九年语英语教案unit3

【简介】感谢网友“傻猹”参与投稿，下面是小编整理的九年语英语教案unit3（共13篇），希望能帮助到大家!

篇1：九年语英语教案unit3

九年语英语教案unit3

Unit 3 Teenagers should be allowed to choose their own clothes. Part 1: Teaching design (第一部分：教学设计) Structures: should be allowed to Target language: I think sixteen-year-olds should be allowed to drive. I disagree. I think sixteen is too young. Do you think thirteen-year-olds should be allowed to have part-time jobs? No, I don’t. Vocabulary: allow, pierce, silly, stay up, drive, driver’s license, Do you think…? I agree. I disagree. I don’t agree. Learning strategies: Reflecting Transforming information Section A Goals ●To learn to use should be allowed to ●To listen and speak about school life Procedures Warming up by learning new words To start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart. Warming up by learning about “should be allowed to” We shall first learn to use the structures: “should be allowed to”. It is actually part of the passive uses of English. Auxiliary Singular Plural Present The car/cars is are designed. Present perfect The car/cars has been have been designed. Past The car/cars was were designed. Past perfect The car/cars had been had been designed. Future The car/cars will be will be designed. Future perfect The car/cars will have been will have been designed. Present progressive The car/cars is being are being designed. Past progressive The car/cars was being were being designed. “should be allowed to” can be used like this: He should be allowed to come. Animals should be allowed to live in the forest. Children should be allowed to watch TV at weekends. 1a Reading and circling For practice of the “should be allowed to” read the statements in the box on page 18 and circle A for agree or D disagree. 1b Listening and circling Listen and circle “T” for true or “F” for false beside the statements in the box on page 18. Tapescript Woman:So, what are you doing this afternoon, Anna? Girl:I’m going to the mall with John. He just got his driver’s license. Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age. Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch. Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later. Girl:I agree, but it’s fun to watch. Is it OK if we take the bus? Woman:Well, I guess so. Girl:Great! I want to buy a new blouse at the mall, too. Woman:What kind are you going to buy? Maybe I should go with you. Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes. Woman:Well, I just want to be sure you get something nice. Now try to copy the expressions from the listening tapescript on the blackboard into your notebook. go to the mall with…, get one’s driver’s license, go with…, allow… to drive, be not serious enough, at that age, get one’s ears pierced, be allowed to get one’s ears pierced, be sorry later, it’s fun to watch, it is OK if…, take the bus, guess so, buy a new blouse at the mall, go with…, should be allowed to choose one’s own clothes, get something nice 1c Doing pairwork In pairs look at the statements in activity 1a and make conversation. You may use the phrases in the box on page 18 A: I think teenagers should be allowed to go out with their friends. B: I agree. They are old enough. A: I think teenagers should be allowed to go to the mall with their classmates. A: I think teenagers should be allowed to get their driver’s license. A: I think teenagers should be allowed to drive. A: I think teenagers should be allowed to get their ears pierced. A:I think teenagers should be allowed to watch TV at weekends. A: I think teenagers should be allowed to take the school bus. A: I think teenagers should be allowed to buy a new blouse at the mall A: I think teenagers should be allowed to choose their own clothes. B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough. 2a Listening and checking Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks. Tapescript Molly: Larry is working late again tonight, Kathy. Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep. Molly: I disagree with you. Teenage boys never get tired. Kathy: Well, maybe. But Larry shouldn’t work every night. Molly: Oh, I agree. He needs time to do homework. Kathy: You know, Molly… he should really cut his hair. Molly: Oh, I disagree. I kind of like it. It looks cool! Kathy: You know what worries me―Larry doesn’t seem to have many friends. Molly: Yeah, I know. I think he shouldn’t work on weekends. Kathy: Oh I agree, Molly. He needs to spend time with friends. Molly: Like you and me? Kathy: Maybe. 2b Listening and numbering You are going to listen again to the recording just now to number Kathy’s and Molly’s reasons in the correct order on page 19. Now you shall copy all the important expressions from the listening script. work late, sixteen-year-olds, be allowed to work at night, disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with … 2c Doing pairwork Next you are going to make in pairs a list of things teenagers should and should not be allowed to do. Discuss your list with your partner. A: Do you think teenagers should be allowed to drive? B: Yes, I think so. A: Do you think teenagers should be allowed to work late at night? B: No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep. A: Do you think teenagers should be allowed to disagree with their teachers? B: Yes, I think so. A: Do you think teenagers should be allowed to get tired doing their homework? B: No, I don’t think so. A: Do you think teenagers should be allowed to work every night? B: Yes, I think so. A: Do you think teenagers should be allowed to cut one’s hair? B: Yes, I think so. I kind of like my own style. It looks cool. A: Do you think teenagers should be allowed to have many friends? B: No, I don’t think so. They may meet bad people if they have too many friends. A: Do you think teenagers should be allowed to work on weekends? B: It depends on what they do. They may spend time with parents on weekends. 3a Reading and writing You are to read a dialogue between Sun Fei and Wu Yu on page 20. After reading you shall write in the chart Sun Fei’s and WuYu’s rules. Use “Don’t…” and “You can” to express your ideas. Jot down all the useful phrases form their dialogue. have a lot of rules, at one’s house, for example, stay at home, on school nights, study at a friend’s house, go to the movies, on Friday nights, to be home by 10:00 pm, on Saturday afternoons, go shopping with…, choose one’s own…, get one’s ears pierced 3b Doing pairwork In pairs role play the conversation in 3a using the information in the chart on page 20. 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 watch TV with my sister. A: What rules do you have at school? B: Well, We’re not allowed to go out to movies on school nights. How about you? A: We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground. 4 Doing groupwork Turn to page 20 and find someone in your group who has to go home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his

篇2：六年级英语教案Unit3

六年级英语教案

六年级英语上册教案设计Unit 3 《Animals World(Fun Time)》

【课 时】Fun Time

一、教学目标

1. 能够借助图片读懂Fun Time的基本信息，并尝试进行小制作。

2. 学唱与本单元话题相关的歌曲。

二、教学建议

A. Good to know.

1. 复习热身，导入新课

(1) 游戏一头脑风暴。学生通过猜谜，复习已学过的动物词汇，如：It‘s black and white. It can make milk for people. What animal is it? What kind of animal is it? 之后教师呈现代表动物类别的图片，引导学生快速说出一些该类属中的动物名称。

(2) 教师出示A项中的动物局部图片，引导学生讨论并回答如下问题：What animal is it? What kind of animal is it? What does it look like?等，激活学生已有的背景知识，为要学的新知识做铺垫。

Tip：在讨论的同时，教师将学生的回答分别写在黑板上，学生不会用英文表达时，可以允许他们用中文回答。

(3) 教师引导学生讨论，启发思考，导入新课，如：What do you know about mammals/birds/reptiles/insects ?

2. 学习新知

(1) 学生听A项录音，感知新词和短语，如：be covered with hair or fur， feed milk， feather， wings， lay eggs， scales等。

Tip：学生在听的过程中，可以标出不理解、不明白的表达法，听完后教师请学生写在黑板上，以便师生、生生之间讨论和释疑。教师也可以在讨论时引导学生观察更多的动物图片，帮助学生在语境中感知、理解新词的意思。

(2) 学生打开课本，对照着文段再听A项录音，进一步感知新词和短语的读音及意思，强化学习，加深理解。

(3) 学生默读A项文段，之后小组讨论，举例说明哪种动物具有文段中所说的特征，进一步熟悉哺乳动物、鸟类和爬行动物各自的特征，理解和运用相应的表达法。

B. Let’s make.

1. 在出示并让学生欣赏若干动物的宣传海报后，教师引导学生讨论并回答如下问题：What do you know from the poster? Which poster do you like? Why?

2. 学生分组，讨论制作动物宣传海报的方案及操作步骤。

3. 教师请数名学生简要介绍一下自己的设计方案，以此确认学生已明确了制作海报的要求及活动步骤。

4. 学生小组内分工，制作海报。

5. 各组将制作好

Tip：动物海报的展示给学生提供了互相学习的机会，建议教师课前与班主任老师协商好贴海报的位置，方便学生课下进行交流学习;如果课上时间不够用，教师也可以采取课下让每个学生在海报上贴小星星的方式选出自己最喜欢的海报作品，比一比哪个小组的海报做得最好，以示鼓励。

C. Let‘s sing.

1. 教师播放歌曲录音，让学生先欣赏性地听一听。

2. 教师引导学生讨论歌曲内容，如：What animals did you hear in the song? What do you know about penguins/blue whales?

3. 学生跟录音学唱歌曲。

4. 全班演唱歌曲。

的动物海报展示在黑板上或教室四周墙壁上。

6. 全班进行评价 。

六年级英语上册教案设计Unit 3 《Animals World(Let's Check)》

【课 时】Let’s Check

一、教学目标

通过听、说、读、写等形式的语言活动，帮助学生复习本单元的重点词汇和句型，检测学生能否综合运用所学的语言知识和技能进行交流。

二、教学建议

A. Listen and match.

1. 热身活动

(1) 教师可带领学生唱本单元的补充歌曲，以此复习巩固本单元的主要内容。

(2) 抽卡片，说动物及其类属。教师准备一些不同动物的单词卡片，让学生抽取。抽到哪一种动物，学生要先说出这种动物的名称，然后再说一说这种动物属于哪一类别的动物。该活动可以以小组为单位进行，然后各小组之间展开比赛，看看哪个组说出的动物及其类别多。

(3) 教师出示A项中的四幅动物图片，然后与学生一起运用本单元所学语言进行交流，为紧接下来的听力活动做铺垫。师生对话可参考如下。

T： What animals can you see in the picture?

Ss： I can see ...

T： What kind of animal is it? What can it do?

Ss： It is a kind of ... It can ...

T： What does it like to eat? What does it look like?

Ss： ...

2. 听力活动

(1) 教师引导学生首先关注对话的主线人物，并从这些人物导入本项活动，如教师可对学生说：Bill and Lily went to the zoo last Sunday. What animals did they see at the zoo?

(2) 教师引导学生带着以上问题听第一遍录音，听完后让学生尝试回答问题。

(3) 在播放第二遍录音前，教师再提问学生如下一些问题：What animals did they talk about? Who saw these animals， Bill or Lily? Let‘s listen. 接着教师播放录音，让学生带着这些问题仔细听录音。

Tip：在这一遍听的过程中，教师可鼓励学生用纸笔记录听到的一些重点词汇和信息，但不要求学生人人都能写出所有关键词，只要能做一些简单记录即可。这有利于培养学生良好的听的习惯，帮助他们进一步准确地获取相关信息。这也是一种学习策略的渗透。

(4) 学生听完第二遍录音后，根据自己的回忆或简单记录将听到的内容与相应的人物连线。此活动也可要求学生边听边完成连线。

(5) 学生同桌结对讨论，并核对答案。

(6) 教师播放第三遍录音让学生听，听完后通过师生问答的方式订正答案，如教师问：What animals did Bill see at the zoo? What animals did Lily see? 学生根据自己所写的答案回答教师的提问。

(7) 教师还可以针对听力材料进行进一步的提问，如：What kind of animal is it? What does it look like?等等，检验学生听的效果和捕捉的信息量。

B. Read， choose and write.

1. 学生自主阅读短文，根据上下文的提示选择正确的单词填空。

2. 学生两人结对，朗读短文并讨论答案。

3. 教师请几名学生朗读短文，然后全班一起订正答案。

4. 学生自主朗读短文，进一步熟悉相关词汇和表达法。若时间宽裕，教师也可引导学生深度挖掘短文中的信息。

Tip：阅读活动不仅仅是完成习题和任务，教师应注意引导学生进行适当的延伸和再挖掘。这样能够进一步拓展学生思维，增强阅读效果，从而加强对学生阅读策略的培养。

C. Make a riddle.

1. 教师先引导学生观察课本上的图片，让学生明确该项的检测方法和要求。

2. 教师示范，编写一则有关某种动物的谜语，让学生讨论并判断这则谜语说的是什么动物。

3. 学生仿照教师先口头说一说自己编写的谜语，然后再书写在课本上该项专门提供的空白处。

4. 学生结对或以小组为单位，订正答案。

Tip：此处学生的谜语可能千差万别，教师应合理利用课堂时间，有效检查学生的答案，纠正表达和书写错误。

5. 教师可以把学生写得较好的一些谜语朗读给全班学生听，进一步引导学生关注语言文字的表达。

D. Let’s play.

1. 教师首先引导学生观察课本上此项的配图，明确该项的检测方式和要求。

2. 教师可运用以下两种方式帮助学生完成此项的检测任务。

(1) 学生以小组为单位分享谜语，并猜谜，比一比谁猜对得多。

(2) 教师将学生编写好的谜语放在一个大纸盒里，请各小组派代表上来抽取并朗读给大家听，让大家一起猜，最后比一比哪个小组猜对的谜语最多。

六年级英语上册教案设计Unit 3 《Animals World(Story Time)》

【课 时】Story Time

一、教学目标

1. 能够在教师的引导下，借助图片和其他阅读策略读懂本单元的故事，按照故事内容回答B项问题，并尝试给故事起个名字。

2. 能够通过学习故事，了解动物是人类的朋友，我们要爱护动物，保护动物。

二、教学建议

热身、复习

教师可通过以下活动帮助学生复习本单元所学的主要内容。

1. 引导学生唱本单元的补充歌曲。

2. “Guessing Game”游戏。教师出示动物剪影图或轮廓图，提问学生：What‘s this? What do you know about ... ? 请学生回答，以此复习本单元词汇和功能句。

3. 师生谈话，启发思考，导入故事，如教师问：What’s your favourite animal? Is it helpful? What can it do for you? Is it your friend? What animals are people‘s best friends?

读前活动

1. 教师引导学生看本课故事的配图，猜测故事大意。

Tip：此环节主要是培养学生学会利用故事配图，观察配图并猜测故事大意的能力。这种观察可以激活和唤醒学生的一些相关知识储备，为后续故事的阅读做一些铺垫。

2. 教师引导学生大概说一说自己对故事内容的猜测。针对第一幅配图，教师可通过这些问题引导学生：Where were they? What did the dog look like? Was the dog helpful? What can the dog do for the girl? ...

读中活动

1. 学生带着这些问题自主阅读第一个故事，验证预测并回答这些问题。

2. 针对第二个故事的配图，教师可通过这些冋题引导学生：What happened in the picture? What was the boy doing at that time? Was the cat helpful? What do you think of the cat? ...

3. 学生带着以上的问题自主阅读第二个故事，之后验证自己读前的预测并回答以上的问题。

Tip：在讨论的同时，教师可以有选择地把关键的词语呈现在黑板上，以帮助学生把故事内容连贯起来，如：lost her sight， blind， cross the street， guide dog， on fire， ran out of the house， ...

4. 教师与学生一起阅读故事，帮助学生提取故事中的关键信息，并处理文中出现的一些生词。

Tip：之所以此时才处理生词，主要是想培养学生通过上下文猜测生词的能力和习惯。

5. 学生听故事录音，学习故事。

(1) 教师打乱顺序出示挂图，请学生合上课本听录音，然后给打乱顺序的图片排序。

(2) 教师播放第二遍录音，学生打开课本，听录音指文字，再次了解和熟悉故事内容。

(3) 学生跟录音大声朗读故事。

Tip：若时间宽裕，教师在此环节还可让学生品读故事，深度挖掘故事中所包含的一些细节内容。

读后活动

1. 回答问题

(1) 教师请学生再次阅读故事，并尝试回答B项中的几个问题。

(2) 学生结对，讨论并核对答案。

(3) 全班订正答案。

(4) 学生听录音，再次模仿跟读故事。

2.为故事取名(C项)

(1) 教师引导学生根据自己对故事内容的理解，尝试给故事取个名字。

(2) 学生结对或以小组为单位，说一说自己给故事所取的名字。

(3) 教师请数名学生把自己取的名字说给其他同学听，请大家评判一下哪个名称好。

(4) 拓展讨论。教师可通过What do you think of the dog/cat?这一问题引导学生进一步理解、体会故事大意，并鼓励学生进行个性化思考。

Tip：大多数孩子很熟悉狗对主人忠心耿耿的故事。如果学生感兴趣，教师不妨引导学生思考，谈谈自己真实生活中所听到或看到的关于狗的故事，进一步挖掘狗这种动物的习性和品质。教师也可以鼓励学生大胆尝试，根据情节合理改编或者续写故事。

三、备选活动

1. 阅读故事，判断句子正误

(1) 教师先请学生默读判断题，再带着问题默读故事。

(2) 学生通过阅读两则故事，判断句子正误。

(3) 师生一起订正答案。

2. 复述故事

教师请学生看故事图片简单复述故事。教师可在黑板上写出关键词语作为提示，并示范复述故事，之后教师组织学生在小组内练习，请个别组进行展示。

六年级英语上册教案设计Unit 3 《Animals World(Let's Spell)》

【课 时】Let’s Spell

一、教学目标

1. 能够借助熟悉的旧单词和图片感知字母组合oi和oy在单词中的发音规律，并能利用这些规律拼读出含有这两组字母组合的其他单词。

2. 尝试运用上述规律拼读、识记和书写单词。

二、教学建议

A. Listen， point and repeat.

1. 学生复习之前学习过的字母组合的发音，并拼读部分由其组成的单词。

(1) 教师可带领学生复习前几个单元相关的语音小韵文。

Tip：此步骤只在课堂教学时间宽裕的情况下才进行，如果时间有限，教师可直接进入以下步骤。

(2) 教师重点出示上一个单元语音板块涉及的两个字母组合，即：ear， air，带领学生进行复习。可以采取如下方式。

①教师出示几组含有ear， air的单词卡片，让学生快速读一读。

②让学生根据发音规则，两人结对，在练习纸上对教师刚才出示的单词进行分类。

Tip：此处教师应提醒学生，要特别注意ear有三种发音，而且这些发音极容易混淆。

③同伴或全班订正单词分类的答案。

④学生齐声有韵律地朗读语音韵文，再次复习巩固字母组合ear和air的发音。

2. 教师逐一出示本课A项图片，引导学生说出图片所对应的单词，同时教师呈现该单词，让学生认读。

3. 教师播放录音，学生根据听到的单词指一指相应的图片。

4. 教师再次播放录音，学生模仿跟

5. 教师引导学生观察几个单词中有相同发音的部分，然后教师针对这些相同的发音进行发音示范。

6. 教师引导学生找出相同发音的字母组合oi和oy。

7. 教师把A项单词粘贴在黑板上，然后让学生再次听音指词，模仿跟读。

8. 学生尝试根据发音列举出更多已学过的含有该字母组合及发音的单词。

B. Listen and circle the odd word out.

1. 学生听录音，跟读单词。

2. 学生分别圈出两组单词中包含有与其他几个单词发音不同的字母组合的那一个单词。

3. 学生结对或小组内核对答案。

4. 教师播放录音，学生再次大声跟读这些单词。

C. Listen， write and say.

1. 首先让学生自己阅读C项的句子。

2. 之后教师播放录音，学生听录音，然后根据录音填写出空缺的单词。读。

3. 学生结对，相互核对并订正答案。

4. 全班反馈，之后教师再次播放录音，学生跟读完整的句子。

D. Listen and repeat.

1. 教师播放录音，让学生先完整地听一遍。

2. 教师再次播放录音，学生边听边在文段中圈出含有oy和oi发音的单词，如：noise， boys， toys。

3. 学生尝试自己认读这些圈出的单词，体会oy和oi的发音规律。

4. 学生听录音并跟读韵文，之后分组展示，全班进行评价。

六年级英语教案Unit 3

篇3：九年级英语教案unit3

九年级英语教案unit3

Unit 3 Teenagers should be allowed to choose their own clothes.   单元整体说明 单元教材分析 本单元围绕“允许做什么、不允许做什么”这一话题，设计了三个任务型活动。任务一：谈论自己想做的事情；任务二： 我可以做什么、不可以做什么。任务三：讨论自己想做什么、自己需要什么样的生活。 单元总体目标 通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么、不允许做什么、同意和不同意。 单元重难点一览 重难点词汇： 1.at that age  2.instead of 3.the other day4.be a good way to do 5.keep sb happy  6.at present 7.the same as8.be proud of 9.give directions  10.way cool= very cool 11.learn from sb 12.agree with 13.disagree with 14.in fact 15.take time to do sth 16.chat with 重难点句式 1.I think sixteen-year-olds should be allowed to drive. 2.Do you think thirteen-year-olds should be allowed to have part-time jobs? 3.The young should be proud of their culture. 单元教学建议 采用Concluding，Accumulating，Roleplaying和Comparing的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动来谈论允许做什么和不允许做什么。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：寻找关键语句、对文中任务和事物发表见解；语法教学：总结规律、比较异同、模仿操练。 单元课时分配 本单元用4课时教学 Section A 部分用 2 课时 Section B，Self Check 部分用 2 课时 Section A 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section A） 学科 英语 授课教师   授课班级 初三九班 授课时间 /4 教学目标 1.知识目标：掌握 agree and disagree 的用法。学会使用 I think ...  I agree ... 和 I dont think ...  I dont agree ... 来表达自己的意见。 2.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 3.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 1.教材分析：Section A 主要围绕着 agree 和 diagree 这一话题来进行课堂教学和语言实践。Section A 中主要涉及到的语法项目是被动语态，要求学生熟练模仿及操练这一语态的句型转换，为以后的谈论和交际做好铺垫。 2.学生分析：初三的`学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 3.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 4.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 1.多媒体： 多媒体，幻灯片，英语影音资料。 2.其他参考资料。 教学过程 Unit 3: Teenagers should be allowed to choose their own clothes.(Section A) Step One:   Free talk and discussion. Step Two: 1.at that age 2.instead of 3.the other day 4.be a good way to do 5.keep sb happy 6.at present 7.the same as 8.be proud of Step Three:   Finish 1a/1b. Step Four:   Practice the conversation in activity 2c. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Make a survey, then show the results to the whole class. Step Seven: Make a summary. Step Eight: Homework: Recite the conversation in 2a. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？   Section B and Self check 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes.   （Section B and Self check） 学科 英语 授课教师 齐宪波 授课班级 初三九班 授课时间 2005/4 教学目标 4.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ...和 I dont  think ... I dont agree ... 来表达自己的意见。 5.能力目标:对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 6.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 5.教材分析：Section B 主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践。 6.学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 7.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 8.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 3.多媒体： 多媒体，幻灯片，英语影音资料。 4.其他参考资料。 教学过程 Unit 3： Teenagers should be allowed to choose their own clothes.(Section B and self check) Step One:   Free talk and discussion. Step Two: 1.learn from sb 2.agree with 3.disagree with 4.in fact 5.take time to do sth 6.chat with Step Three:   Finish 1a. Step Four:   Practice the conversation in activity 1b. Step Five:   Make a new conversation in groups according to the one in 2c.Then act it out. Step Six:   Discuss what you are allowed to do and what you arent allowed to do during your stay at school/ home/ library and so on. Step Seven:   Read the text then suggest the questions according to the text. Step Eight:   Discuss what is cool in your mind. Step Nine:   Homework:   Write some sentences about “cool”. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？    

