初三英语下册英语单元教案 (11)

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九年级英语unit11英文教案（含5篇）

九年级英语unit11英文教案（含5篇）第一篇：九年级英语unit11英文教案Unit 11 Could you please tell me where the restrooms are? 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 o ffice 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!Ther e’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 w ith the class．Read the list of things to the class． To review the meaningof 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 theseThe First Period thi ng 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．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． T eaching Difficult Points 1． Indirect questions．2．How to improve studen ts’ 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 tothe 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．The Second Period 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 ple ase tell me where…? Now who can make sentencesby 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 canchoose 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．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, helpstudents 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．The Fourth Period 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 theclass． 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．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 m 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 G o 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．The Fifth Period Step Ⅵ Homework 1． Read the article in 3a again． 2． Write a guide to our city．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 Sixth PeriodThe Seventh PeriodⅠ 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 a nd 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． StepⅢ Part 2 Read the te xt 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． Asthey 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 activityAs 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．第二篇：九年级英语unit 15教案雨龙中学高效课堂(二次备课)导学案课题：Unit 15 We’re trying to save the manatees!备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,84备课组长审核签字：【预习导学——不看不讲】一、明确目标：1.学会区分并正确使用“一般现在时，现在进行时，现在完成时，to + 动词原形，被动语态”；2.阅读3a与3b,并按要求完成课后练习；3.掌握课文中出现的重点词组;4.保护动物，人人有责；二、自主学习：1.翻译GF部分，并区分相应语法和时态;2.翻译词组：(1)反对做某事；(2)适合；(3)对…感到吃惊；(4)活生生的教科书；(5)为某人提供某物；(6)关心、照顾；(7)同意；(8)不同意；三、检查释疑：各小组中对子相互检查自主学习部分，并说说不同答案的理由；【合作探究——不议不讲】一、合作学习： 2.Read a letter to the editor in 3b and give your opinion.3.Debate二、探究展示：各小组对子相互检查合作学习部分的答案，对疑问点提出自己的意见；【导学测评——不练不讲】一、导学测评（一）基础题——初显身手同步解析与测评：单项选择4，5, 8, 9 ；（二）能力题——挑战自我译一译：1.我不同意你的观点，我认为动物园是动物生活的好地方。

人教版九年级英语下册教案Unit 11Unit 11 第4课时

第四课时Section B(2a－2e) 课时目标自主学习一、根据句意及汉语提示写出单词。

1．I scored the first goal(进球)in basketball match last week.2．Our PE teacher is a football_coach(教练) as well.3．Sue showed great courage(勇气)throughout her illness.4．They had made an agreement(协议)that they would share the profits equally.5．Great things were expected of this band,and they didn't disappoint(使失望)．二、写出下列画线短语的汉语意思。

1．He was really worried that his coach might kick_him off the team.开除2．But whatever it was,don't be_too_hard_on_yourself.对自己太苛刻3．The next day,Peter went to soccer practice with courage rather_than fear in his heart.而不是4．To_his_surprise_and_relief,his teammates all nodded in_agreement.令他意外和释然的是；赞同教学过程环节1新课导入T：We have learned the ending of The Shirt of a Happy Man.Can you remember the poor man's thoughts about happiness？What are your thoughts about happiness?S1：...T：How about you? (Ask another student.)S2：...设计意图：通过师生之间问答的方式,复习上节课所学内容,并引导学生思考自己对“幸福”的理解。

九年级英语11单元教案全案

九年级英语11单元教案全案教案标题：九年级英语11单元教案全案教学目标：1. 通过本单元的学习，学生能够掌握与健康和生活方式相关的词汇和短语。

2. 学生能够理解并运用本单元的语法结构：used to和be/get used to。

3. 学生能够运用所学知识，进行口语和书面表达，谈论健康和生活方式。

教学重点：1. 掌握与健康和生活方式相关的词汇和短语。

2. 理解并运用本单元的语法结构：used to和be/get used to。

3. 运用所学知识，进行口语和书面表达，谈论健康和生活方式。

教学难点：1. 理解和正确运用used to和be/get used to的语法结构。

2. 运用所学知识，进行口语和书面表达，谈论健康和生活方式。

教学准备：1. 教材：九年级英语教材Unit 11的教学内容。

2. 多媒体设备：电脑、投影仪等。

3. 教学辅助材料：课件、练习册等。

4. 学生练习册和笔记本。

教学过程：Step 1: 导入新课 (5分钟)1. 引入新课，通过展示一些图片或视频，让学生猜测本单元的主题。

2. 引导学生讨论健康和生活方式的重要性，并引出本单元的学习目标。

Step 2: 词汇和短语学习 (15分钟)1. 呈现本单元的主要词汇和短语，如healthy lifestyle, junk food, exercise等，并帮助学生掌握其发音和意义。

2. 进行词汇和短语的练习，如词义配对、填空等。

3. 引导学生运用所学词汇和短语进行口语练习，如对话、描述等。

Step 3: 语法学习 (15分钟)1. 介绍used to和be/get used to的用法和区别。

2. 通过例句和练习，帮助学生理解和掌握这两个语法结构。

3. 进行语法练习，如填空、改错等。

Step 4: 口语表达练习 (20分钟)1. 分组进行角色扮演，让学生运用所学知识，模拟真实情境，谈论健康和生活方式。

2. 引导学生互相提问和回答，加强口语表达能力。

九年级英语unit11教案

九年级英语unit11教案教案标题：九年级英语 Unit 11 教案教学目标：1. 通过本单元的学习，学生将能够掌握有关旅行和交通方式的词汇和表达方式。

2. 学生将能够运用所学知识，描述自己的旅行经历和计划，并能够与他人进行交流。

3. 学生将能够通过听力和阅读材料，获取相关信息，并能够运用所学知识进行问题解答。

教学重点：1. 旅行和交通方式的词汇及表达方式。

2. 描述自己的旅行经历和计划。

3. 听力和阅读材料的理解与运用。

教学难点：1. 运用所学知识进行问题解答。

2. 听力和阅读材料的理解与运用。

教学准备：1. 教材：九年级英语教科书 Unit 11。

2. 多媒体设备和投影仪。

3. 练习题和活动材料。

教学过程：Step 1: 导入新课 (5分钟)1. 利用多媒体设备播放与旅行相关的图片或视频，引发学生对本单元话题的兴趣。

2. 引导学生分享自己的旅行经历或对旅行的期待，鼓励他们用英语进行表达。

Step 2: 词汇和表达 (15分钟)1. 呈现本单元的重点词汇和表达方式，例如：destination, accommodation, means of transportation, etc.2. 通过图片、示范和实物等方式帮助学生理解和记忆这些词汇和表达方式。

