九年级英语10单元教学反思

第一篇：九年级英语10单元教学反思

九年级Unit 10By the time I got outside, the bus had already left．

单元教学反思

小河初中：谌登平

因为这一单元我也承担了任务，我也看了另两位老师的课件，从中得益匪浅。在我自己用我自己的课件时，也发现自己的课件中存在很多问题。如，在图片展示时，短语同时出现，导致没有让学生独立思考和练习的空间等问题。因此，我重新设置了动画播放顺序，让图片先出来，后点击鼠标再出现短语及句子的提示。

在教学设计方面，发现自己有许多欠妥之处。特别是在第一课时中修改了许多。（具体详见资源整合文件包中“修改后”）第二课时的教学中，我将这堂课主要设计为五个环节：

1、复习。

2、导入。

3、听录音带。

4、学习新单词。

5、做游戏。，现将反思总结如下：

1.复习量不够。

2.听录音带这一部分。我只将课文放给学生听了两遍，并没有要求学生模仿。学生在这么短的时间根本就掌握不了新的单词与句子的正确的语音语调，所以老师在课堂上要尽可能多的运用录音机的作用，一方面可以避免老师本身语音、语调的不准确带来的误导，又可以巩固学生新学到的知识。让学生听录音跟读模仿，能培养学生一定的语感和良好的语音语调。

3.在新单词的教学这一部分，让学生猜单词含义时，不能一味只让学生瞎猜，必须创设合理的语境或提供相关的信息，再加上老师的语言或肢体上的提示，这样效果会更好。同时，多鼓励学生，以提高学生学习新知识的积极性。

4.在做游戏这一环节中，我做得不够好，出现了许多漏洞。首先没有组织好学生，游戏前没有讲清要求，任务落实不够明确。同时忘记了有效的示范，造成一些学生根本没弄清楚要做什么就在那讲话。其次在游戏进行的过程中，应该到每一个小组里看看听听他们是怎样做的，发现问题及时指出。学生上台表演应少而精，具有典型性。可以让充当观众的学生帮表演者找错，这样其余的学生也不会因为无事可做而在下面讲话，表演的学生也不会因为没有观众而没有积极性。在以后的教学中，一定要注意学生的反映和情绪。教师不应该是整个课堂的领导者，而是一个引导者。整个课堂应该以学生为主。

在第三课时教学中，我发现在教材中3b和2a，2b联系紧密，而3a的阅读所需时间较长，因此，我对教材进行了部分调整，section B 和self check 处理的有些紧，尤其是self check部分我几乎全是以作作业的形式完成的。开始，我还担心这样上课是否会成为“夹生课”，后来，一单元结束发现，学生对本单元的的知识点掌握的的较好。

附语法重点（Grammar Focus）Past perfect Tense 过去完成时

构成：had＋过去分词（had没有人称和数的变化）

过去完成时可以表示过去某一时刻或某一动作之前完成的动作或呈现的状态。也就是说发生在“过去的过去”。常常用于when 和by the time引导的时间状语从句中。by the time 到„„时候为止，指从过去某一点到从句所示的时间为止，这一时间段。when当„„时候，指过去的某一时间点。从句用一般现在时，主句为过去完成时。

eg．By the time she got up, her brother had already gone into the bathroom．到她起床的时候，她的弟弟已经去洗澡间了。

When she got to school, she realized she had left her backpack at home当她到学校的时候，她意识到她把书包放在家里了。

（在这句话中，过去的时间点为“到校”的时候，“她把书包放在家里”则发生在“过去的过去。）

第二篇：九年级英语第一单元教学反思

九年级英语第一单元教学反思

英语课程要创造一种适合所有学生的教育，而不是面向适合英语教育的学生，它所谋求的不仅是学生综合运用英语的能力，还要使学生通过英语学习在情感、素养和学习能力等方面得到发展。因此，英语课教学应以学生为主体，以训练为主线，以能力的培养为宗旨。学生是学习活动的主人，教师是学习活动的组织者和引导者。教师要努力创设多种多样的方式和机会让学生通过自主、合作、探究等学习方式进行学习，注重教与学的互动和生生互动。

在英语课程标准中，提出了“知识与技能”“过程与方法”“情感态度与价值观”等多层面的教学目标，体现了英语教学目标综合化、多样化的趋势。多样化的教学目标必然要求通过多样化的教学方式来实现。因此，英语教学需要与信息技术整合来实现综合化、多样化的目标。

本节重点以使用“by ”来阐述或表达做事的方法，在教学设计中我重点强调了如何用“by” 说、写，用“I go to school by bike” 导入，之后让学生discuss学习中的策略，对程度较差的学生要求能用by 说一句话，对程度较好的学生要求用“by ”表达学习方法并能表明理由。这样做就是最大限度的为听力、阅读文章作出铺垫，而在文章的教学上首先让学生找出显在的方法句（即由“by ”引导的）和隐性的方法句（即没有“by ”引导，但仍然呈现一种方法），紧接着就是词汇的训练，将其体现在句子中，由词至句的操练，帮助学生明白意思并能掌握用法，而整个教学过程的检测体现于pair work和group work之中。本节着重从以下几点入手

1、了解个体差异，对不同程度的学生设计不同水平的问题，保证学生在原有基础上逐步提高；

2、对难以启齿的学生采用鼓励的策略，尽管学生回答问题是被动的，但目的是解决又说的强压到释言的心理变更过程，使他们明白学习英语不能是心明，而更要脑清、嘴顺，善于表达个人意见；

