人教版九年级Teaching Design for the Objective Clause
英语人教版九年级全册第一单元教学设计
人教版九年级英语第八单元教案
九年级英语学科全册第8单元（章）Emotionalaims用情态动词推测身边发生的神秘事物Key points 1. Key vocabulary2. Reading practice3. Writing practiceDifficult points 1. Reading practice2. Writing practiceTeaching methods 1. Reading2. GroupworkTeaching tools A tape recorder and powerpointsTeaching procedures 个人意见修订Teaching steps:Step I: Review1.Key Vocabulary ：happening noise policeman wolf uneasy2. practice : Whose book is this?It must be Mary’s. J.K. Rowling is her favorite writer…….Step II :New lesson1. Presentation：Show the picture and ask students. How is the person fee ling? Helpstudents to answer. He is confused and upset.2.3a. Read the article carefully and underline what people find andwhat people think could be causing the strange things . Then read thearticle again and decide which might be the best title . After this , getstudents to discuss any words or sentences they don’t know in 3a .3. 3b. Read the article again and find words to match themeanings.Nervous or worried ______ area where people live __________Young people ________ animal like a very large dog _________二次备课三次备课九年级英语教学设计九年级英语教学设计Teaching content Unit 8 It must belong toCarla.SectionB ( 1a----1d)课时安排共6 课时主备教师第4 课时授课人Knowledge aims 1. Key Vocabulary land alien suit run after wear a suit something strange run for exercise catch a bus to work in the skya woman with a camera2. Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.Ability aims 1.Train students’listening skill.2. Train students’writing skill.Emotional aims The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Key points 1. Key vocabulary2. Train students’listening skill.3. Train students’writing skill.Difficult points 1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Teaching methods 1. Listening method2. Writing method3. PairworkTeaching tools ppt and tapesTeaching procedures 个人意见修订Teaching steps:Step I: ReviewKey Vocabulary ：land alien suit run after wear a suitsomething strange run for exercise catch a bus to work in the sky awoman with a cameraStep II :New lesson2.Presentation：回顾语法重点.A: Who is he/ she?B: He/ She can’t be ______, because _______. / He/ she could/ might be ________, because________. / He/ She must be _________, because _______2.1a. Look at the pictures . Then use the words in the box to write asentence about each picture.Check the answers .a. The UFO is landing.二次备课三次备课b. The alien is chasing the man.c. The man is running.Read the instructions to the class. Point to the th ree pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events. Point out the sample answer in the box of the third picture. Say, You will hear the man is running first.Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures.Check the answers. 2,3,1Encourage students to write two or three sentences to finish the story.A sample versionMan: That’s right. It must be interesting.Why not go and see how they are making a movie?Woman: Good idea!Listen again and fill in the blank of listening, try to use Target Language.3. 1c Listen again and complete the sentences.Play the recording once or twice, using the Pause button as necessary. Show the answers so that students can check the spelling and other details of their answers.The man says…1. He could be running for exercise.2. It could be a helicopter.3. It must be an Alien.4. She could be from the TV news.The woman says…He mig ht be late for work.It must be a UFO.I must be dreaming.They must be making a movie4. 1d. Role-play a conversation between the man and the woman.Point out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit. He might be running to catch a bus.Then ask students to work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 1c.Step III: Practice:句型转换1. This sweater must be Li Ming’s .(同义句转换)This sweater _______ ______ _______ Li Ming .2. That new car is my cousin’s . (同义句转换)九年级英语教学设计九年级英语教学设计九年级英语上册期末试卷学校____________________ 姓名__________________ 准考证号__________________听力理解(共30分)一、听对话，从下面各题所给的A、B、C三个选项中选择与对话内容相符的图片。
人教版九年级英语unit13教学评一体化教学设计
