第一篇：教學設(shè)計新目標九年級Unit7 Where would you like to visit？

Unit 7

Where would you like to visit?

(SectionA）

一、Analysis of the Teaching Material and the students

The topic of the unit is vacations.This is an interesting topic.In this section,we will learn some places of interest and many words to describe them.In fact,Students have learned about vacationa in Grade eight.So this year we not only study words and expressions,but also learn how to write something about places of interest.二、Teaching aims and demands 1.Target language

Where would you like to go/visit?I’d like to visit Mexicio.I hope to go to France some day/one day.I’d like to go somewhere relaxing.2.Language structures would like to+V.hope to +V.3.Knowledge Objects Learn to talk about places they would like to visit.4.Ability Objects Train students listening, speaking, reading and writing skills.5.Moral Objects Wherever you travel in the world, you are able to use English.三、Teaching key points would you like to+V.hope to +V.四、Teaching difficult points Would and hope to for expressing desires

五、Teaching procedures

The first period Section A(1a—2c)Step 1：Leading in Teacher asks: “Do you want to travel?” Student A: “Yes.”

Teacher asks: “Where would you like to visit? Student B: “Beijing.” Student C: “…” Step 2 1a T asks one student to read the words then asks students to look the pictures and use the words to fill in the chart.Step3 1b Play the tape twice for students.Students listen and fill in the chart..Step4 1c Pairwork

Ask the students to make their own conversations.Then students practice and act in pairs.Step5 2a 2b Play the tape for students.Students listen to the tape and finish 2a and 2b.Step6 2c

Ask students to make conversations using the information in 2a and 2b.Students work in pairs.Step7 Groupwork Ask students to work in groups to make a survey.Students work in groups to ask and answer.Step8 Summary--Where would you like to go on vacation,Sam?--I’d like to trek through the jungle in Brazil, because I like exciting vacations.--What about you?--I like places where the weather is always warm.--Where would you like to go/visit?--I hope to see Niagara.--Why don’t we go to Mesicio together? It has

everything

beautiful ，friendly people ,exciting things to do …

--That’s not a bad idea… if you pay for it.(Sounds good.)

六、Blackboard Design

Unit 7 Where would you like to visit? 1.—Where would you like to go on vacation? —I’d like to trek through the jungle, because I like exciting vacations.2.I love places where the people are really friendly.3.I hope to see Niagara Falls some day.七、Homework 1.Ask students to remember the key words and sentences.2.Practice the conversation below:--Where would you like to go on vacation,Sam?--I’d like to trek through the jungle in Brazil, because I like exciting vacations.--What about you?--I like places where the weather is always warm.--Where would you like to go/visit?--I hope to see Niagara.--Why don’t we go to Mesicio together? It has

everything

beautiful ，friendly people ,exciting things to do …

--That’s not a bad idea… if you pay for it.(Sounds good.)

八、Reflection

The second period Section A（3a-4）Step1 Revision Show some exercises on the blackboard and show it to the students.Step 2 3a Ask students to read the passage and circle the things the students like and underline the things the students dislike.Then teacher explain the points.1.consider sth / doing sth:

eg:

consider a suggestion

I am considering changing my job.2.Why not +動詞原形？

Why don’t you＋動詞原形？ 3.be supposed to do sth.eg: It is supposed to be very hot in Hawaii ．

Everyone is supposed to be here on time.Step 3 3b Ask students to work in pairs to make conversations with the information.Students work in pairs.Step 4 4

Ask students to work in pairs to complete and fill in the chart.Where would you like to go? I’d like to visit …

Isn’t it supposed to be very…？

Yes, it is.But it’s also …, and it has（lots of）… Step 5 Summary 1.consider sth / doing sth:

eg:

consider a suggestion

I am considering changing my job.2.Why not +動詞原形？

Why don’t you＋動詞原形？ 3.be supposed to do sth.eg: It is supposed to be very hot in Hawaii ．

Everyone is supposed to be here on time.六、Blackboard Design Unit 7 Where would you like to visit? For your next vacation why not consider visiting Paris? one of the liveliest cities ,one of the most famous churches

It’s convenient to take the underground train to most places.4.Unless you speak French yourself, it’s best to travel with someone who can translate things for you.七、Homework 1.Practice the dialoguage below : Where would you like to go? I’d like to visit …

