学科 课题 English 课型 fresh 年级 9 Unit 2 I used to be afraid of the dark. 4/5 教学A tape recorder , CAI 媒体 1. Key Vocabulary spider, insect , chew, gum，right, comic 知识 技能 2.Target Language 1）I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot. 2）Practice reading and writing using the target langue. 1. According to designing some tasks to train students' ability to talk about what they used to be/do. 过程 方法 2. Train students' ability to get information in reading or in conversation. 3. Train students' ability to express their ideas using the target language. 教 学 目 标 1. People surely change. Students should take 情感 态度 good care of the process of their growth. 2. Talk to your parents as often as possible so that you can understand each other better. 1. Key Vocabulary spider, insect, chew, gum 教学重点 2．Target Language I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot. 3. Practice reading and writing using the target language. 教学难点 1. Talk about what you used to be/do. 2. Write a passage about how someone's life has changed. 教学内容及教师活动 Step 1 Revision 学生活动 设计意图 复习本单元的重点句型。为以下听力做好准备。 复习单词为听力做好准备。 Look and say. Review the target language presented in this unit. Invite a student to come to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words “ used to” and the guessed activity, Demonstrate how to play the game. Step 2 Presentation I.1 a This activity introduces new Look at the vocabulary words and provides pictures and practice with the target language. say what is Using pictures, teach students to happening in each picture. practice the words spider and insect. Teach the word gum by holding up a gum. And teach the verb chew by chewing the gum. Call students' attention to the pictures. Ask students to complete the work individually. Check the answers by inviting different students to report his/her work . II.1b This activity provides practice with the target language. Point out the box under the pictures. Read the instructions to the class. As students work, move around the room offering language support and helping them with any words they want to use. Get a student to write his/her sentences on the blackboard. Help correct any errors. III.2a This activity provides listening practice using the target language. Set a time limit of one minute. Ask students to look through the sentences in the box. Point out the sample answer. Play the recording for the first time. Play Check the things they liked to do when they were children. write some other things that they used to like to do when they were children on the lines in the box. 通过听力检测 学生对重点句 型的理解程度。 Look through the sentences in the box. Listen and check the sentences they hear. with the words students to look through the they hear. uncompleted sentences. 训练学生的独立思考能力。 Play the recording. 为学生的写作Ask a student to read these 做好准备。 sentences, filling in the blanks, the rest of the class check their answers. Step3 Consolidation and extension Read in pairs. I.2c This activity provides oral practice using the target language. Read the words. Ask a pair of students to read the Read the article. sample conversation to the class. II. 3a This activity provides reading practice using the target language. Teach the words right and comic. Call students' attention to the article. Invite a student to read it the recording again. This time students check the sentences they hear. IV.2b This activity gives students practice in understanding and writing the target language. Call students' attention to the chart with the headlines In the past and Now. Listen and fill Set a time limit of one minute for in the blanks any pronunciation errors to make sure the student provides a good model for the Read rest of the class. article Point out the chart. Elicit the complete first answer from the class: Rose Tang chart. then: had so much time. Guide students to find out the information in the reading. It says when I was young, I to the class. Correct used to have so much time, … Get students to do the work on the and the their own. As they work, move around the classroom and offer help if necessary. Complete the III.3b letter on their This activity provides reading own. They may and writing practice using the target use the language. information Read the instructions to the from the chart class. in Activity 2b. Read the letter to the class. Do the first one or two fill-ins with the class. work individually. Walk around the room Write Ask students to checking progress an questions as needed. answering article about the things that Ask different students to read they used to do their completed letters to the class. and that they still do to 训练学生的写作能力，并检测对本单元基本句型的掌握情况。 IV.3c This activity provides writing practice using the target language. Read the instructions to the class. Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlines Used to and Now on the blackboard. Show a sample version on the screen by a projector as a guide. Ask students to do the activity individually. As they begin to write, move around the room providing help as needed. It doesn't matter whether they only write a sentence or a longer article. Ask students to read their articles to a partner. If there isn't enough time for all the students to finish the article, allow them to finish it after class. V.4a This activity provides reading, writing, listening and speaking practice using the target language. how their life has changed since primary school. Use these suggestions on the blackboard with their ideas to write their article. They may also use the articles in Activities 3a and 3b as a model. Students read the headlines at the top and at the sides. 培养学生的团 结合作能力。 Do 4a describe Read the instructions to the class. Focus attention on the chart. Set a time limit of one minute. Demonstrate how to fill in the chart with a good student to provide Work in groups. a good model for the rest of the class. Ask students to complete the work on their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents. VI.4b This activity provides oral practice using the target language. Read the instructions to the class. Ask students to complete the work in groups. Ask a few students to tell the class about the other students they have talked to. Step4 Summary 板 书 设 计 Unit 2 I used to be afraid of the dark. Section B The Fourth Period 1．Target language: A: I used to eat candy all the time. Did you? B: Yes, I did. And I used to chew gum a lot. 2．Used to Now play chess study very late draw pictures wear glasses not wear glasses like maths … … 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 2 I used to be afraid of the dark. 5/5 教学A tape recorder , CAI 媒体 1. Key Vocabulary 知识 技能 教 学 目 标 chatline, be made up of, symbol, secret code, comprehend 2. Write an article using the target language. According to designing some tasks to train students' writing skill. 过程 方法 According to learning text to train students' ability of identifying main idea, understanding words in context and reading for special information. 情感 态度 Everyone surely changes. You should care for your own growth. 教学1．Write an article using the target language. 重点 2. Read the text to identify main idea. 教学1. Train students' reading skill. 难点 2. Train students' writing skill. 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Answer the 1. Ask some questions about 3a questions. Step 2 Presentation I.Self Check Read after the 1. Read the words in the top. teacher. exercise 1 by 2. Fill in the blank with the words Do oneself. given. 3. check the answers. 4. Read the sentences. Work in groups. 5. Make sentences with the words 1. Look at the given. pictures and tell the II.Writing differences 1. Move around the classroom and give between the some help . pair of the pictures. 2.Show a good one to the class. 2. Write about the pictures. 3. Give the answers in class. III. Words study Read after the 1. Learn the new words in this passage teacher. death afford cause himself patient in the end decision make a decision head teacher necessary to one’s surprise exactly even though take pride in no longer attention pay attention to five up waste not …any Read and Write more notes of their IV Section 1 own. 1. Ask Ss to read Part 1 in the book . Read the V Section 2 passage in 检查学生课下复习情况。 对本单元的词汇用法进行检测。 通过前几课时的训练，检测学生独自写作的能力。 。 为更好学习文章做好准备 由问题解答检测学生理解文章程度。 1. Ask Ss to read the text and answer three minutes. the questions. Answer the A. How old is Martin Murrary ? questions. B. What did he use to be ? C. How was he a problem child? not interested in studying / got into trouble with the police D. What is Martin afraid of after his father died? E. What did his mother do after his father died? work – look after – The Ss listen F. What decision did she make? and read aloud. G. What cause Martin change his Listen and make life ? H. What is the main idea of this notes. passage? 2. Play the tape. 3. Language points : a fifteen Read the –year-old boy can’t afford to sentences in pay for get into trouble the box. make a decision a boys’ Do 3a,3b boarding school it’s.. to do… to one’s surprise even though not any longer take pride in pay attention to a top student VI Section 3 1. Put the sentences into the correct place in the reading. 2. check the answers. Step 3 Summary 通过习题，对文章进一步理解。 Unit 2 I used to be afraid of the dark. The fifth Period A. How old is Martin Murrary? 板 B. What did he use to be? 书 C. How was he a problem child? not interested in studying / got 设 into trouble with the police 计 D. What is Martin afraid of after his father died? E. What did his mother do after his father died? work – look after – F. What decision did she make? G. What cause Martin change his life? 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 1/6 教学A tape recorder , CAI 媒体 1. Key Vocabulary 教 学 目 标 allow, drive, pierce, driver, license, silly 2. Target Language 知识 技能 I think teenagers should be allowed to go out with their friends. I agree. They … 3. Structure should be allowed to According to designing some tasks, train 过程 方法 students' listening skill and students' communicative competence. 情感 态度 Students should do what they are allowed to do and avoid doing what they aren't allowed to do. 教学1．Target language 重点 2．The structure: should be allowed to 教学难点 The structure: should be allowed to 教学内容及教师活动 学生活动 设计意图 复习词汇. 学习新的词汇，为练习口语和做准备。 Step 1 Revision Show the following on the screen Read after teacher. by a projector. Make sentences with the go out at night phrases above collect stamps using the structure used be alone at home to. Both ask the teacher questions statements and questions are drink milk acceptable. read English magazines eat eggs write letters Step 2 Presentation I.1a This activity focuses on vocabulary words and the structure “should be allowed to. ” Show the new words on page 18 on the screen by Read after a projector. teacher. allow v. 允许，准许 drive v. 驾驶；驾车 pierce v. 刺穿；刺破 license(=licence) n. 执照；许可证 silly adj. 愚蠢的；傻的 Say the words and have students repeat over and over again until they are pronounced fluently and Answer the questions with “can do ” accurately. “can’t do ” . Write the words “can do” and “can't do” side by side on the blackboard. Then ask students questions about things that their parents say they can and can't do. Now write on the blackboard the headlines “ is allowed to” and “ isn't allowed to” instead of “can do” and “can't do”. The blackboard looks like this: Repeat the is allowed to isn't allowed sentence. to surf the Internet play soccer Read the ball sentences in … … 1a. Give an sample sentence using the structure above. (Write the sentence on the Have blackboard) a discussion and Read the instructions to the circle A for 用生活中的实际例子激起学生对知识的兴趣。 培养学生的合作和独立思考能力。 class. Set a time limit of one or two agree or D for minutes for students to read the disagree for sentences or invite a more advanced each sentence student to read them aloud to the on their own. class instead. Ask students to tell you what their attitude to each sentence is. When all the students are finished, ask students to raise their hands to show which things are or Read the aren't allowed to do. sentences in 1b Discuss the results with the Listen to the class. tape only. II. 1b This activity gives students Students listen practice in understanding the target and circle T or language in spoken conversation. F Read the instructions to the class. Get students to read the three 把知识点口语 化便于学生记sentences in the box silently. 忆。 Play the recording for the first time. Work as teacher says. Play the recording a second time. Check the answers. Step3 Consolidation and extension 1c This activity provides oral 此处体现学生practice using the target language. Work with a 的合作和创新Read the instructions to the partner. Make 能力。 class. conversations Call students' attention to the using the phrases in the left box. Invite a phrases in the student to read them to the class. box and the Invite another student to read statements in the statements in Activity 1a. Focus attention on Activity 1a. the conversation in the right box. Ask a pair to read it to the class. Demonstrate a new conversation with another student using the phrases in the left box. As students work in pairs, move around the room listening in on various pairs and giving pronunciation and language help as needed. After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations. Unit 3 Teenagers should be allowed to choose their own clothes. Section A The First Period 1．The structure: be allowed to is allowed to isn't allowed to surf the Internet play soccer ball … … She is allowed to surf the Internet. He isn't allowed to play soccer ball. 2．Target language 板 书 设 计 A: I think teenagers should be allowed to go out with their friends. B: I agree. They need to relax. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 2/6 教学A tape recorder , CAI 媒体 1. Key Vocabulary earring, instead of 2. Target Language I think students should be allowed to do homework with friends. 教 学 目 标 I disagree. They talk instead of doing 知识 技能 homework. Sixteen-year olds should not be allowed to drive. I agree. They aren't serious enough at that age. Do you think sixteen-year-olds should be allowed to work at night? No, I don't. According to designing some tasks, train 过程 方法 students' listening skill and students' communicative competence. 情感 态度 教学重点 教学难点 You should have the courage of your opinions. Target language Agreement and disagreement 教学内容及教师活动 学生活动 Work as teacher says. 设计意图 通过游戏复习，让学生在轻松的氛围中对上节课所学知识进行温习。 培养学生从图片中理解内容的能力，为看图Step 1 Revision Play a game to review the structure be used to do. Write sentence starters on separate pieces of paper as follows: I'm allowed to …; My brother isn't allowed to …; Students should not allowed to …; Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. Set a time limit of five minutes. Each team writes as many sentences and reasons as they can. When time is up, collect their answers. Each team gets one point for each correct sentence and one point for each correct reason. The team which gets the most points wins the game. Step 2 Presentation I.2a Look at the This activity provides practice picture and understanding the target language in think about spoken conversation. Point to the picture and ask what is happening. look the students what is happening. Elicit statements in answers from students. the chart through. Point to the statements in the chart. Have students look them through. Answer any questions students raise Only listen. to make sure they comprehend each sentence. Play the recording for the first This time students listen time. and check what Play the recording again. Kathy thinks Check the answers. and circle if Molly Agrees, Disagrees or Doesn't know. Read the list of reasons in the II. 2b box This activity provides practice and in understanding the target language Listen in spoken conversation. number the Point to the list of reasons in reasons. the box. Invite a student to read them to the class. Play the recording again. Review and work Check the answers. in pairs to make 作文打基础。 训练听力。 对上节课所学知识进行进一步复习。 Step3 Consolidation and extension conversation. I.2c This activity provides oral practice using the target language. Read the instructions to the class, Ask students for suggestions that teenagers should and should not be allowed to do. Remind them to look back at Activities 1a and 2a. Point to the sample conversation. in pairs to Invite a pair of students to say it to Work read the statements and Have students work in pairs. Move questions in around the room listening in on Grammar Focus . various pairs and offering any help Have a discussion. they may need. Check the answers by asking different pairs to say their conversations to the class. Step II. Grammar Focus Ask different pairs of students to say the statements and questions. Write them on the blackboard. Check how well students understand each the class, completing the sentences. sentence by asking a student to repeat it in his/her own words. Point out I disagree, I agree and Do you think …? If necessary, give students more practice. 对知识点进一步总结，便于学生记忆，实用。 Grammar note Don't explain the structure “ be allowed to” to students. It's too complex for students to understand at this point. So it can be studied almost as if it were a vocabulary item at this level. Step4 Summary Unit 3 Teenagers should be allowed to choose their own clothes. Section A The Second Period Target language: 板 书 设 计 1．I think students should be allowed to do homework with friends. I disagree. They talk instead of doing homework. 2．Sixteen-year-olds should not be allowed to drive. I agree. They aren't serious enough at that age. 3．Do you think sixteen-year-olds should be allowed to work at night? No, I don't. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 3/6 教学A tape recorder , CAI 媒体 1、 Key Vocabulary stay up 2、 Target Language 知识 技能 What rules do you have at home? Well, I'm not allowed to go out on school nights. How about you? I'm not allowed to go out on school nights either. But I can study at a friend's house. 过程 方法 According to designing some tasks, train students' integrating skills. Students may think parents should allow them 情感 态度 more freedom. In fact, they are weak in telling the right from wrong. So accept parents' advice. 1．Talk about what oneself is or isn't allowed to do using 教学重点 the target language. 2．Ask for what someone is or isn't allowed to do using the target language. 教学Train students' integrating skills by task-based 教 学 目 标 难点 activities. 教学内容及教师活动 Step 1 Revision 学生活动 Review the 设计意图 Play a game to review the Play the game . structure be or be not allowed to. Divide the class into groups. Each group is asked to make a list of school rules. The group which writes down the structure be or be not allowed to. most rules within five minutes wins the game. Step 2 Presentation Look at the I.3a picture in 3a This activity provides reading and describe and writing practice using the target it. Read the language. conversation Point to the picture and ask Read it again students to describe it. Invite a pair of students to read the conversation to the class. and write Sun Fei's and Wu Yu's Ask a student to read the sample rules in the chart answers to the class. Get students to complete the chart individually. Remind them to use “Don't” and “You can”. As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed. II. 3b This activity provides listening and speaking practice using the Work in pairs to target language. read the Focus attention on the conversation in 3b and complete conversation. Ask a pair of students the last to read it to the class, completing sentence. Work in pairs. the last sentence. 此处训练学生独立思考能力。 将所学知识用到实际生活中去。 Ask students to cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs. Get students to complete the work in pairs. Move around the room checking progress and offering any help students need. Ask several pairs to share their conversations with the class. Step3 Consolidation and extension Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Call students' attention to the chart. Set a time limit of one minute. Demonstrate how to fill in the chart with a student. Have students to ask different students in the class and find three people who have to follow each of the rules in the chart. Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help Students read the headlines at the top and 通过此活动，让at the sides. 学生对本课内容进一步掌握Do an 并能熟练运用。 interview. with pronunciation and writing. Ask several students to tell the class what they learned. Optional activity Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart. Step4 Summary Unit 3 Teenagers should be allowed to choose their own clothes. Section A The Third Period 板 书 设 计 Target language: A: What rules do you have at home? B: Well, I'm not allowed to go out on school nights. How about you? A: I'm not allowed to go out on school nights either. But I can study at a friend's house. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 4/6 教学A tape recorder , CAI 媒体 1、 Key Vocabulary be strict with, take a test, pass a test, fail a test 知识 技能 2、 Target Language I think Peter should be allowed to take the test later. I don't agree. I think the school has to have rules. According to designing some tasks to train 过程 方法 students' listening skill and students' ability to talk about agreement and disagreement. 情感 态度 教 学 目 标 It's good manners to be on time. 教学重点 教学1．Review some key vocabulary words and target language. 2．Talk about agreement and disagreement. Talk about agreement and disagreement. 难点 教学内容及教师活动 学生活动 设计意图 Work as the teacher says. Step 1 Revision Competition: Write “are allowed to” and “aren't allowed to” on the blackboard. Divide the class into groups. Each group is asked to write down as many things as they can think of about what teenagers are or aren't allowed to do. See which group can think of the most items for each category. Step 2 Presentation I.1a This activity reviews the use of always, sometimes, usually and never. Point to the picture. Ask students to describe what is happening in the picture. Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class. Read the instructions and remind students of the exact meanings of the adverbs of frequency. 激发学生兴趣，对所学知识进行复习，使记忆更加深刻。 对看图作文能Look at the 力进行培养。 pictures and say what is happening in each picture. Students finish the task on their own in 1a Ask students to write A after Pair work. things they always do, U after things Talk with they usually do, S after things they his/her partner sometimes do and N for things they about his/her never do. II. 1b answers in Activity 1a. This activity provides oral practice using the target language. Point out the sample conversation. Ask a pair of students to say it to the class. As the pairs work together, walk Students only around the room offering help if listen. necessary. Students listen Ask several pairs to share their and circle the things that conversations with the class. they hear. III.2a This activity provides practice in understanding the target language in spoken conversation. Play the recording for the first time. Play the recording a second time. Check the answers. Match the 把知识点转化为听力，在实际情境中检测学生对知识的理解程度。 IV.2b This activity provides listening practice using the target language. Point to both the numbered and lettered lists of item in the box. Point out the sample answer. Read the sentence “Peter is going to fail a math test to the class. ” Play the recording again. Check the answers. Step3 Consolidation and extension 2c sentence parts as they hear on the tape . 培养学生合作 讨论、分析能Listen and 力。 look. Discuss the This activity provides oral statements with practice using the target language. their group. Call students' attention to the statements in the box. Say them to the class. Ask three students to read the sample conversation to the class, completing the sentences. Divide the class into groups of four. As the groups work together, walk around the room offering help as needed. Ask some groups to say a few lines of their conversations to the class. Step4 Summary Unit 3 Teenagers should be allowed tochoose their own clothes. Section B 板 书 设 计 The Fourth Period Target language: A: I think Peter should be allowed to take the test later. B: I don't agree. C: I think the school has to have rules. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 5/6 教学A tape recorder , CAI 媒体 1 Key Vocabulary 知识 技能 the other day, learn from, at present, local finish, clear up, 2 Make sentences using vocabulary words. 3 Write a letter using the target language. According to designing some tasks to improve 过程 方法 students' ability of reading comprehension and writing. 情感 态度 Every thing has its advantages and 教 学 目 标 disadvantages. So treat things critically. 1. Practice reading and writing. 教学重点 教学难点 2. Fill in blanks and make sentences using vocabulary words. 3. Write a letter using the target language. 1．Improve students' ability of reading comprehension. 2．Improve students' ability of writing. 教学内容及教师活动 Step 1 Revision Have a dictation about this class. Step 2 Presentation I.3a This activity provides reading practice using the target language. Call students' attention to the article. Read it to the class. Point to the five questions 学生活动 Write follow the teacher. Answer the first question 设计意图 检查学生课下复习情况，为本节课做好准备。 培养学生独立思考能力。 beneath the article. Elicit the first together. answer from the class . Read and answer Ask students to read the article the questions again and answer the questions individually. individually. As students work, move around the room answering any questions they may have. When students are finished, ask the questions orally and ask students to answer. Check the answers. Read. This activity provides oral work with a practice using the target language. partner. Start Point to the sample conversation. by reading the sample Ask a pair of students to read it to conversation the class. Then make new Get students to complete the conversations using the activity in pairs. As the pairs work information in together, walk around the room Activity 3a. offering language and pronunciation support as needed. Make a list of Ask some pairs to show their rules about conversation. what should and II. 3b should not be allowed along Step3 Consolidation and extension with students. I.Part 4 This activity gives students an opportunity to practice listening, 培养学生合作精神，练习口语。 鼓励学生大胆想象，勇于提出自己观点。 对本单元的词汇知识进行复习。 information on Point to the sample conversation. the list of Invite a pair of students to say it to rules. the class. Ask students to make conversations using the information on the list of rules. Walk around the room offering help as needed. Get different pairs to share their conversations with the class. Fill in the II.self check Part 1 blanks with the This activity provides a words. comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the 由阅读向写作vocabulary words at the top. 过渡，逐步训练 学生写作能力。 Ask students to fill in the blanks on their own. speaking, reading and writing using the target language. Write the rules on the blackboard. 1. Members are allowed to use English-English dictionaries. 2．Members aren't allowed to speak Chinese but English. 3．Members aren't allowed to be Make late. conversations using the 4．… Check the answers. Five students each read a sentence , the rest of the Read and write. students check their answers. III.Part 2 This activity provides reading and writing practice using the target language. Read the instructions to the class. Call attention to the article. Read it to the class. Explain the new vocabulary perform and primary. Point to the letter beneath the article. Ask students to complete the work on their own on a separate piece of paper. Show the sample version on the screen by a projector. Students may use it as a model. Dear Editor, I would like to reply to the article “Helping and Learning” in your last newsletter. I agree with some ideas and disagree with others. The article said that students should be allowed to volunteer more often. I think it's a good idea. Because volunteering is good for future jobs. However, I don't agree to the suggestion that students should visit primary schools and help teach young students. I think we are just students. We have no experience in teaching. We should do something we can. Yours, Wei Ming Hand in their work. Step4 Summary 板 书 设 计 Unit 3 Teenagers should be allowed to choose their own clothes. The Fifth Period A list of rules: 1 Members are allowed to use English-English dictionaries. 2 Members aren't allowed to speak Chinese but English. 3 Members aren't allowed to be late. 4 … English 课型 fresh 年级 9 教 学 反 思 学科 课题 Unit 3 Teenagers should be allowed to choose their own clothes. 6/6 教学A tape recorder , CAI 媒体 知识 技能 Key Vocabulary achieve realistic succeed 教 学 目 标 过程 方法 According to designing some tasks to improve students' ability of reading. 情感 态度 教学重点 教学难点 Practice reading Improve students' ability of reading comprehension. 教学内容及教师活动 Step 1 Revision Have a dictation about this class. Step 2 Presentation I.1a This activity allows students to give their opinions about the responsibilities they have as teenagers. Ask some students to say how old they are and what grade they are in. write up the grade and age of the students. Ask about the age of students in other grades and list them on the board. Ask them to talk in groups and decide on the age of a teenager (13-19). Ask the groups to list some rules that they agree should be obeyed, both at school and at home. share their ideas with the class. II.1b This activity expects each student to make a decision and tell the group what it is. Ask the groups to look at the title questions. Each student must decide on an answer. Each group will report how many YESes and NOs they have. Find out the result for the entire class. III. While You Read Ask students to read the passage once without stopping for general understanding. When most students have finished reading, ask for a show of hands to indicate they have enderstood the general idea. Ask some student to give examples of language they don’t know and want to be able to use. Discuss the meanings of these words or phrases. Ⅳ 3a This activity allows the students to actively use some new language from the reading. Ask students to find and underline 学生活动 Write follow the teacher. Work in groups to have a discussion. Read the title questions and make a decision. Read the passage. Work in groups to have a discussion. Read the passage again. Write an example of 设计意图 检查学生课下复习情况，为本节课做好准备。 培养学生独立阅读能力。 通过小组活动，锻炼学生合作精神。 the three phrases. their own. V 3b This activity develops the idea of the difference of opinion between Liu Yu and his parents. Ask students to give some examples of how they know their parents care Read the about them. passage again Tell students to find examples in and do exercise the reading that show Liu Yu’s in 3b. parents love him. Ask students to list examples to show that Liu Yu is unhappy with his parents’ attitude. Check the answers. VI 3c This activity expects students to decide if they agree with Liu Yu or his parents. Work in pairs to Go around listening in on the discuss the conversations. Help with vocabulary question. and the expression of ideas and thoughts. Encourage students to refer to the information in the reading. VII Go For It Ask students to write a schedule Do part 4 that plans their time for schoolwork and hobbies. As they do this, move around the room and offer help as needed. Ask students what the benefits are of a schedule like this. Suggest students share this plan with their parents when they go home. Step3 Summary 板 书 Unit 3 Teenagers should be allowed to choose their own clothes. 设 Key Vocabulary 计 achieve realistic succeed 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 1/6 教学A tape recorder , CAI 媒体 1．Key Vocabulary 教 学 目 标 lottery, million, medical, research 2. Target Language 知识 技能 Look. This girl won a million dollars in the lottery. Wow! What would you do if you won a million dollars? I'd give it to medical research. 3. Structure I would/I'd do According to designing some tasks, train 过程 方法 students' listening skill and communicative competence. If you won a million dollars, you'd buy a big 情感 态度 house, buy a car and so forth. However, do remember it's really being cool to realize your dream through great efforts. 教学重点 教学难点 1．Target language 2．The structure: I would/I'd do The structure: I would/I'd do 教学内容及教师活动 Step 1 Revision Review the structure “should be allowed to” by asking students to make sentences about school rules. Step 2 Presentation I.1a This activity focuses on 学生活动 Make sentences. 设计意图 复习。 复习词汇，为听力做准备。 vocabulary and structures introduced in the unit. Read the Read the instructions to the sentences. class. Call students' attention to the Add more ideas words in the box. Ask a student to read to the list. them to the class. Then share your with Ask students what they would do if answers they have a lot of money? Get students to complete the task. First individually, then in groups. As they work, walk around the room checking progress and offering any help they may need. Collect answers from students on the blackboard. Answers will vary but should include a mixture of ideas for helping themselves and others. II.1b This activity gives students practice understanding the target language in spoken conversation. Read the instructions to the class. Read the question in the speech bubble. Explain the word lottery to students. Point to the pictures. Ask students to describe them one by one. Play the recording for the first time. Play the recording again. Check the answers. other students. 。 从说到听，逐步 递进, 训练听 力。 Look and say in groups. Students only listen. Students listen and number the pictures in the order they hear them. 将知识结构由实际生活中的 Step3 Consolidation and extension 1c This activity provides oral practice using the target language. Read the instructions to the class. Call students' attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class. Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed. After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their Read in pairs. 常见实例展现出来，引起学生 兴趣，便于更好 应用。 Pretend they are the people in the picture. Talk with their partner about what they would do if they won a million dollars. conversations. Step4 Summary Unit 4 What would you do? Section A 板 书 设 计 The First Period Target language: A: Look. This girl won a million dollars in the lottery. B: Wow! What would you do if you won a million dollars? A: I'd give it to medical research. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 2/6 教学A tape recorder , CAI 媒体 1. Key Vocabulary tie 2. Target Language 教 学 目 标 知识 技能 What would you do if you won a million dollars? I'd give it to charities. If I were you, I'd wear a shirt and tie. If I were you. I'd take an umbrella. According to designing some tasks, train 过程 方法 students' listening skill and communicative competence. 情感 态度 Two heads are better than one. Give some direction to those who are in trouble. 教学重点 教学难点 1．Listening Practice 2．Target language Train students' ability to use the target language. 教学内容及教师活动 学生活动 设计意图 通过复习，使学Step 1 Revision Invite a student to come to the front of the class and ask if you had Students talk 生对上节课所学知识进行温100, 000 yuan, what would you buy? about how to 习。 Students take turns answering his/her spend a large question. amount of Step 2 Presentation money. I. 2a This activity provides practice understanding the target language in spoken conversation. 为听力做铺垫。 Focus attention on the picture. Look at the Ask students to describe it. picture and Point to the list of reasons. say . Invite a student to read them to the Read the sentences. class. Read the words. 检测学生的听 力水平。 Play the recording the first Students only listen. time. students listen Play the recording a second time. and circle the reasons. Check the answers. II. 2b 同2a This activity provides listening practice using the target language. Read the Read the instructions to the sentences. Students listen class. and check the Point to the list of sentences. things. Invite a student to read them to the class. Play the recording again. Step3 Consolidation and extension I.2c This activity provides oral practice using the target language. Read the Point to the list of Larry's 进行口语训练，sentences. 把知识转化为worries in the box. Invite a student Look back at the 自己生活中的to read them to the class. list of checked 用语。并对2aAsk students to look back at the 和2b的知识进sentences. 行复习。 list of checked sentences. Make sentences in pairs. Read the instructions to the class. Ask students to make conversations using information from Activities 2b and 2c. Ask a pair of students to 让学生用本课 demonstrate a conversation to the 知识解决实际生活的实际问 class. 题。 After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations. Optional activity Ask students to write down a problem they have on a piece of paper. 对知识进行整 理，设计一幅图Have students exchange papers with 片，检测学生对one another and read the one they 语言结构的实际运用。 receive. Then ask students to write two pieces of advice they would give Read the sentences. Check the answers. the other student. Ask a student to read his/her advice to the class. The rest guess the problem. II. Grammar Focus Answer the Ask different students to read questions about the picture. the question and answer and the statements to the class. Write them on the blackboard. Make notes if Show a picture of someone in a needed. lion's cage on the screen by a projector. Ask students questions using the target language . Get several more examples from other students. Explain the using of word “would” and “were”. Step4 Summary Unit 4 What would you do? Section A The Second Period Target language: 板 书 设 计 A: What would you do if you won a million dollars? B: I'd give it to charities. A: If I were you, I'd wear a shirt and tie. B: If I were you, I'd take an umbrella. A: What would you do if you were in a lion's cage? B: I'd call for help. C. I'd get out fast. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 3/6 教学A tape recorder , CAI 媒体 1. Key Vocabulary 教 学 目 标 pimple, trouble 知识 技能 2. Target Language I'm too tired to do well. What should I do? If I were you, I'd take a long walk before going to bed. 过程 方法 According to designing some tasks ， train students' reading skills and integrating skills. 情感 态度 教学重点 教学难点 Everyone may have some trouble. Don't worry. Target language Give advice using the target language. 教学内容及教师活动 学生活动 Have a discussion. Read the sentences. Read . Work in pairs. Work individually to complete the activity on their own. 对上节课所学知识进行复习。 培养学生独立分析能力。 设计意图 Step 1 Revision Get students to talk about what they would do if a teacher criticized them. Step 2 Presentation I.3a This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class. Point out the pieces of advice on the right. Get different students to read them to the class. Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class. Ask students to match each problem on the left with the correct advice on the right. Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed. Check the answers. II. 3b This activity provides oral practice using the target language. Read the instructions to the class. Invite a pair of students to read the sample conversation. Ask students to think of different advice for the problems in Activity 3a. Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I'd watch TV to relax my Read the conversation in pairs. Think by oneself. mind. 培养学生的解Ask students to make Work in pairs to 决问题能力。 conversations with partners using new make new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed. After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations. Step3 Consolidation and extension Part 4 This activity provides writing, listening and speaking practice using the target language. Read the instructions to the class. Get a pair of students to say the sample conversation to the class. Point out the sample answers in the chart. Say, What problems do you have at home? At school? Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart. Check the answers by asking conversation. Read the conversation. Make a list in the chart. Then ask their classmates for advice and write their advice in the chart too. Work in pairs. 创设一个实际情境，激起学生兴趣，对本课知识进一步掌握。 different pairs of students to say their conversations to the class. Optional activity Ask, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of. Step4 Summary 板 书 设 计 教 学 反 思 学科 课题 English 课型 fresh Unit 4 What would you do? Section A The Third Period Some good advice: ...... 年级 9 Unit 4 What would you do? 4/6 教学A tape recorder , CAI 媒体 1. Key Vocabulary energetic, confident, public, in public, 知识 技能 permission 2. Target Language What would you do if someone asked you to be in a movie? I'd say yes. According to designing some tasks to train 过程 方法 students' ability to identify words in context and listening skill. 情感 态度 Enable students to realize that confidence is a good personality. 教 学 目 标 教学重点 教学难点 1．Key Vocabulary 2．Target Language 1．Listening practice using the target language. 2．Use the target language. 教学内容及教师活动 学生活动 Have a discussion and make sentences. 设计意图 对上节课重点语言结构进行复习。 为学生完成1a练习做准备。 Step 1 Revision Say, If I had a day off today, what would I do? Encourage students to give advice using sentences beginning with if I were you, I'd … or you should … See how many pieces of advice students are able to think of. Step 2 Presentation I.1a This activity reviews earlier vocabulary and introduces some new words. Introduce the key vocabulary words on page 29 by showing them on the screen by a projector. energetic adj. 有活力的；精力充 沛的 Repeat the confident adj. 自信的；有把握的 words. public n. & adj. 公众(的)；公共 (的) in public 当众；公开的 Read the words one by one and have students repeat several times. Read the instructions to the class. Point to the five words above the box. Invite a student to read them to the class. Ask students to tell what each word means. For example, for the word outgoing, a student might say, outgoing means friendly. Focus attention on the five numbered sentences in the box. Point out the sample answer. Ask students to think about which word would work best in each blank. Walk around the room offering help as needed. Correct the answers. II.1b This activity provides oral practice using the target language. . Practice in pairs 训练由认知词Make 汇到使用的能conversations 力。 to tell each other what Read the instructions to the words in 1a to class. describe Call students' attention to the himself/hersel sample conversation. Invite a pair of f. students to read it to the class. Have students practice in pairs. As they work, walk around the classroom checking progress and offering language support as needed. Have a few pairs of students to share their conversations with the class. Read . III.2a This activity provides listening practice using the target language. Call students' attention to the chart. Point to the list of questions underneath the headline “What would Only listen. and you do…” Ask different students to Listen the read them to the class. Correct any check answers Celia pronunciation and intonation errors. Play the recording the first asks. time. Play the recording a second time. Check the answers. IV.2b This activity provides listening practice using the target language. Listen and circle Bill's Point to the list of answers responses. underneath the headline “I would …” Ask different students to read them to the class. Play the recording again. Check the answers. Step3 Consolidation and extension Read in pairs. 2c This activity provides oral practice using the target language. Point to the sample conversation in the box. Invite a pair of students to read it to the class. Point out the personality survey Work in pairs. Ask and answer the questions in the survey. 