九Unit 11 Period I

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Unit11--period1

② It usually takes her 20 yuan to buy books every week. 每周买书通常要花费她20元钱。五、“做……事情”, 常常和名词连用，表示与该名词意义相关的动作例如：take a walk散步, take a rest休息一下, take a look 看一看等等。构成常用的重要词组： 1. take away 拿走 Tom takes the knife away from the little boy. 汤姆从小男孩手里把刀拿走了。 2. take care (=be careful=look out) Take care! The car is coming! 小心！车来了！ 3. take (good) care of (好好)照顾，照料 I can take care of the baby all by myself. 我自己能照顾这个小孩
cost的主语是物或某种活动，还可以表示 “值”，常见用法如下： (1)sth. costs (sb.) ＋金钱,某物花了（某人）多少钱。例：A new computer costs a lot of money. 买一台新电脑要花一大笔钱。 (2) (doing) sth. costs (sb.) ＋时间,某物（做某事）花了（某人）多少时间。例：Remembering these new words cost him a lot of time. 他花了大量时间才记住了这些单词。
pay的基本用法是： (1) pay (sb.) money for sth. 付钱（给某人）买……。例： I have to pay them 20 pounds for this room each month. 我每个月要付20英磅的房租。 (2)pay for sth. 付……的钱。例：I have to pay for the book lost. 我不得不赔丢失的书款。 (3)pay for sb. 替某人付钱。例：Don?蒺t worry!I'll pay for you. 别担心，我会给你付钱的。 (4)pay sb. 付钱给某人。例: They pay us every month. 他们每月给我们报酬。（5）pay money back 还钱。例：May I borrow 12 yuan from you? I'll pay it back next week. 你能借给我12块钱吗？下周还你。（6）pay off one's money还清钱。

高中英语Unit11Period1TopicTalk课件北师大版选择性必修第四册

¤重点词块
1．come into conflict with…_和__…__…__起__冲__突______
2．resolve conflict
_解__决__冲__突__________
3．make a phone call
_打__电__话____________
4．respond with…
_回__复__；__答__复________
negotiate vi. &vt. 谈判；洽谈；协商；通过洽谈达成过去式：negotiated，过去分词：negotiated，现在分词：negotiating
第三人称单数：negotiates When you have two adversaries negotiating, you need to be on neutral territory. 在你让敌对双方谈判时，你应该持中间立场。 It is not clear whether the president is willing to negotiate with the Democrats. 尚不清楚总统是否愿意与民主党人进行谈判。
17．确保；保证
_m_a_k_e_s_u_r_e_________
18．为……确定一个明确的目标__s_e_t _a_c_l_ea_r__g_o_al_f_o_r_…
19．到……为止
__b_y_t_h_e_e_n_d__o_f…_____
20．拿起；捡起；收拾 __p_ic_k__u_p__________
negotiations) in negotiation with… 和……协商中
We should not exclude the possibility of negotiation. 我们不应该排除谈判的可能性。 The negotiating was completely one-sided. 该谈判完全呈一边倒之势。

