第一篇：九年級(jí)英語(yǔ)上冊(cè) 詞組 人教新目標(biāo)版

Unit 1 Topic 1短語(yǔ)

1.come back from 回來(lái)

2.feel sorry for 為……感到遺憾 3.by the way 順便問(wèn)一下 4.take photos 照相 5.do farm work 干農(nóng)活 6.for a long time 長(zhǎng)時(shí)間 7.tell stories 講故事

8.have summer classes 上暑期班 9.at present 現(xiàn)在；目前

10.live a hard life 過(guò)困難的生活 11.in order to 為了

12.give support to 支持

13.keep in touch with 保持聯(lián)系 14.see sth oneself 親眼目睹 15.far away 遙遠(yuǎn)的

16.in the open air 在戶外 17.sorts of 各種

18.succeed in doing sth 成功做某事 19.check over 檢查

20.draw up an outline 擬訂提綱 21.thanks to 多虧

22.make progress 取得進(jìn)展 23.take part in 參加 24.in detail 詳細(xì)地 25.in the past 在過(guò)去 26.have no chance 沒(méi)機(jī)會(huì) 27.after class 課后

28.day and night 日日夜夜 29.more than 超過(guò)

30.learn … from 向……學(xué)習(xí)31.in the future 在將來(lái) 32.dream about 夢(mèng)想

Unit 1 Topic 2短語(yǔ)

1.get lost 迷路 2.each other 互相

3.call sb up 打電話給某人 4.go shopping 購(gòu)物 5.at least 至少 6.take place 發(fā)生

7.because of 因?yàn)?；由?/p>

8.be strict with sb 對(duì)某人要求嚴(yán)格 9.increase by 增加了 10.carry out 執(zhí)行 11.be short of 缺少 12.so far 到目前為止

13.take measures to 采取措施 14.a couple of 一些；幾個(gè) 15.keep up with 趕上

16.have fun 獲得樂(lè)趣；玩得開(kāi)心

17.offer a good education 提供一個(gè)良好的教育

18.work well in 在……有成效

19.be known as 將……稱為；把……叫做 20.the only child 獨(dú)生子 21.write down 寫下 22.less than 少于

Unit 1 Topic 3短語(yǔ)

1.get used to習(xí)慣于

2.as a matter of fact 事實(shí)上 3.break out 爆發(fā) 4.in need 在困難時(shí)

5.decide on sth 就某事做出決定 6.feel good about oneself 自我感覺(jué)良好

7.provide sb with sth 向某人提供某物

8.live a normal life 過(guò)正常的生活 9.according to 根據(jù) 10.be away from 遠(yuǎn)離

11.be famous for 以……而聞名 12.so that 為了；以便 13.at the same time 同時(shí) 14.take drugs 服毒

15.obey the rules 遵守規(guī)則 16.aim to do sth 目的是…… 17.at home and abroad 國(guó)內(nèi)外

18.in the past few years 在過(guò)去的幾年中

19.pay for 付款 20.belong to 屬于 Unit 2 Topic 1短語(yǔ) 1.at present 目前 2.have a picnic 野餐

用心

愛(ài)心

專心

3.of course 當(dāng)做

4.be harmful to 對(duì)……是有害的 5.in a bad mood 處于壞情緒 6.manage to do sth 設(shè)法做某事 7.at midnight 在午夜 8.do harm to 有害于 9.go deaf 變聾

10.quite a few 相當(dāng)多

11.no better than 與……一樣（差、壞）12.in public 在公共場(chǎng)合

13.cause sb to do sth 導(dǎo)致某人做某事 14.all sorts of 各種各樣的 15.in many ways 在許多方面 16.for example 舉個(gè)例子

17.have an effect on sth 對(duì)某事有影響 18.two days later 兩天后 19.in the past 在過(guò)去

20.at the end of 在……的末尾

Unit 2 Topic 2短語(yǔ)

1.as a result 結(jié)果 2.here and there 到處 3.walk on grass 踐踏草坪 4.care for 關(guān)心；照顧 5.pick flowers 摘花

6.give some advice to 給……一些建議

7.in the beginning 在開(kāi)端 8.cut down 砍伐

9.prevent sb from doing sth 阻止某人做某事

10.in danger of 處于……的危險(xiǎn)中 11.come to do sth 開(kāi)始做某事 12.day by day 一天天

13.follow the rules 遵守規(guī)則 14.come into being 形成 15.cut off 切斷

16.change into 變成…… 17.take away 帶走

18.pass through 通過(guò)；穿過(guò)

