2025年秋人教版九年级全一册英语Unit 1-Unit 14全册教案

第第页2025年秋人教版九年级全一册英语Unit1-Unit14全册教案Unit1Howcanwebecomegoodlearners?课题Unit1PeriodSectionA1a-2d课型听说课设计人 教学目标1.能够背诵本课时重点单词及短语。2.能正确运用how引导的特殊疑问句谈论如何学习英语并用by引导的方式状语回答。3.能听懂谈论有关学习方法的对话并运用所学句型进行对话。4.能运用正确的学习方法提高学习效率。德育目标能制定合理的学习计划，能妥善合理安排好自己的时间。教学重点1.重点短语和句型2.How对方式进行提问及用by+doing来回答教学难点1.How对方式进行提问及用by+doing来回答2.动名词的构成：动词后加动名词doing，相当于名词，在句子中可以做主语、宾语、表语定语等。教学准备搜集图片素材和制作课件教学方法合作探究法、圈点批注法课时安排一课时教学过程设计教学札记Step1LeadinginTask1.①HowdoyoustudyEnglish?DoyoustudyEnglishbythefollowingways?(Showsomepicturesandpresenttheimportantphrases.)②Leadstudentstoanswer“HowdoyoustudyEnglish?”with“by+doing”asmuchaspossible.E.g.IstudyEnglishbyworkingwithfriends.Step2PresentationTask1.Lookatthefollowingpicturesanddescribewhatyoucansee.Trytodescribethepicture.Task2.CheckthewaysyoustudyEnglish.Thenaddotherwaysyousometimesstudy.e.g.IstudyEnglishbyworkingwithagroup.Step3Listening1b&1cTask1Listenandfillingtheblanks.Task2Makeconversationswithyourpartnerlike1candmakeaperformance.Step4Listening2a&2b&2cTask12alistenandcheckthequestionsyouhear.Task22blistenagain.Matcheachanswerbelowwithaquestionabove.Task32cMakeconversationsusingtheinformationin2aand2b.A:Haveyoueverstudiedwithagroup?B：Yes,Ihave.I’velearnedalotthatway.Step5Reading2d:Role-playtheconversationTask1.Readtheconversationandanswerthequestions.①WhatisJackgoingtodo?②WhatadvicedidAnniegivewhenJacksaidhewasaslowreader?③HowcanJackguessaword’smeaning?Task2.Roleplaytheconversation.Step6议评：学生以小组为单位对下列知识点进行讨论总结，并派代表板书。Istudybyworkingwithagroup.我通过小组活动来学习。by作为介词，用法很多。请【例句】1)Comeandsitbyus.2)Petergoestoworkbybuseveryday.3)Tonywillcomebackby10:00pm.4)Englishisspokenbylotsofpeople.5)Mybrotherstudieshistorybyworkingwithagroup.【结论】1)by可表示位置，(1)“__________”，如句1。也有“从……旁边（经过）”之意。2)by可表示交通、传递等的方式，如句2。3)by可表示时间，“到（某时）之前；不迟于”，如句3。4)by可用于构成(2)________，“被，由”，如句4。5)by可表示方式或手段，(3)“____________”结构在句中作方式状语，“通过……方式（方法）”或“借助……手段”，如句5。【运用】根据提示，用含有by的短语完成各句。

1)

Annie

went

to

Beijing

_______(乘火车)

yesterday.2)

His

grandfather

made

a

living

_________(卖水果)

in

the

past.3)

The

scientists

have

to

arrive

at

the

village

_________(八月前).4)

Allen

goes

_______________(经过邮局)onhiswaytoschooleverymorning.5)

The

book

was

written

____________(由几个工程师).Themoreyouread,thefasteryou’llbe.你阅读得越多,你的速度就会越快。◎观察思考:（1）.Thehigheryouclimb,thefartheryou’llsee.你爬得越高看得就越远。（2）.Themorefriendsyouhave,thehappieryouwillbe.你的朋友越多,你就会越快乐。◎用法总结:“the+,the+”,固定结构,表示:“越……,就越……”。3.Whataboutreadingaloudtopracticepronunciation?大声朗读来练习发音怎么样？辨析aloud,loud和loudlyaloud出声地；大声地。常与read/call等词连用,不用于比较级。e.g.Don’treadaloudinthelibrary.不要在图书馆大声朗读。loud大声地；喧闹地。指说话声和笑声，常与talk/speak/laugh/sing等词连用,常用比较级。e.g.Wecan’thearyou.Pleasespeaklouder.我们听不到你的声音。请再大声点。loudly高声地；喧闹地。可以和loud互换，含有“吵闹”的意思，不悦耳。e.g.Don’ttalkloudlyinpublic4.It’stoohardtounderstandspokenEnglish.句中的it是形式主语,不定式短语tounderstandspokenEnglish是真正的主语,too修饰形容词hard。该句句型为:It’s+too+adj.+(forsb.)+todosth.意思是“(对某人来说)做某事是……的”。如：It’stooeasyforhertoanswerthequestion.It’snecessarytoeathealthyfood.Step7练：Ⅰ.Choosethebestanswer.1.Hegoestoschool____bike.A.byB.onC.inD.at2.—HowdoyoustudyEnglishsowell?—By____lotsofbooks.A.readB.lookC.watchingD.readingⅡ.用括号中单词的正确形式填空1.Themoreyoupractice,the(great)progressyouwillmake.

