新目标九年级英语下十一单元教案
人教新目标九年级英语下册教学设计Unit 11 Section B教案
Unit 11 Sad movies make me cry.Section BPeriod 1 Section B 1a-2e◆教材分析本单元围绕“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。
◆教学目标【知识与能力目标】1.巩固练习make的结构。
2.能够运用所学的知识谈论事情对他们的心情影响。
【过程与方法目标】本课主要采用任务型教学法，情景教学法以及多媒体辅助教学，充分发挥教师的主导作用和学生的主体地位。
利用现代化教育技术优化教学过程，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望，努力培养学生自主学习的能力。
把学习的钥匙交给学生，在传授知识的同时，授以科学的思维方法。
不仅要使学生学会，更要使学生会学。
【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。
◆教学重难点◆【教学重点】1)掌握本课时出现的生词及用法。
2)进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
【教学难点】1.运用所学内容表达情感。
2.在听的过程中获取有用的信息。
◆课前准备1.◆准备录音机和磁带；2.设计课后巩固练习；3.ppt；◆教学过程Step 1. RevisionComplete the following sentences.1.他父亲为了赚钱，从早忙到晚。
His father is busy all day in order to ________. (make money)2.看足球赛使我疯狂。
人教新目标九年级英语下册Unit 11 Sad movies make me cay Section A教案
Unit 11 Sad movies make me cry第一课时Section A（1a ~ 2d）I. I. 知识目标II. 课堂环节§自主学习方案【自学自查】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.§课堂导学方案Step 1 情景导入（参考案例）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.② I like quiet music. It makes me feel at ease.……Step 2 完成教材1a-1c的任务【操作案例】1. 要求学生看课本P81 1a部分的图片。
初中新目标英语九年级Unit11教(学)案
教学难点
1. Talk about H“ow does it make you feel when …?”
教学方法
1. Ask and answer in pairs 2. Practice in pairs
教学过程
教师活动
学生活动
Step 1 Warming up
T: How do you feel
3. 1c.Role-play a conversation between Amy and Tina.
Tina: I ’ drather go to Blue Ocean because I like to listen to quiet
music while I ’ m eating.
Amy: But that musi c makes me sleepy. I want to have the hamburgers
2017 年春学期九年级下册新授课英语教案
课题
贺裕雪 142/146 Unit 11 Sad movies make me cry
Section A 1a— 1c
Period 1
第 1 周 星期 一
1. Study new words and expressions
知
rather /'ra:e?/, would rather, drive /draiv/, drive sb. crazy/mad,
the loud music makes me nervous.
Tina: So where do you want to go, Amy?
Amy: Let ’ s go to Blue Ocean. The soft mumsiackes me relpoints ★ would rather do sth. “宁可 /愿; 愿意 ”, would rather 是情态动词 ,
人教版新目标九年级英语Unit11单元集体备课教案
人教版新目标九年级英语Unit11单元集体备课教案备课人：九年级组课题：Unit 11 Sad movies make me cry授课时间：1课时授课班级：九年级知识目标】重点词汇：drive。
friendship。
king。
power。
banker。
pale。
XXX。
examine。
nor。
palace。
XXX重点短语：would rather。
drive sb。
mad。
the more。
the more。
be friends with sb。
leave out。
call in。
XXX重点句型：1."I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating."2."Waiting for Amy drove XXX crazy."3."The movie was so sad that it made Tina and Amy cry."4."It’XXX nor rest can help him."5."Although I have a lot of power。
it doesn’t make me happy."能力目标】能够正确使用使役动词make描述外界环境对人们情绪的影响。
情感目标】要学会调节自己的情绪，从而减少事物对自己的负面影响。
教学目标】本课时的教学目标是帮助学生掌握重点词汇和短语，并练使用make的句型。
通过听力练，提高学生的语言能力。
重点难点】重点：重点词汇和短语，make的句型难点：正确使用make描述外界环境对人们情绪的影响教学方法】导学互学，听力练教学过程】Step 1 情景导入引入本课时的话题，让学生思考何种事物会让人感到悲伤，并与同桌分享自己的看法。
新目标九年级英语下十一单元教案3(整理)
The Third PeriodⅠ．Teaching Aims and Demands:1．Knowledge Objects（1）Key Vocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan 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 Points1．Key Vocabulary convenient, safe, restroom inexpensive2．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 Points1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevision Check homework．Step Ⅱ1a Go through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class．Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ1b 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 Ⅳ2aPoint 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 Ⅴ2bRead the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in the blanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．Step Ⅵ2cPoint to the sample conversation．Invite two students to read it to the class．Read the instructions．Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs andoffering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．。
Unit11 (Section B 3a-self-check)(教学设计)九年级英语(人教新目标)
认真思考回答问题。
通过复习思维导图复习上节课阅读主要内容。
Pre-writing Stage
(5 mimutes)
Presentation
1.Tell students the main theme of the writing in this unit.
5.The blue group tell the sad experiences, while the yellow group tell the happy experiences. Let’s see which group is more productive.
6.Dealwith 3b. Show students some useful expressions to help them write.
2.Show students the marking standards of writing.
3.Dealck.
积极思考
帮助学生了解好的作文应该有的要素。
Summary
(10minute)
Presentation
Do some exercises to help students review some important points in this unit.
2.Deal with 3a
3.Guidestudents to Speak out more experiences that make you feel happy or sad.
4.Divide students into two groups. All the girls are in the yellow group, and all the boys are in the blue group.
人教版新目标英语九年级Unit11单元复习教学设计
(过去分词)表示“使…被…”
Step4训练提升，拓展运用
(8—10分钟)
1.中考链接:
(1)Colors can change our mood and make us ___ happy or sad, energetic or sleepy.
三、 教学过程
Teacher’s activities
Students’ activities
The purpose of design
Step1情境导入 ，目标定向
(3—5分钟)
1.Warming upandrevision
Play a song named“where is the happiness?”
单选练习和写作练习的设计有利于落实本节课的知识要点和能力训练点，这样既能对复习效果进行及时检测，又能所对复习知识取到强化和提升的作用。
四、板书设计
Loud music makes menervous.
