新目标英语九年级unit 11 教案

九年级英语Unit11-Unit15复习教案The First PeriodⅠ． Teaching Aims and Demands1． Knowledge ObjectsKey vocabulary that students have learned in Units 11～15．2． Ability ObjectsTrain students’ ability to use the target language they have learned freely and creatively．3． Moral ObjectRepetition is the mother of learning．Ⅱ． Teaching Key PointKey vocabularyⅢ． Teaching difficult PointTrain students’ ability to use the target language they have learned freely and creatively．Ⅳ． Teaching MethodPractice methodⅤ． Teaching AidThe blackboardⅥ． Teaching ProceduresStep I RevisionCheck homework． Ask five students to read their sentences one by one using the words in activity 1 in preceding class．Help correct the mistakes made in their sentences．Step Ⅱ 1aThis activity reviews some of the vocabulary that students have learned in Go For It Book 5．In this activity, we’ll reviens some of the vocabulary in Units 1～15 by completing a crossword． Now, look at the clues with the headingsDown and Across．Draw students’ attention to the crossword． Read the sample answer to the class: I can look out of the window in my apartment． Make sure that they understand what they need to do． Then say,Please read the clues and complete the crossword． Get students to do the crossword in pairs． While they are working, move around the classroom to make sure that allthe students know what to do, offering help if necessary．Cheek the answers by asking different students to read out and spell the answers．AnswersDown 1． windows 2． bought 3． is 5． elephant 6． wrong 7． suitcase 8． award 12． made 15． scarf 16． jobs 18． rude 19． meet 20． orAcross 1． walls 4． noodles 7． strong 8． are 9． on 10． trash 11． sit 13． had 14． done 17． customer 21． ever 22． fast 23． cheetahStep Ⅲ 1bThis activity requires students to creatively use the language they have learned．Go through the instructions with the class． Invite a pair of students to read the sample conversation．S A: This is a place where we can go to see animals．S B: Is it a zoo?S A: Yes, it is．Make sure students understand what they need to do． Ask students to choose four words from Units 11～15 and write a clue for each word． Have students do the activity in pairs． When they work, move around the classroom listening and offering help where necessary．Ask four students to say their clues and have the class guess the words．S1: It is useful and helpful to us and can bring us success in competition．（advantage）S2: This is a person who owns something．（owner）S3: This is a metal container in which food is kept cold．（refrigerator）S4: This is a large sea animal． We also call it sea cow．（manatee）Step Ⅳ SummaryIn this class, we’ve reviewed some of the vocabulary words in Units 1～15．Step Ⅴ HomeworkReview the vocabulary words in Units 11～15Step Ⅵ Blackboard DesignReview of units 11～15The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Listening practice using the target language．（2） Oral practice using the target language．2． Ability Objects（1） Train students’ listening skill．（2） Train students’ speaking skill．3． Moral ObjectIf you review what you have learned actively, you will make greater progress．Ⅱ． Teaching Key Points1． Listening practice using the target language．2． Oral practice using the target language．Ⅲ． Teaching Difficult PointTrain students’ listening skill．Ⅳ． Teaching Methods1． Listening method to improve students’ listening ability．2． Pairwork to make every student work in class．Ⅴ． Teaching AidA tape recorderⅥ． Teaching ProceduresStep Ⅰ RevisionDictate some vocabulary words in Units 11～15．guidebook, member, advantage, manatee, environment, greet, bow, wipe, serve, miss, fresh, rude, endangered, useful, strong, tiny, politely, mostly, gradually, speciallyChoose five words． Encourage students to make sentences with them．S1: Everyone has more advantages than disadvantages．S2: Manatees are large sea animals．S3: Let’s go out for some fresh air．S4: He was late for school because he missed the bus．S5: The ant is a tiny insect．Step Ⅱ 2aThis activity provides practice in listening for the general idea．focus attention on the four pictures．Say, You are going to listen to four conversations． Match the conversations with the correct pictures． Point to the sample answer． Say, This picture matches the first conversation you will hear．Play the recording for the first time．Students only listen．Play the recording a second time．This time students listen and match the conversations with the correct pictures by writing the numbers in the boxes．Check the answers．Answers（from top to bottom）1,4,2,3TapescriptConversation 1Cbu: Tom, I have some questions about your country, Canada．