新目标九年级英语教案

新目标九年级英语教案（精选6篇）

篇1：新目标九年级英语教案

Unit 5 It must belong to Carla.

Part 1: Teaching design (第一部分：教学设计)

Structures: Must, might, could and can’t for making inferences

Target language: Whose volleyball is this?

It must be Carla’s. She loves volleyball.

It could be Ted’s.

Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbage

Learning strategies: Sequencing, Deducing

SECTION A

Goals

●To learn must, might, could and can’t for making inferences

●To listen and speak making inferences

Procedures

Warming up by learning about modal verbs

Modal verbs are used to express ideas such as possibility, intention, obligation and necessity.

CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.

eg: I would have told you, if you had wanted me to.

eg: Yes, I can do that.

must

certainty 1. That must be Jerry. They said he was tall with bright red hair.

2. That must have been the right restaurant. There are no other restaurants on this street.

3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.

2. That must not have been the right restaurant. I guess there is another one around here somewhere.

3. NO FUTURE FORM have to

1a Looking and writing

Hello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.

1b Listening and matching

You are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.

Tapescript

Girl 1: Whose volley ball is this?

Boy 1: It must be Carla’s. She loves volley ball.

Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Dengwen. He loves cats.

Boy 1: Oh, and look, someone left a book.

Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.

Girl 1: OK… and how about this CD?

Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.

1c Doing pairwork

In pairs practice the conversation in the picture on page 34

Then make conversations using information in the chart in 1b.

Whose volleyball is this? It must be Carla’s. She loves volleyball.

Whose books are these? They must be Mary’s. The man is her favorite author.

Whose CD is this? It must be Grace’s. She likes listening to classical music.

Next is the conversation making inferences.

Girl 1: Whose toy car is this?

Boy 1: It must be Deng Wen’s. He loves toy car.

Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.

Boy 1: Oh, and look, someone left a magazine.

Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.

Girl 1: OK… and how about this volleyball?

Girl 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.

2a Listening and writing

Bob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.

Tapescript

Bob: Oh, look! Whose backpack do you think this is?

Anna: I don’t know. Look, here’s a school T-shirt.

Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy.

Anna: It could be Kumi’s hair band. She has long hair.

Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?

Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.

Bob: Then it must be Linda’s backpack. She has long hair and she’s on the tennis team.

Bob: You’re right!

2b Listening and filling

Next you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.

2c Filling and telling

On page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.

The notebook must be Ming’s. It was on her desk.

The homework can’t be Carol’s. She wasn’t at school today.

The soccer ball might be John’s or Tony’s. They both play soccer, don’t they?

The French book must be Li Ying’s. She’s the only one who’s studying French.

I can’t find my backpack. It might be still at school.

The photo must be Lu’s. Those are his parents.

The red bicycle can’t be Hu’s. She has a blue bicycle.

This ticket might be my aunt’s or uncle’s. They’re both going to the concert.

3a Reading, numbering and circling

On page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 parts and circle the words you don’t know.

Subject: Thanks! From: Linda

_④_ If you have any idea where it might be, please call me.

_②_ I think I dropped it during the concert so it might still be in the symphony hall.

_⑤_ I tried to call you but your mom said you were still at your optometrist appointment ( I hope you new glasses look nice!).

_③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam.

_①_ I’m really anxious, because I can’t find my backpack.

Thanks,

Linda

3b Doing pairwork

In pairs talk about the words you don’t understand. You can use “can’t”, “must”,” could” or “might”.

A: What do you think “anxious” mean?

B: Well, it can’t mean “happy”.

A: It might mean “worried”.

B: Oh, yes. She’s worried because of her test.

A: What do you think “concert” mean?

B: Well, it can’t mean “music”.

A: It might mean “a performance of music by players or singers”.

B: Oh, yes. She was in the symphony hall.

4 Doing pairwork

In pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.

A: Here’re some earrings. The owner can’t be a boy.

B: Well, it could be a boy. The earrings might be a present for his mother.

A: Here’s a school T-shirt. The owner must be a student.

B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.

A: Here’s a hair band. The owner can’t be a boy.

B: Well, it could be a boy. The hair band might be a present for his mother.

Closing down by looking and saying

Look at the picture below and say what is happening in the classroom.

篇2：新目标九年级英语教案

Part 1: Teaching design (第一部分：教学设计)

Structures: Relative clause with that and who

Target language: I like music that I can sing along with.

What about you? I prefer music that has great lyrics.

I love singers who write their own music.

Vocabulary: lyric, gentle, remind of, exhibition, prefer, photographer, energy

Learning strategies: Listening for specific information

Transforming information

SECTION A

Goals

●To learn to use Relative clause with that and who

●To listen to and talk about music

Procedures

Warming up by studying “Grammar Focus”

Hi, morning. Today we shall take up unit 6 “I like music that I can dance to.” But first we shall studying “Grammar Focus”. Turn to page 45.

Relative clause with that and who

What kind of music do you like?

Rosa likes music that’s quiet and gentle.

I love singers who write their own music.

We prefer music that has great lyrics.

Pay attention to the circle words. What do they serve as?

Pay attention to the underline clauses. What do they serve as?

1a Looking and circling

Turn to page 44, look at the picture and circle the sentences you agree with. Make your own sentences like this: I like music that…

I like music that is written in China.

