新目标人教版九年级英语教案【1】下面是小编精心为大家整理的新目标九年级英语教案（优秀8篇），在大家参照的同时，也可以分享一下给您最好的朋友。
一、学习目标：
知识目标：能正确使用Module 3 中的单词和词组；
能力目标：能够谈论自己喜欢的运动队或体育明星；
情感目标：学习运动员不畏艰难、刻苦训练的精神。
二、重点、难点：
重点：1. 应用本模块交际用语，如：What do you reckon?; Don’t let them get to you!等；
2. 掌握表达观点的句式，如I agree/ I don’t agree with…/ I think you are right/
It’s true. / So do I.
难点：1. 辨析win和defeat, compare…with和compare…to的区别；
2. 一般过去时和一般将来时的被动语态。
三、知能提升
（一）重点单词
［单词学习］
1. allow
用法v. 允许
allow (doing) sth. 允许（做）某事
allow sb. to do sth. 允许某人做某事
be allowed to do sth. 被允许做某事
例句(1) They don’t allow smoking. 不许他们抽烟。
(2) My father won’t allow me to drive a car. 爸爸不允许我开车。
考查点allow后跟含不定式的复合宾语结构及其被动形式。
易错点易混淆allow sb. to do sth. 与be allowed to do sth. 的使用。
考题链接
You ______________________ football in the street.
A. allow to play B. aren’t allowed to play C. aren’t allowed playing
答案：B
解题思路：此题考查allow的用法，由于allow后不能直接跟动词不定式，所以先排除A；而“被允许做某事”的表达是“be allowed to do sth.”，所以选B.
2. against
用法prep. 与……相对，相反，反对，依靠
be against 反对，不同意
play against 与……对抗
例句No one is against the proposal. 没人反对这项提议。
Our football team will play against theirs this afternoon.
今天下午我们的足球队将和他们的足球队进行比赛。
考查点词义理解。
易错点against的拼写及误将against作动词用。
考题链接
Some people were for the idea and others _______________ it.
有些人赞成这个观点，另外一些人则反对。
答案：were against。
解题思路：首先根据题目所给出的信息知道所填内容的意思是“反对”，由于against是介词，作谓语时要与be动词连用，而前面的时态用了一般过去时，所以be动词也要用一般过去时，others是复数，故应填were against.
3. encourage
用法v. 鼓励；
encourage sb. to do sth. 鼓励某人做某事； be encouraged to do sth. 被鼓励做某事
例句(1) Mother always encourages me to study hard. 妈妈总是鼓励我要努力学习。
(2) I am encouraged to try again by the teacher. 老师鼓励我再试一次。
考查点encourage后跟含不定式的复合宾语结构及其被动形式。
易错点encourage sb. to do sth. 及be encouraged to do sth. 在使用时易混淆。
考题链接
英语老师经常鼓励学生大声说英语。
English teacher often _______________________________________English aloud.
答案：encourages the students to speak
解题思路：这道题要我们翻译的是“鼓励学生说”，考查的是encourage sb. to do sth.这个短语的使用，题目所给出的时间是often, 所以填encourages the students to speak。
4. defeat
用法v. 打败，击败
考查点defeat和win的辨析。
defeat和win的区别：
defeat：“打败，击败”，后面的宾语通常是人或队（team）,而且defeat一般用在被动句中。如：His team was defeated again. 他的队伍又被打败了。
win：“赢，获胜”，常接的宾语有game, match, race, prize等。
如：We won the football match just now. 我们刚才赢了足球比赛。
易错点defeat和win的用法混淆。
考题链接
—Did you ___________ the first prize of the league match?
—Of course we did. We __________ all the other teams.
A. defeat, beat B. win, win C. win, beat
答案：C.
解题思路：解此题要注意所给出的宾语，问句给出的宾语是the first prize，所以先排除A，因为defeat后不能跟prize; 答语给出的宾语是all the other teams，所以排除B，因为win后不能跟team, 而
beat和defeat后都可以跟人或team, 故选C。
［即学即练］
①—I don’t allow ________________ only in my bedroom.
—But I don’t allow my family _______________ anywhere.
A. smoking, smoking B. to smoke, smoking C. smoking, to smoke
②He __________ me at chess yesterday.
A. defeated B. won C. was beaten
③His parents often encourage him ___________ hard.
A. work B. working C. to work
④We lost the game, we were d___________ by No. 1 Middle School.
⑤We will play a _____________ a team from Shanghai in next season.
⑥My teacher often e_____________ us to study hard for the future.
（二）重点短语
［短语学习］
1. stand for
用法“**，象征，意味着”
例句The letter PRC stands for the People’s Republic of China.
考查点词组本意。
易错点错用被动语态。
考题链接
The Olympic Rings ____________ the five parts of the world.
A. are stand for B. are stood for C. stand for
答案：C
解题思路：此题考查stand for的用法，由于stand for没有被动语态，所以排除B；而A的表达是错误的，故选C。
2. first of all
用法“首先，第一”
例句First of all, I want to thank you all for coming.