3. 进行词汇练习，例如：词汇填空、情景对话等。

Step 3: 阅读和听力 (20分钟)1. 指导学生阅读本单元的课文，帮助他们理解文章的大意和重要细节。

2. 进行听力训练，例如：听录音并回答问题、听录音填空等。

Step 4: 交流和练习 (15分钟)1. 学生分组进行小组讨论，分享自己的旅行经历或计划，并使用本单元所学的词汇和表达方式进行交流。

2. 进行口语练习，例如：角色扮演、情景对话等。

Step 5: 拓展活动 (10分钟)1. 利用多媒体设备呈现一些与旅行相关的图片或视频，让学生进行描述和讨论。

2. 提供问题，引导学生思考和讨论旅行的利弊、文化交流等相关话题。

初中英语九年级 Unit 11 Section A(3a-3c) 教学设计

初中英语九年级 Unit 11 Section A(3a-3c) 教学设计一. 教材分析本节课为初中英语九年级Unit 11 Section A(3a-3c)的教学设计。

本节课的主要内容是关于描述过去发生的事情。

3a部分是一篇关于Tom和Jim周末活动的阅读材料，3b部分是对3a部分的阅读理解练习，3c部分是语法练习，主要学习一般过去时的被动语态。

通过本节课的学习，学生能够掌握一般过去时的被动语态的构成和用法，提高阅读理解能力，并能运用所学知识描述过去发生的事情。

二. 学情分析九年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的阅读理解能力。

但是，对于一般过去时的被动语态这一语法知识，学生可能还没有完全掌握。

因此，在教学过程中，教师需要耐心讲解，并通过大量的练习让学生理解和掌握。

三. 教学目标1.知识目标：学生能够掌握一般过去时的被动语态的构成和用法。

2.能力目标：学生能够阅读并理解关于过去发生的事情的短文，提高阅读理解能力。

3.情感目标：培养学生对英语学习的兴趣，鼓励学生积极参与课堂活动。

四. 教学重难点1.重点：一般过去时的被动语态的构成和用法。

2.难点：如何正确运用一般过去时的被动语态描述过去发生的事情。

五. 教学方法1.任务型教学法：通过设计各种任务，让学生在完成任务的过程中学习和运用语言。

2.情境教学法：创设真实的情境，让学生在实际情境中学习和运用语言。

3.交际法：鼓励学生积极参与课堂交际活动，提高口语表达能力。

六. 教学准备1.教师准备：提前准备3a部分的阅读材料，制作相关的PPT课件。

2.学生准备：预习Unit 11的词汇和语法知识。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾一般过去时的被动语态的构成和用法。

例如：“请大家回忆一下，我们之前学过的一般过去时的被动语态是怎么构成的？它有哪些用法？”2.呈现（10分钟）教师呈现3a部分的阅读材料，让学生独立阅读，并回答相关问题。

人教版英语九年级全册Unit11SectionBreading教学设计

三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的核心词汇和短语，如：achieve, goal, success, fail, determine, give up, effort, practice, skill, confident, believe in等；三种时态的运用；阅读策略的运用和理解文章主旨大意。
4.教师分析文章结构，讲解作者观点，引导学生学会分析、评价文章。
（三）学生小组讨论（500字）
1.教师将学生分成小组，每组选择一个成功人士作为讨论对象，分析他们成功的原因，并运用所学词汇和语法知识进行描述。
2.各小组进行讨论，成员之间相互交流，分享自己的观点和看法。
3.教师巡回指导，参与学生讨论，给予建议和帮助，引导学生深入思考。
5.情境模拟，锻炼口语表达能力：组织学生进行角色扮演，模拟真实情境，运用所学知识进行交流，提高口语表达能力。
6.融入情感教育，培养正确价值观：在教学过程中，关注学生的情感态度，引导他们树立正确的价值观，激发自信心和毅力。
7.适时反馈，促进教学相长：在教学过程中，教师应及时给予学பைடு நூலகம்反馈，了解他们的学习进度，调整教学策略，实现教学相长。
难点：如何将所学词汇和语法知识灵活运用到实际情境中，对文章进行深入分析和评价。
2.重点：培养学生的阅读能力，提高他们的分析、评价和创新能力。
难点：如何引导学生运用所学知识进行自主阅读，形成自己的见解和观点。
（二）教学设想
1.创设情境，激发兴趣：通过引入与本节课相关的真实案例或故事，激发学生的学习兴趣，使他们迅速进入学习状态。
2.学生学会尊重他人，善于倾听他人意见，培养良好的沟通能力和人际交往能力。
3.学生感受英语学习的乐趣，增强学习英语的自信心，形成积极的学习态度。

九年级英语下教案人教版Unit 11 Could you please tell me where the restrooms are

Unit 11 Could you please tell me where the restrooms areThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the secondfloor．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 ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points1．Key V ocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the second floor．3．StructuresDo 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 Points1．Indirect questions．2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ2aRead 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 Ⅲ2bPoint 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 Ⅳ2cAsk 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 ⅤHomeworkAsk the students to write three sentences with the starters of the structures．。

