人教版新目标九年级英语Unit11单元集体备课教案

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新目标九年级英语英文教案Unit11

新目标九年级英语英文教案Unit11新目标九年级英语英文教案 Unit 11新目标九年英语英文教案Unit11 Could you please tell me where the restrooms are? Unit 11 Could you please tell me where the restrooms are? Part 1: Teaching design (第一部分：教学设计) Structures: Indirect questions Target language: Excuse me. Do you know where I can exchange money? Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. Vocabulary: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money, hang out Learning strategies: Listen for specific information, Cooperating SECTION A Goals ●To learn to use Indirect questions ●To learn to t ell about places Procedures Warming up by learning grammar Hello everyone. I am a strange here in this city. Could you tell me how to get to the supermarket? All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions. Now turn to page 87 first and look at the three sentences in the Grammar Focus. Do you know where I can buy shampoo? Could you tell me how to get to the post office? Could you please tell me where I can get a dictionary? Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions. Now in pairs make similar sentences with “where” and “how”. Do you know where I can go hiking in the mountain? Could you tell me how to have a good time in a big city? Could you please tell me where I can find a good English teacher? 1a Matching things with places On page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places.Now look at the picture and match each thing with a place. Where to…? C buy shampoo D get some magazines E make a telephone call G get a dictionary D get some information about the town C buy some writing paper E buy some stamps B save money 1b Listening and completing It is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86. Tapescript Conversation 1 Girl1: Excuse me. Could you tell me where I can buy some stamps? Boy1: Yes. There’s a post office on C enter Street. Girl1: Oh. Can you tell me where Center Street is? Boy1: Sure. Go past the bank. Center Street is on your right. Girl1: Thanks a lot. Boy1: No problem. Conversation 2 Girl2: Excuse me. Do you know where I can save money? Boy2: Sure. There’s a bank on Main Street. Girl2: Oh. Could you please tell me how to get there? Boy2: Yes... Go straight ahead. The bank is on your left. Girl2: Thank you. Boy2: You’re welcome. Write your words here in the speech bubbles. A: Could you tell me where I can buy some stamps? B: Yes. There’s a post office on Center Street. A: Excuse me. Do you know where I can save money? B: Sure. There’s a bank on Main Street. Read the tapescript and try to underline all the useful expression_rs used and circle the Indirect questions. 1c Doing pairwork In 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.) A: Excuse me. Can you please tell me where I can buy shampoo in this city? B: Sure. There’s a department store over there. A: Excuse me. Can you please tell me where I can get some magazines? B: Sure. There’s a post office around the corner. A: Excuse me. Can you please tell me where I can make a telephone call? B: Sure. There’s a post office one hundred meters down the street. A: Excuse me. Can youplease tell me where I can get some information about the town? B: Sure. There’s a library opposite of the hospital. A: Excuse me. Can you please tell me where I can get some writing paper? B: Sure. There’s a department store close to the bus station. A: Excuse me. Can you please tell me where I can buy some stamps? B: Sure. There’s a post office beside the library over there. A: Excuse me. Can you please tell me where I can save money. B: Sure. There’s a big bank beside the café on the main library over there. 2a Listening and numbering Do you like shopping? If you do come and listen to the directions for going shopping around a new city. Tapescript Boy1: Excuse me. Can you tell me where I can buy some shampoo? Boy2: Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there. Boy1: OK, great. Thanks a lot. Boy2: You’re welcome. While listening please number the directions in the order that you hear them. Take the elevator to the second floor. 2 Turn left. 1 Take the escalator to the second floor. Turn right. 4 The drugstore is between the furniture store and the bookstore. 3 Go past the bank. Read the tapescript for the Indirect questions and the useful expression_rs. Circle the Indirect questions and underline the useful expression_rs. 2b Listening and drawing Do you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore. 2c Doing pairwork What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87. A: Excuse me. Do you know where I can exchange money? B: Sure. There’s a bank on the second floor. Take theescalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy music CD? B: Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room. A: Excuse me. Do you know where I can get a dictionary? B: Sure. There’s a bookstore on the seco nd floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank. A: Excuse me. Do you know where I can buy some candies? B: Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy a desk? B: Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore. Now read aloud the conversations again to Circle the Indirect questions and underline the useful expression_rs. 3a Reading and listing On page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expression_rs. They’re all at the mall. After school, a lot of young people go to the mall. We decided to talk to some students about why they go there. Interviewer: Why do you go to the mall? Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it. Interviewer: Oh? Why not? Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded. Interviewer: And how about you? Li Jun: Oh, I love the mall. There’s alwa ys something happening. There are a lot of free concerts there. It’s also just fun to watch people. Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs.I also like to look at books in the bookstore. Yu Yue: Well, when I go into stores I always spend too much money！Advantagesdisadvantages There’s always something happening. The air isn’t fresh. There are a lot of free concerts there. It’s usually crowded. It’s also just fun to watch people. when I go into stores I always spend too much money！ I like to go in the music store and listen to CDs. I like to look at books in the bookstore. 3b Doing groupwork Where do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them. A: Where do you usually hang out with you。

