牛津译林版九年级上册(新)Unit4GrowingUpReading课件
牛津译林版英语九上Unit 4《Growing Up》全单元说课稿
牛津译林版英语九上Unit 4《Growing Up》全单元说课稿一. 教材分析《Growing Up》是牛津译林版英语九上Unit 4的一篇阅读文章，主要讲述了成长过程中面临的挑战和变化。
文章通过讲述作者自己的成长经历，引导学生思考成长过程中的困难和如何克服困难，从而培养学生的英语阅读能力和思维能力。
二. 学情分析学生在进入九年级后，已经具备了一定的英语基础，能够理解和运用一些基本的英语句型和词汇。
但同时，学生对于一些复杂的语法结构和高级词汇的运用还不够熟练，需要通过大量的练习和阅读来提高。
此外，学生在阅读理解方面还需要加强，需要通过阅读不同类型的文章来提高理解能力和阅读速度。
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句型，并能够运用到实际情境中。
2.能力目标：学生能够通过阅读理解文章的主旨和细节，提高阅读能力。
3.情感目标：学生能够理解成长过程中的困难和挑战，学会如何面对和克服困难。
四. 说教学重难点1.重点：学生能够理解和运用文章中的关键词汇和句型。
2.难点：学生能够通过阅读理解文章的主旨和细节，提高阅读能力。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中学习和运用语言。
2.教学手段：利用多媒体课件和网络资源，提供丰富的教学材料和练习题。
六. 说教学过程1.Pre-reading：通过讨论成长过程中的困难和挑战，激发学生的阅读兴趣。
2.While-reading：学生分组阅读文章，完成相关的阅读任务，如回答问题、讨论细节等。
3.Post-reading：学生展示自己的阅读成果，进行交流和讨论。
七. 说板书设计板书设计主要包括文章的标题、关键词汇和主要句型，以便学生能够清晰地理解和记忆文章的内容。
八. 说教学评价教学评价主要通过学生的阅读理解测试和课堂参与度来进行。
对于阅读理解测试，可以设置一些选择题和问答题，以检查学生对文章主旨和细节的理解程度。
牛津译林版九年级上册英语(新)教案Unit4
9A Unit 4 Growing up (Reading1)PPT1PPT2 (Lead in)Boys and girls, let’s enjoy a poem first. Listen to it carefully, and try to complete it. Please read the poem together.What is the poem about?Do you have dreams?Do you believe that your dreams can come true some day?OK, we can find an answerin today’s lesson.PPT3-4 (Fast reading)This is the title of today’s reading.Open your books and find out who the shortest player is.Yes, this is Spud Webb. He is the shortest player in the NBA.When did he become the shortest player in the NBA ? (1985)What happened to him next year? (1986)How old was he when he won the Slam Dunk Contest? (23)How did you get the answer?Yes, in paragraph 1 we know he was born in Texas, the USA, in 1963.Boys and girls, do you want to know what happened to Spud these years?Can you guess what the article may tell us about these years?Next, let’s read more to find out how Spud Webb became a great NBA player.PPT5-6 (Para.1)Please read Para1 and find out two adjectives. (Small and big)How small was Spud?That’s to say, Spud was the smallest kid at school.What was his dream?The smallest man wanted to play in the NBA.Maybe it’s the biggest for him.What is Para 1 about? /Can you use these two adjectives in a phrase or sentence to express the main point/idea of Para 1Then, how do you understand the "big" dream? Can you think of other words to replace the word "big"?Is the “big” about the dream’s size?PPT7-8 (Para.2)Let’s come to Para2 to discover how Spud held fast to his big dream in junior high. Can you find out two adverbs of time in this paragraph? (at first, finally)Who can tell us what happened to him from “at first” to “finally”?When he got the chance, he became the star of the team.How could he make such a difference? (Can you find a sentence in this paragraph to explain it.)He did not lose heart. And at last he got the chance.So, some people thought Spud was lucky because the chance was waiting for him.Do you agree with it? Why or why not?If Spud never worked hard, could he score 20 points in his first game?Yes, chance favors only the prepared mind.PPT9-10 (Para.3)Now, please read paragraph3 and find out if Spud was a prepared man.Was Spud always prepared for his dream in senior high?When reading this paragraph, are there any pictures about Spud in your mind?