3、词汇训练这一关，突破“死记”，在“活用”方面取得进展。

第三篇：九年级英语1到10单元

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九年级英语1到10单元

新目标九年级英语期末复习手册 Unit1-10重点知识梳理 Unit 1 一：知识点

1.Check in : 在旅馆的登记入住。

Check out: 在旅馆结账离开。2.By: ①通过…..方式（途径）。例：I learn English by listening to tapes.②在…..旁边。例：by the window/the door ③乘坐交通工具 例：by bus/car

④在……之前，到……为止。例：by October在10月前

⑤被

例：English is spoken by many people.3.how与what的区别：

how通常对方式或程度提问，意思有：怎么样 如何，通常用来做状语、表语。

what通常对动作的发出者或接受者提问，意思为 什么，通常做宾语，主语。

How is your summer holiday? It’s OK.(how表示程度 做表语)How did you travel around the world? I travel by air.What do you learn at school? I learn English, math and many other subjects.4.aloud，loud，loudly 均可做副词。

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aloud 出声地 大声地 多与read、speak连用

例如：read aloud 朗读

speak aloud说出声来

loud 大声地 响亮地

loudly 高声地 多指喧闹声和不悦耳的声音。

5.voice 指人的嗓音也指鸟鸣。sound 指人可以听到的各种声音。

noise 指噪音、吵闹声

6.find + 宾语 + 宾补（名词 形容词 介词短语 分词等）

例：I find him friendly.I found him working in the garden.We found him in bed.He found the window closed.7.常见的系动词有： ①是：am、is、are

②保持：keep、stay

③ 转变：become、get、turn ④ ……起来 feel、look、smell、taste、sound 8.get + 宾语 + 宾补（形容词 过去分词 动词不定式）使某种情况发生

例：Get the shoes clean.把鞋擦干净

Get Mr.Green to come.让格林先生进来

I want to get my bike repaired.我想去修自行车 You can’t get him waiting.你不能让他老等着 9.动词不定式做定语

①与所修饰的名词构成主谓关系

The next train to arrive was from New York.He is always the first to come.精心收集

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②与所修饰的名词构成动宾关系

I have nothing to say.I need a pen to write with.I need some paper to write on.I don’t have a room to live in.10.practice , fun 做名词为不可数名词

11.add 补充说 又说

12.join 加入某团体 并成为其中一员

attend 出席参加会议或讲座

join in与take part in指参加到某项活动中去。

13.all、both、always以及every复合词与not连用构成部分否定。其完全否定为：all---none, both---neither, everything---nothing, everybody---nobody.14.be afraid of害怕 be afraid to害怕 be afraid that恐怕担心，表示委婉语气

15.either

①放在否定句末表示“也”

②两者中的“任一”

③either…or…

或者…或者.…引导主语部分，谓语动词按照就近原则处理

16.complete完成，是个较正式的词，后不能接动名词

finish指日常事物的完成

17.a,an 与序数词连用表示“又一”，“再一”。

例：Please give me a second apple.There comes a fifth girl.18.have trouble/difficult/problem(in)doing…..干…..遇到麻烦，困难

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19.unless 除非，如果不，等于“if not”本身就表示否定，引导条件状语从句，主句为将来时，条件状语从句用一般现在时表示将来。

例：My baby sister doesn’t cry unless she’s hungry.=My baby sister doesn’t cry if she isn’t hungry.Unless you take more care, you’ll have an accident.如果你不多加小心的话，你会出事的。

20.instead:adv 代替，更换。

例：We have no coffee, would you like tea instead？

我们没有咖啡了，改喝茶好吗？

Stuart was ill, so I went instead.斯图尔病了，所以换了我去。instead of 作为某人或某事物的替换 例：Let’s play cards instead of watching TV.Give me the red one instead of the green one.21.spoken 口头的，口语的。

Speaking 讲话的，说某种语言的。二，短语：

1.by making flashcards 通过做单词抽认卡

2.ask…for help 向某人求助

3.read aloud 朗读

4.that way(=in that way)通过那种方式

5.improve my speaking skills 提高我的会话技巧

6.for example(=for instance)例如

7.have fun 玩得高兴

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8.have conversations with friends 与朋友对话 9.get excited 高兴，激动

10.end up speaking in Chinese 以说汉语结束对话

11.do a survey about… 做有关…的调查

12.keep an English notebook 记英语笔记13.spoken English(= oral English)英语口语

14.make mistakes 犯错误

15.get the pronunciation right 使发音准确

16.practise speaking English 练习说英语

17.first of all 首先

18.begin with 以…开始

19.later on 随后

20.in class在课堂上

21.laught at 嘲笑

22.take notes 记笔记

23.enjoy doing 喜欢干…

24.write down 写下，记下

25.look up(v + adv)查找，查询

26.native speakers 说本族话的人

27.make up 编造，虚构，化妆，打扮

28.around the world 全世界

29.deal with 对待，处理，解决 30.worry about(be worried about)担心，担忧

31.be angry with 生某人的气

32.stay angry 生气 33.go by 消逝

34.regard…as… 把…当做…

35.complain about/of 抱怨

36.change…into… 把…变成…

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（= turn into）

37.with the help of 在…的帮助下 38.compare…to(with)…

把…和…作比较

39.think of(think about)想起，想到

40.physical problems身体上的问题

41.break off 中断，突然终止

42.not…at all 根本不，全然不 三，句子

1.How do you study for a test? 你怎样为考试做准备？

2.I have learned a lot that way.用那种方法，我已经学到了很多东西。3.It’s too hard to understand the voice.听懂那些声音太难了。4.Memorizing the words of pop songs also helped a little.记流行歌曲的词也起作用。

5.Wei Ming feels differently.卫明有不同的感受。

6.He finds watching movies frustrating.他觉得看电影让人感到沮丧.7.She added that having conversations with friends was not helpful at all.她又说和朋友对话根本没用。

