九年级英语第11单元第2课时教案
外研版九年级英语上册Module11Unit2教学设计.doc
Module 11 PhotosUnit2 The photo which we liked best was taken by Zhao Min.一、教学目标：【知识与技能】1 •掌握which和who引导的限定性定语从句的用法。
2•培养学生的阅读技能，使学生能从阅读材料中获取信息。
【过程与方法】通过自主互助与合作的方法学会阅读，并能运用获取的信息来处理信息。
【情感目标】让学生从照片中更多的了解我们的现实世界，培养审美情趣。
二、重难点：which和who引导的定语从句三、教学方法：教师引领，学生主导，小组合作四、课前准备：学生提前朗读词汇，准备好一张照片五、教学过程：8囚六、自主检测1、Translate ・1. 在今晚adv.2.获胜者n.3.冲、奔v.4.女衬衫n.5.裙子n.6.歌手n.7.祝贺n.8.男校长n. 9.授予、呈递2、 Translate into English1•很高兴 ____________________ 7.保护…不受…伤害 ______________________ 2. _______________________________ 摄影比赛的获奖者 ________________ &设法干成了某事 _________________________ 3. _________________________ 对…感到满意 ____________________________ 9._位年轻的游客 __________________Step8 Homework1. Preview the use of the attributive clause with which and who.2. Read the articles in Learning English.板 书 设 计Modulel 1 Unit 2The photo which we liked best was taken by Zhao Min.一、 Read the words and expressions 二、 定语从句先行词（被修饰的词）引导词4 •与…相比______________ ] 0 .祝贺某人 __________________________5._________________ 即使 _______________________________________ ] 1 •多谢某人________________6.____________________________ 在_个多风的夜晚__________________ ] 2.给某人颁奖__________________________3、Translate into English.1.我们最喜欢的照片是由赵敏拍摄的。
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。
外研版初中英语九年级上册教案：Module11 Unit2
外研版九年级（上）Module 11 Population一、教材概述本教学内容来自英语外研版九年级（上）Module 11 Population。
本模块以“人口”为话题，涉及人口过剩以及由此而产生的相关后果。
通过阅读，希望能够唤起学生们的忧患意识，并培养他们在实际生活中提出问题、分析问题、解决问题的能力。
二、教材分析本模块以“人口”为话题，涉及人口过剩以及由此而产生的相关后果。
通过阅读，希望能够唤起学生们的忧患意识，并培养他们在实际生活中提出问题、分析问题、解决问题的能力。
通过本模块的学习，学生学习正确使用冠词，并能够准确读出大数字。
为学生提供了充足的语言实践运用的机会。
学生可以围绕人口这一话题进行大量的听、说、读、写方面的语言实践活动，促使学生更有意识地自觉学习英语。
语法难点是正确使用冠词。
教学中教师应随时随地灵活利用各种素材组织教学过程和内容。
充分调动学生的积极性。
三、学习者分析本模块的授课对象是初三学生，由于初三学生已经具有初一和初二的基础知识，而且他们思想活跃，好奇心强，求知欲旺盛，对英语普遍感兴趣，然而成绩却有很大的不稳定性。
他们学习英语时既好奇又担忧，希望能得到他人的肯定。
因此本人在教学中设计了大量阅读活动，并针对不同层次学生的学习，安排可选择的难易活动和题目，增强学习信心。
通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。
同时提高他们综合运用语言的能力，使各层次的学生都有所收获。
四、模块教学目标（一）语言知识目标1、功能：能够理解并表述大数字，正确使用冠词。
2、语法：能够正确使用冠词，并能够准确读出大数字。
3、词汇：population, crowd, increase, smoke, increasing, minute, percent, appointment,Crime, flat, law, rubbish, tax, vision, add, fault, police, cure, along with, thanks to, in the distance, close down, add to4、话题：以“人口”为话题。
外研版九年级英语上册教案Module 11 第2课时
第二课时Unit 1 He's the boy who won thephoto competition last year!环节1新课导入T：In our last lesson,we have learnt something about attributive clause.Now,everyone,can you give me some sentences which are attributive clauses?S1：Have you found the bike which my father bought for me?S2：A woman who is waiting for the bus looks angry.S3：She is the girl whom I went to Shanghai with....设计意图：通过师生之间的对话,回顾上一课时的学习内容,循序渐进地引入到本课时的学习。
环节2学习活动41．让学生浏览方框中的单词,并在活动3中找到含有这些单词的句子。
2．教师通过举例等方式说明这些单词的意义和用法。
3．让学生浏览活动4的题目,并选出正确的选项。
4．让3名学生分享他们的答案。
然后老师核对答案。
设计意图：通过实践练习,培养学生从文章中提取细节信息的能力,同时巩固学生对已学知识点的掌握。
环节3学习活动5－61．让学生朗读活动5中的句子,掌握每个句子的含义。
2．播放录音,让学生整体感知句子的语音语调,注意其中连接词的停顿。
3．再次播放录音,学生跟读。
老师注意指正学生的发音问题。
4．让学生2人一组,一名学生在本书中任意选择一张照片,并将这张照片的内容描述给同伴,让同伴猜猜是哪张照片,然后两人交换任务。
5．老师邀请2～3组学生当堂表演对话。
