当前位置：首页 > 教学文档 > 教案>新目标九年级英语教案示例第十四单元第二课时教学设计

新目标九年级英语教案示例第十四单元第二课时教学设计

2025-01-01 07:44:50 收藏本文下载本文

“bit1943”通过精心收集，向本站投稿了12篇新目标九年级英语教案示例第十四单元第二课时教学设计，下面是小编精心整理后的新目标九年级英语教案示例第十四单元第二课时教学设计，希望能够帮助到大家。

篇1：新目标九年级英语教案示例第十四单元第二课时教学设计

新目标九年级英语教案示例第十四单元第二课时教学设计

新目标九年级英语教案示例第十四单元第二课时教学设计作者：思全英语辅导第二课时教学设计

教学目标

1.能进一步用所学的目标语言谈论现实生活中已经发生的事情。

2.能理解3a的内容，并完成相应的练习。

教学方式

任务型教学法，多媒体辅助教学等等。

教学设计

复习旧课(Revision)：

老师通过一个一个地提问学生来复习昨天所学的目标语言。T：Have you finished yesterday's homework yet?Have you cleaned the classroom yet?Have you reviewed your lesson?Have you past the test?.也可以让学生相互问答。

呈现新课(Presentation)：

老师介绍自己最近的情况。T：I am very busy recently.I have so many chores to do every day.But Iam busy with my work every day.So Ihaven't done most of them.I have already done.I haven't done.yet.

(通过老师介绍自己最近的情况，引出本课的话题，自然流畅。同时，让学生更多地了解生活中的老师，拉近了师生间的关系，为进一步学好英语打下基础。)

阅读3a.

(1)介绍完自己后，马上转入本课的话题。How about Crystal?What chores does she have to do?Read 3a,underline the different chores.

(通过让学生找出作者及其祖父所要做的不同的家务，锻炼学生泛读课文，找出文章主要内容的能力。)

(2)仔细读课文，回答以下几个问题：

a.Why didn't Crystal get back to Jake sooner?

b.When did she start her homework?

c.Why hasn't she done any of the things yet?

d.What chores did her father often do when he was akid?

(通过让学生回答以上有关细节部分的问题，进一步锻炼了学生仔细精读课文能力，同时，学生进一步理解了课文中的较难句子。)

(3)学生再次读课文，加深对课文的理解。

操练(Practice)：

3b.Groupwork.

(1)老师读本部分的指示语，帮助学生理解指示语的意思。

(2)老师简单介绍三幅图画中的人物，以及时间表中的内容。

(3)学生读表中的词组，确保学生理解每个词组的意思，并要求学生把其中的'动词原形转化成过去分词。为操练对话做准备。

(4)学生读右边的对话。

(5)老师让一位好学生协助老师做一个示范。假设老师是图片中的三个人中的一个，学生通过提问来猜出老师到底是哪一位。可以多做几个示范。

(6)学生按照指示语的要求，仿照右边的对话，四人一组进行操练。三位学生通过轮流提问来猜出另一位学生，到底是图片中的哪一位。

(本环节是通过游戏来操练本单元的目标语言，生动有趣。)

4.Groupwork.

(1)老师读指示语，确保学生明白指示语的意思。

(2)要求大家一起说出本星期应该做的事情。(have aclass/grade/school meeting,havean exam,run for charity,have abasketball match,make astudy plan,clean up the school,.)为以下的操练提供素材。

(3)据大家提供的素材，学生在表格中填上自己已经完成的事情，以及还没有完成的事情。

(4)做一个调查报告，运用所学的目标语言，调查两位同学，在本星期内已经做了哪些事，还没有做哪些事。

A：What have you done in this week?B：I have already had aclass meeting.

A：Have you had an English exam?B：No,I have had it yet.

巩固和拓展(Consolidation and Extension)：

完成一个任务。今年是初三年级的最后一个学期，为了考上理想的高中，自己已经做了哪些事情，还有哪些没有做到，今后还应该怎样做。运用所学的目标语言，以小组为单位，用英语进行交流和讨论。最后，老师抽查几位学生。

(通过这个活动，学生进一步巩固和拓展了所学的目标语言，同时，通过交流和谈论，学生们反省了近期来自己的优点和缺点，为取得更大的进步打下基础。)

作业布置(Homework)：

要求学生运用目标语言，写一篇周记，小结这一个星期来，自己已经做了哪些事，还有哪些事没有做，为了取得更大进步，今后还应该怎样做。

MSN（中国大学网）

篇2：新目标九年级英语教案示例第十四单元第三课时教学设计

新目标九年级英语教案示例第十四单元第三课时教学设计

新目标九年级英语教案示例第十四单元第三课时教学设计作者：思全英语辅导第三课时教学设计

教学目标

1.能进一步地扩展所学的内容，能用目标语言谈论自己喜爱的朋友和乐队。

2.能听懂2a和2b的听力内容，并完成相应的练习。

3.能理解3a的内容，并完成相应的练习。

教学方式

任务型教学法，多媒体辅助教学等等。

教学设计

复习旧课(Revision)：

老师一个一个地问学生这一个星期来，已经做了哪些事，还有哪些事没做，以后应该怎样做。T：What have you done?Have you made astudy plan yet?What are you going to do?.学生运用目表语言来回答老师的问题。然后，学生可以反过来问老师这一个星期里已经做了和还没做的事情。

(通过学生和老师相互提问，不仅复习了上节课所学的知识，而且，拉近了师生间的距离，融洽了师生间的关系，激发了学生学习的积极性。)

引出新课(Presentation)：

接着上个环节，老师可以这样回答学生提出的问题，T：I have already cleaned up my room.I have already taken my daughter to the park.I have already bought some books.I have already bought my favorite band'CD.Do you want to know what is my favorite band?通过最后一句话来引出本课的话题--band。

然后，老师用英语介绍自己最喜欢的乐队，引出听力内容中的难的单词和句子，为听懂听力内容做好准备。My favorite band is YuQuan.There are two members in this band.They have been together for about three years.They used to play stuff by other bands,but now they only play their own songs.They have written many original songs.Some of their songs are very popular.They have been on TV for many times.Of course,they have won some awards.But they haven't made amusic video yet.I like them very much.

然后，问学生，How about your favorite band?要求学生按照Section B的第一部分的要求，两人一组，回答方框里的四个问题，并把答案填在横线上。最后，老师抽查几位学生的答案。

操练(Practice)：

2a.(1)老师读并讲解指示语，确信学生明白它的意思。然后告诉学生，You are going to hear awoman interviewing amember of aband.(2)要求学生谈论图画中的内容。(3)学生读左边的问题，确信学生明白每个问题的意思。强调过去分词done和been的原形。(4)放录音，要求学生根据录音内容回答左边的问题，并把答案写在横线上。5)核对答案。必要时进行解释。

2b.(1)学生读方框中的词组，确信学生明白每个词组的意思。强调这些过去分词的原形。(2)放录音，要求学生根据录音内容，听出乐队已经做过的事情。(3)核对答案。必要时进行解释。(4)要求学生跟着录音，重复录音内容，明白每句话的意思。

2c.要求学生根据2b中提供的词组，以及听力里的内容，模仿右边的.对话，围绕着你最喜欢的乐队，两人一组进行操练。在学生进行操练的同时，老师巡视课室，检查学生的进展，必要时提供帮助。最后，抽查几组学生的对话，必要时及时给予适当的鼓励。

3a.阅读训练。

(1)引入：老师说，Just now,you talked about your favorite band.Now we are going to talk another band whose name is New Ocean Waves.Look at the picture and talk about the band.What kind music do they play?Is their music very popular?

(2)快速阅读课文，找出一个问题的答案。Are they kind people?Why?

(3)精读课文，按照指示语的要求，圈出乐队已经做过的事情，用横线划出他们还没有做的事情。

(4)老师讲解课文中的难点，并划出文中的重要词组和句子。

全班齐读课文。

巩固和拓展(Consolidation and Extension)：

设计一个任务。要求学生运用本单元的目标语言，来谈论自己的偶像，近段时间来，已经做了和还没做的事情，并做简要的评论。

作业布置(homework)：

1.完成练习册中的相应练习。

2.熟读课文。

3.仿照P113 2c，根据实际情况，运用本单元的目标语言，写一段有关自己最喜欢的偶像的对话。

MSN（中国大学网）

篇3：新目标九年级英语第十四单元教案示例第一课时教学设计

新目标九年级英语第十四单元教案示例第一课时教学设计

第一课时教学设计教学目标 1．能用所学的目标语言简单谈论或询问最近已经发生的事情。 2．能初步理解副词already和yet的用法，并能在实际情境中简单地运用。 3．能听懂听力内容，并能完成相应的练习。教学方式活动教学法，任务型教学法，多媒体辅助教学等等。教学设计引入新课（Presentation）：（1）首先，老师用英语要求一个学生上来为大家唱一首歌。T: Could you please sing a song for us? 在他唱歌前，老师问，T: Has he sung a song yet? 并把此句呈现在屏幕或黑板上，yet用红色来突出。同时，引导学生回答，S: No, he hasn’t sung a song yet.同样把此句呈现在屏幕或黑板上，yet用红色来突出。在学生唱完歌后，老师重复上一个问题，T: Has he sung a song yet? 引导学生回答，S: Yes, she has already sung a song.并把此句呈现在屏幕或黑板上，a1ready用红色来突出。（2）然后，老师要求几个活泼的学生继续来表演几个动作。如: playing basketball, cleaning the blackboard, drawing on the blackboard, standing up, singing a song, dancing, closing the door...用同样的方式来强化目标句型和already及yet的用法。Has he done sth. yet? Yes，he has already done it. No, he hasn’t done it yet. （3）口头练习后，让学生自己来总结already和yet的区别和用法。（4）老师归纳，补充。already用于现在完成时的肯定句中，一般放在句子的中间；yet用于否定句和疑问句中，放在句子的末尾。（借助于活动教学法，让学生做一些生动有趣的动作，既激发了学生的学习积极性，也很自然地引出了本课的目标句型，自然生动，给学生留下深刻的印象。）大脑风暴（Brain storm）：老师利用多媒体课件在屏幕上呈现两张有关旅游的图片，一张是海滩的风光，一张是城市风景。老师提问，T: If you go on a beach vacation, what things do you want to pack? 让学生进行大脑风暴，说出有关的词组，同时，引出并学习本课的新单词和词组，如: bathing suit，beach towel, camera, suntan lotion, sunglasses, suitcase, hat, slippers...用同样的方法，说出有关城市观光旅游的`词组，并引出新单词和词组。如: camera, sneakers, guidebook, street map, money... 操练（Practice）： 1a．谈论课本中的图画: Where is it? What are they doing? What are they going to do? What are they talking about? 1b．（1）首先学生读方框中的六个词组，确定学生明白每个词组的意思，并强调动词的原形及其过去分词的拼写。然后，提示学生：You will hear a family talking as they get ready to go on vacation. （2）放录音，让学生根据指示语的要求选择已经做过的事情。（3）核对答案，同时跟读录音内容。 1c．（1）学生读右边方框里的对话，老师强调yet和already的用法。（2）要求学生根据录音内容，仿照右边方框里的对话，两人一组进行操练。老师强调yet和already的用法。在学生操练的同时，老师巡视教室，检查学生操练的情况，必要是给予帮助。（3）抽查几对学生，要求他们在全班面前说出他们的对话，老师及时给予鼓励和帮助。 2a．首先，老师介绍图画中的内容，T: This is Mark and this is Tina. They are in the kitchen. They are getting ready to go on vacation. They are talking about chores. They have already done some chores. Listen to the tape. Who said each thing? Write “M”for Mark or “T”for Tina.然后放录音，让学生按要求完成2a，然后，核对答案。 2b．首先学生读方框中的句子，确定学生明白每句话的意思，然后，放录音，学生根据要求填上相应的数字。最后，核对答案，同时跟读录音内容，必要时对难点进行解释。 2c．（1）学生读右边方框里的对话。（2）要求学生根据录音内容，继续完成右边方框里的对话，两人一组进行操练。老师强调yet和already的用法。在学生操练的同时，老师巡视教室，检查学生操练的情况，必要是给予帮助。（3）抽查几对学生，要求他们在全班面前说出他们的对话，老师及时给予鼓励和帮助。（本环节，学生通过听说两个方面，进一步操练了本单元的目标语言。）巩固和拓展（Consolidation and Extension）：完成一个教学任务：要求每个小组长对自己的组员进行调查，调查他或她是否已经完成了今天要做的事情，然后，评出本小组最好的学生。强调在调查过程中，必须运用今天所学的目标语言以及already和yet。可以从这几个方面进行提问：finish yesterday’s homework, hand in your homework on time, clean the classroom, help your mother with some chores, have a test....注意动词的过去分词的拼写形式。 A: Have you finished yesterday’s homework yet. B: No, I will do it in a minute. / Yes, I have already finished it. （通过设计一个真实、贴近学生生活的情景，激发学生的学习积极性，让学生运用所学内容，来完成一个生活中的真实的任务，既巩固了本课所学的语言目标，又完成了现实生活中的一个真实的任务。从而，达到了培养学生综合运用英语的能力。）作业布置（Homework）：要求学生运用本课的目标语言，写一段对话。主要内容：晚上睡觉前，妈妈询问你是否已经完成了今天应该做的事情。