I like music that sounds sweet.

I like music that we can dance to.

I like music that isn’t too low.

I like music that has good lyrics.

I like music that we can easily sing along with.

I like music that is made by our music teacher.

…

1b Listening and checking

Listen to the tape and check the music that Tony and Betty like.

Music that I can dance to Music that has great lyrics Music that I can sing along with

Tony √ √

Betty √ √

Tapescript

Betty: Oh, look. There’s the new Cool Kids CD.

Tony: The Cool Kids? Do you like them?

Betty: Oh, yeah. They’re my favorite band. I like music that I can dance to.

Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics… music that I can sing along with.

Betty: I like songs I can sing along with too. So what’s your favorite band?

Tony: The Lions. Their words are interesting and…

Underline the Relative clause with that and who in the listening tapescript for 1b on the blackboard.

1c Doing pairwork

Now in pairs talk about the music you like.

A: What kind of music do you like?

B: I like music that I can sing along with.

A: I prefer music that has great lyrics.

A: What kind of music do you like?

B: I like music that I can that I can dance to.

A: I prefer music that I can sing along with.

2a Listening and circling

Go to page 45 and listen to circle “T” for true or “F” for false.

Underline on the blackboard all the Relative clause with that and who and circle “that” or “who” in the relative sentences.

Tapescript

Boy: Look, Carmen. These T-shirts are great! Look at this one.

Girl: What a great T-shirt, Xu Fei. I really love Dan Dervish. I like musicians who play different kinds of music.

Boy: Hmmm… he’s okay…

Girl: He’s only okay?! You must be joking.

Boy: Well… I like musicians who write their own songs. Dan Dervish doesn’t write his own music.

Girl: Hmm. Well, I think he’s great.

Boy: The Modern’s T-shirt is interesting.

Girl: The Modern are really great. I love music that’s really loud and energetic.

Boy: I know you do… but I prefer groups that play quiet and gentle songs.

2b Listening and completing

Listen to the Tapescript in 2a again and complete the sentences in the box on page 45 in 2b.

About The modern About Dan Dervish

Xu Fei says 1. I prefer groups that play quiet and gentle songs. 3. I like musicians who write their own songs.

Carman says 2. I love music that’s really loud and energetic. 4. I like musicians who play different kinds of music.

2c Doing pairwork

In pairs make conversations using the information from 2a and 2b.

A: Does Xu Fei like The Modern?

B: No, he doesn’t. He prefers groups that play quiet and gentle songs.

A: Does Carman like groups that play quiet and gentle songs.

B: No, she prefers music that’s really loud and energetic.

…

3a Reading and matching

Next you are going to read Jennifer’s CD review. Then match the sentences parts on page 46.

1. It’s the kind of music that you can dance to. (d)

2. She likes musician who write their own lyrics. (a)

3. She doesn’t like songs that are too long. (e)

4. She likes singers who sings the words clearly. (c)

5. The music is like Brazilian dance music. (b)

3b Doing pairwork

You are going to talk with your partner about a CD you listened to recently. Ask and answer the questions as is on page 46 in activity 3a.

A: What CD did you listen to recently?

B: I listened to one called Heart Strings.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

B: The singer writes her own songs. I prefer singers who write their own lyrics. A: What CD did you listen to recently?

B: I listened to one called China China.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

B: It’s the kind of music that you can dance to. I prefer music that we can dance to.

4 Doing pairwork

Complete the survey on page 46 and then go to find classmates who agree with you.

My opinion Classmates who agrees

I like groups that dance to their songs. Ju Hongxia

I love singers who are tall and beautiful. Li Dongming

I can’t stand music that is too long. Zhao Hexing

I don’t like musicians who look like aliens. Wang Baofeng

Closing down by singing a clean-up song

Clean-up,

Clean-up,

Everybody, Everywhere!

Clean-up,

Clean-up,

篇3：新目标九年级英语教案

本单元的话题是谈论一些发明的历程及用途。学生可以针对这些发明的用途及特点, 发表自己的看法及理由。教师利用这些发明者的经历, 潜移默化地渗透“努力学习, 坚持自己的理想, 就会成功”的情感目标。本课时是在前面学习了被动语态的基础上, 阅读介绍茶叶的发明过程到仿写同一话题的作文, 是一节典型的阅读写作课, 具有一定的难度。

【教学目标】

1.语言知识目标:学习课文中的重点词汇ancient, remain, notice, produce, pleasant, pie, by accident, according to, fall into, throw, 达到四会;掌握并熟练运用一般过去时的被动语态。

2.语言技能目标:读懂并准确理解关于发明的文章;学会用被动语态描述某物发明的过程。

3.学习策略:掌握速读和细读的阅读技巧及记叙文的要素。

4.文化意识:了解世界上各种发明的由来, 学会做传承文化的使者。

5.情感态度:通过学习中国古代发明的文章, 激发学生的民族自豪感。

【教学重、难点分析】

重点:通过阅读文章, 准确把握文意, 提炼出撰写关于发明的记叙文的要素。

难点:根据范文, 学会使用被动语态仿写关于发明的短文。

【教学方法及手段】任务型语言教学法, 多媒体, 自制收纳盒, 飞盘, MP3, 矿泉水

【教学步骤】

S te p I Le a ding-in (3 minute s)

Greet to the class.

