新目标九年级英语教案
“Molin”通过精心收集，向本站投稿了15篇新目标九年级英语教案，下面是小编收集整理后的新目标九年级英语教案，供大家参考借鉴，欢迎大家分享。
篇1：九年级新目标英语教案
教学目标(Teaching Aims)
通过本课教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本课只教学生静态位置的表达。（动态位置以后再学）要学习be动词，介词in, on, near, behind, under以及定冠词the和不定冠词a/an的用法。
词汇学习： 掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find, window
理解： broom, raincoat, cap, Hong Kong, Macao, SAR
语音： /i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教学建议
本课主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。
大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。
以上表达应会听、说、（包括会问回答）读，语调语、音基本正确。
辅音音标的发音不必一步到位。如; /s/, /z/
教学重难点分析
1.句型
a.主谓一致，即be动词的单复数。
Where is/ Where’s …?
It is/ It’s on/ in/behind/near/under the…
Where are/ Where’re …?
They are/ They’re on/ in/behind/near/under the…
注意语序：
特殊疑问句： 疑问词 + 是动词 + 主语 + 问号
b. 介词in, on, near, behind, under的用法; 可组成介词短语。
介词 + 定冠词 + 名词
如：in the morning, at night, in the desk, on the table, near the door等。
2. 日常交际用语
Look at the picture. What can you see …? I can / can’t see… Can you see …?
Where is /Where’s…? It is / It’s in, behind, near, under the…
Where are /Where’re …? They are / They’re in, behind, near, under the…
单词训练建议
classroom, blackboard, schoolbag, raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。
学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom
口语训练建议
本课的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在… 里，（上，后面，附近）的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。
为了使学生能够确切把握介词的`特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：
1．创设一个合乎生活逻辑的语境。
2．寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。---- Where’s the brush? ---- It’s under the teacher’s table.老师也可自问自答。尽量从交际出发，减少纯句型练习。
3．确定对话参与者之间的特定关系。
在物体选择上，最好一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。
画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。
运用型训练建议
老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习最好事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。
Eg.
Teacher: Could you help me?
Student: Sure.
T: Go to my office and fetch your notebooks.
S: Where are our notebooks?
T: They are on my table.
S: Where is your table?
T: It’s near the second window.
S: OK.
笔头训练建议
老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：
1．清楚的展示物体的位置。
2．严格限定表示条件。
3．迅速反馈改正信息。
语法训练建议
冠词训练
a. 第一次提到用a/an。
b. 定冠词特指后接单述或复数名词。
可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。
c. 位置介词的用法。
in the bag, under the table, on the desk , on the table等。
情感教育建议
通过本课的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。
可利用本课所提供的内容，Taiwan, Hong Kong, Macao, SAR, 进行爱国主义教育。
情景教学
学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。
冠词a/an, the的用法
冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a, an)和定冠词(the)。
不定冠词a和an的功能
1、指人或事物的某一种类。例如：He is a student..他是学生。
2、指人或某事物，但不具体说明何人或何物。例如；A boy is over there.
3、表示数量“一”的概念。例如：I have a bike, a computer and a small room. 我有一辆自行车、一台电脑和一个小房间。
4、用于某些固定词组中。例如：have a look, have a seat等。
定冠词the的用法描述
1. 用来特指某些人或某些事物。例如：The books on the desk are our teachers(books被on the desk所限定).桌上的书是我们老师的。
2. 常用在上文提到过的人或事物的名词前。例如：There is a chair in the room. A woman is on the chair. The woman in lilys mother.房间里有一把椅子，一位妇女坐在椅子上，那位妇女是莉莉的妈妈。
3. 用来指说话人双方都知道的人或事物。例如：Where is the teacher?老师在哪儿（双方都知道指的是哪个老师）？
4.在世界上独一无二的事物前。如：the moon
5. 在序数词和形容词最高级前。如：the youngest boy（最年轻的男孩） the first lesson（第一课）
6. 用在乐器类前。如：play the violin（拉小提琴）
7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：The Greens are not here
8. 用在一些习惯用语中。例如：in the morning, in the same class等。
何时不用冠词？
1. 在专用名词前。例如： in China; in Grade One等。
2. 名词前已有了做定语用的形容词、某些代词、名词所有格等修饰词语时。例如：this pencil; his knife等。
3. 表示一类人和事物的复数名词前。例如：These are oranges.
4. 在称呼语或头衔的名词前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu.
5. 在某些习惯用语中。例如：go home; go to school等。
篇2：新目标初中英语教案
人教版新目标初中英语教案模板
人教版新目标初中英语教案模板【1】
Unit 11 could you please clean your room?
Period 1
本课是Unit11的第一课时。
其主目标是能用 “Could you please do things?” “Could I please do things?”谈论如何委婉地提出请求或征求别人的许可,
及回答语“Sure / Certainly / I’m glad to .”能礼貌地拒绝,“Sorry, I / you can’t,. I / you have to do…”并表达自己的理由, 陈述自己的好恶。
以do housework 和调查做力能所及的事为话题，学会运用“Could you please do things?” “Could I please do things?”是本课的语言目标。
一、教学内容Section A 1a----1c
二、教学目标
1.学习词汇
do the dishes, sweep the floor, take out the trash. fold your clothes, clean the living room, do chores, have to do sth, like to do (doing) sth, make dinner, make your bed
2.句型
---Could you please clean your room?
---Yes, sure.
---Could you please do the dishes?
--- Sorry, I can’t. I have to do my homework.
三.单元重点和难点
1.重点。
1)学习一些常用的动词短语。
2)委婉地提出请求、征求许可做某事。
Could you/I please do things? Yes, Sure. / 。
I/You can.
Sorry, I / you can’t,.., I / you have to do…”
2.难点。
在实际的生活中委婉地表达自己的请求和征求许可.
三、教学过程
Pre-task
1. Warming up
看动画片段《灰姑娘》导如入本课话题和新词汇“chores”美丽善良的灰姑娘因继母的嫉妒，每天得做所有的家务。
片段的主题使学生联想到本课的话题。
2. learn some new words and phrases
Look! What is she / he doing? 看图学习动词词组do chores, do the dishes, make the bed, take out the trash, fold the clothes, do the laundry, clean the living room.
3. Guessing game.
According the phases that they have learned, the teacher asks some students to do some actions one by one. Then ask the others to answer these questions:
What is she doing? What is he doing?
通过记忆力游戏，让学生适时对所学词汇进行回忆以及进一步的巩固。
并适当活跃课堂气氛。
4. Pair work. 1a, Do you do these things at home? Write “Y” for “yes” and “N” for “no”.
5. Listening . 1b , Peter’s chores or Mom’s chores?
理解目标语Could you please clean your room? Yes, sure.
Write “M” for Mom’s chores, “P” for Peter’s chores in the chart.
6. Pairwork,1c
Look at the picture, Ask your partner to do the chores that you see.
7. Interview
Who is the most able at home?
1) What chores do you do at home? How often do you do the chores? Work in four, interview each of the students in the group, fill in the chart.
2) Then one student make a report to the class. “In my group…. Does the dishes every day,…We think … is the most able one in our group.”
3) 颁奖。
给每个小组里的最能干者发奖。
适时给学生爱劳动，爱父母的教育
8. 总结本节课的教学重点。
9.Homework
Read the words and phrases you learn today.
make a dialogue between you and your parent about doing the chores.
五.教学反思
本节课主要谈论家务，话题贴近生活，,,在热身阶段, 以灰姑娘的动画片段导入动词词组,猜图游戏使词汇得到巩固，为下面的活动做好铺垫。
新词汇结合学生的生活实际, 掌握运用target language礼貌提出请求, 并使学生受到爱劳动的教育..是本课的重点.。
Period 2
一、教学内容Section A 2a-4
二、教学目标
1.词汇：
stay out late, work on the computer, get a ride,
use the car, go to a meeting, hate to do /dong sth
2.句型:
---Could I please go to the movies?
