九年级英语上册Unit2Topic3SectionB教案。
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课题
Unit2Topic3
SectionB
课型
Conversationpractice
时间
教学目标
三维目标
1.Reviewthecompoundsentenceswith“or”,“and”,“but”and“while”:2.Learnsomeusefulsentences:
(1)Wouldyouliketobeagreenerperson?
(2)First,yououghttoturnoffthelightswhenyouleavearoom.
(3)Easiersaidthandone.
(4)Well,actionsspeaklouderthanwords.
(5)MayIhaveyourattention,please?
3.Goonlearninghowtoprotecttheenvironment.
4.Reviewgivingadvice.
教学重难点
1.Learnsomeusefulsentences.2.Goonlearninghowtoprotecttheenvironment.
3.Reviewgivingadvice.
教学策略
学法指导
Listeningandspeaking,revision,discussion,pairwork,groupwork教学过程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）
设计意图
Step1.DutyReport
Askoneortwostudentsondutytogiveareport,theotherslistencarefullyandanswertheteacher’squestions.Step2.Review
1.Learnthenewwordsandphrasesbydiscussionandmakingsentences.E.g.oughttWeoughttoprotectourenvironment.oughtto=should
Easiersaidthandone.
Actionsspeaklouderthanwords.…
2.ReviseSectionAbyaction.Eg.
Lookatthisplasticbottle.It’semptyanduseless.Let’sthrowitaway.
Ss:Mr./Miss…,You’dbetternotthrowitaway.
T:Why?
Ss:Becauseitcanbereused.
T:(Showasoftdrinkcan)Hereisacan.It’snotuseful.S1,pleasethrowitoutofthewindow.
教学过程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）创设英语交际的平台。在应用中复习旧知识，学习新生词、词组及句型。
设计意图
S1:Sorry.Mr./Miss…,Ican’tdothat.Wemustprotectourenvironmentanditcanbecollectedandrecycled.
T:Whatagreenerperson!Oh,thelightisstillon.S2,wouldyoupleaseturnitoff?
S2:Sure.
T:It’sagoodhabittoturnoffthelightswhenyouarenotusingthem.Aboutprotectingtheenvironment,whatareothergoodhabits?Doyouknow?
S3:Wecanreducethewasteweproduce.
S4:Weshouldusebothsidesofpaper.
S5:Reuseplasticbagsratherthanthrowthemaway.…
T:Welldone.Thislesson,let’sgoontalkingabouthowtoprotectourenvironment.
Step3Presentation
1.TalkabouthowtoprotecttheenvironmentwithSs;
T:Boysandgirls,wehavetalkedabouthowtoprotectourenvironment.Wouldyouliketobeagreenerperson?
Ss:Ofcourse.
T:OK.Letmetellyouwhatweshoulddo.Weoughttosaveeverydropofwater.Wehadbetterwalkorrideabikewhilewe’retravelingashortdistance.Takeaclothbagorabasketinsteadofplasticbagswhenwegoshopping.
T:Everyoneshoulddoitlikethiseveryday,buteasiersaidthandone.
Wouldyoudoaswhatyousaid?
Ss:Yes./Sure.
T:Good.Butactionsspeaklouderthanwords.
WritedownthekeywordsandsentencesontheBb.
oughtto=shouldEasiersaidthandone.
Actionsspeaklouderthanwords.
2.Listento1aandanswerthequestions:①HowmanypiecesofadvicedoesJanegiveinthedialog?
②Doyouthinkit’seasytobeagreenerperson?3.Listentothetapeagain,andtellJane’sadvice.
First,yououghttoturnoffthelights…
教学过程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）创设语境，教学新单词，并通过听录音回答问题、找出重难点等形式呈现1a。
设计意图
Second,you’dbetterwalkorrideabikeinsteadof…
Third,takeaclothbagwhen…Payattentionto“oughtto”and“You’dbetter”.S1:Yououghttocleantheclassroom.
S2:You’dbetternotcutdownthetrees.
4.Read1acarefully,andfindoutthedifficulties.Thendiscussthemwithyourdeskmate.Eg.
Wouldyouliketobeagreenerperson?
It’ssoeasytobeagreenerperson.
It’s+adj+todosth.
Easiersaidthandone.
Actionsspeaklouderthanwords.
Step4Consolidation
1.Encouragethestudentstoretellthedialog.Eg.Michaelwouldliketobeagreenerperson.Janegiveshimthreepiecesofadvice.Shetellshimthatheoughttoturnoffthelightswhenheleavesaroom.Whenhewantstotravelashortdistance,he’dbetterwalkorrideabike,nottakeabusorataxi…
2.Talkabout1bandlearnhowtobeagreenerperson.Eg.T:Whatdothepicturesshowus?S:Fromaweknowthatweoughttosaveelectricity.…
3.Askthestudentstofinish1balone.Thenchecktheanswertogether.
