2014年九年级英语上册Unit7教案(新版人教版)
2014年九年级英语上册Unit7教案（新版人教版）Unit 7 Teenagers shuld be alled thse their n lthes教学目标：1语言目标：理解并正确运用本单元的重点词汇2 技能目标：熟练运用“shuld (nt) be alled t d”谈论应该被允许和不应该被允许做某事;熟练运用“be (nt) alled t d”谈论被允许和不被允许做某事;熟练运用“I agree / disagree”或“ I dn’t agree”表达自己的观点。
3 情感目标：通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德；正确看待“家规”“班规”“校规”等，并能认真遵守；明白父母、教师的合理建议对自己成长的重要性4化意识目标:了解中外审美观的差异，形成自己的审美观，展示个性；了解中西方关于青少年的不同明准则。
教学重点：重点语法：被动语态重点词汇：se, piere, liense, safet, earring, r, field, hug, lift, aful, teen, regret, pe, bedr , unit, hane, anage, siet, unit, eduate, prfessinal, enter, supprttal abut, eep aa fr, ae ne’s n deisin, get in the a f重点句型：I dn’t thin sixteen-ear-lds shuld be alled t driveI agree/ I disagree I thin sixteen is t ungD u thin teenagers shuld be alled t r at night?es, I d / N, I dn’t教学难点：含情态动词shuld的被动语态结构“shuld be alled t”时划分：Perid ne: Setin A 1 (1a-2d)Perid T: Setin A 2 (3a-3)Perid Three: Setin A 3 (Graar Fus-4)Perid Fur: Setin B 1 (1a-2e)Perid Five: Setin B 2 (3a-Self he)Setin A 1 (1a-2d)I PresentatinAs students: D ur parents all u t ath TV? es, the dPresent the sentene: u are alled t ath TVTeah “all sb t d sth ““be (nt) alled t d sth”“shuld (nt)be alled t d sth”Present re senteneD ur parents all u t exerise?es, the du are alled t exeriseD ur parents all u t se?N, the dn’tu are nt alled t seD ur parents all u t drive?N, the dn’tu are nt alled t driveD ur parents all u t hse ur n lthes?N, the dn’tu shuld be alled t hse ur n lthesD ur parents all u t get ur ear piered?N, the dn’tu shuld nt be alled t get ur ear pieredII aring upbe the shl rules!As a teenager, u have a lt f rules at shl an u rite dn se f the? Students shuld be alled t spea English ludlStudents shuldn’t be alled t sleep in lassStudents shuldn’t be alled t ae nisesStudents shuldn’t be alled t thr the rubbish in the lassr Students shuldn’t be alled t get t lass lateExplain:all sb t d sth允许某人做某事be alled t d sth被允许做某事shuld be alled t d sth应该被允许做某事1a Read the stateents bel irle A fr agree r D fr disagree1 Teenagers shuld nt be alled t se A D2 Sixteen-ear-lds shuld be alled t drive AD3 Students shuld nt be alled t have part-tie bs AD4 Sixteen-ear-lds shuld be alled t get their ears piered AD Teenagers shuld be alled t hse their n lthes ADIII Listening1b Listen and irle T fr true r F fr false1 Anna an g t the shpping enter b bus T F2 Anna ants t get her ears piered T F3 Anna ants t hse her n lthes T FIV Pratie1 L at the stateents in la and ae nversatinsA: I dn’t thin sixteen-ear-lds shuld be alled t driveB: I agree The aren’t serius enughV e phrases1 be alled t d 被允许去做2 the shpping enter 购物中心3 driver’s liense 驾驶执照4 sixteen-ear-lds 16岁的孩子be rried abut ur safet 担心你们的安全6 part-tie bs 兼职工作7 get their ears piered 穿他们的耳朵8 their n lthes 他们自己的衣服9 serius enugh 足够严肃VI Listening2a hat des ll thin f ath’s stateents? Listen and irle A fr Agree, D fr Disagree r D fr Desn’t nath ll1 Sixteen-ear-lds shuld nt bealled t r at night2 Larr shuldn’t r ever night3 He shuld ut his hair4 He shuld stp earing that sillearringHe desn’t see t have anfriendsA D DA D DA D DA D DA D D2b Listen again hat are ath’s and ll’s reasns? Nuber their reasns inthe rret rder_____ It ls l_____ ung peple need t sleep_____ He needs t spend tie ith friends_____ He needs tie t d her_____ It desn’t l leanVII Pratie1 2 ae a list f things teenagers shuld and shuld nt be alled t d Disuss ur list ith ur partnerA: D u thin teenagers shuld?B: es, I /N, I2 2d Read the nversatin and anser the questins1) here d the g fr shl trip?2) Des r Sith all students t tae phts?3) H t tae phts?3 Rle-pla the nversatinVIII Suar1 Language pintsall的用法1) Teenagers shuld be alled t hse their n lthes2) Teenagers shuld nt be alled t se3) It is nt alled in the useu4) D u thin e a be alled t tae phts if e dn’t use a flash?以上四句都含有重要的句型be alled t d sth，其中第三句是此句型的一般现在时，一二四句是情态动词与此句型的混合使用。