8.I don’t have a partner to practice English with.我没有搭档一起练习英语。

9.Later on, I realized that it doesn’t matter if you don’t understand every word.随后，我认识到听不懂每个词并没有关系。

10.It’s amazing how much this helped.我惊异于这些方法竟如此有用。

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11.My teacher is very impressed.给老师留下了深刻的印象。12.She had trouble making complete sentences.她很难造出完整的句子。

13.What do you think you are doing? 你在做什么？

14.Most people speak English as a second language.英语对于大多数人来说是第二语言。

15.How do we deal with our problem? 我们怎样处理我们的问题？ 16.It is our duty to try our best to deal with each challenge in our education with the help of our teachers.在老师的帮助下尽我们最大的努力来应对挑战是我们的责任。

He can’t walk or even speak.他无法走路，甚至无法说话 Unit 2 一.知识点

1.used to 过去常常做某事,暗指现在已经不存在的动作或状态.后跟动词原形.否定形式为: didn’t use to 或 usedn’t to 疑问形式为: Did…use to…? 或 Used…to…? be/get used to习惯于, to 为介词.2.wear 表示状态.put on 表示动作.dress + 人 给某人穿衣服.3.on the swim team on 是…的成员,在…供职.4.Don’t you remember me? 否定疑问句.Yes, I do.不, 我记得.No, I don’t 是的, 我不记得了.精心收集

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5.反意疑问句:

① 陈述部分的主语为 this, that, 疑问部分主语用it;陈述部分主语用 these, those, 疑问部分用they 做主语.例: This is a new story, isn’t it?

Those are your parents, aren’t they? ② 陈述部分是 there be 结构, 疑问部分仍用 there 例: There was a man named Paul, wasn’t there? ③ I am 后的疑问句, 用aren’t I 例: I am in Class 2, aren’t I? ④ 陈述部分与含有 not, no, never, few, little, hardly, seldom, neither, none 等词时,疑问部分用肯定.例: Few people liked this movie, didn’t they? 但陈述句中若带有否定前缀或后缀的单词时, 这个句子仍视为肯定, 后面仍用否定.例: Your sister is unhappy, isn’t she?

⑤ 陈述部分的主语若为不定式或 V-ing 短语, 疑问部分主语用it.例: To spend so much money on clothes is unnecessary, isn’t it? ⑥ 陈述句中主语是 nobody, no one, everyone, everybody 等指人的不定代词时,疑问部分用they做主语;若陈述部分主语是 something, anything, noting, everything 等指事物的不定代词时, 疑问部分用it 做主语.例: Nobody says one word about the accident, do they?

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Everything seems perfect, doesn’t it?

⑦ 当主语是第一人称I时, 若谓动为think, believe, guess 等词时, 且其后跟宾丛,这时疑问句部分的人称, 时态要与宾语从句保持一致, 同时还要考虑否定转移.例: I don’t think he can finish the work in time, can he? ⑧ 前面是祈使句, 后用 will you?(let’s 开头时, 后用shall we?)6.be terrified of 害怕的程度比 be afraid of 深.7.miss: ① 思念, 想念

例: I really miss the old days.② 错过, 未中, 未赶上, 未找到.例: It’s a pity that you miss the bus.8.no more(用在句中)=not…any more(用在句尾)指次数;

no longer(用在句中)=not…any longer(用在句尾)指时间.9.right: ① adj.正确的, 对的, 右边的② n.右方, 权利③ adv.直接地.10.It seems that Yu Mei has changed a lot.= Yu Mei seems to have changed a lot.11.afford + n./pron.afford + to do 常与can, be able to 连用.例: Can you afford a new car?

The film couldn’t afford to pay such large salaries.12.as well as 连词, 不但…而且…

强调前者.(若引导主语, 谓动与前者在人称和数上一致

例: Living things need air and light as well as water.生命不仅需要水，精心收集

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还需要空气和阳光.13.alone = by oneself 独自一人.lonely 孤独的, 寂寞的.14.in the last/past + 一段时间 during the last/past + 一段时间

与现在完成时连用.15.die(v.)dead(adj.)death(n.)dying(垂死的)二.短语

1.be more interested in 对…更感兴趣.2.on the swim team 游泳队的队员.3.be terrified of 害怕.4.gym class 体操课.5.worry about.担心.6.all the time 一直, 总是7.chat with 与…闲聊8.hardly ever 几乎从不

9.walk to school = go to school on foot

take the bus to school = go to school by bus

10.as well as 不仅…而且

11.get into trouble 遇到麻烦 12.make a decision 做出决定

13.to one’s surprise 使某人吃惊的是

14.take pride in 为…感到骄傲

15.pay attention to 留心, 注意 16.consist of 由…组成/构成.be made up of 由…组成/构成.17.instead of 代替, 而不是

18.in the end 最后, 终于 19.play the piano 弹钢琴

三.句子

1.I used to be afraid of the dark.我以前害怕黑暗.精心收集

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2.I go to sleep with my bedroom light on.我开着卧室的灯睡觉.3.I used to spend a lot of time playing games with my friends.以前我常常花很多时间和我的朋友们玩游戏.4.I hardly ever have time for concerts.我几乎没有时间去听音乐会.5.My life has changed a lot in the last few years.6.It will make you stressed out.那会使你紧张的.7.It seems that Yu Mei has changed a lot.玉梅似乎变化很大.Unit 3 一.知识点

