unit9学案教学文档
人教版新目标九年级英语教案Unit9第九单元教学设计
人教版新目标九年级英语教案Unit9第九单元教学设计第一篇：人教版新目标九年级英语教案Unit 9第九单元教学设计人教版新目标九年级英语教案Unit 9第九单元教学设计 AUnit9 I like music that I can dance to（第1课时）一、教材分析定语从句是本单元的语法要点，是在1-8单元已经对该语法知识有所渗透的前提下安排的。
本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。
通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。
二、学生分析学生们已经有了初步的复合句的知识。
三、三维目标1、知识目标：掌握本单元基本词汇，学会恰当的使用引导词that ,who2、能力目标1）掌握功能句“What kind of music do you like ? I like music that I can dance to.I love singers who can write their ownmusic.”2）能够自如地谈论自己所喜欢的音乐和音乐家。
3、情感目标：通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
四、教学重点1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ”的使用方法。
2）“prefer …to…”的用法3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句“What kind of music do you like ? I like music that I can dance to.I love singers who can write their own music.”五、教学难点定语从句运用六、教学策略采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
七、教学准备自制多媒体课件（PowerPoint）；录音机(A tape recorder)八、教学环节1、课堂导入⑴ Warming up ⑵ Discuss: Do you like music? What kind ofmusic do you know? ⑶ There aremany kinds of music such as pop ,jazz, rock…….Let Sstalk about the kinds of music..（多媒体出示）⑷Let Ss read 1a.Explain the sentences: I prefermusic that has great lyrics=I like music that has great lyrics better.lyrics:the plural form is often used.Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.2、课堂讲授Explain attributive clauses.定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。
人教版九年级英语第九单元教案
第九单元教学设计一、教学内容本单元重点学习动词不定式的复合结构，包括动词不定式在句子中的作用和结构。
学习一些有关健康和运动的词汇和短语，并能够用英语表达自己对健康的看法和建议。
二、教学目标1. 知识与能力目标：(1) 学生能够准确地理解和使用动词不定式的复合结构。
(2) 学生能够掌握与健康和运动相关的词汇和短语，运用其进行交流。
(3) 学生能够用英语描述自己的健康状况，并提出健康建议。
2. 情感态度目标：通过本单元的学习，学生了解并了解健康的重要性，培养他们积极向上的生活态度。
三、教学重点和难点教学重点：通过动词不定式的讲解，使学生能够准确理解和使用动词不定式的复合结构。
教学难点：帮助学生理解动词不定式在句子中的作用，能够准确地将其运用到实际交流中。
四、教学准备教学素材：教科书、黑板、多媒体设备教学手段：课件、PPT教学环境：教室五、教学过程第一课时1. 调研导入（5分钟）通过幻灯片展示一些与健康相关的图片，引导学生思考健康的重要性，并引发他们对健康话题的兴趣。
2. 学习新知（20分钟）(1) 引导学生听读课文，理解并掌握动词不定式的结构和用法。
(2) 结合课文中的例句，讲解动词不定式在句子中的作用，并举例说明。
3. 合作学习（15分钟）将学生分成小组，让他们就课文中的习题进行合作讨论，加深对动词不定式的理解和掌握。
4. 拓展延伸（10分钟）引导学生根据所学内容，讨论健康与运动的重要性，并可以进行小组展示，让学生表达自己的看法和建议。
第二课时1. 复习巩固（10分钟）通过口头问答、填空练习等方式，复习上节课所学内容，巩固动词不定式的知识点。
2. 操作演练（15分钟）让学生运用所学内容进行对话练习，在教师的引导下，学生可以结合所学内容，进行口语对话练习。
3. 角色扮演（20分钟）设计一些健康场景，让学生分角色进行表演，展示对健康的态度和健康建议。
4. 引导总结（10分钟）教师对学生的表现进行总结评价，并引导学生对本节课的学习进行总结，巩固所学知识点。
初中英语九年级教案学案unit9
Moral,attitude and value:
Culture expression:
Main and difficult points
1 The Passive Voice
2 How to use“be made of”“be used for”freely
Teaching tools
Computer real objects
Teaching procedure
Conties
Students’ activities
Intention
Ti-me
Pretask
New word
make a drill
Bring some objects to the class
Group work
Use“be used for”make up a small dialogue
10
Post-task
将下列句子变为被动语态
1 We call it a brush pen in English.
2 People use brush pens for writing.
3.They make this kind of machine in Dalian。
4 People use stamps to send letters.
Blackboard
Pan metal cooking 1 Panis made ofmetal.