运用：“sb + shuld / shuld nt + be alled t d ”翻译：我认为应该允许16岁的孩子开车。
我不同意，我认为16岁这个年纪太年轻了。
你认为应该允许13岁的孩子们做兼职工作吗？安娜可以选择自己的衣服。
那个年龄的他们不够稳重。
同义句转换The shuld all us t have part-tie bs___________________________________________________________ _______e shuld all hildren t spend tie ith their friends___________________________________________________________ ______The teaher shuld all Anna t finish the piture___________________________________________________________ _______2 Explanatin1) sixteen-ear-lds十六岁的青少年它相当于一个名词,等于sixteen – ear- ld ids“一个16岁青少年的表达方式”a id f sixteena id f sixteen ears lda sixteen-ear-ld id2) He desn’t see t have an friends主＋see t d sth 好像eg His teperature sees t be all right 他的体温好像完全正常。
英语人教版九年级全册unit7SectionA教案
Unit 7 Teenagers should be allowed tochoose their own clothes.Section A (1a-2d)Yindu Yucai Middle School Li MinUnit 7 Teenagers should be allowed to choose their own clothes.Section A (1a-2d)Ⅰ.The knowledge objective:Master the key words and sentences.(1) Key words:license, smoke, pierce, safety, earring, part-time, flash(2) Sentences:I don’t think sixteen-year-olds should be allowed to drive.I agree. They aren’t serous enough.Do yo u think teenagers should …?Yes, I …/ No, I …Ⅱ.The ability objective:1. Be able to talk about agreement and disagreement using the target language.2. Train student’s listening skill and communicative competence.Ⅲ.The emotional objective:1. Students should do what they are allowed to do and avoid doing what they aren’t allowed to do.2. Encourage students to express their opinions.Ⅳ.Important points：1. Master the key words and target language.2. Master the structure “should/shouldn’t be allowed to do”3. Improve students’ listening and speaking skills.Ⅴ.Difficult points:To master the structure “should/shouldn’t be allowed to do”Ⅵ.Teaching procedure:Step I. Warm upAsk the students: Do you have any rules at home?Let them give their answers. Let students know what they can do and what they can’t do.Step II. Presentation1.Teach activity 1a.This part is design to introduce the new words and the structure “should be allowed to”.(1) Look at the pictures on the screen, and ask the students to read the statements(2) Get students to read the statements below the picture and try to find the sentence pattern “Somebody +should/should not be allowed to do”(3) Let the students finish the task according to the instructions.2.Teach activity 1b&1cThese two parts are designed to provide students with listening and oral practice using the target language(1)Get students to look at the three statements in the box and then read theinstructions.(2)Play the tape. Students listen carefully and circle T or F. Then listen againand answer the two questions.(3)Call students’attention to the sample conversation in the box in1c. Havestudents read the sample conversation and work in pairs to make new conversations.(4)After students finish this activity, invite one or two pairs of students to actout their conversation to the class.Step III. Practice1.Teach activity 2a&2b.These two parts are designed to provide students with listening practice using the target language.(1)Read the instructions to the class, Call attention to the pictures and askstudents to describe it.(2)Get students to read the statements in the chart. Then play the tape, studentslisten and check what Molly thinks and Kathy’s opinions.