人教版（2024）九年级上册（2024）3a-3d教案设计

这是一份人教版（2024）九年级上册（2024）3a-3d教案设计
Part 1 Vcabulary in Use(2a—2c)
Activity 1 Warm­up and lead­in
T：Hell，class！Let's start tday's lessn with vcabulary learning.In the previus lessns，we met many wrds abut prfessins，such as scientist，histrian and chemist.D yu find that these wrds share similar suffixes？Tday we will learn the wrd frmatin with suffixes ­ist, ­er，and ­ian ，which can help us expand ur vcabulary quickly.
设计意图：通过回顾职业相关词汇，引出本节课的词汇学习重点——后缀构词法，激发学生的词汇探究兴趣，让学生认识到构词法的实用性。
Activity 2 Vcabulary practice(2a)
T：Lk at 2a.Circle the crrect wrds t cmplete the sentences.The wrds are all with suffixes ­ist，­er，and ­ian.First，wrk n yur wn，and then check with yur partner.After that，let's discuss what the suffixes ­ist，­er，and ­ian usually mean (refer t peple with certain prfessins r identities)，and write dwn mre wrds ending with ­ist，­er，and ­ian.
设计意图：通过选词填空练习，让学生初步感知后缀构词法的规律。小组讨论和词汇拓展环节，帮助学生系统掌握­ist，­er，­ian的含义和用法，培养学生独立拓展词汇的能力。
Activity 3 Vcabulary applicatin—sentence cmpletin(2b)
T：Nw，let's d the exercise in 2b.Cmplete the sentences with the crrect frms f the wrds in the bx.First，read the sentences t understand the cntext.Then chse the right wrds and change the frms if necessary.Wrk n yur wn，and then check the answers tgether.(Students finish the exercise.The teacher checks the answers and explains the wrd usage and frm changes.)
设计意图：通过单词填空练习，让学生在语境中掌握重点词汇的用法和词形变化，提升学生的词汇应用能力，同时为后续的语篇填空做好词汇铺垫。
Activity 4 Vcabulary applicatin—passage filling(2c)
T：Great！Nw，cmplete the passage in 2c with the crrect frms f the wrds in the bx.This passage is abut Amelia Earhart，an inspiring female pilt.First，read the passage thrugh，and then fill in the blanks.After finishing，read the passage alud in pairs，and try t intrduce Amelia Earhart in yur wn wrds (3 sentences).
设计意图：通过语篇填空练习，让学生在语境中综合运用所学词汇，实现从单句到语篇的词汇应用提升。介绍人物环节锻炼学生的语言组织能力和口语表达能力，同时让学生了解更多外国励志人物的事迹。
Part 2 Reading fr Writing(3a—3d)
Activity 1 Reading(3a—3b)
T：Lk at the nline pst in 3a abut Mzi，an inspiring thinker in ancient China.First，read the pst carefully，and then cmplete the chart in 3b with the infrmatin frm the pst，including wh，when/where，what/hw，and why.(Students read and fill in the chart.The teacher checks the answers and explains the key pints f Mzi's thughts：universal lve and peace，and the influence f his thughts n mdern sciety.)设计意图：通过阅读墨子的相关文章，让学生了解中国古代的励志人物，增强民族文化自信。信息梳理环节培养学生的细节阅读能力和信息提取能力，为后续的写作任务做好铺垫。
Activity 2 Nte­taking practice(3c—3d)
T：Nw，chse a persn in this unit r any ther persn that yu find inspiring.Make ntes in a chart like 3b.Yu can cllect infrmatin frm what yu have learnt r yur wn knwledge，and the ntes shuld include the key infrmatin：wh，when/where，what/hw，and why.After that，try t write a pst abut the persn with yur ntes.(Students make ntes.The teacher walks arund t guide，and checks the ntes f sme students，giving timely guidance n infrmatin srting.)
设计意图：通过记笔记练习并尝试写帖子，让学生巩固信息提取和梳理的能力，同时为写作项目积累素材；让学生自主选择励志人物，提高学生的学习主动性和积极性。
Hmewrk
1．Recite the vcabulary and suffix rules learnt in this lessn，and write 5 new wrds fr each suffix.(­ist，­er，­ian)
2．Plish the ntes yu made in 3d，and write anther shrt pst abut the inspiring persn.(at least 8 sentences)
eq \(\s\up7(),\s\d5( Blackbard Design（板书设计）))
eq \(\s\up7(),\s\d5( Teaching Reflectin（教学反思）))
In this lessn，students shwed great interest in the explratin f wrd suffixes，and the vcabulary practice activities helped students master the usage f new wrds and suffix rules.Besides，the reading f Mzi's stry expanded students' cultural hrizns and enhanced their natinal cultural self­cnfidence.Hwever，sme students still have difficulty in flexibly changing the wrd frms，and sme students' ntes are nt clear.In future lessns，mre wrd frm change exercises shuld be added，and guide students t srt ut infrmatin by fcusing n key pints.
第五课时 Sectin B(2a—3d)
Wrd Frmatin with Suffixes：
­ist：scientist，chemist，bilgist，physicist，artist
­er：researcher，teacher，wrker，writer，thinker
­ian：musician，mathematician，histrian，plitician
Key Vcabulary
spread (v./n.)→spread(过去式)
wise (adj.)→wisdm (n.)
elder (adj./n.)，pineer (n./v.)
curage (n.)→curageus (adj.)
encurage (v.)→encuragement (n.)
lk up t；cme true；an inspiratin t