2026秋人教版新教材九年级上册英语Unit 2 Inspiring People 教案（共9课时）

第第页2026秋人教版新教材九年级上册英语Unit2InspiringPeople教案（共9课时）科目英语年级九年级授课时间主备人二次备课人课题Unit2(第一课时:SectionA1a-1d)课型听说课教学目标语言能力LanguageCompetenceStudentscanmasterwordsandphrasesaboutdescribingpeoplesuchasadmire,inspire,inspiring,brave,hard-working,confident,kind,helpful,patient,honest,hero,rolemodel,achievement,contribution,etc.Studentscanlistenforspecificinformationaboutinspiringpeopleandfinishlisteningtasksof1band1caccurately.Studentscantalkaboutthepersontheyadmireandgivesimplereasons,usingthepattern“Iadmire...becausehe/sheis.../becausehe/shedid...”.文化品格CulturalAwarenessStudentscanlearntofindtheshiningpointsinpeoplearoundthem(familymembers,teachers,greatpeople),learntorespectandadmireothers,andunderstandthateveryonecanbeaninspiringperson.思维品质ThinkingQuality1.Studentscanpredict,collectandsummarizekeyinformationduringlistening.2.Studentscancomparedifferentpeople’squalitiesandtellwhatmakestheminspiring.学习能力LearningAbilityStudentscandevelopeffectivelisteningstrategiessuchaspredictingbeforelisteningandtakingkeynoteswhilelistening.Studentscanaccumulateadjectivesfordescribingpeople’squalitiesandusethemtotalkaboutthepersontheyadmire.教学重点·Masteradjectivesfordescribingpeople’squalities:brave,hard-working,confident,kind,helpful,patient,honest.·Usethepattern“Whodoyouadmire?Iadmire...because...”totalkaboutthepersonyouadmire.·Catchkeyinformationtocompletelisteningtasks1band1c.教学难点·Useadjectivesofqualitiescorrectly(hard-working,confident,patient).·Giveclearreasonswithbecauseclauseswhentalkingaboutthepersonyouadmire.教具准备photosofinspiringpeople,listeningaudioandteachingexercises,vocabularyflashcards,multimediacourseware.教学内容及过程二次备课Step1Leadin情境导入(4mins)1.Showseveralphotosofdifferentpeople(afamilymember,ateacher,ascientist,asportsstar)andask:“Whoarethey?Whatdoyouthinkofthem?”2.Askstudents:“Whodoyouadmiremostinyourlife?”toleadintheunittheme:InspiringPeople.3.ShowtheBIGQuestion:Whoinspiresus?Step2Presentation品质词汇精讲(9mins)1.Teachtheadjectivesin1afordescribingpeople(brave,hard-working,confident,kind,helpful,patient,honest)andmatchthemwiththepictures.2.Teachkeywords:admire,inspire,inspiring,hero,rolemodel,achievement,contribution.3.Presentthepattern“Whodoyouadmire?Iadmire...becausehe/sheis.../becausehe/she...”andexplainhowtogivereasons.Step3Task1a人物与品质匹配(6mins)1.Askstudentstomatchthepeoplewiththeadjectivesin1a.2.Askstudentstoaddmoreadjectivestheyknowandsharethem.3.Emphasizethatordinarypeoplecanalsobeinspiringbecauseoftheirqualities.Step4Pre-listening听前准备(4mins)1.Showtheticklistin1bandthetablein1c.2.Guidestudentstopredictwhowillbementionedandwhatinformationisneeded(who,job,qualities,achievements).3.Remindstudentstofocusonnames,qualitiesandreasonswhenlistening.Step5While-listening分层听力训练(13mins)1.Playtheaudioforthefirsttime;studentstickthepeopleorqualitiesmentionedin1b.2.Playtheaudioforthesecondtime;studentscompletethetablein1c(whothepersonis,his/herqualitiesandwhathe/shedid).3.Playtheaudiooncemoreforstudentstocheckanswers.4.Checkanswerstogetherandmarkkeysentencesfromtheconversation.Step6Post-listening口语输出1d(10mins)1.Displaydialogueframes:“A:Whodoyouadmire?B:Iadmiremymother.A:Whydoyouadmireher?B:Becausesheisveryhard-workingandshealwayshelpsothers.”