人教版九年级英语第二单元教学设计
【简介】感谢网友“守顺冉”参与投稿，以下是小编整理的人教版九年级英语第二单元教学设计（共16篇），欢迎阅读分享。
篇1：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.
篇2：新目标八年级英语下册第二单元教学设计 (人教版英语八年级)
Teaching aims of unit 2
Ⅰ.Teaching article:（教学课题）
Unit 2 What should I do?
II.Teaching aims and demands(教学目的和要求):
1.Knowledge Objects
Talk about problems and give advice
2. Process and method
By listening、speaking、reading、and writing.
3. Emotion and attitude
Learn to list problems and give advice and help others..
III. Teaching importance (教学重点)
Talk about problems and give advice
IV.Teaching diffculty(教学难点):
How to give advice
V. Teaching ways(教学方法):
Revision, learning, practice and reading.
V.Teaching tools(教学工具):
Tape-recorder and Lattern.
VI.Teaching time(教学时间): 八 年 级 英 语 教 学 设 计
总计：第八课时
Period Period 1 Main teacher Wang Haiyan
Assistant Song Haixia Class teacher
Content Unit 2 What should I do?
（1a----1c）
Aims Language and Ability Talk about problems.
Give advice
Process and method To understand the target language by listening、reading.
Emotion and attitude Training the student’s hobbies of studying
Important
Points Talk about problems.
Give advice
Difficult Points could / should, how to give advice
Methods 1.Reading method.
2.Speaking method.
3.Self check method.
Aids 1.A projector.
2.Large chart paper, colored markers. Revision and perfection
procedures
procedures
Step 1 Leading in
1.Greetings .
2.Free talk.
Step 2 Pre-task
Teach the new words and phrases.
Step 3 While-task
SB Page10,1a & 1b.
Point to the advice and ask someone to read the each one to the class .
Discuss and finish the box in group.
3、Play the recording and let Ss fill in the chart .Check the answers .
SB Page 10 , 1c .
1、Point out the sample conversation in activity 1c .
2、Ask two Ss to read it to the class .Have Ss work in pairs .
Step4 Pair work:
1.Point out the conversation in the box in activity 1c. ask two students to read it to the class.
2.Ask the students work with a partner. Make your own conversations about the people in the picture.
3.Then ask several pairs to say their conversations to the class.
.Step 5 Summary
Today we’ve learned the key vocabulary and the target of the unit by reading and writing.
Blackboard design Unit 2 What should I do?
（1a----1c）
Serious ot Serious
What’s wrong…?== What’s the matter……?
Maybe I should------.
A: What’s wrong/the matter?
B: My clothes are out of style.
A: Maybe you should buy some new clothes.
B: But I don’t have enough money.
Homework Make a conversation using “What’s wrong…?
.
Reflection after class
八 年 级 英 语 教 学 设 计
总计：第九课时
Period Period 2 Main teacher Wang Haiyan
Assistant Song Haixia Class teacher
Content Unit 2 What should I do?
（2a----2c）
Aims Language and Ability Talk about problems.
Give advice
Process and method To understand the target language by listening、reading.
Emotion and attitude Training the student’s hobbies of studying
Important
Points Talk about problems.
Give advice
Difficult Points How to give advice
Methods 1.Reading method.
2.Speaking method.
3.Self check method.
Aids 1.A projector.
2.Large chart paper, colored markers. Revision and perfection
procedures
procedures
Step 1 warm up.
Greet the class as usual and check the homework.
Step 2 Post-task
SB Page 11 , 2a & 2b .
1、First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no” .
2、Correct the answers .
Do with activity 2b in the same way .
Step 3 Pairwork
SB Page 11 , 2c .
Ss work in pairs , then ask some pairs to act out their conversations .
Step 4 Summary
1.Today we’ve reviewed the key vocabulary and the target of the unit by reading and writing.
2.Grammar focus.
1)Learn the grammar focus by heart.Get ss to go over grammar focus。
2.Explain:should,could
Step 5 Extension
Show some pictures and get ss to say “What should we do?”
Ss say according to the pictures:What should we do?
Blackboard design Unit 2 What should I do?
keep out want sb to do sth
enough money, old enough… , enough to…
argue with, agree with , help with…
out of style, in style
What’s wrong?/up?/the matter?
call sb. up 8.a ticket to the ball game, a key to the door on the phone
Homework Recite the Grammar focus
Reflection after class
八 年 级 英 语 教 学 设 计
总计：第十课时
Period Period 3 Main teacher Wang Haiyan
Assistant Song Haixia Class teacher
Content Unit 2 What should I do?
（3a----4）
Aims Language and Ability Learn read and write the target language.
Learn to give advice.
Process and method To understand the target language by listening、reading.
Emotion and attitude Learn to list problems and give advice and help others.
Important
Points Talk about problems.
Give advice
Difficult Points How to give advice
Methods 1.Reading method.
2.Speaking method.
3.Self check method.
Aids 1.A projector.
2.Large chart paper, colored markers. Revision and perfection
procedures
procedures
Step 1 Warm up
1.Ask ss question:What problems do you have ?
What should I do ?
2.Ss try to answer the questions and give some good advice.
Step 2 Presentation
1.Ask ss question like:What do you think the advive?
Is it a good idea/a bad idea/an okay idea?
2.ss try to answer the question.
Step 3 While-task
SB Page12,3a & 3b.
1.Show Eve’s problem and try to give her some good advice
2.show Eve’s friens’ some advice and say it is a good idea/a bad idea/an okay idea.
ss try to give Eve advice.
.Learn about Eve’s friends’ adive
Step4 Pair work:
1.Point out the conversation in the box in activity 3b. ask two students to read it to the class.
2.Ask the students work with a partner. Make your own conversations about the people in the picture.
3.Then ask several pairs to say their conversations to the class.
.Step 5 Discuss in group
1.Show Jim’s problem(4 p12)
2.Ss work in group and give Jim some good advice.
Step 6 practice.
Show some problems and let ss give advice.ss give advice
Step 7 Summary
Recite 3a(P12)
Blackboard design Unit 2 What should I do?
1.need to do sth. I need to get some money.
2.pay for. You must pay for it.
3.borrow …from… I borrow a book from him.
4.ask for. I ask my parents for some money.
5.either/also/too I can swim, too I can also swim. I can’t swim, either.
Homework Recite 3a(P12)
Reflection after class
八 年 级 英 语 教 学 设 计
总计：第十一课时
Period Period 4 Main teacher Wang Haiyan
Assistant Song Haixia Class teacher
Content Unit 2 What should I do?
SectionB（1a----1c）
Aims Language and Ability 1.Language points
2. Read and write the target language.
3.Learn to help others to solve problems.
Process and method To understand the target language by listening、reading.
Emotion and attitude Learn to list problems and give advice and help others.
Important
Points Read and write the target language.
Difficult Points Original, what to do, except/besides, leave out, get on
Methods Task-based teaching method;
Aids 1.A projector.
2.Large chart paper, colored markers. Revision and perfection
procedures
procedures
Step 1 Warm up
greeting the class
2.show some problems and give some advice.
Try to anwser the questions .
Step 2 Presentation
1.show pictures to learn language items
2.Ss answer the question
Step 3 Practice
1.Show example to ss,Work in pairs
2.Get ss to work in groups and discuss
SB Page13,1a
Point to the advice and ask someone to read the each one to the class .
Discuss and finish the box in group.
3、Play the recording and let Ss fill in the chart .Check the answers .
SB Page 13 , 1b .
1、Point out the sample conversation in activity 1c .
2、Ask two Ss to read it to the class .Have Ss work in pairs .
Step4 Pair work:
1.Point out the conversation in the box in activity 1c. ask two students to read it to the class.
2.Ask the students work with a partner. Make your own conversations about the people in the picture.
3.Then ask several pairs to say their conversations to the class.
.Step 5 Summary
Today we’ve learned the key vocabulary and the target of the unit by reading and writing.
Blackboard design Unit 2 What should I do?
My friend has the same haircut as I do.
Everyone else/ What else.
I don’t know that to do.
Everyone is here except John.
Besides us, all the other Ss went to the movie.
Homework Make a conversation using “What’s wrong…?
.
Reflection after class
八 年 级 英 语 教 学 设 计
总计：第十二课时
Period Period 5 Main teacher Wang Haiyan
Assistant Song Haixia Class teacher
Content Unit 2 What should I do?
SectionB (2a----2c)
Aims Language and Ability Talk about problems.
Give advice
Process and method To understand the target language by listening、reading.
Emotion and attitude Training the student’s hobbies of studying
Important
Points Read and write the target language.
Difficult Points Original, what to do, except/besides, leave out, get on
Methods Task-based teaching method;
Aids 1.A projector.
2.Large chart paper, colored markers. Revision and perfection
procedures
procedures
Step 1 Warm up
greeting the class
2.Free talk.
Step 2 Pre-task
SB Page 13 ,1a .
1、Say , Look at the items on the list .
2、ask Ss to complete the writing on their own .
3、Correct the answers .
Step 3 While-task
SB Page 13, 2a.
1、Read the instructions and point out the sample conversation.
2、Ask Ss to work with a partner and make their own conversations about the items in activity 1a .
3、Call several pairs to say one or more of their conversations to the class .
SB Page 13, 2b .
1、Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own .
2、Ask two Ss to write their answers on the Bb .
Correct the answers.
Step 4 pairwork.
SB Page 13, 2c .
1、Point out the sample conversation and ask two Ss to read it to the class .
2、Then point to the phrases in the box .Ask Ss to ask and answer with a partner .
3、Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers .
Step 5 Summary
Today we’ve learned the key vocabulary and the target of the unit by reading and writing.
Blackboard design Unit 2 What should I do?
My friend has the same haircut as I do.
Everyone else/ What else.
I don’t know that to do.
Everyone is here except John.
Besides us, all the other Ss went to the movie.
Homework Make a conversation using “What’s wrong…?
.八 年 级 英 语 教 学 设 计
总计：第十三课时
Period Period 6 Main teacher Wang Haiyan
Assistant Song Haixia Class teacher
Content Unit 2 What should I do?
Aims Language and Ability Revise the words and the target language.
Process and method To understand the target language by listening、reading.
Emotion and attitude Learn to give advice.
Important
Points 1. Language points 2. Read and write the target language.
Difficult Points Read and write the target language.
Methods 1.Reading method.
2.Speaking method.