把自己的具体 情况用本节重点句型练习，激发兴趣、加深记忆。 in Activity 2a. Get students to work in pairs. As the pairs work together, move around the classroom offering language and pronunciation support as needed. Check the answers by asking different pairs to share their conversations with the class. Step4 Summary Unit 4 What would you do? 板 书 设 计 Section B The Fourth Period 1．Key vocabulary: energetic confident public in public 2．Target language: A: What would you do if someone asked you to be in a movie? B: I'd say yes. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 5/6 教学A tape recorder , CAI 媒体 1. Key Vocabulary 知识 技能 教 学 目 标 pretty, social, in the slightest, fairly, get along with, let … down, come up with 2. Read the e-mail from Fran, and write a reply. According to designing some tasks to train 过程 方法 students' ability of reading comprehension and writing. Sometimes you might annoy people because you are so confident. In fact, being a good listener is 情感 态度 an art. The reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident. 教学重点 1．Reading 2．Writing 教学难点 1．Reading 2．Writing 教学内容及教师活动 学生活动 设计意图 对本单元的重点句型继续复习。 为本节课扫清词汇障碍。 此活动对提高学生的学习兴趣会有很大鼓 Answer the Hold a quick survey around the questions. class. Ask what would you do if … 1 the teacher asked you to give a speech in front of the whole school? 2 your brother borrowed your Step 1 Revision 3 someone asked you to be in a movie? clothes without permission? 4 you wanted to be friends with a new student? Encourage students to give different answers to each question. Step 2 Presentation I. 3a This activity introduces key vocabulary words and provides reading practice using the target language. Read the words which in this lesson one by one and have students repeat them several times. Repeat the words after teacher. Call students' attention to the Read the paragraphs personality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Reread the Read the Activity 3a instructions personality 动。 Work in groups. language. 对学生的情感Read the instructions to the 进行正确培养。 class. Ask students to write their own personality survey. Give another example on the blackboard. If a friend misunderstood you, would you a, tell him/her it is a misunderstanding at once? Work b. want to explain to him/her, but individually. have no courage? c. invite him/her to dinner and explain? Get students to work individually. As they work, move around the room checking their works and to the class. Ask students to reread survey results again and the personality survey results and decide which decide which letter goes in each letter goes in paragraph. Point out the sample each paragraph. answer. Get students to complete the activity on their own. Check the answers. II.3b This activity provides reading and writing practice using the target offering language support. Step3 Consolidation and extension I. Part 1 This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Ask students to fill in the blanks on their own. Check the answers. II.Part 2 This activity provides reading and writing practice using the target language. Read the instructions to the class. Teach students to practice the words represent, let … down and come up with. Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the e-mail again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading. Get students to write a reply on Fill in the blanks on their own. Read and write. 学生独立写作，教师给予协作， 既培养学生独 立写作能力，教 师又能及时发 现问题。 their own.As students do this, walk around the room offering any help they may need. Ask a few students to read their replies to the class and share their solutions. Step4 Summary Unit 4 What would you do? The Fifth Period 板 书 设 计 An example to Activity 3b: If a friend misunderstood you, would you… a. tell him/her it's a misunderstanding at once? b. want to explain to him/her, but have no courage? c. invite him/ her to dinner and explain? 学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 6/6 教 学 反 思 教学A tape recorder , CAI 媒体 知识 技能 Key Vocabulary downstairs correct burn offer 教 学 目 标 过程 方法 According to designing some tasks to train students' ability of reading comprehension. 情感 态度 教学重点 教学难点 Reading Reading ` 教学内容及教师活动 学生活动 设计意图 检查学生课下复习情况，为本节课做好准备。 在开课之前让学生进行讨论，可以激发学生对本课的兴趣，以便更好的开展教学。 Write follow Have a dictation about this the teacher. class. Step 2 Presentation Work in groups I. section 1 to have a This activity encourages discussion students to consider the differences about the question the between an accident and a problem, and teacher says. how accidents happen and what problems teenagers face. Draw a picture of a sad face on the board. Ask students what things in their lives make them sad. Write“accidents on the left and Step 1 Revision examples of”problem” on the right. Divide the class into groups. Ask them to discuss the two questions and note down a) a list of accidents, and b) what the group decides is the biggest problem for teenagers. Share each group’s ideas and compare the results. Make sure students understand the difference between an accident and a problem. II.While You Read artwork and the cartoon and then draw on their knowledge to say what this Read the conversation reading is. and do some work Ask students to notice the as the teacher format. says。 Ask students to repeat the reading aloud in pairs, changing over for each page. III.After You Read . 1.3a This activity shows the knowledge and common sense students already Ask students to look at the Work in pairs to discuss the Ask students to pool the questions in 3a knowledge they have to answer the two questions. Discuss the questions with the have. 再次通读文章，然后进行讨论，加深对文章的理解程度。 students. 2.3b This activity develops Read the conversation again and discuss in groups. students’ ability to consider and rank according to knowledge Ask students to go through the accidents mentioned in the reading and discuss how serious each one is. Discuss answer with the class. 3.3c Work as the This activity asks students to teacher says. personalize the information and talk about their own experience. Ask each student to answer the question and check or not check the box. Have a class discussion to see how many students share the same experience and followed the advice given in the book. IV.Go For It Ask students to write one more “accident” Question and Doctor’s answer, and one more “Problem and Advice” using the same language style as in the reading. Take the examples of each student and write them up on a computer if available. Step3 Summary 板 书 设 计 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla 1/6 教学A tape recorder , CAI 媒体 1. Key Vocabulary belong, belong to, plate. author, toy, picnic 知识 技能 2. Target Language Whose book is this? It must be Mary's. Wanda Wilbur is her favorite author. According to designing some tasks, train 过程 方法 students' listening skill and communicative competence using the target language. 情感 态度 When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. 教 学 目 标 教学重点 教学难点 1．Key vocabulary 2．Target language 1．Listen for the target language 2．Oral practice using the target language 教学内容及教师活动 Step 1 warm up Show some new words in this unit. Step 2 Presentation I.1a This activity introduces the key vocabulary. Focus attention on the picture. Have students point to each item and say its name. Get students to complete the task on their own, As they work, move around the room checking their progress and answering any questions they may have. Show the correct answers on the screen by a projector. II.1b This activity gives students practice in understanding the target language in spoken conversation. Call students' attention to the chart. Set a time limit of two minutes. 学生活动 Repeat after teacher. Look at the picture and write the things you see in the correct columns in the chart. Read the persons, the things and the reasons Only listen. and each 设计意图 为学习新句型做好准备。 对词汇的进一步复习。 Play the recording the first Listen time. Play the recording again. match person with a thing and a reason. Step3 Consolidation and extension 1c This activity provides oral practice using the target language. Point to the picture in Activity 1b. Invite a pair of students to say the conversation in the speech bubbles. Point out the conversation in the box. Invite another pair of students Work with a partner. Start by reading the conversations in the picture and in the box. Then make conversations using the to say it to the class. information in Point out the chart in Activity 1 the chart in Activity 1b. b. Get students to practice in pairs. Talk about whom As they work, move around the each thing classroom listening in on various might belong to pairs and offering help with language and give a reason. and pronunciation as needed. After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class. Step4 Summary Unit 5 It must belong to Carla 板 书 设 计 1. Key Vocabulary 将知识点融入实际生活，便于实用。 belong, belong to, plate. author, toy, picnic 2. Target Language Whose book is this? It must be Mary's. Wanda Wilbur is her favorite author. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla 2/6 教学A tape recorder , CAI 媒体 1. Key Vocabulary band, hair band 教 学 目 标 2. Target Language Whose notebook is this? 知识 技能 It must be Ning's. It has her name on it. Whose French book is this? It could be Ali's. She studies French. Whose guitar is this? It might belong to Alice. She plays the guitar. Whose T-shirt is this? It can't be John's. It's much too small for him. 过程 方法 According to designing some tasks, train students' listening skill and writing skill. 情感 态度 Use your mind, then make inferences correctly. 教学重点 教学难点 1．Listening and writing practice using the target language. 2．Make inferences using the target language. Make inferences using the target language. 教学内容及教师活动 学生活动 设计意图 Look at the Revise the conversations in 1b. picture and Get different pairs of students to say . Step 1 Revision talk about who each thing might belong to and give a reason. Step 2 Presentation I.2a This activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band. Point to the numbered list with blank lines after each number. Play the recording the first time. Play the recording a second time. 通过复习，使学生对上节课所学知识进行温 习。 . 检测学生的听 力水平。 Only listen Students write the correct words in each II. 2b This activity provides listening and writing practice using the target language. Call students' attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying Students listen blank when coming to a write-on line. and fill in the Play the recording. blanks. Check the answers. Point to the box that contains the explanations of how to use the words must, might, could and can't. Read the explanations to the class. And then have different students Make new sentences. explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei's. He likes reading English magazines very much. III.2c This activity provides writing practice using vocabulary introduced in the unit. Read the instructions to Check the answers. blank. the class. Point to the list of sentences that contain a blank. Fill in the Elicit the first answer from the class blanks with the (The notebook must/might be Ming's. words from this unit. It was on her desk) . Get students to complete the task on their own. As students work, move around the classroom answering any Work in pairs, questions they may have and offering ask and answer. help as needed. Check the answers. Ask students to say the questions and answers in pairs. Invite a student to underline the Answer the questions. words must, could, might and can't and then write them in a list on the blackboard. Ask students, what does it mean when you, say something must be true? IV.Grammar Focus How sure are you that it is true? 100 percent? 50 percent? 10 percent? When a student answers 100 percent, write it next to the word must on the blackboard. Repeat the process with the words might, could and can't. Step3 Summary 让学生参与，对本节内容的实际运用进一步理解。 Unit 5 It must belong to Carla 1. Key Vocabulary band, hair band 2. Target Language 板 书 设 计 Whose notebook is this? It must be Ning's. It has her name on it. Whose French book is this? It could be Ali's. She studies French. Whose guitar is this? It might belong to Alice. She plays the guitar. Whose T-shirt is this? It can't be John's. It's much too small for him. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla. 3/6 教学A tape recorder , CAI 媒体 1. Key Vocabulary symphony, optometrist, appointment, algebra, crucial, because of, Chinese-English Oxford 知识 技能 University 2. Target Language What do you think “anxious” means? Well, it can't mean “happy”. It might mean “worried”. Oh, yes, she is worried because of her test. According to designing some tasks, train 过程 方法 students' reading skill and communicative competence using the target language. 情感 态度 When you are in trouble, send an e-mail message to your friends to ask for help. 教 学 目 标 教学重点 教学难点 1．Reading practice 2．Ora1 practice using the target language 1．Key vocabulary 2．Target language 教学内容及教师活动 学生活动 设计意图 复习。 注重学生的观察和表达能力。 Revise the usage of the words must, might, could and can't by checking homework. Step 1 Revision I. 3a This activity provides reading practice using the target language. Look and say. Call students' attention to the picture. Read the parts Step 2 Presentation Ask students to tell what's carefully and Number them in happening in the picture. order. Point to the parts of the e-mail Circle the new message. words. Check the answers. II.3b Read the This activity provides oral conversation in practice using the target language. pairs. Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class. Get students to talk about the circled words in Activity 3a. Use the words can't, must, could or might as in the sample. circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask 掌握句型结构，用所学知识解决实际问题。 Make new conversations. . 通过此环节，既 培养了学生口 语，也让学生慢 慢掌握如何解 决阅读过程中Read the words. 的生词问题。 different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard. drop v. symphony n. opotometrist n. appointment n. algebra n. crucial adj. count v. Practice the pronunciation of these words and explain the meaning of Look and read each word. the Step3 Consolidation and extension conversation. Part 4 This activity provides oral practice using the target language. Call students' attention to the picture. Get students to name each item in it. Write the new words Chinese-English dictionary and Oxford University on the blackboard. because of Point to the sample conversation. Invite a pair of students to read it Work in pairs to the class. and fill the Focus attention on the chart with chart. the headlines Can't, Could/might and 通过此活动，让学生对本课内容进一步掌握。 Must at the top. Point out the sample answer. Read the instructions to the class. Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with. Ask some pairs to say their conversations to the class. Step4 Summary Unit 5 It must belong to Carla. Section A The Third Period 1．Vocabulary words: drop v. symphony n. 板 书 设 计 optometrist n. appointment n. algebra n. crucial adj. count v. because of Chinese-English dictionary Oxford University 2．Target language: A: What do you think “anxious” mean? B: Well, it can't mean “happy”. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla. 4/6 教学A tape recorder , CAI 媒体 1. Key Vocabulary chase, creature 知识 技能 2. Target Language Why do you think the man is running? He could be running for exercise. No, he's wearing a suit. He might be running to catch a bus. 过程 方法 According to designing some tasks to train students' listening skill and writing skill. The UFO and alien are both unreal. As students, 情感 态度 we must work hard to explore the universe in the future. 教学1．Listening practice 教 学 目 标 重点 2．Writing practice 教学1．Write two or three sentences to finish the story. 难点 2．Listen and complete the sentences. 教学内容及教师活动 学生活动 设计意图 Step 1 Revision 1．Invite a student to read the Read the message and the thank-you message Linda wrote to Anna conversations. to the class. 2．Get different pairs of students to read the conversations in Activities 3b and 4. Step 2 Presentation I. Part 1 practice using the target language. Repeat the Read the instructions to the words in the box This activity provides writing class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own Look at the words. Get students to look at the three pictures carefully. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering pictures and write a sentence about each picture. language support as needed. Check the answers on the blackboard. II.2a This activity gives students practice understanding and writing Only listen. the target language in spoken 对上节课所学知识进行复习。 训练学生的写作能力。 听写结合，对听conversation. Read the instructions to the class. Point to the three pictures in Activity 1. Play the recording the first time. Play the recording again. Check the answers. Encourage students to write two or three sentences to finish the story. Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model. III.2b This activity gives students practice listening and writing the target language.. Explain the meaning of the word creature to the students. Play the recording once or twice, using the Pause button as necessary. Show the answers on the screen by a projector so that students can check the spelling and other details of their answers. The man says … 1．He could be running for exercise. 2．It could be a helicopter. and 力的要求更高一层。 number the pictures. Write two or three sentences to finish the story. Listen and complete the sentences. Listen 3．It must be an Alien. 4．She could be from the TV news. The woman says … He might be late for work. It must be a UFO. I must be dreaming. They must be making a movie. Step3 Consolidation and extension 2c This activity provides oral practice using the target language. Point out the sample conversation in the box. Invite a pair of students to read it to the class. Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help as needed. Ask several pairs to say their conversations to the class. Step4 Summary 把所学知识口 语化，时学生的 记忆更加深刻，Start by 使用更加便捷。 reading the conversation in the box with their partner. Then role play conversations using information in Activity 2b. Unit 5 It must belong to Carla. Section B 板 书 设 计 The Fourth Period 1．Answers to Activity 1: a. The UFO is landing. b. The alien is chasing the man. c. The man is running. 2．Target language: A: Why do you think the man is running? B: He could be running for exercise. A: No, he's wearing a suit. He might be running to catch a bus. English 课型 fresh 年级 9 教 学 反 思 学科 课题 Unit 5 It must belong to Carla. 5/6 教学A tape recorder , CAI 媒体 1.Key Vocabulary 教 学 目 标 extremely, garbage, mystery, director, escape, 知识 技能 2. Target Language In my dream, I was swimming in an ocean of paper. Maybe it means you're afraid of too much homework! 过程 方法 According to designing some tasks to train students' reading skill、writing skill and integrating skills. 情感 态度 教学重点 教学难点 1．Reading practice 2．Writing practice 1．Reading practice 2．Writing practice 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Look and answer 对上节课所学 Collect pictures from students on the questions. 知识进行复习。 the teacher's desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example: T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture? S1: He must be a student. S2: He could be having a dream. S3: He might like reading books. S4: … Step 2 Presentation I.3a This activity provides reading practice using the target language. 解决生词，为学生更好理解文章做好准备。 Answer the Read the words one by one and have questions. students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article to the class. And then point to the picture and ask Read the students. How is the person feeling? article Help students to answer. Call individually students' attention to the article. and underline what people Read it to the class. think could be Get students to complete the task causing the individually. As they work, walk strange things around the classroom answering any that are questions they may have and offering happening in Bell Tower. help as needed. Check the answers 培养学生集体 合作精神，积极 II.3b 思考，敢于发 This activity provides reading 问。 Show the key vocabulary words on page 38 on the screen by a projector. extremely adv. 极其；非常 worried adj. 烦恼的；焦虑的 neighbor n. 邻居；邻人 garbage n. 垃圾；废料 mystery n. 神秘的事物；不可思议 Read the words 的事物；谜 after the director n. 决策者；董事；导演 teacher. escape v. 逃跑；逃走 ocean n. 大海；海洋 and writing practice using the target Read the article again language. and discuss any Get students to discuss any words words or or sentences they don't know in sentences they Activity 3a with one another. Call don't know in Activity 3a students' attention to the three sets with one of notes. Ask different students to another. read them to the class. Write paragraph Ask students to write another paragraph about Bell Town using these notes. As they work, move around the as needed. Get a few students to read their works to the class. Write the sample version on the blackboard. III.3c This activity provides writing practice using the target language. Read the title No more mystery in Have a Bell Tower neighborhood to the class discussion. and explain the meaning of the word mystery. Invite a student to read the Do 3c classroom offering language support opening sentences to the class. Divide the class into groups of four to discuss what should be included in the article. Two or three minutes later, stop 仿写是训练写作的很好途径。 此活动可大大激发学生兴趣，对教学的实施和知识的记忆有很大帮助。 This activity provides reading, Work with a writing, listening and speaking partner. Start practice using the target language. practice by Read the instructions to the reading the sample class. Point to the picture. Ask conversation. students to tell what is happening in As the pairs it. Invite a pair of students to read work together, the sample conversation in the box to walk around the room offering the class. help with Ask students to think of a dream pronunciation they had recently and tell their and language. the activity. Ask students to finish the article about the strange events in Bell Tower. Use the ideas they discussed along with original ideas of their own to complete the article. As they are writing, move around the classroom offering help as Look 、think and needed. Ask some students to read read. their articles to the class. Step3 Consolidation and extension Part 4 classmates about it. Let classmates guess what the dream might mean. Ask different pairs to tell the class about their dream and what they may mean. Step4 Summary Unit 5 It must belong to Carla. Section B The Fifth Period A sample version to Activity 3b: These days, something unusual is happening in my neighborhood. 板 书 Mr. Chu often hears footsteps in the hallway at late night. His 设 计 wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn't think so. My neighborhood used to be quiet. But now everyone is worried. I don't know what to do. 教 学 反 思
