Unit 11 Could you please tell me where the restrooms are?
The First Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key V ocabulary
restroom, shampoo, stamp
（2）Target Language
Excuse me．Can you please tell me where I can get a dictionary?
Sure．There’s a bookstore on River Road．
2．Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3．Moral Object
Helping each other is very important．It is a good quality．
Ⅱ．Teaching Key Point
Target Language
Ⅲ．Teaching Difficult Points
1．How to train students’ listening ability．
2．How to train students’ communicative competence．
Ⅳ．Teaching Procedures
Step ⅠRevision
T: You’re new to this school．You need to know where the main office is．How can you ask where the main office is?
S1: Where’s the main office?
T: That’s one way to ask．But there is a more polite way you can ask．You can say, "Can you tell me where the main office is?" Class repeat．Can you tell me where the main office is?
S s: Can you tell me where the main office is?
T: That’s correct．Now let’s say you want to know where Classroom 1 is．How can you ask?
S2: Can you tell me where Classroom 1 is?
T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat．Could you tell me how to get to Classroom 1?
S s: Could you tell me how to get to Classroom 1?
T: That’s right．Very good．
Step Ⅱ1a
Go through the instructions with the class．
Read the list of things to the class．To review the meaning of each item on the list, invite different students to say each phrase in their own words．
Point to the lettered parts of the picture one by one．
Ask a student: What kind of place is this?
What do they sell there? Do we have one in our community? What is the name of the one in our community?
Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．
While students are working, move around the room offering help as necessary．
Step Ⅲ1b
Read the instructions to students．Point out the two conversations that are shown in the picture．
As you listen, fill in the blanks with words you hear in the recording．
Play the recording the first time．Students only listen．
Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．
Step Ⅳ1c
Read the instructions to the class．
Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner．Ask your parter politely where you can do these thing and then answer your partner’s questions．
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．
Step ⅤHomework
Review the target language．
The Second Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key V ocabulary
escalator, furniture, exchange money, elevator
（2）Target Language
Excuse me．Do you know where I can exchange money?
Sure．There’s a bank on the second
floor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．2．Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3．Moral Objects
If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points
1．Key V ocabulary
exchange money
2．Target Language
Excuse me．Do you know where I can exchange money?
Sure．There’s a bank on the second floor．
3．Structures
Do you know where I can buy shampoo?
Could you tell me how to get to the post office?
Can you please tell me where I can get a dictionary?
Ⅲ．Teaching Difficult Points
1．Indirect questions．
2．How to improve students’ listening ability．
Ⅳ．Teaching Procedures
Step ⅠRevision
Check homework．
Step Ⅱ2a
Read the instructions and point to the list of directions．
Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．
Play the recording．Students only listen．
Tell them that the picture may help them understand what they are hearing．
Play the recording again．This time ask students to write a number next to four of the directions．Check the answers with the whole class．
Step Ⅲ2b
Point to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．
Play the recording again and ask students to draw the line on their own．Check the answer with the class．
Step Ⅳ2c
Ask a pair of students to read the sample conversation aloud to the class．
Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．
As students work, move around the classroom checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．
Step ⅤHomework
Ask the students to write three sentences with the starters of the structures．
The Third Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key V ocabulary
hang out, fresh, advantage, disadvantage, block
（2）Target Language
Go out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．
3．Moral Objects
Anything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key Point
Train students’ listening, speaking, reading and writing ability．
Ⅲ．Teaching Difficult Points
How to improve students’ integrating skills．
Ⅳ．Teaching Procedures
Step ⅠRevision
T: Yesterday we learned the structures．
Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?
Step Ⅱ3a
Read the instructions．Point out the blank lines under the words Advantages and Disadvantages below the interview．
You will write your answers in these blanks．
Read the first two sentences at the top of the article．
Explain that the interviewer will talk to several teenagers．
Get students to read the interview on their own quickly．
When they have finished, ask if there are any words or sentences they don’t understand．If there are, explain them．
Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．
Step Ⅲ3b
Read the instructions．Point out the conversation in the box and invite two students to read it to the class．
Point out the list of advantages and disadvantages in Activity 3a．Say, You can use these items and any other items you can think of as you talk about places you usually hang out．
Ask students to work in groups of four or five．As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．
Ask several groups to act out part of their conversation to the class．
Step Ⅳ4
Read the instructions to the class．Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box．Invite a student to read it to the class．
Ask students to say the names of some stores and other places in the community and write them on the board．Say,
Each group can choose three of these places to write about, or you can choose another place you know
of
Write careful directions from the school to each place, but do not say the name of the place．You can use the words this place instead．In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．
Step ⅤHomework
1．Ask students to choose two places in the community and write careful directions from the school to each place．
2．Finish off the exercises on pages 46～47 of the workbook．
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key V ocabulary
fascinating, convenient, safe, restroom, inexpensive
（2）Target Language
Can you tell me where there’s a good place to eat?
