新目標九年級英語(yǔ)教案
什么是教案
教案是教師為順利而有效地開(kāi)展教學(xué)活動(dòng)，根據課程標準，教學(xué)大綱和教科書(shū)要求及學(xué)生的實(shí)際情況，以課時(shí)或課題為單位，對教學(xué)內容、教學(xué)步驟、教學(xué)方法等進(jìn)行的具體設計和安排的一種實(shí)用性教學(xué)文書(shū)。教案包括教材簡(jiǎn)析和學(xué)生分析、教學(xué)目的、重難點(diǎn)、教學(xué)準備、教學(xué)過(guò)程及練習設計等。
新目標九年級英語(yǔ)教案（精選35篇）
作為一名教師，常常要寫(xiě)一份優(yōu)秀的教案，借助教案可以讓教學(xué)工作更科學(xué)化。那么應當如何寫(xiě)教案呢？下面是小編為大家整理的新目標九年級英語(yǔ)教案（精選35篇），希望能夠幫助到大家。
新目標九年級英語(yǔ)教案1
一、教材分析
定語(yǔ)從句是本單元的語(yǔ)法要點(diǎn)，是在1-8單元已經(jīng)對該語(yǔ)法知識有所滲透的前提下安排的。本節課話(huà)題是讓學(xué)生體會(huì )音樂(lè )在生活中無(wú)處不在，體會(huì )不同類(lèi)型音樂(lè )的特點(diǎn)，學(xué)會(huì )熱愛(ài)生活；能用簡(jiǎn)單的定語(yǔ)從句形式表述自己的觀(guān)點(diǎn)。通過(guò)本節的學(xué)習，增強學(xué)生對復合句的理解，提高其對此句式的應用能力。
二、三維目標
1、知識目標：
掌握本單元基本詞匯，學(xué)會(huì )恰當的使用引導詞that ,who
2、能力目標
1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their ownmusic.”
2）能夠自如地談?wù)撟约核矚g的音樂(lè )和音樂(lè )家。
3、情感目標：
通過(guò)學(xué)生談?wù)搶σ魳?lè )和音樂(lè )家的好惡，從而使學(xué)生學(xué)會(huì )欣賞音樂(lè )的美。
三、教學(xué)重點(diǎn)
1）本節課的教學(xué)重點(diǎn)是學(xué)會(huì )并掌握先行詞為物或者人時(shí)，引導詞“that ,who ”的使用方法。
2）“prefer …to…”的用法
3）掌握有關(guān)音樂(lè )的詞匯和相關(guān)的詞組，能夠比較流利地描述自己喜歡的音樂(lè )，運用功能句 “What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”
四、教學(xué)難點(diǎn)
定語(yǔ)從句運用
五、教學(xué)策略
采用任務(wù)型語(yǔ)言教學(xué)，實(shí)施情境教學(xué)法、小組合作探究法、情感激勵法。
六、教學(xué)準備
自制多媒體課件（PowerPoint）；錄音機(A tape recorder)
七、教學(xué)環(huán)節
1、課堂導入
⑴ Warming up
⑵ Discuss: Do you like music? What kind ofmusic do you know?
⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒體出示）
⑷Let Ss read 1a. Explain the sentences:
I prefermusic that has great lyrics=I like music that has great lyrics better.
lyrics:the plural form is often used.
Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.
2、課堂講授
Explain attributive clauses.
定語(yǔ)從句：在復合句中修飾名詞或者代詞的從句叫做定語(yǔ)從句。先行詞是“人”時(shí)，用關(guān)系代詞who引導，先行詞是“物”時(shí)，用關(guān)系代詞that來(lái)引導
I love singers who write their ownmusic
I like music that I can dance to.
a. that即可代表事物也可代表人，which代表事物；它們在從句中作主語(yǔ)或賓語(yǔ)，that在從句中作賓語(yǔ)時(shí)常可省略關(guān)系詞，which在從句中作賓語(yǔ)則不能省略。而且，如果which在從句中作“不及物動(dòng)詞＋介詞”的介詞的賓語(yǔ)，注意介詞不要丟掉，而且介詞總是放在關(guān)系代詞which的前邊，但有的則放在它原來(lái)的位置
b. which作賓語(yǔ)時(shí)，根據先行詞與定語(yǔ)從句之間的語(yǔ)義關(guān)系，先行詞與which之間的介詞不能丟
c. 代表物時(shí)多用which，但在帶有下列詞的句子中用that而不用which，這些詞包括all,anything, much等，這時(shí)的that常被省略
d. who和whom引導的從句用來(lái)修飾人，分別作從句中的主語(yǔ)和賓語(yǔ)，whom作賓語(yǔ)時(shí)，要注意它可以作動(dòng)詞的賓語(yǔ)也可以作介詞的賓語(yǔ)
e. where是關(guān)系副詞，用來(lái)表示地點(diǎn)的定語(yǔ)從句
3、課堂練習
Fill inthe blank with who that
1）.I have a brother _______likes soccer.
2）Tom doesn’t like movies_______are too long and too scary.
3） We prefer groups ________ play loud and energetic songs.
4） He likes friends_________ often help each other
4、課堂活動(dòng)
1) Askand answer in pairs:
What kindof music do you like best? Why?
I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.
2) Listento four pieces of music .Then practice the conversation in pairs.
3) Showseveral pictures and introduce their favorite singers ,groups and so on..
4) Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.
5) Listenand complete 1b,2a and 2b.
5、課堂小結
在定語(yǔ)從句中，先行詞是“人”時(shí)，用關(guān)系代詞who引導，先行詞是“物”時(shí)，用關(guān)系代詞that來(lái)引導。
I love singers who write their ownmusic
I like music that I can dance to.
who / that 在定語(yǔ)從句中做主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞的單復數應與先行詞保持一致
I prefershoes that are cool.
I like apizza that is really delicious.
I lovesingers who are beautiful.
I have afriend who plays sports.
6、作業(yè)布置
Write a composition about the kinds of the friends they likeand dislike
八、板書(shū)設計
Unit9 I like music that I can dance to
1.prefer….to….=like …better than……
Iprefer singing to dancing
2.Attributiveclauses(定語(yǔ)從句).
I love singers who write their ownmusic
先行詞 “人”
I like music that I can danceto.
先行詞 “物”
九、教學(xué)反思
通過(guò)本單元的學(xué)習，不僅能使學(xué)生學(xué)會(huì )本單元的功能句，而且通過(guò)創(chuàng )設情境調動(dòng)學(xué)生的積極性和自主性，使學(xué)生敢于用英語(yǔ)交流和表達，學(xué)習中遇到困難，愿意主動(dòng)向他人請教，并有較強的合作精神，使學(xué)生進(jìn)一步體會(huì )到英語(yǔ)學(xué)習的快樂(lè )與成就。
新目標九年級英語(yǔ)教案2
一 、教材分析
1、教學(xué)內容
本單元以"產(chǎn)品制造"為話(huà)題，共設計了四大部分的內容。以"What are the shirts made of?"為主線(xiàn)，圍繞著(zhù)談?wù)揦X東西在那制造，原材料是什么等語(yǔ)言功能展開(kāi)一系列的任務(wù)活動(dòng)，通過(guò)第一部分的學(xué)習，要求學(xué)會(huì )有關(guān)things和materials等基礎詞匯，并了解、學(xué)會(huì )基本句型的應用。教材內容從基本語(yǔ)言知識到語(yǔ)言綜合知識的運用，層層遞進(jìn)，以一種循序漸進(jìn)的生活化的學(xué)習程序，引導學(xué)生在做事中有目的的學(xué)習語(yǔ)言。
2、教學(xué)目標
①知識目標：
1.掌握本課時(shí)重點(diǎn)單詞和短語(yǔ)be made of 、be made in。
2.了解一般現在時(shí)態(tài)和一般過(guò)去時(shí)被動(dòng)語(yǔ)態(tài)的結構和用法。
3.歸納和掌握make 構成的短語(yǔ)。
②能力目標：學(xué)會(huì )談?wù)摦a(chǎn)品是由什么制成的及它們是在何處制造
③情感目標：學(xué)會(huì )贊美他人的物品，并能就此話(huà)題禮貌的進(jìn)行交談，樹(shù)立品牌意識，努力學(xué)習的態(tài)度。
3、教法策略
以任務(wù)型教學(xué)策略為主，采用情景教學(xué)法（如本單元新知識推導時(shí)）、聽(tīng)力訓練法（處理聽(tīng)力材料）、并輔助個(gè)人自學(xué)、小組討論和圖片等興趣策略教學(xué)。如在新授單詞時(shí)，通過(guò)一些圖片，進(jìn)行分析教學(xué)，以致于從視角引起他們注意從而記住單詞。采取任務(wù)型教學(xué)策略的目的是主要是讓學(xué)生多練多用，在做中學(xué)、學(xué)中樂(lè )、樂(lè )中掌握。
4、學(xué)習策略
采用合作式學(xué)習方式，有目的的讓學(xué)生預習，在完成任務(wù)的活動(dòng)中主動(dòng)的學(xué)習語(yǔ)言，養成繼續學(xué)習英語(yǔ)和學(xué)好英語(yǔ)的良好習慣。強調學(xué)生不僅要在課上積極發(fā)言、多練，并鼓勵他們課后積極進(jìn)行英語(yǔ)學(xué)習、積極參加訓練。
二、重難點(diǎn)分析
重點(diǎn)詞匯通過(guò)圖片和對話(huà)解決。如：chopsticks, coin, blouse, silver, silk, be made of等。
難點(diǎn)：聽(tīng)力訓練；用功能語(yǔ)言句進(jìn)行口語(yǔ)訓練。
三、教學(xué)準備：圖片、錄音機等
四、教學(xué)過(guò)程：
1、課前任務(wù)設置，在課前，我讓學(xué)生提前預習單詞。另一方面鈴聲響的時(shí)候，首先檢查學(xué)生對第五單元單詞的識記情況，讓學(xué)生看著(zhù)圖片，用"what is it?"等句子問(wèn)，用新單詞回答，在此期間，讓學(xué)生感知"What are they made of? Where are they made of"的重點(diǎn)句型結構，把單詞教學(xué)融入句型，培養學(xué)生情境中理解記憶單詞的能力。
2、為了更好的提高學(xué)生觀(guān)察能力，以任務(wù)型教學(xué)為理念，讓學(xué)生有目的的結合重要句型完成Activity 1a的部分。
3、完成1a部分后，為了更好的鞏固學(xué)生對上面方框中重點(diǎn)單詞的理解程度，讓他們通過(guò)聽(tīng)覺(jué)進(jìn)行訓練，培養學(xué)生在用中學(xué)、學(xué)中用的能力。
4、通過(guò)單詞記憶、聽(tīng)力訓練中，學(xué)生們對重要句型的初步接觸和熟悉，請學(xué)生講解重要短語(yǔ)be made of/be made from/be made into/be made in/be made by/be made up of和重要的語(yǔ)法：被動(dòng)語(yǔ)態(tài)。掌握被動(dòng)語(yǔ)態(tài)的用法和結構。為下一步準確說(shuō)話(huà)做鋪墊。
5、為了更好的運用重點(diǎn)句型結構，我讓學(xué)生在1c部分讀完對話(huà)后，用1b里邊的句子進(jìn)行對子活動(dòng)，進(jìn)而提高學(xué)生的口語(yǔ)表達能力。
6、通過(guò)列舉世界知名品牌：中國瓷器、美國的李維斯牛仔褲、意大利的普拉達眼鏡、瑞士手表的圖片，進(jìn)行師生問(wèn)答，進(jìn)一步鞏固所學(xué)語(yǔ)法。并進(jìn)行情感教育：中國需要努力，你們需要努力。之后通過(guò)六個(gè)基礎題型來(lái)檢測他們對本節課重點(diǎn)知識的掌握。
5、總結本節課所學(xué)的知識，梳理知識結構，并通過(guò)家庭作業(yè)讓他們更好的掌握本節課內容。
總之，整節課，我始終遵循任務(wù)型教學(xué)的理念，以學(xué)生為主體，以任務(wù)為中心，以交際為目的，以課程標準為理論依據，以高效課堂為載體，堅持讓學(xué)生學(xué)會(huì )在生活中運用語(yǔ)言，始終遵循一個(gè)原則，就是讓學(xué)生樂(lè )學(xué)，因為興趣是最好的教師，整個(gè)過(guò)程中我也一直采用激勵機制給有所表現的學(xué)生以鼓勵，以增強他們學(xué)習英語(yǔ)的信心。
新目標九年級英語(yǔ)教案3
復習目標
熟練掌握現在完成時(shí)態(tài)的用法。
課前準備
要求學(xué)生在課前復習這兩個(gè)單元，背誦課文的部分段落、對話(huà)和單詞，復習現在完成時(shí)態(tài)，及動(dòng)詞的變化形式。（P255--257的動(dòng)詞不規則變化表）
知識要點(diǎn)
一、現在完成時(shí)態(tài)的構成
have/has+動(dòng)詞的過(guò)去分詞
二、與現在完成時(shí)態(tài)連用的常用副詞，詞組
just，already，yet，ever，never，several，times，so far，in the last/past few years。
already一般用于肯定句中，而yet一般用于疑問(wèn)句或否定句中。
三、現在完成時(shí)態(tài)表示過(guò)去發(fā)生的動(dòng)作對現在造成的影響或結果
四、現在完成時(shí)態(tài)也可表示過(guò)去發(fā)生的動(dòng)作一直持續到現在的動(dòng)作或狀態(tài)，可以和表示從過(guò)去某一時(shí)刻延續到現在（包括“現在”在內）的一段時(shí)間的狀語(yǔ)連用，常以for和since引導
for和表示一段時(shí)間的詞組連用。
since和表示過(guò)去某一時(shí)刻的詞或詞組連用。
Have/has been to 與have/has gone to的區別：
Have/has been to意為“已經(jīng)去過(guò)某地，且已回來(lái)”，have/has gone to意為“去了某地，但還未回來(lái)”。
五、現在完成時(shí)態(tài)中延續性動(dòng)詞與短暫性動(dòng)詞之間的轉換。
現在完成時(shí)態(tài)可以表示已經(jīng)發(fā)生了的動(dòng)作持續到現在（包括相應“現在”在內）的動(dòng)作或狀態(tài)，但動(dòng)詞必須是延續性動(dòng)詞，因此，如果句子需要現在用現在完成時(shí)態(tài)，有些短暫性動(dòng)詞要改成相應的延續性動(dòng)詞或詞組，常見(jiàn)的有：leave—be away， die—be dead ， buy—have，
borrow—keep， open—be open， begin/start—be on，
arrive/reach/get—be in， come/go—be in， get up –be up
get ill/fall—be ill， join—be in the /be a member of
詞組
1、on the shelf 在架子上
2、at the monent 現在；此刻
3、used to 過(guò)去常常做某事
4、put down 放下；寫(xiě)下
5、pay for sth。 付款
6、come up with 提供；提出
7、think of 認為；想起
8、get… back 找回；要回
9、pick up 拾（拿）起
10、(a)large number(s) of大量
11、all overthe world 遍及整個(gè)世界
12、no matter 無(wú)論怎樣
13、give up 放棄
14、ever since 從那時(shí)起
15、so far 迄今為止
16、come true 實(shí)現
17、slow down 減慢
18、be proud of以……自豪
19、speak highly 稱(chēng)贊
20、not only …but also 不僅……而且
21、the TV station 電視臺
22、be afraid of 害怕
23、a piece of music 一首音樂(lè )
24、cut down 砍下；割下
25、make a contribution to 貢獻給；捐贈
26、all one’s life （某人的）一生
27、do well in 在某方面擅長(cháng)
句型
1．Have you got…?
Have you got a CD player?
你有一臺激光唱機嗎？
2．…so+倒裝
She was worried and so was the librarian。
她很擔心，圖書(shū)管理員也一樣。
3．What’s the…like today?
What’s the surfing lide today?
今天沖浪怎么樣？
4．Have you ever been to…?
Have you ever been to Hawaii?
你曾經(jīng)去過(guò)夏威夷嗎？
5．There be+sth。+doing sth。
My friend said there was a truck collecting rubbish outside。
我朋友說(shuō)外面有輛收集垃圾的卡車(chē)。
6．It’s a pleasant way to do sth。
It’s a pleasant way to help keep our city clean。
這是一種愉快的方式幫助保持我們城市干凈。
7．the+比較級，the+比較級
The more trees ，the better。
樹(shù)越多越好。
新目標九年級英語(yǔ)教案4
教學(xué)目標
Key vocabulary: ancient, club, composition, pupil, meeting, call, even
Key structures: That’s news to me! What’s it about? Listen up, everyone.
Anyone else? That’s a fantastic idea listen up
教學(xué)重點(diǎn)
Get to know the wonders of the world
教學(xué)難點(diǎn)
Language points
教具
多媒體，tape 課時(shí) 2
教學(xué)課程
Step1 Warming-up and listening
1. Look at some pictures of the wonders of the world.
2. Talk about the picture. You can use the words in the box to help you.
3. Listen and check the words you hear.
Step 2 Listening and reading
1. (Close the books) Listen to the tape carefully.
2. Ask the students to read through the conversation individually.
3. Play the tape and have them read and follow.
4. Act it out.
5. Learn Everyday English
Step 3 Do Exercises
1. Choose the best answer in Activity 4.
2. Listen again and check.
3. Answer the questions in Activity 5.
Step 4 Explain the important and difficult points
Step 5 Pronunciation and speaking
1. Listen to the sentences.
2. Listen and repeat.
3. Say the sentences aloud.
Step 6 Homework
Finish the exercises in the workbook Ex. 1, 2, 3&4
個(gè)人修改
Revise what we learnt last term.
Show the pictures and learn the new words.
Read the key sentences.
Read the dialogue in roles.
新目標九年級英語(yǔ)教案5
Unit 3 Could you please tell me where the restrooms are?
一、教學(xué)目標：
1、語(yǔ)言知識目標
基本詞匯：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground
基本句型：Excuse me, do you know where I can buy some medicine?
Sure. There’s a supermarket down the street.
Could you please tell me how to get to the post office?
Sorry, I’m not sure how to get there.
I wonder where we should go next.
Could you tell us when the band starts playing this evening?
You should try that new ride over there.
2、 技能目標：
（1）能用賓語(yǔ)從句禮貌的尋求幫助。
（2）能用正確的方法指路。
3、情感目標： 培養學(xué)生尊重他人，對人有禮貌，熱愛(ài)生活。
二、教學(xué)重難點(diǎn)：
1、教學(xué)重點(diǎn)：
（1）禮貌的向他人尋求幫助。
（2）正確使用賓語(yǔ)從句。
2、 教學(xué)難點(diǎn)：運用賓語(yǔ)從句禮貌的尋求幫助。
三、教學(xué)步驟：
Section A 1 (1a-2d)
Step 1 Warming –up
Greeting
Step 2 Presentation
（1）Guessing game
Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student say： We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.
（2）Show some stamps to students and present the new sentences：
Could you tell me where I can buy some stamps?
Could you please tell me where I can get a dictionary?
Do you know where I can get some magazines?
Step 3 Practice
1) Match each thing with a place in the picture in 1a.
2) Read the phrases.
___ get some money
___ get some magazines
___ have dinner
___ get a dictionary
___ get some information about the town
___ buy a newspaper
___ buy some stamps
___ get a pair of shoes
Step 4 Listening
Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.
Step 5 Practice
Make conversations using the information in 1a. Then talk about your own city. For example：
A： Excuse me, could you please tell me how to get to the bookstore?
B： Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.
A： Thanks. Do you know when the bookstore closes today?
B： It closes at 7：00 p.m. today.
A： Thank you!
B： You’re welcome.
Step 6 Listening
1. Listen and number the directions in the order that you hear them.
2a You will hear some of the directions below. Number the directions in the order you hear them.
___ Go to the bird floor.
___ Turn left.
___ Go to the second floor.
___ Turn right.
___ The supermarket is between the flower store and the bookstore.
___ Go past the bookstore.
2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.
3. Listen the third time and answer the questions.
1) Excuse me, can you tell me where I can buy some medicine?
2) Do you know how to go there?
3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?
4) OK, thanks a lot.
Step 7 Pairwork
Make conversations about the other places in the picture in 2a.
A： Excuse me. Can you tell me where I can buy some stamps?
B： Yes, there’s a post office in this shopping center.
A： Do you know how to go there?
B： Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.
A： OK, great. Oh, and one more thing. Do you know …
B： I’m not sure, but you …
A： OK, thanks a lot.
B： You’re welcome.
Step 8 Reading
1. Read the conversation in 2d and answer the questions.
2. Role – play the conversation.
3. Explain the language pints in 2d.
(1) Go along Main Street until you pass Center Street.
1) until和 till同義為“直到……” ，till多用于口語(yǔ)，until可以放在句首，till則不能放在句首。
2) not...until“直到……才”，表示直到某一時(shí)間, 某一行為才發(fā)生, 之前該行為并沒(méi)有發(fā)生。
e.g. I did not study English until 9 o'clock last night.
(2) Pardon? Restroom? You already want to rest? But we haven’t even started yet!
1) pardon用作動(dòng)詞，后面既可以跟賓語(yǔ)，也可以跟雙賓語(yǔ)；pardon sb. for doing sth.意為“原諒/寬恕某人做某事”
e.g. Can you pardon me for not passing the exam, Mom?
2) 在沒(méi)有聽(tīng)懂對方的話(huà)，請對方重復一 下時(shí)也可說(shuō) pardon。
e.g. Pardon? I’m sorry I can’t follow you.
(3) I’m excited to try the rides!
excited和 exciting的區別：
1) excited意為“激動(dòng)的；興奮的”，作表語(yǔ)時(shí)，主語(yǔ)通常是人；作定語(yǔ)時(shí)，常用來(lái)修飾人，說(shuō)明激動(dòng)的表情。
e.g. All of us were excited when we heard the good news.
The excited child opened his present quickly.
2) exciting意為“激動(dòng)人心的”，作表語(yǔ)時(shí)，主語(yǔ)通常是物；作定語(yǔ)時(shí)，常用來(lái)修飾物。
e.g. The movie is very exciting.
My father told me an exciting story.
(4) I mean … you know, a washroom or bathroom.
mean作動(dòng)詞有以下含義：
1) 有……的意思，指（多作及物動(dòng)詞），其后可跟名詞或代詞，也可跟從句。
e.g. What does this word mean?
2）意味（著(zhù)）（及物動(dòng)詞），常跟名詞，有時(shí)可跟動(dòng)詞-ing形式或從句。
e.g. Carl really could not do that — it would mean the end of his career.
