新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级)

新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级)（12篇）

1.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇一

Section A

Teaching goals:

1, Knowledge skills

words：I , she ,he ,they ,son ,mother, father, parents, brother, grandmother, grandfather , grandparents, sister, aunt ,cousin ,daughter

Sentences: This is my friend. These are… Those are…

Is this your friend? Is that…

2, Feelings and values : To love our families and our family members. Learn

to meet more friends in our lives.

Important and difficult points:

1， Correct reading and using about the new words

2, Introductions between new friends.

Teaching tools : A tape-recorder, a family photo of the teacher, family photos of the

students

Teaching procedure

Step1 Leading-in

The teacher shows a family photo to the students and tell them: “Do you want to

know my family members? Now, look at this photo of my family. This is my…. Can

you guess?

Step 2. Presentation

1. Learn the new words about the family members. Try to use this is/ these are/those

are…structures correctly when introducing.

T: Hello, everyone! What is this?

S: It’s a picture.

T: Right. They’re my family members. Today I want to introduce my family members to you. Would you like to get to know them?

S: Yes!

T: This is my grandfather .Please read after me, G-R-A-N-D-F-A-T-H-E-R.

S: G-R-A-N-D-F-A-T-H-E-R.

T: This is my grandmother. These are my grandparents. Read after me, g-r-a-n-d-p-a-r-e-n-t-s.

S: g-r-a-n-d-p-a-r-e-n-t-s.

T: Those are my brothers and sisters.(Teach brothers ,sisters) Read the new words together.

S: B-R-O-T-H-E-R-S ,S-I-S-T-E-R-S

2,Practice the new words

T:Who can match the words with the pictures on the blackboard?

S:I can.(Textbook P13-1a)

( Ask one student to come to the front to do it. The other students write down the letters on the books. In this way finish 1a.)

T: Check the answer.

Step 3. Listening Practice

1. Play the recording of 1b twice. Students do the work.

2 .The teacher checks the answers.

3. Pairwork.Talk about Dave’s family.

T:Let’s talk about Dave’s family in pairs. You must use “This is …” and “These are ..”to do it.

(Students practice. Teacher walks around the classroom to help them.)

S1: Who is this?

S2: This is Dave’s …

S1: Who are these?

S2: These are his …

4. Play the recording of 2a and circle the family members you hear.

Mother father , sister, brother , grandfather ,grandmother ,friend

T:Check the answers.(Ask two students to say the answers.)

T:This is a picture of Dave”s family.We know this is Dave .

But we don’t know who is Mary, Who is Jim.andWho is Lin Hai.

Let’s listen and find them.

S:Dave is…Lin Hai is…

T:You come to Dave’s home.You see a picture on the wall.There are many people in the picture.You want to know who they are.Use “Is this….?”to find them,please,

When you finish ,change roles to do it .Now begin.

S1: Is this Jim?

S2:No,he isn’t

S1: Is this Jim?

S2:Yes,he is.

(Ask two more pairs to do it.)

Step 4. Task .My family Tree

Discuss in groups of four or three.

Talk about their family tree and report to others.

Others listen carefully and fill in the blanks.

Name Familymembers

T:Work in groups of four or three. Today let’s talk about your family tree.

Introduce your family members to your group mates,and then report it to others.

S:Hello, my name is ….

This is my ……,and that is my…..

They are my ….

I love my family.

Step 5. homework

Write a passage about your family.

2.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇二

授课时间:2016年7月26日40分钟

一、整体设计思路

这堂课是Speaking, 以说为主的课的教学目标的合理设计是成功教学的保障。教学目标要明确、具体、全面, 如语言知识感知、学习、运用目标和口语能力提高目标, 同时要兼顾情感态度、学习策略、文化意识的渗透。

1.Communicative Language Teaching (CLT) and Situational Approach

In order to arouse the students’interest, we’ll design some questions related to their daily life, and speak English as much as possible to communicate with the students.Meanwhile we will use some props and give hints in our presentation and seminars.

2.Learner-Centered Approach and Task-based Learning (TBL)

We will design different tasks for different students who are required to practice independently or collectively in class.

二、教学背景分析

(一) 教学内容分析

第十四单元是《新目标英语》九年级最后一个单元, 主题是回忆过去和展望未来。本单元分为两个部分, Section A和Section B。Section A主要是回忆过去, 复习过去式和完成时态以及操练新句型I remember doing, 而Section B主要是展望未来, 复习be going to句型。本堂课的教学内容是第十四单元Section A部分, 笔者没有选用Section A的2d作为Speaking的材料, 而是将Section A的听力文本作为材料进行整合。整合出来的文本材料涵盖更多本单元的句型和话题, 便于学生模仿, 让学生得到充分操练。

(二) 学生情况分析

初二 (新初三) 学生已经能够用英语进行简短的对话, 他们在课堂上很活跃, 且大多数学生都能用所学知识表达自己的观点和情绪。第十四单元的主题是回忆过去和展望未来, 只要教师能够有效使用一些过去的老照片或者创设情境, 适当地刺激学生, 他们很容易打开记忆的阀门, 积极参与。教师应更多地为学生搭建“说”的平台, 不断创设情境, 鼓励他们积极主动参与课堂活动。

三、教学目标分析

According to the teaching material and the students, the students will be encouraged to:

1.be familiar with the sentence pattern“I remember doing...”

2.review the present perfect tense and the simple future tense.

3.both share the past memories and experiences and look ahead to their future.

4.express our gratitude to their classmates and teachers by looking back to the school life at the time of graduation.

5.express their feelings freely in English they have learned both in class and in their daily life.

四、教学重点、难点分析

How to help students look back to the old days and look forward to the future?

五、教学辅助

PPT, chalk, the blackboard, some props

六、教学过程设计

七、教学流程

◆Teaching flow chart

八、作业

1.Finish the speaking practice on ekwing.com.

2.Record a video of you memories about your school life and send it to me.

九、教学反思

由于本堂课的课型是Speaking, 所以笔者将重点放在三个方面:对目标语言的引导输入;为学生搭建“脚手架”;在活动中创设情境, 让学生自然而然地运用语言目标。这堂课教学设计的成功之处体现在以下三个方面:

(一) 对教材进行二度开发

传统观念认为英语教材就是英语课堂的权威。大多时候, 教师在课堂教学中忽视了学生的真正需要, 照本宣科, 没有照顾到学生的学习感受, 导致学生的学习热情不高、积极性不够、兴趣不浓。这样, 教师的教与学生的学就可能严重脱节, 达不到预期的教学效果。鉴于此, 教师应积极整合教材内容, 创造性地使用教材, 充分发挥其价值, 并结合其他教学资源, 使课堂教学更切实、更有效, 更贴近学生的学习实际。英语教材二度开发充分地体现了“以学生为本”的现代教学观。一般情况下, 教材中Section A的2d是一个很好的说的文本材料。笔者综合对比、分析了Section A的听力文本材料与Section A的2d文本材料, 发现Section A的听力文本材料涵盖的话题内容和句型比2d的更丰富、更有趣, 所以就对两个文本进行了整合, 使其更加有利于学生的学习和操练, 真正满足学生的学习需求。实践证明, 教师对教材进行二度开发和挖掘是很有必要的。

