XX九年级英语上册Unit11上课学习上课学习教案6课时(新版人教版)
九年级英语unit11英文教案（含5篇）
九年级英语unit11英文教案（含5篇）第一篇：九年级英语unit11英文教案Unit 11 Could you please tell me where the restrooms are? Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language Excuse me． Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road． 2． Ability Objects （1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral Object Helping each other is very important． It is a good quality．Ⅱ． Teaching Key Point Target Language Ⅲ． Teaching Difficult Points 1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Procedures Step Ⅰ Revision T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office? T: That’s one way to ask． But there is a more polite way you can ask．You can say, “Can you tell me where the main o ffice is?” Class repeat． Can you tell me where the main office is? Ss: Can you tell me where the main office is? T: That’s correct．Now let’s say you want to know where Classroom 1 is． How can you ask? S2: Can you tell me where Classroom 1 is? T: Good!Ther e’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．Step Ⅱ 1a Go through the instructions w ith the class．Read the list of things to the class． To review the meaningof each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one． Ask a student: What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community? Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ 1b Read the instructions to students． Point out the two conversations that are shown in the picture． As you listen, fill in the blanks with words you hear in the recording． Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear． Check the answers with the whole class．Step Ⅳ 1c Read the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner． Ask your parter politely where you can do theseThe First Period thi ng and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step Ⅴ Homework Review the target language．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary escalator, furniture, exchange money, elevator（2）Target Language Excuse me．Do you know where I can exchange money? Sure．There’s a bank on the second floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence． 3． Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points 1．Key Vocabulary exchange money 2． Target Language Excuse me． Do you know where I can exchange money? Sure．There’s a bank on the second floor．3．Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ． T eaching Difficult Points 1． Indirect questions．2．How to improve studen ts’ listening ability．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Step Ⅱ 2a Read the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording． Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again． This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ 2b Point tothe picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own． Check the answer with the class．Step Ⅳ 2c Ask a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．The Second Period Ask one or two pairs to say their conversations to the class． Ask the rest of the class to look at the picture as they listen．Step Ⅴ Homework Ask the students to write three sentences with the starters of the structures．The Third Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key Vocabulary hang out, fresh, advantage, disadvantage, block（2）Target Language Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．3．Moral Objects Anything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key Point Train students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult Points How to improve students’ integrating skills．Ⅳ．