4.Enlargethesenceofprotectingenvironment.Payattentiontoourdailylife.Therearemanygoodhabitstosaveenergyorprotecttheenvironment.Whatdoyouoftendotoimprovetheenvironmentinyourdailylife?Whocantrytotellus?
S:Takecareofthewildanimals.
S:Don’tcutdownthetrees.……
5.Makeanewdialogaccordingto1aand1b.eg.S9:Hi,S10.Wouldyouliketobeagreenerperson?
S10:Ofcourse,I’dloveto.ButwhatshouldIdo?
S9:First,reducewaste.Don’tbuybottlesorboxeswhichpeoplecanuseonlyonce.
S10:Oh,that’seasy.What’snext?
S9:Second,recycleboxesandplasticbottles.
S10:That’sright.
教学过程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）听力理解，训练听力技能及习惯。让学生仔细阅读1a内容并找出重难点和同桌讨论，教师巡视，了解共性问题并讲解。可简单复习不定式的用法。引导学生进行拓展，总结更多的日常环保行为。
设计意图
Step5Practice
1.Leadin2abyaskingandanswering.2.Read2aagainandfillintheblanksbelow:
Whattime
Wheretogo
Howtogo
WhattodoChecktheanswerbystudents.3.Listentothetapeandrepeatit.Atthesametime,drawalineunderthenewwordsandimportantpoints.MayIhaveyourattention,please?4.Showanewtableandaskthestudentstomakeupanewdialog:
Whattime
9:00a.m.
Wheretomeet
Outsidetheschoolgate
Howtogo
Bybus
Lunch
Takefoodanddrinkbyyourselves
Whattodo
Planttrees,collectgarbage
Lookattheform,writeanoticeforTreePlantingDay,thenreportitinfrontoftheclass.Youhavethreeminutestowrite.OK!Let’sbegin!
Asksomestudentstosharetheirpassageswiththeothers:TomorrowisMarch12th.It’sTreePlantingDay.WedecidetogototheWestHilltoplanttrees.Ihopeeveryoneinourclasswilltakeanactivepartintheactivity.
Wewillmeetoutsidetheschoolgateat9:00inthemorning.Thenwe’llgotherebybusandbethereatabout13:00.Soremembertotakefoodanddrinkbyyourselves.Intheafternoonwe’llplanttreesandcollectthegarbage.Therewillbealotofworktodotomorrow,somakesureyouhaveagoodresttonight.Seeyoutomorrow.
That’sall.Thankyou.
Step5Project
1.T:Lookattheobjectsin2c.Whichcanberecycled,reusedorreduced?Now,pleaseworkinpairsandtrytosortthem.
2.Homework:
Writeanarticleabouthowtosaveenergy.
创设语境，教学生词，采用多种阅读形式，呈现并完成2a。
学生探究、讲解知识点，并帮助学生掌握口头通知的要点。
让学生通过对日用物品的科学分类，增强环保意识，争做绿色环保使者。
教学反思（教学随笔）这节课既有对话学习又有阅读理解，重点是对话理解应用，主要通过创设情景引导学生感知、理解、应用英语句型来谈论环保知识，用动作感知英语，用行为教育学生。寓德于教，使德育得到提升的同时，智育也得到发展。板书设计：
Wouldyouliketobeagreenerperson?
SectionB
oughttoWouldyouliketobeagreenerperson?
travelashortdistanceIt’ssoeasytobeagreenerperson.
Clean-upDayEasiersaidthandone.
It’s+adj+todosth.Actionsspeaklouderthanwords.
精选阅读
九年级英语下册Unit6Topic2SectionB教案(仁爱版)
SectionB
SectionBneeds1period.SectionB需用1课时。
Themainactivitiesare1aand2.本课重点活动是1a和2。
Ⅰ.Aimsanddemands目标要求
1.Reviewobjectclausesandattributiveclauses.
2.Goontalkingaboutartistsandtheirworks.
3.Learnaboutpaintingsathomeandabroad.
4.Learntowriteastory.
Ⅱ.Teachingaids教具
录音机/图片/小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
复习并学习对画的分析与赏析，学会用英语表达。
1.(拿出事先准备好的三幅属于不同种类的图画，师生问答，复习对图画的分类。)
(1)(拿出达芬奇的《蒙娜丽莎》，本图画属于肖像。)
T:Whosepaintingisit?
