九年级Unit13教案
九年级英语unit13教案
九年级英语unit13教案【篇一：九年级英语第十三单元教案unit 13 we】unit 13 we’re trying to save the earth!一、教学目标：1. 语言知识目标基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin,shark, fin, method, cruel. harmful, chain, ecosystem, industry, law, scientific, afford,reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration,iron, work, metal, creativity,基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth.to good use, pull… down, bring back基本句型：we’re trying to save the earth! the river used to beso clean.the air is badly polluted. no scientific studies have showedthat shark fins are good for health.we should help save the sharks.2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。
3. 情感目标: 有环境危机意识，学会关注环境保护环境。
二、教学重难点：1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。
九年级英语全册 Unit 13 Rainy days make me sad The Second Period教案 人教新目标版
Unit 13 Rainy days make me sadThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularytense, have fun, angry, cry.(2) Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.2．Ability Objects(1) Train students' listening ability.(2) Train students' speaking ability.3．Moral ObjectsEnjoying yourself is very important. But no matter what hobbies you have, do remember they must be good for health and study.Ⅱ．Teaching Key Points1．Key Vocabularytense, angry, cry.2．Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.3．StructuresLoud music makes me tense.Loud music makes me want to dance.Ⅲ．Teaching Difficult Points1．The target language2．How to train students' listening ability.Ⅳ．Teaching Methods1．Listening method to improve the students' listening ability.2．Pairwork.Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite a pair of students to read the conversation in Activity 1c. Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c.S A: I'd rather go to the Rockin' Restaurant because I like to listen to loud music while I'm eating.S B: Really? Soft music makes me relaxed.S A: Not me. Soft music makes me sleepy.Step Ⅱ 2aThis activity gives students practice in understanding the target language in spoken conversation.Look at the pictures. Ask, What are they doing? Please guess. (In Picture 1, two women are eating and smiling. Maybe the food is very delicious. In Picture 2, the two women are crying. Maybe they are seeing a sad movie. In Picture 3, one of the two women is very tense that because of the loud music. In Picture 4 , one woman is waiting for the bus or someone. Waiting makes her angry.)Go through the instructions with the class. Say, You will hear Tina and John talking about what Tina and Amy did last night. The four pictures show something that Tina did last night.Point to the boxes. Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording. Play the tape for students. The first time, students just listen. Play the tape again. This time, ask students to number the pictures when they listen.Correct the answers with the class.AnswersThe pictures should be numbered in this order: (down)3 24 1TapescriptBoy: Did you and Amy have fun last night, Tina?Girl: Well, John …yes and no.Boy: Was Amy late as usual.Girl: Yes, she was. And waiting for her made me angry.Boy: Where did you go?Girl: First we went to the Rockin' Restaurant, but Amy didn't want to stay. She said that loud music made her tense.Boy: That's funny. Loud music always makes me want to dance.Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time.Boy: Then did you go to the concert at the high school?Girl : No. We decided to go to the movies. We saw Love Me Forever. It was a really good movie, but it was so sad that it made us cry.Boy: Sad movies don't make me cry. They just make me want to leave!Girl: You should just like my brother!Step Ⅲ 2bThis activity provides guided listening practice using the target language. Go through the instructions and point to the list of statements.You will hear the same recording again. This time listen carefully to whateach person says. Put a checkmark in front of the statements you hear.Look at the sample answer. On the tape Tina says, Waiting for her made me an gry, so a checkmark goes in front of this sentence. Play the tape again. Let students check the sentences they hear.Ask students to say the reasons why they check them.Check the answers with the class.Answers√ Waiting for her made me angry.√ She said that loud music made her tense.________Loud music makes me happy.√ Loud music always makes me want to dance.√ It was so sad it made us cry.√ Sad movies don't make me cry.They just make me want to leave!