初中新目标英语九年级Unit11教案
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。
九年级英语unit11英文教案（含5篇）
九年级英语unit11英文教案（含5篇）第一篇：九年级英语unit11英文教案Unit 11 Could you please tell me where the restrooms are? Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language Excuse 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 Object Helping each other is very important． It is a good quality．Ⅱ． Teaching Key Point Target Language Ⅲ． Teaching Difficult Points 1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Procedures Step Ⅰ Revision T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office? T: That’s one way to ask． But there is a more polite way you can ask．You can say, “Can you tell me where the main o ffice is?” Class repeat． Can you tell me where the main office is? Ss: Can you tell me where the main office is? T: That’s correct．Now let’s say you want to know where Classroom 1 is． How can you ask? S2: Can you tell me where Classroom 1 is? T: Good!Ther e’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．Step Ⅱ 1a Go through the instructions w ith the class．Read the list of things to the class． To review the meaningof 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 Ⅲ 1b Read the instructions to students． Point out the two conversations that are shown in the picture． As you listen, fill in the blanks with words you hear in the recording． Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear． Check the answers with the whole class．Step Ⅳ 1c Read the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner． Ask your parter politely where you can do theseThe First Period thi ng 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 Ⅴ Homework Review the target language．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary escalator, furniture, exchange money, elevator（2）Target Language Excuse me．Do you know where I can exchange money? Sure．There’s a bank on the second floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence． 3． Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points 1．Key Vocabulary exchange money 2． Target Language Excuse me． Do you know where I can exchange money? Sure．There’s a bank on the second floor．3．Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ． T eaching Difficult Points 1． Indirect questions．2．How to improve studen ts’ listening ability．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Step Ⅱ 2a Read the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording． Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again． This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ 2b Point tothe 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 Ⅳ 2c Ask a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．The Second Period 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 Ⅴ Homework Ask the students to write three sentences with the starters of the structures．The Third Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key Vocabulary hang out, fresh, advantage, disadvantage, block（2）Target Language Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．3．Moral Objects Anything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key Point Train students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult Points How to improve students’ integrating skills．Ⅳ．Teaching Procedures Step Ⅰ Revision T: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you ple ase tell me where…? Now who can make sentencesby using the structures? Step Ⅱ 3a Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅲ 3b Read 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 Ⅳ 4 Read 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 canchoose another place you know of Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step Ⅴ Homework 1． 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．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary fascinating, convenient, safe, restroom, inexpensive（2）Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ． Teaching Key Points 1． Key Vocabulary convenient, safe, restroom inexpensive 2．Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points 1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Step Ⅱ 1a Go through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, helpstudents 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 Ⅲ 1b Read the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work． Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ 2a Point 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 Ⅴ 2b Read 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．The Fourth Period Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks． Check the answers．Step Ⅵ 2c Point to the sample conversation． Invite two students to read it to theclass． 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 ⅦHomework Talk about some places using the words in la, then write down the conversations．