Teaching Procedures Step Ⅰ Revision T: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you ple ase tell me where…? Now who can make sentencesby using the structures? Step Ⅱ 3a Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅲ 3b Read the instructions． Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ 4 Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box． Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board． Say, Each group can choose three of these places to write about, or you canchoose another place you know of Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step Ⅴ Homework 1． Ask students to choose two places in the community and write careful directions from the school to each place．2． Finish off the exercises on pages 46～47 of the workbook．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary fascinating, convenient, safe, restroom, inexpensive（2）Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ． Teaching Key Points 1． Key Vocabulary convenient, safe, restroom inexpensive 2．Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points 1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Step Ⅱ 1a Go through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, helpstudents to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean． Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ 1b Read the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work． Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ 2a Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording． Students only listen the first time．Play the recording again． Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ 2b Read the instructions and point to the chart． You will hear the same recording again．This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．The Fourth Period Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks． Check the answers．Step Ⅵ 2c Point to the sample conversation． Invite two students to read it to theclass． Read the instructions． Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomework Talk about some places using the words in la, then write down the conversations．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary water slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ． Teaching Key Point Practise reading and writing using the target language．Ⅲ． Teaching Difficult Point How to write a guide to a place．Ⅳ．Teaching Procedures Step I Revision Review the target language presented in this unit． Check homework． Step Ⅱ 3a Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers． Step m 3b Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville． Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ 3c Read the instructions to the class．Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own． Tell them that they can use what they wrote for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed．Correct the students’ work． Ask some students to read their guides and correct them．Step Ⅴ Part 4 G o through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．The Fifth Period Step Ⅵ Homework 1． Read the article in 3a again． 2． Write a guide to our city．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability Objects Train students’ writing ability．Ⅱ．Teaching Key Points 1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ． Teaching Difficult Point Make sentences using “beautiful, safe, delicious, convenient,fascinating”．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework． Ask a few students to read the article in 3a． Then ask a few students to read their guides．Step Ⅱ Part 1 Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own． Check the answers．Step ⅢPart 2 Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt． Get students to complete the work in pairs．