九年级英语Unit 8 Section B(3a-3b)写作公开课
noise-maker was? ____ห้องสมุดไป่ตู้_____
What tenses should we use in this article?
3a What do you think the noises could be? List all your ideas.
What could the noise Why do you think be? so? 1. Someone could be 1. He might just want playing tricks on to scare people. people. 2. The woman saw 2. The noise could be something running two cats fighting. away. 3. … 3. …
It must belong to Carla.
Section B(3a — 3b)
3a Read through the article in 3a on page 59 again.
Last week, in a _____ quiet neighborhood, something
______ unusual happened. Victor, a teacher in our
3aLook at this newspaper headline and finish
the article about the strange happenings.
Writing tips
First part: background information about the mystery Second part: how the mystery was solved Third part: how the people in the neighborhood now feel
Now the mystery is solved. People in the neighborhood
feel happy and relaxed. Finally, we called the policemen and they took the monkey back to the zoo. I think the monkey must be sad now.
We now know what was happening in the neighborhood.
The noise-maker must be a monkey. He might run away from a zoo. He could be hungry so he made some noises when he looked for food. However, people couldn’t find the monkey because he was afraid of human and ran fast.
No More Mystery in the Neighborhood Last week, in a quiet neighborhood, something strange happened.
We heard some noises at night, but no one knew why. Someone thought it could be an animal, like a bear or a wolf. But nobody was sure about it.
Homework
Correct your compositions and write them on your exercise books.
school said, “Every night we hear strange
noises outside our window”. Someone thought it _____
bear or a _____. wolf However, everyone was a _____
ideas So, do you think who the had his or her _____.
Writing tips: Pay attention to using the modal verbs and linking verbs or phrases
Key words and sentences
• It must / could / might / can’t be… • He must / could / might / can’t do… the linking words • and, so, because, but, however, when, etc. tense • The simple past tense
at this newspaper headline and finish the article about the strange 3a Look happenings. No More Mystery in the Neighborhood First part Last week, in a quiet neighborhood, something strange happened. Someone thought it could be… Second part We now know what was happening in the neighborhood. 1.Where could the monkey be from? He might run away from… 2.Why did the monkey visit the neighborhood? He could be… 3.Why did people can’t find him? (be afraid of，run away) Third part Now the mystery is solved. People in the neighborhood… 1.What happened to him in the end? 1.Where could he go after being caught by the policeman? (back to the zoo) He could be… 2What did he feel then? (sad)
1.What happened to him in the end? 2.Where could he go after being caught by the policeman? (back to the zoo) • He could be… 3What did he feel then? (sad)