篇4：PEP小学六年级英语教案Unit3

PEP小学六年级英语教案Unit3

Unit 3 What Are You Going to Do? 单元教学目标 能力目标 （1）  能够用be going to do 句型交流行事计划，如：What are you going to do this evening? I’m going to the cinema. （2）能够用where,when替换句型What are you going to do ?中的疑问句what 提问并予回答，如；Where are you going? I’m going to the bookstore. When are you going? I am going at 3 o’clock. （3）能够了解他人的行事计划并进行转述，如：He/She is going to…等。 （4）能够以小组讨论的方式完成购书、当小导游、采访等任务，熟练运用be going to do 句型。 （5）能够听懂、会唱歌曲What are you going to do? 知识目标 （1） 能够掌握A,B部分Let’s learn, Let’s talk中的四会单词和句子。 （2） 能够听、说、认读A、B部分Let’s learn ,Let’s talk和Let’s read 中的三会单词和句子。 （3） 能够了解Pronunciation部分音标/  /，/  /，/  /，/  /，/  /，/  /，/  /的音和形，能够读出本部分例词并完成单词、音标、配图的连线练习。 （4） 能够理解并会吟唱Let’s chant部分的歌谣。 （5） 能够了解 Story time,Good to know,Task time 等部分的'内容。   情感、策略、文化等有关目标 （1）情感态度：培养学生合理安排自己的学习与生活的能力，培养学生从小树立远大理想并为之努力的思想意识。 （2）学习策略：关注小组合作与交流，加强自主学习。 （3）文化目标：了解有关文字记载方式的知识。  The first period Aims and demands   1.Be able to listen, say and read : What are you going to do this evening? I’m going go the cinema. Take a trip, go to the cinema, read a magazine. Tomorrow, toningt.   2.Be able to grasp the four-skill phrases: next week, this morning/afternoon/evening.   3.Pair work The important points   Be able to grasp the four-skill phrases, Use the ‘be going to do’ sentence The difficult points   The same as the above. The tools   Cards, wallpictures and the tape. Teaching steps: Step 1. Warm-up   1.Sing ‘What are you going to do?’   2.a daily English. Step2.Preview   1.Look at the timetable ,ask and answer in pairs.   2.What day is it today? What time is it/…. Step 3. Presentation   Let’s start   Let’s learn   1.Suppose we’re free today. What are you going to do?   2.What are you going to do this evening/morning /afternoon/tonight/tomorrow/next week? I’m going to the cinema   I’m going to take a trip/ read a magazine.   3. Act and guess.   4.Read after the tape.   Pair work Step 4. Consolidation and extension.   1.Copy the four-skill phrases.   2.Tell your family or your friend what you are going to do .   3.Sing the song.   4.Do the activity book. Step5. Summing up and homework Take a trip tomorrow Read a magazine  tonight Go to the cinema  this morning/ this afternoon/ evening   Next week   The second period Aims and demands   1.Be able to grasp the four-skill sentences: What are4 you going to do on the weekend? I’m going to visit my grandparents this weekend.   2.Group work.   3.Let’s try.   4.Sing ‘What are you going to do?’ The important points   Use ‘Be going to do’ to talk with the others. The difficult points .  Be able to grasp the four-skill sentences: What are4 you going to do on the weekend? I’m going to visit my grandparents this weekend. The tools   A map,the tape Teaching steps: Step 1. Warm-up   1.Sing the song.   2.Tell the other Ss what you are going to do today. Step 2.Preview   Let’s try. Step 3.Presentation   Let’s sing.   Let’s talk.   1.Show the map: What are you going to do on the weekend/tomorrow morning/ this Sunday? I’m going to the zoo. Is it far? Yes, it is.   2.Play the tape.   3.Read in pairs.   4.Remange the words.   5.Copy the words. Step 4. Consolidation and extension   1.Read the dialogues.   2.Copy the sentences.   3.Make a mark.   4.do the activity book. Step5. Summing up and homework What are you going to do on the weekend? I’m going to visit my grandparents this weekend. Copy the sentences three times after class. Handwriting The third period Aims and demands   1.Read the text and write Liu Yun’s weekend plan.   2.Say your weekend plan. The important points   The use of ‘be going to do’ The difficult points The change of Pre. Words. The tools   The tape Teaching steps: Step 1. Warm-up   1.Sing the song.   2.Show the cards of Unit 2. What are you going to do this morning? I’m going to visit the Great Wall. How do you get there? By train… Step 2. Preview   Tell the Ss what you are going to do on the weekend, then say: A is gong to have a busy weekend. Step 3. Presentation.   Let’s read   1.Ask and answer in pairs.   2.Read the passage and answer the questions: What is Liu Yun going to do on Saturday? What is she going to buy? What is she going to do at home? What is she going to do on Sunday? Who is she going with? What is she going to do in the evening? What is her weekend like?   3.Discuss the questions.   4.Read after the tape.   5.Finish Liu Yun’s Weekend Plan   6.Find friends. Step 4. Consolidation and extension   1.Read the passage.   2.Make a weekend plan of themselves.   3.Do the activity book. Step5. Summing up and homework On Saturday  On Sunday Go to the bookstore  go to the supermarket Buy a new CD and some story-books  visit aunt Read the new books  watch TV The fourth period Aims and demands   1.Be able to listen, say and read: dictionary, post card, newspaper, magazine,comic book, What are you going to do? I’m going to buy an English book in the bookstore. When are you going? This afternoon.   2. Use the sentences fluently. What are you going to buy? I’m going to buy…   3.Let’s chant.   4.the pronunciations: /  /,/  /,/  /,/  /,/  /,/  /. The important points   The four-skill words and phrases. The difficult points   The pronunciation of the three-skill word ‘dictionary’ ,the writing of the four-skill words. The pronunciation of ‘th’ The tools   Books , wall pictures and tape Teaching steps: Step 1. Warm-up   1.Read ‘Let’s read’   2.Ask and answer: What is he going to do on Saturday morning? He is going to… Step 2. Preview   Let’s chant Step 3.Presentation   Let’s learn   1.Go on ‘Let’s chant’. Then ask and answer:   2.T:What books can you buy in the bookstore? Teach and write : English book, math book, music book, science book…   3. Teach: comic book, dictionary, newspaper, post card.   4.Have a match: Spell the words.   Let’s play   Let’s learn   Read after the tape.   Pronunciation. Step 4. Consolidation and extension.   1.Copy the four-skill phrases.   2.Read the pronunciation   3. Let’s chant.   4.Do the activity book. Step5. Summing up and homework What are you going to do? I’m going to buy --- When are you going? This afternoon. Post card  magazine  dictionary  comic book  newspaper The fifth period Aims and demands 1.Be able to listen, say and read ‘wh’ question sentences.   2. Grasp the four-skill sentences: Where are you going this afternoon? I’m going to the bookstore. What are you going to buy? I am going to buy a comic book.   3. Let’s try. The important point   The ‘wh’ question sentences. The difficult point   Use the ‘WH’ question sentences and write the four-skill sentences. The tools   A map, cards, and the tape Teaching steps: Step 1. Warm-up   1.Let’s chant/   2.Have a competition:write the words   3.Show the map , ask and answer. Step 2. Preview   Let’s try Step 3.Presentation   Let’s talk   1. My shopping plan   2.Read after the tape.   3. Read in pairs.   4.Read in groups   5. Copy the four-skill sentences. Step 4. Consolidation and extension.   1. Copy the sentences.   2.

篇5：九年语作文750字

九年语作文750字

语文是太阳，给予我们阳光，语文是海洋，将点点滴滴的知识容纳其中。语文是蓝天，将无数奇思妙想挥洒天空。

刚入小学，那是我和语文像是的第一年，老师温和的声音轻柔的语调将我领进一扇大门。一个个拼音一会儿变成小门，一会儿变成天鹅，在空中舞蹈跳跃。那是的语文是一首谱满拼音的儿歌，唱响再耳畔。

到了与语文相识的第四年，我们换了语文老师。她的身高不高，剪着利落的齐耳短发，笑的时候双眼完成了两道彩虹，那明亮的目光将一个个小小的我们照亮。她有时和蔼，有时眼里，但双眸深处的那抹柔软我们都感觉的到。她的声音很好听，特别是在朗读课文的时候：“从前，一个小村子里有座漂亮的花园。那里，春天鲜花盛开，夏天绿树成荫，秋天……”她一字一句的朗读着，神情是那样的认真，好听的声音从嘴中漫出，我好像看见巨人正在花园里和孩子们愉快的交谈着。充满感情的朗读让我们听的有些痴了，那声音好像飘出了教室，飘出了校园，飘到了那远得我不知道的地方。那时的语文是优美动听的语句，回荡在心田。

上了初中，我和语文认识第七年了，而我也迎来了第三个语文老师，相比以前的老师，她很严厉，她总是一丝不苟的检查我们的作业，一丝不落的传授我们她知道的知识。在她严厉面孔的'皱纹中，我总能找到那丝和蔼。从那时起，我们的作文被重视起来，并不断提高着。我听着那些作文写的好的同学站在讲台上朗读作文，那些优美的语句，感人肺腑的话语我总是用不来，羡慕他们能写那样好的作文，仿佛那一个个字都在让我的心弦颤动。那时，语文是一篇优美感人的作文，印烙在心灵深处。

现在，我和语文相识九年了，中考的脚步越来越近，转眼间我们将面临毕业，时间怎么过得这样快？现在，语文是一本书，它存在我的脑海，陪伴着我，随时随地。

六年懵懂，三年锤炼。九年时光，九年语。

篇6：仁爱版七年级unit3 topic3英语教案

仁爱版七年级unit3 topic3英语教案

课题：Unit3,topic 3,What would you like to eat?Section C

教学目标：

掌握邀请朋友在饭店共同就餐时的常用语：

Would you like to have dinner with me? OK,I'd love to .

Help yourself

Any more ……?No,thanks,I'm full.

What would you like to drink? ……,please.

教学重点：句型 Would you like to have dinner with me?及其答语 OK,I'd love to

教学难点：句型 What about the same order as theirs.

教具：课本、放音机、单词卡片

教学步骤：

Step1.Revision

1.Have a dictation.

2.Revise the words about food and drink.

3.Ask and answer (Teacher asks some questions as following)

May I know your name?

What's this?

What would you like to eat/drink for breakfast/lunch/supper?

How do you like…… ?

What do you think of…… ?etc.

Step2.Presentation

1.Teacher makes a dialogue as this.(In a restaurant)

A:May I take your order?

B:Hamburger/……

A:What would you like to drink?

B:A cup of water/……

A:OK,Wait a moment,please.

2.Teacher ask a student as the question“Would you like to have dinner with me?”,and help him to answer“OK,I'd love to”

Explain the difficult sentences:

Let me see.

Help yourself.

Any more ……?No,thanks,I'm full.

What about the same order as thieirs.

Step3.Practice

Students listen the tape and read them loudly in part1.

Step4.Pair Work

1.Let students number the sentences to make a coversation in part 2,then check the answer.

2.Let students write a dialogue how to invite their friends for dinner,and ask some students to act out.

3.Teacher gives a summary of this section

Step5 Homework

Design on blackbord

What would you like to eat?   Section C

Would you like to have dinner with me?          Let me see.

OK,I'd love to                                                    Help yourself.

Any more ……?No,thanks,I'm full.

What about the same order as theirs

篇7：人教版新目标九年英语教案Unit14 Have you packed yet?

Unit14 Have you packed yet?

The First Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

bathing suit, water, travel, guidebook, beach towel, street map

（2）Target Language

Have you watered the plants yet?

Yes, I have already watered them．

2． Ability Objects

（1） Train students’ listening ability．

（2） Train students’ communicative competence．

3． Moral Objects

Have everything in readiness before you do it． In this way, you can finish it perfectly or have a good time．

Ⅱ． Teaching Key Point

Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Methods

1． Listening-and-answering activity to help the students go through with the listening material．

2． Pairwork to make every student work in class．

Ⅴ． Teaching Aids

1． A tape recorder

2． The blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

T: Last week we finished Unit 13． In this unit, we learned how to talk about how things affect us． For example, Loud music makes me tense． That movie made her sad． Now I ask some students to make sentences with the structure…make me…

S1: Parties make me excited．

S2: School vacations make me happy．

S3: That movie made me want to leave．

S4: The story made me cry．

S5: The awful picture makes me nervous．

T: Very good． From today on, we will learn Unit 14． Now． I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard．

（After the student has written the numbers 1 through 5, start talking to the rest of the class）

T: Has he written the number 1 yet?

Class repeat the question． Has he written the number 1 yet?

Ss: Has he written the number 1 yet?

T: （Pointing to the number 1 on the board） Yes, he has already written the number 1． Class repeat． Yes, he has already written the number 1．

Ss: Yes, he has already written the number 1．

T: （Writing the word already on the blackboard） This is the word already．

Class repeat． Already． Look at the blackboard． （pointing to the blackboard） Has he written the number 50 yet? Class repeat the question． Has he written the number 50 yet?

Ss: Has he written the number 50 yet?

T: （Pointing to the highest number already on the blackboard）

No, he hasn’t written the number 50 yet． Class repeat． No, he hasn’t written the number 50 yet．

Ss: No, he hasn’t written the number 50 yet．

T: （Writing the word yet on the blackboard） Tish is the word yet． Class repeat． Yet． Now, look at the two words already and yet． Which one is used to talk about things that have happened in the past?

SSs: Already．

T: Yeah． Very good． So the other word yet is used to talk about things that will happen in the future． Yeah?

SS: Yes．

Step Ⅱ 1a

This activity introduces key vocabulary and helps students review vocabulary they already know．

Read the instructions aloud to the class．

Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example． （bathing suit, travel guidebook）

Get students to add some things to the lists under the two headings． A beach vacation and Sightseeing in a city． Have students do the work individually first．

While they are working, walk around the classroom checking the progress of the students．

Let students tell the class the words they wrote． Write the words on the blackboard． Read them and let students repeat． Then ask other students to add other words to the lists．

Sample answers

A beach vacation

1． bathing suit

2． beach towel

3． sunglasses Sightseeing in a city

travel guidebook

street map

camera

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation．

Look at the picture． Ask, What can you see in the picture? （There is a family in the picture． They are getting ready for a beach vacation）

Point to the box． Invite a pair of students to read the conversation to the class．

A: Have you packed the beach towels yet?

B: No, I haven’t．

Look at the six chores on the list． Let students read each item, then ask different students to explain the meaning of each item in their own words． Make sure students understand the meaning of each item． Go through the instructions with the class． Point to the blank lines in front of each item in the list． Say, You will hear a family talking as they get ready to go on vacation． Listen carefully． Make sure what the family talks about and put a checkmark in front of each chore that is already done．

Play the tape． The first time students only listen． Play the tape a second time．

Now listen to the tape again． This time please put your checkmarks on the correct blanks． Check the answers with the whole class．

Answers

√ packed the camera

√ watered the plants

locked the windows

√ bought a travel guidebook

bought a street map

packed the beach towels

Tapescript

Woman: Have you packed the beach towels yet?

Boy: No, I haven’t． Can’t Judy pack them?

Woman: No, she’s busy． Could you please water the plants?

Boy:I’ve already watered them．

Woman: Oh, thanks．

Man: What about the travel guidebook and the street map?

Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet．

Man: That’s OK． I’ll get it． Have you packed the camera?

Boy: Yes． I’ve already put it in my suitcase．

Woman: Well, I guess that’s everything．

Boy: Almost everything． We haven’t locked the windows yet．

Step Ⅳ 1c

This activity provides guided oral practice using the target language．

Go through the instructions with the whole class． Look at the example in the box． Invite a pair of students to read it to the class．

SA: Have you watered the plants yet?

SB: Yes, I have already watered them．

Tell students they will be making conversations with a partner． Look back at the chores in Activity lb． Say, Now look back at the chores in Activity lb． Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map．

While students are working in pairs, walk around the classroom and listen to some pairs． If necessary, offer language support． Then get several pairs of students to say their conversations to the class．

Conversation 1

SA: Have they packed the camera yet?

SB: Yes, they have already packed the camera．

Conversation 2

SA: Have they bought a street map yet?

SB: No, they haven’t bought a street map yet．

Notes

1． pack-（here）get ready for a journey by doing this

2． guidebook-book for travellers, tourists, etc, with information about a place

3． Have you watered the plants yet?

Yes, I have already watered them: Present

Perfect Tense． The structure is have+ p． p． Pay attention to the two words already and yet． Already is used in affirmative sentences; while yet is used in negative and interrogative sentences．

Step Ⅴ Summary

In this class, we’ve learned some important words, such as water, travel, guidebook, beach towel． We’ve also learned the target language． Have you watered the plants yet? Yes, I have already watered them．

Step Ⅵ Homework

Make conversations in pairs to review the target language．

Step Ⅶ Blackboard Design

Unit 14 Have you packed yet?

Section A

The First Period

Target language

A: Have you watered the plants yet?

B: Yes． I have already watered them．

Unit 14 Have you packed yet?

The Second Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

refrigerator, garage, suitcase, clean out, put in, turn off

（2） Target Language

Have you watered the plants yet?

No, I haven’t．

Have you packed the camera yet?

Yes． I’ve already put it in my suitcase．

Have you fed the cat?

No． I haven’t fed her yet．

2． Ability Object

（1） Train students’ listening ability．

（2） Train students’ speaking ability．

3． Moral Object

We must be ready with our work before we do it．

Ⅱ． Teaching Key Points

1． Key Vocabulary

clean out, put in, turn off

2． Target Language

Have you watered the plants yet?

No, I haven’t．

Have you packed the camera yet?

Yes． I’ve already put it in my suitcase．

Have you fed the cat?

No． I haven’t fed her yet．

3． Structures

Have you packed the camera yet?

Yes． I’ve already put it in my suitcase．

Have you fed the cat?

No． I haven’t fed her yet．

Ⅲ． Teaching Difficult Points

1． the target language

2． How to train students’ listening ability．

Ⅳ． Teaching Methods

1． Listening method to improve the students’ listening ability．

2． Pairwork to make every student work in class．

Ⅴ． Teaching Aids

1． A tape recorder

2． The blackboard

Ⅵ． Teaching Procedures

Step I Revision

Check homework． Get some pairs to read their conversations． Collect their conversations and help students correct any mistakes．

Step Ⅱ 2a

This activity provides guided listening practice using the target language．

Look at the picture． Ask, What can you see in the picture? （A boy and a girl are in the kitchen． They both look a little stressed out）

Go through the instructions with the class． You will hear a boy and a girl talking about getting ready to go on vacation． Write M after each thing that Mark says and T after each thing that Tina says．

Look at the sample answer． Say, Tina said, No． I haven’t cleaned out the refrigerator yet． Get students to repeat No． I haven’t cleaned out the refrigerator yet．

Play the recording for students the first time． This time students only listen to the recording． Play the recording a second time． This time let students write Min front of Mark’s statements, and T in front of Tina’s statements．

Check the answers with the class．

Answers

1． T 2． T 3． M 4． T 5． M 6． T

Tapescript

Boy: Mom and Dad said they want to leave in ten minutes． Are you ready, Tina?

Girl: No． I haven’t cleaned out the refrigerator yet． I have to do that right now．

Boy: Tina! You’re unbelievable． What about your bike?

Girl: I’ve already put it in the garage． But I haven’t locked the garage yet．

That’s your job, Mark．

Boy: I know． I’ve already done most of my jobs． I’ve taken out the trash．

Girl: Have you fed the cat yet?

Boy: Not yet． I’ll do it in a minute． Have you turned off your radio?

Girl: Yes, I have． I think we’re almost ready．

Step Ⅲ 2b

This activity provides guided listening practice using the target language．

Go through the instructions with the class． Look at the list of questions with blanks in front of each one． Then look back at the statements in Activity 2a．

Say, Some of the statements in Activity 2a are answers to questions in Activity 2b． Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．

Get several students to read the questions in Activity 2b to the class． Look at the sample answer． Ask a student to read the question and answer to the class．

Are you ready, Tina?

No, I haven’t cleaned out the refrigerator yet．

Play the recording for students． Let students write their answers in the blanks． Play the recording again if necessary．

Correct the answers．

Answers

Have you fed the cat yet? 5

What about you bike? 2

Are you ready, Tina? 1

Have you turned off your radio? 6

Step Ⅳ 2c

This activity provides guided oral practice using the target language． Look at the sample conversation in the speech bubbles． Invite a pair of students to read it to the class．

SA: Are you ready, Tina?

SB: No． I haven’t cleaned out the refrigerator yet．

Go through the instructions with the class． Say, With your partner make a conversation using information from Activities 2a and 2b． Have students work in pairs． While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．

Invite two pairs to say their conversations to the class．

Conversation 1

SA: Have you fed the cat yet?

SB: Not yet． I’ll do it in a minute．

Conversation 2

SA: Have you turned off your radio?

SB: Yes, I have．

Step Ⅴ Grammar Focus

Look at the grammar focus box． Get three students to read the questions and answers to the class．

Have you watered the plants yet?

No, I haven’t．

Have you packed the camera yet?

Yes． I’ve already put it in my suitcase．

Have you fed the cat?

No． I haven’t fed her yet．

Let students make up other sentences in pairs using have you…yet questions． For example: Have you had lunch yet? Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven’t had lunch yet．

Pay attention to the use of already and yet． Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago． When we use the words haven’t and yet, we are talking about something that will happen in the future, but not a long time from now． It will happen soon． For example: I’ve already had breakfast, but I haven’t had lunch yet．

Draw a simple diagram to help students understand the grammar focus．

Get some pairs to say their sentences aloud to the class．

A sample sentence

I’ve already had lunch, but I haven’t had supper yet．

Culture note

Many Americans are used to taking at least one vacation trip a year． But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city． For some students, financial limitations and family obligations make such travel impossible． For others, it may be that taking trips is not something that is common in their home culture．

Step Ⅵ Summary

In this class, we’ve learned key vocabulary clean out, put in, turn off and the target

language Have you watered the plants yet? No, I haven’t． Have you packed the camera yet? Yes, I’ve already put it in my suitcase． Have you fed the cat? No． I haven’t fed her yet．

Step Ⅶ Homework

Get students to write some sentences according to the target language．

Step Ⅷ Blackboard Design

Unit 14 Have you packed yet?

Section A

The Second Period

Target language

A: Have you watered the plants yet?

B: No, I haven’t．

A: Have you packed the camera yet?

B: Yes, I’ve already put it in my suitcase．

A: Have you fed the cat?

B: No． I haven’t fed her yet．

Unit 14 Have you packed yet?

The Third Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

chop, wood, light, village, well, farm

（2） Target Language

Have you bought a newspaper?

Yes, I’ve already bought a newspaper．

2． Ability Objects

（1） Train students’ integrating skills．

（2） Train the ability of expressing students’ own opinions．

3． Moral Objects

We should make a plan for our everyday activities and make a schedule． It can remind us how to spend the time． It is good for our study and life．

Ⅱ． Teaching Key Point

Train students’ integrating skills．

Ⅲ． Teaching Difficult Point

How to improve students’ integrating skills．

Ⅳ． Teaching Methods

1． Fast-reading method

2． Groupwork and pairwork

Ⅴ． Teaching Aids

1． A projector

2． The blackboard

Ⅵ． Teaching Procedures

Step I Revision

T: Yesterday we learned the target language． The structure is Have you…yet? Yes． I’ve already…Have you…?

