九年级英语第十一单元导学案第一课时

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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。

UNIT11导学案新目标-人教新目标版九年级全册

Unit 11 Could you please tell me where the restrooms are?Part 1 Section A学习目标：1、掌握单词restroom shampoo drugstore cafe department department store escalator magic2、理解宾语从句Could you poease tell me where the restrooms are ?Do you know where I can buy some shampoo ? Could you tell me where I can get a dictionary ?Can you tell me where Center Street is ?Can you tell me where the re’s a good place to eat ?Could you please tell me if there are any good museums in Newtown?Do you know if there are any public restrooms around here ?指导自学公共厕所；休息室洗发剂；香波杂货店，药店部；局；部门百货公司你能告诉我怎样到达邮局吗？你能告诉我从哪里能买到字典吗？请你告诉我厕所在哪儿好吗？掌握问路的几种方式以及相互间的替换。

1、常用的问路句型:Excuse me, where is the....? 请问...在哪里?How do/can I get to the....? 请问如何到....?/请问到....怎么走?Is there a ....near here / nearby? 请问附近有...吗?Could you tell me how I can get to...?你能告诉我到...怎么走吗?Could you tell me which is the way to ...?请问去...该怎么走?2、常用的回答问路及位置的句子:Go along the ...and turn left/right at the...crossing. 沿着...(街道)往前走,在第..个路口往左/右转.It's next to the.../behind the.../ between...and ... 它就在..旁边/在...后面/在..和...之间First, take a bus to ...,then walk along..., it's next to the ...on your left/right.首先,乘坐公共汽车去...(街道/站),然后沿着...步行往前走,它就在你左/右手边紧挨着....You can take a bus/subway/taxi there. 你可以乘坐公共汽车/地铁/出租车去那里3、常用的问距离和交通方式句型:How far is it from here? 离这儿有多远？Is it far from here? 离这里远吗?Can I take a bus? 我可以坐公共汽车吗？Which bus shall I take? 我应该坐那一路车？4、常用的表示方向/方位的短语:go straight --直走go through --（内部）穿过cross --（表面）横穿动词. =go/walk across turn left --左拐turn right --右拐next to =close to --紧挨着between...and --在···中间across from --在···正对面in front of--在外部的前面in the front of --在内部的前面in the middle of = in the center of --在中央behind...在...后面【课堂检测】(10m)一、写出下列词组或短语1、与某人闲逛2、在二楼3、更喜欢做某事4、免费音乐会5、走出前门6、大概走三个街区7、信纸 8、询问信息9、打电话10、存钱11、向左/右转 12、家具店13、在两者之间 14、路过，经过15、紧挨着，在……旁边二、请选择正确答案( )1. —_________ —It’s only about ten minutes’walk.A. Hello, can you tell me the way to the station?B. Turn left at the traffic lights.C. Shall I take a bus?D. Is it far from here?( )2. —Excuse me, can you tell me how to get to the airport?—_________.A. Certainly, you can take No. 3 busB. No, I don’t know howC. Yes, you could go by busD. Along this road( )3. —Excuse me, could you tell me if there is a hospital near here?—_________A. Why not?B. No, I couldn’t.C. Sorry, I’m a stranger here myself.D. My pleasure. ( )4. —Could you please ______ the window? —It’s hot now.A. closeB. to closeC. openD. to open( )5.—Excuse me, could you tell me ______?—There’s a bank on the second floor. You can make it there.A. where I can change moneyB. how I can get to the bankC. if there’s a bank near hereD. where the bank is三、根据句意及首字母提示写出单词。

人教版九年级英语Unit11单元导学案(无答案)-文档资料

Unit11第一课时导学案(1a-2d)学习目标重点词汇：rather, drive ,lately ,friendship重点短语：would rather, drive sb crazy/mad, the more…the more.., be friends with sb, leave out ,have fun with sb, have …in common重要句型：1 I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating.2 Loud music makes John want to dance.3 The more I got to know Julie, the more I’v realized that we have a lot in common. 语法：make 的用法重点：make 的用法一．预习导学：Translate:1.have fun with sb______________(做某事很开心)2. get to know_____________3.有共同点_____________4怎么了，出什么毛病了？_____________5.leave out__________6. 越。

