九年级英语unit2教案2
Unit2 Topic2SectionD教案 仁爱版九年级英语上册
九年级上册Unit 2 Topic 2 All these problems are very serious.Section D【教学构思】一、教材分析：本课属于课标话题人与自然——“世界与环境（The world and the environment）”中环境保护（Environmental protection）项目，主要介绍水资源短缺和应对措施。
主要教学活动为1a、2和3，学生通过阅读了解主要介绍水资源短缺和应对措施，学会给段落正确排序，进一步提高阅读能力，培养思维品质。
读后讨论保护和节约水资源的措施，并写一份关于节约水资源的倡议书，提高学生“说”和“写”的语言能力。
Section D第一个部分的内容，总结本话题所学语法和功能，在复习时发现学生存在的问题，及时解决问题。
二、设计说明：根据学情和本课的语法及话题，本节课的教学设计将说、读、写相结合，先复习本话题所学语法和功能，补缺补漏，融会贯通。
通过阅读1a了解主要介绍水资源短缺和应对措施，获取主要信息，给段落正确排序。
小组讨论保护和节约水资源的措施，积累语料，写一份关于节约水资源的倡议书，培养学生“写”的语言能力。
本课在重、难点突破的方法上有所创新，教师通过竞赛方式复习本话题所学语言语法知识，既能引导学生有效复习，又能激发学生积极性和主动性。
读后小组讨论积累语料，学会写Proposal。
【教学目标】1. 复习本话题语法和功能，能够正确使用所学语法和功能，培养综合语言能力；2. 通过阅读获取主要信息，给段落正确排序，培养“读”的语言能力；3. 通过小组活动，学会合作与交流，培养“说”的语言能力；4. 小组讨论活动后，能写一篇节约用水倡议书，进一步培养“写”的语言能力。
【教学重难点】1. 正确使用不定代词和副词；2. 学会写一篇倡议书。
【教学方法】任务型教学法【教具】多媒体设备，教学课件【教学过程】Step 1. GreetingStep 2. Review1. Review the words and phrases in this topic by playing games.2. Review the grammar in this topic by doing some exercises and fill in the blanks of Grammar and Functions. Students can do the exercises through competition to see which group can complete the exercises fastest and most correctly.（设计意图：通过希沃设计竞赛和游戏方式，复习本话题语法和功能，既能帮助学生梳理记忆本课重点知识，及时补缺补漏，又能激发学生兴趣和积极性。
人教九年级英语上册Unit 2 第2课时教案
人教九年级英语上册Unit 2第二课时Section A (3a－4c)重点单词steal v．偷；盗窃lay v．放置；安放；产(卵)；下(蛋)dessert n．(饭后)甜点；甜食garden n．花园；园子admire v．欣赏；仰慕tien n．领带v．捆；束重点短语the Mid-Autumn Festival 中秋节in the shape of以……形状shoot down击落；射下give sb.sth.给某人某物plan to do sth.计划做某事so...that...如此……以至于……call out呼叫；大声叫喊lay out摆开；布置as a result结果one...the other...一个……另一个……重点句子1.Chinese people have been celebrating the Mid-Autumn Festival andenjoying mooncakes for centuries.数个世纪以来,中国人一直有庆祝中秋节和吃月饼的传统.2.One night,he found that the moon was so bright and round that he couldsee his wife there.一天晚上,他发现月亮又亮又圆,以至于他能够看到月亮上的妻子.3.What fun the Water Festival is! 泼水节真有趣啊！4.How fantastic the dragon boat teams were! 龙舟队太棒了！教学难点让学生掌握并熟练运用that、if和whether引导的宾语从句以及感叹句一、根据句意及汉语提示写出单词或用所给词的适当形式填空.1．__Whoever__(无论谁) makes mistakes will be punished.2．Eating too many __desserts__(甜点) is bad for your teeth.3．To tell the truth,I __admire__ (钦佩) your frankness.4．My wallet __was_stolen__ (steal) on the bus yesterday.5．Mother __laid__ (lay) out the dishes and asked us to have dinner.二、写出下列画线短语的汉语意思.1．After Hou Yi shot_down the nine suns,a goddess gave him magic medicine to thank him.__击落；射下__2．Hou Yi was so sad that he called_out her name to the moon every night.__大声喊叫__3．He quickly laid_out her favorite fruits and desserts in the garden.__摆开；布置__环节1新课导入Boys and girls,how much do you know about the Mid-Autumn Festival in China？And do you know the origin of this festival？Today,we'll learn one of the most moving traditional folk stories about this festival.设计意图：以图片的形式进行直观教学,能很快导入课文,抓住学生的好奇心,引起学生的学习兴趣.环节2学习3a－3c1．首先,让学生谈一谈关于中秋节他们了解些什么.2．让学生快速浏览文章,了解其大意,并回答文章前面的两个问题.3．让学生仔细阅读文章,标记出新的单词、重点短语和句子.4．让学生再次仔细阅读文章,并完成3b中的任务.5．让学生在不看文章的情况下,完成3c中的句子.6．要点点拨.(1)Chinese people have been celebrating the Mid-Autumn Festival and enjoying mooncakes for centuries.该句使用了现在完成进行时,其结构为：have/has been＋v.-ing形式.它表示到说话时为止的某一段时间里一直在进行的动作,这个动作可能还在进行,也可能刚刚停止.(2)Whoever took this could live forever,and Hou Yi planned to take it with Chang'e.①whoever代词,意为“无论谁,不管什么人”.本句中whoever引导主语从句,相当于anyone who.