新目标九年级英语英文教案Unit

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篇1：新目标英语九年级英文教案 Unit 14

新目标英语九年级英文教案 Unit 14

新目标九年英语英文教案Unit 14 Have you packed yet? Unit 14 Have you packed yet? Part 1: Teaching design (第一部分：教学设计) Structures: Present perfect with already and yet Target language: Have you watered the plants yet? Yes, I have already watered them? Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off Learning strategies: Brainstorming, Role playing Section A Goals ●To learn to use Present perfect with already and yet ●To listen and talk about having a vacation Procedures Warming up by studying grammar Grammar is so important that it should always be learned and made use of in class. Today we shall learn to use “ Present perfect with already and yet” Look at the two sentences: Have you watered the plants yet? Yes, I have already watered them? Do you understand the structure of the two sentences? We shall make more sentences like those. Have you finished your homework yet? Yes, I have already finished it? Have you found your bike yet? Yes, I have already found it? To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110. 1a Thinking and writing Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack? Think and write your ideas in the chart on page 110. A beach vacation Sightseeing in a city 1. bathing suit 1. camera 2. umbrella 2. mobile phone 3. drinking water 3. bike 1b Listening and checking A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”. Tapescript Woman: Have you packed the beach towels yet? Boy: No, I haven’t. Can’t Judy pack them? Woman: No, she’s busy. Could you please water the plants? Boy: I’ve already watered them. Woman: Oh, thanks. Man: What about the travel guidebook and the street map? Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet. Man: That’s OK. I’ll get it. Have you packed the camera? Boy: Yup. I’ve already put it in my suitcase. Woman: Well, I guess that’s everything. Boy: Almost everything. We haven’t locked the windows yet. And now check√ the chores listed below the family have already done. √Packed the camera √Watered the plants × Locked the window √Bought a travel guidebook × Bought a street map × Packed the beach towels 1c Doing pairwork Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure. A: Have you watered the plants yet? B: Yes, I have already watered them. A: Have you packed the camera yet? B: Yes, I have already packed the camera. A: Have you bought a street map yet? B: Yes, I have already bought a street map. A: Have you locked the window yet? B: Yes, I have already locked the window. A: Have you packed the beach towels yet? B: Yes, I have already packed the beach towels. A: Have you bought a travel guidebook yet? B: Yes, I have already bought a travel guidebook. 2a Listening and writing Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure. Tapescript Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina? Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now. Boy: Tina! You’re unbelievable. What about your bike? Girl:I’ve already put it in the garage. But I haven’t locked the garage yet. That’s your job, Mark. Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash. Girl: Have you fed the cat yet? Boy: Not yet. I’ll do it in a minute. Have you turned off your radio? Girl: Yes, I have. I think we’re almost ready. Now on page 111write before the 6 sentences M for Mark or T for Tina. 1.No. I haven’t cleaned out the refrigerator yet. 2.I’ve already put it in the garage. 3.But I haven’t locked the garage yet. 4.I’ve already done most of my jobs. 5.Not yet. I’ll do it in a minute. 6.Yes, I have. I think we’re almost ready. 2b Listening and matching To match the questions below with the answers above in 2a, you shall listen to the tape again. Have you fed the cat yet? →5 What about your bike? →2 Are you ready, Tina? → 1 Have you turned off your radio? →6 2c Doing pairwork To practice spoken English you are to role play a conversation using the information from 2a and 2b. A: Are you ready, Tina? B: No, I haven’t cleaned out the refrigerator. B: No, I haven’t put the food in the garage yet. B: No, I haven’t locked the garage yet. B: No, I haven’t done my jobs yet. B: No, I haven’t taken out the trash. B: No, I haven’t fed the cat yet? B: No, I haven’t turned off my radio yet. 3a Reading and underlining Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it. Subject: So busy！ From: Crystal Hi Jake, Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals―he and his family lived on the farm. Anyway, I have to run now. Take care, Crystal Now read the message again to blacken the expression_r_rs and circle the “Present perfect with already and yet” structure. 3b Doing groupwork On page 112 in the middle is a chart with hours and chores done. 9:00 am Do my homework Water the plants Buy a newspaper 10:00 am Buy a newspaper Feed the dog Do my homework 11:00 am Feed the dog Do my homework Clean the room 12:00 noon 1:00 pm Water the plants Clean the room Water the plants 2:00 pm Clean the room Buy a newspaper Feed the dog Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure. A: Have you bought a newspaper? B: Yes, I’ve already bought a newspaper. A: Have you done your homework? B: Yes, I’ve already done your homework. A: Have you feed the dog? B: Yes, I’ve already feed the dog. A: Have you watered the plants? B: Yes, I’ve already watered the plants. A: Have you cleaned the room? B: Yes, I’ve already cleaned the room. 4 Doing groupwork What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done. You Xu Lanfang Li Baoli Things I have done Write a research paper Write a news report Go abroad Things I haven’t done yet Visit my mother Find a friend Read a novel Closing down by singing a song Happy Birthday Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. SECTION B Goals To learn to use Present perfect with already and yet structures To listen, talk and read about music Procedures Warming up by listening to music by a musical band In music, a band is a group of musicians, or musical ensemble, usually popular or folk, playing parts of or improvising off of a musical arrangement. Now let’s listen to a piece of sad music by a Blind Men Band from Zuoquan， Shanxi Province. The chief blind man musician is Liu Hongquan. He is playing on his ehu. 1 Answering questions On page 113 in the box are 4 questions. Read them and give you

篇2：新目标九年级英语英文教案Unit 1

新目标九年级英语英文教案Unit 1

新目标九年英语英文教案Unit 1 How do you study for a test? Unit 1 How do you study for a test? Part 1: Teaching design (第一部分：教学设计) Structures: verb＋by with gerund Target language: How do you study for test? Well, I study by working with my classmates. Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. I don’t have a partner to practice English with. Maybe you should join an English club. Vocabulary: flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, What about…? Why don’t you…? Learning strategies: Personalizing, Role playing Section A Goals ● To talk about how to study ● To read about how to study Procedures Warming up by greeting Hello, everyone! From now on you are a ninth grader. Congratulations to you and I wish you a great success in your studies! Today we shall take up the first unit in this new term, Unit 1 How do you study for a test? Look at the blackboard and read after me the target language for this unit. When you read pay attention to the structure of the sentence. ▲How do you study for test? Well, I study by working with my classmates. ▲Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. ▲I don’t have a partner to practice English with. Maybe you should join an English club. Learning to Learn is very important. And learning to pass a test is also very important to you. Learning couldn’t be easier! If you have not developed good ways or methods to study for a test, talk to your classmates about it, your parents, or the teacher like me if you are brave enough. You should be brave enough to talk to others about your problems with your studies. Next I’d like to give you some useful practical advice about studying for a test and also ask you questions to make you think about things such as: ▲using your time effectively ▲motivation ▲how to learn your lessons in the ninth grade year ▲different modes of teaching you may meet ▲how to develop particular skills, such as note-taking in class 1A: Checking the ways you study Next turn to page 2 and check √ the ways you study for an English test. Then add other ways you use sometimes. ■How do you study for a test? I study for a test___ By reading to the tape; By underlining the expression_rs; By reading beyond the text; By doing used exam papers; By going over exercises books; By copying down the text; By learning the text by heart; By speaking with classmates Now raise your hand and report your added ways to the class. I will make a list of all the added ways on the blackboard. 1b Listening and writing Listen to understand how these people in the picture on page 2 study for a test. Write letters from the pictures. While listening, pay attention to the structures of the sentences. Section A 1b Tapescript Boy1: Hey, gang. There’s a big test on Tuesday. I really need some help. Can you tell me how you study for a big test? Voices: Sure! Yes. Sure we will. Boy1: You did really well on the last English test, didn’t you, Mei? Girl1: Yeah, I did OK. Boy1: Well, how did you study？ Girl1: By making flashcards. Boy1: Maybe I’ll try that. How did you study, Pierre? Boy2: By asking the teacher for help. She was really happy I asked. Boy1: That’s interesting. How do you study, Antonio? Boy3: I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad. Boy1: Oh, well… 1c Doing a pairwork Now in pairs ask your partner how he or she studies for a test. A: How do you study for a test? B: I study by working with a group. C: I study by listening to English. D. I study by playing games with my classmates. E. I study by doing actions such as coloring, matching. F. I study by singing English songs. G. I study by writing letters and emails. H. I study by acting out simple dialogues. I. I study by listening to and understanding stories. J. I study by writing simple sentences. K. I study by imitating from the recording. L. I study by speaking out words or phrases. M. I study by doing simple role plays. N. I study by reading and understanding simple stories. O. I study by using daily expression_rs. P. I study by performing short plays. Q. I study by performing simple rhymes. R. I study by writing sentences for pictures. S. I study by writing out simple poems. T. I study by reading aloud correctly. U. I study by playing text plays. V. I study by working with classmates. W. I study by going over the text before class. X. I study by copying words and expression_rs. Y. I study by looking and saying. Z. I study by asking others questions. 2a Listening and checking Now let’s go to page 3. Listen to the tape and check the questions you ask. While listening, pay attention to the structures of the sentences. Section A 2a, 2b Tapescript Girl1: Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea? Boy1: Do you learn English by watching English-language videos? Girl2: No. It’s too hard to understand the voices. Boy1: What about keeping a diary in English? Do you learn English that way? Girl2: I think so. It helps to write English every day. Girl3: Have you ever studied with a group? Girl2: Yes, I have! I’ve learned a lot that way. Girl1: Do you ever practice conversations with a friend? Girl2: Oh, yes. It improves my speaking skills. Boy1: What about reading aloud to practice pronunciation? Girl3: I do that sometimes. I think it helps. Boy2: I do too. And I always look up new words in a dictionary. Girl3: That’s a great idea! 2b Listening and matching Listen again and match each question from 2a with an answer in the box on page 3. 2c Doing a pairwork Next we are going to make a conversation in pairs using the information from activities 2a and 2b. A: Have you ever studied with a group? B: Yes, I have. I’ve learned a lot that way. A: Have you ever learned English by watching videos? B: Yes, I have. I’ve learned a lot that way. A: Have you ever practiced conversations with friends? B: Yes, I have. I’ve learned a lot that way. A: Have you ever listened to tapes? B: Yes, I have. I’ve learned a lot that way. A: Have you ever read aloud to practice pronunciation? B: Yes, I have. I’ve learned a lot that way. 3a Reading the article and completing the chart 1.Reading to the tape We are going to read the article on page 4. First we shall read to the tape together. That is, we start reading aloud as the recorder goes, and we stop reading aloud as the recorder stops. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader. Make our reading aloud as the same as the reader’s. 2.Reading and dividing the article into parts Next we are going to read aloud the article slowly and clearly. We will try to divide it into thought groups. 3.Reading and underlining We shall read the article once again, this time, to underline all the useful expression_rs in it. After school, you are going to write them down in your notebook. This week/ we asked students/ at New Star High School/ about the best ways/ to learn more English. Many said/ they learnt/ by using English. Some students had more specific suggestions. Lillian Li, for example, said/ the best way/ to learn new words/ was by reading English magazines. She said that/ memorizing the words of pop songs/ also helped/ a little. When we asked about studying grammar/ she said, “I never study grammar. Its too boring.” Wei Ming feels differently. Hes been learning English/ for six years/ and really loves it. He thinks/ studying grammar /is a great way/ to learn a language. He also thinks that/ watching English movies/ isnt a bad way/ because he can watch the actors/ say the words. Sometimes, however, he finds watching movies/ frustrating/ because the people speak too quickly. Lin Chang said that/ joining the

篇3：新目标九年级英语英文教案 Unit 11

新目标九年级英语英文教案 Unit 11

新目标九年英语英文教案Unit11 Could you please tell me where the restrooms are? Unit 11 Could you please tell me where the restrooms are? Part 1: Teaching design (第一部分：教学设计) Structures: Indirect questions Target language: Excuse me. Do you know where I can exchange money? Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. Vocabulary: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money, hang out Learning strategies: Listen for specific information, Cooperating SECTION A Goals ●To learn to use Indirect questions ●To learn to tell about places Procedures Warming up by learning grammar Hello everyone. I am a strange here in this city. Could you tell me how to get to the supermarket? All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions. Now turn to page 87 first and look at the three sentences in the Grammar Focus. Do you know where I can buy shampoo? Could you tell me how to get to the post office? Could you please tell me where I can get a dictionary? Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions. Now in pairs make similar sentences with “where” and “how”. Do you know where I can go hiking in the mountain? Could you tell me how to have a good time in a big city? Could you please tell me where I can find a good English teacher? 1a Matching things with places On page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place. Where to…? C buy shampoo D get some magazines E make a telephone call G get a dictionary D get some information about the town C buy some writing paper E buy some stamps B save money 1b Listening and completing It is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86. Tapescript Conversation 1 Girl1: Excuse me. Could you tell me where I can buy some stamps? Boy1: Yes. There’s a post office on Center Street. Girl1: Oh. Can you tell me where Center Street is? Boy1: Sure. Go past the bank. Center Street is on your right. Girl1: Thanks a lot. Boy1: No problem. Conversation 2 Girl2: Excuse me. Do you know where I can save money? Boy2: Sure. There’s a bank on Main Street. Girl2: Oh. Could you please tell me how to get there? Boy2: Yes... Go straight ahead. The bank is on your left. Girl2: Thank you. Boy2: You’re welcome. Write your words here in the speech bubbles. A: Could you tell me where I can buy some stamps? B: Yes. There’s a post office on Center Street. A: Excuse me. Do you know where I can save money? B: Sure. There’s a bank on Main Street. Read the tapescript and try to underline all the useful expression_rs used and circle the Indirect questions. 1c Doing pairwork In 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.) A: Excuse me. Can you please tell me where I can buy shampoo in this city? B: Sure. There’s a department store over there. A: Excuse me. Can you please tell me where I can get some magazines? B: Sure. There’s a post office around the corner. A: Excuse me. Can you please tell me where I can make a telephone call? B: Sure. There’s a post office one hundred meters down the street. A: Excuse me. Can you please tell me where I can get some information about the town? B: Sure. There’s a library opposite of the hospital. A: Excuse me. Can you please tell me where I can get some writing paper? B: Sure. There’s a department store close to the bus station. A: Excuse me. Can you please tell me where I can buy some stamps? B: Sure. There’s a post office beside the library over there. A: Excuse me. Can you please tell me where I can save money. B: Sure. There’s a big bank beside the café on the main library over there. 2a Listening and numbering Do you like shopping? If you do come and listen to the directions for going shopping around a new city. Tapescript Boy1: Excuse me. Can you tell me where I can buy some shampoo? Boy2: Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there. Boy1: OK, great. Thanks a lot. Boy2: You’re welcome. While listening please number the directions in the order that you hear them. Take the elevator to the second floor. 2 Turn left. 1 Take the escalator to the second floor. Turn right. 4 The drugstore is between the furniture store and the bookstore. 3 Go past the bank. Read the tapescript for the Indirect questions and the useful expression_rs. Circle the Indirect questions and underline the useful expression_rs. 2b Listening and drawing Do you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore. 2c Doing pairwork What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87. A: Excuse me. Do you know where I can exchange money? B: Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy music CD? B: Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room. A: Excuse me. Do you know where I can get a dictionary? B: Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank. A: Excuse me. Do you know where I can buy some candies? B: Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy a desk? B: Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore. Now read aloud the conversations again to Circle the Indirect questions and underline the useful expression_rs. 3a Reading and listing On page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expression_rs. They’re all at the mall. After school, a lot of young people go to the mall. We decided to talk to some students about why they go there. Interviewer: Why do you go to the mall? Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it. Interviewer: Oh? Why not? Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded. Interviewer: And how about you? Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people. Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore. Yu Yue: Well, when I go into stores I always spend too much money！ Advantages disadvantages There’s always something happening. The air isn’t fresh. There are a lot of free concerts there. It’s usually crowded. It’s also just fun to watch people. when I go into stores I always spend too much money！ I like to go in the music store and listen to CDs. I like to look at books in the bookstore. 3b Doing groupwork Where do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them. A: Where do you usually hang out with you

