第一篇：九年級(jí)英語(yǔ)上冊(cè)Unit 11英語(yǔ)教案 人教新目標(biāo)版
億庫(kù)教育網(wǎng) http://004km.cn
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?
億庫(kù)教育網(wǎng) http://004km.cn 億庫(kù)教育網(wǎng) http://004km.cn 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．
億庫(kù)教育網(wǎng) http://004km.cn 億庫(kù)教育網(wǎng) http://004km.cn
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 億庫(kù)教育網(wǎng) http://004km.cn 億庫(kù)教育網(wǎng) http://004km.cn 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．
億庫(kù)教育網(wǎng) http://004km.cn 億庫(kù)教育網(wǎng) http://004km.cn 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．
億庫(kù)教育網(wǎng) http://004km.cn 億庫(kù)教育網(wǎng) http://004km.cn（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．
億庫(kù)教育網(wǎng) http://004km.cn 億庫(kù)教育網(wǎng) http://004km.cn 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．
億庫(kù)教育網(wǎng) http://004km.cn 億庫(kù)教育網(wǎng) http://004km.cn 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
億庫(kù)教育網(wǎng) http://004km.cn 億庫(kù)教育網(wǎng) http://004km.cn 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．
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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．
億庫(kù)教育網(wǎng) http://004km.cn 億庫(kù)教育網(wǎng) http://004km.cn 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．
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第二篇：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.病；疾ad.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.?。患瞐.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
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int.請(qǐng)?jiān)僬f(shuō)一遍
用心
愛心
專心 raise v.舉起 forgive vt.原諒 treasure vt.珍視；珍愛 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：新目標(biāo)九年級(jí)英語(yǔ)教案
新目標(biāo)九年級(jí)英語(yǔ)教案
發(fā)布：張永玲
時(shí)間：2008-12-5 15:27:56 來(lái)源：寧夏靈武教育信息網(wǎng)
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1611 討論：
新目標(biāo)九年級(jí)英語(yǔ)教案
Unit 13 Rainy days make me sad
語(yǔ)言目標(biāo)：
能夠運(yùn)用所學(xué)知識(shí)談?wù)摶蛟儐?wèn)對(duì)某件事或物的看法或談?wù)撌挛飳?duì)人的情緒的影響。
認(rèn)知目標(biāo)：
1.學(xué)習(xí)動(dòng)詞make的用法（make+ 賓語(yǔ)+ 形容詞和make+ 賓語(yǔ)+ 動(dòng)詞原形）。
2.學(xué)會(huì)以下基本句型：
How do you feel about loud music?
Loud music makes me tense.Loud music makes me want to dance.Waiting for her made her angry.情感目標(biāo)：
培養(yǎng)學(xué)生做一個(gè)情感豐富的人。
第一課時(shí)
教學(xué)目標(biāo)： 1.能用所學(xué)的目標(biāo)語(yǔ)言簡(jiǎn)單談?wù)摶蛟儐?wèn)事物對(duì)人的影響，或人對(duì)某一事物的看法。
2.能初步理解動(dòng)詞make的用法，并能在實(shí)際情境中簡(jiǎn)單地運(yùn)用。
3.能聽懂聽力內(nèi)容，并能完成相應(yīng)的練習(xí)。
Section A
Step 1 Presentation
Play rock music for the students to listen.T: Do you ｌｉｋｅ this kind of music?
How do you feel about it?
S1: I ｌｉｋｅ it.It makes me comfortable.S2: I don’t ｌｉｋｅ it.It’s noisy.…….Then play a piece of light music again, and ask about the students’ feelings.T: What about this music?
S1: It’s gentle.I ｌｉｋｅ it.S2: It’s too quiet.I don’t ｌｉｋｅ it.…….It’s OK that different students have different answers.But it’s important to guide them to say out “make”.Write the sentences including “make” that they have said on th
e blackboard.Step 2 Discribing pictures
Part 1.Ask the students to describe something about the two pictures.Such as, “These are restaurants.The first girl seems not to stand the music.The second girl seems to be pleased with the restaurant.” And so on.Step 3 Listening and practicing
1b.Listen to the tape.Raise the question “What do Amy and Tina think of the two restaurants?” Check the answers after listening.Students read the sentences in this part and comprehend them.Then get them to come up with one use of “make”: make sb / sth + adj.According to the listening text, ask the students to make up similar conversations a
bout their own opinions.Step 4 Listening
2a.Before playing the tape, get the students to guess ｗｈｅｒｅ they are in the pictures.Then listen and number the pictures in the order.Check the answers later on.2b.Listen again.Check the things that Tina and John said.Check the answers late
r.Students read the sentences and say out another use of “make” besides “make sb./ sth.+ adj.”: make sb do sth.Ask some students to make up their own sentences accor
ding to uses of “make”.Step 5 Grammar Focus
Read the sentences in Grammar Focus.Ask some students to translate them into Chinese.Ask one student to repeat the uses of “make”.Step 6 Homework:
a.Master the sentences in 2b.b.Preview the passage in 3a.第二課時(shí)
教學(xué)目標(biāo)：
1.能進(jìn)一步用所學(xué)的目標(biāo)語(yǔ)言談?wù)摶蛟儐?wèn)各種事物對(duì)人的影響或人對(duì)某些事或物的看法。
2.能理解3a的內(nèi)容并完成相應(yīng)的練習(xí)。
Step 1 Revision
Review the uses of “make” in the last lesson by organizing the competition about
sentence translating.For example，1.她說(shuō)高亢的音樂(lè)讓她緊張。
2.高亢的音樂(lè)使我高興。
3.等候她讓我生氣。
4.這太令人悲傷了以至于我們都哭了。
5.悲傷的電影只會(huì)讓我想離開。
Step 2 Free talk
Ask “Do you ｌｉｋｅ eating in a restaurant?” What kind of restaurant do you ｌｉｋｅ to go?” Get the students to describe the kind of restaurant they ｌｉｋｅ, including the size, the seats, the wall, the atmosphere.Step 3 Reading
Ask the students to look through the passage and find out the main idea of it: Restaurant owners have to know how to make not only food but also money.Tell the students to give examples according to the passage.Then learn it carefully.Make sure students understand every new word and every sentence.Get the students to say out all the sentences in which there if “make” and comprehend them.Finally, answer the questions below the passage and write the answers down.Students read the passage loudly again.Step 4 Discussion
Part 4.First, the students understand the instructions.Then discuss with their partners about the problems in the table.After discussion, share the answers.Step 5 Homework
Write a short composition named “ My Favorite Restaurant.”(Students must use
“make” in their compositions.)
第三課時(shí)
教學(xué)目標(biāo)：
1.能進(jìn)一步擴(kuò)展所學(xué)的內(nèi)容，能用目標(biāo)語(yǔ)言談?wù)搶?duì)商品.......的看法。
2.能聽懂聽力內(nèi)容，完成相應(yīng)練習(xí)。
Section B
Step 1 Revision
Ask some students to read their composition “My Favourite Restaurant”.Step 2 Lead in
Remind the students of some great advertisement.Let them say out the slogans of them, ｌｉｋｅ “Anything is possible.Just do it.” And so on.Say, “ Almost every product has its slogan.”
