人教版英语九年级全册Unit8 Writing优质课教案
309教育资源库 www.309edu.com
309教育资源库 www.309edu.com
Unit8 Writing优质课教案
三维教学目标 知识与能力：
1.能运用“must, might, could, can’t”等情态动词推测
故事的发展。
2.能在写作中运用“so, because, however, not
only…but also…., while”等连词。
3.写作微技能：能在英语写作中恰当巧妙的使用
“linking language”。
4.能根据相关信息做推断和猜测，并能形成短文篇
章。
过程与方法：通过一系列信息技术辅助手段，运用
情景教学从视听入手，创设语境，以实践训练为主，
在实际交际中培养学生运用语言的能力；通过范文
引领体会写作思路，形成基本的写作技能。
情感态度与价值观：根据已有证据进行合理推测,训
练自己的逻辑推理能力和判断力，培养细心观察事
物的良好习惯。
重点 1.能运用“must, might, could, can’t”等情态动词推测
故事的发展。
2.写作微技能：能在英语写作中恰当巧妙的使用
“linking language”。
难点 1.写作微技能：能在英语写作中恰当巧妙的使用
“linking language”。
2.能综合运用就本单元所学习的语言知识来发挥想
象力，有条理写出事件发生过程和事件发展可能性。
教学资源 多媒体，视频，电子白板
教学过程
教学环节及时间 教师活动 学生活动 设计意图
309教育资源库 www.309edu.com
309教育资源库 www.309edu.com
Step I: Warm up & Preview 1. Greeting. 2. Ask students to explain my dream. 1. Greeting.
2. Explain teacher’s
dream.
通过“周公解梦”进
一步复习情态动
词表推测的用法，
让学生在愉快的
氛围中积极运用
目标语言进行思
考，合理推论。
Step II: Pre-writing 1. Play a video about five kinds of sound. 2. Ask students to make a story according to the five kinds of sound with Modal verbs. 1. Watch the video.
2. Make a story in
groups.
3. Share the stories
with classmates.
通过各种声音组
合的视频片断，让
学生充分发挥想
象力，运用情态动
词编故事，在讨论
过程中学生互相
启发，共同提高，
学会如何用英语
进行推测。通过这
种形式既运用目
标语言进行听说
练习，调动了学生
语言学习的积极
性又使学生了解
并学会基本句型
的使用，为接下来
写作做良好的铺
垫。
Step III: While-writing 1. To lead to the micro-skills (linking language) by a model article. 1. Have a
competition to fill
in the blanks with
linking language.
通过范文引领，寻
求写作思路与策
略。让学生通过比
赛的形式明确写
人教版九年级英语全册教学设计Unit8SectionA
3.教学过程注重以下方面：
（1）情感态度：关注学生的情感需求，营造轻松、愉快的学习氛围，使他们敢于表达、乐于参与。
（2）思维品质：培养学生的批判性思维和创新能力，引导他们从多角度思考问题，提出独特的见解。
（3）价值观：通过课堂讨论、实践活动等，引导学生树立正确的环保意识，培养他们的社会责任感。
（2）设计不同层次的阅读理解任务，引导学生逐步深入理解文章，提高他们的阅读能力。
（3）通过小组讨论、写作练习等方式，让学生在实践中运用所学知识，提高写作能力。
2.针对学生的个体差异，采取以下教学策略：
（1）分组合作：将学生分成不同的小组，使他们在合作中互相学习、互相帮助，共同完成任务。
（2）个性化指导：针对不同学生的学习需求，给予个性化的指导，帮助他们克服学习困难。
c.写作练习：编写一篇关于环保的短文，表达自己的观点和建议。
2.练习指导：教师针对学生的练习情况进行个别指导和反馈，帮助学生巩固所学知识。
（五）总结归纳
1.教学内容：教师对本节课所学词汇、语法、阅读理解和写作技巧进行总结，强调环保话题的重要性。
2.情感态度与价值观：教师引导学生认识到保护环境是每个人的责任，鼓励他们从日常生活做起，为地球环境保护贡献自己的力量。
难点：一般将来时的正确运用，以及如何引导学生结合现实生活实际，运用所学的词汇和语法结构，就环保主题进行深入的思考和讨论。
2.重点：提高学生的阅读理解能力，使他们能够通过阅读文章了解环保的重要性，掌握文章结构，提炼关键信息。
难点：培养学生分析、归纳文章主旨的能力，并能够运用文章中的观点和事实支持自己的观点。
人教英语九年级unit8说课稿
选择这些方法的理论依据是，它们能够充分调动学生的学习积极性，让学生在参与中学习，在实践中提高，符合现代教育理念中的主体性、实践性和合作性原则。
（二）媒体资源
我将使用以下教具、多媒体资源或技术工具来辅助教学：
（2）理解并运用现在完成时态描述过去发生的事情。
（3）能听懂关于世界各地旅游景点的描述，提高听力理解能力。
（4）通过阅读文章，提高阅读理解能力。
（5）能运用所学知识进行口头描述和交流。
2.过程与方法：
（1）通过课堂活动，培养学生合作学习的能力。
（2）运用多媒体教学手段，提高学生的学习兴趣和积极性。
（3）通过练习和实践，提高学生的实际应用能力。
1.多媒体投影仪和电脑：展示PPT、图片、视频等，增强视觉效果，帮助学生更好地理解和记忆教学内容。
2.音响设备：播放听力材料，提高学生的听力理解能力。
3.白板和马克笔：用于板书和绘图，方便讲解和总结。
这些媒体资源在教学中的作用是，通过直观的视觉和听觉刺激，提高学生的学习兴趣，增强记忆效果，同时也能够丰富教学手段，提高教学效率。
（二）学习障碍
在学习本节课之前，学生可能已经具备以下前置知识或技能：掌握基本的英语语法规则，如一般现在时、一般过去时等；具备一定的词汇量；具备基本的听力理解和口语表达能力。然而，可能存在的学习障碍包括：
1.对现在完成时态的理解和运用可能存在困难，容易与一般过去时混淆。
2.听力理解能力不足，对于语速较快或带有地方口音的英语材料可能难以适应。
（二）教学反思
在教学过程中，我预见到可能出现的问题包括学生对于新语法点的理解困难、听力材料难度过大以及学生参与度不高。应对这些问题，我将：
人教英语九年级全册Unit8 writing and self -check (共22张PPT)