考查点first of all 与at first 的辨析。
first of all 与at first 的区别：
first of all：用于说明事物排列顺序时的“首先，第一”，多用于开场白。
如：First of all, I have good news to tell you .
at first 意思是“起初，最初”，没有排列顺序之分。
如：At first I thought he was a good person, but later I found out he was a jerk(混蛋).
易错点first of all 与at first的意思混淆不清。
考题链接
________ I was nervous, but soon I started to relax.
A. First of all B. At first C. After all
答案：B。
解题思路：此题考查学生对first of all , at first, after all 意思的掌握。句意是说“起初我很紧张，但是我很快就开始放松下来”，这里没有排列顺序的关系，所以排除A；after all的意思是“毕竟，终究”，所以排除C而选B。
3. be mad with sb.
用法“对某人很生气” ；be mad about sth. 对某事很生气
例句He is mad with me for being late.
He is mad about my being late.
考查点词组本意。
易错点错用介词。
考题链接
She is mad _________ me for telling lies.
A. with B. about C. to
答案：A。
解题思路：解此题要注意题目所给出的宾语，由于题目给出的宾语是me，指人，所以先排除B，而“对某人很生气”是“be mad with sb”，故选A。
4.be compared with
用法被（拿来）与……相比较（是compare…with…的被动结构）
例句My writing is compared with his 我的作文被拿来和他的作比较。
考查点compare…with…与 compare…to…的辨析及其被动结构。
compare…with…与 compare…to…的区别：
compare…with…：“把……和……作比较”，表示同类事物之间具体的比较或对照。
Parents often compare their children with others’. 父母常把自己的孩子同别人的作比较。
compare…to…： “把……和……作比较”，可和compare…with…替换使用；“把……比作……”，表示一种比喻或相似，没有绝对的好坏之分。
People often compare a teacher to a candle. 人们常把老师比作蜡烛。
易错点错用介词以及对过去分词作状语的用法不明确。
考题链接
_________________________ his homework, Kate’s is much better.
和他的作业相比较，凯特的作业更好。
答案：Compared with/ to。
解题思路：此题考查的是compared with/to 作状语的情况，过去分词作状语，它和主语的关系一般是被动关系。此句的主语是“凯特的作业”，说明是凯特的作业被拿来和他的作业相比较，是被动的关系，而前面的成分在句子中只是充当状语，故填写“Compared with/ to”就可以了。
［即学即练］
1.在*，红色**好运。
Red _________________________good luck in China.
2. 首先，我想给你讲个故事。
__________________, I want to tell a story to you.
3. 请告诉我你为什么生他的气。
Please tell me why you ________________________________ him.
4. 学英语时有必要把英语和汉语进行一番比较。
It’s necessary to ___________________ English ______________ Chinese in English study.
5. 与她的房间相比，我的更舒适。
_______________________ her room, mine is more comfortable.
6. 人们通常把儿童比作花朵。
People often ___________________ children _________________ flowers.
（三）重点句型
［句型学习］
1. What do you reckon?
用法这是非常口语化的说法，意为“你怎么认为？”， 相当于What do you think?
例句I think it’s a good idea. What do you reckon, Tom?
我认为这是个好主意。Tom, 你怎么认为？
考查点语境应用。
易错点不理解语境，误用其他交际用语。
考题链接
—Maybe the news won’t worry her. _________________________
—I think so.
A. What’s up ? B. What do you reckon? C. Really?
答案：B。
解题思路：What’s up意为“什么事？”, What do you reckon? 意为“你怎么认为？”，Really?意为“真的吗？”，根据回答应选B。
2. Don’t let them get to you! “不要让他们影响你！”。
用法get to 除了有“到达”的意思外，还有“感到烦恼，困扰”等意思，本句中的get to sb.意为“影响某人”，常指不好的影响。
例句What he said got to me, so I couldn’t fall asleep.
他的话使我感到烦恼，所以我无法入睡。
考查点get to的用法。
易错点不明确get to的意思。
考题链接别让孩子们影响你。
Don’t let the children ___________________ you.
答案：get to.
解题思路：从题目所给出的信息可看出此题所填内容的意思是“影响”，由于空格前是let sb. do sth., 故后面直接填写动词原形get to 即可。
3. So do I. “我也是”。
用法这是一个倒装句。当so, nor 和neither用于句首时，说明前面一句话中谓语表示的情况也适用于另一个人或物，其结构形式是“So+be动词/ 助动词/ 情态动词+ 主语”， 意为“某人/某物也一样”， so用于肯定句，nor 和neither用于否定句；此外，be动词/ 助动词/ 情态动词一般要与前面句子的谓语以及本句主语保持一致。如果前面没有be动词/ 助动词/ 情态动词，so，nor 和neither后面用do, does或did.
例句I will stay at home. So will she. 我将呆在家里，她也是。
Tom can swim. So can Mike. Tom会游泳，Mike也会。
She has lunch at school. So do I. 她在学校吃午饭，我也是。
I won’t go home this weekend. Neither will Lingling.
So do I 和 So I do的区别：
So do I: 意为“我也是”，其结构形式是“So+be动词/ 助动词/ 情态动词+ 主语”，注意上下两句的主语指不同的人或物。
如：Tom has gone to Beijing, so has Kate. (前一句的主语是Tom, 后一句的主语是Kate )
So I do：意为“的确如此”， 其结构形式是“So + 主语+be动词/ 助动词/ 情态动词”，注意上下两句的主语指同一人或物。
如： —She swims really well.
