新目标九年级英语上册教案

2024-05-12

新目标九年级英语上册教案（共8篇）

新目标九年级英语上册教案篇1

单词教案

Airplane n.飞机 Coach n.长途公共汽车，客车

Departure n.出发；启程；航班；车次 Lounge n.(机场等的)等候室

departure lounge(机场的)候机厅 transport n.交通方式；交通 set off 动身，出发 Nod v.点头

Tear n.眼泪；泪珠 Towards prep.往；向；朝...的方向 cigarette n.香烟 though conj.虽然；尽管 get off 下车 step n.步;步骤 geography n.地理学 physical a.身体的;体力的 PE n.体育；体育课 really adv.非常；很；实在；确实

neither pron.两者都不 a.(两者)均无的

secondary school 中学 present a.在场的；出席的 absent a.不在的,缺乏的 speech n.演讲;演说 biology n.生物学 lead a...life safety n.安全过(某种生活)fortunately Disease n.病；疾ad.幸运地病

drug n.毒品 Dress n.连衣裙 Spanish

Fit v.适合,合身 a.西班牙的；西班Glove n.手套牙语的 n.西班牙have on 语穿着；戴着 French

overcoat a.法国的；法语的 n.外套；大衣 n.法语

scarf involve vt.牵涉；n.围巾；头巾牵连；影响

thick adj.厚的 training n.训练 size n.尺码；号 athletics n.田径shop assistant 运动

n.店员 society n.社会；cool 协会 a.时髦的；酷的 disco

fashionable n.迪斯科舞厅；迪a.流行的；时髦的；斯科舞会

时尚的

either...or...logo n.标志,商标要么...要么...；well-known adj.众不是...而是...所周知的；著名的 Debate n.辩论 designer Illness n.病；疾a.由著名设计师病

设计的 n.设计师，prevent

设计者

vt.防止；预防 advertising n.广medicine n.医学告

suppose vt.猜想；dollar n.美元假设 succeed relaxed

v.成功；做到 a.放松的；松弛的 show off eldest

显示；炫耀 a.年龄最大的 personality married

n.个性；性格

a.已婚的；结婚的 rule n.规则；规章 fall off suggestion n.建议(从...)跌落

keep to get married 结婚沿着...走 couple n.夫妻 Rope n.绳子

diet n.日常饮食 Stream n.小河；溪用心

爱心

专心

clear

adj.明白清楚的 starving

adj.非常俄的；饥饿难忍的 lead the way 领路，带路

fall asleep 入睡 valley n.山谷 peaceful

adj.安静的；平静的

site n.场所 gesture

n.示意动作；手势 stick

n.枝条；枯枝 reach out 伸手去摸 still

a.静止的；不动的 woods n.树林 hillside n.小山坡 sudden adj.突然的 blood n.血

damage n.&vt.损害 cause v.造成；引起 n.原因,起因 effort n.努力 fifth num.第五 order n.顺序；命令 vt.命令 in order to 为了

Director n.主任 Smell n.气味

Discuss vt.讨论；谈论

Fever n.发热

Flu n.流行性感冒 Knee n.膝盖

Wound n.伤，伤口 Miss v.不在 Trip v.绊；绊倒 improvement n.改善；改进 oncoming adj.迎面而来的 couch n.长沙发 expert n.专家 require v.需要 fit adj.健康的 amount n.数量 weight n.重量 effect n.影响 cooker n.厨灶 shock n.电击 hit vt.打；击 glad adj.高兴的 breathe v.呼吸 cancer n.癌症 fix vt.修理 finger n.手指 basket n.篮子 bread n.面包 fork n.叉子 knife n.刀

lemonade n.柠檬味汽水；柠檬饮料 pancake n.烙饼薄饼

serve vt.端上；服务；招待

spoon n.勺；匙 hold vt.举办；召开

hot adj.辣的 roll n.小圆面包 Roman n.罗马人 Saying n.格言谚语

Cheers int.干杯 Plate n.盘子 explanation n.解释,说明 cross adj.恼怒的；生气的

generally adv.一法

般地；通常 Level n.水平over adv.结束 Certain blind adj.瞎的 adv.某些；一些 sensen.感觉官能 however taste n.味道

adv.不管怎样

owner n.所有权人；fairly adv.相当地主人

no matter bee n.蜜蜂无论… officer n.官员 wherever course n.一道菜 adv.无论在哪里 dialogue n.对话 own v.拥有 line

everyday n.台词，对白；线 adj.每天的,日常nurse 的

n.保姆；护士 essential recite v.背诵 adj.极其重要的 role n.角色 tourism n.旅游业 row n.一排座位 quarter n.四分之servant n.仆人一

bit n.一部分，一industrial 段

adj.工业的

play the role of recent adj.近来的 v.扮演...角色 Arabic n.阿拉伯superb adj.极佳的语

impressed

Typhoon n.台风 adj.印象深刻的 Importance front adj.前面的 n.重要性 nightlife in place of 夜生活代替

musical

Indian n.印度人 n.音乐剧；音乐电speaker 影

n.说某种语言的in the open air 人；发言者；演讲在露天(或户外)者

Japanese adj.日本period n.阶段；时的日语的；日本人期的 n.日语；日本人 express Industry n.工业 vt.表示；表达 Trade n.贸易 beat n.强节奏 Achieve v.完成达ceiling n.天花板到

fetch vt.拿来 Bright adj.聪明的 pardon Handwriting n.书int.请再说一遍

用心

爱心

专心 raise v.举起 forgive vt.原谅 treasure vt.珍视；珍爱 stay in touch 保持联系 owe

vt.归因于；归功于 pay back 偿还 kindness n.体贴 patience n.耐心 gift n.恩赐礼物 fair

adj.公平的；公正的

model n.模范;典型 role model 楷模；行为榜样 Value

n.价值；行为准则 decision n.决定 graduate n.毕业生 shock v.使震惊 inside adv.在（或向）里面 prep.在（或向）…里 cow n.奶牛；母牛 dentist n.牙医 tooth n.牙齿 robot n.机器人