人教版九年级英语unit13教学评一体化教学设计Integrated teaching design for Unit 13 of the 9th grade English textbook in the People's Education PressIntroduction:Unit 13 of the 9th grade English textbook in the People's Education Press focuses on the theme of technology and the future. It covers topics such as artificial intelligence, robot technology, and the impact of technology on society. In order to comprehensively teach the content of this unit, an integrated teaching approach is needed to maximize student understanding and engagement.Lesson 1: Introduction to the unitObjective:- To introduce students to the main themes and topics of Unit 13- To engage students in a discussion about the impact of technology on societyActivities:1. Start the lesson by showing a short video clip about artificial intelligence and robot technology.2. Lead a class discussion on the benefits and drawbacks of technological advancements.3. Have students work in pairs to discuss their opinions on whether robots will replace humans in the future.4. Assign homework reading on the history of artificial intelligence.Lesson 2: Reading comprehensionObjective:- To improve students' reading comprehension skills- To enhance their understanding of the text on artificial intelligenceActivities:1. Begin the lesson with a vocabulary review of key terms related to artificial intelligence.2. Have students read the text on artificial intelligence in groups and answer comprehension questions.3. Conduct a class discussion on the ethical implications of using artificial intelligence.4. Assign a writing task for homework on the advantages and disadvantages of artificial intelligence.Lesson 3: Speaking and listening practiceObjective:- To improve students' speaking and listening skills- To provide opportunities for students to practice using technology-related vocabulary in contextActivities:1. Start the lesson by playing a short audio clip about technological advancements.2. Divide students into pairs and have them discuss the impact of technology on their daily lives.3. Conduct a role-playing activity where students pretend to be a robot and a human having a conversation.4. Assign a speaking task for homework on the future of technology.Lesson 4: Writing taskObjective:- To develop students' writing skills- To encourage students to express their opinions on a technology-related topicActivities:1. Begin the lesson with a writing prompt on the future of robotics.2. Have students brainstorm ideas and outline their arguments before writing a persuasive essay.3. Provide feedback on students' writing and encourage them to revise and improve their essays.4. Conduct a peer review session where students exchange feedback on each other's essays.Conclusion:By implementing an integrated teaching approach for Unit 13 of the 9th grade English textbook in the People's Education Press, students will have a comprehensive understanding of the themes and topics covered in the unit. Through a variety of activities focused on reading, speaking, listening, and writing, students will improve their language skills and critical thinking abilities. This integrated teaching design will not only enhance student engagement but also prepare them for future challenges in a technology-driven world.。
人教版新目标九年级英语Unit4教案
Unit 4 What would you do?Part 1: Teaching design (第一部分：教学设计)Structures: Second conditional, Should for adviceTarget language:What would you do if you won a million dollars?I’d give it to medical research.I can’t sleep the night before an exam. Wha t should I do?If I were you, I’d take a long walk before going to bed.Vocabulary: million, charity, pimple, confident, shirt, tie, medical researchLearning strategies: Matching, Listening for key wordsSECTION AGoals●To learn to use Second conditional and Should for advice●To listen and talk about imagined lifeProceduresWarming up by learning about Second conditional and Should for adviceThe second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.The structure of a second conditional sentenceLike a first conditional, a second conditional sentence consists of two clauses, an "if" clause and a main clause:If I had a million dollars, I would buy a big house.If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma:I would buy a big house if I had a million dollars.We use different verb forms in each part of a second conditional:if + subject + simple past verb*subject + would + verb1a Talking about imaginary situations1b Listening and numberingNow you are going to listen and number the pictures 1 to 3 in the order you hear them.Now listen again and write down the sentences with Second conditional and Should for advice1c Doing pairworkLet’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.Look. This old man had a million dollars, and he gave it to charity.Wow! What would a million dollars?I’d give it to medical research.I’d take a chance to achieve my dream of flying to the moon.a