第一篇：人教版新目標九年級上冊英語教學工作總結

九年級上冊英語教學工作總結

2013——2014（上）

本學期，在學校領導的細心關懷下，在年級組和教研組的正確帶領下，在同行的親切幫扶下，在社區群眾和本班學生的大力支持下，我順利地完成了2013至2014年度上學期人教版新目標英語九年級（上冊）的教學工作。本學期已經接近尾聲，為了及時總結經驗教訓，確保下學期工作能夠做得更好更出色，現對本學期教學工作做一總結。

一、工作指導思想

（一）面向每個學生，關注每個學生，突出學生主體，尊重個體差異。激發學生學習英語的興趣，調動學生學習英語的積極性，幫助學生建立學習的自信心，引導學生培養學習的良好習慣。

（二）以學習技能、語言知識、情感態度價值觀、學習策略和文化意識的發展為基礎，進行教學目標的整體設計和教學計劃的具體實施。

（三）注重過程評價，促進學生發展，建立能激勵學生學習興趣和自主學習能力發展的評價體系。

（四）采用任務型的教學模式，讓學生在老師的指導下通過感知、體驗、實踐、參與、合作等方式，實現任務目標，感受成功的喜悅。

二、學生基本情況

九年級（2）班共有學生 32名，其中女名，回女名。經過八年級一個學年的磨合，我與學生之間已經相互了解，相互融洽，這對開展教學工作起到了很大的促進作用。因為馬上要面臨升學考試，我和學生的壓力都很重，大部分學生學得都很用功，很勤奮。個別學生盡管在一開始出現了厭學的苗頭和思想，但是經過班主任和各科老師的耐心教育，還有班上同學的熱心開

導，這幾個學生逐漸打消了這種不良的念頭，重新樹立起學習的自信心?？偟膩碚f，班級學習氛圍濃厚，學習英語的積極性比較高。

三、采取的工作措施

（一）認真學習十八大和十八屆三中全會精神，撰寫學習心得，積極參加學校各項會議，尤其是九年級全體教師的會議，做好會議記錄，領會會議精神，落實會議精神。

（二）開學初，根據學校要求和學生實際情況，認真制定切實可行的教學工作計劃和安排，使教學工作做到有計劃可循，有安排可依。

（三）注重抓常規教學，以學生為主體，面向全體學生組織教學，注意培養學生聽說讀寫的能力，充分利用早讀時間，要求學生大聲朗讀課文。培養學生放聲讀的習慣和語感。有效利用晚自習和晚自習結束后延長的那一小時，認真講解習題，帶領和組織學生開展自學。

（四）注重抓詞匯學習和句型學習，經常進行聽說訓練，提高學生記憶單詞和句型的能力；課堂內堅持組織學生的結對活動，引導學生互幫互助，鼓勵學生多說多練。

（五）注重英語作文教學，每個單元寫作教學，我都從簡向難，由淺入深，不但注重個體，而且關注全部，使每一個學生在原來的基礎上都能得到發展和提高。

（六）有針對性地布置適度、適量的作業，促進學生對所學知識的鞏固和提高。在批改作業上，我主要采用面批的方式，這樣既加強了師生之間的及時反饋，又促進了師生之間的溝通交流。

三、工作中的不足之處

（一）因為是第一次擔任畢業班的英語教學，第一次接觸九年級英語教

材，所以在處理教材上有時會出現失誤，比如對教學進度的把握上，并不是很準確，有時會出現快慢不協調的情況。

（二）班上極個別學困生的轉化工作做得不怎么好，從學習興趣到學習方法上，這些學生都需要更多的關注和教育。

四、需要解決的問題

（一）本學期末，班上有幾名學生流露出輟學的想法，下學期初，如何確保這幾名學生繼續上學，如何確保他們在繼續上學之后有所收獲，是需要解決的一個主要問題。

（二）引導學生正確合理地安排自己的假期生活，因為寒假正值春節期間，要引導學生在過好春節的同時，鞏固好自己在學校的英語成果，并力爭再上一個新臺階。

五、下學期的打算

（一）繼續加強業務學習，不斷提高教學能力，不斷更新教育觀念，做到讓學生滿意，讓社區群眾滿意。

（二）開學之后，計劃用四周左右的時間上完剩下的教學內容，用三至四周的時間進行具體、專項的復習，用四周左右的時間復習書本知識，接下來進行模擬考試并講解模擬試題題，然后針對典型的錯誤再進行總結和復習，最后做好升學考試前的動員工作，使每一個學生都能考出屬于自己的成績。

第二篇：人教新目標unit6英語教學設計

《英語（新目標）》八年級

Unit 6 I’m more outgoing than my sister.第一課時

八（5）班 韓大權

2010.10.18

Ⅰ.教學目標： A.知識目標：

1.通過教學讓學生掌握重點詞匯“outgoing”(外向的)“serious（嚴肅的、莊重的）“ wild”(魯莽的、輕率的)“ calm”（鎮靜的、沉著的）等詞的用法。