就越。

___________7宁愿，宁可_____二．重要句型先预习1. Waiting for Amy _______Tina_______.（等艾米是蒂娜疯狂）2.Loud music makes John_______ ________ ________.（摇滚音乐使约翰想跳舞）3.______ ______I got to know Julie, _______ ________I’ve realized that we have alot in common.（我也是了解朱莉，就越意识到我们有多么相似）合作解疑一．“make+宾语+宾语补足语”结构中，可以作宾语补足语的有不带to的动词不定式、形容词、名词或介词短语。

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。

冀教版九年级英语全册导学案Lesson 11

Lesson 11 To China, with Love【学习目标】单词和短语：1.war( 战争)2.northeren( 北方的)3.situation( 形势)4.operate( 动手术);5.peace( 和平)6. kill( 杀死)7.blood( 血)8. wounded( 受伤的)9.solider( 士兵) 10.work as a doctor( 作为医生)11.be well-known for = be famous as( 因…而著名); 12.in the Anti-Japanese War(在抗日战争)句型：1.be dying(奄奄一息)2.give first aid(进行急救)3.die of / from (死于…)4.operate on (给…动手术)自主学习，温故知新一.重难点再现1.Yuan Longping and Helen Keller are both ________(hero).2.The little girl couldn’t go to school because she lost her ________(视觉) and hearing.3.Helen Keller was famous for her __________(勇气) and hard work.4.Helen did her best ________(help) people who were blind and deaf.5._____________________(在……岁时) 88, Helen Keller died.二.白求恩大夫是国际共产主义战士，通过预习，你对他的生平事迹了解多少？探究新知及成果展示一．Listen, Read and answer the following questions.1.When and where was Norman Bethune born?2.What does he do? What do you think of him?3.Why is Norman Beynune famous?4.When and why did he come to China?5.What killed Bethune?二．合作探究，学习新知1. He is famous for working as a doctor in wars.work as a doctor 意思是“___________ ”in wars 意思是“_____________”.(1)_______ a teacher , she always does her best to help the students.A. ForB. AsC. WithD. By(2)Don’t laugh at people when they are ______ trouble(困境).A. inB.atC.withD.for2.In 1938, Bethune went to northern China because he knew many peoplewere dying in the Anti-Japanese war.be dying 意思是“______________”in the Anti-Japanese War 意思是“______________”.(1)The girl is ___________(die), Let ’s take him to the hospital at once, will you?(2)A lot of people died _____ the Anti-Japanese War.A. ofB.inC. becauseD.on3.Norman Bethune is buried in Tang County. 本句的意思是“__________________”, 该句是一般现在时的被动语态，观察谓语构成是“______________________________”.(1)People in Japan speak Japanese.Japanese ________ _________ in Japan.(2)People grow rice in the south of China.Rice ________ ________ in the south of China.(3)Workers make this kind of car in Shanghai.This kind of car ______ _______in Shanghai.(4)This farm produces milk and meat.Milk and meat ______ _________ on this farm(5)People use knives to cut things.Knives _______ ________ for cutting things.(6) --Mum, May I watch TV now?--If your homework________, you may watch TV.A. finishB.finishesC. is finishedD.was finished(7)--How clean your classroom is ! --Thank you. It _________ every day.A. cleansB. is cleanedC. are cleaningD.cleaned4.Bethune died of blood poisoning. 本句的意思是“___________________________________ ”. die of 意思是“_________________________ ”. Die from 意思是“____________________”. (1)My father died _______ T.B.(2)The man died ________electric shock(电击).当堂练习，检测固学一.根据汉语及首字母提示，补全下列单词。

【人教版】九年级全一册英语：Unit 11单元导学案(Word版)