3）有……意圖，打算，想，常跟名詞、代詞或動(dòng)詞不定式。跟帶不定式
的復合結構時(shí)，還可用于被動(dòng)語(yǔ)態(tài)。
e.g. I never meant to hurt you.
四、總結
（略）
新目標九年級英語(yǔ)教案6
一、教學(xué)課題：
Topic 1 There are many kinds of pollution around us.
二、教學(xué)內容：
1. New words and expressions：
produce, chest, breathe, manage, waste, cancer, influence, look, several, secretary, relation, fisherman, president, dead, rabbit
2. Learn the present perfect tense with for/since:
3. Learn something about some kinds of pollution:
（1）The large population has caused many problems.
（2）Air pollution makes people sick.
（3）Light pollution is harmful to our eyes.
（4）Litter influences the look of our cities.
三、教學(xué)目標:
1. Learn the present perfect tense with since.
2. Learn how to express complaint.
3. Learn the present perfect tense with for and since
四、教學(xué)難點(diǎn)：
1. Learn the present perfect tense with since.
2. Learn how to express complaint.
3. Learn the present perfect tense with for.
五、教學(xué)準備：課前讓學(xué)生準備一些有關(guān)各種污染的一些圖片。
六、教具：圖片, 錄音機, 多媒體.
七、教學(xué)過(guò)程：
Show some pictures to the students, then ask: Step 1 Review
Now please look at these pictures. Would you like to say something about the environment around us? Please file:///C:/DOCUME~1/ADMINI~1/LOCALS~1/Temp/msohtml1/01/clip_image002.gifanswer my questions.
No.1. where do you live?
No.2. Are there any changes in your village/town/city?
What changes have taken place in your village…?
No.3. How do you like living there? Why?
(What problems do we have to face?)
Step 2 Presentation
Show some pictures about polluted water, ask the students to tell their partner what happened in the picture?
Then teach the words:
Chemical factory produce chest breathe
Get the students to look at the pictures and then talk about why the air smells terrible.
Listen to the tape again. Answer the following questions
(1) Who are in the picture?
(2) What are they talking about?
(3) Is the chemical factory near Granny’s home?
(4) Can we find fish in the river?
(5) Is the sky blue?
Step 3 Read and say.
Get the students read 1a and answer the questions:
1. What’s the matter with granny?
2. Will she stay here?
3. Does she have to see a doctor?
And then call the students find out the sentences used by granny to express complaint. Then do 1b in the class.
Step 4 Practice
Get the students Look at the pictures. Answer following questions.
(1) Are there any chemical factories in your city?
(2) Are they near your school?
(3) What was your city like a few years ago?
(4) Can you list some other kinds of pollution?
Ask the students to think about how the pollution come into being and realize the harm of the pollution.
Step 5 Work alone
Get the students define the following pollution with the phrases in 3a.
Step 6 Make a survey
Now make a survey to study something around your home.
Fill in the forms.
( )1.—How long _____ you _____ here? 一、中考鏈接 選擇題
—For about two years so far.
A.have; studied B.did; live C.do; stay D.were; swimming
( )2.We have known each other _____ ten years ago.
A.for B.ever C.about D.since
( )3.There is _____ pollution in the world. We must stop it.
A.much too B.too much C.many too D.too many
( )4.—Is the flower beautiful?
—Yes, at _____ it’s _____ the one you bought for me.
A.last; as bad as B.least; no better than
C.last; not better D.least; no worse than
( )5.I can’t stand _____ for you so long.
A.to wait B.waiting C.waits D.waited
( )6.The boss made child laborers _____ 12 hours every day.
A.working B.works C.work D.to work
( )7._____ the environment is important for human beings.
A.Take care of B.Taking care of C.Took care of D.Take the care of
( )8.—Have you finished your homework?
—Not _____. There are still some exercises to be done.
A.already B.yet C.just D.ever
( )9.—It smells terrible. What has happened here?
—Look, there is much waste gas _____ from the chemical factory.
A.pour B.pouring C.poured D.pours
( )10.When I was walking in the street yesterday, I saw a UFO _____ over my head.
A.flying B.flies C.flew D.to fly
二、本話(huà)題作業(yè) 單項選擇
( ) 1. — Don’t make any noise in the living room! My baby is sleeping.
—
A. Sorry, I won’t. B. It doesn’t matter.
C. Excuse me, I’m wrong. D. Certainly, I won’t.
( ) 2. — I asked her, “Do you study English here?”
— I asked her she studied English there.
A. that B. what C. if D. how
( ) 3. Thanks for giving me many presents. I haven’t never seen beautiful presents
in my life.
A. so; such B. such; so C. so; so D. such; such
( ) 4. — How long has he this book?
— For several days.
A. borrowed B. bought C. lent D. kept
( ) 5. Maria’s learned Chinese in our school all the time, ?
A. isn’t she B. doesn’t she C. didn’t she D. hasn’t she
( ) 6. The meat has been kept in the bag for several days without being frozen. It smells
now.
A. nice B. terrible C. well D. badly
( ) 7. What’s more, planes or machines produce noise.
A. much too B. many too C. too much D. too many
( ) 8. She told me she to America next Thursday.
A. goes B. went C. going D. would go
( ) 9. There is a paper factory waste water into the river nearby.
A. poured B. pouring C. pours D. pour
( ) 10. I can’t stand for you so long.
A. to wait B. waiting C. waits D. waited
Ⅱ.詞匯
(A) 根據句意，用所給單詞的適當形式填空。
1.Look, there is a bird _____ (sing) in the tree.
2.The bad air makes my chest hurt and it’s difficult for me _____(breath).
3.They are doing their homework carefully. You’d better not _____(disturb) them.
4.Litter _____ (influence) the look of our city.
5.It is known that smoking does great _____(harm) to us.
(B) 根據句意及漢語(yǔ)提示完成句子。
6.The chemical factories _____ (生產(chǎn)) terrible gas.
7.Each year people pour _____ (廢物) into rivers, lakes and so on.
8.There are _____ (幾個(gè)) students reading books over there.
9.Do you know he has _____ (參軍) for five years?
10.Loud noises can cause high _____ (血) pressure as well.
Ⅲ.書(shū)面表達
人類(lèi)只有一個(gè)地球。根據提示，以“Saving the Earth”為題，寫(xiě)一篇80詞左右的短文。
提示: 1.如何保護環(huán)境已成為世界最大難題之一；
2.各種污染破壞環(huán)境，損害健康；
3.不要亂倒垃圾，亂排廢水；
4.我們應該保護環(huán)境，使我們的家園更加美麗。
新目標九年級英語(yǔ)教案7
一、教材分析
定語(yǔ)從句是本單元的語(yǔ)法要點(diǎn)，是在1-8單元已經(jīng)對該語(yǔ)法知識有所滲透的前提下安排的。本節課話(huà)題是讓學(xué)生體會(huì )音樂(lè )在生活中無(wú)處不在，體會(huì )不同類(lèi)型音樂(lè )的特點(diǎn)，學(xué)會(huì )熱愛(ài)生活；能用簡(jiǎn)單的定語(yǔ)從句形式表述自己的觀(guān)點(diǎn)。通過(guò)本節的學(xué)習，增強學(xué)生對復合句的理解，提高其對此句式的應用能力。
二、 三維目標
1、知識目標：
掌握本單元的基本詞匯，學(xué)會(huì )恰當的使用引導詞that ,who
2、能力目標
1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their ownmusic.”
2）能夠自如地談?wù)撟约核矚g的音樂(lè )以及音樂(lè )家。
3、情感目標：
通過(guò)學(xué)生談?wù)搶σ魳?lè )和音樂(lè )家的好惡，從而使學(xué)生學(xué)會(huì )欣賞音樂(lè )的美。
三、教學(xué)重點(diǎn)
1）本節課的教學(xué)重點(diǎn)是學(xué)會(huì )并掌握先行詞為物或者人時(shí)，引導詞“that ,who ”的使用方法。
2）“prefer …to…”的用法
3）掌握有關(guān)音樂(lè )的詞匯和相關(guān)的詞組，能夠比較流利地描述自己喜歡的音樂(lè )，運用功能句 “What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”
四、教學(xué)難點(diǎn)
定語(yǔ)從句運用
五、教學(xué)策略
采用任務(wù)型語(yǔ)言教學(xué)，實(shí)施情境教學(xué)法、小組合作探究法、情感激勵法。
六、教學(xué)準備
自制多媒體課件（PowerPoint）；錄音機(A tape recorder)
七、教學(xué)環(huán)節
1、課堂導入
⑴ Warming up
⑵ Discuss: Do you like music? What kind ofmusic do you know?
⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒體出示）
⑷Let Ss read 1a. Explain the sentences:
I prefermusic that has great lyrics=I like music that has great lyrics better.
lyrics:the plural form is often used.
Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.
2、課堂講授
Explain attributive clauses.
定語(yǔ)從句：在復合句中修飾名詞或者代詞的從句叫做定語(yǔ)從句。先行詞是“人”時(shí)，用關(guān)系代詞who引導，先行詞是“物”時(shí)，用關(guān)系代詞that來(lái)引導
I love singers who write their ownmusic
I like music that I can dance to.
a. that即可代表事物也可代表人，which代表事物；它們在從句中作主語(yǔ)或賓語(yǔ)，that在從句中作賓語(yǔ)時(shí)常可省略關(guān)系詞，which在從句中作賓語(yǔ)則不能省略。而且，如果which在從句中作“不及物動(dòng)詞＋介詞”的介詞的賓語(yǔ)，注意介詞不要丟掉，而且介詞總是放在關(guān)系代詞which的前邊，但有的則放在它原來(lái)的位置
b. which作賓語(yǔ)時(shí)，根據先行詞與定語(yǔ)從句之間的語(yǔ)義關(guān)系，先行詞與which之間的介詞不能丟
c. 代表物時(shí)多用which，但在帶有下列詞的句子中用that而不用which，這些詞包括all,anything, much等，這時(shí)的that常被省略
d. who和whom引導的從句用來(lái)修飾人，分別作從句中的主語(yǔ)和賓語(yǔ)，whom作賓語(yǔ)時(shí)，要注意它可以作動(dòng)詞的賓語(yǔ)也可以作介詞的賓語(yǔ)
e. where是關(guān)系副詞，用來(lái)表示地點(diǎn)的定語(yǔ)從句
3、課堂練習
Fill inthe blank with who that
1）.I have a brother _______likes soccer.
2）Tom doesn’t like movies_______are too long and too scary.
3） We prefer groups ________ play loud and energetic songs.
4） He likes friends_________ often help each other
4、課堂活動(dòng)
1) Askand answer in pairs:
What kindof music do you like best? Why?
I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.
2) Listento four pieces of music .Then practice the conversation in pairs.
3) Showseveral pictures and introduce their favorite singers ,groups and so on..
4) Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.
5) Listenand complete 1b,2a and 2b.
5、課堂小結
在定語(yǔ)從句中，先行詞是“人”的時(shí)候，用關(guān)系代詞who來(lái)引導，先行詞是“物”時(shí)，用關(guān)系代詞that來(lái)來(lái)引導。
I like singers who write their own music
I love music that I can dance to.
who / that 在定語(yǔ)從句中做主語(yǔ)的時(shí)候，謂語(yǔ)動(dòng)詞的單復數應該與先行詞保持一致
I prefershoes that are cool.
I like apizza that is really delicious.
I lovesingers who are beautiful.
I have afriend who plays sports.
6、作業(yè)布置
Write a composition about the kinds of the friends they likeand dislike
新目標九年級英語(yǔ)教案8
Unit 3 Could you please tell me where the restrooms are?
一、教學(xué)目標：
1. 語(yǔ)言知識目標
基本詞匯：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central,
mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground
基本句型：Excuse me, do you know where I can buy some medicine?
Sure. There’s a supermarket down the street.
Could you please tell me how to get to the post office?
Sorry, I’m not sure how to get there.
I wonder where we should go next.
Could you tell us when the band starts playing this evening?
You should try that new ride over there.
2. 技能目標: (1)能用賓語(yǔ)從句禮貌的尋求幫助。
(2)能用正確的方法指路。
3. 情感目標: 培養學(xué)生尊重他人，對人有禮貌，熱愛(ài)生活。
二、教學(xué)重難點(diǎn)：
1.教學(xué)重點(diǎn)：
(1)禮貌的向他人尋求幫助。
(2)正確使用賓語(yǔ)從句。
2. 教學(xué)難點(diǎn)：運用賓語(yǔ)從句禮貌的尋求幫助。
三、教學(xué)步驟:
Section A 1 (1a-2d)
Step 1 Warming –up
Greeting
Step 2 Presentation
(1)Guessing game
Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.
For example, one student say: We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.
(2)Show some stamps to students and present the new sentences:
Could you tell me where I can buy some stamps?
Could you please tell me where I can get a dictionary?
Do you know where I can get some magazines?
Step 3 Practice
1) Match each thing with a place in the picture in 1a.
2) Read the phrases.
___ get some money
___ get some magazines
___ have dinner
___ get a dictionary
___ get some information about the town
___ buy a newspaper
___ buy some stamps
___ get a pair of shoes
Step 4 Listening
Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.
Step 5 Practice
Make conversations using the information in 1a. Then talk about your own city. For example:
A: Excuse me, could you please tell me how to get to the bookstore?
B: Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.
A: Thanks. Do you know when the bookstore closes today?
B: It closes at 7:00 p.m. today.
A: Thank you!
B: You’re welcome.
Step 6 Listening
1. Listen and number the directions in the order that you hear them.
2a You will hear some of the directions below. Number the directions in the order you hear them.
___ Go to the bird floor.
___ Turn left.
___ Go to the second floor.
___ Turn right.
___ The supermarket is between the flower store and the bookstore.
___ Go past the bookstore.
2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.
3. Listen the third time and answer the questions.
1) Excuse me, can you tell me where I can buy some medicine?
2) Do you know how to go there?
3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?
4) OK, thanks a lot.
Step 7 Pairwork
Make conversations about the other places in the picture in 2a.
A: Excuse me. Can you tell me where I can buy some stamps?
B: Yes, there’s a post office in this shopping center.
A: Do you know how to go there?
B: Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.
A: OK, great. Oh, and one more thing. Do you know …
B: I’m not sure, but you …
A: OK, thanks a lot.
B: You’re welcome.
Step 8 Reading
1. Read the conversation in 2d and answer the questions.
2. Role – play the conversation.
3. Explain the language pints in 2d.
(1) Go along Main Street until you pass Center Street.
1) until和 till同義為“直到……” ，till多用于口語(yǔ)，until可以放在句首，till則不能放在句首。
2) not...until“直到……才”，表示直到某一時(shí)間, 某一行為才發(fā)生, 之前該行為并沒(méi)有發(fā)生。
e.g. I did not study English until 9 o'clock last night.
(2) Pardon? Restroom? You already want to rest? But we haven’t even started yet!
1) pardon用作動(dòng)詞，后面既可以跟賓語(yǔ)，也可以跟雙賓語(yǔ);pardon sb. for doing sth.意為“原諒/寬恕某人做某事”
e.g. Can you pardon me for not passing the exam, Mom?
2) 在沒(méi)有聽(tīng)懂對方的話(huà)，請對方重復一 下時(shí)也可說(shuō) pardon。
e.g. Pardon? I’m sorry I can’t follow you.
(3) I’m excited to try the rides!
excited和 exciting的區別:
1) excited意為“激動(dòng)的;興奮的”，作表語(yǔ)時(shí)，主語(yǔ)通常是人;作定語(yǔ)時(shí)，常用來(lái)修飾人，說(shuō)明激動(dòng)的表情。
e.g. All of us were excited when we heard the good news.
The excited child opened his present quickly.
2) exciting意為“激動(dòng)人心的”，作表語(yǔ)時(shí)，主語(yǔ)通常是物;作定語(yǔ)時(shí)，常用來(lái)修飾物。
e.g. The movie is very exciting.
My father told me an exciting story.
(4) I mean … you know, a washroom or bathroom.
mean作動(dòng)詞有以下含義：
1) 有……的意思，指(多作及物動(dòng)詞)，其后可跟名詞或代詞，也可跟從句。
e.g. What does this word mean?
2)意味(著(zhù))(及物動(dòng)詞)，常跟名詞，有時(shí)可跟動(dòng)詞-ing形式或從句。
e.g. Carl really could not do that — it would mean the end of his career.
3)有……意圖，打算，想，常跟名詞、代詞或動(dòng)詞不定式。
跟帶不定式
的復合結構時(shí)，還可用于被動(dòng)語(yǔ)態(tài)。
e.g. I never meant to hurt you.
(5) We normally say “toilets” or “washrooms”.
normally adv. 正常地; 通常地，一般地
e.g. August is normally a slow month.
(6) Nine thirty, so you don’t need to rush!
rush v. 倉促; 匆忙 n. 倉促; 匆忙
e.g. Then three policemen rushed at him. (rush v.)
They made a rush for the door. (rush n.)
Step 9 Summary
1) Excuse me. Where is Qiaotou Middle School?
2) Excuse me. Could you tell me where Qiaotou Middle School is?
3) Excuse me. Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School?
4) Excuse me. Which is the way to Qiaotou Middle School?
Step 10 Homework
Make conversations about your own town/city.
Section A 2 (3a-3b)
Step 1 Revision
1) Translate the sentences into English.
① 請你告訴我，怎樣去書(shū)店好嗎?
② 打擾了，你知道我在哪能買(mǎi)到一些郵票嗎?
③ 我想知道公園今天什么時(shí)候關(guān)門(mén)。
④ 銀行和超市之間有一個(gè)餐館。
2) Role-play the conversation in 2d.
Step 2 Presentation
1) Show a picture of fun park. Ask students: Are you excited to try these in the fun park?
2) Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try?
Step 3 Reading
1) Read the conversation in 3a quickly and true or false the sentences.
① Alice and He Wei are in Water World.
② The new ride looks scary.
③ Alice was scary at first.
④ Alice thinks the new ride is actually fun.
⑤ He Wei thinks Fun Times Park restaurant severs delicious food.
⑥ A rock band plays in Water World Restaurant every evening.
⑦ Alice and He Wei can go later to the restaurant.
2) Read the conversation again and answer the questions in 3a.
1. Why did Alice not want to go on the new ride? How did she feel after the ride?
2. What is special about Uncle Bob’s restaurant?
3. Should Alice and He Wei get there early for dinner? Why?
Step 4 Practice
Underline the questions or statements in the conversation that ask for information. Rewrite them in a different way.
e.g. I wonder where we should go next.
Could you tell me where we could go next?
Check the answers with the whole class.
Step 6 Language points
1. I was scared at first, but shouting did help.
此句相當于I was scared at first, but shouting really helped. 原句是一種表現強調的句式，英語(yǔ)中，可用助動(dòng)詞do對謂語(yǔ)動(dòng)詞進(jìn)行強調，構成強調句。
e.g. Please do be careful. 請一定小心。
I do agree with you. 我完全同意你的意見(jiàn)。
He did warn you other day, remember? 他前兩天就告誡過(guò)你，還記得嗎?
2. You never know until you try something.
try的用法
1) 做名詞 have a try 試一試
e.g. Why not have a try? 為什么不試一試?
2) 做動(dòng)詞
(1) try to do sth. 努力做某事
e.g. Well, we’ll try to finish the homework in time.
那好。
我們爭取及時(shí)完成作業(yè)。
(2) try doing sth. 表示嘗試著(zhù)去做某事
e.g. -- I usually go there by train. 我通常乘火車(chē)去那兒。
-- Why not try going by boat for a change? 為什么不換乘船呢?
(3) try one’s best 盡某人最大的努力
e.g. Thank you. I will try my best.
謝謝你。
我會(huì )盡力而為的。
3. I suggest Water City Restaurant in Water World.
suggest作動(dòng)詞，可意為“顯示;間接表明”，后可接賓語(yǔ)從句。
e.g. His behavior suggested (that) he was a kind man.
他的行為顯示他是個(gè)好人。
suggest作“建議”講時(shí)，應注意以下兩點(diǎn)：
1) suggest doing sth. 建議做某事
e.g. I suggested going home.
我建議回家。
2) suggest后接從句時(shí)，從句常用虛擬語(yǔ)氣，謂語(yǔ)由“should +動(dòng)詞原形”構成，
should可以省略。
e.g. I suggested that we should go home. 我建議我們回家。
另外，suggestion是suggest的名詞形式，作“建議”講時(shí)，是可數名詞。
e.g. Do you have any suggestions? 你有什么建議嗎?
4. The restaurant is always busy, at that time so come a little earlier to get a table.
用于“就餐”的語(yǔ)境時(shí)，形容詞busy相當于“吃飯人多;餐廳擁擠”的意思;動(dòng)詞短語(yǔ)to get a table類(lèi)似于漢語(yǔ)“定餐桌;占位子”等意思。
Step 7 Homework
1. 背誦3a。
2. 用“Could you tell me … ?”寫(xiě)三個(gè)問(wèn)路的句子。
Section A 3 (Grammar Focus-4c)
Step 1 Revision
1. How did Alice and He Wei think of the new ride?Students say the sentences together?
Alice thought that it looked pretty scary. He Wei thought that it would be fun.
2. After the ride, Alice and He Wei talked about their feeling.
Alice thought that was fun! She was scared at first, but shouting really did help. He Wei told Alice that “You never know until you try something.”
3. Alice and He Wei talked about Uncle Bob’s.
Alice thought this restaurant looked interesting. It seemed a rock band plays there every evening. He Wei suggested that they could have dinner there.
Step 2 Grammar Focus
1) Let students complete the sentences.
1. 打擾了，你知道我能在哪買(mǎi)到一些藥?
Excuse me, do you know where ____ _____ buy some medicine?
2. 當然，順著(zhù)這條街有個(gè)超市。
Sure. There is a supermarket down the street.
3. 請你告訴我怎樣到郵局好嗎?
Could you please tell me _____ ____ get to the post office?
4. 對不起，我不確定怎樣到那。
______, I am ______ ______ how to get there.
5. 你能告訴我們今晚樂(lè )隊什么時(shí)候開(kāi)始演奏嗎?
Can you tell us ______ ____ ______ ______ playing this evening?
6. 晚上8點(diǎn)開(kāi)始。
It starts at 8:00 p.m.
7. 我想知道接下來(lái)我們該去哪兒。
I ______ where we ______ _____ _____.
8. 你應該試試那個(gè)新的乘騎設施。
You should try that new ride over there.
