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教学设计：人教版九年级英语全一册Unit 2 I think that mooncakes are delicious !The First Period (Section A 1a—2d)(Type of lesson: Aural-oral lesson)1. 整体设计思路、指导依据说明：本节课教学内容和教学目标及教学重难点的设定都是以英语《课程标准》为准则，从学生的已有知识水平出发，并以交际法语言教学为理论依据。
语言学习的过程是一种发现语言规则并创造性地活用这些规则的过程，任何人类语言的交际活动都离不开一定的语言环境。
交际法教学强调“以任务为本，以学生为中心”的语言教学实践，要求根据显示生活中对英语的实际需求，模拟各种生活语境，情境，为学生提供综合运用英语语言，进行交际活动的机会，它注重的不仅是语言在形式，语法上的准确性，更强调语言使用的得体性，可行性，交际的技巧性，以及训练学生在交际活动中的应变及解决问题的能力。
因此在本堂课中，为了训练目标语言，我创设了节日的气氛和情境，设置了各种不同的任务让学生来操练目标语言，并在课堂上让学生扮演Clara和Ben，谈论泰国的泼水节以及人们所从事的活动。
通过pairwork，groupwork以及role play这样的对话活动，把生活中的交际场合搬进课堂，使课堂变为一种具体的社会交往环境，使教学过程成为教师与学生之间、学生与学生之间的一个交际过程。
这大大地增强了学生的兴趣。
交际法教学让学生参与，有时伴有情景或模拟场景，这样让学生更能贴近生活，学生成了主角，自然而然地他们就对英语感兴趣，把学英语当作一种乐趣。
本课还运用任务型教学方式。
任务型教学就是以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式来体现教学的成就。
本节课教学行为的每一个步骤都是在完成不同任务中进行的。
如：1a, 将图片与文字描述相联；1b, 2a, 2b听力训练后，完成不同任务的练习；1c, 2c, 2d 都是编对话、完成角色表演的任务等。
Unit2 SectionA（3a-3c）教案【教材版本与册数】新目标人教版九年级上册【单元名称】Unit 2 I think that mooncakes are delicious!【课时】Section A 3a-3c （第2课时）【课型】intensive reading（精读课）【本课时教学设计】附：教学流程设计sharing mooncakes with their families.b.The reading is about the story of Chang’e.3.Let Ss read the passage Para. By Para..Read Para. 1 and answer the questions below.a. What do we eat on Mid-Autumn Festival?b. What’s mooncakes look like?c. Why we eat them on Mid-Autumn Festival? Read Para. 2 and find What they have done. 通过一段一段的阅读，首先在全班朗读的过程中，教师获取反馈，发现学生朗读中的不足以及生疏之处，进行针对性指导，讲解。
同时对文章细节进行理解。
提醒学生抓住关键词，培养学生Skimming 的技巧。
1.学生是否能看懂目标词汇与基本句型。
2.学生是否能用skimming和scanning 解决问题。
3.学生是否能朗读课文于……”，so是副词，其后跟形容词或副词，that 后跟句子。
如：He was so happy that he jumped up.他那么高兴以至于跳了起来。
2) call ou t … to… 对着……大喊……5. He quickly laid out her favourite fruits and desserts in the garden.6. admire v. 欣赏；仰慕He was very successful in his business and all his friends admired him.他的事业非常成功，他的朋友都很羡慕。
2013-2014第一学期初中英语电子备课主题单元教学设计表单元标题Unit 2 I used to be afraid of dark.学校年级九年级主备教师复备教师备课项目分值设计区域备课标与教材单元5分课标与教材（单元）的联系。
根据新课标对于九年级英语语言的教学要求，结合中考对于学生语言综合知识的考查要求，为了在教学实践中更好地落实新课标的五级教学目标，通过教材分析，注重对于学生知识能力和语言能力的引导作用，突出在实际教学中有效的实现新课标的实际性和实践性课时教学。
一、语言技能：一、语言技能：1、Listening: 能听懂used to do 的结构以及所要表达的内容，并能从对话中提取信息；能针对所听语段what you used to be like.的内容记录标记信息。
2、Speaking: 能有效谈论人物外貌，性格以及兴趣爱好等方面的变化；并能够表达自己的观点；能根据话题进行角色表演；口语活动中做到语音、语调自然，语气恰当。
3、Writing:能够针对what you used to be 这一话题起草、修改并写出一篇不少于80词的短文。
二、语言知识（一）词汇：1、理解和领悟所有词语的基本含义以及重点句型used to do的意义，在听力、对话、写作中理解和领悟句型的意义。
2、能够运用本单元的重点词汇、重点短语、句型来谈论人物外貌，性格以及兴趣爱好等方面的变化。
used to…, be terrified of, go to sleep, airplane,terrify, on（二）语法：在谈论中领悟并恰当运用句型I used to be really quiet.I didn’t use to like test s.She used to have curly hair.能够通过说话者的语调、语气推测说话者的意图。
体会体态语在英语交际中地运用。
让学生谈论自己的过去与现在，注意时态的区别。
⼈教版新⽬标英语九年级Unit2单元话题写作教学案九年级Unit 2 I think that mooncakes are delicious!写作教学案（教师使⽤）【话题】节⽇(Festivals)【写作⽬标】能运⽤本单元所学的语法（宾语从句和感叹句）及语⾔材料，完成写作介绍⾃⼰熟悉的传统节⽇。
【课前任务】⼀、写出下列短语。
1、出去吃饭2、增加（体重）；发胖3、互相4、射落5、叫出6、摆开；布置7、结果 8、提醒；使想起参考答案：1. eat out 2. put on 3. each other 4. shoot down 5.call out/doc/83929bd7fe00bed5b9f3f90f76c66137ef064f46.html y out 7. as a result 8.remind...of⼆、根据汉语意思完成下列句⼦。