1.Where could the monkey be from? • He might run away from… 2.Why did the monkey visit the neighborhood? • He could be… 3.Why did people can’t find him? • (be afraid of，run away)
2024年人教版九年级英语上册Unit 8第五课时 Section B (2a—3b)
第五课时Section B (2a—3b)教学目标通过本课的学习,学生能够:1.获取本课语篇“英国巨石阵”的相关信息;理解并掌握本课时重点词汇。
(获取信息)2.使用读前、读中和读后的阅读策略对语篇信息进行结构性梳理,运用速读、略读及细读训练提高学生的阅读能力,让学生在真实情景中体会用情态动词表推测的用法。
(梳理整合)3.深层思考谈论未解之谜,锻炼逻辑思维能力,培养批判性思维。
(内化应用)4.在学习语言的同时,了解世界未解之谜,激发探索精神;通过已有线索推测事情真相,理性看待未知事物。
(迁移创新)语篇研读What:这是一篇有关英国巨石阵的说明文,探究流传几个世纪的古老传说。
3a—3b是相互联系的整体任务,就“如何写一篇未解之谜”展开。
Why:2a—2b旨在训练连词和连词短语的用法;2c训练通过细读(Scanning)策略获取关键信息;2d针对阅读内容的理解完成写作练习,进一步加深对文本的把握;2e则是一个读写综合,训练学生口语和书面表达能力。
3a是写前铺垫,通过头脑风暴,旨在提供写作素材;3b引导学生学以致用,如何介绍神秘事件并作出合理推测。
How:通过视频和问题导入,吸引和组织同学积极参与阅读训练,通过预测、速读、细读策略,引导学生观察、思考、交流及合作以完成本课任务。
教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标学习活动效果评价Lead-in通过图片与对话导入本课主题1.Greeting.2.Lead-in.Show some pictures andasks,“What’s this?Have you heardabout it?”根据学生的表现了解学生的兴趣,并根据学生的回答情况给予帮助和鼓励设计意图创设情境,激发学生的兴趣,调动课堂的积极性Activity1:Pre-reading预测感知,激活思维1.Play a video about Stonehenge.2.What do you think of Stonehengeafter watching the video?3.What do you want to know about Stonehenge?观察学生的完成情况来判断并引导学生进行阅读技巧的训练设计意图通过读前观察图片与相互讨论,初步了解英国巨石阵,预测文章主题,为下一步阅读做好铺垫【学习理解】Activity2:While-reading通过速读与细读,对文本内容进行深度解析1.Skimming.Match the main idea with eachparagraph.2.Careful reading.(见PPT)观察学生是否能够通过阅读找到段落大意,同时观察学生能否准确获取并理解文章的细节设计意图通过快速阅读,从整体上把握文章主题和基本框架,从而获得段落主旨,为后面的细节阅读进行方向指导【学习理解】Activity3:Post-reading完成相关任务,让学生自主理清文章脉络plete the sentences with thecorrect linking words.2.Finish the mind map and retell.3.What other mysteries do you know?Pyramid in EgyptStatues of Easter IslandThe Great Wall观察学生小组讨论和完成任务的情况,并根据实际情况给出必要的指导和反馈设计意图小组讨论,促使学生们合作整理出文章的重要句型,并从整体上把握文章主题和基本框架,有助于学生更清晰地理解文章要点【应用实践】Activity4:Language points 知识点讲解Explains knowledge points.了解学生在阅读过程中的障碍,并强调本课重难点设计意图通过知识点讲解,帮助学生理解本文重要知识点,对语言进行深加工【学习理解】Activity5:Writing 完成写作任务1.Review the story in3a.Is this theend of the story?2.How to talk about the strangehappening?Analysis.观察学生是否能够回答出问题,在写作中是否明确了写作意图,是否3.How to write a new story?准确使用提示中的句型和表达,并给予指导设计意图灵活运用本单元所学的重点词汇与句型进行写作训练。
人教版初中九年级英语Unit8_SectionB(3a-Self_Check)写作课教学课件
Rainbows Rainbows form as sunlight shines on droplets of moisture in the Earth's atmosphere. Why is it so beautiful and how can we use it?
Ice
Magnets
Scientists agree that a thin layer of liquid
reasons. Two boys set off firecrackers while a man was sleeping with grunting in his bedroom. Suddenly, he couldn’t breathe(呼吸）because he might have a
grunt[ɡrʌnt] v. 咕哝；打呼噜
Now the mystery is solved. People in the neighborhood feel _n_o_t_o_n_l_y_ quiet __b_u_t_a_l_so__ happy again.
Writing ideas(剖析写作思路)
think the noises could be? List all your ideas. See who in your group can come up with the most imaginative explanation.
What could the noise be?
1. Someone could be playing tricks on people.
2. The noise could be a bear escaping from the zoo.
新人教版九年级上册(初三)英语 Unit 8 Section B 3a-3b 课件
庆祝胜利 缅怀 / 纪念祖先 经过好长时间 一群志愿者 使某人保持健康 用于特殊用途；有特 殊目的
3a Read through the article in 3a on page 59 again. What do you think the noises could be? List all your ideas.
