人教版九年级英语教案（精选五篇）

第一篇：人教版九年级英语教案

九年级全一册英语学案及教学设计 unit 1 How do you study for a test？

一、教学目标

1、语言目标 1）询问别人的学习方法

2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标 1）How do you study for a test？ I study by ving.2)the way to do sth the way of doing sth have trouble doing sth 的用法

3、能力目标 1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难

2）学会给出关于学习方法的建议

二、重点知识

1、重点单词

flashcard vocabulary aloud pronunciation memorize grammar frustrating quickly spoken pronounce mistakes challenge solution realize matter afraid complete impress trouble soft deal unless regard influence friendship development face 基本要求：会读、会写、会用。

2、重点短语

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sth end up spoken English practice doing sth too much look up make vocabulary lists try one`s best to do sth 基本要求： 会读、会写、会用。

3、重点语法 1）How 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含义，学以致用。

三、导学案 Section A ● 例析导学

1、They also have fun。fun n.乐趣，玩笑

【拓展】 1）have fun 意为―过的快活‖相当于enjoy oneself have a good time 例如：You are sure to have fun at the party。2）have fun doing sth 意为―开开心心做谋事‖ 例如： The children are having fun playing this game.类似的结构还有have trouble /problems experience doing sth

2、…and then end up speaking in Chinese.end up 结束,后接动词的v-ing形式 end up with 以……结束,以……而告终 例如: The game ended up with a song.【拓展】 end 作名词

1.端，尖，末端，终点 例如： the end of the year 2.边缘；极点，极限 例如：the end of the road 3.结局，结果。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 做谋事的最好方法 【拓展】 1)way 方式 , 方法 有两种用法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 是介词后面跟表示地点的名词做宾语 例如: He got lost and couldn‗t find his way home.4、Do you ever practice conversations with your friends ? 1)ever adv.曾经

【拓展】 一般用于疑问句,否定句中,表示频率。类似的词还有always，usually，often，sometimes，hardly，ever，never，用在行为动词之前，助动词之后。

2）practice n。& v.练习,实习,实践, practice doing sth.练习干某事

例如:He practices running every morning.5、I‗ve learned a lot that way.a lot 很多,非常

【拓展】1)在句中做主语 例如:A lot has been done about it.2)在句中做宾语 例如: You have done a lot for him.3)在句中做状语 ,且可修饰比较级 例如: He feels a lot better today.4)a lot of 或 lots of 可修饰不可数名词和可数名词复数 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 ,补充说 , 继续说 【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 总计 例如: These numbers add up to 177.● 专项练习选择填空

1.The boys are going to have fun ____the picture.A.draw B.to draw C 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.playing B.play C.to play D.played 4.My English teacher was very angry ______Tom.A.at B.about c.with D.on 5.His mother is strict _____.A.with him B.with he C.in him D.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;to B.to;to C.on;to D.in;to ●句析导学

1.How do you study for a test? I study by listening to tapes.你怎样学习,准备应考？通过听录音。How是用来提问―怎么，怎样‖的疑问词，引导一个特殊疑问句，经常用by加动词的Ving形式，表示―通过……方式，方法‖或―借助某种手段‖

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？ 听录音怎么样？

What about …？相当于How about…？后面可跟名词、代词或动词Ving形式。常用来提出建议，征求意见或询问情况。相类似句子有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.语音难以理解。

too +adj /adv +to do 表示‖太……而不能……‖,句中it是形式主语,真正主语是动词不定式。可与so…that 和enough…to do sth 改写.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 动名词做宾语,frustrating 形容词做宾语补足语

find +宾语+形容词 发现…… 例如: He finds English interesting.不定式做宾语时,用find it adj.for sb.to do sth He found it difficult to pass the exam.● 专项练习

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.● 教学设计

本节课以英语学习为话题，重点是介绍英语学习的方法，Section A 就是紧紧围绕该话题，以听说方式展开学习运用的。

教学目标

知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用how 引起的特殊疑问句及by的用法。能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用how和 by来介绍学习方法进行对话练习。教学重难点

1、熟记重点单词短语。

2、how对方式方法来提问及by的用法 课型：听说课 教学过程 预习词汇

布置学生预习Section A的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入 1．检查词汇预习： 让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出How引起的特殊疑问句，从而导入本课的话题。

3．专项练习

1）让学生根据Section A中的1a第一人称来练习How do you study for a test ？ I study by…这个句式，让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对How 引起的特殊疑问句，the way和improve等词的用法进行综合操练。

二、听力训练 1．多层听

听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。

听（2）：通过听力，判断一下所听到的句子是那些。

听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。

2．听后说 因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1．读前听

听（1）：让学生根据听力内容进行对话练习，练习How以引起的特殊疑问句。

听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。

以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使学生基本掌握对话的主要内容进行听力训练和对话练习。

2．听后读

引导学生找出在对话中的语言点，分别是How，by，improve，too，practice，What about等词的用法，然后对这些语言点根据听力内容进行对话练习和造句，使他们更好的掌握这些语言点。

3．学后读

先让学生自己朗读课文，然后完成3a下面的表格，并找出课文中出现的重难点，然后小组讨论共同处理课文中出现的难点。对于比较难的问题，老师进行必要的讲解和指导。再让学生自己熟读课文，掌握要点。为以后说的练习打好基础。

四、说的训练 1．根据从课文中出现的要点，以小组为单位进行合作，开展人人参与的口头作文，说说文中人物的英语学习方法。

2．鼓励学生大胆介绍自己的学习方法，尽可能用上文中出现的短语词汇。

五、学以致用

1．设计一个针对本节课语言要点的综合性练习，来进一步练习掌握好这一部分的内容。

2．进行一个小结，总结本节课的学习内容，让学生对本节课的 学习内容有一个清晰的概念，也便于学生课下复习。● 词语辨析

1．sometimes，sometime，some time，some times 1）sometimes 表示―有时‖，相当于at times用于一般现在时，常用how often 提问。

2）sometime 表示―在某个时候‖，常用when 来提问。

3）some time 表示―一些时间‖，用于现在完成时，常用how long来提问。

4）some times 表示―许多次‖―许多倍‖用于现在完成时，常用how many times 来提问。例如： I will visit my best friends sometime next week.They have been to Beijing some times.Sometimes we go to school on foot.He has stayed in Shanghai for some time.2.learn study 1）learn 意为―学习，学会‖，指通过学习，练习或从中获得某种知识技能，着重学习的成果。多用于学习的初级阶段或带有模仿性的操作技艺等。

2）study意为―学习，研究‖，通常带有努力钻研的意味。例如 It isn‗t hard to learn to drive.We must study hard for our country.3.attend ,join ,join in , take part in 参加

1)attend 到场出席,指出席或参加会议,聚会,讲座等.例如:attend the meeting 2)join 指加入到某一组织,团体或人群中去,并成为其中的一员.例如:join the party,join the army ,join the club 3)join in +ving 或活动,表示参加某项活动

4)take part in 指―参加‖某一项活动，并在其中起积极的作用，的宾语是表示集体活动的名词。例如：take part in the contest 4．aloud，loud，loudly 都是副词

1）aloud出声地，指提高声音为了是他人能听见，不是心想，不是默读。例如：He cried aloud for help.2）loud 大声地，主要指说话声和哭声等，常用于比较级。例如：Don‗t talk so loudly.3）loudly 大声地，吵闹地，指声音很大，很喧闹，不悦耳，令人感到讨厌。例如：She cried loudly.4.memorize ,remember 1)memorize 指learn and remember on purpose ,即有意识地用心去记,则重于主观的动作过程。2)remember 意为―记得，记起，想起‖，指某件事或某个印象存留在记忆里事不需要有意识地追忆便可想起，例如：He remembered every new word he learned.He tried to memorized every new word.●专项练习单项选择

1．He _____the league in 1998.A.joined B.has joined C.was D.took part in 2._____ you should join an English club.A.Maybe B.May be C.May D.Can 3.We should _____each other and _____each other.B.learn ,help B.learn ,help from C.learn from , help D.learn from , help from 4.I have been to the Great Wall _____.A.sometime B.sometimes C.some time D.some times 5.Did you _____Mary‗s birthday party ? A.join B.go C.take part in D.join in 6.He said he would come ______this afternoon.A.some time B.some times C.sometime D.sometimes 7.Your father works in an office._____your mother ? A.How B How about C.How is D.What does 8.You had better _____off your coat.It‗s cold.A.not to take B.don‗t take C.not take D.take Section B ● 例析导学

1、I make mistakes in grammar.mistake n.错误

【拓展】1）make mistakes 意为―犯错,出错‖

例如He made few mistakes in his English exams，he has done a good job。2）by mistake 意为 ―由于差错‖ 例如:He took my backpack by mistake.3)mistake v.意为―把……错认成……‖ 例如： We often mistake him for his brother.2、Now I am enjoying learning English.enjoy v.意为 ―享受,享有‖

【拓展】 1)enjoy sth 例如: He enjoys good health.enjoy oneself ―过得愉快‖ 相当于 have a good time 2)enjoy doing 意为 ―欣赏,喜爱‖

例如:He enjoys listening to light music in his spare time.3、My teacher is very impressed.impress v.使感动,给……深刻的印象

【拓展】 impress sth on/upon sb.使铭记, 使深刻地意识到 例如: His words impressed themselves on my memory.4、Ｉ ｃｏｕｌｄｎ‗t always make complete sentences.complete adj.―完整的,完全的‖ 在句中做定语,表语 例如:The novel is not complete.This is a complete story.【拓展】 complete v.完成 例如: She has completed her studies.5、forget a lot of new words.forget v.(forgot forgotten)忘记,遗忘

