第一篇：新目标九年级英语units 10教案

Unit 10 By the time I got outside, the bus had already left．

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

oversleep（2）Target Language

What happened? I overslept． And by the time I got up, my brother had already gotten in the shower． 2． Ability Objects（1）Teach the students to use the new words．

（2）Train the students to narrate past events with the Past Perfect Tense．（3）Train the students’ listening and speaking skills with the target language． 3． Moral Object It’s a good habit to go to bed early in the evening and get up early in the morning． So you’ll never be in a hurry in the morning．

Ⅱ． Teaching Key Points 1． Key Vocabulary

oversleep 2． Target Language

Narrate past events with the Past Perfect Tense Ⅲ． Teaching Difficult Points 1． Train the students to narrate past events with the Past Perfect Tense．

2． Train the students to understand the target language in spoken conversation． Ⅳ． Teaching Methods 1． Thinking of examples from the students’ real lives． 2． Making sentences by looking at the pictures． Ⅴ． Teaching Procedures Step I Revision 1．

Ask some questions like this: What volunteer work would you like to do? Help the students to answer, I’d like to…/I love to…/I hope to…

2． Practice the dialogue in Activity 3c on page 62 again．

3． Check the students’ homework by asking some students to read their sentences with the phrasal verbs． Then ask the students to hand in their homework．

Step Ⅱ 1a First write by the time on the blackboard． and tell the class the meaning of it．

Say this sentence to the class: By the time the teacher came in, the students had begun reading English．

Tell them to note the structure “had begun” in this sentence． Begun is the past participle of begin． Explain what is the past participle form of a verb for the students． Tell them it is as the same as the past form for a regular verb． And they have to remember the irregular verbs’ participles one by one． Write By the time I came back…on the blackboard．

Say to the class, By the time I came in． What had happened? Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard． Then get more students to answer differently，Read the instructions to the students and read these questions to the class as well． What do you usually do in, the morning before school? Do you like morning? Why or why not? Choose one good student to answer them by saying something he or she usually does in the morning． Then have the whole class practice in pairs． Ask each other the questions．

After they finish talking, ask one or two pairs to say their conversations to the class． Correct the mistakes they may make with the other students．

Call the students’ attention to the pictures in Activity la．

Then tell students to talk about the pictures in groups of four． Move around the classroom, listening to students and offering help． Make sure that they talk in English．

After they all finish talking, ask different groups to tell the class about the pictures．

Step Ⅲ 1b Ask the students to read the instructions together． Have them look at the two columns, A and B ,in the chart． Point out the sample answer． Read the two parts of the sentence． Then go over the other unconnected parts of sentences, too． Play the recording for the first time．

Students only listen． Then play it a second time． Let students match two parts of each sentence． Check the answers by asking some students to tell their answers．

Make sure that all of them have got the correct answers by listening． Say congratulations to the students who get the answers correctly by guessing． Step Ⅳ 1c First play the recording in Activity 1b again and let the students read after it． Do it at least twice． Then read the instructions together with the whole class．

You will make conversations in pairs． Each of you will have to take turns being Tina． Look at the pictures in Activity la to help you． Tell your partner what happened to you this morning． Ask a pair to read the example to the class before they begirt Have the students work in pairs． Move around the room offering language support as needed． After they all finish talking, ask some pairs to say their conversations to the class． Step Ⅴ Summary Step Ⅵ Homework 1． Write out the story of Tina, Note to use the target language．

2． Revise when to use the Past Perfect Tense and the verb structure of it．

The Second Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Target Language By the time she got to class, the teacher had already started teaching．

When she got to school, she realized she had left her backpack at home．

When I got home, I realized I had left my keys in the backpack．（2）The Three Forms of the verbs． 2． Ability Objects（1）Train the students’ listening skill．

（2）Train the students’ writing skill with the target language．（3）Train the students’ speaking skill．

（4）Train the students to use the three forms of the verbs． Ⅱ． Teaching Key Points 1． Listening practice with the target language．

2． Use the correct verb forms to fill in the blanks by listening． 3． Make sentences using the Past Perfect Tense． 4． The three forms of the verbs． Ⅲ． Teaching Difficult Points 1． Write an ending for the story in Activity 2c． 2． The three verb forms in Grammar Focus． Ⅳ．Teaching Procedures Step I Revision 1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68． 2． Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made． 3． Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is． Step Ⅱ 2a Read the instructions to the class． Be sure that all of them know what to do．

Call the students’ attention to the four pictures． Get them to guess the correct order of the pictures first． The first

one is given as a sample． Ask one or two children to tell their stories by describing the pictures according to their own order．

Play the recording the first time, students only listen． Play the recording again and ask the children to number each picture．

Check the answers with the class and see who have ever got the correct answers without listening． Step Ⅲ 2b Ask the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets． Let the students fill in the blanks with the correct forms inpidually．

Move around the classroom collecting the common mistakes they may make．

After they all finish writing, tell them to get ready to listen to the conversation and check their answers． Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class． Step Ⅳ 2c Ask the whole class to read the instructions together．

We have a new task now． We know Tina was late for class． What do you think happened after Tina was late for class?Work with a partner． Make up an ending for the story by continuing it． The beginning has been given． Get students to discuss in pairs． Complete the ending． Make sure they are talking in English． Move around the classroom, offering language support if needed． After ten minutes, ask students to stop discussing． Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best． Tell each pair to write down their ending, or do it after class if time is not enough． Step Ⅴ Grammar Focus Call students’ attention to the sentences on the left． Ask four different students to read the four sentences and point out where had plus a past participle is used． Write the sentences on the blackboard． Ask the students to make sentences correctly using each form of the verbs in the box．

Check the answers． Step Ⅵ Homework 1． Write down the ending of Tina’s story．

2． Make sentences using each form of the verbs below: leave, walk, start, oversleep, ring, be 3． Review the Grammar Focus．

