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初中英语人教版（2024）九年级全册Section A教案设计
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这是一份初中英语人教版（2024）九年级全册Section A教案设计，共5页。教案主要包含了拓展延伸等内容，欢迎下载使用。
Teaching Aims
Language gals
Ss can talk abut their feelings and listen fr specific infrmatin.
Key wrds and phrases
drive, drive sb. crazy/mad, the mre …the mre …, lately, be friends with sb., leave ut, friendship.
Key sentences
1. I think I’ve made Alice mad and I’m nt sure what t d abut it.
2. The mre I get t knw Julie, the mre I realize that we have a lt in cmmn.
3. That can make ur friendship strnger.
Teaching Difficulties
Ss are able t use prper descriptive wrds t share their feelings abut smething.
Teaching Aids
multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Warming-up & Lead-in
此部分作为review环节，帮助学生巩固复习make sb. + n. / adj.的句型结构。
通过创设情景，让学生在真实场景中练习make句型。
Warming-up
Shw Ss teaching gals in this class.
T: Mrning everyne. Tday we are ging t learn t talk abut ur feelings.
T creates sme situatins. Ask Ss t share their feelings accrding
t the pictures n PPT P7-P10.
Step 1: Shw Ss pictures f a birthday cake n P7 and ask：This is Tm’s birthday party. Hw des he feel?
Step 2: Shw Ss a picture f a girl n P8 and ask：Cindy is listening t music. Hw des she feel?
Step 3: Shw Ss a picture f a gallery n P9 and ask：Peter is in a nisy art gallery. Hw des he feel?
Step 4: Shw Ss a picture f a girl in the rain n P10 and ask：Helen gets caught in the rain. Hw des she feel?
(T shws pictures ne by ne and asks Ss t share feelings in a line r in a rw. Ask Ss t answer accrding t the given sentence structure “make sb. + n. / adj. T can give prper guidance if Ss can’t answer questins crrectly. Lead Ss t review the sentence structure “make sb. + n. / adj.” at the end f P10)
Lead-in
Ask Ss t imagine the three situatins n P11 and share their feelings.
Step 1: Ask Ss t think f the situatin: Yu are waiting fr smene fr a lng time, but yur friend still dn’t shw up. Hw d yu feel?
Step 2: Ask Ss t think f the situatin: Yu are listening t lud music. Hw d yu feel?
Step 3: Ask Ss t think f the situatin: Yu are watching sad mvies. Hw d yu feel?
(Ss think fr a minute and share their feelings vluntarily. T gives cmments accrding t their answers.)
Step 2 While-listening
While-reading部分的听力部分对于学困生
来说可能成为障碍。通过反复
听读，让学生更加精准的了解到材料的具体内容。并通过让学生角色扮演，从而对文本有了更深刻的了解，并且让学生通过口语输出充分了解句式。
While-listening
2a-2b
Ask Ss t listen t the tape and finish the listening tasks.
Step 1: Ask Ss t listen and finish 2a.
T: Amy and Tina have a date tday. What happened during the day? Nw let’s listen t the tape and number the pictures in rder.
(T asks ne S t share the answer, and ask anther S t talk abut what they did n that day.)
Answers: 3, 2, 4, 1
Step 2: Ask Ss t listen and finish 2b.
T: Nw, let’s cme t knw mre abut their day. Listen again and cmplete the statements in 2b.
(T asks Ss t share the answers ne by ne. T can walk arund when Ss are listening t the tape. Then T can ask Ss t listen fr the secnd time if the material is difficult.)
Answers: 1. crazy 2. stay 3. dance 4. cry 5. leave
Step 3: Ask Ss t listen again and answer questins n P14.
T: Listen again and answer questins. When yu are listening, please pay attentin t the prnunciatin.
Answers: 1. B 2. B 3. C
T asks Ss t listen and read after the tape.
(T shws the listening script t Ss. T highlights sme sentences which are difficult t understand.)
Pst-listening
2c
Ask Ss t rle-play a cnversatin between Tina and Jhn. Use the given example t begin yur cnversatin.
Step 1: T shws Ss the cnversatin between Tina and Jhn. Then asks them t pay attentin t the key sentence structure.
Step2: T asks Ss t rle-play the cnversatin in pairs.
T: Nw let’s lk at the cnversatin and read it carefully. Here are fur sentences that yu need t pay attentin t: N.1 It made me a little impatient. N.2 It made us very satisfied and happy. N.3 It made us cry! N.4 Sad mvies always make peple cry. Nw it is yur time t rle-play. Wrk with yur partner in pairs. One will be Jhn, and the ther will be Tina.
(When Ss are practicing, T can walk arund and give guidance t them t make sure they can use crrect sentence patterns t make a cnversatin.)
2d
Ask Ss t listen and read the cnversatin in 2d and finish the tasks.
Step1: Ask Ss t listen t the cnversatin in 2d and underline Nancy’s prblem.
Step2: Ask Ss t read by themselves and find ut the cause f Nancy’s prblem.
