冀教版九年级全一册英语教案：Unit2Lesson9
Unit 2Great People
Lesson 9 China’s Most Famous Farmer
1.教材分析
1. Analysis of the Students
The students of Grade 9 have mastered certain vocabularies，expressions and structures. They also have the abilities of self-teaching and working in groups. Most
of them are willing to express their opinions in English.
2. Analysis of Teaching Content
Lesson 9 is the third lesson in Unit 2, Book 5.This unit focus on the subjectgreat people. Students cares about the subject because it is close to everyone. Lesson 9 mainly talks about Yuan Longping’s achievement. You will succeed in the long run only by studying hard every day.
2.教学目标
【知识目标】
1. Peanut hybrid variety introduction. Leader production produce super
2. To master the phrases:
be known as “作为……而闻名”be known for “因为……而闻名”
be known to “对于……而闻名”allow sb. to do “允许做某事”
【能力目标】
Improve their ability of listening, speaking, reading and writing.
【情感目标】
To be hard work and never give up.
【教学重点】
Development their ability of listening, speaking, reading and writing.
【教学难点】
How to use the phrases and structures of sentences.
3.课前准备
Tape recorder, Multimedia
5.教学过程
Step 1. Warm-up
Free talk: Say the famous people in China you know.
Step 2. Presentation
1.Introduce Yuan Longping.
2.Free talk: Did you have a dream when you were a child? What was it?
Do you think great people work all the ti me and have no other interests at all?
3.Explain the new words.
4. Read the lesson and write true (T) or false (F).
(1)He grew a new type of rice as a child.
(2) He had an idea for hybrid rice in the 1960s.
(3) He studied agriculture at university.
(4) He is working hard on developing super hybrid rice.
(5) He plays th e violin for half an hour before he goes to bed.
5. Check the answers and underline the key sentences.
6. Explain the language points:
本句含有由that引导的定语从句。
that was as big as a peanut作rice的后置定语。
“as+形容词/副词原级+as…”意为“与……一样……”。
“not so+形容词/副词原级+as…”意为“不如……”。
in the 1960s意为“在20世纪60年代”。
表示“在……世纪……年代”时用介
词in，在整十的年代后加“s”或“s”，并在年代前加定冠词the。
a few意为“一些，几个”，用于可数名词复数前，相当于several或some，表示肯定概念。
few意为“很少，几乎没有”，表示否定概念。
come up with意为“找到，想出(答案、解决问题的办法等)”，后面常接名词或代词作宾语，相当于think up。
since then意为“从那时起(到现在)”，常用于现在完成时。
spend… doing sth.意为“花费时间/金钱做某事”，
spend的另一个重要搭配是spend… on sth.意为“在某事/物上花费时间/金钱”，spend的主语是人。
make China a leader为“make+宾语+名词”结构，名词作动词make的宾语补足语，这种结构表示“使/让某人成为……;使某人当……”。
be known as意为“作为……而闻名”，be known for意为“因为……而闻名”，b e known to意为“对于……而闻名”。
其中known可以用famous代替。
how引导的感叹句。
ho w引导的感叹句一般有两种形式:
①How+形容词或副词+主语+谓语！
②How+形容词+a/an+可数名词的单数形式+主语+谓语！
because of意为“因为，由于”，为介词短语,其后只能接名词、代词或动名词，
不能接从句。
【Extension】
because意为“因为”，为从属连词，用来引导原因状语从句或用于回答以why 引导的特殊疑问句。
enough在本句中为形容词，意为“足够的，充足的”。
修
饰名词时，可以放在名词之前，也可以放在名词之后。
(1)enough作副词时，意为“足够地”。
修饰形容词或副词时，必须放在形
容词或副词之后。
(2)enough作代词时，意为“充分，足够”。
feed表示“喂(养)”时，可用于动物或人。
Step 3. Pract ice
1. Read the lesson again and fill in the blanks.
In 1973, together with People call Yuan Longping the “Father of Hybrid Rice”．
(和……一起) other scientists, he succeeded in _________hybrid rice. The
_______________ of this new product (产品) made China a leader in rice production(生产). Because of Dr. Yuan’s hard
work, China now ________ enough rice to feed its people every year. He also has many other interests. He loves playing the ________, listening to music, reading and swimming.
2. Match and complete the sentences.
3. Work in groups:
Can you think of an invention or a good way to make life better? What is it? Talk about it with your group members.
4.Show the pictures of the new products.
