牛津译林版英语九年级上教案Unit7教学设计6
牛津译林版九年级英语上册教案： Unit7 Films Revisi
课题Revision 总第课时备课时间上课时间课时Period 8 教具 A recorderTeaching aims To review key grammar and vocabulary itemsTo give students the chance to practise the grammar and vocabulary itemsTo allow students to check their progress and ask any questions they may still haveTeachingfocusTo review key grammar and vocabulary itemsDifficultpointsTo check their progress and try to ask questions they may have TeachingmethodTask-based approach，Scene pedagogy and Teaching with humorTeaching procedures The second preparinglessonsStep 1 Warming-upWhat do you often do besides watching TV ?Do you like watching films?What types of film do you like watching?How many types of films do you know?What are they?Action film cartoon horror film romantic filmScience fiction film westernStep2 review the reading1951 Gigi 1952 Monte Carlo Baby1953 Roman Holiday 1954 Ondine1954 Sabrina 1957 Funny Face1959 The Nun’s Story 1961 Breakfast at Tiffany’s1964 My Fair Lady 1967 Wait Until Park1989 Always 1993 Gardens of the World with Audrey Hep summary e.g. I like to watch the news round-up before I go to bed.Try to retell this article1. devote (v.) to use all or most of your time, attention, effort, etc. in order to do something or help someone: She devoted herself to her career.2. effort (n.) energy that is needed to do something: Tom lifted the heavy box without using much effort.3. environment (n.) the natural world in which people, animals and plants live: We should try our best to prevent the pollution of the environment.4. industry (n.) business that produce a certain type of thing or provide a particular service: I work in the oil industry.5. lead (n.) the main part in a play or a film: Who was playing the leadrole in the film?6. mourn (v.) to feel very sad because someone has died: Many people came to mourn those who died in the war.Step3. Presentationthough 和although的区别though 连词conj. 虽然，尽管，副词adv. 不过，然而although 连词conj.虽然，尽管1. 两词同义并可换用，但although语气较重，通常放在句首并用于正式场合。
牛津译林版九年级上册Unit 6《TV programmes》教学设计7
牛津译林版九年级上册Unit 6《TV programmes》教学设计7一. 教材分析本课选自牛津译林版九年级上册Unit 6《TV programmes》，本课主要介绍了不同类型的电视节目。
教材通过丰富的语言材料，使学生能够了解并学习不同电视节目的特点，提高他们的英语听说读写能力。
本课包括听力、口语、阅读和写作四个部分，内容丰富，形式多样。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写。
但学生在电视节目方面的知识储备有限，对于某些电视节目可能较为陌生，因此，在教学过程中，教师需要帮助学生建立起电视节目方面的知识框架，并通过丰富的语言材料，激发学生的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握与电视节目相关的词汇和表达方式，如cartoon, news, variety show等。
2.能力目标：学生能够听懂、会说、会读、会写关于电视节目的短文。
3.情感目标：通过学习，学生能够了解电视节目的多样性，培养他们积极观看电视节目的习惯。
四. 教学重难点1.重点：电视节目的词汇和表达方式的掌握。
2.难点：听力材料中长难句的理解和写作部分的电视节目推荐。
五. 教学方法采用任务型教学法，通过听、说、读、写等多种方式，引导学生主动参与课堂，提高他们的英语能力。
同时，运用情境教学法，为学生创设真实的电视节目情境，帮助他们更好地理解和学习语言。
六. 教学准备1.教师准备：提前准备听力材料、词汇卡片、电视节目海报等教学资源。
2.学生准备：预习本课内容，了解不同类型的电视节目。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们喜欢的电视节目，激发学生的学习兴趣。
例如：“What’s your favorite TV programme?”“Why do you like it?”2.呈现（10分钟）教师展示不同类型的电视节目海报，如cartoon, news, variety show等，引导学生说出这些电视节目的特点。
牛津译林版九年级上册Unit 7《Films》(Grammar)教学设计
牛津译林版九年级上册Unit 7《Films》（Grammar）教学设计一. 教材分析《Films》是人教版牛津译林英语九年级上册Unit 7的一篇课文，主要介绍了电影的发展历程、电影类型及人们喜欢的电影类型。
通过本文的学习，学生可以了解电影历史和电影类型方面的知识，提高英语阅读能力，同时培养学生的听说能力和语言运用能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的事物和现象有了一定的认识。
但他们在英语阅读和听说方面还存在一定的困难，需要通过教师的引导和帮助，提高他们的英语运用能力。
三. 教学目标1.知识目标：学生能够掌握电影的发展历程、电影类型及人们喜欢的电影类型相关的词汇和表达方式。
