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九年级全一册英语学案及教学设计
unit 1 How do you study for a test？
一、教学目标
1、语言目标1）询问别人的学习方法
2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣
2、知识目标1）How do you study for a test？
I study by ving .
2) the way to do sth the way of doing sth
memorize grammar frustrating quickly spoken pronounce mistakes challenge solution realize matter afraid complete impress trouble soft deal unless regard influence friendship development face
基本要求：会读、会写、会用。
2、重点短语
make mistakes be afraid to do sth laugh at enjoy doing sth
the way to do sth English practice doing sth too much look up make vocabulary lists try one`s best to do sth
基本要求：会读、会写、会用。
3、重点语法1）How 引起的特殊疑问句及其回答
2）the way to do sth the way of doing sth
A
● 例析导学
1、They also 。
fun n. 乐趣，玩笑
【拓展】1）意为―过的快活‖相当于enjoy oneself at the party 。
2）doing sth 意为―开开心心做谋事‖
例如：The children are playing this game .
类似的结构还有have trouble problems experience doing sth
2、…and then end up speaking in Chinese .
end up 结束,后接动词的v-ing形式
end up with 以……结束,以……而告终
例如: The game ended up with a song.
【拓展】end 作名词
1.端，尖，末端，终点例如：the end of the year
2.边缘；极点，极限例如：the end of the road
3.结局，结果。例如：the end of the story
3、……joining the English club at school was the best way to improve one‘s wa y to 其中to 是介词后面跟表示地点的名词做宾语例如: He got lost and couldn‘t find ，sometimes ，。& v. 练习,实习,实践,
practice doing sth. 练习干某事
例如:He practices running every morning .
5、I‘ve learned a lot that way .
a lot 很多,非常
【拓展】1)在句中做主语例如:A lot done about it .
2) 在句中做宾语例如: You them.
6、She added that .
2)add up to 总计例如: These numbers add up to 177 .
● 专项练习选择填空
1.The boys are going to ____the picture.
A.draw
B. to draw C drew D drawing
2.I am sorry I took your umbrella _____ .
A.because mistake
B.with mistake c.by mistake d.by mistakes
3.Can‘t you see Tom and Jim _____football?
A.playing
B. play
C.to play
D. played
4. My English teacher was very angry ______Tom .
A. at
B.about c.with D.on
5.His mother is strict _____.
A.with we practice En glish speaking ,we shouldn‘t end up ____in Chinese .
A. speak
B. speaking
C. to speaking
D. with speak
7. Let‘s go swimming if it ____ is ____the est of China and _____the west of Fujian province .
A.in;to
B.to ;to
C. on; to
D. in; to
●句析导学
1.How do you study for a test? I study by listening to tapes.你怎样学习,
准备应考？通过听录音。
How是用来提问―怎么，怎样‖的疑问词，引导一个特殊疑问句，经常用by加动词的Ving形式，表示―通过……方式，方法‖或―借助某种手段‖例如：How do you usually go to school ？I go to school by bus。
He makes a living by working on the farm。
2.What about listening to tapes？听录音怎么样？
What about …？相当于How about…？后面可跟名词、代词或动词Ving 形式。常用来提出建议，征求意见或询问情况。相类似句子有Why not +v…？Let?s +v . Shall we +v ? You‘d better +v.
What abou How about going boating with us ?
3.It‘s too ‘t light enough fo r me to carry the box.
It‘s so ‘t carry the box.
4、… way of learning English, and pairs according to the learning way of 3a. Talk about their ways of learning English.
● 教学设计
本节课以英语学习为话题，重点是介绍英语学习的方法，Section A 就是紧紧围绕该话题，以听说方式展开学习运用的。
教学目标
知识目标：1、会写，会读，会用本节课的重点单词短语。
2、熟练运用how 引起的特殊疑问句及by的用法。
能力目标1、能够听懂有关学习方法的简短对话。
2、能运用how和by来介绍学习方法进行对话练习。
教学重难点1、熟记重点单词短语。
2、A的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。
课前朗读
朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。
一、新课导入
1．检查词汇预习：
让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。
2．展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出How引起的特殊疑问句，从而导入本课的话题。
3．专项练习
1）让学生根据Section A中的1a第一人称来练习How do you study for a test ？I study by…这个句式，让学生根据自己的实际情况来进行
模仿性练习。
2）让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对How 引起的特殊疑问句，the way和improve等词的用法进行综合操练。
二、听力训练
1．多层听
听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。
听（2）：通过听力，判断一下所听到的句子是那些。
听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。
以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。
2．听后说
因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。
三、对话处理
1．读前听
听（1）：让学生根据听力内容进行对话练习，练习How以引起的特殊疑问句。
听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。
以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使学生基本掌握对话的主要内容进行听力训练和对话练习。
2．听后读
引导学生找出在对话中的语言点，分别是How ，by ，improve，too，practice，What about等词的用法，然后对这些语言点根据听力内容进行对话练习和造句，使他们更好的掌握这些语言点。
3．学后读
先让学生自己朗读课文，然后完成3a下面的表格，并找出课文中出现的重难点，然后小组讨论共同处理课文中出现的难点。对于比较难的问题，老师进行必要的讲解和指导。再让学生自己熟读课文，掌握要点。为以后说的练习打好基础。
四、说的训练
1．根据从课文中出现的要点，以小组为单位进行合作，开展人人参与的口头作文，说说文中人物的英语学习方法。
2．鼓励学生大胆介绍自己的学习方法，尽可能用上文中出现的短语词汇。
五、学以致用
1．设计一个针对本节课语言要点的综合性练习，来进一步练习掌握好这一部分的内容。
2．进行一个小结，总结本节课的学习内容，让学生对本节课的
学习内容有一个清晰的概念，也便于学生课下复习。
● 词语辨析
1．sometimes ，sometime ，some time ，some times
1）sometimes 表示―有时‖，相当于at times用于一般现在时，常用how often 提问。
2）sometime 表示―在某个时候‖，常用when 来提问。
3）some time 表示―一些时间‖，用于现在完成时，常用how long来提问。4）some times 表示―许多次‖―许多倍‖用于现在完成时，常用how many times 来提问。
例如：I will visit my best friends sometime next week.