Tom: Okay． What do you want to know?Cbu: What are you supposed to do when you meet someone for the first time? Tom: You’re supposed to shake hands．Cbu: How about time? For example, when a party is at eight o’clock, do you go at eight o’clock?Torn: No, you can go about fifteen minutes late．Cbu: OK． Is it the same for business meetings?Tom: Oh no． For a business meeting make sure you’re on time．Cbu: Mm． I heard that it’s rude to make sounds when you eat． Is that true? Tom: Yes． it is． You shouldn’t do it．Cbu: One more question． Are you supposed to take a gift when you visit someone? Tom: Yes, it’s polite to take a few flowers．Cbu: Thanks． Now I’m ready．Conversation 2Ben: Excuse me, could you tell me where the doctor’s office is?Sue: Yes, it’s on the second floor, beside the escalator．Ben: Mm． First I need to buy a book． Is there a book store around here? Sue: Sure． You can find Biblo Books on the fourth floor． Take the elevator．Ben: Oh, I also need to exchange some money．Sue: Yes． There’s a bank on the first floor． It’s right behind you．Ben: Good． I think that’s everything． Oh no． There’s one more place I need to go．Sue: Yes?Ben: Do you know where I can buy some shampoo?Sue: Yes, there’s a drugstore on the third floor． Take the elevator．Ben: Thank you． You’ve been very helpful．Sue: You’re welcome．Conversation 3Mom: We have to leave in half an hour． Is everything ready for the trip?Xiao Li: I don’t know．Mom: Well, have you packed the travel guidebook?Xiao Li: Yes． I did． Oh! But I forgot the map．Mom: OK． Pack the map． What about the camera?Xiao Li: Yes． I have the camera．Mom: What’s that noise? Have you turned off your radio?Xiao Li: No, I’ll do it now．Mom: And the towels． Have you packed the towels yet?Xiao Li: Yes． I packed the towels．Mom: What about the food? Did you pack the food?Xiao Li: Yes． I’ve packed it already．Morn: Well, I think we’ve almost ready!Conversation 4Henry: Hi, Janet． Would you like to help save the environment?Janet: I don’t know． What can I do?Henry: Well, first, you can start by turning off the lights．Janet: Yes． That’s easy． Sometimes I turn on the lights without thinking．What’s next?Henry: Second, you can ride a bicycle．Don’t take a bus or a taxi if you don’t have to．Janet: That will save money, too． What else?Henry: Thrid, try to recycle paper．Janet: Mm． Newspapers, magazines, mail …we get a lot of paper at home． Good idea．Henry: The fourth idea is turning off the shower When you’re not using it．Janet: You mean, when I have shampoo in my hair?Henry: Yes． Get wet． Turning off the shower． Put in the shampoo in your hair and then turn on the shower and wash it out．Janet: Will that help the environment?Henry: Yes． We have to save water． And fifth, take a bag when you go shopping． Don’t use plastic bags．Janet: OK． My parents do most of the shopping． I’ll tell them．Step Ⅲ 2bThis activity requires students to listen for specific information in the dialogues．Look at the four different questions types next to the pictures in Activity 2a． Give students two minutes to go through the list of questions． You are going to listen to the same recording again． This time you need to listen for specific information in the dialogues that will help you answer the questions． Point out the sample answers．Play the recording for students to answer the questions． Play the recording a second time or a third time if necessary．Have students do the activity in pairs．When they work, walk around the classroom listing and offering help where necessary．Ask several students to share their answers．AnswersFTFFT53214doctor’s office--second floor;bookstore--fourth floor;bank--first floor; drugstore--third floor√pack the guidebook; × pack the map;√pack the camera;× Turn off the radio;√pack the towels;√pack the foodStep Ⅳ 2cThis activity lets students work in pairs to practise the conversations they have just heard．Go through the instructions with the class, sample conversation in the box． Invite a pair of students to read it to the class．S A: Would you like to help save the environment?S B: I don’t know． What can I do?Write the sample conversation on the blackboard．Now work with a partner． Start by reading the sample conversation in the box with your partner． Then make conversations using information in Activity 2a．Get students to practise their conversations． As they work, walk around the classroom offering help and encouragement．Ask several pairs of students to say their conversations to the class．For example:S A: Would you like to help save the environment?S B: I don’t know． What can I do?S A: You can turn off the shower while you are washing your hair．S B: When I have shampoo in my hair?S A: Yes．Step Ⅴ SummaryIn this class, we’ve done a lot of listening and oral practice Using the target language．