Unit8 教学设计2024-2025学年人教版九年级英语全册

九年级英语Unit 8 复习课 教学设计 一、复习内容分析 1.高频词汇及重点短语过关 2. 复习情态动词 must, may, could, might, can’t表示揣测或推断的用法。 3. 正确运用情态动词must, could, might, can’t表推测的用法和某物的归属进行推测表达。 二、复习目标： 1.知识目标：学习情态动词must, could, might, can’t表推测的用法。 2.技能目标：能听懂关于“物品归属”的对话，并能与他人讨论此话题；能就某物的归属进行推测表达。 3.情感态度与价值观: 鼓励学生学会根据周围事物传达的信息、背景等作出合乎逻辑的推理和判断。 三、复习重难点： 正确运用情态动词must, could, might, can’t表推测的用法和某物的归属进行推测表达。 四、 教学过程 Teacher’s activities Students’ activities The purpose of design Step 1情境导入 ，目标定向 (3—5分钟) 1. Warming up by watching a flesh “what’s in the box”. First have students watch a flash song. Do you like this song? Greetings. Enjoy the flesh song and answer what’s in the box. 通过欣赏猜测的小视频，快速吸引学生的注意力，充分调动他们的感官体验,初步感知推测这一教学目标。继而运用猜游戏活动激活学生推理和判断的思维图式，为下一步复习教学活动做好铺垫。 Step 2任务驱动，自主研习 (15—20分钟) 1. Let students review words and phrases of Section A, on page 163. And then show the vocabulary exercise. 2. Review 1a-2c and finish exercise. _____ (who) book is this? It _____(一定) be Mary’s, JK Rowling is her _____(最爱的) writer. Whose hair band is this? I’m not sure, it ____(可能)be a bear or a wolf. It _____(不可能)be Lucy, she has gone to the UK. 3. Read 2d and finish exercise. Mom I’m really ____ (worry), why, ________(怎么啦), I can’t find my school bag, I ____ (参加) a concert yesterday. Do you have _____ _____(宝贵的东西) in your school bag. So it _____ (can) be stolen. I went to __ ___(野餐) after the concert. I think, somebody______(一定) have ___ it ____.(捡到) 4. Let Ss read the sentences and explore the grammar focus Step 3分享交流，点拨升华 (8—10分钟) Task1：Explore and conclusion: 1. The book must be Tom’s, because his name is on it. 2. I’m not sure. They might/ could/ may in the library. 3. He can’t be Tom. He has gone to the US. 观察并小结情态动词表推测用法： ________ 一定，肯定 (100%可能性) ________ 有可能,也许(20%~80%可能性) ________ 不可能,不会 (可能性几乎为零) Step 4达标检测，拓展运用 (8—10分钟) 1.完形填空 2.中考链接: ① ② ③ ④ 3.Writing:用表推测的情态动词和提示的5个句子写60字左右的作文whose book is it？ ①I found a book in… ②Ben said it might be …because… ③Linda said it could belong to ... He often … ④Tom thought it can’t be … because he never... ⑤Mike said it must be …because… Homework: 1.复习重点词汇、句型和情态动词表推测的用法。 2.续写并完成“whose book is it？”，字数不少于60个词。 Read and remember the words and phrases and finish the exercise. Read 1a-2c quickly and finish the exercise. Read 2d and according to the content of 2d to fill in the blanks. Try to watch, think, discuss and explore the using of grammar. Try to think, discuss and share the using of grammar. Doing exercises. Try to write 5 sentences. Finish Ss’ homework. 复习巩固section A的词汇，并及时完成词汇练习。同时存在对问题词汇加以巩固。 测试学生对本课知识点的掌握情况，以便为下一步复习做好调整。 充分利用好课本教材，以教材为主，挖掘教材让学生通过对教材加强对考点的巩固。 在这个环节中，学生在独立思考、相互交流的基础上展示汇报，教师针对难点问题进行精讲点拨，让学生在自主学习和合作探究中发展自己的英语综合运用能力。 单选练习和写作练习的设计有利于落实本节课的知识要点和能力训练点，这样既能对复习效果进行及时检测，又能所对复习知识取到强化和提升的作用。 复习unit8的知识点，这一作业的布置取到巩固消化本堂课所学内容的作用，而续写并完成“ whose book is it？”的作业则取到提升运用能力的作用。 四、 板书设计 1. The book must be Tom’s, because his name is on it. 2. I’m not sure. They might/ could/ may in the library. 3. He can’t be Tom. He has gone to the US. 表示推测时，通常用以下情态动词：must, might, could, can’t, couldn’t, may ________ 一定，肯定 (100%可能性) ________ 有可能,也许(20%~80%可能性) ________ 不可能,不会 (可能性几乎为零) 五、教学反思： 本节课我紧扣九年级Unit8复习要点，运用多媒体创设了相关的学习情景，采用任务型教学途径，设计了环环相扣的学习任务，让学生由浅入深的运用所学知识去探究发现，自主学习和交流分享并有效的强化了知识考点的记忆与应用，通过本节课的教学实践,我认识到教学成功与否, 学生复习效果如何, 关键在于教师如何利用教材和各种资源、创造性地设计复习课的教学活动，激发学生的学习兴趣和潜能，通过学生自主学习和合作探究分享，来发展自己的英语综合运用能力，从而真正提高英语语言知识复习课的效率。 九年级Unit9单元复习课 教学设计：孙金梅 一、教学目标： 1)Knowledge goal : To enable the students to know the steps of reading and ways of reading. 