九年级英语教案示例第十五单元Unit 15 Period
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篇1：九年级英语教案示例第十五单元 Section B 教学设计
九年级英语教案示例第十五单元 Section B 教学设计
Unit 15 Section B 教学设计 Part one Teaching arms Language goals: 1>Studying important words and phrases. 2>Learning target language . 3>Learning grammar. Ability goals: Review some grammars, for example: Present Progressive;Present Simple;＂used to＂+infinitive;Passive Voice;Present Perfect. Strategy goals: Direct and learning by oneself Culture and awareness goals: Let students know how to protect nature. Part two; Important point: 1>Important point: words,expression and grammar 2>Difficult point: How to use Passive Voice and Present Prefect correctly. Part three: Teaching way: Computer,studying by listening to tape. Part four: Teaching designing: The first lesson StepⅠ: Warm-up and Presentation: By computer let students guess these animals’s name,by the way ,let students study new words. StepⅡ: New lesson showing: Teaching and learning : 1a: point to the picture and ask students to describe what is happening. 2a,2b: let students listening the tapes and answer the question. 3a: studying useful phrases: 1>hear of +n ＂听说…… Hear from… ＂收到……的来信＂ 2>build sth out of ＂用……修建/建造＂ ＝build sth of/from = make sth out of make sth of/from: ＂由……制成＂ Step Ⅲ: Practice: Step Ⅳ: Homework Remember new words and useful phrases The second lesson StepⅠ: Revision; Teacher show some picture,and let students say the animal’s name. For example :T: What kind animals can you see in the picture? S: I can see…… StepⅡ: Presentation: Selfcheck: 1.Let students read by themselves. 2.Ask students to fill in the blanks on their own. 3.Ask students to make their own sentences with the words,Preferably sentences that are meaningful. 4.Ask a pair of students to model part of the sample dialog adding their own answers. Step Ⅲ: Pratice. 1.I have ------（听说）Mr Smith, but I have never seen him. 2.His house are------（由……制成）bamboo. 3.Everyone must ------(关心,爱护)the animals because they are friends of us. 4.Some students are ---------(赞成) the race,but some ------(反对) it. 5.Smoking is not allowed in-----(公共场所). Step Ⅳ: Homework Writing: Let students use “made from” and “used to be” to write a short writing.篇2：九年级英语教案示例第十五单元Unit 15 Period 1
九年级英语教案示例第十五单元Unit 15 Period 1
九年级英语教案示例第十五单元Unit 15 Period 1New function presenting作者：思全英语辅导Unit 15 Period 1New function presenting Language goals语言目标1.Words&&expressions生词和短语
save,gentle,furry,enormous,playful,aggressive,gray,spotted,manatee,cheetah,chimpanzee,kangaroo,mangrove,swamp,habitat,aquatic,feed,underwater,vegetation 2.Key sentences重点句子(P119)
We are trying to save the manatees.
Manatees eat about 100 pounds of food aday.
There used to be alot of manatees.
In 1972,it was discovered that they were endangered.
Ability goals能力目标
Enable the students to describe animals.
Emotion&&attitude goals情感和态度目标
Enable the students to protect animals and environment gladly.
Strategy goals策略目标
To understand the target language by reading pictures.
Culture awareness goals文化意识目标
The importance of protecting animals and the environment.
Teaching important points教学重点
Talk about the animals and whether to build zoos.
Teaching procedures and ways教学过程与方式
Step IRevision and Lead-in Ask the students to show th eir work.
T：In the last unit,we've learned to talk about the things that we have done.Now I'll ask you aquestion：Have you ever been to azoo?What kind of animals can you see in it?
S1：In the zoo of our city we can see tigers,lions,elephants,and monkeys.
S2：I can see deer and sheep.
S3：We can see some chickens,birds,camels and horses..
T：Have you ever seen cheetahs,pandas or manatees in our zoos?
Ss：No,we haven't.
T：Do you know why we can't see these animals in our zoos?
Ss：I think they are rare./There aren't any in our country.
T：Some animals can't be seen because they are endangered.So we should protect them.
Show the picture of amanatee.
T：Now look at the picture.This animal is called manatee.It's endangered,too.We can't see it in the zoo,either.OK！Today we'll learn Unit 15.We're trying to save the manatees！
Write down the topic：We're trying to save manatees！
Ask the students to look at the picture and answer the question.
T：We know animals are our best friends.Now look at the picture,please tell me which animal you like best and why you like it.
Show the following picture to the students.
S1：I like pandas best because they are gentle.
Write the word“gentle”on the blackboard and ask for more ideas from other students.
S2：I like tigers best because they are the kings of the animals.
T：We know tigers are very aggressive.
Write the word“aggressive”down on the blackboard.
S3：I like monkeys best because they are clever and they can climb trees very quickly.They are playful.
Write down more useful words on the blackboard.
Step II Brainstorming(1a：P118)
T：Good.When we describe animals,we often use some adjectives,such as enormous,spotted,gray.Now please find out the words that can describe the animals.You can use the adjectives from 1a.
Kangaroos：_ __ Manatees：_ __ Cheetahs：_ __ Polar bears：_ __ Elephants：_ __ Chimpanzees：_ __ Sample answers：
Kangaroos：playful,fast,big Manatees：gentle,shy,enormous Cheetahs：spotted,fast,aggressive Polar bears：aggressive,furry,fat Elephants：enormous,gray,strong Chimpanzees：noisy,furry,ugly Step III Listening and Oral Practice(1b,1c：P118)
T：Next you will hear Ginny and Victor talking about the animals in the picture in 1a.Please listen.For the first time,get the main idea.Keep down the words used to describe the animals while listening.OK?
Play the recording.Then check the answers.
T：We just now heard that manatees are gentle and very shy.I think different people are like different animals to some extent.Different animals have different characters.For example,Jim is like amonkey because he is clever and he can climb trees very quickly.Please talk with your partners about what you are like.First,read the example from 1c in the box please.
Let the students work with their partners.
T：Which pairs would like to act out your dialogues?
Sample dialogue 1：
S1：I am like this animal because Iam strong and live in the forest.
S2：You are like alion.
S1：No.
S2：You are like atiger.
S1：No.Because Idon't eat meat.
S2：You are like an elephant.
S1：Yes.You are right.
Sample dialogue 2：
S1：I'm like this animal because I'm spotted.I like to eat meat and Ican run fast.
S2：You're like atiger.
S1：No.
S2：You are like acheetah.
S1：Yes.
Sample dialogue 3：
S1：I am like this animal because Iam gentle and very shy.I live in water.
S2：You're like amanatee.
