人教版新目标英语九年级Unit15第一课时 (Section A 1a---1c)教学

第一篇：人教版新目标英语九年级Unit15第一课时 (Section A 1a---1c)教学

人教版新目标英语九年级Unit15第一课时（Section A 1a---1c）教学设计

宜丰二中 张学云

一．学习内容

人教版新目标英语九年级Unit15 We’re trying to save the manatees!Section A 1a---1c 本单元主要围绕着有关濒临灭绝的动物这一话题，学习应该怎样保护我们的环境，以及就某一问题展开辩论。本课时是本单元的第一节是起始课，主要是学习各种动物的名称、描述动物的形容词以及运用所学的形容词来描述与自己在某些方面有类似特点的动物。二．教学目标 1．认知目标

a.学习各种动物的名称以及描述动物的形容词。b.能听懂听力内容，并能完成相应的练习。2．情感目标

增强学生爱护动物的意识。三．教学重点、难点 1．教学重点

学习各种动物的名称以及描述动物的形容词。2．教学难点

运用所学的形容词来描述与自己在某些方面有类似特点的动物。四．教学方法

任务型教学法、情景教学法 五．教学手段 多媒体课件 六．组织形式

小组练习资源共享

本节课流程图：用游戏复习旧知，激发兴趣→情景问答，导入新课，学习新知→巩固运用，拓展能力→综合学习，形成技能。

教学流程

一．热身(5分钟)（利用多媒体展示一些动物图片）1． T：Do you like animals ?

S: …

T: Can you tell me what animals we have learned before? S: …(学生会争先恐后地说出已学过的动物名称)2．T： Now let’s play a game about the animals, OK? 让学生以小组为单位来抢说动物的名称，教师给获奖的小组相应的奖励。比赛规则

每个学生只有一次机会来抢说，说出一个动物名称该组得一分，其他同学不能重复，否则扣掉一分。（目的：让大部分同学参以课堂活动，活跃了课堂气氛，同时复习旧知。）二．进入新课

Step 1 教新单词

(10分钟)T: Do you like to know more about other animals? S: …

T: OK.Let’s go to the zoo together.利用多媒体展示出1a 中的图片

T: Which animals look most like the human being? S: Chimpanzees.（教新单词Chimpanzees）T: Can you tell me something about them? S: They are noisy…

T: And they are also playful.（教师引导，学习新单词playful.）教师继续引导学生学习本课所要学习的动物名称以及描述动物的形容词。

Step2 教学1a(3分钟)1．让学生观看1a中的图画，读出图中有关动物的单词。2．学生读图画上的形容词。

3．引导学生读懂1a的指示语，学生根据指示语的要求，把形容词填在相应的位置上。4．核对答案。

Step3 教学1b（5分钟）1．帮助学生明确听力要求。

2．听力练习。学生根据录音内容，在单词表中圈出所听到的形容词。3．核对答案。

（学生通过听力练习，进一步熟悉本课的生词，同时锻炼了学生听力能力）

Step4 Take 1(10分钟)

T: We humans are animals, too.So we are like animals in some ways.Now in groups of four, you are going to think of an animal that is the same as you are in some ways.Then you are to describe the animal and the others are to guess its name.Listen to me carefully and see how to do it well.作法：

１．

介绍游戏方式和内容：

第一步：各自想好一种与你在某些方面有类似特点的动物。第二步：在笔记本上写一段话，描述该动物和你类似的特点。第三步：相互读给伙伴听，猜猜看。

２．让每组选出一段比较精彩的描述读给大家听。

３．全班共同猜出描述的动物。看看谁是第一个猜出的人。

Model: A: I am like this animal because I am heavy and enormous, I like forests and I like to go around the mountain.B1: You’re like a chimpanzee.A: No.B2: You’re like an elephant.A: Yes.(通过让学生写和说来巩固目标语言，同时通过抢答，有一次激起学生学习英语的兴趣。)

Ｔask2 写作(10分钟)１．

写一篇有关濒临灭绝动物的短文。

内容包括外貌特征、生活习性以及我们应该怎样去保护它们。

２．

教师邀请几位同学读出他们的佳作，且当场进行点评。

（锻炼学生的写作水平，从而达到培养学生综合运用英语的能力，同时激发了学生爱护动物的意识。）

三．总结（1分钟）四．Homework（1分钟）

Review the new words in the box in Activity 1a.