新目标九年级英语上册教案篇2

以新目标九年级上册第一单元为例。本单元标题为How do you study for a test?本单元主要话题为讨论如何学习, 在第一、第二课时以学习为话题, 全面涉及如何学习英语, 如何通过制作卡片, 阅读报纸, 杂志, 广告, 听英文歌曲, 组织英语角练习口语, 用英语通过网络发展各种感官去感知英语。在通过用英语做事, 强调学习过程, 重视语言学习的实践性和应用性。提倡在学习英语的过程中, 避免直接告知, 死记硬背和机械训练的模式。帮助学生发现和分享有效地学习英语的策略, 注重激发学生积极学习英语的情感, 从而使学生建构起综合语言运用能力。所以本单元的课程设置并非简单地学习词汇、句型、语言点。更加侧重强调提高学生有效的学习语言学习途径与方法。鼓励学生根据自己的需要, 选择恰当有效地学习英语的方式, 尽可能的自己创造学习英语的机会。引导学生尽量在真实语境中, 通过体验、实践、参与、探究和合作的方式, 发现语言学习的规律, 培养学习英语的兴趣。逐步掌握语言知识和技能, 在使用英语的过程中加深对语言的理解, 提高运用语言的能力。引导学生明白学习风格因人而异, 并无绝对的优劣之分, 学习者应该结合自己的学习风格探索最适合自己的学习策略。

本单元第三课时中, 通过一位学生学习英语时一开始有困难, 后来通过不懈的努力, 最后在考试中得到A, 并得到老师同学由衷的赞赏这样的故事, 着重强调学习英语需要的坚持不懈的情感态度, 强调学生培养积极向上的学习动机, 浓厚的学习英语的兴趣和大胆实践的精神有利于提高学习英语的效果, 自信心有助于学生客服外语学习中遇到的困难。同时值得注意的是, 教师在教学中这些情感方法, 价值观的渗透其实与教学内容是相辅相成的关系, 情感, 态度价值观的渗透有利于激发学生学习英语知识的兴趣。

本单元第四课时, 内容进一步拓展和深化, 谈及如何解决学生容易遇到的问题, 如人际交往困惑, 如何处理与父母, 同学, 老师的关系。当遇到问题时, 学会交流, 学会善忘, 指导学生千万不要因为小事挫伤美好的亲情、友情、师生情。还谈到在遇到生活, 学习的压力时, 视问题为挑战, 引导学生在学校接受教育是人生重要的组成部分, 作为学生, 应该尽力主动接受各种挑战, 同时面对生活中的各种困难, 也将其视为挑战, 磨炼自己的意志与坚强的品格。这一部分还谈到要有自己的幸福观, 与那些情况比自己还要糟糕却勇于挑战自己并取得成功的人做比较, 激励学生战胜困难的勇气与方法。这一部分即教会学生如何面对生活中的困难, 又很好的引导学生来了解英语在民族地区作为第二语言, 甚至第三语言学习时, 不可避免地要进行各种尝试, 走弯路, 遇到困难是很正常的, 让学生认识到英语学习中表现的情感态度与学习英语的结果有密切的关系, 作为学生应该有积极的态度去克服各种困难。而勇于去克服这些困难才是勇者, 是胜者。

总之, 人际交往智能与语言不仅与有着千丝万缕的联系, 还在很多方面直接或者间接影响语言学习, 对外语的影响则更加明显。积极向上, 活泼开朗的个性有助于学生积极参加语言学习活动, 获得更多学习的机会, 坚强的意志和较强自信心有助于克服外语学习遇到的困难。

作为英语教师, 以语言技能, 语言知识, 人际交往智能, 学习策略和文化意识五个方面共同构成的英语课程总目标, 既注重体现英语学习的工具性, 也体现其人文性;即关注学生发展语言运用能力, 又重视学生发展思维能力, 从而达到有效提高学生的综合人文素养的目的。

摘要：人类语言的重要功能之一是促进人际交往, 人际交往就要涉及到情感态度。而情感态度在很大程度上需要通过语言来表达与传递。英语课程不仅要发展学生的语言知识和语言技能, 而且有责任培养学生积极向上的人际交往智能。

新目标九年级英语上册教案篇3

1. I had a wonderful time at the party. （改为

感叹句）

______ ______ ______ ______ I had at the party！

2. This idea sounds so amazing. （改为感叹句）

______ ______ this idea sounds！

3. “The parade will be the best part of the trip，” said Jim. （改为含有宾语从句的复合句）

Jim said ______ the parade ______ be the best part of the trip.

4.“Are you sure of the time？” James asked me. （改为含有宾语从句的复合句）

James asked me ______ I ______ sure of the time.

5. Our teacher said to us， “Light travels faster than sound.” （改为含有宾语从句的复合句）

Our teacher told us ______ ______

______ than sound.

Ⅱ. 从方框中选择合适的词组，并用其适当形式填空。

1. Our parents are the people who ______ us most in the world.

2. The music made me ______ my happy childhood.

3. If he goes on driving cars like that， he is sure to ______ in hospital.

4. If you go to the photo exhibition （展览）， the photos will ______ you ______ the earthquake on May 12， 2008.

5. Jenny usually ______ at 5 oclock in the morning.

Ⅲ. 阅读理解。

Mr. Lee was in bed and was trying to go to sleep when he heard the bell ring. He turned on the light and looked at his clock. It was twelve oclock. “Who can it be at this time of night？” he thought. He decided to go and find out. So he got up， put on his dressing gown（浴袍） and went to the door. When he opened the door， there was nobody there. “That is very strange.” Then he went back to his bedroom， took off his dressing gown， got back into bed， turned off the light and tried to go to sleep.

