人教版九年级英语Unit 3 教案

第一篇：人教版九年级英语Unit 3 教案

教案

（九年级英语）

Unit

3Teenagers should be allowed to choose their own clothes.东城区邓庄中学 杨笑丽

Unit 3 Teenagers should be allowed to choose their own clothes.【Teaching aims】

1.Language goals：

A.Key words and phrases: allow, pierce, license, silly, earring, instead of, drive, driver’s license，B.Target language:

——I think students should be allowed to do homework with friends.——I disagree.They talk instead of doing homework.——Do you think sixteen-year-olds should be allowed to choose their own clothes? ——Yes, I do./No, I don’t.2.Ability goals: Students can learn to talk about what they are allowed to do.They also learn to agree and disagree.【Important points】

——I think sixteen-year-olds should be allowed to drive.——I disagree.I think sixteen is too young.【Difficult points】

Learn to talk about what they are allowed to do;agree and disagree.【Teaching methods】

Scene teaching, activities teaching, task-based teaching method and so on.【Teaching aids】

A tape recorder, a little blackboard, pictures, CAI and so on.【Teaching procedures】

Warm-up:

1、show some pictures about a few activities，go out at night, surf the Internet, play basketball, drive a car, have part-time jobs...What do you usually do after school? Can you surf the Internet at home after school?

2、Let students talk about what he/she can do or what he/she can’t do at home and show “can do” /”can’t do”.can do

can’t do play basketball

surf the Internet …

… Presentation:

1、Introduce the new structure： be allowed to do

Cross out the headings and write these headings in their place: “is allowed to” and” isn’t allowed to”.Say each sentence first with “can do “or “can’t do”, then with

Section A

“ is allowed to” or “isn’t allowed to”, and ask students to repeat each one.is allowed to

isn’t allowed to play basketball

surf the Internet …

…

S: Mike can play basketball at home, that means he is allowed to play basketball at home……

Let the students practice with all items on the lists.2、Read the instructions in1a to the class.Say: all the sentences are things students are or are not allowed to do.Then read each item to the class.Ask students to explain what each sentence means in their own words:

When students have explained all the items, ask students to circle A for agree or D for disagree for each item.Raise your hand if you circled A.Write the total of As and Ds for each item and discuss the results with the class.3、Read the instructions in1b to the class.Say: you will hear a conversation between Anna and her mother.They don’t agree about everything.Play the recording two times, and then check the answers:

4、Use the statements in 1a to make conversations like this: A: I don’t think sixteen-year-olds should be allowed to drive.B: I agree, they aren’t serious enough.5、Point to the picture of 2a and ask students to say something about it.What is the boy doing? What are the girls doing? Read the instructions and point to the sentences.Ask a student to do it.Then point to the list of responses: Agree, Disagrees, and Doesn’t know.You’ll hear two girls having a conversation.Kathy will make some statements.Listen to what Kathy says and see if Molly agrees, disagrees, or doesn’t know what she thinks.Play the recording and then check the answers.6、Read the instructions in 2b and point to the list of reasons from the conversation.Ask different students to read the sentences to the class.Say: you will hear the same recording again.This time please number these reasons in the order you hear them on the recording.Point the sample answer.Say: Young people need to sleep is the first reason you will hear on the recording.Play the recording and then check the answers.7、Read the instructions in 2c to the class.Point to the sample conversation in the box.Ask two students to read it to the class.For example: A: Do you think teenagers should be allowed to get their ears pierced？ B: Yes, I do./ No, I don’t.Consolidation and extension:

Say: you can look back at activities 1a and 2a to get ideas for your list.Ask students for suggestions for their lists and write some of their statements on the board.For example:

go out at night, have part-time jobs, smoke, surf the Internet, play basketball, get their ears pierced, drive, watch TV Next give students five minutes to make their own lists.Then ask students to work in pairs and discuss their lists.Ask one or two pairs to present their conversations to the class.Homework:

1、Review grammar focus.2、List some other things about what they can do or can’t do using the structure “be allowed to”

Blackboard Design:

Unit 3 Teenagers should be allowed to choose their own clothes.Section A He is allowed to play basketball at home.He isn’t allowed to surf the Internet.Teenagers should be allowed to get their ears pierced.Teenagers shouldn’t be allowed to work on school nights.be(not)allowed to do

should(not)be allowed to do

get something done / have something done not calm enough instead of

第二篇：人教新目标九年级英语上Unit3教案（范文模版）

Unit 3 Teenagers should be allowed to choose their own clothes 教学目标（Language Goal）1.能够谈论允许和不允许做的事情

2.能够谈论应该被允许和不被允许做的事情

3.能够针对被允许和不被允许做的事情发表自己的观点（同意或者不同意）4.能够表达同意或者不同意的理由

目标语言（Target Language）

1.I think sixteen-year-olds should be allowed to drive 我认为应该允许16岁的孩子开车。

2.I disagree.I think sixteen is too young.我不同意，我认为16岁这个年纪太年轻了。

3.Do you think thirteen-year-olds should be allowed to have part-time jobs ? 你认为应该允许13岁的孩子们做兼职工作吗？

4.No , I don’t.不，我认为不应该。5.Anna is allowed to wear her own clothes.安娜可以选择自己的衣服。

6.They are not serious enough at that age.那个年龄的他们不够稳重。

7.－What rules do you have at home ? 你家有什么规定吗？

－Well , I’m not allowed to go out on school nights.噢，我在周一至周五不能外出。

词汇和短语（Vocabulary and expressions）

allow 允许 drive 架车 pierce [pi s]刺穿 license 执照 driver司机 silly愚蠢的、傻的 earring 耳环 concentrate集中 volunteer自愿、志愿者 Local地方的 perform表演 primary初级的 go out with their friends 和朋友一块出去 part-time jobs 兼职工作

driver’s license 驾驶执照 get their ears pierced 穿耳孔

choose one’s own clothes 选自己的衣服 sixteen-year-olds 十六岁的孩子

seem to 好像 at that age 在那个年龄 so do we 我们也一样 get to class late.上课迟到 fail a test 考试不及格 be strict with 对„要求严格 the other day 前几天 get to doing sth 着手做某事 look smart 看起来整洁 concentrate on 关注„ be a good way to do 是„的好方法