The Third Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary bell, ring, go off, rush, run off, on time, give sb． a ride, lock, break down（2）Target Language By the time I got there, the bus had already left．

By the time I woke up, my father had already gone into the bathroom． 2． Ability Objects Train the students’ reading skill with target language．

Train the students’ speaking skill with target language． Ⅱ． Teaching Key Points 1． Guide the students to read the article in activity 3a．

2． Help the students do the oral practice with the target language． Ⅲ． Teaching Difficult Points 1． Help improve the students’ reading skill by Activity 3a．

2． Help the students describe what has happened to them with the target language． Ⅳ． Teaching Procedures Step Ⅰ Revision 1． Revise what happened to Tina by asking several students to tell the story．

2． Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the

blackboard．

3． Check homework by asking one or two to read their own endings of the stroy． 4． Check homework by asking some students to read the sentences which they made． Step Ⅱ 3a Ask the whole class to read the instructions together． There is an article in Activity 3a． Your task is to read the story and write the events in the correct order．

Have a look at the sample answer on the right of the article before you start． Then let the children complete the work on their own． After a while, ask some students to report their answers to the class． Write the events on the blackboard as they report, putting the events in the correct order．

After checking the answers, tell students to read the article again more carefully． Tell them to find out the words or sentences which they can’t understand this time．

A few minutes later, let the students ask questions on the words and sentences which they can’t understand． Do some explanation and make sure that the students make everything clear about the article．

Then ask the students to read the article aloud． Move around the classroom while they are reading, offering help as needed．

Next ask students to pick out the sentences with the Past Perfect Tense． Tell them to underline them and come up with the reason to use the tence．

Ask two students to read their answers and explain the sentences． Step Ⅲ 3b Call the students’ attention to the photo of the woman sleeping． The girl is sleeping． She may oversleep． How about you? Have you ever overslept? Get a students to answer the question simply, such as Yes, I have． /No, I haven’t． Then ask one student to read the instructions to the class．

Explain that describe the circumstances means to tell when, where and how the things happened．

Ask one student who has ever overslept to answer the first question and describe the circumstance． Help him or her use the Past Perfect Tense to describe the circumstance．

Then ask students to read the questions and write their answers in their exercise books． Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description． Move around the classroom providing sentences to the ones who need． Ask several students to share their stories with the class． Correct any mistakes they may make． Let them check the answers in pairs． Step Ⅳ 3c Ask the whole class to read the instructions together． Then call the students’ attention to the sample conversation on the right． Ask a pair of the students to read the conversation to the class． Please ask your partner the questions in Activity 3b． Ask more questions if he or she says “Yes”．

Ask the students to work in pairs． Encourage them to ask as many questions as they can． As they work, move around the room offering help and answering questions as needed． Ask some pairs to say their conversations to the class．

Step Ⅵ homework 1． Write the answers to the questions in Activity 3b． 2． Write a conversation in Activity 3c．

The Fourth Period I． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up（2）Target Language When I got there, I found that he had fooled me．

After an hour, the other kids showld up, and I realized that my brother had fooled me．

By the time I got to match class, I was exhausted because I had stayed up all night studying．

I found out that my friend had fooled me． 2． Ability Objects（1）Train the students’ writing, listening and speaking skills with the target language．（2）Train the students to use the new vocabulary． Ⅱ． Teaching Key Points 1． Train the students’ listening and speaking skills with target language． 2． Teach the students the new vocabulary． Ⅲ． Teaching Difficult Points 1． Guide listening and oral practice using the target language． 2． Help learn to use the new vocabulary correctly． Ⅳ． Teaching Procedures Step I Revision 1． Revise the article in Activity 3a on page 70 by asking several students to read it． 2． Dictate some words and phrases: 3． Check the homework． Step Ⅱ 1a Read the instructions to the students． Remember to read the sentence in the brackets． Point to the chart with the three headings Nouns, Verbs and Adjectives． Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．

Get a student to read the sample answers to the class before they start say, Fool call also be a verb． Ask the students to complete the chart on their own．

Correct the answers by asking three students to read their answers to the class． Step Ⅲ 1b Ask a student to read the instructions to the class． Ask another student to read the example on the right．

Work in pairs now． Tell your partner about something that has happened to you recently． Note to use two or more phrases from the list in Activity la． Get tile students to talk in pairs． Move around the classroom checking their work and offering language support as needed．

After they all finish talking, ask some pairs to say their conversations to the class． Step Ⅳ 2a Say something about April Fool’s Day to the students Call the students’ attention to the four pictures． Ask the students what is happening in each picture． Ask four different students to describe the pictures．

Read the instructions to the class．

Play the tape the first time． The students only listen． Then play the tape again． Ask the students to write each boy’s name in the correct box． Check the answers by asking different students to tell their own answers． Step Ⅴ 2b Read the instructions to the class． There are six phrases in the box． Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording． And write “D” for Dave, “N” for Nick and “J” for Joes on the short lines before the phrases． Look at the first one． The answer has been given as a sample． Play the recording the first time． The students only listen． Then play the recording again． Ask the students to write the letters in the blanks． Ask six different students to report their answers to the class． Check the answers with the class． Step Ⅵ 2c This activity provides oral practice using the target language．

First play the recording again． Pause after each sentence and get the students to repeat． Do it at least twice．

Ask a student to read the instructions to the class． Then have them look at the sample conversation on the right． Ask a pair of the students to read and try to continue it Then ask the students to work in pairs．

Each pair makes two conversations using information from the earlier activities．

Move around the room as they work, offering help as needed． Ask one or two pairs to say their conversations to the

class．

Step Ⅶ Homework 1． Write something that has happened to you recently． Use two or more phrases from the list in Activity 1a． 2． Write a conversation in Activity 2c．

