U3T2SC(仁爱版英语九年级上教学设计)
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Section C
Ⅰ. Material analysis
本课是九年级第三单元第二话题的第三课时。
主活动是1a 。
通过学习1a ，了解在中西方文化中相同的动植物被赋予的不同含义。
1b 和1c 是为检测学生是否理解1a 而设计，2是针对语言知识而言的，3虽然是写作任务，但可以看做是继续探讨文化差异，只是让学生自己去完成介绍文化差异的任务。
了解文化差异，对于英语学习非常重要，只有知道有差异，才能更好地理解英语国家的文化。
通过本课的学习，让学生知道要学好英语，不只是会说、会听、会读、会写就够了，还要理解文字所承载的文化。
3的写作任务需要较多时间才能充分完成，故留作课后作业让学生独立完成，在第四课时可以让学生展示，但可以先处理3的词汇。
Ⅱ. Teaching aims 1. Knowledge aims ：
掌握本课的重点词汇和短语，了解东西方文化的差异。
2. Skill aims:
能正确理解含有动植物的英语习语。
能恰当运用含有动植物的英语习语来表达地道的英语，避免中式英语。
3. Emotional aims: (optional)
让学生关爱身边的动植物，因为它们使得语言变得丰富多彩，从而使学生更加想学好这门语言。
4.Culture awareness: (optional)
知道一些常见的动植物在英语文化中的特殊含义。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: differently, consider, honest, ancient, compare, courage, mistake, pride, wisdom, be regarded as, compare ...to..., make mistakes, mistake ...for..., take pride in consider doing sth.
Sentences: In ancient times, dragons are regarded as...
The ancient emperors compared themselves to dragons.
Everybody makes mistakes at times.
2. Difficult points：
能理解在不同的国家，同一动植物的含义是有差异的。
在与英语本土人士交谈时，要注意这些差异，以免引起误会。
Ⅳ. Learning strategies
在遇到含有动植物的英语句子时，不能按照字面意思去理解。
在平常的学习中要多收集、整理与动植物相关的习语。
Ⅴ. Teaching aids
各种动植物的图片/录音机/小黑板/PPT/英语词典等。
Ⅵ. Teaching procedures
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Ⅶ. Blackboard design
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U3T2SC
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仁爱初中英语九上精品教案设计U3T2SC
Section CⅠ. Material analysis本课是九年级第三单元第二话题的第三课时。
主活动是1a。
通过学习1a，了解在中西方文化中相同的动植物被赋予的不同含义。
1b 和1c是为检测学生是否理解1a而设计，2是针对语言知识而言的，3虽然是写作任务，但可以看做是继续探讨文化差异，只是让学生自己去完成介绍文化差异的任务。
了解文化差异，对于英语学习非常重要，只有知道有差异，才能更好地理解英语国家的文化。
通过本课的学习，让学生知道要学好英语，不只是会说、会听、会读、会写就够了，还要理解文字所承载的文化。
3的写作任务需要较多时间才能充分完成，故留作课后作业让学生独立完成，在第四课时可以让学生展示，但可以先处理3的词汇。
Ⅱ. Teaching aims1. Knowledge aims：掌握本课的重点词汇和短语，了解东西方文化的差异。
2. Skill aims:能正确理解含有动植物的英语习语。
能恰当运用含有动植物的英语习语来表达地道的英语，防止中式英语。
3. Emotional aims: (optional)让学生关爱身边的动植物，因为它们使得语言变得丰富多彩，从而使学生更加想学好这门语言。
4.Culture awareness: (optional)知道一些常见的动植物在英语文化中的特殊含义。
Ⅲ. The key points and difficult points1. Key points:Words and phrases: differently, consider, honest, ancient, compare, courage, mistake, pride, wisdom, be regarded as, compare ...to..., make mistakes, mistake ...for..., take pride in consider doing sth.Sentences: In ancient times, dragons are regarded as...The ancient emperors compared themselves to dragons.Everybody makes mistakes at times.2. Difficult points：能理解在不同的国家，同一动植物的含义是有差异的。
仁爱初中英语九年级上册精品教案设计U2T3SB
最新初中英语精品资料设计1 Section BⅠ. Material analysis本课是第二单元第三话题的第二课时。
主活动是1a 。
1a 通过Jane 告诉Michael 怎样才能成为一个环保人士来继续学习提建议的表达方式，同时也向学生继续传递更多的环保理念。
1b 是检验学生的听力理解能力，1c 通过完成表格，来巩固1a 的内容。
2要学生根据句意来进行词语匹配和图文匹配。
3要学生根据上下文和首字母完成短文，这是对学生综合能力的考查。
短文不仅复习了已学的连接词，还学习了新的连接词：after all 。
4这个小组活动实际由两部分组成：调查和汇报。
在做这个活动时，要求注意重读、不完全爆破和连读。
目的在于纠正中国人学英语的薄弱环节：不能在交流中得体地运用重读、不完全爆破和连读。
本课的各个环节都在传递环保理念。
这对学生的环保意识的培养是非常有意义的。
4这个活动要完整地体现，要比较长的时间，建议在课堂内完成语音语调部分即可。
其它环节可在下次课的复习环节进行，还可以把其中的某些环节作为家庭作业。
如：让学生把自己的环保行为列成清单。
这样，下次课做调查时，就可以提高课堂效率。
Ⅱ. Teaching aims 1.Knowledge aims ：掌握本课的重点词汇和短语，继续学习并列句和提建议。
2.Skill aims:掌握更多的提建议的表达方法。
了解英语中的一些谚语。
如：Easier said than done.能够通过4知道在用英语交流时需要运用连读、重读、不完全爆破等来使句子抑扬顿挫。
3.Emotional aims: (optional)鼓励学生在日常生活中始终保持良好的环保习惯。
