新目标九年级上 Unit1 教案
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篇1：新目标九年级上 Unit1 教案
Unit 1 How do you study for a test?
【重要词汇概览】
1. frustrating a. 令人沮丧的
2. memorize v. 记忆，背诵
3. pronunciation n. 发音
4. flashcard n.认卡
5. solution n. 解决办法
6. not at all根本（不） 全然（不）
7. end up 结束，告…终
8. laugh at sb. 笑话；取笑（某人）
9. take notes做笔记，做记录
10.enjoy doing sth. 喜欢做…乐意做…
【知识点讲解】
1.如何表达选择适合自己的学习方法呢？从（注意要给出原因，练习使用because）
I (don’t) think I can study English by … , because …
（1）I think I can study English by watching English movies because I like watching English movies.
我认为我可以通过英语电影来来学英语，因为我喜欢看电影。
（2）I don’t think I can get an English tutor because I want to learn by myself at home.
我不想上英语辅导，因为我想在家自学
（3）I think surfing the internet is a bad way because you have to use a computer and always waste your time.我认为沉溺于网络是不好的，因为你不得不去使用电脑和浪费你的时间
2.【语法知识聚焦】
By是个很常用的介词（有时也用作副词），在初中英语中的用法有以下几种：
（1）意为“在……旁”、“靠近”。如：有的在大树下唱歌跳舞，有的在湖边画画儿。
Some are singing and dancing under a big tree . Some are drawing by the lake.
（2）意为“不迟于”、“到……时为止”。如：
Your son will be all right by supper time. 你的儿子在晚饭前会好的。
How many English songs had you learned by the end of last term?
到上个学期末你们已经学了多少首英语歌曲？
（3）表示方法、手段，可译作“靠”、“用”、“凭借”、“通过”、“乘坐”等。如：
The monkey was hanging from the tree by his tail and laughing.猴子用尾巴吊在树上哈哈大笑。
The boy’s father was so thankful that he taught Edison how to send messages by railway telegraph.
孩子的父亲是那么的感激，于是他教爱迪生怎样通过铁路电报来传达信息。
（4）表示“逐个”、“逐批”的意思。如：
One by one they went past the table in the dark. 他们一个一个得在黑暗中经过这张桌子。
（5）表示“根据”、“按照”的意思。如： What time is it by your watch? 你的表几点了?
（6）和take , hold等动词连用，说明接触身体的某一部分。如：
I took him by the hand. 我拉住了它的手。
（7）用于被动句中，表示行为主体，常译作“被”、“由”等。如：
English is spoken by many people. 英语被许多人所说。（即“许多人讲英语。”）
（8）组成其它短语。
1) by the way : 意为“顺便说”、“顺便问一下”，常做插入语。如：
By the way , where’s Li Ping , do you know? 顺便问一下，李平在哪儿。你知道吗？
2) by oneself : 意为“单独”、“自行”。如：I can’t leave her by herself. 我不能把她单独留下。
3) by and by : 意为“不久以后”、“不一会儿”。如：
But by and by , more and more people began to study English.
但是不久以后，越来越多的人开始学英语了。
二、动名词的构成
动词后加动名词doing，相当于名词，在句子中可以做主语、宾语、表语定语等。
1）作主语 Fighting broke out between the South and the North. 南方与北方开战了。
2）作宾语 （ 请问你介意调小一点收音机的音量吗？）
Would you mind turning down your radio a little, please?
3）作表语 （保姆的工作是洗衣服，作饭和照看孩子。）
Babysister’s job is washing，cooking and taking care of the children。
练习：
一. Match the questions and answers
1. Have you ever worked with flashcards?
2. Do you ever ask the teacher for help in your
English class?
3. Do you like to work in a group?
4. Does reading aloud help you?
5. Do you like to study grammar?
6. What helps you study for a test?
a. No, grammar is too boring.
b. Yes, reading aloud helps my pronunciation.
c. Yes, but I didn’t like them.
d. Yes, the teacher is helpful.
e. I think watching English-language TV helps me
study.
F. No, I don’t. Why would working in a group help?
二. Close test
Time spent in a bookshop can be enjoyable. If you go to a 1 shop, no assistant (营业员) will come near to you and say, “Can I help you?” You 2 buy anything you don’t want. You may try to find out 3 the book you want is . But if you fail, the assistant will lead (引导) you there and then he will go away. It seems that he is 4 selling any books at all.
There is a story which tells us about a good shop. A medical (医学的) student 5 a very useful book in the shop, 6 it was too expensive for him to buy. He couldn’t get it from the library, either. So every afternoon, he went there to read 7 at a time. One day, however (然而), he couldn’t find 8 from its usual place and was leaving when he saw an assistant signing (示意) to him. To his surprise, the assistant pointed to the book 9 , “I put it there so as not to be sold out.” Said the assistant. Then he 10 the student to go on with his reading.
1. A. good B. bad C. cheap D. expensive
2. A. shouldn’t B. needn’t C. mustn’t D. can’t
3. A. what B. which C. where D. when
4. A. surprised at B. not surprised at C. interested in D. not interested in
5. A. boughtB. found C. read D. took
6. A. but B. and C. so D. or
7. A. littleB. a little C. few D. a few
8. A. the book B. the shop C. the assistant D. the shopkeeper
9. A. in a bookshop B. in his hand C. in a corner D. in his pocket
10. A. left B. let C. helpedD. taught
三.Reading comprehension
Let children learn to judge (判断) their own work. When children learn to speak, other people do not correct (纠正) their mistakes all the time. If we correct too much, they will stop speaking. Let themselves understand the difference between the language they speak and the language other people around them speak. Day after day, they will make some changes to make their language like other people's language. In the same way, children can learn to do many other things without others' help. For example, to walk, run, climb, and ride a bike-make themselves understand how they should do it. Slowly they can make some changes they need.
But in school we never let a child himself find out his mistakes and correct them for himself. We usually think he never knows his mistakes if we do not tell him or he never corrects them if we do not make him do it. We should try to let him find out the answers to the problems, and the good ways of working them out with the help of other children if he wants.
Can teachers give the students answer books if they do maths problems? Let them correct their homework all by themselves. When the students tell their teachers that they can't find the ways to get the right answers, the teachers should help them. Let the students know what they must learn, how to judge their own understanding (理解力), how to know what they know or what they do not know. These are the most important.
(1).they text tells us that the children should learn things by(通过) _______.
A.listening to other people
B.doing what other people do
C.making mistakes and then correcting them
D.asking other people many questions
(2).Which of the following is right? The teachers _______.
A.never give the students answers
B.don't let the students make mistakes
C.don't always correct the students' mistakes when they make mistakes
D.only give the students the answers when they do problems
(3).The writer thinks the teachers in school should _______.
A.let the students help each other
B.teach the students less good ways
C.correct more of their homework
D.teach the students more book knowledge
(4).This text shows that learning to speak is _______.
Adifferent from learning other things
B.a very important thing
C.more important than learning other things
D.just like learning other things
答案及解析：
一.cefbad二．1）选A，看下文可知与价格无关，排除C、D。2）选B，不必买，可随便逛。
3) 选C，看下一句可知谈论你要的书在什么地方。4）选D，营业员只是在你需要帮助时，才和你说话，好像对售书不感兴趣。5）选B，发现一本好书。 6）选A，转折，但太贵，买不起。
7）选B，再如see much hear a little等。8）选A，找不到那本书。9）选C，看下句put it there 可知。10）选A，lave sb to do / doing / adj 让某人或某物处于某种状态。
三． (1)选C。这篇文章告诉我们孩子应通过何种方式学习事物。从第一段内容：让孩子学会判断他们自己的学习或工作。当孩子学说话时，其他人不要总是纠正他们的错误。如果纠正太多，孩子就不会再愿意说话了。从以上内容可得出应通过犯错和纠错的方式学习事物。
(2)选C。哪句话是正确的①老师从不给学生答案；②老师从不让学生犯错误；③当学生犯错误时老师不要总是纠正学生的错误；④老师只给学生答案当他们有问题的时候。前面两个较容易看出是错误的，这两种说法太绝对；从最后一段可得出第④种说法也是错误的。老师应帮助学生；让学生知道什么是必须学的，怎样判断自己的理解力，怎样去理解他们所知道或是不知道的东西，而不应是单纯地给答案。从第一段里可得出第③种说法是正确的。
(3)选A。作者认为学校的老师应当让学生互相帮助。B 教给学生较少的好方法，错误。文章提倡教给学生好的方法。C 纠正他们作业中的更多错误，这种说法也不对，第三段中“Let them correct their homework all by themselves” 作者认为：让他们完全自己纠正他们的家庭作业而不应当是老师。D 教给学生更多的书本知识，文章提倡的是教给学生好的方法，此选项错误。
(4)选D。这篇文章指出学说话就像是学其它事情一样，从第一段内容可判断出来。
篇2：新目标英语Go for it九年级上Unit5教案
新目标英语（Go for it）九年级上Unit5教案
Unit 5 It must belong to Carla 第一课时 Teaching aims 本课学会用情态动词表达物品的所有者 Teaching of new lesson 1、Ask four students to take out the things they brought jacket, T-shirt, CD, toy car 1) Ask the other students T: whose jacket is this ? S: Anna’s ? T: I think it could be Anna’s. It might be Anna’s. Let’s ask her. Anna, is this your jacket? S2: No, it’s not mine. It must be Lee’s T: It can’t be Anna’s. it must belong to Lee. 2) Ask the students to practice the dialogue with T-shirt, CD, toy car A: Whose … is this? B: Tom’s A: I think it could be Tom’s. It might be Tom’s. Let’s ask him. Tom, is this your …… ? C: No, it’s not mine. It must be John’s T: It can’t be Tom’s. It must belong to John. 3) Say: When we talk about things we’re not sure of, we use the words: could, might, can’t and must. And pay attention to the words “belong to John”, don’t say “belong to John’s” 2. Point to the picture and ask: Which items in the picture do you know ? Which items are new to you ? Clothing: hat, jacket, T-shirt. Fun things: volleyball, CD, toy car, magazine, book Kitchen things: plate, cups 3. Ask the students to connect the items in the three column Section A, 1b. 先让学生听第一遍，按要求完成1b,更正答案 Jane’s little brother - toy car --- He was the only little kid at the picnic. Mary C book - Wanda Wilbur is her favourite author. Carla C volleyball - She loves volleyball Deng Wen-magazine- He loves cats. Grace C CD C She always listens to classical music. 4. Ask the students to practice using the target language. Whose, volleyball, toy car, magazine, book, CD, must be, belong to 5. 2a. This activity provides listening practice using the target language. a school T-shirt, a hair band, tennis balls. Kumi’s, Linda’s, Rita’s 6. 2b. This activity provides listening and writing practice using the target language written by the teacher. Must might could or can’t 7. Extension 利用各种各样的实物或图片，模仿听力的对话模式，让学生进行各种猜测。比如，拿一个同学的文具盒，根据里面的东西，让同学至少用3个猜测的句子要寻找主人，要学会逻辑判断。要求学生能通过自己的`判断，得出正确的结论 Homework 利用2c部分的练习，巩固本课的重点内容。 Unit 5 第2课时 Teaching aims 熟练掌握情态动词must, might, could, can’t的用法，学会理解他们在句子中的含义。 Teaching of new lesson Ask the students to practice using the target language given below. 