人教版英语9年级全册Unit13_SectionA(3a-4c)教案
Unit13 SectionA（3a-4c）教案1.0Teaching analysis教情分析1.1Teaching objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: cruel, harmful, be harmful to, at the top of, industry,law, scientific, take part in, afford, turn off, pay for, take action1.1.1.1.2 For comprehending: shark, fin, chain, the food chain, ecosystem,reusable, transportation1.1.1.2 Sentence Structures1)M any have heard of shark fin soup.2)B ut do you realize that you’re killing a whole shark each time you enjoy abowl of shark fin soup?3)T his is not only cruel, but also harmful to the environment.4)S harks are at the top of the food chain in the ocean’s ecosystem.5)I f their numbers drop too low, it will bring danger to all ocean life.6)W ithout a fin, a shark can no longer swim and slowly dies.7)T he numbers of some kinds of sharks have fallen by over 90 percent inthe last 20 to 30 years.8)T hey have even asked governments to develop laws to stop the sale ofshark fins.9)S o far, no scientific studies have shown that shark fins are good for health,so why eat them?10)We can’t afford to wait any longer to take action!1.1.1.3Grammar Focus1）But do you realize that you’re killing a whole shark each time you enjoy a bowl of shark fin soup? (each time 引导时间状语从句，意为“每当…”) 2）This is not only cruel, but also harmful to the environment. (not only…but also…连接两个并列成分，意为“不仅…而且…”) 3）So far, no scientific studies have shown that shark fins are good for health,so why eat them? (so far意为“到目前为止”，是现在完成时的标志) 4）Without a fin, a shark can no longer swim and slowly dies. (no longer意为“不再”，等于not … any longer)1.1.2Ability goals 能力目标1.1.2.1 To review the present perfect tense and the passive voice.1.1.2.2 To enable Ss to learn some of the key words and expressions in the reading passage.1.1.2.3 To cultivate Ss to read for specific ideas and the structure of the passage.1.1.3Emotional goals 情感目标1.1.3.1 To help Ss understand the present situation of sharks.1.1.3.2 To raise Ss’ awareness of protecting animals.1.2 Important and difficult teaching points 教学重难点1.2.1 Enable Ss to learn and apply the sentence patterns.1.2.2Enable Ss to know the sharks are in danger.1.2.3Guide Ss to help save the sharks.2.0Student analysis学情分析2.1 Fundamental State基本情况通过本单元第一课时的学习，学生基本上激活了已有的语言知识，对本单元的话题（pollution and environmental protection）已经有所感知，对于environmental problems, how to solve air pollution, how to solve waste pollution等内容有了更深入的学习。
本课时从环境污染过渡到动物保护，加深学生环境保护的意识。
2.2 Knowledge Reserve知识储备第一课时的学习，围绕单元话题pollution and environmental protection，让学生的知识得到了扩展，丰富了环境保护话题下的语言输入内容，提出了具体的环保措施，为本课时保护动物话题积累了语言基础。
2.3 Class data本班实际本班学生有比较明确的学习目的，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。
本课时的阅读文段Save the sharks！这个关于动物的话题是学生比较感兴趣的内容，但是部分词汇，如food chain, ecosystem, industry和个别句型结构较为复杂，学生理解上应该有一定的难度。
教师可结合课堂实际情况，指导鼓励学生小组学习，讨论认知新的复杂的语言结构，扫清阅读障碍。
3.0Teaching methods教法建议3.1 thematic teaching method主题教学法3.2 Self-directed learning method自主学习法3.3 Discussion method讨论法4.0教学辅助blackboard and chalk, computer, projector, movie5.0 Teaching procedures 教学进程5.1 Leading-in and warming-up 引入与激趣活动5.1.1 In order to lead in the main topic, T can get Ss to watch a short video. Then ask:Q1. Why do people catch sharks?Q2. What will happen if sharks don’t have their fins?Q3. What do you think of the action?5.1.2 Guide Ss to have a free talk in groups and share their ideas with each other.5.2 Reading Practice阅读训练5.2.1 Pre-reading 