仁爱版九年级英语上册Unit3Topic1SectionA教案。

教案课件是老师不可缺少的课件，大家在认真写教案课件了。只有写好教案课件计划，这对我们接下来发展有着重要的意义！有多少经典范文是适合教案课件呢？为满足您的需求，小编特地编辑了“仁爱版九年级英语上册Unit3Topic1SectionA教案”，供您参考，希望能够帮助到大家。

课题

Unit3Topic1SectionA

课型

Conversationpractice

时间

教学目标

三维目标

1．Masterthenewwordsandusefulexpressions:

(1)Ican’twaittoflythere!

(2)You’llhaveagoodchancetopracticeEnglishthere.

(3)Tryyourbestandworkmuchharderfromnowon.

2．Helpthestudentstolearntheusageofpresentsimplepassive.

(1)Disneylandisenjoyedbymillionsofpeoplefromallovertheworld.

(2)Englishiswidelyspokenaroundtheworldnow.

(3)Itisalsospokenasasecondlanguageinmanycountries.

3．TalkaboutthewideusageofEnglish

教学重难点

1.Learntheusefulsentences.

2.Helpthestudentstolearntheusageofpassivevoice.

教学

策略

学法

指导

revision,discussion,pairwork,groupwork

教学过程

设计意图

Step1.DutyReport

Askoneortwostudentsondutytogiveareport,theotherslistencarefullyandanswertheteacher’squestionsaccordingtothereport..Step2.Review

1.Learnthenewwordsandphrasesbydiscussionandmakingsentences.E.g.

bepleasedwithJim’smotherwaspleasedwithhimbecausehepassedtheexam.fromnowonI’llworkhardatEnglishfromnowon.…

Letstudentslookattheverbsonthecardsandrevisethepastparticiplesofthesewords.eg.T:Doyouknowthesewords?Ss:Yes.T:OK!Tellmethepastparticiplesofthesewords.Canyoutellmethepastparticipleof“speak”?S1:Yes.It’s“spoken”.T:Canyouspellit,please?S1:Yes.S-P-O-K-E-N,spoken.

T:Good!Sitdown,please!…

2．Reviseandlearntheusageofpresentsimplepassive.Eg.

教学过程

呈现一些写有动词的卡片，复习过去分词，动词的选用要能体现过去分词的多种变化规则。

设计意图

Whichlanguageisourmotherlanguage?

S2：It’sChinese!

T:S2,canyoutellmeyourfavoritelanguage?

S2:IlikeChinesebest.

T:Whataboutyou,S3?

S3:IlikeEnglishbest.

T:Yes.Englishiswidelyspokenaroundtheworld,butChineseisspokenbythelargestnumberofpeople.Whatdoweuselanguagesfor?Weusethemtocommunicate.

Step3Presentation

1.TalkaboutPicture1:

T:Whatarethestudentsdoing?

Ss:They’replantingtrees.

T:Yes,they’replantingtrees.Doyouknow

whentoplanttrees?

Ss:OnMarch12th./InMarch./Inspring.

T:TreesareplantedonMarch12th.

2.1.TalkaboutPicture2:

T:Whataretheydoing?

Ss:TheyaretakingpartintheOlympicGames.

T:DoyouknowwhentoholdOlympicGames?

Ss:Everyfouryears.

T:Yes.OlympicGamesisheldeveryfouryears

3.Showthetablebelowanddiscussit:

CubaGreatBritainJapan

AustraliaChinatheU.S.A

T:IsEnglishspokeninCuba?CanyoutellmeinwhichcountrypeoplespeakEnglish?Discusswithyourpartnerscarefully.Workinpairs,thenasksomepairstoactitout:

T:IsEnglishspokeninGreatBritain?

S4:Yes,itis.

T:Good!S5,isEnglishspokeninJapan?

S5:No,itisn’t.…

4.Summarizethesentenceswithpassivevoicebystudents:

Disneylandisenjoyedbymillionsofpeoplefromallovertheworld.

(1)be+pastparticiple+by

Englishiswidelyspokenaroundtheworldnow.

(2)be+pastparticiple+around

教学过程

教师展示图片1，图片上画了一些学生种树的场景，引导学生用被动语态的句子去对话。

教师可以给学生提供一些动词，让学生自己造出含有被动语态的句子，或者让学生随意造出含有被动语态的句子，读给大家听。对于做得较好的同学，教师提出表扬，对于存在的错误，应给学生指正。

设计意图

Askthestudentstomakesentencesbythemselvesaccordingtothesentencepatterns.

Manypeopleplanttreesintheirgardens.Treesareplantedinthegarden.

Peoplegrowteainourarea.Teaisgrownbypeopleinourarea.

Let’sdosomeexercisesinthetablesbelow:

Activevoice

Passivevoice

1.Peoplegrowriceinthesouth.

Riceisgrowninthesouthbypeople.

