第一篇：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
第二篇：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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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
第三篇：九年级英语教案
九年级全一册英语教案
unit 1
How do you study for a test？
1、语言目标
1）询问别人的学习方法
2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣
2、知识目标
1）How do you study for a test？
I study by v+ing.2)the way to do sth.the way of doing sth.have trouble doing sth.的用法
一、重点知识
1、重点单词
flashcard vocabulary aloud pronunciation memorize grammar frustrating quickly spoken pronounce mistakes challenge solution realize matter afraid complete impress trouble soft deal unless regard influence friendship development face
2、重点短语
make mistakes be afraid to do sth.laugh at enjoy doing sth.the way to do sth.have trouble doing sth.end up
spoken English practice doing sth.too much look up
make vocabulary lists
try one`s best to do sth.3、重点语法 1）How 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法
Unit 2 I used to be afraid of the dark.一、教学目标
1．语言目标
1）学会陈述自己过去常做的事。
2）学会陈述自己过去的爱好等。2．知识目标
1）used to do sth.的用法
2）be afraid /terrified的用法
1．重点单词
alone quiet by outgoing friendly serious funny
spider dark insect tall shy impress short terrify
straight hardly enough
2．重点短语
be afraid of sth.in front of worry about sb./sth.used to do sth.all the time all day no longer
be interested in as well as
3．重点语法
1）used to do sth.的用法
2）be afraid to do sth./be afraid of doing sth.的用法
Unit 3 Teenagers should be allowed to choose their own clothes
1、语言目标
1）Talking about what you are allowed to do or not 2）Agree and disagree
（谈论被允许干什么或不被允许干什么，以及对某件事同意或不同意）
2、知识目标
含有情态动词should的被动语态
一、重点知识
1、重点单词
license silly study present volunteer experience member sleepy reply achieve race taught importance succeed point 基本要求：can read ,can write ,can use
2、重点短语
Instead of , stay up ,concentrate on ,at present , old people’s home , in the way ,care about , driver’s license , spend time with sb , go shopping , be strict with sb.,be strict in sth.一、教学目标
1、语言目标
Talking about imaginary situations.(谈论虚构情景)
2、知识目标
表示现在及将来情况的虚拟条件句所引起的虚拟语气的用法与结构。
二、重点知识
1、重点单词
Medical
research tie worry energetic confident permission herself bother annoy fairly plenty listener knowledgeable rest shelf cover deep correct burn knee hurt offer refuse helpful
基本要求
会读
会写
会用
2、重点短语
What if ……., not……in the slightest ,plenty of , get along with ….., let……down, come up with , com out , rather than , hide……from , take a long walk , ask one’s permission , right away.基本要求
会读
会写
会用
3、重点语法 虚拟语气
基本要求
理解其含义，会用虚拟条件句表达不能实现的愿望、假设、怀疑、建议、猜测、可能或纯粹的空想。
Unit5 It must belong to Carla
一、教学目标
1、语言目标：使用情态动词表示推测的用法
2、知识目标：情态动词 must，might，could and cant 的用法及区别
二、重点知识
1、重点单词
picnic possibly drop final worried owner sky
catch interview noise wind neighbor director monkey smell finger lift stone ant ocean
基本要求：会读、会写、会用。
2、重点短语
belong to make up escape from use up
基本要求：会读、会写、会用。
3、重点语法
情态动词 must，might，could and can，t 的用法及区别
Unit6 I like music that I can dance to 教学目标
1、语言目标 学会用定语从句表达自己对事物的好恶
2、知识目标 以that、who引导的定语从句
3、能力目标 根据本单元所学知识，培养学生分析问题和解决问题的能力
二、重点知识
重点单词 prefer remind of interest suggest suit expect
lyric entertainment feature photography exhibition photographer display show class energy photograph
gentle known honest Italian Indian 基本要求：会读、会写、会用。
2、重点短语remind of on display
suit sb.fine
to be honest be bad for stay away from be in agreement
3、重点语法that、Who引导的定语从句
