’t./ No, it don’t have to. May the flowers be planted in February? Yes, they may. No, they mayn’t.4. 特殊疑问句：疑问词+情态动词+be+ 过去分词．．．．（+by...)？e.g.: What should teenagers be allowed?What can tables be made of?When must be work be finished?When may the flowers be planted?二、含有情态动词的主动语态与被动语态的转换：e.g.: 1). We can write letters in English.Letters can be written in English by us.. Parents should allow teenagers to choose their own clothes.Teenagers should be allowed to choose their own clothes by their parents.3). You must clean your bedroom every day.Your bedroom must be cleaned every day by you.。