人教版初中英语九年级下册Unit 11 Sad movies make me cry 教案2023

人教版初中英语九年级下册Unit 11 Sad movies make me cry 教案2023Unit 11 Sad movies make me cry 教案Part 1: Warm-up and Introduction (100 words)Objective: To introduce the topic of sad movies and engage students' interest.1. Begin the lesson by showing students a short clip of a sad movie scene. Ask them how it made them feel and if they have ever cried while watching a movie.2. Discuss emotions and explain that some movies can evoke strong feelings, including sadness and tears.3. Introduce the title of the unit and explain that in this unit, we will explore sad movies and their impact on emotions.Part 2: Vocabulary and Reading Comprehension (200 words)Objective: To introduce relevant vocabulary and improve students' reading comprehension skills.1. Introduce key vocabulary words related to emotions and movies, such as "heartbreaking," "tearjerker," and "empathy."2. Provide definitions and examples of each vocabulary word and encourage students to use them in sentences.3. Distribute the reading passage about sad movies and instruct students to read silently.4. Ask comprehension questions to assess students' understanding of the text, such as the main idea and supporting details.Part 3: Listening and Speaking (200 words)Objective: To improve students' listening and speaking skills through various activities.1. Play an audio clip of a movie scene and ask students to describe the emotions portrayed by the characters.2. Divide the class into pairs or small groups and provide them with discussion questions related to sad movies, such as "Do you enjoy watching sad movies? Why or why not?"3. Encourage students to express their opinions and provide reasons for their choices.Part 4: Grammar Focus - Adjectives and Adverbs (200 words)Objective: To improve students' understanding and usage of adjectives and adverbs in describing emotions.1. Introduce adjectives and adverbs commonly used to describe emotions, such as "heartbrokenly" and "tragically."2. Provide examples and practice exercises, asking students to form sentences using appropriate adjectives and adverbs.3. Engage students in group discussions where they can practice using adjectives and adverbs to express their feelings about sad movies.Part 5: Writing Activity - Movie Review (200 words)Objective: To improve students' writing skills and ability to express their opinions about sad movies.1. Instruct students to choose a sad movie they have watched recently and write a movie review.2. Provide a template with prompts to guide students in writing their reviews, including sections for summarizing the plot, expressing emotions evoked, and recommending the movie.3. Encourage students to use descriptive language, strong adjectives, and adverbs to captivate readers' attention and convey their feelings effectively.Part 6: Conclusion and Wrap-up (100 words)Objective: To review key points covered in the lesson and encourage reflection.1. Summarize the main ideas discussed during the lesson, emphasizing the impact of sad movies on emotions.2. Ask students to reflect on their personal experiences with sad movies and share their thoughts or feelings.3. Conclude the lesson by reminding students that movies have the power to evoke emotions and create connections between people.Note: This lesson plan serves as a general guideline for teaching Unit 11 "Sad movies make me cry" in the 9th-grade English curriculum, following the format commonly used in lesson planning. Please adapt and modify the content according to the specific needs and requirements of your students.。

人教版九年级英语unit11单元整体教学设计

人教版九年级英语unit11单元整体教学设计The teaching of Unit 11 in the 9th grade English textbook published by the People's Education Press is a crucial part of the English curriculum. This unit covers a wide range of topics and language skills that are essential for students' overall language development. In this essay, I will provide a comprehensive teaching design for this unit, outlining the learning objectives, teaching strategies, and assessment methods.Learning Objectives:The primary learning objectives for Unit 11 are to enhance students' reading comprehension, writing skills, vocabulary, and grammar knowledge. Specifically, students should be able to:1. Understand the main ideas and key details in various types of reading passages, including informative texts, narratives, and dialogues.2. Develop the ability to infer meaning, analyze the author's purpose, and draw conclusions from the given information.3. Expand their vocabulary by learning new words and phrasesrelated to the topics covered in the unit.4. Demonstrate their understanding of grammatical structures, such as the present perfect tense, modal verbs, and conditional sentences, through exercises and written tasks.5. Compose well-organized and coherent paragraphs and short essays on topics relevant to the unit.6. Engage in discussions and conversations, expressing their opinions and ideas effectively.Teaching Strategies:To achieve these learning objectives, a variety of teaching strategies will be employed throughout the unit. These strategies will cater to different learning styles and ensure that all students are actively engaged in the learning process.1. Pre-reading activities: Before introducing the reading passages, teachers will engage students in pre-reading activities, such as brainstorming, making predictions, and activating prior knowledge. This will help students approach the texts with a clear understanding of the topic and increase their comprehension.2. Explicit vocabulary instruction: Teachers will provide explicit instruction on the vocabulary words and phrases featured in the unit. This will include activities such as word mapping, contextual analysis, and vocabulary games to help students retain and apply the newvocabulary.3. Grammar instruction and practice: Grammar concepts will be taught through a combination of direct instruction, guided practice, and independent exercises. Students will have opportunities to apply the grammatical structures in both oral and written communication.4. Collaborative learning: Students will be encouraged to work in pairs or small groups to discuss the reading passages, share ideas, and complete various learning tasks. This will foster a sense of community, promote peer learning, and develop students' communication skills.5. Differentiated instruction: To cater to the diverse needs and abilities of the students, teachers will employ differentiated instruction techniques. This may include providing additional support or challenging materials for students, as well as offering choice in learning activities and assessment options.6. Authentic and engaging materials: The teaching materials used in this unit will be carefully selected to be authentic, relevant, and engaging for the students. This may include using multimedia resources, real-world examples, and materials that reflect the students' interests and cultural backgrounds.Assessment Methods:Assessing student learning is an integral part of the teaching process. In this unit, a variety of assessment methods will be used to evaluate students' progress and provide feedback for further learning.1. Formative assessments: Throughout the unit, teachers will use formative assessments, such as class discussions, quizzes, and exit tickets, to monitor students' understanding and identify areas that require additional support.2. Summative assessments: At the end of the unit, students will be assessed through a comprehensive test that includes reading comprehension, vocabulary, grammar, and writing components. This will provide a summative evaluation of their overall learning and mastery of the unit's content and skills.3. Performance-based assessments: Students will be given opportunities to demonstrate their learning through performance-based assessments, such as oral presentations, group projects, or written compositions. These assessments will allow students to apply their knowledge and skills in authentic and meaningful contexts.4. Self-assessment and reflection: Students will be encouraged to engage in self-assessment and reflection activities, such as learning logs or goal-setting exercises. This will help them take ownership oftheir learning, identify their strengths and weaknesses, and set personal learning goals.Conclusion:The teaching design for Unit 11 in the 9th grade English textbook published by the People's Education Press aims to provide a comprehensive and engaging learning experience for students. By aligning the learning objectives, teaching strategies, and assessment methods, teachers can effectively support students' language development and prepare them for future academic and real-world challenges. Through the implementation of this teaching design, students will have the opportunity to enhance their reading, writing, vocabulary, and grammar skills, ultimately becoming more confident and proficient in the English language.。

