【正文】 stions.Ⅵ.Teaching Language FocusExplain some useful expressions in the on a visit to… interested in… to do something covered with is on a visit to is interested in 39。picture Teaching objectives: the grammar: the passive voice in the Past Simple some new words and useful Focus: interested in… display covered with the 1920s39。t : Oh, went to the : Is it interesting?Mary: Yes, I saw many things ________ were all ________ hundreds of years : Are there any new ________?Mary: not go there and have ________?Kate: That39。s it made of?What39。s it made? What39。Lesson 37Period: The First Period Content: Lesson 37 Properties: Recorder Teaching Objectives: the grammar: the Passive Voice in the past Simple some new words and useful Focus:on show, hundreds of, invent / invention Teaching Procedures:Ⅰ.OrganizingGreetings and make a duty report.Ⅱ.Revision the the name of objects from the last unit and the Passive Voice: What39。5． 認真學習“A visit to the Natural Museum”，掌握一些有關dinosaur的常識，豐富自己的背景知識。3． 進一步復習一些電話用語和電話對話中時態(tài)的綜合運用。第四篇：九年級英語unit10教案教學目標1． 學習一些公共場所的標志和說明，要能正確理解，規(guī)范自己的行為。我想：教是為了學生的“學”，是要讓學生會“學”，我們老師應該給予學生進行獨立思考、獨立解決問題的空間。其二，布置學生的寫作，沒能及時在課堂上進行反饋、點評。這一環(huán)節(jié)能夠很好地體現(xiàn)出學生合作學習、互相交流的精神，培養(yǎng)語言能力和創(chuàng)新精神。學生根據(jù)所學的知識，能夠流利地講述自己曾經(jīng)有的特別的一天，使他們能夠在運用中感受自己的成就感，體會到學習的快樂，很好地激發(fā)了他們學習的熱情。其三，我注意語感教學。其二，我以教材為基本，但又不拘泥于課本，利用多媒體創(chuàng)設情景，促使學生感悟和體驗教學內(nèi)容與生活的內(nèi)在聯(lián)系，培養(yǎng)學生語言技能和語言運用能力。最后，讓學生根據(jù)所學知識進行寫作，使他們的寫作技能得到發(fā)展和提高。在這一環(huán)節(jié)中，我詢問了學生對愚人節(jié)的了解。通過完成一個任務，讓學生運用所學內(nèi)容，既鞏固了本課所學的目標語言，又開拓了學生的思維，使學生的語言運用源于書本又高于書本，培養(yǎng)學生在實際活動中運用本單元所學的內(nèi)容，來解決現(xiàn)實生活中的實際問題的能力，真正達到了新課標提出的培養(yǎng)學生綜合運用語言的能力。通過反復操練，鞏固句型，體會句型的結構，同時加強運用相關的目標句型，如：get outside,get to school,start doing,be late for?等，并為聽懂聽力內(nèi)容打下基礎。把優(yōu)化課堂教學當成教育的主渠道，盡最大可能為學生創(chuàng)設運用英語的情景，指導學生積極地運用語言，在學中用，在用中學。這個單元的語言目標主要是讓學生掌握過去完成時的用法；學會談論過去發(fā)生的事情，會使用以下基本句子：By the time I got outside,the bus had already you ever been to…? Yes,I happened to David on April Fool’s Day本單元我充分利用情景教學法，首先，我創(chuàng)設與本單元話題相關的情景，如展示“我的尷尬”的一組圖片，通過自己講述自己尷尬的經(jīng)歷，激起學生對話題的興趣。sample one(對話形式)：what happened first? i happened next? by the time i got up, …h(huán)ad already gotten….…got outside, …h(huán)ad left….…got to school, …h(huán)ad left….what happened then? by the time i got home, …h(huán)ad left….…got back to school, … had rung….…walked into class,… had started…what happened at last? the teacher looked at tina and….sample two(短文形式)：tina ___(oversleep).by the time she ___(get)up, her brother ___(get)in the the time she ___(get)outside, the bus ___(leave).when she ___(get)to school, she ___(realize)she ___(leave)my backpack at she ___(get)home, she ___(realize)she ___(leave)my keys in the the time she ___(get)back to school, the bell ___(ring).by the time she ___(walk)into class, the teacher ___(start)teaching teacher looked at tina and said, “ you ___(should get)to school on time ”.，不但可以進一步鞏固語法，還可以提高他們的寫作能力。when i got to school, i realized that i had left my backpack at home when i ________(get home), i _______(realize)i _______(leave)my keys by the time i ____(get)back to school, the bell ________(ring).by the time i _______(walk)into class, the teacher __________(start)teaching ，來練習過去完成時。s2: by the time he got to school, the bell had 。by the time she got up, her brother had already got in the the time she got outside, the bus had already ，完成句子，進一步理解過去完成時。具體的教學過程：“發(fā)現(xiàn)”區(qū)別為例，減緩學生的緊張和焦慮，并為