2.讓學生學會形容詞比較級的用法。

B.能力目標：指導學生在自主探究和任務型教學模式中，讓學生學會用英語與他人談論人的個性特征和形容詞的比較的話題，以及進一步提高聽力能力和英語語言表達能力。

C.情感目標：

通過師生在教學的雙邊活動中主動性和創造性的發揮，激發學生的學習興趣，體驗英語語言的美，體驗知識間的相互應用、相互依存、聯系，讓學生充滿自信，體驗成就感和合作精神。同時在教學中，注意培養學生良好性格的形成。

Ⅱ.教學分析

A.教材分析：

本單元主要的內容是：“Talk about personal traits and how to compare people.”（談論人的個性特征和形容詞的比較）由于本單元具有兩部分：SectionA和SectionB，從教材的整合來說本部分即有形容詞用法的延續，又為后面形容詞最高級的學習打下基礎，具有承上啟下的作用；再則，從本單元來說它既是本單元的基本語言內容，又為本單元知識擴展和綜合語言運用奠定堅實的基礎。因此，上好SectionA的前部分，既可讓知識學習具有一定的延續性，又可為下面的教學做好鋪墊，對完成本單元和今后的英語教學具有重要的意義。

學生分析：本節課對象是八年級的學生，正是學生健康的心理形成的好的時期。有的學生在回答問題的時候，總是怕出錯誤，怕被笑話，而選擇閉口不答。因此，在教學的過程中，我注意到了充分調動學生學習的積極性，學生的自信心逐步增強，從而體驗到成功的喜悅。

B.教學重點、難點：形容詞比較級的用法和構成。

1.Is that Sam? No, that’s Tom.He has shorter hair than Sam.He’s calmer than Sam.主語（sb / sth）+ be +形容詞比較級 + than +…

2.The comparatives with –er/ier and more C.教學方法：為達到以上的教育教學目標，根據英語“課標”中強調課程要從學生的學習興趣、生活經驗和認知水平出發，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑，發展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態度、主動思維和大膽實踐、提高跨文化意識和形成自主學習能力的過程以及我校學生的實際，我將在教學中采用多媒體輔助教學、任務型教學模式，結合聽說法、競賽法以循序漸進的方式來進行教學。Ⅲ.教學用具：錄音機，課件，英語影音資料。

Ⅳ.教學過程：

Unit 6 I’m more outgoing than my sister.Teaching contents: Section A 1a, 1b, 1c, 2a, 2b, 2c.Step 1

Leading in.Ask a student to introduce herself/himself.Step 2

Show some pictures to Ss.Say, they are stars.Ask Ss to tell what they see.Ask Ss to use the words: tall, wild, thin, long hair, short hair, heavy, calm, short and so on.Then ask Ss to repeat these sentences: Yao Ming is taller than Renaldo.Step 3

Call attention to the picture.Point out the sample conversation in activity 1c.Say, now work with a partner.Make your own conversation about the twins.Ask several pairs to say one or more of their conversations.Then listen to the recording.Ask Ss to number the twins.Check the answers.Step 4 Point out the two columns and read the headings:-er,-ier and more.Then point out the words in the box.Read.Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.Play the recording and check the answers.Step5 Point out the picture and the two boxes with the headings Tina is and Tara is.Say, listen to the recording.Write word in the boxes.The words are from the list in activity 2a.Play the recording and check the answers.Step 6 Point out the chart in activity 2c and on Page 89.Say, Make your own conversations according to the information.Ask pairs to continue on their own.Correct the answers.Step 7 Homework: 1.Write a short passage about things that are the same and different between you and your friend.2.Write the new words five times with their Chinese meanings.Unit6 I am more outgoing than my sister

Section A(1a—2c)教學反思

八（5）班

韓大權

這節課我們學習了如何描述人物的性格特征和形容詞的比較級。通過多媒體展示，內容豐富多彩，學生易理解掌握，課堂氣氛因而也比較活躍。首先在上節課就給他們布置了預習, 并且都進行了初構, 所以在上課時大部分學生對所學內容比教了解;我是通過圖片來導入本課的內容的, 通過對人物性格以及外貌特征的比較引入新的語言點, 然后讓學生看圖說話進行了對比, 從而對所學知識進一部練習, 這樣將學生一步步引入英語學習的情境中；這下學生可活躍起來了。這些問題先由我與學生做問答示范，再讓學生進行相互問答練習。同時，充分利用學生的好奇心、好勝心以及自我表現的欲望，引導學生自發進入主動學習的境界；學生有了自覺的學習行為后，再加上我適時地作一些關鍵性指導，很快，這節課中的難點就迎刃而解了。就這樣，看似閑談，實為新知識的學習。