Step Ⅵ HomeworkAsk students to write three conversations in Activity 2c in their exercise books．Step Ⅶ Blackboard DesignReview of Units 11～15The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge ObjectsOral practice using the structures Supposed to, It makes me…and Present perfect with already and yet．2． Ability Objects（1） Train students’ speaking skill．（2） Train students’ writing skill．3． Moral ObjectExpress your own opinions freely and correctly．Ⅱ． Teaching Key Points1． Supposed to2． It makes me…3． Present perfect with already and yet．Ⅲ． Teaching Difficult PointTrain students’ speaking and writing skills．Ⅳ． Teaching Methods1． Practice method2． PairworkⅤ． Teaching AidThe blackboardⅥ． Teaching ProceduresStep I RevisionCheck homework． Invite several students to say their conversations to the class．Check any errors and correct them．Step Ⅱ Part 3This activity provides writing and speaking practice using the target language．Go through the instructions with the class． Look at the sample conversation in the box． Invite a pair of students to read it aloud to the class．A: What are you supposed to do when you meet a new person in the USA?B: You’re supposed to shake hands．A: In China, you’re supposed to…Write the conversation on the blackboard．Look at the list of questions． Get a student to read the questions to the class．Please write your answers to these questions． Ask students to finish the task on their own．The answers may vary． For example:A: What are supposed to do when you meet someone in China?B: You are supposed to bow to the person/say Hi to the person/shake hands with the person．Ask students to fill in their answers, then discuss with a partner． While they are working, move around the classroom listening to different pairs and offering help as needed．Ask several pairs to share their activities．Step Ⅲ Part 4This activity lets students work in pairs to practice writing and speaking skills．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it aloud to the class as a model．S A: How do you feel when you see the national flag of China?S B: It makes me feel proud． How about you?S A: It makes me proud, too． I think of famous Chinese men and women．Write the conversation on the blackboard．Review the different feelings in different situations students have learned．（happy, angry, sleepy, sad, relaxed, tense, etc）Ask students to give their feelings for each of the five items． Say, Please work in pairs．Make conversations to talk about your feelings in different situations． For each item, students should think of a reason for their answer． As they work, move around the classroom listening and offering help as needed．Ask several pairs of students to say their conversations to the class． Answers will vary．Step Ⅳ Part 5This activity provides practice to train students’ writing and speaking skills．Look at the instructions． Let a student to read it aloud to the class． Read the sample answer history project to the class．Say, Please make a list of the things you plan to do this month． Ask students to complete the task individually．Point to the sample conversation in the box． Invite a pair of students to read it to the class．S A: I have to do my history project this week．S B: Really? I’ve already done my history project．Write the conversation on the blackboard．Get students to think of things they need to do today． Ask them to say whether or not they have already done each thing．Ask students to write a list of five things to do this month．Please compare your list with your partner’s． Discuss what you have or have not already done．Ask several pairs to share their discussions with the class． Answers will vary．Step Ⅴ SummaryIn this class, we’ve reviewed the structures Supposed to, It makes me…and Presentperfect with already and yet by writing and oral practice．Step Ⅵ HomeworkAsk students to write two sentences for each structure in their exercise books．Step Ⅶ Blackboard DesignReview of Units 11～15The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Practise talking about hobbies．（2） Practise asking for information politely．（3） Practise using I think/believe/feel that…and I agree/disagree with you．2． Ability Objects（1）Train students’ speaking ability．（2）Train students’ writing ability．3． Moral ObjectsPractice makes perfect．Ⅱ． Teaching Key Points1． Talk about hobbies．2． Ask for information politely．3． I think/believe/feel that…and I agree/disagree with you．Ⅲ． Teaching Difficult PointsTrain students’ speaking and writing skills．Ⅳ． Teaching methods1． Pairwork2． Practice methodⅤ． Teaching AidThe blackboardⅥ． Teaching ProceduresStep Ⅰ RevisionCheck homework．