新译林版九年级下册英语全册教案（教学设计）

1、精品文档 精心整理精品文档 可编辑的精品文档Unit 1 AsiaWelcome to the unit By the end of the lesson, students should be able to: 1. know more about Chinese traditional things and some places of interest;2. talk about Chinese things and places with others; 3. have a better sense of our country and the Chinese culture.New

2、words and phrases: tiring, step, chopsticks, Chinese knot, Chinese opera, Chinese paper-cutting, dragon dance. New structures: What shall I ?Why dont you ? What special things ?T: Lets enjoy some pictures. What can we see? Do you know how to say them in English?【设计意图：强调Chinese things，对学生进行中国传统文化熏陶。除

3、了书上所列的Chinese things外，适度拓展，为整节课恰当导入。】Step 1 Presentation1. ListeningT: Listen to the tape, and answer the questions.(1) Where do Hobo and Eddie go?(2) How do they like the trip to the Great Wall?(3) What do they want to do after they climb the Great Wall for a short time? 【设计意图：听漫画，呈现问题和表格，让学生带着问题去听

4、。培养学生在听的过程中获取有用信息的能力。在图表中出现了个别生词，以超链接的方式通过图片语料将生词自然而然地进行呈现和习得，实现让学生在语境中把握生词意义的目的。】2. Reading and actingT: Read Hobo and Eddies conversation and act it out. 【设计意图：进一步熟悉漫画的内容，把握Hobo和Eddie的性格、情绪等细节。惟妙惟肖的表演可使学生更进一步地把握漫画精髓，体悟人物的情感，激发他们参与课堂的热情。】Step 2 Practice1. A DiaryT: After the trip, Hobo wrote a diar

5、y. In the diary, Hobo wrote something about the trip. At the same time, he showed his love to the Great Wall. 【设计意图：以日记的形式将对话梳理成文，渗透语篇意识。同时，通过Hobo对长城热爱的情感表达为下文的小组活动打下基础。也为进入Welcome to the unit做好铺垫。】2. Words for Eddie T: What will you say to Eddie?【设计意图：培养学生灵活运用语言的能力，在表达自己思想的同时增强对国家、民族的自豪感。】B Welcome

6、 to the unitStep 1 Part A1. Enjoy some pictures T: Enjoy some pictures. Do you know their names?T: Enjoy more pictures about Chinese things.2. Pair work T: Whats your favourite Chinese things? Why?【设计意图：“用”是语言学习的核心和根本。只有在运用中学到的语言知识才是具体的、鲜活的、有生命力的；只有不断运用，语言知识才能得到不断充实、巩固和完善；只有经过运用，语言知识才有意义，用学得的知识进行语言表

7、达，也为下文奠定了说的基础。】Step 2 Part B 1. Enjoy Beijing2. Talk about BeijingT: Listen to the tape, and fill the form. (1) Where shall Kevin visit first? (2) What places does Millie advise Kevin to go to? (3) What things can Kevin see in Beijing?3. Show your idea T: Would you please give your own ideas about K

8、evins travel plan? You can use theconversation as a model.【设计意图：通过谈论图片内容，帮助学生更多地了解了北京的风景与文化，为下一步提出自己的建议提供了足够的语料，学生在提建议的过程中学会用英语思维来表达自己的想法，知识的简单获得成功地转化为语用能力的迁移。】Step 3 PracticeIntroduce Nantong1. Group discussion T: What can visitors see or do in the places of interest in Nantong?2Making a postcard【设

9、计意图：在了解和介绍地域文化的过程中，学生的知识、技能、情感达到高度融合，最终达成本部分的学习目标。】 1. Talk about more Chinese things and places with your classmates.2. Search for more information about Chinese things.Unit 1 AsiaReading（I）1. know more about Beijing and Guilin;2. talk about some Chinese places in their own words;3. use different r

10、eading strategies to make the reading process more efficient. To know more about Beijing and Guilin.To use proper expressions to talk about Chinese places.Step 1 Free talk T: What places have you visited?【设计意图：首先以自由交谈的方式导入显得自然亲切，缩短师生之间的距离。其次学生们都是带着知识、经验来的，不是空空的容器，而是待点燃的火把。通过对话激活了学生脑中原有的记忆，很快地能切入主题。】

11、Step 2 Fast readingT: Go through the articles as quickly as possible and answer: What are the articles about? T: How can we get the main idea quickly? Titles can help us. Step 3 Read for Beijing1. Work out the article structureT: Pick out the topic sentence of each paragraph while reading.2. Read an