2 Panis used forcooking.
Glass glass drinkingJacket wool keeping warm
Writing brush
四年级英语《unit9 Breakfast》学案
四年级英语《unit9 Breakfast》学案一、教学目标1.掌握与早餐相关的英语词汇。
2.能够运用所学词汇描述自己喜欢的早餐。
3.能够用正确的句子结构表达早餐的种类和喜好。
4.发展听说能力，培养学生的交际能力。
二、教学重点1.早餐相关的英语词汇。
2.描述早餐种类和喜好的句子结构。
三、教学步骤Step 1：导入新课•教师向学生介绍新的单元主题“Breakfast”（早餐），让学生观看一段英文早餐的视频。
Step 2：学习新词汇•教师出示包括面包（bread）、鸡蛋（egg）、牛奶（milk）、果汁（juice）等与早餐相关的图片，并教授这些单词的发音和拼写。
Step 3：描述早餐种类•教师模仿场景，让学生描述自己早餐的种类。
例如：“I have bread and milk for breakfast.”（我早餐吃面包和牛奶。
）Step 4：运用新词汇•分成小组，每组学生从“bread”（面包）、“egg”（鸡蛋）、“milk”（牛奶）、“juice”（果汁）中选择一个词汇进行描述。
例如：“I like bread for breakfast.”（我喜欢早餐吃面包。
）Step 5：听力训练•教师播放一段关于早餐的听力材料，学生在听完后回答几个问题。
Step 6：综合运用•学生分为小组，互相交流并描述自己的早餐种类和喜好。
四、巩固练习•学生完成与早餐相关的选择题。
1.What do you have for breakfast? A. Bread and milk. B. Rice and noodles. C. Fish and meat.2.What does he like for breakfast? A. Juice. B. Coffee. C. Tea.3.Can you spell。
【人教版】八年级英语上册：Unit 9 优秀教学案(含答案解析)
Unit 9 Can you come to my party?Section A (1a－1c)1．重点单词：prepare，exam，flu2．重点短语：prepare for an exam，have the flu3．重点句式：—Can you come to my party on Saturday afternoon?—Sure，I'd love to./Sorry，I can't.I have to prepare for an exam.I'm sorry，too.I must go to the doctor.1．会用“Can you...？”来对别人发出邀请2．学会接受和拒绝对方的邀请1．熟练掌握情态动词can的用法2．学会有礼貌地发出、接受和拒绝对方的邀请一、预习课本P65新单词并背诵，完成下面的汉译英。
1．准备____________ 2.考试____________3．流感____________二、认真预习1a－1c，找出下列短语和句型。
1．准备考试____________________2．患流感____________________3．你能在星期六的下午参加我的聚会吗？当然了，我非常乐意去。
/抱歉我不能。
我必须要准备考试。
/ 我也很抱歉，我必须去看医生。
__________________________________________________________________ ______Step 1 情景导入Teacher：I'm very happy today，because it is my birthday tomorrow，and I am going to have a birthday party.Would you like to come to my party?Students：Yes，we'd love to.Teacher：Welcome to my party.But do you know another way of saying “Would you like to come to my birthday party”？You don't need to be worried，today we will learn it.Now let's learn “Unit 9 Can you come to my party？”．环节说明：由过生日邀请学生参加生日聚会引出将要学习的新句型，过渡自然，简洁明了。
九年级英语上册unit 9 教案
Unit 9 By the time I got outside, the bus had already left．The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyoversleep（2）Target LanguageWhat happened?I overslept．And by the time I got up, my brother had already gotten in the shower．2．Ability Objects（1）Teach the students to use the new words．（2）Train the students to narrate past events with the Past Perfect Tense．（3）Train the students’ listening and speaking skills with the target language．3．Moral ObjectIt’s a good habit to go to bed early in the evening and get up early in the morning．So you’ll never be in a hurry in the morning．Ⅱ．Teaching Key Points1．Key Vocabularyoversleep2．Target LanguageNarrate past events with the Past Perfect TenseⅢ．Teaching Difficult Points1．Train the students to narrate past events with the Past Perfect Tense．2．Train the students to understand the target language in spoken conversation．Ⅳ．Teaching Methods1．Thinking of examples from the students’ real lives．2．Making sentences by looking at the pictures．Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise the language points in Unit 8．Ask some questions like this: What volunteer work would you like to do?Help the students to answer, I’d like to…/I love to…/I hope to…2．Practice the dialogue in Activity 3c on page 62 again．Get students to role play the similardialogues with the following．S A: I’d like to join the school volunteer project, but I’m not sure what I should do．S B: What do you like doing?S A: I love playing football．S B: Well, you could help coach a football team for little kids．Let the children practice in pairs．3．Check the students’homework by asking some students to read their sentences with the phrasal verbs．Then ask the students to hand in their homework．4．Dictate the following words：clean up, cheer up, give out, put off, set up, run out of, take after, fix up, giveaway, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategyStep Ⅱ1aThis activity introduces new vocabulary which can be used to narrate past events．First write by the time on the blackboard．and tell the class the meaning of it．"by the time" means not later than, before, as soon as, or when the indicated comes．When we use the words．"By the time…, "we are talking about two different things that happened in the past．Say this sentence to the class: By the time the teacher came in, the students had begun reading English．Tell them to note the struture "had begun" in this sentence．Begun is the past participle of begin．When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle．The words following By the time…, talk about the thing that happened later．And tell the students when they use had plus a past participle, they are using the Past Perfect Tense．Also explain what is the past participle form of a verb for the students．Tell them it is as the same as the past form for a regular verb．And they have to remember the irregular verbs’ participles one by one．Play a game to help the students understand the sentences with the words By the time…Do it like this:Pretend that the teacher will leave the classroom and the students will do some things．When the teacher returns．the class will make statements starting with By the time…Write By the time I came back…on the blackboard．