1. T-shirt, whose, could be, might be, must be, belong to, the soccer ball, whose, can’t be, might be, must be, belong to. 2. 2c. Ask students to make their own sentences with the sentence patterns given below. A: Whose notebook is this? B: It must / might be Ming’s …… A: Why do you say it’s Ming’s ? B: Because it was on her desk. 3. Explain the uses of modal verbs（解释情态动词的用法） must ________ 100 percent. might / could _______ 20~80 percent can’t ________ 0 percent. 4. 3a. 展示3a中的图片中女孩，请学生讨论： “What is Linda doing ?” S: She might be playing computer games. / She might be writhing a e-mail to her friend. T: She is writing a thank you message to Ann. 任务1：Reading and put them into right order.让学生阅读句子，如果有生词，在生词上画圈，根据上下文猜猜它们的含义。 生词：symphony, optometrist, appointment, algebra, crucial, anxious. 任务2：Discussion. S: What do you think “symphony” mean ? S: It must mean kind of music. S: Why ? S: Because she went to the symphony hall for a concert. S: Yes, you are right. Ask the students to practice the dialogue using the target language. A: anxious, can’t, find, backpack; B: where, dropped; C: might be, during, need, because. 5. 3b Talk about the words you don’t understand. Use “can’t , must, could or might ” A: What do you think “anxious” means ? B: Well, it can’t mean “happy ”. A: It might mean “worried ” B: Oh, yes, She’s worried because of her test. 6. 语言点比较：because of, because的用法。 He was late for school because it was raining heavily. He was late for school because of the heavy rain. 7. Extension 利用4的图片。要求学生先在表格中写下自己的猜测。然后参照给出的对话模式以及上一节课的句型和同学进行交流。可以全班自由交谈，可以问问你感兴趣的同学的猜测，并且用Why do you think it must belong to a girl？等句型巩固本单元的语言目标，培养自己的逻辑思维能力。 Homework 将4部分是根据自己的猜测用4―5句话写一段文章。 Unit 5 第3课时 Teaching aims 学会用情态动词must, might, could, can’t对各种情况进行描述，培养自己的判断能力和逻辑思维能力。 Teaching of new lesson 1、Revision 展示一张姚明投篮的图片，篮球刚出手向篮框飞去： T: What do you think about the basketball ? Will it get into the hoop or just hit the board? Why do you think so ? 让学生根据自己的判断用must, might, could, can’t 这些词进行描述 Yaoming is playing basketball on the playground. He is throwing the ball to the hook. Some players are trying to stop him. I am sure the ball must be able to get into the hook because they can’t stop him. 2. Talk about the words you don’t understand using the target language “can’t, must, could or might” and sentence patterns. A: What do you think “anxious” means ? B: Well, it can’t mean “happy”. A: It might mean “worried”. B: Yes. She’s worried because of her test. 1) sure worried certain 2) allow disagree permit 3) seek find search 4) fashionable ugly good-looking 3. Talk about your ideas using the target language and sentence patterns A: Here is an earring. The owner can’t be a boy. B: Well, it could be a boy’s. The earring might be a present for his mother. 1) a backpack a girl might be used for…… 2) a new bike Ling Fang might be a present her father bought for…… 3) a T-shirt Jennifer might be a present for…… 4. Section B1. This activity provides reading and writing practice using the target language. land, alien, creature, strange, grass, escape 2a. 1) Listen and read the instructions. 2) Point to the empty box and fill in the chart. 2b. 1) Ask one of the students to read the instructions. 2) Ask the students to complete the sentences. 3a. 1) Read the instructions and ask the following questions. How is the person feeling ? What was the thing in this article that might be making the strange noses. 2) Underline the things that might be making the strange noises. 5. 3b. Ask the students to write a paragragh on their own then ask someof the students to read in class. Homework 熟读短文，熟记单词。 讨论课本2b的对话游戏，用正确的词或词组完成句子。 Unit 5 第4课时 Teaching aims 通过对情态动词的熟练掌握，运用到阅读理解之中，学会逻辑思维，培养自己的判断能力。 熟练地用情态动词表达说话者的感情和态度。 Teaching of new lesson 1、Shelf Check 1. Ask the students to fill in the blanks on their own. 让学生用所给单词进行填空，检查答案，再用这些词语分别造句。 2. Self Check 2 小组合作学习Read these proverbs and ask the students to think what these sentences might mean. 猜猜每句谚语可能的意思。 3. Self Check 3 Ask the students to circle the words that don’t belong in each line. 4. Summary the grammar ----- modal verbs. 5. Consolidation and Extension 口语训练Just for fun. 让学生自由谈论图片中的情节。 Homework 1、熟记本单元的单词； 2、读熟本单元的短文及重要句子； 3、掌握本单元的重点句型； 5、根据Section B 3a所给内容写一篇大约60个词的文章，揭开Bell Tower之谜。篇3：新目标英语Go for it九年级上Unit 2教案
新目标英语（Go for it）九年级上Unit 2教案
Unit 2 I used to be afraid of the dark. 第 一 课 时 Teaching aims 本课学习谈论过去的外表、性格特征和兴趣爱好以及目前的状态。 Teaching of new lesson 1、Ask the students to describle people’s ing conversations. appearane tall, short, thin, heavy, fat, medium, height, good-looking, straight, hair curly blonde hair, a medium build, glasses, sunglasses, sports shoes 2、Ask the students to describe people’s personality. personality outgoing, easygoing, serious, funny, moody, friendly, unfriendly, shy, generous, smart 3、Then the teacher shows some photos of himself (herself) taken years ago and says to the students. I used to be short I used to have straight hair I used to wear glasses I was outgoing 4、Ask the students to work in pairs with the words above. A: Did you use to be short ? B: Yes, I did A: Did you use to have straight hair ? B: Yes, I did A: Did you use to wear glasses ? B: Yes I did A: Were you outgoing ? B: Yes, I did 5、Ask the students to talk to each other with the following sentences pattens. Did you use to be …? Did you use to have … ? Did you use to wear … ? 6、Make a dialogue. You haven’t seen your classmates for several years. Now you met in the street and talked to each other with the following words. 7、教学2a Ask students: What are they doing? Say: You will hear a boy and a girl talking to each other at a party, some people surely changed a lot. Listen and check the words you hear. 8、教学Grammar Focus 写一些句子在黑板上：You used to be short. He used to play tennis. Did you use to be short ? Did he use to have long hair ?说明used to用于陈述句而Did…use to 用于一般疑问句。 9、Listen to the tape Section A, 1b, 2a and 2b. Homework 叫学生写一篇短文，写出自已现在与五年前的不同情形。 第 二 课 时 Teaching aims 1、通过谈论过去害怕的事情，了解自己成长的轨迹。 2、能够谈论自己过去与现在的情况，使用句型I used to be afraid of 3、培养学生综合运用语言的能力，能用英语完成简单的任务、处理传送信息。 Teaching of new lesson 1、Ask the students to practice the following conversation. A: What did you use to be ? B: I used to be short A: What did you use to have? B: I used to have short straight hair A: What did you use to wear? B: I used to wear glasses? A: What were you like ? B: I was shy and a little bit quiet 2. Ask the students which of these things they used to be afraid of, then the teacher writes down on the blackboard. used to be afraid of the dark being alone at home snakes flying in an airplane big dogs 3. Ask the students which of these things they are still afraid of and write on the blackboard. be still afraid of : dark …… 4. Ask the students to talk about each other the following dialongue. A: What did you use to be afraid of ? B: I used to be afraid of …… A: Are you still afraid of …… ? B: No, I am not. A: What are you afraid of ? B: I am afraid of …… and what about you ? A: I used to be afraid of ……and I’m still terrified of …… B: So, what do you do about it ? 5. Learn 3a, 3b, Section A Consolidation and extension Part 4 ( group work ) 解释任务要求，然后叫一位同学回答。 I used to eat chocolate, now I like to eat fruits. I think fruits are rih in vitamin and is good for health. 叫学生填写表格。 让学生四人一小组为单位谈论完成表格。 最后让几位学生告诉全班同学他们所了解的情况。如： My desk mate used to eat lots of chocolate, now she likes to eat fruits. She thinks keeping fit is important. Homework 叫学生回家调查自己的祖父母、姨父、阿姨等过去常常怕什么，并做好记录，完成书面报告 family members used to be afraid of 第 三 课 时 Teaching aims 1、能够理解所学目标语言并且能在实际交际中运用。 2、能够针对所听的语段内容记录简单信息。 3、通过对过去和现在生活对比启发和培养学生的积极向上的生活态度。 Teaching of new lesson 1、Ask the students to talk about each other according to the following sentence patterns. A: What did you use to be afraid of ? B: I used to be afraid of the sea. I don’t know how to swim. A: Are you still afraid of the sea ? B: No, I am not. A: What are you afraid of ? B: I am afraid of the dark. What about you ? A: Me? Oh, yes. I’m terrified of the dark. B: What do you do about it? A: I go to sleep with my bedroom light on. 2. Ask the students what they used to do and how they are different from what they do now. used to do be doing now 1) reading 2) listening to music 3) sports 4) watching 5) eating 6) favorite things 3. Ask the students to use the words or phrases above to make a dialogue each other. A: What did you use to do when you were young ? B: I used to spend a lot of time reading but now I don’t have the time anymore. A: What do you often do these days ? B: I do my homework and go to bed. I really miss the old day. 4. Read the story 3a. Section B. about Rose Tang’s problem and then complete the chart. Rose Tang then: had so much time; spent a lot of time playing games with friends; watched TV or chatted with her grandmother went to concerts with her father; Rose Tang now : get up early and stays in school all day no time for playing games has to study no time for concerts does homework and goes to bed Homework 熟记本单元新单词；用used to 造出至少五个句子。 第 四 课 时 Teaching aims 1、能够比较熟练地运用英语语音知识朗读篇章； 2、学生捕捉语篇主题，理解细节，并推断语篇深层意思的`能力； 3、培养学生略读、精读的能力； 4、掌握e-mail英语的发展和使用简洁和快速地表达信息的能力； Teaching of new lesson 1、阅读3a部分，问全班同学 1) What are your biggest problems ? 2) Are you busy these days ? 3) Do you have time to play games ? Why or why not ? 4) How often do you watch TV ? 2. Ask the students to work in pairs A: What did you use to be afraid of ? B: I used to be afraid of …… A: What are you still afraid of ? B: I am still afraid of …… A: What did you use to do when you were younger ? B: I used to …… 3. Ask the students to make sentences with the following words or phrases. 1) used to be 2) used to do 3) be afraid of 4) have to 5) worry about 6) spend … doing 7) not …any more 8) miss 4. Ask the students to explain the following words. used to do 1) He used to cause a lot of trouble. 2) He didn’t use to cause a lot of trouble or He usedn’t to cause a lot of trouble. 3) Did he use to cause a lot of trouble ? or Used he cause a lot of trouble? 4) He used to cause a lot of trouble, usedn’t he ? or didn’t he? afford 承担得起，做得到 1) He can afford to pay for a new car. 2) I didn’t think I could afford to lose my post. 3) She can hardly afford to wait for another hour. Consolidation and Extension Self check 让一位学生大声朗读这些单词。然后叫学生单独完成填空练习。叫学生注意时态和语态，人称与数的变化。 Answers: 1. am afraid of 2. worry about 3. have to 4. miss 5. used to 最后请学生用这五个词组口头造句。 Homework 1、叫学生回家调查自己的家人过去喜欢哪一种书，哪种运动，哪一类音乐。 2、描述自己从小学以来发生的变化。3、熟练掌握本单元单词，背诵本单元课文。篇4：新目标英语Go for it九年级上Unit 1教案