Check the answers．Ask a few students to read their questions．Step Ⅳ Just for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Sixth PeriodThe Seventh PeriodⅠ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text: Grown-ups like cartoons, too． 2． Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ． Teaching Key Points 1． Key vocabulary．2．Train students’ reading a nd writing skills．Ⅲ．Teaching Difficult Point Train students’ reading and writing skills．Ⅳ． Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately． Step Ⅱ Part 1 Read the title Grown-ups like cartoons, too．To the class． Ask, what do you think the article is about? Look at the picture．Ask students to describe what is happening in the picture． Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． StepⅢ Part 2 Read the te xt quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English． Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English． Have students report their answers．Encourage students to use complete sentences．Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．Check the answers: Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step Ⅴ Part 4 Read the instructions to the class． Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs． Asthey work, walk around the classroom offering help students may need． Check the answers．Step Ⅵ Part 5 Read the task with the students．Ask students to do the activity in small groups． Try to put creative and artistic students in each group． Check the answers and have students show or act out their cartoons for the class． Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step Ⅶ Homework 1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．第二篇：九年级英语unit 15教案雨龙中学高效课堂(二次备课)导学案课题：Unit 15 We’re trying to save the manatees!备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,84备课组长审核签字：【预习导学——不看不讲】一、明确目标：1.学会区分并正确使用“一般现在时，现在进行时，现在完成时，to + 动词原形，被动语态”；2.阅读3a与3b,并按要求完成课后练习；3.掌握课文中出现的重点词组;4.保护动物，人人有责；二、自主学习：1.翻译GF部分，并区分相应语法和时态;2.翻译词组：(1)反对做某事；(2)适合；(3)对…感到吃惊；(4)活生生的教科书；(5)为某人提供某物；(6)关心、照顾；(7)同意；(8)不同意；三、检查释疑：各小组中对子相互检查自主学习部分，并说说不同答案的理由；【合作探究——不议不讲】一、合作学习： 2.Read a letter to the editor in 3b and give your opinion.3.Debate二、探究展示：各小组对子相互检查合作学习部分的答案，对疑问点提出自己的意见；【导学测评——不练不讲】一、导学测评（一）基础题——初显身手同步解析与测评：单项选择4，5, 8, 9 ；（二）能力题——挑战自我译一译：1.我不同意你的观点，我认为动物园是动物生活的好地方。
九年级英语上学期Lesson 11 教案
九年级英语上学期Lesson 11 教案一、教学目标1、知识目标学生能够掌握重点词汇和短语，如：＿____ 、＿____ 、＿____ 等。
学生能够理解并正确运用重点句型，如：＿____ 、＿____ 等。
2、能力目标能够听懂与本单元话题相关的听力材料，并获取关键信息。
能够运用所学词汇和句型进行口头和书面表达，描述自己的经历和感受。
3、情感目标培养学生对英语学习的兴趣和积极性。
引导学生树立正确的价值观和人生观。
二、教学重难点1、教学重点重点词汇和短语的理解与运用。
重点句型的结构和用法。
2、教学难点如何引导学生将所学知识运用到实际生活中。
如何帮助学生克服在口语和书面表达中可能遇到的困难。
三、教学方法1、任务型教学法通过布置各种任务，让学生在完成任务的过程中学习和运用语言知识。
2、情景教学法创设生动的情景，让学生在真实的语境中感受和理解语言。
3、合作学习法组织学生进行小组合作学习，培养学生的合作意识和交流能力。
四、教学过程1、导入（Warmingup）通过播放一段与本单元主题相关的英语视频或展示一些图片，引起学生的兴趣，导入新课。
提问学生关于视频或图片的内容，引导学生用英语表达自己的想法。
2、词汇学习（Vocabulary）展示本单元的重点词汇和短语，带领学生朗读并讲解其含义和用法。
通过例句、图片、游戏等方式帮助学生加深对词汇的理解和记忆。
3、句型学习（Sentence Patterns）讲解重点句型的结构和用法，举例说明其在不同语境中的运用。
让学生模仿例句进行造句练习，巩固句型的掌握。
4、听力训练（Listening）播放课文听力材料，让学生边听边理解。
听后设置问题，检查学生对听力内容的理解。
5、阅读训练（Reading）让学生阅读课文，理解课文大意。
讲解课文中的重点语言点和语法知识。
6、口语练习（Oral Practice）组织学生进行小组讨论，根据课文内容或相关话题进行交流。
请学生代表进行发言，展示讨论成果。
人教版九年级英语全册Unit11教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和短语，如：fashion, trend, designer, outfit, delicate, elegance, casual, formal等，并能在实际语境中正确运用。
2.学会使用一般现在时和现在进行时描述时尚趋势和个人的穿着打扮。
7.提高写作能力，能撰写关于时尚潮流的短文，分享自己的时尚心得。
（二）过程与方法
1.采用任务型教学法，引导学生通过小组合作、讨论、分享等方式，探索时尚话题。
2.利用多媒体资源，如图片、视频等，激发学生的学习兴趣，帮助他们更好地理解和掌握时尚知识。
3.通过听力练习，培养学生获取关键信息的技巧，提高听力水平。
-阅读分析：让学生阅读不同风格的时尚文章，分析文章结构和作者观点。
-写作指导：提供写作框架和指导，帮助学生撰写关于时尚潮流的短文。
四、教学内容与过程
（一）导入新课
1.教师以一首时尚主题的歌曲或视频作为课堂导入，激发学生的兴趣和好奇心。
2.引导学生关注视频中的时尚元素，如服饰、配饰、发型等，让学生初步感知时尚的魅力。