A few minutes later he heard the bell ring again. Mr. Lee jumped out of bed very quickly and rushed to the door. He opened it， but again he found no one there. He closed the door and tried not to feel angry. Then he saw a piece of paper on the floor. He picked it up. There were some words on it： “It is now after midnight（午夜）， so it is April Fools Day. April fool to you！”

“Oh， it was the English boy next door！” Mr. Lee exclaimed（惊叫） and almost smiled. He went back to bed and felt asleep at once. The bell did not ring again.

（）1. Mr. Lee went to bed ______.

A. before twelve oclock

B. after twelve oclock

C. when the bell rang

D. when he saw the boy

（）2. Why did Mr. Lee rush to the door when he heard the bell ring the second time？

A. He wanted to open the door for the visitor.

B. He wanted to find out who the visitor was.

C. He was afraid of the ring.

D. He was waiting for someone.

（）3. From this passage， we learn that we can ______ on April Fools Day.

A. say “Hello” to each other

B. dance and sing at night

C. play jokes on each other

D. send presents to children

（）4. Mr. Lee thought the English boy ______.

A. was a good boy

B. was friendly with him

C. shouldnt ring the bell at midnight

D. did a dangerous thing just now

（）5. How about the English boy according to the passage？

A. He is friendly.

B. He is nervous.

C. He was handsome.

新目标九年级英语上册教案篇4

Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

亿库教育网 http:// 亿库教育网 http:// Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

亿库教育网 http:// 亿库教育网 http://

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the 亿库教育网 http:// 亿库教育网 http:// class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

亿库教育网 http:// 亿库教育网 http:// Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

亿库教育网 http:// 亿库教育网 http://（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

亿库教育网 http:// 亿库教育网 http:// Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

亿库教育网 http:// 亿库教育网 http:// Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

亿库教育网 http:// 亿库教育网 http:// Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

亿库教育网 http:// 亿库教育网 http://

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

亿库教育网 http:// 亿库教育网 http:// As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

Check the answers:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

2． Revise the target language in this unit．

新目标九年级英语上册教案篇5

1.come back from 回来

2.feel sorry for 为……感到遗憾 3.by the way 顺便问一下 4.take photos 照相 5.do farm work 干农活 6.for a long time 长时间 7.tell stories 讲故事

8.have summer classes 上暑期班 9.at present 现在；目前

10.live a hard life 过困难的生活 11.in order to 为了

12.give support to 支持

13.keep in touch with 保持联系 14.see sth oneself 亲眼目睹 15.far away 遥远的

16.in the open air 在户外 17.sorts of 各种

18.succeed in doing sth 成功做某事 19.check over 检查

20.draw up an outline 拟订提纲 21.thanks to 多亏

22.make progress 取得进展 23.take part in 参加 24.in detail 详细地 25.in the past 在过去 26.have no chance 没机会 27.after class 课后

28.day and night 日日夜夜 29.more than 超过

30.learn … from 向……学习31.in the future 在将来 32.dream about 梦想

Unit 1 Topic 2短语

1.get lost 迷路 2.each other 互相

3.call sb up 打电话给某人 4.go shopping 购物 5.at least 至少 6.take place 发生

7.because of 因为；由于

8.be strict with sb 对某人要求严格 9.increase by 增加了 10.carry out 执行 11.be short of 缺少 12.so far 到目前为止

13.take measures to 采取措施 14.a couple of 一些；几个 15.keep up with 赶上

16.have fun 获得乐趣；玩得开心

17.offer a good education 提供一个良好的教育

18.work well in 在……有成效

19.be known as 将……称为；把……叫做 20.the only child 独生子 21.write down 写下 22.less than 少于

Unit 1 Topic 3短语

1.get used to习惯于

2.as a matter of fact 事实上 3.break out 爆发 4.in need 在困难时

5.decide on sth 就某事做出决定 6.feel good about oneself 自我感觉良好

7.provide sb with sth 向某人提供某物

8.live a normal life 过正常的生活 9.according to 根据 10.be away from 远离

11.be famous for 以……而闻名 12.so that 为了；以便 13.at the same time 同时 14.take drugs 服毒

15.obey the rules 遵守规则 16.aim to do sth 目的是…… 17.at home and abroad 国内外

18.in the past few years 在过去的几年中

19.pay for 付款 20.belong to 属于 Unit 2 Topic 1短语 1.at present 目前 2.have a picnic 野餐

用心

爱心

专心

3.of course 当做

4.be harmful to 对……是有害的 5.in a bad mood 处于坏情绪 6.manage to do sth 设法做某事 7.at midnight 在午夜 8.do harm to 有害于 9.go deaf 变聋

10.quite a few 相当多

11.no better than 与……一样（差、坏）12.in public 在公共场合

13.cause sb to do sth 导致某人做某事 14.all sorts of 各种各样的 15.in many ways 在许多方面 16.for example 举个例子

17.have an effect on sth 对某事有影响 18.two days later 两天后 19.in the past 在过去

20.at the end of 在……的末尾

Unit 2 Topic 2短语

1.as a result 结果 2.here and there 到处 3.walk on grass 践踏草坪 4.care for 关心；照顾 5.pick flowers 摘花