T:Hi, boys and girls!First let me introduce myself.I come from No.6 Middle School.My name is Du Hongmei.You can call me Miss Du.So nice to meet you, everyone!

S s:Nice to meet you, Miss Du!

T:Who put the paper notes here?It’s really in a mess.

(Teacher collects the paper notes in the box.Then show the box to the class.)

T:What is it?

S s:It’s a paper box.

T:What’s it used for?

S s:It’s used for putting small things/holding...

T:Why did we invent it?

S s:To collect things easier and make our room much tidier.

T:We have lots ofinventions tosolve the problemin dailylife.

T:When we listen to English, what do we use? (a TV?a computer?a mobile phone or a tape recorder?)

S s:A tape recorder.

T:But when you listen to English, can you take a recorder everywhere?

S s:No, we can’t.

T:In order to solve this problem, what people invented?Can you guess?

S s:MP3.

(Teacher takes out an MP3 and shows it to the class.)

T:What is it?What’s it used for?

S s:...

T:Yes, it’s used for listening to English or music any time and anywhere without disturbing others.

T:As we know, inventions like MP3 are changing our world all the time;they can make our life more convenient and more comfortable.Today we are going to talk about the inventions around us.We are going to learn Unit 9 When was it invented?Section B 3a～4b.

S te p II P re s e nta tion (10 minute s)

T:Next, we are going to learn some words about the invention of tea.Read the following stories carefully, try to guess the meaning of the red words.

(Show the stories on the screen and get the students to guess.)

(Teacher explains the usages of the newwords.)

S tory One

Long time ago, a shepherd (牧羊人) noticed his sheep became more active after eating some red fruit from a bush.He boiled some and it produced a pleasant smell, so coffee, one of the most popular drinks was invented.

(Teacher explains the usages of the new words and give examples.)

S tory Two

The Cowherd and the Weaver is a famous Chinese ancient legend.Now a new movie is made according to the story, lots of people go to see it in the theatre.

S tory Thre e

Once a boy fell into a big vat (缸) full of water.The other kids ran help.Only Sima Guang remained there.He picked up a big stone and threw it at the vat.The vat was broken and the boy was saved.

Read the new words after the teacher together.Then students read them together once.

Say out the new words and phrases according to the Chinese meanings.One reads twice.

S te p III Re a ding (20 minute s)

T:I’m thirsty now, what should I do?

S s:You should drink some water.

(Showa bottle of water.)

T:Water is one kind of beverage.Beverage means drink.Read after me.

T:Next we are going to talk about another beverage, tea.Do you knowhowtea was invented?

S s:...

T:Please open your books and turn to Page 72.Read the article quickly and find out who invented tea.

(Students read the article and answer.)

T:Read silently and carefully and discuss the following questions in groups of 4.

(Get each group to answer one question.)

T:Let’s read the article aloud together.

T:Well, next let’s read one paragraph after one and analyze the article.Please look at the screen.

P a ra gra ph One

Did you know that tea, the most popular drink in the world (after water) , ...invented...?

T:The first paragraph tells us what was invented.It's the thing of invention.

P a ra gra ph Two

Although tea wasn't brought to the Western world until1610, this beverage was discovered over three thousand years before that.According to an ancient Chinese legend, the emperor Shen Nong discovered tea when he was boiling drinking water over an open fire.

(Teacher explains the word over in this paragraph.Let the students sum up the main points according to the red words.)

S s:It tells us the time, the person and the place.

T:Yes, it tells us when it was invented, who it was invented by and where it was invented.

P a ra gra ph Thre e

Some leaves from a nearby bush fell into the water and remained there for some time.The emperor noticed that the leaves in the water produced a pleasant smell.Later he decided to taste the hot mixture.It was quite delicious.

T:The third paragraph tells us the process of the invention.It tells us how tea was invented.

P a ra gra ph Four

And in this way, one of the world’s favorite drinks was invented.

T:The last paragraph tells us how important tea is.It tells us the importance of the invention.

T:Next please discuss on how to write about an invention in groups of four and fill in the form on the study plan.

(Lead the students to sum up the main points and write onthe blackboard.)

T:If there is time, place, person, cause, process and result in an article, we call it a narrative.

(Explain the six elements and narrative in Chinese.)

T:Look, it’s a flying disk.Read after me, flying disk.Who can play it?It’s an important invention because it can bring us a lot of fun.Read the article and try to find out the six elements of narrative.Discuss in pairs, fill in the chart using the question like:—What was invented?—Flying disk.

From pie pla te to flying dis k

The flying disk was invented by college students.The original flying disk was really a metal pie plate from a bakery in Bridgeport, Connecticut (布里奇波特, 康涅狄格州) .The students liked to eat the pie and then threw the pie plates each other.In the 1950s, a company began making plastic disk.Now there are flying disk clubs, a flying disk magazine, and even a national flying disk festival each September.

(Get several pairs to act out their conversations.Show the correct chart on the blackboard.)

S te p IV Writing ta s k (5 minute s)

T:We have learnt two articles about invention.I think you have known how to talk or write about an invention.If you are a magazine reporter, you want to introduce an invention.You can choose either of them to write about.Write it on your papers.

(Students:Write their compositions on the paper.Teacher goes around giving help if necessary.)