学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla. 6/6 教学A tape recorder , CAI 媒体 1.Key Vocabulary ant, dishonest, bark, wake, pretend, use up, 知识 技能 attempt 2. Fill in blanks and make sentences using vocabulary words. 3. Learn some proverbs. 过程 方法 According to designing some tasks to train students' writing skill and reading comprehension. 教 学 目 标 情感 态度 We'll benefit a lot by learning proverbs. 教学重点 教学难点 1．Make sentences using vocabulary words. 2．Say the meanings of different proverbs in your own words. 1．Make sentences using vocabulary words. 2．Say the meanings of different proverbs in your own words. 教学内容及教师活动 学生活动 对上节课所学知识进行复习。 设计意图 Step 1 Revision Ask several students to read the newspaper article in Activity 3a to the class. Step 2 Presentation I. Part 1 This activity provides a comprehensive review of vocabulary Read the words. presented in the unit. Focus attention on the box Invite a student to read the vocabulary words at the top. favorites on their own. anxious strange worried careful Fill in the Ask students to fill in the blanks words. Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers. II.Part 2 blanks with the This activity provides reading, writing, listening and speaking practice using the target language. Show the vocabulary words on the screen by a projector. finger n. 手指 stone n. 石头；石块 ant n. 蚂蚁 poor adj. 贫穷的；贫困的 dishonest adj. 不诚实的 bark v. (狗等)吠声；叫声 wake v. 唤醒；弄醒 pretend v. 假装；佯若 use up 用完；用光；耗尽 attempt v. 试图；企图 Read the words and have students repeat them until they can pronounce them fluently and accurately. Read the instructions to the class. Explain to the students that a Read after the proverb is a short well-known saying teacher. that states a general truth or gives advice. Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students. proverbs. Discuss with Read your Discuss Ask students to read the proverbs. classmates what they might mean. 培养学生探究the 精神。 with your classmates 检测学生对词汇词性、意思的掌握程度。 Get students to work in groups of what they might four. As the groups work together, mean. walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb Do part3 means. III. Part 3 This activity focuses on the new vocabulary introduced in this unit. Ask students to read the five lines of words in the box. Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Get students to complete the task on their own. As they are doing this, move around the classroom checking their progress and offering help as needed. Check the answers by asking a student to read. Step3 Summary 板 书 设 计 教 学 反 思 学科 课题 English 课型 fresh Review of units 1～5 1/2 年级 9 教学A tape recorder , CAI 媒体 教 学 目 标 教学教学难点 知识 技能 1． Listening practice using the target language. 2． Oral practice using the target language. 1. According to listening to train students’ listening skill. 2．According to oral practice to train students’ speaking skill. 过程 方法 情感 态度 1. Listening practice using the target language. 重点 2. Oral practice using the target language. Train students’ listening skill and speaking skill. 学生活动 Write some vocabulary on their exercise book ,and make 设计意图 复习1-5单元重点短语，进行知识巩固。 教学内容及问题情境 Step1 Revision 1. Dictate some vocabulary words in units 1～5. 2. Choose four or five words. Encourage students to make sentences with them. Step 2 Presentation. Ⅰ.1a 1．Check that they understand what they need to do by having one or two students complete other answers. 2．Ask the students to do the crossword individually or in pairs. 3．Check the answers. Ⅱ1b 1.Explain to students that they need to write clues like the clues for the crossword in activity 1a. 2.Ask the students to work in pairs. Ⅲ. 2a 1.Ask the students to pay attention to the four pictures. 2.Play the recording ,students listen and match the conversations with the correct pictures by writing the numbers in the boxes. 3.Check the answers. Ⅳ.2b 1.Set a time limit of two minutes. Students go through the lists of questions. 2.Ask the students to listen to the same recording again, complete the four different questions next to the pictures in Activity 2a. 3.Let students check their answers in pairs, and then with the whole class. Ⅴ. 2c 1.Read the instructions to the class. Point out the sample conversation in the box. Invite a pair of students to read it to the class. 2.Ask the students to work with a sentences with some of them. Read the clues and complete the crossword. Choose words from units 1-5 and write a clue for each word . Read the clues to your partner. He or she guesses the words. Listen and match the conversations with the correct pictures by writing the numbers in the boxes. Listen again . Complete the four different questions next to the pictures in Activity 2a. Role play , Practice the conversations in activity 2b with their 游戏方式复习已学短语。 运用已学语言创作有特色的语言。 运用已学知识，进行听力练习。 运用所学知识进行口语练习，提高口语表达能力。 partner and use the information in activity 2b. 3.Ask several pairs of students to say their conversations to the class. Step 3 Summary 板 书 Target Language: 设 A: What would you do if you saw a big bicycle accident? 计 B: If I saw a bicycle accident I would... 教 学 反 思 学科 课题 English 课型 fresh 年级 Review of units 1～5 2/2 9 partner. Review of units 1～5 The First Period 教学A tape recorder , CAI 媒体 1．Oral practice talking about things they used to 教 do. 知识 2．Oral particle talking about things they should 技能 学 be allowed to do. 1． Train students’ speaking skill. 过程 目 2． Train students’ writing skill. 方法 标 情感 态度 教学教学难点 1. Talk about things they used to do. 重点 2. Talk about things hey should be allowed to do. Train students’ speaking and writing skills. 设计意图 复习上节课所学知识。 教学内容及问题情境 学生活动 Step 1 Revision Check homework. Ask different Say their students to say their conversations conversations to the class. to the class Step 2 Presentation Ⅰ.Part 3 Work in pairs 1.Point out the sample conversation and fill in the in the box. Ask the students to work blanks. in pairs like that and fill in the blanks 2.Invite a pair of students to say it to the class. The B student should think of something to finish the conversation. 3.Ask several pairs to say their conversations to the class. Answers Complete these will vary. sentences using Ⅱ. Part 4 their own 1.Get students to complete these experience and sentences using their own experience. then work in 2.Point out the sample conversation pairs. in the box. Invite a pair of students to read it to the class. 3. Ask the students to work in pairs. 4.Ask several pairs of students to say their conversations to the class. Write a list Answers will vary. thing teenagers Ⅲ. Part 5 should be 1.Read the instructions to the class. allowed to do Get students to write a list thing using their own teenagers should be allowed to do experience and using their own experience. work in pairs. 2. invite a student to read them to the class. 3.Ask students to role play the conversation in the box. Move around the class offering help as needed. Read the sample conversation in Ⅳ.Part 6 the box. 1.Read the instructions to the class. Point out the sample conversation in the box. Invite a pair of students to read it to the class. Students take 2.Ask the students to write their own turns responses. interviewing 3. Ask students to work in group of each other and three. writing the 复习已学知识，提供口语练习的机会。 完成主观任务，练习口语交际。 回忆已学知识，练习口语。 培养学生集体合作精神。 Ⅴ .Part 7 1.Focus students’ attention on the instructions and the example .Have two students model the sample conversation. 2.Ask the students to look at the pictures and discuss with their partners what they look like. 3.Ask the students to share their answers as conversations with the class. Part 8 1.Ask the students to answer the questions on the blank lines. Get students to complete the task individually. 2.Point out the sample conversation in the box. Invite a pair of students to say it to the class. 3.Ask the students to work with a partner. 4.Ask several pairs of students to say their conversations to the class. Answers will vary. Step 3 Summary answers. Complete the sentences and then talk about them with their partner. 练习口语。 Review of Units 1～5 The Second Period Target language: 板 书 设 计 1. A: How do you study for a test? B: By reading the textbook. How about you? A: I usually study by looking at old tests. 2. A: I used to think I wouldn’t get taller. B: You’re very tall now. A: Yes, it makes me happy! 3. A: It might be a man riding a horse. B: I agree. But it could also be a... 教 学 反 思 学科 English 课型 fresh 年级 9 课题 Unit 6 I like music that I can dance to 1/6 教学A tape recorder , CAI 媒体 1．Key Vocabulary ：prefer, lyric， gentle 教 2．Target Language； 知识 I like music that I can sing along with. What about 学 技能 you ? 目 I prefer music that has great lyrics. 标 过程 方法 情感 态度 According to designing some tasks, encourage the students use the sentences with the relative clauses to express preferences . Let’s enjoy music. It always brings us happiness. 1．Key Vocabulary ：prefer, lyric， gentle 2．Target Language: 教学I like music that I can sing along with. 重点 I like singers who write their own music. I prefer music that has great lyrics. 1．Relative clauses with that and who 难点 2．The listening practice 教学内容及问题情境 学生活动 Step1 Warm-up Answer the Ⅰ.Talk about the school questions and Present the relative clauses: learn relative Ⅱ.定语从句：修饰某一名词或代词的从clauses with 句。 that. I like the school that is clean . Step2 Presentation Ⅰ.1a 1. Listen some pop music that students like, and learn some new words. Learn some new Lyrics, gentle. And ask the students words, and talk talk about the music. about the I like music that I can sing along music. Do a with. survey then do a that has great lyrics. report . that I can dance to. that isn’t too loud. 2.Ask the students to look at the picture in 1a and circle the sentences they agree with, then write their own sentence. 3.Do a survey: Ask the students to do a survey about their friends’ favourite music, then do a report: For example：Mary likes music that she can Listen and sing along with. check the music Tony and Betty Ⅱ 1b Listening practice: like Listen 1b and check the answers. Work in groups Step3 Consolidation and extension Ⅲ.1.Group work 1C 教学设计意图 以旧带新，引入新课，通过对学生的逐一操练，让学生在轻松的环境中接受新知识——定语从句。 通过在不同的环节根据学生自己对生活经验和自 己的兴趣爱好入手，设计不同 的任务，循序渐 进，将语法教学 巧妙结合在任务型教学中。 通过听力练习提高学生的听力能力。 2. Extension, prefer=like … better I prefer music that has great lyrics. 通过句子，让学It means I like music that has great Look at the 生归纳，比较lyrics better. pictures and that和who 引3.Show some family or movie pictures learn 导的定语从句，and teach “Relative clauses with “Relative 培养自己的观who” clauses with 察能力。 也为For example: who” 下一步的听力The man who is standing by my side is 理解打好基础 my husband. The girl who has big smile is my daughter. Listening to 3.Listen 2a and 2b and check the the tape.Make answer. conversations using the 。 information from 2a and 2b. 通过拓展，区别 that 和which Work in pairs. 在定语从句中4. Work in pairs.2c 的用法 Extension: I like the ruler which/that I bought yesterday. The room that/which is behind me is my bedroom. Step3 Summary Unit6 I like music that I can dance to. 板 The First Period 书 prefer, lyric， gentle 设 I like music that I can sing along with. What about you ? 计 I prefer music that has great lyrics. The man who is standing by my side is my husband. The girl who has big smile is my daughter. 教 学 反 思 学科 English 课型 fresh 年级 9 课题 Unit 6 I like music that I can dance to 2/6 教学A tape recorder , CAI 媒体 教 学 目 标 教学教学难点 知识 技能 过程 方法 情感 态度 1． Key vocabulary： remind of, dislike, heart, string 2． The sentences with the Relative Clauses. According to use the sentences with the relative clauses to express what they like or dislike. Try to exchange the opinions on CDs with your friends. It will help you to know more about your friends. Teach the students how to use the key word. 重点 Practice using sentences with relative clauses in real life. Using sentences with relative clauses in discussing CDs. 教学内容及问题情境 学生活动 设计意图 复习由that 和Step1 Revision Answer the who 引导的定Ⅰ.Revise the relative clauses with questions and 语从句，及时发that by asking questions : review relative 现学生的问题,Ⅱ.Revise the relative clause with clauses with 及时纠正。 that and who. who by asking questions: Step2 Presentation Ⅰ.Lead-in: 1.Show my favorite CDs to the class Understanding 设置不同任务，and teach the phrase—— remind of the phrase使学生不断加2.Give more examples on \"remind sb. of “ remind of” 深定语从句的and discuss in sth./sb. \" 理解，提高学生pairs. such as, He reminds me of his brother. 的口语能力。 This reminds us of what we often did when we were children. Tell the students that remind…of…means cause sb. to think of sth. 3.Write the four questions on the blackboard. (1)What’s the name of your favourite CD? (2)Why do you like this CD? (3)What do you dislike about this CD? (4)What does it remind you of? Get them to discuss in pairs. Ask a pair of the students to share their conversations with the class. Read the review Step3 Consolidation and extension and match the I. Do activity 3a. sentence parts Ask the students to read the review and match the sentences part by Read the model themselves, then check the answers. conversation in II.3b Pair work the box first., Ask a pair of students to read the Then make up a model conversation in the box first, similar 让学生独立完成学习任务，达到自主学习的目的。 Then make the students make up a dialogue similar dialogue . Complete this 通过贴近学生 实际生活的调survey. Then III Part 4 提高学生口find classmates 查，培养学1. Show some pictures of the popular who agree with 语能力，生学习兴趣。 singers or groups among the students. you. Let the students complete the sentences with their own words. 3. Move around the classroom and ask questions who feels the same way you do about each thing. And write down the student’s name in the blank . Ask some pairs to say their conversations to the class. Step 4 Summary Unit 6 I like music that I can dance to 板 The Second Period 书 remind of, dislike, 设 1.What’s the name of your favourite CD? 计 2.Why do you like this CD? 3.What do you dislike about this CD? 4.What does it remind you of? 教 学 反 思
学科 课题 English 课型 fresh 年级 9 Unit 6 I like music that I can dance to 3/6 教学A tape recorder , CAI 媒体 知识 技能 1.Key Vocabulary: sink 2.The target language. I like movies that are sad. He likes clothes that are unusual. 1.According to listening to train the students' listening ability. 2.According to working in groups to train the students' ability to understand the target language in spoken conversation. I have my own favorite things in my life, that's why I enjoy the life. 教 学 目 标 过程 方法 情感 态度 教学教学Help the students express preferences on different things in 重点 daily life, using the target language. Talk about why they like the band, the book and the movie, using 难点 the sentences with relative clauses. 教学内容及问题情境 学生活动 设计意图 Step1 Warm-up 通过复习本单The students 元的语言目标，1．Ask some questions on CDs, groups, answer the 在轻松愉快的singers and musicians. Help the questions with 气氛中为本课students to answer with the target the target 的学习掀开了language. language. Then 序幕。 a survey of 2.Ask the students to make a survey of make the students the students around them and do some notes. 3.Ask several students to around them . report their results of the survey . Step2 Presentation Fill in the Ⅰ.part1 Fill in the chart. 为听力做铺垫 chart. Write 1. Ask some questions about band/ the names of the 。 book/ movie. Let some of the students’ students to answer it. 2. Ask the students to complete the favorite band, chart on their own and share the book and movie favorite book with the classmates after class. 通过问题让学Ⅱ.2a listening Listen and 生分析信息，听1. Tell the students to have a look at write down the 选相关信息。 the picture and let them guess what three things in they are talking about. the picture 2.Listen to the tape carefully , there that Michael are two boys, Michael and Ali, they and Ali talk are talking about some of the things about. they see in the room. The task of us is to write out the three things that they are talking about. 3. Check the answers. Listen again . Ⅲ. 2b listening 1. Ask the students to have a look at Write what the chart in Activity 2b. Tell them Michael likes and why he likes to note the sample answers. 2. Check the answers each thing. 本环节通过Step3 Consolidation and extension group work这Ⅰ.2c Group work 拓展了1.Ask two students to read the sample Discuss their 个活动，活动1的内容，conversation. favorite things 使语言知识运2.Ask the students to discuss their from activity 用到实际交流favorite bands, books and movies in 1.Say why they 中。 groups of four. Try to use the like each sentences with the relative clause we thing. have met in this unit to help to make conversations. 3.Ask one or two groups to say their conversations to the class. Step4 Summary 板 Unit6 I like music that I can dance to. 书 The Third Period 设 计 I like movies that are sad. He likes clothes that are unusual. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 6 I like music that I can dance to 4/6 教学A tape recorder , CAI 媒体 1.Key Vocabulary Yellow River, fisherman, entertainment, feature, wife, wives, photography, gallery, photographer, display, on display, photograph, interest, show ,class, suggest, energy latest，whatever , miss, okay 2. Practice reading articles. 3. Practice writing an article. 1. According to reading, train the students' reading skill. If you know where there is a good movie/band, tell your friend and go to enjoy it. 教 学 目 标 知识 技能 过程 方法 情感 态度 1．Key Vocabulary. 2. The main ideas of the three short articles. 重点 3. Write a review. 教学教学难点 Write a review. 教学内容及问题情境 学生活动 设计意图 温习已学知识，熟练掌握 who和what引导的定语从句。 独立完成阅读理解，回答相应的问题，培养学生自主探究的精神 Step Ⅰ Revision Revise the contents of last class by Answer the asking some questions about the questions with students’ favorite clothes, movies relative writers and so on. clauses Step2 Presentation Ⅰ. 3a 1.Ask the students to read the review and answer the questions, then check Read the review the answer. and answer the (1) Is Yellow River Fishermen Hung questions Tao’s latest movie? (2) What has Hung Tao done over the years? (3) What does the reviewer suggest you doing if you are looking for entertainment? (4) What good feature does the movie have? (5)What are the photos about? (6)What’s the name of the band? (7)Are the songs loud or gentle? (8)Are the lyrics of the songs very nice? 2.Let students read the reviews of 3a Read the reviews and try to complete 3b. Read after the tape, find out some useful by themselves, and try to complete 3b phrases and sentences, use and then check the answers. 3.Read after the tape, then discuss them to make the words and sentences they don’t their own understand of 3a in groups. Let sentences. students find out some useful phrases and sentences, and make their own Write a review of a book you sentences. Ⅱ. 3c 1.Ask the students to decide what review they will write first, a review of a book, a CD or a movie? 2.Write a list of questions they plan to answer in their review. (1) Who wrote the book/made the movie/sang the songs? (2)What kind of people the writer/director/singer is? (3)What do I think of the writer/ director/ singer? (4)What do I think of the book/Movie/ songs (5)What do I like and dislike? (6)What suggestions will I give the have read, a CD you have listened to or a movie you have seen. Fill in the calendar with special events. 通过让学生反复阅读，理解文章，掌握重点短语和句型，并用重点短语造句，学以致用。 根据3a，结合自己的实际写出一篇文章，体现学生的喜好，接近学生的生活，使学生对学习英语建立自信。 readers? Step3 Consolidation and extension Group work 4 Ask students to fill in the calendar with special events. Sept 4 summary 板 Unit6 I like music that I can dance to. 书 The Fourth Period 设 Look for, be boring, be on display 计 教 学 反 思 学科 English 课型 fresh 年级 9 课题 Unit 6 I like music that I can dance to 5/6 教学A tape recorder , CAI 媒体 教 学 目 标 知识 技能 过程 方法 情感 态度 1.Key Vocabulary honest, suit, Italian, Indian, expect 2.Use the following words properly remind, can’t stand, look for, prefer, love 3. How to answer an email to a pen pal. According to understanding this e-mail, write a reply to train the students’ writing skill. Do you have any pen pal on the Internet? If not, try to make one. 1．Help the students have a self check to see if they can use the target language of this unit well. 重点 2．The verbs: remind, can’t stand, look for, prefer, love 教学教学难点 Reply the email. 学生活动 Answer some questions about their holiday. Understanding 设计意图 通过问题方式激发学生兴趣，导入新课。 独立完成阅读教学内容及问题情境 Step1. Warm-up Asking some questions about their holiday. Step2. Presentation Ⅰ.Part 2 1.Ask the students to read this e-mail, ask some questions about Ling ling to see if they understood the e-mail (1)what is the subject of this email? (2)Whom is it from? (3)Who wrote the email? (4)What language would you like to learn? (5) What kinds of music do you like? (6) What kinds of food do you prefer? (7)Have you ever seen an Indian film? (8)What kinds of films do you prefer? 