新譯林版九年級下冊英語全冊教案（教學設計）

1、精品文檔 精心整理精品文檔 可編輯的精品文檔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?【設計意圖：強調Chinese things，對學生進行中國傳統(tǒng)文化熏陶。除

3、了書上所列的Chinese things外，適度拓展，為整節(jié)課恰當導入?！縎tep 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? 【設計意圖：聽漫畫，呈現問題和表格，讓學生帶著問題去聽

4、。培養(yǎng)學生在聽的過程中獲取有用信息的能力。在圖表中出現了個別生詞，以超鏈接的方式通過圖片語料將生詞自然而然地進行呈現和習得，實現讓學生在語境中把握生詞意義的目的?！?. Reading and actingT: Read Hobo and Eddies conversation and act it out. 【設計意圖：進一步熟悉漫畫的內容，把握Hobo和Eddie的性格、情緒等細節(jié)。惟妙惟肖的表演可使學生更進一步地把握漫畫精髓，體悟人物的情感，激發(fā)他們參與課堂的熱情?！縎tep 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. 【設計意圖：以日記的形式將對話梳理成文，滲透語篇意識。同時，通過Hobo對長城熱愛的情感表達為下文的小組活動打下基礎。也為進入Welcome to the unit做好鋪墊?！?. Words for Eddie T: What will you say to Eddie?【設計意圖：培養(yǎng)學生靈活運用語言的能力，在表達自己思想的同時增強對國家、民族的自豪感?！緽 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?【設計意圖：“用”是語言學習的核心和根本。只有在運用中學到的語言知識才是具體的、鮮活的、有生命力的；只有不斷運用，語言知識才能得到不斷充實、鞏固和完善；只有經過運用，語言知識才有意義，用學得的知識進行語言表

7、達，也為下文奠定了說的基礎?！縎tep 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.【設計意圖：通過談論圖片內容，幫助學生更多地了解了北京的風景與文化，為下一步提出自己的建議提供了足夠的語料，學生在提建議的過程中學會用英語思維來表達自己的想法，知識的簡單獲得成功地轉化為語用能力的遷移?！縎tep 3 PracticeIntroduce Nantong1. Group discussion T: What can visitors see or do in the places of interest in Nantong?2Making a postcard【設

9、計意圖：在了解和介紹地域文化的過程中，學生的知識、技能、情感達到高度融合，最終達成本部分的學習目標?！?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?【設計意圖：首先以自由交談的方式導入顯得自然親切，縮短師生之間的距離。其次學生們都是帶著知識、經驗來的，不是空空的容器，而是待點燃的火把。通過對話激活了學生腦中原有的記憶，很快地能切入主題?！?/p>

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. 【設計意圖：通過觀看關于北京的視頻，讓學生初步了解各個景點，心生向往之情，產生閱讀期待。閱讀過程中指導學生看標題獲取文章大意，找主題句獲取段落主旨并明晰文章結構，關注關鍵詞獲取各景點在北京的方位線索。通過這種方式，閱讀微技能策略指導落在實處?！?. 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.” 【設計意圖：魚骨圖是一種新的閱讀方式，它脈絡清晰，層次分明，通過逐漸添加獲得信息，將文章所有的重要內容全部串起來，可幫助學生更好地獲取文章細節(jié)。在分段讀的過程中，在問題的引導下，利用流程圖幫助學生理解，盡量做到圖文并茂，吸引學生眼球，維持他們的閱讀興趣。部分生詞通過構詞法、圖片或上下文在閱讀過程中呈現，很好地與中考的閱讀要求進行了對接?！縎tep 4 Read for Guilin1. Guess: What city is it?T: Have you

16、 read the poem “江作青羅帶，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?【設計意圖：引用詩歌，以猜測入手激發(fā)學生的閱讀興趣，通過完成筆記的練習很好地在學生腦中建構文章的脈絡圖，以探尋桂林山水之美為主線索再次引領學生走進文本，讀出了本篇文章所重點描寫的景象?！縲Step5 Critical

18、readingT: We have learned a lot about the two cities. Which city do you like better, Beijing or Guilin? And why? 【設計意圖：在學生學習了兩段文章后，依托文本開展審辯式閱讀，學生要運用從文本中所獲得的信息或者從腦中提取已有的知識，這是基于文本又高于文本的高級思維活動，經過比較、篩選，追尋最佳的選擇。在有理有據的情況下表達自己的觀點，其核心意義在于讓知識課堂演變?yōu)樗季S課堂?！?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? 【設計意圖： 在學生習得大量詞匯后，跟進有意義的語言輸出活動很有必要，這體現了用中學、學中用的原則。只有輸出過程中學生能運用自己的語言進行自如的表達，教學目標才真正達成?！?. Read the two articles aloud.2. Finish the notes of Suzhou.精品文檔 精心整理精品文檔 可編輯的精品文檔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?【設計意圖：首先以自由交談的方式導入顯得自然親切，縮短師生之間的距離。其次學生們都是帶著知識、經驗來的，不是空空的容器，而是待點燃的火把。通過對話激活了學生腦中原有的記憶，很快地能切入主題?！縎tep 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. 【設計意圖：通過觀看關于北京的視頻，讓學生初步了解各個