设计意图：通过活动5的听力练习及老师的指导,提升学生的英语口语水平以及听力能力；最后的对话练习,让学生学会将目标语言运用到日常交际中去。
Module11Unit2外研版英语九年级上册单元教案
一、教学内容
Module 11 Unit 2《Festival Fun》外研版英语九年级上册，本节课我们将学习以下内容：
1.了解世界各地的节日及其庆祝方式，如：the Lantern Festival、Christmas、Halloween等；
五、教学反思
在今天Module 11 Unit 2《Festival Fun》的教学过程中，我注意到学生们对于节日的兴趣非常浓厚。他们在讨论节日庆祝活动时，表现出了很高的积极性和参与度。以下是我对今天教学的一些思考：
首先，通过提问方式导入新课，成功引起了学生的好奇心，使他们迅速进入学习状态。然而，我也发现部分学生在回答问题时，词汇运用不够准确，这说明在今后的教学中，我需要更加注重学生对词汇的掌握和运用。
三、教学难点与重点
1.教学重点
（1）词汇：本节课的核心词汇包括lantern、fireworks、scoop、carousel、mask、trick or treat等，这些词汇是描述节日庆祝活动的基础，需要学生熟练掌握并运用。
举例：学生在口语表达或写作中能够正确使用这些词汇描述节日场景。
（2）语法：一般现在时的被动语态，如Festivals are celebrated...；The moon is scooped...。这是本节课的另一个重点，要求学生能够理解并运用该语法结构。
其次，在新课讲授环节，我发现学生们对于一般现在时的被动语态这一语法点的理解程度不同。一些学生在案例分析中能够熟练运用，而另一些学生则显得有些吃力。针对这一情况，我计划在接下来的课程中，增加一些针对性的练习，帮助学生们更好地掌握这一语法点。
此外，实践活动中的分组讨论和角色扮演活动，让学生们充分运用所学知识进行实际操作，提高了他们的语言运用能力。但在活动中，我也注意到有些小组在讨论过程中，个别成员参与度不高。为了提高学生的团队协作能力，我将在后续的教学中，更多地关注小组内部的互动，鼓励每个学生都积极参与讨论。
【外研版九年级英语上册】Module11Unit2教案
Module 11 PhotosUnit 2 The photo which we liked best was takenby Zhao Min教课目标【知识目标】1. 词汇及短语 tonight, winner, congratulations, present, be pleased with, comparedwith, manage to do2.理解并掌握 which, who 指引的定语从句【能力目标】能够读懂有关竞赛的文章，提炼并运用其信息；能够用定语从句描述拍照作品。
【感情态度目标】经过拍照作品认识不一样国家的风景，培育对别人的赏识态度。
教课重难点【教课要点】1. 领会并灵活使用下列词汇和短语 congratulations, present, even though, congratulations to do, be pleased with2. 掌握要点句型：1) Even though all of the photos are excellent, we are sorry to say that we can’ t give prizes to everyone.2)The photo which we liked best in the City and People group was taken byZhao Min.3.理解并掌握 which, who 指引的定语从句【教课难点】能够用定语从句描述拍照作品，能够读懂有关竞赛的，文章，提炼并利用竞赛信息教课过程Step 1 Warming upLook at the picture and say out the subjects of the photo competition.Step 2 Consolidate new wordsLook at the pictures of new words and let the students say new words.Step 3 ReadingLook at the picture and the subjects of the photo competition. Which subject doesthis photo belong to?·City and People·Music·Home and Away·NatureRead the passage and check your answer to Activity 1. Find out who took the photo.Step 4 Complete the table.Winner Subject What the photo showsLi Wei Nature the trees in Xiangshan Park,the differentcolours on the hillZhao MinHe ZhongTony SmithStep 5 Language points1.Tonight I am more than happy to read out the winners of the photo competition.tonight adv. (在)今夜； (在 )今夜e.g. I hope to sleep better tonight.我希望今夜睡个好。
外研版英语九年级上册(教学设计)Module 11 Unit 2
Module 11 PhotosUnit 2 The photo which we liked best was taken by Zhao Min.教学设计教材分析This is the second lesson in this module. The reading material is information about photos. It’s a good text to help the students improve their reading strategies, such as getting information from the reading material.教学目标【知识目标】1. Key words:tonight, winner, rush, blouse, skirt, singer, congratulations, headmaster, present2. Key phrases:read out, compared with, even though, protect sth.against sth., manage to do sth., congratulations to3. Key sentences:(1) The person who won the prize for the subject Nature is fifteen-year-old Li Wei.(2) The photo which we liked best in the City and People group was taken by Zhao Min.