No． I haven’t…yet．

Now who can make sentences using the structure?

S1: Have you turned off your radio yet?

S2: Yes． I’ve already turned it off．

S1: Have you finished your homework?

S2: No． I haven’t finished it yet．

T: Very good．

Step Ⅱ 3a

This activity provides reading practice using the target language．

Show the key vocabulary words on the screen by a projector．

chop v． 砍；劈

wood n． 木头；木材

light v． 点燃；点着

village n． 乡村；村庄

well n． 井；水井

farm n． 农场；农庄

Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．

Before reading the e-mail message, ask the students what chores do you usually do? Please tell me． （do my homework, clean my room, water the plants, clean our classroom etc．）

Go through the instructions with the class． Look at the e-mail message． Let a student read the e-mail aloud to the class．

Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Get students to read the e-mail message individually, and underline the different chores on their own,

Check the answers with the class．

Answers

1． do my homework

2． take the dog for a walk

3． water my mom’s plants

4． do some shopping

5． chop wood

6． light the fire

7． collect water

8． feed the animals

Let students read the e-mail again for further comprehension． While they are reading． Walk around the classroom, offering help if they have any words or phrases they don’t understand．

Notes

1． chore-small duty or piece of work, especially ordinary everyday task

（in the home, on a farm, etc． ）

In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．

2． chat-talk about unimportant things

3． kid-（sl） child; young person

4． well-（here n． ）shaft, usually lined with brick or stone, for obtaining water from an underground source

5． anyway-in any possible way; by any possible means

Step Ⅲ 3b

This activity provides reading, writing． listening and speaking practice using the target language．

Look at the pictures of the three people and read their names aloud to the class．

Then point to the chart． Let students read the information in it． Make sure students understand the information in the chart by asking questions and point out things．

T: Look at the three pictures above the chart． Under each person is a list of the things he or she has done or will do today． Now look at the chart． What do you see in the first column?

S1: Numbers． Clock times．

T: That’s right． Those are clock times．

Those times show what the three people were doing at 9:00,at 10:00,and so forth． It is 12:00 noon now． so the 1:00 and 2:00 times show things they will do later today． What has Steve already done?

S2: He’s already done his homework．

He’s already bought a newspaper．

He’s already fed the dog．

T: That’s correct． What things hasn’t he done yet?

S3: He hasn’t watered the plants． He hasn’t cleaned his room．

T: OK． Very good．

Go through the instructions with the class． Put students in several groups．

Say, Each student in a group will decide to be one of the people． The other students in the group will ask questions to find out which person in the chart he or she has decided to be． Make sure students understand how to do the exercise．

Look at the example in the box． Invite a pair of students to read it aloud to the class．

SA: Have you bought a newspaper?

SB: Yes, I’ve already bought a newspaper．

Ask students, which of the three people could it be? Can you find out? Yeah． It could be Steve or Elise．

Get students to do the work in groups．

While they are working, move around the classroom checking the work of each group．

Ask two groups to do the work as the examples．

Group 1: Have you watered the plants?

S1: Yes． I’ve already watered the plants．

Group 2: Have you fed the dog?

S2: No． I haven’t fed the dog yet．

（Person 1: Kathy; Person 2: Elise）

Step Ⅳ Part 4

This activity provides reading, writing, listening and speaking practice using the target language．

Go through the instructions with the class．

Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework． But I haven’t done some shopping．

Put students in some groups of three． Let students complete the work in groups．

Finish the table．

Review the task． Get some groups to share the results of their surveys．

Sample answers

You Li Hong （student’s name） Wang Bin （student’s name）

Things I have done Science project Plan Cleaning

Things I haven’t done yet homework Shopping Washing

Optional activity

Ask students to write their own schedules, listing the time of day they do each thing． Then get students to work in pairs． Student A thinks of one activity．

Student B gets five tries to guess the activity． Then student B thinks of an activity and student A guesses what it is．

Step Ⅴ Summary

In this class, we’ve learned some key vocabulary words such as chop, wood, light．

village, well, farm． We’ve also done a lot of reading, writing and speaking practice using the target language．

Step Ⅵ Homework

1． Finish off the exercises on pages 57～58 of the workbook．

2． Get students to talk about the things they have done and they haven’t done yet this week in pairs．

Step Ⅶ Blackboard Design

Unit 14 Have you packed yet?

Section A

The Third Period

Target language:

A: Have you bought a newspaper?

B: Yes, I’ve already bought a newspaper．

Unit 14 Have you packed yet?

The Fourth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

member, original, songs, award

（2）Target Language

Have they been on TV yet?

Yes, they’ve been on TV lots of times．

2． Ability Object

（1） Train students’ speaking and listening ability．

（2） Train students’ ability to understand the target language in spoken conversation．

（3） Train students’ ability to use the target language．

3． Moral Object

Love music and you can benefit from it．

Ⅱ． Teaching Key Points

1． Key Vocabulary

member, original, songs, award

2． Target Language

Have they been on TV yet?

Yes, they’ve been on TV lots of times．

Ⅲ． Teaching Difficult Points

1． How to train students’ speaking and listening ability．

2． How to use the target language．

Ⅳ． Teaching Methods

1． Listening method

2． Groupwork to make every student work in class．

Ⅴ． Teaching Aids

1． A tape recorder

2． The blackboard

Ⅵ． Teaching Procedures

Step I Revision

Check homework． Ask some pairs to say their conversations to talk about the things they have done and they haven’t done yet this week．

SA: Have you done your homework?

SB: Yes, I’ve already done my homework．

SA: Have you cleaned your room?

SB: No, I haven’t cleaned my room yet．

Step Ⅱ Part 1

This activity introduces key vocabulary, and helps students review vocabulary they already know．

Look at the picture． Ask, What can you see in the picture? （A man is playing the guitar and singing a song）

Point to the box． Invite a student to read the four questions． Make sure students understand the questions． Get students to fill in the blanks on their own． A moment later, ask several students to read their answers to the class．

Notes

1． favorite-（adj．）best liked

2． What is your favorite band?-What band do you like best?

3． band-group of persons who play music together

4． band member-member of a band

Step Ⅲ 2a

This activity gives students practice in understanding the target language in spoken conversation．

Look at the picture． A record agent is interviewing members of a band． Let students read the instructions． Point to the headings and the blank lines following each heading． You will hear a woman interviewing members of a band． They are talking about the band． Now, listen and write your answers on these blank lines．

Play the recording the first time． This time students only listen． Play the recording a second time． This time, ask students to write their answers on the blank lines as they listen to the recording． Play the tape again if necessary．

Check the answers with the class．

Answers

Band’s name: Apple Ice Cream

How long they’ve been together: About a year

Number of concerts they’ve done: Six

Tapescript

Woman: Hmmm． That was… umm…not bad． Now tell me a little about yourselves． What was your name again?

Boy 1: Apple Ice Cream．

Woman: Apple Ice Cream? That’s uhhh …a nice name． Hong long have you been together?

Boy 1: About a year．

Woman: One year, huh? And have you written any original songs yet?

Boy 2: Yes, we have． We used to play stuff by other bands, but now we only play our own songs． That one you just heard was ours．

Woman: Good, great! I’m interested in people who play their own music． Have you ever won an award of any kind?

Boy 1: Yes, we have． We won the best new group of the year last month．

Woman: Wow． That’s great． Have you made a music video yet?

Boy 1: No, not yet．

Woman: But you’ve had your own concert?

Boy 2: Oh, yeah． We’ve had six concerts of our own．

Woman: Have you ever been on TV?

Boy 1: No, we haven’t． But we’ve already talked to “Bands on Parade” about doing a TV show next month．

Woman: Sounds like you guys are on your way．

Step Ⅳ 2b

This activity provides listening practice using the target language． Go through the instructions with the class． Look at the list of things the band may or may not have done． Get different students to read the list． Make sure students understand the task．

You will hear the same recording again．

This time please listen and check the things the band has already done．

Point to the sample answer． On the recording you hear that the band has already written some original songs so you check that answer． If necessary, play the recording again． Then get students to put checkmarks in front of the correct answers．

Check the answers．

Answers

√ written original songs

made a music video

√ won an award

been on TV

√ had concerts

Notes

1． original-newly formed or created, not copied or imitated

2． award-（here）a prize in a competition

3． video-television

Step Ⅴ 2c

This activity provides guided oral practice using the target language．

Look at the sample conversation in the box． Invite two students to read it to the class．

SA: Have they been on TV yet?

SB: Yes, they’ve been on TV lots of times．

Go through the instructions with the class． Talk about your favorite bands with your partner．

Let students work in pairs． As they work, walk around the classroom checking the progress of the pairs and offering help as needed． A moment later, invite two pairs to say their conversations to the class．

A1: Have they written any original songs yet?

B1: Yes, they’ve written several original songs．

A2: Have they had their own concert yet?

B2: Yes, they’ve had five concerts of their own．

Step Ⅵ Summary

In this class, we’ve learned some key vocabulary, such as member, original, songs, award． We’ve also learned the target language． Have they been on TV yet?

Yes, they’ve been on TV lots of times by listening and speaking．

Step Ⅶ Homework

Talk about some bands using the target language, and write down the conversations．

Step Ⅷ Blackboard Design

Unit 14 Have you packed yet?

Section B

The Fourth Period

Target language:

A: Have they been on TV yet?

B: Yes, they’ve been on TV lots of times．

Unit 14 Have you packed yet?

The Fifth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

hit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start

（2） Practise reading an article．

（3） Practise writing something using the target language．

2． Ability Objects

（1） Improve students’ integrating skills-reading skill and writing skill．

（2） Improve students’ speaking ability by groupwork．

3． Moral Object

It is good for us to listen to music in the busy life． Music can make us relaxed, and we can work better．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language．

Ⅲ． Teaching Difficult Points

1． How to improve students’ reading ability．

2． How to improve students’ speaking ability by groupwork．

Ⅳ． Teaching Methods

1． Reading method to improve students’ reading ability．

2． Writing method to improve students’ writing ability．

3． Pairwork to make every student work in class．

Ⅴ． Teaching Aids

1． A projetor

2． The blackboard

Ⅵ． Teaching Procedures

Step I Revision

Revise the target language presented in this unit． Check homework． Ask some pairs to read out their conversations．

Step Ⅱ 3a

This activity provides reading practice using the target language．

Teach the new words． Show the new words on the screen by a projector．

scene n． （戏剧、歌剧等）的发生地点；背景

last adj． 最近的；最后的

major adj． 较大的；较大范围的

hit n． 成功而轰动一时的事物（如歌曲等）

appear v． 出现；露面；（公开）演出

miss v． 错过；遗漏

lead n． 主角；领导

mostly adv． 主要地；大部分

some day 来日；将来某一日

be off 离开；走开

air n． （音乐）曲调；旋律；乐曲

poem n． 诗；韵文

Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．

Look at the article Don’t miss the New Ocean Waves! Invite a student to read the article aloud to the class． Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class．

Look at the picture． Ask students, What’s the article about? Can you guess?（It’s about a band）

Go through the instructions with the students． Make sure students know what to do． Read the article carefully． Circle the things the New Ocean Waves have already done． Underline the things they haven’t done yet．

Before students do it, give them two examples: One thing the New Ocean Waves have already done is In the last twelve months, they’ve had three major concerts． Ask students to circ1e the words had three major concerts． One thing they haven’t done is They’re going to appear on CCTV next month． Let students underline those words appear on CCTV． Get students to finish the work on their own．

Check the answers with the class．

Answers

Circled: had three major concerts; made a bit CD; played other people’s songs; played mostly our own songs; had a few songs in the top ten．

Underlined; appear on CCTV; go on a world tour; hope to have a number one hit

Notes

1． hit-successful attempt or performance, for example, hit songs, songs that win wide popularity

2: lead-principal part in a play; actor or actress who plays such a part．

3． some day-on a day in the future; pay attention to the difference between some day and one day; one day means on a day in the past or in the future

4． charity-（kindness in giving）help to the poor; money, food, etc． so given

Step Ⅲ 3b

This activity provides reading and writing practice using the target language． Read the instructions aloud to the class． Get a students to read the sentences at the beginning of the paragraph to the class． Tell students that they should look back at Activity 2b and finish writing the paragraph using the information in Activity 2b． Have students finish the paragraph on their own． While they are working, walk around the classroom offering help and answering questions as needed． When they finish, invite a student to read his or her completed paragraph to the class．

A sample paragraph

Apple Ice Cream is a rock band． They have been together for about a year． They have written their own original songs although they used to sing other people’s songs． They won “The Best New Group of the year．” award last year． They haven’t made a music video yet, but they’ve had six concerts of their own．

They haven’t been on TV yet, but they have talked to Bands on Parade about doing a TV show next month．

Step Ⅳ 3c

This activity provides writing practice using the target language．

Read the instructions Write about your favorite band aloud． Then ask several students to say the name of the band they want to write about． （For example, F4, Twins, Beyond and Backstreet Boys．）

Make sure students know enough about the band they choose to write at least five sentences．

Get students to use the paragraph in Activity 3b as a sample． When they work, walk around the classroom offering more help if needed． When they finish, invite a student to read his/her composition as an example, with different students contributing sentences and correcting each other’s information．

A sample composition

Backstreet Boys is a pop band． They have been together for nearly ten years． There are five American singers in the band．

They have already written their own original songs． They have already made many music records and have had many concerts of their own． They have won many awards many times． But they haven’t been to China yet． I hope they can come to China to have a concert this year．

Step Ⅴ Part 4

This activity provides reading, writing, listening and speaking practice using the target language．

Read the instructions to the whole class．

Invite a good student to give an example of things that he or she has done． Make sure students understand what to do． Give students a few minutes to do the surveys in pairs． Get a pair of students to model the sample dialogue．

SA: Have you ever been to a concert?

SB: Yes, I have． I went to the National Day Concert last year．

SA: Did you enjoy it?

SB: Yes, they had a great air show．

Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．

Have students complete the work in pairs． Get a few students to share the results of their surveys．

A sample survey

Have you ever… You Li Ping

（student’s name） Wang Gang

（student’s name）

Been to a concert National Day Concert New Year Concert

Been to a Zoo Beijing zoo

Collected something Stamps Coins

Painted a picture A picture of horse

Played a musical instrument Violin Guitar Piano

Sung in front of other people

Taken a train

Visited a farm Xing sheng Farm Guangming Farm

Written a poem A Little Girl

Have some pairs say their dialogues．

Dialogue 1

S1: Have you ever played a musical instrument?

Li Ping: Yes． I have． I played the guitar last month．

S1: Did you enjoy it?

Li Ping: Yes, it made me happy and relaxed．

Dialogue 2

S2: Have you ever collected something?

Wang Gang: Yes, I have． I collected coins last year．

S2: Did you enjoy it?

Wang Gang: Yes, I learned some knowledge from it． It was very interesting and meaningful．

Note

air-（old use）tune

Step Ⅵ Summary

In this class, we’re done a lot of practice reading and writing as well as speaking．

Step Ⅶ Homework

1． Read the article in Activity 3a again．

2． Complete the article in 3c．

3． Do the survey in Activity 4 if students haven’t finish it．

Step Ⅷ Blackboard Design

Unit 14 Have you packed yet?

Section B

The Fifth Period

Answers to Activity 3b:

Apple Ice Cream is a rock band．

They have been together for about a year． They have written their own original songs． They won “The Best New Group of the Year” award last year．

They haven’t made a music video yet, but they’ve had six concerts of their own． They haven’t been on TV yet, but they have talked to Bands on Parade about doing a TV show next month．

Unit 14 Have you packed yet?

The Sixth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Fill in the blanks and make sentences using lock, clean out, feed, chat, hear

（2） Finish the table according to the conversation．

2． Ability Object

Train students’ writing ability．

3． Moral Object

Opportunity belongs to those who have made full preparation．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Finish the table．

Teaching Difficult Point

Make sentences using lock, clean out, feed, chat, hear．

Ⅳ． Teaching Methods

1． Teaching by explanation

2． Speaking method

Ⅴ． Teaching Aids

1． A projector

2． The blackboard

Ⅵ． Teaching Procedures

Step I Revision

Check homework． Ask a few students to read the article in 3a． Then Have a student read his or her own article．

Step Ⅱ Part 1

This activity focuses on vocabulary introduced in the unit．

Look at the words in the box． Get a student to read them． Make sure the students understand the meaning of the words． Then say, Please fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．

Get students to fill in the blanks on their own．

Check the answers． Ask five students each to read a sentence, filling in the blanks． The rest of the students check their answers．

Show the answers on the screen by a projector．

1． Have you fed the dog and cleaned your room?

2． Don’t forget to lock the door if you are the last person to leave．

3． I need to clean out my cupboard． I never use the things in it anymore．

4． My friend from America called me yesterday． We chatted for hours．

5． Have you heard the new song from Mariah Carey? It’s very good．

Have students make their own sentences with the words, preferably sentences that

are meaningful． Walk around the classroom． Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．

Sample answers

1． Don’t forget to lock the door after you go out．

2． You should clean out your bed your self．

3． I have already fed the dog．

4． We chatted for a long time when we met last time．

5． We listened carefully but could hear nothing．

Step Ⅲ Part 2

This activity provides reading, writing, listening and speaking practice using the target language．

Go through the instructions for this activity with the whole class． Invite a pair of students to read the dialogue aloud． Correct any pronunciation errors to make

sure the two students are providing a good model for the rest of the class．

Sue: Have you done your chores? We are leaving in an hour．

Jerry: I’ve done some of them．

Sue: Have you packed your bag?

Jerry: It’s in the front hall．

Sue: Have you said goodbye to grandma?

Jerry: The telephone was busy．

Sue: And have you watered the plants yet?

Jerry: Oh, no． I haven’t． I’ll do it now．

Sue: Have you cleaned your room?

Jerry: Do I need to?

Sue: Yes, you do．

Jerry: Okay．

Sue: What else? Oh yeah． Have you washed the dishes?

Jerry: it’s your job to wash the dishes．

Sue: No, it’s your turn．

Jerry: Okay． I’ll do it．

Sue: One more thing． Have you gotten the mail from the mail box?

Jerry: Look on the table．

Sue: Thanks．

Let students read the conversation in pairs again． Ask students to say the first thing that Jerry has done． （He has packed his bag）Then get students to make the list individually． While they are working． walk around the classroom providing help if needed．

Review the task． Get a few students to share their answers．

Answers

Things he has done

1． packed his bag

2． gotten the mail

Things he hasn’t done yet

1． said goodbye to Grandma

2． watered （he plants

3． cleaned his room

4． washed the dishes

Notes

1． The telephone was busy． =The line was busy．

2． gotten-（American English） It is the past participle of get． In British English, the form is got．

Step Ⅳ Just for Fun!

This activity provides reading and speaking practice with the target language． Ask two students to read the conversation aloud

A: Please water the plants．

b: I’ve already watered them．

Get all the students to read the conversation again． Then let students look at the picture． Ask, What is funny about this cartoon? Help students to explain． The boy gave the plants too much water．

Ask some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework

In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please make sentences using the words in, Activity 1 in your exercise books． Then finish off the exercises on pages 58～60 of the workbook．

Step Ⅵ Blackboard Design

Unit 14 Have you packed yet?

Self check

The Sixth Period

Sample answers to Activity 1:

1． Don’t forget to lock the door after you go out．

2． You should clean out your bed yourself．

3． I have already fed the dog．

4． We chatted for a long time when we met last time．

5． We listened carefully but could hear nothing．

Unit 14 Have you packed yet?

The Seventh Period

Reading． Students find Chinese roots．

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

Key Vocabulary

root, ancestor, homeland, mainly, hardly, highlight, well clear, abroad, connect, in search of, turning point

Text: Students find Chinese roots

2． Ability Objects

Fast-reading to get a general idea of the text．

Careful-reading to get the detailed information in the text．

Learn the words and phrases from the context．

3． Moral Object

China is our homeland． Wherever we are． we never forget we are Chinese． We love China forever．

Ⅱ． Teaching key Points

Key vocabulary

Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Methods

Fast-reading to improve students’ reading ability．

Careful-reading to get the detailed information．

Pairwork and groupwork．

Ⅴ． Teaching Aid

A projector

Ⅵ． Teaching Procedures

Step I Key Vocabulary

This activity introduces the key vocabulary words．

Show the following vocabulary on the screen by a projector．

root n． 根；根部；根源

overseas adj． 外国的；海外的

ancestor n． 祖先；祖宗

homeland n． 祖国；家乡

search v． 搜寻；搜索

in search of 寻找；寻求

affair n． 事；事务；业务

Overseas Chinese Affairs Office 中国海外事务管理局

Netherlands n． 荷兰

Austria n． 奥地利

Germany n． 德国

Indonesia n． 印度尼西亚

mainly adv． 主要地；重要地

highlight v． 强调；使突出

buffalo n． 水牛；野牛

farmer n． 农民；农场主

field n． 田间；田地

move n． 被感动

deeply adv． 深刻地；强烈地

point n． 点；处；地点

turning point 转折点

culturally adv． 文化地；人文地

ancestrally adv． 祖先地

grave n． 墓穴；坟墓

historian n． 历史学家；史学家

strongly adv． 强有力地；强劲地

clear v． 消除；扫除

abroad adv． 在国外；海外

connect v． 连接，关联

local adj． 地方的；当地的

Read the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

This activity allows students to activate their background knowledge before attempting the reading．

Look at the picture． Let students describe what is happening in the picture． Read the title aloud． Get students to predict what they think the article is about, based on the title．

Have students finish Task 1． But don’t look at the reading text． Instead, they suetheir background knowledge to try to answer the questions． As students work,

walk around, looking at their progress．

When most students complete the task, let students answer the questions with a partner．

Elicit answers from Students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ 2a

This activity encourages students to predict what they are about to read．

Go through the instructions with the students． Get them to complete the task in small groups． When they work, walk around the classroom and make sure students discuss in English their reasons for selecting each word． Ask students to report their answers． Vote on the most likely words．

Answers will vary． But it is likely students will select culture, family, history, grandfather and tradition．

Step Ⅳ 2b

This activity builds on Activity 2a and asks students to confirm their predictions． Look at the instructions． Ask students to go through the reading to complete the task in small groups． Let students report their answers．

Answers

culture family Guangdong grandfather

Step Ⅴ Part 3

This activity encourages students to use the strategy of reading context． Look at the story． Find out the words indicated in bold． Let different students guess the meaning． Don’t give them the correct answers． Get students to read the article once． Say, Pay attention to the bold words and expressions． And note any other word or sentence you don’t understand． Read in context, guessing their meanings from the other words around them． Let students read the article again for comprehension． Ask a student to read the instructions aloud to the class． And let students look at the example． Then ask students to match the correct meanings with the correct words and expressions． Remind students to look at the story again for extra help． Give them one or two minutes to do the work．

Check the answers．

Answers

root e ancestor a hardly g highlight b well c turning point d abroad f

Get students to make sentences with the words and expressions． Answers to this activity will vary． Then ask a student to write his answers on the blackboard． Help correct any mistakes．

Sample answers

1． Pull up the plant by roots．

2． My ancestor’s hometown is in Shandong Province．

3． I can hardly believe that．

4． This is the highlight of the story．

5． There was only one well in our village in the past．

6． Work hard and there will be a turning point．

7． Do you want to travel abroad?