19.be helpful to 對(duì)……是有幫助的；有助于……

20.refer to 指的是…… 21.deal with 處理 22.at the same time 同時(shí) 23.take up 占據(jù)

24.stop sb from doing sth 阻止某人做某事

25.wash away 沖走

Unit 2 Topic 3短語(yǔ)

1.interview sb about sth 采訪某人某事

2.spread the message 傳遞信息

3.encourage sb to do sth 鼓勵(lì)某人做某事

4.protect the environment 保護(hù)環(huán)境 5.save money 省錢

6.be supposed to 理應(yīng)；應(yīng)該 7.ought to 應(yīng)該

8.travel a short distance 短途旅行 9.make sure 確保 10.on time 準(zhǔn)時(shí)

11.make an announcement 發(fā)個(gè)口頭通知 12.turn off 關(guān)掉

13.work hard 努力工作（學(xué)習(xí)）14.hurry up 快點(diǎn)；趕快 15.instead of 代替 16.of course 當(dāng)然

17.fail the exam 考試失敗 18.take part in 參加

19.be used for 被用作…… 20.turn green 變綠；變得環(huán)保

Unit 3 Topic 1短語(yǔ)

1.stick on 粘在……上 2.be able to 有能力；能夠 3.be ready for 為……準(zhǔn)備好 4.can’t wait to 迫不及待要…… 5.from now on 從今以后 6.one day 有一天；某一天

7.throughout the world 全世界 8.on business 出差

9.be similar to 與……相近

10.be pleased with 對(duì)……感到滿意 11.translate into 翻譯成…… 12.once in a while 偶爾；有時(shí)

用心

愛(ài)心

專心

13.in general 通常；大體上 14.even though 即使 15.as a result 結(jié)果

16.be regarded as 被當(dāng)做……

17.take the leading position 占據(jù)領(lǐng)先地位

18.be required to 被要求…… 19.the rest of 剩余的

20.make progress in 在……取得進(jìn)展 21.take a swimming course 上游泳課程 22.be popular with 在……中受歡迎 23.change with 隨……而變化 24.as well as 也

25.have trouble doing sth 做某事有麻煩

Unit 3 Topic 2短語(yǔ)

1.instead of 代替

2.say hello to 向……問(wèn)好 3.by the way 順便說(shuō) 4.see sb off 給……送行 5.depend on 依靠

6.be worried about 擔(dān)心…… 7.leave for 動(dòng)身往… 8.put out 伸出；熄滅

9.on one’s way to 在某人去……的路上

10.make oneself understood 使（自己）被聽(tīng)懂

11.in the future 在將來(lái) 12.as for 至于

13.in a word 一句話；總之 14.take in 吸收

15.in the beginning 在開(kāi)頭；初期 16.little by little 一點(diǎn)點(diǎn)地 17.come about 發(fā)生；產(chǎn)生

18.be forced to do sth 被迫去做某事 19.in person 親自 20.be fond of 喜歡

Unit 3 Topic 3短語(yǔ)

1.get into trouble 陷入麻煩；惹麻煩 2.agree with 同意 3.give up 放棄 4.work hard at 努力于 5.be afraid of 害怕 6.keep a diary 寫日記 7.be weak in 在……弱

8.give some advice sth 就某事給些建議

9.have a try 嘗試一下 10.take a breath 吸口氣

11.share sth with sb 與某人分享某物 12.as often as possible 盡可能經(jīng)常地 13.advise sb to do sth 建議某人做某事 14.make mistakes 犯錯(cuò)

15.make great progress 取得巨大進(jìn)步 16.insist on sth 堅(jiān)持某事

17.feel like doing sth 想要做某事 18.laugh at 嘲笑

19.last but not least 最后但同樣重要的 20.in public 在公共場(chǎng)合

Unit 4 Topic 1短語(yǔ)

1.dream of 夢(mèng)想

2.point to 指向…… 3.send up 發(fā)射

4.no doubt 毫無(wú)疑問(wèn) 5.for instance 舉個(gè)例子 6.click on 點(diǎn)擊

7.connect to 與…….連接 8.in the future 在未來(lái) 9.in space 在太空

10.at the same time 同時(shí) 11.come into being 形成 12.thanks to 多虧；由于 13.chat on line 在線聊天

14.a list of 一列的；一份……清單 15.instead of 代替 16.of course 當(dāng)然

17.study hard 努力學(xué)習(xí)

18.with the help of 在……的幫助下 19.do business 做生意 20.land on 登陸

Unit 4 Topic 2短語(yǔ)

用心

愛(ài)心

專心

1.for certain 確定

2.make a contribution to 為……做貢獻(xiàn)