2)Objective clauses with wh-questions
上一個(gè)單元我們已經(jīng)學(xué)習了由that和whether, if引導的賓語(yǔ)從句。
這個(gè)單元我們繼續學(xué)習由疑問(wèn)詞引導的賓語(yǔ)從句。
疑問(wèn)詞：疑問(wèn)代詞(what、whom、who、whose、which)疑問(wèn)副詞(when、where、why、how)。
語(yǔ)序：無(wú)論主句是陳述句還是疑問(wèn)句，也無(wú)論主從句間是什么引導詞，賓語(yǔ)從句一律用陳述語(yǔ)序，即“引導詞+主語(yǔ)+謂語(yǔ)+其它”。
如：Could you tell me where Wei Fang lives?
時(shí)態(tài)
1. 如果主句是一般現在時(shí)或一般將來(lái)時(shí)，賓語(yǔ)從句的時(shí)態(tài)不受限制，可根據實(shí)際表達的需要來(lái)確定。
如：
Jenny knows the man was flying a kite at that time.
You will understand why I did it one day.
總有一天你會(huì )明白我為什么那樣做。
2. 如果主句是一般過(guò)去時(shí)，賓語(yǔ)從句用過(guò)去時(shí)態(tài)的某種形式。
如：
I thought he had gone to town that day.
我以為他那天進(jìn)城去了。
3. 如果賓語(yǔ)從句敘述的是客觀(guān)事實(shí)、自然現象或科學(xué)真理等，從句不受主句時(shí)態(tài)的限制，用一般現在時(shí)。
如：
He said time is money.
他說(shuō)時(shí)間就是金錢(qián)。
3)Practice
1. He asked ________ for the computer.
A. did I pay how much B. I paid how much
C. how much did I pay D. how much I paid
2. “Have you seen the film?” he asked me.
He asked me _______.
A. had I seen the film
B. have I seen the film
C. if I have seen the film
D. whether I had seen the film
3. “You’ve already got well, haven’t you?” she asked.
She asked ______.
A. if I have already got well, hadn’t you
B. whether I had already got well
C. have I already got well
D. had I already got well.
4. He asked, “How are you getting along?”
He asked _______.
A. how am I getting along
B. how are you getting along
C. how I was getting along
D. how was I getting along
5. He asked me _____ told me the accident.
A. whom B. which C. who D. whose
6. She asked me if I knew ______.
A. whose pen is it B. whose pen it was
C. whose pen it is D. whose pen was it
Keys: DDBCCB
Step 3 Function: Ask for information politely and follow directions
1) 問(wèn)路時(shí)應注意
① 問(wèn)路時(shí)應首先說(shuō)一聲：“Excuse me.”這樣可以引起對方的注意，又不失禮貌。
② 當你沒(méi)聽(tīng)清時(shí)，你可以說(shuō)一聲“Excuse me, would you please say it again?”(對不起，請您再說(shuō)一遍好嗎?) 或“I beg your pardon?”(對不起，請再說(shuō)一遍好嗎?)等，禮貌地要求對方重復一遍。
③ 問(wèn)完路后，千萬(wàn)不要忘記向對方說(shuō)句“Thank you for helping me.” 或“Thank you.”
④ 問(wèn)路時(shí)經(jīng)常會(huì )用到“向左(右)拐”這樣的表達，英語(yǔ)對此有兩種常見(jiàn)的說(shuō)法，即turn left (right)或turn to the left (right)。
表示 “在左(右)邊”，英語(yǔ)用介詞on或at均可。
2)用英語(yǔ)問(wèn)路及其回答
① Excuse me, can you tell me where the railway station is?
打擾一下，請問(wèn)火車(chē)站在哪兒?
② Excuse me, but can you tell me the way to the train station?
勞駕，請問(wèn)去火車(chē)站怎么走?
③ Excuse me, could you tell me which is the way to the nearest hospital?
勞駕，請問(wèn)去最近的醫院怎么走?
④ Excuse me, would you please show me the way to the post office?
請告訴我去郵局怎么走好嗎?
⑤ Excuse me, would you mind telling me the way to the police station?
勞駕，請告訴我去警察局怎么走好嗎?
⑥ Excuse me, how can I get to No. 1 Middle School?
勞駕，請問(wèn)去一中怎么走?
⑦ Excuse me, is this the right way to the People’s Park?
打擾了，請問(wèn)去人民公園走這條路對嗎?
⑧ Excuse me. Could you tell me if there is a Qiaotou Middle School near here?
打擾了，請問(wèn)橋頭中學(xué)是否在這附近?
⑨ Excuse me. Do you know how I can get to Qiaotou Middle School?
= Excuse me. Do you know how to get to Qiaotou Middle School?
請問(wèn)，你知道怎樣去橋頭中學(xué)嗎?
3)指路的方法
① Take along with this street, and … is on you left.
② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.
③… is behind (near, next to, on the left of) …
④ You can just take NO.111 bus, and get off at the second station. And you’ll see it.
⑤ Look! … is in front of us far away, right there!
Step 4 Practice
1) Rewrite the questions in 4a to make them more polite.
① Where can I buy some grapes or other fruit?
② How does this CD player work?
③ How do I get to the Central Library?
④ Is the Italian restaurant nearby open on Mondays?
Get students write down their answers in their books.
2) What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.
① Tim is very hungry.
Could you tell me where I can get something to eat?
Excuse me, would you mind telling me how I can get to a nearby restaurant?
Pardon me, do you know if there’s a restaurant around here?
② Sally needs to mail a letter.
③ Helen needs to know when the bike shop closes.
④ Ben is wondering if there’s a bank in the shopping center.
3) Ask students to write four questions that a tourist might ask about your city/ town. Then role-play conversations with your partner.
Step 5 Exercises
Translate the sentences into Chinese.
① 請你到那后給我打個(gè)電話(huà)好嗎?
② 請在這條路的盡頭向右轉。
③ 你能告訴我在哪里可以買(mǎi)到一些郵票嗎?
④ 你可否告訴我火車(chē)什么時(shí)候到達武漢?
Step 6 Homework
假如你到一個(gè)陌生的城市去旅游，你想向當地人了解一些關(guān)于那個(gè)城市的
東西，請編寫(xiě)一個(gè)你和當地人的小對話(huà)。
Section B1 (1a-2d)
Step 1 Revision
You are a tourist in a city, you want to know something about the city. Make a conversation about asking information politely.
A: Could you please tell me where the nearest bank is?
B: Sure, go east along this street, then you’ll see it.
A: Can you tell me if there is a delicious restaurant near here?
B: Sure. Walk along this street, the restaurant is on you right.
A: And do you know where the biggest hospital is?
B: Go down this street, turn left at the first crossing, you will see it.
A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is?
B: It’s over there, just across from you.
A: Haha! I see it. Thank you very much!
B: You are welcome.
Step 2 Lead in
1) Talk about places in your city.
2) Show some pictures of places and discuss what qualities are important for each place.
Step 3 1a & Pairwork
1a What qualities are important for each place? Write the words from the box next to each place below. Write the most important words first.
Places Qualities
restroom clean, uncrowded, convenient
museum interesting, quiet, uncrowded
restaurant clean, inexpensive, quiet
park beautiful, safe, big
subway uncrowded, safe, convenient
mall inexpensive, big, interesting, convenient, safe
Pair work
1b Talk about places in your city using the words in 1a.
A: The Fun Arts Museum is really interesting.
B: Yes, and it’s beautiful, too.
A: ….
Step 4 Listening (1c)
1) Listen and check the sentences you hear.
Conversation 1
______ You can go to Green Land.
Conversation 2
_____ Could you tell me where the bookstore is?
2) Listen to the conversations and complete the sentences.(1c)
Conversation 1
The boy asks about ___________, and the clerk tells him to go to Green Land.
Conversation 2
The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.
Conversation 3
The mother asks about ________. The father wants to go to a ________ museum. The younger girl wants to go to a _______ museum. The boy wants to go to a __________ museum. The older girl wants to go to an ______ museum. The clerk suggests they go to the _________ museum.
3) Listen again and answer the questions (1d)
Conversation 1
The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…
Step 5 Practice
Role-play the conversations between the clerk and the tourist.
A: Can you tell me where there’s good place to eat?
B: Of course. What kind of food do you like?
A: I’d like fresh vegetables.
B: You can go to Green Land, they have delicious salad.
A: ….
Step 6 Presentation
2a Where do you need to make polite requests? Think of some possible situations.
Discuss them with your partner.
In a foreign country.
In public places like a bank, a post office, a library, a shopping mall, etc.
At school.
At home, especially when speaking to your elders.
Zhang Ming is traveling in the USA. He wants to go to a small town but he doesn't know the way now. What should he do?
Step 7 Discussion
Discuss the language you used to make this request (要求，請求). Was it the same each time? If not, discuss why not.
Step 8 Reading
1) Read the article and match paragraph with its main idea.
2d Read the article and underline the topic sentence for each paragraph.
新目標九年級英語(yǔ)教案9
Paragraph 1
When you visit a foreign country, it is important to know how to ask for help politely (adv. 禮貌地)….
Paragraph 2
Good speakers change the way they speak in different situations. …
Paragraph 3
Usually polite questions are longer. They include expressions such as “Could you please …?” or “May I ask …?”
Paragraph 4
However, it is important to learn how to use the right language in different situations. …
2) Read the article again and answer the questions.
Read paragraph 1 and answer the question.
What else do we need to learn besides asking a question correctly when you ask for help?
We need to learn how to be polite when we ask for help.
Read paragraph 2 and answer the question.
What do we need to think about when you talk to different people?
We need to think about whom we speak to or how well we know them.
Read paragraph 3 and answer the question.
What can lead in to a request with a stranger on the street?
“Excuse me, I wonder if you can help me” or “I’m sorry to trouble you, but …” before asking for help.
2c Find all the direct questions and polite requests from the passage.
Direct questions Polite requests
1. 1. Where are the restrooms?
2. When is the school trip?
3. Peter, tell me your e-mail address.
4. Where’s the post office?
1. Could you tell me where the restrooms are?
2. Excuse me, Mr. West.
Do you know when
the school trip is?
3. Peter, could you
please tell me
your e-mail address?
4. Pardon me, could you please tell me where to park my car?
2d Read the requests below. In the second column, write A if you would say it to someone you know and B if you would say it to a stranger. In the last column, write where you think these people are.
Request Person Place
1. Will you pass the salt? A home
2. Do you know where I can change some money, please? B street
3. Could you tell me what just happened? A/B any public place/home
4. Can you please tell me where the nearest station is? B street
5. Excuse me, do you know what time it begins, please? B movie theater
6. Let me know when you’re ready, OK? A home
7. Could you possibly tell me the way to the village school? B street
Step 9 Language points
1. Both are correct, but the first one sounds less polite.
less + 形容詞或副詞，構成降級比較形式，相當于中文“不那么;稍許不……”之意。
e.g. His second movie is less interesting.
他的第二部電影就沒(méi)那么有趣。
2. It might seem more difficult to speak politely than directly.
情態(tài)動(dòng)詞might 表達一種可能性及推測的不確定性，意思與表達可能性的may相當，表示“有可能，也許會(huì )”，但語(yǔ)氣更加委婉，更不確定。
e.g. He might come, but it’s very unlikely.
他也許會(huì )來(lái)，但非常靠不住。
3. However, it is important to learn how to use the right language in different situations.
it作形式主語(yǔ)
梳理
在英語(yǔ)中，如果主語(yǔ)是較長(cháng)的動(dòng)詞不定式或一個(gè)句子，為了保持句子結構的平衡，避免頭重腳輕，通常用it作形式主語(yǔ)放在句首，而把真正的主語(yǔ)放在句尾。
常見(jiàn)的句型有：
1) It is + adj. (+ for + sb.) + to do sth.。
常用于此句型的形容詞有important, difficult, dangerous, necessary, useful, possible等，用來(lái)對to do sth. 進(jìn)行說(shuō)明。
如：
It’s difficult for us to finish the work in an hour.
2) It is + adj. + of + sb. + to do sth.。
常用于此句型的形容詞有g(shù)ood, kind, nice, clever, wise等，用來(lái)對sb.的性格、品質(zhì)等進(jìn)行說(shuō)明。
如：It’s kind of you to say so.
Step 10 Exercises
請根據漢語(yǔ)意思完成下列英語(yǔ)句子(每空一詞)。
1. 對他來(lái)說(shuō)，回答那個(gè)問(wèn)題是十分困難的。
It’s very hard ____ him ____ _______ that question.
2. 你這樣說(shuō)真是太好了。
It’s very kind ____ you ____ ____ so.
3. 我們在閱覽室里保持安靜是十分必要的。
It’s necessary ______ ______(should) keep quiet in the reading room.
It’s necessary for us _______ ______ ______ in the reading room.
Keys: 1. for; to answer 2. of, to say 3. that we, to keep quiet
Step 11 Homework
Write a guide to a place that you know well.
新目標九年級英語(yǔ)教案10
Unit 1 How can we become good learners?
Section A 1 (1a-2d)
一．Teaching aims:
Language goals
1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals
1.Words and phrases： aloud pronunciation work with friends ask the teacher for
help, read aloud , look up , practice pronunciation
2.Sentence patterns
How do you study English? I learn by working with a group.
Do you learn English by reading aloud?
Yes, I do. It helps my pronunciation.
How can I read faster?
You can read faster by reading word groups.
二．Emotion and attidute:
Developing students’ ability of learning English
三．Key points and difficulties
1. Key words and phrases
2.Questions intrduced by “how”and the sentence pattern: “by +doing ”
四．Teaching procedures:
Step 1 Warming up
T: How do you study English? Do you study English by the following ways?
(Show some pictures and present the important phrases.)
T: How do you study English?
S: I study English by ______.
by working with friends.
by making word cards. by asking the teacher for help. by reading the textbook. by working with a group. by listening tapes.
Step 2 1a Check the ways you study English. Then add other ways you sometimes study.
___ a. by working with friends. ___ b. by making word card. ___ c. by reading the textbook. ___ d. by listening to tapes
___ e. by asking the teacher for help. …
Step 3 Listening
1) Listen. How do these students study for a test? Write letters from 1a above. 2) Check the answers: b (Meiping); e (Peter); d (Tony)
Step 4 Guess
Show some pictures.
Guess: How does he/she study English? He/She studies English by… How do they study English? They study English by…
Step 5 Pairwork
1c Make conversations about how you study for a test. A: How do you study for a test? B: I study by working with a group. A: How do you study for a test? B: I study by…
Step 6 Listening
2a Listen and check the questions you hear.
1 ____ Does anyone learn English by watching videos?
2 ____ Do you have conversations with friends in English? 3 ____ What about listening to tapes?
4 ____ What about reading aloud to practice pronunciation? 5 ____ Have you ever studied with a group?
Answers: 1, 2, 4, 5
2b Listen again. Match each answer below with a question above. a. Yes, I have. I’ve learned a lot that way.
b. Oh, yes. It really improves my speaking skills. c. I do that sometimes. I think it helps.
d. No. It’s too hard to understand spoken English.
Answers: d, b, c, a
Step 7 Pairwork
1. 2c Make conversations using the information in 2a and 2b A: Have you ever studied with a group? B: Yes, I have. I’ve learned a lot that way. Show some pictures.
1) A: Do you learn English by watching movies?
B: Yes, it’s a very interesting way.
C: No, it’s too hard to understand spoken English.
2) A: What about writing letters to a pen pal in America?
B: Yes, it helps to improve my writing skills and know a lot aboutAmerica.
3) A: Do you have conversations with friends in English?
B: Of course, we can talk about plenty of things like school, pets,movies, and our parents.
新目標九年級英語(yǔ)教案11
Unit 1 It was great t see her again.<:p>
Teaching gals 教學(xué)目標<:p>
1. Language gals 語(yǔ)言目標<:p>
a. e vcabular 重點(diǎn)詞匯和短語(yǔ)<:p>
Gegraph, phsical, PE, neither, reall<:p>
b. e sentences 重點(diǎn)句子 <:p>
Did u d anthing interesting? <:p>
It isn’t as big as urs. <:p>
What’s it lie?<:p>
Which schl is better, ur schl r Par Schl?<:p>
Bth schls are ver nice.<:p>
Neither schl has anthing the ther hasn’t gt.<:p>
2. Abilit gals 能力目標<:p>
Enable students t listen t and tal abut the schl life.<:p>
3. Learning abilit gals 學(xué)能目標<:p>
Help the students learn hw t tal abut the schl life.<:p>
Teaching ethds 教學(xué)方法<:p>
Listening and speaing. <:p>
Teaching iprtant/difficult pints教學(xué)重難點(diǎn)<:p>
Hw t tal abut schl life using the cparisn. <:p>
Teaching aids 教具準備<:p>
A tape recrder, a prectr and a cputer. <:p>
Step 1: Greeting<:p>
Step 2: Waring up and lead-in<:p>
In this prcedure, tr t ae students spea ut the naes f schl buildings and subects. <:p>
T: Tda we are ging t tal abut schl life. First, let’s l at the pictures n the screen. This is ur schl, d u lie it? <:p>
<:lc aspectrati="t" v:ext="edit"><:p>
Ss: es, we all lie it ver uch.<:p>
T: Can u sa what buildings r special rs ur schl has? <:p>
S1:There are an buildings, such as the labratries, the cputer r, the librar, the eeting r, the big and bright classr and s n. <:p>
S2:And there is a swiing pl in ur schl, t. It’s ver big and bright. I can swi in it. I lie swiing ver uch. <:p>
S3:…<:p>
T:Gd! Please l at the screen. Our schl has an buildings , can u sa the naes f the ludl?<:p>
Ss:es. ( Read after the teacher ludl)<:p>
<:p>
gegraph garden labratr swiing pl librar<:p>
<:p>
cncert hall plagrund cputer r eeting r<:p>
<:p>
Step 3: Free tal<:p>
In this prcedure, as the students t tal abut schl buildings that the lie best, tr t iprve their speaing abilit.<:p>
T: O, can u tell e which building d u lie best ? Wh? Please as and answer in pairs lie this:<:p>
A: D u lie cputer r best? <:p>
B: N, I lie labratr best. Because I can d phsics experients there. I <:p>
lie learning phsics. Which ne is ur favurite?<:p>
A: M favurite building is the plagund. Because I can have P.E. lessns there. I a gd at sprting. What abut u, Wangun?<:p>
C: …<:p>
Ss: (The students tae turns t practise.)<:p>
Then as se students t act ut their dialgue in frnt f the whle class.<:p>
Step 4: Listening<:p>
In this prcedure, as students t listen and cplete the sentences in Activit 2. <:p>
T:Well dne, everne! Here’s a recrding abut Bett and Daing’s schl life... Nw listen and cplete the sentences. The wrds and expressins in the bx a help u.<:p>
Chec the answers with the class. <:p>
T:Nw, we have gt the right answers t the exercise. I want u t as and answer in pairs t be re failiar with the wrds.<:p>
Step 5: Listening and reading<:p>
In this prcedure, as students t listen t the cnversatin and cplete the chart in Activit 4 and answer the questins in Activit 5. <:p>
Listening<:p>
T:Nw, u will listen t the cnversatin abut Par Schl. While u are listening, u shuld tae ntes and then cplete the table accrding t the ntes u have taen.<:p>
Listen again and chec the answers with the whle class.<:p>
T:Read the cnversatin carefull again and answer the questins in Activit 5.<:p>
Shw the questins n the screen:<:p>
1. Did the friends nw that Tn was ging t see Sall?<:p>
2. Did Tn eet Sall at Par Schl r sewhere else?<:p>
3. Did sene give Tn the phts?<:p>
4. Is Lingling surprised at the nuber f pupils in a class? Hw d u nw?<:p>
5. What d u thin aes Par Schl better r wrse than their schl?<:p>
6. Wh des Lingling thin the are all ging t get tp grades?<:p>
The saple answers t Activit 5:<:p>
1. N, the didn’t.<:p>
2. He et Sall sewhere else in Lndn.<:p>
3. N. Tn t the phts hiself.<:p>
4. es, she is. Because she sas “Ww”.<:p>
5. Bth f the are ver nice schls with cputers, Internet, swiing pl and a huge sprts grund. But Par Schl is nt as gd as their schl at English.<:p>
6. Because their schl is better than Par Schl at English and the are gd at English. The believe the stud hard and well enugh t get tp grades. <:p>
Then as students t read the cnversatin alud in pairs.<:p>
Vcabular<:p>
T:Read the cnversatin again t find the incline wrds and phrases in Activit 6.<:p>
A few inutes later.<:p>
T:Have u fund the?<:p>
Ss: es. It’s ver eas.<:p>
T:O! Read the after e and als the rest in Activit. “ter, exa, grades, aths, gegraph, PE, swiing pl, and g.<:p>
Ss:“ter, exa, grades, aths, gegraph, PE, swiing pl, and g.<:p>
T:D u nw the eanings f the?<:p>
S1: Of curse. Subects: aths:數學(xué) gegraph: 地理 PE：體育<:p>
S2:places: a swiing pl g: 體育場(chǎng)<:p>
S3:ter: 學(xué)期 exa: 考試<:p>
T:Gd! Nw, cplete the sentences in ur wn wrds in Activit 6.<:p>
The saple answers:<:p>
1. At the end f this ter, I have t d an exa in Chinese, English and aths.<:p>
2. M grades in English are gd.<:p>
3. I have aths five ties a wee, and gegraph three ties a wee, and PE twice a wee.<:p>
4. A swiing pl is sewhere u can swi and a g is sewhere u can d se sprts.<:p>
Step 6: Language ntes<:p>
1. Guess what?<:p>
guess what或u’ll never guess,用在口語(yǔ)當中，在告訴別人令人驚訝的事情之前常用到。如：<:p>
Guess what! I’ve gt a new cputer.<:p>
u’ll never guess wh I saw tda.<:p>
2. “But what…?” 但是什么？<:p>
這里Bett 說(shuō) But what…? 是在追問(wèn)Tn沒(méi)說(shuō)完的內容。如：<:p>
—The new teacher has a gd wa f teaching. But… 新來(lái)的老師課講的好，不<:p>
過(guò)……<:p>
— But what…? 不過(guò)什么？<:p>
— But he’s t serius, I thin. 不過(guò)他太嚴肅了，我覺(jué)得。<:p>
3. It was great t see her again. 很高興又見(jiàn)到她了。<:p>
句中it是形式主語(yǔ)，真正的主語(yǔ)為t see her。例如：<:p>
It’s nice f u t sa s. 你這樣說(shuō)太好了。<:p>
It’s ver iprtant fr e t learn English well. 對我來(lái)說(shuō)，學(xué)好英語(yǔ)太重要了。<:p>
4. What’s it lie? 它怎么樣？<:p>
句中lie為介詞，意思為“像……”，如：<:p>
What’s the weather lie tda? 今天天氣如何？<:p>
What’s ur English teacher lie? 你們英語(yǔ)老師人怎么樣？<:p>
5. Let’s have a l. 讓我看一看。<:p>
let sb. d sth. 意思為“讓某人做某事”。如：<:p>
Let’s g shpping, O? 我們去購物吧，好嗎？<:p>
新目標九年級英語(yǔ)教案12
Prnunciatin<:p>
1. Listen t and sa the sentences in Activit 7.<:p>
2. Read the sentences in Activit7 again, paing attentin t the stress f the underlined wrds.<:p>
3. Listen t the tape again and then let se students sa these sentences, the ther students saing ut the iprper prnunciatin.<:p>
T:Mabe everne can find that the underlined wrds which are stressed are usuall nuns, adectives and verbs. Nw, practice saing the sentences in Activit 8 and underline the wrds the speaer will stress.<:p>
The saple answers:<:p>
Bett:Did u d anthing interesting while u were there? Did u visit her schl? <:p>
Tn:es, I did. She t e there herself.<:p>
Bett:What’s it lie?<:p>
Tn:Here u are. These are se phts f Par Schl. I t the self.<:p>
Speaing<:p>
T:Wr in pairs and cpare ur schl with Par Schl. Sa what:<:p>
Bth schls have…<:p>
Neither schl has ….<:p>
Par Schl has a swiing pl, but ur schl desn’t.<:p>
Se infratin abut the students’ wn schl<:p>
Bth schls are ver nice. Bth schls have a few science labratries, a large librar, a usic r and a huge sprts grund. Neither schl has less than 600 pupils. Par Schl has a swiing pl, but ur schl desn’t. Our schl has a ulti-edia classr, but Par Schl desn’t. Par Schl has a hall fr cncerts, but ur schl desn’t. There are 64 pupils in a class in ur schl, but there are nl 30 pupils in a class in Par Schl.<:p> The saple speech:<:p>
Hewr:<:p>
1. Learn the new wrds b heart.<:p>
2. Act ut the cnversatin in grups.<:p>
3. Finish ff the wrb exercises 1-5.<:p>
新目標九年級英語(yǔ)教案13
No, sb. haven’t hasn’t. 2. sb.be dong sth.3. sb.do sth4. used to do sth5. sth be done.6. sb. have done sth Step4:梳理歸納： 1. Go past the park and turn left onto Oak Street.