篇4：新目标九年级英语英文教案 Unit 2

新目标九年级英语英文教案 Unit 2

新目标九年级英语英文教案Unit 2 I used to be afraid of the dark Unit 2 I used to be afraid of the dark. Part 1: Teaching design (第一部分：教学设计) Structures: used to Target language: Mario used to be short. Yes, he did. Now he’s tall. I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot. Vocabulary: used to, dark, spider, insect Learning strategies: Brainstorming Comparing Section A Goals ●To learn about the use of used to ●To talk about what you used to be like Procedures Warming up by learning “used to ” Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”. What does it mean? How is it used in English? used to的'用法 “used to加不定式”表示过去常常干某事，现在不在干了。 例如: I used to go to work by bus. Now I take a taxi. She used to be very shy. “be used to doing”表示习惯于干某事。 【例如】 I am used to getting up early and going to bed early. He is used to being praised by others. So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗。 注意“used to”的疑问形式和否定形式： ―Did you use to be afraid of the dark? ―Yes, I used to be afraid of the dark. ―Did he use to be afraid of the dark? ―No, he did not use to be afraid of the dark. 1a Filling in the chart Next we are going to fill in the chart below with words to tell about people’s appearance and personality. Appearance 外表 Personality个性 Tall Outgoing Straight hair Funny Beautiful Angry Black Careful Dirty Happy Hungary Hard-working Sad Strange Tired Noisy Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart. A: Mario, you used to be tall, didn’t you? B: No, I didn’t. A: Wang Hua, you used to have straight hair, didn’t you? B: Yes, I did. A: Li Hui, you used to be beautiful, didn’t you? B: No, I didn’t. 1b Listening and writing Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences. Tapecripts Conversation 1 Boy1: Mario, is that you? Boy2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years! Boy1: Yeah. I’m here with my parents. We’re visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you? Boy2: Yes, I did. Now I’m tall. And so are you! Boy1: That’s true… And you used to wear glasses. Boy2: You have a great memory. Now I wear contact lenses! Conversation 2 Boy1: Hey, Amy, it’s great to see you. Girl1: Hi, Bob. How are you Boy1: Fine. Wow, you’ve changed! Girl1: Really? How? Boy1: Well, you used to have short hair. Girl1: You remember that? Yes, I did. Boy1: And you used to be really tall! Girl1: Not any more. You’re taller than me now, Bob. Conversation 3 Girl2: Hiya, Bob. Boy1: Hi, Tina. You’ve changed too. Girl2: Oh, yeah? Boy1: You have blond hair! Girl2: Yeah, it used to be red, didn’t it? Boy1: And it’s straight! Girl2: It used to be curly. 1c Dong pairwork Look at the picture on page 10 and make more conversations. A: Mario used to be tall. B: Yes, he did. Now he’s tall. A: Zhao Juan used to be black. B: Yes, she did. Now she’s white. A: Zhang Limei used to be sad. B: Yes, she did. Now she’s happy. A: Zhu Wenjun used to be dirty. B: Yes, he did. Now he’s clean. 2a Listening and checking Next turn to page 11 and we are going to listen to a tape and check the words we hear. 2b Listening and filling in the blanks On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening. Tapescript Girl1: Hey, Steve! Over here! Don’t you remember me? Boy1: Oh, wow! You’re Paula, aren’t you? Girl1：That’s right. Boy1: But you used to be really quiet, didn’t you? Girl1: Yes. I wasn’t very outgoing. Boy1: No, you weren’t. But you were always friendly. Wait a minute! Did you use to play piano? Girl1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team. Boy1: Wow! People sure change. Do pay attention to the form of the language while listening. Tapescript Girl1: My six-year-old brother started school this week. Boy1: He’s really lucky. Life was great when I was six. Girl1: Really? Why? Boy1: Oh, schoolwork was really easy. Girl1: Not for me. I didn’t use to like tests. Now I don’t worry about tests. Boy1: And we used to play every day after school. Now we just study all the time. Girl1: Yeah, but we used to walk to school. Now we have to take the bus. Boy1: I remember one bad thing. I used to hate gym. Now I love gym class. Girl1: Me, too. 2c Doing pairwork Practice the conversation in activity 2b on page 11. Then make conversations about yourselves. Girl: Hey, Tom! Over here! Don’t you remember me? Boy: Oh, wow! You’re Paula, aren’t you? Girl: That’s right. Boy: You used to be really short, didn’t you? Girl: Yeah, I wasn’t very tall . Boy: No, you weren’t. But you were always busy. Wait a minute! Did you use to play ping-pong ? Girl: Yes, I did. But now I’m more interested in ping-pong. I play basketball and I’m on the singing team. Boy: Wow! People sure change. Girl: Hey, Jack! Over here! Don’t you remember me? Boy: Oh, wow! You’re Mary, aren’t you? Girl: That’s right. Boy: You used to be really happy, didn’t you? Girl: Yeah, I wasn’t very sad . Boy: No, you weren’t. But you were always excited. Wait a minute! Did you use to cook the meals? Girl: Yes, I did. But now I’m more interested in cooking the meals. I sweep the floor and I’m on the housework team. Boy: Wow! People sure change. 3a Talking and checking On page 12 is a list of things people are usually afraid of. Put checks √ in the first two columns to mark the ones you used to be afraid of and the ones you are still afraid of. Everyday is afraid We all have fears from time to time. Thats true no matter how big we are or brave we can be. Fear can even be good for you sometimes and even help you stay healthy. Fear of getting too close to a campfire may save you from a bad burn. And fear of getting a bad grade on a test may make you study more. Being a bit on edge can also sharpen your senses and help you perform better in a recital or during a track meet. Some people even enjoy being a little scared. Thats why they like to watch scary movies - or go on roller-coaster rides. 3b Doing pairwork In pairs ask and answer questions as are shown (below) on page 12. A: Did you use to be afraid of the dark? B: Yes, I did. A: Are you still afraid of the dark? B: No, I’m not. How about you? A: Me? Oh, yes! I’m terrified of the dark. B: So, what do you do about it? A: I go to sleep with my bedroom light on. A: Did you use to be afraid of the examinations? B: Yes, I did. A: Are you still afraid of the examinations ? B: No, I’m not. How about you? A: Me? Oh, yes! I’m terrified of the examinations. B: So, what do you do about it? A: I make a good preparation before the examination. 4 Doing groupwork What did you use to do when you were younger? What do you do now? Fill in the chart on page 12 and talk with your classmates about how you have changed. Activity Past Now eat … eat rice eat bread Read… read stories read newspapers watch …on TV watch news on TV watch movies n TV Do… at school do homework at school do cleaning at school Closing down by telling a past story To end the period we shall have a fun activity by telling about our past beliefs. I used to believe that if a burglar broke into your house you could easily persuade him to have a seat and wait while the police were called. 我过去以为，如果盗贼闯进你家，你可以轻而易举地劝说他坐下并且等待报警。 Section B Goals ●To talk and listen about past likings ●To Read about pa

篇5：新目标九年级英语英文教案Unit 13

新目标九年级英语英文教案Unit 13

新目标九年英语英文教案Unit 13 Rainy days make me sad. Unit 13 Rainy days make me sad. Part 1: Teaching design (第一部分：教学设计) Structures: make/s me ＋ infinitive, make/s me ＋ adjective Target language: I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating. Me too! Loud music makes me tense. I agree. Loud music makes me uncomfortable. Vocabulary: lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful Learning strategies: Personalizing, Matching Section A Goals ●To learn to use make/s me ＋ infinitive, make/s me ＋ adjective ●To listen and talk about eating in a restaurant Procedures Warming up by learning to use make/s me ＋ infinitive, make/s me ＋ adjective On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure. Loud music makes me tense. Loud music makes me want to dance. That movie made me sad. Now you are supposed to make as many sentences with the make/s me ＋ infinitive, make/s me ＋ adjective structure as possible. 1a Looking and saying On page 102 is a picture of restaurants. Which one would you like to go? And why? ◆ I like to go to the one on the left because the music there would make me excited. ◆ I like to go to the one on the right because the music there would make me quiet. ◆ I like to go to the one on the left because the pictures there would make me tense. ◆ I like to go to the one on the right because the things there would make me happy. 1b Listening and completing Listen to a conversation between Amy and Tina talking about eating in restaurants. While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋ adjective structure” . Tapescript Girl1: I’m hungry, Amy. Girl2: So am I. Why don’t we get something to eat? Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers. Girl2: Oh, Tina… I hate the Rockin’ Restaurant. Girl1: Why? The food is great, isn’t it? Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense. Girl1: OK. So where do you want to go, Amy? Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed. Girl1: Not me. It makes me sleepy. And now complete the unfinished sentences in the chart on page 102. The Rockin’s Restaurant The Blue Lagoon The awful pictures make Amy sad. The soft music makes Amy relaxed. The loud music makes Amy tense. The soft music makes Tina sleepy. Now you are supposed to read the tapescript. While reading, underline the expression_rs and circle the connectives. 1c Doing pairwork What are your opinions about the two restaurants? Which on would you like better? A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating. B: Me, too! Loud music makes me tense. A: I agree! Loud music makes me uncomfortable. A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating. B: Me, too! Loud music makes me excited. A: I agree! Loud music makes me happy. 2a Listening and numbering 3 4 2 1 A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103. Tapescript Boy: Did you and Amy have fun last night, Tina? Girl: Well, John… yes and no. Boy: Was Amy late as usual? Girl: Yes, she was. And waiting for her made me angry. Boy: Where did you go? Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay. She said that loud music made he tense. Boy: That’s funny. Loud music always makes me want to dance. Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time. Boy: Then did you go to the concert at the high school? Girl: No. We decided to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad it made us cry. Boy: Sad movies don’t make me cry. They just make me want to leave! Girl: You sound just like my brother! 2b Listening and checking You are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s. √Waiting for her made me angry. √She said that loud music made her tense. ×Loud music makes me happy. √Loud music always makes me want to dance. √It was so sad it made me cry. √Sad movies don’t make me cry. They just make me want to leave! ×It made me sad. All right now, you are supposed to read the tapescript. While Reading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expression_rs and blacken the connectives. 2c Doing pairwork Go over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with. John: Did you have fun with Amy last night? Tina: Well…yes and no. She was really late. John: Amy was late as usual, wasn’t she? Tina: Yes, she was. John: And waiting for her made me angry? Tina: Yes, it made me angry. John: What did you do? Tina: First we went to the Rockin’ Restaurant. John: Did you stay long there? Tina: No, we didn’t because Amy didn’t want to stay. John: Why? Tina: She said that loud music made he tense. John: That’s strange. Loud music always makes me excited and want to dance. Tina: Me too. John: So then you went to the Blue Lagoon as usually, didn’t you? Tina: yes, you guess right. John: It was quiet and the food was great there. Did you have a good time there? Tina: Yes, we did. John: Where did you go then? Tina: I wanted to go to the concert at the high school. But Amy didn’t like to go there. We decided to go to the movies. John: What movie did you watch? Tina: We saw Remember Me Forever. John: It was a really good movie, wasn’t it? Tina: Yes, it was, but it was so sad it made us cry. John: Sad movies make me want to leave! Tina: You behave just like my brother! 3a Reading and answering On page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expression_rs and, blacken the connectives and circle the “make/s me ＋ infinitive, make/s me ＋ adjective” structure. Restaurant science Restaurant owners have to know how to make food. They also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue ma ke people relaxed, so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurants, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day. Now you are to answer the three questions on page 104 in the box. 1.What does the color red make most people feel? →The color red makes people hungry. Red also makes customers eat faster. 2.Why do so many fast food restaurant paint their walls red, play loud music, and have hard seats? →Because red color makes customers eat faster, loud music makes people want to leave and hard seats also make customers want to eat quickly and leave. 3.Do you think it’s fair that some restaurants are designed to be uncomfortable. → No, I don’t think so. The restaurant owners are runnin