12、d matchT: Pay attention to some key words, such as in the middle of, next to, in the north-west and across northern China, and the attractions can be easily found. 【设计意图：通过观看关于北京的视频，让学生初步了解各个景点，心生向往之情，产生阅读期待。阅读过程中指导学生看标题获取文章大意，找主题句获取段落主旨并明晰文章结构，关注关键词获取各景点在北京的方位线索。通过这种方式，阅读微技能策略指导落在实处。】3. Close readi

13、ng(1) the Palace MuseumT: First lets read about the Palace Museum. While reading, ask yourself: What is it also called? Who used to live there? Why is it worth a visit?(2) Tiananmen SquareT: Next to the Palace Museum is Tiananmen Square. Why is it so famous? Why do tourists like to gather there earl

14、y in the morning? (3) the Summer PalaceT: Then how about the Summer Palace?Is there anything special?(4) the Great WallT: Finally lets talk about our Great Wall. How long is it? When was it first built? Try to understand the two new words “watchtower” and “wonder”. Theres a famous saying about the G

15、reat Wall “He who has never been to the Great Wall is not a true man.” 【设计意图：鱼骨图是一种新的阅读方式，它脉络清晰，层次分明，通过逐渐添加获得信息，将文章所有的重要内容全部串起来，可帮助学生更好地获取文章细节。在分段读的过程中，在问题的引导下，利用流程图帮助学生理解，尽量做到图文并茂，吸引学生眼球，维持他们的阅读兴趣。部分生词通过构词法、图片或上下文在阅读过程中呈现，很好地与中考的阅读要求进行了对接。】Step 4 Read for Guilin1. Guess: What city is it?T: Have you

16、 read the poem “江作青罗带，山如碧玉簪”? What city is it about? Please read the article and find a saying about Guilin.2. Make notes of GuilinT: Kevin wants to make notes of Guilin. Help him complete them. Then try to understand the new words “shape” and “hire” according to the context. 3. Enjoy the beauty of

17、GuilinT: Guilin is so famous for natural beauty. Find sentences about its fantastic landscape. Why do we say the Reed Flute Cave is amazing? What about the rocks? What is the cave praised as?【设计意图：引用诗歌，以猜测入手激发学生的阅读兴趣，通过完成笔记的练习很好地在学生脑中建构文章的脉络图，以探寻桂林山水之美为主线索再次引领学生走进文本，读出了本篇文章所重点描写的景象。】wStep5 Critical

18、readingT: We have learned a lot about the two cities. Which city do you like better, Beijing or Guilin? And why? 【设计意图：在学生学习了两段文章后，依托文本开展审辩式阅读，学生要运用从文本中所获得的信息或者从脑中提取已有的知识，这是基于文本又高于文本的高级思维活动，经过比较、筛选，追寻最佳的选择。在有理有据的情况下表达自己的观点，其核心意义在于让知识课堂演变为思维课堂。】-Step 6 Welcome to SuzhouT: People often say theres para

19、dise in heaven and Suzhou and Hangzhou on earth. Would you like to be a guide and introduce Suzhou to Kevin? 【设计意图： 在学生习得大量词汇后，跟进有意义的语言输出活动很有必要，这体现了用中学、学中用的原则。只有输出过程中学生能运用自己的语言进行自如的表达，教学目标才真正达成。】1. Read the two articles aloud.2. Finish the notes of Suzhou.精品文档 精心整理精品文档 可编辑的精品文档Unit 1 AsiaReading（II）

20、1. know more about Beijing and Guilin;2. talk about some Chinese places in their own words;3. use different reading strategies to make the reading process more efficient. To know more about Beijing and Guilin.To use proper expressions to talk about Chinese places.Step 1 Free talk T: What places have

21、 you visited?【设计意图：首先以自由交谈的方式导入显得自然亲切，缩短师生之间的距离。其次学生们都是带着知识、经验来的，不是空空的容器，而是待点燃的火把。通过对话激活了学生脑中原有的记忆，很快地能切入主题。】Step 2 Fast readingT: Go through the articles as quickly as possible and answer: What are the articles about? T: How can we get the main idea quickly? Titles can help us. Step 3 Read for Beij

22、ing1. Work out the article structureT: Pick out the topic sentence of each paragraph while reading.2. Read and matchT: Pay attention to some key words, such as in the middle of, next to, in the north-west and across northern China, and the attractions can be easily found. 【设计意图：通过观看关于北京的视频，让学生初步了解各个