________It made me sad.Step Ⅳ 2cThis activity provides oral practice using the target language.Look at the sample conversation between Tina and John. Invite a pair of students to read it to the class.John: Did you have fun with Amy last night?Tina: Well … yes and no. She was really late.Go through the instructions with the class. Get students to make up a conversation using information from Activities 2a and 2b. Let students work in pairs. While they are working, go around the class room checking the progress of the pairs and offering help as necessary.Call out a pair of students to say their conversation to the class.S A: Did you have fun with Li Ping last night?S B: Well … yes and no. She was late again as usual.S A: So, waiting for her made you angry. Where did you go?S B: We went to a small restaurant. It was quiet and clean. The food was delicious. The soft music made me very happy.S A: Did you go to see a movie?S B: Yes. We saw Love Me Once More, Mother. It was a very good movie. It was also moving and sad. It made us cry.S A: Really? You sound just like my mother.Step Ⅴ Grammar FocusLook at the grammar box. Invite a student to read the sentences to the class.Loud music makes me tense.Loud music makes me want to dance.That movie made me sad.While the student is reading, write the three sentences on the blackboard. Then ask. What verb do you see in all three sentences in the Grammar Focus (make in the present and in the past tense) Let students underline the verb in all three sentences. Then underline the word that comes right after that verb (me) . Ask, What does this word tell us? (It tells who had the feeling—me, her, etc.) Circle the ending of each sentence. Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class (tense, sad) . Other students repeat. Then let students make up similar sentences with the verb make that talk about feelings and have an adjective at the end. Write on the black board: ________ makes me ________ . Let students work alone. Then ask some students to read their sentences.S1: A quiet place makes me sleepy.S2: Loud noise makes me tense.Pay attention to the sentence with wanting to dance at the end. Say, Sometimes there is a phrase like want to dance at the end instead of anadjective. For example, Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ________ . Hot weather makes me Give students two minutes to finish the sentences. Then ask some students to read their sentences.S1: Long movies make me want to leave.S2: Long movies make me want to cry.S3: Hot weather makes me want to go swimming.S4: Hot weather makes me want to drink a lot of water.Let students make up any other sentence using the verb make to talk about how things affect them.Step Ⅵ SummaRyIn this class, we've learned key vocabulary tense and the target language Loud music makes me tense. Loud music makes me want to dance. That movie made me sad.Step Ⅶ HomeworkGet students to write some sentences according to the target language.Step Ⅷ Blackboard DesignUnit 13 Rainy days make me sad.Section AThe Second Period1．Target languageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.2．…makes me…Long movies make me…Hot weather makes me…。
人教版九年级英语Unit 13 We're trying to save the earth! 全单元教案
Unit 13We're trying to save the earth!本单元围绕环境保护的话题，并用主题图片表现噪音污染、空气污染、水污染等内容，目的是为了让学生对环境的破坏有一个直观的认识，从而激发学生强烈的社会责任感和对未来发展的思考。
Section A的重点是让学生掌握与环境污染和环境保护相关的词汇和句型，同时引导学生关爱动物、保护环境。
教学难点是让学生学会正确使用连词和结合生活实际讲述如何保护环境。
Section B在Section A所学的基础上，进一步谈论如何保护环境。
教学重点是让学生了解环境保护的方式，并落实到积极的行动当中，同时还有阅读策略和写作技巧的训练。
教学难点是让学生在阅读2a文章之后，根据所给词根找出衍生出的不同词汇，并理解前缀和后缀的不同用法。
The First Period—Section A(1a－2d)Teaching Important Points【教学重点】Key words & phrases：litter，bottom，fisherman，coal，ugly，advantage，cost，wooden，plasticnoise pollution，air pollution，water pollution，be full of，play a part in，turn…into，cut down air pollutionKey sentences：1.Even the bottom of the river was full of rubbish.2.It used to be so clean.3.Everyone in this town should play a part in cleaning it up.4.The air is badly polluted because there are more cars on the road these days.5.The air has become really polluted around here.6.We're trying to save the earth.Key structure：should＋do；used to＋do；have/has＋done；be＋done；be＋doinge．g.Everyone should help to clean up the river.The air has become really polluted.I used to be able to see stars in the sky.The air is badly polluted.Teaching Difficult Points【教学难点】★Practice the structures to talk about pollution and environmental protection.Teaching Aids【教学工具】A tape recorder，CAI or multimedia courseware.Teaching Steps【教学过程】★Step 1Leading in【新课导入】1．Greeting2．Discussion and reviewDiscuss with the students，like this：T：What kinds of pollution are there these days?S：…T：What causes the pollution?S：…3．Review the words and expressions about the topic.★Step 2Cooperative inquiry【合作探究】1．Finish the task in 1a①Show pictures or play videos about pollution and talk about the pollution.②Read these phrases in 1a.Look at the pictures in 1a and say what they see in the pictures.Write down the words and add more words.③Ask students to say out their words in each kind of pollution.2．Finish the task in 1b①Read the instructions.Get the students to read the contents in the chart and think of what they will fill in the blanks.