篇6：新目标九年级英语英文教案Unit 12

新目标九年级英语英文教案Unit 12

新目标九年英语英文教案Unit 12 Youre supposed to shake hands. Unit 12 Youre supposed to shake hands. Part 1: Teaching design (第一部分：教学设计) Structures: Supposed to ＋ infinitive Target language: How was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should… Learning strategies: Comparing, Listening for key words Section A Goals ●To learn to use the structure Supposed to ＋ infinitive ●To listen and talk about what people are supposed to do Procedures Warming up by learning about the structure Supposed to ＋ infinitive Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used? What are you supposed to do when you meet someone? You’re supposed to kiss. You’re not supposed to shake hands. When were you supposed to arrive? I was supposed to arrive at 7:00. You should have asked what you were supposed to wear. 1a Looking, listening and matching Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time. Tapescript Boy1: What are people supposed to do when they meet in your country, Celia? Girl1: Well, do you mean when friends meet for the first time? Boy1: Yeah. Girl1: Well, in Brazil, friends kiss. Boy1: What about in Mexico, Rodriguez? Boy2: In Mexico we shake hands. Boy3: We bow. Girl2: And in Korea we also bow. Boy1: Well, I guess in most Western countries we shake hands. 1b Listening and checking You are supposed to listen for a second time to check your answers in 1a. Countries Customs 1. c Brazil a. bow b. shake hands c. kiss 2. b the United States 3. a Japan 4. b Mexico 5. a Korea Now you can turn to page 135 to read the tapescript. While reading circle the connectives and underline the expression_rs. 1c Doing pairwork What do people do when they meet for the first time? Now in pairs tell each other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK? A: What are people in Korea supposed to do when they meet for the first time? B: They’re supposed to bow. A: What are people in the United States supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in China supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in Mexico supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in Brazil supposed to do when they meet for the first time? B: They’re supposed to kiss. A: What are people in your city supposed to do when they meet for the first time? B: They’re supposed to wave their hands. 2a Listening and checking Maria, an exchange student from India, went to her American Friend Dan’s place and had dinner there. Now listen to the tape for the mistakes Maria made there. Tapescript Boy: Hi, Maria. How was Paul’s party? Girl: Oh, Dan, it was a disaster. Boy: It was? Girl: Uh-huh. Boy: What happened? Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00. Boy: Oh, so you were late. Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later! Boy: I see. Girl: Then when I met Paul’s mom, I kissed her. Boy: And you were supposed to shake hands instead. Girl: That’s right. AND I wore a fancy dress. Boy: What’s wrong with that? Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans. Boy: I guess you should have asked what you were supposed to wear. Now you may check√the mistakes by Maria on page 95. Maria’s mistakes √Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes 2b Listening and filling To fill in the blanks on page 95 you are supposed to listen to the tape one more time. Tapescript MariA: I was supposed to arrive at 7:00 but I arrived at 8:00. MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later. Dan: Boy: And you were supposed to shake hands instead. MariA: That’s right. And I wore a fancy dress. Dan: I guess you should have asked what you were supposed to wear. Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like. Li Hong: I was supposed to get up at 7:00 but I got up at 8:00. Li Hong: In my home it’s different. When you’re asked to get up at 7:00, you’re supposed to get up later. Wang Bin: And you were supposed to do the morning exercise instead. Li Hong: That’s right. And I took my school backpack. Wang Bin: I guess you should have asked what you were supposed to take. 2c Doing pairwork You are supposed to role play the conversation between Maria and Dan. And you are supposed to use the information from activities 2a and 2b. A: How was the dinner at Paul’s house last night? B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. A: Why was that? Why didn’t you arrive earlier? B: But in my country it’s different. A: What is the difference? B: When you’re invited for 7:00, you’re supposed to come later! A: So you didn’t arrive at 7:00.. B: When I met Paul’s mom, I kissed her. A: But you were supposed to shake hands instead. We don’t kiss each other when we are only friends. B: But I didn’t know that then. A: What did you wear? B: I wore a fancy dress. A: What’s wrong with that? B: It was a barbecue, you know. Everyone else was wearing a T-shirt and jeans. A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear. 3a Reading and filling On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expression_rs. Teresa Lopez From Cali, Colombia Marc LeBlanc From Lausanne, Swizerland Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！ In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together. And now you are supposed to fill in the chart. Attitude about… Colombia Switzerland Being on time Pretty relaxed about time very important to be on time Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first Making plans with friends Don’t usually have to make plans to meet friends usually plan to do something interesting, or go somewhere together 3b Doing pairwork Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries. A: What kinds of rules do they have in Colombia? B: Well, they have pretty relaxed rules. A: Like what? B: Well, it’s ok if you’re not on time. A: Could you give me an example? B: Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late. A: Do they often visit friends’ house? B:

篇7：新目标九年英语英文教案 Unit 3

新目标九年英语英文教案 Unit 3

新目标九年英语英文教案Unit 3 Teenagers should be allowed to choose their own clothes. Unit 3 Teenagers should be allowed to choose their own clothes. Part 1: Teaching design (第一部分：教学设计) Structures: should be allowed to Target language: I think sixteen-year-olds should be allowed to drive. I disagree. I think sixteen is too young. Do you think thirteen-year-olds should be allowed to have part-time jobs? No, I don’t. Vocabulary: allow, pierce, silly, stay up, drive, driver’s license, Do you think…? I agree. I disagree. I don’t agree. Learning strategies: Reflecting Transforming information Section A Goals ●To learn to use should be allowed to ●To listen and speak about school life Procedures Warming up by learning new words To start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart. Warming up by learning about “should be allowed to” We shall first learn to use the structures: “should be allowed to”. It is actually part of the passive uses of English. Tense Subject Auxiliary Past Participle Singular Plural Present The car/cars is are designed. Present perfect The car/cars has been have been designed. Past The car/cars was were designed. Past perfect The car/cars had been had been designed. Future The car/cars will be will be designed. Future perfect The car/cars will have been will have been designed. Present progressive The car/cars is being are being designed. Past progressive The car/cars was being were being designed. “should be allowed to” can be used like this: He should be allowed to come. Animals should be allowed to live in the forest. Children should be allowed to watch TV at weekends. 1a Reading and circling For practice of the “should be allowed to” read the statements in the box on page 18 and circle A for agree or D disagree. 1b Listening and circling Listen and circle “T” for true or “F” for false beside the statements in the box on page 18. Tapescript Woman:So, what are you doing this afternoon, Anna? Girl:I’m going to the mall with John. He just got his driver’s license. Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age. Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch. Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later. Girl:I agree, but it’s fun to watch. Is it OK if we take the bus? Woman:Well, I guess so. Girl:Great! I want to buy a new blouse at the mall, too. Woman:What kind are you going to buy? Maybe I should go with you. Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes. Woman:Well, I just want to be sure you get something nice. Now try to copy the expression_rs from the listening tapescript on the blackboard into your notebook. go to the mall with…, get one’s driver’s license, go with…, allow… to drive, be not serious enough, at that age, get one’s ears pierced, be allowed to get one’s ears pierced, be sorry later, it’s fun to watch, it is OK if…, take the bus, guess so, buy a new blouse at the mall, go with…, should be allowed to choose one’s own clothes, get something nice 1c Doing pairwork In pairs look at the statements in activity 1a and make conversation. You may use the phrases in the box on page 18 A: I think teenagers should be allowed to go out with their friends. B: I agree. They are old enough. A: I think teenagers should be allowed to go to the mall with their classmates. A: I think teenagers should be allowed to get their driver’s license. A: I think teenagers should be allowed to drive. A: I think teenagers should be allowed to get their ears pierced. A:I think teenagers should be allowed to watch TV at weekends. A: I think teenagers should be allowed to take the school bus. A: I think teenagers should be allowed to buy a new blouse at the mall A: I think teenagers should be allowed to choose their own clothes. B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough. 2a Listening and checking Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks. Tapescript Molly: Larry is working late again tonight, Kathy. Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep. Molly: I disagree with you. Teenage boys never get tired. Kathy: Well, maybe. But Larry shouldn’t work every night. Molly: Oh, I agree. He needs time to do homework. Kathy: You know, Molly… he should really cut his hair. Molly: Oh, I disagree. I kind of like it. It looks cool! Kathy: You know what worries me―Larry doesn’t seem to have many friends. Molly: Yeah, I know. I think he shouldn’t work on weekends. Kathy: Oh I agree, Molly. He needs to spend time with friends. Molly: Like you and me? Kathy: Maybe. 2b Listening and numbering You are going to listen again to the recording just now to number Kathy’s and Molly’s reasons in the correct order on page 19. Now you shall copy all the important expression_rs from the listening script. work late, sixteen-year-olds, be allowed to work at night, disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with … 2c Doing pairwork Next you are going to make in pairs a list of things teenagers should and should not be allowed to do. Discuss your list with your partner. A: Do you think teenagers should be allowed to drive? B: Yes, I think so. A: Do you think teenagers should be allowed to work late at night? B: No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep. A: Do you think teenagers should be allowed to disagree with their teachers? B: Yes, I think so. A: Do you think teenagers should be allowed to get tired doing their homework? B: No, I don’t think so. A: Do you think teenagers should be allowed to work every night? B: Yes, I think so. A: Do you think teenagers should be allowed to cut one’s hair? B: Yes, I think so. I kind of like my own style. It looks cool. A: Do you think teenagers should be allowed to have many friends? B: No, I don’t think so. They may meet bad people if they have too many friends. A: Do you think teenagers should be allowed to work on weekends? B: It depends on what they do. They may spend time with parents on weekends. 3a Reading and writing You are to read a dialogue between Sun Fei and Wu Yu on page 20. After reading you shall write in the chart Sun Fei’s and WuYu’s rules. Use “Don’t…” and “You can” to express your ideas. Jot down all the useful phrases form their dialogue. have a lot of rules, at one’s house, for example, stay at home, on school nights, study at a friend’s house, go to the movies, on Friday nights, to be home by 10:00 pm, on Saturday afternoons, go shopping with…, choose one’s own…, get one’s ears pierced 3b Doing pairwork In pairs role play the conversation in 3a using the information in the chart on page 20. A: What rules do you have at home? B: Well, I’m not allowed to go out on school nights. How about you? A: I’m not allowed to go out on school nights either. But I can watch TV with my sister. A: What rules do you have at school? B: Well, We’re not allowed to go out to movies on school nights. How about you? A: We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground. 4 Doing groupwork Turn to page 20 and find someone in your group who has to go home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his room every morning.

篇8：新目标英语Go for it九年级上Unit 2教案

新目标英语（Go for it）九年级上Unit 2教案

Unit 2 I used to be afraid of the dark. 第  一  课  时 Teaching aims 本课学习谈论过去的外表、性格特征和兴趣爱好以及目前的状态。 Teaching of new lesson 1、Ask the students to describle people’s ing conversations. appearane tall, short, thin, heavy, fat, medium, height, good-looking, straight, hair curly blonde hair, a medium build, glasses, sunglasses, sports shoes 2、Ask the students to describe people’s personality. personality outgoing, easygoing, serious, funny, moody, friendly, unfriendly, shy, generous, smart 3、Then the teacher shows some photos of himself (herself) taken years ago and says to the students. I used to be short  I used to have straight hair I used to wear glasses  I was outgoing 4、Ask the students to work in pairs with the words above. A: Did you use to be short ? B: Yes, I did A: Did you use to have straight hair ? B: Yes, I did A: Did you use to wear glasses ? B: Yes I did A: Were you outgoing ? B: Yes, I did 5、Ask the students to talk to each other with the following sentences pattens. Did you use to be …?  Did you use to have … ? Did you use to wear … ? 6、Make a dialogue. You haven’t seen your classmates for several years. Now you met in the street and talked to each other with the following words. 7、教学2a Ask students: What are they doing? Say: You will hear a boy and a girl talking to each other at a party, some people surely changed a lot. Listen and check the words you hear. 8、教学Grammar Focus 写一些句子在黑板上：You used to be short. He used to play tennis. Did you use to be short ? Did he use to have long hair ?说明used to用于陈述句而Did…use to 用于一般疑问句。 9、Listen to the tape Section A, 1b, 2a and 2b. Homework 叫学生写一篇短文，写出自已现在与五年前的不同情形。   第  二  课  时 Teaching aims 1、通过谈论过去害怕的事情，了解自己成长的轨迹。 2、能够谈论自己过去与现在的情况，使用句型I used to be afraid of 3、培养学生综合运用语言的能力，能用英语完成简单的任务、处理传送信息。 Teaching of new lesson 1、Ask the students to practice the following conversation. A: What did you use to be ? B: I used to be short A: What did you use to have?  B: I used to have short straight hair A: What did you use to wear?  B: I used to wear glasses? A: What were you like ?  B: I was shy and a little bit quiet 2. Ask the students which of these things they used to be afraid of, then the teacher writes down on the blackboard. used to be afraid of the dark being alone at home  snakes flying in an airplane big dogs 3. Ask the students which of these things they are still afraid of and write on the blackboard. be still afraid of :  dark …… 4. Ask the students to talk about each other the following dialongue. A: What did you use to be afraid of ? B: I used to be afraid of …… A: Are you still afraid of …… ? B: No, I am not. A: What are you afraid of ? B: I am afraid of …… and what about you ? A: I used to be afraid of ……and I’m still terrified of …… B: So, what do you do about it ? 5. Learn 3a, 3b, Section A Consolidation and extension Part 4 ( group work ) 解释任务要求，然后叫一位同学回答。 I used to eat chocolate, now I like to eat fruits. I think fruits are rih in vitamin and is good for health. 叫学生填写表格。 让学生四人一小组为单位谈论完成表格。 最后让几位学生告诉全班同学他们所了解的情况。如： My desk mate used to eat lots of chocolate, now she likes to eat fruits. She thinks keeping fit is important. Homework 叫学生回家调查自己的祖父母、姨父、阿姨等过去常常怕什么，并做好记录，完成书面报告 family members used to be afraid of       第  三  课  时 Teaching aims 1、能够理解所学目标语言并且能在实际交际中运用。 2、能够针对所听的语段内容记录简单信息。 3、通过对过去和现在生活对比启发和培养学生的积极向上的生活态度。 Teaching of new lesson 1、Ask the students to talk about each other according to the following sentence patterns. A: What did you use to be afraid of ? B: I used to be afraid of the sea. I don’t know how to swim. A: Are you still afraid of the sea ? B: No, I am not. A: What are you afraid of ? B: I am afraid of the dark. What about you ? A: Me? Oh, yes. I’m terrified of the dark. B: What do you do about it? A: I go to sleep with my bedroom light on. 2. Ask the students what they used to do and how they are different from what they do now. used to do be doing now 1) reading 2) listening to music 3) sports 4) watching 5) eating 6) favorite things 3. Ask the students to use the words or phrases above to make a dialogue each other. A: What did you use to do when you were young ? B: I used to spend a lot of time reading but now I don’t have the time anymore. A: What do you often do these days ? B: I do my homework and go to bed. I really miss the old day. 4. Read the story 3a. Section B. about Rose Tang’s problem and then complete the chart. Rose Tang then: had so much time;  spent a lot of time playing games with friends; watched TV or chatted with her grandmother went to concerts with her father; Rose Tang now : get up early and stays in school all day no time for playing games has to study no time for concerts  does homework and goes to bed Homework 熟记本单元新单词；用used to 造出至少五个句子。   第  四  课  时 Teaching aims 1、能够比较熟练地运用英语语音知识朗读篇章； 2、学生捕捉语篇主题，理解细节，并推断语篇深层意思的`能力； 3、培养学生略读、精读的能力； 4、掌握e-mail英语的发展和使用简洁和快速地表达信息的能力； Teaching of new lesson 1、阅读3a部分，问全班同学 1) What are your biggest problems ? 2) Are you busy these days ? 3) Do you have time to play games ? Why or why not ? 4) How often do you watch TV ? 2. Ask the students to work in pairs A: What did you use to be afraid of ? B: I used to be afraid of …… A: What are you still afraid of ? B: I am still afraid of …… A: What did you use to do when you were younger ? B: I used to …… 3. Ask the students to make sentences with the following words or phrases. 1) used to be  2) used to do 3) be afraid of 4) have to 5) worry about  6) spend … doing 7) not …any more 8) miss 4. Ask the students to explain the following words. used to do  1) He used to cause a lot of trouble. 2) He didn’t use to cause a lot of trouble or He usedn’t to cause a lot of trouble. 3) Did he use to cause a lot of trouble ? or Used he cause a lot of trouble? 4) He used to cause a lot of trouble, usedn’t he ? or didn’t he? afford 承担得起，做得到 1) He can afford to pay for a new car. 2) I didn’t think I could afford to lose my post. 3) She can hardly afford to wait for another hour.   Consolidation and Extension Self check 让一位学生大声朗读这些单词。然后叫学生单独完成填空练习。叫学生注意时态和语态，人称与数的变化。 Answers: 1. am afraid of 2. worry about 3. have to  4. miss 5. used to 最后请学生用这五个词组口头造句。 Homework 1、叫学生回家调查自己的家人过去喜欢哪一种书，哪种运动，哪一类音乐。 2、描述自己从小学以来发生的变化。3、熟练掌握本单元单词，背诵本单元课文。

