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高邮市初中英语导学案（9B Unit 4 ）学习过程【预习指导与检测】订正、笔记栏一、预习导航（一）that 和which 都可以修饰表示物的先行词,1.但是下列情况只能用that.①.先行词为不定代词all, few, little, much, everything, nothing 等.All (that) you have to do is to practise every day.There isn’t much (that) I can do.②.先行词被序数词或形容词的最高级所修饰时.The first lesson (that) I learned will never be forgotten.This is the best film (that ) I have ever seen.③.先行词被all, any, every, few, little, no, some 等不定代词修饰时.I have read all the books (that) you gave me.④.先行词被the only, the very, the last, the same 等修饰时.The white flower is the only one that I really like.This is the very book that I want to read.This is the same book that I want to read. (同一本书)----This is the same book as I want to read.⑤.当主句以who或which 开头的特殊疑问句时,定语从句that 引导.Who is the man that is standing there ?Which of us that knows something about physics doesn’t know this ?⑥先行词既有人又有物时。
Unit 4 Exploring poetryGrammar and usage (II)Overview of to-infinitives, verb-ing and verb-ed form◆内容分析：本板块围绕单元话题,以“浪漫派诗歌和诗人”创设情境，对之前所学的非谓语动词的用法进行系统回顾和复习。
教学活动首先引导学生在有关“浪漫派诗歌和诗人”的语篇中观察、探究、总结非谓语动词在文中的使用，辨识非谓语动词在句中所做的成分；在通过句子、语篇两个层面的巩固练习让学生内化非谓语动词的知识；最后要求学生综合运用非谓语动词完成一个语言输出任务，实现“形式——意义——使用”三者的统一。
◆教学目标：By the end of this section, students will be able to:1.identify and categorize the use of to-infinitives, verb-ing, and verb-ed forms;2.summarize the general rules of to-infinitives, verb-ing, and verb-ed forms;e the right forms of to-infinitives, verb-ing, and verb-ed to finish tasks such asrewriting sentences, completing and article and writing on the importance of reading poems.◆教学重难点：1.To summarize the general rules;2.To apply the rules correctly and properly.◆教学过程：Step 1 Homework CheckingC.Fill in the blanks with the correct forms of the verbs.1.to run2.Approaching3.to be discovered4.Having struggled5. seen6. cleaning/to be cleaned7. lost8. Judging9. telling10. to haveStep 2 Rewrite the following sentences using to-infinitives, verb-ing or verb-ed forms1.Romantic poets experimented with new poetic forms. They were particularlyinterested in it.Romantic poets were particularly interested in experimenting with new poetic forms.2.Romantic poets often mentioned the effect of beauty on the poet’s imagination when they described natural scenes.Romantic poets often mentioned the effect of beauty on the poet’s imagination when describing natural scenes.3.Poems that focus on nature often stress the moment of inspiration.Poems focusing on nature often stress the moment of inspiration.4.Many Romantic poems are filled with descriptions of magic and ancient themes, and contain rich sensory details.Filled with descriptions of magic and ancient themes, many Romantic poems contain rich sensory details.5.Since Romantic poets were highly colourful and independent individuals, finding concerns common to all of them is sometimes difficult.Since Romantic poets were highly colourful and independent individuals, it is sometimes difficult to find concerns common to all of them.Step 3 ExerciseB2 Below is an article about the English poet Willian