Unit 9 Grammar Focus 教案1
最新人教新目标版九上英语Unit9SectionA(GF-4c)【教案】
Section A（Grammar Focus-4c）
Teaching Aims
1.语言能力：正确运用“that, which, who”引导的定语从句。
2.文化意识：了解中外不同的文化，尊重文化的多样性和差异性，并在理解
Suggested Answers:
1.I like clothes that/which are comfortable.
2.He loves food that/which is sweet.
3.She prefers singers who/that are intelligent.
4.They love movies that/which are interesting.
4.She doesn’t like the songs that/which are too long.
5.She likes singerswho sing the words clearly.
4c
The activity is to reinforce the target language for expressing preferences. The T may want to review the use of the relative pronounsthat,whoandwhichwith Ss before they start on the activity.
Teaching Procedures
Tips
Step 1Lead-in
Ask Ss to find sentences with with modal verbs in Section A and the T may write them on the board. For example:
《Unit 9 Grammar Focus》教案
I will go to the bookstore to buy a dictionary.
反思与重建
用括号内所给单词的适当形式完成句子。
1. I am going to Beijing __________ (visit) my uncle.
2. We agreed ________ (meet) here, but so far she hasn’t turned up yet.
用括号内所给动词的适当形式填空。
1. I got up early ____________ (practise)
reading English.
2. — Li Lei, summer vacation is coming.
Where will you go?
— I decide ______ (go) to Mount Tai.
Sunday.
2.Kitty plans to take Linda out.
3.Linda wanted to visit the park.
4.Sandy agrees to go with them.
lie decided to stay at home.
个人备课
Step Three. To learn to use infinitives
5. Yesterday, all of us got up early _______
(catch) the early train.
Step Five: Explainand collect their mistakes.
Step Six: Summary.
Step Seven. Test and homework.
人教版九年级英语全册Unit9SectionA(GrammarFocus4c)教学设计
3.教师对每个小组的回答进行点评，指出正确之处和需要改进的地方。
（四）课堂练习
为了巩固学生对“must have done”结构的掌握，我会设计一系列课堂练习：
1.填空题：让学生在句子中正确使用“must have done”。
2.改错题：找出句子中使用不当的地方，并进行修改。
2.利用多媒体教学资源，如听力材料和图片，引导学生进行听力和阅读训练，提高学生的语言感知能力。
3.创设真实的语境，让学生在实际交流中运用所学语法知识，培养学生的语言运用能力。
4.采用任务型教学法，设计各种练习和活动，帮助学生巩固所学知识，提高学习效果。
（三）情感态度与价值观
1.培养学生积极向上的学习态度，激发他们对英语学习的兴趣，增强自信心。
（二）讲授新知
在导入环节之后，我会明确本节课的教学目标，即掌握“must have done”结构来表达对过去行为的肯定推测。我会通过以下步骤来进行新知识的讲授：
1.通过更多例句，展示“must have done”的用法，让学生观察和总结其结构特点。
2.解释“must have done”表示的是对过去某个动作的推测，并且这种推测有一定的把握或确定性。
人教版九年级英语全册Unit9SectionA(GrammarFocus4c)教学设计
一、教学目标
（一）知识与技能
1.学生能够理解并掌握本节课所学的语法知识点，即情态动词"must"的用法，以及其对过去行为的推测。
2.学生能够运用"must have done"结构来表达对过去情况的肯定推测，并能准确运用其进行日常交流。
b.总结性评价：在学习单元结束时，进行一次综合测试，检验学生对"must have done&#为了激发学生对本节课的兴趣，我设计了一个简短而有趣的导入环节。首先，向学生展示一张描绘一个忙碌早晨的图片，图片中有许多线索暗示着过去发生的事情。然后，提出问题：“What do you think happened this morning?”让学生们根据图片进行猜测。
人教版英语七年级下册教案：Unit9 What does he look like？ SectionA(Grammar Focus-3d)
自主梳理探究2：
选择疑问句中的两个选择项目用__________________连接，回答时不能用______或______回答，而是根据实际情况选择符合事实的陈述句。
通过小组合作的形式，把核心句子进行翻译，从而对这些核心句子有一个更为准确的认知和复习。
通过让学生感知语法，初步让他们了解be和have/has在描述人物外貌特征中的区别，再通过图表和图片加深理解，让学生完全掌握此用法。
通过学生和老师自我探究和总结，加深语法知识的理解，让学生有一个非常清晰的语法知识框架，为后续的语法练习做好铺垫。
学生能较为轻松地完成习题。
2
获取
新知识
Step 2
Presentation (3mins)
Step 3
Conclude (3mins)
Task1.Read and understand
T: Boys and girls, now look at Grammar Focus, please read and translate all the sentences , and then ask and answer in pairs like this:
教
学
重
难
点
教学重点：
1）辨识和运用选择疑问句。
2）准确运用be动词和动词have来描述外貌。
教学难点：
1.注意比较动词be动词和have/has动词在对人物进行描述时的用法及汉语意思的差别。
人教版八年级下册英语Unit9SectionA(GrammarFocus4c)优秀教学案例
一、案例背景
本案例背景基于人教版八年级下册英语Unit 9 Section A (Grammar Focus 4c)进行设计，该章节主要围绕一般过去时展开，通过描述过去发生的事情来提高学生的语言运用能力。本节课旨在帮助学生掌握一般过去时的构成（动词过去式）及其运用，并能用一般过去时描述过去发生的事情。在教学过程中，注重培养学生的语言表达能力、思维品质和学习英语的兴趣。
（三）情感态度与价值观
1.学生能够积极参与课堂活动，展示自己的学习成果，增强自信心。
2.学生能够尊重他人，善于合作，培养团队精神。
3.学生能够正确对待学习中的困难，勇于挑战自我，不断提高自己的学习能力。
4.学生能够意识到学习英语的重要性，培养对英语的兴趣和热爱，为今后的学习和生活打下坚实基础。
三、教学策略
3.各小组派代表进行分享，其他小组成员进行评价和补充，促进知识的交流和运用。
4.教师对各小组的表现进行点评，指出优点和需要改进的地方，给予指导和建议。
（四）总结归纳
1.教师引导学生总结一般过去时的构成规则和用法，加深学生对知识点的印象。
2.学生通过小组合作，归纳出一般过去时的关键词汇，如“last weekend”、“birthday party”、“played computer games”等。
4.设计练习题，让学生即时巩固所学知识，如“ complete the sentences with the correct past tense form of the verbs.”。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一张描述过去发生的事情的图片。
Unit-9--Grammar-Focus【精品课件】(人教版)
有此类副词时，常强调动作完成，不强 调动作的持续
—Have you ever been to the Great Wall? 你曾经去过长城吗？
—No, I have never been to the Great Wall. 不，我从未去过长城。
区分 have been to / have gone to
