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人教版九年级英语unit 篇一

词汇精讲

1. bow(1) bow作名词，意为“弓，弓形物”。例如： He raised his bow slowly and let the arrow fly. 他慢慢地举起弓，让箭飞出去。 The boy made a deep bow to the teacher and ran away. 那个孩子向老师深深地鞠了一个躬然后跑掉了。(2) bow作动词，意为“鞠躬，低下头”。例如： He bowed his head in shame. 他惭愧地低下头来。 She bowed her thanks. 她鞠躬致谢。 Age had bowed his once straight back. 他年事已高，过去挺直的腰板弯了。

2. relaxrelax是动词，可以作不及物动词或及物动词，作及物动词时，宾语是人，表示“使某人放松；使某人休息；使某人轻松”。例如：

Now I want to rest and relax. (作不及物动词) 现在我得休息一下，放松放松。

I need a cup of tea to relax myself. (作及物动词) 我需要喝杯茶使自己轻松一下。【拓展】relaxed;relaxing

(1) relaxed是形容词，意为“某人感到轻松、放松、不受拘束的”。指某人“感到”轻松。通常用来形容人。有类似用法的词有interested\excited\surprised\bored\tired。例如： He is feeling relaxed.= He is relaxed. 他感到很轻松。

The song can make me relaxed. 这首歌让我感到轻松。

(2) relaxing是形容词，意为“某事情令人轻松的”，指某事或者某物“令人”轻松。通常用来修饰物或事。有类似用法的词有interesting\exciting\surprising\boring\tiring。例如： The song is relaxing. 这首歌真使人轻松。

You can listen to relaxing music inthe bath!

你可以边洗澡边听(令人)轻松的音乐。

3. effort(1) effort作名词，基本含意为“力气；努力”，作此解时只用作单数形式；effort还可以引申表示“努力；奋斗”，作此解时是可数名词；effort还可表示“作品；成就”，为可数名词。例如： It doesn’t need much effort. 那不需要太多的努力。

A great deal of effort has gone into this exhibition. 为了这次展览投入了很大力量。

His efforts were wasted. 他的努力都白费了。

Finishing the work in one day was a very good effort. 在一天内完成这项工作是努力的结果。(2)effort 常用于以下短语make efforts/ make aneffort/ make every effort中，意为“做出努力”，后面常接动词不定式，表示“努力做某事”。例如： The workers are making efforts to fulfill this year’s plan. 工人们正在努力完成今年的生产计划。

The prisoner made an effort to escape, but he couldn’t climb the prison wall. 囚犯企图越狱，但是爬不上监狱的墙。

I will make every effort to arrive on time. 我将尽一切努力准时到达。

4. knock(1)knock作动词，意为“敲，击打”。其后通常跟介词on或at，然后接宾语。例如： Someone is knocking at/ on the door. 有人敲门。 She knocked at / on the window. 她敲了敲窗户。(2)knock作名词，意为“敲击声，敲击”。例如： I heard a knock at the door. 我听到了敲门声。

5. take off(1)takeoff可作“脱下”讲，反义词组为put on，意为“穿上”。例如： Put on your clothes. Don’t take them off. 把衣服穿上，别脱下。(2)take off可作“起飞”讲，反义词为land，意为“着陆”。例如： When will the plane take off? 飞机什么时候起飞？【拓展】常见的含有take的词组： take turns轮流 take away拿走 take out拿出，取出 take over接手，接管 take notes 做笔记 take care当心，注意 take care of 照顾 take photos 照相 take it easy别紧张

6. manner(1)作名词，表示“做事的方法， 事情发生的方式”。例如： Why are you talking in such astrange manner? 你为什么用这种奇怪的方式谈话？(2)作名词，表示“态度， 举止”。例如： His manner was slightly rude, but you mustn’t mind. 他的态度有点粗鲁，但是你千万别介意。(3)作名词，表示“礼貌， 礼节”，常用复数形式。例如： It’s bad manners to talk with a full mouth. 嘴里吃着东西说话是不礼貌的。 You should have good manners all the time. 任何时候都应该有礼貌。(4)作名词，表示“风俗，习俗”，常用复数形式。例如： It is interesting to learn the manners and customs of other countries. 了解其他国家的风俗习惯是很有趣的。

7. exchange(1)作动词，意为“交换”，引申可表示“交流”经验、思想等。例如： The two girls always exchanged Christmas gifts. 两个女孩经常交换圣诞礼物。 The two armies exchanged prisoners. 作战双方交换战俘。 We shall have opportunity to exchange views tomorrow. 我们明天有机会交换看法。 They exchanged experiences at the meeting. 他们在会上交流经验。(2)exchange作及物动词时，其宾语后常接介词for，表示“以……换取”;接介词with表示“与某人交换(某物)/与某人交流(想法等)”。例如： I’d like to exchange awatch for a camera. 我想用表换相机。 Would you like to exchange places with me? 你愿意跟我换一下地方吗？ He likes to exchange ideas with others. 他喜欢与别人交流思想。【拓展】(1)exchange作名词，意为“交换”。例如： There have been numerous exchanges of views between the two governments. 两国政府间曾多次交换意见。(2)exchange作名词，意为“兑换，兑换率”。例如： I’d like to know the exchange rate for German marks. 我想知道德国马克的兑换率。(3)exchange作名词，意为“交易所”。例如： She works at the Stock Exchange. 她在证券交易所工作。

8. behave(1)作动词，意为“表现，行为举止”。例如： The young lady behaved courageously in the face of danger. 那位年轻女士面对危险表现得十分勇敢。 She behaves (towards me) more like a friend than a mother. 她像朋友一样(待我), 而不像是我的母亲。 It’s hard to train children to behave well at the table. 培养儿童用餐时举止得体是很困难的。(2)作动词，意为“(机器等)开动，运转”。例如： How is the new machine behaving? 新机器运行地怎么样？【拓展】(1)behavior作名词，意为“行为，举止；态度”。例如： He was on his best behavior. 他表现极好。(2)behavior作名词，意为“(机器等的)运转状态，性能”。例如： The aircraft’s behavior was satisfactory on its first test flight. 那架飞机在第一次试飞时运转情况令人满意。

9. exceptexcept作介词，意为“除……之外”，其后跟名词、代词、介词短语、that从句或what从句。例如： I go to school every day except Saturday and Sunday. 除了周六和周日，我每天都上学。【拓展】except;except for和but的辨析：这三个短语都有“除……之外”的意思，但具体用法不同例如： We are all here except/but Tom. 除了Tom外，我们都到齐了。(不包括Tom) She could do nothing but cry. 除了哭，她没有别的办法。 He is a good man except for hot temper. 他是个好人，除了脾气暴躁。

