九年級上冊英語教案優(yōu)秀15篇

教案是教師對教學(xué)目標(biāo)、教學(xué)內(nèi)容、教學(xué)方法和評價(jià)方式進(jìn)行系統(tǒng)規(guī)劃的產(chǎn)物。下面是小編為大家整理的九年級上冊英語教案，如果大家喜歡可以分享給身邊的朋友。

九年級上冊英語教案篇1

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．

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

九年級上冊英語教案篇2

Unit 1 How can we become good learners?

Section A 1 (1a-2d)

一．Teaching aims:

Language goals

1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals

1.Words and phrases： aloud pronunciation work with friends ask the teacher for

help, read aloud , look up , practice pronunciation

2.Sentence patterns

How do you study English? I learn by working with a group.

Do you learn English by reading aloud?

Yes, I do. It helps my pronunciation.

How can I read faster?

You can read faster by reading word groups.

二．Emotion and attidute:

Developing students’ ability of learning English

三．Key points and difficulties

1. Key words and phrases

2.Questions intrduced by “how”and the sentence pattern: “by +doing ”

四．Teaching procedures:

Step 1 Warming up

T: How do you study English? Do you study English by the following ways?

(Show some pictures and present the important phrases.)

T: How do you study English?

S: I study English by ______.

by working with friends.

by making word cards. by asking the teacher for help. by reading the textbook. by working with a group. by listening tapes.

Step 2 1a Check the ways you study English. Then add other ways you sometimes study.

___ a. by working with friends. ___ b. by making word card. ___ c. by reading the textbook. ___ d. by listening to tapes

___ e. by asking the teacher for help. …

Step 3 Listening

1) Listen. How do these students study for a test? Write letters from 1a above. 2) Check the answers: b (Meiping); e (Peter); d (Tony)

Step 4 Guess

Show some pictures.

Guess: How does he/she study English? He/She studies English by… How do they study English? They study English by…

Step 5 Pairwork

1c Make conversations about how you study for a test. A: How do you study for a test? B: I study by working with a group. A: How do you study for a test? B: I study by…

Step 6 Listening

2a Listen and check the questions you hear.

1 ____ Does anyone learn English by watching videos?

2 ____ Do you have conversations with friends in English? 3 ____ What about listening to tapes?

4 ____ What about reading aloud to practice pronunciation? 5 ____ Have you ever studied with a group?

Answers: 1, 2, 4, 5

2b Listen again. Match each answer below with a question above. a. Yes, I have. I’ve learned a lot that way.

b. Oh, yes. It really improves my speaking skills. c. I do that sometimes. I think it helps.

d. No. It’s too hard to understand spoken English.

Answers: d, b, c, a

Step 7 Pairwork

1. 2c Make conversations using the information in 2a and 2b A: Have you ever studied with a group? B: Yes, I have. I’ve learned a lot that way. Show some pictures.

1) A: Do you learn English by watching movies?

B: Yes, it’s a very interesting way.

C: No, it’s too hard to understand spoken English.

2) A: What about writing letters to a pen pal in America?

B: Yes, it helps to improve my writing skills and know a lot aboutAmerica.

3) A: Do you have conversations with friends in English?

B: Of course, we can talk about plenty of things like school, pets,movies, and our parents.

九年級上冊英語教案篇3

Unit 1 It was great t see her again.<:p>

Teaching gals 教學(xué)目標(biāo)<:p>

1. Language gals 語言目標(biāo)<:p>

a. e vcabular 重點(diǎn)詞匯和短語<:p>

Gegraph, phsical, PE, neither, reall<:p>

b. e sentences 重點(diǎn)句子 <:p>

Did u d anthing interesting? <:p>

It isn’t as big as urs. <:p>

What’s it lie?<:p>

Which schl is better, ur schl r Par Schl?<:p>

Bth schls are ver nice.<:p>

Neither schl has anthing the ther hasn’t gt.<:p>

2. Abilit gals 能力目標(biāo)<:p>

Enable students t listen t and tal abut the schl life.<:p>

3. Learning abilit gals 學(xué)能目標(biāo)<:p>

Help the students learn hw t tal abut the schl life.<:p>

Teaching ethds 教學(xué)方法<:p>

Listening and speaing. <:p>

Teaching iprtant/difficult pints教學(xué)重難點(diǎn)<:p>

Hw t tal abut schl life using the cparisn. <:p>

Teaching aids 教具準(zhǔn)備<:p>

A tape recrder, a prectr and a cputer. <:p>

Step 1: Greeting<:p>

Step 2: Waring up and lead-in<:p>

In this prcedure, tr t ae students spea ut the naes f schl buildings and subects. <:p>

T: Tda we are ging t tal abut schl life. First, let’s l at the pictures n the screen. This is ur schl, d u lie it? <:p>

<:lc aspectrati="t" v:ext="edit"><:p>

Ss: es, we all lie it ver uch.<:p>

T: Can u sa what buildings r special rs ur schl has? <:p>

S1:There are an buildings, such as the labratries, the cputer r, the librar, the eeting r, the big and bright classr and s n. <:p>

S2:And there is a swiing pl in ur schl, t. It’s ver big and bright. I can swi in it. I lie swiing ver uch. <:p>

S3:…<:p>

T:Gd! Please l at the screen. Our schl has an buildings , can u sa the naes f the ludl?<:p>

Ss:es. ( Read after the teacher ludl)<:p>

<:p>

gegraph garden labratr swiing pl librar<:p>

<:p>

cncert hall plagrund cputer r eeting r<:p>

<:p>

Step 3: Free tal<:p>

In this prcedure, as the students t tal abut schl buildings that the lie best, tr t iprve their speaing abilit.<:p>

T: O, can u tell e which building d u lie best ? Wh? Please as and answer in pairs lie this:<:p>

A: D u lie cputer r best? <:p>

B: N, I lie labratr best. Because I can d phsics experients there. I <:p>

lie learning phsics. Which ne is ur favurite?<:p>

A: M favurite building is the plagund. Because I can have P.E. lessns there. I a gd at sprting. What abut u, Wangun?<:p>

C: …<:p>

Ss: (The students tae turns t practise.)<:p>

Then as se students t act ut their dialgue in frnt f the whle class.<:p>

Step 4: Listening<:p>

In this prcedure, as students t listen and cplete the sentences in Activit 2. <:p>

T:Well dne, everne! Here’s a recrding abut Bett and Daing’s schl life... Nw listen and cplete the sentences. The wrds and expressins in the bx a help u.<:p>

Chec the answers with the class. <:p>

T:Nw, we have gt the right answers t the exercise. I want u t as and answer in pairs t be re failiar with the wrds.<:p>

Step 5: Listening and reading<:p>

In this prcedure, as students t listen t the cnversatin and cplete the chart in Activit 4 and answer the questins in Activit 5. <:p>

Listening<:p>

T:Nw, u will listen t the cnversatin abut Par Schl. While u are listening, u shuld tae ntes and then cplete the table accrding t the ntes u have taen.<:p>

Listen again and chec the answers with the whle class.<:p>

T:Read the cnversatin carefull again and answer the questins in Activit 5.<:p>

Shw the questins n the screen:<:p>

1. Did the friends nw that Tn was ging t see Sall?<:p>

2. Did Tn eet Sall at Par Schl r sewhere else?<:p>

3. Did sene give Tn the phts?<:p>

4. Is Lingling surprised at the nuber f pupils in a class? Hw d u nw?<:p>

5. What d u thin aes Par Schl better r wrse than their schl?<:p>

6. Wh des Lingling thin the are all ging t get tp grades?<:p>

The saple answers t Activit 5:<:p>

1. N, the didn’t.<:p>

2. He et Sall sewhere else in Lndn.<:p>

3. N. Tn t the phts hiself.<:p>

4. es, she is. Because she sas “Ww”.<:p>

5. Bth f the are ver nice schls with cputers, Internet, swiing pl and a huge sprts grund. But Par Schl is nt as gd as their schl at English.<:p>

6. Because their schl is better than Par Schl at English and the are gd at English. The believe the stud hard and well enugh t get tp grades. <:p>

Then as students t read the cnversatin alud in pairs.<:p>

Vcabular<:p>

T:Read the cnversatin again t find the incline wrds and phrases in Activit 6.<:p>

A few inutes later.<:p>

T:Have u fund the?<:p>

Ss: es. It’s ver eas.<:p>

T:O! Read the after e and als the rest in Activit. “ter, exa, grades, aths, gegraph, PE, swiing pl, and g.<:p>

