人教版九年级英语下册第十一单元教案
新人教版英语九年级下册全册教案
新人教版英语九年级下册全册教案单元一：走遍美国教学目标1. 了解美国各地的地理位置及特色文化。
2. 提高学生的英语阅读能力、口语表达能力和写作能力。
3. 发展学生跨文化交际能力和了解国际间的文化多元性。
4. 引导学生思考美国文化与其他文化之间的异同点。
教学重点和难点1. 学会用正确的语音和语调读不同种类的文章。
2. 掌握文章中重点词汇和短语的用法。
3. 学会运用适当的连词连接句子。
4. 学会写一篇小短文介绍美国的某个州的位置、人口、特色文化等。
教学内容1. 阅读、理解及运用文章作为美国各地城市和自然环境的介绍，从而研究如何写一篇介绍自己的县市、城市或者乡村的文章。
2. 研究如何结合词汇、语法和写作要素创造精彩的英语作文。
3. 通过各种交际活动和讨论，使学生掌握交际技能，了解与美国文化相关的话题，并提高其语音和语调的表达能力。
单元二：同一首歌教学目标1. 理解并掌握歌曲的歌词和歌曲的文化内涵。
2. 培养学生的听力、口语、阅读和写作能力。
3. 帮助学生了解其他国家的音乐文化，拓宽学生的国际视野。
教学重点和难点1. 掌握歌曲的发音和歌词。
2. 理解歌曲并分析其文化内涵。
3. 运用所学的词汇和语法书写一篇简单的歌曲感悟。
教学内容1. 研究歌曲的发音和歌词。
2. 分析歌曲的文化内涵及其背景。
3. 通过听、说、读、写各种交际活动和练，使学生在熟悉歌曲的基础上增加英文交际语言的使用机会。
单元三：说文明话，树新风教学目标1. 学会使用礼貌用语和日常英语；2. 研究并掌握书信的写作格式；3. 提高学生的英语阅读、听力、口语和写作能力；4. 培养学生的交际能力和创新意识。
教学重点和难点1. 细致领会礼貌用语的使用方法；2. 研究书信的写作格式，掌握书信写作的各个方面；3. 阅读一篇友谊书信，并学会如何写一封自己的信。
教学内容1. 研究礼貌用语和日常口语表达，重点讲授如何让学生用礼貌用语表达自己的感情和态度；2. 介绍书信的写作格式，重点介绍信件的开头、正文、结尾等格式；3. 研究如何书写一篇友谊书信，从而增强学生的阅读、写作和交际能力。
人教版九年级英语第十一单元 Sad movies make me cry Section A教案
人教版九年级英语第十一单元Sad movies make me crySection A教案一、重点单词：1. friendship友谊2.king君主3. pale苍白的4. queen王后5. examine检查6nor也不7. palace王宫8. power权力9. wealth财富10. grey阴沉的11.lemon柠檬12. fame名声13. Prime首相的二、重点词组1. make me sleepy 使我困倦2. drive sb. crazy使…发疯3. the more…, the more 越…越…4. yes and no好坏参半好坏参半5. be friends with sb 是某人的朋友6. feel left out感觉被忽视三、重点句式1. I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating. But that music makes me sleepy.2. Waiting for Amy drove Tina crazy.3. The movie was so sad that it made Tina and Amy cry.4. Sad movies don’t make John cry. They just make him want to leave quickly.四、make 的用法Section A 1 (1a-2d)1. I’d rather go to the Blue Ocean Restaurant because I like to listen toquiet music while I’m eating.would rather do sth.，意为“宁可，宁愿还是……好些”。
e.g. I’d rather play tennis than swim.比起游泳我宁愿去打台球。
九年级英语第11单元教案人教版
Unit 11 Could you please tell me where the restrooms are?The First PeriodⅠ．Teaching Aims and Demands1．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’ communicative competence．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’ communicative competence．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 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 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?S s: Could you tell me how to get to Classroom 1?T: That’s right．Very 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 community? What is the name of the one in our community?Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ1bRead 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 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 come 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’ communicative competence．3．Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points1．Key V ocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the second floor．3．StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ．Teaching Difficult Points1．Indirect questions．2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording．Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again．This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ2bPoint to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own．Check the answer with the class．Step Ⅳ2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤHomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ．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 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 knowofWrite 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．The Fourth PeriodⅠ．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 Points1．Key V ocabularyconvenient, 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 complete the chart．Get students to do the work on their own or in pairs．As they work, move around the classroom and offer help as necessary．Check the answers．Step m 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 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 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．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 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．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 exercisebooks．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, become interested in, plain looks（2）Text:Grown-ups like cartoons, too．2．Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ．Teaching Key Points1．Key vocabulary．2．Train students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep I Key V ocabularySay the words and have students repeat them again and again 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 complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English．Have students report their answers．Encourage students to use complete sentences．Step 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 comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions．Allow them one or two minutes to do this．Check the answers:Get students to make sentences with the words and expressions．Remind them to look at the articleagain 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, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step ⅦHomework1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．。
人教版英语九年级下册教案(全册)
人教版英语九年级下册教案(全册)第一单元：What would you do?课时1：A-1 What would you do if...?教学目标：- 学会询问和回答关于假设情况下的行为- 研究并掌握运用情态动词 "would" 来表达假设教学过程：1. 导入新课，引发学生思考关于假设情况下的行为。
2. 直接引入新知识，解释情态动词 "would" 的用法和表达假设的方式。
3. 向学生提供一系列假设情况，让他们进行思考并回答问题。
4. 练：设计一些情境，让学生以小组形式进行角色扮演，运用所学内容来对话。
5. 以游戏形式巩固所学知识，让学生以小组或个人的形式进行问答竞赛。
课堂作业：1. 完成课堂练中的对话创作。
2. 列举5个关于假设情况的问题，并用英语回答。
教学反思：本节课重点让学生研究运用情态动词 "would" 来表达假设。
通过设计情境和角色扮演的活动，学生能够更好地理解和运用所学内容。
竞赛游戏的形式也能增加学生的参与度，提高他们的研究兴趣。
课时1：A-1 What are you going to do on vacation?教学目标：- 研究并掌握将来进行时的结构和用法- 通过谈论自己的假期计划，提高口语表达能力教学过程：1. 导入新课，通过投影片展示美丽的假期风景，引发学生对话题的思考。
2. 引入新知识，解释将来进行时的构造和用法。
3. 设计小组活动，让学生讨论并展示自己的假期计划。
4. 观看相关视频，帮助学生更直观地理解将来进行时的用法。
5. 以游戏形式巩固所学知识，让学生以小组或个人的形式进行对话练。
课堂作业：1. 编写一段将来进行时的短文，描述自己的假期计划。
2. 向同学介绍你的假期计划，并询问他们的计划。
教学反思：本节课通过引入美丽的假期风景，激发学生的兴趣，提高他们的研究动力。
运用小组讨论和对话练的活动，帮助学生巩固和运用所学内容。