10. suggestion (1)suggestion作可数名词，表示“建议；提议”。例如： He has given me a helpful suggestion. 他给我提了一项有益的建议(2)suggestion 作不可数名词，表示“联想；暗示”。例如： The power of suggestion is very strong. 暗示的力量是无比强大的。

【拓展】suggestion的动词形式是suggest ，意为“建议”，有以下用法：(1)可接名词做宾语。例如： We suggested a visit to the museum the next day. 我们建议明天去参观博物馆。(2)可接动名词做宾语。例如： I suggested putting off the sports meet. 我建议将运动会延期。 They suggested waiting until the proper time. 他们建议(我们)等到恰当的时机才行动。(3)可接that宾语从句，that从句用should+动词原形，should可以省略。例如： She suggested that theclass meeting (should) not be held on Saturday. 她建议班会不要在星期六举行。 We suggested that he(should) go and make an apology to his teacher. 我们建议他去向老师道歉。

九年级英语人教版教案 篇二

一、教学目标：

1、 语言知识目标

基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground

基本句型：Excuse me, do you know where I can buy some medicine?

Sure. There’s a supermarket down the street.

Could you please tell me how to get to the post office?

Sorry, I’m not sure how to get there.

I wonder where we should go next.

Could you tell us when the band starts playing this evening?

You should try that new ride over there.

2、 技能目标: （1）能用宾语从句礼貌的寻求帮助。

（2）能用正确的方法指路。

3、 情感目标: 培养学生尊重他人，对人有礼貌，热爱生活。

二、教学重难点：

1、 教学重点：（1）礼貌的向他人寻求帮助。

（2）正确使用宾语从句。

2、 教学难点：运用宾语从句礼貌的寻求帮助。

三、教学步骤:

Section A 1 (1a-2d)

Step 1 Warming –up

Greeting

Step 2 Presentation

（1）Guessing game

Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student say: We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.

（2）Show some stamps to students and present the new sentences:

Could you tell me where I can buy some stamps?

Could you please tell me where I can get a dictionary?

Do you know where I can get some magazines?

Step 3 Practice

1) Match each thing with a place in the picture in 1a.

2) Read the phrases.

___ get some money

___ get some magazines

___ have dinner

___ get a dictionary

___ get some information about the town

___ buy a newspaper

___ buy some stamps

___ get a pair of shoes

Step 4 Listening

Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.

Step 5 Practice

Make conversations using the information in 1a. Then talk about your own city. For example:

A: Excuse me, could you please tell me how to get to the bookstore?

B: Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.

A: Thanks. Do you know when the bookstore closes today?

B: It closes at 7:00 p.m. today.

A: Thank you!

B: You’re welcome.

Step 6 Listening

1、 Listen and number the directions in the order that you hear them.

2a You will hear some of the directions below. Number the directions in the order you hear them.

___ Go to the bird floor.

___ Turn left.

___ Go to the second floor.

___ Turn right.

___ The supermarket is between the flower store and the bookstore.

___ Go past the bookstore.

2、 Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.

3、 Listen the third time and answer the questions.

1) Excuse me, can you tell me where I can buy some medicine?

2) Do you know how to go there?

3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?

4) OK, thanks a lot.

Step 7 Pairwork

Make conversations about the other places in the picture in 2a.

A: Excuse me. Can you tell me where I can buy some stamps?

B: Yes, there’s a post office in this shopping center.

A: Do you know how to go there?

B: Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.

A: OK, great. Oh, and one more thing. Do you know …

B: I’m not sure, but you …

A: OK, thanks a lot.

B: You’re welcome.

Step 8 Reading

1、 Read the conversation in 2d and answer the questions.

2、 Role – play the conversation.

3、 Explain the language pints in 2d.

（1） Go along Main Street until you pass Center Street.

1) until和 till同义为“直到……” ，till多用于口语，until可以放在句首，till则不能放在句首。

2) not.。.until“直到……才”，表示直到某一时间， 某一行为才发生， 之前该行为并没有发生。

e.g. I did not study English until 9 o'clock last night.

（2） Pardon? Restroom? You already want to rest? But we haven’t even started yet!

1) pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardon sb. for doing sth.意为“原谅/宽恕某人做某事”

e.g. Can you pardon me for not passing the exam, Mom?

2) 在没有听懂对方的话，请对方重复一 下时也可说 pardon。

e.g. Pardon? I’m sorry I can’t follow you.

（3） I’m excited to try the rides!

excited和 exciting的区别:

1) excited意为“激动的；兴奋的”，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。

e.g. All of us were excited when we heard the good news.

The excited child opened his present quickly.

2) exciting意为“激动人心的”，作表语时，主语通常是物；作定语时，常用来修饰物。

e.g. The movie is very exciting.

My father told me an exciting story.

（4） I mean … you know, a washroom or bathroom.

mean作动词有以下含义：

1) 有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。

e.g. What does this word mean?

2）意味（着）（及物动词），常跟名词，有时可跟动词-ing形式或从句。

e.g. Carl really could not do that — it would mean the end of his career.

3）有……意图，打算，想，常跟名词、代词或动词不定式。跟带不定式

的复合结构时，还可用于被动语态。

e.g. I never meant to hurt you.

（5） We normally say “toilets” or “washrooms”。

normally   adv. 正常地； 通常地，一般地

e.g. August is normally a slow month.

（6） Nine thirty, so you don’t need to rush!

rush   v. 仓促； 匆忙  n. 仓促； 匆忙

e.g. Then three policemen rushed at him. （rush v.）

They made a rush for the door.  （rush n.）

Step 9 Summary

1) Excuse me. Where is Qiaotou Middle School?

2) Excuse me. Could you tell me where Qiaotou Middle School is?

3) Excuse me. Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School?

4) Excuse me. Which is the way to Qiaotou Middle School?

Step 10 Homework

Make conversations about your own town/city.

Section A 2 (3a-3b)

Step 1 Revision

1) Translate the sentences into English.

① 请你告诉我，怎样去书店好吗？

② 打扰了，你知道我在哪能买到一些邮票吗？

③ 我想知道公园今天什么时候关门。

④ 银行和超市之间有一个餐馆。

2) Role-play the conversation in 2d.

Step 2 Presentation

1) Show a picture of fun park. Ask students: Are you excited to try these in the fun park?

2) Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try?

Step 3 Reading

1) Read the conversation in 3a quickly and true or false the sentences.

① Alice and He Wei are in Water World.

② The new ride looks scary.

③ Alice was scary at first.

④ Alice thinks the new ride is actually fun.

⑤ He Wei thinks Fun Times Park restaurant severs delicious food.

⑥ A rock band plays in Water World Restaurant every evening.

⑦ Alice and He Wei can go later to the restaurant.