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary water 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 Point Practise reading and writing using the target language．Ⅲ． Teaching Difficult Point How to write a guide to a place．Ⅳ．Teaching Procedures Step I Revision Review the target language presented in this unit． Check homework． Step Ⅱ 3a Invite 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 3b Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville． Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ 3c Read 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 wrote for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed．Correct the students’ work． Ask some students to read their guides and correct them．Step Ⅴ Part 4 G o 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．The Fifth Period Step Ⅵ Homework 1． Read the article in 3a again． 2． Write a guide to our city．Ⅰ． Teaching Aims and Demands 1． 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 Objects Train students’ writing ability．Ⅱ．Teaching Key Points 1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ． Teaching Difficult Point Make sentences using “beautiful, safe, delicious, convenient,fascinating”．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework． Ask a few students to read the article in 3a． Then ask a few students to read their guides．Step Ⅱ Part 1 Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． 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 2 Go 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 Ⅳ Just 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 Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Sixth PeriodThe Seventh PeriodⅠ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, 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 Points 1． Key vocabulary．2．Train students’ reading a nd writing skills．Ⅲ．Teaching Difficult Point Train students’ reading and writing skills．Ⅳ． Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately． Step Ⅱ Part 1 Read 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． StepⅢ Part 2 Read the te xt 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 Ⅳ Part 3 Point 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 article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step Ⅴ Part 4 Read 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． Asthey work, walk around the classroom offering help students may need． Check the answers．Step Ⅵ Part 5 Read the task with the students．Ask students to do the activity in small groups． Try to put creative and artistic students in each group． Check the answers and have students show or act out their cartoons for the class． 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 Ⅶ Homework 1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．第二篇：九年级英语unit 15教案雨龙中学高效课堂(二次备课)导学案课题：Unit 15 We’re trying to save the manatees!备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,84备课组长审核签字：【预习导学——不看不讲】一、明确目标：1.学会区分并正确使用“一般现在时，现在进行时，现在完成时，to + 动词原形，被动语态”；2.阅读3a与3b,并按要求完成课后练习；3.掌握课文中出现的重点词组;4.保护动物，人人有责；二、自主学习：1.翻译GF部分，并区分相应语法和时态;2.翻译词组：(1)反对做某事；(2)适合；(3)对…感到吃惊；(4)活生生的教科书；(5)为某人提供某物；(6)关心、照顾；(7)同意；(8)不同意；三、检查释疑：各小组中对子相互检查自主学习部分，并说说不同答案的理由；【合作探究——不议不讲】一、合作学习： 2.Read a letter to the editor in 3b and give your opinion.3.Debate二、探究展示：各小组对子相互检查合作学习部分的答案，对疑问点提出自己的意见；【导学测评——不练不讲】一、导学测评（一）基础题——初显身手同步解析与测评：单项选择4，5, 8, 9 ；（二）能力题——挑战自我译一译：1.我不同意你的观点，我认为动物园是动物生活的好地方。
新目标英语九年级教案Unit11教案1
Unit 11 Could you please tell me where the restrooms are？Section AThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：restroom, 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 Object：Helping each other is very important. It is a good quality.Ⅱ．Teaching Key Point：Target LanguageⅢ．Teaching Difficult Points1．How to train students' listening ability.2．How to train students' communicative competence.Ⅳ．Teaching Methods1．Scene teaching method.2．Listening and-answer activity to help the students go through with the listening material.Ⅴ．Teaching Aids：1．A tape recorder. 2．Real objects.Ⅵ．Teaching ProceduresStep Ⅰ RevisionT: 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?Ss: Can you tell me where the main office is?T: That's correct. Now let's say you want to know where Classroom 1 is. How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There's another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat. Could you tell me how to get to Classroom 1?Ss: Could you tell me how to get to Classroom 1?T: That's right. Very good.Step Ⅱ 1aThis activity reviews earlier vocabulary and introduces some new words.Go through the instructions with the class, Read the list of things to the class. To review the meaning of each item on the list, invite different students to say each phrase in their own words.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.Check the answers.（Suggested answers：）shampoo: a or c information: d or e magazines: a or dwriting paper: a or c dictionary: d stamps: etelephone call : a or e save money: bNote：Shampoo is special soap, liquid, powder, etc. for washing of the hair.