第二篇：新目标九年级英语Unit 2第一课时教案

新目标九年级英语

Unit 2 I used to be afraid of the dark.教学设计

河北省武安市第九中学王肖敏

一．教材分析

1.教材的地位和作用

本单元是初中英语新教材第三册第2单元，本单元的核心话题为“talk about what they used to be like”，围绕着谈论过去自己和他人过去经常做的事，谈论自己和他人过去的外貌性格爱好，以观察图片、听力理解、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，学习句型Used to 为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达自己的意见和建议，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识。

2.教学目标

(1)语言目标：谈论自己和他人过去是什么模样。

(2)知识目标

重点词汇Used to和描述人的外貌和性格的形容词。

重点句型Mario used to be short, but now he is tall.She used to be shy, but now he is outgoing.I used to have shot hair, but now I have long hair.(3)能力目标：

1）依托本单元的语言素材提高学生听、说、读、写及自学、创新和沟通能力。熟练掌握“used to” 句型，培养学生运用语言的能力。

2）培养学生善于听说、乐于听说的良好习惯和学习能力。

3）运用CAI或图片，充分调动学生的感官，培养观察力和注意力。

4）在表演中培养学生乐于表达的人际交往能力和知识创新能力。

(4）情感目标：

人是发展变化的,矮的同学长高了,胖的同学变瘦了,兴趣爱好也会较以前有所不同,随着年龄的增长,同学们应不断克服自己的缺点,增长知识,健全自己的人格,日趋完善自己。

3．教学重点和难点：

重点：这一单元的重点在于“used to be 句型的用法”。

难点：掌握表示性格、外貌和爱好的句子表达。used to句型在日常生活中的运用。

二． 教材处理：

根据以上对教材的分析，同时从所教班级学生实际出发，在教材处理上，将重点落在两个主要的环节上：一是人物外貌性格的描述和表达，二是used to do 的用法。同时每个环节又作了两次递进式的演练，这样可以相对降低学生的学习难度，同时也是贯彻顺序渐进的原则。从中巧妙地穿插图片帮助学生进行适当的归纳讲解，在此基础上最后进入游戏活动，让学生在玩中学，学中玩，以期达到本单元的教学目的。

三．教学方法：

本单元从一开始导入，就以任务型为驱动，坚持以教师为主导，学生为主体展开师生双边及学生之间多边的对话，并同时辅以由浅入深，层层推进，演绎归纳，听说并重的原则。采用视听法、问答法，和情景交际法，并把竞争机制引入课堂。

（1）视听法，主要通过多媒体课件展示、图片展示、老师提问、学生回答等方式提供让学生看、听、说、的练习机会。

（2）问答法和情景交际法，用多媒体展示各种图片，让学生利用这些图片进行交流，让学生在做中学，在实践中获得信息，习得英语。

学生通过谈论自己或别人过去和现在的不同之处，来练习used to be 句型。利用图画创设情境的形式来练习这个句型。例如：利用悬念法、引申法设置谢霆锋小时候的照片和现在的照片来对比，让学生对他们比较感兴趣的明星进行外貌和爱好上的描述，学生会非常的积极，以达到教学目的。

四． 教学手段：

本课时以多媒体为主要教学辅助手段。

五． 教学程序：

Step 1 Revision

Talk about the students themselves what they used to be like two years

ago.What did she / he look like two years ago ?

He used to be short./ thin / straight hair / funny./ heavy…

Step 2 Lead in and Activity 1a

1.Show some pictures about some stars，ask students to say their appearance and personality.Students are very glad.Review the words about appearance and personality.T: Who is she/ he?

S: She/ He is…

T: She/ He used to be short, didn’t she/ he?

S: Yes.She used to be thin.She used to have short hair.2.Fill in the chart below with words to describe people.3.Show two pictures about a girl.Then ask the students: “What did she use to be?” Let students say their opinions freely, “She used to be ……, but now she is ……” Lead in “used to be”.4.Show two pictures about Xie Tingfeng.Guess, “Who is he?” Lead in “He was short when he was a child, but he is tall now.” The students say, “He used to be short, but now he is tall.” Change the hobby about Xie Tingfeng.“He ”

Step 3 Activity 1b

1.Play the tape.The Ss listen and fill in the blanks.What did his friends use to look like?

2.Listen again and check up the answers.Step 4 Work in pairs, ask and answer

1.Look at the pictures and make sentences.2.Pair works

A: What did you use to look like?

B: I used to be fat, but now I’m thin.What about you?

A: I used to… but now I’m …

3.Report

I used to be heavy, but now I’m thin.My friend …used to…, but now he/sheis …

Step 5 Grammar

used to do sth过去常常做某事，而现在已不做。只有一种形式,即过去式,可用于所有人称。

1.肯定句He used to get up early.The river used to be clean.2.否定句, 常用didn’t use to或used not to

He didn’t use to smoke.He used not to smoke.3.疑问句，常用Did …use to…?

Did he use to smoke?

4.反意疑问句

(1)She used to work there,(2)You didn’t use to be tall, Step 6 Play Games----Lucky 52

The students choose a number from 1 to 9 and look at the picture to

answer the question.If the students answer the question correctly, he will get a prize.Step 7 Exercise

Ask the students to do some exercise.Step 8 Homework

Write an article about you, including the changes about the appearance and personality.

