九年级英语电子备课UNIT

1、雷坪中心校电子备课课时教案第 节 总序第 节课 题备课时间 月 日执行时间 月 日教学目的与要求1.Key words: vocabulary, flashcard2.Target Language；How do you study for a test?I study by.重点难点verb + by with gerund教具准备A tape recorder , CAI教学程序教学随笔Step 1 : Warm-up1. Greetings.2. Ask some students about their summer holiday (Teacher shows a flashcard

2、 with the word Shanghai and asks one student.)Teacher shows the others and teaches the word “flashcard” to the students. Step 2: Revision Read and translate some words they have learned.Step2.PresentationI. Language StudyTeacher writes the pattern on the blackboard: - How do you study for an English

3、 test? - I study for a test by + V.-ingMake a list of their answers on the blackboard. Teacher can teach the “vocabulary” and “pronunciation” at the right time. II. 1a1.Check the answers, after checking, read the ways to the students and ask students to put up their hands to show which things they c

4、hecked. Count the numbers.2. Ask students to write down other ways they study for an English test. Then ask some to read their ways to the class. III. 1b1. Play the tape.2. Check the answers with the students.3. Read the sample answer to the class and ask students to say the other two. Step3 Consoli

5、dation and extension 1. Read the instructions and the conversation to the class, and then ask students to make similar conversations.2. Ask some pairs to present their conversations. 3. Small competition: group in four, make sentences using structure (verb + by/with gerund).4.Make a survey : one stu

6、dent interview other students using the structures (How do you study ? I study by + v-ing .)Show the results.Step4 Summary板书设计教学反思雷坪中心校电子备课课时教案第 节 总序第 节课 题备课时间 月 日执行时间 月 日教学目的与要求1. Key words: aloud, pronunciation，What about ?2. Target Language：Have you ever studied with a group?Yes, I have. I've

7、 learned a lot that way.重点难点What about? verb + by with gerund教具准备A tape recorder , CAI教学程序教学随笔 Step1 RevisionCheck homework. Invite different students to report their discovery of new ways of studying that havent been introduced in the book or in class.Step 2 PresentationI. 2aThis activity provides

8、listening practice using the target language.Call students attention to the picture. Ask, What do you think is happening? Who are they? Point to the list of questions in the box.Get different students to read them to the class.Play the recording for the first time.Play the recording again. Check the

9、 answers with the whole classII. 2bThis activity provides listening practice using the target language.Point to the list of answers in the box.Get different students to read the answers to the class.Point to the checked questions in Activity 2a.Play the recordingCheck the answers with the whole clas

10、Step3 Consolidation and extension This activity provides oral practice using the target language. Invite a pair of students to read the sample conversation to the class.Write the sample conversation on the blackboard.Move around the classroom listening in on various pairs so as to check progress and

11、 help with pronunciation as needed.After students have had a chance to practice several exchanges, ask pairs to come to the front of the room and act out their conversations.Grammar FocusInvite a pair of students to say the questions and answers to the class.Step4 Summary板书设计教学反思雷坪中心校电子备课课时教案第 节 总序第

12、 节课 题备课时间 月 日执行时间 月 日教学目的与要求1. Key Vocabulary2. Target Language重点难点Listening, speaking, reading, and writing practice using the target language.教具准备A tape recorder , CAI教学程序教学随笔 Step Revision1. Revise the target language presented in previous classes by making up conversations.2.Show the key vocabul

13、ary words on the screen by a projector.specific adj. 明确的；详细而精确的memorize v. 记忆；背诵grammar n. 语法；语法规则differently adv. 不同地；有区别地frustrate v. 使失望；使沮丧；使厌烦frustrating adj. 令人沮丧的；令人失望的quickly adv. 快地；迅速地add v. 又说；继续说not at all 根本(不)；全然(不)excited adj. 激动的；兴奋的end up 结束；告终Say the words and have the students rep

14、eat again and again until they can pronounce the words fluently and accurately.Step2 PresentationI.3aThis activity provides reading and writing practice using the target languageCall attention to the article. Read it to the class or ask a student to read it instead. Point to the chart beneath the ar

15、ticle.Explain to the students that they will read the article and then write in the chart the ways of learning English that are unsuccessful, OK and successful for the students Lillian Li. Wei Ming and Liu Chang. Point out the sample answer. Help the students find the information in the reading.Ask

16、a student to read the sentence to the class.Ask students to read the article again and complete the chart on their own. As students work, move around the classroom answering any questions they may have.Write the correct answers on the black board so that students can check the spelling and other det

17、ails of their answers.Optional activityAsk students to create a chart like the one in Activity 3a on a sheet of paper. Thenhave students fill in the chart using information about their own ways of learning English. Encourage students to exchange their completed charts with others in the class.II. 3b

18、This activity provides oral practice using the target language. Read the instructions to the class. Ask students tofind partners and decide who is student A and who is student B.Point out the uncompleted sample conversation. Invite two more advanced students to say and complete the sample conversati

19、on.Step 3 Consolidation Part 4 InterviewThis activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to the class. Focus attention on the chart. Get students to check what they do to learn English. You may wish to give an example from your

20、own experience. Remind the students of the differences among often, sometimes and never. Invite a pair of students to say the sample conversation to the class.Write the conversation on the blackboard.Ask the students to work in pairs. Interview your partner and fill in the chart. As the students do

21、this, walk around the room to make sure that they ask and answer questions in English and fill in the chart correctly.If time permits, ask a few students to tell the class about the partners they have interviewed.Step4 Summary板书设计教学反思雷坪中心校电子备课课时教案第 节 总序第 节课 题备课时间 月 日执行时间 月 日教学目的与要求1. Key vocabulary:

22、2. Key structures:I cant understand spoken English.重点难点Reading an article. Writing something using the target language.教具准备A tape recorder , CAI教学程序教学随笔 Step 1. Greetings and Lead-in1. Check the homework.2. Read the new words and correct the pronunciation.Step2 PresentationI1a/1b1. Read the instruct

23、ions to the class.2. Ask students to find ways to solve them.II. 2a1.Play the tape.2. Check the results with the students.III. 2b1.Play the tape.2. Check the work with the students.Step3 Consolidation and extension I.2c Pair work1. Read the instructions and the conversation to the class, then ask st

24、udents to make similar conversations.2. Ask some pairs to present their conversations. II.3a1.Show the question:” how she learned to learn English.”2. Focus students attention on the article and repeat after the tape. 3. Ask the students to write if the statements are true or false.4. Check the work

25、 with the students.III. 3b1. Read the instructions to the class. Point to the blanks in the letter. Explain that they can look back 2b and then fill in the blanks in the letter.2. Do the first two fill-ins with the students and ask them to complete the letter. Move around seeing if they need any hel

26、p.3. Ask two or three students to read their completed letters to the class.Step4 Summary板书设计教学反思雷坪中心校电子备课课时教案第 节 总序第 节课 题备课时间 月 日执行时间 月 日教学目的与要求According to designing some tasks to train students reading and writing ability.重点难点Read the text to understand words in context.Read the text for special

27、information.教具准备A tape recorder , CAI教学程序教学随笔 Step 1. Greetings and Lead-in1. Check the homework.2. Read the new words and correct the pronunciation.Step 2. PresentationI.Self Check1. Read the instructions to the class.2. Ask students to fill in the blanks on their own. They may need to use another form of th