Isn’t it supposed to be very…？

Yes, it is.But it’s also …, and it has（lots of）…

2.Write a short article about a city you have visited.八、Reflection

設(shè)計理念和思路：

此次教學設(shè)計的主要內(nèi)容是新目標英語九年級Unit 7 Where would you like to visit ? 的Section A 部分。

本單元圍繞“Vacations”展開教學活動。讓學生學習用“I’d like to---/ I’d love to----”和“I hope to---”等句型談?wù)摳髯韵矚g的旅游勝地，以期拓展學生的知識面。核心語言目標是“Talk about places you would like to visit”，核心問答是:---Where would you like to visit(go on vacation)?

/---I’d like(love)to visit---./ I hope to visit Hawaii one day.這是本單元的重點也是難點。

通過對這兩個課時的學習，增強實際交際能力，開闊視野，加深對世界各地的地理環(huán)境,風土人情,人文教育的了解，自覺地保護地球，保護環(huán)境并讓學生向往旅游，并逐步培養(yǎng)他們愛祖國、愛世界以及愛和平的世界觀。

根據(jù)新目標對口語會話能力的要求，本課重點為：掌握有關(guān)國家或地點的詞匯和描繪景點的形容詞，能比較流利地描述自己想去的地方，靈活地運用句型

---Where would you like to visit?

---I would like to visit----根據(jù)學生實際，本單元的難點有兩方面：A、正確運用句型來詢問他人或表述自己向往的地方。B、學習關(guān)系副詞where在定語從句中的用法。

初三的學生經(jīng)過兩年的新課程理念的熏陶及實踐，有了一定的英語基礎(chǔ)知識，聽說能力和初步的自主、合作、探究、實驗的能力。因此采用活動教學法和 Role playing的學習策略，讓學生在活動中自主地學習新詞匯、重點句型，自主地完成任務(wù),提高解決問題的能力及綜合運用語言能力。通過以上教學法,使學生將所聽到、所看到﹑所讀到的語言信息轉(zhuǎn)化成自己能說、能寫的語言素材。

確定了本課時在本單元中的地位、作用和教學目標后，我將第一節(jié)課大致分成六個環(huán)節(jié)來設(shè)計：一)、熱身和復習，即世界名勝景點欣賞;二)、目標語言呈現(xiàn);三)、目標語言操練Pair work;四)、聽力訓練;五)、小組任務(wù)Make a survey;六)、課后練習homework。這六個環(huán)節(jié)按照從聽說到讀寫、從單句到篇章、從模仿到創(chuàng)作的能力發(fā)展順序，遞進式地設(shè)計語言活動。

本課的教學活動始終遵循任務(wù)型教學理念，以學生為學習主體，以任務(wù)為中心，在運用語言完成任務(wù)的過程中學習、體會和掌握語言。自始自終貫穿了以交際為目的的原則（在做中學，學中用）。在教學過程中，關(guān)注學生的生活實際和生活體驗，讓其貼近實際、貼近生活、貼近時代，樹立以學生為本的思想，提倡學生參與、體驗、獨立思考、合作探究，從而實現(xiàn)教學目標。

熱身與復習。這一環(huán)節(jié)讓學生欣賞并描繪世界各地的旅游勝地。教師適當?shù)丶右蕴崾狙a充,同時引入新單詞tiring、educational、fascinating、peaceful、thrilling、trek、jungle、take it easy等，從而創(chuàng)設(shè)語言的運用環(huán)境，為Section A activity1a and 1b做一個熱身和鋪墊。這一環(huán)節(jié)中描述景點是學生主動運用語言的平臺，學生以此為新課做準備，老師則在學生的描述中教會學生本節(jié)課的新詞匯。(5’)