Ask students to exchange their homework exercise with a partner． Help correct each other’s mistakes． Then get different students to say their sentences to the class．S1: We’re supposed to do our homework on time．S2: Pop music makes me happy．S3: Have you cleaned your room yet?S4: Yes． I have already cleaned my room．Step Ⅱ Part 6This activity provides writing and oral practice using the target language． Go through the instructions with the class．Look at the sample conversation in the box． Invite a pair of students to read it to the class．S A: What kind of museums do you like?S B: I like history museums． They’re interesting．S A: Really? I prefer science museums．Write the conversation on the blackboard．Draw students’ attention to the chart．Ask students to read the questions．Please write down your own answers in the first column in the chart． Get students to complete the task individually． Then ask students to interview two classmates about what they like and write their answers in the second and the third columns in the chart．Get students to complete the task in groups if three． As the groups work together, walk around the classroom to make sure all the students know how to fill in the blanks and offer language support as needed．Get different students to report their results like this:S A: What kind of sports do you like?S B: I like football． It is very exciting．S A: Really? I prefer basketball．Answers will vary．Step Ⅲ Part 7This activity lets students work in pairs to practise writing and speaking skills．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it to the class．S A: Excuse me． Can you help me?S B: Yes, certainly． How can I help you?S A: Can you tell me if there are any good museums in the city?S B: There are many good museums． Do you like art?S A: Yes． I like it very much．Write the conversation on the blackboard．Ask a few students about museums, food, transportation and costs． Then write questions using the four sentences as guides．Please make conversations using the questions． Then ask students to role play conversations with their partners using their questions．Have some students share their answers as dialogues with the class．A sample conversation:S A: Excuse me． Can you help me?S B: Yes, certainly． How can I help you?S A: Could you tell me where I can get some good food?S B: There are a lot of good restaurants．What kind of food do you like?S A: Vegetarian．S B: You can try Green Restaurant． They have delicious salads．Step Ⅳ Part 8This activity provides writing and oral practice using the target language． Read the instructions aloud to the class． Point to the sample conversation in the box． Invite a pair of students to read it to the class．S A: I think that cats are the most important animal in China because many people have them as pets．S B: I disagree． I feel that pandas are the most important animal because there aren’tvery many of them．S A: Yes, but cats are more popular with ordinary people．Write the conversation on the blackboard．Ask students to select an animal and write five reasons why it is the most important animal in China． Let them use the words in the box to discuss their opinions in conversations． As they work, walk around the classroom, checking the progress of the pairs and offering language support as needed．Get several pairs of students to say their conversations to the class． Answers will vary．Step Ⅴ SummaryIn this class, we’ve practised talking about hobbies and asking for information politely using the target language．We’ve also reviewed the structures I think/believe/feel that…and I agree/disagree with you．Step Ⅵ Homework1． Read the conversations in Activities 6, 7 and 8 again for a further understanding of the target language．2． Finish off the exercises on pages 65～68 of the workbook．Step Ⅶ Blackboard Design。

Unit 11 Could you please tell me where the restrooms are?万州龙宝中学黄瑾【Teaching goals】nguage goals：Key words and phrases:restroom, shampoo, drugstore, café, department store, escalator, magic,fresh, block, oak, uncrowned, safe, waterslide, clown, staff, organized, dress up, market.Target language:Could you please tell me where I can get a dictionary?Sure. There’s a bookstore on the River Road.2. Ability goals:Students can ask for information politely by asking “Could you please tell me---?” “Can you tell me---?”“Do you know where I can---?”【Teaching important and difficult points】Could you please tell me ---?Can you tell me ---?Do you know where I can ---?