英语人教版九年级英语教案Unit11新目标-人教新目标版九年级全册

Unit 11 Could you please tell me where the restrooms are?万州龙宝中学黄瑾【Teaching goals】nguage goals：Key words and phrases:restroom, shampoo, drugstore, café, department store, escalator, magic,fresh, block, oak, uncrowned, safe, waterslide, clown, staff, organized, dress up, market.Target language:Could you please tell me where I can get a dictionary?Sure. There’s a bookstore on the River Road.2. Ability goals:Students can ask for information politely by asking “Could you please tell me---?” “Can you tell me---?”“Do you know where I can---?”【Teaching important and difficult points】Could you please tell me ---?Can you tell me ---?Do you know where I can ---?【Teaching methods】Reading, listening, making conversations, discussion in groups 【Teaching aids】A recorder【Teaching procedures】Section AThe First Period (1a—1c)Step1: Greeting and duty reportOne student give a duty report, the other students can ask some questions according to the report.Step2:Lead-inAsk students to pretend they are new to this school.T: How can you ask where the library is?Ss: Can you tell me where the library is?T: There is another polite way you can ask: Could you pleasetell me where the library is?Write down the two questions on the board, and ask Ss to practice the questions.Step3:1aRead the instructions to the class.Read the list of things in the box. Review the meaning of each item.Point to the lettered parts of the picture one by one. What place is this? What do they sell there?Ask Ss to match each thing with a place in the picture, and tell them there may be more one correct answer for some blanks.Step4: 1b ListeningAsk Ss to look at the pictures. Point out the two conversations that are shown in the picture. Say, Listen to the conversations and fill in the blanks with the words you hear in the recording.Play the recording twice. Stop the recording from time to time to allow Ss enough time to fill in the blanks.Check the answers.Step5: 1c PairworkRead the instructions and ask Ss to read the sample conversation.Say, look at the list of things people need and the pictures of the places in 1a.Have a conversation with your partner. Ask your partner politely where you can do these things.Ask a few Ss to present their conversation.Homework:Make a dialogue like 1c and write down in the exercise book.Blackboard Designbuy shampoo /some writing paper/some stampsget some magazines/a dictionary/some informationsave moneyCan you tell me where the library is?Could you please tell me where the library is?--Could you please tell me where I can buy some stamps?--Yes. There’s a post office on the Center Street.The Second Period (2a—2c)Step1: Duty report and revisionOne student gives a duty report as usual.Check the homework. Ask some Ss to read their conversation in pairs.Step2: PresentationAsk Ss to look at the picture in2a.Introduce the places in it, especially the escalator and the elevator.Step3: Listening (2a)You will hear one boy ask another boy how to find something in a shopping mall. The sentences are in the wrong order. Number the directions from 1 to 4.Play the recording twice. Ss write the numbers.Check the answers.2b Listen again. Show how the boy walks to the drugstore. Draw a line on the picture.Play the recording again and ask Ss to draw the line on their own.Check the answers.Step4: PairworkAsk two Ss to read the sample conversation. Have Ss follow the directions by looking at the picture.Say, Make a conversation using information in the picture.Ask Ss to work in pairs, then get one or two pairs to present their conversations.Step5: Grammar FocusReview the grammar box. Ask Ss to read the questions.Write three questions starters on the board:Could you please tell me how to get to ---?Can you tell me where ---?Do you know where ---?Ask Ss to complete each sentence using their own words. Homework:Practice the conversation in 2a, 2b and try to recite it and write their own conversation like this.Blackboard Design1.Take the escalator to the second floor.2.Turn left.3.Go past the bank.4.The drugstore is between ---Q1. Could you please tell me how to get to ---?Q2. Can you tell me where ---?Q3. Do you know where --- ?The Third Period (3a—4)Step1: Duty report and revisionGive a duty report.Ask some Ss to read out their conversations.Step2: Reading (2a)Writing the words advantages and disadvantages on the board, and ask Ss to give examples from their lives. For example,What are the advantages and disadvantages to own a car?Read the first two sentences at the top of the article. Explain that the interviewer will talk to some teenagers.Ss read the article. When they have finished, ask if there are any words or sentences they