人教版九年级英语全册Unit11单元优秀教学案例

3.讲解过去进行时态与一般过去时态的区别，让学生能够正确运用。
（三）学生小组讨论
1.将学生分成若干小组，每组选择一个日常生活中的场景，如“昨天在学校发生了什么？”
2.要求学生用过去进行时态进行交流，培养他们的实践能力和团队协作能力。
3.教师巡回指导，给予学生必要的帮助和指导。
（四）总结归纳
1.邀请学生代表分享他们小组讨论的成果，让学生在交流中巩固过去进行时态的用法。
人教版九年级英语全册Unit11单元优秀教学案例
一、案例背景
本案例背景基于人教版九年级英语全册Unit11，本单元主题围绕“过去进行时态”展开。通过本单元的学习，学生需要掌握过去进行时态的构成、用法及表达方式，并能运用到实际情景中。在教学过程中，我以提高学生的英语交际能力为目标，结合学生的兴趣和实际生活，设计了一系列具有针对性和实用性的教学活动。
五、案例亮点
1.情境创设丰富多样：本案例中，教师利用多媒体展示图片、视频等素材，为学生提供了生动、直观的视觉感受，激发了学生的学习兴趣。同时，教师还创设了真实、贴近生活的情境，让学生在实际语境中感知和运用过去进行时态，提高了他们的实践能力。
2.问题导向激发思考：教师设计了富有挑战性和思考性的问题，引导学生主动探究过去进行时态的用法。通过鼓励学生提问和互相讨论，培养了他们的问题意识和解决问题的能力，使他们能够更深入地理解过去进行时态。
在教学过程中，我注重关注每一个学生的个体差异，给予他们充分的关爱和支持。针对不同学生的学习需求，我设计了丰富的教学活动，让他们在实践中掌握过去进行时态的用法。同时，我积极营造轻松、愉快的学习氛围，使学生在愉快的氛围中感受到英语学习的乐趣。
在评价学生时，我采用了多元化评价方式，关注学生的全面发展。不仅关注学生的英语成绩，还关注他们在课堂表现、作业完成情况和实践活动中的表现。通过评价，我旨在引导学生树立正确的价值观，认识到英语学习的重要性，从而激发他们更加努力地学习。

2020-2021学年人教版英语九年级下册Unit11SectionA(1a-1c)教案

举例：在讨论电影类型时，教师需引导学生用thriller, romantic, comedy, horror等词汇描述不同类型的电影，并让学生通过例句理解和运用句型"I like...because it makes me feel..."。
2.教学难点
（1）词汇：学生对电影类型词汇的拼写和用法掌握不足，需要在教学中予以强调和练习。
3.重点难点解析：在讲授过程中，我会特别强调词汇和听力技巧这两个重点。对于难点部分Biblioteka 我会通过举例和比较来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个喜欢的电影类型及原因。
2.实验操作：为了加深理解，我们将进行一个简单的角色扮演活动。这个活动将演示如何用目标语言描述电影类型及情绪反应。
（2）听力：在听力练习中，学生对电影类型及情绪反应的信息捕捉不够准确，需要提高听力技巧。
（3）口语表达：学生在用英语表达个人喜好和情绪反应时，可能存在表达不清、逻辑混乱等问题。
举例：
（1）针对词汇难点，教师可以通过例句、填空、同义词替换等方法帮助学生巩固词汇学习。
（2）在听力方面，教师可以引导学生通过预览问题、捕捉关键信息、进行听后复述等方法来提高听力理解能力。
二、核心素养目标
本章节的核心素养目标旨在培养学生以下能力：语言理解与表达，通过讨论电影类型及情绪反应，提高学生听力理解能力，学会用目标词汇和句型表达个人喜好和情感；文化意识，了解不同电影类型所反映的文化背景，增进跨文化交流的理解；思维品质，锻炼学生分析和评价不同观点的能力，培养批判性思维；学习能力，通过小组合作学习，提高学生自主探究、协作解决问题的能力。通过实现这些核心素养目标，使学生能够更好地运用英语进行有效沟通，形成积极的价值观和世界观。

《Unit 11 Section B 3a-Self Check》教案人教版英语九年级下册

Step 2 Presentation (PPT 5-8)
1.Have a free talk about the king. What’s the ending of the story about the unhappy king? 2. Sum up the adjectives to describe the feelings.
教案
学科单元课时
英语
Unit 11 Section B 3a-Self Check
学段
教学基本信息初中
课题
Sad movies make me cry.
课型
写作课
教学目标及教学重点、难点
年级
总课时数授课时间
九年级 6
教学目标：
At the end of the class, the students will be able to： 1. learn to write about their experiences. 2. learn to have a positive attitude to face the unhappy things in their lives.
教学难点：
Use the words and structures to write about their feelings and things that affect them in correct logic order.
教学过程(表格描述)
教学环节
主要教学活动
设置意图
Step 1 Warm-up (PPT 3-4)
Step 6 中考链接 (PPT 34)
Task 1 1.Ask Ss to read the words in the box and finish the task on their own. 2.Check the answers. 3.Ask them to have a competition to see who can write more positive and negative adjectives. Task 2 1. Show the example.Remind of the structure. 2. Ss write sentences. 3. Check and give advice. Task 3 1. Read the instructions and the words in the box.Understand how to work. 2. The teacher asks some students about their results and asks why. 3.The teacher tells about his own thoughts about these and teaches Ss the right view of life and values.