My parents called the_p_o_l_ic_e_, but they can’t find_a_n_y_t_h_in_g_ strange ________. They think it miwghint dbe the______. I don’t think so!”
Zhou’s _n_e_x_t_ __d_o_o_r_neighbor Qi Hui is _u_n_h_a_p_p_y_too. “At first, I thought it _m__ig_h__t _be a dog, but I can’t see a dog and I still h_e_a_r_the noises outside.”
7. Don’t let yesterday use up too much of today.
Don’t let past things worry you anymore.
8. He who would do great things should not attempt them all alone. If you want to do something great, do not be shy to ask for help.
3 In each line, circle the word that doesn’t belong.
1. escape owner chase run 2. picnic lunch dinner alien 3. land apple ice cream chicken 4. creature alien exercise visitor 5. lost grass tree flower
Can you tell me what the strange noise is?
人教版九年级英语全册优秀教学案例Unit8SectionB
（二）讲授新知
1.教师通过PPT、实物等辅助手段，生动形象地讲解过去时的基本结构和用法。
2.教师设计一系列例句，让学生跟读、模仿，加深对过去时的理解。
3.教师针对过去时的难点，如过去式的变化规则等，进行详细讲解，确保学生掌握。
4.教师将通过本节课的学习，使学生认识到学习英语的重要性，激发他们对英语学习的兴趣和热情，为他们的终身学习奠定基础。
三、教学策略
（一）情景创设
1.教师通过展示与本节课主题相关的图片、视频体验。
2.教师设计富有情境性的对话或故事，让学生在角色扮演、模仿等活动中，自然地运用所学知识，提高语言实践能力。
（四）反思与评价
1.教师引导学生对所学知识进行总结和反思，帮助学生巩固知识点，形成知识体系。
2.教师设计多元化的评价方式，如自评、互评、师评等，关注学生的过程表现，充分挖掘他们的潜能。
3.教师根据评价结果，对教学策略进行调整和改进，以提高教学效果，满足学生的学习需求。
4.教师鼓励学生积极参与评价，培养他们的自我认知能力，激发他们不断进步的动力。通过以上教学策略的运用，教师可以有效地提高学生的英语学习效果，培养他们的综合素质，为他们的终身学习奠定基础。
3.教师鼓励学生在课后主动复习和练习过去时，巩固所学知识，提高语言运用能力。
五、案例亮点
1.情境创设：本节课通过展示真实情境，如教师个人的过去照片和故事，引起了学生的浓厚兴趣，使他们能够更快地进入学习状态。情境创设不仅有助于激发学生的学习兴趣，还能帮助他们更好地理解和运用过去时。
在教学过程中，我充分尊重学生的主体地位，注重发挥他们的主动性和创造性。通过小组合作、讨论等方式，鼓励学生积极参与课堂互动，提高他们的团队协作能力和沟通能力。在评价环节，我采用多元化评价方式，关注学生的过程表现，充分挖掘他们的潜能，使他们在英语学习中获得自信和成就感。
人教版英语九年级全册Unit8SectionB(1a～1e)优秀教学案例
三、教学策略
（一）情景创设
1.利用多媒体展示环保相关的图片和视频，引导学生关注现实生活中的环保问题，激发学生的学习兴趣和参与度。
3.情景创设在教学中的应用：我利用多媒体展示环保相关的图片和视频，引导学生关注现实生活中的环保问题，使学生在真实的情境中学习，提高了学习的实效性。
4.问题导向的教学策略：我针对1a-1e中的不同观点，设计问题引导学生进行思考，使学生在解决问题的过程中，提高了听力理解能力和思维能力。
5.全面的评价方式：在教学过程中，我采用了多元化的评价方式，既关注了学生的知识与技能，又关注了过程与方法、情感态度与价值观等方面，使评价更加全面，更好地促进了学生的全面发展。
作为特级教师，我需要设计一堂既符合学生年级知识深度，又能激发学生学习兴趣和参与度的教学活动。因此，我决定以“角色扮演+小组讨论”的形式进行教学，旨在通过这种人性化的教学方式，让学生在实践中掌握知识，提高他们的语言运用能力和团队合作能力。
二、教学目标
（一）知识与技能
1.学生能够准确地掌握与环保相关的词汇和表达，如：pollution, protection, recycle等。
2.教师对学生的角色扮演和小组讨论进行点评，强调保护环境的重要性。
3.引导学生思考如何将所学内容应用到实际生活中，提高环保意a-1e，巩固所学知识。
2.布置作业：让学生写一篇短文，介绍自己对本节课所学的环保问题的看法和建议。
人教版英语九年级 Unit 8 Section A 3a---3c 教案-英语九年级全册
Unit 8 It must belong to Carla.Section A (3a-3c )教学思路：（The teaching design thought）The teaching content of this course is to teach the whole people a volume of the nine grade unit8, the third lesson—small reading.The design of tasks is a sequence that leads the students gently into the new lesson, especially, it is not so difficult at beginning. under the teacher’s guidance, most of the students will take an active part in those activities.While dealing with the background and feelings behind the passage, I pay more attention to students’cooperation and response.The information showed by the courseware and guidance of teacher help the students not only reflect the relevant vocabulary and expression, and there is a strong expression of desire for the whole class to share their understanding.All these reading tasks expose the students’ reading skills. When they are answering, discussing, talking and performing, they could make great progress.All the activities arranged in the pattern: inputting information- processing information-outputting information, are meant to strengthen the integrated skills while reading.