九年级英语unit11教案
人教版英语9年级全册Unit11_SectionA(3a-4b)教案
Unit11 SectionA（3a-4b）教案1.0Teaching analysis教情分析1.1Teaching objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: king, power, banker, pale, queen, examine, nor, palace, wealth, grey, lemon, uncomfortable, feel like doing, neither...nor..., explain... to..., call in, to start with, tell sb. to do1.1.1.1.2 For comprehending: prime, minister, prime minister, fame, cryfor no reason, pale as chalk, take one’s position, It’s true that+句子，in three days’ time1.1.1.3Sentence Structures1)He slept badly and didn’t feel like eating.2)But he found nothing wrong with his body.3)Neither medicine nor rest can help him.4)But when they explained the king’s situation to him, he said, “AlthoughI have a lot of power, it doesn’t make me happy.”5)But I found out that I didn’t do too badly.1.1.1.4Grammar Focus1) Neither medicine nor rest can help him. (neither...nor...在本句中连接两个并列的事物作主语，谓语动词要考虑就近原则，意思是“A和B都不......”)2) Although I have a lot of power, it doesn’t make me happy. (although 引导让步状语从句，意为“虽然”，句中不能与but 同时出现。
英语人教版九年级英语教案Unit11新目标-人教新目标版九年级全册
Unit 11 Could you please tell me where the restrooms are?万州龙宝中学黄瑾【Teaching goals】nguage goals：Key words and phrases:restroom, shampoo, drugstore, café, department store, escalator, magic,fresh, block, oak, uncrowned, safe, waterslide, clown, staff, organized, dress up, market.Target language:Could you please tell me where I can get a dictionary?Sure. There’s a bookstore on the River Road.2. Ability goals:Students can ask for information politely by asking “Could you please tell me---?” “Can you tell me---?”“Do you know where I can---?”【Teaching important and difficult points】Could you please tell me ---?Can you tell me ---?Do you know where I can ---?【Teaching methods】Reading, listening, making conversations, discussion in groups 【Teaching aids】A recorder【Teaching procedures】Section AThe First Period (1a—1c)Step1: Greeting and duty reportOne student give a duty report, the other students can ask some questions according to the report.Step2:Lead-inAsk students to pretend they are new to this school.T: How can you ask where the library is?Ss: Can you tell me where the library is?T: There is another polite way you can ask: Could you pleasetell me where the library is?Write down the two questions on the board, and ask Ss to practice the questions.Step3:1aRead the instructions to the class.Read the list of things in the box. Review the meaning of each item.Point to the lettered parts of the picture one by one. What place is this? What do they sell there?Ask Ss to match each thing with a place in the picture, and tell them there may be more one correct answer for some blanks.Step4: 1b ListeningAsk Ss to look at the pictures. Point out the two conversations that are shown in the picture. Say, Listen to the conversations and fill in the blanks with the words you hear in the recording.Play the recording twice. Stop the recording from time to time to allow Ss enough time to fill in the blanks.Check the answers.Step5: 1c PairworkRead the instructions and ask Ss to read the sample conversation.Say, look at the list of things people need and the pictures of the places in 1a.Have a conversation with your partner. Ask your partner politely where you can do these things.Ask a few Ss to present their conversation.Homework:Make a dialogue like 1c and write down in the exercise book.Blackboard Designbuy shampoo /some writing paper/some stampsget some magazines/a dictionary/some informationsave moneyCan you tell me where the library is?Could you please tell me where the library is?--Could you please tell me where I can buy some stamps?--Yes. There’s a post office on the Center Street.The Second Period (2a—2c)Step1: Duty report and revisionOne student gives a duty report as usual.Check the homework. Ask some Ss to read their conversation in pairs.Step2: PresentationAsk Ss to look at the picture in2a.Introduce the places in it, especially the escalator and the elevator.Step3: Listening (2a)You will hear one boy ask another boy how to find something in a shopping mall. The sentences are in the wrong order. Number the directions from 1 to 4.Play the recording twice. Ss write the numbers.Check the answers.2b Listen again. Show how the boy walks to the drugstore. Draw a line on the picture.Play the recording again and ask Ss to draw the line on their own.Check the answers.Step4: PairworkAsk two Ss to read the sample conversation. Have Ss follow the directions by looking at the picture.Say, Make a conversation using information in the picture.Ask Ss to work in pairs, then get one or two pairs to present their conversations.Step5: Grammar FocusReview the grammar box. Ask Ss to read the questions.Write three questions starters on the board:Could you please tell me how to get to ---?Can you tell me where ---?Do you know where ---?Ask Ss to complete each sentence using their own words. Homework:Practice the conversation in 2a, 2b and try to recite it and write their own conversation like this.Blackboard Design1.Take the escalator to the second floor.2.Turn left.3.Go past the bank.4.The drugstore is between ---Q1. Could you please tell me how to get to ---?Q2. Can you tell me where ---?Q3. Do you know where --- ?The Third Period (3a—4)Step1: Duty report and revisionGive a duty report.Ask some Ss to read out their conversations.Step2: Reading (2a)Writing the words advantages and disadvantages on the board, and ask Ss to give examples from their lives. For example,What are the advantages and disadvantages to own a car?Read the first