新目标九年级Unit11教学设计
人教新目标九年级英语下册教学设计Unit 11 Section B教案
Unit 11 Sad movies make me cry.Section BPeriod 1 Section B 1a-2e◆教材分析本单元围绕“Sad movies make me sad”为中心话题，学习和运用make作为使役动词的make sb +do和make sb + adj的语言结构.让学生能够描述和谈论不同事物对自己情绪的影响.要学习的内容与学生们的生活息息相关.其实在初一和初二时对make的结构已经提到过,本单元是对make这一结构第一次全面详尽系统的讲授,故学生对本单元没有太大的陌生感。
◆教学目标【知识与能力目标】1.巩固练习make的结构。
2.能够运用所学的知识谈论事情对他们的心情影响。
【过程与方法目标】本课主要采用任务型教学法，情景教学法以及多媒体辅助教学，充分发挥教师的主导作用和学生的主体地位。
利用现代化教育技术优化教学过程，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望，努力培养学生自主学习的能力。
把学习的钥匙交给学生，在传授知识的同时，授以科学的思维方法。
不仅要使学生学会，更要使学生会学。
【情感态度价值观目标】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。
◆教学重难点◆【教学重点】1)掌握本课时出现的生词及用法。
2)进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
【教学难点】1.运用所学内容表达情感。
2.在听的过程中获取有用的信息。
◆课前准备1.◆准备录音机和磁带；2.设计课后巩固练习；3.ppt；◆教学过程Step 1. RevisionComplete the following sentences.1.他父亲为了赚钱，从早忙到晚。
His father is busy all day in order to ________. (make money)2.看足球赛使我疯狂。
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。
新目标九年级Unit 11 Could you please tell me the restrooms are- 教学设计
新目标九年级Unit 11 Could you please tell me the restrooms are? 教学设计Uuld you please tellare?一 . [话题](Topic) How we have changed二 .[重点词组](Key Phrases)1. buy shampoo买洗发香波2. gagazines买杂志3. make a telall打电话4. get a dictionary买字典5. gation abouwn打听城镇的信息6. buamps买邮票7. save money存钱River Road在大河路9. talevator to乘扶梯去……10. turn left / riga向左转/向右转到橡树街11. go past路过，经过12. between…and…在两者之间xt to紧挨着在……旁边14. go oudoor走出前门15. take a right walk aboublocks正好走三个街区16. exchange money兑换钱d floor在二楼doing sth乐意做某事19. hang out with sb与某人闲逛20. take a vacation度假21. water slides滑水道22. rock band摇滚乐队23. dress up as clowns装扮成小丑24. both…and…二者都25. have fun过得愉快26. take dance lessons上舞蹈课三 .[交际用语]1. Do you know where I can get a dictionary?你知道我在哪里能买到字典？2. Could you tell me how to g?你能告诉我邮局怎么走吗？3. Can you please tell me where I can gagazines? 你能告诉我在哪儿能买到一些杂志？4. Could you please tellare many good museums? 你能告诉我这里有没有好的博物馆？There’s a fascinatinguseum.有，有一家迷人的科技馆。
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.