2.Peoplekeepdogsathome.3.Muchrubbishpollutestheriver.4.PeopleloveDisneyland.5．Listentothetapeandrepeat,payingattentiontothesentenceswiththepresentsimplepassive.

6.Studentsreadthedialogandanswersomequestions:

(1)WherewillWangJunfengandhisparentsvisit?

(2)Whichlanguageiswidelyspokenthroughouttheworld?

7.Readthedialograpidly,andfindoutthekeypointsandthedifficulties.

Thensolvethemtogether.

(1)Disneylandisenjoyedbymillionsofpeoplefromallovertheworld.

(2)Englishiswidelyusedthroughouttheworld.

(3)Guesswhat!

(4)can’twaittodosth.

(5)haveagoodchancetodosth.…

Step4Consolidation

1.Read1aagainandfinish1b.Thenchecktheanswersandread1btogether.

2.Read1aingroups,thenactitoutinroles.

3.Retellthedialog.

4.Listento2andfinishitalone,thenchecktheanswers.

DoyouknowwhocreatedMickeyMouse?ItisWaltDisney.Itissaidthatheusedtositinthefamilygarageanddrewpictures.Onedayhesawamouse

comeintothegarageandplay.Atlasthedrewamouseandhewaspleasedwithit.

Step5Practice

1.Encouragethestudentstosumuptheformsofpresentsimplepassive.

be(am,is,are)+p.p.2.Practice3a.orally.Thenaskthestudentstomakemoresimilarsentences.

3.Givethestudentssomeexamplesfirst,thenaskthemtomakesentencesbythemselvesaccordingtothesentencepatterns.Eg

教学过程

教师让两位学生到黑板前把表格填充完整。让其余的学生到黑板前把同学已经做的答案存在错误的地方给予更正.及时收集反馈。及时巩固。

培养听力技能

提醒学生重点理解被动语态的用法，并找出重点、难点。培养学生快速阅读能力。wWW.jAb88.COM

训练听力技能

设计意图

Peoplegrowteainourarea.

Teaisgrownbypeopleinourarea.

Manypeopleplanttrees.

Treesareplantedbymanypeople.Asksomestudentstosumuptherules.4.Askstudentstofinishtheexercisesaftertheexample:1.Riceisgrowninthesouthbypeople.Peoplegrowriceinthesouth.

2.Dogsarekeptathomebypeople.

3.FlowersareplantedinhisgardenbyTom.

4.Machinesaremadeinthefactorybyworkers.Step6Project

1.Askthestudentstoactoutwithpresentsimplepassive.

Topiclist

(1)LostandFound(suggestedwords:lose,find)

(2)Anaccident(suggestedwords:hit,send)

(3)Catchathief(suggestedwords:steal,catch)

(4)Hunting(suggestedwords:shoot,scare)

2.Homework:

Makesentenceswiththesimplepresentpassivevoicetodescribeyourdailylife.

Forexample:

(1)Ourclassroomiscleanedbyuseveryday.

(2)通过师生互动，学生练习，教师小结的方式，进一步加深对被动语态的了解，归纳出主动语态与被动语态互变的规律。由学习被动语态到运用被动语态。实现能力的迁移。

教学反思（教学随笔）

这节课是对话训练和语法教学相结合。主要教学特点：1、通过卡片复习动词的过去式、过去分词，目的是训练学生养成见原形能联想到动词的各种形式，以达到耳熟能详的程度。2、主要学习了新的语法——动词的被动语态。主要通过反复呈现、比较、应用、总结，让学生感知新语法的结构，理解新语法的意义，初步掌握新语法的用法及主动语态与被动语态互相转换的方法。3、通过听力训练及阅读训练，提高学生的基本技能。4、本节课容量较大，对于中下学生来说，能以熟练掌握。主要通过练习及下节课的复习来巩固。

精选阅读

九年级英语下册Unit6Topic1SectionA教案(仁爱版)

SectionA

SectionAneeds1~2periods.SectionA需用1~2课时。

Themainactivitiesare1aand1b.本课重点活动是1a和1b。

Ⅰ.Aimsanddemands目标要求

1.Mastersomenewphrases:

wouldrather...than...,fallinlove(withsb.)

2.Reviewv.-ingusedasobject.

(1)Inmysparetime,IenjoywatchingTV,especiallyquizshowsfromwhichIcanlearnalot.

(2)I’mtiredofwatchingthoseshows.

(3)Ilikewatchingsoccergamesbest.

3.LearnhowtotalkaboutTVprograms.

4.Broadenthestudents’horizons.

5.Preferenceandhobbies

IwouldratherwatchTVplaysthansportsshows.

Ⅱ.Teachingaids教具

录音机/李瑞英、王小丫、刘纯燕等一些节目主持人的图片/一盒象棋/《泰坦尼克号》主题曲磁带

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:15分钟)

复习上一单元的功能话题。再由图片导入新词并介绍电视节目名称。

1.(简要复习上一单元的功能话题，导入新学内容，激活学生的思维，让学生进入英语学

习状态。)

T:Nicetoseeyouagain.