人教版九年级英语unit11单元整体教学设计
人教版九年级英语unit11单元整体教学设计The teaching of Unit 11 in the 9th grade English textbook published by the People's Education Press is a crucial part of the English curriculum. This unit covers a wide range of topics and language skills that are essential for students' overall language development. In this essay, I will provide a comprehensive teaching design for this unit, outlining the learning objectives, teaching strategies, and assessment methods.Learning Objectives:The primary learning objectives for Unit 11 are to enhance students' reading comprehension, writing skills, vocabulary, and grammar knowledge. Specifically, students should be able to:1. Understand the main ideas and key details in various types of reading passages, including informative texts, narratives, and dialogues.2. Develop the ability to infer meaning, analyze the author's purpose, and draw conclusions from the given information.3. Expand their vocabulary by learning new words and phrasesrelated to the topics covered in the unit.4. Demonstrate their understanding of grammatical structures, such as the present perfect tense, modal verbs, and conditional sentences, through exercises and written tasks.5. Compose well-organized and coherent paragraphs and short essays on topics relevant to the unit.6. Engage in discussions and conversations, expressing their opinions and ideas effectively.Teaching Strategies:To achieve these learning objectives, a variety of teaching strategies will be employed throughout the unit. These strategies will cater to different learning styles and ensure that all students are actively engaged in the learning process.1. Pre-reading activities: Before introducing the reading passages, teachers will engage students in pre-reading activities, such as brainstorming, making predictions, and activating prior knowledge. This will help students approach the texts with a clear understanding of the topic and increase their comprehension.2. Explicit vocabulary instruction: Teachers will provide explicit instruction on the vocabulary words and phrases featured in the unit. This will include activities such as word mapping, contextual analysis, and vocabulary games to help students retain and apply the newvocabulary.3. Grammar instruction and practice: Grammar concepts will be taught through a combination of direct instruction, guided practice, and independent exercises. Students will have opportunities to apply the grammatical structures in both oral and written communication.4. Collaborative learning: Students will be encouraged to work in pairs or small groups to discuss the reading passages, share ideas, and complete various learning tasks. This will foster a sense of community, promote peer learning, and develop students' communication skills.5. Differentiated instruction: To cater to the diverse needs and abilities of the students, teachers will employ differentiated instruction techniques. This may include providing additional support or challenging materials for students, as well as offering choice in learning activities and assessment options.6. Authentic and engaging materials: The teaching materials used in this unit will be carefully selected to be authentic, relevant, and engaging for the students. This may include using multimedia resources, real-world examples, and materials that reflect the students' interests and cultural backgrounds.Assessment Methods:Assessing student learning is an integral part of the teaching process. In this unit, a variety of assessment methods will be used to evaluate students' progress and provide feedback for further learning.1. Formative assessments: Throughout the unit, teachers will use formative assessments, such as class discussions, quizzes, and exit tickets, to monitor students' understanding and identify areas that require additional support.2. Summative assessments: At the end of the unit, students will be assessed through a comprehensive test that includes reading comprehension, vocabulary, grammar, and writing components. This will provide a summative evaluation of their overall learning and mastery of the unit's content and skills.3. Performance-based assessments: Students will be given opportunities to demonstrate their learning through performance-based assessments, such as oral presentations, group projects, or written compositions. These assessments will allow students to apply their knowledge and skills in authentic and meaningful contexts.4. Self-assessment and reflection: Students will be encouraged to engage in self-assessment and reflection activities, such as learning logs or goal-setting exercises. This will help them take ownership oftheir learning, identify their strengths and weaknesses, and set personal learning goals.Conclusion:The teaching design for Unit 11 in the 9th grade English textbook published by the People's Education Press aims to provide a comprehensive and engaging learning experience for students. By aligning the learning objectives, teaching strategies, and assessment methods, teachers can effectively support students' language development and prepare them for future academic and real-world challenges. Through the implementation of this teaching design, students will have the opportunity to enhance their reading, writing, vocabulary, and grammar skills, ultimately becoming more confident and proficient in the English language.。
新人教版九年级英语(下)课件第十一单元课件
自查短语
would rather 宁愿) stay at home than see the film. 1. He _____________( drive me crazy 2. My parents __________________( 使我发疯). the cleverer The more 3. _____________( 越多) you learn , _____________( 越聪明) you are. left out 忽略) because he is shy. 4. My brother is always _____________(
in the speech contest.
worried 担心的) because of the 2. The girl was very ________( test. surprised 3. She was so ____________( 惊讶的) that she conldn’t say a word. relaxed 放 4. Soft music always makes me feel ________( 松的）. bored 5.Tom,I am ________ (无聊的). Let ‘ s go out for a walk.