23、景点，心生向往之情，产生阅读期待。阅读过程中指导学生看标题获取文章大意，找主题句获取段落主旨并明晰文章结构，关注关键词获取各景点在北京的方位线索。通过这种方式，阅读微技能策略指导落在实处。】3. Close reading(1) the Palace MuseumT: First lets read about the Palace Museum. While reading, ask yourself: What is it also called? Who used to live there? Why is it worth a visit?(2) Tiananmen SquareT:

24、Next to the Palace Museum is Tiananmen Square. Why is it so famous? Why do tourists like to gather there early in the morning? (3) the Summer PalaceT: Then how about the Summer Palace?Is there anything special?(4) the Great WallT: Finally lets talk about our Great Wall. How long is it? When was it f

25、irst built? Try to understand the two new words “watchtower” and “wonder”. Theres a famous saying about the Great Wall “He who has never been to the Great Wall is not a true man.” 【设计意图：鱼骨图是一种新的阅读方式，它脉络清晰，层次分明，通过逐渐添加获得信息，将文章所有的重要内容全部串起来，可帮助学生更好地获取文章细节。在分段读的过程中，在问题的引导下，利用流程图帮助学生理解，尽量做到图文并茂，吸引学生眼球，维持他

26、们的阅读兴趣。部分生词通过构词法、图片或上下文在阅读过程中呈现，很好地与中考的阅读要求进行了对接。】Step 4 Read for Guilin1. Guess: What city is it?T: Have you read the poem “江作青罗带，山如碧玉簪”? What city is it about? Please read the article and find a saying about Guilin.2. Make notes of GuilinT: Kevin wants to make notes of Guilin. Help him complete th

27、em. Then try to understand the new words “shape” and “hire” according to the context. 3. Enjoy the beauty of GuilinT: Guilin is so famous for natural beauty. Find sentences about its fantastic landscape. Why do we say the Reed Flute Cave is amazing? What about the rocks? What is the cave praised as?

28、【设计意图：引用诗歌，以猜测入手激发学生的阅读兴趣，通过完成笔记的练习很好地在学生脑中建构文章的脉络图，以探寻桂林山水之美为主线索再次引领学生走进文本，读出了本篇文章所重点描写的景象。】wStep5 Critical readingT: We have learned a lot about the two cities. Which city do you like better, Beijing or Guilin? And why? 【设计意图：在学生学习了两段文章后，依托文本开展审辩式阅读，学生要运用从文本中所获得的信息或者从脑中提取已有的知识，这是基于文本又高于文本的高级思维活动，经

29、过比较、筛选，追寻最佳的选择。在有理有据的情况下表达自己的观点，其核心意义在于让知识课堂演变为思维课堂。】-Step 6 Welcome to SuzhouT: People often say theres paradise in heaven and Suzhou and Hangzhou on earth. Would you like to be a guide and introduce Suzhou to Kevin? 【设计意图： 在学生习得大量词汇后，跟进有意义的语言输出活动很有必要，这体现了用中学、学中用的原则。只有输出过程中学生能运用自己的语言进行自如的表达，教学目标才真正

30、达成。】1. Read the two articles aloud.2. Finish the notes of Suzhou.精品文档 精心整理精品文档 可编辑的精品文档Unit 1 AsiaGrammarBy the end of the lesson, students should be able to: 1. use “it” as a personal pronoun; 2. use “it” as an impersonal pronoun; 3. use “it” to replace the real subject or object.1. New words and p

31、hrases: quarter, either, level, service, take up2. Structures: New structures: It is very tiring to climb the steps. Many people find it pleasant to travel around.It is said that the air is not clean here, but I do not think the pollution is as serious as I imagined.Step1: Lead-inBrainstorming T: Wh

32、at will you think of when you see the word “it”?【设计意图：通过头脑风暴活动，激发学生的兴趣，引出本课主题。】Step2:Presentation1. Use it for animals and lifeless thingsT: Now, lets play a guessing game. It is a tourist attraction. It lies in the northern part of China. It is a wall which was built to defend the enemy. What is it

33、?S: It is the Great Wall.T: It is a kind of animal. It is very lovely. It wears big black glasses on its face. What is it?S: It is a panda.T: It is a type of transportation. It was invented by an Englishman. It has two wheels and iswidely used in China. What is it?S: It is a bike.T: It is a common t

34、hing. It looks like a mushroom. It is used on rainy days. What is it?S: It is an umbrella.T: So, What does “it” refer to?S: We use it for animals and lifeless things.【设计意图：利用学生喜欢的猜谜游戏，激发他们的学习兴趣，在不知不觉中过渡至语法学习，将it指代动物或者无生命的事物的用法自然呈现。】2. Use it for a young childT: My aunt will have a baby soon. She hop

