牛津译林版九年级上册英语(新)教案Unit4
9A Unit 4 Growing up (Reading1)PPT1PPT2 (Lead in)Boys and girls, let’s enjoy a poem first. Listen to it carefully, and try to complete it. Please read the poem together.What is the poem about?Do you have dreams?Do you believe that your dreams can come true some day?OK, we can find an answerin today’s lesson.PPT3-4 (Fast reading)This is the title of today’s reading.Open your books and find out who the shortest player is.Yes, this is Spud Webb. He is the shortest player in the NBA.When did he become the shortest player in the NBA ? (1985)What happened to him next year? (1986)How old was he when he won the Slam Dunk Contest? (23)How did you get the answer?Yes, in paragraph 1 we know he was born in Texas, the USA, in 1963.Boys and girls, do you want to know what happened to Spud these years?Can you guess what the article may tell us about these years?Next, let’s read more to find out how Spud Webb became a great NBA player.PPT5-6 (Para.1)Please read Para1 and find out two adjectives. (Small and big)How small was Spud?That’s to say, Spud was the smallest kid at school.What was his dream?The smallest man wanted to play in the NBA.Maybe it’s the biggest for him.What is Para 1 about? /Can you use these two adjectives in a phrase or sentence to express the main point/idea of Para 1Then, how do you understand the "big" dream? Can you think of other words to replace the word "big"?Is the “big” about the dream’s size?PPT7-8 (Para.2)Let’s come to Para2 to discover how Spud held fast to his big dream in junior high. Can you find out two adverbs of time in this paragraph? (at first, finally)Who can tell us what happened to him from “at first” to “finally”?When he got the chance, he became the star of the team.How could he make such a difference? (Can you find a sentence in this paragraph to explain it.)He did not lose heart. And at last he got the chance.So, some people thought Spud was lucky because the chance was waiting for him.Do you agree with it? Why or why not?If Spud never worked hard, could he score 20 points in his first game?Yes, chance favors only the prepared mind.PPT9-10 (Para.3)Now, please read paragraph3 and find out if Spud was a prepared man.Was Spud always prepared for his dream in senior high?When reading this paragraph, are there any pictures about Spud in your mind?(For example, every time I read this paragraph, the first picture that came into my mind is Spud was sitting in the stands.)The second picture is that Spud was practicing even harder.Why did he do so? (To get the coach to change his mind.)Whose mind? Spud’s or the coach’s?What was the coach's "mind"? /// Spud was too small./// Spud was not suitable to play basketball. ///...Then, supposing you're Spud, when sitting in the stands without the chance of playing the game, how would you feel and what would you do?PPT11-12 (Para.4)Let’s move onto paragraph4. Spud attended his college and university.First he played at a junior college and then he attended this university.Please read this paragraph, and find out how Spud attracted this university’s attention. What did he get in the university? ( getting a scholarship.)Was he excited about getting a scholarship?Why? ( Because he could continue his education and his big dream.)But many years later, in a TV interview Spud once said, "In fact, after the national championship, I got more than the scholarship and it was more important for me." what was"it"? /What does “it” refer to?/// It might be a chance. Because attending a university makes him get closer to his dream——playing in the NBA. /// Confidence /// Encouragement ///...PPT13-14 (Para.5)Thanks to the chance/ confidence /, Spud succeeded in getting into the NBA in1985. Now, please read para5, and find out “where did Spud play basketball before1985 ?”When did he begin to play there? (1984)How did you get the answer?What’s the name of “another basketball league”? (Why didn’t the writer tell us its name?)It was an unknown basketball league. It was not famous. What does the writer think of Spud Webb? Can you find one adjective to showthe writer's opinion in Para 5?He was a great player. He had many great achievements.Do you think Spud Webb was a great player? Why or why not?PPT15-16 (Para.6)I also consider Spud a great player because he brought us some lessons.Can we read the lessons together?What does “anything” mean to Spud according to the article?Small Spud achieved his big dream at last. It seems that he wanted to show sth. to us. Please think about: Whom did Spud want to prove to "size and body typedoesn't matter ..."?PPT17 (Title)Although size and body type doesn’t matter, the writer uses a lot of expressions to describe Spud’s size.For example, in para.1, the writer uses “very small”.Now, it’s your time to find out and underline other similar expressions in each para. Reread the passage again, and find out how Spud didn’t give up his dream para by para.For example,…From this PPT we can see thow the writer organizes his or her ideas around the the title of the article--- the shortest player in the NBA.PPT18Do you still remember the title of this unit?In the journey of growing up, Spud always held fast to his dream and never gave up. How do you understand "growing up"? What will you do?This is my understanding of "growing up".Would you like to read it together?PPT19Boys and girls, in this class we talked about dreams in the journey of growing up. Dreaming is beautiful becauseIt's hard to say what is impossible, for the dream of yesterday is the hope of today and the reality of tomorrow. Everybody who got to where they ARE had to start where they WERE. If it's to be, it's up to me.Hold fast to your dreams like Spud Webb and you will fly high.Thanks for your attention. Good bye!。
