新目标英语九年级教案示例第十二单元教学设计

新目标英语九年级教案示例第十二单元教学设计（共5篇）

新目标英语九年级教案示例第十二单元教学设计 篇1

新目标英语九年级教案示例第十二单元教学设计

Unit 12 Part 1 Teaching design 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? Youre supposed to kiss. Youre 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 supposed 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 lage. Girl: Yeah, but in my country it’s different. When youre invited for 7:00, youre supposed to come later! Boy: I see. Girl: Then when I met Pauls mom, I kissed her. Boy: And you were supposed to shake hands instead. Girl: Thats right. AND I wore a fancy dress. Boy: Whats 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 Dont 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:

新目标英语九年级教案示例第十二单元教学设计 篇2

本单元以讨论允许和不允许做的事情而展开学习, 在不断深入讨论过程中又学习了表示同意和不同意的表达方法以及由情态动词should构成的被动语态。为了能够增强学生开口讲英语的自信心, 第一课时充分利用多媒体教学设备, 创设与本课话题相关的情景, 如谈论青少年日常行为规范、校规、家规等。围绕着教学目标, 设计一些贴近学生实际的教学任务, 让学生辩论一些学校规章制度。学生在使用所学目标语言进行辩论时, 教师要不断地鼓励学生, 让学生勇于发表自己的真实观点和想法, 同时学会关注日常生活和学习中的各种规章制度, 对周围世界进行比较客观地认识和评价, 养成自觉遵守规则的良好习惯。

二、教学背景分析

(一) 教学内容分析

学生在七年级下册第十二单元“Don’t eat in the classroom”中学过关于规章制度的讨论, 在八年级下册第二单元“what should I do?”中学过情态动词should的用法。本单元谈论的是学生非常熟悉又和生活、学习紧密相关的话题——家规、校规及其他规章制度, 能引起学生的共鸣 , 激起学习的兴趣。因此, 掌握“be (not) allowed to do/ Should (not) be allowed to do”难度不大。可以让学生结合生活实际自由谈论各种规章制度, 发表自己的观点, 并陈述同意或不同意的理由;还可以根据实际情况对各种家规、校规进行修改, 并为一些组织机构制定新的规章, 体现“为用而学、在用中学、学了就用”的新课程理念。

(二) 学生情况分析

笔者教学的对象是初三学生 (以中等生为主) , 他们具有较强的求知欲和表现欲, 所以对英语学习的模仿力很强, 但部分学生对英语学习没有自信, 害怕表现, 但又希望能得到大家的肯定。因此笔者在教学活动中尽量让这部分学生参与到课堂活动中来, 有更多的说英语的机会, 增强他们的自信心;还有一些学困生由于基础薄弱, 对完成某些任务有一定的难度, 教师可采取小组奖励的办法, 通过学生间的合作学习, 促进小组成员之间的互帮互学, 鼓励小组中的优秀成员主动帮助困难生学习, 培养学生的团队意识。提高他们综合运用语言的能力, 让他们都能体验到成功的喜悦, 使各层次的学生都有所收获。

三、教学目标分析

(一) 语言知识目标

1. 掌握语言结构 should (not) be allowed to do, 学会表达 agree 和 disagree。

2. 对目标语言的听力训练。

(二) 情感态度目标

通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行, 养成自觉遵守规则的良好习惯和优良品德; 正确看待“家规”“班规”“校规”等, 并能认真遵守;理解父母、教师的合理建议对自己成长的重要性。

四、教学重点、难点分析

(一) 教学重点

1. 词汇:teenager, choose, pierce

2. 词组:too wild, too silly, too young, not seriousenough, not old enough, not calm enough, get earspierced

(二) 教学难点

结构:should be allowed to,

should not be allowed to

五、教学过程设计

(一) 步骤 1:导入 (5 分钟)

T: An exchange student comes to our classtoday. He wants to know some rules about ourschool.

通过投影展示以下活动名称, 学生以四人一组活动, 各自谈论在学校里能做哪些, 不能做哪些。

What rules do you have at our school?

We should sweep the floor every day.

We should not arrive school late.

We should not take mobile phones .