2.Theharderyouwork,the(well)you’llbe.

Ⅲ.用aloud,loud,loudly填空。1.Hereadherlettertotherestofthefamily.

2.Icouldn’thearwhathesaidbecausethemusicwasso.

3.Someoneknockedatthedoor.

Step8HomeworkHowdoyoustudyEnglish?WhataboutphysicsandChinese?Makealist.作业批改反馈课后反思

Unit1Howcanwebecomegoodlearners?课题Unit1Period2SectionA3a-3c课型阅读课设计人教学目标1.能够背诵本课时重点单词及短语。2.能读懂关于怎样学好英语的文章并找到关键信息完成相关任务。3.能熟练运用介词by引导的方式状语谈论学习方法。德育目标会科学预习及掌握有效的学习方法。教学重点提升学生的阅读技能.教学难点理解故事情节的基础上对文章进行进一步的解读，提高阅读理解能力。教学准备制作PPT课件教学方法合作探究法、圈点批注法课时安排一课时教学过程设计教学札记Step1.LeadinginTask1.Givethestudentssomepictures,thenletthemtalkabout:HowdoyoustudyEnglish?Istudyby______________.Step2.PresentationTask1.Pre-reading1）WhatdifficultiesdoyouhaveinlearningEnglish?2）Whatwaysdoyouusetoovercomethosedifficulties?Task2While-reading1)FastreadingFinish3a:ReadthepassageaboutWeiFenandanswerthequestions.1)WhydidWeiFenfinditdifficulttolearnEnglish?2)WhatdidshedoinEnglishclass?3)Whatisthesecrettolanguagelearning?2)CarefulreadingFinish3b:CompletethesentenceswithwhatWeiFenlearnedfromwatchingmovies.Usewordsandphrasesfromthepassage.Icanunderstandthemeaningbywatchingtheir______andthe______ontheirfaces.Icangetthemeaningbylisteningforjustthe________.Mypronunciationimprovedbylisteningtothe____inEnglishmovies.Ilearned_______sentenceslike“It’sapieceofcake”bywatchingthemovies.Icanfindthemeaningofthenewwordsbylookingthemupina______.Step3:Pairwork-discussion.“HowIlearnedtolearnEnglish?”Step4:议评：学生以小组为单位对下列知识点进行讨论总结，并派代表板书。1.WhydidWeiFenfinditdifficulttolearnEnglish?为什么魏芬发现学习英语很难?◎观察思考:(1).IfinditveryinterestingtolearnEnglish.我发现学习英语很有趣。(2).Ifoundithardtoworkwithhim.我发现跟他一起工作很难。◎用法总结:“find+it+adj.+sth.”意为“发现做某事很……”。find后接复合宾语,其中it在本结构中作形式宾语,真正的宾语是后面的动词不定式todosth.,形容词在句中作。2.TheteacherspokesoquicklythatIdidnotunderstandhermostofthetime.老师讲得如此快以至于我大多时间听不懂她说的话。◎观察思考:IwanttolearnnewwordsandmoregrammarsothatIcanhaveabetterunderstandingofEnglishmovies.我想学新单词和更多语法以便于我能更好地理解英文电影。◎用法总结:so...that&sothatso...that“如此……以至于”，引导结果状语从句。so修饰形容词或副词。常见结构：①

so+___

/

__+that从句；②

so+__+a(n)+____+that从句。sothat“以便，为了”（从句中常用can,could，would，may等）Step5.练：1.用括号内所给单词的适当形式填空.(1).Ifoundit(interest)totalkwithmygrandfather.

(2).Ifoundithardforme(improve)myspokenEnglish.

2.用aswell,too,also或either填空1.SheisnotJapanese.I’mnot,.

2.Theyarestudents.Wearestudents.

3.HestudieshardandIstudyhard,.