②Play the recording for the first time.Students listen and fill in the words.③Play the recording a second time.Ask them to check the answers.Then ask the questions.Students answer with full sentences.④Ask more questions to help students learn more details.Then play the recording for the students to role－pay the conversation.3．Finish the task in 1c①Show the key words of the conversation.Ask students to retell the contents in the chart.Like this：What：dirty；bottom，rubbish；fishWhy：littering，putting wasteHow：write to，close down；help to clean up②Read aloud the model dialogue in 1c.Then in pairs，do the oral practice with more words.③Ask two pairs to perform in class.4．Finish the tasks in 2a－2b①Use PPT or pictures to show the four kinds of pollution.Get the groups of students to havea competition to say words about the pollution one by one.land pollution：…air pollution：…noise pollution：…water pollution：…②Get the students to write down these words in their notebooks.③Play the recording for the first time.Students listen and circle the kinds of pollution.Check answers with the class.④Read the sentences in 2b.Predict the contents they will fill in.Play the recording.Students listen and complete the sentences.⑤Play the recording again.Check the answers with the whole class.5．Finish the task in 2c①Read the sample conversation in 2c.Then Read the listening materials and discuss in pairs what causes the two kinds of pollution.②Students work in pairs，making dialogues.③Ask three pairs to role－play their conversations to the class.6．Finish the task in 2d①Talk about the picture in 2d.Ask：What are your ideas for solving the air pollution/waste pollution problem？Present the new words in the conversation.Such as，coal，advantage，wooden，plastic，takeaway，bin，…②Read the conversation in 2d quickly.Find out the problems about environmental pollution in the dialogue.③Read the conversation again.Ask the students to find the ways to solve the problems of air and waste pollution.④Read aloud the conversation by the recording.⑤Learn the useful expressions：What are your ideas for doing…To cut down air pollution，we should…So together，our actions can make a difference and…⑥Role－play or read the conversation in pairs until fluently.★Step 3Homework1．What are your ideas for solving the waste pollution problem?2．Write the words about the four kinds of pollution.3．Translate the following sentences into English.(1)我们正在想办法拯救地球。
Unit 13《William Shakespeare》教案和练习
Unit 13《William Shakespeare》教案和练习Unit13《williamShakespeare》教案和练习（北京课改版九年级）一、教学内容：Unit13williamShakespeare二、教学目标知识目标：熟练掌握本单元课文中的单词，短语和句型。
能力目标：培养学生的综合运用知识的能力。
三、教学难点：培养学生的综合运用知识的能力四、本单元重点知识：单词：本单元所有单词（单词表中）短语：)beproudof因……而骄傲2)growup长大3)begoodfor对……有益4)beinterestedin对……感兴趣5)readnovels看小说6)regardas把……当作……7)makeamistake犯错误8)beon上演9)arrivein到达0)keephorses养马1)both…and两者都……2)thethirdoftheeightchildren八个孩子当中排行老三句型：)whatdoyouthinkofHamlet?2)Ithinkit’sdifficulttoread.3)ItwasreportedthatoncetwothousandpeoplewenttotheGl obeTheatertowatchtheplayHamlet.4)ItissaidthatinNovember1582hemarriedAnneHathaway,t hedaughterofalocalfarmer.五、本讲重点知识讲解：williamShakespearewhatdoyouknowaboutwilliamShakespeare?Hewasaplaywrig ht,andthebestpoetthateverlivedinEngland.Hewrotemany famousplayslikeRomeoandjuliet,ThemerchantofVenice,k ingjohn,andHenryVI.Themostfamousplaywehaveeverreadi sHamlet,oneofhisfourgreattragedies.译文：你对威廉•莎士比亚有多少了解呢？他是一位剧作家，也是英国最为著名的诗人。
九年级英语Unit13 Charity教案 新课标 人教版 教案
九年级英语Unit13 Charity教案一. 重点词组1. have a bad headache 患了重感冒2. so much 太多3. at least 至少4. pick up 捡起,拾起5. put up 举起,抬起,提名6. give out 散发, 发出7. want sb. to do sth. 想要某人作某事8. be willing to do 愿意作某事9. spend … on …把(时间或金钱)花费在某事上二. 重点难点分析1. You’ve been working too hard to help stop the flood.为抗洪你干得太劳累了.too…to…这一结构通常表示“太……以至于不能作某事”.例如:“You’re never too old to enjoy a Christmas stocking,”they say.他说”你不会老得连圣诞袜子(里得礼物)都不喜欢吧”too…to…这一结构还可以转换为so … that结构的句子,这时that从句应为否定句,例如:He was too weak to walk.= He was so weak that he could not walk.他衰弱的走不动路了.2. Many people have extra clothes and food that they are willing to give.许多人都愿意捐献除他们多余的衣物和食品.be willing to do 愿意作某事,I’m willing to plant trees next week.下个星期,我愿意去植树.3. Let’s get started! 咱们开始吧!口语中,如果要说“开始”作某事,通常用get来表示,例如:We found it difficult to get started. 我们觉得开始很难.4.“Charity begins at home”is an English saying.“慈善起自家中”,是一句英语谚语.在这里saying的意思是谚语,俗语的意思.5. Are you going to spend it on something for your school?你将把钱用在学校的什么事情上吗?spend…on…把(时间或金钱)花费在某事上. 行为主体只能是人。
九年级英语unit13教案