……

sweep the floor, clean the blackboard, fightw it hothers , arrive school late , take mobil ephones等等。

多媒体呈现表格, 小组讨论填表

设计意图:通过学生感兴趣的内容引入新知。

( 二 ) 步骤 2:呈现 (25 分钟)

1.Introduce the new structure: allow sb. to dosth. / don’t allow sb. to do sth.

多媒体呈现 :

Teachers allow us to eat in the dinning hall.

Teachers don’t allow us to eat in the classroom.

2. 小组活动:

全班50人分成12组, 每组4人

游戏规则:

(1) 用纸片做成12个签, (其中有2个签画有小红旗) , 由组长抽签, 抽到带有小红旗的签的两个组进行比赛。

(2) 第一轮用am/is/are allowed to结构说句子, 比赛小组每人2次机会, 但是不能重复出现句子, 否则为失败。第二轮用am/is/are not allowed to结构说句子, 规则同第一轮。获胜小组会得到一面红旗并在全班中挥舞以示胜利。

(3) 在重新抽签 (不含已参加过的小组) , 规则同2.

参考短语:sweep the floor, fight with others, eat in the dinning hall, eat in class, take mobilephones等, 可以自己自由发挥。

设计意图:由熟悉的结构引入新的结构, 并采用小组活动使每个学生能够参与其中熟练短语和句子结构, 达到开口说的目的, 有助于学生理解下一环节, 从而使新授课的内容达到高潮。

3. 被动语态:

(1) 定义 : 表示主语是动作的承受者 .

(2) 构成 : 助动词be+ 及物动词的过去分词。助动词有人称、时态和数的变化。

(3) 含有情态动词的被动语态:情态动词+ be +及物动词的过去分词。

(4) 用法:当我们不知道谁是动作的执行者, 或者没有必要指出谁是动作的执行者, 或者只强调动作的承受者时, 要用被动语态。

4.复习过去分词的构成 :

(1) 规则变化

watch---watched practice---practiced

study---studied stop---stopped

(2) 不规则动词的过去分词:

am/is /are---been have/has---had

write---written do---done go---gone

5. 教学1a

(1) 教师明确任务要求, 给出一定的指导。强调重点词汇:teenager, choose, pierce。

(2) 让—位学 生大声朗 读1a中的句子。 确定学生理解了每个句子之后, 让学生发表自己的看法:agree or disagree。

(3) 在学生掌握了结构be allowed to的基础上, 进—步介绍带有主观态度的新结构:

should (not) be allowed to, 告诉学生这—结构增加了情感态度, 表示应该被允许和不应该被允许。

(4) 学生完成1a之后, 让不同的学生发表意见:agree or disagree. Why?

6. 投影展示练习

我会做:这个环节要求学生快速抢答做4个转换句子, 将allow sb.to do变成be allowed to do并用投影展示答案。

1.They should allow us to have part-time jobs.

____________________________.

2.We should allow children to spend time with their friends.

_____________________________________.

3.The teacher should allow Anna to finish thepicture.

_____________________________________.

Parents should allow children to choose theirown friends.

_____________________________________.

答案:

1. We should be allowed to have part-time jobs.

2. Children should be allowed to spend timewith their friends.

3. Anna should be allowed to finish the picture.

4. Children should be allowed to choose theirown friends.

设计意图:帮助学生理解la中的句子, 投影展示练习这个环节巩固了学生allow的用法。

7. 教学 Section A - lb, 2a, 2b

利用多媒体课件中的Section A - 1b, 2a , 2b进行听力练习。

(1) 认识新词汇:teenager, earring, get their earpierced, do homework with friends

do part-time jobs, too wild / young / silly …, not serious / calm / old…enough

(2) 教师先帮助学生明确要求, 并且给出—定的指导。

(3) 让学生朗读其中的句子, 问题。

(4) 播放录音, 核对答案。

设计意图:带着问题听录音能提高学生听的质量和信心。

8. 练习

用所给词的适当形式填空

The telephone _____ (invent) by Bell in 1876.

The trees may _____ (plant) in spring.

Teenagers should not _____ (allow) to drive.

English _____ (speak) in Canada.

Math must _____ (study) well.