2. Ask the students to read it again and find out what Lingling wants to know about her pen pal. Pick out the questions that Lingling asks in her e-mail. Write the questions that Lingling asks in the email on the blackboard: (1)What language would you like to learn? (2) What kinds of music do you like? (3)What kinds of food do you prefer? (4)Have you ever seen an Indian film? (5) What kinds of films do you prefer? 3. According these questions on the blackboard, tell the students to write the reply to Lingling. Answers will vary. Step3 Consolidation and extension Practice Self check 1 1. Ask the students to fill in the blanks by their own. Then check the answers. 2. Make their sentences. Step 4 Summary 回答相应the article and 理解，的问题，培养学answer the 生自主探究的questions. 精神 Read it again ， 结合自己的实际给玲玲写回Pick out the 提高学生的questions that 信，写作水平，在实Lingling asks 际应用中掌握in her e-mail. 语言技巧。 Then write a reply to Lingling. Choose the 通过造句使学correct form, 生学会运用重鼓励学make their own 点字词，生在日常生活sentences. 中尽量运用英 语交流。 Unit6 I like music that I can dance to. The Fourth Period 板 书 设 计 Look for, be boring, be on display (1)What language would you like to learn? (2) What kinds of music do you like? (3)What kinds of food do you prefer? (4)Have you ever seen an Indian film? (5) What kinds of films do you prefer? 学科 课题 English 课型 fresh 年级 9 Unit 6 I like music that I can dance to 6/6 教 学 反 思 教学A tape recorder , CAI 媒体 Key Vocabulary 教 学 目 标 知识 技能 healthier，to be honest, be bad for, stay away from, sweet, taste, cancer, laboratory, increase, risk, biscuit, main According to finishing some tasks of reading ,to train students’ ability of identify main idea. And to train students’ ability of reading for special information. Stop eating junk food, get more sleep, and exercise three times a week. Start today! Then you can be happy. 过程 方法 情感 态度 教学Key vocabulary. 重点 Read the text to identify main idea. Read the text to understand words in context. 教学难点 Train students’ reading skill. 教学内容及问题情境 Step1. Warm-up Ⅰ.Asking some questions about their diet, then discuss what do they think of these food? 1. What do you eat for breakfast? 2. Do you think it is healthier? Step2. Presentation Ⅰ.Section 1.Before you read. Ask the students to look at the diets of two people. Discuss which diet is healthier and why. Ⅱ.3a Ask the students to go through the conversation and find all the language that is only used when speaking. Add them to the chart below. Ⅲ.3b Ask the students to read the article, use the information from the conversation to match the statements with each person. Ⅳ. 3c 1.Ask the students to read the article again, write down each type of food or drink from the reading in the correct column. Things that are good for us. Things that are dad for us. 3. Ask the students to discuss with their partner. Step3 Consolidation and extension keep healthy = stay healthy stay away from ＝ keep away from eg. I think children should stay away from sugar ,It’s bad for their teeth. Section 4.Go For It 学生活动 Answer some questions about their diet, then discuss what do you think of these food? look at the diets of two people. Discuss which diet is healthier and why. Fill in the chart. 设计意图 通过问题方式激发学生兴趣，导入新课。 独立阅读，完成相应的阅读任务，培养学生自主探究的精神 Match the statements with each person. Discuss which food is good or bad for us？ 调查身边的学 生，提高学生的 Do a class survey to find out classmates’ diets. Check each person’s answer under the YES or NO column. Discuss the results of the survey. 1. Are you a vegetarian? 2. Do you care how much fried food you eat? 3. Do you prefer to drink water when you are thirsty? 4. Do you only eat food that you like? Step 3 Summary 板 书 设 计 Do a class survey then discuss the results of the survey. 口语能力，以及现实生活中的语言交际能力。 Unit6 I like music that I can dance to. The Sixth Period diet, healthier Things that are good for us :milk, vegetables , fruit… Things that are bad for us :cola ,sweet… English 课型 fresh 年级 9 Unit 7 Where would you like to visit? 1/5 教 学 反 思 学科 课题 教学A tape recorder , CAI 媒体 教 学 目 标 1.Key Vocabulary tiring, educational, peaceful, fascinating, thrilling, take it easy, trek, jungle, fall, Florida, Amazon, Niagara 2.Target Language Where would you like to go on vacation? -- I'd like to go somewhere relaxing. 知识 技能 I like places where the people are really friendly. 过程 方法 情感 态度 According to fishing some listening tasks ,to improve students’ listening skill. Using the target language to make their own dialogue to train their communication skill. It′s more interesting to go on vacation somewhere instead of staying at home. Key Vocabulary tiring, educational, fascinating, thrilling, peaceful, exotic, 教学trek, jungle, take it easy, 重点 Target Language Talk about different places with the target language. Describe vacations with different adjectives. 难点 Talk about different places with the target language. 教学内容及问题情境 学生活动 设计意图 Step 1 Revision Answer some 复习已学知识，Ⅰ. Revise the language points in Unit questions and 复习定语从句。 6. then Provides some questions: What kind of practice in music do you like/love/prefer? What pairs. kind of clothes/ writers /movies … do you like/love/prefer? Ⅱ.Then ask two pairs to make model conversations to the class to make sure they answer, I like/love/prefer music that…I prefer writers who… Ⅲ. Ask students to practice in pairs. Step 2. Presentation. 描述假期生活，Ⅰ.1a 熟悉一些语言，1. Read the adjectives and understand Read the adjectives ,lo为听力作铺垫。 them. 2.Look at the pictures carefully, and ok at the pictures write adjectives to describe the carefully, and vacations 3.Talk about the plans of vacation. write adjectives to 进行听力练习， describe the 提高学生听力 教学Ⅱ.1b.Listen 1.Ask the students to listen to two students talking about where they would like to go on vacation and why. See the sample answers in the chart first. Write their answers like that while they hear. 2.Check the answers. Ⅲ.Pair work 1.Present this dialogue: Showing some pictures of the places with great interest all over the world and say like this: I’d like to travel to France. I’d love to visit Paris, because I like relaxing vacations. Ask one student to answer the question. After that, let him or her ask another student. Set off a chain drill like this: 2.After a team finished, get the children to make their own conversations in pairs. 3.Ask two students to read the example in Activity la. Tell them to talk about the posters with their partners this time. 4.As students work together, move around the classroom, offering language support as needed. Ask some pairs to say their conversations to the class. Ⅱ.2a.Listen 1.Play the recording for the first time. Students only listen, pay attention to some key words. Listen and number these statements in the order that they hear them. vacations,talk about the plans of vacation. Listen and fill in the chart. Practice conversation with partner. Listen and number these statements in the order that you hear them. 能力。 在老师的示范下，学生进行语言交流练习，由易到难，逐步掌握语言技巧。 完成不同的听力任务，提高听力能力。 ___I love places where the people are really friendly. ___I hope to see Niagara Falls some day. ___I like places where the weather is always warm. ___I hope to visit Hawaii one day. 2.Check the answers. Ⅲ.2b 1,Ask the students to look at the chart, get them to read the places and reasons several times. 2.Listen to the same recording again. Listen and match each place with a reason for not going there. 3.Check the answers Ⅳ.2c Pairwork 1.Read the instructions to the students. Tell them to use the information in Activities 2a and 2b to role play conversations. 2.Show some pictures of Hawaii, Mexico, Niagara Falls, ask some questions and get a student to answer. 3.Ask two students to make up similar conversations. use the information in Activities 2a and 2b. 4.Ask the students to role play the conversations in pairs, using the information in Activities 2a and 2b. 5. Ask one or two move pairs to say their conversations to the class. Step 3.summary. 板 书 设 计 Listen and match each place with a reason for not going there. Make a new conversations and act 根据学生的实际生活创造出符合学生实际的对话并进行表演，增强语言的实际交流效果，使学生在交流中更好的运用语言，增强学习英语的自信心。 Unit 7 Where would you like to visit? . The First Period Where would you like to go? I’d like to go somewhere relaxing. I hope to go to France some day. I’d love to visit Mexico. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 7 Where would you like to visit? 2/5 教学A tape recorder , CAI 媒体 1.Key Vocabulary touristy, spotlight, Singapore, tower, church, consider, downtown, lively, general, sight, including, convenient, underground, in general ,be supposed to 2.Target Language Where would you like to go, Kathy? I'd like to visit Kunming. According to designing some tasks to train students’ reading skill and train students’ skill of communication. Share your experience on traveling in a city with your classmates and tell them what they should bring if they decide to visit it. 教 学 目 标 知识 技能 过程 方法 情感 态度 教学教学1.Guide students to read the passage in Activity 3a. 重点 2.The new vocabulary Help students to talk to their partners about the cities they 难点 know. 教学内容及问题情境 学生活动 设计意图 Step 1 Revision Ⅰ. Revise the target language by Answer the 复习上节课所questions to 学知识，温故而asking revise the 知新。 questions, Where would you like to go target language on vacation? Get several students to give different answers. Ⅱ.Then talk about some places where the students went. Read the 反复阅读文章,Step 2 Presentation. passage quickly 回答相应的问Ⅰ.Ask the students to read the and try to 题，理解文章中passage quickly and try to answer the answer the 一些重要短语questions on the blackboard. questions 的用法,掌握阅1. 1.What’s the capital of France? 读技巧。 2. 2.What are the fantastic sights in Paris? 3. 3.If you go to Paris ,how do you travel around it ? Why ? 4. 4.What’s cheap in France? 5. 5.Have most Frenchmen learned English ? Reading the 6. 6.If you can’t speak French, who can article again, translate for you? find out some 2.Understanding the article, using important some phrases to make own sentences. phrases and use (1)consider doing sth them to make eg: I’m considering going abroad some sentences (2)be supposed to do sth = should do sth eg: We are supposed to help each 根据简单提示，other. Practice the 创造出符合学3.Play the video of Paris for students conversation 生实际的对话，or show them some pictures, know more below. Then 使学生在交流about Paris. make new Ⅱ3b pair work conversations 中更好的运用语言，增强学习Ask the students to read the sample with the conversation on the left in Activity information in 英语的自信心。同学之间互相3b,then make new conversations with the box. 交流，增进彼此the information in the box. Make a list of 感情。 things they like and things Step Ⅲ Part 4 pairwork they don’t 1. Ask the students to tell the names like about the of the cities they’ve thought city. Then talk of,and fill in the box with the to their things they like or dislike about partner about the city. it. 2. Work in pairs and talk to their partner about it. Step3:Summary 板 The Second Period 书 设 touristy, spotlight, Singapore, tower, church, consider, 计 downtown, lively, general, sight, including, convenient, underground, in general ,be supposed to 教 学 反 思 学科 English 课型 fresh 年级 9 课题 Unit 7 Where would you like to visit? 3/5 教学A tape recorder , CAI 媒体 1.Key Vocabulary: save money, pool, culture, dream vacation, travel agency 知识 2.The target language. 技能 教 学 目 标 I like movies that are sad. He likes clothes that are unusual. 1. According to listening to train students’ listening ability and 2. According to working in pairs to train students to use the target language in oral English properly. To role play the conversations you’ve heard is a very good way to improve your oral English. Unit 7 Where would you like to visit? . 过程 方法 情感 态度 教学教学难点 Train students’ listening skill by listening to the 重点 conversations with the target language. Help students to role play the conversations. 教学内容及问题情境 Step1 Warm-up part 1 1.Ask the students to brainstorm a list of things that are important to 学生活动 Brainstorm a list of things 设计意图 通过头脑风暴them when they go on vacation. Write them down in their exercise books. They should not worry if an idea is silly or if a word is spelled wrong. They can even write a word in their first language for the moment. Ask them to have a look at the two model phrases the book provides before they begin. 2.Discuss the lists in groups of four. Each one reads his or her own list to the other three. Then they discuss the words or phrases together. If there is something that they are not sure, tell them to show the teacher by putting up their hands. Step2 Presentation Ⅰ. 2a listening If you plan to have a trip or vacation, you can go to a travel agency. A travel agency is an office that can help you make travel plans. Also they help you get plane tickets and hotel reservations. 1.Look at the three pictures in Activity 2a now. We know Jeff has a summer job at a travel agency. We will hear him talking on the phone with three different people. Listen to the conversations and number the pictures. 2..Check the answers. Ⅱ .2b listening 1.Ask the students to read the headings Customer, Wants, Doesn’t want and point out the blanks under each one. And let them see the sample answer under Wants in the chart. 2.Ask the students to listen again and complete chart. 3.Correct the answers. Step3 Consolidation and extension Ⅲ.2c 1. Ask a pair of students to read the are 复习本单元知important to 识点,在回忆中巩固本单元知you when you go 识. on vacation. Write them down in your exercise books. Discuss the lists in groups that of four. 完成不同的听 力任务，提高听 力技能。 Listen to the conversations and number the pictures. Listen to the 。 conversations again and complete the chart. 角色扮演，根据 学生实际编写 对话，提高口语 Look at the 表达能力。 chart in 2b. sample conversation to the class. Role play 2. Ask them to continue it. Offer some Jeff’s help if necessary. conversations. 3.Role play Jeff’s conversation with the information in the chart in Activity 2b. Step3 Summary 板 Unit 7 Where would you like to visit? . 书 The Third Period 设 not too hot, near the ocean 计 I’d like to go somewhere warm. 教 学 反 思 学科 English 课型 fresh 年级 9 课题 Unit 7 Where would you like to visit? 4/5 教学A tape recorder , CAI 媒体 知识 技能 1.Key Vocabulary provide, firm, offer, spot, Confucius, 2.Practice reading articles. 3.Practice writing an article. 1. According to reading, train the students' 过程 reading skill. 方法 2. According to writing to practice writing an article. Are you planning to take a trip this summer? 情感 Write an e-mail to a travel agency in English to get 态度 some information on vacations. 1．The new vocabulary. 教学2．Read an e-mail. 重点 3．Write an e-mail. 教学Write an e-mail. 难点 教学内容及问题情境 学生活动 设计意图 Step 1 Revision 教师提示，学生Revise the conversation in Activity Review and make 编对话，复习本a conversation 2c on page 55 by making a conversation 单元的语言知教 学 目 标 with one student , then ask them to and act it out. 识点。 practice in pairs. Step2 Presentation Glance over the Ⅰ3a 设置不同的阅statements 1.Glance over the statements about 读任务,学生独about the the e-mail message with the whole 立完成阅读理e-mail message, class. And tell them to put the six 解，回答相应的write T,F or DK statements in their minds while they 问题，并能提出before each scan the e-mail below. Try to get the 问题,培养学生statement. main idea of the letter and find out 自主探究的精the answers to the statements. Ask 神 them to scan the letter individually, and write T, F or DK before each statement. 2．Check the answers with the whole class. Elicit why the false sentences are false at the same time. Read the 3． Tell the children to read the passage more carefully and prepare to passage more answer the questions on the carefully and blackboard. answer the （1）Where do S.T. Zhang and the family questions on want to take a trip? the blackboard. （2）What kind of place do they want to go to? （3）What exercise do they especially love doing? （4）What does S. T. Zhang say about . the hotel they want to live in? （5）What does S. T. Zhang want the travel agency to do? （6）How long would they like to be away? 4．Encourage them to ask questions on what they don’t understand about the Ask questions on what they e-mail. 5．Ask one student to read the letter don’t understand to the class. Help him or her with the about the pronunciation. Then let all the e-mail. students read the passage several Read the letter times. 6.Extension and pay provide sb. with sth. = provide sb.for attention the sb. eg: I hope you can provide me with some warm clothes. offer sb. sth. eg: He offered me a glass of wine. Ⅱ.3b 1．Ask the students to reply the e-mail and tell where they should go on vacation. 2．After they’ve all finished writing, ask the students who have written excellent passages to read theirs to the class. 3．Let them work in pairs to correct the mistakes in the passage they’ve written. Ⅲ . Part 4 1.Showing some pictures of these places to the students, (1)Qufu is a small city in Shandong Province. It is famous for Confucius. It was Confucius’ hometown. He was born there. (2)The Great Wall is the pride of the Chinese people. It is very long and it is hard to believe that it was built over two thousand years ago. (3)The Store Forest in Yunnan is a great place for people who are interested the natural landscape. What do you think of the three places? Now please fill in the blanks, use the words above the chart or any other word. 2．Then work in groups of four to survey the three students. 3．Report the results to the class. Then ask the class where they would prefer to go together. 根据3a，结合自己的实际写出回信，提高学生理解和写作能力。 锻炼学生口语交际能力。 Complete the survey using words from the box and any other words .Then survey three students. 了解世界各地 的著名景观，提 出自己独特的 见解。 Say out the English names Ⅳ Self Check .Part 2 of the four 1.Say out the English names of the famous places four famous places in the in the picture pronunciation. Reply the e-mail and work in pairs to correct the mistakes in the passage they’ve written. San Francisco, the Sydney Opera article about House, Big Ben in London, the Eiffel where they Tower in Paris. would like to 2. Ask the students to write an visit most and 用关键词造句，增强学生对词article about where they would like to why. 语的理解运用。 visit most and why. 3.After they’ve finished writing, ask a few students to read their . articles to the class. Encourage the Fill in the rest of the class to tell the mistakes blanks by they may have made in their passages. themselves, and Ⅴ.Part 1 make their own pictures.the Golden Gate Bridge in and write an 1.Ask students to fill in the blanks sentences with by themselves. the words. 2.Check the answers. 3.Ask students to make their own sentences with the words. Step 3. Summary 板 书 设 计 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 7 Where would you like to visit? 5/5 Unit 7 Where would you like to visit? The Fourth Period provide sb. with sth. = provide sb.for sb. eg: I hope you can provide me with some warm clothes. offer sb. sth. eg: He offered me a glass of wine. 教学A tape recorder , CAI 媒体 教 学 知识 技能 Key Vocabulary sail, Pacific, thousands of , as soon as possible, continue, programming, report, quite a few, dream of, hold on to, attitude, be willing to, translator, 目 标 过程 方法 情感 态度 教学conclusion According to finishing some tasks of reading ,to train students’ ability of identify main idea， and to train students’ ability of reading for special information. Take action to achieve our dream. Key vocabulary. Read the text to identify main idea. 重点 Read the text to understand words in context. 教学难点 Train students’ reading skill. 教学内容及问题情境 Step1. Warm-up Before you read, 学生活动 设计意图 Discuss the Ⅰ.1a Think of an example of a hope and difference a dream ,discuss the difference between a hope between a hope and a dream . and a dream, Ⅱ.1b Ask some questions: then answer some questions. 1.What’s your dream? 通过问题方式激发学生兴趣，导入新课。 2.How do you achieve your dream? Step2. Presentation While you read Ⅰ.3a Understanding 独立完成阅读1.Ask the students to go through the the article and 理解，完成相应reading slowly, underline points they 的阅读任务，培underline want to know . 养学生自主探points they 2.Extension want to know . 究的精神 continue doing sth.= go on doing eg: The rain continued falling all afternoon. hold on to doing sth. Ⅱ.3b Read it again and answer some Read it again questions: and answer some questions. 1.Why do some students want to work as soon as possible?: 2,What’s important to students about the work they do? 3.What’s the most popular choice of job? 4.What example is given of an Look at the impossible dream? reading and Ⅲ. 3c Check the answers. check answers. Ⅳ.3d. Discuss each of 1. Divide the class into discussion the three groups of a maximum of six students questions and tell the each. classmate if 2. Give them 2minutes to discuss each their dream of the three questions . have come true. 3. Ask for a show of hands for “yes” and “no” to Questions3. 调查身边的学生，提高学生的口语表达能力，以及现实生活中的语言交际能力。 鼓励学生努力Write down a Ⅴ.Section 4 Go For It！ dream and talk 实现自己的美1．Ask the students to read out the about how to 好愿望。 example dream. achieve the 2．Ask for ideas that will help this dream. person achieve this dream. 3．Write down a dream they have and talk about how they will achieve their dream. Step 3 Summary 板 书 设 计 教 学 反 思 学科 Unit 7 Where would you like to visit? The Fifth Period I’d love to sail across the Pacific. hope ,dream English 课型 fresh 年级 9 课题 Unit 8 I’ll help clean up the city parks. 1/5 教学A tape recorder , CAI 媒体 1.Key Vocabulary clean up, hunger, homeless, cheer up, give up , give out, sign, put off, set up, establish, come up with 知识 2.Target Language 技能 教 How to express offering to help with target language. 学 1.According to listening to train the students’ listening skill. 过程 目 2.Train the students to express offering to help 方法 with the target language. 标 Offer help to the others as much as possible. Plan 情感 a City Parks Clean-up Day with your good friends 态度 and come up with some ideas to tell people about it. Key Vocabulary: clean up, hunger, homeless, cheer up, give up , 教学give out, sign, put off, set up, establish, come up with 重点 Target Language How to express offering to help with target language. Teach the students how to use the new phrasal verbs. 