1.被动语态的谓语动词形式: be的各种时态形式+v-ed 含情态动词的: can/may/must/should be + v-ed 2.get/have + n./pron.+ v-ed 叫/让/请别人做某事(即使谋事被做)例: I want to get my coat mended.我要缝衣服.3.allow sb.to do sth 允许某人做…

allow doing sth 允许做…

4.drive : ① 驾车,驾驶.② 驱赶,驱使.例: What drives them to rob the shop? 什么驱使他们去抢商店? 5.stupid silly foolish 三个词都有“蠢”的意思.但略有不同.stupid 程度最强,指智力 理解力 学习能力差.silly 指头脑简单,傻头傻脑,使人觉得可笑,带有感情色彩.foolish 尤其在口语中广泛使用.例: He is stupid in learning math.他学习数学很笨.Stop asking such silly questions.别再问这样傻的问题了.精心收集

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You are foolish to throw away such a good chance.你真蠢,丢掉这样一个好机会.6.He doesn’t seem to have many friends.=It seems that he doesn’t have many friends.=He seems not to have many friends.7.倒装句: So + be动词/助动词/情态动词+主语(前为肯定局)表示与前面所述事实一致.Neither/Nor + be动词/助动词/情态动词+主语(前为否定)表示与前面所述事实一致.例: He likes oranges.So do we.He doesn’t like oranges.Neither do we.Tom can swim.So can John.Tom can’t swim.Neither can John.So +主语+ be动词/助动词/情态动词

表示对前面事实的进一步确认.例: Henry is very tired.So he is.(的确是)

He surfed Internet for two hours.So he did.(的确是)

They will win the game.So they will.(他们会的)8.until 用于肯定句中,前面句子中的谓动必须是延续性的.9.clean(v.)打扫,清理

clean up 比较彻底地打扫,清理

clean out 打扫,清理地最彻底.10.fail a test = fail in a test 考试不及格 11.be strict with+人.be strict in+事物.例: The head teacher is strict with his students

He is strict in the

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演讲稿 工作总结 调研报告 讲话稿 事迹材料 心得体会 策划方案

work.12.the other day 前几天,不久前的一天.(用于过去时)13.concentrate on…

全神贯注做…

例: This company concentrates on China market.这家公司把重点放在中国市场上.14.more…than…①与其说…不如说…;比…更…

例: The man is more stupid than nervous.与其说那人紧张,倒不如说他愚蠢.②在这一结构中,more做adj.修饰名词,表示“比…多” 例:I have more books than you.我的书比你的多.15.volunteer ① n.自愿者.② v.volunteer to do sth.自愿做… 例: We all volunteered to help in the old people’s home.我们都志愿到敬老院帮忙.16.chance 指侥幸的,偶尔的机会,还可表示“可能性”

opportunity 指有利的时机,良机.二者有时可以互换.Have an opportunity to do sth 有做…的机会.Don’t be too frustrated.You’ll have another opportunity to go to college next year.别太沮丧了,你还有上大学的机会.17.experience : ①可数名词 “经历,体验”

例: Please tell us something about your experiences.②不可数名词 “经验”

例: He is a man of rich experience.③动词“经历”

例: She experienced lots of suffering.精心收集

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演讲稿 工作总结 调研报告 讲话稿 事迹材料 心得体会 策划方案

18.off 不工作,不上班,不上学,不值班.例: I think I’ll take the afternoon off.我想下午歇班.She is off today.她今天休息.I have three days off next week.下周我有三天假.19.reply 与 answer 两者有时可通用.reply比answer正式,一般指经过思考的.有针对性的,详细的回答,往往与to连用.answer是一般用语,可直接带宾语.另外answer还有“应答”之意.如answer the door/telephone 20.get in the way(of)...妨碍...例: He never gets in others’ way.他从不妨碍别人.The bikes over there will get in the way of others.自行车放在那里会妨碍别人的.21.success(n.)

successful(adj.)

succeed(v.)22.do does did 用在另一个动词前表示强调.例: He does speak well.他真的讲的很好.Do be quiet.务必安静.23.in the end = finally = at last 最后.24.importance(n.)

important(adj.)25.be serious about 对…热忠/严肃,认真.例: I’m serious about the problem.To tell you the truth, I’m not serious about math at all.26.only 处于句首,并后跟状语时,全句需要倒装.精心收集

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演讲稿 工作总结 调研报告 讲话稿 事迹材料 心得体会 策划方案

例: Only then did he understand it.只有到那时,他才明白.Only in this way can we learn English well.只有这样我们才能把英语学好.Only when she came home, did he learn the news.当她到家时,他才得知了这消息.27.care about 关心,在乎,在意.例: No one cares about others nowadays.现在没人关心别人.I don’t care about what he does.我并不在意他干什么.28.clothes 统指身上穿的各种服装,包括上衣,裤子,内衣等,做主语,谓语动词按复数处理.clothing 不可数名词,是服装的总称,包括各种衣服,帽子,鞋袜等.做主语谓动按单三处理.cloth 布料.二.短语

1.be allowed to do sth 被允许干…

allow sb.to do sth 允许某人干…

allow doing sth 允许干…

2.sixteen-year-olds = sixteen-year-old boys and girls 16岁的孩子 3.part-time jobs 兼职工作

4.a driver’s license 驾照 5.on weekends 在周末

6.at that age 在那个年龄段

7.on school nights 在上学期间的每个晚上

8.stay up 熬夜 9.clean up(相当于及物动词)清扫

10.fail(in)a test 考试不及

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格

11.take the test 参加考试

12.the other day 前几天 13.all my classmates 我所有的同学

14.concentrate on 全神贯注于

15.be good for 对…有益

16.in groups 成群的,按组的

17.get noisy 吵闹(系表结构)