答案:

was invented , be planted , be allowed , is spoken, be studied

设计意图:巩固本节课所学的被动语态。

(三) 步骤 3:巩固和拓展

1. 学生列出青少年应该被允许做的和不应该被允许做的事情, 列表之后进行 free talk。

设计意图:要求学生重点结合Section A -1c和Section A - 2c的内容进行小组活动, 以便能更自然, 更正确地使用所学的语言。

通过投影展示语言结构和交际中要用到的词组:

结构:should be allowed to, should not be allowed to

词组:too wild, too silly, too young, not serious enough, not old enough, not calm enough

设计意图:创设贴近学生实际情况的情境, 真实而富有趣味, 激发了学生的参与意识, 巩固了本课的新知。

(四) 步骤 4. 小结

1. 利用媒体资源中课件中的内容复习Grammar Focus.

2. 总结并回顾本节课所学到的重点知识。

(五) 步骤 5:作业

1. 用结构 be (not) allowed to do 列出课堂上介绍的—些事情;

2. 用 should, must, may 等情态动词各写出 5 个被动语态的句子。

(六) 步骤 6:板书设计

六、教学评价设计

(一) 评价内容

本节课通过展示练习, 巩固与拓展这两个环节, 如果全班80℅的学生能够按要求学习或完成句子, 那么就达到了预期的教学目的本课的教学难点即得到突破。这是评价本课是否成功的更重要的标准。

(二) 评价方法

小组活动汇报, 基本全体学生都能说出一个正确的句子即可符合标准;

新目标英语九年级教案示例第十二单元教学设计 篇3

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects:（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block

（2）Target Language:Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

3． Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly． Ⅱ． Teaching Key Point

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

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills． Ⅳ． Teaching Procedures

Step Ⅰ Revision:T: Yesterday we learned the structures．

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

Step Ⅱ 3a

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

You will write your answers in these blanks．

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

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

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

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

Step Ⅲ 3b

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

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

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

Step Ⅳ 4

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

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

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

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

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

Step Ⅴ Homework

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

新目标英语九年级教案示例第十二单元教学设计 篇4

weather（天气）

great（棒的）

party（宴会）

cafeteria（自助食堂）

hot（热的）cold（冷的）

train（火车）bus（公共汽车）

tennis（网球）violin（小提琴）

3.重点短语Key phrases small talk

on the weekend

opening question have a good day look through come along 3eud教育网 http://es soon.Is it very crowded? Thanks for showing me the school last week.五.重点、难点分析：

（一）反意疑问句

反意疑问句是初中阶段英语教学的重点和难点，而这部分内容在教材中又比较分散，有必要把分散的知识集中起来串讲，分块复习，各个击破以提高综合运用能力与应试能力。

（1）反意疑问句要点简述

Yes, it does.No, it isn’t.Yes, I do.No, it doesn’t.3eud教育网 http://www.3edu.net 教学资源集散地。可能是最大的免费教育资源网！3eud教育网 http://www.3edu.net 百万教学资源，完全免费，无须注册，天天更新！

反意疑问句又叫附加疑问句，是在陈述句后，对陈述句所叙述的事实提出的疑问。其基本结构有两种：一是“肯定陈述句＋简略否定问句”；二是“否定陈述句＋简略肯定问句”。反意疑问句的前后两部分在时态、人称和数上都要保持一致。如：

It looks like rain, doesn’t it?

He doesn’t need to work so late, does he?

（2）学习反意疑问句，特别要注意的问题

1.陈述部分的主语是this, that时，疑问部分的主语多用it;陈述部分的主语是these, those时，疑问部分的主语多用they。如：

This is a dictionary, isn’t it?

Those are shelves, aren’t they?

2.陈述句如果是there be结构时，疑问句部分仍用there。如：

There once was a man named Saint Nicholas, wasn’t there? 3.在英语口语中，“I am +表语结构”，后面的反意疑问句多用aren’t I 来体现。如：

I am very interested in learning English, aren’t I?

4.陈述句的主语是动词不定式，动词的-ing形式或从句时，疑问部分的主语多用it来体现。如：

Taking care of our environment is very important, isn’t it?

What he said is right, isn’t it?