Say to the class, By the time I came in．what had happened?Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．Then get more students to answer differently, such as,By the lime the teacher came in, we had discussed an English problem．By the time the teacher came in, I had drawn a picture．Write these sentences on the blackboard, and teach the students to read several times．Read the instructions to the students and read these questions to the class as well．What do you usually do in, the morning before school? Do you like morning?Why or why not?Choose one good student to answer them by saying something he or she usually does in the morning．He or she may answer like this,I usually get up early, wash my face and have breakfast．I like mornings because the air is fresh, or I usually get up as late as possible．Then I have to wash my face and have breakfast in a hurry．I often rush to school without breakfast．Sometimes I forget something at home．I don’t like mornings because I am always too busy．Then have the whole class practice in pairs．Ask each other the questions．After they finish talking, ask one or two pairs to say their conversations to the class．Correct the mistakes they may make with the other students．Call the students’ attention to the pictures in Activity la．Ask students to tell what they see．Say, Any sentences which make sense are accepted to describe the pictures．The girl in the pictures is Tina．Present the new words by providing sentences showing the meanings of them like this:T: What can you see in Picture 1?S1: She slept a long time．T: That’s correct．She slept too late．She overslept．Class repeat．She overslept．S s: She overslept．T: What do you see in Picture 2?S2: Her brother or sister is in the bathroom．T: That’s correct．She wants to go into the bathroom．She can’t because someone is taking a shower．Class repeat．Someone is taking a shower．S s: Someone is taking a shower．Write these words on the blackboard:overslept, taking a shower, had left, left her backpack at home．Then tell students to talk about the pictures in groups of four．Move around the classroom, listening to students and offering help．Make sure that they talk in English．After they all finish talking, ask different groups to tell the class about the pictures．They may say like this:Tina overslept in the morning．She wanted to go to the bathroom, but her brother had already gotten in the shower．When she got to the bus stop, the bus had already left．She had to run to school．After she got to school, she realized she had left her backpack at home．The sentences can vary, but should be correct．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask the students to read the instructions together．Have them look at the two columns, A and B ,in the chart．Point out the sample answer．Read the two parts of the sentence．Then go over the other unconnected parts of sentences, too．You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column．Please guess the other two sentences before I play the tape．I guess most of the children can get the correct sentences by guessing．So just let them guess．Don’t tell them whether their answers are right or wrong．OK, just keep your answers by guessing．Let’s decide if they are right by listening to the tape now．Play the recording for the first time．Students only listen．Then play it a second time．Let students match two parts of each sentence．Check the answers by asking some students to tell their answers．Make sure that all of them have got the correct answers by listening．Say congratulations to the students who get the answers correctly by guessing．Answers1．b 2．a 3．cTapescriptBoy: Hi, Tina．You look stressed out．Girl: I am．I had a bad morning．Boy: Really? What happened?Girl: Well, first of all I overslept．By the time I got up, my brother had already gotten in the shower．Boy: Oh, what a pain!Girl: So, after he got out of shower, I took a quick shower and got dressed．But by the time I went outside, the bus had already left．Boy: Oh, no!Girl: Oh, yes! So I ran all the way to school．But when I got to school, I realized I had left my backpack at home．Boy: No wonder you look stressed out．Step Ⅳ1cThis practice provides guided oral practice using the target language．First play the recording in Activity 1bagain and let the students read after it．Do it at least twice．Then read the instructions together with the whole class．You will make conversations in pairs．Each of you will have to take turns being Tina．Look at the pictures in Activity la to help you．Tell your partner what happened to you this morning．Ask a pair to read the example to the class before they begirtS A: What happened?S B: I overslept．And by the time I got up, my brother had already gotten in the shower．Write the conversation on the blackboard．Have the students work in pairs．Move around the room offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step ⅤSummarySay, In this class, we’ve learned how to narrate past events, using the Past Perfect Tense．We’ve also done some listening practice in understanding the target language in spoken conversation．Also, we’ve done much oral practice using the target language．Step ⅥHomework1．Write out the story of Tina, Note to use the target language．2．