18.learn from 向某人学习19.at present 目前,现在20.have

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第四篇：新目标英语九年级第七单元教学反思

新目标英语九年级第七单元教学反思

一、教材分析

新目标英语九年级Unit7 Where would you like to visit? 本课的中心话题是旅游。通过认识我们四周的旅游胜地来开拓眼界，富厚自己的阅历，使自己养成勤于思考，善于总结的好习惯。

整个内容都是围绕Vacations，以生动、活泼的对话及个人的自我介绍展开的。而且这些旅游胜地都与我们的生活密切相关，通过学习，要求学生能够评论辩论自己想去的地方，并学会介绍旅游景点，同时了解世界各地的一些名胜古迹，从而能自觉地保护地球，保护环境。根据新目标对学生交际能力的培养，对学生对话及阅读能力的要求将不断提高。

二、教学反思：

1、《英语课程标准》要求以素质教育和学生的发展为根本宗旨，以培养学生的综合语言运用能力为目标。它建议教师在课堂教学中采用“任务型”学习方式，使学生带着明确的任务目标，积极主动地进行学习。在执行任务的过程中，学生通过实践、思考、调查、讨论、交流和合作等方式学习和使用英语，完成学习任务。

2、学生对所布置的任务能积极主动地完成，特别在小组任务中，组员间的团结协作能力也发挥得非常好。

3、从学生完成课后任务的反馈情况来看，学生的描述词汇数量有限，由此教师在教学中应加大词汇量，并教会学生学习整理词汇。

4、利用多媒体辅助教学，可以吸引学生的眼球，但有些学生只顾看而忘记做笔记，花费的时间比较多。所以以后 视频剪辑方面可以再出色点，内容可以再紧凑些，占用的时间可以节约些。

总之，在教学过程中需要教师适时适当的引导，通过有效地设计来引导学生，使他们始终处于主动寻求知识的渴望。充分让学生发挥其主体地位，使其真正成为课堂的主人。

第五篇：九年级英语13分课时教案单元及教学反思

九年级英语13分课时教案单元及教学反思

一、单元教材分析

本单元的语言目标是围绕how things affect you来展开的，内容主要是围绕着餐馆业和广告业进行得，说明这两个行业在什么方面对人产生影响的。这两个话题贴近生活实际，具有一定的交际功能，其情景设计符合当代生活，因此在设计教学活动中，可以依纲据本，以任务型教学为每个课时的中心话题，培养学生用英语交流信息，提高学生活学活用英语的能力。

二、教学目标 知识技能

1.掌握并灵活运用新的词汇、短语及其相关用法。

2.能读懂具有时代感的短文章，并能结合图片和文字进行简单的日常交际会话。

3.通过任务型教学，了解当代英语，结合所设立的交际情景，培养学生的语用能力，让学生真正做到用中感悟，使学习过程生活化。情感态度

1.将书本学习与生活实际相结合，使学生认识并掌握生活中的英语，培养学生热爱生活的积极人生态度。

2.通过小组合作学习，培养学生敢于表达、乐于助人、关爱生活的豁达情感。学习策略

1.认真做好预习工作，自觉完成课前任务。

2.上课专心听讲，勤于思考，学会归纳语言结构和规律。3.学会如何做笔记，并掌握如何利用笔记进行学习。文化意识

了解英语国家餐馆和广告中的特色文化，加深学生对中外文化差异的了解和鉴别能力，培养学生的跨文化意识。

三、教学重点和难点

1.掌握部分重点词汇，尤其是make的用法。2.掌握部分生活词汇及重点句型。

四、课时安排（四课时）

1.第一课时：Section A(1a～2c)2.第二课时：Section A(3a～4)3.第三课时：Section B(1a～2c)4.第四课时：Section B(3a～4)5.第五课时：Self check 6.第六课时：Reading

五、教学方法与学习策略 教学方法

1.充分利用现代教学设备，创设情景，营造积极活泼的教学气氛，鼓励学生多方位地参与教学活动，培养学生在实际运用英语的能力。

2.开展各种任务型活动，让学生进行探究学习，更好地掌握新知识。学习策略

1.加强学生在听、说、读、写方面的训练，通过合作和探究性学习，培养学生积极主动地学习心态，进而达到在用中学、学中用的目的。

2.通过阅读获取一定的知识和信息，培养学生的阅读能力，拓展学生的知识面。并在此基础上加强写作的训练。（The First Period）

一、教学内容

1.Words：lagoon, would rather„, atmosphere, etc.2.New Patterns：

Loud music makes me tense.Sad music makes me want to leave.Waiting for her made me angry.二、教材分析

本课时的主要话题是谈论音乐等内容对人的心态的影响，通过make来完成本课时的学习。教材的1a—1c部分提供了两个不同的餐馆（Blue Lagoon Restaurant 和Rockin’ Restaurant）,通过对loud music和soft music来对make的用法加以训练，从而达到对make用法的掌握。而2a—2c则是通过听力材料的内容来加深对make用法的多方位巩固练习，使学生更好地掌握make的用法。

三、教学目的和要求

1.掌握动词make的基本常见用法。2.了解音乐在英国的餐饮文化中的作用 3.培养学生的听和说的能力。

四、教学重点和难点 1.如何提高听的能力。

2.熟练掌握并运用动词make。

五、教学过程

T—teacher

S—student

Ss—students

Bb—blackboard Step 1 Warming-up Listen to a piece of music, both loud music and soft music so that the Ss can tell what kind of music they are like.Introduce “loud music” and “soft music”.Step 2 Listening Listen for the first time, try to help the Ss the fill in the box.Listen again and check their answers.Ask the Ss to be careful of the word “make” and write the four sentences on the Bb.Ask the Ss to pay attention to the make-pattern.Step 3 Practice After the Ss finish 1b, let them read the tape script for some time.And then go to 1c.Teach the Ss to read for a while, and then ask them to get ready for the conversation.Talk about their own opinions about loud music and soft music.Ask two or three pairs to act out their conversations.Step 4 Listening

Ask the Ss to look at the four pictures carefully before listening.Listen for the first times.Ask the Ss to number the four pictures.Listen again for 2b.Check the things that Tina and John said.After the Ss give their ticks, check them.And then ask some questions about the conversation and see if all of the Ss can understand it.Ask: 1.How did Tina feel when Amy was late?