2.能力目标：学生能够提高英语阅读能力，培养听说能力和语言运用能力。
3.情感目标：学生能够激发对电影的兴趣，提高对英语学习的热情。
四. 教学重难点1.重点：电影发展历程、电影类型及人们喜欢的电影类型的相关词汇和表达方式。
2.难点：对文本深层含义的理解，以及语言运用能力的培养。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在完成任务的过程中，掌握知识，提高能力。
2.情境教学法：创设各种情境，让学生在真实的语言环境中学习，提高语言运用能力。
3.合作学习法：鼓励学生分组讨论，共同完成学习任务，培养团队协作能力。
六. 教学准备1.教师准备：备好相关电影资料，制作PPT，准备教学用具。
2.学生准备：预习课文，了解电影相关知识。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们喜欢的电影类型，激发学生的学习兴趣。
例如：“What’s your favorite film genre? Why?”2.呈现（10分钟）教师通过PPT展示电影的发展历程和电影类型，让学生对电影有更直观的了解。
同时，教师引导学生跟读相关词汇和表达方式，如：“silent film”，“cartoon”等。
牛津译林版九年级英语上册Unit 7 Films Reading (I) 示范课教案
三、学情分析
通过对前一课时的学习，学生对“superstar”的内涵有了初步的感知和思考，为本节课的
学习奠定了一定的基础。学生能够对文章进行表面信息的提取，但是缺乏对文本信息进
行概括整合和深度挖掘的意识，对人物传记的写作特征缺乏具体感知。
四、教学目标
通过本节课的学习，学生能够：
1.获取并梳理好莱坞著名影星奥黛丽·赫本的生平信息；
Unit7Films
Period 2 Reading (I)
一、教学内容分析
本课时为阅读课的第一课时，阅读文本是以“电影明星”为主题的人者的相关表达，并初步感知了超级明星的含义。通过对文本的阅读，学生能够梳理奥黛丽·赫本生平的时间线，获取人物传记的写作特点，了解奥黛丽·赫本能够成为一位伟大的明星，不仅在于她的美貌，还在于她的事业，更在于她的慈善，借此塑造学生助人为乐的品德。
教师通过情境创设，提供图片和视频，对奥黛丽·赫本进行简单介绍，引导学生感知目标语言，并预测阅读内容。
教学活动
2. Students look at the pictures andtalk aboutthe question“What did she look like?”. Then learn some information about Audrey Hepburn.
2024-2025学年译林牛津版初中英语九年级(上)教案Unit7Reading
Unit 7 FilmsReading设计说明教学反思首先复习电影类型，用my favourite kind of film导入新课，呈现一部分生词，然后根据不同的任务引导学生逐步理解课文，通过初读、细读等逐步通晓阅读的技巧，最后解决课文中的重要知识点，为更好地掌握课文扫清障碍。
教学目标通过本课时的教学，让学生达成以下目标：1.知识目标掌握单词和短语：all-time, actress, loss, humanitarian, ballet, dancer,charm, insist, lead, role, base, major, mark, princess, lifetime, nomination, final, appearance, angel, beyond, effort, peacefully, attractive, catch one’s attention,play the role of, pass away。
2.能力目标：(1)了解好莱坞明星奥黛丽·赫本的演艺生涯；(2)学习如何根据时间顺序来介绍人的一生；(3)能理解和运用文中的语言点；(4)培养阅读技巧。
3.情感目标：培养学生热心帮助他人，并为自己的理想奋斗的优良品质。
重点难点重点：学习并掌握本课时的单词和短语，理解文章大意，掌握重要句型。
难点：灵活使用介绍电影和电影工作者的单词和短语。
教学准备PPT 课件；相关图片。
授课时数2课时教学过程Step 1 Lead-inFree talk. What kind of film do you like best? Why?Step 2 Presentation1. Present some new words by introducing my favourite kind of film.This is a romantic film. It is acted by Audrey Hepburn. She played the leadrole of a young princess. She won the Oscar for Best Actress.2. Read the new words.3. Do B1. Match the words with their meanings.Answers: 1 c 2 b 3 c 4 b 5 a 6 bStep 3 ReadingTask 1 First reading—ScanningB4. Sandy wants to know something about Audrey Hepburn. She is asking Kitty some questions. Help Kitty answer Sandy’s questions.1. Sandy: Why is Audrey Hepburn one of Hollywood’s all-time best?Kitty: Because she is not only a great beauty and a great actress, but also a great humanitarian.2. Sandy: What was Hepburn’s dream when she was a child?Kitty: Her dream was to become a successful ballet dancer when she was a child.3. Sandy: How did Hepburn become world-famous?Kitty: She became world-famous by playing the lead role of a young princess in the Hollywood film Roman Holiday.4. Sandy: What did Hepburn do beyond the film industry?Kitty:She worked with UNICEF to help poor children in different parts of the world.Task 3 Third reading—Read the passage in detail.1. Read the passage and talk about the structure of the passage.Part 1: (Paragraphs 1-2)Before Hepburn entered the film industry.Part 2: (Paragraphs 3-5)Hepburn’s acting career.Part 3: (Paragraphs 6-7)Hepburn’s achievements beyond the film industry and her death.2. Read Paragraph 2. Ask and answer the following questions. Describe the Hepburn’s early life.