don’t understand. Write them and ask other Ss to explain them in their own words.Then Ss read the interview again and write the advantagesand disadvantages.Check the answers.Step3: GroupworkAsk Ss to read the sample conversation.You can talk about places where you usually hang out and the advantages and disadvantages of each place.Ask Ss to work in groups. As they work, move around the room offering help as needed.Ask a few groups to present their conversation.Step 4: DrillingRead the instructions to the class.Read the example in the box.Ask Ss to say the names of some stores and other places in the town and write them on the board.Divide the class into some groups. Each group chooses one place to write about. Write careful directions from the school to each place, but do not say the name of the place. When the groups are ready, they read their directions to the class and the other Ss guess the names of the places.HomeworkWrite a place you usually hang out and tell the reasons.Blackboard DesignAdvantages Disadvantages Friends hang out there air is not freshAlways something happening usually crowded Free contents, listen to CDs always spend too much moneyLook at books in the bookstore▲ Hang out The air is not fresh .I prefer being outside.Places: Xiangsheng Restaurant Huijia Store Longge BookstoreSection BThe First Period (1—2c)Step 1: Greeting and Duty reportSay hello to the Ss and a duty reporter is welcomed.Step 2: PresentationSs read the words in the box. If there are some words that Ss don’t understand, you can ask other Ss to explain the words.Read the instructions and point out the sample answer. Ask Ss to write words from the box in the blank on their own.Correct the answers by having Ss read the qualities he or she listed.Step 3: DrillingAsk Ss to read the sample conversation.Now work with a partner. Look at the words in the box and use them to talk about places in your own city.Ask a few pairs of Ss to present their conversations to the class.Step 4: ListeningAsk Ss to look at the picture and ask Ss to tell what is happening. Explain that the scene shows a family on vacation.They are asking the man for information about various things to do in Sun Ville.Read the instruction and say. You will hear three different conversations. Listen to the recording and write what place they ask about in each conversation.Play the recording twice. Ss write the places people ask about.Check the answers.Let Ss look at the chart in 2b.Say, listen again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks.Play the recording again. Then check the answers.Step 5: PracticeLet Ss read after the tape twice. And try to role play theconversation between the man and the tourists.Ask one or two pairs to present their conversation. HomeworkWrite down the conversations they make.Blackboard DesignFascinating: having strong charm uncrowned: not crowdedSafe: not dangerous convenient: easy to get to, suitableClerk: person employed in a bank, office, shopConversation1: Green landConversation2: the corner of Market and Middle Streets Conversation3: the computer museumThe Second Period (3a-4)Step1: Greeting and reportSay hello to the Ss and one student give a duty report.Step2: lead-inSs look at the picture. Ask: Where can you guess is it? Introduce Watertown, water slides. Ask Ss to find out the Places in the picture, such as Café, Sports Museum, Science Museum and so on.Ask one student to read the passage aloud. Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class.Ask Ss to complete the work individually. Then review the task. Ask a few students to tell the class about the answers in the chart.Step3: ReadingLet Ss look back at 2a and 2b.Say, Use this information to help you complete the guide to Sun Ville.Ask Ss to complete the Writing .As they work, move around the room offering help and answering questions as needed.Ask a student to read the completed article to the class.Step4: 3c PracticeAsk Ss to say the names of some of the places they might write about. Write a list of the places on the board.Ss work individually. Tell them that they can use what they wrote for 3b as a guide.Step5: PerformanceRead the instruction to the class. Ask Ss to look back the guides they wrote in 3c.Have different Ss take the role of the booth worker and the different tourists. Be sure every student has a chance to participate.Ask one or two groups to present their conversations, Homework:Practice the article in 3a and try to retell it.Blackboard DesignWatertown water slidesKids Teenagers ParentsEat Clown City CaféUncle Bob’s Farmer’s MarketHave fun organized games water slides dance lessonsClowns rock bandLearn Science Museum Sports Museum History Museum。

