人教新目标初中九年级英语全册

人教新目标初中九年级英语全册

学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 1 How do you study for a test? 1/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key words: vocabulary, flashcard ‎2.Target Language；‎ How do you study for a test?‎ I study by…….‎ 过程 方法 According to designing some tasks, train students’ listening skill.‎ 情感 态度 Maybe you find English frustrating sometimes. But remember not to give it up.‎ As we know, where there is a will, there is a way 教学重点 ‎1. Key words : vocabulary, flashcard ‎2. Target Language How do you study for a test?‎ I study by…….‎ ‎3. structure ‎ verb + by with gerund.‎ 教学难点 verb + by with gerund 教学内容及教师活动 学生活动 设计意图 Step 1 : Warm-up ‎1. Greetings.‎ ‎2. Ask some students about their summer holiday ‎ (Teacher shows a flashcard with the word Shanghai and asks one student.)‎ Teacher shows the others and teaches the word “flashcard” to the students. ‎ Step 2: Revision ‎ Read and translate some words they have learned.‎ Step2.Presentation I. Language Study Teacher writes the pattern on the blackboard:‎ ‎ -- How do you study for an English test?‎ ‎ -- I study for a test by + V.-ing Answer the questions and talk about their holidays.‎ Review the new word.‎ ‎1.Students can tell their ways freely with the pattern.‎ ‎)‎ ‎2. Students make ‎ 通过师生对于假期的对话，在轻松的氛围中为本课的学习掀开了序幕。‎ 为听力做铺垫。‎ 178‎ Make a list of their answers on the blackboard. Teacher can teach the “vocabulary” and “pronunciation” at the right time. ‎ II. ‎‎1a ‎1.Check the answers, after checking, read the ways to the students and ask students to put up their hands to show which things they checked. Count the numbers.‎ ‎2. Ask students to write down other ways they study for an English test. Then ask some to read their ways to the class. ‎ III. 1b ‎1. Play the tape.‎ ‎2. Check the answers with the students.‎ ‎3. Read the sample answer to the class and ask students to say the other two. ‎ Step3 Consolidation and extension ‎ ‎1. Read the instructions and the conversation to the class, and then ask students to make similar conversations.‎ ‎2. Ask some pairs to present their conversations. ‎ ‎3. Small competition: group in four, make sentences using structure (verb + by/with gerund).‎ ‎4.Make a survey : one student interview other students using the structures (How do you study …? I study by + v-ing .)‎ Show the results.‎ Step4 Summary conversations based on the pattern.( V. + by + V.-ing Do exercise in ‎‎1a Write some good ways what they use.‎ Students listen and write the letters for each one.‎ Make similar conversation by oneself.‎ Work in pairs to present their conversations.‎ Work in groups.‎ Interview.‎ 检测学生的听力水平。‎ 本环节通过group work这个活动，对本单元的基本句型进行机械操练，使学生能够脱口而出。‎ 通过两个小活动，使语言知识运用到实际交流中。‎ 板 书 设 计 Unit 1 How do you study for a test?‎ Section A The First Period ‎1. Ways of studying:‎ by working with Friends by making flashcards by reading the textbook by making vocabulary lists by listening to cassettes ‎ ‎2. Target language A: How do you study for a test?‎ B: I study by working with a group.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 1 How do you study for a test? 2/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 1. Key words: aloud, pronunciation，What about …?‎ 2. Target Language：‎ Have you ever studied with a group?‎ Yes, I have. I've learned a lot that way.‎ 过程 方法 According to designing some tasks, train students’ listening skill and communicative competence.‎ 情感 态度 If there is an English club in your school, join it to improve your English 教学重点 Key words : Key Vocabulary &Target Language Structure: verb + by with gerund.‎ 教学难点 What about…?‎ verb + by with gerund ‎ 教学内容及教师活动 学生活动 设计意图 Step1 Revision Check homework. Invite different students to report their discovery of new ways of studying that haven’t been introduced in the book or in class.‎ Step 2 Presentation I.