Ss:Nicetoseeyou,too.

T:Couldyoutellmewhatyouusuallydoinyoursparetime?

S1:IlikewatchingTV.

S2:Ilikereadingbooks.

T:Whatkindofbookswouldyouliketoread?

S2:Humousstorybooksandhistorybooks.

T:Youareallgreat.Indeed,readingisagoodhabit.AndalsosomestudentslikeplayingChinesechess.

(鼓励学生开展健康的课外活动，建立和谐民主的师生关系。)

T:Therearesomanystudentswhoenjoyplayingchess.Whoisthebestplayerinourclass?

Ss:S3.

T:S3,couldyouteachushowtoplayChinesechess?

S3:Ofcourse.

T:Thankyou.ThisisasetofChinesechess.Nowitbelongstoyou.

[教师张贴李瑞英、王小丫、金龟子（刘纯燕）的图片在黑板旁。]

T:SomepeoplelikeChinesechessandsomepeoplelikewatchingTV.Therearesomepicturesontheblackboard.Couldyoutellmewhotheyare?

Ss:TheyareLiRuiying,WangXiaoyaandJinguizi.

T:Doyouknowwhatprogramstheyhost?

Ss:LiRuiyinghostsCCTVnews.Jinguizihostschildren’sprograms.

T:ThisisWangXiaoya.Sheisusuallyinchargeofquizshows.

(导入新短语并板书，解释其意义及用法，领读。)

quizshows

T:HowmanyTVprogramsdoyouknow?

(开展Brainstorming活动，让学生尽量多说出一些电视节目名称。)

S4:TVplays,CCTVnews,sportsshows...

T:S4，doyouknowanythingelse?

S4:Cartoon,entertainmentshows...

(板书电视节目名称。)

T:Great!Howwonderful!Therearesomanyprograms.Butwhichoneisyourfavorite,TVplays,cartoonorquizshows?

S5:IlikewatchingTVplaysbetterthanquizshows.

T:Isee.S5sayshe/shewouldratherwatchTVplaysthanquizshows.Whataboutyou,S6?

S6:IwouldratherwatchCCTVnews.ButIdon’tlikesportsshows.

T:S6sayshe/shelikeswatchingCCTVnews.Buthewouldrathernotwatchsportshows.Howaboutyou,S7？

S7:IwouldrathernotwatchTV.IlikesurfingonInternet.

T:S7sayshewouldrathersurfonInternetthanwatchTV.

(板书本课中出现的重难点句式，让学生弄清其句式结构，为下一步教学活动扫除障碍。)

ShewouldratherwatchTVplaysthanquizshows.→wouldratherdosth.thansth.

Hewouldrathernotwatchsportsshows.→wouldrathernotdosth.

HewouldrathersurfonInternetthanwatchTV.→wouldratherdosth.thandosth.

2.(结对讨论学生喜爱看什么电视节目，并给出原因。)

T:We’vediscussedsomeTVprograms.Now,let’sdiscusswhatprogramswouldyouliketowatch.You’dbettergiveyourreasons.Workinpairs,andI’llseewhichpairisthebest.Let’sbegin!

(让学生进行结对练习。)

T:Stophere.S8andS9,pleaseshowusyourjob.

(这两名学生表演对话。)

S8:Whichprogramdoyouprefer,TVplaysorsportsshows?

S9:IwouldratherwatchTVplaysthansportsshowsbecauseTVplaysaremoreinteresting.

Howaboutyou?

S8:IwouldratherwatchnewsreportsbecauseIcanlearnalotofthingsathomeandabroadfromit.

T:Whatdoyouthinkoftheirjob?

Ss:Good!

Step２Presentation第二步呈现(时间:10分钟)

呈现1a，通过回答问题加深对对话内容的理解。

1.(呈现1a。)

T:You’vetalkedmuchaboutTVprogramsandyourpreference.Now,let’slearnwhatKangkangandhisfriendsliketowatch.Listentothetapeandanswerthequestions:

(板书，让学生根据问题听对话。)

(1)WhatdoesMichaelwantKangkangtodo?

(2)WhydoesMarialikewatchingTVshows?

(3)WhatdoMichaelandKangkangthinkofwatchingTVshows?

T:Nowlistentothetapecarefully!

(播放录音磁带。)

T:Couldyouanswerthequestionsontheblackboard?Anyvolunteers?

OK,S1,please!Question1.

S1:MichaelwantsKangkangtoteachhimtoplayChinesechess.

T:Great.S2,pleaseanswerQuestion2.

S2:BecauseshethinksTVshowsarewonderfulandshecanlearnalotfromthem.

T:Youarewonderful！S3,couldyougivetheanswertoQuestion3?

S3:OK.Theyareveryboring.

T:Verygood.