Rule 1:make sb. /sth. +adj.表示“使某人（感到）…，使某物……”(用形容词做宾补)
2.Discuss: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:
2.The workers are madeto workten hours every day.
新目标九年下Unit 11英文版教案
Unit 11 Could you please tell me where the restrooms are?Goals●To learn to use Indirect questions ●To learn to tell about places ProceduresWarming up by learning grammarHello everyone. I am a strange here in this city. Could you tell me how to get to the supermarket?All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions.Now turn to page 87 first and look at the three sentences in the Grammar Focus.Have you noticed the word “where ” and “how ” used in the sentences. The questions introduced by them are called the Indirect questions.1a Matching things with placesOn page 86 is a picture of a city. A visitor is asking someone questions about things to do at1b Listening and completingIt is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86.TapescriptConversation 1Girl1: Excuse me. Could you tell me where I can buy some stamps?Boy1: Yes. There’s a post office on Center Street.Girl1: Oh. Can you tell me where Center Street is?Boy1: Sure. Go past the bank. Center Street is on your right.Girl1: Thanks a lot.Boy1: No problem.Conversation 2Girl2: Excuse me. Do you know where I can save money?Boy2: Sure. There’s a bank on Main Street.Girl2: Oh. Could you please tell me how to get there?Boy2: Yes... Go straight ahead. The bank is on your left.Girl2: Thank you.Boy2: You’re welcome.A: Could you tell me where I can buy some stamps?B: Yes. There’s a post office on Center Street.A: Excuse me. Do you know where I can save money?B: Sure. There’s a bank on Main Street.Read the tapescript and try to underline all the useful expressions used and circle the Indirect questions.1c Doing pairworkIn 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.)A: Excuse me. Can you please tell me where I can buy shampoo in this city?B: Sure. There’s a department store over there.A: Excuse me. Can you please tell me where I can get some magazines?B: Sure. There’s a post office around the corner.A: Excuse me. Can you please tell me where I can make a telephone call?B: Sure. There’s a post office one hundred meters down the street.A: Excuse me. Can you please tell me where I can get some information about the town?B: Sure. There’s a library opposite of the hospital.A: Excuse me. Can you please tell me where I can get some writing paper?B: Sure. There’s a department store close to the bus station.A: Excuse me. Can you please tell me where I can buy some stamps?B: Sure. There’s a post office beside the library over there.A: Excuse me. Can you please tell me where I can save money.B: Sure. There’s a big bank beside the café on the main library over there.2a Listening and numberingDo you like shopping? If you do come and listen to the directions for going shopping around aTapescriptBoy1:Excuse me. Can you tell me where I can buy some shampoo?Boy2:Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see...Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there.Boy1:OK, great. Thanks a lot.Boy2:You’re welcome.Take the elevator to the second floor.2 Turn left.1 Take the escalator to the second floor.Turn right.4 The drugstore is between the furniture store and the bookstore.3 Go past the bank.Read the tapescript for the Indirect questions and the useful expressions. Circle the Indirect questions and underline the useful expressions.2b Listening and drawingDo 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.2c Doing pairworkWhat else do like to buy? Then make conversations in pairs using the otherplaces in the picture on page 87.A: Excuse me. Do you know where I can exchange money?B: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.A:Excuse me. Do you know where I can buy music CD?B:Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room.A:Excuse me. Do you know where I can get a dictionary?B:Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank.A: Excuse me. Do you know where I can buy some candies?B:Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.A: Excuse me. Do you know where I can buy a desk?B:Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore.Now read aloud the conversations again to Circle the Indirect questions and underline the usefulexpressions.3a Reading and listingOn page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expressions.They’re all at the mall.After school, a lot of young people go to the mall. We decidedto talk to some students about why they go there.Interviewer: Why do you go to the mall?Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it.Interviewer: Oh? Why not?Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowd ed.Interviewer: And how about you?Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people.Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore.Yu Yue: Well, when I go into stores I always spend too much money！Advantages disadvantagesThere’s always something happening.The air isn’t fresh.There are a lot of free concerts there. It’s usually crowded.It’s also just fun to watch people.when I go into stores I always spend too muchmoney！I like to go in the music store and listen to CDs.I like to look at books in the bookstore.Where do you usually hang out with friends? What are the advantages and disadvantages ofA: Where do you usually hang out with your friends?B:We usually go to my friend, Qiu’s place.A: Is that a good place to hang out?B:Well, it has advantages and disadvantages. It’s kind of small. But Qiu’s mom is a wonderful cook, so we always have great snacks.A: Where do you usually hang out with your friends?B: We usually go to the bookstore.A: Is that a good place to hang out?B:Well, it has advantages and disadvantages. It’s very big and the air is fresh,too. And we can j ust read books there. We don’t have to buy books. So wealways have a good time there.A: Where do you usually hang out with your friends at weekends?B: I usually stay at home.A: Is that a good place to hang out for the weekends?B: Well, it has advantages and disadvantages. My room is kind of small. But I have a computerthere. I go online reading and watching. It is a wonderful place. So I always hang in at home.Now we are going to challenge one another. Write directions from your school to three certainA: Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street. Then it is the…?B: Then it is the bookstore.A: Go out the back door and take a left. Walk about two blocks. Go past the post office, and turn right onto Chang’an Street. Then it is the…?B: Then it is the Teachers College.A: Go out the side door and take a right. Walk about three blocks. Go past the bus station, and turn left onto Flag Street. Then it is the…?B: Then it is the lake.To bring the period to an end let’s look at the picture and talk about things happening in it.SECTION BGoalsTo learn to talk about places in the cityTo learn to read about placesProceduresBEST PROCEDURE:◆Get the name and address of the place you wish to visit.