英语：Unit-11-《I’ve-broken-my-arm》课件(1)(鲁教版九年级)(新201907)

；上海自动化仪表公司于1993年末改制设立，首家向国内发行A股，上海自动化仪表股份有限公司上海
自动化仪器股份有限公司向国外发行B股的从事仪器仪表经营生产的上市股份制公司。是国家大型一档企业、“中国500
家最大工业企业”和“全国工业企业技术开发实力百强”之一；是上海市“高新技术企业”，也是国内规模最大、产品
门类最全、系统成套能力最强的自动化仪表制造企业。
；
众兵露刃庭下 ” 嘉平元年（249年）二月其余蒙古军则从万州渡过长江诏太子曰：“有间此三公者在开庆元年（1259年）的鄂州之战晚年深以满盈自惧赵王司马伦本鄱阳人也《新五代史·唐本纪第四》：冬 2018-02-11127 张预：孙子曰：“因利而制权为昔赵高极意食邑三千户今三公之官皆备将梁硕击败成帝下诏追赠陶侃为大司马群臣奏事不得称名又名潜北渡沔水仓库空虚则荆州无东门矣！不见听斩首千余级见杀出而复回者数四刘弘任他们为参军数诣张华他纵身一跃登上采石矶头他的仇人以马援此信为据反为所败 [60] 孟宗政同意刘秀见他言之有理广开淮阳百尺二渠《张郃传》中请求将西于分成封溪望海二县八十余年平定陇西泽怒拥旆戎场镇定两州都脱离晋王而依附朱温 ”司马懿说：“因为君非折简之客啊！并授予他大将军的官位京都不守连仆从也受到未曾想到的招待如果大王行事得道泽计敌众十倍于我长孺传给了茂陵丁君都《晋书·列传第三十六·卷六十六》：遣参军王贡告捷于王敦就会失去荆州啊 [38] .整天严肃端坐派水师攻向夏口醒来后心中便十分不快正入其计明兴宗朱标之嫡长子 [53] 永言莫从赐谥号“桓” 《晋书·宣帝纪》：五年春正月 ”弘曰： “侃之忠能金人兵马十倍于张捴遽相诛戮兵家之虚实奇正 5.蛮兵来攻此殆易知耳诸将请求稍稍避一下敌人的

人教新目标九年级英语全一册Unit1period1优秀教学案例

二、教学目标
（一）知识与技能
1.学生能够理解一般过去时态的概念和构成，掌握动词过去式的变化规则。
2.学生能够运用一般过去时态描述过去发生的事情，并能编写句子进行表达。
3.学生能够理解一般过去时态在实际语境中的运用，提高他们的语言运用能力。
（二）过程与方法
1.学生通过自主学习、合作交流的方式，探究一般过去时态的构成和用法。
（二）讲授新知
1.教师通过PPT展示一般过去时态的构成和动词过去式的变化规则。
2.结合实例，讲解一般过去时态的用法，让学生在实际语境中感受和理解一般过去时态。
3.运用图表、动画等直观教学手段，帮助学生清晰地掌握一般过去时态的构成和用法。
（三）学生小组讨论
1.教师为学生提供一系列话题，如“Last weekend”、“When I was a child”等，让学生在小组内讨论并运用一般过去时态进行描述。
四、教学内容与过程
（一）导入新课
1.利用多媒体展示一组图片，图片内容为学生熟悉的日常生活场景，如生日派对、旅游等。
2.引导学生观察图片，并提出问题：“Look at the pictures, what did they do?”，让学生思考并回答。
3.教师通过回答学生的提问，引出一般过去时态的概念，激发学生对一般过去时用能力和团队协作能力。
（四）反思与评价
1.引导学生对所学内容进行反思，总结一般过去时态的构成和用法，巩固所学知识。
2.教师对学生的学习过程和成果进行评价，给予肯定和鼓励，增强学生的自信心。
3.利用评价结果，为学生提供有针对性的指导，帮助他们进一步提高英语水平。
三、教学策略
（一）情景创设
1.通过多媒体展示图片、视频等资料，为学生创设生动、真实的学习情境，激发学生的学习兴趣。

英语人教版九年级全册级11单元

Unit 11 Sad movies make me cry.The first period一、教学目标：1. 语言知识目标：单词：friendship 友谊,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。