【拓展】 1)forget to do sth 忘记去做谋事(未做)forget doing sth.忘记曾做过谋事(以做过)例如：Don‗t forget to take the raincoat with you.He forgot locking the door when left home.2)leave sth sw 表示把某物忘在某地

例如: This morning I left my English book at home.6.challenge n.挑战

【拓展】 challenge v.向……挑战

例如:Their school challenged ours to a football game.7．solution 意为―（问题的）解决，是可数名词，后常接介词to。【拓展】 常与trouble，problems等搭配。例如：What is the solution to your trouble？ What is the best solution to the problem ？ 8．I don‗t have a partner to practice English with.practice（practise是英国英语）v.意为―练习‖后接名词、动名词做宾语。

例如：My daughter practices playing the piano everyday.【拓展】 practice 可做名词

例如: Have you had more practice in nursing the sick? 9.To begin with ,she speaks so quickly…

to begin with 意为―首先,第一―，常用来列举原因。

例如：We can‗t possibly go.To begin with ,it‗s too cold ,and besides ,we will talk about it later on.10．My teacher is very impressed.impress v.意为―使感动,给……深刻印象―，例如：I impressed on him the importance of his work.He impressed me favourably.11．He had trouble making complete sentences.have trouble（in）doing sth.意为―做……有困难‖还可以写成 have difficulty /trouble doing sth 注意

1）difficulty /trouble前可有修饰语some，much，little，no 2）difficulty /trouble 为不可数名词 3）句中介词in 可以省略 4）若宾语为名词，介词应用with His son had trouble working out the problem.● 专项练习填空

1.They enjoyed ______(their)at the party.2.You‗d better _____(not take)the notebook with you.3.He went to school without ______(have)breakfast.3.He often practices _____(run)on the playground.4.We ______(be)to Jinan some times.5.I often hear Jim ____(sing)in the next room.6.He _____(take)part in the sports meeting last week 7.She is much _____(thin)than before.8.This is the best way _____(solve)the problem.● 句析导学

1.Why don‗t you join an English language club to practice spoken English ? Why don‗t you +v 相当于Why not +v 用于向别人提出建议。例如： Why don‗t you ask the teacher for help ？ 2．First of all，it wasn‗t very easy for me to understand the teacher when she talked to the class.1）first of all ―首先，第一‖常放在句首，用于强调事情的重要性。而at first是―起先，开始‖的意思。

2）It is + adj.+ for sb.to do sth.对某人来说干谋事 …… it 做形式主语,不定式是句子的真正主语.例如: It isn‗t very easy for her to study English well.在以下结构中it做形式宾语,如, find/feel /think it +adj +for sb.to do sth I found it difficult to sing the song well.● 专项练习face now.First let them talk about in groups.Then, try to find their solution s to their problems.Last, let the students make conversations according to 2a and 2b.2.Let the students finish the letter of 3a.● 教学设计 预习词汇

布置学生预习Section B的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

复习检测

（1）检查词汇预习：有布置有检查，采用多种形式检查学生对词汇的预习情况，可以采取学生结对、小组查等形式。（2）采用多种形式对听说课学习内容进行复习。

2．课前导入 设计情景，激发学生的学习兴趣或简介文章内容导入阅读。

3．泛读训练

（1）根据阅读素材和阅读规律，深入挖掘素材，设计多层次的阅读任务，引导学生逐步掌握文章信息，并训练处理信息的能力。

（2）对较长的文章可采用总—分—总的形式。4．精读足练

（1）学生先自主精读课文，找出疑难问题，然后结对或小组内进行交流，不能明确的问题，由教师点拨或指导。

（2）精讲知识点，辅以造句、对话等多种形式的充足练习，使学生掌握并能灵活运用。

5．写作训练

（1）写作训练遵循词组—短句—长句—短篇—长篇的循序渐进原则。

（2）写作形式可以先引导学生仿写、改写，再运用所学知识进行独立写作，以实现从语言的输入到输出，由学到用的目的。

（3）写作交流 学生将自己的作品在小组内或班内交流，交流的数量尽可能的多。● 词语辨析

1．a little a few little few 1）a little 表示肯定的意思，little 表示否定，意为―几乎没有‖在句中修饰不可数名词。2）a few 表示肯定，意为―有几个‖，few 表示否定，意为―几乎没有‖，在句中修饰可数名词。

3）a little 也可在句中作状语，修饰形容词、副词、介词短语或动词。

例如：There is a little /little water in the bottle.I have a few friends here.There are few apples in the basket.I‗m feeling a little hungry now.2.fast quickly 1)两者意思相近,但侧重点不同,fast 表示强调速度快,quickly表示强调时间短

2)fast 还可以作形容词,表示―快的‖。例如：He walked fast to get to school on time.He finished his task quickly.He is a fast runner.3.either,too,also,as well的用法区别。either,too,also和as well都有―也‖的意思。

either作副词，常用在句末，用逗号与前面的句子隔开，连接两个否定句中。

例如: I don‗t like math.She doesn‗t like math, either.too作副词，用于肯定句中。

例如: His father is a worker ,his mother is a worker ,too.also 作副词，常用于句中。例如: He also plays the piano.as well 是副词短语，一般放在句末。例如: My brother sent me a letter and some money as well.【拓展】（1）、either作代词，意为―（两者中）任意一个‖。例如:---Would you like an apple or a banana?---Either is OK.（2）、either 与or 连用，表示在两个可能性中任选其一。例如: Either Lucy or I will go to Beijing.He‗ll either take the train or the bus.5.spoken speaking 用法区别

1)spoken 为 speak 的过去分词转化成的形容词,意为―口头的，口语的，口说的‖。

2）speaking是 speak 转化的形容词，意为―讲话的，说（某种语言）的‖

3）spoken 可直接修饰名词；但 speaking 常与某种表示语言的词一起组成一个形容词。例如：I am not good at spoken English.Australia is an English---speaking country.● 专项练习句型转换

1.I have finished the work ,too.(改为否定句)___________________________________________ 2.Mary got few mistakes in the final exam.(改为反意疑问句)____________________________________________ 3.Tom isn‗t a Canadian.Dave isn‗t a Canadian, either.(合并为一个句子)______________________________________________ 填空 1.It‗s too hot.Would you mind _____(open)the door ? 2.Tom ,______(not be)afraid of _____(speak)in public.3.France is a _____(develop)country.4.We couldn‗t stop ______(laugh)because Tom made faces in class.5.I had some trouble _____(make)complete sentences.6.We should teach young people how _____(build)their lives on hard work ,not dreams.答案

Section A 例析 1---8 D C A C A B C D 句析 答案略

词语辨析1----8 A A C D D C B C Section B 例析 1 themselves 2.not take 3.having 4.running 6.sing 6.took 7.thinner 8.to solve 句析 答案略 词语辨析 句型转换

1.I haven‗t finished the work ,either.2.Mary got few mistakes in the final exam, did she? 3.Neither tom nor Davy is a Canadian.填空

1.opening 2.don‗t be 3.developed 4 laughing 5.making 6.to build Unit 2 I used to be afraid of the dark.一、教学目标

1．语言目标 1）学会陈述自己过去常做的事。2）学会陈述自己过去的爱好等。2．知识目标 1）used to do sth 的用法 2）be afraid /terrified的用法

3．能力目标 1）能够表达自己现在和过去在外表、性格、娱乐等方面的变化。

2）能够表达朋友、家人等现在和过去的变化。

二、重点知识

1．重点单词 alone quiet by outgoing friendly serious funny spider dark insect tall shy impress short terrify straight hardly enough 基本要求：会读、会写、会用。

2．重点短语 be afraid of sth in front of worry about sb/sth used to do sth all the time all day no longer be interested in as well as 基本要求：会读、会写、会用。3．重点语法 1）used to do sth 的用法 2）be afraid to do sth /be afraid of doing sth 的用法

基本要求：理解其含义，学以致用

三、导学案 Section A ● 例析导学

1．I used to be afraid of the dark.1)dark n.&adj.黑色(的), 深色(的), 其反义词是light 例如: In winter it gets dark early here.Can cats see in the dark? 2)be afraid of + n./ving 意为―害怕‖ 例如：Mary was afraid of snakes when she was young.Don‗t be afraid of making mistakes.【拓展】 1)be afraid to do sth 意为―害怕去干谋事‖ He is afraid to go there at night.2)be afraid 后可跟that 意思是―恐怕‖ I‗m afraid that I can‗t go there with you.2.People sure change.sure adv.无疑,确实

【拓展】 1)sure adj.确信的,有把握的 be sure to do sth /that 一定干谋事

be sure of sth /doing sth 干谋事有把握,有信心 例如:He is sure to come on time.It is sure that he will come on time.He is sure of passing the exam.=He is sure that he will pass the exam.2)make sure 确保, 弄清楚, 弄明白 Make sure that you get home before dark.3.terrify v.使害怕,使恐惧