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Read the instructions to students. Point out the two conversations that are shown in the picture.As you listen, fill in the blanks with words you hear in the recording.Play the recording the first time. Students only listen.Play the recording a second time. This time ask them to fill in the blankswith the words you hear. When students listen, stop the recording from time totime to allow students enough time to fill in the blanks. Check the answers withthe whole class.Answers：1．buy some stamps 2．post office 3．Center Street 4．save money 5．bank 6．Main StreetStep Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the class.Point out the example in the box. Get two students to read it to the class.S1: Excuse me. Can you please tell me where I can get a dictionary?S2: Sure. There's a bookstore on River Road.Point out the list of things people need and the pictures of the places in activity 1a. Say. Look at activity 1a. Have a conversation with a partner. Ask your partner politely where you can do these things and then answer your partner's questions.As students work, listen to some pairs in order to check the progress andhelp with pronunciation as needed.After students have had a chance to practice several exchanges, ask somepairs to come to the front of the classroom and act out their conversations.Step Ⅴ SummaryIn this class, we've learned some important words, such as restroom, shampoo and so on. We've also learned the target language. Excuse me. Can you please tell me where I can get a dictionary? Sure. There's a bookstore on River Road.Step Ⅵ Homework：Review the target language.Step Ⅶ Blackboard DesignUnit 11 Could you please tell mewhere the restrooms are?Section AThe First PeriodTarget Language:A: Excuse me. Can you please tell me where I can get a dictionary?B: Sure. There's a bookstore on River Road.。
九年级英语unit11-secA-3a说课讲稿
九年级英语unit11 secA 3a-4说课稿两峪乡中心学校孙乐章我说课的内容是新目标九年级unit11 secA 3a-4，将从教材、目标、重难点、教法和教学内容等方面进行说课。
一、说教材本节课以they are at the mall 为话题，学习和运用如何谈论一个地点的优缺点。
本课教学内容与学生的实际生活密切相关，培养学生运用简单的英语进行描述事物或向别人介绍地点的能力。
从语法上讲要求学生掌握宾语从句的用法。
主要学习内容是：复习以前学习的询问方向方式，学习谈论优缺点及掌握一定的阅读技能。
二、教学目标根据课标要求和本单元的内容，我将本节课教学目标细分为以下几个方面：语言目标、能力目标、情感和态度目标。
1. 语言目标：advantages,disadvantages,mall,hang out,fresh,block,decide to do Where do you usually hang out with your friends?It’s fun to watch peopleThere’s always something happening2. 能力目标：能够读懂、会说重要句型及语言结构，并能够有礼貌的准确询问信息。
3. 情感和态度目标：当向他人询问信息时，应注意礼貌用语，养成好的的卫生习惯；在对话练习中培养学生的合作精神。
三、教学重点及难点教学重点：1. 复习词汇：mall.advantages,disadvabtages,concert,snack等。
2. 复习句型：Where is the post office ? Which is the way to the bank ？How can I get to the bank ？Is there a post office near here?3. 学习词汇：fresh,block,oak4. 学习句型：where do you usually hang out? Is it a good place to hang out教学难点：阅读技能的培养，宾语从句的陈述句语序。
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。
人教版新目标九年级英语Unit11单元集体备课教案
人教版新目标九年级英语Unit11单元集体备课教案备课人：九年级组课题：Unit 11 Sad movies make me cry授课时间：1课时授课班级：九年级知识目标】重点词汇：drive。
friendship。
king。
power。
banker。
pale。
XXX。
examine。
nor。
palace。
XXX重点短语：would rather。
drive sb。
mad。
the more。
the more。
be friends with sb。
leave out。
call in。
XXX重点句型：1."I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating."2."Waiting for Amy drove XXX crazy."3."The movie was so sad that it made Tina and Amy cry."4."It’XXX nor rest can help him."5."Although I have a lot of power。
it doesn’t make me happy."能力目标】能够正确使用使役动词make描述外界环境对人们情绪的影响。
情感目标】要学会调节自己的情绪，从而减少事物对自己的负面影响。
教学目标】本课时的教学目标是帮助学生掌握重点词汇和短语，并练使用make的句型。
通过听力练，提高学生的语言能力。
重点难点】重点：重点词汇和短语，make的句型难点：正确使用make描述外界环境对人们情绪的影响教学方法】导学互学，听力练教学过程】Step 1 情景导入引入本课时的话题，让学生思考何种事物会让人感到悲伤，并与同桌分享自己的看法。
人教版新目标九年级英语Unit11单元集体备课教案
Once upon a time,there lived an unhappy king in a rich and beautiful country.He slept badly and didn t feel like eating.The queen and the people were very worried.They sent the most famous doctor to examine him.The doctor said nothing could help the king except a happy man s shirt.The prime minister,the banker and the palace singer were called in to the palace at once,but none of them said they were happy and each of them has their own worries.Finally,the king s top general was sent to find the happy man in three days time.Step 1完成教材3a-3b的任务【操作案例】1.根据课本P87 3a所给的提示，想一些使你高兴或悲伤的经历，和同伴进行讨论。
(2分钟)2.根据3a 写的提要以及3b所给的提示，写一篇与2b内容相似的短文。
(5分钟)学生完成后评出优秀的作文在班上展示。
(2分钟)环节说明:将读、写的任务结合起来不仅锻炼了学生的写作及对语言的综合运用能力，还巩固了学生对目标语言的学习、综合运用。
Step 2完成教材Self Check任务【操作案例】1.把表格中的单词放入表格中恰当的位置。
给出3分钟的时限，并请1位同学核对答案。
完成“1”部分的任务。
(3分钟)The answers:Positive:comfortable,relaxed,happyNegative:nervous,unhappy,uncomfortable,worried,angry,awful,uneasy2.参照例句，用所给的单词造句。
Unit11 (Section B 3a-self-check)(教学设计)九年级英语(人教新目标)
认真思考回答问题。
通过复习思维导图复习上节课阅读主要内容。
Pre-writing Stage
(5 mimutes)
Presentation
1.Tell students the main theme of the writing in this unit.
