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第一篇：九年級英語unit11教案
九年級英語上冊Unit 11英語教案 人教新目標版
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Unit 11 教案
The First Period
Ⅰ. Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary 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 Ⅰ Revision
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?
Ss: 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? Ss: Could you tell me how to get to Classroom 1? T: That’s right. Very good.
Step Ⅱ 1a
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?
億庫教育網 http:// 億庫教育網 http:// 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 Ⅲ 1b
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 Ⅳ 1c
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 Ⅴ Homework
Review the target language.
The Second Period
Ⅰ. Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary
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.
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Ⅱ. Teaching Key Points 1. Key Vocabulary 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 Ⅰ Revision Check homework.
Step Ⅱ 2a
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 Ⅲ 2b
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 Ⅳ 2c
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 億庫教育網 http:// 億庫教育網 http:// class to look at the picture as they listen.
Step Ⅴ Homework
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 Vocabulary
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 Ⅰ Revision
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 Ⅱ 3a
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.
億庫教育網 http:// 億庫教育網 http:// Step Ⅲ 3b
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 Ⅳ 4
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 Ⅴ Homework
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 Vocabulary
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.
億庫教育網 http:// 億庫教育網 http:// (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 Vocabulary
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 Ⅰ Revision Check homework.
Step Ⅱ 1a
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 Ⅲ 1b
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 Ⅳ 2a
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.
億庫教育網 http:// 億庫教育網 http:// Step Ⅴ 2b
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 Ⅵ 2c
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 Vocabulary
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 Ⅱ 3a
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.
億庫教育網 http:// 億庫教育網 http:// 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 Ⅲ 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 Ⅳ 3c
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 Ⅴ Part 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 Ⅵ Homework
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
億庫教育網 http:// 億庫教育網 http:// 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 Ⅰ Revision
Check homework. Ask a few students to read the article in 3a.
Then ask a few students to read their guides.
Step Ⅱ Part 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 Ⅳ Just 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 Ⅴ Summary 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.
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The Seventh Period
Ⅰ Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary
image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks (2)Text:
Grown-ups like cartoons, too.
2. Ability Objects
(1) Fast-reading to get a general idea of the text.
(2) Careful-reading to get the detailed information in the text.
(3) Learn the words and phrases from the context.
Ⅱ. Teaching Key Points 1. Key vocabulary.
2. Train students’ reading and writing skills.
Ⅲ. Teaching Difficult Point
Train students’ reading and writing skills.
Ⅳ. Teaching Procedures Step I Key Vocabulary
Say the words and have students repeat them again and again until they can pronounce them fluently and accurately.
Step Ⅱ Part 1
Read the title Grown-ups like cartoons, too. To the class. Ask, what do you think the article is about? Look at the picture. Ask students to describe what is happening in the picture.
Ask students to answer the five questions. But don’t look at the reading text.
Instead, they use their background knowledge to try to answer the questions. As students work, walk around, looking at their progress.
When most students finish the task, ask students to answer the questions with a parter.
Elicit answers from the students. Ask if other students have the same or different answers. Do not give the correct answers to the students at this point. Wait until students have finished the reading and let them revise their answers accordingly.
Step Ⅲ Part 2
Read the text quickly, then summarize each paragraph in your own words. As the students are doing this, move around the classroom to make sure they can do the task in English.
Ask five students to report their answers.
Draw students’ attention to the instructions.
Ask students to complete the task individually or in pairs.
億庫教育網 http:// 億庫教育網 http:// As they work, walk around the classroom to make sure students discuss their reasons in English.
Have students report their answers. Encourage students to use complete sentences.
Step Ⅳ Part 3 Point to the story. Look at the words indicated in bold. Ask different students to guess the meaning. Don’t give them the correct answers. Ask students to read the article once. Say, pay attention to the bold words and expressions. And note any other words or sentences, you don’t understand. Read in context, guessing their meanings from the other words around them. Ask students to read the article again for comprehension.