—So she does. (上下两句的主语she是指同一人 )
考查点so引导的倒装句的用法。
易错点对So do I 和 So I do 的用法不明确。
考题链接Tom: I like to eat fish and chips in the open air, what about you?
Mike: ________________.
A. So am I B. So do I C. So I do D. So I am
答案：B。
解题思路：从题目所给出的信息可看出这是两个人在对话，因此这里的两个I指的是不同的人，这样就首先排除C和D，而上句中没有出现be动词，故排除A选B。
4. 一般过去时和一般将来时的被动语态句型：
用法一般过去时的被动语态句子结构：主语+ was/were ＋及物动词的过去分词+ （by sb.）＋其他
一般将来时的被动语态句子结构：主语+ will be ＋及物动词的过去分词+ （by sb.）＋其他
例句主动语态：We beat them last time.
被动语态：They were beaten (by us) last time.
主动语态：They will hold the meeting next week.
被动语态：The meeting will be held (by them) next week.
它们的否定句和疑问句的变化就在助动词be里体现出来， 如：
否定句：They were not beaten (by us) last time.
The meeting won’t be held (by them) next week.
一般疑问句：Were they beaten (by us) last time ?
Will the meeting be held (by them) next week ?
特殊疑问句：Who were not beaten last time ?
What won’t be held next week?
考查点一般过去时和一般将来时的被动语态句子结构
易错点主动语态和被动语态混淆以及时态混淆不清。
考题链接More than two schools ____________ in the city next year.
A. are built B. will build C. will be built D. was built
答案：C。
解题思路：此题考查被动语态的时态运用。首先要明确主语“学校”和动词“建立”的关系是被动关系，说明学校是被建立，所以要先排除B；题中所给出的时间是“next year”，故应该用一般将来时的被动语态，符合一般将来时的被动语态结构“ will+ be+过去分词”的只有C项，故选C。
［即学即练］
1. —The recorder _________ yesterday, It works now. — Thank you very much.
A. repaired B. was repaired C. will be repaired
2. People say the subway _____________ building in Harbin in a few years.
A. will finish B. is finished C. will be finished
3. —I won’t have a trip to Mount Huang unless my best friend Amy ____________ , too.
— You mean you will go if Amy goes.
A. will invite B. invites C. is invited D. will be invited
4.—I usually have milk and bread for breakfast. — ____________________.
A. so have I B. So I do C. So do I
5. 这块手表是什么时候买的？
When __________________ the watch ___________________?
6. 工作的压力使他烦恼起来。
The pressure of work is beginning to ___________________ him.
Unit 1 It was great t see her again.
Teaching gals 教学目标
1. Language gals 语言目标
a. e vcabular 重点词汇和短语
Gegraph, phsical, PE, neither, reall
b. e sentences 重点句子
Did u d anthing interesting?
It isn’t as big as urs.
What’s it lie?
Which schl is better, ur schl r Par Schl?
Bth schls are ver nice.
Neither schl has anthing the ther hasn’t gt.
2. Abilit gals 能力目标
Enable students t listen t and tal abut the schl life.
3. Learning abilit gals 学能目标
Help the students learn hw t tal abut the schl life.
Teaching ethds 教学方法
Listening and speaing.
Teaching iprtant/difficult pints教学重难点
Hw t tal abut schl life using the cparisn.
Teaching aids 教具准备
A tape recrder, a prectr and a c*r.
Step 1: Greeting
Step 2: Waring up and lead-in
In this prcedure, tr t ae students spea ut the naes f schl buildings and subects.
T: Tda we are ging t tal abut schl life. First, let’s l at the pictures n the screen. This is ur schl, d u lie it?
Ss: es, we all lie it ver uch.
T: Can u sa what buildings r special rs ur schl has?
S1:There are an buildings, such as the labratries, the c*r r, the librar, the eeting r, the big and bright classr and s n.
S2:And there is a swiing pl in ur schl, t. It’s ver big and bright. I can swi in it. I lie swiing ver uch.
S3:…
T:Gd! Please l at the screen. Our schl has an buildings , can u sa the naes f the ludl?
Ss:es. ( Read after the teacher ludl)
gegraph garden labratr swiing pl librar
comcert hall plagrund c*r r eeting r
Step 3: Free tal
In this prcedure, as the students t tal abut schl buildings that the lie best, tr t iprve their speaing abilit.
T: O, can u tell e which building d u lie best ? Wh? Please as and answer in pairs lie this:
A: D u lie c*r r best?
B: N, I lie labratr best. Because I can d phsics experients there. I
lie learning phsics. Which ne is ur favurite?
A: M favurite building is the plagund. Because I can have P.E. lessns there. I a gd at sprting. What abut u, Wangun?
C: …
Ss: (The students tae turns t practise.)
Then as se students t act ut their dialgue in frnt f the whle class.
Step 4: Listening
In this prcedure, as students t listen and cplete the sentences in Activit 2.