---Yes, you can.
---Could I please use the computer?
--- No, you can’t. You must do the dishes at first.
三.单元重点和难点
1.重点。
1)学习和复习一些常用的动词短语。
2)委婉地提出请求、征求许可做某事。
---Could I please use your computer?
---Sorry, you can’t..
---Could I please watch TV?
---Yes, you can. But you have to clean your room first..
3)学习如何请求他人的帮助。
2.难点。
1)表达看法：
I like doing dishes because it’s relaxing, but I hate to do…because it’s boring.
2)区别make与do的用法
四. 教学过程。
1.Warming up
Game “Chain drill”.
运用上节课的target language “Could you please do…?”依次问答，其中的动词短语不能重复 ,复习动词短语。
2.Listening. 2a ,2b
Read the instructions. Learn the key vocabulary.
stay out late, use the car, get a ride, go to a meeting, clean your room,
1) Peter ask his father if he can do four things. Check “yes” or “no”
2) Listen again, Why does Peter’s father say “no”
Draw lines to the reasons in the chart.
3. Present target language
由听的活动2a 引入target language：
A: Could I please get a ride? B: Yes, you can.
A: Could I please get a ride? B: Sorry, you can’t, I have to go to a meeting.
4. Pair work 2c
According the sample conversation, ask and answer in pairs. Then ask and answer in pairs in class.
5. 3a Fill in the blanks with “make” and ”do”. Get the students to read the dialogue in pairs, then act out it.
6. 3b Chores that you like or dislike,
1) 呈现 like doing/to do, hate doing
2) Make a list of chores that you like and dislike.
3) Pairwork.谈论喜欢和不喜欢的家务，并表达自己的看法。
A: Do you like doing dishes?
B: Yes, I like …because it’s relaxing,
No, I hate to do…because it’s boring.
7. Make a survey.
Discuss in groups of four. Draw a smiling face on the chore you like and draw a crying face on the chore you dislike. Then give a report.
篇3：u14.doc(新目标版九年级英语教案教学设计)
Unit 14 Have you packed yet?
Part 1: Teaching design (第一部分：教学设计)
Structures: Present perfect with already and yet
Target language: Have you watered the plants yet? Yes, I have already watered them?
Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off
Learning strategies: Brainstorming, Role playing
Section A
Goals
●To learn to use Present perfect with already and yet
●To listen and talk about having a vacation
Procedures
Warming up by studying grammar
Grammar is so important that it should always be learned and made use of in class.
Today we shall learn to use “ Present perfect with already and yet”
Look at the two sentences:
Have you watered the plants yet? Yes, I have already watered them?
Do you understand the structure of the two sentences?
We shall make more sentences like those.
Have you finished your homework yet? Yes, I have already finished it?
Have you found your bike yet? Yes, I have already found it?
To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110.
1a Thinking and writing
Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack?
Think and write your ideas in the chart on page 110.
A beach vacation Sightseeing in a city
1. bathing suit 1. camera
2. umbrella 2. mobile phone
3. drinking water 3. bike
1b Listening and checking
A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”.
Tapescript
Woman: Have you packed the beach towels yet?
Boy: No, I haven’t. Can’t Judy pack them?
Woman: No, she’s busy. Could you please water the plants?
Boy: I’ve already watered them.
Woman: Oh, thanks.
Man: What about the travel guidebook and the street map?
Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet.
Man: That’s OK. I’ll get it. Have you packed the camera?
Boy: Yup. I’ve already put it in my suitcase.
Woman: Well, I guess that’s everything.
Boy: Almost everything. We haven’t locked the windows yet.
And now check√ the chores listed below the family have already done.
√Packed the camera √Watered the plants
× Locked the window √Bought a travel guidebook
× Bought a street map × Packed the beach towels
1c Doing pairwork
Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure.
A: Have you watered the plants yet?
B: Yes, I have already watered them.
A: Have you packed the camera yet?
B: Yes, I have already packed the camera.
A: Have you bought a street map yet?
B: Yes, I have already bought a street map.
A: Have you locked the window yet?
B: Yes, I have already locked the window.
A: Have you packed the beach towels yet?
B: Yes, I have already packed the beach towels.
A: Have you bought a travel guidebook yet?
B: Yes, I have already bought a travel guidebook.
2a Listening and writing
Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure.
Tapescript
Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina?
Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now.
Boy: Tina! You’re unbelievable. What about your bike?
Girl:I’ve already put it in the garage. But I haven’t locked the
garage yet. That’s your job, Mark.
Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash.
Girl: Have you fed the cat yet?
Boy: Not yet. I’ll do it in a minute. Have you turned off your radio?
Girl: Yes, I have. I think we’re almost ready.
Now on page 111write before the 6 sentences M for Mark or T for Tina.
1.No. I haven’t cleaned out the refrigerator yet.
2.I’ve already put it in the garage.
3.But I haven’t locked the garage yet.
4.I’ve already done most of my jobs.
5.Not yet. I’ll do it in a minute.
6.Yes, I have. I think we’re almost ready.
2b Listening and matching
To match the questions below with the answers above in 2a, you shall listen to the tape again.
Have you fed the cat yet? →5
What about your bike? →2
Are you ready, Tina? → 1
Have you turned off your radio? →6
2c Doing pairwork
To practice spoken English you are to role play a conversation using the information from 2a and 2b.
A: Are you ready, Tina?
B: No, I haven’t cleaned out the refrigerator.
B: No, I haven’t put the food in the garage yet.
B: No, I haven’t locked the garage yet.
B: No, I haven’t done my jobs yet.
B: No, I haven’t taken out the trash.
B: No, I haven’t fed the cat yet?
B: No, I haven’t turned off my radio yet.
3a Reading and underlining
Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it.
Subject: So busy！ From: Crystal
Hi Jake,
Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals-he and his family lived on the farm.
Anyway, I have to run now.
Take care,
Crystal
Now read the message again to blacken the expressions and circle the “Present perfect with already and yet” structure.
3b Doing groupwork
On page 112 in the middle is a chart with hours and chores done.
9:00 am Do my homework Water the plants Buy a newspaper
10:00 am Buy a newspaper Feed the dog Do my homework
11:00 am Feed the dog Do my homework Clean the room
12:00 noon
1:00 pm Water the plants Clean the room Water the plants
2:00 pm Clean the room Buy a newspaper Feed the dog
Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure.
A: Have you bought a newspaper?
B: Yes, I’ve already bought a newspaper.
A: Have you done your homework?
B: Yes, I’ve already done your homework.
A: Have you feed the dog?
B: Yes, I’ve already feed the dog.
A: Have you watered the plants?
B: Yes, I’ve already watered the plants.
A: Have you cleaned the room?
B: Yes, I’ve already cleaned the room.
4 Doing groupwork
What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done.
You Xu Lanfang Li Baoli
Things I have done Write a research paper Write a news report Go abroad
Things I haven’t done yet Visit my mother Find a friend Read a novel
Closing down by singing a song
Happy Birthday
Happyh birthday to you. Happy birthday to you.
Happy birthday, dear. Happy birthday to you.
Happyh birthday to you. Happy birthday to you.
Happy birthday, dear. Happy birthday to you.