(3)Read the instructions in 2b together with the class. Call students’ attention tothe sentences in the box and read them out. Then play the same tape, ask students to number the order as required.Step IV. ConsolidationTeach activity 2d.This activity aims to help students consolidate the target language through a conversation and teach them how to talk about what we are allowed to do. First, ask students to read the conversation silently, and answer the two questions.Then let the students read follow the tape, pay attention to the pronunciation andintonation.Next, let students read the conversation again and fill in the blanks, the n try to retell the conversation.Step V. ReportThis part is designed to train students’ speaking skill. Call students’ attention to the sample question and answer in the box and then report to the class.Step VI. SummaryIn this period, we’ve mainly learned a new structure “should/shouldn’t be allowed to do”, and also learn some language points. Then do some exercises to check if the students have mastered them.Step VII. HomeworkWrite about what should be allowed to do or should not be allowed to do in school or your family.Step Ⅷ. EmotionLet the students remember: Obey the rules, you’ll get safety and happiness. Break the rules; you’ll lose happiness and life. So, no one should be allowed to break the rules!Blackboard DesignUnit 7 Teenagers should be allowed to choose their own clothes.Section A (1a-2d)主语+ should /should not be allowed to do。
人教版九年级全一册Unit7SectionA1a2d教学设计
-设计意图：巩固课堂所学，提高学生对英语知识的掌握程度。
2.口语练习：学生选取一个过去的事件，用一般过去时和过去进行时进行描述，并录制音频或视频，下节课分享。
-设计意图：提高学生的英语口语表达能力，培养学生的自信心。
3.写作任务：请学生以"My Past Event"为题，写一篇关于自己过去经历的短文，要求使用一般过去时和过去进行时，并尽量运用本节课所学的词汇和短语。
2.新课呈现：采用任务型教学法，结合课本中的对话和听力材料，引导学生学习和运用一般过去时和过去进行时。
-设计意图：使学生在实践中掌握英语知识，提高语言运用能力。
3.互动交流：组织学生进行小组讨论、角色扮演等活动，让学生在实际语境中运用所学知识，提高口语表达能力。
-设计意图：培养学生的合作精神和交流能力，提高英语口语水平。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有着较高的兴趣和热情。在此基础上，他们对过去时态的掌握程度较好，但在实际运用过程中，仍存在一些困难。例如，部分学生对一般过去时和过去进行时的运用容易混淆，对一些时间状语的使用不够熟练。此外，学生在进行英语口语表达和写作时，词汇和短语的运用尚需加强。
设计意图：通过图片和问题导入，激发学生的兴趣和好奇心，为新课的学习做好铺垫。
（二）讲授新知
1.教师播放课本中的听力材料，引导学生关注动词的过去时态，并让学生回答以下问题：“What did the child do an hour ago? What was he doing when his mother called him?”
4.教师组织学生进行角色扮演活动，让学生在实际语境中运用所学知识，提高口语表达能力。
人教版九年级英语全册Unit7SectionA1a1c教学设计
一、教学目标
（一）知识与技能
本节课为“人教版九年级英语全册Unit 7 Section A 1a-1c”，通过本节课的学习，学生应掌握以下知识与技能：
1.能够听懂并准确说出与职业相关的单词和短语，如：editor, engineer, pilot, mechanic, doctor, lawyer等。
-教授听力技巧，如：预测、关键词标记等，帮助学生提高听力效率。
4.互动交流，巩固语法知识：
-设计小组讨论活动，让学生相互询问和描述他人的职业，巩固一般现在时的运用。
-鼓励学生进行口头汇报，提高他们的口语表达能力。
5.课后作业，拓展学习：
-布置与职业相关的课后作业，如：调查家庭成员和朋友的职业，用英语介绍并完成表格。
2.设计意图：
-通过图片和话题讨论，调动学生的学习积极性，为新课内容做预热。
-借助生活实际，让学生感知英语学习的实用性，提高他们的学习兴趣。
（二）讲授新知
1.教学活动：
-呈现本节课的主要职业词汇，引导学生跟读、模仿，并注意纠正发音。
-通过例句，讲解一般现在时描述职业的用法，让学生理解并模仿造句。
-播放听力材料，让学生听懂并获取关键信息，完成表格填写。
1.增强对各种职业的认识，尊重每个人的职业选择，培养平等、尊重的价值观。
2.通过学习英语，拓展国际视野，了解不同国家的工作文化和职业特点。
3.培养合作意识，学会在小组中倾听他人意见，共同完成任务。
4.树立正确的人生观和价值观，认识到学习英语的重要性，激发学习兴趣和自信心。
二、学情分析
九年级学生在经过前两年的英语学习后，已具备一定的英语基础。他们对英语学习有着较高的兴趣和热情，但在语言运用方面仍存在一定的困难。在本章节的学习中，学生将面临以下挑战：
2014最新人教版九年级英语unit-7-教案
二次修改
Section A3 (Grammar Focus-4c)
I. Grammar Focus
根据课本内容，完成下列句子。
1.我认为不应该允许十六岁的孩子开车。
I don’t think sixteen-year-olds ______ __ _______ to drive.
课型
新授
教
学
目
标
知识
技能
熟练运用“should (not) be allowed to do”谈论应该被允许和不应该被允许做某事;
熟练运用“I agree / disagree.”或“ I don’t agree.”表达自己的观点。
过程
方法
Task-based language teaching method,the cooperative lC.变为否定句时只需要在情态动词后加________。
D.变为一般疑问句时只需把________提到句首。
III. Practice
Work on 4a.
Rewrite the sentences according to the example.
1. You must clean your bedroom every day.
III.Speaking
3c.Think about a time you did something even though your mom or dad told you notto do it. Share your story with your partner.
How old were you?
6.不，我不同意。他们可以从工作当中学到很多。
I disagree. They can ______ a lot _______ working.