The Fifth Period Ⅰ． Teaching Aims and Demands 1．Knowledge Objects（1）Key Vocabulary announce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married, reply, ending（2）The reading passages about April Fool’s Day．（3）Write stories happened on April Fool’s Day． 2． Ability Objects（1）Train the students’ reading skill．

（2）Train the students’ writing and speaking skills． Ⅱ． Teaching Key Points 1． Teach the students the new vocabulary．

2． Help the students understand the three articles．

3． Guide the students to write stories happened on April Fool’s Day． Ⅲ． Teaching Difficult Points 1． Help the students understand the three articles．

2． Help the students write the stories happened on April Fool’s Day． Ⅳ． Teaching Procedures Step I Revision 1． Revise the three boy’s stories happened on April Fool’s Day． Ask three different students to tell their stories to the class．

2． Check the homework．

Step Ⅱ 3a Read the instructions to the students．

You’ll have to read three articles． The three articles are about three different stories happened on April Fool’s Day． Not all of them are true． Tell which of these stories is the most believable and which is the least believable． And you have to tell the reasons as well． At last, think over if you would be fooled by any of the stories．

Read the first article to the class． The students look at their books, listen to the teacher and find out the answers to the questions in the instructions．

After reading, ask the students if it is believable and why． Ask several students to tell their opinions on the believability the first article． They may say like this: I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that． Do the same with the two articles left．

Ask two good students to read the articles instead of the teacher． Elicit students’ reasons for their answers． At last tell the students the correct answer． Step Ⅲ 3b Read the instructions to the class． Play the recording again to help the students． Ask three different students to read the notes to the class． Help the students make sentences with the notes first．

After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b, using the notes below． As they write, move around the room offering help and answering questions as needed． After around ten minutes, ask a student to read the completed article to the class．

The rest of the class help correct the mistakes the student may have made． Get them to check each’ other’s writing carefully in pairs． Step Ⅳ 3c

Read the instructions to the class． Be sure that the students know what they are asked to do． At first, have the students think what they might write about．

Then tell them to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized．

Write a sample list on the blackboard: Next ask the students to write their jokes．

Ask some students to read their articles to the class． Correct as many of the articles as possible in class． Step Ⅴ 4 Read the instructions to the class． Review the meanings of funniest, most embarrassing and most creative．

Have the class have a look at the sample conversation in the box before reading． Ask a pair of the students to read it to the class．

Then ask the students to read their stories to the class． After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories． Step ⅥHomework 1． Read the three articles aloud after class．

2． Correct the magazine story and the joke you have written． 3． Try to remember the new vocabulary．

The Sixth Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Verbs rush, realize, invite, show up, stay up．

（2）Write an article according to the pictures given．（3）Vocabulary homework, look, costume, empty 2． Ability Objects（1）Train the students to use these verbs correctly: rush, realize, invite, show up, stay up．（2）Train the students’ writing skill． Ⅱ． Teaching Key Points 1． Help the students have a self check on the key words and target language of this unit． 2． Practise using these verbs: rush, realize, invite, show up, stay up．

3． Review the new vocabulary introduced in this unit: homework, lock, costume, empty． 4． Direct the students to write an article according to the pictures given． Ⅲ． Teaching Difficult Points 1． Help the students make sentences with the verbs．

2． Direct the students to write an article with the pictures given． Ⅳ． Teaching Procedures Step I Revision 1． Revise the contents in the three articles in Activity 3a on page 72 by asking some questions 2． Ask three different students to read the articles．

Step Ⅱ Part 1 This activity focuses on vocabulary introduced in the unit． Focus attention on the box． Invite a student to read the vocabulary words at the top．

Ask students to fill in the blanks on their own． Check the answers．

Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room．Collect a few students’ answers with mistakes on the blackboard． Along with the students’ help correct the mistakes． Step Ⅲ Part 2 Have the students look at the seven pictures． Tell the children that the pictures are connected to each other in an order．

Ask: What is happening to Ming? Get the whole class to read the instructions． Then ask the students to describe each picture in order． Write some useful sentences on the blackboard． For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school．

After a while, ask a few students to tell the class about Ming’s day． Let the rest of the class help correct the mistakes that they may have made．

Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after class． Step Ⅳ Part 3 Call the students’ attention to the box． Have them look at the four groups of words． Get the students to read the instructions together． Ask them to circle the words that don’t belong in each group． The first one has been given as a model．

Ask some students to tell their answers to the class． Check the answers with the whole class． Step Ⅴ Just for Fun!Call the students’ attention to the cartoon pictures． Tell them to see what happens． Ask the students to read the sentences under the pictures together．

Then ask the children what is, funny about this cartoon． Help the students to answer like this: The boy saw the clouds and he felt the rain long before he got home． He should have realized much sooner that he had forgotten his umbrella． Step Ⅵ Homework 1． Revise all the language points in this unit．

2． Finish off the exercises on pages 36～38 of the workbook．

3． Make another more sentence with each verb below, rush, realize, invite, show up, stay up． 4． Rewrite the article．

第二篇：新目标英语九年级教案

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1）Key Vocabulary

bathing suit, water, travel, guidebook, beach towel, street map

（2）Target Language

Have you watered the plants yet?