2.Where did they go first?

3.What does Tina think of loud music?

4.What does John think of loud music?

5.Does Tina like loud music?

6.Did Tina and Amy enjoy themselves at the Blue Lagoon?

7.What movie did they see at last?

8.What do they think of sad movies?

If Ss can’t answer all these questions, listen again until most of them can be sure of the answers.Step 5 practice

After asking the Ss to read the tapescript for some more time, ask the Ss to find their partners to get ready for the conversation similar to 2c.Then ask some pairs to act theirs out.Step 6 General training Show the exercises on the screen or a small Bb.Ask the Ss to choose the answers to complete the sentences.angry, sad, happy, relaxed, want to go swimming, want to dance, want to leave 1.Loud music makes me

2.The funny story makes him

3.That bad news made her

4.The soft music makes me

5.Waiting for her made me

6、The hot weather makes me

7.Long movies make me

Keys: 1.want to dance 2.happy 3.sad 4.relaxed 5.angry 6.want to go swimming 7.want to leave Step 7 Homework Ask the Ss to write down their conversations in their exercise books.六、教学反思

本课时以听力和口头训练为中心贯穿整个教学过程，内容相对比较单一，学生对知识的掌握应该不能难，但要使学生注意到make的不同句型用法。

(The Second Period)

一、教学内容

1.Words and phrases: scientific, therefore, pink, lighting, hard, serve, fair, campaign, endangered, etc.2.New patterns: Restaurant owners have to know how to make food.The red color makes people hungry.Hard seats also make customers want to eat quickly and leave.二、教材分析

本课时的主要话题是“餐馆学问”，谈论饭店经营者如何利用颜色和座位来营造就餐氛围，挣更多的钱。同时结合其它话题来突出本单元的话题：how things affect you.三、教学目的和要求 1.学习并巩固关于“影响”的句型。2.培养并提高学生的阅读能力和技巧。3.了解一些餐饮文化及英国餐饮业的常识。

四、教学重点和难点

1.口、笔头熟练运用make句型。2.了解餐饮业的部分知识。

五、教学过程

(T—teacher

S—student

Ss—students

Bb— blackboard)Step 1 Warming-up

Show some pictures of restaurants.Ask the Ss to pay special attention to the color of walls and tables.Then ask them why.Then ask some questions to get the Ss to focus on the restaurant colors.Have you ever been to a restaurant? Have you ever been to KFC and McDonald’s? Can you remember the wall colors of them? Step 2 Reading

Ask the Ss to read 3a for some minutes.Show the questions on the screen: 1.What does the color red make most people feel? 2.Why do so many fast food restaurants paint their walls red, play loud music and have hard seats? 3.Do you think it’s fair that some restaurants are designed to be uncomfortable?

Help them to answer these questions and get them to write down in their textbook.Then ask them to read again.Some possible explanation should be given so that the Ss can understand the text better.1.Here are some things they’ve learned from scientific studies.2.Soft colors like pink and light blue make people relaxed.3.Because customers don’t stay very long, small restaurants can serve many people every day.After that, ask the Ss to read again and list some reasons why people want to leave the restaurants earlier than usual.Then ask the Ss if they think white walls are good for them to study for long.Step 3 Practice Ask the Ss to make conversations similar to 3b.But change restaurants into their classroom so that they can make the conversations more vividly.Write some adjectives on the Bb to help the Ss make conversations: hard, uncomfortable, stressed, unhappy, etc.Step 4 Survey Do a survey.Ask the Ss to complete the survey in 4 first.Then make conversation like: A: How do you feel about pollution? B: It makes me kind of angry.How about you? A: It makes me want to join a clean-up campaign.„ Step 5 General training Translation 1.红颜色使我很紧张。2.轻音乐使我放松起来。

3.他的话使我很觉得很不舒服。4.你能让他们做得更快些吗？ Keys: 1.Red makes me stressed.2.Soft music makes me relaxed.3.His words made me feel uncomfortable.4.Can you make them do it faster? Step 9 Homework Ask the Ss to write a composition according to 3b: A restaurant near their homes.六、教学反思

本课时以阅读为中心，通过对文章的阅读来了解一些关于餐馆的学问，这样一种贴近生活的教学可以吸引学生的注意力，再添加一定的图片来补充教学，可以收到很好的教学效果。

(The Third Period)

一、教学内容

1.Words and phrases：slogan, mysterious ,shiny，skin，product, lookout, beauty, toothpaste, etc.2.New patterns: It worked really well.Have you ever had Beijing Duck? I can’t stand ads like that!