S te p V Comme nts (5 minute s)

T:Do you know how to check a composition?Let me give you some advice on it.

(Teacher shows the ways to check a composition on the screen and make two or three examples.)

S te p VI S umma ry&Home work (2 minute s) T:What have we learnt in class?

S s:...

T:Which country did Shen Nong come from?

S s:China.

T:Tea was invented by Chinese.But tea is drunk by people all over the world.What do you think of it?Don’t think that Chinese people are great and wise?

S s:Sure.

T:I think we should be proud of our motherland and our Chinese people.You can also be a great inventor.First, you should have the idea, next you should work hard and hold on to your dream, you can achieve your dream one day.

篇4：新目标九年级英语教案

1. I had a wonderful time at the party. （改为

感叹句）

______ ______ ______ ______ I had at the party！

2. This idea sounds so amazing. （改为感叹句）

______ ______ this idea sounds！

3. “The parade will be the best part of the trip，” said Jim. （改为含有宾语从句的复合句）

Jim said ______ the parade ______ be the best part of the trip.

4.“Are you sure of the time？” James asked me. （改为含有宾语从句的复合句）

James asked me ______ I ______ sure of the time.

5. Our teacher said to us， “Light travels faster than sound.” （改为含有宾语从句的复合句）

Our teacher told us ______ ______

______ than sound.

Ⅱ. 从方框中选择合适的词组，并用其适当形式填空。

1. Our parents are the people who ______ us most in the world.

2. The music made me ______ my happy childhood.

3. If he goes on driving cars like that， he is sure to ______ in hospital.

4. If you go to the photo exhibition （展览）， the photos will ______ you ______ the earthquake on May 12， 2008.

5. Jenny usually ______ at 5 oclock in the morning.

Ⅲ. 阅读理解。

Mr. Lee was in bed and was trying to go to sleep when he heard the bell ring. He turned on the light and looked at his clock. It was twelve oclock. “Who can it be at this time of night？” he thought. He decided to go and find out. So he got up， put on his dressing gown（浴袍） and went to the door. When he opened the door， there was nobody there. “That is very strange.” Then he went back to his bedroom， took off his dressing gown， got back into bed， turned off the light and tried to go to sleep.

A few minutes later he heard the bell ring again. Mr. Lee jumped out of bed very quickly and rushed to the door. He opened it， but again he found no one there. He closed the door and tried not to feel angry. Then he saw a piece of paper on the floor. He picked it up. There were some words on it： “It is now after midnight（午夜）， so it is April Fools Day. April fool to you！”

“Oh， it was the English boy next door！” Mr. Lee exclaimed（惊叫） and almost smiled. He went back to bed and felt asleep at once. The bell did not ring again.

（ ）1. Mr. Lee went to bed ______.

A. before twelve oclock

B. after twelve oclock

C. when the bell rang

D. when he saw the boy

（ ）2. Why did Mr. Lee rush to the door when he heard the bell ring the second time？

A. He wanted to open the door for the visitor.

B. He wanted to find out who the visitor was.

C. He was afraid of the ring.

D. He was waiting for someone.

（ ）3. From this passage， we learn that we can ______ on April Fools Day.

A. say “Hello” to each other

B. dance and sing at night

C. play jokes on each other

D. send presents to children

（ ）4. Mr. Lee thought the English boy ______.

A. was a good boy

B. was friendly with him

C. shouldnt ring the bell at midnight

D. did a dangerous thing just now

（ ）5. How about the English boy according to the passage？

A. He is friendly.

B. He is nervous.

C. He was handsome.

篇5：新目标九年级英语教案

unit 1 how do you study for a test？

一、教学目标

1、语言目标 1）询问别人的学习方法

2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标1）how do you study for a test？ i study by ving.2)the way to do sththe way of doing sth have trouble doing sth 的用法

3、能力目标 1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难 2）学会给出关于学习方法的建议

二、重点知识

1、重点单词

基本要求：会读、会写、会用。

2、重点短语

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求： 会读、会写、会用。

3、重点语法 1）how 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含义，学以致用。

三、导学案 section a ● 例析导学

1、they also have fun。fun n.乐趣，玩笑 【拓展】 1）have fun 意为―过的快活‖相当于enjoy oneself have a good time例如：you are sure to have fun at the party。

2）have fun doing sth 意为―开开心心做谋事‖

例如： the children are having fun playing this game.类似的结构还有have trouble /problems experience doing sth

2、„and then end up speaking in chinese.end up 结束,后接动词的v-ing形式 end up with 以„„结束,以„„而告终 例如: the game ended up with a song.【拓展】 end 作名词

1.端，尖，末端，终点 例如： the end of the year 2.边缘；极点，极限例如：the end of the road 3.结局，结果。例如：the end of the story

3、„„joining the english club at school was the best way to improve her english.the best way to do sth 做谋事的最好方法

【拓展】 1)way 方式 , 方法 有两种用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介词后面跟表示地点的名词做宾语 例如: he got lost and couldn‘t find his way home.4、do you ever practice conversations with your friends ? 1)ever adv.曾经

【拓展】一般用于疑问句,否定句中,表示频率。类似的词还有always，usually，often，sometimes，hardly，ever，never，用在行为动词之前，助动词之后。2）practice n。& v.练习,实习,实践, practice doing sth.练习干某事