篇4：九年级英语教案
九年级英语教案
Unit 8 I’ll help clean up the city parks． 课时安排四课时 第一课时： Section A 1a―2c 第二课时： Section A 3a―4 第三课时： Section B 1a---2c 第四课时： Section B 3a―4 教学目标：1、会表达提供帮助； 2、会正确使用常用动词短语； 3、谈论自己喜欢并愿意从事的志愿者工作。 语言功能：学会掌握表达提供帮助 语言结构：一般将来时、情态动词 语言目标：I’d like to work outside I’ll help to clean up the city parks You’ll give out of food at a tood bank 重点词汇及短语：Put off hand out call up give away run out of clean up set up take after fix up cheer up give out hunger sign repair 教学重点：正确使用常用动词短语 教学难点：掌握并能区别常用动词短语 学习方式：自主、合作学习情感目标：通过谈论自己喜欢并愿意从事的志愿者工作，激发学生对他人、对社会的关爱之情。 课前任务：任务1、了解志愿者工作的性质和种类。任务2、了解本地区志愿者工作开展情况。 单元目标与要求 第一课时 ●○教学内容与分析 ,教学内容:Section A 1a―2c 教学目标: (1) 认知目标: A. Vocabulary : clean up, homeless, cheer up, give out, clean-up, sign, advertisement, put off, set up, establish, think up B. Sentence: 表示意愿:I’d like to… I’ll help …… We need to ….. We are going to ….. 提出建议: You could ….. 能够熟练的运用这些句型,帮助别人和对人提出建议. ●教学重点,难点分析 ,教学重点:基本单词,词汇和句型 ,教学难点:能够运用所学句型,谈论所做的事情. ●,教学设计: 教 学 步 骤 建 议 和 说 明 K热身(Warm-up) Greeting and free talk ,Ask and answer (1),What do you usually do on weekends? (2) What will you do this weekends? S1: … S2….. (3), What do you so to be volunteers? (4), What other ways could you help people? KLead--in Watch a video By asking: What could you help people? How do you help them? ,Teach: clean up, hunger, cheer give out, clean-up, sign advertisement, put off, set up, establish, think up KWork on SB Page60 1a. Point to the sentences and read the sentences, explain the language points. ,Write out the sentences you could help people. K Work on SB Page 60,1b. ,Listen to the tape. 建 议 与 说 明 教 学 步 骤 ,Listen again and complete the sentences and check the answers. 让学生掌握所学句型,通过说出类似的句子,激发兴趣. KPairwork 1c Practice the conversation in the picture above,then have similar conversations using the information in 1b. KListening 通过听力掌握,巩固重点短语. A group of students are planning a City Parks Clean-up Day.They are talking about ways to tell people about the Clean-Up Day. Play the recording .Ss listen carefully. ,Let Ss listen again and fill in the blanks. KPairwork 培养学生说的习惯,并通过小组合作扩展,深入所学内容. Role play the conversation in 2b. A: We need to come up with a plan. B:Let’s have lunch first. A: No, we can put off making a plan.Clean-Up Day id only two weeks from now. Make new conversations in groups. K Task 1.Make a conversation Make a conversation of offering help.Work it in pairs. Share some of their conversations. Task 2.Make a plan for the school sports meeting.Offer help to the students they are going to take part in it. Homework. Revise the new words and sentences. Finish off the Wb.exercises. Blackboard Design Unit8 I’ll help clean up the city parks. Period one I’d like to work outside. You could help clean up the city parks. You could …. We can’t put off making a plan. Cheer up set up think up=come up with Language points 1,come up with=think up 2,put off 延迟,取消 Don’t put off what we can do today. 今日事,今日毕. We’ll put off the sports meeting. 3,set up 建立,创立,开办. We’re going to set up a food bank to help hungry people. 引入新课教学,巩固落实所学知识,同时以旧带新,导入新课的教学. 本活动的目标是训练学生听的能力,然后让学生更准确的说出这些句子. 通过图画,呈现新句型,使学生学起来容易掌握. 由平常的问候,自然引入到本单元的话题.同时,为下面内容的引出做铺垫. 第二课时 ●○教学内容与分析 教学内容: Section A 3a--4 ,教学目标:从阅读材料中获取信息,并能运用这些信息完成任务. ●○,教学重难点: ,本课重点是掌握并进一步巩固第一课时的句型,要求学生能应用他们,在实际情景中运用自如. ,重点词语及句型: major,commitment,elementary.,coach,ceterinarian What kind of volunteer work do you think I could do? You could start a Chinese History Club. I’d like to join the school volunteer project. ●○,课前准备:: ,本课时的教学课件. ,课前发给学生表格,布置学生任务:在表格中写出自己喜爱做的志愿工作和能做的志愿 工作. ●○,教学设计. 教 学 步 骤 建 议 与 说 明 KRevision , Greet the class and check the homework. ,Ask a pair of students to say their conversation. S1: To be a volunteer is great. S2: We need to come up with a plan. S3: Let’s make a volunteer project for our school. K Lead Cin T: Do you know what kind of work the volunteer do? Collect the students answers and tell them..Being a volunteer is to help other people.It is a commitment. KReading P62,3a. Fast reading 带着悬念和好奇,更能激发学生的阅读欲望,也培养他们在迅速获取所需信息的`能力.. 选取上一课时的材料,作为课堂的切入点.既起到复习巩固作用,又能以旧带新,自然引出新课. 呈现一些图片,让学生体会各种职业. 深化拓展知识,对已学语言目标进行复习. 教 学 步 骤 建 议 与 说 明 What kinds of volunteer work the students do?,Read again and complete the table. ,Finish 3b to check if the students have understood the article well. ,Play the tape for the students to listen and repeat. ,Get the students to make the report according to the form and some key words. KPairwork 3c. Role play.Take turns being one of the people in 3b.Ask for and give advice. KPairwork 4 Write down three things you like to do. Ask your partner for advice about the kinds of volunteer work you could do. Things I like to do Volunteer work I could do K Writing Write down the volunteer work you like to do . Homework Read 3a and copy new words and phrases. ,Finish some homework in this period. Blackboard Design Unit 8 I’ll help clean up the city parks Being a volunteer is great! What kinds of work the volunteer could do? Why so they like their work? The three students plan to set up a student volunteer project at their school. Don’t put it off. To help other people is a commitment. 深化拓展知识,对已学语言目标进行复习. 尽可能的让学生模仿跟读,听地道的英语,模仿表达是自由表达的基础,让学生根据已有信息把3a的内容说出 通过参与和合作等途径,充分掌握已学知识. 培养学生的写作能力. 第三课时 ●○教学内容与分析 教学内容: Section B 1a―2c ,教学目标:从阅读材料中获取信息,并能运用这些信息完成任务 语言技能：（1） Train the students’ reading, writing, speaking and listening skills with the target language． （2） Train the students to use the new phrasal verbs． 情感目标：Come up with a good idea to help others． It will bring you much enjoyment．. ●○,教学篇5： 九年级英语教案