Of course．What kind of food do you like?
2．Ability Objects
（1）Train students’ writing and speaking ability．
（2）Train students’ ability to understand the target language in spoken conversation．
（3）Train students’ ability to use the target language．
Ⅱ．Teaching Key Points
1．Key V ocabulary
convenient, safe, restroom inexpensive
2．Target Language
Can you tell me where there’s a good place to eat?
Of course．What kind of food do you like?
Ⅲ．Teaching Difficult Points
1．How to improve students’ writing and speaking ability．
2．How to use the target language．
Ⅳ．Teaching Procedures
Step ⅠRevision
Check homework．
Step Ⅱ1a
Go through the instructions with the class．
Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．
Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class．Point out that students can also write other words after the word clean．
Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．
Step Ⅲ1b
Read the instructions to the class．
Point out the example in the box．Invite two students to read it to the class．
Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work．Offer language support as needed．
Invite several pairs of students to say their conversations to the class．
Step Ⅳ2a
Point to the picture and ask students to tell what is happening．If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．
Go through the instructions and point to the chart．
Play the recording．Students only listen the first time．
Play the recording again．Ask students to write the places people ask about．
Check the answers with the whole class．
Step Ⅴ2b
Read the instructions and point to the chart．
You will hear the same recording again．
This time listen carefully to the answers the cleck gives．Write the answers in the blanks alone．Point out the sample answer．
Play the recording again．Ask students to write their answers in the blanks．
Check the answers．
Step Ⅵ2c
Point to the sample conversation．Invite two students to read it to the class．
Read the instructions．Role play the conversations you hear on the tape．
Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．
Step ⅦHomework
Talk about some places using the words in la, then write down the conversations．
The Fifth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key V ocabulary
water slide, clown, dress up, have fun
（2）Practise reading an article．
（3）Practise writing something using the target language．
2．Ability Objects
（1）Train students’ reading ability．
（2）Train students’ writing ability．
Ⅱ．Teaching Key Point
Practise reading and writing using the target language．
Ⅲ．Teaching Difficult Point
How to write a guide to a place．
Ⅳ．Teaching Procedures
Step I Revision
Review the target language presented in this unit．Check homework．
Step Ⅱ3a
Invite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
Ask students to read the article again and complete the chart．Get students to do the work on their own or in pairs．As they work, move around the classroom and offer help as necessary．Check the answers．
Step m 3b
Read the instructions to the class．Point to the first two sentences and ask a student to read these sentences to the class．
Look back at Activities 2a and 2b．Use this information to help you complete the guide to Sunville．Ask the students to complete the brochure on their own．As they work, walk around the classroom offering help and answering questions as needed．
Invite a student to read the completed article to the class．
Step Ⅳ3c
Read the instructions to the class．
Ask students to say the names of some of the places they might write about．Write a list of these places on the board for students to use as they write their guides．
Ask students to work on their own．Tell them that they can use what they wrote
for activity 3b as a guide．They can write the guide for all tourists, teenagers, families, or people on a budget．As they work, move around the room offering help as needed．Correct the students’work．Ask some students to read their guides and correct them．
Step ⅤPart 4
Go through the instructions with the class．
Get students to look back at the guides they wrote in Activity 3c．
Ask students to work in groups of four or five students．Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．
Ask one or two groups to say one of their conversations to the class．
Step ⅥHomework
1．Read the article in 3a again．
2．Write a guide to our city．
The Sixth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．
2．Ability Objects
Train students’ writing ability．
Ⅱ．Teaching Key Points
1．Fill in blanks and make sentences．
2．Write questions using the target language．
Ⅲ．Teaching Difficult Point
Make sentences using "beautiful, safe, delicious, convenient, fascinating"．
Ⅳ．Teaching Procedures
Step ⅠRevision
Check homework．Ask a few students to read the article in 3a．
Then ask a few students to read their guides．
Step ⅡPart 1
Look at the words in the box．Ask a student to read them．Make sure the students understand the meaning of the words．You are to fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．
Ask students to fill in the blanks on their own．
Check the answers．
Step ⅢPart 2
Go through the instructions with the class．
Look at the example with the students．
Ask students what the answer would be．
Ask a student to read the question and answer it．
Excuse me, could you tell me where the bank is, please?
The bank is across the street from the shopping malt．
Get students to complete the work in pairs．
Check the answers．Ask a few students to read their questions．
Step ⅣJust for Fun!
Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain．A Martian is a person from the planet Mars．
There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．
Invite some pairs of students to present this conversation to the rest of the class．
Step ⅤSummary and Homework
In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please finish the questions in 2 in your exercise
books．Then finish the exercises on pages 47～48 of the workbook as well．
The Seventh Period
ⅠTeaching Aims and Demands
1．Knowledge Objects
（1）Key V ocabulary
image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest
in, take it easy, become interested in, plain looks
（2）Text:
Grown-ups like cartoons, too．
2．Ability Objects
（1）Fast-reading to get a general idea of the text．
（2）Careful-reading to get the detailed information in the text．
（3）Learn the words and phrases from the context．
Ⅱ．Teaching Key Points
1．Key vocabulary．
2．Train students’ reading and writing skills．
Ⅲ．Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ．Teaching Procedures
Step I Key V ocabulary
Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step ⅡPart 1
Read the title Grown-ups like cartoons, too．To the class．Ask, what do you think the article is about?
Look at the picture．Ask students to describe what is happening in the picture．
Ask students to answer the five questions．But don’t look at the reading text．
Instead, they use their background knowledge to try to answer the questions．As students work, walk around, looking at their progress．
When most students finish the task, ask students to answer the questions with a parter．
Elicit answers from the students．Ask if other students have the same or different answers．Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．
Step ⅢPart 2
Read the text quickly, then summarize each paragraph in your own words．As the students are doing this, move around the classroom to make sure they can do the task in English．
Ask five students to report their answers．
Draw students’ attention to the instructions．
Ask students to complete the task individually or in pairs．
As they work, walk around the classroom to make sure students discuss their reasons in English．Have students report their answers．Encourage students to use complete sentences．
Step ⅣPart 3
Point to the story．Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, pay attention to the bold words and expressions．And note any other words or sentences, you don’t understand．Read in context, guessing their meanings from the other words around them．Ask students to read the article again for comprehension．
Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions．Allow them one or two minutes to do this．
Check the answers:
Get students to make sentences with the words and expressions．Remind them to look at the article
again for extra help．
Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．
Step ⅤPart 4
Read the instructions to the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．
Ask students to do the activity on their own or in pairs．As they work, walk around the classroom offering help students may need．
Check the answers．
Step ⅥPart 5
Read the task with the students．
Ask students to do the activity in small groups．Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．
Optional activity
As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．
Students can then write their own English stories in the speech bubbles．
Step ⅦHomework
1．Read the story in 2 again for further comprehension．
2．Revise the target language in this unit．