5.The blue group tell the sad experiences, while the yellow group tell the happy experiences. Let’s see which group is more productive.
6.Dealwith 3b. Show students some useful expressions to help them write.
2.Show students the marking standards of writing.
3.Dealck.
积极思考
帮助学生了解好的作文应该有的要素。
Summary
(10minute)
Presentation
Do some exercises to help students review some important points in this unit.
2.Deal with 3a
3.Guidestudents to Speak out more experiences that make you feel happy or sad.
4.Divide students into two groups. All the girls are in the yellow group, and all the boys are in the blue group.
人教版新目标九年级英语 Unit 11 Section A (3a ~ 3c) 教案设计
3. Although I have a lot of power, it doesn't make me happy.
4. I have a lot of wealth, but I'm always worried about losing my money.
2.Role-play
Lessontype
a new course,reading,listening and speaking, grammar
Teaching tools
ppt
Teachingprocess
Remarks
Lead in:Are you happy today?
Pre-reading:
What can make you happy?
(family,delicious food,health,power, etc.)
While-reading:
Skimming :What is the main idea of the passage?
Scanning :
1)What happened to the king?
Summary
What makes you happy?
NotwealthbutHealth.
•Notpowerbutflower.
•Notmoneybuthoney.
•Notfamebutlove.
•Notreceivebutgive.
Homework
1.Read the passage again and recite the key words and sentences.
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。
新目标人教版英语九年级《Unit 11 Sad movies make me cry》Section A (1a-1c)说课稿
新目标人教版英语九年级《Unit 11 Sad movies make me cry》Section A (1a-1c)说课稿我说课的内容是人教新目标九年级英语Unit 11 Sad movies make me cry Section A (1a-1c)整个说课包括教材分析、学情分析、教法学法、教学设计、板书设计、资源开发六大板块。
一、教材分析1.教材的地位及作用：本单元以“how things affect you” 为核心话题，本课是新目标英语九年级第11单元第一课时，教材以餐厅感受为中心话题，练习make+sb.+ adj. make+sb.+ do用法。
Section A 是本单元的重点部分，也是核心部分。
2．教学目标根据《英语课程标准》关于总目标的具体描述，结合本节课的教学内容，我制订了如下目标：1知识与能力..(1) 词汇：能正确使用 would rather(2) 句型：能熟练运用句型The loud music makes Amy nervous.The soft music makes Amy relax.(3) 语法：能运用 make+sb.+ adj. make+sb.+ do.谈论事物对人的影响2过程与方法：通过听力训练与多种形式的口头练习，师生互动、生生互动，使学生能熟练运用新句型进行交际。
3情感与价值观：正确表述自己的感受，理解和体会他人的感受二、学情分析：学生对于谈论事物对人的感受比较感兴趣，且没有生词，学生用起来容易，有成就感。
三教法学法1 听说课的教学模式：语言感知—听说操练—实践运用教师根据本课时目标创设一定的语言情景，师生互动，生生互动，让学生对目标语言有一定的感知后通过大量的听说训练最后能在一定情境中脱口而出，熟练应用。
2 设计理念：听说课的最终目标是灵活运用所学的词汇、句型进行口语交际。
课堂上必须要有充分的时间进行听说口语活动。
教师应该善于把教材中所提供的语言材料转化为声情并茂的语言实践活动，师生需要全情投入，学生需要主动、积极参与，是听说活动的主体。
新目标英语九年级教案Unit11教案3
The Third PeriodⅠ．Teaching Aims and Demands 1．Knowledge Objects (1) Key Vocabulary hang out, fresh, advantage, disadvantage, block (2) Target Language Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street. 2．Ability Objects (1) Train students' integrating skills. (2) Train students' ability of social practice. 3．Moral Objects Anything has both advantages and disadvantages. We should treat everything correctly. Ⅱ．Teaching Key Point Train students' listening, speaking, reading and writing ability. Ⅲ．Teaching Difficult Points How to improve students' integrating skills. Ⅳ．Teaching Methods 1．Fast-reading method. 2．Groupwork and pairwork. 3．Induction. Ⅴ．Teaching Aids A projector Ⅵ．Teaching Procedures Step Ⅰ Revision T: Yesterday we learned the structures. Do you know where …? Could you tellme how to get to …? Can you please tell me where …? Now who can make sentences by using the structures?S1: Could you tell me how to get to the library? S2: Do you know where I can buy some stamps? S3: Can you please tell me where I can get some books? T: Very good. Step Ⅱ 3a This activity provides reading practice using the target language. Show the key words on the screen by a projector. hang v. 悬挂；吊 hang out (俚)闲荡 fresh adj. 新鲜的；生的；无经验的 advantage n. 有利条件；优点；好处 disadvantage n. 不利条件；缺点；坏处 block n. 