2) Read the conversation again and answer the questions in 3a.

1、 Why did Alice not want to go on the new ride?  How did she feel after the ride?

2、 What is special about Uncle Bob’s restaurant?

3、 Should Alice and He Wei get there early for dinner? Why?

Step 4 Practice

Underline the questions or statements in the conversation that ask for information. Rewrite them in a different way.

e.g. I wonder where we should go next.

Could you tell me where we could go next?

Check the answers with the whole class.

Step 6 Language points

1、 I was scared at first, but shouting did help.

此句相当于I was scared at first, but shouting really helped. 原句是一种表现强调的句式，英语中，可用助动词do对谓语动词进行强调，构成强调句。

e.g. Please do be careful.  请一定小心。

I do agree with you. 我完全同意你的意见。

He did warn you other day, remember? 他前两天就告诫过你，还记得吗？

2、 You never know until you try something.

try的用法

1) 做名词   have a try 试一试

e.g. Why not have a try?  为什么不试一试？

2) 做动词

（1） try to do sth. 努力做某事

e.g. Well, we’ll try to finish the homework in time.

那好。我们争取及时完成作业。

（2） try doing sth. 表示尝试着去做某事

e.g. -- I usually go there by train. 我通常乘火车去那儿。

-- Why not try going by boat for a change? 为什么不换乘船呢？

（3） try one’s best 尽某人最大的努力

e.g. Thank you. I will try my best.

谢谢你。我会尽力而为的。

3、 I suggest Water City Restaurant in Water World.

suggest作动词，可意为“显示；间接表明”，后可接宾语从句。

e.g. His behavior suggested (that) he was a kind man.

他的行为显示他是个好人。

suggest作“建议”讲时，应注意以下两点：

1) suggest doing sth.   建议做某事

e.g. I suggested going home.

我建议回家。

2) suggest后接从句时，从句常用虚拟语气，谓语由“should +动词原形”构成，

should可以省略。

e.g. I suggested that we should go home. 我建议我们回家。

另外，suggestion是suggest的名词形式，作“建议”讲时，是可数名词。

e.g. Do you have any suggestions? 你有什么建议吗？

4、 The restaurant is always busy, at that time so come a little earlier to get a table.

用于“就餐”的语境时，形容词busy相当于“吃饭人多；餐厅拥挤”的意思；动词短语to get a table类似于汉语“定餐桌；占位子”等意思。

Step 7 Homework

1、 背诵3a。

2、 用“Could you tell me … ？”写三个问路的句子。

Section A 3 (Grammar Focus-4c)

Step 1 Revision

1、 How did Alice and He Wei think of the new ride？Students say the sentences together?

Alice thought that it looked pretty scary. He Wei thought that it would be fun.

2、 After the ride, Alice and He Wei talked about their feeling.

Alice thought that was fun! She was scared at first, but shouting really did help. He Wei told Alice that “You never know until you try something.”

3、 Alice and He Wei talked about Uncle Bob’s.

Alice thought this restaurant looked interesting. It seemed a rock band plays there every evening. He Wei suggested that they could have dinner there.

Step 2 Grammar Focus

1) Let students complete the sentences.

1、 打扰了，你知道我能在哪买到一些药？

Excuse me, do you know where ____ _____ buy some medicine?

2、 当然，顺着这条街有个超市。

Sure. There is a supermarket down the street.

3、 请你告诉我怎样到邮局好吗？

Could you please tell me _____ ____ get to the post office?

4、 对不起，我不确定怎样到那。

______, I am ______ ______ how to get there.

5、 你能告诉我们今晚乐队什么时候开始演奏吗？

Can you tell us ______ ____ ______ ______ playing this evening?

6、 晚上8点开始。

It starts at 8:00 p.m.

7、 我想知道接下来我们该去哪儿。

I ______ where we ______ _____ _____.

8、 你应该试试那个新的乘骑设施。

You should try that new ride over there.

2）Objective clauses with wh-questions

上一个单元我们已经学习了由that和whether, if引导的宾语从句。这个单元我们继续学习由疑问词引导的宾语从句。疑问词：疑问代词（what、whom、who、whose、which）疑问副词（when、where、why、how）。

语序：无论主句是陈述句还是疑问句，也无论主从句间是什么引导词，宾语从句一律用陈述语序，即“引导词+主语+谓语+其它”。如：Could you tell me where Wei Fang lives?

时态

1、 如果主句是一般现在时或一般将来时，宾语从句的时态不受限制，可根据实际表达的需要来确定。如：

Jenny knows the man was flying a kite at that time.

You will understand why I did it one day.

总有一天你会明白我为什么那样做。

2、 如果主句是一般过去时，宾语从句用过去时态的某种形式。如：

I thought he had gone to town that day.

我以为他那天进城去了。

3、 如果宾语从句叙述的是客观事实、自然现象或科学真理等，从句不受主句时态的限制，用一般现在时。如：

He said time is money.

他说时间就是金钱。

3）Practice

1、 He asked ________ for the computer.

A. did I pay how much           B. I paid how much

C. how much did I pay           D. how much I paid

2、 “Have you seen the film?” he asked me.

He asked me _______.

A. had I seen the film

B. have I seen the film

C. if I have seen the film

D. whether I had seen the film

3、 “You’ve already got well, haven’t you?” she asked.

She asked ______.

A. if I have already got well, hadn’t you

B. whether I had already got well

C. have I already got well

D. had I already got well.

4、 He asked, “How are you getting along?”

He asked _______.

A. how am I getting along

B. how are you getting along

C. how I was getting along

D. how was I getting along

5、 He asked me _____ told me the accident.

A. whom      B. which     C. who     D. whose

6、 She asked me if I knew ______.

A. whose pen is it        B. whose pen it was

C. whose pen it is        D. whose pen was it

Keys: DDBCCB

Step 3 Function: Ask for information politely and follow directions

1) 问路时应注意

① 问路时应首先说一声：“Excuse me.”这样可以引起对方的注意，又不失礼貌。

② 当你没听清时，你可以说一声“Excuse me, would you please say it again?”（对不起，请您再说一遍好吗？） 或“I beg your pardon?”（对不起，请再说一遍好吗？）等，礼貌地要求对方重复一遍。

③ 问完路后，千万不要忘记向对方说句“Thank you for helping me.” 或“Thank you.”

④ 问路时经常会用到“向左（右)拐”这样的表达，英语对此有两种常见的说法，即turn left （right）或turn to the left (right)。表示 “在左(右）边”，英语用介词on或at均可。

2）用英语问路及其回答

① Excuse me, can you tell me where the railway station is?

打扰一下，请问火车站在哪儿？

② Excuse me, but can you tell me the way to the train station?