(For example, every time I read this paragraph, the first picture that came into my mind is Spud was sitting in the stands.)The second picture is that Spud was practicing even harder.Why did he do so? (To get the coach to change his mind.)Whose mind? Spud’s or the coach’s?What was the coach's "mind"? /// Spud was too small./// Spud was not suitable to play basketball. ///...Then, supposing you're Spud, when sitting in the stands without the chance of playing the game, how would you feel and what would you do?PPT11-12 (Para.4)Let’s move onto paragraph4. Spud attended his college and university.First he played at a junior college and then he attended this university.Please read this paragraph, and find out how Spud attracted this university’s attention. What did he get in the university? ( getting a scholarship.)Was he excited about getting a scholarship?Why? ( Because he could continue his education and his big dream.)But many years later, in a TV interview Spud once said, "In fact, after the national championship, I got more than the scholarship and it was more important for me." what was"it"? /What does “it” refer to?/// It might be a chance. Because attending a university makes him get closer to his dream——playing in the NBA. /// Confidence /// Encouragement ///...PPT13-14 (Para.5)Thanks to the chance/ confidence /, Spud succeeded in getting into the NBA in1985. Now, please read para5, and find out “where did Spud play basketball before1985 ?”When did he begin to play there? (1984)How did you get the answer?What’s the name of “another basketball league”? (Why didn’t the writer tell us its name?)It was an unknown basketball league. It was not famous. What does the writer think of Spud Webb? Can you find one adjective to showthe writer's opinion in Para 5?He was a great player. He had many great achievements.Do you think Spud Webb was a great player? Why or why not?PPT15-16 (Para.6)I also consider Spud a great player because he brought us some lessons.Can we read the lessons together?What does “anything” mean to Spud according to the article?Small Spud achieved his big dream at last. It seems that he wanted to show sth. to us. Please think about: Whom did Spud want to prove to "size and body typedoesn't matter ..."?PPT17 (Title)Although size and body type doesn’t matter, the writer uses a lot of expressions to describe Spud’s size.For example, in para.1, the writer uses “very small”.Now, it’s your time to find out and underline other similar expressions in each para. Reread the passage again, and find out how Spud didn’t give up his dream para by para.For example,…From this PPT we can see thow the writer organizes his or her ideas around the the title of the article--- the shortest player in the NBA.PPT18Do you still remember the title of this unit?In the journey of growing up, Spud always held fast to his dream and never gave up. How do you understand "growing up"? What will you do?This is my understanding of "growing up".Would you like to read it together?PPT19Boys and girls, in this class we talked about dreams in the journey of growing up. Dreaming is beautiful becauseIt's hard to say what is impossible, for the dream of yesterday is the hope of today and the reality of tomorrow. Everybody who got to where they ARE had to start where they WERE. If it's to be, it's up to me.Hold fast to your dreams like Spud Webb and you will fly high.Thanks for your attention. Good bye!。
