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新目标九年级英语第十单元教学设计第一课时教学设计教学目标A能运用以下句型进行交际：By the time I got outside, the bus had already left.When I got to school, I realized I had left my backpack at home.B能从所听到的对话中获取信息。C掌握词汇及短语：get outside, get to school, by the time, start doing, be late for教学方式任务型教学法，多媒体辅助教学等等。教学设计热身（Warm-up）：展示几张尴尬的人的图片。T: What do you think of the people in these pictures?S: They look bad.T: Have you ever been late for school?S: Yes, I have.T: I was late for school today. When I got up, I found my clock had rung. It was 730.By the time I went to the bathroom, my son had been in. So I had to wait. When I went out, I found my motorbike had broken down.（通过教师讲述自己迟到的经历，激起学生对以下内容的兴趣。）呈现（Presentation）：教学 By the time I got outside, the bus had already left. When I got to school, I realized I had left my backpack at home.句型引入和操练（Presentation and practice）T: Now Lets know something about Marys bad day. Please look at the pictures, and tell me something about the pictures.When she got to school, the bell hadrung.By the time she walked into the class,her teacher had started teaching.When she got home,she found she had left her keysin the backpack.When she ran to school,she realized she had left her backpack athome.（让学生讲述图片上发生的事情，强调过去完成时的结构和用法：had+p.p.）（老师不断强化句型，让学生有个模式进行下面的训练。）教学 结对练习句型让学生根据书上1a的图片造句。注意强调过去完成时的结构和用法：had+p.p.（通过反复操练，巩固句型，体会以上句型的结构，为后面的讨论作铺垫。）教学 操练（Practice）1a，1c，2c让学生根据1a，2a图片内容讲述一个完整的故事，引出get outside，get to school，by the time，start doing，be late for，并用刚刚学到的目标句型来操练。（若有学生不明白，老师可先示范一次。）最后，抽查几对学生，让他们在全班面前，按要求进行描述。（说明：让学生操练目标语言，并为听懂听力内容打下基础。）教学1b，2a，2b首先，帮助学生明确本题的要求。接着，听力练习，学生根据录音内容完成1b，2a and 2b。最后，重放一遍录音内容，学生跟读。（学生通过听力练习，进一步熟悉本课的目标语言。）教学巩固和拓展（Consolidation and Extension）完成一个任务：想想自己是否曾经有过很倒霉的经历，向全班同学讲述事情的经过。I had a bad day last weekend.（通过来完成一个任务.让学生运用所学内容，既巩固了本课所学的语言目标，又开拓了学生的思维，使学生的语言运用源于书本又高于书本，培养学生在实际生活中运用本课所学内容，来解决现实生活中的实际问题的能力，真正达到了新课标提出的培养学生综合运用语言的能力。）作业布置（Homework）：1bad day为题，描述Mary这一天的经历。2翻译下列短语。（1）当他到达学校的时候，老师已经开始上课了。_（2）当我出来的时候，汽车已经走了。_（3）在我拿书包以前我把门关了。_（4）在她做完作业之前他爸爸已经回来了。_课后反思第二课时教学设计教学目标A能运用所掌握的语法、句型和词汇进行交流。B能比较流利地讲述自己曾经有的特别的一天。C能运用语言和语法知识进行阅读并理解文章意思。D能运用句型：I have never been late for school.I knew I could not get to school on time.When I got to school, the bell was ringing.F掌握词汇及短语：be late for，get off，come out，run off to，start doing，on time，give sb.a ride教学方式任务型教学法，多媒体辅助教学等等。教学设计热身（Warm-up）：根据图片复述“Marys bad day”，继续巩固过去完成时的用法。（通过多媒体课件展示出的丰富多彩的图画，刺激学生的视觉感官，避免了枯燥乏味的说教，激发了学生的学习积极性，让学生在轻松好奇的氛围中复习了上节课的目标语言。）呈现（Presentation）：教学3a（1）进入本课话题（Lead-in）T: Some student are often late for school. Now we will read a students story. Can you guess the reasons?（根据情景的提示，让学生自由发挥）S: He got up very late.He was ill.（2）阅读理解短文，设法找出学生的猜测是否正确。T: Read the article and circle the things you like, and list the events当学生进行阅读时，教师列出以下表达：be late for, get off, come out, run off to, start doing, on time, give sb. a ride（这些词组句型都是以前学过的但是经常使用，列出来给他们加深印象，以便他们能更灵活运用到各种场合）教学 操练（Practice）3bGroup work仿照书上的示范，用书上的提示让他们集体讨论解决方法。先由学生小组讨论，由两三组同学起来表演他们的对话.（通过这些对话，让学生能够用流利的语言表达一件事情的经过。）教学 巩固和拓展（Consolidation and Extension）完成一个任务：Group work: Who has the worst day?T: Dear classmates, I want you to make a report about your bad day, we will choose the worst one.（全班活动。让学生综合两节课的内容，讲述自己的一段经历，进行全班比赛。让学生运用所学内容，既复习第一课时所学的语言目标和巩固了本课所学的语言目标，又开拓了学生的思维，培养了学生在实际生活中运用本课所学内容，来解决现实生活中的实际问题的能力。）作业的布置（Homework）：1翻译词组。起床_出去_迟到_闹响_到什么时候_开始做某事_出来_搭便车_2描述一件令你难忘的经历。课后反思第三课时教学设计教学目标A听能从所听到的对话中获取信息。B掌握词汇：go off, get dressed, show up, invite sb. to do sth. , stay up, land on, hundreds of,flee from教学设计热身（Warm-up）单词归类，完成1a，注意一词多意，并用单词造句。（通过口语造句，既激发了学生的学习积极性，让学生在轻松好奇的氛围中复习了上节课的目标语言，又引出新短语。）呈现（Presentation）：教学1询问学生对愚人节的了解。教学2a，2b（1）首先，听力前的brainstormFirst, Let students describe the three pictures of 2a（说明：通过学生的描述让他们对对话内容有整体了解，为听力练习做好准备；又培养学生的注意力，想像力，观察力。）（2）T: Dave, Nick, and Joe are talking bout April Fools day. Now please listen to the tape carefully.（3）Check the answers（通过听电话，学习辨别信息，选择内容并完成填空，学生通过听力练习，进一步熟悉本课的目标语言。）最后，重放一遍录音内容，学生跟读。（4）2c Pairwork.根据听力的对话内容，首先理解对话，模仿对话。（5）表演对话（Act out）叫部分同学演示其对话内容。（让学生合作学习，互相交流）教学：阅读（Reading）：3aT: Just now we knew three boys experience on April Fools Day, Now we will read another three unbelievable things. Will you be fooled by these stories.（学生通过自己阅读理解，在过程中加深印象，比教师直接说出答案要有效得多。）Explain their questions about the 3aLand on, so. that, set off, hundreds of, flee from, invite sb. to do sth.作业的布置（Homework）：1你在愚人节有过什么特别的经历吗？以此为题写篇作文。2用单词的正确形式填空。（1）I hope my sister（come）back in two days.（2）Tom_（not go）to school yesterday because he was ill.（3）What_you_this time last Sunday.（4）Have you（do）your homework.课后反思第四课时教学设计教学目标写能根据所学知识进行写作。复习巩固本单元的主要内容。教学方式教学任务型教学法，多媒体辅助教学等等。教学设计复习（Revision）：Check homeworkT: Yesterday we had known three boys experience on April Fools Day, now please read the key words on 3b, and retell Nicks story.呈现（Presentation）：拓展性练习写、说（Writing and speaking practice）Tell us a joke you played on your friend. What happened?Self Check part 1填单词并用这些词造句。由学生完成练习，然后让他们用这些单词造句，如有错误，进行更正。拓展单词和词组，（exchange，need to，this time of year）运用它们进行造句。Self Check part 2（Writing）（1）描述7幅图片。