新目标九年级英语第十一单元学习目标
新目标九年级英语英文教案Unit11
新目标九年级英语英文教案Unit11新目标九年级英语英文教案 Unit 11新目标九年英语英文教案Unit11 Could you please tell me where the restrooms are? Unit 11 Could you please tell me where the restrooms are? Part 1: Teaching design (第一部分：教学设计) Structures: Indirect questions Target language: Excuse me. Do you know where I can exchange money? Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. Vocabulary: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money, hang out Learning strategies: Listen for specific information, Cooperating SECTION A Goals ●To learn to use Indirect questions ●To learn to t ell about places Procedures Warming up by learning grammar 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. Now turn to page 87 first and look at the three sentences in the Grammar Focus. Do you know where I can buy shampoo? Could you tell me how to get to the post office? Could you please tell me where I can get a dictionary? Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions. Now in pairs make similar sentences with “where” and “how”. Do you know where I can go hiking in the mountain? Could you tell me how to have a good time in a big city? Could you please tell me where I can find a good English teacher? 1a Matching things with places On 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. Where to…? C buy shampoo D get some magazines E make a telephone call G get a dictionary D get some information about the town C buy some writing paper E buy some stamps B save money 1b Listening and completing It is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86. Tapescript Conversation 1 Girl1: Excuse me. Could you tell me where I can buy some stamps? Boy1: Yes. There’s a post office on C enter Street. Girl1: Oh. Can you tell me where Center Street is? Boy1: Sure. Go past the bank. Center Street is on your right. Girl1: Thanks a lot. Boy1: No problem. Conversation 2 Girl2: Excuse me. Do you know where I can save money? Boy2: Sure. There’s a bank on Main Street. Girl2: Oh. Could you please tell me how to get there? Boy2: Yes... Go straight ahead. The bank is on your left. Girl2: Thank you. Boy2: You’re welcome. Write your words here in the speech bubbles. A: Could you tell me where I can buy some stamps? B: Yes. There’s a post office on Center Street. A: Excuse me. Do you know where I can save money? B: Sure. There’s a bank on Main Street. Read the tapescript and try to underline all the useful expression_rs used and circle the Indirect questions. 1c Doing pairwork In 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.) A: Excuse me. Can you please tell me where I can buy shampoo in this city? B: Sure. There’s a department store over there. A: Excuse me. Can you please tell me where I can get some magazines? B: Sure. There’s a post office around the corner. A: Excuse me. Can you please tell me where I can make a telephone call? B: Sure. There’s a post office one hundred meters down the street. A: Excuse me. Can youplease tell me where I can get some information about the town? B: Sure. There’s a library opposite of the hospital. A: Excuse me. Can you please tell me where I can get some writing paper? B: Sure. There’s a department store close to the bus station. A: Excuse me. Can you please tell me where I can buy some stamps? B: Sure. There’s a post office beside the library over there. A: Excuse me. Can you please tell me where I can save money. B: Sure. There’s a big bank beside the café on the main library over there. 2a Listening and numbering Do you like shopping? If you do come and listen to the directions for going shopping around a new city. Tapescript Boy1: Excuse me. Can you tell me where I can buy some shampoo? Boy2: Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there. Boy1: OK, great. Thanks a lot. Boy2: You’re welcome. While listening please number the directions in the order that you hear them. Take the elevator to the second floor. 2 Turn left. 1 Take the escalator to the second floor. Turn right. 4 The drugstore is between the furniture store and the bookstore. 3 Go past the bank. Read the tapescript for the Indirect questions and the useful expression_rs. Circle the Indirect questions and underline the useful expression_rs. 2b Listening and drawing Do 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. 