S1：Yes！You are great！
Step IV Listening Practice(2a,2b：P119)
T：OK.We all know that manatees are gentle and very shy.They live in water and like eating vegetables.But do you want to know more about them?First let's look at the picture on page 119.Can you say more about manatees?
Sample answers：
S1：I think they are living in the water.
S2：I believe that they eat aquatic food.
S3：I feel that there aren't many of them.
S4：I know that they live in aplace where trees grow in water.
S5：I think they are endangered.
Ask the students to listen to the recording.
T：Very well.I think your answers are all right.Manatees in the world are fewer and fewer.We should save them.We should take care of the environment that they are living in.Now let's listen to the tape.First listen to the recording and match the words and definitions in 2a.
Play the recording for the first time.
T：Listen again and check your answers.
Play the recording for the second time.Check the answers.
T：You'll hear the same conversation again.This time complete the chart in 2b.Put your answers on the line.
Play the recording again,then check the answers.
Step VPairwork(2c：P119)
T：After listening,we know more about manatees.We know that they are fewer and fewer.The government has passed laws to protect them.They eat alot of food every day.They are enormous.Can you make conversations about the animal in pairs?You can base on the model dialogue in 2c.
A sample dialogue：
S1：How many manatees are there in the US?S2：About 2,500.
S1：Where are they living?
S2：Their favorite habitat is in the water under the trees in mangrove swamps.
S1：Why are they endangered?
S2：Some of the swamps have been polluted.
S1：Do they eat alot?
S2：Yes,they do.
.
Step VI Grammar(Grammar Focus：P119)
Help the students sum up the following patterns.
时态谓语动词的形式(do)
一般现在时do/does
一般过去时did
现在进行时be(am/is/are)doing
现在完成时have/has done
一般过去时被动语态was/were done
现在完成时被动语态have/has been done T：Look at the Grammar Focus box on page 119.Now who'd like to read the sentences to the class?
Ask astudent to read the sentences in the box.
T：Can you make some sentences with the different tenses and passive voice?Please write down your sentences in your exercise books.
Ask the students to do more practicing exercises,such as the following：
Fill in the blanks with the right forms of the given words.
1.Every day my mother _(get)up early.
2.The dinosaur eggs _(discover)many years ago by scientists.
3.Listen！Some children _(sing)an English song over there.
4.In our hometown there used to _(be)many old trees.
5.My work _(not finish)yet.I can't go out to play with you.
Sample answers：
1.gets 2.were discovered 3.are singing 4.be 5.hasn't been finished Step VII Homework T：In this class,we've heard two spoken conversations：in the first conversation,we heard about some adjectives for describing animals；in the second,we heard something about manatees.After class,pleas
篇3：九年级英语教案示例第十五单元Unit 15 Period 1 New f
九年级英语教案示例第十五单元Unit 15 Period 1 New function presenting
Unit 15 Period 1 New function presenting Language goals语言目标 1. Words && expressions 生词和短语 save, gentle, furry, enormous, playful, aggressive, gray, spotted, manatee, cheetah, chimpanzee, kangaroo, mangrove, swamp, habitat, aquatic, feed, underwater, vegetation 2. Key sentences 重点句子 (P119) We are trying to save the manatees. Manatees eat about 100 pounds of food a day. There used to be a lot of manatees. In 1972, it was discovered that they were endangered. Ability goals 能力目标 Enable the students to describe animals. Emotion && attitude goals 情感和态度目标 Enable the students to protect animals and environment gladly. Strategy goals 策略目标 To understand the target language by reading pictures. Culture awareness goals文化意识目标 The importance of protecting animals and the environment. Teaching important points教学重点 Talk about the animals and whether to build zoos. Teaching procedures and ways教学过程与方式 Step I Revision and Lead- in Ask the students to show their work. T: In the last unit, we’ve learned to talk about the things that we have done. Now I’ll ask you a question: Have you ever been to a zoo? What kind of animals can you see in it? S1: In the zoo of our city we can see tigers, lions, elephants, and monkeys. S2: I can see deer and sheep. S3: We can see some chickens, birds, camels and horses. ... T: Have you ever seen cheetahs, pandas or manatees in our zoos? Ss: No, we haven’t. T: Do you know why we can’t see these animals in our zoos? Ss: I think they are rare. / There aren’t any in our country ... T: Some animals can’t be seen because they are endangered. So we should protect them. Show the picture of a manatee. 15 Period 1 New function presenting TITLE=九年级英语教案示例第十五单元Unit 15 Period 1 New function T: Now look at the picture. This animal is called manatee. It’s endangered, too. We can’t see it in the zoo, either. OK! Today we’ll learn Unit 15. We’re trying to save the manatees! Write down the topic: We’re trying to save manatees! Ask the students to look at the picture and answer the question. T: We know animals are our best friends. Now look at the picture, please tell me which animal you like best and why you like it. Show the following picture to the students. 15 Period 1 New function presenting TITLE=九年级英语教案示例第十五单元Unit 15 Period 1 New function S1: I like pandas best because they are gentle. Write the word “gentle” on the blackboard and ask for more ideas from other students. S2: I like tigers best because they are the kings of the animals. T: We know tigers are very aggressive. Write the word “aggressive” down on the blackboard. S3: I like monkeys best because they are clever and they can climb trees very quickly. They are playful. Write down more useful words on the blackboard. Step II Brainstorming (1a: P118) T: Good. When we describe animals, we often use some adjectives, such as enormous, spotted, gray ... Now please find out the words that can describe the animals. You can use the adjectives from 1a. Kangaroos: __________ _________ _________ Manatees: __________ _________ _________ Cheetahs: __________ _________ _________ Polar bears: __________ _________ _________ Elephants: __________ _________ _________ Chimpanzees: __________ _________ _________ Sample answers: Kangaroos: playful, fast, big Manatees: gentle, shy, enormous Cheetahs: spotted, fast, aggressive Polar bears: aggressive, furry, fat Elephants: enormous, gray, strong Chimpanzees: noisy, furry, ugly Step III Listening and Oral Practice (1b, 1c: P118) T: Next you will hear Ginny and Victor talking about the animals in the picture in 1a. Please listen. For the first time, get the main idea. Keep down the words used to describe the animals while listening. OK? Play the recording. Then check the answers. T: We just now heard that manatees are gentle and very shy. I think different people are like different animals to some extent. Different animals have different characters. For example, Jim is like a monkey because he is clever and he can climb trees very quickly. Please talk with your partners about what you are like. First, read the example from 1c in the box please. Let the students work with their partners. T: Which pairs would like to act out your dialogues? Sample