(1)past此處作介詞“過(guò)” go past= We have dinner at about a quarter six.
(2)作名詞“過(guò)去，昔日” 在過(guò)去
(3)作形容詞“過(guò)去的 在過(guò)去的幾年
(4)作副詞“經(jīng)過(guò)” The children ran . 2. The staff dress up as clowns. 服務(wù)員都一身小丑打扮
(1) dress up意為“打扮，裝扮”as意為“成為”dress up=dress oneself up eg：圣誕節就要到了，他想打扮成圣誕老人。
Christmas is coming He wants to Father Christmas.
(2)dress up in + clothes=dress oneself up in“用什么打扮起來(lái)”孩子們喜歡用父母的衣服打扮起來(lái)。
Children often enjoy their parents’ clothes. orChildren often enjoy their parents’ clothes(3)dress n. (a)可數名詞：“女服，連衣裙” She is wearing a beautiful dress. (b)不可數名詞“服裝，衣服”working dress 工作服 evening dress 夜禮服vt. (a)dress + 表示人的名詞或代詞為“給… 衣服，給…打扮”“供衣服給…” dress oneself“穿衣，打扮”eg: 他太小了，不能穿衣服。
He is too young t . 你能替我給孩子穿上衣服嗎?Could you please for me?(b)be dressed in=get dressed in +衣服或顏色她今天穿著(zhù)白色的衣服。
She is dressed in white today.3. a kind of， kinds of， kind of 的區別
(1)a kind of “一種”， 常作定語(yǔ)，表示種類(lèi)，其后的名詞可單數也可復數。
(2)kinds of “各種各樣的”常作定語(yǔ)，也可寫(xiě)為： ，“不同種類(lèi)的”為： 作主語(yǔ)時(shí)謂語(yǔ)動(dòng)詞看kind， kind為單數用單數形式，kinds為復數用復數形式。
Eg：
(1)我們圖書(shū)館里有各種各樣的書(shū)。
There all kinds of books in our library.
(2)他喜歡不同種類(lèi)的水果。
He likes to eat fruits.
(3)這種小車(chē)生產(chǎn)于日本。
This kind of cars Japan.kind of “一點(diǎn)，稍微”相當于a little 常作定語(yǔ)，修飾形容詞。
3. be made from 由……制成eg: Wine is made from grapes.Be made from “由……制成”它指原材料經(jīng)過(guò)化學(xué)變化，從成品已經(jīng)看不出原材料。
Eg: Paper is made from wood. 有關(guān)be made的詞組有Be made of用……制成(能分辨出原材料)Be made in 在……地方制造be made into 被制成…… (強調制成品)be made by 被……制造be
2. The topics in the five unitsLearning steps:
Step 1:情景導入Pair work: Practice the conversations with the following structures1.— Can you tell me where the post office is?—Turn left ight. Go past the drugstore.
—Could you please tell me where I can get a dictionary?—Could you please tell me if there are any good museums in Newtown?2.— What are you supposed to do when you meet for the first time?— I’m supposed to shake hands.3.— How do you feel about pollution?— It makes me kind of angry.
How about you?— It makes me want to join a clean-up campaign.4.— Have you ever done sth yet?— Yes, I have No, I haven’t.5.—There are used to be a lot of manatees.— We are trying to save the manatees.Step2:自主學(xué)習: 復習掌握下列短語(yǔ)和句型并安要求造句1. 1. take a vacation意為“度假，休假”
2. dress up in + clothes=dress oneself up in“用什么打扮起來(lái)”
3. take dance lessons上舞蹈課= have dance lessons類(lèi)似的有take acting lessons上活動(dòng)課;take singing/music lessons上音樂(lè )課4. a good place to eat “吃飯的好地方”a good place to do sth “干什么的好地方”
5. 握手shake hands 6.特地(不怕麻煩)做某事 go out of one’s way to do sth.7.第一次 for the first time 8.使某人感到賓至如歸 make sb. feel at home9.餐桌禮儀 table manners10. 習慣于…… beget used to11.自學(xué) learn … by oneself 12.順便訪(fǎng)問(wèn) drop by13.瞄準 ; 針對;致力于;旨在 aim at14.例如; 比如 for instance15.畢竟 after all 16.有時(shí);偶爾at times17.應該做某事be supposed to do sth.
18 .本應該做某事should have done sth.
19.首先 to start with20.到目前為止;迄今為止 so far
21.幸虧;由于;因為 thanks to22. 盼望;期待 look forward to23. 關(guān)心;關(guān)懷;照顧 care for
Step3:合作互動(dòng)：Group work: Make as many sentences as you can with the following grammar in groups. how to get to sw?1. Can you tell me where there is a good place to do sth?Could you please tell me where I can get sth? If there are any food museums in sw?2. sb be supposed to do sth.3.Sthsb. make sthsb do sth. +adj. Yes, sb.hashave.
4. HaveHas sb. donemade up of 由……組成(強調組成部分) Step 5典題賞析1. the bad weather, the swimming match had been put. A. Because B. Thanks to C. With the help of 剖析：本題考查連詞和短語(yǔ)的用法，根據句意為“由于壞天氣，游泳比賽被推辭”，C不符合題意，而because后加從句，不加短語(yǔ)，故選“多虧，由于”。
2. In the past few years there great changes in my hometown.A. have been in B. were C.had been D. are剖析：本題考查現在完成事態(tài)的用法。
In the past few years“在過(guò)去幾年里”用于現在完成時(shí)態(tài)。
故選A。
Step6中考鏈接( )1. —What are you going to do this Sunday? —I yet.A. haven’t decided B. won’t decide C. am not decided D. didn’t decide( )2. The boss told me that the work was not suitable my brother. .A. in B. at C. for D. with( )3. —So far, how long you China? — For one year.A. have; come B. have; been to C. have; been in D. have; gone to( )4. —How much does it cost to build the school library?—for ________ yuan.A. million of B. millions of C. millions D. million( )5. We are looking forward to you this summer.A. visiting B. visit C. looking D. look
新目標九年級英語(yǔ)教案14
Unit 1 The Changing World
Topic 1 Our country has developed rapidly
Section A
Ⅰ. Material analysis
本課是九年級第一單元第一話(huà)題的第一課時(shí)。本課內容豐富，主活動(dòng)為1a和3。
1a部分通過(guò)“談?wù)摷倨诮?jīng)歷”初步感知現在完成時(shí) “have/has been to 和 have/has gone to” 的用法。
1b引導學(xué)生運用抓關(guān)鍵字詞完成表格的方法，培養學(xué)生的聽(tīng)力技能。
1c 則是培養學(xué)生運用關(guān)鍵詞復述課文的能力。
2a通過(guò)創(chuàng )設新的語(yǔ)境，在聽(tīng)的過(guò)程中進(jìn)一步體會(huì )“have /has been to 和 have/has gone to”。
然后在2b中讓學(xué)生通過(guò)小組合作的方式總結它們的區別。通過(guò)前幾個(gè)步驟的學(xué)習，學(xué)生完全可以口頭運用“have/has been to 和 have /has gone to”來(lái)進(jìn)行 3的對話(huà)操練。這樣，在聽(tīng)、說(shuō)、讀、寫(xiě)各個(gè)方面都對新語(yǔ)法進(jìn)行了全方位地復現和操練，有利于鞏固新知識。通過(guò)談?wù)摷倨谏睿瓤梢韵嗷ピ鲩L(cháng)見(jiàn)識又可以增進(jìn)同學(xué)間的友誼。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本課的重點(diǎn)詞匯和短語(yǔ)，初步學(xué)習現在完成時(shí)。
2.Skill aims:
培養學(xué)生的聽(tīng)力能力。
培養學(xué)生的口語(yǔ)表達能力。
能通過(guò)整合對話(huà)內容，提升綜合語(yǔ)言運用能力，為語(yǔ)言輸出做好準備。
3.Emotional aims: (optional)
引導學(xué)生了解不同的假期生活，熱愛(ài)生活，增進(jìn)友誼。
4.Culture awareness: (optional)
通過(guò)了解不同的假期生活，引導學(xué)生關(guān)注不同的生活方式有不同的人生意義，培養他們熱愛(ài)生活的品質(zhì)。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: bell, take place, volunteer, have/has been to…, have/has gone to…, so…that…, by the way, be happy to do…
Sentences: There goes the bell. /It must be fun.
Grammar: Present Perfect (have/has been to和have/has gone to的用法)
2. Difficult points：
能通過(guò)聽(tīng)、說(shuō)和讀的方式感知并掌握have/has done的用法。
能區別并會(huì )恰當使用have/has been to和have/has gone to。
Ⅳ. Learning strategies
培養學(xué)生通過(guò)圖表信息重組語(yǔ)言的綜合能力。
教會(huì )學(xué)生如何在聽(tīng)的過(guò)程中提取關(guān)鍵詞。
培養學(xué)生通過(guò)圖片表達相應信息的能力。
Ⅴ. Teaching aids
單詞卡片或者幻燈片；家鄉或所去城市的風(fēng)景照片等。
Ⅵ. Teaching procedures
Stage
(time period) Interaction
patterns Teacher activity Student activity Remarks
1 Getting students ready for learning
(4-6 mins) Class activity Brainstorming: Show some pictures of some famous places. Get the Ss to speak out their names as quickly as possible to arouse the Ss’ interest.
T: Boys and girls, the bell is ringing. Let’s begin our class.
T: Here are lots of pictures. Now please speak out their names as quickly as you can. Are you ready?
Ss: Yes!
T: Here we go! Speak out the names of the countries.
Ss…
Ss: Yes! 讓學(xué)生更加熟悉各國名稱(chēng)，為1a學(xué)習做好準備。
建議一：也可使用自己旅游時(shí)的照片或當地比較有特色的風(fēng)景圖片，讓學(xué)生猜地名，提升學(xué)習興趣。
建議二：可使用free talk的方式，用一般過(guò)去時(shí)自由談?wù)摷倨谏睢?/p>
新目標九年級英語(yǔ)教案15
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 please tell me where…? Now who can make sentences by 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 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．
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．
新目標九年級英語(yǔ)教案16
Ⅰ 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 and 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．
Step Ⅲ Part 2
Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English． Ask five students to report their answers． Draw students’ attention to the instructions． Ask students to complete the task individually or in pairs．
As they work, walk around the classroom to make sure students discuss their reasons in English．
Have students report their answers． Encourage students to use complete sentences．
Step 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． As they 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 activity
As 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．
新目標九年級英語(yǔ)教案17
We’re trying to save the manatees!
一、重點(diǎn)難點(diǎn)
1. I am like this animal because I am strong and intelligent.
be(am/is/are) like像 He is like his father。他像他的父親。
look like 看起來(lái)像 He looks like his father.
be similar to sb/sth 和….相似 take after sb 和某人長(cháng)得像或性格像
2. How big are manatees? 海牛有多大？
How big... 詢(xún)問(wèn)體重。以how組合的疑問(wèn)詞組有很多，如：how old（詢(xún)問(wèn)年齡），how often（詢(xún)問(wèn)頻率），how long（詢(xún)問(wèn)動(dòng)作持續的長(cháng)短或東西的長(cháng)度），how much（詢(xún)問(wèn)質(zhì)量或者價(jià)錢(qián)），how far（詢(xún)問(wèn)距離）how many（詢(xún)問(wèn)數量，且為可數的東西），how soon （詢(xún)問(wèn)過(guò)多久）
英語(yǔ)中表示長(cháng)度、高度、寬度、深度和重量的表達法有：
eg. The bridge is nearly 2000 meters long. 這座橋長(cháng)將近2000米。 eg. This elephant is 1000 pounds heavy./This elephant weighs 1000 pounds. 這頭象重1000噸。
3….they weigh about 1,000 pounds……他們大約重1000磅。
weigh 稱(chēng)……重量，測……重量。如：
He weighed the stone in his hand.他用手掂了掂這塊石頭的重量。
The piece of meat weighs four pounds.這塊肉重四磅。
weight 名詞，重量。如： What is your weight？
4. We’re trying to save the manatees. 我們正在竭盡全力拯救海牛.
Try to do =try one’s best to do努力去做某事。如：
Every student should try to study hard in order to study in a university.
5. I’m writing to say that I am against building a new zoo in our town.
be against / for doing 反對/贊成做某事
against 介詞，表反對，相反的，如Are most people against the proposal?
against 介詞還有觸,碰,倚,靠的意思.如:
Put the piano there, with its back, against the wall.把鋼琴放在那里,背靠著(zhù)墻.
6. I’ve visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in.
(1) be suitable for sb to do sth. 表示 “適合某人做某事”,這里suitable 是suit的形容詞形式,表示 “合適的”.如:
This kind of bamboo is not suitable for pandas to eat.
這種竹子不適合給熊貓吃.
(2)to live in 在此處作animals的后置定語(yǔ). 英語(yǔ)中動(dòng)詞不定式短語(yǔ)做名詞定語(yǔ),放在后面.如: 我們沒(méi)有什么可以擔心的.
8.I was surprised to find hardly anyone there.我非常驚訝地發(fā)現在那幾乎沒(méi)有人. 常用詞組:be surprised at sth對某事感到驚訝.
be surprised to do sth很驚訝地做某事.
in surprise 驚奇地 to one’s surprise 使某人驚奇地.如:
I was surprised at the news to hear the news. 聽(tīng)到這個(gè)消息我很吃驚.
His words surprised me.（做動(dòng)詞，使驚訝）
他的話(huà)使我大吃一驚.
It is surprising news. I was/feel surprised at the news.(ed的形容詞修飾人，ing的形容詞修飾物)
9. They provide homes for many endangered animals, and help to educate the public about caring for them.(動(dòng)物園)他們?yōu)樵S多瀕危的動(dòng)物提供了家,也有助于教育眾人來(lái)關(guān)心這些動(dòng)物.
provide sb with sth. = provide sth for sb 提供給某人某物
The firm provided me with a car.公司給我一輛汽車(chē).
Can you provided accommodation for thirty people?你能為30人提供住宿嗎?
the public 指 “民眾,公眾”.在英語(yǔ)中,定冠詞the 后接形容詞表示一類(lèi)人.如: The young 年輕人 the wounded 受傷的人
care for 可做 “照顧,照料,看護”的意思; take care of sb/sth = look after sb/sth
10. I urge all of your readers to visit our wonderful zoo soon.
我們竭力主張你們所有的讀者趕快來(lái)參觀(guān)我們的很棒的動(dòng)物園.
urge 力勸,鼓勵,慫恿,極力主張,強調.如: They urged us to go with them. urge sb to do sth強烈要求/力勸某人做某事
11. You have probably never heard of Amy Winterbourne.
(1) hear 聽(tīng)見(jiàn)(過(guò)去式heard,過(guò)去分詞heard)
hear sb do/doing sth .聽(tīng)見(jiàn)某人做/正在做某事. 如:
I listened carefully but heard nothing . 我仔細聽(tīng)但是什么也沒(méi)聽(tīng)到.
I often hear him sing in the next room. 我常聽(tīng)他在隔壁唱歌.
詞組:hear of /about “聽(tīng)說(shuō), 聽(tīng)到”, 強調從別人那里間接得到的信息.
(2)hear from “收到……的來(lái)信, .如:
I haven’t heard from him for a long time.我好長(cháng)時(shí)間沒(méi)收到他的來(lái)信了.
12. Amy recently won…艾米最近贏(yíng)得了……
win 贏(yíng)(過(guò)去式 won ,過(guò)去分詞won,現在分詞winning)如:
win a race /a battle /a prize 贏(yíng)得賽跑/戰役/戰爭/獎品.
beat 也表示 “贏(yíng),打敗(常接對象)”,如:
Beat Class 3 /Mary /No 1. Middle School’s football team.贏(yíng)/打敗3班/瑪麗/第一中學(xué)足球隊.
lose 失敗, lose to sb,敗給某人. winner 勝利者.
13….and sells them to raise money for the Children’s Hospital……..
raise (1)集結,召集,籌措,如: raise an army ; raise funds for a holiday
(2)舉起，抬起,
raise one’s hope 燃起某人的希望. raise one’s glass to sb 向某人敬酒
raise one’s hand to sb. 象某人伸拳raise one’s voice 提高聲音
(3)提出(意見(jiàn)/看法)， 如:
raise a new point 提出一新論點(diǎn). raise a new question 提出一新問(wèn)題.
(4) 撫養,飼養,. 如: raise pigs 養豬
I was born in Wuhan and raised in Wuhan.我生在武漢,長(cháng)在武漢.
14. turn off表示“關(guān)掉”，用在關(guān)掉收音機，煤氣，自來(lái)水等場(chǎng)合。與其相關(guān)的幾個(gè)短語(yǔ)是turn on“打開(kāi)”，turn down“關(guān)小”，turn up“開(kāi)大”。
15.in one’s spare/ free time 在某人業(yè)余/休閑時(shí)間
16.She is a most unusual woman. (P122)她是一個(gè)十分不尋常的女性。
知識歸納a most, the most與most的用法 （1）a most的用法。在“a most+形容詞+名詞”結構中，most是副詞，意為“很，非常”，相當于very,用來(lái)修飾它后面的形容詞，本句就是這一用法。 Guilin is a most beautiful city.桂林是座非常美麗的城市。
（2）the most 的用法
在“the most+形容詞+名詞”結構中,most 是副詞，表示程度，意為“最”，與其后的形容詞一起構成形容詞的最高級。
He is one of the most famous writers in China. 他是中國最著(zhù)名的作家之一。
在“動(dòng)詞+the most”結構中，most 也是副詞，其作用和意思是“最”其位置通常在動(dòng)詞后。
They like English the most. 他們最喜歡英語(yǔ)。
（3）most 通常有兩種用法
在“most+副詞或形容詞”結構中，most 是副詞，意為“很，非常，十分”。 I shall most certainly go there. 我十分肯定會(huì )到那里去。
在“most+名詞”結構中，most 是形容詞，意為“大部分的，大多數”或“最多的”。 Most students like English. 大多數學(xué)生喜歡英語(yǔ)。
17. The walls are made from old glass bottles that are glued together. (P122) 墻是由舊玻璃瓶粘在一起建成的。
be made from/of意為“由……（原料）制成”，后面一般接物質(zhì)名詞。接from則表示某物品制成后，已看不出原材料是什么，原材料在制作過(guò)程中已起了化學(xué)變化；接of表示某物品制成后，仍可看得出原材料，其原料在制作過(guò)程中未發(fā)生化學(xué)變化。
Wine is made from grapes. The desk is made of wood.
be made up of表示某物或某組織由一種種成分或一個(gè)個(gè)成員組成。 The world is made up of matter.世界是由物質(zhì)構成的。
be made into意為“把……做成……”，主語(yǔ)在意義上為原材料，介詞賓語(yǔ)在意義上為制成品。 Bamboo is also made into paper.竹子也可以用來(lái)造紙。
be made in意思是“在……（地點(diǎn)）制造”，介詞in后接產(chǎn)地。 This kind of computer is made in the USA．這種電腦是美國制造的。 be made by意思是“由……制造”，介詞by后跟動(dòng)作的執行者。
This model ship is made by Uncle Wang. 這個(gè)輪船模型是由王叔叔制作的。
18. Amy recently won an award from the Help Save Our Planet Society. (P122)艾米最近獲得了“救助地球”協(xié)會(huì )的獎勵。
（1）recently 表示“最近”，既可以用于表示一段時(shí)間，也可以表示一點(diǎn)時(shí)間，多用于完成時(shí)態(tài)。
Have you hear from Michael recently?你最近接到邁克爾的來(lái)信嗎？
二、時(shí)態(tài)和語(yǔ)態(tài)
1.be (am/is/are/was/were)ding 現在進(jìn)行時(shí)，表示正在發(fā)生，提示詞有now/look/listen等。
2.一般現在時(shí)，用動(dòng)詞原形或動(dòng)詞的三單形式，表示經(jīng)常發(fā)生的動(dòng)作，提示詞有often/usually/every day等。
3.一般過(guò)去時(shí)，用動(dòng)詞的過(guò)去式形式，表示發(fā)生在過(guò)去的動(dòng)作，提示詞有yesterday/last week等表示過(guò)去的時(shí)間。
4.一般將來(lái)時(shí)，be going to do 或者will do,表示將來(lái)發(fā)生，提示詞是tomorrow/next week 等表示將來(lái)的時(shí)間。
5.現在完成時(shí)，has/have done,動(dòng)作發(fā)生在過(guò)去，強調對現在的影響；或者動(dòng)作可能一直持續到現在，提示詞有recently/since/up to now/in the last(past)years…
6.過(guò)去完成時(shí)，had done, 表示過(guò)去的過(guò)去，提示詞有by the time/before/by+過(guò)去時(shí)間等（從句用一般過(guò)去時(shí)，主句用過(guò)去完成時(shí)）
7.被動(dòng)語(yǔ)態(tài)，be done 表示被做
具體形式：am/is/are done was/were done
has/have been done can/must/should/may/will be done
新目標九年級英語(yǔ)教案18
認真預習課本P34-35，
完成以下任務(wù)，九年級英語(yǔ)教案 Unit 5 It must belong to Carl。
（一）默寫(xiě)下列單詞、詞組。1.屬于2.作家、作者3.可能的4.誰(shuí)的5.郊游野餐6.落下7.可能地、或許8.發(fā)帶
（二）看P34的圖片，完成1a的任務(wù)。
（三）翻譯下列詞組。1.她最喜愛(ài)的作者2.唯一的小孩3.古典音樂(lè )4.流行音樂(lè )5.屬于6.彈吉他
（四）在括號內寫(xiě)出下列單詞的含義，注意區別，然后完成課本P35 2c。must（ ）, might（ ）,could（ ）,can’t（ ）II．
學(xué)習與鞏固。
（一）根據漢語(yǔ)意思，填空。
這本法語(yǔ)書(shū)一定是李英的，她是我們班唯一一個(gè)正在學(xué)法語(yǔ)的人。This French book __ ___ _ Li Ying’s. Because she is the _ ___one _____studyingFrench.