04最新牛津译林版 9A Unit 4 Growing up知识点讲解
最新牛津译林版9A Unit 4 Growing up语言点知识点讲解一、课本中重点词、短语、句型讲解▲Comic strips & Welcome to the unit1. on one’s mind 意思是“（有事）挂在心上；烦恼”。
例如：Don’t bother him. He’s got a lot on his mind.2. What’s up? 意思是“怎么回事？”“有什么事？”“近来可好？”用于口语，亲密的朋友间用于打招呼，相当于“Hi”，回答往往是“Nothing”。
3. a great deal of 表示“大量；许多”，只能用在不可数名词前。
例如：He has given me a great deal of help.4. as soon as 意思是“一---就---”。
引导时间状语从句，当状语是一般将来时时，常用一般现在时来表达。
例如：We hope to join you as soon as we get there.▲Reading1. He was very small—much smaller than the other kids at school. 他很小，在学校比其他孩子都要注。
比较级前可能用much, a little, quite, even, still, a lot, far等词修饰，表示比较的程度。
例如：Shanghai is much bigger than my hometown.2. As a result, he succeed in getting a scholarship. 结果，他成功地获得了奖学金。
句中的succeed是不及物动词，短语succeed in doing sth.意思是“在做----中获得成功”。
3. matter用作动词，意思是“要紧，有重大影响”。
例如：The job matters more to him than anything else. 对他来说，这份工作比什么都重要。
牛津译林版英语九上Unit4《GrowingUp》(Grammar1)说课稿
牛津译林版英语九上Unit 4《Growing Up》（Grammar1）说课稿一. 教材分析《Growing Up》是牛津译林版英语九年级上册Unit 4的一篇文章，主要讲述了一个名叫Jack的小男孩在成长过程中，从小学到中学，再到大学，最后成为一名作家的故事。
文章通过描述Jack在不同阶段的生活经历，让学生了解成长过程中的变化和挑战，并学会如何面对。
本节课的主要语法知识点是现在完成时态，通过学习Jack的成长经历，让学生掌握现在完成时态的构成、用法和辨析。
同时，文章中还涉及一些词汇和短语，如：primary school, secondary school, university等，为学生提供了丰富的语言材料。
二. 学情分析九年级的学生已经具备了一定的英语基础，对过去时态有了初步了解。
但是，对于现在完成时态的掌握还不够扎实，需要通过本节课的学习来进一步巩固。
同时，学生对于成长过程中的变化和挑战可能还缺乏深刻的认识，通过本文的学习，可以让学生有所启发和感悟。
三. 说教学目标1.知识目标：–掌握现在完成时态的构成、用法和辨析；–学会运用现在完成时态描述个人的成长经历。
2.能力目标：–提高学生的阅读理解能力，能读懂并理解文章内容；–培养学生的口语表达能力，能用英语谈论自己的成长过程。
3.情感目标：–让学生认识到成长过程中的变化和挑战，学会面对和克服困难；–培养学生的团队合作精神，学会与人分享和交流。
四. 说教学重难点•现在完成时态的构成、用法和辨析；•文章内容的理解和掌握。
•现在完成时态的运用，尤其是体现在日常交流中的运用；•对文章深层含义的理解，以及如何将文章内容与个人经历相结合。
五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中，自然地学习和掌握现在完成时态；2.运用情境教学法，创设各种情境，让学生在实际情境中运用英语；3.利用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高课堂效果。
牛津译林版英语九上Unit4《GrowingUp》(Integratedskills)说课稿
牛津译林版英语九上Unit 4《Growing Up》（Integrated skills）说课稿一. 教材分析《Growing Up》是牛津译林版英语九上Unit 4的一篇阅读文章，主要讲述了作者在成长过程中的经历和感悟。
文章通过叙述作者在学习、生活、人际关系等方面的变化，让学生了解到成长过程中的喜怒哀乐，以及如何面对困难和挑战。
本篇文章题材真实生动，贴近学生的生活实际，有利于激发学生的学习兴趣，提高他们的阅读理解能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够运用英语进行简单的交流。
但他们在阅读理解、词汇积累、语法运用等方面还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，充分调动他们的学习积极性，引导他们主动探究、合作学习。
三. 说教学目标1.知识目标：让学生掌握文章中的关键词汇和短语，理解文章的主旨大意。
2.能力目标：提高学生的阅读理解能力，培养他们运用英语进行交际的能力。
3.情感目标：引导学生正确面对成长过程中的困难和挑战，培养他们积极向上的心态。
四. 说教学重难点1.重点：让学生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：引导学生运用英语表达自己的观点，提高他们的阅读理解能力。
五. 说教学方法与手段1.任务型教学法：通过设定具体任务，让学生在完成任务的过程中学习英语，提高他们的实践能力。
2.情境教学法：创设生动有趣的情境，让学生在真实的环境中感受、体验英语。
3.合作学习法：引导学生分组讨论，培养他们的团队协作能力和沟通能力。
六. 说教学过程1.导入：通过谈论成长过程中的趣事，激发学生的学习兴趣，引入本课主题。
2.读前预测：让学生根据文章标题和插图，预测文章内容，培养他们的预测能力。
3.快速阅读：让学生快速阅读文章，回答简单问题，了解文章大意。
4.细节理解：让学生仔细阅读文章，回答细节问题，巩固所学知识。
5.小组讨论：引导学生分组讨论成长过程中的困难和挑战，以及如何应对。
Unit4Unit4易错考点专练课件牛津译林版英语九年级上册
( B )2. —It’s a little cold. Would you mind me
the
door? —Of course not. Go ahead.