例如:he practices running every morning.5、i‘ve learned a lot that way.a lot 很多,非常

【拓展】1)在句中做主语例如:a lot has been done about it.2)在句中做宾语 例如: you have done a lot for him.3)在句中做状语 ,且可修饰比较级

例如: he feels a lot better today.4)a lot of 或 lots of 可修饰不可数名词和可数名词复数

例如:there are lots of differences between them.6、she added that having conversations with friends was not helpful at all.add v.增加 ,补充说 , 继续说

【拓展】 1)add sth to sth.添加 ,增加

例如: if you add five to nine ,you will get fourteen.2)add up to 总计 例如: these numbers add up to 177.● 专项练习选择填空

1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析导学

1.how do you study for a test? i study by listening to tapes.你怎样学习,准备应考？通过听录音。

how是用来提问―怎么，怎样‖的疑问词，引导一个特殊疑问句，经常用by加动词的ving形式，表示―通过„„方式，方法‖或―借助某种手段‖

例如： how do you usually go to school ？ i go to school by bus。he makes a living by working on the farm。

2.what about listening to tapes？ 听录音怎么样？

what about „？相当于how about„？后面可跟名词、代词或动词ving形式。常用来提出建议，征求意见或询问情况。相类似句子有why not +v„？let?s +v.shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices.语音难以理解。

too +adj /adv +to do 表示‖太„„而不能„„‖,句中it是形式主语,真正主语是动词不定式。可与so„that 和enough„to do sth 改写.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.4、„he finds watching movies frustrating because the people speak too quickly.watching movies 动名词做宾语,frustrating 形容词做宾语补足语 find +宾语+形容词 发现„„例如: he finds english interesting.不定式做宾语时,用find it adj.for sb.to do sth he found it difficult to pass the exam.● 专项练习

1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教学设计

本节课以英语学习为话题，重点是介绍英语学习的方法，section a 就是紧紧围绕该话题，以听说方式展开学习运用的。教学目标

知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用how 引起的特殊疑问句及by的用法。能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用how和 by来介绍学习方法进行对话练习。教学重难点

1、熟记重点单词短语。

2、how对方式方法来提问及by的用法 课型：听说课 教学过程 预习词汇

布置学生预习section a的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。课前朗读 朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入

1．检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出how引起的特殊疑问句，从而导入本课的话题。3．专项练习

1）让学生根据section a中的1a第一人称来练习how do you study for a test ？ i study by„这个句式，让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对how 引起的特殊疑问句，the way和improve等词的用法进行综合操练。

二、听力训练 1．多层听 听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。听（2）：通过听力，判断一下所听到的句子是那些。

听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。2．听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1．读前听 听（1）：让学生根据听力内容进行对话练习，练习how以引起的特殊疑问句。听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。

以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使篇二：人教版新目标九年级英语最全教案 九年级全一册英语学案及教学设计

unit 1 how do you study for a test？

一、教学目标

1、语言目标 1）询问别人的学习方法

2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标1）how do you study for a test？ i study by ving.2)the way to do sththe way of doing sth have trouble doing sth 的用法

3、能力目标 1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难 2）学会给出关于学习方法的建议

二、重点知识

1、重点单词

基本要求：会读、会写、会用。

2、重点短语

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求： 会读、会写、会用。

3、重点语法 1）how 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含义，学以致用。

三、导学案 section a ● 例析导学

1、they also have fun。fun n.乐趣，玩笑 【拓展】 1）have fun 意为―过的快活‖相当于enjoy oneself have a good time例如：you are sure to have fun at the party。

2）have fun doing sth 意为―开开心心做谋事‖

例如： the children are having fun playing this game.类似的结构还有have trouble /problems experience doing sth

2、„and then end up speaking in chinese.end up 结束,后接动词的v-ing形式 end up with 以„„结束,以„„而告终 例如: the game ended up with a song.【拓展】 end 作名词

1.端，尖，末端，终点 例如： the end of the year 2.边缘；极点，极限例如：the end of the road 3.结局，结果。例如：the end of the story

3、„„joining the english club at school was the best way to improve her english.the best way to do sth 做谋事的最好方法

【拓展】 1)way 方式 , 方法 有两种用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介词后面跟表示地点的名词做宾语 例如: he got lost and couldn‘t find his way home.4、do you ever practice conversations with your friends ? 1)ever adv.曾经

【拓展】一般用于疑问句,否定句中,表示频率。类似的词还有always，usually，often，sometimes，hardly，ever，never，用在行为动词之前，助动词之后。2）practice n。& v.练习,实习,实践, practice doing sth.练习干某事

例如:he practices running every morning.5、i‘ve learned a lot that way.a lot 很多,非常

【拓展】1)在句中做主语例如:a lot has been done about it.2)在句中做宾语 例如: you have done a lot for him.3)在句中做状语 ,且可修饰比较级

例如: he feels a lot better today.4)a lot of 或 lots of 可修饰不可数名词和可数名词复数

例如:there are lots of differences between them.6、she added that having conversations with friends was not helpful at all.add v.增加 ,补充说 , 继续说

【拓展】 1)add sth to sth.添加 ,增加

例如: if you add five to nine ,you will get fourteen.2)add up to 总计 例如: these numbers add up to 177.● 专项练习选择填空