（2）给出关键词。（3）Write an article about Ming in 2Just for Fun（1）由1名同学运用对话在课堂上表演内容。（2）学生分析漫画内容。（口语和理解训练）作业布置（Homework）：1根据第2题写作文。2选词填空。（1）oversleep, reply, describe, marry, exhausted（2）Jessie got _ when she was 25 years old.（3）By the time I got to school, I_ I had left my keys at home.（4）Can you tell me how to _ this picture.（5）Its difficult to _.课后反思Unit 11教案The First Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularyrestroom, shampoo, stamp（2） Target LanguageExcuse me Can you please tell me where I can get a dictionary?Sure Theres a bookstore on River Road2 Ability Objects（1）Train students listening ability（2）Train students communicative competence3 Moral ObjectHelping each other is very important It is a good quality Teaching Key PointTarget Language Teaching Difficult Points1 How to train students listening ability2 How to train students communicative competence Teaching ProceduresStep RevisionT: Youre new to this school You need to know where the main office isHow can you ask where the main office is?S1: Wheres the main office?T: Thats 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: Thats correct Now lets say you want to know where Classroom 1 is How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! Theres 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: Thats right Very goodStep 1aGo through the instructions with the classRead 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 wordsPoint to the lettered parts of the picture one by oneAsk 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 blanksWhile students are working, move around the room offering help as necessaryStep 1bRead the instructions to students Point out the two conversations that are shown in the pictureAs you listen, fill in the blanks with words you hear in the recordingPlay the recording the first timeStudents only listenPlay the recording a second timeThis time ask them to fill in the blanks with the words you hearCheck the answers with the whole classStep 1cRead the instructions to the classPoint 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 partners questionsAs students work, listen to some pairs in order to check the progress and help with pronunciation as neededAfter students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversationsStep HomeworkReview the target language课后反思The Second Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularyescalator, furniture, exchange money, elevator（2） Target LanguageExcuse me Do you know where I can exchange money?Sure Theres a bank on the secondfloor Take the escalator to the second floor and turn right The bank is next to the bookstore2 Ability Objects（1）Train students listening ability（2）Train students communicative competence3 Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly Teaching Key Points1 Key Vocabularyexchange money2 Target LanguageExcuse me Do you know where I can exchange money?Sure Theres a bank on the second floor3 StructuresDo 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? Teaching Difficult Points1 Indirect questions2 How to improve students listening abilityTeaching ProceduresStep RevisionCheck homeworkStep 2aRead the instructions and point to the list of directionsGet students to name the items in the picture such as escalator, elevator, shoe store, and so onPlay the recording Students only listenTell them that the picture may help them understand what they are hearingPlay the recording again This time ask students to write a number next to four of the directionsCheck the answers with the whole classStep 2bPoint 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 bookPlay the recording again and ask students to draw the line on their own Check the answer with the classStep 2cAsk a pair of students to read the sample conversation aloud to the classRead the instructions aloud Say Make conversations using information about the places in the picture with your partnersAs students work, move around the classroom checking the progress of the pairs and offering help as neededAsk one or two pairs to say their conversations to the class Ask the rest of the class to look at the picture as they listenStep HomeworkAsk the students to write three sentences with the starters of the structures课后反思The Third Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right Walk about three blocks Go past the park, and turn left onto Oak Street（3） Moral ObjectsAnything has both advantages and disadvantages We should treat everything correctly Teaching Key PointTrain students listening, speaking, reading and writing ability Teaching Difficult PointsHow to improve students integrating skills Teaching ProceduresStep RevisionT: Yesterday we learned the structuresDo 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 3aRead the instructions Point out the blank lines under the words Advantages and Disadvantages below the interviewYou will write your answers in these blanksRead the first two sentences at the top of the articleExplain that the interviewer will talk to