A. open
B. closing
C. opening
D. close
二、根据汉语意思完成句子。
3. 我们总是惦念着朋友们。
Our friends are always on our mind .
4. 考虑再三之后,他别无选择只能改变主意。 After thinking twice, he had no choice but to change .
his mind .
5. 约翰尼下定决心戒烟了。 Johnny made up his
mind to give up smoking.
dying, die, dead, death的用法 易错点津：die v.死亡；dead adj.死的；dying adj.临终的、垂
—He’s
now. Thank you.
A. more healthier
B. much healthier
C. very healthier
D. healthiest
( C )4. It was very hot yesterday, but it is
today.
A. very
B. more
C. even
A. strong
B. stronger
Байду номын сангаас
C. strongest
D. the strongest
( C )2. —Do the twins look the same?
牛津译林版英语九上Unit4《GrowingUp》(reading2)说课稿
牛津译林版英语九上Unit 4《Growing Up》（reading 2）说课稿一. 教材分析《Growing Up》是牛津译林版英语九上Unit 4的一篇阅读文章。
文章通过讲述作者在成长过程中的两个经历，让学生了解成长过程中的困难和挑战，以及如何克服这些困难，从而培养学生面对困境的勇气和信心。
文章内容丰富，语言生动，贴近学生的生活，有利于激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语表达。
但同时，他们的阅读理解能力、思维能力和语言表达能力还需要进一步提高。
此外，学生在面对困难时，可能会缺乏自信和勇气，因此，本文的学习对于学生来说具有很好的启示意义。
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句型，理解文章的主旨大意。
2.能力目标：学生能够提高阅读理解能力，培养批判性思维。
3.情感目标：学生能够从文章中汲取成长的力量，树立面对困难的信心。
四. 说教学重难点1.重点：学生能够理解文章的主旨大意，掌握文章中的关键词汇和句型。
2.难点：学生能够运用批判性思维，对文章进行深入分析。
五. 说教学方法与手段1.教学方法：采用问题驱动法、情境教学法和小组合作学习法。
2.教学手段：利用多媒体课件、网络资源和纸质教材。
六. 说教学过程1.导入：通过展示一组图片，引导学生谈论自己的成长经历，激发学生的学习兴趣。
2.自主学习：学生阅读文章，回答相关问题，检测学生的阅读理解能力。
3.课堂讨论：学生分组讨论文章中的难点问题，培养学生的批判性思维。
4.成果展示：各小组展示讨论成果，教师进行点评和指导。
5.情感升华：引导学生从文章中汲取成长的力量，树立面对困难的信心。
6.作业布置：让学生撰写一篇关于自己成长经历的作文。
七. 说板书设计板书设计如下：1.文章标题：《Growing Up》2.关键词汇：困难、挑战、勇气、信心3.文章结构：两个成长经历4.教学目标：知识、能力、情感八. 说教学评价教学评价分为过程性评价和终结性评价。
牛津译林版9aunit4growingup教案
grow up.
and act it out. After 发 学 生 参 与 课
2.Teacher asks Ss to listen discussion, they give some 堂的积极性。设
to the comic strips and find advice to help Eddie grow 计 开 放 性 问 题
out Eddie‟s thought about up.
