第一篇：九年级英语上册Unit 11英语教案 人教新目标版
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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?
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com 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．
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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 亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com 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．
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com 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．
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com（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．
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com 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．
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com 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
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com 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．
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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．
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com 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．
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第二篇：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．
第三篇：九年级英语上册 单词教案 人教新目标版
单词教案
Airplane n.飞机 Coach n.长途公共汽车，客车
Departure n.出发；启程；航班；车次 Lounge n.(机场等的)等候室
departure lounge(机场的)候机厅 transport n.交通方式；交通 set off 动身，出发 Nod v.点头
Tear n.眼泪；泪珠 Towards prep.往；向；朝...的方向 cigarette n.香烟 though conj.虽然；尽管 get off 下车 step n.步;步骤 geography n.地理学 physical a.身体的;体力的 PE n.体育；体育课 really adv.非常；很；实在；确实
neither pron.两者都不 a.(两者)均无的
secondary school 中学 present a.在场的；出席的 absent a.不在的,缺乏的 speech n.演讲;演说 biology n.生物学 lead a...life safety n.安全 过(某种生活)fortunately Disease n.病；疾ad.幸运地 病
drug n.毒品 Dress n.连衣裙 Spanish
Fit v.适合,合身 a.西班牙的；西班Glove n.手套 牙语的 n.西班牙have on 语 穿着；戴着 French
overcoat a.法国的；法语的 n.外套；大衣 n.法语
scarf involve vt.牵涉；n.围巾；头巾 牵连；影响
thick adj.厚的 training n.训练 size n.尺码；号 athletics n.田径shop assistant 运动
n.店员 society n.社会；cool 协会 a.时髦的；酷的 disco
fashionable n.迪斯科舞厅；迪a.流行的；时髦的；斯科舞会
时尚的
either...or...logo n.标志,商标 要么...要么...；well-known adj.众不是...而是...所周知的；著名的 Debate n.辩论 designer Illness n.病；疾a.由著名设计师病
设计的 n.设计师，prevent
设计者
vt.防止；预防 advertising n.广medicine n.医学 告
suppose vt.猜想；dollar n.美元 假设 succeed relaxed
v.成功；做到 a.放松的；松弛的 show off eldest
显示；炫耀 a.年龄最大的 personality married
n.个性；性格
a.已婚的；结婚的 rule n.规则；规章 fall off suggestion n.建议(从...)跌落
keep to get married 结婚 沿着...走 couple n.夫妻 Rope n.绳子
diet n.日常饮食 Stream n.小河；溪 用心
爱心
专心
clear
adj.明白清楚的 starving
adj.非常俄的；饥饿难忍的 lead the way 领路，带路
fall asleep 入睡 valley n.山谷 peaceful
adj.安静的；平静的