Yes, I have already watered them．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

第三篇：新目标九年级英语unit12教案

教案

课目：新目标九年级Unit12 You are supposed to shake hands

section A 3a,3b ＆4 on page 96

授课对象：初中三年级学生

授课重点：本单元重点句式：You are supposed to do something.在掌握3a内容的基础上完成3b中的活动；最后以作业的形式引导学生将课内外的知识紧密结合，将课本知识运用到生活交际中。

教具：课本、纸质同步练习

时间：20分钟

教学设计：

一、内容：复习本单元重点句式：You are supposed to do something.形式：翻译练习（将本句式与本单元所学新单词紧密结合进行练习）

教具：纸质练习题

用时：3分钟

二、内容：进入3a部分的学习预计用时12分钟

形式：

1、快速阅读 并将文中出现的连词划出来预计用时:2分钟

2、进行判断练习，纸质练习题预计用时1分钟

3、齐读课文，填表（课本P96），划出文中答句 用时:3分钟

4、将划线句子逐个进行同义句转换

板书 举例;If you tell a friend you are …a bit late.→When you tell a friend …,you are supposed to…

校对后齐读巩固预计用时4分钟

5、板书讲解对文中其他重点短语预计用时2分钟

①we’re pretty relaxed about time

②Spending time with family and friends is very important to us.③drop by our friends’ homes.④ make plans to meet our friends.⑤walk around the town center,⑥seeing as many of our friends as we can！

三、内容：3b pair work

形式：填空练习，校对，齐读

教具:纸质练习

用时：3分钟

四、内容：part4,page96

形式：布置作业；结合生活情境填表，然后将各个句子改成You are supposed to

do something.的形式。

用时：1分钟

教学反思：

第四篇：新目标九年级英语Unit3教案

Unit 3 Could you please tell me where the restrooms are?

一、教学目标： 1.语言知识目标

基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground 基本句型：Excuse me, do you know where I can buy some medicine? Sure.There’s a supermarket down the street.Could you please tell me how to get to the post office? Sorry, I’m not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this evening? You should try that new ride over there.2.技能目标:（1）能用宾语从句礼貌的寻求帮助。（2）能用正确的方法指路。

3.情感目标: 培养学生尊重他人，对人有礼貌，热爱生活。

二、教学重难点： 1.教学重点：（1）礼貌的向他人寻求帮助。（2）正确使用宾语从句。

2.教学难点：运用宾语从句礼貌的寻求帮助。

三、教学步骤: 第一课时Section A 1(1a-2d)Step 1 Warming –up Greeting Step 2 Presentation（1）Guessing game Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.For example, one student say: We can save money or exchange money in this place, another one guess it is a bank.Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.（2）Show some stamps to students and present the new sentences: Could you tell me where I can buy some stamps? Could you please tell me where I can get a dictionary? Do you know where I can get some magazines? Step 3 Practice 1)Match each thing with a place in the picture in 1a.2)Read the phrases.___ get some money ___ get some magazines ___ have dinner ___ get a dictionary ___ get some information about the town ___ buy a newspaper ___ buy some stamps ___ get a pair of shoes Step 4 Listening Listen and complete the conversations in the picture in 1a.Then check the answers with the whole class.Step 5 Practice Make conversations using the information in 1a.Then talk about your own city.For example: A: Excuse me, could you please tell me how to get to the bookstore? B: Sure, just go along Main Street until you pass Center Street.The bookstore is on your right, beside the bank.A: Thanks.Do you know when the bookstore closes today? B: It closes at 7:00 p.m.today.A: Thank you!B: You’re welcome.Step 6 Listening 1.Listen and number the directions in the order that you hear them.2a You will hear some of the directions below.Number the directions in the order you hear them.___ Go to the bird floor.___ Turn left.___ Go to the second floor.___ Turn right.___ The supermarket is between the flower store and the bookstore.___ Go past the bookstore.2.Listen again.Show how the boy walks to the supermarket.Draw a line in the picture in 2a.Then get one student draw the line on the blackboard.3.Listen the third time and answer the questions.1)Excuse me, can you tell me where I can buy some medicine? 2)Do you know how to go there? 3)Ok, great.Oh, and one more thing.Do you know when this shopping center closes tonight? 4)Ok, thanks a lot.Step 7 Pairwork Make conversations about the other places in the picture in 2a.A: Excuse me.Can you tell me where I can buy some stamps? B: Yes, there’s a post office in this shopping center.A: Do you know how to go there? B: Yes.Go to the third floor and turn right.Then go past the bank.The post office is between museum and library.You should be able to get stamps.A: Ok, great.Oh, and one more thing.Do you know … B: I’m not sure, but you … A: Ok, thanks a lot.B: You’re welcome.Step 8 Reading 1.Read the conversation in 2d and answer the questions.2.Role – play the conversation.3.Explain the language pints in 2d.(1)Go along Main Street until you pass Center Street.1)until和 till同义为―直到……‖，till多用于口语，until可以放在句首，till则不能放在句首。2)not...until―直到……才‖，表示直到某一时间, 某一行为才发生, 之前该行为并没有发生。e.g.I did not study English until 9 o'clock last night.(2)Pardon? Restroom? You already want to rest? But we haven’t even started yet!

1)pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardon sb.for doing sth.意为―原谅/宽恕某人做某事‖

e.g.Can you pardon me for not passing the exam, Mom? 2)在没有听懂对方的话，请对方重复一 下时也可说 pardon。e.g.Pardon? I’m sorry I can’t follow you.(3)I’m excited to try the rides!

excited和 exciting的区别: 1)excited意为―激动的；兴奋的‖，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。

e.g.All of us were excited when we heard the good news.The excited child opened his present quickly.2)exciting意为―激动人心的‖，作表语时，主语通常是物；作定语时，常用来修饰物。e.g.The movie is very exciting.My father told me an exciting story.(4)I mean … you know, a washroom or bathroom.mean作动词有以下含义：

1)有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。e.g.What does this word mean? 2）意味（着）（及物动词），常跟名词，有时可跟动词-ing形式或从句。e.g.Carl really could not do that — it would mean the end of his career.3）有……意图，打算，想，常跟名词、代词或动词不定式。跟带不定式 的复合结构时，还可用于被动语态。e.g.I never meant to hurt you.(5)We normally say ―toilets‖ or ―washrooms‖.normally adv.正常地;通常地，一般地 e.g.August is normally a slow month.(6)Nine thirty, so you don’t need to rush!

