人教新目标九年级英语全册教案：Unit11 教案(1)

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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。

新目标英语九年级教案Unit11教案1

Unit 11 Could you please tell me where the restrooms are？Section AThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：restroom, shampoo, stamp(2) Target LanguageExcuse 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 LanguageⅢ．Teaching Difficult Points1．How to train students' listening ability.2．How to train students' communicative competence.Ⅳ．Teaching Methods1．Scene teaching method.2．Listening and-answer activity to help the students go through with the listening material.Ⅴ．Teaching Aids：1．A tape recorder. 2．Real objects.Ⅵ．Teaching ProceduresStep Ⅰ RevisionT: You're new to this school. You need to know where the main office is. How can you ask where the main office is?S1: Where's the main office?T: That's one way to ask. But there is a more polite way you can ask. You can say, “Can you tell me where the main office is?” Class repeat. Can you tell me where the main office is?Ss: Can you tell me where the main office is?T: That's correct. Now let's say you want to know where Classroom 1 is. How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There's another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat. Could you tell me how to get to Classroom 1?Ss: Could you tell me how to get to Classroom 1?T: That's right. Very good.Step Ⅱ 1aThis activity reviews earlier vocabulary and introduces some new words.Go through the instructions with the class, Read the list of things to the class. To review the meaning of each item on the list, invite different students to say each phrase in their own words.Point to the lettered parts of the picture one by one.Ask a student; What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer. Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store. There may be more than one correct answer for some blanks. While students are working, move around the room offering help as necessary.Check the answers.（Suggested answers：）shampoo: a or c information: d or e magazines: a or dwriting paper: a or c dictionary: d stamps: etelephone call : a or e save money: bNote：Shampoo is special soap, liquid, powder, etc. for washing of the hair.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.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 blankswith the words you hear. When students listen, stop the recording from time totime to allow students enough time to fill in the blanks. Check the answers withthe whole class.Answers：1．buy some stamps 2．post office 3．Center Street 4．save money 5．bank 6．Main StreetStep Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the class.Point out the example in the box. Get two students to read it to the class.S1: Excuse me. Can you please tell me where I can get a dictionary?S2: Sure. There's a bookstore on River Road.Point out the list of things people need and the pictures of the places in activity 1a. Say. Look at activity 1a. Have a conversation with a partner. Ask your partner politely where you can do these things and then answer your partner's questions.As students work, listen to some pairs in order to check the progress andhelp with pronunciation as needed.After students have had a chance to practice several exchanges, ask somepairs to come to the front of the classroom and act out their conversations.Step Ⅴ SummaryIn this class, we've learned some important words, such as restroom, shampoo and so on. We've also learned the target language. Excuse me. Can you please tell me where I can get a dictionary? Sure. There's a bookstore on River Road.Step Ⅵ Homework：Review the target language.Step Ⅶ Blackboard DesignUnit 11 Could you please tell mewhere the restrooms are?Section AThe First PeriodTarget Language:A: Excuse me. Can you please tell me where I can get a dictionary?B: Sure. There's a bookstore on River Road.。

人教版九年级英语全册Unit11优秀教学案例

四、教学内容与过程
（一）导入新课
1.利用多媒体展示一系列环保现象，如污染、浪费等，引发学生对环保的思考。
2.组织学生进行自由谈话，让学生分享自己对环保的认识和看法。
3.教师通过提问方式，引导学生思考环保的重要性，为新课的学习做好铺垫。
4.引入本节课的主题，明确学习目标，激发学生的学习兴趣。
（二）讲授新知
教学目标明确，教学内容与现实生活紧密相连，使学生在学习过程中能够更好地将所学知识运用到实际生活中。在教学过程中，注重发挥学生的主体作用，鼓励他们积极参与课堂讨论，提高他们的口语表达能力和团队协作能力。同时，结合我国环保政策的实际情况，引导学生正确理解环保的重要性，树立正确的价值观。
二、教学目标
（一）知识与技能
4.多样化的教学策略，提高学生综合能力：本案例采用了情景创设、问题导向、小组合作等多种教学策略，使学生在实际情境中运用所学知识，提高了口语表达、团队协作等综合能力。
5.结合实际国情，引导学生正确理解环保重要性：教师在教学过程中，结合我国环保政策的实际情况，引导学生正确理解环保的重要性，使学生明白保护环境是每个人的责任。这种教学方式有助于培养学生的社会责任感，使他们愿意为我国的环保事业贡献自己的力量。
三、教学策略
（一）情景创设
1.通过多媒体展示环保主题的视频，让学生身临其境地感受环保的重要性。
2.利用图片、图表等教学资源，展示环保现象，引发学生思考。
3.创设真实的交流情景，如角色扮演、模拟对话等，使学生在实际情境中运用所学知识。
4.组织学生参观环保设施，如污水处理厂、垃圾回收站等，增强学生的直观感受。
本案例通过以上五个亮点，展现了一堂生动、有趣的英语课堂。教师以学生为主体，注重培养学生的自主学习能力和批判性思维。同时，结合我国环保政策的实际情况，引导学生正确理解环保的重要性，树立正确的价值观。在教学过程中，教师运用多样化的教学策略，提高学生的综合能力，为学生的全面发展奠定了基础。