3.as long as 只要 4.in short 總之 5.run away 跑開(kāi)

6.be allowed to do sth 被允許 7.be made of 由……制成 8.come true 成為現(xiàn)實(shí)；實(shí)現(xiàn) 9.be made from 由……制成 10.be used for 被用作 11.take photos 照相

12.during one’s life 在某人一生中 13.so far 到目前為止

14.be similar to 與……相近15.all the time 一直 16.no longer 不再

17.have effects on 對(duì)……產(chǎn)生影響 18.the rest of 剩余的

19.to one’s surprise 令人驚訝的是 20.be meant to do sth 應(yīng)該做某事

Unit 4 Topic 3短語(yǔ)

1.base on 基于 2.hand in 上交

3.be full of 充滿…… 4.in order to 為了

5.know about 知道；了解 6.a group of 一群 7.go wrong 走錯(cuò)路

8.on the earth 在地球上 9.in the future 在未來(lái) 10.be able to 有能力 11.come true 實(shí)現(xiàn) 12.grow up 長(zhǎng)大

13.search for 搜索…… 14.be on show 展覽

15.make up one’s mind 下定決心 16.side by side 肩并肩地 17.look forward to 盼望 18.be close to 靠近19.each other 互相

20.do experiments 做實(shí)驗(yàn)

用心

愛(ài)心

專心4

第二篇：新目標(biāo)九年級(jí)英語(yǔ)上冊(cè)教學(xué)計(jì)劃

新目標(biāo)九年級(jí)英語(yǔ)上冊(cè)教學(xué)計(jì)劃

張春桂

一、教學(xué)目標(biāo)

根據(jù)國(guó)家教委頒發(fā)的《九年制義務(wù)教育全日制初級(jí)中學(xué)英語(yǔ)教學(xué)大綱》，通過(guò)訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫，使學(xué)生掌握最基本的語(yǔ)言知識(shí)和語(yǔ)言技能，從而培養(yǎng)學(xué)生初步運(yùn)用英語(yǔ)進(jìn)行交際的能力；寓教于樂(lè)，使學(xué)生養(yǎng)成良好的外語(yǔ)學(xué)習(xí)習(xí)慣，為將來(lái)的學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)。以教材為載體，密切結(jié)合教材，在課堂上努力創(chuàng)設(shè)各種情景，夯實(shí)語(yǔ)言知識(shí)及語(yǔ)言技能，從而激發(fā)學(xué)生主動(dòng)學(xué)習(xí)英語(yǔ)的興趣，提高學(xué)生的記憶、觀察、思維及想象能力，為學(xué)生的終身學(xué)習(xí)奠定基礎(chǔ)。

二、學(xué)情分析

我所教的兩個(gè)班，從整體情況來(lái)看，學(xué)生英語(yǔ)基礎(chǔ)一般，甚至還有一部分學(xué)生的聽(tīng)說(shuō)讀寫能力還不夠七年級(jí)的水平，甚至還有10%的學(xué)生英語(yǔ)考試不及格，120分才考40多分，不知道從何下手學(xué)英語(yǔ)。還有課堂上學(xué)生不能積極發(fā)言，對(duì)老師提出的問(wèn)題，不知所措，難以形成英語(yǔ)氛圍，所以這學(xué)期英語(yǔ)教學(xué)仍面臨艱巨的任務(wù)和挑戰(zhàn)。

三、教材分析

本冊(cè)英語(yǔ)為新目標(biāo)英語(yǔ)九年級(jí)全學(xué)年用教材，全教材共15單元，包括三個(gè)復(fù)習(xí)單元。每單元仍然按Section A、Section B、Self check和閱讀四部分組成A部分為課課呈現(xiàn)，是基礎(chǔ)知識(shí)，是全體學(xué)生必須掌握的知識(shí)內(nèi)容；B部分為基礎(chǔ)知識(shí)的拓展延伸，是為基礎(chǔ)較好的同學(xué)進(jìn)一步學(xué)習(xí)設(shè)計(jì)的；Self check為學(xué)生自測(cè)，目的是為檢查學(xué)生 1

對(duì)知識(shí)的掌握程度；閱讀部分重點(diǎn)培養(yǎng)學(xué)生的閱讀能力及應(yīng)該掌握的閱讀方法，為以后的學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)。A部分是基礎(chǔ)，B部分是延伸，Self check為檢測(cè)，閱讀為進(jìn)一步深入，四部分相輔相成，既能使學(xué)生掌握基礎(chǔ)知識(shí)，又能使較好的學(xué)生有所發(fā)展、深造。

四、教學(xué)目標(biāo)