(让学生读1a，根据所提问题进一步理解对话内容。)

T:Now,let’sturnto1aonpage25andreadthroughthedialog.

(2分钟后)

T:Finished?

Ss:Yes.

T:S4,couldyoutellmehowMariaandMichaelexpresstheirpreference?

S4:MarialikeswatchingTV,andMichaelwouldratherwatchsportsshows.

2.(复习动名词作宾语的用法，让学生找出动名词作宾语的句子然后进行适当操练。)

T:Let’sgoovertheusageofgerund(v.-ing)asanobject.Pleasefindoutthesentenceswithgerunds.

Step3Consolidation第三步巩固(时间:8分钟)

以表演形式巩固1a。学习1b并巩固句型wouldratherdosth.thansth.。

1.(分角色朗读1a并表演。教师可给予适当的帮助。)

T:NowLet’sactitoutinroles.S1isMichael,S2isKangkang,S3isMariaandS4isJane.

(表演对话。)

T:Good.Thenextgroupcanmakesomechangesaccordingtoyourownideas.

(根据情况，安排2~3组学生练习。)

2.(把1b中的图片全部展示。也可利用前面板书的电视节目名称用wouldrather…than…句型让学生谈论电视节目。)

T:TalkabouttheTVprogramsthatyoupreferusing“wouldratherdosth.thansth.”.

3.(让学生用wouldrather...than...句式造句，巩固并加深新句式的用法。)

T:Pleaseexpressyourpreferenceonebyoneassoonaspossibleaccordingto1b.Let’sseewhichgroupisthewinner.

(1)把全班学生分成5组，每个小组各派一个监督员到其他组监督。

(2)每组从第一个成员开始表述自己的爱好，直到最后一个，不能出现重复内容。

(3)最先完成者为胜方。

Step4Practice第四步练习(时间:5分钟)

学生独立完成1c。

1.(利用图片或歌曲导入1c。)

T:Iamverypleasedwithyourjob.MaybeyouwatchTVeveryday.IfIshowyouapictureor

asong,canyougivesomedescriptionsonit?Let’shaveatry.Listentothesongandtellussomethingaboutit.

(播放MyHeartWillGoOn歌曲的一小段。)

T:Whatdoyouthinkofitwhenyouhearthesong?

Ss:Verybeautiful.ThisisasongofafilmcalledTitanic.

T:Yes,youareright.Look,herearesomepicturesfromCCTV-6andsomedescriptions.

2.(让学生独立完成1c，培养学生独立思考问题的能力和科学的思维联想能力。)

T:Pleasematchthepicturesandtheirdescriptionsonpage26.Finishthispartinoneminute.

(一分钟后)

T:Finished?S1,couldyougivetheorderofthedescriptions?

S1:Yes.Theyare2,5,1,6,4,3.

T:Pleasereadthedescriptionsforus.Youcanuse“Thepictureshows/describes/includes...”.

Example:

Picture1showsusthefuture.Understand?

S1:Isee.

Picture1showsusthefuture.

Picture2showsamanandawomanfallinlove.

Picture3includesastoryofgoodpeopleagainstbadpeople.

Picture4describesthereallivesofpeopleinthepast.

Picture5makesuslaugh.

Picture6showscartoonsormodelsofpeopleandanimalsseemtomove.

T:Doyouagreewithhim?

Ss:Yes,Ido.

3.(进入课文2，听力练习。)

T:Katelikesseeingfilms.Now,let’slearnwhatshedidlastnightandwhatthemoviewasabout.Atfirst,let’slookthroughtheexercisesonpage26.

(先让学生预览问题，提高预测能力。)

T:Listentothetapeandthenchoosethecorrectanswers.

(播放听力材料，听完两遍后核对答案。)

T:Finished?OK.S2,pleasegiveyouranswers.

S2:Allright...

T:You’vedoneagoodjob.

Step5Project第五步综合探究活动(时间:7分钟)

学生分组投票选出最受欢迎的三个节目。

1.(把学生按10人一组分成几个小组，共同交流他们喜欢的电视节目，并向大家推荐自己认为值得看的一些栏目。然后集合起来投票选出最受欢迎的三个节目，最后各组选派一个代表汇报评选结果，并阐述其理由。)

T:MaybeeveryonehashisownfavoriteTVprogram,butwhichprogramisthemostpopular

one?Whydoyouthinkitisworthwatching?Pleasespeakoutyourfavoriteprogramandgiveyourreasons.Atlastwewillvoteforthethreemostpopularprogramsandreporttotheclass.