two sentences at the top of the article. Explain that the interviewer will talk to some teenagers.Ss read the article. When they have finished, ask if there are any words or sentences they don’t understand. Write them and ask other Ss to explain them in their own words.Then Ss read the interview again and write the advantagesand disadvantages.Check the answers.Step3: GroupworkAsk Ss to read the sample conversation.You can talk about places where you usually hang out and the advantages and disadvantages of each place.Ask Ss to work in groups. As they work, move around the room offering help as needed.Ask a few groups to present their conversation.Step 4: DrillingRead the instructions to the class.Read the example in the box.Ask Ss to say the names of some stores and other places in the town and write them on the board.Divide the class into some groups. Each group chooses one place to write about. Write careful directions from the school to each place, but do not say the name of the place. When the groups are ready, they read their directions to the class and the other Ss guess the names of the places.HomeworkWrite a place you usually hang out and tell the reasons.Blackboard DesignAdvantages Disadvantages Friends hang out there air is not freshAlways something happening usually crowded Free contents, listen to CDs always spend too much moneyLook at books in the bookstore▲ Hang out The air is not fresh .I prefer being outside.Places: Xiangsheng Restaurant Huijia Store Longge BookstoreSection BThe First Period (1—2c)Step 1: Greeting and Duty reportSay hello to the Ss and a duty reporter is welcomed.Step 2: PresentationSs read the words in the box. If there are some words that Ss don’t understand, you can ask other Ss to explain the words.Read the instructions and point out the sample answer. Ask Ss to write words from the box in the blank on their own.Correct the answers by having Ss read the qualities he or she listed.Step 3: DrillingAsk Ss to read the sample conversation.Now work with a partner. Look at the words in the box and use them to talk about places in your own city.Ask a few pairs of Ss to present their conversations to the class.Step 4: ListeningAsk Ss to look at the picture and ask Ss to tell what is happening. Explain that the scene shows a family on vacation.They are asking the man for information about various things to do in Sun Ville.Read the instruction and say. You will hear three different conversations. Listen to the recording and write what place they ask about in each conversation.Play the recording twice. Ss write the places people ask about.Check the answers.Let Ss look at the chart in 2b.Say, listen again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks.Play the recording again. Then check the answers.Step 5: PracticeLet Ss read after the tape twice. And try to role play theconversation between the man and the tourists.Ask one or two pairs to present their conversation. HomeworkWrite down the conversations they make.Blackboard DesignFascinating: having strong charm uncrowned: not crowdedSafe: not dangerous convenient: easy to get to, suitableClerk: person employed in a bank, office, shopConversation1: Green landConversation2: the corner of Market and Middle Streets Conversation3: the computer museumThe Second Period (3a-4)Step1: Greeting and reportSay hello to the Ss and one student give a duty report.Step2: lead-inSs look at the picture. Ask: Where can you guess is it? Introduce Watertown, water slides. Ask Ss to find out the Places in the picture, such as Café, Sports Museum, Science Museum and so on.Ask one student to read the passage aloud. Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class.Ask Ss to complete the work individually. Then review the task. Ask a few students to tell the class about the answers in the chart.Step3: ReadingLet Ss look back at 2a and 2b.Say, Use this information to help you complete the guide to Sun Ville.Ask Ss to complete the Writing .As they work, move around the room offering help and answering questions as needed.Ask a student to read the completed article to the class.Step4: 3c PracticeAsk Ss to say the names of some of the places they might write about. Write a list of the places on the board.Ss work individually. Tell them that they can use what they wrote for 3b as a guide.Step5: PerformanceRead the instruction to the class. Ask Ss to look back the guides they wrote in 3c.Have different Ss take the role of the booth worker and the different tourists. Be sure every student has a chance to participate.Ask one or two groups to present their conversations, Homework:Practice the article in 3a and try to retell it.Blackboard DesignWatertown water slidesKids Teenagers ParentsEat Clown City CaféUncle Bob’s Farmer’s MarketHave fun organized games water slides dance lessonsClowns rock bandLearn Science Museum Sports Museum History Museum。
九年级英语Unit11英文教案Couldyoupleasetellme教案