Revise when to use the Past Perfect Tense and the verb structure of it．Step ⅦBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Target LanguageBy the time she got to class, the teacher had already started teaching．When she got to school, she realized she had left her backpack at home．When I got home, I realized I had left my keys in the backpack．（2）The Three Forms of the verbs．2．Ability Objects（1）Train the students’ listening skill．（2）Train the students’ writing skill with the target language．（3）Train the students’ speaking skill．（4）Train the students to use the three forms of the verbs．3．Moral ObjectTry to be a careful person and do everything carefully．Remember not to be as careless as Tina．Ⅱ．Teaching Key Points1．Listening practice with the target language．2．Use the correct verb forms to fill in the blanks by listening．3．Make sentences using the Past Perfect Tense．4．The three forms of the verbs．Ⅲ．Teaching Difficult Points1．Write an ending for the story in Activity 2c．2．The three verb forms in Grammar Focus．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．They may say like this:Tina had a bad morning．First of all she overslept．By the time she got up, her brother had already gotten in the shower．And by the time she went outside, the bus had already left．She had to run all the way to school．When she got to school, she realized she had left her backpack at home．All these made her look stressed out．After that, ask the whole class to work in pairs, telling the stroy and helping each other in turns．Remind them to use the correct verb forms．2．Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．Step Ⅱ2aThis activity provides guided listening practice using the target language．We have known Tina had a bad morning．But something worse happened to Tina later．Let’s go to Activity 2a on page 69 and see what happened to Tina later in the morning．Read the instructions to the class．Be sure that all of them know what to do．Call the students’ attention to the four pictures．Get them to guess the correct order of the pictures first．The first one is given as a sample．Ask one or two children to tell their stories by describing the pictures according to their own order．Then, we will hear Tina talking about what happened to her after she got to school．We can see there is a small box in each picture．Please write a number from 1 to 4 in each box to show each picture’s correct order．The first one has been given as a sample．Get the children to get ready to listen to Tina continue her story．Play the recording the first time, students only listen．Play the recording again and ask the children to number each picture．Check the answers with the class and see who have ever got the correct answers without listening．AnswersThe pictures should be numbered in this order:3 1 2 4TapescriptBoy: So then what did you do, Tina?Girl: Well, I ran home to get my backpack．But when I got home, I realized I had left my keys in the backpack．Boy: You’re kidding!Girl: So I ran back to school without my keys or my backpack．And by the time I got back to school, the bell had rung．Boy: Oh, no!Girl: And by the time I walked into class, the teacher had started teaching already．She asked for our homework, but of course I didn’t have it．Step Ⅲ2bThis activity gives students practice in understanding and writing the target language．Ask the students to read the instructions together．Point out the blanks in the sentences and the verbs in the brackets．This activity has two parts．First let’s fill in the blanks with the correct verb forms．We can see some verbs in the brackets．They are the base forms of the given verbs．For example, get and got, Get is the base form of the verb．Your job is to write the correct forms of these verbs in the blanks．Look at number one．A sample answer is given．Let the students fill in the blanks with the correct forms individually．Move around the classroom collecting the common mistakes they may make．After they all finish writing, tell them to get ready to listen to the conversation and check their answers．I will play the recording again．Please check your answers and correct any mistakes you might have made while listening．Play the recording．Students listen and check their answers．Correct the answers by asking seven different students to say theirs to the class．Answers1．got home 2．realized 3．had left4．got 5．had rung 6．walked 7．had startedStep Ⅳ2cThis activity gives students oral practice with the target language．Ask the whole class to read the instructions together．We have a new task now．We know Tina was late for class．What do you think happened after Tina was late for class?Work with a partner．Make up an ending for the story by continuing it．The beginning has been given．Get students to discuss in pairs．Complete the ending．Make sure they are talking in English．Move around the classroom, offering language support if needed．After ten minutes, ask students to stop discussing．Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best．Tell each pair to write downtheir ending, or do it after class if time is not enough．Sample ending of the storyThe teacher looked at Tina and said, " Why are you late and where is your homework, Tina?" "I had a bad morning today．" Tina said sadly．"