Unit7 Where would you like to visit？
一、教学目标
1、语言目标 1）学会谈论喜欢去旅游的地方 2）学会用形容词和定语从句介绍旅游胜地
2、知识目标 1）would like 的用法 2）hope to 引导表示愿望的句型
二、重点知识
1、重点单词 educational, fall, lively, consider，including，tower，church, wine, translate, light, wonderful, provide, sail, Pacific, programming，report，dream
2、重点短语 take it easy, in general, provide with, thousands of，as soon as possible，be willing to，quite a few，dream of，hold on to，come true 基本要求：会读、会写、会用。
3、重点语法 1）would like的用法
2）关系副词引导的定语从句
2)动词不定式作主语
Unit 8
I’ll help clean up the city parks.一、教学目标
1、语言目标 Offer help(提供帮助)
2、知识目标：
1）学会使用“ I will…” , “ I would like …” 等句型，向别人提供帮助。
2）学会用“ I will…” 做规划。
3）掌握向别人提供帮助的一些动词短语。
二、重点知识
1、重点单词
cheer, advertisement, set, coach, fix, repair, similar, fill, pleasure, blind, deaf, imagine ,shut, carry, specially, fetch
基本要求：会读、会写、会用。
2、重点短语 clean up, give out, put off, set up, think up, take after, fix up,give away, put up, ask for ,hand out, work out, at once 基本要求：会读、会写、会用。
3、重点语法
Unit 9
When was it invented ?
二、教学目标
1、语言目标：（1）Talking about the history of inventions(谈论重要发明的历史及用途)（2）能用被动语态正确表达发明物的历史。如：It was invented in 1876.It was invented by Bell.2、知识目标： 学会使用含有被动语态的不同句型结构“When was it invented?” 和“Who was it invented by?”来谈论各种发明物的历史。
二、重点知识
1、重点单词invent, mistake, ancient, produce, pleasant, pie, throw, century, notice, including, knock, basket, metal, below, towards, develop, risen
2、重点短语be used for, by mistake, in the end, by accident, according to, fall into, in this way, knock into
3、重点语法The Passive Voice(被动语态的用法): 1.When was / were...invented? 2.Who was / were...invented by? 3.What is / are...used for? Unit 10
By the time I got outside, the bus had already left.一、教学目标
1.语言目标Learn to narrate past events．学会描述过去所发生的事情。
2、知识目标Learn to express something with Past Perfect Tense.学习使用过去完成时态。
3、能力目标
Strengthen the consciousness of doing things regularly．做事加强连续性，有条不紊。
二、重点知识
1、重点单词rush, lock, empty, describe, farmer, marry 基本要求：会读、会写、会用。
2、重点短语go off, run off, on time, give sb.a ride, break down, show up, set off, get married, a piece of 基本要求：会读、会写、会用。
3、重点语法（1）Past Perfect tense(过去完成时的用法):（2）“By the time”和“when”引导的时间状语从句
第四篇：九年级英语教案
Unit 15I’ll help clean up the city parks．
The 1st period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects（1）Key Vocabulary
clean up, hunger, homeless, cheer up, give out, volunteer, food, bank（2）Target Language I’d like to work outside．
You could give out food at a food bank． 2． Ability Objects
（1）Train the students to express offering to help with the target language．（2）Train the students’ listening skill． 3． Moral ObjectOffer help to the others as much as possible． Ⅱ． Teaching Key Points 1． Key Vocabulary
clean up, hunger, homeless, cheer up, give up2． Target Language
How to express offering to help with target language． Ⅲ． Teaching Difficult Points
1． Teach the students how to use the new phrasal verbs．
2． Teach the students to express offering to help with target language． Ⅳ． Teaching Methods
1． Teaching by giving sample sentences and making up sentences． 2． Teaching by showing pictures． Ⅴ． Teaching Aids 1． A tape recorder2． Some pictures on volunteer’
s offering help Ⅵ． Teaching Procedures Step Ⅰ Revision1． Revise the language points in Unit 7．
Ask some questions like this: Where would you like to go on vacation?（I’d like to/I’d love to/l hope to„）Why?（Because„）
2． Revise the contents in Unit 7． Say to the class like this: Who can say something about Singapore?