其后接宾语,常构成词组 be terrified of 意为―恐惧……‖ 例如： The animals were terrified by the storm.I was terrified of the tiger when I first saw it.4.But now I‗m more interested in sports。

be interested in 意为―对……感兴趣‖, 介词in后常接名词或动词v-ing 形式

例如:Peter is interested in moths., but his sister is interested learning English.【拓展】 interested为表语形容词,只做表语,不做定语.interesting 可做定语也可做表语, 例如: We are interested in the interesting film.5.I go to sleep with my bedroom light on.1)go to sleep 意为―入睡,睡着‖ 例如:He went to sleep late last night.【拓展】 go to sleep 和go to bed 都有―睡觉‖的意思但go to bed 指―就寝‖ ―上床去睡‖这个动作；而go to sleep 是指―入睡‖ ―进入梦乡‖这个过程 ,相当于fall asleep。例如：I went to bed at ten last night , but I didn‗t go to sleep at twelve.2)with my bed light on 是―with +复合宾语‖结构，在句中做状语 例如：With no one in the room ,he felt a bit afraid.3）on 可表示工作着（的），开着（的）（与off相对）例如：Don‗t leave the tap on.【拓展】 1）with 有―和……一起‖之意 例如： Would you like to go with us ？ 2）带有，具有……特征

例如： The car is running with its light on.3）用某种工具

例如： He open the car with a knife.7.Don‗t you remember me ? remember v.想起,记起

【拓展】 1)remember to do sth.记得干谋事(还没做)remember doing sth.记得已干谋事(已经做了)例如:Remember to mail the letter for me.Do you remember asking the same question ? 2)代某人向……问好

例如: Remember me to your mother.● 专项练习

1.I am _____(terrify)of spiders.2.He is afraid of ______(see)strangers.3.It is not a good habit _____(chew)gum in the public places.4.The little child was _____(terrify)of _____(be)left alone in the house.5.It is said that _____(chew)gum is good for our teeth.6.He hardly _____(have)time for concerts ,did he ? 7。Lily is interested in ______(play)the piano.8.He wasn‗t feeling well.So he had to stop _____(work).● 句析导学

1．I used to be afraid of the dark.Did you use to play the piano.以上句式都表示过去常做谋事,而现在不复存在的习惯.used to do sth 表示―过去常常，以前常常‖

例如： I used to get up at half past six in the morning，now I usually get up at seven.【拓展】 1)be used to sth / doing sth get used to sth / doing sth 意为―习惯于做谋事‖其中to 为介词 例如: Mr.Liu is used to hard work.He got used to working at night.2)be used to do sth 意为―被用来做谋事‖常含有被动的含义 例如：Knives are used to cut.3)be used for doing sth 意为―被用来做谋事‖，介词for用来表示用途或用于什么目的 例如： A pen is used for writing.4）be used as …意为―被用做……‖ ― 把……当作……来用‖，介词as表示― 作为‖。例如： English is used as a second language in many country。

2．You used to be short , didn‗t you ?

改句为反意疑问句，反意疑问句是提出情况或看法，问对方是否同意的句子。反意疑问句的结构有两种情况，其一为前肯后否，其二为前否后肯。例如：You aren‗t going out today，are you ？

【拓展】 反意疑问句的几种特殊情况

1）当陈述部分 no，never，hardly，little，few 等含有否定意义的词时简略句用否定形式，例如：The little boy can hardly speak，can he ？

2）陈述句的主语为名词或代词，简略问句的主语为相应的人称代词；陈述句的主语为指示代词this，that，不定代词something，nothing 等，不定式，动名词或从句时，简略问句的主语为it；陈述句的主语为指示代词 these，those 不定代词everyone，nobody，everyone等时，简略问句的主语为they ；陈述句为there be 句型时，简略问句中重复使用 there。

To see is to believe，isn‗t it ？

There will be a meeting tomorrow，won‗t there ？

3）陈述部分是复合句时，简略问句的主语与助动词和主句一致。例如：She lived in Beijing when she was young ,didn‗t she ? 但 如 果 主 句 的 谓 语 动 词 是

think , suppose ,believe ,imagine ,expect ,feel等,且主语为第一人称或第二人称时,简略问句的主语和时态却要和宾语从句一致,而肯定和否定,则要与主句一致。

例如: I don‗t think you are a student , are you ? 4)祈使句也可加简略问句,不表示反意,只表示语气。否定祈使句+ will you ？

肯定祈使句+ won‗t you ？（表示邀请）肯定祈使句+ will you ？（表示请求）

Let‗t（包括对方）+ …，shall we ？（表示建议）Let us（不包括对方）+ …，will you ？（表示请求）Let +第三人称 + …，will you ？ ● 专项练习

1.Let the students talk with their partner about how you have changed.That is What did you used to do when you were younger? What do you do now ? Then make a conversation with each other.2.Let the students make a conversation according to Section A 3A.● 教学设计

本节课以过去和现在的变化为话题，重点是介绍一个人在过去常做的事及爱好等，Section A 就是紧紧围绕该话题，以听说方式展开学习运用的。

教学目标 知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用used to do sth和 be afraid to do sth 的用法。能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用used to 来谈论过去。教学重难点

1、熟记重点单词短语。

2、used to do sth和 be afraid to do sth 的用法。课型：听说课 教学过程 预习词汇

布置学生预习Section A的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入 1．检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：从谈论一个人的外表及性格，从而导入本课的话题。3．专项练习1）让学生根据Section A的1a中由What does he /she look like？What is he/she like ？及He used to be quiet，din‗t he？让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，你的过去和现在有那些变化。

二、听力训练 1．多层听

听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。

听（2）：通过听力，判断一下所听到的句子是那些。

听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。

2．听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1．读前听

听（1）：让学生根据听力内容进行对话练习，练习用used to do sth 来讨论过去。听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使学生基本掌握对话的主要内容进行听力训练和对话练习。

2．听后读

引导学生找出在对话中的语言点，分别是used to do sth，be afraid to do sth，be terrified of sth 及on等词的用法，然后对这些语言点根据听力内容进行对话练习和造句，使他们更好的掌握这些语言点。

3．学后读

先让学生根据自己的实际情况，然后完成3a下面的表格，并找出里面出现的重难点，然后小组讨论共同处理出现的难点。对于比较难的问题，老师进行必要的讲解和指导。再让学生自己熟读课文，掌握要点。为以后说的练习打好基础。

四、说的训练

1．根据从课文中出现的要点，以小组为单位进行合作，开展人人参与的口头作文，说说文中人物的英语学习方法。

2．鼓励学生大胆介绍自己的学习方法，尽可能用上文中出现的短语词汇。

五、学以致用

1．设计一个针对本节课语言要点的综合性练习，来进一步练习掌握好这一部分的内容。

2．进行一个小结，总结本节课的学习内容，让学生对本节课的 学习内容有一个清晰的概念，也便于学生课下复习。● 词语辨析

alone lonely 的用法辨析 alone 独自的(地),单独的(地)例如: He is alone at home.拓展 alone 表示―单独，独自一个人‖，不含感情色彩。可在句中作表语和状语。lonely 指人孤独寂寞，指地方荒芜人烟，有浓厚的感情色彩，可作定语和表语 She lives alone but she never feels lonely.● 专项练习单项选择

1．Where_____live before you came here? A.did you used to B.did you use to C.use he to D.he used to 2.No one likes he _____.A.still B.never C.anymore D.too 3.I always go to sleep _____the light on.A.in B.with C.to D.and 4.I ____get up early.A.use to B.used to C.am used to D.was used to 5.He _____ his father.A.look like B.is look like C.is like D.looks the same 6.Mark ____ go there with us tonight ,but he isn‗t very sure about it.A.must B.may C.can D.will 7.He is running _____a ball _____his hand.A.with ,in B.take ,in C.for ,in D.at ,with 8.I‗ve read several books ,but _____of them is funny.A.neither B.either C.none D.all Section B ● 例析导学

1．I don‗t worry about tests.worry about sb.为某人或谋事担心或着急 例如:Don‗t worry about him.He is ok.【拓展】 worry 的过去分词可转化为形容词使用,构成be worried about ,相当于worry about ,意为―担心‖

例如：The boy is never worried about his study.2.We have to take a bus to school.take a bus to school 相当于 go to school by bus I take a bus to school to school every day.==I go to school by bus.every day.我每天乘公共汽车去上学。

【拓展】 walk to a place == go to a place on foot步行去一个地方 ride to a place == go to a place by bike 骑车去一个地方 drive a car to a place == go to a place by car开车去一个地方 3．… I used to watch TV or chat with my grandfather.chat with sb.意为―与……闲聊‖，其中是动词。例如：I like to chat with my friends online.chat 还可以用作名词，意为―闲聊‖，例如：They dropped in for a chat last night.4.I really miss the old days.miss v.意为―怀念‖后可接名词，代词或动词ving 形式。例如：I miss living in the country.【拓展】1）miss v.意为―未击中，未得到，未达到，‖的意思。例如：He shot at the bird but missed.2）没见到，没听见，没理解 例如：The house is in the corner ,don‗t miss it.3）发现丢失 例如：I found my book was missing.4）没赶上 例如：He missed the early bus.● 专项练习完成单词

1.I am so busy,I h____ have time to finish the work.2.He used to spend much time c____ with his friends.3.Don‗t be w_____ about your son.4.The rich men enjoy p____ golf.5.He would take p_____ in everything good I do.6.W____ these words, he left home quickly.7.He u_____ to be quiet, didn‗t he? 8.The girl was t______ of the snakes.● 句析导学

My life has changed a lot in the last few years.In the last /past few years 在刚刚过去的几年里

常用于现在完成时,象already ,just ,ever , never ,before ,yet , recently ,for +一段时间, since 等都用于于现在完成时。例如：He has just returned from the USA.She hasn‗t come back yet.It is 5 years since he left home.● 专项练习

