九年级英语unit11教案
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第一篇：九年级英语unit11教案
九年级英语上册Unit 11英语教案 人教新目标版
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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?
亿库教育网 http:// 亿库教育网 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 亿库教育网 http:// 亿库教育网 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.
亿库教育网 http:// 亿库教育网 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.
亿库教育网 http:// 亿库教育网 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.
亿库教育网 http:// 亿库教育网 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.
亿库教育网 http:// 亿库教育网 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
亿库教育网 http:// 亿库教育网 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.
亿库教育网 http:// 亿库教育网 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：九年级英语unit11课文翻译大全
九年级英语课文翻译
Unit 11 Section A 2d
南希：嗨! 伯特，我想我把爱丽丝给逼的受不了，而且我还不确信该怎么做。
波特：发生什么事了?
南希：你知道朱莉是爱丽斯最好的朋友，对吧? 波特：嗯嗯。
南希：唔，我对朱莉了解得越多，越感到我们有许多相同之处。所以我们最近呆在一起的时间更多了。 波特：但那有什么问题吗?
南希：嗯…..这让爱丽斯不开心，因为她认为朱莉现在成为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时候，你何不邀请爱丽斯一起加入呢?这样她就不会觉得被冷落。 南希： 奥， 好主意! 那还能使我们的友谊更加牢固。 Section A 3a
快乐者的衬衫!(1)
很久以前，在一个富饶而又美丽的国家里，住着一位不开心的国王。他睡不好觉，也没有食欲。他总是面色苍白，还常常无端哭泣。这让往后和他的子民都很担心。
一天，一位医生被招来给国王检查身体。但他发现国王的身体并没有任何的问题。“他的病都在心里。药物和休息对他都无效。他需要的是一个快乐的人所穿的衬衫，那会使他快乐起来。”
首相被叫到宫殿，但当人们把国王的情况向他解释后，他却说：“尽管我有很多权利，但他并没有让我快乐。我总是担心会失去权力。有许多人都在试图取代我的位置。”
接着，国王的银行家来到宫殿，“唉，我恐怕也不快乐呢，”他说：“我有很多财富，但是我总是担心丢失钱财。每天都有人想窃取我的金钱。”
接下来，宫殿的歌手来到国王的房间，但是他却这样说：“的确我很有名，而且每个人都喜欢我的歌。但是我并不快乐，因为我总是担心被人跟踪，我没有自由。”
最后，国王的大将军被派出去，要他在三天之内找到一个快乐的人。
Section B,2b
胜利之队
彼得的眼睛盯着地面，当他一个人独自走在回家路上的时候，觉得双肩沉重。今天是他人生中最糟糕的日子。他脑海里总停不住想一个小时以前学校足球场上发生的事。他怎么错过了进球呢?他让全队都失望了。他愚蠢的错误使他生气。整个球队因为他而输掉了比赛。他还担心教练会把他赶出球队。
他一走进家门，他爸爸就问：“怎么了，儿子?”彼得的情绪都写在脸上。“我比赛输了。”彼得回答。然后，他不再说话走进了自己的卧室。十分钟后，彼得听见爸爸在敲卧室门，他打开房门让爸爸进来。
“彼得，你来看，我不知道发生了什么。但不管结果怎样，不要对自己太苛刻。”
“我输球了，爸爸，我导致了球队的失败。很可能他们再也不会让我踢球了。”“足球是靠团队的集体努力，”你不是导致球队失利的唯一原因。如果你们是一只优秀的球队，你们应该互相支持。此外，输赢只是比赛的一半。另一半是学会怎样和队友合作，怎么样从错误中吸取教训。”
彼得没说什么，但是爸爸的话使他陷入了沉思。
第二天，彼得并没有害怕，而是勇敢地去参加了足球训练。“嗨，伙伴们，”他对队友说：“我对昨天的失误非常抱歉，我们差点就赢了。但我想只要我们继续团结一致，我们就会赢得下一场比赛。”
出乎意料而又让他欣慰的是，他的队友都赞同地点了头。 “是的，”他们说：“别担心了，失败绝不是一个人的错误。我们应该考虑的是下一次我们怎么能做得更好。”
彼得笑了。他为自己属于一个奔向胜利的球队感到庆幸。
第三篇：九年级英语Unit12教案
2014九年级
Unit 12 Life is full of the unexpected.