篇4：九年级英语教案Unit 15第二课时教学设计

九年级英语教案Unit 15第二课时教学设计

第二课时教学设计教学目标 1．能够理解3a，3b这两篇短文，并完成相应的练习。 2．进一步了解有关动物方面的知识，增强爱护动物的意识。 3．学会有关辩论的基本用语，并能运用所学的知识和获取的信息进行辩论。教学方式任务型教学法，多媒体辅助教学等等。教学设计复习旧课（Revision）： 1．老师利用多媒体呈现一些动物的画面，帮助学生复习上节课所学的有关动物的名词以及相应的.形容词。强调那些较难的单词的读音。 2．老师利用多媒体呈现有关海牛的画面，通过提问，帮助学生复习上次的听力内容，以及有关濒危动物的情况。问题如下：（1）What kind of animal is it?（2）Can you describe its appearance?（How big \ heavy is it?）（3）What is its favorite habitat?（4）Why are they endangered? （5）What should we do? （通过多媒体课件展示出的各种各样动物的图画，刺激学生的视觉感官，避免了枯燥乏味的说教，让学生在轻松好奇的氛围中复习上节课的内容。）呈现新课（Presentation）：在回答上个环节的最后一个问题，What should we do to protect the endangered animals?时，老师引导学生回答，Maybe we can keep them in a big zoo? 接着，老师利用多媒体课件，呈现一些动物园的画面，从而引出本课的话题，Are zoos good or bad for animals? （通过借助于多媒体课件，利用复习旧课的最后一个问题，来引出本课的话题，生动自然。）阅读练习（Practice）： 1．阅读练习3a. A．引人：老师介绍中西方有关动物的文化差异，Many westerners are extremely concerned about animal welfare and often support organization to protect them. Such protection includes the ethical treatment of farm animals and animals in zoos. Some people feel that we should not eat any food made from animals or wear any animal products, including leather shoes. B．学生阅读3a.中的信件，按照指示语的要求，划出不支持动物园的理由。教学设计 C．老师通读课文，划出重要词组，讲解文中较难的句子。 D．学生齐读课文，进一步理解文中的意思。 2．运用同样的方法和过程，来学习3b. 巩固和拓展（Consolidation and Extension）： 4．Debate.针对“动物园是否对动物有利”展开辩论。（1）帮助学生理解指示语的意思。T: There will be two different teams.One team will talk about why zoos are good places for animals and the other team will say why zoos are bad places for animals. （2）学生阅读方框里的句型，确信学生明白他们的意思，为辩论做好准备。（3）老师做一个示范，T: I think that elephants shouldn’t be kept in zoos.I believe that animals in zoos live longer than animals in the jungle. （4）把整个班分成正方和反方两个部分。要求学生以组为单位进行讨论，并写下有利于自己辩论的关键的单词或句子。同时，老师巡视课室，检查学生的进展，必要时提供帮助。（5）两组学生在课堂上展开辩论。老师旁听，必要时给予帮助。（如有时间，可以针对其他话题展开辩论: Should students be allowed to take mobile phones to school? Should students have classes on weekend? Should students be allowed to wear their own clothes? ...）作业的布置：（Homework）： 1．完成workbook中的部分练习。 2．以“Zoos are good \ bad for animals.”为题，写一篇短文。

篇5：第二单元第二课时教学设计

第2课时十几减8

【教学内容】

教材第13页例2

【教材分析】

本节课是在学生学习了20以内的进位加法和十几减9的基础上进行的。在教学时，既提倡算法的多样化，又引导学生在众多的算法中选择适合自己的方法，使之善于学习，乐于学习，乐于探索，进而通过教师带有鼓励性的评价，学生之间的赞赏，进一步激发学生的学习兴趣。

【学情分析】

学生已经能熟练计算十几减9的退位减法，并且对“破十法”和“想加算减法”能够熟练掌握，这里进行“减8”是上一节课的一次练习和延伸。《数量课程标准》中指出：“由于学生生活背景和思考角度不同，所使用的方法必须是多种的，教师应尊重学生的想法，鼓励学生独立思考，提倡计算方法的多样化。”基于这一理念，采取让学生独立思考，小组合作，全班交流的方式，使学生知道“十几减8”的计算方法是多样的，并在多种方法中选择自己喜欢的算法。

【教学目标】

1．使学生掌握十几减8的退位减法的计算方法及算理。

2．使学生能正确、熟练地计算十几减8的算式。

【教学重难点】

重点：正确熟练地计算十几减8的算式。

难点：初步掌握十几减8的退位减法的思维过程。

【教学准备】

多媒体课件、投影仪、小棒、数字卡片。

教学设计

【复习导入】

1．复习十几减9的计算方法。

教师指名学生任意说出一个十几减9的退位减法算式，如14－9＝，然后再指名学生回答用什么方法计算？突出“看减想加”与“破十法”。

2．填空练习。(小组开火车，每人一道题)

8＋( )＝11 8＋( )＝13 8＋( )＝16

8＋( )＝15? 8＋( )＝12? 8＋( )＝14

老师分别指名学生回答。

【探究新知】

一、创设情境，提出数学问题

1．出示教材第13页例2主题图，以讲故事的形式，把学生的注意力吸引到情境中，学生认真观察后，找出条件信息和问题，教师指名汇报，并出示：一共有12个风车，小朋友要买走8个，还剩几个？

2．指名学生完整复述，加深对题意的理解。

二、探究算法，解决问题

1．独立思考，相互交流。

师：要求还剩几个风车应该怎样列式来表示呢？

教师指名学生回答，根据学生的回答板书：12－8＝。

师：你们是怎样算的呢？先认真想一想，然后把想法和同桌说一说，说的时候还可以用手中的学具摆一摆想的过程。(学生相互交流，教师巡视指导)

2．汇报算法，表述过程。

教师指名学生说一说自己是怎样计算12－8的。

方法一：想加算减法

教师引导学生用语言有序地表述思考过程，看到12－8＝□，就想8＋□＝12，因为8＋4＝12，所以12－8＝4。

随着学生的回答，教师用课件演示计算过程。

方法二：破十法

教师让学生利用学具，在投影仪上演示思考过程，边摆小棒边表述过程：12－8＝□，先从10里面减去8，还剩2，2加上2等于4，所以12－8＝4。

师：去掉的8个，怎样表示？

生：用虚线圈把去掉的圈起来。

教师随着学生的回答，用虚线圈圈起8个学具。

三、总结算法，引出课题

师：通过刚才解决还剩几个风车的问题，我们知道了计算12－8＝□，和计算十几减9一样，也可以用“看减想加”与“破十法”来计算。你认为哪种方法计算起来又对又快，就可以用哪种方法来计算。

我们今天学习的内容就是十几减8的`退位减法算式。(教师板书课题)

四、发现规律，增强记忆

师：除了12－8，谁还能说出其他十几减8的退位减法算式？

教师指名学生回答，并说出自己是怎样算的。

教师随着学生的回答，按顺序板书出所有十几减8的退位减法算式：11－8＝3 12－8＝4 13－8＝5 14－8＝6 15－8＝7 16－8＝8 17－8＝9

师：从这些算式中，你发现了什么规律？

学生观察、思考、汇报：差比被减数的个位数字多2……

学生齐读算式。

【巩固练习】

1．课本第13页“做一做”的第1题，让学生先独立填写，再说思考过程，集体订正。

2．“做一做”的第2题，通过投影出示下列算式，让学生举出相应得数的数字卡片。

8＋3＝ 8＋7＝ 8＋5＝ 11－8＝ 15－8＝

13－8＝? 8＋8＝? 8＋9＝? 16－8＝? 17－8＝

3．出示十几减8、9的退位减法算式卡片，学生进行抢答。

4．学生独立完成练习三中的第1、2题。

【课堂小结】

1．说一说十几减8的计算方法，举例说明计算过程。

2．谈一谈自己在本节课的表现。

【板书设计】

十几减8

例2：12－8＝4

想： 8＋4＝12，所以12－8＝4。

想： 10－8＝2，2＋2＝4，所以12－8＝4。

11－8＝3 12－8＝4 13－8＝5

14－8＝6 15－8＝7 16－8＝8 17－8＝9

篇6：u14.doc(新目标版九年级英语教案教学设计)

Unit 14 Have you packed yet?

Part 1: Teaching design (第一部分：教学设计)

Structures: Present perfect with already and yet

Target language: Have you watered the plants yet? Yes, I have already watered them?

Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off

Learning strategies: Brainstorming, Role playing

Section A

Goals

●To learn to use Present perfect with already and yet

●To listen and talk about having a vacation

Procedures

Warming up by studying grammar

Grammar is so important that it should always be learned and made use of in class.

Today we shall learn to use “ Present perfect with already and yet”

Look at the two sentences:

Have you watered the plants yet? Yes, I have already watered them?

Do you understand the structure of the two sentences?

We shall make more sentences like those.

Have you finished your homework yet? Yes, I have already finished it?

Have you found your bike yet? Yes, I have already found it?

To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110.

1a Thinking and writing

Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack?

Think and write your ideas in the chart on page 110.

A beach vacation Sightseeing in a city

1. bathing suit 1. camera

2. umbrella 2. mobile phone

3. drinking water 3. bike

1b Listening and checking

A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”.

