初一英语新目标教案unit2(新目标版七年级英语教案教学设计)

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篇1：初一英语新目标教案unit2(新目标版七年级英语教案教学设计)

Language functions:

Identify ownership

Goals:

Talk about the things.

Structures:

Demonstratives this, that. What questions. Yes/No questions and short answers

Vocabulary:

The letters, pencil, pen, book, eraser, ruler, pencil case, backpack. ID card, baseball, watch, key, computer game, notebook, ring, dictionary.

Target language:

Is this your pencil? Yes, it is. No, it isn’t. What’s this in English? It’s a pencil. How do you spell pencil?

Learning strategies:

Use context, guessing.

Four periods

Period 1

Step1 Revision

Revise introduce themselves. My name is… My phone number is…

Step 2 Presentation

1. Locate actual items in the classroom. Hold up each one and say its name. Ask them to repeat. Include: pencil, pen, book. Eraser, ruler, pencil case, backpack, pencil sharpener, dictionary.

2. Match the words and the objects. Do 1a

3. Listen. Do 1b.

Step 3 Pairwork

1. Say the sample conversations. Have them repeat.

2. Ask them to practice the conversations in pairs.

Step 3 Task

Gather some things on the desk and invite students to take turns coming to the front and find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart? Ask Is this your…?

Period 2

Step 1. Revision

Revise is this your …? Is that your…?

Step2. Listening

1. Point to the objects in the illustration and ask students to name each one.

2. Play the recording. Do 2a

3. Do 2b. point to the words in the box and ask them to read them aloud. Listen. Write one of the words form the box on each blank line. Check their answers.

Step 3 Pairwork

Practice the conversation in the picture with a student.

Practice the conversation in the picture with a partner.

Step 4 Grammar focus

1. Ask students to say the questions and answers

2. Point out that the word that shows ownership comes before the item we are talking about.

Step 5 Listen

1. Do 3a.

2. Do 3b. Ask pairs of them to practice the example conversation. Ask them to say the name of each picture.

3. Ask them to work in pairs again. Have them practice the conversation again, substituting the words shown in the pictures.

Step 6 Task

Put some things in a paper bag- your pen, pencil or some thing else. Another student will take sth out of the bag. He or she will ask questions to find out who it belongs to.

Do 4a.4b. Point to the conversation in the picture, ask them to repeat.

Period 3.

Step 1 Revision

Revise is this your…?

Ask students to repeat the words: baseball, watch. Computer game, ID card, key, notebook, ring and pen. Match the words and objects in the picture. Do 1a

Step 2 Practice

1. 1b. Say the conversation with a student. Ask pairs of students to say the example conversation. Ask some to perform one of their conversations for the class.

2. They draw a picture of one of the objects in the picture and write out the conversation they had about that object.

Step 3 Listening

1. Read the words in 1a

2. Listen. Do 2a.

3. Listen. Do 2b.

Step 4. Task

1. Student A will look at p94. Student B will look at P98. Each student has only part of the information needed to complete the activity.

2.Give an example of the first question and answer.

3. A: is this her key?

B. No, it’s his key.

4. Divide the class into pairs.

5. Do 2c. check their answers.

Step 5. Practice

1. Look back at p10. Have them read the list of words.

2. Read the notices and circle the words that were used in 1a.Do 3a

3. Check the answers.

4. Do 3b.

Step 6 Task

Tell them that they will each write a message like one of these. Do a sample in together in class.

Ask them to write their bulletin board messages and write their messages on the board.

Step 7 Task

Most of people have pecked up others’ things. Do you know how to give it back it back to the owners? Do you know how to write Lost & Found?

Period 4

Step 1 Revision

Revise what they learned in this unit

Step 1 Self check

1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.

2.Write five new words in their Vocab-builder on p108. share their lists with other students.

3 Complete the questions and answers individually for the other three situations.

4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.

Step 3 play the game

Ask them to write their first name, last names and telephone numbers in random order on the board. Next have some other students draw on the board pictures of things they own among the names and numbers. Ask students to use only things whose names they have studied in class. Then ask them to take turns pointing to an item on the board and asking questions such as: Is this your last name?… The student then calls on another student to answer the question with Yes or No.

Step 4 Task

Have you ever lost anything? How could you find it? Do you know how to write Lost & Found?

My English is …

My name is…

Please call 928-682

篇2：初一英语新目标教案unit1(新目标版七年级英语教案教学设计)

Language functions:

Introduce themselves, greet people, ask for and give telephone.

Goals:

Use Hello, Hi. Introduce themselves. The number0-9.

Structures:

Present tense to be. What question. Possessive adjectives my, your, his, her.

Vocabulary:

Personal names, numbers 0-9. phone number, first name, last name, Hi, Hello

Target language:

What’s your name? My name is… I’m Gina. Nice to meet you. What’s your phone number? It’s…

Learning strategies:

Practicing. Listening for specific information.

Four periods

Period 1

Step 1 Revision

Revise the words and the sentences: What’s this in English?”

Do P1-1a

Teach new words and then let them read.

Step 2 Pairwork

Greet people and introduce yourself

Step 3. Presentation

1. Look at the picture P1-1a, listen to the conversations.

2. Do P1-1b.

3. Listen and repeat the conversations.

4. Pairwork. Do P1-1c.

Practise the conversations.

Report: self-introduction

Use: My name is…

I am…

I want to be your good friend

Step 4 Listening

1. Look at the picture p2-2a. listen to the conversations.

2. Do p2-2a

3. Teach the class to read the names.

4. Do p2-2b.

Step 5 Presentation

1. Using gestures and models, help the class to understand the sentences:

My name is…= I am

Her name is…

His name is…

2. Pairwork Do p2-2c

3. Groupwork. Do p3-4

Step 6 Grammar focus

1.Let the students read and ask any questions.

2. Teach them how to write the sentences.

Homework

Do p2-2c

Period 2

Step 1. Revision

1.Revise the words p1-p2.

2.Groupwork: Play the name game,p3-4

3.teach the new words p3, p5

step 2. Presentation

I. show a photo of Cheng long.

T: Who is this? S: It’s Chenglong

What’s his name? His name is chenglong.

What’s his English name? His English name is Jacky Cheng.

2. Name First name(Given name) Last name (Family name)

Cheng long Long Cheng

Jacky Cheng Jacky Cheng

4. Cheng long. His first name is Long. His last name is Cheng.

Jacky Cheng. His first name is Jacky. His last name is Cheng.

II. Show a photo of mine.

Who is this? My first name is… My last name is…

III. Groupwork

What’s your/his/her name?

What’s your/his/her first/last name?

Iv. Report: Self-introduction

My name is… My first name is…and my last name is…

I want to be your good friend.

Step3. book

1. Do p3-3a, 3b

2. Give yourself and English name the report

My English name is… My first name is…and my last name is…

3. Do p5-3a

Step 4 Homework

Make a ID card.

Period 3

Step 1. Revision

1. Pairwork

what’s your first/last name?

2. Report

Tell us your personal information

Step 2 words

Do p4-1a

Groupwork: Read the numbers.

Say your favourvite number.

Step 3 Presentation

1. This is my mobile phone. My telephone number is…This is Miss Zhang. Her telephone number is… What’s her telephone number? It’s…

What’s your telephone number?

It’s…

2.Pairwork

What’s your telephone number?

It’s…

3. Groupwork

What’s your/his/her telephone number?

It’s…

Do p4-2c p5-4

Step 4 book

1. Listening Do P4-1b, 2a, 2b

2. show their ID cards

3. Do P5-3b, 3c

4. Check their ID cards.

Step 5 Homework

Make a school ID card

Period 4

Step 1 Revision

Revise the words and the sentences that they learned in this unit.

Revise the numbers

Step 2 Exercises

1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.

2.Write five new words in their Vocab-builder on p108.Share their lists with other students.

3 Complete the questions and answers individually for the other three situations.

4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.

Step 3. Game

1. Play the name game. P3-4

2. Find the owner. P5-4

Step4 Homework

Remember the words and the sentences.

篇3：Unit 9 It’s raining!(新目标版七年级英语教案教学设计)

Unit 9 It’s raining!

（一）

教学目标

*复习地名

*掌握表示天气情况的词语

*能够谈论天气，表达自己的情感

教学向导

目标语言 语言结构 语言功能

How is the weather?

It’s raining/windy/ cloudy/sunny/ snowing/ cold/hot. 现在进行时

What are you doing? I’m watching TV.

What is he/she doing?

He/She is playing basketball.

What are they doing?

They’re studying. 谈论天气

重点词汇 学习策略与技巧 跨学科知识

Windy cloudy rain snow sunny cold cool warm humid winter weather Pair work

Group work 其他国家、城市名称

地理方位

教学过程设计：

Steps Teacher’s activity Students’ activity Preparation

Brainstorm Show some pictures and guess the places Look at the pictures and give the answers Pictures or ppt.

Task I pair work: talk about the places and the weather

Aim Familiar with the new words

1 Look at the pictures and know the name of the places Read Ppt.

2 Read the new words in 1a and explain the meaning Read and remember

3 Use the sentence ‘how is the weather in Beijing?’ Answer the questions and learn

4 Make a sample: question and answer; let Ss do it Prepare their conversations

5 Move around the room and give support as needed Talk to each other

6 Ask some pairs to show their conversations Give their works or more expressions More sentence structures

Task II: listening comprehensions: what are they doing?

Aim Familiar with the new structure

1 Look at the pictures in 2a and know their activities Look

2 Listen to the tape for two times and fill in the blanks Listen and give the answers Tape

3 Move around the room and give some support Write the answers

4 Check the answer and point out the focus Check

5 Pair works to practice: what’s he doing? And answer it Make the pair work

Task III: group work：Is he playing soccer?

Aim Familiar with the sentences

1 Guess: what is he doing?

Is he …..?

How’s the weather? Listen to the rules of this game

2 Give some time and let them prepare to act Talk about how to act

3 Move around the room and give support Talk in groups

4 Ask one to act, other group guess, the winner group gets 1 point; Act and guess

5 Evaluate the best group in the class Choose the best group and the best actor

Homework Call your friend and ask him/her what his family members are doing, write a diary.

教学反思：本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。让学生使用所学过的句型，可以巩固以前的知识。老师在任务中的指导地位是很重要的，要仔细设计好任务的各个环节，还要更加充分的备课、准备资料。

教案点评：

本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。

（二）

教学目标

*熟练运用现在进行时的用法

*能够描述自己看到的情景，人的动作行为。

*能够对天气、对事情表达自己的情感

教学向导

目标语言 语言结构 语言功能

What are you doing?

I am playing basketball. 现在进行时一般疑问句

Are you watching TV?

Yes, I am. No, I am not.