Section A 1 (1a-2d) 重点短语
by the time„ 在„„以前 give„a lift 捎„„一程 in line with (与„„)成一排 show up 出现 ，露面 by the end of 到„„末为止 April Fool’s Day 愚人节 costume party 化装舞会 sell out 卖光 get dressed 穿好衣服
play tricks on sb. play jokes on sb. 和某人开玩笑 lose weight 减肥
end up doing 以做 „„而告终 invite sb onto the show 邀请某人上节目 have a happy ending 有一个快乐的结局 rather than / instead of 而不是 on the radio program 在广播节目中 on the earth 在地球上， 在世界上 thousands of 成千上万的 run out of 用光 run away from 从„„逃跑
重点句子：
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 页 共 1 页
2014九年级
plane had already hit my office building.
知识点详解：
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,常引导表示过去的时间状语从句，主句常用过去完成时，即had+动词过去分词
e.g. By the time I got there, he had already left. 在我到那儿之前，他已经离开了。
3. So I just quickly put on some clothes and rushed out the door. rush out 冲出去, 冲出„„
e.g. Henry rushed out the room and disappeared in the rain. 亨利冲出房间, 消失在了雨中。 如果汤姆又迟到了，一点也不意外，因为他一向如此。
Julia rushed out and didn’t return. 朱丽叶冲了出去, 再没回来。
4. Luckily, Carl’s dad saw me on the street and gave me a lift in his car. gave „a lift 捎„„一程，让......搭便车
e.g. Could you give me a lift, please? 请问你能否捎我一程? 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)
2014九年级
5. I was about to go up when I decided to get a coffee first. be about to 忙于;即将做某事。侧重于表示动作马上就要发生，常与when引导的从句连用，但不与具体的时间状语连用。
e.g. One of my friends is about to have her second baby. 我的一个朋友马上就要生第二个小孩了。
6. I went to my favorite coffee place even though it was two blocks east from my office. even though 即使， 虽然， 尽管， 用于引导让步状语从句。
block n. 街区
e.g. He’s the best teacher, even though he has the least experience. 他虽然经验最少，却是最好的老师。
7. We stared in disbelief at the black smoke rising above the burning building. stare v. 盯着看， 凝视
表示看得比较仔细，有时候也带有吃惊的意味去看，常与at, into连用。 e.g. Don’t stare at me like that. 别那样盯着我看。 in disbelief 不相信 ，疑惑， 怀疑
e.g. Tamara stared at him in disbelief, shaking her head. 塔玛拉一边狐疑地盯着他看，一边摇着头。
She looked at him in disbelief. 她全然不信地看着他。 above prep.
1)(表示位置)在„正上方;高于”(与 below相对)。 e.g. That big high-rise above us is where Brian lives. 我们上面的那座摩天大楼就是布赖恩住的地方。
He lifted his hands above his head. 他将双手举过头顶。
2) 表示在地位、级别、能力、资历、重要性等方面“超过”、“在„„之上”、“比„„强”。
2014九年级
e.g. He is above the others in ability. 他的能力优于其他人。 He is above me in every way. 他各个方面都比我强。 3) adv. 在上面
e.g. There are snowy peaks above. 上面是白雪皑皑的群峰。 See the examples given above. 见上述例子。 burn v. 着火，燃烧
(burnt, burnt / burned, burned) burning adj. 着火的;燃烧的
e.g. Ouch! The sand is so hot! I can burn my feet. 哎哟!沙子这么烫!会烫伤脚的。 He was trapped in a burning house. 他被困在正在燃烧的房屋里。
8. I felt lucky to be alive. alive 一般作表语;也可以作后置定语或宾补。 “活(着)的;在世的;(继续)存在的”;反义词是dead。
e.g. Do you know she’s alive? 你知道她还活着吗?
