第一篇：人教版新目標英語九年級Unit15第一課時 (Section A 1a---1c)教學

人教版新目標英語九年級Unit15第一課時（Section A 1a---1c）教學設(shè)計

宜豐二中 張學云

一．學習內(nèi)容

人教版新目標英語九年級Unit15 We’re trying to save the manatees!Section A 1a---1c 本單元主要圍繞著有關(guān)瀕臨滅絕的動物這一話題，學習應(yīng)該怎樣保護我們的環(huán)境，以及就某一問題展開辯論。本課時是本單元的第一節(jié)是起始課，主要是學習各種動物的名稱、描述動物的形容詞以及運用所學的形容詞來描述與自己在某些方面有類似特點的動物。二．教學目標 1．認知目標

a.學習各種動物的名稱以及描述動物的形容詞。b.能聽懂聽力內(nèi)容，并能完成相應(yīng)的練習。2．情感目標

增強學生愛護動物的意識。三．教學重點、難點 1．教學重點

學習各種動物的名稱以及描述動物的形容詞。2．教學難點

運用所學的形容詞來描述與自己在某些方面有類似特點的動物。四．教學方法

任務(wù)型教學法、情景教學法 五．教學手段 多媒體課件 六．組織形式

小組練習資源共享

本節(jié)課流程圖：用游戲復習舊知，激發(fā)興趣→情景問答，導入新課，學習新知→鞏固運用，拓展能力→綜合學習，形成技能。

教學流程

一．熱身(5分鐘)（利用多媒體展示一些動物圖片）1． T：Do you like animals ?

S: …

T: Can you tell me what animals we have learned before? S: …(學生會爭先恐后地說出已學過的動物名稱)2．T： Now let’s play a game about the animals, OK? 讓學生以小組為單位來搶說動物的名稱，教師給獲獎的小組相應(yīng)的獎勵。比賽規(guī)則

每個學生只有一次機會來搶說，說出一個動物名稱該組得一分，其他同學不能重復，否則扣掉一分。（目的：讓大部分同學參以課堂活動，活躍了課堂氣氛，同時復習舊知。）二．進入新課

Step 1 教新單詞

(10分鐘)T: Do you like to know more about other animals? S: …

T: OK.Let’s go to the zoo together.利用多媒體展示出1a 中的圖片

T: Which animals look most like the human being? S: Chimpanzees.（教新單詞Chimpanzees）T: Can you tell me something about them? S: They are noisy…

T: And they are also playful.（教師引導，學習新單詞playful.）教師繼續(xù)引導學生學習本課所要學習的動物名稱以及描述動物的形容詞。

Step2 教學1a(3分鐘)1．讓學生觀看1a中的圖畫，讀出圖中有關(guān)動物的單詞。2．學生讀圖畫上的形容詞。

3．引導學生讀懂1a的指示語，學生根據(jù)指示語的要求，把形容詞填在相應(yīng)的位置上。4．核對答案。

Step3 教學1b（5分鐘）1．幫助學生明確聽力要求。

2．聽力練習。學生根據(jù)錄音內(nèi)容，在單詞表中圈出所聽到的形容詞。3．核對答案。

（學生通過聽力練習，進一步熟悉本課的生詞，同時鍛煉了學生聽力能力）

Step4 Take 1(10分鐘)

T: We humans are animals, too.So we are like animals in some ways.Now in groups of four, you are going to think of an animal that is the same as you are in some ways.Then you are to describe the animal and the others are to guess its name.Listen to me carefully and see how to do it well.作法：

１．

介紹游戲方式和內(nèi)容：

第一步：各自想好一種與你在某些方面有類似特點的動物。第二步：在筆記本上寫一段話，描述該動物和你類似的特點。第三步：相互讀給伙伴聽，猜猜看。

２．讓每組選出一段比較精彩的描述讀給大家聽。

３．全班共同猜出描述的動物?？纯凑l是第一個猜出的人。

Model: A: I am like this animal because I am heavy and enormous, I like forests and I like to go around the mountain.B1: You’re like a chimpanzee.A: No.B2: You’re like an elephant.A: Yes.(通過讓學生寫和說來鞏固目標語言，同時通過搶答，有一次激起學生學習英語的興趣。)

Ｔask2 寫作(10分鐘)１．

寫一篇有關(guān)瀕臨滅絕動物的短文。

內(nèi)容包括外貌特征、生活習性以及我們應(yīng)該怎樣去保護它們。

２．

教師邀請幾位同學讀出他們的佳作，且當場進行點評。

（鍛煉學生的寫作水平，從而達到培養(yǎng)學生綜合運用英語的能力，同時激發(fā)了學生愛護動物的意識。）

三．總結(jié)（1分鐘）四．Homework（1分鐘）

Review the new words in the box in Activity 1a.