‎‎ ‎‎2a This activity provides listening practice using the target language.‎ Call students’ attention to the picture. Ask, What do you think is happening? Who are they? ‎ Point to the list of questions in the box.‎ Get different students to read them to the class.‎ Play the recording for the first time.‎ Play the recording again. ‎ Check the answers with the whole class II. 2b Look at the picture and say .‎ 通过复习，使学生对上节课所学知识进行温习。‎ 为听力做铺垫。‎ 178‎ This activity provides listening practice using the target language.‎ Point to the list of answers in the box.‎ Get different students to read the answers to the class.‎ Point to the checked questions in Activity ‎2a.‎ Play the recording Check the answers with the whole class.‎ Step3 Consolidation and extension ‎ This activity provides oral practice using the target language. Invite a pair of students to read the sample conversation to the class.‎ Write the sample conversation on the blackboard.‎ Move around the classroom listening in on various pairs so as to check progress and help with pronunciation as needed.‎ After students have had a chance to practice several exchanges, ask pairs to come to the front of the room and act out their conversations.‎ Grammar Focus Invite a pair of students to say the questions and answers to the class.‎ Step4 Summary Listen and check the questions they hear. ‎ write the letters in the blanks Make conversations using information from Activities ‎2a and 2b with a partner.‎ 检测学生的听力水平。‎ 本环节通过pair work这个活动，对本单元的基本句型进行机械操练，使学生能够脱口而出。‎ 对知识进行梳理整理，便于记忆。‎ 板 书 设 计 Unit 1 How do you study for a test?‎ Section A The Second Period ‎1.Target language:‎ A: Have you ever studied with a group?‎ B: Yes, I have. I've learned a lot that way.‎ ‎2．I study by listening to cassettes.‎ I learn by studying with a group.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 1 How do you study for a test? 3/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary frustrating, memorize, specific, grammar, differently, frustrate, quickly, add, not at all, excited, end up ‎2. Target Language Do you write vocabulary lists?‎ Oh, yes. I do it often.‎ 过程 方法 ‎1. According to designing some tasks, train students' integrating skills.‎ ‎2. According to designing some tasks, train students' ability of social practice. ‎ 情感 态度 Maybe you find English frustrating sometimes. But do remember not to give it up. As we know, where there is a will, there is a way.‎ 教学重点 Listening, speaking, reading, and writing practice using the target language.‎ 教学难点 Train students' integrating skills.‎ 教学内容及教师活动 学生活动 设计意图 Step Ⅰ Revision ‎1. Revise the target language presented in previous classes by making up conversations.‎ ‎2.Show the key vocabulary words on the screen by a projector.‎ specific adj. 明确的；详细而精确的 memorize v. 记忆；背诵 grammar n. 语法；语法规则 differently adv. 不同地；有区别地 frustrate v. 使失望；使沮丧；使厌烦 frustrating adj. 令人沮丧的；令人失望的 quickly adv. 快地；迅速地 Work in pairs.‎ Read and spell 对单词进行复习，便于文章的理解。‎ 178‎ add v. 又说；继续说 not at all 根本(不)；全然(不)‎ excited adj. 激动的；兴奋的 end up 结束；告终 Say the words and have the students repeat again and again until they can pronounce the words fluently and accurately.‎ Step2 Presentation I‎.3a This activity provides reading and writing practice using the target language Call attention to the article. Read it to the class or ask a student to read it instead. Point to the chart beneath the article. Explain to the students that they will read the article and then write in the chart the ways of learning English that are unsuccessful, OK and successful for the students Lillian Li. Wei Ming and Liu Chang. Point out the sample answer. Help the students find the information in the reading.‎ Ask a student to read the sentence to the class.‎ Ask students to read the article again and complete the chart on their own. As students work, move around the classroom answering any questions they may have.