Is she playing computer games?

Yes, she/he is. No, she/he isn’t. 谈论人的动作

谈论天气

重点词汇 学习策略与技巧 跨学科知识

Hot, cool, humid, cold, warm;

Riding, walking, taking; Playing basketball, Eating/ drinking, Visiting my grandmother, Watching TV, Playing the guitar 小组活动

调查图表 互相交流不同国家的文化

教学过程设计：

Steps Teacher’s activity Students’ activity Preparation

Brainstorm Ask students to describe photos of them Describe the photos, use ‘my father is watching TV.’ Photos

Task I: pair work: what is he doing?

Aim Familiar with the new words; review the sentences

1 Look at the words and the pictures and match them P601a Finish the work

2 Check the answers Check

3 Make conversations with the pictures: what and how Use: The weather is… he is reading;

4 Move around the room and give the suggestions Talk about the conversations

5 Ask some pairs and point out the mistakes Show their works

Task II: reading comprehension

1 Say something about the background knowledge of Egypt and then look at the picture Give their information of Egypt Ppt.

2 Ask students to explain the report for the class Act as a reporter.

3 Choose the words of weather and the activities Give the answer

4 Check the answer and point out the focus Finish the work

5 Look at the pictures and describe Paris Read and fill in the blank

6 Check the answer and point our the verb phrases Check the answer

Task III: group work: your ideal place

Aim Use different sentences

1 Each group choose one place to describe and what you are doing in it Choose one place, and describe what they are doing

2 Move around the room and give suggestions Talk about it and write it down

3 Ask one to show their works and act it Choose one of each group to make a report

4 Evaluate the best group and the best reporter Choose the best one

Homework Ask your friends their ideal place and write about it

教学反思：新课程标准中强调学生在课堂中的主体地位，在综合课中他们的主体地位就更加突出。在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。使用照片图片多媒体来辅助教学，效果更好。同时让了解其他国家风景，风俗的同学介绍ideal place，增加学生的背景知知识，实现跨学科交流的目的。

教案点评：

采用任务型教学模式，在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。使用照片图片多媒体来辅助教学，效果更好。让了解其他国家风景，风俗的同学介绍ideal place，增加学生的背景知知识，实现跨学科交流的目的。

篇4：Unit 8 Where is John like?(新目标版七年级英语教案教学设计)

教学目标

1）学会描述人物性格特征。

2）学会表达对人物外貌，爱好，个性等方面的综合评价。

3）培养学生发表自己的看法和意见的能力。

教学向导

语言目标

和结构 用what, who引导的一般现在时一般疑问句

Who’s that?

What’s he like?

2. 词汇：描述人物性格的单词

学习策略与

思维技巧 1. 个体操练 2. 群体思维 3. 查找信息解决问题

语言功能 谈论人物特征

表达对人物的简单评价

多元智能 人际交往能力

逻辑表达能力

概括智能

主题思维图及任务型活动

教学过程：

Teaching procedures

Teacher’s activities Students’ activities

Step1 Lead-

in Show some different photos to them and ask them, “Can you tell me who they are”

“What do they do?” Practice “He is …”

Step 2 Let students look at the photos and ask them: “What is the famous Chinese film star Gong Li like?” learn the new words

Step 3 Look at the picture on page 47 and ask the students to practice the dialogue in pairs.

“What is Billy like?” “He is …” Practice the dialogue.

Make up their own dialogues

Step 4 Give each student a piece of paper, and let them fill in the form.(表一). 对家人或朋友外貌，性格，职业，爱好进行调查 Fill in the form

Step 5 Ask students to do listening practice on page 48, 2a. Listen and draw the lines to match the words.

Step 6 .Write a book or see a movie. Then fill in the form.（表二）收看一部电影或读一本小说，记录其中主要人物的性格和外貌等。

Step 7 Interview

针对所填表格，运用所学句型进行口头练习。

Step 8 Writing:

写出十年后你理想中的着装，外貌，性格。

附:

Chart 1

..Names. ... relationship job appearance personality hobbies

(father)

Chart 2

personality appearance Why do you like/dislike him/her?

教案点评及反思：

本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用直观的形式，如照片等来教授新课。

1．导入：用名人照片导入容易引起学生共鸣。由于所选的人物有代表性，比较直接，鲜明的把学生引入到新课之中。加深学生对目标语言的理解。

2． 运用调查身边熟人的方法使目标语言具有很强的实用性。通过表格把新旧知识联系起来，达到温故知新的效果。

3． 阅读这个任务既锻炼了学生们的阅读能力又锻炼了他们分析问题的能力。当然这个任务需要一个充足的准备过程。

评价：本课设计合理，层次清晰；形式多样，课件运用恰当；达到了学生掌握并灵活运用目标语言的教学目的。在任务的设计和衔接上精炼流畅，最后一个任务难度大，老师的可预见性低，在操作时给老师提出了挑战。为了能够完成任务，收到良好的效果，老师和学生都应在课前充分准备。本节课改变了过去那种教师讲解和学生记笔记的学习语言的方式，培养了学生创造性运用语言的能力，并给学生创造能力的发展留出了充足的空间。

建议：可以根据学生情况，把step 6改为group work.即每组读一本书。这样做有助于培养学生团结互助，尊重他人，取长补短的能力。最后一步“写出十年后你理想中的着装，外貌，性格”可以根据情况留做家庭作业。要求学生不光要以文字的形式表达出来，同时要配上简单的图画，并通过板报的形式进行交流。

篇5：Unit 12 Don’t eat in class(新目标版七年级英语教案教学设计)

教学目标：

1. 谈论规则

2. 祈使语气

3. 表示允许

4. 能够用口头或书面描述规则

教学重点和难点：

重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。

教学设计：

学习内容

学生活动

教师活动

1. 表示规则的句型：

* --- Don’t run in the hallways.

--- Sorry, Ms Mendoza.

* Don’t watch TV after school.

* Don’t go out on school nights.

1. 思考、谈论规则。

* Don’t talk loudly.

* Do your homework after school!

* Practice your guitar every day.

引导、启发、教授需学内容。

2. Can for permission, such as: We can do….

We can’t do….

Can we do…?

* --- What are the rules?

--- Well, we can’t arrive

late for class.

* --- Can we listen to

music, Alex?

--- We can’t listen to

music in the hallways,

but we can listen to it

outside.

2. 听录音，回答问题。

* --- Can we eat in the classroom?

--- No, we can’t.

* --- Can students wear hats in school?

--- Yes, they can.

放录音；启发、提示问题及答语。

3. 阅读→迁移（读、写、文化差异）。

阅读/认图标；阅读信件→根据其信息找出规则→写出规则。

3. 引导、提示图标含义；提示文化差异。

4. 用口头或书面形式描述规则。

4. 利用本单元所学祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do，根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。

4. 检查学生讨论制定规章制度或使用规则情况--句型、短语、动词形式是否正确；指导并落实学生写作情况。

教学过程设计：

Task One:

Talk about school rules to “feel” Imperatives

Goal：Get to know about the structure to express rules

Step 1: Talk about the school rules they know / remember

Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours

Step 3: Add more rules to your school, which you think necessary

Task Two:

Listen and find out what Ss can do and what they cannot

Goal: Try to understand the rules by listening

Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do

Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A (2a / b)

Step 3: Listen to conversations about the activities and find out what rules students break

→Section A (1b)

Step 4: Listen to the different rules that different people have to follow→Section B (2a / b)

Task Three:

Learn to read the signs for rules

Goal: Learn about the rules by reading the signs

Step 1: Learn about the rules by reading the pictures→Section B1

Step 2: Learn about the rules by reading the signs→Section B (3 b)

Step 3: Talk about the similarities or the differences about the signs between China and abroad

Task Four:

Write rules for libraries, labs, computer-rooms, and swimming pools etc.

Goal: Learn to take care of public things

Step 1:

Read the letter →Section B (3 a)

Find the rules in the letter

Write them down

Step 2:

Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc.

Discuss in groups about the rules for these public places

Write down what have been talked about / discussed

教学点评与反思：

设计思路：

任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度, 培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。

二、课后反思：

不足之处：图标展示得不够；还可通过图标渗透中外文化差异。

可取之处：全方位的训练了学生的听、说、读、写的能力。

教案点评：

本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can’t的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。

篇6：Unit 7 What does he look like？(新目标版七年级英语教案教学设计)

任务型活动建议：

课程标准解读

学生参与决定教学内容。Brainstorm(头脑风暴)即学生在学习之前根据课题搜集、整理与课题相关人物外表信息。（身高、身材、头发颜色，长度及发型、脸部特征、着装、性格表达等）这样学生课前自己准备学习材料，教师利用学生带入教室的各种信息组织语言教学活动，并对学生进行经常性的需求分析，随时调整教学内容。

力图使学生自己输入成为主要教学内容资源，并成为整个学习过程的中心。教师针对本班学生特点，对教材进行整合、取舍并及时扩充必要材料充实课堂教学内容。

教学中挖掘利用学生自身的知识与经验，使学习内容更切合实际，学生更容易深切感知。主张学生自主、自导学习，合作学习，强调不是个人学习，而是群体学习中的学生自主性。

总体教学思路：

本节课设计思路是两条主线,一条是知识线；另一条是任务链。：

知识：知识的呈现是按照词、句、文，即，从易到难的顺序呈现的。从上节课的作业入手，然后分别复习人物外表如：身高、身材、头发颜色，长度及发型、脸部特征、着装、性格的词语介绍；讨论外表所需的询问和应答的句式，到知识综合运用和提高，最后是巩固和开放性作业。

任务：本节课任务设计以人物外貌为主线，上课以优秀小侦探导入新任务--识别罪犯， 描述罪犯特征，然后，画出罪犯肖像，给马虎探长写回信。

教学目标：

1．学会描述人物外貌。

2．学习根据描述人物外貌的文章画出人物,并能就图片写出人物间外貌不同特征及区别。

教学重点和难点：

描述人物外貌特征。

读文画图，看图写文。

课前准备：

1．搜集有关人物外表的词汇如：身高、身材、年龄、头发颜色，长度及发型、脸部特征、着装、性格的词语(至少15个)，分小组写出描述同一器官的不同词语。

2．分小组准备长相不同的人物图片，分男女。每组准备一篇描述人物的文章，画两个或多个外貌不同的人物图。（带软盘或样图）

教学设计：

本课按照两条主线进行设计，一是知识支撑，二是任务设计：

本节课流程图

教学板块设计

导入（Lead in）设计:

目的：通过不同外貌描述，为导入教学做好知识铺垫。以做一次侦探，引出本节课的大任务：争做最佳侦探。吸引学生，激发其学习兴趣，提高学生作为学习主体（主人）课堂参与意识。

大量人物图片以及描述外貌词语，将其注意力吸引到课堂中，此时老师恰到好处地让学生汇报导入任务切入主题。

Task 1: 辨认罪犯: 通过学生阅读描述罪犯外貌材料，观察画像，找出罪犯，以激活学生已经掌握的有关外貌词汇。这个活动Focus on reading.

