人教版英语九年级全一册教案Unit14 SectionB2a 2e
表人教版英语九年级全册Unit14SectionB2a2e说课稿
1.教学重点：学生能够掌握一般过去时的用法，正确运用动词过去式描述过去发生的事情；学生能够通过阅读理解来获取信息，提高阅读能力。
2.教学难点：学生能够熟练运用一般过去时描述复杂的情境；学生能够通过阅读理解，获取并处理信息，提高阅读能力。
二、学情分析导
（一）学生特点
我所面对的九年级学生已经具有一定的英语基础，能够理解和运用一些基本的英语词汇和语法知识。他们在语言学习上具有一定的模仿能力和创新意识，能够通过合作和交流来提高自己的语言水平。此外，这个年龄段的学生认知水平在不断提高，他们对于新鲜事物充满好奇，愿意接受挑战。在学习兴趣方面，他们对于实用性强的语言知识更感兴趣，希望能够运用所学知识解决实际问题。在学习习惯上，他们已经形成了一定的学习模式，但还需要引导和培养良好的学习习动机，我将采取以下策略或活动：首先，通过引入有趣的故事情节或情境，激发学生的好奇心，让他们带着问题去学习。其次，设计丰富的课堂活动，如角色扮演、小组讨论等，让学生在实践中运用所学知识，提高他们的语言运用能力。同时，我会及时给予学生反馈和鼓励，让他们感受到进步和成就感，从而增强他们的学习动力。最后，我将结合学生的实际生活，让他们意识到学习英语的重要性，提高他们的学习积极性。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计一些巩固练习和实践活动。首先，我会设计一些填空题和选择题，让学生通过选择正确的动词过去式来完成句子。其次，我会组织学生进行小组讨论，让他们相互练习使用一般过去时描述过去发生的事情。此外，我还计划让学生进行角色扮演活动，模拟一些过去的情境，运用所学知识进行对话。通过这些练习和实践活动，学生可以更好地巩固所学知识，并提高语言应用能力。
表人教版英语九年级全册Unit14SectionB2a2e说课稿
人教版英语九年级全册Unit14 SectionB(2a-2e)精品教案
Share and share alike
2d. To give Ss an opportunity skills.
Why that form of the word?
What moves you?
Stress that the effect certain words have is as important as the meaning of the word.
Share this lessen with a partner and explain why it was important.
Unit14 SectionB（2a-2e）精品教案
Iremember meeting all of you when you were just starting grade 7 at this school.you were all so full of energy and thirsty for knowledge.学科
Share the answers with a partner and then explain to each other why you chose that form of the word.
2e. To provide Ss 0pp0rtunity to show they understand choice of word and writing style.
教
学
目
标
知识
技能
1.Target language:
I remember meeting all of you when you were just starting Grade 7 at this school.