Ss:It’sLeonardodaVinci’s.
T:Whattypeofpaintingisit?
Ss:It’saportrait.
(2)(然后学生之间对话。)
T:Pleasetalkaboutpicture2andpicture3
inpairs.
(教师指导。)
2.(继续引导学生说出这三幅图的作者的艺术风格，并复习Thatisthereasonwhy...表示原因的定语从句。目的是为后面的描述艺术风格作铺垫。)
(1)(达芬奇的画)
:ThisisLeonardodaVinci’sMonaLisa.He
showsthebeautyofthefemale.Thatisthe
reasonwhyIlikeit.
(2)(张伟明的山水画)
T:ThisisZhangWeiming’slandscape.Heshowshislovetolifeinthegreatmountains.ThatisthereasonwhyIlikeit.
(3)(齐白石的国画)
T:ThisisQiBaishi’spainting.Heshowsdeeplovetohislife.ThatisthereasonwhyIlikeit.
(鼓励学生自己用Thatisthereasonwhy…说出这三幅图的艺术风格。)
3.(展示顾恺之的风景画，对其艺术风格进行描述，为下一步的复述作准备。)
T:ThisisGuKaizhi’slandscape.What’shisstyle?
(让学生用自己的话进行描述。)
S1:Thesceneinhispictureisbeautiful.
S2:Thecolorsarenotsobright.
S3:Thepeoplearequiet.
...
T:Heisgoodatpaintingfigures.Dothelandscapesinhisworkslookattractive?
Ss:Yes.
(教师总结并板书课本上所出现的描述其艺术风格的语句。)
Andthelandscapesinhisworksalsolookattractive.
T:What’sGuKaizhi’sstyle?
Ss:Hepaintedbeautifullandscapesandpeople.
4.(展示凡高的风景画，对其艺术风格进行描述，为下一步的复述作准备。)
T:ThisisVincentvanGogh’slandscape.What’shisstyle?
(让学生们用自己的话进行描述。)
S4:Thesceneisaboutcountryside.
S5:Thecolorsareverybright.
S6:Theskyissoblue.
S7:...
(教师总结，并板书课本上所出现的描述其艺术风格的语句。)
T:Healwaysexpectedthatpeoplelivedinasimpleandhappylife.Sohispaintingsexpressstrongfeelings.Alsohispaintingsareverylivelywithcolors.
…,VincentvanGogh’sworksusuallyexpressstrongfeelings.
VincentvanGogh’spaintingsareverylivelywithbrightcolors.
(为了让学生们在问及艺术家的艺术风格时能够进行完整的问答，把同学们分成两大组，第一组问，第二组答，然后交换角色进行练习。)
Group1:What’sVincentvanGogh’sstyle?
Group2:Hispaintingsexpressstrongfeelings.Hispaintingsareverylivelywithbrightcolors.
(交换)
Group2:What’sVincentvanGogh’sstyle?
Group1:Hispaintingsexpressstrongfeelings.Hispaintingsareverylivelywithbrightcolors.
Step2Presentation第二步呈现(时间:5分钟)
学习1a。
1.(设置听力任务。让学生带着任务听录音，将问题呈现在小黑板上。)
T:Listentothetape,please.Don’tlookatyourbooks.Trytoanswerthequestions.
(1)What’sthedifferencebetweenGuKaizhi’sandVincentvanGogh’sstyles?
(2)WhatdoesSteveprefer,landscapeorportraitpaintings?
(听录音，回答问题。)
(因为这两个问题有一定的难度，如果需要，可再听一遍。)
(板书画线部分，为复述两个艺术家的情况做基础。)
GuKaizhi:ThewayheshowsthingsinthedistanceisdifferentfromthewayVincentvanGoghdoes.
Step3Consolidation第三步巩固(时间:10分钟)
巩固1a，完成1b。
1.(教师放录音，让学生跟读。在这一过程中让学生画出对两位艺术家进行描述的句子。)
T:Followthetapeandunderlinethesentencesthatdescribethetwoartists.
2.(学生自读，准备描述两位艺术家。)
T:Readbyyourselvesandpreparefordescribingtheartists.
3.(学生用课本上的句子及其所知道的内容对两位艺术家进行描述。)
T:Pleasedescribethetwoartistswithwhatyouknowaboutthem.
(首先教师用问题提示学生，引导他们说出所知道的内容。)
T:WherewasGuKaizhifrom?
Ss:HewasfromChina.
T:Whichdynastydidhelivein?
Ss:HelivedintheTangdynasty.