◆Talk to the Hotel Manager or someone that can read and write. If they get weak looking, or they hesitate to read, do not embarrass them, go to the next person. The probably cannot read.◆After you have found hopefully someone that speaks your language or English you can start to ask questions...1a Putting wordsOn page 89 is a list of words and a box with places. Now go over them and put in words besidePlaces Qualities1. restroom Clean→safe→uncrowded2. museum Fascinating→interesting→beautiful3. restaurant Delicious→uncrowded→inexpensive4. park Big→interesting→clean5. subway Convenient→safe→6. mall Uncrowded→inexpensive→1b Doing pairworkA: The Fine Arts Museum is really interesting.B:Yes, and it’s beautiful, too.A: The Computer Room is really big.B:Yes, and it’s convenient, too.A: The Dining Hall is really clean.B: Yes, and the food is cheep, too.A: The Bus Station is really safe.B: Yes, and i t’s uncrowded, too.A: The Central Square is really fascinating.B:Yes, and it’s not far away, either.2a Listening and writingSome tourists are going around your city. They are asking about things. Now listen to them talkingConversation 1Boy1: Could you tell me where there’s a good place to eat?Clerk:Of course. There are a lot of good restaurants in Sunville. What kind of food are you looking for?Boy:Vegetarian.Clerk:I’d try Green Land. They have delicious salads.Conversation 2Girl: Do you know if there are any public restrooms around here?Clerk: Yes. You’ll find some at the corner of Market and Middle Streets.Girl: Ummm... are they clean?Clerk: Oh, yes. They’re very clean.Conversation 3Mother: Could you tell me if there is a good museum in Sunville?Clerk:Well, we have several. What kind of museums do you like—history? Science? A children’s museum?Father: How about history? I like history museums. They’re fascinating.Girl1: Oh, Dad! History museums are boring. Let’s go to a science museum.Boy2: Science? We always go to science museums. I don’t like science museums. I want to go to a children’s museum. They’re more fun.Girl2: Well I’m too old for a children’s museum. Why don’t we go to an art museum?Clerk:Why don’t you go to the computer museum? There are a lot of fun things for children there. You can learn all about the history of computers, as well as learn about science. Family: That’s a great idea! Let’s go to the computer museum. How do we get there?The tourists ask about…Conversation 1 RestaurantsConversation 2 public restroomsConversation 3 a good museumNow you are to listen to the conversations for the second time. Listen for where the man says theThe tourists should go to…Conversation 1 Green LandConversation 2 The corner of Market and Middle StreetsConversation 3 The computer museumread, Circle the Indirect questions and underline the useful expressions.2c Doing pairworkFor fun and for learning let’s role play the conversations between the man and the tourists. WhoA:Can you tell me where there’s a good place to eat?B: Of course. What kind of food do you like?A: I like vegetarian food.B: There are a lot of good restaurants in Sunville. Why not go to GreenLand. They have delicious salads.A: Can you tell me if there are any public restrooms around here?B: Yes, there’s one at the corner of Market and Middle Streets.A: A re they clean?B: Oh, no. They’re very dirty.A: Could you tell me if there is a good museum in Sunville?B:There’s a computer museum at the corner? There are a lot of fun things for both children and parents.A: That’s a great place! Let’s go to the computer museum. How do we get there?B: Take Bus 11.3a Reading and fillingGo to page 90, please. Read the article on the left and fill in the charts on the right. While reading try to underline all the useful expressions and circle all the connectivesEat, have fun and learn in Watertown！Watertown is a great place for the family to take a vacation.Teenagers will want to visit the world’s largest water slides and eat at Uncle Bob’s. A different rock band plays at Uncle Bob’s every night. Kids will enjoy the Clown City Café. They have organized games and the staff dress up as clowns.There’s also a lot for parents in Watertown. If they love good food, they can find it at the Farmer’s Market where the food is both delicious and cheap. While the children have fun, parents can take the dance lessons on the beach. And everyone can learn something in Watertown. There are three museums！Teenagers love the Sports Museum and kids enjoy the Science Museum. Parents will spend many happy hours walking through the History Museum.Kids Teenagers ParentsEat Uncle Bob’s Farmer’s Market Have fun Clown City CaféWater slides Dance lessonsLearn Science Museum Sports Museum History MuseumOn page 90 is an unfinished tour guide to Sunville. Now turn back to 2a and 2b for information toSUNVILLE has something for everyone. If you’re looking for museums,you will find several here. History museums are fascinating to parents.But kids may find them boring. In a science museum you can learn lots ofthings. Children’s museums are more fun. An art museum is interesting topeople who like arts. If you go to the computer museum you will find alot of fun things for children there. They can learn all about the history ofcomputers, as well as learn about science.IN SUNVILLE there are a lot of good restaurants, too. They are nice places to eat. You can find vegetarian food and meats, too. Green Landoffers delicious salads.Public restrooms around SUNVILLE are clean and beautiful. You’ll find some easily at the corner of Market and Middle Streets.3c Write a guide to your city or townMY HOMETOWN: TAIYUANTaiyuan, the capital city of Shanxi Province, lies in the north basin of Middle Jin (Jin is another name for Shanxi Province) and crosses the River Fen. The city area administers three districts, one subdivided city and five counties. The history of the city can be traced back to over 2,400 years ago. It was established in 497 BC, the end of the Spring and Autumn Period (the slavery Period in China) and was named Jinyang, the northern bank of the Jin River. In Chinese, the northern bank of waters is called yang. In 982, Song Taizong, Zhao Kuangyi, the second emperor of the Song Dynasty burned and flooded Jinyuan City. After that, he ordered one of the officials, Pan Mei to build Taiyuan City in Tangming Town, north of Jinyuan City. Thus, came the present Taiyuan City. Taiyuan, in Chinese, means the greatest plain. In fact, it is dominated by rugged hills and hilly areas. Only one-fifth of the whole area is plains. Taiyuan is surrounded by mountains in the east, west and north; only the southern part is alluvial plains. Taiyuan abounds in various minerals, especially coal and iron, so honors the name, "the home of coal and iron." Taiyuan is of continental climate at temperate zone. It is dry and cold in winter, hot and rainy in summer, dusty and windy in spring, cool and comfortable in autumn. The annual averagetemperature is 9.5 Degree Celcius.4 Doing groupworkOne of the group member is to role play the information booth worker, and theothers are the tourists. The tourists are asking about your city.Tourist: What is Taiyuan?Information booth worker: It is the capital city of Shanxi Province.Tourist: Where is Taiyuan?Information booth worker: It lies in the north basin of Middle Jin (Jin is another name for Shanxi Province) and crosses the River Fen.Tourist: How many districts are there in Taiyuan?Information booth worker: The city area administers three districts, one subdivided city and five counties.Tourist: How old is the city?Information booth worker: The history of the city is as old as 2,400 years. It was established in 497 BC, the end of the Spring and Autumn Period (the slavery Period in China). What was its oldTourist:Information booth worker: It was named Jinyang, the northern bank of the Jin River. In Chinese, the northern bank of waters is called yang.