‎ Write the correct answers on the black board so that students can check the spelling and other details of their answers.‎ Optional activity Ask students to create a chart like the one in Activity ‎3a on a sheet of paper. Then have students fill in the chart using information about their own ways of learning English. Encourage students to exchange their completed charts with others in the class.‎ II. 3b This activity provides oral practice using the target language. Read the instructions to the class. Ask students to find partners and decide who is student A and Listen and read the article.‎ Read by themselves ‎.‎ Work in groups.‎ Read and think.‎ 经过教师的引领，进一步对文章进行理解，锻炼学生独立思考能力。‎ 178‎ ‎ who is student B.‎ Point out the uncompleted sample conversation. Invite two more advanced students to say and complete the sample conversation.‎ Step 3 Consolidation ‎ Part 4 Interview This activity provides reading, writing, listening and speaking practice using the target language.‎ Read the instructions to the class. Focus attention on the chart. Get students to check what they do to learn English. You may wish to give an example from your own experience. Remind the students of the differences among often, sometimes and never. Invite a pair of students to say the sample conversation to the class.‎ Write the conversation on the blackboard.‎ Ask the students to work in pairs. Interview your partner and fill in the chart. As the students do this, walk around the room to make sure that they ask and answer questions in English and fill in the chart correctly.‎ If time permits, ask a few students to tell the class about the partners they have interviewed.‎ Step4 Summary Work in pairs.‎ DO the exercise in part 4‎ 将文章转化成对话，便于学生记忆，实用。‎ 通过此活动，让学生对本课内容进一步理解 ‎。‎ 将所学到的知识结合到实际生活当中，激发学生兴趣，能够更好记忆。‎ 板 书 设 计 Unit 1 How do you study for a test?‎ Section A The Third Period ‎1. Target language:‎ ‎ A: Do you write vocabulary lists?‎ ‎ B: Oh, yes. I do it often.‎ A: How do you study for a test?‎ B: I study by working with a group.‎ 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 178‎ 课题 Unit 1 How do you study for a test? 4/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key vocabulary:‎ spoken, make mistakes, comma, challenge, solution, later on, realize, be afraid to, laugh at, complete, secret, learner, take notes ‎ ‎2. Key structures:‎ I can’t understand spoken English.‎ I don’t have a partner to practice English with.‎ It wasn’t easy for me to understand the teacher when she talked to the class. ‎ 过程 方法 According to designing some tasks to train students’ listening、reading and writing ability.‎ 情感 态度 教学重点 ‎1. Key Vocabulary ‎2. Reading an article.‎ ‎3. Writing something using the target language.‎ 教学难点 Writing a letter using the target language.‎ 教学内容及教师活动 学生活动 设计意图 Step 1. Greetings and Lead-in ‎1. Check the homework.‎ ‎2. Read the new words and correct the pronunciation.‎ Step2 Presentation I ‎1a‎/1b ‎1. Read the instructions to the class.‎ ‎2. Ask students to find ways to solve them.‎ II. ‎‎2a ‎1.Play the tape.‎ ‎2. Check the results with the students.‎ III. 2b ‎1.Play the tape.‎ ‎2. Check the work with the students.‎ Read the words.‎ Work in groups.‎ Listen and do ‎‎2a Listen and do 2b Work in pairs.‎ 复习单词，为学习文章扫除障碍。‎ ‎。‎ 锻炼听力 178‎ Step3 Consolidation and extension ‎ I‎.2c Pair work ‎1. Read the instructions and the conversation to the class, then ask students to make similar conversations.‎ ‎2. Ask some pairs to present their conversations. ‎ II‎.3a ‎1.Show the question:” how she learned to learn English.”‎ ‎2. Focus students’ attention on the article and repeat after the tape. ‎ ‎3. Ask the students to write if the statements are true or false.‎ ‎4. Check the work with the students.‎ III. 3b ‎1. Read the instructions to the class. Point to the blanks in the letter. Explain that they can look back 2b and then fill in the blanks in the letter.