初中英语九年级 Unit 11 Section A(3a-3c) 教学设计
初中英语九年级 Unit 11 Section A(3a-3c) 教学设计一. 教材分析本节课为初中英语九年级Unit 11 Section A(3a-3c)的教学设计。
本节课的主要内容是关于描述过去发生的事情。
3a部分是一篇关于Tom和Jim周末活动的阅读材料，3b部分是对3a部分的阅读理解练习，3c部分是语法练习，主要学习一般过去时的被动语态。
通过本节课的学习，学生能够掌握一般过去时的被动语态的构成和用法，提高阅读理解能力，并能运用所学知识描述过去发生的事情。
二. 学情分析九年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的阅读理解能力。
但是，对于一般过去时的被动语态这一语法知识，学生可能还没有完全掌握。
因此，在教学过程中，教师需要耐心讲解，并通过大量的练习让学生理解和掌握。
三. 教学目标1.知识目标：学生能够掌握一般过去时的被动语态的构成和用法。
2.能力目标：学生能够阅读并理解关于过去发生的事情的短文，提高阅读理解能力。
3.情感目标：培养学生对英语学习的兴趣，鼓励学生积极参与课堂活动。
四. 教学重难点1.重点：一般过去时的被动语态的构成和用法。
2.难点：如何正确运用一般过去时的被动语态描述过去发生的事情。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在完成任务的过程中学习和运用语言。
2.情境教学法：创设真实的情境，让学生在实际情境中学习和运用语言。
3.交际法：鼓励学生积极参与课堂交际活动，提高口语表达能力。
六. 教学准备1.教师准备：提前准备3a部分的阅读材料，制作相关的PPT课件。
2.学生准备：预习Unit 11的词汇和语法知识。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾一般过去时的被动语态的构成和用法。
例如：“请大家回忆一下，我们之前学过的一般过去时的被动语态是怎么构成的？它有哪些用法？”2.呈现（10分钟）教师呈现3a部分的阅读材料，让学生独立阅读，并回答相关问题。
九年级英语全册Unit11教学设计人教新目标版
山东省邹平县实验中学九年级英语全册《Unit 11》教学设计人教新目标版本学期第课时本单元第课时上课日期：________主备人：复备人：___________ 审核人：____________学习目标：1 把握本单元中的辞汇和短语；2. 背诵短文3a和 Grammar的重点短语和句子3.把握温习问路情景对话和宾语从句。
教学进程一、先温习单词和短语（8分钟）然后听写以下单词和短语：单词：1. The air isn’t f__________(新鲜的).2. Could you please l__________(借给) me your pen?3. Could you please tell me where to p__________(停车) my car?4. A very d__________(直接的) order like this can sound rude in English.5. Sometimes we might even need to spend some time l__________(引导) in to a question or a request.6. I w__________(想明白) if you can help me.短语：1. next to 隔壁、紧接着2. between … and…在…和…之间3. decide to do 决定做…4. a good place to hang out?是一个闲荡的好地址5. take a vacation == go on a vacation 去度假6. dress up 打扮7. on the beach 在海滩上8. depend on sth / doing / 从句依照、依托、依托、决定于9. 把…借给某人lend sb. sth. ＝ lend sb.10. in a way 在某种程度说 11. in order to do 为了做…表目的 12. hand in 上交二、温习Unit 3讲义内容，（15分钟）重点背诵以下重点句子：1. Could you tell me ______ ____ ____ ____ the post office?你能告知我如何去邮局吗2. There’s always somet hing __________.总有情形发生3. ______ the elevator ______ ______ ______ floor.乘电梯到二楼4. ______ ______ the bank. 过银行5. Is that a good place ____ ______ ______？那是个闲逛的好地址吗？6. The staff ______ ____ ____ clowns. 职员打扮成小丑的样子7. ____ ______ ____ ____ ________ people, learning about language etiquette is asimportant as learning grammar or vocabulary.为了不冒犯他人，学习用语言的礼节和学习语法或辞汇一样重要三、教师抽查，同窗互查，对显现的问题加以讲解。
人教版新目标英语九年级全册创新教案：unit 11 period 1
Excuse me． Can you please tell me where I can get a dictionary?