…Closing down by going around TaiyuanAt the end of the period I will take you on a trip to Taiyuan. Come with me.SELF CHECKThere is a map on page 91 in the middle. Look at it and ask five questions. Answer them as a local person might do.1.Excuse me, could you tell me where the bank is?→It’s between the Fifth Avenuet and theGarden Road on the west side of the Central Street.2.Excuse me, could you tell me where the movie theatre is?→It’s at the corner of the FifthAvenue and the Central Street. You can find it on your right.3.Excuse me, could you tell me where the restaurant is?→There are three restaurants in thecity. The best one is nearest from here. It’s between the Fifth Avenue and the Road, just by the Central Street.4.Excuse me, could you tell me where the library is?→It’s at the west end of the Garden Roadopposite to the best restaurant in the city.5.Excuse me, could you tell me where the shopping mall is?→It’s the tallest building in the city.It’s located west of the Central Street between the Fifth Avenue and the Garden Road.Just for fun!Reading poems is fun. So go on reading this little poem by James Whitcomb Riley (1849-1916).A BOY'S MOTHERMY mother she's so good to me,Ef I was good as I could be,I couldn't be as good—no, sir!—Can't any boy be good as her!She loves me when I'm glad er sad;She loves me when I'm good er bad;An', what's a funniest thing, she saysShe loves me when she punishes.I don't like her to punish me.—That don't hurt,—but it hurts to seeHer cryin'.—Nen I cry; an' nenWe both cry an' be good again.She loves me when she cuts an' sewsMy little cloak an' Sund'y clothes;An' when my Pa comes home to tea,She loves him most as much as me.She laughs an' tells him all I said,An' grabs me up an' pats my head;An' I hug her, an' hug my PaAn' love him purt' nigh as much as as Ma.Reading: Could you please lend me your pen?Before you read, listen to the recording for the general idea of the passage.While you read, underline all the expressions and circle all the connectives.Asking for information or help is a very common and necessary activity, especially when we visit a foreign country, so knowing how to ask for information politely is important. In English,the restrooms are?” are similar requests —but the first could sound rude. It’s important to use correctlanguage, but sometimes this alone is not enough—make requests.me, Mr West. Do you know where my book is?”, your question will sound much more polite. On the other hand, it might be all right to say “Where is my book?” in some situations, perhaps with peopleyou know well.And you would not usually say, “Peter, lend me your pen.” A very direct order like this can sound rude in English. Usually in English polite questions are longer and include extra language such as ‘Could you please…?’ or ‘Can I ask…?’ It sounds more polite to say, “Peter, could you please lend me your pen?” Sometimes, we might even need to spend some time leading in to a question or request. For example, if you stop a stranger in the street, we might first say, “Excuse me, I wonderIt might seem that speaking politely is more difficult than being direct, and in a way this may be true. However, in order not to offend people, learning about language etiquette is just as learning grammar or vocabulary. And doing this will also help you become better at English, or any otherPart 2: Teaching Resources (第二部分：教学资源)I. How to ask for directionsWhen you don't know where you are, or when you don't know how to get to a place, you can ask directions. Talk to the first person that you see. Ask that person where you should go.I don't like maps. I prefer to just stop and ask directions.I think we're lost. Let's pull over and ask directions.。
新目标九年级英语下第十一单元教案2
The second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects: （1）Key Vocabularyhang 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 ObjectsAnything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevision: T: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ3aRead 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 Ⅲ3bRead 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 Ⅳ4Read the instructions to the class．Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box．Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board．Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite 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 ⅤHomework1．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．。
新目标九年级英语unit11教案
新目标九年级英语unit11教案教案标题：新目标九年级英语 Unit 11 教案教案概述：本教案旨在帮助九年级学生学习和掌握新目标英语教材中的 Unit 11 内容。
该单元的主题是"Could you please clean your room?"，主要围绕如何提出请求和表达礼貌的方式展开。
通过本单元的学习，学生将能够运用所学的知识和技能来提出请求，并为他人提供帮助。
教案目标：1. 学习并掌握与请求和表达礼貌相关的词汇和短语。
2. 能够准确运用目标语言来提出请求和表达礼貌。
3. 培养学生的合作意识和团队合作能力。
4. 增强学生的口语表达能力和听说能力。
教学重点：1. 目标语言的学习和掌握。
2. 请求和表达礼貌的实际应用。
3. 口语表达和听说能力的培养。
教学资源：1. 新目标九年级英语教材 Unit 11 相关课文和练习。
2. 课堂展示工具（投影仪、电脑等）。
3. 学生课本和练习册。
教学过程：步骤一：导入（5分钟）通过展示一些与请求和表达礼貌相关的图片或视频，引起学生对这个话题的兴趣，并帮助他们回忆起之前学过的相关知识。
步骤二：词汇和短语学习（10分钟）呈现并讲解本单元中与请求和表达礼貌相关的词汇和短语，例如：clean your room, could you please, would you mind等。
通过例句和实际情境来帮助学生理解和记忆这些词汇和短语。
步骤三：对话练习（15分钟）将学生分成小组，让他们根据课本中的对话内容进行角色扮演。
每个小组选择一个场景，例如：请求帮助清理教室，请求同学们保持安静等。
鼓励学生使用目标语言进行对话，并提供必要的指导和反馈。
步骤四：听力训练（15分钟）播放录音并让学生听取相关的对话和问题。
学生根据听到的内容回答问题，以检验他们对目标语言的理解和听力技能。
步骤五：口语练习（15分钟）让学生结合实际情境进行口语练习，例如：请求老师放学早点，请求同学们不要吵闹等。
人教新目标九年级英语第11单元教学设计(教案)
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．
新目标九年级英语下十一单元教案5(整理)