2. 這是誰(shuí)的T恤衫？不會(huì )是吉姆的。因為對他來(lái)說(shuō)太大了。____ T-shirt is this? It __ ___ be Jim’s, becauseit’s _____ ____ bigfor him.
3. 她確實(shí)太嘮叨了，是嗎？ She doestalk,doesn’t she?
4. 你會(huì )彈吉它嗎？ Can you___ ____ ________ __?
5. 他可能是為了趕車(chē)在跑。 He_____ be _____ to _____ a bus.
6. 這些是誰(shuí)的筆？pensare?這些是李明的。They are.
7. Whose is this umbrella?It’s.
8. 那個(gè)提包是誰(shuí)的？ Whose isthat?Whothatbag?
9. My backpack must_________ __________(仍然、還) at school.
10. 他們倆都打算去聽(tīng)音樂(lè )會(huì )。They________________ going to the concert.
11. 他們倆都踢足球，對嗎？ They________ _________ soccer，don’t they?
（二）根據下列情景，組詞成句。
1. Every time I see Gigi, she’s eatinga candy bar.chocolate/like /must / she_________________
2. Oleg is 19 years old, and Natalya is27.be /couldn’t / mother / Natalya / Oleg’s________________ _ __
III.學(xué)后反思：第二課時(shí)Section A06.10.8I.
認真預習課本P36，完成以下任務(wù)。
（一）默寫(xiě)下列單詞、詞組。1.交響樂(lè )2.計、值3.最后的、最終的4.所有者、業(yè)主5.驗光師6.約會(huì )，約定7.代數8.關(guān)鍵的9.憂(yōu)慮的、焦慮的10.煩惱的11.牛津大學(xué)12.代數考試13.期末考14.給他母親的禮物 a presenthismother 15.漢英詞典
（二）完P(guān)36 的任務(wù)：給句子排序，然后圈出你不知道的單詞。
（三）按正確的順序大聲朗讀3a，回答下列問(wèn)題。1. Who wrote the thank-youmessage?2. Did Anna drop thebackpack?3. Who dropped thebackpack?4. Where might the backpackbe?5. Were Anna at home when Linda calledher?6. Is the math testcrucial? Why?II．學(xué)習與鞏固。A: What do you think “anxious”means?B: Well, it _________(肯定不是) mean“happy”.A: It _________ (可能) mean“worried”.B: Oh, yes. She is worried___________ ________ (因為) her test
III.學(xué)后反思：第三課時(shí)Section B06.10.9I.
認真預習課本P37－38，完成以下任務(wù)。
（一）默寫(xiě)下列單詞。1.追逐、追趕2.天空3.趕上4.訪(fǎng)問(wèn)、會(huì )見(jiàn)5.喧鬧聲、嘈雜聲6.猴子7.鄰居8.風(fēng)9.主管、主任10.不快樂(lè )的11.足跡、腳步聲12.垃圾13.生物14.逃跑、逃走15.極其、非常16.神秘的事物
（二）看P37頁(yè)的圖片，然后用方框里的單詞為每張圖片寫(xiě)一個(gè)句子。試著(zhù)給故事寫(xiě)個(gè)結尾。請寫(xiě)在P37 2a 的橫線(xiàn)上。
（三）從P37－38找出下列詞組。1.跑步鍛煉2.趕公共汽車(chē)3.過(guò)去常常4.這些天5.當地學(xué)校6.極為擔心7.在窗子外面8.報警9.隔壁鄰居 10.肯定有____________________________
（四）閱讀報上的文章，在人們認為可能引起鐘塔里正在發(fā)生的怪事的事物下劃線(xiàn)。把他們寫(xiě)在橫線(xiàn)上： ananimal,
II．課后思考。1.課本P38 3b用這些筆記再寫(xiě)一段關(guān)于鐘塔的故事。
2.課本P38 3c看下面的標題，完成這篇關(guān)于發(fā)生在鐘塔里的怪事的文章。
III.學(xué)后反思：第四課時(shí)SectionB Self check06.10.11I. 認真預習課本P39-40，完成以下任務(wù)。
（一）默寫(xiě)下列單詞、詞組。1.氣味2.手指3.石頭4.舉起、抬起5.螞蟻6.假裝7.試圖、企圖8.（狗等）吠聲9.happy (反義詞)10..important(反)11.comfortable (反)12.agree(反)13.honest(反)14.用完、耗盡
（二）完成SelfCheckII．學(xué)習與鞏固。 英漢詞組互譯。1.屬于……的2.my favorite author3.報警4.be extremelyworried5.從……逃走6.feelanxious7.假裝睡著(zhù)8.因為.由于9.becareful of10.swim in an ocean ofpaper
新目標九年級英語(yǔ)教案19
一、單項選擇。
（ ）1.“___ Ianswer this question in English? ”“No, you ____. You ___ answer itin Chinese.”A. May, needn’t,can B. Must, needn’t,may C. May, mustn’t, couldD.Must,mustn’t, can
（ ）2. LiuMei’s name is on the bag. It _____ hers. A.wasB. has been C. must be D. will be（ ）
3. Dickisn’t at school today. He ______ ill at home.A. maybeB. might beC.wasD. can’t be（ ）
4. Myfriend has lost his blue bike. This orange one _____his. A. must notbeB. might beC. can’t beD. is must be（ ）
5. Who_____ this building belongto?A.isB.doesC. was D.has（ ）
6. Thereis _______ snow and it’s _______ cold this winter.A. too much, toomuchB. too much, much tooC. much too, much tooD. much too, too much（ ）
7. Thisgirl ______ very clever.A. used to be B. useto be C. usedbe D. used tois（ ）
8. “Whatare you _______? ”“I’m ______ my backpack, I can’t _____ it. ”A. look for, find, look forB. finding, finding, look forC. looking for, looking for, findD. finding, looking for, find（ ）
9. What_____ in Bell Tower Neighborhood this time yesterday?A.happenedB. washappenedC. washappeningD. is happening（ ）
10. “Maybethis coat is Li Xia’s ”means “______”.A.This coat must be Li Xia’sB. This coat must belong to Li XiaC. This coat can’t be Li Xia’sD. The coat may be Li Xia’s（ ）
11.“Thevolleyball must belong to Carla. ”means “_____”.A. Carla’s name is on thevolleyball B.Carla has a volleyballC. The volleyball must beCarla’sD. That can’t be carla’s volleyball（ ）
12. MarkTwain is Mary’s _____ author.A. famous B.favorite C. different D.strange（ ）
13. Ireally need my ruler _____ I’ll have a math test on algebratomorrow.A.ifB.whenC.so D. because（ ） 14.“Whatdo you think ‘terrified’ mean? ”I think it means “___”.A.afraidB.happyC.glad D. sad（ ）
15.“______ magazine do you think it is? ”It must be Grace’s.A.WhereB. WhichC. Whose D. How（ ）
16. A:Where’s Rose?B: I’m not sure. She _____ in thelibrary.A.isB. might beC. must be（ ）
17. A: Mydaughter just got a scholarship toStanford! B: You ____ be proudof her.A.couldB.mustC. might（ ）
18. A: Howdoes Sheila get toschool?B: I don’t really know. She _____ the bus.A. mighttakeB.takesC. must take（ ）
19. A: IsMyrna working in the citytoday?B: She _______. I’m not sure.A.couldB. couldhaveC. could be（ ）
20. A:Does Lucia still share a house with hissister? B: I don’t know. He______.A. mightbeB.mightC. might have
二、根據漢語(yǔ)完成句子。
你看到在地上的錢(qián)也許是上帝給你的壓歲錢(qián)。 The money you________ lying on the ground_________ __________the money for the new yearfrom the God.
2. 這本新的英漢字典肯定屬于吉姆。This new___________________ dictionary ____________________ _________ Jim.
3.由于大雨，他來(lái)晚了。He came late _
新目標九年級英語(yǔ)教案20
教學(xué)時(shí)間： 一課時(shí)
學(xué)習者分析：我班共有61名學(xué)生，其中女生41名；男生20名。班上整體學(xué)習習慣良好，學(xué)習氣氛較濃，學(xué)習勁頭高漲，對英語(yǔ)學(xué)習有較高的興趣。班上總體成績(jì)較好，深受學(xué)校領(lǐng)導好評。
教學(xué)目標：
一、情感態(tài)度價(jià)值觀(guān)
1、在同學(xué)、老師的幫助下，做一些力所能及的事情，培養保護環(huán)境、幫助他人、構建和諧家園的人生價(jià)值。
2、學(xué)習過(guò)程中，認識自己、完善自己，提升素質(zhì)、學(xué)習別人的長(cháng)處、獲得成功的體驗、幫助他人給自己所帶來(lái)的快樂(lè )。
二、過(guò)程方法
1、在學(xué)習過(guò)程中，要自主思考，合作探究，提高對事物的判斷能力，分析能力。
2、從進(jìn)一步學(xué)生的正確的人生觀(guān)入手，提高解決問(wèn)題的能力。
三、知識與技能
1、通過(guò)學(xué)習本節內容，能認識事物的優(yōu)劣，增強是非觀(guān)念。
2、通過(guò)學(xué)習本節內容，培養起關(guān)心他人、關(guān)愛(ài)地球、珍惜生命的責任感。
教學(xué)的重點(diǎn)難點(diǎn)：1、一般將來(lái)時(shí)的構成；2、would like to do something的用法。
教學(xué)資源：學(xué)生們準備一些職業(yè)圖片、大自然的風(fēng)景圖片（包括美麗的景點(diǎn)、被污染的河流等），還有一些警示牌等。
教學(xué)過(guò)程1、導入新課
Boys and girlso you want to live happily? Do you love natutal? How can you make protect our environment? Today let`s talk about the questions !
教學(xué)活動(dòng)2、show some bulletin boards ,students read about ways everyone can help oneself and people try to thingk ways to protect our environment;learn fellow sentences:I`ll……; You`ll ……..; Would like to do something…..
教學(xué)活動(dòng)3、Work in pair :Make up with a plan
As a teacher .We can help young children to read ;As a professional singer.We can sing for groups of people at the city hospital to cleer them up.As a vet .We can work in an animal hospital;As a cleaner We can collect rubbish to work our city more beautiful.
教學(xué)活動(dòng)4、Let`s ss write down three things they like to do.Ask their partner for advice about the kinds of volunter work.
新目標九年級英語(yǔ)教案21
設計的基本理念：依托外研版九年級新教材第十模塊，根據新課標的嶄新理念，以培養學(xué)生自主、合作、探究精神，突出培養學(xué)生的綜合英語(yǔ)語(yǔ)言運用能力為指導思想而設計。
課 型：Listening and speaking
教學(xué)內容分析：
1．單元教材內容貼近學(xué)生生活，主要涉及運動(dòng)訓練、健康飲食以及身體健康等，易于學(xué)生接受。同時(shí)，前面幾個(gè)模塊已對定語(yǔ)從句進(jìn)行了學(xué)習，已有一定基礎，對培養學(xué)生發(fā)散思維和鍛煉口語(yǔ)有著(zhù)積極的作用。
2．教材內容的前幾個(gè)模塊一直都在學(xué)習定語(yǔ)從句which ,that, who的用法，經(jīng)過(guò)前幾個(gè)單元的鋪墊，本單元whose引導的定語(yǔ)從句教學(xué)就不是難點(diǎn)。
學(xué)生分析：
1．已處于九年級上學(xué)期，經(jīng)過(guò)初中階段兩年多的系統學(xué)習，已具有一定的.認知水平和對英語(yǔ)語(yǔ)言的運用水平。
2．學(xué)生的主動(dòng)思考與口語(yǔ)水平不高。所以在這一單元的學(xué)習中，可能很多學(xué)生的參與性較差，所以應該采取有效的措施，提高學(xué)生開(kāi)口的安全感，引導學(xué)生積極參與學(xué)習過(guò)程，實(shí)實(shí)在在地提高教學(xué)的實(shí)效性。
教學(xué)目標：
1． 正確使用下列單詞和詞組：ache ，exercise ,weight, give up ,interest.
Behave, persuade ，ban, educate等。
2．掌握并運用下列詞組： give up, need to do,bump into等。
3．掌握whose 引導的定語(yǔ)從句并靈活運用。
教學(xué)策略：
1. 開(kāi)放式教學(xué)策略。以有限的課堂為載體，帶學(xué)生進(jìn)入廣闊的知識天地。
2. 興趣激發(fā)策略。有了興趣，學(xué)生才會(huì )有了參與的欲望，才能點(diǎn)燃他們的思維火花。
3. 任務(wù)型活動(dòng)策略。在做中學(xué)，在做中練，在做中鞏固往往有良好的效果。
學(xué)習策略：
1. 課前預習，找出文章重難點(diǎn)與重點(diǎn)的短語(yǔ)語(yǔ)句。
2. 合作學(xué)習。學(xué)會(huì )傾聽(tīng)、學(xué)會(huì )表達、學(xué)會(huì )討論，學(xué)會(huì )合作學(xué)習。注意學(xué)習方法，在小組合作中、在班級合作中，學(xué)習他人長(cháng)處，學(xué)習溝通技巧，最終在學(xué)習中不斷成長(cháng)。
教學(xué)手段：
本課采用任務(wù)型教學(xué)法，用多媒體、錄音機等輔助教學(xué)手段進(jìn)行，為學(xué)生運用英語(yǔ)進(jìn)行交際創(chuàng )設情景，實(shí)現師生互動(dòng)，生生互動(dòng)。
教學(xué)重點(diǎn)：
1.重點(diǎn)詞匯：ache，exercise, weight, give up, interest. behave, persuade ，ban, educate等
2.重點(diǎn)句型： whose 引導的定語(yǔ)從句
教學(xué)難點(diǎn)：定語(yǔ)從句的理解和運用
教學(xué)過(guò)程
一、
1）The teacher asks：
How are you?
Do you often do sports?
What’s your favourite sports?
Answer the questions. (展開(kāi)競賽，學(xué)生搶答，激發(fā)學(xué)生參與課堂的積極性)
2）Lead the students’ attention to the pictures and the new words on the book.
Say something about the pictures. Read the words on the book.
利用圖片與文字的聯(lián)系，建立概念與所指之間的直接關(guān)聯(lián)，減少母語(yǔ)的干擾。同時(shí)，鍛煉了學(xué)生們聽(tīng)、說(shuō)的能力，動(dòng)靜結合，使學(xué)生們在適當的情境中，快樂(lè )的學(xué)習本單元所學(xué)詞匯和短語(yǔ)。為接下的聽(tīng)說(shuō)做好鋪墊。
3) 聽(tīng)力訓練
Do Activity 2.
依據目標：采用活動(dòng)途徑，倡導體驗參與，掌握運用語(yǔ)言的能力。
Play the tape and ask： What does Tony do to keep fit? What do his classmates think of it?Listen to the tape and answer the questions.
簡(jiǎn)單易答的問(wèn)題入手，使學(xué)生敢于發(fā)言.
Ask them match the words in Activity 5.
SS do these parts according to the aims.
充分調動(dòng)各類(lèi)學(xué)生積極參與英語(yǔ)課堂和自主學(xué)習英語(yǔ)的能力。使學(xué)生通過(guò)親身體驗，合作式的完成任務(wù)，通過(guò)交流、最終培養了學(xué)生良好的綜合語(yǔ)言運用的能力。
二、合作探究
1）Read the dialogue by themselves ,then act it in groups to grasp it 。
2）at the same time ,find “whose “modle” ，and write them down.
3) groups show the dialogue in class.
4)Solve the problems in the dialogue, find out the difficults and important points.
三、知識點(diǎn)精析
1）a bit 意為“有點(diǎn)兒”，可修飾形容詞及其比較級。
He is a bit tired..
知識拓展：a bit 與a little
(1) 當肯定句中修飾形容詞或副詞是，可互換。
(2) 修飾不可數名詞時(shí)，a little= a bit of.
(3) 與not 連用時(shí)，not a bit表示“一點(diǎn)也不” not a little“非常”，相當于very.
He’s not a bit tired. 他一點(diǎn)也不累。 He’s not a little tired. 他非常累。
2）give up 意為“放棄”，其后常接名詞、代詞或動(dòng)名詞，若是人稱(chēng)代詞，只放中間。 Though English is hard to learn, you shouldn’t give it up.
3)He doesn’t look like someone whose fitness and health interest him very much.
“interest”作動(dòng)詞，意為“使。感興趣”。也可用作名詞，意為“興趣，愛(ài)好”常用于詞組“feel/have/show/take/an interest in sb./sth.
四．鞏固提升。
合并復合句
1. There is a girl. Her glasses are red.
______________________________________.
2. We went back to help the girl. The girl’s bike is broken.
_______________________________________________.
3. This is a book.I’m looking for the book.
____________________________________________.
五．達標測試。
根據漢語(yǔ)意思完成句子。
1. 如果你想保持身體健康的話(huà)就不要放棄。
Don’t ______ ______ if you want to _____ ________.
2. 湯姆對這部有趣的電影很興趣。
Tom _____ _____ ＿＿the ______film.
3. 廚房里還有點(diǎn)面包。
There is ____ ____ ____ bread in the chicken.
六．課后提升。
What’s the best way to stay fit and healthy? Why? 結合所學(xué)內容以及自己的感悟寫(xiě)一篇60詞左右的小文章。
課后反思：
本節課健康訓練與保持為話(huà)題展開(kāi)教學(xué)，進(jìn)行多層次的聽(tīng)力訓練，由淺入深，由易到難不同學(xué)生都能學(xué)有所獲，之后進(jìn)行學(xué)生自己以及小組的對話(huà)練習與展示，使學(xué)生進(jìn)一步加強對素材的熟悉，然后進(jìn)行小組合作探究處理教材重難點(diǎn)，在設置寫(xiě)的訓練，效果較好，但小組的評價(jià)時(shí)機要進(jìn)一步做好處理。
新目標九年級英語(yǔ)教案22
教學(xué)目標(Teaching Aims)
通過(guò)本課教學(xué)，使學(xué)生初步學(xué)會(huì )說(shuō)：什么東西或什么人在什么地方，即人或物所在的位置。并要求學(xué)生盡可能在交際場(chǎng)合使用。本課只教學(xué)生靜態(tài)位置的表達。（動(dòng)態(tài)位置以后再學(xué)）要學(xué)習be動(dòng)詞，介詞in, on, near, behind, under以及定冠詞the和不定冠詞a/an的用法。
詞匯學(xué)習： 掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find, window
理解： broom, raincoat, cap, Hong Kong, Macao, SAR
語(yǔ)音： /i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教學(xué)建議
本課主要學(xué)會(huì )表達大范圍 (Where is Beijing?) 和小范圍 (Where is my desk?) 的空間關(guān)系。小范圍的空間關(guān)系，可利用教室里的物品練習句型。老師可不斷的變換物品的位置讓學(xué)生熟悉前面提到的幾個(gè)介詞。
大范圍的空間關(guān)系，老師可利用地圖讓學(xué)生確認我國主要城市的位置。老師同時(shí)要以特殊的表達導入介詞“特指the”與“泛指a/an”用法。
以上表達應會(huì )聽(tīng)、說(shuō)、（包括會(huì )問(wèn)回答）讀，語(yǔ)調語(yǔ)、音基本正確。
輔音音標的發(fā)音不必一步到位。如; /s/, /z/
教學(xué)重難點(diǎn)分析
1.句型
a.主謂一致，即be動(dòng)詞的單復數。
Where is/ Where’s …?
It is/ It’s on/ in/behind/near/under the…
Where are/ Where’re …?
They are/ They’re on/ in/behind/near/under the…
注意語(yǔ)序：
特殊疑問(wèn)句： 疑問(wèn)詞 + 是動(dòng)詞 + 主語(yǔ) + 問(wèn)號
b. 介詞in, on, near, behind, under的用法; 可組成介詞短語(yǔ)。
介詞 + 定冠詞 + 名詞
如：in the morning, at night, in the desk, on the table, near the door等。
2. 日常交際用語(yǔ)
Look at the picture. What can you see …? I can / can’t see… Can you see …?