Ss:“ter, exa, grades, aths, gegraph, PE, swiing pl, and g.<:p>

T:D u nw the eanings f the?<:p>

S1: Of curse. Subects: aths:數(shù)學(xué) gegraph: 地理 PE：體育<:p>

S2:places: a swiing pl g: 體育場<:p>

S3:ter: 學(xué)期 exa: 考試<:p>

T:Gd! Nw, cplete the sentences in ur wn wrds in Activit 6.<:p>

The saple answers:<:p>

1. At the end f this ter, I have t d an exa in Chinese, English and aths.<:p>

2. M grades in English are gd.<:p>

3. I have aths five ties a wee, and gegraph three ties a wee, and PE twice a wee.<:p>

4. A swiing pl is sewhere u can swi and a g is sewhere u can d se sprts.<:p>

Step 6: Language ntes<:p>

1. Guess what?<:p>

guess what或u’ll never guess,用在口語當(dāng)中，在告訴別人令人驚訝的事情之前常用到。如：<:p>

Guess what! I’ve gt a new cputer.<:p>

u’ll never guess wh I saw tda.<:p>

2. “But what…?” 但是什么？<:p>

這里Bett 說 But what…? 是在追問Tn沒說完的內(nèi)容。如：<:p>

—The new teacher has a gd wa f teaching. But… 新來的老師課講的好，不<:p>

過……<:p>

— But what…? 不過什么？<:p>

— But he’s t serius, I thin. 不過他太嚴(yán)肅了，我覺得。<:p>

3. It was great t see her again. 很高興又見到她了。<:p>

句中it是形式主語，真正的主語為t see her。例如：<:p>

It’s nice f u t sa s. 你這樣說太好了。<:p>

It’s ver iprtant fr e t learn English well. 對我來說，學(xué)好英語太重要了。<:p>

4. What’s it lie? 它怎么樣？<:p>

句中l(wèi)ie為介詞，意思為“像……”，如：<:p>

What’s the weather lie tda? 今天天氣如何？<:p>

What’s ur English teacher lie? 你們英語老師人怎么樣？<:p>

5. Let’s have a l. 讓我看一看。<:p>

let sb. d sth. 意思為“讓某人做某事”。如：<:p>

Let’s g shpping, O? 我們?nèi)ベ徫锇桑脝幔?lt;:p>

九年級上冊英語教案篇4

Prnunciatin<:p>

1. Listen t and sa the sentences in Activit 7.<:p>

2. Read the sentences in Activit7 again, paing attentin t the stress f the underlined wrds.<:p>

3. Listen t the tape again and then let se students sa these sentences, the ther students saing ut the iprper prnunciatin.<:p>

T:Mabe everne can find that the underlined wrds which are stressed are usuall nuns, adectives and verbs. Nw, practice saing the sentences in Activit 8 and underline the wrds the speaer will stress.<:p>

The saple answers:<:p>

Bett:Did u d anthing interesting while u were there? Did u visit her schl? <:p>

Tn:es, I did. She t e there herself.<:p>

Bett:What’s it lie?<:p>

Tn:Here u are. These are se phts f Par Schl. I t the self.<:p>

Speaing<:p>

T:Wr in pairs and cpare ur schl with Par Schl. Sa what:<:p>

Bth schls have…<:p>

Neither schl has ….<:p>

Par Schl has a swiing pl, but ur schl desn’t.<:p>

Se infratin abut the students’ wn schl<:p>

Bth schls are ver nice. Bth schls have a few science labratries, a large librar, a usic r and a huge sprts grund. Neither schl has less than 600 pupils. Par Schl has a swiing pl, but ur schl desn’t. Our schl has a ulti-edia classr, but Par Schl desn’t. Par Schl has a hall fr cncerts, but ur schl desn’t. There are 64 pupils in a class in ur schl, but there are nl 30 pupils in a class in Par Schl.<:p>　　The saple speech:<:p>

Hewr:<:p>

1. Learn the new wrds b heart.<:p>

2. Act ut the cnversatin in grups.<:p>

3. Finish ff the wrb exercises 1-5.<:p>

九年級上冊英語教案篇5

No, sb. haven’t hasn’t. 2. sb.be dong sth.3. sb.do sth4. used to do sth5. sth be done.6. sb. have done sth Step4:梳理歸納： 1. Go past the park and turn left onto Oak Street.

(1)past此處作介詞“過” go past= We have dinner at about a quarter six.

(2)作名詞“過去，昔日” 在過去

(3)作形容詞“過去的 在過去的幾年

(4)作副詞“經(jīng)過” The children ran . 2. The staff dress up as clowns. 服務(wù)員都一身小丑打扮

(1) dress up意為“打扮，裝扮”as意為“成為”dress up=dress oneself up eg：圣誕節(jié)就要到了，他想打扮成圣誕老人。

Christmas is coming He wants to Father Christmas.

(2)dress up in + clothes=dress oneself up in“用什么打扮起來”孩子們喜歡用父母的衣服打扮起來。

Children often enjoy their parents’ clothes. orChildren often enjoy their parents’ clothes(3)dress n. (a)可數(shù)名詞：“女服，連衣裙” She is wearing a beautiful dress. (b)不可數(shù)名詞“服裝，衣服”working dress 工作服 evening dress 夜禮服vt. (a)dress + 表示人的名詞或代詞為“給… 衣服，給…打扮”“供衣服給…” dress oneself“穿衣，打扮”eg: 他太小了，不能穿衣服。

He is too young t . 你能替我給孩子穿上衣服嗎?Could you please for me?(b)be dressed in=get dressed in +衣服或顏色她今天穿著白色的衣服。

She is dressed in white today.3. a kind of， kinds of， kind of 的區(qū)別

(1)a kind of “一種”， 常作定語，表示種類，其后的名詞可單數(shù)也可復(fù)數(shù)。

(2)kinds of “各種各樣的”常作定語，也可寫為： ，“不同種類的”為： 作主語時(shí)謂語動(dòng)詞看kind， kind為單數(shù)用單數(shù)形式，kinds為復(fù)數(shù)用復(fù)數(shù)形式。

Eg：

(1)我們圖書館里有各種各樣的書。

There all kinds of books in our library.

(2)他喜歡不同種類的水果。

He likes to eat fruits.

(3)這種小車生產(chǎn)于日本。

This kind of cars Japan.kind of “一點(diǎn)，稍微”相當(dāng)于a little 常作定語，修飾形容詞。

3. be made from 由……制成eg: Wine is made from grapes.Be made from “由……制成”它指原材料經(jīng)過化學(xué)變化，從成品已經(jīng)看不出原材料。

Eg: Paper is made from wood. 有關(guān)be made的詞組有Be made of用……制成(能分辨出原材料)Be made in 在……地方制造be made into 被制成…… (強(qiáng)調(diào)制成品)be made by 被……制造be

2. The topics in the five unitsLearning steps:

Step 1:情景導(dǎo)入Pair work: Practice the conversations with the following structures1.— Can you tell me where the post office is?—Turn left ight. Go past the drugstore.

—Could you please tell me where I can get a dictionary?—Could you please tell me if there are any good museums in Newtown?2.— What are you supposed to do when you meet for the first time?— I’m supposed to shake hands.3.— How do you feel about pollution?— It makes me kind of angry.

How about you?— It makes me want to join a clean-up campaign.4.— Have you ever done sth yet?— Yes, I have No, I haven’t.5.—There are used to be a lot of manatees.— We are trying to save the manatees.Step2:自主學(xué)習(xí): 復(fù)習(xí)掌握下列短語和句型并安要求造句1. 1. take a vacation意為“度假，休假”

2. dress up in + clothes=dress oneself up in“用什么打扮起來”

3. take dance lessons上舞蹈課= have dance lessons類似的有take acting lessons上活動(dòng)課;take singing/music lessons上音樂課4. a good place to eat “吃飯的好地方”a good place to do sth “干什么的好地方”

5. 握手shake hands 6.特地(不怕麻煩)做某事 go out of one’s way to do sth.7.第一次 for the first time 8.使某人感到賓至如歸 make sb. feel at home9.餐桌禮儀 table manners10. 習(xí)慣于…… beget used to11.自學(xué) learn … by oneself 12.順便訪問 drop by13.瞄準(zhǔn) ; 針對;致力于;旨在 aim at14.例如; 比如 for instance15.畢竟 after all 16.有時(shí);偶爾at times17.應(yīng)該做某事be supposed to do sth.