Let the students finish the letter of 3b by using the information from 2b.● 教学设计 预习词汇

布置学生预习Section B的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

复习检测

（1）检查词汇预习：有布置有检查，采用多种形式检查学生对词汇的预习情况，可以采取学生结对、小组查等形式。

（2）采用多种形式对听说课学习内容进行复习。

2．课前导入 设计情景，激发学生的学习兴趣或简介文章内容导入阅读。

3．泛读训练

（1）根据阅读素材和阅读规律，深入挖掘素材，设计多层次的阅读任务，引导学生逐步掌握文章信息，并训练处理信息的能力。

（2）对较长的文章可采用总—分—总的形式。4．精读足练

（1）学生先自主精读课文，找出疑难问题，然后结对或小组内进行交流，不能明确的问题，由教师点拨或指导。

（2）精讲知识点，辅以造句、对话等多种形式的充足练习，使学生掌握并能灵活运用。

5．写作训练

（1）写作训练遵循词组—短句—长句—短篇—长篇的循序渐进原则。（2）写作形式可以先引导学生仿写、改写，再运用所学知识进行独立写作，以实现从语言的输入到输出，由学到用的目的。

（3）写作交流 学生将自己的作品在小组内或班内交流，交流的数量尽可能的多。● 词语辨析

1.have to 与must 的区别

1)have to do sth.―不得不干谋事‖ 具有客观性,即不以人们的意志未转移.而must 强调主观性,即随人们的意志而改变。

例如: I must learn more English.I have to get up early to catch the early bus.2)可以用于各种时态,而只用于一般现在时和一般过去时,两种时态中, 例如:I had to tell his the news.2.no more 与no longer 的区别 no more ==not … any more no longer ==not … any longer

1)no more 可用来修饰名词 例如: There is no more food in my house.2)no more 或not … any more 一般指动作和行为的不再发生或重复 例如: They no more use animals to do the farm work.no longer 或not … any longer指情况或状态不再存在或延续 例如: I am no longer younger.3.spend ,pay ,cost 的区别

1)spend 意为―花费‖，常用作，spend time /money（in）doing sth.花费某人多长时间/多少金钱做谋事;spend time /money on sth.在谋事上花费了某人多少时间或多少金钱 例如：I spend an hour reading.His doesn‗t spend much time on his homework.2)cost 常用做: sth cost sb.money 例如: This watch cost him 9 dollars.3)take 作―花费，需‖解时，常用于时间，主语一般用it，但有时也可用人，常用句式 It takes sb.some time to do sth.例如：It took me a week to read the book.4)pay 作―花费，付‖解时，只用于钱，用―人‖作主语，后跟宾语人或钱，常以pay …for 出现。

例如：I paid 20 yuan for the book.● 专项练习句型转换

1.He paid 5 yuan for the book.(同义句)_______________________________________________ 2.I took him an hour to work out the problem.(同义句)_________________________________________________ 3.He used to be alone.(改为一般疑问句)_________________________________________________ 4.She has to finish the work by 5 o‗clock.(改为否定句)___________________________________________________ 动词填空

5.He used to ____(stay)up late , but now he is used to _____(go)to sleep early.6.He is ______(worry)about his mother‗s illness.7.She spends half an hour _____(read)every day.9.It took him several days _____(travel)here.答案 Section A 例析导学

1.terrified 2.seeing 3.to chew 4.terrified being 5.chewing 6.had 7.playing 8.working 句析导学 答案略

1-----4 B C B B 5----8 C B A C Section B 例析导学

1.hardly 2.chatting 3.worried 4.playing 5.pride 6.with 7.used 8.terrified 句析导学 答案略 词语辨析

1.The book cost him 5 yuan.2.He spent an hour working out the problem.3.Did he use to be alone? 4.She doesn‗t have to finish the work by 5 o‗clock.5.stay ,going 6.worried 7.reading 8.to travel

Unit 3 Teenagers should be allowed to choose their own clothes 复习目标

1、语言目标

1）Talking about what you are allowed to do or not 2）Agree and disagree（谈论被允许干什么或不被允许干什么，以及对某件事同意或不同意）

2、知识目标 含有情态动词should的被动语态

3、能力目标

通过本单元所学知识，学会使用被动语态

一、重点知识

1、重点单词

license silly study present volunteer experience member sleepy reply achieve race taught importance succeed point 基本要求：can read ,can write ,can use

2、重点短语

Instead of , stay up ,concentrate on ,at present , old people‗s home , in the way ,care about , driver‗s license , spend time with sb , go shopping , be strict with sb ,be strict in sth.基本要求：会读 会写 会用

二、复习导学案 ●例析导学

1、Sixteen—year—get , v.意为 ―使，让‖。Get sth done 结构相当于have sth done ,意为―使…..被做，让某人做某事‖。

【拓展】(1)get 作动词，意为―得到，获得‖ eg.She got good marks（2）get作动词，意为―收到‖ Eg.She got a letter from home.(3)get作动词，意为―买‖

Eg.I got the dictionary for five yuan.(4)get 作动词，意为―有‖(用于现在完成时)Eg.Have you got a pen ?(5)get作动词，意为―到达‖

Eg.Write to me as soon as you get to the USA.(6)get 作动词，意为―变得‖ Eg.It is getting warmer and warmer.(7)get 作动词，物作主语意为―进展‖；人作主语，意为―生活，过活‖。Eg.The business is getting along very well.How is your brother getting along ?

2、They aren‗enough adj.意为―足够的‖

【拓展】（1）enough 作形容词，意为―足够的‖，修饰可数名词或不可数名词。Eg.He has enough money.(2)enough 作副词，意为―充分地‖ Eg.She singswell enough.(3)enough 作名词，意为―足够，充分‖

Eg.There is enough here to feed the whole family.3、spend v.意为―消磨（时光）

【拓展】（1）spend …….with sb 和某人消磨时光 Eg.His father spent a happy time with him.(2)spend…..on sth 意为―某物花多少钱（或时间）‖ Eg.I spent 200 yuan on the new bike.(3)spend ……(in)doing sth 意为―做某事花多少钱或多少时间 Eg.He spent one hour doing his homework.4、He doesn‗

seem v.意为 ―似乎，好像‖

【拓展】（1）Seem to do sth 好像做某事 Eg.He seems to eat something.（2）seem +(to be)adj 好像……

Eg.The little girl seems shy.(The little girl seems to be shy)(3)It seems that + 从句 ……好像…… Eg , It seems that you are right.5、allow v.意为 ―允许‖

【拓展】（1）allow doing sth 允许干某事 Eg.My father allowed watching Tv on weekends.(2)allow sb to do sth 允许某人干某事

Eg.My father allowed me to watch Tv on weekends.1、study.n.意为―学习‖

【拓展】（1）study 作动词，意为―学习‖ Eg.He studies in a middle school.(2)study 作名词，意为―书房‖ Eg.My father is reading in his study.2、strict adj.意为―严格的‖

【拓展】（1）be strict with sb 对某人要求严格 Eg.Mr.Smith is strict with his sun.(2)be strict in sth 对某事要求严格 Eg.The teacher is strict in his work.3、present n.意为―目前，现在‖

【拓展】（1）present作名词，意为―礼物‖ Eg.My friend gave me a birthday present.(2)present作动词，意为―赠送，送给‖ Eg.I present her with an album.(3)present作形容词，意为―出席的‖ Eg.He wasn‗t present at the meeting.●专项训练

（一）1、up for his favorite TV programme last night.2、3、Your classroom is so dirty.Everyone should keep it A.dry B.open C.clean D.quiet

4、Although he is only a boy.He knows a lot.A.five year old B ,five---year---old C.five---years---old D.five---year---olds

5、，the holidays are too short.A.To present B.At present C.In present D.About present

6、First of all, the teachers must be strict students.A.at B.in C.for D.with

7、our health.A.in B.for C.to D.at

8、Tim likes Chinese, so does Rose.（合并为一句）Rose Chinese.●专项练习

（二）1、Don‗to take care of little Betty.A.carefully enough B.careful enough C.enough enough D.enough carefully

2、Are these pants for me to wear ? A.enough long B.enough longer C.long enough D.longer enough

3、Why , Tom , didn‗t you get your bike ? A.mend B.to mend C.mending D.mended

4、My mother have me the flowers.A.watering B.watered C.to water D.water

5、The teacher allowed games after class.A.play B.to play C.playing D.played

6、The students are allowed games after class.A.play B.to play C.playing D.played

7、The book is too hard to read.（同义句转换.）The book is not to read.8、The food seems bad.（同义句转换）bad.9、He spent half an hour(finish)doing his homework.●句析导学

1、I don‗t think sixteen---year –olds should be allowed to drive.我认为十六岁青少年不应该被允许驾驶。

本句是think后省略了that的宾语从句。本句中think前的don‗t为否定前移，形式上否定主句，而意义上却否定从句，类似用法的动词有 believe , expect , suppose.Eg.-----Do you think he is right ?------No.I don‗t think he is right.2、So do we.我们也是。

这是倒装句。So +助动词/情态动词/ 系动词be + 主语 表示前面所述情况也适用于后者，在时态上应和前句保持一致，此句主语与前句主语应不同。注意被动语态的结构。

Eg.Tom can play the violin , so can his sister.●、I think Peter should be allowd to take the test later.I think……..后接宾语从句，表达自己观点的句子 Eg------.I think this story is moved.-------I agree.3、What kind of ……?

