九年级下册英语第11单元教案word版本
九年级英语unit11英文教案（含5篇）
九年级英语unit11英文教案（含5篇）第一篇：九年级英语unit11英文教案Unit 11 Could you please tell me where the restrooms are? Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language Excuse me． Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road． 2． Ability Objects （1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral Object Helping each other is very important． It is a good quality．Ⅱ． Teaching Key Point Target Language Ⅲ． Teaching Difficult Points 1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Procedures Step Ⅰ Revision T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office? T: That’s one way to ask． But there is a more polite way you can ask．You can say, “Can you tell me where the main o ffice is?” Class repeat． Can you tell me where the main office is? Ss: Can you tell me where the main office is? T: That’s correct．Now let’s say you want to know where Classroom 1 is． How can you ask? S2: Can you tell me where Classroom 1 is? T: Good!Ther e’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．Step Ⅱ 1a Go through the instructions w ith the class．Read the list of things to the class． To review the meaningof each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one． Ask a student: What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community? Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ 1b Read the instructions to students． Point out the two conversations that are shown in the picture． As you listen, fill in the blanks with words you hear in the recording． Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear． Check the answers with the whole class．Step Ⅳ 1c Read the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner． Ask your parter politely where you can do theseThe First Period thi ng and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step Ⅴ Homework Review the target language．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary escalator, furniture, exchange money, elevator（2）Target Language Excuse me．Do you know where I can exchange money? Sure．There’s a bank on the second floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence． 3． Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points 1．Key Vocabulary exchange money 2． Target Language Excuse me． Do you know where I can exchange money? Sure．There’s a bank on the second floor．3．Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ． T eaching Difficult Points 1． Indirect questions．2．How to improve studen ts’ listening ability．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Step Ⅱ 2a Read the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording． Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again． This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ 2b Point tothe picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own． Check the answer with the class．Step Ⅳ 2c Ask a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．The Second Period Ask one or two pairs to say their conversations to the class． Ask the rest of the class to look at the picture as they listen．Step Ⅴ Homework Ask the students to write three sentences with the starters of the structures．The Third Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key Vocabulary hang out, fresh, advantage, disadvantage, block（2）Target Language Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．3．Moral Objects Anything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key Point Train students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult Points How to improve students’ integrating skills．Ⅳ．Teaching Procedures Step Ⅰ Revision T: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you ple ase tell me where…? Now who can make sentencesby using the structures? Step Ⅱ 3a Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅲ 3b Read the instructions． Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ 4 Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box． Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board． Say, Each group can choose three of these places to write about, or you canchoose another place you know of Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step Ⅴ Homework 1． Ask students to choose two places in the community and write careful directions from the school to each place．