人教版九年级英语全册Unit11教学设计

人教版九年级英语全册Unit11教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和短语，如：fashion, trend, designer, outfit, delicate, elegance, casual, formal等，并能在实际语境中正确运用。
2.学会使用一般现在时和现在进行时描述时尚趋势和个人的穿着打扮。
7.提高写作能力，能撰写关于时尚潮流的短文，分享自己的时尚心得。
（二）过程与方法
1.采用任务型教学法，引导学生通过小组合作、讨论、分享等方式，探索时尚话题。
2.利用多媒体资源，如图片、视频等，激发学生的学习兴趣，帮助他们更好地理解和掌握时尚知识。
3.通过听力练习，培养学生获取关键信息的技巧，提高听力水平。
-阅读分析：让学生阅读不同风格的时尚文章，分析文章结构和作者观点。
-写作指导：提供写作框架和指导，帮助学生撰写关于时尚潮流的短文。
四、教学内容与过程
（一）导入新课
1.教师以一首时尚主题的歌曲或视频作为课堂导入，激发学生的兴趣和好奇心。
2.引导学生关注视频中的时尚元素，如服饰、配饰、发型等，让学生初步感知时尚的魅力。
3.能够理解并运用描述服装和时尚的形容词，如：colorful, stylish, comfortable等。
4.提高听力技能，能够听懂并获取关于时尚和服饰的相关信息。
5.提高口语表达能力，能够就时尚话题进行讨论，发表自己的观点和看法。
6.提高阅读理解能力，通过阅读关于时尚的文章，获取关键信息，了解不同的时尚观念。
-长文章听力：让学生听关于时尚潮流的长文章，培养他们的整体理解和细节捕捉能力。
5.口语交流：设计丰富的口语活动，鼓励学生大胆开口，提高口语表达能力。

人教版英语九年级全册Unit11教学设计

2.教学目的：
-培养学生的合作意识，提高他们的沟通能力。
-让学生通过讨论，加深对目标、动机和努力的理解。
（四）课堂练习
1.教学内容：
-设计不同层次的练习，包括词汇填空、句型转换、阅读理解和写作等。
-练习涵盖本节课所学的知识点，让学生在实际操作中巩固所学。
2.教学方法：
-逐层递进，由浅入深地设计练习，使不同水平的学生都能得到有效训练。
在本章节的教学中，教师将关注学生的情感态度与价值观的培养：
1.培养学生积极向上的心态，让他们认识到努力和坚持是取得成功的关键，从而激发他们的内在学习动机。
2.培养学生的自信心，使他们相信自己有能力克服困难，实现自己的目标。
3.引导学生学会关爱他人，尊重他人的努力和付出，培养良好的团队精神和合作意识。
-将学生分成小组，讨论以下问题：“What is your dream?”、“What motivates you to achieve your dream?”、“How do you overcome challenges and make efforts?”
-各小组选取一名代表汇报讨论成果，其他组成员进行补充。
-分析一般现在时、现在进行时、一般过去时等时态在本单元中的应用。
-通过课文示例，教授如何使用单元所学的句型进行询问和回答关于目标、动机和努力的问题。
2.教学方法：
-采用直观教学法，通过图片、实例等展示词汇和语法点。
-设计真实语境，让学生在实际交流中感受和理解新知识。
（三）学生小组讨论
1.教学活动设计：
3.引导学生通过自主学习、合作学习、探究学习等方式，主动发现知识、运用知识，培养他们的问题解决能力和团队协作能力。
4.创设真实的语境，让学生在实际的语言环境中运用所学知识，提高他们的语言实际运用能力。

鲁教版九年级英语下册Unit11__SectionB(1a-2e)教案

Unit11 SectionB（1a-2e）教案Topic: Unit 11 What’s the highest mountain in the world?Period: 4(Section B 1a-2e)Teaching aims:Knowledge aims:1.Get the students to learn the words and phrases:Weigh, at birth, up to, in the remaining forests, research centers, deeper, feed, endangered, illness, bamboo, government,Prepare… for, because of, for a short time, cut down, the importance of saving the pandas,Ability aims:1. Listen and retell something about the pandas.2. The students can tell their partners about the information about the pandas.3. Students can scan the article to find out what the numbers mean in the passage. Students can get the information through scanning the passage.Emotional aims:Encourage the students to care for animals and foster the consciousness of protecting animals.Teaching important points:How to find out the key words according the context.Teaching difficult points:Complete the sentences using words and phrases from the passage.Teaching aids:CAI , 教学机.Teaching procedures:Teacher’s activities Students’ activities PurposesStep 1 Revision1. Revise the animals’ names. Students try to answer theteacher’s questions.Help to revise how tosay the animals inEnglish.Step 2 PresentationTeacher presents some pictures and some information about the animals. Students use the comparativedegree to compare theanimals.Help the students tofoster necessary skillsfor the listening.Step 3 Listening1.Get the students tolisten to ListeningCassette 1b and finishoff the answers.2.Get the students tolisten to theconversation again andcomplete thesentences. 1.Listen and check thenumbers.2. Listen and complete thesentences.To train Ss’ listeningskills by listening fornumbers.To train Ss’ listeningskills by listening forthe key words.Step 4 retellGet the students to retell the information about the baby pandas. Students retell theinformation about the babypandas according the 1c.Help to deepen theinformation about thepandas.Step 4 Fast reading Teacher shows on the screen some numbers and ask Ss to scan the article to find out what these Read the passage fast andfind out what these numbersmean.10.12.200.20XXSs scan the article again andHelp the students tofoster the ability ofscanning the readingmaterial.numbers mean..Get Ss to scan the passage and finish 2c. write short answers to the questions:What is Wei’s job?What do the baby pandas eat for breakfast?What do adult pandas eat? Why are pandas endangered? What is one way of saving pandas?Step 5 Intensive readingGet the Ss to read the passage after the tape and pay attention to some difficult points. Ss read after the tape andmake some notes about thedifficult points.To help the Ssunderstand the wholepassage better.Step 6 post readingGet the students to read the passage fast to find out the answers and finish 2d. Read the passage fast finish2d.Help the students tounderstand the passageby using their ownlanguage.Step 7 homework 1. 复述2d2. 作业本（2）P27 I II3. 预习P52 4a 并完成4. dictation Consolidate what learnt today.Bb designUnit 11 What’s the highest mountain in the world?Period 4 (Section B 1a -2e) Weigh, at birth, prepare… for,up to, for a short time,in the remaining forests, because of,research centers, feed, cut down, endangered, the importance of saving the pandas, illness ,bamboo, government,教学反思：。

