人教版九年級英語第六單元教案

⑴ 新人教版七年級英語上冊第六單元教案怎麼寫

Unit 6 Do you like bananas?

單元教材分析：
本課包括三部分：Section A, Section B和 Self-check.
主題: Food.
語言功能: Talk about likes and dislikes.
詢問某人是否喜歡某種食物及回答；表達喜歡什麼和不喜歡什麼。
語言結構: Present tense to like Yes/No questions and short answers
Affirmative and negative statements
like 的一般現在時，一般疑問句及肯、否定回答；肯定句和否定句。
語言目標: 主要語法
Do you like hamburgers? Yes, I do. No, I don』t.
I like French fries. I don』t like tomatoes.
Main vocabulary（詞彙）: hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, bananas, eggs, strawberry, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable.
品德：在平日飲食中要做到不挑食。
根據需要可以分為四課時來講。

第一課時：
I.教材分析：這是本單元的第一部分，生詞比較多，但是因為涉及到吃的東西，每個同學都有自己的愛好，學生比較感興趣。
Language topic: Do you like bananas?
Yes, I do. No, I don』t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: food, banana, hamburger, tomato, broccoli, French fries, strawberry, orange, ice cream, salad
II.語言結構: like的一般現在時的一般疑問句及回答。
III.語言功能:詢問某人是否喜歡某物及怎樣回答.
IV.活動設計： 采訪調查 Do you like…?
V. Teaching steps:
Step 1:Greetings.
Step 2: Words: (pictures)
What』s this? (picture) It』s a soccer ball. Do you have a soccer ball? Yes, I do. /No, I don』t. Do you like it? Yes, I do./No, I don』t.
What』s this? It』s a hamburger. Do you like it? Yes, I do. No, I don』t.
What are these? They』re bananas. Do you like bananas? Yes, I do. / No, I don』t.
運用圖片和對話教學單詞：hamburger, banana, tomato, broccoli, French fries, strawberry, orange, ice cream, salad 並運用這些單詞進行對話：Do you like…? Yes, I do./ No, I don』t.
Step 3: 1a Match the words with the pictures. (P31)
Step 4: 1b Listen and number the conversations 1-3.
Do you like salad? No, I don』t. Do you like bananas? Yes, I do.
Do you like oranges? Yes, I do.
Practice the conversations, and then make your own conversations.
Step 5: 2a Listen and circle the food you hear. (P32)
hamburgers tomatoes broccoli French fries oranges ice cream salad bananas
Step 6: 2b Listen again and fill in the blanks.
I like hamburgers. Do you like hamburgers? Yes, I do.
Do you like______: No, I don』t like ______.
Let』s have _______. Oh, no. I don』t like_________.
Step 7: 4 (P33)Make a food survey. Do you like…?

Food

like it

doesn』t like it

tomatoes

Liu Li

Zhao Jun

hamburgers

bananas

French fries

broccoli

salad

oranges

How many students like hamburgers?
How many students like bananas?
日常生活中飲食要做到不偏食，不挑食。
Step 8: Let』s sum what we have learned this class.
Words:
Sentences:
Something else:
Step 9: Homework
1. Remember the words in this class.
2. Practise the dialogue in pairs.
教後一得：教完這堂課，感慨頗多。以前經常埋怨學生厭學，沒興趣，從這節課來看，主要是教師沒有認真的去備課， 沒有去從學生的角度去處理教材，學生當然沒興趣。這節課，以學生的日常生活為話題，學生積極踴躍參加，效果很好，自我感覺良好。
第二課時：
I.教材分析：這是本單元的第二部分，生詞也比較多。
Language topic: Does he like salad? Yes, he does.
Does she like salad? No, she doesn』t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: egg, apple, carrot, chicken, fruit, vegetable, breakfast, lunch, dinner
II.語言結構: like一般現在時第三人稱單數的一般疑問句及回答。
III.語言功能:詢問第三人稱是否喜歡某物及怎樣回答.
IV.活動設計：Guessing game
V. Teaching steps:
Step 1:Greetings.
Step 2: Words: (由對話引出)
(Ask a boy)Do you like bananas? Yes, I do. / No, I don』t.
(Ask another student) Does he like bananas? Yes, he does. / No, he doesn』t.
(Ask a girl)Do you like eggs? Yes, I do. / No, I don』t.
(Ask another student) Does she like bananas? Yes, she does. / No, she doesn』t.
依次類推 chicken, apple, carrot, fruit, vegetable.
Do you like eggs for breakfast? Breakfast is the first meal of a day.
Do you like vegetables for lunch? And do you like chicken for dinner?
(轉到第三人稱) Does he or she like carrots for lunch? Yes, he does./No, he doesn』t.
Ask the students to remember the new words.
Step 3: 1a Write the number in the box next to the correct food. (P34)
1. broccoli 2. salad 3. eggs 4. apple 5. ice cream 6. hamburger 7. banana
8. orange 9.carrots 10. chicken
Step 4: 2a Listen and circle the words from 1a that you hear. (P34)
Step 5: 1b How many other words can you add to the lists? (P34)
Fruit: apples
Vegetables: broccoli
Add five new words to your Vocab-Builder. Ask the students to remember them.
Step 6: Write down what your family like to eat.
My father: eggs, apples…
My mother: chicken, oranges, carrots…
My sister: hamburgers, ice cream…
My brother:
Ask another student to guess: What does my father like?
Does he like vegetables? No, he doesn』t.
What does my sister like? Does she like ice cream? Yes, she does.
Step 7: Let』s see what we』ve learned today.
Words:
Sentences:
Something else:
Questions:
Step 9: Homework.
1. Remember the words.
2. Practise the dialogue in pairs.
3. Finish the workbook.
教後一得：這節課不如上一節課效果好。原因是：今天我的情緒不好，把自己的個人情緒帶到了課堂，這樣是不對的。教師應當以飽滿的熱情來影響學生，調動學生，從而收到良好的課堂效果。