2． Finish off the exercises on pages 46～47 of the workbook．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary fascinating, convenient, safe, restroom, inexpensive（2）Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ． Teaching Key Points 1． Key Vocabulary convenient, safe, restroom inexpensive 2．Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points 1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Step Ⅱ 1a Go through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, helpstudents to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean． Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ 1b Read the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work． Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ 2a Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording． Students only listen the first time．Play the recording again． Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ 2b Read the instructions and point to the chart． You will hear the same recording again．This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．The Fourth Period Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks． Check the answers．Step Ⅵ 2c Point to the sample conversation． Invite two students to read it to theclass． Read the instructions． Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomework Talk about some places using the words in la, then write down the conversations．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary water slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ． Teaching Key Point Practise reading and writing using the target language．Ⅲ． Teaching Difficult Point How to write a guide to a place．Ⅳ．Teaching Procedures Step I Revision Review the target language presented in this unit． Check homework． Step Ⅱ 3a Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers． Step m 3b Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville． Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ 3c Read the instructions to the class．Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own． Tell them that they can use what they wrote for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed．Correct the students’ work． Ask some students to read their guides and correct them．Step Ⅴ Part 4 G o through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．The Fifth Period Step Ⅵ Homework 1． Read the article in 3a again． 2． Write a guide to our city．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability Objects Train students’ writing ability．Ⅱ．Teaching Key Points 1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ． Teaching Difficult Point Make sentences using “beautiful, safe, delicious, convenient,fascinating”．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework． Ask a few students to read the article in 3a． Then ask a few students to read their guides．Step Ⅱ Part 1 Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own． Check the answers．Step ⅢPart 2 Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt． Get students to complete the work in pairs．Check the answers．Ask a few students to read their questions．Step Ⅳ Just for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Sixth PeriodThe Seventh PeriodⅠ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text: Grown-ups like cartoons, too． 2． Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ． Teaching Key Points 1． Key vocabulary．2．Train students’ reading a nd writing skills．Ⅲ．Teaching Difficult Point Train students’ reading and writing skills．Ⅳ． Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately． Step Ⅱ Part 1 Read the title Grown-ups like cartoons, too．To the class． Ask, what do you think the article is about? Look at the picture．Ask students to describe what is happening in the picture． Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． StepⅢ Part 2 Read the te xt quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English． Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English． Have students report their answers．