million dollars, I’d stop working and become a professional runner.I’d go to an old people’s home to help them.I’d volunteer at the hospital twice every week.2a Listening and circlingListen to the tape and circle the reasons in the box on page 27 why Larry is nervous.2b Listening and checkingListen to the tape again and check on page 27 the four things Larry’s sister says to him.2c Doing pairworkXu Linfeng, you are Larry. Men Yati ng, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.X: I don’t know what to wear.M: If I were you, I’d wear a shirt and tie.X: I don’t have a present. What if everyone elseM: If I we re you, I’d take a small present—a pen or something. brings a present?X: What if I don’t know anyone?M: If you don’t know anyone, you can talk to Tom. He’llintroduce you to people.……3a Reading and matchingGo to page 28. Read the problems in the boxes and match them with the correct advice.And now write down all the expressions into your phrase book.be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy3b Thinking and role playingNext you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.A:I am really shy. I don’t enjoy parties.B:If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.A: I get nervous before big parties and I get pimples.B: Pimples look good to me. They are not terrible at all. I f I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.A:I can’t lose my weight.B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.4. Doing group workClosing down by taking a test on Second conditionalMatch up the parts of the sentence1. If I lost my job,A we'd both benefit.B I'd have a lot of problems getting another one.C you'd be more aware of what people really felt.D we wouldn't be so behind technologically.2. If I were in your position,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C you'd be more aware of what people really felt.D we wouldn't be so behind technologically.3. If I spoke Japanese as well as you do,A I'd resign rather than wait to be sacked.B I'd try to find a job with one of the Japanese banks.C we'd both benefit.D we wouldn't be so behind technologically.4. If we spent more on Research and Development,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C I'd try to find a job with one of the Japanese banks.D we wouldn't be so behind technologically.5. If you spoke less and listened more,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C I'd try to find a job with one of the Japanese banks.D you'd be more aware of what people really felt.6. If you spent more time on your own problems and a bit less on mine,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C we'd both benefit.D I'd try to find a job with one of the Japanese banks.7. If we controlled our expenses a bit better,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C we'd save a lot of money.D I'd try to find a job with one of the Japanese banks.8. If you invested some time into learning how the Internet works,A you'd find that it could really help you in your job.B I'd have a lot of problems getting another one.C we wouldn't be so behind technologically.D I'd try to find a job with one of the Japanese banks.9. If we opened an office in Tokyo,A we wouldn't be so behind technologically.B you'd be more aware of what people really felt.C I'd be interested in working there.D we'd both benefit.10. If you didn't take the job,A you'd regret it later.B you'd be more aware of what people really felt.C we wouldn't be so behind technologically.D I'd try to find a job with one of the Japanese banks. SECTION BGoals●To find out about people’s personalities●To learn to communicate by Second conditional and Should for adviceProceduresWarming up by learning about personalityWhat is personality? What is your personality?In psychology, personality describes the character of emotion, thought, and behavior patterns unique to a person. There are several theoretical perspectives on personality in psychology, which involve different ideas about the relationship between personality and other psychological constructs, as well as different theories about the way personality develops.1a Describing and fillingTurn to page 29 and fill in the blanks with words given.1b Which words in activity 1a describe you? Tell your partner.What are you like? I think I am creative and outgoing.2a Listening and checkingCella is asking Bill questions from a personality survey. Check the questions Cella asks.2b Listening and circling2c Doing pairworkIn