Step 3 Matching and saying
1a.Students look at the pictures and tell what they are.Look at the slogans below the pictures and comprehend them.Then match each slogan with one of the products.Check the answers then.1b.Students make a list of three products they ｌｉｋｅ and three products they don’t ｌｉｋｅ.Get some of them to talk about the products they ｌｉｋｅ or they di
sｌｉｋｅ and the reasons.Step 4 Listening
Before listening, look through the information in the columns.Comprehend them.Then raise a phrase “ keep out”.Tell them the meaning of this phrase.Play the tape and finish 2a.Play the tape again.While listening, help the students repeat sentences one b
y one.Finish 2b at the same time.Step 5 Exercises
完成句子：
1.His father’s death make him ______________(離開學(xué)校).2.The students were made _______________(課前完成練習(xí)).3.The awful movie made make me ________________(想要離開).4.Waiting for her ________________(使我生氣).5.I ｌｉｋｅ to listen to quite music _________________(在吃飯的時(shí)候).第四課時(shí)
教學(xué)目標(biāo)：
1.理解閱讀文章，找出主要意思并掌握文中相關(guān)用法。
2.能運(yùn)用目標(biāo)語(yǔ)言，就.......及對(duì)其他事物的看法進(jìn)行寫作。
Step 1 Free talk
Talk about advertisements.T: Do you ｌｉｋｅ ads or hate ads?
Do you believe ads? Why?
Step 2 A story about ads
Recall a story we have read before: A man saw an advertisement list.On it there is a nice bike.Then he went to the store and decided to buy one.But when the shopkeeper showed him a new bike, he was surprised and asked “ Where are the lights?” The shopkeeper answered, “ If you want lights, you have to pay more.” The man said, “ But the bike on the ad list has.” “ And a girl is on the bike too.Do I also have to se
nd you the girl?”
Ask the students what they think about the story.Step 3 Reading
Students look through the passage and find out the main idea of it: the advantage
and disadvantages of ads.Learn the passage carefully.Raise the key points in it.1.be aimed at 意思是“目的是，旨在，針對(duì)”
例：The book is aimed at very young children.aim 意思是“目標(biāo)，目的”（n.）和“瞄準(zhǔn)，對(duì)準(zhǔn)”（v.）
2.for instance = for example = e.g.（原自拉丁文exempligratia），表示“比如”，常
用于舉例。
3.so that引導(dǎo)狀語(yǔ)從句，可表目的，也可表結(jié)果。
例：They worked hard so that they could finish the work soon.（表目的）
He didn’t plan his time well so that he didn’t finish his work on time.（表結(jié)果）
so….that… 引導(dǎo)結(jié)果狀語(yǔ)從句
例：He is so strong that he can lift the box easily.4.confuse v.意思是“混淆，使困惑” confused adj.意思是“感到困惑” confusing adj.意思是“令人困惑”
例：I feel confused about his words.These two problems are confusing.I can’t work them out.5.lead 意思是“引導(dǎo)” lead sb to do sth “引領(lǐng)某人做某事” lead sb to someｗｈｅｒｅ “引導(dǎo)某人去某地” lead to “通向，通往”
例：All roads lead to Rome.Read the passage.Ask students to list pros and cons about ads according to the passage.Step 4 Writing
3b.Complete the article using the information about two or more products in 2a a
nd 2b.Then check the answers.Step 5 Homework
Read the passage fluently.第五課時(shí)
教學(xué)目標(biāo)：
1.熟練掌握和運(yùn)用本單元一些重點(diǎn)詞匯。
2.理解文章并能作出概括。
Step 1 Revision
Review the passage in 3a by asking the students to sum up the advantages and dis
advantages of ads.Step 2 Self check
Part 1.Fill in each blank with the word given.Students do the exercises by themselves first.Then check the answers by asking some students to comprehend the sentence
s.Ask the students themselves to point out the uses of some words and phrases in t
he exercises.Step 3 Reading
The students read the passage and finish the chart below.Raise some words and phrases ｌｉｋｅ “start with, leave sb a note, after all, forget to, bring sth with sb, make sb annoyed with sb, have a wonderful surprise.” Make sure the students understand all of them.Read the passage loudly.Step 4 Exercises
動(dòng)詞填空： 1.________(learn)English well can lead to a good job.2.The food at that restaurant _______(taste)terrible.3.When my mom went out, she _______(leave)me a note.4.Last week, I _______(have)a wonderful party.5.Soft music makes me _______(feel)comfortable.第六課時(shí)
教學(xué)目標(biāo)：
理解文章，提高閱讀能力。
Step 1 Free talk
T: What do you usually get for your birthday?
S1: I usually get a gift.T: How do you feel when you get gifts?
S1: I feel happy.S2: I don’t ｌｉｋｅ all of them.Step 2 Reading
Ask a question “What’s the passage about?” before the students read it.(It’s about “receiving”.)Then comprehend the passage paragraphs one by one.Get the students su
m up the main idea of every paragraph.Paragraph 1: Receiving a gift can be difficult.Paragraph 2: A gift, purse.Paragraph 3: A gift, sweater.Paragraph4: Receiving money.Then learn the passage carefully.Key points:
1.buy you a gift= buy a gift for you
buy sb sth= buy sth for sb
2.pretend 意思是“假裝”
pretend to do sth /pretend that 從句
例：You can’t wake a person who is pretending to be asleep.(Unit 5)
3.would rather 寧愿…..后接do sth, 也可說(shuō)would rather do sth than do sth
例：I would rather walk to school than take a bus.prefer to……rather than….表示“喜歡…..勝過(guò)……”
例：I prefer to walk to school rather than take a bus.prefer doing sth to doing sth 也表示“喜歡…..勝過(guò)……”
例：I prefer walking to school to taking a bus.prefer sth= ｌｉｋｅ sth better
例：---Which one do you prefer, oranges or apples?