Unit14 SectionB（1a-1e）教案 1.0 Teaching objectives 教学目标 Language targets 语言目标 1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: manager||，believe in||，hope to do||，in the future||，become||，accept||，invitation||，change||，graduate||，look forward to||，win a prize 1.1.1.1.2 For comprehending: degree 1.1.1.2 Sentence Structures 1) What do you hope to do in the future? 2) I hope to get a business degree and become a manager. 3) The students talk about what they want to do in the future. 4) To celebrate the end of junior high||，they are having a party. 5) They ask Mrs. Chen to come||，and she is happy to accept the invitation. 6) How have you changed since you started junior high school? 7) I remember you won a prize for science… 1.1.1.3 Grammar Focus 1) The students talk about what they want to do in the future. (本句为一个宾语从句||，从句的语序为陈述句语序||。) 2）To celebrate the end of junior high||，they are having a party.（注意句首的动词不定式表示目的） 3）How have you changed since you started junior high school? （本句含有一个由
最新版九年级英语词汇表 Until textbook n. 教科书；课本conversation n. 交谈；谈话 aloud adv. 大声地；出声地pronunciation n. 发音；读音sentence n. 句子 patient adj. 有耐心的n. 病人expression n. 表达（方式）；表示discover v. 发现；发觉 secret n. 秘密；秘诀adj. 秘密的；保密的 fall in love with 爱上；与??相爱grammar n. 语法 repeat v. 重复；重做 note /n n. 笔记；记录v. 注意；指出 pal /p n. 朋友；伙伴 pattern n. 模式；方式 physics n. 物理；物理学 chemistry n. 化学 partner n. 搭档；同伴 pronounce v. 发音increase v. 增加；增长 speed n. 速度 ability n. 能力；才能 brain n. 大脑 active adj. 活跃的；积极的 attention n. 注意；关注 pay attention to 注意；关注 connect v.（使）连接；与…有联系 connect … with把…和…连接或联系起来 overnight adv. 一夜之间；在夜间review v. & n. 回顾；复习knowledge n. 知识；学问 wisely adv. 明智地；聪明地 Annie /{ni/ 安妮（女名） Alexander Graham Bell 亚历山大?格雷厄姆?贝尔 Unit2 lantern n. 灯笼 stranger n. 陌生人
初三英语语法复习（有省略） 1.不定代词 不定代词包括: all,both,either,neither,any,all,none,ev both,every,each,either,neither,more,little,few,much, many,another,other,some,any,one,no 以及 some,something,anything,everything,somebody,someone,anybody,anyone,nothing,nobody, no one,none,everybody,everyone.等. （some any,all both,either neither,no none,each every,many much,few little的区别与联系）2.不定代词用法为:(☆☆☆☆☆重要考点) 不定代词+(of+限定词)+名词 注意:of后一定要有限定词!!这是both,either,neither,any,all,none,ev托福语法中的 both,either,neither,any,all,none,ev重要考点both,all可以直接接限定词the! 3.all与both的用法 1)all都,指三者以上both,either,neither,any,all,none,ev.both都,指两者 2)all的主谓一致:all的单复数由它所修饰或指代的名词的单复数决定. both与复数动词连用,但both...and...可与单数名词连用与. All goes well.一切进展得很好. 3)all通常不与可数名词单数连用,如:不说all the book,而说the whole book. 但all可与表时间的可数名词单数连用,如all day,all night,all the year; 但习惯上不说all hour,all century. all还可以与一些特殊的单数名词连用,如all China,all the city,all my life,all the way. 4)both,all都可作同位语,其位置在行为动词前,be动词之后.如果助动词或情态动词后面的实义动词省去,则位于助动词或情态动词之前. Who can speak Japanese We both(all)can. 5)all/any/none all(所有的,全部的人或物),any(任何一个),none(都不).以上词使用范围为三者以上. All the flowers are gone.所有的花都谢了. I don't like any of the flowers.这些花我都不喜欢. I like none of the flowers.这些花我都不喜欢. 注意:all与none用法一样.跟单数名词,用单数动词;跟复数名词,用复数动词. All of the students are there.所有的学生都在那. All(of)the milk is there.所有的牛奶都在那. 3.every和each的用法(☆☆☆重要考点) 1)every强调全体的概念,each强调个体概念. Every student in our school works hard.我们学校的学生都很用功. Each student may have one book..每个学生都可有一本书. 2)every指三个以上的人或物(含三个),each指两个以上的人或物(含两个). 3)every只作形容词,不可单独使用.each可作代词或形容词. Every student has to take one. Each boy has to take one. Each of the boys has to take one.
九年级英语14单元教案 【篇一：unit 14 全单元教案】 unit 14 i remember meeting all of you in grade 7. 教案教学目标： 1语言目标：掌握本单元重点词汇及复习语言点。 2 技能目标：能谈论过去和未来的生活. 3 情感目标：珍惜初中生活的点滴，培养对高中、未来生活的憧憬。树立远大人生目标。教学重点： 词汇: survey, standard, row, keyboard, method, instruction, text, level, degree, manager, gentleman, task, wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful, separate, ours, ahead 短语: in a row, look back at, make a mess, keep one’s cool, senior high, go by, believe in, first of all, be thirsty for, be thankful to sb., ahead of, along with, be responsible for, set out, separate from 句子: she helped you to worked out the answers yourself no matter how difficulty they were. how have you changed since you started junior high school? i’ve become much better at speaking english. what are you looking forward to? i’m looking forward to going to senior high school. 教学难点：对过去事件的描述。 课时划分：