3.Self check method.
Aids 1.A projector.
2.Large chart paper, colored markers. Revision and perfection
procedures
procedures
Step 1 Warm up
1.greeting the class
2.Show pictures to talk about the problems and give advice 3.Ask ss questions just like:What’s the matter? What should he/she do?
3.Look at the pictures.
4.Try to answer teacher’s questions
Step 2 Presentation
1、Show a picture of Ann and Mary
2、Get ss to compare Ann to Mary
3、show Mary’s problem
Step 3 Task 1 reading(3a P14)
1.Read the passage quickly and try to answer the question “Why is the boy upset and lonely?”
2.give your advice according to the boy’s problem
.Step 4 Task 2 practice
1、Get ss to write a letter to the boy。
2、Ss write a letter and give good advice.
Step 5 Summary
Today we’ve learned the key vocabulary and the target of the unit by reading and writing.
1.recite the letter (P14)
2.finish off 3c(P14)
Blackboard design Unit 2 What should I do?
SectionB（3a----4）
be angry with
get on well with,
have a fight with,
the same age as, give some advice
Homework
finish off 3c(P14)
.
Reflection after class
八 年 级 英 语 教 学 设 计
总计：第十四课时
Period Period 7 Main teacher Wang Haiyan
Assistant Song Haixia Class teacher
Content Unit 2 What should I do?
Aims Language and Ability 1. Language points 2. Reading and writing.
Process and method To understand the target language by listening、reading.
Emotion and attitude Learn to relax and plan things for themselves..
Important
Points 1. Language points 2. Reading and writing.
Difficult Points Reading and writing.
Methods Task-based teaching method，
Aids 1.A projector.
2.Large chart paper, colored markers. Revision and perfection
procedures
procedures
Step 1warm up
1.Greetings .
2.Free talk.
Step 2 presentation
1、Ask question:What do you usually do after class?
2、Discuss the question.
Step 3 Learn the strate
Show the two strategies
Get ss to understand the strategies
Step4Reading(while 1)
1.Show the question:Why are the children under
too much pressure?
2.Get ss to read the passage as quickly as possible and find out the answer to the question.
Step5 reading (while 2)
1.Read again and answer more questions.
2.Get ss to read it carefully and answer the questions
3.Get ss to discuss and give the answers to the questions：
1）When do you feel under pressure
2） What should you do to relax?
Step6Language items
1. points in the passage.
2.Listen to the tape and read it
3.Listen to points in the passage.
4.Listen to the tape and read itGet ss to write a letter to Cathy
Step 6 Summary
Today we’ve learned the key vocabulary and the target of the unit by reading and writing.
Blackboard design
Unit 2 What should I do?
What do you usually do after class?
why are students now under too much pressure?
When do you feel under pressure?
What should you do to relax?
Homework
Finish off 3c .
Reflection after class
篇3：高一第二学期13单元教案(人教版高一英语下册教案教学设计)
Type of lesson: New Lesson
Teaching aims: Learn to use functional sentences, key structures, and words to giving advice and making suggestions by listening, speaking, reading and writing.
Teaching contents:
1. Topic: Healthy eating
(1) Talk about eating and health.
(2) Practise giving the advice and making suggestions
(3) Use the modal verbs had better, should, ought
(4) Learn some useful cooking terms
(5) Read and write recipes
2. Functional Sentences: Seeing the doctor.
Giving advice and making suggestions
3. Vocabulary:
Words: pain, hurt, ache, examine , check, advice, advise , suggest, health ; healthy, diet, base, prepare,
Phrases: had better, ought to, be careful, take care
4. Grammar: Modal Verbs
Period 1: Warming-up & Listening
Type of lesson: Listening
Time: 40 minutes
Teaching aims: 1. Talk about eating and health.
2. Improve the students’ abilities of listening.
Teaching aids: computer
Teaching procedures:
Step 1: Lead in
Ask students to answer the following questions:
1. What do you often have for breakfast / lunch / supper?
2. What do you care most about your food?
Step 2: group discussion.
Ask every group to choose one picture on page 1 and finish the following tasks:
1. List out the names of the food.
2. Identify the healthy food, junk food and the food both good and bad for health, and then give out the reasons.
3. Fill in the form.
4. Each group choose one student to report the result of their discussion.
names of the food healthy food, junk food,
food both good and bad for health, reasons
Step 3 : Listening comprehension
1. Go through the task with the students and make sure what to do before the teacher plays the tape.
2. Play the tape for 3 or 4 times and give specific instructions of what to do each time.
Listening text 1
( 1 ) Answer the question 1, 2 on Page 2.
( 2 ) Filling the blanks.
Hmm, let me see, I had two _____________, two large orders of __________ ________, an _______ _________, and a large ____________.
( 3 ) Discuss the question 3 on Page 3.
Listening text I1
( 1 ) Answer the questions on Page 2.
( 2 ) Filling the blanks.
Now, let’s see. No, your temperature is ____. Your mum’s _________ ----- you probably ____ ate ____ _____. Here, take these pills tonight and tomorrow morning and see if you feel _____. If _______ changes or you don’t feel _____, give me a call.
3. Let students check their answers in pairs and then with the whole class.
Step 4: role- play
Ask the students to act as a doctor and a patient to make dialogues.
Homework:
Ask the students to discuss the following questions after class.
1. How important is it to control the amount of food for your meals?
2. How do we keep a balanced diet?
Period 2 Speaking
Teaching aims:
1. To train Ss’ speaking ability
2. The Ss are able to describe what’s wrong with him when seeing a doctor and practise a doctor’s suggestions.
Teaching procedures
Step 1. Leading in
Let the Ss read a short joke and answer some questions.
How old is she?
A woman was having some trouble with her heart, so she went to see the doctor. He was a new doctor and didn’t know her, so he first asked some questions, and one of them was “ How old are you?”
“Well”, she answered “I don’t remember, doctor, but I will try to think.” She thought for a minute and then said , “ Yes, I remember now, doctor. When I married, I was 18 ,and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, isn’t it?”
1) What was the relationship between two people?
2) What’s wrong with the woman?
3) What are the questions a doctor usually asks when you first meet him?
4) What other problems does the woman have besides heart trouble?
Step 2 Functional sentences learning
1. Ask the Ss to brainstorm on functional sentences about seeing the doctor and list them on a piece of paper.
1) What’s wrong/matter with you?
2) I don’t feel well./ I’ve got pain here.
3) There’s something wrong with my…
4) Let me have a look. Show me your …
2. Ask the Ss to go over the functional sentences on P3 by themselves.
3. Let the Ss read the situations and make up a dialogue in a pair or in group of 3 or 4.
4. Ask the Ss to sum up the functional sentences they have used in their dialogues.
Patient Doctor
I’ve got a pain here. This place hurts. Lie down and let me examine you.
There’s something wrong with … Let me have a look.
I don’t feel well. Drink plenty of water and get
some rest.
5. Read the sample dialogue and try to learn it by heart.
Step 3 . Task: Make up a dialogue by using the situations given on P72.
Sample: 1
A: Excuse me , waiter! Could I order, please? I’m very hungry!
B: Of course. What would you like?
A: Oh, I like all kinds of food. I’ll eat anything as long as I get a lot of it!
B: I see. Well, in that case, I recommend that you order a steak.
A: Well,yes, but I’m worried that it may not be enough. What does it come with.
B: It comes with two vegetables and your choice of French fries or bread rolls.
A: Can I have both fries and bread rolls?
B: Sure. And perhaps you’d like a salad?
A: Good idea! I’d like a regular house salad. Oh, and I’d like some dessert, too.
B: We have apple pie and ice cream.
A: Great. I’ll take the apple pie, please.
Step 4 Summarizing the functional sentences of giving advice and making suggestions they have used in their dialogues.
a. You’d better (not)…
You should /ought to …
You need (to )…
b. Shall we…?
Let’s…
What/How about…
Why not…?
Why don’t you …?
Period 3: Reading
Type of lesson: Reading
Time: 40 minutes
Teaching content: Text---We Are What We Eat
Teaching objectives: 1. Students can understand the whole passage by reading it.
2. Students will learn to know how to make the right choices about what and how we eat.
Teaching focus: Improving the students’ abilities of reading.
Teaching aids: computer
Teaching procedures:
Step Ⅰ: Pre-reading
Show students the following questions on the screen and let students discuss them in pairs.
1) Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?
2) How many meals do you have every day? Which meal do you think is the most important? Why?
3) How much water do you drink every day?
4) What kind of snacks do you have?
Step Ⅱ: While-reading
1. Reading for general information.
Ask the students to read the passage quickly for the first time and find out the answers to the following questions.
1) Why should we learn to make the right choices about what and how we eat?
2） How will we be ready for the challenges and opportunities in life?
2. Reading for the meaning of the words.
Ask the students to read the passage for the second time and find the words that fit the following descriptions.
1) ________________ Found in food and necessary for good health.
2) ________________ The kind of food that someone eats each day.
3) ________________ Part of plants that you eat but cannot digest, which help food to move quickly through your body.
4) ________________ Found in food and are important for good health. They help to build our bones, teeth and blood.
5) ________________ Found under skin. Our body needs it for energy. It can keep us from feeling cold.
6) ________________ Bad for your teeth and can make you gain weight.
7) ________________ Found in milk and meat. Our body needs it to grow and keep healthy.
8) ________________ Unit for measuring how much energy the food can give us.
3. Reading for understanding specific information.
Let students do the T or F exercises.
1) Our eating habits have changed because we need more food than before.
2) We can buy all kinds of food in the stores, but we had better choose healthy food to buy.
3) Protein, Calcium, Vitamins and some other nutrients help to build up strong bodies.
4) Vegans don’t eat meat because they hate hunting.
5) More and more people realize that organic vegetables are good for health because the vegetables are grown without chemicals.
6) Supplements and crash diets can help people lose weight.
7) If we eat less fat, sugar and exercise more we will keep ourselves fit.
8) The passage mainly talks about what to do to make oneself healthy.
4. Reading for sentence problem solving
Let students read the passage with the tape on and underline the sentences that they can not understand. After the students finish reading, teacher should help them to solve their problems and make sure everyone can understand the following sentences.
(The explanations to the following sentences are on page 132)
1) Our eating habits have changed, as our way of life, and the fuel we need for our bodies is also different.
2) The same goes for “crash diets” that some companies say will make us lose weight fast.