pairs ask and answer the questions in the personality survey on page 29.3a Reading and fillingLook at the survey in 2a and read the personality survey result below on page 30. Fill in the balnks with a, b or c.3b Looking and writingNext you are to write your own personality survey based on the that in 2a.4 Doing groupworkAsk students in your group the questions from your survey. Discuss the results.Closing down by taking a personality surveyRead each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly1.Filling the blanksOn page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary.2.Reading an e-mailRead the e-mail from Fran and copy all the expressions.Just for funTo end this period let’s do something fun—to find the animals.Reading: What would you do if …?Before you read, go to page 148 to learn the words for this reading passage first.While you read, put the sentences into thought groups and underline all the useful phrases to be copied later after class.。
人教版初中九年级英语教案英文版
人教版初中九年级英语教案英文版以下是一份人教版初中九年级英语Unit 7 的教案英文版，供您参考：Teaching Plan for Unit 7, Grade Nine (English Version)Teacher: [Your Name]Subject: EnglishGrade: NineUnit: 7Teaching Objectives:1. To enable students to understand the concept of "adventure".2. To develop students' speaking and listening skills through discussions and role-plays.3. To improve students' reading comprehension by reading a passage about adventure.4. To help students understand and use target language in context. Teaching Materials Used:1. Textbook: "English for Grade Nine" (published by People's Education Press)2. Multimedia resources: PowerPoint slides and video clips3. Worksheets: designed to accompany the lessonTeaching Procedures:1. Lead-in (5 minutes): Begin by asking students about their understanding of the concept of "adventure". Use a question like "What is adventure?" to stimulate discussion. Let students share their ideas and use the opportunity to introduce the topic of the lesson.2. Reading Comprehension (15 minutes): Ask students to read a passage about adventure in their textbooks. Provide comprehension questions to check their understanding, such as "What is the main idea of the passage?" or "What are the key points mentioned in the passage?". Encourage students to share their answers with the class.3. Role-plays and Discussions (20 minutes): Divide students into groups and ask them to create a short role-play about a particular adventure experience. Encourage them to use target language from the lesson and to express their ideas through role-plays. Providefeedback on their performances and focus on language accuracy and fluency. After the role-plays, ask students to share their experiences with the class, discussing different aspects of adventure such as challenges faced, feelings during the experience, and lessons learned. Encourage them to use the target language actively in their discussions.4. Listening Practice (10 minutes): Play a video clip about adventure to provide students with a real-life context for language input. After watching the clip, ask students to complete a listening exercise, such as filling in missing information or answering multiple-choice questions. Check their answers and provide feedback on their listening comprehension.5. Summary and Homework (5 minutes): Recap the main points of the lesson and emphasize the target language learned. Assign homework that reinforces the target language, such as writing a short essay about their own adventure experience or creating a list of words and phrases related to adventure. Remind students of the importance of review and practice to enhance their language skills.。
人教版九年级Teaching Design for the Objective Clause-word文档资料
1.学会用得体的语言表达对某些事物的观点和看法。
2.学会礼貌、得体地求助和帮助别人，建立美好和谐的社会。
学习策略目标：
1.培养学生的注意力、观察力，激发学生的积极思考，总结归纳和自主学习能力。
2.通过小组活动，培养学生积极与他人合作的精神，共同完成学习任务。
文化意识目标：
从文化差异的角度体验理解礼貌得体的语言。
.
5.Alice and He Wei walk up to a staff person at the door.（变成一般过去时）
.
2.小组派代表展示答案。
3.齐读教学目标。
自主学习
1.教师PPT展示讲解宾语从句的概念。
2.通过宾语从句的几个典型句子，让学生仔细观察，总结宾语从句的语序。
3.引导学生积极展示自己总结的结果。
→ Mary thinksthatthe teams were fantastic.
Are mooncakes delicious? I wonder.
→ I wonderif/whethermooncakes are delicious?
1.Does Mr. Brown enjoy living in China? Could you tell us?
Iam no longer that girl who was often unable to find her books in herbedroom.It used to take me a lot of time to collect all the books for the day’s classes.ButIhave gotten over that bad habit now.AndnowIknow how much time you used to take to collect my books every evening.