人教版九年级英语词汇表 （注：在本词表中，在英式和美式发音有区别时，英式发音在前，美式发音在后。） Unit 1 textbook /tekstbUk/ n. 教科书；课本p.1 conversation /kQnvseISn/, /kA:nvrseISn/ n. 交谈；谈话p.2 aloud /laUd/ adv. 大声地；出声地p.2 pronunciation /prnVnsieISn/ n. 发音；读音p.2 sentence /sentns/ n.句子p.2 patient /peISnt/ adj.有耐心的n.病人p.2 expression /IkspreSn/ n.表达（方式）；表示p.3 discover /dIskVv(r)/ v. 发现；发觉p.3 secret /si:krt/ n. 秘密；秘诀adj. 秘密的；的p.3 fall in love with 爱上；与??相爱p.3 grammar /gr{m(r)/ n.语法p.3 repeat /rIpi:t/ v.重复；重做p.4 note /nUt/ n.笔记；记录v. 注意；指出p.4 pal /p{l/ n. 朋友；伙伴p.4 pattern /p{tn/, /p{trn/n. 模式；方式p.4 physics /fIzIks/ n. 物理；物理学p.4 chemistry /kemIstri/ n.化学p.4 partner /pA:(r)tn(r)/ n. 搭档；同伴p.5 pronounce /prnaUns/ v.发音p.5 increase /Inkri:s/ v. 增加；增长p.5 speed /spi:d/ n. 速度p.5 ability /bIlti/ n.能力；才能p.6 brain /breIn/ n. 大脑p.6 active /{ktIv/ adj. 活跃的；积极的p.6 atention /tenSn/ n. 注意；关注p.6 pay attention to 注意；关注p.6 connect /knekt/ v.（使）连接；与??有联系p.6 connect … with把??和??连接或联系起来p.6 overnight /Uv(r)naIt/adv. 一夜之间；在
2017新人教版九年级英语全册知识点归纳 Unit 1 How can we become good learners? 短语总结: 1. good learners 优秀的学习者 2. work with friends 和朋友一起学习 3. study for a test 备考 4.have conversations with 与……交谈 5.speaking skills 口语技巧 6.a little 有点儿 7.at first 起初起先 8.the secret to......， .......的秘诀 9.because of 因为 10.as well 也 11.look up (在词典中等)查阅；抬头看 12.so that 以便，为了 13.the meaning of ……的意思 14.make mistakes 犯错误 15.talk to 交谈 16.depend on 依靠依赖 17.in common 共有的 18.pay attention to 注意关注 19.connect ……with ……把……联系 20.for example 例如 21.think about 考虑 22.even if 即使尽管纵容23.look for 寻找 24.worry about 担心担忧 25.make word cards 制作单词卡片 26.ask the teacher for help 向老师求助 27.read aloud 大声读 28.spoken english 英语口语 29.give a report 作报告 30.word by word 一字一字地 31.so……that 如此……以至于 32.fall in love with 爱上 33.something interesting 有趣的事情 34.take notes 记笔记 35.how often 多久一次 36.a lot of 许多 37.the ability to do sth. 做某事的能力 38.learning habits 学习习惯 39.be interested in 对……感兴趣 40.get bored 感到无聊 41.be good at 在……方面擅长 42.be afraid of 害怕 43.each other 彼此互相 44.instead of 代替而不是 二.用法集萃 1. by doing sth 通过做某事 2.it +be+adj+to do sth 做某事是……的 3.finish doing sth 完成某事 4.what about doing sth？做某事怎么样？ 5.try to do sth 尽力做某事 6.the +比较近，the+比较近越……，就越…… 7.find it+adj+to do sth 发现做某事 8.be afraid of doing sth 害怕做某事 9.help sb (to) do sth 帮助某人做某事10.practice doing sth 练习做某事 11.keep doing sth 一直做某事 12.be afraid to do sth 害怕做某事 13.begin to do sth 开始做某事 14.want to do sth 想要做某事 15.need to do sth 需要做某事 16.remember to do sth 记得做某事 17.shoot 射（射着，射死等表结果） 18.shoot at（瞄准）射
Unit 1How can we become good learners? 单元话题Talk about how to study, in this unit, students learn to talk about how to study for a test and give advice to those who have difficulties in studying. 单元语法By ＋sth./doing sth. 教学目标 1.语言目标：理解重点句子，掌握学习英语的方法。介词by引导的方式状语的合理运用。 2.技能目标：正确运用动名词谈论学习中的问题。 3.情感目标：通过开展角色表演等活动，培养学生阅读兴趣。通过本单元的阅读，培养学生的文化意识，陶冶思想情操，让学生树立终身学习的道德素养。 第一课时Section A(1a～2d) 自主学习案 翻译下列词组。 1．通过制作生词卡________________________________ 2．通过听录音带___________________________________ 3．向某人寻求帮助__________________________________ 4 大声读来练习发音___________________________________ 5．小组合作学习___________________________________ 6．和朋友练习对话___________________________________ 7．逐个单词___________________________________ 8．作报告___________________________________ 9．意群___________________________________ 10．慢慢来___________________________________ 11．口语技能___________________________________ 12 英语口语___________________________________ §课堂导学案 Step 1 准备与热身(Preparation) Lead-in with a free talk(自由对话导入新课)(2分钟) Greeting with the students：Hello, everyone.Welcome back to school.I'm very happy to see you again.Most of you got good grades last term ! Of course, don't lose your heart if you didn't get good grades. OK.Today, let's talk about how to study for a test and how to learn English well. 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 ________. working with friends making word cards asking the teacher for help reading the textbook working with a group listening to tapes Step 2 呈现与输入(Presentation) 1．要求学生翻开课本P1，迅速阅读1a部分的内容。并按要求完成课本上相应的任务。(1分钟)