一知識(shí)與技能

本冊(cè)出現(xiàn)單詞757個(gè)，要求掌握的207個(gè)單詞，還有一些固定短語(yǔ)等，通過(guò)學(xué)習(xí)使學(xué)生掌握單詞、句型及語(yǔ)法，適當(dāng)復(fù)習(xí)初一和初二的學(xué)習(xí)內(nèi)容，培養(yǎng)學(xué)生優(yōu)良的英語(yǔ)學(xué)習(xí)習(xí)慣，幫助學(xué)生樹(shù)立自信心，提高發(fā)展學(xué)生自主學(xué)習(xí)的能力，形成有效的學(xué)習(xí)技能。

二、過(guò)程與方法

通過(guò)對(duì)本冊(cè)的學(xué)習(xí)，使學(xué)生在學(xué)習(xí)過(guò)程中，認(rèn)真聽(tīng)課、學(xué)會(huì)復(fù)習(xí)總結(jié)，多說(shuō)、多寫、多問(wèn)，在教師的輔導(dǎo)下掌握學(xué)習(xí)英語(yǔ)的方法。

三、情感態(tài)度 價(jià)值觀

提高本冊(cè)英語(yǔ)的學(xué)習(xí)，使學(xué)生了解中西方文化的差異，培養(yǎng)愛(ài)國(guó)主義精神，增強(qiáng)世界觀意識(shí)，并結(jié)合課外學(xué)習(xí)，達(dá)到教學(xué)的最優(yōu)秀性，培養(yǎng)學(xué)生良好的自學(xué)能力和習(xí)慣，并做到持之以恒，培養(yǎng)同學(xué)們的情感態(tài)度與人生價(jià)值觀。

五、教學(xué)措施

1、依據(jù)學(xué)生基本情況，逐步激勵(lì)學(xué)生對(duì)英語(yǔ)產(chǎn)生學(xué)習(xí)興趣。

2、重視課堂教學(xué)質(zhì)量，逐步提高學(xué)生英語(yǔ)交際能力。

3、有意識(shí)培養(yǎng)學(xué)生聽(tīng)力、表述、朗讀、書(shū)寫和作業(yè)的基本能力。

24、重視思維過(guò)程系統(tǒng)編排，由淺入深，由易到難，由已知到未知，循序漸進(jìn)，點(diǎn)面結(jié)合，逐步擴(kuò)展，循環(huán)往現(xiàn)，以加深影響。

六、教學(xué)進(jìn)度表

第一周Unit 1

第二周Unit 2

第三周Unit 3

第四周ReviewofUnits 1----3

第五周Unit 4

第六周Unit 5

第七周Unit 6

第八、九周ReviewofUnits1----6and

第十周Unit 7

第十一周Unit 8

第十二周Unit 9

第十三周ReviewofUnits7----9

第十四周Unit 10

第十五周Unit11

第十六周Unit12

第十七周ReviewofUnits10----12

第十八、九周Review

第二十周Thefinalexam

七、教學(xué)反思themid-term exam

初三階段的英語(yǔ)教學(xué)工作十分關(guān)鍵，在這種情況下，就需要更加深入地研究教材，根據(jù)學(xué)科特點(diǎn)及學(xué)生特點(diǎn)研究切實(shí)可行的課堂教學(xué)模式。努力探索適合學(xué)生特點(diǎn)、學(xué)生樂(lè)于接受的教學(xué)方法及模式。同時(shí)，要進(jìn)行分層次教學(xué)。對(duì)于好的學(xué)生要加大知識(shí)的容量，拓展知識(shí)的層面，使好學(xué)生成績(jī)更上一層樓；對(duì)于差生要因勢(shì)利導(dǎo)，因材施教，使差生在原有的基礎(chǔ)上有所提高。

第三篇：九年級(jí)英語(yǔ)上冊(cè) 單詞教案 人教新目標(biāo)版

單詞教案

Airplane n.飛機(jī) Coach n.長(zhǎng)途公共汽車，客車

Departure n.出發(fā)；啟程；航班；車次 Lounge n.(機(jī)場(chǎng)等的)等候室

departure lounge(機(jī)場(chǎng)的)候機(jī)廳 transport n.交通方式；交通 set off 動(dòng)身，出發(fā) Nod v.點(diǎn)頭