人教版新目标九年级英语Unit13全英文说课稿
⼈教版新⽬标九年级英语Unit13全英⽂说课稿Unit13 Rainy days make sad.SectionA (1a-1c)Hello, everyone ，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. I am going to talk about the first period in Section A of Unit13 Rainy days make me sad. It is made up of seven parts.1. Analysis textbook(教材分析)2. The teaching methods(教学⽅法)3. The learning methods(说学法)4. Analysis the students(说学情)5. The procedures of the teaching(教学步骤)6.Blackboard design（板书设计）7. Self evaluation.(⾃评)Part 1 The analysis of the teaching material:This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening , speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.1. Teaching aimsThe teaching aims are established according to Junior School English curriculum standard provision./doc/d1*******acfa1c7aa00cc52.html nguage goals1). Words & expressions : tense, some adjectives of feeling2). Key sentencesLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.B. Ability goalsEnable the students to talk about how things affect them.C. Emotion & attitude goalsEnable the students to understand the effect of things upon them.2. Teaching important Pointsthe usage of make.3.Teaching DifficultiesTrain the Ss to use make correctly.To improve students’ listening ability.To train stu dents’ communicative abilities.The teaching important and difficult points are established according toSection A , Unit13 in the teaching material’s position and function.Part 2. The teaching methodsTask-based teaching ; Cooperative learning ;Purpose: Listening-and-answering activity to help the students go through with the listening material. Pairwork to make every student work in class.Part 3. The learning methods1). Set up six steps. It is presentation– words – pairwork – listeningpractice–Grammar - practice2). Ask the students to take part in class actively and develop theircooperation in the activities .Part 4. Analysis the studentsStudents have learned some words about feeling and they have known the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.Part5. The procedures of the teachingI have designed the following steps to train their ability of listening, speaking, reading and writing, especially listening and speaking. Set up six steps.Step Ⅰ. Leading-in .Review some words about feeling . Show the Ss a few pictures on the screen: and ask them How do you feel about …? Happy ? Excited? Nervous? Purpose : Through this part we can consolidate what they studied yesterday, Arouse the stud ents’ interest of study. Bring in new subject:Rainy days make me sad.Step II ListeningAsk the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Play the recording the first time. Students only listen carefully. Play the recording again. This time fill in the missing words.Purpose : Train the Ss’ listening ability and prepare for later exercises.Step III SpeakingAsk the students to talk about how music affects them. Tell thestudents they will be talking about their own opinions with a partner. While students are working in pairs, walk around the classroom, and listen to some pairs. If necessary, offer language support. Then ask some pairs to act out their conversations in front of the whole class.Pur pose :Train the Ss’ speaking ability and prepare for later exercises.Step IV Grammar1).Sum the usage of make , then help them to say out the sentence structure.2). Do some exercises to consolidate the grammar .Purpose: Train the Ss’ ability of unde rstanding and using language.Step V Do a survey.After learning 1b , 1c , let the Ss do a survey about other things that affect them. Purpose : This step can open the Ss eyesight and thought . It’s a step fromtextbook to real life .Step VI Homework Writing practice1. List 4-5 things around you and then describe how the things affect you./doc/d1*******acfa1c7aa00cc52.html position Exams make me _______。
人教版九年级 Unit 12 Section B 1(Teaching plan)