I remember meeting English 年级9 班级 课型fresh 课时 5 / 6 媒体a tape recorder, CAI 课题Unit 14 I remember meeting all of you in Grade 7. Section B 2a ~ 2e 话题 School days 功能 1.Share past memories and experiences. 2.Look ahead to the future. 教 学目标知识 技能 1.Target language: I remember meeting all of you when you were just starting Grade 7 at this school. You were all so full of energy and thirsty for knowledge. Our teachers and parents will be proud of us because we have grown up and can be responsible for ourselves. 2.Grammar: remember doing sth. 3.Words and expressions; (1)Curriculum words: gentleman, graduation, ceremony, congratulate, thirsty, thankful, lastly, task, ahead, responsible, separate, wing (2)Useful expressions: first of all, by thirsty, for, be thankful to sb., ahead of, be responsible, set out, separate from, be responsible for sth.新课标第一网 过程 方法 To know how to talk about the future by practicing and role-play. 情感 态度 After l earning this part, every student will have a dream of his future career. 学习策略 Identifying text type and purpose: Quickly read through a text to see what kind of writing it is, who wrote it and why it was written. 重点Target Language 难点To learn how to describe future careers. 教学内容及问题情境学生活动设计意图
1. by + doing 通过……方式如：by studying with a group by 还可以表示："在…旁","靠近","在…期间"、"用,""经过","乘车"等如：I live by the river. I have to go back by ten o'clock. The thief entered the room by the window. The student went to park by bus. 2. talk about 谈论，议论，讨论 如：The students often talk about movie after class. 学生们常常在课后讨论电影。talk to sb. === talk with sb. 与某人说话 3. 提建议的句子： ①What/ how about +doing sth.? 如：What/ How about going shopping? ②Why don't you + do sth.? 如：Why don't you go shopping? ③Why not + do sth. ? 如：Why not go shopping? ④Let's + do sth. 如：Let's go shopping ⑤Shall we/ I + do sth.? 如：Shall we/ I go shopping? 4. a lot 许多常用于句末如：I eat a lot. 我吃了许多。 5. too…to 太…而不能常用的句型too+adj./adv. + to do sth. 如：I'm too tired to say anything. 我太累了，什么都不想说。 6. aloud, loud与loudly的用法三个词都与"大声"或"响亮"有关。 ①aloud是副词,重点在出声能让人听见,但声音不一定很大, 常用在读书或说话上。通常放在动词之后。aloud没有比较级 形式。如: He read the story aloud to his son.他朗读那篇故事给他儿子听。 ②loud可作形容词或副词。用作副词时,常与speak, talk, laugh等动词连用,多用于比较级,须放在动词之后。如: She told us to speak a little louder. 她让我们说大声一点。 ③loudly是副词,与loud同义,有时两者可替换使用,但往往 含有令人讨厌或打扰别人的意思,可位于动词之前或之后。 如: He does not talk loudly or laugh loudly in public. 他不当众大声谈笑。 7. not …at all 一点也不根本不如： I like milk very much. I don't like coffee at all. 我非常喜欢牛奶。我一点也不喜欢咖啡。 not经常可以和助动词结合在一起，at all 则放在句尾 8. be / get excited about sth.=== be / get excited about doing sth. === be excited to do sth. 对…感兴奋如： I am / get excited about going to Beijing.=== I am excited to go to Beijing. 我对去北京感到兴奋。 9. ①end up doing sth 终止做某事，结束做某事如： The party ended up singing. 晚会以唱歌而结束。 ②end up with sth. 以…结束如： The party ended up with her singing. 晚会以她的歌唱而告终。 10. first of all 首先. to begin with 一开始later on 后来、随 11. also 也、而且（用于肯定句）常在句子的中间 either 也（用于否定句）常在句末 too 也(用于肯定句) 常在句末 12. make mistakes 犯错如：I often make mistakes. 我经常犯错。
Unit 2 I think that mooncakes are delicious! 教学目标： 1语言目标：掌握本单元词汇，听懂、掌握谈论中外不同国家文化的语言材料。 2 技能目标：能听懂语言材料，掌握听的技巧；能读懂介绍中外不同文化的文章。 3 情感目标：通过开展角色表演等活动，培养学生阅读兴趣。通过本单元的阅读，培养学生的文化意识，陶冶思想情操。 教学重点： (1) 短语: Section A 1 the Water Festival, the Dragon Boat Festival, Spring Festival, the Lantern Festival, watch the races, a little crowded, like best, go…for one’s vacation, enjoy doing sth., eat out, five meals a day, put on, in two weeks, sound like, from…to…, be similar to, throw water at each other, wash away, have good luck, in the new year Section A 2 celebrate Middle-Autumn Festival, the shape of, carry …to…, shoot down, plan to do sth., try to do sth., refuse to do sth., fly up, so…that…,call out, lay out, start the tradition of Section A 3 one…, the other…, give…to…,take out, more and more popular Section B 1 dress up, care about, make money, used to, end up, warn sb. to do sth., expect sb. to do sth., wake up, find out, decide to do sth., promise to do sth., in need, Section B 2 introduce sb., make sb. do sth., give birth to life, not only…but also… (2) 句子: Section A 1 Bill thinks that the races were not that interesting to watch. Bill wonders whether they’ll have the sweet rice dumplings again next year. What do you like best about the Dragon Boat Festival?