Encourage students to use complete sentences．Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．Check the answers: Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step Ⅴ Part 4 Read the instructions to the class． Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs． Asthey work, walk around the classroom offering help students may need． Check the answers．Step Ⅵ Part 5 Read the task with the students．Ask students to do the activity in small groups． Try to put creative and artistic students in each group． Check the answers and have students show or act out their cartoons for the class． Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step Ⅶ Homework 1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．第二篇：九年级英语unit 15教案雨龙中学高效课堂(二次备课)导学案课题：Unit 15 We’re trying to save the manatees!备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,84备课组长审核签字：【预习导学——不看不讲】一、明确目标：1.学会区分并正确使用“一般现在时，现在进行时，现在完成时，to + 动词原形，被动语态”；2.阅读3a与3b,并按要求完成课后练习；3.掌握课文中出现的重点词组;4.保护动物，人人有责；二、自主学习：1.翻译GF部分，并区分相应语法和时态;2.翻译词组：(1)反对做某事；(2)适合；(3)对…感到吃惊；(4)活生生的教科书；(5)为某人提供某物；(6)关心、照顾；(7)同意；(8)不同意；三、检查释疑：各小组中对子相互检查自主学习部分，并说说不同答案的理由；【合作探究——不议不讲】一、合作学习： 2.Read a letter to the editor in 3b and give your opinion.3.Debate二、探究展示：各小组对子相互检查合作学习部分的答案，对疑问点提出自己的意见；【导学测评——不练不讲】一、导学测评（一）基础题——初显身手同步解析与测评：单项选择4，5, 8, 9 ；（二）能力题——挑战自我译一译：1.我不同意你的观点，我认为动物园是动物生活的好地方。
九年级英语unit11教案
九年级英语unit11教案【篇一：新版人教版新目标九年级英语unit11第6课时教案】unit 11- 11 - / 12period 6unit 11- 12 - / 12period 6unit 11- 13 - / 12period 6【篇二：九年级英语全册教案unit unit 11】unit 11 could you please tell me where the restrooms are ?inperiod 1lin yi??教学内容与分析?教学内容：section a 1a—2c ?教学目标：1． knowledge objects （1） key vocabularyrestroom, shampoo, stamp，escalator, furniture, exchange money, elevator（2） target languageexcuse me． can you please tell me where i can get a dictionary?sure． there?s a bookstore on river road．take the escalator to the second floor and turn right． the bank is next to the bookstore．2． ability objects（1）train students? listening ability．（2）train students? communicative competence． 3． moral objecthelping each other is very important． it is a good quality．if someone asks you how to get to the place he wants to go to, you should tell him the way correctly．??教学重点、难点分析：Ⅱ． teaching key point 1． key vocabularyrestroom, shampoo, stamp，escalator, furniture, exchange money, elevator 2． target languageexcuse me． do you know where i can exchange money? sure． there?s a bank on the second floor． 3． structuresexcuse me． can you please tell me where i can get a dictionary? do you know where i can buy shampoo? could you tell me how to get to the post office? sure． there?s a bookstore on river road．take the escalator to the second floor and turn right． the bank is next to the bookstore．Ⅲ． teaching difficult points1． how to train students? listening ability．2． how to train students? communicativecompetence． 3． to learn to use indirect questions and tell about places??learning strategies: listen for specific information, cooperating ?? 课前准备教学课件和录音机 ?? 教师设计教学步骤建议和说明step1 warm-up by learning new words 大脑风暴，打开学生have a try. where can we do these things? 思维。
九年级英语11单元教案全案
九年级英语11单元教案全案教案标题：九年级英语11单元教案全案教学目标：1. 通过本单元的学习，学生能够掌握与健康和生活方式相关的词汇和短语。
2. 学生能够理解并运用本单元的语法结构：used to和be/get used to。
3. 学生能够运用所学知识，进行口语和书面表达，谈论健康和生活方式。
教学重点：1. 掌握与健康和生活方式相关的词汇和短语。
2. 理解并运用本单元的语法结构：used to和be/get used to。
3. 运用所学知识，进行口语和书面表达，谈论健康和生活方式。
教学难点：1. 理解和正确运用used to和be/get used to的语法结构。
2. 运用所学知识，进行口语和书面表达，谈论健康和生活方式。
教学准备：1. 教材：九年级英语教材Unit 11的教学内容。
2. 多媒体设备：电脑、投影仪等。
3. 教学辅助材料：课件、练习册等。
4. 学生练习册和笔记本。
教学过程：Step 1: 导入新课 (5分钟)1. 引入新课，通过展示一些图片或视频，让学生猜测本单元的主题。
2. 引导学生讨论健康和生活方式的重要性，并引出本单元的学习目标。
Step 2: 词汇和短语学习 (15分钟)1. 呈现本单元的主要词汇和短语，如healthy lifestyle, junk food, exercise等，并帮助学生掌握其发音和意义。
2. 进行词汇和短语的练习，如词义配对、填空等。
3. 引导学生运用所学词汇和短语进行口语练习，如对话、描述等。
Step 3: 语法学习 (15分钟)1. 介绍used to和be/get used to的用法和区别。
2. 通过例句和练习，帮助学生理解和掌握这两个语法结构。
3. 进行语法练习，如填空、改错等。
Step 4: 口语表达练习 (20分钟)1. 分组进行角色扮演，让学生运用所学知识，模拟真实情境，谈论健康和生活方式。
2. 引导学生互相提问和回答，加强口语表达能力。
最新人教版九年级下册Unit11教案精品
方法
Listening and speaking methods. Pair works.
情感
态度
价值
观
It is important to choose a suitable place．It is good for your study and life．