It’s a good idea for sb to do 是„的好主意

get noisy 变得嘈杂 at present 目前

have an opportunity to do sth.有做„的机会

be a good experience for sb.对„来说是很有意义的经历 take time to do things 花费时间做事情

old people’s home 敬老院

be sleepy 睏 after a long week of classes 上完一周课之后 have Friday afternoons off 周五放假

语法内容： 一.被动语态

1.“语态”表示主语和谓语动词之间的关系。英语中有“两态”的说法，即主动语态和被动语态，本单 元中反复出现的should be allowed 就是一个含有情态动词（should）的被动语态。

先看几个基本概念

主语是动作的发出者为主动语态

主语是动作的接受者为被动语态

只有及物动词才有被动语态。

2.被动语态的构成（1）请大家看图

The office is cleaned every day.The office was cleaned yesterday.Compare active and passive：

动作的接受者the office成了句子的主语，就应该用被动语态。从上面的例句我们可以总结：

一般现在时的被动语态为：主＋am / is / are（not）＋过去分词

一般过去时的被动语态为：主＋was / were ＋过去分词

如：Butter is made from milk.This house was built 100 years ago.以前我们学过的was / were born 生于，就是一个被动语态 born是个过去分词（bear）

－When were you born ? －I was born in 1989.如果要特别强调动作或行为的执行者，句子后面需接by ~，译为“被（由）„”

如：We were woken up by a loud noise.我们被嘈杂的声音吵醒。

（2）请看图

从上面例子，我们可以看出，现在进行时被动语态的构成为

主语＋is / am / are + being ＋过去分词

再如：

My car is being repaired now.Some new houses are being built near the park.公园附近在建一些房子。

（3）请看图

BEFORE NOW

从上面例子，我们可以看出现在完成时被动语态的构成为

主语＋have / has ＋been ＋过去分词

如：

My key has been stolen.My keys have been stolen.I am not going to the party , I haven’t been invited.含有情态动词的被动语态

情态动词＋be＋过去分词

A note had better be left to him.Teenagers should be allowed to wear their own clothes 这里我们列举了几个主要时态，那么其它时态呢？

一般将来时 主语＋will ＋be ＋过去分词

过去将来时 主语＋would / should + be ＋过去分词

过去进行时 主语＋was / were + being ＋过去分词

过去完成时 主语＋had + been +过去分词

被动语态的时态是由be的时态决定的，be是什么时态，全句就是什么时态，be动词后面的过去分词不 变。

归纳：

肯定句：主语＋be + 过去分词＋（by ~）

否定句：主语＋be not ＋过去分词＋（by ~）

一般疑问句：Be ＋主语＋过去分词＋（by ~）? 特殊疑问句：疑问词＋be＋主语＋过去分词＋（by ~）

3.被动语态的用法：

（1）不知道或没有必要说明动作的执行者是谁，不用by＋动作执行者短语 Such books are written for children.这些书是为儿童写的。

I haven’t been told about it.没有人告诉我这件事

（2）强调动作的承受者，这时应用by短语。The cup was broken by David.（3）作客观说明时，常采用一种被动语态句型

It’s / was said / believed / reported / + that „

It’s reported that about three hundred people were killed in this earthquake.

据报道，这次地震中大约有三百人死亡。

4.主动语态变为被动语态

把主动语态的句子变为被动语态的方法是：

（1）把原句中的宾语变为主语

（2）动词改为被动形式，即be+过去分词

（3）原来的主语，如果需要的话，放在by后面，如果没必要，可省略。

注意事项：

主动语态变成被动语态应注意事项

从主动语态到被动语态的过程中主语、谓语动词、宾语都发生变化。

注意主格与宾格的变化形式。

注意主语的人称及数的变化对be动词带来的影响。

注意be动词的时态形式取决于原主动语态的动词时态形式。

5.被动语态的几种类型

（1）有两个宾语的句子的被动语态（直接宾语，间接宾语）

常见的接双宾语的动词有

通常这种句子可以改为以“人”当主语；和以“物”当作主语的两种被动语态。

如：He gave me a book.－I was given a book by him.（以I做主语）

－A book was given to me by Tom.（以物book作主语）He teaches us English.－We are taught English by him.（以人当主语）

－English is taught us by him.（以物作主语）

（2）含有宾语补足语的句子的被动语态

keep, make 三类的动词常常有宾语补足语，在被动语态中，宾语补足语位置不变。We keep food fresh in the fridge.主 谓 宾 宾补

－Food is kept fresh in the fridge.I saw him go into the office building.－He was seen to go into the office building.英语中有“十大动词”的说法，即feel , hear , listen , have , make , let , look , watch , see , notice，这些词在主动句中，其后的动词不定式不加to，但变被动句时必须加to.（3）含有短语的主动语态变被动语态

不及物动词没有宾语，因此没有被动语态。但有的不及物动词后面加上介词及其他一些词类构成短语动

词之后，其作用相当于及物动词，可以接宾语，因而也可以变为被动语态。在变成被动语态时，不能去掉构

成短语动词的介词或副词

They take good care of my child.－My child is taken good care of 他们把我的孩子照顾得很好。I turned off the radio.