2.Homework

详细描述你看过的一部印象深刻的电视剧。可从下列方面阐述:

(1)电视剧的名称及导演(director)。

(2)电视剧的主要演员(characters)。

(3)该剧的主要故事情节(plot)。

(4)给你印象最深的画面。

(5)对该电视剧的总体评价。

字数:100~120之间

九年级英语下册Unit6Topic2SectionA教案(仁爱版)

每个老师在上课前需要规划好教案课件，大家在细心筹备教案课件中。只有写好教案课件计划，才能促进我们的工作进一步发展！你们到底知道多少优秀的教案课件呢？以下是小编为大家收集的“九年级英语下册Unit6Topic2SectionA教案(仁爱版)”但愿对您的学习工作带来帮助。

SectionA

SectionAneeds1period.SectionA需用1课时。

Themainactivitiesare1aand3a.本课重点活动是1a和3a。

Ⅰ.Aimsanddemands目标要求

1.Masternewwordandphrase:

makeupone’smind,work

2.Reviewdifferentkindsofclauses.

(1)attributiveclauses

(2)adverbialclauses

(3)objectclauses

3.Learnaboutsomefamouspaintersandtheirpaintings.

Ⅱ.Teachingaids教具

录音机/不同风格的图画及其作者画像或图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:15分钟)

复习宾语从句、状语从句、定语从句，并导入新课。

1.(师生问答，复习电视节目，为下面引出教育节目及凡高的出现作铺垫。)

T:DidyouwatchTVlastnight?

S1:Yes,Idid.

T:Whatprogramdidyouwatch?

S1:Iwatched...(让学生说出节目名称。)

T:Whatwasitabout?

S1:Itwasabout...(让学生用自己的话描述节目内容。)

2.(学生用相似的对话问教师，导入新课。)

Ss:DidyouwatchTVlastnight?

T:Yes,Idid.

Ss:Whatprogramdidyouwatch?

T:Iwatchedaneducationalprogram.

Ss:Whatwasitabout?

T:ItwasastoryaboutVincentvanGogh.HewasafamousDutchartist.It’sapitythathediedwhenhewasveryyoung.Thecolorsinhispaintingsarebrightandbeautiful.

(板书画线部分，让学生们猜VincentvanGogh的中文名字，解释Dutch的英语意思，使学生们对凡高有一定的了解。)

VincentvanGogh:Dutchartist

T:“Dutch”meanspeoplefromHolland,languagespokeninHollandandotherthingsaboutHolland.Iwantsomestudentstosaysomethingaboutthegreatartist,VincentvanGogh,whocan?Handsup!

(分别让几个同学单独说，然后大家一起说，学会对艺术家的描述。)

3.(让一个喜欢艺术的学生回答教师的问题，引出对从句的复习。)

T:Doyoulikedrawing?

S2:Yes.

T:Whatdoyouknowaboutpaintings?

S2:...

(让学生根据自己的情况说一些内容。)

T:Ifyouwanttolearnmoreaboutpaintings,youcangotoBeijingNationalArtGallery.

(板书画线部分，让学生朗读，并了解短语的含义。)

BeijingNationalArtGallery

T:Doyouwanttobeanartist?

Ss:Yes,...

(引导学生做肯定回答。)

T:Whatwillyoudoifyouwanttobeanartist?

Ss:...

(引导学生说一些做法。)

T:Yes.Ifyouwanttobeanartist,youmustworkveryhard.

(让其他学生模仿造句，教师总结观点。)

S3:Ifyouwanttobeanartist,youmustgotoartclasses.

S4:Ifyouwanttobeanartist,youmustwatchthingscarefully.

S5:Ifyouwanttobeanartist,youmustworkveryhard.

(板书画线句子，总结条件状语从句。)

Ifyouwanttobeanartist,youmustgotoartclasses.

Ifyouwanttobeanartist,youmustwatchthingscarefully.

Ifyouwanttobeanartist,youmustworkveryhard.

T:BeijingNationalArtGalleryisagreatplaceforyoutogo.Ifyoudon’tknowmuchaboutart,youcanasksomebodywhoknowsarttogowithyou.Ifyoudon’tknowtheway,youcanaskyourfriendswhoknowthewaytogowithyou.

(板书定语从句，并归纳。)

Youcanasksomebodywhoknowsarttogowithyou.

Youcanaskyourfriendswhoknowthewaytogowithyou.

(引导学生们用含有定语从句的句子回答问题。)

T:Whocanyouasktogowith?

S6:Icanasksomebodywhohasacartogowithme.

S7:Icanasksomebodywhoishelpfultogowithme.

S8:...

S9:...

(找几个不喜欢艺术的同学，说出自己不喜欢的原因，引导他们用原因状语从句来表达。)

T:Doyouwanttobeanartist?

S10:No,Idon’t.

T:Why?

S10:BecauseImustworkveryhard.

(教师对学生观点作出总结。)

T:Nowyouknowthatitisnoteasytobeanartist,youcandecidewhetherornotyouwanttobeanartist.Ifyoustillwanttobeanartist，youmustknowhowhardyoumustwork.

4.(点将比赛。要求用以上所涉及的各种从句。男女学生分为两组。)

T:Let’sdoacontest.Allthegirlsinonegroup:G,alltheboysintheothergroup:B.Youcanchallengethemembersoftheothergroup.

