人教版九英unit8教学设计【最新8篇】
本单元通过多样化的教学活动，提升学生的英语听说读写能力，强化语言运用，激发学习兴趣，培养自主学习意识，如何有效促进学生的全面发展呢？以下由阿拉网友整理分享的人教版九英unit8教学设计相关文章，便您学习参考，喜欢就分享给朋友吧！
Language 篇1：
module 12 traditional life
unit 3 language in use■warming updifferent nations have different manners and customs. different places have different manners and have to behave ourselves according to the different manners and customs. that’s what we say in chinese: 入乡随俗。 today we shall put language in use. that is, to behave ourselves, not only according to the grammar rules, but also to the different manners and customs.■language practicedo more language china you must wait and open your present australia you can't drop litter in the britain you can't ride your bike on the australia you can take photos of people1 listen and checklisten to a teenager talking about life. check (√) the things he must and mustn't clean bedroom 2 wash up3 stay out after 9:00 pm4 smoke5 do homework6 wash hands7 use the telephone without asking8 play music loudly after 10:00 pm√√√√××2 listen and two things does he say he can do?he says he can use the telephone without says he can stay out after 9:00 read and some things you can, must, and mustn't do at must do some must clean the must keep away from must enjoy must complete my homework on mustn't be rude to mustn’t put the medicine in the wrong mustn’t drop litter. i mustn’t lock the door without taking the keys. i can do can put down my parents’ can shake the shelf for a can talk loudly to my talk and in pairs. tell each other three things you must do at home and three things youmustn't do. are your home rules different or the same?i must visit my grandparents once a week. i mustn't must write down all new words from the text. i must wear light shoes at must wash up my bowls and cups at must translate english into chinese. …i mustn’t look up all the new words in the mustn’t whisper in mustn’t translate all my texts into chinese.… 5 think and some things you must or mustn't do at mustn't come to school you must take your shoes off in the you mustn’t eat in the you mustn’t ride your bike in the you must do your you must listen to the & 7 read and complete. complete the sentences with can or can't. something we can do, and something we can’t do. now complete the sentences with can or can' you can’t drive a car at the age of you can’t get married at you can leave china with a you can’t leave school at the age of you can’t have a job at you can learn english outside the as they do. (仿写)8 read and the words in the box with the descriptions. there are words and expressions in the box. and you see eight sentences, too, on page 101. now try to match the words in the box with the more such it's something nice to eat. → chocolate2 it's something you watch. → video3 you wear it on your head. → baseball cap4 you eat with them. →chopsticks5 you play a game with it. → chess set6 you wrap it and give it to someone on their birthday. →present7 you can look up words you don't know in it. →dictionary8 you can put money in it. → purse9 choose and a class game. choose a word from the box and describe it to the class. the class guesses what it : many people have : is it a chess set?a: no. you use them to get to : is it a bicycle?a: yes!a: many people like to play : is it a video?a: no. you play it on the : is it baseball?a: yes!a: many people like to wear : is it a pair of shoes?a: no. you wear it in : is it a cap?a: yes!a: people play something on : is it a bicycle?a: no. two people play on : is it a chess set?a: yes!a: people love : is it a purse?a: no. some people love to eat : is it a chocolate?a: yes!a: many chinese people use : is it dictionaries?a: no. you use them to eat chinese food in : is it chopsticks?a: yes. 10 read and the passage with the words in the as they do. (仿写)11 look and say. look at the signs and guess what they the first sign, you mustn't the second sign, you mustn't the third sign, you mustn't the fourth sign, you must the class about other signs you can think of.■around the worldlet’s go around the world on page 103. this time we are going to learn signs around the world. read the around the world passage. while reading try to cut(断句)/ the sentences into parts, blacken（涂黑） the predicates, shade（加影）the connectives and underline（划线）the expressions. write as they do. (仿写)■module task→ writing advice for foreign guests to a chinese family12 think and in pairs. make notes on what you must, mustn't or can what must you wear?→ you must nice what mustn't you ask?→ you mustn’t ask about a woman’s what presents must you bring?→ you must bring some small nice what presents mustn't you give?→ you mustn’t bring big, expensive presents. 5 what mustn't you bring into the country?→ you mustn't bring into china drug, fruits and bad books?6 what mustn't you do in the streets?→ you mustn’t shout in the street. 7 what must you do when you visit someone at home?→ you must knock at his door first. 13 think and your advice for people coming to mustn't give a clock to a chinese family as a present. you mustn't give medicines to a chinese family as a mustn’t use chinese number four to name a person. it is connected with death. you mustn’t visit a old person without giving him some presents.