---I prefer oranges.Students read the passage again.Finish 3a.Step 3 Homework
第五篇：新目標(biāo)九年級(jí)英語(yǔ)教案
篇一：人教版新目標(biāo)九年級(jí)英語(yǔ)全冊(cè)學(xué)案及教學(xué)設(shè)計(jì)【經(jīng)典推薦】 九年級(jí)英語(yǔ)學(xué)案及教學(xué)設(shè)計(jì)
unit 1 how do you study for a test？
一、教學(xué)目標(biāo)
1、語(yǔ)言目標(biāo) 1）詢問(wèn)別人的學(xué)習(xí)方法
2）學(xué)習(xí)討論各種學(xué)習(xí)方法和策略，學(xué)會(huì)評(píng)價(jià)各種學(xué)習(xí)方法的優(yōu)劣
2、知識(shí)目標(biāo)1）how do you study for a test？ i study by ving.2)the way to do sththe way of doing sth have trouble doing sth 的用法
3、能力目標(biāo) 1）通過(guò)討論找到適合自己的學(xué)習(xí)方法，找出自己在英語(yǔ)學(xué)習(xí)中的困難 2）學(xué)會(huì)給出關(guān)于學(xué)習(xí)方法的建議
二、重點(diǎn)知識(shí)
1、重點(diǎn)單詞
基本要求：會(huì)讀、會(huì)寫、會(huì)用。
2、重點(diǎn)短語(yǔ)
make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求： 會(huì)讀、會(huì)寫、會(huì)用。
3、重點(diǎn)語(yǔ)法 1）how 引起的特殊疑問(wèn)句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含義，學(xué)以致用。
三、導(dǎo)學(xué)案 section a ● 例析導(dǎo)學(xué)
1、they also have fun。fun n.樂(lè)趣，玩笑 【拓展】 1）have fun 意為―過(guò)的快活‖相當(dāng)于enjoy oneself have a good time例如：you are sure to have fun at the party。
2）have fun doing sth 意為―開開心心做謀事‖
例如： the children are having fun playing this game.類似的結(jié)構(gòu)還有have trouble /problems experience doing sth
2、?and then end up speaking in chinese.end up 結(jié)束,后接動(dòng)詞的v-ing形式 end up with 以??結(jié)束,以??而告終 例如: the game ended up with a song.【拓展】 end 作名詞
1.端，尖，末端，終點(diǎn) 例如： the end of the year 2.邊緣；極點(diǎn)，極限例如：the end of the road 3.結(jié)局，結(jié)果。例如：the end of the story
3、??joining the english club at school was the best way to improve her english.the best way to do sth 做謀事的最好方法
【拓展】 1)way 方式 , 方法 有兩種用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介詞后面跟表示地點(diǎn)的名詞做賓語(yǔ) 例如: he got lost and couldn‘t find his way home.4、do you ever practice conversations with your friends ? 1)ever adv.曾經(jīng)
【拓展】一般用于疑問(wèn)句,否定句中,表示頻率。類似的詞還有always，usually，often，sometimes，hardly，ever，never，用在行為動(dòng)詞之前，助動(dòng)詞之后。2）practice n。& v.練習(xí),實(shí)習(xí),實(shí)踐, practice doing sth.練習(xí)干某事
例如:he practices running every morning.5、i‘ve learned a lot that way.a lot 很多,非常
【拓展】1)在句中做主語(yǔ)例如:a lot has been done about it.2)在句中做賓語(yǔ) 例如: you have done a lot for him.3)在句中做狀語(yǔ) ,且可修飾比較級(jí)
例如: he feels a lot better today.4)a lot of 或 lots of 可修飾不可數(shù)名詞和可數(shù)名詞復(fù)數(shù)
例如:there are lots of differences between them.6、she added that having conversations with friends was not helpful at all.add v.增加 ,補(bǔ)充說(shuō) , 繼續(xù)說(shuō)
【拓展】 1)add sth to sth.添加 ,增加
例如: if you add five to nine ,you will get fourteen.2)add up to 總計(jì) 例如: these numbers add up to 177.● 專項(xiàng)練習(xí)選擇填空
1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析導(dǎo)學(xué)
1.how do you study for a test? i study by listening to tapes.你怎樣學(xué)習(xí),準(zhǔn)備應(yīng)考？通過(guò)聽錄音。
how是用來(lái)提問(wèn)―怎么，怎樣‖的疑問(wèn)詞，引導(dǎo)一個(gè)特殊疑問(wèn)句，經(jīng)常用by加動(dòng)詞的ving形式，表示―通過(guò)??方式，方法‖或―借助某種手段‖
例如： how do you usually go to school ？ i go to school by bus。he makes a living by working on the farm。
2.what about listening to tapes？ 聽錄音怎么樣？
what about ?？相當(dāng)于how about?？后面可跟名詞、代詞或動(dòng)詞ving形式。常用來(lái)提出建議，征求意見或詢問(wèn)情況。相類似句子有why not +v?？let?s +v.shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices.語(yǔ)音難以理解。
too +adj /adv +to do 表示‖太??而不能??‖,句中it是形式主語(yǔ),真正主語(yǔ)是動(dòng)詞不定式?？膳cso?that 和enough?to do sth 改寫.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.4、?he finds watching movies frustrating because the people speak too quickly.watching movies 動(dòng)名詞做賓語(yǔ),frustrating 形容詞做賓語(yǔ)補(bǔ)足語(yǔ) find +賓語(yǔ)+形容詞 發(fā)現(xiàn)??例如: he finds english interesting.不定式做賓語(yǔ)時(shí),用find it adj.for sb.to do sth he found it difficult to pass the exam.● 專項(xiàng)練習(xí)