人教版九年级英语unit7教案
Unit 7 Where would you like to visit?I. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about places they would like to visit. This is a topic that students will be very interested in. That will be very helpful to practice using the target language. All the students can make great progress in expressing the places which they would like to visit.2. Teaching Aims and Demands(1) Knowledge ObjectIn this unit, students learn to talk about places they would like to visit.(2) Ability ObjectsTo train the students’ listening, speaking and writing skills using the target language.(3) Moral ObjectWherever you travel in the world, you are able to use English.3. Teaching Key PointTo help students learn and grasp the key vocabulary words and the target language.4. Teaching Difficult Points(1) To train students’ listening, speaking, reading and writing skills.(2) To train students’ communicative competence.II. Learning Strategies1. Classifying2. Role playingThe First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key V ocabularyTiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site (2) Target LanguageWhere would you like to go on vacation?I’d like to trek through the jungle, because I like exciting vacations.2. Ability Objects(1)Train students to talk about places they would like to visit with the target language.(2)Train students to describe vacations with different adjectives. (3)Train students’ listening skill.3. Moral Object, It′s more interesting to go on vacating somewhere instead of staying at home.Ⅱ. Teaching Key Points1. Key VocabularyTiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site 2. Target Language Talk about different places with the target language.Ⅲ. Teaching Difficult Points1. Describe vacations with different adjectives.2. Talk about different places with the target language. IV. Teaching ProceduresStep Ⅰ Revision Revise the language points in Unit 6.Step Ⅱ 1a1. Introduce the key vocabulary.2. Show the new vocabulary words on the blackboard:tiring ad．引起疲劳的；累人的educational ad．教育的；有教育意义的fascinating ad．迷人的；有极大吸引力的thrilling ad．令人激动的；令人震颤的peaceful ad．平静的；宁静的；和平的exotic ad．外(国)来的；外国产的trek v．(缓慢或艰难地)旅行；长途跋涉jungle n．热带丛林；密林take it easy 从容；轻松；不紧张explore v.探险；考察historic ad．历史上著名的；历史上有重大意义的site n.地方；场所3. Point to the words and teach students to read them several times till they can pronounce the words fluently and correctly.4. Read the instructions to the students. Be sure that everyone knows what to do.5. Tell students to look at the posters in the picture and compare them.6. Ask students to say what place they would like to visit and why they want to go there.Step III SummaryIn this class, we’vet learned so me adjectives that are used to describe vacations and some other words. We have also learned the target language—Where would you like to go on vacation? I’d like to trek through the jungle because I like exciting vacations.Step IV Homework1. Try to remember the new key vocabulary.2. Finish the exercise of period 1.Step V Blackboard DesignUnit 7 Where would you like to visit?Section APossible answers to Activity 1a:Vacation 1: relaxing, peaceful, boringVacation 2: exciting, tiring, dangerous, educational, fascinating, interesting, fun,thrilling, exoticVacation 3: exciting, educational, peaceful, interestingThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabulary Fall, Niagara Falls(2) Target Language Where would you like to visit? I’d like/hope to visit/see…I’d like/love places where…2. Ability Objects(1)Train students’ listening skill.(2) Train students’ communicative competence.3. Moral Object It can make you know more about the world to travel much.Ⅱ. Teaching Key Points1. New words fall, Niagara Falls2. Listening practice with target language3. Make communications with target languageⅢ. Teaching Difficult Points1. Train students’ l istening practice with target language.2. Help students to make communications with target language.Ⅳ. Teaching Methods1. Listening2. Pair works3. ExplanationⅤ. Teaching Aids1. A tape recorder2. Some pictures of Hawaii, Mexico and Niagara FallsⅥ. Teaching ProceduresStep Ⅰ RevisionRevise the target language by askingStep Ⅱ Grammar FocusPresent ate the conversation below by saying to the students and writing it on the blackboard:Where would you like to visit?I’d like to go somewhere relaxing.Draw a line under the word relaxing.Then ask the children the same questions and tell them to answer in their own words. For example,I’d like to go somewhere interesting.After asking several students to give answers with different adjectives, get them to practice in pairs. Each pair makes two conversations.Next ask several pairs to share their conversations with the class.Then say, the adjectives usually come before the nouns, such as, an educational vacation, a tiring trip. But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns. For example:I’d like to go somewhere fascinating.I’d love to eat something delicious.Step III SummaryIn this class, we’vet done some listening practice with target language. We have also practiced our oral English in pairs. And we’vet discussed something on grammar.Step IV HomeworkMemorize the new words of unit 7 and finish some exercise.Step V Blackboard DesignUnit 7 Where would you like to visit?Section AGrammar Focus:1. Where would you like to visit? I’d like to go somewhere relaxing.2. Where would you like to visit? I hope to go to France some day.The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyTouristy, spotlight" Singapore, beautiful, heavy, private, downtown, get around, pack, light(2)Target LanguageWhere would you like to go, Kathy? I’d like to vis it Kunming.