35、es it will be a boy. What does “it” refer to?S: The baby.T: Look at the cute baby. It is a girl, right? S: We are not sure.T: So, we use it for a young child when we dont know whether it is a girl or a boy.3. Use it for an unknown a person T: The next American Presidential Election will take place i

36、n 2016. One of the candidates has caught the attention of the public. Lets see some information about the candidate .Guess who it is. personal information: 67 years old graduated from Yale University the second time to take part in the Presidential Election once lived in the White House for several

37、years S: It is Hillary Clinton. T: Here, “it” is used for an unknown person. Now, look at the picture, and fill in the blanks. Who was calling you on the phone just now? It was my cousin. 【设计意图：借助2016美国大选热门人物希拉里的个人信息，让学生在猜测游戏中学习it指代未知人物的用法，在语境、交流中呈现语法，降低学生的学习难度。】4. Use it for an action, a situation

38、or an idea T: We have learned something about Guilin in Reading. Do you remember what activity is popular in Guilin? S: Riding around the countryside. S: Taking a boat trip along the Lijiang River. S: T: Riding around the countryside is popular now, isnt it? Tourists like to take a boat trip along t

39、he Lijiang River. It is great fun. Here, we use it for an action, a situation or an idea mentioned in a previous statement Step 3 PracticeFinish the exercise on page 12, and check the answers. B Using it as an impersonal pronounStep 1 Lead-inFree talkT: Ill show you around another beautiful cityShan

40、ghai. First lets listen to a short introduction from May, and then try to answer some questions. Hello, everyone. I am May from Beijing. Ive been in Shanghai for three years. Shanghai is about1,500 kilometres from my home town, Bejing. Now, spring is coming. The weather here is warmand sunny, someti

41、mes a little windy. Its a good season to visit Shanghai. Today is March 12th,Tree-planting Day. Well go to plant trees. Oh, its 8 Oclock. I must meet my friends. Welcometo Shanghai! Goodbye!Q: 1.What was the date that day? It was March 12th. 2. Whats the weather like in spring in Shanghai? It is war

42、m and sunny, sometimes a little windy. 3. Whats the distance from Beijing to Shanghai? It is about 1,500 kilometres from Beijing to Shanghai. 4. What time was it then? It was 8 oclock. T: Right. Here, we use it for the time, the date, the whether, the distance, etc.【设计意图：本环节设置听取信息活动，将it做非人称代词的用法一一呈现

43、，将语法教学与听的活动相结合，努力做到语法呈现自然、无痕，将枯燥无味的语法学习隐藏于交流活动中。】C Using it to replace the real subject or objectStep 1 Lead-inT: Shanghai is a wonderful place. Lets enjoy some pictures of Shanghai.T: What do you think of the city?S: Step 2 Presentation1. T: Last year, I went to Shanghai for a holiday. Now, Id like

44、 to tell you about my trip to Shanghai.2. My trip to ShanghaiShow some pictures, and make sentences. It was May 18. I left for Shanghai to have a two-day holiday.It was fine that day. The sky was blue and everything looked so beautiful. It took about two hours to go to Shanghai by coach. It was surp

45、rising that there were so many people in Shanghai in the subway station. It was easy to get lost in such a big city. It was helpful of the policeman to show me the way to the hotel.I thought it comfortable to live in such a hotel. Its said that the Bund looks especially charming at night. I went the

46、re to enjoy the view with my friends. It was so beautiful that I couldnt stop taking photos. It was such a wonderful city that I wanted to visit it again.3. Group workWhat does “it” refer to in the following sentences? It was surprising that there were so many people in Shanghai in the subway statio

47、n. It was easy to get lost in such a big city.I thought it comfortable to live in such a hotel.T: We use it to replace the real subject or object in a sentence.【设计意图：通过讲述一段旅行经历，将it的各种用法贯穿其中，给出相关图片让学生先进行描述，再进行点拨，进而让it闪亮登场，尤其突出其做形式主语和形式宾语的用法。通过学生小组讨论，理清形式主语和形式宾语的真正含义，使学生自主学习的能力进一步提高。】Step 3 Practice1.