教学Teach the students to express offering to help with target 难点 language. 教学内容及问题情境 学生活动 设计意图 Step 1 Revision 复习前一单元1. Revise the language points in Unit Answer some questions in 所学知识 7. Ask some questions like this: Where Unit7. would you like to go on vacation? Why? Step 2 Presentation. Look at the 教学目标语言，Ⅰ1a 1.In this unit we talk about: offer bulletin board 为听力练习做and read about 铺垫。 help. We’ll use some phrasal verbs. such as ways you could help people. clean up, cheer up, give out. Here is an example on how to use clean Then list other up. Look at the title of Unit 8. I’ll ways you could help people. help clean up the city parks. 2.Ask the children to read the title twice. Then go on saying, \"clean up means make a place clean and tidy, put things there in order\". Let’s see another example, We should always clean up after a picnic. 3.Ask one student to explain the sentence. Then make sentences with clean up.Ask several students to share their sentences to the class. Do the same with the other phrasal verbs. Some sample sentences (1). clean up—make a place clean and tidy, put things in order eg. We should always clean up the dirty parts of the sea. (2). cheer up—make someone feel happy eg. The good news cheers everyone up. (3). give out—hand out, distribute eg. Lin Tao helped the teacher give out the new textbooks to the class. Read the instructions to the students. 4. (1).Please look at the picture now. What is the bulletin board about? Help students to answer: Volunteer Today! (2).Then continue saying, \"Who can tell me the meaning of volunteer?\" Ask one student to try to explain it. Then tell them the meaning of it. Volunteer means a person who offers to do something unpleasant or dangerous. It means a person who offers to help the others sometimes. Volunteer is used as a verb in this lesson. Pay attention to the three posters on the board. What are the volunteers doing in each poster? Please work in pairs and talk about the posters. (3). Read the sentences in the posters to the class. Ask the pairs of students to explain what the sentence means in their own words. Or tell what the volunteers are doing in the Listen and posters. complete the 4.After the students have finished sentences. all the items, ask the students to add some other ways they can help people. Get them to write the ways down in the Practice the conversation in box below the picture. 5. Ask some students to share their the picture above. Then ideas with the class. have similar Ⅱ. 1b conversations 1.Ask the students to pay attention to using the the sentences, and understand them. information in 2.Listen to the conversations and 1b. complete the sentences. Ⅲ 1c 1.Ask the students to pay attention to the example in the speech bubbles in Activity la. Ask a pair of students to read this conversation to a class. Then let them practice in pairs. 2.After they’ve finished practicing Listen and the sample conversation, ask them to check the make up similar conversations based things the students are on the other two posters. Get two going to do pairs to demonstrate two conversations first. 3.Then let the whole class practice in 完成不同的听力练习，提高学生的听力能力。 提高学生的口语能力。 完成不同的听力练习，提高学生的听力能力。 same recording again and fill in the blanks 运用本单元目Role play the 标语言创造自在交conversation in 己的对话，际中熟悉语言，2b. 提高口语表达 能力。 Step Ⅲ 2b 1. Ask the students to listen carefully ， and fill in the blanks 2.Check the answers. Step Ⅳ 2c 1.Ask students to look at the sample conversation first. Ask a pair to read it to the class. 2.Work in pairs to role play the conversation in Activity 2b. Each pairs. Ⅳ. 2a 1.Ask five different students to describe the pictures. Picture 1: We can see a TV screen . Picture 2: There is a girl putting a sign on the board. Picture 3: A boy is making a call. Picture 4: We can see a copy of newspaper with the advertisement. Picture 5: A boy is giving out advertisements to people. 2.We’ll hear some students at a club meeting. They are talking about how their club can help clean up the city parks. Now listen to the club members talking about what they can do to clean up the city parks and check the things they hear. 3.Check the answers. pair will make a conversation like the sample one. You can use the sentences in Activity 2b as a guide. Step 3 Summary . Listen to the 板 书 设 计 Unit 8 I’ll help clean up the city parks. The First Period cheer up , set up, think up, come up with English 课型 fresh 年级 9 Unit 8 I’ll help clean up the city parks. 2/5 教 学 反 思 学科 课题 教学A tape recorder , CAI 媒体 1.Key Vocabulary major, commitment, elementary , coach 2.Target Language I’d like to join the school volunteer project. I love playing soccer. According to designing some tasks to train 过程 students’ reading skill and train students’ 方法 speaking skill with target language. If there is a student volunteer project in your 情感 school, try to join it; if not, try to set up one; 态度 being a volunteer is great! 1.Guide students to read the article in Activity 3a. 教学2.Help students to use the target language to express what kinds 重点 of volunteer work they could do and what they like to do. 1.Read the article for comprehension. 教学2.Use the target language to express what kinds of volunteer work 难点 they could do and what they like to do. 教学内容及问题情境 学生活动 设计意图 Step Ⅰ Revision Ⅰ.Revise the target language they 教 学 目 标 知识 技能 learned last class. Ask several pairs Talk about the to talk about the ways they could help ways the students could people, using the conversation in help people. activity la as a sample. Step 2 Presentation. Ⅰ. 3a 1.Ask the students to look at the picture of the three children. Ask Look at the them who they think the children are. picture of the 2.Ask the students pay attention to three children and answer some the title of the article and ask the questions. children to read it out. Ask them the question again：who they think the children are. 3.This is an article about Read the volunteers. You have two tasks to do: article about volunteers . first underline the kinds of work the Underline the volunteers do; second circle the kinds of work reasons why they like their work. the volunteers There are three questions on the do . Circle the blackboard to help the students to reasons why they like their get the answers . work. Questions 1. What does Li Huiping do to help people as a volunteer? 2. What does Lan Pei do to help people as a volunteer? 3. What does Zhu Ming do to help people as a volunteer? 4.Check the answers by asking three students to answer the questions. 5.Read the article to the class and do some explanation on any new words. Tell the students to raise their hands when I come to any word or sentence they don’t understand. Pause and do some explanation. discuss in Ⅱ.3b 1.Read the instructions to the pairs and fill the results of students. And tell them Hui loves playing football. What their 复习上节课所学知识，温故而知新。 反复阅读文章,完成阅读任务，理解文章中一些重要短语的用法,掌握阅读技巧。 根据表格，进行口语交际，运用目标语言的同时提高学生口语能力 。 could Hui do if he wants to join the school volunteer project? Help the students answer. He could coach a football team for little kids. Tell them coach means teach or train. Then ask the students to look at the table in Activity 3b. We can see three columns in this form. There are four names in the first column. And we can know what each of them loves doing from the second column, the column of loves. Now our task is to fill in the blanks in the third column, the column of Could. Get the students to discuss in pairs and fill the results of their discussions in the blanks. 2.Ask several pairs to report their answers to the class. Answers will vary but should show a sense of volunteering. Ⅲ.3c 1.Ask a pair of the students to model the sample conversation first. 2.Then let the whole class practice in pairs. Remind them to use the sample conversation, but replace the words loves and skills. 3.Ask two or three pairs to share their conversations to the class. Ⅳ. Part 4 1.At first, Ask the students to write down three things they like to do on the lines in the column of things they like to do. They can write in either complete sentences or phrases. For example, they can fill in the blank with :I love drawing pictures, or Drawing pictures. 2.Then ask the students to work in pairs and give each other suggestions about what volunteer work they could do with those interests. Ask a pair to discussions in the blanks. Role play . Take turns being one of the people in 3b.Ask for and give advice. Write down three things they like to do. Ask their partner for advice about the kinds of volunteer work they could do. 根据3b的内容，发表自己独特的见解，提高学生的口语能力。 根据实际情况填表格，互相给予建议，在交流中更好运用目标语言. model the sample conversation before they begin to practice and fill in the blanks. Step3:Summary 板 书 设 计 Unit 8 I’ll help clean up the city parks. . The Second Period Major, commitment, elementary, coach I’d like to join the school volunteer project. I love playing soccer. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 8 I’ll help clean up the city parks. 3/5 教学A tape recorder , CAI 媒体 教 学 目 标 知识 技能 1.Key Vocabulary: fix, repair, similar, strategy 2.The target language. What do you do? I fix up bikes and give them away. According to listening to train students’ listening ability. 过程 方法 情感 态度 Come up with a good idea to help others. It will bring you much enjoyment. 1．Train students’ listening skill by listening to the conversations with the target language. 重点 2．Teach the students to use the new phrasal verbs properly. 教学教学难点 Teach the new phrasal verbs. 教学内容及问题情境 学生活动 设计意图 复习上节课所学内容，理解3a这篇文章。 增强学生用英语理解英语的意识。 理解短语，灵活运用短语。 Step 1 Revision Revise the contents of the article in Answer some activity 3a by asking some questions questions. 1. What does Li Huiping love to do? And what does she do as a volunteer? 2. What does Lan Pei love and what does he plan to be when he leaves school? Where does he spend every Saturday working? 3. What about Zhu Ming? Say something about Zhu Ming. 4. What do they say about their volunteer work? 5. What do they plan to do? Step2 Presentation Match the I 1a 1.Try to explain the four sentences in sentences with English for the children, especially similar the new phrasal verbs in the meanings then use the phrases sentences. make some new 2. Ask the students to match the to sentences. sentences with similar meanings. 3.Using the phrases to make some new Make sentences sentences. with the words Ⅱ1b 1.Ask the students to pay attention to in the box then the phrasal verbs in the box. Ask four check each different students explain each other’s sentences very phrase in their own words. 2. Make sentences with the words in carefully. the box. 3.After all of them have finished writing, choose some children who have made some wonderful sentences to share theirs with the class. 4.Ask the whole class to work in pairs and help each other. Let them check each other’s sentences very carefully. Ⅲ.2a 1. Ask the students to pay attention to the four pictures. Then number the pictures in the correct order while they are listening to the conversation on the tape. 2.Ask some students to tell their own stories on the pictures according to their own orders. 3.The stories will vary. Ask them to work in pairs. Each one has to tell a story to the partner. 4. Listen again and check the answers. Ⅳ.2b 1.Ask the students to pay attention to the box. Ask four students to read the four sentences to the class. 2. Ask the students to circle the correct answer to each question—T for true or F for false. 3.Check the answer. Ⅴ. 2c 1.Play the recording of 2a again， The students repeat after it. Tell them to try their best to copy the pronunciation of the recording. 2.Tell them they will practice the conversation between Jimmy and the reporter, using the information in the Activities 2a and 2b. 3.Ask a pair of the students to read the model conversation. Then let them practice their own conversations in pairs. 4.Ask several pairs to share their conversations with the class. Step 3 Summary Listen and number the pictures in the correct order then check the answer. Listen to the conversations again and circle the correct answer to each question—T for true or F for false. Practice the conversation between Jimmy and the reporter, using the information in the Activities 2a and 2b. 完成不同的听力任务，提高听力能力。 利用所学语言，创造新的对话，培养学生创新思维能力。 板 书 设 计 Unit 8 I’ll help clean up the city parks. The Third Period fix, repair, similar, strategy take after, fix up, put up, ask for, hand out 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 8 I’ll help clean up the city parks. 4/5 教学A tape recorder , CAI 媒体 教 学 目 标 1.Key Vocabulary call up, hand out, call-in(=phone in), strategy, work out 2．The reading passage. 3．Writing an article using the notes given 4．Train students’ writing skill. According to reading, train the students’ reading 知识 技能 过程 方法 情感 态度 skill and train the students how to use the phrasal verbs. If you get in trouble in your volunteer work, go to the people around you to ask for help. 1.To help the children understand the article. 2.To teach the new phrasal verbs. 重点 3.To direct the students how to make notes based on an article. 教学1.Teaching the new phrasal verbs. 难点 2.Directing the children to make notes based on an article. 教学内容及问题情境 学生活动 设计意图 Step Ⅰ Revision Revise the phrasal verbs that taught Make sentences 复习上节课的last class by asking students to make with the 语言知识点，运sentences with them again. phrasal verbs 用造句方式学Step 2 Presentation that learned 会灵活运用语Ⅰ.3a again. 言。 1. Jimmy is a Bike Boy. He fixes up old bikes and gives them away. But he ran Please read the 理解文章，理解out of his money to buy old bikes last article once 重点短语。 week. Has he come up with any way to quickly and solve his problem? or Will he have to answer the stop? Let’s find out the answer in questions. the article in Activity 3a. 2. Ask the students to read the article Underline all and underline all the phrasal verbs . the phrasal 3. Understanding the meaning of these verbs and take phrasal verbs and take notes then make notes ,then some sentences. make some Ⅱ.3b. sentences. 整体理解文章，1.What things did he do to solve his 互相找错，提高problem? Please make a note of the Make a note of 自我纠错能力。 things that Jimmy did to solve his the things that problem. Jimmy did to 2.After they all finish writing, ask solve his a few students to give their answers. problem then Point out the mistakes they may have check each made in writing. other’s 3.Ask them to work in pairs. Tell them answers to check each other’s answers carefully carefully and point out the mistakes their partners may have made. Tell them to help each other like this as often as possible. Ⅲ Part 4 Groupwork. Brainstorm a 1.Let’s do it in groups of four. Each plan for group will have to brainstorm a plan helping our in 教学for helping out in your community. Talk about it and make notes on where you will help and what you will do. Each group has to write out your own list of possible places and volunteer activities first. Show some pictures or signs on volunteer activities to help the children come up with some ideas. 2.Each group will have to report your plan to the class. Ⅳ Self Check Part 1 1.Fill in the blanks. Look at the words given in the box, choose a correct verb for each blank and note to use the correct forms of the verbs. 2. Ask five different students to read their answers to the class. Correct any mistakes they may have made, especially the verb forms. Encourage the other students to point out their mistakes and help correct them. 3.Ask the children to make their own sentences with the phrasal verbs given. Ask some students to share their sentences to the class by reading their sentences to the class. Correct any mistakes they may have made. Ⅴ. Part 2 1.Write an article using the notes in the box. The article will tell what happens to Sally. 2.Tell students to exchange their articles with their partners and help each other. Step 3. Summary your community Make notes on where you will help and what you will do. Then tell the class about your plan. Fill in the blanks and make some sentences with the phrasal verbs given. Write an article using the notes in the box, tell what happens to Sally. 理解短语，并会灵活运用短语。 运用所给材料写文章，提高学生写作水平。 板 Unit 8 I’ll help clean up the city parks. 书 The Fourth Period 设 call up, hand out, work Out, call-in(=phone in) 计 教 学 反 思
学科 课题 English 课型 fresh 年级 9 Unit 8 I’ll help clean up the city parks. 5/5 教学A tape recorder , CAI 媒体 教 学 目 标 知识 技能 Key Vocabulary: disable, donate, organization, pleasure ,blind ,deaf, shut, specially, fetch, at once ,support, appreciate ,donation, part of speech,, According to finishing some tasks of reading , train students’ ability of identify main idea and train students’ ability of understanding words in context. Help your family and friends to solve the life’s big or small problems with the ways you have learnt. 过程 方法 情感 态度 1.Key vocabulary. 教学2.Read the text to identify main idea. 重点 3.Read the text to understand words in context. 4.Read the text for special information. 教学难点 Train students’ reading skill and writing skill. 学生活动 Answer the questions. Come up with some different types of letters. List three differences between a letter and an article. 设计意图 教学内容及问题情境 Step1. Revision Ask some questions about how the students help their family and friends to solve the life’s problems. Step2. Presentation. ⅠBefore You Read 通过问题方式复习已学知识。 1.1a 完成相应的任This activity makes students think 务，导入新课。 about different types of letters that can be written : For example , notes ,informal letters to a friend ,business letters, invitations, etc. 2.1b Show students an article in an English newspaper or magazine, or ask students to look back at the article from Unit2, on Page16 then list three differences between a letter and an 独立完成阅读article. 回答相应ⅡWhile You Read Understanding 理解，的问题，培养学the article and Read the letter carefully and answer some questions: 生自主探究的精神 (1) What is “Animal Helpers” ? (2) What’s the Chinese meaning of the word “normal” in the passage ?____ A. 正规的 B. 日常的 C. 平时的 (3)Why the writer wants to write this article? (4)How did her friend help him out? (5)What’s the name of her dog? (6)How does lucky help her? (7)What will the writer send to Miss Li? Ⅲ.After You Read 阅读文章后，完成相应的任务，1.3a 加深对文章的Ask students to go through the letter 整体印象。 and find one example of each part of speech, then check the answers. Ⅱ3b Find three Ask students to go through the letter examples of again , find three examples of phrasal phrasal verbs verbs from the reading .Use them to from the make sentences of your own. Then check reading .Use them to make the answers. sentences. Use information in the letter to Ⅲ3c make true Ask students to scan the letter to sentences by create correct sentences. matching the 写一封回信，使different Ⅳ.Go For It. 学生熟悉书信parts. 1.Ask students to use the information 格式，提高应用 on their book to write an individual Write a short 文写作能力。 letter to Liz. reply to Liz 2.Ask students to exchange notebooks Smith use the with a partner and ask for help to make changes that they see as necessary. information on their book. Step 3 Summary answer some questions. go through the letter and find one example of each part of speech. 板 书 设 计 教 学 反 思 学科 课题 Unit 8 I’ll help clean up the city parks The Fifth Period thank for, disable English 课型 fresh 年级 9 Unit 9 When was it invented? 1/5 教学A tape recorder , CAI 媒体 1.Key Vocabulary invent, calculator, be used for, adjustable, heel, battery, operate, slipper, scoop, electric 2.Target Language When was the telephone invented? 知识 技能 教 学 目 标 I think it was invented in 1876. Who were they invented by? They were invented by Julie Thompson. What are they used for? They are used for seeing in the dark. 1. According to listening to train the students to 过程 方法 talk about the history of inventions. 2. Train the students' listening and speaking skills with the target language. Many important inventions have changed the world a 情感 态度 lot. Do you know the inventors of them? And when were they invented? 教学1．Key Vocabulary 重点 2．Target Language 1．Train the students to talk about the history of inventions. 教学难点 2．Train the students to understand the target language in spoken conversation. 教学内容及问题情境 Step 1. Warm-up Show some pictures and ask students to be familiar with the words below. Telephone ,calculator , car ,personal computer, TV set Step 2. Presentation Ⅰ.1a Groupwork 1. Point to the pictures and ask students to say what they are. 2. Discuss in groups and number them 1-5. 3. Check the answers. Ⅱ.1b 1. Look at the pictures and the dates. Listen to a conversation between a girl and a woman, then match the inventions and the dates. 2. Check the answers. Ⅲ.1c Pair work 1. Work in pairs. Look at 1b. Student A cover the dates. Student B, ask student A when the things in the picture were invented. Then change roles and practice again. 2. Ask students to make similar dialogues using the things around them. Ⅳ.2a 1. Show a slide with some inventions on it. Teach the vocabulary words. Read them again and again and try to grasp them. 2.2a Show another slide. Look at the picture. Here are the three inventions. You will hear a conversation between a girl and a boy. 学生活动 Look at the picture and remember the words. Look at the pictures and number them 1-5. Listen to a conversation between a girl and a woman, then match the inventions and the dates. Work in pairs. Then make similar dialogues using the things around them. Listen and number the inventions in the order that you hear them. 设计意图 出示精彩图片，提高学生学习兴趣。 练习学生口语的同时，熟悉本课新词。 听力练习，提高学生口语能力。 练习口语的同时，熟悉不同物品的发明年代。 完成不同的听力任务，提高学生的口语能力，进一步理解不同物品的历史。 Listen and number the inventions in the order that you hear them. 3. Listen carefully again and check up their answers. 4. Ask a student to say out his / her answer. 