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ skill of communication.3. Moral ObjectShare your experience on traveling in a city with your classmates and tell them what they should bring if they decide to visit it.Ⅱ. Teaching Key Points1. Guide students to read the passage in Activity 3a.2. The new vocabularyⅢ. Teaching Difficult PointHelp students to talk to their partners about the cities they know.Ⅳ. Teaching Methods1. Teaching by illumination.2. Teaching by asking questions.Ⅴ. Teaching Aids1. A projector2. A video tape on Singapore or some photos, some photos of DalianⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the target language they learned last class by asking where would you like to go on vacation? Get several children to answer I’d like to…because…2. Check the homework by asking some children to read the conversations they wrote to the class.Step Ⅱ 3aThis activity provides reading practice using the target language.Introduce the key vocabulary words. Show the key vocabulary words on the screen by a projector.touristy ad．游客很多的；游客常去的；适合游览的spotlight n．公共注意中心get around 观光；到处走动pack v.把……打包；把……装箱light ad．轻的Teach students to read the vocabulary several times until they can read them out easily and correctly. Read the passage quickly and try to answer the questions on the blackboard.Write these questions on the blackboard:1. What does Paris have?2. How do you think of Paris?A few minutes later (maybe two or three minutes), ask different students to answer the questions.Next, analyze and translate the text for students, including some language points..Step Ⅲ 3bThis activity provides reading, listening and speaking practice using the target language.Read the instructions to students. Make sure that they know what to do.Step Ⅳ SummaryIn this class, we’vet learned something about Paris, and we’vet talked about some other places all over the world.We’vet done a lot of listening, speaking, reading and writing practi ce using the target language.Step V Homework1.Write a short passage on the city you talked about in class.2. Try to remember the new words on page 54.Step VI Blackboard DesignUnit 7 Where would you like to visit?Section AQuestions to Activity 3a:1. What does Paris have?2. How do you think of Paris?The Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key V ocabulary Customer, save money, pool, culture, dream vacation, travel agency(2)Target Language Where would you like to go? I’d like to go somewhere warm.2. Ability Objects(1)Train students’ listening ability.(2) Train students to use the target language in oral English properly.3. Moral ObjectTo role play t he conversations you’vet heard is a very good way to improve your oral English.Ⅱ. Teaching Key PointTrain students’ listening skill by listening to the conversations with the target language.Ⅲ. Teaching Difficult PointHelp students to role play the conversations.Ⅳ. Teaching Methods1. Brainstorm2. Listening method3. Pair worksⅤ. Teaching Aid A tape recorderⅥ. Teaching ProceduresStep Ⅰ RevisionStep Ⅲ 3aThis activity provides reading practice using the target language.At first, introduce the key vocabulary words. Show the key vocabulary words on the screen by a projector. provide v．提供；供给firm n．公司offer v．提供；给予spot n．地点;场所Confucius 孔子(公元前551～前479年，春秋末期思想家，教育家) stele n．(pl．steal)石碑;石柱forest n，森林；森林地带The forest of steles 碑林(位于陕西西安)Teach students to read the words and expressions several times. Then ask several to read to the class. Make sure that they can read the words fluently and correctly.Read the instructions to students. Do some explanation. Make sure that each student knows what they will have to do.Go over the statements about the e-mail message with the whole class. Make sure that they can understand all the six sentences in the box. And tell them to put the six statements in their minds while they scan the e-mail below.Ask students to scan the e-mail in Activity 3a now. Try to get the main idea of the letter and find out the answers to the statements. Ask them to scan the letter individually, and write T, F or DK before each statement.After they have all finished scanning, check the answers with the whole class. Elicit why the false sentences are false at the same time.After checking the answers, tell the children to read the passage more carefully and prepare to answer the questions on the blackboard.Write the questions below on the blackboard:1. Where do S.T. Zhang and the family want to take a trip? (Somewhere in the east of China.)2. What kind of place do they want to go to? (An exciting place where they can do lots of exercise.)3. What exercise do they especially love doing? (They especially love hiking and swimming.)4. What does S. T. Zhang say about the hotel they want to live in?(They need to stay in an inexpensive hotel. And they wish their hotel had rooms with kitchens so that they could save money by cooking their own meals. The room needs to be big enough for three people. And they’d like to stay at a place with a big pool or somewhere near the ocean.)5. What does S. T. Zhang want the travel agency to do?