Read the instructions with the students and have them look at the example. Then ask students to match the correct meanings with the correct words and expressions. Allow them one or two minutes to do this.
Check the answers:
Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help.
Answers to this activity will vary. Then ask a students to write his/her answers on the blackboard. Help correct any mistakes.
Step Ⅴ Part 4
Read the instructions to the class. Elicit the first answer from the students from memory. Make sure that they understand what they need to do.
Ask students to do the activity on their own or in pairs. As they work, walk around the classroom offering help students may need.
Check the answers.
Step Ⅵ Part 5
Read the task with the students.
Ask students to do the activity in small groups. Try to put creative and artistic students in each group.
Check the answers and have students show or act out their cartoons for the class.
Optional activity
As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles.
Students can then write their own English stories in the speech bubbles.
Step Ⅶ Homework
1. Read the story in 2 again for further comprehension.
2. Revise the target language in this unit.
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第二篇：九年級英語unit11課文翻譯大全
九年級英語課文翻譯
Unit 11 Section A 2d
南希：嗨! 伯特，我想我把愛麗絲給逼的受不了，而且我還不確信該怎么做。
波特：發生什么事了?
南希：你知道朱莉是愛麗斯最好的朋友，對吧? 波特：嗯嗯。
南希：唔，我對朱莉了解得越多，越感到我們有許多相同之處。所以我們最近呆在一起的時間更多了。 波特：但那有什么問題嗎?
南希：嗯…..這讓愛麗斯不開心，因為她認為朱莉現在成為了跟我比跟她更要好的朋友。
波特：我知道了。嗯….每一次你和朱莉在一起做事的時候，你何不邀請愛麗斯一起加入呢?這樣她就不會覺得被冷落。 南希： 奧， 好主意! 那還能使我們的友誼更加牢固。 Section A 3a
快樂者的襯衫!(1)
很久以前，在一個富饒而又美麗的國家里，住著一位不開心的國王。他睡不好覺，也沒有食欲。他總是面色蒼白，還常常無端哭泣。這讓往后和他的子民都很擔心。
一天，一位醫生被招來給國王檢查身體。但他發現國王的身體并沒有任何的問題。“他的病都在心里。藥物和休息對他都無效。他需要的是一個快樂的人所穿的襯衫，那會使他快樂起來。”
首相被叫到宮殿，但當人們把國王的情況向他解釋后，他卻說：“盡管我有很多權利，但他并沒有讓我快樂。我總是擔心會失去權力。有許多人都在試圖取代我的位置。”
接著，國王的銀行家來到宮殿，“唉，我恐怕也不快樂呢，”他說：“我有很多財富，但是我總是擔心丟失錢財。每天都有人想竊取我的金錢。”
接下來，宮殿的歌手來到國王的房間，但是他卻這樣說：“的確我很有名，而且每個人都喜歡我的歌。但是我并不快樂，因為我總是擔心被人跟蹤，我沒有自由。”
最后，國王的大將軍被派出去，要他在三天之內找到一個快樂的人。
Section B,2b
勝利之隊
彼得的眼睛盯著地面，當他一個人獨自走在回家路上的時候，覺得雙肩沉重。今天是他人生中最糟糕的日子。他腦海里總停不住想一個小時以前學校足球場上發生的事。他怎么錯過了進球呢?他讓全隊都失望了。他愚蠢的錯誤使他生氣。整個球隊因為他而輸掉了比賽。他還擔心教練會把他趕出球隊。
他一走進家門，他爸爸就問：“怎么了，兒子?”彼得的情緒都寫在臉上。“我比賽輸了。”彼得回答。然后，他不再說話走進了自己的臥室。十分鐘后，彼得聽見爸爸在敲臥室門，他打開房門讓爸爸進來。
“彼得，你來看，我不知道發生了什么。但不管結果怎樣，不要對自己太苛刻。”
“我輸球了，爸爸，我導致了球隊的失敗。很可能他們再也不會讓我踢球了。”“足球是靠團隊的集體努力，”你不是導致球隊失利的唯一原因。如果你們是一只優秀的球隊，你們應該互相支持。此外，輸贏只是比賽的一半。另一半是學會怎樣和隊友合作，怎么樣從錯誤中吸取教訓。”
彼得沒說什么，但是爸爸的話使他陷入了沉思。
第二天，彼得并沒有害怕，而是勇敢地去參加了足球訓練。“嗨，伙伴們，”他對隊友說：“我對昨天的失誤非常抱歉，我們差點就贏了。但我想只要我們繼續團結一致，我們就會贏得下一場比賽。”
出乎意料而又讓他欣慰的是，他的隊友都贊同地點了頭。 “是的，”他們說：“別擔心了，失敗絕不是一個人的錯誤。我們應該考慮的是下一次我們怎么能做得更好。”
彼得笑了。他為自己屬于一個奔向勝利的球隊感到慶幸。
第三篇：九年級英語Unit12教案
2014九年級
Unit 12 Life is full of the unexpected.