I’m sorry to hear that, but may I know what happened? said the teacher．Then Tina told the teacher and the whole class her story．All her classmates laughed loudly after it．Some of them said, "Poor Tina!"Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you．Why not let me keep the keys for you? I would put your keys in my backpack．"Step ⅤGrammar FocusThis activity introduces the target language of this unit．Call students’ attention to the sentences on the left．Ask four different students to read the four sentences and point out where had plus a past participle is used．Write the sentences on the blackboard．Draw a simple time line for each sentence to help students to understand the grammar focus．For example:Then get the students to look at the box．Teach students to read the three forms of each verbs first．Then ask several students to read the verbs to the class to see if they can read．Write the verbs on the blackboard．Ask the students to make sentences correctly using each form of the verbs in the box．For example:I usually get up at 6:30．I got up at 5:30 yesterday．By the time I got up, my sister had already gotten in the shower．Tell the students when we talk about the first thing that happened．We use had plus a past participle （had gotten）and when we talk about the second thing that happened, we use the simple past tense （got up）．Ask some to read their sentences to the class．Ask the students to make their own lists of other verbs used in this unit．Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section．The lists have to include these verbs; leave, walk, start, oversleep, ring, be．Check the answers．Some sample sentences with the three verb forms1．I got up at 6:30 every day．I got up at 6:00 yesterday．By the time I got up, my sister had already gotten in the shower．2．We usually go to school at 7:30．We went to school at 8:30 yesterday．By the time we got to the classroom,the students had gone to the chemistry lab．3．My father leaves home at 8:30．He left home at 9:30 this morning．When my father went outside, the bus had left．4．The teacher often starts teaching at 9:00．The teacher started teaching at 8:30 the day before yesterday．When Tina got to class, the teacher had already started teaching．The three forms of the verbs used in this unit:Leave left leftWalk walked walkedstart started startedoversleep overslept oversleptring rang rungbe was/were beenStep ⅥSummarySay, In this class, we’ve done much listening and writing practice with target language．We’ve also done some oral practice in pairs．And we’ve discussed the Grammar Focus of this unit．Step ⅦHomework1．Write down the ending of Tina’s story．2．Make sentences using each form of the verbs below:leave, walk, start, oversleep, ring, be3．Review the Grammar Focus．Step ⅧBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularybell, ring, go off, rush, run off, on time, give sb．a ride, lock, break down（2）Target LanguageBy the time I got there, the bus had already left．By the time I woke up, my father had already gone into the bathroom．2．Ability ObjectsTrain the students’ reading skill with target language．Train the students’ speaking skill with target language．3．Moral ObjectHave you ever done anything carelessly?Share your story with your friends．Ⅱ．Teaching Key Points1．Guide the students to read the article in activity 3a．2．Help the students do the oral practice with the target language．Ⅲ．Teaching Difficult Points1．Help improve the students’ reading skill by Activity 3a．2．Help the students describe what has happened to them with the target language．Ⅳ．Teaching Methods1．Get the main idea by reading．2．Pairwork．Ⅴ．Teaching AidA projectorⅥ．Teaching ProceduresStep ⅠRevision1．Revise what happened to Tina by asking several students to tell the story．2．Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard．3．Check homework by asking one or two to read their own endings of the stroy．4．Check homework by asking some students to read the sentences which they made．5．Ask the students to hand in their homework．Some sample sentences with the verbs used in this unit:1．I leave home at 7:30 every morning．I left home at 8:00 this morning．By the time I got to the airport, the plane had left．2．I walk to school sometimes．I walked to school yesterday afternoon．When I got there, the sick girl had walk away．3．The meeting start at 3:00 every Wednesday afternoon．The meeting started at 3: 30 last Wednesday afternoon．As soon as Mr．Jones got to the meeting room, the meeting had already started．4．Tina seldom oversleeps．Tina overslept this morning．Tina said she had never overslept before．5．The hell rings at 8:10 every morning．The bell rang at 7:10 this morning．When I got to school, the first bell had rung．6．I am here now．I was at home last night．I had been here for 20 years by the end of 2003．Step Ⅱ3aThis activity provides reading and writing practice using the target language．Show the vocabulary on the screen by a project:Point to the words one by one and teach the students to read them．Do it several times．Then ask several students to read the words to see if they can pronounce each word correctly．Ask the whole class to read the instructions together．There is an article in Activity 3a．Your task is to read the story and write the events in the correct order．