4.Shenotonlysings,sheplaysthepiano.Step6HomeworkWriteashortcompositionabouthowtolearnEnglish.作业批改反馈课后反思

Unit1Howcanwebecomegoodlearners?课题Unit1SectionAPeriod3GrammarFocus-4c课型语法课设计人教学目标1.核2.核心短语:takenotes,keepadiary,makewordcards,penpals,dogrammarexercise,improveone’spronunciation;3.核心句型:①HowdoyoulearnEnglish?Ilearnby②HowcanIreadfaster?Youcanby/Onewayisby4.核心语法:by+doingsth;动名词的定义及用法。德育目标能够用英语应用于日常交际中。教学重点1.能掌握本课时重点单词，短语以及语法。2.正确理解动名词的用法。教学难点掌握动名词的用法教学准备PPT课件教学方法合作探究法、圈点批注法课时安排一课时教学过程设计教学札记Step1.LeadinginTask1.—TalkaboutthewaysyoulearnEnglish.AndhowdoyoulearnChinese/math/physics/chemistry?Doyoulearnhistoryandgeographyby___________?Step2.PresentationReadGrammarfocusaloudandtranslateitwithgroupsAsktwogroupstoshowthemStep3议评：观察GrammarFocus的以上对话，请思考：询问学习方法时，常使用____________________________句型提问；回答常用by+_______结构来表达，表示通过做某事而达到某种目的或某种结果Step4:PracticeTask1-4aAnswerthequestions.Thenmatchthequestionsandanswers.mathphysicschemistrymathphysicschemistryChinesehistorygeographye.g.IusuallypracticemyEnglishbytakingnotes/readingbooksandnewspapers/speakingEnglishwithmyclassmates/memorizingsentencepatterns.Task3-4cCheckwhatyoudotolearnEnglish.Theninterviewyourpartner.Step5HomeworkWriteashortcompositionabouthowtolearnEnglish.作业批改反馈课后反思

Unit1Howcanwebecomegoodlearners?课题Unit1SectionBPeriod4SectionB1a-1e课型听力课设计人教学目标1.能够背诵本课时重点单词及短语。2.能听懂关于学习英语的对话并能找出关键信息完成听力任务。3.能熟练运用所学句型谈论学习英语中遇到的困难并能给别人提出怎样学好英语的建议。德育目标能制定合理的学习计划及提高听课效率。教学重点1.能背诵本课时重点词汇。2.训练听力技巧,并在理解的基础上实现信息转换。教学难点能尝试用本课所学的内容,与别人讨论交际。教学准备PPT课件教学方法合作探究法、圈点批注法课时安排一课时教学过程设计教学札记Step1.LeadinginTask1.Freetalk:—DoyouhavedifficultyinlearningEnglish?Whatthingsaredifficultforyou?Step2:PresentationTask1—1a.LearningEnglishcanbedifficult.Whatthingsaredifficultforyou?Readthelist.Check(✓)thestatementsthataretrueforyou.2.I

don’t

know

how

to

increase

my

reading

speed.

【解析】“疑问词+动词不定式”作宾语【注意】what

to

do后不需要跟宾语how

to

do后必须跟宾语【拓展】“疑问词+动词不定式”结构：know，tell,

wonder,ask,find

out,

learn+what,which,when,

where,how

+动词不定式（to

do）Task2—1bWhatotherthingsaredifficultforyou?Makealist.1.Idon’tknowenoughwordstowritewell.2.____________________________________3.____________________________________Task3—1cListeningPaulfindsitdifficulttolearnEnglish.Listenandcompletethelearningchallengeshetalksabout.ChallengesChallenges1.Hecan’tgetthe_____________right.2He________alotofnewwords.3.Hecan’talways__________whenpeopletalktohim.4.Hedoesn’tgetmuch________practice.Task4—1dListeningListenagain.Completethesolutions.SolutionsSolutions1.__________canhelp.2.Hecanalways____________________inhisnotebookandstudythemathome.3.Hecan__________________________topracticespeaking.4.Heshouldfinda________topracticewriting.Task5—1eRole-playconversationsusingtheinformationin1cand1d.Step3议评：1.小组成员一起讨论本组成员们在学习英语时遇到的困难,并提出建议,可参考以下对话形式进行讨论.A:Ican’tpronouncesomeofthewords.B:Ithinkyoushould...C:Maybeyoucan...2.思考与总结:1）I

don’t

know

how

to

increase

my

reading

speed.

howtoincreasemyreadingspeed是“疑问词+动词不定式”结构,在句中作know的宾语。英语中,疑问代词what,who,which和疑问副词where,when,why,how等后面可接动词不定式,这种结构在句中可作主语、宾语、表语等成分。注意:“疑问词+动词不定式”结构作宾语时,其作用相当于宾语从句。当宾语从句的主语与主句的主语相同时,可以与此结构互换。因此上面课文中的句子也可转换为复合句:Idon’tknowhowIshouldincreasemyreadingspeed.E.g.Ican’tdecidewheretogo.=Ican’tdecidewhereIshouldgo.我不能决定该去哪儿。join/join

in/take

part

in

2）Maybe

you

should

joinan

English

club2.

join=be

a

member

of参加,指加入某种组织，并成为其中的一员。join

the

army

/

party入伍/党join

the

club加入俱乐部◆

join

in后接活动名称◆join

sb.加入到某个人群之中(2)

take

part

in参加，指加入群体活动中并在活动中发挥重要作用。Step5练：用括号内所给单词的适当形式填空1.Afterfinishingthisstep,Idon’tknowhow (start)next.