4.Culture awareness: (optional)Ⅲ. The key points and difficult points1. Key points:Words and phrases: action, ought to, shut off, after all, electricity, had better, instead of doing sth. , be good for, change into, pour into Sentences: First, you ought to shut off the electricity when you leave a room.Second, you’d better walk or ride a bike instead of taking a bus or a taxi if you travel a short distance.Don’t use plastic bags.Easier said than done.Actions speak louder than words.After all, we have only one earth.We should do everything to protect it, or we’ll be punished and lose our home.Grammar: compound sentence2.Difficult points：掌握重读、连读和不完全爆破的技巧。
仁爱版九年级英语上册U2T3SC优质教案
SectionCⅠ.Materialanalysis本课是第二单元第三话题的第三课时。
主活动是1a。
1a介绍了世界各地的人们如何开发和利用环境友好型和资源节约型的新能源，同时也指出了这些新能源的利用方式所存在的不足之处。
在介绍的过程中，让学生学到更多并列句的连接词。
如：however,notonly…butalso…等。
1b通过图片匹配可以帮助学生形象地理解比较陌生的事物。
1c培养学生归纳处理信息的能力。
2a和2b是两个关联性很强的任务。
2a指出人们可以利用可再生能源来发电，并让学生讨论怎样利用这些可再生能源，然后在2b环节形成书面报告。
这两个环节，其实是培养学生学会作记录，并根据记录整理成短文的能力。
2b是个书面活动，可以留作家庭作业。
Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语，继续学习并列句。
2.Skillaims:学会更多连接并列句的方法。
学会在讨论中作记录，并整理记录使之成文。
能够对信息进行分类处理。
3.Emotionalaims:(optional)激发学生探索利用新能源的热情。
4.Cultureawareness:(optional)了解世界各国在开发和利用新能源方面的现状和成就。
Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:technology,renewable,disadvantage,require,German,wheel,guide,deep,runo ut,source,worldwide,produce…from…,notonly…butalso…,too…to…Sentences:However,nuclearpowercanbeverydangerous. Itcannotonlyprotecttheenvironmentbutalsosaveenergy.It’stoosmalltoholdmanypeople.Grammar:compoundsentence2.Difficultpoints：理解文章中出现的大量专业术语。
仁爱版九年级英语上册U3T2教案
仁爱版九年级英语教案Unit 3Topic 2 English is spoken differently in differentcountries.Section AⅠ. Teaching aims and demands1. Learn some new words and a useful phrase:Australian, difference, autumn, face to face2. Learn some useful sentences:(1) Sorry, I can’t follow you. Can you speak more slowly, please?(2) English is spoken differently in different English-speaking countries.(3) Have a good trip!(4) If you want to succeed in making yourself understood, you need to know some of these differences.3. Learn present continuous to show the future:I’m flying to Disneyland tomorrow.4. Discuss the differences in using English around the world.Ⅱ. Teaching aidsRadio /blackboardⅢ. Five-finger Teaching PlanStep 1 ReviewT: In Topic 1, we’ve learned the importance of English. Now let’s review it. I’ll give you some key words. Please say some sentences using passive voice. Are you ready?Ss: Yes.T: Firstly, the key words: English, speak.Ss: English is spoken as the first language in America.T: Well done! Next: English, use.Ss: English is widely used throughout the world.…T: Good on ya, mate! Can you understand me?Ss: Sorry, we can’t.T: I just said “Well done!”In Australia, people use the words “Good on ya, mate!” instead of “Well done!”T: In fact, though English is widely spoken around the world, there are some differences among American English, British English,Canadian English and Australian English. What are the differences between them? Please read 1a and find out the answers.Step 2 Presentation1.present 1a by listenning，and solve the difficulties of 1a, and then check answersT: English is spoken differently in different countries. Now please listen to the tape carefully and answer the questions above.2. find the correct partners between group A and group BA Bg’ day well donesheilas friendsboot