新目標九年級英語教案
什么是教案
教案是教師為順利而有效地開展教學活動，根據課程標準，教學大綱和教科書要求及學生的實際情況，以課時或課題為單位，對教學內容、教學步驟、教學方法等進行的具體設計和安排的一種實用性教學文書。教案包括教材簡析和學生分析、教學目的、重難點、教學準備、教學過程及練習設計等。
新目標九年級英語教案（精選35篇）
作為一名教師，常常要寫一份優秀的教案，借助教案可以讓教學工作更科學化。那么應當如何寫教案呢？下面是小編為大家整理的新目標九年級英語教案（精選35篇），希望能夠幫助到大家。
新目標九年級英語教案1
一、教材分析
定語從句是本單元的語法要點，是在1-8單元已經對該語法知識有所滲透的前提下安排的。本節課話題是讓學生體會音樂在生活中無處不在，體會不同類型音樂的特點，學會熱愛生活；能用簡單的定語從句形式表述自己的觀點。通過本節的學習，增強學生對復合句的理解，提高其對此句式的應用能力。
二、三維目標
1、知識目標：
掌握本單元基本詞匯，學會恰當的使用引導詞that ,who
2、能力目標
1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their ownmusic.”
2）能夠自如地談論自己所喜歡的音樂和音樂家。
3、情感目標：
通過學生談論對音樂和音樂家的好惡，從而使學生學會欣賞音樂的美。
三、教學重點
1）本節課的教學重點是學會并掌握先行詞為物或者人時，引導詞“that ,who ”的使用方法。
2）“prefer …to…”的用法
3）掌握有關音樂的詞匯和相關的詞組，能夠比較流利地描述自己喜歡的音樂，運用功能句 “What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”
四、教學難點
定語從句運用
五、教學策略
采用任務型語言教學，實施情境教學法、小組合作探究法、情感激勵法。
六、教學準備
自制多媒體課件（PowerPoint）；錄音機(A tape recorder)
七、教學環節
1、課堂導入
⑴ Warming up
⑵ Discuss: Do you like music? What kind ofmusic do you know?
⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒體出示）
⑷Let Ss read 1a. Explain the sentences:
I prefermusic that has great lyrics=I like music that has great lyrics better.
lyrics:the plural form is often used.
Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.
2、課堂講授
Explain attributive clauses.
定語從句：在復合句中修飾名詞或者代詞的從句叫做定語從句。先行詞是“人”時，用關系代詞who引導，先行詞是“物”時，用關系代詞that來引導
I love singers who write their ownmusic
I like music that I can dance to.
a. that即可代表事物也可代表人，which代表事物；它們在從句中作主語或賓語，that在從句中作賓語時常可省略關系詞，which在從句中作賓語則不能省略。而且，如果which在從句中作“不及物動詞＋介詞”的介詞的賓語，注意介詞不要丟掉，而且介詞總是放在關系代詞which的前邊，但有的則放在它原來的位置
b. which作賓語時，根據先行詞與定語從句之間的語義關系，先行詞與which之間的介詞不能丟
c. 代表物時多用which，但在帶有下列詞的句子中用that而不用which，這些詞包括all,anything, much等，這時的that常被省略
d. who和whom引導的從句用來修飾人，分別作從句中的主語和賓語，whom作賓語時，要注意它可以作動詞的賓語也可以作介詞的賓語
e. where是關系副詞，用來表示地點的定語從句
3、課堂練習
Fill inthe blank with who that
1）.I have a brother _______likes soccer.
2）Tom doesn’t like movies_______are too long and too scary.
3） We prefer groups ________ play loud and energetic songs.
4） He likes friends_________ often help each other
4、課堂活動
1) Askand answer in pairs:
What kindof music do you like best? Why?
I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.
2) Listento four pieces of music .Then practice the conversation in pairs.
3) Showseveral pictures and introduce their favorite singers ,groups and so on..
4) Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.
5) Listenand complete 1b,2a and 2b.
5、課堂小結
在定語從句中，先行詞是“人”時，用關系代詞who引導，先行詞是“物”時，用關系代詞that來引導。
I love singers who write their ownmusic
I like music that I can dance to.
who / that 在定語從句中做主語時，謂語動詞的單復數應與先行詞保持一致
I prefershoes that are cool.
I like apizza that is really delicious.
I lovesingers who are beautiful.
I have afriend who plays sports.
6、作業布置
Write a composition about the kinds of the friends they likeand dislike
八、板書設計
Unit9 I like music that I can dance to
1.prefer….to….=like …better than……
Iprefer singing to dancing
2.Attributiveclauses(定語從句).
I love singers who write their ownmusic
先行詞 “人”
I like music that I can danceto.
先行詞 “物”
九、教學反思
通過本單元的學習，不僅能使學生學會本單元的功能句，而且通過創設情境調動學生的積極性和自主性，使學生敢于用英語交流和表達，學習中遇到困難，愿意主動向他人請教，并有較強的合作精神，使學生進一步體會到英語學習的快樂與成就。
新目標九年級英語教案2
一 、教材分析
1、教學內容
本單元以"產品制造"為話題，共設計了四大部分的內容。以"What are the shirts made of?"為主線，圍繞著談論XX東西在那制造，原材料是什么等語言功能展開一系列的任務活動，通過第一部分的學習，要求學會有關things和materials等基礎詞匯，并了解、學會基本句型的應用。教材內容從基本語言知識到語言綜合知識的運用，層層遞進，以一種循序漸進的生活化的學習程序，引導學生在做事中有目的的學習語言。
2、教學目標
①知識目標：
1.掌握本課時重點單詞和短語be made of 、be made in。
2.了解一般現在時態和一般過去時被動語態的結構和用法。
3.歸納和掌握make 構成的短語。
②能力目標：學會談論產品是由什么制成的及它們是在何處制造
③情感目標：學會贊美他人的物品，并能就此話題禮貌的進行交談，樹立品牌意識，努力學習的態度。
3、教法策略
以任務型教學策略為主，采用情景教學法（如本單元新知識推導時）、聽力訓練法（處理聽力材料）、并輔助個人自學、小組討論和圖片等興趣策略教學。如在新授單詞時，通過一些圖片，進行分析教學，以致于從視角引起他們注意從而記住單詞。采取任務型教學策略的目的是主要是讓學生多練多用，在做中學、學中樂、樂中掌握。
4、學習策略
采用合作式學習方式，有目的的讓學生預習，在完成任務的活動中主動的學習語言，養成繼續學習英語和學好英語的良好習慣。強調學生不僅要在課上積極發言、多練，并鼓勵他們課后積極進行英語學習、積極參加訓練。
二、重難點分析
重點詞匯通過圖片和對話解決。如：chopsticks, coin, blouse, silver, silk, be made of等。
難點：聽力訓練；用功能語言句進行口語訓練。
三、教學準備：圖片、錄音機等
四、教學過程：
1、課前任務設置，在課前，我讓學生提前預習單詞。另一方面鈴聲響的時候，首先檢查學生對第五單元單詞的識記情況，讓學生看著圖片，用"what is it?"等句子問，用新單詞回答，在此期間，讓學生感知"What are they made of? Where are they made of"的重點句型結構，把單詞教學融入句型，培養學生情境中理解記憶單詞的能力。
2、為了更好的提高學生觀察能力，以任務型教學為理念，讓學生有目的的結合重要句型完成Activity 1a的部分。
3、完成1a部分后，為了更好的鞏固學生對上面方框中重點單詞的理解程度，讓他們通過聽覺進行訓練，培養學生在用中學、學中用的能力。
4、通過單詞記憶、聽力訓練中，學生們對重要句型的初步接觸和熟悉，請學生講解重要短語be made of/be made from/be made into/be made in/be made by/be made up of和重要的語法：被動語態。掌握被動語態的用法和結構。為下一步準確說話做鋪墊。
5、為了更好的運用重點句型結構，我讓學生在1c部分讀完對話后，用1b里邊的句子進行對子活動，進而提高學生的口語表達能力。
6、通過列舉世界知名品牌：中國瓷器、美國的李維斯牛仔褲、意大利的普拉達眼鏡、瑞士手表的圖片，進行師生問答，進一步鞏固所學語法。并進行情感教育：中國需要努力，你們需要努力。之后通過六個基礎題型來檢測他們對本節課重點知識的掌握。
5、總結本節課所學的知識，梳理知識結構，并通過家庭作業讓他們更好的掌握本節課內容。
總之，整節課，我始終遵循任務型教學的理念，以學生為主體，以任務為中心，以交際為目的，以課程標準為理論依據，以高效課堂為載體，堅持讓學生學會在生活中運用語言，始終遵循一個原則，就是讓學生樂學，因為興趣是最好的教師，整個過程中我也一直采用激勵機制給有所表現的學生以鼓勵，以增強他們學習英語的信心。
新目標九年級英語教案3
復習目標
熟練掌握現在完成時態的用法。
課前準備
要求學生在課前復習這兩個單元，背誦課文的部分段落、對話和單詞，復習現在完成時態，及動詞的變化形式。（P255--257的動詞不規則變化表）
知識要點
一、現在完成時態的構成
have/has+動詞的過去分詞
二、與現在完成時態連用的常用副詞，詞組
just，already，yet，ever，never，several，times，so far，in the last/past few years。
already一般用于肯定句中，而yet一般用于疑問句或否定句中。
三、現在完成時態表示過去發生的動作對現在造成的影響或結果
四、現在完成時態也可表示過去發生的動作一直持續到現在的動作或狀態，可以和表示從過去某一時刻延續到現在（包括“現在”在內）的一段時間的狀語連用，常以for和since引導
for和表示一段時間的詞組連用。
since和表示過去某一時刻的詞或詞組連用。
Have/has been to 與have/has gone to的區別：
Have/has been to意為“已經去過某地，且已回來”，have/has gone to意為“去了某地，但還未回來”。
五、現在完成時態中延續性動詞與短暫性動詞之間的轉換。
現在完成時態可以表示已經發生了的動作持續到現在（包括相應“現在”在內）的動作或狀態，但動詞必須是延續性動詞，因此，如果句子需要現在用現在完成時態，有些短暫性動詞要改成相應的延續性動詞或詞組，常見的有：leave—be away， die—be dead ， buy—have，
borrow—keep， open—be open， begin/start—be on，
arrive/reach/get—be in， come/go—be in， get up –be up
get ill/fall—be ill， join—be in the /be a member of
詞組
1、on the shelf 在架子上
2、at the monent 現在；此刻
3、used to 過去常常做某事
4、put down 放下；寫下
5、pay for sth。 付款
6、come up with 提供；提出
7、think of 認為；想起
8、get… back 找回；要回
9、pick up 拾（拿）起
10、(a)large number(s) of大量
11、all overthe world 遍及整個世界
12、no matter 無論怎樣
13、give up 放棄
14、ever since 從那時起
15、so far 迄今為止
16、come true 實現
17、slow down 減慢
18、be proud of以……自豪
19、speak highly 稱贊
20、not only …but also 不僅……而且
21、the TV station 電視臺
22、be afraid of 害怕
23、a piece of music 一首音樂
24、cut down 砍下；割下
25、make a contribution to 貢獻給；捐贈
26、all one’s life （某人的）一生
27、do well in 在某方面擅長
句型
1．Have you got…?
Have you got a CD player?
你有一臺激光唱機嗎？
2．…so+倒裝
She was worried and so was the librarian。
她很擔心，圖書管理員也一樣。
3．What’s the…like today?
What’s the surfing lide today?
今天沖浪怎么樣？
4．Have you ever been to…?
Have you ever been to Hawaii?
你曾經去過夏威夷嗎？
5．There be+sth。+doing sth。
My friend said there was a truck collecting rubbish outside。
我朋友說外面有輛收集垃圾的卡車。
6．It’s a pleasant way to do sth。
It’s a pleasant way to help keep our city clean。
這是一種愉快的方式幫助保持我們城市干凈。
7．the+比較級，the+比較級
The more trees ，the better。
樹越多越好。
新目標九年級英語教案4
教學目標
Key vocabulary: ancient, club, composition, pupil, meeting, call, even
Key structures: That’s news to me! What’s it about? Listen up, everyone.
Anyone else? That’s a fantastic idea listen up
教學重點
Get to know the wonders of the world
教學難點
Language points
教具
多媒體，tape 課時 2
教學課程
Step1 Warming-up and listening
1. Look at some pictures of the wonders of the world.
2. Talk about the picture. You can use the words in the box to help you.
3. Listen and check the words you hear.
Step 2 Listening and reading
1. (Close the books) Listen to the tape carefully.
2. Ask the students to read through the conversation individually.
3. Play the tape and have them read and follow.
4. Act it out.
5. Learn Everyday English
Step 3 Do Exercises
1. Choose the best answer in Activity 4.
2. Listen again and check.
3. Answer the questions in Activity 5.
Step 4 Explain the important and difficult points
Step 5 Pronunciation and speaking
1. Listen to the sentences.
2. Listen and repeat.
3. Say the sentences aloud.
Step 6 Homework
Finish the exercises in the workbook Ex. 1, 2, 3&4
個人修改
Revise what we learnt last term.
Show the pictures and learn the new words.
Read the key sentences.
Read the dialogue in roles.
新目標九年級英語教案5
Unit 3 Could you please tell me where the restrooms are?
一、教學目標：
1、語言知識目標
基本詞匯：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground
基本句型：Excuse me, do you know where I can buy some medicine?
Sure. There’s a supermarket down the street.
Could you please tell me how to get to the post office?
Sorry, I’m not sure how to get there.
I wonder where we should go next.
Could you tell us when the band starts playing this evening?
You should try that new ride over there.
2、 技能目標：
（1）能用賓語從句禮貌的尋求幫助。
（2）能用正確的方法指路。
3、情感目標： 培養學生尊重他人，對人有禮貌，熱愛生活。
二、教學重難點：
1、教學重點：
（1）禮貌的向他人尋求幫助。
（2）正確使用賓語從句。
2、 教學難點：運用賓語從句禮貌的尋求幫助。
三、教學步驟：
Section A 1 (1a-2d)
Step 1 Warming –up
Greeting
Step 2 Presentation
（1）Guessing game
Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student say： We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.
（2）Show some stamps to students and present the new sentences：
Could you tell me where I can buy some stamps?
Could you please tell me where I can get a dictionary?
Do you know where I can get some magazines?
Step 3 Practice
1) Match each thing with a place in the picture in 1a.
2) Read the phrases.
___ get some money
___ get some magazines
___ have dinner
___ get a dictionary
___ get some information about the town
___ buy a newspaper
___ buy some stamps
___ get a pair of shoes
Step 4 Listening
Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.
Step 5 Practice
Make conversations using the information in 1a. Then talk about your own city. For example：
A： Excuse me, could you please tell me how to get to the bookstore?
B： Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.
A： Thanks. Do you know when the bookstore closes today?
B： It closes at 7：00 p.m. today.
A： Thank you!
B： You’re welcome.
Step 6 Listening
1. Listen and number the directions in the order that you hear them.
2a You will hear some of the directions below. Number the directions in the order you hear them.
___ Go to the bird floor.
___ Turn left.
___ Go to the second floor.
___ Turn right.
___ The supermarket is between the flower store and the bookstore.
___ Go past the bookstore.
2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.
3. Listen the third time and answer the questions.
1) Excuse me, can you tell me where I can buy some medicine?
2) Do you know how to go there?
3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?
4) OK, thanks a lot.
Step 7 Pairwork
Make conversations about the other places in the picture in 2a.
A： Excuse me. Can you tell me where I can buy some stamps?
B： Yes, there’s a post office in this shopping center.
A： Do you know how to go there?
B： Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.
A： OK, great. Oh, and one more thing. Do you know …
B： I’m not sure, but you …
A： OK, thanks a lot.
B： You’re welcome.
Step 8 Reading
1. Read the conversation in 2d and answer the questions.
2. Role – play the conversation.
3. Explain the language pints in 2d.
(1) Go along Main Street until you pass Center Street.
1) until和 till同義為“直到……” ，till多用于口語，until可以放在句首，till則不能放在句首。
2) not...until“直到……才”，表示直到某一時間, 某一行為才發生, 之前該行為并沒有發生。
e.g. I did not study English until 9 o'clock last night.
(2) Pardon? Restroom? You already want to rest? But we haven’t even started yet!
1) pardon用作動詞，后面既可以跟賓語，也可以跟雙賓語；pardon sb. for doing sth.意為“原諒/寬恕某人做某事”
e.g. Can you pardon me for not passing the exam, Mom?
2) 在沒有聽懂對方的話，請對方重復一 下時也可說 pardon。
e.g. Pardon? I’m sorry I can’t follow you.
(3) I’m excited to try the rides!
excited和 exciting的區別：
1) excited意為“激動的；興奮的”，作表語時，主語通常是人；作定語時，常用來修飾人，說明激動的表情。
e.g. All of us were excited when we heard the good news.
The excited child opened his present quickly.
2) exciting意為“激動人心的”，作表語時，主語通常是物；作定語時，常用來修飾物。
e.g. The movie is very exciting.
My father told me an exciting story.
(4) I mean … you know, a washroom or bathroom.
mean作動詞有以下含義：
1) 有……的意思，指（多作及物動詞），其后可跟名詞或代詞，也可跟從句。
e.g. What does this word mean?
2）意味（著）（及物動詞），常跟名詞，有時可跟動詞-ing形式或從句。
e.g. Carl really could not do that — it would mean the end of his career.
3）有……意圖，打算，想，常跟名詞、代詞或動詞不定式。跟帶不定式
的復合結構時，還可用于被動語態。
e.g. I never meant to hurt you.
四、總結
（略）
新目標九年級英語教案6
一、教學課題：
Topic 1 There are many kinds of pollution around us.
二、教學內容：
1. New words and expressions：
produce, chest, breathe, manage, waste, cancer, influence, look, several, secretary, relation, fisherman, president, dead, rabbit
2. Learn the present perfect tense with for/since:
3. Learn something about some kinds of pollution:
（1）The large population has caused many problems.
（2）Air pollution makes people sick.
（3）Light pollution is harmful to our eyes.
（4）Litter influences the look of our cities.
三、教學目標:
1. Learn the present perfect tense with since.
2. Learn how to express complaint.
3. Learn the present perfect tense with for and since
四、教學難點：
1. Learn the present perfect tense with since.
2. Learn how to express complaint.
3. Learn the present perfect tense with for.
五、教學準備：課前讓學生準備一些有關各種污染的一些圖片。
六、教具：圖片, 錄音機, 多媒體.