Unit 11 Sad movies make me cry.第一课时Section A(1a－2d)Target Navigation 【目标导航】Key words and phrases：drive，drive sb. crazy/mad，the more…the more…，lately，be friends with(sb.)，leave out，friendshipKey sentences：(1)Sad movies make me cry.(2)I'd rather go to Blue Ocean because I like to listen to quiet music while I'm eating.(3)Waiting for Amy drove Tina crazy.(4)The more I got to know Julie，the more I've realized that we have a lot in common.(5)It makes Alice unhappy because she thinks Julie is now better friends with me than with her.Skills：初步学会谈论事情如何影响你，并表达个人主观感受。

Emotion：通过互相谈论“周围的环境或事情如何影响你”，使学生相互了解彼此的内心需求和烦恼，从而培养学生学会关心别人，为别人着想。

The guidance of learning methods 【学法指导】通过听、说等一些活动培养良好的听力习惯和能力，再通过独学和小组合作，学会把握学习的主要内容，在学习中善于记要点，善于抓住用英语进行交际的机会。

Learning important and difficult points 【学习重难点】学会运用make sb. do sth./make sb.＋adj.的结构表达“某事使某人怎么样”。

新目标九年级unit11第一课时说课稿（人教版英语九年级）

新目标九年级unit11 第一课时说课稿 (人教版英语九年级)新目标九年级unit11说课稿我说课的内容是新目标九年级unit11第一课时，将从教材、目标、重难点、教法和教学内容等方面进行说课。

一、教材本节课以 Could you please tell me where the restrooms are ? 为话题，学习和运用有礼貌的向别人问路展开。

本课教学内容与学生的实际生活密切相关，培养学生运用简单的英语进行询问信息或向别人提供帮助的能力。

从语法上讲要求学生掌握宾语从句的用法。

主要学习内容是：复习以前学习的询问方向方式，学习一种更加有礼貌的问路方式“Do you know where ….?”和“Could you tell me where …?”二、教学目标根据课标要求和本单元的内容，我将本节课教学目标细分为以下几个方面：语言目标、能力目标、情感和态度目标。

1. 语言目标：restroom、shampoo、drugstore、café、department、escalator、magicDo you know where I can … ?Could you tell me where I can … ?2. 能力目标：能够听懂、会说重要句型及语言结构，并能够有礼貌的准确询问信息。

3. 情感和态度目标：当向他人询问信息时，应注意礼貌用语，养成礼貌的生活习惯；在对话练习中培养学生的合作精神。

三、教学重点及难点教学重点：1. 复习词汇：library, bank, post office等。

2. 复习句型：Where is the post office ? Which is the way to the bank ？How can I get to the bank ？ Is there a post office near here?3. 学习词汇：restroom、shampoo、drugstore、café、department、escalator、magic4. 学习句型：Do you know where I can … ? Could you tell me where I can … ?教学难点：宾语从句的陈述句语序。

新目标九年级Unit11第一课时教案.doc

新目标九年级Unit 11第一课时教案上传：360981028001230079 更新吋间：2012-5-15 20:57:37一、教材分析新H标英语九年级第11单元以could you please tell me where the restrooms are ?为中心话题，围绕着描述一系列地点展开，学习和运用有礼貌的询问信息的方式，让学生学会准确地描述地理位置、给他人指路或提供帮助。

本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。

在学习活动中，学生通过询问地点位置和方向，促进学生之间和师生之间的情感交流。

本节课是section a的第一课时（Ia-2c）,主要学习内容是：先复习以前学过的问路方式，再学习更有礼貌的问路方式,如："do you know where i can.…?"和"can you tell me where i can...?”等句子。

二、教学目标1语言目标：耍求学生熟练掌握有关的生词、短语和重点句子。

1）生词和短语：restroom, shampoo, drugstore, cafe, department store, escalator,magic, etc.2）重点句子：do you know where i can ... ?can you tell me where i can ... ?2能力冃标：能够听懂重要句型及语言结构，并能够仿照例子练习和编写有礼貌地问路的对话。