篇9：新目标英语Go for it九年级上Unit 1教案

新目标英语（Go for it）九年级上Unit 1教案

Unit 1 How do you study English? The first period ( grammar and vocabulary ) 1．知识目标：   重点词汇：flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, what about, why don’t you…?   重点句型：How do you study for tests? /Well. I study by working with my classmates. Have you ever studied with a group? /Yes, I have. I’ve learned a lot that way. I don’t have a partner to practice English with. /Maybe you should join an English club. 2．能力目标： ⑴学会谈论学习方法 ⑵学会谈论学习中遇到的困难 ⑶学会针对学习中的.困难，给别人提建议 ⑷学会评价学习方法 二． 教学重难点： 1．  重点：verb + by with gerund 2．  难点：运用所学知识谈论学习中的困难，并能提出相应建议。 三.教学准备：  tape recorder  flashcards 四.教学方法：情景操练，反复使用，师生互动，生生互动。 五.教学进程：  Step one Free talk   1.Greeting.  2.Duty report  Step two presentation 1.  T: What do you do to improve your English? S1:I listen to the tape to improve my English. S2:I listen to the English songs to improve my English. S3:I watch English movies to improve my English. T:OK. We can also say:  How do you improve your English?  I improve my English by listening to the tape. I improve my English by listening to the English songs. I improve my English by watching English movies. 2. Ss repeat these sentences. Then make the conversations in pairs. Step three  Grammar 1.  by + v-ing 形式,by意为通过或凭，后面接动名词，该结构表示通过某事得到某种结果。如： I study by reading English every day. 提示：be + v-ing 结构常用下列句子来回答： How do you …? How can I …? Eg: How do you learn English ?   I learn English by listening to the tape every day. 2.  Practice Ss try to make sentences by using the structure. 3.  相关链接：by是个常用介词，以前所学的用法有： ⑴表示位置，意为“在…旁边，靠近…”，如：   There are some trees by the river. ⑵表示运输或渠道的方式，意为“乘坐”，如：   He goes to school by bus. ⑶表示时间，意为“在…以前，不迟于”，如： I’ll come back by 4:00. Step four new words 1.  Ask Ss to read the words, then read the words they can’t pronounce after the teacher. 2.  The teacher explains the following words, then ask Ss to make some sentences by using the given words. aloud/loudly/loud,  pronounce/pronunciation, memorize/memory, afraid/be afraid of/be afraid to do sth,  be angry with sb/be angry at sth step five  summary 六. 作业设计:  Ask Ss to make a learning-method report. Try their best to tell us he/she learn English. 七. 板书设计:     Unit  One 1.loudly/aloud/loud  A: How do you study for a test? 2.memorize/memory B: I study by doing sth 3. be afraid of sth  A: How do you improve your English?   be afraid to do sth B: I improve my English by doing sth 4.be angry with sb   be angry at sth     Unit 1 How do you study English? The second period ( speaking and listening ) 一、教学目标： 1．知识目标：   重点词汇：flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, what about, why don’t you…?   重点句型：How do you study for tests? /Well. I study by working with my classmates. Have you ever studied with a group? /Yes, I have. I’ve learned a lot that way. I don’t have a partner to practice English with. /Maybe you should join an English club. 2．能力目标： ⑴学会谈论学习方法 ⑵学会谈论学习中遇到的困难 ⑶学会针对学习中的困难，给别人提建议 ⑷学会评价学习方法 三． 教学重难点： 1．  重点：verb + by with gerund 2．  难点：运用所学知识谈论学习中的困难，并能提出相应建议。 三.教学准备：  tape recorder  flashcards 四.教学方法：情景操练，反复使用，师生互动，生生互动。 五.教学进程： Step one Free talk   1.Greeting.  2.Duty report Step two Revision   Ask some Ss to give the class his/her learning-method reports. Then ask and answer some questions. Step three  Listening and practice 1.  Some Ss are talking about how they study for a test.. Let’s listen to the tape and find the methods they study for a test. Students practice this conversation in pairs. 2.  We’ll listen another conversation .The Ss are talking about English. A girl is asking members of the English club some questions. Listen and check the question you hear. Ss listen and check the answers. Listen it again, this time let’s find the answers to each question. Ss listen and check the answers. Step four Task`   T: I think each of you have many ways of learning English. Please tell your partners.   Group work. Ss work in groups. Talk about their ways. Take notes and compare them. Name ways of learning English similarities differences                     A: How do you study English? B:I study English by listening to tapes. /He /She studies English by working with a group. /We study English by singing English songs. step five  Listening and practice 1.  T: Learning English can be difficult. What things are difficult for you? Please check the things which you find difficult. 2.  Paul also finds sth difficult. Listen to the conversation between Paul and his teacher. Check the things are not easy for Paul. Ss listen and check. 3.  T: What’s the teacher’s advice? Listen again and write the letter of each problems in 2a in front of the correct solution in activity 2b. Ss listen and check. Step six task Each pair can make a conversation by using information from 2a and 2b. 六. 作业设计:  Ask Ss to make a survey. Do you think what is the best way to learn English ? Names the best way to learn English       七. 板书设计:     The second period   A: How do you study for a test?   B: I study by doing sth   A: How do you improve your English?   B: I improve my English by doing sth                   Unit 1  How do you study for a test？ Period 3  (Reading and Writing)   Ⅰ、Teaching aims: Knowledge aim: Get the students to grasp the use of “by doing sth.” and some other phrases and patterns. Skill aim: Help the students to improve their reading ability. Emotion aim: Develop the students’ ability of dealing with different problems. Ⅱ、Key and difficult points: 1.  Understanding of the passages. 2.  Methods of expressing ways of studying different subjects. Ⅲ、Teaching tools: 1.  A tape-recorder. 2.  Several flashcards. Ⅳ、Teaching methods: Help the students to use dictionaries in reading to deal with the new words and try to understand them according to the context. Ⅴ、Teaching process: Step 1: 1.  Greeting. 2.  Check up the new words. Step 2: Presentation Ask the students to talk in pairs about how they study English. Then get several of them to tell the class their ways. And I’ll ask the others to discuss if they are successful or unsuccessful ways. Step 3:Tasks Task 1 1.  Here I have an interview in which three students told us how they studied English. Let’s listen to the tape and try to find whose ways are successful and whose are not. 2.  Play the tape twice for the students. Then I’ll show them the following chart to complete. Ways of learning English   Not successful OK Successful Lillian Li       Wei Ming       Liu Chang                    I’ll ask several students to tell us their answers and the others will correct their possible mistakes. 3.  Play the tape again for them to understand it better. 4.  Have the students read th

篇10：新目标英语Go for it九年级上Unit 7教案

新目标英语（Go for it）九年级上Unit 7教案

Unit 7 Where would you like to visit?  第1课时  Teaching aims 1、能运用以下句型进行交际。 Where would you like to visit ? I’d like to visit some where relaxing. 2、能从所听到的对话中获取信息。 3、掌握词汇 thrilling, fascinating, peaceful, tiring, educational, exotic, boring, fun  Teaching of new lesson 1. 展示一张世界地图 T: What kind of countries do you know in the map ? S: China, the U.S.A., the U.K., Canada, Australian, France, Germany, Mexico…… T: What kind do cities do you know ? S: Beijing, New York, London, Toronto, Sydney, Paris…… T: What do you think about the countries and cities ? 让学生们一个一个地说出描述性的形容词thrilling, fascinating, peaceful, tiring, educational, exotic, boring, fun. 2. 教学Where would you like to visit ? I would like to visit U.S.A. Because it is beautiful. Presentation and practice. T: Where would you like to visit ?（板书，突出动词的形式） S：I would like to visit U.S.A. T: Why would you like to visit U.S.A S: Because it is beautiful. （让学生给出不同的回答，强调I would like to =I’d like to 和其它动词的搭配） I’d call for help. I’d hold the rock. 1) A: Would you like to visit ……?   B: I’d like to visit …… 2) A: Where would you like to visit ?   B: I’d like to visit …… 3. Practice 1a. 1c. 2c. 让学生根据图片内容对话，引出take it easy, trek through the jungle, explore the historic sites并用刚刚学到的目标句型来操练。 4. 教学1b, 2a, 2b. 首先，帮助学生明确本题的要求。接着，听力练习，学生根据录音内容完成1b, 2a and 2b. 最后，重放一遍录音内容，学生跟读。 5. Consolidation and Extension. 完成一个任务 假设你有个朋友想去Hawaii, Mexico, Niagara Falls游览，但不知去哪更好，请就此事展开讨论，并做出最后决定。 A: Where would you like to visit ? B: I would like to visit Hawaii. Would you be interested in going there ? A: it’s wonderful, but ……  Homework   1、介绍三个你最想去的地方，并给出原因。 2、熟记本课学习的新单词。  Unit 7  第三课时  Teaching aims 1、能运用所掌握的语法、句型和词汇进行交流。 2、能比较流利地描述一个自己想去的地方。 3、能运用语言和语法知识进行阅读并理解文章意思。 4、能运用句型：For your next vacation, why not consider visiting Singapore?  There are many things to do. 5、掌握词汇及短语: consider doing, plan on doing, be allowed, get around, decide to, all year round.  Teaching of new lesson 1. Ask the students to work in pairs using the target language. A: Where would you like to go? B: I would like to go ( to )…… A: Why would you like to go ? B: Because it’s …… and it has …… Hawaii, Mexico, Niagara Falls, somewhere warm, Brazil, Japan, Florida, Kunming, Singapore. Interesting, fascinating, thrilling, peaceful, wonderful galleries, museums, fantastic beaches. 2. These activities provide listening and speaking practice. 1) 2a. Listen and show the correct order. 2) 2b. Listen and match each place with the reason for not going. 3) 2c. Read the instructions and then work in pairs using the target language. A: I hope to visit …… some day. B: I do, too, I like places where …… 4) 3a. Ask the students to read the article and express the reasons for going and not going. Using the target language. For going: For not going: 5) 3b. Ask the students to practice the conversation then work in pairs with the information below. A: Where would you like to go ? B: I’d like to visit …… A: Isn’t it supposed to be very …… ? B: Yes. But it’s ……and it has …… 3. Explain the grammar focus in this lesson. 1) go somewhere relaxing / exciting, warm. 2) Hope to do …… some day (but not sure) 3) Would like to do = want to do 4) I want to go somewhere ( that is ) relaxing.   I want to do something ( that is ) exciting. I love places where the people are very friendly. Pay attention to the uses of “that” and “where”  Homework 汉译英： 1、你想去哪里旅游？ 2、我想去温暖点的地方。 3、因为我可以游泳。 4、你下次旅行为什么不去上海呢？ 5、我不喜欢去那里，因为那里人很多。 Unit 7  第四课时  Teaching aims 1、说―能运用以下句型进行交际。 What are important to you when you go on vacation. The weather is the most important thing, I like to go somewhere warm. 2、听―能从所听到的对话中获取信息。 3、掌握词汇 take a trip, in/on/to the east of, mind doing, need to do, save money by, stay at, be away.  Teaching of new lesson 1. Warm C up. T: what are important to you when you go on vacation ? S: The weather is the most important thing, I like to go somewhere warm. S: I hope it is near the ocean. S: I hope the things there won’t be so expensive. 展示景点图片，让学生谈论，将他们所谈论的事项板书。 Weather. Price. Hotel. Shopping, transportation…… 2. Presentation 教学1 能用上面的'事项和同桌进行对话，讲述自己对旅游各项事情的要求。学生对话完毕，让一些同学表演。 （巩固句型，学会灵活运用，让学生能更好进行表达） 教学2a, 2b. 1) Ask the students to practice talking with other using the following the target language. A: Where would you like to go ? B: I’d like to visit…… A: Isn’t it supposed to be …… B: Yes, it is. But it’s …… and it has …… 2) The following activities provide practicing listening, speaking, and writing using the target language. a. Ask the students to spend some minutes writing down a list of things when you go on vacation. b. Ask some students to read their lists to the class. c. 听力前的brainstorm. First, let students describe the three picture of 2a. Explain “somewhere warm, go on a nature tour”. d. T: Jeff has a summer job at a travel agency. Three customers call to ask for information about the vacations. Listen to their conversation carefully and check the questions customers ask then listen again, and fill in the blanks. e. 2a. Ask the students to make travel plans or vacation, a travel agency is an office that can help you. Using the target language.   Take messages, would like some information on vacation, where, somewhere warm and a nature tour, Los Angeles, Kunming.  Homework 1、读熟本课时所学对话 2、你打算下周去旅行，想根据自己的要求写信向旅行社咨询。  Unit 7  第五课时  Teaching aims 1、熟练地表达想要、希望、喜欢去观光的某地； 2、熟练地表达某地的人文景观和风土人情等。 3、复习巩固本单元的主要内容。  Teaching of new lesson 1. Revision: Check homework T: You are planning to travel somewhere, but you don’t know where is suitable for you. Now please tell the travel agency about your requirements. 让两三个同学口述自己想去旅游的地方的要求（依照3a），将其要点归纳在黑板上。 For example: warm place, cheap hotel, near the sea, good shopping place…… 2. Ask the students to work in pairs using the target language. A: I’d like to go to …… B: Why go to …… ? A: It’s …… and has ……. 3. Self Check. The following activities provide the students to practice listening speaking and writing. 1) Ask the students to fill in the blanks on their own. 2) Check the answers and ask the students to make their own sentences with the following words: provide, cook, save, pack, hope. 3) Ask the students to say their sentences. 4) Ask the students to identify the four places in the pictures. Eiffel Tower in Pairs Big Ben in London Then ask the students to talk about their own hopes and dreams. 1.Ask the students to write down dreams they have and share their thoughts to their classmates. 2. Ask the students to discuss who has the best dream and how he/she could achieve their dream.  Homework 1、以 “My Ideal place for a trip”为题，写一篇作文。 2、用括号中的单词的正确形式填空。 1. Have you ever been to Niagara ____________ ( fall ) ? 2. Hawaii is a _________ place, every year many _________ (tourist) go there for their vacation. 3. There are many things __________(do) in Singapore. 4. Hongkong is a wonderful place for ________ (shop) 3、汉译英 1．如果你已经决定的话，你得准备好把衣服装箱。 2．你今晚想来吃饭吗？  