这是一个用来询问事物种类的句子。Eg.----What kind of books do you like best ?----I like story books best.4、The problem is that all my classmats think the uniforms are ugly.本句是一个双重复合句。首先是由that引导的表语从句，在表语从句中包含一个省略that的宾语从句。表语从句要放在联系动词的后面，所用的关联词除if外都可以。Eg.1）My question is whether you understand this sentence.1）That is why we should learn English we 专项训练

（三）1、----She can speak English.----------------------------（她的哥哥也如此）

2、-----He is a good teacher.------------------------------（我也是）

3、I think sixteen-year-oldsshould be allowed to drive.(改为否定句)think sixteen-year-olds should to drive.4、We have worked for three hours.Now let‗s stop a rest.A had B have C to have D having

5、We had a party having classes last Friday.A.instead B instead of C but D still

6、They didn‗t let the students take books out of the reading—room.（同义句转换）to take books out of the reading—room.7、Mr, Wang won‗t go to Beijing.Mr.Zhang will go instead.(合并为一句)Mr.Wang.8、Students A.don‗t allow to wear B.are not allowed to wear C.are not allowed D.are not allowed wearing

2、去年我有一次去北京学习的机会。an study in Beijing.3、I think exercise is a good way to keep healthy.A.take B.taking C make D.of taking

4、It‗s very cold outside.You had better your coat.A.put on B.wear C.dress D to put on

4、●词语辨析

1、instead和instead of 1)instead adv.表示―代替，而不是，却‖，作状语，常放在句首或句末。Eg.Let him go instead.2)instead of 表示―代替，而不是‖，后可跟名词、代词、动名词、和介词短语。Eg.I will go to Hainan instead of you.2、allow 和 let 两者都表示―让‖

2）allow 多用于非正式的英语中，程度比let弱。Eg.Peter was allowed to go to the park.2)let 不带to的不定式作宾补，一般不用于被动式，被动式一般用allow代替。Eg.Let Peter go to the park.3、stop doing sth 和stop to do sth 1)stop doing sth 表示停止正在做的事情 eg.The students stopped reading.2)stop to do sth 表示停下来去做某事 eg.The students stopped to read.● 专项练习Unit 4 What would you do ?

一、教学目标

1、语言目标

Talking about imaginary situations.(谈论虚构情景)

2、知识目标

表示现在及将来情况的虚拟条件句所引起的虚拟语气的用法与结构。

3、能力目标

根据本单元所学知识，让学生能对与现在事实，过去事实及将来事实相反的事用虚拟条件句表达。

二、重点知识

1、重点单词

Medical research tie worry energetic confident permission herself bother annoy fairly plenty listener knowledgable rest shelf cover deep correct burn knee hurt offer refuse helpful 基本要求 会读 会写 会用

2、重点短语

What if ……., not……in the slightest ,plenty of , get along with ….., let……down, come up with , com out , rather than , hide……from , take a long walk , ask one‗s permission , right away.基本要求 会读 会写 会用

3、重点语法 虚拟语气 基本要求 理解其含义，会用虚拟条件句表达不能实现的愿望、假设、怀疑、建议、猜测、可能或纯粹的空想。

三、导学案 Section A ●例析导学

1、million num.意为―百万‖

【拓展】（1）millions n.意为―无数‖ Eg.She has millions of money.(2)million n.意为―百万元‖ Eg.He is worth three millions.2、worry n.意为― 烦恼‖

【拓展】（1）worry v。意为―使发烦，打扰‖ Eg.Don‗t worry me ,I am busy.(2)worry v.意为―发愁，着急‖ Eg.There is no need to wory.(3)worry about sb /sth 短语，意为―担心某人/某物‖ Eg.You mustn‗t worry about your cat.I can look after it.3、I‗d give research n.意为―研究‖ 【拓展】 research v.意为―调查，研究‖ Eg.He is researching into a certain subject.4、help v.意为―帮助‖

【拓展】（1）help sb with sth 意为―帮助某人某事‖ Eg.Xiao Wang helps me with my work.(2)help sb(to)do sth 意为―帮助某人做某事‖ Eg.The boys help Mr Wang carry the heavy box.●专项训练

1、children in America have little to eat ,and you can really help them if you want.A.Million of B.Two millions C.Millions of D.Two million of

2、There were about two people watching the football match yesterday.A.Million of B.million C.Millions of D.Two million of

3、There are(thousand)of students in the university.4、Taking a long way before goimg to bed can help you before exams.A.relaxed B.relaxing C.relax D.relaxes

5、The little boy helped his mother cook breakfast.(同义句)The little boy his mother breakfast.6、The mother worries about her son very much.(同义句)The mother her son very much.●句析导学

1、He is late for the party.他晚会迟到了。

当表达某人做某事迟到时，我们常用短语 be late for 表示。Eg.----I am sorry I am late for school.----It doesn‗t matter ,but you should be on time next time.2、If I were you , I ‗d wear a shirt and tie.如果我是你，我会穿衬衣打领带。

我永远成不了你，所以在表达―如果我是你，我就。。。。‖时，用If I were you ……..表示是不能实现的。

Eg.-----What would you do if you have a million dollars ?------If I were you , I would give it to charity.3、What if I don,t know anyone ? 要是我谁也不认识怎么办？ What if …..意为―倘使。。。将会怎样？‖相当于从句为一般现在时态的条件状语从句，if 后需用陈述语气。

Eg.---What if I don‗t know the way to the bus stop ?----You can ask the police.专项训练

1、A : I will have a birtherday party.Can you come ? B :Yes.I‗d like to.But what if I don‗t find your house ? A : You can ask the police.●教学设计

一、课前读词

听写朗读本单元重点单词短语

二、出示本单元教学目标 虚拟语气

三、教学过程

出示if引导的条件状语从句。在条件状语从句中，如果假设的不符合现在的实际情况，则主从句必须用虚拟语气，如：如果我是你，我就呆在家里。很明显，我不会成为你，必须用虚拟语气。让学生看例句，自己归纳虚拟语气结构If sb did / were +其他，sb.would / should / could /might + 动词原形。反复就其结构小组进行练习。可采用如下对话：

What would you do if you were / did ? I would if I 同学间反复练习

利用本部分听力内容进行练习●词语辨析

1、medical /medicine(1)medical adj.意为―医学的‖ eg.This is a medical book.2、medicine n.意为―药‖，不可数名词，take medicine 意为―吃药‖ eg.The doctor asks the boy to take medicine three times a day.3、little /a little / few / a few little 和 a little都可修饰不可数名词，few 和 a few 都可修饰可数名词复数

（1）little和few表示否定，意为―少数‖

eg.Mum, I have little money.Can you give me some ? The boy is always thinking himself.He has few friends.(2)a little和a few表示肯定，意为―一点，一些‖ eg.They have a little water.There are a few books on the shelf.4、bring / take 两者都有―带，拿‖的意思

（1）bring v.意为―拿来‖，指从远处带到近处，或带到说话人都去的地方。Eg.Can you bring your book to school tomorrow ?(3)take v.意为―拿走‗,指从近处拿到远处，或指随身携带。Eg.He takes away some books.5、maybe / may 两者都表示猜测，意为―可能―

（1）maybe adv.意为―可能，或许―，通常放在句子开头。Eg.Maybe he put his books in the bag.(2)may aux.v 意为―可能‖，放在主语后面，并且其后的动词用原形。Eg.My mother may be at home now.专项练习

1、Please rememer to after meals.A.take some medicines B.have medicine C.eat medicine D.take medicine

2、Maybe she to the park.A.go B.goes C.to go D.going

3、She may to the park.A.go B.goes C.to go D.going

4、Don‗time left.A.a little B.little C.a few D.few

5、A.has she B.hasn‗t she C.does she D.doesn‗t she Section B ● 例析导学

1、Social situations don‘t bother you in the slightest.bother v.意为―打扰‖

【拓展】（1）bother n.意为―麻烦‖

Eg.Did you have much bother(in)finding the house ?(2)bother n.意为―讨厌的人或物‖ Eg.His lazy son is quite a bother to him.2、and you enjoy the company of other people.company n.意为―陪伴‖

【拓展】（1）company n.意为―伙伴‖ Eg.Company is coming for dinner.(2)company n.意为―公司‖ Eg.He is working in a big company.3、You like talking to one or two people rather than to a group.rather adj.―宁可，宁愿‖ 【拓展】（1）rather than 短语，意为―而不是‖ Eg.I like English rather than Chinese.(2)rather...than...短语，意为―是。。。而不是。。。‖ Eg.This is rather for father to decide them for you.(4)would rather...than...短语，意为―宁愿而不愿‖,相当于短语prefer to do...rather than do...eg.He would rather deal with a man than with a woman.4、People aren‘t afriaid to speak in public.afriaid adj.意为―害怕的‖

【拓展】（1）be afriaid to do sth 短语，意为―害怕做某事‖ Eg.The little girl is afriaid to touch the litle dog.(2)be afriaid of sth 短语，―害怕某事‖ Eg.The children are usually afriaid of snakes.(3)be afriaid that 从句 意为―恐怕。。。。‖

Eg.I am afriaid that you are wrong.(5)Your friends would probably say that you are easy to get along with.【拓展】（1）get along with sb 意为―和某人相处。。。。‖ eg.Tom gets along with his classmates.(2)get along with sth 意为―某事进展。。。‖ Tom gets along well with his work.专项训练

1、What would you do if someone asked you(be)in a movie ?

