新目标九年级Unit 11第一课时教案

新目标九年级Unit 11第一课时教案

上传: 360981028001230079 更新时间：2012-5-15 20:57:37

一、教材分析

新目标英语九年级第11单元以 could you please tell me where the restrooms are ? 为中心话题，围绕着描述一系列地点展开，学习和运用有礼貌的询问信息的方式，让学生学会准确地描述地理位置、给他人指路或提供帮助。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过询问地点位置和方向，促进学生之间和师生之间的情感交流。本节课是section a的第一课时（1a—2c），主要学习内容是：先复习以前学过的问路方式，再学习更有礼貌的问路方式，如：“do you know where i can….?”和“can you tell me where i can…?”等句子。 二、教学目标

1 语言目标：要求学生熟练掌握有关的生词、短语和重点句子。

1)生词和短语: restroom, shampoo, drugstore, café, department store, escalator, magic, etc.

2)重点句子：do you know where i can … ?

can you tell me where i can … ?

2 能力目标: 能够听懂重要句型及语言结构，并能够仿照例子练习和编写有礼貌地问路的对话。

3 情感和态度目标: 向他人询问时，应注意礼貌用语。让学生懂得“生活是一面 镜子，你给他微笑，他也会把微笑还给你。”

4学习策略目标: 积极主动地投入到语言的实践中去，包括听、说、读、写的实践； 在学习中与他人互动合作。

5文化意识目标: 在英语的日常交际语言中，要注意礼节，语言要得体。 三、教学重点及难点 1. 教学重点

1)复习一些地点词汇：library, bank, bookstore, post office, etc

2)复习问路和指路的句型：excuse me. where is the nearest post office?

go down/ along this street. turn left / right. it’s on your left. is there a post office near here? yes, it’s on center street. can you tell me the way to the post office?

3)学习词汇和短语：restroom, drugstore, shampoo；department store, make a telephone call, save money, take the elevator/ escalator to, etc.

4)学习礼貌地问路的句型：do you know where i can … ? can/could you tell me where i can … ?

2. 教学难点：where, how和 if引导的疑问句在宾语从句中用陈述句语序; 含有疑问词的不定式(how to do)作动词的宾语。 四、教学方法

1.情景交际法：引导学生根据模拟现实生活的情景进行对话交流，体现在教和学的过程中教师为主导、学生为主体，充分显示交际英语教学的特色。

2.互动教学法：以表演，竞赛的方式去鼓励学生学习英语的兴趣和热情，体现学生的互动合作和师生的互动交流。

3.教具：使用多媒体教学课件和录音机进行教学。 五、教学程序

1. presentation of the new words：get ss to say place words as many as possible.

teach the new words.

（设计思路：利用多媒体课件进行单词教学，能快速增加信息的输出量，让学生在短时间内获得更多的信息，并激发学生的兴趣。）

t: hello, everyone. we have learned many words that describe the places. can you think of them? look at the pictures, what are the places?

ss: yes, library, school, bookshop, restaurant，bank, post office, supermarket，police station and so on.（在多媒体屏幕上显示图片及地名）

t: oh, good .you have a good memory. today we will learn another three words that describe the places ：restroom, drugstore and department store. (新单词的引入)

2. presentation of the new phrases: show the picture of 1a，and present the new phrases。（让学生把地名和动词短语联系起来，并为下面的教学新课做铺垫。）

t: where can i buy some books / buy some shampoo / send a letter / make a telephone call? ss: bookshop / supermarket, drugstore, or department store / post office. t: what can you do in the bank / library?

ss: save money，exchange money / borrow books，read books.

3. 1a: look at the picture, and get the ss to match。ask some ss, and check the answers。

4．set up some situations：以教师和三组同学合作表演小品的方式引出1b的新句型，体现师生的互动。 1）要求学生不看书，回忆并说出学过的表达问路和指路的句型。（多媒体屏幕显示） 2）接着再次在屏幕上显示1a的图片。

t: i want to go to the bank to save some money, but i don’t know the way. i will ask some students for help. team1：t: hi, where is the bank? s1: i don’t know.

team2：t: excuse me, where is the bank? s2: it’s on center street.

team3：t：excuse me. could you please tell me where the bank is? s3: sure. there is a bank on center street. 让其他同学评论出最有礼貌的对话。显然第三组的最好，因为体现了礼貌用语在英语日常交际中的重要性。同时引出另一句型“do you know where i can … ?”