第三課時：
I.教材分析：
Language topic: I like oranges. I don』t like bananas.
They like salad. They don』t like broccoli.
He likes hamburgers. He doesn』t like broccoli.
She likes ice cream. She doesn』t bananas.
Language strategies: Talk about likes and dislikes.
Main vocabulary: eat, running star, lots of, healthy, food, dessert, list
II.語言結構: like一般現在時的肯定句和否定句。
III.語言功能:怎樣表達喜歡什麼和不喜歡什麼.
IV. Teaching steps:
Step 1:Greetings.
Step 2: Practise dialogue like this:
Do you like bananas? Yes, I do. I like bananas.
Do you like salad? No, I don』t. I don』t like bananas. I like salad.
Practise in groups: I like …, I don』t like. 轉到第三人稱
Ask another student: Does he like salad? No, he doesn』t. He likes bananas.
Step 3: 3 (P33) Pair work. Find out what /Bill and Bob like and don』t like.
French fries strawberry salad ice cream
Bob
Bill
Practise like this: Bob likes French fries. He doesn』t like salad.
Bill likes …
Step 4: 2b Listen and fill in the chart. (P34)
likes doesn』t like
Katrina: apples carrots
Tom:
Ask and answer questions about what Katrina and Tom like and don』t like.
Step 5: 2c Look at the breakfast, lunch, and dinner in activity 1a. Are they Katrina』s or Tom』s? Write K or T (P34)
Step 6: 3a Read the article and underline the fruits and the vegetables. (P35)
Runners eats well!
Middlebrook High running star Katrina Pedrosa eats lots of healthy food. For breakfast, she likes eggs, bananas, and apples. For lunch, she likes hamburgers, salad, and oranges. And for dinner, she has chicken, tomatoes, French fries and, for dessert, ice cream.
New words: eat, running star, lots of, healthy, food, dessert
(有些單詞讓學生會讀即可。)
Step 7: 4a You are going on a picnic with a group of friends. Make a list of food to buy. (P35)
I like apples. Do you like apples? Yes, I do. Do you like oranges?
Yes, I do. What do they like? …
Then read your list of food to the class.
Step 8: Let』s see what we』ve learned today. (Ask the students to sum by themselves)
Words:
Sentences:
Something else:
Questions:
Step 8: Homework.
1. Ask the students to remember the new words.
2. Practise the dialogue in pairs.
教後一得：本單元主要學習如何表達喜歡什麼和不喜歡什麼，對於這一話題，學生非常感興趣，通過教給學生一些食物名詞，並適當補充一些日常用到的名稱，進行對話練習，學生熱情高漲。