1、⼏个世纪以来，中国⼈⼀直都在庆祝中秋节，品尝⽉饼。
Chinese people have been __________ the Mid-Autumn Festival and __________ mooncakes for centuries.2、关于这个节⽇有很多传统的民间故事。
There __________ many __________ _________ __________ about this festival.3、从那以后，⼈们开始了和家⼈⼀起赏⽉和品尝⽉饼的传统。
After this, people started the tradition of __________ the moon and __________ mooncakes with their families.4、送给母亲的常见礼物是鲜花和卡⽚，送给⽗亲的是衬衫和领带。
_________ __________ are flowers and cards_________ mother and shirts __________ ties for fathers.5、我听说在中国庆祝母亲节和⽗亲节变得越来越来流⾏了。
（此文档为word格式，下载后可以任意修改，直接打印使用！）Unit2 SectionA（3a—3c）优质课教案1教学目标1. To learn some key words and useful expressions.2. To know about the story about Chang’e.3. To improve the skills of reading and telling stories4. To learn about the Chinese cultures.2学情分析Teenagers like stories. And the topic is about one of Chinese traditional festivals which are related to our real life, so they must be interested in reading this passage.3重点难点1. Key points:a. Learn the new words and target language by themselves.b. Learn to finish a mind-map.2. Difficult points:a. Learn to retell the story according to the mind-map.b. Improve students’ reading and comprehensive skills.4教学过程4.1 一学时4.1.1 教学活动活动1【导入】Leading-in. (Pre－reading)Play the song “Prelude to Water Melody”, showing several pictures of the full moon on the screen. Then ask students what they can think of when they listen to the song.(Brainstorm.) (Aim: To arouse the students’ interests.)T: I can think of the full moon. Well, when we enjoy the full moon, we can have full feelings. Show the title “Full Moon, Full Feelings” on the screen.1. Ask students what festival can they think of when they see the title.(The students may answer the Mid-Autumn Festival.)2. Introduce the festival’s time, food and activities.活动2【讲授】Presentation(While－reading)1 Fast reading: Read the passage quickly and find the main idea.A. How people celebrate the Mid-Autumn FestivalB. Why Cheng'e flew up to the moonC. A traditional folk story about the Mid-Autumn Festival(It aims to get Ss to know the reading strategy-skimming and get the main idea.)2 Careful reading:1. Read Para.1 and answer two questions.(What do mooncakes look like? Why do people celebrate the Mid-Autumn Festival?)Read Para.2 and finish the four tasks.Underline the four characters and circle what they did in the story.2. Match the characters with what they did.3. Finish the mind-map according to the pictures.4. Complete 3b. (put them in the correct order)Read Para.3 and fill in the blanks.People often celebrate the Mid-Autumn Festival by a_______ the moon, s_______ the mooncakes with families and l_______ to the folk stories.