2c Doing pairwork What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87. A: Excuse me. Do you know where I can exchange money? B: Sure. There’s a bank on the second floor. Take theescalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy music CD? B: Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room. A: Excuse me. Do you know where I can get a dictionary? B: Sure. There’s a bookstore on the seco nd floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank. A: Excuse me. Do you know where I can buy some candies? B: Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy a desk? B: Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore. Now read aloud the conversations again to Circle the Indirect questions and underline the useful expression_rs. 3a Reading and listing On page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expression_rs. They’re all at the mall. After school, a lot of young people go to the mall. We decided to talk to some students about why they go there. Interviewer: Why do you go to the mall? Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it. Interviewer: Oh? Why not? Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded. Interviewer: And how about you? Li Jun: Oh, I love the mall. There’s alwa ys something happening. There are a lot of free concerts there. It’s also just fun to watch people. Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs.I also like to look at books in the bookstore. Yu Yue: Well, when I go into stores I always spend too much money！Advantagesdisadvantages There’s always something happening. The air isn’t fresh. There are a lot of free concerts there. It’s usually crowded. It’s also just fun to watch people. when I go into stores I always spend too much money！ I like to go in the music store and listen to CDs. I like to look at books in the bookstore. 3b Doing groupwork Where do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them. A: Where do you usually hang out with you。
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。
新目标九年级英语下十一单元教案3(整理)
The Third PeriodⅠ．Teaching Aims and Demands:1．Knowledge Objects（1）Key Vocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where there’s a good place to eat? Of course．What kind of food do you like? 2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key Vocabulary convenient, safe, restroom inexpensive2．Target Language Can you tell me where there’s a good place to eat?Of course．What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevision Check homework．Step Ⅱ1a Go through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class．Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ1b Read the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work．Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ2aPoint to the picture and ask students to tell what is happening．If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording．Students only listen the first time．Play the recording again．Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ2bRead the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in the blanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．Step Ⅵ2cPoint to the sample conversation．Invite two students to read it to the class．Read the instructions．Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs andoffering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．。
人教版新目标九年级英语Unit11单元集体备课教案
Once upon a time,there lived an unhappy king in a rich and beautiful country.He slept badly and didn t feel like eating.The queen and the people were very worried.They sent the most famous doctor to examine him.The doctor said nothing could help the king except a happy man s shirt.The prime minister,the banker and the palace singer were called in to the palace at once,but none of them said they were happy and each of them has their own worries.Finally,the king s top general was sent to find the happy man in three days time.Step 1完成教材3a-3b的任务【操作案例】1.根据课本P87 3a所给的提示，想一些使你高兴或悲伤的经历，和同伴进行讨论。
(2分钟)2.根据3a 写的提要以及3b所给的提示，写一篇与2b内容相似的短文。
(5分钟)学生完成后评出优秀的作文在班上展示。
(2分钟)环节说明:将读、写的任务结合起来不仅锻炼了学生的写作及对语言的综合运用能力，还巩固了学生对目标语言的学习、综合运用。
Step 2完成教材Self Check任务【操作案例】1.把表格中的单词放入表格中恰当的位置。
给出3分钟的时限，并请1位同学核对答案。
完成“1”部分的任务。
(3分钟)The answers:Positive:comfortable,relaxed,happyNegative:nervous,unhappy,uncomfortable,worried,angry,awful,uneasy2.参照例句，用所给的单词造句。
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.