七、教學過程：
Show some pictures to the students, then ask: Step 1 Review
Now please look at these pictures. Would you like to say something about the environment around us? Please file:///C:/DOCUME~1/ADMINI~1/LOCALS~1/Temp/msohtml1/01/clip_image002.gifanswer my questions.
No.1. where do you live?
No.2. Are there any changes in your village/town/city?
What changes have taken place in your village…?
No.3. How do you like living there? Why?
(What problems do we have to face?)
Step 2 Presentation
Show some pictures about polluted water, ask the students to tell their partner what happened in the picture?
Then teach the words:
Chemical factory produce chest breathe
Get the students to look at the pictures and then talk about why the air smells terrible.
Listen to the tape again. Answer the following questions
(1) Who are in the picture?
(2) What are they talking about?
(3) Is the chemical factory near Granny’s home?
(4) Can we find fish in the river?
(5) Is the sky blue?
Step 3 Read and say.
Get the students read 1a and answer the questions:
1. What’s the matter with granny?
2. Will she stay here?
3. Does she have to see a doctor?
And then call the students find out the sentences used by granny to express complaint. Then do 1b in the class.
Step 4 Practice
Get the students Look at the pictures. Answer following questions.
(1) Are there any chemical factories in your city?
(2) Are they near your school?
(3) What was your city like a few years ago?
(4) Can you list some other kinds of pollution?
Ask the students to think about how the pollution come into being and realize the harm of the pollution.
Step 5 Work alone
Get the students define the following pollution with the phrases in 3a.
Step 6 Make a survey
Now make a survey to study something around your home.
Fill in the forms.
( )1.—How long _____ you _____ here? 一、中考鏈接 選擇題
—For about two years so far.
A.have; studied B.did; live C.do; stay D.were; swimming
( )2.We have known each other _____ ten years ago.
A.for B.ever C.about D.since
( )3.There is _____ pollution in the world. We must stop it.
A.much too B.too much C.many too D.too many
( )4.—Is the flower beautiful?
—Yes, at _____ it’s _____ the one you bought for me.
A.last; as bad as B.least; no better than
C.last; not better D.least; no worse than
( )5.I can’t stand _____ for you so long.
A.to wait B.waiting C.waits D.waited
( )6.The boss made child laborers _____ 12 hours every day.
A.working B.works C.work D.to work
( )7._____ the environment is important for human beings.
A.Take care of B.Taking care of C.Took care of D.Take the care of
( )8.—Have you finished your homework?
—Not _____. There are still some exercises to be done.
A.already B.yet C.just D.ever
( )9.—It smells terrible. What has happened here?
—Look, there is much waste gas _____ from the chemical factory.
A.pour B.pouring C.poured D.pours
( )10.When I was walking in the street yesterday, I saw a UFO _____ over my head.
A.flying B.flies C.flew D.to fly
二、本話題作業 單項選擇
( ) 1. — Don’t make any noise in the living room! My baby is sleeping.
—
A. Sorry, I won’t. B. It doesn’t matter.
C. Excuse me, I’m wrong. D. Certainly, I won’t.
( ) 2. — I asked her, “Do you study English here?”
— I asked her she studied English there.
A. that B. what C. if D. how
( ) 3. Thanks for giving me many presents. I haven’t never seen beautiful presents
in my life.
A. so; such B. such; so C. so; so D. such; such
( ) 4. — How long has he this book?
— For several days.
A. borrowed B. bought C. lent D. kept
( ) 5. Maria’s learned Chinese in our school all the time, ?
A. isn’t she B. doesn’t she C. didn’t she D. hasn’t she
( ) 6. The meat has been kept in the bag for several days without being frozen. It smells
now.
A. nice B. terrible C. well D. badly
( ) 7. What’s more, planes or machines produce noise.
A. much too B. many too C. too much D. too many
( ) 8. She told me she to America next Thursday.
A. goes B. went C. going D. would go
( ) 9. There is a paper factory waste water into the river nearby.
A. poured B. pouring C. pours D. pour
( ) 10. I can’t stand for you so long.
A. to wait B. waiting C. waits D. waited
Ⅱ.詞匯
(A) 根據句意，用所給單詞的適當形式填空。
1.Look, there is a bird _____ (sing) in the tree.
2.The bad air makes my chest hurt and it’s difficult for me _____(breath).
3.They are doing their homework carefully. You’d better not _____(disturb) them.
4.Litter _____ (influence) the look of our city.
5.It is known that smoking does great _____(harm) to us.
(B) 根據句意及漢語提示完成句子。
6.The chemical factories _____ (生產) terrible gas.
7.Each year people pour _____ (廢物) into rivers, lakes and so on.
8.There are _____ (幾個) students reading books over there.
9.Do you know he has _____ (參軍) for five years?
10.Loud noises can cause high _____ (血) pressure as well.
Ⅲ.書面表達
人類只有一個地球。根據提示，以“Saving the Earth”為題，寫一篇80詞左右的短文。
提示: 1.如何保護環境已成為世界最大難題之一；
2.各種污染破壞環境，損害健康；
3.不要亂倒垃圾，亂排廢水；
4.我們應該保護環境，使我們的家園更加美麗。
新目標九年級英語教案7
一、教材分析
定語從句是本單元的語法要點，是在1-8單元已經對該語法知識有所滲透的前提下安排的。本節課話題是讓學生體會音樂在生活中無處不在，體會不同類型音樂的特點，學會熱愛生活；能用簡單的定語從句形式表述自己的觀點。通過本節的學習，增強學生對復合句的理解，提高其對此句式的應用能力。
二、 三維目標
1、知識目標：
掌握本單元的基本詞匯，學會恰當的使用引導詞that ,who
2、能力目標
1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their ownmusic.”
2）能夠自如地談論自己所喜歡的音樂以及音樂家。
3、情感目標：
通過學生談論對音樂和音樂家的好惡，從而使學生學會欣賞音樂的美。
三、教學重點
1）本節課的教學重點是學會并掌握先行詞為物或者人時，引導詞“that ,who ”的使用方法。
2）“prefer …to…”的用法
3）掌握有關音樂的詞匯和相關的詞組，能夠比較流利地描述自己喜歡的音樂，運用功能句 “What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”
四、教學難點
定語從句運用
五、教學策略
采用任務型語言教學，實施情境教學法、小組合作探究法、情感激勵法。
六、教學準備
自制多媒體課件（PowerPoint）；錄音機(A tape recorder)
七、教學環節
1、課堂導入
⑴ Warming up
⑵ Discuss: Do you like music? What kind ofmusic do you know?
⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒體出示）
⑷Let Ss read 1a. Explain the sentences:
I prefermusic that has great lyrics=I like music that has great lyrics better.
lyrics:the plural form is often used.
Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.
2、課堂講授
Explain attributive clauses.
定語從句：在復合句中修飾名詞或者代詞的從句叫做定語從句。先行詞是“人”時，用關系代詞who引導，先行詞是“物”時，用關系代詞that來引導
I love singers who write their ownmusic
I like music that I can dance to.
a. that即可代表事物也可代表人，which代表事物；它們在從句中作主語或賓語，that在從句中作賓語時常可省略關系詞，which在從句中作賓語則不能省略。而且，如果which在從句中作“不及物動詞＋介詞”的介詞的賓語，注意介詞不要丟掉，而且介詞總是放在關系代詞which的前邊，但有的則放在它原來的位置
b. which作賓語時，根據先行詞與定語從句之間的語義關系，先行詞與which之間的介詞不能丟
c. 代表物時多用which，但在帶有下列詞的句子中用that而不用which，這些詞包括all,anything, much等，這時的that常被省略
d. who和whom引導的從句用來修飾人，分別作從句中的主語和賓語，whom作賓語時，要注意它可以作動詞的賓語也可以作介詞的賓語
e. where是關系副詞，用來表示地點的定語從句
3、課堂練習
Fill inthe blank with who that
1）.I have a brother _______likes soccer.
2）Tom doesn’t like movies_______are too long and too scary.
3） We prefer groups ________ play loud and energetic songs.
4） He likes friends_________ often help each other
4、課堂活動
1) Askand answer in pairs:
What kindof music do you like best? Why?
I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.
2) Listento four pieces of music .Then practice the conversation in pairs.
3) Showseveral pictures and introduce their favorite singers ,groups and so on..
4) Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.
5) Listenand complete 1b,2a and 2b.
5、課堂小結
在定語從句中，先行詞是“人”的時候，用關系代詞who來引導，先行詞是“物”時，用關系代詞that來來引導。
I like singers who write their own music
I love music that I can dance to.
who / that 在定語從句中做主語的時候，謂語動詞的單復數應該與先行詞保持一致
I prefershoes that are cool.
I like apizza that is really delicious.
I lovesingers who are beautiful.
I have afriend who plays sports.
6、作業布置
Write a composition about the kinds of the friends they likeand dislike
新目標九年級英語教案8
Unit 3 Could you please tell me where the restrooms are?
一、教學目標：
1. 語言知識目標
基本詞匯：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central,
mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground
基本句型：Excuse me, do you know where I can buy some medicine?
Sure. There’s a supermarket down the street.
Could you please tell me how to get to the post office?
Sorry, I’m not sure how to get there.
I wonder where we should go next.
Could you tell us when the band starts playing this evening?
You should try that new ride over there.
2. 技能目標: (1)能用賓語從句禮貌的尋求幫助。
(2)能用正確的方法指路。
3. 情感目標: 培養學生尊重他人，對人有禮貌，熱愛生活。
二、教學重難點：
1.教學重點：
(1)禮貌的向他人尋求幫助。
(2)正確使用賓語從句。
2. 教學難點：運用賓語從句禮貌的尋求幫助。
三、教學步驟:
Section A 1 (1a-2d)
Step 1 Warming –up
Greeting
Step 2 Presentation
(1)Guessing game
Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.
For example, one student say: We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.
(2)Show some stamps to students and present the new sentences:
Could you tell me where I can buy some stamps?
Could you please tell me where I can get a dictionary?
Do you know where I can get some magazines?
Step 3 Practice
1) Match each thing with a place in the picture in 1a.
2) Read the phrases.
___ get some money
___ get some magazines
___ have dinner
___ get a dictionary
___ get some information about the town
___ buy a newspaper
___ buy some stamps
___ get a pair of shoes
Step 4 Listening
Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.
Step 5 Practice
Make conversations using the information in 1a. Then talk about your own city. For example:
A: Excuse me, could you please tell me how to get to the bookstore?
B: Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.
A: Thanks. Do you know when the bookstore closes today?
B: It closes at 7:00 p.m. today.
A: Thank you!
B: You’re welcome.
Step 6 Listening
1. Listen and number the directions in the order that you hear them.
2a You will hear some of the directions below. Number the directions in the order you hear them.
___ Go to the bird floor.
___ Turn left.
___ Go to the second floor.
___ Turn right.
___ The supermarket is between the flower store and the bookstore.
___ Go past the bookstore.
2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.
3. Listen the third time and answer the questions.
1) Excuse me, can you tell me where I can buy some medicine?
2) Do you know how to go there?
3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?
4) OK, thanks a lot.
Step 7 Pairwork
Make conversations about the other places in the picture in 2a.
A: Excuse me. Can you tell me where I can buy some stamps?
B: Yes, there’s a post office in this shopping center.
A: Do you know how to go there?
B: Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.
A: OK, great. Oh, and one more thing. Do you know …
B: I’m not sure, but you …
A: OK, thanks a lot.
B: You’re welcome.
Step 8 Reading
1. Read the conversation in 2d and answer the questions.
2. Role – play the conversation.
3. Explain the language pints in 2d.
(1) Go along Main Street until you pass Center Street.
1) until和 till同義為“直到……” ，till多用于口語，until可以放在句首，till則不能放在句首。
2) not...until“直到……才”，表示直到某一時間, 某一行為才發生, 之前該行為并沒有發生。
e.g. I did not study English until 9 o'clock last night.
(2) Pardon? Restroom? You already want to rest? But we haven’t even started yet!
1) pardon用作動詞，后面既可以跟賓語，也可以跟雙賓語;pardon sb. for doing sth.意為“原諒/寬恕某人做某事”
e.g. Can you pardon me for not passing the exam, Mom?
2) 在沒有聽懂對方的話，請對方重復一 下時也可說 pardon。
e.g. Pardon? I’m sorry I can’t follow you.
(3) I’m excited to try the rides!
excited和 exciting的區別:
1) excited意為“激動的;興奮的”，作表語時，主語通常是人;作定語時，常用來修飾人，說明激動的表情。
e.g. All of us were excited when we heard the good news.
The excited child opened his present quickly.
2) exciting意為“激動人心的”，作表語時，主語通常是物;作定語時，常用來修飾物。
e.g. The movie is very exciting.
My father told me an exciting story.
(4) I mean … you know, a washroom or bathroom.
mean作動詞有以下含義：
1) 有……的意思，指(多作及物動詞)，其后可跟名詞或代詞，也可跟從句。
e.g. What does this word mean?
2)意味(著)(及物動詞)，常跟名詞，有時可跟動詞-ing形式或從句。
e.g. Carl really could not do that — it would mean the end of his career.
3)有……意圖，打算，想，常跟名詞、代詞或動詞不定式。
跟帶不定式
的復合結構時，還可用于被動語態。
e.g. I never meant to hurt you.
(5) We normally say “toilets” or “washrooms”.
normally adv. 正常地; 通常地，一般地
e.g. August is normally a slow month.
(6) Nine thirty, so you don’t need to rush!
rush v. 倉促; 匆忙 n. 倉促; 匆忙
e.g. Then three policemen rushed at him. (rush v.)
They made a rush for the door. (rush n.)
Step 9 Summary
1) Excuse me. Where is Qiaotou Middle School?
2) Excuse me. Could you tell me where Qiaotou Middle School is?
3) Excuse me. Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School?
4) Excuse me. Which is the way to Qiaotou Middle School?
Step 10 Homework
Make conversations about your own town/city.
Section A 2 (3a-3b)
Step 1 Revision
1) Translate the sentences into English.
① 請你告訴我，怎樣去書店好嗎?
② 打擾了，你知道我在哪能買到一些郵票嗎?
③ 我想知道公園今天什么時候關門。
④ 銀行和超市之間有一個餐館。
2) Role-play the conversation in 2d.
Step 2 Presentation
1) Show a picture of fun park. Ask students: Are you excited to try these in the fun park?
2) Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try?
Step 3 Reading
1) Read the conversation in 3a quickly and true or false the sentences.
① Alice and He Wei are in Water World.
② The new ride looks scary.
③ Alice was scary at first.
④ Alice thinks the new ride is actually fun.
⑤ He Wei thinks Fun Times Park restaurant severs delicious food.
⑥ A rock band plays in Water World Restaurant every evening.
⑦ Alice and He Wei can go later to the restaurant.
2) Read the conversation again and answer the questions in 3a.
1. Why did Alice not want to go on the new ride? How did she feel after the ride?
2. What is special about Uncle Bob’s restaurant?
3. Should Alice and He Wei get there early for dinner? Why?
Step 4 Practice
Underline the questions or statements in the conversation that ask for information. Rewrite them in a different way.
e.g. I wonder where we should go next.
Could you tell me where we could go next?
Check the answers with the whole class.
Step 6 Language points
1. I was scared at first, but shouting did help.
此句相當于I was scared at first, but shouting really helped. 原句是一種表現強調的句式，英語中，可用助動詞do對謂語動詞進行強調，構成強調句。
e.g. Please do be careful. 請一定小心。
I do agree with you. 我完全同意你的意見。
He did warn you other day, remember? 他前兩天就告誡過你，還記得嗎?
2. You never know until you try something.
try的用法
1) 做名詞 have a try 試一試
e.g. Why not have a try? 為什么不試一試?
2) 做動詞
(1) try to do sth. 努力做某事
e.g. Well, we’ll try to finish the homework in time.
那好。
我們爭取及時完成作業。
(2) try doing sth. 表示嘗試著去做某事
e.g. -- I usually go there by train. 我通常乘火車去那兒。
-- Why not try going by boat for a change? 為什么不換乘船呢?
(3) try one’s best 盡某人最大的努力
e.g. Thank you. I will try my best.
謝謝你。
我會盡力而為的。
3. I suggest Water City Restaurant in Water World.
suggest作動詞，可意為“顯示;間接表明”，后可接賓語從句。
e.g. His behavior suggested (that) he was a kind man.
他的行為顯示他是個好人。
suggest作“建議”講時，應注意以下兩點：
1) suggest doing sth. 建議做某事
e.g. I suggested going home.
我建議回家。
2) suggest后接從句時，從句常用虛擬語氣，謂語由“should +動詞原形”構成，
should可以省略。
e.g. I suggested that we should go home. 我建議我們回家。
另外，suggestion是suggest的名詞形式，作“建議”講時，是可數名詞。
e.g. Do you have any suggestions? 你有什么建議嗎?
4. The restaurant is always busy, at that time so come a little earlier to get a table.
用于“就餐”的語境時，形容詞busy相當于“吃飯人多;餐廳擁擠”的意思;動詞短語to get a table類似于漢語“定餐桌;占位子”等意思。
Step 7 Homework
1. 背誦3a。
2. 用“Could you tell me … ?”寫三個問路的句子。
Section A 3 (Grammar Focus-4c)
Step 1 Revision
1. How did Alice and He Wei think of the new ride?Students say the sentences together?
Alice thought that it looked pretty scary. He Wei thought that it would be fun.
2. After the ride, Alice and He Wei talked about their feeling.
Alice thought that was fun! She was scared at first, but shouting really did help. He Wei told Alice that “You never know until you try something.”
3. Alice and He Wei talked about Uncle Bob’s.
Alice thought this restaurant looked interesting. It seemed a rock band plays there every evening. He Wei suggested that they could have dinner there.
Step 2 Grammar Focus
1) Let students complete the sentences.
1. 打擾了，你知道我能在哪買到一些藥?
Excuse me, do you know where ____ _____ buy some medicine?
2. 當然，順著這條街有個超市。
Sure. There is a supermarket down the street.
3. 請你告訴我怎樣到郵局好嗎?
Could you please tell me _____ ____ get to the post office?
4. 對不起，我不確定怎樣到那。
______, I am ______ ______ how to get there.
5. 你能告訴我們今晚樂隊什么時候開始演奏嗎?
Can you tell us ______ ____ ______ ______ playing this evening?
6. 晚上8點開始。
It starts at 8:00 p.m.
7. 我想知道接下來我們該去哪兒。
I ______ where we ______ _____ _____.
8. 你應該試試那個新的乘騎設施。
You should try that new ride over there.