dialogue 1: S1: I am like this animal because I am strong and live in the forest. S2: You are like a lion. S1: No. S2: You are like a tiger. S1: No. Because I don’t eat meat. S2: You are like an elephant. S1: Yes. You are right. Sample dialogue 2: S1: I’m like this animal because I’m spotted. I like to eat meat and I can run fast. S2: You’re like a tiger. S1: No. S2: You are like a cheetah. S1: Yes. Sample dialogue 3: S1: I am like this animal because I am gentle and very shy. I live in water. S2: You’re like a manatee. S1: Yes! You are great! Step IV Listening Practice (2a, 2b: P119) T: OK. We all know that manatees are gentle and very shy. They live in water and like eating vegetables. But do you want to know more about them? First let’s look at the picture on page 119. Can you say more about manatees? Sample answers: S1: I think they are living in the water. S2: I believe that they eat aquatic food. S3: I feel that there aren’t many of them. S4: I know that they live in a place where trees grow in water. S5: I think they are endangered. Ask the students to listen to the recording. T: Very well. I think your answers are all right. Manatees in the world are fewer and fewer. We should save them. We should take care of the environment that they are living in. Now let’s listen to the tape. First listen to the recording and match the words and definitions in 2a. Play the recording for the first time. T: Listen again and check your answers. Play the recording for the second time. Check the answers. T: You’ll hear the same conversation again. This time complete the chart in 2b. Put your answers on the line. Play the recording again, then check the answers. Step V Pairwork (2c: P119) T: After listening, we know more about manatees. We know that they are fewer and fewer. The government has passed laws to protect them. They eat a lot of food every day. They are enormous. Can you make conversations about the animal in pairs? You can base on the model dialogue in 2c. A sample dialogue: S1: How many manatees are there in the US? S2: About 2,500. S1: Where are they living? S2: Their favorite habitat is in the water under the trees in mangrove swamps. S1: Why are they endangered? S2: Some of the swamps have been polluted. S1: Do they eat a lot? S2: Yes, they do. ... Step VI Grammar (Grammar Focus: P119) Help the students sum up the following patterns. 时 态 谓语动词的形式 （do） 一般现在时 do / does 一般过去时 did 现在进行时 be (am / is / are) doing 现在完成时 have / has done 一般过去时被动语态 was / were done 现在完成时被动语态 have / has been done T: Look at the Grammar Focus box on page 119. Now who’d like to read the sentences to the class? Ask a student to read the sentences in the box. T: Can you make some sentences with the different tenses and passive voice? Please write down your sentences in your exercise books. Ask the students to do more practicing exercises, such as the following: Fill in the blanks with the right forms of the given words. 1. Every day my mother _____(get) up early. 2. The dinosaur eggs _____(discover) many years ago by scientists. 3. Listen! Some children _____(sing) an English song over there. 4. In our hometown there used to _____(be) many old trees. 5. My work _____(not finish) yet. I can’t go out to play with you. Sample answers: 1. gets 2. were discovered 3. are singing 4. be 5. hasn’t been finished Step VII Homework T:篇4：人教版高一下英语教案高一第十五单元(人教版高一英语下册教案教学设计)
The Nechlace
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
1>Talking about drama and theatre
2>Talking about the play The Necklace
2.Function: 交际功能
征求许可(Ask for permission)
Could we/I...? May/Can I...? Shall we...? Is it possible...? Do you mind...?
讨论可能(Talk about possibilities)
It can t be... It could... He might... They must...
3.Vocabulary 重点词汇和短语
dormitory; recognise; surely; diamond; explain; ball; jewellery; franc; continue; lovely; debt; precious; positive; attend; earn; lecture; silly; mosquito; bat; besides; outline; plot; quality
call on; bring back; day and night; pay off; at most; act out
4.Grammar:语法
情态动词(3)---must, can/could, may/might
1 能够用英语有把握地猜测某人或某事物现在的情况---must/can t
2 能够用英语不十分有把握地猜测某人或某事物现在的情况---can/may/could/might
II. Difficult points
III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法：
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the listening material.
3. Use both individual work and group or pair work to make every student work and think in class
V. Teaching procedure：
Period 1第一节
（一）明确目标
1. Warming up to arouse the students love in talking.
2. Do some listening to improve the students listening ability.
3. Making simple dialogues to train the students speaking ability.
(二) 整体感知
Step 1 Presentation
Say to the Ss many of you must have heard of some good stories, including fairy tales. Can anyone tell us an interesting one?
(Let the Ss talk about some mysterious stories .look at the pictures and use them to make up a story.)
Today we are going to talk about some mysterious stories. Look at the pictures and use them to make up a story. (Let Ss discuss it first, and then ask them to tell the class and act out their stories.)
（三）教学过程
Step 2 Warming up
Step 3 Listening comprehension
Now let s have some listening training.
Listen to the short play to the tape. Ask the students to listen carefully and do the exercises of this part in their books.
After listening, let the students discuss the mystery.
LISTENING TEXT 1:
Scene 1
John and Mary are in their apartment.
Mary: John, I can't find my necklace and my cellphone.
John: Maybe you just forgot where you put them?
Mary: No, I'm sure they were here on the table.
John: Look at this! There are footprints on the floor.
Mary: Hmm, the footprints look strange. They're so small! Let's follow the footprints and see where they go.
Scene 2
John and Mary follow the mysterious footprints.
John: Aha! The window is open. Someone must have climbed up the tree, gone in through the window, and stolen your cellphone and necklace.
Mary: I think you're right. Oh, and look at this – there is something on the floor here.
John: What is it?
Mary: I'm not sure. It's red and it looks like ... hair! Yes, it is hair. Very thick red hair.
John: This is getting more and more mysterious.
Scene 3
John and Mary have gone into the garden to look for more clues.
Mary: Look, here are more footprints.
John: And what is this? A banana peel.
Mary: A banana peel? What's it doing in our garden? John: I think I know who stole your cellphone and necklace.
Answers:
Scene 1 1 B 2 A Scene 2 1 D 2 C Scene 3 1 B 2 It's a monkey.
Step 4 Speaking practice
Divide the class into several groups after going though the 3 different situations given in the book. Help each group to choose one and discuss what will happen next.
After the discussion, one student of each group is asked to report their imagined story. Then the whole groups are required to act it out in class.
Model play of The Secret of the Black Tower
NOTE: (Scene 1 should consist of dialogue based on the description in the SB)
Scene 2
NARRATOR: ... The three friends have gone to bed and are trying to fall asleep when suddenly they hear a sound they'd never heard before.
LI RONGll: (raising his head from the pillow) My God! What was that?