读前导入5.2.1.1Present some pictures and learn the new words and expressions.5.2.1.2Ask Ss some questions to see how much they know about the sharks.1. Do you know sharks are endangered?2. Why do you think they are endangered?3. Where do sharks live?4. Are they all very big?5. What do they eat?6. Is the number of sharks decreasing(减少)?7. Why do people catch them?5.2.2 While-reading 读中理解5.2.2.1Ask Ss to skim the passage and find out the main idea for each paragraph.Para 1 You’re killing a whole shark when you enjoy a bowl of shark fin soup.Para 2 Bad things happen when people cut off sharks’ fins.Para 3 Environmental protection groups have done things to protect sharks.5.2.2.2Ask Ss to scan the passage and complete the fact sheet.Answers:1. in southern China2. around 70 million3. over 90 percent4. WildAid and the WWF5.2.2.3Guide Ss to scan the passage and then finish 3b, fill in the blanks with the words in the box.Answers:1. when2. so3. but4. Although5. if5.2.2.4Get Ss to listen to the recording and read along with it at the same time. While reading, let’s pay enough attention to the pauses, the pronunciation and the i ntonation of the native reader.5.2.3 Post-reading 读后提升5.2.3.1Guide Ss to read the second and the third paragraphs and fill in the blanks in order to help memorize the details.Answers:1. cut off2. throw3. back4. swim5. dies6. drop7. bring8. are teaching9. to develop laws5.3 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) Many have heard of shark fin soup.2) But do you realize that you’re killing a whole shark each time you enjoy a bowlof shark fin soup?3) When people catch sharks, they cut off their fins ad throw the shark back intothe ocean.4) This is not only cruel, but also harmful to the environment.5) Sharks are at the top of the food chain in the ocean’s ecosystem.6) If their numbers drop too low, it will bring danger to all ocean life.7) Without a fin, a shark can no longer swim and slowly dies.8) In fact, around 70 million sharks are caught and traded in this industry every year.9) The numbers of some kinds of sharks have fallen by over 90 percent in the last 20 to 30 years.10) They have even asked governments to develop laws to stop the sale of shark fins.11) So far, no scientific studies have shown that shark fins are good for health, so why eat them?5.3.2 Analyzing chunks 语块分析5.3.2.1 This is not only cruel, but also harmful to the environment.not only… but also…表示“不仅……而且”, 用于连接两个性质相同的词或短语。
人教版英语九年级全册Unit13_SectionA(3a-4c)精品导学案
Unit13 SectionA〔3a-4c〕精品导学案1. Phrases:一碗鱼翅粥_____________________切除，切断___________________对……是有害的____________________在……顶部____________________食物链_______________________濒临危险_________________________参加_____________________帮助〔走出困境〕___________________支付得起____________________关掉电灯___________________付费，付出代价____________________采取行动____________________2. Have you ever taken part in an environmental project?你曾经参加过环境保护活动吗？辨析：join, join in 和take part inWill you join us in the discussion? 你参加我们的讨论吗？She joined the Young Pioneers. 她参加了少先队。
Why didn't you join in the talk last night? 昨晚你为什么没参加座谈？Did you take part in the sports meet? 你参加运动会了吗？【小试牛刀】单项选择。
①—Have you _____ a club?—Yes, I’m in a swimming club and I often _____ the swimming training.A. joined; take part inB. joined; joinC. taken part in; joinD. taken part in; join in②—We’re going for a picnic. Would you like to____ us? —Why not? Let’s go!A. attendB. joinC. join inD. take part in③—Are you going to _____ any of the events?—Yes. Maybe long jump and high jump.A. take part inB. joinC. attendD. join in3. We can’t afford to wait any longer to take action!我们不能再等了，要采取行动了。