牛津译林版英语九年级上教案：Unit4 教学设计4
1. Outside, people were running in all directions while pieces of glass and bricks were falling down.(牛津八年级上U8)
2. Timmy was trapped in a dark place after the earthquake stopped.(牛津八年级上U8)
2. Don’t wake me upuntil you finish building it.
3.When he finally got the chance, he scored 2o points in his first game.
4.After he graduated, he was forced to play in another basketball league.
Let the students read the sentences and translate them into Chinese and tell them they are time clauses..The conjunctions are :when,while,since ,until and as soon as.,after, whenever
教学难点
To use the adverbial clauses correctly.
教学法指导
Task –based method
教具准备
CAI
集体智慧
个性设计
教学后记
一、自主定向
Find some adverbial clauses we have learnt before withbefore, after, when, till, unitl,and while.
牛津译林版英语九年级上册Unit4教案优秀教学案例
（二）过程与方法
1.学生能够通过小组合作和讨论，培养合作学习和批判性思维能力，提高解决问题的能力。
2.学生能够通过角色扮演和演讲等形式，提高口语表达能力和公众演讲能力。
3.学生能够通过写作练习，提高写作能力和表达能力，培养写作习惯。
5.教学策略的灵活运用：教师根据学生的学习情况和特点，灵活运用了情景创设、问题导向、小组合作等教学策略。这种灵活运用的教学策略能够更好地满足学生的学习需求，提高学生的学习效果。
（三）情感态度与价值观
1.学生能够认识到环境问题的严重性，增强环保意识，树立保护环境的决心和责任感。
2.学生能够理解和尊重不同的文化和价值观，培养跨文化交际的能力和意识。
3.学生能够通过参与课堂活动和讨论，培养积极的学习态度和自主学习能力，激发对英语学习的兴趣和热情。
三、教学策略
（一）情景创设
1.通过播放环境问题的相关视频或图片，引发学生对环境问题的关注和思考，创设真实而生动的学习情境。
引导学生对课堂所学知识和讨论内容进行总结归纳。通Байду номын сангаас提问和讨论，帮助学生梳理和巩固所学知识，提高学生的归纳总结能力。
（五）作业小结
布置相关的作业，要求学生运用所学知识和表达方式，撰写一篇关于环境保护的短文或进行环境问题的演讲。通过作业的完成，巩固学生的知识和技能，培养学生的写作和口语表达能力。
五、教学反思
二、教学目标
（一）知识与技能
1.学生能够掌握本单元的核心词汇和短语，如environmental protection, pollution, habitat destruction等，并能够熟练运用这些词汇和短语进行英语表达。
牛津译林版九年级上册英语(新)教案Unit4Reading1的
9上Unit4 Growing up（Reading 1）Teaching material: U4 Reading I, The shortest player in the NBA, V olume 1 Grade 9Teaching aids: Multi-media, some paper materials, a blackboardLearning aims：By the end of this lesson, the students are expected to be able to1.have a good understanding of Spud Webb’s experiences and the NBA2.have a clear picture of the text framework3.share their feelings and thoughts in reading4.develop the spirit of never giving upTeaching method：DRTATeaching procedures：Step 1 Lead-in1.Watching a short video about an NBA match, introducing the background informationabout NBA and Spud Webb.2.Predicting what information may be included in the article according to the title. (Purpose: To arouse the students’ curiosity in the text and make them eager to read it.)Step2 Reading comprehension1. Students read Para.1 and Para.6 and answer some questions.(Purpose: Encourage the students to find the main idea of the article by reading the first and last paragraph.)2.Students read Para.2-5 to pick out Spud’s achievements on his basketball career at different stages.Paragraph 2: Spud scored 20 points in his first gameParagraph 3: Spud was named Player of the YearParagraph 4: Spud got a scholarship from a universityParagraph 5: Spud became an NBA player in 1985(Purpose: Encourage the students to find out specific information about Spud’s basketball career through scanning.)3. Students read Para.2-5 more carefully to find out information about the difficulties Spud met at different stages and how he dealt with them.