3情感和态度冃标：向他人询问时，应注意礼貌用语。

让学生懂得“生活是--面镜子，你给他微笑，他也会把微笑还给你。

”4学习策略目标：积极主动地投入到语言的实践中去，包括听、说、读、写的实践；在学习中与他人互动合作。

5文化意识目标：在英语的日常交际语言中，要注意礼节，语言要得体。

三、教学重点及难点1.教学重点1）复习一些地点词汇：library, bank, bookstore, post office, etc2）复习问路和指路的句型：excuse me. where is the nearest postoffice?go down/ along this street, turn left / right, it's on your left, is therea post office near here? yes, il's on center street.can you tell me the way to the post office?3）学习词汇和短语：restroom, drugstore, shampoo； department store, make a telephone call, save money, take the elevator/ escalator to, etc.4）学习礼貌地问路的句型：do you know where i can ... ?can/could you tell me where i can ... ?2.教学难点：where, how和if引导的疑问句在宾语从句中用陈述句语序；含有疑问词的不定式（how to do）作动词的宾语。

九年级英语Unit_11导学案_2011

Unit 11 Could you tell me where the restrooms are ？全单元导学案单元学习目标1：学会问路以达到购物或办事的目的2：学会为他人指示方向或路线。

3：学会在活动或者购物场所中表达自己的爱好和想法难点：1：学会礼貌询问语言Could you please tell me where the restroom are？Excuse me，do you know where I can save money？2：学习含宾语从句的间接疑问句时，并能自行归纳并与从句的形式Period one 学习宾语从句宾语从句(object clause)在句中充当宾语,它可以做谓语动词的宾语(见例1),也可以做介词的宾语(见例2)。

1. I don’t know when we shall meet again.我不知道我们什么时间会见面。

2. This reminded me of what he had once promised me. 这使我想起他曾对我的许诺。

宾语从句三要素：1. 关联词2. 语序3. 时态一．宾语从句的引导词：1)当从句是陈述句时用that来引导,在口语或非正式文体中可省略。

I hear (that) he will be back in a month.2) 当从句是一般疑问句时,用if 或whether(是否)来引导宾语从句。

当句末有or not时,只能用whether.Will he come? I don’t know if / whether he will come.I was not sure whether he would come or not.3) 宾语从句是特殊疑问句时用who, whose , whom, which, what, when, where, how, why等单词引导。

The teacher want to know why he didn’t come to school yesterday.I don’t know who can help me.Can you tell me where I can buy some stamps?二．宾语从句的语序：一定用陈述句的语序,即主语在前,谓语动词在后。

人教版九年级英语Unit11教案

Unit 11 Sad movies make me cry.Period 1 Section A听说课(1b---1c)【学习目标】1.运用make sb/sth do/adj.谈论外界事物对人的影响。

2.熟读Section A重点短语句子。

3.会谈论事物对人物心情的影响。

【重点】：体会make sb/sth do/adj的用法。

Teaching steps:1. Go through the study-guide。

2. Guess how they feel and learn some adjectives about feelings.happy unhappy sad annoyed angry bored nervous tense stressed out surprised excited energetic relaxed tired sleepy comfortable uncomfortable scared frightened...3. Let's talk about how things affect us.They would rather run in the sun. Because warm sun makes them energetic.She'd rather play computer games. Because games make me relaxed/ relax...4. 1a: Look at the two restaurants below. Which would you like to go to? Why?5. 1b: Listening6. 1c: Role-play a conversation between Amy and Tina.7. Summary: 1.掌握了make sb do sth/adj. 的用法区别。

新人教版九年级英语Unit 11导学案教材

主备：黄海梅审核：杜梅陈亚玲学生姓名得分Unit 11: Sad movies make me cry.第一课时(1a-1c)一:学习目标：1：单词：rather词组：would rather学习重难点：make 的用法二。