劳驾，请问去火车站怎么走？

③ Excuse me, could you tell me which is the way to the nearest hospital?

劳驾，请问去最近的医院怎么走？

④ Excuse me, would you please show me the way to the post office?

请告诉我去邮局怎么走好吗？

⑤ Excuse me, would you mind telling me the way to the police station?

劳驾，请告诉我去警察局怎么走好吗？

⑥ Excuse me, how can I get to No. 1 Middle School?

劳驾，请问去一中怎么走？

⑦ Excuse me, is this the right way to the People’s Park?

打扰了，请问去人民公园走这条路对吗？

⑧ Excuse me. Could you tell me if there is a Qiaotou Middle School near here?

打扰了，请问桥头中学是否在这附近？

⑨ Excuse me. Do you know how I can get to Qiaotou Middle School?

= Excuse me. Do you know how to get to Qiaotou Middle School?

请问，你知道怎样去桥头中学吗？

3）指路的方法

① Take along with this street, and … is on you left.

② Go down this way, and turn left at the first crossing, and you’ll find … is          right there, on your left.

③… is behind (near, next to, on the left of) …

④ You can just take NO.111 bus, and get off at the second station. And you’ll see it.

⑤ Look! … is in front of us far away, right there!

Step 4 Practice

1) Rewrite the questions in 4a to make them more polite.

① Where can I buy some grapes or other fruit?

② How does this CD player work?

③ How do I get to the Central Library?

④ Is the Italian restaurant nearby open on Mondays?

Get students write down their answers in their books.

2) What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.

① Tim is very hungry.

Could you tell me where I can get something to eat?

Excuse me, would you mind telling me how I can get to a nearby restaurant?

Pardon me, do you know if there’s a restaurant around here?

② Sally needs to mail a letter.

③ Helen needs to know when the bike shop closes.

④ Ben is wondering if there’s a bank in the shopping center.

3) Ask students to write four questions that a tourist might ask about your city/ town. Then role-play conversations with your partner.

Step 5 Exercises

Translate the sentences into Chinese.

① 请你到那后给我打个电话好吗？

② 请在这条路的尽头向右转。

③ 你能告诉我在哪里可以买到一些邮票吗？

④ 你可否告诉我火车什么时候到达武汉？

Step 6 Homework

假如你到一个陌生的城市去旅游，你想向当地人了解一些关于那个城市的

东西，请编写一个你和当地人的小对话。

Section B1 (1a-2d)

Step 1 Revision

You are a tourist in a city, you want to know something about the city. Make a conversation about asking information politely.

A: Could you please tell me where the nearest bank is?

B: Sure, go east along this street, then you’ll see it.

A: Can you tell me if there is a delicious restaurant near here?

B: Sure. Walk along this street, the restaurant is on you right.

A: And do you know where the biggest hospital is?

B: Go down this street, turn left at the first crossing, you will see it.

A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is?

B: It’s over there, just across from you.

A: Haha! I see it. Thank you very much!

B: You are welcome.

Step 2 Lead in

1) Talk about places in your city.

2) Show some pictures of places and discuss what qualities are important for each place.

Step 3 1a & Pairwork

1a What qualities are important for each place? Write the words from the box next to each place below. Write the most important words first.

Places Qualities

restroom clean, uncrowded, convenient

museum interesting, quiet, uncrowded

restaurant  clean, inexpensive, quiet

park  beautiful, safe, big

subway  uncrowded, safe, convenient

mall inexpensive, big, interesting, convenient, safe

Pair work

1b Talk about places in your city using the words in 1a.

A: The Fun Arts Museum is really interesting.

B: Yes, and it’s beautiful, too.

A: …。

Step 4 Listening (1c)

1) Listen and check the sentences you hear.

Conversation 1

______ You can go to Green Land.

Conversation 2

_____ Could you tell me where the bookstore is?

2) Listen to the conversations and complete the sentences.(1c)

Conversation 1

The boy asks about ___________, and the clerk tells him to go to Green Land.

Conversation 2

The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.

Conversation 3

The mother asks about ________. The father wants to go to a ________ museum. The younger girl wants to go to a _______ museum. The boy wants to go to a __________ museum. The older girl wants to go to an ______ museum. The clerk suggests they go to the _________ museum.

3) Listen again and answer the questions (1d)

Conversation 1

The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…

Step 5 Practice

Role-play the conversations between the clerk and the tourist.

A: Can you tell me where there’s good place to eat?

B: Of course. What kind of food do you like?

A: I’d like fresh vegetables.

B: You can go to Green Land, they have delicious salad.

A: …。

Step 6 Presentation

2a Where do you need to make polite requests? Think of some possible situations.

Discuss them with your partner.

In a foreign country.

In public places like a bank, a post office, a library, a shopping mall, etc.

At school.

At home, especially when speaking to your elders.

Zhang Ming is traveling in the USA. He wants to go to a small town but he doesn't know the way now. What should he do?

Step 7 Discussion

Discuss the language you used to make this request （要求，请求）。 Was it the same each time? If not, discuss why not.

Step 8 Reading

1) Read the article and match paragraph with its main idea.

2d Read the article and underline the topic sentence for each paragraph.

Paragraph 1

When you visit a foreign country, it is important to know how to ask for help politely （adv. 礼貌地）…。

Paragraph 2

Good speakers change the way they speak in different situations. …

Paragraph 3

Usually polite questions are longer. They include expressions such as “Could you please …？” or “May I ask …？”

Paragraph 4

However, it is important to learn how to use the right language in different situations. …

2) Read the article again and answer the questions.

Read paragraph 1 and answer the question.

What else do we need to learn besides asking a question correctly when you ask for help?

We need to learn how to be polite when we ask for help.

Read paragraph 2 and answer the question.

What do we need to think about when you talk to different people?

We need to think about whom we speak to or how well we know them.

Read paragraph 3 and answer the question.

What can lead in to a request with a stranger on the street?

“Excuse me, I wonder if you can help me” or “I’m sorry to trouble you, but …” before asking for help.

2c Find all the direct questions and polite requests from the passage.

Direct questions Polite requests

1、 1. Where are the restrooms?

2、 When is the school trip?

3、 Peter, tell me your e-mail address.

4、 Where’s the post office?

1、 Could you tell me where the restrooms are?

2、 Excuse me, Mr. West.

Do you know when

the school trip is?

3、 Peter, could you

please tell me

your e-mail address?

4、 Pardon me, could you please tell me where to park my car?

2d Read the requests below. In the second column, write A if you would say it to someone you know and B if you would say it to a stranger. In the last column, write where you think these people are.