Have a look at the sample answer on the right of the article before you start．Then let the children complete the work on their own．After a while, ask some students to report their answers to the class．Write the events on the blackboard as they report, putting the events in the correct order．After checking the answers, tell students to read the article again more carefully．Tell them to find out the words or sentences which they can’t understand this time．A few minutes later, let the students ask questions on the words and sentences which they can’t understand．Do some explanation and make sure that the students make everything clear about the article．Then ask the students to read the article aloud．Move around the classroom while they are reading, offering help as needed．Next ask students to pick out the sentences with the Past Perfect Tense．Tell them to underline them and come up with the reason to use the tence．Ask two students to read their answers and explain the sentences．Answers1．alarm clock didn’t go off2．father went to bathroom3．woke up late4．took shower5．had some breakfast6．bus left7．ran to bus stop8．started walking9．got a ride with a friend10．bell ringing11．got to school12．got to classSentences with the Past Perfect Tense in the article:1．…by the time I woke up, my father had already gone into the bathroom and…2．Unfortunately, by the time I got there, the bus had already left．Step Ⅲ3bThis activity provides reading and writing practice using the target language．Call the students’ attention to the photo of the woman sleeping．The girl is sleeping．She may oversleep．How about you?Have you ever overslept?Get a students to answer the question simply, such as Yes, I have．/No, I haven’t．Then ask one student to read the instructions to the class．We can see six questions in the box．You’ll have to read the questions in the box and you have to describe the circumstances in which these things happened．Explain that describe the circumstances means to tell when, where and how the things happened．Ask one student who has ever overslept to answer the first question and describe the circumstance．Help him or her use the Past Perfect Tense to describe the circumstance．Then ask students to read the questions and write their answers in their exercise books．Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description．Move around the classroom providing sentences to the ones who need．Ask several students to share their stories with the class．Correct any mistakes they may make．Let them check the answers in pairs．Step Ⅳ3cThis activity provides listening and speaking practice using the target language．Ask the whole class to read the instructions together．Then call the students’attention to the sample conversation on the right．Ask a pair of the students to read the conversation to the class．Please ask your partner the questions in Activity 3b．Ask more questions if he or she says "Yes"．Ask the students to work in pairs．Encourage them to ask as many questions as they can．As they work, move around the room offering help and answering questions as needed．Ask some pairs to say their conversations to the class．Step ⅥSummarySay, In this class, we’ve learned an article．And we’ve done much practice in reading, listening, speaking and writing．We’ve done much practice with the target language．StepⅦHomework1．Write the answers to the questions in Activity 3b．2．Write a conversation in Activity 3c．Step ⅧBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Fourth PeriodI．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularycostume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up （2）Target LanguageWhen I got there, I found that he had fooled me．After an hour, the other kids showld up, and I realized that my brother had fooled me．By the time I got to match class, I was exhausted because I had stayed up all night studying．I found out that my friend had fooled me．2．Ability Objects（1）Train the students’ writing, listening and speaking skills with the target language．（2）Train the students to use the new vocabulary．3．Moral ObjectHave you ever been fooled on April Fool’sDay? Share your story with your friends．Ⅱ．Teaching Key Points1．Train the students’ listening and speaking skills with target language．2．Teach the students the new vocabulary．Ⅲ．Teaching Difficult Points1．Guide listening and oral practice using the target language．2．Help learn to use the new vocabulary correctly．Ⅳ．Teaching Methods1．Listening2．Pairwork and groupworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise the article in Activity 3a on page 70 by asking several students to read it．2．Dictate the following words and phrases:bell, ring, go off, rush, run off, on time, give sb．a ride lock, break down．3．Check the homework．Step Ⅱ1aThis activity reviews vocabulary, introduces some new vocabulary, and provides writing practice．Read the instructions to the students．Remember to read the sentence in the brackets．Point to the chart with the three headings Nouns, V erbs and Adjectives．Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．Teach the students to read the new vocabulary below:costume, show up, exhausted, embarrassed, empty, fool,April Fool’s DayWrite them on the blackboard or show them on a screen by a projector while teaching．