Unit 11 Sad movies make me cry.
第1课时 Section A (1 a ~ 2d)
掌控学习目标 类别 重点单词 重点短语 rather drive 学习重点 lately friendship
would rather drive sb. crazy the more ....the more be friends with sb. left out Have fun With 1 .I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating. 2. But the music makes me sleepy. 3. Waiting for Amy drove Tina crazy. 4. Well，the more I got to know Julie，the more I’ve realized that we have a lot in common. 5. Then she won’t feel left out.
人教版初中九年级英语下册全册教案含教学反思
第9单元I like music that I can dance to.Section A 单词prefer v.更喜欢Australian adj.澳大利亚（人）的n.澳大利亚人electronic adj.电子的；电子设备的suppose v.推断；料想smooth adj.悦耳的；平滑的spare adj.空闲的;不用的v.抽出；留出director n.导演；部门负责人case n.情况；实情war n.战争；战争状态stick v.粘贴；将……刺入down adj.悲哀；沮丧dialog n.（=dialogue）对话；对白plenty pron.大量；众多shut v.关闭;关上lyrics n.(pl.)歌词ending n.（故事、电影等的）结尾；结局documentary n.纪录片drama n.戏；剧superhero n.超级英雄intelligent adj.有才智的；聪明的短语stick to 坚持；固守in that case 既然那样；假使那样的话plenty of 大量；充足shut off 关闭；停止运转once in a while 偶尔地；间或feel like 想要cheer sb. up 使某人振作起来try one’s best to do sth. 尽某人最大努力做某事句型1.—What kind of music do you like?你喜欢什么类型的音乐？—I love music that/ which I can sing along with. 我喜欢可以随之唱歌的音乐。
2. He prefers groups that/which play quiet and slow songs. 他更喜欢演奏轻柔舒缓的歌曲的乐队。
3. She likes musicians who play different kinds of music. 她喜欢演奏不同类型乐曲的音乐家。
人教版九年级下册英语Unit11知识点汇总
人教版九年级下册英语Unit11知识点汇总Unit11 Sad movies make me cry.【重点短语】1.leave one’s backpack at home把背包忘在家里2.get back to school返回学校3.start teaching开始教学4.go off响铃5.rush out the door冲出房门6.give sb a lift捎某人一程7.miss both events错过两个事件8.be about to do sth正要做某事9.stare in disbelief at难以置信地盯着。
10.jump out of bed跳下床11.collect the math homework收数学作业12.make the apple pie制作苹果馅饼13.show up出现14.add the green beans加绿豆荚plete the work for one’s boss16.raise above the burning building完成老板的工作从正在燃烧的楼上升起【重点句型】1.--I'd rather go to Blue Ocean because I like to listen to quiet music while I'm eating. --But that music make me sleepy.--更愿意到蓝海洋餐厅，因为我喜欢在吃饭时听轻音乐。
--但那种音乐使我困倦。
2.Waiting for Amy drove Tina crazy.等候艾米使蒂娜发狂。
3.The movie was so sad that it made Tina and Amy cry.这部电影是如此悲伤以致使蒂娜和艾米都哭了。
4.Sad movies don't make John cry.They just make him want to leave quickly.悲伤的电影没有让约翰哭他们只能使他想尽快离开。
人教版(新目标)英语九年级下册《Unit 11 Sad movies make me cry》单元话题阅读与写作课件
写作指导
综合上面阅读，思考下面题目。
最新：人教版英语九年级下册全册教案电子版（打印版）
最新：⼈教版英语九年级下册全册教案电⼦版（打印版）⼈教版九年级下册全册教案电⼦版（打印版）Unit 10Y ou're supposed to shake hands.Section A (1a－2d)1．重点单词：custom，bow，kiss，greet2．重点短语：shake hands，be supposed to，the wrong way，hold out 3．重点句式：—What are you supposed to do when you meet someone for the first time? —You are supposed to shake hands.They are expected to shake hands.As soon as I held out my hand, he bowed.She kissed me on both sides of my face!1．重点短语和句型2．动词不定式的⽤法动词不定式的⽤法⼀、预习课本P73－74新单词并背诵，完成下⾯的汉译英.1．风俗________________2．鞠躬________________3．亲吻________________4．和……打招呼_______________________________________⼆、认真预习1a－2d找出下列短语和句型.1．错误的⽅式_________________________________________2．欢迎会____________________________________________3．应该______________________________________4．伸出___________________________________________5．——当你第⼀次遇见某⼈的时候你该怎么办？——你应该握⼿.________________________________________________________________________________________________________________________________________________6．他们期望被握⼿.________________________________________________________________________ 7．我⼀伸出⼿，他就鞠躬.________________________________________________________________________ 8．她亲吻了我的两个脸颊.________________________________________________________________________Step 1情景导⼊T：Now，class begins，good morning，boys and girls.Ss：Good afternoon，Miss Liu.T：Thank you，sit down please.You know I made mistakes?Ss：Yes.T：So，I greeted you in a wrong way.So I write here.Read after me: greet.Ss：Greet....T：Yes，very good.I greeted you in a wrong way.Now，what should I say？I should say “Good afternoon！” I also say I am supposed to say “Good afternoon！”．That's very easy，I think.Right?