(1)Read Para.2 (in junior high) and answer some questions.(2)Read Para.3 (in senior high) and complete the flow chart.In senior high→had to __________→__________ even harder→got the coach to __________→__________ of the team→__________ Player of the YearThinking: If you were the coach, would you choose Spud to play in the match?(3)Read Para.4 ( at a junior college and university) and make a choice:Where did he play basketball at first after senior high?A. At a junior college.B. At North Carolina University.Thinking: What do you think of his decision to play at a junior college?(4)Read Para. 5 (after university) and complete the curve.Thinking: Which stage was the most important to his success and why?(Purpose: By detailed reading, the students not only get a complete understanding of Spud Webb’s life experience, but also have a clear picture of how the paragraphs relate to each other. By thinking, the students are encouraged to share their thoughts and feelings in reading, meanwhile,develop their ability of divergent thinking. )4. Enjoying reading：Students read after the flash with correct pronunciation, intonation and emotion.(Purpose: Encourage the students to read the article loudly, fluently and emotionally.)Step 3 ConsolidationStudents retell the story about Spud Webb’s life experiences according to the pictures, words and phrases.(Purpose: Encourage the students to use what they have learnt today to complete a certain task.)Step 4 SummaryStudents summarize what they have learnt today and complete the mind map.(Purpose: Encourage the students to recall what they have learnt today.)Step 5 Homework1. Read more stories about persons who never give up and share what you have read in class next time.2. Write a composition on Spud Webb’s life experiences.(Purpose: Help students review what they have learnt in class and encourage them to write something about Spud Webb’s life experience.)。
初中英语九年级上册(牛津译林版)Unit4Reading教学设计
难点：培养学生对文化差异的敏感性和跨文化交际能力。
（二）教学设想
1.利用多媒体教学资源，如图片、视频等，为学生提供丰富的视觉和听觉体验，帮助他们更好地理解文章内容，并激发学生的学习兴趣。
2.采用任务型教学法，设计一系列有针对性的阅读任务，如填空、排序、问答等，引导学生逐步深入理解文章，提高阅读策略的应用能力。
7.教学难点突破设想：
a.对于词汇和语法难点，通过例句展示、情境练习等方法，帮助学生理解和掌握。
b.对于阅读策略的难点，设计专门的阅读训练活动，如预测、扫读、精读等，逐步培养学生的阅读技巧。
c.对于文化差异的难点，组织课堂讨论和分享，鼓励学生发表自己的观点，提高其对文化差异的敏感性和包容性。
四、教学内容与过程
c. Can you share any interesting stories or customs about this festival?
2.各小组进行讨论，教师巡回指导，为学生提供必要的帮助和指导。
3.讨论结束后，各小组向全班同学分享自己的讨论成果。
（四）课堂练习（500字）
1.教师设计一系列与文章内容相关的练习题，如填空、选择题、匹配题等，巩固学生对文章的理解。
1.写作作业：以“Festivals in My Eyes”为题，要求学生结合课堂所学的词汇和语法知识，描述自己最感兴趣的一个节日。要求不少于100词，内容需包括节日的起源、庆祝活动以及个人的感受。
2.口语作业：学生分小组，选择一个节日进行角色扮演，模拟节日庆祝的场景。要求每组录制一个不少于3分钟的口语视频，展示小组成员的英语口语表达能力。
3.阅读作业：要求学生课外阅读一篇关于节日的英文文章，并完成相关的阅读理解练习。文章难度应与课堂所学文章相近，以提高学生的阅读理解能力。
牛津译林版九年级英语上册Unit4GrowingupReading教案
Afterchecking,readtogether.