新目标九年级英语unit11.3
新目标九年级英语unit11.3新目标九年级英语unit11.3。
砖井镇中学“136”模式导学稿年级：九（下）科目：英语执笔人：高慧芬执教人：高慧芬上课时间： 2015-1 备课组长签字：刘景红包科领导签字：总。
第 63课时一、课题：Unit 11 Sad movies make me cry. SectionB(1a-1e)二、学习目标：1、学会：remain unhappy forever仍旧永远不幸福；a shirt ofa happy person一件快乐人的衬衫search for搜寻，寻找；return to the king回复国王2、会学：掌握The meaning of the listening contents.3、乐学：能够用英语描述自己的情感。
三、学习重难点：k1. The general finds a happy person with power and money.将军找到了一位既有权又有钱的快乐人。
2. The general realizes he is a happy person and gives his shirt to the king to wear.将军意识到他就是一个快乐的人并把他的衬衫脱下给国王穿。
3. What made the poor man so happy even though he had no power, money or fame.是什么使这位穷人即使没权，没钱也没名誉四、教具学具准备：录音机五、教学过程：预习案【预习方法】1.拼读-记忆Page 85的单词及短语。
2. 熟读听力课文，并必须用红笔在课文中划出你认为的重点单词、短语和句型。
3．组内一对一合作完成1e部分的对话内容。
4. 独立完成导学案，并及时上交。
【预习内容】翻译画线部分1. I don’ 探究案【依标自学】1、交流预习的内容2、交流1a的内容。
3. 听力步步高：听录音，完成1b，1c。
新目标九年级英语下十一单元教案4（整理）
新目标九年级英语下十一单元教案4（整理）第一篇：新目标九年级英语下十一单元教案4(整理)The Fourth 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 III 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 correct them．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．第二篇：新目标九年级英语下十一单元教案Unit 11 Could you please tell me where the restrooms are?The First Period Ⅰ．Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary: restroom, shampoo, stamp，escalator, furniture, exchange money, elevator（2）Target Language: Excuse me． Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road．Excuse me．Do you know where I can exchange money? Sure．There’s a bank on the second floor． Take the escalator to the second floor and turn right．The bank is next to the bookstore．2． Ability Objects:1）Train students’ listening ability．（2）Train students’ communicative competence． 3． Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points 1．Key Vocabulary exchange money 2． Target Language Excuse me． Do you know where I can exchange money? Sure．There’s a bank on the second floor． 3． Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ． Teaching Difficult Points 1． Indirect questions．2．How to improve students’ listening ability． Teaching Step 1: Revision T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office? T: That’s one way toask． 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? Ss: Can you tell me where the main office is? T: That’s correct．Now let’s practice with other places.Step Ⅱ 1a Go 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．Then ask：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? While students are working, move around the room offering help as necessary．Step Ⅲ 1b Read the instructions to students．Point out the two conversations that are shown in the picture． As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ 1c Read the instructions to the class． Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do 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． StepV 2a Read the instructions and point to the list of directions．Get students to name the items in the picture such asescalator, 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． StepVI 2b Point 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． StepVII 2c Ask a pair of students to read the sample conversation aloud to the class． Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．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 ⅤIII Homework Ask the students to write three sentences with the starters of the structures．第三篇：新目标九年级英语下十一单元教案5(整理)The Fifth Period Ⅰ．Teaching Aims and Demands 1． Knowledge Objects（1）beautiful, safe, delicious, convenient, fascinating，image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks．（2）Write some questions using the target language．（3）Text: Grown-ups like cartoons, too． 2． Ability Objects（1）Train students’ writing ability．（2）Fast-reading、Careful-reading and Learn the words and phrases from the context．Ⅱ． Teaching Key Points 1． Fill in blanks and make sentences．2．Write questions using the target language．3．Train students’ reading and writing skills．Ⅲ．Teaching Difficult Point Train students’ reading and writing skills．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Ask a few students to read the article in 3a． Then ask a few students to read their guides．Step Ⅱ Part 1 Look at the words in the box．Ask a student to read them．Make sure the students understand the meaning of the words．