2019-2020年九年级英语全册《Unit 1 How do you study for a test》教案2 人教新目标版.doc

2019-2020年九年级英语全册Unit 1 How do you study for a test教案2 人教新目标版The Teaching Plan for “Unit 1 How do you study for a test?”I. Analysis of the teaching materialThe content of this lesson is adopted from Go for it Book III Unit1. The topic of this unit is about learning how to study things. By reviewing this unit, students will be able to master the key vocabulary words and sentence patterns of this unit, and theyll be better to talk about various learning ways, problems in learning, asking for and giving advice, and ments on ways of learning. Obviously, the topic of this unit is related closely to students actual life, so it will raise students learning interest. They have a great desire to talk about the problems they met in learning English and they wish to solve these problems. So we can provide situations for students to exchange ideas in the process of study and help them find the most suitable ways to improve their English. It will also cultivate students ability of using English to solve the practical problems. Besides, students will learn to regard problems as challenges and try their best to find ways to solve them.According to English syllabus, new curriculum standards and the type of the lesson- revision, I will use “English learning” as a clue to review the key vocabulary and sentence patterns. Wilkings, a great linguist once said, “Without grammar, very little can be conveyed. Without vocabulary, nothing can be conveyed.” So, in this lesson, I lay great emphasis on the review of vocabulary. As words are used in sentences, I will review the key words and phrases in the sentences or contexts. Generally speaking, Ill review the unit from the following four parts: ways of learning, problems, advice and ments. The four parts connect to each other closely and the topics are from easy to difficult. On the other hand, the four parts involve the main sentence patterns and key vocabulary students must master in this unit. By reviewing the unit like this, at the end of the lesson, students are expected to write a letter about how to learn Chinese well based on what we reviewed.II. Analysis of learning conditionThe students Im going to teach are from Wencheng Experimental Middle School. Most of them have a strong English background. So in this period, I mainly focus on how to get students to behave actively. And as a famous Italian doctor says, “Tell me and I will forget. Show me and I understand. Involve me and I remember!” In order to help the students master the key language points of this unit, I design different tasks for them to do, which will greatly get them involved in the classroom activities. As a result, they will have a better understanding of the language points.III. Teaching Objectives1.Knowledge Objectives(1)The students will be able to master the key vocabulary words of this unit by reviewing them in different ways: make flashcards, pronunciation, differently, fast, deal with, regard, make mistakes, afraid, too to , etc.(2)The students will be able to use the following four sentence patterns in the given situations or daily life: How do you learn English? I learn English by. Why dont you / Why not .? Maybe you should . / Youd better IthinkstudyingEnglishbyisbecause2.Ability Objectives(1)The students will be able to talk about their learning ways, and ment on the ways of learning English as well as the problems they meet in learning English and the solutions to them.(2) The students will be able to get information from reading passage.(3) The students will be able to use the words and sentence patterns reviewed in this period to write a passage about how to learn Chinese well.3. Emotion & attitude Objectives(1) The students will form a correct attitude to study.(2) The students will learn to choose good ways to study.4.Learning Strategies(1)The students will be able to get the information needed from the given reading material. (Resourceful strategy)(2)The students will be able to make up a dialogue according to the provided situation. (municative strategy)(3)The students will be encouraged to ment on the different ways of learning. (Cognitive strategy)IV. Teaching Focus1. The ways of learning English.2. The ment on the ways of learning English.3. The difficulties in learning English.4. The suitable learning ways for individuals.V. Teaching difficulties1. How to get students to review the key vocabulary and expressions presented in this unit.Solutions: Review the vocabulary in different ways: brainstorming, practicing, explaining, writing a letter, etc.2. How to enable students to write a passage well enough.Solution: Review the vocabulary and sentence patterns may be used in the passage.3. How to make students master the usage of “verb +by with gerund”.Solution: Design tasks for students to do. By fulfilling the tasks, students are expected to use “verb +by with gerund” and thus know the usages of it well.VI. Teaching Methods1、 municative approach2、 Task-oriented method3、 Practicing approach4、 Situation-experienced methodVII. Teaching AidsMulti-media equipmentsVIII. Teaching ProceduresStep 1.Leading-in & Brain-stormingT: Class begins! Good morning, everyone! Ss: Good morning, teacher! T: Glad to meet you! Today is the first time we meet each other. Now let me introduce myself to you. I e from No. 2 Experimental Middle School. My name is Hu Haiyan. You can call me Miss Hu. I think well have a good time together. Ok, now Id like to know something about you. Whats your name? Whats your favorite subject? Why?S1: . T: Do you like English? How do you study English? S2: T: What about you? What do you think of your way?S3: T: Hi! Nice to meet you! How long have you been learning English?S4: .T: Well, most of you have been learning English for many years. And all of you have your own ways to learn English. Now take out the worksheet I gave you just now and fill in the mind map about the ways of English learning. Lets see who can write the most ways.(Ss try to write as many ways of English learning as possible.)T: OK. Are you ready? How many ways have you written? Show me your answers please. Whod like to share your answers?(Ask two or three students to say the ways of English learning.)Design purpose: Talk with students freely can get a general idea about how well students mastered this unit and on the other hand, can help construct a relaxing learning atmosphere. The brainstorming activity can activate students knowledge about the ways of learning English. As a result, help them review the phrases of learning ways.Step 2. Survey & ReportT: So therere many ways of English learning. And how do you learn it? What about your friends. What do you think of the ways? Please work in groups of four and make a survey about it. Fill in the chart in your worksheet.(Ss work in groups and try to fill in their charts.)T: Well, have your pleted your survey chart? Ss: Yes.T: Good. Lets make a report. Please pay attention to the sentence patterns you use. For example, when we find one way is not successful, we can say I think its not helpful at all. (Write “not at all” on the blackboard.) Whod like to give a report about it?