新目标英语（Go for it）九年级上Unit 1教案
Unit 1 How do you study English? The first period ( grammar and vocabulary ) 1．知识目标： 重点词汇：flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, what about, why don’t you…? 重点句型：How do you study for tests? /Well. I study by working with my classmates. Have you ever studied with a group? /Yes, I have. I’ve learned a lot that way. I don’t have a partner to practice English with. /Maybe you should join an English club. 2．能力目标： ⑴学会谈论学习方法 ⑵学会谈论学习中遇到的困难 ⑶学会针对学习中的.困难，给别人提建议 ⑷学会评价学习方法 二． 教学重难点： 1． 重点：verb + by with gerund 2． 难点：运用所学知识谈论学习中的困难，并能提出相应建议。 三.教学准备： tape recorder flashcards 四.教学方法：情景操练，反复使用，师生互动，生生互动。 五.教学进程： Step one Free talk 1.Greeting. 2.Duty report Step two presentation 1. T: What do you do to improve your English? S1:I listen to the tape to improve my English. S2:I listen to the English songs to improve my English. S3:I watch English movies to improve my English. T:OK. We can also say: How do you improve your English? I improve my English by listening to the tape. I improve my English by listening to the English songs. I improve my English by watching English movies. 2. Ss repeat these sentences. Then make the conversations in pairs. Step three Grammar 1. by + v-ing 形式,by意为通过或凭，后面接动名词，该结构表示通过某事得到某种结果。如： I study by reading English every day. 提示：be + v-ing 结构常用下列句子来回答： How do you …? How can I …? Eg: How do you learn English ? I learn English by listening to the tape every day. 2. Practice Ss try to make sentences by using the structure. 3. 相关链接：by是个常用介词，以前所学的用法有： ⑴表示位置，意为“在…旁边，靠近…”，如： There are some trees by the river. ⑵表示运输或渠道的方式，意为“乘坐”，如： He goes to school by bus. ⑶表示时间，意为“在…以前，不迟于”，如： I’ll come back by 4:00. Step four new words 1. Ask Ss to read the words, then read the words they can’t pronounce after the teacher. 2. The teacher explains the following words, then ask Ss to make some sentences by using the given words. aloud/loudly/loud, pronounce/pronunciation, memorize/memory, afraid/be afraid of/be afraid to do sth, be angry with sb/be angry at sth step five summary 六. 作业设计: Ask Ss to make a learning-method report. Try their best to tell us he/she learn English. 七. 板书设计: Unit One 1.loudly/aloud/loud A: How do you study for a test? 2.memorize/memory B: I study by doing sth 3. be afraid of sth A: How do you improve your English? be afraid to do sth B: I improve my English by doing sth 4.be angry with sb be angry at sth Unit 1 How do you study English? The second period ( speaking and listening ) 一、教学目标： 1．知识目标： 重点词汇：flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, what about, why don’t you…? 重点句型：How do you study for tests? /Well. I study by working with my classmates. Have you ever studied with a group? /Yes, I have. I’ve learned a lot that way. I don’t have a partner to practice English with. /Maybe you should join an English club. 2．能力目标： ⑴学会谈论学习方法 ⑵学会谈论学习中遇到的困难 ⑶学会针对学习中的困难，给别人提建议 ⑷学会评价学习方法 三． 教学重难点： 1． 重点：verb + by with gerund 2． 难点：运用所学知识谈论学习中的困难，并能提出相应建议。 三.教学准备： tape recorder flashcards 四.教学方法：情景操练，反复使用，师生互动，生生互动。 五.教学进程： Step one Free talk 1.Greeting. 2.Duty report Step two Revision Ask some Ss to give the class his/her learning-method reports. Then ask and answer some questions. Step three Listening and practice 1. Some Ss are talking about how they study for a test.. Let’s listen to the tape and find the methods they study for a test. Students practice this conversation in pairs. 2. We’ll listen another conversation .The Ss are talking about English. A girl is asking members of the English club some questions. Listen and check the question you hear. Ss listen and check the answers. Listen it again, this time let’s find the answers to each question. Ss listen and check the answers. Step four Task` T: I think each of you have many ways of learning English. Please tell your partners. Group work. Ss work in groups. Talk about their ways. Take notes and compare them. Name ways of learning English similarities differences A: How do you study English? B:I study English by listening to tapes. /He /She studies English by working with a group. /We study English by singing English songs. step five Listening and practice 1. T: Learning English can be difficult. What things are difficult for you? Please check the things which you find difficult. 2. Paul also finds sth difficult. Listen to the conversation between Paul and his teacher. Check the things are not easy for Paul. Ss listen and check. 3. T: What’s the teacher’s advice? Listen again and write the letter of each problems in 2a in front of the correct solution in activity 2b. Ss listen and check. Step six task Each pair can make a conversation by using information from 2a and 2b. 六. 作业设计: Ask Ss to make a survey. Do you think what is the best way to learn English ? Names the best way to learn English 七. 板书设计: The second period A: How do you study for a test? B: I study by doing sth A: How do you improve your English? B: I improve my English by doing sth Unit 1 How do you study for a test？ Period 3 (Reading and Writing) Ⅰ、Teaching aims: Knowledge aim: Get the students to grasp the use of “by doing sth.” and some other phrases and patterns. Skill aim: Help the students to improve their reading ability. Emotion aim: Develop the students’ ability of dealing with different problems. Ⅱ、Key and difficult points: 1. Understanding of the passages. 2. Methods of expressing ways of studying different subjects. Ⅲ、Teaching tools: 1. A tape-recorder. 2. Several flashcards. Ⅳ、Teaching methods: Help the students to use dictionaries in reading to deal with the new words and try to understand them according to the context. Ⅴ、Teaching process: Step 1: 1. Greeting. 2. Check up the new words. Step 2: Presentation Ask the students to talk in pairs about how they study English. Then get several of them to tell the class their ways. And I’ll ask the others to discuss if they are successful or unsuccessful ways. Step 3:Tasks Task 1 1. Here I have an interview in which three students told us how they studied English. Let’s listen to the tape and try to find whose ways are successful and whose are not. 2. Play the tape twice for the students. Then I’ll show them the following chart to complete. Ways of learning English Not successful OK Successful Lillian Li Wei Ming Liu Chang I’ll ask several students to tell us their answers and the others will correct their possible mistakes. 3. Play the tape again for them to understand it better. 4. Have the students read th篇5：新目标英语Go for it九年级上Unit 7教案
新目标英语（Go for it）九年级上Unit 7教案
Unit 7 Where would you like to visit? 第1课时 Teaching aims 1、能运用以下句型进行交际。 Where would you like to visit ? I’d like to visit some where relaxing. 2、能从所听到的对话中获取信息。 3、掌握词汇 thrilling, fascinating, peaceful, tiring, educational, exotic, boring, fun Teaching of new lesson 1. 展示一张世界地图 T: What kind of countries do you know in the map ? S: China, the U.S.A., the U.K., Canada, Australian, France, Germany, Mexico…… T: What kind do cities do you know ? S: Beijing, New York, London, Toronto, Sydney, Paris…… T: What do you think about the countries and cities ? 让学生们一个一个地说出描述性的形容词thrilling, fascinating, peaceful, tiring, educational, exotic, boring, fun. 2. 教学Where would you like to visit ? I would like to visit U.S.A. Because it is beautiful. Presentation and practice. T: Where would you like to visit ?（板书，突出动词的形式） S：I would like to visit U.S.A. T: Why would you like to visit U.S.A S: Because it is beautiful. （让学生给出不同的回答，强调I would like to =I’d like to 和其它动词的搭配） I’d call for help. I’d hold the rock. 1) A: Would you like to visit ……? B: I’d like to visit …… 2) A: Where would you like to visit ? B: I’d like to visit …… 3. Practice 1a. 1c. 2c. 让学生根据图片内容对话，引出take it easy, trek through the jungle, explore the historic sites并用刚刚学到的目标句型来操练。 4. 教学1b, 2a, 2b. 首先，帮助学生明确本题的要求。接着，听力练习，学生根据录音内容完成1b, 2a and 2b. 最后，重放一遍录音内容，学生跟读。 5. Consolidation and Extension. 完成一个任务 假设你有个朋友想去Hawaii, Mexico, Niagara Falls游览，但不知去哪更好，请就此事展开讨论，并做出最后决定。 A: Where would you like to visit ? B: I would like to visit Hawaii. Would you be interested in going there ? A: it’s wonderful, but …… Homework 1、介绍三个你最想去的地方，并给出原因。 2、熟记本课学习的新单词。 Unit 7 第三课时 Teaching aims 1、能运用所掌握的语法、句型和词汇进行交流。 2、能比较流利地描述一个自己想去的地方。 3、能运用语言和语法知识进行阅读并理解文章意思。 4、能运用句型：For your next vacation, why not consider visiting Singapore? There are many things to do. 5、掌握词汇及短语: consider doing, plan on doing, be allowed, get around, decide to, all year round. Teaching of new lesson 1. Ask the students to work in pairs using the target language. A: Where would you like to go? B: I would like to go ( to )…… A: Why would you like to go ? B: Because it’s …… and it has …… Hawaii, Mexico, Niagara Falls, somewhere warm, Brazil, Japan, Florida, Kunming, Singapore. Interesting, fascinating, thrilling, peaceful, wonderful galleries, museums, fantastic beaches. 