篇11：新目标英语Go for it九年级上Unit 6教案

新目标英语（Go for it）九年级上Unit 6教案

Unit 6 I like music that I can dance to Unit 6  第1课时 Teaching aims 学习由关系代词who, that引导的定语从句，并且能运用它们描述自己的喜好。 Teaching of new lesson 1. Warm-up : Train work T: What kind of weather do you like ? S: I like sunny days. T: I like weather that is sunny, too.（板书） 引导学生以I like weather that is warm / cool……句型进行练习。 运用句型： What kind of clothes do you like ? I like clothes that are comfortable / soft / not expensive 2. Pair work 让学生谈论音乐，运用句型： What kind of music do you like ? I like music that is gentle. / I like music that I can dance to I like music that I can sing along with. / I like music that has great lyrics 3. Ask the students to work in pairs. A: What kind of music do you like ? B: I like music that I can sing along with. A: What kind of musicians do you like ? B: I like musicians who play different kinds of music. Ask the students to use other target language instead of music, musician to practice. 4. 教学听力训练(Listenign) 明白听力任务，现让学生听对话，按要求完成1b，由学生做答案，教师检查学生答案。 再播放一遍录音，学生跟读。 5.教学 1）操练（Practice）1c小组练习（group work） 根据所听到的对话，模仿练习2）拓展（Extension） 教师问一学生：Which kind of music do you like better, music that has great lyrics or music that you can dance to ? S: I like music that I can dance to. T: You mean “I prefer music that I can dance to”.（板书引出本课重点词汇: prefer） 6. 教学2a, 2b听力训练 1）让学生明白4句话的意思； 2）听力训练。听第一遍，完成2a，再听第二遍，将答案填写在2b的空格里。 3）强化定语从句中that, who的用法。注意学生填写2b时句子是否完整，进行更正。 4）跟读对话 Extension I like the ruler which / that I bought yesterday. The room that / which is behind me is my bedroom. Homework 用that, who, which填空 1. I prefer apples _______ are sweet.  2. He has some friends _______ can help him a lot. 3. The orange skirt ______ is hanging there is my favorite.  4. No one likes books ______ are boring. 5. We prefer singers ________ write their own lyrics. Unit 6  第2课时 Teaching aims 1、熟练掌握who, that引导的从句的用法； 2、学会理解他们在句子中的含义，学会用句型表达自己的`喜好。 Teaching of new lesson 1、Ask the students to practice using the target language. music  sing along with musicians play different kinds of music clothes    be comfortable to wear  movies be sad movie stars  songs be energetic singers 2. 3a Read Jennifer’s CD review. Then match the sentence parts 1) 导入( Lead-in )，播放两张风格各异的CD，问学生对这些音乐的感受，更喜欢哪一种，为什么？ 2）泛读。让学生阅读Jennifer’s CD review，如果有生词，在生词上画圈（remind of, Brazilian）。 语言点remind of 的用法。可通过例句来分辨： The story reminds me of my childhood. It means the story makes me think of my childhood. 3）完成练习由学生单独完成，帮有困难的学生进行理解，引导他们完成任务。 4）归纳总结 请一组学生给出答案，其他组如有不同意见，讨论谁是谁非。（发挥学生自主学习的能力，让他们自主地去发现，达到自主学习的目的） 3. 教学3b Pairwork Ask the students to complete this chart Movie: The fisherman’s wife was funny, It’s too long and really boring. Exhibition: There are many great photos of people and of the countryside. The few city photographs are less successful. Band: They play the kind of music that I love to hear. Every song is really loud and you don’t often understand the words. 结合3a的问题以及相关的信息，谈谈自己最近听的CD。 1) What CD did you listen to recently ? 2) What do you think about it ? 3) Why do you like / dislike it ? 由学生自由讨论，再让一些小组表演他们的对话。 4.Ask the students to work in paris using the target language. 1) A: What’s the name of your favorite ……?   B: The name of my favorite…is…   A: Why do you like ……   B: ……   A: What does it remind you of ? 2) CD “Dance, Dance, Dance” great can dance to it Homework 用30字左右的文字谈谈你对CD的看法。 （你喜欢什么样的CD？你喜欢什么样的音乐？你为什么喜欢？你不喜欢的是那些？为什么不喜欢） 熟记本课所学的新单词 Unit 6  第3课时 Teaching aims 1、学会灵活运用引导的定语从句，熟练掌握定语从句的表达； 2、引导学生培养审美情趣，增强审美意识； Teaching of new lesson 1. Ask the students to work in pairs using the target language A: Do you like …..who……? B: Yes, I do A: Do you like ……that……? B: Yes, I do. 2. Read the review. Write down the things the reviewers like and dislike on your notebooks then ask some of the students to write on the board. Yellow River Fisherman. Like : He’s made some great movies. The fisherman’s wife was really fun. Dislike: Yellow River Fisherman is too long and it’s really boring. Amy Kim, Photograph Like: Her best loved photos are on display…… great photos of people and of the countryside. Dislike: The few city photographs are less successful. Wild and Windy Like : The band has lots of energy…… they play the kind of music that I love to hear. These musicians make us happy. Dislike: Every song is really loud and often you can’t understand the words ……the lyrics aren’t very good. 3. 教学听力训练2a, 2b 谈论图片：T: What can you see in the picture?  S: We can see two boys, a T-shirt, a football, a jacket, two books, a hat and a poster （通过问题让学生既对对话内容有整体了解，为听力练习做好准备，又培养学生的注意力和观察力） 要求学生快速阅读2a, 2b的要求，引导学生进行分析信息，听选相关信息。接着，进行听力练习，学生根据录音内容完成2a and 2b. 如有错误，纠正答案，最后，重新放一遍录音内容，学生跟读。 4. Practice target language 2c Group work  根据掌握的对话内容，参考1部分表格里的信息，谈谈你喜欢的东西以及你为什么喜欢的理由。 补充练习1、我喜欢能自己写歌词的乐队I like bands __________________________________ 2、他有很多和他爱好一样的朋友He has many friends ________________________ 3、那个穿红色裙子的小姑娘是我妹妹The little girl ___________________________ 4、我更喜欢冬天去游泳I prefer _________________________________ 5、他更喜欢画画He prefers ________________________________ Homework 读熟本课时所学对话  熟记单词 Unit 6  第4课时 Teaching aims 1、通过对who, that引导的定语从句的熟练掌握，运用到阅读理解之中。 2、通过对别人喜好的了解，培养自己的审美情趣。 Teaching of new lesson 1. Ask the students to fill in the blanks Self Check 1 on their own. 1) Ask some of the students to make sentences using the target language prefer …… of remind ……of  can’t stand look for 2) Ask these students to say in class 让学生用所给单词进行填空，检查答案，再用这些词语分别造句 2. Read this e-mail Self Check 2 and answer the questions. 1) Where’s Lingling now? 2) Which place does Lingling like better ? 3) Why does Lingling stay in Hong Kong ? 4) What course does he study ? 5) What kind of music does he prefer ? 6) Why does he like the music ? 7) Is there many different kinds of food in Hong Kong ? 8) Do you know what his favorite food is? 9) Has he seen an Indian film ? 10) Does he like Indian films ? 阅读信后，给Lingling写一封加信。模仿她的内容，写自己的学习、生活、饮食习惯、业余爱好，鼓励学生用比较的方式进行描述。先自己单独写作，再在小组间进行交流互相改正存在的语法和其他错误，选取一些代表作展示给全班同学。 3. 1) Let the students to discuss the article after they have read. a.  What languages would you like to learn ? b.  What kinds of music do you like ? c.  What kinds of food do you prefer ? d.  What kind of film do you prefer ? 2) Ask the students to work in pairs in class. 3) Then write a reply to Lingling according to their talk. 4. Ask the students to read “I only eat food that tastes good” 5. Ask the students to answer the questions. 1) What is the best way to keep healthy ? 2) What kind of food do you like best ? 3) Do you like to eat fast food? 4) What do you think about the balanced diet ? 5) How many kinds of food are there in this article ? 6) What do children need every day ? 7) Do you take care of your health? 8) What do you think is to keep healthy? 9) What are three things you can do to be

篇12：新目标英语Go for it九年级上Unit 9教案

新目标英语（Go for it）九年级上Unit 9教案

Unit 9 When was it invented? Unit 9  第1课时 Teaching aims 学习一般过去时的被动语态和特殊疑问句。 Teaching of new lesson 1. Warm-up Ask the students to be familiar with the words below according to the pictures on computer. Telephone, calculator, car, personal computer, TV, electric light, light bulb, alarm, clock, microwave oven, electric slipper. 2. Presentation 1) 教学When was the car invented? It was invented in…… Choose the three inventions of these and ask students to guess when each one was invented. For example, you might choose car, telephone, and personal computer. Have several different students guess and write the dates on the board. Ask the class to repeat the questions and answers. [T=Teacher, S=Student] T: When was the car invented ? (Class repeat.) T: Good. Now Jackie, what was your guess? S1: 1900 T: OK. Jackie, repeat after me. The car was invented in 1900. Repeat the process with several different inventions. At last, make students find out the real dates. 2) 教学Who were the light bulbs invented by? And what are they used for ? 呈现Edison and light bulbs的画面。 Tell the students Edison invented light bulbs. Then ask the students to answer the questions below. T: Who were light bulbs invented by? ( Class repeat ) T: Good. Now Class repeat after me. They were invented by Edison. 3) 教学  操练1a, 1c, 2c 学生看书本上1a的图画，根据图画，把1a, 1c, 2c中的语言点综合起来，叫学生相互间回答问题。并用刚刚学到的目标句型来操练。最后，抽查几对学生，让他们在全班面前，按要求进行对话。 4) 教学1b, 2a, 2b 首先，帮助学生明确本题的要求。接着，听力练习，学生根据录音内容完成1b, 2a and 2b. 最后，重放一遍录音内容，学生跟读。 3、Consolidation and Extension. 完成一个任务 Ask some students to read about an invention using an encyclopedia or other book from the library, or by looking up information on the Internet. Have the students write up a short report and draw a simple picture of the invention or bring in a photo of it. Ask each students to show the picture and read his or her report to the class. Homework   1、根据时间和人物写出发明物。 1) 1885____________   2) 1876 ________________ 3) 1927____________  4) 1976 ________________ 5) Julie Thompson __________ 6) Chelsea Lanmon ______ Unit 9  第2课时 Teaching aims 1、熟练掌握被动语态用法。 2、学会用被动语态表达对创造和发明事物的认识和看法。 Teaching of new lesson 1. Warm C up: Ask the students to practice speaking. A: When was …… invented ? B: It was invented in …… A: Who was it invented by ? B: It was invented by …… A: What is it used for ? B: It is used for …… 2. Presentation. 1) 教学helpful, annoying Ask students to give some examples to show what each word means. For example. A vacuum cleaner is helpful.  A very loud truck is annoying. 2) 教学3a 呈现alarm clock, light bulb, microwave over, tea, and so on的画面。Then ask the students the following questions. T: Is the light bulb useful or annoying ? ( Opinions may differ. ) S1: I think it’s useful. T: Why is it ? S1: Well, it gives people more time to work and play every day. Then ask the students to make a list of five helpful inventions and five annoying inventions on their own. Give the class about five minutes to do this. 3) 教学  操练3b Ask the students to work in pair the following talk using the target language. A: What do you think is the most helpful / annoying invention? B: I think the most helpful / annoying invention is …… A: Why is that ? B: Well, it gives people…… 3. Consolidation and Extension Imagine that you are alone on a tiny island, Choose five inventions you would like to have on the island with you. Tell the group what you chose and why. Homework 句型转换 1. She was seen to come out of the library by him.（变被动语态） 2. When are trees often planted?（变被动语态） 3. The League was founded in Guangzhou in 1922（就画线部分提问） 4. Did the students wear the school clothes a lot ?（变被动语态） 5. Kate took god care of the baby yesterday evening.（变被动语态） 1.  His aunt bought him a bicycle.（变被动语态） 2.  His aunt bought him a bicycle.（变被动语态） Unit 9  第3课时 Teaching aims 学会表达由于这些创造和发明对你的生活的帮助和对生活质量的`提高认识 Teaching of new lesson 1. Warm C up. Ask the students to practices talking to each other. A: What do you think is the most helpful invention? B: I think the most helpful invention is …… A: Why do you think so ? B: Well, it gives me…… 2. Presentation 教学1a First the teacher asks the students what kind of fruit food and drink you like the best and writes down on the blackboard. Such as: potato chips, ice cream, tea, lemon, chocolate, oranges, salad, popcorn, pickle and so on. 教学2a, 2b. 1) 首先，听力前的brainstorm. First, Let students describe how potato chips taste and describe how helpful the potato chips. Then, ask: When and where were potato chips invented? Who were potato chips invented by? How were potato chips invented? Key words: by accident, customer, restaurant, by mistake. 2) at last，听力练习，要求学生快速阅读2a, 2b.帮助学生明确听力语言目标的要求。接着，听力练习，学生根据录音内容完成2a and 2b. 3) 教学 阅读3a 呈现a cup of tea和the emperor( who was Shen Nung) was boiling drinking water over an open fire的画面。Then ask the students the following questions. T: What is tea used for ? When was it invented ? Who was it invented by ? How was it invented ? Then ask the students to make a list of five helpful inventions and five annoying inventions on their own. Give the class about five minutes to do this. 3. Consolidation and Extension 完成一个任务: Blind Taste Test Ask a students to bring to class some foods that taste sweet, crispy, salty, and sour. Have him or her blindfold students one at a time, let the student taste little piece of each food, and say if each food is sweet, crispy, salty, or sour. Students may use more than one word to describe some foods. Homework 用动词的适当形式填空。 A: When _______ the Dinosaur World ________ (build) ? B: It ________ ______ (build) in 1988. you will see many kinds of dinosaurs in it. Shall we go to see them ? A: Yes, I’d love to. But where is the entrance? B: Here, this side door is _______ (use) as an entrance. There’s something wrong with the front door. It’s ________ (lock). A: Wow, these must be dinosaur eggs. Where ____ they ____ (discover) Unit 9  第4课时 Teaching aims 1、通过对被动语态表达的发明和创造的事物来认识人类科技进步和培养学生的创新能力来表达情感，态度，价值观的课堂体现。 2、通过对一般过去时被动语态的掌握进一步了解和掌握被动语态其他时态的表达。 Teaching of new lesson 1. Warm-up 呈现: computer, radio, camera, light bulb, car, bicycle, TV, tea, and so on. Then ask students to discuss pictures and say something about what he / she would like best in class. 2. Presentation. 1）教学 首先，写作前的brainstorm First, read the instructions to the class and make students look at the sample first sentence of 3a. Then, explain that students can combine more than one point into one sentence. 2）教学 写作3b, 4a. Finish 3b according to working in pairs. At last, ask a few students to tell the class about the partners they have interviewed. Finish 4b 说明：通过该活动用语言目标提供阅读和写作练习。 3）教学Self Check 2 让学生找出Self Check 2. 这些东西是何时发明的并根据如下句子进行俩俩对话。 A: What is it ? B: It’s an abacus. Umbrella / a binoculars, camera, bucycle. A: What is it used for ? B: It’s used for …… A: Oh, that’s cool! Who was it invented by? B: It was invented by …… A: What would you like best ? B: I’d like ……best . 3. Consolidation and Extension 完成一个任务: Crazy Inventions Ask students to build their own crazy inventions using paper, cardboard and other materials they may have at home. Have them bring their inventions to class and say something in class. Homework 汉泽英 1、计算机是何时发明的？  2、谁发明了计算机？3、计算机是用来做什么？ 4、你认为什么是最有用的发明？5、它能够给人们更多时间工作和玩。