英语人教版九年级全册Unit 14 2a--2e教案
Unit 14 I remember meeting all of you in Grade 7.教学目标：1语言目标：掌握本单元重点词汇及复习语言点。
2 技能目标：能谈论过去和未来的生活.3 情感目标：珍惜初中生活的点滴，培养对高中、未来生活的憧憬。
树立远大人生目标。
教学重点：词汇: survey, standard, row, keyboard, method, instruction, text, level, degree, manager, gentleman, task, wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful, separate, ours, ahead短语: in a row, look back at, make a mess, keep one’s cool, senior high, go by, believe in, first of all, be thirsty for, be thankful to sb., ahead of, along with, be responsible for, set out, separate from句子: She helped you to worked out the answers yourself no matter how difficulty they were.How have you changed since you started junior high school?I’ve become much better at speaking English.What are you looking forward to?I’m looking forward to going to senior high school.教学难点：对过去事件的描述。
英语人教版九年级全册Unit 14 SectionB(2a-2e)
Unit 14I remember meeting all of you in Grade 7.Section B 2a—2e教材分析：This is a reading lesson. The topic of this class is to talk about the school days. In the class, the students can share their past memories and experiences and also look ahead to the future. They can also train their reading ability by going through the speech.学情分析：This is the last unit of English subject in junior high school. And the topic of this unit is familiar to the students. So they have interest in it and they have their own experiences to share with their classmates. It’s a time for them to memorize the past and to look ahead to the future.三维目标：1. Knowledge ObjectsI. Functions1. Share past memories and experiences2. Look ahead to the futureII. Vocabulary and expressiongraduation, ceremony, first of all, congratulate , be thirsty for ,be thankful to ,ahead of , be responsible for, separate from, set out on sth.III. Culture backgroundA Speech On The Graduation Ceremony2. Ability ObjectsI. Enable students to understand the main idea of the passage and learn to talk about the past.II. Learn and master the target language and develop students’ ability of reading and writing.3. Moral ObjectsRemember the important people in your lives who helped you and learn to be thankful to the people around you.Teaching Key PointsI. Learn and master some important phrases and key sentences.II. Enable students to understand the main idea of the passage correctly and learn to talk about the past memories and look ahead to the future.Teaching Difficult PointsI. Learn to talk about the past memories and look ahead to the future.II. Learn and master the target language and develop students’ ability of reading and writing.Teaching Methods:The task-based language teaching method, the cooperative learning method and the situational teaching method.Teaching Aids:PPT A blackboardTeaching Procedures:Step1 — Warming up and Leading-inShow a lot of pictures and listen to a song named Graduation to bring back some great memories to the students.(Designing purpose: Make the students understand “Time is money”“How time flies!”“Time and tide wait for no man” Tell the students to value time. Arouse the students’ interest by listening to the song. )Step2— Fast readingT：How time flies! I can’t believe it has been three years since we got together. It’s time to graduate. Just like you, I’m trying to keep my cool. But it’s difficult not to cry. Now, let’s read an article. Who wrote it? And for whom? (Show the Reading Strategy)Reading Strategy ---- Quickly read through a text to see what kind of writing it is, who wrote it and why it was written.Task1 Read through the passage quickly and choose.1.What kind of text is this?A.a storyB. a speechC. a notice2.Who do you think wrote it ?A.a headmasterB. a studentC. a father or a mother3. Who is it for?A. It is for the junior high school students who will graduate soon.B. It is for the students who will study in junior high school soon.C. It is for the senior high school students who will graduate soon.Task2 SummaryThe headmaster of No. 3 Junior High School _____ _____ _____ _____ the junior high school students who ______ ______ soon.