6.give some advice to 给……一些建议

7.in the beginning 在开端 8.cut down 砍伐

9.prevent sb from doing sth 阻止某人做某事

10.in danger of 处于……的危险中 11.come to do sth 开始做某事 12.day by day 一天天

13.follow the rules 遵守规则 14.come into being 形成 15.cut off 切断

16.change into 变成…… 17.take away 带走

18.pass through 通过；穿过

19.be helpful to 对……是有帮助的；有助于……

20.refer to 指的是…… 21.deal with 处理 22.at the same time 同时 23.take up 占据

24.stop sb from doing sth 阻止某人做某事

25.wash away 冲走

Unit 2 Topic 3短语

1.interview sb about sth 采访某人某事

2.spread the message 传递信息

3.encourage sb to do sth 鼓励某人做某事

4.protect the environment 保护环境 5.save money 省钱

6.be supposed to 理应；应该 7.ought to 应该

8.travel a short distance 短途旅行 9.make sure 确保 10.on time 准时

11.make an announcement 发个口头通知 12.turn off 关掉

13.work hard 努力工作（学习）14.hurry up 快点；赶快 15.instead of 代替 16.of course 当然

17.fail the exam 考试失败 18.take part in 参加

19.be used for 被用作…… 20.turn green 变绿；变得环保

Unit 3 Topic 1短语

1.stick on 粘在……上 2.be able to 有能力；能够 3.be ready for 为……准备好 4.can’t wait to 迫不及待要…… 5.from now on 从今以后 6.one day 有一天；某一天

7.throughout the world 全世界 8.on business 出差

9.be similar to 与……相近

10.be pleased with 对……感到满意 11.translate into 翻译成…… 12.once in a while 偶尔；有时

用心

爱心

专心

13.in general 通常；大体上 14.even though 即使 15.as a result 结果

16.be regarded as 被当做……

17.take the leading position 占据领先地位

18.be required to 被要求…… 19.the rest of 剩余的

20.make progress in 在……取得进展 21.take a swimming course 上游泳课程 22.be popular with 在……中受欢迎 23.change with 随……而变化 24.as well as 也

25.have trouble doing sth 做某事有麻烦

Unit 3 Topic 2短语

1.instead of 代替

2.say hello to 向……问好 3.by the way 顺便说 4.see sb off 给……送行 5.depend on 依靠

6.be worried about 担心…… 7.leave for 动身往… 8.put out 伸出；熄灭

9.on one’s way to 在某人去……的路上

10.make oneself understood 使（自己）被听懂

11.in the future 在将来 12.as for 至于

13.in a word 一句话；总之 14.take in 吸收

15.in the beginning 在开头；初期 16.little by little 一点点地 17.come about 发生；产生

18.be forced to do sth 被迫去做某事 19.in person 亲自 20.be fond of 喜欢

Unit 3 Topic 3短语

1.get into trouble 陷入麻烦；惹麻烦 2.agree with 同意 3.give up 放弃 4.work hard at 努力于 5.be afraid of 害怕 6.keep a diary 写日记 7.be weak in 在……弱

8.give some advice sth 就某事给些建议

9.have a try 尝试一下 10.take a breath 吸口气

11.share sth with sb 与某人分享某物 12.as often as possible 尽可能经常地 13.advise sb to do sth 建议某人做某事 14.make mistakes 犯错

15.make great progress 取得巨大进步 16.insist on sth 坚持某事

17.feel like doing sth 想要做某事 18.laugh at 嘲笑

19.last but not least 最后但同样重要的 20.in public 在公共场合

Unit 4 Topic 1短语

1.dream of 梦想

2.point to 指向…… 3.send up 发射

4.no doubt 毫无疑问 5.for instance 举个例子 6.click on 点击

7.connect to 与…….连接 8.in the future 在未来 9.in space 在太空

10.at the same time 同时 11.come into being 形成 12.thanks to 多亏；由于 13.chat on line 在线聊天

14.a list of 一列的；一份……清单 15.instead of 代替 16.of course 当然

17.study hard 努力学习

18.with the help of 在……的帮助下 19.do business 做生意 20.land on 登陆

Unit 4 Topic 2短语

用心

爱心

专心

1.for certain 确定

2.make a contribution to 为……做贡献

3.as long as 只要 4.in short 总之 5.run away 跑开

6.be allowed to do sth 被允许 7.be made of 由……制成 8.come true 成为现实；实现 9.be made from 由……制成 10.be used for 被用作 11.take photos 照相

12.during one’s life 在某人一生中 13.so far 到目前为止

14.be similar to 与……相近15.all the time 一直 16.no longer 不再

17.have effects on 对……产生影响 18.the rest of 剩余的

19.to one’s surprise 令人惊讶的是 20.be meant to do sth 应该做某事

Unit 4 Topic 3短语

1.base on 基于 2.hand in 上交

3.be full of 充满…… 4.in order to 为了

5.know about 知道；了解 6.a group of 一群 7.go wrong 走错路

8.on the earth 在地球上 9.in the future 在未来 10.be able to 有能力 11.come true 实现 12.grow up 长大

13.search for 搜索…… 14.be on show 展览

15.make up one’s mind 下定决心 16.side by side 肩并肩地 17.look forward to 盼望 18.be close to 靠近19.each other 互相

20.do experiments 做实验

用心

爱心

新目标九年级英语教案篇6

发布：张永玲

时间：2008-12-5 15:27:56 来源：宁夏灵武教育信息网

点击：

1611 讨论：

新目标九年级英语教案

Unit 13 Rainy days make me sad

语言目标：

能够运用所学知识谈论或询问对某件事或物的看法或谈论事物对人的情绪的影响。

认知目标：

1.学习动词make的用法（make+ 宾语+ 形容词和make+ 宾语+ 动词原形）。

2.学会以下基本句型：

How do you feel about loud music?