Task 2: 阅读马虎探长所丢失的材料，为罪犯画像。Focus on reading and drawing.

Task 3: 让学生设计画出自己想象的罪犯外貌、着装，并对罪犯进行描述。激活学生已经掌握的描述外貌的句子。本活动Focus on writing。

教学过程设计：

Tasks process Teacher’s activities Students’ activities

Task1 Brainstorm 外貌词语 复习描述外貌所学词语 学生看、听、想、答。

Task2争做小侦探 外貌词句 给出两幅相似的罪犯画像，请学生分辨其不同之处 观察、说出不同点。

Task3谁是罪犯 巩固有关外貌词句 给出部分罪犯资料，包括图、文。

2 巡视, 指导.

3 反馈、点评。 小组合作阅读资料找出与图对应的罪犯

Task4最佳侦探 使用表达外貌词句。 1请各组学生分别设计想象中的罪犯画像，并写出相关文章

2询问活动结果。

3 评出最佳侦探。（ 奖励） 学生分别说出自己想象的罪犯特征，画像，写出相关文章

由一位学生汇报结果.

Task6 I learn more than you can see. conclusion 开放性小结本课内容 1．用比赛结果导入本单元重点句。

2.请学生写出自己今日所学或使用的其他句型（越多越好） 记下重点句。

写出自己会的句子。

小组交流

记下新句子

Homework 1 画一组人物像

2.写出人物外貌特征以及不同点。 自己画像写相关文章。

板书设计：

课后小结

收获：

A 鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。

B任务链设计较成功，创造条件让学生能够研究他们自己感兴趣的问题。

C 课堂设计较合理，给学生创设自主学习和交流的机会。

D 学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。

探索：

继续探索在任务、与合作型教学中如何调动全体学生的积极性，

课后反思：

本课的设计使学生确实从学习中学会了如何谈论外貌,同时还学会了识别不同人物外貌特征，设计简单通缉令.丰富了学生生活,同时也是一种真实的体验.增加学生的语言实践，促进他们在整个教学活动中主动参与。

教案点评：

本节课任务设计以人物外貌为主线，上课以优秀小侦探导入新任务--识别罪犯， 描述罪犯特征，然后，画出罪犯肖像，给马虎探长写回信。

篇7：新目标英语七年级上册UNIT2 教案教学设计(新目标版英语七年级)

Tapescript:

Conversation 1:

Girl: Is this your ruler？

Boy: No，it isn’t. It’s her ruler.

Conversation 2:

Teacher: Is that your backpack？

Boy: No, it isn’t. It’s his backpack.

Conversation 3:

Boy: Is this your pencil？

Girl: Yes, it is. It’s my pencil.

Tim: And Jane，is this your ruler？

Jane: No，it isn’t. It’s her ruler.

Tim: OK，and this is my book. And this is your pencil case，Jane.

Is this your pencil？

这是你的铅笔吗？

No，it isn’t.

不，不是。

It is not my book.

这不是我的书。

（2）sorry adj. 抱歉的

sorry是I”m sorry的省略形式，用于冒犯、冲撞了他人或伤害了对方等场合。

常用的回答如下：

Not at all.没关系。

That’s all right.没关系。

It doesn’t matter.不要紧，没关系。

Never mind.别在意，没关系。

此外，sorry还可表示“遗憾的；难过的”

等。

（3）thank n.&v. 感谢

常用的表示感谢的句子有：

Many thanks! 多谢!

Thanks a lot! 多谢!

Thanks! 谢谢 !

Thank you! 谢谢你！

（4）in prep. 用……（方法、媒介、工具等）；使用……（语言）

John is drawing a car in pencil.

约翰正用铅笔画汽车。

We always speak in English.

我们总是用英语交谈。

Tapescript:

Conversation 1:

Kelsey: I’m looking for my watch.

Teacher: OK. Is this your watch？

Kelsey: No，it isn’t. That’s my watch.

Teacher: Here you are.

Kelsey: And that’s my ID card.

Teacher: OK. What’s your name？

Kelsey: Kelsey.

Conversation 2:

Mike: That’s my pen.

Teacher: This？

Mike: Yes...and that’s my baseball.

Teacher: All right. What’s your name？

Mike: Mike.

Teacher: OK. Here’s your baseball.

Mike: Thank you.

（1）how adv.（表示方法、手段、状态）怎样；如何

How did you make it？

你怎么办到的？

How do you like our school？

你觉得我们学校怎么样？

（2）call v. 打电话

n. 电话

call sb. 给某人打电话

give sb. a call 给某人打电话

（3）at prep. 在（里面或附近）；在（时间）

at school 在学校，上课，在求学

at home 在家

Shall we meet at 3 o’clock？

咱们3点钟见好吗？

（4）school n. 学校 go to school 上学

Grammar

（1）指示代词

表示“这个”“那个”“这些”“那些”等指示概念的词，叫指示代词。如this，that，these，those等。英语中指示代词的用法同汉语中的情况相似，this（这个）和these（这些）一般用来指较近的人或事物，that（那个）和those（那些）则指较远的人或事物。

在句子中指示代词可以充当主语、定语、宾语或表语。如：This is a pear.

这是一个梨。（主语）

These video clips are very interesting and those ones are not.

这些光碟很有趣，那些没意思。（定语）

I like this very much.

我很喜欢这个。（宾语）

Oh，it’s not that.

哦，不是那个。（表语）

学习指示代词，应注意以下几点：

①this与is，these与are没有缩写形式。如：

This is a Chinese car.

这是一辆国产轿车。

②指示代词作主语指物并用于问句中时，回答一般用it代替this和that，they代替these和those。如：

Is that a ruler？

那是尺子吗？

No，it isn’t. It’s a pen.

不，不是。是钢笔。

Are these your books？

这些是你的书吗？

Yes，they are.

是的。

（2）一般疑问句

以动词be，have或助动词、情态动词开头，以yes或no作回答的问句叫做一般疑问句。回答时可以用完整的句子回答，但大多数情况下只需作简略回答。如：

Is this your pencil？

这是你的铅笔吗？

Yes，it is.是的。

Have you any magazines？

你有杂志吗？

Yes，I have.有。

Exercises

【1】Here’s exercise-book.

A. a B. an C. two D. ×

句中的a和an都是不定冠词，放在单数可数名词前，修饰限定名词，表示“一个、一块……”的意思。如果名词的读音以辅音音素开头，用不定冠词a，如：a banana, a pear；如果名词的读音以元音音素开头，要用不定冠词an，如an orange，an egg。在本句中，book是可数名词单数，用冠词a，而单词exercise是以元音音素“e”开头的词，故要用冠词an。

【2】根据上下文，在空格上填上一个恰当的词。

(1)- you in Class 4?

-Yes, I .

(2)This is a car and that is a car,.

(3)-Is this a Chinese bike?

-No.a Japanese bike.

(1)本题是以be为谓语的一般疑问句，主语是you，应填Are；答句主语是I，填am。

(2)当前后两句表述的意思相同，仅主语不同时，在句末逗号后应填上too，表示“这是，那也是……”。

(3)It’s是It is的缩写形式，It指代this。由于No后面用的是句号，且后面的句子是一个完整的句子，应看做为一个独立的句子，故it’s应大写第一个字母。

答案 (1)Are; am (2)too (3)It’s

【3】从下面各句A、B、C、D中找出一处错误并改正。

(1)That’s a chinese car.

A B C D

(1)Chinese，Japanese，English等词均属专有名词，书写时要将第一个字母大写,应改为Chinese。

(2)That is a pencil box.

A B C D

(2)英语中有部分单词是由两个词构成的，在两个词之间须加连字符号“-”，所以应改pencil box为penhcil-box，同学们在学习时要多加注意。

(3)-What’s this in English?

A B

-It’s computer.

C D

(3)有些同学在学习时没有注意汉语和英语表达不同，仅从汉语的角度去理解英语，所以在名词前面就缺少了冠词，应在computer前加冠词a。

【4】This is my car. (改为一般疑问句并作肯定和否定回答)。

答案 Is this your car? Yes, it is. /No, it isn’t.

本题考查一般疑问句的构成及答语。如果句中有动词be(am, is, are)，将动词提到主语前，并大写开头字母，句末用问号，主语第一人称变第二人称，即变成了一般疑问句。一般疑问句要用Yes或No来回答。它的肯定答语是Yes，it is. ，不定答语是No，it isn’t. 。注意答语用it代替this/that。

篇8：u14.doc(新目标版九年级英语教案教学设计)

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 expressions 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.

篇9：Go for it! BookI Starter Unit2(新目标版七年级英语下册教案教学设计)

一．说教材

Starter Unit 2是Go for it! 三个预备单元中的第二个单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个英文字母和最基本的英语日常用语。

本单元的教学内容为：Ii - Rr10个字母。

ruler、map、quilt、jacket、key等7个单词。

辨认物品What is this in English? 及其回答。

二．教学设计思路

Go For It! 是以《英语课程标准》为依据，以培养学生的英语语言综合运用能力为目标。每个单元的教学内容都围绕一个相对集中的主题，学习语言的过程，就是学生完成各项任务的过程。Go For It! 的每一个单元只有一个总体的教学内容安排，没有具体的分课时教学内容安排。教师必须首先根据所任教学生的实际水平出发，合理安排每单元的课时数，设计好每课时的教学内容。

第一课时：完成Section A – 1a, 1b, 1c。

分课时目标: a) 学习key等词汇

b) 学习辨认物体 (Identify things):

What’s this in English? It’s ... .

c) 学习a / an的初步用法: a key an orange

第二课时：完成Section A－2a, 2b, 2c, 2d, 3,

分课时目标：a) 学习字母Ii – Rr。

b) 了解一些英语缩略词的意思。

第三课时：完成Section A－4a, 4b, 4c , 5, Section B－1a, 1b, 2a, 2b

分课时目标：a) 巩固本单元所学的字母、单词。

b) 学习拼写单词和相关句型: Spell it, please.

K-E-Y, key.

第四课时：完成Section B - 3a, 3b, 4, Self check 4

分课时目标：a）巩固句型：What’s this in English?

It’s a (an) ... .

Spell it, please.