What things do you like there and what things don’
t you like about it? Ask them to give the answers without looking at the b
ooks．
3． Check homework by asking some students to read their sentences they’
ve made with the verbs． Let them hand in their homework． 4． Dictate ten words in Unit 7． Step Ⅱ la
This activity introduces the key vocabulary and provides some writing practice． In this unit we learn to offer to help．We’
ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out．
Here is an example on how to use clean up． Look at the title of Unit 8． I’
ll help clean up the city parks． Repeat it twice, please． Ask the children to read the title twice．
Then go on saying, “clean up means make a place clean and tidy, put things there in order”． Let’
s see another example, We should always clean up after a picnic． Who can explain this sentence in your own, words? Ask one student to explain the sentence．
He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．
Then ask the class． Who can make more sentences with clean up? Ask several students to share their sentences to the class． Do the same with the other phrasal verbs． Some sample sentences1． clean up—
make a place clean and tidy, put things in order We should always clean up the dirty parts of the sea． 2． cheer up—
make someone feel happy The good news cheers everyone up． 3． give out—hand out, distribute
Lin Tao helped the teacher give out the new textbooks to the class． Rea
d the instructions to the students．
Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about?Help students to answer: Volunteer Today!
Then continue saying, “Who can tell me the meaning of volunteer?”Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson． Draw the students’ attention to the three posters on the board． We can see one sentence in each poster．And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．
Then read the sentences in the posters to the class． Ask the pairs of students
Unit 15—Unit 10 复习
Unit 15I like music that I can dance to.1.I love music that I can sing along with.跟着唱 2.I like music that I can dance to.随着跳
3.Rosa likes music that is quiet and gentle.is与music相搭配4.I love singers who write their own music.write 与singers相搭配 5.We prefer music that has great lyrics.： has与 music相搭配 6.He likes movies that are about monsters.are与 movies相搭配 7.I prefer English to Chinese.可使用名词
8.I prefer singing to dancing.也可跟动名词，要形式一致
9.The music reminds me of Brazilian dance music.使某人想起„ 10.on a Monday morning 具体某一天的前面用on 12.make us happy 使„高兴 13.too much 和much toov.+ too much；
too much + n.过多； much too +adj.太，过于
14.such as 作“例如„”讲，只能例举并列部分事实，即不能是全部He knows six languages, such as Chinese and English.Unit 7 Where would you like to visit?1.I‟d like to go somewhere relaxing.任何形容词与不定代词连用，均要置后
2.I‟d like to go to places（where the weather is warm）.括号中为宾语从句；从句中is与the weather进行搭配 3.It‟
s supposed to be very hot.4.Why not consider visiting…? 5.decide to do sth.决定去做„
6.in the east of China在中国的东部（在中国范围以内）to the east of China在中国的东部（在中国范围以外，互不相连）at the east of China在中国的东部（与中国接壤，挨着）7.provide sb.with sth.about„
8.big enough：enough 和形容词一起用放后面enough water：enough放在名词前面 9.let us know：let后面跟动词原形
Unit 8 I‟ll help clean up the city park.1.would like to do sth.2.I will help„一般将来时3.你还认识下列这些动词短语吗？