No, I haven’t.
— I’ve been to the art museum many times. — Me, too. And I’ve also visited the nature museum.
— I’ve never been to a water park. — Me neither.
B: No, I’ve already __b_e_e_n__ (be) there three times.
2. A: Have you ___s_e_en__ (see) the robots at the science museum?
B: Yes, I ___w_e_n_t_ (go) there last weekend.
现在完成时态可用于过去发生的动作对现在 造成的影响或结果，和 ever, never 等标志词 连用。 下面我们一起看看这两个词的用法:
ever 常用于现在完成时的一般疑问句，放 在主语的后面，过去分词的前面。 never 表示否定在助动词have / has 之后， 过去分词之前。表示否定的简短回答可使 用neither。
5. Have you met Mr. Li ______?
A. just
B. ago
C. before
D. a moment ago
4a Put the correct forms of the verbs
Unit9SectionA(GrammarFocus-3c)教案人教版英语八年级上册
Unit9 SectionA（Grammar Focus3c）教学目标1．掌握重点单词、短语、句型2．情态动词might的用法3．学会有礼貌地发出、接受和拒绝对方的邀请教学难点1. New words and key phrases.2. Learn to make，accept and decline invitations politely.教学过程一、Lead inChristmas partyA: Can you e to my party on Saturday?B: Sure, I’d love to. /I'm sorry, I can't. I must/have to...Make an invitationA: Can you go hiking/...with me on Saturday?B: Sure, I’d love to.A: Great. See/Catch you on Saturday.A: What about you,xx?Can you... on Saturday?C: I'm afraid not. I'm not available/free. I must/have to...A: That's too bad. Maybe another time.C: Sure. Thanks for asking.Invitation & replyA: Can you e to/ go to…?B: Sure, I’d love to./ Sure. That sounds great.Sorry, I can’t. / I’m afraid not. / I’m not free. I have to/ must…prepare for a test go to the doctorhave a piano lesson help my parentsvisit my aunt do my homeworkA: Can he/she/they e to …?B: No, he/ she/ they can’t.He/ She/ They (might) have (has) to/ must…Grammar Focus3aplete the answers with might and one of the phrases in the box.watch TV on the weekend my cousin visit grandparentspractice the violin1. A: What are you going to do on Saturday?B: I'm not sure. I might ________________________2. A: What are you planning to do after school?B: I don't know. ______________________________3. A: When will you finish the science homework?B: __________________________________________4. A: Who are you going to the movies with?B: __________________________________________5. A: Are you free to e to my place on Saturday?B: __________________________________________3bplete the sentences below. Use the words in brackets to help you.1.Inviting:________________________ (can/play tennis)Accepting:_____________________2. Inviting: _________________________________________ (would like to/ go to the movies)Refusing: ____________________Reason: ___________________________________ (might have to)3. Inviting: _____________________________ (can/ hang out with us tonight)Refusing: ___________________Reason: _________________________(must)4. Inviting: __________________________________________ (would like to/e to my birthday party)Accepting:_____________________.2 You get these invitations but can't go. Write a refusal and areason.1. Invitation: "Can you e to my party on Saturday?"2. Invitation: "Let's go to the movies tomorrow night."3. Invitation: "Let's go to the concert on the weekend."4. Invitation: "Do you want to go shopping with me next week?"5. Invitation: "Can you play soccer with me after school today?"1. I’d like you to _________ (邀请) to dinner.2. They didn’t _________ (接受) his money.3. The girl __________ (拒绝) his invitation.4. Go straight down the street _______(直到) you see the bank.5. _________(悬挂) your clothes on the line.6.He _________(go) home until he finished his work.7. I like to ______ ______(闲逛) at mall with my friends.8. I have to run to ________ (赶) the bus.课堂练习同学们做exercisesthank you。
Unit 9 Section A Grammar focus-3d 语法课示范课
Period 2 Section A Grammar focus-3d
听说课示范课
人教新目标版 七年级(下)
LeaPrrenseidsome, actor,actress, person 掌握句型：What does he look like? He is really tall. Do they have straight or curly hair? They have curly hair. Is he tall or short? He isn’t tall or short. He’s of medium height. 2. 通过读翻译Grammar focus中的句子，能够归纳总结谈论人物外貌的问 句和谈论人物外貌的句型和表示法；能够总结概括选择疑问句的结构和 用法以及or的用法。 3.以人物外貌为话题展开对话，作报告等活动时，能正确运用have\has和 be动词以及选择疑问句(Do they have straight or curly hair? They have curly hair. Is he tall or short?)询问人的外貌，增强学生的语言综合运用能力。 4.通过对他人的描述，增进人与人之间的关系，更加关心爱身边的人。培