Loud music makes me tense.Loud music makes me want to dance.Waiting for her made her angry.情感目标：

培养学生做一个情感丰富的人。

第一课时

教学目标： 1.能用所学的目标语言简单谈论或询问事物对人的影响，或人对某一事物的看法。

2.能初步理解动词make的用法，并能在实际情境中简单地运用。

3.能听懂听力内容，并能完成相应的练习。

Section A

Step 1 Presentation

Play rock music for the students to listen.T: Do you ｌｉｋｅ this kind of music?

How do you feel about it?

S1: I ｌｉｋｅ it.It makes me comfortable.S2: I don’t ｌｉｋｅ it.It’s noisy.…….Then play a piece of light music again, and ask about the students’ feelings.T: What about this music?

S1: It’s gentle.I ｌｉｋｅ it.S2: It’s too quiet.I don’t ｌｉｋｅ it.…….It’s OK that different students have different answers.But it’s important to guide them to say out “make”.Write the sentences including “make” that they have said on th

e blackboard.Step 2 Discribing pictures

Part 1.Ask the students to describe something about the two pictures.Such as, “These are restaurants.The first girl seems not to stand the music.The second girl seems to be pleased with the restaurant.” And so on.Step 3 Listening and practicing

1b.Listen to the tape.Raise the question “What do Amy and Tina think of the two restaurants?” Check the answers after listening.Students read the sentences in this part and comprehend them.Then get them to come up with one use of “make”: make sb / sth + adj.According to the listening text, ask the students to make up similar conversations a

bout their own opinions.Step 4 Listening

2a.Before playing the tape, get the students to guess ｗｈｅｒｅ they are in the pictures.Then listen and number the pictures in the order.Check the answers later on.2b.Listen again.Check the things that Tina and John said.Check the answers late

r.Students read the sentences and say out another use of “make” besides “make sb./ sth.+ adj.”: make sb do sth.Ask some students to make up their own sentences accor

ding to uses of “make”.Step 5 Grammar Focus

Read the sentences in Grammar Focus.Ask some students to translate them into Chinese.Ask one student to repeat the uses of “make”.Step 6 Homework:

a.Master the sentences in 2b.b.Preview the passage in 3a.第二课时

教学目标：

1.能进一步用所学的目标语言谈论或询问各种事物对人的影响或人对某些事或物的看法。

2.能理解3a的内容并完成相应的练习。

Step 1 Revision

Review the uses of “make” in the last lesson by organizing the competition about

sentence translating.For example，1.她说高亢的音乐让她紧张。

2.高亢的音乐使我高兴。

3.等候她让我生气。

4.这太令人悲伤了以至于我们都哭了。

5.悲伤的电影只会让我想离开。

Step 2 Free talk

Ask “Do you ｌｉｋｅ eating in a restaurant?” What kind of restaurant do you ｌｉｋｅ to go?” Get the students to describe the kind of restaurant they ｌｉｋｅ, including the size, the seats, the wall, the atmosphere.Step 3 Reading

Ask the students to look through the passage and find out the main idea of it: Restaurant owners have to know how to make not only food but also money.Tell the students to give examples according to the passage.Then learn it carefully.Make sure students understand every new word and every sentence.Get the students to say out all the sentences in which there if “make” and comprehend them.Finally, answer the questions below the passage and write the answers down.Students read the passage loudly again.Step 4 Discussion

Part 4.First, the students understand the instructions.Then discuss with their partners about the problems in the table.After discussion, share the answers.Step 5 Homework

Write a short composition named “ My Favorite Restaurant.”(Students must use

“make” in their compositions.)

第三课时

教学目标：

1.能进一步扩展所学的内容，能用目标语言谈论对商品.......的看法。

2.能听懂听力内容，完成相应练习。

Section B

Step 1 Revision

Ask some students to read their composition “My Favourite Restaurant”.Step 2 Lead in

Remind the students of some great advertisement.Let them say out the slogans of them, ｌｉｋｅ “Anything is possible.Just do it.” And so on.Say, “ Almost every product has its slogan.”

Step 3 Matching and saying

1a.Students look at the pictures and tell what they are.Look at the slogans below the pictures and comprehend them.Then match each slogan with one of the products.Check the answers then.1b.Students make a list of three products they ｌｉｋｅ and three products they don’t ｌｉｋｅ.Get some of them to talk about the products they ｌｉｋｅ or they di

sｌｉｋｅ and the reasons.Step 4 Listening

Before listening, look through the information in the columns.Comprehend them.Then raise a phrase “ keep out”.Tell them the meaning of this phrase.Play the tape and finish 2a.Play the tape again.While listening, help the students repeat sentences one b

y one.Finish 2b at the same time.Step 5 Exercises

完成句子：

1.His father’s death make him ______________(离开学校).2.The students were made _______________(课前完成练习).3.The awful movie made make me ________________(想要离开).4.Waiting for her ________________(使我生气).5.I ｌｉｋｅ to listen to quite music _________________(在吃饭的时候).第四课时

教学目标：

1.理解阅读文章，找出主要意思并掌握文中相关用法。

2.能运用目标语言，就.......及对其他事物的看法进行写作。

Step 1 Free talk

Talk about advertisements.T: Do you ｌｉｋｅ ads or hate ads?

Do you believe ads? Why?

Step 2 A story about ads

Recall a story we have read before: A man saw an advertisement list.On it there is a nice bike.Then he went to the store and decided to buy one.But when the shopkeeper showed him a new bike, he was surprised and asked “ Where are the lights?” The shopkeeper answered, “ If you want lights, you have to pay more.” The man said, “ But the bike on the ad list has.” “ And a girl is on the bike too.Do I also have to se

nd you the girl?”