(Designing purpose: get students to master the fast reading strategy, they also can get the main idea of the reading passage quickly.)Step 3 — Careful readingTask1 Read paragraph 1 and answer the following questions.1. What were the students like in Grade7 ?2. How have the students changed?Read paragraph 2 and answer the following question.3.Who should the students thank and why ?Read paragraph 3 and answer the following questions.4. What will senior high school be like?5. How should the students deal with the future?Task 2 close your books and finish the following exercise. ( T/F)1. The writer thinks all the students were a little difficult to deal with in Grade 7.2.The writer hopes the students remember to be thankful to the people who helped and supposed them. 3.The writer thinks the life in senior high school will be easier than now. 4.The writer thinks the students should learn from mistakes and never give up. 5. The writer thinks the students don ’t have the ability to make their own choices.(Designing purpose: get the students to get some useful information about thepassage and learn something from the speech.)Step 4 Retell the passage with help of the mind map(Designing purpose: make sure the students understand what the passage aboutand have a check about how much they have learned.)Step5 Class discussionT: Junior high school life will be over soon, in the past three years, your teachers and classmates have helped you a lot both in your study and life. So you definitely want to say something to them. Now write down what you want to say to your teachers and classmates. However, it ’s also a time for us to look ahead to the future, what would you like to do in the future? Now , discuss in groups of four and write down you answers.After the students share their answers with the whole class, Let ’s enjoy a song 我相信，You will have a bright future, believe in yourselves and go for it!(Designing purpose: give the students a chance to express their feelings to theirteachers and classmates. And ask the students to set a goalfor themselves.)Step6 HomeworkFill in the blanks with the correct forms of the words in the box .1.It is time to say goodbye , but ___________ of us want to leave .2.It is always hard to separate from those whom you have spent so much time withfor the past three years. However, we are still excited to _________ on a new journey when we enter senior high school .3.The teacher can see in our eyes that we ________________ knowledge. Shetells us that knowledge will give us wings to fly.4.We will _________ the junior high graduation ceremony tomorrow. It is a veryspecial time for us.5.Our teachers and parents will______________ us because we have grown upand can be responsible for ourselves.Blackboard DesignUnit 14 I remember meeting all of you in Grade 7.Section B 2a-2e1.The writer thinks all the students were a little difficult to deal with in Grade7.2.The writer hopes the students remember to be thankful to the people whohelped and supposed them.3.The writer thinks the life in senior high school will be easier than now.4.The writer thinks the students should learn from mistakes and never give up.5.The writer thinks the students don’t have the ability to make their ownchoices.Look back at the past:1.2.Look ahead to the future:1.2.教学反思：本节课思路清晰，衔接自然，体现了师生互动，教师主导、学生主体的教学观念。
人教版九年级英语全册Unit14SectionB2a2e教学设计
（一）导入新课
1.教师展示一组环保图片，如污染的河流、森林砍伐、能源浪费等，引发学生对环保问题的关注。
2.邀请学生分享他们对这些图片的感受，以及对环保的认识。
3.引导学生回顾已学的环保知识，为新课的学习做好铺垫。
4.教师提出问题：“How can we protect our environment?”，让学生思考并展开讨论，激发他们对本节课的学习兴趣。
（二）讲授新知
1.教师呈现教材中的词汇和短语，如"environmental protection", "pollution control", "energy conservation"等，引导学生学习和记忆。
2.通过例句和实际情境，让学生理解和掌握一般现在时和一般将来时的被动语态。
3.分析课文中的长难句，讲解被动语态的用法，帮助学生掌握语法知识。
（二）教学设想
1.针对重点和难点，采用以下教学策略：
a.利用图片、实物、情境等直观教学手段，帮助学生形象记忆词汇，提高词汇学习效果。
b.通过句型操练、角色扮演等互动活动，让学生在实际语境中掌握被动语态，提高语法运用能力。
c.引导学生运用阅读策略，如略读、寻读、精读等，提高阅读效率，培养良好的阅读习惯。
为了巩固本节课的学习成果，培养学生的自主学习能力和实践应用能力，特布置以下作业：
1.词汇积累：请学生从教材中挑选出本节课所学的环保类词汇和短语，整理成词汇表，并尝试用这些词汇编写一段关于环保的对话或短文。
2.语法练习：结合被动语态的学习，完成课后练习册中相关的语法题目，巩固被动语态的用法。
3.阅读理解：阅读一篇关于环保的文章，运用课堂所学的阅读策略，提取关键信息，回答文章后的问题。
人教版英语九年级全册Unit14SectionB2(2a2e)教学设计
5.培养学生的团队协作精神，学会在合作中共同成长，为实现共同目标而努力。
二、学情分析
九年级学生经过前两年的英语学习，已具备一定的英语基础，但在语言运用、阅读理解及写作能力方面仍存在较大差异。在此基础上，对本章节的学情分析如下：
1.知识储备：大部分学生已掌握了一定数量的词汇和语法知识，但个别学生对本节课的核心词汇和短语掌握不足，需要教师在教学中重点关注和辅导。
5.鼓励学生进行自我评价与同伴评价，培养学生的反思意识与批判性思维。
（三）情感态度与价值观
在本章节的学习中，学生将形成以下情感态度与价值观：
1.培养学生树立远大理想，明确目标，为实现梦想而努力拼搏。
2.培养学生具备面对困难与挫折的勇气，学会在逆境中保持自信，克服困难。
3.倡导坚持不懈、努力奋斗的精神，让学生认识到成功需要付出努力与汗水。
5.预习作业：预习下一节课的内容，提前了解话题背景，为新课的学习做好充分的准备。
作业要求：
1.学生需按时完成作业，注意书写规范，保持卷面整洁。
2.家长督促孩子认真完成作业，关注孩子的学习进度，适时给予指导和鼓励。
3.教师将对学生作业进行批改和反馈，关注学生的个体差异，给予有针对性的指导和建议。
2.学生分享他们对这些成功人士的了解，教师适时总结：“Yes, they are all successful people. They have achieved great success in their lives. Today, we are going to learn about how they achieved their goals and overcame difficulties.”
