九年级英语教学设计：unit2
人教版九年级英语unit-2-I-think-that-mooncakes-are-delicious全单元教学设计
I think that mooncakes are delicious! 教学设计(Period1)一、教学目标在本节课结束时，学生将能够：谈论自己了解的节日并对某个节日、某种节日特色等发表观点。
知识与能力：学会使用What do you like best about…?句型来询问对方最喜欢的节日及节日特色；能够使用准确的语言描述自己喜欢的节日、节日特色及理由。
过程与方法：采用自主学习、小组合作探究、Role-playing的学习策略，利用幻灯片、录音机来展开课堂教学、Pairwork 问答式的口语交际活动或游戏等小组活动，进行“谈论节日和节日特色”的课堂教学和练习。
本课时的教学法建议：口语教学——采取Pairwork问答式的口语交际活动互相操练；听力教学——采取回答问题和判断正误的方式进行；词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用。
情感态度与价值观：通过谈论节日及节日特色，加强学生对于不同国家和地区文化风俗的了解。
二、教学重难点教学重点：（1）询问他人最喜欢的节日或者节日特色。
（2）描述自己最喜欢的节日、节日特色并说明理由。
（3）就节日这一话题分角色表演对话。
教学难点：描述自己最喜欢的节日、节日特色并说明理由。
三、教学策略口语教学——采取Pairwork问答式的口语交际活动等小组互动活动互相操练；听力教学——采取回答问题和判断正误的方式进行；词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用。
四、教学过程Step 1：Lead-in导入本单元话题——节日。
教师通过提问Do you know these festivals? , What other festivals do you know? 和What festivals do the pictures remind you of?让学生思考、了解、谈论部分中西方节日及节日特色。
牛津译林版九年级英语下册Unit2GreatpeopleReading教学设计
（四）课堂练习
1.教师设计针对本节课重点和难点的练习题，如填空、选择、问答等，帮助学生巩固所学知识。
2.学生独立完成练习题，教师及时给予反馈和指导，纠正错误，解答疑惑。
3.学生互相批改练习题，教师选取典型错误进行讲解，提高学生的纠错能力。
难点：如何引导学生运用一般过去时和现在完成时描述伟大人物的成就，以及如何提高学生的阅读速度和理解能力。
2.重点：培养学生对伟大人物的敬仰之情，激发他们为社会作出贡献的愿望。
难点：如何将情感态度的培养融入课堂教学，使学生真正体会到伟大人物的品质和精神。
（二）教学设想
1.针对教学重点和难点，采用以下教学策略：
e.课堂小结：总结本节课所学内容，强调重点和难点。
f.课后作业：布置与课堂内容相关的作业，巩固所学知识。
3.教学评价：
a.过程性评价：关注学生在课堂活动中的表现，如参与程度、合作意识等。
b.终结性评价：通过课后作业和小测验，评价学生对知识点的掌握情况。
c.情感态度评价：观察学生在课堂上的情感表现，如对伟大人物的敬仰之情、合作精神等。
（三）情感态度与价值观
1.培养学生对伟大人物的敬仰之情，激发他们追求卓越、为社会作出贡献的愿望。
2.培养学生具有团队合作精神，学会互相尊重、互相帮助，形成良好的人际关系。
3.培养学生具有国际视野，了解世界各地的伟大人物，增强对人类文明的尊重和热爱。
4.引导学生认识到每个人都可以成为伟大的人，只要努力拼搏、积极进取，就能实现自己的价值。
2.教学环节设计：
a.导入：通过展示伟大人物的图片和事迹，引导学生谈论自己对伟大人物的认识。
b.新课内容呈现：讲解重点词汇、短语和时态，结合文章内容进行示范和讲解。
人教版九年级英语全Unit2 Full Moon, Full Feelings 教学设计
Unit2 I think that mooncakes are deliciousSection A3a-3c一、Teaching Aims1. Knowledge aims:Students can learn some important words and expressions, such as folk, whoever=no matter who, lay out, desserts, garden, tradition, admire, refuse to do2. Ability aims:Students can talk about the story. Students can learn some reading skills, such as skimming, scanning. Students can learn to find some details in the passage. Students can use a mind map to remember and retell the story quickly.3. Emotional aims:By learning the traditional folk story of the Mid-Autumn festival, stimulate students’ interests. Let students know that where there is a family ,there is a festival. let students love our traditional festivals and respect foreign festivals.二、Teaching key points and difficulties1. Master the important language points and the object clause.2. Using a mind map to remember and retell the story.三、Teaching Method ：Tasked-based Language四、Teaching AidsCAI, Multi-media1五、Teaching ProceduresStep 1 Leading inListen to a song about Mid-Autumn festival.Purpose: Lead into the topic and arouse students’ interest.Step 2 Pre-readingShow the picture and the title in 3a. Ask questions: The Mid-Autumn festival is coming, right? What will you do on that day ?Step 3 While-readingFast readingReading StrategySkimming Read quickly to grasp the main idea.Task1:Read paragraph 1 quickly then answerQ1and Q2.Q1: What do the mooncakes look like?______________Q2: What does they in paragraph 1 refer to (指的是？）______________________ Read paragraph 2 quickly then answerQ3-Q6Q3: Why the goddess gave Hou Yi the magic medicine?______________Q4:从文中找出与“No matter who drank this could never die.” 意思相近的句子。