(第一轮，用if条件状语从句。)

T:Let’smakesentenceswith“if”.Iwillmakethefirstsentence.

(教师说出第一句，让第一个学生说第二句，第一个学生说完叫第二个学生。)

T:Iwillgototheparkifitisfinetomorrow.(T→B1)

B1:Iwillgotoschoolifitisfinetomorrow.(B1→G1)

G1:IwillgototheNationalArtGalleryifitisfinetomorrow.(G1→B2)

B2:...

...

(第二轮，用定语从句。)

T:Ilikebookswhichhaveinterestingstories.(T→B1)

B1:Ilikepaintingswhichhavebeautifullandscapes.(B1→G1)

G1:…

…

(第三轮，用条件状语从句。)

T:××saidhewouldhaveagoodrestifhehadenoughtime.(T→B1)

B1:Ifyouwouldn’tknowtheway,youcanaskyourfriends.(B1→G1)

G1:…

…

(教师宣布结果，并给予奖励。)

Step2Presentation第二步呈现(时间:5分钟)

学习1a。

1.(就1a对话，进行简单介绍，然后设置听力任务，降低听力难度。)

T:Todaywe’lllearnsomethingaboutSteve,hewantstobeanartistlikeVincentvanGoghbecausehelikesVincentvanGogh’sworksverymuch.Nowlistenandfindtheanswerstothefollowingquestions:

(1)What’sthemostimportantthingsStevethinksaboutpaintings?

(2)WhenishegoingtoBeijingNationalArtGallery?

(听录音，回答问题并核对答案。)

2.(让学生找出本段对话的复合句，并说出从句的类型。)

T:Pleasefindoutthecomplexsentencesandpointouttheirtypes.

(本段对话含有宾语从句、状语从句、定语从句。含有where引导的定语从句，教师需讲解。)

Example:

T:MyfavoritecityisBeijing.InBeijingIcanvisittheGreatWall.Wecanalsosay:MyfavoritecityisBeijingwhereIcanvisittheGreatWall.(先行词是地点名词通常用where引导。)

(让学生组合句子。)

Thisisthehouse.InthehouseIhaveeverlived.

Answers:①ThisisthehousewhereIhaveeverlived.

②ThisisthehouseinwhichIhaveeverlived.

Step3Consolidation第三步巩固(时间:5分钟)

巩固1a。

1.(放1a录音，让学生跟读。)

T:Followthetape,andpayattentiontothepronunciationandintonation.

2.(两人一组表演1a。)

T:Workinpairs.Actoutthedialog.

3.(学生自读，注意黑板上所标的复合句的类型，对从句作出总结。)

T:Readthedialogbyyourselvesandpayattentiontothecomplexsentencesontheblackboard.Thensummarizethekindsofthesentences.

4.(完成1b。)

T:Discusswithyourpartnerwhetheryouwanttobeanartistornot.Check(√)thereasonsof1b.ThenI’llasksomeofyoutosay.

Example:

IwanttobeanartistbecauseIlikepainting…

5.(呈现第34页3a的图片，引出对图画的分类，并学习生词。)

T:Inthispicturewecanseeawoman.It’saportrait.ItisLeonardo

daVinci’swork.

(以同样的方法讲解其他两幅图片，学习另外一个生词:landscape。)

(板书画线部分。)

portraitlandscape

(领读生词并对图片进行描述，为学生自己描述奠定基础。)

Step4Practice第四步练习(时间:15分钟)

完成2。

1.(展示一张凡高的画像。根据这张图，设计几个问题并板书，让同学们讨论。)

T:Lookatthepicture.HeisSteve’sfavoriteartistVincentvanGogh.StevelikesVincentvanGogh’sworksverymuch，becausethecolorsinhispaintingsarebrightandbeautiful.Hispaintingsbelongtotraditionalarts.

(1)Doyouhaveafavoriteartist?Whoishe/she?

(2)Whydoyoulikehis/herpaintings?

(3)Whatkindofartdoyouprefer,modernartsortraditionalarts?

(为了让同学们能够顺利描述自己喜爱的艺术家，老师再给学生示范一幅其他的图画，比如齐白石的画。)

T:MyfavoriteartistisQiBaishi.Heshowsgreatlovetolifeinhispaintings.Hispaintingsbelongtomodernarts.

(四人小组活动，描述自己喜欢的艺术家。)

T:Workingroupsoffouranddescribeyourfavoriteartistaccordingtothemodels.

2.(完成2，让学生们拿出自己的艺术课本及事先准备好的图片，根据以上内容做出相似的描述。)

T:Pleasetakeoutthepicturesyouhave.Describethem.

(在学生们描述之后，让他们对这些图画进行不同方式的分类。)

T:Whattypesofpicturesarethey,portrait,landscapeoranimal?Whoarethepainters?Whatfeelingsdotheyshowinthepictures?