hellomates all girlsGood on ya,trunkmate!Step 3 ConsolidationT: Boys and girls, please look at Picture 1. What’re the boys doing? Ss: They are greeting when they meet on the way to school.T: Do you know what they are saying?Ss: G’day.T: If they come from Great Britain, what will they say?Ss: They will say “Hello/Hi, nice to meet you…”T: You’re right.3.S1: Ladies and gentlemen, I’m very happy to speak here. My topic is “Different Countries, Different English”…4. T: Please finish 1c by yourself, then we will check the answers.Step 4 Practice1.T: Good on ya, mate! We’ve learned to express the same meaning with different words. Now please listen to 2 and find out what “in different countries. There is another interesting English, which is called e-mail English.T: Boys and girls, do you like surfing the Internet?Ss: Yes .T: Do you often send e-mails to your friends?Ss: Yes .T: OK. Do you know the meanings of the following e-mail English in 3? You can read it firstly.’s check the answers.Ss: Yes.S1: …S2: It means…Step 5 Project1. For example:Chinese word from English 咖啡，可口可乐……2. Homework:Collect more information about e-mail English.Teaching reflections:Section BⅠ. Teaching aims and demands1. Learn a new word and some phrases:see … off, put out, ask for a ride, get in, pick up, victory2. Learn some useful sentences:(1)The foreigner is asking for a ride.(2) It’s quite all right.(3) I hope I won’t have much difficulty communicating.(4)Whenever you need help, send me an e-mail or call me.3. Go on learning present continuous to show the future:(1)My uncle is meeting us tomorrow.(2)When are you leaving for Disneyland?(3)I’m leaving this afternoon.4. Talk about sign language and body language.Ⅱ. Teaching aidsRadio /blackboard/ picturesⅢ. Five-finger Teaching PlanStep 1 ReviewT: We know that English is spoken differently in different countries. Then how to say hello to each other in Australia?S1: They say “g’day”.T: What does the word “boot” mean in British English?S2: It’s the trunk of a car.T: Good! What’s the meaning of “F2F” in e-mail English?S3: Face to face.T: What about “OIC”?S4: It means “Oh, I see.”T: Well done! In fact, English speakers communicate in this kind of simplified form. Besides, they also use gestures to express their meanings. Look at me. This is my thumb. I put out my hand with my thumb raised. (put the finger up) What’s my meaning? Do you know?Ss: Sorry, we don’t know.T: It means that I am asking for a ride.T: OK, look at the picture in 1a, what’s the foreigner doing?Ss: He is asking for a ride.T: Yes, where is he going? Let’s listen to 1a.Step 2 Presentation1.T: Listen to the tape and answer the following questions.2. T: Please read 1a and write down the sentences that use present continuous to show the future.3.4. (find the main phrases of 1a)Step 3 Consolidation1.T: Read after the tape and pay attention to the pronunciation and intonation. Suppose you are Wang Junfeng. Listen to the tape and make a dialog with it.2.T: Class, now let’s work in groups. I’ll choose six students to act the dialog out in the front.3. T: Mark True or False according to 1a. Finish 1b.4.T: Here are some pictures. Now make sentences with the key words given below, using present continuous to show the future.5. T: Pair work. Make dialogs with your partner according to the example in 