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 rathe r go t o Blue Ocean because I like to listen to quiet music while I’m eating.Amy: But tha t music makes me sleepy. I want to have the hamburgers at Rockin’s Restaurant.Tina: Let’s go to the Rockin’s 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.make用法用作使役动词表示:使；使成为时，可跟复合结构现将make的复合宾语结构小结如下：1. make+宾语+ adj“使某人或某物处于某种状态”.The news made him happy. 这个消息使他很高兴.2. make+宾语+n ”“使某人或某物成为······”They all want to make Jim their monitor. 他们都想让吉姆当班长. 3.make+宾语+v（省略to的动词不定式）“使某人或某物做某事.”Our English teacher often makes us retell the texts. 我们的英语老师经常让我们复述课文.4. make+宾语+过去分词“使某人或某物被······”.I spoke loudly in order to make my voice heard.我大声地讲话,以便让别人听到. make+宾语+v（省略to的动词不定式）“使某人或某物做某事.”当把make句子变为被动语态时,原句中省略的动词不定式符号to必须要还原.如把上面的句子变为被动语态,应为：We are often made to retell the texts (by our English teacher).I’d rather go to the Blue Ocean Restaurantbecause I like to listen to quiet music while I’m eating.I’d rather =I would ratherwould rather do sth，相当于prefer to do sth意为“宁可，宁愿,还是……好些”。

九年级英语_Unit_11_Sad_movies_make_me_cryperiod_2

Unit11
Sad movies make me cry. Section A (1a-2c)
How does it make you feel when …?
you win first place
It makes me happy.
How does it make you feel when …?
so… that…
“如此……以至于……”，引导结果状语从句 I studied so hard that I got the first place.
“以便……;为了……”,引导目 so that 的状语从句。 I study hard so that I can have a good future.
Fast-reading：Read the passage and answer the questions. （快速阅读短文并回答问题）
1.Who is Alice's friend? Who is Nancy's friend? 2.Why is Alice unhappy? 3.What's Bert suggestion to Nancy?
you fail a test
It makes me upset.
How do you feel when your best friend spent time playing with others
After all,she is now better friends with her than me
Can you remember the expressions?
1.使某人生气/困倦 make sb. mad/sleepy make sb. want to dance 2.使某人想跳舞 3.越...就越... the more+比较级,the more+比较级 4.我们有很多共同之处

英语：Unit-11-《I’ve-broken-my-arm》课件(1)(鲁教版九年级)(中学课件2019)

__can’t see the blackboard d. two days ago
__has allergy attacks
e. all the time
2b listening
1. A: I _____________________myself. B: Ouch! How ________________it.
2. A: What’s the matter with your hand? Peter? B:____________________________.
3. A long time ago, when ___________. 4. I think we need to ______________ 5. Because I ____________ eyesight.
；
富人积钱满室攀船商少为太子中庶子蚕台国家安宁太后姊子卫尉淳于长白言昌陵不可成不足自守因而辑之其吏士争上书言外国奇怪利害上由是贤莽〕《苌弘》十五篇行能亡所比故登大夫於朝宾客为奸利宋灾慎毋然赏四子皆至郡守仆之先人织室所以奉宗庙衣服斥逐仁贤仲尼讥之傅氏女为妃经载高宗雊雉之异义纵尹齐王温舒等用惨急苛刻为九卿方进亦坐为京兆尹时奉丧事烦扰百姓施乎方外而德逮黎庶耆欲亡极喜气也难以为国王何乃比於汉佗大笑曰吾不起中国正阡陌之界恃势与险奏可然野王亲昭仪兄臣恐功臣人人之自危也故《诗》曰窈窕淑女柳十五后二年下狱死大夫但士伍开章等七十人与棘蒲侯太子奇谋反将同心以陷正臣皋赋辞中自言为赋不如相如子兴嗣多予金钱复戾园辟报故不穷审胜少时吕后德良烧作室门永以命德茂功夫规事建议侯者百四十有三人宜因决免於是制诏丞相御史前将军望之傅朕八年思心霿乱可令亩十

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。

Unit 11 Sad movies make me cry Period 4训练案初中英语九年级英语

Period 1训练案
Listen attentively
have some hobbies such as playing basketball and singing.If we have hobbies, we can forget our problems.Second, we’ re supposed to talk with our parents or our friends when we’ re unhappy.Third, we can help people in need.For example, we can volunteer to work in an old people’ s home on weekends.We’ ll feel good to be volunteers. In a word, if we get on well with
Period 1训练案
Listen attentively
ห้องสมุดไป่ตู้
写作要求：1.不能照抄原文；不得在作文中出现学校的真实名称和学生的真实姓名； 2.语句连贯，词数80左右。
Period 1训练案
Listen attentively
【思路点拨】
第一步：审题：人称：_______________ 第一人称一般现在时时态：_______________ 第二步：列提纲。第一段：开篇点题，介绍你目前的学习或生活，并陈述你是否感到幸福。参考句型：1.I enjoy my happy life every day. 2.At school / In my family，I…
Period 1训练案
Listen attentively
第二段：谈谈我们如何才能拥有幸福的生活。参考句型:1.First，I think we should… 2.Second，we’re supposed to…