PictureTypePainterDescriptionofthepicture

Picture1

Picture2

Picture3

Picture4

Picture5

T:Haveyoueverreadanybooksaboutartists?Ifso,pleasetellyourclassmatesastoryofyourfavoriteartist.

Example:

MyfavoriteartistisLeonardodaVinci.HewasfromItaly.Whenhewasveryyoung,helikeddrawingverymuch.Fromdrawinganegg,helearnedhowtobeagoodartist.Inhispictures,heshowsdeeplovetohislife.HismostfamousworkisMonaLisa.

(板书画线部分，让学生根据示例写出自己喜爱的艺术家的故事。)

MyfavoriteartistisLeonardodaVinci.

Heshowsdeeplovetohislife.HismostfamousworkisMonaLisa.

S1:Myfavoriteartistis...He/Sheshowed...inhis/herpictures.His/Hermostfamousworkis...

Step5Project第五步综合探究活动(时间:5分钟)

完成3b.

1.(让深处拿出自备的图画，总结艺术的分类，并调查学生最喜欢的艺术家和他们的作品、风格及喜欢他们的原因。)

2.(学生完成调查表后，把调查结果汇报给全班同学。)

T:Youcanreportittoyourclasslikethis:

KangkanglikesXuBeihong’spaintingsbest.Becausethehorsesinhispicturesareverypowerful.

3.Homework

(查找有关艺术家的资料，包括其作品及风格，并记录下来，下节课汇报给大家。)