1c.Example:A: When are you leaving for Disneyland?B: I’m leaving this afternoon.T: Now I’ll ask several groups to act out the dialogs. Let’s have a competition.Step 4 Practice1. T: I have some pictures here. There are some instructions onthem. I’ll ask one student to choose a card and he should do an action according to the card he gets. Other students should guess what he is going to do.S1: (do actions)What am I going to do?S2: You are going shopping.S1: Yes, you are right. / No, you are wrong.S3: (do actions)What am I going to do?S4: Are you flying to …?S3: Yes, I am. / No, I’m not.2.T: Class, suppose you are traveling in the United States. But you can’t speak English. If you are in trouble, what are you going to do?Ss: …T: Good. You can take an interpreter with you or you can make a gesture to express your meanings. Now, look at these gestures that people often use in the United States. Guess the meanings of them, and you can discuss with your partners.T: What’s the meaning of the gesture in Picture ①?S1: It means “Have a victory”.T: What about Picture ②?S2: It means I’m puzzled.T: Class, do you agree with him / her?Ss: Yes. / No.…3. T: Boys and girls, let’s work in groups and each group has four students. We stick the gesture cards to the back of one student. He / She can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on his/her back guesses what the gesture is.Step 5 Project1.T: Suppose you’re a volunteer of the 2008 Olympic Games, try to search the Internet for sign language and body language as many as possible, and then make a form like this. After that, please make a report to your class.AustraliaJapanIndia…2. Homework:(1)Write several sentences using present continuous to show the future.(2)Collect more information about the differences in English among different English—speaking countries, including spelling and pronunciation.Teaching reflections:Section CⅠ. Teaching aims and demands1. Learn some new words and phrases:pronounce, pronunciation, fill in2. Discuss the differences between British English and American English in spelling,pronunciation and expression.3. Cultivate students’exploring spirit and open their minds to accept language differences.Ⅱ. Teaching aidsRadio /pictures/blackboardⅢ. Five-finger Teaching PlanStep 1 Review1.T:Fly.G1: We are flying to Disneyland.…2. T: Now, let’s play a game to review the body language.3. T: Well done! Boys and girls, yesterday I asked you to collect more information about differences in English among different English-speaking countries. Now I’ll ask a pair to perform in the front. S1, S2,would you like to show us your dialog?S1, S2: Yes, of course.S1: Hello, what should people say when they meet other people in Britain?S2: They often say“Hello”. But what about in Australia?S1: “G’day” instead.S2: What should people say when someone did something well in Britain then?S1: Well done! And what about in Australia?S2: Good on ya, mate!S1: …S2: …T: Boys and girls, do you think their oral English is very good?Ss: Yes.T: Who has the best pronunciation in our class? pronunciation (n. ) ——pronounce(v. ), oralSs: Li Lan.T: Yes, you’re right. Li Lan, please stand up. Can you pronounce “hot”? (hot)Li Lan:Yes, it’s…T: You’re right. You know it pronounces /h t/ in British English, while in American English it pronounces …./. Besides pronunciation, there are also differences between American English and British English, such as spelling and expression.expressionT: Now, if you want to know more about differences between American English and British English, let’s learn 1a.Step 2 Presentation1. T: Please listen to the tape carefully and find out what the differences between British English and American English are.T: Who can answer Question 1?S1: I can. There are three.T: Yes, what are they?S1: American English is different from British English in pronunciation, spelling and some expressions.2.T: Read 1a again, and fill in the form in 1b.T: S2, could you tell me how to pronounce “clerk” in British English?S2: Oh, yes. It’ s….T: But how to pronounce it in American English?S2: It’s …T: Great. S3, could you spell the past participle form of travel inAmerican English?S3: T-R-A-V-E-L-E-D.T: Good. But how to spell it in British English?S3: T-R-A-V-E-L-L-E-D.T: S4, which take the subway, Americans or British people?S4: Americans.T: OK. You can make a similar conversation with your partner.Step 3 Consolidation1.T: Now, let’s play the game “I know where you come from. ”You can use the knowledge we have learned in this topic. You can begin like this:S1: Hello. May I ask you a question?S2: Of course, please.S1: How do you pronounce “hot”?S1: Thanks. I know you are an Englishman.S2: (with a surprising gesture) How do you know that?S1: I know that from your pronunciation.S2: Oh. I see.S3: Good on ya, mate!S1: Oh. I know you’re from Australia. In Australia, people call their friends “mates”.S3: That’s right. There are differences in English among different English-speaking countries.2. T: Now, according to what we have just learned, we know American English and British English are different. Please finish 1b first. I’ll ask some students to retell the text. You can use the form in 1b.Step 4 Practice1. T: Now, let’s play a game “Who does quickly and well?”.Example:A: “Fall”in America is “秋天”. Do you know how to express “秋天” in England?B: Yes, it’s “autumn”. Do you know how to spell “数学”in British English?C: Yes, it’s “maths”. Do you know how to spell it in American English?D: Yes. It’s “math”.2.but alsobe fond ofbe close toPirates ofthe CaribbeanExample:Not only he but also I am interested in watching TV.The children are fond of playing toys.His home is close to his school.4. T: Match the pictures with the right sentences. Then I will ask a student to read the sentences, and check the answers.Step 5 Project1.play a game like finding friends to experience the differences between British and American English2. Homework: After class, see two English films. One is made in the UK, the other is made in the US.Teaching reflections:Section DⅠ. Teaching aims and demands1. Learn some new words and phrases:come about, force, take in, cent, accent2. Learn how the differences between American English and British English came about.3. Review present continuous to show the future:I’m flying to Disneyland tomorrow.My uncle is meeting us tomorrow.