第一篇：新目标九年级英语下十一单元教案4(整理)
The Fourth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1）Key Vocabulary
water slide, clown, dress up, have fun
（2）Practise reading an article．
（3）Practise writing something using the target language．
2． Ability Objects
（1）Train students’ reading ability．
（2）Train students’ writing ability．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language．
Ⅲ． Teaching Difficult Point
How to write a guide to a place．
Ⅳ． Teaching Procedures
Step I Revision
Review the target language presented in this unit． Check homework．
Step Ⅱ 3a
Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．
Step III 3b
Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．
Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．
Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．
Invite a student to read the completed article to the class．
Step Ⅳ 3c
Read the instructions to the class．
Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．
Ask students to work on their own． Tell them that they can use what they wrote
for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．
Step Ⅴ Part 4
Go through the instructions with the class．
Get students to look back at the guides they wrote in Activity 3c．
Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate． Ask one or two groups to say one of their conversations to the class．
Step Ⅵ Homework
1． Read the article in 3a again．
2． Write a guide to our city．
第二篇：新目标九年级英语下十一单元教案
Unit 11 Could you please tell me where the restrooms are?
The First Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary: restroom, shampoo, stamp，escalator, furniture, exchange money, elevator（2）Target Language: Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．
Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．
2． Ability Objects:
1）Train students’ listening ability．
（2）Train students’ communicative competence． 3． Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．
Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money 2． Target Language Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor． 3． Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ． Teaching Difficult Points 1． Indirect questions．
2． How to improve students’ listening ability． Teaching
Step 1: Revision T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office? T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is? Ss: Can you tell me where the main office is? T: That’s correct． Now let’s practice with other places.Step Ⅱ 1a Go through the instructions with the class． Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．
Then ask：Ask a student: What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community? While students are working, move around the room offering help as necessary． Step Ⅲ 1b Read the instructions to students． Point out the two conversations that are shown in the picture． As you listen, fill in the blanks with words you hear in the recording． Play the recording the first time．Students only listen． Play the recording a second time．This time ask them to fill in the blanks with the words you hear． Check the answers with the whole class． Step Ⅳ 1c Read the instructions to the class． Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations． StepV 2a Read the instructions and point to the list of directions．
Get students to name the items in the picture such as escalator, elevator, shoe store, and so on． Play the recording． Students only listen．
Tell them that the picture may help them understand what they are hearing．
Play the recording again． This time ask students to write a number next to four of the directions．
Check the answers with the whole class． StepVI 2b Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book． Play the recording again and ask students to draw the line on their own． Check the answer with the class． StepVII 2c Ask a pair of students to read the sample conversation aloud to the class． Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．
As students work, move around the classroom checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class． Ask the rest of the class to look at the picture as they listen． Step ⅤIII Homework Ask the students to write three sentences with the starters of the structures．
第三篇：新目标九年级英语下十一单元教案5(整理)
The Fifth Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）beautiful, safe, delicious, convenient, fascinating，image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks．（2）Write some questions using the target language．（3）Text: Grown-ups like cartoons, too． 2． Ability Objects（1）Train students’ writing ability．（2）Fast-reading、Careful-reading and Learn the words and phrases from the context． Ⅱ． Teaching Key Points 1． Fill in blanks and make sentences．
2． Write questions using the target language． 3．Train students’ reading and writing skills． Ⅲ． Teaching Difficult Point Train students’ reading and writing skills． Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework． Ask a few students to read the article in 3a． Then ask a few students to read their guides． Step Ⅱ Part 1 Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words．Then ask students to fill in the blanks on their own． Check the answers．
Step ⅢPart 2 Go through the instructions with the class． Look at the example with the students． Ask students what the answer would be．
Ask a student to read the question and answer it．
Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt． Get students to complete the work in pairs．
Check the answers． Ask a few students to read their questions． Step Ⅳ Just for Fun!Ask all the students to read the conversation．
Invite some pairs of students to present this conversation to the rest of the class． Step V Part 1
Part 2
Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．
Ask students to answer the five questions．As students work, walk around, looking at their progress． When most students finish the task, ask students to answer the questions with a parter．
Elicit answers from the students．And correct the different answers．
Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．
Ask five students to report their answers．
Draw students’ attention to the instructions．
Ask students to complete the task individually or in pairs． Step VI Part 3
Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Ask students to read the article once． And get them to pay attention to the bold words and expressions． And note the words or sentences that don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension． Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this． Check the answers:
Step VII Part 4
Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do． Ask students to do the activity on their own or in pairs． Check the answers． Step VIII Part 5 Read the task with the students．
Ask students to do the activity in small groups． Try to put creative and artistic students in each group．
Check the answers and have students show or act out their cartoons for the class．
Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well． 1． Read the story in 2 again for further comprehension． 2． Revise the target language in this unit．
第四篇：新目标九年级英语下Unit 4教案
新目标九年级英语下Unit 4教案-文章来源
莲山 课件 w ww.5 Y K J.CO M Unit 4
Period 1
I.Teaching contents : P.26-27
II.Language goals : Talk about imaginary
III.target language : what would you do ?