3) We ought to learn more about our body and the fuel it needs to keep fit. Only in that way will we be ready for the challenges and opportunities in life.
Step Ⅲ: Post-reading.
1. Ask students to work in pairs to complete this table.
Nutrients functions Sources
2. Students work in groups of four and discuss the questions below. When they have finished, they can discuss their answers with the rest of the class.
1) Why do people go to fast food restaurants?
2) Why is it not good for you to eat too much sugar and fat?
3) Why are crash diets and supplements so popular?
4) What can we do to keep a balanced diet?
3. A task
Every student makes a balanced diet of one week for their families according to the passage and the chart on page 73
Period 4: Word Study
I. Type of lesson: Word Study
II .Teaching aim: Help the Ss understand the meaning of the given key words and phrases , learn to use the words by themselves.
III. contents: pain, hurt, diet, advice, advise, examine , prepare, health, , fit, offer
IV. Difficult point: write a passage with the words and expressions
V. Teaching aids: projector
VI. Teaching procedures:
一，pain
Step 1: learn to understand the word by asking the Ss to find out the sentences in the dialogue and try to explain the meaning in another way.
Situation 1:
Suppose you are a patient. You said, “I’v got a pain in the head”. But the doctor doesn’t understand the word “pain”. You have to express yourself in different ways.
I’v got a headache or my head hurts.
Step 2 : learn to use the word:
1). pain
1. I’v got a pain here.
2. His harsh words caused her much pain.
3. No pains, no gains.
4. She took great pains to keep the house clean.
5. Tom took great pains with his English lesson and got high marks.
6. My foot is still paining me.
pain 多用于名词，可数或不可数，指“肉体上的痛苦”也指“感情上的痛苦”；表示“辛劳，努力”时复数。
2).hurt 表示疼痛，只能用作不及物动词。如：
1.My leg still hurts.
2.Does it hurt here?
3. These shoes hurt --- they are too small.
hurt v.t make somebody or something feel pain:
4.He fell and hurt his leg.
5.You hurt her feelings (= made her unhappy ) when you said she was fat.
6.He was hurt in a traffic accident.
Step 3 Practise using the words.
1．战争中失去了儿子使他非常痛苦。
It gave him much ______ to have ______ his son in the war.
2. 你得了什么病？我头疼。
What’s wrong with you? My head_________.(hurts)/ I have a _______ in the head.
二，examine
Step 1: Lead in: learn to understand the word
Situation 2: T: After you tell the doctor what’s wrong with you, could you tell me what the doctor will probably do?
S : The doctor will say: “Let me examine you.”
Step 2 Learn to understand the word.
Match the explanations with the sentences on the right box.
examination (= exam ) n.
1.He went into hospital for an examination.
( for a medical examination.)
2.We’ll have an exam in English next week.
Step 3:Practise using the word.
Make sentences using the words “examine & examination” according to the following situation:
Situation 3 : You came back to school from the hospital to tell your English teacher why you went to see the doctor instead of having the examination in English.
三．advise
Step 1: learn to understand the word
Situation 4 : List the suggestions the doctor gives to the patient in the dialogue.
Step 2: 1. I advise you not to eat fruit that isn’t ripe in future.
2 I advised him not to smoke in the room.
3. I advised him against smoking in the room.
4. .The doctor advised the man to stop smoking, but he wouldn’t listen.
5.I advised that he ( should ) not smoke in the room.
Step 3: Ask Ss to rewrite the above five sentences using the word suggest.
Step 4. advice n.
a piece of advice
ask sb. for advice ;
give sb. some advice on how to do sth. ;
take advice
Our teacher always gives us some advice on how to learn English well.
Step 5 : right or wrong?
1. I suggested that he finished the work in an hour.
2. I advise you have a good rest after finishing the work.
3. The doctor suggests to eat ripe fruit in future.
Choices:
1. He advised us ___ there on such a rainy day.
a. not go b. going not c. not to go d. should not go
2. I suggest you ___by taking this medicine.
a. to lose weight b. will lose weight c. lose weight d. are losing weight
四， diet Learn to know something about the word
Step 1: lead in
Situation 5: Jane is a girl. She often feels hungry. She likes hamburger , potato chips and fried chicken. She can’t run fast because she weighs 90 kg. What do you think she should do?( She should know what a healthy and balanced diet is. Instead of eating expensive diet food, she can simply try to eat less fat and sugar and exercise more.)
Step 2:
1. What is a healthy diet?
2.It is probably better ,however, if we spend our time and money on buying good food and keeping a balanced diet.
3.Too rich a diet isn’t good for you.
4. The doctor put the patient on a special diet.医生给这个病人规定特别饮食
5.The doctor says I’ve got to go on a diet.医生说我得节食。
health ; healthy
1. Walking is good for your health.
2. She is in good (/ poor ) health.
3. Though 80 years old, my grandmother is still healthy.
Step 3: practise using the word by asking Ss to make sentences according to the above situation.
1. It’s important to have a healthy diet.
2.If you are too fat ,the doctor will advise you to go on a diet.
五，prepare
Step 1. learn to understand the word by asking the Ss to find out the sentence with “prepare” in it.
We can make sure that we are well prepared for the challenges and opportunities in life.
Step 2: Learn to understand the word
1. John is preparing a meal for us.
2. Will you help me prepare for the party?
Prepare vt. --get it ready
one’s lessons,
prepare the table
chairs for the meeting
the meeting
prepare for the exam
the struggle
the party
3.I am making preparations for the journey.
Step 3: Practise using the word.
1.They are busy _____lunch.(preparing)
2.He is well ______for the meeting.(prepared)
3.I’m not ________to listen to all your weak excuses.(prepared)
4.First __________the rice by washing it, then cook it in boiling water.(prepare)
5.Will you help me ___________the party?(prepare for)
六，fit
Step 1: Lead in learn to understand the word
Situation 6 : The teacher is wearing a new coat. Ask the Ss what it looks like on the teacher.
Step 2: Learn to use the word
1. The suit fits me nicely
2. We always fit our deeds to our words.
3. The door fits badly.
4. Mr. Wang fitted a new lock on the door.
5. We should exercise more to keep fit.
Step 3:Practise using the word
将划线部分词汇的中文意思写在该句子后面的括号内:
1.You look so good in the red dress- it fit you well.( )
2. I’m sure we’ll have something to fit your requirements(要求), Madam.( )
3.All the computers they sell all fitted free.( )
4.The person who has the experience in designing the software is fit for the post(职位) in the computer company.( )
5.The old man is as fit as a flea(十分硬朗)because he does a lot of exercise every day.( )
6.The shoes are a good /poor fit.( )
七.offer
Step 1: learn to understand the word by asking the Ss to find out the sentence in the text with “offer” in it.
Stores offer all kinds of food and snacks and we have to make many choices.
Step 2: Learn to use the word
1.The trees offered shade from the sun.
2.He offered to help me /he offered me his help.
3.Thank you for your offer of help.
4.The company has offered a high salary.
Step 3: Practise using the word
将划线部分词汇的中文意思写在该句子后面的括号内:
1. My father has very kindly offered to take us to the airport.( )
2. We feel really bad that we didn’t offer any food to the poor.( )
3. What are you offering for the painting if you would like to buy it?( )
4. It’s an organization that offers free legal advice to people on low incomes(收入).( )
5. I must say the offer of a weekend in Hainan quite tempts(吸引) me.( )
6. He’s a businessman…I’ll make him an offer he can’t refuse.( )
VII. Task 1: Suppose you are a doctor who answers questions about diets and nutrition for Food and Diet magazine. Read the following letter and write a reply.
Task 2:
Complete the following passage using the above words:
The Way to Keep Healthy
It is very important for us to keep healthy in our daily life. But how? Here is some____ for you to follow.(advice)
First, you ought to have a healthy_____. It is necessary to eat enough fruit with which you should be _______ because it contains all kinds of vitamin that you need every day. You had better not eat too much fat. Every day your parents _____ a rich meal for you. The amount of fat you can eat____ ____on your weight.(ought, diet, careful, had, prepare, is based)
Second, good habits can help you keep_____. I _______ doing regular exercise every day.(healthy, suggest)
Last, an eight-hour sleep is needed after a day’s hard work. Remember smoking can damage your______. If you really feel a _____ in your body , go to ask the doctor to ____ you to be cured in time.(health,pain,examine)
Period 4 Grammar
Teaching aims:
1. To train students to know the usage of the modal verbs “had better, should, ought
to, must, have to and have got to”.
2. To let students to know the differences between had better, should, ought
to, must, have to and have got to.
3. To train students to use these modal verbs skillfully in daily life.
Key and difficult points:
1. To let students to summarize the usages of these modal verbs after learning the
sentences with modal verbs.
2. To train students to use the modal verbs in daily life including spoken English and
written English.
3. To let students to use modal verbs in right condition.
Teaching procedures:
Step 1 ------ Leading in
1. Ask students to watch a flash which happens between a mother, a son and a guest.
2. Ask students why the guest is very angry.
Step 2 ------ Modal verbs learning
I. had better
1. Show students a picture of a doctor and a patient, and then tell students some background about the picture.
Teacher’s presentation ------ A man felt very badly and he thought he had a serious disease, so he decided to go to see a doctor. The doctor examined him and asked him some questions about his favorite food and hobbies. The patients told the doctor that he likes having junk food and liquor. His another hobby is always surfing the Internet overnight and getting up very late.
2. Ask students to suppose they are doctors, and ask them to discuss what advice
they can give the patient according to pictures in pairs.
3. Ask some students to present their discussion results buy using the word had
better.
(1) You had better eat more vegetable and fruits.
(2) You had better drink less wine.
(3) You had better not surf the Internet recently.
(4) You had better get up and go to bed early.
(5) You had better take more exercise.
4. Ask students to summarize the usage of had better.
When you give advice or your opinion about something, you can use had better or had better not.
Attention ------ You can say “had better do sth.” to the people who are older than you.
II. should & ought to
1. Show students a picture of western dinner table, and then tell students some
background about the picture.
Teacher’s presentation ------ Sammy and her Chinese friend Li Ming went to a formal Western dinner party one day. Unfortunately Li Ming does not know anything about table manners at a formal Western dinner party, so he made many stupid mistakes at the party. The next day Sammy told Li Ming his mistakes, and tried to advise Li Ming what to do or what not to do.
