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第一篇：九年級英語上冊Unit_11英語教案_人教新目標版

Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the

class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

Check the answers:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

2． Revise the target language in this unit．

第二篇：九年級英語上冊Unit 11英語教案人教新目標版

億庫教育網 http://www.tmdps.cn

Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the 億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Check the answers:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

2． Revise the target language in this unit．

億庫教育網 http://www.tmdps.cn

第三篇：九年級英語上冊單詞教案人教新目標版

單詞教案

Airplane n.飛機 Coach n.長途公共汽車，客車

Departure n.出發；啟程；航班；車次 Lounge n.(機場等的)等候室

departure lounge(機場的)候機廳 transport n.交通方式；交通 set off 動身，出發 Nod v.點頭

Tear n.眼淚；淚珠 Towards prep.往；向；朝...的方向 cigarette n.香煙 though conj.雖然；盡管 get off 下車 step n.步;步驟 geography n.地理學 physical a.身體的;體力的 PE n.體育；體育課 really adv.非常；很；實在；確實

neither pron.兩者都不 a.(兩者)均無的

secondary school 中學 present a.在場的；出席的 absent a.不在的,缺乏的 speech n.演講;演說 biology n.生物學 lead a...life safety n.安全過(某種生活)fortunately Disease n.病；疾ad.幸運地病

drug n.毒品 Dress n.連衣裙 Spanish

Fit v.適合,合身 a.西班牙的；西班Glove n.手套牙語的 n.西班牙have on 語穿著；戴著 French

overcoat a.法國的；法語的 n.外套；大衣 n.法語

scarf involve vt.牽涉；n.圍巾；頭巾牽連；影響

thick adj.厚的 training n.訓練 size n.尺碼；號 athletics n.田徑shop assistant 運動

n.店員 society n.社會；cool 協會 a.時髦的；酷的 disco

fashionable n.迪斯科舞廳；迪a.流行的；時髦的；斯科舞會

時尚的

either...or...logo n.標志,商標要么...要么...；well-known adj.眾不是...而是...所周知的；著名的 Debate n.辯論 designer Illness n.病；疾a.由著名設計師病

設計的 n.設計師，prevent

設計者

vt.防止；預防 advertising n.廣medicine n.醫學告

suppose vt.猜想；dollar n.美元假設 succeed relaxed

v.成功；做到 a.放松的；松弛的 show off eldest

顯示；炫耀 a.年齡最大的 personality married

n.個性；性格

a.已婚的；結婚的 rule n.規則；規章 fall off suggestion n.建議(從...)跌落

keep to get married 結婚沿著...走 couple n.夫妻 Rope n.繩子

diet n.日常飲食 Stream n.小河；溪用心

愛心

專心

clear

adj.明白清楚的 starving

adj.非常俄的；饑餓難忍的 lead the way 領路，帶路

fall asleep 入睡 valley n.山谷 peaceful

adj.安靜的；平靜的

site n.場所 gesture

n.示意動作；手勢 stick

n.枝條；枯枝 reach out 伸手去摸 still

a.靜止的；不動的 woods n.樹林 hillside n.小山坡 sudden adj.突然的 blood n.血

damage n.&vt.損害 cause v.造成；引起 n.原因,起因 effort n.努力 fifth num.第五 order n.順序；命令 vt.命令 in order to 為了

Director n.主任 Smell n.氣味

Discuss vt.討論；談論

Fever n.發熱

Flu n.流行性感冒 Knee n.膝蓋

Wound n.傷，傷口 Miss v.不在 Trip v.絆；絆倒 improvement n.改善；改進 oncoming adj.迎面而來的 couch n.長沙發 expert n.專家 require v.需要 fit adj.健康的 amount n.數量 weight n.重量 effect n.影響 cooker n.廚灶 shock n.電擊 hit vt.打；擊 glad adj.高興的 breathe v.呼吸 cancer n.癌癥 fix vt.修理 finger n.手指 basket n.籃子 bread n.面包 fork n.叉子 knife n.刀