九年级英语Unit14学案+教案 Unit14 He’s already visited the place where his ancestors lived. 课型：Reading 班级：______________ 姓名：_______________ 一、教学目标 1.Fast-reading to get a general idea of the text． 2.Careful-reading to get the detailed information in the text． 3.Learn the words and phrases from the context． 二、教学重点、难点 1.Train students’ reading and writing skills． 2.Learn to talk about recent things. 三、预习导航 （一）词汇训练---Match the new words and phrases 1.祖先,祖宗 2.根,根源 3.海外的,国外的 4.政府 5.目的,意图 6.到目前为止 7.幸亏,由于,因为 8.盼望,期望https://www.doczj.com/doc/9410705628.html,ernment B.purpose C.root D.overseas E.ancestor F.look forward to G.thands to H.so far （二）知识大挑战----Translate 1. 体验乡村生活 2. 喝乡村井水 3. 在乡间散步 4. 看村民日常劳作 5. 多亏“寻根（活动）” 6. 给年轻的海外华人这个更多了解自己身世的机会 7. 期待找到更多有关我家族的信息 （三）思维空间----请同学们在爸爸、妈妈的帮助下画出自己家的“家谱图（不少于三代人）” (四)自学乐园----Fill in the blanks 1.Robert and Cathy are young _______ .One is Canada, the other is American.They are both less than ___ years old. ______ of them can speak Chinese. grandfather
九年级单词 Until textbook n. 教科书；课本conversation n. 交谈；谈话 aloud adv. 大声地；出声地pronunciation n. 发音；读音 sentence n. 句子 patient adj. 有耐心的n. 病人expression n. 表达（方式）；表示discover v. 发现；发觉 secret n. 秘密；秘诀 adj. 秘密的；保密的 fall in love with 爱上；与??相爱 grammar n. 语法 repeat v. 重复；重做 note n. 笔记；记v. 注意；指出pal n. 朋友；伙伴 pattern n. 模式；方式 physics n. 物理；物理学chemistry n. 化学 partner n. 搭档；同伴pronounce v. 发音
increase v. 增加；增长 speed n. 速度 ability n. 能力；才能 brain n. 大脑 active adj. 活跃的；积极的attention n. 注意；关注 pay attention to 注意；关注 connect v.（使）连接与?有联系connect … with把??和??连接或联系起来overnight adv. 一夜之间；在夜间review v. & n. 回顾；复习knowledge n. 知识；学问 wisely adv. 明智地；聪明地 Unit2 lantern n. 灯笼 stranger n. 陌生人 relative n. 亲属；亲戚 put on 增加（体重）；发胖 folk adj. 民间的；民俗的goddess n. 女神 steal v. 偷；窃取
(2014新人教版九年级英语全册知识点归纳及习题（最新） Unit 1 How can we become good learners? 短语总结: 1. good learners 优秀的学习者 2. work with friends 和朋友一起学习 3. study for a test 备考 4.have conversations with 与……交谈 5.speaking skills 口语技巧 6.a little 有点儿 7.at first 起初起先8.the secret to......，(to是介词) .......的秘诀 9.because of 因为10.as well 也 11.look up (在词典中等)查阅；抬头看（代词放中间）12.so that 以便，为了13.the meaning of ……的意思14.make mistakes 犯错误 15.talk to 交谈16.depend on 依靠依赖 17.in common 共有的18.pay attention to （to是介词）注意关注 19.connect ……with ……把……联系。20.for example 例如 21.think about 考虑22.even if 即使尽管纵容 23.look for 寻找24.worry about 担心担忧 25.make word cards 制作单词卡片26.ask the teacher for help 向老师求助 27.read aloud 大声读28.spoken english 英语口语 29.give a report 作报告30.word by word 一字一字地 31.so……that 如此……以至于32.fall in love with 爱上 33.something interesting 有趣的事情34.take notes 记笔记 35.how often 多久一次36.a lot of 许多 37.the ability to do sth. 做某事的能力38.learning habits 学习习惯 39.be interested in 对……感兴趣40.get bored 感到无聊 41.be good at 在……方面擅长42.be afraid of doing 害怕 43.each other 彼此互相44.instead of+doing 代替而不是 二.用法集萃 1. by doing sth 通过做某事 2.it +is+adj+to do sth 做某事是……的 3.finish doing sth 完成某事 4.what about doing sth？做某事怎么样？ 5.try to do sth 尽力做某事 6.the +比较近，the+比较近越……，就越……