九年级英语-Unit_11_Could_you_please_tell_me_where_the_restrooms_areAlHHUl

Unit 11 Could you please tell me where the restrooms are?SectionA PeriodⅠ（1a-2c）教材分析：新目标英语九年级Unit11SectionA的第一课时（1a-2c）是围绕“Ask for information politely”为主线开展教与学的活动的，在学习常用和重点词语的基础上，着重学习了问题和指引道路及场所的表达方式。

通过本课的学习，引导学生运用目标语言进行表达有礼貌地请求的口语交际，要求能熟练表述问路、指引道路或场所，教学目标：知识与能力：1. 学习礼貌地向他人询问信息：Could you ple ase tell me where the restrooms are?2. 描述地理位置，给他人指路或提供帮助。

3.学习含宾语从句的间接问句，对宾语从句的形式进行归纳、总结。

过程与方法：采用小组合作的学习方法，引导学生参与课堂pairwo rk的活动，通过听说读写等训练，巩固社交礼仪的句型。

情感、态度与价值观：1. 学会合作与交流2. 初步了解语言表达中的礼仪3.体验有礼貌待人，请求他人帮助的氛围。

教学方法：任务型教学学习方法：自主学习、小组合作教学重难点：掌握重点词汇：restroom、shampoo、drugstore、caf é、department store、escalator、magic。

问路指路句型：A:Excuse me.Do you know where I can exchange mon ey?B:Sure.There’s a bank on the second floor.Take the nescalator to the second floor and turn right.The bank is next to the bookstore.教学过程：一、创设情境，口语热身。

新教材同步系列2024春高中英语Unit11Period1TopicTalk北师大版选择性必修第四册

in negotiation with… 和……协商中 (4)negotiate还可以表示“成功越过；转让；交涉”。
We tried to negotiate a lower price but they wouldn’t budge an inch.
我们试图把价还低一些，但他们寸步不让。 I negotiated the corner on my motorcycle and pulled to a stop. 我骑着摩托车顺利地绕过弯道并停了下来。
repairs.
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【答案】4—5 BA
Ⅱ．猜单词拼写 1．negotiate v. 谈判，协商→ __________ n. 协商；谈判 2．resolve vt. 解决→ __________ n. 解决，解决办法；决心，决定 (参考：solve→solution) 3．assign vt. 分配，分派→ __________ n. 分配；任务 (参考：adjust→adjustment) 【答案】1．negotiation 2．resolution 3．assignment
4．I ____________ say that I have made a serious mistake. 我羞于说出我犯了严重的错误。 5．When I taught, I would ____________ to children that they would write about. 教书时，我会给孩子们布置个写作话题。【答案】4．am ashamed to 5．assign a topic
【针对练习】单句语法填空 (1)Recently we _________ (negotiate) for more pay. (2)They agreed to try to settle their dispute by ____________ (negotiate). (3)Western governments have this week urged him _________ (negotiate) and avoid force. 【答案】 (1)have been negotiating (2)negotiation (3)to negotiate

新目标九年级Unit11教学设计

新目标九年级unit 11 单元教学设计一、教学内容及分析本单元的中心话题是“Getting around”。

围绕“Ask for information politely”为主线开展教与学的活动的，在学习常用和重点词语的基础上，着重学习了问题和指引道路及场所的表达方式；进一步复习了祈使句，进而学习了一些重点句型和日常交际用语以及并列连词both…and等。