但在在任務設置上，顯得有些多，進度有些快，以后對于新單元的新課應稍微放慢速度。聽錄音部分對一部分學生來說有些難，應讓學生跟讀磁帶。還要對重難點及時引導學生總結。通過本節課的教學實踐，我認識到教學成功與否，學生掌握程度如何，關建在于教師如何創造性地設計課堂教學。任務的設計要體現多樣化和層次感；面對不同的學生群體，任務的難度系數（深度）是可以調控的；而面對同一群體里的不同程度的學生，教師可以在任務設置時注意不同角色的設定，做到有針對性，使每一層面的學生皆有所得。教師要有意識地積極引導學生以教材上的簡單東西為媒介向他們熟悉的生活發散開去，大膽地用英語去了解生活中的各類簡單事物，解決生活中的各種簡單事情。教師要善于活化教材，對其精加工, 在給定的語言材料基礎上進行適度挖掘和拓展,使其更好服務于教學目的。課堂上盡可能給學生創造更多的機會用英語練習對話，這樣不但可以培養學生的聽說能力，還可以活躍課堂氣氛，極大的調動學生的積極性和主動性，提高學生學習英語的興趣。同時做一些練習來幫助學生直觀地鞏固所學知識，以便于提高學生綜合應用知識的能力。

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.??；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??；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：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．

第五篇：新目標九年級英語教學設計

新目標九年級英語教學設計

鄭場一中 黃鶴

Title: Unit 13 Rainy days make me sad

Teaching hours: 1 Period

Period: The first period

teaching aims: Section A(1a—1b)

Analysis of the Teaching Material:

In this unit, the language aims are to talk about how things affect you and how to express their thoughts about likes or dislikes.Language structure: make sb /sth + adj /do

Analysis of the students :

The students have learned the structure: make sb /sth + adj /do.So this class we will mainly teach the adjectives and to talk how things affect you and how to express their thoughts about likes

and dislikes while teaching the structure.Teaching aims and demands:

1.Target language: How do you feel about loud music?

Loud music makes me tense.Loud music makes me want to dance.That movie made me sad.Waiting for her made me angry.2.Language structure: make sb /sth +adj Make sb /sth +do

3.Ability objectives

(1)Train students’ listening ability.(2)Train students’ speaking ability.(3)Train students’ the ability of using grammar focus.Teaching key points: make sb /sth + adj /do

Teaching difficult points:

1.The target language

2.How to train the students’ listening ability.Teaching methods and learning methods:

1.Listening method to improve students’ listening ability.2.Pairwork to make every student work in class.3.Task-based teaching method.Teaching tools : a computer ,pictures

Teaching procedures

Step 1 : Warm－up

1.Ask a student: What is your hobby? S: I like reading.T: Why? S: Because it is interesting.T: So it makes you interested.Write down on the blackboard: It makes you interested.2.Ask the other students, get them to say the word ：Happy, sad，excited，relaxed，nervous，sick，energetic，stressed out, tense comfortable …

3.Write these words down and get the students to read the words together.Step 2: Presentation

1.Using the computer to show some pictures, such as an exciting basketball match, a relaxing scenery, a scary snake, an angry face , a comfortable bedroom and so on.T: How do you feel about Picture 1? Happy?Beautiful?Excited ?Awful ? S: Excited…

T: It makes me excited …

Show this sentence on the blackboard.Then repeat with the other pictures, get them to say :

It makes me happy.It makes me awful ……

Step3: Pair work

Show some adjectives and phrases on the screen.Let students make up conversations in pairs.For example:

A: What makes you sad?

B: Rainy days make me sad.Step 4: listening practice

1.Say: Look at the pictures in 1a.There are two restaurants.Please describe them.For example:

In Rockin’ Restaurant ,the paintings on the walls are ugly.The music is too loud.The Blue Lagoon has blue walls , plants , flowers , and a piano player.Let the students say some sentences about the two pictures.Then ask students: Which restaurant would you like to go to ?Why ? Let them use the structur : make sb/sth +adj to say.For example:

T: I don’t like The Rockin’ Restaurant , because the loud music makes me tense /comfortable……

Then check several students to answer.2.T: Look at the girls in the picture in 1a.They are Amy and Tina.They are hungry, They want to get something to eat.What do they think of the two restaurants? Look at 1b ,read the sentences, you will hear the missing words on the tape, fill in the blanks with the words you hear on the tape.Play the tape the first time , students only listen.Play the tape the second time.and say,This time please fill in the missing words.Check the answers.Play the tape again, let them read the conversation.Step 5: listening practice

Do the same as step four.First talk about the pictures in 2a.Then finish the listening task in 2a and 2b.Check the answers with the students.Step 6: Grammar focus

Look at the grammar box.Invite a student to read the sentences tothe class.Then let students make sentences with make sb /sth + adj /do.Using the form on the screen to talk how different weather affect the students feeling.Step 7:Summary

In this class, we’ve learnt key vocabulary and the target language loud music makes me tense,loud music makes me want to dance, that movie made me sad.Step 8 : Homework

Design on the blackboard.Unit 13 Rainy days make me sad.Section A(1a—1c)make sb /sth +adj adjectives

It makes you interested.happy sad excited relaxed nervous sick

It makes me excited.comfortable stressed ttense energetic