一、教材分析
1、教学内容
本单元以“产品制造”为话题，共设计了四大部分的内容。以“What are the shirts made of？”为主线，围绕着谈论某东西在那制造，原材料是什么等语言功能展开一系列的任务活动，通过第一部分的学习，要求学会有关things和materials等基础词汇，并了解、学会基本句型的应用。教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。
2、教学目标
①知识目标：
1、掌握本课时重点单词和短语be made of 、be made in。
2、了解一般现在时态和一般过去时被动语态的结构和用法。
3、归纳和掌握make构成的短语。
②能力目标：学会谈论产品是由什么制成的及它们是在何处制造
③情感目标：学会赞美他人的物品，并能就此话题礼貌的进行交谈，树立品牌意识，努力学习的态度。
3、教法策略
以任务型教学策略为主，采用情景教学法（如本单元新知识推导时）、听力训练法（处理听力材料）、并辅助个人自学、小组讨论和图片等兴趣策略教学。如在新授单词时，通过一些图片，进行分析教学，以致于从视角引起他们注意从而记住单词。采取任务型教学策略的目的是主要是让学生多练多用，在做中学、学中乐、乐中掌握。
4、学习策略
采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。强调学生不仅要在课上积极发言、多练，并鼓励他们课后积极进行英语学习、积极参加训练。
二、重难点分析
重点词汇通过图片和对话解决。如：chopsticks，coin，blouse，silver， ilk，be made of等。
难点：听力训练；用功能语言句进行口语训练。
三、教学准备：图片、录音机等
四、教学过程：
1、课前任务设置，在课前，我让学生提前预习单词。另一方面铃声响的时候，首先检查学生对第五单元单词的识记情况，让学生看着图片，用“what is it？”等句子问，用新单词回答，在此期间，让学生感知“What are they made of？ Where are they made of”的重点句型结构，把单词教学融入句型，培养学生情境中理解记忆单词的能力。
2、为了更好的提高学生观察能力，以任务型教学为理念，让学生有目的的结合重要句型完成Activity 1a的部分。
3、完成1a部分后，为了更好的巩固学生对上面方框中重点单词的理解程度，让他们通过听觉进行训练，培养学生在用中学、学中用的能力。
4、通过单词记忆、听力训练中，学生们对重要句型的初步接触和熟悉，请学生讲解重要短语be made of/be made from/be made into/be made in/be made by/be made up of和重要的语法：被动语态。掌握被动语态的用法和结构。为下一步准确说话做铺垫。
5、为了更好的运用重点句型结构，我让学生在1c部分读完对话后，用1b里边的句子进行对子活动，进而提高学生的口语表达能力。
6、通过列举世界知名品牌：中国瓷器、美国的李维斯牛仔裤、意大利的普拉达眼镜、瑞士手表的图片，进行师生问答，进一步巩固所学语法。并进行情感教育：中国需要努力，你们需要努力。之后通过六个基础题型来检测他们对本节课重点知识的掌握。
5、总结本节课所学的知识，梳理知识结构，并通过家庭作业让他们更好的掌握本节课内容。
总之，整节课，我始终遵循任务型教学的理念，以学生为主体，以任务为中心，以交际为目的，以课程标准为理论依据，以高效课堂为载体，坚持让学生学会在生活中运用语言，始终遵循一个原则，就是让学生乐学，因为兴趣是最好的教师，整个过程中我也一直采用激励机制给有所表现的学生以鼓励，以增强他们学习英语的信心。
篇6： 九年级英语教案
一、教材分析
定语从句是本单元的语法要点，是在1―8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。
二、三维目标
1、知识目标：
掌握本单元的基本词汇，学会恰当的使用引导词that ，who
2、能力目标
（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）能够自如地谈论自己所喜欢的音乐以及音乐家。
（3、情感目标：
通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
三、教学重点
（1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ，who ”的使用方法。
（2）“prefer …to…”的用法
（3）掌握有关音乐的.词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “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、教学难点
定语从句运用
五、教学策略
采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
六、教学准备
自制多媒体课件（PowerPoint）；录音机（A tape recorder）
七、教学环节
1、课堂导入
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。（多媒体出示）
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、课堂讲授
Explain attributive clauses。
定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导
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；它们在从句中作主语或宾语，that在从句中作宾语时常可省略关系词，which在从句中作宾语则不能省略。而且，如果which在从句中作“不及物动词＋介词”的介词的宾语，注意介词不要丢掉，而且介词总是放在关系代词which的前边，但有的则放在它原来的位置
b、which作宾语时，根据先行词与定语从句之间的语义关系，先行词与which之间的介词不能丢
c、代表物时多用which，但在带有下列词的句子中用that而不用which，这些词包括all，anything，much等，这时的that常被省略
d、who和whom引导的从句用来修饰人，分别作从句中的主语和宾语，whom作宾语时，要注意它可以作动词的宾语也可以作介词的宾语
e、where是关系副词，用来表示地点的定语从句
3、课堂练习
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、课堂活动
（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、课堂小结
在定语从句中，先行词是“人”的时候，用关系代词who来引导，先行词是“物”时，用关系代词that来来引导。
I like singers who write their own music。
I love music that I can dance to。
who / that 在定语从句中做主语的时候，谓语动词的单复数应该与先行词保持一致
I prefershoes that are cool。
I like apizza that is really delicious。
I lovesingers who are beautiful。
I have afriend who plays sports。
6、作业布置
Write a composition about the kinds of the friends they likeand dislike。
篇7：新目标九年级英语教案示例Review of units 11-15第二课
新目标九年级英语教案示例Review of units 11-15第二课时教学设计
第二课时教学设计 教学目标 通过调查、采访、填写表格等活动，复习Units11～15单元的目标语言。掌握宾语从句注意从句的陈述语序以及主从句的时态对应。 教学方式 任务型教学法，多媒体辅助教学。 教学设计 热身（Warm-up）： 利用多媒体设备，放映加拿大风光片、家庭生活片，学生观看影片，回答下列问题: （1）Where is Canada? （2）Would you like to visit there? （3）Where would you like to visit in Canada? （4）Why do you want to go there? （5）What would you do there? （6）What are you supposed to do when you meet someone for the first time? （活跃课堂气氛，拓展学生思维，让学生在轻松的环境中学习语言） 复习（Revision）： 复习Units 11～15单元的目标语言。 练习（Practice）： 任务三：你想到什么地方打发时光？ 本活动复习Unit 11的目标语言。我们设计自由采访活动，谈论自己的城市。 （1）老师向学生讲清楚活动的要求，学生首先画好一个表格。 Places Qualities 1．restroom Clean 2．museum 3．restaurant 4．Park 5．subway 6．Mall （2）学生用下列问题进行自由采访。 A: Where do you usually hang out with your friends? B: We usually go to Art Museum. A: Is that a good place to hang out? B: Well, it has advantages and disadvantages. It’s kind of quiet, but we can learn a lot. （3）学生在四人小组中汇报自己的采访结果，并且认真听其他成员的汇报，并把小组中每一个成员的结果记录下来。 （4）学生整理材料，以“最喜欢去的.地方”为题写一份报告，由部分学生朗读自己写的报告。全班同学当评判，比一比，谁做得最好。 （5）老师对同学们的报告进行评价。 任务四：How do you feel... （1）两人一组活动，用左边的情形和你的同伴谈论自己的感受。 （2）教师用多媒体课件，扩展多种情形，问答学生的个人感受，为什么？ （3）学生两人一组，根据自己的情况，编对话，开展活动。 （4）提问几组学生在课室前面表演对话。 任务五：这个月你打算干什么？ 自由采访活动。 （1）学生看左手边的图表。What should teenagers be allowed to do? 学生根据自己的观点填写表格，独立完成任务。 （2）在多媒体屏幕上展示右手边的图画并按范例对话，由两个学生在班上问答.A：I have to do my history project this week. B: Really? I’ve already done my history project.学生按要求自由采访，了解其他同学的观点。 （3）学生整理材料，汇报采访结果。 作业布置（Homework）： 把任务三的材料进行整理，写一个关于同学们“最喜欢去的地方”的调查报告。篇8：新目标九年级英语教案示例Review of units 11-15第一课