2. These activities provide listening and speaking practice. 1) 2a. Listen and show the correct order. 2) 2b. Listen and match each place with the reason for not going. 3) 2c. Read the instructions and then work in pairs using the target language. A: I hope to visit …… some day. B: I do, too, I like places where …… 4) 3a. Ask the students to read the article and express the reasons for going and not going. Using the target language. For going: For not going: 5) 3b. Ask the students to practice the conversation then work in pairs with the information below. A: Where would you like to go ? B: I’d like to visit …… A: Isn’t it supposed to be very …… ? B: Yes. But it’s ……and it has …… 3. Explain the grammar focus in this lesson. 1) go somewhere relaxing / exciting, warm. 2) Hope to do …… some day (but not sure) 3) Would like to do = want to do 4) I want to go somewhere ( that is ) relaxing. I want to do something ( that is ) exciting. I love places where the people are very friendly. Pay attention to the uses of “that” and “where” Homework 汉译英： 1、你想去哪里旅游？ 2、我想去温暖点的地方。 3、因为我可以游泳。 4、你下次旅行为什么不去上海呢？ 5、我不喜欢去那里，因为那里人很多。 Unit 7 第四课时 Teaching aims 1、说―能运用以下句型进行交际。 What are important to you when you go on vacation. The weather is the most important thing, I like to go somewhere warm. 2、听―能从所听到的对话中获取信息。 3、掌握词汇 take a trip, in/on/to the east of, mind doing, need to do, save money by, stay at, be away. Teaching of new lesson 1. Warm C up. T: what are important to you when you go on vacation ? S: The weather is the most important thing, I like to go somewhere warm. S: I hope it is near the ocean. S: I hope the things there won’t be so expensive. 展示景点图片，让学生谈论，将他们所谈论的事项板书。 Weather. Price. Hotel. Shopping, transportation…… 2. Presentation 教学1 能用上面的'事项和同桌进行对话，讲述自己对旅游各项事情的要求。学生对话完毕，让一些同学表演。 （巩固句型，学会灵活运用，让学生能更好进行表达） 教学2a, 2b. 1) Ask the students to practice talking with other using the following the target language. A: Where would you like to go ? B: I’d like to visit…… A: Isn’t it supposed to be …… B: Yes, it is. But it’s …… and it has …… 2) The following activities provide practicing listening, speaking, and writing using the target language. a. Ask the students to spend some minutes writing down a list of things when you go on vacation. b. Ask some students to read their lists to the class. c. 听力前的brainstorm. First, let students describe the three picture of 2a. Explain “somewhere warm, go on a nature tour”. d. T: Jeff has a summer job at a travel agency. Three customers call to ask for information about the vacations. Listen to their conversation carefully and check the questions customers ask then listen again, and fill in the blanks. e. 2a. Ask the students to make travel plans or vacation, a travel agency is an office that can help you. Using the target language. Take messages, would like some information on vacation, where, somewhere warm and a nature tour, Los Angeles, Kunming. Homework 1、读熟本课时所学对话 2、你打算下周去旅行，想根据自己的要求写信向旅行社咨询。 Unit 7 第五课时 Teaching aims 1、熟练地表达想要、希望、喜欢去观光的某地； 2、熟练地表达某地的人文景观和风土人情等。 3、复习巩固本单元的主要内容。 Teaching of new lesson 1. Revision: Check homework T: You are planning to travel somewhere, but you don’t know where is suitable for you. Now please tell the travel agency about your requirements. 让两三个同学口述自己想去旅游的地方的要求（依照3a），将其要点归纳在黑板上。 For example: warm place, cheap hotel, near the sea, good shopping place…… 2. Ask the students to work in pairs using the target language. A: I’d like to go to …… B: Why go to …… ? A: It’s …… and has ……. 3. Self Check. The following activities provide the students to practice listening speaking and writing. 1) Ask the students to fill in the blanks on their own. 2) Check the answers and ask the students to make their own sentences with the following words: provide, cook, save, pack, hope. 3) Ask the students to say their sentences. 4) Ask the students to identify the four places in the pictures. Eiffel Tower in Pairs Big Ben in London Then ask the students to talk about their own hopes and dreams. 1.Ask the students to write down dreams they have and share their thoughts to their classmates. 2. Ask the students to discuss who has the best dream and how he/she could achieve their dream. Homework 1、以 “My Ideal place for a trip”为题，写一篇作文。 2、用括号中的单词的正确形式填空。 1. Have you ever been to Niagara ____________ ( fall ) ? 2. Hawaii is a _________ place, every year many _________ (tourist) go there for their vacation. 3. There are many things __________(do) in Singapore. 4. Hongkong is a wonderful place for ________ (shop) 3、汉译英 1．如果你已经决定的话，你得准备好把衣服装箱。 2．你今晚想来吃饭吗？篇6：新目标英语Go for it九年级上Unit 6教案
新目标英语（Go for it）九年级上Unit 6教案
Unit 6 I like music that I can dance to Unit 6 第1课时 Teaching aims 学习由关系代词who, that引导的定语从句，并且能运用它们描述自己的喜好。 Teaching of new lesson 1. Warm-up : Train work T: What kind of weather do you like ? S: I like sunny days. T: I like weather that is sunny, too.（板书） 引导学生以I like weather that is warm / cool……句型进行练习。 运用句型： What kind of clothes do you like ? I like clothes that are comfortable / soft / not expensive 2. Pair work 让学生谈论音乐，运用句型： What kind of music do you like ? I like music that is gentle. / I like music that I can dance to I like music that I can sing along with. / I like music that has great lyrics 3. Ask the students to work in pairs. A: What kind of music do you like ? B: I like music that I can sing along with. A: What kind of musicians do you like ? B: I like musicians who play different kinds of music. Ask the students to use other target language instead of music, musician to practice. 4. 教学听力训练(Listenign) 明白听力任务，现让学生听对话，按要求完成1b，由学生做答案，教师检查学生答案。 再播放一遍录音，学生跟读。 5.教学 1）操练（Practice）1c小组练习（group work） 根据所听到的对话，模仿练习2）拓展（Extension） 教师问一学生：Which kind of music do you like better, music that has great lyrics or music that you can dance to ? S: I like music that I can dance to. T: You mean “I prefer music that I can dance to”.（板书引出本课重点词汇: prefer） 6. 教学2a, 2b听力训练 1）让学生明白4句话的意思； 2）听力训练。听第一遍，完成2a，再听第二遍，将答案填写在2b的空格里。 3）强化定语从句中that, who的用法。注意学生填写2b时句子是否完整，进行更正。 4）跟读对话 Extension I like the ruler which / that I bought yesterday. The room that / which is behind me is my bedroom. Homework 用that, who, which填空 1. I prefer apples _______ are sweet. 2. He has some friends _______ can help him a lot. 3. The orange skirt ______ is hanging there is my favorite. 4. No one likes books ______ are boring. 5. We prefer singers ________ write their own lyrics. Unit 6 第2课时 Teaching aims 1、熟练掌握who, that引导的从句的用法； 2、学会理解他们在句子中的含义，学会用句型表达自己的`喜好。 Teaching of new lesson 1、Ask the students to practice using the target language. music sing along with musicians play different kinds of music clothes be comfortable to wear movies be sad movie stars songs be energetic singers 2. 3a Read Jennifer’s CD review. Then match the sentence parts 1) 导入( Lead-in )，播放两张风格各异的CD，问学生对这些音乐的感受，更喜欢哪一种，为什么？ 2）泛读。让学生阅读Jennifer’s CD review，如果有生词，在生词上画圈（remind of, Brazilian）。 语言点remind of 的用法。可通过例句来分辨： The story reminds me of my childhood. It means the story makes me think of my childhood. 3）完成练习由学生单独完成，帮有困难的学生进行理解，引导他们完成任务。 4）归纳总结 请一组学生给出答案，其他组如有不同意见，讨论谁是谁非。（发挥学生自主学习的能力，让他们自主地去发现，达到自主学习的目的） 3. 教学3b Pairwork Ask the students to complete this chart Movie: The fisherman’s wife was funny, It’s too long and really boring. Exhibition: There are many great photos of people and of the countryside. The few city photographs are less successful. Band: They play the kind of music that I love to hear. Every song is really loud and you don’t often understand the words. 结合3a的问题以及相关的信息，谈谈自己最近听的CD。 1) What CD did you listen to recently ? 2) What do you think about it ? 3) Why do you like / dislike it ? 由学生自由讨论，再让一些小组表演他们的对话。 4.Ask the students to work in paris using the target language. 1) A: What’s the name of your favorite ……? B: The name of my favorite…is… A: Why do you like …… B: …… A: What does it remind you of ? 2) CD “Dance, Dance, Dance” great can dance to it Homework 用30字左右的文字谈谈你对CD的看法。 （你喜欢什么样的CD？你喜欢什么样的音乐？你为什么喜欢？你不喜欢的是那些？为什么不喜欢） 熟记本课所学的新单词 Unit 6 第3课时 Teaching aims 1、学会灵活运用引导的定语从句，熟练掌握定语从句的表达； 2、引导学生培养审美情趣，增强审美意识； Teaching of new lesson 1. Ask the students to work in pairs using the target language A: Do you like …..who……? B: Yes, I do A: Do you like ……that……? B: Yes, I do. 2. Read the review. Write down the things the reviewers like and dislike on your notebooks then ask some of the students to write on the board. Yellow River Fisherman. Like : He’s made some great movies. The fisherman’s wife was really fun. Dislike: Yellow River Fisherman is too long and it’s really boring. Amy Kim, Photograph Like: Her best loved photos are on display…… great photos of people and of the countryside. Dislike: The few city photographs are less successful. Wild and Windy Like : The band has lots of energy…… they play the kind of music that I love to hear. These musicians make us happy. Dislike: Every song is really loud and often you can’t understand the words ……the lyrics aren’t very good. 3. 教学听力训练2a, 2b 谈论图片：T: What can you see in the picture? S: We can see two boys, a T-shirt, a football, a jacket, two books, a hat and a poster （通过问题让学生既对对话内容有整体了解，为听力练习做好准备，又培养学生的注意力和观察力） 要求学生快速阅读2a, 2b的要求，引导学生进行分析信息，听选相关信息。接着，进行听力练习，学生根据录音内容完成2a and 2b. 如有错误，纠正答案，最后，重新放一遍录音内容，学生跟读。 4. Practice target language 2c Group work 根据掌握的对话内容，参考1部分表格里的信息，谈谈你喜欢的东西以及你为什么喜欢的理由。 补充练习1、我喜欢能自己写歌词的乐队I like bands __________________________________ 2、他有很多和他爱好一样的朋友He has many friends ________________________ 3、那个穿红色裙子的小姑娘是我妹妹The little girl ___________________________ 4、我更喜欢冬天去游泳I prefer _________________________________ 5、他更喜欢画画He prefers ________________________________ Homework 读熟本课时所学对话 熟记单词 Unit 6 第4课时 Teaching aims 1、通过对who, that引导的定语从句的熟练掌握，运用到阅读理解之中。 