18 .本應(yīng)該做某事should have done sth.

19.首先 to start with20.到目前為止;迄今為止 so far

21.幸虧;由于;因?yàn)?thanks to22. 盼望;期待 look forward to23. 關(guān)心;關(guān)懷;照顧 care for

Step3:合作互動(dòng)：Group work: Make as many sentences as you can with the following grammar in groups. how to get to sw?1. Can you tell me where there is a good place to do sth?Could you please tell me where I can get sth? If there are any food museums in sw?2. sb be supposed to do sth.3.Sthsb. make sthsb do sth. +adj. Yes, sb.hashave.

4. HaveHas sb. donemade up of 由……組成(強(qiáng)調(diào)組成部分) Step 5典題賞析1. the bad weather, the swimming match had been put. A. Because B. Thanks to C. With the help of 剖析：本題考查連詞和短語的用法，根據(jù)句意為“由于壞天氣，游泳比賽被推辭”，C不符合題意，而because后加從句，不加短語，故選“多虧，由于”。

2. In the past few years there great changes in my hometown.A. have been in B. were C.had been D. are剖析：本題考查現(xiàn)在完成事態(tài)的用法。

In the past few years“在過去幾年里”用于現(xiàn)在完成時(shí)態(tài)。

故選A。

Step6中考鏈接( )1. —What are you going to do this Sunday? —I yet.A. haven’t decided B. won’t decide C. am not decided D. didn’t decide( )2. The boss told me that the work was not suitable my brother. .A. in B. at C. for D. with( )3. —So far, how long you China? — For one year.A. have; come B. have; been to C. have; been in D. have; gone to( )4. —How much does it cost to build the school library?—for ________ yuan.A. million of B. millions of C. millions D. million( )5. We are looking forward to you this summer.A. visiting B. visit C. looking D. look

九年級上冊英語教案篇6

Unit 1 The Changing World

Topic 1 Our country has developed rapidly

Section A

Ⅰ. Material analysis

本課是九年級第一單元第一話題的第一課時(shí)。本課內(nèi)容豐富，主活動(dòng)為1a和3。

1a部分通過“談?wù)摷倨诮?jīng)歷”初步感知現(xiàn)在完成時(shí) “have/has been to 和 have/has gone to” 的用法。

1b引導(dǎo)學(xué)生運(yùn)用抓關(guān)鍵字詞完成表格的方法，培養(yǎng)學(xué)生的聽力技能。

1c 則是培養(yǎng)學(xué)生運(yùn)用關(guān)鍵詞復(fù)述課文的能力。

2a通過創(chuàng)設(shè)新的語境，在聽的過程中進(jìn)一步體會(huì)“have /has been to 和 have/has gone to”。

然后在2b中讓學(xué)生通過小組合作的方式總結(jié)它們的區(qū)別。通過前幾個(gè)步驟的學(xué)習(xí)，學(xué)生完全可以口頭運(yùn)用“have/has been to 和 have /has gone to”來進(jìn)行 3的對話操練。這樣，在聽、說、讀、寫各個(gè)方面都對新語法進(jìn)行了全方位地復(fù)現(xiàn)和操練，有利于鞏固新知識。通過談?wù)摷倨谏睿瓤梢韵嗷ピ鲩L見識又可以增進(jìn)同學(xué)間的友誼。

Ⅱ.Teaching aims

1.Knowledge aims：

掌握本課的重點(diǎn)詞匯和短語，初步學(xué)習(xí)現(xiàn)在完成時(shí)。

2.Skill aims:

培養(yǎng)學(xué)生的聽力能力。

培養(yǎng)學(xué)生的口語表達(dá)能力。

能通過整合對話內(nèi)容，提升綜合語言運(yùn)用能力，為語言輸出做好準(zhǔn)備。

3.Emotional aims: (optional)

引導(dǎo)學(xué)生了解不同的假期生活，熱愛生活，增進(jìn)友誼。

4.Culture awareness: (optional)

通過了解不同的假期生活，引導(dǎo)學(xué)生關(guān)注不同的生活方式有不同的人生意義，培養(yǎng)他們熱愛生活的品質(zhì)。

Ⅲ. The key points and difficult points

1. Key points:

Words and phrases: bell, take place, volunteer, have/has been to…, have/has gone to…, so…that…, by the way, be happy to do…

Sentences: There goes the bell. /It must be fun.

Grammar: Present Perfect (have/has been to和have/has gone to的用法)

2. Difficult points：

能通過聽、說和讀的方式感知并掌握have/has done的用法。

能區(qū)別并會(huì)恰當(dāng)使用have/has been to和have/has gone to。

Ⅳ. Learning strategies

培養(yǎng)學(xué)生通過圖表信息重組語言的綜合能力。

教會(huì)學(xué)生如何在聽的過程中提取關(guān)鍵詞。

培養(yǎng)學(xué)生通過圖片表達(dá)相應(yīng)信息的能力。

Ⅴ. Teaching aids

單詞卡片或者幻燈片；家鄉(xiāng)或所去城市的風(fēng)景照片等。

Ⅵ. Teaching procedures

Stage

(time period) Interaction

patterns Teacher activity Student activity Remarks

1 Getting students ready for learning

(4-6 mins) Class activity Brainstorming: Show some pictures of some famous places. Get the Ss to speak out their names as quickly as possible to arouse the Ss’ interest.

T: Boys and girls, the bell is ringing. Let’s begin our class.

T: Here are lots of pictures. Now please speak out their names as quickly as you can. Are you ready?

Ss: Yes!

T: Here we go! Speak out the names of the countries.

Ss…

Ss: Yes! 讓學(xué)生更加熟悉各國名稱，為1a學(xué)習(xí)做好準(zhǔn)備。

建議一：也可使用自己旅游時(shí)的照片或當(dāng)?shù)乇容^有特色的風(fēng)景圖片，讓學(xué)生猜地名，提升學(xué)習(xí)興趣。

建議二：可使用free talk的方式，用一般過去時(shí)自由談?wù)摷倨谏睢?/p>

九年級上冊英語教案篇7

Paragraph 1

When you visit a foreign country, it is important to know how to ask for help politely (adv. 禮貌地)….

Paragraph 2

Good speakers change the way they speak in different situations. …

Paragraph 3

Usually polite questions are longer. They include expressions such as “Could you please …?” or “May I ask …?”

Paragraph 4

However, it is important to learn how to use the right language in different situations. …

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.

Direct questions Polite requests

1. 1. Where are the restrooms?

2. When is the school trip?

3. Peter, tell me your e-mail address.

4. Where’s the post office?

1. Could you tell me where the restrooms are?

2. Excuse me, Mr. West.

Do you know when

the school trip is?

3. Peter, could you

please tell me

your e-mail address?

4. Pardon me, could you please tell me where to park my car?

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.

Request Person Place

1. Will you pass the salt? A home

2. Do you know where I can change some money, please? B street

3. Could you tell me what just happened? A/B any public place/home

4. Can you please tell me where the nearest station is? B street

5. Excuse me, do you know what time it begins, please? B movie theater

6. Let me know when you’re ready, OK? A home

7. Could you possibly tell me the way to the village school? B street

Step 9 Language points

1. Both are correct, but the first one sounds less polite.

less + 形容詞或副詞，構(gòu)成降級比較形式，相當(dāng)于中文“不那么;稍許不……”之意。

e.g. His second movie is less interesting.

他的第二部電影就沒那么有趣。

2. It might seem more difficult to speak politely than directly.

情態(tài)動(dòng)詞might 表達(dá)一種可能性及推測的不確定性，意思與表達(dá)可能性的may相當(dāng)，表示“有可能，也許會(huì)”，但語氣更加委婉，更不確定。

e.g. He might come, but it’s very unlikely.

他也許會(huì)來，但非常靠不住。

3. However, it is important to learn how to use the right language in different situations.

it作形式主語

梳理

在英語中，如果主語是較長的動(dòng)詞不定式或一個(gè)句子，為了保持句子結(jié)構(gòu)的平衡，避免頭重腳輕，通常用it作形式主語放在句首，而把真正的主語放在句尾。

常見的句型有：

1) It is + adj. (+ for + sb.) + to do sth.。

常用于此句型的形容詞有important, difficult, dangerous, necessary, useful, possible等，用來對to do sth. 進(jìn)行說明。

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詞有g(shù)ood, kind, nice, clever, wise等，用來對sb.的性格、品質(zhì)等進(jìn)行說明。

如：It’s kind of you to say so.