Step Ⅵ Part 4

This activity helps students read for specific information and paraphrase ideas．

Go through the instructions with the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Let students do the activity individually or in pairs． Students should try to remember or guess the answers before looking at the reading． Check the answers． Let different students to give their answers． Ask students to give correct statements for the false statements．

Sample answers

T T T F （It started in 1980） T

Step Ⅶ Part 5

This activity helps students work in a group and think critically about what they have read．

Read the task aloud to the class． Get students to do the activity in small groups． Help students think of different activities that overseas Chinese might find interesting．

Check the answers． Let students share their answers with the class and agree on the best activities and reasons．

Optional activity

As an optional in-class or homework activity, ask students to write their own family trees and write about how life was different for their grandparents．

Culture note

Does everyone want to talk about his or her ancestors? Not really． Some people may have been adopted or may have divorced parents that they do not care to discuss． Some Australians are also sensitive about their ancestors for a different reason． In the early years of its settlement, many thousands of British citizens were transported to Australia for criminal offences． These offences were often mild for such a punishment, for example, a hungry child stealing a loaf of bread． Regardless, many Australians are descended from criminals and while some people laugh about it, others are not proud of the fact．

Step Ⅷ Summary

In this class, we’ve practised a lot of reading and writing．

Step Ⅸ． Homework

1． Read the story in Activity 2b again for further comprehension．

2． Revise the target language in this unit．

Step Ⅹ． Blackboard Design

Reading: Students find Chinese roots．

The Seventh Period

Sample answers to Activity 3:

1． Pull up the plant by roots．

2． My ancestor’s hometown is in Shandong Province．

3． I can hardly believe that．

4． This is the highlight of the story．

5． There was only one well in our village in the past．

6． Work hard and there will be a turning point．

7． Do you want to travel abroad?

篇8：人教版新目标九年英语教案Unit13 Rainy days make me sad．

Unit 13 Rainy days make me sad．

Ⅰ． Analysis of the Teaching Material

1． Status and Function

In this unit, students learn to talk about how things affect them． The topic is meaningful and practical to students, It is very useful． It can help students express their own opinions in their daily life． It continues to train students’ speaking ability and integrating skills．

After studying this unit, students will be in charge of their attitude and they can do everything better．

（1） The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． OK, really? Loud music makes me energetic． Not me! Loud music makes me stressed out．

（2） The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language． The practice can help students improve their listening and speaking skills．

（3）The third period provides an article． Students learn to get detailed information from the article． It is a basic reading skill, and also it is of great help for students to improve their reading skill．

（4） The fourth period not only introduces some new words but also provides students with many different kinds of activities． In this class, students learn how to express their own opinions using the target language．

（5）A lot of practice is designed in the fifth period to train students’ reading and writing skills． Students also learn how to treat the advertisement from the reading material．

（6） All the activities in the last period in this unit are used to provide writing practice using the target language．

2． Teaching Aims and Demands

（1）Knowledge Objects

In this unit, students learn to talk about how things affect them, and how to express their own opinions using the target language,

（2） Ability objects

To train students’ listening, speaking, reading and writing skills using the target language,

（3） Moral Object

The impact of attitude on life is obvious． When go shopping, we should remember not all the ads are great．

We have to be careful． In this way, we can buy nothing that we don’t need at all． So we should be in charge of our attitude． That way, we can live happily and we can do everything better．

3． Teaching Key Point

To make students learn and master the key vocabulary words and the target language．

4． Teaching Difficult Points

To train students’ listening, speaking, reading and writing skills．

To train students’ communicative competence．

5． Studying Way

Teach students how to express their own opinions freely．

Ⅱ． Language Function

Talk about how things affect you．

Ⅲ． Target Language

I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．

Oh, really? Loud music makes me energetic．

Not me! Loud music makes me stressed out．

Ⅳ． Structure

Second conditional with wish

Ⅴ． Vocabulary

lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny,

skin, cream, toothpaste, endangered, uncomfortable, useful

Ⅵ． Recycling

fast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep out

Ⅶ． Learning Strategies

1． Personalizing

2． Matching

Ⅷ． Teaching Time

Seven periods

The First Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

sad, energetic, stressed out, soft

（2）Target Language

I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．

Oh, really? Loud music makes me energetic．

Not me! Loud music makes me stressed out．

2． Ability Objects

（1） Improve students’ listening ability．

（2） Help students to express their opinion freely．

3． Moral objects

It is important to choose a suitable place． It is good for your study and life．

Ⅱ． Teaching Key Point

Target Language

Ⅲ． Teaching Difficult Points

1． How to improve students’ listening ability．

2． How to help students to express their opinion freely．

Ⅳ． Teaching Methods

1． Listening-and-answering activity to help the students go through with the listening material．

2． Pairwork to make every student work in class．

Ⅴ． Teaching Aids

1． A tape recorder

2． The blackboard

Ⅵ．Teaching Procedures

Step Ⅰ Revision

T: Yesterday we finished Unit 12． In this unit, we learned how to tell what we are supposed to do． Now tell me some things that are good to do in school and that are not good to do in school．

S1: We’re supposed to do our homework every day．

S2: We’re supposed to raise our hands before we talk．

S3: We’re supposed to come to class on time．

S4: We are not supposed to be late for class．

S5: We’re not supposed to eat in class．

T: Very good． You’re right． From now on, we’ll learn Unit 13． Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class． How do you feel about parties? Happy?

Excited? Nervous?

S1: Nervous．

T: Oh, so parties make you nervous．

S1: Yes．

T: Class repeat． Parties make me nervous．

Ss: Parties make me nervous．

T: Now what about school vacations?

How do you feel about them?

S2: Happy．

T: So, school vacations make you happy．

S2: Yes．

T: Class repeat． School vacations make me happy．

Ss: School vacations make me happy．

T: Now what about gym class? How do you feel about it?

S3: Excited．

T: So gym class makes you excited．

S3: Yes．

StepⅡ 1a

This activity introduces new vocabulary and provides oral practice using the target language．

Go through the instructions and look at the two pictures． Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music． The Blue Lagoon has blue walls, plants, flowers, and a piano player． ） Say, Which restaurant would you rather go to? Talk about it with your parter．

Let students work in pairs, and tell each other which restaurant they would like to go to and why． When students work, go around the classroom offering help as needed． When they have finished talking to each other, call out several pairs to say their conversations to the class．

Sample conversation

SA: Which restaurant would you like to go to?

SB: I’d like to go to the Blue Lagoon．

SA: Why?

SB: Because there are plants and flowers there．

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation．

Ask students to read the instructions．

Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon． Look at the sample answer．

Let a student read the completed sentence, and then say, You will hear the missing words on the recording． Fill in the blanks with the words you hear on the tape．

Play the recording the first time． Students only listen carefully． Play the recording again． This time fill in the missing words．

Check the answers with the whole class．

Answers

The Rockin’ Restaurant: sad, tense

The Blue Lagoon: relaxed, sleepy

Tapescript

Girl 1: I’m hungry, Amy．

Girl 2: So am I． Why don’t we get something to eat?

Girl 1: Yeah． Let’s go to the Rockin’ Restaurant． I love their hamburgers．

Girl 2: Oh, Tina… I hate the Rockin’ Restaurant．

Girl 1: Why? The food is great, isn’t it?

Girl 2: The food’s fine． I just don’t like the atmosphere． Those awful pictures on the walls make me sad, and the loud music makes me tease．

Girl 1 :OK． So where do you want to go, Amy?

Girl 2: Let’s go to the Blue Lagoon． The soft music makes me relaxed．

Girl 1: Not me． It makes me sleepy．

Step Ⅳ 1c

This activity provides guided oral practice using the target language． Look at the example in the box． Invite a pair of students to read it to the class．

SA: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．

SB: Oh, really? Loud music makes me energetic．

SA: Not me! Loud music makes me stressed out．

Go through the instructions with the class．

Tell students they will be talking about their own opinions with a partner． Look back at the chart in Activity 16． Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．

While students are working in pairs, walk around the classroom, and listen to some pairs． If necessary, offer language support． Then ask some pairs to act out their conversations in front of the whole class．

Optional activity

Let students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel． For example, what are your opinions about this room? A student might answer, This room is sunny． It makes me happy． Or ask them． What are your opinions about all the noise in the cafeteria? A student might say． All the noise in the cafeteria makes me tense．

Notes:

1． awful--terrible; dreadful

2． energetic--full of energy

Step Ⅴ Summary

In this class, we’ve learned some important words, such as sad, energetic, stressed out． We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． Oh, really?

Loud music makes me energetic． Not me!

Loud music makes me stressed out．

Step Ⅵ Homework

Review the target language．

Step Ⅶ Blackboard Design

Unit 13 Rainy days make me sad．

Section A

The First Period

Target language

A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．

B: Oh, really? Loud music makes me energetic．

A: Not me! Loud music makes me stressed out．

Unit 13 Rainy days make me sad．

The Second Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

tense, have fun, angry, cry．

（2）Target Language

Loud music makes me tense．

Loud music makes me want to dance．

That movie made me sad．

2． Ability Objects

（1） Train students’ listening ability．

（2） Train students’ speaking ability．

3． Moral Objects

Enjoying yourself is very important． But no matter what hobbies you have, do remember they must be good for health and study．

Ⅱ． Teaching Key Points

1． Key Vocabulary

tense, angry, cry．

2． Target Language

Loud music makes me tense．

Loud music makes me want to dance．

That movie made me sad．

3． Structures

Loud music makes me tense．

Loud music makes me want to dance．

Ⅲ． Teaching Difficult Points

1． The target language

2． How to train students’ listening ability．

Ⅳ． Teaching Methods

1． Listening method to improve the students’ listening ability．

2． Pairwork．

Ⅴ． Teaching Aid

A tape recorder

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Check homework． Invite a pair of students to read the conversation in Activity 1c．

Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c．

SA: I’d rather go to the Rockin’ Restaurant because I like to listen to loud music while I’m eating．

SB: Really? Soft music makes me relaxed．

SA: Not me． Soft music makes me sleepy．

Step Ⅱ 2a

This activity gives students practice in understanding the target language in spoken conversation．

Look at the pictures． Ask, What are they doing? Please guess． （In Picture 1, two women are eating and smiling． Maybe the food is very delicious． In Picture 2, the two women are crying． Maybe they are seeing a sad movie． In Picture 3, one of the two women is very tense that because of the loud music． In Picture 4, one woman is waiting for the bus or someone． Waiting makes her angry． ）

Go through the instructions with the class． Say, You will hear Tina and John talking about what Tina and Amy did last night． The four pictures show something that Tina did last night．

Point to the boxes． Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording． Play the tape for students．

The first time, students just listen． Play the tape again． This time, ask students to number the pictures when they listen．

Correct the answers with the class．

Answers

The pictures should be numbered in this order: （down）

3 2 4 1

Tapescript

Boy: Did you and Amy have fun last night, Tina?

Girl: Well, John…yes and no．

Boy: Was Amy late as usual．

Girl: Yes, she was． And waiting for her made me angry．

Boy: Where did you go?

Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay． She said that loud music made her tense．

Boy: That’s funny． Loud music always makes me want to dance．

Girl: Me too． So then we went to the Blue

Lagoon． It was quiet and the food was great． We had a good time．

Boy: Then did you go to the concert at the high school?

Girl: No． We decided to go to the movies．

We saw Love Me Forever． It was a really good movie, but it was so sad that it made us cry．

Boy: Sad movies don’t make me cry． They just make me want to leave!

Girl: You should just like my brother!

Step Ⅲ 2b

This activity provides guided listening practice using the target language． Go through the instructions and point to the list of statements．

You will hear the same recording again．

This time listen carefully to what each person says． Put a checkmark in front of the statements you hear．

Look at the sample answer． On． the tape Tina says, Waiting for her made me angry, so a checkmark goes in front of this sentence． Play the tape again． Let students check the sentences they hear．

Ask students to say the reasons why they check them．

Check the answers with the class．

Answers

√ Waiting for her made me angry．

√ She said that loud music made her tense．

Loud music makes me happy．

√ Loud music always makes me want to dance．

√ It was so sad it made us cry．

√ Sad movies don’t make me cry．

They just make me want to leave!

It made me sad．

Step Ⅳ 2c

This activity provides oral practice using the target language．

Look at the sample conversation between

Tina and John． Invite a pair of students to read it to the class．

John: Did you have fun with Amy last night?

Tina: Well… yes and no． She was really late．

Go through the instructions with the class．

Get students to make up a conversation using information from Activities 2a and 2b． Let students work in pairs． While they are working, go around the classroom checking the progress of the pairs and offering help as necessary．

Call out a pair of students to say their conversation to the class．

SA: Did you have fun with Li Ping last night?

SB: Well…yes and no． She was late again as usual．

SA: So, waiting for her made you angry．

Where did you go?

SB: We went to a small restaurant． It was quiet and clean． The food was delicious． The soft music made me very happy．

SA: Did you go to see a movie?

SB: Yes． We saw Love Me Once More,

Mother． It was a very good movie． It was also moving and sad． It made us cry．

SA: Really? You sound just like my mother．

Step Ⅴ Grammar Focus

Look at the grammar box． Invite a student to read the sentences to the class．

Loud music makes me tense．

Loud music makes me want to dance．

That movie made me sad．

While the student is reading, write the three sentences on the blackboard． Then ask, What verb do you see in all three sentences in the Grammar Focus? （make in the present and in the past tense） Let students underline the verb in all three sentences． Then underline the word that comes right after that verb （me）． Ask, What does this word tell us? （It tells who had the feeling-me, her, etc．） Circle the ending of each sentence． Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）．

Other students repeat． Then let students make up similar sentences with the verb make that talk about feelings and have adjective at the end． Write on the blackboard:

makes me ． Let students work alone． Then ask some students to read their sentences．

S1: A quiet place makes me sleepy．

S2: Loud noise makes me tense．

Pay attention to the sentence with wanting to dance at the end． Say, Sometimes there is a phrase like want to dance at the end instead of an adjective． For example,

Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ． Hot weather makes me ．

Give students two minutes to finish the sentences． Then ask some students to read their sentences．

S1: Long movies make me want to leave．

S2: Long movies make me want to cry．

S3: Hot weather makes me want to go swimming．

S4: Hot weather makes me want to drink a lot of water．

Let students make up any other sentence using the verb make to talk about how things affect them．

Step Ⅵ Summary

In this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense． Loud music makes me want to dance． That movie made me sad．

Step Ⅶ Homework

Get students to write some sentences according to the target language．

Step Ⅷ Blackboard Design

Unit 13 Rainy days make me sad．

Section A

The Second Period

1． Target language

Loud music makes me tense．

Loud music makes me want to dance．

That movie made me sad．

2．…makes me…

Long movies make me…

Hot weather makes me…

Unit 13 Rainy days make me sad．

The Third Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

owner, scientific, pink, knowledge, serve, uncomfortable, endangered．

（2） Target Language

How do you feel about pollution?

It makes me kind of angry． How about you?

It makes me want to join a clean-up campaign．

2． Ability Objects

（1）Train students’ integrating skills．

（2）Train the ability of expressing students’ own opinions．

3． Moral Object

In our lives, we should express what we feel clearly．

Ⅱ． Teaching Key Point

Train students’ integrating skills．

Ⅲ． Teaching Difficult Point

How to improve students’ integrating skills．

Ⅳ． Teaching Methods

1． Fast-reading method．

2． Groupwork and pairwork．

Ⅴ． Teaching Aids

1． A projector．

2． The blackboard．

Ⅵ． Teaching Procedures

Step Ⅰ Revision

T: Yesterday we learned the target language． The structure is… makes me…

Now who can make sentences using the structure?

S1: Light colours make me relaxed．

S2: Loud noise makes me tense．

S3: Loud music makes me energetic．

T: Very good．

Step Ⅱ 3a

This activity provides reading and writing practice using the target language．

Show the key vocabulary words on the screen by a projector．

owner n．所有者；业主

scientific adj．科学的

pink adj．粉红色的

lighting n．照明；照明设备

knowledge n．知识；学问

serve v．服务；招待

design v．设计；构思

uncomforable adj．不舒服的；不合意的

campaign n．运动；竞选运动 ：

endangered adj．有灭绝危险的；将要绝种的

smoke v．吸烟；抽烟

Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately．

Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture． Offer help if necessary．

（The walls are bright red． There is loud music． There are bright lights in the ceiling． The people are eating quickly． They aren’t talking to each other．）

Read the instructions and the questions below the article aloud． Make sure students understand what to do． Read the title“ Restaurant Science” and ask, What do you think “Restaurant Science” means? （It means the study of how to operate a restaurant．）

Get students to read the article on their own． Let students underline any words or phrases they don’t understand． Go through each word or phrase and ask some students to explain what they think it means． Be sure students know what the article is about． Ask students to read the article alone again and answer the questions． Have students work individually．

Ask three students to answer the questions orally in class． Correct the answers if necessary．

Check the answers with the whole class．

Answers

1． Red makes most people hungry． It makes them eat faster．

2． They want people to eat quickly and leave so more people can come in．

3． Answers will vary．

Notes

1． owner-person who owns something

2． uncomfortable-not comfortable; uneasy

Step Ⅲ 3b

This activity provides oral practice using the target language． Ask three students to read the sample conversation in the box to the whole class．

SA: The seats are very hard． The white walls make me stressed．

SB: Is it this classroom?

SA: No, it isn’t．

SC: Is it a hospital?

SA: Yes, that’s right．

Go through the instructions with the class．

Say, First take a few minutes to think of a place and how you will describe it． You can write down some words that describe the place．

Get student to work in groups of four or five． Each students describes a place and others in the group try to guess it． While students are doing their work, walk around the classroom checking their progress and offering help if necessary． At the end of the groupwork, have some students say their descriptions to the class and see how quickly the other students can guess what the place is． Give students a sample conversation．

SA: There are a lot of people every day．

The loud noise makes me tense．

SB: Is it a mall?

SA: No, it isn’t．

SC: Is it a supermarket?

SA: No, it isn’t．

SD: Is it a market?

SA: Yes, you’re right．

Step IV Part 4

This activity provides reading, writing, listening and speaking practice using the target language．

Ask a good student to tell students how he/she feels about pollution． For example, I hate pollution． Loud noise makes me tense． Smoking makes me very angry．

Endangered animals make me sad． I think pollution is very terrible．

Get students to read the instructions by themselves． Have students complete the work in groups of three． As they work, go around the classroom offering help as needed．

Review the task． Ask a few students to share the results of their surveys．

Sample answers

How do you feel about… You Li Ping Zhao Qiang

Pollution angry angry angry

heavy traffic worried tense angry

loud noise tense energetic want to leave

Endangered animals sad cry angry

Smoking angry want to leave uncomfortable

people who keep you waiting angry worried angry

Step Ⅴ Summary

In this class, we’ve learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable． We’ve also done a lot of reading, writing and speaking practice using the target language．

Step Ⅵ Homework

1． Finish off the exercises on pages 53～55 of the workbook．

2． Ask students to choose some places they know and talk about how they feel about the places．

Step Ⅶ Blackboard Design

Unit 13 Rainy days make me sad．

Section A

The Third Period

Target language

A：How do you feel about pollution?

B: It makes me kind of angry． How about you?

A: It makes me want to join a clean-up campaign．

Unit 13 Rainy days make me sad．

The Fourth Period

Ⅰ．Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

mysterious, shiny, silky, skin, cream, toothpaste, keep out

（2） Target Language

Have you ever had a Twisty Treat?

Yeah． And it made me sick．

2． Ability Objects

（1） Train students’ speaking and listening ability．

（2） Train students’ ability to understand the target language in spoken conversation．

（3） Train students’ ability to use the target language．

3． Moral Object

Not all the most expensive things are the best ones． Sometimes we shouldn’t believe all of ads．

Ⅱ． Teaching Key Points

1． Key Vocabulary

mysterious, shiny, silky, skin, keep out

2． Target Language

Have you ever had a Twisty Treat?

Yeah． And it made me sick．

Ⅲ． Teaching Difficult Points

1． How to train students’ speaking and listening ability．

2． How to use the target language．

Ⅳ． Teaching Methods

1． Listening method

2． Groupwork to make every student works in class．

Ⅴ．Teaching Aids

1． A tape recorder

2． The blackboard

Ⅵ．Teaching Procedures

Step Ⅰ Revision

Check homework． Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．

Step Ⅱ 1a

This activity introduces new vocabulary．

Pay attention to the four pictures． Ask,

Who can tell me what each thing is? Get a student to answer． Repeat the name of each product and let the class repeat （soap, shampoo, toothpaste, and sunglasses）． Look at the four slogans． Have a student read each one to the class and make sure students can guess what it means． If the students can’t guess, explain the meaning to them． （Whiter than white means that something has a very, very white color． If a person has that mysterious look, it means that the person looks interesting and unusual． It’s difficult to know what a mysterious person is thinking． The shiniest hair means that the person’s hair will look very bright and have lots of light in it． silky skin means that the person’s skin is soft and nice to touch． ） Go through the instructions with the class． Ask them to write the number of each slogan, with the correct picture．

Check the answers with the class．

Answers

The photos should be numbered in the following order:4 3 1 2

Notes

1． slogan--striking and easily remembered phrase used to advertise sth．

2． mysterious--full of mystery

Step Ⅲ 1 b

This activity helps students apply the ideas in the unit to their lives outside the classroom．

Go through the instructions with the class．

Make sure students know what to do． Get students to make lists individually． Ask some students to read their lists to the class． Have other students put up their hands if they have the same item on their own lists．

Three products students like

computer （26）

jacket （20）

watch （35）

Three products students don’t like

fast food （8）

coat （32）

science book （23）

Step Ⅳ 2a

This activity provides listening practice with the target language and introduce new vocabulary．

Go through the instructions and make sure students understand what to do． Now you will hear about some more products and what people think of them． Write Yes in front of the product if the person likes it．

Write No in front of the product if the person doesn’t like it．

Read out the name of each product． Get students to repeat it． Listen to the conversation and finish the task．

Play the tape the first time． This time students only listen． Play the tape again．

Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．

Check the answers．

Answers

1． No 2． No 3． Yes 4． No

Tapescript

Girl 1: Wow! Look at this ad for Easy Care Shampoo． For the shiniest hair ever．

Boy: I can’t stand ads like that! They make me really mad．

Girl 1: Why?

Boy: They make you think that you can look like the person in the ad． But I bought that shampoo and it didn’t work．

Girl 2:I agree． Look at this one． Lookout Sunglasses． For that mysterious look． I’ll bet they don’t even keep out the sun．

Boy: And what about this one! Beauty Cream--the silky skin soap．

Girl 2: Wait a minute! I tried Beauty Cream and it works really well． It makes your skin really seft． Have you ever tried Starshine Toothpaste?