九年级英语下册units 11-15教案

Review of units 11～15The First PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsKey vocabulary that students have learned in Units 11～15．2．Ability ObjectsTrain students’ ability to use the target language they have learned freely and creatively．3．Moral ObjectRepetition is the mother of learning．Ⅱ．Teaching Key PointKey vocabularyⅢ．Teaching difficult PointTrain students’ ability to use the target language they have learned freely and creatively．Ⅳ．Teaching MethodPractice methodⅤ．Teaching AidThe blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Ask five students to read their sentences one by one using the words in activity 1 in preceding class．Help correct the mistakes made in their sentences．Step Ⅱ1aThis activity reviews some of the vocabulary that students have learned in Go For It Book 5．In this activity, we’ll reviens some of the vocabulary in Units 1～15 by completing a crossword．Now, look at the clues with the headingsDown and Across．Draw students’ attentio n to the crossword．Read the sample answer to the class: I can look out of the window in my apartment．Make sure that they understand what they need to do．Then say, Please read the clues and complete the crossword．Get students to do the crossword in pairs．While they are working, move around the classroom to make sure that all the students know what to do, offering help if necessary．Cheek the answers by asking different students to read out and spell the answers．AnswersDown 1．windows 2．bought 3．is 5．elephant 6．wrong 7．suitcase 8．award 12．made15．scarf 16．jobs 18．rude 19．meet 20．orAcross 1．walls 4．noodles 7．strong 8．are 9．on 10．trash 11．sit 13．had 14．done 17．customer 21．ever 22．fast 23．cheetahStep Ⅲ1bThis activity requires students to creatively use the language they have learned．Go through the instructions with the class．Invite a pair of students to read the sample conversation．S A: This is a place where we can go to see animals．S B: Is it a zoo?S A: Yes, it is．Make sure students understand what they need to do．Ask students to choose four words from Units 11～15 and write a clue for each word．Have students do the activity in pairs．When they work, move around the classroom listening and offering help where necessary．Ask four students to say their clues and have the class guess the words．S1: It is useful and helpful to us and can bring us success in competition．（advantage）S2: This is a person who owns something．（owner）S3: This is a metal container in which food is kept cold．（refrigerator）S4: This is a large sea animal．We also call it sea cow．（manatee）Step ⅣSummaryIn this class, we’ve reviewed some of the vocabulary words in Units 1～15．Step ⅤHomeworkReview the vocabulary words in Units 11～15Step ⅥBlackboard DesignReview of units 11～15The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Listening practice using the target language．（2）Oral practice using the target language．2．Ability Objects（1）Train students’ listening skill．（2）Train students’ speaking skill．3．Moral ObjectIf you review what you have learned actively, you will make greater progress．Ⅱ．Teaching Key Points1．Listening practice using the target language．2．Oral practice using the target language．Ⅲ．Teaching Difficult PointTrain students’ listening skill．Ⅳ．Teaching Methods1．Listening method to improve students’ listening ability．2．Pairwork to make every student work in class．Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevisionDictate some vocabulary words in Units 11～15．guidebook, member, advantage, manatee, environment, greet, bow, wipe, serve, miss, fresh, rude, endangered, useful, strong, tiny, politely, mostly, gradually, speciallyChoose five words．Encourage students to make sentences with them．S1: Everyone has more advantages than disadvantages．S2: Manatees are large sea animals．S3: Let’s go out for some fresh air．S4: He was late for school because he missed the bus．S5: The ant is a tiny insect．Step Ⅱ2aThis activity provides practice in listening for the general idea．focus attention on the four pictures．Say, You are going to listen to four conversations．Match the conversations with the correct pictures．Point to the sample answer．Say, This picture matches the first conversation you will hear．Play the recording for the first time．Students only listen．Play the recording a second time．This time students listen and match the conversations with the correct pictures by writing the numbers in the boxes．Check the answers．Answers（from top to bottom）1,4,2,3TapescriptConversation 1Cbu: Tom, I have some questions about your country, Canada．Tom: Okay．What do you want to know?Cbu: What are you supposed to do when you meet someone for the first time?Tom: You’re supposed to shake hands．Cbu: How about time? For example, when a party is at eight o’clock, do you go at eight o’clock? Torn: No, you can go about fifteen minutes late．Cbu: OK．Is it the same for business meetings?Tom: Oh no．For a business meeting make sure you’re on time．Cbu: Mm．I heard that it’s rude to make sounds when you eat．Is that true?Tom: Yes．it is．You shouldn’t do it．Cbu: One more question．Are you supposed to take a gift when you visit someone?Tom: Yes, it’s polite to take a few flowers．Cbu: Thanks．Now I’m ready．Conversation 2Ben: Excuse me, could you tell me where the doctor’s office is?Sue: Yes, it’s on the second floor, beside the esc alator．Ben: Mm．First I need to buy a book．Is there a book store around here?Sue: Sure．You can find Biblo Books on the fourth floor．Take the elevator．Ben: Oh, I also need to exchange some money．Sue: Yes．There’s a bank on the first floor．It’s right behind you．Ben: Good．I think that’s everything．Oh no．There’s one more place I need to go．Sue: Yes?Ben: Do you know where I can buy some shampoo?Sue: Yes, there’s a drugstore on the third floor．Take the elevator．Ben: Thank you．You’ve been very he lpful．Sue: You’re welcome．Conversation 3Mom: We have to leave in half an hour．Is everything ready for the trip?Xiao Li: I don’t know．Mom: Well, have you packed the travel guidebook?Xiao Li: Yes．I did．Oh! But I forgot the map．Mom: OK．Pack the map．What about the camera?Xiao Li: Yes．I have the camera．Mom: What’s that noise? Have you turned off your radio?Xiao Li: No, I’ll do it now．Mom: And the towels．Have you packed the towels yet?Xiao Li: Yes．I packed the towels．Mom: What about the food? Did you pack the food?Xiao Li: Yes．I’ve packed it already．Morn: Well, I think we’ve almost ready!Conversation 4Henry: Hi, Janet．Would you like to help save the environment?Janet: I don’t know．What can I do?Henry: Well, first, you can start by turning off the lights．Janet: Yes．That’s easy．Sometimes I turn on the lights without thinking．What’s next?Henry: Second, you can ride a bicycle．Don’t take a bus or a taxi if you don’t have to．Janet: That will save money, too．What else?Henry: Thrid, try to recycle paper．Janet: Mm．Newspapers, magazines, mail …we get a lot of paper at home．Good idea．Henry: The fourth idea is turning off the shower When you’re not using it．Janet: You mean, when I have shampoo in my hair?Henry: Yes．Get wet．Turning off the shower．Put in the shampoo in your hair and then turn on the shower and wash it out．Janet: Will that help the environment?Henry: Yes．We have to save water．And fifth, take a bag when you go shopping．Don’t use plastic bags．Janet: OK．My parents do most of the shopping．I’ll tell them．Step Ⅲ2bThis activity requires students to listen for specific information in the dialogues．Look at the four different questions types next to the pictures in Activity 2a．Give students two minutes to go through the list of questions．You are going to listen to the same recordingagain．This time you need to listen for specific information in the dialogues that will help you answer the questions．Point out the sample answers．Play the recording for students to answer the questions．Play the recording a second time or a third time if necessary．Have students do the activity in pairs．When they work, walk around the classroom listing and offering help where necessary．Ask several students to share their answers．AnswersFTFFT53214doctor’s office--second floor;bookstore--fourth floor;bank--first floor; drugstore--third floor√pack the guidebook; ×pack the map;√pack the camera;×Turn off the radio;√pack the towels;√pack the foodStep Ⅳ2cThis activity lets students work in pairs to practise the conversations they have just heard．Go through the instructions with the class, sample conversation in the box．Invite a pair of students to read it to the class．S A: Would you like to help save the environment?S B: I don’t know．What can I do?Write the sample conversation on the blackboard．Now work with a partner．Start by reading the sample conversation in the box with your partner．