2)Objective clauses with wh-questions
上一個單元我們已經學習了由that和whether, if引導的賓語從句。
這個單元我們繼續學習由疑問詞引導的賓語從句。
疑問詞：疑問代詞(what、whom、who、whose、which)疑問副詞(when、where、why、how)。
語序：無論主句是陳述句還是疑問句，也無論主從句間是什么引導詞，賓語從句一律用陳述語序，即“引導詞+主語+謂語+其它”。
如：Could you tell me where Wei Fang lives?
時態
1. 如果主句是一般現在時或一般將來時，賓語從句的時態不受限制，可根據實際表達的需要來確定。
如：
Jenny knows the man was flying a kite at that time.
You will understand why I did it one day.
總有一天你會明白我為什么那樣做。
2. 如果主句是一般過去時，賓語從句用過去時態的某種形式。
如：
I thought he had gone to town that day.
我以為他那天進城去了。
3. 如果賓語從句敘述的是客觀事實、自然現象或科學真理等，從句不受主句時態的限制，用一般現在時。
如：
He said time is money.
他說時間就是金錢。
3)Practice
1. He asked ________ for the computer.
A. did I pay how much B. I paid how much
C. how much did I pay D. how much I paid
2. “Have you seen the film?” he asked me.
He asked me _______.
A. had I seen the film
B. have I seen the film
C. if I have seen the film
D. whether I had seen the film
3. “You’ve already got well, haven’t you?” she asked.
She asked ______.
A. if I have already got well, hadn’t you
B. whether I had already got well
C. have I already got well
D. had I already got well.
4. He asked, “How are you getting along?”
He asked _______.
A. how am I getting along
B. how are you getting along
C. how I was getting along
D. how was I getting along
5. He asked me _____ told me the accident.
A. whom B. which C. who D. whose
6. She asked me if I knew ______.
A. whose pen is it B. whose pen it was
C. whose pen it is D. whose pen was it
Keys: DDBCCB
Step 3 Function: Ask for information politely and follow directions
1) 問路時應注意
① 問路時應首先說一聲：“Excuse me.”這樣可以引起對方的注意，又不失禮貌。
② 當你沒聽清時，你可以說一聲“Excuse me, would you please say it again?”(對不起，請您再說一遍好嗎?) 或“I beg your pardon?”(對不起，請再說一遍好嗎?)等，禮貌地要求對方重復一遍。
③ 問完路后，千萬不要忘記向對方說句“Thank you for helping me.” 或“Thank you.”
④ 問路時經常會用到“向左(右)拐”這樣的表達，英語對此有兩種常見的說法，即turn left (right)或turn to the left (right)。
表示 “在左(右)邊”，英語用介詞on或at均可。
2)用英語問路及其回答
① Excuse me, can you tell me where the railway station is?
打擾一下，請問火車站在哪兒?
② Excuse me, but can you tell me the way to the train station?
勞駕，請問去火車站怎么走?
③ Excuse me, could you tell me which is the way to the nearest hospital?
勞駕，請問去最近的醫院怎么走?
④ Excuse me, would you please show me the way to the post office?
請告訴我去郵局怎么走好嗎?
⑤ Excuse me, would you mind telling me the way to the police station?
勞駕，請告訴我去警察局怎么走好嗎?
⑥ Excuse me, how can I get to No. 1 Middle School?
勞駕，請問去一中怎么走?
⑦ Excuse me, is this the right way to the People’s Park?
打擾了，請問去人民公園走這條路對嗎?
⑧ Excuse me. Could you tell me if there is a Qiaotou Middle School near here?
打擾了，請問橋頭中學是否在這附近?
⑨ Excuse me. Do you know how I can get to Qiaotou Middle School?
= Excuse me. Do you know how to get to Qiaotou Middle School?
請問，你知道怎樣去橋頭中學嗎?
3)指路的方法
① Take along with this street, and … is on you left.
② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.
③… is behind (near, next to, on the left of) …
④ You can just take NO.111 bus, and get off at the second station. And you’ll see it.
⑤ Look! … is in front of us far away, right there!
Step 4 Practice
1) Rewrite the questions in 4a to make them more polite.
① Where can I buy some grapes or other fruit?
② How does this CD player work?
③ How do I get to the Central Library?
④ Is the Italian restaurant nearby open on Mondays?
Get students write down their answers in their books.
2) What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.
① Tim is very hungry.
Could you tell me where I can get something to eat?
Excuse me, would you mind telling me how I can get to a nearby restaurant?
Pardon me, do you know if there’s a restaurant around here?
② Sally needs to mail a letter.
③ Helen needs to know when the bike shop closes.
④ Ben is wondering if there’s a bank in the shopping center.
3) Ask students to write four questions that a tourist might ask about your city/ town. Then role-play conversations with your partner.
Step 5 Exercises
Translate the sentences into Chinese.
① 請你到那后給我打個電話好嗎?
② 請在這條路的盡頭向右轉。
③ 你能告訴我在哪里可以買到一些郵票嗎?
④ 你可否告訴我火車什么時候到達武漢?
Step 6 Homework
假如你到一個陌生的城市去旅游，你想向當地人了解一些關于那個城市的
東西，請編寫一個你和當地人的小對話。
Section B1 (1a-2d)
Step 1 Revision
You are a tourist in a city, you want to know something about the city. Make a conversation about asking information politely.
A: Could you please tell me where the nearest bank is?
B: Sure, go east along this street, then you’ll see it.
A: Can you tell me if there is a delicious restaurant near here?
B: Sure. Walk along this street, the restaurant is on you right.
A: And do you know where the biggest hospital is?
B: Go down this street, turn left at the first crossing, you will see it.
A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is?
B: It’s over there, just across from you.
A: Haha! I see it. Thank you very much!
B: You are welcome.
Step 2 Lead in
1) Talk about places in your city.
2) Show some pictures of places and discuss what qualities are important for each place.
Step 3 1a & Pairwork
1a What qualities are important for each place? Write the words from the box next to each place below. Write the most important words first.
Places Qualities
restroom clean, uncrowded, convenient
museum interesting, quiet, uncrowded
restaurant clean, inexpensive, quiet
park beautiful, safe, big
subway uncrowded, safe, convenient
mall inexpensive, big, interesting, convenient, safe
Pair work
1b Talk about places in your city using the words in 1a.
A: The Fun Arts Museum is really interesting.
B: Yes, and it’s beautiful, too.
A: ….
Step 4 Listening (1c)
1) Listen and check the sentences you hear.
Conversation 1
______ You can go to Green Land.
Conversation 2
_____ Could you tell me where the bookstore is?
2) Listen to the conversations and complete the sentences.(1c)
Conversation 1
The boy asks about ___________, and the clerk tells him to go to Green Land.
Conversation 2
The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.
Conversation 3
The mother asks about ________. The father wants to go to a ________ museum. The younger girl wants to go to a _______ museum. The boy wants to go to a __________ museum. The older girl wants to go to an ______ museum. The clerk suggests they go to the _________ museum.
3) Listen again and answer the questions (1d)
Conversation 1
The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…
Step 5 Practice
Role-play the conversations between the clerk and the tourist.
A: Can you tell me where there’s good place to eat?
B: Of course. What kind of food do you like?
A: I’d like fresh vegetables.
B: You can go to Green Land, they have delicious salad.
A: ….
Step 6 Presentation
2a Where do you need to make polite requests? Think of some possible situations.
Discuss them with your partner.
In a foreign country.
In public places like a bank, a post office, a library, a shopping mall, etc.
At school.
At home, especially when speaking to your elders.
Zhang Ming is traveling in the USA. He wants to go to a small town but he doesn't know the way now. What should he do?
Step 7 Discussion
Discuss the language you used to make this request (要求，請求). Was it the same each time? If not, discuss why not.
Step 8 Reading
1) Read the article and match paragraph with its main idea.
2d Read the article and underline the topic sentence for each paragraph.
新目標九年級英語教案9
Paragraph 1
When you visit a foreign country, it is important to know how to ask for help politely (adv. 禮貌地)….
Paragraph 2
Good speakers change the way they speak in different situations. …
Paragraph 3
Usually polite questions are longer. They include expressions such as “Could you please …?” or “May I ask …?”
Paragraph 4
However, it is important to learn how to use the right language in different situations. …
2) Read the article again and answer the questions.
Read paragraph 1 and answer the question.
What else do we need to learn besides asking a question correctly when you ask for help?
We need to learn how to be polite when we ask for help.
Read paragraph 2 and answer the question.
What do we need to think about when you talk to different people?
We need to think about whom we speak to or how well we know them.
Read paragraph 3 and answer the question.
What can lead in to a request with a stranger on the street?
“Excuse me, I wonder if you can help me” or “I’m sorry to trouble you, but …” before asking for help.
2c Find all the direct questions and polite requests from the passage.
Direct questions Polite requests
1. 1. Where are the restrooms?
2. When is the school trip?
3. Peter, tell me your e-mail address.
4. Where’s the post office?
1. Could you tell me where the restrooms are?
2. Excuse me, Mr. West.
Do you know when
the school trip is?
3. Peter, could you
please tell me
your e-mail address?
4. Pardon me, could you please tell me where to park my car?
2d Read the requests below. In the second column, write A if you would say it to someone you know and B if you would say it to a stranger. In the last column, write where you think these people are.
Request Person Place
1. Will you pass the salt? A home
2. Do you know where I can change some money, please? B street
3. Could you tell me what just happened? A/B any public place/home
4. Can you please tell me where the nearest station is? B street
5. Excuse me, do you know what time it begins, please? B movie theater
6. Let me know when you’re ready, OK? A home
7. Could you possibly tell me the way to the village school? B street
Step 9 Language points
1. Both are correct, but the first one sounds less polite.
less + 形容詞或副詞，構成降級比較形式，相當于中文“不那么;稍許不……”之意。
e.g. His second movie is less interesting.
他的第二部電影就沒那么有趣。
2. It might seem more difficult to speak politely than directly.
情態動詞might 表達一種可能性及推測的不確定性，意思與表達可能性的may相當，表示“有可能，也許會”，但語氣更加委婉，更不確定。
e.g. He might come, but it’s very unlikely.
他也許會來，但非常靠不住。
3. However, it is important to learn how to use the right language in different situations.
it作形式主語
梳理
在英語中，如果主語是較長的動詞不定式或一個句子，為了保持句子結構的平衡，避免頭重腳輕，通常用it作形式主語放在句首，而把真正的主語放在句尾。
常見的句型有：
1) It is + adj. (+ for + sb.) + to do sth.。
常用于此句型的形容詞有important, difficult, dangerous, necessary, useful, possible等，用來對to do sth. 進行說明。
如：
It’s difficult for us to finish the work in an hour.
2) It is + adj. + of + sb. + to do sth.。
常用于此句型的形容詞有good, kind, nice, clever, wise等，用來對sb.的性格、品質等進行說明。
如：It’s kind of you to say so.
Step 10 Exercises
請根據漢語意思完成下列英語句子(每空一詞)。
1. 對他來說，回答那個問題是十分困難的。
It’s very hard ____ him ____ _______ that question.
2. 你這樣說真是太好了。
It’s very kind ____ you ____ ____ so.
3. 我們在閱覽室里保持安靜是十分必要的。
It’s necessary ______ ______(should) keep quiet in the reading room.
It’s necessary for us _______ ______ ______ in the reading room.
Keys: 1. for; to answer 2. of, to say 3. that we, to keep quiet
Step 11 Homework
Write a guide to a place that you know well.
新目標九年級英語教案10
Unit 1 How can we become good learners?
Section A 1 (1a-2d)
一．Teaching aims:
Language goals
1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals
1.Words and phrases： aloud pronunciation work with friends ask the teacher for
help, read aloud , look up , practice pronunciation
2.Sentence patterns
How do you study English? I learn by working with a group.
Do you learn English by reading aloud?
Yes, I do. It helps my pronunciation.
How can I read faster?
You can read faster by reading word groups.
二．Emotion and attidute:
Developing students’ ability of learning English
三．Key points and difficulties
1. Key words and phrases
2.Questions intrduced by “how”and the sentence pattern: “by +doing ”
四．Teaching procedures:
Step 1 Warming up
T: How do you study English? Do you study English by the following ways?
(Show some pictures and present the important phrases.)
T: How do you study English?
S: I study English by ______.
by working with friends.
by making word cards. by asking the teacher for help. by reading the textbook. by working with a group. by listening tapes.
Step 2 1a Check the ways you study English. Then add other ways you sometimes study.
___ a. by working with friends. ___ b. by making word card. ___ c. by reading the textbook. ___ d. by listening to tapes
___ e. by asking the teacher for help. …
Step 3 Listening
1) Listen. How do these students study for a test? Write letters from 1a above. 2) Check the answers: b (Meiping); e (Peter); d (Tony)
Step 4 Guess
Show some pictures.
Guess: How does he/she study English? He/She studies English by… How do they study English? They study English by…
Step 5 Pairwork
1c Make conversations about how you study for a test. A: How do you study for a test? B: I study by working with a group. A: How do you study for a test? B: I study by…
Step 6 Listening
2a Listen and check the questions you hear.
1 ____ Does anyone learn English by watching videos?
2 ____ Do you have conversations with friends in English? 3 ____ What about listening to tapes?
4 ____ What about reading aloud to practice pronunciation? 5 ____ Have you ever studied with a group?
Answers: 1, 2, 4, 5
2b Listen again. Match each answer below with a question above. a. Yes, I have. I’ve learned a lot that way.
b. Oh, yes. It really improves my speaking skills. c. I do that sometimes. I think it helps.
d. No. It’s too hard to understand spoken English.
Answers: d, b, c, a
Step 7 Pairwork
1. 2c Make conversations using the information in 2a and 2b A: Have you ever studied with a group? B: Yes, I have. I’ve learned a lot that way. Show some pictures.
1) A: Do you learn English by watching movies?
B: Yes, it’s a very interesting way.
C: No, it’s too hard to understand spoken English.
2) A: What about writing letters to a pen pal in America?
B: Yes, it helps to improve my writing skills and know a lot aboutAmerica.
3) A: Do you have conversations with friends in English?
B: Of course, we can talk about plenty of things like school, pets,movies, and our parents.