(二) 充分且有效运用任务型教学法

笔者特别注重在明确语言目标任务的导向下以及真实场景下开展语言交际。当学生完成语言交际任务后, 他们会在不知不觉中掌握真实的、实用的语言, 而不是机械操练。笔者在课堂上组织了多种集体活动或同伴双人活动, 每个学生都有各自的任务, 这极大地激发了学生的兴趣和热情, 课堂气氛非常轻松、融洽, 是一堂有效的课堂。

另外, 课堂以学生为主体。在整个课堂教学过程中, 笔者不是知识的权威和课堂的主宰者, 而是学生学习的组织者、引导者、参与者、帮助者, 甚至是学习者。学生的学习过程也是一种发展兴趣和提高能力的过程。在任务型教学活动中, 在教师的引导下, 学生有自己独立思考的空间, 可以主动去争取机会, 这有助于他们保持学习的积极性, 提高课堂参与度。

(三) 情景创设得当, 能使学生在情境中完成语言目标

《九年义务英语课程标准》提到“现代外语教育注重语言学习的过程, 强调语言学习的实践性, 主张学生在语境中接触、体验和理解真实语言, 并在此基础上学习和运用语言”。笔者在设计教学时充分考虑到这些因素, 设置了真实的情景, 让学生亲身体验、感知, 自然输出。笔者设置了四个话题, 以记忆箱的形式让学生选择, 增加了趣味性;为了强化输出, 笔者又创设了开party的真实情景, 伴随着舒缓的音乐, 学生喝着饮料, 随意站着聊天, 使情景更加真实自然。最后, 笔者创设了“老师要离开了, 能不能为老师写一点东西”的情景, 让学生以书面形式输出。为了让学生能学以致用, 笔者给出了框架和格式, 引导学生进行语言输出, 这些都体现了刘兆义老师所说的“教学设计是分析教学需求和教学目标要求, 形成满足需求和实现目标的全过程;教学设计是为了学生发展, 为了实施阶段及各单元的教学, 对学习情景的发展、评价及其巩固进行详细规划的科学”的观点。教学目标是高于一切的, 它既是教学过程的出发点, 又是教学过程的归宿。这就要求教师以学生为中心分割、细化教学过程或活动, 关注学生的认知过程, 让学生体验、参与、探索、实践、学习交流与合作。这有助于提高学生的语言综合运用能力, 促进学生对语言交流项目的积极参与, 激发学生的想象力和创造性思维, 有利于学生发挥主体作用。

专家点评

3.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇三

【关键词】 素质 应试教育 文化 教学设计

美国心理学家、教育家布鲁纳说:“我们生活的社会变化速度之快,使我们不得不重新考虑如何培养年青一代。”他一句话,道出教育教学要随社会与时代的变化而变化。教育一直都是社会发展的产物。

Go for it九年级教材的编排富有现代化、生活化特点,时代感很强。每个单元融汇话题、交际功能、语言结构,除了A、B部分基本的语言内容及运用外,都设置了具有跨文化内容的语篇及学习策略。很明显,有了七八年级的基础后,九年级的教材更突出了对学生综合运用语言能力的期待。这个期待也是每一位九年级英语老师在设计自己课文教学中的教学目标,在整个学年的教学中,培养学生综合性地运用英语始终贯穿其中。

但一样的课程,教材的设计在不同的教学文化、教师文化背景中,对“综合性”有不同的解读。纵观自己及一些同行们的九年级英语课文教学设计,有些问题值得我们好好思考。

思考一,关于任务。

新目标英语采用的是任务型语言教学模式。但很多老师对新教材及任务型语言教学吃得不透,在设计课文教学目标时,自己把握不准教学任务,导致教学过程中的教学任务也不明确。许多课文教学设计有很多活动、很多花样,但无目的、无效果,生产了许多“无主次”、“无中心”的教学。因此,读透教材,研究教学,了解学生需要什么样的学习任务,教师又该怎么样设计自己的课文教学,真的需要我们不断地研究探索。

思考二,关于教学文化及教师文化。

新的课程改革需要教师有新的理念才能创造出新的教学。一直以来,我们大多数教师都习惯一个人备课按照自己的思维模式进行教学设计,然而在新时代的课程改革后,经验再丰富的教师也感觉到一个人力量的有限。教师文化、教学文化也跟着时代的改变而改变(教师文化指教师对工作环境的态度反映)。

前苏联合作教育学倡导者明确提出:“没有教师,没有他对革新的热情,没有他每时每日的创造,没有他的智慧和良心,没有他的文化素养和良好心灵,任何改革都是不可能的。”教师文化影响教师对课程改革方案的理解和执行。新课程理念下的教师不仅有丰富的教学经验,更具有课程改革主人意识,敢于开创教育策略和活动教学方式,用自身的教学技能及智慧促进课程改革,成为学校文化的重要部分。“有文化”的教师方可促进“有文化”的教学。现代的教学文化要求教师从个人主义文化转向合作文化,并将经历经验重构与生存方式的转换。集体备课、共享资源、共创教学,才能将教师个人的才智发挥到最大。没有教师之间真诚的合作,就没有丰富内涵的教学文化,我们的课文教学设计将会缺乏活力。

合作,会让我们教师在教学中体现出自身的生存价值和技艺价值。我们的课文教学设计也会因为合作而更完美更有效。

思考三,关于多元文化。

新教材的时代感,文化的多元性,注定其中有着明确的文化背景,这些浓厚的文化背景知识都蕴涵在课文中,尤其是九年级的课文。因此,在设计课文教学时,若是忽略了或把握不住这些文化,甚至在设计课文教学目标时,只重知识目标、技能目标,忽视文化知识的了解与教学,那样的教学会是残缺的教学,课文也因此失去文化传承的功用。任何独立文化传承的语言教学设计都是失败的。布鲁纳在《布鲁纳教育论著选》第373页中提到:“教育理论不仅是属于技术的,也是属于文化的、意识形态的,以及政治的。如果它要产生什么影响,它一定包含着一切。”

在九年级课文中的文化包括有:传统文化、本土文化、外来文化、大众文化、精英文化等,同时也还有学生文化、课程文化、主流文化等。众多文化以多元的形式存在于我们的教材中,教师若对于教学设计中文化的定位不明朗,就会造成在课文教学设计中或过于激进或过于自由或过于保守,偏执于任何一种文化形式都不利于课文教学的设计。例如,在教材中的外来节日(圣诞节、情人节……)与中国传统节日(春节、清明节、中秋节……),在教学中,我们不仅要让学生感受到不同的节日文化,还可以让学生通过各种方式了解到节日的背景知识,能自然地接受外来的文化,也会珍惜本民族的文化。课文教学设计中的主流文化应能与学生文化相融相通,这些都需要我们在教学前对课文教学进行精心的设计。如果,我们的课文教学设计中,没有发现这些文化之间存在的矛盾,在教学中没有解决或缓和,使学生在学习中还是容易将课文中所体现的文化与自己的文化各自独立,那我们的课文教学设计也是失败的,因为我们没法走入学生的心灵。关于多元文化教学设计,只有在全球化、民族化的大背景中,学生才会有宽阔的学习文化意识。