九年级英语全册 Unit 11 Sad movies make me cry(第1课时)教案 (新版)人教新目标版

Unit 11 Sad movies make me cry（第1课时）一、教材分析本单元以how do things affect you？为话题, 从颜色、天气、音乐、广告、产品等方面谈论了外界事物如何影响人的心情。

要求学生掌握表达某物或某事给人带来的感觉、看法或影响等。

共设计了四个部分的内容：Section A该部分有4个模块：第一模块围绕Which restaurant would you like to go to?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕How does music affect you? 进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕how do colors in the restaurant affect you这一话题展开训练，训练形式为阅读和问题体验（3a）和小组活动（3b）；第四模块仍就How do things affect you这一话题以调查的形式展开讨论。

二、三维目标1. 语言目标，words and expressions 生词和短语。

2. 能力目标，能然学生谈论事情是怎样影响他们的心情。

3. 情感目标，能够让学生理解事情对他们产生的影响。

三、教学重点重点单词 1. drive v. 迫使.2. lately adv. 最近，不久前；3. friendship n. 友谊，友情；重点词组 1. make me sleepy使我困倦2. drive sb crazy使…发疯3. 越…越…the more…, the more4. yes and no好坏参半好坏参半5. be friends with sb是某人的朋友6. feel left out感觉被忽视重点句式 1. I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating.But that music make me sleepy.2. Waiting for Amy drove Tina crazy.3. The movie was so sad that it made Tina and Amy cry.4. Sad movies don’t make John cry. They just make him want to leavequickly.四、教学难点make sb ＋ infinitivemake sb ＋ adjective五、教学策略本课主要是一节听说课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在听说过程中帮助学生掌握知识、发展能力、形成正确的价值观。

人教版九年级英语全册Unit11单元整体教学设计

2.注重词汇教学的趣味性和实用性，采用联想、分类、游戏等方法，帮助学生记忆和运用词汇。
3.强化语法知识的讲解与练习，结合实际语境，让学生在实际运用中掌握语法规则。
4.针对学生个体差异，实施分层教学，关注每个学生的学习需求，提高他们的自信心和学习积极性。
5.创设丰富的语言环境，鼓励学生大胆开口，提高学生的听说能力和口语表达能力。
人教版九年级英语全册Unit11单元整体教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和重点句型，如：adventure, attraction, convenient, passport, visa等，并能熟练运用这些词汇和句型进行日常交流。
2.能够运用一般现在时和一般过去时描述旅游景点和旅行经历，运用一般将来时表达对未来旅行的期待和计划。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过展示一组世界各地旅游景点的图片，引导学生观察并询问：“Where have you been? Where would you like to go?”，让学生分享自己的旅行经历和梦想。
2.学生分享后，教师引入本节课的主题：“Today, we are going to learn about travels and adventures. We will talk about some famous attractions and our travel experiences.”
五、作业布置
为了巩固本节课所学知识，培养学生的自主学习能力和实际运用能力，特布置以下作业：
1.完成课后练习册的相关练习，巩固词汇和语法知识。
-选择题：检测学生对词汇和时态知识的掌握程度。
-填空题：培养学生运用所学词汇和句型进行填空的能力。