Unit 11 Could you please tell me where the restrooms are?The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyrestroom, shampoo, stamp（2） Target LanguageExcuse me． Can you please tell me where I can get a dictionary?Sure． There’s a bookstore on River Road．2． Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3． Moral ObjectHelping each other is very important． It is a good quality．Ⅱ． Teaching Key PointTarget LanguageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2． How to train students’ communicative competence．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: You’re new to this school． You need to know where the main office is．How can you ask where the main office is?: Where’s the main office?S1T: That’s one way to ask． But there is a more polite way you can ask． You can say, "Can you tell me where the main office is?" Class repeat． Can you tell me where the main office is?S: Can you tell me where the main office is?sT: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?S: Can you tell me where Classroom 1 is?2T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom1? Class repeat． Could you tell me how to get to Classroom 1?: Could you tell me how to get to Classroom 1?SsT: That’s right． Very good．Step Ⅱ 1aGo through the instructions with the class．Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ 1bRead 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 1cRead 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 these thing 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 HomeworkReview the target language．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyescalator, furniture, exchange money, elevator（2） Target LanguageExcuse me． Do you know where I can exchange money?Sure． There’s a bank on the secondfloor． 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 ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ． Teaching Key Points1． Key Vocabularyexchange money2． Target LanguageExcuse me． Do you know where I can exchange money?Sure． There’s a bank on the second floor．3． StructuresDo 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． Teaching Difficult Points1． Indirect questions．2． How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework．Step Ⅱ 2aRead 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 2bPoint to the 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 2cAsk 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．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 HomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．3． Moral ObjectsAnything has both advantages and disadvantages． We should treat everything correctly．Ⅱ． Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ． Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: 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 3aRead 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 3bRead 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 usuallyhang 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 4Read 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 ofWrite 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 Homework1． 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．The Fourth PeriodⅠ． Teaching Aims and Demands1． 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 Vocabularyconvenient, safe, restroom inexpensive2． Target LanguageCan 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 Ⅰ RevisionCheck homework．Step Ⅱ 1aGo 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 Ⅲ 1bRead 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 2aPoint 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 2bRead 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 Ⅵ 2cPoint 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 and offering 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．The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularywater 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 PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult PointHow to write a guide to a place．Ⅳ． Teaching ProceduresStep I RevisionReview the target language presented in this unit． Check homework．Step Ⅱ 3aInvite 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 3bRead 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 3cRead 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 wrotefor 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 correctthem．Step Ⅴ Part 4Go 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．Step Ⅵ Homework1． Read the article in 3a again．2． Write a guide to our city．The Sixth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2． Ability ObjectsTrain students’ writing ability．Ⅱ． Teaching Key Points1． Fill in blanks and make sentences．2． Write questions using the target language．Ⅲ． Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework． Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step Ⅱ Part 1Look 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． Insome 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 2Go 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 HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠ Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyimage, 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 Points1． Key vocabulary．2． Train students’ reading and writing skills．Ⅲ． Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ． Teaching ProceduresStep I Key VocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step Ⅱ Part 1Read 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 2Read 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 reasonsin English．Have students report their answers． Encourage students to use complete sentences．Step Ⅳ Part 3Point 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 4Read 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 5Read 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 Homework1． Read the story in 2 again for further comprehension．2． Revise the target language in this unit．。
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。
Unit11 (Section B 3a-self-check)(教学设计)九年级英语(人教新目标)
认真思考回答问题。
通过复习思维导图复习上节课阅读主要内容。
Pre-writing Stage
(5 mimutes)
Presentation
1.Tell students the main theme of the writing in this unit.