23、景點，心生向往之情，產生閱讀期待。閱讀過程中指導學生看標題獲取文章大意，找主題句獲取段落主旨并明晰文章結構，關注關鍵詞獲取各景點在北京的方位線索。通過這種方式，閱讀微技能策略指導落在實處?！?. 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.” 【設計意圖：魚骨圖是一種新的閱讀方式，它脈絡清晰，層次分明，通過逐漸添加獲得信息，將文章所有的重要內容全部串起來，可幫助學生更好地獲取文章細節(jié)。在分段讀的過程中，在問題的引導下，利用流程圖幫助學生理解，盡量做到圖文并茂，吸引學生眼球，維持他

26、們的閱讀興趣。部分生詞通過構詞法、圖片或上下文在閱讀過程中呈現，很好地與中考的閱讀要求進行了對接?！縎tep 4 Read for Guilin1. Guess: What city is it?T: Have you read the poem “江作青羅帶，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、【設計意圖：引用詩歌，以猜測入手激發(fā)學生的閱讀興趣，通過完成筆記的練習很好地在學生腦中建構文章的脈絡圖，以探尋桂林山水之美為主線索再次引領學生走進文本，讀出了本篇文章所重點描寫的景象?！縲Step5 Critical readingT: We have learned a lot about the two cities. Which city do you like better, Beijing or Guilin? And why? 【設計意圖：在學生學習了兩段文章后，依托文本開展審辯式閱讀，學生要運用從文本中所獲得的信息或者從腦中提取已有的知識，這是基于文本又高于文本的高級思維活動，經

29、過比較、篩選，追尋最佳的選擇。在有理有據的情況下表達自己的觀點，其核心意義在于讓知識課堂演變?yōu)樗季S課堂?！?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? 【設計意圖： 在學生習得大量詞匯后，跟進有意義的語言輸出活動很有必要，這體現了用中學、學中用的原則。只有輸出過程中學生能運用自己的語言進行自如的表達，教學目標才真正

30、達成?！?. Read the two articles aloud.2. Finish the notes of Suzhou.精品文檔 精心整理精品文檔 可編輯的精品文檔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”?【設計意圖：通過頭腦風暴活動，激發(fā)學生的興趣，引出本課主題?！縎tep2: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.【設計意圖：利用學生喜歡的猜謎游戲，激發(fā)他們的學習興趣，在不知不覺中過渡至語法學習，將it指代動物或者無生命的事物的用法自然呈現?！?. 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. 【設計意圖：借助2016美國大選熱門人物希拉里的個人信息，讓學生在猜測游戲中學習it指代未知人物的用法，在語境、交流中呈現語法，降低學生的學習難度?！?. 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.【設計意圖：本環(huán)節(jié)設置聽取信息活動，將it做非人稱代詞的用法一一呈現

43、，將語法教學與聽的活動相結合，努力做到語法呈現自然、無痕，將枯燥無味的語法學習隱藏于交流活動中?！緾 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.【設計意圖：通過講述一段旅行經歷，將it的各種用法貫穿其中，給出相關圖片讓學生先進行描述，再進行點撥，進而讓it閃亮登場，尤其突出其做形式主語和形式賓語的用法。通過學生小組討論，理清形式主語和形式賓語的真正含義，使學生自主學習的能力進一步提高?！縎tep 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.【設計意圖：讓語言學習生活化、游戲化一直是實現有效英語課堂的途徑。本環(huán)節(jié)設置接力游戲，讓每一個學生都有參與、表現及發(fā)現自身問題的機會。游戲緊扣it，學生自行造句，分析用法，真正成為課堂的主體?！縎tep 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. 【設計意圖：語言學習的最終目的為語用。本板塊設計以分享旅行經歷為任務，緊扣本單元話題，又將語法項目融入其中，真正做到學以致用?！縁inish your exercises in your workbook.精品文檔 精心整理精品文檔 可編輯的精品文檔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【設計意圖：結合單元主題暢所欲言，自然地過渡到Japan這個亞洲國家，通過欣賞視頻，激發(fā)學生了解日本的熱情】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.日本國旗3.日本國歌4.日本服飾5.日本美食6.日本動畫7.日系汽車【設計意圖：通過已知信息猜測參觀地點，為聽力做準備結合美麗的圖片，就所參觀的四座城市進行初步的了解。結合圖片，全方位的介紹日本文化，加深學生的印象?！縎tep 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【設計意圖：有任務的聽力練習，提高聽力水平。】Step 4 Language points1)leave.for. 抵達；到達 e.g. My father is leaving for Beijing t

58、omorrow. 我爸爸將于明天到北京。2)take a coach to.= go to by coach/in a coach與此相似的詞組有：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 【設計意圖：對文章中出現的知識點，及時指出并講解，為以后做題奠定基礎。】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.精品文檔 精心整理精品文檔 可編輯的精品文檔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