Ask the students what they think about the story.Step 3 Reading

Students look through the passage and find out the main idea of it: the advantage

and disadvantages of ads.Learn the passage carefully.Raise the key points in it.1.be aimed at 意思是“目的是，旨在，针对”

例：The book is aimed at very young children.aim 意思是“目标，目的”（n.）和“瞄准，对准”（v.）

2.for instance = for example = e.g.（原自拉丁文exempligratia），表示“比如”，常

用于举例。

3.so that引导状语从句，可表目的，也可表结果。

例：They worked hard so that they could finish the work soon.（表目的）

He didn’t plan his time well so that he didn’t finish his work on time.（表结果）

so….that… 引导结果状语从句

例：He is so strong that he can lift the box easily.4.confuse v.意思是“混淆，使困惑” confused adj.意思是“感到困惑” confusing adj.意思是“令人困惑”

例：I feel confused about his words.These two problems are confusing.I can’t work them out.5.lead 意思是“引导” lead sb to do sth “引领某人做某事” lead sb to someｗｈｅｒｅ “引导某人去某地” lead to “通向，通往”

例：All roads lead to Rome.Read the passage.Ask students to list pros and cons about ads according to the passage.Step 4 Writing

3b.Complete the article using the information about two or more products in 2a a

nd 2b.Then check the answers.Step 5 Homework

Read the passage fluently.第五课时

教学目标：

1.熟练掌握和运用本单元一些重点词汇。

2.理解文章并能作出概括。

Step 1 Revision

Review the passage in 3a by asking the students to sum up the advantages and dis

advantages of ads.Step 2 Self check

Part 1.Fill in each blank with the word given.Students do the exercises by themselves first.Then check the answers by asking some students to comprehend the sentence

s.Ask the students themselves to point out the uses of some words and phrases in t

he exercises.Step 3 Reading

The students read the passage and finish the chart below.Raise some words and phrases ｌｉｋｅ “start with, leave sb a note, after all, forget to, bring sth with sb, make sb annoyed with sb, have a wonderful surprise.” Make sure the students understand all of them.Read the passage loudly.Step 4 Exercises

动词填空： 1.________(learn)English well can lead to a good job.2.The food at that restaurant _______(taste)terrible.3.When my mom went out, she _______(leave)me a note.4.Last week, I _______(have)a wonderful party.5.Soft music makes me _______(feel)comfortable.第六课时

教学目标：

理解文章，提高阅读能力。

Step 1 Free talk

T: What do you usually get for your birthday?

S1: I usually get a gift.T: How do you feel when you get gifts?

S1: I feel happy.S2: I don’t ｌｉｋｅ all of them.Step 2 Reading

Ask a question “What’s the passage about?” before the students read it.(It’s about “receiving”.)Then comprehend the passage paragraphs one by one.Get the students su

m up the main idea of every paragraph.Paragraph 1: Receiving a gift can be difficult.Paragraph 2: A gift, purse.Paragraph 3: A gift, sweater.Paragraph4: Receiving money.Then learn the passage carefully.Key points:

1.buy you a gift= buy a gift for you

buy sb sth= buy sth for sb

2.pretend 意思是“假装”

pretend to do sth /pretend that 从句

例：You can’t wake a person who is pretending to be asleep.(Unit 5)

3.would rather 宁愿…..后接do sth, 也可说would rather do sth than do sth

例：I would rather walk to school than take a bus.prefer to……rather than….表示“喜欢…..胜过……”

例：I prefer to walk to school rather than take a bus.prefer doing sth to doing sth 也表示“喜欢…..胜过……”

例：I prefer walking to school to taking a bus.prefer sth= ｌｉｋｅ sth better

例：---Which one do you prefer, oranges or apples?

新目标九年级英语上册教案篇7

总体来说, 这次课堂教学实施比较成功, 达到了公开教学应有的效果。从询问职业开始, 然后通过幻灯片展示各种职业类型, 一直到谈论理想, 整个过程如行云流水, 连贯自然。遵循了面向全体学生、倡导体验参与、开发课程资源等课标理念, 初步培养了学生的交际策略、资源策略等意识。教学任务基本完成, 各层次的学生均有所得。此外, 英语学习氛围宽松、民主、浓厚, 师生情感交融极为成功。

一、课堂优点

1.采用多媒体教学, 形象直观、省时高效。放映关于各种职业的幻灯片, 能激发学生的兴趣, 减少学生对母语的依赖。将新授的语言内容制作成演示文稿, 相比在黑板上板书省时不少, 而且高效。

2.本节课从学生熟悉的句型入手, 引出关于职业的单词, 如teacher, student, worker等, 然后放映幻灯片展示新的职业类型, 如engineer, pilot等, 最后谈论理想:What are you going to be?并进一步讨论:How are you going to do that? 这样的教学流程既科学合理、严谨有序, 又符合学生的认知规律。

3.从旧知识的复习到新知识的呈现, 过渡自然, 富有逻辑性。教师设问:What do you do? What does she/he do?自然引出关于职业的单词, 进而学习新的职业类型。这样的衔接很巧妙、很自然。

4.生词的呈现与记忆很直观, 且多样化。开展了 “Do you have quick eyes?” “Can you remember well?” “中英文互译”等教学活动。

5.教师在教学过程中基本起到了引导者、指挥者的作用, 能够立足于学生的学, 充分调动其主动性、积极性。呈现完“What are you going to be when you grow up? How are you going to do that?”后, 随即提供Tina等人的信息并要求对话操练, 起到了很好的巩固效果。

6.在“Choose one of the situations below to make conversations with your partner.”中采用了任务型教学法和合作学习法。