第二篇：新目標九年級英語Unit 2第一課時教案

新目標九年級英語

Unit 2 I used to be afraid of the dark.教學設(shè)計

河北省武安市第九中學王肖敏

一．教材分析

1.教材的地位和作用

本單元是初中英語新教材第三冊第2單元，本單元的核心話題為“talk about what they used to be like”，圍繞著談?wù)撨^去自己和他人過去經(jīng)常做的事，談?wù)撟约汉退诉^去的外貌性格愛好，以觀察圖片、聽力理解、閱讀理解等訓練方式和獨立學習、合作交流、完成任務(wù)等形式完成目標語言的輸入，學習句型Used to 為主要學習任務(wù)，并且設(shè)置任務(wù)型綜合性語言實踐活動，讓學生在交際活動中，學會如何正確地用英語表達自己的意見和建議，重在培養(yǎng)學生的習得語言運用能力、實踐能力、合作能力及創(chuàng)新意識。

2.教學目標

(1)語言目標：談?wù)撟约汉退诉^去是什么模樣。

(2)知識目標

重點詞匯Used to和描述人的外貌和性格的形容詞。

重點句型Mario used to be short, but now he is tall.She used to be shy, but now he is outgoing.I used to have shot hair, but now I have long hair.(3)能力目標：

1）依托本單元的語言素材提高學生聽、說、讀、寫及自學、創(chuàng)新和溝通能力。熟練掌握“used to” 句型，培養(yǎng)學生運用語言的能力。

2）培養(yǎng)學生善于聽說、樂于聽說的良好習慣和學習能力。

3）運用CAI或圖片，充分調(diào)動學生的感官，培養(yǎng)觀察力和注意力。

4）在表演中培養(yǎng)學生樂于表達的人際交往能力和知識創(chuàng)新能力。

(4）情感目標：

人是發(fā)展變化的,矮的同學長高了,胖的同學變瘦了,興趣愛好也會較以前有所不同,隨著年齡的增長,同學們應(yīng)不斷克服自己的缺點,增長知識,健全自己的人格,日趨完善自己。

3．教學重點和難點：

重點：這一單元的重點在于“used to be 句型的用法”。

難點：掌握表示性格、外貌和愛好的句子表達。used to句型在日常生活中的運用。

二． 教材處理：

根據(jù)以上對教材的分析，同時從所教班級學生實際出發(fā)，在教材處理上，將重點落在兩個主要的環(huán)節(jié)上：一是人物外貌性格的描述和表達，二是used to do 的用法。同時每個環(huán)節(jié)又作了兩次遞進式的演練，這樣可以相對降低學生的學習難度，同時也是貫徹順序漸進的原則。從中巧妙地穿插圖片幫助學生進行適當?shù)臍w納講解，在此基礎(chǔ)上最后進入游戲活動，讓學生在玩中學，學中玩，以期達到本單元的教學目的。

三．教學方法：

本單元從一開始導入，就以任務(wù)型為驅(qū)動，堅持以教師為主導，學生為主體展開師生雙邊及學生之間多邊的對話，并同時輔以由淺入深，層層推進，演繹歸納，聽說并重的原則。采用視聽法、問答法，和情景交際法，并把競爭機制引入課堂。

（1）視聽法，主要通過多媒體課件展示、圖片展示、老師提問、學生回答等方式提供讓學生看、聽、說、的練習機會。

（2）問答法和情景交際法，用多媒體展示各種圖片，讓學生利用這些圖片進行交流，讓學生在做中學，在實踐中獲得信息，習得英語。

學生通過談?wù)撟约夯騽e人過去和現(xiàn)在的不同之處，來練習used to be 句型。利用圖畫創(chuàng)設(shè)情境的形式來練習這個句型。例如：利用懸念法、引申法設(shè)置謝霆鋒小時候的照片和現(xiàn)在的照片來對比，讓學生對他們比較感興趣的明星進行外貌和愛好上的描述，學生會非常的積極，以達到教學目的。

四． 教學手段：

本課時以多媒體為主要教學輔助手段。

五． 教學程序：

Step 1 Revision

Talk about the students themselves what they used to be like two years

ago.What did she / he look like two years ago ?