预习导学：Ⅰ：词组翻译：1.悲伤的电影_________2.宁愿做某事_________3.使某人做某事_________4.某人被迫使做某事_________ Ⅱ：词形变脸：1.cry(pt)______(op)_________2.make(pt/pp)_______3.hungry(n)_____(op)_______4.environment(adj)_______fortable(op)__________6.sleep(adj)________Ⅲ:难点释义：make的用法：（1）使某人做某事：make sb do sth（2）某人被迫使做某事：Sb be made to do sth（3）使某物/某人出于某种状态：make sth/sb +形容词（4）由…制成（可以看出原材料）：be made of（5）由…制成（看不出原材料）：be made from（6）在某地制造：be made in +产地（7）被制成为：be made into由make引出的短语有：谋生：make a living 制定计划：make a plan/make plans 赚钱：make money 铺床、整理床铺：make the bed做饭: make food 叠一架飞机：make a plane下定决心做某事：make up one's mind to do sth取得巨大的进步：make a great progresswould rather的用法:宁愿做某事：would rather do sth宁愿不做某事：would rather not do sth宁愿做某事而不愿做某事：would rather do sth than do sth= prefer to do sth rather than do sth= prefer doing sth to doing sth三：展示交流：Look at the two restaurants. Which would you like to go to?）1（．(2) Listen and finish 1b(3) Role- play a conversation between Amy and Tina.四：达标检测：根据汉语，翻译下列句子。

人教版九年级英语全册教案：Unit 11 教案

Unit 11Sad movies make me cry.第一课时Section A (1a～2d)§自主学习案根据汉语提示完成单词。

1．We should spend more time with our friends to make our friendship(友谊)stronger.2．Jim is often late for school and gets to sleep in class lately(最近)．3．This naughty baby often drives(迫使)Mrs.Smith crazy.4．I often feel sleepy(困倦)after taking this medicine in the morning.5．I have realized(意识到)that there is something wrong with my pet dog.§课堂导学案Step 1准备与热身(Preparation)Teacher：Most of us like music.A piece of soft music makes us feel relaxed, a loud music may make us feel boring and an exciting one makes us happy and excited.What kind of music do you like? Why?Students：________①I don't like loud music.It makes me angry.②I like quiet music.It makes me feel at ease.……Step 2呈现与输入(Presentation)1．要求学生看课本P81—1a部分的图片。

并按要求完成课本上相应的任务。

Unit 11 Water第一课时（26张PPT）教案导学案

3.培养学生节约用水，热爱大自然，热爱生活的情感。
学习重难点
1.能听懂，会说tap, use, vegetable, clothes, farmer, useful, grow crops, put out fires等单词和短语。
2.掌握功能句We use water to wash our hands.并能用句型We use water to…阐述水的基本用途。
【课堂探究】
1.Free talk.
用学过的词汇谈论有关水的情况：
What is it?
Where does it come from?
How do we use water?
2.略读课文，圈出生词：
______ _____ ______ _______ ________ _______
______ ______ ___________ ___________ _____
4. It is _____. Let’s take it.
A. useful B. use C. uses
5. It comes _____ the rain.
A. for B. to C. from
三．按要求写出下列各词。
1.灭火（英语）_______
e（形容词）___________
3.种庄稼（英语）_____________
_______________ ________________
5.思考每幅图中提到的问题，带着问题阅读课文，解决问题。
6.朗读课文，注意重点单词的发音。
7.小组合作，互相检查，指出错误，及时纠正。
【展示交流】（巩固训练活动或游戏）
1.做游戏。就话题How do we use water？说句子，看谁说得多。

人教版九年级英语Unit11说课稿

Unit 11 Sad movies make me sad.Section A（1a-1c）说课稿各位老师好：今天我说课的内容是人教版新目标英语九年级全一册册第十一单元Unit 11 Sad movies make me cry.的第一课时Section A 1a-1c的教学内容。