目標語言呈現(xiàn)。給學生展示世界地圖,并提問Where would you like to visit? Why? 讓學生回答I’d like to visit…,并幫助學生用剛學的單詞講述理由(Because I want a peaceful trip)。此環(huán)節(jié)是對第一環(huán)節(jié)所學的單詞進一步鞏固,并學習了本單元的主要句型,為下一環(huán)節(jié)作準備。(10′)目標語言操練即Pair work。讓學生適時操練目標語言---Where would you like to visit /go on vacation?---I’d like/love to visit---.并設(shè)置 “比一比誰說得又快又對”的小競賽，競賽在小組之間進行，要求學生交替問答并且變換答案，費時最少的一組獲勝。這個競賽利用本課的主要句型和詞匯來練習說的技能，將聽說結(jié)合，學生在這一環(huán)節(jié)中將從第一、二人稱的運用向第三人稱的運用轉(zhuǎn)移，這使學生對目標語言的運用和操練又向前邁進一步。(5′)聽力練習。這一環(huán)節(jié)覆蓋課本Section A 1b—2a---ab的內(nèi)容。有了前面幾個環(huán)節(jié)的準備,為學生聽懂對話掃清了障礙。(10′)綜合訓練即小組任務(wù)Make a survey。這一環(huán)節(jié)覆蓋課本Section A1a—2c的內(nèi)容，讓學生在本小組內(nèi)展開調(diào)查,就Where would you like to visit ? Why?等句型詢問本小組成員想去哪個國家或地方旅游,并記錄相關(guān)的信息,根據(jù)記錄的信息寫一個report。這就把本單元的目標語言知識和旅游這一話題很好的結(jié)合起來了，寫調(diào)查報告充分訓練了學生寫的技能。這樣,環(huán)節(jié)一學的詞匯,環(huán)節(jié)二學的句型為本環(huán)節(jié)提供豐富的語言素材，保證了話題寫作的順利進行。(10′)課后練習homework，自己設(shè)計一個旅游景點。要求每個學生總結(jié)自己喜歡去的地方的特點,根據(jù)這些特點設(shè)計一個旅游景點并介紹給同學。

總之，本節(jié)課通過一系列活動，學生的四大語言技能已有較大的提高，對本節(jié)課的詞匯、句型、語法等語言知識也有較扎實的掌握。

第二篇：教學設(shè)計新目標九年級英語

新目標九年級英語

Unit 11 Sad movies make me cry教學設(shè)計

Section A 1(1a-2d)太湖縣江塘初級中學 蔡鳳枝

教學目標：

知識與技能目標：

1.能聽、說、認讀，并理解的新單詞和詞組單詞：drive ,drive sb.crazy/mad ,the more …the more…,lately ,be friendly with ,leave out ,friendship ,would rather ,rather。

2.能掌握句型：

The loud music makes me nervous.Soft and quiet music makes me relaxed.Waiting for Amy drove Tina crazy.Loud music makes John want to leave.情感態(tài)度價值觀目標：

了解一些表達感情的詞，能正確的表達自己的感情，學會分析不同事物的優(yōu)缺點，從而進行優(yōu)化選擇。學會比較選擇對自己有影響的事物，正確處理實際問題，遠離不良影響，以積極的姿態(tài)，精神飽滿地面對生活與學習。

教學重難點：

1.教學重點：

能過用說學的話題和功能句談?wù)摶蛟儐柌煌挛飳ξ覀兊挠绊?，能夠用英語描述自己的情感。2.教學難點：

掌握make的用法：sth.makes sb.+形容詞；sth.makes sb.do 能在實際情境中圍繞“Feelings”(感受)這個話題進行交際、談?wù)摶蛘咴儐枌δ臣挛锏目捶?，以及談?wù)撌挛飳θ说挠绊憽?/p>

教學手段與方法：

在教學中利用多媒體、圖片小組活動等多種方式，創(chuàng)設(shè)情境，調(diào)動學生多種感官，激活學生的智慧，努力創(chuàng)建一種開放的、和諧的、積極互動的生活化課堂

教學過程：

Step 1 Warming up:

1.播放歌曲（先利用歌曲巧妙導入新課，然后提出幾個有趣味性的問題，達到課始趣亦生的境界。

Do you like this song ? What do you think of the song ? Does it make you happy ,relaxed ,excited , or angry ? 引導學生說：It makes me excited/ relaxed…

然后播放不同的音樂，讓學生享受音樂的同時探討不同類型的音樂帶給他們的不同感受。

2.Guess how they feel.從學生感興趣的圖片出發(fā)利用多媒體課件習以前與feeling有關(guān)的詞匯： happy/sad/nervous/tense/ stressed excited/sleepy/surprised 【設(shè)計意圖】通過展示能表達情緒的圖片，引導學生觀察圖片，體驗和復習與feeling有關(guān)的詞匯，起到溫故而知新，同時為下步新授課做鋪墊