人教版九年级英语全册Unit11Sadmoviesmakemecry.Review教学设计

3.教师巡回指导，关注学生的讨论过程，及时解答疑问，鼓励学生大胆表达。
（四）课堂练习
1.教师设计不同类型的练习题，如填空、选择、改错等，让学生巩固所学知识。
2.进行听力训练，播放电影片段，让学生听懂并回答相关问题，提高听力理解能力。
3.学生进行阅读练习，分析文章中的情感态度，完成相关练习题。
（五）总结归纳
6.设计形式多样的课后作业，如：编写电影观后感、进行情感主题的访谈等，使学生在完成作业的过程中巩固所学知识。
7.定期进行教学评价，关注学生的学习进度，调整教学策略，以提高教学效果。
8.结合情感教育，组织学生进行情感分享活动，引导他们学会关心他人，培养同理心。
9.定期举办英语角、电影欣赏等活动，让学生在实践中运用所学知识，提高跨文化交际能力。
1.教师引导学生回顾本节课所学内容，总结一般过去时和过去进行时的用法，以及电影题材词汇的运用。
2.学生分享学习心得，谈论在讨论、练习过程中的收获和感悟。
3.教师强调情感态度的重要性，鼓励学生在生活中关注他人情感，学会关爱和尊重。
4.布置课后作业，要求学生运用所学知识编写一篇关于电影的短文，进一步巩固所学内容。
难点：学生在听力、阅读过程中对细节的把握，以及对作者观点态度的理解。
3.重点：引导学生正确处理情感问题，培养积极乐观的心态。
难点：如何让学生在实际生活中运用所学情感表达方式，形成健康的情感观。
（二）教学设想
1.针对重难点，设计丰富多样的教学活动，如：情景模拟、角色扮演、小组讨论等，激发学生的学习兴趣，提高他们的参与度。
四、教学内容与过程
（一）导入新课
1.教师以一首英文歌曲《My Heart Will Go On》作为课堂导入，引发学生对电影主题的兴趣。

人教版新目标英语九年级全册创新教案：unit 11 period 1

2. Target Language
Excuse me． Can you please tell me where I can get a dictionary?
Sure． There’s a bookstore on River Road．
过程
方法
According to designing some tasks,train students’listening ability and the students’communicative competence．
学科
English
课型
fresh
年级
9
课题
Unit 11 Could you please tell me where the restrooms are?1/6
教学媒体
A tape recorder, CAI
教
学
目
标
知识
技能
1. Key Vocabulary
restroom, shampoo, stamp，drugstore,cafe, department
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
3.After students have had a chance toracticeseveral exchanges, ask some pairs to come to the front of the classroom and act out their conversations．
Step3Summary

人教新目标九年级英语第11单元教学设计(教案)

2. Activity 2b.Listen and complete the statement.
This time listen carefully to what each person says．To give Ss practice in listening for specific information. Play the tape again．
2. Listening:
Listen to a conversation between the two girls in the picture in 1a. Play the recording twice or more for Ss to fill in the gaps.
3. Check the answers with the whole class．
Look at the sample conversation between Tina and John．Invite a pair of students to read it to the class．
Get students to make up a conversation using information from Activities 2a and 2b．
The soft music makes Amy relax.
2. Encourage Ss to talk about the picture.
1.What’re the two girl probably thinking about?
2.Describe what you see in the thought bubbles.
Let students check the sentences they hear．

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。

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。

英语人教版九年级全册Unit11教学设计.教案

英语⼈教版九年级全册Unit11教学设计.教案Unit 11 Sad movies make me cry.⼀、教学⽬标：1. 语⾔知识⽬标：单词：friendship 友谊, king 君主, pale 苍⽩的, queen 王后, examine 检查, nor 也不, palace 王宫, power 权⼒, wealth 财富, grey 阴沉的, lemon 柠檬, fame 名声, Prime ⾸相的句型：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.能够⽤英语描述事情对⾃⼰感情的影响，复习被动语态。