Where is /Where’s…? It is / It’s in, behind, near, under the…
Where are /Where’re …? They are / They’re in, behind, near, under the…
單詞訓練建議
classroom, blackboard, schoolbag, raincoat，football 均為合成詞。可讓學(xué)生利用所學(xué)過(guò)的單詞知識，自學(xué)這些單詞。
學(xué)生能自學(xué)的詞盡量讓學(xué)生自學(xué)，老師可稍加引導，以下單詞可遷移，讓學(xué)生自己讀 behind → find room →broom
口語(yǔ)訓練建議
本課的口語(yǔ)訓練應放在空間關(guān)系上。并應當貫穿始終。口語(yǔ)訓練重要的一環(huán)就是正確引入“位置”所謂概念。這與中文有較大的差異。中文說(shuō)：在… 里，（上，后面，附近）的結構，英文只用一個(gè)介詞，不同的介詞比表達了不同的位置，而且一般要與定冠詞the連用。向學(xué)生們介紹介詞時(shí)，多用直觀(guān)展示，適當用中文。
為了使學(xué)生能夠確切把握介詞的特點(diǎn)，我們在訓練的最初階段應當集中展示兩個(gè)物體之間的變化，不要過(guò)早的變換物體，這樣學(xué)生就能聚精會(huì )神的體會(huì )位置表達的基本方法。注意以下幾點(diǎn)：
1．創(chuàng )設一個(gè)合乎生活邏輯的語(yǔ)境。
2．尋找一個(gè)非設計空間表達不可的動(dòng)機。如：尋找一個(gè)提問(wèn)者看不見(jiàn)的東西。 老師上課找不見(jiàn)黑板擦，問(wèn)一個(gè)學(xué)生。---- Where’s the brush? ---- It’s under the teacher’s table.老師也可自問(wèn)自答。盡量從交際出發(fā)，減少純句型練習。
3．確定對話(huà)參與者之間的特定關(guān)系。
在物體選擇上，最好一大一小，構成一主一從的格局。建議教師使用一個(gè)色彩鮮明的大紙盒和一個(gè)具有對比色度的小球，然后再換成玩具小動(dòng)物，如小狗或小貓等，引起學(xué)生更大的興趣。
畫(huà)一只貓和一個(gè)盒子，這只貓分別在盒子的四個(gè)位置，即在上、在下、在里、在后。
運用型訓練建議
老師可設計一個(gè)讓學(xué)生去辦公室去拿東西的情景，告訴學(xué)生東西的位置。這個(gè)練習最好事先和課代表準備好。課上給全班同學(xué)演示。其目的是告訴學(xué)生們介詞在生活中的運用。
Eg.
Teacher: Could you help me?
Student: Sure.
T: Go to my office and fetch your notebooks.
S: Where are our notebooks?
T: They are on my table.
S: Where is your table?
T: It’s near the second window.
S: OK.
筆頭訓練建議
老師可設計一些基本的測試性的筆頭練習，但一定是課堂上反復練習過(guò)的。多用直觀(guān)的方式提供物體的位置，適量中文。注意以下幾點(diǎn)：
1．清楚的展示物體的位置。
2．嚴格限定表示條件。
3．迅速反饋改正信息。
語(yǔ)法訓練建議
冠詞訓練
a. 第一次提到用a/an。
b. 定冠詞特指后接單述或復數名詞。
可指教室里存在的東西，如：地面、時(shí)鐘、桌椅等， 大家都知道的物品。
c. 位置介詞的用法。
in the bag, under the table, on the desk , on the table等。
情感教育建議
通過(guò)本課的確定位置，以及尋找物品，告訴學(xué)生應養成放好自己的物品，不亂扔亂放東西的習慣，培養學(xué)生樂(lè )于助人，幫助別人尋找東西，以及拾到東西應交公或交還失主的良好品德。
可利用本課所提供的內容，Taiwan, Hong Kong, Macao, SAR, 進(jìn)行愛(ài)國主義教育。
情景教學(xué)
學(xué)習方位表達在日常生活中很有用。我們身邊有很多可就地取材的東西，建議老師在教、學(xué)生在學(xué)的時(shí)候，都不要忽略了身邊的實(shí)物。如：書(shū)包在哪里，書(shū)在哪里，桌椅在哪里等。同學(xué)們要盡可能練到脫口而出，這樣在交際時(shí)才能做到熟練自然，學(xué)以致用。看地圖講地名，要求學(xué)生有地理知識。老師不妨在課前讓學(xué)生熟悉一下地圖，知道三亞在海南，西安在陜西。此后再學(xué)用英語(yǔ)表達難度會(huì )小些。如有可能，再讓學(xué)生看看美國地圖、英國地圖，談?wù)剛惗卦谀膬海A盛頓、紐約在哪兒，鞏固所學(xué)知識，提高學(xué)習興趣。
冠詞a/an, the的用法
冠詞是用在名詞前幫助說(shuō)明所指的人或事物。其分為不定冠詞(a, an)和定冠詞(the)。
不定冠詞a和an的功能
1、 指人或事物的某一種類(lèi)。例如：He is a student..他是學(xué)生。
2、 指人或某事物，但不具體說(shuō)明何人或何物。例如；A boy is over there.
3、 表示數量“一”的概念。例如：I have a bike, a computer and a small room. 我有一輛自行車(chē)、一臺電腦和一個(gè)小房間。
4、 用于某些固定詞組中。例如：have a look, have a seat等。
定冠詞the的用法描述
1. 用來(lái)特指某些人或某些事物。例如：The books on the desk are our teachers(books被on the desk所限定).桌上的書(shū)是我們老師的。
2. 常用在上文提到過(guò)的人或事物的名詞前。例如：There is a chair in the room. A woman is on the chair. The woman in lilys mother.房間里有一把椅子，一位婦女坐在椅子上，那位婦女是莉莉的媽媽。
3. 用來(lái)指說(shuō)話(huà)人雙方都知道的人或事物。例如：Where is the teacher?老師在哪兒（雙方都知道指的是哪個(gè)老師）？
4.在世界上獨一無(wú)二的事物前。如：the moon
5. 在序數詞和形容詞最高級前。如：the youngest boy（最年輕的男孩） the first lesson（第一課）
6. 用在樂(lè )器類(lèi)前。如：play the violin（拉小提琴）
7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：The Greens are not here
8. 用在一些習慣用語(yǔ)中。例如：in the morning, in the same class等。
何時(shí)不用冠詞？
1. 在專(zhuān)用名詞前。例如： in China; in Grade One等。
2. 名詞前已有了做定語(yǔ)用的形容詞、某些代詞、名詞所有格等修飾詞語(yǔ)時(shí)。例如：this pencil; his knife等。
3. 表示一類(lèi)人和事物的復數名詞前。例如：These are oranges.
4. 在稱(chēng)呼語(yǔ)或頭銜的名詞前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu.
5. 在某些習慣用語(yǔ)中。例如：go home; go to school等。
新目標九年級英語(yǔ)教案23
unit 4 signs and rules
應掌握的詞匯
1.turn v. 轉向
2.instruction n. 說(shuō)明
3.mustn’t（must not）禁止
4.warning n. 警告
5.exit n. 出口
認知詞匯
dictionary n.字典 above prep. 在…上 decide v.決定
around prep. 在…周?chē)?restaurant n. 飯店 touch v.觸摸
roller-skating n.滑旱冰 wet adj. 濕的 paint n.油漆
parking n.停車(chē)
應掌握的短語(yǔ)
turn left 向左轉 walk for one hour 變走一小時(shí)
washing instruction 洗滌說(shuō)明 wash sth.by hand 用手洗
in cool water 用涼水 on the underground 在地鐵上
have a barbecue 燒烤 look up 查字典
in your dictionary 在字典里 coffee shop 咖啡店
have a picnic 進(jìn)行一次野餐 no fishing 禁止釣魚(yú)
don’t eat and drink 禁止吃喝 don’t touch 禁止觸摸
don’t fly your kite 禁止放風(fēng)箏 no smoking 禁止吸煙
新目標九年級英語(yǔ)教案24
一、學(xué)習目標：
知識目標：能正確使用Module 3 中的單詞和詞組；
能力目標：能夠談?wù)撟约合矚g的運動(dòng)隊或體育明星；
情感目標：學(xué)習運動(dòng)員不畏艱難、刻苦訓練的精神。
二、重點(diǎn)、難點(diǎn)：
重點(diǎn)：1. 應用本模塊交際用語(yǔ)，如：What do you reckon?; Don’t let them get to you!等；
2. 掌握表達觀(guān)點(diǎn)的句式，如I agree/ I don’t agree with…/ I think you are right/
It’s true. / So do I.
難點(diǎn)：1. 辨析win和defeat, compare…with和compare…to的區別；
2. 一般過(guò)去時(shí)和一般將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)。
三、知能提升
（一）重點(diǎn)單詞
［單詞學(xué)習］
1. allow
用法v. 允許
allow (doing) sth. 允許（做）某事
allow sb. to do sth. 允許某人做某事
be allowed to do sth. 被允許做某事
例句(1) They don’t allow smoking. 不許他們抽煙。
(2) My father won’t allow me to drive a car. 爸爸不允許我開(kāi)車(chē)。
考查點(diǎn)allow后跟含不定式的復合賓語(yǔ)結構及其被動(dòng)形式。
易錯點(diǎn)易混淆allow sb. to do sth. 與be allowed to do sth. 的使用。
考題鏈接
You ______________________ football in the street.
A. allow to play B. aren’t allowed to play C. aren’t allowed playing
答案：B
解題思路：此題考查allow的用法，由于allow后不能直接跟動(dòng)詞不定式，所以先排除A；而“被允許做某事”的表達是“be allowed to do sth.”，所以選B.
2. against
用法prep. 與……相對，相反，反對，依靠
be against 反對，不同意
play against 與……對抗
例句N(xiāo)o one is against the proposal. 沒(méi)人反對這項提議。
Our football team will play against theirs this afternoon.
今天下午我們的足球隊將和他們的足球隊進(jìn)行比賽。
考查點(diǎn)詞義理解。
易錯點(diǎn)against的拼寫(xiě)及誤將against作動(dòng)詞用。
考題鏈接
Some people were for the idea and others _______________ it.
有些人贊成這個(gè)觀(guān)點(diǎn)，另外一些人則反對。
答案：were against。
解題思路：首先根據題目所給出的信息知道所填內容的意思是“反對”，由于against是介詞，作謂語(yǔ)時(shí)要與be動(dòng)詞連用，而前面的時(shí)態(tài)用了一般過(guò)去時(shí)，所以be動(dòng)詞也要用一般過(guò)去時(shí)，others是復數，故應填were against.
3. encourage
用法v. 鼓勵；
encourage sb. to do sth. 鼓勵某人做某事； be encouraged to do sth. 被鼓勵做某事
例句(1) Mother always encourages me to study hard. 媽媽總是鼓勵我要努力學(xué)習。
(2) I am encouraged to try again by the teacher. 老師鼓勵我再試一次。
考查點(diǎn)encourage后跟含不定式的復合賓語(yǔ)結構及其被動(dòng)形式。
易錯點(diǎn)encourage sb. to do sth. 及be encouraged to do sth. 在使用時(shí)易混淆。
考題鏈接
英語(yǔ)老師經(jīng)常鼓勵學(xué)生大聲說(shuō)英語(yǔ)。
English teacher often _______________________________________English aloud.
答案：encourages the students to speak
解題思路：這道題要我們翻譯的是“鼓勵學(xué)生說(shuō)”，考查的是encourage sb. to do sth.這個(gè)短語(yǔ)的使用，題目所給出的時(shí)間是often, 所以填encourages the students to speak。
4. defeat
用法v. 打敗，擊敗
考查點(diǎn)defeat和win的辨析。
defeat和win的區別：
defeat：“打敗，擊敗”，后面的賓語(yǔ)通常是人或隊（team）,而且defeat一般用在被動(dòng)句中。如：His team was defeated again. 他的隊伍又被打敗了。
win：“贏(yíng)，獲勝”，常接的賓語(yǔ)有g(shù)ame, match, race, prize等.
如：We won the football match just now. 我們剛才贏(yíng)了足球比賽。
易錯點(diǎn)defeat和win的用法混淆。
考題鏈接
—Did you ___________ the first prize of the league match?
—Of course we did. We __________ all the other teams.
A. defeat, beat B. win, win C. win, beat
答案：C.
解題思路：解此題要注意所給出的賓語(yǔ)，問(wèn)句給出的賓語(yǔ)是the first prize，所以先排除A，因為defeat后不能跟prize; 答語(yǔ)給出的賓語(yǔ)是all the other teams，所以排除B，因為win后不能跟team, 而
beat和defeat后都可以跟人或team, 故選C。
［即學(xué)即練］
①—I don’t allow ________________ only in my bedroom.
—But I don’t allow my family _______________ anywhere.
A. smoking, smoking B. to smoke, smoking C. smoking, to smoke
②He __________ me at chess yesterday.
A. defeated B. won C. was beaten
③His parents often encourage him ___________ hard.
A. work B. working C. to work
④We lost the game, we were d___________ by No. 1 Middle School.
⑤We will play a _____________ a team from Shanghai in next season.
⑥My teacher often e_____________ us to study hard for the future.
（二）重點(diǎn)短語(yǔ)
［短語(yǔ)學(xué)習］
1. stand for
用法“代表，象征，意味著(zhù)”
例句The letter PRC stands for the People’s Republic of China.
考查點(diǎn)詞組本意。
易錯點(diǎn)錯用被動(dòng)語(yǔ)態(tài)。
考題鏈接
The Olympic Rings ____________ the five parts of the world.
A. are stand for B. are stood for C. stand for
答案：C
解題思路：此題考查stand for的用法，由于stand for沒(méi)有被動(dòng)語(yǔ)態(tài)，所以排除B；而A的表達是錯誤的，故選C。
2. first of all
用法“首先，第一”
例句First of all, I want to thank you all for coming.
考查點(diǎn)first of all 與at first 的辨析。
first of all 與at first 的區別：
first of all：用于說(shuō)明事物排列順序時(shí)的“首先，第一”，多用于開(kāi)場(chǎng)白。
如：First of all, I have good news to tell you .
at first 意思是“起初，最初”，沒(méi)有排列順序之分。
如：At first I thought he was a good person, but later I found out he was a jerk(混蛋).
易錯點(diǎn)first of all 與at first的意思混淆不清。
考題鏈接
________ I was nervous, but soon I started to relax.
A. First of all B. At first C. After all
答案：B。
解題思路：此題考查學(xué)生對first of all , at first, after all 意思的掌握。句意是說(shuō)“起初我很緊張，但是我很快就開(kāi)始放松下來(lái)”，這里沒(méi)有排列順序的關(guān)系，所以排除A；after all的意思是“畢竟，終究”，所以排除C而選B。
3. be mad with sb.
用法“對某人很生氣” ；be mad about sth. 對某事很生氣
例句He is mad with me for being late.
He is mad about my being late.
考查點(diǎn)詞組本意。
易錯點(diǎn)錯用介詞。
考題鏈接
She is mad _________ me for telling lies.
A. with B. about C. to
答案：A。
解題思路：解此題要注意題目所給出的賓語(yǔ)，由于題目給出的賓語(yǔ)是me，指人，所以先排除B，而“對某人很生氣”是“be mad with sb”，故選A。
4.be compared with
用法被（拿來(lái)）與……相比較（是compare…with…的被動(dòng)結構）
例句My writing is compared with his 我的作文被拿來(lái)和他的作比較。
考查點(diǎn)compare…with…與 compare…to…的辨析及其被動(dòng)結構。
compare…with…與 compare…to…的區別：
compare…with…：“把……和……作比較”，表示同類(lèi)事物之間具體的比較或對照。
Parents often compare their children with others’. 父母常把自己的孩子同別人的作比較。
compare…to…： “把……和……作比較”，可和compare…with…替換使用；“把……比作……”，表示一種比喻或相似，沒(méi)有絕對的好壞之分。
People often compare a teacher to a candle. 人們常把老師比作蠟燭。
易錯點(diǎn)錯用介詞以及對過(guò)去分詞作狀語(yǔ)的用法不明確。
考題鏈接
_________________________ his homework, Kate’s is much better.
和他的作業(yè)相比較，凱特的作業(yè)更好。
答案：Compared with/ to。
解題思路：此題考查的是compared with/to 作狀語(yǔ)的情況，過(guò)去分詞作狀語(yǔ)，它和主語(yǔ)的關(guān)系一般是被動(dòng)關(guān)系。此句的主語(yǔ)是“凱特的作業(yè)”，說(shuō)明是凱特的作業(yè)被拿來(lái)和他的作業(yè)相比較，是被動(dòng)的關(guān)系，而前面的成分在句子中只是充當狀語(yǔ)，故填寫(xiě)“Compared with/ to”就可以了。
［即學(xué)即練］
1.在中國，紅色代表好運。
Red _________________________good luck in China.
2. 首先，我想給你講個(gè)故事。
__________________, I want to tell a story to you.
3. 請告訴我你為什么生他的氣。
Please tell me why you ________________________________ him.
4. 學(xué)英語(yǔ)時(shí)有必要把英語(yǔ)和漢語(yǔ)進(jìn)行一番比較。
It’s necessary to ___________________ English ______________ Chinese in English study.
5. 與她的房間相比，我的更舒適。
_______________________ her room, mine is more comfortable.
6. 人們通常把兒童比作花朵。
People often ___________________ children _________________ flowers.
（三）重點(diǎn)句型
［句型學(xué)習］
1. What do you reckon?
用法這是非常口語(yǔ)化的說(shuō)法，意為“你怎么認為？”， 相當于What do you think?
例句I think it’s a good idea. What do you reckon, Tom?
我認為這是個(gè)好主意。Tom, 你怎么認為?
考查點(diǎn)語(yǔ)境應用。
易錯點(diǎn)不理解語(yǔ)境，誤用其他交際用語(yǔ)。
考題鏈接
—Maybe the news won’t worry her. _________________________
—I think so.
A. What’s up ? B. What do you reckon? C. Really?
答案：B。
解題思路：What’s up意為“什么事？”, What do you reckon? 意為“你怎么認為？”，Really?意為“真的嗎？”，根據回答應選B。
2. Don’t let them get to you! “不要讓他們影響你!”。
用法get to 除了有“到達”的意思外，還有“感到煩惱，困擾”等意思，本句中的get to sb.意為“影響某人”，常指不好的影響。
例句What he said got to me, so I couldn’t fall asleep.
他的話(huà)使我感到煩惱，所以我無(wú)法入睡。
考查點(diǎn)get to的用法。
易錯點(diǎn)不明確get to的意思。
考題鏈接別讓孩子們影響你。
Don’t let the children ___________________ you.
答案：get to.
解題思路：從題目所給出的信息可看出此題所填內容的意思是“影響”，由于空格前是let sb. do sth., 故后面直接填寫(xiě)動(dòng)詞原形get to 即可。
3. So do I. “我也是”。
用法這是一個(gè)倒裝句。當so, nor 和neither用于句首時(shí)，說(shuō)明前面一句話(huà)中謂語(yǔ)表示的情況也適用于另一個(gè)人或物，其結構形式是“So+be動(dòng)詞/ 助動(dòng)詞/ 情態(tài)動(dòng)詞+ 主語(yǔ)”， 意為“某人/某物也一樣”， so用于肯定句，nor 和neither用于否定句；此外，be動(dòng)詞/ 助動(dòng)詞/ 情態(tài)動(dòng)詞一般要與前面句子的謂語(yǔ)以及本句主語(yǔ)保持一致。如果前面沒(méi)有be動(dòng)詞/ 助動(dòng)詞/ 情態(tài)動(dòng)詞，so，nor 和neither后面用do, does或did.
例句I will stay at home. So will she. 我將呆在家里，她也是。
Tom can swim. So can Mike. Tom會(huì )游泳，Mike也會(huì )。
She has lunch at school. So do I. 她在學(xué)校吃午飯，我也是。
I won’t go home this weekend. Neither will Lingling.
So do I 和 So I do的區別：
So do I: 意為“我也是”，其結構形式是“So+be動(dòng)詞/ 助動(dòng)詞/ 情態(tài)動(dòng)詞+ 主語(yǔ)”，注意上下兩句的主語(yǔ)指不同的人或物。
如：Tom has gone to Beijing, so has Kate. (前一句的主語(yǔ)是Tom, 后一句的主語(yǔ)是Kate )
So I do：意為“的確如此”， 其結構形式是“So + 主語(yǔ)+be動(dòng)詞/ 助動(dòng)詞/ 情態(tài)動(dòng)詞”，注意上下兩句的主語(yǔ)指同一人或物。
如： —She swims really well.
—So she does. (上下兩句的主語(yǔ)she是指同一人 )
考查點(diǎn)so引導的倒裝句的用法。
易錯點(diǎn)對So do I 和 So I do 的用法不明確。
考題鏈接Tom: I like to eat fish and chips in the open air, what about you?
Mike: ________________.
A. So am I B. So do I C. So I do D. So I am
答案：B。
解題思路：從題目所給出的信息可看出這是兩個(gè)人在對話(huà)，因此這里的兩個(gè)I指的是不同的人，這樣就首先排除C和D，而上句中沒(méi)有出現be動(dòng)詞，故排除A選B。
4. 一般過(guò)去時(shí)和一般將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)句型：
用法一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)句子結構：主語(yǔ)+ was/were ＋及物動(dòng)詞的過(guò)去分詞+ （by sb.）＋其他
一般將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)句子結構：主語(yǔ)+ will be ＋及物動(dòng)詞的過(guò)去分詞+ （by sb.）＋其他
例句主動(dòng)語(yǔ)態(tài)：We beat them last time.
被動(dòng)語(yǔ)態(tài)：They were beaten (by us) last time.
主動(dòng)語(yǔ)態(tài)：They will hold the meeting next week.
被動(dòng)語(yǔ)態(tài)：The meeting will be held (by them) next week.
它們的否定句和疑問(wèn)句的變化就在助動(dòng)詞be里體現出來(lái)， 如：
否定句：They were not beaten (by us) last time.
The meeting won’t be held (by them) next week.
一般疑問(wèn)句：Were they beaten (by us) last time ?
Will the meeting be held (by them) next week ?
特殊疑問(wèn)句：Who were not beaten last time ?
What won’t be held next week?
考查點(diǎn)一般過(guò)去時(shí)和一般將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)句子結構
易錯點(diǎn)主動(dòng)語(yǔ)態(tài)和被動(dòng)語(yǔ)態(tài)混淆以及時(shí)態(tài)混淆不清。
考題鏈接More than two schools ____________ in the city next year.
A. are built B. will build C. will be built D. was built
答案：C。
解題思路：此題考查被動(dòng)語(yǔ)態(tài)的時(shí)態(tài)運用。首先要明確主語(yǔ)“學(xué)校”和動(dòng)詞“建立”的關(guān)系是被動(dòng)關(guān)系，說(shuō)明學(xué)校是被建立，所以要先排除B；題中所給出的時(shí)間是“next year”，故應該用一般將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)，符合一般將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)結構“ will+ be+過(guò)去分詞”的只有C項，故選C。
［即學(xué)即練］
1. —The recorder _________ yesterday, It works now. — Thank you very much.