5.陈述句中含有not, no, hardly, neither, never, few, little, too „to等否定词或具有否定意义的词时，疑问部分常用肯定形式。如： Few people knew the news, did they? Tom has never been to England, has he? 3eud教育网 http://www.3edu.net 教学资源集散地。可能是最大的免费教育资源网！3eud教育网 http://www.3edu.net 百万教学资源，完全免费，无须注册，天天更新！

但陈述句中如果带有否定意义的前缀和后缀的单词时，整个句子仍视为肯定句，反意疑问部分多用否定形式。如：

She is unhappy, isn’t she?

6.陈述句的主语是nobody, no one, everyone, somebody等不定代词时，反意疑问部分的主语多用they（当强调全体时）或he（当强调个体时）。如果陈述句的主语是something, nothing, anything, everything等不定代词时，反意疑问部分的主语多用it。如： No one knows him, do they? Someone is waiting for you, isn’t he?

Nobody says a word about the accident, do they? Everything seems all right, doesn’t it?

7.陈述句是主从复合句时，如果主句的谓语动词是think, believe, expect, feel, guess等词，且主语是第一人称I时，反意疑问部分的人称、时态与宾语从句保持一致，同时还要考虑到否定的转移。如：

I believe that the boy can get a ticket for you, can’t he?

（二）重点、难点句子

1.P76 It’s a nice day, isn’t it? 天气不错，不是吗？

这是一个反意疑问句，表示提出情况或看法，问对方同不同意。这种问句都由两部分组成，前一部分用陈述句的形式，后一部分是一个附着在前一部分上的简短问句。如前一部分为肯定形式，后一部分通常用否定形式，而且后一部分的主谓与前一部分的主谓要保持人称及助动词等方面的一致。这种疑问句的回答要根据事实，肯定的用“Yes, „”。否定的用“No, „”。前后要一致。如：

He is a teacher, isn’t he?

他是一位老师，不是吗？

Your mother goes to work every day, doesn’t she?

你妈妈每天上班，不是吗？

She didn’t go to school, did she?

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她没上学，是吗？

You won’t be away for long, will you?

你不会离开太久，是吧？

2.P 76 1a Do you sometimes talk with people you don’t know?

你有时跟你不熟悉的人谈话吗？

句中you don’t know作定语修饰people。talk with意为“与„„交谈”，与talk to（与„„说话）没太大的区别。而talk about 意为“谈论„„内容”。如：

He’s talking with my father.他正和我父亲谈话。

What are you talking about? 你们在谈什么？

3.P 76 1a－He’s really good, isn’t he?

他真的很棒，不是吗？

－He sure is.他确实很棒。

上句中really为副词修饰形容词good。回答反意疑问句常常根据事实回答，下句正式回答应为Yes, he is.但在口语中或非正式场合可用He sure is 表示“他确实很棒”。sure在句中作副词，表示“确实地，事实上”。又如：

－She’s really kind, isn’t she?

她真的热心肠，不是吗？

－She sure is.她确实如此。

4.P 77 2b It always rains on the weekend, doesn’t it?

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在周末总下雨，是不是？

句中on the weekend 意为“在周末”。表示在具体的某一天，常用介词on。如：

They met on a warm day.他们在一个暖和日子相会。

Tom wants to buy a new house on the weekend.汤姆想在周末买幢新房子。

5.P 78 3b Two people looking through books in a bookstore.两个人在书店里看书。

句中look through意为“浏览，仔细检查，粗略看一遍”。又如：

Before you answer these questions, you’d better look through them first.在你回答这些问题之前，你最好先把它们浏览一下。

I must look through these bills and check them before I pay them.我必须在付款前检查和核对一下这些帐单。6.P78 3b Two people alone in an elevator.只有两个人在电梯里。

句中alone是形容词，意为“单独的”。作定语时，放在所修饰的名词后面，alone = by oneself。如：

He will be remembered for that one book alone.仅仅那一本书就可以使他留名于世了。She finished writing that book alone.她独自一个人写完那本书。

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注意：表示“孤独的、独自一人的”则用另一个形容词lonely, 它与alone不同的是该词带有感情色彩，有寂寞、孤独之意。如： I feel lonely among strangers.在陌生人中我感到孤独。