Then ask students to fill in the blanks on their own． Check the answers．Step ⅢPart 2 Go thro ugh 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．Invite some pairs of students to present this conversation to the rest of the class． Step V Part 1Part 2Read the title Grown-ups like cartoons, too．T o 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．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．And correct the different answers．Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs． Step VI Part 3Point to the story．Look at the words indicated in bold．Ask different students to guess the meaning．Ask students to read the article once． And get them to pay attention to the bold words and expressions．And note the words or sentences that 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:Step VII 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． Check the answers． Step VIII Part 5 Read the task with the students．Ask students to do the activity in small groups． Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well． 1． Read the story in 2 again for further comprehension．2．Revise the target language in this unit．第四篇：新目标九年级英语下Unit 4教案新目标九年级英语下Unit 4教案-文章来源莲山课件 w ww.5 Y K J.CO M Unit 4Period 1I.Teaching contents : P.26-27nguage goals : Talk about imaginaryIII.target language : what would you do ?IV.Vocabulary : millionmedicalresearchtieworrywhat ifV.Task.WrittenDesignWords and expressionsIf I were you, I’d wear a shirt.Teaching procedure :Step 1 Present the subjuctive mood If I were a bird , I would fly.If I were you , I would do it.If I had time , I would help you.2.The form :if + past form ，S + would + V 3.Do more practice.Step 2Activity 1a 1.Free ask and answer : what would you do if you have a lot of money ? 2.Add more ideal to the list and share your answers in class.Step 3 Activity 1b 1.Play the tape.The Ss listen and number the pictures 1-3 in the order you hear them.2.Check up the answers.3.Read the tapescript.Step 4 Activity 1c 1.Read the conversations in the box.2.Pretend you are the people in the picture.Talk with your partner about what you would do if you had a million dollars.3.Get some pairs to act it out.Step 5 Activity 2a 1.Read the sentences in the box.2.Play the tape.The Ss listen and circle the reasons.3.Check the answers.4.Play the tape again.The Ss listen and check the four things Larry’s sister says to him.5.Check the answers.Step 6 Activity 2c 1.First ask some students do 2c in class as examples.2.Students work in pairs to act Larry and her sister.3.Get some pairs to act it out in class.Step 7 Grammar focus.1.Read grammar focus.The useful expressions : by snacksgive it to charitybe late forif/ whetherworry aboutwhat ifa medical research Homework : copy the new words and grammar focus.Teaching notes : Unit 4Period 2I.Teaching contents : P.28nguage goals : What would you do ? IV.Vocabulary : pimpleexamV.Task.WrittenDesignWords and expressionsIf I were you, I’d take a long walk before going to bedTeaching procedure :Step 1 RevisionRevise the target language in this unit ?If you had a lot of money , what would you do ?What would you do if you were in Grade I ?What would you do if you ….Step 2 Activity 3a1.Read the sentences in the box.2.Say out the problems and give out the advice.3.Match each problem with the correct advice.4.check the answers.Step 3 Activity 3b1.Read the conversation in the box.2.Think of different advice for the problems in activity 3a.Role play conversations with your partner.Step 4 Activity 41.what problems do you have at home ? At school ? Fill in the list.2.Read the conversations in the box.Ask your classmates for advice.3.Get some pair to ask and answer in class.Summary : Get nervousget pimpleslook terribleI’m too tired to do well.take a long walkHomework :1.Copy the new words2.Investigate your classmates’ problems and give advice.Teaching notes :Unit 4Period 3I.Teaching contents : P.29nguage goals : Talk about imaginary situations.III.target language : What would you do ?IV.Vocabulary : energeticconfident permissionherselfV.Task.WrittenDesignWords and expressionsWhat are you like ?I ‘m creative and outgoing.T eaching procedure :Step 1Revise the language points and the target language in 3a.What’s your problem at home / at school ?Step 2 Activity 1a1.Ask and answer in clas s.Describe your classmates.What’s she/ he like ?2.What are you like ?Learn the new words :energeticconfident permissionherself3.fill in the blanks in the sentences below with words from the box.4.Check the answers.Step 3 Activity 2a-2b1.Read the sentences in the box.2.Play the tape.The Ss listen and check the questions Celia asks.3.Check the answers.4.Play the tape again.The Ss listen and circle Bill ‘s responses.Step 4 Activity 2c1.Read the conversations in the box.2.Ask and answer the questions in the personality survey.3.Get some pairs to ask and answer.Summary :Creative easygoingmoodyinterestingcharmingenergeticGive a speechin front ofwithour permissionask..permission sbinvite sb to …hardlyHomework:1.copy the new words2.A compositionMy best friendUnit 4Period 4I.Teaching contents : P.30introduce oneself tonguage goals : Talk about personalityIII.target language : What would you do if …IV.Vocabulary : botherslightin the slightestannoy fairlyplentyplenty of get along with circle listenerV.Task.fairly know the personality of yourself.Written DesignWords and expressionsYou would rather… thanRather… thanTeaching procedure :Step 1.RevisionRevise Activity 1-2What are you like ?Step 2 Activity 3a1.Learn the new words :botherslightin the slightestannoy fairlyplentyplenty of get along with circle listener2.Scan the passage in three minutes.3.Fill in the blanks witha b c.and check the answers.4.Answer the questions :If you answer a /b/ cmost of the questions , what are you like ?5.Play the tape.The Ss listen and read aloud.6.The language points:In the slightestannoy sbbother sbplenty ofthe company of other peoplebe easy to get along withrather thanwould rather… thanStep 3 Activity 3b1.Look at Activity 2a and write your own personalitysurvey.2.Read the examples3.Do the same.Step 4 Activity 41.Read the conversations.2.Ask students in your group the questions from your survey.Discuss the results with them.Homework :1.Copy the words.2.Write and describe what you are like in five sentences.Teaching notes:Unit 4PeriodI.Teaching contents : P.32-33nguage goals : Talk about accident and problems.III.target language : If cut yourself by accident you would….IV.Vocabulary : aidfirst aidnearbyshelfcome outcoverpressdeepdownstairscorrectburnknee plainhurtsafetyofferrefusehelpfultreatspottedV.Task.Talk about accident and problems and give advice.WrittenDesignWords and expressionsIf cut yourself by accident you wouldTeaching procedure :Step 1 Section 11.Discuss in class what is accidents ? what do you know about accidents ?Traffic accidentairplane accident2.what is the biggest problem a teenager has ?3.fill in the blanks.4.Read some better results in class.Step 2.Section 2 while you read1.Learn the new words:aidfirst aidnearbyshelfcome outcoverpressdeepdownstairscorrectburnknee plainhurt2.Scan the passage.3.Answer the questions :How many accidents did the Martin refer to ?What do you think it the most serious ?How many problems are there ?what are they ?4.Play the tape /.The Ss listen and read.5.the language points :experience u.ndeal withcome outin …situationspage from…cover withfall dwonstaireby accidenttalk to sb about sthagree toin a public placego aloneask forStep 3 Section 31.Discuss these questions with a partner.2.Tell the reasons in class.3.Rank the accidents and problems in the list.Discuss them in class.4.find out one accident or problem in the reading that you have experienced.And if you have followed the instructions.Step 4 Section 4 Go for it1.Add one more accident and one more problem to Dr Robinson’s book.2.Write your advice on it.Homework : 1.copy and memorize the new words.Teaching notes:Unit 4Period 6I.Teaching contents : P.31nguage goals :III.target language :IV.Vocabulary : knowledgerepresentlet…downV.Task.Self checkWrittenDesignWords and expressionsTeaching procedure :Step 1 Activity 11.Learn the new words :knowledgerepresentlet…downcome up with2.Fill in blanks with the words given in the box.3.check the answers.4.Make sentences with the words given.Step 2 Activity 21.Read the e-mail in 3 minutes.2.Answer the e up with restrestWho is Mei ?What will be held next month ?What is she like ?3.Play the tape.The Ss listen and read aloud.nguage points:Representcome toplet sb downbe terrified ofcome up withthe rest of….Step 3 summary of the useful expressions : by snacksgive it to charitybe late forif/ whetherworry aboutwhat ifa medical