(3) It is a beautiful girl who is wearing a blouse and skirt,and who is protecting her books against the showers.(4) He Zhong manages to show how this great new band moves and sounds, and the good time which their fans are having.(5) A group of photos which show Beijing and Cambridge in England has won the prize for the subject Home and Away.【能力目标】I. To understand the passage about photo competitions.II. To be able to learn how to describe a photo.【情感目标】To know about the people in the photo and read the story in the photo.教学重难点【教学重点】1. Key words:tonight, winner, rush, blouse, skirt, singer, congratulations, headmaster, present2. Key phrases:read out, compared with, even though, protect sth.against sth., manage to do sth., congratulations to3. Key sentences:(1) The person who won the prize for the subject Nature is fifteen-year-old Li Wei.(2) The photo which we liked best in the City and People group was taken by Zhao Min.(3) It is a beautiful girl who is wearing a blouse and skirt,and who is protecting her books against the showers.(4) He Zhong manages to show how this great new band moves and sounds,and the good time which their fans are having.(5) A group of photos which show Beijing and Cambridge in England has won the prize for the subject Home and Away.【教学难点】To improve reading ability课前准备Multimedia教学过程Step I Warming up and leading in(I) Warm upT introduces categories of photos: City and people, Nature, Historic China, Traditional Culture, Music, Most Unusual and Sports(II) Lead inWhich subject does this photo belong to?【设计意图】通过观看图片并选择图片的主题,让学生熟悉本单元的话题,从而顺利导入新课。
英语人教版九年级全册unit11 第二课时 教学设计
unit11 Sad movies make me cry .Section A 3a教学设计学习目标：1、以predicting 、scanning 、detail reading 的形式完成不同的阅读任务，以提高阅读能力。
2、能读懂文章，正确理解对“快乐”的不同诠释。
教学重难点：通过让学生完成2个Task, 去体会不同的人物对幸福的理解。
教学流程：一、基础感知Look at the picture and predict.二、深入学习Task11) 细读3a第一、二自然段，回答下面的问题：(1)What happened to the king?(2)Can medicine help the king? Why or why not?2) 细读3a第三、四、五自然段，回答下面的问题：(1)Why does power not make the prime minister happy?(2)Why does money not make the banker happy?( 3)Why does fame not make the singer happy?Task2 再读文本，完成表格。
WhoWhat makes him unhappyWhyThe prime ministerHe has___________He is ____________losing his power . Many people are trying to __________.The___________He has ____________He is worried about ____________. Someone tries __________________The___________He is _____and everyone __________________.He is always worried about _______________________达标检测1. Money and fame don’t always make the king_______.A. sadB. sadlyC. happyD. happily2.. She said that the sad movie made her ____.A. to cryB. cryingC. cryD. cried3. The ______ music makes people _________.A. relax, relaxedB. relaxing, relaxingC. relaxing, relaxedD. relaxed, relaxing4. His sister was made ___ by him yesterday.A. cryB. to cryC. cryingD. cried5. I don’t feel like _________. A. eat B. to eat C. eating D.ate。
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Because he is always worried about losing his power and many people are trying to take his position.