2.情感态度价值观⽬标：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。

⼆、教学重难点1. 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。

2. 教学难点：掌握make的⽤法Section A 1 (1a-2d)I. Leading in: Kinds of moviesReview the kinds of movies and answer the question “How do you feel about the movie?”II. Learning1. 1a. Look at the two restaurants below. Which would you like to go to? Why?2.1b.Listen and fill in the blanks. Then match the restaurants with the statements.3. 1c.Role-play a conversation between Amy and Tina.Tina: I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating.Amy:But that music makes me sleepy. I want to have the hamburgers at Rockin’ Restaurant.Tina:Let’s go to the Rockin’ Restaurant. I love their hamburgers.Amy:Those awful pictures on the walls make me uncomfortable, and the loud music makes me nervous.Tina: So where do you want to go, Amy?Amy: Let’s go to Blue Ocean. The soft music makes me relaxed.4. 2a. Listen and number the picture (1-4) in the order you hear them.5. Listen again. Complete the statements.1. Waiting for Amy drove Tina__________ (crazy).2. Amy said loud music made her__________ (nervous).3. Loud music makes John_____________. (want to dance)4. T e movie was so sad that it made Tina______. (cry)5. Sad movies don’t make John cry. They just make him______________ (want toleave).6. Role-play the conversation.7. 2d Pole-play the conversation.Nancy: Hey Bert, I think I’ve made Alice mad and I’m not sure what to do about it. Bert: What happened?Nancy: You know Julie is Alice’s best friend, right?Bert: Uh-huh.Nancy: Well, the more I got to know Julie, the more I’ve realized that we have a lot in common. So we’ve been spending more time together lately.Bert: But what’s wrong with that?Nancy: Umm ... it makes Alice unhappy because she thinks Julie is now bet her friends with me than with her.Bert: I see. Mmm ... why don’t you ask Alice to join you each time you dosomething with Julie? Then she won’t feel left out.Nancy: Oh, good idea! That can make our friendship stronger.III. Language points.1. I’d rather go to the Blue Ocean Restaurant because I like to listen toquiet music while I’m eating.would rather do sth.，意为“宁可，宁愿还是……好些”。

人教新目标九年级英语全一册Unit11period3教学设计

6.结合现实生活中的案例，引导学生思考自己的目标和梦想，培养学生的规划能力和执力。
7.课后作业布置注重实践性和创新性，鼓励学生运用所学知识进行书面和口头表达，提高学生的综合运用能力。
8.定期进行教学反思，根据学生的学习情况和反馈，调整教学策略，以提高教学效果。
四、教学内容与过程
（一）导入新课
1.教师以生动形象的语言引入话题：“Do you have a dream? What do you want to achieve in the future?”让学生思考并回答，激发学生对本节课的兴趣。
五、作业布置
1.写作作业：结合本节课所学内容，要求学生用英语写一篇关于自己目标和梦想的短文。短文应包括以下要素：自己的目标或梦想、为实现目标所付出的努力、遇到的困难和挑战以及如何克服这些困难。鼓励学生运用所学词汇和句型，充分发挥自己的想象力，表达出内心的真实想法。
提示：可以参考以下写作框架进行构思：
5.培养学生关爱他人，关注社会，具有社会责任感和使命感。
二、学情分析
九年级的学生已经具备了一定的英语基础，掌握了基本的语法知识和词汇量，具备了一定的听说读写能力。在此基础上，他们对英语学习有着较高的兴趣和热情，但同时也面临着升学的压力。因此，在本节课的教学中，应充分考虑以下学情：
1.学生对目标、梦想等话题有较高的关注度和兴趣，这为本节课的教学提供了良好的情感基础。
2.学生在语言表达方面存在一定的个体差异，部分学生可能在实际运用中遇到困难，需要教师给予关注和指导。
3.学生在合作学习和解决问题的过程中，需要教师的引导和激励，以培养团队合作精神和自主探究能力。
4.学生在面对困难和挫折时，心理承受能力较弱，需要教师在教学中注重情感教育，培养学生积极乐观的心态。

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。

人教新目标九年级英语全册教案：unit11 SectionA (1a教案

Unit 11Sad movies make me cry.Section A 1a~2d 教学设计三维目标1. 语言目标，words and expressions 生词和短语。

2. 能力目标，能然学生谈论事情是怎样影响他们的心情。

3. 情感目标，能够让学生理解事情对他们产生的影响。

教学重点重点单词 1. drive v. 迫使.2. lately adv. 最近，不久前；3. friendship n. 友谊，友情；重点词组 1. make me sleepy使我困倦2. drive sb crazy使…发疯3. 越…越…the more…, the more4. yes and no好坏参半好坏参半5. be friends with sb是某人的朋友6. feel left out感觉被忽视重点句式 1. I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating.But that music make me sleepy.2. Waiting for Amy drove Tina crazy.3. The movie was so sad that it made Tina and Amy cry.4. Sad movies don’t make John cry. They just make him want to leave quickly.、教学难点make sb ＋infinitivemake sb ＋adjective四、教学策略本课主要是一节听说课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在听说过程中帮助学生掌握知识、发展能力、形成正确的价值观。