They to Beijing some times .
Sometimes we go to school on foot.
He Shanghai for some time.
2.learn study
1）learn 意为―学习，学会‖，指通过学习，练习或从中获得某种知识技能，着重学习的成果。多用于学习的初级阶段或带有模仿性的操作技艺等。2）study意为―学习，研究‖，通常带有努力钻研的意味。
例如It isn‘t to drive.
3.We must study ,join in , take part in 参加
1)attend 到场出席,指出席或参加会议,聚会,讲座等.例如:attend the meeting
2)join 指加入到某一组织,团体或人群中去,并成为其中的一员.例如:join the party,join the army ,join the club
3)join in +ving 或活动,表示参加某项活动
4)take part in 指―参加‖某一项活动，并在其中起积极的作用，的宾语是表示集体活动的名词。例如：take part in the contest
4．aloud ，loud ，loudly 都是副词
1）aloud出声地，指提高声音为了是他人能听见，不是心想，不是默读。例如：He cried aloud for ‘t talk so loudly .
3）loudly 大声地，吵闹地，指声音很大，很喧闹，不悦耳，令人感到讨厌。例如：She cried loudly.
4.memorize ,remember
1)memorize 指learn and remember on purpose ,即有意识地用心去记,则重于主观的动作过程。
2)remember 意为―记得，记起，想起‖，指某件事或某个印象存留在记忆
里事不需要有意识地追忆便可想起，
例如：He remembered every new word 1998.
A. joined
B.
2._____ you should join an English club.
A. Maybe
B. May be
C. May
D. Can
3.We should _____each other and _____each other .
learn , , from , from , to the Great Wall _____ .
A.sometime
B.sometimes
C. some time
D. some times
5.Did you _____Mary‘s birthday party ?
A. join
B. go
C. take part in
D. join in
6.He said .
A. some time
B. some times
C. sometime
D. sometimes
7.Your father works in an office ._____your mother ?
A. How B How about C. How is D. What does
You ‘t take C. not take D. take
Section B
● 例析导学
1、I make mistakes in grammar .
mistake n. 错误
【拓展】1）make mistakes 意为―犯错,出错‖
例如He made few mistakes in mistake upon sb. 使铭记, 使深刻地意识到
例如: His words impressed themselves on my memory .
4、Ｉｃｏｕｌｄｎ‘t always make complete sentences .
complet e adj. ―完整的,完全的‖ 在句中做定语,表语
例如:The novel is not complete . This is a complete story .
【拓展】complete v. 完成例如: She ) 忘记,遗忘
【拓展】1) forget to do sth 忘记去做谋事(未做)
forget doing sth. 忘记曾做过谋事(以做过)
例如：Don‘t forget to take the raincoat with y ou .
He forgot locking the door when left .挑战
【拓展】challenge v. 向……挑战
例如:Their school challenged ours to a football game .
7．solution 意为―（问题的）解决，是可数名词，后常接介词to。
【拓展】常与trouble ，problems等搭配。
例如：What is the solution to your trouble？
What is the best solution to the problem ？
8．I don?t nursing the sick?
8.To begin with ,she speaks so quickly…
to begin with 意为―首先,第一― ，常用来列举原因。
例如：We can‘t possibly go .To begin with ,it‘s too cold ,and besides ,we will talk about it later on .
10．My teacher is very impressed .
impress v. 意为―使感动,给……深刻印象―，
例如：I impressed on ）doing sth. 意为―做……有困难‖还可以写成可以省略
4）若宾语为名词，介词应用with
2.His son practices _____( run )on the playground.
3.We ______( be )to Jinan some times .
5.I often the next room .
6. He _____( take ) part in the sports meeting last week
7.She is much _____(thin) than before.
8. This is the best way _____( solve )the problem.
● 句析导学
1.Why don‘t you join an English language club to practice spoken
English ?