1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析导学

1.how do you study for a test? i study by listening to tapes.你怎样学习,准备应考？通过听录音。

how是用来提问―怎么，怎样‖的疑问词，引导一个特殊疑问句，经常用by加动词的ving形式，表示―通过„„方式，方法‖或―借助某种手段‖

例如： how do you usually go to school ？ i go to school by bus。he makes a living by working on the farm。

2.what about listening to tapes？ 听录音怎么样？

what about „？相当于how about„？后面可跟名词、代词或动词ving形式。常用来提出建议，征求意见或询问情况。相类似句子有why not +v„？let?s +v.shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices.语音难以理解。

too +adj /adv +to do 表示‖太„„而不能„„‖,句中it是形式主语,真正主语是动词不定式。可与so„that 和enough„to do sth 改写.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.4、„he finds watching movies frustrating because the people speak too quickly.watching movies 动名词做宾语,frustrating 形容词做宾语补足语 find +宾语+形容词 发现„„例如: he finds english interesting.不定式做宾语时,用find it adj.for sb.to do sth he found it difficult to pass the exam.● 专项练习

1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教学设计

本节课以英语学习为话题，重点是介绍英语学习的方法，section a 就是紧紧围绕该话题，以听说方式展开学习运用的。教学目标

知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用how 引起的特殊疑问句及by的用法。能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用how和 by来介绍学习方法进行对话练习。教学重难点

1、熟记重点单词短语。

2、how对方式方法来提问及by的用法 课型：听说课 教学过程 预习词汇

布置学生预习section a的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入

1．检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出how引起的特殊疑问句，从而导入本课的话题。3．专项练习

1）让学生根据section a中的1a第一人称来练习how do you study for a test ？ i study by„这个句式，让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对how 引起的特殊疑问句，the way和improve等词的用法进行综合操练。

二、听力训练 1．多层听 听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。听（2）：通过听力，判断一下所听到的句子是那些。

听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。2．听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1．读前听 听（1）：让学生根据听力内容进行对话练习，练习how以引起的特殊疑问句。听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。

以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使篇三：人教版新目标英语 初三 英语教学案例---不妨空手进课堂 背景

《英语课程标准》提出学生的发展是英语课程的出发点和归宿。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程。教师应在教学过程中有意识的加以适当的引导，激发学生对于掌握一门外语的迫切需要性，引发他们学习的积极性和主动性，充分发挥学生在课堂上的主体作用。一堂成功的课，应该让学生自始至终掌握主动权，教师只是充当“组织者” “促进者、”“合作者、”“咨询者、”“参与者、”“引导者、”“顾问”等多种角色，最大限度地给学生提供参与的机会，学生的主体性得到了体现，自然就产生了求知和探究的欲望，也就把学习当作一件乐事。问题的发现与解决

上课铃响了，我匆匆忙忙地赶往教室，猛然发现自己只带了刚批好的作业本，而忘带了教课书、备课笔记和教学参考，心里不由一阵慌乱。回办公室去拿，岂不是要耽误时间？可现在两手空空，又恐怕要误人子弟。

师生问候完毕，学生在静静地等候我的下文，面对三十多双期待的眼睛，我一边暗暗庆幸备课时认真地钻研了教材，心中有一些底，一边脑子急速转动，想着对策。英语新课程标准不是强调要把课堂还给学生吗？我何不“偷”一回“懒”，让学生给我上一堂课。于是，我向学生坦白了我的尴尬处境，并与学生商量：“老师什么也没带，这节课你们来教我吧。”学生一阵惊愕，一片哗然，继而跃跃欲试。一堂师生角色互换、别具一格的英语课拉开了帷幕： teacher（故作疑惑）：what we will learn today？ the students answered together and loudly，unit1 < my new teachers> part a let’s talk.一学生上黑板写题目，一笔一画，极为认真，颇有老师的架势。teacher：who can help me review the words in part a let’s learn ? 学生们跃跃欲试，脸上抑制不住兴奋，他们也许为能帮助老师而自豪，也许为自己学有用武之地而快乐。我请了一位平时学习成绩中等的同学，只见他迅速地拿着自己的学生卡片来到讲台前，模仿着我平时的样子。先让同学们齐读一遍，然后将卡片的顺序打乱让其他同学猜下一张是什么？台下的同学积极举手，踊跃发言。很多同学还自然而然地将单词和句子结合在一起使用如my chinese teacher is strong and kind.we all like her.师（迫不及待）：who’s your english teacher? what’s she like? who can tell me? ss: miss bao is our english teacher.she’s young and tall.she’s funny and kind.(异口同声)teacher: what about your other teachers? talk about your math/science/? teachers with your friends.学生积极讨论，有的准备用对话的形式；有的准备用介绍的形式；有的准备用表演的形式，花样还挺多。接下来的汇报让我一阵阵惊喜，也让我一次次震惊，我发现了许多原本该发现而没有发现的东西?? 他竟然是位朗读高手。开学半个多月，他从未发过言，上课小动作还不断，我曾搞过突然袭击，可他总是一言不发。今天，他破天荒地举了手，我有些狐疑地叫他试试，没想到他不仅讲得正确、流利，而且还不时地模仿老师平时地动作、神态，课堂气氛异常活跃。在激动之余，我不由一阵汗颜。教师不该带着有色眼镜看人，应拥有一双善于发现的眼睛。课堂，应给每位学生施展才能的机会——他们是表演的天才。let’s talk.课文下面准备地几幅图片都非常生动有趣。学生在短短的几分钟内排演成了课本剧，我不得不佩服学生的理解能力和表演天赋，他们把课文中地对话进行了扩展和延伸，将新知和旧知有机地结合在一起，表演得惟妙惟肖，他们不仅依托课本运用了课本中的语言结构，还自然地融入了自己的理解、自己的语言。学生在轻轻松松的表演中，不知不觉就达到了教学目标。反思