(Give them some suggestions for vacati on sports and let them know if it’s best to travel by plane, train or bus.)6. How long would they like to be away? (About three weeks.)After they have all finished reading, get some students to answer these questions.Encourage them to ask questions on what they don’t understand about the e-mail.Ask one student to read the letter to the class. Help him or her with the pronunciation. Then let all the students read the passage several times.Answers1. F (the family wants an inexpensive hotel and wants to save money by cooking)2. F (the: family enjoys hiking and swimming)3. DK4. DK5. T6. F (the person wants to go to the east of China)Step Ⅳ Homework: memorize the new words of unit 7 and finish the exerciseStep Ⅴ Blackboard DesignUnit 7 Where would you like to visit?Section BQuestions on the e-mail in Activity 3a:1. Where do S.T. Zhang and the family want to take a trip?2. What kind of place do they want to go to?3. What exercise do they especially love doing?4. What does S.T. Zhang say about the hotel they want to live in?5. What does S. T. Zhang want the travel agency to do?6. How long would they like to be away?The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabulary Provide, firm, offer, spot, Confucius, stele, forest, The Forest of Steles(2) Reading practice using the target language (3) Writing practice using the target language2. Ability Objects(1)Train students’ reading skill.(2) Train students’ writing skill.(3) Train students’ listening a nd speaking skills.3. Moral ObjectAre you planning to take a trip this summer?Write an e-mail to a travel agency in English to get some information on vacations.Ⅱ. Teaching Key Points1. The new vocabulary.2. Read an e-mail.3. Write an e-mail.Ⅲ. Teaching Difficult Point Write an e-mail.Ⅳ. Teaching Methods1. Scanning the e-mail to find out the answers2. Writing3. Group workⅤ. Teaching Aids1. Some pictures of Queue, the Great Wall and the Forest of Steles in Xi’anⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this, T: Where would you like to go? S s: I’d like to go somewhere relaxing.T: What else can you tell me? S: I don’t want to go to b ig noisy cities.After that, ask them to practice in pairs.Step Ⅱ PartThis activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their work.Collect a few students’ answers with mistakes on the blackboard. Along with the students help correct the mistakes.Step ⅢThis activity provides reading and writing practice using the target language.Read the instructions to the class. Get them to look at the pictures. Say, Can you say out the English names of the four famous places in the pictures?Ask some students who know that to tell the names. Write the four names on the blackboard: the Golden Gate Bridge in San Francisco, the Sydney Opera House, Big Ben in London, and the Eiffel Tower in Paris. Then teach them to read the names several times till they can read them fluently and correctly.After practicing the names, ask, which these places would you like to visit most? Why? Ask two or three students to tell their answers to the class. They may say like this,I’d like to visit Paris most. Because I cam see the famous tower, the Eiffel Tower. There. And I have ever heard the people there are very romanti c. I’m interested in that.Then say, please say something on the place where you would like to visit most to your partner now. Get them to work in pairs. Move around the room as they work, offering words and sentences as needed.After they’vet all finished, tell them to write an article about where they would like to visit most and why. Ask students to complete the work on their own. Move around the classroom and help them.After they’vet finished writing, ask a few students to read their articles to the cl ass. Encourage the rest of the class to tell the mistakes they may have made in their passages.Work in pairs. Each one reads their own passage to the partner. Help correct any mistakes in the passage. Step Ⅳ SummaryIn this class, we’vet practiced using some words. We’vet done some exercises on writing, too.Step Ⅴ Homework1.Rewrite the e-mail which you wrote in class.2. Try to remember the new words and expressions on page 56.Step Ⅷ Blackboard DesignUnit 7 Where would you like to visit?Self checkAnswers to Activity 1:1. Provide2. Cook3. Saving4. Pack5. hopeThe Sixth PeriodRevision1. Review all the language points in this unit.2. Finish off the exercises of the workbook.3.Rewrite the passage in Activity 2. Try to make sure each sentence is correct. Blackboard DesignUnit 7 Where would you like to visit?ExerciseTeaching reflection:。
《Unit 7 Section B 2a-2e》教案人教版英语九年级上册
Read the passage and circle T or F.
Read paragraph 1 and answer the questions.
Read paragraph 2 and fill in the blanks.
What will happen if you want to make your own decisions?
What is your dream job?
Do your parents support your dream?
If they don’t, what shouldyou do?
2.Work on 2a. AskSsto discuss the questions in groups.
1. learn the words and expressions.
2. read and understad the passage about Liu Yu.
3.If you like, you can have a debate with your friends.
教学重点：
1.Keyvocabulary:
2. Practice the phrases and the grammar.
通过做练习复习上节课所学的内容。
Step 2
Pre-reading
(PPT 6-9)
1.Ask Ss to have a free talk like the following:
Could you do what you want at home?