新目標九年級英語教案11
Unit 1 It was great t see her again.<:p>
Teaching gals 教學目標<:p>
1. Language gals 語言目標<:p>
a. e vcabular 重點詞匯和短語<:p>
Gegraph, phsical, PE, neither, reall<:p>
b. e sentences 重點句子 <:p>
Did u d anthing interesting? <:p>
It isn’t as big as urs. <:p>
What’s it lie?<:p>
Which schl is better, ur schl r Par Schl?<:p>
Bth schls are ver nice.<:p>
Neither schl has anthing the ther hasn’t gt.<:p>
2. Abilit gals 能力目標<:p>
Enable students t listen t and tal abut the schl life.<:p>
3. Learning abilit gals 學能目標<:p>
Help the students learn hw t tal abut the schl life.<:p>
Teaching ethds 教學方法<:p>
Listening and speaing. <:p>
Teaching iprtant/difficult pints教學重難點<:p>
Hw t tal abut schl life using the cparisn. <:p>
Teaching aids 教具準備<:p>
A tape recrder, a prectr and a cputer. <:p>
Step 1: Greeting<:p>
Step 2: Waring up and lead-in<:p>
In this prcedure, tr t ae students spea ut the naes f schl buildings and subects. <:p>
T: Tda we are ging t tal abut schl life. First, let’s l at the pictures n the screen. This is ur schl, d u lie it? <:p>
<:lc aspectrati="t" v:ext="edit"><:p>
Ss: es, we all lie it ver uch.<:p>
T: Can u sa what buildings r special rs ur schl has? <:p>
S1:There are an buildings, such as the labratries, the cputer r, the librar, the eeting r, the big and bright classr and s n. <:p>
S2:And there is a swiing pl in ur schl, t. It’s ver big and bright. I can swi in it. I lie swiing ver uch. <:p>
S3:…<:p>
T:Gd! Please l at the screen. Our schl has an buildings , can u sa the naes f the ludl?<:p>
Ss:es. ( Read after the teacher ludl)<:p>
<:p>
gegraph garden labratr swiing pl librar<:p>
<:p>
cncert hall plagrund cputer r eeting r<:p>
<:p>
Step 3: Free tal<:p>
In this prcedure, as the students t tal abut schl buildings that the lie best, tr t iprve their speaing abilit.<:p>
T: O, can u tell e which building d u lie best ? Wh? Please as and answer in pairs lie this:<:p>
A: D u lie cputer r best? <:p>
B: N, I lie labratr best. Because I can d phsics experients there. I <:p>
lie learning phsics. Which ne is ur favurite?<:p>
A: M favurite building is the plagund. Because I can have P.E. lessns there. I a gd at sprting. What abut u, Wangun?<:p>
C: …<:p>
Ss: (The students tae turns t practise.)<:p>
Then as se students t act ut their dialgue in frnt f the whle class.<:p>
Step 4: Listening<:p>
In this prcedure, as students t listen and cplete the sentences in Activit 2. <:p>
T:Well dne, everne! Here’s a recrding abut Bett and Daing’s schl life... Nw listen and cplete the sentences. The wrds and expressins in the bx a help u.<:p>
Chec the answers with the class. <:p>
T:Nw, we have gt the right answers t the exercise. I want u t as and answer in pairs t be re failiar with the wrds.<:p>
Step 5: Listening and reading<:p>
In this prcedure, as students t listen t the cnversatin and cplete the chart in Activit 4 and answer the questins in Activit 5. <:p>
Listening<:p>
T:Nw, u will listen t the cnversatin abut Par Schl. While u are listening, u shuld tae ntes and then cplete the table accrding t the ntes u have taen.<:p>
Listen again and chec the answers with the whle class.<:p>
T:Read the cnversatin carefull again and answer the questins in Activit 5.<:p>
Shw the questins n the screen:<:p>
1. Did the friends nw that Tn was ging t see Sall?<:p>
2. Did Tn eet Sall at Par Schl r sewhere else?<:p>
3. Did sene give Tn the phts?<:p>
4. Is Lingling surprised at the nuber f pupils in a class? Hw d u nw?<:p>
5. What d u thin aes Par Schl better r wrse than their schl?<:p>
6. Wh des Lingling thin the are all ging t get tp grades?<:p>
The saple answers t Activit 5:<:p>
1. N, the didn’t.<:p>
2. He et Sall sewhere else in Lndn.<:p>
3. N. Tn t the phts hiself.<:p>
4. es, she is. Because she sas “Ww”.<:p>
5. Bth f the are ver nice schls with cputers, Internet, swiing pl and a huge sprts grund. But Par Schl is nt as gd as their schl at English.<:p>
6. Because their schl is better than Par Schl at English and the are gd at English. The believe the stud hard and well enugh t get tp grades. <:p>
Then as students t read the cnversatin alud in pairs.<:p>
Vcabular<:p>
T:Read the cnversatin again t find the incline wrds and phrases in Activit 6.<:p>
A few inutes later.<:p>
T:Have u fund the?<:p>
Ss: es. It’s ver eas.<:p>
T:O! Read the after e and als the rest in Activit. “ter, exa, grades, aths, gegraph, PE, swiing pl, and g.<:p>
Ss:“ter, exa, grades, aths, gegraph, PE, swiing pl, and g.<:p>
T:D u nw the eanings f the?<:p>
S1: Of curse. Subects: aths:數學 gegraph: 地理 PE：體育<:p>
S2:places: a swiing pl g: 體育場<:p>
S3:ter: 學期 exa: 考試<:p>
T:Gd! Nw, cplete the sentences in ur wn wrds in Activit 6.<:p>
The saple answers:<:p>
1. At the end f this ter, I have t d an exa in Chinese, English and aths.<:p>
2. M grades in English are gd.<:p>
3. I have aths five ties a wee, and gegraph three ties a wee, and PE twice a wee.<:p>
4. A swiing pl is sewhere u can swi and a g is sewhere u can d se sprts.<:p>
Step 6: Language ntes<:p>
1. Guess what?<:p>
guess what或u’ll never guess,用在口語當中，在告訴別人令人驚訝的事情之前常用到。如：<:p>
Guess what! I’ve gt a new cputer.<:p>
u’ll never guess wh I saw tda.<:p>
2. “But what…?” 但是什么？<:p>
這里Bett 說 But what…? 是在追問Tn沒說完的內容。如：<:p>
—The new teacher has a gd wa f teaching. But… 新來的老師課講的好，不<:p>
過……<:p>
— But what…? 不過什么？<:p>
— But he’s t serius, I thin. 不過他太嚴肅了，我覺得。<:p>
3. It was great t see her again. 很高興又見到她了。<:p>
句中it是形式主語，真正的主語為t see her。例如：<:p>
It’s nice f u t sa s. 你這樣說太好了。<:p>
It’s ver iprtant fr e t learn English well. 對我來說，學好英語太重要了。<:p>
4. What’s it lie? 它怎么樣？<:p>
句中lie為介詞，意思為“像……”，如：<:p>
What’s the weather lie tda? 今天天氣如何？<:p>
What’s ur English teacher lie? 你們英語老師人怎么樣？<:p>
5. Let’s have a l. 讓我看一看。<:p>
let sb. d sth. 意思為“讓某人做某事”。如：<:p>
Let’s g shpping, O? 我們去購物吧，好嗎？<:p>
新目標九年級英語教案12
Prnunciatin<:p>
1. Listen t and sa the sentences in Activit 7.<:p>
2. Read the sentences in Activit7 again, paing attentin t the stress f the underlined wrds.<:p>
3. Listen t the tape again and then let se students sa these sentences, the ther students saing ut the iprper prnunciatin.<:p>
T:Mabe everne can find that the underlined wrds which are stressed are usuall nuns, adectives and verbs. Nw, practice saing the sentences in Activit 8 and underline the wrds the speaer will stress.<:p>
The saple answers:<:p>
Bett:Did u d anthing interesting while u were there? Did u visit her schl? <:p>
Tn:es, I did. She t e there herself.<:p>
Bett:What’s it lie?<:p>
Tn:Here u are. These are se phts f Par Schl. I t the self.<:p>
Speaing<:p>
T:Wr in pairs and cpare ur schl with Par Schl. Sa what:<:p>
Bth schls have…<:p>
Neither schl has ….<:p>
Par Schl has a swiing pl, but ur schl desn’t.<:p>
Se infratin abut the students’ wn schl<:p>
Bth schls are ver nice. Bth schls have a few science labratries, a large librar, a usic r and a huge sprts grund. Neither schl has less than 600 pupils. Par Schl has a swiing pl, but ur schl desn’t. Our schl has a ulti-edia classr, but Par Schl desn’t. Par Schl has a hall fr cncerts, but ur schl desn’t. There are 64 pupils in a class in ur schl, but there are nl 30 pupils in a class in Par Schl.<:p> The saple speech:<:p>
Hewr:<:p>
1. Learn the new wrds b heart.<:p>
2. Act ut the cnversatin in grups.<:p>
3. Finish ff the wrb exercises 1-5.<:p>
新目標九年級英語教案13
No, sb. haven’t hasn’t. 2. sb.be dong sth.3. sb.do sth4. used to do sth5. sth be done.6. sb. have done sth Step4:梳理歸納： 1. Go past the park and turn left onto Oak Street.
(1)past此處作介詞“過” go past= We have dinner at about a quarter six.
(2)作名詞“過去，昔日” 在過去
(3)作形容詞“過去的 在過去的幾年
(4)作副詞“經過” The children ran . 2. The staff dress up as clowns. 服務員都一身小丑打扮
(1) dress up意為“打扮，裝扮”as意為“成為”dress up=dress oneself up eg：圣誕節就要到了，他想打扮成圣誕老人。
Christmas is coming He wants to Father Christmas.
(2)dress up in + clothes=dress oneself up in“用什么打扮起來”孩子們喜歡用父母的衣服打扮起來。
Children often enjoy their parents’ clothes. orChildren often enjoy their parents’ clothes(3)dress n. (a)可數名詞：“女服，連衣裙” She is wearing a beautiful dress. (b)不可數名詞“服裝，衣服”working dress 工作服 evening dress 夜禮服vt. (a)dress + 表示人的名詞或代詞為“給… 衣服，給…打扮”“供衣服給…” dress oneself“穿衣，打扮”eg: 他太小了，不能穿衣服。
He is too young t . 你能替我給孩子穿上衣服嗎?Could you please for me?(b)be dressed in=get dressed in +衣服或顏色她今天穿著白色的衣服。
She is dressed in white today.3. a kind of， kinds of， kind of 的區別
(1)a kind of “一種”， 常作定語，表示種類，其后的名詞可單數也可復數。
(2)kinds of “各種各樣的”常作定語，也可寫為： ，“不同種類的”為： 作主語時謂語動詞看kind， kind為單數用單數形式，kinds為復數用復數形式。
Eg：
(1)我們圖書館里有各種各樣的書。
There all kinds of books in our library.
(2)他喜歡不同種類的水果。
He likes to eat fruits.
(3)這種小車生產于日本。
This kind of cars Japan.kind of “一點，稍微”相當于a little 常作定語，修飾形容詞。
3. be made from 由……制成eg: Wine is made from grapes.Be made from “由……制成”它指原材料經過化學變化，從成品已經看不出原材料。
Eg: Paper is made from wood. 有關be made的詞組有Be made of用……制成(能分辨出原材料)Be made in 在……地方制造be made into 被制成…… (強調制成品)be made by 被……制造be
2. The topics in the five unitsLearning steps:
Step 1:情景導入Pair work: Practice the conversations with the following structures1.— Can you tell me where the post office is?—Turn left ight. Go past the drugstore.
—Could you please tell me where I can get a dictionary?—Could you please tell me if there are any good museums in Newtown?2.— What are you supposed to do when you meet for the first time?— I’m supposed to shake hands.3.— How do you feel about pollution?— It makes me kind of angry.
How about you?— It makes me want to join a clean-up campaign.4.— Have you ever done sth yet?— Yes, I have No, I haven’t.5.—There are used to be a lot of manatees.— We are trying to save the manatees.Step2:自主學習: 復習掌握下列短語和句型并安要求造句1. 1. take a vacation意為“度假，休假”
2. dress up in + clothes=dress oneself up in“用什么打扮起來”
3. take dance lessons上舞蹈課= have dance lessons類似的有take acting lessons上活動課;take singing/music lessons上音樂課4. a good place to eat “吃飯的好地方”a good place to do sth “干什么的好地方”
5. 握手shake hands 6.特地(不怕麻煩)做某事 go out of one’s way to do sth.7.第一次 for the first time 8.使某人感到賓至如歸 make sb. feel at home9.餐桌禮儀 table manners10. 習慣于…… beget used to11.自學 learn … by oneself 12.順便訪問 drop by13.瞄準 ; 針對;致力于;旨在 aim at14.例如; 比如 for instance15.畢竟 after all 16.有時;偶爾at times17.應該做某事be supposed to do sth.
18 .本應該做某事should have done sth.
19.首先 to start with20.到目前為止;迄今為止 so far
21.幸虧;由于;因為 thanks to22. 盼望;期待 look forward to23. 關心;關懷;照顧 care for
Step3:合作互動：Group work: Make as many sentences as you can with the following grammar in groups. how to get to sw?1. Can you tell me where there is a good place to do sth?Could you please tell me where I can get sth? If there are any food museums in sw?2. sb be supposed to do sth.3.Sthsb. make sthsb do sth. +adj. Yes, sb.hashave.
4. HaveHas sb. donemade up of 由……組成(強調組成部分) Step 5典題賞析1. the bad weather, the swimming match had been put. A. Because B. Thanks to C. With the help of 剖析：本題考查連詞和短語的用法，根據句意為“由于壞天氣，游泳比賽被推辭”，C不符合題意，而because后加從句，不加短語，故選“多虧，由于”。
2. In the past few years there great changes in my hometown.A. have been in B. were C.had been D. are剖析：本題考查現在完成事態的用法。
In the past few years“在過去幾年里”用于現在完成時態。
故選A。
Step6中考鏈接( )1. —What are you going to do this Sunday? —I yet.A. haven’t decided B. won’t decide C. am not decided D. didn’t decide( )2. The boss told me that the work was not suitable my brother. .A. in B. at C. for D. with( )3. —So far, how long you China? — For one year.A. have; come B. have; been to C. have; been in D. have; gone to( )4. —How much does it cost to build the school library?—for ________ yuan.A. million of B. millions of C. millions D. million( )5. We are looking forward to you this summer.A. visiting B. visit C. looking D. look
新目標九年級英語教案14
Unit 1 The Changing World
Topic 1 Our country has developed rapidly
Section A
Ⅰ. Material analysis
本課是九年級第一單元第一話題的第一課時。本課內容豐富，主活動為1a和3。
1a部分通過“談論假期經歷”初步感知現在完成時 “have/has been to 和 have/has gone to” 的用法。
1b引導學生運用抓關鍵字詞完成表格的方法，培養學生的聽力技能。
1c 則是培養學生運用關鍵詞復述課文的能力。
2a通過創設新的語境，在聽的過程中進一步體會“have /has been to 和 have/has gone to”。
然后在2b中讓學生通過小組合作的方式總結它們的區別。通過前幾個步驟的學習，學生完全可以口頭運用“have/has been to 和 have /has gone to”來進行 3的對話操練。這樣，在聽、說、讀、寫各個方面都對新語法進行了全方位地復現和操練，有利于鞏固新知識。通過談論假期生活，既可以相互增長見識又可以增進同學間的友誼。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本課的重點詞匯和短語，初步學習現在完成時。
2.Skill aims:
培養學生的聽力能力。
培養學生的口語表達能力。
能通過整合對話內容，提升綜合語言運用能力，為語言輸出做好準備。
3.Emotional aims: (optional)
引導學生了解不同的假期生活，熱愛生活，增進友誼。
4.Culture awareness: (optional)
通過了解不同的假期生活，引導學生關注不同的生活方式有不同的人生意義，培養他們熱愛生活的品質。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: bell, take place, volunteer, have/has been to…, have/has gone to…, so…that…, by the way, be happy to do…
Sentences: There goes the bell. /It must be fun.
Grammar: Present Perfect (have/has been to和have/has gone to的用法)
2. Difficult points：
能通過聽、說和讀的方式感知并掌握have/has done的用法。
能區別并會恰當使用have/has been to和have/has gone to。
Ⅳ. Learning strategies
培養學生通過圖表信息重組語言的綜合能力。
教會學生如何在聽的過程中提取關鍵詞。
培養學生通過圖片表達相應信息的能力。
Ⅴ. Teaching aids
單詞卡片或者幻燈片；家鄉或所去城市的風景照片等。
Ⅵ. Teaching procedures
Stage
(time period) Interaction
patterns Teacher activity Student activity Remarks
1 Getting students ready for learning
(4-6 mins) Class activity Brainstorming: Show some pictures of some famous places. Get the Ss to speak out their names as quickly as possible to arouse the Ss’ interest.
T: Boys and girls, the bell is ringing. Let’s begin our class.
T: Here are lots of pictures. Now please speak out their names as quickly as you can. Are you ready?
Ss: Yes!
T: Here we go! Speak out the names of the countries.
Ss…
Ss: Yes! 讓學生更加熟悉各國名稱，為1a學習做好準備。
建議一：也可使用自己旅游時的照片或當地比較有特色的風景圖片，讓學生猜地名，提升學習興趣。
建議二：可使用free talk的方式，用一般過去時自由談論假期生活。
新目標九年級英語教案15
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 please tell me where…? Now who can make sentences by 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 can choose 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．
新目標九年級英語教案16
Ⅰ 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 and 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．
Step Ⅲ Part 2
Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English． Ask five students to report their answers． Draw students’ attention to the instructions． Ask students to complete the task individually or in pairs．
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． As they 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 activity
As 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．
新目標九年級英語教案17
We’re trying to save the manatees!
一、重點難點
1. I am like this animal because I am strong and intelligent.
be(am/is/are) like像 He is like his father。他像他的父親。
look like 看起來像 He looks like his father.
be similar to sb/sth 和….相似 take after sb 和某人長得像或性格像
2. How big are manatees? 海牛有多大？
How big... 詢問體重。以how組合的疑問詞組有很多，如：how old（詢問年齡），how often（詢問頻率），how long（詢問動作持續的長短或東西的長度），how much（詢問質量或者價錢），how far（詢問距離）how many（詢問數量，且為可數的東西），how soon （詢問過多久）
英語中表示長度、高度、寬度、深度和重量的表達法有：
eg. The bridge is nearly 2000 meters long. 這座橋長將近2000米。 eg. This elephant is 1000 pounds heavy./This elephant weighs 1000 pounds. 這頭象重1000噸。
3….they weigh about 1,000 pounds……他們大約重1000磅。
weigh 稱……重量，測……重量。如：
He weighed the stone in his hand.他用手掂了掂這塊石頭的重量。
The piece of meat weighs four pounds.這塊肉重四磅。
weight 名詞，重量。如： What is your weight？
4. We’re trying to save the manatees. 我們正在竭盡全力拯救海牛.
Try to do =try one’s best to do努力去做某事。如：
Every student should try to study hard in order to study in a university.
5. I’m writing to say that I am against building a new zoo in our town.
be against / for doing 反對/贊成做某事
against 介詞，表反對，相反的，如Are most people against the proposal?
against 介詞還有觸,碰,倚,靠的意思.如:
Put the piano there, with its back, against the wall.把鋼琴放在那里,背靠著墻.
6. I’ve visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in.
(1) be suitable for sb to do sth. 表示 “適合某人做某事”,這里suitable 是suit的形容詞形式,表示 “合適的”.如:
This kind of bamboo is not suitable for pandas to eat.
這種竹子不適合給熊貓吃.
(2)to live in 在此處作animals的后置定語. 英語中動詞不定式短語做名詞定語,放在后面.如: 我們沒有什么可以擔心的.
8.I was surprised to find hardly anyone there.我非常驚訝地發現在那幾乎沒有人. 常用詞組:be surprised at sth對某事感到驚訝.
be surprised to do sth很驚訝地做某事.
in surprise 驚奇地 to one’s surprise 使某人驚奇地.如:
I was surprised at the news to hear the news. 聽到這個消息我很吃驚.
His words surprised me.（做動詞，使驚訝）
他的話使我大吃一驚.
It is surprising news. I was/feel surprised at the news.(ed的形容詞修飾人，ing的形容詞修飾物)
9. They provide homes for many endangered animals, and help to educate the public about caring for them.(動物園)他們為許多瀕危的動物提供了家,也有助于教育眾人來關心這些動物.
provide sb with sth. = provide sth for sb 提供給某人某物
The firm provided me with a car.公司給我一輛汽車.
Can you provided accommodation for thirty people?你能為30人提供住宿嗎?
the public 指 “民眾,公眾”.在英語中,定冠詞the 后接形容詞表示一類人.如: The young 年輕人 the wounded 受傷的人
care for 可做 “照顧,照料,看護”的意思; take care of sb/sth = look after sb/sth
10. I urge all of your readers to visit our wonderful zoo soon.
我們竭力主張你們所有的讀者趕快來參觀我們的很棒的動物園.
urge 力勸,鼓勵,慫恿,極力主張,強調.如: They urged us to go with them. urge sb to do sth強烈要求/力勸某人做某事
11. You have probably never heard of Amy Winterbourne.
(1) hear 聽見(過去式heard,過去分詞heard)
hear sb do/doing sth .聽見某人做/正在做某事. 如:
I listened carefully but heard nothing . 我仔細聽但是什么也沒聽到.
I often hear him sing in the next room. 我常聽他在隔壁唱歌.
詞組:hear of /about “聽說, 聽到”, 強調從別人那里間接得到的信息.
(2)hear from “收到……的來信, .如:
I haven’t heard from him for a long time.我好長時間沒收到他的來信了.
12. Amy recently won…艾米最近贏得了……
win 贏(過去式 won ,過去分詞won,現在分詞winning)如:
win a race /a battle /a prize 贏得賽跑/戰役/戰爭/獎品.
beat 也表示 “贏,打敗(常接對象)”,如:
Beat Class 3 /Mary /No 1. Middle School’s football team.贏/打敗3班/瑪麗/第一中學足球隊.
lose 失敗, lose to sb,敗給某人. winner 勝利者.
13….and sells them to raise money for the Children’s Hospital……..
raise (1)集結,召集,籌措,如: raise an army ; raise funds for a holiday
(2)舉起，抬起,
raise one’s hope 燃起某人的希望. raise one’s glass to sb 向某人敬酒
raise one’s hand to sb. 象某人伸拳raise one’s voice 提高聲音
(3)提出(意見/看法)， 如:
raise a new point 提出一新論點. raise a new question 提出一新問題.
(4) 撫養,飼養,. 如: raise pigs 養豬
I was born in Wuhan and raised in Wuhan.我生在武漢,長在武漢.