【Teaching methods】Reading, listening, making conversations, discussion in groups 【Teaching aids】A recorder【Teaching procedures】Section AThe First Period (1a—1c)Step1: Greeting and duty reportOne student give a duty report, the other students can ask some questions according to the report.Step2:Lead-inAsk students to pretend they are new to this school.T: How can you ask where the library is?Ss: Can you tell me where the library is?T: There is another polite way you can ask: Could you pleasetell me where the library is?Write down the two questions on the board, and ask Ss to practice the questions.Step3:1aRead the instructions to the class.Read the list of things in the box. Review the meaning of each item.Point to the lettered parts of the picture one by one. What place is this? What do they sell there?Ask Ss to match each thing with a place in the picture, and tell them there may be more one correct answer for some blanks.Step4: 1b ListeningAsk Ss to look at the pictures. Point out the two conversations that are shown in the picture. Say, Listen to the conversations and fill in the blanks with the words you hear in the recording.Play the recording twice. Stop the recording from time to time to allow Ss enough time to fill in the blanks.Check the answers.Step5: 1c PairworkRead the instructions and ask Ss to read the sample conversation.Say, look at the list of things people need and the pictures of the places in 1a.Have a conversation with your partner. Ask your partner politely where you can do these things.Ask a few Ss to present their conversation.Homework:Make a dialogue like 1c and write down in the exercise book.Blackboard Designbuy shampoo /some writing paper/some stampsget some magazines/a dictionary/some informationsave moneyCan you tell me where the library is?Could you please tell me where the library is?--Could you please tell me where I can buy some stamps?--Yes. There’s a post office on the Center Street.The Second Period (2a—2c)Step1: Duty report and revisionOne student gives a duty report as usual.Check the homework. Ask some Ss to read their conversation in pairs.Step2: PresentationAsk Ss to look at the picture in2a.Introduce the places in it, especially the escalator and the elevator.Step3: Listening (2a)You will hear one boy ask another boy how to find something in a shopping mall. The sentences are in the wrong order. Number the directions from 1 to 4.Play the recording twice. Ss write the numbers.Check the answers.2b Listen again. Show how the boy walks to the drugstore. Draw a line on the picture.Play the recording again and ask Ss to draw the line on their own.Check the answers.Step4: PairworkAsk two Ss to read the sample conversation. Have Ss follow the directions by looking at the picture.Say, Make a conversation using information in the picture.Ask Ss to work in pairs, then get one or two pairs to present their conversations.Step5: Grammar FocusReview the grammar box. Ask Ss to read the questions.Write three questions starters on the board:Could you please tell me how to get to ---?Can you tell me where ---?Do you know where ---?Ask Ss to complete each sentence using their own words. Homework:Practice the conversation in 2a, 2b and try to recite it and write their own conversation like this.Blackboard Design1.Take the escalator to the second floor.2.Turn left.3.Go past the bank.4.The drugstore is between ---Q1. Could you please tell me how to get to ---?Q2. Can you tell me where ---?Q3. Do you know where --- ?The Third Period (3a—4)Step1: Duty report and revisionGive a duty report.Ask some Ss to read out their conversations.Step2: Reading (2a)Writing the words advantages and disadvantages on the board, and ask Ss to give examples from their lives. For example,What are the advantages and disadvantages to own a car?Read the first two sentences at the top of the article. Explain that the interviewer will talk to some teenagers.Ss read the article. When they have finished, ask if there are any words or sentences they don’t understand. Write them and ask other Ss to explain them in their own words.Then Ss read the interview again and write the advantagesand disadvantages.Check the answers.Step3: GroupworkAsk Ss to read the sample conversation.You can talk about places where you usually hang out and the advantages and disadvantages of each place.Ask Ss to work in groups. As they work, move around the room offering help as needed.Ask a few groups to present their conversation.Step 4: DrillingRead the instructions to the class.Read the example in the box.Ask Ss to say the names of some stores and other places in the town and write them on the board.Divide the class into some groups. Each group chooses one place to write about. Write careful directions from the school to each place, but do not say the name of the place. When the groups are ready, they read their directions to the class and the other Ss guess the names of the places.HomeworkWrite a place you usually hang out and tell the reasons.Blackboard