Step 10 Exercises

請根據(jù)漢語意思完成下列英語句子(每空一詞)。

1. 對他來說，回答那個(gè)問題是十分困難的。

It’s very hard ____ him ____ _______ that question.

2. 你這樣說真是太好了。

It’s very kind ____ you ____ ____ so.

3. 我們在閱覽室里保持安靜是十分必要的。

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.

九年級上冊英語教案篇8

一、教材分析

定語從句是本單元的語法要點(diǎn)，是在1-8單元已經(jīng)對該語法知識有所滲透的前提下安排的。本節(jié)課話題是讓學(xué)生體會(huì)音樂在生活中無處不在，體會(huì)不同類型音樂的特點(diǎn)，學(xué)會(huì)熱愛生活；能用簡單的定語從句形式表述自己的觀點(diǎn)。通過本節(jié)的學(xué)習(xí)，增強(qiáng)學(xué)生對復(fù)合句的理解，提高其對此句式的應(yīng)用能力。

二、 三維目標(biāo)

1、知識目標(biāo)：

掌握本單元的基本詞匯，學(xué)會(huì)恰當(dāng)?shù)氖褂靡龑?dǎo)詞that ,who

2、能力目標(biāo)

1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their ownmusic.”

2）能夠自如地談?wù)撟约核矚g的音樂以及音樂家。

3、情感目標(biāo)：

通過學(xué)生談?wù)搶σ魳泛鸵魳芳业暮脨海瑥亩箤W(xué)生學(xué)會(huì)欣賞音樂的美。

三、教學(xué)重點(diǎn)

1）本節(jié)課的教學(xué)重點(diǎn)是學(xué)會(huì)并掌握先行詞為物或者人時(shí)，引導(dǎo)詞“that ,who ”的使用方法。

2）“prefer …to…”的用法

3）掌握有關(guān)音樂的詞匯和相關(guān)的詞組，能夠比較流利地描述自己喜歡的音樂，運(yùn)用功能句 “What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”

四、教學(xué)難點(diǎn)

定語從句運(yùn)用

五、教學(xué)策略

采用任務(wù)型語言教學(xué)，實(shí)施情境教學(xué)法、小組合作探究法、情感激勵(lì)法。

六、教學(xué)準(zhǔn)備

自制多媒體課件（PowerPoint）；錄音機(jī)(A tape recorder)

七、教學(xué)環(huán)節(jié)

1、課堂導(dǎo)入

⑴ Warming up

⑵ Discuss: Do you like music? What kind ofmusic do you know?

⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒體出示）

⑷Let Ss read 1a. Explain the sentences:

I prefermusic that has great lyrics=I like music that has great lyrics better.

lyrics:the plural form is often used.

Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.

2、課堂講授

Explain attributive clauses.

定語從句：在復(fù)合句中修飾名詞或者代詞的從句叫做定語從句。先行詞是“人”時(shí)，用關(guān)系代詞who引導(dǎo)，先行詞是“物”時(shí)，用關(guān)系代詞that來引導(dǎo)

I love singers who write their ownmusic

I like music that I can dance to.

a. that即可代表事物也可代表人，which代表事物；它們在從句中作主語或賓語，that在從句中作賓語時(shí)常可省略關(guān)系詞，which在從句中作賓語則不能省略。而且，如果which在從句中作“不及物動(dòng)詞＋介詞”的介詞的賓語，注意介詞不要丟掉，而且介詞總是放在關(guān)系代詞which的前邊，但有的則放在它原來的位置

b. which作賓語時(shí)，根據(jù)先行詞與定語從句之間的語義關(guān)系，先行詞與which之間的介詞不能丟

c. 代表物時(shí)多用which，但在帶有下列詞的句子中用that而不用which，這些詞包括all,anything, much等，這時(shí)的that常被省略

d. who和whom引導(dǎo)的從句用來修飾人，分別作從句中的主語和賓語，whom作賓語時(shí)，要注意它可以作動(dòng)詞的賓語也可以作介詞的賓語

e. where是關(guān)系副詞，用來表示地點(diǎn)的定語從句

3、課堂練習(xí)

Fill inthe blank with who that

1）.I have a brother _______likes soccer.

2）Tom doesn’t like movies_______are too long and too scary.

3） We prefer groups ________ play loud and energetic songs.

4） He likes friends_________ often help each other

4、課堂活動(dòng)

1) Askand answer in pairs:

What kindof music do you like best? Why?

I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.

2) Listento four pieces of music .Then practice the conversation in pairs.

3) Showseveral pictures and introduce their favorite singers ,groups and so on..

4) Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.

5) Listenand complete 1b,2a and 2b.

5、課堂小結(jié)

在定語從句中，先行詞是“人”的時(shí)候，用關(guān)系代詞who來引導(dǎo)，先行詞是“物”時(shí)，用關(guān)系代詞that來來引導(dǎo)。

I like singers who write their own music

I love music that I can dance to.

who / that 在定語從句中做主語的時(shí)候，謂語動(dòng)詞的單復(fù)數(shù)應(yīng)該與先行詞保持一致

I prefershoes that are cool.

I like apizza that is really delicious.

I lovesingers who are beautiful.

I have afriend who plays sports.

6、作業(yè)布置

Write a composition about the kinds of the friends they likeand dislike

九年級上冊英語教案篇9

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

一、教學(xué)目標(biāo)：

1. 語言知識目標(biāo)

基本詞匯：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. 技能目標(biāo): (1)能用賓語從句禮貌的尋求幫助。

(2)能用正確的方法指路。

3. 情感目標(biāo): 培養(yǎng)學(xué)生尊重他人，對人有禮貌，熱愛生活。

二、教學(xué)重難點(diǎn)：

1.教學(xué)重點(diǎn)：

(1)禮貌的向他人尋求幫助。

(2)正確使用賓語從句。

2. 教學(xué)難點(diǎn)：運(yùn)用賓語從句禮貌的尋求幫助。

三、教學(xué)步驟:

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同義為“直到……” ，till多用于口語，until可以放在句首，till則不能放在句首。

2) not...until“直到……才”，表示直到某一時(shí)間, 某一行為才發(fā)生, 之前該行為并沒有發(fā)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用作動(dòng)詞，后面既可以跟賓語，也可以跟雙賓語;pardon sb. for doing sth.意為“原諒/寬恕某人做某事”

e.g. Can you pardon me for not passing the exam, Mom?

2) 在沒有聽懂對方的話，請對方重復(fù)一 下時(shí)也可說 pardon。

e.g. Pardon? I’m sorry I can’t follow you.

(3) I’m excited to try the rides!

excited和 exciting的區(qū)別:

1) excited意為“激動(dòng)的;興奮的”，作表語時(shí)，主語通常是人;作定語時(shí)，常用來修飾人，說明激動(dòng)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意為“激動(dòng)人心的”，作表語時(shí)，主語通常是物;作定語時(shí)，常用來修飾物。

e.g. The movie is very exciting.

My father told me an exciting story.

(4) I mean … you know, a washroom or bathroom.

mean作動(dòng)詞有以下含義：

1) 有……的意思，指(多作及物動(dòng)詞)，其后可跟名詞或代詞，也可跟從句。

e.g. What does this word mean?

2)意味(著)(及物動(dòng)詞)，常跟名詞，有時(shí)可跟動(dòng)詞-ing形式或從句。

e.g. Carl really could not do that — it would mean the end of his career.

3)有……意圖，打算，想，常跟名詞、代詞或動(dòng)詞不定式。

跟帶不定式

的復(fù)合結(jié)構(gòu)時(shí)，還可用于被動(dòng)語態(tài)。

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. 倉促; 匆忙 n. 倉促; 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.

Section A 2 (3a-3b)

Step 1 Revision

1) Translate the sentences into English.

① 請你告訴我，怎樣去書店好嗎?

② 打擾了，你知道我在哪能買到一些郵票嗎?

③ 我想知道公園今天什么時(shí)候關(guān)門。

④ 銀行和超市之間有一個(gè)餐館。

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

Underline the questions or statements in the conversation that ask for information. 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.