Then make conversations using information in Activity 2a．Get students to practise their conversations．As they work, walk around the classroom offering help and encouragement．Ask several pairs of students to say their conversations to the class．For example:S A: Would you like to help save the environment?S B: I don’t know．What can I do?S A: You can turn off the shower while you are washing your hair．S B: When I have shampoo in my hair?S A: Yes．Step ⅤSummaryIn this class, we’ve done a lot of listening and oral practice Using the target language．Step ⅥHomeworkAsk students to write three conversations in Activity 2c in their exercise books．Step ⅦBlackboard DesignReview of Units 11～15The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsOral practice using the structures Supposed to, It makes me…and Present perfect with already and yet．2．Ability Objects（1）Train students’ speaking skill．（2）Train students’ writing skill．3．Moral ObjectExpress your own opinions freely and correctly．Ⅱ．Teaching Key Points1．Supposed to2．It makes me…3．Present perfect with already and yet．Ⅲ．Teaching Difficult PointTrain students’ speaking and writing skills．Ⅳ．Teaching Methods1．Practice method2．PairworkⅤ．Teaching AidThe blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Invite several students to say their conversations to the class．Check any errors and correct them．Step ⅡPart 3This activity provides writing and speaking practice using the target language．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it aloud to the class．A: What are you supposed to do when you meet a new person in the USA?B: You’re supposed to shake hands．A: In China, you’re supposed to…Write the conversation on the blackboard．Look at the list of questions．Get a student to read the questions to the class．Please write your answers to these questions．Ask students to finish the task on their own．The answers may vary．For example:A: What are supposed to do when you meet someone in China?B: You are supposed to bow to the person/say Hi to the person/shake hands with the person．Ask students to fill in their answers, then discuss with a partner．While they are working, move around the classroom listening to different pairs and offering help as needed．Ask several pairs to share their activities．Step ⅢPart 4This activity lets students work in pairs to practice writing and speaking skills．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it aloud to the class as a model．S A: How do you feel when you see the national flag of China?S B: It makes me feel proud．How about you?S A: It makes me proud, too．I think of famous Chinese men and women．Write the conversation on the blackboard．Review the different feelings in different situations students have learned．（happy, angry, sleepy, sad, relaxed, tense, etc）Ask students to give their feelings for each of the five items．Say, Please work in pairs．Make conversations to talk about your feelings in different situations．For each item, students should think of a reason for their answer．As they work, move around the classroom listening and offering help as needed．Ask several pairs of students to say their conversations to the class．Answers will vary．Step ⅣPart 5This activity provides practice to train students’ writing and speaking skills．Look at the instructions．Let a student to read it aloud to the class．Read the sample answer history project to the class．Say, Please make a list of the things you plan to do this month．Ask students to complete the task individually．Point to the sample conversation in the box．Invite a pair of students to read it to the class．S A: I have to do my history project this week．S B: Really? I’ve already done my history project．Write the conversation on the blackboard．Get students to think of things they need to do today．Ask them to say whether or not they have already done each thing．Ask students to write a list of five things to do this month．Please compare your list with your partner’s．Discuss what you have or have not already done．Ask several pairs to share their discussions with the class．Answers will vary．Step ⅤSummaryIn this class, we’ve reviewed the structures Supposed to, It makes me…and Present perfect with already and yet by writing and oral practice．Step ⅥHomeworkAsk students to write two sentences for each structure in their exercise books．Step ⅦBlackboard DesignReview of Units 11～15The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Practise talking about hobbies．（2）Practise asking for information politely．（3）Practise using I think/believe/feel that…and I agree/disagree with you．2．Ability Objects（1）Train students’ speaking ability．（2）Train students’ writing ability．3．Moral ObjectsPractice makes perfect．Ⅱ．Teaching Key Points1．Talk about hobbies．2．Ask for information politely．3．I think/believe/feel that…and I agree/disagree with you．Ⅲ．Teaching Difficult PointsTrain students’ speaking and writing skills．Ⅳ．Teaching methods1．Pairwork2．Practice methodⅤ．Teaching AidThe blackboardⅥ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask students to exchange their homework exercise with a partner．Help correct each other’s mistakes．Then get different students to say their sentences to the class．S1: We’re supposed to do our homework on time．S2: Pop music makes me happy．S3: Have you cleaned your room yet?S4: Yes．I have already cleaned my room．Step ⅡPart 6This activity provides writing and oral practice using the target language．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it to the class．S A: What kind of museums do you like?S B: I like history museums．They’re interesting．S A: Really? I prefer science museums．Write the conversation on the blackboard．Draw students’ attention to the chart．Ask students to read the questions．Please write down your own answers in the first column in the chart．Get students to complete the task individually．Then ask students to interview two classmates about what they like and write their answers in the second and the third columns in the chart．Get students to complete the task in groups if three．As the groups work together, walk around the classroom to make sure all the students know how to fill in the blanks and offer language support as needed．Get different students to report their results like this:S A: What kind of sports do you like?S B: I like football．It is very exciting．S A: Really? I prefer basketball．Answers will vary．Step ⅢPart 7This activity lets students work in pairs to practise writing and speaking skills．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it to the class．S A: Excuse me．Can you help me?S B: Yes, certainly．How can I help you?S A: Can you tell me if there are any good museums in the city?S B: There are many good museums．Do you like art?S A: Yes．I like it very much．Write the conversation on the blackboard．Ask a few students about museums, food, transportation and costs．Then write questions using the four sentences as guides．Please make conversations using the questions．Then ask students to role play conversations with their partners using their questions．Have some students share their answers as dialogues with the class．A sample conversation:S A: Excuse me．Can you help me?S B: Yes, certainly．How can I help you?S A: Could you tell me where I can get some good food?S B: There are a lot of good restaurants．What kind of food do you like?S A: Vegetarian．S B: You can try Green Restaurant．They have delicious salads．Step ⅣPart 8This activity provides writing and oral practice using the target language．Read the instructions aloud to the class．Point to the sample conversation in the box．Invite a pair of students to read it to the class．S A: I think that cats are the most important animal in China because many people have them as pets．S B: I disagree．I feel that pandas are the most important animal because there aren’t very many of them．S A: Yes, but cats are more popular with ordinary people．Write the conversation on the blackboard．Ask students to select an animal and write five reasons why it is the most important animal in China．Let them use the words in the box to discuss their opinions in conversations．As they work, walk around the classroom, checking the progress of the pairs and offering language support as needed．Get several pairs of students to say their conversations to the class．Answers will vary．Step ⅤSummaryIn this class, we’ve practised talking about hobbies and asking for information politely using the target language．We’ve also reviewed the structures I think/believe/feel that…and I agree/disagree with you．Step ⅥHomework1．Read the conversations in Activities 6, 7 and 8 again for a further understanding of the target language．2．Finish off the exercises on pages 65～68 of the workbook．Step ⅦBlackboard Design。