新目标九年级英语教案示例Review of units 11-15第一课时教学设计
第一课时教学设计 教学目标 复习Units11～15的词汇。 学生根据线索和暗示，填写纵横字谜。 通过听说活动，掌握Units11～15的目标语言。 教学方式 任务型教学法，多媒体辅助教学等。 教学设计 热身（Warm-up）： 设计一个Bingo游戏：复习词汇。将全班分成若干组，每组指定复习一个单元的词汇。参考1a.（让学生在轻松愉快的环境中复习和巩固Units11～15所学习过的词汇。） 复习（Revision） 用多媒体课件，把Units 11～15单元的'目标语言呈现出来，让学生齐声朗读。 练习（Practice）： 任务一：读暗示，填字谜 1a．填写纵横字谜。 （1）老师向学生讲清楚这次活动的要求。 （2）学生读暗示，完成字谜。可以讨论，合作，共同完成任务。 （3）教师检查学生的练习情况。 （通过填写纵横字谜游戏，复习Units 11～15的主要词汇，增加学习的趣味。） 1b．自编纵横字谜。 （1）老师用右边的对话示例，说明活动的要求。 （2）学生从Units 11～15中选出四个单词，为每个单词编写一个字谜，并画好一个crossword。 （3）学生两人小组活动，一个说线索和暗示，另一个猜单词，并填在对方所给的crossword，接着交换进行。 （4）老师提问一些学生让他们说的线索和暗示，让全班同学猜测。看哪些学生设计得最完美。 （这个活动为学生提供学以致用的机会，培养学生的想像力和创造力） 任务二：听力练习 2a．听对话，把听到的图画顺序写出来。 （1）老师帮助学生复习Units 11～15的目标语言。认真听四个对话，将对话与图片配对。教师可以把Units 11～15的目标语言，投影在大屏幕上。 （2）学生看书本上的图画，教师向学生说明听力的要求，老师指着第一幅图说：This picture matches the first conversation you will hear. Now listen to the tape and match the other conversations to the correct pictures. （3）学生听录音，完成2a的练习，最后，老师检查学生的答案。 2b．这一部分要求学生能够从听力材料中获取详细而又精确的信息。 （1）首先，教师告诉学生四段对话的练习题型是不相同的。 （2）接着，播放录音，学生根据录音内容完成2b中的练习，要保证学生有足够的时间完成练习。学生两人小组交换意见，核对答案。教师提问一些学生，了解练习情况。 2c．这一部分要求学生练习2a和2b的对话。给学生提供两个示例：A：Would you like to help save the environment? B: I don’t know.What can I do? 然后让学生创造性地编说对话。并让全班分享各组的成果。 作业布置（Homework）： 学生把2a和2b听到的录音内容编成对话。篇9：新目标九年级英语教案示例Review of units 11-15 第三
新目标九年级英语教案示例Review of units 11-15 第三课时教学设计
第三课时教学设计 教学目标 1．围绕“我最喜爱去的地方和最喜欢做的事情。”为题开展采访活动，复习Unit11的目标语言； 2．对“你想到什么地方去和喜欢做什么事情”进行调查，复习would like句型； 3．通过辩论，帮助学生复习Units 11～15的目标语言。 教学方式 任务型教学法，多媒体辅助教学。 教学设计 热身（Warm-up）： 故事接龙。用多媒体课件在屏幕上展现四幅图片，第一幅：玛丽起床，一看闹钟八点了；第二幅：不吃早餐，匆忙上学；第三幅：赶不上公共汽车，跑步回校；第四幅：没有一个同学回校上课，原来是星期天。由第一个学生讲故事的第一句，然后第二个学生接下去，以此类推，直到讲完整个故事。 （通过故事接龙活动，培养学生用英语即兴表达的能力和想像力。） 复习（Revision）： 复习Units 11～15的目标语言。听写11～15的重点单词和短语，选五个单词，让学生造句。 练习（Practice）： 任务六：我最喜爱的…… 本活动是一个自由采访活动，复习Unit 11的目标语言。 （1）教师布置任务，让学生明白任务的要求。老师说，What kind of...do you like?提问几个学生相同的问题，让学生作出回答。 （2）学生根据书本上的表格内容，填上自己喜爱去的场所，还有其他同学喜欢去的地方。 （3）学生自由采访两名同学，把采访结果填入表格。他们会用到这些句子，A：What kind of museums do you like? B: I like history museums. They’re interesting.A：Really? I prefer science museums. （4）在小组汇报采访结果。 （5）用举手或投票的'方式，选出同学们最喜欢去的场所。 任务七：说一说，你想知道……？ 通过作调查，复习Unit 15的目标语言。让学生能说会写，We’re trying to save the manatees! 利用多媒体在屏幕上显示有关美国和中国城市里一些著名的场所的图片，问学生:A：Can you tell me if there are any good museums in the city? B: There are many museums.Do you like art?引出这次活动。 （1）学生填写表格，学生把自己想知道的地方，填写在书本的表格里。 （2）四人小组活动，学生在小组里调查同学们很想去的地方和要去的理由，并把调查结果记录下来，写成报告。 任务八：表达自己的观点通过写出“你认为在中国最重要的动物是什么？并说明理由。”活动，复习Units 11～15的目标语言。 （1）全班分成两大组（正反两方）进行辩论比赛，用I think that...I believe that...I fee that...I agree that...I agree with you.I disagree with. （2）每大组推出主辩和副主辩，首先提出自己的观点。A：I think that cats are the most important animal in China because many people have them as pets. B: I disagree. I feel that pandas are the most important animal because there aren’t very many of them. A：Yes,but...学生依次轮流，每个人为自己的组说出至少一条理由来反驳对方，最先理由充足方为赢。 作业布置（Homework）： 学生根据活动八的材料，写一份以“中国最重要的动物是......”的调查报告。篇10：九年级英语教案优秀
teaching materials analyzing andrearranging教材分析与重组
1. 教材分析
本单元以i like music that i can dance to为话题,共设计了四个部分的内容：
section a
该部分有4个模块：第一模块围绕the music that…这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕music进行听力(2a-2b)、口语(2c)训练;第三模块继续就music这一话题展开训练，训练形式为阅读配对(3a)和角色表演(3b);第四模块仍就one’spreferences以pairwork的形式进行讨论，展开口语训练(4)。
section b
该部分有4个模块：第一模块就one’sfavorite展开思维训练;第二模块就两个孩子的对话继续对things onelikes进行听力(2a-2b)、口语(2c)训练;第三模块继续围绕上一话题展开阅读(3a-3b)和写作(3c)训练;第四模块仍就whatwould you prefer to do这一话题以口语训练形式为主展开小组活动(4)。
self check
该部分有2个模块：第一模块对所学词汇进行填空训练(1);第二模块就一封笔友来信展开阅读和写作训练(2)。
reading
该部分共设置了3项任务：第一项任务以问题讨论的方式激活学生相关背景知识(section1);第二项任务要求学生运用所供策略完成阅读;第三项任务要求学生通过快速阅读获取信息(section 2, section3);第四项任务通过讨论、写作等形式要求学生进行一次class survey. (section 4)。
iii教学策略
通过任务型的教学，让学生学会自主学习，归纳总结，培养主动学习的能力。尤其对所学内容能主动复习并加以整理和归纳的能力。
1)合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成四人一小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
2)创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的'主观能动性，把被动的学习变为主动学习。
iv教学手段：多媒体
vi. teaching procedures and ways教学过程与方式
period 1 new functionpresenting
language goals 语言目标
1. words & expression_r_rs 生词和短语
prefer, lyrics, gentle, energy, interest, known,sing along with, remind sb. of
2. key sentences 重点句子
i prefer music that has greatlyrics. (p44)
i love music that i can singalong with. (p44)
rosa likes music that’s quietand gentle. (p45)
ability goals 能力目标
enable the ss to talk about different kinds ofmusic and their own preferences.
emotion & attitude goals 情感和态度目标
enable the ss to enjoy kinds of music.
strategy goals 策略目标
listening for key words.
culture awareness goals文化意识目标
people’s different preferences to different kindsof music.
teaching important points 教学重点
1. 由that 引导的定语从句，其先行词为物。关系代词that 作主语和作宾语两种情况。
i like the music that has great lyrics.
i like the music that i can dance to.
2. 由who 引导的定语从句，其先行词为人。关系代词who 做主语。
i like the musician who writes his own songs,
teaching procedures and ways 教学过程与方式
step i warming-up
play the beautiful, lyric song like do, re, mi inthe movie “the sound of music”. (让学生在轻松、愉快的情境中进入新课)
step ii lead-in and presentation. (呈现歌词并句子)(师生互动，学习探究)
1.the music has great lyrics.
2.the music is loud and energetic.
3.the music isn’t too loud.
将三个句子转化成定语从句：
1. i like the music that has great lyrics.