－The radio was turned off（by me）

附：动词短语的被动语态

take care of －be taken care of cut down －be cut down laugh at －be laughed at look after－be looked after 下列这些短语本身即是被动语态的形式，不需再加－by be covered with „用„覆盖着

be interested in „对„感兴趣

be surprised at „对„感到惊奇 be made of（from）用„制造的（4）由情态动词形成的被动语态

含有情态动词的句子在变为被动语态时，在情态动词后面加上be动词即可，其句型如下：

肯定句：主语＋情态动词（can , may , must）+be+ 过去分词„

否定句：主语＋情态动词＋not + be + 过去分词„

疑问句：情态动词（Can , May , Must）＋主语＋be＋过去分词＋„.如：We should allow teenagers to surf the Internet.－Teenagers should be allowed to surf the Internet.Can you use it ? 你会使用它吗？

－Can it be used ? 6.不能用于被动语态的几种情况

（1）当主动结构中的宾语是反身代词和相互代词时，不能改为被动语态。

他在镜中看见了自己的模样。We often help each other.我们常常互相帮助。

（2）当谓语是表状态的及物动词时（如have , like , take place , belong to „）

如：

I like these flowers.我喜欢这些花。I will have a meeting.不说A meeting will be had.应说A meeting will be held.二.重点、难点： 1.the other day 我们还可以说the other day , morning , week , month.不久前的一天，一个上午、一个星期、一个月等 I saw him in London the other day.我最近有一天在伦敦见过他。2.get to 着手做某事

„ and I got to talking about the rules „

He got to doing the homework after supper.

3.concentrate on sth.专注于某事（做某件事而不做其他事）

He decided to concentrate on English because he just failed the exam.他决心专攻英语因为他刚刚考试不及格。

This company concentrate on the Chinese market.这家公司把重点集中在中国市场。

4.be good for 对„有好处 有益于（„that is good for studying „）This kind of food is good for me.这种食物对我身体有益

Sunshine is good for plants.阳光对植物有益。

5.It’s a good idea for sb to do sth.做„对„来说是个好主意（It’s also probably a good idea for parents to allow „）

It’s a good idea for us to travel to the south.6.get noisy 变得嘈杂（I know we got noisy sometimes , „）noise －noisy

7.learn from 向„学习，从„中学习

„ but we learn a lot from each other.We should learn from our mistakes.我们应从错误中学习。

8.at present.（At present they’re too short.）at present 此刻、现在＝at this time , now I can’t help you at present －－I’m too busy

我现在帮不了你－－实在太忙了。

9.„ have an opportunity to do sth

有做„的机会

have no opportunity to do 没机会做„

I hope to „„ have an opportunity to go to the States.I have no opportunity to have a talk with her I 注意：文中在谈论将来时，用了一些动词过去式和would + 动原的形式

这是虚拟语气。表示对将来的一种假设。

本单元其他句型结构：

1.sixteen-year-olds十六岁的青少年

它相当于一个名词 相当于sixteen-year-old kids.“一个16岁青少年的表达方式” a kid sixteen years old a kid of sixteen a kid of sixteen years old.a sixteen-year-old kid

2.stop doing

He should stop wearing that silly earrings.（Section A 2a）

停止做某事

We two stopped talking.我们俩个停止了谈话。3.主＋seem to do sth.好像

His temperature seems to be all right.他的体温好像完全正常。seem其他用法

（1）seem+形容词

The question seems quite easy.那个问题好像很容易。

（2）seem+名词

That seems a good idea.那好像是个好主意。

（3）It seems + that 从句

It seemed that nobody knew anything about the matter.看来没有人知道这件事。4.So do we（Section A 3a）

So do we 为倒装句，其结构是So + be 动词/助动词/情态动词＋主语，在时态上应和上一句保持一 致。应翻译为“我们也是这样”用英文解释是： We have a lot of rules at my house , too.5.on school nights , on Friday nights , on Saturday afternoons.我们在说某个具体的，特定的早晨、下午、晚上时应用on.6.be strict with 对„要求非常严格

She’s very strict with her children.她待子女很严。

7.old people’s home 敬老院

以前我们曾学过old folk’s home

8.take time to do things 花费时间做事情。take在这里为“花费”的意思。

类似的词组有：

It takes sb some time to do sth.it为形式主语

花„时间做某事

It took me 2 hours to finish the homework.9.be a great experience for sb.对„来说是一次很棒的经历。10.volunteer（1）n.志愿者

volunteer groups 志愿小组

volunteers to run Christmas show.自愿操办、圣诞节表演的人。

（2）v.自愿或无偿地给予或提供（帮助、建议）

Tim’s busy but I’ll come , he volunteered.蒂姆很忙，我来吧，他主动说道。11.sleepy想睡的（a.）Are you sleepy ? 你睏吗？ asleep 睡着的、熟睡的

He waits until the children are asleep.他一直等到孩子们睡着了。

词组fall asleep 入睡

He was just falling asleep when there was a loud knock at the door.他刚要入睡，就有人大声敲门。

第三篇：新目标九年级英语Unit3教案

Unit 3 Could you please tell me where the restrooms are?

一、教学目标： 1.语言知识目标

基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground 基本句型：Excuse me, do you know where I can buy some medicine? Sure.There’s a supermarket down the street.Could you please tell me how to get to the post office? Sorry, I’m not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this evening? You should try that new ride over there.2.技能目标:（1）能用宾语从句礼貌的寻求帮助。（2）能用正确的方法指路。