引导学 生积极
growing up.
Try to know the meaning 思 考 并 给 别 人
What‟s on Eddie‟s mind? of “on one‟s mind”.
提建议。
on one’s mind
If something /somebody is
and gives a question to Ss out the answer. They use 对话回答问题，
“How do Millie and Simon sentence “I like to learn 描述 Millie 和
like to learn about the about the world ... Simon 最喜欢的
3. Encourage Ss give on your mind, you are
advice to help Eddie grow worrying about them/it.
Step6 Production
up.
Teacher gives Ss a topic to Ss discuss in groups and 引 导 学 生 用 自
and lead in
牛津译林版九年级英语上册：unit4growingupreading2
• 3._______, he won the match at last.
பைடு நூலகம்
• A. In order to
• • • •
B. As a result C. Although D. Because of 4. At last, he succeed_____ the first in race. A.got B. in get • C. in getting D. on getting
Simon: When was Spud Webb born? 1963 David: He was born in___________. Simon: Was he very tall? much smaller than the other kids at David: No. He was__________ school. Simon: When did he became an NBA player? Davis: He_____ joined the Atlanta Hawks in 1985 and shortestplayer in the NBA at that time. became the ______ Simon: What was his proudest moment? David: He______ won the Slam Dunk Contest in 1986. Simon: Great! Spud proved that size and body type matter We can do almost anything really doesn’t________. if we never_________. give up
Paragraph 3 Spud was named player of the Year.
牛津译林版九年级英语上册 Unit 4 《Growing up.》Lesson 5说课稿
牛津译林版九年级英语上册 Unit 4 《Growing up.》Lesson 5说课稿一. 教材分析《Growing up》是人教版牛津译林九年级英语上册第五课的课题，这一单元的主题是青少年成长过程中的变化和挑战。
通过本节课的学习，学生能够了解到成长过程中的各种变化，包括身体和心理的变化，以及如何应对这些变化。
本节课的主要语言点是现在进行时态的运用，以及与成长相关的词汇和短语。
二. 学情分析九年级的学生正处于青春期的初期，他们开始经历身体和心理上的各种变化，对于这些变化他们可能感到困惑和不安。
因此，他们对本节课的主题会有强烈的共鸣，同时他们也具备了一定的英语基础，能够理解和运用一些基本的英语语法和词汇。
三. 说教学目标1.知识目标：学生能够掌握现在进行时态的用法，以及与成长相关的词汇和短语。
2.能力目标：学生能够用英语描述自己的成长过程和经历。
3.情感目标：学生能够理解并接受自己成长过程中的变化和挑战，培养积极乐观的人生态度。
四. 说教学重难点1.教学重点：现在进行时态的用法，以及与成长相关的词汇和短语。
2.教学难点：现在进行时态在实际语境中的运用，以及如何用英语表达自己的成长经历和感受。
五. 说教学方法与手段1.教学方法：采用任务型教学法，通过各种任务和活动，引导学生积极参与，提高他们的语言运用能力。
2.教学手段：利用多媒体教学资源，如图片、视频和音频等，帮助学生更好地理解和运用英语。
六. 说教学过程1.导入：通过展示一张青春期的图片，引导学生谈论自己成长过程中的变化和挑战。
2.新课呈现：通过一段关于成长过程的视频，介绍现在进行时态的用法，以及与成长相关的词汇和短语。
3.课堂活动：学生分组进行讨论，分享自己的成长经历和感受，然后进行小组汇报。
4.巩固练习：学生完成一些相关的练习题，巩固所学知识。
5.课堂总结：教师对学生的汇报和练习进行点评，总结本节课的主要内容和知识点。
七. 说板书设计板书设计包括现在进行时态的用法，以及与成长相关的词汇和短语。