lemonade n.檸檬味汽水；檸檬飲料 pancake n.烙餅薄餅

serve vt.端上；服務；招待

spoon n.勺；匙 hold vt.舉辦；召開

hot adj.辣的 roll n.小圓面包 Roman n.羅馬人 Saying n.格言諺語

Cheers int.干杯 Plate n.盤子 explanation n.解釋,說明 cross adj.惱怒的；生氣的

generally adv.一法

般地；通常 Level n.水平over adv.結束 Certain blind adj.瞎的 adv.某些；一些 sensen.感覺官能 however taste n.味道

adv.不管怎樣

owner n.所有權人；fairly adv.相當地主人

no matter bee n.蜜蜂無論… officer n.官員 wherever course n.一道菜 adv.無論在哪里 dialogue n.對話 own v.擁有 line

everyday n.臺詞，對白；線 adj.每天的,日常nurse 的

n.保姆；護士 essential recite v.背誦 adj.極其重要的 role n.角色 tourism n.旅游業 row n.一排座位 quarter n.四分之servant n.仆人一

bit n.一部分，一industrial 段

adj.工業的

play the role of recent adj.近來的 v.扮演...角色 Arabic n.阿拉伯superb adj.極佳的語

impressed

Typhoon n.臺風 adj.印象深刻的 Importance front adj.前面的 n.重要性 nightlife in place of 夜生活代替

musical

Indian n.印度人 n.音樂劇；音樂電speaker 影

n.說某種語言的in the open air 人；發言者；演講在露天(或戶外)者

Japanese adj.日本period n.階段；時的日語的；日本人期的 n.日語；日本人 express Industry n.工業 vt.表示；表達 Trade n.貿易 beat n.強節奏 Achieve v.完成達ceiling n.天花板到

fetch vt.拿來 Bright adj.聰明的 pardon Handwriting n.書int.請再說一遍

用心

愛心

專心 raise v.舉起 forgive vt.原諒 treasure vt.珍視；珍愛 stay in touch 保持聯系 owe

vt.歸因于；歸功于 pay back 償還 kindness n.體貼 patience n.耐心 gift n.恩賜禮物 fair

adj.公平的；公正的

model n.模范;典型 role model 楷模；行為榜樣 Value

n.價值；行為準則 decision n.決定 graduate n.畢業生 shock v.使震驚 inside adv.在（或向）里面 prep.在（或向）…里 cow n.奶牛；母牛 dentist n.牙醫 tooth n.牙齒 robot n.機器人

第四篇：新目標九年級英語教案

新目標九年級英語教案

發布：張永玲

時間：2008-12-5 15:27:56 來源：寧夏靈武教育信息網

點擊：

1611 討論：

新目標九年級英語教案

Unit 13 Rainy days make me sad

語言目標：

能夠運用所學知識談論或詢問對某件事或物的看法或談論事物對人的情緒的影響。

認知目標：

1.學習動詞make的用法（make+ 賓語+ 形容詞和make+ 賓語+ 動詞原形）。

2.學會以下基本句型：

How do you feel about loud music?

Loud music makes me tense.Loud music makes me want to dance.Waiting for her made her angry.情感目標：

培養學生做一個情感豐富的人。

第一課時

教學目標： 1.能用所學的目標語言簡單談論或詢問事物對人的影響，或人對某一事物的看法。

2.能初步理解動詞make的用法，并能在實際情境中簡單地運用。

3.能聽懂聽力內容，并能完成相應的練習。

Section A

Step 1 Presentation

Play rock music for the students to listen.T: Do you ｌｉｋｅ this kind of music?

How do you feel about it?

S1: I ｌｉｋｅ it.It makes me comfortable.S2: I don’t ｌｉｋｅ it.It’s noisy.…….Then play a piece of light music again, and ask about the students’ feelings.T: What about this music?