The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）beautiful, safe, delicious, convenient, fascinating，image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks．（2）Write some questions using the target language．（3）Text: Grown-ups like cartoons, too．2．Ability Objects（1）Train students’ writing ability．（2）Fast-reading 、Careful-reading and Learn the words and phrases from the context．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Write questions using the target language．3．Train students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step ⅡPart 1Look at the words in the box．Ask a student to read them．Make sure the students understand the meaning of the words．Then ask students to fill in the blanks on their own．Check the answers．Step ⅢPart 2Go 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 ⅣJust for Fun!Ask all the students to read the conversation．Invite some pairs of students to present this conversation to the rest of the class．Step V Part 1 Part 2Read 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．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．And correct the different answers．Read the text quickly, then summarize each paragraph in your own words．As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．Step VI Part 3Point to the story．Look at the words indicated in bold．Ask different students to guess the meaning．Ask students to read the article once．And get them to pay attention to the bold words and expressions．And note the words or sentences that 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:Step VII Part 4Read 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．Check the answers．Step VIII Part 5Read 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．Summary and HomeworkIn 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．1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．。
新目标九年级unit11说课稿
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couldyoupleasetellmewheretherestroomsare?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“doyouknowwhere?.?”和“couldyoutellmewhere??”二、教学目标根据课标建议和本单元的内容，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、magicdoyouknowwhereican??couldyoutellmewhereican??2.能力目标：能听得懂、可以说道关键句型及语言结构，并能存有礼貌的精确查问信息。
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.备考词汇：library,bank,postoffice等。
2.复习句型：whereisthepostoffice?whichisthewaytothebank？howcanigettothebank？isthereapostofficenearhere?3.自学词汇：restroom、shampoo、drugstore、café、department、escalator、magic4.学习句型：doyouknowwhereican??couldyoutellmewhereican??教学难点：宾语从句的陈述句语序。
人教新目标九年级英语全一册Unit11period4教学设计
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：
人教版新目标九年级下册unit11unit12unit13unit14教案及教学设计
Unit 11Sad movies make me cry.Language Goal【语言目标】Talk about how things affect you Knowledge Goals【知识目标】Key Words drive，friendship，king，power，banker，pale，queen，examine，nor，palace，wealth，grey，lemon，uncomfortable，weight，shoulder，goal，coach，kick，courage，pull，nod，agreement，disappointKey Phrases would rather，drive sb.crazy/mad，the more…the more…，be friends with sb.，leave out，call in，neither…nor…，to start with，let…down，kick sb.off，be hard on sb.，ratherthan，pull togetherKey Sentences1.The loud music makes me nervous.2．Sad movies don't make John cry. 3．Money and fame don't always make people happy. 4．She said that the sad movie made her feel like crying.Key Grammar Learn to use “make＋sb.＋infinitive without to；make＋sb.＋adj.”Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skillsby using the target languages.2．Learn to talk about how things affect you by using “make sb.do sth.”and “make sb. adj.”.Moral Goals 【情感目标】With the help of this unit's study，students should know that things affect our feelings.We should treat it correctly and be happy and active in our life.Teaching Time【课时】Five periodsPeriod 1 Section A(1a－2d)Period 2 Section A(3a－4b)Period 3 Section B(1a－1e)Period 4 Section B(2a－2e)Period 5 Section B(3a－3b) & Self Check本单元围绕情感的话题，通过学习让学生能够表达自己的感受。
新目标九年级英语下十一单元教案4（整理）
新目标九年级英语下十一单元教案4（整理）第一篇：新目标九年级英语下十一单元教案4(整理)The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabularywater 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 PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult PointHow to write a guide to a place．Ⅳ． Teaching ProceduresStep I RevisionReview the target language presented in this unit． Check homework．Step Ⅱ 3aInvite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．Step III 3bRead 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 3cRead 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 wrotefor 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 4Go through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．Step Ⅵ Homework1． Read the article in 3a again．2． Write a guide to our city．第二篇：新目标九年级英语下十一单元教案Unit 11 Could you please tell me where the restrooms are?The First Period Ⅰ．Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary: restroom, shampoo, stamp，escalator, furniture, exchange money, elevator（2）Target Language: Excuse me． Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road．Excuse me．Do you know where I can exchange money? Sure．There’s a bank on the second floor． Take the escalator to the second floor and turn right．The bank is next to the bookstore．2． Ability Objects:1）Train students’ listening ability．（2）Train students’ communicative competence． 3． Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points 1．Key Vocabulary exchange money 2． Target Language Excuse me． Do you know where I can exchange money? Sure．There’s a bank on the second floor． 3． Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ． Teaching Difficult Points 1． Indirect questions．2．How to improve students’ listening ability． Teaching Step 1: 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 toask． 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 practice with other places.Step Ⅱ 1a Go through the instructions with the class．Read the list of things to the class．To review the meaning of each item on the list, invite different students to say each phrase in their own words．Then ask：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? While students are working, move around the room offering help as necessary．Step Ⅲ 1b Read the instructions to students．Point out the two conversations that are shown in the picture． As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ 1c Read the instructions to the class． Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations． StepV 2a Read the instructions and point to the list of directions．Get students to name the items in the picture such asescalator, 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． StepVI 2b Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book． Play the recording again and ask students to draw the line on their own． Check the answer with the class． StepVII 2c Ask a pair of students to read the sample conversation aloud to the class． Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤIII Homework Ask the students to write three sentences with the starters of the structures．第三篇：新目标九年级英语下十一单元教案5(整理)The Fifth Period Ⅰ．Teaching Aims and Demands 1． Knowledge Objects（1）beautiful, safe, delicious, convenient, fascinating，image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks．（2）Write some questions using the target language．（3）Text: Grown-ups like cartoons, too． 2． Ability Objects（1）Train students’ writing ability．（2）Fast-reading、Careful-reading and Learn the words and phrases from the context．Ⅱ． Teaching Key Points 1． Fill in blanks and make sentences．