Step 4. Consolidation
Writing: My invention.
Step 5. Homework
Compositio n: “The famous person/hero in my heart”．
6.教学反思
略。
冀教版九年级英语上册教案 Unit 2 第3课时
第三课时Lesson 9: China’s Most Famous “Farmer”环节1 新课导入1.根据图片，复习并呈现上一节课所学的句子。
2.多媒体展示“水稻之父”袁隆平的图片。
T：Boys and girls，look at the picture.Who is he，can you tell me?Ss：Yes.He is Yuan Longping.T：Yes，very good.What is he famous for?Ss：A new kind of rice.T：Why is the rice special?Ss：...T：OK.Let’s learn Lesson 9 to learn about it.Ready？Go!设计意图：根据图片导入本课话题，师生互动，激发学生的学习兴趣，创设轻松的学习氛围，开发他们的最大潜能，从而使这堂课在最大程度上达到最高效能。
环节2在屏幕上呈现更多的问题，让学生根据问题旁边的图片，试着理解这些问题。
老师可以适当给予帮助，对新单词和一些词组可以给出提示。
1.Read and do Exercise 1 on Page 23.2.Let the students listen to the tape of the article and repeat it sentence by sentence，then read it aloud by themselves.3.Work in group of 8 to find out the key words，phrases and sentences in the article.4.The teacher explain the whole article sentence by sentence.5.Let students finish Exercise 2 and check the answer.6.Work in groups. Think of an invention of a good way to make life better. Then talk about it with your group members.7.要点点拨（1）In the dream，he grew a new type of rice that was as big as a peanut.在梦里，他种出了一种和花生一样大的新型水稻。
冀教版九年级英语教案：Lesson 2： A Visit to the Dentist
冀教版九年级Lesson 2: A Visit to the Dentist一.Instructional Analysis1. Analysis of Teaching ContentLesson 2 is the second lesson in Unit 1, Book 5.This unit focus on the subject staying healthy.Students cares about the subject because it is close to everyone. Lesson 2 mainly talks about Wang Mei’s visit to the dentist. It also tells us an old German saying: Fear makes the wolf bigger than he is. It can raise Ss’ interest s easily.2. Analysis of the StudentsThe students of Grade 9 have mastered certain vocabularies，expressions and structures.They also have the abilities of self-teaching and working in groups. Most of them are willing to express their opinions in English .二.Teaching Aims1. Knowledge Objects1)To master: toothache, German, have no choice but to do, refuse to do\sb.\sthFear makes the wolf bigger than he is.2)To understand: dentist, rotten, fortunately, headset, aching, wolf, go to the dentist,have a toothache, right away2. Ability ObjectsTo develop the students ‘abilities of listening, speaking, reading and writing.3. Moral ObjectsTo encourage the students not to be afraid when they meet some trouble or somethingdifficult. Fear makes the wolf bigger than he is.4. Learning StrategyIndividual learning, working in groups and task-based learning.三.Teaching Important and Difficult Points1. Teaching Important Points:1) To master the important words, phrases and sentences.2) To master the usage of refuse sb\sth\to do, have no choice but to…2. Teaching Difficult Points:To understand the whole lesson and discuss how to take care of our teeth.四.Teaching Aids：Multi-media五.Teaching Procedures六、Blackboard DesignLesson 4 A Visit to the Dentistrefuse sb.\sth.\to dohave no choice but to do sth.Fear makes the wolf bigger than he is.七、Teaching reflection。
冀教版英语九年级全一册 Unit 1：Lesson 2 教学设计
Lesson2 教学设计Class openingFor ideas and tips on beginning a class , see “teaching Techniques”at the back of this teacher’s guide.Step1: come to “Think about it.”Step2: Check to see if the students have previewed ten reading as required. Ask if they have any questions concerning the text. Encourage other students to try answer the questions. You may present this riddle to the class: What is it that you can catch but cannot throw away?At this point, brainstorm the related vocabulary regarding feeling ill. Select one or two sentence figured out the meaning. If a student replies correctly, him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it’s wrongStep3: tell the students they are going to listen to a story about Bran. Play the audiotape. Have the class follow the audiotape while looking at the text.Step4; divide the class into pairs of students. Have students take on the roles of Brian and Jenny, and act out the dialogue.Step5: if you have time divide the class into groups of two to four, with one student taking the role of the sick person and the other suggesting what the sick person could do for his or her particular problem.Encourage