Why don‘t you +v 相当于Why not +v 用于向别人提出建议。
例如：Why don?t you ask the teacher for ‘t very easy for me to understand the teacher when she talked to the class .
1）first of all ―首先，第一‖常放在句首，用于强调事情的重要性。而at first 是―起先，开始‖的意思。
2）It is + adj.+ for sb. to do sth. 对某人来说干谋事……
it 做形式主语,不定式是句子的真正主语.
例如: It isn‘t very easy for groups. Then, try to find their solution s to their problems .Last, let the students make conversations according to 2a and 2b.
2. Let the students finish the letter of 3a .
● 教学设计
预习词汇
布置学生预习Section B的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。
课前朗读
朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。
复习检测
（1）检查词汇预习：有布置有检查，采用多种形式检查学生对词汇的预习情况，可以采取学生结对、小组查等形式。
（2）采用多种形式对听说课学习内容进行复习。
2．课前导入设计情景，激发学生的学习兴趣或简介文章内容导入阅读。
3．泛读训练
（1）根据阅读素材和阅读规律，深入挖掘素材，设计多层次的阅读任务，引导学生逐步掌握文章信息，并训练处理信息的能力。
（2）对较长的文章可采用总—分—总的形式。
4．精读足练
（1）学生先自主精读课文，找出疑难问题，然后结对或小组内进行交流，不能明确的问题，由教师点拨或指导。
（2）精讲知识点，辅以造句、对话等多种形式的充足练习，使学生掌握并能灵活运用。
5．写作训练
（1）写作训练遵循词组—短句—长句—短篇—长篇的循序渐进原则。
（2）写作形式可以先引导学生仿写、改写，再运用所学知识进行独立写作，以实现从语言的输入到输出，由学到用的目的。
（3）写作交流学生将自己的作品在小组内或班内交流，交流的数量尽可能的多。
● 词语辨析
1．a little a few little few
1）a little 表示肯定的意思，little 表示否定，意为―几乎没有‖在句中修饰不可数名词。
2）a few 表示肯定，意为―有几个‖，few 表示否定，意为―几乎没有‖，在句中修饰可数名词。
3）a little 也可在句中作状语，修饰形容词、副词、介词短语或动词。例如：There is a little little water in the bottle .
I the basket.
I‘m feeling a litt le time .
He finished ‘t like math. She doesn‘t like math, either.
too作副词，用于肯定句中。
例如: His father is a worker , apple or a banana?
---Either is OK.
（2）、either 与or 连用，表示在两个可能性中任选其一。
例如: Either Lucy or I will go to Beijing.
He‘ll either take the train or the bus.
4.spoken speaking 用法区别
1) spoken 为speak 的过去分词转化成的形容词,意为―口头的，口语的，口说的‖。
2）speaking是speak 转化的形容词，意为―讲话的，说（某种语言）的‖3）spoken 可直接修饰名词；但speaking 常与某种表示语言的词一起组成一个形容词。
例如：I am not good at spoken English .
Australia is an English---speaking country.
● 专项练习
句型转换
1.I the final exam .(改为反意疑问句)
____________________________________________
3.Tom isn‘t a Canadian . Dave isn‘t a Canadian, either.
(合并为一个句子)
______________________________________________
填空
1.It‘s too )the door ?
2.Tom ,______( not be ) afraid of _____(speak)in public .
3.France is a _____( develop ) country .
4.We couldn‘t stop ______( laugh )because Tom made faces in class .
5.I A
例析1---8 D C A C A B C D
句析答案略
词语辨析1----8 A A C D D C B C
Section B
例析 1 themselves 2.not take 3. ‘t f inished the work ,either.
2.Mary got few mistakes in the final exam, did she?
3.Neither tom nor Davy is a Canadian.
填空
1.opening
2. don‘t be
3.developed 4 laughing
5.making
6.to build
Unit 2 I used to be afraid of the dark .
一、教学目标
1．语言目标1）学会陈述自己过去常做的事。
2）学会陈述自己过去的爱好等。
2．知识目标1）used to do sth 的用法
2）be afraid terrified的用法
3．能力目标1）能够表达自己现在和过去在外表、性格、娱乐等方面的变化。
2）能够表达朋友、家人等现在和过去的变化。
二、重点知识
1．重点单词alone quiet by outgoing friendly serious funny
spider dark insect tall shy impress short terrify
straight front of worry about sbsth
used to do sth all the time all day no longer
be interested in as well as
基本要求：会读、会写、会用。
3．重点语法1）used to do sth 的用法
2）be afraid to do sth be afraid of doing sth
的用法
基本要求：理解其含义，学以致用
二、导学案
Section A
● 例析导学
1．I used to be afraid of the dark .
1)dark n.&adj. 黑色(的), 深色(的), 其反义词是light
例如: In winter it gets dark early cats see in the dark?
2)be afraid of + n.ving 意为―害怕‖
例如：Mary was afraid of snakes when she was young .
Don‘t be afraid of making mistakes.
【拓展】1) be afraid to do sth 意为―害怕去干谋事‖
He is afraid to go there at night.