14. turn off表示“關掉”，用在關掉收音機，煤氣，自來水等場合。與其相關的幾個短語是turn on“打開”，turn down“關小”，turn up“開大”。
15.in one’s spare/ free time 在某人業余/休閑時間
16.She is a most unusual woman. (P122)她是一個十分不尋常的女性。
知識歸納a most, the most與most的用法 （1）a most的用法。在“a most+形容詞+名詞”結構中，most是副詞，意為“很，非常”，相當于very,用來修飾它后面的形容詞，本句就是這一用法。 Guilin is a most beautiful city.桂林是座非常美麗的城市。
（2）the most 的用法
在“the most+形容詞+名詞”結構中,most 是副詞，表示程度，意為“最”，與其后的形容詞一起構成形容詞的最高級。
He is one of the most famous writers in China. 他是中國最著名的作家之一。
在“動詞+the most”結構中，most 也是副詞，其作用和意思是“最”其位置通常在動詞后。
They like English the most. 他們最喜歡英語。
（3）most 通常有兩種用法
在“most+副詞或形容詞”結構中，most 是副詞，意為“很，非常，十分”。 I shall most certainly go there. 我十分肯定會到那里去。
在“most+名詞”結構中，most 是形容詞，意為“大部分的，大多數”或“最多的”。 Most students like English. 大多數學生喜歡英語。
17. The walls are made from old glass bottles that are glued together. (P122) 墻是由舊玻璃瓶粘在一起建成的。
be made from/of意為“由……（原料）制成”，后面一般接物質名詞。接from則表示某物品制成后，已看不出原材料是什么，原材料在制作過程中已起了化學變化；接of表示某物品制成后，仍可看得出原材料，其原料在制作過程中未發生化學變化。
Wine is made from grapes. The desk is made of wood.
be made up of表示某物或某組織由一種種成分或一個個成員組成。 The world is made up of matter.世界是由物質構成的。
be made into意為“把……做成……”，主語在意義上為原材料，介詞賓語在意義上為制成品。 Bamboo is also made into paper.竹子也可以用來造紙。
be made in意思是“在……（地點）制造”，介詞in后接產地。 This kind of computer is made in the USA．這種電腦是美國制造的。 be made by意思是“由……制造”，介詞by后跟動作的執行者。
This model ship is made by Uncle Wang. 這個輪船模型是由王叔叔制作的。
18. Amy recently won an award from the Help Save Our Planet Society. (P122)艾米最近獲得了“救助地球”協會的獎勵。
（1）recently 表示“最近”，既可以用于表示一段時間，也可以表示一點時間，多用于完成時態。
Have you hear from Michael recently?你最近接到邁克爾的來信嗎？
二、時態和語態
1.be (am/is/are/was/were)ding 現在進行時，表示正在發生，提示詞有now/look/listen等。
2.一般現在時，用動詞原形或動詞的三單形式，表示經常發生的動作，提示詞有often/usually/every day等。
3.一般過去時，用動詞的過去式形式，表示發生在過去的動作，提示詞有yesterday/last week等表示過去的時間。
4.一般將來時，be going to do 或者will do,表示將來發生，提示詞是tomorrow/next week 等表示將來的時間。
5.現在完成時，has/have done,動作發生在過去，強調對現在的影響；或者動作可能一直持續到現在，提示詞有recently/since/up to now/in the last(past)years…
6.過去完成時，had done, 表示過去的過去，提示詞有by the time/before/by+過去時間等（從句用一般過去時，主句用過去完成時）
7.被動語態，be done 表示被做
具體形式：am/is/are done was/were done
has/have been done can/must/should/may/will be done
新目標九年級英語教案18
認真預習課本P34-35，
完成以下任務，九年級英語教案 Unit 5 It must belong to Carl。
（一）默寫下列單詞、詞組。1.屬于2.作家、作者3.可能的4.誰的5.郊游野餐6.落下7.可能地、或許8.發帶
（二）看P34的圖片，完成1a的任務。
（三）翻譯下列詞組。1.她最喜愛的作者2.唯一的小孩3.古典音樂4.流行音樂5.屬于6.彈吉他
（四）在括號內寫出下列單詞的含義，注意區別，然后完成課本P35 2c。must（ ）, might（ ）,could（ ）,can’t（ ）II．
學習與鞏固。
（一）根據漢語意思，填空。
這本法語書一定是李英的，她是我們班唯一一個正在學法語的人。This French book __ ___ _ Li Ying’s. Because she is the _ ___one _____studyingFrench.
2. 這是誰的T恤衫？不會是吉姆的。因為對他來說太大了。____ T-shirt is this? It __ ___ be Jim’s, becauseit’s _____ ____ bigfor him.
3. 她確實太嘮叨了，是嗎？ She doestalk,doesn’t she?
4. 你會彈吉它嗎？ Can you___ ____ ________ __?
5. 他可能是為了趕車在跑。 He_____ be _____ to _____ a bus.
6. 這些是誰的筆？pensare?這些是李明的。They are.
7. Whose is this umbrella?It’s.
8. 那個提包是誰的？ Whose isthat?Whothatbag?
9. My backpack must_________ __________(仍然、還) at school.
10. 他們倆都打算去聽音樂會。They________________ going to the concert.
11. 他們倆都踢足球，對嗎？ They________ _________ soccer，don’t they?
（二）根據下列情景，組詞成句。
1. Every time I see Gigi, she’s eatinga candy bar.chocolate/like /must / she_________________
2. Oleg is 19 years old, and Natalya is27.be /couldn’t / mother / Natalya / Oleg’s________________ _ __
III.學后反思：第二課時Section A06.10.8I.
認真預習課本P36，完成以下任務。
（一）默寫下列單詞、詞組。1.交響樂2.計、值3.最后的、最終的4.所有者、業主5.驗光師6.約會，約定7.代數8.關鍵的9.憂慮的、焦慮的10.煩惱的11.牛津大學12.代數考試13.期末考14.給他母親的禮物 a presenthismother 15.漢英詞典
（二）完P36 的任務：給句子排序，然后圈出你不知道的單詞。
（三）按正確的順序大聲朗讀3a，回答下列問題。1. Who wrote the thank-youmessage?2. Did Anna drop thebackpack?3. Who dropped thebackpack?4. Where might the backpackbe?5. Were Anna at home when Linda calledher?6. Is the math testcrucial? Why?II．學習與鞏固。A: What do you think “anxious”means?B: Well, it _________(肯定不是) mean“happy”.A: It _________ (可能) mean“worried”.B: Oh, yes. She is worried___________ ________ (因為) her test
III.學后反思：第三課時Section B06.10.9I.
認真預習課本P37－38，完成以下任務。
（一）默寫下列單詞。1.追逐、追趕2.天空3.趕上4.訪問、會見5.喧鬧聲、嘈雜聲6.猴子7.鄰居8.風9.主管、主任10.不快樂的11.足跡、腳步聲12.垃圾13.生物14.逃跑、逃走15.極其、非常16.神秘的事物
（二）看P37頁的圖片，然后用方框里的單詞為每張圖片寫一個句子。試著給故事寫個結尾。請寫在P37 2a 的橫線上。
（三）從P37－38找出下列詞組。1.跑步鍛煉2.趕公共汽車3.過去常常4.這些天5.當地學校6.極為擔心7.在窗子外面8.報警9.隔壁鄰居 10.肯定有____________________________
（四）閱讀報上的文章，在人們認為可能引起鐘塔里正在發生的怪事的事物下劃線。把他們寫在橫線上： ananimal,
II．課后思考。1.課本P38 3b用這些筆記再寫一段關于鐘塔的故事。
2.課本P38 3c看下面的標題，完成這篇關于發生在鐘塔里的怪事的文章。
III.學后反思：第四課時SectionB Self check06.10.11I. 認真預習課本P39-40，完成以下任務。
（一）默寫下列單詞、詞組。1.氣味2.手指3.石頭4.舉起、抬起5.螞蟻6.假裝7.試圖、企圖8.（狗等）吠聲9.happy (反義詞)10..important(反)11.comfortable (反)12.agree(反)13.honest(反)14.用完、耗盡
（二）完成SelfCheckII．學習與鞏固。 英漢詞組互譯。1.屬于……的2.my favorite author3.報警4.be extremelyworried5.從……逃走6.feelanxious7.假裝睡著8.因為.由于9.becareful of10.swim in an ocean ofpaper
新目標九年級英語教案19
一、單項選擇。
（ ）1.“___ Ianswer this question in English? ”“No, you ____. You ___ answer itin Chinese.”A. May, needn’t,can B. Must, needn’t,may C. May, mustn’t, couldD.Must,mustn’t, can
（ ）2. LiuMei’s name is on the bag. It _____ hers. A.wasB. has been C. must be D. will be（ ）
3. Dickisn’t at school today. He ______ ill at home.A. maybeB. might beC.wasD. can’t be（ ）
4. Myfriend has lost his blue bike. This orange one _____his. A. must notbeB. might beC. can’t beD. is must be（ ）
5. Who_____ this building belongto?A.isB.doesC. was D.has（ ）
6. Thereis _______ snow and it’s _______ cold this winter.A. too much, toomuchB. too much, much tooC. much too, much tooD. much too, too much（ ）
7. Thisgirl ______ very clever.A. used to be B. useto be C. usedbe D. used tois（ ）
8. “Whatare you _______? ”“I’m ______ my backpack, I can’t _____ it. ”A. look for, find, look forB. finding, finding, look forC. looking for, looking for, findD. finding, looking for, find（ ）
9. What_____ in Bell Tower Neighborhood this time yesterday?A.happenedB. washappenedC. washappeningD. is happening（ ）
10. “Maybethis coat is Li Xia’s ”means “______”.A.This coat must be Li Xia’sB. This coat must belong to Li XiaC. This coat can’t be Li Xia’sD. The coat may be Li Xia’s（ ）
11.“Thevolleyball must belong to Carla. ”means “_____”.A. Carla’s name is on thevolleyball B.Carla has a volleyballC. The volleyball must beCarla’sD. That can’t be carla’s volleyball（ ）
12. MarkTwain is Mary’s _____ author.A. famous B.favorite C. different D.strange（ ）
13. Ireally need my ruler _____ I’ll have a math test on algebratomorrow.A.ifB.whenC.so D. because（ ） 14.“Whatdo you think ‘terrified’ mean? ”I think it means “___”.A.afraidB.happyC.glad D. sad（ ）
15.“______ magazine do you think it is? ”It must be Grace’s.A.WhereB. WhichC. Whose D. How（ ）
16. A:Where’s Rose?B: I’m not sure. She _____ in thelibrary.A.isB. might beC. must be（ ）
17. A: Mydaughter just got a scholarship toStanford! B: You ____ be proudof her.A.couldB.mustC. might（ ）
18. A: Howdoes Sheila get toschool?B: I don’t really know. She _____ the bus.A. mighttakeB.takesC. must take（ ）
19. A: IsMyrna working in the citytoday?B: She _______. I’m not sure.A.couldB. couldhaveC. could be（ ）
20. A:Does Lucia still share a house with hissister? B: I don’t know. He______.A. mightbeB.mightC. might have
二、根據漢語完成句子。
你看到在地上的錢也許是上帝給你的壓歲錢。 The money you________ lying on the ground_________ __________the money for the new yearfrom the God.
2. 這本新的英漢字典肯定屬于吉姆。This new___________________ dictionary ____________________ _________ Jim.
3.由于大雨，他來晚了。He came late _
新目標九年級英語教案20
教學時間： 一課時
學習者分析：我班共有61名學生，其中女生41名；男生20名。班上整體學習習慣良好，學習氣氛較濃，學習勁頭高漲，對英語學習有較高的興趣。班上總體成績較好，深受學校領導好評。
教學目標：
一、情感態度價值觀
1、在同學、老師的幫助下，做一些力所能及的事情，培養保護環境、幫助他人、構建和諧家園的人生價值。
2、學習過程中，認識自己、完善自己，提升素質、學習別人的長處、獲得成功的體驗、幫助他人給自己所帶來的快樂。
二、過程方法
1、在學習過程中，要自主思考，合作探究，提高對事物的判斷能力，分析能力。
2、從進一步學生的正確的人生觀入手，提高解決問題的能力。
三、知識與技能
1、通過學習本節內容，能認識事物的優劣，增強是非觀念。
2、通過學習本節內容，培養起關心他人、關愛地球、珍惜生命的責任感。
教學的重點難點：1、一般將來時的構成；2、would like to do something的用法。
教學資源：學生們準備一些職業圖片、大自然的風景圖片（包括美麗的景點、被污染的河流等），還有一些警示牌等。
教學過程1、導入新課
Boys and girlso you want to live happily? Do you love natutal? How can you make protect our environment? Today let`s talk about the questions !
教學活動2、show some bulletin boards ,students read about ways everyone can help oneself and people try to thingk ways to protect our environment;learn fellow sentences:I`ll……; You`ll ……..; Would like to do something…..
教學活動3、Work in pair :Make up with a plan
As a teacher .We can help young children to read ;As a professional singer.We can sing for groups of people at the city hospital to cleer them up.As a vet .We can work in an animal hospital;As a cleaner We can collect rubbish to work our city more beautiful.
教學活動4、Let`s ss write down three things they like to do.Ask their partner for advice about the kinds of volunter work.
新目標九年級英語教案21
設計的基本理念：依托外研版九年級新教材第十模塊，根據新課標的嶄新理念，以培養學生自主、合作、探究精神，突出培養學生的綜合英語語言運用能力為指導思想而設計。
課 型：Listening and speaking
教學內容分析：
1．單元教材內容貼近學生生活，主要涉及運動訓練、健康飲食以及身體健康等，易于學生接受。同時，前面幾個模塊已對定語從句進行了學習，已有一定基礎，對培養學生發散思維和鍛煉口語有著積極的作用。
2．教材內容的前幾個模塊一直都在學習定語從句which ,that, who的用法，經過前幾個單元的鋪墊，本單元whose引導的定語從句教學就不是難點。
學生分析：
1．已處于九年級上學期，經過初中階段兩年多的系統學習，已具有一定的.認知水平和對英語語言的運用水平。
2．學生的主動思考與口語水平不高。所以在這一單元的學習中，可能很多學生的參與性較差，所以應該采取有效的措施，提高學生開口的安全感，引導學生積極參與學習過程，實實在在地提高教學的實效性。
教學目標：
1． 正確使用下列單詞和詞組：ache ，exercise ,weight, give up ,interest.
Behave, persuade ，ban, educate等。
2．掌握并運用下列詞組： give up, need to do,bump into等。
3．掌握whose 引導的定語從句并靈活運用。
教學策略：
1. 開放式教學策略。以有限的課堂為載體，帶學生進入廣闊的知識天地。
2. 興趣激發策略。有了興趣，學生才會有了參與的欲望，才能點燃他們的思維火花。
3. 任務型活動策略。在做中學，在做中練，在做中鞏固往往有良好的效果。
學習策略：
1. 課前預習，找出文章重難點與重點的短語語句。
2. 合作學習。學會傾聽、學會表達、學會討論，學會合作學習。注意學習方法，在小組合作中、在班級合作中，學習他人長處，學習溝通技巧，最終在學習中不斷成長。
教學手段：
本課采用任務型教學法，用多媒體、錄音機等輔助教學手段進行，為學生運用英語進行交際創設情景，實現師生互動，生生互動。
教學重點：
1.重點詞匯：ache，exercise, weight, give up, interest. behave, persuade ，ban, educate等
2.重點句型： whose 引導的定語從句
教學難點：定語從句的理解和運用
教學過程
一、
1）The teacher asks：
How are you?
Do you often do sports?
What’s your favourite sports?
Answer the questions. (展開競賽，學生搶答，激發學生參與課堂的積極性)
2）Lead the students’ attention to the pictures and the new words on the book.
Say something about the pictures. Read the words on the book.
利用圖片與文字的聯系，建立概念與所指之間的直接關聯，減少母語的干擾。同時，鍛煉了學生們聽、說的能力，動靜結合，使學生們在適當的情境中，快樂的學習本單元所學詞匯和短語。為接下的聽說做好鋪墊。
3) 聽力訓練
Do Activity 2.
依據目標：采用活動途徑，倡導體驗參與，掌握運用語言的能力。
Play the tape and ask： What does Tony do to keep fit? What do his classmates think of it?Listen to the tape and answer the questions.
簡單易答的問題入手，使學生敢于發言.
Ask them match the words in Activity 5.
SS do these parts according to the aims.
充分調動各類學生積極參與英語課堂和自主學習英語的能力。使學生通過親身體驗，合作式的完成任務，通過交流、最終培養了學生良好的綜合語言運用的能力。
二、合作探究
1）Read the dialogue by themselves ,then act it in groups to grasp it 。
2）at the same time ,find “whose “modle” ，and write them down.
3) groups show the dialogue in class.
4)Solve the problems in the dialogue, find out the difficults and important points.
三、知識點精析
1）a bit 意為“有點兒”，可修飾形容詞及其比較級。
He is a bit tired..
知識拓展：a bit 與a little
(1) 當肯定句中修飾形容詞或副詞是，可互換。
(2) 修飾不可數名詞時，a little= a bit of.
(3) 與not 連用時，not a bit表示“一點也不” not a little“非常”，相當于very.
He’s not a bit tired. 他一點也不累。 He’s not a little tired. 他非常累。
2）give up 意為“放棄”，其后常接名詞、代詞或動名詞，若是人稱代詞，只放中間。 Though English is hard to learn, you shouldn’t give it up.
3)He doesn’t look like someone whose fitness and health interest him very much.
“interest”作動詞，意為“使。感興趣”。也可用作名詞，意為“興趣，愛好”常用于詞組“feel/have/show/take/an interest in sb./sth.
四．鞏固提升。
合并復合句
1. There is a girl. Her glasses are red.
______________________________________.
2. We went back to help the girl. The girl’s bike is broken.
_______________________________________________.
3. This is a book.I’m looking for the book.
____________________________________________.
五．達標測試。
根據漢語意思完成句子。
1. 如果你想保持身體健康的話就不要放棄。
Don’t ______ ______ if you want to _____ ________.
2. 湯姆對這部有趣的電影很興趣。
Tom _____ _____ ＿＿the ______film.
3. 廚房里還有點面包。
There is ____ ____ ____ bread in the chicken.