街区；街段 Read the words and have the students repeat again and again until they can pronounce the words fluently and accurately. Write the words advantages and disadvantages on the board and ask students to explain them in their own words. Advantage is something useful or helpful, something likely to bring success, especially in competition. Disadvantage is the opposite of advantage. It means unfavourable condition or something that stands in the way of progress, success, etc. Advantage and disadvantage are the opposites. Ask students to give some examples: ability→disability, trust→distrust. Read 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. AnswersAdvantages friends hang out there, always Disadvantages something happening, free concerts, fun to people-watch, air isn't fresh, usually I like to go in the music store, crowded, always spend too listen to CDs, look at books in much money. the bookstore. Notes I prefer being outside. = I prefer to go out. free—without payment; costing nothing It's also just fun to watch people. Pay attention to the structure It's +n. /adj. + to do sth. Step Ⅲ 3b This activity provides oral practice using the target language. Read the instructions. Point out the conversation in the box and invite two students to read it to the class. A: Where do you usually hang out with your friends? B: We usually go to my friend, Qiu's place. A: Is that a good place to hang out? B: Well, it has advantages and disadvantages. It's kind of small. But Qiu's mom is a wonderful cook, so we always have great snacks.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. S1: Where do you usually hang out with your friends? S2: We usually go to the mall. S1: Why? S2: There are a lot of free concerts there. We also like to look at books in the bookstore. S3: But I don't like to go there. The air isn't fresh. Also, it's usually crowded. S1: And how about you? Where do you usually hang out with your friends? S4: We usually go to the music store. We like to listen to CDs. S3: And what about you? S1: We usually go to my friend, Jack's place. S4: Is that a good place to hang out? S1: Yes, it's very small. But we have much food to eat. Notes: It's kind of small. =It's a little small. Snack means light, usual, hurriedly eaten meal Step Ⅳ 4 This activity provides reading, writing, reading and speaking practice using the target language. Read 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.A: Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street. Then Ask students to say the names of some stores and other places in the community and write them on the board. Say, Each group can choose three of these places to write about, or you can choose another place you know of. Write 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.A: Go out the front door and take a right. Walk along Xueyuan Road, and take the fourth turning on the left. Go past the hospital, and turn right. It's about a hundred metres along on the left. You can't miss this place.B: Go out the front door and take a right. Walk about two blocks. Go past the bookstore, and turn left onto Yingxiong Street. Then you can see the place on your left.C: Go out the front door and take a left. Go down the street, and take the first turning on the right, then the second turning on the left. Go past the restaurant, and then you will find it.(A. the post office B. the police station C. Guangming Supermarket) Step Ⅴ Summary In this class, we've learned some key vocabulary words and the target language. We've also done a lot of listening, speaking, reading and writing practice using the target language. Step Ⅵ Homework 1．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. Step Ⅶ Blackboard DesignUnit 11 Could you please tell mewhere the restrooms are?Section AThe Third Period 1．Answers to Activity 3a:AdvantagesDisadvantagesfriends hang out there, air isn't fresh,alwayssomething usuallyhappening, free concerts, crowded,fun to people-watch, I always spend too muchlike to go in the music money.store, listen to CDs, lookat books in thebookstore.2．Target LanguageGo out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto OakStreet. Then …。
人教新目标九年级英语第11单元教学设计(教案)
This time listen carefully to what each person says．To give Ss practice in listening for specific information. Play the tape again．
2. Listening:
Listen to a conversation between the two girls in the picture in 1a. Play the recording twice or more for Ss to fill in the gaps.
