第一篇：人教版新目標(biāo)九年級(jí)英語教案Unit 9第九單元教學(xué)設(shè)計(jì)

人教版新目標(biāo)九年級(jí)英語教案Unit 9第九單元教學(xué)設(shè)計(jì) AUnit9 I like music that I can dance to（第1課時(shí)）

一、教材分析

定語從句是本單元的語法要點(diǎn)，是在1-8單元已經(jīng)對(duì)該語法知識(shí)有所滲透的前提下安排的。本節(jié)課話題是讓學(xué)生體會(huì)音樂在生活中無處不在，體會(huì)不同類型音樂的特點(diǎn)，學(xué)會(huì)熱愛生活；能用簡(jiǎn)單的定語從句形式表述自己的觀點(diǎn)。通過本節(jié)的學(xué)習(xí)，增強(qiáng)學(xué)生對(duì)復(fù)合句的理解，提高其對(duì)此句式的應(yīng)用能力。

二、學(xué)生分析

學(xué)生們已經(jīng)有了初步的復(fù)合句的知識(shí)。三、三維目標(biāo)

1、知識(shí)目標(biāo)：

掌握本單元基本詞匯，學(xué)會(huì)恰當(dāng)?shù)氖褂靡龑?dǎo)詞that ,who

2、能力目標(biāo)

1）掌握功能句“What kind of music do you like ? I like music that I can dance to.I love singers who can write their ownmusic.”

2）能夠自如地談?wù)撟约核矚g的音樂和音樂家。

3、情感目標(biāo)：

通過學(xué)生談?wù)搶?duì)音樂和音樂家的好惡，從而使學(xué)生學(xué)會(huì)欣賞音樂的美。

四、教學(xué)重點(diǎn) 1）本節(jié)課的教學(xué)重點(diǎn)是學(xué)會(huì)并掌握先行詞為物或者人時(shí)，引導(dǎo)詞“that ,who ”的使用方法。2）“prefer ?to?”的用法

3）掌握有關(guān)音樂的詞匯和相關(guān)的詞組，能夠比較流利地描述自己喜歡的音樂，運(yùn)用功能句 “What kind of music do you like ? I like music that I can dance to.I love singers who can write their own music.”

五、教學(xué)難點(diǎn)

定語從句運(yùn)用

六、教學(xué)策略

采用任務(wù)型語言教學(xué)，實(shí)施情境教學(xué)法、小組合作探究法、情感激勵(lì)法。

七、教學(xué)準(zhǔn)備

自制多媒體課件（PowerPoint）；錄音機(jī)(A tape recorder)

八、教學(xué)環(huán)節(jié)

1、課堂導(dǎo)入 ⑴ Warming up ⑵ Discuss: Do you like music? What kind ofmusic do you know? ⑶ There aremany kinds of music such as pop ,jazz, rock??.Let Sstalk about the kinds of music..（多媒體出示）

⑷Let Ss read 1a.Explain the sentences: I prefermusic that has great lyrics=I like music that has great lyrics better.lyrics:the plural form is often used.Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.2、課堂講授

Explain attributive clauses.定語從句：在復(fù)合句中修飾名詞或者代詞的從句叫做定語從句。先行詞是“人”時(shí)，用關(guān)系代詞who引導(dǎo)，先行詞是“物”時(shí)，用關(guān)系代詞that來引導(dǎo) I love singers who write their ownmusic I like music that I can dance to.a.that即可代表事物也可代表人，which代表事物；它們?cè)趶木渲凶髦髡Z或賓語，that在從句中作賓語時(shí)?？墒÷躁P(guān)系詞，which在從句中作賓語則不能省略。而且，如果which在從句中作“不及物動(dòng)詞＋介詞”的介詞的賓語，注意介詞不要丟掉，而且介詞總是放在關(guān)系代詞which的前邊，但有的則放在它原來的位置

b.which作賓語時(shí)，根據(jù)先行詞與定語從句之間的語義關(guān)系，先行詞與which之間的介詞不能丟

c.代表物時(shí)多用which，但在帶有下列詞的句子中用that而不用which，這些詞包括all,anything, much等，這時(shí)的that常被省略

d.who和whom引導(dǎo)的從句用來修飾人，分別作從句中的主語和賓語，whom作賓語時(shí)，要注意它可以作動(dòng)詞的賓語也可以作介詞的賓語 e.where是關(guān)系副詞，用來表示地點(diǎn)的定語從句