work outside/ cheer up/ help with/ help sb.do sth./ give out/ clean up/ come up with/ put off/ write down/ put up/ hand out/ call up/ need to do/ put off making a plan/ set up/ volunteer their time to do…/ spend … doing…/ could help…/run out of/ take after/ fix up/ give away/ be similar to…/ try to do/ ask for/ work out
4.put it off代词放在中间/ put off the plan名词放在后面5.Volunteering is great.动名词做主语Unit 9 When was it invented?1.词组：
want to do/ fall into/ decide to do
in the end/ by accident/ according to/ in this waynot„until„直到„才e.g.I didn‟t go to bed until I finished my homework.昨晚我直到完成作业才去睡觉。one of +名词复数: 其中之一
e.g.Dalian is one of the most beautiful cities in China.大连是中国最美丽的城市之一。2.被动语态：be + done
When was the car invented?It was invented in„ Who was it invented by?It was invented by„ What is it used for?It is used for traveling.3.1）some time: 一些时间
I have some time this afternoon, I will go to see you.2）sometime: 未来某一时候
I would like to go to Hong Kong sometime next month.3）sometimes:有时I sometimes watch TV.4）some times:一些次/倍/
遍（once, twice, three times„）I have seen this film some times.Unit 10 By the time I got outside, the bus had already left.1.词组：
take a shower/ get up/ get outside/ get to school/ get in the shower/ leave„at home/ get home/ get back to school/ walk into/ start（begin）doing=start
（begin）to do/ be late for/ go off/ wake up/ have to do/ wait for/ come out/ take a quick shower/ have breakfast/ run off to the bus stop/ give sb.a ride/ break down/ invite sb.to do sth./ stay up late/ show up/ be exhausted/ land on/ move across/ set off 2.on time:准时，按时 in time:及时3.I only just made it to my class.我恰好准时到校.4.forget to do:忘记
去做某事
I forgot to turn off the lights yesterday.昨天我忘了关灯。forget doing sth.: 忘记做过某事
I forgot sending the letter.我忘了给你寄过信。
5.so„that„:so+adj./adv.+that+句子（如此„以致于„）He is so friendly that everyone likes him.He runs so fast that nobody can catch up with him.6.hundreds of/ thousands of/ millions of: 前面无具体数字时,三个数词后一定加s two hundred/ five thousand/ ten million: 前面有具体数字时,三个数词后不加s 7.stop to do sth.停下来去做某事 stop doing sth.停止做某事 8.both„and„两者都„ Unit 6 — Unit 10写作复习7
jobs, but he didn‟
t have to.John decided to30living a simple life like everyone else.He didn‟
t tell any of his friends and gave his $ 100,000 of his money to a31that helped poor children to live better lives.Today he is 36, he32wears cheap shoes and owns a small car only, but he is much happier.Once, John went to meet a little girl in Africa.He said the meeting was very33.“ When I met her, I felt very, very happy,” he said.“ I saw that the money34for a very good plan.It brought me35to the child in a way that giving money36cannot.” “ I want to do everything I can,” he added.（）29.A.rich B.happy C.lucky D.confident（）30.A.stop B.have C.keep D.agree（）31.A.hospital B.familyC.school D.charity（）32.A.also B.still C.everD.never（）33.A.excitingB.relaxingC.boring D.frustrating（）34.A.invented B.was invented C.usedD.was used（）35.A.friendlyB.honestC.closerD.quieter（）36.A.prettyB.aloneC.sureD.extremely
III.阅读理解（A）
David Brenner came from a poverty family.When he finished his school, he was given a wonderful present.“Some of my friends got new clothes and a few rich boys even got new cars.” He remembered, “My father reached into his trousers pocked and took something out, I held out my hand, and he let my present drop into it---a nickel!”
“Dad said to me, „Buy a newspaper with that.Read every word of it.Then turn to the classified section and get yourself a job.Get into the world.It‟s all yours now!”