Girl 1 :Oh, you mean whiter than white?

Yeah, I tried it and it tastes terrible． I’d never use it．

Boy: I guess you shouldn’t believe everything you read．

Step Ⅴ 2b

This activity provides guided listening practice using the target language．

Go through the instructions with the whole class． Look back at the two lists in Activity 2a． Get students to put up their hands if they don’t understand ANY of the words． If necessary, explain new vocabulary． Read each item to the class． Look at the sample answer and invite a student to read the matching parts to the class．

Easy Care Shampoo--It didn’t work．

Tell students how to do the task． Draw a line from each product to the sentence that describes that product． Now, listen to the tape． You will hear the same recording again． This time listen carefully and draw lines to match up items in the two lists．

play the recording again． Let students draw lines individually in their books．

Check the answers with the class．

Answers

1． d 2． c 3． b 4． a

Step Ⅵ 2c

This activity provides guided oral practice using the target language． Read the instructions for this activity aloud to the class．

Get students to look back at the list of products they made for Activity lb． Invite a student to read his/her lists to the class．

Three products he/she likes

computer

jacket

watch

Three products he/she doesn’t like

fast food

coat

science book

Look at the example in the box． Let a pair of students read the conversation to the class．

SA: Have you ever had a Twisty Treat?

SB: Yeah． And it made me sick．

Now work with your partner． Make up conversations like this one, using the products on the list you made for Activity 1b．

Ask students to work in pairs． While they are working, walk around the classroom offering help as needed．

Call out several pairs to give their conversations to the class．

Conversation 1

SA: Have you ever had a computer?

SB: Yeah． And it made me excited．

Conversation 2

SA: Have you ever eaten fast food?

SB: Yeah． And it made me uncomfortable．

Step Ⅶ Summary

In this class, we’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out． We’ve also learned the target language Have you ever had a Twisty Treat? Yeah． And it made me sick by listening and speaking．

Step Ⅷ Homework

Talk about some products using some words in this class, and write down the conversations．

Step Ⅸ Blackboard Design

Unit 13 Rainy days make me sad．

Section B

The Fourth Period

1． Target language

A: Have you ever had a Twisty Treat？

B: Yeah． And it made me sick．

2． Three products students like

computer （26）

jacket （20）

watch （35）

Three products students don’t like

fast food （8）

coat （32）

science book （23）

Unit 13 Rainy days make me sad．

The Fifth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

aim at, useful, for instance, product, careful, plane

（2） Practise reading an article．

（3） Practise writing something using the target language．

2． Ability Objects

（1） Improve students’ integrating skills-reading skill and writing skill．

（2） Improve students’ speaking ability by discussion．

3． Moral Object

We are in charge of our attitude and we can do everything well．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language．

Ⅲ． Teaching Difficult Point

1． How to improve students’ reading ability．

2． How to improve students’ speaking ability by discussion．

Ⅳ． Teaching Methods

1． Reading method to improve students’ reading ability．

2． Discussion method to improve students’ speaking ability．

3． Pairwork to make every student work in class．

Ⅴ． Teaching Aids

1． A projetor

2． The blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Revise the target language presented in this unit． Check homework． Get some pairs to read out their conversations．

（1）SA: Have you ever had a jacket?

SB: Yeah． And it made me beautiful．

（2）SA: Have you ever bad a science book?

SB: Yeah． And it made me tense．

Step Ⅱ 3a

This activity provides reading practice using the target language．

Teach the new words． Show the new words on the screen by a projector．

aim u．瞄准；打算

aim at瞄准；针对

specially adv．特别地；专门地

useful adj．有用的；有益的

instance n．例子；实例

for instance例如；比如

product n．产品；制品

confuse v．混淆；辨不清；使困惑

mislead v．把……引错方向；给……带错路

careful adj．小心的；仔细的

lead v引导；致使；领导

plane n．飞机

Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．

Look at the article． Let a student read the article aloud to the class． Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class．

Read the instructions to the class． What’s the article about? Do you agree with it?

Get students to read the article again and answer the two questions． Get students to do the work individually or in pairs．

While they are working, go around the classroom offering help as needed．

Check the answers with the whole class．

Elicit examples given in the article for the advantages and disadvantages．

Answers

The article is about advantages and disadvantages of ads．

Advantages of ads: help you compare different products; help you save money．

Disadvantages of ads: make our cities and countryside look ugly; ads can be confusing or misleading; can lead you to buy something you don’t need．

Notes

1． pros and cons-the arguments for and against

2． for instance-for example

3． sales-the offering of goods at low prices for a period

4． confuse-put into disorder; mix up in the mind

5． mislead-lead wrongly; cause to be or do wrong

6． at times-from time to time; now and then; occasionally

Step Ⅲ 3b

This activity provides reading and writing practice using the target language．

Go through the instructions with the class． Get a student to read ‘the sentences at the beginning of the paragraph to the class． Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a． Have students finish the article individually． While they are working, walk around the classroom offering help and answering questions as necessary． When they finish, get a student to read his/her completed article to the class．

A sample article:

Some advertisements tell the truth and some don’t． For example, the Easy Care Shampoo says it will give you the shiniest hair ever． But my friend tried it and it didn’t work． It made my friend really mad． A few days ago, I tried Starshine Toothpaste． But it wasn’t whiter than white． It tasted terrible． I’d never use it．

Yesterday my sister tried Beauty Cream and it worked very well． She said it made her skin very soft． So I’ll try it tomorrow． Now, do you think it is right not to believe everything we read?

Now write the article on the blackboard as an example．

Step Ⅳ 3c

This activity provides writing practice using the target language． Go through the instructions with the class． Ask students,

Do you know what the word slogan means?

For example, for the shiniest hair ever is the slogan of Easy Care Shampoo． Help students answer the question． Tell them the Chinese meaning if necessary to make sure they understand the meaning．

Have students make a list of their favorite products, then try writing a slogan to go with each product． Tell students how to do this work． First ask a student to name a favorite product． Then let students suggest a variety of possible slogans to go with it． And then cross out the ones that don’t tell the truth．

Ask students to work in groups of four．

When they start to write, walk around the classroom offering help as necessary． Revise as many students’ work as possible while moving around the classroom．

Let some students to read their slogans to the class．

Step Ⅴ Part 4

This activity provides listening and speaking practice using the target language．

Look at the three pictures． Ask, What can you see in the pictures?

（In Picture 1,we can see a man jumped out of a plane． In Picture 2,we can see a lot of smoke． The air is polluted． In Picture 3, some men are riding horses．）

Go through the instructions with the class． Look at the example in the box．

Get a pair of students to read the conversation to the class．

SA: I would love to jump out of a plane!

SB: Not me． This picture makes me feel tense!

Discuss the three pictures in pairs． As they work, go around the classroom offering help as needed． Have several pairs say their conversations to the class．

Sample conversations

SA: There is a lot of smoke in the picture．

SB: Yeah． It makes me feel uncomfortable．

SA: I would love to ride a horse．

SA: Not me． The picture makes me tense．

Step Ⅵ Summary

In this class, we’ve done much practice reading and writing as well as speaking．

Step Ⅶ Homework

1． Read the article in Activity 3a again．

2． Complete the article in Activity 3b．

Step Ⅷ Blackboard Design

Unit 13 Rainy days make me sad．

Section B

The Fifth Period

A sample answer to Activity 3b:

Some advertisements tell the truth and some don’t． For example, the Easy Care Shampoo says it will give you the shiniest hair ever． But my friend tried it and it didn’t work． It made my friend realty mad． A few days ago, I tried Starshine Toothpaste． But it wasn’t whiter than white． It tasted terrible． I’d never use it．

Yesterday my sister tried Beauty Cream and it worked very well． She said it made her skin very soft． So I’ll try it tomorrow．

Now,do you think it is tight not to believe everything we read?

Unit 13 Rainy days make me sad．

The Sixth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Fill in blanks and make sentences using list, lead, compare, keep out, taste．

（2） Finish the table according to the diary．

2． Ability Object

Train students’ writing ability．

3． Moral Objects

We should believe in others． We shouldn’t be selfish．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Finish the table．

Ⅲ． Teaching Difficult Point

Make sentences using list, lead, compare, keep out, taste．

Ⅳ． Teaching Methods

1． Teaching by explanation．

2． Speaking method

Ⅴ． Teaching Aids

1． A projector．

2． The blackboard．

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Check homework． Get a few students to read the article in 3a． Then have a student read his own article．

Step Ⅱ Part 1

This activity focuses on vocabulary introduced in the unit．

Look at the words in the box． Get a student to read them． Make sure the students understand the meanings of the words．

Please fill in the blanks with the words．

In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．

Get students to fill in the blanks on their own．

Check the answers． Five students each read a sentence, filling in the blanks． The rest of the students check their answers． Show the answers on the screen by a projector．

1． I need a new jacket． This one doesn’t keep out the cold．

2． Customers say the food at the restaurant tastes terrible．

3． When prices are listed, you can go to the store with the lowest price．

4． Working hard at English can lead to a good job．

5． Wait before you buy that watch． Let’s compare prices in another store．

Have students make their own sentences with the words, preferably sentences that

are meaningful． Walk around the classroom．

Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．

Sample answers

1． Don’t forget to list his name．

2． All roads lead to Rome．

3． Let’s compare your translations with the model translation on the blackboard．

4． It’s very windy． Please shut the window and keep out the cold．

5． Look at the bread． It tastes sweet．

Step Ⅲ Part 2

This activity provides listening and speaking practice using the target language．

Go through the instructions for this activity with the class．

Get a student to read the diary aloud．

Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class． Have students read the diary again． Then ask students to do the work in pairs． When they work, walk around the classroom providing help if necessary．

Check the answers with the whole class．

Answers

sad angry annoyed surprised

Early morning mid-morning Late-morning Lunch time

Notes

1． home here is an adverb, means at, in or to one’s home or country．

2． annoy--make rather angry（esp． in passive）, for example, be annoyed with sb．

Step Ⅳ

This activity provides reading and speaking practice with the target language．

Ask two students to read the conversation aloud．

SA: They make me scared．

SB: Really? They make me hungry．

Get all the students to read the conversation again． Ask, What makes the cartoon funny? Help students to explain． The second fish is intelligent enough to take the bait from the hook without getting caught．

Get some pairs of students to present this conversation to the rest of the class．

Note

scared--frightened

Step Ⅴ Summary and Homework

In this class, we’re done much writing practice using the key vocabulary words and the target language presented in this unit．

After class, please make sentences with the words in Activity I in your exercise books． Then finish off the exercises on pages 55～56 of the workbook．

Step Ⅵ Blackboard Design

Unit 13 Rainy days make me sad．

Self check

The Sixth Period

Sample answers to Activity 1:

1． Don’t forget to list his name．

2． All roads lead to Rome．

3． Let’s compare your translations with the model translation on the blackboard,

4． It’s very windy． Please shut the window and keep out the cold．

5． Look at the bread． It tastes sweet．

Unit 13 Rainy days make me sad．

The Seventh Period

Reading: The art of giving

Ⅰ．Teaching Aims and Demands

1． Knowledge Objects

Key Vocabulary

wedding anniversary, vase, host, hostess, feminine, proper, acceptable, embarrass, let’s say, ahead of time

Text: The art of giving

2． Ability Objects

Fast-reading to get a general idea of the text．

Careful-reading to get the detailed information in the text．

Learn the words and phrases from the context．

3． Moral Object

Giving a gift is an art． Money is one of the gifts we can give others． But we must know money is not everything． So only when it is proper can we give someone money as a gift．

Ⅱ． Teaching Key Points

Key vocabulary

Train students’ reading ability．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Methods

Fast-reading to improve students’ reading ability．

Careful-reading to get the detailed information．

Pairwork and groupwork

Ⅴ． Teaching Aid

A projector．

Ⅵ． Teaching Procedures

Step Ⅰ Key Vocabulary

This activity introduces the key vocabulary words． Show the following vocabulary on the screen by a projector．

Wedding n．婚礼；结婚

anniversary n．周年纪念；周年纪念日

co-worker n．同事；合作者

let’s say比如说（用作插入语）

orange adj．&n．橙黄色（的）；橘黄色（的）

vase n．花瓶

host n．主人；房东

hostess n．女主人；女房东

ahead adj ＆ adv．在前；向前；提前

ahead of time提早

arrange v．整理；布置；排列

feminine adj．女性的；女子气的

consider v．考虑；细想

proper adj．适宜的；合适的

acceptable adj．可接受的；合意的

tradition n．传统；惯例

cheaply adv．廉价地；便宜地

voucher n．（代替现金的）票券；收据；凭单

embarrass v．使窘迫；使尴尬

breaker n．打破者；破坏者

container n．容器（如盒、箱、罐等）

quality n．品质；品德

Read the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

This activity allows students to activate their background knowledge before attempting the reading．

Look at the picture． Ask, What’s happening in the picture? Let students describe the picture．

Read the title The art of giving aloud． Get the students to predict what they think the article is about, based on the title and the picture． Get students to finish Task 1． But don’t look at the reading text． Instead, they use their background knowledge to try to answer the questions． As students work, move around, looking at their progress．

When most students complete the task, get students to answer the questions with a parter． Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． Answers will vary．

Step Ⅲ Part 2

This activity encourages students to read for the main idea．

Read the instructions aloud to the class．

Get students into groups of four． Let them read th4 text quickly, then each group summarizes one paragraph in their own words． As they are doing this, go around the classroom to make sure they discuss the questions in English． Invite four students to report their answers．

Sample answers

Paragraph 1 Giving and receiving gifts isn’t easy．

Paragraph 2 Some gifts, such as flowers and plants, are usually welcome．

Paragraph 3 Giving money may be a good gift but may have problems．

Paragraph 4 Follow a host’s suggestion or you may be rude．

Notes

1． feminine-of, like, suitable for, women

2． gift voucher-supplied with some articles （eg petrol, cigarettes）, to be exchanged for gifts

3． embarrass-make to feel awkward or ashamed

Step Ⅳ Part 3

This activity encourages students to use the strategy of reading in context．

Look back at the story and find out the words and expressions indicated in bold．

Let students guess the meaning． Don’t give them the correct answers． Get students to read the article once． Say, Pay attention to the bold words and expressions． And note any other word or sentence you don’t understand． Read in context, guessing their meanings from the other words around them． Let students read the article again for comprehension．

Ask a student to read the instructions aloud to the class． And let students look at the example． Then ask students to match the correct meanings with the correct words and expressions． Remind students to look at the story again for extra help． Give them one or two minutes to do the work．

Check the answers．

Answers

Let’s say d; vase b; ahead of time e; feminine a; proper c; acceptable f．

Get students to make sentences with the words and expressions． Answers to this activity will vary． Then ask a student to write his answers on the blackboard．

Help correct any mistakes．

Sample answers

1． I like new things． Let’s say the computer is my favorite one．

2． There is a beautiful vase on the table．

3． You can come here ahead of time, but never be late．

4． I heard his feminine voice．

5． He isn’t the proper man to do the work．

6． If this advice is acceptable to you, accept it．

Step Ⅴ Part 4

This activity helps students read for specific information and paraphrase ideas．

Read the instructions aloud to the class．

Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Let students complete the sentences individually or in pairs． As they work, move around the classroom offering help as necessary．

Check the answers with the class．

Sample answers

1． the person may not like them

2． give a vase too

3． embarrass guests and be thought rude

4． to give money

5． it’s part of a tradition such as Chinese New Year

Step Ⅵ Part 5

This activity helps students work in a group and think critically about what they have read．

Go through the instructions with the students． Let students do the task in small groups． Help students think of different occasions for gift giving such as holidays, birthdays, weddings and births．

Check the answers． Let students share their answers with the class．

Answers will vary．

Optional activity

As an optional in-class or homework activity, ask students to make a list of things that are considered unlucky gifts, such as a knife and a clock．

Step Ⅶ Summary

In this class, we’ve practised a lot of reading and writing．

Step Ⅷ Homework

1． Read the story in activity 2 again for further comprehension．

2． Revise the target language in this unit．

Step 9． Blackboard Design

Reading: The art of giving．

The Seventh Period

Sample answers to Activity 3

1． I like new things． Let’s say the computer is my favorite one．

2． There is a beautiful vase on the table．

3． You can come here ahead of time, but never be late．

4． I heard his feminine voice．

5． He isn’t the proper man to do the work．

6． If this advice is acceptable to you, accept it．

篇9：人教版新目标九年英语教案Unit15 We’re trying to save the manatees!

Unit 15 We’re trying to save the manatees!

The First Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted

（2） Target Language

I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．

You’re like an elephant．

No．

You’re like a manatee．

Yes．

2． Ability Objects

（1） Train students’ listening ability．

（2） Train students’ communicative competence．

3． Moral Object

Love all kinds of animals because they are our friends．

Ⅱ． Teaching Key Point

Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Methods

1． Didactic to learn the new vocabulary．

2． Listening-and-answering activity to help

students go through with the listening material．

3． Groupwork to make every student work in class,

Ⅴ． Teaching Aids

1． A tape recorder

2． The blackboard

3． A projector

Ⅵ． Teaching Procedures

Step I Revision

Now let’s review five different verb tenses． Can you name the five tenses? Please look at the screen．

Show the names of the five tenses on the screen by a projector along with a sample sentence for each．

present progressive: You’re reading these sentences．

present: We use our books every day．

past with used to: He used to live in the countryside．

passive voice: Our classroom is found at the end of the hall．

present perfect: We have already finished Unit 14． We haven’t finished Unit15 yet．

Invite a student to read the verbs in these sentences． Then get other students to briefly explain what each tense is used for．

Present progressive describes things that are happening right now．

Present describes things that happen all the time or usually happen．

The past with used to describes things that were a certain way in the past, but have changed now．

The passive voice describes things that we don’t know who did, or we don’t care who performed the action．

The present perfect describes recent events．

Get students to think of two or three more sample sentences using each type of verb． Have several students read their sentences．

Step Ⅱ 1a

This activity introduces the key vocabulary．

Look at the signs on each animal’s picture and read the words to the class． Get students to repeat the name of each animal．

African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears． If necessary, read the words and ask students to repeat them again． Then have students read the words by themselves．

Make sure students can read the words correctly and fluently．

Read the directions to the class． Point to the list of words in the box． Read the words and let students repeat them． Then get different students to explain what they think each word means in their own words． For example, A gentle animal is quiet and not dangerous． A fury animal is covered with soft hair． Ask some students to explain any words students may not understand．

An enormous animal is very great．

A playful animal is full of fun．

An aggressive animal is fond of quarrels and quick-tempered．

A spotted animal is marked with spots．

Let students begin filling in the answers on their own． When they work, walk around the classroom checking their progress and answering any questions they may have． After students have finished using all the words from the box, let the students write some other words in the blanks below some of the pictures．

Check the answers with the whole class．

Let students say the words they wrote under each heading．

Answers

Possible answers

manatee: gentle, shy

chimpanzees: noisy

elephants: enormous, gray

kangaroos: playful

cheetahs: spotted, fast

polar bears: aggressive, furry

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation．

Go through the instructions with the class． Look back at the list of words in Activity 1a． You will hear Ginny and Victor talk about the animals in the picture in Activity 1a． Now please listen to the recording carefully and circle the words on the list that they use to describe the animals．

Play the recording the first time． This time students only listen． Play the recording a second time． Now listen to the recording again and circle the words you hear on the recording．

Check the answers．

Answers

These words should be circled:

aggressive, gentle, shy, furry, gray, fast, spotted

Tapeseript

Boy: Hey, Ginny, What’s that big, furry animal in the pond?

Girl: It’s a polar bear, Victor． They’re kind of aggressive．

Boy: Are they? They looks like really love water．

Girl: Uh-huh．

Boy: And what do you call those big, gray things in the water?

Girl: They’re called manatees．

Boy: What?

Girl: Manatees． They’re very gentle and very shy．

Boy: Oh． And how about the yellow and black spotted animals in that cage?

Girl: They’re cheetahs． The cheetah is the fastest animal on earth．

Step Ⅳ 1c

This activity provides oral practice using the target language．

Go through the instructions with the whole class．

Look at the sample conversation in the box and get three students to read it aloud to the class．

SA: I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．

SB: You’re like an elephant．

SA: No．

SC: You’re like a manatee．

SA: Yes!

Tell students to think of an animal that is the same as them in some ways． Take a few minutes to write down a statement．

Say, You can write a sentence or two that describes how you are similar to the animal you choose． Don’t say the name of the animal．

A few minutes later, let student read their statements to the class and see how quickly the other students can guess what animal the students is talking about．

Statement 1

S1:I am like this animal because I am playful and funny．

Ss: You’re like a polar bear．

S1: No．

Ss: You’re like a kangaroo．

S1: Yes!

Statement 2

S2: I am like this animal because I run very fast． I like to wear colorful clothes．

Ss: You’re a kangaroo．

S2: No．

Ss: You’re like a cheetah．

S2: Yes!

Note

like-（here prep． ）in the manner of

Step Ⅴ Summary

In this class, we’ve learned some important words such as manatee, kangaroo, Po ;; ar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted． We’ve also learned the target language I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables． You are like an elephant． No． You’re like a manatee． Yes!

Step Ⅵ Homework

1． Get students to write down some statements and read them to their partners．

Let the partners guess what animals they are talking about．

2． Review the new words in the box in

Activity 1a．

Step Ⅶ Blackboard Design

Unit 15 We’re trying to save the manatees!

Section A

The First Period

Target language:

I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．

You’re like an elephant．

No．

You’re like a manatee．

Yes．

Unit 15 We’re trying to save the manatees!

The Second Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation,

foot, weigh, pound

（2） Target Language

How big are manatees?

They’re about 10 feet long and they weigh about 1 000 pounds．

2． Ability Objects

（1） Train students’ listening ability．

（2） Train students’ speaking ability．

（3） Train students’ the ability of using grammar focus．

3． Moral Object

We must be fully aware of the importance of reducing pollution and protecting animals．

Ⅱ． Teaching Key Points

1． Key Vocabulary

endangered, mangrove, swamps, habitat, aquatic feed

2． Target Language

How big are manatees?

They’re about 10 feet long and they weigh about 1 000 pounds．

3． Structures

Present progressive

We’re trying to save the manatees．

Present

Manatees eat about 100 pounds of food a day．

Past with “used to”

There used to be a lot of manatees．

Passive voice

In 1972, it was discovered that they were endangered．

Present perfect

Some of the swamps have become polluted．

Ⅲ． Teaching Difficult Points

1． the target language

2． How to train students’ listening ability．

Ⅳ． Teaching Methods

1． Listening method to improve students’ listening ability．

2． Pairwork to make every student work in class．

3． Review, explanation, inductive methods

Ⅴ． Teaching Aids

1． A tape recorder

2． The blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Check homework． Get some pairs to act out their conversations． When they work, the rest of students also guess what animals they are talking about．

Step Ⅱ 2a

This activity provides guided listening practice using the target language． Look at the picture． Ask, What can you see in the picture? （A manatee is in the water．）

Go through the instructions with the class． You will hear two people talking about manatees． Listen and draw a line between each word and its definition．

Read the sample answer． Then say, The word endangered means there aren’t very many of this animal left in the world． The manatee is endangered because there aren’t very many of these animals．

Play the recording for students the first time． This time students only listen to the recording carefully． Play the recording a second time． This time students draw lines between each word and its definition．

Check the answers with the class．

Answers

1． b 2． d 3． a 4． c

Tapescript

Boy : Can you tell us about the manatees, please?