环节说明：以教师错误的打招呼开始本节课. ⽬的在于：以知引趣，活跃⽓氛，同时引出本堂课的讨论话题是打招呼并⾃然地过渡到教学greet和be supposed to，符合学⽣由浅⼊深的认知规律.Step 2完成教材1a－1c的任务1．学⽣领读1a中的单词，教师纠正错误读⾳，学⽣根据平时知识的积累将国家和风俗匹配，完成后⼩组内核对答案. (3分钟) 2．认真听录⾳，根据所听到的内容再次核对1a中的匹配是否正确. (3分钟)3．再听⼀遍录⾳，并跟读对话. (2分钟)4．结对练习1c中的对话，并请⼀些学⽣表演出他们的对话. (3分钟)5．模仿1c中的对话，结合1a的信息与同伴编练新对话，并邀请⼏组学⽣表演对话. (5分钟)参考案例A：What are people in Korea supposed to do when they meet for the first time?B：They're supposed to bow.How about in the United States?A：In the United States，they're expected to shake hands.6．⼩结训练. (3分钟)(B)1.Everyone is supposed ________ a seat belt in the car.A．wearing B．to wear C．to be worn(A) 2.When we meet people from Korea for the first time，we are supposed to________.A．bow B．shake handsC．kiss D．touch nose3．You're supposed to _bow in Korea.(对画线部分提问)What are you supposed to do in Korea?4. We should greet the teacher when he comes into the classroom.(改为同义句)We are supposed to greet the teacher when he comes into the classroom.环节说明：听说结合，第⼀时间向学⽣传达语⾔⽬标，通过结对对话练习和⼩结训练，使语⾔⽬标得以强化.Step 3完成教材2a－2c的任务1．在⼩组内认真读⼀读2a中的句⼦并交流句⼦的意思，为听⼒做好准备. (3分钟)2．认真听录⾳，勾出Maria 在美国朋友家做客时出现的错误. (2分钟)3．听第⼆遍录⾳，根据录⾳内容完成2b中的填空，然后⼩组内核对答案. (2分钟)4．让学⽣利⽤2a，2b中的信息仿照2c 的形式练习对话，并要求多组同学表演对话. (5分钟)参考案例Dan：How was the dinner at Paul's house last night?Maria：Well，it was OK，but I made some mistakes.I was supposed to arrive at 7：00，but...5．⼩结训练. (3分钟)(C)1.—Why didn't you come to the dinner party?—I ________.A．will be invited B．can be invitedC．wasn't be invited D．am invited(D)2.He didn't do his homework carefully，so he ________.A．makes some mistakesB．make a mistakeC．made few mistakesD．made many mistakes(B)3.Paul doesn't have to be made ________. He always works hard.A．learn B．to learnC．learning D．learned(D)4.We should greet when we meet.(选出与画线部分相同的⼀项)A．bow B．shake handsC．say goodbye D．say hello环节说明：通过听、说、读、写学习训练让学⽣掌握了不同国家的风俗，并且使学⽣的⼝语表达能⼒在这⼀环节得到提升. Step 4完成教材2d的任务1．学⽣⾃读对话，回答下⾯的问题. (5分钟)1)Where did John go last night?2)What are Japanese expected to do when they meet?3)What are people supposed to do when they see each other?2．⼤声朗读2d中的对话，读熟后与同伴结对练习，分⾓⾊表演对话. (3分钟)3．邀请三组来表演对话. (5分钟)4．⼩结训练. (3分钟)(C)1.I will make a telephone call to you as soon as I ________ Beijing.A．will arrive in B．arrived atC．get to D．reach in(C)2.There are many trees on ________ sides of the river.A．each B．neitherC．both D．either(A)3.The girl came to the city for the first time，but ________ my surprise，she knew it very well.A．to B．for C．in D．at环节说明：将对话问题化，既能锻炼学⽣的思维能⼒⼜能加深对课⽂的理解. ⼩结训练⼜对对话中的重要句型进⾏了巩固加深.Step 5问题探究1．每位同学都应该每天按时到校.Every student is_supposed_to_go_to_school on time.“be supposed to”的意思是应该，to 后要⽤动词原形. 相当于should.()2.What would you do when you see someone ________ the first time in Japan?A．at B．for C．in D．to答案选择B，for the first time为固定短语，意为“初次，第⼀次”.()3.We should try our best to help the poor children in the poor area ________.A．with different waysB．under different waysC．in different waysD．at different ways答案选择C，in...ways 为固定短语，意为“⽤……⽅式”.请学⽣们做前⾯课时训练部分.Section A (3a－3c)1．重点单词：relaxed，value，capital，noon，mad，effort2．重点短语：drop by，after all，at noon，get mad，make an effort 3．重点句式：We're pretty relaxed about time.We don't usually have to make plans to meet our friends.We're the capital of clocks and watches，after all!I make an effort to be on time when I meet my friends.We never visit a friend's house without calling first.1.重点短语和句型2．动词不定式的⽤法动词不定式的⽤法⼀、预习课本P75新单词并背诵，完成下⾯的汉译英.1．价值______________ 2.⾸都______________3．中午______________ 4.很⽣⽓____________5．努⼒______________ 6.放松的____________⼆、认真预习P75找出下列短语和句型.1．顺便访问________________________________________________________________________ 2．毕竟________________________________________________________________________ 3．在中午________________________________________________________________________ 4．⽓愤________________________________________________________________________ 5．我们的时间观念⽐较随意. ________________________________________________________________________ 6．我们通常不必刻意地为见朋友做计划.________________________________________________________________________ 7．毕竟我们是钟表之国.________________________________________________________________________ 8．