(Let 3or 4 students give reports about their survey results.)Design purpose: This activity makes students work cooperatively and use phrases in sentences properly, which will not only review the sentence patterns, but also train students municative ability. As to the students who are good at English, they can further their ability by giving reports about how their friends learn English. And the students will try to express their own attitudes toward various ways of learning in target language.Step 3. InterviewingT: You see, every one has his or her own ways of learning. And some students ways are really very successful. Recently there is an English Speech Contest in Wenzhou. Some students really did well in it. And the winders are asked to hold a news conference. Suppose you took part in the contest, too. Now please work in groups of four to role play it. One is the winner; the others are the reporters from different TV stations. Try to ask as many questions as you can.(After students practice for a while, invite one or two students to e to the front as a winner, and let the other students ask them questions about English learning.)Design purpose: There are two purposes for the design of the News Conference: One is to review the two sentence patterns “Do you ” and “Have you ever ” And the other is to train students speaking ability and activate the classroom atmosphere - Get every student involved in the activity. Step 4. PracticingT: Congratulations! Your spoken English is really wonderful. What about other students? It seems youre not confident enough to e to the front. Are you good at English? Do you have any difficulties in learning English? If so, what are they?(Let some students talk about the problems they face.)T: Well, dont worry. Its quite mon to meet problems while learning something. My students have trouble learning English, too. Herere their problems. But some of the words are missing. Can you help me to plete the sentences? Please take out the worksheet again. And try to plete the sentences in it.(Check the answers after students finish the task and help the students to review the key words and phrases presented in the ten sentences.)Design purpose: By doing exercise, students will review the main sentence patterns about the problems students meet in learning English and the words related to this topic. And in the process of checking the answers, the teacher can remind the students of the usages of some important words and phrases.Step 5. PairworkT: Well done. Youve got all the answers right. But here es another problem. There are so many problems we may meet in learning English, but we still need to learn English well. How can we deal with them? How do you deal with the problems you meet in learning English? Show me your ideas.(Let different students talk about how they solve problems.)T: Good idea. Ill tell these solutions to my students. Do you know how I usually solve my problems?Ss: No.T: Well, generally speaking, I have two ways to solve problems. First of all, Ill deal with my problems by regarding them as challenges. And Ill try my best to overe the difficulties. And if I cant solve them by myself, Ill ask someone else for advice. Do you like to ask others for advice?Ss: Yes.T: Then lets work in pairs and tell your partner your problems. I think we can solve the problems together. Do you think so?(Ss work in pairs and make conversations. After they practice for a while, invite some pairs of them to present their conversations.)Design purpose: In this activity, students are asked to ask for and give advice to each other. By doing this, students will review the sentence patterns about how to make suggestions.Step 6. ReadingT: Good job. I wish all of you will try to regard all your problems as challenges and try your best to overe them. I really appreciate these kinds of people. My friend Tom is such a person. Lets see what problems he met and how he solved them. Please read the passage about him in your worksheet and try to plete the chart below it.(Students read the passage individually and try to get information to fill in the chart.)T: Are you ready?Ss: Yes.(Check the answers.)T: Excellent! Your reading ability is pretty good. Now weve known how Tom studied English. What do you think his solutions? I think studying English by joining an English club is a good way because you can ask others when you have questions.Whats your opinion?(Let different students ment on the ways of learning English, using the sentence pattern “I think studying English by is because”)Design purpose: In this part, students are supposed to get information from the reading passage quickly and to give ments on ways of learning by using the sentence pattern “I think studying English by is because .” As to this step, students should learn to bine simple sentences to make a plex one. This will help them improve their writing ability.Step 7 WritingT: Ok. Today we talked much about English learning. Suppose you have a pen pal named Bob is ing to Wencheng soon. And hed like to learn Chinese. As a Chinese, I believe you can give him much advice. Please write a letter to him and tell him how to learn Chinese well. You can use the key words provided in your worksheet. And here are some tips for you. Try to answer the following questions in your mind, and youll know what should be included in your writing.1. How long have you been learning Chinese?2. How did you learn Chinese?3. What challenges did you meet in learning Chinese? 4. Whats your attitude toward the problems you met?5. How did you deal with the problems of Chinese learning 6. What do you think your ways of learning Chinese?(Ss work individually to write the letter. If time is enough, Id ask some of the students to read their letters and give ments on them.)Design purpose: The writing task is designed to see if students have already mastered all the points reviewed in this period. And it provides students a chance to output the language they learned. On the other hand, this activity helps students have a summary of what they have reviewed in this unit by answering the questions the teacher provided in sweet tips.Step 8. Emotional Education T: How time flies. There is not enough time for us to present your writing now. Before we end the lesson, Id like to have a word with you. Where there is a will, there is a way. Believe yourself and work persistently, youll get good grades in the Entrance Examination to Senior Middle School. Design purpose: This step is to guide students to form a good attitude toward the difficulties they meet in learning procedures or daily life.Step 9. Homework T: Ok. Todays homework:1. Make a vocabulary list of the key words and expressions learned in this unit.2. Finish your writing and try to improve it.3. plete the two exercises in your Homework sheet.So much for todays lesson. Wish you succeed every day. Goodbye, class. Ss: Goodbye, Miss Hu.IX. The blackboard designReview of Unit 1 How do you study for a test?I learn English by . (Verb + by gerund)Do you ?Have you ever ?What / How about doing sth?Maybe you should Youd better do sth.Why not / Why dont you do sth?I think studying English by is becausenot at allpronunciation(n.) pronounce(v.)be afraid to do.=be afraid of doing frustratingfrustratedmake mistakesspoken / written Englishtoo to deal withregard as