新人教部编版九年级英语下册Section B 第3课时(导学案)
新人教版九年级英语下册Unit 13 Section B (2a--2e)导学案
7. set up8. not only…but also
三、阅读活动
1.快速默读短文，并找出各段的主题大意并完成2b中表格内容。
2.细读短文，完成2c组内核对答案。
3.再精读读短文，完成2d。（同伴交流）
四、展示点拨
1、.请几位同学阅读短文，每人读一段，其余学生纠正发音。
put sth. to good use ,pull down ,bring back
学习并掌握重点句子：
(1)Have you ever thought about how these things can actually be put to gooduse?
(2) She lives in a house in theUKthat she built herself out ofrubbish.
-----Really ?When did you gothere ?
A．Not only,butalso B. Neither , nor C. Either , or D. Too , to
(3)The old city wall aredangerous .Sothey willbesoon .
五、达标测评
（一）单项选择
（1）------ Your coat looksnice .
------- It’smadecotton . And it wasmadeShanghai.
A. in ,by B. from ,by C. by ,in D. of, in
(2) ---heI have been toBeijing.
（4）这些照片唤起了我美好的回忆。
九年级英语：9BUnit3Asia导学案3
初中英语新课程标准教材英语教课方案( 2019—2020学年度第二学期)学校：年级：任课教师：英语教课方案 /初中英语/九年级英语教课方案编订： XX文讯教育机构初中英语教课方案文讯教育教课方案9B Unit3 Asia导教案3教材简介 : 本教材主要用途为经过学习英语的内容，提升学生的语言技术，增添一项语言能力，有益于国际化的平时沟通、生活、工作等，本教课方案资料合用于初中九年级英语科目 , 学习后学生能获得全面的发展和提升。
本内容是依据教材的内容进行的编写，能够放心改正调整或直接进行教课使用。
【教课方案】课题9b unit 3 study skills课型新讲课、学法指导课教课目的 1、教会学生怎样利用手中资料查问有关英语语言知识。
2、认识英语写作中常见的一些过渡词。
3、学会运用过渡词进行写作。
重难点剖析教会学生怎样利用过渡词安排语言资料组成文章。
学情剖析学生已经掌握一些英语过渡词的表达方法，但怎样更流利、正确、地道地运用他们，对于初中学生而言还有些困难，因此要教给他们怎样奇妙地运用过渡词来架构他们的文章。
教课方法模拟写作教课教具准备课件教课步骤教师活动学生活动个性化增补 step 1 revisionrevise the language points in last class‘integrated skills ’ check the preview work. help them to give the chinese meanings of the keyphrases on the paper.let the ss share their own preview work about transitions between ideas, they can exchange their ideas, the more the better. step 2 presentation theteacher shows the ss transitions between ideas on the bb or screen. then give themsome minutes to learn these words by themselves,next ask them to discuss with partners, and try to catch the chinese meanings of these words. at last the ss read the threeparagraphs by themselves,if they have some questions,they can ask teacher or their classmates for help.step 3 practice 1first,ask the ss to read the passages on page 52, then ask them some questions about it.therefore,they can have some more details.next, the teacher helps the ss find out how it is organized, and ask themto underline the transitions.finally, let the ss talk about how these transitionsare used to connect sentences. the teacher can draw a conclusion for them. step 4practice 2 ask the ss to fill in blanks according to chinese with proper transitions, then the ss can check their answers with help of the teacher,the teacher can explain the usage of transitions.step 5 practice3give the ss 2 minutes to finish the passage with right transitions, choose the best students to give the others some help. step6 rewriting help the ss to rewrite the composition film or book,which do you prefer? again, and try to use suitable transitions.the ss check the compositions each other, and invite some of them to report to the class what they learn from the others’ and what they should pay attention to. step7 writing give the students 4-5 minute tocomplete the sample composition is daily homework necessary or not?let the students figure out the mistakes and how to make it better. step 8 a summary analysis thestructure of the passage and work out the structure about how to write a bettercomposition. step 9 language points go through the article and help the students totake some notes about key phrases and sentences.教师组织小组报告复习上节课integrated skills有关语言点。