第三篇：九年级英语上册Unit 11英语教案 人教新目标版

亿库教育网 http://www.xiexiebang.com

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．

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com

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．

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com

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．

亿库教育网 http://www.xiexiebang.com

第四篇：九年级英语全册《Unit 11》教学设计 人教新目标版

山东省邹平县实验中学九年级英语全册《Unit 11》教学设计 人教新

目标版

本 学 期 第 课 时 本 单 元 第 课时 上 课 日 期：________ 主 备 人： 复 备 人：___________ 审核人：____________ 学习目标：1 掌握本单元中的词汇和短语；

2.背诵短文3a和 Grammar的重点短语和句子 3.掌握复习问路情景对话和宾语从句。

教学过程

一、先复习单词和短语（8分钟）然后听写下列单词和短语： 单词：

1.The air isn’t f__________(新鲜的).2.Could you please l__________(借给)me your pen? 3.Could you please tell me where to p__________(停车)my car? 4.A very d__________(直接的)order like this can sound rude in English.5.Sometimes we might even need to spend some time l__________(引导)in to a question or a request.6.I w__________(想知道)if you can help me.短语：

1.next to 旁边、紧接着 2.between … and… 在…和…之间 3.decide to do 决定做… 4.a good place to hang out?是一个闲荡的好地方 5.take a vacation == go on a vacation 去度假6.dress up 打扮 7.on the beach 在海滩上 8.depend on sth / doing / 从句 根据、依靠、依赖、决定于 9.把…借给某人lend sb.sth.＝ lend sth.to sb.10.in a way 在某种程度说 11.in order to do 为了做… 表目的 12.hand in 上交

二、复习Unit 3课本内容，（15分钟）重点背诵下列重点句子： 1.Could you tell me ______ ____ ____ ____ the post office? 你能告诉我怎样去邮局吗

2.There’s always something __________.总有事情发生

3.______ the elevator ______ ______ ______ floor.乘电梯到二楼 4.______ ______ the bank.过银行

5.Is that a good place ____ ______ ______？那是个闲逛的好地方吗？ 6.The staff ______ ____ ____ clowns.职员打扮成小丑的样子

7.____ ______ ____ ____ ________ people, learning about language etiquette is as important as learning grammar or vocabulary.为了不冒犯别人，学习用语言的礼节和学习语法或词汇同样重要

三、教师抽查，同学互查，对出现的问题加以讲解。

四、教师点拨：

（一）问路情景对话 ①问路常用的句子：

Do you know where …is ? Can you tell me how can I get to …? Could you tell me how to get to …？

②Can/Could/Will/Would you please tell me sth.表示十分客气地询问事情

③Could you tell me how to get to the park? 请你告诉我怎么才能去邮局好吗？中的how to get to the park 是疑问词与动词不定式连用，用作宾语，但不是宾语从句，可是 相当于how I can get to the park（宾语从句）如： I don’t know how to solve the problem.== I don’t know how I can solve the problem.我不知道如何解决这个问题 Can you tell me when to leave? == Can you tell me when I ill leave? 你能告诉我什么时候离开？

（二）宾语从句三要素

引导词that;if/ whether;特殊疑问词； 语序：陈述句语序

时态：主句为一般现在时，从句时所需要的任意时态；主句为一般过去时，从句时过去时的相应时态；从句内容为自然现象或客观真理用一般现在时）

五、达标测试 单项选择

1.He wanted to know ___________.A.if he speaks at the meeting B.when the meeting would start C.what he’s going to do at the meeting D.where would the meeting be held 2.It is important for us to know how _______ requests politely.A.to make B.making C.make D.made 3.Can you tell me ____________? A.how much does it cost B.how much it is C.how much it costs D.Both B and C 4.Daming Lake is a good place __________fun.A.have B.having C.to have D.has 5.Can you please tell me where ____________ the post office? A.to find B.can I find C.I can find out D.find 6.Mr Tan makes the best noodles in town.They’re ___________.A.sour B.delicious C.crispy D.salty 7.Do you know ________ there are any good restaurants _______ this block? A.if, on B.how, on C.if, to D.where, to 8.I live next to Huapu supermarket.It’s very ____________.A.beautiful B.clean C.delicious D.convenient 9.---Do you know how to go the restrooms?---____________ A.Yes, I can.B.I could.C.Sure.D.I could tell you.10.---Where is the bookstore?---Take the elevator ______ the second floor and turn left.And the bookstore is ________ the furniture store and the drugstore.A.at, next to B.at, between C.to, between D.to, next to 11.There is a furniture store ___ Zhongshan Road.A.on B.in C.at D.from 12.It is important ______ computer in the society.A.use B.to use C.using D.used to 2 13.The songs of the rock band sound ________.A.well B.good C.nicely D.badly 14.It is ________ better than that one.A.more B.many C.very D.even 15.Let him have a rest.He is ________ tired.A.kind of B.bit of C.kind D.all kinds of 1-5 BADCA 6-10 BADCC 11-15 ABBDA 用动词的正确形式填空