教学目标:（Teaching aims）According to the English syllabus and new lesson standard. I willtalk about them from knowledge aim, ability aim and emotionalaim1.Knowledge aim: During and after this class ,over 70% students should 1)Be able to know and use the words and phrases ：happening, noise.policeman, wolf, uneasy, something unusual, nothing much, go away, noiser- maker, have fun. see sb. do sth.2) Be able to find out the key sentences to describe the six persons’thoughts.3) Be able to retell the story in cooperation according to the key words.2.The ability aim is to grasp the reading such as guessing, skimming, scanning and so on and help the students understand deeply, and to practice the students’ reading skills.3.The emotional aim is to help the students to overcome the fear of something unusual.重点难点（The important and difficult points）Important points:(1): Students can learn some reading skills while reading the article.(2): Students can understand the passage carefully.Difficult points:(1): The improvement of reading skills---Getting key sentences andwords(2): Students can retell and make a dialogue according to 3c.教学准备：（Computer assist language teaching）教学过程：（Teaching steps）Step1.Lead-in new lesson.“Interest is the best teacher”, therefore, at the beginning of class, I will show some strange voices,and discuss.and then lead in 3a.T：Did you hear anything unusual? What might be happening?S1；I have no idea.It might be a hen.T: How do you feel when you hear strange noises?S2: I feel nervous/worried/scared/uneasy….Step2.warming-upLook at the picture and ask students some questions1. What is the woman doing in the picture?2. What can we know about the woman?3.How does she feel？Step3.Pre-reading.To help the students understand the passage clearly. Present some new difficult words and expressions.Step4.While reading.In this step,I will use task-based language teaching method. Which can give students a clear and specific purpose while skimming and scanning the passage.Task1.Fast reading (skimming reading)Read the passage as quickly as the students can. and then answer the questions.1.What is the town like before?2.What is the unusual thing happening in the town?Task2.Detail reading(scanning reading)In this step,I will ask the the students work in pairs after reading, discuss each other and then deal with 3b.Task3. Detail reading again.In this step, I ask students to form a group with four students after reading,and discuss together to deal with 3c, and then ask a student to retell the passage simply according to 3c.Step 5.Post-readingTask.Let the students