Unit 13 Rainy days make me sad．教学目的知识与能力In this unit, students learn to talk about how things affect them,and how to express their own opinions using the target language, 过程与方法To train students’ listening, speaking, reading and writing skillsusing the target language,情感态度与价值观The impact of attitude on life is obvious．When go shopping, we shouldremember not all the ads are great．We have to be careful． In this way, we can buy nothing that we don’tneed at all． So we should be in charge of our attitude． That way,we can live happily and we can do everything better．教学重难点To make students learn and master the key vocabulary words and the target language．To train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．教学资源录音磁带，录音机，电脑，多媒体课件课时分配共7课时教学过程Period One (总第一课时)教学目的1．Knowledge Objects（1）Key V ocabulary sad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2．Ability Objects（1）Improve students’ listening ability．（2）Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place．It is good for your study and life．教学重难点Target Language1．How to improve students’ listening ability．2． How to help students to express their opinion freely．教学方法1．Listening-and-answering activity to help the students go through with the listening material．2． Pairwork to make every student work in class 学法指导Helping each other is very important．It is a good quality．教学过程随堂记录Step 1. RevisionYesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do．Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: Very good．You’re right．From now on, we’ll learn Unit 13．Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class．How do you feel about parties? Happy? Excited? Nervous?Step 2. 1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures．Ask, Who can describe the interior of each restaurant? Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed．When they have finished talking to each other, call out several pairs to say their conversations to the class．Step 3. 1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Step 4. 1cThis activity provides guided oral practice using the target language．Look at the example in the box．Invite a pair of students to read it to the class．Tell students they will be talking about their own opinions with a partner．Look back at the chart in Activity 16．Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．Step 5. HomeworkReview the target languagePeriod Two(总第二课时)教学目的1．Knowledge Objects（1）Key V ocabulary tense, have fun, angry, cry．（2）Target Language Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectsEnjoying yourself is very important．But no matter what hobbies you have, do remember they must be good for health and study．教学重难点Teaching Key Points1．Key V ocabulary tense, angry, cry．2．Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．3．StructuresLoud music makes me tense．Loud music makes me want to dance．Ⅲ．Teaching Difficult Points1．The target language 2． How to train students’ listening ability．教学方法1．Listening method to improve the students’ listening ability．2． Pairwork．学法指导教学过程随堂记录Step 1. RevisionCheck homework．Invite a pair of students to read the conversation inStep 2. 2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures．Ask, What are they doing? Please guess．Step 3. 2bThis activity provides guided listening practice using the target language．Go through the instructions and point to the list of statements．You will hear the same recording again．This time listen carefully to what each person says．Put a checkmark in front of the statements you hear．Step 4 2cThis activity provides oral practice using the target language．Look at the sample conversation betweenTina and John．Invite a pair of students to read it to the class．John: Did you have fun with Amy last night?Tina: Well…yes and no．She was really late．Go through the instructions with the class．Get students to make up a conversation using information from Activities 2a and 2b．Let students work in pairs．Step 5. HomeworkGet students to write some sentences according to the target language．In this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．Period Three (总第三课时)教学目的1．Knowledge Objects（1）Key V ocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2）Target Language How do you feel about pollution?It makes me kind of angry．How about you?It makes me want to join a clean-up campaign．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectIn our lives, we should express what we feel clearly．教学重难点Train students’ integrating skills．How to improve students’ integrating skills．教学方法1．Fast-reading method．2．Groupwork and pairwork．学法指导教学过程随堂记录Step 1. RevisionT: Yesterday we learned the target language．The structure is…makesme…Now who can make sentences using the structure? S1: Light colours make me relaxed．S2: Loud noise makes me tense．S3: Loud music makes me energetic．T: Very good．Step2. 3aRead the words and get students to repeat again and again until they can pronounce the words fluently and accurately．This activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture．Step 3 3bThis activity provides oral practice using the target language．Ask three students to read the sample conversation in the box to the whole class．Say, First take a few minutes to think of a place and how you will describe it．