5. The teacher shows the correct answers. Ⅴ. 2b 1. Show another slide. Look at the chart. It shows the people who invented these things and what they are used for. Listen to the recording again and match the items in column A, B and C. 2.. Play the tape again, then check the answers. Ⅵ.2c Pair work 1. Ask the students to pay attention to the sample conversation and ask two students to read it aloud. 2. Role play the conversations using the information in the chart in 2b. Step 3 Summary Listen again. Match the inventions with their inventors and uses. Role play the conversations using the information in the chart in 2b. 运用本课学习的句子创作对话，提高学生口语交际能力。 Unit 9 When was it invented? The First Period 1．The names of the five inventions: computer, car, calculator, telephone, TV set 2．Target language: 板 When was the telephone invented? 书 设 I think it was invented in 1876. 计 Who were they invented by? They were invented by Julie Thompson. What are they used for? They are used for seeing in the dark. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 9 When was it invented? 2/5 教学A tape recorder , CAI 媒体 1.Key Vocabulary bulb, light bulb, microwave, oven, microwave oven, 2.Target Language What do you think is the most helpful invention? I think the most helpful invention is the light bulb. Why is that? Well, it gives people more time to work and play every day. Train the students' writing and speaking skills with the target language. If you are alone on a tiny island, what inventions would you like to have on the island with you? 教 学 目 标 知识 技能 过程 方法 情感 态度 教学1．Talk about the helpful inventions and annoying inventions. 重点 2．Guide the students to discuss their opinions on the inventions. 教学1．Discuss the opinions on the inventions. 难点 2．Use the target language to describe the inventions. 教学内容及问题情境 Step 1 Revision at Show some pictures about inventions such as computer, telephone, car, TV, calculator… Ask the students to practice speaking. Step 2. Presentation Ⅰ.3a Pairwork 11.Look at the pictures. There are some inventions (alarm clock, light club, microwave oven) . Ask students to read them loudly. 2. Ask students the following questions. Is the light club useful or annoying? 3. Ask the students to make a list of five helpful inventions and five annoying inventions on their own, move around the room to offer help as needed. 4. Let the students who would like to share their answers to read to the class. Ⅱ.3b 1.Ask the students to pay attention to the conversation. Ask two students to read the conversation. 2. Ask the students to discuss their opinions in 3a with their partner. Ⅳ. Groupwork 1.Show a picture. Imagine that you are alone on a tiny island. Choose five inventions you would like to have on the island with you. 2.Tell the group what you choose and why, use these sentences. 学生活动 Talk about the inventions in the picture. Make a list of five helpful inventions and five annoying inventions . Discuss their opinions in 3a with their partner. Choose five inventions you would like to have on the island with you. Tell the group what you choose and why, then discuss in a group. 设计意图 复习上节课所学知识，温故而知新。 谈论不同物品是否对人类有帮助，练习学生口语。 谈论不同物品是否有用，提高口语表达能力。 用所学语言，表达自己的看法。 I think the most helpful invention is… I’d like to have a… because I could… It’s used for… I also want a… because it… 3.Ask the students to discuss in a group. Step3:Summary 板 Unit 9 When was it invented? 书 The Second Period 设 Target language: 计 A: What do you think is the most helpful invention? 教 学 反 思 学科 English 课型 fresh 年级 课题 Unit 9 When was it invented? 3/5 教学A tape recorder , CAI 媒体 教 学 目 知识 技能 9 1.Key Vocabulary: sweet, salty, crispy, sour, potato, chip, mistake, by mistake. thin, in the end, chef , sprinkle 标 2.The target language： Did you know potato chips were invented by mistake? No, I didn't know that. Who invented them? According to listening to train the students' 过程 方法 speaking and listening skills with the target language. 情感 态度 Do you enjoy eating the potato chips? Have you ever thought of the history of the chips? 1．Train the students' speaking and listening skills with the 教学重点 教学难点 target language. 2．Teach the students to use the new vocabulary correctly. Do the listening practice. 教学内容及问题情境 学生活动 Practice talking to each other。 Write the words under the correct pictures 设计意图 复习上节课所学内容,巩固所学知识。 认知一些形容词，为听力做准备。 完成不同的听力任务，提高听Step 1 Revision Have a free talk. Ask the students to practice talking to each other。 Step 2 Presentation Ⅰ.1a 1. Read the four words and ask students to repeat them. Give them a minute to read and write the words. Then tell the students they are adjectives and they are used for describing things. For example: The apple is sweet and sour. 2. Get the students to describe the things with the given adjectives. Some food have more than one word. 3. Check the answers. Ⅱ1b Ask the students to describe how food taste and finish 1b. Ⅲ.2a 1. Let students describe how potato chips taste and describe how helpful the potato chips. 2..Ask the students to listen to a story about the invention of the potato chips and circle T or F. 3. Check the answers. Ⅳ. 2b 1.Listen again and complete the sentences. 2. Check the answers. Ⅴ.2c Pairwork This activity provides guided oral practice using the target language. Ask the students work in pairs. Role play the conversation about the invention of the potato chip. Use the information from 2a and 2b. Step 3. Summary Listen and circle T or F. 力能力，了解炸土豆条的历史。 Listen again and complete the sentences. 利用所学语言， 创造新的对话，Work in pairs. 培养学生创新Role play the 思维。 conversation about the invention of the potato chip. Use the information from 2a and 2b. 板 书 设 计 Unit 9 When was it invented? The Third Period A: Did you know potato chips were invented by mistake? B: Wow, I didn't know that. Who invented them? A: They were invented by a chef called George Crum. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 9 When was it invented? 4/5 教学A tape recorder , CAI 媒体 1.Key Vocabulary by accident, beverage, thousand, according, 知识 技能 according to, ancient, legend, emperor, fall into, remain, notice, produce, pleasant, in this way, pie, flying, bakery, Bridgeport, Connecticut , throw 2．The reading passage about tea. 过程 方法 According to reading, train the students' reading skill on how to answer the questions. China is among the leading countries in tea 情感 态度 production in the world. Let's learn some history about the invention of tea. 教学1．The reading passage about tea. 教 学 目 标 重点 2．Lots of new words. 教学1．To help the students understand the reading passage. 难点 2．To direct the students to write the article. 教学内容及问题情境 学生活动 Step 1. Warm-up Show some pictures of some inventions Have a free talk and ask the students to have a free about some talk about some inventions. inventions. What do you think is the most helpful invention? When was it invented? Who was it invented by? What is it used for? How was it invented? Step 2.Presentation Ⅰ.Lead-in 1. Do you like drinking tea? Answer some 2. Do you know who invented tea? questions . When was tea invented? And how was tea invented? 设计意图 通过图片和句型，既激发了学生口语练习的积极性，又让学生在轻松好奇的氛围中认识人类的科技进步。 问题方式引出课文进行教学。 Ⅱ Reading 3a 1. Ask the students to look at the picture in 3a answer some questions: Who was the man? What was he doing? 2. Ask the students to read this article and answer some questions. (1) What’s the article about ? (2) When was it invented ? (3) Who was it invented by? (4) How was it invented? 3. Check the answers. 4. Read the article again and discuss the difficulties in groups. 5. Read the article again and again and try to retell it. Ⅲ.3b 1. Look at the chart. It shows the history of flying disks. Ask the students to answer the following questions: (1)Who invented flying disks? (2)When were they invented? (3)What did the college students use for flying disks? (4)Where were the metal pie plates from? (5)How were the flying disks invented? 2. Ask students to write an article about flying disks according to the information. The teacher moves around the room to offer some help if necessary. 3. After several minutes, let students who would like to share their articles to read to the class. Ⅳ.4a 1. We all have things that we don’t like doing. Why not think of an invention that could help you? 2. Discuss in groups what they don’t like doing. Then think of an invention that could help them. Look at the picture in 3a and answer some questions. Read this article and answer some questions. Discuss in groups 设置递进问题方式完成阅读教学，了解茶的发明过程，。 用目标语言提 供阅读和写作Answer the 练习。 questions and write an article. 发挥学生想象 力，练习目标语Think of 言。 something that you don’t like doing. Then think of an invention that 3. After five minutes, ask several groups to tell the class their inventions. 4.Write the details in the chart. Ⅴ.4b Ask the students pretend a businessperson, to work in pairs to ask their partner questions about his / her invention. Then try to sell their partner’s invention to the class. Ⅵ. Self check 1 1.Ask the students to read the four adjectives and pay attention to their meanings and usage. 2. Let the students fill in the blanks with the words. 3. Check the answers. 4. Make their own sentences with each word. Ⅶ. Self-check 2 1. Ask the students to find out when these things were invented and who invented them? 2.Ask students some questions: What is it? What is it used for? Who was it invented by? What would you like best? 3.After that, ask students to write paragraphs about them. Step 3. Summary. could help you .Write the details in the chart. Pretend a businessperson, try to sell their partner’s invention to the class. Fill in the blanks with the words, then make their own sentences with each word. Answer some questions then write paragraphs about them. 通过角色扮演， 提高学生学习英语的兴趣。 增强词语的理解。 进一步了解一般过去时被动语态并掌握被动语态其他事态的表达。 板 书 设 计 Unit 9 When was it invented? The Fourth Period fall in to , in this way 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 9 When was it invented? 5/5 教学A tape recorder , CAI 媒体 知识 技能 Key Vocabulary: taste, century, active , indoors , create , wooden , knock into , divide , aim metal basket , below , towards develop , rise, risen According to finishing some tasks of reading , train students’ ability of identify main idea and train students’ ability of understanding words in context. Some students like playing basketball , let's learn some history about the invention of tea. 教 学 目 标 过程 方法 情感 态度 1.Key vocabulary. 2.Read the text to identify main idea. 重点 3.Read the text to understand words in context. 教学教学难点 Train students’ reading skill . 教学内容及问题情境 学生活动 设计意图 通过问题方式复习已学知识。 完成相应的任务，导入新课 Step1. Revision Ask some students some questions Answer the about target language. questions. Step 2 Presentation Before you read Ⅰ1a 1. People like sports because it can Answer some keep them fit and make them relaxing. questions and Do you like doing sports? list eight 2. How many kinds of sports do you sports played know? in China. 3.Look at some pictures. There are so many kinds of sports. Discuss in pairs. List eight sports played in China. And fill in the chart. Ⅱ1b 1. Do you think which sport is the 3. Rank the sports most popular? they listed in 2. 2.which one do you think is less the order of popular? 3.Ask students to rank the popularity. sports they listed in the order of popularity. While you read Understanding ⅠShow a picture of Yao Ming, and ask the article and some questions. answer some Do you know him? questions. ⅡRead this article and answer some questions. How was the basketball invented? After you read Ⅰ.3a. Complete the mind-map with Complete the information from the reading. First mind-map with discuss in groups. Then check the information answers. from the Ⅱ.3b Without reading the article reading. again, use what you remember from the Answer the mind-map to answer the following following questions. questions. 1.Who invented basketball? 2. Why were the Berlin Olympics important for basketball? 3. What is the aim of basketball? 4. Name a professional basketball organization in America. Ⅲ. 4. Go For It! Answer the Ⅰ.Ask some questions first. questions (1)Do you like playing basketball? first ,then (2)Do you want to be a professional discuss in basketball player like Yao Ming? groups to make a (3)would you like to play on China’s list of good national basketball team one day? things and (4)Is it good to be a basketball difficult player? 2.Ask the students to discuss things about 。 完成阅读任务，提高阅读能力。 训练学生利用思路图理解文章，记住信息，回答相应的问题。 阅读文章后，询问学生他们认为成为一名篮球运动员是难还是易，发表个人见解。 in groups to make a list of good things and difficult things about being a basketball players. Fill in the chart. 3.Ask the students to tell their idea. Step 3 Summary 板 书 设 计 教 学 反 思 being a basketball players. Unit 9 When was it invented? The Fifth Period divide into ,the number of 学科 English 课型 fresh 年级 9 课题 Unit 10 By the time I got outside, the bus had already left. 1/5 教学A tape recorder , CAI 媒体 1.Key Vocabulary oversleep, by the time, get outside, get to school, start doing, be late for 2.Target Language What happened? I overslept. By the time I got up, my brother had already gotten in the shower. By the time I got outside , the bus had already left. When I got to school, I realized I had left my backpack at home. 1.According to listening to Encourage the students 过程 方法 to use the new words. 2.According to speaking to train the students to narrate past events with the past perfect tense. It’s a good habit to go to bed early in the evening 情感 态度 教学and get up early in the morning. So you’ll never be in a hurry in the morning. 1．Key Vocabulary 重点 oversleep, by the time, get outside, get to school, start doing, 知识 技能 教 学 目 标 be late for 2．Target Language 3.Narrate past events with the Past Perfect Tense 1．Train the students to narrate past events with the Past Perfect 教学Tense. 难点 2．Train the students to understand the target language in spoken conversation. 教学内容及问题情境 Step 1 Revision 学生活动 设计意图 复习前一单元所学短语，进行知识巩固。 由以前的知识导入新知识进行学习。 依次描述不同的图片，为整体描述做铺垫。 Dictate the following words: Write some by mistake, by accident, according phrases on the notebook. to , fall into , in this way Step 2 Presentation Ⅰb 1.Ask the students to discuss these Discuss these questions in a group. questions in a （1）What do you usually do in the group. morning before school? （2）Do you like mornings ? Why or why not? （3）Do you want to know what happened to Tina this morning? 2.Ask the students to pay attention to Describe the the pictures in activity 1a. Ask pictures in activity 1a. students to tell what they see. Picture1: She overslept. Picture2:She wants to go into the bathroom. She can't because someone is taking a shower. Picture3:When she got to the bus stop, Picture4: She had to run to school. Picture5: After she got to school, she realized she had left her backpack at 谈论几幅图并home. 能讲述，学生自然而然理解过3. Tell students to talk about the 去完成时的用pictures in groups of four. 法。 Tina overslept in the morning. She wanted to go to the bathroom, but her brother had already gotten in the shower. When she got to the bus stop, the bus had already left. She had to run to school. After she got to school, she realized she had left her backpack at home. The sentences can Understanding 理解by the vary, but should be correct. key vocabulary time的意思，4.Teach key vocabulary, ask students and make their 并会准确应用，own sentences. to make their own sentences. 从而更深刻理 解过去完成时by the time ---- not later than,before 的应用。 eg.By the time the teacher came in, the students had begun reading English. (1)Play a game to help the students understand the sentences with the words by the time … Do it like this: Pretend that the teacher will leave the classroom and the students will do some things. When the teacher the bus had already left. Talk about the pictures in groups of four. returns, the class will make statements starting with By the time … (2)Write “ By the time I came back …” on the blackboard. Ask the students : Understanding By the time I came in, what had narrate past 具体学习现在happened? events 完成时，理解怎样应用，把握其(3)Write these sentences on the 结构。 blackboard, and teach the students to read several times. 5．Teach narrate past events Listen to Tina 过去完成时：表示在过去某一时间或动作talking about 之前已经发生或完成了的动作。它表示动her morning. 听录音之前猜Complete the 作发生的时间是“过去的过去”。 测答案，让学生sentences. 结构：had + V过去分词 掌握一些好的 听力技巧。 时间词：by/before, already Ⅱ.1b 1.Ask the students to read these sentences, and guess what they will hear. 2.listen to the tape ,and complete the sentences. 3.Check the answers by asking some students to tell their answers. Commend the students who get the answers correctly by guessing. Ⅲ. 1c 1.Ask the students to make conversations in pairs, Each of them take turns being Tina. Look at the pictures in Activity 1a to help them. Tell your partner what happened to you this morning. Step 3. Summary Unit 10 By the time I got outside, the bus had already left. The First Period 1．By the time … By the time the teacher came in, the students had begun reading. By the time the teacher came in, Dong had written his name on the blackboard. By the time the teacher came in, we had discussed an English problem. 2．Some words to describe the pictures overslept, taking a shower, had left, left her backpack at home. 板 书 设 计 教 学 反 思 学科 English 课型 fresh 年级 9 课题 Unit 10 By the time I got outside, the bus had already left. 2/5 教学A tape recorder , CAI 媒体 教 学 目 1. Target language: 知识 技能 By the time she got to class, the teacher had already started teaching. When she got to school, she realized she had left 标 her backpack at home. When I got home, I realized I had left my keys in the backpack. 2. The three forms of the verbs. 过程 方法 情感 态度 According to listening to train the students' listening skill. Try to be a careful person and do everything carefully. Remember not to be as careless as Tina. 1．Listening practice with the target language. 教学2．Use the correct verb forms to fill in the blanks by listening. 重点 3．Make sentences using the Past Perfect Tense. 4．The three forms of the verbs. 教学1．Write an ending for the story in Activity 2c. 难点 2．The three verb forms in Grammar Focus. 教学内容及问题情境 Step 1 Revision 1．Revise what happened to Tina in the morning by asking one or two students to tell the story on page 76. Tina had a bad morning. First of all she overslept. By the time she got up, her brother had already gotten in the shower. And by the time she went outside, the bus had already left. She had to run all the way to school. When she got to school, she realized she had left her backpack at home. All these made her look stressed out. Remind them to use the correct verb forms. 学生活动 Tell the story. 设计意图 复习上节课所学知识。 Step 2 Presentation Ⅰ. 2a Guess the correct order 1. Look at activity 2a on page 77, and of the pictures see what happened to Tina later in first, then the morning. Pay attention to the listen to the four pictures. Get them to guess tape ,and the correct order of the pictures number the first. pictures, next 2. Ask the students to listen to the tell their tape ,and number the pictures in stories by the correct order. describing the 3.Ask one or two children to tell pictures their stories by describing the according to pictures according to their own their own order. order. 4.Check the answers and see who have ever got the correct answers without listening. Ⅱ 2b Fill in the 1.Let the students fill in the blanks blanks with the with the correct forms individually. correct forms. 2.After they all finish writing, tell and then listen them to listen to the conversation and again an check check their answers. the answers. Ⅲ.2c 1. Get students to discuss in pairs, Make up an ending for the Complete the ending. offering story and share it with language support if needed. their partner. 完成不同听力任务，提高学生听力能力，注意动词的变化。 锻炼学生思维，巩固运用现在完成时的能力。 2. After five minutes, ask students to stop discussing. Get some pairs of students to tell the class how they think the story ended. And let the whole class decide whose ending is the best. 3. Tell each pair to write down their ending, or do it after class if time is not enough. Sample ending of the story The teacher looked at Tina and said, “Why are you late and where is your homework, Tina?”“I had a bad morning today. ”Tina said sadly.“I'm sorry to hear that, but may I know what happened?”said the teacher.Then Tina told the teacher and the whole class her story. All her classmates laughed loudly after it. Some of them said, “Poor Tina!”Bob, one of Tina's classmates, stood up and said, “ Well, Tina, I'd love to help you. Why not let me keep the keys for you? I would put your keys in my backpack. ” Ⅳ. Grammar Focus 1.Call students' attention to the sentences on the left. Ask four 复习所学知识，掌握动词特殊形式的用法。 Sum up the three forms of the verbs used in this unit. different students to read the four sentences and point out where had plus a past participle is used. Write the sentences on the blackboard. 2.Draw a simple time line for each sentence to help students to understand the grammar focus. For example: 3. Get the students to look at the box. Teach students to read the three forms of each verbs first. Then ask several students to read the verbs to the class to see if they can read. Write the verbs on the blackboard. 4.Ask the students to make sentences correctly using each form of the verbs in the box. For example: I usually get up at 6:30. I got up at 5:30 yesterday. By the time I got up, my sister had already gotten in the shower. 5.Ask the students to make their own lists of other verbs used in this unit. The lists have to include these verbs: leave, walk, start, oversleep, ring, be. The three forms of the verbs used in this unit: leave walk start left left walked walked started started oversleep ring be oversleptoverslept rangrung was/werebeen Step 3 Summary Unit 10 By the time I got outside, the bus had already left. The First Period 1．By the time … 板 By the time the teacher came in, the students had begun reading. 书 By the time the teacher came in, Dong had written his name on the 设 blackboard. 计 By the time the teacher came in, we had discussed an English problem. 2．Some words to describe the pictures overslept, taking a shower, had left, left her backpack at home. 教 学 反 思