Wordsworth. Complete the article with the correct to-infinitives, verb-ing or verb-ed forms of verbs in the brackets.Born in 1770, Willian Wordsworth was one of the (1) ________ (lead) poets of the Romantic movement in England. (2) ________ (grow) up in the beautiful Lake District, Wordsworth had a childhood that was perfect for a developing poet. (3) __________ (educate) at Cambridge, Wordsworth received his degree in 1791. He spent a lot of time (4) _________ in Europe. Travelling obviously provided Wordsworth with plenty of ideas for his poems. In 1795, he met Samuel Taylor Coleridge and the two talented young men became close friends. (5) ________ (meet) Coleridge had a huge impact on Wordsworth. Lyrical Ballads, a collection of poems (6) ________ (write) together with Coleridge, was Wordsworth’s first great work. It was published in 1798 and marked the start of the Romantic era in poetry. Wordsworth explained that they wanted to write poetry that ordinary people could use (7) ____________ (express) their feelings. Many of the poems in the collection were about returning to nature. Like other Romantics, Wordsworth preferred (8) ____________ (live) in the country rather than in the city.1.leading;2. Growing;3. Educated;4. touring;5. Meeting;6. written;7. to express; 8. living/to live【设计意图：通过填空，让学生熟悉文本内容。
七年级英语导学案主备审核课型语法课时间序号U4.2课题Unit 4 Grammar Focus学习目标5.在谈论最喜爱的科目的环境中正确理解和运用学科类名词和描述性形容词；6.通过观察讨论等课堂活动，总结连词的用法；7.正确使用学科类名词，描述性形容词和连词，与同学谈论最喜爱的科目及原因。
学习重点4.进一步掌握学科类名词及描述性形容词；5.连词and,but和because的使用规则。
课堂规划1.复习所学2.自主预习本课新词3.小组研讨4.新知学习5.达标检测6.课堂小结学习过程导学设计问题记录材料呈现一、自主复习（巩固所学，英译汉）1.地理学______________2.历史__________3.乏味的，令人生厌的___________________4.了解过去________________________5.有用的学科________________________5.最喜欢的科目____________________6我最喜欢的科目是英语。
_____________________________7.你为什么喜欢英语？_____________________________8.学习数学对我来说是困难的。
______________________二、新知认知（自我突破，评价自我）1.give a reason2.give another idea3. 擅长英语4. 画画5. 使课堂有趣6.remember all the information7.make everyone feel special8.有一辆自行车_________________________9.学习用电脑很有趣____________________10.使课堂有趣____________________11.我今天有美术和地理课。
__________________________________12.他不喜欢数学，因为它很难。
牛津译林版英语九上Unit 4《Growing Up》（Grammar2）教学设计一. 教材分析牛津译林版英语九上Unit 4《Growing Up》主要讲述了青少年成长过程中的变化和挑战。
本节课的重点是Grammar 2，即过去进行时态的用法。
通过本节课的学习，学生能够掌握过去进行时的构成、用法和动词的变化形式，并在实际情境中运用过去进行时表达过去某个时间正在进行的动作。
二. 学情分析九年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。
但学生在运用过去进行时态表达实际情境时仍存在困难，因此需要通过本节课的教学设计，帮助学生进一步理解和运用过去进行时态。
三. 教学目标1.知识目标：学生能够掌握过去进行时的构成、用法和动词的变化形式。
2.能力目标：学生能够在实际情境中运用过去进行时态表达过去某个时间正在进行的动作。
3.情感目标：通过本节课的学习，学生能够培养对成长的思考和认识，增强自我认知。
四. 教学重难点1.重点：过去进行时的构成、用法和动词的变化形式。
2.难点：在实际情境中运用过去进行时态表达过去某个时间正在进行的动作。
五. 教学方法1.情境教学法：通过设置各种情境，让学生在实际语境中学习和运用过去进行时态。
2.任务型教学法：设计各种任务，让学生在完成任务的过程中运用所学知识。
3.互动式教学法：鼓励学生积极参与课堂活动，提高课堂氛围，促进学生间的交流与合作。
六. 教学准备1.教学课件：制作精美的课件，辅助教学。
2.教学素材：准备相关的图片、视频等教学素材，丰富教学内容。
3.练习题：设计各种练习题，巩固所学知识。
七. 教学过程1.导入（5分钟）利用图片或视频展示青少年成长过程中的变化，引导学生谈论成长过程中的挑战和收获。
激发学生的学习兴趣，为接下来的语法学习做好铺垫。
2.呈现（10分钟）介绍过去进行时的构成、用法和动词的变化形式。
通过示例句子，让学生理解过去进行时态表示过去某个时间正在进行的动作。