You can write down some words that describe the place．Get student to work in groups of four or five．Each students describes a place and others in the group try to guess it．Step4 4This activity provides reading, writing, listening and speaking practice using the target language．Ask a good student to tell students how he/she feels about pollution．For example, I hate pollution．Loud noise makes me tense．Smoking makes me very angry．Endangered animals make me sad．I think pollution is very terrible．Get students to read the instructions by themselves．Have students complete the work in groups of three．Step5 Homework1．Finish off the exercises on pages 53～55 of the workbook．2．Ask students to choose some places they know and talk about how they feel about the places．Period Four (总第四课时)教学目的1．Knowledge Objects（1）Key V ocabulary mysterious, shiny, silky, skin, cream, toothpaste, keep out （2）Target LanguageHave you ever had a Twisty Treat? Yeah．And it made me sick．2．Ability Objects（1）Train students’ speaking and listening ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectNot all the most expensive things are the best ones．Sometimes we shouldn’t believe all of ads．教学重难点How to train students’ speaking and listening ability．How to use the target language．1．Key V ocabulary mysterious, shiny, silky, skin, keep out 2．Target LanguageHave you ever had a Twisty Treat? Yeah．And it made me sick．教学方法1．Listening method 2．Groupwork to make every student works in class．学法指导教学过程随堂记录Step 1 RevisionCheck homework．Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．Step 2 1aThis activity introduces new vocabulary．Pay attention to the four pictures．Ask,Who can tell me what each thing is? Get a student to answer．Repeat the name of each product and let the class repeat.Step3 1bThis activity helps students apply the ideas in the unit to their lives outside the classroom．Go through the instructions with the class．Make sure students know what to do．Get students to make lists individually．Ask some students to read their lists to the class．Have other students put up their hands if they have the same item on their own lists．Step 4 2aThis activity provides listening practice with the target language andintroduce new vocabulary．Go through the instructions and make sure students understand what to do．Now you will hear about some more products and what people think of them．Write Yes in front of the product if the person likes it．Step 5 2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class．Look back at the two lists in Activity 2a．Get students to put up their hands if they don’t understand ANY of the words．If necessary, explain new vocabulary．Read each item to the class．Look at the sample answer and invite a student to read the matching parts to the class．Step 6 2cThis activity provides guided oral practice using the target language．Read the instructions for this activity aloud to the class．Get students to look back at the list of products they made for Activity lb．Invite a student to read his/her lists to the class．Step 7 Homework Talk about some products using some words in this class, and write down the conversations．Period Five (总第五课时)教学目的1．Knowledge Objects（1）Key V ocabulary aim at, useful, for instance, product, careful, plane （2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Improve students’ integrating skills—reading skill and writing skill．（2）Improve students’ speaking ability by discussion．3．Moral ObjectWe are in charge of our attitude and we can do everything well．教学重难点Practise reading and writing using the target language．1．How to improve students’ reading ability．2．How to improve students’ speaking ability by discussion．教学方法1．Reading method to improve students’ reading ability．2．Discussion method to improve students’ speaking ability．3．Pairwork to make every student work in class．学法指导教学过程随堂记录Step 1RevisionRevise the target language presented in this unit．Check homework．Get some pairs to read out their conversations．（1）S A: Have you ever had a jacket?S B: Yeah．And it made me beautiful．（2）S A: Have you ever bad a science book?S B: Yeah．And it made me tense．Step 2 3aThis activity provides reading practice using the target language．Teach the new words．Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article．Let a student read the article aloud to the class．Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class．Read the instructions to the class．What’s the article about? Do you agree with it?Get students to read the article again and answer the two questions．Step3 3bThis activity provides reading and writing practice using the target language．Go through the instructions with the class．Get a student to read ‘the sentences at the beginning of the paragraph to the class．Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a．Have students finish the article individually．