2. Ask students to suppose he or she is Sammy, discuss what Sammy is going to try to advise Li Ming according the given pictures in pairs. Tell Li Ming what to do or what not to do by using words should or ought to.
3. Ask some students to present their discussion results buy using the word should and ought to.
(1) You should/ought to keep the knife in your right hand and the fork in your left.
(2) You shouldn’t/ought not to ask a second bowl of soup.
(3) You should not/ought not to drink too much.
(4) You should/ought to finish everything on your plate.
4. Ask students to summarize the usage of should and ought to.
When you are trying to advise someone about what to do or what not to do, you can use should/ought to or should not/ought not to. Ought to is stronger than should in tone.
III. must & have to
1. Show students a picture of a master and a servant.
Teacher’s presentation ------ This master is going to her friend’s birthday party. Before leaving, she gives his servant a lot of work.
2. Ask four students a group to discuss what the master says to her servant, and then give them an example and some pictures.
3. Ask some students to present their discussion results buy using the word must.
(1) You must clean every room.
(2) You must take my dog to go for a walk after dinner.
(3) You must wash all the clothes.
(4) You must clean the garden.
(5) You mustn’t use my phone.
4. The servant feels very misunderstood and she complains to her friend. Ask students to suppose he or she is the servant, and ask four students a group to discuss what the servant is going to say to her friend.
5. Ask some students to present their discussion results buy using the word have to.
(1) I have to clean every room.
(2) I have to take my dog to go for a walk after dinner.
(3) I have to wash all the clothes.
(4) I have to clean the garden.
6. Ask students to summarize the usage of must and have to.
(1) When you want to say that it is necessary for someone to do something, you can use must.
(2) You can use must when you think it is necessary. Must can be only used in present tense and futures tense. The negative form of must is mustn’t which means 不许.
(3) You can use have to when someone else thinks it is necessary or there seems to be no other choice. Have to can be used in any tense. The negative form of have to is not have to which means needn’t.
(4) You can use have got to instead of have to.
Step 3 ------ Modal verbs practice
1. Show students some school rules and regulations. Ask students to say some of rules by using modal verbs according to their attitudes to some rules and regulations.
(1) Get to school on time.
(2) Wear school uniforms from Monday to Thursday.
(3) Wear school badge at school school.
(4) Don’t wear any jewelry at school.
(4) Don’t take cellphones to school.
(5) Turn off the light before leaving the classroom.
(6) Keep silent at noon from 12:50 to 1:50.
(7) Don’ t ride your bike at the campus.
2. Ask students to suppose they are teachers. At the first day of the new semester,
how the teachers say these rules and regulations to the new students by using the modal verbs.
3. Ask four students a group to discuss how the teachers say these rules. Then ask three students to present their results and let other students to judge who the best teacher is.
Homework ------
1. Ask students to fill in the blanks with must or have to.
(1) It’s later than I thought. I ________ go now.
(2) Jack left before the end of the meeting. He __________ go home early.
(3) In Britain many children ____________ wear uniform when they go to school.
(4) When you come to London again, you __________ come and see us.
(5) Last night Don became ill suddenly. We __________ call a doctor.
(6) You really _____________ work harder if you want to pass the examination.
2. Ask students to fill in the blanks with mustn’t or don’t/doesn’t have to.
(1) I don’t want anyone to know. You ________ tell anyone.
(2) I can stay in bed tomorrow morning because I __________ go to work.
(3) Whatever you do, you _____________ touch the switch. It’s very dangerous.
(4) There is a lift in the building, so we ___________ climb the stairs.
(5) You _______ forget what I told you. It’s very important.
(6) You _____________ be a good player to enjoy a game of tennis.
3. Ask students to fill in the blanks with had better or should.
(1) I have an appointment in ten minutes. I ________ go now or I will be late.
(2) It’s a great film. You _________ go and see it. You will really like it.
(3) I ________ get up early tomorrow. I have got a lot to do.
(4) When people are driving, they _________ keep their eyes on the road.
(5) Thank you for coming to see us. You __________ come more often.
(6) These biscuits are delicious. You _________try one.
Period 6: Integrating skills:
Type of lesson: Reading and writing
Teaching aim: Enable the Ss to improve the ability of reading and writing.
Teaching procedures:
Step I: Reading.
1. Ask the Ss to classify the foods in the box into different groups individually and then give reasons.
potato chips sandwich salad apples chocolate chicken roll-ups tomatoes shaomai oranges bananas
Healthy snacks:_______________________________________________
Unhealthy snacks:______________________________________________
Example:
I think that potato chips are unhealthy snacks because they are high in fat.
I think that apples are healthy snacks because they have lots of vitamins and fibre.
2. Ask the Ss to name some other snacks.
3. A game.(group work)
T: Snacks are usually easy to make, so sometimes we can prepare the snacks by ourselves. Are you good at cooking?
shaomai chicken roll-ups
_____the pork and the black mushrooms _____ pieces. _____ the chicken and ____ it into pieces.
_____all the ingredients _____ a bowl. _____ the bacon ____cut it into pieces.
_____ and ______ the skins. _____ the potato small,and _____ some lettuce and the cheese.
_____ the shaomai _____ boiling water _____7 or 8 minutes. ______ them all together in a bowl.
_____ some of the mixture _____ the bread and ____it up.
1) Ask the Ss to fill in the form without looking at the books.
2) Tell them to check their answers according to the passage and explain some new words.
3) Teach some new verbs with pictures or performance.
Group 1:chop,peel,slice,dice
Group 2:stir,mix,blend,add
Group 3:boil,steam,fry
Step II. Ask the Ss to learn to write a recipe.
1.A writing task.
Today is your birthday.You ‘re 18 now.You want to show your parents you are no longer a child.You are able to take good care of them and yourself.You’ve made a birthday cake (a salad,a pudding,etc.) by yourself . Look!
2.Ask the Ss to discuss the topic they want to write.
3.Ask the Ss to list the necessary information.(Work in groups of four)
1) What ingredients do you need?
2) How much is needed,a spoonful,a cup or a pound?
3) What should you do with the ingredients?
4) Which ingredients should be mixed together and how?
5) How should the ingredients be cooked?
4.Get the Ss to write the recipe .
5.Tell them to exchange their recipes in pairs.
6.Ask some pairs to present their recipes in front of the class.
(One of them gives the instruction while the other acts out.)
Possible version:
Fruit salad
Ingredients:
an apple, a pear, a banana, orange sections, grapes , melon balls, strawberries, nuts (1 cup),vanilla yogurt (1 cup),orange juice concentrate (2 spoons),lettuce
Cut the apple and the pear into pieces and the banana into slices(slice the banana).Mix together all the fresh fruits with nuts. Stir the yogurt with orange juice concentrate. Add the fruits and nuts, and mix them well. Serve on a bed of lettuce.
丰台一中
北京十二中
丰台分院 梁丽冰
篇4：九年级英语人教版教学设计
AUnit9 I like music that I can dance to（第1课时）
一、教材分析
定语从句是本单元的语法要点，是在1-8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。
二、三维目标
1、知识目标：
掌握本单元基本词汇，学会恰当的使用引导词that ,who
2、能力目标
1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their ownmusic.”
2）能够自如地谈论自己所喜欢的音乐和音乐家。
3、情感目标：
通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
三、教学重点
1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ”的使用方法。
2）“prefer …to…”的用法
3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”
四、教学难点
定语从句运用
五、教学策略
采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
六、教学准备
自制多媒体课件（PowerPoint）；录音机(A tape recorder)
七、教学环节
1、课堂导入
⑴ Warming up
⑵ Discuss: Do you like music? What kind ofmusic do you know?
⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒体出示）
⑷Let Ss read 1a. Explain the sentences:
I prefermusic that has great lyrics=I like music that has great lyrics better.
lyrics:the plural form is often used.
Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.
2、课堂讲授
Explain attributive clauses.
定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导
I love singers who write their ownmusic
I like music that I can dance to.
a. that即可代表事物也可代表人，which代表事物；它们在从句中作主语或宾语，that在从句中作宾语时常可省略关系词，which在从句中作宾语则不能省略。而且，如果which在从句中作“不及物动词＋介词”的介词的宾语，注意介词不要丢掉，而且介词总是放在关系代词which的前边，但有的则放在它原来的位置
b. which作宾语时，根据先行词与定语从句之间的语义关系，先行词与which之间的介词不能丢
c. 代表物时多用which，但在带有下列词的句子中用that而不用which，这些词包括all,anything, much等，这时的that常被省略
d. who和whom引导的从句用来修饰人，分别作从句中的主语和宾语，whom作宾语时，要注意它可以作动词的宾语也可以作介词的宾语
e. where是关系副词，用来表示地点的定语从句
3、课堂练习
Fill inthe blank with who that
1）.I have a brother _______likes soccer.
2）Tom doesn’t like movies_______are too long and too scary.
3） We prefer groups ________ play loud and energetic songs.
4） He likes friends_________ often help each other
4、课堂活动
1) Askand answer in pairs:
What kindof music do you like best? Why?
I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.
2) Listento four pieces of music .Then practice the conversation in pairs.
3) Showseveral pictures and introduce their favorite singers ,groups and so on..
4) Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.
5) Listenand complete 1b,2a and 2b.
5、课堂小结
在定语从句中，先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导。
I love singers who write their ownmusic
I like music that I can dance to.
who / that 在定语从句中做主语时，谓语动词的单复数应与先行词保持一致
I prefershoes that are cool.
I like apizza that is really delicious.
I lovesingers who are beautiful.
I have afriend who plays sports.
