第一篇：新目標(biāo)九年級英語下Unit 4教案

新目標(biāo)九年級英語下Unit 4教案-文章來源

蓮山 課件 w ww.5 Y K J.CO M Unit 4

Period 1

I.Teaching contents : P.26-27

II.Language goals : Talk about imaginary

III.target language : what would you do ?

IV.Vocabulary : million

medical

research

tie

worry

what if

V.Task.Written

Design

Words and expressions

If I were you, I’d wear a shirt.Teaching procedure :

Step 1 Present the subjuctive mood If I were a bird , I would fly.If I were you , I would do it.If I had time , I would help you.2.The form :

if + past form ，S + would + V 3.Do more practice.Step 2 Activity 1a 1.Free ask and answer : what would you do if you have a lot of money ? 2.Add more ideal to the list and share your answers in class.Step 3 Activity 1b 1.Play the tape.The Ss listen and number the pictures 1-3 in the order you hear them.2.Check up the answers.3.Read the tapescript.Step 4 Activity 1c 1.Read the conversations in the box.2.Pretend you are the people in the picture.Talk with your partner about what you would do if you had a million dollars.3.Get some pairs to act it out.Step 5 Activity 2a 1.Read the sentences in the box.2.Play the tape.The Ss listen and circle the reasons.3.Check the answers.4.Play the tape again.The Ss listen and check the four things Larry’s sister says to him.5.Check the answers.Step 6 Activity 2c 1.First ask some students do 2c in class as examples.2.Students work in pairs to act Larry and her sister.3.Get some pairs to act it out in class.Step 7 Grammar focus.1.Read grammar focus.The useful expressions : by snacks

give it to charity

be late for

if/ whether

worry about

what if

a medical research Homework : copy the new words and grammar focus.Teaching notes : Unit 4

Period 2

I.Teaching contents : P.28

II.Language goals : What would you do ? IV.Vocabulary : pimple

exam

V.Task.Written

Design

Words and expressions

If I were you, I’d take a long walk before going to bed

Teaching procedure :

Step 1 Revision

Revise the target language in this unit ?

If you had a lot of money , what would you do ?

What would you do if you were in Grade I ?

What would you do if you ….Step 2 Activity 3a

1.Read the sentences in the box.2.Say out the problems and give out the advice.3.Match each problem with the correct advice.4.check the answers.Step 3 Activity 3b

1.Read the conversation in the box.2.Think of different advice for the problems in activity 3a.Role play conversations with your partner.Step 4 Activity 4

1.what problems do you have at home ? At school ? Fill in the list.2.Read the conversations in the box.Ask your classmates for advice.3.Get some pair to ask and answer in class.Summary :

Get nervous

get pimples

look terrible

I’m too tired to do well.take a long walk

Homework :

1.Copy the new words

2.Investigate your classmates’ problems and give advice.Teaching notes :

Unit 4

Period 3

I.Teaching contents : P.29

II.Language goals : Talk about imaginary situations.III.target language : What would you do ?

IV.Vocabulary : energetic

confident permission

herself

V.Task.Written

Design

Words and expressions

What are you like ?

I ‘m creative and outgoing.Teaching procedure :

Step 1

Revise the language points and the target language in 3a.What’s your problem at home / at school ?

Step 2 Activity 1a

1.Ask and answer in class.Describe your classmates.What’s she/ he like ?

2.What are you like ?

Learn the new words :

energetic

confident permission

herself

3.fill in the blanks in the sentences below with words from the box.4.Check the answers.Step 3 Activity 2a-2b

1.Read the sentences in the box.2.Play the tape.The Ss listen and check the questions Celia asks.3.Check the answers.4.Play the tape again.The Ss listen and circle Bill ‘s responses.Step 4 Activity 2c

1.Read the conversations in the box.2.Ask and answer the questions in the personality survey.3.Get some pairs to ask and answer.Summary :

Creative easygoing

moody

interesting

charming

energetic

Give a speech

in front of

withour permission

ask..permission sb

invite sb to …

hardly

Homework:

1.copy the new words

2.A composition

My best friend

Unit 4

Period 4

I.Teaching contents : P.30

introduce oneself to

II.Language goals : Talk about personality

III.target language : What would you do if …

IV.Vocabulary : bother

slight

in the slightest

annoy fairly

plenty

plenty of get along with circle listener

V.Task.fairly know the personality of yourself.Written

Design

Words and expressions

You would rather… than

Rather… than

Teaching procedure :

Step 1.Revision

Revise Activity 1-2

What are you like ?