.2.Assignpairwork;studentstalkaboutthepersontheyadmireandgivereasons.3.Inviteseveralpairstopresentandgivefeedback.Step7Summary&Homework课堂小结(4mins)1.Reviewtheadjectivesofqualitiesandthekeysentencepatterns.2.Assignhomeworkandencouragestudentstolearnfromthepersontheyadmire.布置作业：·Copyandrecitetheadjectivesofqualitiesandthepattern“Iadmire...because...”.·Writethreesentencesaboutthepersonyouadmire,usingtheadjectiveslearnedtoday.·Askonefamilymemberwhohe/sheadmiresandwritetwosentencesaboutit.板书设计Unit2SectionA1a-1dInspiringPeople1.Adjectivesofqualitiesbrave/hard-working/confident/kind/helpful/patient/honest2.UsefulpatternA:Whodoyouadmire?B:Iadmire...becausehe/sheis...3.Keywordsadmire/inspire/rolemodel/achievement/contribution教学反思

科目英语年级九年级授课时间主备人二次备课人课题Unit2(第二课时:SectionA2a-2d)课型听说课教学目标语言能力LanguageCompetenceStudentscanmasterexpressionsaboutgreatpeople’sdeedssuchasdevoteoneselfto,makecontributionsto,overcomedifficulties,setagoodexample,nevergiveup,doresearchon,winanaward,behonoredas,etc.Studentscanlistenforspecificinformationaboutwhypeopleareadmiredandfinishlisteningtasksof2band2caccurately.Studentscanfurtherdiscusswhotheyadmireandwhy,usingthepattern“Whydoyouadmirehim/her?Becausehe/she...”.文化品格CulturalAwarenessStudentscanunderstandthatgreatachievementscomefromhardwork,courageandnevergivingup,andcandeveloprespectforpeoplewhodevotethemselvestoothersandtosociety.思维品质ThinkingQuality1.Studentscancollectandorganizeinformationtocompleteatableormindmapduringlistening.2.Studentscananalyzethereasonswhyapersonisadmirableandexpresstheirownopinions.学习能力LearningAbilityStudentscandeveloplisteningstrategiesoftakingnotesandcompletingamindmap.Studentscanusetheexpressionsaboutgreatdeedstodescribeanadmirableperson.教学重点·Masterexpressionsaboutgreatpeople’sdeeds:devoteoneselfto,makecontributionsto,overcomedifficulties,setagoodexample,nevergiveup.·Usethepattern“Whydoyouadmirehim/her?Becausehe/she...”todiscussreasons.·Completethetablewithkeyinformationin2c.教学难点·Usetheexpressionsaboutdeedscorrectly(devote...to,makecontributionsto).·Giveclearandlogicalreasonswhendiscussingwhoyouadmireandwhy.教具准备photosofgreatpeopleandtheirdeeds,listeningaudioandteachingexercises,vocabularyflashcards,multimediacourseware.教学内容及过程二次备课Step1Leadin复习导入(4mins)1.Reviewtheadjectivesofqualitiesfromthelastlesson.2.Askstudents:“Whatdidthepersonyouadmiredo?Whyishe/shegreat?”3.Leadintoday’stopic:thedeedsofinspiringpeopleandwhyweadmirethem.Step2Presentation事迹词汇精讲(9mins)1.Teachtheexpressionsin2aonebyone:devoteoneselfto,makecontributionsto,overcomedifficulties,setagoodexample,nevergiveup,doresearchon,winanaward,behonoredas.2.Matcheachexpressionwithapictureorashortexampleandpracticepronunciation.3.Presentthepattern“Whydoyouadmirehim/her?Becausehe/shedevotedhimself/herselfto...”andexplaintheuseoftoafterdevote.Step3Task2a事迹匹配(6mins)1.Askstudentstomatchthepeoplewiththeirdeedsin2a.2.Invitestudentstosharewhichdeedmovesthemmostandwhy.3.Supplementmoreexpressions(carefor,helpthepoor,workhardfor,fightagainst).Step4Pre-listening听前准备(4mins)1.Showthequestionsin2bandthetable/mindmapin2c.2.Guidestudentstopredictwhatthespeakersaretalkingabout.3.Remindstudentstofocusonthepersons,theirdeedsandthereasonsforadmirationwhenlistening.Step5While-listening分层听力训练(13mins)1.Playtheaudioforthefirsttime;studentsanswerthequestionsin2b.2.Playtheaudioforthesecondtime;studentscompletethetable/mindmapin2c.3.Playtheaudiooncemoreforstudentstocheckanswers.4.Checkanswerstogetherandhighlightkeysentences.Step6Post-listening口语输出2d(10mins)1.Displaydialogueframes:“A:Whodoyouadmire?B:Iadmire...A:Whydoyouadmirehim/her?B:Becausehe/shemadegreatcontributionsto...andnevergaveup.”