1.__________(take)care of our environment is very important.2.__________you ever___________(throw)any litter on the ground? 3.---_______your mother __________(come)back?---Yes, she __________(come)back a moment ago.4.---How long ________you_________(wait)for the bus here?---Ten minutes.5.---Where is Liu Mei?---She____________(go)home.6.The boy ______________(not swim)in the river yet.7.I ___________(find)my ruler in my desk five minutes ago.8.My mother ___________(buy)vegetables on her way home every day.9.Look at the clouds.It____________(rain).10.Look!The boy ______________(put)on his sweater by himself.教学反思：

第五篇：2014版人教新目标英语九年级第一单元课文翻译

Unit1 How can we become good learners? P2 2d----安妮，我有点紧张，我必须读完一本书，以便下周一作报告。----听起来不太糟糕。

----但我是一个读书很慢的人。

----一开始只管快速阅读获取文章大意就好了，不要逐字逐句的读，按词组阅读。----但我很多单词都不懂，我不得不用字典。

----尽量通过阅读上下文来猜测单词的意思，可能你知道的比你预象的要多。----那听起来很难!----哦，耐心点，这得花时间。你可以每天通过阅读你喜欢的东西得到提高。你读得越多，你(阅读的速度)就越快。P3 3a How I Learned to Learn English我是如何学会学习英语的

去年，我不喜欢我的英语课。每节课像是一个噩梦。老师说的太快以至于我大多数时候都听不太懂。因为我糟糕的发音，我害怕问问题。我只是躲在我的课本后面，从来不说一句话。

后来有一天我看了一部叫做《玩具总动员》的英语电影。我爱上了这部既激动人心又滑稽有趣的电影！就这样我也开始看其他的英文电影。虽然我无法听懂那些角色所说的全部内容，但他们的肢体语言和面部表情帮助我理解了意思。我也意识到我可以通过只听关键词来理解意思。通过听英文电影中的对话，我的发音也变的更好了。我发现听一些有趣的内容是学习语言的秘诀。我还学到了一些有用的句子比如“这简直是小菜一碟”或者“你活该”。我起初不理解这些句子，但是因为我想理解这个故事，所以我查了字典。

现在我真的喜欢我的英语课。我想学习生词和更多的语法，那样我对英语电影就能有更好的理解了。P6 2b How can you become a successful learner?怎么成为一个成功的学习者呢? 每个人天生就拥有学习的能力。但是你能否学习的好取决于你的学习习惯。研究显示成功的学习者有一些共同的好习惯。

1.培养他们对所学东西的兴趣 研究显示，如果你对某事物感兴趣，你的大脑会更活跃而且对你来说长时间地关注那个事物也容易些。善于学习的人经常把他们需要学的事物与一些有趣的事物联系起来。比如，如果他们需要学习英语而且他们喜欢音乐或者体育，他们就可以听英文歌曲或者看英文版的体育节目。这样他们就不会感到乏味了。

2.练习并从错误中学习

善于学习的人思考他们擅长什么以及他们需要更多的练习什么。记住：“不用即失”。即使你学某事物学的很好，如果你不使用你会忘记它。“熟能生巧”。善于学习的人会一直练习他们所学到的东西，而且他们从不怕犯错误。亚历山大-格雷厄姆-贝尔不是一夜之间发明了电话的。他是通过许多次的尝试以及从他的错误中学习取得成功的。

3.发展他们的学习技能

仅仅努力学习是不够的。善于学习的人知道他们能够学习的最佳方式。例如，他们可以通过写下关键词或者画思维导图来记笔记。他们还会寻找各种方式来复习他们所学到的东西。他们可以通过每天读他们的笔记或者向另一名学生解释信息的方式来复习。

4.问问题

善于学习的人在课堂上或者课后经常问问题。他们甚至互相问问题然后尽力找出答案。知识源于质疑。

学习是一段毕生的旅程，因为每天都会带来新的事物。你所学会的一切都会成为你的一部分并改变着你，所以要聪明地学习、好好学习。P8 Self Check 1 每次考试的时候你紧张吗?如果你发展了聪明的学习技能的话你就没必要紧张。记住在课堂上做笔记，课后和朋友们一起或者自己复习。然后通过做练习操练你学到的东西。尽量一点一点的学习和记住信息而不是等到最后一刻才马上去学习所有的东西。如果你为考试准备好了就没有担心的事了!