Request  Person  Place

1、 Will you pass the salt?  A  home

2、 Do you know where I can change some money, please?  B  street

3、 Could you tell me what just happened? A/B any public place/home

4、 Can you please tell me where the nearest station is?  B  street

5、 Excuse me, do you know what time it begins, please?  B movie theater

6、 Let me know when you’re ready, OK? A  home

7、 Could you possibly tell me the way to the village school?  B  street

Step 9 Language points

1、 Both are correct, but the first one sounds less polite.

less + 形容词或副词，构成降级比较形式，相当于中文“不那么；稍许不……”之意。

e.g. His second movie is less interesting.

他的第二部电影就没那么有趣。

2、 It might seem more difficult to speak politely than directly.

情态动词might 表达一种可能性及推测的不确定性，意思与表达可能性的may相当，表示“有可能，也许会”，但语气更加委婉，更不确定。

e.g. He might come, but it’s very unlikely.

他也许会来，但非常靠不住。

3、 However, it is important to learn how to use the right language in different situations.

it作形式主语

【梳理】

在英语中，如果主语是较长的动词不定式或一个句子，为了保持句子结构的平衡，避免头重脚轻，通常用it作形式主语放在句首，而把真正的主语放在句尾。

常见的句型有：

1) It is + adj. （+ for + sb.） + to do sth.。常用于此句型的形容词有important, difficult, dangerous, necessary, useful, possible等，用来对to do sth. 进行说明。如：

It’s difficult for us to finish the work in an hour.

2) It is + adj. + of + sb. + to do sth.。常用于此句型的形容词有good, kind, nice, clever, wise等，用来对sb.的性格、品质等进行说明。

如：It’s kind of you to say so.

Step 10 Exercises

请根据汉语意思完成下列英语句子（每空一词）。

1、 对他来说，回答那个问题是十分困难的。

It’s very hard ____ him ____ _______ that question.

2、 你这样说真是太好了。

It’s very kind ____ you ____ ____ so.

3、 我们在阅览室里保持安静是十分必要的。

It’s necessary ______ ______(should) keep quiet in the reading room.

It’s necessary for us _______ ______ ______ in the reading room.

Keys: 1. for; to answer 2. of, to say 3. that we, to keep quiet

Step 11 Homework

Write a guide to a place that you know well.

Section B 2 (3a-Self Check)

Step 1 Revision

1) Write down the phrases

① 提出礼貌的要求             ② 听起来更礼貌

③ 一个很直接的问题           ④ 请求帮助

⑤ 在不同的情形下             ⑥ 取决于

⑦ 你所用的表达方式           ⑧ 比如

⑨ 花时间导入                 ⑩ 变得更擅长

2）Fill in the blanks according to 2b.

When you visit a _______ country, it is _________ to know how to ask for help ______. For example, “Where are the restrooms?” or “Could you _____ tell me where the ________ ___?” these are similar ________ for _________ you may ask.

Both are _______ English, but the first one sounds _____ polite. That is because it is a very ______ question. It is not enough to just ask a question ________. We also need to learn how to be polite — when we ask for _____.

In English, ___ in Chinese, we change the way we ______ in different _________. The expressions you use might _______ ___ whom you are speaking to ___ how well you know them. If you say to your teacher, “When is the school trip?” this might sound ________. But if you say, “Excuse me, Mr. West, do you know when the school trip ___?”， this will sound _____ more polite. However, it is all right to ask direct questions to your classmates because you know them ____.

It might seem more _______ to speak politely than _______. It is important to learn how to use _____ ________ in different situations. This will also help you ___________ better with other people.

Step 2 Presentation

Imagine you are going on a short study vacation at a school in an English-speaking country. What would you like to know before you go? Write some polite, indirect questions about the following topics.

The topics are:

① The course you will study         ② The time of the course

③ Where and what you can eat       ④ Where you will stay

⑤ What activities you can do         ⑥ Travel to the school

⑦ Other

Step 3 Practice

Make conversations according to the information in 3a.

Step 4 Writing

1) Write a polite letter to the school asking for the information you want to know. Use your notes in 3a.

In your letter, you should:

introduce yourself

say when you are coming

politely ask for information

thank the person for helping you

2) Use the following expressions to help you:

My name is … and I’m from …

I’ll be coming to your school for …

I’d like to know about …

I would like to thank you for…

I’m looking forward to your reply.

3）写作指导：本次写作内容是一封书信，信的开头和结尾已经给出。但我们还是要记住书信的格式，便于今后自己运用。信中首先要介绍自己，然后告诉你去他们学校的时间，然后同学们可根据在3a环节中所问到的问题来礼貌的询问你想知道的信息。

One possible version:

Dear Sir or Madam,

My name is He Wei and I’m from Beijing, China. I’ll be coming to your school soon for a short study vacation. I will leave for your school on July 10th. I’d like to know more information about the school.

Could you tell me what course I will study in your school? And I also want to know when the course will start. I want to know where I will stay. Can you tell me? Would you mind telling me where and what I can eat in your school? I like all kinds of activities. Could you please tell me what activities I can do in your school?

The last question, can you tell me how I can get to your school? I would like to thank you for helping me and I look forward to your reply.

Yours faithfully,

He Wei

Step 5 Self Check

1) Fill in the blanks with the words in the box.

2) Write questions and answers using the words given.

Step 6 Language points

1、 I’m looking forward to your reply.

look forward to期待，盼望。后面接名词或者动名词。

e.g. I look forward to your good news. 我等待你的好消息。

Look forward to hearing from you. 期待你的来信。

2、 I would like to thank you for…

thanks for“因……而感谢”，是客套用语，thanks相当于thank you，for强调为何而感谢，其后可接名词或V-ing。

e.g. Thanks for lending me the money.  多谢您借钱给我。

Thanks for reminding. I’d forgotten all about his coming this afternoon.

谢谢你提醒我，我完全忘了他今天下午要来。

3、 I need to plan my time better.