‎ ‎2. Do the first two fill-ins with the students and ask them to complete the letter. Move around seeing if they need any help.‎ ‎3. Ask two or three students to read their completed letters to the class.‎ Step4 Summary ‎ Look ‎ Read after the tape.‎ Do exercise about ‎‎3a ask their difficult points on this article.‎ Read and write.‎ 培养学生阅读能力。‎ 训练学生写作能力。‎ 板 书 设 计 Unit 1 How do you study for a test?‎ A sample letter to Activity 3b:‎ Dear Wei Ming,‎ ‎ I know it isn’t easy to Learn English, but I have …,not every word. You also said that you often forgot a lot of new words. Well, try writing the new words in your notebook and studying at home. That helps a lot. If you keep on doing this, you will get good grades in English.‎ ‎ Your friend,‎ ‎ Liu Chan 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 178‎ 课题 Unit 1 How do you study for a test? 5/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key vocabulary:‎ look up, make up, deal with, be angry with, go by, try one’s best, break off, ‎ ‎2. Key structures:‎ Rich or poor, young or old, we all have problems. ‎ Time goes by.‎ It is sour duty to try our best to deal with each challenge in our education with the help of our teachers.‎ 过程 方法 According to designing some tasks to train students’ reading and writing ability.‎ 情感 态度 Maybe you find English frustrating sometimes. But do remember not to give it up. As we know, where there is a will, there is a way.‎ 教学重点 Read the text to identify main idea.‎ Read the text to understand words in context.‎ Read the text for special information.‎ 教学难点 Train students' reading skill.‎ 教学内容及教师活动 学生活动 设计意图 Step 1. Greetings and Lead-in ‎1. Check the homework.‎ ‎2. Read the new words and correct the pronunciation.‎ Step 2. Presentation I.Self Check ‎1. Read the instructions to the class.‎ ‎2. Ask students to fill in the blanks on their own. They may need to use another form of the word. ‎ ‎3. Check the answers with the students. Ask them to tell the reason they choose the word.‎ II. Reading ‎ ‎1. Section 1 ‎1a. ‎ Read ‎ Do part 1‎ Check the answers and tell the reasons.‎ Listen and have ‎ 复习单词，为理解文章做准备。‎ 培养学生独立思考能力，从而提高独立阅读能力。‎ 178‎ Read the instructions to the class and ask some students about their problems and how they dealt with them.‎ ‎2. Reading Section 2/3 ‎ ‎1. Find the words that are in 1b in Section 2 and guess their meanings.‎ ‎2.Give some questions about Section 2‎ ‎(1) What will happen if you worry about your problems?‎ ‎(2) What will happen if you are always angry with your friends?‎ ‎(3) What do students complain about school and what should they do?‎ ‎(4) How can you find your problems are not terrible?‎ ‎3. Underline some important expressions:‎ ‎ deal with, worry about, be angry with, time goes by, decide to do sth, complain about, It’s our duty to do sth, with the help of, compare one to another, regard… as…‎ ‎4. Answer students’ questions about understanding the article.‎ Step3 Summary ‎ discussion with teacher.‎ Think and guess.‎ Read again and do ‎3c according to Section 2.‎ Read the third time and answer the questions given by the teacher:‎ Make notes if they need and ask what they don’t understand.‎ Do the exercise ‎.‎ 敢于提出问题，挖掘文章内涵 板 书 设 计 Unit 1 How do you study for a test?‎ Period 5‎ ‎1 What will happen if you worry about your problems?‎ ‎2What will happen if you are always angry with your friends?‎ ‎3 What do students complain about school and what should they do?‎ ‎4 How can you find your problems are not terrible?‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 2 I used to be afraid of the dark. 1/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary used to, dark ‎2. Target Language Mario used to be short.‎ Yes, he did. Now he's tall.‎ 过程 方法 According to designing some tasks, train students' listening skill and communicative competence.‎ 情感 态度 Don't judge a person by his appearance.‎ 教学重点 ‎1．Target language ‎2．