人教版九年级英语全册Unit7SectionA(3a3b)教学设计
4.预习下一课的内容，提前了解相关的词汇和语法知识，为课堂学习做好准备。
5.观看一部英语电影或动画片，注意影片中一般过去时的使用，并尝试记录下来。在下一节课上与同学分享观影心得，提高听力理解能力。
1.采用情境教学法，创设贴近学生生活的语境，让学生在实际情境中学习和运用英语。
2.采用任务型教学法，引导学生通过小组合作、讨论等方式完成任务，培养学生的合作精神和解决问题的能力。
3.利用多媒体教学资源，如视频、图片等，激发学生的学习兴趣，提高教学效果。
4.引导学生进行自主学习和探究学习，培养学生的自主学习能力和批判性思维。
1.知识水平：学生已经掌握了基本的语法、词汇和句型，能够进行简单的英语交流。然而，对于一般过去时的运用，部分学生仍存在困难，需要通过本节课的学习加以巩固。
2.能力水平：学生的听力、口语、阅读和写作能力有了较大提升，但仍有部分学生在口语表达和写作方面存在障碍，需要教师在教学过程中给予关注和指导。
3.情感态度：九年级学生正处于青春期，他们的情绪波动较大，容易受到外界因素的影响。在本章节的学习中，教师应关注学生的情感需求，引导他们正确面对青春期的烦恼，培养积极向上的心态。
3.能够理解并运用3a和3b部分的对话，学会在特定情境下进行角色扮演和口语表达。
4.提高学生的听力理解能力，能够听懂并获取关键信息，以便完成相应的练习。
5.培养学生的阅读理解能力，通过阅读3a和3b部分的对话，能够抓住文章的主旨大意，理解人物关系和情感变化。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法：
3.教师设计一篇关于过去经历的短文，让学生用一般过去时完成短文填空，提高学生的阅读理解和语言运用能力。
人教版九年级英语上册 unit 7 第一课时(教案)
自主学习方案1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
（见学案中预习检测的内容）3.读记后完成预习检测作业。
Step 1 复习检查上一课时课后提升作业。
Step 2 情景导入Teacher: Could you tell me what students should be allowed to do or shouldn’t be allowed to do?Students:1.Students should be allowed to have part time jobs.2.Students shouldn’t be allowed to get their ears pierced…环节说明：通过课前师生互动，让学生感兴趣，调动他们的积极性，同时“be allowed to do sth.”的应用，为学习新课埋下了伏笔。
Step 3 完成教材1a~1c教学任务1.要求学生阅读1a部分的内容后自己判断。
2.检查答案。
参考案例：Teacher: I don’t think students should be allowed to go to Net Bar. Students: I agree.3.要求学生听第一遍录音，完成1b的听力任务。
4.要求学生听第二遍录音，并逐句进行跟读。
5.完成教材1c的任务，要求学生根据1a中的陈述，编写对话，进行练习。
6.听力内容巩固训练。
要求学生根据所听到的内容完成下列问题。
（1）根据所听到的内容回答问题。
What is the relationship of the two speakers?（2）再听，完成填空。
The woman doesn’t think sixteen year olds should be allowed to because they aren’t enough. Anna thinks teenagers should be allowed to because she is not a child.答案：（1）Mother and daughter.（2）drive, serious, choose their own clothes环节说明：将听、说、读、写的任务结合起来，不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
人教版九年级英语全Unit7SectionB2a2e)教学设计
7.拓展阅读：推荐学生阅读一本关于培养兴趣爱好、提升生活品质的英文书籍或文章，让学生在阅读中感受英语的魅力，同时丰富自己的生活。
作业布置要求：
1.学生认真完成作业，注意书写规范，保持作业整洁。
5.设计形式多样的课后作业，巩固所学知识，提高学生的自主学习能力。
6.关注学生的情感需求，创设轻松愉快的课堂氛围，激发学生的学习兴趣。
7.针对教学重难点，采取以下措施：
（1）词汇教学：通过实物、图片、例句等形式，帮助学生理解和记忆词汇，同时注重词汇的拓展和运用。
（2）语法教学：结合语境，设计丰富多样的语法练习，让学生在实际语境中感受和运用一般现在时态。
（3）阅读教学：引导学生运用阅读策略，提高阅读效率，同时关注文章结构和主旨，培养学生良好的阅读习惯。
四、教学内容与过程
（一）导入新课（字）
1.教师通过向学生展示一组关于不同爱好的图片，如硬币收藏、集邮、绘画等，引导学生讨论各自的兴趣爱好。
2.学生在小组内分享自己的爱好，并尝试用英语进行简单描述。
2.利用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，帮助学生更好地理解和记忆词汇。
3.设计各种听说活动，如角色扮演、小组讨论等，让学生在实际语境中运用所学知识，提高听说能力。
4.引导学生通过阅读课文，分析文章结构，培养阅读策略，提高阅读理解能力。
5.鼓励学生进行自主学习和合作学习，培养学生的自主学习能力和团队协作精神。
3.教师邀请几名学生上台展示并介绍自己的爱好，激发学生的学习兴趣。
4.教师根据学生的展示，引入本节课的主题：“谈论个人喜好”，从而导入新课。
Unit7SectionA教案人教版英语九年级全册
Unit 7 Teenagers should be allowed to choose their ownclothesSection A教学设计科目：英语课题：Section A 课时：3课时教学目标与核心素养：语言能力：能够运用目标句型进行交际，清楚哪些事情是允许青少年做的，哪些事情是不允许做的。
文化意识：学生能够理解父母对子女的关爱和教导，接受到情感教育。
思维品质：能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断。
学习能力：通过听、说来培养学生运用知识的能力，并让学生能在做中学，通过课堂的各种实践活动准确地运用英语来表达。
教学重难点教学重点：在语境中体会情态动词后接被动语态的用法。
教学难点：学生能学以致用，从课本的诗中汲取精华，借用诗歌的句型和结构，写出一首表达父母对自己的爱和情的现代诗。
课前准备：多媒体，黑板，粉笔教学过程：一、LeadinginT asks Ss：What can you do at school?What can’t you do at school?Do you agree or disagree? Students should not be allowed to take mobile phones to school.二、Practice教学1astudents independently plete activity 1a and then exchange ideas with peers.,according to the teacher's requirements, plete activity 1a.3.Let Ss read the sentences in 1a aloud, briefly state whether you agree or not, and explain the reasons.4.According to the teacher's request, read out the sentences in 1a and briefly explain your reasons.三、Listening教学lb1.Have students read the three statement sentences in activity 1b together, and the teacher will receive feedback, correct the pronunciation and intonation, and confirm that students understand the meaning of the sentences. Ask students to pay attention to the requirements of 1b.2.Students should read the three statement sentences of activity 1b together, and then clarify the requirements of activity 1b according to the requirements.3.Have students listen to the first recording and plete activity 1b as required.4.Listen to the first recording and plete activity 1b. Then check the answer to 1b.5.Have students listen to the recording again and answer the questions based on the listening content. Then the whole class checks the answers together.6.Students listen to the recording for the second time, write the answers to the questions while listening, and then check the answers.7.The teacher played the recording for the third time, asking students to listen while following the listening materials, imitating the pronunciation and intonation in the conversation, experiencing the emotions of both parties in the conversation, and imitating the pronunciation and intonation while listening.