全册：北师大版九年级上册英语全册教案(word版可编辑)

Unit 1 Lesson 1 Body Language教学设计(第一课时) Lesson Focus•Passive voice•Talking about the body language you often useWarmupExercise 1Purpose: to help students match body language with their meanings •Before directing students to the photos, show them the gestures with your hand ( and with a student for the high five). Ask them if they recognise any of the gestures. Ask “What do you think they mean?”•Then direct students to the photos. Read the labels for the body language aloud. Have students act out the body language as you say them.•Say“Match the body language with their meanings”.Monitor, offering help as needed. You may wish to have students work in pairs. Answers1. d,2. c,3. a,4. bExpansion: Think about It!Ask students to say whether or not the four types of body language are appropriate or inappropriate in Chinese culture. Ask students if they know whether or not the body language is appropriate or inappropriate in other cultures, for example, in European countries, Middle Eastern countries, African countries, North or South American countries, or other parts ofAsia.ReadingExercise 2Purpose: to help students skim a text to answer a question·Direct students to the photos. Ask “What do you think these types of body language mean?”Elicit an appropriate response, for example, They show greetings. If you feel your students are ready to do the exercise, you may skip this step.•Ask students to tell you what skimming is. Make sure students understand that skimming a text means that you read to get the general, overall idea. Say“Skim the text. What is the writer's opinion on the importance of body language?”Monitor as students read, offering help as needed.•Go over the answer, asking a student to say the answer aloud. AnswersAnswers will vary but should include the following:It's important that we learn to understand other cultures' body language. Exercise 3Purpose: to help students answer questions based on a text·Direct students to the questions. Read them aloud or have a student read them. Say“Now read the text and answer the questions”. Monitor as students read, offering help as needed.·Go over the answers, asking individual students to say them aloud. AnswersAnswers will vary but should include the following:1. Sometimes we can understand messages without words.2. Bowing in Japan, kissing in Europe, and showing your feet in the Middle East.Exercise 4Purpose: to help students plete a table based on a text•Direct students to the text. Ask " What types of body language is mentioned in the text?" Give students some time to locate and underline the types (nod their heads, put their fingers up to their mouths, shrug their shoulders, bow, kiss, shake hands). If you feel your students are ready, you may skip this step.•Direct students to the table. Say ““plete the table according to the text”. Monitor, offering help as needed. If students need support, have them work in pairs.•Go over the answers, asking individual students to say them aloud. Answersagreement; put finger up to mouth; understand, care; western cultures; respect; Asia/ Asian Countries, Japan; kiss; shake handsExpansion: Show What You Know!Show students a world map. Ask them to locate the countries mentioned inthe reading. Have them say what they learned about the body language in those countries. Ask them to share any other information they know about body language in other parts of the world.Grammar: Passive voice: present simpleExercise 5Purpose: to help students plete a table with the present simple in the passive voice•Follow these steps to teach the passive voice:⭕Carry out an action, for example, drop a pen on the floor. Ask “What am I doing?”Elicit or provide You drop a pen on the floor. (Even if students answer with the present continuous, say the sentence in simple present for illustration of this grammar point.) Write the sentence on the board. Ask “What's the subject of the sentence?”Elicit You. Then ask “What's the verb?”Elicit drop.⭕Repeat the action to introduce the passive voice. Drop your pen on the floor again. Say “I’ll tell you this time, but I’ll begin the sentence ina different way. Listen: The pen is dropped on the floor”. Write thissentence on the board. Ask students to identify the subject. Elicit The pen. Ask them to identify the verb and elicit is dropped. Underline the verb in the sentence.⭕pare the two sentences. Direct students to the first sentence and ask, “Is the subject doing the action?”Elicit Yes. Explain that the subjectis active, the one who does the action.⭕Point to the second sentence and ask, ““Is the subject doing the action?”Elicit No. Explain that the subject is passive; it is the thing having the action done to it.⭕pare what happens to the verbs. Point to the first sentence and ask,“What's the verb tense?”Elicit present simple. Then show students the verb in the second sentence: the helping verb be is used in the present tense, is, with the past participle dropped.⭕Give an example with are. Drop several pens at the same time. Ask “What am I doing? Start the sentence with The pens ...”. Challenge students to figure out they should use are instead of is this time. Elicit The pens are dropped on the floor.⭕Provide more examples by carrying out more actions. Have students tell you what you are doing, using the passive voice. For example, put some books under a chair: Books are put under a chair. Close a book:A book is closed. Write words on the board: Words are written on the boar d. Give enough examples to make students fortable with the use of simple present in the passive voice. Review past participles, if necessary.⭕Give some examples of passive voice with questions and negative statements. Carry out some actions around the classroom. For example, drop some papers on the floor and ask,““Are pens dropped on the floor?”Challenge students to answer by using the tai negative form, No. Pens aren't dropped on the floor. Papers are dropped. Write the question and negative forms on the board. Practise some more.⭕Discuss how to use the passive voice in a reallife context by directing students to the to text. Ask them to find an example of passive voice. They should indicate the first sentence. Write this on the board：Body language is used everywhere. Ask students to identify the subject and verb. Ask “Do we know who does the action?”Elicit No, we don't. Explain that in some cases, it's not important to know who does the action ——the action is more important than the““doer”of the action. In some cases, we can't know who does it. Explain that these are when we use the passive students to the sentence and ask,“Which is more important, the doer of the action or the action?”Elicit The action. ⭕Introduce an example with a by phrase. First, say the sentence in the active voice :The teacher closes the book. Then say it in the passive voice: The book is closed by the teacher. Explain that in the passive voice, the doer of the action follows the preposition by. Say“Find an example of the passive voice with a by phrase in the text”. Students should identify, in the first paragraph, Some messages are understood by people around the world ... Say the sentence in the active voice, or elicit it from your students: People around the world understand some messages ... Ask“Which is more important, the action or the doer ofthe action?”Elicit or provide The action. Explain that when we know the doer of the action, but the action is more important, we can use the passive voice with a by phrase. Have students find other sentences in the passive voice with byphrases in the reading. Then do some other actions and have students use the passive voice with a by phrase. Point out that when we have a pronoun as the subject in an active voice sentence, for example, He always kisses me on the cheek when we meet , in the passive voice, the pronoun takes the objective case: I'm always kissed on the cheek by him when we meet. Give students some more practice with changing subject pronouns to object pronouns in the passive voice.•Direct students to the example sentences. Read them aloud or havea student read them. Say "Find other sentences in the passive voice inthe text". Have students do this in pairs. Then go over the sentences, reviewing the subjects and verbs, if necessary.•Direct students to the chart. Say“Now plete the chart with the correct form of be”Monitor, offering help as needed.•Go over the answers, having individual students read the answers aloud. Encourage students to answer in plete sentence.Answeris，are，am。