Ⅱ. Teaching aidsBlackboard /radioⅢ. Five-finger Teaching PlanStep 1 ReviewT: Now, let’s review Section C. How many kinds of differences arementioned between British English and American English?S1: Three. They are different in pronunciation, spelling and expression.T: Who can give me some examples?S2: We pronounce the word“hot”[h t] in Britain, but it is pronounced as….in America.S3: The word“dialog”is spelt as“dialogue”in Britain, but in America it is spelt as“dialog”.S4: In Britain people usually relax in a sitting room, but in a living room in America.…T: Good. You learn very well. But how did these differences come about? Do you want to know? OK, let’s learn 1a to find out.Step 2 Presentation1. T: As we know, there are some differences betweenAmerican English and British English. How did the differences come about?comeT: Long ago, many British people were forced to leave their country for some other places. These places were later called America, Canada and Australia. The English language was brought to these places by them. The language changed little by little in different parts of the world.T: The English language has also taken in many new words from other languages. In a word, the English language is changing all the time. Understand?Ss: Yes.T: Now, look at your books and listen to 1a, find out how these differences came about.2.Step 3 Consolidation1. T: Read 1a again, and mark the statements in 1b True or False and match the words with the languages in 1c. Then we’ll check the answers together.2. Example:T: S1, may I ask you some questions?S1: Of course.T: There are differences between American English and British English, but how did they come about?S1: Long ago, many British people were forced to… The English language was brought to… In the beginning… the same as…, changed little by little…T: What’s the meaning of the word “cookbook”?S1: It’s a book for cooking. It’s from German. The English language has taken in many new words from other languages. For example, itborrowed “tofu” and “kowtow” from Chinese.T: Well done, thank you. You’ve learnt very well.Step 4 practice1T:Now let’s make some sentences with the present continuous tense to show the future. OK?Ss: OK!T: Who wants to try?S1: I’m leaving for Disneyland tomorrow.S2: The most exciting time is coming.S3: We are traveling to America next summer holiday.2. T: Now, please find out all the sentences which show the future by present continuous yourselves. Then discuss in groups.3. T: OK, listen to 2a and repeat the sentences.4. (1)T: Let’s have a competition. I will divide you into eight groups. You have to list all the useful expressions in this topic within the fixed time. Then we’ll check to see which group is the winner.(2)T:Listen to 2b and follow.Step 5 project1. T: Let’s play a guessing game. You work in groups of four. Any student from each group in turn describes something in riddleformat, and the students from the next group guess. If the riddle is guessed correctly, the guess group wins one score, otherwise the riddle group wins the score.G1: What color is the white cap that is thrown into the Black Sea?G2: White. Which table doesn’t have legs?G3: Timetable. Who earns a living by driving his customers away?G4: The driver. …T: I’ll give you more riddles. If your answer is right, your group can get one more score. OK?Ss: Yes.T: Are you ready?Ss: Yes.T: All right. No.1: What letter is an animal?S5: … (B).T: No.2: What letter is an question?S6: … (Y).2.T: What do we talk about in this topic?Ss: The differences between British English and American English.T: Yes. If someone has trouble in communicating in English, can you help him/her?Ss: Sure./Certainly./No problem.T: OK. Wang Junfeng is in California now. He has some difficulties in understanding the people there. Because their accents are not all the same.T: Let’s read his e-card to find out what he wants to know and try our best to help him.3. Homework:Write a passage about the differences among American English, British English, Canadian English and Australian English.Teaching reflections:。