3、課堂練習(xí)

Fill inthe blank with who that 1）.I have a brother _______likes soccer.2）Tom doesn’t like movies_______are too long and too scary.3）We prefer groups ________ play loud and energetic songs.4）He likes friends_________ often help each other

4、課堂活動(dòng)

1)Askand answer in pairs:

What kindof music do you like best? Why? I like popmusic/classical music/jazz music/country music/dance music, etc.And tell thereasons.2)Listento four pieces of music.Then practice the conversation in pairs.3)Showseveral pictures and introduce their favorite singers ,groups and so on..4)Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.5)Listenand complete 1b,2a and 2b.5、課堂小結(jié)

在定語從句中，先行詞是“人”時(shí)，用關(guān)系代詞who引導(dǎo)，先行詞是“物”時(shí)，用關(guān)系代詞that來引導(dǎo)。

I love singers who write their ownmusic I like music that I can dance to.who / that 在定語從句中做主語時(shí)，謂語動(dòng)詞的單復(fù)數(shù)應(yīng)與先行詞保持一致 I prefershoes that are cool.I like apizza that is really delicious.I lovesingers who are beautiful.I have afriend who plays sports.6、作業(yè)布置

Write a composition about the kinds of the friends they likeand dislike

九、板書設(shè)計(jì)

Unit9 I like music that I can dance to

1.prefer….to….=like …better than……

Iprefer singing to dancing 2.Attributiveclauses(定語從句).I love singers who write their ownmusic

先行詞

“人”

I like music that I can danceto.先行詞

“物”

十、教學(xué)反思

通過本單元的學(xué)習(xí)，不僅能使學(xué)生學(xué)會(huì)本單元的功能句，而且通過創(chuàng)設(shè)情境調(diào)動(dòng)學(xué)生的積極性和自主性，使學(xué)生敢于用英語交流和表達(dá)，學(xué)習(xí)中遇到困難，愿意主動(dòng)向他人請(qǐng)教，并有較強(qiáng)的合作精神，使學(xué)生進(jìn)一步體會(huì)到英語學(xué)習(xí)的快樂與成就。

第二篇：八年級(jí)英語下冊(cè)《Unit9》教學(xué)設(shè)計(jì) 人教新目標(biāo)版

山東省鄒平縣實(shí)驗(yàn)中學(xué)八年級(jí)英語下冊(cè)《Unit9》教學(xué)設(shè)計(jì) 人教新目

標(biāo)版

本 學(xué) 期 第 課 時(shí) 本 單 元 第 課時(shí) 上 課 日 期：________ 主 備 人： 復(fù) 備 人：___________ 審核人：____________ 學(xué)習(xí)目標(biāo)：1 掌握本單元中的詞匯和短語；

2.背誦短文3a和 Grammar的重點(diǎn)短語和句子 3.掌握過去進(jìn)行時(shí)態(tài)。

教學(xué)過程

一、先復(fù)習(xí)單詞和短語（8分鐘）然后聽寫下列單詞和短語：

單詞：1.娛樂 2.人物 3.有吸引力的事物（或人）4.路線 5.特別 6.發(fā)現(xiàn) 7.四分之一 8.人口 9.卓越的 10.環(huán)境

短語： 1.以…結(jié)束 2.四分之三 3.睡醒 4.一年到頭 5.去過 6.去了 7.在東南亞 8.一個(gè)練習(xí)英語的好地方 9.…而不是 10.一方面…另一方面

二、復(fù)習(xí)Unit 3課本內(nèi)容，（15分鐘）重點(diǎn)背誦下列重點(diǎn)句子： 1.你去過游樂園嗎？

2.我從沒去過書上公園。我也是

3.船有不同的路線，但都在相同的地方結(jié)束 4.我發(fā)現(xiàn)最重要的要求就是說好英語。5.我考慮當(dāng)一名英語老師而不是一名導(dǎo)游。