“I always thought that was a great joke my father had played on me until a few years later when I was in the Army, sitting in a foxhole, and thinking about my family and my life.It was then that I came to know that my friends had got only new cars, or only new clothes.My father has given me the whole world.What a great present!”注：nickel五分硬币;foxhole战壕
37.From the text we know that David Brenner‟
s family was______.A.richB.poorC.strangeD.unusual 38.What did David get as a present when he left school? A.New clothes B.A new carC.Something nice D.A nickel 39.David father asked him to read the newspaper to _______.A.find interesting storiesB.find himself a job C.know what happened in the world D.learn more things in it 40.Some years went by and David became a ______.A.doctorB.teacherC.soldier D.driver 41.In the end David understood the present his father gave him was _________.A.greatB.unimportantC.beautifulD.useless
（B）
During the winter, Fred Carpenter goes skiing（滑雪）
just about every weekend.Sometimes he drives as far as three hundred miles to find the freshest snow.Fred has been skiing since he was seven years old.By the time he was twelve, he had won several junior8
championships.When he was thirteen, he lost his right leg in an accident.By the next season, Fred had learned to ski on one leg.“ It‟
s certainly a little harder this way,” Fred says, “ but the thrill is just the same.”
Now Fred is looking for other people like himself who love to ski.“ It‟s time to organize some races!” he says.（）42.Fred Carpenter goes skiing during the ________.A.springB.summerC.autumnD.winter（）43.Carpenter began skiing when he was ________.A.twelveB.thirteenC.fourteenD.seven（）44.Carpenter learned to ski on one leg ________.A.after he had an accident B.after he found the freshest snow C.because he liked skiing this wayD.because he was a champion（）45.Fred Carpenter does not ________.A.love skiingB.give up easily C.enjoy drivingD.show up easily（C）
For most students, the time of exams is very stressful and difficult.Some people find exam time so bad that they become ill, because they are afraid of failing;they are afraid of letting their parents and families down.If exams are really making you ill or worried, don‟
t hide your feelings.Talk to someone about it.If one person doesn‟t help you, ask someone else.How to get through exams? Here are some top tips by educational psychologists（教育心理学家）：
●Ask a teacher or tutor about how to revise, and exam skills—how to work when you are in an exam.●
Take short rests during your time of work and revision.If your mind is tired, it will not remember well.●
Plan your work: revise at times when you know you will work at your best.●Get enough sleep, and eat healthy food.●If you feel ill, talk to someone about your worries.But don‟
t be too relaxed!Some stress over exams makes you work hard for them.●If it upsets（沮
丧）you to talk to your friends about an exam when it is finished, don‟t do it!In fact, don‟
t even think about the exam you have finished.What is done is done.You cannot change what you have written!To this advice, we would add:
If you are studying in the evening, don‟
t go straight to bed afterwards.Your mind will still be “going round and round”---thinking too much.Do something else, maybe walk or get exercise.Choose something that will relax you, and make you think of other things.Problems Suggestions---don‟
t know how to work for an exam Ask a teacher or tutor about how to revise.---feel tired 46.---feel ill or worried 47.---can‟t sleep well
Don‟t go straight to bed after studying in theevening.---it upsets you to talk to your friends about an exam when it is finished9
（D）
Hi!My name is Wang Ming.I‟m fifteen years old, and I‟m a Grade 3 student in Shanghai in the year 2053!
I expect you find that pretty hard to believe.Let me explain.This book is a journal I wrote last month for a very special competition.I won the first prize, which was that my book would become part of the first ever experiment in time travel.It would be put in a time capsule to be sent back almost fifty years into the past.So, if everything went according to the plan, you should be reading this in about the year 2005.Do you know what time capsules are? They are usually containers made of some very strong material---so strong that it should last for hundreds or thousands of years without being destroyed.Inside these containers, you put things that are typical of the place in which you live.For example, in 2005 you might put a copy of a popular comic, a CD by a famous musician, videos of television programs---all sorts of things.The idea is that when people in another century open up the time capsule.They‟ll be able to see what life was like in the past.Until now, all time capsules have been left for people in the future to find.This one is the first that has been sent from the future to the past.I don‟t understand how it‟s going to be done, but I think it‟
s a really cool idea.If it works, my own grandparents will be able to read this when they were secondary school students!But if my grandparents did read this, why haven’t they ever mentioned it to me?