6、作业布置
Write a composition about the kinds of the friends they likeand dislike
八、教学反思
通过本单元的学习，不仅能使学生学会本单元的功能句，而且通过创设情境调动学生的积极性和自主性，使学生敢于用英语交流和表达，学习中遇到困难，愿意主动向他人请教，并有较强的合作精神，使学生进一步体会到英语学习的快乐与成就。
1.人教版山雨教学设计
2.人教版《山雨》教学设计
3.人教版《雨说》 教学设计
4.人教版《渔夫的故事》教学设计
5.人教版晏子使楚教学设计
6.人教版咏柳教学设计
7.人教版学弈教学设计
8.人教版找春天教学设计
9.人教版花钟教学设计
10.人教版花钟优秀教学设计
篇5：九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6：九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7：人教版九年级上历史单元教学设计
1教学目标
知识与能力：
1.了解新航路开辟的原因：14—15世纪欧洲资本主义的萌芽，西方对东方的向往，最早开辟新航路的两个欧洲国家。2.掌握开辟新航路的过程：迪亚士进入印度洋，达·伽马到达印度，哥伦布抵达美洲，麦哲伦及船队完成第一次环球航行。
3.探讨新航路开辟的影响：使世界开始连成一个整体，促进欧洲资本主义的产生和发展，为欧洲开辟了殖民探索的道路。
过程与方法：
1.通过列表归纳“新航路开辟过程”，指导学生阅读课文，梳理知识。
2.通过阅读《14世纪前后欧亚主要商路》图、《新航路开辟》图，提高学生读图能力。
3.通过评价哥伦布、麦哲伦等航海家和新航路开辟影响，初步培养学生从多元史观评价历史事件和历史人物的能力。
情感、态度与价值观
1.钦佩欧洲航海家敢于创新和不怕困难的大无畏的精神。
2.体验新航路开辟对世界产生的深远影响。
2学情分析
初三的学生经过两年的中国历史学习，已积累了一些历史知识，掌握了一些历史学习的方法，对他们学习世界历史是很有帮助的。如中古史学习了丝绸之路等内容，了解了传统的中西方商路，在学习本课时与之联系，就容易理解新航路的路线的“新”。
由于主课的学习压力，学生不能对历史、地理投入较多的精力，他们中大多数阅读历史地图的能力较弱，教师在本课教学中要进行必要的指导。
3重点难点
本课教学重点：新航路开辟的过程及影响。
本课教学难点：评价欧洲航海家和新航路开辟的影响。
4教学过程4.1第二学时评论(0)教学目标评论(0)学时重点评论(0)学时难点教学活动活动1【导入】
从很早的时候起，一条条陆地和海上商路就把欧亚两洲联系起来，例如古代中国连接东西方商路——丝绸之路。展示《14世纪前后欧亚主要商路》，请同学说出马可·波罗向东进发路线。东西方传统商路以地中海东岸为中心。
15—16世纪西欧的航海家从大西洋沿岸出发，向东或向西，向着茫无边际的大洋深处远航，努力寻找一条通向东方的新航路。他们前仆后继，终于开辟了环绕地球的四通八达的海上航路。让我们来学习大航海时代——新航路的开辟。
活动2【活动】新航路开辟的背景
(1)原因：西欧商品经济的发展，去东方追求财富
欧洲商品经济的发展和资本主义萌芽的出现要求扩大国外市场，新兴的资产阶级很想从东方贸易中获取更多的财富。长期以来西欧就从东方进口胡椒、肉桂等高级调味品和珠宝、丝绸等奢侈品。《马可·波罗行纪》在欧洲流传之后，更激起上层社会对东方的向往。
(2)客观条件
技术的进步也促成了远洋航行。地理知识的增加，地图绘制的改进，地圆学说的流行，罗盘针的应用，都为远洋航行提供了便利条件。
(3)首先探寻新航路的国家：葡萄牙和西班牙
葡萄牙和西班牙是伊比利亚半岛上的新兴国家，濒临大西洋。12世纪中期和15世纪晚期，葡萄牙、西班牙王国先后形成，它们都是中央集权的国家，有能力支持和供应远航必备的装备，热衷于探寻新航路。
活动3【活动】开辟新航路的过程
(1)学生阅读课本新航路开辟过程的内容和《新航路开辟图》)
(2)教师在黑板上先画上世界地图的简图，让学生画出四位航海家的航海路线、重大地理发现(教师在投影上展示航海路线图)
(3)让学生填写《新航路开辟表》(在黑板上板书)
(小结)新航路的含义：区别于从巴尔干到小亚细亚的东西方商道，15—16世纪开辟的从欧洲绕过非洲或美洲由远洋航行到达东方的商路叫做新航路。远洋航行、东西方交通是两个基本要素。由于哥伦布发现美洲大陆，因此新航路还包括欧洲通往美洲的航路。
(4)印第安人和西印度群岛的由来
哥伦布认为欧洲和亚洲隔大西洋相望，四次到达美洲，却认为到达印度，所以称当地居民Indian(印第安人)，意思是印度的居民;称加勒比海域的岛屿为WestIndies(西印度群岛)，16世纪初，意大利航海家American(亚美利哥)也航行到美洲，他认为这里不是亚洲，而是一块新大陆。后来这块新大陆就以他的名字被命名为亚美利加洲，即美洲。
(5)麦哲伦——“英雄”还是“恶魔”
在菲律宾马克坦岛上航海家麦哲伦遇难的地方，有一座纪念亭，亭中一块石座铜碑。
正面碑文写着：费尔南多·麦哲伦。154月27日死于此地，他与马克坦岛酋长拉普拉普的战士们的交战中受伤身亡，麦哲伦船队的一艘船——维多利亚号，在埃尔卡诺的指挥下，于1521年5月1日驶离宿务港，并于1522年9月6日返西班牙港口停泊，第一次环球航海就这样完成了。
反面碑文写着：拉普拉普。1521年4月27日，拉普拉普和他的战士们，在这里打退了西班牙入侵者，杀死了他们的首领费尔南多·麦哲伦。由此，拉普拉普成为击退欧洲人入侵的第一位菲律宾人。
纪念碑正反面对麦哲伦持不同的评价，你同意哪一种?结合史实进行评论。
麦哲伦是是伟大的航海家、探险家;也是欧洲殖民主义者。
活动4【活动】新航路开辟的影响
(1)新航路开辟以后，从欧洲到亚洲、美洲和非洲等地的交通往来日益密切，世界开始连成一个整体，世界市场开始形成。
地理大发现，促进自然科学的发展：证明地圆学说的正确性;提高了人类对地球的认识水平，新航路开辟使世界被发现了，世界从分散到统一，从地区到全球。
商品种类增多，动植物扩散，如原产美洲的玉米、烟草、花生、西红柿等作物开始传入欧亚，非洲的咖啡传到欧美。贸易范围扩大，欧亚贸易走向全球贸易，促进世界市场初步形成。
这一市场是以欧洲为中心的。
(2)欧洲的贸易中心转移。由原来地中海沿岸移到大西洋沿岸，促进了西欧封建制度的衰落和资本主义的发展。
商路从地中海转移到大西洋沿岸，商贸中心从意大利转移到大西洋国家，大西洋沿岸的荷兰、英国、法国资本主义发展起来了。
(3)新航路的开辟也为欧洲开辟了殖民探索道路。
葡萄牙、西班牙、英国、荷兰、法国等相继走上了殖民扩张的道路，他们大量掠夺殖民地的财富，造成了亚非拉国家和地区的贫穷和落后;同时客观上使掠夺的财富成为资本的原始积累，推动了欧洲资本主义的发展。
所以，新航路是一条殖民掠夺之路，开始了西方国家对外扩张之路;同时又是一条世界市场联系之路;它还是一条人类文明之路。
活动5【测试】课堂小结
文艺复兴：反宗教神学、反封建制度——为资本主义产生和发展奠定思想基础
新航路开辟：世界走向整体资本原始积累——为资本主义产生和发展奠定经济基础
活动6【作业】比较中西方航海
(课堂作业)比较哥伦布的等人的航海与中国郑和的远航，有什么不同?
(从时间、规模、目的、性质、影响等方面比较，表格在投影上展示)
活动7【作业】多元史观评价哥伦布
(回家作业：完成P63活动与探究第2题)对哥伦布开辟欧洲到美洲的大西洋航路的不同评价
(参考答案)多元史观评价哥伦布
(1)革命史观：早期殖民扩张，灾难屈辱落后
哥伦布远航美洲给印第安人带来破坏和掠夺，带来巨大的灾难，加剧了他们的贫穷和落后。
(2)文明史观：人类文明链接，交流碰撞发展
(3)整体史观(全球史观)：世界由分散走向整体，世界市场雏形出现
哥伦布发现新大陆具有划时代意义，加强了世界各地区各民族之间的联系，世界市场开始形成，从而推动了世界的文明进程。
(4)现代化史观：资本主义扩展，落后地区开发
(5)社会史观：促进物种交流，丰富人民生活
篇8：英语九年级第四单元教学设计
This period is about the part—“Grammar Focus” of unit 5. It focuses on passive voice with relevant exercises designed to practice the language point. It is a linking part of the whole unit, and makes students realize the significance of passive voice.
Ⅱ. Teaching Aims:
1. To enable the students to analyze the structure of those passive sentences;
2. To get to know how to change the voice of the sentences.
Ⅲ. Important Teaching Points:
1. To encourage students understand the passive voice in English.
2. To help students apply the passive voice in sentences.
3. To make the students realize difference between active voice and passive voice.Ⅳ. Difficult Teaching Points:
1. How to change the sentence from active voice to passive voice.
2. How to make students utilize the passive voice.
Ⅴ. Teaching Methods:
1. Talking to improve the students’ speaking ability;
2. Situational dialogue to arouse the interest of students;
3. Discussion to make every student work in class.
Ⅵ. Teaching Aids:
1. The multimedia
2. The blackboard
Ⅶ. Teaching Procedures:
Step1 Lead-in
1. Greet the whole class as usual.
T: Class begins! Good morning everyone! Sit down, please! Today, we will come
to learn Unit5, grammar focus, passive voice. Take it easy! Firstly, we will watch a short film from the “Freaky Friday”.
2. Review a short video from the film (Freaky Friday) we have watched.
(1) Ask Students to act the film.
(2) The others talk about what they are doing.
T: can you remember the last four sentences of the video? (Play the slides) And try to imitate these sentences with me, OK? (Practice for 3 times) Now, try to role play in pair. OK, go!
3. Review the passive sentences we have learned in this unit.
(1) Read the passive sentences on the screen.
(2) Try to find out the model of the passive sentences.
Step 2 Grammar learning
1. Structure of passive sentences
T: As we all know, sentences can be divided into passive voice sentences and active voice sentences. What is the similarity of these sentences?
Active voice
(On the blackboard) Voice
Passive voice
T: As we can see, the structure is like “be + v-pp” (write on the blackboard). T: We have just mentioned, “我乘坐机车是不被允许的” how to say?
T: Then,”抽烟是不被允许的”how to say?(play the slide)
T: Let’s see some past participant of some usual v
erbs. There are three types changes of v-pp. (play the slides)
T: The jacket _____ (make) wool. (Play the slides).