Unit 10 By the time I got outside, the bus had already left．Section B (1a-2c) By Tanghong I．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularycostume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up（2）Target LanguageWhen I got there, I found that he had fooled me．After an hour, the other kids showld up, and I realized that my brother had fooled me．By the time I got to match class, I was exhausted because I had stayed up all night studying．I found out that my friend had fooled me．2．Ability Objects（1）Train the students’writing, listening and speaking skills with the target language．（2）Train the students to use the new vocabulary．3．Moral ObjectHave you ever been fooled on April Fool’s Day?Share your story with your friends．Ⅱ．Teaching Key Points1．Train the students’ listening , speaking and writing skills with target language．2．Teach the students the new vocabulary．Ⅲ．Teaching Difficult Points1．Guide listening and oral practice using the target language．2．Help learn to use the new vocabulary correctly．Ⅳ．Teaching Methods1．Listening2．Pairwork and groupworkⅤ．Teaching Aid: PptⅥ．Teaching ProceduresStep I RevisionRevise some phonetic symbols and spell some wordsStep ⅡLead -in1.Give the students a topic: April Fool’s Day, then discuss: Do you knowsomething about the April Fool’s Day?2.Watch a video about April Fool’s Day and lead the students to know somestorites about itStep ⅢListeninga.Pre-listening Lead the students to talk about sokme pictures beforelisteningThis activity will help the students listenclearly and easily.b.While-listening Listen to the passage twice and finish two listening tasksThis activity can help the students concentrate on listening in order to finnish the listening tasks well.c.Post-listening Lead the students to say three short passages according to thepictures.Ask four different students to describe the pictures．This activity provides guided oral practice using the target language．Step ⅣReadingGet the students read the passage after the recorder.Step ⅤSummary& ExercisesSummarize vocabulary and drills, then do some exercises. This activity can help the students grasp the language points better.Step ⅥFurther listeningLead the students to write a similar story about April Fool’s Day according to some key words.This activity provides better chance for students to consolidate the language points in this lesson.Step ⅦHomeworkWrite a thing happened to you recently.。
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你能告诉我洗手间在哪ຫໍສະໝຸດ 吗？通过观察||，宾语从句的语序应为（陈述/疑问）语序||。
3.积极展示自己的结果||。
合作探究
1.PPT展示不同引导词that/whether/if/ wh-等引导的宾语从句||。
2.通过例句展示||，让学生体会理解宾语从句中主从句的时态一致||。
A.whatthey sayB.whatthey said C.whichthey say D.whichthey said
3．(2019河北45) I have some tickets for the basketball match. I wonder.
A.where you buy the ticketsB. why you like to go there
→Could you tell us _________ Mr. Brown _________ living in China?
2."Ilove Lantern Festival.” hesaid.
→Hesaid_________he_________Lantern Festival．
3.The earth goes around the sun. The teacher told us.
学生情况分析：
截止到目前阶段||，九年级的学生们已经学习了初中阶段的基本时态以及各个时态的句型的转换（尤其是疑问句和陈述句之间的转换）||，如：一般现在时||，一般过去时||，一般将来时||，现在进行时||，过去进行时||，现在完成时等||。并且学生们在九年级全一册的Unit2中已经学习了用含有that的宾语从句表达对各种节日的观点和看法||，对宾语从句有了初步的了解||。在此基础上||，对宾语从句进行系统的讲解和拓展||，对于大多数学生来说既可以接受||，又是必须要学习的||。
科目
人教（新目标）英语九年级
教学对象
九年级学生
课时
一课时
授课人
1.整体设计思路、指导依据说明
依据《英语新课程标准》五级的内容标准对中学生语言知识||，技能||，情感态度||，学习策略以及文化意识的要求||。从学生的学习兴趣||，生活经验和认知水平出发||，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径||，使语言学习的过程成为学生形成积极的情感态度||，主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程||，从而提高学生的综合语言运用能力||。
3.引导学生积极展示自己总结的结果||。
1.认真看PPT||，理解宾语从句的概念||。
2.通过仔细观察宾语从句的三个句子||，归纳宾语从句的语序||。
I thinkthatmooncakes are delicious.
我觉得月饼很好吃||。
I wonderifit’s similar to the Water Festival of the Dai people in Yun Nan Province.我想知道它是否与云南傣族的泼水节类似||。
C. if you’d like to come along D. when you watch the match
4. (2019河北40)—Couldyou tell me？—Talkingabout festivals.