3.情感目标: 培养学生尊重他人，对人有礼貌，热爱生活。

二、教学重难点： 1.教学重点：（1）礼貌的向他人寻求帮助。（2）正确使用宾语从句。

2.教学难点：运用宾语从句礼貌的寻求帮助。

三、教学步骤: 第一课时Section A 1(1a-2d)Step 1 Warming –up Greeting Step 2 Presentation（1）Guessing game Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.For example, one student say: We can save money or exchange money in this place, another one guess it is a bank.Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.（2）Show some stamps to students and present the new sentences: Could you tell me where I can buy some stamps? Could you please tell me where I can get a dictionary? Do you know where I can get some magazines? Step 3 Practice 1)Match each thing with a place in the picture in 1a.2)Read the phrases.___ get some money ___ get some magazines ___ have dinner ___ get a dictionary ___ get some information about the town ___ buy a newspaper ___ buy some stamps ___ get a pair of shoes Step 4 Listening Listen and complete the conversations in the picture in 1a.Then check the answers with the whole class.Step 5 Practice Make conversations using the information in 1a.Then talk about your own city.For example: A: Excuse me, could you please tell me how to get to the bookstore? B: Sure, just go along Main Street until you pass Center Street.The bookstore is on your right, beside the bank.A: Thanks.Do you know when the bookstore closes today? B: It closes at 7:00 p.m.today.A: Thank you!B: You’re welcome.Step 6 Listening 1.Listen and number the directions in the order that you hear them.2a You will hear some of the directions below.Number the directions in the order you hear them.___ Go to the bird floor.___ Turn left.___ Go to the second floor.___ Turn right.___ The supermarket is between the flower store and the bookstore.___ Go past the bookstore.2.Listen again.Show how the boy walks to the supermarket.Draw a line in the picture in 2a.Then get one student draw the line on the blackboard.3.Listen the third time and answer the questions.1)Excuse me, can you tell me where I can buy some medicine? 2)Do you know how to go there? 3)Ok, great.Oh, and one more thing.Do you know when this shopping center closes tonight? 4)Ok, thanks a lot.Step 7 Pairwork Make conversations about the other places in the picture in 2a.A: Excuse me.Can you tell me where I can buy some stamps? B: Yes, there’s a post office in this shopping center.A: Do you know how to go there? B: Yes.Go to the third floor and turn right.Then go past the bank.The post office is between museum and library.You should be able to get stamps.A: Ok, great.Oh, and one more thing.Do you know … B: I’m not sure, but you … A: Ok, thanks a lot.B: You’re welcome.Step 8 Reading 1.Read the conversation in 2d and answer the questions.2.Role – play the conversation.3.Explain the language pints in 2d.(1)Go along Main Street until you pass Center Street.1)until和 till同义为―直到……‖，till多用于口语，until可以放在句首，till则不能放在句首。2)not...until―直到……才‖，表示直到某一时间, 某一行为才发生, 之前该行为并没有发生。e.g.I did not study English until 9 o'clock last night.(2)Pardon? Restroom? You already want to rest? But we haven’t even started yet!

1)pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardon sb.for doing sth.意为―原谅/宽恕某人做某事‖

e.g.Can you pardon me for not passing the exam, Mom? 2)在没有听懂对方的话，请对方重复一 下时也可说 pardon。e.g.Pardon? I’m sorry I can’t follow you.(3)I’m excited to try the rides!

excited和 exciting的区别: 1)excited意为―激动的；兴奋的‖，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。

e.g.All of us were excited when we heard the good news.The excited child opened his present quickly.2)exciting意为―激动人心的‖，作表语时，主语通常是物；作定语时，常用来修饰物。e.g.The movie is very exciting.My father told me an exciting story.(4)I mean … you know, a washroom or bathroom.mean作动词有以下含义：

1)有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。e.g.What does this word mean? 2）意味（着）（及物动词），常跟名词，有时可跟动词-ing形式或从句。e.g.Carl really could not do that — it would mean the end of his career.3）有……意图，打算，想，常跟名词、代词或动词不定式。跟带不定式 的复合结构时，还可用于被动语态。e.g.I never meant to hurt you.(5)We normally say ―toilets‖ or ―washrooms‖.normally adv.正常地;通常地，一般地 e.g.August is normally a slow month.(6)Nine thirty, so you don’t need to rush!

rush v.仓促;匆忙 n.仓促;匆忙

e.g.Then three policemen rushed at him.(rush v.)They made a rush for the door.(rush n.)Step 9 Summary 1)Excuse me.Where is Qiaotou Middle School? 2)Excuse me.Could you tell me where Qiaotou Middle School is? 3)Excuse me.Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School? 4)Excuse me.Which is the way to Qiaotou Middle School? Step 10 Homework Make conversations about your own town/city.第二课时Section A 2(3a-3b)Step 1 Revision 1)Translate the sentences into English.① 请你告诉我，怎样去书店好吗？

② 打扰了，你知道我在哪能买到一些邮票吗？ ③ 我想知道公园今天什么时候关门。④ 银行和超市之间有一个餐馆。2)Role-play the conversation in 2d.Step 2 Presentation 1)Show a picture of fun park.Ask students: Are you excited to try these in the fun park? 2)Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try? Step 3 Reading 1)Read the conversation in 3a quickly and true or false the sentences.① Alice and He Wei are in Water World.② The new ride looks scary.③ Alice was scary at first.④ Alice thinks the new ride is actually fun.⑤ He Wei thinks Fun Times Park restaurant severs delicious food.⑥ A rock band plays in Water World Restaurant every evening.⑦ Alice and He Wei can go later to the restaurant.2)Read the conversation again and answer the questions in 3a.1.Why did Alice not want to go on the new ride? How did she feel after the ride? 2.What is special about Uncle Bob’s restaurant?