2)情感目标：  通过学习音乐家的人生经历，培养学生在学习生活中，能勇敢直面挫折，永不言弃的品质。 二、教学重难点： 1)教学重点： ①Understand the passage and finish the tasks. ②Can describe their favorite music or movies. 2) 教学难点Retell the story. 三、 教学过程 Teacher’s activities Students’ activities The purpose of design Step1情境导入 ，目标定向 (3—5分钟) 1. Teacher ask questions:①Do you like music?②Who is your favorite musician?... 2. `Can you tell me something about Abing? Greetings. Listen to a song and enjoy it. Let Ss say out the kinds of music. 运用头脑风暴激活学生音乐话题的思维图式，为下一步复习教学活动做好铺垫。 Step2任务驱动，自主研习 (15—20分钟) 1. Looking back at the words and phrases. Students say them and let ss remember them then repeat them one by one. 2. Make a transformation about the words. 3.Fill in blanks with the words properly. 4. complete sentences according to the Chinese and make students remember them(read aloud) 5. Translate Chinese into English. 6. What kind of music do you like? Lead students to express their favorite music simply, then say different kinds of their favorite. 修饰_______的句子叫定语从句。 被定语从句修饰的名词或代词叫_______。 连接定语从句的词叫 。 如果先行词是人, 用 连接 ; 如果先行词是物, 则用 连接 。 Step 3总结内化，精讲点拔 (3—5分钟) Task1：Explore and conclusion: I like music ( that has great lyrics. ) He likes music ( which I can sing along with. ) Rule 1： 先行词是物时，关系词用 that, which Carmen likes musicians ( who are cool. ) I like singer ( that sings well. ) Rule 2： 先行词是人时，关系词用 that , who 。 Step4训练提升，拓展运用 (8—10分钟) 1.中考链接: (1)I prefer songs ____ are popular. A.where B. that C. who D. whom (2)I like the singer ___ plays different kinds of music. A. what B. who C. whom D. when (3)George Mallory was an English school teacher____loved climbing A who B he C which D whom (4) The police caught the man____ stole my handbag. A he B that C which D whom (5) The dress _____ she is wearing today was a birthday present from her aunt. A. what B i t C this D that. (5) Have you read the book ____ I gave you yesterday? A. that B. when C. where D.who Homework: Writing: 音乐可以缓解我们的压力，影响我们的情绪。美好宜人的音乐可以使我们更加热爱生活。用课文中所学的短语和词组和定语从句，以My favorite music为题写一篇60-80词的文章，写出你对音乐的感受，谈谈你所喜欢的音乐、歌手或乐队。 参考句： Different people likes different kinds of music. I like music… Let Ss review words and phrases. Students review some useful sentences according to Chinese. Learning the use of “that , which,who”in the attributive clauses. . Try to watch, think ,discuss and explore the using of Attributive Clauses. Try to think ,discuss and share the using of Attributive clauses in groups. Doing exercises. Experience Attributive clause using in final test. Try to write “My Favorite Music”. 让学生复习单词及短语和目标句型，重温含定语从句的句子为下面定语从句的复习和阅读教学作好铺垫。 在这个环节中，学生在独立思考、相互交流的基础上展示汇报，教师针对难点问题进行精讲点拨，让学生在自主学习和合作探究中发展自己的英语综合运用能力。 复习定语从句的概念及用法这一作业的布置取到巩固消化本堂课所学内容的作用，而续写并完成“ My Favorite Music”的作业则取到提升运用能力的作用。 单选练习和写作练习的设计有利于落实本节课的知识要点和能力训练点，这样既能对复习效果进行及时检测，又能所对复习知识取到强化和提升的作用。 四、 板书设计 I like music ( that has great lyrics. ) He likes music ( which I can sing along with. ) Rule 1： 先行词是物时，关系词用 that, which Carmen likes musicians ( who are cool. ) I like singer ( that sings well. ) Rule 2： 先行词是人时，关系词用 that , who 五、教学反思： 1.教师的“教”和学生的“学”的关系。教师应更多地关注如何教会学生阅读，而不是仅向学生灌输大量的语言知识。教学过程是学生在教师的帮助和指导下掌握知识和形成技能的过程。教师应让学生在活动中发挥其主体地位，让学生自己去发现问题、分析问题和解决问题。 ２.在教学设计过程中，要尽最大可能考虑学生情感在教学中的重要性，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调热闹课堂，气氛是活跃了，但忽视了学生对知识的掌握和能力的培养。 ３.阅读过程与结果的关系。任务型教学要求教师在教学中不仅要关注学习的结果，还要关注学习的过程。学生完成任务的过程就是学生发现问题、分析问题和解决问题的过程。同时也是逐步提升阅读技巧，提高阅读能力的过程。 九年级英语Unit 10 复习课 教学设计：王 飞 一、教材分析 本单元的主题是“谈论不同国家的礼仪，习俗”，本部分还要求学生能够正确运用结构be supposed/expected to + V.表示应该或被期待做某事。与九年级9(上) Unit 7 Teenagers should be allowed to choose their own clothes中，should + V.