人教新目标英语九年级Unit11Section B(1a1e) 导学案
Unit 11 Sad movies make me cry.Section B（1a-1e）导学案（第三课时）【学习目标】1．单词和短语：possible, ending, unhappy , remain , realize , wear , suddenly , without ,discuss , search , found , gave , return , thoughts , happiness , seem , pass,remain ,unhappy, forever , a shirt of a happy person , search for , returnto the king , write down , even though , agree with , on the street , giveup , go up to , come from , in one’s heart2.句型：(1) The general finds a happy person with power and money.(2) The general realizes he is a happy person and gives his shirt to the king to wear.(3) What made the poor man so happy even though he had no power, money or fame?(4) Do you agree with the poor man’s thoughts about happiness?一、课前预习预习1a-1e内容，写出下列单词和短语，然后小组内互查。
(1) 把……给……_________ (2) 写下，记下_________ (3) 尽管_________(4) 在街道上_________ (5) 同意___________ (6) 放弃___________(7) 去；前往_________ (8) 来自于________ (9) 在我的心里_________(10) 愉快的人________ _二、课上活动（一）情景导入同学们还记得在第二课时一个国王派人寻找快乐人的衬衫的故事吗？国王最后找到了快乐的人吗？故事的结果是怎样的呢？你们能猜一猜吗？1. Do you remember the story we learned in the Period 2? _____________________2. Had the king found the happy man?________________________________3.Do you want to know the ending of the story?_____________________________4.Can you guess the ending of the story? ___________________________________（二）完成教材1a-1b的任务1.迅速阅读1a部分所给的有关国王的故事的结局的几种猜测。
人教版九年级英语unit 3 Section B导学案
Unit 3 Could you please tell me where the restrooms are?SectionB导学案·怎样将两个单句变成含有宾语从句的复合句；2 掌握宾语从句的时态、句序特点 3·怎样将含有宾语从句的复合句简化（2）问路的方式：委婉的（礼貌的）、直接的（不礼貌的）（3）树立礼貌用语意识；能根据不同的场合、对象；使自己的请求更礼貌、更容易让他人答复一、自学（自主探究6分钟）自学本课单词convenient adj.便利的；方便的mall n. 商场；购物中心clerk /kla:k/ n. 职员corner n. 拐角、；角落polite adj. 有礼貌的；1、Our hometown is small,but it is very c .2、Have you ever been to the m to buy clothes3、His father works as a bank c in Sunnvill.4、We should be p when we speak to the old.5、Did you see the white dog at that c just now ?二、导入；口语练习；回答：如I think clean is the most important for the toilet.i t be convenient for sb. to do sth. 对某人来说做……是方便的... be convenient to / for ... ……对……来说是方便的/ 近便的二·听力练习完成1c仔细听磁带一次，完成填空Conversation 1Boy: Could you tell me where there’s a good place ?Clerk: Of course. There are a lot of good restaurants in Sunville. What kind of are you ? Boy: I’d like fresh vegetables.Clerk: I’d try Green Land. They have delicious .Conversation 2Girl: Do you know if there are any public around here?Clerk: Yes. You’ll find some at the of Market and Middle Streets.Girl: Umm…are they ?Clerk: Oh, yes. They’re very clean.Conversation 3Mother: Could you tell me if there is a good in Sunville?Clerk: Well, we have several. What kind of museums do you like—History? Science? A museum?Father: What about history? I like history museums. They’re fascinating.Girl 1：Oh, Dad! History museums are . Let’s go to a science museum.Boy: Science? We always go to science museums. I want to go to a children’s museum. They’re .Girl 2: Well,I’m too old for a children’s museum.Why don’t we go t o an museum?Clerk: Why don ’t you go to the computer museum? There are a lot of fun things for children there. You can learn all about the history of computers, as well as learn about science.Mother: That’s a great ! Let’s go to the com puter museum.