2.Theboywassosurprisedthathedidn’tknowwhat (do)thenextday.

作业批改反馈课后反思

Unit1Howcanwebecomegoodlearners?课题Unit1Period5SectionB2a-2e课型阅读课设计人教学目标1.能够背诵本课时重点单词及短语。2.能读懂关于怎样成为一名成功的学习者的文章并找到关键信息完成相关任务。3.能利用文章中所学到的学习方法提高自己的学习能力和学习成绩。德育目标面对困难，遇到困难想方设法积极应对的精神。教学重点通过阅读和合作学习，掌握文章重点单词和短语;培养良好的阅读理解能力和写作能力，在理解故事情节的基础上对文章进行进一步的了解。教学难点能读懂文章,明确故事发展的脉络并获得相关信息,提高综合阅读能力教学准备搜集图片素材和制作课件教学方法合作探究法、圈点批注法课时安排一课时教学过程设计教学札记Step1.LeadinginTask1.Whatgoodlearninghabitscanyouthinkof?Makealistanddiscussthemwithyourpartner.Step2:PresentationTask1.Pre-reading1.Lookatthetitleandthepicturetoguessthepassage.1)Whatcanyouseeinthepicture?2)Whatdoesthepassagemaytalkabout?Task2.Whilereading1).2bReadthepassagequickly.Whichfourhabitsofsuccessfullearnersarementioned?2).2cReadthepassageagainandanswerthequestions.1.Doesthewriterthinkthateveryoneisbornwiththeabilitytolearnwell?Doyouagree?Whyorwhynot?2.Whyisitagoodideatoconnectsomethingyouneedtolearnwithsomethingyouareinterestedin?3.Whatdothesayings"useitorloseit"and"practicemakesperfect"mean?Doyouagreewiththem?4.Dogoodlearnerslearnfrommistakesoraretheyafraidofmakingmistakes?5.Whatstudyskillsdoesthewritertalkabout?Doyouhavethosestudyskills?6.Doyouagreethatlearningisalifelongjourney?Whyorwhynot?Task3.-2ePostreadingDoyouthinkyouareagoodlearner?Whatlearninghabitsdoyouthinkareuseful?Discusswithyourgroupandshareyourideaswiththeclass.A:Ithinkanotherwaytobecomeasuccessfullearnerisbytryingtothinkaboutthesamethingindifferentways.B:Iagree.Ibelievethat…Step3Languagepoints1.Butwhetherornotyoucandothiswelldependsonyourlearninghabits.1)whetherornotyoucandoitwell是从句，作句子的主语。即主语从句。e.g.Whetheryoudiditrightorwrongisn’tsoimportant.What’simportantistheexperienceyougained.2)whetherornot是从句的一个连词结构，意思和功能相当于whether,“是否”，常出现在宾语从句，主语从句中。也可把whether和ornot分开，ornot放到句尾。e.g.Ican’ttellwhetherornottheteacherlikesme.=Ican’ttellwhethertheteacherlikesmeornot.2.Itisalsoeasierforyoutopayattentiontoitforalongtime.该句句型是Itisadj.forsb.todosth.【注】若形容词表示事物特征的，如：easy,difficult,

hard,important等，须用介词for。

It’s

+adj.(kind,

honest,

friendly)+(of

sb.)

to

do

sth.

【注】若形容词表示人的性格、品质与特点，如：good,kind,nice,

wrong等，用介词of。3.Goodlearnersoftenconnectwhattheyneedtolearnwithsomethinginteresting.好的学习者常常将他们需要学习的东西与之感兴趣的东西联系起来。用法总结:connect…with…意为“把……和……连接或联系起来”。其中connect用作及物动词,意为“(使)连接;与……有联系”。名词形式为connection,意为“连接;联系”4.Everyoneisbornwiththeabilitytolearn.每个人天生都具有学习的能力。beborn意为“出生;出世”,当说明某(些)人的出生情况时,be动词通常用was或were。bebornwith天生具有5.even