site n.场所 gesture
n.示意动作；手势 stick
n.枝条；枯枝 reach out 伸手去摸 still
a.静止的；不动的 woods n.树林 hillside n.小山坡 sudden adj.突然的 blood n.血
damage n.&vt.损害 cause v.造成；引起 n.原因,起因 effort n.努力 fifth num.第五 order n.顺序；命令 vt.命令 in order to 为了
Director n.主任 Smell n.气味
Discuss vt.讨论；谈论
Fever n.发热
Flu n.流行性感冒 Knee n.膝盖
Wound n.伤，伤口 Miss v.不在 Trip v.绊；绊倒 improvement n.改善；改进 oncoming adj.迎面而来的 couch n.长沙发 expert n.专家 require v.需要 fit adj.健康的 amount n.数量 weight n.重量 effect n.影响 cooker n.厨灶 shock n.电击 hit vt.打；击 glad adj.高兴的 breathe v.呼吸 cancer n.癌症 fix vt.修理 finger n.手指 basket n.篮子 bread n.面包 fork n.叉子 knife n.刀
lemonade n.柠檬味汽水；柠檬饮料 pancake n.烙饼薄饼
serve vt.端上；服务；招待
spoon n.勺；匙 hold vt.举办；召开
hot adj.辣的 roll n.小圆面包 Roman n.罗马人 Saying n.格言谚语
Cheers int.干杯 Plate n.盘子 explanation n.解释,说明 cross adj.恼怒的；生气的
generally adv.一法
般地；通常 Level n.水平over adv.结束 Certain blind adj.瞎的 adv.某些；一些 sensen.感觉官能 however taste n.味道
adv.不管怎样
owner n.所有权人；fairly adv.相当地 主人
no matter bee n.蜜蜂 无论… officer n.官员 wherever course n.一道菜 adv.无论在哪里 dialogue n.对话 own v.拥有 line
everyday n.台词，对白；线 adj.每天的,日常nurse 的
n.保姆；护士 essential recite v.背诵 adj.极其重要的 role n.角色 tourism n.旅游业 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.工业的
play the role of recent adj.近来的 v.扮演...角色 Arabic n.阿拉伯superb adj.极佳的 语
impressed
Typhoon n.台风 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.音乐剧；音乐电speaker 影
n.说某种语言的in the open air 人；发言者；演讲在露天(或户外)者
Japanese adj.日本period n.阶段；时的日语的；日本人期 的 n.日语；日本人 express Industry n.工业 vt.表示；表达 Trade n.贸易 beat n.强节奏 Achieve v.完成达ceiling n.天花板 到
fetch vt.拿来 Bright adj.聪明的 pardon Handwriting n.书int.请再说一遍
用心
爱心
专心 raise v.举起 forgive vt.原谅 treasure vt.珍视；珍爱 stay in touch 保持联系 owe
vt.归因于；归功于 pay back 偿还 kindness n.体贴 patience n.耐心 gift n.恩赐 礼物 fair
adj.公平的；公正的
model n.模范;典型 role model 楷模；行为榜样 Value
n.价值；行为准则 decision n.决定 graduate n.毕业生 shock v.使震惊 inside adv.在（或向）里面 prep.在（或向）…里 cow n.奶牛；母牛 dentist n.牙医 tooth n.牙齿 robot n.机器人
第四篇：新目标九年级英语教案
新目标九年级英语教案
发布：张永玲
时间：2008-12-5 15:27:56 来源：宁夏灵武教育信息网
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1611 讨论：
新目标九年级英语教案
Unit 13 Rainy days make me sad
语言目标：
能够运用所学知识谈论或询问对某件事或物的看法或谈论事物对人的情绪的影响。
认知目标：
1.学习动词make的用法（make+ 宾语+ 形容词和make+ 宾语+ 动词原形）。
2.学会以下基本句型：
How do you feel about loud music?
Loud music makes me tense.Loud music makes me want to dance.Waiting for her made her angry.情感目标：
培养学生做一个情感丰富的人。
第一课时
教学目标： 1.能用所学的目标语言简单谈论或询问事物对人的影响，或人对某一事物的看法。
2.能初步理解动词make的用法，并能在实际情境中简单地运用。
3.能听懂听力内容，并能完成相应的练习。
Section A
Step 1 Presentation
Play rock music for the students to listen.T: Do you ｌｉｋｅ this kind of music?
How do you feel about it?
S1: I ｌｉｋｅ it.It makes me comfortable.S2: I don’t ｌｉｋｅ it.It’s noisy.…….Then play a piece of light music again, and ask about the students’ feelings.T: What about this music?