3.Should Alice and He Wei get there early for dinner? Why? Step 4 Practice Rewrite them in a different way.e.g.I wonder where we should go next.Could you tell me where we could go next? Check the answers with the whole class.Step 6 Language points 1.I was scared at first, but shouting did help.此句相当于I was scared at first, but shouting really helped.原句是一种表现强调的句式，英语中，可用助动词do对谓语动词进行强调，构成强调句。e.g.Please do be careful.请一定小心。I do agree with you.我完全同意你的意见。

He did warn you other day, remember? 他前两天就告诫过你，还记得吗？ 2.You never know until you try something.try的用法

1)做名词 have a try 试一试

e.g.Why not have a try? 为什么不试一试？ 2)做动词

(1)try to do sth.努力做某事 e.g.Well, we’ll try to finish the homework in time.那好。我们争取及时完成作业。

(2)try doing sth.表示尝试着去做某事

e.g.--I usually go there by train.我通常乘火车去那儿。

--Why not try going by boat for a change? 为什么不换乘船呢?(3)try one’s best 尽某人最大的努力 e.g.Thank you.I will try my best.谢谢你。我会尽力而为的。

3.I suggest Water City Restaurant in Water World.suggest作动词，可意为―显示；间接表明‖，后可接宾语从句。e.g.His behavior suggested(that)he was a kind man.他的行为显示他是个好人。

suggest作―建议‖讲时，应注意以下两点： 1)suggest doing sth.建议做某事 e.g.I suggested going home.我建议回家。

2)suggest后接从句时，从句常用虚拟语气，谓语由―should +动词原形‖构成，should可以省略。

e.g.I suggested that we should go home.我建议我们回家。另外，suggestion是suggest的名词形式，作―建议‖讲时，是可数名词。e.g.Do you have any suggestions? 你有什么建议吗？

4.The restaurant is always busy, at that time so come a little earlier to get a table.用于―就餐‖的语境时，形容词busy相当于―吃饭人多；餐厅拥挤‖的意思；动词短语to get a table类似于汉语―定餐桌；占位子‖等意思。Step 7 Homework 1.背诵3a。

2.用―Could you tell me … ?‖写三个问路的句子。

第三课时Section A 3(Grammar focus-4c)Step 1 Revision 1.How did Alice and He Wei think of the new ride？Students say the sentences together? Alice thought that it looked pretty scary.He Wei thought that it would be fun.2.After the ride, Alice and He Wei talked about their feeling.Alice thought that was fun!She was scared at first, but shouting really did help.He Wei told Alice that ―You never know until you try something.‖ 3.Alice and He Wei talked about Uncle Bob’s.Alice thought this restaurant looked interesting.It seemed a rock band plays there every evening.He Wei suggested that they could have dinner there.Step 2 Grammar Focus 1)Let students complete the sentences.1.打扰了，你知道我能在哪买到一些药? Excuse me, do you know where ____ _____ buy some medicine? 2.当然，顺着这条街有个超市。

Sure.There is a supermarket down the street.3.请你告诉我怎样到邮局好吗？ Could you please tell me _____ ____ get to the post office? 4.对不起，我不确定怎样到那。

______, I am ______ ______ how to get there.5.你能告诉我们今晚乐队什么时候开始演奏吗？

Can you tell us ______ ____ ______ ______ playing this evening? 6.晚上8点开始。It starts at 8:00 p.m.7.我想知道接下来我们该去哪儿。I ______ where we ______ _____ _____.8.你应该试试那个新的乘骑设施。You should try that new ride over there.2）Objective clauses with wh-questions 上一个单元我们已经学习了由that和whether, if引导的宾语从句。这个单元我们继续学习由疑问词引导的宾语从句。疑问词：疑问代词（what、whom、who、whose、which）疑问副词（when、where、why、how）。

语序：无论主句是陈述句还是疑问句，也无论主从句间是什么引导词，宾语从句一律用陈述语序，即―引导词+主语+谓语+其它‖。如：Could you tell me where Wei Fang lives? 时态

1.如果主句是一般现在时或一般将来时，宾语从句的时态不受限制，可根据实际表达的需要来确定。如：

Jenny knows the man was flying a kite at that time.You will understand why I did it one day.总有一天你会明白我为什么那样做。

2.如果主句是一般过去时，宾语从句用过去时态的某种形式。如： I thought he had gone to town that day.我以为他那天进城去了。

3.如果宾语从句叙述的是客观事实、自然现象或科学真理等，从句不受主句时态的限制，用一般现在时。如： He said time is money.他说时间就是金钱。3）Practice 1.He asked ________ for the computer.A.did I pay how much B.I paid how much C.how much did I pay D.how much I paid 2.―Have you seen the film?‖ he asked me.He asked me _______.A.had I seen the film B.have I seen the film C.if I have seen the film D.whether I had seen the film 3.―You’ve already got well, haven’t you?‖ she asked.She asked ______.A.if I have already got well, hadn’t you B.whether I had already got well C.have I already got well D.had I already got well.4.He asked, ―How are you getting along?‖ He asked _______.A.how am I getting along B.how are you getting along C.how I was getting along D.how was I getting along 5.He asked me _____ told me the accident.A.whom B.which C.who D.whose 6.She asked me if I knew ______.A.whose pen is it B.whose pen it was C.whose pen it is D.whose pen was it Keys: DDBCCB Step 3 Function: Ask for information politely and follow directions 1)问路时应注意

① 问路时应首先说一声：―Excuse me.‖这样可以引起对方的注意，又不失礼貌。

② 当你没听清时，你可以说一声―Excuse me, would you please say it again?‖(对不起，请您再说一遍好吗?)或―I beg your pardon?‖(对不起，请再说一遍好吗?)等，礼貌地要求对方重复一遍。

③ 问完路后，千万不要忘记向对方说句―Thank you for helping me.‖ 或―Thank you.‖

④ 问路时经常会用到―向左(右)拐‖这样的表达，英语对此有两种常见的说法，即turn left(right)或turn to the left(right)。表示 ―在左(右)边‖，英语用介词on或at均可。2）用英语问路及其回答

① Excuse me, can you tell me where the railway station is? 打扰一下，请问火车站在哪儿? ② Excuse me, but can you tell me the way to the train station?

劳驾，请问去火车站怎么走? ③ Excuse me, could you tell me which is the way to the nearest hospital? 劳驾，请问去最近的医院怎么走? ④ Excuse me, would you please show me the way to the post office? 请告诉我去邮局怎么走好吗? ⑤ Excuse me, would you mind telling me the way to the police station? 劳驾，请告诉我去警察局怎么走好吗？

⑥ Excuse me, how can I get to No.1 Middle School? 劳驾，请问去一中怎么走? ⑦ Excuse me, is this the right way to the People’s Park?