Tapescript

Woman: Have you packed the beach towels yet?

Boy: No, I haven’t. Can’t Judy pack them?

Woman: No, she’s busy. Could you please water the plants?

Boy: I’ve already watered them.

Woman: Oh, thanks.

Man: What about the travel guidebook and the street map?

Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet.

Man: That’s OK. I’ll get it. Have you packed the camera?

Boy: Yup. I’ve already put it in my suitcase.

Woman: Well, I guess that’s everything.

Boy: Almost everything. We haven’t locked the windows yet.

And now check√ the chores listed below the family have already done.

√Packed the camera √Watered the plants

× Locked the window √Bought a travel guidebook

× Bought a street map × Packed the beach towels

1c Doing pairwork

Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure.

A: Have you watered the plants yet?

B: Yes, I have already watered them.

A: Have you packed the camera yet?

B: Yes, I have already packed the camera.

A: Have you bought a street map yet?

B: Yes, I have already bought a street map.

A: Have you locked the window yet?

B: Yes, I have already locked the window.

A: Have you packed the beach towels yet?

B: Yes, I have already packed the beach towels.

A: Have you bought a travel guidebook yet?

B: Yes, I have already bought a travel guidebook.

2a Listening and writing

Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure.

Tapescript

Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina?

Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now.

Boy: Tina! You’re unbelievable. What about your bike?

Girl:I’ve already put it in the garage. But I haven’t locked the

garage yet. That’s your job, Mark.

Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash.

Girl: Have you fed the cat yet?

Boy: Not yet. I’ll do it in a minute. Have you turned off your radio?

Girl: Yes, I have. I think we’re almost ready.

Now on page 111write before the 6 sentences M for Mark or T for Tina.

1.No. I haven’t cleaned out the refrigerator yet.

2.I’ve already put it in the garage.

3.But I haven’t locked the garage yet.

4.I’ve already done most of my jobs.

5.Not yet. I’ll do it in a minute.

6.Yes, I have. I think we’re almost ready.

2b Listening and matching

To match the questions below with the answers above in 2a, you shall listen to the tape again.

Have you fed the cat yet? →5

What about your bike? →2

Are you ready, Tina? → 1

Have you turned off your radio? →6

2c Doing pairwork

To practice spoken English you are to role play a conversation using the information from 2a and 2b.

A: Are you ready, Tina?

B: No, I haven’t cleaned out the refrigerator.

B: No, I haven’t put the food in the garage yet.

B: No, I haven’t locked the garage yet.

B: No, I haven’t done my jobs yet.

B: No, I haven’t taken out the trash.

B: No, I haven’t fed the cat yet?

B: No, I haven’t turned off my radio yet.

3a Reading and underlining

Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it.

Subject: So busy！ From: Crystal

Hi Jake,

Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals-he and his family lived on the farm.

Anyway, I have to run now.

Take care,

Crystal

Now read the message again to blacken the expressions and circle the “Present perfect with already and yet” structure.

3b Doing groupwork

On page 112 in the middle is a chart with hours and chores done.

9:00 am Do my homework Water the plants Buy a newspaper

10:00 am Buy a newspaper Feed the dog Do my homework

11:00 am Feed the dog Do my homework Clean the room

12:00 noon

1:00 pm Water the plants Clean the room Water the plants

2:00 pm Clean the room Buy a newspaper Feed the dog

Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure.

A: Have you bought a newspaper?

B: Yes, I’ve already bought a newspaper.

A: Have you done your homework?

B: Yes, I’ve already done your homework.

A: Have you feed the dog?

B: Yes, I’ve already feed the dog.

A: Have you watered the plants?

B: Yes, I’ve already watered the plants.

A: Have you cleaned the room?

B: Yes, I’ve already cleaned the room.

4 Doing groupwork

What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done.

You Xu Lanfang Li Baoli

Things I have done Write a research paper Write a news report Go abroad

Things I haven’t done yet Visit my mother Find a friend Read a novel

Closing down by singing a song

Happy Birthday

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

篇7：九年级第二单元的教学设计

一、单元教学目标：

1、了解不同文体的基本特点,能根据不同文体特点收集信息,进行筛选分析,作出归纳.

2、掌握速读法的要领，读课文后能说出基本情节或文章梗概。

3、运用速读法，在最短的时间内获取一篇文章最多的有价值的信息。

4、学会合作探究和自由写作，能自由地、有条理的叙述事实，在文章中表达自己的见解。

5、安排“迅速捕捉阅读信息的”的训练，尽可能多地发表自己的见解。

二、单元课时安排共13课时

课本整体感知单元整体学习1课时

《藤野先生》3课时

《生命与和平相爱》1课时

《热爱生命》1课时

《享受生活》2课时

诵读欣赏1课时

“综合学习与探究”4课时

三、教学设想

本单元课文都出于名家之手，4篇文章用不同的方式说了不同的事，作者和他们作品中的人物都是热爱生活的'。文章篇幅较长，内容充实，信息量大，因此单元主要任务是学会“迅速捕捉阅读信息”。本单元学习要培养良好的读书习惯，运用“观其大略”的速读法，学会从课文中迅速捕捉信息；理解并积累关键词语，理解文章的主旨。在大量的阅读中扩大我们的视野，增长知识，积累语言，培养语感，努力形成不畏艰险、勇于挑战、积极向上的人生态度，，善思考，形成心忧天下、关心人类命运的价值取向，增强爱国主义情感。

四、教学过程

第1课时确定本单元的学习内容

第一块：浏览单元内容，了解其特点：

教学步骤教师组织学生活动

1导入：让学生浏览目录、课文（还可以延伸到发展性评价手册）明确任务

2巡视、指导浏览目录、课文

3布置讨论：本单元的内容和具有怎样的特点？思考、讨论

第二块：确定单元学习方法：

教学步骤教师组织学生活动

1回顾我们曾经学习过的种种学习方法（如：九年级上册的读书方法，圈点勾画的具体要求，上一单元的比较与辩微等）回顾、复习

2针对本单元的学习内容和特点，制定相应的学习方法和学习计划制定计划

第三块：学习评价

教学步骤教师组织学生活动

1出示评价内容：

1、你有自己的专题吗？你能用简要的语言阐述一下吗？

2、你能说出哪些课文题目，作者，文章的主要内容？

3、组成学习小组：分工收集资料，商定展示成果的形式。

自我反馈

2小结：自我小结

篇8：《醉翁亭记》第二课时教学设计(九年级必修教学设计)

《醉翁亭记》第二课时教学设计(人教版九年级必修教学设计)

一、教学目标：

1、把握行文思路，理出文章线索；理解本文写景抒情的特点。（重点、难点）

2、体会作者“与民同乐”的思想感情和旷达胸襟，学会正确看待挫折。

3、品味文章的语言特色，积累文言词语。

二、教学过程

1、导入：同学们，上一节课我们大声地自由阅读和听读欧阳修的脍炙人口的名篇《醉翁亭记》，我们简介了作家，落实了字词，梳理了课文语句，大家已初步感知了课文内容，想必已能解译出原文了，现在谁能用一句话概括全文内容？【提示：概括全文常常要关注--标题；首尾段的重点句】

2、据学情点拨【说“醉翁之意不在酒，在乎山水之间也”--是作者出游的原因；说作者到醉翁亭一游或游醉翁亭--概括不全，因文章是写几次出游醉翁亭总印象的介绍】

【这可以从文章中的“若夫”“至于”两段看是最明显，因为朝暮、四季的景色都介绍了；再从全文前后语气上看，也都不是一次游。】

3、教学中插入【如果用一个词概括全文主旨，你会用？（乐）追问：谁在乐？（太守、众宾、滁州人）他们为什么乐？（众宾：近取山肴野菜，非丝非竹，起坐喧哗，太守颓然醉乎其间；滁人：一州人纵情山水，前呼后应；太守：山水之乐、宴酣之乐、乐人之乐），“三乐”总归“一乐”即“与民同乐” ，也是作者抒发的政治理想。】

4、提问：既然是几次出游总印象的介绍，那么作者是如何结构文章的？请同学们研读、探究课文，思考讨论：

⑴、文章各段的主要内容。

⑵、段与段之间的关系。从而弄清作者的思路。

5、提示，方法指导【1．文段的主要内容即段意的总结，如果是一层意思，一般找中心句，或概括出来；如果是几层意思，则是几个主要意思的并列。2．本文段与段之间是有关联，还是有共同点？】

6、“随机”点拨【“统领关系”，即第一段统领后面的三段。因为第一段的“醉翁之意不在酒，在乎山水之间也。山水之乐，得之心而寓之酒也。”点出了作者游醉翁亭的原因，也是作者情景交融的的核心。而下文的朝暮四季景之乐、滁州人游乐、宴酣之乐、太守乐、禽鸟乐都是写“山水之乐”，且各段之间也有共同点，每一段都写“乐”：第一段是“山水之乐，得之心而寓之酒也。”第二段是朝暮、四时之景“乐亦无穷也”，第三段是“滁人游”“太守乐”，第四段是鸟、人、太守之乐，可见全文是以“乐”字为线索贯穿全文。】

三、教学互动--品析各段具体内容及写法

1段写醉翁亭的周边环境和得名缘由。作者从大处落笔，由全景到局部，由远而近，最后推出醉翁亭。接下来用两个短句，自问自答，道出了亭的来历。行文至此，“太守”闪现其间，却不言明身份，成为全篇的一个悬念。最后点出文意：“醉翁之意不在酒，在乎山水之间也”，这是全文的核心文意，也是情和景交融的着笔点，为写景抒情定下了基调。

2段写山中景色。先早晚，后四时：作者善于抓住景物的典型特征，用极其精练的语言将其再现出来，如用“野芳发而幽香”写春，用“佳木秀而繁阴”写夏，用“风霜高洁”写秋，用“水落而石出”写冬，文字极为简约。作者写景用的是对偶句，写景之后则用散句收束，在整齐中显出变化，我们阅读中要读出音韵和谐美。【点拨--用自己的话解说四季景物之美的语句--春天野花盛开，夏天树木茂盛，秋天风高霜洁，冬天水落石出】

3段由景物转到人事，先写滁人游，再写太守宴。四个句子句式完全相同：先具体描写画面，后概括画面内容。作者通过一幅幅的画面，形象地表现了与民同乐的思想。【点拨翻译滁州人出游的场面描写及其感受】

4段写宴罢归去，揭示全文主旨。在这里，作者写了三种“乐”：禽鸟乐、游人乐、太守乐，而太守之乐的境界最高。太守是谁呢？“庐陵欧阳修也”。直到篇末，作者才道出太守之名，解开悬念，文章至此也戛然而止，饶有余味。

四、小结：1. 层次清晰，脉络分明。全文分四段，第一段从大环境写起，一步步将读者的视线引向醉翁亭，在交代了亭名的.由来后，下文用“若夫” “至于” “已而”领起，展开了从景物--游乐--归来的一幅幅画面。

2. 语言简练，意蕴丰富。第二段写山间朝暮及四时的景物变化，寥寥数语，言简意丰，景物历历在目。“醉翁之意不在酒” “水落而石出”等句子，精警含蓄，一直沿用到今天，并被赋予了新的意义。