While they are working, walk around the classroom offering help and answering questions as necessary．When they finish, get a student to read his/her completed article to the class．Step 4 3cThis activity provides writing practice using the target language．Go through the instructions with the class．Ask students,Do you know what the word slogan means?For example, for the shiniest hair ever is the slogan of Easy Care Shampoo．Help students answer the question．Tell them the Chinese meaning if necessary to make sure they understand the meaning．Step 5 Part 4This activity provides listening and speaking practice using the target language．Look at the three pictures．Ask, What can you see in the pictures? Go through the instructions with the class．Look at the example in the box．Get a pair of students to read the conversation to the class．Step 6 Homework1．Read the article in Activity 3a again．2．Complete the article in Activity 3b．Period Six (总第六课时)教学目的1．Knowledge Objects（1）Fill in blanks and make sentences using list, lead, compare, keep out, taste．（2）Finish the table according to the diary．2．Ability Object Train students’ writing ability．3．Moral Objects We should believe in others．We shouldn’t be selfish．教学重难点1．Fill in blanks and make sentences．2．Finish the table．Make sentences using list, lead, compare, keep out, taste.教学方法1．Teaching by explanation．2．Speaking method学法指导教学过程随堂记录Step 1 RevisionCheck homework．Get a few students to read the article in 3a．Then have a student read his own article．Step 2 Part 2This activity focuses on vocabulary introduced in the unit．Look at the words in the box．Get a student to read them．Make sure the students understand the meanings of the words．Please fill in the blanks with the words．Step3 This activity provides listening and speaking practice using the target language．Go through the instructions for this activity with the class．Get a student to read the diary aloud．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Have students read the diary again．Then ask students to do the work in pairs．Step4ⅣThis activity provides reading and speaking practice with the target language．Ask two students to read the conversation aloud．Get all the students to read the conversation again．Ask, What makes the cartoon funny? Help students to explain．Step 5 Summary and HomeworkIn this class, we’re done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please make sentences with the words in Activity I in your exercise books．Then finish off the exercises on pages 55～56 of the workbook．Period Seven (总第七课时)教学目的1．Knowledge ObjectsKey V ocabularywedding anniversary, vase, host, hostess, feminine, proper, acceptable, embarrass, let’s say, ahead of time2．Ability ObjectsFast-reading to get a general idea of the text．Careful-reading to get the detailed information in the text．Learn the words and phrases from the context．3．Moral ObjectGiving a gift is an art．Money is one of the gifts we can give others．But we must know money is not everything．So only when it is proper can we give someone money as a gift．教学重难点Key vocabularyTrain students’ reading ability．Train students’ reading and writing skills教学方法Fast-reading to improve students’ reading ability．Careful-reading to get the detailed information．Pairwork and groupwork学法指导教学过程随堂记录Step 1 Key V ocabularyThis activity introduces the key vocabulary words．Show the following vocabulary on the screen by a projector．Step 2 Part 1This activity allows students to activate their background knowledgebefore attempting the reading．Look at the picture．Ask, What’s happening in the picture? Let students describe the picture．Read the title The art of giving aloud．Get the students to predict what they think the article is about, based on the title and the picture．Get students to finish Task 1．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions．Step3 Part 2This activity encourages students to read for the main idea．Read the instructions aloud to the class．Get students into groups of four．Let them read th4 text quickly, then each group summarizes one paragraph in their own words．As they are doing this, go around the classroom to make sure they discuss the questions in English．Invite four students to report their answers．Step 4 This activity encourages students to use the strategy of reading in context．Look back at the story and find out the words and expressions indicated in bold．Step 5 Part 4his activity helps students read for specific information and paraphrase ideas．Read the instructions aloud to the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Let students complete the sentences individually or in pairs．As they work, move around the classroom offering help as necessary．Step 6 Part 5This activity helps students work in a group and think critically about what they have read．Go through the instructions with the students．Let students do the task in small groups．Help students think of different occasions for gift giving such as holidays, birthdays, weddings and births．Check the answers．Let students share their answers with the class．Step 7 Homework1．Read the story in activity 2 again for further comprehension．2．Revise the target language in this unit．11。