S1: It’s gentle.I ｌｉｋｅ it.S2: It’s too quiet.I don’t ｌｉｋｅ it.…….It’s OK that different students have different answers.But it’s important to guide them to say out “make”.Write the sentences including “make” that they have said on th

e blackboard.Step 2 Discribing pictures

Part 1.Ask the students to describe something about the two pictures.Such as, “These are restaurants.The first girl seems not to stand the music.The second girl seems to be pleased with the restaurant.” And so on.Step 3 Listening and practicing

1b.Listen to the tape.Raise the question “What do Amy and Tina think of the two restaurants?” Check the answers after listening.Students read the sentences in this part and comprehend them.Then get them to come up with one use of “make”: make sb / sth + adj.According to the listening text, ask the students to make up similar conversations a

bout their own opinions.Step 4 Listening

2a.Before playing the tape, get the students to guess ｗｈｅｒｅ they are in the pictures.Then listen and number the pictures in the order.Check the answers later on.2b.Listen again.Check the things that Tina and John said.Check the answers late

r.Students read the sentences and say out another use of “make” besides “make sb./ sth.+ adj.”: make sb do sth.Ask some students to make up their own sentences accor

ding to uses of “make”.Step 5 Grammar Focus

Read the sentences in Grammar Focus.Ask some students to translate them into Chinese.Ask one student to repeat the uses of “make”.Step 6 Homework:

a.Master the sentences in 2b.b.Preview the passage in 3a.第二課時

教學目標：

1.能進一步用所學的目標語言談論或詢問各種事物對人的影響或人對某些事或物的看法。

2.能理解3a的內容并完成相應的練習。

Step 1 Revision

Review the uses of “make” in the last lesson by organizing the competition about

sentence translating.For example，1.她說高亢的音樂讓她緊張。

2.高亢的音樂使我高興。

3.等候她讓我生氣。

4.這太令人悲傷了以至于我們都哭了。

5.悲傷的電影只會讓我想離開。

Step 2 Free talk

Ask “Do you ｌｉｋｅ eating in a restaurant?” What kind of restaurant do you ｌｉｋｅ to go?” Get the students to describe the kind of restaurant they ｌｉｋｅ, including the size, the seats, the wall, the atmosphere.Step 3 Reading

Ask the students to look through the passage and find out the main idea of it: Restaurant owners have to know how to make not only food but also money.Tell the students to give examples according to the passage.Then learn it carefully.Make sure students understand every new word and every sentence.Get the students to say out all the sentences in which there if “make” and comprehend them.Finally, answer the questions below the passage and write the answers down.Students read the passage loudly again.Step 4 Discussion

Part 4.First, the students understand the instructions.Then discuss with their partners about the problems in the table.After discussion, share the answers.Step 5 Homework

Write a short composition named “ My Favorite Restaurant.”(Students must use

“make” in their compositions.)

第三課時

教學目標：

1.能進一步擴展所學的內容，能用目標語言談論對商品.......的看法。

2.能聽懂聽力內容，完成相應練習。

Section B

Step 1 Revision

Ask some students to read their composition “My Favourite Restaurant”.Step 2 Lead in

Remind the students of some great advertisement.Let them say out the slogans of them, ｌｉｋｅ “Anything is possible.Just do it.” And so on.Say, “ Almost every product has its slogan.”