Step 2 Activity 3a

1.Learn the new words :

bother

slight

in the slightest

annoy fairly

plenty

plenty of get along with circle listener

2.Scan the passage in three minutes.3.Fill in the blanks with a b c.and check the answers.4.Answer the questions :

If you answer a /

b

/ c

most of the questions , what are you like ?

5.Play the tape.The Ss listen and read aloud.6.The language points:

In the slightest

annoy sb

bother sb

plenty of

the company of other people

be easy to get along with

rather than

would rather… than

Step 3 Activity 3b

1.Look at Activity 2a and write your own personality survey.2.Read the examples

3.Do the same.Step 4 Activity 4

1.Read the conversations.2.Ask students in your group the questions from your survey.Discuss the results with them.Homework :

1.Copy the words.2.Write and describe what you are like in five sentences.Teaching notes:

Unit 4

Period

I.Teaching contents : P.32-33

II.Language goals : Talk about accident and problems.III.target language : If cut yourself by accident you would….IV.Vocabulary : aid

first aid

nearby

shelf

come out

cover

press

deep

downstairs

correct

burn

knee plain

hurt

safety

offer

refuse

helpful

treat

burn

spotted

V.Task.Talk about accident and problems and give advice.Written

Design

Words and expressions

If cut yourself by accident you would

Teaching procedure :

Step 1 Section 1

1.Discuss in class what is accidents ? what do you know about accidents ?

Traffic accident

airplane accident

2.what is the biggest problem a teenager has ?

3.fill in the blanks.4.Read some better results in class.Step 2.Section 2 while you read

1.Learn the new words:

aid

first aid

nearby

shelf

come out

cover

press

deep

downstairs

correct

burn

knee plain

hurt

safety

2.Scan the passage.3.Answer the questions :

How many accidents did the Martin refer to ?

What do you think it the most serious ?

How many problems are there ?

what are they ?

4.Play the tape /.The Ss listen and read.5.the language points :

experience u.n

deal with

come out

in …situations

page from…

cover with

fall dwonstaire

by accident

talk to sb about sth

agree to

in a public place

go alone

ask for

Step 3 Section 3

1.Discuss these questions with a partner.2.Tell the reasons in class.3.Rank the accidents and problems in the list.Discuss them in class.4.find out one accident or problem in the reading that you have experienced.And if you have followed the instructions.Step 4 Section 4 Go for it

1.Add one more accident and one more problem to Dr Robinson’s book.2.Write your advice on it.Homework : 1.copy and memorize the new words.Teaching notes:

Unit 4

Period 6

I.Teaching contents : P.31

II.Language goals :

III.target language :

IV.Vocabulary : knowledge

represent

let…down

V.Task.Self check

Written

Design

Words and expressions

Teaching procedure :

Step 1 Activity 1

1.Learn the new words :

knowledge

represent

let…down

come up with

2.Fill in blanks with the words given in the box.3.check the answers.4.Make sentences with the words given.Step 2 Activity 2

1.Read the e-mail in 3 minutes.2.Answer the questions.come up with rest

rest

Who is Mei ?

What will be held next month ?

What is she like ?

3.Play the tape.The Ss listen and read aloud.4.Language points:

Represent

come top

let sb down

be terrified of

come up with

the rest of….Step 3 summary of the useful expressions :

by snacks

give it to charity

be late for

if/ whether

worry about

what if

a medical research

Get nervous

get pimples

look terrible

I’m too tired to do well.take a long walk

Creative easygoing

moody

interesting

charming

energetic

Give a speech

in front of

withour permission

ask..permission

introduce oneself to sb

invite sb to …

hardly

In the slightest

annoy sb

bother sb

plenty of

the company of other people

be easy to get along with

rather than

would rather… than

6.experience u.n

deal with

come out

in …situations

page from…

cover with

fall dwonstaire

by accident

talk to sb about sth

agree to

in a public place

go alone

ask for

Homework :

1.Write a reply

2.Write down the useful expressions

Teaching notes :

蓮山課件

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第二篇：新目標(biāo)英語八年級下unit4 教學(xué)反思

新目標(biāo)英語八年級下unit4 教學(xué)反思

上完新目標(biāo)英語八年級下unit4 后,我進(jìn)行了深刻的反思,以下是我個人的一點(diǎn)看法:

1、本節(jié)課以故事為載體，用電腦配以生動、形象的畫面，將學(xué)生吸引到故事中，既欣賞了故事，又學(xué)習(xí)新知、運(yùn)用新知，充分發(fā)揮了多媒體的交互性、開放性、協(xié)作性和反饋及時的優(yōu)勢。