例：Whoever breaks the rules will be punished.无论谁破坏规则都将受到惩罚.②plan to do sth.计划/打算做某事.(3)One night,he found that the moon was so bright and round that he could see his wife there.①本句为复合句,从句中套有从句,出现了两个由that引导的从句.“that the moon was so bright and round that he could see his wife there”为一个宾语从句,作动词found的宾语；而该宾语从句中又包含so...that...结构,that引导结果状语从句.②so...that...如此……以至于……,so后接形容词或副词.该结构可与too...to...(太……而不能……)结构进行同义句转换.7．学以致用.(同义句转换,一空一词)(1)No matter who you are,you must obey the traffic rules.__Whoever__ you are,you must obey the traffic rules.(2)My brother is so young that he can't dress himself.My brother is __too__ young __to__ dress himself.设计意图：通过阅读3a的文章,让学生对中秋节及其起源传说有一定的了解.再通过3b和3c的练习,培养学生的阅读能力.环节3学习Grammar Focus－4c1．让学生朗读第12页上Grammar Focus中的句子并尝试分析其句子结构.2．让学生模仿Grammar Focus的句子,根据4a中的词汇提示,完成句子(写出宾语从句或感叹句).3．让学生阅读4b的文章,掌握其大意,然后在宾语从句下画线.4．让学生分组练习,询问彼此最喜欢的节日,并说明理由.尽量使用所学的宾语从句和感叹句.5．从每组中选出一名学生代表,向全班同学展示该组的询问结果.6．要点点拨.(1)that、if和whether引导的宾语从句①宾语从句的时态a．主句为一般现在时,从句可根据实际情况使用任意时态.b．主句为过去时,从句用过去某个时态.c．当从句描述的是客观事实或真理时,不管主句是何种时态从句都使用一般现在时.②that、if和whether引导的宾语从句a．that用于引导原句为陈述句的宾语从句,此时that无实际意义,也不在句中充当任何成分,在非正式文体中可以省略.例：He told me (that) he would go to the college next year.他告诉我他明年上大学.b．if和whether引导的宾语从句多是由一般疑问句转换而来,即将原来的疑问句语序改为陈述句语序.if和whether意为“是否”.例：I don't know if there will be a bus.我不知道是否会有公交车.Nobody knew whether he could pass the exam.没人知道他是否会通过考试.(2)感叹句①what引导的感叹句句式a．What＋a/an＋形容词＋可数名词单数(＋主语＋谓语)!b．What＋形容词＋可数名词复数(＋主语＋谓语)!c．What＋形容词＋不可数名词(＋主语＋谓语)!②How引导的感叹句句式a．How＋形容词/副词＋主语＋谓语！b．How＋主语＋谓语！7．学以致用.(按要求完成句子)(1)that,I,watching English movies,good,a,way,English,learn,to,is,think(.)(连词成句)___I_think_that_watching_English_movies_is_a_good_way_to_learn_English.__(2)He may come,but I'm not sure.(写出同义句)I'm not sure __whether__ he will come __or_not__.(3)What a useful dictionary it is！(写出同义句)__How_useful__ the dictionary is!设计意图：通过让学生朗读和不断地实践练习,巩固对that、if和whether引导的宾语从句以及感叹句的掌握.Unit 2 I think that mooncakes are delicious！Section A (3a－4c)layin the shape ofshoot down so...that... call outlay outas a result one...the other... One night,he found that the moon was so bright and round that he could see his wife there.What fun the Water Festival is！How fantastic the dragon boat teams were！请完成本课对应训练！。
初三英语unit2教案
初三英语 unit2 教课设计【篇一：九年级英语第二单元教课设计】unit 2 i think that mooncakes are delicious!第一课时section a 1a—2d一、教课目的1、学习使用与节日话题有关的单词及短语，能正确运用此话题的目口号言进行初步的语言表达。
2、能针对所听内容收集和办理听力任务中所要求的有关信息，能就听力资猜中的有关信息进行情形对话。
3、在结对练习、角色饰演等活动中，能初步运用目口号言讨论有关节日的话题。
二、教课内容1、学习使用叹息句来讨论对节日的爱好。
2、学习使用宾语从句来表述对节日的见解。
三、要点难点本课时的要点是学习使用宾语从句和叹息句描绘有关的节日。
难点就是联系实质，运用所学目口号言表达自己对节日的见解和看法。
四、教课过程step 1 lead inthe teacher shows some pictures about different festivals onppt and helps the students talk about and learn the names of these festivals: the water festival, the dragon boatfestival,the chinese spring festival, the lantern festival,themid-autumn festivai, the christmas,halloween,easter,etc.step 2 practice 1a, 1b ,1c.1a.ask the students to complete 1a,individually first,thencheck the answer and read the decriptions in 1a withtheir partners.ask the students to read the conversation in 1a,and try to describe pictures a-d in pairs present their conversations tothe class.1b ask the students to read the sentences in 1b,then playthe recording for the the students to listen and circle t for trueor f for