3）屏幕显示本课的重点句型。让学生看屏幕比较新旧句型的不同结构，指出难点：新句型中包含有疑问词引导的宾语从句，必须用陈述句语序。 4）让全班同学大声朗读句型。

5. listening (1b) ：放录音。在学习了重点句型及短语之后，学生有目的地去听。第一遍先听，理解对话内容，做到心中有数；第二遍再动笔写下来。检查答案。

6. practice：pair work (1c)。设置不同情境，引导学生进行小组合作和小组竞赛，利用所学语法要点在短时间内编对话，并表演。教师巡视，适时的去鼓励、评价，激发学生对英语的学习兴趣。让几组学生表演他们的对话，检查学生练习的效果。

7. listening (2a&2b) ： 学生学习和听懂比1b更具体的表达指路的方式。 1) 屏幕显示2a的图片，让学生谈论地点的地理位置。 t: this is a part of the mall. what can you see in the mall?

ss: i can see the escalator / bank/ bookstore / drugstore / furniture store. t: where’s the bank / bookstore / drugstore / furniture store? ss: it’s next to / between…and / in front of the….

2) 放录音。t: where is the boy going? how can he get there? 学生按照听到的指示给2a的句子排序。放一遍录音，检查答案。最后按照排好的顺序大声朗读一遍。

3）再放一遍录音，学生按照指示在图画中画出到drugstore的路线。请两个学生到屏幕前对话，指出并用英语说出路线。

8. pair work (2c)。先读方格中的对话，然后小组练习。多媒体屏幕显示其它情景的图片，小组根据不同的情景编造对话

9. sum up:总结关于问路和指路的交际用语；指出重点和难点。（屏幕显示grammar focus）让学生造句来及时巩固。 10. homework

1) 口头作业：背熟课文的对话，并和同学练习对话。

2) 笔头作业：假设我们班的新同学打算去西山，但不知道怎么去，你恰好在学校门口遇到他。根据这样的情景设计对话，不少于6句。

（口头和笔头练习双管齐下，使知识进一步内化。）

Step Ⅰ Revision T: Very good． From today on, we will learn Unit 14． Now． I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard．

（After the student has written the numbers 1 through 5, start talking to the rest of the class） T: Has he written the number 1 yet?

Class repeat the question． Has he written the number 1 yet? Ss: Has he written the number 1 yet? T: （Pointing to the number 1 on the board） Yes, he has already written the number 1． Class repeat． Yes, he has already written the number 1． Ss: Yes, he has already written the number 1．

T: （Writing the word already on the blackboard） This is the word already．

Class repeat． Already． Look at the blackboard． （pointing to the blackboard） Has he written the number 50 yet? Class repeat the question． Has he written the number 50 yet? Ss: Has he written the number 50 yet?

T: （Pointing to the highest number already on the blackboard） No, he hasn’t written the number 50 yet． Class repeat． No, he hasn’t written the number 50 yet． Ss: No, he hasn’t written the number 50 yet． T:（Writing the word yet on the blackboard） Tish is the word yet． Class repeat． Yet． Now, look at the two words already and yet． Which one is used to talk about things that have happened in the past? SSs: Already． T: Yeah．Very good． So the other word yet is used to talk about things that will happen in the future Yeah? SS: Yes． Step Ⅱ 1a

This activity introduces key vocabulary and helps students review vocabulary they already know． Read the instructions aloud to the class．

Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example． （bathing suit, travel guidebook）

Get students to add some things to the lists under the two headings． A beach vacation and Sightseeing in a city． Have students do the work individually first．

While they are working, walk around the classroom checking the progress of the students． Let students tell the class the words they wrote． Write the words on the blackboard． Read them and let students repeat． Then ask other students to add other words to the lists． Sample answers A beach vacation 1． bathing suit 2． beach towel 3． sunglasses Sightseeing in a city travel guidebook street map camera Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation．

Look at the picture． Ask, What can you see in the picture? （There is a family in the picture． They are getting ready for a beach vacation）

Point to the box． Invite a pair of students to read the conversation to the class． A: Have you packed the beach towels yet?