2. i like the music that is loud and energetic.
3. i like the music that isn’t too loud.
并说明，that 在从句中做主语。总结：1+1=“1”
(设计目的：延伸、拓展教材内容，创造性的使用教材，这样训练即能让学生体会不拘于教材的学习，又能拓展他们的思维。)
使用练习加强巩固。
(设计目的：让学生在教师创设的情境中，操练新句型，学会使用定语从句表达自己喜欢的音乐类型。)
step iii listening (1b: p44)
ask the students to listen to the dialogue betweentony and betty
t: now let’s listen to the tape and find what kindof music tony and betty like. look at 1b on p44. tickle the kindsof music that tony and betty like while listening.
ask a student to read the three headings to theclass.
t: first let’s guess what kinds of music they willtalk about by reading the three headings given.
ss: music that one can dance to, that has greatlyrics and that one can sing along with.
play the tape. and then check the answers.
(设计目的：训练学生听力技巧，培养学生听的能力。听的环节是“输入”的过程，带着问题听，让学生在听的过程中有的放矢，有效捕捉信息，同时又提醒学生注意观察并发现需要注意的表达方式，为后面的语言实践准备实用句型。)
step iv oral practice (1c:p44)
ask the students to talk about the music theylike.
t: as we all know, different people may havedifferent ideas on the same question, and different people may havedifferent preferences. then talk with your partners about the kindsof music you prefer. first, who’d like to read the example in thebox? ok, you two, please.
ask two ss to read the example first.
t: now work with your partners, talking about musicyou prefer with the help of the expression_r_rs here.
show the following.
be awarded prizes, be full of energy, interestsomebody,
known to many people, reminds somebody of, showlove to …
sample dialogue 1:
s1: what kind of music do you like?
s2: i like music that is played by famous bands.what about you?
s1: i prefer music that makes me happy.
(设计目的：新课程标准倡导主动参与，乐于探索，勤于思考，培养学生收集和处理语言信息的能力。通过这一环节的练习，不但学生的语言技能得到了提高，而且他们的情感态度和学习策略都得到了培养，同时他们的语言知识还得到了复习和巩固。这样的练习可以充分调动学生的参与热情，激发学生的学习兴趣。)
step vi summary and homework
t: this period, we’ve learnt how to express ourpreferences to different music. after class, please,
1. listen to the conversations again.
2. try to talk about the kinds of music you likewhy you like or dislike them.
(设计目的：通过书面作业，使学生巩固本节课所学的内容，拓展学生的课外知识，同时也可以弥补口头报告的不足。也为下一节课的知识提供铺垫。)
篇11：九年级英语教案unit4
九年级英语教案unit4
Unit 4 What would you do? Part 1: Teaching design (第一部分：教学设计) Structures: Second conditional, Should for advice Target language: What would you do if you won a million dollars? I’d give it to medical research. I can’t sleep the night before an exam. What should I do? If I were you, I’d take a long walk before going to bed. Vocabulary: million, charity, pimple, confident, shirt, tie, medical research Learning strategies: Matching, Listening for key words SECTION A Goals ●To learn to use Second conditional and Should for advice ●To listen and talk about imagined life Procedures Warming up by learning about Second conditional and Should for advice The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it. The structure of a second conditional sentence Like a first conditional, a second conditional sentence consists of two clauses, an if clause and a main clause: if clause main clause If I had a million dollars, I would buy a big house. If the if clause comes first, a comma is usually used. If the if clause comes second, there is no need for a comma: main clause if clause I would buy a big house if I had a million dollars. We use different verb forms in each part of a second conditional: if clause if subject simple past verb* main clause subject would verb 1a Talking about imaginary situations What would you do if you had a lot of money? If I had a lot of money, I would give it to charity. If I had a lot of money, I would buy snacks. If I had a lot of money, I would give it to Hope Project. If I had a lot of money, I would buy books for the poor. 1b Listening and numbering Now you are going to listen and number the pictures 1 to 3 in the order you hear them. Tapescript Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity. Boy1: Wow, what a nice man! Girl1: What would you do if you had a million dollars? Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas. Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family. Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow! Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people. Now listen again and write down the sentences with Second conditional and Should for advice 1c Doing pairwork Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars. Look. This old man had a million dollars, and he gave it to charity. Wow! What would you do if you won a million dollars? I’d give it to medical research. I’d take a chance to achieve my dream of flying to the moon. If I won a million dollars, I’d stop working and become a professional runner. I’d go to an old people’s home to help them. I’d volunteer at the hospital twice every week. 2a Listening and circling Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous. Tapescript Girl1: Where are you going, Larry? Boy1: To Tom’s party. Girl1: Lucky you! I’d love to go to that party! Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear. Girl1: If I were you, I’d wear a shirt and tie. Boy1: And I don’t have a present. What if everyone brings a present? Girl1: If I were you, I’d take a small present―a pen or something. Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it. Boy1: OK. But what if I don’t know anyone? Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. Boy1: I guess I can do that. Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave. Now listen again and write down all the expressions onto your phrase book. go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun 2b Listening and checking Listen to the tape again and check on page 27 the four things Larry’s sister says to him. 2c Doing pairwork Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice. X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie. X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present―a pen or something. X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. … … 3a Reading and matching Go to page 28. Read the problems in the boxes and match them with the correct advice. And now write down all the expressions into your phrase book. be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy 3b Thinking and role playing Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner. A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance. A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam. A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening. 4. Doing group work You are put into pairs and find out each other’s problems at school and at home. Then give each other advice. I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way. I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time. My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first. I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too. I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes. … … Closing down by taking a test on Second conditional Match up the parts of the sentence 1. If I lost my job, a) wed both benefit. b) Id have a lot of problems getting another one. c) youd be more aware of what people really felt. d) we wouldnt be so behind technologically. 2. If I were in your position, a) Id resign rather than wait to be sacked. b) Id have a lot of problems getting another one. c) youd be more aware of what people really felt. d) we wouldnt be so behind technologically. 3. If I spoke Japanese as well as you do, a) Id resign rather than wait to be sacked. b) Id try to find a job with one of the Japanese banks. c) wed both benefit. d) we wouldnt be so behind technologically. 4. If we spent more on Research and Development, a) Id resign rather than wait to be sacked. b) Id have a lot of problems getting another篇12：九年级英语教案unit3
九年级英语教案unit3
Unit 3 Teenagers should be allowed to choose their own clothes. 单元整体说明 单元教材分析 本单元围绕“允许做什么、不允许做什么”这一话题，设计了三个任务型活动。任务一：谈论自己想做的事情；任务二： 我可以做什么、不可以做什么。任务三：讨论自己想做什么、自己需要什么样的生活。 单元总体目标 通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么、不允许做什么、同意和不同意。 单元重难点一览 重难点词汇： 1.at that age 2.instead of 3.the other day4.be a good way to do 5.keep sb happy 6.at present 7.the same as8.be proud of 9.give directions 10.way cool= very cool 11.learn from sb 12.agree with 13.disagree with 14.in fact 15.take time to do sth 16.chat with 重难点句式 1.I think sixteen-year-olds should be allowed to drive. 2.Do you think thirteen-year-olds should be allowed to have part-time jobs? 3.The young should be proud of their culture. 单元教学建议 采用Concluding，Accumulating，Roleplaying和Comparing的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动来谈论允许做什么和不允许做什么。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：寻找关键语句、对文中任务和事物发表见解；语法教学：总结规律、比较异同、模仿操练。 单元课时分配 本单元用4课时教学 Section A 部分用 2 课时 Section B，Self Check 部分用 2 课时 Section A 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section A） 学科 英语 授课教师 授课班级 初三九班 授课时间 /4 教学目标 1.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ... 和 I dont think ... I dont agree ... 来表达自己的意见。 2.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 3.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 1.教材分析：Section A 主要围绕着 agree 和 diagree 这一话题来进行课堂教学和语言实践。Section A 中主要涉及到的语法项目是被动语态，要求学生熟练模仿及操练这一语态的句型转换，为以后的谈论和交际做好铺垫。 2.学生分析：初三的`学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 3.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 4.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 1.多媒体： 多媒体，幻灯片，英语影音资料。 2.其他参考资料。 教学过程 Unit 3: Teenagers should be allowed to choose their own clothes.(Section A) Step One: Free talk and discussion. Step Two: 1.at that age 2.instead of 3.the other day 4.be a good way to do 5.keep sb happy 6.at present 7.the same as 8.be proud of Step Three: Finish 1a/1b. Step Four: Practice the conversation in activity 2c. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Make a survey, then show the results to the whole class. Step Seven: Make a summary. Step Eight: Homework: Recite the conversation in 2a. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？ Section B and Self check 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section B and Self check） 学科 英语 授课教师 齐宪波 授课班级 初三九班 授课时间 2005/4 教学目标 4.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ...和 I dont think ... I dont agree ... 来表达自己的意见。 5.能力目标:对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 6.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 5.教材分析：Section B 主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践。 6.学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 7.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 8.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 3.多媒体： 多媒体，幻灯片，英语影音资料。 4.其他参考资料。 教学过程 Unit 3： Teenagers should be allowed to choose their own clothes.(Section B and self check) Step One: Free talk and discussion. Step Two: 1.learn from sb 2.agree with 3.disagree with 4.in fact 5.take time to do sth 6.chat with Step Three: Finish 1a. Step Four: Practice the conversation in activity 1b. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Discuss what you are allowed to do and what you arent allowed to do during your stay at school/ home/ library and so on. Step Seven: Read the text then suggest the questions according to the text. Step Eight: Discuss what is cool in your mind. Step Nine: Homework: Write some sentences about “cool”. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？篇13：外研社九年级英语教案
外研社九年级英语教案
教学目标
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
教学重点
Get to know the wonders of the world
教学难点
Language points
教具
多媒体，tape 课时 2
教学课程
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
个人修改
Revise what we learnt last term.