He used to be short./ thin / straight hair / funny./ heavy…

Step 2 Lead in and Activity 1a

1.Show some pictures about some stars，ask students to say their appearance and personality.Students are very glad.Review the words about appearance and personality.T: Who is she/ he?

S: She/ He is…

T: She/ He used to be short, didn’t she/ he?

S: Yes.She used to be thin.She used to have short hair.2.Fill in the chart below with words to describe people.3.Show two pictures about a girl.Then ask the students: “What did she use to be?” Let students say their opinions freely, “She used to be ……, but now she is ……” Lead in “used to be”.4.Show two pictures about Xie Tingfeng.Guess, “Who is he?” Lead in “He was short when he was a child, but he is tall now.” The students say, “He used to be short, but now he is tall.” Change the hobby about Xie Tingfeng.“He ”

Step 3 Activity 1b

1.Play the tape.The Ss listen and fill in the blanks.What did his friends use to look like?

2.Listen again and check up the answers.Step 4 Work in pairs, ask and answer

1.Look at the pictures and make sentences.2.Pair works

A: What did you use to look like?

B: I used to be fat, but now I’m thin.What about you?

A: I used to… but now I’m …

3.Report

I used to be heavy, but now I’m thin.My friend …used to…, but now he/sheis …

Step 5 Grammar

used to do sth過去常常做某事，而現(xiàn)在已不做。只有一種形式,即過去式,可用于所有人稱。

1.肯定句He used to get up early.The river used to be clean.2.否定句, 常用didn’t use to或used not to

He didn’t use to smoke.He used not to smoke.3.疑問句，常用Did …use to…?

Did he use to smoke?

4.反意疑問句

(1)She used to work there,(2)You didn’t use to be tall, Step 6 Play Games----Lucky 52

The students choose a number from 1 to 9 and look at the picture to

answer the question.If the students answer the question correctly, he will get a prize.Step 7 Exercise

Ask the students to do some exercise.Step 8 Homework

Write an article about you, including the changes about the appearance and personality.

第三篇：九年級英語上冊Unit 11英語教案 人教新目標版

億庫教育網(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?

億庫教育網(wǎng) http://004km.cn 億庫教育網(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．

億庫教育網(wǎng) http://004km.cn 億庫教育網(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 億庫教育網(wǎng) http://004km.cn 億庫教育網(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．

億庫教育網(wǎng) http://004km.cn 億庫教育網(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．

億庫教育網(wǎng) http://004km.cn 億庫教育網(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．

億庫教育網(wǎng) http://004km.cn 億庫教育網(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．

億庫教育網(wǎng) http://004km.cn 億庫教育網(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

億庫教育網(wǎng) http://004km.cn 億庫教育網(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．

億庫教育網(wǎng) http://004km.cn 億庫教育網(wǎng) http://004km.cn

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．

億庫教育網(wǎng) http://004km.cn 億庫教育網(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．

億庫教育網(wǎng) http://004km.cn

第四篇：九年級英語全冊《Unit 11》教學設(shè)計 人教新目標版

山東省鄒平縣實驗中學九年級英語全冊《Unit 11》教學設(shè)計 人教新

目標版

本 學 期 第 課 時 本 單 元 第 課時 上 課 日 期：________ 主 備 人： 復 備 人：___________ 審核人：____________ 學習目標：1 掌握本單元中的詞匯和短語；

2.背誦短文3a和 Grammar的重點短語和句子 3.掌握復習問路情景對話和賓語從句。

教學過程

一、先復習單詞和短語（8分鐘）然后聽寫下列單詞和短語： 單詞：

1.The air isn’t f__________(新鮮的).2.Could you please l__________(借給)me your pen? 3.Could you please tell me where to p__________(停車)my car? 4.A very d__________(直接的)order like this can sound rude in English.5.Sometimes we might even need to spend some time l__________(引導)in to a question or a request.6.I w__________(想知道)if you can help me.短語：