ZHANG FEI: Oh, my, what was that indeed?
BAO NAN: Who cares? Get some sleep!
LI RONGll: Huh? Get some sleep? How can you sleep when you know that --
BAO NAN: Know what? That a terrible monster is about to eat us? 11
ZHANG FEI:. Or maybe it's a dragon that will breathe fire on us!
BAO NAN: Or maybe it's an old rat that ran into a wall and hurt itself.
ZHANG FEI: There are rats in this tower? Li Rongji, you told me this tower had no rats?
LI RONGll: Of course, there are no rats.
BAO NAN: Li Rongji is probably right.
LI RONGll: (wearing a big smile) Ah, so you agree it could be a monster.
BAO NAN: I didn't mean that. I mean it's got to be a mouse. Now go back to sleep, silly.
LI RONGll: I am not silly!
NARRATOR: Suddenly they hear the noise again, only this time it is louder.
LI RONGll: Does that sound like a mouse to you? Huh? Huh?
ZHANG FEI: Yeah, mice squeak, they don't roar.
BAO NAN: OK. Then go have a look and find out for yourself.
LI RONGll: What? Are you crazy? I'm not climbing down those stone stairs by myself in the dark. Oh, no!
BAO NAN: Then take Zhang Fei with you. And let me get some sleep.
NARRATOR: After making some plans, they take off their shoes to beat the monster, they climb down the stairs. Just as they are passing a small window in the tower they hear the sound again.
LI RONGll: Oh, my! There it is again!
ZHANG FEI: (looking out the window) Look! A rainstorm!
TOGETHER: And lots of lightning. (They look at each other, feeling ridiculous. For a moment, the lightning stops and it becomes very quiet. )
BAO NAN: Zzzzz….Zzzzz
LI RONGJI: What was that? That noise came from inside this tower.
ZHANG FEI: You're a great detective, Li Rongji. (He yawns.) That's Bao Nan having a good rest.
LI RONGJI: Huh? Get some sleep? How can you sleep when you know that
BAONAN: Know what?
（四）总结扩展
Step 5 Necessary language points
The aim of this class is to foster the abilities of listening and speaking, as well as imagination. If time permits, let one student gives a situation in each group, and the others create a good story accordingly.
Listening and speaking听说要点
1>Each scene will give you a clue that you can use to solve the mystery..
clue [用法]n.[C] (解决疑案、问题等的)线索,迹象,提示[(+to)]
[举例]“Do you know the time of the next train?” “I don t have a clue.”
“您知道下一班火车的时间吗?” “我一无所知。”
The police have no clue to his identity.
警察没有可以确定他的身份的任何线索。
mystery [用法]n. 神秘的事物;难以理解的事物;谜[C]]
[联想]mysterious a. 神秘的;不可思议的
2>The black tower is a scary place.
scary [用法]a.1. 引起惊慌的 2. 胆小的;提心吊胆的
[联想]scare vt. 惊吓,使恐惧
scared a. 吃惊的, 吓坏的; 恐惧的
Step 6 Summary小结:
Step 7 Homework
Period 2第二节
（一）明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about the play.
（二）整体感知
Step 1 Presentation
Today we come to the Reading. It s about a necklace. The play is based on a French story written by a writer called Maupassant. There are 3 leading characters in the play: Mathilde Loisel, Pierre and Jeanne. We will come to 3 scenes given in the text.
（三）教学过程
Step 2 Pre-reading discussions
Questions 1-3: answers will vary.
Step 3 Reading
Read the text carefully again, and give the students some explanations.
1. Let’s the students read the first scene of the play as quickly as they can. Try to answer the following questions.
(1) what‘s the matter with Mathilde?
(2) Why didn’t Jeanne recognize her at first?
(3) Why has she been working so hard?
(4) Why did she need to borrow some jewellery?
2. The students are encouraged to find out more about the necklace in scene two. Now, the story goes back to ten years earlier. Some comprehension questions are also given.
(5) Why was Mathilde worried?
(6) What did Pierre suggest?
(7) What did they decide to do?
3. In scene 3, we’ll find out the ending of the story. Read it quickly and find what happened on the way home after the ball.(suggested answer: Mathilde saw the necklace was no longer around her neck.)
参考答案：
(1) She has been working hard for 10 years.
(2) She looks older than her age and she doesn’t look well.
(3) Because of the diamond necklace.
(4) She was invited to a ball at the palace so she needed to borrow some jewelley.
(5) She didn’t have an evening dress or any jewellery to wear.
(6) Pierre suggested borrowing some jewellery from a friend who might lend her some.
(7) Mathilde decided to go and borrow some jewellery from Jeanne.
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation. Listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.
Step 5 Post-reading
1. Mathilde returns to the palace where the ball was held to ask about the necklace .ask the students to
make a dialogue between Mathilde and another person in the palace.
2. Ask the students:” how do you think Mathilde felt when Jeanne told her the stone in the necklace
were made of glass, not diamonds?”
Let the students continue the story and write a similar scene.
Answers to Part 1:
1 E 2 C 3 B 4 F 5 A 6 D
Sample story for Part 2:
Scene 4
M = MATHILOE P = PIERRE
M: You will never guess whom I met today in the park. P: Oh, was it someone important?
M: Why, yes, you could certainly say that. (Looking at him.) I met Jeanne.
P: No, you don't say?
M: Yes, she was sitting there when I walked by but she didn't know it was me.
P: How could she forget? (He sees his wife putting her hands to her face) Oh, I'm sorry.
M: That's all right. Anyway, we both know I did it to myself.
P: Did what, dear?
M: Made a fool of myself. I simply had to be the loveliest lady at the ball and look what it cost me and you. I'm sorry.
P: Forget it, dear. What's past is past. You mustn't keep blaming yourself.
M: But you don't know the worst part. Oh, I still can't believe it! She told me that the diamond necklace wasn't real.
P: What do you mean? M: It wasn't real. It was only worth a few hundred francs.
P: Oh my goodness! And we worked so hard to pay for that necklace. Our whole life... But at least we did the right thing. We must forget about the past. At least we still have each other.
M: (not listening) And to think she gets to keep the necklace now! (She shakes her head many times)
P: Forget the necklace. It can only bring you as much trouble as the old one.
（四）总结扩展
Step 6 Summary 小结
Step 7 Homework
Period 3第三节
（一）明确目标
1. Learn about the useful words and expression in the reading text.
2. Learn how to use “had better”, “should” and “ought to” while giving advice.
3. Discuss the answers to all the exercises in the Students’Book.
（二）整体感知
Step 1 Presentation
In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.