初中英语九年级Unit14SectionB2a-2e说课稿
初中英语九年级 Unit 14 Section B 2a-2e说课稿一. 教材分析《初中英语九年级 Unit 14 Section B 2a-2e》是一篇关于旅游和文化的文章。
本节课的主要内容是让学生掌握文章中的关键词汇和句型，并能够运用所学知识进行旅游文化的交流。
通过对文章的学习，学生可以提高自己的阅读理解能力，同时拓宽视野，了解不同国家的文化。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于阅读理解、词汇学习和语言运用等方面都有了一定的掌握。
但是，学生在实际运用英语进行交流时，还存在着一定的困难，特别是在口语表达和写作方面。
此外，学生对于不同国家的文化了解还不够深入，需要通过课堂学习来进行拓展。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。
2.能力目标：学生能够运用所学知识进行旅游文化的交流，提高阅读理解能力。
3.情感目标：学生能够尊重和欣赏不同国家的文化，拓宽自己的视野。
四. 说教学重难点1.重点：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。
2.难点：学生能够运用所学知识进行旅游文化的交流，特别是在口语表达和写作方面。
五. 说教学方法与手段1.交际法：通过模拟旅游文化的场景，让学生进行实际的语言交流，提高口语表达能力。
2.任务型教学法：通过完成各种任务，让学生在实践中学习和运用所学知识。
3.多媒体教学手段：利用多媒体课件和视频材料，增加课堂的趣味性和生动性，提高学生的学习兴趣。
六. 说教学过程1.导入：通过展示不同国家的旅游景点和文化的图片，引导学生谈论旅游和文化，激发学生的学习兴趣。
2.阅读理解：学生独立阅读文章，回答相关问题，检查学生对文章的理解程度。
3.词汇学习：教师讲解文章中的关键词汇和句型，学生进行模仿和练习。
4.口语表达：学生模拟旅游文化的场景，进行实际的语言交流，提高口语表达能力。
5.写作练习：学生根据所学知识，写一篇关于旅游文化的短文。
初中英语九年级 Unit 14 Section B 2a-2e教学设计
初中英语九年级 Unit 14 Section B 2a-2e教学设计一. 教材分析本节课是九年义务教育初中英语教材九年级Unit 14 Section B 2a-2e的内容。
本节课主要围绕着旅行这一主题展开，通过描述不同国家的风景、文化和食物，让学生学会如何表达自己的喜好和计划。
本部分内容还包括了如何表达目的地的方向和如何描述旅行的交通方式。
整个单元的设计旨在培养学生的听说读写能力，提高他们运用英语进行实际交流的能力。
二. 学情分析九年级的学生已经掌握了英语学习的基本语法和词汇，具备了一定的听说读写能力。
他们对新鲜事物充满好奇，乐于接受新的知识。
但由于课时紧，学生的学习压力较大，因此需要教师在教学中注重激发学生的学习兴趣，提高他们的学习积极性。
三. 教学目标1.知识目标：学生能够掌握描述旅行地点、文化和食物的词汇和句型，学会如何表达目的地的方向和旅行的交通方式。
2.能力目标：学生能够在实际情境中运用所学知识进行交流，提高他们的听说读写能力。
3.情感目标：通过本节课的学习，学生能够培养对不同文化的尊重和理解，提高他们的跨文化交际意识。
四. 教学重难点1.重点：学生能够掌握描述旅行地点、文化和食物的词汇和句型，学会如何表达目的地的方向和旅行的交通方式。
2.难点：学生能够运用所学知识在实际情境中进行交流，提高他们的跨文化交际能力。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在实际操作中运用所学知识，提高他们的实践能力。
2.情境教学法：创设各种旅行情境，让学生在真实的环境中学习英语，提高他们的交际能力。
3.小组合作学习：通过小组讨论、分享，让学生互相学习，共同进步。
六. 教学准备1.教材：九年义务教育初中英语教材九年级Unit 14 Section B 2a-2e。
2.课件：制作与本节课内容相关的课件，包括图片、视频等。
3.教学资源：收集与旅行相关的图片、视频和文字资料。
七. 教学过程1.导入（5分钟）教师通过展示一些旅行图片，引导学生谈论他们最喜欢的旅行地点，激发学生的学习兴趣。
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Unit14 SectionB（2a-2e）教案1.0教情分析1.1 Teaching objectives 教学目标1.1.1 Language targets 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: gentleman, first of all, thirsty, thankful, be thankful to sb., task,separate, separate from1.1.1.1.2 For comprehending: graduation, ceremony, congratulate, lastly, ahead, ahead of, along with, responsible, be responsible for, set outSentence Structures1.1.1.21) Who do you think wrote it?2) First of all, I'd like to congratulate all the students who are here today.3) I remember meeting all of you when you were just starting Grade 7 at school.4) You were all so full of energy and thirsty for knowledge.so proud of you.I'm5) You've all grown up so much and6) Although you've all worked very hard over the last three years, none of