篇13：新目标英语Go for it九年级上Unit 3教案

新目标英语（Go for it）九年级上Unit 3教案

Unit 3 Teenagers should be allowed to  choosetheir own clothes 第  一  课  时 Teaching aims 1、初步掌握语言结构should (not) be allowed to do, 学会表达agree和disagree. 2、对目标语言的听力训练，听取信息。 Teaching of new lesson 1、Ask the students to talk about what they are allowed to do and learn to agree and disagree. go out with their friends every night. drive in sixteen- year-old. have part-time jobs.  get their ears pierced choose their own clothes 2、Ask the students to discuss why they agree or disagree. Agree go out with their friends--- need to spend time with friends.-- learn a lot from each other. drive in sixteen-year-old  ---- old enough at that age. have part-time jobs ---- a great experience ---- give us time to do things like volunteering. get their ears pierced --- look cool choose their own clothes ---- feel more comfortable. Disagree: go out with their friends ---- need time to do homework. drive in sixteen-year-old ---- not old enough. have part-time jobs ---- finish a test, do homework, spend time reading get their ears pierced ---- look too wild and too silly, not serious enough choose their own clothes ---- should concentrate more on their studying 3、Ask the students to work in pairs with the words above. 1) A: I think teenagers should be allowed to go out with their frends.   B: I agree,  They…… / I disagree. They …… 2) Make a dialogue each other with the words they have learnt. A: Do you think sixteen-year-old should be allowed to…? B: Yes, I agree. Because it can … A: Do your parents agree with you ? B: No, I think they disagree. A: Why do they disagree with you? B: Because… 4、Read and finish Section A a1, 1b, 1c and 2a, 2b and 2c. Consolidation and Extension 展示语言结构和交际中要用到的词组 结构：should be allowed to,  should not be allowed to 词组：too wild, too silly, too young,  not serious enough,  not old enough, not calm enough Homework 复习Grammar box. 用结构be (not) allowed to do列出课堂上没有介绍的一些事情 Unit 3  第二课时 Teaching aims 1、进一步用所学的目标语言进行口头交际。 2、学会用结构be (not) allowed to 谈论家规----- Family rules. 3、通过谈论学校的规章制度使学生树立遵守校规的意识。 Teaching of new lesson 1、Ask the students to work in pairs. A: Do you think teenagers should be allowed to … ? B: Yes, I agree. They … /No. I disagree. They … 2. Teach the passive voice （教被动语态句型） Active voice 1) Many people speak English We learn English in school. 2) We made the camera in china    These workers made the toys of wood 3) We should plant the trees around the lake.   We must repair the computer now.   Passive voice A. English is spoken by many people. B. English is learnt in school C.  The camera was made in china. D.  The toys were made of wood. E. The trees should be planted around the lake. F. The computer must be repaired now. 3. Ask the students to analyse the sentence patterns according to the sentences above and understand what they are used. Be + 过去分词 be 表示时态、过去分词表示被动的含义。 4. Ask the students to do some exercises. Change active voice into passive voice. 1) His parents don’t allow him to study with friends. 2) They allow me to go to the movies on Friday nights. 3) Her mother didn’t allow her to get her ears pierced. 4) Students should correct their mistakes 5. Ask the students to make a dialogue according to the words below. At home have a lot of rules at my house  allow have to  watch TV friends  agree / disagree At school  have a lot of rules at school allow  have to wear be late agree / disagree Consolidation and Extension Activity 4对目标语言进行听、说、读、写的综合训练 T: Do you have to go home after school, Wang Ling? W: Yes, I do T: Are you allowed to stay up until 11:00 pm? W: No, I’m not Homework 1、用结构be (not) allowed to 和have to各造五个句子。 2、模仿3a编造一个对话，谈论family rules.   Unit 3  第三课时 Teaching aims 1、掌握频率副词的`用法。 2、完成听力训练，培养良好的听力习惯 3、用目标语言谈论一些校规，表达同意与不同意 Teaching of new lesson 1、Ask the students to practice using the target language. 1) rules at my house  allow  have to  watch TV  choose friends  go out  agree  disagree 2) rules at my school  allow  have to  get to school  do homework  listen to the teacher  pass the test  choose clothes  wear uniforms 2. Read the conversation Section A, 3a and fill in the chart 3. Ask the students to discuss what they agree or disagree using the target language. 4. Ask the students to talk about their favorite daily lives. 5、教学 2a, 2b Activity 2a ---- circle the items in 1a 1)  明确听力任务要求，教师给出一定的指导 2)  播放录音，学生圈出1a中所听到的句子。 Activity 2b ---- match the sentence parts.  3）帮助学生明确任务要求，确定学生掌握右边词组的意思 4）播放录音，请五个学生分别说出每一个完整的句子。 Consolidation and Extension 1) Discussion ---- Groupwork 2c. Peter should be allowed to take the test later. Parents should not be too strict with teenagers. 2) Write a passage T: Have you ever been late for school ? 让学生描述一次上学迟到的经历； 让两位学生读出他们所写的文章，和学生一起分析，纠正错误。 Homework 1、用表频率的副词: always, sometimes, usually, never造句； 2、选择2c中任何一件事情，书面表达自己的观点。 Unit 3  第四课时 Teaching aims 1、通过阅读文章，加深对目标语言的理解； 2、掌握本单元的重点词汇，并且能够灵活运用。 3、让学生了解允许做什么和什么是“酷”的生活方式。 Teaching of new lesson 1、Ask the students to work in pairs. A: What school rules do you think should be changed ? B: Well, I think we should be allowed to wear our own clothes. A: What’s the reason ? B: We would feel more comfortable and that is good for studying. A: That sounds good. Thank you. Ask the students to practice with other words instead. 1) A: Well, I think we should be allowed to do less homework. B: We would need more time to sleep and do my favorite things 2) A: Well, I think we should be allowed to do more sports. B: We would feel healthier and more confident. 2. Read this article Self Check 2 and write a letter a make a suggestion how to improve your school life with the following words. do less homework and more sports,  rest,  sleep,  volunteer visit experience,  be good for studies 3. Ask some students to read their articles in class. 4. Read the article “Should I be allowed to make my own decisions ?” 5. Ask the students to translate the article into Chinese and then explain the following words. 1) get in the way of 妨碍…… What he said could probably get in the way of business. 2) be serious about 认真地对待，真挚，热衷于 He is very serious about his appearance. 3) spend time on：We think he needs to spend time on his homework. Consolidation and Extension Activity 4 ---- Groupwork（听说读写的综合训练） You and your friends are starting a new Saturday English club. Make a list of rules about what should and should not be allowed. Members are allowed to use English --- English dictionaries. Members aren’t allowed to be late. 让一对学生朗读示例对话。 要求学生列出rules之后，模仿示例对话进行对话练习。 Homework 1、课外调查几位同学，大家对校服有什么看法，书面整理成一篇文章。 2、复习本单元的重点词汇和目标句型。 3、给Editor写信，表达自己的态度，并且要求解释原因。

篇14：新目标英语Go for it九年级上Unit 11教案

新目标英语（Go for it）九年级上Unit 11教案

Unit 11 Could you please tell me where the restrooms are? The Seventh Period   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．      

篇15：九年级Unit 6 教案教学设计(新目标版英语九年级)

Unit 6 I like music that I can dance to

The 1st Period

Ⅰ． Teaching Aims

1． Knowledge Objects

（1） Key Vocabulary prefer, lyric

（2） Target Language

What kind of music do you like?

I like music that I can sing along with．

What about you?

I prefer music that has great lyrics．

2．Ability Objects

（1） Train the students to express preferences．

（2） Train the students’ listening skill．

(3) Train the students use the Attributive Clause.

3． Moral Object

Let’s enjoy music． It always brings us happiness．

Ⅱ． Teaching Key Points

1． Key Vocabulary and phrases: prefer, lyric, dance to, sing along with

2． Target Language

Ⅲ． Teaching Difficult Points

1． Relative clauses with that and who

2． The listening practice

Ⅳ． Teaching Methods

1． Chain drill2． Pairwork

Ⅴ． Teaching Aids

A computer and PPT

Ⅵ． Teaching Procedures

Step Ⅰ Lead in

1. Beginning the class with a short movie “ Sounds of Music”

2. Ask some students about: Do you like music? What music do you like ? What kind of music do you like? And write down their answers about the kinds and reasons.

3. Show students different kinds of music, and find some adjective words to describe them. Then, show two sentences about the music, and show how to combine them into one.

4. Make some more sentences like that. And everyone say a sentence.

Step Ⅱ 1a

This activity introduces the key vocabulary and trains the students to express preferences with the relative clause．

Write…that are red on the blackboard．

Ask students to look at the PPT again, read out the relative clause sentences aloud.

Step Ⅲ 1b

Say, we will hear Tony and Betty talking about the kinds of music each one likes．

Let’s see the instructions first． Read the instructions to the students． Tell them to tick （√） the right statements while they are listening． Read the three headings before playing the tape．

Play the tape the first time and the students only listen． Then play it for a second time． The students tick in the right answer boxes．

Cheek the answers．

Step Ⅳ 1c

Read the instructions to the students．

First ask a pair of the students to read the example in the box,

SA: What kind of music do you like?

SB: I like music that I can sing along with． What about you?