several teenagersGet students to read the interview on their own quicklyWhen they have finished, ask if there are any words or sentences they dont understand If there are, explain themAsk students to read the interview again and write the advantages and disadvantages Check the answers with the whole classStep 3bRead the instructions Point out the conversation in the box and invite two students to read it to the classPoint 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 outAsk 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 disadvantagesAsk several groups to act out part of their conversation to the classStep 4Read the instructions to the class Get students to look back at the picture and activities on the first page of this unitPoint out the sample language in the box Invite a student to read it to the classAsk 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 ofWrite 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 streetsWhen the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking aboutStep Homework1 Ask students to choose two places in the community and write careful directions from the school to each place2 Finish off the exercises on pages 4647 of the workbook课后反思The Fourth Period Teaching Aims and Demands1 Knowledge Objects（1）Key Vocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where theres 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 Teaching Key Points1 Key Vocabularyconvenient, safe, restroom inexpensive2 Target LanguageCan you tell me where theres a good place to eat?Of course What kind of food do you like? Teaching Difficult Points1 How to improve students writing and speaking ability2 How to use the target language Teaching ProceduresStep RevisionCheck homeworkStep 1aGo through the instructions with the classRead the words in the box to the class and ask if there are any of these words that students dont understand If so, help students to explain the meaning of the wordThen 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 cleanAsk students to write words from the box in the blanks on their own Help students if neededCorrect the answers by having students read what qualities he or she listedStep 1bRead the instructions to the classPoint out the example in the box Invite two students to read it to the classNow 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 neededInvite several pairs of students to say their conversations to the classStep 2aPoint 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 SunvilleGo through the instructions and point to the chartPlay the recording Students only listen the first timePlay the recording again Ask students to write the places people ask aboutCheck the answers with the whole classStep 2bRead the instructions and point to the chartYou will hear the same recording againThis time listen carefully to the answers the cleck gives Write the answers in the blanks alonePoint out the sample answerPlay the recording again Ask students to write their answers in the blanksCheck the answersStep 2cPoint to the sample conversation Invite two students to read it to the classRead the instructions Role play the conversations you hear on the tapeGet students to work in pairs Move around the room checking the progress of the pairs and offering help as neededAsk one or two pairs to say their conversations to the classStep HomeworkTalk about some places using the words in la, then write down the conversations课后反思The Fifth Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularywater slide, clown, dress up, have fun（2） Practise reading an article（3） Practise writing something using the target language2 Ability Objects（1） Train students reading ability（2） Train students writing ability Teaching Key PointPractise reading and writing using the target language Teaching Difficult PointHow to write a guide to a place Teaching ProceduresStep I RevisionReview the target language presented in this unitCheck homeworkStep 3aInvite 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 classAsk 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 answersStep 3bRead the instructions to the class Point to the first two sentences and ask a student to read these sentences to the classLook back at Activities 2a and 2b Use this information to help you complete the guide to SunvilleAsk the students to complete the brochure on their own As they work, walk around the classroom offering help and answering questions as neededInvite a student to read the completed article to the classStep 3cRead the instructions to the classAsk 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 guidesAsk students to work on their own Tell them that they can use what they wrotefor 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 themStep Part 4Go through the instructions with the classGet students to look back at the guides they wrote in Activity 3cAsk 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 participateAsk one or two groups to say one o
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