Step3:Ask Ss t read the cnversatin and answer three questins.
T: Well, Nancy has a prblem, s she asks Bert fr help. Nw let’s listen t the cnversatin in 2d t see what is Nancy’s prblem. Let’s read the cnversatin tgether t find ut Bert’s advice. Let’s cme t knw mre details. Nw read again and answer the fllwing questins.
(T can use a mind map t help Ss t understand the cnversatin clearly. T can als write dwn Nancy’s prblem and Bert’s advice t help Ss get familiar with the cnversatin.)
Step 3 Language pints learning
Drive的含义和用法
drive作及物动词，在此处意为“迫使”，其过去式和过去分词分别为drve和driven。常用搭配：drive sb. crazy/mad 使某人发疯/发狂；
drive sb. t d sth. 迫使某人做某事；rive作动词时，还可意为“驾驶，开车；驱赶”。
the mre... , the mre... 句式的含义和用法
the mre... , the mre...越越；愈……愈…… 属于“the + 比较级，the + 比较级”结构。前一部分表示条件，后一部分表示结果。
have... in cmmn句式的含义和用法
have... in cmmn有共同之处；have a lt/much in cmmn有很多共同之处；
have little/nthing in cmmn几乎没有/没有共同之处。
leave ut 的含义和用法
leave ut意为“忽略；不提及；不包括”；be/feel left ut意为“被遗忘；被忽略”。
friendship的含义和用法
friendship n. 友谊；友情friendship 作名词，由“friend + -ship (名词后缀)”构成。【拓展延伸】名词后缀-ship通常表示“状态；性质；地位；资格；职位”等，常见的以其结尾的词还有：hardship 艰苦，艰难；citizenship 公民资格；
prfessrship 教授职位； membership 会员资格
本部分language pints环节中的每个知识点进行了造句，在真实语境中，让学生对这些知识点进行了充分练习。
Step 4 Exercises & Hmewrk
Exercises的任务是对本节课重点知识点的总结与回顾，如果老师也可以根据学生情况适当增加练习量。
Exercises
Ask Ss t d the exercises n PPT P29.
T ask Ss t make a summary abut language pints they learned tday.
Hmewrk
Preview the passage n Page 83.
Preview the new wrds and phrases.
D the exercises in students’ bk.
Teaching Reflectin
In this lessn, Ss have listened t the tape fr many times, s they can read the cnversatin crrectly and understand the dialgue well. Ss als have enugh time t speak mre, which means they have enugh time t practice. Mre exercise shuld be given t Ss because there are many key language pints fr Ss t master, which is als difficult t understand.
Teaching Aims
Language gals
Ss can talk abut their feelings and listen fr specific infrmatin.
Key wrds and phrases
drive, drive sb. crazy/mad, the mre …the mre …, lately, be friends with sb., leave ut, friendship.
Key sentences
1. I think I’ve made Alice mad and I’m nt sure what t d abut it.
2. The mre I get t knw Julie, the mre I realize that we have a lt in cmmn.
3. That can make ur friendship strnger.
Teaching Difficulties
Ss are able t use prper descriptive wrds t share their feelings abut smething.
Teaching Aids
multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Warming-up & Lead-in
此部分作为review环节，帮助学生巩固复习make sb. + n. / adj.的句型结构。
通过创设情景，让学生在真实场景中练习make句型。
Warming-up
Shw Ss teaching gals in this class.
T: Mrning everyne. Tday we are ging t learn t talk abut ur feelings.
T creates sme situatins. Ask Ss t share their feelings accrding
t the pictures n PPT P7-P10.
Step 1: Shw Ss pictures f a birthday cake n P7 and ask：This is Tm’s birthday party. Hw des he feel?
Step 2: Shw Ss a picture f a girl n P8 and ask：Cindy is listening t music. Hw des she feel?
Step 3: Shw Ss a picture f a gallery n P9 and ask：Peter is in a nisy art gallery. Hw des he feel?
Step 4: Shw Ss a picture f a girl in the rain n P10 and ask：Helen gets caught in the rain. Hw des she feel?
(T shws pictures ne by ne and asks Ss t share feelings in a line r in a rw. Ask Ss t answer accrding t the given sentence structure “make sb. + n. / adj. T can give prper guidance if Ss can’t answer questins crrectly. Lead Ss t review the sentence structure “make sb. + n. / adj.” at the end f P10)
Lead-in
Ask Ss t imagine the three situatins n P11 and share their feelings.
Step 1: Ask Ss t think f the situatin: Yu are waiting fr smene fr a lng time, but yur friend still dn’t shw up. Hw d yu feel?
Step 2: Ask Ss t think f the situatin: Yu are listening t lud music. Hw d yu feel?
Step 3: Ask Ss t think f the situatin: Yu are watching sad mvies. Hw d yu feel?
(Ss think fr a minute and share their feelings vluntarily. T gives cmments accrding t their answers.)