They make you think that you can look like the person in the ad.I’ll bet they don’t even keep out the sun.I guess you shouldn’t believe everything you read.二、教材分析

本课时的主要话题是“广告”。谈论商品与商家如何通过广告获得更多的关注。本课时主要是通过听、说的方式来了解各种广告的知识。并了解常见口语的表达形式，如I bet„, I guess, I believe„, etc.三、教学目标和要求

1.掌握一些有用的生活词语。

2.掌握一些常见的日常口语表达形式。3.培养学生听、说、读的能力。

4.了解英语国家的广告文化和广告用语。

四、教学重点和难点

1.广告的准确意思和目的。2.巩固make的用法。

3.学习并认真掌握听的技能。

五、教学过程

（T—teacher

S—student

Ss—students

Bb—blackboard）Step 1 Warming-up Ask two students to read their compositions in class.If possible, correct some possible mistakes.Step 2 Presentation Look at 1a.Match each slogan with one of the products.Ask the Ss to tell the Chinese meaning of each slogan.If possible, ask them if they can list some more ads to make the class interesting and full of fun.Then come to 1b Make a list of three products they like and three products they don’t like to fill in the chart for later use.Step 3 Listening 2a and 2b Before listening, ask the Ss to look at 1a again, and make sure they know what they are.Then play the tape.For the first time, ask the Ss to get the main idea of the listening material.For the second time, ask them to write No or Yes to the four products and match them with “what people say”.When listening for the third time, ask some questions according to what the Ss have heard.1.Does the boy like For the shiniest hair ever? Why or why not? 2.Does the second girl like For that mysterious look? Why or why not? 3.How does Whiter than white taste in the first girl’s opinion? Then ask the Ss to read the tapescript for some time.Step 4 Practice Look at 1b and make conversations: A: Have you ever had Beijing Duck? B: Yeah.I love it.A: have you ever had…? B: yeah.And it made me….After the Ss finish their conversation, ask two pairs to act out theirs.Step 10 Homework Ask the Ss to write down their conversations.六、教学反思

本课时的教学重在听和说上，但要特别注意对广告语言的理解。需要教师做的事情主要是课前对英文广告的收集和整理，从而使学生能更加深刻地了解英文广告的魅力和作用。

（The Fourth Period）

一、教学内容

1.Words and phrases: stardust, advertising, pros and cons, aim, aim at, specifically, instance, for instance, list, confusing, misleading, truth, at times, to start with, etc.2.New patterns: Some people think that ads are great.Others hate ads, saying that they make our cities and countryside look ugly.It’s true that some ads can be very useful.At times an ad can lead you to buy something you don’t need at all.二、教材分析

本课时的话题是谈论“广告的作用”，通过对双方观点的陈述，说明了广告在日常生活的作用。本课时中的语句结构较为复杂，在教学时要适当地加以讲解。

三、教学目标和要求 1.掌握一些新的词汇和句型。

2.培养学生的阅读能力和写作能力。3.了解人们对广告的态度和广告的作用。

四、教学重点和难点

1.提高学生的读、写能力。

2.如何用简洁的英语来陈述个人的观点和他人的看法。

五、教学过程

T—teacher

S—student

Ss—students

Bb—blackboard Step 1 Warming up

Ask the Ss how an ad works if he / she wants to buy something.Ask some questions about their school things.Do you buy things after you read an ad? Can a good ad make you buy something? Why or why not? Do you like ads in everyday like? Why or why not? Step 2 Listening Listen to 3a.For the first time, ask the Ss to listen carefully and try their best to understand it.For the second time, ask the Ss some questions about 3a.1.Can you see ads here and there? 2.Do you think ads make our city / countryside look ugly? 3.Is it true that some ads really work? 4.Why do some ads make you confusing and misleading? 5.Can ads help you decide which to buy? Step 3 Reading

Ask the Ss to read 3a.Read until they can understand the whole article.Then ask the Ss to read in chorus.If possible, give them some help to understand it more.Some explanations may be needed: 1.Some people think that ads are great.Others hate ads, saying that they make our cities and countryside look ugly.2.It’s true that some ads can be very useful.3.At times an ad can lead you to buy something you don’t need at all.Step 4 Writing Come to 3b.Complete this article using the information about two or more products in 2a and 2b.While the Ss are writing, T moves around in the classroom to offer some necessary help.After the Ss finished their composition, ask one or two to read theirs.And give some possible help.A sample article: Some advertisements tell the truth and some don’t．For example, the Easy Care Shampoo says it will give you the shiniest hair ever．But my friend tried it and it didn’t work．It made my friend really mad．A few days ago, I tried Starshine Toothpaste．But it wasn’t whiter than white．It tasted terrible．I’d never use it．

Yesterday my sister tried Beauty Cream and it worked very well．She said it made her skin very soft．So I’ll try it tomorrow．Now, do you think it is right not to believe everything we read? Show this writing on the screen or copy it on small Bb before class.Step 5 Practice Part 4 Discussion: how do these posters make you feel? Work in pairs and make some short conversations or put them into one big conversation.Get some time for the Ss to get ready for their conversation, and leave some time for them to discuss and act.Step 7 Homework Finish off their writing, and write them in their exercise book.六、教学反思

本课时的重点在阅读和写作。通过阅读来促进写作的提高。阅读的教学一定要结合学生的实际，重点句型一定要让学生自己能造出句子来，为后面的写作教学做好铺垫，进而使笔头训练让学生的语言知识得到很好的巩固。

（The Fifth Period）

一、教学内容

1.Words and phrases: tense, compare，keep out, taste, have a wonderful surprise birthday party, etc.2.New patterns: Working hard at English can lead to a good job.Let’s compare prices in another store.I thought today was going to be really bad.To start with, it was raining, and rainy days make me sad.She didn’t say anything either.As I was so tense when I left home, I had forgotten to bring it with me.二、教材分析