1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教學(xué)設(shè)計(jì)
本節(jié)課以英語(yǔ)學(xué)習(xí)為話題，重點(diǎn)是介紹英語(yǔ)學(xué)習(xí)的方法，section a 就是緊緊圍繞該話題，以聽說(shuō)方式展開學(xué)習(xí)運(yùn)用的。教學(xué)目標(biāo)
知識(shí)目標(biāo)：
1、會(huì)寫，會(huì)讀，會(huì)用本節(jié)課的重點(diǎn)單詞短語(yǔ)。
2、熟練運(yùn)用how 引起的特殊疑問(wèn)句及by的用法。能力目標(biāo)
1、能夠聽懂有關(guān)學(xué)習(xí)方法的簡(jiǎn)短對(duì)話。
2、能運(yùn)用how和 by來(lái)介紹學(xué)習(xí)方法進(jìn)行對(duì)話練習(xí)。教學(xué)重難點(diǎn)
1、熟記重點(diǎn)單詞短語(yǔ)。
2、how對(duì)方式方法來(lái)提問(wèn)及by的用法 課型：聽說(shuō)課 教學(xué)過(guò)程 預(yù)習(xí)詞匯
布置學(xué)生預(yù)習(xí)section a的詞匯，能夠根據(jù)音標(biāo)讀出單詞并了解漢語(yǔ)意思，使學(xué)生養(yǎng)成自主學(xué)習(xí)的習(xí)慣。課前朗讀 朗讀本課的新單詞、短語(yǔ)等，先領(lǐng)讀后齊讀的方式，領(lǐng)讀保證了發(fā)音的正確性，齊讀進(jìn)一步加強(qiáng)了訓(xùn)練，課前朗讀可使學(xué)生快速進(jìn)入學(xué)習(xí)狀態(tài)，養(yǎng)成良好的學(xué)習(xí)習(xí)慣。
一、新課導(dǎo)入
1．檢查詞匯預(yù)習(xí)：
讓學(xué)生朗讀本課的重點(diǎn)單詞和短語(yǔ)，注意發(fā)音。對(duì)個(gè)別單詞的發(fā)音進(jìn)行強(qiáng)調(diào)和糾正，并將發(fā)音歸類。
2．展示新知識(shí)：新學(xué)期開始，讓學(xué)生以如何學(xué)好英語(yǔ)來(lái)展開討論，從而引出how引起的特殊疑問(wèn)句，從而導(dǎo)入本課的話題。3．專項(xiàng)練習(xí)
1）讓學(xué)生根據(jù)section a中的1a第一人稱來(lái)練習(xí)how do you study for a test ？ i study by?這個(gè)句式，讓學(xué)生根據(jù)自己的實(shí)際情況來(lái)進(jìn)行模仿性練習(xí)。
2）讓學(xué)生進(jìn)一步作對(duì)話練習(xí)，展開小組合作，并討論一下，這個(gè)學(xué)習(xí)方法的好處和優(yōu)點(diǎn)，對(duì)how 引起的特殊疑問(wèn)句，the way和improve等詞的用法進(jìn)行綜合操練。
二、聽力訓(xùn)練 1．多層聽 聽（1）：通過(guò)聽力，了解對(duì)話中人物不同的學(xué)習(xí)方法，此項(xiàng)活動(dòng)可以更好的練習(xí)掌握本單元的詞匯短語(yǔ)。聽（2）：通過(guò)聽力，判斷一下所聽到的句子是那些。
聽（3）對(duì)聽力材料進(jìn)行進(jìn)一步的練習(xí)，找出你所聽到問(wèn)題的答案，提高了難度，也加深了對(duì)聽力材料的理解。
以上活動(dòng)有易到難，實(shí)現(xiàn)了材料的一材多用，使學(xué)生確實(shí)得到了更為扎實(shí)有效的聽力訓(xùn)練。2．聽后說(shuō)
因?yàn)槁犃Σ牧嫌幸欢ǖ碾y度，學(xué)生在回答問(wèn)題，講答案的同時(shí)就進(jìn)行了一個(gè)說(shuō)的過(guò)程。
三、對(duì)話處理 1．讀前聽 聽（1）：讓學(xué)生根據(jù)聽力內(nèi)容進(jìn)行對(duì)話練習(xí)，練習(xí)how以引起的特殊疑問(wèn)句。聽（2）：聽后，選擇答案，也就是完成2b。聽力結(jié)束后，先讓學(xué)生小組內(nèi)交流答案，再以小組的形式向其他同學(xué)公布答案。然后讓學(xué)生根據(jù)聽力內(nèi)容進(jìn)行對(duì)話練習(xí)。
以上對(duì)同一聽力內(nèi)容進(jìn)行了輛次練習(xí)，該設(shè)計(jì)主要是在靈活運(yùn)用教材的基礎(chǔ)上，使篇二：人教版新目標(biāo)九年級(jí)英語(yǔ)最全教案 九年級(jí)全一冊(cè)英語(yǔ)學(xué)案及教學(xué)設(shè)計(jì)
unit 1 how do you study for a test？
一、教學(xué)目標(biāo)
1、語(yǔ)言目標(biāo) 1）詢問(wèn)別人的學(xué)習(xí)方法
2）學(xué)習(xí)討論各種學(xué)習(xí)方法和策略，學(xué)會(huì)評(píng)價(jià)各種學(xué)習(xí)方法的優(yōu)劣
2、知識(shí)目標(biāo)1）how do you study for a test？ i study by ving.2)the way to do sththe way of doing sth have trouble doing sth 的用法
3、能力目標(biāo) 1）通過(guò)討論找到適合自己的學(xué)習(xí)方法，找出自己在英語(yǔ)學(xué)習(xí)中的困難 2）學(xué)會(huì)給出關(guān)于學(xué)習(xí)方法的建議
二、重點(diǎn)知識(shí)
1、重點(diǎn)單詞
基本要求：會(huì)讀、會(huì)寫、會(huì)用。
2、重點(diǎn)短語(yǔ)
make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求： 會(huì)讀、會(huì)寫、會(huì)用。
3、重點(diǎn)語(yǔ)法 1）how 引起的特殊疑問(wèn)句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含義，學(xué)以致用。
三、導(dǎo)學(xué)案 section a ● 例析導(dǎo)學(xué)
1、they also have fun。fun n.樂(lè)趣，玩笑 【拓展】 1）have fun 意為―過(guò)的快活‖相當(dāng)于enjoy oneself have a good time例如：you are sure to have fun at the party。
2）have fun doing sth 意為―開開心心做謀事‖
例如： the children are having fun playing this game.類似的結(jié)構(gòu)還有have trouble /problems experience doing sth
2、?and then end up speaking in chinese.end up 結(jié)束,后接動(dòng)詞的v-ing形式 end up with 以??結(jié)束,以??而告終 例如: the game ended up with a song.【拓展】 end 作名詞
1.端，尖，末端，終點(diǎn) 例如： the end of the year 2.邊緣；極點(diǎn)，極限例如：the end of the road 3.結(jié)局，結(jié)果。例如：the end of the story