我说课的流程依次是：说教材、说学情、说教法、说学法、说教学过程、说板书设计.一．说教材（一）教材的内容,地位和作用本单元围绕“Sad movies make me sad”为中心话题，学习和运用make作为使役动词的make sb +do 和make sb + adj的语言结构.让学生能够描述和谈论不同事物对自己情绪的影响. 要学习的内容与学生们的生活息息相关.其实在初一和初二时对make的结构已经提到过, 本单元是对make 这一结构第一次全面详尽系统的讲授,故学生对本单元没有太大的陌生感.在今天说课的第一课时section (1a-1c)里, 包括三个板块.其中1a 呈现了两幅关于风格迥异的两家餐馆的主题图片,要求学生观察图片,用所学语言知识谈谈餐馆给自己的感觉.活动1b通过听力需要学生听辨出用于描述事物和表达情感的形容词, 用听得形式再次熟悉make这一功能句.1c提供了简短的对话示范,要求学生结合主题图和听力内容完成对本课词汇和功能句的语言输出。

这些教学板块将帮助学生充分熟悉,训练并掌握本课的教学内容.（二）说教学目标教学是为了让学生学到知识，学到能力，培养多方面的情感，让学生在原有的基础上有所提高，有所发展，因此根据新课程标准提出的“三维目标”，为了实现学生的全面发展，注重学生在品德、才智、审美等方面的发展，我把本课的教学目标确定为以下三个方面：1.知识目标：掌握表达情绪和感受的形容词，动词uncomfortable , nervous, sleepy,cry, relax ,掌握 would rather do 宁愿做..... 这一词组.掌握 make sb do和 make sb adj 这一功能句。

新目标九年级英语Unit11 SectionA(1a-2d)导学案

九年级Unit11导学案第一课时Section A (1a－2d)一、预习导航（一）1.知识目标：①Master new words : drive; lately; friendship②Master important phrases: make me sleepy; drive sb crazy;the more…, the more; would rather; be friends with sb; feel left out2.能力目标：熟练掌握make 的各种用法。

3.情感目标：学会谈论不同的事物并且能够表达自己的看法（二）重点、难点：重点：掌握动词make的用法。

难点：学会根据不同的事物表达自己的看法。

二、预习诊断（一）翻译下列短语1.使我哭泣____________2.使我困倦____________3.使人发狂_____________4.是也不是____________5. 使我们的友谊更坚固________________________6.宁愿…而不_________________7.有共同点__________________（二）翻译下列句子1.更愿意到蓝海洋餐厅，因为我喜欢在吃饭时听轻音乐。

但那种音乐使我困倦。

2.等候Amy使Tina发狂。

3.这部电影是如此悲伤以致使Tina和Amy都哭了。

4.我让爱丽丝非常生气，而且我又不确定该怎么办。

5.每次你和朱莉在一起的时候，你何不邀请爱丽丝加入呢？___________________________________________________________________【课中探究】一、词义辨析（一）1.“The+ 比较级，the +比较级”表示“越…越…”比较级+ and +比较级”表示“变得越来越…”翻译句子。

①这本书我越看越喜欢。

________________________________________________________.②在秋天，天变得越来越短。

九年级英语Unit11导学案

= The old mandonate money to charitybuyhimself expensive things.
5.我宁愿看பைடு நூலகம்影，也不看电视。
Igo to the cinema thanTV.
= Igo to the cinema ratherTV.
Sentence-making competition
导学案设计
（一课时一案原则、问题呈现原则、循序渐进原则、方法提示原则）
达成情况
课前感知
After enjoying the song, to share the thoughts and feelings.
How do you think of the song?
How does the song affect you?
否定形式：缩略形式：
3. would rather do sth
preferto do sth意为：
4.would rather do sth than do sth
prefer to do rather than do意为：
Exersice practice
1.轻柔的音乐使我感到很放松。
The soft musicme.
Brainstorm the adjectives of feelings
新知呈现
Teacher: Different music can affect you differently. A piece of soft music makes us feel relaxed, a loud music may make us feel
boring. What kind of music do you like? Why?