仁爱9年级上册英语教学设计5篇
仁爱9年级上册英语教学设计5篇《仁爱版英语》是由北京市仁爱教育研究所于2002年3月依据《英语课程标准》在教育部成功立项、依据《英语课程标准》编写、于2003年9月第一次送教育部审查就获得通过的英语教材。
下面是小编为大家整理的仁爱9年级上册英语教学设计5篇，希望大家能有所收获!仁爱9年级上册英语教学设计1一、学情分析：从整体情况来看，九年级一、二班学生英语基础较差，优生有几个，后进生也较多，导致两极分化严重。
我对学生学习情况和学生性格都比较理解，这样更容易调整教学方法，更容易走进学生的内心。
有一部分男生比较懒散，学习不太主动，书写很差，希望在这最后一年初中生活中，有所改变。
二、教材分析：九年级英语采用人教版新目标英语，是改版后的第一次使用。
九年级共安排有十四个单元，上学期完成十二个单元。
各单元话题灵活有趣，贴近学生生活实际。
本册书将学习的一些语法知识点有：宾语从句，被动语态，情态动词，定语从句，等。
同时每个单元都增加了文化背景知识和学习策略，并增加了任务型学习成分与语篇输入，提供了一篇具有跨文化内容的阅读文章及相关的练习，用以训练学生的阅读能力，扩大学生的阅读量。
九年级英语是人民教育出版社出版的新目标英语，本册书依然是分为SectionA、SectionB、Self-check，其中A部分为新课呈现，B部分为拓展延伸，教材编排有以下目的：1、要使学生受到听、说、读、写、英语的训练，掌握最基础的语言知识和语言技能以及培养初步援用英语交际的能力;养成良好的外语学习习惯，掌握学习外语的基本方法;为进一步学习和运用英语打下扎实的基础。
2、使学生明确学习英语的目的性3、培养初步运用英语交际的能力和自学能力。
三、本学期的指导思想：要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;突出学生主体，尊重个体差异;采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
U3T1SC(仁爱版英语九年级上教学设计)
Section CⅠ. Material analysis本课是九年级第三单元第一话题的第三课时，要完成1a,1b,1c 和2。
主活动是1a和2。
学生通过阅读1a，继续学习以书面形式呈现的一般现在时态的被动语态。
1b则让学生运用阅读策略，找文章的中心句。
1c让学生学习怎样归纳总结文章的主要内容。
2是对1a 的补充，换个角度来说明英语的重要性。
3a是小组活动，需要学生查找资料才能完成，3b是在3a的基础之上进行的写作活动。
由于课堂限制，把这两个部分作为课后作业来处理。
通过学习English Around the World，让学生进一步了解英语的重要地位。
让学生认识到要成为一个现代社会的有用之才，学好英语是非常有必要的。
Ⅱ.Teaching aimsaims：掌握本课的重点词汇和短语，继续学习一般现在时态的被动语态。
aims:能读懂用一般现在时态的被动语态表达的文章。
能找出段落、文章的中心句。
能归纳，总结文章的主要内容。
能根据需要，适当地运用主动语态和被动语态。
能运用一般现在时态的被动语态，以口头和书面的形式来表达自己的观点，写出小短文。
1aims: (optional)通过学习，激发学生对英语的需求，让学生自发地从“要我学”变为“我要学”，实现从外驱动到内驱动的转变。
awareness: (optional)了解英语对世界文化交流和许多行业的影响力。
Ⅲ. The key points and difficult points1. Key points:Words and phrases: speaker, foreign, European, tourist, base, tourism, conference, kingdom, native, mother tongue, as well as, play an important part in.Sentences: It is clear that the English language is becoming more important.The English language plays an important part in our lives.Grammar: the simple present passive voice2. Difficult points：能记住不规则动词的过去分词。
2021最新仁爱版九年级英语上册全套教案全册(精华版)
Unit 1The Changinging WorldTopic 1 Our country has developed rapidly.Section AThe main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标1. Learn some new words and a phrase:proper, by the way, bell, grandpa, chairwoman, grandson2. Learn a useful sentence: There goes the bell.3. Learn the present perfect tense:(1) R ita, you have just come back from your hometown.(2)—Where have you been, Jane?—I have been to Mount Huang with my parents.(3)—By the way, where ’s Maria?—She has gone to Cuba to be a volunteer4. Talk about the children’s vacation experiences.Ⅱ. Teaching aids 教具录音机/小黑板/ 学生的旅游纪念照/图片/幻灯片Ⅲ. Five-finger Teaching PlanStep 1Review通过教师询问学生的暑期活动，导入话题，呈现部分生词。
T: Listen! The bell is ringing. Let’s begin our教c l师a s解s! 释( The bell is ringing等于There goes the bell，板书bell，要求学生掌握。