英语人教版九年级英语教案Unit11新目标-人教新目标版九年级全册

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

人教版九年级英语全册Unit11单元教学设计

-师：Now let's focus on the new words and phrases. I will explain them one by one, and then give you some examples.
4.教师引导学生关注课文中的成功人士故事，学习他们的成功经验。
-师：From the story, what qualities do you think are important for being successful?
2.学生快速阅读课文，教师提问检查学生对课文的理解。
-师：What's the main idea of the passage? Can you find out some key words and phrases about achieving goals?
3.教师详细讲解课文中的重点词汇和句型，如：achieve, goal, succeed, determination等，并通过示例句展示语法结构。
（三）学生小组讨论
1.教师将学生分成小组，让他们讨论以下问题：
- What are your goals for the future?
- How can you achieve your goals?
- Can you share some successful people's stories you know?
4.针对情感态度和价值观的培养，采用以下策略：
-结合课文内容，引导学生开展人生规划和目标设定的讨论，激发他们的梦想和激情。
-举办成长故事分享会，让学生从他人的经历中汲取正能量，培养积极向上的心态。
-开展公益活动，让学生在实际行动中体验助人为乐的价值观。

人教版九年级英语全册Unit11单元整体教学设计

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

新目标九年级英语unit11教案

新目标九年级英语unit11教案教案标题：新目标九年级英语 Unit 11 教案教案概述：本教案旨在帮助九年级学生学习和掌握新目标英语教材中的 Unit 11 内容。

该单元的主题是"Could you please clean your room?"，主要围绕如何提出请求和表达礼貌的方式展开。

通过本单元的学习，学生将能够运用所学的知识和技能来提出请求，并为他人提供帮助。

教案目标：1. 学习并掌握与请求和表达礼貌相关的词汇和短语。

2. 能够准确运用目标语言来提出请求和表达礼貌。

3. 培养学生的合作意识和团队合作能力。

4. 增强学生的口语表达能力和听说能力。

教学重点：1. 目标语言的学习和掌握。

2. 请求和表达礼貌的实际应用。

3. 口语表达和听说能力的培养。

教学资源：1. 新目标九年级英语教材 Unit 11 相关课文和练习。

2. 课堂展示工具（投影仪、电脑等）。

3. 学生课本和练习册。

教学过程：步骤一：导入（5分钟）通过展示一些与请求和表达礼貌相关的图片或视频，引起学生对这个话题的兴趣，并帮助他们回忆起之前学过的相关知识。

步骤二：词汇和短语学习（10分钟）呈现并讲解本单元中与请求和表达礼貌相关的词汇和短语，例如：clean your room, could you please, would you mind等。