人教新目标九年级英语 unit 2单元整体教学设计模板
人教新目标九年级英语 unit 2单元整体教学设计模板English:In the teaching plan for Unit 2 of People's Education Press New Targets Ninth Grade English, the overall goal is to help students understand and use comparative and superlative forms in English, and to practice using them in both spoken and written contexts. The lesson will begin with an introduction to the concept of comparatives and superlatives, followed by examples and practice exercises. Students will then engage in activities such as group discussions,role-playing, and writing tasks to further reinforce their understanding and application of the target language. The lessonwill also include opportunities for students to reflect on their learning and receive feedback, as well as extension activities for those who need additional challenge. By the end of the unit, students should be able to confidently use comparative and superlative forms in both conversation and written communication.Translated content:在人教新目标九年级英语第二单元的教学计划中，总体目标是帮助学生理解和运用英语中的比较级和最高级形式，并在口语和书面语境中进行实践运用。
人教版英语九年级全册Unit2SectionA1a2d教学设计
3.引导学生运用所学的词汇、语法和句型进行口头和书面表达，培养其语言综合运用能力。
4.通过课后练习，巩固所学知识，培养学生自主学习的能力。
（三）情感态度与价值观
1.培养学生热爱家庭、尊敬长辈的良好品质，使其认识到家庭和谐对个人成长的重要性。
（一）导入新课，500字
在导入新课的环节，我将采用以下方法吸引学生的注意力，激发他们的学习兴趣：
首先，我会在课堂上播放一段关于家庭成员在客厅交流的短视频。视频中，家庭成员正在讨论各自的日常活动和即将到来的事情。观看视频后，我会邀请学生分享他们观察到的家庭成员在做什么，以及他们猜测家庭成员可能在讨论的话题。
2.要求学生运用所学词汇、语法和句型，进行小组内讨论。每个小组成员都要积极参与，轮流发言。
3.在小组讨论过程中，我会巡回指导，关注学生的语言运用情况，及时纠正错误，并提供帮助。
4.讨论结束后，邀请部分小组展示讨论成果，让其他同学进行评价和反馈。
（四）课堂练习，500字
在课堂练习环节，我将设计以下活动：
1.对本节课所学词汇、语法和句型进行梳理，强调重点和难点。
2.邀请学生分享他们在课堂学习中的收获和感受，以及在学习过程中遇到的问题。
3.针对学生的问题，进行解答和指导，帮助他们巩固所学知识。
4.总结本节课的学习情况，对学生的表现给予积极的评价和鼓励，提高他们的自信心。
五、作业布置
为了巩固本章节所学的知识，确保学生对词汇、语法和句型的掌握，以及提高他们的语言运用能力，我将布置以下作业：
1.书面作业：
-完成课后练习册中与本节课相关的练习题，包括填空、选择、改错等，以巩固词汇和语法的掌握。
人教版九年级全册Unit 2I think that mooncakes are...教学设计
1. 听力练习：播放一段关于节日的简单对话，让学生回答问题，如：What does the speaker think of the festival? 。
2. 小组活动：让学生分组，用 I think that... ；I believe that... 句型互相交流自己对不同节日的看法。
• 邀请几组学生进行展示，教师给予及时的反馈和纠正。
5. 阅读文本
• 提供一篇关于中秋节的简短文章，让学生阅读并找出文中使用 “I think that...” 句型的句子，加深对目标语言的理解。
• 引导学生分析文章的结构和主要内容，培养阅读技巧。
6. 总结归纳
• 与学生一起回顾本节课所学的重点句型和关于中秋节的相关表达。
学生准备
textbook
教学过程
课时划分
第二课时
教学活动
二次备课
第二课时SectΒιβλιοθήκη on A（3a-4c）（一）Warming-up （5 分钟）
1. 播放一首与节日相关的英文歌曲，如“Jingle Bells”，营造轻松愉快的学习氛围。
2. 提问学生：“What festivals do you know?” 引导学生回顾已学的节日名称。
• 通过展示与中秋节相关的场景图片，引入本节课的重点句型 “I think that...” ，例如：“I think that mooncakes are delicious!” ，让学生直观地感受其用法。
• 讲解句型的结构和意义，通过更多的例句帮助学生理解如何用这个句型来表达个人观点。
3. 听力训练
• 学生能够阅读并理解有关节日的文章，提高阅读技巧。
• 学生能够根据所学内容，写一篇关于某个节日的短文。
外研版九年级英语下册Module 6 Unit 2 教学设计