rush v.仓促;匆忙 n.仓促;匆忙

e.g.Then three policemen rushed at him.(rush v.)They made a rush for the door.(rush n.)Step 9 Summary 1)Excuse me.Where is Qiaotou Middle School? 2)Excuse me.Could you tell me where Qiaotou Middle School is? 3)Excuse me.Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School? 4)Excuse me.Which is the way to Qiaotou Middle School? Step 10 Homework Make conversations about your own town/city.第二课时Section A 2(3a-3b)Step 1 Revision 1)Translate the sentences into English.① 请你告诉我，怎样去书店好吗？

② 打扰了，你知道我在哪能买到一些邮票吗？ ③ 我想知道公园今天什么时候关门。④ 银行和超市之间有一个餐馆。2)Role-play the conversation in 2d.Step 2 Presentation 1)Show a picture of fun park.Ask students: Are you excited to try these in the fun park? 2)Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try? Step 3 Reading 1)Read the conversation in 3a quickly and true or false the sentences.① Alice and He Wei are in Water World.② The new ride looks scary.③ Alice was scary at first.④ Alice thinks the new ride is actually fun.⑤ He Wei thinks Fun Times Park restaurant severs delicious food.⑥ A rock band plays in Water World Restaurant every evening.⑦ Alice and He Wei can go later to the restaurant.2)Read the conversation again and answer the questions in 3a.1.Why did Alice not want to go on the new ride? How did she feel after the ride? 2.What is special about Uncle Bob’s restaurant?

3.Should Alice and He Wei get there early for dinner? Why? Step 4 Practice Rewrite them in a different way.e.g.I wonder where we should go next.Could you tell me where we could go next? Check the answers with the whole class.Step 6 Language points 1.I was scared at first, but shouting did help.此句相当于I was scared at first, but shouting really helped.原句是一种表现强调的句式，英语中，可用助动词do对谓语动词进行强调，构成强调句。e.g.Please do be careful.请一定小心。I do agree with you.我完全同意你的意见。

He did warn you other day, remember? 他前两天就告诫过你，还记得吗？ 2.You never know until you try something.try的用法

1)做名词 have a try 试一试

e.g.Why not have a try? 为什么不试一试？ 2)做动词

(1)try to do sth.努力做某事 e.g.Well, we’ll try to finish the homework in time.那好。我们争取及时完成作业。

(2)try doing sth.表示尝试着去做某事

e.g.--I usually go there by train.我通常乘火车去那儿。

--Why not try going by boat for a change? 为什么不换乘船呢?(3)try one’s best 尽某人最大的努力 e.g.Thank you.I will try my best.谢谢你。我会尽力而为的。

3.I suggest Water City Restaurant in Water World.suggest作动词，可意为―显示；间接表明‖，后可接宾语从句。e.g.His behavior suggested(that)he was a kind man.他的行为显示他是个好人。

suggest作―建议‖讲时，应注意以下两点： 1)suggest doing sth.建议做某事 e.g.I suggested going home.我建议回家。

2)suggest后接从句时，从句常用虚拟语气，谓语由―should +动词原形‖构成，should可以省略。

e.g.I suggested that we should go home.我建议我们回家。另外，suggestion是suggest的名词形式，作―建议‖讲时，是可数名词。e.g.Do you have any suggestions? 你有什么建议吗？

4.The restaurant is always busy, at that time so come a little earlier to get a table.用于―就餐‖的语境时，形容词busy相当于―吃饭人多；餐厅拥挤‖的意思；动词短语to get a table类似于汉语―定餐桌；占位子‖等意思。Step 7 Homework 1.背诵3a。

2.用―Could you tell me … ?‖写三个问路的句子。

第三课时Section A 3(Grammar focus-4c)Step 1 Revision 1.How did Alice and He Wei think of the new ride？Students say the sentences together? Alice thought that it looked pretty scary.He Wei thought that it would be fun.2.After the ride, Alice and He Wei talked about their feeling.Alice thought that was fun!She was scared at first, but shouting really did help.He Wei told Alice that ―You never know until you try something.‖ 3.Alice and He Wei talked about Uncle Bob’s.Alice thought this restaurant looked interesting.It seemed a rock band plays there every evening.He Wei suggested that they could have dinner there.Step 2 Grammar Focus 1)Let students complete the sentences.1.打扰了，你知道我能在哪买到一些药? Excuse me, do you know where ____ _____ buy some medicine? 2.当然，顺着这条街有个超市。

Sure.There is a supermarket down the street.3.请你告诉我怎样到邮局好吗？ Could you please tell me _____ ____ get to the post office? 4.对不起，我不确定怎样到那。

______, I am ______ ______ how to get there.5.你能告诉我们今晚乐队什么时候开始演奏吗？

Can you tell us ______ ____ ______ ______ playing this evening? 6.晚上8点开始。It starts at 8:00 p.m.7.我想知道接下来我们该去哪儿。I ______ where we ______ _____ _____.8.你应该试试那个新的乘骑设施。You should try that new ride over there.2）Objective clauses with wh-questions 上一个单元我们已经学习了由that和whether, if引导的宾语从句。这个单元我们继续学习由疑问词引导的宾语从句。疑问词：疑问代词（what、whom、who、whose、which）疑问副词（when、where、why、how）。

语序：无论主句是陈述句还是疑问句，也无论主从句间是什么引导词，宾语从句一律用陈述语序，即―引导词+主语+谓语+其它‖。如：Could you tell me where Wei Fang lives? 时态

1.如果主句是一般现在时或一般将来时，宾语从句的时态不受限制，可根据实际表达的需要来确定。如：

Jenny knows the man was flying a kite at that time.You will understand why I did it one day.总有一天你会明白我为什么那样做。

2.如果主句是一般过去时，宾语从句用过去时态的某种形式。如： I thought he had gone to town that day.我以为他那天进城去了。