2．Write questions using the target language．3．Train students’ reading and writing skills．Ⅲ．Teaching Difficult Point Train students’ reading and writing skills．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．Then ask students to fill in the blanks on their own． Check the answers．Step ⅢPart 2 Go thro ugh 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．Invite some pairs of students to present this conversation to the rest of the class． Step V Part 1Part 2Read the title Grown-ups like cartoons, too．T o 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．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．And correct the different answers．Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs． Step VI Part 3Point to the story．Look at the words indicated in bold．Ask different students to guess the meaning．Ask students to read the article once． And get them to pay attention to the bold words and expressions．And note the words or sentences that 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:Step VII Part 4Read 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． Check the answers． Step VIII 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．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． 1． Read the story in 2 again for further comprehension．2．Revise the target language in this unit．第四篇：新目标九年级英语下Unit 4教案新目标九年级英语下Unit 4教案-文章来源莲山课件 w ww.5 Y K J.CO M Unit 4Period 1I.Teaching contents : P.26-27nguage goals : Talk about imaginaryIII.target language : what would you do ?IV.Vocabulary : millionmedicalresearchtieworrywhat ifV.Task.WrittenDesignWords and expressionsIf I were you, I’d wear a shirt.Teaching procedure :Step 1 Present the subjuctive mood If I were a bird , I would fly.If I were you , I would do it.If I had time , I would help you.2.The form :if + past form ，S + would + V 3.Do more practice.Step 2Activity 1a 1.Free ask and answer : what would you do if you have a lot of money ? 2.Add more ideal to the list and share your answers in class.Step 3 Activity 1b 1.Play the tape.The Ss listen and number the pictures 1-3 in the order you hear them.2.Check up the answers.3.Read the tapescript.Step 4 Activity 1c 1.Read the conversations in the box.2.Pretend you are the people in the picture.Talk with your partner about what you would do if you had a million dollars.3.Get some pairs to act it out.Step 5 Activity 2a 1.Read the sentences in the box.2.Play the tape.The Ss listen and circle the reasons.3.Check the answers.4.Play the tape again.The Ss listen and check the four things Larry’s sister says to him.5.Check the answers.Step 6 Activity 2c 1.First ask some students do 2c in class as examples.2.Students work in pairs to act Larry and her sister.3.Get some pairs to act it out in class.Step 7 Grammar focus.1.Read grammar focus.The useful expressions : by snacksgive it to charitybe late forif/ whetherworry aboutwhat ifa medical research Homework : copy the new words and grammar focus.Teaching notes : Unit 4Period 2I.Teaching contents : P.28nguage goals : What would you do ? IV.Vocabulary : pimpleexamV.Task.WrittenDesignWords and expressionsIf I were you, I’d take a long walk before going to bedTeaching procedure :Step 1 RevisionRevise the target language in this unit ?If you had a lot of money , what would you do ?What would you do if you were in Grade I ?What would you do if you ….Step 2 Activity 3a1.Read the sentences in the box.2.Say out the problems and give out the advice.3.Match each problem with the correct advice.4.check the answers.Step 3 Activity 3b1.Read the conversation in the box.2.Think of different advice for the problems in activity 3a.Role play conversations with your partner.Step 4 Activity 41.what problems do you have at home ? At school ? Fill in the list.2.Read the conversations in the box.Ask your classmates for advice.3.Get some pair to ask and answer in class.Summary : Get nervousget pimpleslook terribleI’m too tired to do well.take a long walkHomework :1.Copy the new words2.Investigate your classmates’ problems and give advice.Teaching notes :Unit 4Period 3I.Teaching contents : P.29nguage goals : Talk about imaginary situations.III.target language : What would you do ?IV.Vocabulary : energeticconfident permissionherselfV.Task.WrittenDesignWords and expressionsWhat are you like ?I ‘m creative and outgoing.T eaching procedure :Step 1Revise the language points and the target language in 3a.What’s your problem at home / at school ?Step 2 Activity 1a1.Ask and answer in clas s.Describe your classmates.What’s she/ he like ?2.What are you like ?Learn the new words :energeticconfident permissionherself3.fill in the blanks in the sentences below with words from the box.4.Check the answers.Step 3 Activity 2a-2b1.Read the sentences in the box.2.Play the tape.The Ss listen and check the questions Celia asks.3.Check the answers.4.Play the tape again.The Ss listen and circle Bill ‘s responses.Step 4 Activity 2c1.Read the conversations in the box.2.Ask and answer the questions in the personality survey.3.Get some pairs to ask and answer.Summary :Creative easygoingmoodyinterestingcharmingenergeticGive a speechin front ofwithour permissionask..permission sbinvite sb to …hardlyHomework:1.copy the new words2.A compositionMy best friendUnit 4Period 4I.Teaching contents : P.30introduce oneself tonguage goals : Talk about personalityIII.target language : What would you do if …IV.Vocabulary : botherslightin the slightestannoy fairlyplentyplenty of get along with circle listenerV.Task.fairly know the personality of yourself.Written DesignWords and expressionsYou would rather… thanRather… thanTeaching procedure :Step 1.RevisionRevise Activity 1-2What are you like ?Step 2 Activity 3a1.Learn the new words :botherslightin the slightestannoy fairlyplentyplenty of get along with circle listener2.Scan the passage in three minutes.3.Fill in the blanks witha b c.and check the answers.4.Answer the questions :If you answer a /b/ cmost of the questions , what are you like ?5.Play the tape.The Ss listen and read aloud.6.The language points:In the slightestannoy sbbother sbplenty ofthe company of other peoplebe easy to get along withrather thanwould rather… thanStep 3 Activity 3b1.Look at Activity 2a and write your own personalitysurvey.2.Read the examples3.Do the same.Step 4 Activity 41.Read the conversations.2.Ask students in your group the questions from your survey.Discuss the results with them.Homework :1.Copy the words.2.Write and describe what you are like in five sentences.Teaching notes:Unit 4PeriodI.Teaching contents : P.32-33nguage goals : Talk about accident and problems.III.target language : If cut yourself by accident you would….IV.Vocabulary : aidfirst aidnearbyshelfcome outcoverpressdeepdownstairscorrectburnknee plainhurtsafetyofferrefusehelpfultreatspottedV.Task.Talk about accident and problems and give advice.WrittenDesignWords and expressionsIf cut yourself by accident you wouldTeaching procedure :Step 1 Section 