第四課時
Self-check (Revision)
I．教材分析:這是本單元的最後一部分: Self-check,即本單元的復習部分。這一部分的課本是由以下幾部分組成的。
1.Key word check. Check the words you know.
2.Add five new words to your Vocab-builder.
3.Draw the food you like to eat for lunch.
4. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you.
Just for fun! Do you like broccoli?
II.這一部分可分為如下幾個步驟進行：
Step 1:Review words like this:
Food: chicken hamburgers French fries ice cream
Fruit: apples bananas oranges
Vegetables: salad carrots tomatoes
Ask the students to remember them and check up.
Step:II. Practise the language topic (P32) Grammar Focus.
Do you like salad? Yes, I do. No, I don』t
Do they like salad? Yes, they do. No, they don』t.
Does he/she like salad? Yes, he/she does. No, he/she doesn』t.
I/They like oranges. I/They don』t like bananas.
He/she likes ice cream. He/She doesn』t like bananas.
Stop III. Write about what Tom likes to eat for breakfast, lunch, and dinner.
For breakfast, Tom likes eggs, oranges, and bananas. For lunch, he likes hamburgers,____________________________________. And for dinner, he likes ______________________________________.
Step IV. Write about what you like for breakfast, lunch and dinner.
Step V. Draw the food you like to eat for lunch.
Step VI. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you.
Step VII Fun (Ask the students to read the dialogue in a strange voice to make more fun)
Step VIII. What you have learned from this Unit.
Questions:
Homework: 1. Remember all the words in this Unit.
2. Practise the dialogue in pairs.
3. Finish the exercises about this unit.
教後一得：本課時回顧、練習了本單元的教授內容，通過練習，進一步鞏固了本單元的所學內容，進一步設計活動來完成本單元的教學任務，但切忌避免機械地重復，活動應本著由簡到繁的活動設計原則。

⑵ 人教版九年級英語中考復習教案

The Passive Voice 教學設計
河北省盧龍縣雙望鎮中學 張潔清
教材依據：人民教育出版社九年義務教育三年制初級中學教科書九年級第九單元。
Teaching Designs
Aims of basic knowledge：
1. Understand there are the Active Voice and the Passive Voice in English verb .
2 .Master the structure of the Passive Voice.
Aim of ability:
Change the Active Voice into the Passive Voice or change the Passive Voice into the Active voice.
Aims of emotion:
1. Train the students』 sprit and ability of unite and cooperation.
2. Arouse the students』interest of learning English.
Teaching Key Point:
The structure of the Passive Voice.
Teaching Difficult Point:
How to change the Active Voice into the Passive Voice or change the Passive Voice into the Active Voice.
Task Activities:
Task One: What are the Active Voice and the Passive Voice?
Task Two: What is the structure of the Passive Voice?
Task Three; How to change the Active Voice into the Passive Voice.
Task Four: Practice and Consolidation 1.
Task Five: Practice and Consolidation 2.
Teaching Proceres:
Step1: Warming-up.
Show Teaching Aims(slide).
刺激學生的視覺感官，激發學生的學習積極性，讓學生在輕松愉快的氛圍中進入本節的目標學習。
Step 2: Task One.
Ⅰ.Lead-in1(slide):
We speak Chinese . 我們說漢語。
Chinese is spoken by us . 漢語被我們說。
1．The teacher and the students analyse the relation of 「we」, 「Chinese」 and 「speak」 together.Then point out we是 speak（動作）的執行者，Chinese是speak(動作)的承受者。
2． The teacher and the students analyse in Sentence 「We speak Chinese」,we 是主語而且是動作的執行者,so lead to The Active Passive;In sentence 「Chinese is spoken by us」,Chinese 是主語而且是動作的承受者,so lead to The Passive Voice.
3.Ask a student say 「What are the Active Voice and the Passive Voice?」
4.The teacher sum up.
Ⅱ.Presentation1(slide):
主動語態：主語是動作的執行者。
英語動詞:
被動語態：主語是動作的承受者。
Step 3 :Task Two.
Ⅰ.Lead-in2(slide):
We speak Chinese.(主動)
Chinese is spoken by us.(被動)
1.The teacher and the students analyse the structure of The Passive Voice according to 「is spoken」.
2.Ask the students to discuss.
3.Ask a student sum up the structure of The Passive Voice.
4.The teacher check.
Ⅱ.Presentation2(slide):
被動語態的構成：助動詞be+及物動詞的過去分詞
Ask the students to discuss the structure of The Passive Voice we have learned different kinds of tenses.(教師先提示：在被動語態中，動詞過去分詞永遠不變，所有的變化都體現在助動詞be的變化上,be相當於各種時態中的動詞)
Show(多媒體) 各種時態的被動語態構成:
Student 1: 一般現在時 am/is/are+動詞過去分詞
Student 2: 一般過去時 was/were+動詞過去分詞
Student 3: 現在進行時 am/is/are being +動詞過去分詞
Student 4: 過去進行時 was/were being +動詞過去分詞
Student 5: 一般將來時 will be +動詞過去分詞
Student 6: 現在完成時 have/has been+動詞過去分詞
Student 7: 含有情態動詞情 情態動詞+be+動詞過去分詞
Step4: Task Three.
Ⅰ.Lead-in 3(slide):
We speak Chinese.
主語 謂語動詞 賓語
Chinese is spoken by us
主語 謂語動詞過去分詞(被) 賓語
1. Help the students analyse how to change The Active Voice into
the Passive Voice.(用三種顏色標出對應部分,學生能一目瞭然地說出主動變被動分三步走)
2. Ask the students to discuss and then ask a student to sum up.
3. The teacher check.
Ⅱ.Presentation 3(slide):
主動語態變被動語態的步驟：
1.原主動句中的賓語變成被動語態的主語。
2.謂語動詞變成被動語態結構「be +動詞過去分詞」 ，注意be要隨新主語的人稱和數進行變化，時態要與原主動句的時態保持一致。
3.原主動句中的主語變成被動語態的賓語，人稱代詞用賓格，其前用介詞by(被),其他成分(定語,狀語)不變。
Step5: Task Four ( Practice and Consolidation 1)：
給出漢語「我每周寫一封信」讓學生給出英語，並用所給時間狀語（yesterday, now, at this time yesterday, tomorrow, already, can）將該句翻譯成對應時態的英語，再把各句變成對應的被動語態，這樣學生既復習了所學的各鍾時態的結構，又練習鞏固了被動語態結構，達到了突出本節重點，突破難點的效果。
Ask the students to discuss and then say the answers.
Show（多媒體）
Student1: I write a letter every week.
A letter is written by me every week.
Student2: I wrote a letter yesterday.
A letter was written by me yesterday .
Student3: I am writing a letter now.
A letter is being written by me now.
Student4: I was writing a letter at this time yesterday.
A letter was being written by me at this time yesterday.
Student5: I will write a letter tomorrow.
A letter will be written by me tomorrow.-
Student6: I have already written a letter.
A letter has been already written by me.
Student7: I can write a letter.
A letter can be written by me .
Step 6: Task Five( Practice and Consolidation 2): Change the Passive Voice into the Active Voice.
Step 7: Sum-up : the main contents in this lesson
Step8: Homework:
Make sentences with all kinds of tenses we have learned and then change them into the Passive voice.
Blackboard Design:
Unit 9 When was it invented?
Grammar : The Passive Voice .
被動語態的構成：助動詞be + 及物動詞的過去分詞
各種時態被動語態的構成：
一般現在時 am/is/are+動詞過去分詞
一般過去時 was/were+動詞過去分詞
現在進行時 am/is/are being +動詞過去分詞
過去進行時 was/were being +動詞過去分詞
一般將來時 will be +動詞過去分詞
現在完成時 have/has been+動詞過去分詞
含有情態動詞情 情態動詞+be+動詞過去分詞