Unit 1 LanguageLesson 1 Body language本课是本单元的第一课，主要话题是身体语言，主要语法点是被动语态的一般现在时形式。

通过本课的学习，学生将意识到身体语言在人际交流中也有着重要的作用，掌握常用的身体姿势手势用语，学会被动语态的一般现在时形式和功能。

【知识目标】身体语言的词汇和被动语态。

【能力目标】复述文章内容，与同伴分享常用的肢体语言。

【情感目标】了解不同文化在肢体语言上的异同，培养跨文化交流意识。

【教学重点】同肢体语言在不同文化中所表达的意思。

【教学难点】使用肢体语言时我们会遇到的困难1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。

1.Ask Ss a question “What languages can you speak?” to brainstorm the concerned knowledge.2.Get Ss to read key words on P5 and discuss “Which words are languages? which are nationalities? Which are both.”3. Look at the photos on P5 and discuss the questions.a. How can we pass on information?b. How many languages can you speak? What are they?c. Do you know any sign language? What gestures do you use to communicate?(e.g. thumbs up, waving your hand…)Step2. New words1.Learn new adjectives about nationality and language.Australian Canadian Indian Japanese Russian2.Learn the key words in Lesson 1.simply nod agreement finger silence differently western shoulder Asian journey taveller kiss European bottom angerStep3. Lead-in1.Let students talk about what they know about body language.2.Show some gestures via pictures and tell students what these gestures stands for in different country.3. Emphasize that body language is the most important form of communication. Step4. Warm-upMatch the body language with their meanings.Step5. Reading1.Skim the text. What is the writer’s opinion on the importance of body language?2.Read the text and answer the following questions in exercise3.plete the table in exercise 4 according to the text.Step6. Language points1.However, body language is used differently in different cultures.differently adv. 不同地；有差异地，常作状语修饰行为动词2. It is very rude to show the bottom of your shoe when you rest one leg on top of the other.本句中，it是形式主语，真正的主语是to show the bottom of your shoe。

Unit 1 LanguageLesson 2 Different kinds of English本课是本单元的第二课，主要话题是英语的不同变体，尤其是英式英语和美式英语，主要语法点是反义疑问。