.2.Assignpairwork;studentsdiscusswhotheyadmireandgiveatleasttworeasons.3.Inviteseveralpairstopresentandgivefeedback.Step7Summary&Homework课堂小结(4mins)1.Reviewtheexpressionsaboutdeedsandthereasonpatterns.2.Assignhomeworkandencouragestudentstolearnfromgreatpeople’sspirit.布置作业：·Copyandrecitetheexpressionsaboutgreatpeople’sdeeds.·Writethreesentencesaboutwhyyouadmireaperson,usingtheexpressionslearnedtoday.·Findonestoryaboutagreatpersonandwritetwosentencesabouthis/herdeed.板书设计Unit2SectionA2a-2dWhyWeAdmireThem1.Expressionsaboutdeedsdevoteoneselfto/makecontributionsto/overcomedifficulties/setagoodexample/nevergiveup/doresearchon/winanaward2.UsefulpatternA:Whydoyouadmirehim/her?B:Becausehe/she...3.Keywordsadmire/deed/achievement/courage/spirit教学反思

科目英语年级九年级授课时间主备人二次备课人课题Unit2(第三课时:SectionA3a-3d)课型读写课教学目标语言能力LanguageCompetenceStudentscanunderstandthereadingtextin3aaboutaninspiringperson(his/herlife,deedsandqualities).Studentscangetspecificinformationtocompletethetablein3b.Studentscanfurtherusethewordsandpatternsofthisunittodescribeaninspiringpersonandhis/herinfluence.文化品格CulturalAwarenessStudentscanlearnthataperson’svalueliesinwhathe/shedoesforothersandforsociety,andcandevelopacorrectoutlookonlifeandvalues.思维品质ThinkingQuality1.Studentscansummarizethemainideaandlocatedetailsinareadingtext.2.Studentscanfindoutthequalitiesofaninspiringpersonfromhis/herdeedsandtellwhattheyhavelearned.学习能力LearningAbilityStudentscandevelopreadingstrategiesofskimmingandscanning.Studentscancooperatewithpartnerstorole-playandtalkaboutaninspiringperson.教学重点·Understandthereadingtextin3aandcompletethetablein3b.·Describeaninspiringperson’slife,deedsandqualities.·Role-playtheconversationin3c.教学难点·Usecorrecttenseswhendescribingaperson’spastdeeds(simplepast).·Expressownideasaboutwhatmakesapersonadmirable.教具准备readingaudio,multimediacourseware,exercisesheets,vocabularyflashcards,photosofinspiringpeople.教学内容及过程二次备课Step1Leadin情境导入(4mins)1.Showashortvideoorpicturesaboutaninspiringpersonandask:“Whatdoyouknowabouthim/her?Whatdidhe/shedo?”2.ReviewthewordsandexpressionslearnedinPeriods1-2.3.Leadinthereadingtopic:thelifeanddeedsofaninspiringperson.Step2Presentation阅读语篇精讲3a(9mins)1.Askstudentstoreadthetextin3aquicklyandgetthemainidea.2.Teachkeywordsandsentences,especiallytheexpressionsofdeedsandthesimplepasttense.3.Explainthestructureofthetext(who—whathe/shedid—whatqualitieshe/shehad—influence).Step3Task3a阅读理解(6mins)1.Studentsreadthetextagainandanswerthequestionsin3a.2.Checktheanswerstogetherandgivefeedback.Step4Task3b完成表格(4mins)1.Askstudentstocompletethetablein3bwithinformationfromthetext(life,deeds,qualitiesandinfluence).2.Invitestudentstoshareanswersandexplainhowtheyfoundthem.Step5Task3c听音跟读与角色扮演(13mins)1.Playtheaudio;studentslistenandpayattentiontothepronunciationofkeywordsandintonation.2.Studentsreadaftertheaudioandthenrole-playtheconversationinpairs.3.Inviteseveralpairstoactout.Step6Post-reading口语输出3d(10mins)1.Displaythetaskin3d:talkaboutaninspiringpersonyouknowandwhatyouhavelearnedfromhim/her.2.Assignpairwork;studentsdescribetheperson’sdeedsandtellhis/herinfluenceonthem.3.Inviteseveralpairstopresentandgivefeedback.Step7Summary&Homework课堂小结(4mins)1.Reviewthereadingtext,keywordsandexpressions.2.Assignhomework.