Show the pictures and learn the new words.
Read the key sentences.
Read the dialogue in roles.
篇14：新目标九年级英语教案示例第十三单元The First Period Te
新目标九年级英语教案示例第十三单元The First Period Teaching Plan
Unit 13 The First Period Teaching Plan Language goals 语言目标 1. Words & expressions 生词和短语 tense, some adjectives of feeling 2. Key sentences 重点句子 Loud music makes me tense. (P103) Loud music makes me want to dance. That movie made me sad. Ability goals能力目标 Enable the students to talk about how things affect them. Emotion & attitude goals情感和态度目标 Enable the students to understand the effect of things upon them. Strategy goals 策略目标 Personalizing. Culture awareness goals 文化意识目标 Different music makes people different feeling. Try to understand the differences between Chinese and English. Teaching important points教学重点 The usage of make. Teaching procedures and ways教学过程和方式 Step Ⅰ Lead-in T: Most of us like music. A piece of soft music makes us feel relaxed, a loud music may make us feel boring and an exciting one makes us happy and excited. If you and your friends are at a restaurant with loud music on, you could hardly hear what your friends are saying. How does the music make you feel? Now look at the picture on Page 102. There are two restaurants in the picture. In one of the restaurants, a loud music is broadcasting; while in the other, we can only find a quiet and comfortable place. Which restaurant do you like? Would you feel the same as the two girls do in the picture? S1: I’d like to go to the Blue Lagoon because I don’t like loud music. It makes me angry. This loud music may drive the guests away. S2: I’d like to go to the Blue Lagoon too because I like quiet music just like the girl in the picture does. It makes me feel at ease. S3: I’d like to go to Rockin Restaurant. I like loud music. It makes me feel excited. This loud music makes me want to dance. S4: I’d like to go to Rockin Restaurant too. I think loud music makes me feel energetic. This loud music makes me feel encouraging. T: So, the things in the restaurant may affect the people eating there. According to some science study, it is our own feelings that works, but not the things around us affecting us though different things may have different effect upon us. Step II Listening (1a, 1b: P102) Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises. T: Next we’ll hear a dialogue between Amy and Tina. Now listen and find out how the music in the two restaurants affect them. Play the recording and check the answers. Step III Speaking (1c: P102) Ask the students to talk about how music affects them. T: For Tina and Amy, different kinds of music affect them differently. Now work in pairs and talk about how the two restaurants would affect you. Sample dialogue 1: S1: I’d rather go to the Blue Lagoon Restaurant because I like quiet music. S2: Me too! Loud music makes me mad. S1: I agree! Loud music makes me feel bored. Sample dialogue 2: S1: I’d rather go to the Rockin Restaurant because I like loud music. S2: Me too! Quiet music makes me dizzy. S1: I agree! Quiet music makes me feel relaxed. Step Ⅲ Practice (2a, 2b: P103) Task 1: Listening Ask the students to read the pictures first. T: It’s true that things around us affect us greatly. For example, examinations may make you feel nervous. Summer vacation makes you feel relaxed and happy. English lessons makes some feel boring. Now look at the pictures in 2a on Page 103. Who is in the picture? Ss: Tina and Amy. T: What is happening in each picture? Now talk about how things affect them. S1: The two in Picture 1 are having meals. They look very happy. S2: The people in Picture 2 are crying. They are watching something. S3: In the third picture they don’t look happy. They are listening to music. S4: In the fourth picture, the girl looks very angry. She is looking at her watch. Maybe she is waiting for someone at the bus stop. Ask the students to listen to what Tina and John said how different things affect them. T: Now listen to the recording and find out. Play the recording. Ask the students to number the pictures and check the things Tina and John said. Check the answers then. Task 2: Speaking (2c: P103) T: Now pretend you are Tina and John. Work in pairs, make dialogues after the model and then act out. Sample dialogue 1: S1: Did you have a good time with Amy last night? S2: Well … yes and no. she was really boring last night. S1: But why? S2: She kept on asking me what she could do if she failed the entrance exam. That made me angry. Sample dialogue 2: S1: Did you have fun with Amy last night? S2: Well … yes. We had a good dinner in a very cosy restaurant. And the music made me happy. Sample dialogue 3: S1: Did you have a good time with Amy last night? S2: Well … yes and no. The dinner in the restaurant near the cinema was very good. But the film made me cry. Step IⅤ Grammar Focus (P103) Task 1: Ask the students to read the following sentences first. Then help them to write out the sentence structure. 1.That makes my eyes ache. You have made me feel safe. You may take a horse to the water, but you can’t make him drink. What makes you change so quickly? make + 宾语 + v. 2.Praise makes good men better and bad men worse. Trying to comfort her only made things worse. But we won’t make it too formal. Well, sit down and make yourself comfortable. He makes me angry. It’ll make me so happy if you’ll accept it. This made the street as light as day. make + 宾语 + adj. 3.All work and no play makes Jack a dull boy. He had a lot of interests which made him a best friend. She made herself the center of the meeting. Make that a rule. He made her his girl friend. make + 宾语 + n. 4.What made them so frightened? This has made them interested in physics. You should make your views known. You must make yourself heard. I did not make myself understood by you. make + 宾语 + pp. Task 2: Show the following pictures and ask the students to make sentences. First Period Teaching Plan TITLE=新目标九年级英语教案示例第十三单元The First Period Teaching e.g. The snow makes backyard white. First Period Teaching Plan TITLE=新目标九年级英语教案示例第十三单元The First Period Teaching S1: Swimming makes us strong. First Period Teaching Plan TITLE=新目标九年级英语教案示例第十三单元The First Period Teaching S2: The war makes people (the girl) frightened. First Period Teaching Plan TITLE=新目标九年级英语教案示例第十三单元The First Period Teaching S3: The dog makes us feel funny. Task 3: Translate the sentences with the word “make”. 1.这条坏消息让那位老太太生气了。 2.那些美味的`食物让Tom感到饿了。 3.阴雨天气把我留在了家里。 4.工厂巨大的噪音让我感到紧张。 5.这么长时间的等待，真让我感到生气。 Sample answers: 1. That piece of bad news made the old woman angry. 2. The delicious food makes Tom feel hungry. 3. Rainy days make me stay at home. 4. The great noise from the factory makes me tense. 5. Waiting for such a long time made me kind of angry. Step VI Homework Ask the students to list the things around them and then describe how the things affect them.篇15：新目标九年级英语教案示例第九单元 Period 1 Vocabulary
新目标九年级英语教案示例第九单元 Period 1 Vocabulary building