S1: It’s gentle.I ｌｉｋｅ it.S2: It’s too quiet.I don’t ｌｉｋｅ it.…….It’s OK that different students have different answers.But it’s important to guide them to say out “make”.Write the sentences including “make” that they have said on th
e blackboard.Step 2 Discribing pictures
Part 1.Ask the students to describe something about the two pictures.Such as, “These are restaurants.The first girl seems not to stand the music.The second girl seems to be pleased with the restaurant.” And so on.Step 3 Listening and practicing
1b.Listen to the tape.Raise the question “What do Amy and Tina think of the two restaurants?” Check the answers after listening.Students read the sentences in this part and comprehend them.Then get them to come up with one use of “make”: make sb / sth + adj.According to the listening text, ask the students to make up similar conversations a
bout their own opinions.Step 4 Listening
2a.Before playing the tape, get the students to guess ｗｈｅｒｅ they are in the pictures.Then listen and number the pictures in the order.Check the answers later on.2b.Listen again.Check the things that Tina and John said.Check the answers late
r.Students read the sentences and say out another use of “make” besides “make sb./ sth.+ adj.”: make sb do sth.Ask some students to make up their own sentences accor
ding to uses of “make”.Step 5 Grammar Focus
Read the sentences in Grammar Focus.Ask some students to translate them into Chinese.Ask one student to repeat the uses of “make”.Step 6 Homework:
a.Master the sentences in 2b.b.Preview the passage in 3a.第二课时
教学目标：
1.能进一步用所学的目标语言谈论或询问各种事物对人的影响或人对某些事或物的看法。
2.能理解3a的内容并完成相应的练习。
Step 1 Revision
Review the uses of “make” in the last lesson by organizing the competition about
sentence translating.For example，1.她说高亢的音乐让她紧张。
2.高亢的音乐使我高兴。
3.等候她让我生气。
4.这太令人悲伤了以至于我们都哭了。
5.悲伤的电影只会让我想离开。
Step 2 Free talk
Ask “Do you ｌｉｋｅ eating in a restaurant?” What kind of restaurant do you ｌｉｋｅ to go?” Get the students to describe the kind of restaurant they ｌｉｋｅ, including the size, the seats, the wall, the atmosphere.Step 3 Reading
Ask the students to look through the passage and find out the main idea of it: Restaurant owners have to know how to make not only food but also money.Tell the students to give examples according to the passage.Then learn it carefully.Make sure students understand every new word and every sentence.Get the students to say out all the sentences in which there if “make” and comprehend them.Finally, answer the questions below the passage and write the answers down.Students read the passage loudly again.Step 4 Discussion
Part 4.First, the students understand the instructions.Then discuss with their partners about the problems in the table.After discussion, share the answers.Step 5 Homework
Write a short composition named “ My Favorite Restaurant.”(Students must use
“make” in their compositions.)
第三课时
教学目标：
1.能进一步扩展所学的内容，能用目标语言谈论对商品.......的看法。
2.能听懂听力内容，完成相应练习。
Section B
Step 1 Revision
Ask some students to read their composition “My Favourite Restaurant”.Step 2 Lead in
Remind the students of some great advertisement.Let them say out the slogans of them, ｌｉｋｅ “Anything is possible.Just do it.” And so on.Say, “ Almost every product has its slogan.”
Step 3 Matching and saying
1a.Students look at the pictures and tell what they are.Look at the slogans below the pictures and comprehend them.Then match each slogan with one of the products.Check the answers then.1b.Students make a list of three products they ｌｉｋｅ and three products they don’t ｌｉｋｅ.Get some of them to talk about the products they ｌｉｋｅ or they di
sｌｉｋｅ and the reasons.Step 4 Listening
Before listening, look through the information in the columns.Comprehend them.Then raise a phrase “ keep out”.Tell them the meaning of this phrase.Play the tape and finish 2a.Play the tape again.While listening, help the students repeat sentences one b
y one.Finish 2b at the same time.Step 5 Exercises
完成句子：
1.His father’s death make him ______________(离开学校).2.The students were made _______________(课前完成练习).3.The awful movie made make me ________________(想要离开).4.Waiting for her ________________(使我生气).5.I ｌｉｋｅ to listen to quite music _________________(在吃饭的时候).第四课时
教学目标：
1.理解阅读文章，找出主要意思并掌握文中相关用法。
2.能运用目标语言，就.......及对其他事物的看法进行写作。
Step 1 Free talk
Talk about advertisements.T: Do you ｌｉｋｅ ads or hate ads?
Do you believe ads? Why?
Step 2 A story about ads
Recall a story we have read before: A man saw an advertisement list.On it there is a nice bike.Then he went to the store and decided to buy one.But when the shopkeeper showed him a new bike, he was surprised and asked “ Where are the lights?” The shopkeeper answered, “ If you want lights, you have to pay more.” The man said, “ But the bike on the ad list has.” “ And a girl is on the bike too.Do I also have to se
nd you the girl?”