make a dialogue according to 3c, four students in agroup, and one of the students is a reporter, to tnterview the three students from six persons. Let some of the students share their work:eg: The reporter: Did you hear anything unusual?What might behappening?Victor’s wife: I think that it could be an animal.The reporter: What about you?Victor and his friends: ……….Step 6.Summary.1)Ask the students to tell what they have got from this class.2)Master the reading skills.Step7. Homework (writing)Blackboard design:Unit 8 It must belong to Carla.Section A (3a-3c )。
人教版九年级英语全册Unit8SectionA(1a～2d)优秀教学案例
5.作业小结：我布置了一些相关的练习题，让学生在家庭环境中继续运用所学知识。这种作业小结的方法能够帮助学生巩固所学知识，提高他们的英语水平。同时，我鼓励学生认真完成作业，培养他们良好的学习习惯。
（二）讲授新知
在讲授新知部分，我会用生动的语言和直观的教学手段，向学生介绍一般过去时的被动语态。我会通过示例和练习，让学生了解被动语态的结构和用法。同时，我会运用多媒体教学手段，如图片、视频等，为学生提供丰富的感官刺激，帮助他们更好地理解和记忆被动语态的用法。
（三）学生小组讨论
在学生小组讨论环节，我会将学生分成小组，让他们共同探讨一般过去时的被动语态。我会设计一些实际情境，让学生在小组讨论中运用所学知识。例如，我可以让学生描述一个过去的事件，并使用被动语态来表达。这样，学生能够在合作中发现问题、解决问题，提高他们的团队合作能力和语言运用能力。
（四）总结归纳
在总结归纳环节，我会邀请学生分享他们在小组讨论中的发现和体会。通过学生的分享，我会对所学知识进行总结和归纳，强调一般过去时被动语态的重要性和用法。同时，我会鼓励学生提出问题，解答他们心中的疑惑，确保他们对被动语态环节，我会布置一些相关的练习题，让学生在家庭环境中继续运用所学知识。我会提醒学生注意作业的完成时间和质量，并鼓励他们积极思考、主动提问。同时，我会告诉学生，作业是对他们学习效果的一种检验，也是提高他们英语能力的重要途径。通过认真完成作业，他们能够更好地巩固所学知识，提高自己的英语水平。
【最新】人教版英语九年级Unit8教案教学设计
Unit8 It must belong to CarlaSection A (1a— 2d)教学目标知识与技能1.Master the key words and sentences:Key words:Whose, truck, rabbit, attend, valuable, pink, picnic, anybodySentences:Whose volleyball is this?It must be Carla’s.She loves volleyball .2.Be able to guess and analyze a kind of state and give the reasons.3.Be able to use modal verbs correctly ..4.Train students’ listening skill and communicativecompetence . 过程与方法1.Learn the new words through word cards and conversations .2.Learn the structure “must/might/could/can’t/belong to/be”through listeningand speaking practice .3.Autonomous and cooperative approach .情感、态度与价值观Use your mind, and then make inferences correctly.重点难点重点1.Master the new words and target language.2.Master the structure “must/might/could/can’t/belong to/be”through listeningand speaking practice .3.Improve students’listening and speaking skills.How to improve students’ability to listen and speak by learning modal verbs. 教学策略让学生进行模仿操练，采取情景介绍或演示对比的方式进行教学，通过在具体情境操练，理解含义并学会运用；采取visual trigger, guessing game, pair 问答work式的口语交际活动等小组活动互相操练；采取图文配对和对话选择的方式训练听的能力。
【最新】人教版九年级英语Unit8教学案
1 Unit8教学案 ★Teaching objectives: 1. Knowledge aims: (1)To enable the students to understand and master some words, phrases and sentence patterns ; (2). To learn some information about Stonehenge. 2 Ability aims: (1) To strengthen the reading skills like predicting, skimming, scanning and careful reading; (2) To improve the students’ organizing and using skills of English as the second language 3 Emotional aims: (1)To encourage students to participate in some meaningful activities and communicate with others so that they can get along well with each other; (2) To develop students’ sense of cooperative learning.