Language 篇2：
report on body language teaching aims:1. learn how to anticipate a response2. learn hoe to formulate written questions3. learn how to conduct a survey and how to write a reportprocedures:skills building1: anticipating a response1. have the ss to guidelines on page32. make sure that they understand how to predict the answers to the questions while read the statements 1 to 9. let the ss decide if the statements are true or false. listening. finish the exercise on page 32. ans. 1t 2f 3f 4f 5t 6f 7f 8t 9tstep 1: filling in a chart 1. ask ss to say what these common gestures in the chart mean in china. and ask them to predict what they mean in have ss listen to a recording and confirm their predicted the chart on page 33.
the true or goodbye you are(you place) 8. good job building 2: formulating written questions:1. read the guidelines on page 34 to make sure that they know what help the ss to analyse why the questions should be asked like the rest two.night, we watched a television show on cctv8. did you see it ? if so, did you like it?
finished a book last night. how about you? what happened in the last book you read?step2: surveying your classmates1. revise the gestures in step 2 on page 33. let the ss go over the guidelines on page 35 and make sure that they know what to take the first one as an example and ask them to finish the rest in answers:1a 2b 3a 4a 5a 6b 7askills building 3: organizing a report 1. read the four points at the top of page 36 check out the tips. put emphasis on the four main have the ss go over the guidelines; work in groups to check their answers to find the appropriate sections for these sentences and number them in the logical order. answer 8 4 2 6 3 5 1 9 7step 3: writing a report on body language 1. now the ss are going to write a report on body language in china with the information they gathered in step1 and when writing, they may refer to the structure ------ get the ss to go through the second part on page37 to get the general idea for each procedures/method results/findings conclusionhomework:1. read a on page 992. finish b on page 99
Language 篇3：
chapter 5-listening, language, writing
一、 章节分析(section analysis)
（一） 综述
本章节是语言运用部分。
（二） 目标
listening
1. 帮助学生在原有文字稿的基础上学会如何更改信息及改正错误。
2. 使学生逐步养成自觉检查错误的习惯。
language
1. 帮助学生熟悉如何使用直接引语和间接引语。
2. 引导学生主意在书写时标点符号的使用。
writing
1. 让学生综合运用本单元所学的如何描写人物的技巧。
2. 建议学生根据人物性格添加适当人物言语和动作。
3. 帮助学生根据图片讲述故事，如何将故事讲得生动有趣。
（三） 重点和难点
language
注意陈述句、疑问句和祈使句转换为间接引语时的不同，以及直接引语出现在句中时引起的标点符号的变化。
writing
注意人物外貌、动作及语言的有效结合，使人物栩栩如生。
二、 教学设计（teaching designs）
教学内容 教学实施建议 教学资源参考
listening 1. 课本上的3篇文字材料分别对应的是三类不同的修改要求：语法错误，信息修改及文体的改进。
2. 建议教师先让学生阅读文字材料，发现错误点，让学生带着问题再听录音。
3. 在听录音之前，以提问的方式考核学生对于英语语言知识的掌握程度，例如是否知道’plural’, ‘singular’ 在语法中是“复数”和“单数”的意思，以及 英语中的一些标点符号的读法，如apostrophe(‘), comma(,) 等等，为听的步骤扫清障碍，提高听的效果。 《牛津英语教学参考》page t82
language 1. 教师可选用一些小说中的经典对白在课堂中朗读，让学生充分理解直接引语在写作，尤其是人物描写中的重要作用，直接引语创造了极具表现力、戏剧化的作用，使人物形象生动起来，充分表现了人物性格。
2. 以课文上的图片为例，让学生自行比较总结直接引语中标点符号的使用规则。
3. 将直接引语和间接引语的转换分成对陈述句、疑问句和祈使句的转换这三大类进行。在口头练习后进行笔头作业的检查，强化标点符号的正确使用。 《牛津英语教学参考》page t83
writing 1. 激发创作欲望。学生可以阅读课本上提供的故事梗概，尽管没有任何错误，但这样干巴巴的故事显然不吸引人，学生创造精彩故事的欲望因此被充分激发。
人教版九英unit8教学设计（精编11篇）
3. 描写人物外貌。提醒第一组同学勿忘对新人物出场时的外貌描述。
4. 添加语言。学生平时都很爱看漫画书，所以很能理解”speech bubbles” 的用途。让学生添加与人物性格相应的言语。
5. 整体创作。学生仍以小组为单位，动笔写故事，允许学生在教室内自由走动，各小组间可随时协调。
注意事项：
各小组之间要注意相关信息的一致性，如主要人物的姓名等。
各小组间要注意个段落的连贯性，如何平稳自然地将故事的场景从on the street 过渡到in the television studio。
出现人物语言时，注意标点符号的使用。
6. 集体欣赏。各小组将各自完成的部分合并，并由六组的组长作最后的审核。在全班由学生分角色朗读故事，欣赏创造成果。 《牛津英语教学参考》page t90
2023届高考英语必考词汇90天复习案：第45天 篇4：
i. 重点词汇
n. 目击者vt 目击
vi, vt 大喊
3. abrupt adj 突然的， 鲁莽的
v 积累， 积聚5. acquaintance n. 相识，熟人
6. acute adj 灵敏的， 严重的
7. alternative adj. 供选择的 n.取舍
vt 使 吃惊
adj 明显的
10. antique n 文物，古董 adj 古时的
11. ample adj 充分的， 富裕的
ii. 重点短语
1. a good many 许多 很多
2. accelerate the fall of a government 促使一个政府倒台
3. make the acquaintance of sb 结识某人
4. acute eyesight 敏锐的目光
5. have no alternative but to do 别无选择
6. carry out comprehensive analysis of 对 作综合分析
7. a dead angle 死角
8. apparent cause 表面原因
9. iii. 佳句赏析
1 . there are abrupt weather changes .