当我要见朋友的时候我努⼒做到准时.________________________________________________________________________9. 我们从不事先未通电话便登门拜访朋友.________________________________________________________________________Step 1情景导⼊Teacher：We all know that different countries have different customs.Do you want to know some customs in Colombia and Switzerland？Now please read the passage in 3a and find out the differences between the two countries.环节说明：开门见⼭地引出本节课要学的内容，简单明了.Step 2完成教材3a－3c的任务1．快速阅读3a中的短⽂，根据短⽂内容，回答3a中的问题. (3分钟)2．认真阅读短⽂，根据⽂章内容完成3b中的表格填空. 完成后让学⽣展⽰⾃⼰的答案，教师点拨. (5分钟)3．再次仔细阅读短⽂，理解每⼀句话的意思，⼩组合作解决遇到的疑难问题. (5分钟) 4．教师点拨短⽂中出现的重难点. (5分钟)5．熟读短⽂，识记背诵知识要点. (5分钟)6．根据3a短⽂内容，仿照3c对话形式分⾓⾊表演对话. (3分钟)参考案例A：Hi，Marc.Sorry I'm a little late.B：Teresa，you're 10 minutes late!A：It's just 10 minutes！It's no big deal!B：Well，in Switzerland，you're supposed to...7．⼩结训练. (3分钟)(A)1.—Do you often ________ your friends' home on your way home?—Yes，we do.A．drop by B．visit toC．come at D．come over(B)2.—Jim，would you please tidy up your room by yourself？________，you are no longer a child.—All right，I am coming.A．After that B．After allC．Drop by D．Knock at(B)3.Mary made a plan ________the book in two weeks.A．finish reading B．to finish readingC．to finish to read D．finish to read(B)4.We should make an effort ________ the English test.A．pass B．to passC．passed D．passing5．⽼师因为我们的作业⽣⽓了.The_teacher_got_mad_because_of_our_homework_．6．你晚了⼗分钟.You're_10_minutes_late_．环节说明：通过阅读分析⽂章，学⽣的阅读分析能⼒在这⼀环节得到提升；⼩结训练⼜及时地巩固强化了重要的知识点. Step 3问题探究()1.They are pretty relaxed ________ time.A．about B．for C．at D．to答案选择A，relaxed为形容词，意为“放松的，轻松的”. be relaxed about 意为“对……感到轻松”.()2.He is a little weak in English，but he still makes an effort ________ up with others.A．to catch B．caughtC．catches D．catch答案选择A，make an effort意为“做出努⼒”，后⾯要跟动词不定式，所以答案选择A.请学⽣们做前⾯课时训练部分.Section A (Grammar Focus－4c)1．重点单词：passport，chalk，blackboard，northern，coast，season，knock，eastern，worth，manner2．重点短语：go abroad，clean...off，take off3．重点句式：Is it impolite to keep others waiting?It is helpful to learn as many of these customs as possible.Am I supposed to wear jeans?Each country has different rules about social situations.动词不定式的⽤法动词不定式的⽤法⼀、预习课本P76新单词并背诵，完成下⾯的汉译英.1．护照______________ 2.粉笔______________3．⿊板______________ 4.北⽅的____________5．海岸______________ 6.季节______________7．敲击______________ 8.东⽅的____________9．值得______________ 10.⽅法______________⼆、认真预习Grammar Focus－4c找出下列短语和句型.1．出国________________________________________________________________________ 2．脱下________________________________________________________________________ 3．把……清除________________________________________________________________________ 4．让他⼈等待是不礼貌的吗？________________________________________________________________________5．尽可能多了解这些习俗是有⽤的.________________________________________________________________________ 6．我应该穿⽜仔裤吗？________________________________________________________________________ 7．关于社交场合，每个国家都有不同的规则.________________________________________________________________________Step 1情景导⼊Teacher：What are you supposed to do when you meet people in Mexico?Student 1：We are supposed to...Now please review the conversations like this with your partner.Step 2完成教材Grammar Focus中的任务1．学⽣⼤声朗读Grammar Focus中的句⼦. (2分钟)2．⼩结训练. (2分钟)环节说明：通过⽣⽣互动问答，对前两节课所学的重要句型和短语进⾏复习.环节说明：通过对Grammar Focus 中句型的填空练习能够使学⽣更好地理解并掌握本单元的重点语法和句型.Step 3完成教材4a－4c的任务1．认真阅读4a中的五个句⼦，根据句意选择合适的短语完成句⼦，完成后集体核对答案，然后两⼈⼀组朗读句⼦. (5分钟) 2．阅读短⽂，⽤所给词的正确形式填空. 完成后⼩组内交流核对答案，完成4b. (5分钟) 3．根据4c中的提⽰和你的搭档⼀起给⾸次来到你国家的交换⽣提供⼀些建议，把这些建议写出来，完成后⼩组内互相交流，完成4c. (5分钟)4．⼩结训练. (4分钟)(D)1.Can you tell us the things ________we are supposed to do?A．what B．if C．how D．that(C)2.You're supposed to ________ your bowl while eating in this country.A．put up B．get up C．pick up D．hand in(D)3.Our teacher has given us some advice that is well worth ________.A．consider B．to consideringC．considered D．considering(C)4.—It's too hot today.—Yes.Why don't you ________ your jacket.A．put on B．put upC．take off D．