打扰了，请问去人民公园走这条路对吗? ⑧ Excuse me.Could you tell me if there is a Qiaotou Middle School near here? 打扰了，请问桥头中学是否在这附近? ⑨ Excuse me.Do you know how I can get to Qiaotou Middle School? = Excuse me.Do you know how to get to Qiaotou Middle School? 请问，你知道怎样去桥头中学吗? 3）指路的方法

① Take along with this street, and … is on you left.② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.③… is behind(near, next to, on the left of)…

④ You can just take NO.111 bus, and get off at the second station.And you’ll see it.⑤ Look!… is in front of us far away, right there!Step 4 Practice 1)Rewrite the questions in 4a to make them more polite.① Where can I buy some grapes or other fruit? ② How does this CD player work? ③ How do I get to the Central Library?

④ Is the Italian restaurant nearby open on Mondays? Get students write down their answers in their books.2)What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.① Tim is very hungry.Could you tell me where I can get something to eat? Excuse me, would you mind telling me how I can get to a nearby restaurant? Pardon me, do you know if there’s a restaurant around here? ② Sally needs to mail a letter.③ Helen needs to know when the bike shop closes.④ Ben is wondering if there’s a bank in the shopping center.3)Ask students to write four questions that a tourist might ask about your city/ town.Then role-play conversations with your partner.Step 5 Exercises Translate the sentences into Chinese.① 请你到那后给我打个电话好吗？ ② 请在这条路的尽头向右转。

③ 你能告诉我在哪里可以买到一些邮票吗？ ④ 你可否告诉我火车什么时候到达武汉？ Step 6 Homework 假如你到一个陌生的城市去旅游，你想向当地人了解一些关于那个城市的 东西，请编写一个你和当地人的小对话。

第四课时Section B1(1a-2d)Step 1 Revision You are a tourist in a city, you want to know something about the city.Make a conversation about asking information politely.A: Could you please tell me where the nearest bank is? B: Sure, go east along this street, then you’ll see it.A: Can you tell me if there is a delicious restaurant near here? B: Sure.Walk along this street, the restaurant is on you right.A: And do you know where the biggest hospital is? B: Go down this street, turn left at the first crossing, you will see it.A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is? B: It’s over there, just across from you.A: Haha!I see it.Thank you very much!B: You are welcome.Step 2 Lead in 1)Talk about places in your city.2)Show some pictures of places and discuss what qualities are important for each place.Step 3 1a & Pairwork 1a What qualities are important for each place? Write the words from the box next to each place below.Write the most important words first.Pair work 1b Talk about places in your city using the words in 1a.A: The Fun Arts Museum is really interesting.B: Yes, and it’s beautiful, too.A: ….Step 4 Listening(1c)1)Listen and check the sentences you hear.Conversation 1 ______ You can go to Green Land.Conversation 2 _____ Could you tell me where the bookstore is? 2)Listen to the conversations and complete the sentences.(1c)Conversation 1 The boy asks about ___________, and the clerk tells him to go to Green Land.Conversation 2 The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.Conversation 3 The mother asks about ________.The father wants to go to a ________ museum.The younger girl wants to go to a _______ museum.The boy wants to go to a __________ museum.The older girl wants to go to an ______ museum.The clerk suggests they go to the _________ museum.3)Listen again and answer the questions(1d)Conversation 1 The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…

Step 5 Practice Role-play the conversations between the clerk and the tourist.A: Can you tell me where there’s good place to eat? B: Of course.What kind of food do you like? A: I’d like fresh vegetables.B: You can go to Green Land, they have delicious salad.A: ….Step 6 Presentation 2a Where do you need to make polite requests? Think of some possible situations.Discuss them with your partner.1)If you need help with your homework, what would you ask.① Your mother or father

Mom, Can you help me with my homework? ② Your best friend

Can you help me with my homework? ③ A teacher.Excuse me, Sir? Could you please help me with my homework? 2)Zhang Ming is traveling in the USA.He wants to go to a small town but he doesn't know the way now.What should he do? Step 7 Discussion Discuss the language you used to make this request(要求，请求).Was it the same each time? If not, discuss why not.Step 8 Reading 1)Read the article and match paragraph with its main idea.Paragraph 1(adv.礼貌地)….Paragraph 2.… Paragraph 3 2)Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help? We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people? We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street? ―Excuse me, I wonder if you can help me‖ or ―I’m sorry to trouble you, but …‖ before asking for help.2c Find all the direct questions and polite requests from the passage.1.2d Read the requests below.In the second column, write A if you would say it to someone you know and B if you would say it to a stranger.In the last column, write where you think these people are.Step 9 Language points 1.Both are correct, but the first one sounds less polite.less + 形容词或副词，构成降级比较形式，相当于中文―不那么；稍许不……‖之意。e.g.His second movie is less interesting.他的第二部电影就没那么有趣。

2.It might seem more difficult to speak politely than directly.情态动词might 表达一种可能性及推测的不确定性，意思与表达可能性的may相当，表示―有可能，也许会‖，但语气更加委婉，更不确定。e.g.He might come, but it’s very unlikely.他也许会来，但非常靠不住。

3.However, it is important to learn how to use the right language in different situations.it作形式主语 【梳理】 在英语中，如果主语是较长的动词不定式或一个句子，为了保持句子结构的平衡，避免头重脚轻，通常用it作形式主语放在句首，而把真正的主语放在句尾。常见的句型有：