活动3【活动】Practice (Post－reading)1. Get Ss to listen to the story carefully and then do 3c.2. Get them to have a memory challenge by retelling the story with the help of the mind-map. (Group work) (It aims to improve Ss’ listening and speaking skills.)3. Get Ss to evaluate the four characters using the objective clause.I think that Hou Yi is brave/loyal.I think that the Goddness is______.I think that Pang Meng is______.I think that Chang’e is______. (It aims to emphasize something important in our life.)4. Group work: Continue to make u p Chang’e stor y.Have Ss work in groups and discuss how their group will make the story “full”. Get them to write in a group.Invite some groups to present their stories.(It aims to improve students’ writing and speaking skills. Besides, get students to be cooperative.)活动4【作业】Homework: Contin ue to write the story of Chang’e.。
Unit 3 Teenagers should be allowed to choose their own clothes.Section AThe Third PeriodTarget language:A: What rules do you have at home?B: Well, I'm not allowed to go out on school nights. How about you?A: I'm not allowed to go out on school nights either. But I can study at a friend's house.This activity reviews the use of always,sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the exact meanings of the adverbs of frequency.Ask students to write A after things they always do, U after things they usually do, S after things they sometimes do and N for things they never do.II. 1bThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.As the pairs work together, walk around the room offering help if necessary.Ask several pairs to share their conversations with the class.III.2aThis activity provides practice in Look at thepictures and saywhat is happeningin each picture.Students finishthe task on theirown in1aPair work.Talk with his/herpartner abouthis/her answers inActivity 1a.对看图作文能力进行培养。
Unit 2 I think that mooncakes are delicious!Section B 2a-2e (阅读课)【Study-aims】知识目标：掌握Section B单词和短语。
能力目标：掌握课文中的重点词汇及相关短语，并灵活运用。
情感目标：了解中西方的重要节日及风俗习惯。
学习策略：“推理判断法”解阅读理解题。
文化意识：了解中西方的重要节日及风俗习惯。
【Key & difficult points】1 单词 Christmas ,present ,promise的用法。
2 短语not only...but also..的用法。
【Learning procedure】I. Pre-class1. 翻译下列短⑴醒来 __________ ⑵结束⑶关心⑷……的开始⑸……的精神⑹装扮2 阅读2b,完成2c、2d 和2e的练习。
3. 知识超市：1），not only…but also…意为“不仅……而且……”，为并列连词，连接两个相同的句子成分，可以是两个主语、谓语、宾语、状语，也可以是两个句子。
not only…but also…如连接两个主语，谓语动词须与后者保持一致，即就近原则；not only 用于句首时，前一个句子要求用倒装句式。
Not only you but also I am planning to go. 不仅有你，而且我也会准备去。
2） dress up 意为“装扮，穿上盛装”， dress up as …意为“装扮成。
；打扮成。
”。
as 后面接表示角色，职业等的名词。
He often dresses up as a farmer. 他常装扮成一个农民。
II. While-class1. 导入新课2. 教学过程⑴检查课前活动完成情况。
⑵通过阅读文章，获取具体的信息，解答问题。
⑶师生共同完成对短文的理解，呈现新知识、讲解短语。
⑷听录音，读课文。
⑸让学生根据课文的理解复述课文3. 当堂检测：⑴根据首字母写单词① The boy broke the window,, so his father p________ him.② We w__________ Japan about that Diaoyu Islands must belong to China.③ Today is my birthday and I have got a lot of p___________ from my parents. .④ We must do something useful to stop the s____________ of H7N9.⑤ The sun gives us w__________ and light.⑵用所给词的适当形式填空① We expect him _______________(come)back soon.② He warns Tom _____________ (change)his lifestyle.③ He is so _________(scary)that he wakes up in his bed.④ The picture reminded me of my ___________(child)in the countryside. .⑤ I admire him because of his ___________(kind)4. 小结：Ⅲ Blackboard DesignⅣ. Post-class1作业：背诵本课时重点词汇、短语、句型。