通过本课的学习，学生知道英式英语和美式英语在词汇选择、拼写和发音的不同，学会反义疑问句的形式和功能。

依据获取的信息展示英式英语与美式英语的不同。

【能力目标】初步体验反意疑问句的语用功能。

【情感目标】获取不同英语之间差异的信息并写出其不同点，意识到英语方言的存在。

【教学重点】听力理解英式英语与美式英语的不同。

【教学难点】反义疑问句的翻译和答语所表达的意思。

1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。

Step1. Brainstorm1. How many kinds of English do students know? What are they? Let students discuss about the issue.2.Look at the pictures and let students look over English and American varieties referred to the same terms according to the pictures.3. Using a table to teach more different word usage between BE & AE.4. Match the words with the same meaning.5.Introduce the spelling and pronunciation between BE and AE via a table.Step2. New wordsLearn the strange words in Lesson 1.1.confused adj.2.confusing adj.3.standard n.4.native adj.。

北师大版英语九年级全一册：Unit 1 LanguageLesson 1 Body language教案【教学内容】本单元的中心话题是“身势语”。

“热身” 部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。

“对话” 部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。

“听力” 部分是以听的形式进一步向学生介绍了肢体语言的交际功能以及部分东西方手势语的区别。

【教学重点】a．帮助学生了解、掌握日常生活中常用的一些身势语。

b．让学生能结合口语及身势语来表达自己的思想。

c．训练学生通过听、说练习提高自己的听力水平。

【教学难点】a．身势语的中外文化的区别及其动作的正确表达。

b．学生课外查阅资料的能力培养。

【教学目标】1．理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。

2．语言知识与技能目标a．熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。

b．学生之间能交流、合作，共同就given topics较好地完成一些开放性话题。

c．使学生能根据key words把相关事实和信息联系起来。

3．情感态度与文化意识目标a．充分发挥情感教学的优势。

b．加强学生的团体协作意识。

c．了解东、西方文化的区别。

【教学方法】1．“任务型”教学的设计理念。

2．英语教学和情感教育的有机结合。

3．利用现代教育技术，拓宽学生学习学习和运用英语的渠道。

【设计构想】英语作为基础教育课程之一，历来备受重视。

面对新形式及新的时代要求，更应该以培养创新精神和实践能力为重点，强调新课程要促进每一位学生个体的身心发展，培养并促进学生良好品德的行成，从而使学生们能更好的适应日新月异的社会和时代。