人教版九年级英语全Unit11SadmoviesmakemecrySectionA1a2d教学设计

二、学情分析
针对九年级的学生，他们在英语学习方面已具备一定的语言基础，但在情感态度、认知水平和实际运用能力上仍存在差异。在此基础上，对本章节的学情分析如下：
1.语言基础：大部分学生已掌握基本的词汇和语法知识，能进行简单的英语交流。但在运用复杂句型和高级词汇方面，部分学生仍需加强。
2.情感态度：学生对英语学习兴趣较为浓厚，但对于电影话题的情感共鸣程度不同。部分学生对电影有浓厚兴趣，容易产生情感共鸣；而另一部分学生对电影话题较陌生，可能在学习过程中表现出兴趣不足。
四、教学内容与过程
（一）导入新课，500字
在导入环节，我打算采用以下方法激发学生的学习兴趣和好奇心：
1.利用多媒体设备播放一段剪辑好的电影预告片，涵盖不同类型的电影片段，如悲剧、喜剧、爱情、恐怖等。通过视觉和听觉的刺激，让学生初步感知电影类型的多样性。
2.预告片播放结束后，邀请学生分享他们在观看过程中的感受，引导他们用简单的英语句子描述自己的情感反应，如：“I felt excited when I saw the action movie.”或“I was moved to tears by the sad story.”
2.口语作业：学生与家长或朋友合作，进行一次关于电影类型的对话。对话内容需涵盖对不同电影类型的看法、喜好及原因。要求至少使用5个本节课学到的词汇和短语。
3.听力作业：完成一份关于电影类型的听力练习，内容包括对话和独白。学生需在听完材料后，回答相关问题，锻炼听力理解能力。
4.阅读作业：推荐一本关于电影类型的英文书籍或文章，让学生课后阅读，了解电影类型的背景知识和相关文化。
2.学会使用一般现在时和一般过去时描述电影情节及感受，如：“The main character dies in the end.”和“I cried a lot when I watched this movie.”

人教版英语九全Unit11SectionA(1a1c)教学设计

为了巩固本节课所学知识，提高学生的英语水平，特布置以下作业：
1.词汇巩固：请学生将本节课学习的与电影相关的词汇、短语进行整理，并制作成词汇卡片，以便随时复习。
要求：词汇卡片需注明单词、词性、中文含义及例句，以加强记忆。
2.课后阅读：请学生选择一部英文电影，阅读其剧情简介或观后感，提高阅读理解能力。
要求：阅读后，用自己的话简要概括电影内容，并运用一般过去时描述电影中的某个片段。
3.重点：情感态度与价值观的培养，激发学生对英语学习的兴趣，增强自信心。
难点：如何将情感态度与价值观的教育融入课堂教学，使学生形成积极向上的人生态度。
（二）教学设想
1.创设情境：利用多媒体展示电影片段、海报等，创设真实语境，激发学生的学习兴趣。
教学策略：采用情景教学法，让学生在情境中感知、体验和运用所学知识。
4.通过导入环节，为学生提供与新知识相关的背景信息，激发学生学习新知识的兴趣。
（二）讲授新知（500字）
1.教师引导学生学习与电影相关的词汇、短语和句型，如actor, actress, direct, star, film, story, audience等，以及go to the movies, be based on, win an award等短语。
2.掌握短语：使学生掌握与电影相关的短语，如go to the movies, be based on, win an award等，并能将这些短语灵活运用于日常生活。
3.句型应用：培养学生运用一般过去时描述过去发生的事情，如：“The movie started at 8 o'clock last night.”
2.通过示例和练习，讲解一般过去时的用法，如：“The movie started at 8 o'clock last night.”

人教新目标九年级英语全一册Unit11period4教学设计

3.情感态度：九年级的学生正处于青春期，对新鲜事物充满好奇，尤其是旅游这一话题，容易激发他们的兴趣。因此，教师可利用学生的这一特点，通过情境教学和任务型教学法，提高学生的学习积极性和参与度。
4.学习策略：学生在学习过程中，已经掌握了一定的学习方法和策略，但仍有待提高。教师应引导学生运用所学策略，如联想记忆、小组合作等，提高学习效果。
5.个体差异：学生之间存在英语水平、学习兴趣和性格等方面的差异。教师应关注每个学生的个体需求，因材施教，使每个学生都能在课堂上得到提高。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于旅游相关词汇、短语和句型的掌握，以及在实际情境中的运用。具体包括：
-词汇：attraction, sightseeing, landscape, scenery, souvenir, guidebook, itinerary, budget, accommodation等。
-短语：go sightseeing, visit attractions, take photos, buy souvenirs, consult a guidebook等。
-句型：-What's the best time to visit...? -How do you like...? -I recommend that you visit...等。
（五）总结归纳
1.教师引导学生回顾本节课所学的主要词汇、短语和句型，总结旅游话题的表达方式。
2.学生分享在本节课中的收获和感受，教师给予鼓励和肯定。
3.教师布置课后作业，要求学生结合所学内容，编写一篇关于旅游的短文，巩固课堂所学知识。
五、作业布置
为了巩固本章节所学内容，确保学生对旅游相关词汇、短语和句型的掌握，特布置以下作业：