2) be afraid 后可跟that 意思是―恐怕‖
I‘m afraid that I can‘t go there with you.
2.People sure change.
sure adv. 无疑,确实
【拓展】1) sure adj. 确信的,有把握的
be sure to do sth that 一定干谋事
be sure of sth doing sth 干谋事有把握,有信心
例如:He is sure to come on time .
It is sure that time.
He is sure of passing the exam.=He is sure that I first saw it.
4. But no w I‘m more interested in sports 。
be interested in 意为―对……感兴趣‖, 介词in后常接名词或动词v-ing 形式
例如:Peter is interested in moths., but the interesting film .
5.I go to sleep with my bedroom light on .
1)go to sleep 意为―入睡,睡着‖
例如:He went to sleep late last night .
【拓展】go to sleep 和go to bed 都有―睡觉‖的意思但go to bed 指―就寝‖ ―上床去睡‖这个动作；而go to sleep 是指―入睡‖ ―进入梦乡‖这个过程,相当于fall asleep。
例如：I went to bed at ten last night , but I didn‘t go to sleep at twelve . 2) with my bed light on 是―with +复合宾语‖结构，在句中做状语
例如：With no one in the room , 可表示工作着（的），开着（的）（与off 相对）
例如：Don‘t leave the tap on .
【拓展】1）with 有―和……一起‖之意
例如：Would you like to go with us ？
2）带有，具有……特征
例如：The car is running with its light on .
3）用某种工具
例如：He open the car with a knife .
5.Don‘t you remember me ?
remember v. 想起,记起
【拓展】1) remember to do sth. 记得干谋事( 还没做)
remember doing sth. 记得已干谋事( 已经做了)
例如:Remember to mail the letter for me .
Do you remember asking the same question ?
2) 代某人向……问好
例如: Remember me to your mother .
● 专项练习
1.I am _____( terrify ) of spiders .
2.He is afraid of ______( see ) strangers .
3.It is not a good the public places.
4.The little child was _____( terrify ) of _____( be ) left alone in the ______( play ) the piano .
8.He wasn‘t feeling well . So the morning ，now I usually get up at
seven .
【拓展】1)be used to sth doing sth
get used to sth doing sth 意为―习惯于做谋事‖其中to 为介词例如: Mr. Liu is used to is used for writing .
4）be used as …意为―被用做……‖ ― 把……当作……来用‖，介词as表示― 作为‖ 。
例如：English is used as a second language in many country 。
2．You used to be s hort , didn‘t you ?
改句为反意疑问句，反意疑问句是提出情况或看法，问对方是否同意的句子。反意疑问句的结构有两种情况，其一为前肯后否，其二为前否后肯。
例如：You aren‘t going out today ，are you ？
【拓展】反意疑问句的几种特殊情况
1）当陈述部分no ，never ，‘t it ？
There will be a meeting tomorrow ，won‘t there ？
3）陈述部分是复合句时，简略问句的主语与助动词和主句一致。
例如：Sh e lived in Beijing when she was young ,didn‘t she ?
但如果主句的谓语动词是
t h i n k ,suppose ,believe ,imagine ,expect ,feel等,且主语为第一人称或第二人称时,简略问句的主语和时态却要和宾语从句一致,而肯定和否定,则要与主句一致。
例如: I don‘t think you are a student , are you ?
4)祈使句也可加简略问句,不表示反意,只表示语气。
否定祈使句+ will you ？
肯定祈使句+ won‘t you ？（表示邀请）
肯定祈使句+ will you ？（表示请求）
Let‘t （包括对方）+ … ，shall we ？（表示建议）
Let us （不包括对方）+ …，will you ？（表示请求）
Let +第三人称+ …，will you ？
● 专项练习
1. Let the students talk with their partner about you were younger? What do you do now ?
Then make a conversation with each other.
2. Let the students make a conversation according to Section A 3A.
● 教学设计
本节课以过去和现在的变化为话题，重点是介绍一个人在过去常做的事及爱好等，Section A 就是紧紧围绕该话题，以听说方式展开学习运用的。
教学目标
知识目标：1、会写，会读，会用本节课的重点单词短语。
2、熟练运用used to do sth和be afraid to do sth 的用法。
能力目标1、能够听懂有关学习方法的简短对话。
2、能运用used to 来谈论过去。
教学重难点1、熟记重点单词短语。
2、used to do sth和be afraid to do sth 的用法。
课型：听说课
教学过程
预习词汇
布置学生预习Section A的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。
课前朗读
朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。
一、新课导入
1．检查词汇预习：
让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。
2．展示新知识：从谈论一个人的外表及性格，从而导入本课的话题。
3．专项练习
1）让学生根据Section A的1a中由What does ?t .
A. in
B. with
C. to
D. and
4.I ____get up early .
A. use to
B. used to
C. am used to
D. was used to
5. H e _____ ‘t very sure about it .
A. must
B. may
C. can
D. will
7.He is running _____a ball _____ B. take ,in C. for ,in D. at ,with
6.I‘ve read several books ,but _____of them is funny .