5.The blue group tell the sad experiences, while the yellow group tell the happy experiences. Let’s see which group is more productive.
6.Dealwith 3b. Show students some useful expressions to help them write.
2.Show students the marking standards of writing.
3.Dealck.
积极思考
帮助学生了解好的作文应该有的要素。
Summary
(10minute)
Presentation
Do some exercises to help students review some important points in this unit.
2.Deal with 3a
3.Guidestudents to Speak out more experiences that make you feel happy or sad.
4.Divide students into two groups. All the girls are in the yellow group, and all the boys are in the blue group.
九年级英语全册Unit11Sadmoviesmakemecry(第1课时)教案
教课资料范本九年级英语全册Unit 11 Sad movies make me cry （第 1课时）教课设计编辑： __________________时间： __________________Unit 11 Sad movies make me cry（第1课时）一、教材剖析本单元以 how do things affect you？为话题,从颜色、天气、音乐、广告、产品等方面讨论了外界事物如何影响人的心情。
要修业生掌握表达某物或某事给人带来的感觉、见解或影响等。
共设计了四个部分的内容：Section A该部分有 4个模块：第一模块环绕 Which restaurant would you like togoto? 这一话题睁开思想（ 1a）、听力（ 1b）、口语（ 1c）训练；第二模块环绕 How does music affect you? 进行听力（ 2a-2b）、口语训练（ 2c）；第三模块持续环绕 how do colors in therestaurant affectyou这一话题睁开训练，训练形式为阅读和问题体验（ 3a）和小组活动（3b）；第四模块仍就 How do things affect you这一话题以检查的形式睁开议论。
二、三维目标1. 语言目标， words and expressions生词和短语。
2.能力目标，能然学生讨论事情是如何影响他们的心情。
3.感情目标，可以让学生理解事情对他们产生的影响。
三、教课要点要点单词 1. drive v.迫使.2. lately adv.近来，不久前；3. friendship n.友谊，友谊；要点词组 1. make me sleepy 使我困倦2. drive sb crazy使发狂3. 越越 the more, the more4. yes and no利害各半利害各半5. be friends with sb是某人的朋友6. feel left out感觉被忽略要点句式 1. I’d rather go to Blue Ocean because I like tolisten to quiet music while I’m eating.But that music make me sleepy.2.Waiting for Amy drove Tina crazy.3.The movie was so sad that it made Tina and Amy cry.4.Sad movies don ’t make John cry. They just makehim want to leave quickly.四、教课难点make sb ＋ infinitivemake sb ＋ adjective五、教课策略2 / 5本课主假如一节听闻课，依据《英语课程标准》及《英语教课纲领》的要求，在本节课的教课过程中，采纳“小组合作“以及“任务型”的教课门路，借助多媒体，加强兴趣性和直观性，增大讲堂容量，提升讲堂效率，面向全体同学，在听闻过程中帮助学生掌握知识、发展能力、形成正确的价值观。
人教版九年级英语Unit 11 Sad movies make me cry. 全单元教案
Unit 11Sad movies make me cry.Language Goal【语言目标】Talk about how things affect you Knowledge Goals【知识目标】Key Words drive，friendship，king，power，banker，pale，queen，examine，nor，palace，wealth，grey，lemon，uncomfortable，weight，shoulder，goal，coach，kick，courage，pull，nod，agreement，disappointKey Phraseswould rather，drive sb.crazy/mad，the more…themore…，be friends with sb.，leave out，call in，neither…nor…，to start with，let…down，kick sb.off，be hard on sb.，rather than，pull togetherKey Sentences1.The loud music makes me nervous.2．Sad movies don't make John cry. 3．Money and fame don't always make people happy. 4．She said that the sad movie made her feel like crying.Key Grammar Learn to use “make＋sb.＋infinitive without to；make＋sb.＋adj.”Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skillsby using the target languages.2．Learn to talk about how things affect you by using “make sb.do sth.”and “make sb. adj.”.Moral Goals 【情感目标】With the help of this unit's study，students should know that things affect our feelings.We should treat it correctly and be happy and active in our life.Teaching Time【课时】Five periodsPeriod 1Section A(1a－2d)Period 2Section A(3a－4b)Period 3Section B(1a－1e)Period 4Section B(2a－2e)Period 5Section B(3a－3b) & Self Check本单元围绕情感的话题，通过学习让学生能够表达自己的感受。