6. running shoes _____I_t _ca_n_’_t b_e_J_e_s_si_ca_’_s._s_h_e_d_o_es_n_’t_l_ik_e_t_o_r_u_n.__
Exercises
Ⅰ. Fill in the blanks. 1. 这是谁的排球？ __W__h_o_s_e__vo_l_le_y_b_a_l_l___ is this? 2. 这一定是卡拉的。她热爱排球运动。
Sample conversation 2: A: Here is a Chinese-English dictionary.
It could belong to Mary. I know she has one.
B: I don’t think so. It can’t be Mary’s. This one is new, but hers is old.
5. The person you saw at the supermarket __c_a_n_’_t be Susan. I just talked to her on the phone, and she’s at work right now.
2 Look at the chart and write sentences for the things below.
Sample writing:
新PEP人教版九年级上册英语Unit 8 Section B 3a-3b
UNIT 8 SECTION B
Sample conversation 3: A: Here is a flower. The owner must be a girl. B: Well, it could be a boy. The flower might be
a present for his teacher.
历史遗迹 接待75万多参观者
指出；解释
in a certain way
以某种方式
on midsummer’s morning 在仲夏的清晨
shine into
照进……
prevent illness
预防疾病
a burial place
墓地
UNIT 8 SECTION B
celebrate a victory honor ancestors over a long period of time a group of volunteers keep sb. healthy for a special purpose
庆祝胜利 缅怀 / 纪念祖先 经过好长时间 一群志愿者 使某人保持健康 用于特殊用途；有特 殊目的
UNIT 8 SECTION B
3a Read through the article in 3a on page 59 again. What do you think the noises could be? List all your ideas.
eat sweet food watch movies
cook
1. DVD It can’t be Mike’s. He doesn’t like to watch movies.
UNIT 8 SECTION B
初中英语九年级Unit8SectionA(3a-3c)说课稿
初中英语九年级 Unit 8 Section A(3a-3c) 说课稿一. 教材分析本文选自人教版初中英语九年级Unit 8 Section A(3a-3c)。
本节课的主要内容是讨论关于不同国家的人们的日常生活。
通过阅读文章，学生可以了解不同国家人们的生活习惯和风土人情，提高他们的跨文化交际意识。
文章主要包括三个部分：3a. 介绍英国人的日常生活，如他们喜欢喝茶、看报纸，喜欢谈论天气等。
3b. 介绍美国人的日常生活，如他们喜欢喝咖啡、吃快餐，注重效率等。
3c. 介绍澳大利亚人的日常生活，如他们喜欢户外活动、烧烤等。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但是，对于一些复杂的语法结构和词汇，他们可能还不是很熟悉。
因此，在教学过程中，教师需要帮助学生巩固所学知识，提高他们的语言运用能力。
同时，学生应该具备一定的跨文化交际意识，能够了解并尊重不同国家的文化差异。
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短语，如“tea time”，“weather forecast”，“fast food”等。
2.能力目标：学生能够读懂文章，理解文章的主旨大意，提高他们的阅读理解能力。
3.情感目标：学生能够了解并尊重不同国家的文化差异，提高他们的跨文化交际意识。
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短语，理解文章的主旨大意。
2.难点：学生能够运用所学知识，进行实际的跨文化交际。
五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、讨论等方式，激发学生的学习兴趣，提高他们的参与度。
同时，教师会运用多媒体教学手段，如图片、视频等，帮助学生更好地理解文章内容。
六. 说教学过程1.导入：教师通过展示不同国家的图片，引导学生谈论各自对这些国家的印象，激发学生的学习兴趣。
2.阅读理解：学生独立阅读文章，完成相关练习题，教师进行讲解和辅导。
人教版英语九年级课件sectionb(3a-3b)单元作文指导
热点作文练习
假如你叫李刚，你校(十四中学)在星期五下午3：30安排了滨海大学的外
籍教授Mr. Smith作题为“Task-based Learning”的英语讲座。你想邀请你 的好友王强来参加，因为他对英语学习很感兴趣。请根据下面的示意图 给他发一封e-mail，告诉他讲座的内容、时间及如何乘车到你校。80词左 右。开头和结尾已给出，不计入总词数。
线路介绍要顺序清晰，语言要简洁明了；询问对方信息时要目的明
确，语气委婉得体。
【常用句型】
1．Excuse me/Pardon me，could you tell me...? 2．Would you mind telling me...? 3．I wonder if... 4．I'm so sorry to trouble you... 5．by bus/on foot，on the left/right，go across/along，turn left/right...