外语学习的首要任务是“学”而不是“教”。科德（corder,1981）曾经说过，有效的语言教学不应违背自然过程，而应适应自然过程；不应阻碍学习，而应有助于学习并促进学习；不能令学生去适应教师和教材，而应让教师和教材去适应学生。作为外语教师，我们知道，英语不同于其他基础学科，它是一门实践课，其语言技能是需要通过学生个人的时间才能培养和提高的。因此，他的教学效果在很大程度上取决于学生的主观能动性和参与性。认知理论认为，英语学习的过程也就是新旧语言知识不断结合的过程，也是语言能力从理论知识转化为自动应用的过程。而这种结合和转化都必须通过学生自身活动才能得以实现。

没想到，我无意中空手上的一堂课，却成了我与学生最快乐、最轻松也最满意的一堂课。原来，没有了教本、教案、教参，就没有了束缚。教师就不必随着教本亦步亦趋，学生也就不必随着教师预设的圈套乖乖就范。没有了束缚，就拥有了自由，师生就能以平等的身份出现，平等地交流自己的感受和意见，相互理解，相互欣赏。教师无所牵挂，心中只有学生，教师跟着学生的思路走，随机调控，灵感跌出。学生无所限制，思维自由驰骋，在与文本、教师、同学的平等对话中，感受到自身的价值，感受到共享的甜蜜，感受到成功的快乐。空手进课堂的感觉真好，不过，这无疑对教师是个挑战，教师必须对课本烂熟于心，必须对教材钻研深刻，必须预先猜测学生在课堂上的一些“可能”，必须有灵活的应对能力。空手进课堂，决非容易，功夫还在课外。

参考目录： 1．《英语课程标准》（实验稿）2．《新课程新教材教学案例与评价示例》 unit 7 what does he look like? sectiona(the first period)龙泉外国语实验学校胡玲 课堂实录：

在悠扬的轻音乐中，我开始了上课。这是一堂人物外貌的描述课，所以我用一个游戏“pally says„”game开始引课。

stepi.guidance: play “pally says„”game目的在于活跃气氛，调动学生的积极性，减少学生的紧张情绪。加之五官属于人的长相的范畴，所以与此课人物外貌相关连，这样引入就能自然过渡到本节课的内容。人物前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学习兴趣为主，通过活动让学生感知、操练语言，为下一步活动做好铺垫。rulers: if pally says touch your eyes/ears/ nose/mouth/shoulder/legs/arm.you should do it.if it doesn’t say that, you can’t do it.if you are wrong, you have to sit down.the person who does it correctly is the winner.after that we begin to study our lesson.t: do you like miss hu? ss: yes.t: why? ss: because you are beautiful.t: thank you.do you like her?(图片展示)ss: yes.t: ok, i know you think she is a beautiful girl, too.and you like any beautiful person.today we learn unit 7 what does he look like?(图片展示同时板书。)step ii.teach the new words and new sentences pattern.the teacher uses the pictures to lead and teach the new words and the new sentence pattern.and then ask the ss to describe the classmates.先利用图片展示进行新单词句型的引入,让学生熟悉。接着要求其他同学描述三位外貌典型的同学，再小组练习。这样更形象，更贴近生活，学生更容易接受，加强了学生间的合作与交流。再按发形，身高，体重的类别练习以免混淆，同时加深记忆。在教学的过程中，我要求学生描述教室里听课的老师，学生们十分激动，想着能用英语描述自己的老师了，他们特别高兴。此时的气氛很活跃。stepiii.pair work at first the teacher gives the ss an example.then ask ss practice like this.a:what does he look like? b: he has short hair.he is tall.he is medium height.这样完整地描述人的外表是为后面能安排、完成任务做铺垫，同时能检测学生的掌握情况，以便老师随时调控。

stepiv.play a guessing game.at first the teacher gives the ss an example.then ask ss to describe anyone in the classroom.let the others guess.这个游戏的安排目的是让学生通过他人的描述，去发现别人的外部特征。培养学生听、说以及辨别能力，同时可活跃课堂气氛。

stepv.free talk: talk about any person who you like.这是一个任务教学，让学生描述自己的家人、朋友及喜爱的明星，增添他人对自己的了解。学生拿出事先准备好的自己最喜爱的电影、足球明星，在小组里轮流进行描述。然后在组与组之间进行资源共享，让学生在讲台上用投影仪进行展示。（通过这一活动，使学生在掌握一定的英语基础知识和基本技能，能与小组成员合作共同完成学习任务，发展语言的综合运用能力，并创造性地使用英语表达自己的思想）。stepvi.describle and draw ask ss to describle “what do you look like when you are 20 years old and draw a picture of it.设计这个任务目的在于让学生能学有所用，想象设计一下自己20岁风华正茂时的样子，并画出来，让此堂课别开生面，乐趣横生。同时这培养学生的多种能力，让其能动手动口。stepvii.1a—1b 在学生掌握好的前面的知识的基础上再处理学习书上的知识，就化难为简，学生才能得心应手，同时让学生整体回顾本节课的重点内容。stepvii.motto 此格言的安排是为了培养学生尊重他人的品德，不以貌取人。stepix.homework.1.copy the sentences in grammar focus.2.describe your friend,your parent, your teacher or any other person,and then write it down in your exercise book通过以上几步的语言输入练习，让学生在进一步创造性活用所学语言，提高学生的写作能力。