2、No one helped Li Lei.He did it by.A.myself B.herself C.himself D.yourself

3、you.A.instead B.than C.rather than D.more than

4、Jenny gave us on how to learn English well.A.some advices B.many advices C.some advice D.an advice

5、我今晚宁愿呆在家里也不愿听音乐会。1)I go to the concert.2)I stay at home go to the concert.6、He has lived here for 20 years,so he has friends here.A.a lot B.lot of C.a plenty of D.plenty of

7、The little girl isn‗t afriaid(go)out at night.8、I prefer to do sports rather than watch TV at home.(同义句)I do sports watch TV at home.●句析导学

1、What would you do if someone asked you to be in a movie ? 如果有人请你演电影你会怎么做？

这是if引导的虚拟句。

Eg.A :What would you do if you had a mollion ? B :I ‗d give it to charity.2、What are you like ? 你的性格如何？

Like 是介词，意为―像‖，这是询问某人性格的句子。Eg.A :Do you like Tom ? B :Yes.A :What is he like ? B :He is outgoing.专项训练

1、A : Do you have enough money ? B : No , I haven‗t.A ：What would you do if you had enough money in the future ? B :I‗d give it to charity.2、A : Hello!Kate.

第二篇：新版冀教版九年级英语教案

Lesson1.What’s wrong,Danny?

备课时间：2015年 8 月 30 日

授课时间：2015年 月 日

学习目标：

1、能够掌握课标要求的“四会”词汇；examination,stomach,regret,fever,pale,pain.2、能了解情态动词should 的用法。

3、理解课文意思并能回答课后的问题。

4、学生分角色表演对话。

学习重点：

1、了解课文中的相关的单词和短语。

2、重要句型。

(1)I don’t feel well.(2)You look pale.(3)You will be all right.(4)How are you feeling?.学习难点：

掌握重要句型。学习过程：

一、导入： Discuss the following questions: When you don’t feel well.what do you usually do? If you don’t feel well ,what shoud you do first?

二、自学指导：

Listening:

Listen to the tape and find the answers to the questions:

1、What is wrong with the woman?

2、Did the medicine help her get well?

3、What advice did the man give to the woman? Reading: Read the dialogue and answer the questions

1、Why does Danny wake up his parents early in the morning?

2、What does Danny regret doing?

3、How do they get to the hospital? 4.Why does Dr.Ling ask Danny to stay in the hospital? Finish the task in class orally.三、精讲板书：

 知识点一： What is the worst illness you have ever had?  Worst 是bad/ill/badly的最高级。

 知识点二：It is 3:00 a.m.Danny wakes up his parents.Wake up 意思是“醒来，叫醒某人”

Eg；When he is sleeping.Don’t wake him up.知识点三：You are sick ,aren’t you?



本句是一个反意疑问句。前否后肯、前肯后否。 Eg;He is a good boy,isn’t he? He isn’t a good boy, is he? 知识点四：We shoud go to the hospital.Shoud 后加动词原形。Eg；We shoud study hard. Step5：巩固练习、检测验收

一、选词

 1.The boy looks so pale that there is no ________ in his face.Colour/fear  2。I did a _____ thing.I really regret it.Great/stupid  3.Jean had a pain in her leg, She _______ walk for a week.Could/couldn

二、完成练习册1到3题。 板书：

教后记：

Lesson 2 : A visit to the dentist

’t

备课时间：2015年 月 日 授课时间：2015年 月 日

学习目标：

1、能够掌握课标要求的“四会”词汇；dentist refuse toothache, rotten.2、能了解情态动词should 的用法。

3、理解课文意思并能回答课后的问题。

4、学生分角色表演对话。学习重点：

1、了解课文中的相关的单词和短语。

2、掌握以下重点句子。（1）、be afraid of +n./doing.(2).It is difficult to do sth.(3)..on the way to.(4).have no choice but to do 3.进一步掌握宾语从句的用法。学习难点：

进一步掌握宾语从句的用法。学习过程：

一、导入： Discuss the following questions:

1、Have you ever had a toothache?

2、What do you do when you have a toothache?

3、How do you take care of your teeth?

二、自学指导： Reading: Read the lesson and write true or false.1、Wang Mei was scared to see the dentist.()

2、Wang Mei showed great interest in everything at the dentist’s office.(3.Dr.Hu ask Wang Mei to watch TV while she worked.()４Dr.Hu was kind and good at fixing teeth.()5.Wang Mei’s mum told her an old Russian story on the way home.()Finish the task in class orally.精讲板书: 知识点一：be afraid of +n./doing.Eg;He is afraid of dogs..He is scared of dogs.He is afraid of going home in the evening.知识点二： It is difficult to do sth.Eg;It is difficult for him to learn English.It is +adj.+to do sth.It is +adj.+ for sb。+to do sth.知识点三：.on the way to On the way to school, on the way to +名词 On the way home.On the way +副词）

知识点四：.have no choice but to do Eg;I have no choice but to go with her.板书：

教后记

Lesson 3.Good Food,Good Health

备课时间：2015年 月 日

授课时间：2015年 月 日

学习目标：

1、能够掌握课标要求的“四会”词汇；potato, salad, tomato, cheese, butter

2、We must eat healthy and keep healthy.3、理解课文意思并能回答课后的问题。

4、学生分角色表演对话。

学习重点：

3、了解课文中的相关的单词和短语。

4、重要句型。

1.Bread,noodles and rice all grain foods.Breakfast cereal is also made of different grains..2.They help you grow and stay healthy..3.Salads are very popular in Western countries..4.Your body needs calcium to stay healthy.学习难点：

掌握重要句型和重要短语。学习过程：

一、导入： Discuss the following questions: What foods do you eat every day? What should we do to keep a healthy and balanced diet?

二、自学指导： 1.Reading: Read the dialogue and choose the food words from the text._____________ ____________ _____________ _____________ _____________ ____________ _____________ _____________ _____________ ____________ _____________ _____________ _____________ ____________ _____________ _____________ Grains fruits and vegetables protein foods calcium foods 2.Read the text in details and finish the exercises.: 1).Bread, noodles and rice are made from _______.2)______and _______are very good source of ________, _______ and _______.3).______ ______ are made from potatoes.4).Salad is made of _______ ________.5).Many people think that only meat and chicken have _______.6).______ makes your bones and teeth strong.精讲板书: 知识点一：.Bread,noodles and rice all grain foods.Breakfast cereal is also made of different grains..All both,whole的区别。

Both 指两个人或物，而all指三个以上的人或物。Whole 前要加限定词the.Eg； Both of us want to go.All of us shoud work hard.All my life , all the world, my whole life,the whole world.知识点二：They help you grow and stay healthy.Stay healthy =keep healthy.Health n.healthy adj.Eg;You shoud keep healthy.Health is very important to the everyone.知识点三： Salads are very popular in Western countries...be popular 流行。East n.eastern adj.South n.southern.Adj.West n.western adj.North n.northern adj.Homework.Finish off the activity book.板书：

教后记：

第三篇：九年级英语上册Unit_11英语教案_人教新目标版

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．

第四篇：九年级英语教案

Unit 15I’ll help clean up the city parks．

The 1st period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects（1）Key Vocabulary

clean up, hunger, homeless, cheer up, give out, volunteer, food, bank（2）Target Language I’d like to work outside．

You could give out food at a food bank． 2． Ability Objects

（1）Train the students to express offering to help with the target language．（2）Train the students’ listening skill． 3． Moral ObjectOffer help to the others as much as possible． Ⅱ． Teaching Key Points 1． Key Vocabulary

clean up, hunger, homeless, cheer up, give up2． Target Language

How to express offering to help with target language． Ⅲ． Teaching Difficult Points

1． Teach the students how to use the new phrasal verbs．

2． Teach the students to express offering to help with target language． Ⅳ． Teaching Methods

1． Teaching by giving sample sentences and making up sentences． 2． Teaching by showing pictures． Ⅴ． Teaching Aids 1． A tape recorder2． Some pictures on volunteer’

s offering help Ⅵ． Teaching Procedures Step Ⅰ Revision1． Revise the language points in Unit 7．

Ask some questions like this: Where would you like to go on vacation?（I’d like to/I’d love to/l hope to„）Why?（Because„）

2． Revise the contents in Unit 7． Say to the class like this: Who can say something about Singapore?

What things do you like there and what things don’

t you like about it? Ask them to give the answers without looking at the b

ooks．

3． Check homework by asking some students to read their sentences they’

ve made with the verbs． Let them hand in their homework． 4． Dictate ten words in Unit 7． Step Ⅱ la

This activity introduces the key vocabulary and provides some writing practice． In this unit we learn to offer to help．We’

ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out．

Here is an example on how to use clean up． Look at the title of Unit 8． I’

ll help clean up the city parks． Repeat it twice, please． Ask the children to read the title twice．

Then go on saying, “clean up means make a place clean and tidy, put things there in order”． Let’

s see another example, We should always clean up after a picnic． Who can explain this sentence in your own, words? Ask one student to explain the sentence．

He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．

Then ask the class． Who can make more sentences with clean up? Ask several students to share their sentences to the class． Do the same with the other phrasal verbs． Some sample sentences1． clean up—

make a place clean and tidy, put things in order We should always clean up the dirty parts of the sea． 2． cheer up—

make someone feel happy The good news cheers everyone up． 3． give out—hand out, distribute

Lin Tao helped the teacher give out the new textbooks to the class． Rea

d the instructions to the students．

Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about?Help students to answer: Volunteer Today!