学科 English 课型 fresh 年级 9 课题 Unit 10 By the time I got outside, the bus had already left. 3/5 教学A tape recorder , CAI 媒体 1． Key Vocabulary go off, rush, run off, on time, give sb a ride, lock, 知识 技能 break down 2． Target Language By the time I got there, the bus had already left． By the time I woke up, my father had already gone into the bathroom． 过程 方法 According to listening to train the students' reading skill with target language. Have you ever done anything carelessly? Share your story with your friends. 教 学 目 标 情感 态度 1．Guide the students to read the article in activity 3a. 教学重点 教学2．Help the students do the oral practice with the target language. 1．Help improve the students' reading skill by Activity 3a. 难点 2．Help the students describe what has happened to them with the target language. 教学内容及问题情境 Step 1. Revision 学生活动 Tell the story of Tina, and write the three forms of the verbs on the exercise book. 设计意图 复习上节课所1．Revise what happened to Tina by 学内容,巩固所asking several students to tell the 学知识。 story. 2．Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard. Step 2.Presentation 理解一些短语，Ⅰ.3a Read the 为理解文章做1.Show the vocabulary vocabulary and 准备。 go off 闹钟（闹响） report the answers. rush off 跑掉;迅速离开 give sb a ride让某人搭便车 break down 损坏；坏掉 完成阅读任务，read the story on time 准时 更好的理解文and write the 2. Ask the students to read the words . 章。 events in the 3. Ask the students to read the story correct order. and write the events in the correct order. 4.Ask some students to report their answers to the class. Answers (1)．alarm clock didn't go off (2)．father went to bathroom (3)．woke up late (4)．took shower (5)．had some breakfast (6)．bus left (8)．started walking (9)．got a ride with a friend (10)．bell ringing Read this (11)．got to school article and 反复阅读文章，(12)．got to class remember it. 理解过去完成5.Ask the students to read this 时。 article and remember it ,especially the sentences with the past perfect Answer the tense in the article. questions ,then 通过结合学生Ⅱ3b describe the 实际创作对话，1.Ask the students to pay attention to situations in 深刻理解过去the photo of the woman sleeping, and which these 完成时的应用。 things ask some questions: happened. (1)Have you ever overslept? (2)Have you ever been late for school? (3)Have you ever forgotten to bring your homework to school? (4)Have you ever locked your keys in your horse? (5)Have you ever forgotten a relative’s birthday? (6)Have you ever forgotten a doctor’s or dentist’s appointment? 2.Work in pairs and describe the situations in which these things Ask your happened. 通过做对话，提partner the Ⅲ.3c 高学生的口语questions in 1. Ask the students to pay attention to 3b,If he or she 能力。 the says “Yes”, (7)．ran to bus stop sample conversation on the right. 2. Ask a pair of the students to read ask more questions. the conversation to the class. 3. Ask the students to find a partner ,then ask the questions in Activity 3b. Ask more questions if he or she says “Yes”. Encourage them to ask as many questions as they can. 4.Ask some pairs to say their conversations to the class. Step 3 Summary 板 书 设 计 教 学 反 思 学科 English 课型 fresh Unit 10 By the time I got outside , the bus had already left. The Third Period go off rush off give sb a ride break down on time 年级 9 课题 Unit 10 By the time I got outside, the bus had already left. 4/5 教学A tape recorder , CAI 媒体 教 学 目 1． Key Vocabulary 知识 技能 costume, show up, exhausted, embarrassed, empty, fool, April Fool's Day, stay up 2． Target Language 标 When I got there, I found that he had fooled me. After an hour, the other kids showed up, and I realized that my brother had fooled me. By the time I got to match class, I was exhausted because I had stayed up all night studying. I found out that my friend had fooled me. According to listen to train the students' 过程 方法 listening and train the students to use the new vocabulary. 情感 态度 Have you ever been fooled on April Fool's Day? Share your story with your friends. 教学重点 教学1．Train the students' listening and speaking skills with target language. 2．Teach the students the new vocabulary. 1．Guide listening and oral practice using the target language. 难点 2．Help learn to use the new vocabulary correctly. 教学内容及问题情境 学生活动 设计意图 Step 1 Revision 复习上节课所1．Revise the article in activity 3a Read the 学知识，巩固重article in on page 78 by asking several students 要短语，句型。 activity 3a, to read it. and write some 。 2．Dictate the following words and phrases on exercise book. phrases: bell, ring, go off, rush, run off, on time, give sb. a ride ,lock, break down. 理解Put the words in 辨别词性，词语意思。 Step 2 Presentation the correct Ⅰ1a columns in the 1.Read the instructions to the chart . students. Point to the chart with the three headings—Nouns, Verbs and Adjectives, and help the students to understand the meanings of nouns, verbs and adjectives. 2.Teach the students to read the new vocabulary below: costume, fool, go off, get dressed, show up, change, exhausted, embarrassed, empty, fool, stay up. 3. Find out the words which the students don't understand and give some explanation. 4.Ask the students to put the words in the correct columns. (Some words can be put in more than one column.) 5.Correct the answers by asking three students to read their answers to the class. Answers Nouns: fool, costume, change, clock Make new 通过语言交际，Verbs: fool, invite, empty, go off, conversations, 提高学生口语能力。 get up, get dressed, show up, realize, use two or more change, stay up phrases from Adjectives : embarrassed, empty, the list in exhausted Activity 1a. Ⅱ 1b 1.Ask the students to work in pairs. Tell their partner about something Listen and that has happened to them recently. write each person’s name Note to use two or more phrases from under the correct the list in Activity 1a. picture. 2.After they all finish talking, ask some pairs to say their conversations to the class. Ⅲ. 2a 1.Say something about April Fool's Day to the students like this: Every year on April first, Americans do silly things to surprise each other. For example, someone might tell you to go to the teacher's office to get your new book. But there is no book at all ! 2.Ask the student to pay attention to the four pictures. Ask four different Listen again and students to describe the pictures. write “D” for 3.Please listen to the tape, three Dave, “N” for boys, Dave, Nick and Joe are talking Nick and “J” about April Fool's Day. Now write the for Joes on the name of each boy under his picture. short lines Tell the students there will be one before the picture without a name under it. phrases. Ⅳ.2b 完成不同听力任务，提高听力能力。 根据2a和2b创1. Ask the students to find out who 作自己的对话， says each of the phrases, Dave, Nick 复习目标语言。 or Joe after listening to the same Tell the April Fool’s Day recording. And write “D” for Dave, stories . Use the information “N” for Nick and “J” for Joes on from 2a and 2b. the short lines before the phrases. 2.Ask six different students to report their answers to the class. Check the answers with the class. Ⅴ. 2c 1.Ask the students to look at the sample conversation on the right. Ask a pair of the students to read and try to continue . 2. Ask the students to work in pairs. Each pair makes two conversations using information from 2a and 2b. 3.Ask one or two pairs to say their conversations to the class. Step3. Summary 板 Unit 10 By the time I got outside, the bus had already left.
The Fourth Period 书 设 fool, invite, empty, go off, get up, get dressed， show up, realize, 计 change, stay up 教 学 反 思 学科 English 课型 fresh 年级 9 Unit 10 By the time I got outside, the bus had already left. 课题 5/5 教学A tape recorder , CAI 媒体 1． Key Vocabulary announce, describe, convincing, panic, set off, 教 学 目 标 知识 技能 authority, reveal, hoax, flee/fled/fled, spaghetti, girlfriend, marry, thrill, get married, ending，embarrassing，a piece of 2. The reading passages about April Fool’s Day． 过程 方法 情感 态度 According to finishing some tasks of reading to train the students’ reading skill． Try to collect the jokes happened on April Fool‘s Day and share them with your friends． 1． Teach the students the new vocabulary． 2． Help the students understand the three articles． 教学3． Guide the students to write stories happened on April Fool’s 重点 Day． 4． Direct the students to write an article according to the pictures given． 1． Help the students understand the three articles． 教学难点 2． Help the students write the stories happened on April Fool’s Day． 2． Direct the students to write an article with the pictures given． 教学内容及问题情境 学生活动 设计意图 Step1. Revision 讲述愚人节的Revise the three boy’s stories Tell their 故事，复习所学stories to the happened on April Fool’s Day． Ask 语言知识。 three different students to tell class． their stories to the class． Step2. Presentation Ⅰ. 3a 1.Show the new words and expressions Understanding some new words . on the screen . announce v． 宣告；通告 describe v． 描述；描绘 convince v．使确信；使信服 panic n． 恐慌；惊恐 set off 激起；引起 authority n． 权威机构；行政管理机构 reveal v．揭示;揭露 hoax n． 骗局；恶作剧；玩笑 flee n． 逃跑；逃走 spaghetti n． 意大利式细面条 girlfriend n． 女朋友 show n,演出；展示；炫耀 marry v．嫁；娶；与……结婚 thrill v． 回答：答复 ending n． 结局；结尾 get married 结婚 reply v． 回答；回复 Read the words. 2. Ask the students to read the words several times．Make sure that the students can read each word Read the three correctly． articles, and 3.Ask the students to read the three answer some articles． Not all of them are true, questions, tell which of these stories is the most their opinions believable and which is the least believable． And they have to tell the reasons as well． 4. Please think over if you would be fooled by any of the stories． Answers The first story really happened． The radio program was called \"The War of the World．\" 5.Read the article again and ask some questions. 反复阅读文章，完成阅读任务，提高阅读能力。 （1） What did a radio program announce in 1938? （2） What had happened by the time the authorities revealed the story was a hoax? （3） What did a reporter announce on April Fool’s Day? （4） What had happened by the time people realized that the story was a Make sentences hoax? with the （5） What did a famous TV star once phrases given. do on April Fool’s Day? （6） What was the ending of the last story? Ⅱ.3b 1. Let the students make sentences with the phrases given, based on the story happened to Nick． For example A: when the alarm went off, Nick got Write a up, took a shower, got dressed, and magazine story about Nick in went to school． Activities 2a B: But when he got to school, the and 2b. school was empty, an hour later, the other kids showed up． C: He realized that his brother had fooled him． 2. Ask the students to write a magazine story about Nick in Activities 2a and 2b, using the notes below． 3.After several minutes, ask a student to read the completed article to the class． 学会灵活运用短语。 通过提纲方式，写出Nick的故事，教会学生按照提纲写文章。 The rest of the class help correct the mistakes the student may have made． 4. Get them to check each other’s writing carefully in pairs． Write about a A sample answer: On April Fool’s Day Nick’s alarm joke they played on went off． He got up and took a someone or a shower． Then he got dressed and went joke someone to school． When he got to school, the played on them. building was empty． An hour later the other kids showed up． Then he realized that his brother had fooled him． His brother had set his alarm an hour earlier． Ⅲ. 3c 1. Tell the students to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized． They can use the notes in Activity 3b as samples． Write a sample list on the blackboard: What happened first: school gate/met Dong/Li Lei/waiting for/on the playground/ran to the playground． What happened next: got to the playground/no one was there． What I realized: Dong/fooled me 2. Ask the students to write their jokes． Tell them they can use the article they wrote for Activity 3b as Tell their 写自己亲身经历的事，继续练习提纲写作的技巧。 通过竞赛方式，提高学生写作a model． funny story to 兴趣。 3.Ask some students to read their the class． articles to the class． Correct as many of the articles as possible in class． A sample writing On April Fool’s Day I met Don at the school gate． He told me that Li Lei Fill in the was waiting for me on the blanks and make playground． Then I ran to the their own playground． When I got there, I found sentences with no one was on the playground． the words. Then I realized that Don had fooled me． Ⅳ.Part 4 1. Review the meanings of funniest, most embarrassing and most creative． 2. Ask the students to tell their funny story to the class． 3.The other students vote on the funniest joke, the most embarrassing joke and the most creative joke． Ⅴ. Self Check Part 1 1.Ask the students to fill in the blanks with the words given, change the form of the word if necessary. 2. Check the answers． 3.Ask students to make their own Look at the pictures and sentences with the words. write about Luo rush: As soon as the bell rang, the Ming’s day. students rushed to the playground． realize: By the time he got to the office he realized that he had locked all his keys at home． invite: Mr Green invited his good friends to have a big dinner at home 理解本单元的重点短语或词语，在练习中进行巩固。 通过看图写故事方式，巩固过去完成时的用法。 last Sunday． show up: We have to finish the task before the boss shows up． stay up: Jack stayed up very late last night． He couldn’t wake up on time this morning． Ⅵ.Part 2 1.Ask the students to look at the seven pictures．Then ask the students to describe each picture ． 2.After describing each picture, ask the students to write a story about Ming’s day on their own． 3.Ask a few students to tell the class about Ming’s day． Let the rest of the class help correct the mistakes that they may have made． 4.Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after class． A sample answer Ming woke up at 10:O0 o’clock in the morning． She thought that she must be late for school． So she got up and rode a bike to school．The school was empty. She was the only one there． Then she realized that it was Sunday． Her good friend, Han Mei, came to see her after she had got home． Ming told Han Mei the whole story happened in the morning earlier． It made Han Mei Pay attention to the box, and circle the words that don’t belong in each group． 复习单词。 laugh a lot． Ming went to her grandparents’ house with her parents． They had dinner together and talked happily． Ming watched TV in the evening and she went to bed at 10:00． Ⅶ. Part 3 1.Ask the students to pay attention to the box, and circle the words that don’t belong in each group． 2.Ask some students to tell their answers to the class． Check the answers with the whole class． Answers 1． homework 2． lock 3． costume 4． empty Step 3 Summary Unit 10 By the time I got outside, the bus had already left. The Fifth Period 1． Sample notes to Activity 3c: 板 What happened first: school gate/met 书 Don/Li Lei/waiting for/on the play-ground/ran to the 设 计 playground． What happened next: got to the play-ground/no one was there． What I realized: Don/fooled me． 教 学 反 思 学科 课题 English 课型 fresh 年级 Review of units 6～10 1/2 9 教学A tape recorder , CAI 媒体 教 学 目 标 教学教学难点 知识 技能 1． Listening practice using the target language. 2． Oral practice using the target language. 1.According to listening to train students’ listening skill. 2．According to oral practice to train students’ speaking skill. 过程 方法 情感 态度 1. Listening practice using the target language. 重点 2. Oral practice using the target language. Train students’ listening skill and speaking skill. 学生活动 Write some vocabulary on their exercise book ,and make sentences with some of them. Read the clues and complete the crossword. Choose words from units 6-10 and write a clue for each word . Read the clues to your partner. He or she guesses the words. Listen and 设计意图 复习6-10单元重点短语，进行知识巩固。 游戏方式复习已学短语。 运用已学语言创作有特色的语言。 运用已学知识，教学内容及问题情境 Step1 Revision 1. Dictate some vocabulary words in units 6～10. 2. Choose four or five words. Encourage students to make sentences with them. Step 2 Presentation. Ⅰ.1a 4．Check that they understand what they need to do by having one or two students complete other answers. 5．Ask the students to do the crossword individually or in pairs. 6．Check the answers. Ⅱ1b 1.Explain to students that they need to write clues like the clues for the crossword in activity 1a. 2.Ask the students to work in pairs. Ⅲ. 2a 1.Ask the students to pay attention to the four pictures. 2.Play the recording ,students listen and match the conversations with the correct pictures by writing the numbers in the boxes. 3.Check the answers. Ⅳ.2b 1.Set a time limit of two minutes. Students go through the lists of questions. 2.Ask the students to listen to the same recording again, complete the four different questions next to the pictures in Activity 2a. 3.Let students check their answers in pairs, and then with the whole class. Ⅴ. 2c 1.Read the instructions to the class. Point out the sample conversation in the box. Invite a pair of students to read it to the class. 2.Ask the students to work with a partner and use the information in activity 2b. 3.Ask several pairs of students to say their conversations to the class. Step 3 Summary 板 书 Target Language: 设 A: I’d like to be a volunteer. Can you help me? 计 B: Sure. What kind of volunteer work would you like to do? A: Well, I like working with kids. 教 学 反 思 学科 English 课型 fresh 年级 9 match the conversations with the correct pictures by writing the numbers in the boxes. Listen again Complete the four different questions next to the pictures in Activity 2a. Role play , practice the conversations in activity 2b with their partner. Review of units 6～10 The First Period 进行听力练习。 运用所学知识进行口语练习，提高口语表达能力。 课题 Review of units 6～10 2/2 教学A tape recorder , CAI 媒体 1．Oral practice talking about places you would like to visit. 教 知识 2．Oral particle narrating past events. 技能 3．Oral practice talking about the history of 学 inventions. 1． Train students’ speaking skill. 目 过程 2． Train students’ writing skill. 方法 标 Thank all the inventors. It is they who make our life 情感 convenient. 态度 1. Talk about places you would like to visit. 教学2. Narrate past events. 重点 3. Talk about the history of inventions. 教学难点 Train students’ speaking and writing skills. 教学内容及问题情境 Step 1。 Revision Check homework. Ask different students to say their conversations to the class. Step 2 Presentation Ⅰ.Part 3 1.Point out the sample conversation in the box. Ask the students to work in pairs like that and fill in the blanks 2.Invite a pair of students to say it to the class. The B student should think of something to finish the conversation. 3.Ask several pairs to say their conversations to the class. Answers will vary. Ⅱ. Part 4 1.Get students to complete these sentences using their own experience. 2.Point out the sample conversation in the box. Invite a pair of students to read it to the class. 学生活动 Say their conversations to the class Work in pairs and fill in the blanks. Complete these sentences using their own experience and then work in pairs. 设计意图 复习上节课所学知识。 复习已学知识，提供口语练习的机会。 完成主观任务，练习口语交际。 3. Ask the students to work in pairs. 4.Ask several pairs of students to say Take turns to their conversations to the class. choose a square Answers will vary. and make a Ⅲ. Part 5 sentence using 1.Read the instructions to the class. the phrasal Point to the phrasal verbs in the box. verb in the Invite a student to read them to the square . If the class. sentence is 2.Invite different students to say correct , the meaning of each phrasal verb in Student A puts their own words. Demonstrate how to an “X”in the play the game with the whole class. square and 3.Ask students to play the game in Student B puts pairs. an “O”. The Remind students to be careful to make first student sure the sentences are correct. Move to make a row around the class offering help as wins. needed. Think of an Ask winning students for their invention, sentences. write information Ⅳ.Part 6 about it in the 1.Read the instructions to the class. chart . Then Point out the sample conversation in talk to their the box. Invite a pair of students to partner and try read it to the class. to guess his or 2.Ask the students to think of an her invention. invention. Then talk to their partner and try to guess his or her invention. 3.Ask selected students to model Complete the their conversations to the class. sentences and Ⅴ .Part 7 then talk about 1.Focus students’ attention on the them with their instructions and the example .Have partner. two students model the sample conversation. 2.Ask the students what sorts of things they had done by different ages ,then complete the sentences. 3.Ask the students to work in pairs. Ⅵ.Part 8 1.Ask the students to write some things they would like to do on the 用游戏方式鼓励学生应用已学动词短语。 回忆已学知识，练习口语。 复习过去进行时。 练习口语。 blank lines. Get students to complete the task individually. 2.Point out the sample conversation in the box. Invite a pair of students to say it to the class. 3.Ask the students to work with a partner. Make conversations to talk about what you would like to do. 4.Ask several pairs of students to say their conversations to the class. Answers will vary. Step 3 Summary Review of Units 6～10 The Second Period Target language: 1. Where would you like to visit? I’d like to go Holland. Why do you want to go there? I want to see the windmills and smell the flowers. 2. By the time I was five, I had started learning English. Really? Where did you learn? I went to classes at an English language school. 3. When was it invented by? It was invented about a thousand years ago. Who was it invented? It was invented by a Chinese man. What is it used for? It is used for many things including writing and printing. How has it developed? It has developed by being created by machine rather than by hand. Is it paper?Yes, it is. 板 书 设 计 教 学 反 思
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