3. 句法骈散结合，词语虚实相间。本文虽说是散文体裁，但文中采用了不少骈句，读来声调铿锵，节奏感强，像“日出而林霏开，云归而岩穴暝” “临溪而渔，溪深而鱼肥，酿泉为酒，泉香而酒洌”等。文中21个“也”、25个“而”，把诗一样的句子散文化，一向被视为创造性使用虚词的范例。

附板书：环境：琅琊→酿泉→醉翁亭

醉翁亭｛｝并点文意

得名：作亭者→名亭者→含义

朝暮：日出……云归……晦明变化

风景画｛｝寄情山水

四时：野芳……佳木……风霜……水落石出

滁人游太守宴

风俗画｛｝与民同乐

众宾欢太守醉

回归图禽鸟乐→人之乐→太守乐

五、回归文本，探究求解：

1、贯穿全文主线的语句是？体现全文的主旨句？文章表现了作者怎样的情怀？（山水之乐，得知心而寓之酒也；醉能同其乐；随遇而安，寄情山水，与民同乐的旷达胸襟。）

2、第三段描写了哪几幅画面？其中主要画面是哪幅？为什么？为何要先写滁人游？（写了四幅画，即滁人游，太守宴，众宾欢，太守醉；太守醉；其他三幅是陪衬，是为了突出“太守醉”，突出太守与民同乐的情怀；滁人游如此心高彩烈出游，是因为生活安定富足，这与作者的励精图治有关，写他们出游就是为了引出下文的太守醉作铺垫。）

3、请用自己的话说说下列“乐”的内容。（禽鸟之乐：享受大自然的快乐；游人乐：跟随太守游玩的快乐；太守之乐：把百姓的快乐当作自己的快乐，与民同乐。）

4、根据你的阅读，你能说出欧阳修自号“醉翁”和“六一居士”的原因吗？（饮少辙醉，年又最高；家有一万卷书，一千卷金石遗文，一张琴，一局棋，一壶酒，一老翁：教学中引述“六一居士”相关材料，略作点拨→悠然自得，豁然大度，宠辱不惊的性格）

5、联系课文结合自己的生活实际，说说你从本文中得到的启示：（示例：在逆境中仍要保持旷达的胸襟，不计个人得失，积极乐观的态度而有所作为。）

六、温故知新：

1、课文的主旨句是： (醉能同其乐) 2、与“饮少辙醉，而年又最高”照应的文句是：（苍颜白发，颓然乎其间者，太守醉也） 3、描写四时之景变化的句子是：（野花发而幽香……山间之四时也）

1月11日

王洪

篇9：九年级英语第二单元第一课时教学反思

九年级英语第二单元第一课时教学反思

本节课以“谈论自己和他人的变化”为话题，让学生学会描述自己和他人在外貌﹑性格等方面的变化。并让学生学会使用used to结构来表示过去经常存在的习惯或状态而现在已不存在的习惯或状态。

在教学中，我先采用的.是“What do you look like?”及“What do eshe/she look like？”这两个句型去描述人的外貌及性格，从而对前面知识也是一个复习的过程。然后向学生出示一些新旧照片进行对比，导出本节课的重点“used to”句型。首先，通过用实物导出“usedto”句型,让学生明白这一句型的含义，在懂得此含义之后，试图找几位较好的学生作示范，让他们来带动其他学生，从而达到大部分学生的理解和运用，接下来通过听力来加深学生对“used to”句型的印象，让学生团结协作完成对话，来巩固这一句型，最后让学生明白人是在不断变化的。

在整堂教学中，我发觉学生的兴趣浓厚，通过复习﹑图片导入，学生对人的外貌性格这一变化产生浓厚的兴趣，大部分学生通过自身和周围人的变化来谈论，很乐意的去学。在课堂练习中我发现学生对used to do或used to be两者混为一团，我想可能在讲解﹑分析时不够透彻，应该再通过小黑板出示相应的习题加以巩固，如果能让学生再欣赏一首歌曲《Yesterday on cemore》的话，相信课堂氛围、教学效果会更佳。

篇10：九年级下册第二单元的教学设计

九年级下册第二单元的教学设计

一、单元教学目标：

1、了解不同文体的基本特点,能根据不同文体特点收集信息,进行筛选分析,作出归纳.

2、掌握速读法的要领，读课文后能说出基本情节或文章梗概。

3、运用速读法，在最短的时间内获取一篇文章最多的有价值的信息。

4、学会合作探究和自由写作，能自由地、有条理的叙述事实，在文章中表达自己的见解。

5、安排“迅速捕捉阅读信息的”的训练，尽可能多地发表自己的见解。

二、单元课时安排共13课时

课本整体感知单元整体学习1课时

《藤野先生》 3课时

《生命与和平相爱》 1课时

《热爱生命》 1课时

《享受生活》 2课时

诵读欣赏 1课时

“综合学习与探究” 4课时

三、教学设想

本单元课文都出于名家之手，4篇文章用不同的方式说了不同的事，作者和他们作品中的人物都是热爱生活的。文章篇幅较长，内容充实，信息量大，因此单元主要任务是学会“迅速捕捉阅读信息”。本单元学习要培养良好的读书习惯，运用“观其大略”的速读法，学会从课文中迅速捕捉信息；理解并积累关键词语，理解文章的主旨。在大量的阅读中扩大我们的视野，增长知识，积累语言，培养语感，努力形成不畏艰险、勇于挑战、积极向上的人生态度，善思考，形成心忧天下、关心人类命运的价值取向，增强爱国主义情感。

四、教学过程

第1课时确定本单元的学习内容

第一块：浏览单元内容，了解其特点：

1、导入：让学生浏览目录、课文（还可以延伸到发展性评价手册）明确任务

2 、巡视、指导浏览目录、课文

3 、布置讨论：本单元的内容具有怎样的特点？思考、讨论

第二块：确定单元学习方法：

1 、回顾我们曾经学习过的种种学习方法（如：九年级上册的读书方法，圈点勾画的具体要求，上一单元的比较与辩微等）

2 、针对本单元的学习内容和特点，制定相应的学习方法和学习计划

第三块：学习评价

1、出示评价内容：

1你有自己的专题吗？你能用简要的语言阐述一下吗？

2你能说出哪些课文题目，作者，文章的主要内容？

3组成学习小组：分工收集资料，商定展示成果的形式。

自我反馈

2、小结：自我小结

《藤野先生》

学习目标：

1、认真阅读课文，了解藤野先生的思想品质，了解鲁迅先生的生平。

2、学习文章精选材料，多方面表现人物品质的手法。

3、学习本文抓住任务语言行动表现人物性格特征的写法，领会文章语言的感情色彩。

重难点分析：

教学重点：了解作品的时代背景，学习文章精选材料，多方面表现人物性格的手法，了解散文形散神不散的特点，学习本文抓住人物语言行动表现人物性格特征的写法，领会文章语言的感情色彩。

教学难点：了解藤野先生的思想品格，了解鲁迅先生中青年时代的心路历程。

第一课时

课堂学习：

一、创设情景导入：

1 创设情境，导入新课：多媒体出示鲁迅先生照片和藤野先生的照片。鲁迅为什么对藤野先生始终不忘呢？观看图片，思考。

二、快速浏览，整体感知

1 问题设计：鲁迅对藤野先生的第一印象是什么？我和藤野先生直接交往的事有几件？我对藤野先生的感情是怎样的？学生带着问题快速浏览课文，边读边思考

2 组织学生讨论、交流

3 组织学生用表格形式填写：藤野先生与作者交往的典型事例及反映的思想品质。

三、语文活动：

1 课本扉页后的彩色插图中有藤野先生的油画肖像，请你为这张画像配一段简要的文字说明。（观察思考并配文字说明。）

2 组织交流、评点

课后学习： 1、文章的感情线索是怎样的？。

2、思考文中藤野先生的两次叹息用意？

第二课时

课堂学习：

一、课文分析

1 深入探究，请大家依照“去仙台前”“在仙台”“离开仙台”给文章理清脉络。

2 课文的线索是怎样安排的？思考，交流

3 交流明确

二、深入探究分析

1 文章中两次写到藤野先生的叹息，请找出文中语句，思考这两次叹息有什么不同吗？

2 文章的最后三段和第一、第三部分并不是写藤野先生，这是否离题呢？（思考分析材料安排与主题的关系）组织交流并明确

课后学习：1、研读鲁迅先生在仙台的经历，思考给你带来的启示。

第三课时

一、课文研读

1 组织学生探究分析鲁迅先生在仙台的经历,组织学生说说藤野先生的形象。

2 刚到仙台时,有人也对鲁迅表现出了关心,你能找到具体描写的文字吗？请读一读找出具体描写的文字

3 思考:鲁迅先生后来不学医了,为什么作为医专教授的藤野先生仍对他产生了深远的影响?这对我们有什么启示? 思考并交流

二、拓展研读

1 组织学生阅读《〈呐喊〉自序》，或鲁迅先生的其他作品，深入理解到仙台学医对鲁迅走上文学道路的重要作用（阅读《〈呐喊〉自序》，或鲁迅先生的其他作品，交流读后的感受。）

三、课后作业

“没有爱，便没有成功的教育”。师爱激励鲁迅先生自强不息。在生活中，你也一定遇到过好教师，请用生动的语言写出这位老师的一个爱生片段。300字左右。

《生命与和平相爱》

学习目标：

1、学会在速读中迅速捕捉信息，能用简要语言复述本课基本内容。

2、学习把人物放在文化背景中展示的方法，学会逐步深入的描写内容。

3、了解犹太民族重视文化教育，重视培养生存能力的情况，了解犹太民族珍惜生命，向往和平的感情。

课前学习：

1、了解电影《索菲的选择》、《辛德勒名单》的情节内容，了解犹太民族的苦难历史。

2、课前收集作者铁凝介绍资料，了解其创作历程。

第一课时

课堂学习

一、整体感知课文

1 创设情景导入：屏幕投影出示马克思、达尔文爱因斯坦等伟人肖像图。教师语：他们都是在经济、科学、政治等方面为世界做出杰出贡献的人才，他们都是犹太人，犹太人为什么会具有如此优秀才能，学了本文我们会找到一些答案！观看倾听思考进入课文学习

2 组织学生快速阅读课文，读了本文后你会留有怎样的'印象，在这些印象中，你感受最深的是什么？

组织交流

二、研读课文

1 组织学生理清课文结构认真读课文，找出课文能清晰地表现作者写作思路的几个关键句子，理清结构。

2组织小组合作学习围绕“说说我眼中的戴维展开”，“戴维为什么会具有优秀才能”等问题展开讨论。

思考：本文构思精巧，写作上有许多地方值得我们学习，文章在艺术上有那些方面较有特色？小组合作学习交流讨论归纳总结

三、拓展延伸

1 创新思维小练习：“后来一切都好”作者认为是“像一个智者的和平寓言”请你也写一句告诫人类的“和平箴言”。引导学生交流、评价交流、评价

课后学习：你认为我们中国人的家庭教育有哪些成功之处，有哪些需要改进之处？

附阅读资料：中国人该敬畏犹太民族的一千个理由

现代中国人至少有双重因缘敬畏犹太民族。

仅仅数十名犹太人在短短数十年时间里，就从理论和实践两方面将在宇宙深处沉寂了数百亿年的基本物质力量释放于人世，不仅避免了100万盟军士兵和万日本平民的生命伤亡，提前结束了中国抗战和第二次世界大战，而且永远改变了人类的处境、思维和命运。