布置作业：·Copythekeysentencesfrom3a.·Writethreesentencesaboutwhatyouhavelearnedfromaninspiringperson.·PreviewGrammarFocus4a-4c.板书设计Unit2SectionA3a-3dAnInspiringPerson1.Keywordsdeed/quality/devote/contribution/influence/setanexample...2.UsefulpatternHe/Shedevotedhimself/herselfto...He/Shenevergaveup.3.KeysentenceItishis/hercourageandhardworkthatmakehim/herinspiring.教学反思

科目英语年级九年级授课时间主备人二次备课人课题Unit2(第四课时:GrammarFocus4a-4c)课型语法课教学目标语言能力LanguageCompetenceStudentscanmastertwoimportantstructures:a.“Itis/was+adj.+(for/ofsb)+todosth”:useforwhentheadjectivedescribestheactionorthing(difficult,easy,important,necessary,hard,dangerous,useful);useofwhentheadjectivedescribesaperson’squality(kind,nice,clever,brave,polite,foolish,careless)—“Itis+adj.+ofsb+todo”=“sbis+adj.+todo”.b.Theemphaticsentence(强调句):“Itis/was+theemphasizedpart+that/who+therestofthesentence”,usedtoemphasizethesubject,objectoradverbial(nottheverb);whocanreplacethatforpeople.Studentscanfinishtheexercisesin4a,4band4ccorrectlyandusebothstructurestotalkaboutinspiringpeoplefreely.文化品格CulturalAwarenessStudentscanuseaccurateandvividEnglishtoevaluatepeople’sdeedsandshowrespectandadmiration,developingcarefullanguagehabitsandasenseofgratitude.思维品质ThinkingQuality1.Studentscanobserve,compareandsummarizegrammarrulesfromexamples.2.Studentscantellthedifferencebetweentheformalsubject“it”andtheemphatic“it”,andapplytherulestonewsituations.学习能力LearningAbilityStudentscandeveloptheabilityofindependentgrammarsummaryandself-check.教学重点·Mastertheuseofforandofin“Itis/was+adj.+(for/ofsb)+todosth”.·Masterthestructureanduseoftheemphaticsentence“Itis/was+emphasizedpart+that/who...”.·Circlethestructuresin4aandcomplete4band4c.教学难点·Choosefororofcorrectlyaccordingtowhattheadjectivedescribes(actionvsperson’squality).·Formtheemphaticsentencecorrectlyandknowitcannotemphasizetheverb;telltheemphatic“it”fromtheformalsubject“it”.教具准备grammarcharts,multimediacourseware,exercisesheets,sentencesfromthereadingandlisteningtexts.教学内容及过程二次备课Step1Leadin复习导入(4mins)1.ReviewsentencesfromPeriods1-3(Heishard-working./Shehelpedmanypeople./Itisimportanttohelpothers.).2.Askstudents:“Howcanwemakeasentencestrongerorshowouropinionmoreclearly?”3.Leadintoday’sgrammarfocus.Step2Presentation语法探究4a(9mins)1.ShowthesentencesinGrammarFocus4a.2.Guidestudentstocircle“it”structuresandunderlinetheadjectives.3.Summarizetherules:a.Formalsubject:“Itis/was+adj.+forsb+todosth”—theadjectivedescribestheactionorthing(difficult,easy,important,necessary,hard,dangerous,useful,possible).Example:Itisimportantforustolearnfromgreatpeople.b.“Itis/was+adj.+ofsb+todosth”—theadjectivedescribesaperson’squality(kind,nice,clever,brave,polite,foolish,careless,honest).Itcanberewrittenas“sbis+adj.+todo”.Example:Itiskindofyoutohelpme.