Section A 1 (1a-2d) 重點短語
by the time„ 在„„以前 give„a lift 捎„„一程 in line with (與„„)成一排 show up 出現 ，露面 by the end of 到„„末為止 April Fool’s Day 愚人節 costume party 化裝舞會 sell out 賣光 get dressed 穿好衣服
play tricks on sb. play jokes on sb. 和某人開玩笑 lose weight 減肥
end up doing 以做 „„而告終 invite sb onto the show 邀請某人上節目 have a happy ending 有一個快樂的結局 rather than / instead of 而不是 on the radio program 在廣播節目中 on the earth 在地球上， 在世界上 thousands of 成千上萬的 run out of 用光 run away from 從„„逃跑
重點句子：
Life is full of the unexpected. I was about to go up when I decided to get a coffee first. As I was waiting in line with other office workers, I heard a loud sound. Before I cold join the others outside to see what was going on, the first 第 1 頁 共 1 頁
2014九年級
plane had already hit my office building.
知識點詳解：
1. Life is full of the unexpected. unexpected adj. 出乎意料的;始料不及的
e.g. It will not be unexpected if Tom comes late again, because he is always like this.
2. By the time I got up, my brother had already gotten in the shower. by the time 在„„以前,常引導表示過去的時間狀語從句，主句常用過去完成時，即had+動詞過去分詞
e.g. By the time I got there, he had already left. 在我到那兒之前，他已經離開了。
3. So I just quickly put on some clothes and rushed out the door. rush out 沖出去, 沖出„„
e.g. Henry rushed out the room and disappeared in the rain. 亨利沖出房間, 消失在了雨中。 如果湯姆又遲到了，一點也不意外，因為他一向如此。
Julia rushed out and didn’t return. 朱麗葉沖了出去, 再沒回來。
4. Luckily, Carl’s dad saw me on the street and gave me a lift in his car. gave „a lift 捎„„一程，讓......搭便車
e.g. Could you give me a lift, please? 請問你能否捎我一程? Jim gave me a lift on my way home yesterday.吉姆昨天在回家的路上捎了我一程。
Section A 2 (3a-3c)
2014九年級
5. I was about to go up when I decided to get a coffee first. be about to 忙于;即將做某事。側重于表示動作馬上就要發生，常與when引導的從句連用，但不與具體的時間狀語連用。
e.g. One of my friends is about to have her second baby. 我的一個朋友馬上就要生第二個小孩了。
6. I went to my favorite coffee place even though it was two blocks east from my office. even though 即使， 雖然， 盡管， 用于引導讓步狀語從句。
block n. 街區
e.g. He’s the best teacher, even though he has the least experience. 他雖然經驗最少，卻是最好的老師。
7. We stared in disbelief at the black smoke rising above the burning building. stare v. 盯著看， 凝視
表示看得比較仔細，有時候也帶有吃驚的意味去看，常與at, into連用。 e.g. Don’t stare at me like that. 別那樣盯著我看。 in disbelief 不相信 ，疑惑， 懷疑
e.g. Tamara stared at him in disbelief, shaking her head. 塔瑪拉一邊狐疑地盯著他看，一邊搖著頭。
She looked at him in disbelief. 她全然不信地看著他。 above prep.