(教师总结两句话所描述的意思。)
T:GuKaizhiwasaChinesepainterwholivedintheTangdynasty.
(继续提问学生，引导学生说出其他内容。)
T:WhatishecalledinChina?
Ss:Heisconsideredtobethefatheroflandscapepaintings.
T:Whatdidhepaintinhispaintings?
Ss:Hepaintedbeautifullandscapeandpeople.
(教师带领学生总结以上内容，系统地描述顾恺之的情况。)
TSs:GuKaizhiwasaChinesepainter.HelivedintheTangdynasty.Heisconsideredtobethefatheroflandscapepaintings.Hepaintedbeautifullandscapesandpeople.
(如此重复两次，使同学们都能够对其进行描述，然后抽查两个同学以检验效果。)
T:I’llasktwostudentstodescribehim.
S1:...
S2:...
(用相同的方法对凡高进行描述。)
4.(小组讨论，完成1b。)
T:PleaseworkingroupstotalkaboutGuKaizhiandVincentvanGogh，andthenfillintheblanks.
5.(两人一组，讨论以下问题。)
(教师板书)
(1)Whosepaintingsdoyouprefer,GuKaizhi’sorVincentvanGogh’s?Why?
(2)Describeyourfavoritepicturein1awithafewsentences.Whatisitinthepicture?Whatcolorscanyousee?
(3)DoyouagreewithStevethatlandscapesaremorebeautifulthanportraits?Whyorwhynot?
T:Pleaseworkinpairsandreportyourideastoothers.
(学生们讨论以后，让两组同学站起来向全班汇报。)
T:I’llasktwopairstogivetheirideastoothers.
Step4Practice第四步练习(时间:10分钟)
完成2和3。
1.(进行3，让学生们拿出自备的图画，借助以下问题进行讨论，板书问题。)
(1)Whosepaintingisit?
(2)Whattypeofpaintingisit?
(3)Whatisitinthepicture?
(4)Whatcolorsdoesthepainteruse?
(5)What’sthepainter’sstyle?
T:Pleasetakeoutyourownpicturesandtalkaboutthem.Youcanusetheabovequestionstohelpyou.
(讨论完毕之后，找两组学生指着自己手中的图以问答的方式向其他学生作汇报，每做完一组后，教师要求其他学生对他们进行补充。)
T:I’llasktwopairstotalkabouttheirpictures.
2.(让学生们各自画出自己的图画，交给同伴加以描述，再由作者本人进行补充说明。完成3。)
T:Pleasedrawyourownpictures.Thengiveittoyourpartner,lethe/shedescribeit.Afterthat,youcanaddsomethingtohisorherdescription.
(为了帮助学生们顺利描述同伴的图画，教师可先描述其中一幅作为示范。)
3.(完成2。)
T:Listentothetapetwice,please.Fillintheblanks.
Step5Project第五步综合探究活动(时间:5分钟)
完成4。
1.(完成4。)
T:Lookatthepicturesof4onpage36.Talkaboutthemingroups.Thenchooseoneofthemandwriteastory.
(教师向学生讲解此类作文应注意的事项，要求学生写出故事发生的时间、地点、人物、起因、经过和结果。)
2.(让学生们讨论一些文学作品，说出它们的作者、写作风格，最喜欢的人物形象及其特点，为下一节课的内容打下基础。)
T:Let’smakeachart,findtheinformationtofillinit.Whichbookdoyoulikebest?Whoisyourfavoritecharacter?Whatarehis/hercharacteristicsandwhat’sthewriter’sstyle?
NameYourfavoritecharacterCharacteristicsWriterStyle
3.Homework
Findasmanybooksasyoucan.Findoutthemaincharacters,theircharacteristicsandthewriters’styles.
九年级英语下册Unit6Topic3SectionB教案(仁爱版)
SectionB
Themainactivitiesare1a,2aand2c.本课重点活动是1a，2a和2c。
Ⅰ.Teachingaimsanddemands教学目标
1.Masterthenewphrase:
toone’sjoy
2.Gooverthepresentperfecttense:
(1)MaybeIhavedonesomethingsthathurtyourfeelingsinthepastthreeyears.
(2)I’vecertainlyforgotteneverythinglikethat.
3.Learntomakeanapology:
(1)Ibegyourpardon.
(2)Youdon’tneedtosaysorry.
4.Practicemakingaspeechatthegraduationceremony.
Ⅱ.Teachingaids教具
磁带/录音机/写有阅读任务的小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
1.(复习上节课功能话题，现在完成时态和其他一些时态的综合运用。)
T:Boysandgirls,gladtoseeyouagain.