if引导让步状语从句，意为“即使/虽然”，等同于eventhough/although/though，可置于句首或主句后，不能与but连用。e.g.Evenifit’shardwork,Ienjoyit.=Eventhough/although/thoughit’shardwork,Ienjoyit.HewillcomeontimeevenifitrainsTask3.Post-reading.（板展）:Workon2d.Step4.练：所给词的适当形式填空。1.Weshouldpayattention_______whatourteacherssayinclass.2.HernameisRoseandhersisterisLily.Youcanconnecttheirnames_____twokindsofflowers.3.Tomisafraid_______(speak)inpublic.4.Itisdifficult________(pay)attentiontoitforalongtime.5.Goodlearnersarenotafraidofmaking______(mistake)6.Theboyhastopractice_______(play)thepianoeveryday.7.Weshouldteachchildrenhowtospendtheirfreetime____(wise)8.Althoughheistired,hestillkeeps______(work).Step8HomeworkWriteasentenceusingeachwordinthebox.brainbrainn.connectv.overnightadv.attentionnreviewv.knowledgen.abilityn.activeadj.wiselyadv.作业批改反馈课后反思

课题：Unit1Howcanwebecomegoodlearners?Period6(SectionB3a-selfcheck)课题Unit1Period6SectionB3a-selfcheck课型写作课设计人教学目标1.能用恰当的句型表达学习英语的几种好方法。2.能用短文的形式就怎样学好英语这个话题给别人提建议。3.培养良好的学习习惯,让自己成为一名优秀的学习者。德育目标对待生活中发生的对自己产生消极情绪的事情，保持积极乐观的心态。教学重点能正确运用重点词汇、掌握动名词用法以及提高学生写作技能。教学难点能够按照一定的逻辑顺序谋篇,用书面语言书写关于提建议的文章教学准备搜集图片素材和制作课件教学方法合作探究法、圈点批注法课时安排一课时教学过程设计教学札记Step1.LeadinginTalkabouthowwecanlearnEnglishwellwithyourpartner.HowcanwelearnEnglishwell?byworkingwithfriends.by…Step2.PresentationTask1.3a3aYourfriendwantstoimprovehis/herEnglishandasksyouforhelp.Whatarethethreebestwaystolearnandwhy?Makesomenotesinthechart.Task2.3b3bWritealettertoyourfriend.Givehim/hersomeadviceaboutthebestwaystolearnEnglish.Useyournotesin3a.Usethefollowingexpressionstohelpyou:Therearethreegoodwaysto…Ithinkyoushould…Ifyoudothis,youwill…Itisalsoagoodideato…because…YoucouldtrytoimproveyourEnglishby…Thiswillhelpyouto…Step3.Instructions（议评）怎样书写一封给朋友提建议的信？审题：①内容：写一封信给朋友及针对学好英语给他提一些建议②文体：应用文③人称：以第一人称和第二人称为主④时态：以一般现在时为主头脑风暴Step4.WritingSampleDear.,TherearethreegoodwaystolearnEnglish.Youcanlearnbymakingwordcards,readingstorybooks,listeningtotapesandsoon.IthinkyoushouldlearnEnglishbyreadingsomeEnglishstorybooks.Ifyoudothis,youwillimproveyourreadingspeed.…Yourfriend,…Step5Self-checkFillintheblankswiththewordsinthebox.practicedeveloprememberpreparepracticedeveloprememberpreparetakenotesuntilworryabouteverythingAreyoustressedouteachtimeyouhaveatest?Youdon’thavetobeifyou__________smartstudyskills.Rememberto___________inclassandreviewthemonyourownorwithfriendsafterclass.Then__________whatyoulearnedbydoingexercises.Trytostudyand_________informationbitbybitinsteadofwaiting________thelastminutetostudy___________atonce.Ifyou__________wellforatest,thenthere’snothingto___________!2.Numberthesesentencesinordertomakeaconversation._____What’sthematter?_____Well,IpracticemylisteningbylisteningtothetapeoverandoveragainuntilIcanunderstandeverything._____Soyouwanttopracticeyourlistening?_____Hi,Jake.Ineedyourhelp._____Uh-huh.Doyouhaveanyadvice?_____OK,I’lltrythat._____Ihavealisteningtestnextweek.3.Giveadvicetothesepeople.1.Janeisaveryslowreader.Sheshouldimproveherreadingspeed_________________________________.2.LiMingwantstoimprovehislistening.Hecouldpracticehislistening_____________________________.3.Meipingdoesn’tknowmanyEnglishwords.Shecouldlearnmorewords____________________________.Step6HomeworkMakeaconversationwithyourpartnerabouthowcanwelearnEnglishwell.作业批改反馈课后反思Unit2Ithinkthatmooncakesaredelicious!课题Unit2Period1SectionA1a-2d课型听说课设计人教学目标1.能够背诵本课时重点单词及短语。2.能记住宾语从句的语法点,能指出that/if/whether在引导宾语从句时的区别;能记住what/how引导的感叹句的结构和区别,并能正确使用。3.能听懂谈论有关节日的对话并运用所学句型进行对话。4.能知道中国各传统节日的时间、纪念方式和传统习俗,激发自己对家乡、祖国的热爱。德育目标热爱，传承和创新中华博大精神的传统文化，并能表达自己的态度和看法。教学重点1.本课时重点单词、短语及句型；2.掌握宾语从句用法：verb＋that/if/whether…教学难点在听力和口语中训练以that,if,whether引导的宾语从句；增强学生对亚洲传统节日的兴趣及学习节日文化。教学准备搜集图片素材和制作课件教学方法合作探究法、圈点批注法课时安排一课时教学过程设计教学札记Step1Leadingin1）．Greettheclassanddothedutyreport.2）．DiscussingWhichisthebiggestfestivalinChina?Whatdowedoonthatday？Dowehaveabigdinnerandaparty?Step2PresentationTask1.Lookatthefollowingpicturesanddescribewhatyoucansee.Trytodescribethepicturesandguesswhatfestivalstheyare.Task2.Matchthepictureswiththedescriptions.1.___TheWaterFestivalinThailand2.___TheDragonBoatFestivalinHongKong3.___TheChineseSpringFestivalinBeijing4.___TheLanternFestivalinJiangxiTask2Listening-1bListenandtelltrueorfalse.1.Billthinksthattheraceswerenotthatinterestingtowatch.TF2.Marythinksthattheteamswerefantastic.TF3.Billwonderswhetherthey’llhavezongziagainnextyear.TF4.BillandMarybelievethatthey’llbebacknextyeartowatchtheraces.TFStep3Listening1b&1cTask1Listenagainandtrytograspthegeneralidea.Task2Makeconversationswithyourpartnerlike1candmakeaperformance.Step4Listening2a&2b&2cTask12aListentotheconversationbetweenWuMingandHarryandcirclethecorrectwordsinsentences.1.WuMingandHarryarecousins/strangers/friends.2.WuMingwenttoSingapore/HongKong/Macaoforhisvacation.3.WuMingvisitedhisrelatives/friends/classmates.4.WuMinglikedeatingout/shopping/theDragonBoatFestivalbest.Task22bWuMingdidalotoffunactivities,buttherewerealsodownsides.Listenagainandfillinthechart.FunactivitiesDownsidesEatingoutShoppingDragonBoatFestivalinJuneTask32cRoleplaytheconversationsbetweenWuMingandHarry.A:Whatdidyoudoonyourvacation?B:Ivisitedmycousins.Ithinkthatweatefivemealsaday!I’veputonfivepounds.A:Iguessthefoodwasdelicious,right?Step5Reading2d:Role-playtheconversationTask1.2dReadtheconversationandanswerthequestions.①WhenistheWaterFestival?②WhatdopeopledoatthetimeoftheThaiNewYear?③Whydopeopledothat?Task2.Roleplaytheconversation.Step6议评：学生以小组为单位对下列知识点进行讨论总结，并派代表板书。“in+一段时间”表示“ ”,通常与 时态连用;“after+一段时间”与 时态连用。同时“in+一段时间”和“after一段时间”都可以改写成:一段时间+later.