students to sue phrases from the reading. Have the group members change roles so that everyone has a chance to play the role of both the sick person and the advisor.Step6: come to “Project1.”Begin unit project 1. This project can cover three lessons. The students work in small groups to learn about common illnesses. They take part in role-plays aboutmeeting with a doctor and describing their illnesses. The “Teaching Techniques” section at the back of this teacher’s guide provides suggestions for introducing a new project.If you are comfortable with pretending or role-play, one way to introduce this topic is to pretend you are sick and to describe your symptoms very dramatically! You could paint spots on your face. Say you feel terrible. A students pretending to be a doctor asks what’s wrong with y ou, and tells you what illness he or she thinks you have.Then, tell the students that they will be learning about common illnesses in this lesson.Divide the class into small groups and instruct them to read their student books and readers to find out fact s abut causes and symptoms of common illnesses. Encourage students to assist each other in finding or understanding informa tion’s, if necessary, students should make individual notes of the facts they find.Continue unit project1.Students form the same groups to complete their note making on symptoms and causes. When they are ready, introduce the role-play activity . this part of the unit project will be done over two lessons.First , instruct students to divide themselves into smaller groups of two or three. In groups of two, one person will take the role of doctor and the other will take the role of sick patient. In groups of three. One person w ill be the doctor, another a parent, and the third a sick child . These small role-play groups will perform one at a time while the other students listen.The patients (including the parents and sick children) should choose an illness that they have made notes on. Then they will role-play meeting with the doctor and describing the symptoms of the illness using the vocabulary and phrases from this lesson and other English words they know.The doctors should ask questions to help the patients explain how they feel. Thenthe doctors should identify the illness that the patient has. The doctors can suggest a treatment if they have information in their notes. If they don’t know what the best treatment would be, they should tell the patient to get plenty of res t and come back tomorrow.Class closingThe second reading in the readerThe remaining exercises in the activity bookThe next reading in the student book。
冀教版九年级英语Lesson9教案
（2）Hecame up withan idea for a hybrid rice in the 1960s.
（3）In 1973,together withother scientists , he succeeded in developing of hybrid rice.
（4）Because ofDr. Yuan’s hard work ,Chinanow produces enough rice every year to feed its people.
succeed in doing sth“成功做某事”
它的同意词组是：be successful in doing sth/have success in doing sth
（要求学生自己造句，并展现给其他同学.）
学生学习活动评价设计
1.能够用英语流利地回答问题，听懂别人的表达。
2.能够准确地回答问题，并在原文找到对应的句子。
教学重点和难点
重点：1.学习水稻的发展。2.会用以下词汇：farmer, so that , research, technology, produce, besides , develop, super.
难点：1.学习成功人士的伟大精神。2.理解一些难懂的句子。
（1）He grew a new type of rice that wasas big asa peanut.The plantallowed farmers torest in its shade.
冀教版九年级英语全一册 Unit 9 单元教案
冀教版九年级英语全一册Unit 9 Communication 教案Lesson 49 Get Along with OthersI. Learning aims: Master thenewwords:topic, misunderstand, realize, require, satisfy, communicate,exactly, solution, hopeful II. Learning important and difficultpoints:1) How do you get along with others in school or at home?2) Friendship requires good communication..3) I guess that people who know how to communicate well with others are happier andmoresatisfied with their lives.4) Bad feelings like hate and angry can make youseriously ill. Language Points:1. require【用法】作及物动词，意为“要求、需要”，后加名词或代词作宾语。
【举例】If you require more information, you can ask Mr. Zhou.如果你需要更多的信息，你可以问一下周先生。
【拓展】当用表示物的词语作主语时，require 后加动名词表示“需要被做”，用主动形式表达被动含义，此时它与need 同义。
【举例】This room requires painting. 这个房间需要粉刷了。
2. How do you get along with others in school or at home?你在学校或家里和他人相处得怎么样？【用法】句式get along with 与get on with同义，意为“和……相处”或表示“……的进展情况”，如果表示相处融洽或进展顺利要用副词well 加以修饰。