Step 3 Matching and saying

1a.Students look at the pictures and tell what they are.Look at the slogans below the pictures and comprehend them.Then match each slogan with one of the products.Check the answers then.1b.Students make a list of three products they ｌｉｋｅ and three products they don’t ｌｉｋｅ.Get some of them to talk about the products they ｌｉｋｅ or they di

sｌｉｋｅ and the reasons.Step 4 Listening

Before listening, look through the information in the columns.Comprehend them.Then raise a phrase “ keep out”.Tell them the meaning of this phrase.Play the tape and finish 2a.Play the tape again.While listening, help the students repeat sentences one b

y one.Finish 2b at the same time.Step 5 Exercises

完成句子：

1.His father’s death make him ______________(離開學校).2.The students were made _______________(課前完成練習).3.The awful movie made make me ________________(想要離開).4.Waiting for her ________________(使我生氣).5.I ｌｉｋｅ to listen to quite music _________________(在吃飯的時候).第四課時

教學目標：

1.理解閱讀文章，找出主要意思并掌握文中相關用法。

2.能運用目標語言，就.......及對其他事物的看法進行寫作。

Step 1 Free talk

Talk about advertisements.T: Do you ｌｉｋｅ ads or hate ads?

Do you believe ads? Why?

Step 2 A story about ads

Recall a story we have read before: A man saw an advertisement list.On it there is a nice bike.Then he went to the store and decided to buy one.But when the shopkeeper showed him a new bike, he was surprised and asked “ Where are the lights?” The shopkeeper answered, “ If you want lights, you have to pay more.” The man said, “ But the bike on the ad list has.” “ And a girl is on the bike too.Do I also have to se

nd you the girl?”

Ask the students what they think about the story.Step 3 Reading

Students look through the passage and find out the main idea of it: the advantage

and disadvantages of ads.Learn the passage carefully.Raise the key points in it.1.be aimed at 意思是“目的是，旨在，針對”

例：The book is aimed at very young children.aim 意思是“目標，目的”（n.）和“瞄準，對準”（v.）

2.for instance = for example = e.g.（原自拉丁文exempligratia），表示“比如”，常

用于舉例。

3.so that引導狀語從句，可表目的，也可表結果。

例：They worked hard so that they could finish the work soon.（表目的）

He didn’t plan his time well so that he didn’t finish his work on time.（表結果）

so….that… 引導結果狀語從句

例：He is so strong that he can lift the box easily.4.confuse v.意思是“混淆，使困惑” confused adj.意思是“感到困惑” confusing adj.意思是“令人困惑”

例：I feel confused about his words.These two problems are confusing.I can’t work them out.5.lead 意思是“引導” lead sb to do sth “引領某人做某事” lead sb to someｗｈｅｒｅ “引導某人去某地” lead to “通向，通往”

例：All roads lead to Rome.Read the passage.Ask students to list pros and cons about ads according to the passage.Step 4 Writing

3b.Complete the article using the information about two or more products in 2a a

nd 2b.Then check the answers.Step 5 Homework

Read the passage fluently.第五課時

教學目標：

1.熟練掌握和運用本單元一些重點詞匯。

2.理解文章并能作出概括。

Step 1 Revision

Review the passage in 3a by asking the students to sum up the advantages and dis

advantages of ads.Step 2 Self check

Part 1.Fill in each blank with the word given.Students do the exercises by themselves first.Then check the answers by asking some students to comprehend the sentence

s.Ask the students themselves to point out the uses of some words and phrases in t

he exercises.Step 3 Reading

The students read the passage and finish the chart below.Raise some words and phrases ｌｉｋｅ “start with, leave sb a note, after all, forget to, bring sth with sb, make sb annoyed with sb, have a wonderful surprise.” Make sure the students understand all of them.Read the passage loudly.Step 4 Exercises

動詞填空： 1.________(learn)English well can lead to a good job.2.The food at that restaurant _______(taste)terrible.3.When my mom went out, she _______(leave)me a note.4.Last week, I _______(have)a wonderful party.5.Soft music makes me _______(feel)comfortable.第六課時

教學目標：

理解文章，提高閱讀能力。

Step 1 Free talk

T: What do you usually get for your birthday?

S1: I usually get a gift.T: How do you feel when you get gifts?