Ⅳ.疑点探究

It’sapitythathediedyoung.含有主语从句的复合句，thathediedyoung是真正的主语，it是形式主语。可译为:真可惜他英年早逝。

九年级英语上册Unit4Topic1SectionA教案

九年级英语上册Unit4Topic1SectionA教案
爱9年级上unit4topic1sectiona教案
themainactivitiesare1aand2a.本课重点活动是1a和2a。
ⅰ.teachingaimsanddemands教学目标
1.learnsomeusefulwordsandexpressions:
examination,againandagain,prove,hero.
2.learnsomethingaboutshenzhouⅵandshenzhouⅴ.
3.developthestudents’patrioticspirit.
ⅱ.teachingaids教具
录音机/聂海胜，费俊龙的照片/dv机模型/图片/小黑板/多媒体
ⅲ.five-fingerteachingplan五指教学方案
step1review第一步复习(时间:5分钟)
1.(1)(师生互动，以对话方式引出新的词汇。)
t:i’mateacher.s1,whatareyou?/whatdoyoudo?
s1:i’mastudent.
t:doyouhavebrothers?
s1:yes,ido.ihaveabrother.
t:whatdoeshedo?
s1:he’sapoliceman.
(教师展示一张宇航员的图片。)
t:whatdoeshedo?
ss:宇航员
t:heisanastronaut.
(领读、释义astronaut)
(2)(让学生说出自己的理想，激发他们奋发图强，为做个有理想的社会主义新人而努力学习。)
t:whatdoyouwanttobewhenyougrowup?
s2:iwanttobeateacher.
(做个调查，想成为教师的举手表示，统计板书出来。)
t:pleasehandsupifyouwanttobeateacherinthefuture.
(统计)
(学生回答丰富多彩，会包括各行各业，应给予肯定和鼓励，赞许。)
(用杨利伟从飞船上出来的照片引出生词。)
t:lookhere.thatisaspaceship.doyouknowwhothatmanis?
(教师释义并领读spaceship。)
ss:yes,heisyangliwei.
t:whatdoeshedo?
ss:heisanastronaut.
t:heisverygreat.heisaheroinourcountry.
(让学生为祖国争光的英雄鼓掌，表示由衷的敬意。)
(板书、注音、释义)
hero→heroes(pl)
2.(看神五、神六的图片或运用多媒体播放有关过程的视频，导出新句型，粗略了解神五的基本情况。)
(举行一个模拟记者面对面对话会，尽量提简单容易的问题，教师扮演记者，学生扮演聂海胜，费俊龙。)
t:hello,boysandgirls.it’sagreathonorthatwecanmeetourheroes—feijunlongandniehaisheng.let’sknowsomethingaboutastronauts’lifeinthespaceship.
(然后提问些简单的问题。)
t:pleasedtomeetyou.(与两位学生握手，事前准备三张椅子。)
s3:nicetomeetyou.
t:you’vereturnedtotheearth.howareyoufeelingnow?
s3:excited.
s4:happy.
t:whatdidyoudoduringtheflight?
(s3拿出dv模型。)
s3:imadeavideoofourexperience.
s4:theairwasfreshandthetemperaturewaskeptbetween17℃and25℃.wecouldn’thelplookingattheearthagainandagain.
t:ok.timeisup.thanksforyourattendance.
(板书词组)
can’thelpdoingsth.
3.(播放新闻，感染学生情绪。)
t:welldone!boysandgirls,wehavelearnedsomethingabouttheastronauts’life.nowlistentothenewsreportaboutshenzhouⅵ.
step2presentation第二步呈现(时间:10分钟)
1.(播放1a录音，让学生听并回答问题。听完一遍后，让学生对1a有个整体的感知。)
t:boysandgirls,nowlet’slistentothetapeandtrytoanswerthequestion:
didtheastronautssleepwellduringtheirtrip?
ss:yes,theydid.
(让学生跟读1a，注意停顿。)
t:good.listentothetapeagainandtrytorepeatit.
(然后，板书文中一些习惯用语和词组，分析解释。)
①taketurns
②can’thelpdoing
③makegreatprogressindoingsth.
step3consolidation第三步巩固(时间:10分钟)
1.(1)(挂出小黑板，让学生认真阅读1a,学生问答，完成1b。)
1.whatdidfeijunlongandniehaishengdoafterlanding?
2.howlongdidthewholeflightlast?
3.whatdidfeijunlongdoduringtheflight?
4.didfeijunlongsleepwellinspace?
5.whatdoyouthinkoftheflight?
t:readthedialogcarefully,askandanswerthequestionsontheblackboardinpairs.
s1:whatdidfeijunlongandniehaishengdoafterlanding?
s2:theytookarestafterlanding.
s3:howlongdidthewholeflightlast?
s4:…
…
(2)(分角色读课文，四人一组。)
t:now,let’sreadthedialoginroleswithfourstudentsinagroup.areyouready?
s1(前言)
s2(reporter)
s3(feijunlong)
s4(niehaisheng)
…
(3)(找两组同学来表演。)
t:nowi’dliketoasktwogroupstoactitout.whowouldliketodoitfirst?
s5:…
s6:…
s7:…
s8:…
…
(4)(找两位学生用自己的语言复述课文，加深对课文的理解。)
t:i’llasktwostudentstoretellthedialog.youshoulduseyourownwords.
s9:feijunlongandniehaishengaretwochineseastronautswhohavesuccessfullylandedontheearth…
(要及时帮学生复述。)
s10:…
step4practice第四步练习(时间:10分钟)
1.(1)(利用神五的视频和图片，接着播放新闻点评，进行师生互动回答。)
t:whoisthemaninthepicture?
ss:heis…
t:whatishefamousfor?
ss:heisfamousfor…
t:wheredidhego?
ss:hewent…
t:howlonghashestayedinspace?
ss:hehasstayedinspacefor…
t:howmanycirclesdidhegoaroundtheearth?
ss:hewentaroundtheearth…
…
(2)(听2a录音填空,板书关键词组，分析解释。)
t:listento2aandtrytorepeatit.
first,astronaut,21hours,space,travel,
hero,thethirdnationtosendpeopleintospace,
agreatmoment,firststep,bigplans,arebeingmadeto,satellites,setupaspacestation
t:listenagainandfillintheblanks.
(3)(再听录音，完成2a,核对答案。)
2.(根据1a和2a,完成2b。进行男女复述课文比赛。)
t:wehavelearnedsomethingaboutshenzhouⅴandⅵ.nowlet’sfinish2b.boysdiscussandfilloutthetableaboutshenzhouⅴ.girlsdiscussandfilloutthetableaboutshenzhouⅵ.andtheni’llasksomeofboysandgirlstoretellthem.
step5project第五步综合探究活动(时间:10分钟)
1.(创设情景，两人编对话，谈论神五/六着陆时的心情感受。)
t:youmaymakedialogswithyourpartner.talkaboutwhatwereyoudoingwhen××landedsuccessfully?howwasyourfeelingthen?howdoyouthinkaboutit?
s1:whatwereyoudoingwhenshenzhouⅵlandedsuccessfully?
s2:iwaswatchingitontv.
s1:howwasyourfeelingthen?
s2:iwasveryhappyandproud.
…
…
2.(让学生给杨利伟发一封e-mail,表达崇敬之情和向他们学习的决心，希望他来学校做客，愿意与他交朋友的愿望。)
dear…
yours,
…
3.homework:
根据提示，写一篇介绍航天英雄杨利伟事迹的文章。
杨利伟，中国优秀宇航员，65年生于辽宁，他自幼聪明好学，各门学科尤其数学和英语成绩优秀，87年成为一名飞行员，98年参加中国太空训练，五年后成为宇航员，03年10月15日于9时杨利伟乘坐“神舟五号”宇宙飞船升空。2003年12月5日，杨利伟被授予“航天英雄”称号，杨利伟是我们心中的英雄，我们要向他学习。
参考词汇：
1.飞行员pilot
2.中国太空训练thechina’sspaceprogram
3.授予award
板书设计：
thespaceshipismainlycontrolledbycomputers.
sectiona
hero—heroes(pl.)wetookturnstohavearest.
physicalexaminationithasprovedthatchinahasmadegreat
wecan’thelplookingattheprogressindevelopingitsspaceindustry.
earthagainandagain.