九年级Unit_13_Section_B_(1a-2C)_教案
====================@dm9911======================= 课题：Unit 13 Rainy days make me sad第四课时Section B(1a—2c)=================================================== Learning Goals：Students learn about the knowledge about the advertising for daily-life products and talk about the advertising words that they know and collect, and thus the use of “make” is further consolidated during the course of talking. What’s more, students develop the ability of appreciating the beauty of advertising and the charm of English in daily life.Teaching and learning steps:Step 1 ReviewTalk about the weather with students as follows:T: What’s the weather like today?S: It’s sunny.T: Do you like sunny days?S: Yes./No.T: Yes, I like them. They make me happy.……(Design idea: in this step, review the use of “make” by talking freely with students.)Pre-listening activities:Step 2 PreviewAsk students to underline the following expressions and sentences in their books (p105), and try to translate them.1.mysterious look__________2. Silky skin __________3. Keep out _______4. It worked really well. _________________________ Bijing Duck _________ Step 3 Warming up and Leading in一、Warming-up1. Show an ad video clip of ERKE by courseware, asking:(1) Do you know about this ad.?(2) What product is the ad for?(3) What do you think of this ad./product?While asking, the teacher can lead students to answer as follows:(1) Yes, I do. / No, I don’t. It’s for ERKE(2) It’s for shoes.(3) It’s great. I like it very much.The shoes are terrible. It makes me out of style.(Design idea: In this activity, the video clip will be able to intrigue the studentsand focus their attention.)2. Show some pictures in which there are products and slogans.While showing, talk about the pictures as follows:It’s an advertisement for ... I like/dislike it. The slogan is … and the product is … It makes me …(Design idea: This activity will lead naturally in to activity 1a.)二、Presentation1. Activity 1aAsk students to match the slogans with the products.Answers: 4 3 1 22. Activity 1bSay: Make a list of three products you don’t like.While-listening Activities:Step 4 Listening for the main ideaSay: What are they talking about in the conversation?A. ShampooB. CreamC. Some sunglassesD. Some products (Keys: D)Play the recording for students to get the main idea.(Design idea: Let students feel the conversation on the whole.)Step 5 Listening for the specific ideas1. 2a: Ask students to write “Yes” or “No” for “like” or “dislike” next to the products according to the recording.ProductsNo 1. Easy Care Shampoo____ 2. Lookout Sunglasses____ 3. Beauty Cream____ 4. Starshine Toothpaste(In this step, let students generally learn about the listening material.)Answers: 1. No 2. No 3. Yes 4. No2. 2b: As for this activity, play the recording and ask students to get what people say about the products, and then draw lines to match.Products What people say1. Easy Care Shampoo2. Lookout Sunglasses3. Beauty Cream4. Starshine Toothpaste a. It tastes terrible.b. It worked really well.c. They don’t even keep out the sun.d. It didn’t work.(In this step, let students have a further understanding of the listening material. If necessary, play more times.)Answers: 1 d, 2 c, 3 b, 4 aStep 5 Listening to fill in the blanksPlay the recording and ask students to fill the blanks according to the recording: Girl 1: Wow! Look at this ad for Easy Care Shampoo. For the shiniest hair ever.Boy: I _____ _____ ads like that! They make me really mad.Girl 1: Why?Boy: They make you think that you can _____ _____the person in the ad. But I bought shampoo and it didn’t_____.Girl 2: I agree. Look at this one. Lookout Sunglasses. For that _____ look. I’ll bet they don’t even _____ _____ the sun.Boy: And what about this one? Beauty Cream --- the _____ _____.Girl 2: Wait a minute? I tried Beauty Cream and it works really _____. It makes your skin really_____. Have you ever_____ Starshine Toothpaste?Girl 1: Oh, you _____ Whiter than White? Yeah, I tried it and it tastes_____. I’d never use it.Boy: I guess you shouldn’t _____ everything you read.(This activity is designed to let students have a thorough understanding of the listening text.?Post-listening activities:Step 6 Read aloud1. Ask students to read the listening text by themselves and make sure they can pronounce every word in the text. Walking around the classroom, give help if necessary.2. Ask some groups to read the dialogue by role.Step 7 Role PlayAsk students to role play the dialogue according the listening text as follows:A: Look at this ad for Easy Care Shampoo?B: I can’t stand it. It makes me mad.A: Why:A: The shampoo didn’t work.