S1: I feel happy.S2: I don’t ｌｉｋｅ all of them.Step 2 Reading

Ask a question “What’s the passage about?” before the students read it.(It’s about “receiving”.)Then comprehend the passage paragraphs one by one.Get the students su

m up the main idea of every paragraph.Paragraph 1: Receiving a gift can be difficult.Paragraph 2: A gift, purse.Paragraph 3: A gift, sweater.Paragraph4: Receiving money.Then learn the passage carefully.Key points:

1.buy you a gift= buy a gift for you

buy sb sth= buy sth for sb

2.pretend 意思是“假裝”

pretend to do sth /pretend that 從句

例：You can’t wake a person who is pretending to be asleep.(Unit 5)

3.would rather 寧愿…..后接do sth, 也可說would rather do sth than do sth

例：I would rather walk to school than take a bus.prefer to……rather than….表示“喜歡…..勝過……”

例：I prefer to walk to school rather than take a bus.prefer doing sth to doing sth 也表示“喜歡…..勝過……”

例：I prefer walking to school to taking a bus.prefer sth= ｌｉｋｅ sth better

例：---Which one do you prefer, oranges or apples?

---I prefer oranges.Students read the passage again.Finish 3a.Step 3 Homework

第五篇：新目標九年級英語教案

篇一：人教版新目標九年級英語全冊學案及教學設計【經典推薦】九年級英語學案及教學設計

unit 1 how do you study for a test？

一、教學目標

1、語言目標 1）詢問別人的學習方法

2）學習討論各種學習方法和策略，學會評價各種學習方法的優劣

2、知識目標1）how do you study for a test？ i study by ving.2)the way to do sththe way of doing sth have trouble doing sth 的用法

3、能力目標 1）通過討論找到適合自己的學習方法，找出自己在英語學習中的困難 2）學會給出關于學習方法的建議

二、重點知識

1、重點單詞

基本要求：會讀、會寫、會用。

2、重點短語

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求：會讀、會寫、會用。

3、重點語法 1）how 引起的特殊疑問句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法基本要求：理解其含義，學以致用。

三、導學案 section a ● 例析導學

1、they also have fun。fun n.樂趣，玩笑【拓展】 1）have fun 意為―過的快活‖相當于enjoy oneself have a good time例如：you are sure to have fun at the party。

2）have fun doing sth 意為―開開心心做謀事‖

例如： the children are having fun playing this game.類似的結構還有have trouble /problems experience doing sth

2、?and then end up speaking in chinese.end up 結束,后接動詞的v-ing形式 end up with 以??結束,以??而告終例如: the game ended up with a song.【拓展】 end 作名詞

1.端，尖，末端，終點例如： the end of the year 2.邊緣；極點，極限例如：the end of the road 3.結局，結果。例如：the end of the story

3、??joining the english club at school was the best way to improve her english.the best way to do sth 做謀事的最好方法

【拓展】 1)way 方式 , 方法有兩種用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介詞后面跟表示地點的名詞做賓語例如: he got lost and couldn‘t find his way home.4、do you ever practice conversations with your friends ? 1)ever adv.曾經

【拓展】一般用于疑問句,否定句中,表示頻率。類似的詞還有always，usually，often，sometimes，hardly，ever，never，用在行為動詞之前，助動詞之后。2）practice n。& v.練習,實習,實踐, practice doing sth.練習干某事

例如:he practices running every morning.5、i‘ve learned a lot that way.a lot 很多,非常

【拓展】1)在句中做主語例如:a lot has been done about it.2)在句中做賓語例如: you have done a lot for him.3)在句中做狀語 ,且可修飾比較級

例如: he feels a lot better today.4)a lot of 或 lots of 可修飾不可數名詞和可數名詞復數

例如:there are lots of differences between them.6、she added that having conversations with friends was not helpful at all.add v.增加 ,補充說 , 繼續說

【拓展】 1)add sth to sth.添加 ,增加

例如: if you add five to nine ,you will get fourteen.2)add up to 總計例如: these numbers add up to 177.● 專項練習選擇填空