通过例句和实际情境来帮助学生理解和记忆这些词汇和短语。

步骤三：对话练习（15分钟）将学生分成小组，让他们根据课本中的对话内容进行角色扮演。

每个小组选择一个场景，例如：请求帮助清理教室，请求同学们保持安静等。

鼓励学生使用目标语言进行对话，并提供必要的指导和反馈。

步骤四：听力训练（15分钟）播放录音并让学生听取相关的对话和问题。

学生根据听到的内容回答问题，以检验他们对目标语言的理解和听力技能。

步骤五：口语练习（15分钟）让学生结合实际情境进行口语练习，例如：请求老师放学早点，请求同学们不要吵闹等。

人教新目标九年级英语全册教案：Unit11 教案(1)

新目标九年级英语Unit 11 Sad movies make me cry教学设计Section A 1 (1a-2c)教学对象：九年级学生教学设计：齐道芳教学目标：知识与技能1.能听、说、认读，并理解新单词和词组：rather，would rather ,drive ,drive sb.crazy/mad , 。

2.能掌握句型：The loud music makes me nervous.Soft and quiet music makes me relaxed.Waiting for Amy drove Tina crazy.Loud music makes John want to leave.过程与方法在教学中利用多媒体、图片小组活动等多种方式，创设情境，调动学生多种感官，激活学生的智慧，努力创建一种开放的、和谐的、积极互动的生活化课堂。

情感态度价值观目标：了解一些表达感情的词，能正确表达自己的感情，学会分析不同事物的优缺点，从而进行优化选择。

学会比较选择对自己有影响的事物，正确处理实际问题，远离不良影响，以积极的姿态，精神饱满地面对生活与学习。

教学重难点1. 教学重点：1.掌握本课时中出现的生词2.能够用英语描述自己的情感3.正确理解make 的用法2. 教学难点：掌握make的用法：sth. makes sb.+形容词；sth. makes sb. do 能在实际情境中围绕“Feelings”(感受)这个话题进行交际、谈论或者询问对某件事物的看法，以及谈论事物对人的影响。

教学过程Step 1 Warming up:1.播放电影主题曲《My Heart Will Go On》(先利用歌曲导入新课，然后提出几个有趣味性的问题，达到课始趣亦生的境界)。

Do you know this song ?How do you feel about the song ?Does it make you happy ,relaxed ,excited , or sad ?引导学生说：It makes me sad /cry…导入新课。

人教新目标九年级英语第11单元教学设计(教案)

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

人教版九年级英语全册Unit11单元优秀教学案例

3.讲解过去进行时态与一般过去时态的区别，让学生能够正确运用。
（三）学生小组讨论
1.将学生分成若干小组，每组选择一个日常生活中的场景，如“昨天在学校发生了什么？”
2.要求学生用过去进行时态进行交流，培养他们的实践能力和团队协作能力。
3.教师巡回指导，给予学生必要的帮助和指导。
（四）总结归纳
1.邀请学生代表分享他们小组讨论的成果，让学生在交流中巩固过去进行时态的用法。
人教版九年级英语全册Unit11单元优秀教学案例
一、案例背景
本案例背景基于人教版九年级英语全册Unit11，本单元主题围绕“过去进行时态”展开。通过本单元的学习，学生需要掌握过去进行时态的构成、用法及表达方式，并能运用到实际情景中。在教学过程中，我以提高学生的英语交际能力为目标，结合学生的兴趣和实际生活，设计了一系列具有针对性和实用性的教学活动。
五、案例亮点
1.情境创设丰富多样：本案例中，教师利用多媒体展示图片、视频等素材，为学生提供了生动、直观的视觉感受，激发了学生的学习兴趣。同时，教师还创设了真实、贴近生活的情境，让学生在实际语境中感知和运用过去进行时态，提高了他们的实践能力。
2.问题导向激发思考：教师设计了富有挑战性和思考性的问题，引导学生主动探究过去进行时态的用法。通过鼓励学生提问和互相讨论，培养了他们的问题意识和解决问题的能力，使他们能够更深入地理解过去进行时态。
在教学过程中，我注重关注每一个学生的个体差异，给予他们充分的关爱和支持。针对不同学生的学习需求，我设计了丰富的教学活动，让他们在实践中掌握过去进行时态的用法。同时，我积极营造轻松、愉快的学习氛围，使学生在愉快的氛围中感受到英语学习的乐趣。
在评价学生时，我采用了多元化评价方式，关注学生的全面发展。不仅关注学生的英语成绩，还关注他们在课堂表现、作业完成情况和实践活动中的表现。通过评价，我旨在引导学生树立正确的价值观，认识到英语学习的重要性，从而激发他们更加努力地学习。