Whatagreatday!多么美好的一天!◎观察思考:1).Whatkindwomentheyare!她们是多善良的女人啊!2).Whatnicemusicitis!多优美的音乐啊!3).Howhardtheworkersareworking!工人们正工作得多努力啊!4).Howcleverthegirlis!这个女孩多聪明啊!◎用法总结:感叹句是表示喜怒哀乐等强烈感情的句子。一般说来,感叹句是由what或how开头的,其余与陈述句结构相同,句末用感叹号,朗读时用降调。1).what修饰名词或名词短语,有几种形式？分别是什么？2).由How引导的感叹句how用来修饰 。其结构是: 3.Billwonderswhetherthey’llhavezongziagainnextyear.比尔想知道明年他们是否还会吃粽子。◎观察思考:1.2.Ithinkthatshefinishedherworkanhourago.我认为她一小时前完成了工作。3.Thepolicemanaskedhimifhewasdoinghishomeworkatmidnightyesterday.警察问他昨天半夜是不是正在做作业。◎用法总结:由that,if或whether引导的宾语从句1.宾语从句的定义:句子的宾语一般由名词、代词、动名词或不定式来充当,当用一个句子充当宾语时,我们把这个句子叫作宾语从句。2.宾语从句的引导词①如果宾语从句是由陈述句转变而来的,其引导词用that。that本身无意义,可省略。例如:Theyaregooddoctors.Hetellsus.—Hetellsus(that)theyaregooddoctors.他告诉我们,他们是好医生。②如果宾语从句是由一般疑问句转变而来的,其引导词要用if/whether,意为“是否”。例如:Mr.Chenasks,“Areyouallhere?”—Mr.Chenasksif/whetherweareallhere.陈老师问我们是否都在这儿。【口诀】陈述that来引导,有时可以省略掉。一般问句表“是否”,if或whether来引导。注意:当与ornot连用时,只能用whether,不能用if。3.宾语从句的语序宾语从句无论是由一般疑问句转变来,还是由特殊疑问句转变而来,在转变为宾语从句后,都要用陈述语序。例如:DoesJim’sfatherworkhere?Doyouknow?DoyouknowifJim’sfatherworkshere?你知道吉姆的父亲是否在这里工作吗?【口诀】无论宾从什么句,语序都用陈述句。4.宾语从句的时态①如果主句是一般现在时或一般将来时,从句的时态可根据具体情况来确定。例如:Ihearthathewillbebackinaday.我听说一天后他将回来。②如果主句的时态是一般过去时,从句的时态则相应地使用过去的某种时态。例如:Hesaidthathedidn’tfindyourlostpen.他说没找到你丢失的钢笔。③如果宾语从句所叙述的是客观真理、自然现象、名言警句或谚语等,不管主句是什么时态,从句都用一般现在时态。例如：Ourteachertoldusthattheearthgoesaroundthesun.老师告诉我们地球围绕太阳转。【口诀】“主”为“现、将”,“从”不限;“主过”“从过”对应变。“从”表真理“从”永“现”。Step7练：1.用括号内所给单词的适当形式填空.1).Irememberthathe (give)meabookyesterday.