3.能够理解并运用描述服装和时尚的形容词，如：colorful, stylish, comfortable等。
4.提高听力技能，能够听懂并获取关于时尚和服饰的相关信息。
5.提高口语表达能力，能够就时尚话题进行讨论，发表自己的观点和看法。
6.提高阅读理解能力，通过阅读关于时尚的文章，获取关键信息，了解不同的时尚观念。
-长文章听力：让学生听关于时尚潮流的长文章，培养他们的整体理解和细节捕捉能力。
5.口语交流：设计丰富的口语活动，鼓励学生大胆开口，提高口语表达能力。
人教版九年级英语全册Unit11优秀教学案例
（一）导入新课
1.利用多媒体展示一系列环保现象，如污染、浪费等，引发学生对环保的思考。
2.组织学生进行自由谈话，让学生分享自己对环保的认识和看法。
3.教师通过提问方式，引导学生思考环保的重要性，为新课的学习做好铺垫。
4.引入本节课的主题，明确学习目标，激发学生的学习兴趣。
（二）讲授新知
教学目标明确，教学内容与现实生活紧密相连，使学生在学习过程中能够更好地将所学知识运用到实际生活中。在教学过程中，注重发挥学生的主体作用，鼓励他们积极参与课堂讨论，提高他们的口语表达能力和团队协作能力。同时，结合我国环保政策的实际情况，引导学生正确理解环保的重要性，树立正确的价值观。
二、教学目标
（一）知识与技能
4.多样化的教学策略，提高学生综合能力：本案例采用了情景创设、问题导向、小组合作等多种教学策略，使学生在实际情境中运用所学知识，提高了口语表达、团队协作等综合能力。
5.结合实际国情，引导学生正确理解环保重要性：教师在教学过程中，结合我国环保政策的实际情况，引导学生正确理解环保的重要性，使学生明白保护环境是每个人的责任。这种教学方式有助于培养学生的社会责任感，使他们愿意为我国的环保事业贡献自己的力量。
三、教学策略
（一）情景创设
1.通过多媒体展示环保主题的视频，让学生身临其境地感受环保的重要性。
2.利用图片、图表等教学资源，展示环保现象，引发学生思考。
3.创设真实的交流情景，如角色扮演、模拟对话等，使学生在实际情境中运用所学知识。
4.组织学生参观环保设施，如污水处理厂、垃圾回收站等，增强学生的直观感受。
本案例通过以上五个亮点，展现了一堂生动、有趣的英语课堂。教师以学生为主体，注重培养学生的自主学习能力和批判性思维。同时，结合我国环保政策的实际情况，引导学生正确理解环保的重要性，树立正确的价值观。在教学过程中，教师运用多样化的教学策略，提高学生的综合能力，为学生的全面发展奠定了基础。
人教版英语九年级Unit11Sadmoviesmakemecry.教学设计
3.学生分享：鼓励学生分享自己的感受，其他同学认真聆听，学会尊重他人的情感。
4.教学过渡：通过学生的分享，引出本节课的主题——Sad movies make me cry。
（二）讲授新知
1.词汇教学：结合教材，讲解本章节的关键词汇，如“tearjerker”，“touching”，“sentimental”等，并通过例句展示词汇的用法。
3.词汇练习：完成教材中的词汇练习，巩固所学情感类词汇，提高词汇运用能力。
4.听力作业：自行寻找一段英文电影评论或感人故事，进行听力练习，并总结自己在听力过程中遇到的问题和收获。
5.小组活动：与同学组成小组，共同讨论并准备一次关于“感人电影”的英文主题班会，要求每位同学积极参与，展示自己的英语才华。
3.听力训练：结合教材提供的听力材料，设计不同难度的练习，帮助学生逐步提升听力水平。
4.口语实践：创设真实的口语交流场景，如模拟影评、情感分享会等，鼓励学生主动发言，提高口语表达能力。
5.写作指导：在学生充分讨论和实践的基础上，指导他们撰写关于观看感人电影感受的短文，强调情感的真实性和语言的准确性。
（三）学生小组讨论
1.教学活动：将学生分成小组，让他们讨论以下问题：
- What is your favorite sad movie? Why?
- How do you feel when watching a sad movie?
- Can you share a touching story with your group members?
6.情感教育：结合电影中的情感主题，引导学生进行情感反思，培养他们的同理心和情感共鸣。
九年级英语上学期Lesson 11 教案
九年级英语上学期Lesson 11 教案教学目标通过本课的学习，学生将能够： - 理解并掌握关于旅游和交通方式的词汇和表达方式。
- 学会使用一般现在时描述现象或规律。
- 学会撰写一篇旅游攻略。
教学重点•旅游和交通方式的词汇和表达方式。
•一般现在时的用法和应用。
•旅游攻略的撰写。
教学难点•学生对于一般现在时的正确运用。
•学生的写作能力。
教学准备•PPT•白板和马克笔•学生课本和练习册教学过程导入（5分钟）1.利用PPT展示一些旅游景点的图片，引入旅游的话题。
2.引导学生回忆并描述他们曾经去过的旅游景点，引出相关词汇讨论。
新课讲解（10分钟）1.使用PPT呈现旅游和交通方式的相关词汇和表达方式，包括但不限于：–景点：attractions, landmarks, sights–酒店：hotel, guesthouse, hostel–交通方式：car, bus, train, plane, bike–旅游行程：itinerary, schedule, plan2.通过实例和图片讲解词汇的用法和搭配，帮助学生理解和记忆。
3.引导学生用新学到的词汇描述他们所熟悉的一个旅游景点和旅游行程。
语法讲解（10分钟）1.引导学生回忆现在进行时的用法和构成。
2.介绍一般现在时的用法，即描述现象或规律。
3.通过对比现在进行时和一般现在时的区别，帮助学生理解一般现在时的应用场景。
语法练习（10分钟）1.在白板上呈现一些句子，让学生判断使用现在进行时还是一般现在时。
2.引导学生用一般现在时描述一些普遍的规律或现象，如“I always eat breakfast before going to school.”撰写旅游攻略（15分钟）1.分组活动：将学生分成小组，每组选择一个旅游景点，准备撰写该景点的旅游攻略。
2.引导学生讨论和组织攻略的内容，包括景点介绍、交通方式、住宿选择、旅游行程等。
3.每个小组选择代表进行展示，并互相提出建议和改进意见。
九年级英语上学期Lesson 11 教案_九年级英语教案
九年级英语上学期Lesson 11 教案_九年级英语教案Lesson 11Language Focus: leave … on my desk, The more trees, the better …Properties: Recorder; Overhead Projector; PicturesTeaching Procedures:I. Showing aimsGet the students to know what they will learn in this lesson and what they will do in this class:1. To master some useful expressions.2.To learn the dialogue and act out the dialogue.3.To use the Present Perfect Tense freely.II. Revision1. Check the homework2. Revise the passage of Lesson 10. Ask: What have you done to the environment? Have you done anything to harm the environment? What have you done to protect the environment? Help the students answer correctly. Then ask: How can you make our world more beautiful? Get several students to give their own idea.III. PresentationPresent this dialogue:A: Have you been a teacher?B: Yes, I have.A: How long have you been a teacher?B: Two weeks.First get the students to practise in pairs, then make similar