三、教師抽查，同學(xué)互查，對(duì)出現(xiàn)的問題加以講解。

四、教師點(diǎn)撥：現(xiàn)在完成時(shí)

標(biāo)志詞：for, since, already, yet, ever, never, just, recently, so far, in the last few years 結(jié)構(gòu)： have/ has + P.P 比較：have/ has been to 與 have/ has gone to 關(guān)注： It is + 時(shí)間段 since …

buy-have;join-be in/ be a member of;borrow-keep;die-be dead;leave-be away;catch a cold-have a cold;begin-be on;finish-be over

五、達(dá)標(biāo)測(cè)試

用過去時(shí)或現(xiàn)在完成時(shí)填空：

1.“_________ you __________(have)lunch ?” “Yes.” “When ________ you __________(have)it?”

“I ____________(have)it at 12:00.”

2.“_________ you __________(write)a letter to your aunt yet?” “Yes, I ___________.I ________________(write)one last week.” 3.“_________ he ___________(finish)his homework?” “Not yet.” 4.“_________ they ever __________(be)abroad?” “Yes, just once.” 5.Your father _________ just ___________(finish)his work.6.Your father _________(finish)his work just now.7.Last term I __________(learn)many English words.8.They ____________(not read)the interesting books yet.9.He _____________ never ____________(go)to the science museum.10.____________ you ever ____________(drink)coke? 11.“____________ you _____________(buy)a dictionary? “ “Yes, I __________.”

“Where __________ you _____________(buy)it?” “ I ___________(buy)it in a bookstore.”

“When ___________ you _____________(buy)it?” “ Yesterday.” 綜合動(dòng)詞填空

1.You’re only twelve years old.Don’t get your ears _____________(pierce).2.It’s raining now.We have to put off ____________(have)a picnic.3.It takes me half an hour __________(walk)to work every day.4.If it __________(be)fine, we’ll go fishing tomorrow.5.He ___________(live)in Beijing since he was eight years old.6.I think the computer ____________(invent)before the TV.7.He said he____________(be)to the Great Wall four times.8.By the time I got home, my parents ____________(have)supper.9.I think _____________(memorize)the words of pop songs also helps a little.10.Jim is often alone.He doesn’t seem ____________(have)many friends.教學(xué)反思：

第三篇：新目標(biāo)英語九年級(jí)第九單元第一課時(shí)教學(xué)設(shè)計(jì)

白城市首屆教師技能大賽教學(xué)設(shè)計(jì)

《英語（新目標(biāo)）》九年級(jí)

Unit 9 When was it invented?

Section A — 1

白城市第十三中學(xué) 劉吉華

一、教學(xué)分析：

1、知識(shí)背景：本冊(cè)書的第三單元已出現(xiàn)了被動(dòng)語態(tài)，學(xué)生已掌握被動(dòng)語態(tài)的基本構(gòu)成。

2、教材分析：本課為本單元的起始課，主要圍繞the history of inventions 這一話題進(jìn)行課堂教學(xué)和語言實(shí)踐。主要涉及的語法項(xiàng)目是被動(dòng)語態(tài)的過去時(shí)和一般現(xiàn)在時(shí)。要求學(xué)生緊密聯(lián)系史實(shí)和生活實(shí)際，談?wù)摪l(fā)明的時(shí)間、發(fā)明者和發(fā)明的用途。提高學(xué)生對(duì)被動(dòng)語態(tài)的運(yùn)用能力。

3、學(xué)情分析：學(xué)生基礎(chǔ)知識(shí)掌握較好，但不太擅長(zhǎng)口語表達(dá)。部分學(xué)生基礎(chǔ)差，接受能力弱。

4、重點(diǎn)及突出方法：被動(dòng)語態(tài)的用法：動(dòng)態(tài)呈現(xiàn)被動(dòng)語態(tài)的變化過程，設(shè)立情景與任務(wù)，模仿操練，掌握要點(diǎn)。