九年级英语全册Unit13SectionA3a-4c教案（新版）人教新目标版
九年级英语全册Unit13SectionA3a-4c教案（新版）人教新目标版We’re trying to save the earth教学目标知识与技能：1.T arget language:No scientific studies have shown that shark fins are good for health.The number of some kinds of sharks have fallen be over 90 percent in the last 20 to 30 years.2.Grammar: Present perfect3.Words and expressions;be harmful to, at the top of, the food chain, take part in, turn off, pay for, take action 过程与方法：According to finishing some tasks to train students’integrating skills and train the ability of expressing students’own opinions．情感态度价值观：Animals are our friends．We must know how to love them and how to protect them．That way, It is good for both animals and us．教学重难点Target LanguageHow to improve students’integrating skills．教学方法练习法，讲授法学习方法小组合作，操练对话教学准备多媒体课件，教学过程设计意图3a. To give Ss practice in reading for specific information.Learning more about sharksAsk Ss to do some additional research to find out more about sharks before this This will enable Ss tolesson.3b. To give Ss the opport unity to review the use ofconjunctions.Shark fin soup is a Chinese delicacy that is popular not only in China, but also among the Chinese population in other countries like Singapore and Malaysia. Review of conjunctions ○s o: used to say that something is a result of something else that has just been mentioned.e.g. I was tired, so I decided to take a map.○although: used to contrast one part of a sentence with another, has the effect of making the main idea in the sentence seem surprising or unexpected. e.g. Although she studied hard, she did not pass the exam.○if: used to talk about the circumstances in which something else might happen; gives the condition for something else to happen.e.g. If you study hard, you will do well.○but: used to contrast two parts of a sentence and show that they are opposite or very different in meaning.e.g. The children stopped plying when they heard the bell.4c. To prompt Ss to think about ways of protecting the environment.To reinforce the target language for talking about environmental protection. Let’s talk about …Make a list of things that people can do to help protect the environment. have a better understandin g and greater knowledge about sharks.板书设计Unit 13 we’re trying to save the earthSection A 3a ~ 4cNo scientific studies have shown that shark fins are good for health.The number of some kinds of sharks have fallen be over 90 percent in the last 20 to 30 years.教后反思。
人教版九年级英语全册Unit13sectionA教学设计
一、教学目标
（一）学习人教版九年级英语全册Unit13 sectionA的内容，掌握以下知识与技能：
1.掌握本章节的核心词汇，如：festival, tradition, custom, celebrate, culture等，并能熟练运用这些词汇进行主题相关的表达。
3.练习结束后，教师选取部分学生的作业进行展示和讲评，指出共性问题，并进行针对性讲解。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般现在时和一般过去时在描述节日习俗时的运用，以及如何从文章中提取关键信息。
2.学生分享学习心得，谈谈对本节课内容的理解和感悟。
3.教师强调学习英语的重要性，提醒学生在日常生活中关注英语学习，不断提高自己的跨文化交际能力。
1.教师通过展示一组关于节日的图片，如春节、圣诞节、中秋节等，让学生观察并说出这些节日的名称。
2.引导学生谈论他们最喜欢的节日，询问他们为什么喜欢这个节日，节日中有哪些有趣的活动和传统习俗。
3.学生分享后，教师总结：不同的节日有着各自的特色和习俗，今天我们将学习人教版九年级英语全册Unit13 sectionA，了解世界各地的人们如何庆祝节日。
4.口语表达：小组合作，选择一个节日主题，编排一段对话，展现这个节日的庆祝场景。要求对话中包含本节课学习的词汇和语法知识。
5.课后调查：选择一个你感兴趣的节日，通过查阅资料或采访身边的朋友，了解这个节日的起源、庆祝方式和文化意义，并完成一份调查报告。
6.文化分享：将你的调查报告在下一节课上进行分享，要求用英语介绍你所了解的节日文化，让其他同学也了解这个有趣的节日。