R-U-L-E-R, ruler.

b) 学习元音字母a, e, i, o在开音节和闭音节中的发音规则。

第五课时：完成Self Check 1, 2, 3

分课时目标：复习巩固Starter Unit 2 的全部内容。

完成单元随堂自测。

三、教学目标

A、语言知识目标

1、词汇：Letters Ii - Rr

map、ruler、pen、orange、key、jacket、quilt

2、句型：What is this in English?

It is a/an map/orange…

Spell it，please.

P-E-N, pen.

B、语言技能目标

通过游戏等活动，培养学生灵活运用语言知识和勇于创新的能力。

C、情感目标

1、激发学生学习英语的兴趣，发挥学生学习英语的主动性。

2、通过小组活动、组间竞赛，培养学生的合作意识和团队精神。

3、在活动中培养学生的想象力和创造力。

四、教学策略

1、兴趣活动教学策略：多采用做游戏和猜谜等形式。

2、开放性教学策略：新课标的理念之一是“开发课程资源，拓展学用渠道”。这要求我们学会开放性地处理教材。在教学过程中，我们要适当借鉴其他教材的内容，插入大量学生感兴趣的图片和活动，拓宽学生的视野，实现知识的整合。

3、任务型教学策略：任务型教学途径是以应用为动力，以应用为目的，以应用为核心的教学途径。所以教师在教学中应突出语言的应用性原则。把听说、讨论、表演、游戏贯穿于教学，使课堂形式多样化，充分发挥学生的主动性。

五、学习策略

1．通过闪现等活动，锻炼学生反应能力和注意力集中程度。

2．通过猜物体等活动，培养学生的逻辑推理能力。

3．通过组内合作和组间比赛等活动，提高学生的合作能力和竞争能力，促使学生学会体验实践、参与合作与交流的学习方式。这种学法将更有利于发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践的过程。

六、教学过程

The first period

Step 1 Warming up

Good morning/afternoon/evening!

How are you?

I’m fine, thanks.

How are you? I’m OK.

引导学生在真实的交际中运用Starter Unit 1中学到的日常用语，让学生体会学英语的乐趣和成功的快乐。

Step 2 A Guessing game

Teacher shows a part of a letter and

asks : “What’s this?” Get the students

to answer the questions like this:

“ I think it’s A / B.”

Then show the whole of the letter

to let the students check whether

they’re right or wrong.

让学生从不完整的画面中通过想象力，猜出其中是什么字母。既复习学过的字母，又丰富学生的想象力。“What’s this？It’s …”是本单元的重点句型。通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则。

Step 3 Presentation

a. Show the picture of a girl and her room,

then present the new words and the

sentences: What’s this in English?

It’s ….

从猜谜游戏到新知识呈现，学生在悬而未决的心理状态下学习新知识，因注意力相对集中和兴趣被有效激活，对所学的东西印象深刻。

Step 4 Listen, look and say

a. Section A – 1a

b. Section B – 1b

Step 5 Word challenge

a. Show the things as quickly as possible,

have a competition between boys and

girls. Get them to name what they see.

b. Ss work in pairs.

活动有效训练学生的有意注意力和瞬间记忆力,同时在真实的语境中使所学的语言知识得到强化。

Step 6 Group work

Students work in groups, draw pictures

of their rooms and talk about the pictures

using “What’s this in English? It’s a/an…”

Teacher is ready to offer his / her help to

those students who are in need of it.

学生尝试着用英语进行交际，使语言知识在完成任务的过程中得到运用并巩固。教师应该鼓励学生提问、获得帮助。这是培养学生主动汲取知识的好时机。

Step 8 Report

Ask some demonstration groups to show

their pictures before the whole class.

They may do like this: This is my room.

What’s this in English? It’s a/an…

学生分享合作的成果，感受成功的快感。在展示自我的过程中，学生体验到勇敢、积极、大胆所带来的愉快的心情体验。

Homework

1. Read and copy the words in Section A 1b

2. Get the students to finish the pictures

of their rooms and write down the

English names of the things in the rooms.

学生的基础和能力存在差异，应该允许学生将课内未完成的内容在课后完成。面向全体学生，让所有学生学有所得是教学的最终目标。

The Second Period

Step 1 Warming up

a. Greetings.

b. A Guessing game.

Teacher prepares 8 pieces of paper

with the words in Section A on them.

Put them in a box. Get one of the

students to pick a word out of the box.

The other students ask:

What’s this in English?

The student answers: It’s a / an…

c. Check homework.

Ss talk about their pictures in groups.

Get the students to call out the letters

they know in the pictures.

d. Letters challenge.

Teacher shows the letters very quickly

get the students to call out the letters

they see.

通过游戏来检查学生对已学知识的掌握情况，在轻松愉快的课堂氛围里，学生的积极性容易被调动，思维容易被激活。如果学生层次较好，教师事先准备的纸上可以只画物品的图案，不写英文名称。

学生交流自己作品，既运用了英语还激发了兴趣，增强了自信心。

通过闪现的形式复习旧知识，最大程度地调动了学生的有意注意力，为下一步新知识的呈现打好基础。

Step 2 Presentation

Teacher presents the new letters.

Step 3 Letter BINGO

Ss play BINGO Game.

a. Teacher calls out the letters first.

b. Then teacher may get one of the students

to call out the letters.

学生必须全神贯注地听，并快速认读字母，训练了学生的听力、判断力和反应能力, 还可以检查学生的字母发音。

Step 4 Listen, number and write

Section A－2a, 2b, 2c, 2d

Step 5 Guessing game: What’s the word?

a. Teacher thinks of a word that the Ss

know. Draw a dash on the Bb for each

letter. Get a student to suggest a letter.

Then another student and another letter

until they get all the letters of the words.

b. Show the picture which match the

word and ask: What’s this in English?

Ss answer: “ It’s a / an …”

c. Get individuals to give their own words.

猜词游戏丰富了学生的想象力，有效激活学生的探究欲望，符合学生的心理特点，很容易地把学生卷入到字母、单词的记忆和运用中，充分体现“学以致用”的原则。

Step 6 Look and learn

a. Section A－3

b. Teacher shows more special letters.

c. Ss try to think of other special letters.

补充生活中常见的缩略词，引起学生的兴趣，激发他们去观察生活，使知识的学习为生活服务。

Homework

a. Color and write the letters.

b. Find more special letters like NBA

and their meanings.

开放型的作业代替机械、枯燥的抄写，培养学生的动手能力，同时为下一个单元作好准备。

The third period

Step 1 Warming up

a. Greetings.

b. A game Letters line up

Divide the students into two parts.

Get the students to find their partners

and line up in the order of the alphabet.

Get the students to call out the letters.

c. Talk about the homework. Maybe some

demonstrations.

教师在愉快的游戏中检查学生掌握字母的情况。

学生展示作业，展现自信，热爱生活，观察生活。

Step 2 Listen, write and draw

a. Section A－4a

b. Section A－4b

c. Section A－5

通过游戏、听说、画线、排序等多种形式，学生从听说读写等方面运用学过的18个字母。

Step 3 Presentation

a. Get the Ss to learn the conversation:

--- What’s this in English?

--- It’s a key.

--- Spell it, please.

--- P-E-N, pen.

b. Pair work

c. Section B 1a, 1b, 2a, 2c

学生从GAME自然过渡到分课时的重点句型：Spell it, please.

Step 4 Guessing game

a. Teacher shows a part of a thing, and

gets the students to guess out the

name, using: What’s this in English?

I think it’s a / an…

Spell it, please.

学生运用语言知识解决实际问题，为学生创设了自然运用目标语的机会。游戏活跃了课堂气氛，把教学推向高潮。

Homework

1. Get the Ss to copy the conversion in

Section B－1a, then recite it.

2. Get the Ss to make their own word

guessing game.

The fourth period

Step 1 Warming up

a. The whole class play the game:

What is it?

b. Talk about the homework.

c. Look and Find

Get the students to find the letters

in the picture and arrange them in the

alphabet order.

在游戏中复习：What’s this?

It’s a / an ....

Spell it, please.

学生们在充满趣味性的情境中一遍遍加深对所学字母的记忆。

Step 2 Listen and write

Section B－3a，3b

Step 3 Listen and repeat

Section B 4

Self check 4

学生学习元音字母a, e, i, o在开音节和闭音节中的发音规律。

Step 4 A Game

Get the students to play the game

“Word Family”.

学生在游戏中熟悉4个元音字母的发音规律和单词的拼写规则。

Homework

1. Line up the words you know in Unit 2.

2. Make up your own letter riddles.

3. Review the sounds and find one new word

for each sound.

4. Go over and get ready for a test.

用相对自由、开放的方式复习单词和音标，给学生一点创造的空间,同时鼓励学生主动学习知识，通过各种途径获取帮助。

The fifth period

Step 1 Warming up

a. Teacher shows the pictures and get the

students to revise the letters.

b. Get Ss to show their letter riddles.

c. Get the Ss play “Letter Listening game.

Ss are divided into two groups, one is

Big Letters, the other is Small Letters

d. Students revise the sounds by showing

复习课在内容的安排上从字母、单词到句子，循序渐进，符合学生的认知规律。而在游戏中复习，避免单一的“炒冷饭”，学生在参与各种形式的活动中，心理状态始终处于求而未得的期望中，可以有效保持学生的注意力。

their own word family.

e. Competition: Find the word which contains

letter A. Teacher may give

one example, first. Then get

the Ss to do by themselves.

f. The whole class play the game

“Find friends”

Step 2 A Test

Give the Ss a short test on Unit 2. The test

may contain listening comprehension

and written parts.

测试应该注意难、易度，以基本语言知识和技能为主，以鼓励学生更加积极地学习英语为目的。

七、教学反思

Go for it! Starter的教学内容并不复杂，但是要处理好本单元的教学重、难点，教师应当尽量设计贴近学生生活、符合学生认知水平和心理特点的教学形式和方法，让那些初涉英语学习的学生从一开始打心眼里喜欢英语。教无定法，学无止境。新教材对我们英语教师提出了更新、更高、更全的要求。

例如，在Group work Draw the picture of your room and talk about it, 学生有可能会问教师许多有关房间设施的名词，这是学生主动学习的表现，教师应给予极大的鼓励。但同时对教师也提出了很高的要求。教师要有一定的前瞻意识，在课前准备时下功夫，就能相对从容地面对突如其来的提问。

做一个会动脑筋的教师，就能培养出一个爱动脑筋的学生；做一个有创造意识的教师，就能培养出有创造力的学生。同时，教师还要有整体把握教材的意识。

例如，我在本单元第二课时中布置了一项家庭作业：Color and write the letters，既复习了字母，又为Starter Unit 3的教学作好准备。在Starter Unit 3中，教学重点之一是What color is it? 如果到那时，教师在教学中拿出的教具源自学生自己，既拓展了学用渠道，同时又会让学生萌发出强烈的自豪感和成就感。这样，学生会以更积极的态度投入到英语学习中去。

此外，在布置回家作业时，教师也可尽量设计一些学生爱做、抢着做的家庭作业，将知识性和趣味性以及能力的培养有机结合，还可以尝试家庭作业项目化。教师可以为学生建立成长袋，每一次出色的、有创意的作业都可以收录进成长袋。例如，本单元中我布置的A picture of my room、Colorful letters、Word game等都可以被收藏在成长袋里。成长袋一方面记载了学生进步的过程，另一方面也是他们未来学习的动力。

做一个爱教、善教的教师，培养一批爱学、善学的学生。

杭州光明中学 张 锴

篇10：新目标英语九年级全套教案 新目标u13.doc(新目标版九年级英语教案教学设计)

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 expressions 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 expressions 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 expressions 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 running the restaurants in order to make money. They want more customers to come to spend money in their restaurants.