人教新目标九年级英语全一册Unit11period3教学设计

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

Unit11课时教案2023-2024学年人教版英语九年级全册

Question: What does Lucy do?
Answer: Lucy is a doctor.
b.推理判断：根据阅读材料内容进行推理判断。
举例：
a.动词过去式：给出一个动词，要求学生将其转换为一般过去时。
例：Transform "go" into its past tense.
答案：went
b.形容词比较级：给出一个形容词，要求学生将其转换为比较级。
例：Convert "happy" into its comparative form.
教学过程设计
1.导入新课（5分钟）
目标：引起学生对Unit 11的兴趣，激发其探索欲望。
过程：
开场提问：“你们知道日常交际用语的重要性吗？它如何在我们的生活中发挥作用？”
展示一些关于日常交际场景的图片或视频片段，让学生初步感受交际用语的魅力。
简短介绍Unit 11的主题和目标，为接下来的学习打下基础。
本节课的主要目标是让学生能够熟练运用一般现在时和一般过去时描述自己的日常活动，同时在实际场景中运用所学知识进行流畅的口语交际。通过本节课的学习，学生将能够更好地适应日常生活中的英语交流需求。
核心素养目标
本节课旨在培养学生的英语学科核心素养，包括语言能力、文化意识、思维品质和学习能力。通过学习Unit 11的内容，学生将能够运用一般现在时和一般过去时描述自己的日常活动，提高他们的语言运用能力。同时，通过接触不同场景下的对话，学生能够了解和欣赏英语国家的文化，培养自己的文化意识。在分析对话和进行角色扮演的过程中，学生的思维品质将得到锻炼，提高他们分析问题和解决问题的能力。最后，通过自主学习和合作学习，学生将能够提高自己的学习能力，掌握有效的学习策略。

英语教案人教版新目标九年级英语全册 Unit 11 Sad movies make me cry

Unit 11 Sad movies make me cry【Teaching Objectives】:Understand and master vocabulary and phrases related to emotions and emotional expression.Be able to listen, understand, and use dialogues and articles related to emotional expression.Be able to accurately use the vocabulary and phrases related to emotional expression to describe one's own and others' emotional states.【Teaching Process】:Introduction of the new lessonTalk with students about their own emotions.T: Good morning, class. How are you feeling today? Happy, sad, excited, or bored? Let's talk about our emotions for a moment.S1: I'm feeling a little nervous because we have a big test coming up.S2: I'm feeling happy because I just got a new puppy.T: Great! It's important to be aware of our emotions and be able to express them. In today's lesson, we'll learn more about emotions and how to express them in English.Presentation of new vocabulary and phrasesT: Now let's learn some new vocabulary and phrases related to emotions. Please repeat after me.(Write on the board: happy, sad, angry, scared, surprised, excited, nervous, embarrassed, proud, confident, love, hate, like, dislike, enjoy, feel, make)T: These are some common words and phrases we use to express our emotions. Please repeat them after me one more time.Listening and reading practiceT: Let's listen to a dialogue about emotions and try to answer some questions. (Play the audio)(Dialogue)T: Now, let's read the dialogue together and discuss the questions.(Questions)Speaking practiceT: Now, let's practice expressing our own emotions. Please think of a recent situation that made you feel a strong emotion, and describe it using the vocabulary and phrases we just learned. Forexample, "I felt nervous when I had to give a speech in front of the whole class."(Speaking practice)Consolidation of knowledgeT: Great job, everyone! Let's review the new vocabulary and phrases we learned today. (Review)HomeworkT: For homework, please write a short paragraph about a movie or book that made you feel a strong emotion, using the vocabulary and phrases we learned today.【教学反思】：本节课通过导入新课，展示新词汇和短语，听说读练习以及巩固知识等多种形式，帮助学生学会表达情感。