此句相當(dāng)于I was scared at first, but shouting really helped. 原句是一種表現(xiàn)強(qiáng)調(diào)的句式，英語中，可用助動(dòng)詞do對謂語動(dòng)詞進(jìn)行強(qiáng)調(diào)，構(gòu)成強(qiáng)調(diào)句。

e.g. Please do be careful. 請一定小心。

I do agree with you. 我完全同意你的意見。

He did warn you other day, remember? 他前兩天就告誡過你，還記得嗎?

2. You never know until you try something.

try的用法

1) 做名詞 have a try 試一試

e.g. Why not have a try? 為什么不試一試?

2) 做動(dòng)詞

(1) try to do sth. 努力做某事

e.g. Well, we’ll try to finish the homework in time.

那好。

我們爭取及時(shí)完成作業(yè)。

(2) try doing sth. 表示嘗試著去做某事

e.g. -- I usually go there by train. 我通常乘火車去那兒。

-- Why not try going by boat for a change? 為什么不換乘船呢?

(3) try one’s best 盡某人最大的努力

e.g. Thank you. I will try my best.

謝謝你。

我會(huì)盡力而為的。

3. I suggest Water City Restaurant in Water World.

suggest作動(dòng)詞，可意為“顯示;間接表明”，后可接賓語從句。

e.g. His behavior suggested (that) he was a kind man.

他的行為顯示他是個(gè)好人。

suggest作“建議”講時(shí)，應(yīng)注意以下兩點(diǎn)：

1) suggest doing sth. 建議做某事

e.g. I suggested going home.

我建議回家。

2) suggest后接從句時(shí)，從句常用虛擬語氣，謂語由“should +動(dòng)詞原形”構(gòu)成，

should可以省略。

e.g. I suggested that we should go home. 我建議我們回家。

另外，suggestion是suggest的名詞形式，作“建議”講時(shí)，是可數(shù)名詞。

e.g. Do you have any suggestions? 你有什么建議嗎?

4. The restaurant is always busy, at that time so come a little earlier to get a table.

用于“就餐”的語境時(shí)，形容詞busy相當(dāng)于“吃飯人多;餐廳擁擠”的意思;動(dòng)詞短語to get a table類似于漢語“定餐桌;占位子”等意思。

Step 7 Homework

1. 背誦3a。

2. 用“Could you tell me … ?”寫三個(gè)問路的句子。

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. 打擾了，你知道我能在哪買到一些藥?

Excuse me, do you know where ____ _____ buy some medicine?

2. 當(dāng)然，順著這條街有個(gè)超市。

Sure. There is a supermarket down the street.

3. 請你告訴我怎樣到郵局好嗎?

Could you please tell me _____ ____ get to the post office?

4. 對不起，我不確定怎樣到那。

______, I am ______ ______ how to get there.

5. 你能告訴我們今晚樂隊(duì)什么時(shí)候開始演奏嗎?

Can you tell us ______ ____ ______ ______ playing this evening?

6. 晚上8點(diǎn)開始。

It starts at 8:00 p.m.

7. 我想知道接下來我們該去哪兒。

I ______ where we ______ _____ _____.

8. 你應(yīng)該試試那個(gè)新的乘騎設(shè)施。

You should try that new ride over there.

2)Objective clauses with wh-questions

上一個(gè)單元我們已經(jīng)學(xué)習(xí)了由that和whether, if引導(dǎo)的賓語從句。

這個(gè)單元我們繼續(xù)學(xué)習(xí)由疑問詞引導(dǎo)的賓語從句。

疑問詞：疑問代詞(what、whom、who、whose、which)疑問副詞(when、where、why、how)。

語序：無論主句是陳述句還是疑問句，也無論主從句間是什么引導(dǎo)詞，賓語從句一律用陳述語序，即“引導(dǎo)詞+主語+謂語+其它”。

如：Could you tell me where Wei Fang lives?

時(shí)態(tài)

1. 如果主句是一般現(xiàn)在時(shí)或一般將來時(shí)，賓語從句的時(shí)態(tài)不受限制，可根據(jù)實(shí)際表達(dá)的需要來確定。

如：

Jenny knows the man was flying a kite at that time.

You will understand why I did it one day.

總有一天你會(huì)明白我為什么那樣做。

2. 如果主句是一般過去時(shí)，賓語從句用過去時(shí)態(tài)的某種形式。

如：

I thought he had gone to town that day.

我以為他那天進(jìn)城去了。

3. 如果賓語從句敘述的是客觀事實(shí)、自然現(xiàn)象或科學(xué)真理等，從句不受主句時(shí)態(tài)的限制，用一般現(xiàn)在時(shí)。

如：

He said time is money.

他說時(shí)間就是金錢。

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) 問路時(shí)應(yīng)注意

① 問路時(shí)應(yīng)首先說一聲：“Excuse me.”這樣可以引起對方的注意，又不失禮貌。

② 當(dāng)你沒聽清時(shí)，你可以說一聲“Excuse me, would you please say it again?”(對不起，請您再說一遍好嗎?) 或“I beg your pardon?”(對不起，請?jiān)僬f一遍好嗎?)等，禮貌地要求對方重復(fù)一遍。

③ 問完路后，千萬不要忘記向?qū)Ψ秸f句“Thank you for helping me.” 或“Thank you.”

④ 問路時(shí)經(jīng)常會(huì)用到“向左(右)拐”這樣的表達(dá)，英語對此有兩種常見的說法，即turn left (right)或turn to the left (right)。

表示 “在左(右)邊”，英語用介詞on或at均可。

2)用英語問路及其回答

① Excuse me, can you tell me where the railway station is?

打擾一下，請問火車站在哪兒?

② Excuse me, but can you tell me the way to the train station?

勞駕，請問去火車站怎么走?

③ Excuse me, could you tell me which is the way to the nearest hospital?

勞駕，請問去最近的醫(yī)院怎么走?

④ Excuse me, would you please show me the way to the post office?

請告訴我去郵局怎么走好嗎?

⑤ Excuse me, would you mind telling me the way to the police station?

勞駕，請告訴我去警察局怎么走好嗎?

⑥ Excuse me, how can I get to No. 1 Middle School?

勞駕，請問去一中怎么走?

⑦ Excuse me, is this the right way to the People’s Park?

打擾了，請問去人民公園走這條路對嗎?

⑧ Excuse me. Could you tell me if there is a Qiaotou Middle School near here?

打擾了，請問橋頭中學(xué)是否在這附近?

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?

請問，你知道怎樣去橋頭中學(xué)嗎?

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 請你到那后給我打個(gè)電話好嗎?

② 請?jiān)谶@條路的盡頭向右轉(zhuǎn)。

③ 你能告訴我在哪里可以買到一些郵票嗎?

④ 你可否告訴我火車什么時(shí)候到達(dá)武漢?

Step 6 Homework

假如你到一個(gè)陌生的城市去旅游，你想向當(dāng)?shù)厝肆私庖恍╆P(guān)于那個(gè)城市的

東西，請編寫一個(gè)你和當(dāng)?shù)厝说男υ挕?/p>

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.

Places Qualities

restroom clean, uncrowded, convenient

museum interesting, quiet, uncrowded

restaurant clean, inexpensive, quiet

park beautiful, safe, big

subway uncrowded, safe, convenient

mall inexpensive, big, interesting, convenient, safe

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.

In a foreign country.

In public places like a bank, a post office, a library, a shopping mall, etc.

At school.

At home, especially when speaking to your elders.

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，請求). 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.

2d Read the article and underline the topic sentence for each paragraph.