Step2：Learningandexplanation
Difficultpoints:sentences:
1.WhileattendingJuniorhigh,Spudtriedoutfortheschoolteam,buthewasrefusedtoplayatfirstbecausehewastoosmall.
Unit4Growingup
总课题
Unit4Growingup
总课时
7
第3课时
课题
Period3Reading(2)
课型
新授
教学目标
Afterlearningthisperiod,thestudentsshouldbeableto
◆retellthetext.
◆learnandrecitetheimportantphrasesandsentences.
(1)Asaresult连词“结果”
拓展：asaresultof=becauseof“因为，由于”
eg.Hewaslateasaresultofthesnow.
(2)succeed动词“成功”名succeedindoingsth
eg.Ifyouworkhard,andyouwillsucceed.
按要求写：
5..Thereheledhisteamtothenationalchampionship.在那儿，他带领他的队伍取得了全国冠军。
Lead…to…“引导…通向…”过去式led
eg.Theroadwillleadyoutotheseaside.顺着这条路你就能到海边。
牛津译林版九年级上册英语(新)教案：Unit 4
9A Unit 4 Growing up (Reading1)PPT1PPT2 (Lead in)Boys and girls, let’s enjoy a poem first. Listen to it carefully, and try to complete it. Please read the poem together.What is the poem about?Do you have dreams?Do you believe that your dreams can come true some day?OK, we can find an answerin today’s lesson.PPT3-4 (Fast reading)This is the title of today’s reading.Open your books and find out who the shortest player is.Yes, this is Spud Webb. He is the shortest player in the NBA.When did he become the shortest player in the NBA ? (1985)What happened to him next year? (1986)How old was he when he won the Slam Dunk Contest? (23)How did you get the answer?Yes, in paragraph 1 we know he was born in Texas, the USA, in 1963.Boys and girls, do you want to know what happened to Spud these years?Can you guess what the article may tell us about these years?Next, let’s read more to find out how Spud Webb became a great NBA player.PPT5-6 (Para.1)Please read Para1 and find out two adjectives. (Small and big)How small was Spud?That’s to say, Spud was the smallest kid at school.What was his dream?The smallest man wanted to play in the NBA.Maybe it’s the biggest for him.What is Para 1 about? /Can you use these two adjectives in a phrase or sentence to express the main point/idea of Para 1Then, how do you understand the "big" dream? Can you think of other words to replace the word "big"?Is the “big” about the dream’s size?PPT7-8 (Para.2)Let’s come to Para2 to discover how Spud held fast to his big dream in junior high. Can you find out two adverbs of time in this paragraph? (at first, finally)Who can tell us what happened to him from “at first” to “finally”?When he got the chance, he became the star of the team.How could he make such a difference? (Can you find a sentence in this paragraph to explain it.)He did not lose heart. And at last he got the chance.So, some people thought Spud was lucky because the chance was waiting for him.Do you agree with it? Why or why not?If Spud never worked hard, could he score 20 points in his first game?Yes, chance favors only the prepared mind.PPT9-10 (Para.3)Now, please read paragraph3 and find out if Spud was a prepared man.Was Spud always prepared for his dream in senior high?When reading this paragraph, are there any pictures about Spud in your mind?(For example, every time I read this paragraph, the first picture that came into my mind is Spud was sitting in the stands.)The second picture is that Spud was practicing even harder.Why did he do so? (To get the coach to change his mind.)Whose mind? Spud’s or the coach’s?What was the coach's "mind"? /// Spud was too small./// Spud was not suitable to play basketball. ///...Then, supposing you're Spud, when sitting in the stands without the chance of playing the game, how would you feel and what would you do?PPT11-12 (Para.4)Let’s move onto paragraph4. Spud attended his college and university.First he played at a junior college and then he attended this university.Please read this paragraph, and find out how Spud attracted this university’s attention. What did he get in the university? ( getting a scholarship.)Was he excited about getting a scholarship?Why? ( Because he could continue his education and his big dream.)But many years later, in a TV interview Spud once said, "In fact, after the national championship, I got more than the scholarship and it was more important for me." what was"it"? /What does “it” refer to?