Tear n.眼淚；淚珠 Towards prep.往；向；朝...的方向 cigarette n.香煙 though conj.雖然；盡管 get off 下車 step n.步;步驟 geography n.地理學(xué) physical a.身體的;體力的 PE n.體育；體育課 really adv.非常；很；實(shí)在；確實(shí)

neither pron.兩者都不 a.(兩者)均無(wú)的

secondary school 中學(xué) present a.在場(chǎng)的；出席的 absent a.不在的,缺乏的 speech n.演講;演說(shuō) biology n.生物學(xué) lead a...life safety n.安全 過(guò)(某種生活)fortunately Disease n.?。患瞐d.幸運(yùn)地 病

drug n.毒品 Dress n.連衣裙 Spanish

Fit v.適合,合身 a.西班牙的；西班Glove n.手套 牙語(yǔ)的 n.西班牙have on 語(yǔ) 穿著；戴著 French

overcoat a.法國(guó)的；法語(yǔ)的 n.外套；大衣 n.法語(yǔ)

scarf involve vt.牽涉；n.圍巾；頭巾 牽連；影響

thick adj.厚的 training n.訓(xùn)練 size n.尺碼；號(hào) athletics n.田徑shop assistant 運(yùn)動(dòng)

n.店員 society n.社會(huì)；cool 協(xié)會(huì) a.時(shí)髦的；酷的 disco

fashionable n.迪斯科舞廳；迪a.流行的；時(shí)髦的；斯科舞會(huì)

時(shí)尚的

either...or...logo n.標(biāo)志,商標(biāo) 要么...要么...；well-known adj.眾不是...而是...所周知的；著名的 Debate n.辯論 designer Illness n.??；疾a.由著名設(shè)計(jì)師病

設(shè)計(jì)的 n.設(shè)計(jì)師，prevent

設(shè)計(jì)者

vt.防止；預(yù)防 advertising n.廣medicine n.醫(yī)學(xué) 告

suppose vt.猜想；dollar n.美元 假設(shè) succeed relaxed

v.成功；做到 a.放松的；松弛的 show off eldest

顯示；炫耀 a.年齡最大的 personality married

n.個(gè)性；性格

a.已婚的；結(jié)婚的 rule n.規(guī)則；規(guī)章 fall off suggestion n.建議(從...)跌落

keep to get married 結(jié)婚 沿著...走 couple n.夫妻 Rope n.繩子

diet n.日常飲食 Stream n.小河；溪 用心

愛(ài)心

專心

clear

adj.明白清楚的 starving

adj.非常俄的；饑餓難忍的 lead the way 領(lǐng)路，帶路

fall asleep 入睡 valley n.山谷 peaceful

adj.安靜的；平靜的

site n.場(chǎng)所 gesture

n.示意動(dòng)作；手勢(shì) stick

n.枝條；枯枝 reach out 伸手去摸 still

a.靜止的；不動(dòng)的 woods n.樹(shù)林 hillside n.小山坡 sudden adj.突然的 blood n.血

damage n.&vt.損害 cause v.造成；引起 n.原因,起因 effort n.努力 fifth num.第五 order n.順序；命令 vt.命令 in order to 為了

Director n.主任 Smell n.氣味

Discuss vt.討論；談?wù)?/p>

Fever n.發(fā)熱

Flu n.流行性感冒 Knee n.膝蓋

Wound n.傷，傷口 Miss v.不在 Trip v.絆；絆倒 improvement n.改善；改進(jìn) oncoming adj.迎面而來(lái)的 couch n.長(zhǎng)沙發(fā) expert n.專家 require v.需要 fit adj.健康的 amount n.數(shù)量 weight n.重量 effect n.影響 cooker n.廚灶 shock n.電擊 hit vt.打；擊 glad adj.高興的 breathe v.呼吸 cancer n.癌癥 fix vt.修理 finger n.手指 basket n.籃子 bread n.面包 fork n.叉子 knife n.刀

lemonade n.檸檬味汽水；檸檬飲料 pancake n.烙餅薄餅

serve vt.端上；服務(wù)；招待

spoon n.勺；匙 hold vt.舉辦；召開(kāi)

hot adj.辣的 roll n.小圓面包 Roman n.羅馬人 Saying n.格言諺語(yǔ)