Pre-grammar
- What does he look like?
-He is…
Is he tall or short?
height
Look and say.
build
short of medium height tall =He isn’t tall or short.
heavy of medium build thin =isn’t heavy or thin
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Unit 9 My favorite subject is science. Grammar Focus
教案
Analysis of the teaching material:
This unit mainly talk about school subjects and will be divided into five periods. This is the second period of this unit.
1.It will continue to talk about the students’ favorite subjects and the reasons.
2.It will review what have learned in the last period and focus on the usage of the special
questions contain what, who, why, and when. Important sentence patterns are presented and flexible teaching methods are used to help students master the grammar.
Teaching objectives:
1.Knowledge objectives
1)To study the special questions contain what, who, why and when.
2)To use the key sentence patterns to ask and answer questions.
2.Ability objectives:
1)To develop the ability of speaking and writing.
2)To use the special questions to talk about their favorite subjects freely.
3.Moral objectives:
1)To increase students’ interest and develop their self-confidence in speaking English.
2)To enhance the students’ friendship between each other.
Focal points and difficult points:
1.To enable students to understand the usage of the special questions.
2.To enable students to use the special questions to ask and answer questions.
Teaching aids:
Multi-media
Teaching procedures:
Step 1 Revision and lead-in
1.Review what have learned.
2.Lead-in the new language point.
1)Ask some of the students:
What’s your favorite subject?
Why do you like the...?
Who’s your...teacher?
What’s (his, her, Bob’s...) favorite subject?
Why does Bob like...?
When is your...class?
2)Ss: Answer questions use the sentence patterns:
My favorite subject is...
Because it is...
My...teacher is ...
Her/ his favorite subject is...
It’s on Monday.
Step 2 Grammar focus
Guide students to understand how to use what, who, why, and when to ask questions, and how to answer the question including what, why, how, and when.
1.Ask students to summarize the usage of what, who, why, and when. .
2.Ask Ss to read the Grammar Focus box three times.
3.Ask Ss to work in pairs, ask and answer with the sentences in Grammar Focus box.
Step 3 Guessing game
1.Show some pictures of the students in the class and ask other students to guess their favorite
subjects.
2.Ask students to use what, why, who, and when to ask and answer questions.
Step 4 Pair work
1.Ask students to make dialogues with their partners use the sentence patterns:
1)What’s your favorite subject? My favorite subject is...
2)Why do you like...? Because it is...
3)Who is your...teacher? My...teacher is...
4)When is your...class? It is on...
2.Ss: Discuss and make dialogues with their partners
3.Show their dialogues to the class.
Step 5 Fill in the blanks
1.Guide students to do the exercise in 3a and 3b
2.Ss do the exercise carefully
3.Check the answers.
4.Exchange their answers with their partners to make sure the answers are correct.
Step 6 Interview and report
1.Guide the students to do the interview in 3c.
2.The students are divided into several groups.
3.Then give the survey to the students to discuss and show an example for them how to fill out
the survey and do a report.
1)Ask students to work in groups, and find out the one who has the same favorite subject.
2)Find out those who has the same favorite subject.
Step 7 Summary
1.Consolidate what have learned in the class today.
2.Ss summarize the sentence patterns have learned. Listen carefully and answer the teacher’s
questions.
Step 8 Homework
Write a short passage about my favorite subject.
Blackboard design
Unit 9 My favorite subject is science
What’s your favorite subject? My favorite subject is...
Why does Bob like...? Because it is...
Who is your...teacher? My...teacher is...
When is your...class? It is on...
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