dialogues.IV. PresentationPart 1. Speech Cassette - Play the tape for the students to listen and try to find the answers to the questions: Where has Lin Feng gone? Why has he gone to do it again? See if the students can answer correctly.Books open. Play the tape again, get the students to repeat after the tape, have two students read the drills for the class.V. PracticeHave the students practise the dialogues in pairs, then ask some pairs to act out the dialogue in front of the class.VI. Read and answerHave the students ask and answer in pairs, Using the words in the box help them.VII. Guessing gamesGet the students to guess the riddles. If time permits, do it in class, if there is no time, do it after class.VIII. WorkbookDo Exercise I in class. Have the students do it individually, then check with the whole class. First, Do Exercise 2 orally, then write down the sentences.IX. SummaryExercises for classFill in the blanks with the right verb forms;1. Where __________ you __________ (go) yesterday?I __________ (go) to the zoo.I __________ never _________ (be) to that zoo before.2. Where is Mr Green? He ___________ (go) to the library.3. ___________ you ___________ ( hear) him before? No, never.4. ___________ you ___________ (finish) your homework yet?5. How long __________ you __________ (live) inLesson 62Properties: Recorder, Overhead ProjectorTeaching Objectives:1. Understand the text.2. Learn some useful expressions.Language focus:surprising / surprised, used to do something, lose to somebody,unhappy/ unlucky, deserve to do something, become confidentTeaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework. Get the students to act out the dialogue.III. Leading inGet the students to look at the picture. It’s about a football match. Ask: What do you know about football? How many players are there on a team? (11) How do you play football? (You may try to kick the ball into the goal. And you can’t use your hands. Only the goalkeeper can use his or her hands. )IV. PresentationLet the students discuss the picture first, then ask: What’s happening in the paragraph? Then get the students to read the instructions. Try to find the answer. (The boy’s team has some very good players, but they were too confident, they played carelessly, so they deserved to lose.) V. ReadingLook at Exercise 1 in the workbook. Read through the questions first, then read the text carefully. Discuss the answers with the partners. Finally check the answers with the whole class. Deal with some difficulties in the passage.VI. PracticePlay the tape. Listen to it and then repeat sentence by sentence. Give the students a few minutes to read the text aloud. Check their pronunciation.VII. WorkbookGo through Exercises 2 and 3. Let the students do them individually, then check the answers together. The answers to Exercise 2 are: football, with, beat, lost, beaten, unhappy, confident, joke, carelessly, well, half, lost, win, teamwork.VIII. ConsolidationReview the football vocabulary, then let the students retell the story.IX. SummaryExercises in class以“Football”为题，写一篇50～60个词的短文，要求语言流畅简练、准确。
九年级英语第 十一 单元教案人教版
Unit 11 Could you please tell mewhere the restrooms are?第一课时单元分析与提示教学目标语言目标：1、学会问路以达到购物的目的；2、学会为他人指明方向和路线。
3、学会利用活动和购物场来表达自己的爱好和看法。
认知目标1、学习礼貌地询问信息；Could you please tell me where the restrooms are?Excuse me. Do you know where I can save money?2、学习含宾语从句的间接问句，对宾语从句进行归纳、总结。
情感目标通过帮助别人来培养乐于助人的良好思想品德。
教学重、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 finish4）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。
人教版九年级英语全册Unit11单元教学设计
4.教师引导学生关注课文中的成功人士故事，学习他们的成功经验。
-师：From the story, what qualities do you think are important for being successful?