DesignAdvantages Disadvantages Friends hang out there air is not freshAlways something happening usually crowded Free contents, listen to CDs always spend too much moneyLook at books in the bookstore▲ Hang out The air is not fresh .I prefer being outside.Places: Xiangsheng Restaurant Huijia Store Longge BookstoreSection BThe First Period (1—2c)Step 1: Greeting and Duty reportSay hello to the Ss and a duty reporter is welcomed.Step 2: PresentationSs read the words in the box. If there are some words that Ss don’t understand, you can ask other Ss to explain the words.Read the instructions and point out the sample answer. Ask Ss to write words from the box in the blank on their own.Correct the answers by having Ss read the qualities he or she listed.Step 3: DrillingAsk Ss to read the sample conversation.Now work with a partner. Look at the words in the box and use them to talk about places in your own city.Ask a few pairs of Ss to present their conversations to the class.Step 4: ListeningAsk Ss to look at the picture and ask Ss to tell what is happening. Explain that the scene shows a family on vacation.They are asking the man for information about various things to do in Sun Ville.Read the instruction and say. You will hear three different conversations. Listen to the recording and write what place they ask about in each conversation.Play the recording twice. Ss write the places people ask about.Check the answers.Let Ss look at the chart in 2b.Say, listen again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks.Play the recording again. Then check the answers.Step 5: PracticeLet Ss read after the tape twice. And try to role play theconversation between the man and the tourists.Ask one or two pairs to present their conversation. HomeworkWrite down the conversations they make.Blackboard DesignFascinating: having strong charm uncrowned: not crowdedSafe: not dangerous convenient: easy to get to, suitableClerk: person employed in a bank, office, shopConversation1: Green landConversation2: the corner of Market and Middle Streets Conversation3: the computer museumThe Second Period (3a-4)Step1: Greeting and reportSay hello to the Ss and one student give a duty report.Step2: lead-inSs look at the picture. Ask: Where can you guess is it? Introduce Watertown, water slides. Ask Ss to find out the Places in the picture, such as Café, Sports Museum, Science Museum and so on.Ask one student to read the passage aloud. Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class.Ask Ss to complete the work individually. Then review the task. Ask a few students to tell the class about the answers in the chart.Step3: ReadingLet Ss look back at 2a and 2b.Say, Use this information to help you complete the guide to Sun Ville.Ask Ss to complete the Writing .As they work, move around the room offering help and answering questions as needed.Ask a student to read the completed article to the class.Step4: 3c PracticeAsk Ss to say the names of some of the places they might write about. Write a list of the places on the board.Ss work individually. Tell them that they can use what they wrote for 3b as a guide.Step5: PerformanceRead the instruction to the class. Ask Ss to look back the guides they wrote in 3c.Have different Ss take the role of the booth worker and the different tourists. Be sure every student has a chance to participate.Ask one or two groups to present their conversations, Homework:Practice the article in 3a and try to retell it.Blackboard DesignWatertown water slidesKids Teenagers ParentsEat Clown City CaféUncle Bob’s Farmer’s MarketHave fun organized games water slides dance lessonsClowns rock bandLearn Science Museum Sports Museum History Museum。

Unit 3 Teenagers should be allowed to choose their own clothes.Section AThe Third PeriodTarget language:A: What rules do you have at home?B: Well, I'm not allowed to go out on school nights. How about you?A: I'm not allowed to go out on school nights either. But I can study at a friend's house.This activity reviews the use of always,sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the exact meanings of the adverbs of frequency.Ask students to write A after things they always do, U after things they usually do, S after things they sometimes do and N for things they never do.II. 1bThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.As the pairs work together, walk around the room offering help if necessary.Ask several pairs to share their conversations with the class.III.2aThis activity provides practice in Look at thepictures and saywhat is happeningin each picture.Students finishthe task on theirown in1aPair work.Talk with his/herpartner abouthis/her answers inActivity 1a.对看图作文能力进行培养。