Man : Sure． We’re trying to save them．

Boy : Why? Are they endangered?

Man : Yes． There used to be a lot of manatees, but now there aren’t very many of them．

Boy : Do you know how many there are?

Man : At this point, there are only about 2 500 in the U． S． In 1972, it was discovered that they were endangered． Since then, the government has passed laws to protect them．

Boy : Where do they live?

Man : Their favorite habitat is the water under the trees in mangrove swamps．

Boy : And why are they endangered?

Man : Some of the swamps have become polluted． Also, there sometimes isn’t enough food for all of them． As you can see, they’re large． The average manatee is about three meters long and weighs about 1 000 pounds． They need about 100 pounds of aquatic feed a day．

Boy: Aquatic feed?

Man: Oh, that’s underwater plants and vegetation． That’s what they eat．

Step Ⅲ 2b

This activity provides listening practice u-sing the target language．

Go through the instructions with the class． Look at the headings in the chart and the blanks next to each heading． You will hear the same recording again． This time listen carefully to what both people say and fill in the blanks in the chart． Look at the sample answer． The two people on the recording are talking about manatees, so you write the word manatee after the words kind of animal in the chart．

Play the recording again． Get students to fill in the blanks in the chart． Check the answers with the class．

Answers

Kind of animal: manatee

Numbers: 2 500 in the U． S．

Habitat: water under trees in mangrove swamps Reason why they are endangered: swamps polluted, not enough food

Description : large, three metres long, weighs 1 000 pounds

Step IV 2c

This activity provides guided oral practice using the target language． Look at the sample conversation in the box． Invite a pair of students to read it to the class．

SA : How big are manatees?

SB : They’re about l0 feet long and they weigh about 1 000 pounds．

Read the instructions aloud to the class． Each pair of students can make a conversation using information from Activities 2a and 2b． Let students work in pairs． While they are working, move around the classroom, checking the progress of the pairs and offering help as needed．

When students finish the work, ask one or two pairs to say their conversations to the class．

Conversation 1

SA: Where do manatees live?

SB: They live in the water under the trees in mangrove swamps．

Conversation 2

SA : Why are manatees endangered?

SB : Because some swamps have been polluted． And there isn’t enough food for all the manatees, either．

Step Ⅴ Grammar Focus

Look at the grammar focus box． Invite five students to read the statements to the class．

We’re trying to save the manages． Manatees eat about 100 pounds of food a day．

There used to be a lot of manatees． In 1972, it was discovered that they were endangered．

Some of the swamps have become polluted．

Put the class in five groups and ask each group to become “experts” in one of the verb tenses and presents a review of that tense to the rest of the class． Have the students explain what the verb tense is used for and then give some sample sentences．

Students can look back at the units where their verb tense was presented or practiced．

Present progressive: Reviewed throughout the book．

Present: Reviewed throughout the book

Past with used to: Unit 4

Passive voice: Unit 10

Present perfect: Unit 14

While the groups are working, walk around the classroom helping the students with their explanations and their sample sentences．

Ask one student of each group to show their work． As the students show their work, ask questions and correct any errors in their explanations or sentences．

（1） Present progressive: One form of the verbs that express action that continues over a period of time, also called Present continues tense． The structure is am/is/are+ -ing． For example: He is reading a story book．

（2） Present: It is used for indicating action that is usual and habitual． The form of the verb is do or does． For example:

I go to school by bike．

She does her homework every day．

（3）Past with used to: The structure of used to + inf． indicates a constant or-frequent practice in the past． For example:

I used to go swimming when I was a child．

（4）Passive voice: The form of the verb is be + p．p in the sentence． For example:

Our classroom is cleaned every day．

（5） Present Perfect: The from of the verb is have/has + p． p

For example:

I have already finished my homework．

Step Ⅵ Summary

In this class, we’ve learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed． We’ve also learned the target language How big are manatees? They’ve about 10 feet long and they weigh about 1 000 pounds． At last, we reviewed some grammar we have learned．

Step Ⅶ Homework

1． Make conversations in pairs to review the target language．

2． Make five sentences to review the grammar focus．

Step Ⅷ Blackboard Design

Unit 15 We’re trying to save the manatees!

Section A

The Second Period

Make sentences to review the grammar focus:

（1） He is reading a story book．

（2） I go to school by bike． She does her homework every day．

（3） I used to go swimming when I was a child．

（4） Our classroom is cleaned every day．

（5） I have already finished my homework．

Unit 15 We’re trying to save the manatees!

The Third Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary against, be suitable for, tiny cages, educate, care for, urge

（2）Target Language I think that animals should not live in zoos．

I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live．

2． Ability Objects

（1） Train students’ integrating skills．

（2） Train the ability of expressing students’ own opinions．

3． Moral object

Animals are our friends． We must know how to love them and how to protect them． That way, It is good for both animals and us．

Ⅱ． Teaching Key Point

Train students’ integrating skills．

Ⅲ． Teaching Difficult Point

How to improve students’ integrating skills．

Ⅳ． Teaching Methods

1． Fast-reading method

2． Groupwork and pairwork

Ⅴ． Teaching Aids

1． A projector

2． The blackboard

Ⅵ． Teaching Procedures

Step I Revision

T: Yesterday we learned the target language and reviewed some grammar． Now who can make sentences using the grammar we reviewed yesterday．

S1 : I’m answering a question．

S2 : My mother goes shopping every week．

S3 : She used to live in the countryside, but now she lives in the city．

S4 : He was made to do so．

S5 : She has learned a lot of new words．

T: Very good．

Step Ⅱ3a

This activity provides reading practice u-sing the target language． Show the key vocabulary words on the screen by a projector．

against prep． 反对；违反

suitable adj． 合适的；适宜的

tiny adj． 极小的；微小的

cage n． 笼子；囚笼

educate v． 教育；培养

public adj．& n 公众（的）；民众（的）

care for 关怀；照顾

urge v． 强烈要求；竭力主张

Read the words and ask students to re-peat again and again until they can pronounce the words fluently and accurately． Go through the instructions with the whole class．

Invite a student to read the letter to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos．

Check the answers with the class．

Answers

Zoos are terrible places for animals to live．

The animals are kept in tiny cages and can hardly move at all．

And they are only given food once a day．

Notes

1． tiny-very small

2． Culture note: Many Westerners are extremely concerned about animal welfare and often support organization to protect them． Such protection includes the ethical treatment of farm animals and animals in zoos． Some people feel that we should not eat any food made from animals or wear any animal products, including leather shoes．

Step Ⅲ 3b

This activity provides reading and writing practice using the target language．

go through the instructions with the class．

Invite a student to read the letter to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Ask students to read the letter again． Then finish the work on their own or in pairs． When they work, walk around the classroom, checking the progress of the pairs and offering help as needed．

Check the answers． Answers will vary but a good letter will take the points from the letter opposite to their point of view and argue with them．

A sample answer

Dear Editor,

After reading the two letters, I realize that I must say something about animals and zoos． I don’t agree with Disgusted． In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all． I think zoos are very important to animals． They can stop many endangered animals from being killed or hunted． They can provide man with places for research work． Also we can visit the animals in the zoos to learn some knowledge to protect the animals better．

Sincerely,

×××

Write the letter on the blackboard as an example．

Notes

1． living-active: lively

2． care for-look after; provide food, money, shelter, etc．

3． urge-request earnestly; try to persuade; strongly recommend

Step Ⅳ Part 4

This activity provides oral practice using the target language．

Go through the instructions with the class． There will be two different teams． One team will talk about why zoos are good places for animals and the other team will say why zoos are bad paces for animals．

Look at the list of expressions． Invite a student to read the list aloud to the class． Then get some students to use each expression in a complete sentence．

S1 : I think that elephants shouldn’t be kept in zoos．

S2 : I believe that animals in zoos live longer than animals in the jungle．

Put students in two teams． Let each team work together as they write down some statements showing their viewpoint, using the expressions in the box．

Look at the sample language in the box． Invite a pair of students to read it to the class．

SA : I think that animals should not live in zoos．

SB : I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live．

Ask the two teams to debate in class．

First, call on one team to give a statement． Then ask the other team to give a statement that is related to the first statement． Help the teams make several different statements about a single point before going on to another point．

For example:

Team 1: I think that zoos are not suitable for animals to live in．

Team 2: Why do you think so?

Team 1: Because animals there are only given food once a day． They’re hungry．

Team 2: I disagree with you． I believe that many animals only eat once a day or once every few days． So, there is no need to worry about that．

Step Ⅴ Summary

In this class, we’ve learned some key vocabulary words such as against, be suitable for, tiny cages, care for, urge． We’ve also done a lot of reading, writing and speaking practice using the target language．

Step Ⅵ Homework

1． Finish off the exercises on pages 61～62 of the workbook．

2． Write the letter to the editor．

Step Ⅶ Blackboard Design

Unit 15 We’re trying to save the manatees!

Section A

The Third Period

Dear Editor,

After reading the two letters, I realize that I must say something about animals and zoos． I don’t agree with disgusted． In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all． I think zoos are very important to animals． They can stop many endangered animals from being killed or hunted． They can provide man with places for research work． Also we can visit the animals in the zoos to learn some knowledge to protect the animals better．

Sincerely,

×××

Unit 15 We’re trying to save the manatees!

The Fourth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

planet, recycle, shower, paper towels, napkins, turn off

（2） Target Language

We really shouldn’t use paper napkins, you know．

I know． I stopped using them last year．

2． Ability Objects

（1） Train students’ speaking and listening ability．

（2） Train students’ ability to understand the target language in spoken conversation．

（3） Train students’ ability to use the target language．

3． Moral Object

We should be aware of the importance of protecting the environment．

Ⅱ． Teaching Key Points

1． Key Vocabulary

planet, recycle, turn off

2． Target Language

We really shouldn’t use paper napkins, you know．

I know． I stopped using them last year．

Ⅲ． Teaching Difficult Points

1． How to train students’ speaking and listening ability．

2． How to use the target language．

Ⅳ． Teaching Methods

1． Listening method

2． Pairwork to make every student work in class．

Ⅴ． Teaching Aids

1． A tape recorder

2． The blackboard

Ⅵ． Teaching Procedures

Step I Revision

Check homework, Invite a student to read his or her letter to the editor． Help correct any mistakes．

Step Ⅱ 1a

This activity introduces new vocabulary．

Read the instructions aloud to the class．

Then ask, What’s the meaning of the phrase save the planet． （It means to keep planet Earth clean and not polluted．）

Look at the five suggestions for ways to save the planet． Invite a student to read each one aloud to the class． Make sure students understand the meaning of each suggestion．

stop riding in cars．

recycle books and paper．

turn off the lights when you leave a room．

turn off the shower while you are washing your hair．

don’t use paper towels or napkins．

Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth． Check the answers． Students will probably have different answers． Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do． For example: I think it is easy to turn off the lights when you leave room． Because everyone can do it without any effort． It is difficult to stop riding in cars． Many people go to work or go to school by car, because it is far away from their homes． Otherwise they will be late．

Notes

1． stop doing-discontinue doing

2． recycle-treat so that further use is possible

Step Ⅲ 1b

This activity provides guided oral practice using the target language． Read the instructions to the class． You will compare the answers you wrote for Activity la．

Look at the example in the speech bubbles． Invite a pair of students to read it to the class．

SA: Recycling paper is really easy．

SB: I agree． But it’s hard to stop riding in cars．

Look back at the list of items in Activity 1a again． First one student makes a statement． Then the other student agrees or disagrees with it． You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing．

Have students work together, move around the classroom, checking the work and offering help as needed．

Ask a pair of students to say their answers as an example．

SA: Turning off the lights when you leave a room is really easy．

SB: I agree with you．

SA: Not using paper towels is really hard．

SB: I disagree with you． I believe that we can use handkerchieves．

Step Ⅳ 2a

This activity provides listening practice with the target language and new vocabulary words．

Go through the instructions with the class． Now you will hear Jack and Julia talk about what they are doing to help save the planet． Look at the chart． Invite a student to read the list of items that Julia and Jack talk about．

turning off the lights

turning off the shower

stopping using paper napkins

taking your own bags when shopping

not riding in cars

riding a bike

recycling paper

Play the recording for this activity for the students． The first time students only listen carefully． Play the recording a second time． Say, Listen to the recording again and check the things Julia and Jack talk about． If necessary, play the recording again．

Check the answers with the class．

Answers

They talk about: turning off the lights,

turning off the shower．

taking your own bags when shopping．

not riding in cars, riding a bike．

Tapescript

Boy: Hey, Julia． Don’t forget to turn off the lights． It saves electricity．

Girl: Oh, I know． I usually do that． I was just in a hurry． How you’re so interested in the environment, Jack?

Boy: I always have been． Lots of people think there’s nothing they can do, but I just read this book about it, and there are lots of things the average person can do．

Girl: Like what?

Boy: Well, you should turn off the shower when you’re washing your hair．

Girl: Oh, I’d never do that]

Boy: You wouldn’t?

Girl: No, I have very short hair． I’m only in the shower for a few minutes．

Boy: Well, every minute helps．

Girl: What else does it say?

Boy: It says you should take your own bags when you go food shopping．

Girl: Oh, that’s not difficult． I can do that． What else?

Boy: Hmmm． Here’s a good one． It says people should stop riding in cars and start riding hikes．

girl: Oh, I’ll never do that! Can you see me riding 45 minutes to and from school every day?

Boy: Well, I think the environment is really important． Besides, I like riding my bike．

Girl: Yes, and you also live close to school!

Step Ⅴ 2b

This activity gives students practice in understanding the target language in spoken conversation．

You will hear the same recording again．

Listen and check the things that Julia is doing now, the things She will do in the future, and the things she would never do．

Point to the three column headings in the chart and let students read the headings again on their own． Now listen to the recording carefully and check the things．

Play the recording again if necessary．

Students check their answers． Correct the answers．

Answers

Things Julia is doing now: turning off the lights．

Things Julia will do in the future: taking bags when shopping．

Things Julia will never do: turning off the

shower not riding in cars or riding a bike．

Step Ⅵ 2c

This activity provides guided oral practice using the target language． Look at the sample conversation． Invite a pair of students to read it aloud to the class．

A: We really shouldn’t use paper napkins, you know．

B: I know． I stopped using them last year．

Go through the instructions with the class． Say, Have a conversation about the items in the chart． Talk about which of these things you do now, which you will do in the future, and which you would never do．

Get students to work in pairs． While they are working, walk around the classroom checking the progress of the pairs and offering help as needed． Invite one or two pairs to say their conversations to the class．

SA: We should turn off the lights when me leave a room．

SB: I always do that．

SA: We should take our own bags when shopping．

SB: That’s easy． I will do that in future．

SA: We really shouldn’t ride in cars．

SB: I’ll never do that! Our school is far away from my home． It takes me one hour to ride to school every day．

Step Ⅶ Summary

In this class, we’ve learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off． We’ve also learned the target language We really shouldn’t use paper napkins, you know． I know． I stopped using them last year．

Step Ⅷ Homework

Talk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations．

Step Ⅸ Blackboard Design

Unit 15 We’re trying to save the manatees!

Section B

The Fourth Period

Target language:

A: We really shouldn’t use paper napkins, you know．

B: I know． I stopped using them last year．

Unit 15 We’re trying to save the manatees!

The Fifth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

trash, pull down, be made from, glue, inspiration, bottle, spare time

（2） Practise reading an article．

（3） Practise writing something using the target language．

2． Ability Object

（1） Improve students’ integrating skills-reading skill and writing skill．

（2） Improve students’ speaking ability by talking to each other．

3． Moral Object

We must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language．

Ⅲ． Teaching Difficult Points

1． How to improve students’ reading ability．

2． How to improve students’ speaking ability．

Ⅳ． Teaching Methods

1． Reading method to improve students’ reading ability．

2． Writing method to improve students’ writing ability．

3． Speaking method．

Ⅴ． Teaching Aids

1． A projector

2． The blackboard

Teaching Procedures

Step Ⅰ Revision

Revise the target language presented in this unit． Check homework． Ask some pairs to read out their conversations．

Step Ⅱ 3a

This activity provides reading practice using the target language． Teach the new words． Show the new words on the screen by a projector．

stuff n．废物；无用的东西

material n． 材料；原料

pull v． 拉；拖；拔

pull down 摧毁；推翻

be made from 由……制成；由……构成

bottle n． 瓶子

glue v． 胶合；粘贴；黏合 n．胶水

roof n．顶；屋顶；房顶

discard v． 丢弃；放弃

tile n．瓦片；瓷砖

fence n．栅栏；围墙

can n．（装液体等，常带有盖的）金属罐

inspiration n．灵感；鼓舞人心的人（或事物）

spare adj．多余的；空闲的

Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．

Look at the article The house of trash． Invite a student to read the article aloud to the class． Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class． Go through the instructions with the class． Elicit one question from the class． （Who is Amy Winterbourne?） Make sure students know what to do． Encourage students to think about questions beginning with who, what, when, where, why and how．

Now read the article． Then write your questions in your exercise book． Have students do the activity in pairs． Students should discuss why they would want to know the answer to each question． When they work, move around the classroom, checking the progress of the pairs and providing help as needed．

Check the answers with the class．

Answers

Answers will vary but might include

Who taught her how to make her house?

What isn’t made out of trash in her house?

When did she start making her trash house?

Where is the house?

Why did she use trash to build a house?

How long did it take to build her house?

Notes

1． the house of trash-the house made out of trash

2． most-（here） very

3． out of-（here）by the use of; from

4． discard-throw out or away; put aside,

give up （sth． useless or unwanted）

5． inspiration-（here） person or thing that inspires

Step Ⅲ 3b

This activity provides reading and writing practice using the target language．

Look at the Before picture． Please tell me the names of the things you see in the picture． （a trash can, a pair of pants, a napkin） Then look at the After picture．

Say to students． Please find out things made from recycled materials from the Before picture． （the backpack, the hat, the scarf）

Go through the instructions with the class．

Make sure students know what to do．

Ask different students to make sample sentences using the phrases made from and used to be about items in the After picture．

For example:

His backpack used to be a pair of pants．

His backpack is made from a pair of pants．

Get students to complete the article individually． While they are working, go around the classroom, checking the progress of students, offering help and answering questions as necessary．

Invite a student to read his or her completed article to the class．

Answers

Joe Winterbourne loves the clothes his mother made for him． At school, everyone calls him Mr Recycling． His hat is made from（used to be）a trash can cover． His backpack used to be（is made from）a pair of pants． His scarf is made from（used to be）a napkin．

Step Ⅳ Part 4

This activity provides reading, writing, and oral practice using the target language．

Read the instructions aloud to the class．

Please tell me the things that you recycle． （paper, glass, aluminum cans, plastic, or cardboard） Look at the survey form．

Invite a student to read the headings aloud to the class． Brainstorm other items to add to the list． Say, Talk to your classmates and find out who recycles each item on your list． Let students move around the classroom and ask their classmates about their recycling habits．

When students finish, check the work．

Let some students tell what they learned．

How many students did they talk to? Of this number, how many recycle paper?

How many turn off the lights when they leave the house?

A sample survey

Questions The number of students（20）

recycle paper 12

turn off lights in the house 10

turn off the shower 2

while washing hair

take your own hags 5

when shopping

Step Ⅴ Summary

In this class, we’ve done a lot of practice reading and writing as well as speaking．

Step Ⅵ Homework

1． Read the article in Activity 3a again for further comprehension．

2． Complete the article in Activity 3b．

3． Do the survey in Activity 4 if students haven’t finish it．

Step Ⅶ Blackboard Design

Unit 15 We’re trying to save the manatees!

Section B

The Fifth Period

Answers to Activity 3b

Joe Winterbourne loves the clothes his

mother made for him． At school, everyone calls him Mr Recycling． His hat is made from（used to be）a trash can cover． His backpack used to be （is made from）a pair of pants． His scarf is made from（used to be）a napkin．

Unit 15 We’re trying to save the manatees!

The Sixth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Fill in the blanks and make sentences

using support, endangered, recycle, wear, pull down

（2） Write conversations using the information．

2． Ability Object

Train students’ writing ability．

3． Moral Object

We should form good habits． They are not only good for ourselves but also good for our society．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write conversations．

Ⅲ． Teaching Difficult Point

Make students using support, endangered, cycle, wear, pull down

Ⅳ． Teaching Methods

1． Teaching by explanation

2． Speaking method

3． Writing method

Ⅴ． Teaching Aids

1． A projector

2． The blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Check homework． Invite a few students to read the article in Activity 3a． Then let a student read his or her own article．

Step Ⅱ

This activity focuses on vocabulary introduced in the unit．

Look at the words in the box． Invite a student to read them． Make sure the students understand the meaning of each word． Then fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement． Tell students they can find all the words in the preceding unit．

Get students to fill in the blanks on their own．

Check the answers． Ask five students each to read a sentence, filling in the blanks． The rest of the students check their answers． Show the answers on the screen by a projector．

Answers

1． Why are you wearing a coat? It’s not very suitable/or this hot weather．

2． Our school football team needs more support． They aren’t doing very well．

3． Pandas are endangered animals． They aren’t doing very well．

4． It’s important to recycle paper to save the trees．

5, That apartment block is old and dangerous． It should be pulled down．

Have students make their own sentences with the words, preferably sentences that are meaningful． Walk around the classroom． Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．

Sample answers

1． I hope to have your support．

2． It is more than 30 years since manatees were endangered．

3． Recycling paper is very important and necessary．

4． What do you like to wear?

5． The buildings that are dangerous must be pulled down．

Step Ⅲ Part 2

This activity provides speaking and listening practice using the target language．

Go through the instructions with the class．

Invite a pair of students to model part of the sample dialogue adding their own answers． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．

SA: What are three things you are supposed to do?

SB: I’m supposed to go to school on time, do my homework and clean my room．

Get students to finish the conversations in pairs． As there are more parts for the

A partner to answer, partners should switch roles and practice a second time．

Review the task． Invite a few students to share their conversations with the class．

Answers will vary．

Sample conversations

Conversation 1

SA: What are three things you are supposed to do?

SB: I’m supposed to go home after school, finish my homework and go to bed at ten．

SA: What are you supposed to do when you meet your teacher?

SB: I’m supposed to greet my teacher．

Conversation 2

SA: What happened yesterday?

SB: I missed the bus． I was late for school．

SA: Why did you miss the bus?

SB: I got up late．

Conversation 3

SA: Give me that book,

SB: Please ask politely．

SA: I’m sorry． Could you please give me that book?

SB: Of course． Here you are．

Conversation 4

SA: How do you feel about soft music?