外研版九年级英语下册Module 6 Unit 2 教学设计Module 6 Eating togetherUnit 2 Knives and forks are used for most western food.I. Analysis of the textWhat:The type of this lesson is reading and writing. The topic is about Western eating customs, which belongs to the theme of people and society. The genre is exposition.How:The whole passage consists of 8 paragraphs, which introduces the eating customs in the West from three aspects: when to eat, what to say and do, how to eat. The passage is divided into three parts and the structure is deduction & summary. The grammar reviewed in this unit is passive voice.Why:As part of revision, this passage not only provides students with information about eating customs in the West, but also helps to cultivate students’ inte rcultural awareness.II. Analysis of target studentsThe analysis of target students is based on SWOT model.Strengths:Students are familiar with and have interests in the topic. They also have some abilities in reading andwriting.Weakness:Students know little about table manners in Western countries.Opportunities:Students have the willingness to learn more about Western customs.Threats:Students lack logical and critical thinking.III. Teaching objectivesBy the end of the class, students will be able to:Cognize and understand the key vocabulary and grammar.Predict the topic and content based on the title and pictures.Find out the details about how to eat Western meals.Practise through skimming and scanning to solve reading problems: the main idea and the structure.Compare the differences between Chinese and Western table manners.Learn to respect different cultures.IV. Key points and difficult pointsKey points:Cognize and understand the key vocabulary and grammar.Predict the topic and content based on the title and pictures.Find out the details about how to eat Western meals.Practise through skimming and scanning to solve reading problems: the main idea and the structure.Difficult points:Compare the differences between Chinese and Western table manners.Learn to respect different cultures.V. Teaching methodsPWPVI. Teaching aidsMulti-mediaVII. Teaching stepsStep 1. Pre-reading1. Lead-inLead in the topic with a video about table manners in Western countries, ask students what the video is talking about, and make the students have a free talk about other Western table manners that they knew.Purpose:To attract students’ interests and lead students to the theme situation, activate students’ existing schema and help students remove word barriers.2. PredictAsk students to look at the title and the picture beside the text and predict the main idea of the passage.Purpose:To develop students’ predictive skill.Step 2. While-reading1. Read for the main idea① Ask students to read for the main idea and find the golden rule: Do as the Romans do.② Ask students to read and guess:Who is the passage written for?Where might you see a passage like this?③ Ask students to divide the passage into three parts to get the structure.④ Ask students to read for genre.Purpose:To help students get a general understanding of the passage through skimming and scanning.2. Read for details① Ask students to match the topics with the paragraphs.Students should pay attention to the first and last sentences of each paragraph.② Ask students to read Paragraph 2 and find out the mealtimes in Western countries.