take after环节说明：通过本环节的学习，让学⽣掌握了本节的知识点，同时⼩结训练更是加深了对重要知识点的巩固深化.Step 4问题探究()1.The box is well worth ________.I plan ________one.A．read；to buy B．reading；buyingC．reading；to buy D．read；buy答案选择C，be worth doing sth.意为“值得做某事”. plan to do sth.意为“计划做某事”.()2.It's very nice ________ pictures for me.A．of you to draw B．for you to drawC．for you drawing D．of you drawing()3.Many people think it's very important________ us________learn English well.A．for；to B．to；toC．with；for D．of；for答案分别选择A和A，选⽤of 还是for，要根据形容词的性质来确定. 句型It's＋adj.＋for sb.＋to do sth.意为“对于某⼈来说，做某事……”. 其中的形容词通常表⽰客观情况. 如：easy，hard，difficult，important，necessary，impossible，interesting等. 句型It's＋adj.＋of sb.＋to do sth.意为“某⼈能做某事真是太……了”. 其中的形容词通常表⽰主观情感或态度. 如：good，kind，nice，wise，clever，foolish，right，wrong，careful，careless等.请学⽣们做前⾯课时训练部分.Section B (1a－1d)1．重点单词：empty2．重点短语：point at3．重点句式：You're not supposed to stick your chopsticks into the food.It's impolite to use your chopsticks to hit an empty bowl.1.了解不同国家的餐桌礼仪2．动词不定式的⽤法动词不定式的⽤法⼀、预习课本P77新单词并背诵，完成下⾯的汉译英.1．空的________________________________________________________________________⼆、认真预习1a－1d找出下列短语和句型.1．指向________________________________________________________________________2. 你不应该把你的筷⼦插到⾷物⾥.________________________________________________________________________3. ⽤筷⼦敲击空碗是不礼貌的.________________________________________________________________________Step 1情景导⼊Teacher：There are many table manners in our country and other countries，now please talk about the manners you know with your partners in groups.环节说明：由⽣活中的餐桌礼仪引出本节课所学内容，贴近⽣活，学⽣想学乐学，同时为本节课的学习做好铺垫.Step 2完成教材1a－1d的任务1．⼤声朗读1a中的句⼦，完成1a的判断题，完成后⼩组内互相交流看法. (3分钟) 2．听第⼀遍录⾳，把史蒂夫和杨明谈论到的餐桌礼仪按顺序提出来，然后⼩组内交流讨论，完成1b. (5分钟)3．再听⼀遍录⾳将⽅框中的两组句⼦搭配，完成后⼩组内核对答案. (3分钟)4．听第三遍录⾳，并跟读，整体感知对话. (3分钟)5．利⽤1b和1c中的信息，仿照1d的形式两⼈⼀组来练习对话，并邀请⼏组学⽣表演对话. (5分钟)参考案例A：We're supposed to...B：Yes，and it's impolite to...6．⼩结训练. (3分钟)(A)1.It's________to stick your chopsticks into your food.A．rude B．clever C．strange D．polite(B)2.Don't point ________ anyone ________ your chopsticks.It's not polite.A．at；by B．at；withC．to；by D．out；with(A)3.Please tell me ________ next.A．how to do it B．what to do itC．how to do D．what do it(A)4.It is common that students ________ greet the teachers when classes begin in China.A．are supposed to B．are suppose toC．suppose to D．suppose环节说明：通过本环节的学习让学⽣练习了重要的句型，同时对话练习⼜提⾼了学⽣的⼝语表达能⼒.Step 4问题探究1．point 的词组1)⽼师指着墙上的地图.The_teacher_pointed_at_the_map_on_the_wall.2)⼠兵⽤枪指着医⽣.The_soldier_pointed_his_gun_to_the_doctor.3)请指出我作⽂中的错误.Please_point_out_the_mistakes_in_my_compostion.point to和point at都含有“指着”的意思，两者⼀般可以互换. 但主语是事物时，⼀般⽤point to作谓语. point at可以分开使⽤，即point后直接跟名词或代词作宾语，再跟介词at 表⽰⽅向，意为“把……指向”，⽽point to却不能分开使⽤. point out意为“指出”，其中out是副词. 如果它后⾯的宾语是代词，则必须把该宾语放在out之前.2．at the table与at table1) 他们坐在桌⼦旁边.They_are_sitting_at_the_table.2) 他们在吃饭.They_are_at_table.短语at the table意为“在桌⼦旁边”. at table意为“在吃饭”.请学⽣们做前⾯课时训练部分.Section B (2a－2e)1．重点单词：basic，exchange，teenage，granddaughter，behave，except，elbow，gradually，suggestion2．重点短语：go out of one's way，make...feel at home，get used to3．重点句式：I was a bit nervous before I arrived here，but there was no reason to be.They go out of their way to make me feel at home.She always talks to me in French to help me practice.You have to cut it up and eat it with a fork.I have to say that I find it difficult to remember everything，but I am gradually getting used to it.。
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 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 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 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．。
人教版初中英语九年级下册 Unit11、Unit12单元重难点梳理
初中英语
2.主语+make+somebody + verb（动词原形）
…使某人做某事(不能带不定式符号to)
Sad movies make me cry. 悲伤的电影会让我哭泣。 Loud music makes John want to leave.吵闹的音乐让 约翰想要离开。
1.主语+make +somebody+ adj.（形容词） 2.主语+make +somebody+ verb (动词原形）
初中英语
1.主语+ make +somebody + adjective（形容词）
使某人(感到), 使……处于某种状态 Those awful pictures make us uncomfotable. 那些 糟糕的图画让我不舒服。 The music makes me sleepy.这种音乐让我很困倦。
初中英语
Grammar
Focus
Unit 12 Life is full of the unexpected.