（三）教学过程
Step 2 Language points in the reading text
1>But I don t think I know you.
[解释]本句包含否定转移现象。一般说来，think, believe, suppose, expect, fancy, imagine
等动词后面宾语从句的否定词要转移到主句中，即主句的谓语动词用否定式，而从句的谓语动词用肯定式。 （更多解释请到语法专栏）
2>But you may not remember me..
may [用法]v.aux.1. (表示可能性)可能,也许
2. (表示许可或请求许可)可以
3. (表示希望、祝愿等)祝,愿
4.may not表示可能不或不可以
[举例]She may be a nurse. 她可能是个护士。
“May I come in?” “Yes, please.” “我可以进来吗?” “请。”
May you succeed! 祝你成功!
3>I would rather not tell you..
would rather [用法]1.would rather+动词原形，表示宁愿做什么
2.否定形式为would rather not do
3.would rather加句子常用虚拟语气形式，从句动词用过去式
4>So I need to borrow some jewellery..
jewellery [用法]珠宝之总称 [联想]jewel [c]
5>And a new dress costs over four hundred francs..
cost [用法]vt.1. 花费 2. 使付出(时间、劳力、代价等),使丧失
[举例]The car cost him around ten thousand US dollars. 这车花去他一万美元左右。
The error cost the company one million pounds. 这错误使公司损失了一百万英镑。
6>Does that matter?
matter [用法]vi. (常用于否定句和疑问句)有关系,要紧
[举例]All these things do not matter now. 所有这一切现在都无关紧要了。
7>She married a man with a lot of money.
marry [用法]见高一上册 unit 2
8>So I called on you and asked if I could borrow some jewellery..
call on [用法]拜访某人 [联想]call at 访问某地
9>You tried it on and it looked wonderful on you.
try...on [用法]试穿
10>Well, after all these years we ve at last paid off all our debts
pay off [用法]还清 [联想]pay for 付钱买什么；为什么付出代价
11>It was worth five hundred francs at most.
worth [用法]a.1. 有(...的)价值,值... 2. 值得(做...)
[举例]This necklace is worth 1,000 US dollars. 这条项链值一千美元。
That novel is not worth reading. 那部小说不值得一读。
The exhibition is worth a visit. 这展览值得一看。
[联想]be worthy to be done; be worthy of being done
Step 3 Practice: Vocabulary
1. Let the students do the two exercises in their books. Both of them can help to consolidate their learning of the new words and phrases. Allow them to discuss in pairs.
Answers to Exercise 1:
1 continue 2 ball 3 recognise / recognize 4 diamond 5 jewellery / jewelry
Answers to Exercise 2:
1 payoff 2 any more 4 call on 5 at the most 7 at all
Step 4 Practice: Grammar
2. Grammar talks about possibilities
When you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences.
When you think that something is very possible, you use “can”.
When you think that something is possible, but you are not very sure, you use “could”, “may” or “might”.
Go through the sentences in the book with the whole class.
Answers to Exercise 1:
1 He can't be at home. / He must be out.
2 They must earn a lot of money.
3 They must be poor. / They can't be very rich.
4 He must be terribly busy.
5 It must be very interesting.
Answers to Exercise 2:
1 must / may be 2 can't be 3 must / may be 4 can't be 5 must / may be
（四）总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
Step 6 Homework
Period 4 第四节
（一） 明确目标
1. Review the language points learnt last period.
2. Do some reading about Snacks.
3. Do some writing to develop the students writing skill.
4. Get students to know the use of the modal verbs: must, can /may /might
(二) 整体感知
Step 1 Presentation
Today we are going to deal with the part “language study”. First, let’s come to “words study”, and then we’ll talk about the grammar.
（三）教学过程
Step 1 Question the students on some language points
Step 2 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not) , ”ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.
Step 3 Listening to the Passage
Step 4 Reading comprehension
After fast reading, do the following True-or-False exercises.
Answers to comprehension
1 TV shows have plots, that is, they tell stories just like a play. Computer games don't really tell stories but they do have a beginning, middle, and end to their action, like plays and characters.
2 The roles we play in life may be real or fake. We may act the way we truly think and feel or pretend to be someone we are not-just like an actor does. Often the role we play depends on our relationship to others, especially how we feel about them.
3 Shakespeare once wrote, ”All the world's a stage,“ If life is like theatre, then we are all actors on its stage. Some of us have big roles to play while others have small roles. But each role is important to the success of the play, just like in the real life.
4 The task here is for Ss to take one of the two prompts from the reading and create a play around it. One deals with a student who meets an alien on her way to her grandmother's home. The other involves a student who meets a girl on her way to school who looks exactly like her.
Give the students some explanations when necessary.
Step 5 Writing
Now let s have some listening training.
Sample plays:
1 A strange encounter
Cast of characters
Jane, a teenage girl
Jane 2 (”Girl“), Jane's clone
J = lane; G = Girl
(Jane is walking down the street. She is on her way to school and is carrying a book bag. She is smiling and singing a song. Suddenly another Girl comes towards her. Jane looks at her and seems surprised.)
J: (to herself): Hmm, that's strange. That girl looks familiar.
(The Girl comes closer. Both girls stare at each other. They look shocked. After a brief silence, they start speaking at the same time.)
J and G: Oh my! It's me!
J: You look just like me!
G: No, you look like me!
J: I'm Jane. What's your name?
G: My name is Jane 2.
J: We have the same name!
G: No, my name is Jane 2, you know, the number two, not also too.
J: What do you mean?
G: I'm not sure, but I think that you must be my clone.
J: Your what?
G: Your clone. You know, like a twin, or a copy.
J: I didn't know I had a twin.
G: Well, I only found out yesterday. That's why I came here, to find you and try to find the scientists that made me. We must find him!
J: This can't be true! There are no human clones. They must have been lying to you.
G: Think about it. Look at us. We are the same. We must be clones.
J: If you are right, then why didn't my parents tell me about you?
G: They must not have known. But we can't keep it a secret anymore. We must go and tell them at once.
J: OK, let's go. (Girl moves towards exit.) No, wait. I have a better idea. If we are the same, and if nobody knows it, maybe we should try to have some fun before we tell people. Let's go to my school and play a trick on my classmates.
(They laugh and walk off stage.)
2 You must believe me!
Cast of characters
Mary Smith, a teenage girl
Peter Scoles, one of Jane' s classmates
Steven Smith, Mary's father
Angela Smith, Mary's mother
Ploink and Bzoink, aliens from the planet Hummdrumm
M = Mary; J = Jeff; S = Steven; A = Angela
Scene 1
(Mary is sitting at home. She is reading a book. Suddenly a strange red light shines from a corner of the room. There:S- a loud crash and suddenly Jeff is standing in Mary’s room.)