教学
重点
make +sb. + infinitive without to; make + sb. + adj.
单元教学重难点
重 点
难 点
1)掌握本课时中出现的生词
2)能够用英语描述自己的情感。
3）正确理解make的用法。
掌握make的用法
单元教学措施
让学生置身于实际情景中进行模拟练习，同时在课后布置延伸阅读作业，让学生带着兴趣自己去练习和运用课本中的知识。教学中利用图片、动画和各种仿真情景激发学生的学习兴趣，保持学生参与学习的积极性，引导学生把所学内容运用到实际生活中，达到学以致用的真正目的。
Money and fame don’t always make people happy.
She said that the sad movie made her feel crying.
情感态度目标：1.了解一些表达感情的词，能正确的表达自己的感情，并培养学生正确处理事情，特别是不好的事情对自己的正面影响。
凉州区康宁乡中学集体备课教学设计
第十一单元教学设计
单元
教材
分析
本单元的主题是用make这一词来谈论身边的人和物对人的影响和给人的不同感受，让学生学会用英语表达自己的喜怒哀乐。内容易懂，重在理解掌握。在语法方面主要涉及到了make + adj和make sb do sth这一用法，让学生学会用这种表达方式来阐述自己的观点。
人教版九年级英语全册Unit11优秀教学案例
（一）导入新课
1.利用多媒体展示一系列环保现象，如污染、浪费等，引发学生对环保的思考。
2.组织学生进行自由谈话，让学生分享自己对环保的认识和看法。
3.教师通过提问方式，引导学生思考环保的重要性，为新课的学习做好铺垫。
4.引入本节课的主题，明确学习目标，激发学生的学习兴趣。
（二）讲授新知
教学目标明确，教学内容与现实生活紧密相连，使学生在学习过程中能够更好地将所学知识运用到实际生活中。在教学过程中，注重发挥学生的主体作用，鼓励他们积极参与课堂讨论，提高他们的口语表达能力和团队协作能力。同时，结合我国环保政策的实际情况，引导学生正确理解环保的重要性，树立正确的价值观。
二、教学目标
（一）知识与技能
4.多样化的教学策略，提高学生综合能力：本案例采用了情景创设、问题导向、小组合作等多种教学策略，使学生在实际情境中运用所学知识，提高了口语表达、团队协作等综合能力。
5.结合实际国情，引导学生正确理解环保重要性：教师在教学过程中，结合我国环保政策的实际情况，引导学生正确理解环保的重要性，使学生明白保护环境是每个人的责任。这种教学方式有助于培养学生的社会责任感，使他们愿意为我国的环保事业贡献自己的力量。
三、教学策略
（一）情景创设
1.通过多媒体展示环保主题的视频，让学生身临其境地感受环保的重要性。
2.利用图片、图表等教学资源，展示环保现象，引发学生思考。
3.创设真实的交流情景，如角色扮演、模拟对话等，使学生在实际情境中运用所学知识。
4.组织学生参观环保设施，如污水处理厂、垃圾回收站等，增强学生的直观感受。
本案例通过以上五个亮点，展现了一堂生动、有趣的英语课堂。教师以学生为主体，注重培养学生的自主学习能力和批判性思维。同时，结合我国环保政策的实际情况，引导学生正确理解环保的重要性，树立正确的价值观。在教学过程中，教师运用多样化的教学策略，提高学生的综合能力，为学生的全面发展奠定了基础。
九年级英语unit11教案
九年级英语unit11教案教案标题：九年级英语 Unit 11 教案教学目标：1. 通过本单元的学习，学生将能够掌握有关旅行和交通方式的词汇和表达方式。
2. 学生将能够运用所学知识，描述自己的旅行经历和计划，并能够与他人进行交流。
3. 学生将能够通过听力和阅读材料，获取相关信息，并能够运用所学知识进行问题解答。
教学重点：1. 旅行和交通方式的词汇及表达方式。
2. 描述自己的旅行经历和计划。
3. 听力和阅读材料的理解与运用。
教学难点：1. 运用所学知识进行问题解答。
2. 听力和阅读材料的理解与运用。
教学准备：1. 教材：九年级英语教科书 Unit 11。
2. 多媒体设备和投影仪。
3. 练习题和活动材料。
教学过程：Step 1: 导入新课 (5分钟)1. 利用多媒体设备播放与旅行相关的图片或视频，引发学生对本单元话题的兴趣。
2. 引导学生分享自己的旅行经历或对旅行的期待，鼓励他们用英语进行表达。
Step 2: 词汇和表达 (15分钟)1. 呈现本单元的重点词汇和表达方式，例如：destination, accommodation, means of transportation, etc.2. 通过图片、示范和实物等方式帮助学生理解和记忆这些词汇和表达方式。
3. 进行词汇练习，例如：词汇填空、情景对话等。
Step 3: 阅读和听力 (20分钟)1. 指导学生阅读本单元的课文，帮助他们理解文章的大意和重要细节。
2. 进行听力训练，例如：听录音并回答问题、听录音填空等。
Step 4: 交流和练习 (15分钟)1. 学生分组进行小组讨论，分享自己的旅行经历或计划，并使用本单元所学的词汇和表达方式进行交流。
2. 进行口语练习，例如：角色扮演、情景对话等。
Step 5: 拓展活动 (10分钟)1. 利用多媒体设备呈现一些与旅行相关的图片或视频，让学生进行描述和讨论。
2. 提供问题，引导学生思考和讨论旅行的利弊、文化交流等相关话题。
新目标九年级英语下十一单元教案3(整理)
The Third PeriodⅠ．Teaching Aims and Demands:1．Knowledge Objects（1）Key Vocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where there’s a good place to eat? Of course．What kind of food do you like? 2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key Vocabulary convenient, safe, restroom inexpensive2．Target Language Can you tell me where there’s a good place to eat?Of course．What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevision Check homework．Step Ⅱ1a Go through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class．Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ1b Read the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work．Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ2aPoint to the picture and ask students to tell what is happening．If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording．Students only listen the first time．Play the recording again．Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ2bRead the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in the blanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．Step Ⅵ2cPoint to the sample conversation．Invite two students to read it to the class．Read the instructions．Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs andoffering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．。
九年级下册英语第11单元教案
Culture focus:InChina, our restaurant preferences may be influenced by our culture background. For example, restaurants for Western fine dining have a quiet and peaceful atmosphere where people speak softly. On the other hand, people may speak more freely and loudly in traditional Chinese restaurants as traditional Chinese meals tend to be communal in nature and are meant as times for friends and family to chat and catch up with one another on the latest developments in one another’s lives.