A.howthey are playingB. what they are doing C. where they going D. why they are practicing
教具准备：
教材||，导学案和PPT||。
3.教学目标分析
知识目标：
1.掌握宾语从句的语序结构；
2.辨别运用that||，if/whether和特殊疑问词引导的宾语从句；
3.理解掌握宾语从句中主从句中的时态一致||。
语言技能目标：
1.能就熟悉的生活话题交流信息和给出简单的建议||。
2.能将宾语从句礼貌得体的运用在具体语境中||。
情感目标：
1.学会用得体的语言表达对某些事物的观点和看法||。
2.学会礼貌、得体地求助和帮助别人||，建立美好和谐的社会||。
学习策略目标：
1.培养学生的注意力、观察力||，激发学生的积极思考||，总结归纳和自主学习能力||。
2.通过小组活动||，培养学生积极与他人合作的精神||，共同完成学习任务||。
Iam no longer that girl who was often unable to find her books in herbedroom.It used to take me a lot of time to collect all the books for the day’s classes.ButIhave gotten over that bad habit now.AndnowIknow how much time you used to take to collect my books every evening.
II阅读理解
DearMom||，
Time flies quickly.Two months has gone by sinceIjoined this boarding school.Everything is going well.During my first month here||，Iwas like a fish out of water.Icame to realize how many thingsIshould thank you for.
On the cold winter days||，Ihave to get up early almost every morning to fetch hot water.Ibegan to feelashamedthatInever said“thank you”every time you prepared hot water for me each morning on winter days beforeIgot up.
教学内容分析：
本课是《义务教育课程标准实验教科书英语（新目标）》九年级全一册Unit 3Couldyou tell me where the restrooms are?教学之后||，将宾语从句这一语法点进行提炼和拓展||。宾语从句在近年来的中考中||，一直都是选择题的宠儿||，又是阅读理解中阅读分析的常见考点||。本节课主要从宾语从句的语序、连接词和主从句谓语动词的关系等核心内容进行分析理解||，并结合二三两个单元中的内容||，用宾语从句描述节日和用礼貌得体的语言进行交流展示||。之后链接中考||，并通过阅读短文回答问题||，进一步理解体会宾语从句在阅读中的运用||。
3.引导学生积极展示答案||，适时的给予点拨||。
4.重申宾语从句中的重难点||，布置本堂课的作业和预习任务||。
1.回顾总结本节课关于宾语从句的重点知识||。
2.独立完成课堂检测试题||。
I选择
1．(2019河北45) Jenny is on holiday now.Iwonder ________.
→ Mary thinksthatthe teams were fantastic.
Are mooncakes delicious? I wonder.
→ I wonderif/whethermooncakes are delicious?
1.Does Mr. Brown enjoy living in China? Could you tell us?
A. when she will come back B. when she came back
C. when will she come back D. when did she came back
2. (2019河北45)Ourteachers always give us good advice.We should follow.
→ The teacher told us _________ The earththe sun.
通过观察||，连接词引导陈述句；连接词引导一般疑问句||。
4.小组合作讨论完成||，并展示||。
课堂检测
1.引导学生回顾本节课的重点知识||。
三类词引导的宾语从句
宾语从句的语序
宾语从句的时态
2.让学生独立完成课堂检测试题||。
5. (2019河北40)I’m planning a trip to the beach tomorrow||，but still can’t decide.
A．whereI’m goingB. howI’m going C. whyI’m planning D. whenI’m planning
1.完成课前准备||，按要求转换下面的句型||。
2.Will they have the races again next year?（改成陈述句）
.
3.Is June a good time to visit Hong Kong?（改成陈述句）
.
4.We can get some good foodat Water City Restaurant.（对划线部分提问）
.
5.Alice and He Wei walk up to a staff person at the door.（变成一般过去时）
.
2.小组派代表展示答案||。
3.齐读教学目标||。
自主学习
1.教师PPT展示讲解宾语从句的概念||。
2.通过宾语从句的几个典型句子||，让学生仔细观察||，总结宾语从句的语序||。
Teaching DesignforUnit 3Could You Tell Me WheretheRestrooms Are?(SectionB-Self Check)-The Objective Clause