3.如果宾语从句叙述的是客观事实、自然现象或科学真理等，从句不受主句时态的限制，用一般现在时。如： He said time is money.他说时间就是金钱。3）Practice 1.He asked ________ for the computer.A.did I pay how much B.I paid how much C.how much did I pay D.how much I paid 2.―Have you seen the film?‖ he asked me.He asked me _______.A.had I seen the film B.have I seen the film C.if I have seen the film D.whether I had seen the film 3.―You’ve already got well, haven’t you?‖ she asked.She asked ______.A.if I have already got well, hadn’t you B.whether I had already got well C.have I already got well D.had I already got well.4.He asked, ―How are you getting along?‖ He asked _______.A.how am I getting along B.how are you getting along C.how I was getting along D.how was I getting along 5.He asked me _____ told me the accident.A.whom B.which C.who D.whose 6.She asked me if I knew ______.A.whose pen is it B.whose pen it was C.whose pen it is D.whose pen was it Keys: DDBCCB Step 3 Function: Ask for information politely and follow directions 1)问路时应注意

① 问路时应首先说一声：―Excuse me.‖这样可以引起对方的注意，又不失礼貌。

② 当你没听清时，你可以说一声―Excuse me, would you please say it again?‖(对不起，请您再说一遍好吗?)或―I beg your pardon?‖(对不起，请再说一遍好吗?)等，礼貌地要求对方重复一遍。

③ 问完路后，千万不要忘记向对方说句―Thank you for helping me.‖ 或―Thank you.‖

④ 问路时经常会用到―向左(右)拐‖这样的表达，英语对此有两种常见的说法，即turn left(right)或turn to the left(right)。表示 ―在左(右)边‖，英语用介词on或at均可。2）用英语问路及其回答

① Excuse me, can you tell me where the railway station is? 打扰一下，请问火车站在哪儿? ② Excuse me, but can you tell me the way to the train station?

劳驾，请问去火车站怎么走? ③ Excuse me, could you tell me which is the way to the nearest hospital? 劳驾，请问去最近的医院怎么走? ④ Excuse me, would you please show me the way to the post office? 请告诉我去邮局怎么走好吗? ⑤ Excuse me, would you mind telling me the way to the police station? 劳驾，请告诉我去警察局怎么走好吗？

⑥ Excuse me, how can I get to No.1 Middle School? 劳驾，请问去一中怎么走? ⑦ Excuse me, is this the right way to the People’s Park?

打扰了，请问去人民公园走这条路对吗? ⑧ Excuse me.Could you tell me if there is a Qiaotou Middle School near here? 打扰了，请问桥头中学是否在这附近? ⑨ Excuse me.Do you know how I can get to Qiaotou Middle School? = Excuse me.Do you know how to get to Qiaotou Middle School? 请问，你知道怎样去桥头中学吗? 3）指路的方法

① Take along with this street, and … is on you left.② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.③… is behind(near, next to, on the left of)…

④ You can just take NO.111 bus, and get off at the second station.And you’ll see it.⑤ Look!… is in front of us far away, right there!Step 4 Practice 1)Rewrite the questions in 4a to make them more polite.① Where can I buy some grapes or other fruit? ② How does this CD player work? ③ How do I get to the Central Library?

④ Is the Italian restaurant nearby open on Mondays? Get students write down their answers in their books.2)What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.① Tim is very hungry.Could you tell me where I can get something to eat? Excuse me, would you mind telling me how I can get to a nearby restaurant? Pardon me, do you know if there’s a restaurant around here? ② Sally needs to mail a letter.③ Helen needs to know when the bike shop closes.④ Ben is wondering if there’s a bank in the shopping center.3)Ask students to write four questions that a tourist might ask about your city/ town.Then role-play conversations with your partner.Step 5 Exercises Translate the sentences into Chinese.① 请你到那后给我打个电话好吗？ ② 请在这条路的尽头向右转。

③ 你能告诉我在哪里可以买到一些邮票吗？ ④ 你可否告诉我火车什么时候到达武汉？ Step 6 Homework 假如你到一个陌生的城市去旅游，你想向当地人了解一些关于那个城市的 东西，请编写一个你和当地人的小对话。

第四课时Section B1(1a-2d)Step 1 Revision You are a tourist in a city, you want to know something about the city.Make a conversation about asking information politely.A: Could you please tell me where the nearest bank is? B: Sure, go east along this street, then you’ll see it.A: Can you tell me if there is a delicious restaurant near here? B: Sure.Walk along this street, the restaurant is on you right.A: And do you know where the biggest hospital is? B: Go down this street, turn left at the first crossing, you will see it.A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is? B: It’s over there, just across from you.A: Haha!I see it.Thank you very much!B: You are welcome.Step 2 Lead in 1)Talk about places in your city.2)Show some pictures of places and discuss what qualities are important for each place.Step 3 1a & Pairwork 1a What qualities are important for each place? Write the words from the box next to each place below.Write the most important words first.Pair work 1b Talk about places in your city using the words in 1a.A: The Fun Arts Museum is really interesting.B: Yes, and it’s beautiful, too.A: ….Step 4 Listening(1c)1)Listen and check the sentences you hear.Conversation 1 ______ You can go to Green Land.Conversation 2 _____ Could you tell me where the bookstore is? 2)Listen to the conversations and complete the sentences.(1c)Conversation 1 The boy asks about ___________, and the clerk tells him to go to Green Land.Conversation 2 The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.Conversation 3 The mother asks about ________.The father wants to go to a ________ museum.The younger girl wants to go to a _______ museum.The boy wants to go to a __________ museum.The older girl wants to go to an ______ museum.The clerk suggests they go to the _________ museum.3)Listen again and answer the questions(1d)Conversation 1 The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…

Step 5 Practice Role-play the conversations between the clerk and the tourist.A: Can you tell me where there’s good place to eat? B: Of course.What kind of food do you like? A: I’d like fresh vegetables.B: You can go to Green Land, they have delicious salad.A: ….Step 6 Presentation 2a Where do you need to make polite requests? Think of some possible situations.Discuss them with your partner.1)If you need help with your homework, what would you ask.① Your mother or father