天有不测风云。
2. never will they sell their antique furniture .
他们绝不会卖掉他们的古董家具。
3. he quickly accumulated a large fortune .
他很快就积累了以大笔财富。
4. these facts are a witness to his ignorance .
这些事实证明了他的无知。
iv. 词汇练习
1. these days the government has issued several economic policies that will ____ prosperity of manufacturing industry .
a accumulate b accomplish c access d accelerate
2. you have the __ of working hard and being successful or of not working hard and being unsuccessful.
a selection b choice c alternative d option
3. we were __ the most important scientific development of the century .
a seeing b watching c looking d witnessing
v. 短语练习
1. to be frank, i'd rather you ___ in the case .
a will not be involved b not involved c have not been involved d were not involved
2. ---- what did he come here for ?
----- he came here especially to ____ your acquaintance .
a take b get c make d produce
第66天
iv. 词汇1-3 dcd
v. 短语练习 dc
Language 篇5：
unit 3 our senses language讲学稿
一。 单项选择
1.--- i can’t find my pen. can you lend ______ yours?
- sorry, i am using it _____.
a. i…myself b. my…me c. me…myself d. i …myself
2. mr. white didn’t teach ______ english last term. our english teacher is mr. black.
a. we b. us c. our d. ourselves
3. ---oh, hi ,ann.
--- hi, mary. come in. make ______ at home.
a. you b. your c. yourself d. yourselves
4. --- i made the cake by __________. help __________,tom.
---thanks, jane.
a. me…you b. myself…yourself c. me.. yourself d. myself…you
5. ---she is too busy to help ______ with the work.
---let’s do it ________.
a. her…herself b. us… ourselves c. it…itself d. you… yourself
6. tom, your father asked you to do it _________.
a. itself b. yourself c. himself d. yourselves
二。用所给词的适当形式填空：
________________ to some cakes , boys and girls. (you)
2. we can’t leave by the boy by _________ (he)
3.--- who taught _________ japanese? ---he taught ___________ (he).
4. my little brother is to young to look after __________. (he)
三。 根据中文意思，完成句子。
1. 昨天他们在公园玩得很高兴。
yesterday they _____________________ in the park.
2. 随便吃点鸡肉吧，孩子们。
________________________ to some chicken,children.
3.我爸爸小时候自学英语。
my father _______________________ when he was young.
4. 他长大了，可以照顾自己了。
he is old enough ____________________ .
5.“这是谁的钱包呢？”他自言自语的说。
“whose wallet is it?” he _________________.
Language 篇6：
i. 重点词汇
1. reception n. 接待；招待会；接收
2. regulate vt. 调整，调节；管理，控制
3. relic n. 遗物；遗迹；纪念物
4. reunite vt. 再统一；再联合；重聚
5. revolutionary adj. 革命的 [c]革命者
6. rub vt.&vi. 摩擦；揉擦
7. rubber [c]橡皮；黑板擦 [u]橡胶
8. secure adj. 安全的，可靠的；放心的，无忧的，有把握的
vt. 使安全；保证；保卫；获得
9. security [c]& [u]安全；保护物；保证人；担保
10. sensitive adj. 敏感的；易受伤害的；灵敏的
11. simplify vt. 简化
ii. 重点短语
1. remove one’s doubts 消除某人的疑虑
2. be removed from office 被撤职
3. roll over 翻身；打滚
4. secure sb. from attack 保证某人不受袭击
5. secure a position in a firm 在一家公司找到一个职位
6. be sensitive to 对……敏感
iii. 佳句赏析
1. silent tears slowly rolled down her cheeks.