She lives in a lonely mountain village.她生活在一个偏僻的山村。

7.P 79 1a How much did that shirt cost? 那件衬衣多少钱？

句中cost作动词，意为“花费”，与pay, take, spend同义，但用法不同，其句型为“某物＋cost ＋人＋时间/金钱”。试比较下列句子： The book cost me five dollars.这本书花了我5美元。

It took me five dollars to buy the book.买这本书花了我5美元。

I spent five dollars on the book.我花5美元买这本书。

注意：四个表示“花费”的动词，其句式各不相同，小结为：

（1）sth cost sb money某物花某人金钱

（2）It takes sb money to do sth 花某人金钱做某事

（3）sb pay money for sth 某人为某物花金钱

（4）sb spend money on sth 某人在某物上花钱 8.P 80 3a I feel like part of the group new.我感觉像是他们中的一员了。

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在这一句中，feel表示“感觉到”，而like意为“像”。feel like作为一个短语，意为“欲，想要”。其后常接名词或动名词作宾语。如：

We’ll go for a walk if you feel like it.如果你愿意，我们去散散步。

I don’t feel like eating anything.我不想吃任何东西。

9.P 80 3a Friends like you make it a lot easier to get along in a new place.有像你这样的一些朋友，使我在新的地方很快就适应了。

动词短语get along意为“和睦相处，相处融洽”。get along还可用来表示“某方面的进展如何”。比较句子： He gets along well with his boss.他和他的上司相处甚好。