四·阅读处理五·朗读短文，勾画重点语句Could You Please ...?When you visit a foreign country, it is important to know how to ask for help politely. For example, “Where are the restrooms?” or “Could you please tell mewhere the restrooms a re?” are similar requests for directions to a place. Both arecorrect English, but the first one sounds less polite. That is because it is a verydirect question. It is not enough to just ask a question correctly. We also needto learn how to be polite by being less direct — or more indirect — when weask for help.In English, as in Chinese, we change the way we speak when we talk with different people. T e expressions you use might depend on whom you are speaking to orhow well you know them. If you s ay to your teacher, “When is the school trip?”,this might sound impolite. But if you say, “Excuse me, Mr. West. Do you knowwhen the school trip is?”, this will sound much more polite. However, it is all rightto ask direct questions in some situations, like with your classmates.Usually polite questions are longer and include more language such as “Could you please ...?” or “Can I ask ...?” It sounds more polite to say, “Peter, could you pleasetell me your e-mail address?” than “Peter, tell me your e-mail address.” Sometimeswe even need to spend time leading in to a request. For example, with a strangeron the street, we might fi rst say, “Excuse me, I wonder if you can help me” or “I’msorry to trouble you, but ...” before asking for help.It might seem more difficult to speak politely than be direct. However, it is important to learn how to use proper language. T is will also help you become better at English,or any other language you wish to speak.。
人教版英语九年级全册Unit3SectionB课时说课稿
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：1.通过引入与学生生活密切相关的职业话题，激发他们的学习兴趣和好奇心；2.设计丰富的听力活动和口语交流活动，让学生在实际操作中巩固所学知识，提高他们的学习积极性；3.采用分组合作的学习方式，让学生在小组活动中互相学习、互相帮助，增强他们的学习动力；4.创设真实的情景，让学生在模拟真实的日常交际中运用所学知识，提高他们的学习兴趣和动机。
2.教学难点：本节课的教学难点是让学生能够熟练运用听力技巧，提高他们的听力理解能力；能够运用口语表达自己的职业特征和日常活动，提高他们的口语交际能力。
二、学情分析导
（一）学生特点
本节课所面向的学生是九年级的学生，他们正处于青少年时期，具有活泼好动、好奇心强、自我意识逐渐增强等特点。他们在认知水平上，已经具备了一定的英语基础，能够理解和运用一些基本的英语词汇和句型。在学习兴趣方面，他们对于学习与生活密切相关的英语知识具有较强的兴趣。在学习习惯方面，部分学生可能已经形成了良好的学习习惯，但也有部分学生可能存在学习拖延、注意力不集中等问题。Fra bibliotek（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：1.词汇练习：让学生用所学的职业词汇造句，加强对词汇的理解和运用；2.听力练习：让学生听懂并模仿不同职业的日常对话，提高他们的听力理解能力和口语表达能力；3.角色扮演：让学生分组进行角色扮演，模拟不同职业的日常对话，增强他们的口语表达能力和交际能力。
三、教学方法与手段
（一）教学策略
在本节课的教学中，我将主要采用情境教学法和交际教学法。情境教学法是指通过引入真实的生活情境，让学生在实际语境中学习和运用英语。交际教学法则是以学生为主体，注重培养学生的主体交际能力。我选择这些方法的理论依据是现代英语教学理念，即学习语言不仅要掌握语法和词汇，更要学会在实际情境中运用语言进行交际。
人教版九年级英语全册教学设计：Unit3SectionB
3.学生跟随教师朗读课文，注意语音语调，理解文章内容。
4.教师引导学生关注文章中关于人物描述的表达方式，总结句型和语法结构，提高学生的阅读理解能力。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个人物，讨论并记录该人物的成就、经历和特点。
1.部分学生对英语学习缺乏兴趣，课堂参与度不高，影响学习效果。
2.学生的阅读理解能力有待提高，对文章深层含义的把握和推理判断能力不足。
3.口语表达能力有限，缺乏自信，不敢在公共场合用英语表达自己的观点。