Ask the students what they think about the story.Step 3 Reading
Students look through the passage and find out the main idea of it: the advantage
and disadvantages of ads.Learn the passage carefully.Raise the key points in it.1.be aimed at 意思是“目的是，旨在，针对”
例：The book is aimed at very young children.aim 意思是“目标，目的”（n.）和“瞄准，对准”（v.）
2.for instance = for example = e.g.（原自拉丁文exempligratia），表示“比如”，常
用于举例。
3.so that引导状语从句，可表目的，也可表结果。
例：They worked hard so that they could finish the work soon.（表目的）
He didn’t plan his time well so that he didn’t finish his work on time.（表结果）
so….that… 引导结果状语从句
例：He is so strong that he can lift the box easily.4.confuse v.意思是“混淆，使困惑” confused adj.意思是“感到困惑” confusing adj.意思是“令人困惑”
例：I feel confused about his words.These two problems are confusing.I can’t work them out.5.lead 意思是“引导” lead sb to do sth “引领某人做某事” lead sb to someｗｈｅｒｅ “引导某人去某地” lead to “通向，通往”
例：All roads lead to Rome.Read the passage.Ask students to list pros and cons about ads according to the passage.Step 4 Writing
3b.Complete the article using the information about two or more products in 2a a
nd 2b.Then check the answers.Step 5 Homework
Read the passage fluently.第五课时
教学目标：
1.熟练掌握和运用本单元一些重点词汇。
2.理解文章并能作出概括。
Step 1 Revision
Review the passage in 3a by asking the students to sum up the advantages and dis
advantages of ads.Step 2 Self check
Part 1.Fill in each blank with the word given.Students do the exercises by themselves first.Then check the answers by asking some students to comprehend the sentence
s.Ask the students themselves to point out the uses of some words and phrases in t
he exercises.Step 3 Reading
The students read the passage and finish the chart below.Raise some words and phrases ｌｉｋｅ “start with, leave sb a note, after all, forget to, bring sth with sb, make sb annoyed with sb, have a wonderful surprise.” Make sure the students understand all of them.Read the passage loudly.Step 4 Exercises
动词填空： 1.________(learn)English well can lead to a good job.2.The food at that restaurant _______(taste)terrible.3.When my mom went out, she _______(leave)me a note.4.Last week, I _______(have)a wonderful party.5.Soft music makes me _______(feel)comfortable.第六课时
教学目标：
理解文章，提高阅读能力。
Step 1 Free talk
T: What do you usually get for your birthday?
S1: I usually get a gift.T: How do you feel when you get gifts?
S1: I feel happy.S2: I don’t ｌｉｋｅ all of them.Step 2 Reading
Ask a question “What’s the passage about?” before the students read it.(It’s about “receiving”.)Then comprehend the passage paragraphs one by one.Get the students su
m up the main idea of every paragraph.Paragraph 1: Receiving a gift can be difficult.Paragraph 2: A gift, purse.Paragraph 3: A gift, sweater.Paragraph4: Receiving money.Then learn the passage carefully.Key points:
1.buy you a gift= buy a gift for you
buy sb sth= buy sth for sb
2.pretend 意思是“假装”
pretend to do sth /pretend that 从句
例：You can’t wake a person who is pretending to be asleep.(Unit 5)
3.would rather 宁愿…..后接do sth, 也可说would rather do sth than do sth
例：I would rather walk to school than take a bus.prefer to……rather than….表示“喜欢…..胜过……”
例：I prefer to walk to school rather than take a bus.prefer doing sth to doing sth 也表示“喜欢…..胜过……”
例：I prefer walking to school to taking a bus.prefer sth= ｌｉｋｅ sth better
例：---Which one do you prefer, oranges or apples?