（）49.If we believe what the passage says, this book was written ____________.A.last monthB.about fifty years agoC.in the futureD.by a time traveler.（）50.Time capsules are usually ____________________.A.hundreds or thousands of years old.B.made by people in another century C.sent back in time to people in the past
D.containers holding objects typical of a certain time and place.（）51.The main purpose of most time capsules is to ____________
_______
A.show people in the past what life will be like in the future B.show people in the future what life was like in the past C.keep copies of old comics of CDs
D.store recording of old television programs
（）52.The last sentence shows that Wang Ming finds the ideas of time travel______.A.confusingB.excitingC.uninterestingD.cool
综合语言运用
一、周末，我和朋友们除了进行一些娱乐活动外，还参观了博物馆，看到了许多发明„„
（a）按要求将所给的单词、词组分类。（请写字母）
A.telescopesB.listening to musicC.microwave ovensD.usefulE.watching moviesF taking photosG computersH.boringI.TV1.Last weekend, we enjoyed B ,.2.The inventions that we saw were _______________________________.3.We thought the inventions were________________________________.（B）回答问题。
What would you like to invent if you can and why?
I would like ____________________________ because ________________________.二、读下列三位志愿者的简历，完成任务。10
Name Jennifer John Mary Age 1614Free time
Saturday & Sunday Saturday & SundaySaturday
Likes 1）fixing up things 2）working outside 3）machines1）reading stories.2）chatting with others.3）kids & teaching1）singing & dancing2）working inside3）animals, kids & oldpeople
（A）根据所提供的信息，将志愿者的姓名填入相应的空白处，并阐明选择该工作的原因，同时选择符合句子的代词。1.例：
Jennifer can help to fix up the machines in a poor elementary school because she（he, she）likes fixing up things.2._______ can help work in an animal hospital because ________
（he, she）likes _______.3.__________ can sing and dance to cheep up the old people because _________（he, she）likes __________.4._______ can help the kids at local elementary schools to finish their schoolwork on Sunday because __________（he, she）likes __________.（B）请阅读Jennifer 的来信，仿照下面的范文替John 或Mary 写一封自荐信。Dear Mr.Black,I‟
m Jennifer, a 16-year-old girl.I want to be a volunteer.I like fixing up things, so I can help fix up toys for kids in an elementary school.Jennifer
第五篇：九年级英语教案
九年级英语教案 单位：汤池镇中心学校 姓名：汪昌军
Unit 2
I think that mooncakes are delicious!
单元分析
本单元主要介绍了国内外不同的节日，文化气息浓郁，教学内容丰富。本单元以同学们熟悉的传统节日开始，而且八年级已经学过一些相关内容，素材来源于学生生活，同学们就有表达的欲望和诉求。而教材中Section B 又主要围绕西方的两个节日---Halloween 和Christmas展开，侧重两个节日的文化内涵，让学生更深层次地理解西方文化。这也激发了学生的学习兴趣，提高了他们的学习效率。由that, if/ whether 引导的宾语从句和感叹句是教学重点，学生能利用所学知识表达自己的态度或回应。
Period 1
Section A 1a—2d
本课分析
本节课是一节听说课。首先通过节日图片向学生呈现中国传统的节日，回忆这些节日的名称以及与这些节日有关的文化专属用语，并引入相关短语。这是本单元的第一课时，应该通过简单的听力活动输入新的语言，发展学生听说能力，让他们体会本单元主题语言及文化内容，建立一定的感性认识。
整体设计 教学目的
1.学生能学会重点词汇以及目标语言。
2.通过学习本单元内容，初步掌握宾语从句的用法。教学重难点 重点：1.重点词汇：mooncake, lantern, stranger, relative, pound, put on, in two weeks, sound like, be similar to, throw water at each other, wash away, have good luck 3.目标语言：Bill thinks that the races were not that interesting to watch.But I believe that April is the hottest month of the year there.I wonder if it`s similar to the Water Festival of Dai people in Yunnan Province.难点：陈述句的宾语从句和一般疑问句的宾语从句的用法。课时安排：1课时 课前准备
1.根据本课提到的节日搜集中国其他的传统节日。2.准备好录音机，制作多媒体课件及学案。
教学方法：任务型教学法，情景教学法，自主学习与合作学习相结合。
教学过程