1) plan sth. 计划某事，后接名词。

e.g. I want to plan my summer vacation. 我想要计划我的暑假。

2) plan to do sth. 计划去做某事，to是动词不定式。

e.g. They plan to have a sports meeting. 他们计划开运动会。

3) plan for sth. 关于……的计划，plan是名词。

Step 7 Homework

根据3b的内容写一封回信。

人教版九年级英语unit 篇三

heel [hi:l] n. 鞋跟；足跟

scoop [sku:p] n. 勺；铲子

electricity [i?lek?tris?ti] n. 电；电能

style [stail] n. 样式；款式

project ['pr?d?ekt] ['prɑ:d?ekt] n. 项目；工程

pleasure [?ple??(r)] n. 高兴；愉快

zipper [?zip?(r)] n. (= zip) 拉链；拉锁

daily [?deili] adj. 每日的；日常的

have a point 有道理

website [?websait] n. 网站

pioneer [?pa??'n??] [?pa??'n?r] n. 先锋；先驱

list [list] v. 列表；列清单 n.名单；清单

mention [?men?n] v. 提到；说到

accidental [??ks??dentl] adj. 偶然的；意外的。

by accident 偶然；意外地

ruler [?ru:l?r] n. 统治者；支配者

boil [b?il] v. 煮沸；烧开

remain [r??me?n] v. 保持不变；剩余

smell [smel] v.(smelt[]smelt，smelled[] smelled)发出……气味；闻到

saint[seint] n. 圣人；圣徒

national ['n??n?l] adj. 民族的；国家的；

trade[tre?d] n.贸易；交易；v.做买卖；从事贸易；

take place 发生；出现

popularity [p?pj?'l?r?t?] n.受欢迎，普及，

doubt [daut] n. 疑惑；疑问 v. 怀疑

without doubt 毫无疑问；的确 .

fridge [frid?] n. 冰箱 .

low [lo?] adj. 低的；矮的

somebody ['s?mb?di] pron.某人 n.重要人物

translate [tr?ns?leit] v. 翻译 .

lock [l?k][la:k] v. 锁上；锁住 n.锁

ring [r??] v.(rang，rung)发出钟声或铃声；打电话

earthquake [??:(r)θkweik] n. 地震 .

udden [?s?d?n] adj. 突然(的).

all of a sudden 突然； 猛地。

bell [bel] n.钟(声);铃(声)

biscuit [?biskit] n. 饼干 .

cookie[?kuki] n. 曲奇饼干 .

musical [?mju:z?kl] adj. 音乐的；有音乐天赋的

instrument [?instrum?nt] n. 器械；仪器；工具。

crispy [?krispi] adj. 脆的；酥脆的。

salty [?s?:lti] adj. 咸的

sour [?sau?(r)] adj. 酸的；有酸味的 .

mistake 错误地；无意中

customer [?k?st?m? (r)] n. 顾客；客户 .

the Olympics [??limpiks] 奥林匹克运动会。

Canadian [k??neidi?n] adj. 加拿大的；加拿大人的 n.加拿大人 .

divide [di?vaid] v. 分开；分散 .

divide ...into 把……分开 .

basket [ba:ski[] n. 篮；筐 .

not only ...but also ...不但……而且……

look up to 钦佩；仰慕

hero [?hi?r?u] n. 英雄；男主角

Professional [pr??fe??nl] adj.职业的；专业的

Berlin [b?:lin] 柏林(德国城市) .

NBA (National Basketball Association) 国家篮球协会 (美国职业篮球联赛) .

CBA (China Basketball Association) 中国篮球协会(中国职业篮球联赛) .

Roy n. 罗伊(男子名)

Whitcomb [?witk?m] Judson [?d??ds?n]惠特科姆 ? 贾德森 .

Ruby [?ru:bi] 鲁比(人名)

Thomas [?t?m?s] Watson [?w?ts?n] 托马斯 ? 沃森

George [d??:(r)d?] Crum [kr?m] 乔治 ? 克拉姆

James[d?eimz] Naismith[?naismiθ]詹姆斯 ? 奈史密斯

人教版九年级英语unit 篇四

1. invent(1)invent 作动词，意为“发明；创造”。例如： Edison invented the light bulb. 爱迪生发明了电灯。(2)invent还可以表示“虚构”。例如： The whole story was invented. 整个故事是虚构的。(3) invent的名词形式有两个，一个是inventor(发明者；发明家)，另一个是invention(发明物)。例如： Edison is a great inventor in history. 爱迪生是历史上伟大的发明家。 Human history is also a history of great inventions. 人类的历史也是一个伟大发明的历史。【拓展】invent和discover辨析(1)invent 意为“发明，发明之物”指“从无到有”。例如： Alexander Graham Bell invented the telephone in 1876. 亚历山大·格雷厄姆·贝尔在1876年发明了电话。(2)discover 意为“发现”，指“本来就已经存在，但不为人知”的事物。例如： Columbus discovered America in 1492. 哥伦布在1492年发现了美洲。

2. for examplefor example意为“例如”，强调“举例”说明，而且一般只举同类人或物中的一个作为插入语，且用逗号隔开。for example可置于句首、句中或句末。例如： There are many kinds of pollution, for example, noise is a kind of pollution. 有许多种污染方式，例如噪音就是一种污染。 Many students like playing computer games，for example，Mike. 许多学生喜欢玩电脑游戏，比如迈克。【拓展】 such as意为“例如”，用来“罗列”同类人或物中的几个例子，可置于被列举的事物与前面的名词之间，但such as后边不能用逗号。例如： Many of the English programs are welcome, such as Follow Me, Follow Me to Science. 其中有许多英语节目很受欢迎，例如《跟我学》《跟我学科学》。 English is spoken in many countries, such asAustralia,Canadaand so on. 许多国家说英语，如澳大利亚和加拿大等。

3. popular(1) popular作形容词，意为“流行的，受人欢迎的”。常用短语为be popular with，意为“受……的欢迎。例如： The most popular sport is football. 最流行的运动是足球。 He is popular with our classmates. 他在我们班里有人缘。(2)popular作形容词，意为“民众的；大众的”。例如： Popular education is one of our major objectives. 民众教育是我们的主要目标之一。 He speaks in popular language. 他用通俗的语言讲话。【拓展】popularity作名词，意为“普及，流行；大众化”。例如：

Golf has gained popularity among the wealthy in my country.

高尔夫球已在我国富有的人中流行起来。

The popularity of private cars is changing the people’s life style. 私家车的普及正在改变着人们的生活方式。

4. remain(1)remain用作不及物动词，意为“剩下、留下、呆在”,相当于stay。例如： When the others had gone, Joan remained (=stayed) to clean the room. 别人走了，琼留下来清扫房间。 Only a few leaves remained (=were still) on the tree. 树上只剩下几片叶子了。 The Smiths remained there all through the year. 史密斯一家人在那里呆了整整一年。 The soldiers were ordered to remain where they were. 士兵们接到命令呆在原地。(2)remain作连系动词，意为“一直保持，仍然处于某种状态中”。例如： Peter became a manager but John remained a worker. 彼得当上了经理，但约翰仍然是一个工人。 Whatever great progress you have made, you should remain modest. 无论你取得了多么大的进步，你都应一直保持谦虚。 The shop remains open until 11 at night. 这个商店一直营业到晚上十一点。 Whether it will be good to us remains to be seen. 这是否对我们有好处，还有待观察。