How is he getting along with his French? 他的法语学习的情况如何？

10.Yes, at least it isn’t raining.对，至少现在没有下雨。

句中at least意为“至少”。least为little的最高级。又如： It will cost at least five pounds.它至少值五英镑。

新目标英语九年级教案示例第十二单元教学设计 篇5

人教版新目标七年级下册英语第九单元教案

Unit 9 How was your weekend? No. 110 Middle School of Chongqing By Cao Yi Teaching Goal: 1. General aims: Talk about recent past events 2. Particular aims: A. Language Focus. Talk about recent past events and think of the past events. B. Language goals How was….? It was … What did …do over the weekend? C. Language structures: (1). How was your weekend? I was great. Pay attention to no form. (2). What did you do over the weekend? I played soccer. We went to the beach. D. Useful words and phrases: Words: was, did, went, beach, over, project, test, wasn’t, false, number, geography, spend, week, most, mixture, their, had, little, cook, read, saw, change, everyone, sit, sat, no, anything Phrases: did one’s homework, played soccer, cleaned my room, went to the beach, played tennis, went to the movies, on Saturday morning, over the weekend, cook … for, what about, do some reading, have a party, talk show, go shopping E. Grammar language: Present simple past tense Regular and irregular verbs F. Learning strategies: Tour and holidays G. Interdiscipinary: H. Emotion and manner: Teaching time: 5 periods Teaching procedures: Period One (pp31-32) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Free talk 3’ Ask some questions like: Who’s on duty today? What’s the weather like? Answer and talk about something. 让同学们回答下列问题 1. Do you like weekend? (Let some students answer) It takes them three minutes to talk about the question. 2. Why do you like weekend? (let the students answer) Most of the students like the weekend 此时教师用汉语问： “在周末期间问你干了什么? 这句话用英语这么回答? Let the students guess. At last the teacher give them right answer 3. What did you do over the weekend?(板书、学习) 4. What did you do over the weekend? (Let sb. answer the question) I-played basketball. 5. 出示三张照片(有各种活动) 6. Match the words with the picture 7. Let the students listen and write carefully. First listen, then listen and write the words like “morning afternoon” or “night”等 Find some students to answer. The students talk about it in pairs. Students think of the sentences. Students study and read the sentences First the students read after the teacher, the practice in pairs. 学生看图，互相问答：What did you do? The students look at the picture on page 29 and do it. Listen and write carefully. 媒体展示问题 多媒体放映图一、图二、图三(关于周末的.活动) Step 3 Practice(5’) Pairwork Role play students A ask and student B answer Then let them do it in pairs A: What did you do over the weekend, Lucy? B: I played tennis. Students do it in pairs. Step listen to 2a and 2b (5’) Listen and underline the words you hear, then listen again and write. Listen and underline Listen and write A B S carefully Step 5 Summary (2’) 1. Words and phrases of the class. 2. What did you do over the weekend? I played ―. Look and listen carefully Step 6 Test (5’) Selfcheck 1 and 2c Students do it 放映多媒体 Step 7 Consolidation Make a dialogue use “What did ―?”at least five questions. Divide the students into 7 groups. Step 8 拓展练习(3’) 1. What did you do over the Weekend? 2. What did you do over the weekday? Students answer did things in different times. 多媒体展示、总结 Step 9 Homework (1’). 1. Practise the dialogue. 2. Grasp the grammar Focus. 多媒体放映 Period Two (p33) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Free talk (2’) Ask a student “Do you like weekend”? Do you like weekday? The students answer and talk. Step2 Presention (10’) (用班里学生为例作下列练习) 1. What did you do over the weekend? 2. First let the students draw a picture of weekend然后让他们利用实物投影向我们说明 3. 用 “What did you do over the weekend?” 询问几个学生后，这着一个学生问“你的周末怎么样?” 4. Let the students change it into English. 板书 “How was your weekend?” Then let the students practice in pairs. 5. Write number (1-3) in the blanks. 1. Draw a picture of weekend 2. Tell the class about your weekend like” I played basketball in the morning. 3. The student answers. (have a try) Guess: How was your weekend? Read and study Then do it in pairs. Ex: How was your weekend? It’s great. I played basketball. Look at the picture in 3a. and write unmbers. 实物投影 媒体展示 媒体展示答案 Step 3 Game 6’ Let Ss write 3 things they did over the weekend. One is false, the others are true. 然后把学生的描述利用实物投影机投到大屏幕上。 Write 3 sentences ion their paper. Look at the screen. Let the other Ss guess which one is true/false. 实物投影 Step 4 Summary 3’ 1. words 2. Grammar: How was your weekend? I was great. / I did … Read and remember 媒体显示 Step 5 Consolidation 10’ Divide the Ss into several groups. Every group must make up a dialogue. Use “What did you do on the weekend?”/How was your weekend? And so on. Make up a dialogue in groups and act it. Step 6 拓展练习5’ 1. 让学生回忆一般过去时态。 2. 对照一般现在时和一般过去时，找出差异。 3. 总结 “be”动词的变化。 1. 回忆 2. 讨论 3. 总结 媒体显示 Step 7 Homework Practise the dialogue And answer some questions about the lesson. Period Three (pp34-35) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Free talk (2’) 1. Ask the Ss some question. 2. check some questions. Put up hands and answer. Step 2 Presention (10’) (问班里的学生) 1. what did you do over the weekend? 2. 昨天你做了什么?↓引出 What did you do yesterday? ---A played….(板书/学习) 3. Let the Ss look at the screen. There are four pictures on the screen. These things that Sally and Jim did yesterday, then match. 4. Give the right answers. 1b, 2b, 3a, 4c 5. look at the 1b, let the Ss draw happy faces or unhappy faces. 6. listen to the taps twice, first listen carefully, then let the Ss to listen carefully and write the right answers. Answer one by one Translate it into English Look at the screen carefully and match the words with the pictures. Listen to the tape carefully. Write the right answers. 媒体显示4幅画 媒体显示 Step 3 Practice(5’) 1. Have a conversation to tell what Sally and Jim do? 2. What did Jim do? Jim went to the movies. 3. Let the Ss ask freely 4. Ask: What did the Ss do over the weekend? ex: practice The students practice in pairs Act out in pairs or groups. Answer the teacher’s questions Ask some pairs to the front to act out. Step 4 Summary 3’ Phrases: played the guitar. Did my homework. Studied geography. Went to the library. What did Jim do yesterday? Read and remember. Step 5 Test 1 见题后组1 D o some exercises. 多媒体展示 Step 6 consolidation Divide the students into several groups And let them make dialogues using these sentences: What did you do yesterday? How was your weekend? What did you do over the weekend? Write the dialogues and practice in groups. Step 7 拓展显示 根据下列句子： 1. What did you do over the weekend? 2. How was your weekend? 考虑“昨天或周末你去了哪里?”用英语怎样表达? 1. look at some sentences and think it over. 2. 讨论/交流 3.总结 媒体展示 Step 8 Homework Grasp the new words and expression sentences.