A bank _____ (rob) yesterday. (Play the slides).
The rice _____ (grow) in China. (Play the slides).
T: OK, turn to page 36, group4 and group5 read the questions, and group 1/2/3
read the answers. Clear? Are you…ready go!
2. Voice exchange
(1) Simple sentence “刘谦变魔术” how to say?(Play the slide) Then, how to
change it into passive voice?
(2) 4 steps of change the voice of a sentence. (Play the slides)
(3) Many people speak English all over the world. (Demonstrate the 4 steps on
the blackboard)
Step 3 practice
T: Until now, we have learned the way of change the voice of a sentence. Do you know how to do it?
T: According to the four steps, we can rewrite following sentences. And try to finish 4b in groups, OK?
T: OK, let’s check the answer.
T: Let’s do some exercises to apply the passive voice in sentences. (Show them some photos of their everyday activities and give them some help in necessary.) Try to describe the picture by two voices; you can do it in pairs. OK, go!
T: Who would like to share your answer with us? (Point 4-5 pairs)
Step 4 Homework
1. Finish the Section A of the Exercise book;
2. Prepare for the dictation.
篇9：九年级语文上册第三单元教学设计（人教版）
[单元总揽]
本单元选编的是一组写少年生活的小说。它们或着重描写少年人物形象为中心，或描写人物的变化，或从人物视角了解人生。欣赏这组作品，从中可以得到人生的启示和艺术享受，使学生了解到不同时期、不同时代、不同国家的少年生活的故事。
《故乡》―作者以“我”回故乡的迁居为活动顺序，再现了现实中的故乡与回忆中的故乡的巨大反差，反映了那个时代、那个社会的真实内容，揭示了深刻的主题。文中描写少年闰土的片断历来脍炙人口，让人印象深刻。
《孤独之旅》―作者写了一个失学少年杜小康在牧鸭生活中经历风雨磨练后成长的故事。文中出色的环境描写，为人物活动提供了一个广阔的背景。
《我的叔叔于勒》―作者通过少年若瑟夫的视角，描述的菲利普夫妇对亲弟弟于勒的冷酷无情，体现了资本主义社会的人情冷暖和世态炎凉，揭示了资本主义社会人与人之间的关系是“赤裸裸的金钱关系”。
《心声》―作者通过描写一位与万卡有相似命运的学生李京京执着要求在语文公开课上朗读课文的故事。揭示了社会生活和义务教育中普遍存在的一些令人深思的问题。
[单元教学目标]
（一）知识和能力
1、注意小说的体裁的特点，了解人物、情节、环境等要素。着重掌握塑造人物形象的方法（肖像、语言、动作、心理及细节描写），进而把握小说的主题。
2、注意培养学生的想象能力和创造能力，理解作者的写作意图，并得出自己的见解。
3、注意揣摩小说的语言，从中得到启发，并不断积累，提高语言环境的实际运用能力。
（二）过程和方法
1、进一步认识人物形象、故事情节、环境描写是小说的重要组成部分。
2、了解故事情节对人物性格的决定作用。
3、体会环境描写的作用。
（三）情感态度和价值观
1、感受课文中人物所表现的思想感情，结合生活经验和成长历程阅读体味小说的内涵、小说的主题。
2、通过整体阅读走进作者描述的世界，深入体会感悟，达到情感的共鸣与升华。
[教学的重难点]
1、引导学生通过阅读，把握对小说人物形象的分析和评价。
2、辨析环境的作用。
3、欣赏小说的语言。
4、结合自己的生活经验，阅读中形成自己的阅读感受与体验，作出自己的阅读评价。
[课时安排]（共10课时）
1、故乡（2课时）
2、孤独之旅（1课时）
3、我的叔叔于勒（2课时）
4、心声（1课时）
5、综合性学习?青春随想（2课时）
6、单元小结与达标（2课时）
篇10：十一单元教学设计 (人教版英语八年级)
Teaching aims of unit eleve
Ⅰ.Teaching article:（教学课题）
Unit 11 Could you please clean your room ?
II.Teaching aims and demands(教学目的和要求):
1.Knowledge Objects
Learn to ask for permission.and reading and writing practice.
2. Process and method
By listening、speaking、reading、and writing.
3. Emotion and attitude
Training the student’s hobbies of studying.
III. Teaching importance (教学重点)
Learn to ask for permission.
IV.Teaching diffculty(教学难点):
How to Learn to ask for permission.
V. Teaching ways(教学方法):
Revision, learning, practice and reading.
V.Teaching tools(教学工具):
Tape-recorder and Lattern.
VI.Teaching time(教学时间):
Six periods八 年 级 英 语 教 学 设 计
总计：第八课时
Period Period 1 Main teacher Wang Haiyan
Assistant Song Haixia Class teacher
Content Unit 2 What should I do?
Aims Language and Ability 1. Knowledge Objects Key vocabulary. Target language.
2. Learn to ask for permission.
Process and method To understand the target language by writing、reading.
Emotion and attitude Training the student’s hobbies of studying
Important
Points Learn to use “be born” to ask sb sth
Difficult Points How to use “be born” to ask sb sth
Methods 1.Reading method.
2.Speaking method.
3.Self check method.
Aids 1.A projector.
2.Large chart paper, colored markers. Revision and perfection
procedures
Step 1 Leading in
Greetings .
Step 2 Pre-task
Teach the new words and phrases.
Step 3 While-task
SB Page65,1a & 1b.
1、Point to the items and ask someone to read the each one to the class .
2、Play the recording and let Ss fill in the chart .Check the answers .
SB Page 65 , 1c .
1、Point out the sample conversation in activity 1c .
2、Ask two Ss to read it to the class .Have Ss work in pairs .
Step4 Pair work:
1.Point out the conversation in the box in activity 1c. ask two students to read it to the class.
2.Ask the students work with a partner. Make your own conversations about the people in the picture.
3.Then ask several pairs to say their conversations to the class.
.
Blackboard design Unit 11 Could you please clean your room ?
（1a----1c）
Could you please …?
Could you … ?”.
Yes,sure.
Homework Make a conversation using “Could you please …?
Could you … ?”.
Reflection after class
八 年 级 英 语 教 学 设 计
总计：六十二课时
Period Period 2 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
（2a----2c）
Aims Language and Ability 1. Key vocabulary.
2. Target language.
3. Grammar focus.
Process and method To understand the target language by writing、reading
Emotion and attitude Training the student’s hobbies of studing
Important
Points Learn to ask for permission.
Difficult Points Learn to ask for permission.
Methods 1.Reading method.
2.Speaking method.
3.Self check method.
Aids tape , tape-recorder , cards . Revision and perfection
procedures
Step 1 Greet the class as usual and check the homework.
Step 2 Post-task
SB Page 66 , 2a & 2b .
1、First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no” .
2、Correct the answers .
Do with activity 2b in the same way .
Step 3 Pairwork
SB Page 66 , 2c .
Ss work in pairs , then ask some pairs to act out their conversations .
Step 4 Summary
1.Today we’ve reviewed the key vocabulary and the target of the unit by reading and writing.
2.Grammar focus.
Blackboard design Unit 11 Could you please clean your room ?
（2a----2c）
Could you please …?
Could you … ?”.
Yes,sure.
Sorry,I can’t.
Homework Copy the grammar box in your exercise books..
Reflection after class 八 年 级 英 语 教 学 设 计
总计：六十三课时
Period Period 3 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
（3a-----4）
Aims Language and Ability Review vocabulary items.
2. Writing using target language.
Process and method Reading skill. Writing skill.
Emotion and attitude Use list to help with your study.
Important
Points Like or don’t like
Difficult Points Writing using the chores.
Methods Reading 、saying 、listening and writing.
Aids A picture of computer. A tape recorder. Revision and perfection
procedures
Step 1 Leading in
Revise the pattern : Could you please … ? Could you … ?
Step 2 Pre-task
SB Page 66 , Grmmar focus .
1、Ask Ss to say the questions and answers .
2、Explain :the questions use the word could and the answers use the words can and can’t .
Step 3 While-task
SB Page 67 , 3a .
1、Read the conversation to class with a student .
2、ay blank every time you come to a blank .
3、Ask Ss to fill in each blank with the work make or do .
4、Correct the answers .
SB Page 67 , 3b .
1、Ask two Ss to read the sample phrases .
2、Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a .
3、Ask a student to say the name of a chore .
4、Then ask another student to say I like or I don’t like .Then ask a third student to give a reason .
Step 4 Post-task
SB Page 67 , Part 4 .
1、In groups of five , give each group a set of blank cards .
2、Ask Ss in each group to write one core onto a card .In turns ,.
3、one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason .
Blackboard design Unit 11 Could you please clean your room ?
（3a-----4）
I like doing sth.
I don’t like doing sth.
Homework Make two conversations after the conversation in 3a..
Reflection after class
八 年 级 英 语 教 学 设 计
总计：六十四课时
Period Period 4 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
Section B(1a---1c)
Aims Language and Ability 1. Key vocabulary.
2. Target language.
3. Oral practice.
Process and method To understand the target language by writing、reading.
Emotion and attitude Prepare for the next class game.
Important
Points 1. Key vocabulary.
2. Target language.
Difficult Points Could you take out the trash?
Yes, sure.
Methods Listening and speaking methods. Communicative approach.
Pair work.
Aids A current wall calendar. A tape recorder. Revision and perfection
procedures
Step 1 Leading in
Ask some Ss with questions :Could you please … ? Could you … ?
Step 2 Pre-task
SB Page 68 ,1a .
1、Say , Look at the items on the list .
2、ask Ss to complete the writing on their own .
3、Correct the answers .
Step 3 While-task
SB Page 68, 1b .
1、Read the instructions and point out the sample conversation.
2、Ask Ss to work with a partner and make their own conversations about the items in activity 1a .
3、Call several pairs to say one or more of their conversations to the class .
SB Page 68, 2a & 2b .
1、Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own .
2、Ask two Ss to write their answers on the Bb .
Correct the answers.
Step 4 pairwork.
SB Page 68, 2c .
1、Point out the sample conversation and ask two Ss to read it to the class .
2、Then point to the phrases in the box .Ask Ss to ask and answer with a partner .
3、Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers .
Blackboard design Unit 11 Could you please clean your room ?
Section B(1a---1c)
Could you take out the trash?
Yes, sure.
Homework Make some sample conversations.