4.最后，教师布置课后作业，要求学生运用所学知识，调查了解一个感兴趣的节日，为下节课做好准备。
人教版PEP初中九年级英语全册第13单元Unit 13教学教案
Unit 13 We’re trying to save the earth!话题Topic 保护环境Protecting the environment功能Functions谈论环境污染和环境保护问题Talk about pollution and environmentalprotection1.We’re trying to save the earth!2.But it used to be so clean!3.The air is badly polluted.4.So far,no scientific studies have shown that shark fins are good forhealth.5.Help save the sharks!语法Grammar 复习used to,现在进行时态,被动语态,现在完成时和情态动词的用法。
词汇和常用表达 Words & expressions 1.能正确使用下列词汇litter,bottom,fisherman,coal,ugly,advantage,cost,wooden,plastic,cruel,harmful,industry,law,scientific,afford,recycle,gate,bottle,president,work,metal2.能正确使用下列常用表达be harmful to,at the top of,take part in,turn off,pay for,throw away,putsth.to good use,pull …down,upside down,bring back3.能认读下列词汇takeaway,bin,shark,fin,chain,ecosystem,reusable,transportation,napkin,inspiration,iron,creativity学习策略Strategies 1.能够利用同环境相关的词汇,对环境污染和环境保护进行简单描述,意识到保护濒危动物和拯救地球的重要性。
人教版九年级英语全册Unit13SectionA(GrammarFocus4c)教学设计
3.学习兴趣：学生对与自身生活相关的话题具有较高的兴趣，教师可结合学生实际经历，创设情境，激发学生学习兴趣。
4.学习策略：学生已经具备一定的自主学习能力，但在合作学习、探究学习方面仍有待提高。教师应引导学生运用多样化的学习策略，提高学习效果。
5.情感态度：学生在学习过程中，可能存在对过去时态的恐惧心理，担心出错。教师应关注学生情感需求，营造轻松、愉悦的学习氛围，帮助学生树立信心。
九年级学生已经具备了一定的英语基础，掌握了一般现在时、一般将来时等基本时态，并对英语学习保持较高的兴趣。在此基础上，学生对一般过去时的学习具备以下特点：
1.知识储备：大部分学生已经了解一般过去时的基本概念，但对动词过去式的变化规则和不规则变化掌握程度不一，需要教师在教学中予以关注和巩固。
2.能力水平：学生在口语和写作方面，运用一般过去时描述过去经历的能力有待提高。同时，部分学生在听力、阅读方面对一般过去时的识别和理解存在一定困难。
2.培养学生的合作精神，学会倾听、尊重他人，共同完成任务；
3.增强学生的跨文化意识，了解并尊重不同文化背景下的表达方式；
4.培养学生珍惜过去，感恩生活的态度，学会用英语表达对过去的回忆和感悟；
5.引导学生树立正确的价值观，关注身边的人和事，学会用英语传播正能量。
二、学情分析
针对本章节内容，即人教版九年级英语全册Unit 13 Section A的Grammar Focus 4c部分，学情分析如下：
4.教师通过多媒体教学资源，如动画、视频等，展示一般过去时的实际运用场景，帮助学生更好地理解所学知识。
人教新目标九年级英语全册Unit13Wearetryingtosavetheearth
6.教学评价：采用多元化评价方式，关注学生在知识、技能、情感等方面的全面发展。同时，鼓励学生自我评价和互相评价，提高他们的批判性思维和反思能力。
7.教学策略：
（1）采用任务型教学法，让学生在完成具体任务的过程中，学习语言知识，提高语言运用能力。
（二）过程与方法
1.通过小组合作和讨论，培养学生们的合作意识和团队精神，提高学生的英语口头表达能力。
2.通过阅读文章，培养学生的阅读技巧，如快速阅读、找关键词、理解文章大意等。
3.通过课后实践活动，培养学生们的环保意识，提高他们运用英语解决实际问题的能力。
4.利用多媒体和互联网资源，激发学生的学习兴趣，拓宽他们的知识视野。
（二）教学设想
1.创设情境：以环保为主题，通过展示地球环境现状的图片和视频，激发学生的环保意识，为新课的学习做好情感铺垫。
2.导入新课：通过提问方式引导学生复习现在进行时态，为新课的学习打下基础。同时，引入被动语态的概念，让学生初步感知被动语态的用法。
3.课文学习：
（1）让学生自主阅读课文，找出与环保相关的词汇和表达方式，培养他们的自主学习能力。
（2）运用情境教学法，创设生动有趣的情境，激发学生的学习兴趣，提高他们的学习积极性。
（3）注重分层教学，针对学生的个体差异，给予不同难度的任务，使每个学生都能在课堂上获得成就感。
四、教学内容与过程
（一）导入新课
1.教师通过多媒体展示地球环境现状的图片和视频，引导学生关注环保问题，激发他们的学习兴趣和环保意识。
2.各小组讨论以下问题：（1）What is the problem we are facing?（我们面临的问题是什么？）；（2）Why is it important to solve this problem?（为什么解决这个问题很重要？）；（3）What are we doing to solve this problem?（我们正在做什么来解决这个问题？）。
九年级英语全册Unit13TheSecondPeriod_SectionA(3a-4c)教案新版人教新目标版
The Second Period—Section A(3a－4c)Teaching Important Points 【教学重点】Key words & phrases：cruel，harmful，industry，law，scientific，affordbe harmful to，at the top of，the food chain，take part in，turn off，pay for，take actionKey sentences：1.Many have heard of shark fin soup.2.If their numbers drop too low，it will bring danger to all ocean life.3.The numbers of some kinds of sharks have fallen by over 90 percent in the last 20 to 30 years.4.So far，no scientific studies have shown that shark fins are good for health，so why eat them?Key structure：Review of tenses：be＋doing；used to＋do；have/has＋done；be＋done；should ＋doTeaching Difficult Points 【教学难点】★Practice the structures to talk about pollution and environmental protection in reading.Teaching Aids 【教学工具】A tape recorder，CAI or multimedia courseware.Teaching Steps 【教学过程】★Step 1 Leading in 【新课导入】1．