3、??joining the english club at school was the best way to improve her english.the best way to do sth 做謀事的最好方法
【拓展】 1)way 方式 , 方法 有兩種用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介詞后面跟表示地點(diǎn)的名詞做賓語(yǔ) 例如: he got lost and couldn‘t find his way home.4、do you ever practice conversations with your friends ? 1)ever adv.曾經(jīng)
【拓展】一般用于疑問(wèn)句,否定句中,表示頻率。類似的詞還有always，usually，often，sometimes，hardly，ever，never，用在行為動(dòng)詞之前，助動(dòng)詞之后。2）practice n。& v.練習(xí),實(shí)習(xí),實(shí)踐, practice doing sth.練習(xí)干某事
例如:he practices running every morning.5、i‘ve learned a lot that way.a lot 很多,非常
【拓展】1)在句中做主語(yǔ)例如:a lot has been done about it.2)在句中做賓語(yǔ) 例如: you have done a lot for him.3)在句中做狀語(yǔ) ,且可修飾比較級(jí)
例如: he feels a lot better today.4)a lot of 或 lots of 可修飾不可數(shù)名詞和可數(shù)名詞復(fù)數(shù)
例如:there are lots of differences between them.6、she added that having conversations with friends was not helpful at all.add v.增加 ,補(bǔ)充說(shuō) , 繼續(xù)說(shuō)
【拓展】 1)add sth to sth.添加 ,增加
例如: if you add five to nine ,you will get fourteen.2)add up to 總計(jì) 例如: these numbers add up to 177.● 專項(xiàng)練習(xí)選擇填空
1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析導(dǎo)學(xué)
1.how do you study for a test? i study by listening to tapes.你怎樣學(xué)習(xí),準(zhǔn)備應(yīng)考？通過(guò)聽錄音。
how是用來(lái)提問(wèn)―怎么，怎樣‖的疑問(wèn)詞，引導(dǎo)一個(gè)特殊疑問(wèn)句，經(jīng)常用by加動(dòng)詞的ving形式，表示―通過(guò)??方式，方法‖或―借助某種手段‖
例如： how do you usually go to school ？ i go to school by bus。he makes a living by working on the farm。
2.what about listening to tapes？ 聽錄音怎么樣？
what about ?？相當(dāng)于how about?？后面可跟名詞、代詞或動(dòng)詞ving形式。常用來(lái)提出建議，征求意見或詢問(wèn)情況。相類似句子有why not +v?？let?s +v.shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices.語(yǔ)音難以理解。
too +adj /adv +to do 表示‖太??而不能??‖,句中it是形式主語(yǔ),真正主語(yǔ)是動(dòng)詞不定式?？膳cso?that 和enough?to do sth 改寫.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.4、?he finds watching movies frustrating because the people speak too quickly.watching movies 動(dòng)名詞做賓語(yǔ),frustrating 形容詞做賓語(yǔ)補(bǔ)足語(yǔ) find +賓語(yǔ)+形容詞 發(fā)現(xiàn)??例如: he finds english interesting.不定式做賓語(yǔ)時(shí),用find it adj.for sb.to do sth he found it difficult to pass the exam.● 專項(xiàng)練習(xí)
1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教學(xué)設(shè)計(jì)
本節(jié)課以英語(yǔ)學(xué)習(xí)為話題，重點(diǎn)是介紹英語(yǔ)學(xué)習(xí)的方法，section a 就是緊緊圍繞該話題，以聽說(shuō)方式展開學(xué)習(xí)運(yùn)用的。教學(xué)目標(biāo)
知識(shí)目標(biāo)：
1、會(huì)寫，會(huì)讀，會(huì)用本節(jié)課的重點(diǎn)單詞短語(yǔ)。
2、熟練運(yùn)用how 引起的特殊疑問(wèn)句及by的用法。能力目標(biāo)
1、能夠聽懂有關(guān)學(xué)習(xí)方法的簡(jiǎn)短對(duì)話。
2、能運(yùn)用how和 by來(lái)介紹學(xué)習(xí)方法進(jìn)行對(duì)話練習(xí)。教學(xué)重難點(diǎn)
1、熟記重點(diǎn)單詞短語(yǔ)。
2、how對(duì)方式方法來(lái)提問(wèn)及by的用法 課型：聽說(shuō)課 教學(xué)過(guò)程 預(yù)習(xí)詞匯
布置學(xué)生預(yù)習(xí)section a的詞匯，能夠根據(jù)音標(biāo)讀出單詞并了解漢語(yǔ)意思，使學(xué)生養(yǎng)成自主學(xué)習(xí)的習(xí)慣。課前朗讀
朗讀本課的新單詞、短語(yǔ)等，先領(lǐng)讀后齊讀的方式，領(lǐng)讀保證了發(fā)音的正確性，齊讀進(jìn)一步加強(qiáng)了訓(xùn)練，課前朗讀可使學(xué)生快速進(jìn)入學(xué)習(xí)狀態(tài)，養(yǎng)成良好的學(xué)習(xí)習(xí)慣。
一、新課導(dǎo)入
1．檢查詞匯預(yù)習(xí)：
讓學(xué)生朗讀本課的重點(diǎn)單詞和短語(yǔ)，注意發(fā)音。對(duì)個(gè)別單詞的發(fā)音進(jìn)行強(qiáng)調(diào)和糾正，并將發(fā)音歸類。
2．展示新知識(shí)：新學(xué)期開始，讓學(xué)生以如何學(xué)好英語(yǔ)來(lái)展開討論，從而引出how引起的特殊疑問(wèn)句，從而導(dǎo)入本課的話題。3．專項(xiàng)練習(xí)
1）讓學(xué)生根據(jù)section a中的1a第一人稱來(lái)練習(xí)how do you study for a test ？ i study by?這個(gè)句式，讓學(xué)生根據(jù)自己的實(shí)際情況來(lái)進(jìn)行模仿性練習(xí)。
2）讓學(xué)生進(jìn)一步作對(duì)話練習(xí)，展開小組合作，并討論一下，這個(gè)學(xué)習(xí)方法的好處和優(yōu)點(diǎn)，對(duì)how 引起的特殊疑問(wèn)句，the way和improve等詞的用法進(jìn)行綜合操練。