false.1c the teacher asks two students or read the conversation in1c to the class.then ask the students to make otherconversations to talk about the festivals in 1a.after that, somepairs should be asked to present their conversations to theclass.step 3 listening 2a 2b1.ask the students to look though the sentences in 2a.make sure they can understand themeaning of each sentence. then ask the students to listen tothe conversation between wu ming and harry and circle thecorrect words in the sentences.2.wu ming did a lot of fun activities, but these also havedomn sides. then ask thestudents to listen and fill in the chart individually. check the answers.step 4 2cask two or three pairs to read the model conversation to theclass. then let the students do the pair work to make up theirown conversations, using the information in 2a and 2b. thenlet some pairs present their conversations to the class.step 5 role-play 2dthe students read the conversation and then check theiranswers together.1.play the recording for the students to listen and repeat. askthem to play more attention to the pronunciation andintonation.2.let the students read the conversation in pairs and find outsome useful expressions and language points in their groups.step 6 homeworkplease choose one of them as your homework.1.listen to the tapes and read after the tapes of 1b,2a 2b,2dfor three times and try to remember the new words and expressions.2. try to wrete a short passage about wu ming’s vacation, according to the information in 2a and 2b.第二课时 section a3a—4c一、教课目的1、能就节日这一话题与伙伴进行沟通与对话，进一步学习话题辞汇、句型，认识更多与此话题有关的信息。
新目标英语九年级Unit 2全模块教案
新目标英语九年级 Unit 2 全模块教案一、教学目标•了解并掌握本单元的词汇、短语和语法知识。
•能够熟练运用所学知识进行听、说、读、写的综合训练。
•能够理解相关的听力材料，并提高自己的听力技巧。
•培养学生的英语口语表达能力，增强他们的交际能力。
•提高学生的阅读理解能力，并培养他们的阅读习惯。
•培养学生的写作能力，能够用英语进行简单的写作。
二、教学内容1. 词汇与短语•Unit 2 单词：average, customer, delicious, dessert, diary, instead, junk, paste, screen, secret, slice, specialty•Unit 2 短语：a cup of, be made from, be sick, a piece of, at the age of, be tired of, buy…for…, look forward to, talk to, take…seriously2. 语音知识•单词重音：在单词中找出发音音节，判断音节重音所在。
3. 语法知识3.1 名词性从句•引导名词性从句的连接词：that, whether, what, who, whom, whose, which, why, when, where, how等。
•名词性从句作主语、宾语、表语和同位语的句子结构。
•运用名词性从句的句型进行语言表达。
3.2 定义从句•引导限制性定语从句的连接词：that, which, who, whom, whose•并列使用连接词that的定义从句。
•运用定义从句进行描述和补充说明。
3.3 定语从句•引导非限制性定语从句的连接词：that, which, who, whom, whose•根据先行词在定语从句中的不同成分，选择适当的关系代词和关系副词，并完成句子结构。
•运用定语从句对先行词进行修饰。
3.4 名词性从句与定语从句的比较•名词性从句与定语从句的区别和联系。
人教版英语九年级全册Unit2单元教学设计
（二）过程与方法
1.采用任务型教学法，引导学生通过小组合作、讨论、调查等方式，探究环保问题，提高解决问题的能力。
2.利用多媒体课堂参与度。
3.设计丰富多样的课堂活动，如角色扮演、小组辩论、头脑风暴等，培养学生的创新思维和批判性思维。
-口语交流中，如何流畅使用所学句型和词汇，进行有深度的对话。
（二）教学设想
1.教学策略：
-采用情景教学法，通过图片、视频等直观教具，让学生在真实语境中感知和学习环保词汇和句型。
-利用任务驱动法，设计小组合作任务，让学生在完成具体任务的过程中，自然习得语言知识。
-实施差异化教学，针对不同学生的学习需求和能力水平，提供个性化的学习材料和指导。
3.强调环保的重要性，激发学生课后参与环保活动的热情。
4.布置课后作业，要求学生运用所学知识完成相关练习，为下一节课的学习做好准备。
五、作业布置
为了巩固本单元的学习成果，培养学生的自主学习能力，特布置以下作业：
1.词汇练习：要求学生复习本单元所学的环保主题词汇，并运用这些词汇完成课后练习册的相关练习。此外，鼓励学生通过查阅词典、网络资源等，自主扩展更多环保词汇，为课堂讨论和写作积累素材。
-组织学生进行环保主题的研究性学习，提高学生的探究能力和批判性思维能力。
四、教学内容与过程
（一）导入新课
在导入环节，我将采用以下方法激发学生的兴趣和好奇心，为学习新课做好准备：
1.展示地球生态环境的图片，让学生观察并思考：“What do you see in these pictures? How do you feel about them?”通过这种方式，让学生意识到环保问题的紧迫性。
牛津上海版英语九年级第一学期：Unit2 Traditional skills. 教案2