A. repaired B. was repaired C. will be repaired
2. People say the subway _____________ building in Harbin in a few years.
A. will finish B. is finished C. will be finished
3. —I won’t have a trip to Mount Huang unless my best friend Amy ____________ , too.
— You mean you will go if Amy goes.
A. will invite B. invites C. is invited D. will be invited
4.—I usually have milk and bread for breakfast. — ____________________.
A. so have I B. So I do C. So do I
5. 這塊手表是什么時(shí)候買(mǎi)的？
When __________________ the watch ___________________?
6. 工作的壓力使他煩惱起來(lái)。
The pressure of work is beginning to ___________________ him.
新目標九年級英語(yǔ)教案25
I. 學(xué)習目標：
1.熟練應用make .
make sb. do sth. / make sb. + adj.
2.掌握詞匯和短語(yǔ)：
Scientific ,pink ,hard ,serve ,fair ,make sb. tense ,heavy traffic ,loud noise ,endangered animals ,
3.能運用make及所學(xué)單詞、短語(yǔ)談?wù)撌挛锘颦h(huán)境對人的影響。
II．教學(xué)過(guò)程：
Step1．預習導學(xué)及自測：
1.按要求寫(xiě)出下列單詞：
rain (形容詞)________ own (名詞) ________ science(形容詞)________
uncomfortable (反義詞) ________ sad (反義詞) ________
2.翻譯下列短語(yǔ)：
soft music________ make me tense________ have fun ________ how to make money________
餐館科學(xué)________ 瀕臨滅絕的動(dòng)物________ 招待很多人________
加入一個(gè)清潔運動(dòng)____________
Step2．情境導入。
Talk about a place you know.
Step3．自主探究：
1.1a. Look at the two restaurant below .Which would you like to go to ? Why ?
2.Listen 1b Listen to the tape carefully .Complete the sentences .
3.Listen to the tape carefully again .Finish 2a and 2b .
Note : make + sb. + infinitive ； make + sb. + adjective
Step4．合作互動(dòng)：
1.1c 、2c Pairwork
2.Look at Part 3a .
Read the article .Then write answers to the questions below.
Step5．梳理歸納：
1.would rather 2.so 與such 3.owner 4.therefore 5.hard 6.serve 7.keep
8.如何詢(xún)問(wèn)某人對某事的看法？9.make的用法
新目標九年級英語(yǔ)教案26
一、選擇題
（ ）1.Kate is______ busy ______ she can’t have a picnic with us this weekend .
A.so… that B. too…to C.so…as D.such… that
( ) 2.I have been working so hard these days for the big exam ,I feel _____ .I ‘m afraid I can’t pass it .
A.relaxed B.stressed out C.comfortable D.relaxed
( )3. Time goes by so fast .We must never miss the chance to show love to our parents and make them _____ how much they mean to us .
A.to know B.knowing C.know D.knew
( ) 4. Li Lei’s words made her _______ .
A.happily B.angrily C.crying D.angry
( ) 5.I would rather _______ out tonight than _______ my boy alone at home .
A.not go ; to leave B.not going ;leaving
C.not go ;leave D.don’t go ;to leave
二、首字母填空。
1.This is a popular restaurant .There are many c_______ to come here every day .
2.They remember to s_________ people all the time .
3.Tom likes science very much .He has learned much from s________ studies .
4.-What colour does the girl like ? red?
- I think she likes p________ .it’s lighter than red.
5.The seat is very hard , I think it is very u_________ .
三、短文填空。
從方框中選擇合適的詞，并用其適當形式填空。
money ; learn ;red ; own ;quick ;spend ;light ; furniture; leave; therefore
Restaurant 1._______ have to know how to make food .They also have to how to make 2.______. Here are some things they ‘ve 3______ from scientific studies. The color 4._____ makes people hungry .Red also makes customers eat faster. Many fast food restaurants ,5.______ ,have red 6._______ or walls. Soft colors like pink and 7.________ blue make people relaxed,so they 8.________ more time eating their meals .Loud music may be nice at first ,but it soon make people want to 9.________.Hard seat also make customers want to eat 10.________ and leave .So a small reataurants can serve many people every day .
1.__________2.__________ 3.__________ 4.__________ 5.__________
6.__________ 7__________ 8.__________ 9.__________ 10.__________
新目標九年級英語(yǔ)教案27
九年級上冊英語(yǔ)第九單元課件: 《Unit 9 I'll help clean up the city parks》
Teaching Aims and Demands(教學(xué)目標):
Knowledge and Ability objects(知識與能力目標):
（1）重點(diǎn)詞語(yǔ) ：重點(diǎn)掌握如下描繪性的形容詞 clean up hunger homeless cheer up give out
（2）重點(diǎn)句型：I'd like to work outside．
You could give out food at a food bank
（3）培養學(xué)生能夠運用所學(xué)的語(yǔ)言目標進(jìn)行簡(jiǎn)單的語(yǔ)言訓練的能力.
(4)能夠聽(tīng)懂磁帶上的每句話(huà).
Course and Methods(過(guò)程與方法)：可采取小組討論的方法進(jìn)行知識與技能的訓練,調動(dòng)已有的知識、根據情景推測句子的含義。
Moral object(情感態(tài)度與價(jià)值觀(guān)目標)：通過(guò)對本單元的學(xué)習，增強愛(ài)心，同情心，以及社會(huì )責任感。
Teaching Key Points and Difficulties(教學(xué)重、難點(diǎn))
1、 Key point：一般將來(lái)時(shí)的應用.
2、 Difficult point：一些動(dòng)詞短語(yǔ)的用法.
Teaching Methods(教學(xué)方法)：Watching and describing methodslistening methodPairwork
Teaching Aids(教具)：Tape picturessmall blackboardTeaching procedures(教學(xué)過(guò)程):
課前練習(practice oral English )看誰(shuí)有勇氣想挑戰一下自己.
復習以前的知識
妙語(yǔ)連珠(提高翻譯的能力)
一、導入(Lead-in)：
展示幾張需要幫助的人或事的圖片。(如：sick people，homeless children，dirty park，hunger)
通過(guò)圖片讓學(xué)生充分展開(kāi)想像力，針對每一幅圖片進(jìn)行描述，激起學(xué)生的同情心和對以下內容的興趣。
二、句型引入和操練(Presentation and practice)
1．版書(shū)：What can you do to help sick people? I can visit them in the hospital．
I’d like to buy them some flowers．
I hope to cheer them up．
讓學(xué)生給出不同的回答，強調I’d like to，hope to，volunteer to，could和其他動(dòng)詞的搭配。老師不斷強化句型，讓學(xué)生有個(gè)模式進(jìn)行下面的訓練。
2．結對練習對話(huà)
另外再讓學(xué)生結對操練句型：
通過(guò)反復操練，鞏固句型，體會(huì )以上句型的結構，為后面的討論作鋪墊。
三、教學(xué)操練(Practice)
What would you like to do if the classroom is very dirty？ I’d Iike to…
I hope to…
四、教學(xué)鞏固
通過(guò)版書(shū)引導學(xué)生完成一個(gè)任務(wù)：
假設你有個(gè)朋友周末生日，他打算在家開(kāi)個(gè)生日舞會(huì )。他現在有很多事情忙不過(guò)來(lái)，你能給他提供什么幫助？
說(shuō)明：通過(guò)來(lái)完成一個(gè)任務(wù)。讓學(xué)生運用所學(xué)內容，既鞏固了本課所學(xué)的語(yǔ)言目標，又開(kāi)拓了學(xué)生的思維，使學(xué)生的語(yǔ)言運用源于書(shū)本又高于書(shū)本，培養學(xué)生在實(shí)際生活中運用本課所學(xué)內容，來(lái)解決現實(shí)生活中的實(shí)際問(wèn)題的能力，達到新課標提出的培養學(xué)生綜合運用語(yǔ)言的能力。
五、作業(yè) (Homework)：
1．下周你們班將去老人院，去那里有什么可以做的，羅列4～5點(diǎn)。
2．翻譯下列短語(yǔ)。
(1)打掃
(2)張貼
(3)去醫院看望生病的小孩
(4)在外面工作
(5)提供幫助
(6)推遲
(7)分發(fā)
(8)無(wú)家可歸的人
新目標九年級英語(yǔ)教案28
單元目標
1．知識目標：
1) 核心詞匯及短語(yǔ)：
tense, owner, scientific, pink, lighting, therefore, serve, design, uncomfortable, smoke, mysterious, shiny, silly, ski, cream,
toothpaste, aim, specially, useful, product, confuse, mislead, aim at, for instance, keep out
2) 功能：
詢(xún)問(wèn)事物對自己或別人的影響；學(xué)會(huì )比較、選擇對自己有影響的事物，并正確處理一些實(shí)際問(wèn)題。
3) 語(yǔ)言結構：
make 的用法：make sb. / sth.+ adj. make sb. / sth. + do …
4) 句型：
— loud music makes me tense.
— sad movies make her want to leave.
— waiting for her made me angry.
2．語(yǔ)言技能：
1) 聽(tīng)：
能聽(tīng)懂本課學(xué)習活動(dòng)中的問(wèn)題，并能作出較得體的回答。
2) 說(shuō)：
能正確朗讀本單元對話(huà)和句型；能在任務(wù)型活動(dòng)中使用本單元所學(xué)的語(yǔ)言知識進(jìn)行簡(jiǎn)單的交流，如：對話(huà)、調查采
訪(fǎng)、討論等。
3) 讀：
能完成本單元短文閱讀任務(wù)；擴展視野，獲取更多與本單元話(huà)題相關(guān)的信息和知識。
4) 寫(xiě)：
能寫(xiě)出本節課學(xué)習的單詞和句型，能運用目標語(yǔ)言寫(xiě)出不同事物對自己的影響。
3．學(xué)習策略：
1) 資源策略，個(gè)性化學(xué)習（搜集與話(huà)題相關(guān)的資料）。
2) 交際策略，合作化學(xué)習，啟發(fā)思維。
4．情感目標：
1) 感知不同的事物對自己的影響，從而學(xué)會(huì )選擇適合自己的東西或生活方式。
2) 不是所有的廣告都是真實(shí)的，學(xué)會(huì )不去買(mǎi)自己不需要的產(chǎn)品。
新目標九年級英語(yǔ)教案29
1．教學(xué)重點(diǎn)：
1) 詞匯：
熟練掌握以下詞匯：
tense, owner, scientific, pink, lighting, therefore, serve, design, uncomfortable, smoke, mysterious, shiny, silly, skin, cream,
toothpaste, aim, specially, useful, product, confuse, mislead, aim at, for instance, keep out
2) 句型：
熟練運用以下句子進(jìn)行語(yǔ)言交流：
loud music makes me tense.
sad movies make her want to leave.
waiting for her made me angry.
2．教學(xué)難點(diǎn)：
1) make sb. / sth. + adj.
2) 感官動(dòng)詞后作賓補的不定式省略to的用法。
單元課時(shí)建議
這個(gè)單元的語(yǔ)言結構“make + 賓語(yǔ) + 賓補”很重要，是考試中經(jīng)常考到的知識點(diǎn)，這種結構在作文中也很常用。話(huà)題“談?wù)撌挛飳ψ约呵榫w的影響”也很實(shí)用。
教師可以根據學(xué)生情況，安排復習教材1—5冊與此話(huà)題相關(guān)的單元。例如：
book1:
unit 4 where’s my backpack?
unit 5 do you have a soccer ball?
unit 10 can you play the guitar?
book2:
unit 2 why do you like koala bears?
unit 5 how was your weekend?
unit 9 it’s raining!
unit 10 where did you go on vacation?
unit 11 what do you think of game shows?
book3:
unit 1 how often do you exercise?
unit 3 what are you doing for vacation?
unit 8 how was your school trip?
unit 11 could you please clean your room?
book4:
unit 3 what were you doing when the ufo arrived?
unit 7 would you mind turning down the music?
unit 8 why don’ t you get her a scarf?
book 5:
unit 4 what would you do?
本單元具體課時(shí)安排如下：
第一課時(shí)
本課時(shí)完成教材section a部分內容。讓學(xué)生激活已學(xué)過(guò)的與情感有關(guān)的詞匯，引出本單元話(huà)題，并了解本單元目標語(yǔ)。教師可以參考教學(xué)設計section a: step 1—step 20。
第二課時(shí)
本課時(shí)完成教材section a，學(xué)習教材p104的3a—activity 4，通過(guò)閱讀和口語(yǔ)表達，運用鞏固目標語(yǔ)。教師可以參考教學(xué)設計section a: step 21—step 30。
第三課時(shí)
本課時(shí)完成教材section b部分內容，學(xué)習教材p105的1a—2c，在熟悉本單元目標語(yǔ)言的前提下，引入日常情境，介紹更多實(shí)用詞匯和場(chǎng)景，進(jìn)行聽(tīng)說(shuō)訓練。教師可以參考教學(xué)設計section b: step 1—step 14。
第四課時(shí)
本課時(shí)完成教材section b，學(xué)習教材p106 的3a—activity 4，通過(guò)閱讀和寫(xiě)作訓練，使學(xué)生進(jìn)一步掌握本單元目標語(yǔ)言。教師可以參考教學(xué)設計section b: step 15—step 23。
第五課時(shí)
完成教材self check單元基礎練習檢測和reading。教師可以參考教學(xué)設計self check。
第六課時(shí)
revision lesson of unit 13 處理相關(guān)練習2。
建議教師安排擴展資源中的相關(guān)任務(wù)，使學(xué)生的知識能夠得以鞏固與延伸。
進(jìn)行單元復習：教師通過(guò)安排單元復習以及課后的鞏固測試，檢測學(xué)生在完成學(xué)習內容時(shí)出現的疏漏與疑問(wèn)，并可依據課文進(jìn)行講解。
新目標九年級英語(yǔ)教案30
一.教材分析
1.教材的地位和作用
本說(shuō)課是九年級《go for it》第九單元“When was it invented?”本單元涉及內容是本書(shū)當中比較重要的一部分。被動(dòng)語(yǔ)態(tài)結構及運用是教學(xué)中一個(gè)難點(diǎn)和重點(diǎn)，也是學(xué)生比較不容易理解的部分，因為它是建立在各種時(shí)態(tài)之上的。
另外通過(guò)對我們熟悉經(jīng)常使用的發(fā)明物的歷史來(lái)開(kāi)闊眼界，豐富學(xué)生的閱歷，使學(xué)生養成勤于思考，善于總結的好習慣。
2.教學(xué)目標
1)知識目標 擴容新單詞，提高閱讀能力。理解和良好運用被動(dòng)語(yǔ)態(tài)。
2)技能目標 能談?wù)撝匾l(fā)明的歷史及用途，能針對各項發(fā)明的用處及特點(diǎn)，發(fā)表自己的看法，并說(shuō)明理由。
3)情感目標 使學(xué)生懂得人類(lèi)的科學(xué)發(fā)明創(chuàng )造了豐富的物質(zhì)文明。培養學(xué)生的創(chuàng )造發(fā)明的能力和愿望
3.教學(xué)重點(diǎn) 掌握一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)
4.教學(xué)難點(diǎn) 弄清主動(dòng)語(yǔ)態(tài)與被動(dòng)語(yǔ)態(tài)的差異，通過(guò)練習和運用加以鞏固
二.學(xué)情分析
1.初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過(guò)多媒體課件和教師親和力的語(yǔ)言，增強興趣和注意力。
2.初中生的學(xué)習心理特點(diǎn)
1)興趣 對英語(yǔ)普遍感興趣，求知欲盛。
2)記憶 對刺激記憶手段多的知識記憶深刻，遵從記憶規律。
3)評價(jià) 主要通過(guò)他人評價(jià)初步形成對自己的評價(jià)，所以很在乎他人的評價(jià)。同時(shí)自我意識不斷增強。因此在本課教學(xué)過(guò)程中，注意采用任務(wù)型教學(xué)為主，通過(guò)任務(wù)和不同的評價(jià)方式，提高學(xué)生參與意識。
3.初三上學(xué)期學(xué)生有較明確的學(xué)習動(dòng)機和態(tài)度。本單元通過(guò)發(fā)明為載體，各種發(fā)明和發(fā)明家激勵學(xué)生求知的欲望。
三.教法滲透
1、教學(xué)設計思路與教材處理：
《新目標英語(yǔ)》中的具體語(yǔ)言目標是通過(guò)各種各樣的Tasks來(lái)實(shí)現的;學(xué)生需要運用具體而特定的行動(dòng)來(lái)完成一定的交際任務(wù)。整個(gè)教學(xué)過(guò)程中，各種語(yǔ)言結構與語(yǔ)言功能與不同的學(xué)習任務(wù)有機的結合。任務(wù)活動(dòng)所謀求的效果不是一種機械的語(yǔ)言訓練，而是側重在執行任務(wù)中學(xué)生自我完成任務(wù)的能力和策略的培養;重視形式在完成任務(wù)過(guò)程中的參與和在交流活動(dòng)中所獲得的經(jīng)驗。因此本節課我將始終引導學(xué)生通過(guò)完成具體的任務(wù)活動(dòng)來(lái)學(xué)習語(yǔ)言，讓學(xué)生為了特定的學(xué)習目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過(guò)完成特定的交際任務(wù)來(lái)獲得和積累相應的學(xué)習經(jīng)驗，讓學(xué)生在用中學(xué)，在學(xué)中用。
2、教學(xué)原則
l 活動(dòng)性原則 提倡學(xué)生主動(dòng)參與，體驗，交流，合作，探究等多種學(xué)習。
l 合作性原則 以學(xué)生為主體，師生合作，生生合作，體現教與學(xué)的互動(dòng)，交往。
l 任務(wù)型原則 任務(wù)驅動(dòng)—激發(fā)動(dòng)機;任務(wù)完成—激勵學(xué)習積極性;執行任務(wù)—培養責任 心和合作精神。
l 情感性原則 激發(fā)學(xué)生學(xué)習英語(yǔ)的興趣和始終保持良好的學(xué)習情緒。
3、教法運用：
本單元主要采用任務(wù)型教學(xué)
在本課的任務(wù)型語(yǔ)言教學(xué)中，我將依據課程的總體目標并結合教學(xué)內容，創(chuàng )造性地設計貼近學(xué)生生活實(shí)際的任務(wù)活動(dòng)，吸引和組織他們積極參與，使學(xué)生通過(guò)觀(guān)察、思考、討論、交流和合作等方式，在一種自然、真實(shí)或模擬真實(shí)的情境中體會(huì )語(yǔ)言、掌握語(yǔ)言的應用。
4.教學(xué)手段
1) 多媒體輔助：使用自制的課件，使抽象的語(yǔ)言變得直觀(guān)，為學(xué)生運用英語(yǔ)進(jìn)行交際創(chuàng )設情景，實(shí)現師生互動(dòng)，生生互動(dòng)和人機互動(dòng)的多向交流。
2)非測試性評價(jià)：傳統的評價(jià)觀(guān)念的出發(fā)點(diǎn)是學(xué)科本位，只重學(xué)科，不重學(xué)生發(fā)展。 要體現新課程標準的實(shí)施效果，評價(jià)體系應該“正確反映外語(yǔ)學(xué)習的本質(zhì)和過(guò)程，滿(mǎn)足學(xué)生發(fā)展的需要”。為了達到這一目標，唯有重視形成性評價(jià)，充分發(fā)揮其積極作用，促進(jìn)新的評價(jià)體系的形成。因此，本課我將各種活動(dòng)設計成小組活動(dòng)并開(kāi)展小組競賽和填寫(xiě)課堂自我評價(jià)表等非測試性評價(jià)手段，幫助學(xué)生學(xué)會(huì )自主學(xué)習，學(xué)會(huì )與人合作，培養創(chuàng )新意識以及具備科學(xué)的價(jià)值觀(guān)。
四、學(xué)法指導
新制定的《英語(yǔ)課程標準》把“培養學(xué)生學(xué)習英語(yǔ)的興趣，樹(shù)立自信心，培養良好學(xué)習習慣和形成有效策略，發(fā)展自主學(xué)習和合作精神”放在了首位。依據課改的精神，我從以下幾個(gè)方面對學(xué)生進(jìn)行學(xué)法指導。
1、學(xué)習方法的指導
培養學(xué)生觀(guān)察力，想象力，記憶力以及思維能力。用生動(dòng)的課件調動(dòng)學(xué)生的感官進(jìn)行聽(tīng)說(shuō)讀寫(xiě)的訓練。
2、學(xué)習積極性的調動(dòng)
我在教學(xué)過(guò)程中創(chuàng )造一種開(kāi)放的，和諧的，積極互動(dòng)的語(yǔ)言氛圍，把課堂變成有聲有色的舞臺，讓學(xué)生在樂(lè )中學(xué)。
3、學(xué)習能力的培養
通過(guò)連貫的聽(tīng)說(shuō)讀寫(xiě)，游戲，競賽等，培養學(xué)生的交際能力，發(fā)展他們的思維能力。
4、學(xué)習策略的指導
本節課將在課堂活動(dòng)中把學(xué)生分成四人小組的學(xué)習小組，讓他們圍繞著(zhù)課堂任務(wù)分工合作，在活動(dòng)中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發(fā)展他們的能力。創(chuàng )建開(kāi)放式，探究式的課堂，有意識滲透學(xué)習策略的訓練。我讓學(xué)生觀(guān)察課件畫(huà)面，回答問(wèn)題，讓學(xué)生學(xué)會(huì )使用認知策略;讓學(xué)生表演對話(huà)，實(shí)現交際策略;引導學(xué)生交際，主動(dòng)練習和實(shí)踐，是調控策略的體現。充分利用多媒體，錄音，卡片等是資源策略。
五.教學(xué)效果預測;
1. 能夠掌握被動(dòng)語(yǔ)態(tài)，并運用到一定的語(yǔ)言環(huán)境。
2. 通過(guò)多媒體和任務(wù)的完成學(xué)生會(huì )突破難點(diǎn)，產(chǎn)生一定創(chuàng )造精神。
3. 能完成教學(xué)目標，調動(dòng)學(xué)生學(xué)習熱情。
六．課堂教學(xué)過(guò)程：
Ⅵ．Teaching Procedures
Step Ⅰ Lead-in (2 minutes)
We have inventions everywhere .Inventions make us live easily and happily. Without inventions,our lives will be much more difficult. Today, we will know about a few inventions and talk about the history of them.