Sure． There’s a bookstore on River Road．
过程
方法
According to designing some tasks,train students’listening ability and the students’communicative competence．
学科
English
课型
fresh
年级
9
课题
Unit 11 Could you please tell me where the restrooms are?1/6
教学媒体
A tape recorder, CAI
教
学
目
标
知识
技能
1. Key Vocabulary
restroom, shampoo, stamp，drugstore,cafe, department
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
3.After students have had a chance toracticeseveral exchanges, ask some pairs to come to the front of the classroom and act out their conversations．
Step3Summary
新目标人教版英语九年级《Unit 11 Sad movies make me cry》Section A (1a-1c)说课稿
新目标人教版英语九年级《Unit 11 Sad movies make me cry》Section A (1a-1c)说课稿我说课的内容是人教新目标九年级英语Unit 11 Sad movies make me cry Section A (1a-1c)整个说课包括教材分析、学情分析、教法学法、教学设计、板书设计、资源开发六大板块。
一、教材分析1.教材的地位及作用：本单元以“how things affect you” 为核心话题，本课是新目标英语九年级第11单元第一课时，教材以餐厅感受为中心话题，练习make+sb.+ adj. make+sb.+ do用法。
Section A 是本单元的重点部分，也是核心部分。
2．教学目标根据《英语课程标准》关于总目标的具体描述，结合本节课的教学内容，我制订了如下目标：1知识与能力..(1) 词汇：能正确使用 would rather(2) 句型：能熟练运用句型The loud music makes Amy nervous.The soft music makes Amy relax.(3) 语法：能运用 make+sb.+ adj. make+sb.+ do.谈论事物对人的影响2过程与方法：通过听力训练与多种形式的口头练习，师生互动、生生互动，使学生能熟练运用新句型进行交际。
3情感与价值观：正确表述自己的感受，理解和体会他人的感受二、学情分析：学生对于谈论事物对人的感受比较感兴趣，且没有生词，学生用起来容易，有成就感。
三教法学法1 听说课的教学模式：语言感知—听说操练—实践运用教师根据本课时目标创设一定的语言情景，师生互动，生生互动，让学生对目标语言有一定的感知后通过大量的听说训练最后能在一定情境中脱口而出，熟练应用。
2 设计理念：听说课的最终目标是灵活运用所学的词汇、句型进行口语交际。
课堂上必须要有充分的时间进行听说口语活动。
教师应该善于把教材中所提供的语言材料转化为声情并茂的语言实践活动，师生需要全情投入，学生需要主动、积极参与，是听说活动的主体。
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新目标九年级unit 11 单元教学设计
一、教学内容及分析
本单元的中心话题是“Getting around”。
围绕“Ask for information politely”为主线开展教与学的活动的，在学习常用和重点词语的基础上，着重学习了问题和指引道路及场所的表达方式；进一步复习了祈使句，进而学习了一些重点句型和日常交际用语以及并列连词both…and等。
本单元还出现了现在完成进行时态。
此外还学习了一些同义、近义词，介绍了卡通片对青少年的教育作用以及外国卡通片对中国文化和中国青少年的影响。
通过本单元的学习，要求能熟练表述问路、指引道路或场所，对卡通片的正、反面的作用和影响要有充分的认识，从而从中学到好的东西。
本单元进一步学习宾语从句的用法。
要求学生学会运用宾语从句问路，学会为他人指明方向和路线。
同时学会在活动和购物场所表达自己的爱好和看法，通过帮助别人来培养学生乐于助人的良好思想品德。
Section A
该部分有4个模块：第一模块以“places”和相对应的“activities”为话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕“directions”进行听力（2a-2b）和口语（2c）训练；第三模块要求学生就一些活动场所的优点与缺点阐述自己的观点，并展开训练，训练形式为列举归纳（3a）和联系生活实际角色表演（3b）；第四模块仍就“directions”为话题，联系实际，以小组活动形式展开练习(4)。
Section B
该部分有4个模块：第一模块是对一些描述性词汇的学习（1a）和运用所提供的词汇以pair work的形式进行讨论（1b）；第二模块以三个对话为载体，对“places”和“directions”进行听力（2a-2b）及口语（2c）训练；第三模块是一个有关Watertown 的阅读材料，训练形式为填表（3a）和写作训练（3b -3c）；第四模块就第三模块的话题以口语训练形式展开小组活动(4)。
Self check
该部分有2个模块：第一模块对所学描述性词汇的适当形式进行填空(1)训练；第二模块以同桌讨论的形式写出五个有关方向的问题，然后就这些问题展开会话(2)训练。
Reading
该部分共设置了5项任务：第一项任务以有关家庭作业方面的问题进行讨论(Section 1: 1a-1b)，来激活学生对相关背景知识的联想；第二项任务要求学生通过快速阅读(Section 2)获取信息；第三项任务利用讨论、填表等练习形式(Section 3: 3a-3b)进一步加深学生对阅读内容的理解，并通过反复阅读找出相关段落的主题思想；第四项任务要求学生能运用所学的语言礼仪判断交谈者之间的关系近疏，并解决实际应用中所遇到的问题(Section 4)；第五项
任务要求学生列举出从电影或书中看到的有关语言礼仪的例子(If you have time)。
二、学习者特征分析
“以学生的发展为本”的新课程理念，要求教学必须以学生的学习基础、学生需要、学习兴趣等为出发点，联系学生的现代校内外生活，让课堂教学成为学生生命成长和个性张扬的过程。
要实现“以学生为本”的理念,教学中必须要做到充分地预设学情。
初三学生已经具备了一定的语言基础及语言表达能力，七年级(上)Unit4已学过表示方位的介词，如next to, between…and, on，in…; 八年级（上）Unit 2已学过问路和指路的基本句型：Where is the post office ? / Is there a post office near here?