3b Doing groupwork

Now let’s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.

A: The seats are very hard.

The white walls make me stressed.

B: Is it this classroom?

A: No, it isn’t.

B: Is it a hospital?

A: Yes, that’s right.

A: The house is very big.

The noise makes me tense.

B: Is it a railway station?

A: No, it isn’t.

B: Is it a dancing hall?

A: No, it isn’t.

B: Is it a therter?

A: Yes, that’s right.

4 Completing and surveying

1) How do you feel about pollution?

2) It makes me kind of angry. How about you?

3) It makes me want to join a clean-up campain.

A survey about…

How do you feel about…? You Zhao Mingyuan Li Baoguo

Pollution Makes me uncomfortable Makes me unhealthy Makes me headache

Heavy traffic Makes me tense Makes me go on foot Makes me stay indoors

Loud music Makes me excited Makes me shut my ears Makes me crazy

Endangered animals Makes me sad Makes me unable to fall asleep Makes me stop eating meats

Smoking Makes me sick Makes me stressed Makes me cry

People who keep you waiting Makes me angry Makes me hungry Makes me thirsty

Closing down by looking and saying

篇11：新目标英语九年级全套教案 新目标u15.doc(新目标版九年级英语教案教学设计)

Unit 15 We’re trying to save the manatees!

Part 1: Teaching design (第一部分：教学设计)

Structures: Review of structures

Target language: I think that animals should not live in zoos. I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.

Vocabulary: manatee, cheetah, kangaroo, chimpanzee, recycle, aquatic, habitat, gentle, aggressive, playful, furry, gray, enormous, strong, spotted, underwater, mangrove, vegetation, swamp, save, environment, educate, public, politely

Learning strategies: Classifying, Listening for specific information

Section A

Goals

● To review structures learned

● To listen and talk about animals

Procedures

Warming up by learning about animals

Animals are living things. Plants can make their own food or

energy from the light of the sun, but animals can't do this.

Animals have to eat plants or other animals to get energy to live.

Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat. We say that these animals are omnivores. Plants can't move around, but most animals can move around. Animals are divided into groups.

1a Looking and describing

On page 118 in the picture you will see a zoo with animals and visitors. Now choose adjectives listed in the box to describe the six animals.

African elephants

Chimpanzees

Kangaroos Manatees

Cheetahs Polar bears

enormous

noisy playful gentle,

shy

spotted,

fast

Furry,

aggressive

1b Listening and circling

Victor and Ginny are talking about animals. They are describing them with many different words.

Now listen to their talk and circle the words used in 1a to describe the animals.

星沙英语网整理

Tapescript

Boy: Hey, Ginny. What’s that big, furry animal in the pond?

Girl: It’s a polar bear, Victor. They’re kind of aggressive.

Boy: Are they? Looks like they really love water.

Girl: Uh-huh.

Boy: And what do you call those big, gray things in the water?

Girl: They’re called manatees.

Boy: What?

Girl: Manatees. They’re very gentle and very shy.

Girl: They’re cheetahs. The cheetah is the fastest animal on earth

1c Doing groupwork

We humans are animals, too. So we are like animals in some ways. Now in groups of four, you are going to think of an animal that is the same as you are in some ways. Then you are to describe the animal and the others are to guess its name.

A: I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.

B: You’re like an elephant.

A: No.

B: You’re like a manatee.

A: Yes!

A: I am like this animal because I am heavy and enormous. I like forests, and I like to go around the mountain.

B: You’re like a chimpanzee.

A: No.

B: You’re like an elephant.

A: Yes!

A: I am like this animal because I like spotted clothing and I run the fastest in my school.

B: You’re like a manatee.

A: No.

B: You’re like a cheetahs.

A: Yes!

2a Listening and matching

A boy is asking a man about animals he likes.

Tapescript

Boy: Can you tell us about the manatees, please?

Man: Sure. We’re trying to save them.

Boy: Why? Are they endangered?

Man: Yes. There used to be a lot of manatees, but now there aren’t very many of them.

Boy: Do you know how many there are?

Man: At this point, there are only about 2, 500 in the U.S. In 1927, it was discovered that they were endangered. Since then, the government has passed laws to protect them.

Boy: Where do they live?

Man: Their favorite habitat is the water under the trees in mangrove swamps.

Boy: And why are they endangered?

Man: Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them. As you can see, they’re large. The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day.

Boy: Aquatic feed?

Man: Oh, that’s underwater plants and vegetation. That’s what they eat.

Now listen to their talk and match the words with the definitions in the box on page 119.

1. endangered →b. there aren’t very many of them.

2. mangrove swamps → d. a place where trees grow in water

3. habitat → a. the place where something lives

4. aquatic feed → underwater plants and vegetation

2b Listening and completing

Next you are going to complete the chart on page 119 in the middle. Listen to the talk once more for the necessary information.

Kind of animal Manatee

Number 2,500 in the US

Habitat the water under the trees in

mangrove swamps

Reason why they are endangered Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them.

description The average manatee is about

ten feet long and weighs about

1, 000 pounds. They need

about 100 pounds of aquatic feed a day.

In the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expressions and circle all the connectives.

2c Doing pairwork

You are going to interview a zoo attendant. Now use the facts from above activities to role play a conversation between you and the attendant.

A: How big are manatees?

B: They’re about 10 feet long and they weigh about 1,000 pounds.

A: How much do they eat everyday?

B: They need about 100 pounds of aquatic feed a day.

A: What is Aquatic feed?

B: It is underwater plants and vegetation.

A: That’s what they eat?

B: Yes, it is.

A: Are manatees endangered?

B: Yes, they are endangered. But, we’re trying to save them.

A: Wait a moment. Why are they endangered?

B: Because their homes are disappearing.

A: Where do they live?

B: They live in the swamps. And they have become polluted. They are endangered also because there sometimes isn’t enough food for all of them.

A: I am sorry to hear that. There used to be a lot of manatees, but now there aren’t very many of them left, I think.

B: You are right. At this point, there are only about 2, 500 in the

U.S.

A: Are there any laws to protect them.

B: Since 1927 laws have been passed protect them.

A: Thank you for your information.

3a Reading and underlining

Turn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasons why Disgusted is opposed to zoos. While reading remember to box all the connectives, blacken all the predicates. That’s grammar study.

Dear Editor,

I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I've visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I don't think so.

Sincerely

Disgusted

3b Reading and writing

A man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. While reading, underline all the expressions, box all the connectives, and blacken all the predicates. That’s grammar study, too.

Dear Editor.

I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people. They provide homes for many endangered animals, and help to educate the public about caring for them. If we don’t support our zoos, they won't have enough money to take care of so many fine animas. I urge all of your readers to visit our wonderful zoo soon.

Sincerely, Animal friend

4 Debating

Next we are going to have a new activity-to debate.

Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B is to debate for keeping animals in the zoos for protection and education of the people.

Useful expressions

I think that… I agree with you.

I believe that… I disagree with you.

I feel that… I agree with…

A: I think that animals should not live in the zoos.

B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.

A: I don’t think so.

B: A zoo is a place where many different species of animal are kept and usually can be seen by members of the public.

A: Why can people go and see the animals in the forest?

B: In that case, more harm will be done to the animals.

A: Kept in the zoos animals are losing their natural nature of living.

B: Most modern zoos are also centers where animals are studied so that more animals in the forest could be saved and protected.

A: Some rare animals are dying out.

B: Yes, they are. Rare animals could be preserved when they are in danger of dying out.

A: You are right in saying that. But I still think that it is not right to put animals in the zoos. They belong to the forest, the river, the sky and the sea.

Closing by learning about Brown Eared-pheasant（褐马鸡）

To end this period we shall turn our attention to a rare animal found almost only in Shanxi, China, Brown Eared-pheasant, or褐马鸡 in Chinese.

This species qualifies as Vulnerable because it may have a small population, and although its numbers within protected areas appear to be stable, elsewhere remaining unprotected and isolated populations are declining (potentially rapidly) through ongoing habitat loss and hunting.

篇12：新目标英语九年级全套教案 新目标 Unit 12 (新目标版九年级英语教案教学设计)

Unit 12 You’re 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 expressions.

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 expressions.

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: Yes, they do. It is very important to them. They often just drop by their friends’ homes.

A: Do they have to make plans to do that?

B: They don’t usually have to make plans to meet their friends. Often they just walk around the town center, seeing as many of our friends as we they！

B: What kinds of rules do they have in Switzerland?

A: It’s very important for them to be on time.

B: Because they’re the land of watches?

A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00.

B: If you are even fifteen minutes late, may your friend get angry?

A: Yes, they do.

B: Do they often visit a friend’s house?

A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.

4 Doing pairwork

An exchange student from England is coming to your school for

classes. You are supposed to fill in the chart below on page 96

with things he is supposed to do inside and outside the

classroom.

Items You are supposed to …

Greeting teachers Say, “Good morning” in the morning

Doing homework At home or in school after class

Phoning someone Say, “Ni Hao, I’m …”

Visiting someone’s place Call first, and knock at the door

Making plans with friends Discuss the plan, call to make changes

Being on time Always on time or little earlier

Giving gifts Festival gifts being necessary

… …

Now you are supposed to role play a conversation based on the

chart you just filled in.

A conversation between you and an exchange student from Britain

A: How do you do?

B: How do you do? Are you a new exchange student?

A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?

B: Sure. To greet the teachers you say, “Good morning” in the morning, “Good afternoon” in the afternoon.

A: And “Good evening” in the evening. That’s the same as we do in Britain.

B: For homework you may do it at home or in school, but always after class.

A: Can I do it at class?

B: No, you can’t, because you have lots to do then.

A: What do I have to do at class?

B: You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,

and to read Learning English!

A: Learning English? Am I have to learn English here?

B: Yes, you have to learn English, too. If you don’t, you will fail the English exams.