Tell the children the meaning of each word and do a little explanation．Then call the students’ attention to the list of the words on the left．Ask a student to read them and tell the meanings at the same time．Find out the words which the students don’t understand and give some explanation．Please put these words in the correct columns in the chart．Some words can be put in more than one column．Get a student to read the sample answers to the class before they start say, Fool call also be a verb．For example, He fooled me．So it is put in both Column Nouns and Column Verbs．Ask the students to complete the chart on their own．Correct the answers by asking three students to read their answers to the class．AnswersNouns: fool, costume, change, clockVerbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up Adjectives: embarrassed, empty, exhaustedStep Ⅲ1bThis activity provides guided oral practice using the target language．Ask a student to read the instructions to the class．Ask another student to read the example on the right．Work in pairs now．Tell your partner about something that has happened to you recently．Note to use two or more phrases from the list in Activity la．Get tile students to talk in pairs．Move around the classroom checking their work and offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step Ⅳ2aThis activity provides guided listening practice using the target language．Say something about April Fool’s Day to the students like this:Every year on the first of April, Americans do silly things to surprise each other．For example, someone might tell you to go to the teacher’s office to get your new book．But there is no book at all!Call the students’attention to the four pictures．Ask the students what is happening in each picture．Ask four different students to describe the pictures．For example, ‘they can describe Picture 1 like this:A boy was told to take part in a costume party．So he dressed himself up like a monster．But when he got there he found that his friend had fooled him．It wasn’t a costume party．He frightened the others．Read the instructions to the class．You’ll listen to three boys, Dave, Nick and Joe, talking about April Fool’s Day．There is a box under each picture where you can write each boy’s name．Now listen to the tape and write the name of each boy under his picture．I have to tell you there will be one picture without a name under it．Tell them to see the example for Picture c．。
英语：Unit9教案
Unit 9 When was it invented?一、学习目标：掌握一般现在时、一般过去时和含有情态动词的被动语态的用法。
二、语法介绍：英语中动词的语态分成两种：主动语态和被动语态。
当句子的主语是动作的执行者时，谓语的形式叫主动语态；当句子的主语是动作的承受者时，谓语要用被动语态。
㈠含义：动词的被动语态一般译成“被…”，但是根据汉语表达习惯，有时“被”也可以不译出。
㈡构成：被动语态一般的构成形式为:be+动词过去分词（+by+动作的发出者）。
其中助动词be有人称、数和时态的变化。
一般现在时:am/is/are+done(过去分词)一般过去时：was/were+done(过去分词)含有情态动词的：情态动词+be+done(过去分词)㈢方法：1、将主动语态句中的宾语变为被动语态句中的主语，主动语态句中的主语变为被动语态句中介词by的宾语。
2、将主动语态句中谓语动词变成:助动词be+该动词的过去分词，但时态不改变。
3、助动词be要与新的主语保持单、复数一致；若主语和宾语是人称代词时，“格”应作相应的变化。
口诀：宾变主，主变宾，谓变be done时不变，数格必须随着变。
The workers make machines in this factory.Machines are made by the workers in this factory.注意：不及物动词没有被动语态。
㈣例句：people speak English in China.English is spoken by many people in China.invented the telephone in 1876.The telephone was invented by Bell in 1876.must look afer the old man.The old man must be looked after (by us).㈤特殊情况：⑴（含有双宾语的句子变被动语态）剖析：含双宾语的主动语态的句子变为被动语态时，常把那个指人的间接宾语变为被动语态的主语；也可把那个指物的直接宾语用作主语，但此时必须在间接宾语前加上介词to 或for。
Unit9 My favorite subject is science教案学案
Unit9 My favorite subject is science教案学案Section A 1a—2d（听说课）【学习目标】1.掌握本课单词：favorite, subject, P.E, art, science, music, math, Chinese, geography, history, Monday-Friday。
2.重点句型：——What’s your favorite subject?——Why do you like…?——Who is your …teacher?——When is your…/ when do you have…3.复习描述性语言：fun, interesting, boring, difficult, easy, relaxing4.学会使用新单词和重点句型相互询问最爱的科目及原因【重点、难点】1.准确使用特殊疑问词：how,what, why, who, when…。
2.询问并回答对方最喜爱的科目及原因。
【导学指导】温故知新：复习运动，食物，颜色，等词。
自主互助学习课前导读一、写出各个科目的英语表达：1.我最喜欢的食物______________2.他最喜欢的颜色_________________3. 她最爱的运动____________4.有趣的_________________5. 无聊的______________________6. 困难的__________________7.容易的______________________ 8. 放松的__________________ 9. 科目___________________10.数学____________________ 11.地理________________________ 12. 艺术____________________13.科学_______________________ 14. 历史____________________学习任务：一、学会使用：What’s your favorite…询问个人爱好。
人教新目标九年级英语全册Unit9单元教学设计
二、学情分析
九年级的学生经过前两年的英语学习，已经具备了一定的词汇量和语法知识，能够进行简单的日常交流。在此基础上，他们对英语学习有了更高的期待，希望在学习中拓展视野，提高自己的语言运用能力。然而，学生在学习过程中仍存在以下问题：
1.词汇掌握不牢固：部分学生对词汇的记忆和运用不够熟练，影响阅读和写作能力的提高。
2.语法运用不够灵活：学生对一般过去时和现在完成时的掌握程度不同，需要针对不同学生进行有针对性的指导。
3.口语表达能力有限：学生在小组讨论和课堂展示中，口语表达能力有待提高，需要教师创设更多实践机会。
4.学习策略和方法有待改进：部分学生尚未形成适合自己的学习策略，需要教师在教学中引导和培养。
-实践要求：学生在讨论中要充分表达自己的观点，学会倾听他人的意见，提高口语交流能力。
5.写作作业：结合本单元主题，写一篇关于环保行动的短文，内容可以包括环保行动的意义、方法以及对未来的影响。
-实践要求：学生在写作过程中注意文章结构的安排，运用所学词汇和语法知识，提高写作水平。
6.拓展作业：鼓励学生利用网络资源，了解国内外环保政策和实践案例，拓宽视野。
（二）教学设想
1.创设情境：利用多媒体手段，如视频、图片等，创设与单元主题相关的情境，激发学生的兴趣和参与感。
-设想实践：播放与环保相关的纪录片片段，引导学生关注环境问题，并在此基础上引入本单元的话题。
2.互动式教学：鼓励学生参与课堂讨论，通过小组合作、角色扮演等活动，提高学生的口语表达和交际能力。
-实践操作：让学生用自己的话总结两种时态的用法，加深印象。
2.价值观教育：强调环保意识，鼓励学生在日常生活中关注环境问题，为保护地球贡献力量。
九年级英语上册Unit9教案
九年级英语上册Unit9教案一、教学目标1.学习和掌握有关环境保护的词汇和表达方式。
2.通过阅读和听力训练，提高学生的阅读和听力能力。
3.培养学生的合作意识和团队合作能力。
4.培养学生的环保意识，激发保护环境的积极性。
二、教学重点1.学习和运用有关环境保护的词汇和表达方式。