you did it alone.7) Never fail to be thankful to the people around you.8) You'll make mistakes along the way, but the key is to learn from your mistakes and never give up.9) I don't need to tell you that life in senior high school will be harder and that you have many difficult tasks ahead of you.10)But along with difficulties, there will also be many exciting things waiting for you.11) Choose wisely and be responsible for your decisions and actions.12) As you set out on your new journey, you shouldn't forget where you came from.页 1 第13) It is always hard to separate from those who you have spent so much time with forthe past three years.Grammar Focus1.1.1.3此句为否定结构的祈使句。
用1) Never fail to be thankful to the people around you. ()”。
意为“千万不要辜负你周围的人Never代替don't，加强语气，you came from. where your new journey, you shouldn't forget 2) As you set out on在“”，整句话意为…as在这里意为“当的时候（此句为as引导的时间状语从句，）不应忘了你来自何处。
”新的旅行启程之际,此句含两个3) Please consider whatthey've done for you and what they mean to you. (”)请考虑他们为你做了什么，他们对你来说意味着什么。
“宾语从句，意为Ability goals 能力目标1.1.21.1.2.1 通过快速阅读分辨文章类型和写作原因。
能谈论过去和未来的生活。
1.1.2.2Emotional goals 情感目标1.1.3珍惜初中生活的点滴，培养对高中、未来生活的憧憬。
1.1.3.11.1.3.2树立远大人生目标。
Important and difficult teaching points 教学重难点1.2文中出现的重难点单词，短语及句型。
1.2.11.2.2 掌握文章类型。
让学生熟练掌握对过去事件的描述。
1.2.3让学生对未来生活的憧憬。
1.2.4学情分析2.0 Student analysis基本情况2.1 Fundamental State通过本单元前面几个课时的学习，学生们能谈论过去的中学生活，还能展望未来。
本课时以演讲的方式讲述了一名老师或校长对即将毕业的学生们的寄语和鼓励。
演讲内容包括从老师的角度看待学生初中三年的生活，有对学生们的肯定和页 2 第赞扬，还有对学生未来的祝愿。
学生们都能通过演讲回顾过往，容易引起共鸣。
2.2 Knowledge Reserve知识储备本课时以演讲的方式讲述了一名老师或校长对即将毕业的学生的寄语和激励。
Section A通过谈论初中毕业生的在校时光，在语言上让学生回顾加深对几种时态、句式及固定搭配的理解及运用，在情感上让学生珍惜初中阶段的美好时光。
Section B是Section A在话题、语言结构上的继续和延伸。
在话题上，由谈论过去的中学生活转向对未来的展望；在语言上，除了Section A所复习的语言项目外，还加强训练学生准确描述过去并展望未来的语言能力。
2.3 Class data本班实际本班学生基础比较扎实，愿意表达，并且能够表达，本话题容易引起学生共鸣，初中三年的学习生活，学生们应该有很多难忘的事和感受，有了前面几个课时在目标语言上的铺垫，学生们应该有话可说。
本阅读篇目是一篇演讲，学生可以通过辨别文章体裁，明确文章写作目的。
3.0 Teaching methods教法建议Discussion method讨论法4.0 教学辅助blackboard and chalk, computer, projector教学进程5.0 Teaching procedures5.1 Leading-in and warming-up 引入与激趣活动Get Ss to talk about what is the most important thing they have learned in junior highschool. Present some pictures to help Ss.?meet the standard by studying very hard?cooperate with others wellhelp others as a pleasure??keep my cool when I face problems?try to overcome the difficultiesNever give up!?5.2 Reading Practice 阅读训练页 3 第5.2.1 Pre-reading 读前导入T: Over the last three years, we have had good things and bad things, happy things andsad things. No matter what, they've all gone. We are setting out on our new journey. The future is ours.5.2.2 while-reading 读中理解5.2.2.1 Skim reading5.2.2.1.1 Ask Ss to skim the passage quickly and find out:1.What kind of text is this? Is it a story, a speech or a notice?2. Who do you think wrote it?？