冀教版英语九年级全一册Unit9Lesson49GetAlongWithOthers.教学设计
4.学生能够认识到自己在团队合作中的价值，培养自信心，提高团队协作能力。
5.学生能够通过本章节的学习，树立正确的价值观，关注人际交往中的道德规范，促进自身全面发展。
二、学情分析
针对九年级学生，他们在英语学习方面已具备一定的词汇、语法和听说读写基础。在此基础上，他们对人际相处的主题有着较高的兴趣和认知需求。然而，由于年龄和成长环境的不同，学生在以下几个方面存在差异：
（二）过程与方法
在本章节的教学过程中，学生将通过以下方式培养英语学习能力：
1.通过小组讨论、角色扮演等形式，让学生在实际情境中学会与他人沟通、交流，培养合作精神。
2.引导学生运用观察、分析、总结等方法，发现并理解人际相处中的问题，提高解决问题的能力。
3.利用多媒体资源，如视频、图片等，激发学生的学习兴趣，提高学习效果。
4.口语表达：学生与家长或朋友进行一次关于人际相处的对话，录制视频或音频，展示自己的口语表达能力。
5.写作实践：学生需撰写一篇关于人际相处的短文，内容可以是对课堂所学知识的总结，也可以是自己在生活中的人际交往经历。
6.拓展阅读：学生选择一本关于人际相处的英文书籍或文章，进行拓展阅读，提升英语素养。
7.家庭作业：教师布置与课堂所学相关的家庭作业，要求学生在家中进行实际操作，如与家人进行一次关于人际相处的讨论，或观察家人之间的相处方式，并记录下来。
冀教版英语九年级全一册Unit9Lesson49GetAlongWithOthers.教学设计
一、教学目标
（一）知识与技能
在本章节“Get Along With Others”的学习中，学生能够掌握并运用以下英语知识技能：
1.词汇：学生能够熟练掌握并运用本课中出现的关键词汇，如relationship, communicate, respect, understanding, patience, compromise等，用以描述人与人之间的相处方式和沟通技巧。
冀教版英语九年级全一册 Unit 2 学案
3. Finish the activity book of lesson 7.
4. Preview the“Think about it”in next lesson.
课后
反思
2. — I who will be our new English teacher. — Miss Sun.
3. Keep quiet! Tony. I’m sure he will get the answer to the question.
4. Luckily, wecatching the train at last.
A. We should work hard and never give up.
B. I’m thinking about which movies to watch.
C. I don’t know how to put out a fire.
D. I’m sorry! I’m afraid so.
Lesson 7：What Is the Meaning of Life？
导学案序号：Unit2-1课时：1课型New lesson主备人：xxx 审批
学习
目标
1教学目标：
知识与能力：
New words:meaning,dialogue, successful, missing，Survey, neighbour
I′m not sure how to answer them.
学习难点
Expressions:deep in thought, think about, wonder about, be good to, succeed in, write down
Unit2九年级英语冀教版教案
Unit2九年级英语冀教版教案Unit 2: Ninth Grade English Teaching PlanObjective:At the end of this unit, students will be able to understand and use adjectives to describe people, places, and things in English.Lesson 1: Describing PeopleIntroduction:In this lesson, students will learn how to use adjectives to describe people's physical appearance and personality traits.Warm-up activity:- Have students work in pairs or small groups and describe the physical appearance of their favorite celebrity or fictional character.- Encourage them to use a variety of adjectives and provide examples.Presentation:1. Introduce the key vocabulary words for describing physical appearance, such as tall, short, thin, overweight, etc.2. Show pictures of different people and ask students to describe their physical appearance using the new vocabulary.3. Discuss the importance of using appropriate adjectives to describe people accurately.Practice:1. Divide students into pairs and give each pair a set of picture cards depicting various people.2. Have them take turns describing the physical appearance of the people in the pictures to their partner.3. Encourage the use of adjectives and provide guidance as needed.Extension activity:- Have students write a short paragraph describing the physical appearance of a family member or a friend.Lesson 2: Describing PlacesIntroduction:In this lesson, students will learn how to use adjectives to describe different types of places.Warm-up activity:- Display pictures of different places, such as a beach, a city, a forest, etc.- Ask students to brainstorm adjectives to describe each place.Presentation:1. Introduce the key vocabulary words for describing places, such as crowded, peaceful, scenic, etc.2. Show pictures of different places and ask students to describe them using the new vocabulary.3. Discuss how different adjectives can create different impressions of a place.Practice:1. Divide students into small groups and give each group a different picture of a place.2. Have them take turns describing the place to their group members using appropriate adjectives.3. Encourage discussions and comparisons between different places.Extension activity:- Have students write a short paragraph describing their favorite place using descriptive adjectives.Lesson 3: Describing ThingsIntroduction:In this lesson, students will learn how to use adjectives to describe objects and things.Warm-up activity:- Bring in various objects, such as a book, a pencil, a toy, etc.