Unit 2 Traditional skills【教学目标】1．Let students know more about the traditional skills.2．Develop the reading ability and speaking skills.【教学重难点】Know something about the traditional skill which use the cormorants to catch fish.【教学过程】一、Step one: Free talkTalk about some tradition skills in China.1．Show a video about the fisherman used the cormorants to catch fish.2．To arouse the interest and lead them to get into the topic of this unit.二、Step two: Fast reading1．Read the text quickly and answer the questions.2．Show the question:a．How old is Wang Damin?b．What is a cormorant like?c．How long can a cormorant stay under water?d．What did Wang Damin tie a piece of grass around the cormorants.3．Let the students get the general idea of the text.三、Step three: While-reading. Reading comprehension.四、Step four: Discussion1．Read the text in details and finish the blank filling exercise in a sheet, then check the answers, after that, try to design questions according to the text and ask your classmates to answer it.2．Talk in group: How do we keep the traditional skills? Necks?Where did Wang Damin put the fish? f. Does Wang Damin need a net to catch fish?In which part was the cormorant fishing practiced in China?3．Hand out the sheet and design the blank according to the important information. Then check the answers with students.4．Show some more traditional skill which may disappear in the future?。
人教版九年级英语第二单元unit-2教学设计(5页)备课教案教学设计教学反思导学案
二、能力目标
1．能准确理解与运用相关语言谈论节日话题。
2.围绕节日话题恰当理解与运用相关的语言表达形式。
二、情感态度目标
有明确的学习目的，能认识到学习英语的目的在于交流；有学习英语的愿望和兴趣，乐于参与各种英语实践活动；有学好英语的信心，敢于用英语进行表达；能在小组活动中积极与他人合作，相互帮助，共同完成学习任务；对中国节日文化有更深刻的了解，具有初步的国际理解意识。
认真、快速观看课件，总结记忆重点单词、短语及简单句型，为下面的学生活动做准备。
PPT课件展示，充分利用丰富的媒体支持功能，播放有关节日的知识点，并利用音频，让学生跟读学习。
Step 3: practice in pairs
教师与学生做示范，引导学生两人一组操练运用。
两人一组，运用step2中总结的有关节日的短语、句型进行操练。
课件出示作业；作业中要求学生尽量用图片、视频形式展示。
七、教学特色（如为个性化教学所做的调整，为自主学习所做的支持、对学生能力的培养的设计，教与学方式的创新等）200字左右
本单元话题比较有趣，学生很喜欢去了解一些中外有趣的传统节日，丰富拓展自己的知识。但如果只是进行传统教学知识的灌输,教学手段比较单调，学生们就不会感到有趣，并在学习的过程中极易产生疲劳和厌倦感，学习兴趣自然会受到一定影响。而多媒体技术的使用能在很大程度上改变这种状况。学生的学习兴趣、学习积极性会被调动起来，主动投入到学习中去，使自己真正成为学习的主体。所以，多媒体教学为学生主动性、积极性的发挥创造了很好的条件。此外学生还能有身临其境的感觉，这种新鲜感和接近感，就能使学生很好的掌握知识和体会课文的思想感情。
外研版英语九年级上册Module2同步教案Unit2
Unit 2 We have celebrated the festival since the first pioneers arrived in America.【教材剖析】Unit 2 经过读、写训练，学习描绘节日。
该单元共设计了 6 个活动。
此中活动 1 要修业生描绘所给图片。
活动2-4 要修业生阅读介绍感恩节的短文，达成表格和选词填空两个练习。
活动5-6 要求依据范文写出对于节日的文章。
一、教课目的：Knowledge objective理解和运用单词和短语 among, speech, pioneer, grow, following, lay, over, dish, ourselves, lay the table, make a speech, as well, plenty of, enjoy oneself, at the beginning。
Ability objective能够运用稳固由while ,when, before，as soon as, until等连结的时间状语从句；能读懂介绍节日的文章，并正确理解文章各段落的要旨。
Moral objective经过学习，认识中外的重要节日，知道其节日的来历和庆贺方式，理解其背后的文化内涵，加深对中外节日文化的理解，增进对祖国传统文化的热爱。
二、教课方法PWP method, task-based method, Top-down approach三、读前导入Warming-up利用一些感恩节的图片或许视频导入新课，和学生们讨论感恩节的一些活动。
四、教课过程Step 1 Lead-in1.Work in pairs. Talk about the picture.2.列出本语篇重要单词，领读这些单词，让学生们全力熟习并记着它们。
Step 2 Pre-re adingRead the passage and match the headings with the paragraphs.a) A special dinner□c) The history of the festival□d) Things to do during the festival□教师率领学生阅读四个标题，学生迅速阅读课文各个段落，明确要旨，进行般配。
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Say, In this class, we’ve mainly learned the "use to" questions and "used to" statements.
StepⅦHomework
Ask students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.