……Step 8 Group work (make conversations)Ask students to look at the list in 1b and make conversations like the following:A: Have you ever had Beijing Duck?B: Yeah. I love it.A: Have you ever had …?B: Yeah. And it made me ………(Design idea: post-listening activities are designed to practice the knowledge points that they have just gotten in 2a&2b, and meanwhile they can improve their spoken English.)Inquiry into knowledge by translation 翻译探究一、Observe and analyze the following sentences and translate them.1. They make me really sad.2. They make you think that you can look like the person in the ad.3. It didn’t work.4. It works really well.二、Put the Chinese into English.1. 那双鞋让我感到生气。
人教版九年级英语Unit 13 We’re trying to save the earth 教案
Unit 13We’re trying to save the earth!Section A(1a－2d)┃教学小结┃【板书设计】Unit 13We’re trying to save the earth!Section A(Section A(3a－4c)┃教学小结┃Section B(1a－1e)┃教学小结┃Section B(2a－2e)设计意图：读前预测，为学生在接下来的阅读中获取文章大意作准备。
思维导图可以帮助学生理清文章脉络。
Step 5：Use pictures to teach the new words.When students think about the questions in Step 3，the teacher can write down the new words on the blackboard.And teach them the new words.设计意图：适时呈现词汇，可以减轻学生的阅读压力。
While readingStep 6：Fast reading1.Ask students to look through the article quickly and find out the answer to each question.How many people are mentioned in the passage?Who are they?2.The teacher adds information to the mind-map.设计意图：扫读整篇文章，获取大意，帮助学生把握文章的整体性。
Step 7：Careful reading(Paragraph 2)1.Ask students to read Paragraph 2 carefully and fill in the chart.2.Check answers.3.The teacher adds the information to the mind-map.Step 8：Careful reading(Paragraph 3)1.Ask students to read Paragraph 3 carefully and fill in the chart.2.Check answers.Name What did she make？What materials did she use？Jessica Wong bags old clothes，especially old jeans3.The teacher adds the information to the mind-map.Step 9：Careful reading(Paragraph 4)1.Ask students to read Paragraph 4 carefully and fill in the chart.2.Check answers.Name What did he make？What materials did he use？Wang Tao beautiful art pieces iron and other materials from old cars3.The teacher adds the information to the mind-map.Which things can be done by common people every day？Which things have to be done by governments and organizations？Common people Governments Organizations2.Ask several groups to give a report.设计意图：教师让学生对所学的保护环境的措施进行归纳和分类，培养学生分析问题和解决问题的能力。
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语言目标：
能够运用所学知识谈论或询问对某件事或物的看法或谈论事物对人的情绪的影响。
认知目标：
1. 学习动词make的用法（make+ 宾语+ 形容词和make+ 宾语+ 动词原形）。
2. 学会以下基本句型：
How do you feel about loud music?
Loud music makes me tense.
Loud music makes me want to dance.
Waiting for her made her angry.
情感目标：
培养学生做一个情感丰富的人。
第一课时
教学目标：
1. 能用所学的目标语言简单谈论或询问事物对人的影响，或人对某一事物的看法。
2. 能初步理解动词make的用法，并能在实际情境中简单地运用。
3. 能听懂听力内容，并能完成相应的练习。
Section A
Step 1 Presentation
Play rock music for the students to listen.
T: Do you like this kind of music?
How do you feel about it?
S1: I like it. It makes me comfortable.
S2: I don’t like it. It’s noisy.
…….
Then play a piece of light music again, and ask about the students’ feelings.
T: What about this music?
S1: It’s gentle. I like it.
S2: It’s too quiet. I don’t like it.
…….
It’s OK that different students have different answers. But it’s important to guide them to say out “make”. Write the sentences including “make” that they have said on the blackboard.
Step 2 Discribing pictures
Part 1. Ask the students to describe something about the two pictures. Such as, “These are restaurants. The first girl seems not to stand the music. The second girl seems to be pleased with the restaurant.” And so on.
Step 3 Listening and practicing
1b. Listen to the tape. Raise the question “What do Amy and Tina think
of the two restaurants?” Check the answers after listening.
Students read the sentences in this part and comprehend them. Then get them to come up with one use of “make”: make sb / sth + adj. According to the listening text, ask the students to make up similar conversations about their own opinions.
Step 4 Listening
2a. Before playing the tape, get the students to guess where they are in the pictures. Then listen and number the pictures in the order. Check the answers later on.
2b. Listen again. Check the things that Tina and John said. Check the answers later.
Students read the sentences and say out another use of “make” besides “make sb./ sth. + adj.”: make sb do sth. Ask some students to make up their own sentences according to uses of “make”.
Step 5 Grammar Focus
Read the sentences in Grammar Focus. Ask some students to translate them into Chinese. Ask one student to repeat the uses of “make”.
Step 6 Homework:
a. Master the sentences in 2
b.
b. Preview the passage in 3a.。