1)It is + adj.(+ for + sb.)+ to do sth.。常用于此句型的形容词有important, difficult, dangerous, necessary, useful, possible等，用来对to do sth.进行说明。如： It’s difficult for us to finish the work in an hour.2)It is + adj.+ of + sb.+ to do sth.。常用于此句型的形容词有good, kind, nice, clever, wise等，用来对sb.的性格、品质等进行说明。如：It’s kind of you to say so.Step 10 Exercises 请根据汉语意思完成下列英语句子（每空一词）。1.对他来说，回答那个问题是十分困难的。It’s very hard ____ him ____ _______ that question.2.你这样说真是太好了。

It’s very kind ____ you ____ ____ so.3.我们在阅览室里保持安静是十分必要的。

It’s necessary ______ ______(should)keep quiet in the reading room.It’s necessary for us _______ ______ ______ in the reading room.Keys: 1.for;to answer 2.of, to say 3.that we, to keep quiet Step 11 Homework Write a guide to a place that you know well.第五课时Section B 2(3a—Self check)Step 1 Revision 1)Write down the phrases ① 提出礼貌的要求 ② 听起来更礼貌 ③ 一个很直接的问题 ④ 请求帮助 ⑤ 在不同的情形下 ⑥ 取决于 ⑦ 你所用的表达方式 ⑧ 比如 ⑨ 花时间导入 ⑩ 变得更擅长 2）Fill in the blanks according to 2b.When you visit a _______ country, it is _________ to know how to ask for help ______.For example, ―Where are the restrooms?‖ or ―Could you _____ tell me where the ________ ___?‖ these are similar ________ for _________ you may ask.Both are _______ English, but the first one sounds _____ polite.That is because it is a very ______ question.It is not enough to just ask a question ________.We also need to learn how to be polite — when we ask for _____.In English, ___ in Chinese, we change the way we ______ in different _________.The expressions you use might _______ ___ whom you are speaking to ___ how well you know them.If you say to your teacher, ―When is the school trip?‖ this might sound ________.But if you say, ―Excuse me, Mr.West, do you know when the school trip ___?‖, this will sound _____ more polite.However, it is all right to ask direct questions to your classmates because you know them ____.It might seem more _______ to speak politely than _______.It is important to learn how to use _____ ________ in different situations.This will also help you ___________ better with other people.Step 2 Presentation Imagine you are going on a short study vacation at a school in an English-speaking country.What would you like to know before you go? Write some polite, indirect questions about the following topics.The topics are: ① The course you will study ② The time of the course ③ Where and what you can eat ④ Where you will stay ⑤ What activities you can do ⑥ Travel to the school

Keys: 1.Q: Excuse me, can you tell me what course I will study? 2.Q: Pardon me, could you please tell me when the course will start? 3.Q: Excuse me, would you mind telling me where and what I can eat? 4.Q: Excuse me, do you know where I will stay? 5.Q: Excuse me, can you tell me what activities I can do? 6.Q: Pardon me, could you please tell me how to get to school? Step 3 Practice Make conversations according to the information in 3a.Step 4 Writing 1)Write a polite letter to the school asking for the information you want to know.Use your notes in 3a.In your letter, you should: introduce yourself say when you are coming politely ask for information thank the person for helping you 2)Use the following expressions to help you: My name is … and I’m from … I’ll be coming to your school for … I’d like to know about …

I would like to thank you for… I’m looking forward to your reply.3）写作指导：本次写作内容是一封书信，信的开头和结尾已经给出。但我 们还是要记住书信的格式，便于今后自己运用。信中首先要介绍自己，然后告诉你去他们学校的时间，然后同学们可根据在3a环节中所问到的 问题来礼貌的询问你想知道的信息。One possible version: Dear Sir or Madam, I’ll be coming to your school soon for a short study vacation.I will leave your school on July 10th.I am a boy from China.I am in Grade Nine.I like English, I also like doing sports.I am glad that I can study in your school.I’d like to know more information about the school.Could you tell me what course I will study in your school? And I also want to know when the course will start.I want to know where I will stay.Can you tell me? Would you mind telling me where and what I can eat in your school? I like all kinds of activities.Could you please tell me what activities I can do in your school? The last question, can you tell me how I can get to your school? I would like to thank you for helping me and I look forward to your reply.Yours faithfully student He Wei Step 5 Self Check 1)Fill in the blanks with the words in the box.2)Write questions and answers using the words given.Step 6 Language points 1.I’m looking forward to your reply.look forward to期待，盼望。后面接名词或者动名词。e.g.I look forward to your good news.我等待你的好消息。Look forward to hearing from you.期待你的来信。2.I would like to thank you for…

thanks for―因……而感谢‖，是客套用语，thanks相当于thank you，for强调为何而感谢，其后可接名词或V-ing。

e.g.Thanks for lending me the money.多谢您借钱给我。

Thanks for reminding.I’d forgotten all about his coming this afternoon.谢谢你提醒我，我完全忘了他今天下午要来。

3.I need to plan my time better.1)plan sth.计划某事，后接名词。

e.g.I want to plan my summer vacation.我想要计划我的暑假。2)plan to do sth.计划去做某事，to是动词不定式。

e.g.They plan to have a sports meeting.他们计划开运动会。3)plan for sth.关于……的计划，plan是名词。Step 7 Homework 根据3b的内容写一封回信。