Show the pictures of five inventions on the screen: a car,a Tv set, a telephone, a calculator and a computer.
T:Now look at these things.What are they?In what order do you think they were invented? Number them(1-5) (1=first,5=last)
Volunteers report the answes.
S1:I think the calculator was invented before the computer.
S2:Idon’t think so. I think the calculator was invented after the computer.
Step Ⅱ 1a
This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.
Read the inventions to the students.
Call the students' attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is.
Write the names of the five inventions on the blackboard.
computer, car, calculator, telephone, TV set
Have several different students guess and write the dates on the board.
Ask the class to repeat the questions and answers like this.
T: When was the computer invented? Class repeat.
Ss: When was the computer invented?
T: Good. Now Tom, what is your guess?
S1: 1965.
T: OK. Tom, repeat after me. The computer was invented in 1965.
T: Class, please repeat.
Ss: The computer was invented in 1965.
Repeat the process with several different inventions.
Tell the children that they will find out the real dates after they complete the lesson.
After that, ask the students the questions below:
Questions:
1.Which one do you think is the oldest?
2.Which one is the newest?
3.Which one do you think is the oldest or the first invention?
4.Which one is the newest or last invention?
Ask different students to answer the questions.
Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.
A: I think the telephone was invented before the car.
B. Well, I think the telephone was invented after the car.
Read the instructions again to the students. Remind them to remember the inventions from first to last.
Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.
Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.
In the next activity you will find out the real dates.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Get the whole class to read the instruction together.
Call the students' attention to the five inventions in the picture. Ask five students to say the names of them.
Then ask them to see the five dates with a blank line in front of each.
We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea.
Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class.
If some of the answers are hard to get for the children, tell them not to worry and they will make it next.
Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.
Answers
d 1876 a 1885 e 1927 c 1971 b 1976
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Read the instructions and point to the list of dates in Activity 1b.
You will be talking about the dates things were invented with a partner.
Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class.
SA: When was the telephone invented?
SB: I think it was invented in 1876.
Write the conversation on the blackboard. Then get thestudents to practice in pairs, using the information in Activity 1b. Tell them to do it like this:
Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.
Ask several pairs to share their conversations with the class.
Step Ⅴ Summary
In this class, we've learned to talk about the history of inventions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language.
Step Ⅵ Homework
1.Write out two conversations in Activity 1a.
2.Write out two conversations in Activity 1 c.
Step Ⅶ Blackboard Design
二.學(xué)情分析
1.初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過(guò)多媒體課件和教師親和力的語(yǔ)言，增強興趣和注意力。
2.初中生的學(xué)習心理特點(diǎn)
1)興趣 對英語(yǔ)普遍感興趣，求知欲盛。
2)記憶 對刺激記憶手段多的知識記憶深刻，遵從記憶規律。
3)評價(jià) 主要通過(guò)他人評價(jià)初步形成對自己的評價(jià)，所以很在乎他人的評價(jià)。同時(shí)自我意識不斷增強。因此在本課教學(xué)過(guò)程中，注意采用任務(wù)型教學(xué)為主，通過(guò)任務(wù)和不同的評價(jià)方式，提高學(xué)生參與意識。
3.初三上學(xué)期學(xué)生有較明確的學(xué)習動(dòng)機和態(tài)度。本單元通過(guò)發(fā)明為載體，各種發(fā)明和發(fā)明家激勵學(xué)生求知的欲望。
三.教法滲透
1、教學(xué)設計思路與教材處理：
《新目標英語(yǔ)》中的具體語(yǔ)言目標是通過(guò)各種各樣的Tasks來(lái)實(shí)現的;學(xué)生需要運用具體而特定的行動(dòng)來(lái)完成一定的交際任務(wù)。整個(gè)教學(xué)過(guò)程中，各種語(yǔ)言結構與語(yǔ)言功能與不同的學(xué)習任務(wù)有機的結合。任務(wù)活動(dòng)所謀求的效果不是一種機械的語(yǔ)言訓練，而是側重在執行任務(wù)中學(xué)生自我完成任務(wù)的能力和策略的培養;重視形式在完成任務(wù)過(guò)程中的參與和在交流活動(dòng)中所獲得的經(jīng)驗。因此本節課我將始終引導學(xué)生通過(guò)完成具體的任務(wù)活動(dòng)來(lái)學(xué)習語(yǔ)言，讓學(xué)生為了特定的學(xué)習目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過(guò)完成特定的交際任務(wù)來(lái)獲得和積累相應的學(xué)習經(jīng)驗，讓學(xué)生在用中學(xué)，在學(xué)中用。
2、教學(xué)原則
The First Period
教學(xué)內容：新目標九年級Unit 9 When was it invented?第一課時(shí)
一.教材分析
1.教材的地位和作用
本說(shuō)課是九年級《go for it》第九單元“When was it invented?”本單元涉及內容是本書(shū)當中比較重要的一部分。被動(dòng)語(yǔ)態(tài)結構及運用是教學(xué)中一個(gè)難點(diǎn)和重點(diǎn)，也是學(xué)生比較不容易理解的部分，因為它是建立在各種時(shí)態(tài)之上的。
另外通過(guò)對我們熟悉經(jīng)常使用的發(fā)明物的歷史來(lái)開(kāi)闊眼界，豐富學(xué)生的閱歷，使學(xué)生養成勤于思考，善于總結的好習慣。
2.教學(xué)目標
1)知識目標 擴容新單詞，提高閱讀能力。理解和良好運用被動(dòng)語(yǔ)態(tài)。
2)技能目標 能談?wù)撝匾l(fā)明的歷史及用途，能針對各項發(fā)明的用處及特點(diǎn)，發(fā)表自己的看法，并說(shuō)明理由。
3)情感目標 使學(xué)生懂得人類(lèi)的科學(xué)發(fā)明創(chuàng )造了豐富的物質(zhì)文明。培養學(xué)生的創(chuàng )造發(fā)明的能力和愿望
3.教學(xué)重點(diǎn) 掌握一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)
4.教學(xué)難點(diǎn) 弄清主動(dòng)語(yǔ)態(tài)與被動(dòng)語(yǔ)態(tài)的差異，通過(guò)練習和運用加以鞏固
新目標九年級英語(yǔ)教案31
一．Analysis of the Teaching Material
賓語(yǔ)從句是中學(xué)英語(yǔ)復合句學(xué)習的起點(diǎn)，掌握好賓語(yǔ)從句的概念和應用為以后學(xué)習狀語(yǔ)從句和定語(yǔ)從句以至于高中的名詞性從句打好基礎。九年級11單元，在學(xué)生已經(jīng)掌握了狀語(yǔ)從句，定語(yǔ)從句的背景下，重新審視賓語(yǔ)從句，并且讓學(xué)生能把握賓語(yǔ)從句其他從句的不同之處，可以說(shuō)是對賓語(yǔ)從句的一次綜合講解。在中學(xué)教材當中，賓語(yǔ)從句是由點(diǎn)及線(xiàn)再到面，逐步深化。
二．Analysis of the Students
賓語(yǔ)從句在教材中復現率較高。在七年級下冊已經(jīng)零星出現，但是并不作為語(yǔ)法點(diǎn)來(lái)講解。在八年級下冊4單元，以直接引語(yǔ)轉化成間接引語(yǔ)的角度來(lái)講解賓語(yǔ)從句。但學(xué)生對句子結構掌握的不好,尤其是一些復合句 ,因此有必要好好講解。
三．Teaching task：Review the object clause
Teaching aims教學(xué)目標
1. Idea and skill (知識與技能) : Review the object clause . Enable the students to master theusage of it.
2. Teaching progresses and methods（教學(xué)方法）: Practice the ability of usingthe object clause by slides and exercises .
Main & difficult points:
1、由不同引導詞引導的賓語(yǔ)從句
2、賓語(yǔ)從句的語(yǔ)序
3、賓語(yǔ)從句中時(shí)態(tài)的變化
Teaching progresses教學(xué)過(guò)程
Step1Warming—up & revision
1. Warming—up
2.了解賓語(yǔ)從句：
新目標九年級英語(yǔ)教案32
一、不同引導詞引導的賓語(yǔ)從句
（一）、由從屬連詞that引導的賓語(yǔ)從句。
注：陳述句用that引導。 that只有語(yǔ)法作用，沒(méi)有實(shí)在的意義，在口語(yǔ)和非正式文體中可以省略。例如：
·She says, “I am from Shuanggu ”.
She says that she is from Shuanggu .
2. She says, “She can’t sleep well ”.
She says that she can’t sleep well
e.g.
1. I hear (that) _______________________. （一小時(shí)后他會(huì )回來(lái)）
2. He said (that) ______________________. （他非常想念我們）
3. The teacher told us (that)_________________.（地球圍著(zhù)太陽(yáng)轉）
（二）、由從屬連詞whether, if 引導的賓語(yǔ)從句。If和whether在句中的意思是“是否”。例如：
·He wants to know, “Is Tan Dun a world
famous composer?” （改為賓語(yǔ)從句）
He wants to know ifwhether Tan Dun is a world-famouscomposer.
2.“HasTan built a bridge between the East and the West?” he asks. （改為賓語(yǔ)從句）
He asks ifwhether Tan has built a bridge between theEast and the West.
e.g.
1. I want to know ___________________.（他是否跟我們一起去公園）
2. Ask him _____________________. （他是否能來(lái)）
3. I don’t know ___________________________.（是否要下雨）
（注意：當句末為or not時(shí)，引導詞只能用whether而不能用if.）
（三）、注意：以下情況只用whether，不用if。
I don’t know _____ he will come or not.
2.I don’t care of ______ heis taller than the other players.
3.He wondered ______ to remain there foranother week.
4. ______ this is true or not, I’m not sure.
小結：
1.whether引導的從句常可以與連詞or或or not直接連用。
2. whether及其引導的成分可放于介詞之后，作介詞的賓語(yǔ)。
3. whether可以引導帶to的不定式。
4. 當賓語(yǔ)從句提到句首時(shí)，只能用whether引導。
二、中考鏈接
1. The young man asked it's summer or winter.
A. either B. that C. if D. whether
2. We don't know they did it .
A. whether B. who C. what D. which
3.Does anybody know Tan Dun is famous for “WATER” or not .
A. if B. where C. whether D. that
5.if和when既能引導條件狀語(yǔ)從句，又能引導賓語(yǔ)從句。因此，遇到它們就要認真分析一下。
1.I want to know if he _______ (come) tomorrow.
If he _______(come). Please tell me.
2.Can you tell me whenhe________ (appear) ?
Please call me when he _______ (appear).
三、由連接代詞what, whom, whose, which, what及連接副詞 when,where, how, why引導的賓語(yǔ)從句
例如：
n Do you know who (whom) they are waiting for?
n He asked whose handwriting was the best.
n Can you tell me where the No.3 bus stop is?
n I don’t know why the train is late.
eg:
1.He asked __________________________. (誰(shuí)能回答這個(gè)問(wèn)題）
2.Do you know_________________________. （他們在等誰(shuí)）
3. Can you tell me .(他在哪兒）
4. Could you tell me ______________________ .（我該怎么去車(chē)站）
5. Would you tell me ______________ .（為什么火車(chē)遲到了）
二、時(shí)態(tài)歸納：
1、當主句的謂語(yǔ)動(dòng)詞是一般現在時(shí)或一般將來(lái)時(shí)，賓語(yǔ)從句的謂語(yǔ)動(dòng)詞可以用所需要的任何一種時(shí)態(tài)。eg
Jim_______ ( be ) a worker two years ago.
Jim ( be ) an English teacher now.
Jim ( cook ) dinner tomorrow .
Jim ( sing )a popular songnow.
Jim ( be ) to the Great Walltwice . J
2、當主句的謂語(yǔ)動(dòng)詞是一般過(guò)去時(shí)，賓語(yǔ)從句的謂語(yǔ)動(dòng)詞要用相應的過(guò)去時(shí)態(tài)，但當賓語(yǔ)從句敘述的內容為客觀(guān)真理時(shí)，仍然用一般現在時(shí)。e.g.
He will go to Hong Kong.
2) He is sick.
3) He is reading a book .
4) He has finished his work.
1) He_________ to Hong Kong.
2) He_____ sick.
3) He ___________ a book .
4) He____________
Exercise：
將下面的句子連接成為含有賓語(yǔ)從句的復合句。
1)These flowers are from Guangdong. He said.
He said ____ these flowers _______ from Guangdong.
2)Light travels faster than sound. My teacher told me.
My teacher told me _____ light _______ faster thansound.
3)Are the children playing games? Tell me.
Tell me ______ the children ______ ______ games.
4)Have you finished your homework yet? Mr. Zhao asked MaChao
Mr. Zhao asked Ma Chao _______ _______ ______ _____ _____homework yet. 三、賓語(yǔ)從句的語(yǔ)序
賓語(yǔ)從句的語(yǔ)序應為陳述句的語(yǔ)序。例如：1. “I am having an English lesson.” He said to me .
He told me that he was having an English lesson.
2. “I will play basketball .” Spud said.
Spud said that he would play basketball
一隨主，二隨賓，三不變
n I think (that) you will like this school soon.
n Can you tell me how I can get to the zoo?
n Please tell me when we’ll have the meeting
新目標九年級英語(yǔ)教案33
一、三類(lèi)詞引導的賓語(yǔ)從句：
(1)從屬連詞that
(2) 從屬連詞whether/if
(3) 疑問(wèn)詞：8個(gè)“W”,1個(gè)“H”
賓語(yǔ)從句的時(shí)，態(tài)賓語(yǔ)從句的語(yǔ)序，還有幾種注意事項
Step4Homework:
1.Finish the exercises on the paper.
2.Review the main points of this lesson
3.Make dilage with the object cause
附Homework
一、用所給詞的適當形式填空
1．ConsolidationThe radio says it _________ cloudy tomorrow. (be)
2．Theheadmaster hopes everything ______ well. (go)
3. Tom says that they ____________ (play) basketball atsix o’clock yesterday evening.
4. I hear they __________ (return) it already.
5. He said that they _________ members of the Party since1948. (be)
6. He asked what they __________ at eight last night.(do)
7. Theteacher told his class that light _______ faster than sound. ( travel )
8. I think you __________ about the relay race now.(talk)
9. I didn’t know whom the letters _________ from. (be)
10. I didn’t know what time he _______ the letter.(write)
11. Miss Chen told us that the earth ______(move) roundthe earth.
12. Could you tell me who _________ away the bookalready? (take)
13. Chen Jie told me he _________ to Beijing several times. (be)
14. Our teacher told us in class the sun _______ intheeast. (rise)
15. Can you tell me what they ______ yesterday? (do)
二．將下列句子合并為一句:
1. Where do they stop on the way? I asked.
2. What will you speak at the meeting? Could you tell me?
3. Do they like to make friends with us? Heasked.
4.How many people can you see in the picture? Who knows?
Who knows _____ _____ ____ ____ ___________ in the picture?
5. Where did she park her car? Do you know?
Do you know _____ _____ ____ her car?
6. What does he often talk about? The girl wondered.
The girl wondered _____ _____ often________ about.
7. Who knocked at the door so loudly?I don’t know.
I don’t know ______ _______ at the doorso loudly.
8. There will be a meeting in five days. Jack didn’tknow.
Jack didn’t know ______ there ______ ____ a meetingin five days.
9. Can they speak French? I want to know.
I want to know ______ _______ _______ _______French.
新目標九年級英語(yǔ)教案34
教學(xué)目標：
1語(yǔ)言目標：掌握本單元重點(diǎn)詞匯及復習語(yǔ)言點(diǎn)。
2 技能目標：能談?wù)撨^(guò)去和未來(lái)的生活.
3 情感目標：珍惜初中生活的點(diǎn)滴，培養對高中、未來(lái)生活的憧憬。樹(shù)立遠大人生目標。
教學(xué)重點(diǎn)：
詞匯: survey, standard, row,keyboard, method, instruction, text, level, degree, manager, gentleman, task,wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful,separate, ours, ahead
短語(yǔ): in a row, lookback at, make a mess, keep one’s cool, senior high, go by, believe in, first ofall, be thirsty for, be thankful to sb., ahead of, along with, be responsiblefor, set out, separate from
句子: She helped you to worked outthe answers yourself no matter how difficulty they were.
How have you changed since you startedjunior high school?
I’ve become much better at speakingEnglish.
What are you looking forward to?
I’m looking forward to going to seniorhigh school.
教學(xué)難點(diǎn)：對過(guò)去事件的描述。
課時(shí)劃分：
Period 1 Section A 1 1a – 2d
Period 2 Section A 2 3a-3c
Period 3 Section A 3Grammar Focus-4b
Period 4 Section B 1 1a-2e
Period 5 Section B 2 3a-Self Check
Section A 1 (1a – 2d)
I. Warming up
1. Do you have any special memories ofjunior high school?
2. Which teachers will you miss the mostafter junior high school?
II. Work on 1a.
Check the things you remember doing at junior high school. Add more to the list.
Practice in pairs using the information in 1a.
At junior high school,
I remember:
_____winning a prize
_____being a volunteer
_____doing a school survey
_____a friend helping me with a problem
Learn the new word: survey
III. Listening
1. Work on 1b. Listen and match the memory with the person.
First, let Ss understand the meaning of thesesentences. Then play the record. Check the answer with the Ss.
Learn the new word: standard
2. Listenagain and answer the questions.
1) What did Mary lose in Grade 7?
2) Who helped her find it?
3) What kind of person is Mr. Brown? Is he strictwith students?
4) What did Peter do to meet Mr. Brown’s standards?
3. Work on 1c. Listsome memories and experiences from junior high school. Share your lists withyour partner.
Possible answers:
I remember...
scoring two goals in a rowduring a soccer competition.
winning a basketball competition.
putting a plastic snake into a classmate's desk.
getting a wish card in Christmas Day.
I have...
learnedto play the keyboard in music class.
learnedto sing many English songs.
learnedto play basketball with my friends.
Learn some new words.
4. Work on 2a. Listen to the conversation. Check(√) thefacts you hear.
First, let Ss read the sentences. Then play therecord and check the answer.
______Someone didn’t like P.E.
______Someone was advised to take a break fromrunning by a teacher.
______Someone had a health problem.
______Someone joined the school band.
______Someone liked Mr. Hunt’s teaching methods.
5. Work on 2b.Listen again. Match each question with the name of the person.
6. Listen again and fill in the blanks.
Lisa remembers they had a great _____ teacher. He gave clear ___________and he was ______, too. Luke remembers when That’s life _______ at school. Theywrote a _____ to the band _______ to come.
Juniorhigh has been ______, but it has been a lot of __________.
IV. Practice
1. Work on 2c. Role-play a conversation in your group usingthe information in 2a and2b.
A:Do you remember Mr. Hunt?
B: Of course! He isa great teacher. He gave really clear instructions during the P.E. class.
C: Yeah, he was kindwhen I hurt my knee. He told me to take a break from running.
Learn the new word:instruction.
2. Workon 2d. Role-play the conversation.
LetSs read the text and answer the questions.
1)Which teachers will they miss?
2)What subjects do the teachers teach?
3)Why will they miss them?
4)What will they do to thank them?
V. Language points
1. I remember scoring two goals in a rowduring a soccer competition.
in a row連續幾次地
e.g. This is the third Sunday in a row that it's rained.
這是接連著(zhù)的第三個(gè)星期天下雨了。
2. … I put in more effort and my examscores doubled.
doublev.加倍; 是……的兩倍
adj.兩倍的; 加倍的
e.g. They bought a double bed.
他們買(mǎi)了一張雙人床。
I think we can double our marks in one year.
我認為我們可以在一年內把成績(jì)翻一番。
3. Shall we get each of them a card andgift to say thank you?
shall modal v.將要; 將會(huì )
e.g. Shall we all go to the film tonight?
我們今晚都去看電影嗎?
Everything shall be in good order.
一切都應該井然有序。
I shall follow all yourinstructions.
我一定照您的指示去做。
VI. Homework
1. Recite the conversationin 2d.
2. Finish the exercises inthe workbook.
新目標九年級英語(yǔ)教案35
課時(shí)劃分5課時(shí)
Period 1
教學(xué)內容Unit 1 How do you study for a test? 1/5
教學(xué)目標
知識技能:
1.Key words: vocabulary, flashcard
2.Target Language：
How do you study for a test? I study by…….
過(guò)程方法:According to designing some tasks, train students’listening skill.
情感態(tài)度:Maybe you find English frustrating sometimes. But remember not to give it up.
As we know, where there is a will, there is a way
教學(xué)重點(diǎn)
1. Key words : vocabulary, flashcard
2. Target Language：
How do you study for a test? I study by…….
3. structure：verb + by with gerund.
教學(xué)難點(diǎn)verb + by with gerund
教學(xué)用具A tape recorder , CAI
教學(xué)方法Teaching，Practicing，Listening
教學(xué)過(guò)程
Step 1: Warm-up
1. Greetings.
2. Ask some students about their summer holiday
(Teacher shows a flashcard with the word Shanghai and asks one student.) Teacher shows the others and teaches the word ―flashcard‖ to the students.
Step 2: Revision
Read and translate some words they have learned.
Step3.Presentation I. Language Study
Teacher writes the pattern on the blackboard: -- How do you study for an English test? -- I study for a test by + V.-ing
Make a list of their answers on the blackboard. Teacher can teach the“vocabulary” and “pronunciation” at the right time. II. 1a
1.Check the answers, after checking, read the ways to the students and ask students to put up their hands to show which things they checked. Count the numbers.
2. Ask students to write down other ways they study for an English test. Then ask some to read their ways to the class. III. 1b
1. Play the tape.
2. Check the answers with the students.
3. Read the sample answer to the class and ask students to say the other two.
Step4 Consolidation and extension
1. Read the instructions and the conversation to the class, and then ask students to make similar conversations.
2. Ask some pairs to present their conversations.
3. Small competition: group in four, make sentences using structure (verb + by/with gerund).
4.Make a survey : one student interview other students using the structures (How do you study ? I study by + v-ing .) Show the results. Step5 Exercise
用所給詞的適當形式填空
1、What about ______(watch) TV for a test?
2、How about _____(go) to England for a holiday?
3、Practice _____(read) English every day and you’ll learn it well.
4、--Do you like that book?
--Yes.I get ____(excite)whenever I read it.
5、It was ______(difficulty) for the human beings to predict the weather in the past.
Step5 Summary
Remember the key words and the target language.
作業(yè)設計
Homework
Work in pairs use the target language .
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