九年级英语全册 Unit 11 Sad movies make me cry(第2课时)教案 (新版)人教新目标版
Unit 11 Sad movies make me cry（第2课时）一、教材分析：本课时主要是语法讲解与练习，将动词make的用法；并完成相应的练习4a与4b来巩固所学的语法知识.二、三维目标：1. 语言目标：能够对所给的句子找出make的具体用法；2. 能力目标：能够运用所学的动词make的各种结构；完成相应的练习题；3. 情感目标：能够让学生理解事情对他们产生的影响。
三、教学重点与教学难点make sb ＋ infinitive；make sb ＋ adjective；四、教学策略本课时主要是一节语法讲解课与随堂练习，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，帮助学生掌握知识、发展能力、形成正确的价值观。
五、教学准备：课件、多媒体设施、录音机、学生分组；六、教学环节：一）Review：1.---I’d rather go to Blue Ocean because I like to listen to quiet musicwhile I’m eating.---But that music makes me sleepy.2. Waiting for Amy made Tina crazy.3. The movie was so sad that it made Tina and Amy cry.4. Sad movies don’t make John cry. They just make him want to leave quickly.二） Learn the Grammar Focus.先让同学们自己来读所给的这几个英语句子，然后找出两名同学读给全班同学听；接着老师试着让几个同学说出每个句子中的make的结构.The teacher explain：1.The loud music makes me nervous.此句是make sb adj 的结构，即：make +某人+形容词；2.Soft and quiet music makes me relax.此句是make sb do 的结构，即：make +某人+动词原形；3.Money and fame don’t always make people happy.此句是make sb adj的结构，即：make +某人+形容词；4.She said that the sad movie made her cry.此句是make sb do 的结构，即：make +某人+动词原形；总结：make 的结构为：make + 某人（人称代词的宾格） + 形容词/动词原形；三）完成练习：4aThink of appropriate words for the blanks. Then compare your choices with your partner. For this part, ask the students to try to complete it by themselves. And then ask two students to say her or his answers to the whole class, and the other students can give her or his opinion about the diary. The answers are not only.四）小组活动.(4b)Complete the survey. Then ask two other students.We can use the following words or phrases:happy, want to cry, uncomfortable, angry, nervous, feel like dancing;You can begin like this:A: What makes you angry?B: When people throw rubbish on the streets, it makes me angry.A: Me, too. It makes me want to tell them to clean up the streets.Ask the students to practice the dialogue in his or her group, in order to grasp “make sb adj, make sb do”. Give the students about five minutes, and then ask two groups to act it out in the front of the class. And the teacher should say: OK or GOOD, in order to encourage more students to be active in English class.七、家庭作业：Read and write the sentences in the Grammar Focus.八、板书设计：Unit 11 Sad movies make me cry.1.The loud music makes me nervous.2.Soft and quiet music makes me relax.3.Money and fame don’t always make people happy.4.She said that the sad movie made her cry.九、教学反思：通过本课时的讲解与练习，同学们对make +某人+ 形容词与make + 某人 + 动词原形的结构得到了巩固，掌握的较好.。
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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。
for example: where can we take out money and save money? we can do it in a bank. give students some phrases about doing things, and ask them to sayout the places. in this step, ss will learn new words: shampoo, drugstore, department, step2 lead-in and presentation hello everyone. i am a strange here in this city. could you tell me how to get to the supermarket? all right, i am telling a lie to you.i am not new here. i said so just to help you learn to use the indirect questions. 利用图片创设语境，激起了孩子们说but today there is a girl named lucy. she is a strange here in的欲望；难度适中的taizhou city. she wants to do some things , but she doesn?t know任务，使大部分孩子the way. could you please help her?有体验成功的机会。