Mom, Can you help me with my homework? ② Your best friend

Can you help me with my homework? ③ A teacher.Excuse me, Sir? Could you please help me with my homework? 2)Zhang Ming is traveling in the USA.He wants to go to a small town but he doesn't know the way now.What should he do? Step 7 Discussion Discuss the language you used to make this request(要求，请求).Was it the same each time? If not, discuss why not.Step 8 Reading 1)Read the article and match paragraph with its main idea.Paragraph 1(adv.礼貌地)….Paragraph 2.… Paragraph 3 2)Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help? We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people? We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street? ―Excuse me, I wonder if you can help me‖ or ―I’m sorry to trouble you, but …‖ before asking for help.2c Find all the direct questions and polite requests from the passage.1.2d Read the requests below.In the second column, write A if you would say it to someone you know and B if you would say it to a stranger.In the last column, write where you think these people are.Step 9 Language points 1.Both are correct, but the first one sounds less polite.less + 形容词或副词，构成降级比较形式，相当于中文―不那么；稍许不……‖之意。e.g.His second movie is less interesting.他的第二部电影就没那么有趣。

2.It might seem more difficult to speak politely than directly.情态动词might 表达一种可能性及推测的不确定性，意思与表达可能性的may相当，表示―有可能，也许会‖，但语气更加委婉，更不确定。e.g.He might come, but it’s very unlikely.他也许会来，但非常靠不住。

3.However, it is important to learn how to use the right language in different situations.it作形式主语 【梳理】 在英语中，如果主语是较长的动词不定式或一个句子，为了保持句子结构的平衡，避免头重脚轻，通常用it作形式主语放在句首，而把真正的主语放在句尾。常见的句型有：

1)It is + adj.(+ for + sb.)+ to do sth.。常用于此句型的形容词有important, difficult, dangerous, necessary, useful, possible等，用来对to do sth.进行说明。如： It’s difficult for us to finish the work in an hour.2)It is + adj.+ of + sb.+ to do sth.。常用于此句型的形容词有good, kind, nice, clever, wise等，用来对sb.的性格、品质等进行说明。如：It’s kind of you to say so.Step 10 Exercises 请根据汉语意思完成下列英语句子（每空一词）。1.对他来说，回答那个问题是十分困难的。It’s very hard ____ him ____ _______ that question.2.你这样说真是太好了。

It’s very kind ____ you ____ ____ so.3.我们在阅览室里保持安静是十分必要的。

It’s necessary ______ ______(should)keep quiet in the reading room.It’s necessary for us _______ ______ ______ in the reading room.Keys: 1.for;to answer 2.of, to say 3.that we, to keep quiet Step 11 Homework Write a guide to a place that you know well.第五课时Section B 2(3a—Self check)Step 1 Revision 1)Write down the phrases ① 提出礼貌的要求 ② 听起来更礼貌 ③ 一个很直接的问题 ④ 请求帮助 ⑤ 在不同的情形下 ⑥ 取决于 ⑦ 你所用的表达方式 ⑧ 比如 ⑨ 花时间导入 ⑩ 变得更擅长 2）Fill in the blanks according to 2b.When you visit a _______ country, it is _________ to know how to ask for help ______.For example, ―Where are the restrooms?‖ or ―Could you _____ tell me where the ________ ___?‖ these are similar ________ for _________ you may ask.Both are _______ English, but the first one sounds _____ polite.That is because it is a very ______ question.It is not enough to just ask a question ________.We also need to learn how to be polite — when we ask for _____.In English, ___ in Chinese, we change the way we ______ in different _________.The expressions you use might _______ ___ whom you are speaking to ___ how well you know them.If you say to your teacher, ―When is the school trip?‖ this might sound ________.But if you say, ―Excuse me, Mr.West, do you know when the school trip ___?‖, this will sound _____ more polite.However, it is all right to ask direct questions to your classmates because you know them ____.It might seem more _______ to speak politely than _______.It is important to learn how to use _____ ________ in different situations.This will also help you ___________ better with other people.Step 2 Presentation Imagine you are going on a short study vacation at a school in an English-speaking country.What would you like to know before you go? Write some polite, indirect questions about the following topics.The topics are: ① The course you will study ② The time of the course ③ Where and what you can eat ④ Where you will stay ⑤ What activities you can do ⑥ Travel to the school

Keys: 1.Q: Excuse me, can you tell me what course I will study? 2.Q: Pardon me, could you please tell me when the course will start? 3.Q: Excuse me, would you mind telling me where and what I can eat? 4.Q: Excuse me, do you know where I will stay? 5.Q: Excuse me, can you tell me what activities I can do? 6.Q: Pardon me, could you please tell me how to get to school? Step 3 Practice Make conversations according to the information in 3a.Step 4 Writing 1)Write a polite letter to the school asking for the information you want to know.Use your notes in 3a.In your letter, you should: introduce yourself say when you are coming politely ask for information thank the person for helping you 2)Use the following expressions to help you: My name is … and I’m from … I’ll be coming to your school for … I’d like to know about …