Unit14 SectionB（2a-2e）教案1.0教情分析 1.1 Teaching objectives 教学目标 1.1.1 Language targets 语言目标1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: gentleman, first of all, thirsty, thankful, be thankful to sb., task, separate, separate from 1.1.1.1.2 For comprehending: graduation, ceremony, congratulate, lastly, ahead, ahead of, along with, responsible, be responsible for, set out Sentence Structures1.1.1.2 1) Who do you think wrote it? 2) First of all, I'd like to congratulate all the students who are here today. 3) I remember meeting all of you when you were just starting Grade 7 at school. 4) You were all so full of energy and thirsty for knowledge. so proud of you.I'm5) You've all grown up so much and 6) Although you've all worked very hard over the last three years, none of you did it alone. 7) Never fail to be thankful to the people around you. 8) You'll make mistakes along the way, but the key is to learn from your mistakes and never give up. 9) I don't need to tell you that life in senior high school will be harder and that you have many difficult tasks ahead of you. 10)But along with difficulties, there will also be many exciting things waiting for you. 11) Choose wisely and be responsible for your decisions and actions. 12) As you set out on your new journey, you shouldn't forget where you came from. 页 1 第 13) It is always hard to separate from those who you have spent so much time with for the past three years.Grammar Focus1.1.1.3 此句为否定结构的祈使句。用1) Never fail to be thankful to the people around you. ()”。意为“千万不要辜负你周围的人Never代替don't，加强语气， you came from. where your new journey, you shouldn't forget 2) As you set out on 在“”，整句话意为…as在这里意为“当的时候（此句为as引导的时间状语从句，）不应忘了你来自何处。”新的旅行启程之际,此句含两个3) Please consider what
Unit 1 1、n、教科书;课本 2、n、交谈;谈话 3、adv、大声地;出声地 4、n、发音;读音 5、n、句子 6、adj、有耐心的n、病人 7、n、表达(方式);表示 8、v、发现;发觉 9、n、秘密;秘诀adj、秘密的;保密的 10、(在词典、参考书中或通过电脑)查阅;抬头瞧 11、n、语法 12、v、重复;重做 13、n、笔记;记录v、注意;指出 14、n、朋友;伙伴 15、n、模式;方式 16、n、物理;物理学 17、n、化学 18、v、记忆;记住 19、n、模式;方式 20、v、发音 21、v、增加;增长 22、n、速度 23、n、搭档;同伴 24、v、出生adj、天生的 25、天生具有 26、n、能力;才能 27、v、创造;创建 28、n、大脑 29、adj、活跃的;积极的 30、n、注意;关注 31、注意;关注 32、v、(使)连接;与??有联系 33、把??与??连接或联系起来 34、adv、一夜之间;在夜间 35、v、& n、回顾;复习 36、n、知识;学问 37、adv、明智地;聪明地 Unit2 1、n、月饼 2、n、灯笼 3、n、陌生人 4、n、亲属;亲戚
7、adj、民间的;民俗的 8、n、女神 9、pron、无论谁;不管什么人 10、v、偷;窃取 11、v、放置;安放;产(卵);下(蛋) 12、摆开;布置 13、n(饭后)甜点;甜食 14、n、花园;园子 15、n、传统 16、v、欣赏;仰慕 17、n、领带v、捆;束 18、adj、有鬼魂出没的;闹鬼的 19、n、鬼;鬼魂 20、n、花招;把戏 21、n、款待;招待v、招待;请客 22、n、蜘蛛 23、圣诞节 24、v、存在;平躺;处于 25、n、(长篇)小说 26、n(尤指宗教节假日的)前夕;前夜 27、adj、死的;失去生命的 28、n、生意;商业 29、v、处罚;惩罚 30、v、警告;告诫 31、n、现在;礼物adj、现在的 32、n、温暖;暖与 33、v、传播;展开n、蔓延;传播