由于犹太姓氏所占比例过大，阿尔伯特爱因斯坦(Albert Einstein，1879年生于德国乌尔姆城)、马科斯玻恩(Max Born，1882年生于波兰弗罗茨瓦夫)、尼尔斯玻尔(Niels Bohr，1885年生于丹麦哥本哈根)、恩利克费密(Enrice Fermi，1891年生于意大利都灵)、J罗伯特奥本海默(J Robert Oppenheimer，19生于美国纽约)等犹太科学家主导的现代物理学，曾一度被称为“犹太物理学”。

令中国人无比骄傲的“核大国”地位和全部宇航成就，都受惠于犹太科学家的天才和劳作。

同样，由于卡尔马克思(Karl Marx，18生于普鲁士莱茵省特里尔市)纯正的犹太血统，由于俄国革命浓重的犹太背景：俄国革命之父普列汉诺夫的夫人罗莎莉(Rosalie)是虔诚的犹太妇女，俄国革命无可争辩的领袖列宁拥有1/8的犹太血统，苏联红军缔造者托洛茨基和十月革命著名领导人斯维尔德洛夫(全俄中央执行委员会主席)、季诺维也夫(共产国际执行委员会主席)、加米涅夫(莫斯科苏维埃主席)、捷尔仁斯基(全俄肃反委员会主席)、季维诺夫(外交人民委员部委员)、乌里茨基(彼得格勒肃反委员会主席)……都是犹太人，由于罗莎卢森堡、梅叶勒夫娜海尔夫曼、安娜库莉赫芙、贝拉库恩、库特艾斯纳等名震欧洲的犹太男女革命家惊人的承受力和殉道者般的牺牲精神，在整个20世纪成为中国和全球激进主义革命精神源泉的历史运动和世界思潮，曾一度被称为“犹太共产主义”、“犹太国际主义”和“犹太布尔什维克主义”。

苏联操控的共产国际在上世纪20至40年代派驻中国的代表和顾问，也流淌着浓度甚高的犹太血统。直到今天，马克思主义仍然是中国宪法和一切社会生活的意识形态基础。

犹太人对中国和世界的启示性意义远远不止于此。

有关勇气

哪个民族曾经遭受过如此漫长而深重的苦难：从亚述人、马其顿人、巴比伦人、埃及人、迦太基人、波斯人、希腊人、罗马人到十字军东征、欧洲中世纪“黑暗时代”(Dark Ages)、黑死病、腺鼠疫；从意大利梵蒂冈教廷的“隔都”、沙皇俄国的“栅栏区”、莎士比亚的《威尼斯商人》、法国“德雷福斯案”到斯大林的民族放逐和“犹太医生案”、纳粹德国的奥斯威辛、达豪、布痕瓦尔德集中营、毒气室，直到4次中东战争以及几乎整个阿拉伯-伊斯兰世界的环伺与敌视……几乎整个世界都在合谋排斥、驱逐、迫害、虐待、屠杀和灭绝犹太人，这个“上帝的选民”向世界各地流散迁徙的经历，几乎就是数千年里人间灾祸的路线图，以至犹太人发明了4个恐怖的词汇，以音译形式直接进入各国语言：pogrom(排犹)、genocide(灭犹)、holocaust(屠犹)、ghetto(隔都)。这个从荆棘之途、骷髅之地泣血而来的古老民族，至今还在为自己的故土和圣城流血。(写作本文时，“伟大东方伊斯兰突击阵线”刚刚在土耳其伊斯坦堡制造了“和平绿洲”犹太会堂和“以色列之家”连环爆炸案，240多名正在举行安息日仪式的犹太教徒正倒在血泊中呻吟。)

从1938年4月到1940年5月，当圣路易斯号作为犹太人悲剧和欧美国家耻辱的双重象征在大西洋的“诅咒之航”来回漂行时，中国驻维也纳总领事何凤山却向德国和奥地利犹太人签发了成千上万份前往中国的签证。60年后的，以色列政府授予何凤山“义士”称号，以表彰他签发那些“生命的签证”的勇气和人道关怀。

这使我作为中国人，多年来为自己所属的民族第一次感到由衷的自豪和荣耀：中国没有参予对犹太人的合围，何凤山表现了古老的东方人道精神。陈铭道教授在《与上帝摔跤》一书中，以如此简洁的叙述和那帧朴素的照片，给我们留下了这位中国绅士的动人故事和清朗笑容。

正是这个人口从来不到人类1/400的弱小族群，这个几乎在每一个时代、每一个国度都成为厌恶、忌恨、诅咒、仇视和杀戮对象的生命-信仰共同体，这个唯一纵贯50、散居五大洲的世界民族，却恰似浩瀚星空中最孤绝、最炫目的彗星，屡屡划破人类文明的漫漫历史长夜。

现代人类赖以安身立命、不可移易的时间与空间、世界与宇宙将不是我们从双眼到内心观察和感受到的这种状态；维系现代文明的基本范式和普世价值将无从确立；各个民族将被迫以支离破碎的方式孤独地面对冷漠无垠的苍穹，人类的世界性感受将长久停留于物候循环的蒙昧时代，人类的彼此接近和天下一家的伟大理想将在更漫长曲折的黑暗中摸索；——犹太人是上帝和人类的选民。

推动近代世界文明巨大进步的宗教改革、文艺复兴、产业革命和社会演变将失去源头和方向；高倡“自由、平等、博爱”和“共产主义是自由人的自愿联合体”的现代资本主义和社会主义将失去它们的精神蓝本，失去塑造明天的内在冲动，失去它们的历史合法性；——犹太人是天生的资本主义者、社会主义者和世界主义者。

“人人生而平等”的古老箴言催生的将不是履行“四海一家”伟大天命的美利坚合众国，而是又一个贪婪、血腥的专制帝国；短暂、渺小的个体生命将不仅失去永恒王国的意义可能，而且失去现实世界的存在价值，在世界范围内兴起的现代人权运动(女权主义、民权运动、反对种族歧视、环保主义、争取言论和思想自由、废除死刑等)都将沦为民族、宗教、国家、阶级、政党和个人的工具；——犹太人是天生的自由主义者、民主主义者和个人主义者。

一名俄国人的一段名言，完全适用于全世界每一个犹太人：“一个有觉悟的工人，不管他来到哪个国家，不管命运把他抛到哪里，不管他怎样感到自己是异邦人，言语不通，举目无亲，远离祖国—他都可以凭《国际歌》的熟悉曲调，给自己找到同志和战友。”(列宁：《欧仁鲍狄埃》)犹太民族在历史和精神意义上，一直在谱写和传唱并不仅仅属于他们自己的《国际歌》，在这个吉凶难卜、忧患丛生的世界上，阅读《与上帝摔跤—犹太人及其音乐》这样的书，既痛苦，又幸福—它为犹太人而写，也为我们所有人而写：“心中想说的话将肯定不只是有关犹太人的音乐。”

犹太优太

我和《与上帝摔跤》的作者陈铭道教授同属一代，可谓“多灾多难的一代”。命运几乎没有对我们微笑过，—我们却由此获得一项不菲的人生回报：永远不对人失去信心、希望和爱，永远为不幸和苦难掬泪，永远向英勇和崇高致敬，永远站在应该站立的那一边。

对犹太民族的受难和牺牲，同情还是冷漠；对犹太民族的奋斗和成就，敬佩还是抹煞，几乎成为衡量善良与邪恶、文明与野蛮的天然尺度。陈铭道教授在完成《黑皮肤的感觉—美国黑人音乐文化》一书后，在患脑血栓偏瘫后，又为自己的同胞写出了另一则人类自由本性的感人乐章，并再次出色地证明：真正的艺术永远源于苦难，指向拯救。

世界通常是一个逐渐解蔽的过程，偶尔有一次豁然开朗的爆发。中国人正以前所未有的规模和心境走出自己的国度。这个边界分明的小小的星球，既不是这样花花哨哨、五彩斑斓，也更非看上去那样单调、枯燥，那样“不过如此”。真正激动人心的旅游，是关于人类精神生命的巡礼，真正不朽的世界指南，永远导向一切生命的死而复生，永远展望着所有的民族都在由真理和正义、旋律和乐音主宰的世界里复活。正如本书开篇第一段和结尾一段文字所寄望的那样：“有一天，每一个犹太人终将意识到：没有犹太民间音乐的复活，就没有犹太民族的复兴，正如一个人没有心脏不能活，一个民族没有民间音乐也不能活；到了这一天，犹太民族的复兴才会成为一种现实。”

最让我心生感动的，是漾溢全书的某种类似宗教情怀的谦卑、忧伤和神秘的心迹，以及对人类受难和牺牲的宿命般的庄严、肃穆，这使我不断想到爱因斯坦以及许多犹太人所特有的目光和文字：

我们所能有的最美好的经验是奥秘的经验。它是坚守在真正艺术和真正科学发源地上的基本感情。谁要是体验不到它，谁要是不再有好奇心也不再有惊讶的感觉，他就无异于行尸走肉，他的眼睛是迷糊不清的。就是这样奥秘的经验—虽然掺杂着恐怖—产生了宗教。我们认识到有某种为我们所不能洞察的东西存在，感觉到那种只能以其最原始的形式为我们感受到的最深奥的理性和最灿烂的美—正是这种认识和这种情感构成了真正的宗教感情。

中国人有特殊的原因关注犹太人，感受犹太人，祝福犹太人。我的朋友、社会学家周孝正教授曾经不顾民族学、辞源学和外交政策的约束，建议将“犹太”改为“优太”，以表明对这个弱小而伟大的民族的敬意。

《热爱生命》

学习目标：

1、学会在小说阅读中把握基本情节，能复述故事梗概。

2、学习细致入微地描写对表现人物意志的作用。

3、了解人物在绝境中顽强求生的精神状态，感知人热爱生命的本能，珍惜生命。

课堂学习：

一、速读课文，理清层次

1 组织学生交流课前自主学习情况。介绍你所了解的小说时代背景及小说家杰克 ·伦敦的生平事迹。

2 让学生在小组内说说看了课文后的主要印象，然后在全班交流，理清课文的层次。用简要的语言复述课文主要情节。

3 组织交流、归纳小结

二、人物形象大家谈

1 引导学生谈谈对主人公这一形象的认识。抓住人物形象对课文作深入分析并谈自己获得的启示。

2 组织交流、归纳小结

三、语文活动读写“超链”

1 组织学生深入谈谈课文某一句话或某一段情节，甚至全文的感受，交流后组织写一篇读后感。学习作者细致入微的描写使课文的语句具有感染力的写作方法，写一篇简短的读后感。

2 组织交流、评价

教师寄语：每一个生命的强者，都是矗立在我们面前的丰碑。每一个生命的强者，都在历史的深处无言地启示着我们：面对人生的不幸和苦难，唯有“扼住命运的咽喉”，不轻言放弃，奋起抗争，勇于拼搏，才能创造人生的奇迹、重铸生命的辉煌！