3. Who is it for Answers: 1. It's a speech.2. The principle of the school.3. It is for the students at the school who are about to graduate.5.2.2.1.2 Ask Ss to read it more carefully and answer the questions in 2c.1. What were the students like in Grade 7?2. How have the students changed?3. Who should the students thank and why?4. What will senior high be like?5. How should the students deal with the future?Answers:1. They were all so full of energy and thirsty for knowledge.2. They are now talented young adults who are full of hope for the future.3. They should thank the important people in their lives —their parents, teachers andfriends —because these are the people who have helped and supported them.4. Life in senior high school will be harder and they will have many difficult tasks ahead of them.页 4 第5. They should learn from their mistakes and never give up, choose wisely and be responsible for their own decisions and actions, and not forget where they came from.5.2.2.3 Activity 2dFill in the blanks with the correct forms of the word in the box.be3. are thirsty for4. attend Answers: 1. none 2. set out5.proud of5.2.3 Post-reading 读后提升5.2.3.1 Ask Ss to underline the sentences they like in the passage.5.2.3.2 Encourage Ss to tell their partner what they mean and why they like the sentences.5.3 New points interpretation 新知感悟（贴标签）5.3.1 Discovering chunks 语块发现Get Ss to read the text once again, this time, and underline all the useful chunks in it.1) Who do you think wrote it?2) First of all, I'd like to congratulate all the students who are here today.3) I remember meeting all of you when you were just starting Grade 7 at school.4) You were all so full of energy and thirsty for knowledge.I'm so proud of you.5) You've all grown up so much and6) Although you've all worked very hard over the last three years, none of you did it alone.7) Never fail to be thankful to the people around you.8) You'll make mistakes along the way, but the key is to learn from your mistakes and never give up.9) I don't need to tell you that life in senior high school will be harder and that you have many difficult tasks ahead of you.10)But along with difficulties, there will also be many exciting things waiting for you.页 5 第11) Choose wisely and be responsible for your decisions and actions.12) As you set out on your new journey, you shouldn't forget where you came from.13) It is always hard to separate from those who you have spent so much time with for the past three years.5.3.2 Analyzing chunks 语块分析5.3.2.1 The end of junior high school is the begging of a new life. 初中生活的结束则象征着一个崭新生活的开始。