泪水从她脸上慢慢流下。
2. a good fire is a security against wild beasts.
生一堆火可确保不受野兽的侵扰。
iv. 词汇练习
1. this species of plant is becoming increasingly ________(稀少).
2. those who have come here for celebration ceremony should sign their names at the _______(接待)desk.
3. there is a _________(定时的)bus service to the airport.
4. he said unmistakably that he would __________(消除)all the obstacles in his way.
v. 短语练习
1. our bodies are strengthened by working out. ____________, our minds are developed by learning.
a. likely b. similarly c. probably d. therefore
2. the elderly need special care in winter, as they are _________ to the sudden changes of weather.
a. sensitive b. sensible c. flexible d. positive
3. please remain ____________; the winner of the prize will be announced soon.
a. seating b. seated c. to seat d. to be seated
答案：
2. reception 3. regular 4. removev. 1. b 2. a 3. b
2023届高考英语必考词汇90天复习案：第45天 篇7：
period 2第二节
（一）明确目标
1. develop the students reading ability, especially their reading comprehension.
2. read the reading passage and know about body language
3. learn to communicate with body language.
（二）整体感知
step 1 presentation
today we come to the reading. it’s about body language. read the passage "body talk", and let the students know people from different parts of the world use different body language. （三）教学过程
step 2 pre-reading discussions
get the students to read the text and discuss pre-reading and post reading questions.
(1) how is body language different from spoken language? what do they have in common?
(2) sometimes we say one thing but our body language says something different. why does this happen? can you think of any examples?
answers:
1 various answers are possible. ask the students to give reasons and examples to support their answers. pos¬sible answers include:
yes: a person's body language can tell us what he or she is feeling. for example, if someone is nervous, his or her hands may shake. if a per¬son smiles but his or her eyes don't look happy, we can guess that there is something wrong.
no: it is difficult to tell what a person is thinking by looking at their body language. people use body language in different ways and gestures may have different meanings in different ar¬eas. people don't always think about their body language, so we may misunderstand them if we try to guess what they are thinking or feeling. it is also possible for people to learn to use their body language to hide what they are really feeling or thinking.
2 yes, they do, but not always. some body language is the same in any culture. that is also the case in china. various answers are possible as china is a multicultural country.
3 answers may vary but ss should give a reason why they communicate the way they do. introduction learning a foreign language requires more than knowledge of its vocabulary, grammar, idi¬oms, and informal expressions. it also requires aware¬ness of its gestures and facial expressions since they can differ so much from culture to culture. summary
1 both words and body language can express how we think and feel.
2 gestures, a kind of body language, have different meanings in different cultures.
3 the way people greet each other varies from culture to culture.
4 some gestures, however, have the same meaning in most cultures.
5 smiles may be the most commonly understood fa¬ cial expression in the world. step 3 reading
read the text carefully again, and give the students some explanations.
step 4 listening to the reading passage
play the tape for the students to listen and follow. pay attention to the pro- nunciation and intonation.
step 5 post-reading
answers:
1 various answers are possible. situations where body language is important include: a job interview, a visit to a foreign country, a meeting, a speech, etc.
2 various answers are possible. body language is in some ways more limited than spoken language. some things would be very difficult to express using body language (see integrating skills in the wb). it is per¬haps easier to misunderstand body language. body language tends to support and add to spoken lan¬guage. both body language and spoken language use symbols to represent meaning; in the case of spoken language, we use sounds and sound combinations to represent words and meanings. both depend on our ability to interpret what we see or hear.
3 various answers are possible. the listening exercise describes lying, but there are several other situations where a person's body language may not match what he or she is saying: a speaker who is trying to sound confident but whose hands are shaking; a person who says that he or she is interested in what we are say¬ing but who looks away or taps his or her feet, etc. it probably happens because it is more difficult to con¬trol one's body language than to control what one says.