IV.Vocabulary : million
medical
research
tie
worry
what if
V.Task.Written
Design
Words and expressions
If I were you, I’d wear a shirt.Teaching procedure :
Step 1 Present the subjuctive mood If I were a bird , I would fly.If I were you , I would do it.If I had time , I would help you.2.The form :
if + past form ，S + would + V 3.Do more practice.Step 2 Activity 1a 1.Free ask and answer : what would you do if you have a lot of money ? 2.Add more ideal to the list and share your answers in class.Step 3 Activity 1b 1.Play the tape.The Ss listen and number the pictures 1-3 in the order you hear them.2.Check up the answers.3.Read the tapescript.Step 4 Activity 1c 1.Read the conversations in the box.2.Pretend you are the people in the picture.Talk with your partner about what you would do if you had a million dollars.3.Get some pairs to act it out.Step 5 Activity 2a 1.Read the sentences in the box.2.Play the tape.The Ss listen and circle the reasons.3.Check the answers.4.Play the tape again.The Ss listen and check the four things Larry’s sister says to him.5.Check the answers.Step 6 Activity 2c 1.First ask some students do 2c in class as examples.2.Students work in pairs to act Larry and her sister.3.Get some pairs to act it out in class.Step 7 Grammar focus.1.Read grammar focus.The useful expressions : by snacks
give it to charity
be late for
if/ whether
worry about
what if
a medical research Homework : copy the new words and grammar focus.Teaching notes : Unit 4
Period 2
I.Teaching contents : P.28
II.Language goals : What would you do ? IV.Vocabulary : pimple
exam
V.Task.Written
Design
Words and expressions
If I were you, I’d take a long walk before going to bed
Teaching procedure :
Step 1 Revision
Revise the target language in this unit ?
If you had a lot of money , what would you do ?
What would you do if you were in Grade I ?
What would you do if you ….Step 2 Activity 3a
1.Read the sentences in the box.2.Say out the problems and give out the advice.3.Match each problem with the correct advice.4.check the answers.Step 3 Activity 3b
1.Read the conversation in the box.2.Think of different advice for the problems in activity 3a.Role play conversations with your partner.Step 4 Activity 4
1.what problems do you have at home ? At school ? Fill in the list.2.Read the conversations in the box.Ask your classmates for advice.3.Get some pair to ask and answer in class.Summary :
Get nervous
get pimples
look terrible
I’m too tired to do well.take a long walk
Homework :
1.Copy the new words
2.Investigate your classmates’ problems and give advice.Teaching notes :
Unit 4
Period 3
I.Teaching contents : P.29
II.Language goals : Talk about imaginary situations.III.target language : What would you do ?
IV.Vocabulary : energetic
confident permission
herself
V.Task.Written
Design
Words and expressions
What are you like ?
I ‘m creative and outgoing.Teaching procedure :
Step 1
Revise the language points and the target language in 3a.What’s your problem at home / at school ?
Step 2 Activity 1a
1.Ask and answer in class.Describe your classmates.What’s she/ he like ?
2.What are you like ?
Learn the new words :
energetic
confident permission
herself
3.fill in the blanks in the sentences below with words from the box.4.Check the answers.Step 3 Activity 2a-2b
1.Read the sentences in the box.2.Play the tape.The Ss listen and check the questions Celia asks.3.Check the answers.4.Play the tape again.The Ss listen and circle Bill ‘s responses.Step 4 Activity 2c
1.Read the conversations in the box.2.Ask and answer the questions in the personality survey.3.Get some pairs to ask and answer.Summary :
Creative easygoing
moody
interesting
charming
energetic
Give a speech
in front of
withour permission
ask..permission sb
invite sb to …
hardly
Homework:
1.copy the new words
2.A composition
My best friend
Unit 4
Period 4
I.Teaching contents : P.30
introduce oneself to
II.Language goals : Talk about personality
III.target language : What would you do if …
IV.Vocabulary : bother
slight
in the slightest
annoy fairly
plenty
plenty of get along with circle listener
V.Task.fairly know the personality of yourself.Written
Design
Words and expressions
You would rather… than
Rather… than
Teaching procedure :
Step 1.Revision
Revise Activity 1-2
What are you like ?
Step 2 Activity 3a
1.Learn the new words :
bother
slight
in the slightest
annoy fairly
plenty
plenty of get along with circle listener
2.Scan the passage in three minutes.3.Fill in the blanks with a b c.and check the answers.4.Answer the questions :
If you answer a /
b
/ c
most of the questions , what are you like ?