九年级英语第11单元第2课时
Unit 11 Sad movies make me cry .
Section A3a-3c
一、【教材分析】
教
学
目
标
知识
目标
1.会听说读写下列单词：
king primeministerprime ministerfamepalequeenexaminenorneither…nor palace power wealth
Ⅲ.强化
巩固
1.处理教材3a的内容。
(1)Read the story and answer the questions.
1. Can medicine help the king? Why or why not?
No. The doctor says there is nothing wrong with his body. The problem is in his mind and no medicine can.
（5）I’malways worried about being followed byothers.
能力
目标
在理解故事情节的基础上对文章进行进一步的解读，提高阅读理解能力。
情感
目标
养成乐观开朗的习惯。
教学重点
重点词汇、常用表达及句型。
教学难点
make＋宾语＋形容词
教学方法
情境教学法；任务型教学法
二、【教学流程】
③Right mouse button _____(检查) game objects .
④This is _____ (既不)my fault ____ (也不) yours .
⑤A man of _____(财富)and _____(权利)is a relative to all.
答案：①fame②pale③examine④neither nor⑤wealthpower
2. Why does power not make the prime minister happy?
3. Why does money not make the banker happy?
4. Why does fame not make the made singer happy?
体验2.以问题为导向进行阅读。
5. get my jobtake my position
3.处理教材3c的内容。
Role-play the story with your group.
A: I’m unhappy. I sleep badly and don’t feel like eating.
B:It’s all in his mind. Neither medicine nor rest can help him. What he needs is the shirt of a happy person to wear. That’ll make him happy.
2.能熟练掌握并使用下列重点句式：
（1）He slept badly and didn’t feel likeeating.
（2）This made the queen and his peopleworried.
（3）Neither medicine nor rest can helphim.
（4）That’ll make himhappy.
He is always worried about being followed by others, so he cannot be free.
2.处理教材3b的内容。
Find words or phrases from the story with meanings similar to these phrases.
S3: Loud music makes me want to dance．
Ⅱ.感知
体验
感知1.教师提问：What can make you happy?
体验1.学生头脑风暴法谈论上述问题。
感知2．用PPT展示下列问题。
1. Can medicine help the king? Why or why not?
1. did not want to eatdidn’t feel like eating
2.was asked to come and helpwas called in
3. look carefully atexamine
4. becoming less importantlosing …power
3. Why does money not make the banபைடு நூலகம்er happy?
Because he is always worried about losing his money and someone tries to steal his money every day.
4. Why does fame not make the made singer happy?
2、自由交谈
T: Yesterday we learned the target language．Now who can make sentences using the structure?
S1: Light colors make me relaxed．
S2: Loud noise makes me tense．
环节
师生活动
二次备课
I.复习
热身
1、检查生词预习。
（1）先通过PPT呈现本课的单词，教师领读，学生跟读，并帮助学生正音。
（2）做题巩固。根据汉语意思填写下列单词。
①searching after ______(名望).
②She had ____(浅色的、灰白的)thin yellow hair she pulled back into a bun.
4.语言知识点的归纳整理。
（1）He slept badly and didn’t feel like eating anything.他睡眠不好，而且不想吃东西。