1)(表示位置)在„正上方;高于”(與 below相對)。 e.g. That big high-rise above us is where Brian lives. 我們上面的那座摩天大樓就是布賴恩住的地方。
He lifted his hands above his head. 他將雙手舉過頭頂。
2) 表示在地位、級別、能力、資歷、重要性等方面“超過”、“在„„之上”、“比„„強”。
2014九年級
e.g. He is above the others in ability. 他的能力優于其他人。 He is above me in every way. 他各個方面都比我強。 3) adv. 在上面
e.g. There are snowy peaks above. 上面是白雪皚皚的群峰。 See the examples given above. 見上述例子。 burn v. 著火，燃燒
(burnt, burnt / burned, burned) burning adj. 著火的;燃燒的
e.g. Ouch! The sand is so hot! I can burn my feet. 哎喲!沙子這么燙!會燙傷腳的。 He was trapped in a burning house. 他被困在正在燃燒的房屋里。
8. I felt lucky to be alive. alive 一般作表語;也可以作后置定語或賓補。 “活(著)的;在世的;(繼續)存在的”;反義詞是dead。
e.g. Do you know she’s alive? 你知道她還活著嗎?
People alive should try their best to live better. (后置定語) 活下來的人應該盡力生活得更好。 Tom was kept alive in the big fire. ( 賓補) 湯姆在這次大火中活下來了。 易混辨析 alive, living, lively alive “活著的”，在句中常作表語或定語。作表語時，?？膳c living互換;作定語時，常要放在被修飾詞之后。 living“活著的”，在句中用作表語或定語。 lively“活潑的”，在句中可作表語或定語。
9. But by the time I got to the airport, my plane to New Zealand had already taken off.
2014九年級
airport n. 機場
take off 脫掉; 起飛
e.g. He took off his hat and bowed as he passed. 他經過時脫帽鞠躬。 We eventually took off at 11 o’clock and arrived in Venice at 1:30. 我們終于在11點起飛，1:30 到達威尼斯。
課堂練習：
1. 我在動物園里見過活鱷魚。
I have seen a _____ crocodile in the zoo. 2. 他是那場火災中唯一活下來的人。
He is the only person ____ in the fire. 3. 露西是個活潑的孩子，大家都喜歡她。
Lucy is a _____ child and everyone likes her. 4. The boy ____________________ (正要開始) but someone spoke first. 5. Hurry up. The train ______________ (馬上就要開了). Keys: living, alive, lively, was just about to begin, is about to start
單元語法：
掌握過去完成時時態，結構及用法。
2. 過去完成時用法：
(1) 構成：由“助動詞had (用于各種人稱和數) + 過去分詞”構成
否定式：had not + 過去分詞
縮寫形式：hadn’t (2) 用法：過去完成時表示在過去某一時間或動作之前已經發生或完成了的動作。
(3) 它所表示動作發生的時間是“過去的過去”。
① 表示過去某一時間可用by, before 等構成的短語來表示。
2014九年級
② 也可以用when, before 等引導的時間狀語從句來表示。 ③ 還可以通過狀語從句或通過上下文暗示。 例如：
When I got there, you had already eaten your meal. 當我到達那里時，你已經開始吃了。
By the time he got here, the bus had left. 在他到達那里之前，汽車已經離開了。
第四篇：九年級英語unit2教案
英語教學工作對孩子今后的發展來說非常重要，下面就是小編為您收集整理的九年級英語unit2教案的相關文章，希望可以幫到您，如果你覺得不錯的話可以分享給更多小伙伴哦!