—期待对方的回复。
【佳作赏析】 Dear Sir/Madam， My name is Wei Hua. I‘m a middle school student from Jinan， Shandong Province in China. I'm going on a study vacation in your school next month.Could you please tell me some information about your school? First，I would like to know how many courses I will take and what they are.Second，I wonder if you can tell me how to get to your school.Third，could you please tell me some activities that students can take part in after school？Finally ，could you please suggest some places to have meals around the school? I would like to thank you for your help，and I'm looking forward to your reply. Yours， Wei Hua
九年级Unit8SectionB听说课教案公开课教案教学设计课件资料
Unit8Itmustbe1ongtoCar1a,s.SectionBIa-Id设计理念：无教材分析与学情分析：本部分内容是在单元话题“神秘事件”下进行疑似外星人事件的讨论。
对情态动词(must、cou1d∕might>can/t)表示猜测的功能进一步的巩固、拓展与提升。
马剑的学生基础较弱，我的重点放在课内听力文本解读的落实，课外的拓展对于他们来说太难，课堂上时间不够。
听力文本解读：活动Ia是看图说话，让学生使用方框内的词汇，运用现在进行时对图片进行描述。
即：SbiSdOingSth.这是为下文的活动做好词汇和句型的铺垫，同时也是让学生对单元目标语言的使用提供更丰富的素材。
Ib-Ic活动的听力内容主要是围绕外星人事件，进一步巩固情态动词表示推测的用法。
运用句型:sbcou1d/must/...be...Id是听力Ib和Ic的延续，让学生根据听到的信息以角色扮演的形式进行语言运用。
本活动旨在培养学生从听力材料中提取单元目标语言和重要信息的能力。
我帮助学生提取了单元目标语言，给学生搭好支架，降低难度。
教学目标：语法：能正确使用must,might,cou1d,和CaMt进行推断。
词汇：能正确理解并使用词汇：1and(v.),suit(n.)o表达：能正确使用该常用表达方式：runafter学习策略：能根据相关信息预测、推断或续写故事。
教学流程及设计意图：板书：Unit8Itmustbe1ongtoCar1a,s.SectionBIa-IdItcou1d/must∕can,t...be... 1andontheground Hecou1d/must∕can,t...be... inasuit课后感想:本节课实在是难，一开始不知道该怎么上，感觉没啥好上。
后来反复看教参，看了一-遍又一•遍，实在看不出什么花。
过一天自己慢慢想。
又过一天自己再慢慢想，评完职称，感觉自己已经不想动了，又过了周末，缓过神了，才凑出来这样一个自己觉得还算完整的课。
人教版九年级英语全册Unit8sectionB说课稿
1.教学重点：
-让学生掌握本节课的生词和短语，能够正确运用句型询问附近是否有某个地点。
-培养学生运用地点介词描述地点位置关系的能力。
2.教学难点：
-学生可能对一般现在时态的疑问句及其回答掌握不够熟练，需要多加练习。
-学生在描述地点位置关系时，可能对地点介词的使用不够准确，需要加强指导和练习。
4.最后，我会教授地点介词的使用，并通过实物模型或图片来帮助学生理解位置关系。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我会设计以下巩固练习和实践活动：
1.小组活动：学生分组，使用本节课的词汇和句型，模拟在社区中询问地点的情景。
2.角色扮演：学生扮演不同的角色，如路人、警察等，进行对话练习。
二、学情分析
（一）学生特点
本节课所面向的学生为九年级学生，年龄大约在14-15岁之间。他们处于青春期，思维活跃，好奇心强，对新鲜事物有较高的兴趣。在认知水平上，他们已经具备了一定的英语基础，能够理解和使用简单的英语句型和词汇。在学习兴趣方面，学生对贴近生活的内容更感兴趣，喜欢参与互动性强、富有挑战性的学习活动。学习习惯方面，学生可能已经形成了自己的学习风格，如有的学生善于视觉学习，有的学生偏好听觉学习。但总体上，他们可能还需要进一步的引导和激励，以提高学习效率和积极性。
（二）新知讲授
在新知讲授阶段，我会按照以下步骤逐步呈现知识点：
1.首先通过PPT展示本节课的生词和短语，并配以图片，让学生直观地理解词义。
2.接着，我会用简单的英语解释每个生词和短语，并提供一些例句，让学生在语境中学习。
3.然后，我会引入本节课的句型，通过模拟对话的方式展示如何询问和回答某个地点是否存在。
（三）互动方式
Unit8SectionBwriting课件人教版九年级英语全册
One women
Too big to be a dog---a _b_e_a_r_o_r__a_w__o_lf_