/// It might be a chance. Because attending a university makes him get closer to his dream——playing in the NBA. /// Confidence /// Encouragement ///...PPT13-14 (Para.5)Thanks to the chance/ confidence /, Spud succeeded in getting into the NBA in1985. Now, please read para5, and find out “where did Spud play basketball before1985 ?”When did he begin to play there? (1984)How did you get the answer?What’s the name of “another basketball league”? (Why didn’t the writer tell us its name?)It was an unknown basketball league. It was not famous.What does the writer think of Spud Webb? Can you find one adjective to showthe writer's opinion in Para 5?He was a great player. He had many great achievements.Do you think Spud Webb was a great player? Why or why not?PPT15-16 (Para.6)I also consider Spud a great player because he brought us some lessons.Can we read the lessons together?What does “anything” mean to Spud according to the article?Small Spud achieved his big dream at last. It seems that he wanted to show sth. to us. Please think about: Whom did Spud want to prove to "size and body typedoesn't matter ..."?PPT17 (Title)Although size and body type doesn’t matter, the writer uses a lot of expressions to describe Spud’s size.For example, in para.1, the writer uses “very small”.Now, it’s your time to find out and underline other similar expressions in each para. Reread the passage again, and find out how Spud didn’t give up his dream para by para.For example,…From this PPT we can see thow the writer organizes his or her ideas around the the title of the article--- the shortest player in the NBA.PPT18Do you still remember the title of this unit?In the journey of growing up, Spud always held fast to his dream and never gave up. How do you understand "growing up"? What will you do?This is my understanding of "growing up".Would you like to read it together?PPT19Boys and girls, in this class we talked about dreams in the journey of growing up. Dreaming is beautiful becauseIt's hard to say what is impossible, for the dream of yesterday is the hope of today and the reality of tomorrow. Everybody who got to where they ARE had to start where they WERE. If it's to be, it's up to me.Hold fast to your dreams like Spud Webb and you will fly high.Thanks for your attention. Good bye!。
牛津译林版英语九年级上册 Unit 4 《Growing up.》 教学设计7
牛津译林版英语九年级上册 Unit 4 《Growing up.》教学设计7一. 教材分析本课选自牛津译林版英语九年级上册 Unit 4 《Growing up.》，本课主要讲述了青少年在成长过程中的变化。
教材通过丰富的图片和文字，引导学生了解并描述自己在成长过程中的变化，同时学会如何表达自己的梦想和愿望。
本课内容与学生的生活紧密相连，有助于激发学生的学习兴趣，提高学生的语言运用能力。
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句型。
但学生在阅读和写作方面还存在一定的困难，因此需要在教学过程中给予充分的引导和帮助。
此外，学生对本课主题“成长”可能有自己的理解和感悟，可以引导学生用英语表达自己的观点。
三. 教学目标1.知识目标：–能够听懂、说出一系列描述成长过程的词汇和短语。
–能够正确运用一般过去时描述自己的成长经历。
–能够正确运用情态动词表达自己的梦想和愿望。
2.能力目标：–能够阅读并理解与成长主题相关的短文。
–能够用英语编写一篇关于自己成长的短文。
3.情感目标：–引导学生珍惜成长过程中的点滴，学会感恩。
–激发学生追求梦想，努力实现自己的愿望。
四. 教学重难点•描述成长过程的词汇和短语。
•运用一般过去时描述自己的成长经历。
•运用情态动词表达自己的梦想和愿望。
•正确运用一般过去时描述自己的成长经历。
•运用情态动词表达自己的梦想和愿望。
五. 教学方法1.任务型教学法：通过完成各种任务，引导学生积极参与课堂活动，提高学生的语言运用能力。
2.情境教学法：创设各种情境，让学生在真实的环境中感受、理解和运用英语。
3.合作学习法：鼓励学生相互合作，共同完成学习任务，提高学生的团队协作能力。
六. 教学准备1.教学课件：制作与本课主题相关的课件，包括图片、文字和视频等。
2.教材：牛津译林版英语九年级上册。
3.录音机、耳机等音响设备。
4.whiteboard 和 markers。
牛津译林版九年级上册英语(新)教案：unit 4 reading teaching plan修改7.22
Aims of ability
a.Students can further improve different reading skills.
b.Students can introduce Spud Webb fluently.
Important &
Difficult points
a.Students can introduce Spud Webb properly.
b.Students can describe one’s growth by drawing a curve.
Teaching
&Learning strategy
c.Students can draw a curve of one’s growth and describe it.