★Teaching key points (1.) To help the students get a general idea of the whole passage, and some detailed information and language points as well. (2.) To understand the structure of the passage.
英语人教版九年级全册Unit 8
Unit 8 It must belong to Carla. 教学设计Language goals 语言目标1.Words & expressions 生词和短语picnic, author, belong, belong to2.Key sentences 重点句子1. Whose volleyball is this?It must be Carla’s. She loves volleyball.2. Whose French book is this?It could be Ali’s. She studies French.3. Whose guitar is this?It might belong to Alice. She plays the guitar.4. Whose T-shirt is this?It can’t be John’s. It’s much too small for him.Ability goals 能力目标Enable the students to infer the own ers of the things using “must”, “might”, “could”, and “can’t”.Emotion & attitude goals 情感和态度目标Learn to infer the owners of the things purposefully.Strategy goals 策略目标Listen and match each person with a thing.Culture awareness goals 文化意识目标Enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “can’t”.Teaching important points教学重点Learn to make inferences using “must”, “might”, “could” and “can’t”.Teaching Procedures and ways 教学过程与方式Step1 Revision and Lead-in1. Free talk话题：.谈论能力，请求许可,征求意见，提供建议,解决问题2. Ask the students to do a game guessing the owners of things.T: Now, boys and girls, close your eyes.Collect some books from the students and put them together, asking the students to guess whose books they are.T: OK, open your eyes, please.Hold up one of the books.T: Whose book is this?S1: Bill’s ?T: It might be Bill’s. Let’s ask him. Bill, is this your book?S2: No, it’s not mine.T: Well, it isn’t Bill’s. He says it’s not his.S2: Is it Anna’s?T: Le t’s ask her. Anna, is this your book?S3: No, it isn’t.T: So it’s not Anna’s book. And it can’t be Maria’s. Because I didn’t take hers. Then whose book is it?S1: Is it Lee’s?T: Yes, it doesn’t belong to Bill, Anna or Maria. So it must be Lee’s.Step 2. Guessing gameT: When we talk about things we are not sure of, we use the words could, might, can’t and must. It could be Bill’s. It might be Bill’s. It can’t be Maria’s. It must be Lee’s.can you guess the famous people ?1．刘德华，李宇春，赵本山，韩虹等照片2．想象空间：Step 3. 1aWhat can you see in the picture?S: W e can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines.T: It isn’t hard for us to judge wh o the things belong to. Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible. Then ask the students to read their answers.S: Sure. The hat, the jacket and the T-shirt must belong to clothing. The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups must belong to kitchen things.Step4 Listening and speaking (1b: P 34)Ask the students to read the instruction in 1b.T: Read the instructions and find out what you are asked to do.S1: To match each person with a thing and a reason.T: As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to match the thing in the second column with the reason in the third column.T: We heard just now that the owners of the things and the reasons why the things belong to them. Next, make conversations with the help of the information in the chart in activity 1b. First, you’d better read the example in the boxAsk the students to make dialogues after the model.T: Now work with a partner and practise making conversations.Sample dialogue 1:S1: Look! Whose toy car is this?S2: It must be Jane’s little brother’s. Because he was the only little kid in the picture. Step 5 Practice (慧眼识金)1 A: Whose football is this ?B:I t be Tony's.He likes football very much. But I’m not sure.2-Whose book is this ?-It_______ belong to Tom . Because his name is on it.3.A: Whose blouse is it?B: I think it be Mary's. Because it is too small for her.4.Tomorrow is my daughter’s birthday. I’ll give her a present. Can you guess what is in the box?A: Do you know what it is?B: I guess there must be a card.A: I don't think so. I think there might/could/may bea book.B: Why?A: ......作业：1．This hook ________ be Carla’s. Her name is on the book.A．might B．Could C．must D．can’t2．Jack’s bike is blue, so this yellow one ________ b e his.A．mustn’t B．can’t C．couldn’t D．mightn’t3．The guitar ________ belong to Alice. Only she plays theguitar here.A．could B．must C．can’t D．can4. -----Mike is not here today. Where is he?-----he _____ be ill at home.A. canB. mightC. mustD. should5. Peter ____ come with us tonight, but he isn’t very sure yet.A. mustB. mayC. canD. will6.The book must be .A. CarlaB. Carla’sC. herD. him。