SB: It makes me relaxed．

SA: How about loud music?

SB: It makes me want to dance．

Conversation 5

SA: Do you need some help?

SB: Yes, I’m looking for your a bus stop．

SA: Walk along the street and turn left at the first turning． You will find it．

SB: Thank you for your help．

SA: You’re welcome．

Conversation 6

SA: Have you ever won anything?

SB: I won the best new singer last year．

Sa: That’s great． Have you had your own concert?

Sb: No, not yet．

Step Ⅳ Just for Fun!

This activity provides reading and speaking practice with the target language．

Invite a pair of students to read the conversation aloud to the class．

SA: What are they doing?

SB: They are trying to help the environment．

Ask all the students to read the conversation again． Then let students look at the picture． Ask, Who is happy that the pond is being cleaned up? （The toads．） How do the toads show their thanks? （They line up and bow their thanks．）

Ask some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework

In this class, we’ve done a lot of writing practice using the key vocabulary words and the target language presented in this unit． After class, please make sentences using the words in Activity 1 in your exercise books． Then finish off the exercises on pages 62～64 of the workbook．

Step Ⅵ Blackboard Design

Unit 15 We’re trying to save the manatees!

Self check

The Sixth Period

Sample answers to Activity 1:

1． I hope to have your support．

2． It is more than 30 years since manatees were endangered．

3． Recycling paper is very important and necessary．

4． What do you like to wear?

5． The buildings that are dangerous must be pulled down．

篇10：新目标九年英语教案Review of units 6～10共4课时

Review of units 6～10

The 1st period

Ⅰ． Analysis of the Teaching Material

1． Status and Function

This is a revision unit, so it covers all the key vocabulary words and the target language presented from Units 6～10． All the activities are designed for students to review what they have learned and improve their listening, speaking, reading and writing skills．

（1） In the first period, students review all the vocabulary words learned from units 6～10 by completing a crossword．

（2） The activities in the second period are used to train students’ listening for specific information using the target language．

（3） The activities in the third period provide writing and speaking practice using the following target language:

Where would you like to visit?

I’d like to visit Holland．

Why do you want to go there?

I want to see the windmills and smell the flowers．

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．

When was it invented?

It was invented about a thousand years ago．

Who was it invented by?

It was invented by a Chinese man．

（4）The activities in the fourth period provide writing and speaking practice using the following target language:

Who’s your favourite singer?

I really like Celine Dion．

Really? I prefer Faya Wong．

What would you like to do?

I’d like to climb Qomolangma Mountain．

Do you think you could do it?

Yes．

And in this class, students practice making some sentences using some phrasal verbs．

2． Teaching Aims and Demands

（1） Knowledge Objects

To make students review all the vocabulary words and the target language from Units 6～10．

（2） Ability Objects

To improve students’ listening, speaking, reading and writing skills．

To improve students’ communicative competence．

（3） Moral Objects

Parents are tired after a day’s hard work．

As sons or daughters, we should try to be helpful and do housework．

3． Teaching Key Points

To review the vocabulary words and the target language．

To review the usage of the structures

presented from Units 6～10．

4． Teaching Difficult Points

To train students’ listening, speaking, reading and writing skills．

To train students’ communicative competence．

5． Studying Ways

Teach students how to master the target language and communicate with others．

Teach students how to be successful language learners．

Ⅱ． Language Functions

Express preference．

Talk about places you would like to visit．

Narrate past events．

Talk about the history of inventions．

Ⅲ． Target Language

1． Where would you like to visit?

I’d like to visit 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?

It was invented about a thousand years ago．

Who was it invented by?

It was invented by a Chinese man．

4． Who’s your favourite singer?

I really like Celine Dion．

Really? I prefer Faya Wong．

5． What would you like to do’?

I’d like to climb Qomolangma Mountain．

Do you think you could do it?

Yes．

Ⅳ． Structures

1． Phrasal verbs

2． Past perfect

3． Passive voice （questions and statements）．

Ⅴ． Vocabulary

All the vocabulary words from Units 6～10．

Ⅵ． Learning Strategies

1． Listening for specific information．

2． Role playing．

Ⅶ． Teaching Time

Four periods

The First Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

Key vocabulary that students have learned in Units 6～10．

2． Ability Objects

Train students’ ability to creatively use the language they have learned．

3． Moral Objects

Parents are tired after a day’s hard work．

As sons or daughters, we should try to be helpful and do housework．

Ⅱ． Teaching Key Points

Key vocabulary．

Ⅲ． Teaching Difficult Points

Train students’ ability to creatively use the language they have learned．

Ⅳ． Teaching Methods

Practice method．

Ⅴ． Teaching Aids

The blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

1． Invite different students to say their answers to the exercises of the workbook．

2． Get several students to share their sentences with adjectives with the whole class, Correct the mistakes if there are any． Then let the other students hand in their sentences． Correct the mistakes before returning them．

Step Ⅱ 1a

This activity reviews some of the vocabulary that students have learned in Units 6～10． In this activity, we’ll review some of the vocabulary in Units 6～10 by completing a crossword． First, please look at the clues with the headlines Down and Across． Explain down and across to the students． Call students’ attention to the crossword． Point out the sample answer．

When my mother is tired, I try to be helpful and make dinner． Elicit the first answer to the list of across clues（hair）．

Now please read the clues and complete the crossword．

Get students to do the crossword in pairs． As students are doing this, walk around the classroom to make sure that all the students know what they need to do．

Check answers by asking different students to read out and spell the answers．

Answers

Down 1． helpful 2． radio 3． visit 4． Chinese 5． one 8． soon 9． culture 10． stop 12． got 13． songs 14． ocean 16． left 17． sick 18． that 19． are 21． at

Across 1． hair 4． clock 6． land 7． likes 9． costume 11． signs 15． pack 16． loud 18． traffic 20． bakery 22． better

Step Ⅲ 1b

The activity requires students to creatively use the language they have learned．

Ask students to choose four words from Units 6～10 and write a clue for each word．

Use the sample conversation to illustrate the activity: Students work in pairs and take turns to say their clues for the words they chose from Units 6～10． Their partner tries to guess the words． Walk around the class and make sure students are using the words correctly．

Ask a few students to say their clues and have the class guess the words．

Optional activity

A competition． Divide the students in half down the middle into two teams． A student from Team A says a clue for a word． A student from Team B guesses the word． Team A gets one point for a correct clue and Team B gets one point for a correct word． Change them round． Team B says a clue while Team A guesses． The first ten-point team wins．

Step Ⅳ Summary

In this class, we’ve reviewed some of the vocabulary in Units 6～10．

Step Ⅴ Homework

Say and remember the vocabulary words in Units 6～10．

Step Ⅵ Blackboard Design

Review of Units 6～10

The First Period

A competition

Team A Team B

正 正

下 正

8 10

Review of units 6～10

The Second Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Listening practice using the target language．

（2） Oral practice using the target language．

2． Ability Objects

（1） Train students’ listening skill．

（2） Train students’ speaking skill．

3． Moral Objects

Have you ever had a bad day like Amy?

Never mind． Let bygones be bygones．

Ⅱ． Teaching Key Points

1． Listening practice using the target language．

2． Oral practice using the target language．

Ⅲ． Teaching Difficult Point

Train students’ listening skill．

Ⅳ． Teaching Methods

1． Listening method

2． Pairwork

Ⅴ． Teaching Aids

A tape recorder

Ⅵ． Teaching Procedures

Step Ⅰ Revision

1． Dictate some vocabulary words in units 6～10．

2． Choose four or five words． Encourage students to make sentences with them．

Step Ⅱ 2a

This activity provides practice in listening for the general idea．

Focus attention on the four pictures． Say．

You are to listen to four conversations．

Match the conversations with the correct pictures．

Point out the sample answer． Say． Picture 2 matches the first conversation you will hear．

Play the recording for the first time．

Students only listen．

Play the recording a second time． This time students listen and match the conversations with the correct pictures by writing the numbers in the boxes．

Check the answers．

Answers

（from top to bottom） 2, 1, 4,3

Tapescript

Conversation 1

Jin: Hello, Mrs． Tan． I’d like to be a volunteer． Can you help me?

Mrs． Tan: Sure． What kind of volunteer work would you like to do?

Jin: Well, I like working with kids．

Mrs． Tan: Do you know how to play basketball? We need someone to help teach kids basketball．

Jin: No, I don’t really like basketball． Is there anything else?

Mrs． Tan: Sure． There’s a job cleaning up the parks． It’s every Sunday．

Jin: That’s no good． I help take care of my grandmother on Sundays．

Mrs． Tan: I see． Here’s another job． Do you know how to fix up bicycles?

Jin: Sorry． I can’t even fix up my own bicycle．

Mrs． Tan: Okay． Maybe this is a good one． We need someone to read to people at the hospital． You can do it any day you like．

Jin: That sounds good． When do I start?

Mrs． Tan: How about today?

Conversation 2

Peter: Hey, Kelly． Imagine y9u could travel anywhere． Where would you go?

Kelly: Oh, I don’t know． I don’t like to travel．

Peter: Come on! What if you could go anywhere? How about a jungle trek in India?

Kelly: No． It’s too tiring．

Peter: Oh, well, then what about a trip to

France? You could see the museums．

Kelly: No． I think France too touristy．

Peter: Really? But there’s lots to see and do． Oh, I know． How about Hawaii? The weather is really warm．

Kelly: Really warm? Yes, you’re right． I don’t want to go to Hawaii． It’s too hot!

Peter: Okay． How about Singapore? Singapore is not too hot, too tiring or too touristy． You must want to go there．

Kelly: No, Singapore is too expensive．

Peter: Kelly, there must be some place you want to go!

Kelly: Yes, there is．

Peter: Really? Where?

Kelly: I want to go home． Goodbye．

Conversation 3

Ben: Hi, Gu． I’m starting a band． Do you want to join me?

Gu: Sure, Ben． I’d love to be in a band．

Ben: Okey, good． What do you play?

Gu: I don’t play an instrument． I sing． I like music with great lyrics．

Ben: So do I． Who else can join our band?

Gu: Well, there’s Dave． He plays the piano． But he prefers quiet music．

Ben: Good． What about Harry? He plays the guitar, doesn’t he?

Gu: Yes． But Harry loves music that’s loud．

Ben: That’s OK． We can play loud music and quiet music．

Gu: What kind of music do you like, Ben?

Ben: Oh, I like music you can dance to．

But there’s just one problem for our band．

Gu: What’s that?

Ben: I’m not a musician and I can’t sing．

Conversation 4

Zhang: Hi, Amy． How are you?

Amy: Hi, Zhang． I’m glad to see you． I’ve had a bad day．

Zhang: Why? What happened?

Amy: Well, this morning I was late at the bus stop． The bus had gone so I had to walk to school．

Zhang: That’s a long walk．

Amy: Yeah． And then it started raining and I’d forgotten my umbrella．

Zhang: Oh no! Did you get wet?

Amy: Yes, I was late and wet． And, my class wasn’t at school． They had gone to the museum．

Zhang: You missed a museum trip． That’s too bad．

Amy: Then in the afternoon I went to the library to study for the math test．

And guess what?

Zhang: Oh no． What?

Amy: I’d left my math book at home．

Zhang: You are right． You did have a bad day．

Step Ⅲ 2b

This activity requires students to listen for specific information in the dialogues．

Point out the four different question types next to the pictures in Activity 2a．

Set a time limit of two minutes． Students go through the lists of questions．

You are to listen to the same recording again． This time you need to listen for specific information in the dialogues that will help you answer the questions． Point out the sample answers．

Play the recording twice or three times so that students have enough time to complete the task．

Let students check their answers in pairs, and then with the whole class．

Answers

India--too tiring; Singapore--too expensive;

Hawaii--too hot; France--too touristy

T F F T T

2 5 1 3 4

Gu--music with great lyrics;

Dave--quiet music;

Harry--loud music;

Ben--music you can dance to

Step Ⅳ 2c

This activity lets students work in pairs to practice the conversations they have just heard．

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．

SA: I’d like to be a volunteer． Can you help me?

SB: Sure． What kind of volunteer work would you like to do?

SA: Well, I like working with kids．

Write the conversation on the blackboard．

Now work with a partner． Start by reading the sample conversation in the box with your partner． Then make conversations using information in activity 2b．

As students talk, move around the room checking their work and offering language support as needed．

Ask several pairs of students to say their conversations to the class．

Step Ⅴ Summary

In this class, we’ve done much listening and oral practice using the target language．

Step Ⅵ Homework

Ask students to write three conversations in activity 2c in their exercise books．

Step Ⅶ Blackboard Design

Review of units 6～10

The Second Period

Target Language:

A: I’d like to be a volunteer． Can you help me?

B: Sure． What kind of volunteer work would you like to do?

A: Well, I like working with kids．

Review of units 6～10

The Third Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Oral practice talking about places you would like to visit．

（2） Oral particle narrating past events．

（3） Oral practice talking about the history of inventions．

2． Ability Objects

（1） Train students’ speaking skill．

（2） Train students’ writing skill．

3． Moral Object

Thank all the inventors． It is they who make our life convenient and easy．

Ⅱ． Teaching． Key Points

1． Talk about places you would like to visit．

2． Narrate past events．

3． Talk about the history of inventions．

Ⅲ． Teaching Difficult Points

Train students’ speaking and writing skills．

Ⅳ． Teaching Methods

Practice method．

Ⅴ． Teaching Aids

The blackboard．

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Check homework． Ask different students to say their conversations to the class．

Then let students hand in their homework and correct any errors before returning them．

Step Ⅱ Part 3

This activity provides writing and speaking practice using the target language．

Point out the list of questions． Ask a students to say them to the class． Say, please write your answers to these questions． Point out the sample answer． Remind them to look back at the information in activity 2a to get extra help．

Get students to complete the task on their own． Walk around the room offering help with names of different countries．

Point out the sample conversation in the box． Invite a pair of students to say it to the class． The B student should think of something to finish the conversation．

SA: Where would you like to visit?

SB: I’d like to visit Holland．

SA: Why do you want to visit there?

SB: I want to see the windmills and smell the flowers．

Write the conversation on the blackboard．

Please work in pairs． Make conversations to talk about places you’d like to visit or you don’t want to go and give reasons．

As the pairs work together, walk around the room listening in on various pairs and offering help as needed．

Ask several pairs to say their conversations to the class． Answers will vary．

Step Ⅲ Part 4

The activity lets students work in pairs to practice writing and speaking skills．

Point to the list of sentence starters． Read the sample answer． By the time I was five, I had started learning English to the class．

Say, please complete these sentences using your own experience． Get students to complete the task individually．

Point out the sample conversation in the box． Invite a pair of students to read it to the class．

SA: By the time I was five, I had started learning English．

SB: Really? Where did you learn?

SA: I went to classes at an English language school．

Write the conversation on the blackboard．

Please work in pairs． Make conversations to narrate some of your past events．

As the pairs work together, walk around the room listening in on various pairs and offering help as needed．

Ask several pairs of students to say their conversations to the class．

Answers will vary．

Then encourage students to talk about what sorts of things they had done by different ages other than those ages in the book．

Ask students to compare who had done the same things by different ages．

Step Ⅳ Part 5

This activity provides writing and speaking practice using the target language．

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．

SA: When was it invented?

SB: It was invented about a thousand years ago．

SA: Who was it invented?

SB: It was invented by a Chinese man．

Encourage students to go on with the conversation．

SA: What is it used for?

SB: It is used for many things including writing and printing．

SA: How has it developed?

SB: It has developed by being created by machine rather than by hand．

SA: Is it paper?

SB: Yes, it is．

Write the conversation on the blackboard．

Please think of an invention． Then talk to your partner and try to guess his or her invention．

As the pairs are working together, move around the room offering help with names of the inventors and exact dates it necessary．

Ask selected students to model their conversations to the class．

Step Ⅴ Summary

In this class, we’ve practiced talking about places you would like to visit, narrating past events and talking about the history of inventions using the target language．

Step Ⅵ Homework

1． Collect more detailed information of different inventions．

2． Reread the conversations in activities 3,4 and 5 to get a further understanding of the target language．

Step Ⅶ Blackboard Design

Review of Units 6～10

The Third 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．

Review of units 6～10

The Fourth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Practice expressing preference．

（2） Practice talking about what you would like to do．

（3） Make sentences using phrasal verbs．

2． Ability Objects

（1） Train students’ speaking skill．

（2） Train students’ writing skill．

3． Moral Objects

As we know． everyone makes great efforts before he can success． So does your favourite singer． Work hard and efficiently, and you’ll succeed．

Ⅱ． Teaching Key Points

1． Express preference．

2． Talk about what you would like to do．

3． Phrasal verbs．

Ⅲ． Teaching Difficult Points

Train students’ speaking and writing skills．

Ⅳ． Teaching Methods

Practice method．

Ⅴ． Teaching Aids

The blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Ask different pairs of students to say the conversations in activities 3,4 and 5 with books closed． Encourage students to make up their own conversation．

Step Ⅱ Part 6

This activity lets students work in groups to practice listening, speaking, reading and writing skills．

Read the instructions to the class．

Call students’ attention to the chart． Point out the sample answer． My favourite singer is Faya Wong．

Invite two students to read the sample conversation in the box to the class．

SA: Who’s your favourite singer?

SB: I really like Celine Dions

SA: Really? I prefer Faya Wong．

Write the conversation on the blackboard． First please write your answers to the five questions in the first column in the chart． Then work in groups of there．

Take turns asking for and sharing information in a circle． At the same time, fill in the second and the third columns in the chart．

Get students to do the task individually first, then in groups of three．

As students are doing this, walk around the room offering any help they may need．

Ask different students to report his or her survey results．

Answers will vary． At the end of the activity, vote on the class favourite singer, type of music, song, band and instrument．

Step Ⅲ Part 7

This activity provides writing and speaking practice using the target language．

Point to the numbered list of blank lines．

Say the sample answer climb Qomolangma Mountain to the class． Say． Please write some things you would like to do on the blank lines． Get students to complete the task individually．

Point out the sample conversation in the box． Invite a pair of students to say it to the class．

SA: What would you like to do?

SB: I’d like to climb Qomolangma Mountain．

SA: Do you think you could do it?

SB: Yes．

Write the conversation on the blackboard．

Please work with a partner． Make conversations to talk about what you would like to do．

As the pairs work together, walk around the room listening in on various pairs and offering help as needed．

Ask several pairs of students to say their conversations to the class． Answers will vary．

Step Ⅳ Part 8

This activity lets students work in pairs to make sentences using phrasal verbs．

Read the instructions to the class．

Point to the phrasal verbs in the box． Invite a student to read them to the class．

come up with put off write down

put up hand out call up

cheer up clean up set up

Invite different students to say the meaning of each phrasal verb in their own words． Demonstrate how to play the game with the whole class．

Put students in half down the middle into two teams． Each team chooses a square from the book． The first person on Team A makes a sentence using the phrasal verb in their chosen square． If the sentence is correct, he or she puts an “X” in the square． Then a person from Team B makes a sentence using the phrasal verb in their chosen square． If the sentence is correct, he or she puts an “O” in the square． The first team to make a row wins．

Ask students to play the game in pairs．

Remind students to be careful to make sure the sentences are correct． Move around the class offering help as needed．

Ask winning students for their sentences．

Step Ⅴ Summary

In this class, we’ve mainly reviewed expressing preferences, talking about what you would like to do and making sentences using phrasal verbs．

Step Ⅵ Homework

1． Make sentences using five of the phrasal verbs in activity 8．

2． Finish off the exercises on pages 42～45 of the workbook．

Step Ⅶ Blackboard Design

Review of Units 6～10

The Fourth Period

Target Language:

1． Who’s your favourite singer?

I really like Celine Dion．

Really? I prefer Faya Wong．

2． What would you like to do?

I’d like to climb Qomolangma Mountain．

Do you think you could do it?

Yes．

篇11：Unit3 Warming up,Listening and Speaking(新课标版高二英语教案教学设计)

Teaching aims:

Help the students to learn something about art and architecture.

Teaching Difficult Points:

How to improve the student’s speaking and listening ability.

Teaching Methods:

Individual or pair work to make the student’s practise their speaking, discussing and listening ability.

Teaching Steps:

Step 1. Lead-in

Show a piece of artwork, and ask

1. What is this?

2. Who painted it?

3. In what other ways can an artist express the beauty of something?

4. What words can be used to describe the various kinds of buildings?

5. What are buildings made of? Could you name some building materials?

Step 2. Warming up

Ask the Ss to talk about their hometown and their houses.

Qs:(1). where are you from, a city or a small town?

(2).Can you describe the buildings in your hometown?

(3).What kind of buildings do you live in, a traditional house or an apartment?

Show students two pictures, a tall building and a traditional yard. Then ask:

(1).What can you see in the two pictures?

(2).What is the difference between them?

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

… Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.

The roof is sloping.

…

In which house would you prefer to live? Why?

S: I like living in ….because….

I prefer living…

I’d rather live…

Discuss questions 2 and 4.

Language point:

If you were free to design your own dream house, what would that house look like?

1) 句中谓语用了be 动词的过去式were,表示的不是时态，而是虚拟语气，是对现在情况的一种假设，其结构是：

If 从句的谓语用were / did, 主句谓语用would / could +do

e.g. If I were you, I would ring her up right now.

If I had any money with me, I could lend you some.

2) 对过去情况表示假设时，其结构是：

If 从句的谓语用had done, 主句谓语用would / could + have done

e.g. If you had come earlier, you would have seen your favorite star.

If you had taken my advice, you wouldn’t have failed in the examination.

Step3.Pre-listening

You have an own house. It is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

Have a short discussion in pairs. You can introduce names of furniture, such as heater, air-conditioner and so on.

Step4.Listening

Books open, Page 18, listening part. You will listen to a talk between Amy and Danny. They want to buy some furniture for their new house. They visit a shop and talk with the sales assistant about their taste and preferences. Listen carefully and finish the exercises.

Step 5. Speaking

Open your books ,turn to page 17.Look at the two pictures. Ask:

1.What do you see?

2.Which do you prefer? Why?

Please work in pairs to make a short dialogue.

Books open, page18. Ask the students to Study the useful expressions. Remind them to learn the structure how to express their preferences. Listen to the sample dialogue and follow the tape.

Practice: Ask them to look at the pictures and choose the item they prefer. Try to explain the reasons.

Step 6.Language points:

1.I’d prefer living in a modern flat.

我更愿住在现代化公寓里。

prefer to do ( rather than do)宁愿……而不愿

prefer doing (to doing)喜欢……胜过

prefer sth to sth

prefer sb. to do 想让…干…

2.I must say I’d rather live in a traditional siheyuan.

依我看，我宁愿住在传统四合院里。

would rather (not )do sth宁愿（不）

would rather do than do宁愿……而不愿

She’d rather not buy that painting.

The hero would rather die than give in.

3. I wouldn’t feel happy living in a block of apartments.

living in a block of apartments在句中作状语，相当于从句even if I lived in a block of apartments.

e.g. Reading, attentively, he forgot the time for lunch.（原因）

Reading carefully, he found something he had not known before. （时间）

Reading carefully, you’ll learn something new.（条件）

4.stand :bear 忍受，经受

Eg:I can’t stand the man,he talks too much.

stand 无进行时，常与can连用于否及疑问句中

can’t stand +doing / n.

e.g. I can’t stand waiting any longer.