2、通过对别人喜好的了解，培养自己的审美情趣。 Teaching of new lesson 1. Ask the students to fill in the blanks Self Check 1 on their own. 1) Ask some of the students to make sentences using the target language prefer …… of remind ……of can’t stand look for 2) Ask these students to say in class 让学生用所给单词进行填空，检查答案，再用这些词语分别造句 2. Read this e-mail Self Check 2 and answer the questions. 1) Where’s Lingling now? 2) Which place does Lingling like better ? 3) Why does Lingling stay in Hong Kong ? 4) What course does he study ? 5) What kind of music does he prefer ? 6) Why does he like the music ? 7) Is there many different kinds of food in Hong Kong ? 8) Do you know what his favorite food is? 9) Has he seen an Indian film ? 10) Does he like Indian films ? 阅读信后，给Lingling写一封加信。模仿她的内容，写自己的学习、生活、饮食习惯、业余爱好，鼓励学生用比较的方式进行描述。先自己单独写作，再在小组间进行交流互相改正存在的语法和其他错误，选取一些代表作展示给全班同学。 3. 1) Let the students to discuss the article after they have read. a. What languages would you like to learn ? b. What kinds of music do you like ? c. What kinds of food do you prefer ? d. What kind of film do you prefer ? 2) Ask the students to work in pairs in class. 3) Then write a reply to Lingling according to their talk. 4. Ask the students to read “I only eat food that tastes good” 5. Ask the students to answer the questions. 1) What is the best way to keep healthy ? 2) What kind of food do you like best ? 3) Do you like to eat fast food? 4) What do you think about the balanced diet ? 5) How many kinds of food are there in this article ? 6) What do children need every day ? 7) Do you take care of your health? 8) What do you think is to keep healthy? 9) What are three things you can do to be篇7：新目标英语Go for it九年级上Unit 9教案
新目标英语（Go for it）九年级上Unit 9教案
Unit 9 When was it invented? Unit 9 第1课时 Teaching aims 学习一般过去时的被动语态和特殊疑问句。 Teaching of new lesson 1. Warm-up Ask the students to be familiar with the words below according to the pictures on computer. Telephone, calculator, car, personal computer, TV, electric light, light bulb, alarm, clock, microwave oven, electric slipper. 2. Presentation 1) 教学When was the car invented? It was invented in…… Choose the three inventions of these and ask students to guess when each one was invented. For example, you might choose car, telephone, and personal computer. Have several different students guess and write the dates on the board. Ask the class to repeat the questions and answers. [T=Teacher, S=Student] T: When was the car invented ? (Class repeat.) T: Good. Now Jackie, what was your guess? S1: 1900 T: OK. Jackie, repeat after me. The car was invented in 1900. Repeat the process with several different inventions. At last, make students find out the real dates. 2) 教学Who were the light bulbs invented by? And what are they used for ? 呈现Edison and light bulbs的画面。 Tell the students Edison invented light bulbs. Then ask the students to answer the questions below. T: Who were light bulbs invented by? ( Class repeat ) T: Good. Now Class repeat after me. They were invented by Edison. 3) 教学 操练1a, 1c, 2c 学生看书本上1a的图画，根据图画，把1a, 1c, 2c中的语言点综合起来，叫学生相互间回答问题。并用刚刚学到的目标句型来操练。最后，抽查几对学生，让他们在全班面前，按要求进行对话。 4) 教学1b, 2a, 2b 首先，帮助学生明确本题的要求。接着，听力练习，学生根据录音内容完成1b, 2a and 2b. 最后，重放一遍录音内容，学生跟读。 3、Consolidation and Extension. 完成一个任务 Ask some students to read about an invention using an encyclopedia or other book from the library, or by looking up information on the Internet. Have the students write up a short report and draw a simple picture of the invention or bring in a photo of it. Ask each students to show the picture and read his or her report to the class. Homework 1、根据时间和人物写出发明物。 1) 1885____________ 2) 1876 ________________ 3) 1927____________ 4) 1976 ________________ 5) Julie Thompson __________ 6) Chelsea Lanmon ______ Unit 9 第2课时 Teaching aims 1、熟练掌握被动语态用法。 2、学会用被动语态表达对创造和发明事物的认识和看法。 Teaching of new lesson 1. Warm C up: Ask the students to practice speaking. A: When was …… invented ? B: It was invented in …… A: Who was it invented by ? B: It was invented by …… A: What is it used for ? B: It is used for …… 2. Presentation. 1) 教学helpful, annoying Ask students to give some examples to show what each word means. For example. A vacuum cleaner is helpful. A very loud truck is annoying. 2) 教学3a 呈现alarm clock, light bulb, microwave over, tea, and so on的画面。Then ask the students the following questions. T: Is the light bulb useful or annoying ? ( Opinions may differ. ) S1: I think it’s useful. T: Why is it ? S1: Well, it gives people more time to work and play every day. Then ask the students to make a list of five helpful inventions and five annoying inventions on their own. Give the class about five minutes to do this. 3) 教学 操练3b Ask the students to work in pair the following talk using the target language. A: What do you think is the most helpful / annoying invention? B: I think the most helpful / annoying invention is …… A: Why is that ? B: Well, it gives people…… 3. Consolidation and Extension Imagine that you are alone on a tiny island, Choose five inventions you would like to have on the island with you. Tell the group what you chose and why. Homework 句型转换 1. She was seen to come out of the library by him.（变被动语态） 2. When are trees often planted?（变被动语态） 3. The League was founded in Guangzhou in 1922（就画线部分提问） 4. Did the students wear the school clothes a lot ?（变被动语态） 5. Kate took god care of the baby yesterday evening.（变被动语态） 1. His aunt bought him a bicycle.（变被动语态） 2. His aunt bought him a bicycle.（变被动语态） Unit 9 第3课时 Teaching aims 学会表达由于这些创造和发明对你的生活的帮助和对生活质量的`提高认识 Teaching of new lesson 1. Warm C up. Ask the students to practices talking to each other. A: What do you think is the most helpful invention? B: I think the most helpful invention is …… A: Why do you think so ? B: Well, it gives me…… 2. Presentation 教学1a First the teacher asks the students what kind of fruit food and drink you like the best and writes down on the blackboard. Such as: potato chips, ice cream, tea, lemon, chocolate, oranges, salad, popcorn, pickle and so on. 教学2a, 2b. 1) 首先，听力前的brainstorm. First, Let students describe how potato chips taste and describe how helpful the potato chips. Then, ask: When and where were potato chips invented? Who were potato chips invented by? How were potato chips invented? Key words: by accident, customer, restaurant, by mistake. 2) at last，听力练习，要求学生快速阅读2a, 2b.帮助学生明确听力语言目标的要求。接着，听力练习，学生根据录音内容完成2a and 2b. 3) 教学 阅读3a 呈现a cup of tea和the emperor( who was Shen Nung) was boiling drinking water over an open fire的画面。Then ask the students the following questions. T: What is tea used for ? When was it invented ? Who was it invented by ? How was it invented ? Then ask the students to make a list of five helpful inventions and five annoying inventions on their own. Give the class about five minutes to do this. 3. Consolidation and Extension 完成一个任务: Blind Taste Test Ask a students to bring to class some foods that taste sweet, crispy, salty, and sour. Have him or her blindfold students one at a time, let the student taste little piece of each food, and say if each food is sweet, crispy, salty, or sour. Students may use more than one word to describe some foods. Homework 用动词的适当形式填空。 A: When _______ the Dinosaur World ________ (build) ? B: It ________ ______ (build) in 1988. you will see many kinds of dinosaurs in it. Shall we go to see them ? A: Yes, I’d love to. But where is the entrance? B: Here, this side door is _______ (use) as an entrance. There’s something wrong with the front door. It’s ________ (lock). A: Wow, these must be dinosaur eggs. Where ____ they ____ (discover) Unit 9 第4课时 Teaching aims 1、通过对被动语态表达的发明和创造的事物来认识人类科技进步和培养学生的创新能力来表达情感，态度，价值观的课堂体现。 2、通过对一般过去时被动语态的掌握进一步了解和掌握被动语态其他时态的表达。 Teaching of new lesson 1. Warm-up 呈现: computer, radio, camera, light bulb, car, bicycle, TV, tea, and so on. Then ask students to discuss pictures and say something about what he / she would like best in class. 2. Presentation. 1）教学 首先，写作前的brainstorm First, read the instructions to the class and make students look at the sample first sentence of 3a. Then, explain that students can combine more than one point into one sentence. 2）教学 写作3b, 4a. Finish 3b according to working in pairs. At last, ask a few students to tell the class about the partners they have interviewed. Finish 4b 说明：通过该活动用语言目标提供阅读和写作练习。 3）教学Self Check 2 让学生找出Self Check 2. 这些东西是何时发明的并根据如下句子进行俩俩对话。 A: What is it ? B: It’s an abacus. Umbrella / a binoculars, camera, bucycle. A: What is it used for ? B: It’s used for …… A: Oh, that’s cool! Who was it invented by? B: It was invented by …… A: What would you like best ? B: I’d like ……best . 3. Consolidation and Extension 完成一个任务: Crazy Inventions Ask students to build their own crazy inventions using paper, cardboard and other materials they may have at home. Have them bring their inventions to class and say something in class. Homework 汉泽英 1、计算机是何时发明的？ 2、谁发明了计算机？3、计算机是用来做什么？ 4、你认为什么是最有用的发明？5、它能够给人们更多时间工作和玩。篇8：新目标英语Go for it九年级上Unit 3教案
新目标英语（Go for it）九年级上Unit 3教案