(1) Where was she born?(2) What was her dream?(3) Where did she move after World War II?(4) What did she do there?Answers: (1) She was born in Belgium.(2) She loved dancing and dreamt of becoming a successful ballet dancer.(3) She moved to London after World War II.(4) She worked as a model before becoming an actress.3. Read Paras 3-5. Help Kitty put the sentences in the correct order. Write the numbers 1-6 in the boxes.□a. Hepburn met Colette in France□b. Hepburn had four more Oscar nominations□c. Roman Holiday was a big success□d. Hepburn won the Oscar for Best Actress□e. Always—Audrey Hepburn’s last appearance in a film□f. Hepburn played the lead role in the play GigiAnswers: 1 5 3 4 6 24. Talk about her acting life.(1) In 1951, while acting in France, Hepburn met the French writer Colette. Her beauty and charm caught the writer’s attention.(2) About Gigi. Colette wrote a novel called Gigi, a play based upon her novel. Colette insisted that Hepburn was the perfect girl for the lead role in Gigi. It marked the beginning of her successful career.(3) About Roman Holiday. Roman Holiday is a Hollywood film. Hepburn played the lead role of a young princess in it. The film was a big success and she became world-famous. She won the Oscar for Best Actress for her role in this film.(4) About her last film. In 1989, Hepburn made her final appearance in her last film Always. In Always, she played the role of an angel.5. Read Paras 6-7. Talk about her later life.What did she do in her later life?Why do you say she was a great humanitarian?Answers: She began to work for UNICEF. She spent her last few years working closely with UNICEF to help poor children in different parts of the world.In 1991, Hepburn discovered that she had cancer. At the age of 64, Hepburn passed away peacefully in her sleep.When Hepburn died, the world felt very sad about the loss of a great beauty, a great actress and a great humanitarian.Task 4 Last readingRead it as a whole and do B3.B3. Fill in the missing words.Audrey Hepburn was one of Hollywood’s greatest actresses. She worked as a model before she became an actress. Her successful career lasted for about 40 years. In 1951, while acting in France, she met Colette, a famous French writer. Hepburn’s beauty and charm caught the writer’s attention. She insisted thatHepburn was the right person for the lead role in the play Gigi. Two years later, Hepburn was chosen to play the lead role in Roman Holiday, and won the Oscar for Best Actress that year. During her lifetime, Hepburn had four more Oscar nominations. She made her final appearance in the film Always in 1989 and played the role of an angel.Step 4 Discussion1. Have a discussionWhat made Audrey Hepburn successful?effort+chance+kindness=success2. ThinkingWhat can we learn from her?（Students’ own answers.）Step 5 Language points1. As a child, she loved dancing and dreamt of becoming a successful ballet dancer. 她还是孩子的时候就喜欢跳舞，梦想着成为一名成功的芭蕾舞者。
牛津译林版九年级上册Unit 7《Films》(Stud y skills)教学设计
牛津译林版九年级上册Unit 7《Films》（Stud y skills）教学设计一. 教材分析牛津译林版九年级上册Unit 7《Films》主要介绍了电影及其相关词汇。
通过学习本单元，学生可以掌握与电影相关的词汇、表达方式以及日常对话。
本单元的内容包括：电影类型、电影明星、电影评论以及电影制作等。
此外，本单元还引入了一些经典电影作品，如《泰坦尼克号》、《星球大战》等，旨在激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。