我再也等待不下去了。

Nobody can stand being laughed at in public.

篇12：新目标九年英语教案Unit 10 By the time I got outside, the bus had already left

．

The First Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary oversleep

（2） Target Language What happened?

I overslept． And by the time I got up, my brother had already gotten in the shower．

2． Ability Objects

（1） Teach the students to use the new words．

（2） Train the students to narrate past events with the Past Perfect Tense．

（3） Train the students’ listening and speaking skills with the target language．

3． Moral Object

It’s a good habit to go to bed early in the evening and get up early in the morning． So you’ll never be in a hurry in the morning．

Ⅱ． Teaching Key Points

1． Key Vocabulary oversleep

2． Target Language Narrate past events with the Past Perfect Tense

Ⅲ． Teaching Difficult Points

1． Train the students to narrate past events with the Past Perfect Tense．

2． Train the students to understand the target language in spoken conversation．

Ⅳ． Teaching Methods

1． Thinking of examples from the students’ real lives．

2． Making sentences by looking at the pictures．

Ⅴ． Teaching Procedures

Step I Revision

1． Ask some questions like this: What volunteer work would you like to do?

Help the students to answer, I’d like to…/I love to…/I hope to…

2． Practice the dialogue in Activity 3c on page 62 again．

3． Check the students’ homework by asking some students to read their sentences with the phrasal verbs． Then ask the students to hand in their homework．

Step Ⅱ 1a

First write by the time on the blackboard． and tell the class the meaning of it．

Say this sentence to the class: By the time the teacher came in, the students had begun reading English．

Tell them to note the structure “had begun” in this sentence． Begun is the past participle of begin． Explain what is the past participle form of a verb for the students． Tell them it is as the same as the past form for a regular verb． And they have to remember the irregular verbs’ participles one by one．

Write By the time I came back…on the blackboard．

Say to the class, By the time I came in． What had happened?

Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．

Then get more students to answer differently,

Read the instructions to the students and read these questions to the class as well．

What do you usually do in, the morning before school? Do you like morning?

Why or why not?

Choose one good student to answer them by saying something he or she usually does in the morning．

Then have the whole class practice in pairs． Ask each other the questions．

After they finish talking, ask one or two pairs to say their conversations to the class． Correct the mistakes they may make with the other students．

Call the students’ attention to the pictures in Activity la．

Then tell students to talk about the pictures in groups of four． Move around the classroom, listening to students and offering help． Make sure that they talk in English．

After they all finish talking, ask different groups to tell the class about the pictures．

Step Ⅲ 1b

Ask the students to read the instructions together． Have them look at the two columns, A and B ,in the chart． Point out the sample answer． Read the two parts of the sentence．

Then go over the other unconnected parts of sentences, too．

Play the recording for the first time．

Students only listen． Then play it a second time． Let students match two parts of each sentence． Check the answers by asking some students to tell their answers．

Make sure that all of them have got the correct answers by listening． Say congratulations to the students who get the answers correctly by guessing．

Step Ⅳ 1c

First play the recording in Activity 1b again and let the students read after it． Do it at least twice．

Then read the instructions together with the whole class．

You will make conversations in pairs． Each of you will have to take turns being Tina． Look at the pictures in Activity la to help you． Tell your partner what happened to you this morning． Ask a pair to read the example to the class before they begirt

Have the students work in pairs． Move around the room offering language support as needed．

After they all finish talking, ask some pairs to say their conversations to the class．

Step Ⅴ Summary

Step Ⅵ Homework

1． Write out the story of Tina, Note to use the target language．

2． Revise when to use the Past Perfect Tense and the verb structure of it．

The Second Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Target Language

By the time she got to class, the teacher had already started teaching．

When she got to school, she realized she had left 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．

2． Ability Objects

（1） Train the students’ listening skill．

（2） Train the students’ writing skill with the target language．

（3） Train the students’ speaking skill．

（4） Train the students to use the three forms of the verbs．

Ⅱ． Teaching Key Points

1． Listening practice with the target language．

2． Use the correct verb forms to fill in the blanks by listening．

3． Make sentences using the Past Perfect Tense．

4． The three forms of the verbs．

Ⅲ． Teaching Difficult Points

1． Write an ending for the story in Activity 2c．

2． The three verb forms in Grammar Focus．

Ⅳ．Teaching Procedures

Step I Revision

1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．

2． Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．

3． Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．

Step Ⅱ 2a

Read the instructions to the class． Be sure that all of them know what to do．

Call the students’ attention to the four pictures． Get them to guess the correct order of the pictures first． The first one is given as a sample． Ask one or two children to tell their stories by describing the pictures according to their own order．

Play the recording the first time, students only listen． Play the recording again and ask the children to number each picture．

Check the answers with the class and see who have ever got the correct answers without listening．

Step Ⅲ 2b

Ask the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets．

Let the students fill in the blanks with the correct forms individually．

Move around the classroom collecting the common mistakes they may make．

After they all finish writing, tell them to get ready to listen to the conversation and check their answers．

Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class．

Step Ⅳ 2c

Ask the whole class to read the instructions together．

We have a new task now． We know Tina was late for class． What do you think happened after Tina was late for class?Work with a partner． Make up an ending for the story by continuing it． The beginning has been given．

Get students to discuss in pairs． Complete the ending． Make sure they are talking in English． Move around the classroom, offering language support if needed． After ten 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． Tell each pair to write down their ending, or do it after class if time is not enough．

Step Ⅴ Grammar Focus

Call students’ attention to the sentences on the left． Ask four different students to read the four sentences and point out where had plus a past participle is used． Write the sentences on the blackboard．

Ask the students to make sentences correctly using each form of the verbs in the box．

Check the answers．

Step Ⅵ Homework

1． Write down the ending of Tina’s story．

2． Make sentences using each form of the verbs below:

leave, walk, start, oversleep, ring, be

3． Review the Grammar Focus．

The Third Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

bell, ring, go off, rush, run off, on time, give sb． a ride, lock, 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．

2． Ability Objects

Train the students’ reading skill with target language．

Train the students’ speaking skill with target language．

Ⅱ． Teaching Key Points

1． Guide the students to read the article in activity 3a．

2． Help the students do the oral practice with the target language．

Ⅲ． Teaching Difficult Points

1． Help improve the students’ reading skill by Activity 3a．

2． Help the students describe what has happened to them with the target language．

Ⅳ． Teaching Procedures

Step Ⅰ Revision

1． Revise what happened to Tina by asking several students to tell the story．

2． Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard．

3． Check homework by asking one or two to read their own endings of the stroy．

4． Check homework by asking some students to read the sentences which they made．

Step Ⅱ 3a

Ask the whole class to read the instructions together． There is an article in Activity 3a． Your task is to read the story and write the events in the correct order．

Have a look at the sample answer on the right of the article before you start． Then let the children complete the work on their own． After a while, ask some students to report their answers to the class． Write the events on the blackboard as they report, putting the events in the correct order．

After checking the answers, tell students to read the article again more carefully．

Tell them to find out the words or sentences which they can’t understand this time．

A few minutes later, let the students ask questions on the words and sentences which they can’t understand． Do some explanation and make sure that the students make everything clear about the article．

Then ask the students to read the article aloud． Move around the classroom while they are reading, offering help as needed．

Next ask students to pick out the sentences with the Past Perfect Tense． Tell them to underline them and come up with the reason to use the tence．

Ask two students to read their answers and explain the sentences．

Step Ⅲ 3b

Call the students’ attention to the photo of the woman sleeping． The girl is sleeping． She may oversleep． How about you?

Have you ever overslept?

Get a students to answer the question simply, such as Yes, I have． /No, I haven’t．

Then ask one student to read the instructions to the class．

Explain that describe the circumstances means to tell when, where and how the things happened．

Ask one student who has ever overslept to answer the first question and describe the circumstance． Help him or her use the Past Perfect Tense to describe the circumstance．

Then ask students to read the questions and write their answers in their exercise books． Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description． Move around the classroom providing sentences to the ones who need． Ask several students to share their stories with the class． Correct any mistakes they may make． Let them check the answers in pairs．

Step Ⅳ 3c

Ask the whole class to read the instructions together． Then call the students’ attention to the sample conversation on the right． Ask a pair of the students to read the conversation to the class． Please ask your partner the questions in Activity 3b． Ask more questions if he or she says “Yes”．

Ask the students to work in pairs． Encourage them to ask as many questions as they can． As they work, move around the room offering help and answering questions as needed． Ask some pairs to say their conversations to the class．

Step Ⅵ homework

1． Write the answers to the questions in Activity 3b．

2． Write a conversation in Activity 3c．

The Fourth Period

I． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up

（2）Target Language

When I got there, I found that he had fooled me．

After an hour, the other kids showld 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．

2． Ability Objects

（1） Train the students’ writing, listening and speaking skills with the target language．

（2）Train the students to use the new vocabulary．

Ⅱ． Teaching Key Points

1． Train the students’ listening and speaking skills with target language．

2． Teach the students the new vocabulary．

Ⅲ． Teaching Difficult Points

1． Guide listening and oral practice using the target language．

2． Help learn to use the new vocabulary correctly．

Ⅳ． Teaching Procedures

Step I Revision

1． Revise the article in Activity 3a on page 70 by asking several students to read it．

2． Dictate some words and phrases:

3． Check the homework．

Step Ⅱ 1a

Read the instructions to the students． Remember to read the sentence in the brackets． Point to the chart with the three headings Nouns, Verbs and Adjectives． Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．

Get a student to read the sample answers to the class before they start say, Fool call also be a verb． Ask the students to complete the chart on their own．

Correct the answers by asking three students to read their answers to the class．

Step Ⅲ 1b

Ask a student to read the instructions to the class．

Ask another student to read the example on the right．

Work in pairs now． Tell your partner about something that has happened to you recently． Note to use two or more phrases from the list in Activity la． Get tile students to talk in pairs． Move around the classroom checking their work and offering language support as needed．

After they all finish talking, ask some pairs to say their conversations to the class．

Step Ⅳ 2a

Say something about April Fool’s Day to the students

Call the students’ attention to the four pictures． Ask the students what is happening in each picture．

Ask four different students to describe the pictures．

Read the instructions to the class．

Play the tape the first time． The students only listen． Then play the tape again． Ask the students to write each boy’s name in the correct box． Check the answers by asking different students to tell their own answers．

Step Ⅴ 2b

Read the instructions to the class． There are six phrases in the box． Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording． And write “D” for Dave, “N” for Nick and “J” for Joes on the short lines before the phrases． Look at the first one． The answer has been given as a sample．

Play the recording the first time． The students only listen． Then play the recording again． Ask the students to write the letters in the blanks． Ask six different students to report their answers to the class． Check the answers with the class．

Step Ⅵ 2c

This activity provides oral practice using the target language．

First play the recording again． Pause after each sentence and get the students to repeat．

Do it at least twice．

Ask a student to read the instructions to the class． Then have them look at the sample conversation on the right． Ask a pair of the students to read and try to continue it

Then ask the students to work in pairs．

Each pair makes two conversations using information from the earlier activities．

Move around the room as they work, offering help as needed． Ask one or two pairs to say their conversations to the class．

Step Ⅶ Homework

1． Write something that has happened to you recently． Use two or more phrases from the list in Activity 1a．

2． Write a conversation in Activity 2c．

The Fifth Period

Ⅰ． Teaching Aims and Demands

1．Knowledge Objects

（1） Key Vocabulary

announce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married, reply, ending

（2） The reading passages about April Fool’s Day．

（3） Write stories happened on April Fool’s Day．

2． Ability Objects

（1） Train the students’ reading skill．

（2） Train the students’ writing and speaking skills．

Ⅱ． Teaching Key Points

1． Teach the students the new vocabulary．

2． Help the students understand the three articles．

3． Guide the students to write stories happened on April Fool’s Day．

Ⅲ． Teaching Difficult Points

1． Help the students understand the three articles．

2． Help the students write the stories happened on April Fool’s Day．

Ⅳ． Teaching Procedures

Step I Revision

1． Revise the three boy’s stories happened on April Fool’s Day． Ask three different students to tell their stories to the class．

2． Check the homework．

Step Ⅱ 3a

Read the instructions to the students．

You’ll have to read three articles． The three articles are about three different stories happened on April Fool’s Day．

Not all of them are true． Tell which of these stories is the most believable and which is the least believable． And you have to tell the reasons as well． At last, think over if you would be fooled by any of the stories．

Read the first article to the class． The students look at their books, listen to the teacher and find out the answers to the questions in the instructions．

After reading, ask the students if it is believable and why． Ask several students to tell their opinions on the believability the first article． They may say like this:

I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that．

Do the same with the two articles left．

Ask two good students to read the articles instead of the teacher． Elicit students’ reasons for their answers． At last tell the students the correct answer．

Step Ⅲ 3b

Read the instructions to the class． Play the recording again to help the students．

Ask three different students to read the notes to the class．

Help the students make sentences with the notes first．

After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b, using the notes below． As they write, move around the room offering help and answering questions as needed．

After around ten minutes, ask a student to read the completed article to the class．

The rest of the class help correct the mistakes the student may have made． Get them to check each’ other’s writing carefully in pairs．

Step Ⅳ 3c

Read the instructions to the class． Be sure that the students know what they are asked to do． At first, have the students think what they might write about．

Then tell them 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．

Write a sample list on the blackboard:

Next ask the students to write their jokes．

Ask some students to read their articles to the class． Correct as many of the articles as possible in class．

Step Ⅴ 4

Read the instructions to the class． Review the meanings of funniest, most embarrassing and most creative．

Have the class have a look at the sample conversation in the box before reading．

Ask a pair of the students to read it to the class．

Then ask the students to read their stories to the class． After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories．

Step ⅥHomework

1． Read the three articles aloud after class．

2． Correct the magazine story and the joke you have written．

3． Try to remember the new vocabulary．

The Sixth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Verbs

rush, realize, invite, show up, stay up．

（2） Write an article according to the pictures given．

（3） Vocabulary

homework, look, costume, empty

2． Ability Objects

（1）Train the students to use these verbs correctly:

rush, realize, invite, show up, stay up．

（2）Train the students’ writing skill．

Ⅱ． Teaching Key Points

1． Help the students have a self check on the key words and target language of this unit．

2． Practise using these verbs: rush, realize, invite, show up, stay up．

3． Review the new vocabulary introduced in this unit: homework, lock, costume, empty．

4． Direct the students to write an article according to the pictures given．

Ⅲ． Teaching Difficult Points

1． Help the students make sentences with the verbs．

2． Direct the students to write an article with the pictures given．

Ⅳ． Teaching Procedures

Step I Revision

1． Revise the contents in the three articles in Activity 3a on page 72 by asking some questions

2． Ask three different students to read the articles．

Step Ⅱ Part 1

This activity focuses on vocabulary introduced 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．

Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room．Collect a few students’ answers with mistakes on the blackboard． Along with the students’ help correct the mistakes．

Step Ⅲ Part 2

Have the students look at the seven pictures． Tell the children that the pictures are connected to each other in an order．

Ask: What is happening to Ming?

Get the whole class to read the instructions． Then ask the students to describe each picture in order． Write some useful sentences on the blackboard． For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school．

After a while, 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．

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．

Step Ⅳ Part 3

Call the students’ attention to the box． Have them look at the four groups of words． Get the students to read the instructions together． Ask them to circle the words that don’t belong in each group．

The first one has been given as a model．

Ask some students to tell their answers to the class． Check the answers with the whole class．

Step Ⅴ Just for Fun!

Call the students’ attention to the cartoon pictures． Tell them to see what happens．

Ask the students to read the sentences under the pictures together．

Then ask the children what is, funny about this cartoon． Help the students to answer like this:

The boy saw the clouds and he felt the rain long before he got home． He should have realized much sooner that he had forgotten his umbrella．

Step Ⅵ Homework

1． Revise all the language points in this unit．

2． Finish off the exercises on pages 36～38 of the workbook．

3． Make another more sentence with each verb below, rush, realize, invite, show up, stay up．

4． Rewrite the article．

篇13：Unit 1-15 全套教案学案(泰兴三中)Unit3 The land down under (人教版高三英语教案教学设计)

Period 1 Words and expressions

Goals：

1． Pronounce the words correctly and fluently．

2． Grasp the usages of some words and expressions．

Procedures：

Step I Usages of some words：

1． Strait （ n．）

e.g. The ship passed through the ________ between two islands.

2. fellow (a.)

(n.)= fellow in good fortune, misery

3. criminal ( n.) a __________ case

crime C. U.

v. + n. commit/ do a ________,confess a ________,

a. + n. a major / minor ________

prevent / wipe out _________

C. e.g. It’s a __________ to waste food.

4. diverse ( a. )

(n.) diversity

e.g. She has a great __________ of interests.

5. immigrate v.

immigration 1) restrictions on __________

__________ controls

2) go/ pass through__________

immigrantIrish immigrants

6. wilderness (n.)

(a.) live a wild life

mild

7. break out

break away ( from ) sb./ sth.

break down (Negotiation)(the door)

break into

(sb.) break off

break sth. off (the door handle)

break out

break through

break up

break up with

8.mine n. vi.

a coal mine,open up a mine mine for silver

9.roast (vt.) ________ meat /potatoes

(vi.) The meat is roasting nicely.

roasted (a.) __________beef

roasting (a.)

10.logical

logic (n.)

e.g. It seemed the only logical thing to do.

11. claw vt. vi. (scratch)

__________ a hole in his shirt;

__________ at the door;

claw one’s way across,up,through;

claw their way up the cliff

__________ his face

(n.) a lobster’s claw

12.medium (a.)

a medium-sized cabbage

(n.)Television can be a __________ for giving information.

Step II. Exercises.

1. Read and translate the following words.

strait transform

fellow immigrate

claim pronounce

criminal strength

governor concept

resemble chew

diverse entire

lemonade barbecue

steak barrier

2. Form-changing

crime (a.) ___________________ govern (n.) _________________

pronounce (n.)________________ diverse (n.) ________________

wild (n.) _____________________ transform (n.) __________________

roast (a.) ______________________ immigrate (n.) _________________

logical (n.) ____________________ pointed (v.) _______________

differ (n.) ______________________ bush (a.) ______________

Period 2 Reading

Teaching Aims:

1. Learn about the outline, history and language of Australia.

2. Further develop the Ss’ reading ability and reading skills.

Teaching Procedures:

Step I Greetings.

Step II.Revision.

Step III Lead-in and Pre-reading.

Now open your books at Page 21. There’re 9 questions about Australia. Please work in pairs to discuss which questions will be answered in the passage and tick them.

Step IV. Language points.

Read the following sentences and translate them into Chinese.

1. The house was surrounded by high walls.

2. He went on a long train journey.

3. Those so-called friends of hers are a bad influence on her.

4. A complete change of climate transformed the area from desert into a swamp.

5. They went walkabout in the bush in Australia.

6. As a consequence, she lost everything she owned.

7. Smoking is harmful to your health.

8. She is suffering from loss of memory.

9. She claims (that) she is related to the Queen.

To be related to the Queen.

10. In Britain, elected representatives of the people govern the courntry.

11. She resembles her father in looks.

12. Her interests are very diverse.

13. The brothers differ widely in their taste.

14. make it +n./a.( for sb.) to do / that

She made it clear that she objected to the proposal.

He made it his duty to help others.

15.I won’t leave till / untill he arrives.

Not until he arrives will I leave.

It’s not until he arrives that I leave.

Step V. Read the text and learn the important sentences by heart.

Period 3 Reading

Step1 Revision

Read each sentence and underline the Predicative ,then translate it

1. She looks nice in her new dress.

2. The eggs have gone bad.

3. His idea proved to be right.

4. The problem remains unsolved.

5. The milk tastes sour.

Step2. Reading.

Para1 .be made up of

be surrounded by

be located between A and B

stand for =represent

Para2. create complex societies

Be highly developed

some…others ….

Para3 claim theeast coast for the British Crown

Make it possible for …to do….

as a consequence

have their land taken away

Para4 enjoy the same rights

It would be many years until….

Para5 have influence on …

Experience economic unrest

Para6 differ in….from…

be sure to do….

Step 3 Read aloud

Read the useful phrases and expressions aloud and try to remember them.

Period 4 Grammar Predicative

Teaching aims: Language study

Teaching important points: the use of the Predicative

Teaching procedures:

Step1.Revision

Have a dictation about the words and sentences.

Step2 Word study on page 24

Finish the exercises and check them.

Step3 Grammar

1.be He is strong. (adj)

The man is here .(adv)

He is a strong man .(n)

Mary is un the house .(prep)

2. become After ten years’ hard practice he finally became a successful pianist.

3.seem,appear,look She looks nice in her new dress.

He seemed much younger than he really was.

4 go, turn , fall .get ,grow

The eggs have gone bad.

Her face turned red when she was asked to speak.

He fell ill and had to stop the work at hand .

5 feel ,smell, taste, sound ,look.

The rose smells sweet.

The milk tastes sour.

6. prove, remain, stay, keep, stand , lie

His idea proved to be right.

The problem remains unsolved.

7. to do sth My job is to teach the disabled children.

To see is to believe.

8.V-ing The story sounds very moving.

His work is training animals.

9. V-ed He looked worried after reading the letter.

Are you prepared?

10. Clause This is how I cooked the fish.

The question is whether he will come or not.

He looks as if the storm is coming .

The reason is that he played too much.

Step4 Consolidation work

1. The purpose of new technologies is to make life easier, ____it more difficult.(make)

2. Cleaning women in big cities often get ______ by the hour.(pay)

3. Which do you think ________ best? (taste)

4. His suit has become loose . He seems ________weight.(lose)

5. ----Where is Tom ?He said he would meet me here at 3:00

---- He seems ________ with Mr Brown in the office. (talk)

Period 5 Integrating skills

Teaching aims: Train the students’ integrating skills, especially writing skills

Teaching Important points: Learn to write a paragraph about one animal

Teaching procedures:

Step1 revision

Read each sentence and underline the Predicative ,then translate it

6 She looks nice in her new dress.

7 The eggs have gone bad.

8 His idea proved to be right.

9 The problem remains unsolved.

10 The milk tastes sour.

Step2. Reading.

Task1 Ask and answer.

1. Why does Australia have so many plants and animals that cannot be found anywhere else in the world?

2. Why do kangaroos carry their young in a pocket of skin on their stomach?

3. In what way is Australia different from all the other countries in the world?

Task2 Language points

Para1 as old as time

feed …on

feed on

give birth to

Para2 in area

Para3 metals wines

where there is enough water

Para4 keep out …

for the task of ….

round up the cattle

Para5 depending on the area

all the year round

such a climate

roast a steak

on an open fire

go hiking

for holidays

Task3 Key sentences

1. Having been separated from other continents for …..

2. the USA has more than 14 times as many (as Australia has )

Step3 Writing

There are many unusual animals in Australia . Use the information to write a paragraph about one such animal.