Encourage Ss to talk about the picture.
1.What’re the two girl probably thinking about?
2.Describe what you see in the thought bubbles.
3.How do you think the girls feel about the two rest案
课题：《Unit 11 Sad movies make me cry.》
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
九年级英语科第 11 单元（章）导学案课题：《Unit 11 Sad movies make me cry.》教学目标1.Target language: he awful pictures on the walls make me uncomfortable.The soft music makesAmy relax. I ’d rather than go to Blue Ocean. 2.Grammar:make +sb. + infinitive without to ; make + sb. + adj.3.Words and expressions; Curriculum word: ratherUseful expression: would rather do sth教学重点难点 1.重点Target Language2、难点：How to help students to express their feelings freely ．课时安排Section A 1a ~ 1c教学过程：1a.To introduce Ss to the unit goal: Talk about how thingsaffect you.To set the scene, increase Ss ’ vocabulary and introduce the target language.The picture shows two girls walking on the street and thinking about their respective experiences in two different restaurant. T he girl on the left is thinking herself in Rockin ’ s Restaurant. This appears to be a modern restaurant as it has Bill: Yes, it was really fun !Mary: What did you like best? Bill: I loved the ! They were really to watch. How fantastic the boat teams were!Mary: Yes! And look at the colors of the boats. How they were!Bill: I agree! But I guess it was a little too .Mary: I don ’t know …I kind of like to have more people around.个性设计It makes ta bright d écor. There is also loud music booming from two big speakers on the wall. The girl is covering her ears with her hands, probably because she finds the music too loud. The girl on the right is thinking herself in a very different restaurant called Blue Ocean. The walls are painted pale blue. There is a pianist at the grand piano. He is probably playing somesmoothing music to give the restaurant a calm and peaceful atmosphere.Encourage Ss to talk about the picture.1.What ’re the two girl probably thinking about?2.Describe what you see in the thought bubbles.3.How do you think the girls feel about the two restaurants? 1b. To help Ss recognize the target language in natural speech.Culture focus: In China, our restaurant preferences may be influenced by our culture background. For example, restaurants for Western fine dining have a quiet and peaceful atmosphere where people speak softly. On the other hand, people may speak more freely and loudly in traditional Chinese restaurants as traditional Chinese meals tend to be communal in nature and are meant as times for friends and family to chat and catch up with one another on the latest developments in one another ’slives.Listening:Listen to a conversation between the two girls in the picture in 1a. Play the recording twice or more for Ss to fill in the gaps.1c. To give Ss practice in using the target language in conversations.Using “I ’d rather … ”○I ’d rather stay home and read a book this evening.○I ’d rather watch TV than read a book.○I ’d rathe r not have sugar in my coffee. X|k | B个性设计个性设计板书设计：Unit 11 Sad movies make me cry. Section A 1a ~ 1cThe awful pictures on the walls make me uncomfortable.The soft music makesAmy relax.I’d rath er than go to Blue Ocean.I’d rather w atch TV than read a book.I’d rather n ot have sugar in my coffee.新课标第一网课堂练习() 1. He would rather ________ money to charity than ________ himselfexpensive things.A.to donate; buyB. donate; buyC. donating; buying( ) 2. The movie is ________ wonderful ________ I want to see it again.A. too; toB. such; thatC. so; that( ) 3. Why not ________ your teacher for help when you can’t finish________ the story by yourself?A. to ask; writeB. ask; writingC. to ask; writing( ) 4. -----What did you fathere say?-----He asked me________ .A. how to fix up the bicycleB. where did we fix up the bicycleC. how did we fix up the bicycle( ) 5. -----________ have you lived with your grandparents?-----About three years.A. How longB. How oftenC. How soon设计者：审查者：日期：2016年月日九年级英语科第 11 单元（章）导学案课题：《Unit 11 Sad movies make me cry.》教学目标1.Target language: he awful pictures on the walls make me uncomfortable.The soft music makesAmy relax.I’d rather than go to Blue Ocean.2.Grammar:make +sb. + infinitive without to; make + sb. + adj.3.Words and expressions;(1)Curriculum words:friendship, drive, lately(2)Useful expressions:drive sb. crazy, the more…, the more… , leave out, be friends with (sb.)