)bellT: Nice to see you again. Did you enjoy your summer holiday?Ss: Yes.T: Hi, S 1, where did you go during your summer holiday?S1: I went toT: S2, did you go to your grandpa ’s home?S2: Yes. (板书grandpa，要求学生掌握。
九年级英语u3t2sc说课
各位老师，大家好！我今天说课的内容是九年级上Unit3 English around the world，T opic2 English is spoken differently in different countries. Section C我将从以下几个部分进行说课：Hi. I’m ShiHenglan I’m an English teacher from Xichuan No1 Middle School. Today I’ll say Section C of T opic 2 ,Unit 3 Grade 3. I ‘ll pre pare to say the lesson from six parts.一．教材分析１．【教材地位和作用】本课是仁爱版九年级第三单元第二个话题Section C的内容,本单元教学内容主要围绕English around the world.方面的话题展开.主要是介绍英语在不同国家表达的方式也不同。
认真完成本单元的教学内容，既是《英语课程标准》规定的基础教育阶段的主要任务之一，即帮助学生了解世界和中西文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，也是适应改革开放的要求。
从教材编排体系来看，先是交代英语在世界上被广泛地讲，然后是英语在不同的国家被不同地去讲，最后是我们应该怎样学好英语。
而我所讲的Topic2 SectionC正是本单元的中心部分,这节课对于整个单元内容的学习起到了巩固加深和承上启下的作用。
二．【教学目标】1.目标以课标要求为指导，教学大纲为依据，确定以下学习目标：【知识与技能】学习英式英语与美式英语在拼写、发音和表达方面存在的差异。
Discuss the differences between BritishEnglish and American English in spelling,pronunciation and expression.学习并掌握以下重点单词和短语Learn some new wordsand phrases:pronounce, pronunciation, fill in as for have difficulty doing sth be fond of fill in be close to not only… but also…in person【过程与方法】根据本课及学生的特点，采用导学互动教学方法，通过听、说、读、写，教会学生快速阅读的技巧，提高学生的阅读水平、获取信息和处理信息的能力，增强学生跨文化交际的意识【情感与态度】培养学生自学，合作，探究的精神和对语言多元化的接纳。
仁爱版九年级英语上册U3T2SC优质教案
SectionCⅠ.Materialanalysis本课是九年级第三单元第二话题的第三课时。
主活动是1a。
通过学习1a，了解在中西方文化中相同的动植物被赋予的不同含义。
1b和1c是为检测学生是否理解1a而设计，2是针对语言知识而言的，3虽然是写作任务，但可以看做是继续探讨文化差异，只是让学生自己去完成介绍文化差异的任务。
了解文化差异，对于英语学习非常重要，只有知道有差异，才能更好地理解英语国家的文化。
通过本课的学习，让学生知道要学好英语，不只是会说、会听、会读、会写就够了，还要理解文字所承载的文化。
3的写作任务需要较多时间才能充分完成，故留作课后作业让学生独立完成，在第四课时可以让学生展示，但可以先处理3的词汇。
Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语，了解东西方文化的差异。
2.Skillaims:能正确理解含有动植物的英语习语。
能恰当运用含有动植物的英语习语来表达地道的英语，避免中式英语。
3.Emotionalaims:(optional)让学生关爱身边的动植物，因为它们使得语言变得丰富多彩，从而使学生更加想学好这门语言。
4.Cultureawareness:(optional)知道一些常见的动植物在英语文化中的特殊含义。
Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:differently,consider,honest,ancient,compare,courage,mistake,pride,wis dom,beregardedas,compare...to...,makemistakes,mistake...for...,takeprideinconsiderdoingsth.Sentences:Inancienttimes,dragonsareregardedas...Theancientemperorscomparedthemselvestodragons.Everybodymakesmistakesattimes.2.Difficultpoints：能理解在不同的国家，同一动植物的含义是有差异的。
U3T1SC(仁爱版英语九年级上教学设计)
Section CⅠ. Material analysis本课是九年级第三单元第一话题的第三课时，要完成1a,1b,1c 和2。
主活动是1a和2。
学生通过阅读1a，继续学习以书面形式呈现的一般现在时态的被动语态。
1b则让学生运用阅读策略，找文章的中心句。
1c让学生学习怎样归纳总结文章的主要内容。
2是对1a 的补充，换个角度来说明英语的重要性。
3a是小组活动，需要学生查找资料才能完成，3b是在3a的基础之上进行的写作活动。
由于课堂限制，把这两个部分作为课后作业来处理。
通过学习English Around the World，让学生进一步了解英语的重要地位。
让学生认识到要成为一个现代社会的有用之才，学好英语是非常有必要的。
Ⅱ.Teaching aims1.Knowledge aims：掌握本课的重点词汇和短语，继续学习一般现在时态的被动语态。
2.Skill aims:能读懂用一般现在时态的被动语态表达的文章。
能找出段落、文章的中心句。
能归纳，总结文章的主要内容。
能根据需要，适当地运用主动语态和被动语态。
能运用一般现在时态的被动语态，以口头和书面的形式来表达自己的观点，写出小短文。
1 / 101 / 1013.Emotional aims: (optional)通过学习，激发学生对英语的需求，让学生自发地从“要我学”变为“我要学”，实现从外驱动到内驱动的转变。
4.Culture awareness: (optional)了解英语对世界文化交流和许多行业的影响力。
Ⅲ. The key points and difficult points1. Key points:Words and phrases: speaker, foreign, European, tourist, base, tourism, conference, kingdom, native, mother tongue, as well as, play an important part in.Sentences: It is clear that the English language is becoming more important.The English language plays an important part in our lives.Grammar: the simple present passive voice2. Difficult points：能记住不规则动词的过去分词。