思考四,素质教育与应试教育。

九年级是学生成长道路上的一个转折点,这个转折点与考试有关,素质教育与应试教育注定成为九年级教育教学无法避免的一个问题。学生身心的健康成长需要素质教育,学生的前途(上好的高一级中学)需要高的分数。(虽然,国家已开始叫停分等级的高级中学办学方式,但在社会人心里,在家长心里,甚至在学生心里,也仍有着自己的等级,学生也会为自己心中的那个等级努力。)因此,素质与应试教育的结合,要体现在我们平时的教学设计中。我认为,它们实际就是形成性评价与终结性评价的结合。

在课文教学设计中,以过程性评价促进学生的学,完善老师的教,学生学习的兴趣、进取的意识、坚持的毅力基本来源于形成性评价。形成性评价关注学生成长的每一个细节;终结性评价不会因为学生老师不喜欢而不存在。就我国目前的社会环境、教育机制,任何脱离了考试的教育教学都是不现实的。单元检测、期末考试,是检测学生的学、教师的教在某一个阶段是否有效的方式。因此,帮助学生树立良好的考试心理很重要。

只有老师认识到这些,在英语课文教学设计中才不会过多注重形式,忽略实际;学生也不会没有目的地学,更不会因感觉前途渺茫而失去学习的兴趣和信心。无论是素质教育还是应试教育都是“双刃剑”,关键还是在于教师这个“师傅”如何引导学生用好手中的“剑”。首先,“师傅”的观念、认识要正确,眼光要远,“剑手”(学生)才能是“使剑高手”。

思考五,教学设计难易度的把握。

对于九年级这个转折点,不但学生感觉压力大,老师本身也会因有各种因素掺杂其中,压力也不小。导致在课文教学设计中出现不同的认识,也有了不同的教学设计,特别体现在难易度的把握上。有的老师,主张以知识的广度来达到一定的教学难度,有的以高深难度来体现。有这种认识的老师一般都认为学生九年级了,有基础有能力进行难度或宽度较大的学习;也有的老师认为,只有在课文教学设计中设计出高难度的教学,学生才是毕业班的学生,老师也才是毕业班的老师,走向了为难度而设计教学的怪圈。因此经常出现这样的课堂教学:老师按自己的课文教学设计的难度上课,学生在下面听得呆若木鸡。结果,老师上课上得很累,学生听课听得更累,英语对于学生就有可能永远是门“外语”,不是一般人都能学会的高深莫测的语言。

与之相反的是,有的老师过于低估自己的学生或对自己的学生没有信心,凡是稍有点深度或难度的,统统不在课文教学设计之中。在实际教学中,害怕学生不懂,老师会不辞劳苦地一句一句地读、一句一句地翻译解说。勤快点的学生会老老实实地跟读或做笔记,而其他学生就会人坐得笔直的,但心常飘离课堂之外。更有甚者,连平时的测试都会事先让学生翻书做,背好答案再测试,把好好的检测转化成了背书教学。从此,学生再也没法离开老师独立学习英语,因为平时除了跟老师读、做笔记外,几乎没有独立学习,离开了老师,所有的英语学习都有难度。

太难或太容易的英语课文教学设计都忽略了学生这个学习主体。设计的课文教学难或是易应由学生已有的基础和已有的知识经验来决定,高估或是小瞧学生都是对他们的不尊重。学生只有征服知识才能获得知识,才能成为知识的最高主人。学生是在不断地接受教育,但他越来越不成为对象,而是越来越成为学习的主体,他们只有把别人的教育转化成为自己的教育,才能成长。教师在设计课文教学中,有时适当地降低难度是为了消除学生恐惧的心理,保持学习的热情和信心;有时,适当地增加难度更能激起学生学习的斗志。因此,在教学中,教师完全可以旗帜鲜明地告诉学生,只有那种肯思考,肯动脑筋,并勇于探索新方法、新思路的学生,才是真正的学生。学生克服困难的心理是一点一点地形成的,但在形成的过程中需要老师的帮助。

九年级对于学生很关键,但老师要有比学生更好的心理素质才能帮助学生健康发展。九年级的英语课文教学是否成功,关系到复习环节是否能顺利开展,因此,在设计的过程中,教师也需要一个对自己教学设计的形成性评价来促进并完善我们的设计,设计前、设计中、实践后的思考非常重要。有思考才会有发现,有发现才会有挑战,这样我们的课文教学设计才是理念与实践的最佳结合。

参考文献:

[1]顾明远,孟繁华主编.国际教育新理念.海口:海南出版社,2001(10)

[2]英语课程标准(实验稿).北京师范大学出版社,2001(7)

[3]周锦秀.初中英语新课程校本教研问题与指导.陕西师范大学出版社,2005(6)

[4]胡定荣.课程改革的文化研究.北京教育科学出版社,2005(2)

[5]毕田增,周卫勇主编.新课程教学设计.北京:首都师范大学出版社,2004(4)

4.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇四

2.When was electricity discovered and how was it used in the following two hundred years?

3.In the early nineteenth century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?

4.Write down eight key words that you expect to find in the reading passage below.

JULES VERNE: THE FATHER OF SCIENCE FICTION

Jules Verne was born in 1828, in France. His father sent him to Paris to study law, but instead Verne developed his love for the theatre. To make a living, Verne had to write and sell stories. Jules spent many hours in Paris libraries studying geology, physics and many other subjects. He used the latest ideas and technical inventions of his day in his books. Many of the instruments in his novels will remind the reader of Dr Benjamin Franklin’s experiments with electricity. By taking the scientific developments of his day one step further, Jules Verne laid the foundation of modern science fiction. He also suggested how inventions could be used in the future to allow man to do things that were considered impossible in his own time. Jules Verne died in 1905, long before any of his dreams came true.

At the beginning of 20,000 Leagues Under the Sea, one of his most famous novels, ships are disappearing all over the world and it is believed to be caused by a sea monster. Dr Aronnax, his servant and a Canadian whale hunter set out to find the monster. After months of searching they find it and in the collision that follows, the three men are thrown overboard. In their efforts to survive, they find themselves on the surface of the monster itself, which turns out to be a submarine. They are taken on board and Captain Nemo decides not to kill them but makes them his permanent guests. From that day on they start planning their escape.

Captain Nemo takes them on a voyage across the oceans. The Nautilus is an extraordinary ship. The furniture is precious and huge glass windows that can be opened and closed give a view of the underwater world. The ship is also very strong and protected with thick iron plates. All that is needed for life on board comes from the ocean. Electricity is used for light, heating, power and to defend the ship against attacks. The food aboard the Nautilus is all sea food.

Dressed in diving suits, they walk around in this magic world, lighted by the lamps of the ship. They find themselves surrounded by colourful rocks, fishes, shells and plants, all waving and moving slowly in the blue waters.

Readers have wondered about the character of Captain Nemo ever since the book was published. You could say he is someone you will neither like nor dislike. You might think that he is a cruel man because he keeps Aronnax and the others as prisoners and destroys ships. But at other moment you will find him gentle and weak, when he cries about the lost lives of people drowned in ships that have sunk.

Another wonderful story is that of Journey to the Center of the Earth. The story begins with the discovery of an ancient document in an old book. It explains how to find a secret road to the centre of the earth. Two men decide to go on this adventure and travel to Iceland, where they enter the earth through a chimney in an extinct volcano. Their guide leads them through a narrow passage deep into the earth. Passing through layers of coal and marble they go deeper and deeper. They drink the water from a boiling underground river and after many days they reach a huge lake or underground ocean. Walking along its shores they go through forests of mushrooms and plants that lived on the earth millions of years ago. They build a raft to cross the sea and are attacked by ancient sea creatures. In the end, their raft is drawn into a fast steam and with ever increasing speed and temperatures they are shot out of a volcano in southern Italy.

POST-READING

1.Describe the character of Captain Nemo.

2.Paraphrase the following sentences or parts of sentences using your own words.

1.)To make a living he had to write and sell stories. He had to write and sell stories to make money.

2.)In their efforts to survive…

3.)They find themselves on the surface of the monster itself.

4.)his permanent guests

3.Under water travel and space travel have many things in common. Describe the similarities and differences and fill in the chart below.

SUBMARINE SPACESHIP

Differences

Similarities

4.Think about all the knowledge we now have about the earth and explain where Jules Verne might have got his ideas from when he wrote his novel.

1)Why would there be a huge underground ocean?

2)Why do the characters find plants and animals that lived on the earth millions of years ago?

3)How could they find an old metal object that is about 500 years old?

5.Which tools and things would you bring if you were going to climb down into a very deep cave? What would be the most important dangers and things that could happen?

Preparation:Tools and things to bring Risks: Dangers and things that could happen

LANGUAGE STUDY

Word study

Choose the right word to complete the following sentences. Some may be used more than once.

Collision permanent voyage escape on board fiction fantasy

This is not a real story; it is ___________. In 1898, an American writer wrote a novel. In the story, a huge ship called Titan of which it was said that it could not sink, set off from Southampton on her first ___________ across the Atlantic Ocean. It sank after a ____________ with an iceberg, killing most of the 2,500 people ___________________.

Fourteen years later, in 1912, Titanic, which was called the “Ship of Dreams” or the “Ship That Cannot Sink”, set off from Southampton on its first _________. On its way to New York City, it hit an iceberg. Three hours after the _________, it sank to the bottom of the sea. It had more than 2,220 passengers __________, of whom 1,513 did not ________ the cold ocean water and died.

The story of Titanic is an example where ________ meets reality. The disaster has become a __________ pain in people’s hearts.

Word formation (2)

1.Study the meaning of these stems and affixes. Match the words and the correct definitions.

mis = wrong extra- = outside inter- = between sub- - under

under- = below over- = too much dis- = not -marine = sea

1. _______ submarine A. do not like

2. _______ underground B.work too hard

3. _______ overwork C.action and reaction between two people or things

4. _______ interaction D.put in the wrong place

5. _______ misplace E.a ship that can travel below the surface of the sea

6. _______ dislike F.below the surface of the earth

2.Guess the meaning of the words in italics, using context clues and what you know about word parts.

1. _______ Mum tole me not to misbehave at my grandparents’ house.

2. _______ The Chinese subtitles at the bottom of the screen help us understand foreign movies.

3. _______ Don’t misunderstand me; I’m only trying to help.

4. _______ In many cases, the words “fiction” and “novel” are interchangeable.

5. _______ People like to take the subway because it is faster than buses and cheaper than taxies.

6. _______ He looks very tired because he has been working overtime all week.

7. _______ People will think you are mad if you walk in public in your underpants.

INTERGRATING SKILLS

Reading and writing

THE STORY OF DR FRANKENSTEIN

No human being could have passed a happier childhood than myself. Instead of children’s play and adventure, I was driven by a desire to learn. I wasn’t interested in the structure of language or law. I wanted to learn the secrets of heaven and earth. My father was not scientific, so I had to look for a road without having a map. I entered the search for wisdom and dreamt of finding a way to cure any disease.

I read all the books I could find that threw light upon these matters. I studied maths and physics and the works of many learned author. At the age of seventeen, my parents sent me to university. But I found all that was taught at university very disappointing and decided that I would pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of nature.

One of the phenomena that attracted my attention was the structure of the human body, and any animal that was alive. I often asked myself, where the principle of life came from. After days and nights of incredible labour I discovered the cause of life and how to create life from dead matter.

When I found this amazing power placed within my hands, I hesitated a long time how I should use it. Although I knew how to create life, how to prepare a body for it with all its muscles and organs still remained a difficult job. I doubted at first whether I should try to create a being like myself, or one of simpler organization. But soon I dreamt of nothing else but the creation of a creature as complete and wonderful as man.

It was with these feelings that I began the creation of a human being. As the small size of the parts slowed down my speed, I decided to make the being much larger than man; about eight feet in height. With these ideas, spending some months collecting and arranging materials, I began.

Who can imagine the horror of my secret work? I collected bones from graves and cut up dead bodies. Many of my materials came from butcher shops and hospitals. It was on a night in November that I looked at the result of my work. I collected my instruments around me, with which I would light the flame of life into the dead thing that lay at my feet. It was already one in the morning, and my candle was nearly burnt out, when I saw the dull yellow eye of the creature open.

I looked at the terrible monster that I had created. He opened the curtain of the bed; and his eyes, if eyes they may be called, looked at me. His hair was black and his teeth as white as snow, but his skin was yellow. When his thin black lips opened, nothing came out some strange sounds. While unfinished, he was ugly, but now he was a living horror.

Writing

One of man’s greatest dreams has always been to create life, especially a life form that looks like us to create a man. Answer the questions below to help you brainstorm about how that could be done. Then name of your own mysterious doctor and write a short story about how he or she would create a human being.

1)How does your doctor create a life form that looks like a human being?

2)Describe your doctor’s efforts to do that.

3)Create a word web of nouns, verbs and adjectives for the story. Add all the words you need.

arms cells hospital butcher fur

grow

5.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇五

【学习目标】

１、把握故事主要情节，概括人物性格特点。２、能通过对话描写分析人物形象和社会意义。【课前预习】 参考资料：

契诃夫（１８６０～１９０４），１９世纪俄国伟大的批判现实主义作家。他出生于小市民家庭，靠当家庭教师读完中学，１８７９年入莫斯科大学学医，１８８４年毕业后从医并开始文学创作。

他早期作品多是短篇小说，如《胖子和瘦子》（１８８３）、《小公务员之死》（１８８３）、《苦恼》（１８８６）、《万卡》（１８８６），主要再现“小人物”的不幸和软弱、劳动人民的悲惨生活和小市民的庸俗猥琐。而在《变色龙》及《普里希别叶夫中士》（１８８５）中，作者揭露了忠实维护专制暴政的奴才及其专横跋扈、暴戾恣睢的丑恶嘴脸，揭示出黑暗时代的反动精神特征。１８９０年，他到政治犯人流放地库页岛考察后，创作出表现重大社会课题的作品，如《第六病室》（１８９２），猛烈抨击沙皇专制暴政；《带阁楼的房子》（１８９６），揭露了沙俄社会对人的青春、才能、幸福的毁灭。他的小说短小精悍，简练朴素，结构紧凑，情节生动，笔调幽默，语言明快，寓意深刻。他善于从日常生活中发现具有典型意义的人和事，通过幽默可笑的情节进行艺术概括，塑造出完整的典型形象，以此来反映当时的俄国社会。其代表作《变色龙》《装在套子里的人》，前者成为见风使舵、善于变相、投机钻营者的代名词；后者成为因循守旧、畏首畏尾、害怕变革者的符号象征

《变色龙》这篇小说作者采用夸张变形的手法，从日常生活中选取片断场面作为素材，经过提炼加工，用极其幽默的笔调和富有讽刺意味的语言描绘了沙皇走狗诌媚权贵、欺压百姓的丑恶嘴脸，深刻揭露了沙皇统治的黑暗现实和俄国警察制度的反动和虚伪，批判了沙皇政权腐朽反动的本质。“变色龙”已超越了时间和国界，成为世界文化艺术长廊中见风使舵、反复无常之流的典型。【课堂研讨】

1、本文以“变色龙”为题，具有怎样的表达效果？

2、“商店和饭馆的门无精打采地敞着，面对着上帝创造的这个世界，就跟许多饥饿的嘴巴一样；门口连一个乞丐也没有。”这句话运用了哪些修辞手法，表现了什么？

3、本文的主人公有怎样的性格特点？刻画这个形象最突出的是什么描写，这些描写有什么作用？

4、本文的主题思想是什么？

【课堂检测】

1、注音

盛满（）筛子（）魁梧（）

．．．． 畜生（）恐吓（）中看（）．．．

2、填空

① 《变色龙》的作者是

，他是

世纪

国的短篇小说家。

② 文章以“变色龙”为题，用意是以变色龙的特点比喻主人公的 性格特征。

用心 爱心 专心 1

③ 奥楚蔑洛夫处理狗咬人的事件，不依据法令，也不依据客观事实，他唯一的依据是

。奥楚蔑洛夫虽然多变善变，但是他

这一宗旨却是始终不变的。

3、读课文48—50，(“席加洛夫将军？哦！----怪你自己不好„„)回答问题：

⑴ 上文是《变色龙》选段，前一段奥楚蔑洛夫脱大衣是因为

⑵选段第一段奥楚蔑洛夫讲的话里有四个省略号，它们的作用是

⑶ 选段最后一段奥楚蔑洛夫穿大衣是因为

⑷选段最后一段中有两个“你”，这两个“你”指的是

⑸ 这两段话表现了奥楚蔑洛夫

【收获与反思】

6.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇六

一、教学设计思路

故事引入提出问题实验探究知识归纳综合运用

运用多种教学手段使学生在科学探索的过程中学习新知识，同时培养学生的科学素养和探究精神，培养学生运用所学知识解决实际问题的能力，培养学生关注生活、关注环境的情感。

二、教案

课题：二氧化碳的性质 教学目标 知识与技能：

1.掌握二氧化碳的有关性质及相关方程式的书写； 2.了解二氧化碳的有关用途； 3.了解并关注温室效应。

4.通过探究二氧化碳性质的实验，培养学生的观察和思维能力。过程与方法：

通过对二氧化碳的性质、用途等有关知识的探究学习，使学生通过教师的帮助和自身的努力领悟知识要点，通过设计并完成实验，使学生初步认识科学探究的基本过程，并进行初步的探究活动。通过相互交流、探究式的学习方式，使学生产生科学探究的兴趣，从而产生学习化学的强烈愿望。情感态度和价值观：

1.通过对二氧化碳有关知识的讨论学习，使学生能够全面认识和评价自然界中的物质，体会到人只有了解自然，才能更好地利用自然。

2.形成勤于思考、严谨求实、善于合作、勇于创新和实践的科学态度。3.让学生了解温室效应对人类可能产生的危害，树立关注社会、环境，热爱自然的情感意识。重点和难点

二氧化碳的化学性质；二氧化碳与水和石灰反应的原理.教学方法：主要采用探究实验分析法，把部分教材演示实验改为学生实验，让学生亲自参与。仪器和药品：自制简易天平、试管、导气管、酒精灯、试管夹、火柴、木条、饮料瓶；集满二氧化碳的集气瓶、蒸馏水、紫色石蕊试液、澄清石灰水、教学过程 教师活动

学生活动

教学意图

[引入]讲小故事：从前有一个老农夫，养了一只小狗和他相依为命。一天，老农夫带了小狗一起去田里劳作。他背着锄头，悠闲地叼着烟斗，带着活蹦乱跳的小狗上路了。途中经过一低洼地段时，原本活蹦乱跳的小狗是越走越没劲，最后把舌头吐的长长的，趴在地上走不动了。于是农夫弯腰去摸摸小狗，想拖它走，可是发现小狗喘得好厉害，这时农夫也觉得自己呼吸有点不顺畅，吸了一下烟，发现不知道什么时候烟灭了；等他抱起小狗直起身后，很快觉得没事了，小狗也慢慢恢复过来了。[提问] 大家知道导致这一事件的元凶是谁吗？

[提问]同学们，请你用你所知道的化学知识解释这个故事里所有的现象。分组进行。[板书]二氧化碳的性质：

请各组的同学代表公布讨论结果，并在黑板上对结果作简要记录。（密度大，不支持燃烧，不供给呼吸）

倾听故事。[答]二氧化碳

对故事中的现象进行分组讨论。各组代表公布讨论结果。

通过生动的化学故事将学生引入奥妙无穷的化学世界。使学生开动脑筋，大胆猜想，解释现象。

[演示实验]拿出一瓶事先制备好的CO2，让同学观察CO2状态，并请一名同学闻气味（指导动作）。

（下面我没来通过实验验证刚刚同学们推测的CO2性质。）

天平两端挂两只纸口袋，两只纸口袋保持平衡，向其中一直口袋中倒入二氧化碳气体，观察现象。

[讲解] 二氧化碳是一种无色无味比空气重的气体，在标准状况下，密度是1.977克／升。比空气重。刚才故事中的低洼地段有较大量的二氧化碳，由二氧化碳密度大引起，因此，难于扩散。在空气中，二氧化碳占0.03%，如果超过1%，就对人类有害处，4%～5%人会感到气喘头痛眩晕，10%的含量人就会窒息死亡。所以在低洼处农夫和小狗才会感到呼吸困难，农夫抱起小狗直起身后，很快觉得没事了。

（这一实验证明了CO2不燃烧也不支持燃烧。除了我们得到的这四条性质，CO2还有什么性质呢？）

[提问] CO2溶解性如何？

[讲解] 在通常情况下，1体积的水约能溶解1体积的CO2，增大压强还会溶解得更多。生产汽水等碳酸型饮料就是利用了CO2的这一性质。

[演示实验]向紫色石蕊试液中通入二氧化碳气体，观察现象。[提问]这一现象说明二氧化碳具有什么性质？

[继续演示实验]加热变红的紫色石蕊试液，观察现象。[讲解] 二氧化碳溶解在水里生成碳酸（H2CO3），紫色石蕊试液遇酸液变红。碳酸不稳定，加热分解生成水和二氧化碳。

[板书] 2.和水反应：

H2O+CO2==H2CO3

[讲解]呼出的气体中含有较多的二氧化碳，澄清石灰水的主要成分是氢氧化钙。二氧化碳与氢氧化钙反应生成碳酸钙。碳酸钙为白色不溶于水的固体，所以溶液变浑浊。[板书] 3.二氧化碳使澄清石灰水变浑浊

Ca(OH)2+CO2=CaCO3↓+H2O [讲解]碳酸钙在水中与过量的二氧化碳和水反应，生成溶于水的碳酸氢钙，所以继续吹气溶液变澄清。

[板书] CaCO3+H2O+CO2====Ca(HCO3)2 [讲解] 碳酸氢钙溶液加热后，又变成碳酸钙。

[讲解] 广西桂林著名的芦笛岩内的石柱、石笋或溶洞都是长年累月发生上述反应所致。二氧化碳使澄清石灰水变浑浊是二氧化碳的重要性质，可用之检验二氧化碳的存在。物质的性质决定物质的用途，二氧化碳也有许多重要的用途。[板书]二氧化碳的用途

[讲解]二氧化碳不支持燃烧，不能燃烧，且比空气重，可用它来灭火。（简介灭火器原理）[板书]1.灭火器

[多媒体展示]干冰及干冰用于人工降雨的图片并解释原理。[板书]2.人工降雨

[多媒体展示]温室效应及其带来的危害。

[板书]二氧化碳对生活和环境的影响：温室效应。[讨论] “人类只有一个地球，”为了保护人类赖以生存的环境，我们应该采取哪些措施防止温室效应进一步加强？

[答]无色气体，无味。

观察并描述现象：天平偏向倒入CO2的纸袋一侧。

[学生实验]请同学们将一根点燃的木条伸入盛有CO2的机器瓶中，观察现象。实验并描述现象：木条熄灭。结论：二氧化碳不支持燃烧。

[学生实验] 向一个收集满CO2气体的软塑料瓶中加入三分之一体积的水，立即旋紧瓶盖振荡。观察现象分析。打开汽水瓶，观察气泡。结论：CO2可以溶于水。

观察并描述现象：紫色石蕊试液变红。[答]酸性。

观察并描述现象：红色褪去，又恢复紫色。[学生实验] 请同学们拿出一只试管，倒入适量的石灰水，并取一只洁净的玻璃管向内吹气，你能看到什么现象？这种现象说明了什么问题？

实验并描述现象：澄清石灰水变浑浊，继续吹又变澄清。二氧化碳能与氢氧化钙发生反应。观看 观看

思考并讨论

通过观察实验认识CO2性质。培养学生动手能力和探究精神。培养学生动手能力和探究精神。

初步认识石蕊这种指示剂及其变色情况。

巩固石蕊试液遇酸变红，运用所学知识解决问题。培养学生分析问题能力。物质性质与用途的联系 通过多媒体拓展学生视野

培养关心自然，关心社会的情感。

[讲解]

1、夏天把冷气的温度调高1度，冬天把暖气的温度降低1度。

2、减少看电视的时间。

3、家人尽量在同一房间活动。

4、停止设置电饭煲处于保温状态。

5、每次减少一分钟淋浴时间。

6、购物时携带购物袋，避免购买过渡包装商品。

7、买东西时，尽量挑选简易包装物品。

我们自身能做到的环保措施也许是很微小的事情。但提高我们每个人的环保意识，从我们自身开始做，一定能减少二氧化碳的排出量。我们现在所做的努力正是为保护我们生存的地球。[实际应用] 进入久未开启的菜窖或干涸的深井之前，如何检验这些场所中二氧化碳的含量是否会对进入的人的生命构成威胁？进入这些场所前应该怎么办？在人群密集的地方应该注意什么? [小结]二氧化碳的性质

讨论后回答

培养学生用所学知识解决生活中的问题

巩固练习：

1.CO2的密度与空气相比

(A)比空气大（B）比空气小（C）与空气相等（D）无法判断 2.CO2 在水中的溶解性是

(A)难溶于水（B）能溶于水（C）微溶于水（D）易溶于水 3.下列操作中只发生物理变化的是

(A)将CO2通入水中（B）将CO2 通入澄清石灰水中

(C)将CO2倾倒入放着燃着蜡烛的烧杯中（D）将CO2加压降温压缩成干冰。附2：课堂练习二

4.二氧化碳的水溶液，能使紫色石蕊液变成(A)红色（B）紫色（C）蓝色（D）无色

5.常温下，二氧化碳跟水发生的化学反应属于

(A)化合反应（B）分解反应（C）置换反应（D）氧化反应 6.下列性质中，与二氧化碳灭火无关的是(A)它能溶于水（B）一般情况下，它不能燃烧

（C）它的密度比空气大（D）一般情况下，它不支持燃烧 布置作业： 1.课后习题

7.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇七

Language focus:

1. Learn to talk about something has done.

2. Try to understand the content and read the dialogue fluently, the pronunciation and intonation should be right.

3. Master the following materials:

4 skills Words: such, fail, practice, business

Phrases: so far, on business

Sentences: He’s gone to …

4. Master the following materials:

2 skills Words: New Zealand

Teaching Materials

1. Functional and notional items

Learn to talk about something has done

2.Language materials

Words: such, fail, practice, New Zealand, business

Phrases: such great fun, on business, so far

Sentences: Time flies!

He’s gone to New Zealand on business.

Properties: Recorder; Overhead Projector; Pictures.

Teaching Procedures:

1. Organization of the class

We are going to talk about Bruce and Ted again. In grammar, we are going to talk about the present perfect tense.

Showing aims

Get the students to know what they will learn in this lesson and what they will do in this class:

1. Master some useful expressions

2. Practise the Present perfect Tense

3. Practise speaking English

Ⅱ. Revision

1. Check the homework.

2. Revise the passage “surfing”. Ask one or two students to retell the story in front of the class.

3. Revise the Present Perfect Tense. Get the students to make dialogues in pairs, then have some of them act out their dialogues to share with the class. Pay attention to the use of the Present Perfect Tense.

III. Presentation

1. The teaching of the new lesson

A. Lesson 7

In lesson 5, we know Bruce will show Ted how to surf. Can Ted surf now?

B. Listen and answer

Can Ted surf? What has Bruce been doing every day? Why?

When is Ted leaving for home?

How about Bruce?

Where is Bruce’s uncle?

C. Read and learn

Teach: *on Bondi Beach

*such great fun: very funny

such+adj. +n.(不可数/复数) such beautiful flowers

such a + adj. + n.(可数名词单数) such a beautiful flower

so+ adj. So beautiful a flower

如果在数量词 “many, much, few, little”前，要用 “so”

eg: so much water, so many people

* fail (in) the exam

fail to do sth.=can’t do sth.

eg: fail the exam=not pass the exam

fail to catch the bus= miss the bus

* need more practice

practice: 练习， 实践 (为不可数名词)

如： Practice makes perfect.

Practice : 练习(为及物动词)

如：practice doing sth.

* Time flies.

* gone to去了，强调不在说话地点

been to 去过，强调对某地有所了解，可以在说话地点

eg: Where is he? He’s gone to his home.

* on business

IV. Practice

Part 2. Go through the dialogue with the students. Then get the students to ask and answer in pairs. Remind the difference between “have / has gone to” and “have / has been to”

V. Practice

Each student interviews a student or a teacher by asking the following questions:

What places have you been to in China?

Have you ever been to…?

How many times have you been there?

When did you go there?

How did you go there?

What interesting things did you do there?

Do you want to go there again?

Then ask the students to write a short passage about the interview, get one or two students to read for the class.

VI. Practice

Have the students give their own answers to the questions in the book.

Ask the students to ask and answer in pairs.

VII. Workbook

Do Exercise I with the class. First have the students do it individually, then check with the whole class.

The answers are: have got; Have been; went; gave; Have taken; took; be; has gone

Do Exercise 3 with the whole class. And get the students to learn the sentences.

Ⅷ. Homework

Finish off the exercises in the workbook.

8.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇八

Language Focus:

Words: chance, coral, reef, sound, Inner Mongolia, brochure, pool, outdoor

Phrases: coral reef, think about, go on holiday

Sentences: You’d better call the hotel by the number on the brochure.

That sounds really cool!

Teaching Objectives

1. Finish the drills in the lesson

2. Learn the dialogue and read it fluently, the pronunciation and intonation should be right.

Master the teaching materials above.

Properties: Recorder; Overhead Projector; pictures

Teaching Procedures:

1. Organization of the class

We’re going to talk about Joy’s holiday in Hainan

Ⅱ. Revision

1. Revise some useful expressions of Unit 5. Get the students to make sentences with them.

2. Play “What did he ask?” in groups of three. Make sure the students can use the Object Clause correctly.

3. Ask one student to introduce something about Hainan.

Ⅲ. Listen

Part 1. Listening cassette. Play the tape twice for the students to listen and do Exercise 1 in the workbook. Play the tape again for the students to check the answers. Then check with the whole class. See if the students can understand.

Ⅳ. Read and act

Part 2. Speech Cassette. Books closed, play the tape. Ask:

How did Joy think about his trip to Hainan? (wonderful)

How did Lily feel when she heard about the scuba diving? (really cool)

Get the students to find the answer to questions, then check with the class. Play the tape again. Get the students to listen and repeat. They should match their intonation with the dialogue on the tape.

Books open. Practice the dialogue in pairs. Get some pairs to act out the dialogue, without looking at the books if possible.

Ⅴ. Practice

Have the students work in pairs. Encourage the students to make up their own dialogues.

Ⅵ. Ask and answer

Part 3. Work in pairs. Give the students a few minutes to prepare their dialogues. Ask four pairs to share their dialogues with the whole class.

Ⅶ. Presentation

Ask one student to act as a traveler, the teacher acts as a waiter at the travel office. Precent a dialogue like this:

T: May I help you?

S: Could you tell me where I can book a room?

T: Oh, the Sunshine Hotel.

S: Do you know how much it costs?

T: 200 yuan a day.

S: How many restaurants do the Sunshine Hotel have?

T: Two.

Have the students practice this dialogue in pairs, then make the students make up their own dialogues, ask some of them to share their dialogues with the class.

Ⅷ. Look, speak and say

Tell the students that they’re traveling on Inner Mongolia. Ask them to read the three brochures. Then ask the students to write a short passage about their stay at one of the hotels in Inner Mongolia. They can choose any hotel.

Ⅸ. Workbook

For Exercise 2. Get the students to read the words.

For Exercise 3. Have the students discuss what they need during the traveling.

For Exercise 4. Get the students to read to read in pairs. Then make up similar dialogues. It can be done after class.

Do Exercise 5 as homework.

Ⅹ. Homework

A. Finish all the exercises in the workbook

B. Write a story about their stay in a hotel

9.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇九

学习目标：

1、能理解什么是有用功、额外功、总功。能说出机械效率的概念和物理意义。

2、会运用相关公式进行简单的计算。会自己设计实验测量机械效率。学习过程

一、激趣导入，板书课题

引导学生结合计算结果分析图15.2-1中哪种方法好，并得出有用功，额外功，总功的概念。

二、自主学习，合作探究

方法一： 方法三：

对砂子做功：W1= 对砂子做功：W1= 对桶做功：W2=

对口袋做功：W2= 克服自身重力做功：W3= 对滑轮做功：W3= 方法二： 对砂子做功：W1= 对桶做功：W2= 对滑轮做功：W3= 2.________ _______叫做有用功。3． _______________________叫做额外功。

4． ________________________叫做总功。

5．__________________________叫机械效率。其公式是_________________ 6.机械效率总是_________原因是。

7.斜面机械效率及其提高方法：

有用功W有用= 总功W总= 机械效率η=

三、全班交流、精讲点拨

1、用图示滑轮组把重G=120N的物体匀速提升1m，绳端的拉力为F=50N，则：绳端移动的距离为 m，有用功W有用= J，总功W总= J，额外功W额外=，该动滑轮的机械效率η=。

2、如图所示，建筑工人用滑轮组提升重为220N的泥桶，动滑轮重为20N，不计滑轮与轴之

爱心

间的摩擦及绳重。若工人在5s内将绳子匀速向上拉6m，则泥桶上升________m，手拉绳子的力为______N，拉力的功率为______W，滑轮组的机械效率为_______.3、一斜面长为5m，高2m，现用沿斜面向上的100N的力把重200N的物体

匀速拉上斜面顶端，则：有用功W有用= J，总功W总= J，额外功W额外=，该斜面的机械效率η=。

4、下列关于机械效率的说法正确的是()

A.机械效率可以提高到100％ B．机械效率总小于1

C．功率大的机械，机械效率高 D．机械效率越高，有用功就越多

四、牛刀小试 素质提升

1、小冯分别用甲、乙两滑轮把同一桶沙从一楼地面提到二楼地面，用甲滑轮所做的总功为W1，机械效率为ηl，用乙滑轮所做的总功为W2，机械效率为η2，若不计绳重与摩擦，则()A．Wl=W2 ηl=η

B．W1=W2 ηl<η2 C.W1η

D．W1>W2 ηl<η2

2、通过测量滑轮组机械效率的实验，可得出下列各措施中能提高机械效率的是

A．增加动滑轮，减小拉力

B．减少提升重物重力，减小拉力

C．减少提升高度，减少做功

D．增加提升重物重力，增大有用功

3、下列关于机械效率的说法中，正确的是（）

A．机械做的有用功越多，机械效率越高 B．机械效率越高，越省力 C．机械做的有用功占总功的比例越大，机械效率越高

D．机械的功率越大，机械效率越高

五、课堂小结，反思整合（请同学们将整理学习内容后小组交流，小组长汇总本节课的学习还有哪些疑问，并主动举手提问！）

教后记：

用心

10.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇十

关于新目标英语九年级unit10的教学反思

本单元我充分利用情景教学法，首先，我创设与本单元话题相关的情景，如展示“我的尴尬”的一组图片，通过自己讲述自己尴尬的经历，激起学生对话题的兴趣。然后通过SectinA 1a的图片，讲述图片上发生的事情，强调过去完成时的结构和用法：(had+pp)。把优化课堂教学当成教育的主渠道，尽最大可能为学生创设运用英语的情景，指导学生积极地运用语言，在学中用，在用中学。通过老师不断的强化句型，让学生有个模式，为后面的讨论做铺垫。通过反复操练，巩固句型，体会句型的结构，同时加强运用相关的目标句型，如：get utside,get t schl,start ding,be late fr…等，并为听懂听力内容打下基础。我围绕着本单元的教学目标，让学生完成任务：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。通过完成一个任务，让学生运用所学内容，既巩固了本课所学的目标语言，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，培养学生在实际活动中运用本单元所学的`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。其三，有了以上的铺垫，学生运用语言和语法知识进行阅读并理解。在这一环节中，我询问了学生对愚人节的了解。使学生在学习本单元语言知识的同时，也了解一些西方文化及西方儿童的生活习惯。最后，让学生根据所学知识进行写作，使他们的写作技能得到发展和提高。

通过本单元的学习之后，学生充分地意识到不及时做某事而造成的危害，学生学会了合理安排自己的学习和生活，守时守信的重要性。其二，我以教材为基本，但又不拘泥于课本，利用多媒体创设情景，促使学生感悟和体验教学内容与生活的内在联系，培养学生语言技能和语言运用能力。教学语言重点、难点突出，学生在活动中运用知识学会做事，教学内容注意开放性。其三，我注意语感教学。加强听说训练，努力做到视、听、说同步，培养学生语言学习兴趣。学生根据所学的知识，能够流利地讲述自己曾经有的特别的一天，使他们能够在运用中感受自己的成就感，体会到学习的快乐，很好地激发了他们学习的热情。

11.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇十一

1. 通过制作单词抽认卡

2. 通过制作单词表

3. 通过向老师求助

向老师求助

4. 通过听磁带

5. 通过看英文视频

6. 通过小组合作

小组合作

7. 和朋友联系对话

练习讲英语

练习做某事

练习发音(听力，打篮球，，)

8. 做什么是怎么样?

为什么不做某事?

让我们做某事吧!

9. 大声朗读、大声打电话

大声说话

用大的声音

10. 提高了我的口语(听力，阅读，写作)技巧

提高了我的英语水平

11. 做某事最好的方法是做什么

12. 有明确的建议

13. 向某人做有关，，，的调查

向老师求助

问有关，，，的问题

问老师问题

我可以问你几个问题吗

14. 观察到某人正在做某事

观察到某人做某事的过程

15. 发现看电影令人沮丧

发现某人(某事，做某事)怎么样

16. 得到大量的练习

17. 以讲汉语结束

以做某事结束

18. 对某事(做某事)激动

19. 做有关，，，的调查

20. 犯错误

21. 记大量的语法笔记

记笔记

22. 使发音准确

23. 首先

开始时

后来

24. 没关系

有关系，

25. 不敢做某事

担心或恐怕做某事

担心，，，

恐怕不是这样的

26.做大量的听力练习

27.成为好的语言学习者 秘诀之一

做某事的秘诀之一

28.用正在学的语法写自己的新颖的句子

29.喜欢学英语

喜欢做某事

30.某人对，，，感动

31造完整的句子有困难

做某事有困难

32.写下来

33.在字典里查阅他们

照看

寻找

小心

向上看

向下看

34.加入英语俱乐部

35.编排对话

36.帮助某人理解，，，

帮助某人做某事

37.处理，对付

38.担心

39.对某人生气

40.看见某人正在做某事

41.解决一个问题

问一个问题

问题的解决方案

为题的答案

42.把问题当做挑战

把她当做好朋友

把，，，当做，，，

43.把问题变成挑战

把，，，，变成，，，

44.做某事是某人的责任

45.金某人最大的努力做某事

46.在老师的帮助下

在他的帮助下

47.通过想起更糟糕的事情

考虑;认为

想起

48.更糟糕的事情

重要的事

没趣的事

不同寻常的是吗?

49.把A比作B(不同类)

把A和B比较(同类)

50.中断一段友情

51.履行他的责任

52.看心理医生

53.通过用乐观的方式考虑问题

54.身体残疾

55.作为年轻人

56.有分歧

57.持续很长时间

58.学会做某事

59.因为一件小事生几年的气

60.用英语

62.在全世界

63.他的英语提高了很多

64.这个学期得了一个A

65.讲英语的朋友

英语口语

66.嘲笑我

67.在语法上

68.学语法

69.讲得太快

70.学很多

71.也许这个答案对了

72.丢了某人或某物

某人或某物丢了

B 重点句型

1.动词的形式

1)通过做某事

2)做什么是怎么样?

3)为什么做某事?

4)练习做某事

5)理解这些声音太难了

做某事太难了

做某事怎么样

6)他认为做某事是一种很棒的方法

7)他说做某事有点帮助

他认为做某事有点帮助

8)他说做某事最好的方法是通过做某事

9)学会做某事

10)已经做了什么事

11)他一直在学英语已经六年了并且他真的喜欢它

一直在做某事

12)开始做某事

13)决定做某事

2、你为什么不加入英语俱乐部来练习讲英语?

为了或来做某事(做目的状语)可放句首或句末或be动词后

为了学好英语，他每天大声朗读。

他每天大声朗读来学好英语

他每天大声朗读是为了学好英语。

3.我没有一个一起练习英语的伙伴。

我没用来写字的钢笔

我有一间住在里面的房子

4. 但是我有一些好的想法可以帮助你

定语从句三部分：先行词(名词充当)+关系词(有时可以省略)+定语从句

5它可以影响我们和家人相处的方式

6.并且如果我们不处理我们的问题，我们可能很容易变得不高兴。

7随着时间的流逝，好的友情可能丢失

8.在老师的帮助下尽我们的最大努力来处理我们教育中的每一个挑战，

12.新目标英语新教材教学中应该注意的几个问题 (新课标版英语九年级) 篇十二

Language Focus:

on show, hundreds of, invent / invention

Teaching Objectives:

Functional and notional items

Learn to make a telephone conversation

Language materials

Word: Melissa

Phrase: on show

Sentences: They were all invented hundreds of years ago.

Where was it built?

What was it made of?

What was it used for?

Grammar: the passive voice in the past indefinite tense

Properties: Recorder

Teaching Procedures:

Ⅰ. Organizing

Today, we are going to talk about the passive voice in the past indefinite tense.

Ⅱ. Revision

1. Check the homework.

2. Revise the name of objects from the last unit and the Passive Voice: What’s it made of? Where’s it made? What’s it used for? etc.

Ⅲ. Presentation

Present the sentences:

What’s it made of?

What’s it used for?

Then present the sentences:

What was it made of?

What was it used for?

Ask students to compare with the groups sentences.

Ⅳ. Listening.

Part 1. Close books, listen to the tape and answer the questions.

Where did Du Hui go yesterday?

When were the old inventions on show invented?

Play the tape again and make sure students can answer the questions correctly.

Ⅴ. Practice

Ask some students to practice the dialogue.

Then in groups and in pairs. At last let the students act it out.

Ⅵ. Ask and answer

Part 2. Ask the students to ask and answer in pairs according to the questions in the box.

Ⅶ. Practice

Ask students to make sentences, and then change them into the Passive Voice in the past Simple Tense.

Ⅷ. Workbook

Do Exercise 1.

Ask the students to read and complete the dialogue alone, then check the answers with the whole class.

Do Exercise 2 in pairs.

Ⅸ. Homework

Do Exercise 3 in the exercise books.

Make up a new dialogue.