Step 2 While-listening
While-reading部分的听力部分对于学困生
来说可能成为障碍。通过反复
听读，让学生更加精准的了解到材料的具体内容。并通过让学生角色扮演，从而对文本有了更深刻的了解，并且让学生通过口语输出充分了解句式。
While-listening
2a-2b
Ask Ss t listen t the tape and finish the listening tasks.
Step 1: Ask Ss t listen and finish 2a.
T: Amy and Tina have a date tday. What happened during the day? Nw let’s listen t the tape and number the pictures in rder.
(T asks ne S t share the answer, and ask anther S t talk abut what they did n that day.)
Answers: 3, 2, 4, 1
Step 2: Ask Ss t listen and finish 2b.
T: Nw, let’s cme t knw mre abut their day. Listen again and cmplete the statements in 2b.
(T asks Ss t share the answers ne by ne. T can walk arund when Ss are listening t the tape. Then T can ask Ss t listen fr the secnd time if the material is difficult.)
Answers: 1. crazy 2. stay 3. dance 4. cry 5. leave
Step 3: Ask Ss t listen again and answer questins n P14.
T: Listen again and answer questins. When yu are listening, please pay attentin t the prnunciatin.
Answers: 1. B 2. B 3. C
T asks Ss t listen and read after the tape.
(T shws the listening script t Ss. T highlights sme sentences which are difficult t understand.)
Pst-listening
2c
Ask Ss t rle-play a cnversatin between Tina and Jhn. Use the given example t begin yur cnversatin.
Step 1: T shws Ss the cnversatin between Tina and Jhn. Then asks them t pay attentin t the key sentence structure.
Step2: T asks Ss t rle-play the cnversatin in pairs.
T: Nw let’s lk at the cnversatin and read it carefully. Here are fur sentences that yu need t pay attentin t: N.1 It made me a little impatient. N.2 It made us very satisfied and happy. N.3 It made us cry! N.4 Sad mvies always make peple cry. Nw it is yur time t rle-play. Wrk with yur partner in pairs. One will be Jhn, and the ther will be Tina.
(When Ss are practicing, T can walk arund and give guidance t them t make sure they can use crrect sentence patterns t make a cnversatin.)
2d
Ask Ss t listen and read the cnversatin in 2d and finish the tasks.
Step1: Ask Ss t listen t the cnversatin in 2d and underline Nancy’s prblem.
Step2: Ask Ss t read by themselves and find ut the cause f Nancy’s prblem.
Step3:Ask Ss t read the cnversatin and answer three questins.
T: Well, Nancy has a prblem, s she asks Bert fr help. Nw let’s listen t the cnversatin in 2d t see what is Nancy’s prblem. Let’s read the cnversatin tgether t find ut Bert’s advice. Let’s cme t knw mre details. Nw read again and answer the fllwing questins.
(T can use a mind map t help Ss t understand the cnversatin clearly. T can als write dwn Nancy’s prblem and Bert’s advice t help Ss get familiar with the cnversatin.)
Step 3 Language pints learning
Drive的含义和用法
drive作及物动词，在此处意为“迫使”，其过去式和过去分词分别为drve和driven。常用搭配：drive sb. crazy/mad 使某人发疯/发狂；
drive sb. t d sth. 迫使某人做某事；rive作动词时，还可意为“驾驶，开车；驱赶”。
the mre... , the mre... 句式的含义和用法
the mre... , the mre...越越；愈……愈…… 属于“the + 比较级，the + 比较级”结构。前一部分表示条件，后一部分表示结果。
have... in cmmn句式的含义和用法
have... in cmmn有共同之处；have a lt/much in cmmn有很多共同之处；
have little/nthing in cmmn几乎没有/没有共同之处。
leave ut 的含义和用法
leave ut意为“忽略；不提及；不包括”；be/feel left ut意为“被遗忘；被忽略”。
friendship的含义和用法
friendship n. 友谊；友情friendship 作名词，由“friend + -ship (名词后缀)”构成。【拓展延伸】名词后缀-ship通常表示“状态；性质；地位；资格；职位”等，常见的以其结尾的词还有：hardship 艰苦，艰难；citizenship 公民资格；
prfessrship 教授职位； membership 会员资格
本部分language pints环节中的每个知识点进行了造句，在真实语境中，让学生对这些知识点进行了充分练习。
Step 4 Exercises & Hmewrk
Exercises的任务是对本节课重点知识点的总结与回顾，如果老师也可以根据学生情况适当增加练习量。
Exercises
Ask Ss t d the exercises n PPT P29.
T ask Ss t make a summary abut language pints they learned tday.
Hmewrk
Preview the passage n Page 83.
Preview the new wrds and phrases.
D the exercises in students’ bk.
Teaching Reflectin
In this lessn, Ss have listened t the tape fr many times, s they can read the cnversatin crrectly and understand the dialgue well. Ss als have enugh time t speak mre, which means they have enugh time t practice. Mre exercise shuld be given t Ss because there are many key language pints fr Ss t master, which is als difficult t understand.
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