③ Ask students to read Paragraph 3-7 carefully and complete the blanks.Purpose:To help students understand the passage thoroughly, and confirm students new knowledge.3. Read for languageAsk students to pay attention to the passive voice and ask them why the author used “be done” so much.Purpose:Help students appreciate the function of language and get a better understanding of the form and meaning of passive voice.4. Read for thinkingAsk students to discuss the question:Why should we do as the Romans do when we are eating a Western meal?Purpose:To develop students’ critical thinking, enhance their intercultural awareness, let them understand and respect others’ culture.Step 3. Post-reading1. Compare and contrastAsk students to use the blank to compare and contrast the different table manners between Western countries and China.Purpose:Promote students’ analyzing thinking and lay a foundation for imitative writing afterwards.2. WritingAsk students to write a passage about how to eat a Chinese meal. Provide students with writing tips.Purpose:Enable students to integrate the writing knowledge about eating customs.HomeworkPolish your passage Chinese eating customs.。
九年级上册英语教案 教学设计 讲课稿 Module 3 Unit 2
九年级：Module 3 Unit 2 There were few doctors, so he had to work very hard on his own.主讲人:Hello, boys and girls, welcome to our happy lesson. I’m glad to be your teacher today. My name is Yang Rujing from Pan Shan Dao Middle School.(P1)今天我将带领大家进行九年级上册第三模块第二单元的学习。
本节课将侧重阅读和写作训练。
本模块的标题为Heroes, 我们将通过Unit 2 There were few doctors, so he had to work very hard on his own.相关内容的学习，进行阅读和写作专题的练习。
（单击鼠标）(P2) 首先和同学们分享的是本节课的内容分析。
第二单元课文介绍了国际共产主义战士---诺曼·白求恩的伟大事迹。
白求恩出生于加拿大安大略省，毕业于多伦多大学。
他在第一次世界大战期间应征入伍，在欧洲前线服役。
1936年至1937年他到西班牙作为国际反法西斯志愿者投身西班牙内战。
1938年春天，他来到中国，成了一名战地医生。
1939年，他的手在一次手术中不幸被感染，不久因败血症在河北省去世。
（单击鼠标）(P3)基于以上内容，我们确定本节课的学习目标包括3个方面：1. 能够通过阅读了解英雄人物的生平，并对重要事件按时间顺序排序。
2. 能够根据时间轴提示并运用原因、目的或结果状语从句写一篇介绍自己心目中英雄人物的文章。
3. 了解不同领域的一些英雄人物，学习他们的宝贵精神。
（单击鼠标）(P4-P5) 下面我们开始新课的学习。
At the end of Unit 1, I told you we would learn another hero in Unit 2, now we will learn about Dr Norman Bethune. 因为时代差异，同学们可能并不是很了解白求恩，请大家看一些图片。
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九年级英语教学设计：unit2一Teaching Aims and Demands1. Knowledge Objects(1).70% of the students can read and write the key vocabulary: death, afford, cause, himself, patient, in the end, decision, make a decision, head teacher, necessary, to ones surprise, exactly, even though, no longer, take pride in, pay attention to, give up, waste, notany more (2). Key structures:通过本节课的学习，娴熟运用used to 结构.His mother couldnt afford to pay for her childs education..Even though my father was no longer with us, he was watching me, and would always take pride in everything good I do.2. Ability ObjectsTo train students reading ability.3.Emotion and attitude goals:Get the students to know their shortcomings in the past. Encourage the students to make themselves more perfect in their life and study in the future.二、重难点：1、理解短文内容，正确处理有关的信息。
2、正确理解短文中的生词及短语。
三、学习策略：通过同桌沟通，小组合作，对自己、家人以及同学和伴侣如今和过去的比较，把握used to 的用法，并把握描写人物的技巧和方法。