=Youarekindtohelpme.c.Emphaticsentence:“Itis/was+theemphasizedpart+that/who+therest”—usedtoemphasizethesubject,objectoradverbial,NOTtheverb.Usewhoforpeople.Example:Itishiscouragethatinspiresme./Itwasin2008thatthegameswereheldinBeijing.d.Test:takeaway“Itis/was”and“that/who”—ifthesentenceisstillcomplete,itisanemphaticsentence;ifnot,“it”isaformalsubject.Step3Task4a观察与圈画(6mins)1.Studentsreadthesentencesin4aandcirclethe“it”structures.2.Studentsunderlinetheemphasizedpartorjudgewhethertheadjectivedescribesanactionoraperson.3.Checkanswerstogetherandreadthesentencesaloud.Step4Practice4bfor/of与强调句填空(4mins)1.Studentscompletethesentencesin4bwithfor,of,thatorwho.2.Remindthemtolookattheadjectiveandthesentencestructurefirst.3.Checkanswers.Step5Practice4c语篇填空(13mins)1.Studentscompletethepassagein4cwithfor,of,that,whoorthecorrectformsoftheverbs.2.Askstudentstotellwhatmakesthepersoninthepassageadmirable(linktounittheme).3.Checkanswersandreadthepassagetogether.Step6Production句子运用(10mins)1.Displaysituations:helpingothers,studyinghard,agreatdeed,apersonwhoinspiresyou,etc.2.Studentsworkinpairsandmakesentenceswith“Itis+adj.+for/ofsb+todo”andtheemphaticsentence.3.Inviteseveralstudentstoshareandcorrectmistakestogether.Step7Summary&Homework课堂小结(4mins)1.Reviewtherulesoffor/ofandtheemphaticsentence.2.Assignhomework.布置作业：·CopytheGrammarFocussentencesandtherules.·Writefivesentencesaboutinspiringpeople:twowith“for”,twowith“of”andoneemphaticsentence.·Finishtheexercisesonthegrammarsheet.板书设计Unit2GrammarFocus4a-4c1.Itis/was+adj.+forsb+todo(for:adjectivedescribestheaction/thing—difficult,easy,important,necessary,useful)2.Itis/was+adj.+ofsb+todo(of:adjectivedescribesaperson’squality—kind,nice,clever,brave,polite,foolish)=sbis+adj.+todo3.Emphaticsentence(强调句)Itis/was+emphasizedpart(subject/object/adverbial,NOTtheverb)+that/who+therestTest:takeaway“Itis/was”and“that/who”→stillacompletesentence教学反思

科目英语年级九年级授课时间主备人二次备课人课题Unit2(第五课时:SectionB1a-1e)课型阅读课教学目标语言能力LanguageCompetenceStudentscanunderstandthebiographyofaseedscientist.Studentscanusereadingstrategiestomatchtheheadingsin1bandcompletethetimelineortablein1c.Studentscanmasterwordsrelatedtoaperson’slifeandwork,suchasbiography,seed,research,develop,devote,achievement,contribution,improve,spend...doing,etc.文化品格CulturalAwarenessStudentscanlearnaboutthescientist’sdevotiontoseedresearchandhis/hercontributionstofightinghungerandhelpingpeople,understandthevalueofscienceandhardwork,anddeveloprespectforscientistsandloveforscience.思维品质ThinkingQuality1.Studentscanpredictthemainideafromthetitleandpictures.2.Studentscanunderstandthefeaturesofabiography(lifeintimeorder,importantevents,achievementsandqualities)andfindhowthewritershowstheperson’squalities.学习能力LearningAbilityStudentscandevelopreadingskillsofmakingpredictions,skimmingandscanning,andlearntotakenoteswhilereadingabiographyintimeorder.教学重点·Understandthebiographyofaseedscientist.·Finishreadingtasks1band1c.·Learnandusewordsrelatedtoaperson’slifeandwork.教学难点·Usereadingstrategiestogetthemainideaandthetimelineofthebiographyquickly.·Retellthescientist’slifeandachievementswiththehelpofthetablein1c.教具准备picturesofseedsandplants,readingaudio,multimediacourseware,vocabularyflashcards.教学内容及过程二次备课Step1Leadin情境导入(4mins)1.Showsomeseedsandpicturesofcropsandask:“Wheredoesourfoodcomefrom?Doyouknowanyonewhostudiesseeds?”2.Askstudents:“Whyisthestudyofseedsimportanttous?”3.Leadinthereadingtext:abiographyofaseedscientist.Step2Pre-reading读前预测1a(9mins)1.Showthequestionsin1aandthetitle/picturesofthebiography.2.Guidestudentstopredictwhatthescientistdidandwhatthebiographymaytalkabout.3.Teachnewwords:biography,seed,research,develop,devote,achievement,contribution,improve,spend...