二、聽力訓(xùn)練 1．多層聽 聽（1）：通過(guò)聽力，了解對(duì)話中人物不同的學(xué)習(xí)方法，此項(xiàng)活動(dòng)可以更好的練習(xí)掌握本單元的詞匯短語(yǔ)。聽（2）：通過(guò)聽力，判斷一下所聽到的句子是那些。
聽（3）對(duì)聽力材料進(jìn)行進(jìn)一步的練習(xí)，找出你所聽到問(wèn)題的答案，提高了難度，也加深了對(duì)聽力材料的理解。
以上活動(dòng)有易到難，實(shí)現(xiàn)了材料的一材多用，使學(xué)生確實(shí)得到了更為扎實(shí)有效的聽力訓(xùn)練。2．聽后說(shuō)
因?yàn)槁犃Σ牧嫌幸欢ǖ碾y度，學(xué)生在回答問(wèn)題，講答案的同時(shí)就進(jìn)行了一個(gè)說(shuō)的過(guò)程。
三、對(duì)話處理 1．讀前聽 聽（1）：讓學(xué)生根據(jù)聽力內(nèi)容進(jìn)行對(duì)話練習(xí)，練習(xí)how以引起的特殊疑問(wèn)句。聽（2）：聽后，選擇答案，也就是完成2b。聽力結(jié)束后，先讓學(xué)生小組內(nèi)交流答案，再以小組的形式向其他同學(xué)公布答案。然后讓學(xué)生根據(jù)聽力內(nèi)容進(jìn)行對(duì)話練習(xí)。
以上對(duì)同一聽力內(nèi)容進(jìn)行了輛次練習(xí)，該設(shè)計(jì)主要是在靈活運(yùn)用教材的基礎(chǔ)上，使篇三：人教版新目標(biāo)英語(yǔ) 初三 英語(yǔ)教學(xué)案例---不妨空手進(jìn)課堂 背景
《英語(yǔ)課程標(biāo)準(zhǔn)》提出學(xué)生的發(fā)展是英語(yǔ)課程的出發(fā)點(diǎn)和歸宿。英語(yǔ)課程在目標(biāo)設(shè)定、教學(xué)過(guò)程、課程評(píng)價(jià)和教學(xué)資源的開發(fā)等方面都突出以學(xué)生為主體的思想。課程實(shí)施應(yīng)成為學(xué)生在教師指導(dǎo)下構(gòu)建知識(shí)、提高技能、磨礪意志、活躍思維、展現(xiàn)個(gè)性、發(fā)展心智和拓展視野的過(guò)程。教師應(yīng)在教學(xué)過(guò)程中有意識(shí)的加以適當(dāng)?shù)囊龑?dǎo)，激發(fā)學(xué)生對(duì)于掌握一門外語(yǔ)的迫切需要性，引發(fā)他們學(xué)習(xí)的積極性和主動(dòng)性，充分發(fā)揮學(xué)生在課堂上的主體作用。一堂成功的課，應(yīng)該讓學(xué)生自始至終掌握主動(dòng)權(quán)，教師只是充當(dāng)“組織者” “促進(jìn)者、”“合作者、”“咨詢者、”“參與者、”“引導(dǎo)者、”“顧問(wèn)”等多種角色，最大限度地給學(xué)生提供參與的機(jī)會(huì)，學(xué)生的主體性得到了體現(xiàn)，自然就產(chǎn)生了求知和探究的欲望，也就把學(xué)習(xí)當(dāng)作一件樂(lè)事。問(wèn)題的發(fā)現(xiàn)與解決
上課鈴響了，我匆匆忙忙地趕往教室，猛然發(fā)現(xiàn)自己只帶了剛批好的作業(yè)本，而忘帶了教課書、備課筆記和教學(xué)參考，心里不由一陣慌亂。回辦公室去拿，豈不是要耽誤時(shí)間？可現(xiàn)在兩手空空，又恐怕要誤人子弟。
師生問(wèn)候完畢，學(xué)生在靜靜地等候我的下文，面對(duì)三十多雙期待的眼睛，我一邊暗暗慶幸備課時(shí)認(rèn)真地鉆研了教材，心中有一些底，一邊腦子急速轉(zhuǎn)動(dòng)，想著對(duì)策。英語(yǔ)新課程標(biāo)準(zhǔn)不是強(qiáng)調(diào)要把課堂還給學(xué)生嗎？我何不“偷”一回“懶”，讓學(xué)生給我上一堂課。于是，我向?qū)W生坦白了我的尷尬處境，并與學(xué)生商量：“老師什么也沒(méi)帶，這節(jié)課你們來(lái)教我吧?！睂W(xué)生一陣驚愕，一片嘩然，繼而躍躍欲試。一堂師生角色互換、別具一格的英語(yǔ)課拉開了帷幕： teacher（故作疑惑）：what we will learn today？ the students answered together and loudly，unit1 < my new teachers> part a let’s talk.一學(xué)生上黑板寫題目，一筆一畫，極為認(rèn)真，頗有老師的架勢(shì)。teacher：who can help me review the words in part a let’s learn ? 學(xué)生們躍躍欲試，臉上抑制不住興奮，他們也許為能幫助老師而自豪，也許為自己學(xué)有用武之地而快樂(lè)。我請(qǐng)了一位平時(shí)學(xué)習(xí)成績(jī)中等的同學(xué)，只見他迅速地拿著自己的學(xué)生卡片來(lái)到講臺(tái)前，模仿著我平時(shí)的樣子。先讓同學(xué)們齊讀一遍，然后將卡片的順序打亂讓其他同學(xué)猜下一張是什么？臺(tái)下的同學(xué)積極舉手，踴躍發(fā)言。很多同學(xué)還自然而然地將單詞和句子結(jié)合在一起使用如my chinese teacher is strong and kind.we all like her.師（迫不及待）：who’s your english teacher? what’s she like? who can tell me? ss: miss bao is our english teacher.she’s young and tall.she’s funny and kind.(異口同聲)teacher: what about your other teachers? talk about your math/science/? teachers with your friends.學(xué)生積極討論，有的準(zhǔn)備用對(duì)話的形式；有的準(zhǔn)備用介紹的形式；有的準(zhǔn)備用表演的形式，花樣還挺多。接下來(lái)的匯報(bào)讓我一陣陣驚喜，也讓我一次次震驚，我發(fā)現(xiàn)了許多原本該發(fā)現(xiàn)而沒(méi)有發(fā)現(xiàn)的東西?? 他竟然是位朗讀高手。開學(xué)半個(gè)多月，他從未發(fā)過(guò)言，上課小動(dòng)作還不斷，我曾搞過(guò)突然襲擊，可他總是一言不發(fā)。今天，他破天荒地舉了手，我有些狐疑地叫他試試，沒(méi)想到他不僅講得正確、流利，而且還不時(shí)地模仿老師平時(shí)地動(dòng)作、神態(tài)，課堂氣氛異常活躍。在激動(dòng)之余，我不由一陣汗顏。教師不該帶著有色眼鏡看人，應(yīng)擁有一雙善于發(fā)現(xiàn)的眼睛。課堂，應(yīng)給每位學(xué)生施展才能的機(jī)會(huì)——他們是表演的天才。let’s talk.課文下面準(zhǔn)備地幾幅圖片都非常生動(dòng)有趣。學(xué)生在短短的幾分鐘內(nèi)排演成了課本劇，我不得不佩服學(xué)生的理解能力和表演天賦，他們把課文中地對(duì)話進(jìn)行了擴(kuò)展和延伸，將新知和舊知有機(jī)地結(jié)合在一起，表演得惟妙惟肖，他們不僅依托課本運(yùn)用了課本中的語(yǔ)言結(jié)構(gòu)，還自然地融入了自己的理解、自己的語(yǔ)言。學(xué)生在輕輕松松的表演中，不知不覺就達(dá)到了教學(xué)目標(biāo)。反思