- Ask students to describe the objects using adjectives.Presentation:1. Introduce the key vocabulary words for describing things, such as big, small, colorful, etc.2. Show different objects and ask students to describe their characteristics using the new vocabulary.3. Discuss the importance of using specific adjectives to describe objects accurately.Practice:1. Give each student a small object and ask them to describe it to a partner using appropriate adjectives.2. Encourage students to be creative and use a variety of adjectives.3. Have pairs switch objects and repeat the activity.Extension activity:- Have students bring in an object from home and write a short paragraph describing it using descriptive adjectives.Conclusion:By the end of this unit, students will have developed the ability to describe people, places, and things using adjectives accurately. This will enhance their English language skills and allow them to communicate more effectively.。
冀教版英语九年级全一册 Unit 2 教案
Unit 2 Great PeopleLesson 7 What Is the Meaning of Life?知识目标单词meaning，dialogue，successful，survey，neighbor词组Become famous.Have a happy family.Attend a good university.Make other people happy.Have a satisfying job.Be rich.句型What’s the meaning of life？/Why are great people so successful？/I’m not surehow to answer them, but I think weshould try our best to live a good andhappy life.技能目标能听懂本课时的听力材料，能说出本课时的重要句型，能运用句式用英语谈论学习方法掌握本课的词汇和短语。
掌握短语和句式的实际运用。
Step 1：Warming up& RevisionT：Hello，boys and girls. I’m very glad to meet you! Do you know any successful people?Ss：Yes!T：OK！Please answer my questions. What is success？How do you know if you have succeeded? Please tell me，OK?Ss：Yes！(几个学生起立自由回答，教师把学生的答案写在黑板上)设计意图：此环节通过师生互动导入本单元话题，渲染课堂气氛，激发学生的学习兴趣，消除学生一节课开始的紧张感，为接下来的讨论做准备。
Step 2：Pre-reading1.Teach phrases and practice the sentence patterns教师出示本课单词的图片，导入词汇、短语、句型的学习。
冀教版九年级英语全册教学设计Unit 1 Lesson 2教案
Unit 1 Stay Healthy.Lesson 2 A visit to the Dentist1. Analysis of the StudentsThe students of Grade 9 have mastered certain vocabularies，expressions and structures. They also have the abilities of self-teaching and working in groups. Most of them are willing to express their opinions in English.2. Analysis of Teaching ContentLesson 2 is the second lesson in Unit 1, Book 5.This unit focus on the subject staying healthy. Students cares about the subject because it is close to everyone. Lesson 2 mainly talks about Wang Mei’s visit to the dentist. It also tells us an old German saying: Fear makes the wolf bigger than he is. It can raise Ss’ interests easily.【知识目标】(1)Be able to use: toothache, German, have no choice but to do, refuse to do\sb.\sth(2)To understand: dentist, rotten, fortunately, headset, aching, wolf, go to the dentist, have a toothache, right away.【能力目标】To develop the students’ abilities of listening, speaking, reading and writing.【情感目标】To encourage the students not to be afraid when they meet some trouble or something difficult.【教学重点】(1)To master the important words, phrases and sentences.(2)To master the usage of refuse sb.\sth.\to do, have no choice but to…【教学难点】To understand the whole lesson and discuss how to take care of our teeth.Tape recorder, MultimediaStep 1. Warm-upFree talk: T: Have you ever had a toothache?What does a dentist do?Step 2. Presentation1.Show the new words.2.Listen to the tape and fill in the blanks(1) Wang Mei is really afraid of going to the_______.(2) This morning, she woke up with a terrible__________.(3) One of her ______was probably rotten.(4)On the way home, Mum told her an old_______ saying.Then pay attention to “dentist”. Practice the word with the picture.3. Listen again and write true (T) or false (F)(1)Wang Mei was scared to see the dentist. ( )(2)Wang Mei showed great interest in everything at the dentist’s office. ( )(3).Dr. Hu asked Wang Mei to watch TV while she worked. ( )(4).Dr. Hu was kind and good at fixing teeth. ( )(5).Wang Mei’s mum told her an old Russion story on the way home. ( ) 4. Self learning:(1) Underline something that you don’t understand and discuss in groups.(2) Match each paragraph with its main idea.5. Language points:I’m really afraid of going to the dentist.be afraid of害怕……，后跟名词、代词或动名词，表示害怕会发生某事或某情况，相当于be scared of.I’m afraid of going out at night.我害怕晚上外出。