九年級英語unit2教案：Where is it
教學目標(Teaching Aims)
通過本單元教學，使學生初步學會說：什么東西或什么人在什么地方，即人或物所在的位置。并要求學生盡可能在交際場合使用。本單元只教學生靜態位置的表達。(動態位置以后再學)要學習be動詞，介詞in， on， near， behind， under以及定冠詞the和不定冠詞a/an的用法。
詞匯學習：
掌握：
of， classroom， answer， blackboard， some， schoolbag， flower， find， window
理解：
broom， raincoat， cap， Hong Kong， Macao， SAR
語音：
/i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教學建議
教學內容分析
本單元主要學會表達大范圍 (Where is Beijing?) 和小范圍 (Where is my desk?) 的空間關系。小范圍的空間關系，可利用教室里的物品練習句型。老師可不斷的變換物品的位置讓學生熟悉前面提到的幾個介詞。
大范圍的空間關系，老師可利用地圖讓學生確認我國主要城市的位置。老師同時要以特殊的表達導入介詞“特指the”與“泛指a/an”用法。
以上表達應會聽、說、(包括會問回答)讀，語調語、音基本正確。
輔音音標的發音不必一步到位。如; /s/， /z/
教學重難點分析
1、句型
a、主謂一致，即be動詞的單復數。
Where is/ Where’s …?
It is/ It’s on/ in/behind/near/under the…
Where are/ Where’re …?
They are/ They’re on/ in/behind/near/under the…
注意語序：
特殊疑問句： 疑問詞 + 是動詞 + 主語 + 問號
b、 介詞in， on， near， behind， under的用法; 可組成介詞短語。
介詞 + 定冠詞 + 名詞
如：in the morning， at night， in the desk， on the table， near the door等。
2、 日常交際用語
Look at the picture。 What can you see …? I can / can’t see… Can you see …?
Where is /Where’s…? It is / It’s in， behind， near， under the…
Where are /Where’re …? They are / They’re in， behind， near， under the…
單詞訓練建議
classroom， blackboard， schoolbag， raincoat，football 均為合成詞?？勺寣W生利用所學過的單詞知識，自學這些單詞。
學生能自學的詞盡量讓學生自學，老師可稍加引導，以下單詞可遷移，讓學生自己讀 behind → find room →broom
口語訓練建議
本單元的口語訓練應放在空間關系上。并應當貫穿始終?？谡Z訓練重要的一環就是正確引入“位置”所謂概念。這與中文有較大的差異。中文說：在… 里，(上，后面，附近)的結構，英文只用一個介詞，不同的介詞比表達了不同的位置，而且一般要與定冠詞the連用。向學生們介紹介詞時，多用直觀展示，適當用中文。
為了使學生能夠確切把握介詞的特點，我們在訓練的最初階段應當集中展示兩個物體之間的變化，不要過早的變換物體，這樣學生就能聚精會神的體會位置表達的基本方法。注意以下幾點：
1、創設一個合乎生活邏輯的語境。
2、尋找一個非設計空間表達不可的動機。如：尋找一個提問者看不見的東西。 老師上課找不見黑板擦，問一個學生。---- Where’s the brush? ---- It’s under the teacher’s table。老師也可自問自答。盡量從交際出發，減少純句型練習。
3、確定對話參與者之間的特定關系。
在物體選擇上，最好一大一小，構成一主一從的格局。建議教師使用一個色彩鮮明的大紙盒和一個具有對比色度的小球，然后再換成玩具小動物，如小狗或小貓等，引起學生更大的興趣。
畫一只貓和一個盒子，這只貓分別在盒子的四個位置，即在上、在下、在里、在后。
運用型訓練建議
老師可設計一個讓學生去辦公室去拿東西的情景，告訴學生東西的位置。這個練習最好事先和課代表準備好。課上給全班同學演示。其目的是告訴學生們介詞在生活中的運用。
Eg。
Teacher: Could you help me?
Student: Sure。
T: Go to my office and fetch your notebooks。
S: Where are our notebooks?
T: They are on my table。
S: Where is your table?