Step 2 Presentation 1.（1a）Look and talk.T: Now , my two friends Amy and Tina are going to have a dinner.There are two restaurants around their home.They don’t know which to choose.Can you help them ?Look at the picture in 1a.Talk about it with your partner.【設(shè)計意圖】根據(jù)兩幅圖畫，引導學生說出對餐館的看法，既介紹和復習了主要詞匯，又為聽力做好鋪墊，讓學生做到心中有數(shù)，有備而聽。同時不斷激發(fā)和引導學生的學習興趣，為他們提供更多思考和創(chuàng)造的時間和空間）

T: Which would you like to go to? Why? S1: …… S2: …… S3: ……

2.（1b）Listen and fill in the blanks.Then match the restaurants with the statements.【設(shè)計意圖】學生討論自己對餐館的看法后，再聽Amy 和Tina 的對話，了解他們對餐館的不同態(tài)度，同時鞏固本課的重點句型。

3.(1c).Role-play a conversation between Amy and Tina.(Student A is Amy.Student B is Tina.Student B asks Student A about her feeling.)4.(2a).Listen and number the pictures(1-4)in the order you hear them.T:You will hear Tina and John talking about what Tina and Amy did last night.The four pictures show something that Tina did last night.Listen to the tape now.Play the tape for the students.For the first time ,students just listen.Play the tape again ,then ask students to number the pictures when they listen.At last ,correct the answers with the class.【設(shè)計意圖】利用多媒體課件，創(chuàng)設(shè)聽力內(nèi)容出現(xiàn)的畫面，不僅能幫助學生理解短文意思，更能使學生身臨其境的感覺，吸引學生注意力，提高學習興趣。

5.（2b）Listen again.Complete the statements.<1.>Waiting for Amy drove Tina__________(crazy).<2.>Amy didn’t want to ______ at Rockin’ Restaurant.(stay)<3.> Loud music makes John want to_____________.(dance)<4.>Th e movie was so sad that it made Tina and Amy______.(cry)<5.> Sad movies don’t make John cry.They just make him______________(want to leave).【設(shè)計意圖】通過進一步的聽力練習，繼續(xù)鞏固主要句型，同時在聽的過程中，引導學生聽關(guān)鍵詞和關(guān)鍵句，提高聽力技巧。

6.Role-play the conversation.（2c）（2d）

（2c）Pair work : Go over the activities in 2a and 2b.Then try to role-play the conversation between Tina and John in pairs.You may use the example to begin with your conversation.John : Did you have fun with Amy last night ? Tina : Well…yes and no.John : Was Amy late as usual ? Tina : Yes , she was.……

John : Sad movies make me want to leave!Tina : You behave just like my brothers!（2d）Pair work Nancy;Hey, Bert.I think I’ve made Alice mad and I’m not sure what to do about Bert: What happened? Nancy: You know Julie is Alice’s best friend, right? Bert: Uh-huh.Nancy: Well, the more I get to know Julie, the more I realize that we have a lot in common.So we’ve been spending more time together lately.Bert: But what’s wrong with that?

Nancy: Umm…it makes Alice unhappy because she thinks Julie is now better friends with me than with her.it.Bert: I see.Mmm…why don’t you ask Alice to join you each time you do something with Julie? Then she won’t feel left out.Nancy: Oh, good idea!That can make our friendship stronger.【設(shè)計意圖】此環(huán)節(jié)為聽后的控制練習，能了解學生對聽力內(nèi)容的掌握情況，也將聽力轉(zhuǎn)化為口語練習，既學生聽說能力，有鞏固了本節(jié)課的主要知識。

Step 3 Summary

利用多媒體課件，對make用法進行小結(jié)

教學反思

結(jié)合教學需要，我從課堂導入到聽力練習由淺入深，創(chuàng)設(shè)各種各樣的機會讓學生熟練掌握make+賓語+adj.和make+賓語+v.在實際情境中圍繞Feelings 這個話題談?wù)撌挛飳θ说挠绊?。學生展示自我，張揚個性，體驗快樂，聽說課不再是機械地復現(xiàn)和朗讀。課堂上，我鼓勵學生各抒己見，學生有了話語權(quán)，有了展現(xiàn)自我的機會，在練習涉及情感形容詞（happy , sad , nervous）時，適當引導學生樹立樂觀向上的生活態(tài)度，讓從學生樂學，會學，從而促進其長足發(fā)展。