教學流程

教學反思
教材依據：人民教育出版社九年義務教育三年制初級中學教科書九年級第九單元。教學內容：被動語態The Passive Voice 。
貫穿本節課的主線是被動語態,我圍繞這條主線本著以學生為主體的角度來設計教學內容,活動的設計前後相連,層層深入，使教學呈階梯式層層推進,並積極採用現代化的教學手段——運用多媒體輔助教學,提高教學效率。在各項活動中，學生的大腦始終處於一種激活狀態，整個學習過程都是積極主動的，學生獲得的不僅僅是現成的知識，還有語言運用的能力，並在完成任務過程中體驗成功的喜悅，獲得成就感，實現自我價值。學生在本節課中不但明白了英語動詞有主動語態和被動語態兩種語態，而且掌握了被動語態的結構，並做到了主動與被動的互相轉換，這正是教學目的的所在。
課前讓同學們在愉快柔和的歌曲聲中輕松進入了本節學習，上課後首先展示了教學目標，同學們明白了本節的學習任務。整節課我精神飽滿，情緒高漲，自然激勵了學生們濃厚的學習興趣。授課過程中始終貫穿一個主線——被動語態，層次清晰，脈絡清楚且層層深入，學生活動量大，思維敏捷，充分體現了學生為主體，教師為主導的教學原則。尤其是練習與鞏固任務中體現了以點帶面，使得同學們即復習了學過的知識，又鞏固了本節的新知識。總之，整節課氣氛活躍，師生情緒激昂，重點突出，實實在在，非常適合農村孩子的口味。本節課是一堂語法課，本來枯燥無味，但我利用多媒體教學手段使得本節課生動有趣，圓滿完成了教學任務，達到了預期效果，是非常成功的一節語法新授課。但也有不足之處，學生活動范圍小；課堂上使用的語言文字較多。
今後，我要不斷的提高自身素質，多和同學們溝通,發揮學生的聰明和智慧,總結出通俗易懂的規則運用到自己的教學當中,課堂上讓學生全員參與，盡量使用課堂用語，不斷反思自己教學中的不足,更新觀念,與新課程共同成長。