A: But I am a native speaker of English!

B: But you are poor at English grammar! There are lots of grammar items in the English exam.

A: But I can listen, speak, read and write in English. Is that not enough?

B: I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.

A: All right. I agree to take all those exams in English, and on grammar.

B: And to phone someone you say say, “Ni Hao, I’m …”

A: “Ni Hao, I’m …”

B: Right. You are learning fast. You are smart.

A: What about visiting someone’s place?

B: Call first, and knock at the door.

A: What should I do to make plans with friends?

B: Discuss the plan with them. Call to make changes before it is too late.

A: Do I have to be on time?

B: It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves.

A: That’s also the same as we do back at Britain.

A: And giving gifts? I hear that you give many gifts on many occasions.

B: Yes, we do. But you can’t give gifts to the teachers in order

to pass the exams, and the English grammar exams!

Closing down by competing

To end this English class you are supposed to take a

competition. You are supposed to say as many sentences with

the Structure: Supposed to ＋ infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.

篇13：新目标英语九年级全套教案 新目标 Unit 4(新目标版九年级英语教案教学设计)

Unit 4 What would you do?

Part 1: Teaching design (第一部分：教学设计)

Structures: Second conditional, Should for advice

Target language:

What would you do if you won a million dollars?

I’d give it to medical research.

I can’t sleep the night before an exam. What should I do?

If I were you, I’d take a long walk before going to bed.

Vocabulary: million, charity, pimple, confident, shirt, tie, medical research

Learning strategies: Matching, Listening for key words

SECTION A

Goals

●To learn to use Second conditional and Should for advice

●To listen and talk about imagined life

Procedures

Warming up by learning about Second conditional and Should for advice

The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.

The structure of a second conditional sentence

Like a first conditional, a second conditional sentence consists of two clauses, an “if” clause and a main clause:

if clause main clause

If I had a million dollars, I would buy a big house.

If the “if” clause comes first, a comma is usually used. If the “if” clause comes second, there is no need for a comma:

main clause if clause

I would buy a big house if I had a million dollars.

We use different verb forms in each part of a second conditional:

if clause if + subject + simple past verb*

main clause subject + would + verb

1a Talking about imaginary situations

What would you do if you had a lot of money?

If I had a lot of money, I would give it to charity.

If I had a lot of money, I would buy snacks.

If I had a lot of money, I would give it to Hope Project.

If I had a lot of money, I would buy books for the poor.

1b Listening and numbering

Now you are going to listen and number the pictures 1 to 3 in the order you hear them.

Tapescript

Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity.

Boy1: Wow, what a nice man!

Girl1: What would you do if you had a million dollars?

Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas.

Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family.

Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow!

Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.

Now listen again and write down the sentences with Second conditional and Should for advice

1c Doing pairwork

Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.

Look. This old man had a million dollars, and he gave it to charity.

Wow! What would you do if you won a million dollars?

I’d give it to medical research.

I’d take a chance to achieve my dream of flying to the moon.

If I won a million dollars, I’d stop working and become a professional runner.

I’d go to an old people’s home to help them.

I’d volunteer at the hospital twice every week.

2a Listening and circling

Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.

Tapescript

Girl1: Where are you going, Larry?

Boy1: To Tom’s party.

Girl1: Lucky you! I’d love to go to that party!

Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear.

Girl1: If I were you, I’d wear a shirt and tie.

Boy1: And I don’t have a present. What if everyone brings a present?

Girl1: If I were you, I’d take a small present-a pen or

something. Keep it in your pocket and if everyone has a present,

you can give him yours. If not, you can keep it.

Boy1: OK. But what if I don’t know anyone?

Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.

Boy1: I guess I can do that.

Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave.

Now listen again and write down all the expressions onto your phrase book.

go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun

2b Listening and checking

Listen to the tape again and check on page 27 the four things Larry’s sister says to him.

2c Doing pairwork

Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.

X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie.

X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present-a pen or something.

X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.

… …

3a Reading and matching

Go to page 28. Read the problems in the boxes and match them with the correct advice.

And now write down all the expressions into your phrase book.

be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy

3b Thinking and role playing

Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.

A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.

A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.

A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.

4. Doing group work

You are put into pairs and find out each other’s problems at school and at home. Then give each other advice.

I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way.

I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time.

My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first.

I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too.

I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes.

… …

Closing down by taking a test on Second conditional

Match up the parts of the sentence

1. If I lost my job,

a) we'd both benefit.

b) I'd have a lot of problems getting another one.

c) you'd be more aware of what people really felt.

d) we wouldn't be so behind technologically.

2. If I were in your position,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) you'd be more aware of what people really felt.

d) we wouldn't be so behind technologically.

3. If I spoke Japanese as well as you do,

a) I'd resign rather than wait to be sacked.

b) I'd try to find a job with one of the Japanese banks.

c) we'd both benefit.

d) we wouldn't be so behind technologically.

4. If we spent more on Research and Development,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) I'd try to find a job with one of the Japanese banks.

d) we wouldn't be so behind technologically.

5. If you spoke less and listened more,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) I'd try to find a job with one of the Japanese banks.

d) you'd be more aware of what people really felt.

6. If you spent more time on your own problems and a bit less on mine,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) we'd both benefit.

d) I'd try to find a job with one of the Japanese banks.

7. If we controlled our expenses a bit better,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) we'd save a lot of money.

d) I'd try to find a job with one of the Japanese banks.

8. If you invested some time into learning how the Internet works,

a) you'd find that it could really help you in your job.

b) I'd have a lot of problems getting another one.

c) we wouldn't be so behind technologically.

d) I'd try to find a job with one of the Japanese banks.

9. If we opened an office in Tokyo,

a) we wouldn't be so behind technologically.

b) you'd be more aware of what people really felt.

c) I'd be interested in working there.

d) we'd both benefit.

10. If you didn't take the job,

a) you'd regret it later.

b) you'd be more aware of what people really felt.

c) we wouldn't be so behind technologically.

d) I'd try to find a job with one of the Japanese banks.

篇14：新目标英语九年级全套教案 新目标 Unit 7 (新目标版九年级英语教案教学设计)

Unit 7 Where would you like to visit?

Part 1: Teaching design (第一部分：教学设计)

Structures: Would and hope to for expressing desires

Target language: Where would you like to go on vacation?

I’d love to visit Mexico.

I hope to go to France some day.

Vocabulary: jungle, thrilling, fascinating, take it easy, tiring, educational, trek, touristy, pack, light, heavy, provide, offer

Learning strategies: Classifying, Role playing

SECTION A

Goals

●To learn to use Would and hope to for expressing desires●To listen, speak and read about traveling

Procedures

Warming up by learning Would and hope to for expressing desires

Hello, morning. Let’s first look at the sentences in the chat below:

Where would you like to visit? I’d like to go somewhere relaxing.

I hope to go to France some day.

I’d love to visit Mexico.

In the sentences would, hope to, ‘d like to and ‘d love to are used for expressing desires.

1a Writing and describing

On page 52 is a picture about the planning of vocation. Pick the proper adjectives on top left of page 52 to describe Vacation 1 and Vacation 2.

More adjectives to be chosen from:

bad beautiful quiet testy long quick tricky tough bright magnificent

crazy mighty dizzy wasteful dull new wonderful nice sad nosy funny

great nutritious short silly gigantic ordinary strange pretty happy prickly horrible

1b Listening and filling

Where would Sam and Gina like to go on vacation?

You are to listen and fill in the chart on page 52.

Tapescript

Boy: Look at those travel posters. I’d love to go on a vacation.

Girl: Where would you like to go, Sam?

Boy: I’d love to go trekking in the Amazon jungle in Brazil.

Girl: You would?

Boy: Sure. I like exciting vacations.

Girl: Wouldn’t that be dangerous?

Boy: No, not really. How about you, Gina? Where would you like to go?

Girl: Oh, I’m stressed out. I’d just like to relax on a beach… You know, a beautiful beach in Florida.

Boy: That sounds peaceful.

Person Places Why

Sam Brazil Likes exciting vacations

Gina Florida Likes to relax on a beach

Now you are going to read the listening script. Underline the phrases and circle would, hope to, ‘d like to and ‘d love to are used for expressing desires.

1c Doing pairwork

You are going to practice conversations with your partner according to the vacation posters in 1a.

Boy: Do you see those travel posters over there. Let’s go over and have a look.

Girl: I’d love to go on a vacation. Where would you like to go, Li Haifeng?

Boy: I’d love to go hunting in Panquangou jungle in Shanxi.

Girl: You would?

Boy: Sure. I like exciting vacations.

Girl: Wouldn’t that be dangerous?

Boy: No, not really. How about you, Tian Hong? Where would you like to go?

Girl: Oh, I’m stressed out. I’d just like to relax beside a river… You know, a beautiful riverside park in Taiyuan.

Boy: That sounds peaceful.

2a Listening and numbering

You are going to listen to another conversation. This time listen and number the statements on page 53 in the order that you hear them.

Now listen to it the second time. Jot down sentences with would, hope to, ‘d like to and ‘d love to used for expressing desires.

Tapescript

Boy1: Wouldn’t it be great if we could go on a vacation together?

Girl1: Yeah. That would be wonderful!

Boy1: Where would we go?

Girl1: Well, I hope to visit Hawaii one day. Would you be interested in going there?

Boy2: Sure! I like places where the weather is always warm.

Boy1: But Hawaii is too touristy. Maybe we could go to Mexico. I love places where the people are really friendly.

Boy2: Well, Mexico would be nice, but we don’t know the language. I hope to see Niagara Falls someday. What about going there?

Girl1: Niagara Falls would be beautiful, but there’s not much to do there. Why don’t we all go to San Francisco together? It has everything-beautiful views, friendly people, exciting things to do…

Boy2: That’s not a bad idea if you pay for it!

3 I love places where the people are really friendly.

4 I hope to see Niagara Falls some day.

2 I like places where the weather is always warm.

1 I hope to visit Hawaii one day.

Read the listening script and copy down all useful phrases.

go on a vacation together, visit Hawaii, one day, be interested in going there, be too touristy, go to Mexico, be really friendly, see Niagara Falls someday, go to San Francisco together, beautiful views, friendly people, exciting things, a bad idea, pay for…

2b Listening and matching

On page 53 is a chart with “ Place” and “Reason not to visit the place”. Listen again and match them.

Place Reason to visit the place

__b__1. Hawaii a. We don’t know the language.

__a__2. Mexico b. It’s too touristy.

__c__3. Niagara Falls c. There’s not much to do there.

2c Doing pairwork

Role play conversations using information from 2a and 2b. You may start this way:

A: I hope to visit Hawai some day.

B: I do, too. I like places where the weather is always warm.