教学1c1.The teacher collaborated with a student to read the oral examples in 1c and demonstrate their pronunciation and intonation.2.Students listen carefully to the teacher's oral examples.3.The teacher divided the students into groups and had them practice the dialogue in 1c in pairs.4.Students work in pairs to practice the dialogue in 1c.教学2a2d1.The teacher asked the students to read the instructions for 2a and clarify the requirements for 2a.2.Students carefully read the requirements of question 2a and engage in purposeful listening exercises with questions.3.Teacher plays the recording of 2a, allowing students to listen to the dialogue andperceive the overall listening content.4.Play the recording again and remind students to circle the correct answers while listening.5.Students listen to the first recording of 2a and perceive the overall listening content;6.Listen to the second recording and plete the class7.The teacher checks the answers in 2a and asks the students to provide the basis for their judgment.8.According to the teacher's instructions, students should check the answer to 2a and provide the basis for their judgment.9.Have students first browse through the activity requirements and listed sentences in 2b, and then try to sort them based on their previous memory. Then, the teacher plays the third recording and the students correct their sorting situation.10.Students should first try sorting the activity requirements for reading 2b. Then listen to the recording and correct the order of the sentences while listening.11.Teachers and students should check the answers and read each sentence in order.12. Students plete two task activities related to 2d and check the answers.13. Students work in pairs to read and practice dialogues in pairs.四、Reading教学3a3b1.The teacher asked students to quickly read 3a and match each paragraph with its main idea.2.Students quickly read the article and plete information matching to understand the main idea of each paragraph.3.The teacher checks the answers to enable students to correctly state the basis for their judgment.4.Have students listen to the recording and follow the poem, then read it in unison or in groups in the class.5.The teacher ask a few students to read poetry aloud, and the teacher will receive feedback to provide guidance and assistance in pronunciation, intonation, and meaning group pauses.6.Students should read poetry aloud and pay attention to the intonation of the language.7.After reading the poem aloud, the teacher asked the students to answer the questions. Students plete the 3a reading task.8.The teacher checks the answers and then asks students to find the basis for the answers in the text, with the aim of training students' understanding of the details of the text.9.Students check the answers and identify the source of the answers in the text.10.The teacher guides the students to read the poem again, obtain detailed information from the poem, and answer the questions in 3b.11.Read the poem again and answer the questions in 3b.教学3cThe teacher allows students to browse through the requirements of the 3c activity and gives them some time to think. The teacher selects a student and uses questions to inspire and guide them to tell a story, such as:How old were you at that time?2. What did you want to do?3. What did your mom/dad say?4. Did you talk back to them?5. Why did you say that at that time?What did you do in the end?7. How do you feel about it now?Teachers can ask other students to record the key words in their answers and try to retell the story.五、Language Points含有情态动词的被动语态语态有主动语态和被动语态两种。