人教新目标九年级英语全册教案：unit11 SectionA (1a教案

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

2. 能力目标，能然学生谈论事情是怎样影响他们的心情。

3. 情感目标，能够让学生理解事情对他们产生的影响。

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

人教版九年级英语全册Unit11单元整体优秀教学案例

3.教师对学生的总结归纳进行评价，鼓励他们继续努力，提高他们的学习积极性。
（五）作业小结
1.教师布置具有针对性的作业，让学生在课后巩固所学知识，提高他们的语言实践能力。
2.鼓励学生认真完成作业，养成良好的学习习惯。
3.教师对学生的作业进行及时批改和反馈，指导他们纠正错误，提高他们的学习成绩。
4.教师根据学生的作业完成情况，调整教学策略，以满足学生的个性化学习需求。
3.自主学习与反思评价：教师鼓励学生提出自己的观点和看法，培养他们的批判性思维能力。同时，教师还引导学生对学习过程进行反思，帮助他们发现自身的优点和不足，提高了自主学习能力。在评价环节，教师根据学生的表现进行及时反馈，指导他们正确理解问题，提高了解决问题的能力。
4.知识与技能的全面发展：本案例中，教师注重培养学生的知识与技能，使他们在学习美国地理、历史和文化的过程中，提高了跨文化交际能力。同时，通过设计各种互动活动，使学生在实际交流中运用所学知识，提高了他们的语言实践能力。
（三）小组合作
1.将学生分成若干小组，鼓励他们相互合作、共同探究，提高他们的团队合作能力。
2.设计各种小组活动，使学生在互动交流中运用所学知识，提高他们的语言实践能力。
3.教师对小组合作过程进行监控和指导，确保学生能够有效参与学习活动。
4.鼓励学生展示小组成果，培养他们的表达能力和自信心。
（四）反思与评价
五、案例亮点
1.多元化的教学手段：本案例中，教师充分运用了任务型教学法、交际式教学法和合作学习法等多种教学方法，使学生在实际交流中运用所学知识，提高了他们的语言实践能力。同时，通过多媒体展示美国的地标建筑、著名景点和历史文化图片，为学生创设了直观、生动的学习情境，增强了他们的学习兴趣。
2.问题导向与小组合作：教师针对本节课的主题设计了一系列具有挑战性和引导性的问题，激发了学生的思考和探究欲望。在小组合作环节，学生通过讨论交流、共同探究，提高了团队合作能力，同时也培养了他们的批判性思维能力。

人教版新目标英语九年级Unit11教学设计(5课时)

英语学科教学设计
课题
Unit 11 Sad movies make me cry.
(Section A 1a-2d) Period 1
主备人
教学
目标
1. Help the Ss to recite the important phrasesand sentencesfrom 1a to 2d.
C．keep D．borrow
(D)3.I think it is very impolite for you to ________ to your parents.
A．give back B．take back
C．come back D．talk back
(C)4.There are many dangerous animals in the forest，so we must keep away from ________ in it.
难点
To usemake…adj./ do sth.totalk about how things affect you.
教学准备
教师
课件
学生
熟读单词
教学流程
教学内容
教学过程
时间
分配
二次备课
导入新课
出示目标
自学检测
课堂总结
当堂检测
Step1.Whatkind of restaurant do you want to go?
1.他父亲为了赚钱，从早忙到晚。
His father is busy all day in order to ________. (make money)
2.看足球赛使我疯狂。
______________________________ (Watching football game