人教版九年级下册精品英语教案Unit 11 Section A (Grammar Focus~4b)

Unit 11 Sad movies make me cry.Section A (Grammar Focus~4b)教学目标【知识与技能】1. 掌握句型：The loud music makes me nervous.Soft and quiet music makes me relaxed.Money and fame don’t always make people happy.She said that the sad movie made her feel like crying.2. 掌握本课单词和短语：grey lemon, uncomfortable, to start with【情感、态度与价值观】了解一些表达感情的词，能正确的表达自己的感情，并培养学生正确处理事情，特别是不好的事情对自己的正面影响。

教学重难点【教学重点】1. 掌握本课时中出现的生词2. 能够用英语描述自己的情感。

3. 正确理解make 的用法。

【教学难点】掌握make的用法教学过程Step 1 Revision1. Have a dictation of the new words learned in the last class.2. Review some main phrases we learned in the last class. Check the homework.Step 2 Grammar FocusThe loud music makes me nervous.Soft and quiet music makes me relaxed.Money and fame don’t always make people happy.She said that the sad movie made her cry.make的使役用法：make作使役动词，意为“使；迫使”，其常用结构如下：◆make + sb. + adj. 意为“使得某人……”。

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九年级英语下册Unit 2教案6
Teaching objectives:
To use object clauses introduced by “wh-“words
Teaching procedure:
Step 1: Revision
Review object clauses introduced by “if or whether” and “that”.
Explain that these clauses relate to “yes/no” questions.
Structures: 主语+谓语+宾语从句
①that +主语+谓语+其他
②if/whether+主语+谓语+其他
Step 2: Presentation
Tell students that when object clauses relate to “wh-“questions, we should use “wh-“words to introduce object clauses. Ask students to read the grammar rules and the two examples at the top.
Step 3: Presentation
Remind them that the clauses should be introduced by “wh-“words and the
word order in the clause should be the same as in the statements.
e.g: The robot no longer knew.
When should it cook breakfast.
→The robot no longer knew when it should cook breakfast.
Step 4: Write
Write the following sentences on the blackboard and encourage students to use the following structures:
⑴I am not sure…
⑵I’d like to know…
⑶I can’t imagine…
⑷Can you tell me…?
① where is Zhongshan Park?
② How did you go to school?
③ What will you do next Sunday?
④When was the parcel delivered?
⑤Who called in the morning?
Step 5: Exercise
Asks students to do the exercise on page 25. Students will be able to complete it on their own. Check the answers as a class.
Step 6: Homework:
1. Review the rules of object clauses introduced by “wh-/that/if/whether”.
2. Preview grammar(2)。