✓ When I got to school, I realized that I had left my backpack at home.
✓ By the time I got back to school, the bell had rung. ✓ Before I got to the bus stop, the bus had already left.
Lucy is often made to read English aloud at home.
人教版英语九年级下册：(Unit 11)Section B(2a～2e)【教案】
Section B第4课时（2a~2e）类别学习重点重点单词weight,shoulder,goal,coach,kick,courage,pull,nod,agreement,disappoint 重点短语feel like, let…down, kick sb. off, be hard on sb., rather than,pull together,(be) in agreement, hear sb. doing sth., be close to, because of重点句式1. His stupid mistake made him angry.2. But whatever it was, don't be too hard on yourself.3. Peter went to soccer practice with courage rather than fear in his heart.4. We were so close to winning that game.5. To his surprise and relief, his teammates all nodded in agreement.课前预习写一写1.重量weight2.肩膀shoulder3.球门；射门goal4.教练coach5.踢；踹kick6.勇气courage7.拉；拖pull 8.点头nod 9.一致agreement10.使失望disappoint译一译1.使失望let…down2.开除某人kick sb. off3.对某人苛刻be hard on sb.4.齐心协力pull together5.听见某人正在做某事hear sb. doing sth.背一背1.他怎么没能踢进球呢？How could he have missed scoring that goal?2.输赢只是比赛的一半，而另一半是学习怎样与队友交流并从错误中吸取教训。
人教版九年级英语Unit 11 Sad movies make me cay Section A 教案
人教版九年级英语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。
河北省承德市第二中学人教版英语九年级下册Unit 11 Could you please tel
九年级Unit 11复习学案班级 _________ 姓名 ___________ 组别_______组号____________I.前置性作业（I）根据汉语意思填单词。
1.魔术n/adj__________________2. 新鲜的 adj______________________3.借出v____________过去式____________过去分词________________4. 停车v/n______________5.直接的 adj ________________6. 命令 n_____________7. 想知道v___________ adj_________ adv_________ n(汉语意思)___________8. 引导，引领 v____________9. 打扰 v_________________（II）英汉互译。
1.打电话 ______________2. get some information about___________3.在……和……之间，___________4. exchange money __________________5.闲逛 __________________6. take the escalator________________7.穿上盛装，装扮 ____________8.water slide___________________9.两者都，既……又……_________ 10. too much___________________11.取决于；依靠 ________________ 12. in a way__________________13. 一个吃饭的好地方____________ 14.save money/ make money_____________ 15. 上交________________ 16. ask for information or help_________17.另一方面_______________ 18. in some situations_________________19.走过 ______________ 20.right next to_____________________ II. 完成习题，然后总结每一题的句式用法1.It’s very important _________ us _________ English well.A to; learnB to; to learnC for; learnD for; to learn小结__________________________________________2. There’s a woman ______________ for you at the school gate.A waitB waitingC to waitD waits小结__________________________________________3. I decide ___________ to college when I finish my high school.A goB goesC to goD going小结__________________________________________4. He always spends _________ money ____________ books.A much too; buyingB too much ; buyingC too many; to buyD too much; to buy小结__________________________________________5. They preferred ______________ in bed rather than __________horses.A to lie; to rideB lying; to rideC to lie; rideD lying; ride小结__________________________________________6. In order ____________ up with others, he needs to study harder.A catchB to catchC catchesD caught小结__________________________________________III.语法针对性训练 (宾语从句)2013/44,If you can’t find the place, I will show you ___________.A what it isB what it wasC where it isD where it was2012/45,Our teachers always give us good advice. We should follow ___________.A what they sayB what they saidC which they sayD which they said 2011/45, Jenny is on holiday now. I wonder___________.A when she will come back.B when she came backC when will she come backD When did she come back.2010/45,Your T-shirt is so cool. Could you tell me_____________?A where you buy itB where do you buy itC Where you bought itD where did you buy it2009/45, The new-designed car is on show now. I wonder__________.A how much it costB how much did it costC how much it costsD how much does it cost专项训练用所给单词、短语的正确形式填空2. The air in the countryside is much __________ than that in the city.3. It was sunny yesterday, kids flew kites in the park .They had a__________ day.4. --Please _________ the paper, Tom!--But I haven’t checked it yet, Mr Black.5. --Please don’t leave your car here.--Sorry. I didn’t see the sign“No____________”综合训练I单项选择：( )1. The girl is old enough to .A. dress herB. dress sheC. dress herselfD. dress her clothes( )2.He prefers outside to at home.A. being; stayB. being; stayingC. be; stayD. be; staying( )3.I find stamps .I’ve been collecting them for a long time.A. is interestingB. interestedC. interestD. interesting( )4. Lily Jimmy have gone to the library.A Both ; andB Either; orC Not only; but alsoD Neither; nor( )5. Could you tell me ____ get to the park?A how can IB how I canC where can ID where I canII.连词成句：1.tall, brother, your ,is________________________________ ?2.beautiful, song, it , is, what, a_________________________________!3.you, have, what, breakfast, did, for__________________________________________?4.to, the ,park, didn’t , sister, my, go_______________________________________________ .5.find, Jim, the, out, problem, how, to, solve_______________________________________________________.III.能力提升：任务型阅读阅读短文，并按要求完成76-80题。
人教版九年级英语第十一单元 Sad movies make me cry Section B教案