lucy: could you please tell me where i can buy shampoo/get a adictionary/ getinformation about the city/…?step3 1a matching things with placeson page 86 is a picture of a city. a visitor is asking someone questions about things to do at certain places. now look at the picture and match each thing with a place.培养学生听的能力利用学生真实的情况有助于孩子们语言的输出。
巩固间接宾语 step4 1b listening and completingit is difficult to get around in a new place. now listen to the recording and complete the dialogue in the picture on page 86. write your words here in the speech bubbles. read the tapescriptindirect questions.step 5 1c doing pairworkin 1a there are many phrases describing activities. now use themto make up conversations between lucy and a strange to talk about the city.step 6 2a listening and numberingdo you like shopping? if you do come and listen to the directionsfor going shopping around a new city. while listening please number the directions in the order that you hear them.read the tapescript for the indirect questions and the useful expressions.the indirect questions and the useful expressions. and give ss a explanation about the language pointsstep 7 2b listening and drawingdo you like drawing. now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore.step 8 2c doing pairworkwhat else do like to buy? then make conversations in pairs using the other places in the picture on page 87. now read aloud theconversations again to the indirect questions and step 9 tasktoday is taizhou middle school opening day. lucy wants to visit it. she doesn?t know where the library/…is. she has to ask the students in this school for help.make up the conversations between lucy and the students. try to use the expressions of asking for directions and giving directions.step 10 grammar focus do you know where/if …? can you tell me where …?could you please tell me where …? can you tell me how i can get to …? could you tell me how to get to …?step 11 exercise and consolidationdo some exercise about the objective clause.step 12 homework1.make up a dialogue about asking the way . 2 translate some sentences into english.period 2huang qunying??教学内容与分析?教学内容：section a 3a ,3b, 4?教学目标：1.vocabulary :elevator, escalator, exchange, fresh, park, crowded, hang out 2.master and use : where do you usually hang out with your friends?go past the park and turn left onto oak street.3.情感态度目标:enable the students to choose good places to hang out. ??教学重点、难点分析：一. teaching important points1.students can talk about the advantages and disadvantages of going to some places.2. students can talk about the directions. 二. teaching difficult points1. listening method to improve the students listening ability.2.people’s attitudes toward the mall.3.talk about the advantages and disadvantages of going to some places.4.talk about the directions.?? 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/revision）对上节的内容加1.revise some useful expressions about asking ways and telling ways. 以总结回顾，使(1)excuse me. 学生对asking where’s the (nearest)…, please ? ways and telling is there a (an) …near here? ways思路更加清which is the way to …,please ? 晰。