(in)doing,etc.Step3While-reading略读匹配1b(6mins)1.Studentsskimthebiographyandmatchtheheadingswiththeparagraphsin1b.2.Checkanswerstogetherandtellhowtheyfoundthekeywords.Step4While-reading细读完成时间线/表格1c(4mins)1.Studentsreadthebiographycarefullyandcompletethetimelineortablein1c(time,whathappenedandwhatwasachieved).2.Invitestudentstoshareanswers.Step5Post-reading讨论与复述1d/1e(13mins)1.Studentsanswerthequestionsin1danddiscusswhatqualitiesthescientisthad(hard-working,patient,devoted).2.Askstudentstoretellthescientist’slifewiththehelpofthetimeline.3.Languagepoints:explainkeyphrases,thesimplepasttenseandthestructuresofthisunit(Itis/was...that...).Step6语言运用(10mins)1.Studentsworkingroupsandtalkaboutwhythescientistisadmirableandwhattheyhavelearned.2.Eachgroupwritesdowntwosentencesaboutthescientist’squalities.3.Invitegroupleaderstoreport.Step7Summary&Homework课堂小结(4mins)1.Reviewthebiographyandwordsrelatedtoaperson’slifeandwork.2.AssignhomeworkandpreviewVocabularyinUse.布置作业：·Copyandrecitewordsrelatedtoaperson’slifeandworkfromthebiography.·Writeashortparagraphabouttheseedscientist’sachievementsandqualities.·PreviewVocabularyinUse.板书设计Unit2SectionB1a-1eABiographyofaSeedScientist1.Wordsrelatedtolifeandworkbiography/seed/research/develop/devote/achievement/contribution/improve/spend...(in)doing2.ReadingstrategiesMakepredictions/Skim/Scan/Readintimeorder3.KeysentenceItisthescientist’shardworkanddevotionthathavehelpedgrowmorefoodforpeople.教学反思

科目英语年级九年级授课时间主备人二次备课人课题Unit2(第六课时:VocabularyinUse)课型词汇运用课教学目标语言能力LanguageCompetenceStudentscanmasterwordsrelatedtoprofessionsandthesuffixesthatformthem:-ist(scientist,artist,pianist,violinist,chemist,physicist,biologist),-er(teacher,worker,farmer,singer,dancer,writer,driver,reporter,researcher,designer),-ian(musician,librarian,historian)and-or(actor,doctor,inventor,visitor).Studentscanuseusefulcollocationsaboutprofessionsanddeeds(workas...,devoteoneselfto...,makecontributionsto...,setagoodexample,winanaward,behonoredas,doresearchon...)correctly.StudentscanfinishtheVocabularyinUseexercisesandusethewordsinrealcontexts.文化品格CulturalAwarenessStudentscanunderstandthateveryprofessionhasitsownvalueandthatpeopleinallwalksoflifecanbeinspiring,andcandeveloprespectforallworkersandlovefortheirfuturecareers.思维品质ThinkingQuality1.Studentscanclassifywordsrelatedtoprofessionsbytheirsuffixeswiththehelpofawordweb.2.Studentscanusesuffixrulestoguessthemeaningofnewwordsforpeople’sjobs.学习能力LearningAbilityStudentscandevelopvocabularylearningstrategiesofwordformation(suffixes)andwordwebs,andlearntousewordsforprofessionsinsentences.教学重点·Masterwordsrelatedtoprofessionsandthesuffixes-ist,-er,-ianand-or.·Usethecollocationsaboutprofessionsanddeedscorrectly.·FinishtheVocabularyinUseexercisesandprepareforthewritingtask.教学难点·Choosetherightsuffixtoformwordsfordifferentjobs(-ist,-er,-ian,-or).·Usethecollocationsaboutprofessionsanddeedsinnewcontexts.教具准备wordcards,wordwebontheblackboard,multimediacourseware,VocabularyinUseexercisesheets,picturesofdifferentprofessions.