外語(yǔ)學(xué)習(xí)的首要任務(wù)是“學(xué)”而不是“教”?？频拢╟order,1981）曾經(jīng)說(shuō)過(guò)，有效的語(yǔ)言教學(xué)不應(yīng)違背自然過(guò)程，而應(yīng)適應(yīng)自然過(guò)程；不應(yīng)阻礙學(xué)習(xí)，而應(yīng)有助于學(xué)習(xí)并促進(jìn)學(xué)習(xí)；不能令學(xué)生去適應(yīng)教師和教材，而應(yīng)讓教師和教材去適應(yīng)學(xué)生。作為外語(yǔ)教師，我們知道，英語(yǔ)不同于其他基礎(chǔ)學(xué)科，它是一門實(shí)踐課，其語(yǔ)言技能是需要通過(guò)學(xué)生個(gè)人的時(shí)間才能培養(yǎng)和提高的。因此，他的教學(xué)效果在很大程度上取決于學(xué)生的主觀能動(dòng)性和參與性。認(rèn)知理論認(rèn)為，英語(yǔ)學(xué)習(xí)的過(guò)程也就是新舊語(yǔ)言知識(shí)不斷結(jié)合的過(guò)程，也是語(yǔ)言能力從理論知識(shí)轉(zhuǎn)化為自動(dòng)應(yīng)用的過(guò)程。而這種結(jié)合和轉(zhuǎn)化都必須通過(guò)學(xué)生自身活動(dòng)才能得以實(shí)現(xiàn)。
沒(méi)想到，我無(wú)意中空手上的一堂課，卻成了我與學(xué)生最快樂(lè)、最輕松也最滿意的一堂課。原來(lái)，沒(méi)有了教本、教案、教參，就沒(méi)有了束縛。教師就不必隨著教本亦步亦趨，學(xué)生也就不必隨著教師預(yù)設(shè)的圈套乖乖就范。沒(méi)有了束縛，就擁有了自由，師生就能以平等的身份出現(xiàn)，平等地交流自己的感受和意見，相互理解，相互欣賞。教師無(wú)所牽掛，心中只有學(xué)生，教師跟著學(xué)生的思路走，隨機(jī)調(diào)控，靈感跌出。學(xué)生無(wú)所限制，思維自由馳騁，在與文本、教師、同學(xué)的平等對(duì)話中，感受到自身的價(jià)值，感受到共享的甜蜜，感受到成功的快樂(lè)?？帐诌M(jìn)課堂的感覺真好，不過(guò)，這無(wú)疑對(duì)教師是個(gè)挑戰(zhàn)，教師必須對(duì)課本爛熟于心，必須對(duì)教材鉆研深刻，必須預(yù)先猜測(cè)學(xué)生在課堂上的一些“可能”，必須有靈活的應(yīng)對(duì)能力。空手進(jìn)課堂，決非容易，功夫還在課外。
參考目錄： 1．《英語(yǔ)課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）2．《新課程新教材教學(xué)案例與評(píng)價(jià)示例》 unit 7 what does he look like? sectiona(the first period)龍泉外國(guó)語(yǔ)實(shí)驗(yàn)學(xué)校胡玲 課堂實(shí)錄：
在悠揚(yáng)的輕音樂(lè)中，我開始了上課。這是一堂人物外貌的描述課，所以我用一個(gè)游戲“pally says?”game開始引課。
stepi.guidance: play “pally says?”game目的在于活躍氣氛，調(diào)動(dòng)學(xué)生的積極性，減少學(xué)生的緊張情緒。加之五官屬于人的長(zhǎng)相的范疇，所以與此課人物外貌相關(guān)連，這樣引入就能自然過(guò)渡到本節(jié)課的內(nèi)容。人物前活動(dòng)用于掃除學(xué)生的語(yǔ)言障礙，因此在教學(xué)上以激發(fā)學(xué)生的學(xué)習(xí)興趣為主，通過(guò)活動(dòng)讓學(xué)生感知、操練語(yǔ)言，為下一步活動(dòng)做好鋪墊。rulers: if pally says touch your eyes/ears/ nose/mouth/shoulder/legs/arm.you should do it.if it doesn’t say that, you can’t do it.if you are wrong, you have to sit down.the person who does it correctly is the winner.after that we begin to study our lesson.t: do you like miss hu? ss: yes.t: why? ss: because you are beautiful.t: thank you.do you like her?(圖片展示)ss: yes.t: ok, i know you think she is a beautiful girl, too.and you like any beautiful person.today we learn unit 7 what does he look like?(圖片展示同時(shí)板書。)step ii.teach the new words and new sentences pattern.the teacher uses the pictures to lead and teach the new words and the new sentence pattern.and then ask the ss to describe the classmates.先利用圖片展示進(jìn)行新單詞句型的引入,讓學(xué)生熟悉。接著要求其他同學(xué)描述三位外貌典型的同學(xué)，再小組練習(xí)。這樣更形象，更貼近生活，學(xué)生更容易接受，加強(qiáng)了學(xué)生間的合作與交流。再按發(fā)形，身高，體重的類別練習(xí)以免混淆，同時(shí)加深記憶。在教學(xué)的過(guò)程中，我要求學(xué)生描述教室里聽課的老師，學(xué)生們十分激動(dòng)，想著能用英語(yǔ)描述自己的老師了，他們特別高興。此時(shí)的氣氛很活躍。stepiii.pair work at first the teacher gives the ss an example.then ask ss practice like this.a:what does he look like? b: he has short hair.he is tall.he is medium height.這樣完整地描述人的外表是為后面能安排、完成任務(wù)做鋪墊，同時(shí)能檢測(cè)學(xué)生的掌握情況，以便老師隨時(shí)調(diào)控。
stepiv.play a guessing game.at first the teacher gives the ss an example.then ask ss to describe anyone in the classroom.let the others guess.這個(gè)游戲的安排目的是讓學(xué)生通過(guò)他人的描述，去發(fā)現(xiàn)別人的外部特征。培養(yǎng)學(xué)生聽、說(shuō)以及辨別能力，同時(shí)可活躍課堂氣氛。
stepv.free talk: talk about any person who you like.這是一個(gè)任務(wù)教學(xué)，讓學(xué)生描述自己的家人、朋友及喜愛的明星，增添他人對(duì)自己的了解。學(xué)生拿出事先準(zhǔn)備好的自己最喜愛的電影、足球明星，在小組里輪流進(jìn)行描述。然后在組與組之間進(jìn)行資源共享，讓學(xué)生在講臺(tái)上用投影儀進(jìn)行展示。（通過(guò)這一活動(dòng)，使學(xué)生在掌握一定的英語(yǔ)基礎(chǔ)知識(shí)和基本技能，能與小組成員合作共同完成學(xué)習(xí)任務(wù)，發(fā)展語(yǔ)言的綜合運(yùn)用能力，并創(chuàng)造性地使用英語(yǔ)表達(dá)自己的思想）。stepvi.describle and draw ask ss to describle “what do you look like when you are 20 years old and draw a picture of it.設(shè)計(jì)這個(gè)任務(wù)目的在于讓學(xué)生能學(xué)有所用，想象設(shè)計(jì)一下自己20歲風(fēng)華正茂時(shí)的樣子，并畫出來(lái)，讓此堂課別開生面，樂(lè)趣橫生。同時(shí)這培養(yǎng)學(xué)生的多種能力，讓其能動(dòng)手動(dòng)口。stepvii.1a—1b 在學(xué)生掌握好的前面的知識(shí)的基礎(chǔ)上再處理學(xué)習(xí)書上的知識(shí)，就化難為簡(jiǎn)，學(xué)生才能得心應(yīng)手，同時(shí)讓學(xué)生整體回顧本節(jié)課的重點(diǎn)內(nèi)容。stepvii.motto 此格言的安排是為了培養(yǎng)學(xué)生尊重他人的品德，不以貌取人。stepix.homework.1.copy the sentences in grammar focus.2.describe your friend,your parent, your teacher or any other person,and then write it down in your exercise book通過(guò)以上幾步的語(yǔ)言輸入練習(xí)，讓學(xué)生在進(jìn)一步創(chuàng)造性活用所學(xué)語(yǔ)言，提高學(xué)生的寫作能力。