M: Jeff! Where did you come from?
J: (Looks around.) Where am I? Is that you Mary? M: Yes, of course it's me.
J: Quick, tell me what year it is!
M: What do you mean? It's 20O4! What a strange question.
J: ! Thank goodness! Oh, Mary, I'm back!
M: What do you mean ”you're back?“ Where have you been?
J: I've been to the future!
Scene 2
(Jeff and Mary are talking to Steven and Angela, Mary’s parents.)
A: Now, that's a strange story, Jeff. You say you were on your way to your grandmother and then some ...
J: Small green men.
A: Small green men took you to the year...
M: 4089.
S: That's ridiculous, Jeff. Your story can't be true. You must be lying or trying to play a trick on us. You mustn't lie to people, Jeff!
J: I'm not lying, Mr. Smith! It's true. I know it must seem strange, but I am telling you the truth. You must believe me. The people in the future warned me about something terrible that will happen next month. We must stop it from happening!
A: You must understand that it is difficult for us to believe you, Jeff.
J: Please listen to me! Here's what they told me...
(Scene ends. The next scene is set in the future. The aliens are telling Jetf what will happen.)
Scene 3
(The year 4089, aboard an alien spaceship. Ploink and Bzoink are showing Jeff what the Earth looks like in the future. They are wearing speaking devices that translate what they say into English.)
P: Look, Jeff, I know this is difficulty to believe, but you must listen to us. It's for your own good. Look at the earth down there. Do you see any people or animals?
J: No, no... it's all... empty and quiet. And there are no trees or planet. And why is the water black?
B: That's what we are trying to tell you. All life on earth will die unless you start thinking about the environment.
J: Oh my! What happened? How did the earth end up like this? It was such a beautiful planet!
P: Yes, it was. But it's not too late. That's why we have been sent here. You can save the earth!
J: Me? Save the earth? No, that can't be right. I'm just a middle school student. I can't do anything about this.
B: You're wrong, Jeff. There is something you can do, in fact must do if you want to keep the future from looking like this.
J: But what can I do? '
P: It's simple. We have looked at what happened in the past and we know that what you did...
B: Or rather what you didn't do!
P: That's right, what you didn't do caused all this.
J: What, me? How?
P: Next month, there will be a special program about the environment in your school. You and your classmates were asked to take part in a speech competition.
J: Yes, but I'm not going to give a speech ...
B: That's the problem! We have looked at another possible future...
J: What do you mean ”another future“?
P: We can do that. We saw another future where you gave the speech together with your friend Mary. You won the speech competition and were chosen to give: your speech on TV. People listened to your speech and started thinking about the environment. You and f your classmates learned more about the environment, as did students all over the world. Because so many people thought about the environment and made small changes in their life, the earth was saved. Look at this. (They show Jeff another future, where the earth is green and blue again and full of life and happiness.)
J: (With tears in his eyes.) That's beautiful.
P: Now go back and give that speech, Jeff. The future of this planet depends on it.
J: Yes, I must. I will. Let's go!
（四）总结扩展
Step 6 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
1>I don t like plays that much..
that [用法]ad.【口】那样,那么
2>I act as one of the heroes in the game..
act as [用法]充当；担任
3>Why don t we try writing a play of our own?
try writing [用法]见高一上册 unit 12
4>And Besides, we have to start somewhere if we want to learn how to write plays..
Besides
[用法]ad. 此外,而且,加之
[举例]The driver couldn’t see either. Besides, the roads are nearly impassable.
刚才司机也看不清楚。而且这些路简直无法通行。
Besides, I want you to promise me one thing. 此外,我要你答应我一件事。
5>If we work together, we might come up with a very good story.
come up with [用法]见高一上册 unit 3和unit 9
Step 7 Homework
Period 5 第五节
（一）明确目标
1. Do some listening to improve the students listening ability.
2. Making simple dialogues to train the students speaking ability.
（二）整体感知
Step 1 Presentation
Today we come to the Workbook and do the listening comprehension and also do some talking practice.
（三）教学过程
Step 2 Listening comprehension
LISTENING TEXT
W: Woman P: Policeman
W: Excuse me, please. I've lost a necklace. I wonder if anyone has brought it in here.
P: When did you lose it?
W: I lost it in the street yesterday when I was on my way home from a party.
P: Are you sure you lost it in the street?
W: Yes, I’m sure. I had it on when I put on my coat to leave the party. When I got home and took my coat off, it was gone. I’ve looked in the hall of my house, but I can’t find it.
P: Right. I’d better write down the information. Then if anyone hands it in, we can return it to you. May I have you name, please?
W: Mrs. Roome. That’s R-double oh-M-E.
P: And the address?
W: 40 Spring Gardens, Knotley. That’s K-N-O-T-L-E-Y.
P: And is there a telephone number?
W: Yes, it's 0993 464392.
P: Where did you lose the necklace?
W: Somewhere between High Street and Spring Gardens.
P: Could you describe the necklace to me?
W: Yes. In the centre there's a large light blue stone, rather like an egg. And on either side there are small round stones and long thin ones; they are light green in colour.
P: Right, Mrs. Roome. If it comes in here, we'll ring you.
Answers:
Ex. 1: Picture 4
Ex. 2: Mrs Roome 40 Spring Gardens, Knotley 0993 464392 Between High Street and Spring Gardens
Ex. 3: 1 lose 2 sure you lost it 3 May I have your 4 And the 5 is there a telephone
6 Where did you lose the 7 Could you describe the necklace
Step 3 Talking practice
Situation 1
(Mathilde and her husband are sitting at the breakfast table. They both look sad and shocked.)
M = Mathilde H = Husband
M: Oh my! I can't believe I lost the necklace. What are we going to do? (She starts crying.)
H: There, there, don't cry. We'll think of something. Maybe someone has found it.
M: Oh, if only that were true! That necklace is very expensive. We must find it so we can return it.
H: Well, if we don't find it, we'll have to tell your friend that you lost her necklace.
M: That's impossible! I couldn't live knowing that I had lost my friend's necklace. No, if we don't find it, we'll have to buy a new one.
H: How can we buy a necklace like that? We don't have that much money?
M: I don't care what we'll have to do, as long as we return the necklace. (She is getting upset again.)
H: Ok, calm down. I suppose we could try to borrow some money at the bank. Of course, it would take us many years of hard work to pay back the loan.
M: Oh darling, we must! Please help me! We can make it if we both try our best.
H: I know we can. Let's go to the bank tomorrow and see about that loan.