T:Well dne, everne! Here’s a recrding abut Bett and Daing’s schl life... Nw listen and cplete the sentences. The wrds and expressins in the bx a help u.
Chec the answers with the class.
T:Nw, we have gt the right answers t the exercise. I want u t as and answer in pairs t be re failiar with the wrds.
Step 5: Listening and reading
In this prcedure, as students t listen t the comversatin and cplete the chart in Activit 4 and answer the questins in Activit 5.
Listening
T:Nw, u will listen t the comversatin abut Par Schl. While u are listening, u shuld tae ntes and then cplete the table accrding t the ntes u have taen.
Listen again and chec the answers with the whle class.
T:Read the comversatin carefull again and answer the questins in Activit 5.
Shw the questins n the screen:
1. Did the friends nw that Tn was ging t see Sall?
2. Did Tn eet Sall at Par Schl r sewhere else?
3. Did sene give Tn the phts?
4. Is Lingling surprised at the nuber f pupils in a class? Hw d u nw?
5. What d u thin aes Par Schl better r wrse than their schl?
6. Wh des Lingling thin the are all ging t get tp grades?
The saple answers t Activit 5:
1. N, the didn’t.
2. He et Sall sewhere else in Lndn.
3. N. Tn t the phts hiself.
4. es, she is. Because she sas “Ww”。
5. Bth f the are ver nice schls with c*rs, Internet, swiing pl and a huge sprts grund. But Par Schl is nt as gd as their schl at English.
6. Because their schl is better than Par Schl at English and the are gd at English. The believe the stud hard and well enugh t get tp grades.
Then as students t read the comversatin alud in pairs.
Vcabular
T:Read the comversatin again t find the incline wrds and phrases in Activit 6.
A few inutes later.
T:Have u fund the?
Ss: es. It’s ver eas.
T:O! Read the after e and als the rest in Activit. “ter, exa, grades, aths, gegraph, PE, swiing pl, and g.
Ss:“ter, exa, grades, aths, gegraph, PE, swiing pl, and g.
T:D u nw the eanings f the?
S1: Of curse. Subects: aths:数学 gegraph: 地理 PE：体育
S2:places: a swiing pl g: 体育场
S3:ter: 学期 exa: 考试
T:Gd! Nw, cplete the sentences in ur wn wrds in Activit 6.
The saple answers:
1. At the end f this ter, I have t d an exa in Chinese, English and aths.
2. M grades in English are gd.
3. I have aths five ties a wee, and gegraph three ties a wee, and PE twice a wee.
4. A swiing pl is sewhere u can swi and a g is sewhere u can d se sprts.
Step 6: Language ntes
1. Guess what?
guess what或u’ll never guess,用在口语当中，在告诉别人令人惊讶的事情之前常用到。如：
Guess what! I’ve gt a new c*r.
u’ll never guess wh I saw tda.
2. “But what…?” 但是什么？
这里Bett 说 But what…? 是在追问Tn没说完的内容。如：
—The new teacher has a gd wa f teaching. But… 新来的老师课讲的好，不
过……
— But what…? 不过什么？
— But he’s t serius, I thin. 不过他太严肃了，我觉得。
3. It was great t see her again. 很高兴又见到她了。
句中it是形式主语，真正的主语为t see her。例如：
It’s nice f u t sa s. 你这样说太好了。
It’s ver iprtant fr e t learn English well. 对我来说，学好英语太重要了。
4. What’s it lie? 它怎么样？
句中lie为介词，意思为“像……”，如：
What’s the weather lie tda? 今天天气如何？
What’s ur English teacher lie? 你们英语老师人怎么样？
5. Let’s have a l. 让我看一看。
let sb. d sth. 意思为“让某人做某事”。如：
Let’s g shpping, O? 我们去购物吧，好吗？
1．教学重点：
1) 词汇：
熟练掌握以下词汇：
tense, owner, scientific, pink, lighting, therefore, serve, design, uncomfortable, smoke, mysterious, shiny, silly, skin, cream,
toothpaste, aim, specially, useful, product, confuse, mislead, aim at, for instance, keep out
2) 句型：
熟练运用以下句子进行语言交流：
loud music makes me tense.
sad movies make her want to leave.
waiting for her made me angry.
2．教学难点：
1) make sb. / sth. + adj.
2) 感官动词后作宾补的不定式省略to的用法。
单元课时建议
这个单元的语言结构“make + 宾语 + 宾补”很重要，是考试中经常考到的知识点，这种结构在作文中也很常用。话题“谈论事物对自己情绪的影响”也很实用。
教师可以根据学生情况，安排复习教材1—5册与此话题相关的单元。例如：
book1:
unit 4 where’s my backpack?
unit 5 do you have a soccer ball?
unit 10 can you play the guitar?
book2:
unit 2 why do you like koala bears?
unit 5 how was your weekend?
unit 9 it’s raining!
unit 10 where did you go on vacation?
unit 11 what do you think of game shows?
book3:
unit 1 how often do you exercise?
unit 3 what are you doing for vacation?
unit 8 how was your school trip?
unit 11 could you please clean your room?
book4:
unit 3 what were you doing when the ufo arrived?
unit 7 would you mind turning down the music?
unit 8 why don’ t you get her a scarf?
book 5:
unit 4 what would you do?