Then continue saying, “Who can tell me the meaning of volunteer?”Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson． Draw the students’ attention to the three posters on the board． We can see one sentence in each poster．And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．

Then read the sentences in the posters to the class． Ask the pairs of students

Unit 15—Unit 10 复习

Unit 15I like music that I can dance to.1.I love music that I can sing along with.跟着唱 2.I like music that I can dance to.随着跳

3.Rosa likes music that is quiet and gentle.is与music相搭配4.I love singers who write their own music.write 与singers相搭配 5.We prefer music that has great lyrics.： has与 music相搭配 6.He likes movies that are about monsters.are与 movies相搭配 7.I prefer English to Chinese.可使用名词

8.I prefer singing to dancing.也可跟动名词，要形式一致

9.The music reminds me of Brazilian dance music.使某人想起„ 10.on a Monday morning 具体某一天的前面用on 12.make us happy 使„高兴 13.too much 和much toov.+ too much；

too much + n.过多； much too +adj.太，过于

14.such as 作“例如„”讲，只能例举并列部分事实，即不能是全部He knows six languages, such as Chinese and English.Unit 7 Where would you like to visit?1.I‟d like to go somewhere relaxing.任何形容词与不定代词连用，均要置后

2.I‟d like to go to places（where the weather is warm）.括号中为宾语从句；从句中is与the weather进行搭配 3.It‟

s supposed to be very hot.4.Why not consider visiting…? 5.decide to do sth.决定去做„

6.in the east of China在中国的东部（在中国范围以内）to the east of China在中国的东部（在中国范围以外，互不相连）at the east of China在中国的东部（与中国接壤，挨着）7.provide sb.with sth.about„

8.big enough：enough 和形容词一起用放后面enough water：enough放在名词前面 9.let us know：let后面跟动词原形

Unit 8 I‟ll help clean up the city park.1.would like to do sth.2.I will help„一般将来时3.你还认识下列这些动词短语吗？

work outside/ cheer up/ help with/ help sb.do sth./ give out/ clean up/ come up with/ put off/ write down/ put up/ hand out/ call up/ need to do/ put off making a plan/ set up/ volunteer their time to do…/ spend … doing…/ could help…/run out of/ take after/ fix up/ give away/ be similar to…/ try to do/ ask for/ work out

4.put it off代词放在中间/ put off the plan名词放在后面5.Volunteering is great.动名词做主语Unit 9 When was it invented?1.词组：

want to do/ fall into/ decide to do

in the end/ by accident/ according to/ in this waynot„until„直到„才e.g.I didn‟t go to bed until I finished my homework.昨晚我直到完成作业才去睡觉。one of +名词复数: 其中之一

e.g.Dalian is one of the most beautiful cities in China.大连是中国最美丽的城市之一。2.被动语态：be + done

When was the car invented?It was invented in„ Who was it invented by?It was invented by„ What is it used for?It is used for traveling.3.1）some time: 一些时间

I have some time this afternoon, I will go to see you.2）sometime: 未来某一时候

I would like to go to Hong Kong sometime next month.3）sometimes:有时I sometimes watch TV.4）some times:一些次/倍/

遍（once, twice, three times„）I have seen this film some times.Unit 10 By the time I got outside, the bus had already left.1.词组：

take a shower/ get up/ get outside/ get to school/ get in the shower/ leave„at home/ get home/ get back to school/ walk into/ start（begin）doing=start

（begin）to do/ be late for/ go off/ wake up/ have to do/ wait for/ come out/ take a quick shower/ have breakfast/ run off to the bus stop/ give sb.a ride/ break down/ invite sb.to do sth./ stay up late/ show up/ be exhausted/ land on/ move across/ set off 2.on time:准时，按时 in time:及时3.I only just made it to my class.我恰好准时到校.4.forget to do:忘记

去做某事

I forgot to turn off the lights yesterday.昨天我忘了关灯。forget doing sth.: 忘记做过某事

I forgot sending the letter.我忘了给你寄过信。

5.so„that„:so+adj./adv.+that+句子（如此„以致于„）He is so friendly that everyone likes him.He runs so fast that nobody can catch up with him.6.hundreds of/ thousands of/ millions of: 前面无具体数字时,三个数词后一定加s two hundred/ five thousand/ ten million: 前面有具体数字时,三个数词后不加s 7.stop to do sth.停下来去做某事 stop doing sth.停止做某事 8.both„and„两者都„ Unit 6 — Unit 10写作复习7

jobs, but he didn‟

t have to.John decided to30living a simple life like everyone else.He didn‟

t tell any of his friends and gave his $ 100,000 of his money to a31that helped poor children to live better lives.Today he is 36, he32wears cheap shoes and owns a small car only, but he is much happier.Once, John went to meet a little girl in Africa.He said the meeting was very33.“ When I met her, I felt very, very happy,” he said.“ I saw that the money34for a very good plan.It brought me35to the child in a way that giving money36cannot.” “ I want to do everything I can,” he added.（）29.A.rich B.happy C.lucky D.confident（）30.A.stop B.have C.keep D.agree（）31.A.hospital B.familyC.school D.charity（）32.A.also B.still C.everD.never（）33.A.excitingB.relaxingC.boring D.frustrating（）34.A.invented B.was invented C.usedD.was used（）35.A.friendlyB.honestC.closerD.quieter（）36.A.prettyB.aloneC.sureD.extremely

III.阅读理解（A）

David Brenner came from a poverty family.When he finished his school, he was given a wonderful present.“Some of my friends got new clothes and a few rich boys even got new cars.” He remembered, “My father reached into his trousers pocked and took something out, I held out my hand, and he let my present drop into it---a nickel!”

“Dad said to me, „Buy a newspaper with that.Read every word of it.Then turn to the classified section and get yourself a job.Get into the world.It‟s all yours now!”

“I always thought that was a great joke my father had played on me until a few years later when I was in the Army, sitting in a foxhole, and thinking about my family and my life.It was then that I came to know that my friends had got only new cars, or only new clothes.My father has given me the whole world.What a great present!”注：nickel五分硬币;foxhole战壕

37.From the text we know that David Brenner‟

s family was______.A.richB.poorC.strangeD.unusual 38.What did David get as a present when he left school? A.New clothes B.A new carC.Something nice D.A nickel 39.David father asked him to read the newspaper to _______.A.find interesting storiesB.find himself a job C.know what happened in the world D.learn more things in it 40.Some years went by and David became a ______.A.doctorB.teacherC.soldier D.driver 41.In the end David understood the present his father gave him was _________.A.greatB.unimportantC.beautifulD.useless

（B）

During the winter, Fred Carpenter goes skiing（滑雪）

just about every weekend.Sometimes he drives as far as three hundred miles to find the freshest snow.Fred has been skiing since he was seven years old.By the time he was twelve, he had won several junior8

championships.When he was thirteen, he lost his right leg in an accident.By the next season, Fred had learned to ski on one leg.“ It‟

s certainly a little harder this way,” Fred says, “ but the thrill is just the same.”

Now Fred is looking for other people like himself who love to ski.“ It‟s time to organize some races!” he says.（）42.Fred Carpenter goes skiing during the ________.A.springB.summerC.autumnD.winter（）43.Carpenter began skiing when he was ________.A.twelveB.thirteenC.fourteenD.seven（）44.Carpenter learned to ski on one leg ________.A.after he had an accident B.after he found the freshest snow C.because he liked skiing this wayD.because he was a champion（）45.Fred Carpenter does not ________.A.love skiingB.give up easily C.enjoy drivingD.show up easily（C）

For most students, the time of exams is very stressful and difficult.Some people find exam time so bad that they become ill, because they are afraid of failing;they are afraid of letting their parents and families down.If exams are really making you ill or worried, don‟

t hide your feelings.Talk to someone about it.If one person doesn‟t help you, ask someone else.How to get through exams? Here are some top tips by educational psychologists（教育心理学家）：

●Ask a teacher or tutor about how to revise, and exam skills—how to work when you are in an exam.●

Take short rests during your time of work and revision.If your mind is tired, it will not remember well.●

Plan your work: revise at times when you know you will work at your best.●Get enough sleep, and eat healthy food.●If you feel ill, talk to someone about your worries.But don‟

t be too relaxed!Some stress over exams makes you work hard for them.●If it upsets（沮

丧）you to talk to your friends about an exam when it is finished, don‟t do it!In fact, don‟

t even think about the exam you have finished.What is done is done.You cannot change what you have written!To this advice, we would add:

If you are studying in the evening, don‟

t go straight to bed afterwards.Your mind will still be “going round and round”---thinking too much.Do something else, maybe walk or get exercise.Choose something that will relax you, and make you think of other things.Problems Suggestions---don‟

t know how to work for an exam Ask a teacher or tutor about how to revise.---feel tired 46.---feel ill or worried 47.---can‟t sleep well

Don‟t go straight to bed after studying in theevening.---it upsets you to talk to your friends about an exam when it is finished9

（D）

Hi!My name is Wang Ming.I‟m fifteen years old, and I‟m a Grade 3 student in Shanghai in the year 2053!

I expect you find that pretty hard to believe.Let me explain.This book is a journal I wrote last month for a very special competition.I won the first prize, which was that my book would become part of the first ever experiment in time travel.It would be put in a time capsule to be sent back almost fifty years into the past.So, if everything went according to the plan, you should be reading this in about the year 2005.Do you know what time capsules are? They are usually containers made of some very strong material---so strong that it should last for hundreds or thousands of years without being destroyed.Inside these containers, you put things that are typical of the place in which you live.For example, in 2005 you might put a copy of a popular comic, a CD by a famous musician, videos of television programs---all sorts of things.The idea is that when people in another century open up the time capsule.They‟ll be able to see what life was like in the past.Until now, all time capsules have been left for people in the future to find.This one is the first that has been sent from the future to the past.I don‟t understand how it‟s going to be done, but I think it‟

s a really cool idea.If it works, my own grandparents will be able to read this when they were secondary school students!But if my grandparents did read this, why haven’t they ever mentioned it to me?