本课时以复习为主，主要是检测个别词语的用法和动词make用法的复习。在复习的过程中掌握make的用法。

三、教学目标和要求

1.灵活地掌握lead, compare和taste的用法。2.培养学生灵活运用语言的能力；

四、教学重点和难点

1.重点掌握个别单词和句型的用法。2.了解写日记的格式。

3.巩固本单元“make”的用法。

五、教学过程

T—teacher

S—student

Ss—students

Bb—blackboard Step 1 Warming up

Ask two or three Ss to read their compositions in class.If possible, ask some Ss to make sentences with “make”.(1)She made me read the text again and again,(2)She made the children happy.(3)I was made to read the text again and again.(4)The man made me excited about his doings.Step 2 Self check 1 Ask the Ss to do it alone, and then ask then to check answers one by one.And then check their answers one by one.If possible, ask them to make some more sentences with lead, compare, taste and keep out.Step 3 Self check 2 Ask the Ss to read the diary, and then find words to show how Ming feels at different times during the day.After then, ask some questions about this reading: 1.When is the diary written? 2.What was the weather like that day? 3.What was the writer was unhappy after she got up? 4.How did the writer go to school? 5.Did the writer bring her homework to school that day? 6.Where was the writer when she had lunch? 7.Did the writer feel happy when she had lunch? Read the Ss to read Part 2 once again.And fill in the blanks according to the meaning in Self check 2.Explain some difficult sentences: Working hard at English can lead to a good job.Let’s compare prices in another store.I thought today was going to be really bad.To start with, it was raining, and rainy days make me sad.She didn’t say anything either.As I was so tense when I left home, I had forgotten to bring it with me.Step 4 Just for un

这里的fun主要是理解snip的意思“剪断”，用snip来说明被剪断的东西质量不好。

六、教学反思

本课时以练习为主，通过练习的方式掌握make的用法，并利用本单元的句型结构来掌握常见的基本句型的用法。但在归纳总结本单元的重点知识内容上，要特别注意句型的使用和个别词语的用法。

（The Sixth Period）

一、教学内容

1.Words and phrases: home-made, schoolbag, purple, purse, guilty, taste, saying, thought, count, etc.2.New patterns: It really made me feel embarrassed, because to be honest, I thought the purse was really ugly.I pretended that I liked it because I knew it would make my parents happy.That sounds like my grandparents!I used to wear it every time I visited them.To make things easier, some people would rather just give money.It’s the thought that counts.I prefer to receive a gift that has some thought behind it.二、教材分析 本课时是通过谈论接受礼物这一内容来复习make 的用法。阅读材料贴近生活实际，所说的收礼的艺术令人深思。在阅读的过程慢慢掌握personalizing what you learn的技巧，提高自己的阅读能力。

三、教学目标和要求

1.综合复习make的各种句型用法。

2.理解personalizing what you learn的阅读技巧。3.了解“收礼”的心态。

四、教学重点和难点 1.掌握make 的用法：

(1)make sb./ sth.+adj(各种等级)(2)make sb.do sth.(make后接动词原形)(3)be made to do„(用于被动语态中,要特别提醒)2.提高学生的阅读能力和技巧。

五、教学过程

T—teacher

S—student

Ss—students

Bb—blackboard Step 1 Presentation Ask : What is the art of giving gifts? What do people give gifts? What do you usually do when you get a gift? Are you glad to get gifts from your friends or parents? Discuss with other Ss about their answers.Then go to ask: Do you ever think of giving gifts to someone? What do you do before you give gifts? Why do you give gifts to your friends or parents? What if your gifts don’t make others happy?

Do you ever think that the gift you give to your friend will make him / her happy? Discuss the problems for a little while before going to the reading.Step 2 Reading

Section 1 Before you read Ask the Ss to discuss: If my best friend gave me a history book, I would feel…

If my grandmother gave me some home-made cookies, I would feel… Receiving a new schoolbag would make me feel…

What would you feel when you receive a surprise gift? Section 2 While you read Before reading, tell the Ss what is “personalizing what you learn”, and then ask them to read and get the rough idea of this reading.(show some questions on the screen or write on the Bb)1.Does the girl in paragraph 2 like the purple purse? How does she think of the purse? 2.What did Han Ling get on her birthday? Does she often wear it? 3.Do you like to get money as your gift? Why or why not? Ask the Ss to read again after they finish these questions.This time ask them to read a little more slowly.Section 3 After you read 3a Ask the Ss to do right after they finish reading for the second time, and ask them to check one another’s answers.3b.Do a short writing by using some adjectives in the “make” patterns, such as: The sweater makes me feel unhappy.Check what they have written right in class.Step 3 Explain Divide the class into three groups.Ask them to summary the three paragraphs(No.2, 3 and 4 paragraphs).Encourage them to write out their summary.Some help can be offered in class.Paragraph 2 Receiving a purple purse made Guo Xiaojing embarrassed.Paragraph 3 Receiving an orange sweater made Han Ling feel guilty.Paragraph 4 Sometimes receiving money can make people uncomfortable.Then explain some difficult sentences:(1)It really made me feel embarrassed, because to be honest, I thought the purse was really ugly.(2)I pretended that I liked it because I knew it would make my parents happy.(3)That sounds like my grandparents!(4)I used to wear it every time I visited them.(5)To make things easier, some people would rather just give money.(6)It’s the thought that counts.(7)I prefer to receive a gift that has some thought behind it.Step 4 Go for it

Ask the Ss to discuss.Make some suggestions for a gift that could be given to Tina(She is moving to another country)and Peter(It’s his birthday).Discuss how they think the person would feel about each suggestion.Then write down the gift that the group decides is best for Tina and Peter.Step 7 Homework Write down what they have got after their discussion as homework

六、教学反思

本课时重视阅读理解，在阅读文章内容的过程中还要认真复习并拓展所学得语言知识。如何协调读和写是上好本课内容的关键。