九年级英语全册-unit-11(第3课时)教案-(新版)人教新目标版(2页)备课教案教学设计教学反思导学案
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。
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。
新目标英语九年级Unit11教案教学文稿
Show ideas
Work on 3a—3b
1.Read the instructions and get Ss to complete the activities in pairs
2.These phrases can help them:
Need your smile, give me more energy, be useless, win a praise, make…relaxed, give us more confidence, need your congratulations, need more spare time
课前准备
教师
研究课标，专研教材，分析学情，设计导学案
学生
课前复习make的用法
教学活动过程设计（第4-5课时）
教学
环节
教学活动
设计
意图
教师活动
学生活动
Lead in
Work on 2a
1.Read the instructions to the class .Ask Ss to answer the questions of 2a and fill in the blanks
Fast reading-----2b
Number the order of the events
精读课文完成目标任务
Careful reading---
Ask Ss to read the story carefully and discuss the language points
Careful reading---
__________________________________
人教版新目标九年级英语 Unit 11 Section A (3a ~ 3c) 教案设计
3. Although I have a lot of power, it doesn't make me happy.
4. I have a lot of wealth, but I'm always worried about losing my money.
2.Role-play
Lessontype
a new course,reading,listening and speaking, grammar
Teaching tools
ppt
Teachingprocess
Remarks
Lead in:Are you happy today?
Pre-reading:
What can make you happy?
(family,delicious food,health,power, etc.)
While-reading:
Skimming :What is the main idea of the passage?
Scanning :
1)What happened to the king?
Summary
What makes you happy?
NotwealthbutHealth.
•Notpowerbutflower.
•Notmoneybuthoney.
•Notfamebutlove.
•Notreceivebutgive.
Homework
1.Read the passage again and recite the key words and sentences.
人教新目标九年级英语全册Unit 11(第3课时)学案
精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 11 Sad movies make me cry（第3课时）一、学习目标1.知识目标 To learn to use “make sb./ sth.＋动词原形, make Sb./ sth. ＋形容词 .”生词和短语: pretend to be asleep ，make me feel guilty ，to tell the truth重点句型:1.It was a very nice thought. 2. We have a saying：It’s thethought that counts.2.能力目标：Train students’ peaking and listening ability．3.情感目标：Train students’ability to use the target language．二、自主梳理Review：1. The loud music makes me nervous.2. Soft and quiet music makes me relax.3. Money and fam e don’t always make people happy.4. She said that the sad movie made her cry.make sb adj ; make sb do;①. make +n.make food 做饭make a plane做飞机make the bed 铺床make money 赚钱②. I just made it to my class.我恰好赶到班级。
（arrived in time）③. make sb. / sth. + adj. 使某人（感到）…Soccer makes me crazy. 足球使我疯狂。
④. make sb. /sth + do使某人做某事(不能带to)The color red makes people want to eat faster.红色使人们吃得更快些。
人教版九年级英语全册Unit11单元优秀教学案例
（三）学生小组讨论
1.将学生分成若干小组，每组选择一个日常生活中的场景，如“昨天在学校发生了什么？”
2.要求学生用过去进行时态进行交流，培养他们的实践能力和团队协作能力。
3.教师巡回指导，给予学生必要的帮助和指导。
（四）总结归纳
1.邀请学生代表分享他们小组讨论的成果，让学生在交流中巩固过去进行时态的用法。
人教版九年级英语全册Unit11单元优秀教学案例
一、案例背景
本案例背景基于人教版九年级英语全册Unit11，本单元主题围绕“过去进行时态”展开。通过本单元的学习，学生需要掌握过去进行时态的构成、用法及表达方式，并能运用到实际情景中。在教学过程中，我以提高学生的英语交际能力为目标，结合学生的兴趣和实际生活，设计了一系列具有针对性和实用性的教学活动。