1.next to 旁邊、緊接著 2.between … and… 在…和…之間 3.decide to do 決定做… 4.a good place to hang out?是一個閑蕩的好地方 5.take a vacation == go on a vacation 去度假6.dress up 打扮 7.on the beach 在海灘上 8.depend on sth / doing / 從句 根據(jù)、依靠、依賴、決定于 9.把…借給某人lend sb.sth.＝ lend sth.to sb.10.in a way 在某種程度說 11.in order to do 為了做… 表目的 12.hand in 上交

二、復習Unit 3課本內(nèi)容，（15分鐘）重點背誦下列重點句子： 1.Could you tell me ______ ____ ____ ____ the post office? 你能告訴我怎樣去郵局嗎

2.There’s always something __________.總有事情發(fā)生

3.______ the elevator ______ ______ ______ floor.乘電梯到二樓 4.______ ______ the bank.過銀行

5.Is that a good place ____ ______ ______？那是個閑逛的好地方嗎？ 6.The staff ______ ____ ____ clowns.職員打扮成小丑的樣子

7.____ ______ ____ ____ ________ people, learning about language etiquette is as important as learning grammar or vocabulary.為了不冒犯別人，學習用語言的禮節(jié)和學習語法或詞匯同樣重要

三、教師抽查，同學互查，對出現(xiàn)的問題加以講解。

四、教師點撥：

（一）問路情景對話 ①問路常用的句子：

Do you know where …is ? Can you tell me how can I get to …? Could you tell me how to get to …？

②Can/Could/Will/Would you please tell me sth.表示十分客氣地詢問事情

③Could you tell me how to get to the park? 請你告訴我怎么才能去郵局好嗎？中的how to get to the park 是疑問詞與動詞不定式連用，用作賓語，但不是賓語從句，可是 相當于how I can get to the park（賓語從句）如： I don’t know how to solve the problem.== I don’t know how I can solve the problem.我不知道如何解決這個問題 Can you tell me when to leave? == Can you tell me when I ill leave? 你能告訴我什么時候離開？

（二）賓語從句三要素

引導詞that;if/ whether;特殊疑問詞； 語序：陳述句語序

時態(tài)：主句為一般現(xiàn)在時，從句時所需要的任意時態(tài)；主句為一般過去時，從句時過去時的相應(yīng)時態(tài)；從句內(nèi)容為自然現(xiàn)象或客觀真理用一般現(xiàn)在時）

五、達標測試 單項選擇

1.He wanted to know ___________.A.if he speaks at the meeting B.when the meeting would start C.what he’s going to do at the meeting D.where would the meeting be held 2.It is important for us to know how _______ requests politely.A.to make B.making C.make D.made 3.Can you tell me ____________? A.how much does it cost B.how much it is C.how much it costs D.Both B and C 4.Daming Lake is a good place __________fun.A.have B.having C.to have D.has 5.Can you please tell me where ____________ the post office? A.to find B.can I find C.I can find out D.find 6.Mr Tan makes the best noodles in town.They’re ___________.A.sour B.delicious C.crispy D.salty 7.Do you know ________ there are any good restaurants _______ this block? A.if, on B.how, on C.if, to D.where, to 8.I live next to Huapu supermarket.It’s very ____________.A.beautiful B.clean C.delicious D.convenient 9.---Do you know how to go the restrooms?---____________ A.Yes, I can.B.I could.C.Sure.D.I could tell you.10.---Where is the bookstore?---Take the elevator ______ the second floor and turn left.And the bookstore is ________ the furniture store and the drugstore.A.at, next to B.at, between C.to, between D.to, next to 11.There is a furniture store ___ Zhongshan Road.A.on B.in C.at D.from 12.It is important ______ computer in the society.A.use B.to use C.using D.used to 2 13.The songs of the rock band sound ________.A.well B.good C.nicely D.badly 14.It is ________ better than that one.A.more B.many C.very D.even 15.Let him have a rest.He is ________ tired.A.kind of B.bit of C.kind D.all kinds of 1-5 BADCA 6-10 BADCC 11-15 ABBDA 用動詞的正確形式填空

1.__________(take)care of our environment is very important.2.__________you ever___________(throw)any litter on the ground? 3.---_______your mother __________(come)back?---Yes, she __________(come)back a moment ago.4.---How long ________you_________(wait)for the bus here?---Ten minutes.5.---Where is Liu Mei?---She____________(go)home.6.The boy ______________(not swim)in the river yet.7.I ___________(find)my ruler in my desk five minutes ago.8.My mother ___________(buy)vegetables on her way home every day.9.Look at the clouds.It____________(rain).10.Look!The boy ______________(put)on his sweater by himself.教學反思：