Unit 3 Teenagers should be allowed to choosetheir own clothes 第 一 课 时 Teaching aims 1、初步掌握语言结构should (not) be allowed to do, 学会表达agree和disagree. 2、对目标语言的听力训练，听取信息。 Teaching of new lesson 1、Ask the students to talk about what they are allowed to do and learn to agree and disagree. go out with their friends every night. drive in sixteen- year-old. have part-time jobs. get their ears pierced choose their own clothes 2、Ask the students to discuss why they agree or disagree. Agree go out with their friends--- need to spend time with friends.-- learn a lot from each other. drive in sixteen-year-old ---- old enough at that age. have part-time jobs ---- a great experience ---- give us time to do things like volunteering. get their ears pierced --- look cool choose their own clothes ---- feel more comfortable. Disagree: go out with their friends ---- need time to do homework. drive in sixteen-year-old ---- not old enough. have part-time jobs ---- finish a test, do homework, spend time reading get their ears pierced ---- look too wild and too silly, not serious enough choose their own clothes ---- should concentrate more on their studying 3、Ask the students to work in pairs with the words above. 1) A: I think teenagers should be allowed to go out with their frends. B: I agree, They…… / I disagree. They …… 2) Make a dialogue each other with the words they have learnt. A: Do you think sixteen-year-old should be allowed to…? B: Yes, I agree. Because it can … A: Do your parents agree with you ? B: No, I think they disagree. A: Why do they disagree with you? B: Because… 4、Read and finish Section A a1, 1b, 1c and 2a, 2b and 2c. Consolidation and Extension 展示语言结构和交际中要用到的词组 结构：should be allowed to, should not be allowed to 词组：too wild, too silly, too young, not serious enough, not old enough, not calm enough Homework 复习Grammar box. 用结构be (not) allowed to do列出课堂上没有介绍的一些事情 Unit 3 第二课时 Teaching aims 1、进一步用所学的目标语言进行口头交际。 2、学会用结构be (not) allowed to 谈论家规----- Family rules. 3、通过谈论学校的规章制度使学生树立遵守校规的意识。 Teaching of new lesson 1、Ask the students to work in pairs. A: Do you think teenagers should be allowed to … ? B: Yes, I agree. They … /No. I disagree. They … 2. Teach the passive voice （教被动语态句型） Active voice 1) Many people speak English We learn English in school. 2) We made the camera in china These workers made the toys of wood 3) We should plant the trees around the lake. We must repair the computer now. Passive voice A. English is spoken by many people. B. English is learnt in school C. The camera was made in china. D. The toys were made of wood. E. The trees should be planted around the lake. F. The computer must be repaired now. 3. Ask the students to analyse the sentence patterns according to the sentences above and understand what they are used. Be + 过去分词 be 表示时态、过去分词表示被动的含义。 4. Ask the students to do some exercises. Change active voice into passive voice. 1) His parents don’t allow him to study with friends. 2) They allow me to go to the movies on Friday nights. 3) Her mother didn’t allow her to get her ears pierced. 4) Students should correct their mistakes 5. Ask the students to make a dialogue according to the words below. At home have a lot of rules at my house allow have to watch TV friends agree / disagree At school have a lot of rules at school allow have to wear be late agree / disagree Consolidation and Extension Activity 4对目标语言进行听、说、读、写的综合训练 T: Do you have to go home after school, Wang Ling? W: Yes, I do T: Are you allowed to stay up until 11:00 pm? W: No, I’m not Homework 1、用结构be (not) allowed to 和have to各造五个句子。 2、模仿3a编造一个对话，谈论family rules. Unit 3 第三课时 Teaching aims 1、掌握频率副词的`用法。 2、完成听力训练，培养良好的听力习惯 3、用目标语言谈论一些校规，表达同意与不同意 Teaching of new lesson 1、Ask the students to practice using the target language. 1) rules at my house allow have to watch TV choose friends go out agree disagree 2) rules at my school allow have to get to school do homework listen to the teacher pass the test choose clothes wear uniforms 2. Read the conversation Section A, 3a and fill in the chart 3. Ask the students to discuss what they agree or disagree using the target language. 4. Ask the students to talk about their favorite daily lives. 5、教学 2a, 2b Activity 2a ---- circle the items in 1a 1) 明确听力任务要求，教师给出一定的指导 2) 播放录音，学生圈出1a中所听到的句子。 Activity 2b ---- match the sentence parts. 3）帮助学生明确任务要求，确定学生掌握右边词组的意思 4）播放录音，请五个学生分别说出每一个完整的句子。 Consolidation and Extension 1) Discussion ---- Groupwork 2c. Peter should be allowed to take the test later. Parents should not be too strict with teenagers. 2) Write a passage T: Have you ever been late for school ? 让学生描述一次上学迟到的经历； 让两位学生读出他们所写的文章，和学生一起分析，纠正错误。 Homework 1、用表频率的副词: always, sometimes, usually, never造句； 2、选择2c中任何一件事情，书面表达自己的观点。 Unit 3 第四课时 Teaching aims 1、通过阅读文章，加深对目标语言的理解； 2、掌握本单元的重点词汇，并且能够灵活运用。 3、让学生了解允许做什么和什么是“酷”的生活方式。 Teaching of new lesson 1、Ask the students to work in pairs. A: What school rules do you think should be changed ? B: Well, I think we should be allowed to wear our own clothes. A: What’s the reason ? B: We would feel more comfortable and that is good for studying. A: That sounds good. Thank you. Ask the students to practice with other words instead. 1) A: Well, I think we should be allowed to do less homework. B: We would need more time to sleep and do my favorite things 2) A: Well, I think we should be allowed to do more sports. B: We would feel healthier and more confident. 2. Read this article Self Check 2 and write a letter a make a suggestion how to improve your school life with the following words. do less homework and more sports, rest, sleep, volunteer visit experience, be good for studies 3. Ask some students to read their articles in class. 4. Read the article “Should I be allowed to make my own decisions ?” 5. Ask the students to translate the article into Chinese and then explain the following words. 1) get in the way of 妨碍…… What he said could probably get in the way of business. 2) be serious about 认真地对待，真挚，热衷于 He is very serious about his appearance. 3) spend time on：We think he needs to spend time on his homework. Consolidation and Extension Activity 4 ---- Groupwork（听说读写的综合训练） You and your friends are starting a new Saturday English club. Make a list of rules about what should and should not be allowed. Members are allowed to use English --- English dictionaries. Members aren’t allowed to be late. 让一对学生朗读示例对话。 要求学生列出rules之后，模仿示例对话进行对话练习。 Homework 1、课外调查几位同学，大家对校服有什么看法，书面整理成一篇文章。 2、复习本单元的重点词汇和目标句型。 3、给Editor写信，表达自己的态度，并且要求解释原因。篇9：新目标英语Go for it九年级上Unit 11教案
新目标英语（Go for it）九年级上Unit 11教案
Unit 11 Could you please tell me where the restrooms are? The Seventh Period Ⅰ Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks （2）Text: Grown-ups like cartoons, too． 2． Ability Objects （1） Fast-reading to get a general idea of the text． （2） Careful-reading to get the detailed information in the text． （3） Learn the words and phrases from the context． Ⅱ． Teaching Key Points 1． Key vocabulary． 2． Train students’ reading and writing skills． Ⅲ． Teaching Difficult Point Train students’ reading and writing skills． Ⅳ． Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately． Step Ⅱ Part 1 Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture． Ask students to answer the five questions． But don’t look at the reading text． Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress． When most students finish the task, ask students to answer the questions with a parter． Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． Step Ⅲ Part 2 Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English． Ask five students to report their answers． Draw students’ attention to the instructions． Ask students to complete the task individually or in pairs． As they work, walk around the classroom to make sure students discuss their reasons in English． Have students report their answers． Encourage students to use complete sentences． Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension． Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this． Check the answers: Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help． Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes． Step Ⅴ Part 4 Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do． Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need． Check the answers． Step Ⅵ Part 5 Read the task with the students． Ask students to do the activity in small groups． Try to put creative and artistic students in each group． Check the answers and have students show or act out their cartoons for the class． Optional activity As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles． Students can then write their own English stories in the speech bubbles． Step Ⅶ Homework 1． Read the story in 2 again for further comprehension． 2． Revise the target language in this unit．篇10：新目标 七年级上 unit11教案
Go for it!
What time do you go to school?
一、本单元设计意图
《英语（新目标）》是以任务型语言教学为基础的英语教材，它体现“以学生为中心”的教学思想。在教学实际当中，我们应该坚持“以学生为主体，以任务教学为主线，以教学为主导，以学生的能力培养为重点，逐步培养学生自主学习的能力”的教学策略。教材中每个单元都是一个独立的话题，但它在学生的实际生活中连成了一个整体。本单元的教学设计本着新目标的理念，针对学生的实际及教学实际来实施的。
一）教材分析
1．教学内容分析
本单元是教材的十一单元，它以学生最为熟悉的日常作息习惯为谈论话题，通过对句型：
--What time is it?
--It is six.
--What time do you usually get up?
--I usually get up at six a.m.
练习时间的表达和询问方式，同时逐步的培养学生合理安排时间的能力。整个单元以谈论日常作息时间安排为主线，将日常生活中所涉及到的语言、词汇和时间的表达法融入一系列的小任务中，初一的学生通过完成一个个的任务达到交际的目的，从而能够合理的安排自己的作息时间；且初步了解时差。
2．教学对象分析
学生通过前段时间的学习，对一般现在时态的用法已经有了一定的语感和模仿运用的能力，也能够用简单的英语表达个人意见。通过本单元学习能基本掌握时间的表达法并能用英语谈论作息时间安排。
3．教学目标
通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈；
通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；
通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。
4．教学难点
时间的表达法 5:15 five-fifteen （a quarter past five） 11:50 eleven-fifty（ten to eleven）
6:30 six thirty （half past six）
第三人称单数谓语动词的运用
本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。
5．教学策略
交际教学法，通过组织活动进行教学，体现Learning by doing, doing is learning;
任务型活动设计教学策略；
兴趣教学策略
合作学习
启发式教学和讨论法
6．课时安排:本单元分为四个课时，
Period 1（1a-2c）
从简单的时间表达法入手，通过对时间的了解，引入到学生平时熟悉的生活习惯，从而引出本单元的重要句型：What time do you get up?
Teaching aim:
To help them to say the times.
To know the actions of Rick’s day.
To say the drill:
What time do you get up?