M: Thank you!
Situation 2
(Mathilde returns after talking to her friend. She looks tired. Her husband is sitting in his chair. He is old and tired.)
M: Oh, Pierre! Pierre!
H: What is it?
M: I just talked to the friend whose necklace I lost. You can never guess what she told me!
H: What?
M: The necklace ...
H: Did she discover that we had bought a new one?
M: No. Oh, the necklace I lost, it, it ... it wasn't real!
H: Not real? What do you mean?
M: It was made of glass.
H: Oh my! And we... we worked so hard to pay back that loan. All those years.
M: I was angry at first and I felt so stupid, but now I think we still did the right thing. We may have worked hard and ...
H: At least we did what we had to do.
M: Yes. But, if only...
H: Yes, if only...
Step 4 Sample talking
Step 5 Summary 小结
Step 7 Homework
Period 6 第六节
（一）明确目标
1. Discuss all the answers to the exercises in the Workbook.
2. Learn to use the grammar knowledge
3. Further develop the students’ writing skills.
（二）整体感知
Step 1 Presentation
In the class
（三）教学过程
Step 2 Vocabulary
Answers to Exercise 1:
1 I except / besides 2 except (for) 3 besides
2 I called off 2 called on 3 calls... up
3 I brought back 2 bring about 3 brought up
Answers to Exercise 2:
1 dormitory 2 beautiful 3 precious 4 outline 5 qualities 6 lecture
Answers to Exercise 3:
1 come on 2 call on 3 hold on 4 kept on 5 went on 6 try on 7 turned on 8 put on
Step 3 Grammar
Answers to Exercise 1:
ID 2A 3B 4C
Answers to Exercise 2:
in, to, at, on, for, for, from, at, after, for, as, After, for, When, that, until, of, at
Answers to Exercise 3:
Various answers are possible.
1 I think the tiger must be in the box on the right because the princess doesn't want the young man to many the young woman. OR.. on the left because the princess wants to save the young man's life.
2 I think the tiger can't be in the box on the left because the princess doesn't want the young man to many the young woman. OR .. on the right because the princess doesn't want the young man to die / be eaten by the tiger.
3 I think the princess may wan_ to help the young man marry the beautiful young woman because she doesn't want the young man to die / be eaten by the tiger.
4 I think the princess may not want to see the young man go into the box with the young woman in it because she does not want the man to many the young woman.
Step 4 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.
Step 5 Listening to the Passage
Step 6 Reading comprehension
After fast reading, do the following True-or-False exercises.
1 Various answers are possible. Actors prepare for a performance by learning the lines of the play, but they also need to understand the character they are going to play. They may change the way they look or watch how a person like their character lives. (Students may also answer the question by describing how actors develop their basic skills, as outlined in the reading passage.)
2 I-Paragraph 2; 2-Paragraph 1; 3-Paragraph 5; 4-Paragraph 3; 5-Paragraph 4.
4 Various answers are possible.
Skill On stage In real life
Remember lines Remember what to say Study, take exams
Speak clearly Speak to the audience Give a speech, read poetry
Understanding feelings Playing a character Understanding ourselves and our
friends
Team work (Various answers Act together with other actors Study together, work together
are possible)
Step 7 Sample writng
Dear Fantastic Films,
My name is Song Lin and I am fifteen years old. I live in a town in western China. I read your ad and decided to send you a letter. I have always wanted to be an actor. When I was five years old, I used to sing songs and read poems to my family. In school, I have acted in many plays and I have also taken some classes in acting. Last year, I was given an award by our town for my performance in the play Let's Dance. I think I could be a good actor, because I am interested in people and the way they think. If I can study acting in your school, I am sure that I can learn the things I still need to become _ good actor. Becoming a star is not so important to me, but I would love to spend my life working in the film industry. I want to make films that show people how beautiful life can be and that make people smile and happy. Thank you for giving me this chance, I hope you will choose me as one of the students for your school.
Yours sincerely,
Song Lin
（四）总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
4. Workbook
1>Have you ever dreamed of becoming an actor?
dream of [用法]1. 梦见 2. 梦想;渴望
[举例]I dreamt of seeing her last night. 我昨晚梦见了她。
Many boys dream of becoming pilots. 许多男孩梦想成为飞行员。
2>The first thing an actor must have is the desire to become an act and the belief that he can act well.
desire [用法]见高一上册 unit 11
belief that... [用法]that引导的是同位语从句。高一上册就多次出现，如高一上册 unit 1以及unit 9等。
3>Students are then asked to close their eyes, concentrate on the object...
concentrate [用法]vt.1. 集中;聚集,集结(+on/upon)
vi.1. 集中;聚集,集结 2. 全神贯注;全力以赴(+on/upon)
[举例]We must concentrate our attention on efficiency.
我们必须把注意力集中在效率上。
Our population is concentrated in the big cities. 我国人口集中在大城市里。
She couldn’t concentrate on a book very long. 她不能长时间专心读一本书。
4>When Tom Hanks shot the film, he had to lose a lot of weight to look like someone.
shoot [用法]拍摄
[举例]The new movie was shot in Africa. 这部新的影片是在非洲拍摄的。
Step 7 Homework
Period 7 第七节
1． 检查本单元单词、短语及相关句型。
2． 讲评统一布置的课外基础练习。
篇5：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6：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……篇7：新目标九年级英语教案示例第十四单元第二课时教学设计
新目标九年级英语教案示例第十四单元第二课时教学设计
新目标九年级英语教案示例第十四单元第二课时教学设计作者：思全英语辅导第二课时教学设计教学目标
1.能进一步用所学的目标语言谈论现实生活中已经发生的事情。
2.能理解3a的内容，并完成相应的练习。
教学方式
任务型教学法，多媒体辅助教学等等。
教学设计
复习旧课(Revision)：
老师通过一个一个地提问学生来复习昨天所学的目标语言。T：Have you finished yesterday's homework yet?Have you cleaned the classroom yet?Have you reviewed your lesson?Have you past the test?.也可以让学生相互问答。
呈现新课(Presentation)：
老师介绍自己最近的情况。T：I am very busy recently.I have so many chores to do every day.But Iam busy with my work every day.So Ihaven't done most of them.I have already done.I haven't done.yet.
(通过老师介绍自己最近的情况，引出本课的话题，自然流畅。同时，让学生更多地了解生活中的老师，拉近了师生间的关系，为进一步学好英语打下基础。)
阅读3a.
(1)介绍完自己后，马上转入本课的话题。How about Crystal?What chores does she have to do?Read 3a,underline the different chores.