3. Check the answers with the whole class．
Look at the sample conversation between Tina and John．Invite a pair of students to read it to the class．
Get students to make up a conversation using information from Activities 2a and 2b．
The soft music makes Amy relax.
2. Encourage Ss to talk about the picture.
1.What’re the two girl probably thinking about?
2.Describe what you see in the thought bubbles.
Let students check the sentences they hear．
人教新目标九年级英语全册教案：Unit11 讲评课 教学设计
| 教学设计：Step 1: Introduction (2’)1.呈现试卷成绩统计分析表：本次试卷共计50题，含选择25题，词汇20题，句型转换5题。
以100分计。
100-90分：7人；89-80分：18人；79-70分：8人；69-60分：7人；59-50分：1人；最高分：96分；平均分：82分2.表扬进步明显以及作业正确率高、卷面整洁的学生：Top students:井亚萱韩淑文袁亚雪王新亚戚美玉孟欣欣杜宸余婧婍Progressive students:刘浩孟新宇张文倩师晨欣井绪静张丹孙继超3. 分析试题难易度，分析试题题型；Step 2: Discussion with task.(8’)选择题：2.3.5.7.12.17.18.22.24词汇A:1.2.3.6.8词汇B：3词汇C：1.2.3.4句型转换：3Step 3: Presentation, Analysis, Procuction & Explanation按题目类型和顺序，重点讲评错误率较高的题目。
对错误率较高的题目按下列步骤进行分析讲评。
1.呈现题目，确定答案。
各组展示讨论结果。
2.错题再现，分析原因。
比较新旧题异同，简要分析答题依据。
3.回归教材，变式训练。
对考点寻根问底，并进行变式训练，加强知识的纵横联系。
4.梳理知识，形成网络。
对相关知识进行梳理，填漏补缺，形成知识网络。
5.方法指导，事半功倍。
对有关题型进行应试技巧的指导。
Step 4：Checkout & feedback对错误率较高的内容进行当堂消化巩固。
并完成展示批改。
Step 5：Assignment1.进行试题讲评后的订正，做到知其然更要知其所以然。
2.练习讲义《错题重练一》。
Checkout（课堂检测）。
新目标英语九年级教案Unit11教案6
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.3．Moral ObjectsWhen you ask for information, you should be polite. After you get help, you should say “Thank you”.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 Methods1．Teaching by explanation.2．Speaking method.Ⅴ．Teaching Aids1．The blackboard.2．A projector.Ⅵ．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 1This activity focuses on vocabulary introduced in the unit.Look 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. Five students each read a sentence, filling in the blanks. The rest of the students check their answers. Then show the answers on the screen by a projector.1．I live right next to a supermarket. It's very convenient.2．I find stamps fascinating. I've been collecting them for many years.3．Mr. Tan makes the best noodles in town. They're delicious!4．The Fine Arts Museum is both beautiful and interesting.5．Put your wallet in a safe place.Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the classroom. Collect a few students' answers with mistakes orally. Then help students correct the mistakes.Sample answers1．There is bus stop near our school. It's very convenient.2．Zhongshan Park is both big and fascinating.3．There is a big restaurant in our town. The food there is very delicious.4．The flowers in the park are very beautiful.5．We must put the expensive things in the safe place.Step ⅢPart 2This activity provides reading, writing, listening and speaking practice using the target language.Go 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 mall.Get students to complete the work in pairs.Check the answers. Ask a few students to read their questions.Suggested answers1．Excuse me, could you tell me where the bank is, please?2．Could you please tell me if there are any restaurants here?3．Do you know where I can get a book?4．Can you please tell me how to get to the Movie Theatre?5．