Cheers int.干杯 Plate n.盤子 explanation n.解釋,說(shuō)明 cross adj.惱怒的；生氣的

generally adv.一法

般地；通常 Level n.水平over adv.結(jié)束 Certain blind adj.瞎的 adv.某些；一些 sensen.感覺(jué)官能 however taste n.味道

adv.不管怎樣

owner n.所有權(quán)人；fairly adv.相當(dāng)?shù)?主人

no matter bee n.蜜蜂 無(wú)論… officer n.官員 wherever course n.一道菜 adv.無(wú)論在哪里 dialogue n.對(duì)話 own v.擁有 line

everyday n.臺(tái)詞，對(duì)白；線 adj.每天的,日常nurse 的

n.保姆；護(hù)士 essential recite v.背誦 adj.極其重要的 role n.角色 tourism n.旅游業(yè) row n.一排座位 quarter n.四分之servant n.仆人 一

bit n.一部分，一industrial 段

adj.工業(yè)的

play the role of recent adj.近來(lái)的 v.扮演...角色 Arabic n.阿拉伯superb adj.極佳的 語(yǔ)

impressed

Typhoon n.臺(tái)風(fēng) adj.印象深刻的 Importance front adj.前面的 n.重要性 nightlife in place of 夜生活 代替

musical

Indian n.印度人 n.音樂(lè)??；音樂(lè)電speaker 影

n.說(shuō)某種語(yǔ)言的in the open air 人；發(fā)言者；演講在露天(或戶外)者

Japanese adj.日本period n.階段；時(shí)的日語(yǔ)的；日本人期 的 n.日語(yǔ)；日本人 express Industry n.工業(yè) vt.表示；表達(dá) Trade n.貿(mào)易 beat n.強(qiáng)節(jié)奏 Achieve v.完成達(dá)ceiling n.天花板 到

fetch vt.拿來(lái) Bright adj.聰明的 pardon Handwriting n.書(shū)int.請(qǐng)?jiān)僬f(shuō)一遍

用心

愛(ài)心

專心 raise v.舉起 forgive vt.原諒 treasure vt.珍視；珍愛(ài) stay in touch 保持聯(lián)系 owe

vt.歸因于；歸功于 pay back 償還 kindness n.體貼 patience n.耐心 gift n.恩賜 禮物 fair

adj.公平的；公正的

model n.模范;典型 role model 楷模；行為榜樣 Value

n.價(jià)值；行為準(zhǔn)則 decision n.決定 graduate n.畢業(yè)生 shock v.使震驚 inside adv.在（或向）里面 prep.在（或向）…里 cow n.奶牛；母牛 dentist n.牙醫(yī) tooth n.牙齒 robot n.機(jī)器人

第四篇：九年級(jí)英語(yǔ)上冊(cè)Unit_11英語(yǔ)教案_人教新目標(biāo)版

Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ 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 say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

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．

Point to the lettered parts of the picture one by one．

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?

Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

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．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

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．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 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．

Step Ⅲ 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．

Step Ⅳ 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 Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third 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．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth 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．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

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． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

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． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ 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．

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

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． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the 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． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

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．

As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you 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:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ 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． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ 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．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

2． Revise the target language in this unit．

第五篇：新目標(biāo)九年級(jí)英語(yǔ)上冊(cè)教學(xué)工作計(jì)劃

新學(xué)期，新面貌。在學(xué)校領(lǐng)導(dǎo)的大力信任和支持下，本學(xué)期我有幸擔(dān)任九年級(jí)101和102班的英語(yǔ)教學(xué)工作，為了更好的完成教學(xué)工作，現(xiàn)將本學(xué)期計(jì)劃安排如下：

一、教材分析。

本冊(cè)教材以“英語(yǔ)課程標(biāo)準(zhǔn)”為宗旨，適應(yīng)新課程改革的需要，面向全體學(xué)生，提高學(xué)生的人文素養(yǎng)，增強(qiáng)實(shí)踐能力和創(chuàng)新精深。正確把握英語(yǔ)學(xué)科特點(diǎn)，積極倡導(dǎo)任務(wù)型教學(xué)摸式。培養(yǎng)學(xué)生積極地情感態(tài)度和正確的人生價(jià)值觀，提高學(xué)生綜合素質(zhì)為學(xué)生全面發(fā)展和終身發(fā)展奠定基礎(chǔ)。學(xué)生應(yīng)有較明確的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和積極主動(dòng)的學(xué)習(xí)態(tài)度。能聽(tīng)懂教師對(duì)有關(guān)熟悉話題的陳述并能參與討論。能讀供七至九年級(jí)學(xué)生閱讀的簡(jiǎn)單讀物和報(bào)紙雜志，克服生詞障礙，理解大意。能根據(jù)閱讀目的運(yùn)用適當(dāng)?shù)拈喿x策略。能與他人合作，解決問(wèn)題并報(bào)告結(jié)果，共同完成學(xué)習(xí)任務(wù)。能在學(xué)習(xí)中互相幫助，克服困難。能合理計(jì)劃和安排學(xué)習(xí)任務(wù)，積極探索適合自己的學(xué)習(xí)方法。在學(xué)習(xí)和日常交際中能注意到中外文化的差異。