2.学生快速阅读课文，教师提问检查学生对课文的理解。
-师：What's the main idea of the passage? Can you find out some key words and phrases about achieving goals?
3.教师详细讲解课文中的重点词汇和句型，如：achieve, goal, succeed, determination等，并通过示例句展示语法结构。
（三）学生小组讨论
1.教师将学生分成小组，让他们讨论以下问题：
- What are your goals for the future?
- How can you achieve your goals?
- Can you share some successful people's stories you know?
4.针对情感态度和价值观的培养，采用以下策略：
-结合课文内容，引导学生开展人生规划和目标设定的讨论，激发他们的梦想和激情。
-举办成长故事分享会，让学生从他人的经历中汲取正能量，培养积极向上的心态。
-开展公益活动，让学生在实际行动中体验助人为乐的价值观。
人教版英语九年级全册Unit11教学设计
-培养学生的合作意识，提高他们的沟通能力。
-让学生通过讨论，加深对目标、动机和努力的理解。
（四）课堂练习
1.教学内容：
-设计不同层次的练习，包括词汇填空、句型转换、阅读理解和写作等。
-练习涵盖本节课所学的知识点，让学生在实际操作中巩固所学。
2.教学方法：
-逐层递进，由浅入深地设计练习，使不同水平的学生都能得到有效训练。
在本章节的教学中，教师将关注学生的情感态度与价值观的培养：
1.培养学生积极向上的心态，让他们认识到努力和坚持是取得成功的关键，从而激发他们的内在学习动机。
2.培养学生的自信心，使他们相信自己有能力克服困难，实现自己的目标。
3.引导学生学会关爱他人，尊重他人的努力和付出，培养良好的团队精神和合作意识。
-将学生分成小组，讨论以下问题：“What is your dream?”、“What motivates you to achieve your dream?”、“How do you overcome challenges and make efforts?”
-各小组选取一名代表汇报讨论成果，其他组成员进行补充。
-分析一般现在时、现在进行时、一般过去时等时态在本单元中的应用。
-通过课文示例，教授如何使用单元所学的句型进行询问和回答关于目标、动机和努力的问题。
2.教学方法：
-采用直观教学法，通过图片、实例等展示词汇和语法点。
-设计真实语境，让学生在实际交流中感受和理解新知识。
（三）学生小组讨论
1.教学活动设计：
3.引导学生通过自主学习、合作学习、探究学习等方式，主动发现知识、运用知识，培养他们的问题解决能力和团队协作能力。
4.创设真实的语境，让学生在实际的语言环境中运用所学知识，提高他们的语言实际运用能力。
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XX九年级英语上册Unit11教案6课时
(新版人教版)
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English
年级
9
班级
课型
fresh
课时
/6
媒体
ataperecorder,cAI
课题
Unit11
Sadmoviesmakemecry.