Could you tell me where I can buy shampoo?Optional activityAs an optional activity, if possible ask students to draw a map of the neighborhood and label the main places in English.Step ⅣJust for Fun!This activity provides reading and speaking with the target language.Ask all the students to read the conversation. Ask: What is funny about this cartoon? Help students to explain. A Martian is a person from the planet Mars. There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant.Invite some pairs of students to present this conversation to the rest of the class.Step ⅤSummary and HomeworkIn this class, we've done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please finish the questions in 2 in your exercise books. Then finish the exercises on pages 47～48 of the workbook as well.Step ⅥBlackboard DesignUnit 11 Could you please tell mewhere the restrooms are?Self checkThe Sixth Period Suggested answers to Activity 2:1．Excuse me, could you tell me where the bank is, please? 2．Could you please tell me if there are any restaurants here? 3．Do you know where I can get a book?4．Can you please tell me how to get to the Movie Theatre? 5．Could you tell me where I can buy shampoo?。
Unit 11 Sad movies make me cry 同步教案共5课时(新目标九年级全册)
2024春九全英语Unit 11教案共5课时Unit 11 Sad movies make me cry.本单元主题属于“人与自我”范畴，涉及“情感表达”。
围绕情感的话题，通过学习让学生能够表达自己的感受。
Section A通过谈论不同事物对情绪的影响，要求学生学习与情感有关的词汇，并通过听说读写逐步掌握make＋sb.＋do sth.和make＋sb./sth.＋adj.的结构并能够正确运用这些结构表达人的情绪等相关内容。
教学重点一是要帮助学生建立使役动词(make，let，have)之后要跟省略to的动词不定式的意识；二是在make＋sb./sth.＋adj.这个结构中，学生要理解这里的adj.有两种形式——形容词和动词过去分词充当的形容词。
Section B是Section A内容的继续和延伸。
在话题上，从事物对人情感产生影响的简单叙述，转向描述人们对某种情感所持有的观念；在语言上，除了进一步综合训练和掌握单元语言内容外，正确、得体地运用相关形容词描述情感，表达情感变化是本部分的重点；在技能上，由简单技能训练转向侧重听说读写的综合性训练。
1．掌握动词“make”的用法。
2．能够用“make＋宾语＋省略to的动词不定式”谈论事物对人的影响。
3．让学生们懂得怎样克服消极情绪，怎样从困难中战胜自我，勇敢地面对未来。
4．了解和理解不同文化背景、不同阶层人士的不同幸福观和战胜挫折的不同态度与方法。
5．通过学会识别文章中的习语和短语来提高阅读理解力，并进行语言知识的积累。
1．重点：掌握“make＋宾语＋省略to的动词不定式”的用法。
2．难点：用目标语言谈论事物对人的影响。
Unit 11 Sad movies make me cry.Period ⅠSection A(1a～2d)1．学习与人的情感相关的词汇。
2．谈论事物如何影响人的情感。
1．能够谈论或询问事物对情绪的影响或人对某一件事或物的看法。
2．能够听辨出用于描述事物和表达情感的形容词，并听懂使役动词make表达情感的语句。
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2017年春学期九年级下册新授课英语教案贺裕雪142/146课题Unit 11 Sad movies make me crySection A 1a—1cPeriod 1 第1周星期一教[来源:学§科§网]学目[来源:]标[来源:学&科&网Z&X&X&K]知识技能1. Study new words and expressionsrather /'ra:ðə/, would rather, drive /draiv/, drive sb. crazy/mad,the more…the more…, lately /leitli/, be friends with sb., leave outfriendship /'frendʃip/.[来源:学科网ZXXK]2. To learn to understand and use How does it make you feel when …?3. Listening方法过程读，写，听，说，情景操练，反复使用，师生互动，生生互动。
情感态度能正确的表达自己的感情，并培养学生正确处理事情。
教学重点1. Study new words and expressions2. listening教学难点 1. Talk about “How does it make you feel when …?”教学方法1. Ask and answer in pairs2. Practice in pairs教学过程教师活动学生活动Step 1 Warming up—Greetings and revision:—Look at the pictures and answer the questions T: How do you feel about sad movie? T: How do you feel about sad movie? Ss: Sad movies make me…Ss: Sad movies m ake me…T: How do you feel about comics?Ss: Comics make me…T: How do you feel about documentaries?Ss: Documentaries make meStep 2 Presentation1. Study new words and expressionsrather /'ra:ðə/, would rather, drive /draiv/, drive sb. crazy/mad,the more…the more…, lately /l eitli/, be friends with sb., leave out friendship /'frendʃip/.2. Show some pictures for Ss and ask them about their feelings.3. How do you feel about these following pictures?4. Review the kind s of movies and answer the question “How do you feel about the movie?”