教学重点难点1.重点Target Language2、难点：How to help students to express their feelings freely．课时安排Section A 2a ~ 2c教学过程：2a.To provide Ss with more practice in listening to thetarget language in natural speech.Challenge: Ask Ss to make a guess about the order of events shown in the pictures, the ask a few Ss to share their guesses. Then play the recording for Ss to check if their guesses were correct.2b. To give Ss practice in listening for specific information. Paraphrase the sentences: e xpress each sentence in a different way without changing the meaning of the sentence.2c. To give Ss guided practice in talking about how things affect people.How does it make you feel? 个性设计How does waiting for people make you feel?How does loud music make you feel?How do sad movies make you feel?2d.To give Ss more practice in using the target languagein natural speech.Class discussion:After Ss have role-played the conversation, conduct a briefclass discussion and encourage Ss to comment on the advicegiven by Bert.Ask Ss: Do you have any other advice to give to Nancy?个性设计个性设计板书设计：Unit 11 Sad movies make me cry. Section A 2a ~ 2c1. make +sb. + infinitive without toSad movies d on’t make John cry.2. make + sb. + adj.That can m ake our friendship stronger. 课堂练习( ) 1. I’m looking for the watch ________ I bought yesterday.A.whoB. whichC. whose( ) 2 Never ________. Believe in yourself.A. give upB. put upC. look up( ) 28. She stuides hard and she doesn’t want to ________ .A. let down meB. let me downC. let me in( ) 3. -----Where are you going this month?-----We ________go to Xiamen, but we’re not sure.A. needn’ｔB. mustC. might( ) 4. We all know that China is _____ Asian country, while France is _____ European country.A. a; anB. an; anC. an; a( ) 5. ________ you study, ________ you can learn.A. The harder; the moreB. The harder; the leastC. The more harder; the less ( ) 6. My home is close ________ the school.A.fromB. toC. with( ) 7. Neither my sister nor I ________ to America before.A. has ever beenB. have ever goneC. have ever been( ) 8. It takes me half an hour_________ the piano everyday.A.to playB. playC. playing( ) 9. -----When will you return the book to me?-----I’ll give it to you _________ I finish it.A. onceB. untilC. as soon as设计者：审查者：日期：年月日九年级英语科第 11 单元（章）导学案课题：《Unit 11 Sad movies make me cry.》教学目标1.Target language:This made the queen and his people worried.Neither medicine nor rest can help him.He didn’t feel like eating.2.Grammar:make +sb. + infinitive without to; make + sb. + adj3.Words and expressions;(3)Curriculum wordsking, power, prime, banker, fame, queen, examine, nor, palace, wealth, grey, lemon, uncomfortable(4)Useful expressions:call sb. in, neither… nor…, to start with教学重点难点1.重点Target Language2、难点：How to help students to express their feelings freely．课时安排Section A 2a ~ 2c1a. To provide Ss with reading practice using the target language.Culture focus: FablesThe story The Shirt of a Happy Man is what we would consider a fable, which is a traditional story with a moral. This means that the story teaches a lesson about life.Leading into the activity:How to be happy(family, friends, love, success, etc.)3b. To enable Ss to learn some of the sky words and phrases in the story.Using similesFocus on the use of similes.Note:◎A simile is a phrase used to describe something by comparing it with something else.◎A simile contains the words “as” or “like”．“pale as chalk” emphasize how pale the king is. Here are some common similes;-Easy as a pie (= very easy)-As easy as ABC (= very easy)-(as) white as snow (= completely white)3c. To give Ss practice in using the target language and vocabulary.Script-writingAsk each group to write out a script for their role-play first, before they role-play the story. Help Ss out by suggesting which characters they can include in theirrole-play, e.g. king, queen, doctor, prime minister, banker, palace singer, top general, narrator, etc.板书设计：Unit 11 Sad movies make me cry. Section A 3a ~ 4b This made the queen and his people worried.Neither medicine nor rest can help him.He didn’t feel like eating.make +sb. + infinitive without to; make + sb. + adj. 课堂练习通读下面的对话，根据上下文补全对话内容。