第三篇：新目標九年級英語教學設(shè)計

新目標九年級英語教學設(shè)計

鄭場一中 黃鶴

Title: Unit 13 Rainy days make me sad

Teaching hours: 1 Period

Period: The first period

teaching aims: Section A(1a—1b)

Analysis of the Teaching Material:

In this unit, the language aims are to talk about how things affect you and how to express their thoughts about likes or dislikes.Language structure: make sb /sth + adj /do

Analysis of the students :

The students have learned the structure: make sb /sth + adj /do.So this class we will mainly teach the adjectives and to talk how things affect you and how to express their thoughts about likes

and dislikes while teaching the structure.Teaching aims and demands:

1.Target language: How do you feel about loud music?

Loud music makes me tense.Loud music makes me want to dance.That movie made me sad.Waiting for her made me angry.2.Language structure: make sb /sth +adj Make sb /sth +do

3.Ability objectives

(1)Train students’ listening ability.(2)Train students’ speaking ability.(3)Train students’ the ability of using grammar focus.Teaching key points: make sb /sth + adj /do

Teaching difficult points:

1.The target language

2.How to train the students’ listening ability.Teaching methods and learning methods:

1.Listening method to improve students’ listening ability.2.Pairwork to make every student work in class.3.Task-based teaching method.Teaching tools : a computer ,pictures

Teaching procedures

Step 1 : Warm－up

1.Ask a student: What is your hobby? S: I like reading.T: Why? S: Because it is interesting.T: So it makes you interested.Write down on the blackboard: It makes you interested.2.Ask the other students, get them to say the word ：Happy, sad，excited，relaxed，nervous，sick，energetic，stressed out, tense comfortable …

3.Write these words down and get the students to read the words together.Step 2: Presentation

1.Using the computer to show some pictures, such as an exciting basketball match, a relaxing scenery, a scary snake, an angry face , a comfortable bedroom and so on.T: How do you feel about Picture 1? Happy?Beautiful?Excited ?Awful ? S: Excited…

T: It makes me excited …

Show this sentence on the blackboard.Then repeat with the other pictures, get them to say :

It makes me happy.It makes me awful ……

Step3: Pair work

Show some adjectives and phrases on the screen.Let students make up conversations in pairs.For example:

A: What makes you sad?

B: Rainy days make me sad.Step 4: listening practice

1.Say: Look at the pictures in 1a.There are two restaurants.Please describe them.For example:

In Rockin’ Restaurant ,the paintings on the walls are ugly.The music is too loud.The Blue Lagoon has blue walls , plants , flowers , and a piano player.Let the students say some sentences about the two pictures.Then ask students: Which restaurant would you like to go to ?Why ? Let them use the structur : make sb/sth +adj to say.For example:

T: I don’t like The Rockin’ Restaurant , because the loud music makes me tense /comfortable……

Then check several students to answer.2.T: Look at the girls in the picture in 1a.They are Amy and Tina.They are hungry, They want to get something to eat.What do they think of the two restaurants? Look at 1b ,read the sentences, you will hear the missing words on the tape, fill in the blanks with the words you hear on the tape.Play the tape the first time , students only listen.Play the tape the second time.and say,This time please fill in the missing words.Check the answers.Play the tape again, let them read the conversation.Step 5: listening practice

Do the same as step four.First talk about the pictures in 2a.Then finish the listening task in 2a and 2b.Check the answers with the students.Step 6: Grammar focus

Look at the grammar box.Invite a student to read the sentences tothe class.Then let students make sentences with make sb /sth + adj /do.Using the form on the screen to talk how different weather affect the students feeling.Step 7:Summary

In this class, we’ve learnt key vocabulary and the target language loud music makes me tense,loud music makes me want to dance, that movie made me sad.Step 8 : Homework

Design on the blackboard.Unit 13 Rainy days make me sad.Section A(1a—1c)make sb /sth +adj adjectives