2、教學(xué)中把閱讀、聽力、口語三方面的活動相結(jié)合，并且設(shè)計(jì)了個人活動、兩人小組合作、四人小組討論，觀看錄像等多種學(xué)生活動方式，課堂學(xué)習(xí)效果很好。

3、本節(jié)課將詞匯、閱讀和語法教學(xué)融于一體，且環(huán)節(jié)緊湊。尤其是對詞匯的處理可謂是一大亮點(diǎn)：本節(jié)課詞匯復(fù)現(xiàn)率高，巧妙地貫穿于整個閱讀教學(xué)中，先是在介紹故事背景時，利用圖片自然地學(xué)習(xí)詞匯；其次，在做理解故事情節(jié)的練習(xí)時，復(fù)現(xiàn)詞匯，加深印象；在操練所學(xué)語法結(jié)構(gòu)時，教師播放學(xué)生熟悉的教室和辦公室的片斷錄像，為學(xué)生提供使用語言的情景，激發(fā)并強(qiáng)化學(xué)生的學(xué)習(xí)動機(jī)，他們情緒高漲、積極參與、主動思維、大膽實(shí)踐，促進(jìn)了語言實(shí)際運(yùn)用能力的提高。

4、不足之處是在傳授新知識的時候，教師的設(shè)計(jì)只是停留在句子的層面上，未能抓住機(jī)會與寫作練習(xí)有效的結(jié)合，為學(xué)有余力的學(xué)生提供更廣闊的拓展空間。

第三篇：新目標(biāo)九年級英語下十一單元教案

Unit 11 Could you please tell me where the restrooms are?

The First Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary: restroom, shampoo, stamp，escalator, furniture, exchange money, elevator（2）Target Language: Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

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． Teaching

Step 1: 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 practice with other places.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．

Then ask：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? 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． StepV 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． StepVI 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． StepVII 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 ⅤIII Homework Ask the students to write three sentences with the starters of the structures．

第四篇：新目標(biāo)英語九年級教案

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1）Key Vocabulary

bathing suit, water, travel, guidebook, beach towel, street map

（2）Target Language

Have you watered the plants yet?

Yes, I have already watered them．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

第五篇：新目標(biāo)九年級英語unit12教案

教案

課目：新目標(biāo)九年級Unit12 You are supposed to shake hands

section A 3a,3b ＆4 on page 96

授課對象：初中三年級學(xué)生

授課重點(diǎn)：本單元重點(diǎn)句式：You are supposed to do something.在掌握3a內(nèi)容的基礎(chǔ)上完成3b中的活動；最后以作業(yè)的形式引導(dǎo)學(xué)生將課內(nèi)外的知識緊密結(jié)合，將課本知識運(yùn)用到生活交際中。

教具：課本、紙質(zhì)同步練習(xí)

時間：20分鐘

教學(xué)設(shè)計(jì)：

一、內(nèi)容：復(fù)習(xí)本單元重點(diǎn)句式：You are supposed to do something.形式：翻譯練習(xí)（將本句式與本單元所學(xué)新單詞緊密結(jié)合進(jìn)行練習(xí)）

教具：紙質(zhì)練習(xí)題

用時：3分鐘

二、內(nèi)容：進(jìn)入3a部分的學(xué)習(xí)預(yù)計(jì)用時12分鐘

形式：

1、快速閱讀 并將文中出現(xiàn)的連詞劃出來預(yù)計(jì)用時:2分鐘

2、進(jìn)行判斷練習(xí)，紙質(zhì)練習(xí)題預(yù)計(jì)用時1分鐘

3、齊讀課文，填表（課本P96），劃出文中答句 用時:3分鐘

4、將劃線句子逐個進(jìn)行同義句轉(zhuǎn)換

板書 舉例;If you tell a friend you are …a bit late.→When you tell a friend …,you are supposed to…

校對后齊讀鞏固預(yù)計(jì)用時4分鐘

5、板書講解對文中其他重點(diǎn)短語預(yù)計(jì)用時2分鐘

①we’re pretty relaxed about time

②Spending time with family and friends is very important to us.③drop by our friends’ homes.④ make plans to meet our friends.⑤walk around the town center,⑥seeing as many of our friends as we can！

三、內(nèi)容：3b pair work

形式：填空練習(xí)，校對，齊讀

教具:紙質(zhì)練習(xí)

用時：3分鐘

四、內(nèi)容：part4,page96

形式：布置作業(yè)；結(jié)合生活情境填表，然后將各個句子改成You are supposed to

do something.的形式。

用時：1分鐘

教學(xué)反思：