六．課后提升。
What’s the best way to stay fit and healthy? Why? 結合所學內容以及自己的感悟寫一篇60詞左右的小文章。
課后反思：
本節課健康訓練與保持為話題展開教學，進行多層次的聽力訓練，由淺入深，由易到難不同學生都能學有所獲，之后進行學生自己以及小組的對話練習與展示，使學生進一步加強對素材的熟悉，然后進行小組合作探究處理教材重難點，在設置寫的訓練，效果較好，但小組的評價時機要進一步做好處理。
新目標九年級英語教案22
教學目標(Teaching Aims)
通過本課教學，使學生初步學會說：什么東西或什么人在什么地方，即人或物所在的位置。并要求學生盡可能在交際場合使用。本課只教學生靜態位置的表達。（動態位置以后再學）要學習be動詞，介詞in, on, near, behind, under以及定冠詞the和不定冠詞a/an的用法。
詞匯學習： 掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find, window
理解： broom, raincoat, cap, Hong Kong, Macao, SAR
語音： /i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教學建議
本課主要學會表達大范圍 (Where is Beijing?) 和小范圍 (Where is my desk?) 的空間關系。小范圍的空間關系，可利用教室里的物品練習句型。老師可不斷的變換物品的位置讓學生熟悉前面提到的幾個介詞。
大范圍的空間關系，老師可利用地圖讓學生確認我國主要城市的位置。老師同時要以特殊的表達導入介詞“特指the”與“泛指a/an”用法。
以上表達應會聽、說、（包括會問回答）讀，語調語、音基本正確。
輔音音標的發音不必一步到位。如; /s/, /z/
教學重難點分析
1.句型
a.主謂一致，即be動詞的單復數。
Where is/ Where’s …?
It is/ It’s on/ in/behind/near/under the…
Where are/ Where’re …?
They are/ They’re on/ in/behind/near/under the…
注意語序：
特殊疑問句： 疑問詞 + 是動詞 + 主語 + 問號
b. 介詞in, on, near, behind, under的用法; 可組成介詞短語。
介詞 + 定冠詞 + 名詞
如：in the morning, at night, in the desk, on the table, near the door等。
2. 日常交際用語
Look at the picture. What can you see …? I can / can’t see… Can you see …?
Where is /Where’s…? It is / It’s in, behind, near, under the…
Where are /Where’re …? They are / They’re in, behind, near, under the…
單詞訓練建議
classroom, blackboard, schoolbag, raincoat，football 均為合成詞。可讓學生利用所學過的單詞知識，自學這些單詞。
學生能自學的詞盡量讓學生自學，老師可稍加引導，以下單詞可遷移，讓學生自己讀 behind → find room →broom
口語訓練建議
本課的口語訓練應放在空間關系上。并應當貫穿始終。口語訓練重要的一環就是正確引入“位置”所謂概念。這與中文有較大的差異。中文說：在… 里，（上，后面，附近）的結構，英文只用一個介詞，不同的介詞比表達了不同的位置，而且一般要與定冠詞the連用。向學生們介紹介詞時，多用直觀展示，適當用中文。
為了使學生能夠確切把握介詞的特點，我們在訓練的最初階段應當集中展示兩個物體之間的變化，不要過早的變換物體，這樣學生就能聚精會神的體會位置表達的基本方法。注意以下幾點：
1．創設一個合乎生活邏輯的語境。
2．尋找一個非設計空間表達不可的動機。如：尋找一個提問者看不見的東西。 老師上課找不見黑板擦，問一個學生。---- Where’s the brush? ---- It’s under the teacher’s table.老師也可自問自答。盡量從交際出發，減少純句型練習。
3．確定對話參與者之間的特定關系。
在物體選擇上，最好一大一小，構成一主一從的格局。建議教師使用一個色彩鮮明的大紙盒和一個具有對比色度的小球，然后再換成玩具小動物，如小狗或小貓等，引起學生更大的興趣。
畫一只貓和一個盒子，這只貓分別在盒子的四個位置，即在上、在下、在里、在后。
運用型訓練建議
老師可設計一個讓學生去辦公室去拿東西的情景，告訴學生東西的位置。這個練習最好事先和課代表準備好。課上給全班同學演示。其目的是告訴學生們介詞在生活中的運用。
Eg.
Teacher: Could you help me?
Student: Sure.
T: Go to my office and fetch your notebooks.
S: Where are our notebooks?
T: They are on my table.
S: Where is your table?
T: It’s near the second window.
S: OK.
筆頭訓練建議
老師可設計一些基本的測試性的筆頭練習，但一定是課堂上反復練習過的。多用直觀的方式提供物體的位置，適量中文。注意以下幾點：
1．清楚的展示物體的位置。
2．嚴格限定表示條件。
3．迅速反饋改正信息。
語法訓練建議
冠詞訓練
a. 第一次提到用a/an。
b. 定冠詞特指后接單述或復數名詞。
可指教室里存在的東西，如：地面、時鐘、桌椅等， 大家都知道的物品。
c. 位置介詞的用法。
in the bag, under the table, on the desk , on the table等。
情感教育建議
通過本課的確定位置，以及尋找物品，告訴學生應養成放好自己的物品，不亂扔亂放東西的習慣，培養學生樂于助人，幫助別人尋找東西，以及拾到東西應交公或交還失主的良好品德。
可利用本課所提供的內容，Taiwan, Hong Kong, Macao, SAR, 進行愛國主義教育。
情景教學
學習方位表達在日常生活中很有用。我們身邊有很多可就地取材的東西，建議老師在教、學生在學的時候，都不要忽略了身邊的實物。如：書包在哪里，書在哪里，桌椅在哪里等。同學們要盡可能練到脫口而出，這樣在交際時才能做到熟練自然，學以致用。看地圖講地名，要求學生有地理知識。老師不妨在課前讓學生熟悉一下地圖，知道三亞在海南，西安在陜西。此后再學用英語表達難度會小些。如有可能，再讓學生看看美國地圖、英國地圖，談談倫敦在哪兒，華盛頓、紐約在哪兒，鞏固所學知識，提高學習興趣。
冠詞a/an, the的用法
冠詞是用在名詞前幫助說明所指的人或事物。其分為不定冠詞(a, an)和定冠詞(the)。
不定冠詞a和an的功能
1、 指人或事物的某一種類。例如：He is a student..他是學生。
2、 指人或某事物，但不具體說明何人或何物。例如；A boy is over there.
3、 表示數量“一”的概念。例如：I have a bike, a computer and a small room. 我有一輛自行車、一臺電腦和一個小房間。
4、 用于某些固定詞組中。例如：have a look, have a seat等。
定冠詞the的用法描述
1. 用來特指某些人或某些事物。例如：The books on the desk are our teachers(books被on the desk所限定).桌上的書是我們老師的。
2. 常用在上文提到過的人或事物的名詞前。例如：There is a chair in the room. A woman is on the chair. The woman in lilys mother.房間里有一把椅子，一位婦女坐在椅子上，那位婦女是莉莉的媽媽。
3. 用來指說話人雙方都知道的人或事物。例如：Where is the teacher?老師在哪兒（雙方都知道指的是哪個老師）？
4.在世界上獨一無二的事物前。如：the moon
5. 在序數詞和形容詞最高級前。如：the youngest boy（最年輕的男孩） the first lesson（第一課）
6. 用在樂器類前。如：play the violin（拉小提琴）
7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：The Greens are not here
8. 用在一些習慣用語中。例如：in the morning, in the same class等。
何時不用冠詞？
1. 在專用名詞前。例如： in China; in Grade One等。
2. 名詞前已有了做定語用的形容詞、某些代詞、名詞所有格等修飾詞語時。例如：this pencil; his knife等。
3. 表示一類人和事物的復數名詞前。例如：These are oranges.
4. 在稱呼語或頭銜的名詞前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu.
5. 在某些習慣用語中。例如：go home; go to school等。
新目標九年級英語教案23
unit 4 signs and rules
應掌握的詞匯
1.turn v. 轉向
2.instruction n. 說明
3.mustn’t（must not）禁止
4.warning n. 警告
5.exit n. 出口
認知詞匯
dictionary n.字典 above prep. 在…上 decide v.決定
around prep. 在…周圍 restaurant n. 飯店 touch v.觸摸
roller-skating n.滑旱冰 wet adj. 濕的 paint n.油漆
parking n.停車
應掌握的短語
turn left 向左轉 walk for one hour 變走一小時
washing instruction 洗滌說明 wash sth.by hand 用手洗
in cool water 用涼水 on the underground 在地鐵上
have a barbecue 燒烤 look up 查字典
in your dictionary 在字典里 coffee shop 咖啡店
have a picnic 進行一次野餐 no fishing 禁止釣魚
don’t eat and drink 禁止吃喝 don’t touch 禁止觸摸
don’t fly your kite 禁止放風箏 no smoking 禁止吸煙
新目標九年級英語教案24
一、學習目標：
知識目標：能正確使用Module 3 中的單詞和詞組；
能力目標：能夠談論自己喜歡的運動隊或體育明星；
情感目標：學習運動員不畏艱難、刻苦訓練的精神。
二、重點、難點：
重點：1. 應用本模塊交際用語，如：What do you reckon?; Don’t let them get to you!等；
2. 掌握表達觀點的句式，如I agree/ I don’t agree with…/ I think you are right/
It’s true. / So do I.
難點：1. 辨析win和defeat, compare…with和compare…to的區別；
2. 一般過去時和一般將來時的被動語態。
三、知能提升
（一）重點單詞
［單詞學習］
1. allow
用法v. 允許
allow (doing) sth. 允許（做）某事
allow sb. to do sth. 允許某人做某事
be allowed to do sth. 被允許做某事
例句(1) They don’t allow smoking. 不許他們抽煙。
(2) My father won’t allow me to drive a car. 爸爸不允許我開車。
考查點allow后跟含不定式的復合賓語結構及其被動形式。
易錯點易混淆allow sb. to do sth. 與be allowed to do sth. 的使用。
考題鏈接
You ______________________ football in the street.
A. allow to play B. aren’t allowed to play C. aren’t allowed playing
答案：B
解題思路：此題考查allow的用法，由于allow后不能直接跟動詞不定式，所以先排除A；而“被允許做某事”的表達是“be allowed to do sth.”，所以選B.
2. against
用法prep. 與……相對，相反，反對，依靠
be against 反對，不同意
play against 與……對抗
例句No one is against the proposal. 沒人反對這項提議。
Our football team will play against theirs this afternoon.
今天下午我們的足球隊將和他們的足球隊進行比賽。
考查點詞義理解。
易錯點against的拼寫及誤將against作動詞用。
考題鏈接
Some people were for the idea and others _______________ it.
有些人贊成這個觀點，另外一些人則反對。
答案：were against。
解題思路：首先根據題目所給出的信息知道所填內容的意思是“反對”，由于against是介詞，作謂語時要與be動詞連用，而前面的時態用了一般過去時，所以be動詞也要用一般過去時，others是復數，故應填were against.
3. encourage
用法v. 鼓勵；
encourage sb. to do sth. 鼓勵某人做某事； be encouraged to do sth. 被鼓勵做某事
例句(1) Mother always encourages me to study hard. 媽媽總是鼓勵我要努力學習。
(2) I am encouraged to try again by the teacher. 老師鼓勵我再試一次。
考查點encourage后跟含不定式的復合賓語結構及其被動形式。
易錯點encourage sb. to do sth. 及be encouraged to do sth. 在使用時易混淆。
考題鏈接
英語老師經常鼓勵學生大聲說英語。
English teacher often _______________________________________English aloud.
答案：encourages the students to speak
解題思路：這道題要我們翻譯的是“鼓勵學生說”，考查的是encourage sb. to do sth.這個短語的使用，題目所給出的時間是often, 所以填encourages the students to speak。
4. defeat
用法v. 打敗，擊敗
考查點defeat和win的辨析。
defeat和win的區別：
defeat：“打敗，擊敗”，后面的賓語通常是人或隊（team）,而且defeat一般用在被動句中。如：His team was defeated again. 他的隊伍又被打敗了。
win：“贏，獲勝”，常接的賓語有game, match, race, prize等.
如：We won the football match just now. 我們剛才贏了足球比賽。
易錯點defeat和win的用法混淆。
考題鏈接
—Did you ___________ the first prize of the league match?
—Of course we did. We __________ all the other teams.
A. defeat, beat B. win, win C. win, beat
答案：C.
解題思路：解此題要注意所給出的賓語，問句給出的賓語是the first prize，所以先排除A，因為defeat后不能跟prize; 答語給出的賓語是all the other teams，所以排除B，因為win后不能跟team, 而
beat和defeat后都可以跟人或team, 故選C。
［即學即練］
①—I don’t allow ________________ only in my bedroom.
—But I don’t allow my family _______________ anywhere.
A. smoking, smoking B. to smoke, smoking C. smoking, to smoke
②He __________ me at chess yesterday.
A. defeated B. won C. was beaten
③His parents often encourage him ___________ hard.
A. work B. working C. to work
④We lost the game, we were d___________ by No. 1 Middle School.
⑤We will play a _____________ a team from Shanghai in next season.
⑥My teacher often e_____________ us to study hard for the future.
（二）重點短語
［短語學習］
1. stand for
用法“代表，象征，意味著”
例句The letter PRC stands for the People’s Republic of China.
考查點詞組本意。
易錯點錯用被動語態。
考題鏈接
The Olympic Rings ____________ the five parts of the world.
A. are stand for B. are stood for C. stand for
答案：C
解題思路：此題考查stand for的用法，由于stand for沒有被動語態，所以排除B；而A的表達是錯誤的，故選C。
2. first of all
用法“首先，第一”
例句First of all, I want to thank you all for coming.
考查點first of all 與at first 的辨析。
first of all 與at first 的區別：
first of all：用于說明事物排列順序時的“首先，第一”，多用于開場白。
如：First of all, I have good news to tell you .
at first 意思是“起初，最初”，沒有排列順序之分。
如：At first I thought he was a good person, but later I found out he was a jerk(混蛋).
易錯點first of all 與at first的意思混淆不清。
考題鏈接
________ I was nervous, but soon I started to relax.
A. First of all B. At first C. After all
答案：B。
解題思路：此題考查學生對first of all , at first, after all 意思的掌握。句意是說“起初我很緊張，但是我很快就開始放松下來”，這里沒有排列順序的關系，所以排除A；after all的意思是“畢竟，終究”，所以排除C而選B。
3. be mad with sb.
用法“對某人很生氣” ；be mad about sth. 對某事很生氣
例句He is mad with me for being late.
He is mad about my being late.
考查點詞組本意。
易錯點錯用介詞。
考題鏈接
She is mad _________ me for telling lies.
A. with B. about C. to
答案：A。
解題思路：解此題要注意題目所給出的賓語，由于題目給出的賓語是me，指人，所以先排除B，而“對某人很生氣”是“be mad with sb”，故選A。
4.be compared with
用法被（拿來）與……相比較（是compare…with…的被動結構）
例句My writing is compared with his 我的作文被拿來和他的作比較。
考查點compare…with…與 compare…to…的辨析及其被動結構。
compare…with…與 compare…to…的區別：
compare…with…：“把……和……作比較”，表示同類事物之間具體的比較或對照。
Parents often compare their children with others’. 父母常把自己的孩子同別人的作比較。
compare…to…： “把……和……作比較”，可和compare…with…替換使用；“把……比作……”，表示一種比喻或相似，沒有絕對的好壞之分。
People often compare a teacher to a candle. 人們常把老師比作蠟燭。
易錯點錯用介詞以及對過去分詞作狀語的用法不明確。
考題鏈接
_________________________ his homework, Kate’s is much better.
和他的作業相比較，凱特的作業更好。
答案：Compared with/ to。
解題思路：此題考查的是compared with/to 作狀語的情況，過去分詞作狀語，它和主語的關系一般是被動關系。此句的主語是“凱特的作業”，說明是凱特的作業被拿來和他的作業相比較，是被動的關系，而前面的成分在句子中只是充當狀語，故填寫“Compared with/ to”就可以了。
［即學即練］
1.在中國，紅色代表好運。
Red _________________________good luck in China.
2. 首先，我想給你講個故事。
__________________, I want to tell a story to you.
3. 請告訴我你為什么生他的氣。
Please tell me why you ________________________________ him.
4. 學英語時有必要把英語和漢語進行一番比較。
It’s necessary to ___________________ English ______________ Chinese in English study.
5. 與她的房間相比，我的更舒適。
_______________________ her room, mine is more comfortable.
6. 人們通常把兒童比作花朵。
People often ___________________ children _________________ flowers.
（三）重點句型
［句型學習］
1. What do you reckon?
用法這是非常口語化的說法，意為“你怎么認為？”， 相當于What do you think?
例句I think it’s a good idea. What do you reckon, Tom?
我認為這是個好主意。Tom, 你怎么認為?
考查點語境應用。
易錯點不理解語境，誤用其他交際用語。
考題鏈接
—Maybe the news won’t worry her. _________________________
—I think so.
A. What’s up ? B. What do you reckon? C. Really?
答案：B。
解題思路：What’s up意為“什么事？”, What do you reckon? 意為“你怎么認為？”，Really?意為“真的嗎？”，根據回答應選B。
2. Don’t let them get to you! “不要讓他們影響你!”。
用法get to 除了有“到達”的意思外，還有“感到煩惱，困擾”等意思，本句中的get to sb.意為“影響某人”，常指不好的影響。
例句What he said got to me, so I couldn’t fall asleep.
他的話使我感到煩惱，所以我無法入睡。
考查點get to的用法。
易錯點不明確get to的意思。
考題鏈接別讓孩子們影響你。
Don’t let the children ___________________ you.
答案：get to.
解題思路：從題目所給出的信息可看出此題所填內容的意思是“影響”，由于空格前是let sb. do sth., 故后面直接填寫動詞原形get to 即可。
3. So do I. “我也是”。
用法這是一個倒裝句。當so, nor 和neither用于句首時，說明前面一句話中謂語表示的情況也適用于另一個人或物，其結構形式是“So+be動詞/ 助動詞/ 情態動詞+ 主語”， 意為“某人/某物也一樣”， so用于肯定句，nor 和neither用于否定句；此外，be動詞/ 助動詞/ 情態動詞一般要與前面句子的謂語以及本句主語保持一致。如果前面沒有be動詞/ 助動詞/ 情態動詞，so，nor 和neither后面用do, does或did.
例句I will stay at home. So will she. 我將呆在家里，她也是。
Tom can swim. So can Mike. Tom會游泳，Mike也會。
She has lunch at school. So do I. 她在學校吃午飯，我也是。
I won’t go home this weekend. Neither will Lingling.
So do I 和 So I do的區別：
So do I: 意為“我也是”，其結構形式是“So+be動詞/ 助動詞/ 情態動詞+ 主語”，注意上下兩句的主語指不同的人或物。
如：Tom has gone to Beijing, so has Kate. (前一句的主語是Tom, 后一句的主語是Kate )
So I do：意為“的確如此”， 其結構形式是“So + 主語+be動詞/ 助動詞/ 情態動詞”，注意上下兩句的主語指同一人或物。
如： —She swims really well.