I would like to thank you for… I’m looking forward to your reply.3）写作指导：本次写作内容是一封书信，信的开头和结尾已经给出。但我 们还是要记住书信的格式，便于今后自己运用。信中首先要介绍自己，然后告诉你去他们学校的时间，然后同学们可根据在3a环节中所问到的 问题来礼貌的询问你想知道的信息。One possible version: Dear Sir or Madam, I’ll be coming to your school soon for a short study vacation.I will leave your school on July 10th.I am a boy from China.I am in Grade Nine.I like English, I also like doing sports.I am glad that I can study in your school.I’d like to know more information about the school.Could you tell me what course I will study in your school? And I also want to know when the course will start.I want to know where I will stay.Can you tell me? Would you mind telling me where and what I can eat in your school? I like all kinds of activities.Could you please tell me what activities I can do in your school? The last question, can you tell me how I can get to your school? I would like to thank you for helping me and I look forward to your reply.Yours faithfully student He Wei Step 5 Self Check 1)Fill in the blanks with the words in the box.2)Write questions and answers using the words given.Step 6 Language points 1.I’m looking forward to your reply.look forward to期待，盼望。后面接名词或者动名词。e.g.I look forward to your good news.我等待你的好消息。Look forward to hearing from you.期待你的来信。2.I would like to thank you for…

thanks for―因……而感谢‖，是客套用语，thanks相当于thank you，for强调为何而感谢，其后可接名词或V-ing。

e.g.Thanks for lending me the money.多谢您借钱给我。

Thanks for reminding.I’d forgotten all about his coming this afternoon.谢谢你提醒我，我完全忘了他今天下午要来。

3.I need to plan my time better.1)plan sth.计划某事，后接名词。

e.g.I want to plan my summer vacation.我想要计划我的暑假。2)plan to do sth.计划去做某事，to是动词不定式。

e.g.They plan to have a sports meeting.他们计划开运动会。3)plan for sth.关于……的计划，plan是名词。Step 7 Homework 根据3b的内容写一封回信。

第五篇：九年级英语新目标第一单元 教案

`九年级英语新目标第一单元教案

备课人白灵

第一单元 Section A（第一课时）

How can we become good learners? 教案设计

一、Teaching aims:(教学目标)Talk about how to study English 二Language goal（知识目标）：

学习使用“How do you study …? ”及其答语“I study by …” 句型

三Emotion goal（情感目标）：(1)Talk about the ways for studying English;(谈论学好英语的方法)（2）Give them the confidence to learn and enjoy English.（帮他们树立学好英语的信心）

四．Teaching importance and difficulties（教学重难点）

How do you study for a test /learn English? I study/learn by listening to tapes/ by working with friends…/by studying with a group..五 Teaching steps（教学步骤）

Step 1 Lead-in with a free talk(自由对话导入新课)Greeting with the students;instruction myself，I want to ask you some questions :(1.)Do you like English lessons?(2.)In the past exam, Are you satisfied with yourself?(3.)Do you learn English by studying with friends?

OK , Today ,let‟s talk about how to study for a test and how to learn English well.（展示课题）

Step 2 Activity 1----which is the most popular ways of studying（活动一：最流行的学习方式是什么）Ask the students how they usually study for a test.Use the Power-point to learn the different ways, make a simple count.Learn the new words.Flashcard（抽认卡）: It‟s a kind of card with a word or a picture on it ,and it‟s usually be used for teaching Vocabulary（词汇）:It means that all the words someone knows.Step 3 Listen to the tape carefully

Now, we pided into two teams, the girls‟ team and the boys‟ team, which team listens carefully and answers my questions quickly, I‟ll give them a star.Well, Our race is started.Listen to the tape and find how each of them is studying for a test(1)Mei studies by making flashcards, so the answer is „„a”.(2)Pierre（皮埃尔）studies by asking the teacher for help, so the answer is „„c”

(3)Antonio（安东尼奥）studies by listening to the tape, so the answer is „„b”.Step4 Activity 2-----The best ways to learn English.（活动二：最有效的学习英语的方式是什么）Listen to the tape, check the questions you hear Ask the students how they learn English.Count the numbers in different ways.Choose the best ways.Listen again and match the answers.Use the power-point to help the ways.Step5 Write the new words free.（自由识记新词）

Several minutes with yourself and remember the new words in this text.Step6 Read aloud with your desk-mates together(同桌小组阅读练习)练习句型：

(1)How do you study for a test?

I study by listening to tapes/working with friends/making flashcards /asking the teacher for help/by making vocabulary lists/by reading the textbook…(2)How do you learn English ?

I learn by studying with a group /by watching English-language videos/by reading aloud to practice pronunciation

(3)Do you learn English by reading aloud?

Yes ,I do /No ,I don‟t

(4)Have you ever studied with a group?

Yes ,I have.I‟ve learned a lot that way./ No ,I haven‟t.Step 7Self-check（自我检测）

Prepare a paper note with task 1.英汉短语互译

（1）用制做抽认卡的方式（2）speaking skills

（3）by making vocabulary lists（4）通过向老师求教（5）通过听录音带

（6）study with a group

2．根课文内容以及句子的意思完成单词（1）I often p conversations with my friends.(2)We study for English tests by making word card.(3)We must read aloud to practice reading.(4)I‟ve learned a lot that way.(5)Reading aloud is improves my speaking skills.3．句型转换

(1)Have you ever studied with a group?（做否定回答）

(2)I study English by asking our teacher for help.（就划线部分提问）

(3)It‟s too hard to understand the voices.(用so…that变为同义句)Step8Just for fun（轻松一刻）

Show it with the Power-point.Two mice Once two mice met in a library.One was chomping away(大口咀嚼）on an English dictionary.“What do you think you were doing ?”the other asked with a puzzled expression（表情)on her face.The first mouse let out a long sigh（长嘘一口气）and said to the other one： “ Be quiet!I am learning English!” 六．Ending words.（总结下课）

Well ,that‟s all our today‟s lesson.I had a great time with you and the winner is our …team ,let‟s congratulations to them 七Homework（作业布置）

make a conversation according to the conversation of 2d 八板书设计

unit1 How can we becomegood learners the ways to study English:

b y

asking the teacher for help

working with friends

making words card reading the textbook listening to tapes

1.知识技能： a.Master the key words and sentences.b.Learn to talk about the different festivals.c.Improve the students ’

listening and speaking skills.2.过程方法：

a.Learn the new words through word cards and conversations.b.Lead in the target language through listening and speaking practice.3.情感目标： Lead the students to learn history and cultural meanings about different festivals