1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析導學

1.how do you study for a test? i study by listening to tapes.你怎樣學習,準備應考？通過聽錄音。

how是用來提問―怎么，怎樣‖的疑問詞，引導一個特殊疑問句，經常用by加動詞的ving形式，表示―通過??方式，方法‖或―借助某種手段‖

例如： how do you usually go to school ？ i go to school by bus。he makes a living by working on the farm。

2.what about listening to tapes？聽錄音怎么樣？

what about ?？相當于how about?？后面可跟名詞、代詞或動詞ving形式。常用來提出建議，征求意見或詢問情況。相類似句子有why not +v?？let?s +v.shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices.語音難以理解。

too +adj /adv +to do 表示‖太??而不能??‖,句中it是形式主語,真正主語是動詞不定式。可與so?that 和enough?to do sth 改寫.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.4、?he finds watching movies frustrating because the people speak too quickly.watching movies 動名詞做賓語,frustrating 形容詞做賓語補足語 find +賓語+形容詞發現??例如: he finds english interesting.不定式做賓語時,用find it adj.for sb.to do sth he found it difficult to pass the exam.● 專項練習

1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教學設計

本節課以英語學習為話題，重點是介紹英語學習的方法，section a 就是緊緊圍繞該話題，以聽說方式展開學習運用的。教學目標

知識目標：

1、會寫，會讀，會用本節課的重點單詞短語。

2、熟練運用how 引起的特殊疑問句及by的用法。能力目標

1、能夠聽懂有關學習方法的簡短對話。

2、能運用how和 by來介紹學習方法進行對話練習。教學重難點

1、熟記重點單詞短語。

2、how對方式方法來提問及by的用法課型：聽說課教學過程預習詞匯

布置學生預習section a的詞匯，能夠根據音標讀出單詞并了解漢語意思，使學生養成自主學習的習慣。課前朗讀朗讀本課的新單詞、短語等，先領讀后齊讀的方式，領讀保證了發音的正確性，齊讀進一步加強了訓練，課前朗讀可使學生快速進入學習狀態，養成良好的學習習慣。

一、新課導入

1．檢查詞匯預習：

讓學生朗讀本課的重點單詞和短語，注意發音。對個別單詞的發音進行強調和糾正，并將發音歸類。

2．展示新知識：新學期開始，讓學生以如何學好英語來展開討論，從而引出how引起的特殊疑問句，從而導入本課的話題。3．專項練習

1）讓學生根據section a中的1a第一人稱來練習how do you study for a test ？ i study by?這個句式，讓學生根據自己的實際情況來進行模仿性練習。

2）讓學生進一步作對話練習，展開小組合作，并討論一下，這個學習方法的好處和優點，對how 引起的特殊疑問句，the way和improve等詞的用法進行綜合操練。

二、聽力訓練 1．多層聽聽（1）：通過聽力，了解對話中人物不同的學習方法，此項活動可以更好的練習掌握本單元的詞匯短語。聽（2）：通過聽力，判斷一下所聽到的句子是那些。

聽（3）對聽力材料進行進一步的練習，找出你所聽到問題的答案，提高了難度，也加深了對聽力材料的理解。

以上活動有易到難，實現了材料的一材多用，使學生確實得到了更為扎實有效的聽力訓練。2．聽后說

因為聽力材料有一定的難度，學生在回答問題，講答案的同時就進行了一個說的過程。

三、對話處理 1．讀前聽聽（1）：讓學生根據聽力內容進行對話練習，練習how以引起的特殊疑問句。聽（2）：聽后，選擇答案，也就是完成2b。聽力結束后，先讓學生小組內交流答案，再以小組的形式向其他同學公布答案。然后讓學生根據聽力內容進行對話練習。

以上對同一聽力內容進行了輛次練習，該設計主要是在靈活運用教材的基礎上，使篇二：人教版新目標九年級英語最全教案九年級全一冊英語學案及教學設計