人教新目标九年级英语Unit 11课堂教学设计

《英语》（新目标）九年级Unit 11英语课堂教学设计Unit 11 Could you please tell me where the restrooms are?一、教学内容：新目标（go for it!）九年级Unit 11 Could you please tell mewhere the restrooms are? Section A 1a-2c （Period one）二、指导思想：以学生为主体，激发和培养学生学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，培养合作精神。

三、教学目标：●知识目标1.词汇：restroom shampoo drugstore department store2.语法：能够熟练运用宾语从句3.功能：在日常生活中能用Could you please tell me where/how…?有礼貌向他人询问信息，能描述地理位置、给他人指路或提供帮助4.话题：熟悉与日常生活有关的问路及指路的话题●能力目标1.听：能听懂有关熟悉话题（问路及指路）的谈话，并从中提取信息。

2.说：能用目标语有效地询问信息和请求帮助。

能根据话题进行情景对话。

3.读：能大声朗读对话。

4.写：能根据图示写出简单的段落或说明地理位置（课前任务时完成）●情感目标1.培养学生认识到学习英语的目的在于交流，乐于参与英语实践活动；2.在学习活动中积极与他人合作，相互帮助，共同完成学习任务。

●策略目标1.通过让学生根据实际需要进行课前预习，让学生形成有效的认知策略2.在课堂中创造机会，让学生用目标语进行交际，培养学生将知识转化为技能的有效的交际策略。

●文化意识知道如何礼貌与他人交换信息四、教学重点、难点●教学重点：宾语从句●教学难点：能结合重点句，根据问路、指路这一话题进行情景对话●教学策略1.采取任务型教学的设计理念，以“以询问信息和提供帮助”为主线，以任务为驱动，尝试采取“自主学习、合作学习”的教学模式，使学生在不同层次任务的驱动下主动、积极地参与教学。

人教新目标九年级英语全一册Unit11period3教学设计

-学生分享经历，教师适时引导，为新课的学习做好铺垫。
（二）讲授新知
1.教学内容：
-通过短文、对话等形式，呈现本节课的重点词汇和短语，如：achieve, goal, success, failure, effort, give up, determination, inspiration等。
-讲解一般过去时和现在完成时的用法，并通过实例进行说明。
（2）学会运用一般过去时和现在完成时描述过去的事情和与现在有关联的过去事情。
（3）能够运用目标句型进行日常交流，如：“How did you achieve your goal?”, “What inspired you to keep going?”等。
（4）提高阅读理解能力，学会抓住文章主旨，分析作者观点。
2.口语练习：
-与同学合作，进行角色扮演，模拟实现目标的场景，运用本节课所学的目标句型进行交流。
-录制一段对话，展示你们在实现目标过程中遇到的困难、解决办法以及最终的成功。
3.阅读理解：
-阅读一篇关于成功人士实现目标的英文文章，回答相关问题，提高阅读理解能力。
-摘抄文章中的精彩句子，并尝试分析作者的观点和用词。
（2）终结性评价：通过单元测试、期中考试等方式，检测学生对本节课知识的掌握程度。
（3）综合素质评价：关注学生的合作能力、解决问题的能力、口语表达能力等多方面的发展。
4.教学拓展：
（1）组织英语角活动，让学生在实际情境中运用所学知识，提高英语口语表达能力。
（2）鼓励学生参加英语演讲比赛、写作比赛等活动，激发他们的学习兴趣，提高综合素质。
人教新目标九年级英语全一册Unit11period3教学设计
一、教学目标
（一）知识与技能