Unit 9 Period 1 Vocabulary building Language goals 语言目标 1. Words & expressions生词和短语 invent, scoop, adjustable, operate, mistake, thin, sprinkle, sweet, salty, crispy, sour, discover, annoying, special, ancient, legend, boil, fire, nearby, remain, notice, produce, pleasant, throw, thousand, century, taste, smell, create, divide, shoot 2. Key sentences重点句子 (P71) Who invented them? They were invented in 1863. Ability goals能力目标 Enable the students to understand and use the new words of this unit. Emotion & attitude goals 情感和态度目标 Enable the students to be aware of different inventions around them. Strategy goals 策略目标 Enable the students to use what they know to explain new words. Teaching important points教学重点 Understand and use the new words and phrases. Teaching procedures and ways 教学过程与方式 Step I Lead-in T: Good morning / afternoon, boys and girls. This week we will begin a new unit about inventions. You can see inventions all around us, from TV to car, from food to clothing. We should say nobody can live without them. Don’t you think so? Can you imagine one day without inventions? Ss: That’s impossible. T: Yes, we live in a world of inventions. These inventions make our life easier and more comfortable. In this unit, we will learn some inventions and their history. First, let’s get to know some new words. Step II Card Game Ask the students to play a card game to help them remember the new vocabulary of this unit. T: Close your books. Here are some cards. On each card there is a word with English spelling. When I hold up a card, you must tell me what it means in Chinese, how to read it and some words related to it. Are you clear? Show the cards to the students one by one. Correct their mistakes in pronunciation and understanding. … Step III Practice the new vocabulary Ask the students to explain in their own words the words in Section A in the workbook. T: Very good. Please turn to Section A of workbook, the first part. Discuss these words in groups and explain their meanings in your own words. Sample answers: S1: Invent: There was not such a thing in the world. Someone made it and then there is such a thing. So we can say someone invented it. S2: Discover: There is a thing. But people don’t know it or few people know it. Someone find it and make it known to people. We can say someone discovers it. S3: Scoop: When it is a noun, it means a short-handled tool for taking up and moving something. When it is a verb, it means lifting something with a scoop. S4: Mistake: If I say 2 and 2 is 1, you can say I make a mistake. S5: Annoying: make one angry, unhappy or uncomfortable. S6: Adjustable: that can be made more helpful or useful. S7: Microwave: very short wave. S8: Braces: something used to tighten. Ask the students to circle the words in the table. T: Very good. Now please find these words and circle them in the table. Volunteers? Show a hanging chart with the same table to the students. Ask them to come to the front and circle the words in the table in the hanging chart. Check the answers and correct the mistakes if there are any. Step IV Words about food taste(1a, 1b: P71) Ask one student to come to the front to do a blind taste test. Show a bag to the students. T: Look, there are 4 kinds of food in it. I will let one of you come to the front and taste them. But I will use a piece of cloth to cover his or her eyes. After tasting, he or she has to tell how each food tastes and what food it is. Are you clear? Sophie, please. Cover Sophie’s eyes and give her the food one by one. Sophie tastes each food and tries to guess what it is. S: It is sweet. I think it is an apple. They are salty and crispy. I think they are potato crisps. It is sour. I think it is a tomato. It is salty. But I don’t think I have eaten this food before. It is delicious. T: Do you enjoy the food? Now you can take off the cloth. The last one is Pizza, which is popular with westerners. You can take it with you and go back to your seat. Thank you. Sophie goes back to her seat. T: Hi, class. What are the four different tastes of the food Sophie had? S: They are sweet, crispy, salty and sour. T: Yes. They are words used to describe different tastes of food. Try to use them to describe the food in the picture of 1a, Section B. Ask the students to read the pictures of 1a in Section B and describe how the food tastes. T: Now, look at the four pictures. What are they? Ss: They are potato chips, lemon, ice cream and tea. T: You are right. Please use the words we’ve just learnt to describe how they taste. S1: Potato chips are crispy. Lemon is sour. Ice cream is sweet. Tea is sweet. T: How about you? Do you have a different idea? S2: Potato chips are crispy and salty. Lemon is sour. Ice cream is sweet. Tea is sweet. T: Good. I think S2’s answer is better. Now let’s repeat the description together. Ss: ... Ask the students to write the name of a different food after each word in 1b of Section B. T: Now, write the names of different foods after each taste as many as possible. I think this is an easy job for you. Think of the food you eat everyday at home or in restaurants. Collect the answers and put them down on the blackboard. Sample answers: sweet: apple, orange, banana, honey, orange juice, cakes and candies crispy: salad, potato chips, lettuce and cucumber salty: pizza, French fries, olives sour: grapes, pickle and vinegar Step V Do a quiz Ask the students to finish the following exercises in 10 minutes. T: Next we’ll do a quiz. Your task is to finish the exercises in 10 minutes. Anyone who does his best without looking at the textbooks will be invited to my home this Sunday for a pizza meal. When I say “begin”, you can begin. After you finish, hold up your hands and let me know. Are you ready? One, two, begin! Fill in the blanks with the words you’ve learnt according to the Chinese. 1. Who _______ the telephone? ( 发明) 2. When was the car ________? (发明) 3. It ______ _______ _______ scooping really cold ice cream. (被用来……) 4. What do you think is the most _______ invention? (令人烦恼的') 5. The potato chips were invented _________ ______. (错误地) 6. The customer thought that the potatoes weren’t ______ enough. (薄) 7. The customer was happy __________ _______ ______. (最终) 8. The customer said they weren’t _____ enough. (咸) 9. The chef ________ lots of salt on the potato chips. (撒) 10. The tea was invented ______ ______. (偶然地) 11. This beverage was _______ (发现) over 3 _____(千) years ago. 12. ______ _______ (根据) this legend, people _______(煮) water to drink over an open fire. 13. He ______ ______ the river yesterday. (掉进) 14. She ______ beautiful after these years. (保持) 15. The emperor ______ (发现) that the leaves in the water _______ (发出) a pleasant smell. 16. Dr Naismith ______ (分) the men in his class into two teams. 17. Dr Naismith _______ (创造) a game to be played on a hard wooden floor. 18. Many young people _____ _____ (梦想) becoming famous basketball players. 19. Here is a ________ present for you. (特别的) 20. Can you _______ the computer? (操作) Sample answers: 1. invented 2. invented 3. is used for 4. annoying 5. by mistake 6. thin 7. in the end 8. salty 9. sprinkled 10. by accident 11. discovered, thousand 12. According to, boiled 13. fell into 14. remains 15. discovered, produced 16. divided 17. created 18. dream of 19. special 20. operate T: Lily, you are the one who finished the exercises fastest and correctly, so I will invite you to my house and I will cook some pizza for you. Step VI Homework Review new words and phrases learnt in this period. Finish the following exercises on homework paper. Homework paper 1. Fill in the blanks and translate the sentences. (1) When ______ the car ______? (被发明) (2) What ____ the heated ice cream scoop _____ ______? (被用来……【新目标九年级英语教案】相关文章：
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