Greeting2．BrainstormingQuickly ask questions about how to protect the environment.Like this：What are your ideas for solving the air/waste pollution problem？…3．Ask students to role－play the conversation in 2d.★Step 2 Cooperative inquiry 【合作探究】1．Finish the task in 3a①Talk about the protection of endangered animals in our country.②Show pictures of sharks.Ask questions and think about these things：What do you know about sharks?Do you know sharks are endangered？Why?What might have caused a fall in the number of sharks?Discuss with students and present the new words.shark，fin，method，be harmful to，the food chain，ecosystem③Quickly read the article and check their answers to these questions.Help students to learn the new items.④Pay attention to the details of the passage.Get the students to find the sentences that have the information about the fact sheet.2．Finish the task in 3b①Read the instructions.Scan the five sentences with blanks.②Read aloud the passage carefully.Fill in the blanks on their own.③Check the answers.Show the complete sentences on the board.And read aloud them.Discuss the use of the conjunctions：so，although，if，but，when.④Play the recording for the students to read aloud the passage.3．Finish Grammar Focus①Read aloud the sentences in the grammar frame until fluently.Think about the tenses，modal verbs，the structure of used to，and the passive voice.②Ask students to say how to use the tenses，the structure of used to，modal verbs and the passive voice.③Give some exercises.Practice with students.4．Finish the task in 4a①Students read the dialogue and get the main ideas of it.②Get the students to fill in the blanks with proper verb forms.③Ask some students to read aloud the complete conversation.All the class check the answers.Then role－play the conversation in two halves.5．Finish the task in 4b① Read aloud the model verbs in 4b.Understand the meaning of them.②Students read the passage quickly and get the main idea of it.Show the sentences for the students to choose：A．People can do big things to save the earth.B．Saving the earth begins with small things.C．Plastic bags should be forbidden in stories.③Students finish the task and discuss in pairs.④Check the answers with individual students.Ask them to read aloud the complete sentences.Then the class read aloud the passage.6．Finish the task in 4c①Give advice on how to finish the task.Get students to discuss in groups of four，each having a role.②Discuss in groups.Write down their list of things.③Write a report to tell the class how to protect the environment.Report to class.Try to avoid repetition.★Step 3 Homework1．Collect words and expressions about environmental protection and tell others about it in English after class.2．Write a report to tell the class how to protect the environment.3．Translate the following sentences into English.(1)这里以前是又脏又窄的街道。
人教版九年级英语全册Unit13SectionAGrammarFocus优秀教学案例
3.分析现在完成时态与一般过去时态的区别，让学生明白现在完成时态强调过去对现在的影响。
4.设计一些练习题，让学生尝试运用现在完成时态，巩固所学知识。
（三）学生小组讨论
1.将学生分成若干小组，每组讨论以下问题：
3.教师对学生的学习情况进行全面评价，既要关注知识与技能的掌握，也要关注情感态度与价值观的培养。
4.根据学生的反思和评价，教师及时调整教学策略，以提高教学效果。
四、教学内容与过程
（一）导入新课
1.教学开始时，利用PPT展示一组反映学生生活、成长的图片，如参加生日派对、旅游、体育比赛等，引导学生观察并描述图片内容。
2.组织学生进行小组讨论，共同分析课本中的例句，总结现在完成时态的用法和特点。
3.鼓励学生提问，解答他们在学习过程中遇到的困惑，帮助他们深入理解现在完成时态。
（三）小组合作
小组合作是一种有效的教学策略，有助于提高学生的合作意识和团队精神。
1.将学生分成若干小组，让他们共同完成现在完成时态的填空、改错等练习，培养学生的合作能力。
5.注重实践与应用，提高语言能力