I get up at six a.m.
Teaching focus:
Actions: get up, run, brush the teeth, wash the face, eat breakfast, do the homework, go to school take a shower, go to bed,
in the morning /afternoon/evening…
Period 2（3a, 3b, Section B 2a-2c）
学生在上一节了解本单元的主要句型的基础上，机械的把人物一天的主要活动描述出来，这里给了学生一个充分的能力释放的空间，激发他们的自主学习兴趣；在本节中学生们主要是掌握如何更好的表达一天的活动；
Teaching aim:
To help them know more actions that people usually do.
To ensure they can communicate by using the drills:
-What time do you usually get up?
-I usually get up at 6:00 a.m.
To help them to express their days.
Teaching focus:
Useful expressions: do homework, brush teeth, wash face, go to work, in the morning /afternoon/evening, love to do, listen to him, What a funny time to eat breakfast!
Period 3（section A part4, section B 1a,1b, 3a-part4）
通过前2节的学习，学生对描述人物一天的活动有了全面的了解，本节课主要是让学生们对人们平常的活动从上午，下午，晚上三个时间段做出归类，（当然这并不是精确的,只是大概的）目的是为了让他们能够；了解并合理的安排时间
Teaching aim:
To ensure they can read the massage quickly and get the useful information;
To ensure they can communicate about their days
To know something about the morning schedule themselves and arrange their morning reasonablely;
To ensure they can write the composition about correctly.
Teaching focus: say and write your morning and arrange their morning reasonablely
Period 4（self check）
通过听说读写各个方面来检测学生是否已经基本掌握本单元的知识点，同时引导学生对自己的假日及学习时间做出比较合理的安排；同时了解时差；
Teaching aim:
To communicate about their days
To ensure they can know more words;
To ensure they can arrange their days reasonable;
To know the culture of time;
Teaching focus: words and useful expressions
Teaching procedure:
Period 1（1a-2c）
Step 1 Say the time
1. Show the clocks and ask them: -What’s this in English?
-What time is it?
2. Show the way how to express the time.
Step 2 Presentation
Show a clock, ask them to say the time
Show the picture and let them to say
What does he do?
If they cannot say, let them say in Chinese.
Show the English of the action: get up,
Ask him: What time do you usually get up?
To the class: What time does he get up?
To show the sentences and read.
Do the others one by one in the same way.
Teach ‘take a shower’ and lead them to guess the time that Rick takes a shower
Step 3 Listen and say
Listen to the tape and fill in the blanks in page66 2a, and choose one to say.
Listen and complete the tablet.
Ask them to talk about the shower schedule for Rick’s family.
Choose some pairs to say.
Step 4 Look, listen and match
Page 65 let them look and match the picture.
Listen and match the time.
Show the pictures and let them to say again.
Step 5 Interview
Let them to say the actions they do everyday.
Show some pictures they may do, and let them try to say English.
Show the tablet and let them discuss in groups of 4.
Report what they get.
Step 6 Homework
Write a short passage about the tablet they interviewed
Period Two（3a, 3b, Section B 2a-2c）
Step 1 Warming up
Check their homework and ask some questions from their report:
What time does he usually get up?
Show the time and ask them to say in different ways.
Show the actions they learnt and ask them to say, then to make a sentence.
Show 6:30 8:10 11:20 4:15 and ask them to say.
Step 2 Presentation
Show the new pictures of actions and let them try to say: brush teeth, do homework, go to bed, wash face，play computer game.
2. Ask them to ask and answer in pairs by using the drills in this unit;
Choose some pairs to say.
Step 3 Listen and circle
Play the tape and let them to listen to 2a.
Check and let them spell the words.
Listen again and write the times 2b.
Check and let them ask and answer in pairs, and help them to use ‘when’.
Step 4 Read and say
Ask them to read page 67 3a and match the pictures.
Check and let them to say the words again.
Ask and answer questions about the time in pairs.
Choose some pairs to say.
Read the massage and fill the blanks.
Scott I
Study very long hours
Gets up at 17:00
Go to school by bike
Works all
篇11：七年级英语新目标上Unit1第一课时教案
七年级英语新目标上Unit1第一课时教案
七年级英语新目标上Unit1教案 第一课时内容: Go for it Unit1 My name’s Gina.（第一课时SectionA1a-1c）(P1)
学习目标：
1．掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。2．了解英语国家文化、生活等方面的知识，提高英语语言修养。
3．热爱班集体，团结同学。
自学质疑
1、通过预习，我们能又快有准确翻译下列单词和短语吗？
我的_________ 名字_________ 时钟_________
令人愉快的_________ 遇见_________ 你；你们_________
你的；你们的_________name is(缩写)_________ what is(缩写)_________
2、预习过SectionA1a-1c之后，请快速翻译下列句子。
你叫什么名字？______________________________________?
我的名字叫Jenny。_______________________________.
我是Gina。见到你很高兴。_________________________________？
喂，Mary!我是Jim。_________________________________.
3、看1a中的图片，写出图中物品的英语单词。你能写出几个？尽可能的'多写几个。
―――― ―――― ―――― ―――― ――――
―――― ―――― ―――― ―――― ――――
4、请同学们看课本上的三个小对话，了解大意。（时间：二分钟）
5、请我们认真听录音，给下列对话编号（对话听两遍）。
6、请再一次听录音核对我们的答案。
7、Pairwork.请同桌根据1b内容，进行句型练习对话（时间：二分钟）。
8、同桌上台表演对话。
9、我们一定很有成就感。如果我们还有疑问，请把他们记下来。
10、（1）― your name, please？
― My name is .
A. What’s, Jim Green B. Who’s, Jim Green
C. What’s, Green Jim D. Who’s, Green Jim
（2）―Hello!
― !
A. Yes B. Hello C. Good D. Good morning
点拨解疑：
1． “What’s your name?” “你叫什么名字？”
“My name is Gina.” “我叫吉娜。”
两人初次见面互相询问姓名时可用这个句型。如想反问时可说：And you?或者And what’s your name?如：
A：Hello. What’s your name？
B：My name is Ann Read. And you?/And what’s your name?
A：I’m Han Mei.
2．Hello!你好！
Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”；此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：
A：Hello/Hi，Jane！你好，简！
B：Hello/Hi，Jim！你好，吉姆！
3．区别hello与hi
(1) hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi！就可以了。用hello时，不能“Hello, hello, hello”这样反复使用。
（2）要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。
当堂作业：
1 、完成下列对话，每空一词。
―Hello. your name？
― name’s Jenny.
― I’m Tony.
― Nice to meet ，Tony.
2、改错。
(1). What’s you name?
(2). I name is Gina.
(3). I’s Gina.
3、完成下列句子。
(1) 我叫詹妮，你叫什么名字？
（2）见到你很高兴。
（3） I'm Jenny. (改为同义句)
____________ ____________ is Jenny.
4、根据句子意思，每空填一个英语单词。
（1）. What’s your n______? My name is Mary.
（2）. I’m Gina. Nice t______ meet you.
（3）. I a______ Bruce
（4）. Hello, I a_______ Jenny.
5、将26个字母按音素归类，大小写都要写，注意书写规范。
A /ei/ _____ _____ _____ _____
E /i:/ Bb _____ _____ _____ _____ _____ _____ _____ _____
/e/ _____ _____ _____ ______ _____ _____
I /ai/ _____ _____
O / / _____
U /ju:/ _____ _____ _____
/ :/ Rr
教（学）后记：
篇12：新目标七年级上教案
新目标七年级上教案
Unit 1 My name’s Gina Period One 课前准备 教师：准备游戏时所用的图片（食物、蔬菜、动物）。 学生：准备表演时所需道具（服装、假发）。 教学设计 Step One :Present the sentence patterns. 1. Play a game “How many words do you know?”(利用小游戏调 动学生的积极性，同时通过对冠军的介绍引出本课。) Teacher:After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’ s play a game to see who knows the most. (Divide all the students into several groups and show a pictur（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group.They can write 11 words.) 2. Introduce the champion group to the class.（引课方式贴近生活，学生易于接受） Teacher:Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introdrce yourselves to us? S1& S2:Yes. S1:Hello.My name is Li Lei.Nice to meet you. Ss:Hello, Li Lei. Nice to meet you ,too. Ss:Hello!What’s your name? S2:I’m Sun Ping.How do you do? Ss:How do you do ? Step Two:Drills. 1. Make introductions.（通过句型的.操练使学生更加熟练掌握所学 的句式。） Teacher:The new term begins.Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example: Sa:Hello! I’m Li Lei. What’s your name? Sb:My name’s Zhang Feng.Nice to meet you. Sa:Nice to meet you,too.And what’s your name,please? Sc:Lin Li. How do you do? Sa：How do you do? 2. Listen and number the conversations. Teacher: Today I have good news for you. Three new students will come to our class.They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A. (Students listen to the tape and give the right answers.) Step Three:Make friends. 1. Make new friends.（用谈话的方式完成任务，生动活泼，同时更 容易向学生进行美德教育。） Teacher:Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others,OK? Ss:OK. Example: Sa:This is my new friend. His name is Sun Nan. Sb: Hello, Sun Nan. Nice to meet you. Sc:Nice to meet you, too.Look! This is my new friend. Her name is He Lu. Ss:How do you do? Sd:How do you do? (Students can stand up and introuduce their friends to others freely.They can greet each other warmly.Everyone in the class can have more friends.They can also know something else about them.) 2. The New comers.（以表演的形式完成，使课堂气氛达到高潮。） Teacher:Just now I said three new students from other countries would come to our class.Now,look!They are here.Let’s give them a warm welcome. (Three “foreign” students come in and all the students clap warmly.) Teacher:It’s their first time to come to China.Would you like to listen to their introductions? Ss:Yes. (Three students can make introductions and act out the dialogue vividly.) Step Three: Sum up. Some students are asked to sum up this lesson. It is how to make new friends and how to greet them.It is very important in the daily life. Homework “How do you meet new visitions at home? Period Two 课前准备 教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。 学生：需要向父母了解自已名字的含义。 教学设计 Step One:Revise the sentence patterns. 1. Sing an English song.（用唱歌的方式既带动了气氛，又复习了 所学内容。） Teacher:Yesterday we’ve known each other already.Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”. Hello! Hello! What’s your name? My name’s Gina. Hello! Hello! What’s his name? His name’s Peter. Hello! Hello! What’s her name? Her name’s Anna. 2. Listen to the conversations and finish the exercises. Teacher:Yesterday I made a new friend.Her name is Jenny.She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information. (Students listen to the tape and give the right answers.) 3. Act out the dialogues.（在特定的情景下表演对话更符合实际， 更贴近生活。） Teacher:Now you’ve known something about introductions and greetings.But if you are in other places,how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends? (Students can choose any picture they like and act out the dialogues.) Example: (At a party) Sa:Hello! I’m Lucy Green. What’s your name? Sb:My name is Kate Brown, Jim’s classmate.Nice to meet you. Sa:Nice to meet you,too. I’m Jim’s sister.Welcome to Jim’s birthday party. Make yourself at home. Sb:Thanks, I will. Step Two:Choose English names. 1. Play a name game.（有效引出“英文名字”这一主题。） Teacher：As we know, everyone has a name.Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game.The winners of the game will get English names. Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates names. Example: S1: My name’s Tony. S2: His name’s Tony. My name’s Linda. S3: His name’s Tony. Her name’s Linda. My name’s Nick. S4: His name’s Tony. Her name’s Linda. His names Nick. My names Kim. S5:……. 2. Choose English names. 1).Find out first names and last names.（用小组的方式完成名字的识别。） Teacher:Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts:first name and last name. Look at the box, can you classify them according to the demands? Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack Smith Brown Linda Nick Kim Hand Period Three 课前准备 教师：准备所需的歌曲磁带、名片样本及各项表格。 学生：制作名片所需的纸张、画笔等。 教学设计 Step One: Present the English numbers. 1. Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。） Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do? S1: A telephone call. T: But you don’t have their telephone numbers. S1: Ask for their telephone numbers. T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”. Words One little, two little, three little Indisns, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys. (After singing the song, tell the students not to forget “zero”.) T: Count the number together from zero to nine. S2: Zero… 2. Listen to the conversation and write the telephone number.（通过听力复习单词。） Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down? (Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills. 1. Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学句式。） Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number? S2: My telephone number is … S1: Oh, thank you. What about yours, Lin Fang? S3: It’s… S1: … And may I know your phone number, Yin Kailin? S4: … S1: Thank you very much. Oh, I nearly forgot. My telephone number is… 2. Report it to the class. (After the survey, every group can choose a student to report the survey篇13：新目标八年级上Unit1教案(新目标版八年级英语上册教案教学设计)
Topic: Free time activities
教学目标 语言目标 What do you usually do on weekends?