初二英语分层次教学中个案辅导策略研究

[ 录入者:admin | 作者:未知 | 来源:网络采集所得| 浏览:394次 ] 一.情况概述

学生的学习可能性与教学要求之间的矛盾的对立统一关系是教学发展的动力。分层递进教学着眼于协调教学要求与学生学习可能性的关系，推动教学过程的展开。学生的学习可能性存在着差异，每一位学生都有发展的潜能，于是教师要针对不同的学生，在分层递进教学中对学生的学业进行行之有效的个别辅导。

自2003年9月起在初二(5)班英语教学中实行了分层次。即把我所任教的初二(5)班，按英语学科的成绩，重新组合分为a、b两个教学层次。a层次相对是学业成绩较差的一个班，而b层次是相对成绩较好的一个班。分层次是分层递进教学的一种授课形式。

分层次之后，学业成绩相近的学生在一起学习，便于教师在授课时提出与他们的可能性相协调的要求，采取适宜的方法，更有效地开展教学活动，在这种学习氛围中也有利于学生展开竞争。b层次尽管学生学业成绩相对较好，但其中也不乏学科发展不平衡的学生，初二(5)班黄××同学，便是其中较为典型的一例。黄××同学是工人子女，初二才从海南转来本校学习。该学生英语科成绩在进校时的一次初二摸底考中只得了63分。对于一个在b层次学习的学生，她英语学科的分数在班里是属于最低档a层。经过几方面综合分析，我认为造成黄××同学英语学科成绩不良的因素是：1.由于海南与福建两地使用的英语教材不同，有些词汇与语法现象黄××同学没学过；2.由于教学体制与体系不同，一般外地学生来本校求学时，均感到外语学习费力；3.学生自己本身在学习中存在偏科现象，而英语又是其薄弱的一项。但是黄××同学本人学习勤奋刻苦，人品正直，资质不错，有学习的潜力，且愿意在学习上下功夫。

二.个案辅导策略

现代教育指出一个好的教师不仅要向学生传授知识，而且要通过有目的的教学教给学生独立地掌握知识的本领。心理学家e.d加涅认为现在公共教育存在的两个问题，一是教师如何改进他们的教学；一是学生如何改进他们的学习。加涅将这两个问题概括为教学策略和学习策略。越来越多的研究结果证实，学习困难学生的学习策略通过教师教学和课后辅导相结合，能提高学习困难学生的学业水平，也能改善他们的学习策略。黄××同学的英语学业成绩不良，有其客观性，九年制义务教育对于普及文化知识是一种强有力的保证，英语学科的教学还只是处在入门阶段，如果在入门阶段就及时发现问题，及时地进行学习方法的指导、学习能力的培养，对学习过程进行有效地调控，那么学生学习成绩不良的状况会得到有效地改善，学生的学习能力会进一步地提高。黄××同学学习自觉有热情，教师关键要在学习方法、学习策略上予以辅导。在分层施教的教学环境中要充分利用学生其自身差异的特点，利用开发这些资源，挖掘学生的潜力，让学生主动学习。三.操作方法

(一)学习策略的辅导

学习策略是指主动的学习者在特定的学习情境中运用的学习方法和学习调控的有机统一。学习策略不仅包括一些具体的学习方法或技能，而且包括能根据学习任务和情景特点，制定合理的计划，运用合适的学习计划，正确的对学习过程进行监控。1.制定学习计划

篇6：新目标九年级英语教案

让学生巩固书信和E-mail的格式，掌握写信和发E-mail两种通讯方式，对比两者哪个更好。

【活动综述】

这个讨论活动的设计使学生真正把语言当作交际工具来使用，学生从自己的生活经验和认知水平出发，实践、参与、合作与交流，大胆地表达自己的观点。这次讨论活动开拓了学生的思路，激发学习的热情，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、形成自主学习能力的过程。

【活动目标】

1．让学生复习和巩固英语书信的格式，帮助学生掌握用英语发E-mail的方法。

2．通过小组讨论“写信和发E-mail哪个更好”，提高学生的会话、辩论、对比的能力，培养辩证地看问题的意识；加强学生运用现代化通讯手段的能力；培养环保意识和与时俱进的精神。

【活动准备】

1．准备一封海外来信和E-mail的范文。

2．提前安排学生用英语给老师和同学写信和发E-mail。

【活动过程】

一、活动导入，激发兴趣。

1．提问了解情况：

Do you often write to your friends who are not in China ?

Have you got any penfriends abroad?

Do you write to them in English?