本案例注重让学生在实际语境中运用现在完成时态，通过丰富多样的教学活动，如角色扮演、故事创编等，让学生在实践中提高英语表达能力。这种注重实践与应用的教学方法，有助于提高学生的语言综合运用能力。
3.鼓励学生在日常交流中积极运用现在完成时态，提高英语表达能力。
（五）作业小结
1.课后作业：完成课本练习中与现在完成时态相关的习题，巩固所学知识。
2.拓展作业：让学生用现在完成时态写一篇短文，描述自己在学校的一天或一周的生活，注意运用本节课所学的时间状语。
人教版九全《Unit 13 Section A》教案
《Unit 13 Section A》教案Ⅰ．Analysis of the Teaching Material1．Status and FunctionIn this unit, students learn to talk about how things affect them．The topic is meaningful and practical to students, It is very useful．It can help students express their own opinions in their daily life．It continues to train students’ speaking ability and integrating skills．After studying this unit, students will be in charge of their attitude and they can do everything better．（1）The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．OK, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．（2）The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language．The practice can help students improve their listening and speaking skills．（3）The third period provides an article．Students learn to get detailed information from the article．It is a basic reading skill, and also it is of great help for students to improve their reading skill．（4）The fourth period not only introduces some new words but also provides students with many different kinds of activities．In this class, students learn how to express their own opinions using the target language．（5）A lot of practice is designed in the fifth period to train students’ reading and writingskills．Students also learn how to treat the advertisement from the reading material．（6）All the activities in the last period in this unit are used to provide writing practice using the target language．2．Teaching Aims and Demands（1）Knowledge ObjectsIn this unit, students learn to talk about how things affect them, and how to express their own opinions using the target language,（2）Ability objectsTo train students’ listening, speaking, reading and writing skills using the target language, （3）Moral ObjectThe impact of attitude on life is obvious．When go shopping, we should remember not all the ads are great．We have to be careful．In this way, we can buy nothing that we don’t need at all．So we should be in charge of our attitude．That way, we can live happily and we can do everything better．3．Teaching Key PointTo make students learn and master the key vocabulary words and the target language．4．Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．5．Studying WayTeach students how to express their own opinions freely．Ⅱ．Language FunctionTalk about how things affect you．Ⅲ．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．Ⅳ．StructureSecond conditional with wishⅤ．Vocabularylighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny,skin, cream, toothpaste, endangered, uncomfortable, usefulⅥ．Recyclingfast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep outⅦ．Learning Strategies1．Personalizing2．MatchingⅧ．Teaching TimeSeven periodsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularysad, 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．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday 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?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat．Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat．School vacations make me happy．S s: School vacations make me happy．T: Now what about gym class? How do you feel about it?S3: Excited．T: So gym class makes you excited．