九年级英语全册Unit11Sadmoviesmakemecry第1课时教案新版人教新目标版

How do you feel about these following pictures?
It makes me comfortable.
It makes me relaxed.
感知3.用PPT展示下列图片。
目标语言：How do you feel about the movie?
Sad movies make me cry.
—I want to have the hamburgers at Rockin’ Restaurant.
Unit 11 Sad movies make me cry .
Section A 1a—2d
一、【教材分析】
教
学
目
标
知识
Байду номын сангаас目标
1.会听说读写下列单词：the more…the more leave out friendship
2.能熟练掌握并使用下列重点句式：
（1）I’d rather go to the Blue Ocean Restaurant because I like to listen to quiet music while I’m eating．
It makes me comfortable.
It makes me relaxed.
Ⅱ.感知
体验
感知1.用PPT呈现下列图片。
体验1.guess how they feel.
感知2．用PPT出示一系列图片，引导学生找出本小节的目标语言。
目标语言：It makes me…
体验2.小组之间进行对话练习。
⑥— Do you know the man in _____ (灰色的) ?
— Yes ,I do . He is my uncle.

新目标九年级英语全册Unit 11精品教学案

英语九年级上册第十一单元教学案执笔人洪宇Section A第一课时a)课前预习1. 翻译下列句子或短语。

buy shampoo ______________________save money ______________________get a dictionary ______________________make a telephone call ______________________buy some stamps ______________________买一些杂志______________________得到一些关于这个城镇的信息____________________________2. 查出下列单词的中文意思，并抄写五遍。

restroom (________)____________________________________________ drugstore(________) __________________________________________ cafe ( ) _________________________________________________ department (________)_________________________________________ escalator (_________) __________________________________________ magic (________) ______________________________________________ 3. 根据所提供的中文的填写正确的单词。

1) I usually take a rest in a little _________ (咖啡馆).2) Where is the clothes __________ (部), I want to buy a shirt.3) You can go to the ________ (药店) to get some medicine.4) Li Ming is in a ________ (休息室).5) Jim likes collecting _________ (邮票) very much.b)重点讲解及课堂练习1.Excuse me. Do you know where I can buy some shampoo?对不起，请问你知道我可以在哪里买到香波吗？宾语从句的特点： a 必须使用陈述语序，即主语名词或代词在前，谓语动词在后。

人教新目标九年级英语全册教案：Unit11 讲评课教学设计

| 教学设计：Step 1: Introduction (2’)1.呈现试卷成绩统计分析表：本次试卷共计50题，含选择25题，词汇20题，句型转换5题。

以100分计。

100-90分：7人；89-80分：18人；79-70分：8人；69-60分：7人；59-50分：1人；最高分：96分；平均分：82分2.表扬进步明显以及作业正确率高、卷面整洁的学生：Top students:井亚萱韩淑文袁亚雪王新亚戚美玉孟欣欣杜宸余婧婍Progressive students:刘浩孟新宇张文倩师晨欣井绪静张丹孙继超3. 分析试题难易度，分析试题题型；Step 2: Discussion with task.(8’)选择题：2.3.5.7.12.17.18.22.24词汇A:1.2.3.6.8词汇B：3词汇C：1.2.3.4句型转换：3Step 3: Presentation, Analysis, Procuction & Explanation按题目类型和顺序，重点讲评错误率较高的题目。

对错误率较高的题目按下列步骤进行分析讲评。

1.呈现题目，确定答案。

各组展示讨论结果。

2.错题再现，分析原因。

比较新旧题异同，简要分析答题依据。

3.回归教材，变式训练。

对考点寻根问底，并进行变式训练，加强知识的纵横联系。

4.梳理知识，形成网络。

对相关知识进行梳理，填漏补缺，形成知识网络。

5.方法指导，事半功倍。

对有关题型进行应试技巧的指导。

Step 4：Checkout & feedback对错误率较高的内容进行当堂消化巩固。

并完成展示批改。

Step 5：Assignment1.进行试题讲评后的订正，做到知其然更要知其所以然。

2.练习讲义《错题重练一》。

Checkout（课堂检测）。