A. neither
B. either
C. none
D. all
Section B
● 例析导学
1．I don‘t worry about tests .
worry about sb. 为某人或谋事担心或着急
例如:Don‘t worry about foot步行去一个地方
ride to a place == go to a place by bike 骑车去一个地方
drive a car to a place == go to a place by car开车去一个地方3．… I used to watch TV or chat with my grandfather.
chat with sb. 意为―与……闲聊‖，其中是动词。
例如：I like to chat with my friends online .
chat 还可以用作名词，意为―闲聊‖，
例如：They dropped in for a chat last night .
4. I really miss the old days .
miss v. 意为―怀念‖后可接名词，代词或动词ving 形式。
例如：I miss living in the country .
【拓展】1）miss v. 意为―未击中，未得到，未达到，‖的意思。例如：He shot at the bird but missed .
2）没见到，没听见，没理解
例如：The the corner ,don‘t miss it .
3）发现丢失例如：I found my book was missing .
4）没赶上例如：He missed the early bus .
● 专项练习
完成单词
I am so busy,I ‘t be w_____ about your son.
4. The rich men enjoy p____ golf.
5.He would take p_____ in everything good I do.
W____ these words, ‘t the last few years.
In the last past few years 在刚刚过去的几年里
常用于现在完成时,象already ,just ,ever , never ,before ,yet ,
recently ,for +一段时间, since 等都用于于现在完成时。
例如：He ‘t come back yet.
It is 5 years since from 2b.
● 教学设计
预习词汇
布置学生预习Section B的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。
课前朗读
朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。
复习检测
（1）检查词汇预习：有布置有检查，采用多种形式检查学生对词汇的预习情况，可以采取学生结对、小组查等形式。
（2）采用多种形式对听说课学习内容进行复习。
2．课前导入设计情景，激发学生的学习兴趣或简介文章内容导入阅读。
3．泛读训练
（1）根据阅读素材和阅读规律，深入挖掘素材，设计多层次的阅读任务，引导学生逐步掌握文章信息，并训练处理信息的能力。
（2）对较长的文章可采用总—分—总的形式。
Go for it! Starter Unit 1 Good morning! 一、说教材 Go for it! 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”和“以人 为本”的教学思想，融话题、交际功能和语言结构于一体。本书每个单元都列出明确的语言 目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为Section A和Section B两部分。Section A为目标句型提供分步事例和指导性练习；Section B使学生能够对已经学过 的目标句型运用自如。每个单元还附有Self Check部分，此部分是让学生用来测试自己现阶 段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。 Starter Unit 1是Go for it! 预备篇三个单元中的第一单元。预备篇是为了使没有英语学 习基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日 常用语。 本单元的教学内容为：学习Aa---Hh 8个字母。 学习hi、hello、good、morning、afternoon、evening、fine、OK、 thanks等词汇。 学习不同时间见面时的问候语及其回答。 二、教学设计思路 在Go for it! 的教材上，每个单元只有一个总体的教学内容安排，既没有具体的课时数 安排，也没有分课时的教学内容安排。所以，对教师来说，这是一个灵活运用教材的机会， 任何教学内容的调整和取舍，都是合理的。但这也是挑战，教师必须从所教学生的实际水平 和语言能力出发，合理安排本单元的课时数，设计好每课时的教学内容。 所以，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个分课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。 Starter Unit 1的教学重点：Aa----Hh的字母教学 相互问候：Good morning/afternoon/evening, Alice! Hello, Frank!
英语教学设计 年级 学科 授课人 学年度第学期 Unit 1 Where did you go on vacation? Period 1 Section A (1a-2d) 一、教学目标： 1. 语言知识和能力目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。—yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。
三、教学过程 Ⅰ. Lead-in 1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. 3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. 2. Play the recording the first time. 3. Play the recording a second time. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. 2. Now work with a partner. Make your own conversation about the people in the picture. 3. Ss work in pairs. As they talk, move around the classroom and give any help . 4. Let some pairs act out their conversations. V. Listening 1. Tell Ss they will hear a conversation about three students’conversations. 2. Play the recording the first time. Ss listen and fill in the chart. 3. Play the recording a second time for the Ss to check “Yes, I
1.创设情 境，激发学生探究欲望（Lead-i n） 我先通过实际生 活和学生问答，引出 本课的结构、功能。 几轮对话之后，教师在黑板上 写出两句被动语态的句子，让学生 自由讨论他们在家可以做的事情， 然后列出清单。 通过小 组合作，让 学生发现问 题，纠正问 题 2．布置任务，激励学生学会联系实际去运用被动语态 我在他们的训练 中反复强调主语在被 动句中的位置，引导 他们自己纠正错误， 认识到主动句中的主 语和谓语动词的关 系。 针对校规的一些内容，用 “Teenagers should be allowed to do...because...”or“Teenagers should not be allowed to do...because...”句型 来阐述自己的观点。 被动语 态落实到生 活中，更容 易接受，学 好。 3．操练 组织pairwork 学生通过家里的实际情况互相 沟通 让学生在 训练中熟练掌 握基本的被动 语态和带有情 态动词的被动 语态。 4．拓展针对实际情况进 行比较，开展讨论。学生在讨论中反复运用被动语 态的句型，然后结合实际不断产 出新的很多学生在小组中就校 规的几点规定展开讨论，比如说 “Students should be allowed to wear their own clothes at school.”有很多同学就不赞 成，他们认为“Students shouldn't be allowed to wear their own clothes．They should wear uniforms at scho ol.”句子。 学生在争论 时结合以前的一 些知识来解释原 因，各抒己见使被 动语态的句型得 到充分的练习，并 且能对现实提出 自己的见解。 5．辩论 在课堂的结尾， 我设计一个辩论赛， 辩题是：“Students should be allowed to bring mobile phones to school.” 学生分成两大组，每大组再分几 个小组。先小组讨论，然后将大 家的观点综合起来，由大组中的 小组分别发言，然后就对方的观 点进行反驳。 通过辩论拓展 学生的思维，培 养学生的语言 运用能力。使学 生能创造性地 使用语言，让学 生在说中学，灵 活运用所掌握 的句型拓展内 容