Aims of emotion
a.Students can learn Spud Webb’s spirit.
b.Students can overcome their ‘small’ in their growth.
Communicative approach, task-based teaching method and so on.
Time
Needed
Teaching procedures
Purpose
3’
3’
4’
4’
Байду номын сангаас15’
5’
3’
2’
6’
Step One: Lead-in
Talk with students about their love on basketball and their dreams.
牛津译林版英语九年级上册 Unit 4 《Growing up.》 教学设计3
牛津译林版英语九年级上册 Unit 4 《Growing up.》教学设计3一. 教材分析《Growing up》是牛津译林版英语九年级上册Unit 4的一篇课文，主要讲述了青少年在成长过程中面临的各种挑战和困扰，以及如何克服这些困难，学会独立和自主。
本节课文内容丰富，贴近学生的生活实际，有利于激发学生的学习兴趣和共鸣。
通过本课的学习，学生可以提高自己的阅读理解能力，学会用英语表达自己的观点和经历。
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、说、读、写简单的英语句子。
但他们在阅读理解、词汇积累和语法运用方面还存在一定的困难。
针对这一学情，教师在教学过程中应注重激发学生的学习兴趣，鼓励他们积极参与课堂活动，提高他们的阅读理解能力和英语素养。
三. 教学目标1.知识目标：–能够理解课文内容，掌握重点词汇和短语；–能够正确运用一般过去时表达自己的经历和感受。
2.能力目标：–提高学生的阅读理解能力；–培养学生的口语表达能力和写作能力。
3.情感目标：–引导学生正确面对成长过程中的困难，培养他们独立自主的品质；–增强学生的团队协作意识，提高他们的人际沟通能力。
四. 教学重难点•课文内容的理解；•重点词汇和短语的掌握。
•一般过去时的运用；•如何在阅读理解的基础上，用英语表达自己的观点和经历。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的参与度；2.情境教学法：创设真实的语境，让学生在实践中学会运用英语；3.合作学习法：引导学生进行小组讨论和交流，培养他们的团队协作能力。
六. 教学准备1.课文课件和教学素材；2.学生分组名单；3.教学评价工具。
七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生回顾上一节课的内容，为新课的学习做好铺垫；–利用图片或故事引起学生对成长过程中困难的关注，激发他们的学习兴趣。
2.呈现（10分钟）–教师通过课件展示课文内容，让学生整体感知文本；–引导学生关注课文中的重点词汇和短语，并进行解释和例句展示。
初中英语九年级上册(牛津译林版)Unit4Grammar教学设计
预习作业：
（1）预习下一节课的内容，提前了解一般将来时和一般过去将来时的用法；
（2）查阅相关资料，了解不同时态在实际语境中的应用，为下一节课的学习做好准备。
4.拓展作业：
（1）参加英语角活动，与同学分享所学语法知识，互相纠正错误，共同提高；
2.技能目标：通过课堂讨论、练习和课后作业，提高学生的英语语法运用能力，使他们在实际情境中能够准确、流畅地使用所学时态。
（二）过程与方法
1.过程目标：通过小组合作、讨论、互动等形式，引导学生积极参与课堂活动，培养他们自主学习、合作探究的能力。
2.方法目标：
（1）采用任务型教学法，设计丰富多样的课堂活动，如小组讨论、角色扮演、语法接龙等，让学生在实际操作中掌握语法知识；
（2）通过实例对比，让学生明确现在进行时与一般现在时、一般过去时的区别；
（3）引导学生运用现在进行时进行句子练习。
2.教学目标：
（1）让学生掌握现在进行时的构成和用法；
（2）能够区分不同时态的用法；
（3）提高学生的语法运用能力。
（三）学生小组讨论
1.教学活动设计：
（1）将学生分成小组，每组选择一个场景，用现在进行时描述场景中的动作；
（一）教学重难点
1.教学重点：
（1）掌握现在进行时、一般现在时和一般过去时的用法；
（2）能够运用所学时态进行句子转换，提高语法运用能力；
（3）培养学生在实际情境中运用不同时态进行口头和书面表达的能力。
2.教学难点：
（1）学生对现在进行时、一般现在时和一般过去时的混淆；
（2）在书面表达中，学生难以准确运用所学时态；
初中英语九年级上册（牛津译林版）Unit4Grammar教学设计