---I prefer oranges.Students read the passage again.Finish 3a.Step 3 Homework
第五篇：新目标九年级英语教案
篇一：人教版新目标九年级英语全册学案及教学设计【经典推荐】 九年级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 sththe 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
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 sthend up spoken english practice doing sth too much look up make vocabulary liststry 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.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析导学
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，使篇二：人教版新目标九年级英语最全教案 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 sththe 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
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 sthend up spoken english practice doing sth too much look up make vocabulary liststry 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.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析导学
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，使篇三：人教版新目标英语 初三 英语教学案例---不妨空手进课堂 背景
《英语课程标准》提出学生的发展是英语课程的出发点和归宿。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程。教师应在教学过程中有意识的加以适当的引导，激发学生对于掌握一门外语的迫切需要性，引发他们学习的积极性和主动性，充分发挥学生在课堂上的主体作用。一堂成功的课，应该让学生自始至终掌握主动权，教师只是充当“组织者” “促进者、”“合作者、”“咨询者、”“参与者、”“引导者、”“顾问”等多种角色，最大限度地给学生提供参与的机会，学生的主体性得到了体现，自然就产生了求知和探究的欲望，也就把学习当作一件乐事。问题的发现与解决
上课铃响了，我匆匆忙忙地赶往教室，猛然发现自己只带了刚批好的作业本，而忘带了教课书、备课笔记和教学参考，心里不由一阵慌乱。回办公室去拿，岂不是要耽误时间？可现在两手空空，又恐怕要误人子弟。
师生问候完毕，学生在静静地等候我的下文，面对三十多双期待的眼睛，我一边暗暗庆幸备课时认真地钻研了教材，心中有一些底，一边脑子急速转动，想着对策。英语新课程标准不是强调要把课堂还给学生吗？我何不“偷”一回“懒”，让学生给我上一堂课。于是，我向学生坦白了我的尴尬处境，并与学生商量：“老师什么也没带，这节课你们来教我吧。”学生一阵惊愕，一片哗然，继而跃跃欲试。一堂师生角色互换、别具一格的英语课拉开了帷幕： teacher（故作疑惑）：what we will learn today？ the students answered together and loudly，unit1 < my new teachers> part a let’s talk.一学生上黑板写题目，一笔一画，极为认真，颇有老师的架势。teacher：who can help me review the words in part a let’s learn ? 学生们跃跃欲试，脸上抑制不住兴奋，他们也许为能帮助老师而自豪，也许为自己学有用武之地而快乐。我请了一位平时学习成绩中等的同学，只见他迅速地拿着自己的学生卡片来到讲台前，模仿着我平时的样子。先让同学们齐读一遍，然后将卡片的顺序打乱让其他同学猜下一张是什么？台下的同学积极举手，踊跃发言。很多同学还自然而然地将单词和句子结合在一起使用如my chinese teacher is strong and kind.we all like her.师（迫不及待）：who’s your english teacher? what’s she like? who can tell me? ss: miss bao is our english teacher.she’s young and tall.she’s funny and kind.(异口同声)teacher: what about your other teachers? talk about your math/science/? teachers with your friends.学生积极讨论，有的准备用对话的形式；有的准备用介绍的形式；有的准备用表演的形式，花样还挺多。接下来的汇报让我一阵阵惊喜，也让我一次次震惊，我发现了许多原本该发现而没有发现的东西?? 他竟然是位朗读高手。开学半个多月，他从未发过言，上课小动作还不断，我曾搞过突然袭击，可他总是一言不发。今天，他破天荒地举了手，我有些狐疑地叫他试试，没想到他不仅讲得正确、流利，而且还不时地模仿老师平时地动作、神态，课堂气氛异常活跃。在激动之余，我不由一阵汗颜。教师不该带着有色眼镜看人，应拥有一双善于发现的眼睛。课堂，应给每位学生施展才能的机会——他们是表演的天才。let’s talk.课文下面准备地几幅图片都非常生动有趣。学生在短短的几分钟内排演成了课本剧，我不得不佩服学生的理解能力和表演天赋，他们把课文中地对话进行了扩展和延伸，将新知和旧知有机地结合在一起，表演得惟妙惟肖，他们不仅依托课本运用了课本中的语言结构，还自然地融入了自己的理解、自己的语言。学生在轻轻松松的表演中，不知不觉就达到了教学目标。反思