五、案例亮点
1.情境创设丰富多样：本案例中，教师利用多媒体展示图片、视频等素材，为学生提供了生动、直观的视觉感受，激发了学生的学习兴趣。同时，教师还创设了真实、贴近生活的情境，让学生在实际语境中感知和运用过去进行时态，提高了他们的实践能力。
2.问题导向激发思考：教师设计了富有挑战性和思考性的问题，引导学生主动探究过去进行时态的用法。通过鼓励学生提问和互相讨论，培养了他们的问题意识和解决问题的能力，使他们能够更深入地理解过去进行时态。
在教学过程中，我注重关注每一个学生的个体差异，给予他们充分的关爱和支持。针对不同学生的学习需求，我设计了丰富的教学活动，让他们在实践中掌握过去进行时态的用法。同时，我积极营造轻松、愉快的学习氛围，使学生在愉快的氛围中感受到英语学习的乐趣。
在评价学生时，我采用了多元化评价方式，关注学生的全面发展。不仅关注学生的英语成绩，还关注他们在课堂表现、作业完成情况和实践活动中的表现。通过评价，我旨在引导学生树立正确的价值观，认识到英语学习的重要性，从而激发他们更加努力地学习。
人教版九年级英语全册Unit11单元整体优秀教学案例
（五）作业小结
1.教师布置具有针对性的作业，让学生在课后巩固所学知识，提高他们的语言实践能力。
2.鼓励学生认真完成作业，养成良好的学习习惯。
3.教师对学生的作业进行及时批改和反馈，指导他们纠正错误，提高他们的学习成绩。
4.教师根据学生的作业完成情况，调整教学策略，以满足学生的个性化学习需求。
3.自主学习与反思评价：教师鼓励学生提出自己的观点和看法，培养他们的批判性思维能力。同时，教师还引导学生对学习过程进行反思，帮助他们发现自身的优点和不足，提高了自主学习能力。在评价环节，教师根据学生的表现进行及时反馈，指导他们正确理解问题，提高了解决问题的能力。
4.知识与技能的全面发展：本案例中，教师注重培养学生的知识与技能，使他们在学习美国地理、历史和文化的过程中，提高了跨文化交际能力。同时，通过设计各种互动活动，使学生在实际交流中运用所学知识，提高了他们的语言实践能力。
（三）小组合作
1.将学生分成若干小组，鼓励他们相互合作、共同探究，提高他们的团队合作能力。
2.设计各种小组活动，使学生在互动交流中运用所学知识，提高他们的语言实践能力。
3.教师对小组合作过程进行监控和指导，确保学生能够有效参与学习活动。
4.鼓励学生展示小组成果，培养他们的表达能力和自信心。
（四）反思与评价
五、案例亮点
1.多元化的教学手段：本案例中，教师充分运用了任务型教学法、交际式教学法和合作学习法等多种教学方法，使学生在实际交流中运用所学知识，提高了他们的语言实践能力。同时，通过多媒体展示美国的地标建筑、著名景点和历史文化图片，为学生创设了直观、生动的学习情境，增强了他们的学习兴趣。
2.问题导向与小组合作：教师针对本节课的主题设计了一系列具有挑战性和引导性的问题，激发了学生的思考和探究欲望。在小组合作环节，学生通过讨论交流、共同探究，提高了团队合作能力，同时也培养了他们的批判性思维能力。
人教新目标九年级英语Unit 11课堂教学设计
《英语》（新目标）九年级Unit 11英语课堂教学设计Unit 11 Could you please tell me where the restrooms are?一、教学内容：新目标（go for it!）九年级Unit 11 Could you please tell mewhere the restrooms are? Section A 1a-2c （Period one）二、指导思想：以学生为主体，激发和培养学生学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，培养合作精神。
三、教学目标：●知识目标1.词汇：restroom shampoo drugstore department store2.语法：能够熟练运用宾语从句3.功能：在日常生活中能用Could you please tell me where/how…?有礼貌向他人询问信息，能描述地理位置、给他人指路或提供帮助4.话题：熟悉与日常生活有关的问路及指路的话题●能力目标1.听：能听懂有关熟悉话题（问路及指路）的谈话，并从中提取信息。
2.说：能用目标语有效地询问信息和请求帮助。
能根据话题进行情景对话。
3.读：能大声朗读对话。
4.写：能根据图示写出简单的段落或说明地理位置（课前任务时完成）●情感目标1.培养学生认识到学习英语的目的在于交流，乐于参与英语实践活动；2.在学习活动中积极与他人合作，相互帮助，共同完成学习任务。
●策略目标1.通过让学生根据实际需要进行课前预习，让学生形成有效的认知策略2.在课堂中创造机会，让学生用目标语进行交际，培养学生将知识转化为技能的有效的交际策略。
●文化意识知道如何礼貌与他人交换信息四、教学重点、难点●教学重点：宾语从句●教学难点：能结合重点句，根据问路、指路这一话题进行情景对话●教学策略1.采取任务型教学的设计理念，以“以询问信息和提供帮助”为主线，以任务为驱动，尝试采取“自主学习、合作学习”的教学模式，使学生在不同层次任务的驱动下主动、积极地参与教学。
人教新目标九年级英语全一册Unit11period3优秀教学案例
（四）总结归纳
1.过去进行时的构成和用法：让学生总结过去进行时的构成规则和用法，加深对过去进行时的理解。
2.动词的变化规则：让学生总结动词的过去式变化规则，巩固对动词变化规则的记忆。
3.实际运用：让学生总结如何在实际情景中运用过去进行时进行交际，提高语言运用能力。
（五）作业小结
1.作业布置：布置一些有关过去进行时的练习题，让学生巩固所学知识。
（三）小组合作
1.小组讨论：将学生分成小组，让他们讨论过去进行时的用法，分享自己的理解和例子。通过小组讨论，学生可以互相学习，共同提高。
2.小组表演：让学生分组进行角色扮演，用过去进行时表演一段对话或故事。通过小组表演，学生可以锻炼口语表达能力，同时也能更好地理解和运用过去进行时。
3.小组竞赛：组织小组竞赛，让学生在竞赛中运用过去进行时进行描述或问答。通过小组竞赛，学生可以激发学习兴趣，提高团队合作能力。
3.文化情境：通过介绍一些西方文化习俗或节日，引导学生运用过去进行时描述人们在节日或习俗中的活动。例如，介绍圣诞节，让学生用过去进行时描述人们在圣诞节中的活动，如“They were having a party and exchanging gifts.”