本单元具体课时安排如下：
第一课时
本课时完成教材section a部分内容。让学生激活已学过的与情感有关的词汇，引出本单元话题，并了解本单元目标语。教师可以参考教学设计section a: step 1—step 20。
第二课时
本课时完成教材section a，学习教材p104的3a—activity 4，通过阅读和口语表达，运用巩固目标语。教师可以参考教学设计section a: step 21—step 30。
第三课时
本课时完成教材section b部分内容，学习教材p105的1a—2c，在熟悉本单元目标语言的前提下，引入日常情境，介绍更多实用词汇和场景，进行听说训练。教师可以参考教学设计section b: step 1—step 14。
第四课时
本课时完成教材section b，学习教材p106 的3a—activity 4，通过阅读和写作训练，使学生进一步掌握本单元目标语言。教师可以参考教学设计section b: step 15—step 23。
第五课时
完成教材self check单元基础练习检测和reading。教师可以参考教学设计self check。
第六课时
revision lesson of unit 13 处理相关练习2。
建议教师安排扩展资源中的相关任务，使学生的知识能够得以巩固与延伸。
进行单元复习：教师通过安排单元复习以及课后的巩固测试，检测学生在完成学习内容时出现的疏漏与疑问，并可依据课文进行讲解。
No, sb. haven’t hasn’t. 2. sb.be dong sth.3. sb.do sth4. used to do sth5. sth be done.6. sb. have done sth Step4:梳理归纳： 1. Go past the park and turn left onto Oak Street.
(1)past此处作介词“过” go past= We have dinner at about a quarter six.
(2)作名词“过去，昔日” 在过去
(3)作形容词“过去的 在过去的几年
(4)作副词“经过” The children ran . 2. The staff dress up as clowns. 服务员都一身小丑打扮
(1) dress up意为“打扮，装扮”as意为“成为”dress up=dress oneself up eg：圣诞节就要到了，他想打扮成圣诞老人。
Christmas is coming He wants to Father Christmas.
(2)dress up in + clothes=dress oneself up in“用什么打扮起来”孩子们喜欢用父母的衣服打扮起来。
Children often enjoy their parents’ clothes. orChildren often enjoy their parents’ clothes(3)dress n. (a)可数名词：“女服，连衣裙” She is wearing a beautiful dress. (b)不可数名词“服装，衣服”working dress 工作服 evening dress 夜礼服vt. (a)dress + 表示人的名词或代词为“给… 衣服，给…打扮”“供衣服给…” dress oneself“穿衣，打扮”eg: 他太小了，不能穿衣服。
He is too young t . 你能替我给孩子穿上衣服吗？Could you please for me?(b)be dressed in=get dressed in +衣服或颜色她今天穿着白色的衣服。
She is dressed in white today.3. a kind of， kinds of， kind of 的区别
(1)a kind of “一种”， 常作定语，表示种类，其后的名词可单数也可复数。
(2)kinds of “各种各样的”常作定语，也可写为： ，“不同种类的”为： 作主语时谓语动词看kind， kind为单数用单数形式，kinds为复数用复数形式。
Eg：
(1)我们图书馆里有各种各样的书。
There all kinds of books in our library.
(2)他喜欢不同种类的水果。
He likes to eat fruits.
(3)这种小车生产于**。
This kind of cars Japan.kind of “一点，稍微”相当于a little 常作定语，修饰形容词。
3. be made from 由……制成eg: Wine is made from grapes.Be made from “由……制成”它指原材料经过化学变化，从成品已经看不出原材料。
Eg: Paper is made from wood. 有关be made的词组有Be made of用……制成(能分辨出原材料)Be made in 在……地方制造be made into 被制成…… (强调制成品)be made by 被……制造be
2. The topics in the five unitsLearning steps:
Step 1:情景导入Pair work: Practice the conversations with the following structures1.— Can you tell me where the post office is?—Turn left ight. Go past the drugstore.
—Could you please tell me where I can get a dictionary?—Could you please tell me if there are any good museums in Newtown?2.— What are you supposed to do when you meet for the first time?— I’m supposed to shake hands.3.— How do you feel about pollution?— It makes me kind of angry.
How about you?— It makes me want to join a clean-up campaign.4.— Have you ever done sth yet?— Yes, I have No, I haven’t.5.—There are used to be a lot of manatees.— We are trying to save the manatees.Step2:自主学习： 复习掌握下列短语和句型并安要求造句1. 1. take a vacation意为“度假，休假”
2. dress up in + clothes=dress oneself up in“用什么打扮起来”
3. take dance lessons上舞蹈课= have dance lessons类似的有take acting lessons上活动课；take singing/music lessons上音乐课4. a good place to eat “吃饭的好地方”a good place to do sth “干什么的好地方”
5. 握手shake hands 6.特地(不怕麻烦)做某事 go out of one’s way to do sth.7.第一次 for the first time 8.使某人感到宾至如归 make sb. feel at home9.餐桌礼仪 table manners10. 习惯于…… beget used to11.自学 learn … by oneself 12.顺便访问 drop by13.瞄准 ; 针对；致力于；旨在 aim at14.例如； 比如 for instance15.毕竟 after all 16.有时；偶尔at times17.应该做某事be supposed to do sth.