新目标英语七年级下册全英文教案（全册）Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languages Functions: Talk about countries, nationalities and languages Ask and tell about where people live Structure: Where's/Where're ...from? Where does/do ...from? What questions----What language does/do ...speak? Target language: Where is she from? She is from.... Where does she live? She lives in.... What language does she speak? She speaks.... Vocabulary: words about countries, languages Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1 ( 1a----Grammar Focus ) Key points:
Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak. T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points: Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)
Unit one My name is Gina. 1．话题： Making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 2）使学生学会用英语和别人打招呼。 3．文化目标： 1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。 2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。 3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。 4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。 4．认知目标： 1）词汇： clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 以特殊疑问词what开头的问句 形容词性物主代词my, your, his, her What’s=What is I’m=I am My name’s=My name is 3) 语言目标： What’s your name? My name is Gina. I’m G ina. Nice to meet you. Period one I.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。 Language topic: What’s your name? My name is Gina. Language strategies: Talk about the names Main vocabulary: name is, meet, his, first name, last name, answer, boy , girl. II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。 III.语言功能:询问姓名及怎样回答. IV.活动设计：采访调查What’s your first name? V. Teaching steps: Step 1:Greetings. Step 2: Words: Learn the new words A: first, listen to the recorder, the students read after the recorder. B: read the new words after the teacher. Step 3: 1a Write English words for the things in the picture. How many things do you know?
Unit 9 I like music that I can dance to. 本单元教学以音乐为话题，主要应掌握定语从句的简单用法。让学生们学会用定语从句来表达喜好。 教学目标： 1.知识目标：掌握本课的大纲词汇和that、who引导的定语从句的简单用法。 2.能力目标：1）能听懂喜欢什么种类的音乐的话题的有关的简单会话。 2）能用定语从句造简单的句子。 3.情感目标：让学生们懂得去欣赏美好的音乐。 教学内容： 1.大纲词汇prefer lyrics electronic music Australian 2.句型i like music that … ①教学重点：初步掌握定语从句的构成及从句中谓语动词基本变 化。 ②学习dance to the music ，sing along with 等几个词组。 教学步骤 Step 1：Lead-in 1. Play a song to present the new words. Step 2 Presentation 1.Tell more about the teacher to students, presenting more sentences and asking them to help saying in another way. 2.Set a scene to talk with students by telling them something about the teacher by using the attributive clause. Step 3 Practice 1. Present students several pictures or several pieces of music with a relative question. And ask them to talk in pairs with the help of sample shown. 2. Invite some pairs to show their talk in order to help the teacher know more about them. 3 Listening1 1. Present the question and help students make sure what information they
新目标初中英语单词七年级上学期单词表 Unit 1 my pron.我的 name n.名字 is v.是 name's name is 之略 clock n.时钟 I pron.我 am v.是 I'm I am之略 nice adj.好的；令人愉快的 to part.不定式符号 prep.向；朝；至；达meet v.遇见；相逢 you pron.你；你们 what pron. &adj.什么 what's = what is your pron.你的；你们的 hello int.（表示问候）喂 hi int.（表示问候或打招呼）嗨 his pron.他的 and conj.和；又；而且 her pron.她的 question n.问题；难题；询问；疑问answer n.问答；答复；答案 look v.看；望；看起来 n.看；注视 first num.第一 first name 名字 last adj.最后的；上一个的 last name 姓氏 boy n.男孩 girl n.女孩 zero num.&n.零 one num.&pron.一（用来代替单数的人或物）two num.二 three num.三 four num.四 five num.五 six num.六 seven num.七 eight num.八 nine num.九 telephone n.电话number n.数；数字 telephone number 电话号码 phone n.电话；电话机 phone number 电话号码 it pron.它 it's it is 它的 card n.卡；卡片；纸牌 ID card (ID=identification)身份证family n.家；家庭 family name 姓氏 Unit 2 this pron.&adj.这；这个 pencil n.铅笔 pen n.钢笔 book n.书 eraser n.橡皮；铅笔擦；黑板擦 ruler n.尺；直尺 case n.箱；盒；橱 pencil case 铅笔盒；文具盒 backpack n.双肩背包 pencil sharpener 卷笔刀；铅笔刀dictionary n.字典；词典 that pron.&adj.那；那个 yes adv.（表示肯定）是 no adv.（表示否定）不；不是 not adv.（构成否定形式）不是 isn't is not 不是 excuse v.原谅；宽恕 excuse me 请原谅 thank v.感谢 OK adj.好；不错 in prep.用（表示方法，媒介，工具等）English n.英语；英文 a art.一个（只，把，台……） how adv.（指程度）多么；何等；怎样 do v.&aux.（助动词无意义）做；干；行动spell v.拼写 baseball n.棒球 watch n.手表 computer n.电脑；电子计算机
Unit 1 Where did you go on vacation? Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Where did Tina to on vacation? —She went to the beach. ③—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。 —yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6. Went to the beach, visited my uncle, visited museums, went to summer camp 3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. 4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture? 2. Play the recording the first time. 3. Play the recording a second time. Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. Ask two Ss to read the conversation to the class.