《享受生活》

学习目的：

1、快速浏览课文，说出作者喜欢的是哪些事物，作者有怎样的人生态度。

2、了解作者的非凡经历，说出给你的人生启迪。

3、学会在叙述中恰当地穿插议论和抒情。

第一课时

课堂学习：

一、整体感知

1 组织学生用一句话介绍你所了解的作者。

2 快速浏览课文，说出作者大概写了多少喜欢，作者喜欢的是哪些事物。从这些喜欢，你可以看出作者有怎样的人生态度？读读、思思交流明确

3 组织交流

二、理解性阅读，品味语言

1 问题探讨：请你根据课文说说作者“触摸到这个多姿多彩的世界”有哪些方式？作为一个有很多缺陷的人，她为什么能享受到多姿多彩的生活？理解性阅读课文，小组合作学习交流

2 反复诵读文中你喜欢的诗意盎然的句子，谈谈你读后的感受。

三、仿写一段话

1 结合课后探究练习四以“忘我是快乐的”为开头写一段话。仿写一段话

课后学习：了解作者生平资料及带给你的启示。

第二课时

一、拓展性阅读

1 组织学生说说海伦 ·凯勒不向命运屈服，战胜残疾走向成功的非凡经历，引导学生联系现实生活中的人和事，谈谈对人生的启迪。

2学生书面准备后，先在小组内交流。然后推荐代表在全班交流。

附：阅读资料

天才与苦难

上帝象精明的生意人，给你一份天才，就搭配几倍于天才的苦难。

世界超级小提琴家帕格尼尼就是一位同时接受两项馈赠，又善于用苦难的琴弦把天才演凑到极限的奇人。

他首先是一位苦难者。四岁时一场麻疹和强直性昏厥症，已使他快入棺材。七岁患上严重肺炎，不得不大量放血治疗。四十六岁牙床突然长满脓疮，只好拔掉几乎所有的牙齿。牙病刚愈，又染上可怕的眼疾。幼小的儿子成了他手中的拐杖。五十岁后，关节炎，肠道炎，喉结核等多种疾病吞噬着他的机体。后来声带也坏了，靠儿子按口形翻译他的思想。她仅活到五十七岁，就口吐鲜血而亡。死后，尸体也备受磨难，先后搬迁八次。

上帝搭配给他的苦难实在是太残酷无情了。但他似乎觉得还不够深重，又给生活设置了各种障碍和漩涡。她长期把自己囚禁起来，每天练琴十至十二小时，忘记饥饿和死亡。十三岁起他就周游各地，过着流浪生活。除了儿子和小提琴，他几乎没有一个家和其他亲人。

苦难是他的情人。他把她拥抱得那么热烈和悲壮。

其次，他才是一位天才。三岁学琴，十二岁就举办首次音乐会，并一举成功，轰动舆论界。之后，、他的琴声遍及法、意、奥、德、英、捷等国。他的演奏是帕尔马首席提琴家罗拉惊异得从病榻上跳下来，木然而立，无颜收他为徒。他的亲身使卢卡观众欣喜若狂，宣布他为全国首席小提琴家。

他不但用独特的指法、弓法和充满魔力的旋律征服了整个欧洲甚至整个世界，而且发展了指挥艺术，还创作出《随想曲》、《无穷动》、《女妖舞》和八部小提琴协奏曲及许多吉他演奏曲。几乎欧洲所有文学艺术大师如大仲马、巴尔扎克、肖邦、司汤达等都听过他演奏并为之激动。音乐评论家勃拉兹称他是“操琴弓的魔术师”。歌德评价他“在琴弦上展现了火一样的灵魂”。李斯特大喊：“天啊，在这四根弦中包含桌多少苦难、痛苦和受到残害的生灵啊！”

上帝创造天才的方式便这般独特和不可思议。

命运对霍金同样十分残酷。17岁时，他考取了著名的牛津大学，21岁时，却患上了萎缩性脊髓侧索硬化症。医生说他至多只能活两年半。就像正要开放的花朵遭到严霜的打击，霍金的人生面临着严重的挑战。如果他在命运面前软弱一下，对自己说“算了，反正一共只有两年半了”，就可能痛苦的生活，平庸的消失。但是，霍金心里想，反正就是一死，命运的能耐再大，最坏也不过如此。他对命运说：“随你的便吧。”他对自己说：“时间只有两年半，不算多，要努力做些有意义的事，让生命留下一点辉煌。” 疾病不断地向他进攻。他的病情渐渐加重，肌肉一天天的萎缩下去，走路越来越不稳，连站也变得困难起来。为了与咄咄逼人的病魔斗争，他努力锻炼。他坚持靠自己的力量上楼。腿的力量弱了，他就用手拉着扶手艰难地走上楼去。

病情不断的加重。霍金终于站立不住，坐上了轮椅；他的手指失去了活动能力，十个手指中，只有两个还能活动。1984年，他说话已经相当困难，吐字不清，说几个词要花好长时间。1985年，他又得了肺炎，治疗时切开了气管，从此就再也没有发出声音，只能在心里讲话。后来，人们为他在轮椅上安装了一台电脑和语音合成器。他用仅有的两个完好的手指在键盘上敲出要说的词，组成相应的句子，经过语音合成器发出声音来。他就用这个办法，进行学术交流，做学术报告。

命运带给霍金的苦难实在是太多了，是常人难以想象，难以忍受的。但命运在他顽强的挑战面前似乎退却了，一个两年半过去了，又几个两年半过去了，他还是坚强地活着。

但霍金向命运的挑战，不仅仅是指它能活着，更是指它的创造。脚不行了，手不行了，嘴不行了，走路、吃饭、说话都要别人或机器帮忙，体重只有四十公斤。但是，他的大脑还很行。他让助手把资料摊在小桌上，一页页的阅读。他的身体一点也没有离开过轮椅，但是，他的思维却飞出了地球，飞出了太阳系，飞出了银河系，飞到了上百亿光年外的宇宙深处，飞向了神秘莫测的黑洞。他在大脑中想像着，论证着，推理着，计算着。他思考着宇宙从什么时候开始，时间有没有尽头。他发现了黑洞的蒸发性，推论出黑洞的大爆炸，他还建立了一种非常美的科学的宇宙模型。

霍金成了伟大的天体物理学家。他写的科学著作《时间简史——从大爆炸到黑洞》风行世界，发行量达1000万册。他被选为皇家学会会员，成为只有像牛顿这样的大科学家才能跻身的卢卡逊数学讲座的教授。霍金不仅以他的成就征服了科学界，也以他顽强搏斗的精神征服了世界。他的事迹表明，人是可以向命运挑战的。

综合学习与探究

第1课时

课堂学习：

1 组织学生归纳速读课文的方法归纳、交流

2 指导探讨练习一到三题小组合作探讨，大组交流

课后学习：把前面布置的对课文内容的质疑整理出来，选出有价值的问题，准备下节课探讨。

第2课时：

1 指导探讨第四题学生讨论

2 把从学生中收集的问题返回到学生中去，选择有质量的，小组探讨。小组合作探讨交流

课后学习：整理自己收集的有关“生命”“生存”“生活”的相关资料。

第3课时：

1 巡视、指导各组的活动组内交流资料，补缺补漏，整合资料，并确定展示形式，分工写作

第4课时：

1 出示评判标准和要求（主题、内容、语言、结构）各组交流，评判

2 学生推荐师生互动评判

3 组织优秀作品校园展示

单元小结

总结方面获得收益存在问题

（1）课堂发言的情况。

（2）完成作业的情况。

（3）参与活动的情况。

（4）学习兴趣的增强。

（5）学习能力的提高。

（6）情感态度的升华。

（7）对老师建议、评价

九年级（下）第二单元教学设计”九年级（下）第二单元教学设计”

篇11：人教版高一下英语教案高一第十四单元(人教版高一英语下册教案教学设计)

Festivals

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1>Talking about festivals and customs

2.Function: 交际功能

表达和支持某意见(Expressing and supporting an opinion)

In my opinion we should... I believe we should... I don t think it s necessary to...

We must decide... I hope we can make a decision. If we do this,we can...

I think that...should...

3.Vocabulary 重点词汇和短语

theme; parade; holy; Easter; symbol; conflict; argument; opinion; major; probably; honour; ancestor; principle; nation; purpose; creativity; faith; commercial; joy; light; similar; generation; salute; kiss; cheek; nod; celebrate; respect; gift; cycle; fool; invitation

dress up; in one s opinion; play a trick on sb; take in

4.Grammar:语法

情态动词(2)---must, have to and have got to

1 能够用英语表达做某事的重要性或必要性---must/have to/have got to

2 能够用英语表达做某事不重要或不必要---don t have to/haven t got to

3 能够用英语坚决表达某事不可接受或不可取---must not

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.

（三）教学过程

Step 2 Warming up

1 Get the students to look at the pictures and discuss the questions. There will be some festivals together with their pictures to be shown. You just try your best to introduce these festival to us.

Answers: Picture 1: Halloween USA and Europe Trick or treating?

Picture 2: Obon Japan Floating paper lanterns

Picture 3: Day of the Dead Mexico Lighting candles for prayers to the dead

2 Work in pairs. Compare a Chinese festival with one from another country. If you don’t know of any festivals from other countries, you can ask me for ideas. And then fill in the form

Step 3 Listening comprehension

Now let s have some listening training. Listen to the tape and finish the exercises.

LISTENING TEXTS:

1 “Throw me something, Mister! Throw me something, Mister!” Thousands of people are waiting for the parade to pass them by and for someone to throw them a cup, some beads, or some candy. Welcome to New Orleans, USA. Welcome to Mardi Gras. Mardi Gras is a holiday celebrated in the South of the U.S. The name of the festival, Mardi Gras, is French and means “Fat Tuesday”. Mardi Gras is celebrated on a Tuesday between February 3 and March 9, always 47 days before Easter Sunday. During Mardi Gras, people like to dress up in colourful and unusual costumes, and of course, watch parades in the streets. The official colours of Mardi Gras are purple, green and gold. Mardi Gras is celebrated for two weeks before Fat Tuesday and people from all over the world come to watch the festival.

2 Ramadan is one of the most important festivals for Muslims. The name of the festival comes from the Arabic month in which it is celebrated. Ramadan is celebrated in countries all over the world, especially in Africa and the Middle East. The time for celebrating Ramadan varies each year. People celebrate it in the ninth month of the Arabic lunar calendar. During Ramadan, people must not eat during the day: from when the sun comes up to when the sun goes down, people celebrating Ramadan will not eat or smoke. When the sun has gone down, however, the celebration begins. People often stay up all night eating, singing and dancing.

3 In late spring, many people around the world celebrate Easter. The festival is a celebration of spring and it is also a religious holiday. It is the time for Easter bunnies and egg hunts, and of course for eating lots of delicious foods. Easter is celebrated in late March or early April but the exact dates are different from year to year. People celebrate Easter in different ways: in some countries, the Easter Bunny - a big rabbit - will visit and children will go on egg hunts, looking for eggs and candy that have been hidden by their parents. In other countries, Easter is a time for children to dress up like witches and go from door to door asking for candy __ much like Halloween in the US. The Easter Bunny and Easter Egg are popular symbols of the festival.

Answers for Mardi Gras: 1B 2 A 3 A for Ramadan: 1B 2 A 3 A for Easter: 1B 2 B 3 C

Step 4 Speaking practice

Work in groups of four and discuss why your holiday is the best one.

Sample discussion

A: OK, I will begin. We need to decide what the new holiday will be. I think that the new holiday should be a Peace Day. On this day, no fighting or conflicts are allowed. People will learn and talk about peace. The holiday will be celebrated on the second Sunday in January. I think this is the best idea because nothing is more important than peace.