Reflection after class
八 年 级 英 语 教 学 设 计
总计：六十五课时
Period Period 5 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
(3a----4)
Aims Language and Ability 1. Review key words and target language of the unit.
2. Reading and writing practice.
Process and method Reading and writing skills.
Emotion and attitude Ask him or her for help.
Important
Points take care of ,feed ,mine ,weren’t=were not
Write an e-mail message to a friend .
Difficult Points How to write an e-mail message to a friend .
Methods Reading and writing methods.
Aids A projector. Revision and perfection
procedures
Step 1 Leading in
Ask Ss to translate some Chinese phrases .
Step 2 Pre-task
SB Page 69 , 3a .
1、Read the instructions and have Ss know what to do .
2、Ask Ss to read the letter on their own and complete the chart .
3、Ask two Ss to write their answers on the Bb .
Correct the answers .
Step 3 While-task
SB Page 69 , 3b .
1、Ask a student to read the beginning of the e-mail message.
2、Have Ss finish the message .Tell them they can look at the
3、Chart in activity 2b for ideas .
4、Ask some Ss to read their message to the class.
SB Page 69 , 3c .
Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class .
Step 4 Post-task
SB Page 69 , Part 4 .
1、Point out the sample conversation and read the instructions to have Ss know what to do .
2、Divide Ss into groups of three and ask them to make conversations .
3、Ask several groups to say their conversations to the class .
Step 5 Summary
Today we’ve learned the key vocabulary and the target of the unit by reading and writing.
Blackboard designUnit 11 Could you please clean your room ?
(3a----4)
take care of ,feed ,mine ,weren’t=were not
Homework Finish the selfcheck
Reflection after class
篇11：九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12：孔乙己第二课时 教案教学设计(人教版九年级下册)
课题 孔乙己2 设计
使用者 课型 新授 使用日期
学习目标
分析孔乙己形象
重点 分析孔乙己形象
难点 分析孔乙己形象
导 学 探 究
【复习回顾】
【孔乙己其人】
姓名 籍贯
年龄 出生年月
学历 身体状况
特长 工作单位
家庭成员 主要工作成就
工作生活经历 主要社会关系
主要优点 主要缺点
总体评价
【解读孔乙己】
孔乙己是一个站着喝酒但又 的人。
孔乙己是竭力争辩维护清白但 的人。
孔乙己是穷得将要讨饭但又 的人。
孔乙己是穷困潦倒偶尔偷窃但又 的人。
孔乙己是以读书为傲但又 的人。
孔乙己是热心教小伙计“茴”字写法但又 的人。
孔乙己是使人快活但又 的人。
【深入探因，分析性格】
学生四人一组讨论孔乙己复杂性格的思想原因和社会原因，探求孔乙己的思想、性格、社会地位。归纳出如下答案：
【悲哀的孔乙己】
1．从文中找出刻画人物的外貌、动作、神态、语言的句子来，体会作者细致入微的感受描写，表现人物的性格特点。
2．学生小组合作，完成对孔乙己的性格分析。
（1）通过对外形的整体描写揭示孔乙己的特殊身份。
（2）通过肖像描写揭示孔乙己的不幸遭遇。
（3）通过对服饰的细节描写揭示出了孔乙己懒惰而又死要面子的个性。
（4）通过个性化的语言描写，揭示孔乙己自命清高、迂腐不堪、自欺欺人的性格。
（5）通过对人物动作、神态的描写，显示孔乙己善良的心地：
3．教师小结孔乙己的人物形象。
孔乙己是个穷困潦倒的读书人，但后来由于自己并非真正地辛苦苦读、又好喝懒做，最终在人们的嘲笑声中以及在科举制度的摧残下，将要死去了。从孔乙己的遭遇中，体现当时国民的麻木不仁、冷漠无情的社会现实。
4．综合分析，归纳性格。
【口语训练】
学生谈对孔乙己的印象。（可针对一些方面）
反思
盼盼
[孔乙己第二课时 教案教学设计(人教版九年级下册)]
篇13：第二单元和复习教案教学设计(人教版五年级上册)
2.12 整理和复习
教学内容：P36-27页
教学目标：
1、使学生掌握小数除法的计算法则，比较熟练地进行小数除法的计算。
2、会用“四舍五入”取商的近似值。
3、会根据实际情况，正确采用“进一法”和“去尾法”取近似数。
4、培养学生分类学习和分析综合的能力。
教学重难点：知识的归类与整理，知识的综合运用。
教学准备：PPT
教学过程：
一、整理本单元学习的基本内容
四人为小组交流上节课的作业：第二单元知识整理
全班交流。根据学生回答，出示知识图。
二、分类练习
1、复习小数除的计算方法。
（1）观察两列算式，有什么异同点？
43.5÷29 28.6÷1.1
18.9÷27 20.04÷0.24
1.35÷15 3.6÷1.08
（2）独立完成，做完后想一想你是怎么想？
（3）让学生说说是怎么做的，要注意什么。
（4）总结：①小数除法中，都是将除数转化成整数来计算。商的小数点要与被除数的小数点对齐。②在计算过程中要做到：看清除数有几位小数需要扩大几倍，被除数也要扩大相同的倍数，位数不够，用0补足。
2、复习循环小数。
（1）观察最后一题的商，你发现了什么？
除了循环小数，我们还学了哪几种小数？怎么样的小数是有限小数、无限小数和循环小数?你能举个例子吗？
（2）算一算，这些版式的商分别是什么小数？如果是循环小数，请用简便记法表示。
5.7÷9 7÷8 6.64÷3.3
（3）把下列循环小数用简便记法表示，再按要求取近似值。
1.02929…＝（ ）≈（ ） 0.018383…＝（ ）≈（ ）
0.33333…＝（ ）≈（ ） 9.675675…＝（ ）≈（ ）
3、复习用计算器求商和探索规律。
（1）用计算器计算：
48÷2.3 7.09÷0.52 （保留一位小数）
1.3÷0.03 6.509÷0.27 （精确到0.01）
45.5÷38 26.37÷3.1 （ 精确到千分位）
（2）用计算器探索规律：
24÷8=
2244÷68=
222444÷668=
22224444÷6668=
（ ）÷（ ）=（ ）
说说找到了什么规律。
4、复习用小数除法解决问题。
（1）书36页第2题。
（2）练习七第4题。
先读题，独立解题。
全班汇报流，说一说每一步表示什么意思。
5、拓展：练习七第6题。
三、课堂小结。
通过复习，我们不仅可以把所学知识通过他们之间的内在联系结合起来，达到熟练掌握的目的，而且可以获得温故知新的效果。
四、作业：练习七第1、2、3、5题。
篇14：九年级上册第二单元教案(北师大九年级必修) 教案教学设计
九年级上册第二单元教案(北师大九年级必修) 教案教学设计
3 留学巴黎
[教学目标]
1、体会本文有详有略、详略得当的叙述方式。
2、理解作者崇高的理想和坚定的信念，了解艺术创作与人生苦难、社会苦难之间的'关系。
3、有感情的朗读精彩语段。
[重点难点]
重点：引导学生分析课文的记叙特点。
难点：引导学生理解作者身陷贫贱却不移大志的决心。
[媒体准备]
多媒体教具；《黄河大合唱》录音带（片断）。
[课时安排]
2课时。
[预习要求]
1、通读全文，有感情的朗读全文。
2、查阅作者的相关资料，了解其艺术成就。
[教学过程]
第一课时
一、导入示例
同学们，每当《黄河大合唱》奏响的时候，我们的心里都汹涌澎湃，激动异常，仿佛从乐曲中看见了不屈不挠的中华民族，冒着纷飞的炮火，勇往直前。这首歌的作曲，就是本文的作者冼星海。
二、作者简介
冼星海（1905-1945）中国近现代著名的音乐家。原籍番禺，195月出生于澳门。其父是船工，在冼氏未诞生时已经过世，自幼就与母相依为命，靠外祖父生活。19，时年六岁，其外祖父逝世，生活无靠，母子俩遂流落到马来亚。14岁那年，随母到新加坡，开始接触音乐，表现出与众不同的才华。1926年，到北京大学音乐传习所主修理论与小提琴，同时任该图书馆助理员，以维持生计。1929年他到法国深造，半工半读。1930年2月他到巴黎先后跟奥别多菲尔加隆学小提琴和音乐理论。1931年考入巴黎音乐院作曲班，随印象派作曲家杜卡学习。1935年回到中国。先后为影片《夜半歌声》，《青年进行曲》和《壮志凌云》、话剧《日出》，《雷雨》，《太平天国》配乐。1937年7月7日抗日全面爆发，他参加了由洪深领导的上海救亡演剧二队到苏州等地宣传抗日，后离开到延安去。1939年他写出了著名的《黄河大合唱》。
（以上“作者简介”可以借助多媒体展示作者资料及图片。）
三、检测预习（可用多媒体投影）
给加点的字注音，解释词语：
廿（niàn）岁 崽（zǎi） 琐屑（xiè） 眩（xuàn）晕
揩（kāi） 迷惘（wǎng） 侥（jiǎo）幸
迷惘 郁闷 眷念 衣冠楚楚 寒酸
篇15：高一英语必修一第二单元教学设计
Unit3 Is this your pencil?(period 2)
Step 1. Warm up
Greeting
Step2. Revision
a. T: Look at the blackboard.Can you guess“What’s that?”
(PPT出示Is that a...)
S:Is that a pencil?
T:Yes,it is.It’s a pencil.whose pencil is it?
S:it’s Mike’s.
T:Who helps Mike find his pencil?
S:Yangling and LiuTao.
T:Where’s the pencil?
S:在桌子底下
T:Yes,it’s under the desk,on the floor.
b. Read the story.
c. Act the story.
d. Help WangBing find his pencil case.(拓展表演)
Step3. Presentation
1.Learn the new words
a. T: We help Wang Bing find his pencil ,do you know what’s in the pencil?Let’s have a look?What’s this ?
S: It’s a ruler.(教读)
The same way teach: crayon ,school bag
b.Play a game (review words)
c.Spell the words
d.Show the stationaries to classmates:
This is my...
That’s my...
2.Play a game: Fun time
a. Answer the question
b. Play a game (出示游戏方法，让学生知道该怎么玩游戏)
c. Consolidation
失物招领
T: This morning.I got sth.in the classroom,whose are they ?Can you help me find their owner?(事先收集一下同学的学习用品)
S:(学生帮老师寻找失主)
T：Good job! I hope everyone can be helpful to your classmates.
d.Learn: Rhyme time
Oh,here’s a ruler too,is this your ruler?