researchGet nervousget pimpleslook terribleI’m too tired to do well.take a long walkCreative easygoingmoodyinterestingcharmingenergeticGive a speechin front ofwithour permissionask..permissionintroduce oneself to sbinvite sb to …hardlyIn the slightestannoy sbbother sbplenty ofthe company of other peoplebe easy to get along withrather thanwould rather… than6.experience u.ndeal withcome outin …situationspage from…cover withfall dwonstaireby accidenttalk to sb about sthagree toin a public placego aloneask forHomework :1.Write a reply2.Write down the useful expressionsTeaching notes :莲山课件第五篇：新目标九年级英语下第十一单元教案2The second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects:（1）Key Vocabularyhang out, fresh, advantage, disadvantage, block（2）Target Language:Go out the front door and take a right． Walk about three blocks． Go past the park, and turn leftonto Oak Street．3． Moral ObjectsAnything has both advantages and disadvantages．We should treat everything correctly．Ⅱ． Teaching Key Point Train students’ listening, speaking, reading and writing ability．Ⅲ． Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ． Teaching ProceduresStep Ⅰ Revision:T: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ 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 canthink of as you talk about places you usually hang out．Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ 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．。
新目标九年级英语下第十一单元教案2
The second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects: （1）Key Vocabularyhang out, fresh, advantage, disadvantage, block（2）Target Language: Go out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．3．Moral 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 ⅠRevision: T: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ3aRead 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 Ⅲ3bRead the instructions．Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a．Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five．As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ4Read 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 ⅤHomework1．Ask students to choose two places in the community and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．。
新目标英语九年级上册Unit 11 Sad movies make me cry.Section B
Unit 11 Sad movies make me cry.Section B3 (3a-Self check)【学习目标】1．掌握本课时和情感相关的重点词汇、短语以及句型“make＋宾语＋宾语补足语”用法。
2．能够讲述一些令你感到快乐或者悲伤的过去经历。
3．对待生活中发生的对自己产生消极情绪的事情，保持积极乐观的心态。
4. 熟练运用本单元句型进行会话和写作。
【学习重难点】学习重点掌握和情感相关的词汇短语，能够运用它们交流个人情感。
学习make sb. ＋adj.和make sb. do sth.，并补充be made to do sth. 的句型用法。
学习难点能够对话交流过去发生的事情对自身和他人产生的情感影响。
【课前预习】一、英汉互译。
1. the more …the more _____________2. 使我困倦_____________3. waiting for her _____________4. 友谊_____________5. to start with _____________6. 让……失望_____________7. kick sb. off _____________8. 放弃_____________9. be hard on sb. _____________10. 齐心协力_____________11. in agreement about/on sth.____________12. 宁愿…… ______________二、根据句意及首字母提示完成句子。
1. The elephant is too heavy. Can you come up with an idea to get its w________?2. Don’t p________ in front. Please push behind it.4. Tom and Mike are on the same soccer team, they are t________.5. Please don’t k________ the door with your foot. Please knock on it with your fingers.【合作探究】探究一、预习课文，完成下面练习1. 翻译下列短语：1) 赢了/输了竞赛____________________2) 在考试中取得好成绩_______________3) 与你的好朋友发生争吵_____________4) 在众人面前讲话___________________2.根据汉语意思完成下列英语句子。
新目标九年级Unit11教学设计
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)。
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Unit 11 Could you please tell me where the restrooms are?
学习目标：
★学会如何有礼貌地获得信息，培养日常生活中问路与指路的能力；
★掌握宾语从句的用法；
★养成乐于助人的习惯。
一、词汇
1. 基础词汇
restroom公共厕所，休息室；
shampoo 洗发香波；
drugstore 药店，杂货店
main主要的，重要的；
department 部，局，部门；
escalator电动扶梯，自动扶梯；
furniture 家具；
furniture store 家具店；
exchange 更换，调换；
hang 悬挂，吊；
fresh 鲜的，生的，无经验的；
advantage 有利条件，优点，好处；
disadvantage 不利条件，缺点，坏处；
block街区，街段；slide 滑行；
clown 小丑，丑角；department store 百货商店，百货公司；
2. 重点短语
hang out 闲荡；
dress up 盛装，打扮，装饰
二、日常用语
1. Do you know where I can buy shampoo?
2. Could you tell me how to get to the post office?
3. Can you please tell me where I can get a dictionary?
4. Could you please tell me if there are many good museums in New Town?
Y es. There’s a fas cinating science museum.
5. The museum is really interesting.
6. Turn left/right. Take the elevator to the second floor.。