牛津译林版英语九上Unit 4《Growing Up》（Grammar2）说课稿一. 教材分析《Growing Up》是牛津译林版英语九上Unit 4的一篇课文，主要讲述了成长过程中的喜怒哀乐，以及如何面对挫折和困难。
通过本课的学习，学生可以了解成长过程中的各种经历，提高他们的阅读理解能力，同时培养他们积极面对生活中困难的态度。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用所学知识进行简单的交流。
但同时，他们对一些抽象的概念和复杂的句子结构的理解仍有一定难度。
因此，在教学过程中，需要关注学生的个体差异，充分调动他们的学习积极性。
三. 说教学目标1.知识目标：学生能够掌握课文中的关键词汇和句型，理解课文大意。
2.能力目标：通过阅读课文，提高学生的阅读理解能力，能够运用所学知识进行口语交流。
3.情感目标：培养学生积极面对生活中困难和挫折的态度。
四. 说教学重难点1.课文理解的准确性：由于课文中涉及一些抽象的概念和复杂的句子结构，学生可能难以理解。
2.口语表达的流畅性：学生在运用所学知识进行口语交流时，可能会出现表达不准确、不流畅的情况。
五. 说教学方法与手段1.情境教学法：通过设定各种情境，让学生在实际环境中运用所学知识。
2.互动式教学法：鼓励学生积极参与课堂活动，提高他们的口语表达能力。
3.小组合作学习：分组讨论，培养学生的团队合作精神。
六. 说教学过程1.导入：通过谈论成长过程中的趣事，激发学生的学习兴趣。
2.阅读理解：学生自主阅读课文，回答相关问题，教师进行讲解和引导。
3.口语练习：学生运用所学知识进行口语交流，教师进行点评和指导。
4.情境演练：设定相关情境，让学生运用所学知识进行实际操作。
5.小组讨论：学生分组讨论成长过程中的困难和建议，分享心得体会。
6.总结：教师对本课内容进行总结，强调积极面对困难的重要性。
七. 说板书设计板书设计要简洁明了，突出本课的重点。
可以设计如下：成长过程 | 困难与挫折 | 积极面对——–|———–|——–喜怒哀乐 | 如何应对 | 积极心态八. 说教学评价教学评价可以从以下几个方面进行：1.学生阅读理解能力的提高：通过课后练习和课堂表现进行评价。
高邮市初中英语导学案（7A Unit4 Food）Grammar (2)班级：姓名：自我评价：【学习目标】1．知识目标：（1）学习词汇：bottle , noodle，wow（2）熟练掌握there be句型，包括肯定、否定和疑问句形式，如：There is/isn‟t a banana on the table.There are / aren‟t many potatoes on the table.Is there any sugar in it?Are there any books in your bag?What‟s in the picture?2．技能目标：识别there be句型和have/has的区别。
比较句型：There is a book on Kate‟s desk. Kate has a book on her desk. 3．情感目标：养成一种健康的饮食习惯。
学习过程【预习指导与检测】一、预习导航你听说过“there be”结构吗？你知道“there be”结构表示什么吗？“there be”结构是用来表示“存在”的句型，表达的是“在某处存在某物”的意思，引导词there 无意义，be为谓语动词，其后的名词才是真正的主语，句末是可以省略的地点或时间状语。
请认真阅读教材，弄清楚“there be”结构的肯定句、否定句和疑问句构成。
二、预习成果（一）认真预习，用be的适当形式填空1. There ________ a lot of juice in the fridge.2. There _________some apples in the basket.3. There _________ two bottles of Coke on the table.4. _________ there any children in the room?5. There__________ a pen and two comic books in Tom‟s schoolbag.6. There__________ some water in the bottle.7. There__________ some bread and some bananas on the table.8. There not any time left now.（二）句型转换1. There is an …h‟ in the work …fish‟.（变一般疑问句）_________________________________________________________________ 2. There are two pictures on the wall. （变为否定句）_________________________________________________________________ 3. There are five women in the room. (对划线部分提问)_________________________________________________________________4. There are some books on the desk. (对划线部分提问)_________________________________________________________________ 5. There is some beef on the table. (对划线部分提问)_________________________________________________________________ （三）同学们, 在完成上面练习以后请你思考下列问题1. there be 句型中的be怎么用？_________________________________________________________________ 有一个原则是______________________________________________________ 2. there be句型的肯定句、否定句和疑问句是怎样构成的？请写下来_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ （四）预学质疑_____________________________________________________【课堂导学与互动】任务一：自由交谈1．通过师生问答，谈论日常生活及饮食习惯，复习频率副词Do you always eat breakfast on time ?What do you usually have for breakfast ?Do you often eat any snacks between meals?Do you often eat fruit and vegetables ?Do you drink milk sometimes?2．让学生相互用频度副词谈论自己的日常活动。