九年級上冊英語教案篇10

復(fù)習(xí)目標(biāo)

熟練掌握現(xiàn)在完成時(shí)態(tài)的用法。

課前準(zhǔn)備

要求學(xué)生在課前復(fù)習(xí)這兩個(gè)單元，背誦課文的部分段落、對話和單詞，復(fù)習(xí)現(xiàn)在完成時(shí)態(tài)，及動(dòng)詞的變化形式。（P255--257的動(dòng)詞不規(guī)則變化表）

知識要點(diǎn)

一、現(xiàn)在完成時(shí)態(tài)的構(gòu)成

have/has+動(dòng)詞的過去分詞

二、與現(xiàn)在完成時(shí)態(tài)連用的常用副詞，詞組

just，already，yet，ever，never，several，times，so far，in the last/past few years。

already一般用于肯定句中，而yet一般用于疑問句或否定句中。

三、現(xiàn)在完成時(shí)態(tài)表示過去發(fā)生的動(dòng)作對現(xiàn)在造成的影響或結(jié)果

四、現(xiàn)在完成時(shí)態(tài)也可表示過去發(fā)生的動(dòng)作一直持續(xù)到現(xiàn)在的動(dòng)作或狀態(tài)，可以和表示從過去某一時(shí)刻延續(xù)到現(xiàn)在（包括“現(xiàn)在”在內(nèi)）的一段時(shí)間的狀語連用，常以for和since引導(dǎo)

for和表示一段時(shí)間的詞組連用。

since和表示過去某一時(shí)刻的詞或詞組連用。

Have/has been to 與have/has gone to的區(qū)別：

Have/has been to意為“已經(jīng)去過某地，且已回來”，have/has gone to意為“去了某地，但還未回來”。

五、現(xiàn)在完成時(shí)態(tài)中延續(xù)性動(dòng)詞與短暫性動(dòng)詞之間的轉(zhuǎn)換。

現(xiàn)在完成時(shí)態(tài)可以表示已經(jīng)發(fā)生了的動(dòng)作持續(xù)到現(xiàn)在（包括相應(yīng)“現(xiàn)在”在內(nèi)）的動(dòng)作或狀態(tài)，但動(dòng)詞必須是延續(xù)性動(dòng)詞，因此，如果句子需要現(xiàn)在用現(xiàn)在完成時(shí)態(tài)，有些短暫性動(dòng)詞要改成相應(yīng)的延續(xù)性動(dòng)詞或詞組，常見的有：leave—be away， die—be dead ， buy—have，

borrow—keep， open—be open， begin/start—be on，

arrive/reach/get—be in， come/go—be in， get up –be up

get ill/fall—be ill， join—be in the /be a member of

詞組

1、on the shelf 在架子上

2、at the monent 現(xiàn)在；此刻

3、used to 過去常常做某事

4、put down 放下；寫下

5、pay for sth。 付款

6、come up with 提供；提出

7、think of 認(rèn)為；想起

8、get… back 找回；要回

9、pick up 拾（拿）起

10、(a)large number(s) of大量

11、all overthe world 遍及整個(gè)世界

12、no matter 無論怎樣

13、give up 放棄

14、ever since 從那時(shí)起

15、so far 迄今為止

16、come true 實(shí)現(xiàn)

17、slow down 減慢

18、be proud of以……自豪

19、speak highly 稱贊

20、not only …but also 不僅……而且

21、the TV station 電視臺

22、be afraid of 害怕

23、a piece of music 一首音樂

24、cut down 砍下；割下

25、make a contribution to 貢獻(xiàn)給；捐贈(zèng)

26、all one’s life （某人的）一生

27、do well in 在某方面擅長

句型

1．Have you got…?

Have you got a CD player?

你有一臺激光唱機(jī)嗎？

2．…so+倒裝

She was worried and so was the librarian。

她很擔(dān)心，圖書管理員也一樣。

3．What’s the…like today?

What’s the surfing lide today?

今天沖浪怎么樣？

4．Have you ever been to…?

Have you ever been to Hawaii?

你曾經(jīng)去過夏威夷嗎？

5．There be+sth。+doing sth。

My friend said there was a truck collecting rubbish outside。

我朋友說外面有輛收集垃圾的卡車。

6．It’s a pleasant way to do sth。

It’s a pleasant way to help keep our city clean。

這是一種愉快的方式幫助保持我們城市干凈。

7．the+比較級，the+比較級

The more trees ，the better。

樹越多越好。

九年級上冊英語教案篇11

教學(xué)目標(biāo)

Key vocabulary: ancient, club, composition, pupil, meeting, call, even

Key structures: That’s news to me! What’s it about? Listen up, everyone.

Anyone else? That’s a fantastic idea listen up

教學(xué)重點(diǎn)

Get to know the wonders of the world

教學(xué)難點(diǎn)

Language points

教具

多媒體，tape 課時(shí) 2

教學(xué)課程

Step1 Warming-up and listening

1. Look at some pictures of the wonders of the world.

2. Talk about the picture. You can use the words in the box to help you.

3. Listen and check the words you hear.

Step 2 Listening and reading

1. (Close the books) Listen to the tape carefully.

2. Ask the students to read through the conversation individually.

3. Play the tape and have them read and follow.

4. Act it out.

5. Learn Everyday English

Step 3 Do Exercises

1. Choose the best answer in Activity 4.

2. Listen again and check.

3. Answer the questions in Activity 5.

Step 4 Explain the important and difficult points

Step 5 Pronunciation and speaking

1. Listen to the sentences.

2. Listen and repeat.

3. Say the sentences aloud.

Step 6 Homework

Finish the exercises in the workbook Ex. 1, 2, 3&4

個(gè)人修改

Revise what we learnt last term.

Show the pictures and learn the new words.

Read the key sentences.

Read the dialogue in roles.

九年級上冊英語教案篇12

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

一、教學(xué)目標(biāo)：

1、語言知識目標(biāo)

基本詞匯：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、 技能目標(biāo)：

（1）能用賓語從句禮貌的尋求幫助。

（2）能用正確的方法指路。

3、情感目標(biāo)： 培養(yǎng)學(xué)生尊重他人，對人有禮貌，熱愛生活。

二、教學(xué)重難點(diǎn)：

1、教學(xué)重點(diǎn)：

（1）禮貌的向他人尋求幫助。

（2）正確使用賓語從句。

2、 教學(xué)難點(diǎn)：運(yùn)用賓語從句禮貌的尋求幫助。

三、教學(xué)步驟：

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同義為“直到……” ，till多用于口語，until可以放在句首，till則不能放在句首。

2) not...until“直到……才”，表示直到某一時(shí)間, 某一行為才發(fā)生, 之前該行為并沒有發(fā)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用作動(dòng)詞，后面既可以跟賓語，也可以跟雙賓語；pardon sb. for doing sth.意為“原諒/寬恕某人做某事”

e.g. Can you pardon me for not passing the exam, Mom?

2) 在沒有聽懂對方的話，請對方重復(fù)一 下時(shí)也可說 pardon。

e.g. Pardon? I’m sorry I can’t follow you.

(3) I’m excited to try the rides!

excited和 exciting的區(qū)別：

1) excited意為“激動(dòng)的；興奮的”，作表語時(shí)，主語通常是人；作定語時(shí)，常用來修飾人，說明激動(dòng)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意為“激動(dòng)人心的”，作表語時(shí)，主語通常是物；作定語時(shí)，常用來修飾物。

e.g. The movie is very exciting.

My father told me an exciting story.

(4) I mean … you know, a washroom or bathroom.

mean作動(dòng)詞有以下含義：

1) 有……的意思，指（多作及物動(dòng)詞），其后可跟名詞或代詞，也可跟從句。

e.g. What does this word mean?

2）意味（著）（及物動(dòng)詞），常跟名詞，有時(shí)可跟動(dòng)詞-ing形式或從句。

e.g. Carl really could not do that — it would mean the end of his career.

3）有……意圖，打算，想，常跟名詞、代詞或動(dòng)詞不定式。跟帶不定式

的復(fù)合結(jié)構(gòu)時(shí)，還可用于被動(dòng)語態(tài)。

e.g. I never meant to hurt you.

四、總結(jié)

（略）

九年級上冊英語教案篇13

一、教學(xué)課題：

Topic 1 There are many kinds of pollution around us.

二、教學(xué)內(nèi)容：

1. New words and expressions：

produce, chest, breathe, manage, waste, cancer, influence, look, several, secretary, relation, fisherman, president, dead, rabbit

2. Learn the present perfect tense with for/since:

3. Learn something about some kinds of pollution:

（1）The large population has caused many problems.

（2）Air pollution makes people sick.

（3）Light pollution is harmful to our eyes.

（4）Litter influences the look of our cities.

三、教學(xué)目標(biāo):

1. Learn the present perfect tense with since.

2. Learn how to express complaint.

3. Learn the present perfect tense with for and since

四、教學(xué)難點(diǎn)：

1. Learn the present perfect tense with since.

2. Learn how to express complaint.

3. Learn the present perfect tense with for.

五、教學(xué)準(zhǔn)備：課前讓學(xué)生準(zhǔn)備一些有關(guān)各種污染的一些圖片。

六、教具：圖片, 錄音機(jī), 多媒體.

七、教學(xué)過程：

Show some pictures to the students, then ask: Step 1 Review

Now please look at these pictures. Would you like to say something about the environment around us? Please file:///C:/DOCUME~1/ADMINI~1/LOCALS~1/Temp/msohtml1/01/clip_image002.gifanswer my questions.