B: That's a good idea, but I think we should create a Happiness Day instead. If people are happy, there won't be any wars or fights. We should celebrate Happiness Day on the shortest, darkest day of the winter, because many people feel unhappy when it's cold and the sun doesn't shine. People will celebrate by doing something that makes another person happy, for example, helping them do something or giving them a card or a small gift. Most important, people should smile and laugh a lot on Happiness Day.

C: I like your ideas, but I would like to suggest something different. Why don't we have a Friendship Day? If people have friends and are friendly to each other, they will be happy and they won't fight. I think that we should celebrate Friendship Day the first day of every- month. If we do this, we will start each month in a friendly way. We can learn about how to make and keep friends and how to solve problems together. People will celebrate Friendship Day by making new friends and spending the day together with their friends.

D: Well, perhaps we shouldn't be so selfish. Peace, happiness and friendship are important to us, to human beings, but what about the rest of the planet? We mustn't forget about nature, the environment and the animals. On this day, which we will celebrate on the first day of spring, people will not pollute and they will learn more about nature. We should also plant trees and do something for our animal friends. I think that we will be happier, friendlier and more peaceful if we learn to take better care of our planet. Why not have a Nature Day? (The discussion continues.)

（四）总结扩展

Step 5 Necessary language points

Today we’ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Listening and speaking听说要点

1>If you don t know of any festivals, you can ask your teacher for help.

know of [用法]知道;了解,懂得(同know about)

[举例]There is one or two things I d like to know about.

有一两件事我很想知道。

ask for [用法]1. 要,要求 2. 找(人)

[举例]The miners are asking for another increase in pay. 煤矿工人正在要求再次加薪。

There s an old man at the door, asking for you. 门口有一位老人找你。

2>When is the festival celebrated?

celebrate [用法]vt. 庆祝 vi. 庆祝,过节

[举例]We held a party to celebrate our success. 我们举行宴会庆祝我们的成功。

Today is his birthday, so we re going to celebrate.

今天是他的生日,所以我们要庆祝一下。

[联想]celebration n. 1.庆祝 2.庆祝活动,庆典[C]

[举例]The party was in celebration of Mother s silver wedding.

聚会是为庆祝母亲的银婚。

A Fourth of July celebration includes a display of fireworks.

七月四日独立纪念日庆典包括燃放烟火。

3>What are some important themes, for example family and peace ?

theme

[用法]n.[C]1. 论题,话题,题目 2. 主题,主题思想;题材 3. (学生的)作文,文章

[举例]The main theme of discussion was press censorship. 讨论的主题是新闻审查制度。

The theme of the poem is love and peace. 这首诗的主题是爱与和平。

Our school themes must be written in ink and on white paper.

我们学校的作文要用墨水写在白纸上。

4>The two main popular symbols of Easter are the Easter Bunny and Easter egg.

symbol [用法]n.[C]1. 象征,标志[(+of)] 2. 记号,符号[(+for)]

[举例]The white bird is a symbol of freedom. 这白色的鸟是自由的象征。

We use x as the symbol for an unknown quantity. 我们用x表示一个未知数。

5>No fighting or conflicts are allowed on Peace Day.

conflict [用法]n.[C]1. 冲突,抵触,不一致,分歧(+between) 2. 斗争,争执,战斗(+between)

[举例]This is an irreconcilable conflict. 这是一个不可调和的矛盾。

Armed conflict is likely to break out between the two countries.

这两国间有可能发生武装冲突。

Step 6 Summary小结:

Step 7 Homework

Period 2第二节

（一）明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about some festivals.

3. Get the students to discuss something about the Spring Festival.

4. Answer the questions according to the reading material and help them to know

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It’s about the Spring Festival. All Americans know something about Christmas. Both of them are important holiday in the world. Do you want to know about some other festivals, such as Kwanzaa? Today your curiosity will be met.

（三）教学过程

Step 2 Pre-reading discussions

Answers to the questions:

1 Various answers are possible. Ask the students to describe what their families do, what they eat, how they decorate the house, who they invite and where they go / celebrate the festival. Try to get as many specific details as possible and encourage the students to compare and contrast answers.

2 Various answers are possible. You can help the students answer the question by breaking down the question into smaller parts, e.g. We celebrate the Spring Festival to get together with our family. Why is that important? or We celebrate the Spring Festival to welcome the new year. Why is the new year important to us? Try to compare the Spring Festival with at least one other festival to point out that there are similarities.

3 Various answers are possible. Ask the students to think of examples of historical or cultural parts of the Spring Festival - the students can use their answers from question 1. Examples include the Spring Festival poems, the Spring Festival colours, the Spring Festival food etc. The students can also think about Christmas and try to find any historical / cultural elements. The students are free to guess and provide very general (even slightly incorrect) answers; the point is to make them think about the relationship between festivals and culture/ history.

4 Various answers are possible. If the students are familiar with Christmas, ask them to give examples of gifts they have gives or received; you can also ask them what people buy for the Spring Festival.

Step 3 Reading

Read the text carefully again, and give the students some explanations.

What is the festival about?

It is a seven-day festival celebrating the culture and history of African Americans.

Read Para.1 carefully and answer the questions.

What’s Kwanzaa?

It is a seven-day festival celebrating the culture and history of African Americans.

2.When do people celebrate Kwanzaa?

The week following Christmas Day.

Read Para.2 carefully and answer the questions.

1. When was Kwanzaa born? In 1966

2.Why did people create Kwanzaa?

People created the festival so that African Americans would be able to celebrate their history and culture.

3.What did the African first-fruit festivals have in common?

1.People would get together to celebrate their harvest;

2.They used to give thanks for their harvests and for life;

3.They used to honour their ancestors, celebrate their past, and the group or society they live in.

Read Para.3 carefully and answer the questions.

1.What are the principles of Kwanzaa?

1.Unity 2.Self-determination 3.Living together 4.Working together 5.Purpose 6.Creativity

7.Faith

Which one do you think is the most important? Why?

Are there any other festivals which have one or more of the same principles?

Read Para4 carefully and answer the questions.

1.When does Kwanzaa begin and end?

It begins the day after Christmas Day and ends on New Year’s Day.

2.Why did people choose that dates?

Because people who celebrate Kwanzaa can enjoy the spirit of the holidays without all the commercial activities of Christmas.

3.How do people celebrate Kwanzaa?

People celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa. On the last day of Kwanzaa, family and friends gather to enjoy a large meal and to celebrate the new year.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.

Step 5 Post-reading

Answers:

1. People created the festival so that African Americans would be able to celebrate their history and culture.

2. Each time we celebrate a festival it changes a little and in that way we keep our culture alive. The Spring Festival, Christmas, Ramadan, Kwanzaa and all the other holidays and festivals help us understand who we are, remember where we come from and share our hopes for a happy future.

Festivals celebrate history and keep our culture alive. To celebrate a new season or a new harvest

3. All three reunite families. Christmas and Kwanzaa also bring together friends and members of the community. Spring Festival is tied to the lunar calendar while Christmas and Kwanzaa are fixed days. Christmas is both a religious and popular celebration while Kwanzaa also honors a specific group of people.

4. Make the students express themselves.

True or False: 1 F 2 T 3 T 4 F 5 F 6 T

（四）总结扩展

Step 6 Summary 小结

Step 7 Homework

Period 3第三节

（一）明确目标

1. Learn about the useful words and expression in the reading text.

2. Get the students to know about Modal Verbs(2)--must, have to, have got to.

3. Read the table in the integrating skills and know more about some festivals.

（二）整体感知

Step 1 Presentation

In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.

In the Spring Festival, something is not allowed. For example, floors may not be swept on the first day of New Year. Anyone who breaks a dish or a glass on this day must quickly say “Peace for all time” to avoid incurring misfortune. So if you want to say it is necessary for someone to do something, you use “must” or “have to”. Today we ll learn Grammar-Modal Verbs: must, have to.

（三）教学过程

Step 2 Language points in the reading text

2. Reading

1>The day following Christmas Day, many African-American families get together to greet the new year.

get together [用法]聚集

[联想]get-together n. 聚会;联欢会

2>The African-American festivals had many things in common: people would get together to celebrate their harvest.

have sth in common [用法]见高一上册 unit 11

would [用法]此处：(表示过去的习惯)总是,总会，常常

[举例]He would sit silent for hours. 他常常接连好几个小时默默地坐着。

3>They used to honour their ancestors, celebrate their past, and the group or society they lived in.

honour [用法]n.1. 荣誉;名誉,面子 2.光荣的事或人(+to) 3. 敬意

vt.1. 使增光;给...以荣誉 2. 尊敬

[举例]We fight for the honor of our country. 我们为祖国的荣誉而战。

He is an honor to our school. 他是我们学校的光荣。

4>The festivals were a way to celebrate history and culture, as well as the new year.

as well as [用法]见高一上册 unit 3

5>We should believe in our family, our people, our teachers and our leaders.

believe in [用法]1. 信仰 2. 信任 3. 相信...的效用

[举例]Christians believe in Jesus. 基督徒信仰耶稣。

Jim believes in fresh air and morning exercises.

吉姆坚信新鲜空气及早****有益处。

6>People celebrate Kwanzaa can enjoy the spirit of their holidays without all the commercial activities of Christmas.

commercial [用法]a.1. 商业的;商务的 2. 营利本位的;商业性的

n. (电视、广播中的)商业广告[C]

[举例]a commercial traveller 旅行推销员 commercial records 商业性的唱片

The TV show was interrupted by too many commercials.

那档电视节目插进的商业广告太多了,不断被打断。

7>People celebrate it by lighting a candle each day and discuss one of the seven principles of Kwanzaa.

light [用法]vt.1. 点(火);点燃(+up) 2. 照亮(+up) 3. 使容光焕发(+up)

vi.1. 点着 2. 变亮

[举例]He lit a match. 他划着了一根火柴。

The room is brilliantly lighted up and full of guests. 房间里灯火辉煌,宾客济济。

principle [用法]n. 原则;原理[C]

[举例]I take this seriously. It s a matter of principle. 我对此很认真。这是原则问题。

8>Each time we celebrate a festival it changes a little and in that way we keep our culture alive.

Each time [用法]这里，同 every time，在句中做连词。类似的用法还有一些，请大家注意积累。

9>Our ancestors celebrated the birth of children by giving away red eggs.

give away [用法] 赠送;分发

[举例]She gave away all her money to the poor. 她把钱都送给穷人了。

Step 3 Practice: Vocabulary

Answers to the exercise:

1 theme, faith, purpose 2 nations, determination 3 joy, ancestors, birth 4 peace, treated

Step 4 Practice: Grammar

Sample answers to Exercise 1:

1 A soldier must know how to salute.

2 You don't have to kiss every baby on the cheek.

3 Must we look into the eyes of a man to see if he is telling the truth?

4 Must I give my cousin a hug when I meet her if I don't like her?

5 You don't have to nod when you see someone you know.

6 You don't have to shake hands when you greet your best friend.

7 You don't have to get off the bike when you greet someone.

8 You must bow when you are introduced to others. 9 You must take off your hat when you go inside.

Sample answers to Exercise 2:

1 you have got to apologise to your grandma

2 you have got to stay with us

3 you have got to save some of it

5 you have got to do it over again

6 you have got to get up very early

Note: The modal ought, as in You ought to do your homework first, is used more often in British than American English, which prefers should.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

Period 4 第四节

（一）明确目标

1. Review the language points learnt last period.

2. Do some reading about some festivals.

3. Do some writing to develop the students writing skill.

(二) 整体感知

Step 1 Presentation

Many students like having festivals. But how many festivals do you know in the world? Today we are going to learn about some other festivals and then we should learn how to make our own festivals.