Truth？ There must be something visiting the homes in
our neighborhood.
Most people: hope it will simply go away
We now know what was happening in the neighborhood…
表达感受
Now the mystery is solved.People in the neighborhood… （Ending）
写作成文
Topic sentence: Last week, in a quiet neighborhood, something strange happened… It may be ... It can’t be... It might be ... We now know what was happening in the neighborhood… Conclusion:Now the mystery is solved.People in the neighborhood…
2. To write an article about the strange happenings. ① 能用“might，may，could，can，must，can't，
couldn't”等情态动词来推测故事的发展； ② 能运用 “so，as，because，since，but，however，
Sample writing
No More Mystery in the Neighborhood Last week, in a quiet neighborhood, something strange happened. Residents heard noises in the night but no one knew why. Victor Smith thought that it was teenagers having fun while Mrs. Smith and their neighbor, Helen Jones, blamed it on animals. We now know what was happening in the neighborhood. A ranger’s station was being built in the nearby forest. Trees had to be cut down to make space for the station. This affected some animals living in the forest. A raccoon family lost their home and had problems finding food. The raccoons discovered food in the neighborhood’s garbage bins, so they came back every night. Now the mystery is solved. People in the neighborhood feel sorry for the raccoons and they are trying to help them.
人教九年级英语作业课件：Unit 8Section B (3a3b) 单元作文指导
经典范文展示 迈克在操场上捡到一个黑色的双肩背包，包里有一本篮球杂志、几本 书和一张古典音乐的CD。包的主人是谁呢？下面表格中的内容是迈克和 其他三个同学的猜测及理由。请你根据表格提示，以“Whose Backpack Is Mike
人教版
Unit 8 It must belong to Carla.
Section B (3a3b) 单元作文指导
【常用句型】 1．It must/can't/could/might be... 2．It must/can't/could/might belong to sb. 3．It must be Mary's.J.K.Rowling is her favorite writer. 4．So it can't be stolen. 5．There must be something visiting the homes in our neighborhood. 6．It might be a boy's room because the clothes look like boys' clothes. 7．He's wearing a suit.He might be running to catch a bus to work. 8．She thinks that it could be an animal. 9．The person you saw at the supermarket can't be Susan.I just talked to her on the phone，and she's at work right now.
思路点拨 本篇写作是一篇提示性作文，我们可从以下几个方面展开写作： 首先，简单交代事情的起因——“我”在操场上捡到了一个书包，然 后描述一下包内所装物品。 其次，重点介绍自己的判断推理过程。在写作的过程中，可根据需要 使用本单元所学的表示推测的情态动词如can，may，could，might， must等。 最后，得出自己的判断结果——书包是谁的。