外语学习的首要任务是“学”而不是“教”。科德（corder,1981）曾经说过，有效的语言教学不应违背自然过程，而应适应自然过程；不应阻碍学习，而应有助于学习并促进学习；不能令学生去适应教师和教材，而应让教师和教材去适应学生。作为外语教师，我们知道，英语不同于其他基础学科，它是一门实践课，其语言技能是需要通过学生个人的时间才能培养和提高的。因此，他的教学效果在很大程度上取决于学生的主观能动性和参与性。认知理论认为，英语学习的过程也就是新旧语言知识不断结合的过程，也是语言能力从理论知识转化为自动应用的过程。而这种结合和转化都必须通过学生自身活动才能得以实现。
没想到，我无意中空手上的一堂课，却成了我与学生最快乐、最轻松也最满意的一堂课。原来，没有了教本、教案、教参，就没有了束缚。教师就不必随着教本亦步亦趋，学生也就不必随着教师预设的圈套乖乖就范。没有了束缚，就拥有了自由，师生就能以平等的身份出现，平等地交流自己的感受和意见，相互理解，相互欣赏。教师无所牵挂，心中只有学生，教师跟着学生的思路走，随机调控，灵感跌出。学生无所限制，思维自由驰骋，在与文本、教师、同学的平等对话中，感受到自身的价值，感受到共享的甜蜜，感受到成功的快乐。空手进课堂的感觉真好，不过，这无疑对教师是个挑战，教师必须对课本烂熟于心，必须对教材钻研深刻，必须预先猜测学生在课堂上的一些“可能”，必须有灵活的应对能力。空手进课堂，决非容易，功夫还在课外。
参考目录： 1．《英语课程标准》（实验稿）2．《新课程新教材教学案例与评价示例》 unit 7 what does he look like? sectiona(the first period)龙泉外国语实验学校胡玲 课堂实录：
在悠扬的轻音乐中，我开始了上课。这是一堂人物外貌的描述课，所以我用一个游戏“pally says„”game开始引课。
stepi.guidance: play “pally says„”game目的在于活跃气氛，调动学生的积极性，减少学生的紧张情绪。加之五官属于人的长相的范畴，所以与此课人物外貌相关连，这样引入就能自然过渡到本节课的内容。人物前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学习兴趣为主，通过活动让学生感知、操练语言，为下一步活动做好铺垫。rulers: if pally says touch your eyes/ears/ nose/mouth/shoulder/legs/arm.you should do it.if it doesn’t say that, you can’t do it.if you are wrong, you have to sit down.the person who does it correctly is the winner.after that we begin to study our lesson.t: do you like miss hu? ss: yes.t: why? ss: because you are beautiful.t: thank you.do you like her?(图片展示)ss: yes.t: ok, i know you think she is a beautiful girl, too.and you like any beautiful person.today we learn unit 7 what does he look like?(图片展示同时板书。)step ii.teach the new words and new sentences pattern.the teacher uses the pictures to lead and teach the new words and the new sentence pattern.and then ask the ss to describe the classmates.先利用图片展示进行新单词句型的引入,让学生熟悉。接着要求其他同学描述三位外貌典型的同学，再小组练习。这样更形象，更贴近生活，学生更容易接受，加强了学生间的合作与交流。再按发形，身高，体重的类别练习以免混淆，同时加深记忆。在教学的过程中，我要求学生描述教室里听课的老师，学生们十分激动，想着能用英语描述自己的老师了，他们特别高兴。此时的气氛很活跃。stepiii.pair work at first the teacher gives the ss an example.then ask ss practice like this.a:what does he look like? b: he has short hair.he is tall.he is medium height.这样完整地描述人的外表是为后面能安排、完成任务做铺垫，同时能检测学生的掌握情况，以便老师随时调控。