Ss:Gladtoseeyou,too.
T:Ourgraduationiscoming.Whatwillyoudoforit?
S1:Imuststudyhardforthefinalexamination.
S2:Iwillbuysomegiftsformygoodfriends.
S3:Iwillmakesomecardsformyclassmatesanddesignsomebeautifulflowersandwordsontheblackboardfortheceremony.
T:Great!Now,pleaseworkinpairsanddiscusswhatyouhavedoneforgraduation.
(学生互相讨论，复习现在完成时态的用法。教师尽量引导学生复习含有完成时态的陈述句、疑问句及其回答。)
T:S4,couldyoutelluswhatyouhavedone?
S4:Ihavetakensomephotostosendtomygoodfriends.S5andIhavepreparedaprogramforthegraduationceremony.
S5:Yes,wehavepractisedtheprogramforalongtime.
T:That’sgreat.Mostofyouhavepreparedfortheexamination,haven’tyou?
Ss:Yes,wehave.
T:It’ssosmartofyoutodoso.
2.(导入新单词和短语。)
T:Tomygreatjoy,mostofyouarestudyingsohard.Here“toone’sjoy”means“whatmakesonehappy”,thatistosay，inChinese,“使某人高兴的是……”,foranotherexample,tohisgreatjoy,hehaspassedtheexamination.Whocanmakeasentencewiththephrase?
S6:Tomygreatjoy,Ihavesuchateacherasyou.
S7:Toourjoy,wehavelearntnotonlyhowtostudy,butalsohowtobeaman.
T:Wonderful!Ithinkonceyouworkhard,you’llachieveyourdream.“Achieve”heremeans“realize”,“achieveyourdream”meansthatyourdreamwillcometrue.Wealsocansay“achieveone’sgoal,achievesuccess...”
(板书划线内容。标出新单词的音标，领读几遍。)
toone’sjoyExample:Tohisgreatjoy,hehaspassedtheexamination.
achievev.Example:achieveone’sdream,achieveone’sgoal,achievesuccess(取得胜利)
T:Pleasemakeasentencewiththeword“achieve”.
S8:Ifwewanttoachieveourdream,wemustworkhard.
S9:Hehasfinallyachievedsuccess.
T:Thankyou.Youaregreat!Now,let’sgooversomephrases.Therearesomesentences.Pleasechooseaproperphraseorwordtocompletethem.Pleasecomehereandwriteyouranswersontheblackboard,S10.
(呈现写有下列内容的小黑板。此项活动复习已学单词，短语，激活旧知识，为课文理解作铺垫。)
Fillintheblankswithawordorphraseinaproperwaytocompletethefollowingsentences:
toone’sjoy,realize,enjoyoneself,getalongwell,goon,thanksto.
(1)myclassmates’advice(建议),Ihavemadesogreatprogress.
(2),ImetanoldfriendinBeijing.
(3)Workhard,andyouwillyourdreams.
(4)Theseyears,wewitheachother.
(5)Attheclassget-together,theyhadagoodtimeandverymuch.
(6)Havingarest,wewritingourcomposition.
(学生单独做作业，随后讨论并修改。教师给出学生在作业中的典型问题。)
T:Boysandgirls,discusstheanswersontheblackboardandthenlet’scheckthemtogether.
Theanswersare:1.Thanksto2.Tomyjoy3.realize4.getalongwell
5.enjoyedthemselves6.wenton
Step2Presentation第二步呈现(时间:12分钟)
1.(进入1a部分。)
T:TurntoPage43.Lookatthepicture.KangkangandMichaelaretalkingaboutsomething.Listentothetapeandlearnwhattheyaretalkingabout.Therearesomequestionsforyouafterlistening:
(播放本部分教材内容磁带。老师板书下列问题。)
(1)WhowillgobacktoAmerica,KangkangorMichael?
(2)HasKangkangdoneanythingthathurtMichael’sfeelings?
WhatdoesKangkangsay?
(3)Whataretheygoingtoremember?
T:Now,haveyoucaughtthedialog?
Ss:Yes,wehave.
T:Great!Turntothetaskontheblackboard.Question1.S1,pleasegiveyouranswer.
S1:MichaelwillgobacktoAmerica.
T:S2,areyousureaboutquestion2?
S2:Yes,hehas.Hesays“Ibegyourpardon”.
T:Youareright.“Ibegyourpardon”heremeans“Iamsorry”or“Ibegyoutoforgiveme”.Whenyoucan’tcatchsomebody,youalsocansay“Ibegyourpardon”.Itmeans“Idon’tunderstandyouandpleaserepeatit”.