（三）教学过程

Step 1 Question the students on some language points

Step 2 Integrating skills

After fast reading, do the following True-or-False exercises.

1. Our body doesn’t need to refuel if we choose nutritious food for our main meals.

2. Good snacks should come from different food groups and should not have too much fat or sugar.

3. Fruits and vegetables don’t give us any vitamins.

4. Most fruits need cooking.

5. Fruits and vegetables are the only healthy snacks.

参考答案：1. F 2.T 3.F 4.F 5F

Step 3 Listening to the Passage

Now Listen to the reading passage.

Step 4 Reading comprehension

After fast reading, discuss these questions with your partner.

1. We can do a lot of things or organize some activities that improve or protect the environment, for example cleaning up the school yard, picking up trash, planting trees etc.There are several similar festivals or days in China that are devoted to the environment and helping people in the community, e.g. tree-planting day and Lei-Feng Day

2. Have a short discussion.

3. Have a short discussion.

4. Have a short discussion

5. To have “a day off” means to stay at home from work for a day, usually to relax. A “day on” means that although an American doesn’t work that day, they should do something serious to honour the man for whom the holiday is given.

It is not a time for us to rest, but a time to think about and do something important and great.

Give the students some explanations when necessary.

Step 5 Writing

Sample festival creations:

Name of the festival Space Flight day

Date October 15th

Meaning Remembering the unforgettable day when the first manned space flight was successfully made

Principles Creativity collective work unity love

How is the festival celebrated Making model spaceship

The symbol Wearing clothes with five stars

Name of the festival Grandparent’s Day

Date April 15

Meaning To honour the hard work and caring

Principles Respect dignity

How is it celebrated? Children vist or call their grandparents

The symbol The Chinese character for long life

（四）总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

3. Integrating skills

1>It is the reminder that we need to care about the world we live in.

reminder [用法]n.[C]1. 提醒者,提醒物,令人回忆的东西

2. 提示,帮助记忆的记号

2>The festival honours both the living and the dead.

the living and the dead [用法]the+形容词表示一类

3>It is not a sad day, but rather a time to celebrate the cycle of life.

cycle [用法]n.[C]1. 周期;循环;一转 2. 整个系列;整个过程 3. 脚踏车;摩托车

vi./vt. (使)循环,轮转 vi. 骑脚踏车(或摩托车)

[举例]The seasons of the year make a cycle. 一年四季构成一个循环。

I cycled to the beach. 我骑车去海滩。

4>Our friends play tricks on us and try to fool us.

trick [用法]n. 1. 诡计;骗局;谋略;花招 2. 恶作剧 3.戏法,把戏;特技,妙计

vt./vi.1. 哄骗

[举例]He got into the castle by a trick. 他耍了个花招混进了城堡。

Daily practice is the trick in learning a foreign language.

每天练习是学会一门外语的诀窍。

No one understood how I did the card trick.

谁也没有看出来我是怎样玩纸牌戏法的。

5>If a person is taken in, he or she is called April Fool .

take in [用法]1. 让...进入;接受 2. （此处）欺骗

Step 7 Homework

Period 5 第五节

（一）明确目标

1. Do some listening to improve the students listening ability.

2. Making simple dialogues to train the students speaking ability.

（二）整体感知

Step 1 Presentation

Today we come to the Workbook and do the listening comprehension and also do some talking practice.

（三）教学过程

Step 2 Listening comprehension

LISTENING TEXT:

Part 1

It was two days before the Christmas holiday. Our teacher asked us to write about the best Christmas we had ever had. Before we started writing, we discussed the ,topic in groups.

MIKE: The best thing about Christmas is the gifts! I always write a long wish list. This year I want a new basketball, a pair of shoes, a CD, a guitar, a ...

SHAWN: Oh, come on Mike, that's not what Christmas is about. It's true we like to get and give gifts, but don't you like to get together with your family?

MIKE: Oh, yeah, I love the dinner. We always have lots of great food: turkey and chocolate pie. Oh, and...

LAURA: Mike! That's enough. I think what SHA WN means is that Christmas is a time to be together with your family and friends. Now, SHAWN, what's your favourite Christmas memory?

SHAWN : My favourite Christmas was when I was eight years old. My grandparents came two days before Christmas Day and we went skating on the lake together. On Christmas Eve, we had a picnic in the snow by the lake. It was great!

Part 2

SHAWN: What about you, LAURA? What's your favourite Christmas memory?

LAURA: My favourite Christmas was last year. My dad had been away for three months, working in another city. Mum and I were very sad, because he had called and told us that he wouldn't be able to come home for Christmas. We tried to make the best of it. Mum and I invited our grandparents and we had dinner together. In the evening, we called dad and talked for a long time. I could hear that. dad was very sad, too, though he tried to sound happy.

SHAWN: That doesn't sound like a good Christmas at all. Why do you say that it's your favourite Christmas?

LAURA: Well, because of what happened later. My dad returned in March. I was in school the day he arrived, and mum hadn't told me that he was coming. When I got home from school, our house was decorated with Christmas lights and even some snow. I ran into the house and there was a big Christmas tree in the living room. Mum and Dad were waiting for me and we had a great Christmas party that evening. That was the best Christmas ever - even if it wasn't really Christmas at all.

MIKE: Now I understand what you mean when you say that Christmas is not just about getting gifts.

篇12：第二单元第一课时学案设计(人教版英语九年级)

Unit 2 I used to be afraid of the dark.

Section A (1a-2c)

PartⅠ Analysis of the Teaching Material

Ⅰ.Status and Function

You know, people sure change when they grow. Our students should realize and deal with their changes correctly. Unit2 is to talk about how we have changed.

This lesson is the first period of Unit2. All the activities in this Unit are carried around this topic. So this period is very important. If the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. It can practice Ss’ listening, speaking, reading and writing.

Such a topic about what Ss used to be like is related to their daily life. So it is useful.

The first period serves as an introduction and lead-in part.. Activity 1a introduces lots of words describing people’s appearance and personality. Activities 1b, 2a and 2b gives students practice in understanding the target language in spoken conversation. Activities 1c and 2c provides oral practice using the target language. Students are fond of such activities. So they are helpful to improve students spoken English.

Teaching and learning goals

Language goals

1. Words ＆ expressions.

used to，be interested in

2. Key sentences

Mario, you used to be short, didn’t you? Yes I did.

Did you use to play the piano? No, I didn’t

Ability goals

Most students can talk about the changes of theirs and other people’s appearances and personalities with “used to be”.

Emotion ＆ attitude goals

Most students can deal with changes correctly. And at the same time care about others’ changes, thus to build up good relationship between people.

Strategy goals

Most students can describe appearances and personalities by comparing.

Teaching important points

More than 90% know the structure “used to ”and its negative and interrogative forms.

Teaching aid

A multimedia courseware is needed. In fact, students are still very young, and are interested in pictures and funny things. So the courseware can both help me and them.

PartⅡ Analysis of the Teaching Methods

In this lesson I’ll mainly use “Task-based” teaching method. That is to say, I’ll let Ss Know what we will learn in this lesson. And master the target language step by step.

“ Learning by using, learning for using.” I will also use Situational Approach Method.

Communicative Approach Method will be used.

Some traditional methods will also be used.

PartⅢ Analysis of the Learning Strategies

Pairwork.

Groupwork.

The students who sit at the same desk and group can make a conversation and learn from each other. It makes each student feel relaxed. They needn’t worry about making mistakes.

PartⅣ Teaching Procedures

Step I Lead-in

Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”. What does it mean? How is it used in English?

The usage of “used to”

“used to＋positive Verb”expresses people often did sth. In the past, but don’t do that now anymore. e.g..

I used to go to work by bus. Now I take a taxi.

She used to be very shy.

“be used to doing”expresses people foster a habit to do sth. e.g.

I used to get up late, but now I am used to getting up early and going to bed early.

He is used to being praised by others.

So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗。

Purpose of my designing: Let Ss know directly the target language of this lesson and what they going to do.

Step II 1a Filling in the chart

First let’s talk about something about people’s appearance and personality Next we are going to fill in the chart below with words to tell about people’s appearance and personality.

Appearance Personality

tall outgoing

straight hair funny

beautiful angry

black careful

dirty happy

hungry hard-working

sad strange

tired noisy

Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart.

Purpose of my designing: This activity is used as the beginning of the new lesson and also as the review of description words about people’s appearance and personality in Grade 8.

StepⅢ1b Listening and writing

Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences.

Purpose of my designing: The activity gives Ss practice in understanding the target language in spoken conversation.

StepⅣ 1c Doing pairwork

Look at the picture on page 10 and make more conversations.

A: Mario used to be tall.

B: Yes, he did. Now he’s tall.

Purpose of my designing: This activity provides oral practice using the target language.

StepⅤ2a Listening and checking

Next turn to page 11 and we are going to listen to a tape and check the words we hear.

Purpose of my designing: This activity provides listening practice using the target language.

StepⅥ2b Listening and filling in the blanks

On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening.

Do pay attention to the form of the language while listening.

Purpose of my designing: This activity gives Ss practice understanding the target language in spoken conversation.

StepⅦ2c Doing pairwork

Practice the conversation in activity 2b on page 11. Then make conversations about yourselves.

Purpose of my designing: This activity provides oral practice using the target language.

StepⅧMaking a summary

You used to be short.

I used to be really quiet.

She used to have long hair.

He used to wear glasses.

used to + positive verb

“used to＋positive Verb”expresses people often did sth. In the past, but don’t do that now anymore.

Purpose of my designing: This activity gives Ss a clear outline of this lesson.

StepⅨ.Consolidation(if possible)

Translate the following sentences.

1．你以前常去那儿吗？

2．过去我常在晚饭后散步。

3．他过去不常吃鱼。

4．他们过去常唱英文歌，不是吗？

5．Lily过去是个工人。

6．凯特过去上学常迟到。

Purpose of my designing: This translation can help me and Ss check how well Ss master the target language.

StepⅩ.Homework

Students try to make a survey: Who has changed most?

Elements Past Now

Hair

Height

Build

personality

Hobby

Purpose of my designing: Homework is also important for Ss to practice English after class. At home they can have more time to list their changes between now and the past in many aspects. They can learn more after class, not in class. In this point, homework is the stretch of the class.

StepⅩ Blackboard Design

Unit 2 I used to be afraid of the dark.

Section A (1a-2c)

Words ＆ expressions.

used to

be interested in Key sentences

Mario, you used to be short, didn’t you? Yes I did.

Did you use to play the piano? No, I didn’t

Purpose of my designing: Write the key words on the left in order to get the students to memorize them. Put the target language on the right in order to tell the students that this is the importance in this lesson. The blackboard design is also very important. In my opinion, the blackboard design can reflect the lesson and let the students master the lesson easily.

【新目标九年级英语教案示例第十四单元第二课时教学设计】相关文章：