18 .本应该做某事should have done sth.
19.首先 to start with20.到目前为止；迄今为止 so far
21.幸亏；由于；因为 thanks to22. 盼望；期待 look forward to23. 关心；关怀；照顾 care for
Step3:合作互动：Group work: Make as many sentences as you can with the following grammar in groups. how to get to sw?1. Can you tell me where there is a good place to do sth?Could you please tell me where I can get sth? If there are any food museums in sw?2. sb be supposed to do sth.3.Sthsb. make sthsb do sth. +adj. Yes, sb.hashave.
4. HaveHas sb. donemade up of 由……组成(强调组成部分) Step 5典题赏析1. the bad weather, the swimming match had been put. A. Because B. Thanks to C. With the help of 剖析：本题考查连词和短语的用法，根据句意为“由于坏天气，游泳比赛被推辞”，C不符合题意，而because后加从句，不加短语，故选“多亏，由于”。
2. In the past few years there great changes in my hometown.A. have been in B. were C.had been D. are剖析：本题考查现在完成事态的用法。
In the past few years“在过去几年里”用于现在完成时态。
故选A。
Step6中考链接( )1. —What are you going to do this Sunday? —I yet.A. haven’t decided B. won’t decide C. am not decided D. didn’t decide( )2. The boss told me that the work was not suitable my brother. .A. in B. at C. for D. with( )3. —So far, how long you China? — For one year.A. have; come B. have; been to C. have; been in D. have; gone to( )4. —How much does it cost to build the school library?—for ________ yuan.A. million of B. millions of C. millions D. million( )5. We are looking forward to you this summer.A. visiting B. visit C. looking D. look
教学目标：
1语言目标：掌握本单元重点词汇及复习语言点。
2 技能目标：能谈论过去和未来的生活。
3 情感目标：珍惜初中生活的点滴，培养对高中、未来生活的憧憬。树立远大人生目标。
教学重点：
词汇: survey, standard, row,keyboard, method, instruction, text, level, degree, manager, gentleman, task,wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful,separate, ours, ahead
短语: in a row, lookback at, make a mess, keep one’s cool, senior high, go by, believe in, first ofall, be thirsty for, be thankful to sb., ahead of, along with, be responsiblefor, set out, separate from
句子: She helped you to worked outthe answ][ers yourself no matter how difficulty they were.
How have you changed since you startedjunior high school?
I’ve become much better at speakingEnglish.
What are you looking forward to?
I’m looking forward to going to seniorhigh school.
教学难点：对过去事件的描述。
课时划分：
Period 1 Section A 1 1a – 2d
Period 2 Section A 2 3a-3c
Period 3 Section A 3Grammar Focus-4b
Period 4 Section B 1 1a-2e
Period 5 Section B 2 3a-Self Check
Section A 1 (1a – 2d)
I. Warming up
1. Do you have any special memories ofjunior high school?
2. Which teachers will you miss the mostafter junior high school?
II. Work on 1a.
Check the things you remember doing at junior high school. Add more to the list.
Practice in pairs using the information in 1a.
At junior high school,
I remember:
_____winning a prize
_____being a volunteer
_____doing a school survey
_____a friend helping me with a problem
Learn the new word: survey
III. Listening
1. Work on 1b. Listen and match the memory with the person.
First, let Ss understand the meaning of thesesentences. Then play the record. Check the answer with the Ss.
Learn the new word: standard
2. Listenagain and answer the questions.
1) What did Mary lose in Grade 7?
2) Who helped her find it?
3) What kind of person is Mr. Brown? Is he strictwith students?
4) What did Peter do to meet Mr. Brown’s standards?
3. Work on 1c. Listsome memories and experiences from junior high school. Share your lists withyour partner.
Possible answers:
I remember...
scoring two goals in a rowduring a soccer competition.
winning a basketball competition.
putting a plastic snake into a classmate's desk.
getting a wish card in Christmas Day.
I have...
learnedto play the keyboard in music class.
learnedto sing many English songs.
learnedto play basketball with my friends.
Learn some new words.
4. Work on 2a. Listen to the conversation. Check(√) thefacts you hear.
First, let Ss read the sentences. Then play therecord and check the answer.
______Someone didn’t like P.E.
______Someone was advised to take a break fromrunning by a teacher.
______Someone had a health problem.
______Someone joined the school band.
______Someone liked Mr. Hunt’s teaching methods.
5. Work on 2b.Listen again. Match each question with the name of the person.
6. Listen again and fill in the blanks.
Lisa remembers they had a great _____ teacher. He gave clear ___________and he was ______, too. Luke remembers when That’s life _______ at school. Theywrote a _____ to the band _______ to come.
Juniorhigh has been ______, but it has been a lot of __________.
IV. Practice
1. Work on 2c. Role-play a conversation in your group usingthe information in 2a and2b.
A:Do you remember Mr. Hunt?
B: Of course! He isa great teacher. He gave really clear instructions during the P.E. class.
C: Yeah, he was kindwhen I hurt my knee. He told me to take a break from running.