Ibegyourpardon.
(板书划线部分。)
T:Let’sturntoquestion3.S3,couldyougivetheanswertoit?
S3:Theywillrememberallthegoodtimetheyhavehadtogether.
2.(进入1b部分。)
T:Allright.Readthedialogandmakesureofyouranswers.
Group1andgroup2actasKangkang,group3andgroup4actasMichael.One,two,three,go!
(根据班上座位的编排情况把学生分成两组，分角色朗读。)
T:Now,youhavetofinishataskaloneaccordingtothedialog.
Turnto1bonPage43.Fillintheblanksandfinishitassoonaspossible.
(学生独立作业。)
T:S4,couldyougiveyouranswers?
S4:Allright.MichaelisgoingbacktoAmerica.Kangkangwillmisshimalot.Inthepastthreeyears,maybehehasdonesomethingsthathurtMichael’sfeelings.Heisreallysorryforthat.ButMichaelsayshewillrememberallthegoodtimesthey’vehadtogether.
Theanswersare:miss,hasdone,feelings,sorry,willremember
T:Class,whatdoyouthinkofhisanswers?
Ss:Weagreewithhim.
(教师呈现写有阅读任务的小黑板。)
Howtheyfeels
Whattheygot
Whattheywilldo
T:Lookattheforms.Pleasediscusswithyourpartnerthethreepoints:(1)Howtheyfeels?(2)Whattheygotduringthethreeyears?(3)Whattheywilldo?
(学生展开讨论,随后汇报结果。老师填写关键词及短语。)
T:S5,pleasefindthewordsandphrasesshowingtheirfeelings.
S5:I’lltry.(1)excitedandhappy(2)afantasticthree-yeartime
(3)ahappyfamily(4)manyunforgettablememories
(5)tomygreatjoy(6)love
T:Sowonderfulofyou!S6,couldyoufinishthenext:whattheygot?
S6:OK.(1)learntalotfromothers(2)gotalongwellwithfriends
(3)wontheprizeof“ExcellentStudent”(4)receivedalotofpraise
T:Thankyou,S6,youarethesamegreat.Thelasttask:whowilltry?
S7:Letmetry.(1)saygood-bye(2)remember...
(3)goonworkinghard(4)comebacktoschool
(把划线部分填入表格。使学生清楚地了解文章的具体内容。)
T:Thankyou,S7.Sowonderful!
Step3Consolidation第三步巩固(时间:8分钟)
1.(听磁带模仿语音、语调。)
T:We’velearntwhatthespeechsays.Now,listentothetape.Payattentiontoitspronunciationandintonation.
(播放课文磁带。)
T:Areyousureyouhavenoproblemsaboutthetest?
Ss:Yes,weare.
2.(开展任务型活动，帮助学生进行语音、语调练习，加深对句子的理解。)
(进入2b部分。)
T:I’llcheckhowyougraspthetext.Turnto2bonPage44,choosethesimilarmeanings.Atfirst,finishthepartalone.
(学生独立作业。)
T:Finished?
Ss:Yes,wehave.
T:OK.S1,readthefirstsentenceandchoosethesimilarword.
S1:Allright.WehavehadthreefantasticyearsinRen’aiInternationalSchool.Wecansaywehavehadagreatthree-yeartime.SoBisright.
T:Youareright.S2,tryNo.2.
S2:Ihavemanyunforgettablememories.“unforgettable”means“hardtoforget”.SoAisright.
T:...
(教师按此方法完成3-5题。让学生借此练习自己的发音。)
3.(活动二。整合文章内容。练习学生的语音、语调，进一步加深对文章的理解。)
T:Therearesomequestions.Couldyouanswerthemaccordingtothetext?
(教师板书划线部分内容，同时给学生一些思考的时间。)
1.Whyisshefeelingsoexcitedandhappy?
2.Whathasshegotduringthethree-yeartime?
Ss:Letustry.
T:Question1:Whyisshefeelingsoexcitedandhappy?S3,please.
S3:Becauseshewillgraduatefromtheschoolsoon.Shethinksofwhatshehashadandwhatshewilldo.
T:Wonderfuljob!
Question2:Whathasshegotduringthethree-yeartime?
Whowilltrythistask?
(让学生自愿举手。)
T:OK.S4,please!
S4:Shehaslearntalotfromherteacherandherfriend.Shehaslearnedthatifshewantstosucceed,shemuststudyhardatfirst.
T:Youaresowonderful!