二、本冊(cè)教材重難點(diǎn)分析。

《新目標(biāo)英語(yǔ)》九年級(jí)，全書(shū)共有十五個(gè)單元，另三個(gè)復(fù)習(xí)單元。本學(xué)期學(xué)習(xí)十個(gè)單元及二個(gè)復(fù)習(xí)單元。本教材各單元話題靈活，貼近生活實(shí)際。同時(shí)每個(gè)單元后都提供了一篇閱讀文章，用以訓(xùn)練學(xué)生的閱讀能力，擴(kuò)大學(xué)生的閱讀量。課本增加了讀寫訓(xùn)練的比重，以便于聽(tīng)說(shuō)讀寫的全面訓(xùn)練。其內(nèi)容主要反映了學(xué)生的日常學(xué)習(xí)和生活。課本設(shè)計(jì)了中外學(xué)生同校學(xué)習(xí)的情景，便于介紹英語(yǔ)國(guó)家的風(fēng)俗習(xí)慣和文化。題材范圍更廣，除了學(xué)生的學(xué)校生活和家庭生活，還反映了學(xué)生的校外活動(dòng)、勞動(dòng)、衛(wèi)生保健、體育運(yùn)動(dòng)、節(jié)日、尊師愛(ài)生、團(tuán)結(jié)友愛(ài)、助人為樂(lè)的道德風(fēng)尚。

三、教學(xué)目標(biāo)。

針對(duì)本年級(jí)的實(shí)際情況，我制定了以下幾方面的教學(xué)目標(biāo)：

1、語(yǔ)言技能：

（1）聽(tīng)：能聽(tīng)懂課文大致內(nèi)容；能抓住簡(jiǎn)單語(yǔ)段中的觀點(diǎn)；

（2）說(shuō)：能使用恰當(dāng)?shù)恼Z(yǔ)調(diào)和節(jié)奏表達(dá)課文大意；能經(jīng)過(guò)準(zhǔn)備就一般話題作短暫表達(dá)

（3）讀：能理解閱讀材料中不同的觀點(diǎn)和態(tài)度； 能識(shí)別不同文體的特征；能通過(guò)分析句子結(jié)構(gòu)理解難句和長(zhǎng)句；

（4）寫：能簡(jiǎn)單寫出連貫且結(jié)構(gòu)較完整的句子，能默寫課文；能在寫作文中基本做到文體較規(guī)范、語(yǔ)句較通順；

2、語(yǔ)言知識(shí)：

（1）語(yǔ)音：逐步做到語(yǔ)音、語(yǔ)調(diào)自然、得體；根據(jù)語(yǔ)音辨別和書(shū)寫不太熟悉的單詞或簡(jiǎn)單語(yǔ)句。

（2）詞匯：運(yùn)用詞匯描述比較復(fù)雜的事物、行為和特征，說(shuō)明概念等；盡可能學(xué)會(huì)使用規(guī)定的習(xí)慣用語(yǔ)或固定搭配。

3、語(yǔ)法：進(jìn)一步掌握描述時(shí)間、地點(diǎn)、方位的表達(dá)方式；進(jìn)一步理解、掌握比較人、物體及事物的表達(dá)方式；使用適當(dāng)?shù)恼Z(yǔ)言形式進(jìn)行描述和表達(dá)觀點(diǎn)、態(tài)度、情感等；學(xué)習(xí)、掌握基本語(yǔ)篇知識(shí)并根據(jù)特定目的有效地組織信息。

4、功能：掌握詢問(wèn)信息、談?wù)撐锛硎痉穸?，表示不肯定，表示發(fā)生在某一過(guò)去時(shí)間之前的行為。靈活運(yùn)用已經(jīng)學(xué)過(guò)的常用功能項(xiàng)目，進(jìn)一步學(xué)習(xí)并掌握如何描寫與分類，描寫物體，和敘述等語(yǔ)言功能項(xiàng)目；恰當(dāng)理解和表達(dá)義務(wù)、道歉和應(yīng)答，忠告等交際功能

四、學(xué)情簡(jiǎn)要分析。

我任教九年級(jí)2個(gè)班英語(yǔ)。從整體情況來(lái)看，普遍學(xué)生英語(yǔ)基礎(chǔ)較差，興趣不高，甚至有部分學(xué)生的聽(tīng)說(shuō)讀寫能力還不夠小學(xué)三年級(jí)水平，所以在課堂教學(xué)時(shí)，出現(xiàn)有學(xué)生不守課堂規(guī)則，不愿聽(tīng)課、睡覺(jué)或是做與課堂無(wú)關(guān)事情的現(xiàn)象，難以形成英語(yǔ)學(xué)習(xí)氛圍。有少部分學(xué)生基礎(chǔ)較好，自制能力較強(qiáng)，能認(rèn)真聽(tīng)課，按老師要求完成各項(xiàng)任務(wù)?？偟膩?lái)說(shuō)，這兩個(gè)班的英語(yǔ)教學(xué)具有挑戰(zhàn)性，需要耗費(fèi)不少時(shí)間和精力。