48、 Finish exercises on pages 13 and 142. Game time T: Now, lets play a relay game. Here are the rules: You are divided into four groups. Each of you makes a sentence with it. The first student in Group 1 reads his/her sentence loudly, and then asks the first one in Group 2 to tell what it refers to in

49、 the sentence. Then its Group 2s turn If you cant tell the use of it correctly, your group will lose the game.【设计意图：让语言学习生活化、游戏化一直是实现有效英语课堂的途径。本环节设置接力游戏，让每一个学生都有参与、表现及发现自身问题的机会。游戏紧扣it，学生自行造句，分析用法，真正成为课堂的主体。】Step 4 ProductionT: The word it is simple but very useful. Just now, I told you about my trip

50、 to Shanghai. Would you like to share one of your trips with us? Try to use it as much as possible. 【设计意图：语言学习的最终目的为语用。本板块设计以分享旅行经历为任务，紧扣本单元话题，又将语法项目融入其中，真正做到学以致用。】Finish your exercises in your workbook.精品文档 精心整理精品文档 可编辑的精品文档Unit 1 AsiaIntegrated skills1.To extract information from a recording about

51、 Japan2.To complete a presentation.1. To learn to use the useful expressions properly.2. To improve the students ability of listening,speaking and information collectingStep 1 Lead-inFree talkFree TalkTeacher show the students the map of Asia :T:What counties in Asia, do you know?S: .T:Which country

52、 do you want to travel to ?S: .T:OK!Lets have a trip to Japan!Enjoy the beautiful scenery of Japan【设计意图：结合单元主题畅所欲言，自然地过渡到Japan这个亚洲国家，通过欣赏视频，激发学生了解日本的热情】Step 2 PresentationI.A trip to Japan1.Read A1 and answer the questions T:Where will they visit in Japan ? S: .Show the pictures and introduce Tokyot

53、hecapital of Japan;Mount Fuji-Japans highest mountain,we can go skating there; Kyoto- an ancient city of culture2.While-listening Task 1 Match the schedules in the left with the events in the right.Day 1 leave Japan for another Asian countryDay 2 visit Kyoto, an ancient city of cultureDay 3 take a t

54、our of Tokyo, the capital cityDay 4 visit Mount Fuji, Japans highest mountainBackgroundShow the pictures and introduce1.日本的地理位置2.日本国旗3.日本国歌4.日本服饰5.日本美食6.日本动画7.日系汽车【设计意图：通过已知信息猜测参观地点，为听力做准备结合美丽的图片，就所参观的四座城市进行初步的了解。结合图片，全方位的介绍日本文化，加深学生的印象。】Step 3 Listening Listen and complete the notesFinish Exercise

55、A2 in bookWe are leaving for Japan soon. Japan is the second country we are going to visit in Asia. Our flight will be at (1) _ on 25 February , and we plan to stay there for(2)_.First, we are going to visit (3)_. It is Japans capital city. We can see the main (4)_ and go (5)_there. Our teacher, Mis

56、s Thompson, is also going to take us to the (6)_to see some Japanese(7)_.On the second day, we are going to take a(8)_ to (9)_. It is Japans （10)_ mountain. We can go (11)_ there.On the third day, we are going to visit an ancient city called (12)_and learn about Japanese (13)_During our stay in Japa

57、n, we can also try all kinds of Japanese(14)_.答案：1.9 a.m. 2.four days 3.Tokyo 4.sights 5.shopping6.Tokyo National Museum7.works of art8.coach9.Mount Fuji10.highest11.skiing12.Kyoto13.culture14.food【设计意图：有任务的听力练习，提高听力水平。】Step 4 Language points1)leave.for. 抵达；到达 e.g. My father is leaving for Beijing t

58、omorrow. 我爸爸将于明天到北京。2)take a coach to.= go to by coach/in a coach与此相似的词组有：take a taxi to.= go to by taxi/in a taxitake a bus to.= go to by bus/in a busride a bike to.= go to by bike/on a biketake a walk to.= go to on foot 【设计意图：对文章中出现的知识点，及时指出并讲解，为以后做题奠定基础。】Step 5 PracticeSpeak upwork in pairs to ta

59、lk about Singapore.1. Work in pairs to talk about other countries in Asia. 2. Use Annie and Simons conversation as a model.精品文档 精心整理精品文档 可编辑的精品文档Unit 1 AsiaStudy skills1.Make students know something about body language. 2.Let students know that the same body language have different meanings in diffe

60、rent places. 1.Describe gesture and facial expressions.2.In different places ,it has different meaningsStep 1Lead-in 1.T: Hello,every body.Are you happy today? Please give me a big smile. Do you like watching movies? Ss: Yes 2.Lets watch a short video. 3.Free talk(1).Who is the man? (2).What feeling