Yes, It’s on Center Street； Turn left. Take …to…;八年级（下）Unit 4已对直接引语、间接引语（宾语从句）有一定的了解；同时大部分学生对英语还有着比较浓厚的兴趣。
同时，在长期的新课程理念熏陶及实践中，已经初步具备了自主，合作，探究的能力。
三、单元整体目标分析1、知识与能力：
1）能熟练应用询问道路及地点的句型，能正确给别人指明道路和地点场所。
2）进一步学习宾语从句，并进行归纳、总结。
2、过程与方法： 1）通过Pairwork 、groupwork,用得体的语言有礼貌地向别人问路，并能给人指引方向或路线。
2）充分利用录音材料进行听说模仿训练，能对某一环境的优劣做出评判。
3）通过阅读，进一步学习谈论某一环境的表达方法；通过阅读培养学生获取信息的能力，并能归纳段意。
3、情感态度与价值观：1）.通过帮助别人来培养乐于助人的良好品德。
2）.了解卡通文化对我国的影响以及卡通片的发展历史。
外国的卡通片给我们国民，尤其是青少年带来些什么。
四、重点、难点宾语从句及直接引语和间接引语
所谓宾语从句就是一个句子在另一个主句中作宾语，即宾语从句是用句子作宾语。
当我们引用别人的话时，可以用别人的原话，也可以用自己的话把意思转述出来。
如果是引用原话，被引用的部分就叫作直接引语，否则称为间接引语。
1、宾语从句的结构。
1）由that引导的宾语从句。
She said that she would come.
2）由连词if或whether引导。
翻译为“是否”，从句用陈述句语序
Do you know if Mr Smith is at home?
3）由连接代词who, whom, whose, which, what或连接副词when, where, how, why 等引导。
从句用陈述句语序。
Do you know who broke the window?
I don’t know when I shall finish
4）某些形容词之后的从句有时也被看作是宾语从句。
如：afraid, wure, sorry, glad, worried, angry, confident.
I’m sorry that I’m late again.
They were angry that they had lost the chance.
2、宾语从句的时态一致
主句是过去时，宾语从句要用过去时态；主句是现在时或将来时，宾语从句则该用什么时态就用什么时态。
He told me that it would rain tomorrow.
No one knows if he will come at all.
注意：a.如果宾语从句陈述的是客观真理、事实，其时态不受上述限制，可用一般现在时。
The teacher told us (that) the earth is round.
b.宾语从句若含有or not，只能用whether，若宾语从句中出现否定式，一般只用if，如：I don’t know whether he will come or not.
c. 宾语从句引导词是when, where, who, why, which, what, how等词，可用疑问词+不定式变复合句为简单句。
I don’t know what I shall do.----- I don’t know what to do.
d.若主句的谓语是think, believe，要否定就否定think。
I think he is right. ---- I don’t think he is right
3.有礼貌地提出请求。
五、教法选择、学法指导与资源准备
新课程倡导教师的地位发生了极大变化，是课程的引导者，同时又是参与者。
因此本节课我采取逐步引导，层层深入的教学法，同时尽可能多的挖掘学生的潜能，使老师和学生作到极好的配合。
1．充分利用多媒体设备，创设与本单元相关的生活话题，对目标语言进行反复操练，从而提高学生的语言表达能力。
2.充分利用身边的场景，如：我的家、我的学校、我的小区等内容，给别人指路。