A: I’d like to go on a vacation with my classmate Li Hong.

B: I hope to visit Wutai Mountain one day. Would you be interested in going there?

A: I like places where the food is really delicious. Zhongqing is a nice place to visit.

B: But Zhongqing is too touristy. Maybe we could go to Dali.

A: Pingyao would be nice, but we don’t have the time.

B: Why don’t we go to Lushan together? It has everything-beautiful views, friendly people, exciting things to do…

3a Circling and underlining

On page 54 is a newspaper article about Paris. While reading it, circling the things you like about visiting Paris and underling the thing you don’t like.

TRAVEL SPOTLIGHT: PARIS

For your next vocation, why not consider visiting Paris? Paris is the capital of France, and is one of the liveliest cities in Europe. It doesn’t have any beaches or mountains, but there are still many things to do there. For example, it has some fantastic sights, including the Eiffel Tower and Notre Dame Cathedral, one of the most famous churches in the world.

Traveling around Paris by taxi can cost a lot of money, but it’s usually quite convenient to take the underground train to most places. In general, though, France is quite an expensive place. One thing that is not expensive in France, however, is the wine！

Most people in France have learned English. But many people don’t like to speak English, especially in Paris. So unless you speak French yourself, it’s best to travel with someone who can translate things for you.

Read the article the second time and blacken all the expressions. You may copy them after class.

3b Doing pairwork

In pairs practice the conversation on the middle left of page 54. And then make new conversations with the information in the box on the right in the box.

A: Where would you like to go?

B: I’d like to visit Kunming.

A: Isn’t it supposed to be very hot?

B: Yes, it is. I’m only going to pack light clothes. But Kunming is also beautiful, and it has lots of wonderful sights.

A: Where would you like to go for a sightseeing trip?

B: I’d like to visit Hong Kong.

A: Isn’t it supposed to be very crowded?

B: Yes, it is. But Kong Kong is also beautiful, and it has lots of great entertainment sights.

A: Where would you like to go for the May Day vacation?

B: I’d like to see Mexico City.

A: Isn’t it supposed to be exciting?

B: Yes, it is. But I am going there for a relaxing trip. I don’t have lots to do there.

A: Where would you like to visit for the National Day hollidays?

B: I’d like to see New York.

A: Isn’t it supposed to be very touristy?

B: Yes, it is. But it is also a very fascinating place with lots of fantastic galleries.

A: Where would you like to spend your Spring Festival vacation?

B: I’d like to fly to Sydney.

A: Isn’t it supposed to be very expensive to go there?

B: Yes, it is. But it is also a very beautiful place with fantastic beaches where you can lie down for a sunbath.

A: But you can also lie right here for a free sunbath, too.

4 Doing pairwork

In pair you are going to think of a city you know. List things you like and things you don’t like about the city.

Talk to each other about your findings.

Pingyao

Things you like Things you don’t like

The Ancient Ming and Qing Streets

City Wall of Pingyao

Rishengchang Exchange Shop

Qiao's Compound

Wang's Compound

The Temple of the City God

Zhenguo Temple The pollution

The transportation

The fees

Closing down by reading a poem

Terrible Dream

I'm feeling rather ragged.

I'm feeling rather rough.

I'm looking like I stayed up late,

and didn't sleep enough.

I went to sleep at bedtime

and dreamt all through the night,

but when I woke this morning

I was feeling far from right.

For though I drifted quickly,

and slumbered long and deep,

I'm totally exhausted

'cause I dreamed I couldn't sleep!

--Kenn Nesbitt

篇15：新目标英语九年级全套教案 新目标 Unit 6 (新目标版九年级英语教案教学设计)

Unit 6 I like music that I can dance to.

Part 1: Teaching design (第一部分：教学设计)

Structures: Relative clause with that and who

Target language: I like music that I can sing along with.

What about you? I prefer music that has great lyrics.

I love singers who write their own music.

Vocabulary: lyric, gentle, remind of, exhibition, prefer, photographer, energy

Learning strategies: Listening for specific information

Transforming information

SECTION A

Goals

●To learn to use Relative clause with that and who

●To listen to and talk about music

Procedures

Warming up by studying “Grammar Focus”

Hi, morning. Today we shall take up unit 6 “I like music that I can dance to.” But first we shall studying “Grammar Focus”. Turn to page 45.

Relative clause with that and who

What kind of music do you like?

Rosa likes music that’s quiet and gentle.

I love singers who write their own music.

We prefer music that has great lyrics.

Pay attention to the circle words. What do they serve as?

Pay attention to the underline clauses. What do they serve as?

1a Looking and circling

Turn to page 44, look at the picture and circle the sentences you agree with. Make your own sentences like this: I like music that…

I like music that is written in China.

I like music that sounds sweet.

I like music that we can dance to.

I like music that isn’t too low.

I like music that has good lyrics.

I like music that we can easily sing along with.

I like music that is made by our music teacher.

…

1b Listening and checking

Listen to the tape and check the music that Tony and Betty like.

Music that I can dance to Music that has great lyrics Music that I can sing along with

Tony √ √

Betty √ √

Tapescript

Betty: Oh, look. There’s the new Cool Kids CD.

Tony: The Cool Kids? Do you like them?

Betty: Oh, yeah. They’re my favorite band. I like music that I can dance to.

Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics… music that I can sing along with.

Betty: I like songs I can sing along with too. So what’s your favorite band?

Tony: The Lions. Their words are interesting and…

Underline the Relative clause with that and who in the listening tapescript for 1b on the blackboard.

1c Doing pairwork

Now in pairs talk about the music you like.

A: What kind of music do you like?

B: I like music that I can sing along with.

A: I prefer music that has great lyrics.

A: What kind of music do you like?

B: I like music that I can that I can dance to.

A: I prefer music that I can sing along with.

2a Listening and circling

Go to page 45 and listen to circle “T” for true or “F” for false.

Underline on the blackboard all the Relative clause with that and who and circle “that” or “who” in the relative sentences.

Tapescript

Boy: Look, Carmen. These T-shirts are great! Look at this one.

Girl: What a great T-shirt, Xu Fei. I really love Dan Dervish. I like musicians who play different kinds of music.

Boy: Hmmm… he’s okay…

Girl: He’s only okay?! You must be joking.

Boy: Well… I like musicians who write their own songs. Dan Dervish doesn’t write his own music.

Girl: Hmm. Well, I think he’s great.

Boy: The Modern’s T-shirt is interesting.

Girl: The Modern are really great. I love music that’s really loud and energetic.

Boy: I know you do… but I prefer groups that play quiet and gentle songs.

2b Listening and completing

Listen to the Tapescript in 2a again and complete the sentences in the box on page 45 in 2b.

About The modern About Dan Dervish

Xu Fei says 1. I prefer groups that play quiet and gentle songs. 3. I like musicians who write their own songs.

Carman says 2. I love music that’s really loud and energetic. 4. I like musicians who play different kinds of music.

2c Doing pairwork

In pairs make conversations using the information from 2a and 2b.

A: Does Xu Fei like The Modern?

B: No, he doesn’t. He prefers groups that play quiet and gentle songs.

A: Does Carman like groups that play quiet and gentle songs.

B: No, she prefers music that’s really loud and energetic.

…

3a Reading and matching

Next you are going to read Jennifer’s CD review. Then match the sentences parts on page 46.

1. It’s the kind of music that you can dance to. (d)

2. She likes musician who write their own lyrics. (a)

3. She doesn’t like songs that are too long. (e)

4. She likes singers who sings the words clearly. (c)

5. The music is like Brazilian dance music. (b)

3b Doing pairwork

You are going to talk with your partner about a CD you listened to recently. Ask and answer the questions as is on page 46 in activity 3a.

A: What CD did you listen to recently?

B: I listened to one called Heart Strings.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

B: The singer writes her own songs. I prefer singers who write their own lyrics. A: What CD did you listen to recently?

B: I listened to one called China China.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

B: It’s the kind of music that you can dance to. I prefer music that we can dance to.

4 Doing pairwork

Complete the survey on page 46 and then go to find classmates who agree with you.

My opinion Classmates who agrees

I like groups that dance to their songs. Ju Hongxia

I love singers who are tall and beautiful. Li Dongming

I can’t stand music that is too long. Zhao Hexing

I don’t like musicians who look like aliens. Wang Baofeng

Closing down by singing a clean-up song

Clean-up,

Clean-up,

Everybody, Everywhere!

Clean-up,

Clean-up,

Everybody do your share!

篇16：新目标英语九年级全套教案 新目标 Unit 8 (新目标版九年级英语教案教学设计)

Unit 8 Where would you like to visit?

Part 1: Teaching design (第一部分：教学设计)

Structures: Phrasal verbs

Target language: I’d like to work outside. I’ll help clean up the city parks. You could give out food at a food bank.

Vocabulary: put off, hand out, call up give away, run out of, clean up, set up, take after, fix up, cheer up, give out, hunger, sign, repair

Learning strategies: Taking notes, Personalizing

SECTION A

Goals

●To learn to use phrasal verbs

●To read about being a volunteer

●To listen and talk about clean up the city parks

Procedures

Warming up by learning about grammar focus

Hello, class. This week we shall go and help clean up the city parks. But first what is the meaning of “clean up”? What verb is it?

Turn to page 61 and look at the chart to learn about “phrasal verb”

What is a phrasal verb?

▲It is an English verb followed by one or more particles where the combination behaves as a syntactic and semantic unit; “turn out” is a phrasal verb in the question “how many turned out to vote?”

▲In the English language, a phrasal verb is a verb combined with a preposition, an adverb, or an adverbial particle, all three of which are uninflected.

1a Looking and reading

Look at the bulletin board on page 60 and read about ways by which you could help people. Then list other ways you could help people.

Work outside, clean up the city parks, help stop hunger, visit sick children call people back, find out about the flood, take part in planting trees, help provide money for the poor students, be volunteers at the 2008 Olympics

1b Listening and completing

You are going to listen to several conversations.

Tapescript

Conversation 1

Boy1: I’d like to work outside.

Girl1: You could help clean up the city parks.

Conversation 2

Boy2: I’d like to help homeless people.

Girl1: You could give out food at the food bank.

Conversation 3

Girl2: I’d like to cheer up sick kids.

Girl1: You could visit them in the hospital.

Conversation 4

Girl1: I’d like to help kids with their schoolwork.

Girl2: You could volunteer in an after-school study program.

While listening, pay attention to information to complete the sentences on page 60 in the box.

1. I’d like to work outside. You could help clean up the city parks.

2. I’d like to help homeless people. You could give out food at the food bank.

3. I’d like to cheer up sick kids. You could visit them in the hospital.

4. I’d like to help kids with their schoolwork. You could volunteer in an after-school study program.

1c Doing pairwork

In pairs you are to practice the conversations in the picture on page 60. Then make similar conversations using the information in activity 1b.