然而，我们学生的英语能力相对比较薄弱，底子不够雄厚，学英语的态度也不够重视，导致整体的英语水平不高。

Unit 1 Lesson 3 Language Learning Tips(第一课时) Lesson Focus•Dealing with difficult words•Talking about problems in learning English and giving suggestions WarmupExercise 1Purpose: to help students in talk about what they think is difficult about learning EnglishBrainstorm aspects of learning English with your students. You may have them glance through the student book for ideas, for example, vocabulary, pronunciation, reading, listening, speaking. Ask a more proficient student“Which of these is difficult for you?”Elicit an appropriate response. Ask that student, “What do you do to help with that?”Elicit an appropriate response. You may skip this step if you feel students are ready to do the exercise.Direct students to the Example, and read it aloud or have a student read it. Then have students get into pairs or small groups. Ask“What do you think is difficult about learning English? What do you do to improve your English? Discuss with your partner / group members”e together as a class and have students share their thoughts. Expansion: Take a Poll!Note: Use this activity with more proficient students. Take a poll to seewhich are the most mon problem areas in learning English. Have students discuss how they have improved their English.ReadingExercise 2Purpose: to help students answer questions based on a textDirect students to the online discussion. Ask“What type of reading is this?”Students will most likely be able to recognise it as an online discussion. Then say““Read the first line. What's the discussion about?”Elicit David's English learning problems. If you feel your students are ready, you may skip this step.Direct students to the questions. Have students read them silently before they read the text. Then say“Read the discussion and answer the questions”. Monitor, offering assistance as needed.Go over the answers, first having students pare their answers with each other. Then ask individual students to say the answers aloud. AnswersAnswers will vary but should include the following:a. He can't remember all the new words, and he finds long passages and the language structures are difficult to understand.b. Tina says to use chants, songs and pictures to help remember new words. She also says to review new words often. Brian says, for long passages, he should try to understand the general meaning and key points first. He alsosays to use language structures, to do more reading, listening, speaking and writing. Anne says to make a list of things you do well and things you don't. Then she says to set goals and work out a learning plan to achieve them.c. She says never give up and she hopes David can find the right learning method.Exercise 3Purpose: to help students plete a table based on a textDirect students to the table. Say " Now read the text again and fill in the table". Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, having individual students say the answers aloud.Encourage students to answer in plete sentences.AnswersTina; chants, songs and pictures; reviewBrian: the general meaning and key points first; useAnne: check learning progress; learning plan; rewardHave students discuss the text in more details.Here are some questions you can ask them:Were the suggestions similar to the ones you came up with in the Warmup? Which ones do you think you’ll try? Why? Do you agree with Mrs Smith? Why or why not?Exercise 4Purpose: to help students choose the correct meaning of words from the textAsk "Do you ever e across words in a text that are difficult to understand?" Elicit an appropriate response. Direct students to the Reading Help box. Say "Read the Reading Help. Do you ever use this strategy?" Give them respond to your question.Direct students to the words. Say " Here are some words from the reading. Find them in the reading. Use the Reading Help to understand their meanings. Then choose the correct meaning of the words".Monitor, guiding your students, as a class or individually, in using the Reading Help. First, have them find the word. Then have them identify the part of speech. Then have them read the con. text and guess the meaning. If students need support, you may have them work in pairs. Go over the answers, having individual students read them aloud. Answers1. b,2. c,3. bExercise 5Purpose: to help students discuss their opinions on suggestions for learning EnglishAsk students to recall the suggestions that Tina, Brian and Anne made.If necessary, direct them to the table in Exercise 3.Ask "Which suggestion do you think is helpful for you?" Have studentsget into pairs to discuss. Encourage them to explain their opinions, using examples of their own language learning experiences. Monitor, offering help as needed.After students have discussed their opinions, ask "What suggestion would you give to David?" Have them discuss with their partners.Monitor, offering help as needed.After students have finished, e together as a class to discuss. You may wish to take a poll to find out which suggestion students found the most helpful for themselves and which of their suggestions are the most helpful for David.Exercise 6Purpose: to help students choose the correct meaning of words from the contextDirect students to the text. Say " Use the Reading Help to figure out the meaning of the underlined words". Have students read the entire text first. Then have them read it again and choose the correct meaning of the words. Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, having individual students read them aloud. AnswersSpeakingExercise 7Purpose: to help students discuss their English learning problems and give suggestionsAsk "What were David's problems in learning English?" Elicit He can't remember all the new words, and long passages and the language structures are difficult to understand. Then ask "Can you remember what suggestions people gave him?" Elicit a few from the reading. Ask students if they can remember some of the problems they brainstormed in the Warmup. Let students speak freely. You may allow them to makea few notes if they need support for the speaking exercise.Have students get into groups of four. Say "Now discuss your problems in learning English. Give suggestions to each other". Monitor as students talk, offering help as needed.e together as a class, having students share their thoughts. Expansion: Don't Stop!Note: Use this activity to give students more practice. Have students talk about other subjects they have trouble with. What are their problems and what suggestions can they give each other?If time allows, do Workbook pages 122 and 123 in class. Alternatively, assign for homework.。

Unit 1 LanguageLesson 3 Language learning tips本课是本单元的第三课，主要话题是语言学习过程中的学习技巧，要培养的语言能力是通过上下文来对生词意义的意义进行推测。

通过本课的学习，学生知道如何通过语境推测生词意义，掌握语言学习应该具有的技巧和方法。

通过阅读获取有关英语学习的困难及针对性建议的信息。

【能力目标】初步掌握通过上下文猜测词义的方法。

【情感目标】培养学生在学习测试过程不畏困难，勇于坚持的意志品质。

【教学重点】通过阅读获取有关英语学习的困难及针对性建议的信息。

【教学难点】进一步掌握通过上下文猜测词义的方法。

1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。

Step1. BrainstormLet students find out what components the language learning consists of and sum up the results. Step2. Reading1.Figure out the genre of the text on P10 according to its form and content.2.Read Paragraph 1 and answer what problems David has in English learning.3. Read Paragraph 2-4 and answer what suggestions the three students reply to him.4.Focus on the three strange words in the text and let students indicate their word class and contexts.5. Guess the meaning according to the context.6.Read the text again and fill in the table in exercise 3.Step3. Guessing1.Read the passage in exercise 6 and pay attention to the context of the underlined words2.Guess the meaning of the underlined words according to the context.Step4. Language points1.It’s important to review the new words often.review v. 仔细研究;审视;细查;详查2.I always reward myself when I achieve my goals.reward v/n. 奖励;奖赏reward sb./reward sb. sth.3.I’m sure that you’ll find a learning method that suits you.suit v. 对…方便;满足…需要;合…心意sth. suit sb.4. Choose a familiar name.familiar adj. 熟悉;熟知的固定搭配：be familiar with5. Don’t read the subtitles on the screen.subtitle(常用复数) n. (外国电影的)字幕，对白译文6. jot down phrasal v. 草草记下；匆匆记下；Step5. Speaking1.Get into groups of 4. Discuss your English learning problems and give each other suggestions.2.Make a further discussion.What problems do you have in other subjects?What suggestions can you give to each other?Step6. HomeworkWrite a short passage about your partner’s problem in other subjects and your suggestions.略。