教学内容及过程二次备课Step1Leadin复习导入(4mins)1.Showawordwebwiththetopicwords“professions”inthecentreandbrainstormjobsaroundit.2.Reviewthebiography:whatdidtheseedscientistdo?Whatdowecallapersonwhodoesresearch?3.LeadintheVocabularyinUsesection.Step2Presentation职业词汇与后缀梳理(9mins)1.Presentwordsrelatedtoprofessions:scientist,artist,pianist,violinist,chemist,physicist,biologist,teacher,worker,farmer,singer,dancer,writer,driver,reporter,researcher,designer,musician,librarian,historian,actor,doctor,inventor,visitor.2.Introducethesuffixes:a.-ist→scientist,artist,pianist,violinist,chemist,physicist,biologist(apersonwhostudiesorworksinafield)b.-er→teacher,worker,farmer,singer,dancer,writer,driver,reporter,researcher,designer(apersonwhodoesajob)c.-ian→musician,librarian,historian(apersonconnectedwithafield)d.-or→actor,doctor,inventor,visitor(apersonwhodoesanaction)3.Presentusefulcollocations:workasa...,devoteoneselfto...,makecontributionsto...,setagoodexample,winanaward,behonoredas,doresearchon...Step3VocabularyinUse词汇归类(6mins)1.Askstudentstoclassifytheprofessionwordsintofourgroupsbytheirsuffixes:-ist,-er,-ianand-or.2.Studentsaddmorewordstheyknowtoeachgroup.3.Checkanswerstogether.Step4VocabularyinUse构词法练习(4mins)1.Studentsfinishthewordformationexercise(addtherightsuffixtoformawordforaperson,orusethecorrectformofthegivenword).2.Remindstudentstopayattentiontospellingrules(e.g.dance→dancer,science→scientist,music→musician).3.Checkanswers.Step5VocabularyinUse选词填空与补全语篇(13mins)1.Studentscompletethesentencesorashortpassagewiththewordsintheircorrectforms.2.Studentsreadthecompletedpassageandpayattentiontocollocationsandthestructuresofthisunit.3.Checkanswersandreadthepassagetogether.Step6VocabularyinUse情景运用(10mins)1.Studentsworkinpairsandmakesentenceswiththetargetwordsandcollocationsaboutprofessionsanddeeds.2.Connecttothewritingtask:usethewordstodescribeaninspiringpersonandhis/herjob(preparefornextperiod).3.Inviteseveralstudentstoshareandcorrectmistakestogether.Step7Summary&Homework课堂小结(4mins)1.Reviewvocabularylearningstrategies(wordweb,suffixes,collocations).2.Assignhomeworkandpreviewthewritingtask.布置作业：·Copyandrecitewordsrelatedtoprofessionsandthecollocations.·FinishtheVocabularyinUseexercisesonthesheet.·Writefivesentencesaboutdifferentprofessionsusingthetargetwordsandcollocations.·Previewthewritingtask:writeapostaboutaninspiringperson.板书设计Unit2VocabularyinUseWordsrelatedtoprofessions1.Suffixes-ist:scientist/artist/pianist/violinist/chemist/physicist/biologist-er:teacher/worker/farmer/singer/dancer/writer/driver/reporter/researcher/designer-ian:musician/librarian/historian-or:actor/doctor/inventor/visitor2.Collocationsworkas.../devoteoneselfto.../makecontributionsto.../setagoodexample/winanaward/doresearchon...教学反思

科目英语年级九年级授课时间主备人二次备课人课题Unit2(第七课时:SectionBWriting)课型写作课教学目标语言能力LanguageCompetenceStudentscanwriteapostaboutaninspiringpersonusingaclearstructureandthewords,collocationsandstructuresofthisunit(including“Itis/was+adj.+for/ofsb+todo”andtheemphaticsentence).Studentscanusewordsrelatedtoprofessionsanddeeds(fromVocabularyinUse)intheirwriting.文化品格CulturalAwarenessStudentscanlearnfromthefinequalitiesofinspiringpeople,understandthateveryonecanbearolemodel,anddevelopapositiveattitudetowardslifeandstudy.思维品质ThinkingQuality1.Studentscanorganizewritingideaswithaclearstructure(whothepersonis,his/herjob,whathe/shedid,his/he