Learn the new word:instruction.
2. Workon 2d. Role-play the conversation.
LetSs read the text and answer the questions.
1)Which teachers will they miss?
2)What subjects do the teachers teach?
3)Why will they miss them?
4)What will they do to thank them?
V. Language points
1. I remember scoring two goals in a rowduring a soccer competition.
in a row连续几次地
e.g. This is the third Sunday in a row that it's rained.
这是接连着的第三个星期天下雨了。
2. … I put in more effort and my examscores doubled.
doublev.加倍； 是……的两倍
adj.两倍的； 加倍的
e.g. They bought a double bed.
他们买了一张双人床。
I think we can double our marks in one year.
我认为我们可以在一年内把成绩翻一番。
3. Shall we get each of them a card andgift to say thank you?
shall modal v.将要； 将会
e.g. Shall we all go to the film tonight?
我们今晚都去看电影吗？
Everything shall be in good order.
一切都应该井然有序。
I shall follow all yourinstructions.
我一定照您的指示去做。
VI. Homework
1. Recite the conversationin 2d.
2. Finish the exercises inthe workbook.
一。教材分析
1.教材的地位和作用
本说课是九年级《go for it》第九单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。
另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。
2.教学目标
1)知识目标 扩容新单词，提高阅读能力。理解和良好运用被动语态。
2)技能目标 能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。
3)情感目标 使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望
3.教学重点 掌握一般过去时的被动语态
4.教学难点 弄清主动语态与被动语态的差异，通过练习和运用加以巩固
二。学情分析
1.初中生的抽象能力较低，形象思维能力强。但***容易分散。本单元通过多**课件和教师亲和力的语言，增强兴趣和***。
2.初中生的学习心理特点
1)兴趣 对英语普遍感兴趣，求知欲盛。
2)记忆 对刺激记忆**多的知识记忆深刻，遵从记忆规律。
3)评价 主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价。同时自我意识不断增强。因此在本课教学过程中，注意采用任务型教学为主，通过任务和不同的评价方式，提高学生参与意识。
3.初三上学期学生有较明确的学习动机和态度。本单元通过发明为载体，各种发明和发明家激励学生求知的欲望。
三。教法渗透
1、教学设计思路与教材处理：
《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养；重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。
2、教学原则
l 活动性原则 提倡学生主动参与，体验，交流，合作，探究等多种学习。
l 合作性原则 以学生为主体，师生合作，生生合作，体现教与学的互动，交往。
l 任务型原则 任务驱动—激发动机；任务完成—激励学习积极性；执行任务—培养责任 心和合作精神。
l 情感性原则 激发学生学习英语的兴趣和始终保持良好的学习情绪。
3、教法运用：
本单元主要采用任务型教学
在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和**他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
4.教学**
1) 多**辅助：使用自制的课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。
2)非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价**，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。
四、学法指导
新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学**惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。
1、学习方法的指导
培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。
2、学习积极性的调动
我在教学过程中创造一种开放的，**的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。
3、学习能力的培养
通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。
4、学习策略的指导
本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。我让学生观察课件画面，回答问题，让学生学会使用认知策略；让学生表演对话，实现交际策略；引导学生交际，主动练习和实践，是调控策略的体现。充分利用多**，录音，卡片等是资源策略。
五。教学效果预测；
1. 能够掌握被动语态，并运用到一定的语言环境。
2. 通过多**和任务的完成学生会突破难点，产生一定创造精神。
3. 能完成教学目标，调动学生学习热情。
六．课堂教学过程：
Ⅵ．Teaching Procedures
Step Ⅰ Lead-in (2 minutes)
We have inventions everywhere .Inventions make us live easily and happily. Without inventions,our lives will be much more difficult. Today, we will know about a few inventions and talk about the history of them.
Show the pictures of five inventions on the screen: a car,a Tv set, a telephone, a calculator and a com*r.
T:Now look at these things.What are they?In what order do you think they were invented? Number them(1-5) (1=first,5=last)
Volunteers report the answes.
S1:I think the calculator was invented before the com*r.
S2:Idon’t think so. I think the calculator was invented after the com*r.
Step Ⅱ 1a
This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.
Read the inventions to the students.
Call the students' attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is.
Write the names of the five inventions on the blackboard.
com*r, car, calculator, telephone, TV set
Have several different students guess and write the dates on the board.
Ask the class to repeat the questions and answers like this.
T: When was the com*r invented? Class repeat.
Ss: When was the com*r invented?
T: Good. Now Tom, what is your guess?
S1: 1965.
T: OK. Tom, repeat after me. The com*r was invented in 1965.
T: Class, please repeat.
Ss: The com*r was invented in 1965.
Repeat the process with several different inventions.
Tell the children that they will find out the real dates after they complete the lesson.
After that, ask the students the questions below:
Questions:
1.Which one do you think is the oldest?
2.Which one is the newest?
3.Which one do you think is the oldest or the first invention?
4.Which one is the newest or last invention?
Ask different students to answer the questions.
Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.
A: I think the telephone was invented before the car.
B. Well, I think the telephone was invented after the car.
Read the instructions again to the students. Remind them to remember the inventions from first to last.
Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.
Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.
In the next activity you will find out the real dates.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Get the whole class to read the instruction together.
Call the students' attention to the five inventions in the picture. Ask five students to say the names of them.
Then ask them to see the five dates with a blank line in front of each.
We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea.
Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class.
If some of the answers are hard to get for the children, tell them not to worry and they will make it next.
Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.
Answers
d 1876 a 1885 e 1927 c 1971 b 1976
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Read the instructions and point to the list of dates in Activity 1b.
You will be talking about the dates things were invented with a partner.
Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class.
SA: When was the telephone invented?
SB: I think it was invented in 1876.
Write the conversation on the blackboard. Then get thestudents to practice in pairs, using the information in Activity 1b. Tell them to do it like this:
Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.
Ask several pairs to share their conversations with the class.
Step Ⅴ Summary
In this class, we've learned to talk about the history of inventions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language.
Step Ⅵ Homework
1.Write out two conversations in Activity 1a.
2.Write out two conversations in Activity 1 c.
Step Ⅶ Blackboard Design
二。学情分析
1.初中生的抽象能力较低，形象思维能力强。但***容易分散。本单元通过多**课件和教师亲和力的语言，增强兴趣和***。
2.初中生的学习心理特点
1)兴趣 对英语普遍感兴趣，求知欲盛。
2)记忆 对刺激记忆**多的知识记忆深刻，遵从记忆规律。
3)评价 主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价。同时自我意识不断增强。因此在本课教学过程中，注意采用任务型教学为主，通过任务和不同的评价方式，提高学生参与意识。
3.初三上学期学生有较明确的学习动机和态度。本单元通过发明为载体，各种发明和发明家激励学生求知的欲望。
三。教法渗透
1、教学设计思路与教材处理：
《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养；重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。
2、教学原则
The First Period
教学内容：新目标九年级Unit 9 When was it invented?第一课时
一。教材分析
1.教材的地位和作用
本说课是九年级《go for it》第九单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。
另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。
2.教学目标
1)知识目标 扩容新单词，提高阅读能力。理解和良好运用被动语态。
2)技能目标 能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。
3)情感目标 使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望
3.教学重点 掌握一般过去时的被动语态
4.教学难点 弄清主动语态与被动语态的差异，通过练习和运用加以巩固
九年级上册英语第九单元课件： 《Unit 9 I'll help clean up the city parks》
Teaching Aims and Demands(教学目标):
Knowledge and Ability objects(知识与能力目标):
（1）重点词语 ：重点掌握如下描绘性的形容词 clean up hunger homeless cheer up give out
（2）重点句型：I'd like to work outside．
You could give out food at a food bank
（3）培养学生能够运用所学的语言目标进行简单的语言训练的能力。
(4)能够听懂磁带上的每句话。
Course and Methods(过程与方法)：可采取小组讨论的方法进行知识与技能的训练，调动已有的知识、根据情景推测句子的含义。
Moral object(情感态度与价值观目标)：通过对本单元的学习，增强爱心，同情心，以及社会责任感。
Teaching Key Points and Difficulties(教学重、难点)
1、 Key point：一般将来时的应用。
2、 Difficult point：一些动词短语的用法。
Teaching Methods(教学方法)：Watching and describing methodslistening methodPairwork
Teaching Aids(教具)：Tape picturessmall blackboardTeaching procedures(教学过程):
课前练习(practice oral English )看谁有勇气想挑战一下自己。
复习以前的知识
妙语连珠(提高翻译的能力)
一、导入(Lead-in)：
展示几张需要帮助的人或事的图片。(如：sick people，homeless children，dirty park，hunger)
通过图片让学生充分展开想像力，针对每一幅图片进行描述，激起学生的同情心和对以下内容的兴趣。
二、句型引入和操练(Presentation and practice)
1．版书：What can you do to help sick people? I can visit them in the hospital．
I’d like to buy them some flowers．
I hope to cheer them up．
让学生给出不同的回答，强调I’d like to，hope to，volunteer to，could和其他动词的搭配。老师不断强化句型，让学生有个模式进行下面的训练。
2．结对练习对话
另外再让学生结对操练句型：
通过反复操练，巩固句型，体会以上句型的结构，为后面的讨论作铺垫。
三、教学操练(Practice)
What would you like to do if the classroom is very dirty？ I’d Iike to…
I hope to…
四、教学巩固
通过版书引导学生完成一个任务：
假设你有个朋友周末生日，他打算在家开个生日舞会。他现在有很多事情忙不过来，你能给他提供什么帮助？
说明：通过来完成一个任务。让学生运用所学内容，既巩固了本课所学的语言目标，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，培养学生在实际生活中运用本课所学内容，来解决现实生活中的实际问题的能力，达到新课标提出的培养学生综合运用语言的能力。
五、作业 (Homework)：
1．下周你们班将去老人院，去那里有什么可以做的，罗列4～5点。
2．翻译下列短语。
(1)打扫
(2)张贴
(3)去医院看望生病的小孩
(4)在外面工作
(5)提供帮助
(6)推迟
(7)分发
(8)无家可归的人
Unit 3 Could you please tell me where the restrooms are?
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.
四、总结
（略）