5. smellsmell作名词，表示“气味”。smell作连系动词，意为“闻、嗅”，后面常用形容词作表语。例如： What’s the pleasant smell? 香味是什么？ The dumplings smell nice. 这些水饺闻起来很好。【拓展】 (1)look，sound，smell，taste，feel这五个动词都与人的感觉有关，可称之为“感官”动词。这五个动词均可作连系动词，后面接形容词作表语，说明主语所处的状态。其意思分别为“看/听/闻/尝/摸起来……”。除look之外，其它几个动词的主语往往是物，而不是人。例如： The old man looks very happy. 那个老人看起来很幸福。 These flowers smell very sweet. 这些花闻起来很香。 The tomatoes feel very soft. 这些西红柿摸起来很软。(2)look，sound，smell，taste，feel这些动词后面也可接介词like短语，like后面常用名词。例如： Her idea sounds like fun. 她的主意听起来很有趣。

6.take placetake place常用于历史事件或会议的发生，以及化学、物理变化，有事先预料或计划的意思，即“计划发生”。例如： The party took place yesterday evening. 昨晚举办了晚会。 Great changes have taken place in our hometown during the past ten years. 我们家乡在过去的十年里发生了巨大的变化。【拓展】 happen指具体客观事物的发生，常有偶然性，未能预见性，即“偶然发生”。happen和take place均为不及物动词，无被动语态。 (1) 表示“某地/某时发生了什么事”，常用“sth. + happened + 时间/地点”这一结构，此时主语应该是物。例如： The story happened in . 这个故事发生在。 An accident happened in that street. 那条街上发生了一起事故。(2) 表示“某人出了某事(常指不好的事)”要用“sth. + happened + to sb.”这一结构。例如： A car accident happened to her this morning. 今天上午她出了车祸。 What happened to you? 你怎么啦？(3) 表示“某人碰巧做某事”要用“sb. + happened + to do sth.”这一结构。例如： I happened to meet a friend of mine in the street yesterday. 昨天我碰巧在街上遇到了我的一个朋友。

7.boilboil作动词，意为“使……煮沸，使……烧开”。例如： I stood in the kitchen, waiting for the water to boil. 我站在厨房，等着水烧开。【拓展】 (1) boiling作形容词，表示 “炎热的； 沸腾的”。例如： When everybody else is boiling hot, I’m freezing! 当其他所有人都酷热难耐时，我却冻得够呛！ Placing an egg into a huge pan full of boiling water isn’t easy either. 把蛋丢进一口装满开水大锅也不是容易的事。(2)boiled作形容词，表示“煮过的；煮熟的”。例如： I’d like to drink a glass of cool boiled water. 我想喝一杯凉开水。

8. achieve( 1)achieve作及物动词，意为“完成，实现”。例如： You will never achieve anything if you spend your time that way. 你若总是这样消磨时间，就永远不会有所成就。 Everybody should be given the chance to achieve their aims. 要让每个人都有机会实现自己的目标。 No one can achieve anything without effort. 谁也不可能不努力而有所作为。(2)achieve作及物动词，意为“达到，赢得”。例如： The actor achieved fame when he was only nineteen. 那位演员十九岁时就成名了。 She achieved no success. 她没有获得成功。【拓展】achievement作名词，意为“成就，成绩”。例如： The invention of the computer is a great achievement. 发明电脑是一大成就。

9. pleasurepleasure作名词，指“愉快的事，乐趣”。 It’s a pleasure to meet you. 见到你很快乐。 It’s my pleasure. 不客气(接受道谢时回答)。【拓展】(1) pleased作形容词，指外物作用于感官，使人感到“高兴、满意”,常见的结构为：be pleased+不定式或从句， be pleased with, be pleased at (about)。例如： I’m very pleased with the performance. 我很满意这次表演。 We’re pleased about (at) your success. 对于你的成功我们很满意。 I’m quite pleased that she has got such a good chance. 我很高兴她得到这样一个好的机会。(2) pleasant作形容词，意为“令人愉快的，讨人喜欢的”。例如： They spent a very pleasant afternoon in the hills. 他们在山上度过一个令人舒心的下午。 Spring weather is pleasant. 春天的天气让人心旷神怡。

九年级英语人教版教案 篇五

一、整体设计思路、指导依据说明

教学设计整体思路：

主要以reading的文本为载体，通过具体教学活动来激发学生的阅读兴趣，训练学生速读和根据所给问题寻找相关细节的能力。此外，在教学过程中渗透学习策略，指导学生如何利用上下文的帮助猜测新词词意和从多个词条解释中选择最恰当的词意。在这一部分阅读训练中，针对任务型阅读这一学生的薄弱之处，我设计了一系列题目，希望学生通过一定量的常规练习，感受任务型阅读，减少畏难情绪，更好的适应这一河北省的新题型。

对文本中的词汇和语法教学，我把它们分成了两部分来处理。教师着重教授语法重难点“unless”一词的用法，并带领学生进行知识的拓展，归纳类比其它经常用于主将从现的连词：as soon as， if， when。其它文本中的短语相对简单，主要通过学生自学和小组合作学习的方式来解决，教师根据课堂情况做适当的点拨。作业我选择了美国女诗人Sara Teasdale的一首优美的励志小诗 “Like barleybending”

供学生欣赏，希望学生在接触到原汁原味的英美文学作品，体会阅读之美的同时，心灵上受到鼓舞，乐观、勇敢的面对生活中的挫折与挑战。

整个课程设计凸显阅读课的特点，对课本内容进行了内部整合与外部拓展，同时也兼顾中考的要求对基本词汇和重要语法点用不同的方法加以处理。课堂活动利用学习小组，以学生活动为主，教师主要是倾听、引导与点拨。

教学设计指导依据说明：

依据新课程标准，基础教育阶段英语课程不仅仅要使学生掌握一定的听、说、读、写技能，形成一定的综合语言运用能力，还注重激发和培养学生学习英语的兴趣，使学生养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神，帮助学生拓展视野，了解世界和中西方文化的差异。

课程标准对学生“读”的目标描述中，九年级学生应能根据上下文和构词法推断、理解生词的含义，能根据不同的阅读目的运用简单的阅读策略获取信息，能利用字典等工具书进行学习等。

二、教学背景分析

教学内容分析：

本课时是本单元的第五课时，前面四个课时的学习已经为本课做了一定的铺垫。学生在前面SectionA 和Section B的3a阅读中也初步实践了一些阅读方法，本课的学习，将是前面小块阅读训练的延续与提升，内容更为集中，方法针对性更强，阅读课的特色更加突出。

学生情况分析：

学生通过初一、初二两年的。英语学习，已积累一定的阅读量与阅读体验，但是面对阅读中较难的体裁如：科普文、议论文和阅读中较难的题型如：主旨概括，词意猜测，根据细节进行推理判断还是感到力不从心，因此阅读策略的渗透和阅读技能的训练就显得尤为重要。我们旨在通过对教材中Reading阅读材料的整合与延伸，让学生通过实践，结合教师的点拨与精讲，提升自身的阅读能力，形成自己的有效阅读策略。

三、教学目标分析

教学目标分析：

知识目标：

学习并能在具体上下文情境中运用下列基本短语：deal with， worry about=be worried about，learn to do sth， be angry with sb， go by， decide not to do sth， regard … as …， complain about…， try one’s best to do sth= do one’s best to do sth， with the help of sb， break off

学习连词“unless”的用法，复习“when， if， as soon as”的用法。

能力目标：

学习如何通过上下文的帮助猜测新词词意和从多个词条解释中选择最恰当的词意。

训练学生速读和根据所给问题寻找相关细节的能力。

情感目标：

通过文本的学习，鼓励学生做个坚强、快乐的人，积极、勇敢地直面生活中的挫折与困难。

四、教学重点、难点分析

教学重点、难点分析：

（一）教学重点：

1、 在于具体的阅读能力的训练：培养学生借助上下文的帮助获得恰当词意的能力；训练学生速读和根据所给问题寻找相关细节的能力。

2、 unless的用法；主将从现常用连词“ unless， when， if， as soon as”的归纳与运用。

（二）教学难点：

1、 如何寻找有效的上下文

2、 “unless， when， if， as soon as”用法的辨析与结合情境的具体运用。

（三）突破方法：

能力的提升借助具体的语篇和引导性较强的题目，于潜移默化中让学生自己体会、感悟，教师精讲巧点拨。

语法难点通过教师讲解，小组互助学习来解决，并通过巩固练习，在具体情境中辨析、运用进一步巩固。

五、教学过程设计

Step One： Leading In

1、教师出示图片和语篇。（见图1、2）

Do you still remember the dancers who performed at 2005 Spring Gala？ How beautiful and charming they are！ However， they can’t hear or talk， because they are disabled people. But they face the challenges bravely instead of giving up.   2. 请学生猜测disable和face两词在文中的词意。

3、 学生讨论词意，交流方法。教师倾听，点评，及时鼓励。

在此过程中，教师渗透学习策略，点拨学生利用上下文的提示：They can’t hear or talk， because they are disabled people. 上下文互为解释。 They face the challenges bravely. bravely副词的运用提示此处face是动词，故应为面对之意。

设计意图：激发兴趣，渗透策略：根据上下文猜测词意。

Step Two： Pairwork

1、 口语热身。教师出示话题及要求：Can you think of any problems you have had recently ？ Tell a partner how you dealt with them.

设计意图：阅读前的热身，也是话题的衔接过渡：面对困难，我们该如何做？

Step Three： Fast Reading

1、 请学生快速阅读课文并回答问题：What are the three ways of dealing with our problems？

在此过程中教师渗透学习策略：有时可以通过速读来获取信息，速读时，文中的副标题非常有帮助。

设计意图：训练学生的速读能力和对文章结构的整体把握。

Step Four： Detail Reading

1、 教师出示阅读任务： （1） 为判断正误，（2）至（4）为回答问题，（5） 为翻译句子。

Stephen Hawking， a famous psychologist，

becomes successful by regarding his problems as unimportant. （T or F）

If we don’t deal with our problems， what will happen？

What can we learn from children to help deal with problems？

Why do many students often complain about school？

Let’s not worry about our problems. Let’s face the challenges instead.

2、 请学生认真阅读课文并写出答案，要求书写工整，清晰。

3、 核对答案，小组交流解决疑难，教师巡视，并向学生提供必要的帮助。

4、 全班范围内学生交流，分享自己的翻译句子，学生自评，选出最佳译文。

设计意图：培养学生寻找相关细节回答问题或进行判断的能力，训练学生根据文意选择恰当词意，培养学生小组交流、合作的精神和认真倾听，主动评价的意识。

Step Five：Vocabularies And Expressions

1、 请学生独立大声朗读课文并找出下列短语，若需要可向组员寻求帮助：

（1）处理， 应对 （2）担忧 （3）学习做某事 （4）生某人的气 （5）决定不做某事

（6）将…视为… （7）抱怨… （8） 努力做某事 （9）在某人的帮助下 （10） 中断

2、 小组内朗读、记忆上述短语。

3、 教师组织小测试进行检测，以小组竞赛形式进行。测试题注重短语在具体情境中的应用。

（1） I have trouble ______ all the problems in such a short time. 应付

（2） ______， I finished writing this essay easily 。 在她的帮助下

（3）Our teacher ______ because of his cheating in the exam. 生他的气

（4） He ______ to learn English and caught up with his classmates at last. 努力

（5） The young mother ______ her son’s illness for quite a few days. 担忧

设计意图：培养学生自主学习的能力，培养学生的合作精神和竞争意识。

Step Six： Grammar Study

1、 教师出示含有“unless”的例句，学生朗读、体会、感悟。

2、 教师讲解“unless”，带领学生辨析归纳unless， when， as soon as， if的用法。

3、 教师提供“unless， when， as soon as， if”的相关练习供学生巩固。

（1） We will go bike riding __ it rains tomorrow.

A. because B. unless

C. if D. when

（2） My brother is going to look for another job____ the company offers him more money.

A. after B. when

C. unless D. because

（3） Anybody can learn English well____he works hard at it.   （A） if B. unless

C. when D. but

（4） Tom will call me ____ he gets home.

A. until B. unless

C. as if D. before

4、 核对答案，小组交流解决疑难，教师提供必要的讲解。

设计意图：关注语法重点，提升能力的同时兼顾中考基础知识的考察。

Step Seven： Homework

1、 请学生欣赏Sara Teasdale的励志小诗“Like barley bending”并选出自己喜欢的句子。

Like barley bending

In low fields by the sea，

Singing in hard wind

Ceaselessly.

Like barley bending

And rising again，

So would I， unbroken，

Rise from pain；

So would I， softly，

Day long， night long，

Change my sorrow

Into song.

------ By Sara Teasdale

我们应该如何面对生活中的困难？请用三五句话写出你的想法并与同学交流。

设计意图： 开拓视野，涉猎西方文学作品，陶冶情操，启迪心灵。

六、教学评价设计

教学评价设计：

评价内容：

学生的课堂发言。

学生英译汉的译文。

基本词汇知识的掌握。

unless， when， as soon as， if用法的掌握与辨析。

评价方法：

对学生的课堂发言，教师应及时给出鼓励性的评价。

选出最佳英译汉译文的环节，鼓励学生自评，生生互评，以达到美文共赏的目的。

词汇部分检测以竞赛方式进行，引导学生自评学习效果，并解决出现的问题。

对语法项目的讲解采取了当堂检测的方式进行评价。