Step 1 : Lead-in Ask students: What is the Chinese name for this festival? What do you like best about your favorite festival? The teacher writes down some useful expressions on the blackboard.Step 2 : Presentation Ask students to read the names of the festivals in 1a, and the teacher can help say as many as possible.1.______ The Water Festival in Thailand.2.______The Dragon Boat Festival in Hong Kong.3.______ The Chinese Spring Festival in Beijing.4.______The Lantern Festival in Jiangxi.Step3: Listening Before Listening Ask students to read the four sentences and think about which festival they talk about.Ask students to predict whether they will be back next year to watch the races.While listening Ask students to listen and circle T for true and F for false.Check the answers.Listen and repeat for pronunciation and intonation.After listening
Step 4: Work on 1c Ask students to talk about the festivals in 1a.Ask students to make conversations in pairs.Examples A: What do you like best about the Dragon Boat Festival? B: I love the races.I think they`re fun to watch.Ask several pairs to act out.Step 5 : Listening to 2a&2b 1.Ask students to read the four sentences.Read carefully and try to get some information.2.Ask students to predict which one they will choose.If possible, they can tell a short story according to their prediction.3.Listen for different information by listening to the tape different times.4.Check the answers.5.Listen and repeat for pronunciation and intonation.Step 6: Work on 2c Make conversations between Wu Ming and Harry.Role—play and act out.The teacher gives the evaluation.Step7: Work on 2d 1.Read the conversation between Clara and Ben, and answer the questions.(1)Where is Clara going in two weeks?(2)Why is she going there in the hottest month?(3)When is the Thai New Year?(4)Is there the Water Festival in China?(5)Why do people go on streets to throw water at each other? Keys:(1)She`s going to Chiang Mai.(2)Because there is a Water Festival.(3)It`s from April 13th to 15th.(4)Yes.The Dai people in Yunnan Province celebrate the Water Festival.(5)Because the new year is a time for cleaning and washing away bad things.2.Read the conversation again and fill in blanks.Clara: Guess what? I `m going to Chiang Mai in two weeks.Ben: Wow, ______!But I believe that April is the hottest month of theyear there.Clara: _______.But there`s a water festival from April 13th to 15th.Ben: _____________________ of the Dai people in Yunnan Province.Clara: ______.This is the time of the Tai New Year.People go on the streets to throw water at each other.Ben: Cool!But why do they do that? Clara: Because the new year is a time_________________.Then you will have good luck in the new year.Keys: Sounds like fun;Yes, that`s true;I wonder if it`s similar to the Water Festival;Yes, I think so;for cleaning and washing away bad things 3.Role—play the conversation with different classmates.4.Analyze objective clauses.在句子中起宾语作用的句子叫做宾语从句。连接宾语从句的从属连词主要有that, if, whether;that引导表示陈述句的宾语从句，if和whether引导表示“是否”的一般疑问句的宾语从句。But I believe that April is the hottest month of the year there.本句为主从复合句，主句为 I believe, that 引导宾语从句。
I wonder if it`s similar to theWater Festival of Dai people in Yunnan Provine.本句也是主从复合句，但引导宾语从句的引导词为if, I wonder为主句。
Step 8: Homework 1.Learn the new words and expressions by heart.2.Copy the sentences with the objective clause and learn them by heart.板书设计
Unit 2
I think that mooncakes are delicious!Period 1
section 1a—2d 1.Key vocabulary: put on, in two weeks, be similar to, throw water at each other, wash away, have good luck, in the new year 2.Target Language: Bill thinks that the races were not that interesting to watch.But I believe that April is the hottest month of the year there.I wonder if it`s similar to the Water Festival of Dai people in Yunnan Province.
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