2).Hetellsmethathe (leave)forNewYorktomorrow.

3).Ourteachertoldusthattheearth (travel)aroundthesun.

2.单项选择。1）.()—Doyouknow____Janevisitshergrandparents?—Onceaweek.howsoonB.howoftenC.howlongD.howfar2）.()—Iwanttoknow.—Sorry.I’venoidea.Butshewasherejustnow.A.whereisAnnB.whereAnnisC.wherewasAnnD.whereAnnwas3).()—Thanks.Iwonder.

A.whotheletterwasfromB.whowasfromtheletter

C.whowastheletterfromD.whofromtheletterwas4）.()—Doyouknow_____?—Heisadentist.A.whereheisfromB.whereishefromC.whatdoeshisfatherdoD.whathisfatheris5）.()Couldyoutellme_____thecoolT-shirt?A.whereyoubuyB.wheredoyoubuyC.wheredidyoubuyD.whereyoubought6）.()Pleasetellme_____toimprovemyEnglish.A.howIcandoB.whatcanIdoC.whatIcandoD.howcanIdoStep8Homework.1.Learnthenewwordsandexpressionsbyheart.2.CopythesentenceswiththeObjectiveClauseandlearnthembyheart.作业批改反馈课后反思

Unit2Ithinkthatmooncakesaredelicious!课题Unit2Period2SectionA3a-4c课型阅读课设计人教学目标1.能够背诵本课时重点单词及短语。2.能读懂关于中秋节的文章并找到关键信息完成相关任务。3.能正确运用由that,if,whether引导的宾语从句和how,what引导的感叹句。德育目标了解中国传统节日中秋节的来历,培养热爱祖国民俗文化的情操；培养学生团结合作精神和独立探索的优良品格，提高学生的语言综合运用能力。教学重点1.提高阅读技巧，能熟练应用阅读技巧，读前预测，读中略读、扫读、精读、关键词定位、联系上下文推理，读后复述的产出；2.通过故事的熟知，能够用英语谈论自己的情感态度；3.掌握What和how引导的感叹句。教学难点续写故事，掌握What和how引导的感叹句。教学准备制作课件教学方法合作探究法、圈点批注法课时安排一课时教学过程设计教学札记Step1:Lead-inGreeting.Showthelearningobjectives.Brainstorming.Quicklyreviewthefestivalwords.ThenshowpicturesandgetthestudentstothinkoftheEnglishfortheMid－AutumnFestival.Step2:Reading(学）Task1:Pre-readingBeforeyouread,whatcanyouseefromthepicture?Letstudentspredictthe2questions：1).Whoisthegirlinthepicture?2).Whatdoesthepassagetalkabout?Task2Readingforthegeneralideas1．Finishthetaskin3a①Helpthestudentstounderstandthedemandin3aandreadthequestions.T：Haveyouheardofthestory“Chang'eflyingtothemoon”？Todaywearegoingtoreadthestoryaboutit.②QuicklyreadthestoryabouttheMid－AutumnFestival.Discussthequestionsandcomprehendthewholepassage.Task3:ReadingfordetailsFinishthetaskin3b;Finishthetaskin3c.Task4:Grammar1.FinishGrammarFocus;2.Finishthetaskin4a.①Makesentencesandwritetheminthebooks.Andcorrectthemwiththepartners.②Thewholeclassreadaloudthesentences.Helpwiththepronunciationandintonation.3.Finishthetaskin4b①Readtheinstructionsandknowwhattodo.Thenreadtheletterquietlyandunderlinetheobjectiveclauses.②Checktheanswersandreadoutthesentenceswithobjectiveclauses.③AskstudentstowritetheirownsentencesaboutMother'sDayandFather'sDay.Theteachershows：Iknow…；Ithink…；Ibelieve…；Iwonder…7．Finishthetaskin4c(Thestudentsmayfinishitafterclass.)①Theteachershowsthechart：NameFavoritefestivalReasons②Interviewtheirpartners.③Writeareporttotelltheclass.Step3议评：通过总结反思，让学生梳理阅读技巧。havebeencelebrating是 时,其结构为“ ”。现在完成进行时表示动作在迄今为止的一段时间内曾经延续进行或目前仍在继续并有可能一直继续下去,强调动作持续进行的状态。常和“ ”或“since+时间点”连用。