本班課堂學(xué)習(xí)積極性較高，回答問(wèn)題較積極，絕大多數(shù)同學(xué)能做到自覺(jué)完成作業(yè)、自覺(jué)背誦課文。受學(xué)習(xí)態(tài)度、風(fēng)氣的影響，刻苦學(xué)習(xí)之風(fēng)漸漸稀薄，輕浮之風(fēng)開(kāi)始產(chǎn)生，很多學(xué)生上課不認(rèn)真，課后死記硬背，當(dāng)然有大部分學(xué)生還是勞逸結(jié)合，掌握了科學(xué)的學(xué)習(xí)方法。從學(xué)生成績(jī)來(lái)看，存在明顯不平衡。少數(shù)優(yōu)生優(yōu)勢(shì)不明顯，差生面較廣，培尖補(bǔ)差任務(wù)重。學(xué)生受當(dāng)今社會(huì)環(huán)境影響，厭學(xué)情緒嚴(yán)重。

五、提高教學(xué)質(zhì)量的措施及教改措施。

1、認(rèn)真專研教材和課標(biāo)，精心備課，認(rèn)真上好每一堂課。確定每堂課的基礎(chǔ)內(nèi)容，預(yù)備內(nèi)容和拓展內(nèi)容，滿足ABC類不同層次學(xué)生的不同需求。

2、充分利用現(xiàn)有的現(xiàn)代化教學(xué)設(shè)備，加強(qiáng)直觀教學(xué)，提高課堂效率。

3、多與學(xué)生溝通，了解學(xué)生學(xué)習(xí)狀況和需求，及時(shí)改進(jìn)教學(xué)中存在的問(wèn)題和不足。

4、積極開(kāi)展豐富多彩的英語(yǔ)活動(dòng)，提高學(xué)生興趣。如英語(yǔ)演講比賽、單詞聽(tīng)寫比賽、朗讀比賽、英語(yǔ)手抄報(bào)比賽、學(xué)唱英文歌曲，課前五分鐘活動(dòng)等。

5、注重個(gè)別輔導(dǎo)，在面向全體學(xué)生的基礎(chǔ)上，培優(yōu)補(bǔ)差。

A類學(xué)生：課堂上要求能回答較難提問(wèn)，思考問(wèn)題積極，教學(xué)任務(wù)能當(dāng)堂完成，課后要求閱讀一定量課外讀物，考試時(shí)要求失分不大。

B類學(xué)生：加強(qiáng)雙基教學(xué)，多鼓勵(lì)多表?yè)P(yáng)，使他們愛(ài)好語(yǔ)文，并且用抓兩頭促中間的辦法使他們時(shí)時(shí)有危機(jī)感。要求能較好地完成教學(xué)任務(wù)，能回答上課提出的稍難問(wèn)題。

C類學(xué)生：教學(xué)中多關(guān)心、多愛(ài)護(hù)他們，平時(shí)與他們多進(jìn)行談話，讓他們認(rèn)識(shí)到英語(yǔ)學(xué)科的重要性，平時(shí)對(duì)他們要求嚴(yán)格但要

六、課時(shí)安排及教學(xué)。

第一周 unit 1 How do you study for a test？

第二周 unit2 I used to be afraid of the dark。

第三周 unit3 Teenagers should be allowed to choose their own clothes。

第四周 unit4 What would you do ？

第五周unit5 It must belong to Carla。

第六周 Mainly revision期中復(fù)習(xí)

第七周 考試，復(fù)習(xí)機(jī)動(dòng)

第八周unit6 I like music that I can dance to

第九 周unit7 Where would you like to visit？

第十周unit8 I’ll help clean up the city parks。

第十一周 unit9 When was it invented？

第十二周 unit10 By the time I got outside，the bus had already left。

第十三周 Mainly revision Rewiew of units 6—10

第十四周 unit 11Could you please tell me where the restrooms are？

第十五周 unit12。You are supposed to shake hands？

第十六周 unit 13 Rainy days make me sad。

第十七周 期末復(fù)習(xí)。

第十八周 考試，復(fù)習(xí)機(jī)動(dòng)，填表，閱卷。