2.提高学生的阅读和听力能力。
三、教学内容本单元的教学内容主要包括以下几个方面：1.单词和短语的学习：学习和掌握与环境保护相关的单词和短语，如recycle, pollution, waste, etc.2.阅读训练：通过阅读短文和课文，提高学生的阅读理解能力。
3.听力训练：通过听力练习，培养学生的听力理解能力。
4.口语训练：在小组合作和角色扮演中，培养学生的口语表达能力。
5.书面表达：通过写作训练，提高学生的书面表达能力。
四、教学准备1.教材：九年级英语上册教材Unit9的课文和练习册。
2.板书：单词和短语、句型和句子示范。
五、教学过程1.导入（5分钟）：利用图片或课件展示与环境保护相关的内容，激发学生对环境保护的兴趣，引入本课主题。
2.单词和短语学习（10分钟）：通过课件或黑板白板展示有关环境保护的单词和短语，帮助学生学习和掌握这些词汇，并进行相关练习。
3.阅读训练（15分钟）：通过课文和短文阅读，培养学生的阅读理解能力，理解文章中的环境保护知识和相关信息。
4.听力训练（15分钟）：通过听力练习，帮助学生提高听力理解能力，理解听到的信息，完成相关的听力练习题目。
5.口语训练（20分钟）：分为小组合作和角色扮演两个环节，让学生在小组中共同讨论环境保护的问题，并进行角色扮演来进行口语表达训练。
6.书面表达（15分钟）：以小组为单位，让学生进行写作练习，写一篇关于环境保护的短文或者写一封环保倡议信，展示他们对环境保护的理解和建议。
7.总结与作业布置（5分钟）：对本节课的学习内容进行总结，并布置相关的作业，如预习下一课的内容或完成相关练习题目。
人教九年全册 Unit9 教案共 5课时
九年级英语教案、导学案总第（1）课时【课题】Unit 9 I like music that I can dance to.Section A（1a----2c）【教学目标】——心中有了明确的目标，您就会走向成功！知识目标：学生掌握并熟练运用四会三会词语和句型。
词汇和短语: lyrics prefer Australian electronic sing along with dance to句型:What kind of music do you like ?I like music that I can sing along with\dance to….能力目标：能够听懂重要句型和语言结构，并能够仿照例子学会讨论他们自己的喜好的音乐，歌手，组合等，能在真实情景中熟练运用定语从句。
情感目标：通过创设人文情景，学生身临其境感受和体验，使得语言学以致用，激发学生的学习积极性，学生体会在活动中学习英语的乐趣，培养学生审美情趣。
【导学流程】一、【自学】——学会自学，您将技高一筹！任务1. 自主学习本课单词：1、更喜欢 ___________2、歌词 _______________3、澳大利亚（人）的；澳大利亚人____________4、电子的；电子设备的 _________________任务2. 翻译下列短语：1、随着…一起唱2、随着…跳舞3、演奏不同种类的音乐4、电子音乐任务3. 翻译下列句子：⑴你喜欢哪种音乐？我更喜欢有优美歌词的音乐。
⑵我喜欢能演奏不同音乐的音乐家。
⑶我更喜欢能演奏轻缓音乐的组合。
二、【释疑】——认真阅读，您会明白很多！1 ①I like music that I can dance to.我喜欢能够伴舞的音乐。
a．介词to在这里表示“与……一致”“和着……”，相当于along with，后面多与music或song搭配。
如：I like the music, but I can‟t sing to.b．介词to在表示“与……一致”“和着……”时，后面除了跟“音乐”外，还可以跟“规则”“品位”之类的名词作宾语。
英语人教版九年级全册U9教学设计
Unit9 I like music that I can dance to.第一课时教学设计
茅坪中学卢婷
一、教材分析：
本课是九年级第九单元第一课时，本单元以music（音乐）为中心话题，让学生学会用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。
从结构内容上说，定语从句是初中阶段必需了解的一种句法结构。
本单元将通过一系列的练习（句型结构练习、听力练习、精读写作练习、自我检测、泛读练习）来达到学习目的，完成学习任务。
本课时所进行的是基本的句型结构和部分听力练习，是整个单元学习的双基——基本和基础。
三、教学方法
这一节课我分为两个部分：第一部分引入定语从句的学习；第二部分围绕I like music that I can dance to.这一话题展开思维（1a）、听力（1b）、口语(1c) 训练进行授课,最终完成本课时的教学任务。
采用情景教学、看图说话、小组对话以及听力训练的方法进行教学。
四、学情分析
虽然学生在以前所学的内容当中已经有所接触定语从句，但仅仅是了解而已，对于定语从句地系统地掌握需要一定地强化，因此，本课地目标语言就变为本课地难点了。
在解决这一问题上，让学生通过“情景教学、看图说话、小组对话以及听力训练”的方法、经过反复练习的方法，让其达到掌握并运用的目的。
英语人教版九年级全册Unit 9 教案
Unit 9 I like music that I can dance toSection A (1a-1c)Yucai Middle School Wang LiThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge ObjectsKey Vocabulary: prefer, lyric2. Ability ObjectsTrain the students to express preferences. Ⅱ. Teaching Key Points1. Key Vocabulary :prefer, lyric2. Target LanguageA: what kind of music do you like?B:I like music that has great lyrics.B:I love music that I can sing along with.B:I like music that isn’t too loud.B:I prefer music that I can dance to.Ⅲ. Teaching Difficult Points1. Relative clauses with that2. The listening practiceⅣ. Teaching ProceduresStep1: Lead-inPlay some different kinds of music and ask:What kind of music do you know?Do you like it?What do you think of this music?What kind of music do you prefer?PresentationI like music that I can dance to.I prefer music that has great lyrics.She dislikes music that is too loud.He likes music that he can sing along with.……Step2 Finish 1a让学生在小组内交流讨论自己的喜好，教师适时总结让学生交流对一些歌曲的看法，写下句子并引出本节课的重点句型。
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Unit 9 What does he look like?
Section A 1a-3
一.学习目标
(一)知识目标:四会词汇:hair , straight , tall , height ,thin , heavy, build , like, always, captain , team , popular , bit , joke , never , stop 熟练掌握下列短语：look like , medium build , a little bit , stop doing sth , the caption of .
熟练运用下列句型：----What does he look like ?
----He is tall .\He has curly hair
（二）能力目标：学会对人物外表特征的提问及回答。
（三）情感目标：学会观察和描述周围的人物，互相了解，增进友谊。
二、学习过程
1.课前预习：朗读P41-42的单词，并背诵下来。
2.预习导学及自测（谁是最好的翻译官）
（1）看起来像____________ （2）中等体格____________
（3）篮球队长____________ （4）有点儿____________
（5）stop talking________（6）good-looking__________
3.情景导入
1a 1b and 1c
Look at P
41
What does he look like?
同桌互动来完成询问别人的外貌。
三合作探究
1.阅读训练
Read the description of the four classmates. Match them with the pictures.
2.合作交流
对话训练（谈论一下你新交的朋友或最好的朋友的相貌衣着吧！）
Example:A:Do you know I have a new friend in Class Five ?
B:What does she look like?
A:She has long hair and big eyes.
B:Is she tall?
A:No, she’s tall.
B:I think I know her. She always wears a red dress and white shoes.
A:Yes, that’s her. Her name is Nancy.
3.拓展创新
Game (Mystery student)
Describe someone in the class .Ask your classmates to guess who you’re describing.
四当堂检测
(一)根据句意，补全已给的首字母的单词
（1）Today Mary looks beautiful . She has red and s______ hair.
（2）I keep doing exercise, so I’m becoming a little bit t______ （3）Lin Tao is good at playing football .We make him the c______ （4）–--Can you describe the most p______ singer, Zhou Jielun for me?
–--Of course.
（5）Rose is a good student. She is n______ late for school.
(二)句型转换
1. Is that your uncle? (做否定回答)
______,______ ______．
2. Her brother is thin.（对画线部分提问）
______ ______ her brother______ _____?
3. My sister has long black hair.（改为否定句）
My sister _____ _____ long black hair.
4. Mary looks like her father. (改为一般疑问句)
______ Mary _____ ______her father ?
(三)汉译英。
1.他长得什么样？
—————— he ————？
2.他中等体形，留着卷发。
He is ——————，and he ——————。
3.她长得像她母亲。
She ———— her mother.
4.Li Lei 中等身高，留着长发。
Li Lei is ——————，and he has long hair.。