意思相近。本课是单元复习课，涵盖了词汇，句型，语法，及写作，通过复习，增强学生对各国风俗的了解，并巩固本单元基础知识及考点。 二、学情分析 学生在学习时已了解了日本、韩国、美国等常见国家的礼仪习俗，并能简单的运用be supposed to do描述，可以说在少量语境中进行了尝试和运用体验，掌握了其基本含义，为本课时的语法教学奠定了基础。但是，还停留在局限语境中的口头表达，未内化成自己的东西，还有待归纳整理形成系统的语法知识，应对当前的考试以及加强书写练习。 三、教学目标　 （一）语言知识目标 1.语言知识目标：（Knowledge goal） 复习巩固部分重点所学的单词和词组。 2.能力目标： ①Train students’ ability of listening, speaking and reading． ②Train students’ communicative competence 3.情感态度价值观目标：（Emotions and Values）了解不同国家的风土人情，体会文化礼仪差异，了解中国的基本礼仪。 四、教学重难点：正确运用本课词组及句型描述不同风土人情，掌握本课考点。 五、教学过程 教学媒体 Multi-media, leading teaching papers Teacher’s activities Students’ activities The purpose of design Step 1 情境导入 ，目标定向 （4-6分钟） Warming up： Different countries have different customs. （review）Ask and answer by looking at different countries’ national flags. --What are you supposed to do when you meet for the first time in China? --We are supposed to … Step2 任务驱动，自主研习 (15—20分钟) 1. Review aim phrases and words: 2.Review phrases: Memory challenge Play a game（World Magic）: look at the pictures and say phrases as quickly as they can. 3.Practice: Find the answer to the question.(Exercises about entrance exam） 4. Read the textbook and translate sentences. 5. Explain language points: （1）be supposed to do/ be expected to do （2）It’s +adj.+ to do （3）be worth doing sth (4 )except/besides (Exercises about entrance exam） 6. Consolidate Read Section B and discuss “What should France do & not do?” 7.Explain language points: (1) go out of one’s way to do sth (2) make sb feel at home (3) except/besides 3) Exercises: (Exercises about entrance exam) Step 3 分享交流，点拨升华 (8—10分钟) Summary: 1. be supposed to + infinitive 2. It is + adj. + infinitive 3.be worth doing+ infinitive 4.except/besides... Step4 达标检测，拓展运用 (8—10分钟) Make a list of advice for someone coming to your country as an exchange student for the first time. Writing Practice. Ask and answer Look and answer Review the key words and phrases. Remember and repeat the phrases Try to find the answers Read the sentences carefully and translate. Read the sentences and sum up the language points Do exercises Discuss in groups Try to find the important language goals Look carefully and find out the rules. Take notes. Do exercises Do a summary and remember. Make a list of advice for someone coming to your country as an exchange student for the first time. Lead-in the topic by ask and answer to describe the customs from different countries. At the same time show the phrase goal—be supposed to do. Students review the words firstly by themselves. In this way, it can improve their abilities of pronunciation and spelling. It can attractive the interests in games and review the key words. Review the passage and get the language points. It’s clear for students to try to make a summary about language goals. Help students build a system Get the main information about the passage and practice the language point: “be supposed to...” Educate their ability to express and read, it makes Language goals move to use. Writing practice about the Unit topic to improve the language skills of students. 板书设计 1. be supposed to + infinitive A : --What are you supposed to do when you meet 2. be worth doing + infinitive for the first time in China? 3. It is + adj. + infinitive B:--We are supposed to … 4. go out of one’s way to do... 5.Make..feel at home 教学反思： （1）本节课为Unit10单元复习课，复习内容包括重点词组、语法及语篇，容量较大，教师要注意考点精讲和操练，提高复习效率。 （2）复习课课型枯燥单一，教师要把控好课堂节奏，利用好课堂用语及多样的评价方式，充分调动学生的学习积极性。 （3）在复习过程中，教师要大胆放手，适时引导，让学生更多地自主习得，落实复习目标。 4 学科网（北京）股份有限公司 $$