11.Discuss in class what is accidents ? what do you know about accidents ?Traffic accidentairplane accident2.what is the biggest problem a teenager has ?3.fill in the blanks.4.Read some better results in class.Step 2.Section 2 while you read1.Learn the new words:aidfirst aidnearbyshelfcome outcoverpressdeepdownstairscorrectburnknee plainhurt2.Scan the passage.3.Answer the questions :How many accidents did the Martin refer to ?What do you think it the most serious ?How many problems are there ?what are they ?4.Play the tape /.The Ss listen and read.5.the language points :experience u.ndeal withcome outin …situationspage from…cover withfall dwonstaireby accidenttalk to sb about sthagree toin a public placego aloneask forStep 3 Section 31.Discuss these questions with a partner.2.Tell the reasons in class.3.Rank the accidents and problems in the list.Discuss them in class.4.find out one accident or problem in the reading that you have experienced.And if you have followed the instructions.Step 4 Section 4 Go for it1.Add one more accident and one more problem to Dr Robinson’s book.2.Write your advice on it.Homework : 1.copy and memorize the new words.Teaching notes:Unit 4Period 6I.Teaching contents : P.31nguage goals :III.target language :IV.Vocabulary : knowledgerepresentlet…downV.Task.Self checkWrittenDesignWords and expressionsTeaching procedure :Step 1 Activity 11.Learn the new words :knowledgerepresentlet…downcome up with2.Fill in blanks with the words given in the box.3.check the answers.4.Make sentences with the words given.Step 2 Activity 21.Read the e-mail in 3 minutes.2.Answer the e up with restrestWho is Mei ?What will be held next month ?What is she like ?3.Play the tape.The Ss listen and read aloud.nguage points:Representcome toplet sb downbe terrified ofcome up withthe rest of….Step 3 summary of the useful expressions : by snacksgive it to charitybe late forif/ whetherworry aboutwhat ifa medical researchGet nervousget pimpleslook terribleI’m too tired to do well.take a long walkCreative easygoingmoodyinterestingcharmingenergeticGive a speechin front ofwithour permissionask..permissionintroduce oneself to sbinvite sb to …hardlyIn the slightestannoy sbbother sbplenty ofthe company of other peoplebe easy to get along withrather thanwould rather… than6.experience u.ndeal withcome outin …situationspage from…cover withfall dwonstaireby accidenttalk to sb about sthagree toin a public placego aloneask forHomework :1.Write a reply2.Write down the useful expressionsTeaching notes :莲山课件第五篇：新目标九年级英语下第十一单元教案2The second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects:（1）Key Vocabularyhang 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 leftonto Oak Street．3． Moral ObjectsAnything 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 PointsHow to improve students’ integrating skills．Ⅳ． Teaching ProceduresStep Ⅰ Revision:T: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ 3aRead 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 3bRead 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 canthink 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 4Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box． Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board． Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite 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 Homework1． 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．。
新目标九年级英语第十一单元教案示例Period1Newfunct
新目标九年级英语第十一单元教案示例Period1Newfunct新目标九年级英语第十一单元教案示例Period 1 New function presentingUnit 11 Period 1 New function presenting Language goals 语言目标 1. Words & expressions生词和短语 restroom, shampoo, drugstore 2. Key sentences重点句子 (P86) Do you know where I can ...? Can you tell me where I can ...? Ability goals能力目标Enable the Ss to learn how to ask for directions politely. Emotion && attitude goals情感和态度目标Be polite when you ask for information. Strategy goals策略目标Matching. Culture awareness goals文化意识目标Etiquette in English language. Teaching important points教学重点 Expressions used to ask for directions politely. Teaching procedures and ways教学过程与方式Step I Lead-in (1a: P86) T: Good morning / afternoon, boys and girls. Nice to see you again. Ss: Good morning / afternoon. T: Do you like traveling? I am sure most of you do. When we are traveling in strange cities, sometimes we may find it difficult to get to a place. So we have to ask the locals for information. What do you usually say when you ask for directions, for example, you want to visit a museum? What should we pay attention to when we ask others for information? S: I think we should be very polite in using language. T: You are right. In this unit, we will learn some polite expressions in English used to ask for information. They will be very helpful for you, especially when you travel in English-speaking countries. Ask the Ss to match the places with activities in 1a, introduce the s tructures “Do you know where I can ... / Could you tell me where I can ...” to them. T: What kinds of places do you usually go to in your city? List as many as possible. S: Restaurant, bank, museum, theater, department store, shoppingmall, bookstore, post office, supermarket, park and so on. T: What do you do in a post office? S1: I can send mails to my friends or buy some stamps. T: Good. What do you do in a shopping mall? S2: I usually go to the shopping mall with my mother and buy some clothing there. T: OK. Now look at the box in 1a on page 86, suppose you want to do the following things, match each thing with a place in the picture below. There may be different answers. After the Ss finish matching, collect the answers. T: Now suppose you are not in your own city, you are traveling in another city, which you are not familiar. For example, you want to save money but you don’t know where the bank is. What would you do? S3: I would ask a local citizen for help. T: What would you say then? S3: Where is the nearest bank? I can’t find it. T: If I were the local citizen, I would say nothing and turn away. S3: Why? T: Because your request sounds very impolite. He / She won’t help a rude person, you see? We can use the following expressions instead to ask for help. Show the following structures on the screen. Could you tell me where I can ...? Do you know where I can get to ...? T: By using these two structures, your requests may sound very polite and I am sure he / she will tell you how you can get to the bank. Will you have a try Make? S3: Could you tell me where I can get to the nearest bank? T: Great, that sounds much better. Or we can also say “Do you know where I can save money?” Make more sentences using these two expressions. S: Do you know where I can buy any local presents? Could you tell me where I can make a phone call? Step II Listening and Speaking (1b & 1c: P86) Ask the Ss to listen and complete the conversations. After that let the Ss work in pairs and practice the structures orally. T: Now listen to the tape and complete the conversations in the picture. Check the answers. T: Work in pairs,and make conversations by following the example. Sample conversations: 1. S1: Hi, good morning. S2: Hi, good morning. S1: Where are you going? S2: I’m going to b uy shampoo for my mother. Do you know where I can buy the cheapest shampoo? S1: I know a mall between the cinema and the bookstore on River Road. Things are very cheap and nice there. S2: Thank you very much. 2. S1: Excuse me. Can you tell me where I can drink some coffee? S2: Sure. There is a Starbucks Café on the first floor of that building. S1: Thank you. 3. S1: Excuse me. Do you know where I can mail a package? S2: Yes. The post office just around the corner. S1: Thank you very much. Step III Homework Ask the Ss to prepare for the next period: Talk about directions.。