▲I’d like to work outside.

▲You could help clean up the city parks.

▲I could visit sick children in the hospital.

We could help stop hunger by giving out food at the food bank. ●I’d like to work cleaning up the school playground.

●I’d like to help homeless people in my hometown.

●I’d like to cheer up sick kids.

●I could visit them in the hospital.

●I’d like to help kids with their English.

●We could volunteer in an after-school cleaning up program.

2a Listening and checking

Some students talking about planning a City Parks Clean-up Day. Listen to their talk and check√the things they are going to do.

Tapescript

Boy1; OK. Now we need to come up with a plan to tell people about the city park clean-up.

Girl1: Yeah, but I’m hungry, Bob. Let’s have lunch first.

Girl2: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.

Boy2: You’re right, Sally. While we talk, I’ll write down all our ideas. Then we can decide which ideas are best.

Girl1: Um… well… we could put up signs.√

Boy2: That’s a good idea!

Girl2: I’ll hand out advertisements after school.√

Boy1; OK. Great! And we could each call up ten people and ask them to come.√

Boy2: Hey, we’re coming up with a lot of good ideas, aren’t we?

2b Listening and filling in blanks

I’ shall play the tape again and you are to listen and fill in the blanks in the box on 61.

1.We need to come up with a plan.

2.We can’t put off making a plan. Clean-up Day is only two weeks from now.

3. I’ll write down all our ideas.

4. We could put up signs.

5. I’ll hand out advertisements after school.

6. We could each call up ten people and ask them to come.

2c Doing pairwork

Let’s go on to role play the conversation in activity 2b.

A: We need to come up with a plan.

B: Let’s have lunch first.

A: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.

B: I’ll write down all our ideas that we come out with.

A: We could put up signs after school.

B: We’ll hand out advertisements at weekends.

A: At home we could each call up ten people and ask them to come.

B: We could get online to make our plan known to all.

3a Reading, underlining and circling

On page 62 is an article about volunteers. Read it and underline the kinds of work they do. You have to circle the reasons why they like their work.

Being a volunteer is great！

Number 77 High School is home to three very special young people: Li Huiping, Lan Pei, and Zhu Ming. These three students all volunteer their time to help other people. This volunteer work takes each of them several hours a week, so it is a major commitment. Huiping loves to read, and she puts this love to good use by working in the after-school care center at her local elementary school. Here, she helps young children to read. Pei loves animals, and plans to study to be a veterinarian when he leaves school. He spends every Saturday morning working in an animal hospital. Ming wants to be a professional singer. He sings for groups of people at the city hospital to cheer them up.

“Volunteering is great！” says Huiping. “Not only do I feel good about helping other people, but I get to spend time doing what I love to do.” Pei says he has learned more about animals. Ming says he has met some wonderful people at the hospital. The three students plan to set up a student volunteer project at their school. “Don’t put it off,” says Huiping. “Become a volunteer today！”

Read the article again to darken the phrasal verbs found in it.

3b Filling in the table

On page 62 is a table showing the kinds of volunteer work the four students could do. Read the table and fill in it.

Name Loves Could

Hui Football Teach the pupils to play football

Xiao Tang Writing stories Turn the city people’s life into stories

Joy Movies Show free movies to the villagers

Wei Music Play music to cheer people up

3c Doing pair

Next take turns role playing being one of the people in 3b by asking and giving advice.

A: I’d like to join the school volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love playing football.

B: Well, you could help coach a football team for little kids.

A: I’d like to join the class volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love writing stories.

B: Well, you could help write stories forcitizens.

A: I’d like to join the town volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love seeing movies.

B: Well, you could help introduce good movies to the farmers.

A: I’d like to join the city volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love playing music.

B: Well, you could help organize a music band for the factory workers.

4 Doing pairwork

In the table on bottom of page 62 write down three things you like to do and then ask your partner for advice about the kinds of volunteer work you could do.

Things I like to do Volunteer work I could do

1. reading in English Help teach English to those poor in English

2. surfing online Help getting useful information online for the farmers

3. collecting ancient coins Help give a speech on ancient Chinese culture

A: I like to reading in English. What kind of volunteer work do you think I could do?

B: You could help teach English to those poor in English.

A: I like to surfing online. What kind of volunteer work do you think I could do?

B: You could help get useful information online for the farmers teach English to those poor in English.

A: I like to collect ancient coins. What kind of volunteer work do you think I could do?

B: You could help give a speech on ancient Chinese culture.

Closing down by reading an English poem

Falling Asleep in Class

I fell asleep in class today,

as I was awfully bored.

I laid my head upon my desk

and closed my eyes and snored.

I woke to find a piece of paper

sticking to my face.

I'd slobbered on my textbooks

and my hair was a disgrace.

My clothes were badly rumpled

and my eyes were glazed and red.

My binder left a three-ring

indentation in my head.

I slept through class, and probably

I would have slept some more,

except my students woke me

as they headed out the door.

Kenn Nesbitt

篇17：新目标英语九年级全套教案 新目标 Unit 5(新目标版九年级英语教案教学设计)

Unit 5 It must belong to Carla.

Part 1: Teaching design (第一部分：教学设计)

Structures: Must, might, could and can’t for making inferences

Target language: Whose volleyball is this?

It must be Carla’s. She loves volleyball.

It could be Ted’s.

Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbage

Learning strategies: Sequencing, Deducing

SECTION A

Goals

●To learn must, might, could and can’t for making inferences

●To listen and speak making inferences

Procedures

Warming up by learning about modal verbs

Modal verbs are used to express ideas such as possibility, intention, obligation and necessity.

CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.

eg: I would have told you, if you had wanted me to.

eg: Yes, I can do that.

must

certainty 1. That must be Jerry. They said he was tall with bright red hair.

2. That must have been the right restaurant. There are no other restaurants on this street.

3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.

2. That must not have been the right restaurant. I guess there is another one around here somewhere.

3. NO FUTURE FORM have to

1a Looking and writing

Hello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.

1b Listening and matching

You are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.

Tapescript

Girl 1: Whose volley ball is this?

Boy 1: It must be Carla’s. She loves volley ball.

Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Dengwen. He loves cats.

Boy 1: Oh, and look, someone left a book.

Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.

Girl 1: OK… and how about this CD?

Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.

1c Doing pairwork

In pairs practice the conversation in the picture on page 34

Then make conversations using information in the chart in 1b.

Whose volleyball is this? It must be Carla’s. She loves volleyball.

Whose books are these? They must be Mary’s. The man is her favorite author.

Whose CD is this? It must be Grace’s. She likes listening to classical music.

Next is the conversation making inferences.

Girl 1: Whose toy car is this?

Boy 1: It must be Deng Wen’s. He loves toy car.

Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.

Boy 1: Oh, and look, someone left a magazine.

Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.

Girl 1: OK… and how about this volleyball?

Girl 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.

2a Listening and writing

Bob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.

Tapescript

Bob: Oh, look! Whose backpack do you think this is?

Anna: I don’t know. Look, here’s a school T-shirt.

Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy.

Anna: It could be Kumi’s hair band. She has long hair.

Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?

Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.

Bob: Then it must be Linda’s backpack. She has long hair and she’s on the tennis team.

Bob: You’re right!

2b Listening and filling

Next you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.

2c Filling and telling

On page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.

The notebook must be Ming’s. It was on her desk.

The homework can’t be Carol’s. She wasn’t at school today.

The soccer ball might be John’s or Tony’s. They both play soccer, don’t they?

The French book must be Li Ying’s. She’s the only one who’s studying French.

I can’t find my backpack. It might be still at school.

The photo must be Lu’s. Those are his parents.

The red bicycle can’t be Hu’s. She has a blue bicycle.

This ticket might be my aunt’s or uncle’s. They’re both going to the concert.

3a Reading, numbering and circling

On page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 parts and circle the words you don’t know.

Subject: Thanks! From: Linda

_④_ If you have any idea where it might be, please call me.

_②_ I think I dropped it during the concert so it might still be in the symphony hall.

_⑤_ I tried to call you but your mom said you were still at your optometrist appointment ( I hope you new glasses look nice!).

_③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam.

_①_ I’m really anxious, because I can’t find my backpack.

Thanks,

Linda

3b Doing pairwork

In pairs talk about the words you don’t understand. You can use “can’t”, “must”,” could” or “might”.

A: What do you think “anxious” mean?

B: Well, it can’t mean “happy”.

A: It might mean “worried”.

B: Oh, yes. She’s worried because of her test.

A: What do you think “concert” mean?

B: Well, it can’t mean “music”.

A: It might mean “a performance of music by players or singers”.

B: Oh, yes. She was in the symphony hall.

4 Doing pairwork

In pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.

A: Here’re some earrings. The owner can’t be a boy.

B: Well, it could be a boy. The earrings might be a present for his mother.

A: Here’s a school T-shirt. The owner must be a student.

B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.

A: Here’s a hair band. The owner can’t be a boy.

B: Well, it could be a boy. The hair band might be a present for his mother.

Closing down by looking and saying

Look at the picture below and say what is happening in the classroom.

篇18：新目标英语九年级全套教案 新目标 Unit 11(新目标版九年级英语教案教学设计)

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 expressions 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 expressions. Circle the Indirect questions and underline the useful expressions.

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 expressions.

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 expressions.

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 your friends?

B: We usually go to my friend, Qiu’s place.

A: Is that a good place to hang out?

B: Well, it has advantages and disadvantages. It’s kind of small. But Qiu’s mom is a wonderful cook, so we always have great snacks.

A: Where do you usually hang out with your friends?

B: We usually go to the bookstore.

A: Is that a good place to hang out?

B: Well, it has advantages and disadvantages. It’s very big and the air is fresh, too. And we can just read books there. We don’t have to buy books. So we always have a good time there.

A: Where do you usually hang out with your friends at weekends?

B: I usually stay at home.

A: Is that a good place to hang out for the weekends?

B: Well, it has advantages and disadvantages. My room is kind of small. But I have a computer there. I go online reading and watching. It is a wonderful place. So I always hang in at home.

4. Directions challenge

Now we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.

A: Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street. Then it is the…?

B: Then it is the bookstore.

A: Go out the back door and take a left. Walk about two blocks. Go past the post office, and turn right onto Chang’an Street. Then it is the…?

B: Then it is the Teachers College.

A: Go out the side door and take a right. Walk about three blocks. Go past the bus station, and turn left onto Flag Street. Then it is the…?

B: Then it is the lake.

Closing down by looking and saying

To bring the period to an end let’s look at the picture and talk about things happening in it.

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