但学生在实际运用英语进行交流时，仍存在一定的困难。
因此，在教学过程中，需要注重培养学生的英语实际应用能力，特别是听说能力。
此外，学生对本单元的电影主题较感兴趣，有利于提高他们的学习积极性。
三. 教学目标1.知识目标：学生能够掌握与电影相关的词汇和表达方式，了解电影类型及其特点。
2.能力目标：学生能够运用所学的词汇和表达方式进行日常对话，提高英语听说能力。
3.情感目标：通过介绍经典电影作品，激发学生对电影文化的热爱，培养学生的审美情趣。
四. 教学重难点1.重点：电影相关词汇的掌握和运用。
2.难点：电影评论的表达和经典电影作品的介绍。
五. 教学方法1.任务型教学法：通过完成各种任务，引导学生主动参与课堂活动，提高学生的实践能力。
2.情境教学法：创设电影相关的情境，让学生在真实的环境中学习英语，提高学生的交际能力。
3.小组合作学习：鼓励学生进行小组讨论和合作，培养学生的团队精神和自主学习能力。
六. 教学准备1.教师准备：提前准备与电影相关的图片、视频、音频等教学资源。
2.学生准备：预习本单元的生词和短语，了解电影文化。
七. 教学过程1.导入（5分钟）利用电影预告片导入，激发学生的兴趣。
教师提问：“你们最喜欢的电影是什么？”让学生发表自己的看法，从而引出本节课的主题。
2.呈现（10分钟）教师展示与电影相关的图片和视频，引导学生学习本节课的生词和短语。
牛津译林版英语九年级上Unit6第七单元教学设计
《9A Unit 6 TV programmes》教学设计课题Study skills 主备人执教者课型New 课时授课时间教学目标1、了解英文报纸标题和文章的特点,学会在英文报纸文章中迅速找出关键信息。
2. 激发学生阅读英文报纸的兴趣教学要点教学重点了解英文报纸标题和文章的特点,学会在英文报纸文章中迅速找出关键信息教学难点学会在英文报纸文章中迅速找出关键信息教学法指导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Having a dictation to check if the students have grasped theimportant pnrrases in the unit.二、合作交流Task 1：Presentation1. Show the students several English newspapers and ask:Have you ever read any English newspapers?When you read a newspaper, how can you find out the mostimportant information quickly?2. Tell the students:When you read a newspaper, you should skim the headlines first. They’ll tell you the topic of each article.3. Tell the students:Newspaper headlines use the present tense. Some words are left out to save space, including a/an/the, do/does/did, the verb be and and/but/orTask 2：Practice1.Encourage students to read the headlines in Part A and just pay attention to the words in bold.2.Show some headlines in the newspapers and ask students to delete some unnecessary words. Popular poet passes away pass away 意为“去世” e.g. The old man passed away peacefully last week.Susan Hunter,…, died of cancer on Tuesday in London.die of “因......而（1）A boy is wanted (Boy wanted)(2) A train is saved by a boy (Train saved by boy)(3) A man is killed on the mountain (Man killed on mountain03.Add more headlines’ features for the students1.Headlines are not always complete sentences. Many headlines are noun phrase with no verb, e.g. Holiday Hotel death.2.Headlines often use to-infinitive to refer to the future, e.g. Hospitals to take fewer patients.3.Headlines usually use short words to save space, e.g. aid, back, cut.Task 3：Presentation1 .Show an article from a newspaper. Help the students find the information in the artlcle.2.Tell the students that Newspapers use a special style of writing. Usually the most important information---the who, what, where, when and how--- comes first in an article. The details come next, from the most important details to the least important ones. Task 4;Ask students to finish the exercises in Part B,then checktheanswers.三、当堂评估Do the exercises on page 64 in the students’ workbook.四、课后延展1.Read a passage and try to learn how to read a newspaper..2.Preview Task. 死” ，主要指情感、冻饿、疾病、衰老等自身的原因，后常加这样的名词。
牛津译林版九年级英语上册Unit7Films教案