人教新目标九年级英语下册Unit 11 Sad movies make me cay Section B教案
Unit 11 Sad movies make me cay第四课时Section B（1a ~ 1e）I.知识目标重点词组1. remain unhappy forever仍旧永远不美满2. a shirt of a happy person一件喜悦人的衬衫3. search for搜寻，寻找4. return to the king回复国王重点句式1. The general finds a happy person with power and money.将军找到了一位既有权又有钱的喜悦人。
2. The general realizes he is a happy person and gives his shirt to the king to wear.将军意识到他就是一个喜悦的人并把他的衬衫脱下给国王穿。
3. What made the poor man so happy even though he had no power, money or fame?是什么使这位穷人即使没权，没钱也没名誉还如此高兴？4. Do you agree withthe poor man’s thoughts about happiness?你同意那位穷人关于喜悦的想法吗？II.课堂环节§自主学习方案【新词自查】根据句意首字母提示提示完成单词。
1. I don’t like that movie because the sad movie makes me unhappy.2. All the police were sent to search for the three lost children.3. The woman was too poor and she was always worried about the food for her children.4. I have been out for three weeks and I have to return back home tomorrow.5. They invented a plane which can get power from the sun and keep on flying around the world.§课堂导学方案Step 1情景导入同学们还记得在第二课时一个国王派人寻找喜悦人的衬衫的故事吗？国王最后找到了喜悦的人吗？故事的结果是怎样的呢？你们能猜一猜吗（3分钟）1. Do you remember the story we learned in the period two?__________________________________________2. Had the king found the happy man?________________________________________3. Do you want to know the ending of the story?________________________________________4. Can you guess the ending of the story?_________________________________________Step 2完成教材1a-1e的任务1.要求学生翻开课本P85，迅速阅读1a部分所给的有关国王的故事的结局的几种猜测。
(新)人教新目标版九下Unit 11 Section A (3a~3c)教案
Unit 11 Sad movies make me cry.Section A (3a~3c)教学目标【知识与技能】1. 掌握本课单词和短语：king, power, prime, minister, banker, fame, pale, queen, examine, nor, palace, wealth, prime minister, call in, neither...nor...2. 掌握句型：能够用英语描述事情对自己感情的影响【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。
【教学难点】掌握make的用法教学过程Step 1Free talkWhat can make you happy?Step 2 Reading1. 3a Read the story and answer the questions.1) Can medicine help the ill king? Why or why not?2) Why does power not make the prime minister happy?3) Why does money not make the banker happy?4) Why does fame not make the singer happy?Keys: No. The doctor says there is nothing was wrong with his body.He’s always worried about losing his power. Many people are trying to take his position.He’s always worried about losing his money. Someone tries to steal his money every day.〞He’s always worried about being followed by others, so he cannot be free!2. 3b Find words or phrases from the story with meanings similar to thesephrases.1) did not want to eat _________________2) was asked to come and help ________________3) look carefully at __________________4) becoming less important ___________________5) get my job __________________Keys: didn’t feel like eatingbe called inexaminelosing … powertake my position3.3cRole-play the story with your group.King: I’m unhappy. I sleep badly and don’t feel like eating.Doctor: It’s all in his mi nd. Neither medicine nor rest can help him. What he needs is the shirt of a happy person to wear. That’ll make him happy.Prime Minister: Although I have a lot of power, it doesn’t make me happy. I’m always worried about losing my power. Many people are trying to take my position.Banker: Oh, I’m afraid I’m not happy either, I have a lot of wealth, but I’m alwaysworried about losing my money. Someone tries to steal my money everyday.Singer: It’s true that I’m famous and everyone loves my songs. But I’m not happybecause I’m always worried about being followed by others. I cannot be free!Step 3 Language points.1. He slept badly and didn’t feel like eating.他的睡眠很糟糕，他也不想吃东西。
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Unit 11 Could you please tell me where the restrooms are?
The First Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects（1）Key Vocabulary: restroom, shampoo, stamp，escalator, furniture, exchange money, elevator
（2）Target Language: Excuse me．Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road．
Excuse me．Do you know where I can exchange money?
Sure．There’s a bank on the second floor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．
2．Ability Objects: 1）Train students’ listening ability．
（2）Train students’ communicative competence．
3．Moral Objects
If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．
Ⅱ．Teaching Key Points
1．Key Vocabulary
exchange money
2．Target Language
Excuse me．Do you know where I can exchange money?
Sure．There’s a bank on the second floor．
3．Structures
Do you know where I can buy shampoo?
Could you tell me how to get to the post office?
Can you please tell me where I can get a dictionary?
Ⅲ．Teaching Difficult Points
1．Indirect questions．
2．How to improve students’ listening ability．
Teaching
Step 1: Revision
T: You’re new to this school．You need to know where the main office is．How can you ask where the main office is?
S1: Where’s the main office?
T: That’s one way to ask．But there is a more polite way you can ask．You can say, "Can you tell me where the main office is?" Class repeat．Can you tell me where the main office is?
S s: Can you tell me where the main office is?
T: That’s correct．Now let’s practice with other places.
Step Ⅱ1a
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．
Then ask：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?
While students are working, move around the room offering help as necessary．
Step Ⅲ1b
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 Ⅳ1c
Read the instructions to the class．
Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner．Ask your parter politely where you can do these thing and then answer your partner’s questions．
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．
StepV 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．
StepVI 2b
Point to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own．Check the answer with the class．
StepVII 2c
Ask a pair of students to read the sample conversation aloud to the class．
Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．
As students work, move around the classroom checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．
Step ⅤIII Homework
Ask the students to write three sentences with the starters of the structures．。