新目标英语九年级下(新版)11单元导学案

新目标英语九年级下〔新版〕11单元导学案Unit 11 Sad movies make me cry第一课时 Section A〔1a - 2d〕[学习目标]1.会运用下列单词和词组drive, lately, friendship, r ather, would rather....2.会正确运用“make sb. do〞和“makes sb. + adj(形容词).3.会比较分析事物的优缺点，用所学的目标语言简单谈论或询问事物对人的影响，或人对某一件事或物的看法。

[学习重难点]能初步理解动词make的用法并能在实际情景中简单地运用.[学法指导]1.查词汇表，自学本课时新词汇。

2.互助学习，练习对话。

[自学互助]1.温故知新：和同伴比一比，看谁能说出更多的表达感受的形容词.2.看图1a，两人对话.3.翻译下列短语,并在课文中划出来.(1)使我困倦__________________ (2) 使…发疯_________________(3).越…越...___________________ (4).好坏参半____________________(5)是某人的朋友________________ (6).感觉被忽视__________________通过互助学习，我存在的疑惑是_________________________________________[展示互导]1.比一比，看谁对1a词汇更了解。

2.看图说话，交流熟悉听力材料。

[质疑互究]1. Sad movies make me cry. 悲伤的电影使我哭泣。

[解读]这个句子中的make是个使役动词，意为“________〞，其后接不带to的不定式做宾语补足语，即“make sb. _______sth〞.[展示]〔1〕She always makes me____________. 她总是让我发笑。

〔2〕He lost his key. It made him______ in the cold to wait for his wife’s return.A. to stayB. stayedC. staysD. Stay2.But that music makes me sleepy. 但是那种音乐使我困倦.[解读]这里的make 意为“使成为，使处于某状态〞，其后跟__________作宾语补足语，即“make + sb.+ ________〞.[展示]〔1〕The news_____________________. 这则消息使他非常高兴。

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3〉2c Doing pairwork
What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87哪里能买到洗发香波？
神木县第九中学课堂教学导学案
科目
年班级
教师
课题
Cloud you please tell me where the restroom are?
时间
第一课时
学习目标
一．知识目标：复习及掌握以下词汇及短语: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money
2〉2b Listening and drawing
Do you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore.
5.电动扶梯，自动扶梯6.魔术，戏法
7.信纸8.询问有关城镇的信息
9.打电话10.存钱
11.向左/右转12.家具店
13.在两者之间14.路过，经过
15.紧挨着在……旁边
二.小组长组织核对以上单词、词组并且领读.
三.老师组织各小组间点名PK，看哪一组掌握的最好。
(激发学习积极性)
1〉Read 1a words on page 86 and finish 1a（小组竞赛完成，看哪一组完成的最快、最准。）
2〉Listen to the tape and complete the conversations.(听两遍)
3〉各小组根据lc编对话，并进行情景演练。
四、2a Listening and numbering
1〉Do you like shopping? If you do，come and listen to the directions for going shopping around a new city. While listening，please number the directions in the order that you hear them.（小组内核对答案）
2.你能告诉我邮局怎么走吗?
3.你能告诉我在哪儿能买到字典吗？
4.乘扶梯上二楼。
5.药店在家具店和书店之间。
6.走过银行。
7.银行在书店旁边。
六、课后作业：
熟练掌握问路和指路的交际用语，自编对话。
教学过程
Could you tell me how to get to the post office?
Could you please tell me if there are any good museums in Newtown?
Do you know if there are any good public restrooms around here?
Turn left．
The drugstore is between the furniture store and the bookstore．
Go past the bank．
Do you know where I can exchange money?
The bank is next to the bookstore．
2、熟练运用where,who和if引导的宾语从句。
三．情感目标：让学生能准确的描述地理位置、给他人指路或者提供帮助。
教学重点难点
1宾语从句的用法。
2问路的交际用语及熟练掌握小对话。
3重点词组和句子。
学习过程
认真预习课本P86-87，完成以下任务。
一.默写下列单词、词组。
1.公共厕所2.洗发香波
3.杂货店，药店4.部，局，部门
二．能力目标：
1、话题展现：有礼貌的询问信息。
Could you please tell me where the restrooms are?
Can you please tell me where I can get a dictionary?
Take the elevator to the second floor．