5、難點(diǎn)及突破方法：培養(yǎng)學(xué)生綜合語言運(yùn)用能力，發(fā)揮多媒體課件形象性的優(yōu)勢(shì)，發(fā)揮教師良好的示范作用，注重教師在課堂中對(duì)學(xué)生無意識(shí)的影響。

二、教學(xué)目標(biāo)：

1、語言知識(shí)目標(biāo)：掌握被動(dòng)語態(tài)的用法，通過使用When was the …

invented? Who was the … invented by? What was the …used for? 來談?wù)摪l(fā)明的歷史和發(fā)明的用途。

2、語言技能目標(biāo)：能在聽的過程中記錄要求獲得的信息；能有效地詢問信息，能與他人溝通信息，合作完成任務(wù)；能自如運(yùn)用所學(xué)談?wù)摪l(fā)明，提高實(shí)際語言運(yùn)用能力。

3、情感態(tài)度目標(biāo)：培養(yǎng)學(xué)生良好的合作意識(shí)，鼓勵(lì)學(xué)生探究實(shí)踐，激發(fā)學(xué)生為祖國(guó)的強(qiáng)盛而努力學(xué)習(xí)的愛國(guó)熱忱。

三、設(shè)計(jì)理念：通過學(xué)生收集資料、調(diào)查報(bào)告等活動(dòng)，實(shí)現(xiàn)資源共享，注重跨學(xué)科知識(shí)滲透，合作學(xué)習(xí)，共同發(fā)展、全面發(fā)展。采用現(xiàn)代化教學(xué)手段，采用“任務(wù)型”教學(xué)途徑，提高學(xué)生的學(xué)習(xí)興趣，多角度訓(xùn)練學(xué)生口語表達(dá)能力，提高語言運(yùn)用能力。

四、課前準(zhǔn)備：

1、發(fā)《發(fā)明表》，讓學(xué)生查資料，盡可能多地填寫發(fā)明家和發(fā)明時(shí)間。

2、多媒體課件。

五、教學(xué)過程：

1、導(dǎo)入新課：由蔡倫發(fā)明造紙術(shù)引出被動(dòng)句：… was invented …

2、實(shí)踐訓(xùn)練： 1）、讓學(xué)生猜測(cè)發(fā)明的先后順序，熟悉練習(xí)… was invented before/after… 2）、播放1b，聽聽力，使學(xué)生感知句型及其應(yīng)用。3）、競(jìng)賽：提出問題When was the … invented?讓學(xué)生比賽誰的記憶力好，在比賽中強(qiáng)化訓(xùn)練學(xué)生對(duì)發(fā)明時(shí)間的問答。4）、呈現(xiàn)句式：劃線提問，從而解決Who was the … invented by?中要有

by這一學(xué)生理解的難點(diǎn)。5）、提出問題：Who invented the inventions? 練習(xí)熟悉Who was the …

invented by? It was invented by …

3、聯(lián)系實(shí)際，展開討論： 1）、介紹日常生活中的幾種物品的用途，呈現(xiàn)句式… be used for… 2）、引導(dǎo)學(xué)生談?wù)撊粘Ｉ钪械陌l(fā)明的實(shí)際用途。

4、能力提高：

設(shè)計(jì)任務(wù)：了解更多的發(fā)明。

設(shè)計(jì)任務(wù)：小組活動(dòng)，介紹一種發(fā)明。

5、總結(jié)：

學(xué)生總結(jié)，老師總結(jié)。

6、評(píng)價(jià)與拓展：

學(xué)生做幻燈片中的習(xí)題。拓展思路，提高實(shí)踐能力。

7、作業(yè)：

完成短文“The most...invention”

六、板書設(shè)計(jì)：

Unit 9

-When was it invented?-It was invented in …-Who was it invented by?-It was invented by …-What is it used for …?-It is used for …