S;No,it isn’t.
T：Where’s the ruler?
S: 在地上
T：Yes,it’s on the floor.(教读) 板书floor
T: Where’s the ruler?
S:It’s on the floor
T: It’s on the floor,beside the door (教读) 板书door
T(出示图片)Who’s he ?He’s Mr.Fuller.(教读)
Let’s say “Hello” to Mr. Fuller.
S: Hello,Mr. Fuller.
T:Let’s learn this rhyme ,its name is “A ruler”
出示歌谣句子，逐句跟读，跟节奏伴读。
Step3 Homework
Read the words Read the rhyme Find the owner
反思：1.整节课复习了story time ,新授fun time 和rhyme time ,每个环节都是由游戏过渡而来，看似松散，实则都在老师的掌握之中。
2.思路清晰，趣味性强，句型在游戏中掌握的比较好，但是在寻找失物的时候，学生活动的时间还可以再长一点，在检查学生活动时也要关注其他同学的活动情况。
3.整节课主线比较清晰，在rhyme 的时候让学生感受到了韵脚，这样易于学生的掌握。
姜主任：关注语音语调、关注语言、关注习惯、关注评价。
篇16：九年级英语第二单元
有关九年级英语第二单元
英语第二单元单词、重点词组和句型
lantern /lnt (r)n/ n. 灯笼 p.9 stranger /streind (r)/ n. 陌生人p.10
relative /reltiv/ n. 亲属;亲戚 p.10 put on 增加(体重);发胖 p.10
pound /paund/ n. 磅(重量单位);英镑p.10 folk /fulk/ adj. 民间的;民俗的 p.11
goddess /gdes/, /gA:d@s/ n. 女神 p.11 steal /sti:l/ v. (stole /stul/, stolen /stuln/) 偷;窃取p.11
lay /lei/ v. (laid /leid/, laid) 放置;安放;产(卵);下(蛋)p.11 lay out 摆开;布置 p.11
dessert /di’z:(r)t/ n(饭后)甜点;甜食 p.11 garden /ga:(r)dn/ n. 花园;园子 p.11
admire /dmai (r)/ v. 欣赏;仰慕 p.11 tie /tai/ n. 领带 v. 捆;束 p.12
haunted /h:ntid/ a. 有鬼魂出没的;闹鬼的p.13 ghost /gust/ n. 鬼;鬼魂 p.13
trick /trik/ n. 花招;把戏 p.13 treat /tri:t/ n. 款待;招待v. 招待;请客 p.13
spider /spaidr)/ n. 蜘蛛 p.13 Christmas /krisms/n. 圣诞节 p.14
fool /fu:l/ n. 蠢人;傻瓜 v. 愚弄adj. 愚蠢的p.14 lie /laI/ v. (lay /leI/, lain /leIn/)平躺;处于 p.14
novel /nvl/, /na:vl/ n.(长篇)小说 p.14 eve /i:v/ n(尤指宗教节假日的)前夕;前夜 p.14
bookstore /bukst:(r)/ n. 书店 p.17 dead /ded/ adj. 死的;失去生命的 p.14
business /bizns/ n. 生意;商业 p.14 punish /pnis/ v. 处罚;惩罚 p.14
warn /w:(r)n/ v. 警告;告诫 p.14 present /preznt/ n. 现在;礼物adj. 现在的 p.14
nobody /nubdi/, /nuba:di/ pron. 没有人 p.14 warmth /w:(r)mθ/ n. 温暖;暖和 p.14
spread /spred/ v. 传播;展开 n. 蔓延;传播 p.14 Chiang Mai /tinmaI/, /da:nmaI/ 清迈(泰城市)
Halloween /hlui:n/ 万圣节前夕 p.13 St. /seint/ Valentine’s /vlntainz/ Day 情人节
Clara /kla:r/, /kler/克拉拉(女名)p.10 Santa /snt/ Claus /kl:z/圣诞老人 p.14
Charles /ta:(r)lz/ Dickens /diknz/查尔斯 狄更斯(英) p.14
Scrooge /skru:d/ 斯克鲁奇n.(非正式)吝啬鬼 Jacob /deikb/ Marley /ma:(r)li/雅各布 马利
一、重点短语
1. the Lantern Festival 元宵节 2. the Dragon Boat Festival 端午节
3. the Water Festival 泼水节 4. be fun to watch 看着很有意思
5. eat five meals a day 一天吃五餐 6. put on five pounds 体重增加了五磅
7. in two weeks 两星期之后 8. be similar to... 与.......相似
9. throw water at each other 互相泼水 10. a time for doing sth. 做某事的时候
11. the traditional of… … 的传统 12. in the shape of... 呈……的形状
13. folk stories民间传说故事 14. go to…for a vacation 去…度假
15. wash away 冲走;洗掉 16. lay out摆开;布置
17. end up最终成为;最后处于 18. share sth. with sb. 与……分享……
19. as a result结果 20. one,. . the other... (两者中的)一个……另一个……
21. take sb. out for dinner 带某人出去吃饭 22. dress up 乔装打扮
23. haunted house 鬼屋 24. trick or treat (万圣节用语)不给糖果就捣蛋
25. fly up to… 飞向… 26. take sb. around…带某人到处走走
27. play a trick on sb.捉弄某人 28. give out 分发
29. the importance of…. …..的重要性 30. care about….. 关心
31. call out 大声呼喊 32. remind sb. of 使某人想起
33. sound like 听起来像 34. treat sb. with. 用/以……对待某人
35. the beginning of new life 新生命的开始 36. the spirit of.. . ….的.精神
37.on October the 31st 在10月31日 38.how touching 多么动人
39.have good luck in the new year在新的一年里有好运气 40. in need 需要帮助;处于困境中
41. not only…but also…不但…而且… 42. between…and… 在…和…之间
二、用法
1. What + a(n) + 形容词 + 可数名词的单数形式(+主语+谓语+其他)! 多么…..的…..!
2. How + 形容词/副词(+主语+谓语+其他)! …..多么….!
3. be going to ….将要/打算….. 4. in + 时间段 在…后
5. give sb. Sth. 给某人某物;把某物给某人 6. plan to do sth. 计划做某事
7. refuse to do sth. 拒绝做某事 8. one of + 名词复数形式….之一
9. It is + 名词 + 动词不定式 做某事是…. 10. What…think of….? …认为…怎么样?
11. make sb. do sth. 让某人做某事 12. used to be 过去是….
13. warn sb. to do sth. 警告某人做某事 14. tell sb. to do sth. 告诉某人做某事
15. decide to do sth. 决定做某事 16. promise to do sth.承诺做某事
三、重点句型
1. I think that they’ re fun to watch.
我认为它们看着很有意思。
2. What do you like about.. . ?
What do you like best about the Dragon Boat Festival?
关于端午节，你最喜欢什么?
3. What a great day!
多么美好的一天!
4 .1 wonder if...
I wonder if it’ s similar to the Water Festival of the
Dai people in Yunnan Province.
我想知道它是否与云南傣族的泼水节相似。
5. How+adj. /adv. + 主 + 谓!
How fantastic the dragon boat teams were!
龙舟队多棒啊!
6. What do/does+sb. + think of sth. ?
What does Wu Yu think of this festival?
吴宇觉得这个节日怎么样?
7. It’s my favorite festival because...
它是我最喜欢的节日，因为……
四、语法
1). 宾语从句
宾语从句在复合句中作主句的宾语。三大考点：引导词、时态和语序。
① 由连接词+ 主语+ 谓语 构成
常由下面的一些词引导：
②由that 引导 表示陈述意义 that 可省略
He says (that) he is at home. 他说他在家里。
③由if , whether 引导 表示 一般疑问意义(带有是否、已否、对否等)
I don’t know if / whether Wei Hua likes fish.
我不知道韦华是否喜欢鱼。
④由 连接代词、连接副词(疑问词) 引导 表示特殊疑问意义
Do you know what he wants to buy? 你知道他想要买什么吗?
⑤从句时态要与主句一致
当主句是一般现在时，从句根据情况使用任何时态
当主句是一般过去时，从句应使用过去某时态(一般过去时,
过去进行时，过去将来时，过去完成时)
He said (that) he was at home. 他说他在家里。
I didn’t know that she was singing now. 我不知道她正在唱歌。
She wanted to know if I had finished m homework.
她想要知道我是否已经完成了我的作业。
Did you know when he would be back? 你知道他将会什么时候回来?
2). 感叹句
感叹句是表达喜、怒、哀、乐以及惊奇、惊讶等强烈感情的句子。
感叹句通常由 what 或 how 引导。现分述如下：
一、由 what 引导的感叹句，其句子结构可分为以下三种：
1. 可用句型：“ What + a/an +形容词+可数名词单数(+主语+谓语+ 其他)!”。如：
What a nice present it is! 它是一件多么好的礼物啊!
What an interesting book it is! 它是一本多么有趣的书啊!
2. 可用句型：“ What +形容词+可数名词复数(+主语+谓语+ 其他)!”。如：
What beautiful flowers they are! 多么漂亮的花啊!
What good children they are! 他们是多么好的孩子啊!
3. 可用句型：“ What +形容词+不可数名词(+主语+谓语+ 其他)!”。如：
What fine weather it is today! 今天天气多好啊!
What important news it is! 多重要的新闻啊!
二、由 how 引导的感叹句，其句子结构也分为三种：
1. 可用句型：“ How +形容词 / 副词(+主语+谓语+ 其他)!”。如：
How careful she is! 她多么细心啊! How fast he runs! 他跑得多快啊!
2. 可用句型：“ How +形容词+ a/an +可数名词单数(+主语+谓语)!”。如：
How beautiful a girl she is! 她是个多么漂亮的姑娘啊!
3. 可用句型：“ How +主语+谓语!”。如：
How time flies! 光阴似箭!
由 what 引导的感叹句与由 how 引导的感叹句有时可以转换，但句中部分单词的顺序要有所变化。如：
How beautiful a girl she is! = What a beautiful girl she is!
What delicious cakes these are! = How delicious these cakes are!
三、有时感叹句也可以由一个单词、词组、祈使句、陈述句等构成。
如： Good idea! (好主意!) wonderful! (太精彩了!) Thank goodness! (谢天谢地!)