（二）问题导向
1.导入问题：通过提问的方式引导学生思考过去进行时的用法。例如，提问“When do we use the past continuous tense?”，让学生思考并回答过去进行时的使用场景。
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初中九年级初三英语全册
初中九年级初三英语全册
Unit 11 Sad movies make me cry（第3课时）
一、 教材分析
本课时共设计了四个模块的内容：
第一模块围绕“the possible ending to the story about the unhappy king”这
一话题展开思维选择（1a）；讨论（1b）；听力（1c）；听力回答问题(1d)；小组
活动（1e）；
第二模块围绕“Have you ever made a mistake？How did it make you feel？展开
小组讨论（2a）；短文阅读，完成练习（2b）、重读短文回答问题（2c-2d）；小
组活动（2e）
第三模块围绕what make you happy or sad这一话题展开训练，训练形式自己运用
所给的词汇说话与写（3a-3b）；
第四模块为Self check.检查同学们对本单元知识的掌握情况。
二、 三维目标
1. 语言目标，巩固练习make的结构。
2. 能力目标，能够运用所学的知识谈论事情对他们的心情影响。
3. 情感目标，能够让学生理解事情对他们产生的影响。
三、 教学重点
1. 听力训练、小组活动与短文阅读；
四、 教学难点
make sb ＋ infinitive
make sb ＋ adjective
小组活动，同学们要积极表达；
五、 教学策略
本课主要是一节巩固练习课，根据《英语课程标准》及《英语教学大纲》的要求，在
本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，借助多媒体，
增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在听说过程中
帮助学生掌握知识、发展能力、形成正确的价值观。
六、 教学准备
课件 、多媒体设施、 录音机、学生分组；
七、 教学环节
1、Lead-in
Review：The teacher and the students say out these sentences together.
1. The loud music makes me nervous.
2. Soft and quiet music makes me relax.
3. Money and fame don’t always make people happy.
4. She said that the sad movie made her cry.
Ask two students about “make”: make sb adj ; make sb do;
2. Section B.(1a-1e)
(1) 1a Look at the possible ending to the story of the unhappy king. Do you
think any of these is the right one? If so, which one?
Ask the students to complete it as their own thinks. Then ask two students
初中九年级初三英语全册
初中九年级初三英语全册
say which he or she has chosen.
(2) Work in groups 1b. What are some other possible endings to the story, discuss
your ideas with your partners.
(3) Listening. Listen and complete 1c and 1d.
(4) (1e) Work in group. Do you agree with the poor man’s thoughts? Discuss your
ideas with your group. Then role-play the rest of the story.
3. Section B (2a-2e)
(1) Tell your partner “Have you made a mistake? And how did it make you feel ?”
通过表达自己以前的经历，从而达到对所学的知识进行巩固；同时也锻炼了学生的口
语表达能力.
（2）短文阅读。
Read the story and numbers the events in the correct order.
学生自读短文，懂了之后完成练习，排序.
要求两个学生说出他们各自的排序，其他学生与老师做出判断。
（3）重读课文，完成2c-2d的内容；老师随堂纠正.
（4）小组活动：角色扮演。
4. Section B （3a-3b）
Think of some experiences that made you feel happy or sad, tell your partner
about them. And write a story similar to the one in 2b using your notes in 3a.
5. Self Check.
八、Homework：
Complete the Self Check.
九、板书设计：
Unit 11 Sad movies make me cry.
1. The loud music makes me nervous.
2. Soft and quiet music makes me relax.
3. Money and fame don’t always make people happy.
4. She said that the sad movie made her cry.
make sb adj ; make sb do
十、教学反思：
在本节课的教学过程中，面向全体学生，争取让每一个学生都能参与到教学活动中
来，得到练习的机会，教学目标圆满完成，大部分学生在这节课后能准确流利的使
用所学句型以及单词进行自由会话。基础不是太好的学生在理解上有些困难，从而
不能很好的听懂老师的要求，课堂气氛有时不够活跃。