四面城九年一贯制学校中学部备课簿 年级八年一班 学科英语 授课人强艳双 2015 - 2016 学年度第 1 学期
Unit 1 Where did you go on vacation? Period 1 Section A (1a-2d) 一、教学目标： 1. 语言知识和能力目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。—yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions.
Unit 1 How can we become good learners? Section A Period 1 Section A (1a-2d) 本单元围绕“做一个优秀的学习者”这一话题，首先引入了 “I study by working with a group.”这一重点句型，接下来学习how引导的特殊疑问句及其答语和复习现在完成时态。Section A包含两个教学重点：其一要求学生学习、掌握“I study by working with a group.”这一重点句型，；其二，学习how引导的特殊疑问句及其答语。Section B是在Section A基础上的拓展，主要是语言的学习、运用和巩固阶段。另外，本单元介绍了许多优秀的英语学习习惯与方法，可引导同学们借鉴采用。 【知识与能力目标】 （1）熟练掌握下列词汇： aloud,pronunciation,discover,repeat, note,pronounce, increase,speed, partner, create, active, connect, review, knowledge, wisely, born, attention （2）熟练掌握下列短语： work with friends, ask the teacher for help read aloud, look up, practice pronunciation, connect…with…, pay attention to （3）掌握下列句型： ---How do you study English? --- I learn by working with a group. ----Do you learn English by reading aloud? ----Yes, I do. It helps my pronunciation. ----- How can I read faster? ----You can read faster by reading word groups. ------How can I improve my pronunciation? ----One way is by listening to tapes. ----But whether or not you can do this well depends on your learning habits 【过程与方法目标】 本单元的主题是谈论学习方法与习惯，可引导学生采用Listening for specific information，
人教新目标英语九年级 全册教案 公司内部档案编码：[OPPTR-OPPT28-OPPTL98-OPPNN08]
Unit 1 How can we become good learners 学习目标 认知目标： 1. Talk about how to study. 学会讨论各种学习方法和策略。 2. Find out your suitable learning methods. 找出适合自己的学习方法。 情感目标： 通过对学习方法的学习，培养学生用正确而科学的方法做事的能力，明白 “一份耕耘，一份收获”。 技能目标： （1）熟练掌握下列词汇：aloud pronunciation discover repeat note pronounce increase speed partner create active connect review knowledge wisely born attention （2）熟练掌握下列短语：work with friends ask the teacher for help read aloud look up practice pronunciation connect…with… pay attention to （3）掌握下列句型：How do you study English I learn by working with a group. Do you learn English by reading aloud Yes, I do. It helps my pronunciation. How can I read faster You can read faster by reading word groups. How can I improve my pronunciation One way is by listening to tapes. But whether or not you can do this well depends on your learning habits. 重点、难点（Key points and difficulties） 1. 学会运用how来询问做事方式 2. 学会运用by + doing的结构表达做事方式。by 介词，表示“通过……方法或 途径”，译成“靠、通过”。by后面可以加名词或动名词短语。 3. 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。 课时划分 Period 1 Section A 1 (1a-2d) Period 2 Section A 2 (3a-3b) Period 3 Section A 3 (Grammar Focus—4c) Period 4 Section B 1 (1a-2e) Period 5 Section B 2 (3a-selfcheck) Unit 1 Section A 1 (1a-2d) Step 1 Warming up T: How do you study English Do you study English by the following ways (Show some pictures and present the important phrases.) T: How do you study English S: I study English by ______. by working with friends. by making word cards. by asking the teacher for help. by reading the textbook. by working with a group. by listening tapes. Step 2 1a Check the ways you study English. Then add other ways you sometimes study. ___ a. by working with friends. ___ b. by making word card. ___ c. by reading the textbook. ___ d. by listening to tapes
（151页）人教版九年级上册（全册）教案汇总 Unit 1How can we become good learners? Section A (1a－2d) 1．重点单词：textbook，conversation，aloud，pronunciation，sentence 2．重点短语：make word cards，work with friends，ask the teacher for help，listen to tapes，speaking skills，word by word，be patient 3．重点句式： How can we become good learners? —How do you study for a test? —I study by working with a group. What about reading aloud to practice pronunciation? It's too hard to understand spoken English. —Have you ever studied with a group? —Yes，I have.I've learned a lot that way. Try to guess a word's meaning by reading the sentences before and after it. You can become better by reading something you enjoy every day. The more you read，the faster you'll be.