Step4Practice第四步练习(时间:5分钟)
(进入课文2c部分。)
T:Justnow,wehavelearntaspeechandwediscussedhowtomakeaspeech.Now,we’lldiscusswhatyouaregoingtospeakatthegraduationceremony.Atfirst,discusswithyourpartner,thenmakealistofwhatyouwillspeakinarightorder.
(学生开始讨论，要求他们列出讨论结果。)
T:Stop!Areyousureaboutyourspeech?
Ss:Yes.
T:S1,pleasegiveyourlistofwhatyouwillsay.
S1:OK.Iamgladto.
(1)Myfeeling.
(2)Thereasonsformyexcitementandhappiness.
(3)WhatI’velearntanddoneduringthethreeyears.
(4)Themostmovingevent.
(5)Myplanforthefuture.
(教师根据情况可另外让1-2名学生陈述。)
Step5Project第五步综合探究活动(时间:5分钟)
1.(练习写毕业典礼演讲稿。)
T:Ithinkmostofyouhavepreparedforwritingaspeech.
Now,writeitonyourexercisebook.Therearesomerequirementsforyou.
(1)先列出纲要。再写正文。
(2)文章中尽量能运用已学或你收集的谚语或俗语。如:
①Wherethereisawill,thereisaway.
②It’sthethoughtthatcounts.
③Nopains,nogains.
(3)词数:80-100。
2.Homework
Thinkoftheactivitiesreferredtointhetext.Whichonesdoyouthinknotgoodforus?Showyourreasons.
九年级英语上册Unit3Topic1SectionC教案
每个老师需要在上课前弄好自己的教案课件，大家在认真写教案课件了。对教案课件的工作进行一个详细的计划，才能对工作更加有帮助！有多少经典范文是适合教案课件呢？以下是小编为大家精心整理的“九年级英语上册Unit3Topic1SectionC教案”，仅供参考，欢迎大家阅读。
课题
Unit3Topic1SectionC
课型
Readingpractice
时间
教学目标
三维目标
1.Learnsomenewwordsandphrases:tongue,mothertongue,state,speaker,communicate,conference,tourist
2.Goonlearningthesimplepresentpassivevoice:
Ofalltheselanguages,Englishisthemostwidelyused.
3.LetthestudentsknowthewideusesofEnglishintheworld.
教学重难点
1.Goonlearningthesimplepresentpassivevoice:2.LetthestudentsknowthewideusesofEnglishintheworld.
教学
策略
学法
指导
Readingcomprehension,revision,discussion,pairwork,groupwork教学过程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）
设计意图
Step1.DutyReport
Askoneortwostudentsondutytogiveareport,theotherslistencarefullyandanswertheteacher’squestions.Step2.Review
1.Learnthenewwordsandphrasesbydiscussionandmakingsentences.E.g.mothertongue,communicate,tourist…2.Retell2a,SectionBwiththehelpofthekeywords.
onbusinessingeneralhavenotroubledoingsth.
onceinawhiletranslateandexplain3.Checkthehomework,asksomestudentstotalkaboutEnglish.T:WhenandwheredopeopleuseEnglish?
S1:IwillhavelongconversationswithAmericansinEnglish.
S2:IwilluseEnglishifItakepartinaninternationalmeeting…
S3:Mostoftheworld’sscientistsreadinEnglish.
S4:Englishisusefulwhenyougoabroad.…Step3Presentation
1.ShowapictureofaninternationalconferencewithEnglishandtalkaboutit.Eg.
教学过程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）
复习上节课的语言项目，为导入新课作准备。为学习新课作准备。
展示图片，创设情景对话，
设计意图
T:DoyouknowwhichlanguageisspokenastheirmothertongueinFrance?S1:French.
T:WhichlanguageisspokenastheirmothertongueinChina?
S2:Chinese.
T:Lookatthispicture.Canyoutellmewhattheyaredoing?
Ss:Theyarehavingameeting.
T:Yes.Theyarehavinganinternationalconference.
T:Whichlanguageisthespeakerspeaking?Canyouguess?
Ss:Yes.IthinkheisspeakingEnglish.
T:Englishisspokeninmanycountries.Itbecomesaninternationallanguagetoday.MoreandmorepeopleuseEnglishtocommunicateontheInternet,phonesandintheletters.It’sausefultoolforthepeoplefromallovertheworldtocommunicatewitheachother.ItisspokennotonlyintheUnitedKingdom,theUnitedStates,butalsoinChinaandmanyotherplaces.MoreandmoreChinesepeoplearepracticingspeakingEnglish.
T:IsEnglishspokenbythelargestnumberofpeopleintheworld?
Ss:Yes.