初二英語(yǔ)分層次教學(xué)中個(gè)案輔導(dǎo)策略研究
[ 錄入者:admin | 作者:未知 | 來(lái)源:網(wǎng)絡(luò)采集所得| 瀏覽:394次 ] 一.情況概述
學(xué)生的學(xué)習(xí)可能性與教學(xué)要求之間的矛盾的對(duì)立統(tǒng)一關(guān)系是教學(xué)發(fā)展的動(dòng)力。分層遞進(jìn)教學(xué)著眼于協(xié)調(diào)教學(xué)要求與學(xué)生學(xué)習(xí)可能性的關(guān)系，推動(dòng)教學(xué)過(guò)程的展開。學(xué)生的學(xué)習(xí)可能性存在著差異，每一位學(xué)生都有發(fā)展的潛能，于是教師要針對(duì)不同的學(xué)生，在分層遞進(jìn)教學(xué)中對(duì)學(xué)生的學(xué)業(yè)進(jìn)行行之有效的個(gè)別輔導(dǎo)。
自2003年9月起在初二(5)班英語(yǔ)教學(xué)中實(shí)行了分層次。即把我所任教的初二(5)班，按英語(yǔ)學(xué)科的成績(jī)，重新組合分為a、b兩個(gè)教學(xué)層次。a層次相對(duì)是學(xué)業(yè)成績(jī)較差的一個(gè)班，而b層次是相對(duì)成績(jī)較好的一個(gè)班。分層次是分層遞進(jìn)教學(xué)的一種授課形式。
分層次之后，學(xué)業(yè)成績(jī)相近的學(xué)生在一起學(xué)習(xí)，便于教師在授課時(shí)提出與他們的可能性相協(xié)調(diào)的要求，采取適宜的方法，更有效地開展教學(xué)活動(dòng)，在這種學(xué)習(xí)氛圍中也有利于學(xué)生展開競(jìng)爭(zhēng)。b層次盡管學(xué)生學(xué)業(yè)成績(jī)相對(duì)較好，但其中也不乏學(xué)科發(fā)展不平衡的學(xué)生，初二(5)班黃××同學(xué)，便是其中較為典型的一例。黃××同學(xué)是工人子女，初二才從海南轉(zhuǎn)來(lái)本校學(xué)習(xí)。該學(xué)生英語(yǔ)科成績(jī)?cè)谶M(jìn)校時(shí)的一次初二摸底考中只得了63分。對(duì)于一個(gè)在b層次學(xué)習(xí)的學(xué)生，她英語(yǔ)學(xué)科的分?jǐn)?shù)在班里是屬于最低檔a層。經(jīng)過(guò)幾方面綜合分析，我認(rèn)為造成黃××同學(xué)英語(yǔ)學(xué)科成績(jī)不良的因素是：1.由于海南與福建兩地使用的英語(yǔ)教材不同，有些詞匯與語(yǔ)法現(xiàn)象黃××同學(xué)沒(méi)學(xué)過(guò)；2.由于教學(xué)體制與體系不同，一般外地學(xué)生來(lái)本校求學(xué)時(shí)，均感到外語(yǔ)學(xué)習(xí)費(fèi)力；3.學(xué)生自己本身在學(xué)習(xí)中存在偏科現(xiàn)象，而英語(yǔ)又是其薄弱的一項(xiàng)。但是黃××同學(xué)本人學(xué)習(xí)勤奮刻苦，人品正直，資質(zhì)不錯(cuò)，有學(xué)習(xí)的潛力，且愿意在學(xué)習(xí)上下功夫。
二.個(gè)案輔導(dǎo)策略
現(xiàn)代教育指出一個(gè)好的教師不僅要向?qū)W生傳授知識(shí)，而且要通過(guò)有目的的教學(xué)教給學(xué)生獨(dú)立地掌握知識(shí)的本領(lǐng)。心理學(xué)家e.d加涅認(rèn)為現(xiàn)在公共教育存在的兩個(gè)問(wèn)題，一是教師如何改進(jìn)他們的教學(xué)；一是學(xué)生如何改進(jìn)他們的學(xué)習(xí)。加涅將這兩個(gè)問(wèn)題概括為教學(xué)策略和學(xué)習(xí)策略。越來(lái)越多的研究結(jié)果證實(shí)，學(xué)習(xí)困難學(xué)生的學(xué)習(xí)策略通過(guò)教師教學(xué)和課后輔導(dǎo)相結(jié)合，能提高學(xué)習(xí)困難學(xué)生的學(xué)業(yè)水平，也能改善他們的學(xué)習(xí)策略。黃××同學(xué)的英語(yǔ)學(xué)業(yè)成績(jī)不良，有其客觀性，九年制義務(wù)教育對(duì)于普及文化知識(shí)是一種強(qiáng)有力的保證，英語(yǔ)學(xué)科的教學(xué)還只是處在入門階段，如果在入門階段就及時(shí)發(fā)現(xiàn)問(wèn)題，及時(shí)地進(jìn)行學(xué)習(xí)方法的指導(dǎo)、學(xué)習(xí)能力的培養(yǎng)，對(duì)學(xué)習(xí)過(guò)程進(jìn)行有效地調(diào)控，那么學(xué)生學(xué)習(xí)成績(jī)不良的狀況會(huì)得到有效地改善，學(xué)生的學(xué)習(xí)能力會(huì)進(jìn)一步地提高。黃××同學(xué)學(xué)習(xí)自覺有熱情，教師關(guān)鍵要在學(xué)習(xí)方法、學(xué)習(xí)策略上予以輔導(dǎo)。在分層施教的教學(xué)環(huán)境中要充分利用學(xué)生其自身差異的特點(diǎn)，利用開發(fā)這些資源，挖掘?qū)W生的潛力，讓學(xué)生主動(dòng)學(xué)習(xí)。三.操作方法
(一)學(xué)習(xí)策略的輔導(dǎo)
學(xué)習(xí)策略是指主動(dòng)的學(xué)習(xí)者在特定的學(xué)習(xí)情境中運(yùn)用的學(xué)習(xí)方法和學(xué)習(xí)調(diào)控的有機(jī)統(tǒng)一。學(xué)習(xí)策略不僅包括一些具體的學(xué)習(xí)方法或技能，而且包括能根據(jù)學(xué)習(xí)任務(wù)和情景特點(diǎn)，制定合理的計(jì)劃，運(yùn)用合適的學(xué)習(xí)計(jì)劃，正確的對(duì)學(xué)習(xí)過(guò)程進(jìn)行監(jiān)控。1.制定學(xué)習(xí)計(jì)劃
首先讓黃××同學(xué)結(jié)合自己的學(xué)習(xí)特點(diǎn)及生活習(xí)慣制定一份個(gè)人學(xué)習(xí)計(jì)劃，要求符合全面、合理、高效的原則，安排好每天的英語(yǔ)學(xué)習(xí)。制定學(xué)習(xí)計(jì)劃的目的是為了讓學(xué)生在學(xué)習(xí)中有計(jì)劃地學(xué)習(xí)，在計(jì)劃的實(shí)施過(guò)程中個(gè)人及教師要定期進(jìn)行指導(dǎo)與督促。2.養(yǎng)成良好的學(xué)習(xí)習(xí)慣
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