It makes you interested.happy sad excited relaxed nervous sick

It makes me excited.comfortable stressed ttense energetic

第四篇：新目標英語九年級教學案例

Unit 6 I like music that I can dance to.Section A

趙春光

一、教學設(shè)計

在本課的教學中，采用“導學—自悟”教學法?！皩W”體現(xiàn)教師對學生自主探究、主動學習的指導，實現(xiàn)課堂教學從以教師為中心到以學生為中心的轉(zhuǎn)化?！白晕颉斌w現(xiàn)學生在教師指導下主動求知、自主學習，實現(xiàn)學習方式的轉(zhuǎn)變。在這一教法的使用過程中。教師通過有步驟、巧妙地設(shè)問啟迪，有序地呈現(xiàn)含有定語從句的復合句，引導學生認真觀察、仔細比較，主動探究定語從句的位置、語法結(jié)構(gòu)，逐步形成和提出自己歸納總結(jié)的探索結(jié)果。在學生歸納總結(jié)的基礎(chǔ)上，教師精講、梳理學生的認知結(jié)果，進行概括總結(jié)，其目的是讓學生進一步弄清定語從句的用法。然后通過設(shè)計好的一系列口頭、筆頭的練習材料，使學生做到學以致用，融會貫通。這種語法教學方法不再是教師將知識的結(jié)論灌輸給學生，而是通過感情到理性，引導學生進行創(chuàng)造性思維，通過自覺、積極的自我探索去把握語法規(guī)則，培養(yǎng)了學生主動探求知識和自主學習的能力，為終身學習和發(fā)展打下基礎(chǔ)。

二、教學目標：

根據(jù)新課標的基本理論，培養(yǎng)學生對學習英語積極的情感和正確的態(tài)度，制定本課的教學目標：

1．認知目標：

（1）學習關(guān)系代詞that和who引導的定語從句

（2）學習用love、like、prefer等具有感情色彩的動詞表達喜愛

（3）學習重點詞組sing along with, dance to, play different kinds of music, too loud, play quiet and gentle songs 2．能力目標：

（1）培養(yǎng)學生自主預習課文的能力

（2）通過有步驟、巧妙地設(shè)問啟迪，引導學生去探索發(fā)現(xiàn)語法規(guī)律，培養(yǎng)學生觀察、探究、感悟、歸納總結(jié)的自主學習能力，為終身學習和發(fā)展打下基礎(chǔ)。3．情感目標：通過小組合作學習和競賽形式，調(diào)動學生主體參與意識，培養(yǎng)學生的合作精神和團隊意識，讓學生體驗成功，培養(yǎng)自信心。

三、教學流程：

Step 1 Organization of class

設(shè)計意圖

Step2 Words competition

復習單詞、為課文教學掃除障礙 Step 3 Presentation

Present “that” classes by discussing the following question with the class

引導學生觀察定語從句結(jié)構(gòu)，發(fā)現(xiàn)語法規(guī)律（1）What kind of food do you like?（2）What kind of music do you like?

幫助學生熟悉定語從句用法 Step 4 Listening practice Listen and finish the chart in 1b 培養(yǎng)學生聽力 Step 5 Pair work Tack about ten music yon like

通過倆倆對話，熟練掌握that引導的定語從句

Step6 Presentation

Present “who” classes by discussing

呈現(xiàn)who引導的定語從句

The question “what kind of teachers do you prefer?” 引導學生觀察總結(jié)語法規(guī)律

Step 7 Listen and circle “T” or “F” in 2a 訓練聽力，進一步熟悉定語從句用法。

Step 8 Make a survey Step9 Written exercises 用筆頭練習，鞏固本節(jié)所學內(nèi)容 Step 10 Summary

培養(yǎng)歸納總結(jié)能力 Step 11 Homework

強調(diào)復習和預習的重要性，為學生終身發(fā)展奠定基礎(chǔ)。

反思：本節(jié)的語法（定語從句）是難點，特別是翻譯上，所以雖然學生對目標語言比較熟練，但還需通過練習做到學以致用。

第五篇：人教版新目標英語九年級Unit 3教學設(shè)計

人教版新目標英語九年級Unit 3教學設(shè)計

教學說明

1、教學內(nèi)容：Book5 Unit 3 Teenagers should be allowed to choose their own clothes.2、教學方法和目標：通過集體討論的形式，談?wù)撘幌聦W校制度或家庭制度，以練習“答應(yīng)做某事”（allow somebody to do something）“應(yīng)該被答應(yīng)做某