Afterthis,peoplestartedthetraditionofadmiringthemoonandsharingmooncakeswiththeirfamilies.从此以后,人们开始了赏月以及和家人分享月饼的传统。◎观察思考:1).Thetouristsadmiredtheviewfromthetower.游客登塔欣赏景色。2).Iadmireyouforyourwonderfulspeech.我因你精彩的演讲而仰慕你。◎用法总结:admire的用法4.◎易错易混:辨析another,theother,others&theothers1).another和theother都有“另一个”的意思。another指多个中的“另一个”;theother则指两个中的“另一个”,常与one构成固定搭配one...theother...,“一个……另一个……”。例如:Theshoesdon’tfitme.Wouldyoupleaseshowmeanotherpair?鞋子不适合我,你能给我看看另外一双吗?Mysisterhastwoskirts.Oneisyellow,theotherisblack.我姐姐有两条裙子。一条是黄色的,另外一条是黑色的。2).others(=other+复数名词)与theothers(=theother+复数名词)均含有“其他一些”的意思。others泛指大部分中的一部分,可与some构成固定结构some...others...,“一些……其他的一些……”;theothers则特指剩余的一部分。例如:Somelikefruitandvegetables,otherslikejunkfood.一些人喜欢吃水果和蔬菜,还有一些人喜欢吃垃圾食品。Step4:Practice.（练）stealadmiredessertgardengoddess1、选择恰当的单词,并用其适当形式填空stealadmiredessertgardengoddess1).Theoldmansaidhemeta onthetopofthemountain.

2).Thepolicemanfoundabadman thecomputersinanoffice.

3).ThedoctortoldMrs.Brownnottoeattoomany .4).Myfatherwantstoplantsomeflowersinthe .5).Mybrother ZhaoZhongxiangwhenhewasveryyoung.

2.根据汉语提示完成句子。他们很钦佩他的手艺。They workmanship.

2.把句子翻译成汉语Weadmirehimforwhathehasdone. 3.用another,theother,others,theothers填空.1.Hehastwodaughters.Oneisanurse, isaworker.

2.Someofuslikesinginganddancing, likesports.

3.Twoboyswillgotothezoo,and willstayathome.

4.Idon’tlikethisone.Pleaseshowme .Step5:Homework1．Interviewmorestudentsabouttheirfavoritefestivalsafterclass.2．Writeareportabouttheresultsoftheinterview.3．TranslatethefollowingsentencesintoEnglish.(1)我知道你喜欢音乐。________________________________________________________(2)这是个多么美好的周末啊！________________________________________________________(3)高铁好快呀！(high－speedtrain)________________________________________________________作业批改反馈课后反思

Unit2Ithinkthatmooncakesaredelicious!课题Unit2Period3SectionB1a-1e课型听力课设计人教学目标1.能够背诵本课时重点单词及短语。2.能听懂关于万圣节的对话并能找出关键信息完成听力任务。3.能熟练运用所学句型谈论万圣节的有关信息。德育目标能制定合理的学习计划及提高听课效率。教学重点1.能背诵本课时重点词汇、短语以及句子。2.训练听力技巧,并在理解的基础上实现信息转换。教学难点1.能听懂关于万圣节的对话并能找出关键信息完成听力任务；2.能熟练运用所学句型。教学准备PPT课件教学方法合作探究法、圈点批注法课时安排一课时教学过程设计教学札记Step1.Leadingin1．Gree