第五篇：2014版人教新目標英語九年級第一單元課文翻譯

Unit1 How can we become good learners? P2 2d----安妮，我有點緊張，我必須讀完一本書，以便下周一作報告。----聽起來不太糟糕。

----但我是一個讀書很慢的人。

----一開始只管快速閱讀獲取文章大意就好了，不要逐字逐句的讀，按詞組閱讀。----但我很多單詞都不懂，我不得不用字典。

----盡量通過閱讀上下文來猜測單詞的意思，可能你知道的比你預(yù)象的要多。----那聽起來很難!----哦，耐心點，這得花時間。你可以每天通過閱讀你喜歡的東西得到提高。你讀得越多，你(閱讀的速度)就越快。P3 3a How I Learned to Learn English我是如何學會學習英語的

去年，我不喜歡我的英語課。每節(jié)課像是一個噩夢。老師說的太快以至于我大多數(shù)時候都聽不太懂。因為我糟糕的發(fā)音，我害怕問問題。我只是躲在我的課本后面，從來不說一句話。

后來有一天我看了一部叫做《玩具總動員》的英語電影。我愛上了這部既激動人心又滑稽有趣的電影！就這樣我也開始看其他的英文電影。雖然我無法聽懂那些角色所說的全部內(nèi)容，但他們的肢體語言和面部表情幫助我理解了意思。我也意識到我可以通過只聽關(guān)鍵詞來理解意思。通過聽英文電影中的對話，我的發(fā)音也變的更好了。我發(fā)現(xiàn)聽一些有趣的內(nèi)容是學習語言的秘訣。我還學到了一些有用的句子比如“這簡直是小菜一碟”或者“你活該”。我起初不理解這些句子，但是因為我想理解這個故事，所以我查了字典。

現(xiàn)在我真的喜歡我的英語課。我想學習生詞和更多的語法，那樣我對英語電影就能有更好的理解了。P6 2b How can you become a successful learner?怎么成為一個成功的學習者呢? 每個人天生就擁有學習的能力。但是你能否學習的好取決于你的學習習慣。研究顯示成功的學習者有一些共同的好習慣。

1.培養(yǎng)他們對所學東西的興趣 研究顯示，如果你對某事物感興趣，你的大腦會更活躍而且對你來說長時間地關(guān)注那個事物也容易些。善于學習的人經(jīng)常把他們需要學的事物與一些有趣的事物聯(lián)系起來。比如，如果他們需要學習英語而且他們喜歡音樂或者體育，他們就可以聽英文歌曲或者看英文版的體育節(jié)目。這樣他們就不會感到乏味了。

2.練習并從錯誤中學習

善于學習的人思考他們擅長什么以及他們需要更多的練習什么。記?。骸安挥眉词А?。即使你學某事物學的很好，如果你不使用你會忘記它?！笆炷苌伞?。善于學習的人會一直練習他們所學到的東西，而且他們從不怕犯錯誤。亞歷山大-格雷厄姆-貝爾不是一夜之間發(fā)明了電話的。他是通過許多次的嘗試以及從他的錯誤中學習取得成功的。

3.發(fā)展他們的學習技能

僅僅努力學習是不夠的。善于學習的人知道他們能夠?qū)W習的最佳方式。例如，他們可以通過寫下關(guān)鍵詞或者畫思維導圖來記筆記。他們還會尋找各種方式來復習他們所學到的東西。他們可以通過每天讀他們的筆記或者向另一名學生解釋信息的方式來復習。

4.問問題

善于學習的人在課堂上或者課后經(jīng)常問問題。他們甚至互相問問題然后盡力找出答案。知識源于質(zhì)疑。

學習是一段畢生的旅程，因為每天都會帶來新的事物。你所學會的一切都會成為你的一部分并改變著你，所以要聰明地學習、好好學習。P8 Self Check 1 每次考試的時候你緊張嗎?如果你發(fā)展了聰明的學習技能的話你就沒必要緊張。記住在課堂上做筆記，課后和朋友們一起或者自己復習。然后通過做練習操練你學到的東西。盡量一點一點的學習和記住信息而不是等到最后一刻才馬上去學習所有的東西。如果你為考試準備好了就沒有擔心的事了!