SA:I prefer music that has great lyrics．

Then get them to work in pairs． Answer the questions with their own preferences．

As the students do the practice, move around the classroom and give them some help． Ask several pairs of students to perform their conversations before the class．

Step Ⅴ Summary

Say, In this class, first we’ve learned two new key words, prefer and lyrics． Then we’ve learned how to express references by talking about music, using relative clause with that．

Step Ⅵ Homework

Ask the students to write three sentences with I like music that…,I love music that …,I prefer music that…

Step Ⅶ Blackboard Design

Unit 6 I like music I can dance to．

Section A

The First Period

1． phrases

has great lyrics

dance to

sing along with

3.Sentences

I like flowers that are red．I like the house that is big．

Relative clause with that． …that has great lyrics．

…that I can sing along with．

…that isn’t too loud．

…that I can dance to．

篇16：九年级英语新目标第一单元 教案

九年级英语新目标第一单元 教案

新目标英语九年级第一单元 Section A（第一课时） How do you study for a test?  教案设计 一、Teaching aims:(教学目标) <1.>Language goal（知识目标）：   Talk about how to study English <2.>Ability goal（能力目标）：   学习使用“How do you study …? ”及其答语“I study by …” 句型 <3.>Emotion goal（情感目标）：   Talk about the ways for studying English ;(谈论学好英语的方法) Give them the confidence to learn and enjoy English.（帮他们树立学好英语的信心） 二．Teaching importance and difficulties（教学重难点） How do you study for a test /learn English? I study/learn by listening to tapes/ by working with friends…/by studying with a group... 三．Teaching steps（教学步骤） Step 1  Lead-in with a free talk(自由对话导入新课) Greeting with the students; instruction myself ;I want to ask you some questions: (1.) Do you like English lessons? (2.) In the past exam, Are you satisfied with yourself?  (3.) Do you learn English by studying with friends? OK , Today ,let’s talk about how to study for a test and how to learn English well. （展示课题） Step 2 Activity 1----which is the most popular ways of studying.（活动一：最流行的`学习方式是什么） Ask the students how they usually study for a test. Use the Power- point to learn the different ways, make a simple count. Learn the new words. Flashcard（抽认卡）: It’s a kind of card with a word or a picture on it ,and it’s usually be used for teaching  Vocabulary（词汇）:It means that all the words someone knows. Step 3 Listen carefully for the tape （仔细听力练习） 进行此活动之前，先说明比赛规则。Now, we divided into two teams, the girls’ team and the boys’ team, which team listens carefully and answers my questions quickly, I’ll give them a star. Well, Our race is started. Listen to the tape and find how each of them is studying for a test (1) Mei studies by making flashcards, so the answer is ‘‘a”. (2) Pierre（皮埃尔） studies by asking the teacher for help, so the answer is ‘‘c” (3) Antonio（安东尼奥） studies by listening to the tape, so the answer is ‘‘b”. Step4 Activity 2-----The best ways to learn English.（活动二：最有效的学习英语的方式是什么） Listen to the tape, check the questions you hear  Ask the students how they learn English. Count the numbers in different ways. Choose the best ways  . Listen again and match the answers. Use the power-point to help the ways. Step5 Write the new words free.（自由识记新词） Several minutes with yourself and remember the new words in this text. Step6 Read aloud with your desk-mates together (同桌小组阅读练习) 练习句型：(1)How do you study for a test?   I study by listening to tapes/working with friends/making flashcards /asking the teacher for help/by making vocabulary lists/by reading the textbook…   (2)How do you learn English ?   I learn by studying with a group /by watching English-language videos/by reading aloud to practice pronunciation (3)Do you learn English by reading aloud?   Yes ,I do /No ,I don’t . (4) Have you ever studied with a group? Yes ,I have. I’ve learned a lot that way./ No ,I haven’t. Step 7Self-check（自我检测） Prepare a paper note with task 1.英汉短语互译 （1）用制做抽认卡的方式  （2）speaking skills （3）by making vocabulary lists （4） 通过向老师求教 （5）通过听录音带 （6） study with a group 2．根课文内容以及句子的意思完成单词 （1）I often p  conversations with my friends. (2)We study for English tests by making f  . (3)We must read aloud to practice p . (4)I’ve l  a lot that way. (5)Reading a  improves my speaking skills. 3．句型转换 (1) Have you ever studied with a group? （做否定回答） (2) I study English by asking our teacher for help.（就划线部分提问） (3) It’s too hard to understand the voices.(用so…that变为同义句) Step8Just for fun（轻松一刻） Show it with the Power-point. Two mice Once two mice met in a library. One was chomping away(大口咀嚼） on an English dictionary. “What do you think you were doing ?”the other asked with a puzzled expression （表情) on her face. The first mouse let out a long sigh（长嘘一口气 ）and said to the other one： “ Be quiet ! I am learning English !”四．Ending words.（总结下课） Well ,that’s all our today’s lesson .I had a great time with you and the winner is our …team ,let’s congratulations to them.  See you later. 更多精彩；英语教师网 英语教师网论坛bbs.ewteacher.com

篇17：新目标九年级英语unit11.3

新目标九年级英语unit11.3

。

砖井镇中学“136”模式导学稿

年级： 九 （下） 科目： 英语 执笔人： 高慧芬 执教人： 高慧芬

上课时间： 2015-1 备课组长签字：刘景红 包科领导签字： 总。第 63课时

一、课 题：Unit 11 Sad movies make me cry. SectionB(1a-1e) 二、学习目标：

1、学会：remain unhappy forever仍旧永远不幸福 ；a shirt of a happy person一件快乐人的衬衫

search for搜寻，寻找 ；return to the king回复国王

2、会学：掌握The meaning of the listening contents. 3、乐学：能够用英语描述自己的情感。 三、学习重难点：

k1. The general finds a happy person with power and money.将军找到了一位既有权又有钱的快乐人。

2. The general realizes he is a happy person and gives his shirt to the king to wear.将军意识到他就是一个快乐的人并把他的衬衫脱下给国王穿。

3. What made the poor man so happy even though he had no power, money or fame.是什么使这位穷人即使没权，没钱也没名誉

四、教具学具准备：录音机 五、教学过程：

预习案

【预习方法】

1.拼读-记忆Page 85的单词及短语。

2. 熟读听力课文，并必须用红笔在课文中划出你认为的重点单词、短语和句型。 3．组内一对一合作完成1e部分的对话内容。 4. 独立完成导学案，并及时上交。

【预习内容】翻译画线部分

1. I don’ 探 究 案

【依标自学】

1、交流预习的内容 2、交流1a的内容。

3. 听力步步高：听录音，完成1b，1c。 4. 1e .Role-play（控制性操练）

【合作探究】

What made the poor man so happy even though he had no power, money or fame? 是什么使这位穷人即使在没有权力，金钱以及名誉的'境况下还能如些的幸福？X k B 1 . c o m even though 和 even if 均可用于引导让步状语从句，其细微区别是： 1. even if 引导的从句是往往是假设性的，相当于汉语的“即使”“纵然”“就算”“哪怕”。如：They’ll stand byyou even if you don’t succeed. 即使你不成功，他们也会支持你。

正因为even if从句的内容通常是假设性的，所以有时还可用于虚拟语气；这样用的even if 与单独使用的if比较接近。如：Even if he had the money, he wouldn’t buy it. 他即使有钱也不会买它。

2. even though 引导的从句内容往往是真实的，主要用于引出不利用于主句情况的信息，相当于汉语的“尽管”“虽然”。如： Even though it’s hard work, I enjoy it. 虽然工作艰苦，我还是很喜欢。

He’s the best teacher even though he has the least experience. 他尽管经验最少，但教得最好。

这样用的even though与though或although的意思比较接近，许多时候可以互换（注意：英语可以说though和eventhough，但不能说even although）。如：Even though [Thought, Although] I felt sorry for him, l was secretlypleased tha t he was having difficulties. 虽然我为他感到惋惜，但对他的困难却暗自高兴。 3. 不过，在实际语言运用中，even if与even though有时也可不加区别地混用。如：Even if [Even though] she laughsat him, he likes her. 尽管她嘲笑他，他还是很喜欢她。 巩固练习―You bought th新目标九年级英语unit11.3e car about ten years ago?

―Yes. ________ it's old, it still runs well.

A. Because B. Since C. Although D. But

训 练 案 【达标检测】翻译句子

1.They went all over the country looking high and low for a happy man but never finding one.

2.They were returning home when they saw a beggar sitting by the roadside. He watched his supper cooking, singing merrily. 3.The man looked at each other. Had they found what they had been looking for? They went up to him and said, “You sound veryhappy, my friend.”

4.They could hardly believe their ears. With one voice they said, “We want your shirt.”

八、教（学）后反思：

篇18：新目标九年英语全套英文教案Unit 9 When was it invented?

Part 1: Teaching design (第一部分：教学设计)

Structures: Passive voice (questions and statements)

Target language: When was the telephone invented?

I think it was invented in 1876.

Vocabulary: salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident

Learning strategies: Brainstorming, Role playing

SECTION A

Goals

●To learn to use Passive voice (questions and statements)

●To listen, talk and read about invention

Procedures

Warming up by learn about Passive voice (questions and statements)

Passive Verb Formation

Tense Subject Auxiliary Past

Participle

Singular Plural

Present The car/cars is are designed.

Present perfect The car/cars has been have been designed.

Past The car/cars was were designed.

Past perfect The car/cars had been had been designed.

Future The car/cars will be will be designed.

Future perfect The car/cars will have been will have been designed.

Present progressive The car/cars is being are being designed.

Past progressive The car/cars was being were being designed

Pay attention to the passive voice of “give”.

Active Professor Villa gave Jorge an A.

Passive An A was given to Jorge by Professor Villa.

Passive Jorge was given an A.

1a Doing group work

Look at the things on page 68. Number them in the order of their invention.

A: I think the telephone was invented before the car.

B: Well, I think the telephone was invented after the car.

Televisor 1925 John L. Baird Scottish

A: I think the televisor was invented before the computer.

B: Well, I think the televisor was invented after the computer.

Telephone 1876 A.G. Bell American

A: I think the calculator was invented before the plane.

B: Well, I think the calculator was invented after the planer.

1b Listening and matching

Listen to the recording and match the inventions with the dates.

Tapescript

Girl: Life must have been difficult when you were a kid.

Woman: Oh, not really. Why do you say that?

Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a telephone, right?

Woman: Of course we did! How old do you think I am? The telephone was invented in 1876.

Girl: How about cars? I bet cars weren’t invented yet.

Woman: Sure they were. Cars were invented in 1885. My family had a car. I think you need to take a history class, Alice.

Girl: Ha, ha! Well, did you have a TV?

Woman: No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one.

Girl: And I bet you didn’t have calculators and computers and stuff. That’s something I do know. We learned in school that hand-held calculator were invented in 1971 and personal computers were invented in 1976.

Woman: You’re right. I didn’t have those things when I was young. But I do now!

The things in the pictures were invented in the following order.

The telephone was invented in 1876.

Cars were invented in 1885.

The TV was invented around 1927.

The hand-held calculator were invented in 1971.

The personal computers were invented in 1976.

Now you are going to read the listening tapescript. Blacken the passive voice, circle all the linking words and underline all the useful expressions.

1c Doing pairwork

In pairs, one covers the dates and the other asks him when the things in the pictures on page 68 were invented. Then change roles and practice again.

A: When was the telephone invented?

B: I think it was invented in 1876.

A: When was the car invented?

B: I think it was invented in 1885.

A: When was the TV invented?

B: I think it was invented around 1927.

A: When was the hand-held calculator invented?

B: I think it was invented in 1971.

2a Listening and numbering

Next you are going to listen to a tapescript and number the inventions in the order that you hear them.

Tapescript

Boy: What are those?

Girl: They’re battery-operated slippers.

Boy: What are they used for?

Girl: They’re used for seeing in the dark.

Boy: Oh, that’s cool! Who were they invented by?

Girl: Julie Thompson. And look at this heated ice cream scoop.

Boy: I know what it’s for! It’s used for scooping out really cold ice cream.

Girl: Right. It was invented by Chelsea Lanmon.

Boy: My favorite are those shoes with adjustable heels. You know-you can move the heels up and down. They were invented by Jayce Coziar and Jamie Ellsworth.

Girl: And what are they used for?

Boy: Well, you can change the style of your shoes. You can make the shoes go from casual to dressy.

The inventions are heard in the following order.

battery-operated slippers→heated ice cream scoop→shoes with adjustable heels

2b Listening and matching

You shall listen to the recording again and match the items in the chart on page 69 in columns A, B, and C.

A: Invention B: Who was it/ were they invented by? C: What is it/ are they used for?

Shoes with adjustable heels Chelsea Lanmon Scooping really cold ice cream

Battery-operated sneakers Jayce Coziar and Jamie Ellsworth Seeing in the dark

Heated ice cream scoop Julie Thompson Changing the style of the shoes

2c Doing pairwork

Role play the conversations using the information in the chart in the middle of page 69. Pay attention to the formation of passive voice.

A: What are the shoes with adjustable heels used for?

B: They are used for changing the style of the shoes.

A: What are the battery-operated sneakers used for?

B: They are used for seeing in the dark.

A: What is the heated ice cream scoop used for?

B: It is used for scooping really cold ice cream.

3a Doing pairwork

There are two kinds of inventions. One is helpful invention, and the other is annoying invention. Now in pairs make a list of five helpful inventions and five annoying inventions.

Helpful inventions Annoying inventions

Example: telephone Example: alarm clock

1. plane 1. atomic bomb

2. computer 2. missile

3. bike 3. rifle

4. car 4. chemical weapon

5. train 5. alarm clock

3b Doing pairwork

In pairs discuss your opinions in 3a with your partner.

A: What do you think is the most helpful invention?

B: I think the most helpful invention is the light bulb.

A: Why is that?

B: Well, it gives people more time to work and play every day.

A: What do you think is the most annoying invention?

B: I think the most helpful invention is the atomic bomb.

A: Why is that?

B: Well, it gives people more power to kill others.

A: What do you think is the less helpful invention?

B: I think the less helpful invention is the car.

A: Why is that?

B: Well, it makes it possible for people to move to distant places faster.

4 Doing groupwork

Imagine you are left alone on a small island in the sea. If you are allowed to take five inventions along with you, what would you take?

I like to take the followings with me.

knife flashlight handphone telescope gun

SECTION B

Goals

●To learn to use passive voice (questions and statements)

●To read about tea

Procedures

Warming up by making passive sentences

Hello, everyone. This week we learn to use passive voice (questions and statements). Now we shall begin by making passive sentences (questions and statements).

I was frustrated by his reply. His death was caused by his hard work.

Was the problem solved? His last hope was given up.

His English pronunciation is influenced by his Chinese. His attention was concentrated on his disease.

When was your radio set lost? Was her order obeyed?

Was she terrified by her face? When was his house burned?

1a Looking and writing

On page 71 you will find some adjectives used to describe how food tastes. Look at the pictures and write them under the correct picture. Note that some pictures have more than one word.

Do you like sweet drinks?

The crackers aren’t crisp. They must have got wet.

This soup is very salty.

I like to drink sour milk.

These oranges are as sour as lemons.

1b Writing the names

On page 71 you will find in the box some adjectives used to describe food. Now read each of them and write the name of a different food after each of them.

Sweet apple→ crispy crackers→ salty water→ sour rice

2a Listening and circling

On page 71 in the middle of the page you will find 6 statements. Listen to the recording and circle T or F.

Tapescript

Boy1: Hey, did you know that potato chips were invented by mistake?

Boy2: Really? What do you mean?

Boy1: Well, here on the bag it says that they were invented by a chef called George Crum.

Boy2: When was that?

Boy1: Oh, it was back in 1853.

Boy2: So, why was it an accident?