T: It’s near the second window。
S: OK。
筆頭訓練建議
老師可設計一些基本的測試性的筆頭練習，但一定是課堂上反復練習過的。多用直觀的方式提供物體的位置，適量中文。注意以下幾點：
1.清楚的展示物體的位置。
2.嚴格限定表示條件。
3.迅速反饋改正信息。
語法訓練建議
冠詞訓練
a、 第一次提到用a/an。
b、 定冠詞特指后接單述或復數名詞。
可指教室里存在的東西，如：地面、時鐘、桌椅等， 大家都知道的物品。
c、 位置介詞的用法。
in the bag， under the table， on the desk ， on the table等。
情感教育建議
通過本單元的確定位置，以及尋找物品，告訴學生應養成放好自己的物品，不亂扔亂放東西的習慣，培養學生樂于助人，幫助別人尋找東西，以及拾到東西應交公或交還失主的良好品德。
可利用本單元所提供的內容，Taiwan， Hong Kong， Macao， SAR， 進行愛國主義教育。
情景教學
學習方位表達在日常生活中很有用。我們身邊有很多可就地取材的東西，建議老師在教、學生在學的時候，都不要忽略了身邊的實物。如：書包在哪里，書在哪里，桌椅在哪里等。同學們要盡可能練到脫口而出，這樣在交際時才能做到熟練自然，學以致用。
看地圖講地名，要求學生有地理知識。老師不妨在課前讓學生熟悉一下地圖，知道三亞在海南，西安在陜西。此后再學用英語表達難度會小些。如有可能，再讓學生看看美國地圖、英國地圖，談談倫敦在哪兒，華盛頓、紐約在哪兒，鞏固所學知識，提高學習興趣。
冠詞a/an， the的用法
冠詞是用在名詞前幫助說明所指的人或事物。其分為不定冠詞(a， an)和定冠詞(the)。
不定冠詞a和an的功能
1、 指人或事物的某一種類。例如：He is a student。。他是學生。
2、 指人或某事物，但不具體說明何人或何物。例如;A boy is over there。
3、 表示數量“一”的概念。例如：I have a bike， a computer and a small room。 我有一輛自行車、一臺電腦和一個小房間。
4、 用于某些固定詞組中。例如：have a look， have a seat等。
第五篇：九年級英語Unit8-教案
新建中學公開課教學設計
科目：英語
課題：Unit8 It must belong to Carla.
Section A 3a-3c Teaching aims &demands: 1. Master the key words: policeman, noise, wolf, happening, uneasy 2. Be able to make references. 3. Improve students’ reading and comprehensive skills. 4.Cultivate students’ imagination. Teaching key and difficult points: Teaching key points: 1. Master the key words and phrase. 2. Be able to make inferences using the modal verbs. Teaching difficult points: Learn to use the target language in daily life. Teaching procedures: I. Warm-up 1. Greetings. 2. Learn the new words:
II. Presentation Show a picture on the PPT., and Answer the two questions: 1. What can you see in the picture? 2. What can we know about the woman ? III. Reading
1. Read the article and decide which might be the best title. A. A Small and Quiet Town B. Strange Happenings in my town C. Animals in our neighborhood
2. Have students read the article again to find the correct words to match the following meanings. Ask them to do this task individually. Later ask a student to check the answers
3. Read the article carefully and write what people think about the strange noises. a.Ss work in pairs. Let students discuss the answers. b.Check the answers with the students. IV. Language points and exercises 1. Have a explanation of each paragraph. 2. Key sentences and phrases. a. It used to be very quiet.
b. Something unusual is happening in our town. d. I think it was too big to be a dog. e. There must be something visiting the homes in our neighborhood. 3. Read this passage together. 4. Students do some exercises. Ⅴ. Homework 1. Make new sentences using the following phrases:
too...to...; have no idea; used to;something unusual; strange noises;
feel uneasy; go away; have fun doing sth.;There must be...doing sth. 2. Review the article.