Unit7Films 教学目标1.MasterdifferenttypesoffilmsinEnglish.2.Learntosayyourfavoritefilms.重点MasterdifferenttypesoffilmsinEnglish.难点教学过程设计集体备课二次备课Step1LeadinShowsomepicturesandintroducedifferenttypes offilms.Step2Practice ASandyhasfoundsomepicturesofdifferenttypes offilms.Doyouknowwhattypesoffilmstheyare?H elpherwritethecorrectnameundereachpicture. actionfilmcartoonhorrorfilm romanticfilmsciencefictionfilmwestern Usingsomepictu restopresentdi fferenttypesof films. FinishPartAbyt hemselves.Makesomedialog ues.Step3Reading1.Listentotextandcompletetheinformationabo utAudreyHepburn.2.Readthearticleagainandcompletethestructu resaboutthetest.1)Herearlylife Sheloveddancinganddreamtofbecomingasuccess fulballetdancer. Sheworkedasamodelbeforebecominganactress.2)HeractinglifeIn1951,whileactinginFrance,HepburnmetTheFr enchwriterColette.Herbeautyandcharmcaughtt hewriter’sattention.Step4Practice1.Kittydoesnotknowthemeaningsofsomewordsin thearticle.Helpherworkouttheirmeanings.Cir clethecorrectletters.1)Ifsomeoneisa humanitarian,heorshe____.a.lovesanimalsb.protectstheenvironmentc.caresalotaboutpeople2)Someoneofgreat charm____. andphrases. FinishPartB1in pairs. Keys:c,b,cFinishPartB2in pairs. Keys:1,5,3,4,6 ,2Pairwork Workingroups.角色e.g.Thelocalpriestplayedaleadingroleinsett ingthedispute.地方牧师在调解这次争端中起了主导作用。
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四、课后延展
Remember the new words and useful expressions by heart.
Preview Speak up and Study skills
板
书
设
计
Integrated skills
alive adj.
常作表语，但偶尔也作后置定语。
bring dinosaurs alive on screen
Step 2 Pre- listening
How many films are on in the cinemas? (names and locations/places)
1.Are the films suitable for all ages?
2.I only have ¥ 30. Which film is suitable for me and when should I go to the cinema?
be alive / livingliving animals
•lively adj.活泼的，有生气的，既可作定语，
又可作表语.
She is a lively girl. / be lively
三、当堂评估
选用所给词组的正确形式完成下列句子
•1.be chosen to be 2.be suitable for
3.to learn to talk aboutdifferenttypes of films
教学
要点
教学重点
4.to finish a report on the film festival
教学难点
5.to listen to the introduction of a film festival to get the main idea
•3.fall in love with 4.the ticket price
•5.a special offer 6.bring sth alive on screen
1.Tales of Old Beijing ___________ all ages.
2.The film is about a woman who ___________a man.
The book is ___ interesting ___ everybody likes to read it.
二、合作交流
Step 1 Warning up
free talk.
Where can we find moreinformation about films?
Let’s read the film guide to seewhat is on. ( P101)
keep alive stay alive
living adj.活着的，常作定语，也可作表语。
作表语时与alive相同
be alive / living
living animals
lively adj.活泼的，有生气的，既可作定语，
又可作表语.
She is a lively girl. / be lively
Try to write down thenames and placesaccording to the information inPart A1
3）Olympic Cinema
（4）Olympic Road
（8）Sunshine Cinema
（9）Sunshine Road
（13）ABC Cinema
（14）Forest Road
Step 3 While--listening
1. listen to the tape and fillin theblanks
2. Check the answer as a class activity.
plete the report using given information.
Conclusion:
useful words and phrases
•alive adj.
常作表语，但偶尔也作后置定语。
bring dinosaurs alive on screen
keep alive stay alive
•living adj.
活着的，常作定语，也可作表语。
作表语时与alive相同
《Unit7 Films》教学设计
侍岭中心学校
课题
Integrated skills
主备人
陈雷
执教者
陈雷
课型
Ne1.to listen to the introduction of a film festival to get the main idea
2.to finish a report on the film festival
3.He _____________ our monitor last term.
4.There is____________ (特价）on Tuesday.
5. ____________ (票价) is￥15.
6.The World of Dinosaurs _______ dinosaurs______
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
RevisionThe box is so heavy that I can‘t carry it.(同义句)
The box is _____ heavy____ ___ ___ carry
The book is interesting enough for everybody to read.