T:Idon’tagreewithyou.ChineseisspokenasthefirstlanguageinChinawhichhasthelargestpopulationintheworld.SoChineseisspokenbythelargestnumberofpeopleintheworld,andEnglishisthemostwidelyusedintheworld.Englishisusefulinmanydifferentfieldsoflife,suchasbusiness,airlines,technologyandtourism.TouristsalsospeakEnglishwhentheygoabroad.Inaword,Englishisthemostwidelyused.Itplaysanimportantpartinourlife.
WriteontheBb:
tourismtourist
Chineseisspokenbythelargestnumberofpeopleintheworld.
Englishisthemostwidelyusedintheworld.
2.Listentothetapeandwritedownthecorrectnumbersinthebrackets.
EnglishAroundtheWorld
(1)()peoplespeakEnglishastheirmothertongueintheworld.
English(2)Over226millionpeoplespeakEnglishin
Is(3)Englishisalsolearnedasaforeignlanguagein.
used.(4)About()oftheworld’sscientistsreadinEnglish.
(5)About()usersoftheInternetcommunicateinEnglish.
教学过程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）在互动中让学生了解英语的重要性，同时学习生词。借助表格训练学生的听力理解能力及阅读能力。
设计意图
(1）Listentothetapeandfillintheblankswithnumbers.(2)Readthepassage,fillinthenamesofcountriesandanswerthepre-readingquestions.(3)Askandansweraccordingtothetableabove.Eg.Nowlookattheformandanswermyquestionswithpassivevoice.HowmanypeoplespeakEnglishastheirmothertongue?
S3:Englishisspokenastheirmothertonguebyover400millionpeople.
T:InwhichcountriesEnglishisspoken?
S4:IntheU.S.A.…
T:SoEnglishisthemostwidelyused,isn’tit?
Ss:Yes,itis.
3.Read1aagain.Thenfinish1b.Step4Consolidation
1.Encouragethestudentstoreadthepassageagainandpickupthekeypoints,thendiscuss:eg.thenumberofThenumberofthestudentsinourclassis60.
anumberof=many/lotsofAnumberofstudentsaredoingsomecleaning.
twothirdsof
another+数词
moreandmoreimportant2.Encouragethestudentstoretellthepassageaccordingto1b:Workingroupsof4-6persons,thenasksomeofthemtoretellitinSolitairestyle.Summarize:Englishisreallyveryimportant.YoumuststudyEnglishhardfromnowon.
Step5Practice
1.Listento2,finishit,thenchecktheanswers.2.DiscussingroupswhereEnglishisused.(1)Lookatthepicturesin3anddiscuss.(2)Discussingroupsaccordingtothetablebelow.
Where
What
Meaning
building
Exit
安全出口
square
Parking
停车场
教学过程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）学生精读1a，并根据1b提供的数字复述1a，培养学生的概括能力和表达能力。
复述课文。分组活动，每组5~6人，以接力赛的形式复述课文。最后选本组较好的2~3人把课文复述完整，表扬优秀，鼓励后进。听2录音，完成2和3。让学生进一步认识到英语在我们日常生活中的重要性。
设计意图
Step6Project1.DiscussingroupswhereEnglishisusedaroundyou.(1)Collectallthesigns.
BeQuiet.Don’tLitter.NoPhotos.NoSmoking.…
(2)Makecardswiththesigns.(3)Showthecards,askandansweraboutthem:Example:NoPhotos
S1:Whatdoesthissignmean?
S2:Itmeansyoucan’ttakephotosthere.
S1:Wherecanthissignbeput?
S2:Itisusuallyputinthemuseums.
2.Homework:
ListfivereasonstoexplainwhywestudyEnglish.讨论生活中英语被广泛应用的例子以及学习英语的重要性。教学反思（教学随笔）
1、对于英语学习来说，本节课内容是寓德于教的范本，我们可以大力宣传英语的重要性，要引起学生的重视并能激发那些对英语不感兴趣的学生改变态度，去努力学好英语。
2、本节课是阅读课，培养学生的阅读能力是重点之一。主要通过听磁带、阅读后填写表格、读后问答等活动加强理解，培养学生的概括能力和表达能力。
3、为了突出本课教学内容，导入部分用了大量的英语创设情景，对中下学生来说必定会难以理解，所以要注意语速并适当地加以汉语解释。板书设计：
Englishiswidelyspokenthroughouttheworld.
SectionC
mothertongueChineseisspokenbythelargestnumberofpeopleintheworld.
thenumberofOfalltheselanguages,Englishisthemostwidelyused.
anumberof
twothirdsof