4.写作能力较弱，句子结构单一，篇章组织能力不足。
针对以上学情，本章节的教学应注重激发学生的学习兴趣，提高课堂参与度；加强阅读训练，提高学生的阅读理解能力；创设口语表达机会，培养学生的自信心；设计多样化的写作任务，提高学生的篇章组织能力。同时，关注学生的个体差异，因材施教，使每个学生都能在原有基础上得到提高。
4.针对写作能力的提高，采用以下教学策略：
a.设计不同类型的写作任务，如日记、书信、故事等，让学生在实践中提高写作能力。
b.引导学生关注篇章结构，学会使用过渡词和连接词，使文章条理清晰。
c.举办写作讲座，教授写作技巧，提学生的写作水平。
d.开展互评、小组评等活动，让学生在评价他人作品的过程中，学习借鉴优点，改进自身不足。
3.教师播放一段与本节课主题相关的短视频，激发学生的兴趣，引导学生关注本节课的核心词汇和句型。
4.通过提问方式，引导学生预测本节课的学习内容，为新课的学习做好铺垫。
（二）讲授新知
1.教师带领学生学习和复习与本节课相关的词汇和短语，如confident, perform, talented, achieve, overcome等，通过图片、实物等辅助教学，帮助学生形象记忆。
人教版英语九年级全册Unit3sectionB教学设计
（二）讲授新知
1.教学内容：讲解一般现在时态和一般过去时态的用法，以及问路和指路的句型。
2.教学实施：通过示例、讲解和练习，让学生掌握以下句型：
4.词汇短语练习：抄写本节课所学的词汇和短语，每个词汇和短语各写5遍，巩固记忆。
5.课后反思：反思本节课的学习过程，总结自己在问路和指路场景中词汇、短语、句型和时态的掌握情况，以及课堂参与、合作交流等方面的表现，撰写一篇不少于100词的反思报告。
6.预习作业：预习下一节课的内容，提前了解话题背景，为新课的学习做好准备。
难点：针对不同学生的学习程度，如何进行分层教学，使每个学生都示商场、公园等实际场景，激发学生的学习兴趣，引导学生运用所学知识进行问路和指路。
2.任务型教学法：设计各种听说读写任务，如小组讨论、角色扮演、听力训练等，让学生在实际操作中掌握知识。
（五）总结归纳
1.教学内容：对本节课所学知识进行总结，巩固重点，突破难点。
2.教学实施：教师引导学生回顾本节课所学词汇、短语、句型和时态，让学生复述并举例。同时，针对学生在课堂练习中的表现，进行点评和指导，提高学生的实际应用能力。
五、作业布置
为了巩固本节课所学知识，提高学生的英语应用能力，特布置以下作业：
4.通过课堂互动，激发学生的学习兴趣，引导学生积极参与课堂活动，培养良好的学习习惯。
（三）情感态度与价值观
1.学会尊重他人，关爱他人，培养乐于助人的品质。
2.学会合作与分享，培养团队精神，增强集体荣誉感。
3.增强对英语学习的兴趣，树立自信心，养成良好的学习习惯。
小学英语九年级下册人教版教案 Unit 11 第3课时 Section B (1a-1e)
第3课时Section B (1a－1e)【教学目标】1．给出不同的结果，让学生练习口语。
2．通过听力训练获取有效信息，激起学生对故事结尾的兴趣，并能开口讲出故事的结尾。
【教学重难点】重点：掌握短语search for，even though。
难点：通过交流表达和听力训练，提高学生的听说能力。
【自主学习案】认真预习课本P85的内容，找出下列短语和句型。
(1)没有权力have no power(2)寻找search__for(3)即使没有权利，金钱和名誉，是什么使这个穷人如此高兴？What__made__the__poor__man__so__happy__even__though__he__had__no__power,__mon ey or fame?【课堂导学案】Step 1情景导入(3分钟)1．Last week，we learned Part Ⅰof the Shirt of a Happy Man.We didn't know the ending of the story.Who can tell me the ending of the story?2．学生给出不同的结果。
让学生练习口语。
教师给学生鼓励，尽量让更多的人开口讲出故事的结尾。
A：The general can't find a happy person and the king remains unhappy forever.B：The general finds a happy person with power and money.C：The general realizes he is a happy person and gives his shirt to the king to wear.D：The general finds the happy person and gives his shirt to the king.The king becomes happy.环节说明：让学生猜故事的结尾，目的是让学生练习口语，激起学生急于想知道故事结尾的兴趣，为下面的听力环节打好基础，引起学生的注意。
- 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)。
Section B 第3课时（1a~1d）
类别学习重点
重点短语
the name of
重点句式
He likes clothes that are unusual.
课
前
预
习
译一译
最喜欢的东西favorite things
背一背
1.他喜欢不平常的衣服。
He likes clothes that are unusual.
2.他喜欢把事情解释得清楚明白的作家。
He likes writers who explain things well.
新课
导入
Ask the students what is the name of their favorite movie, book and band.
新课
展示
【完成教材1a~1d的教学任务】
1.1a学生填写下面的表格，将其喜欢的书，电影和乐队的名字写下来。
2.1b学生听录音，写出三件迈克喜欢的物品。
3.1c学生听录音。
在1b中写出迈克尔喜欢每件物品的原因。
4.1d学生小组讨论1a中最喜欢的事情。
说说你为什么喜欢这件事。
活
学
活
练
(B)1 .Books and sports are the boys’ ______________ .
A .like B. favorites C. favorite
(B)2 .Planting that kind of trees is________ unusual thing for him.
A .a
B .an
C .the
(C)3. That morning he came with a bag in hand .
A. usually
B. unusual
C.as usual
布置作业：教师引导学生课后完成本课时对应练习，并预习下一课时内容。
教
学
反
思
本节课继续学习运用定语从句谈论自己喜欢的人或事，运用了大量的图片进行直观教学，充分练习了本课的重点和难点内容，突出了重点，突破了难点。
教师要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。
在听读的基础上创设语言情景，加强读写能力的训练。
教学过程中老师的疑问：
教师点评和总结：。