stepiv.play a guessing game.at first the teacher gives the ss an example.then ask ss to describe anyone in the classroom.let the others guess.这个游戏的安排目的是让学生通过他人的描述，去发现别人的外部特征。培养学生听、说以及辨别能力，同时可活跃课堂气氛。
stepv.free talk: talk about any person who you like.这是一个任务教学，让学生描述自己的家人、朋友及喜爱的明星，增添他人对自己的了解。学生拿出事先准备好的自己最喜爱的电影、足球明星，在小组里轮流进行描述。然后在组与组之间进行资源共享，让学生在讲台上用投影仪进行展示。（通过这一活动，使学生在掌握一定的英语基础知识和基本技能，能与小组成员合作共同完成学习任务，发展语言的综合运用能力，并创造性地使用英语表达自己的思想）。stepvi.describle and draw ask ss to describle “what do you look like when you are 20 years old and draw a picture of it.设计这个任务目的在于让学生能学有所用，想象设计一下自己20岁风华正茂时的样子，并画出来，让此堂课别开生面，乐趣横生。同时这培养学生的多种能力，让其能动手动口。stepvii.1a—1b 在学生掌握好的前面的知识的基础上再处理学习书上的知识，就化难为简，学生才能得心应手，同时让学生整体回顾本节课的重点内容。stepvii.motto 此格言的安排是为了培养学生尊重他人的品德，不以貌取人。stepix.homework.1.copy the sentences in grammar focus.2.describe your friend,your parent, your teacher or any other person,and then write it down in your exercise book通过以上几步的语言输入练习，让学生在进一步创造性活用所学语言，提高学生的写作能力。
初二英语分层次教学中个案辅导策略研究
[ 录入者:admin | 作者:未知 | 来源:网络采集所得| 浏览:394次 ] 一.情况概述
学生的学习可能性与教学要求之间的矛盾的对立统一关系是教学发展的动力。分层递进教学着眼于协调教学要求与学生学习可能性的关系，推动教学过程的展开。学生的学习可能性存在着差异，每一位学生都有发展的潜能，于是教师要针对不同的学生，在分层递进教学中对学生的学业进行行之有效的个别辅导。
自2003年9月起在初二(5)班英语教学中实行了分层次。即把我所任教的初二(5)班，按英语学科的成绩，重新组合分为a、b两个教学层次。a层次相对是学业成绩较差的一个班，而b层次是相对成绩较好的一个班。分层次是分层递进教学的一种授课形式。
分层次之后，学业成绩相近的学生在一起学习，便于教师在授课时提出与他们的可能性相协调的要求，采取适宜的方法，更有效地开展教学活动，在这种学习氛围中也有利于学生展开竞争。b层次尽管学生学业成绩相对较好，但其中也不乏学科发展不平衡的学生，初二(5)班黄××同学，便是其中较为典型的一例。黄××同学是工人子女，初二才从海南转来本校学习。该学生英语科成绩在进校时的一次初二摸底考中只得了63分。对于一个在b层次学习的学生，她英语学科的分数在班里是属于最低档a层。经过几方面综合分析，我认为造成黄××同学英语学科成绩不良的因素是：1.由于海南与福建两地使用的英语教材不同，有些词汇与语法现象黄××同学没学过；2.由于教学体制与体系不同，一般外地学生来本校求学时，均感到外语学习费力；3.学生自己本身在学习中存在偏科现象，而英语又是其薄弱的一项。但是黄××同学本人学习勤奋刻苦，人品正直，资质不错，有学习的潜力，且愿意在学习上下功夫。
二.个案辅导策略
现代教育指出一个好的教师不仅要向学生传授知识，而且要通过有目的的教学教给学生独立地掌握知识的本领。心理学家e.d加涅认为现在公共教育存在的两个问题，一是教师如何改进他们的教学；一是学生如何改进他们的学习。加涅将这两个问题概括为教学策略和学习策略。越来越多的研究结果证实，学习困难学生的学习策略通过教师教学和课后辅导相结合，能提高学习困难学生的学业水平，也能改善他们的学习策略。黄××同学的英语学业成绩不良，有其客观性，九年制义务教育对于普及文化知识是一种强有力的保证，英语学科的教学还只是处在入门阶段，如果在入门阶段就及时发现问题，及时地进行学习方法的指导、学习能力的培养，对学习过程进行有效地调控，那么学生学习成绩不良的状况会得到有效地改善，学生的学习能力会进一步地提高。黄××同学学习自觉有热情，教师关键要在学习方法、学习策略上予以辅导。在分层施教的教学环境中要充分利用学生其自身差异的特点，利用开发这些资源，挖掘学生的潜力，让学生主动学习。三.操作方法
(一)学习策略的辅导
学习策略是指主动的学习者在特定的学习情境中运用的学习方法和学习调控的有机统一。学习策略不仅包括一些具体的学习方法或技能，而且包括能根据学习任务和情景特点，制定合理的计划，运用合适的学习计划，正确的对学习过程进行监控。1.制定学习计划
首先让黄××同学结合自己的学习特点及生活习惯制定一份个人学习计划，要求符合全面、合理、高效的原则，安排好每天的英语学习。制定学习计划的目的是为了让学生在学习中有计划地学习，在计划的实施过程中个人及教师要定期进行指导与督促。2.养成良好的学习习惯
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