7.学生积极主动, 发言踊跃, 师生配合默契。

8.作业设计紧扣重点、难点, 达到巩固知识、学以致用的目的。

9.教学节奏中速, 教学容量适中。

二、美中不足

1.教学重点不够突出, 主次不分明。重点是学习关于职业的生词, 还是掌握句型“What are you going to be when you grow up? How are you going to do that?”从教学现象来看无法判断。

2.学生语言输入后未能进行充分有效的输出, 使语言停留在知识状态而没有转化为能力。

3.学生自主学习的空间与时间均不足, 教学尚未充分体现教为主导、学为主体的思想。

4.听、说、读、写四会的基本原则没有很好地遵循, 且忽视了“写”的技能培养。

5.时间分配不够合理, 花在生词教学上的时间几乎等同于句型学习的时间。

三、个人建议

1.在直观呈现生词后, 应让学生通过大量的对话操练来巩固和掌握它们。因为单词是死的, 只有在语境中才能活过来。皮之不存, 毛将焉附!

2.句型“What are you going to be when you grow up? How are you going to do that?”的操练, 应分三个阶段:控制→半控制→全开放。具体做法是:让学生先练习演示文稿中的对话例子, 然后根据所提供的信息编对话, 最后发挥想象畅谈自己的愿望与打算。

3.生词教学控制在15分钟以内, 拿出25分钟的时间学习句型“What are you going to be when you grow up? How are you going to do that?”把教学重点放在这两个句型上。

4.多一些自主, 少一些灌输。注重精讲多练。

附:教师素质

1.仪表端庄大方, 精神焕发。教态亲切自然, 富有感染力。

2.口语准确流利, 能用英语组织教学。

3.课堂驾驭能力强, 有一定的教学机智。

4.专业素质比较扎实, 有良好的教学功底。现代教学技术娴熟。

新目标九年级英语上册教案篇8

Step Ⅰ (for Section A)

Ⅰ. 根据句意及首字母提示，完成单词。

1. Hes afraid he cant p______ get away tonight.

2. Youd better make an a______ with the doctor tomorrow morning.

3. I was a______ to finish my work on time.

4. Every point in this game c______.

5. Now I am the o______ of the room.

6. The Japanese book must b______ to He Ying.

Shes the only one whos studying Japanese.

7. C______ the police if you are in danger.

8. You m______ be tired after such a long journey.

9. This is not my key. Then w______ key is it?

10. Theres a s______ smell in the room. Do you know what it is?

Ⅱ. 选择填空。

( )1. —Whose basketball is this?

—It ______ be Jacks. He hates it very much.

A. mustB. canC. mightD. cant

( )2. The tennis racket ______ belong to Ms Lin. She loves playing tennis.

A. canB. might C. must D. cant

( )3. —Must I finish my homework today?

—______. You can do it tomorrow.

A. Yes, you canB. Yes, you must

C. No, you neednt D. No, you mustnt

( )4. —Whose Japanese book is this?

—It must be ______. She ______ Japanese.

A. Lisa; studyB. Lisas; studies

C. Lisas; study D. Lisa; studied

( )5. —Why were you late for class this morning?

—I was late ______ the snow.

A. forB. because

C. asD. because of

( )6. I ______ rather stay at home than go to the cinema on such a rainy day.

A. would B. might

C. shouldD. had better

Ⅲ. 完形填空。

There are many words in the English language. You will never 1 the meaning of every word in English. When you read, you will often find many 2 you do not know. You will not have enough time to 3 reading and try to find every new word in a dictionary.

Sometimes you can 4 a new word because you know some of the parts of the new word. For example, if a word ends 5 the letters “er”, that word 6 be the name of a 7 or a thing that does a certain action （某个动作）. A writer is a person who writes. 8 it is not 9 to know the parts of a new word to understand it, 10 it will help you many times.

( )1. A． know B． learnC． find D． look up

( )2. A． booksB． lettersC． storiesD． words

( )3. A． stopB． enjoy C． keep D． start

( )4. A． findB． getC． study D． guess

( )5. A． inB． offC． up D． with

( )6. A． can B． might C． shouldD． must

( )7. A． friendB． boy C． personD． girl

( )8. A． ThenB． Now

C． YetD． Sometimes

( )9. A． helpful B． useful

C． enoughD． good

( )10. A． butB． and C． soD． for

Step Ⅱ (for Section B)

Ⅰ. 根据句意及首字母提示，完成单词。

1. It is c______ for English learners to speak idiomatic English.

2. Have you got p______ to go shopping withme?

3. Lily is better at a______ than at geometry.

4. The leading d______ of the Beijing Olympics opening and closing ceremonies is Zhang Yi Mou, one of the most famous film directors in China.

5. “Dont ask such s______ questions again,” said the mother to the boy.

6. We should be h______ and never tell a lie.

7. The most famous a______ in Chinese recent history was of course Lu Xun.

8. This is a car s______ made for driving learners.

9. The street is covered with all forms of g______.

10. Such a machine i______ by Zhang Heng in the old times was to forecast earthquakes.

Ⅱ. 选择填空。

( )1. —Time is up. I must go home now.

—Please wait a moment. I have ______ to tell you.

A. something important

B. important something

C. anything important

D. important anything

( )2. She was very ______ because she found her mobile phone.

A. pleasedB. strange

C. carelesslyD. anxious

( )3. Her parents have bought a large house with a swimming pool. It ______ be very expensive.

A. mustB. mustnt C. canD. might

( )4. Jack was late for school because of ______ up late.

A. to getB. get C. getsD. getting

( )5. Mrs While is ______ her baby now.

A. inB. wearing

C. putting onD. dressing

( )6. —Must I come back before 11:00?

—No, you ______. But you ______ be back later than lunch-time.