No.1. where do you live?

No.2. Are there any changes in your village/town/city?

What changes have taken place in your village…?

No.3. How do you like living there? Why?

(What problems do we have to face?)

Step 2 Presentation

Show some pictures about polluted water, ask the students to tell their partner what happened in the picture?

Then teach the words:

Chemical factory produce chest breathe

Get the students to look at the pictures and then talk about why the air smells terrible.

Listen to the tape again. Answer the following questions

(1) Who are in the picture?

(2) What are they talking about?

(3) Is the chemical factory near Granny’s home?

(4) Can we find fish in the river?

(5) Is the sky blue?

Step 3 Read and say.

Get the students read 1a and answer the questions:

1. What’s the matter with granny?

2. Will she stay here?

3. Does she have to see a doctor?

And then call the students find out the sentences used by granny to express complaint. Then do 1b in the class.

Step 4 Practice

Get the students Look at the pictures. Answer following questions.

(1) Are there any chemical factories in your city?

(2) Are they near your school?

(3) What was your city like a few years ago?

(4) Can you list some other kinds of pollution?

Ask the students to think about how the pollution come into being and realize the harm of the pollution.

Step 5 Work alone

Get the students define the following pollution with the phrases in 3a.

Step 6 Make a survey

Now make a survey to study something around your home.

Fill in the forms.

( )1.—How long _____ you _____ here? 一、中考鏈接 選擇題

—For about two years so far.

A.have; studied B.did; live C.do; stay D.were; swimming

( )2.We have known each other _____ ten years ago.

A.for B.ever C.about D.since

( )3.There is _____ pollution in the world. We must stop it.

A.much too B.too much C.many too D.too many

( )4.—Is the flower beautiful?

—Yes, at _____ it’s _____ the one you bought for me.

A.last; as bad as B.least; no better than

C.last; not better D.least; no worse than

( )5.I can’t stand _____ for you so long.

A.to wait B.waiting C.waits D.waited

( )6.The boss made child laborers _____ 12 hours every day.

A.working B.works C.work D.to work

( )7._____ the environment is important for human beings.

A.Take care of B.Taking care of C.Took care of D.Take the care of

( )8.—Have you finished your homework?

—Not _____. There are still some exercises to be done.

A.already B.yet C.just D.ever

( )9.—It smells terrible. What has happened here?

—Look, there is much waste gas _____ from the chemical factory.

A.pour B.pouring C.poured D.pours

( )10.When I was walking in the street yesterday, I saw a UFO _____ over my head.

A.flying B.flies C.flew D.to fly

二、本話題作業(yè) 單項(xiàng)選擇

( ) 1. — Don’t make any noise in the living room! My baby is sleeping.

—

A. Sorry, I won’t. B. It doesn’t matter.

C. Excuse me, I’m wrong. D. Certainly, I won’t.

( ) 2. — I asked her, “Do you study English here?”

— I asked her she studied English there.

A. that B. what C. if D. how

( ) 3. Thanks for giving me many presents. I haven’t never seen beautiful presents

in my life.

A. so; such B. such; so C. so; so D. such; such

( ) 4. — How long has he this book?

— For several days.

A. borrowed B. bought C. lent D. kept

( ) 5. Maria’s learned Chinese in our school all the time, ?

A. isn’t she B. doesn’t she C. didn’t she D. hasn’t she

( ) 6. The meat has been kept in the bag for several days without being frozen. It smells

now.

A. nice B. terrible C. well D. badly

( ) 7. What’s more, planes or machines produce noise.

A. much too B. many too C. too much D. too many

( ) 8. She told me she to America next Thursday.

A. goes B. went C. going D. would go

( ) 9. There is a paper factory waste water into the river nearby.

A. poured B. pouring C. pours D. pour

( ) 10. I can’t stand for you so long.

A. to wait B. waiting C. waits D. waited

Ⅱ.詞匯

(A) 根據(jù)句意，用所給單詞的適當(dāng)形式填空。

1.Look, there is a bird _____ (sing) in the tree.

2.The bad air makes my chest hurt and it’s difficult for me _____(breath).

3.They are doing their homework carefully. You’d better not _____(disturb) them.

4.Litter _____ (influence) the look of our city.

5.It is known that smoking does great _____(harm) to us.

(B) 根據(jù)句意及漢語提示完成句子。

6.The chemical factories _____ (生產(chǎn)) terrible gas.

7.Each year people pour _____ (廢物) into rivers, lakes and so on.

8.There are _____ (幾個(gè)) students reading books over there.

9.Do you know he has _____ (參軍) for five years?

10.Loud noises can cause high _____ (血) pressure as well.

Ⅲ.書面表達(dá)

人類只有一個(gè)地球。根據(jù)提示，以“Saving the Earth”為題，寫一篇80詞左右的短文。

提示: 1.如何保護(hù)環(huán)境已成為世界最大難題之一；

2.各種污染破壞環(huán)境，損害健康；

3.不要亂倒垃圾，亂排廢水；

4.我們應(yīng)該保護(hù)環(huán)境，使我們的家園更加美麗。

九年級上冊英語教案篇14

一、教材分析

定語從句是本單元的語法要點(diǎn)，是在1-8單元已經(jīng)對該語法知識有所滲透的前提下安排的。本節(jié)課話題是讓學(xué)生體會(huì)音樂在生活中無處不在，體會(huì)不同類型音樂的特點(diǎn)，學(xué)會(huì)熱愛生活；能用簡單的定語從句形式表述自己的觀點(diǎn)。通過本節(jié)的學(xué)習(xí)，增強(qiáng)學(xué)生對復(fù)合句的理解，提高其對此句式的應(yīng)用能力。

二、三維目標(biāo)

1、知識目標(biāo)：

掌握本單元基本詞匯，學(xué)會(huì)恰當(dāng)?shù)氖褂靡龑?dǎo)詞that ,who

2、能力目標(biāo)

1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their ownmusic.”

2）能夠自如地談?wù)撟约核矚g的音樂和音樂家。

3、情感目標(biāo)：

通過學(xué)生談?wù)搶σ魳泛鸵魳芳业暮脨海瑥亩箤W(xué)生學(xué)會(huì)欣賞音樂的美。

三、教學(xué)重點(diǎn)

1）本節(jié)課的教學(xué)重點(diǎn)是學(xué)會(huì)并掌握先行詞為物或者人時(shí)，引導(dǎo)詞“that ,who ”的使用方法。

2）“prefer …to…”的用法

3）掌握有關(guān)音樂的詞匯和相關(guān)的詞組，能夠比較流利地描述自己喜歡的音樂，運(yùn)用功能句 “What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”

四、教學(xué)難點(diǎn)

定語從句運(yùn)用

五、教學(xué)策略

采用任務(wù)型語言教學(xué)，實(shí)施情境教學(xué)法、小組合作探究法、情感激勵(lì)法。

六、教學(xué)準(zhǔn)備

自制多媒體課件（PowerPoint）；錄音機(jī)(A tape recorder)

七、教學(xué)環(huán)節(jié)

1、課堂導(dǎo)入

⑴ Warming up

⑵ Discuss: Do you like music? What kind ofmusic do you know?

⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒體出示）

⑷Let Ss read 1a. Explain the sentences:

I prefermusic that has great lyrics=I like music that has great lyrics better.

lyrics:the plural form is often used.

Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.

2、課堂講授

Explain attributive clauses.

定語從句：在復(fù)合句中修飾名詞或者代詞的從句叫做定語從句。先行詞是“人”時(shí)，用關(guān)系代詞who引導(dǎo)，先行詞是“物”時(shí)，用關(guān)系代詞that來引導(dǎo)

I love singers who write their ownmusic

I like music that I can dance to.

a. that即可代表事物也可代表人，which代表事物；它們在從句中作主語或賓語，that在從句中作賓語時(shí)常可省略關(guān)系詞，which在從句中作賓語則不能省略。而且，如果which在從句中作“不及物動(dòng)詞＋介詞”的介詞的賓語，注意介詞不要丟掉，而且介詞總是放在關(guān)系代詞which的前邊，但有的則放在它原來的位置

b. which作賓語時(shí)，根據(jù)先行詞與定語從句之間的語義關(guān)系，先行詞與which之間的介詞不能丟

c. 代表物時(shí)多用which，但在帶有下列詞的句子中用that而不用which，這些詞包括all,anything, much等，這時(shí)的that常被省略

d. who和whom引導(dǎo)的從句用來修飾人，分別作從句中的主語和賓語，whom作賓語時(shí)，要注意它可以作動(dòng)詞的賓語也可以作介詞的賓語

e. where是關(guān)系副詞，用來表示地點(diǎn)的定語從句

3、課堂練習(xí)

Fill inthe blank with who that

1）.I have a brother _______likes soccer.