第四篇：九年级英语上册Unit3教案

Unit3 Teenagers should be allowed to choose their clothes.------艳阳学校-张晓丹

Learning objectives(教学目标): 1：Language goals(语言目标)a，学习并掌握本课时的单词、短语和句子。

b，掌握含情态动词的被动语态的结构：should / shouldn’t + be + done 2.Ability goals(能力目标)：

灵活运用should / shouldn’t + be + done，来谈论本课时的话题。3.Emotion & attitude goals(情感目标)：

灵活运用should / shouldn’t + be + done，来谈论本课时的话题.Teaching key points and difficult points(教学重点和难点)： 1.Talk about what they are allowed to do;agree and disagree.2.understanding the listening Teaching aids（教具）：

computer, tape recorder

Teaching procedures（教学过程）： Step 1 Lead-in：

1.Show the ppt and ask the students what’s the meaning of “No rules, no games”.______________________________ 2.Give an sample sentence to students: What are some of the rules you should obey in my class?(哪些规则需要在我课堂上遵守)1)You should be allowed to---

answer my questions

take notes

ask the teacher for help

study with a group 2)You shouldn’t be allowed to--

eat in class

read story books

use mobile phones

laugh at others Step 2.Presentation Make a survey and ask the students write down what you are allowed to do

and what you aren’t allowed to do at home.T: Look at the pictures, and discuss “Do you think teenagers should be allowed to get their ears pierced? Then finish the information in the chart.Step3.Reading and circling(1a)For practice of the “should ﹢ be allowed to” read the statements in the box on book and circle A for agree or D disagree.Step4.Pairwork(1c)Have the Ss read the instruction aloud, and look at the picture in 1a.Ask two Ss read the sample conversation in 1c.Let’s play games: choose the number and make conversations.Step5.Listening practice(1b)Listen to the tape and finish the box in 1b.Check the answer.Step6.Exercise Step7.Homework 1.Should students be allowed to use mobile phones? Find out more reasons to support your idea.2.Look up the word “allow” in your dictionary, make more sentences.3.Preview THE PASSIVE VOICE(被动语态)Blackboard Design（板书设计）：

Unit3 Teenagers should be allowed to choose their clothes.1.allow sb.to do sth 2.get sth done 3.sixteen-year-olds sixteen-year-old

4.enough to do sth

第五篇：(人教PEP)六年级英语下册教案 Unit3 第四课

unit3 last weekend

第四课时 教学设计

一、教学设计思路

本课时的主要教学内容是不规则动词go的过去式以及有关环保的一些常见标志。本课时中，教师可以首先通过free talk带领学生一起巩固前几节课的动词短语过去式和句型；然后，通过教师介绍自己昨天的活动引入不规则动词read及go的过去式，went to a park, went swimming, went fishing, went hiking都是有关go的过去式，因此，教师可以只向学生介绍其中一个短语的过去式，然后让学生自己分析并举一反三；最后，通过看图讨论一些重大发明来进一步巩固过去式短语及句型。

二、教学目标

（一）知识

听、说、读、写短语：went to a park, went swimming, read a book, went fishing, went hiking。

听、说、认读句子：What did you do yesterday I went hiking.（二）能力

能够在实际情景中运用以上短语及句型。

能够理解并会唱 “At the Zoo”。

能够熟悉Good to know中的标志。

（三）情感

通过熟悉Good to know部分，增强学生的环保意识。

三、教学重点

短语went to a park, went swimming, read a book, went fishing, went hiking的听、说、读、写。

难点：掌握不规则动词的过去式形式。

四、教学媒体

1．Let’s learn部分短语图片及Good to know部分四个标志牌的图片。

2．录音机和本课时的磁带。

4．有关重大发明挂图。

3．教学课件

五、教学过程

1．导入

1）Daily Greeting

2）Free talk

T: What day is today?

A: Today is…

T: What day was yesterday?(强调 yesterday)

B: Yesterday/ It was…

T: What did you do yesterday?

C: I(did)…yesterday.(用前几课时已经学的词组)

3）教师播放歌曲本单元歌曲 “At the Zoo”，让学生欣赏。

2．呈现新课

1）Let’s learn

T: What did you do yesterday?

…

T: Who read a book yesterday?（教师做出读书的动作，帮助学生理解）…

教师分别说句子：I often read a book in the evening.I read a book yesterday.让学生去发现两个句子中read发音的不同。

教师一张张呈现go to a park, go swimming, read a book, go fishing, go hiking的图片，让学生先复习这些动词短语原形。

教师让学生看课本P31 Amy和Bai Lin的对话：

教师扮演Amy，让一名学生扮演Bai Lin，进行对话：

S: What did you do yesterday?

T: I went hiking.教师重复两边I went hiking.教师让学生发现went与go的关系。

让学生进行举一反三练习：假如以上提到有关go的动词短语是学生昨天的活动，教师进行提问

T: What did you do yesterday?

…（学生任选以上go短语进行回答）

教师根据学生对went的掌握情况调整教学。

2）Let’s play

将学生分组，4-6人一组，按照Let’s play部分自制表格，人物为该小组的成员。边对话边记录，然后做成表格再进行对话练习。

最后，教师鼓励各个小组将表格内容进行整体表述，形成一篇小短文，并进行表达。

3）Let’s sing

T: I went to the zoo yesterday.What did I see? Do you want to know?

Ss: …

T: Ok, let’s sing the song and let’s see what saw at the zoo.教师播放歌曲录音，学生听录音哼唱两边后跟录音齐唱。

然后，男女生对唱或按座位分组对唱。

4）Good to know

教师出示准备好的各种标志牌，请学生讲讲各标志的含义（本部分的四个标志牌分别表示：No fishing, No swimming, No dogs peeing, No dogs pooping），和学生一起讨论环境保护的重要性。鼓励学生课下自己设计一些标志图，下节课带来全班一起传阅。

3．趣味操练

活动：看图讨论

活动目的：练习运用一般过去时陈述过去的重大发明。

活动准备：一幅呈现着多种发明的大挂图。

活动过程：将挂图张贴在黑板上。将学生分成四组来分别讨论，并简单地用英语来陈述挂图上各种发明的时间、地点及发明人。然后向全班同汇报。看哪一组同学知道得多，陈述得准确。

4．课堂评价

完成本课时活动手册的相关练习，评价学生对不规则动词过去式形式的掌握情况。另外，教师在学生完成Let’s play任务及看图讨论中体现学生的自我评价及教师对各小组的评价。

5．课后作业

练习本课时的重点词汇，收集生活中常见的标志。