I sometimes go to the beach.
How often do you eat vegetables? Every day.
Most of the students do homework every day.
能力目标 Talk about how often you do things
语言结构 Wh-questions
What do …?
How often …?
Adverbs of frequency
All/most/some/none
学习策略 Using context
Transforming information
重点词汇 Always, usually,often, sometimes, hardly, ever, never;
exercising, shopping, skateboarding,;
once, twice, three times a week, month, every day
milk, junk food, drink
任
务
型
活
动
Teaching procedures
Task One Who is the best English student?
目的 Talk about how often you do things
Steps Teacher’s Activity Students’ Activity
前
期
任
务 Step 1 Introduce the key vocabulary.
Ask the students to say what they see in the thought bubbles.
Check the answers on the board. Name each activity.
Repeat reading the following:
watching TV, reading, shopping, skateboarding, exercising, drawing
Step 2
Play the recording twice.
Correct the answers. Listen and write the letter of one activity(a through e) after the word in the list.
Step 3 Ask two students to read the dialogue to the class.
Practice the dialogue with one student.
Walk around the class to offer language support as needed. Work in pairs to make their own conversations about the people in the picture
Step 4 Explain how to do Activity 2a and 2b.
Play the recording four times.
Check the answers. Listen and number each activity.
Listen again and draw lines between the activities and the time statements.
Step 5 Have one student to read the list of activities to the class.
Fill in the chart with the words in 2a.
Make conversations.
Present the dialogue to the class.
中
期
任
务 Step 6 Ask the students what they can do to improve their English. Give as many things as they can to improve English.
Step 5 Draw the table with the given examples on the board.
Move around the room offering language support.
Ask the students the questions on the right. Go around the classroom to ask questions so that they can find who is the best English student.
Answer the questions:
1 Why do you think that?
2 What does that student do?
3 How often does he/she do it?
任
务
后 Step 6 Ask one student to read the survey.
Talk with several different students about the activity survey and guide the students to respond.
Point out the magazine article.
Check the answers. Talk about the survey with the teacher and get to know the definitions and percentages.
Fill in the blanks in the article.
Step7 Check the answers. Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.
Task Two Who is the healthiest?
目的 Learn to talk about how often they do things to keep healthy.
Steps Teacher’s Activities Students’ Activities
布
置
任
务 Step 1 Check the answers.
Say the words in the box. Match the pictures with the words in the box.
Repeat the words after the teacher.
Step 2 Move around the room monitoring their work.
Ask two students to present their dialogue. Two students read the conversation.
Work in pairs to make their own conversations with the words in 1a.
Step 3 Play the recording four times.
Check the answers. Listen to the recording and circle Yes or No or I don’t know.
Fill in the survey in 2b.
执
行
任
务
Step 4
Ask two students to read the conversation in 2c.
Move around the room monitoring the work. Work in pairs to practice the conversation in 2b.
Step 5 Give some examples of healthy things and unhealthy things.
Ask some students to read their writings. Write about themselves. It must contain:
1 What healthy things do you do? How often?
2 What unhealthy things do you do? How often?
Step 6 Present the rules for the competition about the most healthy diet for the week. Make a diet for the week and show the diet to the class and also give some explanations.
验
收
任
务 Step 7 Read the instructions to the class and elicit the answer to the first question from the class.
Ask the students to do the activity individually. Read the letter and write answers to the questions.
Step 8 Move around the room while the students are working， offering language help if needed. Fill in the blanks in Paul’s letter individually.
篇14：人教版七年级上unit1教案
1.新课程的主旨主要是“以学生为主体，把课堂还给学生，教师的角色定位于示范者、引导者、合作者，而不是教师一言堂” 本人根据以学生为中心的教学思路，设计了大量问答、叙述、表演、讨论等形式多样的语言实践活动。但是在课堂中，并没有完全的做到很客观的去判断学生的实际操练过程。带着教师的主观想法：What’s your name? My name is …是一个非常简单的句型，可以一笔带过的想法。所以忽略了尊重学生的思想情感和个体差异，使他们真正成为学习的主人是这节课设计的最根本宗旨。
2.机智教学，灵活过渡是每个优秀的英语教师所应该具备的个人素质。在本堂课上，我在引入本课的Step1 部分，受到课堂用语的牵制，使得开头的介绍引入部分与前部分的铺垫脱节，过渡过于牵强，不够流畅自然。同时，我也根据青少年学生的心理特点，设计形式多样的活动，采用灵活多样的教学方法，实施趣味教学，激发、保持、巩固学生的兴趣，轻松愉快的开始、轻松愉快的过程、轻松愉快的结尾，使得整节课课堂气氛活跃、充满情趣。但是在处理听力部分的过渡中，过于牵强，似乎又把主角从学生那里抢了回来，把他们当成了完成我这个听力任务的工具。
3.教学内容“大众化”。不同的学生，对每一课的内容都会体现出不同的兴趣。所以，针对学习者构建知识结构，每一堂课都要求教师问题的设计也要根据难易，再由不同的学生基础来选择适合他们的合理问题。在本堂课中，教师的主旨就是围绕“What’s your name? What’s her name? What’s her name?”。教学任务设计虽然多元化，具体化。但是缺乏梯度化。忽略了最大限度地引导学生进行有效的自主学习，让学生能多方思考练习、多方提高。
4.忽视了黑板教学的应用。自从有了生动形象的多媒体教学，英语课堂增加了不少乐趣，而传统的黑板却因此被忽视了。在本堂课中，多媒体教学能多方位呈现教学的步骤，学生也能清晰地感受课堂线索，应该说对于基础比较扎实或者懂得合理记笔记的同学来说是可以一步到位的，但对于基础差的同学或是记性不好的同学多媒体像是电影一闪而过，课中停留了一定的印象，课后却什么都想不起来了。
通过这一堂公开课，在各位教师的精心点评下，让我受益匪浅。我不禁思考：在一节英语课中，怎样体现一节课的重点，怎样在某一特定的环节发展学生的思维、培养学生的学习能力，怎样让不同的学生能有不同的所得，都是值得我去细细思量的……
My name's Gina教学反思范文二：
教学思路：
首先是热身对话练习。与同学进行一些简单的问候，顺便复习一下前三单元的重点句型。
其次是传授新知识。通过一个自我介绍，引出本节课的核心句型：What’s your name? My name is …接着，点出核心句型中的重点单词，进行单词学习。然后是对话练习，让学生进行自我，介绍相互认识一下。之后进行巩固练习：填空和翻译练习。
再次是知识的扩展。由What’s your name?延伸出What’s her name ? 和What’s his name?.首先是单词回顾。复习一下人称代词和相对应的物主代词，有一个针对性的练习紧跟其后。然后引导学生说出扩展句型，进行详细的讲解。之后进行相应的对话练习。最后进行翻译练习加以巩固。
最后是本节知识的回顾。对本节课的三个重点句型进行纵向的总结。
在集体评课之后，根据各位老师的建议以及学生的掌握情况，我对本节课的教授过程以及教授效果做了以下的反思：
1. 课容量有点大，学生掌握起来比较费劲。本节课的内容适合分为两课时来教授。第一节课只教授重点句型一就可以了。加之以更多的口语对话练习。
2. 学生把人称代词和物主代词搞混了。表现在把两个答语混淆了。这也是课容量偏大的一个后果。
3. 课堂上没有给学生足够的思考时间，一味的讲知识。如果给学生更多的思考时间，有一些知识是可以让学生自己说出来的，不必老师讲出来。这样一方面让课堂没有那么紧张，更加活跃，另一方面提高了学生自主学习的能力。
4. 不能很好地关注学生的动态，课堂秩序比较差。我只是在关注自己的讲课，而没有与学生进行互动交流，以至于有些学生课堂纪律不好，感到无事可做。今后的讲课，应该多关注一下学生的动态，及时的把学生的注意力集中起来。
5. 集体活动比较少，学生没有得到充分的锻炼。只是有两个对话练习的机会，只有少部分的同学得到了展示的机会，课堂的参与度不够。应该抓住一切可以抓住的机会让学生站起来，张开口说英语。
通过这次讲课与评课，我及时的发现了自己在教学方面的缺点与不足，这些不足都是我在教学方面的盲区，是自己没办法发现的，感谢各位老师提出的宝贵意见和建议，我会在今后的教学中不断弥补不足，对于老师们的建议进行积极的尝试，从而来完善自己的教学思路。
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