B: I know. Now you’re busy with your subjects.
StepⅤGrammar Focus
Ask different students to say the statements and the questions and answers.
S1:I wasn’t very outgoing.
(1) Train students’ listening skill.
(2) Train students’ integrating skills.
3. Moral Object
You should have the courage of your opinions.
教材Leabharlann 分析1. Teaching Key Points
No, she didn’t.
Pronunciation note
English speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they were spelled ustuh.
Dictate the following for further understanding:
1. You used to be short.
2. He used to play soccer.
3. Did you use to draw pictures?
Yes. I did.
4. Did she use to have long hair?
Check the answers.
Answers
Checked words: quiet, outgoing, friendly
Culture note
Many houses in theUnited Stateshave a family room. The family room is where families relax. Watch TV, play games, and listen to music every day. It is a very informal room. Most families use the family room more often than the other rooms.
SA: Hey, Steve! Over here! Don’t you remember me?
SB: Oh, wow! You’re Paula, aren’t you?
SA: That’s right.
SB: You used to be really quiet, didn’t you?
SA: Yeah, I wasn’t very outgoing.
StepⅡ2a
This activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.
Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.
Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.
I used to be really quiet.
I know. Now you are very outgoing.
Did you use to have straight hair?
Yes, I did.
2. Teaching Difficult Points
Yes/No questions with used to
Play the recording for the first time.
Students only listen.
Play the recording a second time. This time ask students to put a check in front of the words they hear.
This activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.
Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.
StepⅢ2b
This activity gives students practice understanding the target language in spoken
Conversation.
Ask students to point to the blank lines in the conversation. Say, You will write
科目
英语
年级
初三
班级
时间
课题Unit 2 I used to be afraid of the dark.Period2
教
学
目
标
1. Knowledge Objects
(1)Key Vocabulary：be interested in, sure
(2)Target Language
2. Ability Objects
one word on each blank line.
Read the conversation aloud saying blank when coming to a blank line.
Play the recording. Students fill in the blanks with the words they hear.
T: Where do you think they are?
Ss: They are in a family room.
T: What are they doing?
Ss: They are having a party.
Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.
Check the answers by calling on different pairs to say their conversations to the class. Note: Answers will vary.
Sample answers
A: I used to play the piano.
SB: Wow! People surely Change.
Point to the sample conversation. Get another pair of students to read it to the class.
SC:I used to be really quiet.
SD: I know. Now you’re very outgoing.
SB: No, you weren’t. But you were always friendly. Wait a minute. Did you use to play the piano?
SA: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.
S2: You used to have long hair.
S3: Did you use to have straight hair?
S4: Yes, I did.
S3: Did you use to play the piano?
S4: No, I didn’t.
Write them on the blackboard. Ask a student to circle the words used to, use to, did and didn’t. The following are noteworthy: