【正文】 s, 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 2Go 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 plete 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．The Seventh PeriodⅠ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, bee interested in, plain looks（2）Text:Grownups like cartoons, too．2． Ability Objects（1）Fastreading to get a general idea of the text．（2）Carefulreading 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 PointTrain students’ reading and writing skills．Ⅳ． Teaching Procedures Step I Key VocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step Ⅱ Part 1Read the title Grownups 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 2Read 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 plete the task individually or in pairs．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 plete 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 prehension．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 4Read 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 5Read 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 activityAs an optional inclass 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 Homework1． Read the story in 2 again for further prehension．2． Revise the target language in this unit．第五篇：新目標(biāo)九年級英語上冊教學(xué)工作計(jì)劃新學(xué)期，新面貌。努力探索適合學(xué)生特點(diǎn)、學(xué)生樂于接受的教學(xué)方法及模式。四、教學(xué)目標(biāo)一知識(shí)與技能本冊出現(xiàn)單詞757個(gè)，要求掌握的207個(gè)單詞，還有一些固定短語等，通過學(xué)習(xí)使學(xué)生掌握單詞、句型及語法，適當(dāng)復(fù)習(xí)初一和初二的學(xué)習(xí)內(nèi)容，培養(yǎng)學(xué)生優(yōu)良的英語學(xué)習(xí)習(xí)慣，幫助學(xué)生樹立自信心，提高發(fā)展學(xué)生自主學(xué)習(xí)的能力，形成有效的學(xué)習(xí)技能。第一篇：九年級英語上冊 詞組 人教新目標(biāo)版Unit 1 Topic 1短語 back from 回來 sorry for 為……感到遺憾 the way 順便問一下 photos 照相 farm work 干農(nóng)活 a long time 長時(shí)間 stories 講故事 summer classes 上暑期班 present 現(xiàn)在；目前 a hard life 過困難的生活 order to 為了 support to 支持 in touch with 保持聯(lián)系 sth oneself 親眼目睹 away 遙遠(yuǎn)的 the open air 在戶外 of 各種 in doing sth 成功做某事 over 檢查 up an outline 擬訂提綱 to 多虧 progress 取得進(jìn)展 part in 參加 detail 詳細(xì)地 the past 在過去 no chance 沒機(jī)會(huì) class 課后 and night 日日夜夜 than 超過 … from 向…… the future 在將來 about 夢想U(xiǎn)nit 1 Topic 2短語 lost 迷路 other 互相 sb up 打電話給某人 shopping 購物 least 至少 place 發(fā)生 of 因?yàn)?；由?strict with sb 對某人要求嚴(yán)格 by 增加了 out 執(zhí)行 short of 缺少 far 到目前為止 measu