句子 （一）句型变化之基石：一般疑问句 A将下列各句变为一般疑问句,并相应回答。 1.I am a student. _____ ______ a student? Yes, ____ _____. 2.My father is a math teacher. _____ ______ father a math teacher? Yes, ____ _____. 3.Our pears are green. ____ _____ pears green.? No, ____ _____ 4.Kate often eats eggs. _____ Kate often _____ eggs? Yes, ___ ____. 5. Those are some English books. ____ those ____ English books ? No, ____ ____. 6.He does sports every day. ____ he ____ ____ every day? No, ____ ____. 7.That looks easy. ______ that ______ easy? Yes, ____ ____ 8. I am free. _____ _____free? Yes, ____ ____. B 翻译“吗”也不难 9..这是你的书吗？不，不是。your book？(=Is this book _____? ) ，it 10. 那是他的橡皮吗？是的。 his ？, it . (=Is that _____ ____? ) 11. 你叔忙吗？______ your ______ ______? 12.他最喜欢打排球吗？ _____ his _________ ______playing volleyball? Yes , _____ _____. (=_____ he _____ volleyball _____ ? Yes , _____ _____.) 13.你能拼写它吗？ _____ you _______ it? No, ___ _____. 14.你的手表找到了吗？your watch ？ 15.你们学校举行校庆吗? ________ you ________ a _________ ________ at your school? No, ___ ____. 16. 他在班上有很多朋友吗？没有。______ he ______ ______friends _____ his class? No, he ______. 17. 你随身带着电脑了吗？ _____ you have a _________ _______ you? 18. -- 3月12号是植树节吗？--是的。 --______ March _________ Tree Planting Day? -- Yes, ______ _____. (二) 否定句，挠头不如抓住“not”，按对地儿。 A将下列各句变为否定句 1.I am ten years old. I _____ ______ ten years old 2.She is healthy. She _____ healthy. 3.My brother likes tomatoes. My brother __________ ________ tomatoes. 4. That is an eraser. _______ _______ an eraser. 5. He needs a book. He ________ ________ a book. 6. There are some cats under the tree. There _____ _____ cats under the tree. 7. The girls like playing volleyball. The girls ________ __________ playing volleyball 8. Gina doesn’t play golf every day. (改为肯定句) Gina ___________ __________ every day. 9. She sells eggs, bananas and apples there. She ______ ______ eggs, bananas _____ apples there. 10.I have many books. I _____ _____ _____books B否定译文不用慌，not 紧随动词旁 11. 她姐姐既不吃鱼也不吃鸡。 Her sister ___ ___ fish _____ chicken. 12. 我们不需要桌子，我们需要买书橱。We _______ ______ a table. We _____ ____ ____ a bookcase 13.让我们别打篮球了。 Let’s _______ _______basketball. 14.他跑的不好。He ______ run _______. 15. 今天不是他的二十岁生日。 Today is ______ ________ _________ birthday. 16.她最喜欢的水果不是草莓 ____ favorite fruit _____ _______. (=she _____ like ___________ best.) 17.我双亲不在中国。 My _________ ________ in _______. 18.他不认为数学很难。 He________ think math ________ _________. (三) 世间阴阳平衡，句子单复相成。 A 将下列各句变为复句。 1. I’m Chinese. _______ Chinese. 2. She is a good girl. ______ ______ good _______. 3. This is an eraser. _______ are ________.
人教版（新目标）初中七上Starter Unit 1 Good morning!教案 Period One 教学目标： 1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 教学重点、难点： 1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2.句型：Hello! Good morning! 教学过程： Step 1. Warming-up 1. 课前—上课铃响教师就播放Good morning歌曲。 2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。 Step 2. Play a game. 绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first. Step 3. Presentation 1.用预先制作的图片或挂图介绍八个人物和姓名。 2.出示Bob的图片，帮学生说Hello, Bob! 或Good morning, Bob! 然后利用其他图片介绍其他七位人物的名字。 Step 4. Game 在幻灯片上通过闪现头像来测试学生对这八个人物的特征和名字的记忆，然后出示7位人物的头像，让同学们看看少了哪一位人物的头像，有助于锻炼他们的反应力和注意力。获胜者也以英语名字作为奖励。Step 5. Presentation. 出示Bob头像和时钟（早上），让同学们猜Bob会对我们说什么。然后帮助同学们练习说Hello!或者Good morning！通过图画上的场景让学生进行猜测，满足学生的好奇心，也让他们了解Good morning的使用。Step6. Work on 1a. 看1a图并写出图中人物名字，看有什么规律。这部分内容培养了学生的观察能力。