人教版九年级英语第十一单元Sad movies make me crySection B教案1. 语言知识目标：单词：weight n.重量，分量；kick v.踢，踹；besides adv.而且；courage v.勇敢，勇气；coach n. 教练；私人教师；shoulder n. 肩；肩膀；goal n. 球门；射门；目标；teammate n. 同队队员；pull v. 拉；拖；relief n. 轻松；解脱；nod v. 点头；agreement n. 一致；同意；fault n. 过失；缺点；disappointment v. 使失望句型：1.The general finds a happy person with power and money.2.The general realizes he is a happy person and gives his shirt to the king to wear.3.What made the poor man so happy even though he had no power,money or fame?4.Do you agree with the poor Man’s thoughts about happiness.5.He felt like there was a heavy weight on his shoulders as he walked home alone.6.I think if we continue to pull together,we’re going to win the next one.7.What can you learn from the experience?8.Fame is not very important.It can make me nervous if too many people follow me around.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。
人教版初中英语九年级下册Unit 11 Sad movies make me cry 教案2023
人教版初中英语九年级下册Unit 11 Sad movies make me cry 教案2023Unit 11 Sad movies make me cry 教案Part 1: Warm-up and Introduction (100 words)Objective: To introduce the topic of sad movies and engage students' interest.1. Begin the lesson by showing students a short clip of a sad movie scene. Ask them how it made them feel and if they have ever cried while watching a movie.2. Discuss emotions and explain that some movies can evoke strong feelings, including sadness and tears.3. Introduce the title of the unit and explain that in this unit, we will explore sad movies and their impact on emotions.Part 2: Vocabulary and Reading Comprehension (200 words)Objective: To introduce relevant vocabulary and improve students' reading comprehension skills.1. Introduce key vocabulary words related to emotions and movies, such as "heartbreaking," "tearjerker," and "empathy."2. Provide definitions and examples of each vocabulary word and encourage students to use them in sentences.3. Distribute the reading passage about sad movies and instruct students to read silently.4. Ask comprehension questions to assess students' understanding of the text, such as the main idea and supporting details.Part 3: Listening and Speaking (200 words)Objective: To improve students' listening and speaking skills through various activities.1. Play an audio clip of a movie scene and ask students to describe the emotions portrayed by the characters.2. Divide the class into pairs or small groups and provide them with discussion questions related to sad movies, such as "Do you enjoy watching sad movies? Why or why not?"3. Encourage students to express their opinions and provide reasons for their choices.Part 4: Grammar Focus - Adjectives and Adverbs (200 words)Objective: To improve students' understanding and usage of adjectives and adverbs in describing emotions.1. Introduce adjectives and adverbs commonly used to describe emotions, such as "heartbrokenly" and "tragically."2. Provide examples and practice exercises, asking students to form sentences using appropriate adjectives and adverbs.3. Engage students in group discussions where they can practice using adjectives and adverbs to express their feelings about sad movies.Part 5: Writing Activity - Movie Review (200 words)Objective: To improve students' writing skills and ability to express their opinions about sad movies.1. Instruct students to choose a sad movie they have watched recently and write a movie review.2. Provide a template with prompts to guide students in writing their reviews, including sections for summarizing the plot, expressing emotions evoked, and recommending the movie.3. Encourage students to use descriptive language, strong adjectives, and adverbs to captivate readers' attention and convey their feelings effectively.Part 6: Conclusion and Wrap-up (100 words)Objective: To review key points covered in the lesson and encourage reflection.1. Summarize the main ideas discussed during the lesson, emphasizing the impact of sad movies on emotions.2. Ask students to reflect on their personal experiences with sad movies and share their thoughts or feelings.3. Conclude the lesson by reminding students that movies have the power to evoke emotions and create connections between people.Note: This lesson plan serves as a general guideline for teaching Unit 11 "Sad movies make me cry" in the 9th-grade English curriculum, following the format commonly used in lesson planning. Please adapt and modify the content according to the specific needs and requirements of your students.。
人教版九年级英语下册教案
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 Phraseswould 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.，rather than，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 writingskills by 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 itcorrectly 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。
新人教版九年级英语第十一单元sectionA(a-c)课件
I would like to go to …because_____. Eg. I like to listen to … music. It makes me …
• happy sad nervous angry bored • excited surprised • comfortable uncomfortable • relaxed scared
• 3._T_h_e_m_o_r_e_(越多）you eat, _t_h_e _fa_t_te_r_(越胖）you will be.
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Important points
• Would rather do sth.宁愿做某事 (would rather 后用原形）
• I would rather _st_a_y_(stay) at home.
• Waiting for Amy drove Tina crazy.
• driv. want to do sth.使某 人想要做某事
• Loud music makes John want_to__d_an_c_e_ (dance).
• The +比较级…，the+比较级…。
• The more you read, the faster you will be.
Unit 11 Sad movies make me cry.
SectionA1a-2d
make用法
• make sb. +形容词 • Loud music makes me nervous. • make sb. do sth.(使某人做某事） • Sad movies make me cry.