七、反思：

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

Unit 11 教案

The First Period

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

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

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

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

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

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

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

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

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

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

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

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

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

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

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

class to look at the picture as they listen．

Step Ⅴ Homework

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

The Third Period

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

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

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

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

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

（1）Train students’ writing and speaking ability．

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

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

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

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

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

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

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

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

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

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

Step Ⅲ 1b

Read the instructions to the class．

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

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

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

Step Ⅳ 2a

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

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

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

Check the answers with the whole class．

Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

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

Point out the sample answer．

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

Check the answers．

Step Ⅵ 2c

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

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

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

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

Step ⅦHomework

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

The Fifth Period

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

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

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

（2）Write some questions using the target language．

2． Ability Objects

Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

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

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

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

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

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

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

The Seventh Period

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

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

Grown-ups like cartoons, too．

2． Ability Objects

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

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

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

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

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

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

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

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

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

Check the answers:

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

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

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

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

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

Step Ⅶ Homework

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

2． Revise the target language in this unit．

第五篇：人教版英語九年級(jí)：Unit9單元教學(xué)設(shè)計(jì)

人教版九Unit9 I like music that I can dance to.單元教學(xué)設(shè)計(jì)

環(huán)節(jié)四：學(xué)生通過表格內(nèi)容，用第三人稱并適當(dāng)運(yùn)用運(yùn)用定語從句轉(zhuǎn)述表格內(nèi)容

情境任務(wù)：

五一要到了，鳳湖將在五一期間舉辦平原新區(qū)首屆音樂電影藝術(shù)節(jié)，請(qǐng)根據(jù)表格內(nèi)容談?wù)撟约涸诓煌榫w下喜歡看的電影

第三課時(shí)：

環(huán)節(jié)一：復(fù)習(xí)上節(jié)課學(xué)生自己完成的表格，要求學(xué)生能用定語從句自己描述表格，其他學(xué)生能以第三者的角色轉(zhuǎn)述表格。

環(huán)節(jié)二：學(xué)生歸納總結(jié)什么是定語從句，什么情況下會(huì)用到定語從句，定語從句的相關(guān)結(jié)構(gòu)都是什

么

環(huán)節(jié)三：學(xué)生獨(dú)立完成4a，朗讀句子，并在這些例子啟發(fā)下，以食物，運(yùn)動(dòng)，衣服，老師等為話題自己模仿造定語從句，設(shè)置猜一猜游戲，讓學(xué)生通過定語從句描述的內(nèi)容猜一猜到底是什么食物，運(yùn)動(dòng)，衣服，老師等，進(jìn)一步體會(huì)定語從句的語用。

環(huán)節(jié)四：閱讀4b,獨(dú)立完成任務(wù)，核對(duì)答案。

環(huán)節(jié)五：教師引出休閑活動(dòng)的表述，激發(fā)學(xué)生已有圖式，在1a的基礎(chǔ)上完成1b,通過聽的方式進(jìn)一步感知理解運(yùn)用定語從句。

第四課時(shí)

環(huán)節(jié)一：師生互動(dòng)最喜歡的中國(guó)音樂，音樂家，引出本篇語篇材料，呈現(xiàn)相關(guān)的中國(guó)的樂器及相關(guān)的名曲

環(huán)節(jié)二：通過skimming的閱讀技能獲取文章大意

環(huán)節(jié)三：通過scanning的閱讀技能找到文章大意的支撐信息，先獨(dú)立完成，再同伴互相交流

環(huán)節(jié)四：學(xué)生憑記憶完成2d,找出文中的定語從句及相應(yīng)的引導(dǎo)詞

環(huán)節(jié)五：完成阿炳的個(gè)人信息表

環(huán)節(jié)六：聯(lián)系個(gè)人實(shí)際，結(jié)合本文，完成以下表格,口頭在班上展示，課下形成一篇完整的文章

第五課時(shí)

環(huán)節(jié)一：再次重復(fù)單元教學(xué)目標(biāo)，檢測(cè)是否完成環(huán)節(jié)二：復(fù)習(xí)重點(diǎn)詞匯，句型，課文，長(zhǎng)難句。

環(huán)節(jié)三：點(diǎn)評(píng)本單元學(xué)生編寫的小對(duì)話，文章，為最后的輸出做鋪墊，能夠用書面的形式就五一期間舉辦的鳳湖音樂電影藝術(shù)節(jié)表達(dá)自己喜歡的音樂和電影，并以此文章向平原新區(qū)微信公眾號(hào)投稿。

環(huán)節(jié)四：展示分享