3. Teaching AidsA tape recorderTeaching ProceduresTeaching proceduresStep 1. Greetings and Lead-in1. T: Did your parents help you with a problem before? How did they help you? Please discuss in groups and take notes. Such as :got bad grades ,get on badly with your students ects.2. Students discuss and teacher walks around to help. Students read their storyFor example:Zhang Ming didnt use to study hard at school. He didnt use to listen to the teacher carefully in class. He didnt use to make notes .He used to go to school late. He got bad grades. Later on, his father knew this, he helped him to understand that it was important to do well at school .Now he listens to the teacher carefully、studies hard and goes to school early.He gets good grades.He has becomes a good student in class. Step 2. Fast reading1 Ask the students to read the story of page 16 and answer the following questionsread and discuss in pairs then answer .1.)How old is Martin now?2.)What made him change a lot?3.)Did Martins father use to help him?4.) Did he use to give his mother many problems?5.)What changed Martins mind?2. Pay attention to 3a, analyze the sentences.3. Read the article and fill in it with the sentences in 3a.4. Check the choices together.The keys :1.after his fathers death a few years ago2. and didnt give up trying to help him3.even the teacher agreed that Martin was wasting his time4.Thats when I decided to change5.How was he able to change5. Read again and circle "true', "false' or "dont know'.6. Check the work. 1F 2T 3T 4Dont know 5FStep3 Careful reading1. Follow the tape. Read again and guess the meaning of the new vocabulary: death, afford, cause, patient, decision, to his surprise, take pride in, pay attention to2. Answer students questions about understanding the article. Then add others that students dont mention. Get the students to find out the following phrases and take notes.a fifteen-year-old boy, a problem child, a recent conversation with, changed ones life, give many problems, afters death, a few years ago, become much more difficult, not afford to pay for, not often at home, look after, caused problems for, not interested in studying, get into trouble with, give up trying to help, in the end, made a difficult decision, sendto a boys boarding school, cause a lot of trouble, one day, leave the school, waste ones time, talk with, called, to ones surprise, change ones life, be no longer with, watch , pride in, be afraid of being alone, make pay more attention to, work hard, a top student in ones class, feel good about 学问点拨：1) give up 放弃后跟动词时用v-ing形式。
e.g.Li Ping didnt want to give up learning English.2) get into trouble 陷于逆境，遇到麻烦，出事。
e.g. The boy got into trouble when he left home to live in London3〕take pride in 以------ 为荣e.g He takes pride in his son .Step4. Talk about Martin using the pattern, Try to retell the story. Before his fathers deathAfter Martins father died:Martins life ______________________________.His mother ___________________________.Martin problems: ________________________.In the boarding school, Martin ______________.Martins mother _________________in her call.Now, Martin has changedStep5达标题I.Choose the best answers for the questions.1. Sweety used to ______ a good timeat school.A. beB. wasC. haveD. has2. Sky comes to school early, and _____.A. so do IB. so am IC. so does I3. Youl look different ; You _____.A. changedB. have changedC. changingD.often changes4.What words can you _____ talk about the pictures .A . used toB . use toC . look for D. look upII 英汉互译。