5.Play the tape.The Ss listen and read aloud.6.The language points:
In the slightest
annoy sb
bother sb
plenty of
the company of other people
be easy to get along with
rather than
would rather… than
Step 3 Activity 3b
1.Look at Activity 2a and write your own personality survey.2.Read the examples
3.Do the same.Step 4 Activity 4
1.Read the conversations.2.Ask students in your group the questions from your survey.Discuss the results with them.Homework :
1.Copy the words.2.Write and describe what you are like in five sentences.Teaching notes:
Unit 4
Period
I.Teaching contents : P.32-33
II.Language goals : Talk about accident and problems.III.target language : If cut yourself by accident you would….IV.Vocabulary : aid
first aid
nearby
shelf
come out
cover
press
deep
downstairs
correct
burn
knee plain
hurt
safety
offer
refuse
helpful
treat
burn
spotted
V.Task.Talk about accident and problems and give advice.Written
Design
Words and expressions
If cut yourself by accident you would
Teaching procedure :
Step 1 Section 1
1.Discuss in class what is accidents ? what do you know about accidents ?
Traffic accident
airplane accident
2.what is the biggest problem a teenager has ?
3.fill in the blanks.4.Read some better results in class.Step 2.Section 2 while you read
1.Learn the new words:
aid
first aid
nearby
shelf
come out
cover
press
deep
downstairs
correct
burn
knee plain
hurt
safety
2.Scan the passage.3.Answer the questions :
How many accidents did the Martin refer to ?
What do you think it the most serious ?
How many problems are there ?
what are they ?
4.Play the tape /.The Ss listen and read.5.the language points :
experience u.n
deal with
come out
in …situations
page from…
cover with
fall dwonstaire
by accident
talk to sb about sth
agree to
in a public place
go alone
ask for
Step 3 Section 3
1.Discuss these questions with a partner.2.Tell the reasons in class.3.Rank the accidents and problems in the list.Discuss them in class.4.find out one accident or problem in the reading that you have experienced.And if you have followed the instructions.Step 4 Section 4 Go for it
1.Add one more accident and one more problem to Dr Robinson’s book.2.Write your advice on it.Homework : 1.copy and memorize the new words.Teaching notes:
Unit 4
Period 6
I.Teaching contents : P.31
II.Language goals :
III.target language :
IV.Vocabulary : knowledge
represent
let…down
V.Task.Self check
Written
Design
Words and expressions
Teaching procedure :
Step 1 Activity 1
1.Learn the new words :
knowledge
represent
let…down
come up with
2.Fill in blanks with the words given in the box.3.check the answers.4.Make sentences with the words given.Step 2 Activity 2
1.Read the e-mail in 3 minutes.2.Answer the questions.come up with rest
rest
Who is Mei ?
What will be held next month ?
What is she like ?
3.Play the tape.The Ss listen and read aloud.4.Language points:
Represent
come top
let sb down
be terrified of
come up with
the rest of….Step 3 summary of the useful expressions :
by snacks
give it to charity
be late for
if/ whether
worry about
what if
a medical research
Get nervous
get pimples
look terrible
I’m too tired to do well.take a long walk
Creative easygoing
moody
interesting
charming
energetic
Give a speech
in front of
withour permission
ask..permission
introduce oneself to sb
invite sb to …
hardly
In the slightest
annoy sb
bother sb
plenty of
the company of other people
be easy to get along with
rather than
would rather… than
6.experience u.n
deal with
come out
in …situations
page from…
cover with
fall dwonstaire
by accident
talk to sb about sth
agree to
in a public place
go alone
ask for
Homework :
1.Write a reply
2.Write down the useful expressions
Teaching notes :
莲山课件
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第五篇：新目标九年级英语下第十一单元教案2
The second Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects:（1）Key Vocabulary
hang out, fresh, advantage, disadvantage, block
（2）Target Language:Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．
3． Moral Objects
Anything has both advantages and disadvantages． We should treat everything correctly． Ⅱ． Teaching Key Point
Train students’ listening, speaking, reading and writing ability．
Ⅲ． Teaching Difficult Points
How to improve students’ integrating skills． Ⅳ． Teaching Procedures
Step Ⅰ Revision:T: Yesterday we learned the structures．
Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?
Step Ⅱ 3a
Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．
You will write your answers in these blanks．
Read the first two sentences at the top of the article．
Explain that the interviewer will talk to several teenagers．
Get students to read the interview on their own quickly．
When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．
Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．
Step Ⅲ 3b
Read the instructions． Point out the conversation in the box and invite two students to read it to the class．
Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．
Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages． Ask several groups to act out part of their conversation to the class．
Step Ⅳ 4
Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box． Invite a student to read it to the class．
Ask students to say the names of some stores and other places in the community and write them on the board． Say,Each group can choose three of these places to write about, or you can choose another place you know of
Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．
Step Ⅴ Homework
1． Ask students to choose two places in the community and write careful directions from the school to each place．
2． Finish off the exercises on pages 46～47 of the workbook．
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