2）Tom doesn’t like movies_______are too long and too scary.

3） We prefer groups ________ play loud and energetic songs.

4） He likes friends_________ often help each other

4、課堂活動(dòng)

1) Askand answer in pairs:

What kindof music do you like best? Why?

I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.

2) Listento four pieces of music .Then practice the conversation in pairs.

3) Showseveral pictures and introduce their favorite singers ,groups and so on..

4) Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.

5) Listenand complete 1b,2a and 2b.

5、課堂小結(jié)

在定語從句中，先行詞是“人”時(shí)，用關(guān)系代詞who引導(dǎo)，先行詞是“物”時(shí)，用關(guān)系代詞that來引導(dǎo)。

I love singers who write their ownmusic

I like music that I can dance to.

who / that 在定語從句中做主語時(shí)，謂語動(dòng)詞的單復(fù)數(shù)應(yīng)與先行詞保持一致

I prefershoes that are cool.

I like apizza that is really delicious.

I lovesingers who are beautiful.

I have afriend who plays sports.

6、作業(yè)布置

Write a composition about the kinds of the friends they likeand dislike

八、板書設(shè)計(jì)

Unit9 I like music that I can dance to

1.prefer….to….=like …better than……

Iprefer singing to dancing

2.Attributiveclauses(定語從句).

I love singers who write their ownmusic

先行詞 “人”

I like music that I can danceto.

先行詞 “物”

九、教學(xué)反思

通過本單元的學(xué)習(xí)，不僅能使學(xué)生學(xué)會(huì)本單元的功能句，而且通過創(chuàng)設(shè)情境調(diào)動(dòng)學(xué)生的積極性和自主性，使學(xué)生敢于用英語交流和表達(dá)，學(xué)習(xí)中遇到困難，愿意主動(dòng)向他人請教，并有較強(qiáng)的合作精神，使學(xué)生進(jìn)一步體會(huì)到英語學(xué)習(xí)的快樂與成就。

九年級上冊英語教案篇15

一 、教材分析

1、教學(xué)內(nèi)容

本單元以"產(chǎn)品制造"為話題，共設(shè)計(jì)了四大部分的內(nèi)容。以"What are the shirts made of?"為主線，圍繞著談?wù)揰_東西在那制造，原材料是什么等語言功能展開一系列的任務(wù)活動(dòng)，通過第一部分的學(xué)習(xí)，要求學(xué)會(huì)有關(guān)things和materials等基礎(chǔ)詞匯，并了解、學(xué)會(huì)基本句型的應(yīng)用。教材內(nèi)容從基本語言知識到語言綜合知識的運(yùn)用，層層遞進(jìn)，以一種循序漸進(jìn)的生活化的學(xué)習(xí)程序，引導(dǎo)學(xué)生在做事中有目的的學(xué)習(xí)語言。

2、教學(xué)目標(biāo)

①知識目標(biāo)：

1.掌握本課時(shí)重點(diǎn)單詞和短語be made of 、be made in。

2.了解一般現(xiàn)在時(shí)態(tài)和一般過去時(shí)被動(dòng)語態(tài)的結(jié)構(gòu)和用法。

3.歸納和掌握make 構(gòu)成的短語。

②能力目標(biāo)：學(xué)會(huì)談?wù)摦a(chǎn)品是由什么制成的及它們是在何處制造

③情感目標(biāo)：學(xué)會(huì)贊美他人的物品，并能就此話題禮貌的進(jìn)行交談，樹立品牌意識，努力學(xué)習(xí)的態(tài)度。

3、教法策略

以任務(wù)型教學(xué)策略為主，采用情景教學(xué)法（如本單元新知識推導(dǎo)時(shí)）、聽力訓(xùn)練法（處理聽力材料）、并輔助個(gè)人自學(xué)、小組討論和圖片等興趣策略教學(xué)。如在新授單詞時(shí)，通過一些圖片，進(jìn)行分析教學(xué)，以致于從視角引起他們注意從而記住單詞。采取任務(wù)型教學(xué)策略的目的是主要是讓學(xué)生多練多用，在做中學(xué)、學(xué)中樂、樂中掌握。

4、學(xué)習(xí)策略

采用合作式學(xué)習(xí)方式，有目的的讓學(xué)生預(yù)習(xí)，在完成任務(wù)的活動(dòng)中主動(dòng)的學(xué)習(xí)語言，養(yǎng)成繼續(xù)學(xué)習(xí)英語和學(xué)好英語的良好習(xí)慣。強(qiáng)調(diào)學(xué)生不僅要在課上積極發(fā)言、多練，并鼓勵(lì)他們課后積極進(jìn)行英語學(xué)習(xí)、積極參加訓(xùn)練。

二、重難點(diǎn)分析

重點(diǎn)詞匯通過圖片和對話解決。如：chopsticks, coin, blouse, silver, silk, be made of等。

難點(diǎn)：聽力訓(xùn)練；用功能語言句進(jìn)行口語訓(xùn)練。

三、教學(xué)準(zhǔn)備：圖片、錄音機(jī)等

四、教學(xué)過程：

1、課前任務(wù)設(shè)置，在課前，我讓學(xué)生提前預(yù)習(xí)單詞。另一方面鈴聲響的時(shí)候，首先檢查學(xué)生對第五單元單詞的識記情況，讓學(xué)生看著圖片，用"what is it?"等句子問，用新單詞回答，在此期間，讓學(xué)生感知"What are they made of? Where are they made of"的重點(diǎn)句型結(jié)構(gòu)，把單詞教學(xué)融入句型，培養(yǎng)學(xué)生情境中理解記憶單詞的能力。

2、為了更好的提高學(xué)生觀察能力，以任務(wù)型教學(xué)為理念，讓學(xué)生有目的的結(jié)合重要句型完成Activity 1a的部分。

3、完成1a部分后，為了更好的鞏固學(xué)生對上面方框中重點(diǎn)單詞的理解程度，讓他們通過聽覺進(jìn)行訓(xùn)練，培養(yǎng)學(xué)生在用中學(xué)、學(xué)中用的能力。

4、通過單詞記憶、聽力訓(xùn)練中，學(xué)生們對重要句型的初步接觸和熟悉，請學(xué)生講解重要短語be made of/be made from/be made into/be made in/be made by/be made up of和重要的語法：被動(dòng)語態(tài)。掌握被動(dòng)語態(tài)的用法和結(jié)構(gòu)。為下一步準(zhǔn)確說話做鋪墊。

5、為了更好的運(yùn)用重點(diǎn)句型結(jié)構(gòu)，我讓學(xué)生在1c部分讀完對話后，用1b里邊的句子進(jìn)行對子活動(dòng)，進(jìn)而提高學(xué)生的口語表達(dá)能力。

6、通過列舉世界知名品牌：中國瓷器、美國的李維斯牛仔褲、意大利的普拉達(dá)眼鏡、瑞士手表的圖片，進(jìn)行師生問答，進(jìn)一步鞏固所學(xué)語法。并進(jìn)行情感教育：中國需要努力，你們需要努力。之后通過六個(gè)基礎(chǔ)題型來檢測他們對本節(jié)課重點(diǎn)知識的掌握。

5、總結(jié)本節(jié)課所學(xué)的知識，梳理知識結(jié)構(gòu)，并通過家庭作業(yè)讓他們更好的掌握本節(jié)課內(nèi)容。

總之，整節(jié)課，我始終遵循任務(wù)型教學(xué)的理念，以學(xué)生為主體，以任務(wù)為中心，以交際為目的，以課程標(biāo)準(zhǔn)為理論依據(jù)，以高效課堂為載體，堅(jiān)持讓學(xué)生學(xué)會(huì)在生活中運(yùn)用語言，始終遵循一個(gè)原則，就是讓學(xué)生樂學(xué)，因?yàn)榕d趣是最好的教師，整個(gè)過程中我也一直采用激勵(lì)機(jī)制給有所表現(xiàn)的學(xué)生以鼓勵(lì)，以增強(qiáng)他們學(xué)習(xí)英語的信心。