Boy1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.

Boy2: So what happened?

Boy1: Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy. And he sprinkled lots of salt on them so they were really salty. He thought the customer would hate them.

Boy2: And?

Boy1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips.

Boy2: And we’re still eating them today. What a cool story!

Boy1: Yeah.

(The keys: 1. T 2. F 3. T 4. F 5. F 6.T)

Now read the tapescript and copy down all the useful expressions into your notebook.

be invented by mistake, on the bag, back in 1853, one day, in the restaurant, send… back, a plate of fried potatoes, be cut too thick, in a bad mood, cut…really, really thin, cook…a long time, sprinkle… on…, hate…, asked for…, tell… about…, thinly-sliced, crispy, salty potato chips, a cool story

2b Listening and completing

You are going to listen to the tapescript and complete the sentences on page 71 in the box.

The history of chips

Do you know that potato chips were invented by mistake? Chips were invented by a chef called George Crum. They were invented in 1853. George Crum cooked them for a long time until they were crispy. And he sprinkled lots of salt on them so they were really salty.

2c Doing pairwork

Next you are going to role play the conversations about the invention of the potato chip. Use the information from the activities above.

The invention of the potato chip

A: Do you know that potato chips were invented by mistake?

B: I don’t know.

A: They were invented by a chef called George Crum.

B: When was that?

A: It was invented back in 1853.

B: Was it an accident?

A: A customer sent back his plate of fried potatoes because they were cut too thick. George cut the potatoes really, really thin. And he cooked them for a long time until they were crispy. He sprinkled lots of salt on them so they were really salty.

B: Did the customer loved them?

A: Yes, they asked for more. Everyone was ordering thinly-sliced, crispy, salty potato chips.

B: We like them, too.

A: So do I.

3a Reading and answering

Now let’s read to find out who invented tea. While you read, circle all the linking words and underline all the useful expressions.

Who invented tea?

Do you know that tea, the most popular drink in the world（after water）, was invented by accident? Although tea wasn’t brought to the Western world until 1610, this beverage was discovered over three thousand years before that. According to an ancient Chinese legend, the emperor Shen Nong discovered tea when he was boiling drinking water over an open fire. Some leaves from a nearby bush fell into the water and remained there for some time. The emperor noticed that the leaves in the water produced a pleasant smell. Later he decided to taste the hot mixture. It was quite delicious. And in this way, one of the world’s favorite drinks was invented.

After you read, answer the 4 questions following the article.

1. What is the article about? It is about the invention of tea.

2.When was it invented? It was invented over three thousand years before 1610.

3.Who was it invented by? It was invented by Shen Nong.

4. How was it invented?

The emperor Shen Nong noticed that the leaves from a nearby bush in the water produced a pleasant smell. He tasted the hot mixture. It was quite delicious.

3b Writing an article

On page 72 you will find notes in the box on the left. Write an article using the notes about the invention of the flying disk.

From pie plate to flying disk

A baker named William Russel Frisbie, of Warren, Connecticut, and later of Bridgeport, came up with a clever marketing idea back in the 1870s. He put the family name in relief on the bottom of the light tin pans in which his company’s homemade pies were sold. The pans were reusable, but every time a housewife started to bake a pie in one, she would see the name Frisbie and, it was hoped, think, “How much easier to buy one”. Eventually Mr. Frisbie’s pies were sold throughout much of Connecticut, including New Haven.

There, sometime in the 1940s, Yale students began sailing the pie tins through the air and catching them. A decade later, out in California, a flying-saucer enthusiast named Walter Frederick Morrison designed a saucer-like disk for playing catch. It was produced by a company named Wham-O. On a promotional tour of college campuses, the president of Wham-O encountered the pie-plate-tossing craze at Yale. And so the flying saucer from California was renamed after the pie plate from Connecticut. Of course the name was changed from Frisbie to Frisbee to avoid any legal problems.

4a Thinking and invention

We all have things that we don’t liking doing. Why not think of an invention that could help you. Write the details of your invention in the chart on page 72.

Problem Learning English

New invention A machine that translates English into Chinese

Use The machine “sees” the written English, and shows the translation.

The machine “hears” the spoken English, and repeats it in Chinese.

Price 100 yuan each

4b Doing pairwork

In pairs ask each other questions about inventions, and try to sell your invention to your partner.

You may begin as is shown in the box on page 72.

A: This special pen was invented by Zheng Jie. It has three colors and it is used for learning English.

B: How is it special?

A: When the red color is turned on, the pen reads out English as it is moved along the line.

B: When about the black color?

A: When the black color is turned on, the pen finds out the structure of the sentences as it is moved along the line.

B: When about the yellow color?

A: When the yellow color is turned on, the pen shows the formation and meaning of the word as it is moved along the line.

B: Wonderful! Where can I get one?

A: I am the shop owner selling this kind of pen.

…

Closing down by talking about invention

Invention: abacus in c3000 BC

Invention: abacus

Function: A counting device: a mechanical device for making calculations consisting of a frame mounted with rods along which beads or balls are moved

Nationality: Chinese

Invention: Coca-Cola in 1886

Definition: noun / trademark

Function: Popular carbonated soft drink colored usually with caramel and flavored usually with extracts from kola nuts and sweeteners

Trademark: U.S. issued 1893

Inventor: John Stith Pemberton

Criteria; First to invent. Entrepreneur.

Birth: July 8, 1831 in Rome, Georgia

Death: August 16, 1888 in Columbus, Georgia

Nationality: American

SELF CHECK

1 Filling blanks

On page 73 is a box with 4 sentences. Read the sentences and fill in the blank with a correct word.

crispy sweet salty sour

1. I don’t like eating chocolate. The taste is too sweet.

2. Mom added salt but it still wasn’t salty enough.

3. I prefer lemons to oranges. I like the sour taste.

4. She likes crispy cookies. They are hard, dry and easily broken.

Now you are asked to make your own sentences with each of the four words.

1. The snow is crispy. The crackers aren’t crispy. They must have got wet.

2. My coffee is too sweet-I put two spoonfuls of sugar in it. Do you like sweet drinks?

3. Sea water is very salty. This soup is very salty. I think you have put too much salt in it.

4. These oranges are as sour as lemons.

2 Writing about inventions on page 73

3000 BC - The abacus, built out of wood and beads, used the concepts of one set of objects standing in for objects in another set, but also the concept of a single object standing for a collection of objects-positional notation.

- Early tables, named abaci, formalized counting and introduced the concept of positional notation.

- Early man counted by means of matching one set of objects with another set (stones and sheep).

invention, history, inventor of, history of, who invented, invention of, fascinating facts.

The basic umbrella was invented over four thousand years ago. We have seen evidence of umbrellas in the ancient art and artifacts of Egypt, Assyria, Greece, and China.

These ancient umbrellas or parasols, were first designed to provide shade from the sun. The Chinese were the first to waterproof their umbrellas for use as rain protection.

Soon after telescopes were invented, people started to fasten two of the long tubes together to make binoculars (from the Latin “two eyes”).

Around 1900, a German physicist named Ernst Abbe made a pair of binoculars using prisms. The triangular prisms each reflected the incoming light twice. This meant it was possible to make a shorter instrument. The two prisms also flipped the image upright.

Camera

The history of the camera - Camera Obscura, photography, the significant processes of photography, and who invented the polaroid and photographic film.

In 1818, Baron von Drais introduced a machine to the public in Paris. It had two in-line wheels connected by a wooden frame. The rider sat astride and pushed it along with his feet, while steering the front wheel.

Just for fun!

Look at the pictures below and tell about what you see. Use as many examples of passive voice (questions and statements) as possible.

Reading: Do you know when basketball was invented?

Before you read, listen and read aloud to the recording of passage. Make your reading as close to the recording as possible.

While you read, divide (/) the sentences into groups of thought, circle the predicates in passive voice and underline all the useful expressions.

Do you know when basketball was invented?

If you travel around China/ you will notice a very popular activity /everywhere you go- basketball. This much-loved and active sport is enjoyed/ by all, for fun and exercise.

The sport of basketball is a little more than a hundred years old. It is played/ by more than 100 million people/ in over 200 countries /including China, where basketball has been played/ in parks, schools, and even in factories.

Basketball was invented/ by a Canadian doctor/ named James Naismith, who was born/ in 1861. When he was at college, his class was once asked/ to invent a new game/ that could be played/ indoors/ during the long winters. Dr Naismith created a game/ to be played/ on a hard wooden floor, so/ the safety of the players/ was important. Knocking into players/ and falling down would be dangerous.

Dr Naismith divided the men/ in his class/ into two teams, and taught them/ how to play his new game. The aim of basketball is for players/ to try to get a ball/ into the “basket”: a net/ hanging from a metal hoop. Players shoot/ from below the basket, and sometimes/ the “backboard” is used/ for guiding the ball/ into the basket. Players move/ towards one end of the court/ while throwing the ball/ to each other.

It is believed that/ on December 21st, 1891, the first basketball game/ in history/ was played. Then/ in 1936/ in Berlin, it became an Olympic event. A team/ from China/ took part, and although they didn’t win/ they used the experience/ to help develop the game/ at home. Since then, the popularity of basketball has risen/ worldwide, and the number of foreign players/ in America’s NBA （National Basketball Association）has increased. Basketball has also become a more popular sport/ for people/ to watch, and many young people/ dream of becoming famous basketball players.

After you read, copy down all the useful expressions into your phrase book.

travel around…, notice a very popular activity, a much-loved and active sport, be enjoyed by…, for fun and exercise, a little more than…, be played by…, in over 200 countries, be played in…, be invented by…, be born in…, at college, invent a new game, be played indoors, during the long winters, create a game, be played on a hard wooden floor, the safety of …, knock into…, fall down, divide… into…, teach… how to play…, get a ball into…, a net hanging from…, shoot from below…, be used for …, guide…into…, move towards…, throw…to…, on December 21st, 1891, in history, in 1936, in Berlin, an Olympic event, a team from China, take part, used… to help develop the game, at home, since then, rise worldwide, become a more popular sport, dream of becoming famous basketball players.

Part 2: Teaching Resources（第二部分：教学资源）

I.What is invention?

An invention is a new thing that someone has made. The computer was an invention when it was first made. We say when it was “invented”. New things that are made or created are called inventions. The car is an invention that everyone knows.

Ideas are also called inventions. Writers can invent characters, and then invent a story about them.

II. What is an inventor?

An inventor is a person who creates new inventions, typically technical devices such as mechanical, electrical or software devices or methods. Although some inventors may also be scientists, most of them are engineers in fact as they base their work on the discoveries of other scientists, experimenting with practical applications and combinations of those discoveries, and with improvements and combinations of existing devices, to create new useful devices.

The system of patents was established to encourage inventors by granting limited-term monopoly on inventions that are judged sufficiently novel. This system is nowadays frequently considered as being abused, especially in the United States, and some have called for reform or even abolition of the patent system. In the U.S., however, the patent right originates from the Constitution, so inventors will likely continue to protect their inventions that way for many years to come.

The capacity to invent can be developed. See TRIZ, the theory of inventive problem-solving.

篇19：新目标初一英语unit 6教案

新目标初一英语unit 6教案

Unit 6 What does he look like?教案

授课人: 王忠清

课型: 本单元第一课时

班级: 初2007级7班

时间: 05/04/05第2节

一．学情分析：

本课是一个实用性较强的课，又与学生的生活经验和认知水平紧密相连，学生对本课时的学习将会体现出浓厚的兴趣。另外本课时的新单词虽然很实用但却较多，学生在学习及使用单词的.过程中将会产生一些障碍。在教学过程中，应注意1，单词的读音及is 和 has的区别；2，tall, short 和 medium height; thin, heavy和medium build的教学应注意其相对性。最后，任务的设置应有明确的目的并具有可操作性，这样才有利于提高实际语言的运用能力。

二．教学目标：

1．知识和能力目标：

本课时的语言目标为描述人的外貌；学会谈论身高、体重、发型；围绕语言目标，学生应掌握“What does he/she look like? What do they/you look like? He is…He has…”等句型；学习并掌握“like, look like, curly， long， medium, build ”等重点词汇。

2．过程和方法目标：

学生通过看、听、说、写掌握并使用描绘人的外貌的句型和词汇。

学生通过完成教材和教师设置的各项任务，使用这一课时的目标语言获取并分享信息，自由谈论他人的外貌特征。

3．情感态度目标：

学生讨论和完成任务的过程是学生合作与交流的过程。另外，在谈论他人的外貌是应注意使用委婉语，礼貌待人。不要以貌取人(We mustn’t judge people by appearance)

四，教学重难点：

描绘人的外貌句型和词汇；句型中is和have/has的区别。

四：教学手段；

多媒体  图片

五：教学方法：(Teaching Methods)

呈现，归纳，讨论等 (Scene teaching method  Oral practice method  Pairwork)

六：教学过程(Teaching Procedures)

Step I: Lead-in  (1 minute)

Show 2 pictures to lead in today’s topic.

Step II: Presentation (20 minutes)

1. Show pictures to present one type of describing people’s looks  (long hair).

2.      Present the new word (long hair) and the target language through the pictures: What does he look like? She has long hair.

3.      Get Ss to drill the sentences by asking and answering the question: What does she/he look like?

4.      Use almost the same steps as above to present other types of describing people’s looks and make Ss drill the target language.

Step III.  Consolidation  (8 minutes).

1.      Ask several Ss to read these words, target language and describe the people’s looks according to the pictures (3minutes)

2. Listening practice with a game―Bingo (5 minutes)

(1). Get the class to do 1a quickly, then check the answer with whole class.

(2), Make sure Ss know what to do, then play a game―Bingo by using these words and target language.

Step IV. Practice (9minutes)

1.Ask Ss to take out their photos and make dialogues like this:

A: Is this your family photo?

B: Yes, it is

A: Who is your mother?

B: She is medium height, has short curly hair. She is thin.

A: Aha I find her, is it her?

B: Yes, it is. You’re clever. What do your parents look like?

A: My father…and my mum…

Then ask several pairs to act their dialogues out.

2.      Invite one student to draw a picture of a person, and write down the description of the person

Step V Summary (1minute)

New words and target language. The differences of “is and have/has”

Step VI. Homework (1minute)

1.      Copy the new words learned in this lesson 3 times.

2.      Write down the dialogue they’ve made in the class

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