People alive should try their best to live better. (后置定语) 活下来的人应该尽力生活得更好。 Tom was kept alive in the big fire. ( 宾补) 汤姆在这次大火中活下来了。 易混辨析 alive, living, lively alive “活着的”，在句中常作表语或定语。作表语时，常可与 living互换;作定语时，常要放在被修饰词之后。 living“活着的”，在句中用作表语或定语。 lively“活泼的”，在句中可作表语或定语。
9. But by the time I got to the airport, my plane to New Zealand had already taken off.
2014九年级
airport n. 机场
take off 脱掉; 起飞
e.g. He took off his hat and bowed as he passed. 他经过时脱帽鞠躬。 We eventually took off at 11 o’clock and arrived in Venice at 1:30. 我们终于在11点起飞，1:30 到达威尼斯。
课堂练习：
1. 我在动物园里见过活鳄鱼。
I have seen a _____ crocodile in the zoo. 2. 他是那场火灾中唯一活下来的人。
He is the only person ____ in the fire. 3. 露西是个活泼的孩子，大家都喜欢她。
Lucy is a _____ child and everyone likes her. 4. The boy ____________________ (正要开始) but someone spoke first. 5. Hurry up. The train ______________ (马上就要开了). Keys: living, alive, lively, was just about to begin, is about to start
单元语法：
掌握过去完成时时态，结构及用法。
2. 过去完成时用法：
(1) 构成：由“助动词had (用于各种人称和数) + 过去分词”构成
否定式：had not + 过去分词
缩写形式：hadn’t (2) 用法：过去完成时表示在过去某一时间或动作之前已经发生或完成了的动作。
(3) 它所表示动作发生的时间是“过去的过去”。
① 表示过去某一时间可用by, before 等构成的短语来表示。
2014九年级
② 也可以用when, before 等引导的时间状语从句来表示。 ③ 还可以通过状语从句或通过上下文暗示。 例如：
When I got there, you had already eaten your meal. 当我到达那里时，你已经开始吃了。
By the time he got here, the bus had left. 在他到达那里之前，汽车已经离开了。
第四篇：九年级英语unit2教案
英语教学工作对孩子今后的发展来说非常重要，下面就是小编为您收集整理的九年级英语unit2教案的相关文章，希望可以帮到您，如果你觉得不错的话可以分享给更多小伙伴哦!
九年级英语unit2教案：Where is it
教学目标(Teaching Aims)
通过本单元教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本单元只教学生静态位置的表达。(动态位置以后再学)要学习be动词，介词in， on， near， behind， under以及定冠词the和不定冠词a/an的用法。
词汇学习：
掌握：
of， classroom， answer， blackboard， some， schoolbag， flower， find， window
理解：
broom， raincoat， cap， Hong Kong， Macao， SAR
语音：
/i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教学建议
教学内容分析
本单元主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。
大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。
以上表达应会听、说、(包括会问回答)读，语调语、音基本正确。
辅音音标的发音不必一步到位。如; /s/， /z/
教学重难点分析
1、句型
a、主谓一致，即be动词的单复数。
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…
注意语序：
特殊疑问句： 疑问词 + 是动词 + 主语 + 问号
b、 介词in， on， near， behind， under的用法; 可组成介词短语。
介词 + 定冠词 + 名词
如：in the morning， at night， in the desk， on the table， near the door等。
2、 日常交际用语
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…
单词训练建议
classroom， blackboard， schoolbag， raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。
学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom
口语训练建议
本单元的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在… 里，(上，后面，附近)的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。
为了使学生能够确切把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：
1、创设一个合乎生活逻辑的语境。
2、寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。---- Where’s the brush? ---- It’s under the teacher’s table。老师也可自问自答。尽量从交际出发，减少纯句型练习。
3、确定对话参与者之间的特定关系。
在物体选择上，最好一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。
画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。
运用型训练建议
老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习最好事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。
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。
笔头训练建议
老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：
1.清楚的展示物体的位置。
2.严格限定表示条件。
3.迅速反馈改正信息。
语法训练建议
冠词训练
a、 第一次提到用a/an。
b、 定冠词特指后接单述或复数名词。
可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。
c、 位置介词的用法。
in the bag， under the table， on the desk ， on the table等。
情感教育建议
通过本单元的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。
可利用本单元所提供的内容，Taiwan， Hong Kong， Macao， SAR， 进行爱国主义教育。
情景教学
学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。
看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。
冠词a/an， the的用法
冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a， an)和定冠词(the)。
不定冠词a和an的功能
1、 指人或事物的某一种类。例如：He is a student。。他是学生。
2、 指人或某事物，但不具体说明何人或何物。例如;A boy is over there。
3、 表示数量“一”的概念。例如：I have a bike， a computer and a small room。 我有一辆自行车、一台电脑和一个小房间。
4、 用于某些固定词组中。例如：have a look， have a seat等。
第五篇：九年级英语Unit8-教案
新建中学公开课教学设计
科目：英语
课题：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.