A. neednt; cant B. cant; may

C. mustnt; mustD. neednt; can

( )7. A teacher ______also make a mistake if he or she is not careful enough.

A. mustB. shouldC. has toD. may

( )8. —Wheres Mr. Wang?

—Im not sure. He ______ in the school library.

A. maybeB. may be

C. must beD. will be

( )9. The sunshine ______ bright for us to read in.

A. mustB. so C. must be D. too much

( )10. It is not how much you read but what you read that ______.

A. learnsB. countsC. helpsD. chases

Ⅲ. 英汉短语互译。

1. be worried about________________

2. in the symphony hall_______________

3. escape from ... ________________

4. go to the concert________________

5. try ones best to do sth. _____________

6. 知识的海洋________________________

7. 设计校服________________________

8. 偶然看到一场交通事故

________________________

9. 过去一直很安静

________________________

10. 用完，用尽

________________________

Step Ⅲ (for Self-check)

Ⅰ. 根据首字母及中文提示，完成单词。

1. What a pleasant s______!

2. We must try to know the m______ of life.

3. Who is the a______ of the book, do you know?

4. Dont p______ to know everything.

5. I have an important a______ with the doctor tomorrow.

6. Im afraid of ______ (代数). I think its very difficult for me to learn it well.

7. The soldier ______ (逃离) from the robber successfully.

8. He hurt his two ______ (手指) because of carelessness.

9. Unluckily I left my handbag in the ______(交响乐) hall.

10. Im very ______ (忧虑的) because I cant find my wallet.

Ⅱ. 选择填空。

( )1. When we got home last night, we found the front door open. My parents called the police, but they couldnt find ______.

A. something strange

B. strange something

C. nothing strange

D. anything strange

( )2. —Have you worked out the problem?

—No, it is ______ difficult for me.

A. much tooB. too much

C. muchD. such

( )3. Oh, Danny. Its raining outside. Youd better ______ your raincoat.

A. put on B. put up C. dress D. wear

( )4. —Whos that woman with Lucy?

—Im not sure. It ______ be her mother.

A. mayB. canC. willD. must

( )5. Theres an old saying: The cleverest housewife ______ cook a meal without rice.

A. mayB. cant

C. mustntD. neednt

( )6. More than 230 thousand people lost their lives ______ the tsunami (海啸) in the Indian Ocean at the end of 2004.

A. becauseB. as C. because ofD. to

( )7. That man ______ be Mr. Hill. He has gone to Beijing.

A. mustB. cant

C. mustntD. couldnt

( )8. So strange! The light is on. I remembered ______ last night.

A. to turn it offB. to turn off it

C. turning it offD. turning off it

( )9. —Who will teach ______ English? Is______ Mr. Smith?

—Yes.

A. our; itB. us; it C. our; he D. us; he

( )10. My family had a lot of ______ picnicking in West Hill Farm last Sunday. We all enjoyed ourselves.

A. funB. funnyC. fanD. famous

Ⅲ. 完成句子。

1. 这本英语书是汤姆的。

The English book ______ ______ Tom.

2. 这本书对一年级学生来说太难了。

The book is ______ ______ for students of Grade One.

3. 小心保管这些文件，它对你爸爸来说非常重要。

______ ______ ______ the documents. It is ______ to your father.

4. 要是没赶上火车，那就意味着要再多等一天。

Missing the train ______ ______ for another day.

5. 因为下雨，所以运动会延期了。

The sports meeting was ______ ______ because of the rain.

6. 一滴雨落在我的头上。

______ ______ ______ rain ______ on my head.

7. 那个人可能在跑步赶公共汽车。

The man ______ ______ ______ ______ ______ a bus.

8. 他已经用完了所有的钱。

He ______ ______ ______ all his money.

9. 肯定是某个东西在光顾附近的家庭。

There ______ ______ something ______ in the neighborhood.

10. 我试着走一走，最后摔倒了。

I ______ ______ until I fell over.

Step Ⅳ (能力拓展）

Ⅰ. 阅读理解。

A Strange Thing

本单元Section B中有篇文章Strange events in Bell Town neighborhood，它讲述了一件在我们身边看似很怪异的事情。其实有的时候，是人们的心理在作怪。在挪威西部的一户人家里，当主妇打开水龙头想洗碗时，却发现水管里哗哗流出的竟然是价格不菲的啤酒。这是怎么回事呢？

A woman thought she was in heaven (天堂) when beer instead of water flowed (流淌)from the taps in her apartment in west Norway(挪威).

“I turned on the tap to clean some knives and forks and beer came out,” Haldis Gundersen told Reuters from her home in Kristiansund, west Norway. “We thought we were in heaven.”

Beer in Norway is among the most expensive in the world with a 0.4 litre (0.7 pint) costing about 50 crowns (4.3 pounds ) in a bar.

Gundersen said she tried the beer but it tasted a bit odd (古怪的) and was not fizzy(发泡的).

It turned out (查明真相) that a worker in a bar two floors below had mixed up the pipes(管子) on Saturday evening, wrongly (错误地)connecting a new barrel to a water pipe leading to Gundersens flat. The bar got water in its beer taps.

“If it happens again, Im going to order coffee,” she said.

根据短文内容判断下列句子正(T)误(F)。

()1. Gundersen liked beer so it came out of the taps.

()2. Beer is very expensive in Norway.

()3. The story happened in heaven.

Ⅱ. 写作训练营。

话题：对某事进行推断。(Make inferences. )

素材提供：

● 词语提示：maybe 也许；may be 也许是； cant be 不可能是；in fact 事实上；mistake ... for ... 把……误解成……；be interested in doing sth. 对做某事感兴趣

● 句型提示：

Im sure .... 我确信……

I think ....我认为……