（）49.If we believe what the passage says, this book was written ____________.A.last monthB.about fifty years agoC.in the futureD.by a time traveler.（）50.Time capsules are usually ____________________.A.hundreds or thousands of years old.B.made by people in another century C.sent back in time to people in the past

D.containers holding objects typical of a certain time and place.（）51.The main purpose of most time capsules is to ____________

_______

A.show people in the past what life will be like in the future B.show people in the future what life was like in the past C.keep copies of old comics of CDs

D.store recording of old television programs

（）52.The last sentence shows that Wang Ming finds the ideas of time travel______.A.confusingB.excitingC.uninterestingD.cool

综合语言运用

一、周末，我和朋友们除了进行一些娱乐活动外，还参观了博物馆，看到了许多发明„„

（a）按要求将所给的单词、词组分类。（请写字母）

A.telescopesB.listening to musicC.microwave ovensD.usefulE.watching moviesF taking photosG computersH.boringI.TV1.Last weekend, we enjoyed B ,.2.The inventions that we saw were _______________________________.3.We thought the inventions were________________________________.（B）回答问题。

What would you like to invent if you can and why?

I would like ____________________________ because ________________________.二、读下列三位志愿者的简历，完成任务。10

Name Jennifer John Mary Age 1614Free time

Saturday & Sunday Saturday & SundaySaturday

Likes 1）fixing up things 2）working outside 3）machines1）reading stories.2）chatting with others.3）kids & teaching1）singing & dancing2）working inside3）animals, kids & oldpeople

（A）根据所提供的信息，将志愿者的姓名填入相应的空白处，并阐明选择该工作的原因，同时选择符合句子的代词。1.例：

Jennifer can help to fix up the machines in a poor elementary school because she（he, she）likes fixing up things.2._______ can help work in an animal hospital because ________

（he, she）likes _______.3.__________ can sing and dance to cheep up the old people because _________（he, she）likes __________.4._______ can help the kids at local elementary schools to finish their schoolwork on Sunday because __________（he, she）likes __________.（B）请阅读Jennifer 的来信，仿照下面的范文替John 或Mary 写一封自荐信。Dear Mr.Black,I‟

m Jennifer, a 16-year-old girl.I want to be a volunteer.I like fixing up things, so I can help fix up toys for kids in an elementary school.Jennifer

第五篇：九年级英语教案

九年级全一册英语教案

unit 1

How do you study for a test？

1、语言目标

1）询问别人的学习方法

2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标

1）How do you study for a test？

I study by v+ing.2)the way to do sth.the way of doing sth.have trouble doing sth.的用法

一、重点知识

1、重点单词

flashcard vocabulary aloud pronunciation memorize grammar frustrating quickly spoken pronounce mistakes challenge solution realize matter afraid complete impress trouble soft deal unless regard influence friendship development face

2、重点短语

make mistakes be afraid to do sth.laugh at enjoy doing sth.the way to do sth.have trouble doing sth.end up

spoken English practice doing sth.too much look up

make vocabulary lists

try one`s best to do sth.3、重点语法 1）How 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法

Unit 2 I used to be afraid of the dark.一、教学目标

1．语言目标

1）学会陈述自己过去常做的事。

2）学会陈述自己过去的爱好等。2．知识目标

1）used to do sth.的用法

2）be afraid /terrified的用法

1．重点单词

alone quiet by outgoing friendly serious funny

spider dark insect tall shy impress short terrify

straight hardly enough

2．重点短语

be afraid of sth.in front of worry about sb./sth.used to do sth.all the time all day no longer

be interested in as well as

3．重点语法

1）used to do sth.的用法

2）be afraid to do sth./be afraid of doing sth.的用法

Unit 3 Teenagers should be allowed to choose their own clothes

1、语言目标

1）Talking about what you are allowed to do or not 2）Agree and disagree

（谈论被允许干什么或不被允许干什么，以及对某件事同意或不同意）

2、知识目标

含有情态动词should的被动语态

一、重点知识

1、重点单词

license silly study present volunteer experience member sleepy reply achieve race taught importance succeed point 基本要求：can read ,can write ,can use

2、重点短语

Instead of , stay up ,concentrate on ,at present , old people’s home , in the way ,care about , driver’s license , spend time with sb , go shopping , be strict with sb.,be strict in sth.一、教学目标

1、语言目标

Talking about imaginary situations.(谈论虚构情景)

2、知识目标

表示现在及将来情况的虚拟条件句所引起的虚拟语气的用法与结构。

二、重点知识

1、重点单词

Medical

research tie worry energetic confident permission herself bother annoy fairly plenty listener knowledgeable rest shelf cover deep correct burn knee hurt offer refuse helpful

基本要求

会读

会写

会用

2、重点短语

What if ……., not……in the slightest ,plenty of , get along with ….., let……down, come up with , com out , rather than , hide……from , take a long walk , ask one’s permission , right away.基本要求

会读

会写

会用

3、重点语法 虚拟语气

基本要求

理解其含义，会用虚拟条件句表达不能实现的愿望、假设、怀疑、建议、猜测、可能或纯粹的空想。

Unit5 It must belong to Carla

一、教学目标

1、语言目标：使用情态动词表示推测的用法

2、知识目标：情态动词 must，might，could and cant 的用法及区别

二、重点知识

1、重点单词

picnic possibly drop final worried owner sky

catch interview noise wind neighbor director monkey smell finger lift stone ant ocean

基本要求：会读、会写、会用。

2、重点短语

belong to make up escape from use up

基本要求：会读、会写、会用。

3、重点语法

情态动词 must，might，could and can，t 的用法及区别

Unit6 I like music that I can dance to 教学目标

1、语言目标 学会用定语从句表达自己对事物的好恶

2、知识目标 以that、who引导的定语从句

3、能力目标 根据本单元所学知识，培养学生分析问题和解决问题的能力

二、重点知识

重点单词 prefer remind of interest suggest suit expect

lyric entertainment feature photography exhibition photographer display show class energy photograph

gentle known honest Italian Indian 基本要求：会读、会写、会用。

2、重点短语remind of on display

suit sb.fine

to be honest be bad for stay away from be in agreement

3、重点语法that、Who引导的定语从句

Unit7 Where would you like to visit？

一、教学目标

1、语言目标 1）学会谈论喜欢去旅游的地方 2）学会用形容词和定语从句介绍旅游胜地

2、知识目标 1）would like 的用法 2）hope to 引导表示愿望的句型

二、重点知识

1、重点单词 educational, fall, lively, consider，including，tower，church, wine, translate, light, wonderful, provide, sail, Pacific, programming，report，dream

2、重点短语 take it easy, in general, provide with, thousands of，as soon as possible，be willing to，quite a few，dream of，hold on to，come true 基本要求：会读、会写、会用。

3、重点语法 1）would like的用法

2）关系副词引导的定语从句

2)动词不定式作主语

Unit 8

I’ll help clean up the city parks.一、教学目标

1、语言目标 Offer help(提供帮助)

2、知识目标：

1）学会使用“ I will…” , “ I would like …” 等句型，向别人提供帮助。

2）学会用“ I will…” 做规划。

3）掌握向别人提供帮助的一些动词短语。

二、重点知识

1、重点单词

cheer, advertisement, set, coach, fix, repair, similar, fill, pleasure, blind, deaf, imagine ,shut, carry, specially, fetch

基本要求：会读、会写、会用。

2、重点短语 clean up, give out, put off, set up, think up, take after, fix up,give away, put up, ask for ,hand out, work out, at once 基本要求：会读、会写、会用。

3、重点语法

Unit 9

When was it invented ?

二、教学目标

1、语言目标：（1）Talking about the history of inventions(谈论重要发明的历史及用途)（2）能用被动语态正确表达发明物的历史。如：It was invented in 1876.It was invented by Bell.2、知识目标： 学会使用含有被动语态的不同句型结构“When was it invented?” 和“Who was it invented by?”来谈论各种发明物的历史。

二、重点知识

1、重点单词invent, mistake, ancient, produce, pleasant, pie, throw, century, notice, including, knock, basket, metal, below, towards, develop, risen

2、重点短语be used for, by mistake, in the end, by accident, according to, fall into, in this way, knock into

3、重点语法The Passive Voice(被动语态的用法): 1.When was / were...invented? 2.Who was / were...invented by? 3.What is / are...used for? Unit 10

By the time I got outside, the bus had already left.一、教学目标

1.语言目标Learn to narrate past events．学会描述过去所发生的事情。

2、知识目标Learn to express something with Past Perfect Tense.学习使用过去完成时态。

3、能力目标

Strengthen the consciousness of doing things regularly．做事加强连续性，有条不紊。

二、重点知识

1、重点单词rush, lock, empty, describe, farmer, marry 基本要求：会读、会写、会用。

2、重点短语go off, run off, on time, give sb.a ride, break down, show up, set off, get married, a piece of 基本要求：会读、会写、会用。

3、重点语法（1）Past Perfect tense(过去完成时的用法):（2）“By the time”和“when”引导的时间状语从句