—So she does. (上下兩句的主語she是指同一人 )
考查點so引導的倒裝句的用法。
易錯點對So do I 和 So I do 的用法不明確。
考題鏈接Tom: I like to eat fish and chips in the open air, what about you?
Mike: ________________.
A. So am I B. So do I C. So I do D. So I am
答案：B。
解題思路：從題目所給出的信息可看出這是兩個人在對話，因此這里的兩個I指的是不同的人，這樣就首先排除C和D，而上句中沒有出現be動詞，故排除A選B。
4. 一般過去時和一般將來時的被動語態句型：
用法一般過去時的被動語態句子結構：主語+ was/were ＋及物動詞的過去分詞+ （by sb.）＋其他
一般將來時的被動語態句子結構：主語+ will be ＋及物動詞的過去分詞+ （by sb.）＋其他
例句主動語態：We beat them last time.
被動語態：They were beaten (by us) last time.
主動語態：They will hold the meeting next week.
被動語態：The meeting will be held (by them) next week.
它們的否定句和疑問句的變化就在助動詞be里體現出來， 如：
否定句：They were not beaten (by us) last time.
The meeting won’t be held (by them) next week.
一般疑問句：Were they beaten (by us) last time ?
Will the meeting be held (by them) next week ?
特殊疑問句：Who were not beaten last time ?
What won’t be held next week?
考查點一般過去時和一般將來時的被動語態句子結構
易錯點主動語態和被動語態混淆以及時態混淆不清。
考題鏈接More than two schools ____________ in the city next year.
A. are built B. will build C. will be built D. was built
答案：C。
解題思路：此題考查被動語態的時態運用。首先要明確主語“學校”和動詞“建立”的關系是被動關系，說明學校是被建立，所以要先排除B；題中所給出的時間是“next year”，故應該用一般將來時的被動語態，符合一般將來時的被動語態結構“ will+ be+過去分詞”的只有C項，故選C。
［即學即練］
1. —The recorder _________ yesterday, It works now. — Thank you very much.
A. repaired B. was repaired C. will be repaired
2. People say the subway _____________ building in Harbin in a few years.
A. will finish B. is finished C. will be finished
3. —I won’t have a trip to Mount Huang unless my best friend Amy ____________ , too.
— You mean you will go if Amy goes.
A. will invite B. invites C. is invited D. will be invited
4.—I usually have milk and bread for breakfast. — ____________________.
A. so have I B. So I do C. So do I
5. 這塊手表是什么時候買的？
When __________________ the watch ___________________?
6. 工作的壓力使他煩惱起來。
The pressure of work is beginning to ___________________ him.
新目標九年級英語教案25
I. 學習目標：
1.熟練應用make .
make sb. do sth. / make sb. + adj.
2.掌握詞匯和短語：
Scientific ,pink ,hard ,serve ,fair ,make sb. tense ,heavy traffic ,loud noise ,endangered animals ,
3.能運用make及所學單詞、短語談論事物或環境對人的影響。
II．教學過程：
Step1．預習導學及自測：
1.按要求寫出下列單詞：
rain (形容詞)________ own (名詞) ________ science(形容詞)________
uncomfortable (反義詞) ________ sad (反義詞) ________
2.翻譯下列短語：
soft music________ make me tense________ have fun ________ how to make money________
餐館科學________ 瀕臨滅絕的動物________ 招待很多人________
加入一個清潔運動____________
Step2．情境導入。
Talk about a place you know.
Step3．自主探究：
1.1a. Look at the two restaurant below .Which would you like to go to ? Why ?
2.Listen 1b Listen to the tape carefully .Complete the sentences .
3.Listen to the tape carefully again .Finish 2a and 2b .
Note : make + sb. + infinitive ； make + sb. + adjective
Step4．合作互動：
1.1c 、2c Pairwork
2.Look at Part 3a .
Read the article .Then write answers to the questions below.
Step5．梳理歸納：
1.would rather 2.so 與such 3.owner 4.therefore 5.hard 6.serve 7.keep
8.如何詢問某人對某事的看法？9.make的用法
新目標九年級英語教案26
一、選擇題
（ ）1.Kate is______ busy ______ she can’t have a picnic with us this weekend .
A.so… that B. too…to C.so…as D.such… that
( ) 2.I have been working so hard these days for the big exam ,I feel _____ .I ‘m afraid I can’t pass it .
A.relaxed B.stressed out C.comfortable D.relaxed
( )3. Time goes by so fast .We must never miss the chance to show love to our parents and make them _____ how much they mean to us .
A.to know B.knowing C.know D.knew
( ) 4. Li Lei’s words made her _______ .
A.happily B.angrily C.crying D.angry
( ) 5.I would rather _______ out tonight than _______ my boy alone at home .
A.not go ; to leave B.not going ;leaving
C.not go ;leave D.don’t go ;to leave
二、首字母填空。
1.This is a popular restaurant .There are many c_______ to come here every day .
2.They remember to s_________ people all the time .
3.Tom likes science very much .He has learned much from s________ studies .
4.-What colour does the girl like ? red?
- I think she likes p________ .it’s lighter than red.
5.The seat is very hard , I think it is very u_________ .
三、短文填空。
從方框中選擇合適的詞，并用其適當形式填空。
money ; learn ;red ; own ;quick ;spend ;light ; furniture; leave; therefore
Restaurant 1._______ have to know how to make food .They also have to how to make 2.______. Here are some things they ‘ve 3______ from scientific studies. The color 4._____ makes people hungry .Red also makes customers eat faster. Many fast food restaurants ,5.______ ,have red 6._______ or walls. Soft colors like pink and 7.________ blue make people relaxed,so they 8.________ more time eating their meals .Loud music may be nice at first ,but it soon make people want to 9.________.Hard seat also make customers want to eat 10.________ and leave .So a small reataurants can serve many people every day .
1.__________2.__________ 3.__________ 4.__________ 5.__________
6.__________ 7__________ 8.__________ 9.__________ 10.__________
新目標九年級英語教案27
九年級上冊英語第九單元課件: 《Unit 9 I'll help clean up the city parks》
Teaching Aims and Demands(教學目標):
Knowledge and Ability objects(知識與能力目標):
（1）重點詞語 ：重點掌握如下描繪性的形容詞 clean up hunger homeless cheer up give out
（2）重點句型：I'd like to work outside．
You could give out food at a food bank
（3）培養學生能夠運用所學的語言目標進行簡單的語言訓練的能力.
(4)能夠聽懂磁帶上的每句話.
Course and Methods(過程與方法)：可采取小組討論的方法進行知識與技能的訓練,調動已有的知識、根據情景推測句子的含義。
Moral object(情感態度與價值觀目標)：通過對本單元的學習，增強愛心，同情心，以及社會責任感。
Teaching Key Points and Difficulties(教學重、難點)
1、 Key point：一般將來時的應用.
2、 Difficult point：一些動詞短語的用法.
Teaching Methods(教學方法)：Watching and describing methodslistening methodPairwork
Teaching Aids(教具)：Tape picturessmall blackboardTeaching procedures(教學過程):
課前練習(practice oral English )看誰有勇氣想挑戰一下自己.
復習以前的知識
妙語連珠(提高翻譯的能力)
一、導入(Lead-in)：
展示幾張需要幫助的人或事的圖片。(如：sick people，homeless children，dirty park，hunger)
通過圖片讓學生充分展開想像力，針對每一幅圖片進行描述，激起學生的同情心和對以下內容的興趣。
二、句型引入和操練(Presentation and practice)
1．版書：What can you do to help sick people? I can visit them in the hospital．
I’d like to buy them some flowers．
I hope to cheer them up．
讓學生給出不同的回答，強調I’d like to，hope to，volunteer to，could和其他動詞的搭配。老師不斷強化句型，讓學生有個模式進行下面的訓練。
2．結對練習對話
另外再讓學生結對操練句型：
通過反復操練，鞏固句型，體會以上句型的結構，為后面的討論作鋪墊。
三、教學操練(Practice)
What would you like to do if the classroom is very dirty？ I’d Iike to…
I hope to…
四、教學鞏固
通過版書引導學生完成一個任務：
假設你有個朋友周末生日，他打算在家開個生日舞會。他現在有很多事情忙不過來，你能給他提供什么幫助？
說明：通過來完成一個任務。讓學生運用所學內容，既鞏固了本課所學的語言目標，又開拓了學生的思維，使學生的語言運用源于書本又高于書本，培養學生在實際生活中運用本課所學內容，來解決現實生活中的實際問題的能力，達到新課標提出的培養學生綜合運用語言的能力。
五、作業 (Homework)：
1．下周你們班將去老人院，去那里有什么可以做的，羅列4～5點。
2．翻譯下列短語。
(1)打掃
(2)張貼
(3)去醫院看望生病的小孩
(4)在外面工作
(5)提供幫助
(6)推遲
(7)分發
(8)無家可歸的人
新目標九年級英語教案28
單元目標
1．知識目標：
1) 核心詞匯及短語：
tense, owner, scientific, pink, lighting, therefore, serve, design, uncomfortable, smoke, mysterious, shiny, silly, ski, cream,
toothpaste, aim, specially, useful, product, confuse, mislead, aim at, for instance, keep out
2) 功能：
詢問事物對自己或別人的影響；學會比較、選擇對自己有影響的事物，并正確處理一些實際問題。
3) 語言結構：
make 的用法：make sb. / sth.+ adj. make sb. / sth. + do …
4) 句型：
— loud music makes me tense.
— sad movies make her want to leave.
— waiting for her made me angry.
2．語言技能：
1) 聽：
能聽懂本課學習活動中的問題，并能作出較得體的回答。
2) 說：
能正確朗讀本單元對話和句型；能在任務型活動中使用本單元所學的語言知識進行簡單的交流，如：對話、調查采
訪、討論等。
3) 讀：
能完成本單元短文閱讀任務；擴展視野，獲取更多與本單元話題相關的信息和知識。
4) 寫：
能寫出本節課學習的單詞和句型，能運用目標語言寫出不同事物對自己的影響。
3．學習策略：
1) 資源策略，個性化學習（搜集與話題相關的資料）。
2) 交際策略，合作化學習，啟發思維。
4．情感目標：
1) 感知不同的事物對自己的影響，從而學會選擇適合自己的東西或生活方式。
2) 不是所有的廣告都是真實的，學會不去買自己不需要的產品。
新目標九年級英語教案29
1．教學重點：
1) 詞匯：
熟練掌握以下詞匯：
tense, owner, scientific, pink, lighting, therefore, serve, design, uncomfortable, smoke, mysterious, shiny, silly, skin, cream,
toothpaste, aim, specially, useful, product, confuse, mislead, aim at, for instance, keep out
2) 句型：
熟練運用以下句子進行語言交流：
loud music makes me tense.
sad movies make her want to leave.
waiting for her made me angry.
2．教學難點：
1) make sb. / sth. + adj.
2) 感官動詞后作賓補的不定式省略to的用法。
單元課時建議
這個單元的語言結構“make + 賓語 + 賓補”很重要，是考試中經常考到的知識點，這種結構在作文中也很常用。話題“談論事物對自己情緒的影響”也很實用。
教師可以根據學生情況，安排復習教材1—5冊與此話題相關的單元。例如：
book1:
unit 4 where’s my backpack?
unit 5 do you have a soccer ball?
unit 10 can you play the guitar?
book2:
unit 2 why do you like koala bears?
unit 5 how was your weekend?
unit 9 it’s raining!
unit 10 where did you go on vacation?
unit 11 what do you think of game shows?
book3:
unit 1 how often do you exercise?
unit 3 what are you doing for vacation?
unit 8 how was your school trip?
unit 11 could you please clean your room?
book4:
unit 3 what were you doing when the ufo arrived?
unit 7 would you mind turning down the music?
unit 8 why don’ t you get her a scarf?
book 5:
unit 4 what would you do?
本單元具體課時安排如下：
第一課時
本課時完成教材section a部分內容。讓學生激活已學過的與情感有關的詞匯，引出本單元話題，并了解本單元目標語。教師可以參考教學設計section a: step 1—step 20。
第二課時
本課時完成教材section a，學習教材p104的3a—activity 4，通過閱讀和口語表達，運用鞏固目標語。教師可以參考教學設計section a: step 21—step 30。
第三課時
本課時完成教材section b部分內容，學習教材p105的1a—2c，在熟悉本單元目標語言的前提下，引入日常情境，介紹更多實用詞匯和場景，進行聽說訓練。教師可以參考教學設計section b: step 1—step 14。
第四課時
本課時完成教材section b，學習教材p106 的3a—activity 4，通過閱讀和寫作訓練，使學生進一步掌握本單元目標語言。教師可以參考教學設計section b: step 15—step 23。
第五課時
完成教材self check單元基礎練習檢測和reading。教師可以參考教學設計self check。
第六課時
revision lesson of unit 13 處理相關練習2。
建議教師安排擴展資源中的相關任務，使學生的知識能夠得以鞏固與延伸。
進行單元復習：教師通過安排單元復習以及課后的鞏固測試，檢測學生在完成學習內容時出現的疏漏與疑問，并可依據課文進行講解。
新目標九年級英語教案30
一.教材分析
1.教材的地位和作用
本說課是九年級《go for it》第九單元“When was it invented?”本單元涉及內容是本書當中比較重要的一部分。被動語態結構及運用是教學中一個難點和重點，也是學生比較不容易理解的部分，因為它是建立在各種時態之上的。
另外通過對我們熟悉經常使用的發明物的歷史來開闊眼界，豐富學生的閱歷，使學生養成勤于思考，善于總結的好習慣。
2.教學目標
1)知識目標 擴容新單詞，提高閱讀能力。理解和良好運用被動語態。
2)技能目標 能談論重要發明的歷史及用途，能針對各項發明的用處及特點，發表自己的看法，并說明理由。
3)情感目標 使學生懂得人類的科學發明創造了豐富的物質文明。培養學生的創造發明的能力和愿望
3.教學重點 掌握一般過去時的被動語態
4.教學難點 弄清主動語態與被動語態的差異，通過練習和運用加以鞏固
二.學情分析
1.初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過多媒體課件和教師親和力的語言，增強興趣和注意力。
2.初中生的學習心理特點
1)興趣 對英語普遍感興趣，求知欲盛。
2)記憶 對刺激記憶手段多的知識記憶深刻，遵從記憶規律。
3)評價 主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價。同時自我意識不斷增強。因此在本課教學過程中，注意采用任務型教學為主，通過任務和不同的評價方式，提高學生參與意識。
3.初三上學期學生有較明確的學習動機和態度。本單元通過發明為載體，各種發明和發明家激勵學生求知的欲望。
三.教法滲透
1、教學設計思路與教材處理：
《新目標英語》中的具體語言目標是通過各種各樣的Tasks來實現的;學生需要運用具體而特定的行動來完成一定的交際任務。整個教學過程中，各種語言結構與語言功能與不同的學習任務有機的結合。任務活動所謀求的效果不是一種機械的語言訓練，而是側重在執行任務中學生自我完成任務的能力和策略的培養;重視形式在完成任務過程中的參與和在交流活動中所獲得的經驗。因此本節課我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗，讓學生在用中學，在學中用。
2、教學原則
l 活動性原則 提倡學生主動參與，體驗，交流，合作，探究等多種學習。
l 合作性原則 以學生為主體，師生合作，生生合作，體現教與學的互動，交往。
l 任務型原則 任務驅動—激發動機;任務完成—激勵學習積極性;執行任務—培養責任 心和合作精神。
l 情感性原則 激發學生學習英語的興趣和始終保持良好的學習情緒。
3、教法運用：
本單元主要采用任務型教學
在本課的任務型語言教學中，我將依據課程的總體目標并結合教學內容，創造性地設計貼近學生生活實際的任務活動，吸引和組織他們積極參與，使學生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。
4.教學手段
1) 多媒體輔助：使用自制的課件，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，實現師生互動，生生互動和人機互動的多向交流。
2)非測試性評價：傳統的評價觀念的出發點是學科本位，只重學科，不重學生發展。 要體現新課程標準的實施效果，評價體系應該“正確反映外語學習的本質和過程，滿足學生發展的需要”。為了達到這一目標，唯有重視形成性評價，充分發揮其積極作用，促進新的評價體系的形成。因此，本課我將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生學會自主學習，學會與人合作，培養創新意識以及具備科學的價值觀。
四、學法指導
新制定的《英語課程標準》把“培養學生學習英語的興趣，樹立自信心，培養良好學習習慣和形成有效策略，發展自主學習和合作精神”放在了首位。依據課改的精神，我從以下幾個方面對學生進行學法指導。
1、學習方法的指導
培養學生觀察力，想象力，記憶力以及思維能力。用生動的課件調動學生的感官進行聽說讀寫的訓練。
2、學習積極性的調動
我在教學過程中創造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞臺，讓學生在樂中學。
3、學習能力的培養
通過連貫的聽說讀寫，游戲，競賽等，培養學生的交際能力，發展他們的思維能力。
4、學習策略的指導
本節課將在課堂活動中把學生分成四人小組的學習小組，讓他們圍繞著課堂任務分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發展他們的能力。創建開放式，探究式的課堂，有意識滲透學習策略的訓練。我讓學生觀察課件畫面，回答問題，讓學生學會使用認知策略;讓學生表演對話，實現交際策略;引導學生交際，主動練習和實踐，是調控策略的體現。充分利用多媒體，錄音，卡片等是資源策略。
五.教學效果預測;
1. 能夠掌握被動語態，并運用到一定的語言環境。
2. 通過多媒體和任務的完成學生會突破難點，產生一定創造精神。
3. 能完成教學目標，調動學生學習熱情。
六．課堂教學過程：
Ⅵ．Teaching Procedures
Step Ⅰ Lead-in (2 minutes)
We have inventions everywhere .Inventions make us live easily and happily. Without inventions,our lives will be much more difficult. Today, we will know about a few inventions and talk about the history of them.
Show the pictures of five inventions on the screen: a car,a Tv set, a telephone, a calculator and a computer.
T:Now look at these things.What are they?In what order do you think they were invented? Number them(1-5) (1=first,5=last)
Volunteers report the answes.
S1:I think the calculator was invented before the computer.
S2:Idon’t think so. I think the calculator was invented after the computer.
Step Ⅱ 1a
This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.
Read the inventions to the students.
Call the students' attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is.
Write the names of the five inventions on the blackboard.
computer, car, calculator, telephone, TV set
Have several different students guess and write the dates on the board.