SectionA1a~1c
话题
Feelings
功能
Talkabouthowthingsaffectyou.
教
学
目
标
知识
技能
.
Targetlanguage: Theawfulpicturesonthewallsmakemeuncomfortable. ThesoftmusicmakesAmyrelax.
I’dratherthangotoBlueocean.
2.
Grammar:
make+sb.+infinitivewithoutto;
make+sb.+adj.
3.
wordsandexpressions;
curriculumword:
rather
Usefulexpression:
wouldratherdosth.
过程
方法
Accordingtodesigningsometasks,trainstudents’listeningabilityand
helpstudentstoexpresstheiropinionfreely．
情感
态度
Itisimportanttochooseasuitableplace．Itisgoodforyou rstudyandlife．
学习策略
Distinguishbetweenpositiveandnegativesignificanceof vocabulary,tounderstandandexperiencethefeelingsofot hersand
expresstheirfeelings.
重点
TargetLanguage
难点
Howtohelpstudentstoexpresstheirfeelingsfreely．教学内容及问题情境
学生活动
设计意图
a.TointroduceSstotheunitgoal:Talkabouthowthingsaffe ctyou.
Tosetthescene,increaseSs’vocabularyandintroducethetargetlanguage.
Thepictureshowstwogirlswalkingonthestreetandthinkin gabouttheirrespectiveexperiencesintwodifferentresta urant.ThegirlontheleftisthinkingherselfinRockin’sRestaurant.Thisappearstobeamodernrestaurantasithas abrightdécor.Thereisalsoloudmusicboomingfromtwobigspeakerson thewall.Thegirliscoveringherearswithherhands,probab lybecauseshefindsthemusictooloud.Thegirlontherighti sthinkingherselfinaverydifferentrestaurantcalledBlu eocean.Thewallsarepaintedpaleblue.Thereisapianistat thegrandpiano.Heisprobablyplayingsomesmoothingmusic togivetherestaurantacalmandpeacefulatmosphere.
EncourageSstotalkaboutthepicture.
.what’rethetwogirlprobablythinkingabout?
2.Describewhatyouseeinthethoughtbubbles.
3.Howdoyouthinkthegirlsfeelaboutthetworestaurants?
1b.TohelpSsrecognizethetargetlanguageinnaturalspeec h.
culturefocus:Inchina,ourrestaurantpreferencesmaybei nfluencedbyourculturebackground.Forexample,restaura ntsforwesternfinedininghaveaquietandpeacefulatmosph erewherepeoplespeaksoftly.ontheotherhand,peoplemays peakmorefreelyandloudlyintraditionalchineserestaura ntsastraditionalchinese
mealstendtobecommunalinnatureandaremeantastimesforf riendsandfamilytochatandcatchupwithoneanotheronthel atestdevelopmentsinoneanother’slives.
Listening:
Listentoaconversationbetweenthetwogirlsinthepicture in1a.PlaytherecordingtwiceormoreforSstofillinthegap s.
1c.TogiveSspracticeinusingthetargetlanguageinconver
sations.
Using“I’drather…”
○I’dratherstayhomeandreadabookthisevening.
○I’dratherwatchTVthanreadabook.
○I’drathernothavesugarinmycoffee.
Lookatthepictureandanswer:whatcanyouseeinthepicture?
.They’rethinkingabouttheirexperiencesindifferentrestauran ts.
compareanswerswithapartner.
make3sentencesusing“I’drather...”
TointroduceSstotheunitgoal TohelpSsrecognizethetargetlanguageinnaturalspeech.
Learnbyusing
板
书
设
计
Unit11
Sadmoviesmakemecry.
SectionA1a~1c Theawfulpicturesonthewallsmakemeuncomfortable. ThesoftmusicmakesAmyrelax.
I’dratherthangotoBlueocean.
I’dratherwatchTVthanreadabook.
I’drathernothavesugarinmycoffee.。