(通过让学生找出作者及其祖父所要做的不同的家务，锻炼学生泛读课文，找出文章主要内容的能力。)
(2)仔细读课文，回答以下几个问题：
a.Why didn't Crystal get back to Jake sooner?
b.When did she start her homework?
c.Why hasn't she done any of the things yet?
d.What chores did her father often do when he was akid?
(通过让学生回答以上有关细节部分的问题，进一步锻炼了学生仔细精读课文能力，同时，学生进一步理解了课文中的较难句子。)
(3)学生再次读课文，加深对课文的理解。
操练(Practice)：
3b.Groupwork.
(1)老师读本部分的指示语，帮助学生理解指示语的意思。
(2)老师简单介绍三幅图画中的人物，以及时间表中的内容。
(3)学生读表中的词组，确保学生理解每个词组的意思，并要求学生把其中的'动词原形转化成过去分词。为操练对话做准备。
(4)学生读右边的对话。
(5)老师让一位好学生协助老师做一个示范。假设老师是图片中的三个人中的一个，学生通过提问来猜出老师到底是哪一位。可以多做几个示范。
(6)学生按照指示语的要求，仿照右边的对话，四人一组进行操练。三位学生通过轮流提问来猜出另一位学生，到底是图片中的哪一位。
(本环节是通过游戏来操练本单元的目标语言，生动有趣。)
4.Groupwork.
(1)老师读指示语，确保学生明白指示语的意思。
(2)要求大家一起说出本星期应该做的事情。(have aclass/grade/school meeting,havean exam,run for charity,have abasketball match,make astudy plan,clean up the school,.)为以下的操练提供素材。
(3)据大家提供的素材，学生在表格中填上自己已经完成的事情，以及还没有完成的事情。
(4)做一个调查报告，运用所学的目标语言，调查两位同学，在本星期内已经做了哪些事，还没有做哪些事。
A：What have you done in this week?B：I have already had aclass meeting.
A：Have you had an English exam?B：No,I have had it yet.
巩固和拓展(Consolidation and Extension)：
完成一个任务。今年是初三年级的最后一个学期，为了考上理想的高中，自己已经做了哪些事情，还有哪些没有做到，今后还应该怎样做。运用所学的目标语言，以小组为单位，用英语进行交流和讨论。最后，老师抽查几位学生。
(通过这个活动，学生进一步巩固和拓展了所学的目标语言，同时，通过交流和谈论，学生们反省了近期来自己的优点和缺点，为取得更大的进步打下基础。)
作业布置(Homework)：
要求学生运用目标语言，写一篇周记，小结这一个星期来，自己已经做了哪些事，还有哪些事没有做，为了取得更大进步，今后还应该怎样做。
MSN（中国大学网）
篇8：新目标九年级英语教案示例第十四单元第三课时教学设计
新目标九年级英语教案示例第十四单元第三课时教学设计
新目标九年级英语教案示例第十四单元第三课时教学设计作者：思全英语辅导第三课时教学设计教学目标
1.能进一步地扩展所学的内容，能用目标语言谈论自己喜爱的朋友和乐队。
2.能听懂2a和2b的听力内容，并完成相应的练习。
3.能理解3a的内容，并完成相应的练习。
教学方式
任务型教学法，多媒体辅助教学等等。
教学设计
复习旧课(Revision)：
老师一个一个地问学生这一个星期来，已经做了哪些事，还有哪些事没做，以后应该怎样做。T：What have you done?Have you made astudy plan yet?What are you going to do?.学生运用目表语言来回答老师的问题。然后，学生可以反过来问老师这一个星期里已经做了和还没做的事情。
(通过学生和老师相互提问，不仅复习了上节课所学的知识，而且，拉近了师生间的距离，融洽了师生间的关系，激发了学生学习的积极性。)
引出新课(Presentation)：
接着上个环节，老师可以这样回答学生提出的问题，T：I have already cleaned up my room.I have already taken my daughter to the park.I have already bought some books.I have already bought my favorite band'CD.Do you want to know what is my favorite band?通过最后一句话来引出本课的话题--band。
然后，老师用英语介绍自己最喜欢的乐队，引出听力内容中的难的单词和句子，为听懂听力内容做好准备。My favorite band is YuQuan.There are two members in this band.They have been together for about three years.They used to play stuff by other bands,but now they only play their own songs.They have written many original songs.Some of their songs are very popular.They have been on TV for many times.Of course,they have won some awards.But they haven't made amusic video yet.I like them very much.
然后，问学生，How about your favorite band?要求学生按照Section B的第一部分的要求，两人一组，回答方框里的四个问题，并把答案填在横线上。最后，老师抽查几位学生的答案。
操练(Practice)：
2a.(1)老师读并讲解指示语，确信学生明白它的意思。然后告诉学生，You are going to hear awoman interviewing amember of aband.(2)要求学生谈论图画中的内容。(3)学生读左边的问题，确信学生明白每个问题的意思。强调过去分词done和been的原形。(4)放录音，要求学生根据录音内容回答左边的问题，并把答案写在横线上。5)核对答案。必要时进行解释。
2b.(1)学生读方框中的词组，确信学生明白每个词组的意思。强调这些过去分词的原形。(2)放录音，要求学生根据录音内容，听出乐队已经做过的事情。(3)核对答案。必要时进行解释。(4)要求学生跟着录音，重复录音内容，明白每句话的意思。
2c.要求学生根据2b中提供的词组，以及听力里的内容，模仿右边的.对话，围绕着你最喜欢的乐队，两人一组进行操练。在学生进行操练的同时，老师巡视课室，检查学生的进展，必要时提供帮助。最后，抽查几组学生的对话，必要时及时给予适当的鼓励。
3a.阅读训练。
(1)引入：老师说，Just now,you talked about your favorite band.Now we are going to talk another band whose name is New Ocean Waves.Look at the picture and talk about the band.What kind music do they play?Is their music very popular?
(2)快速阅读课文，找出一个问题的答案。Are they kind people?Why?
(3)精读课文，按照指示语的要求，圈出乐队已经做过的事情，用横线划出他们还没有做的事情。
(4)老师讲解课文中的难点，并划出文中的重要词组和句子。
全班齐读课文。
巩固和拓展(Consolidation and Extension)：
设计一个任务。要求学生运用本单元的目标语言，来谈论自己的偶像，近段时间来，已经做了和还没做的事情，并做简要的评论。
作业布置(homework)：
1.完成练习册中的相应练习。
2.熟读课文。
3.仿照P113 2c，根据实际情况，运用本单元的目标语言，写一段有关自己最喜欢的偶像的对话。
MSN（中国大学网）
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