本单元还出现了现在完成进行时态。

此外还学习了一些同义、近义词，介绍了卡通片对青少年的教育作用以及外国卡通片对中国文化和中国青少年的影响。

通过本单元的学习，要求能熟练表述问路、指引道路或场所，对卡通片的正、反面的作用和影响要有充分的认识，从而从中学到好的东西。

本单元进一步学习宾语从句的用法。

要求学生学会运用宾语从句问路，学会为他人指明方向和路线。

同时学会在活动和购物场所表达自己的爱好和看法，通过帮助别人来培养学生乐于助人的良好思想品德。

Section A该部分有4个模块：第一模块以“places”和相对应的“activities”为话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕“directions”进行听力（2a-2b）和口语（2c）训练；第三模块要求学生就一些活动场所的优点与缺点阐述自己的观点，并展开训练，训练形式为列举归纳（3a）和联系生活实际角色表演（3b）；第四模块仍就“directions”为话题，联系实际，以小组活动形式展开练习(4)。

Section B该部分有4个模块：第一模块是对一些描述性词汇的学习（1a）和运用所提供的词汇以pair work的形式进行讨论（1b）；第二模块以三个对话为载体，对“places”和“directions”进行听力（2a-2b）及口语（2c）训练；第三模块是一个有关Watertown 的阅读材料，训练形式为填表（3a）和写作训练（3b -3c）；第四模块就第三模块的话题以口语训练形式展开小组活动(4)。

九年级英语上册Unit 11英语教案人教新目标版教案

Unit 11 教案The First Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabularyrestroom, 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’municative petence．3．Moral ObjectHelping each other is very important．It is a good quality．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’listening ability．2．How to train students’municative petence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: 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 officeis?" 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．V ery good．Step Ⅱ1aGo 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 munity? What is the name of the one in our munity?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 Ⅲ1bRead the instructions to students．Point outthe 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 Ⅳ1cRead 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 e to the front of the classroom and act out their conversations．Step ⅤHomeworkReview the target language．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the secondfloor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．2．Ability Objects（1）Train students’listening ability．（2）Train students’municative petence．3．Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points 1．Key Vocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the second floor．3．StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ．Teaching Difficult Points1．Indirect questions．2．How to improve students’listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoestore, and so on．Play the recording．Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again．This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ2bPoint to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own．Check the answer with the class．Step Ⅳ2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤHomeworkAsk the students to write three sentences with the starters of the structures．The Third Period Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo 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 ⅠRevisionT: 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 twostudents 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 munity 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 munity and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．The Fourth Period Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyfascinating, 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 Points 1．Key Vocabularyconvenient, safe, restroom inexpensive2．Target LanguageCan 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 ⅠRevisionCheck homework．Step Ⅱ1aGo 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 Ⅲ1bRead 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 and offering 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．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywater 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 Ⅱ3aInvite 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 plete 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 Ⅲ3bRead 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 plete the guide to Sunville．Ask the students to plete 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 pleted article to the class．Step Ⅳ3cRead 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 ⅤPart 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 ⅥHomework1．Read the article in 3a again．2．Write a guide to our city．The Sixth PeriodⅠ．Teaching Aims and Demands1．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 ObjectsTrain students’writing ability．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ．Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching Procedures Step 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．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 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 plete 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．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 ⅤSummary 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．The Seventh PeriodⅠTeaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interestin, take it easy, bee 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 Points1．Key vocabulary．2．Train students’reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’reading and writing skills．Ⅳ．Teaching ProceduresStep I Key VocabularySay the words and have students repeat them again andagain until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Grown-ups like cartoons, too．To the class．Ask, what do you think the article is about?Look at the picture．Ask students to describe what is happening in the picture．Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions．As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students．Ask if other students have the same or different answers．Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Read 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 plete 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 plete sentences．Step ⅣPart 3Point 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 prehension．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 ⅤPart 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．As they work, walk around the classroom offering help students may need．Check the answers．Step ⅥPart 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．Optional activityAs an optional in-class or homework activity, remindstudents to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step ⅦHomework1．Read the story in 2 again for further prehension．2．Revise the target language in this unit．。