【Step 3 Learning1. 1a. Look at the two restaurants below. Which would you like to go to? Why?2. 1b.Listen and fill in the blanks. Then match the restaurants with the statements.3. 1c.Role-play a conversation between Amy and Tina.Tina: I’d rathe r go to Blue Oce an because I like to listen to quiet music while I’m eating.Amy:But that music makes me sleepy. I want to have the hamburgers at Rockin’ Rest aurant.Tina: Let’s go to the Rockin’ Restaurant. I love their hamburgers.Amy: Those awful pictures on the walls make me uncomfortable, and the loud music makes me nervous.Tina: So where do you want to go, Amy?Amy: Let’s go to Blue Ocean. The soft music makes me relaxed. T: How do you feel about comics?Ss: Comics make me…T: How do you feel about documentaries? Ss: Documentaries make meStep 4 Language points★would rather do sth. “宁可/愿; 愿意” , would rather 是情态动词, 后接动词原形。
★ would rather do sth than do sth. 意为“宁可做…也不愿做…”。
★ make sb. + adj.“使某人怎样”make sb. do sth. “让某人做某事”课堂小结1.Most students can learn to understand and use How do you feel about documentaries?2. Some Ss can’t unde rstand listening.布置作业Ima gine you are an owner of a restaurant. Think about how you decorate it, we’ll choose one from each group to sh ow on the screen and tell us why you did it like that.Unit 11 Sad movies make me crySection A 1a—1c1.Study new words and expressionsrather /'ra:ðə/, would rather, drive /draiv/, drive sb. crazy/mad,the more…the more…, lately /leitli/, be friends with sb., leave out friendship /'frendʃip/.2. To learn to understand and use How does it make you feel when …?3. Listening教学反思课题Unit 11 Sad movies m ake me crySection A 2a—2dPeriod 2 第1周星期二教知识 1.Study new words and expressions学目[来源:学§科§网]标[来源:学科网ZXXK]技能rather /'ra:ðə/, would rather, drive /draiv/, drive sb. crazy/mad, [来源:]the more…the mo re…, lately /leitli/, be friends with sb., leave outfriendship /'frendʃip/.2. To learn to understand and use How does it make you feel when …?3. Listening [来源:学科网ZXXK]4. Role-play the conversation方法过程读，写，听，说，情景操练，反复使用，师生互动，生生互动。
情感态度能正确的表达自己的感情，并培养学生正确处理事情。
教学重点1. study new words and expressions2. How to describe own expressions in English?教学难点1. listening 2a-2b2. Master the use of make教学方法1. Ask and answer in pairs2. Practice in pairs教学过程教师活动学生活动Step 1 Greetings and revision—Look at the pictures and answer the questionsT: How do you feel about sad movie?Ss: Sad movies make me…Step 2 Presentation1. Study new words and expr essionsrather /'ra:ðə/, would rather, drive /draiv/, drive sb. crazy/mad, the more…the more…, lately /leitli/, b e friends with sb., leave out, friendship /'frendʃip/.Step 3 Learning Step 1Greetings and revision:—Look at the pictures and a nswer the questionsT: How do you feel about sad movie? Ss: Sad movies make me…Step 2 Presentation—2a. Listen and number the picture (1-4) in the order you hear them. Step 4 Listen again. Complete the statements.Step 5 Role-play the conversation.Step 6 Language points.★ would rather do sth than do sth.意为“宁可做某事；也不愿做某事”。