S3: Yes．StepⅡ1aThis 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? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music．The Blue Lagoon has blue walls, plants, flowers, and a piano player．）Say, Which restaurant would you rather go to? Talk about it with your parter．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 tothe class．Sample conversationS A: Which restaurant would you like to go to?S B: I’d like to go to the Blue Lagoon．S A: Why?S B: Because there are plants and flowers there．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon．Look at the sample answer．Let a student read the completed sentence, and then say, You will hear the missing words on the recording．Fill in the blanks with the words you hear on the tape．Play the recording the first time．Students only listen carefully．Play the recording again．This time fill in the missing words．Check the answers with the whole class．AnswersThe Rockin’ Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy．Girl 2: So am I．Why don’t we get something to eat?Girl 1: Yeah．Let’s go to the Rockin’ Restaurant．I love their hamburgers．Girl 2: Oh, Tina…I hate the Rockin’ Restaurant．Girl 1: Why? The food is great, isn’t it?Girl 2: The food’s fine．I just don’t like the atmosphere．Those awful pictures on the walls make me sad, and the loud music makes me tease．Girl 1 :OK．So where do you want to go, Amy?Girl 2: Let’s go to the Blue Lagoon．The soft music makes me relaxed．Girl 1: Not me．It makes me sleepy．Step Ⅳ1cThis 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．S A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．S B: Oh, really? Loud music makes me energetic．S A: Not me! Loud music makes me stressed out．Go through the instructions with 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．While students are working in pairs, walk around the classroom, and listen to some pairs．If necessary, offer language support．Then ask some pairs to act out theirconversations in front of the whole class．Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel．For example, what are your opinions about this room? A student might answer, This room is sunny．It makes me happy．Or ask them．What are your opinions about all the noise in the cafeteria? A student might say．All the noise in the cafeteria makes me tense．Notes:1．awful——terrible; dreadful2．energetic——full of energyStep ⅤSummaryIn this class, we’ve learned some important words, such as sad, energetic, stressed out．We’ve also learned the target language I’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．Step ⅥHomeworkReview the target language．Step ⅦBlackboard Design。
人教版英语九全Unit13SectionA(3a3b)实用教学设计
3.合作学习，提高能力：
-采用小组合作的形式，让学生相互讨论、交流，提高学生的合作能力和解决问题的能力。
-鼓励学生在小组内分享学习心得，相互借鉴，共同进步。
4.精讲多练，巩固知识：
-对一般过去时的用法进行详细讲解，结合实例进行剖析，让学生更好地理解。
2.培养学生的跨文化意识，让学生了解并尊重不同国家和民族的文化差异。
3.培养学生的自信心和自主学习能力，使学生意识到学习英语的重要性，提高学生的英语学习兴趣。
4.通过学习名人的优秀品质，引导学生树立正确的价值观，培养学生的道德品质。
在教学过程中，教师应注重学生个体差异，关注学生的学习需求，创设生动活泼的课堂氛围，使学生在轻松愉快的氛围中学习英语，提高英语综合运用能力。同时，教师应关注学生的情感态度和价值观的培养，使学生在学习英语的过程中，形成积极向上的人生态度和价值观。
2.通过听力练习，提高学生的英语听力水平，培养学生的听力技巧。
3.通过阅读练习，提高学生的阅读理解能力，培养学生提取关键信息、概括文章主旨的能力。
4.通过写作练习，提高学生运用一般过去时描述名人事迹的能力，培养学生的写作技巧。
（三）情感态度与价值观
1.了解名人的成就和经历，激发学生对名人的敬仰之情，培养学生的励志精神。
4.针对听力方面的差异，教师可提供不同难度的听力材料，逐步提高学生的听力水平。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于学生对一般过去时的掌握，以及能够运用该时态描述名人的成就和经历。此外，学生对文章中出现的词汇、短语的理解和运用也是教学的重点。
2.难点：一般过去时的用法和词汇的运用是学生学习的难点。学生对时态的运用容易出现混淆，对词汇的搭配和语境运用不够熟练。