4 gestures in china:
waving one's hand(s); shaking one's head or hand; same as in the us; open one's eyes and mouth wide; same as in the us; no chinese gesture; no chinese gesture; moving one's hand up and down with the palm facing down （四）总结扩展
step 6 summary 小结 step 7 homework
Language 篇8：
牛津高中英语教学设计
单 元：unit 2 language
板 块：project 1
课堂设计指导思想：
如果“welcome”是一个单元的序曲，project则是单元的尾声。就像一首动听感人的乐曲，需要每个章节都有恰到好处的表现一样，单元的处理也要采取各种适当的方式来进行演绎。 project的设计通常由两部分构成：1篇阅读文本和学生的合作项目，要处理得得当，真正操作起来是有很高的要求的。这种要求体现在：学生方面，需要投入大量的时间、精力以及超出语言学习本身的各种社会交往、协调、工作能力；对于老师，则要有统筹、策划和全盘掌控、指导的能力。在很多学校，由于受到时间的限制或是应试的影响，“project”往往予以忽略，或者干脆作为“reading”来教，这与“project”设计的本源初衷是相违背的，对于学生终身发展也是错过了很好的锻炼机会。所以“project”还是要还其本来面目，当然我们不能否认从中国国情的实际出发，我们在具体操作上应该因时因地制宜，作出适当调整和取舍，这是符合客观规律的。本课时的设计为“project”的第一课时，主要是侧重于文本的处理。对于“project”的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于“reading”的阅读，“project”的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本。
teaching aims:
1. get to know the development of chinese characters;
2. get informed of the formation of chinese characters;
3. learn to explain the chinese character by the way it forms.
teaching procedures:
step 1 lead-in
show the students a picture of a running horse. simplify the image using lines. and explain how it became the origin of the character “马”。 introduce the topic “the development of chinese characters”。
设计说明作为文本阅读的导入，主要实现：挑起学生的学习兴趣、激发学生的学习热情、自然而然地引至主题。
step 2 skimming
skim the text and discuss the structure of the text between partners. think about how many parts we can divide the whole text into.
设计说明通过快速阅读，掌握文本的结构划分，对于文本实现整体性的粗线条把握。
step 3 listening
listen to the text and summarize the main idea for each part.
设计说明在文本划分基础上概括每部分的总体大意。
step 4 intensive reading
part1
what makes the chinese language differ from many western languages?
the chinese language differs from many western languages in that it uses characters which have meanings and can stand alone as words. chinese character can represent ideas, objects or actions.
chinese words are formed by combining different characters.
part 2
who is said to have invented chinese writing?
cang jie.
give a short introduction of cang jie.
仓颉也称苍颉，传说为黄帝的史官，汉字的创造者。传说中仓颉生有“双瞳四目”。目有重瞳者，中国史书上记载只有三个人∶虞舜、仓颉、项羽。虞舜是禅让的圣人、孝顺的圣人，而仓颉是文圣人，项羽则是武圣人。
what fired his idea of inventing chinese characters?
footprints in the snow.
part 3
how are chinese characters formed?
1. line drawings of physical objects — pictographs (象形)
(show students a picture of examples of development of pictographs.)
(more pictographs are given for students to match with their simplified characters.)
2. combine two or more elements together to express ideas or directions and numbers (会意)
the teacher explains some characters.
examples: 家（有房有猪）采（手采摘草本植物）尖（上小下大）旦(地平线上的太阳)
more characters are given to the students. they are encouraged to use their imagination to explain them.
囚——人困于门中，伐——人持刀戈，仙——山中人，众——多人，男——田里的劳力，休——人倚木而息，明——日与月，鸣——鸟口之声，孬——不好，森——众木，炎——多火，本——木之根，末——木之梢，歪——不正
3. combine meaning and sound —— pictophonetic characters (形声)
the teacher gives examples: 砖 编 聆 骂
ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters.
part 4
when were simplified chinese characters introduced by the chinese government?
in the 1950s.
where are simplified chinese characters used?
in mainland china.
设计说明在掌握文本结构，主体大意的基础上，进行文本的精细阅读，目的是在理解文本细节的基础上，为project的图册设计进行素材的收集，写作结构的梳理。
step 5 retelling
retelling the development of chinese character according to what we’ve learned today.
设计说明内容复述是对于文本阅读的及时检验，学生只有在对文本结构、内容两者都充分理解的基础上才可能实现流畅的复述。复述的形式可以采用同桌间操练，之后随机选取同学进行陈述的方式，更为理想的是全班随机复述，每人一句。
step 6 dialogue
make up a dialogue discussing the development of chinese characters.
设计说明进一步检测、确认学生对文本的理解，在理解的基础上鼓励学生的创造性思维，鼓励基于文本、高于文本的对话创作。
step 7 homework
find more information on the internet about the development of chinese characters.
设计说明通过网络阅读，提高学生搜寻、定位、整合信息的能力，为下一课时的图册制作实现素材的积累。