Ask the class to repeat the questions and answers like this.
T: When was the computer invented? Class repeat.
Ss: When was the computer invented?
T: Good. Now Tom, what is your guess?
S1: 1965.
T: OK. Tom, repeat after me. The computer was invented in 1965.
T: Class, please repeat.
Ss: The computer was invented in 1965.
Repeat the process with several different inventions.
Tell the children that they will find out the real dates after they complete the lesson.
After that, ask the students the questions below:
Questions:
1.Which one do you think is the oldest?
2.Which one is the newest?
3.Which one do you think is the oldest or the first invention?
4.Which one is the newest or last invention?
Ask different students to answer the questions.
Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.
A: I think the telephone was invented before the car.
B. Well, I think the telephone was invented after the car.
Read the instructions again to the students. Remind them to remember the inventions from first to last.
Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.
Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.
In the next activity you will find out the real dates.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Get the whole class to read the instruction together.
Call the students' attention to the five inventions in the picture. Ask five students to say the names of them.
Then ask them to see the five dates with a blank line in front of each.
We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea.
Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class.
If some of the answers are hard to get for the children, tell them not to worry and they will make it next.
Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.
Answers
d 1876 a 1885 e 1927 c 1971 b 1976
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Read the instructions and point to the list of dates in Activity 1b.
You will be talking about the dates things were invented with a partner.
Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class.
SA: When was the telephone invented?
SB: I think it was invented in 1876.
Write the conversation on the blackboard. Then get thestudents to practice in pairs, using the information in Activity 1b. Tell them to do it like this:
Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.
Ask several pairs to share their conversations with the class.
Step Ⅴ Summary
In this class, we've learned to talk about the history of inventions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language.
Step Ⅵ Homework
1.Write out two conversations in Activity 1a.
2.Write out two conversations in Activity 1 c.
Step Ⅶ Blackboard Design
二.學情分析
1.初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過多媒體課件和教師親和力的語言，增強興趣和注意力。
2.初中生的學習心理特點
1)興趣 對英語普遍感興趣，求知欲盛。
2)記憶 對刺激記憶手段多的知識記憶深刻，遵從記憶規律。
3)評價 主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價。同時自我意識不斷增強。因此在本課教學過程中，注意采用任務型教學為主，通過任務和不同的評價方式，提高學生參與意識。
3.初三上學期學生有較明確的學習動機和態度。本單元通過發明為載體，各種發明和發明家激勵學生求知的欲望。
三.教法滲透
1、教學設計思路與教材處理：
《新目標英語》中的具體語言目標是通過各種各樣的Tasks來實現的;學生需要運用具體而特定的行動來完成一定的交際任務。整個教學過程中，各種語言結構與語言功能與不同的學習任務有機的結合。任務活動所謀求的效果不是一種機械的語言訓練，而是側重在執行任務中學生自我完成任務的能力和策略的培養;重視形式在完成任務過程中的參與和在交流活動中所獲得的經驗。因此本節課我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗，讓學生在用中學，在學中用。
2、教學原則
The First Period
教學內容：新目標九年級Unit 9 When was it invented?第一課時
一.教材分析
1.教材的地位和作用
本說課是九年級《go for it》第九單元“When was it invented?”本單元涉及內容是本書當中比較重要的一部分。被動語態結構及運用是教學中一個難點和重點，也是學生比較不容易理解的部分，因為它是建立在各種時態之上的。
另外通過對我們熟悉經常使用的發明物的歷史來開闊眼界，豐富學生的閱歷，使學生養成勤于思考，善于總結的好習慣。
2.教學目標
1)知識目標 擴容新單詞，提高閱讀能力。理解和良好運用被動語態。
2)技能目標 能談論重要發明的歷史及用途，能針對各項發明的用處及特點，發表自己的看法，并說明理由。
3)情感目標 使學生懂得人類的科學發明創造了豐富的物質文明。培養學生的創造發明的能力和愿望
3.教學重點 掌握一般過去時的被動語態
4.教學難點 弄清主動語態與被動語態的差異，通過練習和運用加以鞏固
新目標九年級英語教案31
一．Analysis of the Teaching Material
賓語從句是中學英語復合句學習的起點，掌握好賓語從句的概念和應用為以后學習狀語從句和定語從句以至于高中的名詞性從句打好基礎。九年級11單元，在學生已經掌握了狀語從句，定語從句的背景下，重新審視賓語從句，并且讓學生能把握賓語從句其他從句的不同之處，可以說是對賓語從句的一次綜合講解。在中學教材當中，賓語從句是由點及線再到面，逐步深化。
二．Analysis of the Students
賓語從句在教材中復現率較高。在七年級下冊已經零星出現，但是并不作為語法點來講解。在八年級下冊4單元，以直接引語轉化成間接引語的角度來講解賓語從句。但學生對句子結構掌握的不好,尤其是一些復合句 ,因此有必要好好講解。
三．Teaching task：Review the object clause
Teaching aims教學目標
1. Idea and skill (知識與技能) : Review the object clause . Enable the students to master theusage of it.
2. Teaching progresses and methods（教學方法）: Practice the ability of usingthe object clause by slides and exercises .
Main & difficult points:
1、由不同引導詞引導的賓語從句
2、賓語從句的語序
3、賓語從句中時態的變化
Teaching progresses教學過程
Step1Warming—up & revision
1. Warming—up
2.了解賓語從句：
新目標九年級英語教案32
一、不同引導詞引導的賓語從句
（一）、由從屬連詞that引導的賓語從句。
注：陳述句用that引導。 that只有語法作用，沒有實在的意義，在口語和非正式文體中可以省略。例如：
·She says, “I am from Shuanggu ”.
She says that she is from Shuanggu .
2. She says, “She can’t sleep well ”.
She says that she can’t sleep well
e.g.
1. I hear (that) _______________________. （一小時后他會回來）
2. He said (that) ______________________. （他非常想念我們）
3. The teacher told us (that)_________________.（地球圍著太陽轉）
（二）、由從屬連詞whether, if 引導的賓語從句。If和whether在句中的意思是“是否”。例如：
·He wants to know, “Is Tan Dun a world
famous composer?” （改為賓語從句）
He wants to know ifwhether Tan Dun is a world-famouscomposer.
2.“HasTan built a bridge between the East and the West?” he asks. （改為賓語從句）
He asks ifwhether Tan has built a bridge between theEast and the West.
e.g.
1. I want to know ___________________.（他是否跟我們一起去公園）
2. Ask him _____________________. （他是否能來）
3. I don’t know ___________________________.（是否要下雨）
（注意：當句末為or not時，引導詞只能用whether而不能用if.）
（三）、注意：以下情況只用whether，不用if。
I don’t know _____ he will come or not.
2.I don’t care of ______ heis taller than the other players.
3.He wondered ______ to remain there foranother week.
4. ______ this is true or not, I’m not sure.
小結：
1.whether引導的從句常可以與連詞or或or not直接連用。
2. whether及其引導的成分可放于介詞之后，作介詞的賓語。
3. whether可以引導帶to的不定式。
4. 當賓語從句提到句首時，只能用whether引導。
二、中考鏈接
1. The young man asked it's summer or winter.
A. either B. that C. if D. whether
2. We don't know they did it .
A. whether B. who C. what D. which
3.Does anybody know Tan Dun is famous for “WATER” or not .
A. if B. where C. whether D. that
5.if和when既能引導條件狀語從句，又能引導賓語從句。因此，遇到它們就要認真分析一下。
1.I want to know if he _______ (come) tomorrow.
If he _______(come). Please tell me.
2.Can you tell me whenhe________ (appear) ?
Please call me when he _______ (appear).
三、由連接代詞what, whom, whose, which, what及連接副詞 when,where, how, why引導的賓語從句
例如：
n Do you know who (whom) they are waiting for?
n He asked whose handwriting was the best.
n Can you tell me where the No.3 bus stop is?
n I don’t know why the train is late.
eg:
1.He asked __________________________. (誰能回答這個問題）
2.Do you know_________________________. （他們在等誰）
3. Can you tell me .(他在哪兒）
4. Could you tell me ______________________ .（我該怎么去車站）
5. Would you tell me ______________ .（為什么火車遲到了）
二、時態歸納：
1、當主句的謂語動詞是一般現在時或一般將來時，賓語從句的謂語動詞可以用所需要的任何一種時態。eg
Jim_______ ( be ) a worker two years ago.
Jim ( be ) an English teacher now.
Jim ( cook ) dinner tomorrow .
Jim ( sing )a popular songnow.
Jim ( be ) to the Great Walltwice . J
2、當主句的謂語動詞是一般過去時，賓語從句的謂語動詞要用相應的過去時態，但當賓語從句敘述的內容為客觀真理時，仍然用一般現在時。e.g.
He will go to Hong Kong.
2) He is sick.
3) He is reading a book .
4) He has finished his work.
1) He_________ to Hong Kong.
2) He_____ sick.
3) He ___________ a book .
4) He____________
Exercise：
將下面的句子連接成為含有賓語從句的復合句。
1)These flowers are from Guangdong. He said.
He said ____ these flowers _______ from Guangdong.
2)Light travels faster than sound. My teacher told me.
My teacher told me _____ light _______ faster thansound.
3)Are the children playing games? Tell me.
Tell me ______ the children ______ ______ games.
4)Have you finished your homework yet? Mr. Zhao asked MaChao
Mr. Zhao asked Ma Chao _______ _______ ______ _____ _____homework yet. 三、賓語從句的語序
賓語從句的語序應為陳述句的語序。例如：1. “I am having an English lesson.” He said to me .
He told me that he was having an English lesson.
2. “I will play basketball .” Spud said.
Spud said that he would play basketball
一隨主，二隨賓，三不變
n I think (that) you will like this school soon.
n Can you tell me how I can get to the zoo?
n Please tell me when we’ll have the meeting
新目標九年級英語教案33
一、三類詞引導的賓語從句：
(1)從屬連詞that
(2) 從屬連詞whether/if
(3) 疑問詞：8個“W”,1個“H”
賓語從句的時，態賓語從句的語序，還有幾種注意事項
Step4Homework:
1.Finish the exercises on the paper.
2.Review the main points of this lesson
3.Make dilage with the object cause
附Homework
一、用所給詞的適當形式填空
1．ConsolidationThe radio says it _________ cloudy tomorrow. (be)
2．Theheadmaster hopes everything ______ well. (go)
3. Tom says that they ____________ (play) basketball atsix o’clock yesterday evening.
4. I hear they __________ (return) it already.
5. He said that they _________ members of the Party since1948. (be)
6. He asked what they __________ at eight last night.(do)
7. Theteacher told his class that light _______ faster than sound. ( travel )
8. I think you __________ about the relay race now.(talk)
9. I didn’t know whom the letters _________ from. (be)
10. I didn’t know what time he _______ the letter.(write)
11. Miss Chen told us that the earth ______(move) roundthe earth.
12. Could you tell me who _________ away the bookalready? (take)
13. Chen Jie told me he _________ to Beijing several times. (be)
14. Our teacher told us in class the sun _______ intheeast. (rise)
15. Can you tell me what they ______ yesterday? (do)
二．將下列句子合并為一句:
1. Where do they stop on the way? I asked.
2. What will you speak at the meeting? Could you tell me?
3. Do they like to make friends with us? Heasked.
4.How many people can you see in the picture? Who knows?
Who knows _____ _____ ____ ____ ___________ in the picture?
5. Where did she park her car? Do you know?
Do you know _____ _____ ____ her car?
6. What does he often talk about? The girl wondered.
The girl wondered _____ _____ often________ about.
7. Who knocked at the door so loudly?I don’t know.
I don’t know ______ _______ at the doorso loudly.
8. There will be a meeting in five days. Jack didn’tknow.
Jack didn’t know ______ there ______ ____ a meetingin five days.
9. Can they speak French? I want to know.
I want to know ______ _______ _______ _______French.
新目標九年級英語教案34
教學目標：
1語言目標：掌握本單元重點詞匯及復習語言點。
2 技能目標：能談論過去和未來的生活.
3 情感目標：珍惜初中生活的點滴，培養對高中、未來生活的憧憬。樹立遠大人生目標。
教學重點：
詞匯: survey, standard, row,keyboard, method, instruction, text, level, degree, manager, gentleman, task,wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful,separate, ours, ahead
短語: in a row, lookback at, make a mess, keep one’s cool, senior high, go by, believe in, first ofall, be thirsty for, be thankful to sb., ahead of, along with, be responsiblefor, set out, separate from
句子: She helped you to worked outthe answers yourself no matter how difficulty they were.
How have you changed since you startedjunior high school?
I’ve become much better at speakingEnglish.
What are you looking forward to?
I’m looking forward to going to seniorhigh school.
教學難點：對過去事件的描述。
課時劃分：
Period 1 Section A 1 1a – 2d
Period 2 Section A 2 3a-3c
Period 3 Section A 3Grammar Focus-4b
Period 4 Section B 1 1a-2e
Period 5 Section B 2 3a-Self Check
Section A 1 (1a – 2d)
I. Warming up
1. Do you have any special memories ofjunior high school?
2. Which teachers will you miss the mostafter junior high school?
II. Work on 1a.
Check the things you remember doing at junior high school. Add more to the list.
Practice in pairs using the information in 1a.
At junior high school,
I remember:
_____winning a prize
_____being a volunteer
_____doing a school survey
_____a friend helping me with a problem
Learn the new word: survey
III. Listening
1. Work on 1b. Listen and match the memory with the person.
First, let Ss understand the meaning of thesesentences. Then play the record. Check the answer with the Ss.
Learn the new word: standard
2. Listenagain and answer the questions.
1) What did Mary lose in Grade 7?
2) Who helped her find it?
3) What kind of person is Mr. Brown? Is he strictwith students?
4) What did Peter do to meet Mr. Brown’s standards?
3. Work on 1c. Listsome memories and experiences from junior high school. Share your lists withyour partner.
Possible answers:
I remember...
scoring two goals in a rowduring a soccer competition.
winning a basketball competition.
putting a plastic snake into a classmate's desk.
getting a wish card in Christmas Day.
I have...
learnedto play the keyboard in music class.
learnedto sing many English songs.
learnedto play basketball with my friends.
Learn some new words.
4. Work on 2a. Listen to the conversation. Check(√) thefacts you hear.
First, let Ss read the sentences. Then play therecord and check the answer.
______Someone didn’t like P.E.
______Someone was advised to take a break fromrunning by a teacher.
______Someone had a health problem.
______Someone joined the school band.
______Someone liked Mr. Hunt’s teaching methods.
5. Work on 2b.Listen again. Match each question with the name of the person.
6. Listen again and fill in the blanks.
Lisa remembers they had a great _____ teacher. He gave clear ___________and he was ______, too. Luke remembers when That’s life _______ at school. Theywrote a _____ to the band _______ to come.
Juniorhigh has been ______, but it has been a lot of __________.
IV. Practice
1. Work on 2c. Role-play a conversation in your group usingthe information in 2a and2b.
A:Do you remember Mr. Hunt?
B: Of course! He isa great teacher. He gave really clear instructions during the P.E. class.
C: Yeah, he was kindwhen I hurt my knee. He told me to take a break from running.
Learn the new word:instruction.
2. Workon 2d. Role-play the conversation.
LetSs read the text and answer the questions.
1)Which teachers will they miss?
2)What subjects do the teachers teach?
3)Why will they miss them?
4)What will they do to thank them?
V. Language points
1. I remember scoring two goals in a rowduring a soccer competition.
in a row連續幾次地
e.g. This is the third Sunday in a row that it's rained.
這是接連著的第三個星期天下雨了。
2. … I put in more effort and my examscores doubled.
doublev.加倍; 是……的兩倍
adj.兩倍的; 加倍的
e.g. They bought a double bed.
他們買了一張雙人床。
I think we can double our marks in one year.
我認為我們可以在一年內把成績翻一番。
3. Shall we get each of them a card andgift to say thank you?
shall modal v.將要; 將會
e.g. Shall we all go to the film tonight?
我們今晚都去看電影嗎?
Everything shall be in good order.
一切都應該井然有序。
I shall follow all yourinstructions.
我一定照您的指示去做。
VI. Homework
1. Recite the conversationin 2d.
2. Finish the exercises inthe workbook.
新目標九年級英語教案35
課時劃分5課時
Period 1
教學內容Unit 1 How do you study for a test? 1/5
教學目標
知識技能:
1.Key words: vocabulary, flashcard
2.Target Language：
How do you study for a test? I study by…….
過程方法:According to designing some tasks, train students’listening skill.
情感態度:Maybe you find English frustrating sometimes. But remember not to give it up.
As we know, where there is a will, there is a way
教學重點
1. Key words : vocabulary, flashcard
2. Target Language：
How do you study for a test? I study by…….
3. structure：verb + by with gerund.
教學難點verb + by with gerund
教學用具A tape recorder , CAI
教學方法Teaching，Practicing，Listening
教學過程
Step 1: Warm-up
1. Greetings.
2. Ask some students about their summer holiday
(Teacher shows a flashcard with the word Shanghai and asks one student.) Teacher shows the others and teaches the word ―flashcard‖ to the students.
Step 2: Revision
Read and translate some words they have learned.
Step3.Presentation I. Language Study
Teacher writes the pattern on the blackboard: -- How do you study for an English test? -- I study for a test by + V.-ing
Make a list of their answers on the blackboard. Teacher can teach the“vocabulary” and “pronunciation” at the right time. II. 1a
1.Check the answers, after checking, read the ways to the students and ask students to put up their hands to show which things they checked. Count the numbers.
2. Ask students to write down other ways they study for an English test. Then ask some to read their ways to the class. III. 1b
1. Play the tape.
2. Check the answers with the students.
3. Read the sample answer to the class and ask students to say the other two.
Step4 Consolidation and extension
1. Read the instructions and the conversation to the class, and then ask students to make similar conversations.
2. Ask some pairs to present their conversations.
3. Small competition: group in four, make sentences using structure (verb + by/with gerund).
4.Make a survey : one student interview other students using the structures (How do you study ? I study by + v-ing .) Show the results. Step5 Exercise
用所給詞的適當形式填空
1、What about ______(watch) TV for a test?
2、How about _____(go) to England for a holiday?
3、Practice _____(read) English every day and you’ll learn it well.
4、--Do you like that book?
--Yes.I get ____(excite)whenever I read it.
5、It was ______(difficulty) for the human beings to predict the weather in the past.
Step5 Summary
Remember the key words and the target language.
作業設計
Homework
Work in pairs use the target language .
【新目標九年級英語教案】相關文章：
1.新起點新目標
3.新小組新目標作文