The structure: used to 教学难点 The structure: used to 教学内容及教师活动 学生活动 设计意图 Step 1 Revision ‎1．Check the homework exercises.‎ ‎2．Ask some individual students their ways of learning English.‎ Step 2 Presentation I‎.1a This activity introduces the key vocabulary. Call students' attention to the chart with the headlines Appearance and Personality.‎ Get students to fill in the chart individually.‎ Check the answers by asking different students to read their lists to the class. Make sure that all the students understand what each word means.‎ II.1b Answer the questions and say out their ways.‎ 复习。‎ 复习词汇，为听力做准备。‎ 178‎ The activity gives students practice in understanding the target language in spoken conversation.‎ Write two dates side by side on the blackboard. The first is today's date, including the year, and the second is the same day, but ten years ago.‎ Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words or phrases that describe him/her ten years ago.‎ Ask some more questions and add more examples to both columns.‎ Ensure that the blackboard ends up like this:‎ Sep. 10,2004 Sep. 10,1994‎ tall short long hair short hair ‎… …‎ Say, we use “used to” to talk about things that have changed.‎ Write the following on the blackboard:‎ Liu Chang used to be short, but she is tall now.‎ She used to have short hair, but she has long hair now.‎ Play the recording for the first time.‎ Play the recording again. This time,‎ Check the answers.‎ Step3 Consolidation and extension ‎ ‎1c This activity provides oral practice using the target language.‎ Read the instructions to the class.‎ Call students' attention to the conversation in the box. Invite a pair of students to read it to the class.‎ As students work. Listen in on various pairs checking progress and helping with pronunciation as needed.‎ After students have had a chance to practice several exchanges, ask pairs to come to the front of the room and act out their conversations.‎ Work follow the teacher.‎ Look and say ‎.‎ Listen to the tape only.‎ Students listen and fill in the blanks.‎ Read .‎ Look at the picture in Activity 1b. Have a conversation with a partner about people in the picture. Talk about how the people look now and how they used to look.‎ Show their work.‎ 从说到听，逐步递进。‎ 训练听力。‎ 反复练习，把知识口语化，达到熟练运用。‎ 178‎ Step4 Summary 板 书 设 计 Unit 2 I used to be afraid of the dark.‎ Section A The First Period ‎1．The structure: used to Sep.10,2004 Sep.10,1994‎ tall short long hair short hair ‎ ‎… …‎ Liu Chang used to be short, but she is tall now.‎ She used to have short hair, but she has long hair now.‎ ‎2．Target language:‎ A: Mario used to be short.‎ B: Yes, he did. Now he's tall.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 2 I used to be afraid of the dark. 2/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary be interested insure ‎2. Target Language I used to be really quiet.‎ Did you use to have straight hair?‎ Yes. I did. /No, I didn't.‎ 过程 方法 According to designing some tasks, train students’ listening skill and integrating skills.‎ 情感 态度 You should have the courage of your opinions.‎ 教学重点 ‎1．I used to be really quiet.‎ ‎2．Did you use to have straight hair?‎ Yes, I did./No, I didn't.‎ 教学难点 ‎1．Yes/No questions with used to ‎2．Statements with used to 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Check homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. ‎ Step 2 presentation ‎ I‎.2a This activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.‎ Point to the six words in the box and ask students to repeat each one. Make sure He/she reads out his/her article about the person in the picture.‎ Look at the picture and say .‎ Read the words.‎ 通过复习，使学生对上节课所学知识进行温习 ‎。‎ 178‎ ‎ students know the meaning of each word.‎ Play the recording for the first time.‎ Play the recording a second time. This time ask students to put a check in front of the words they hear.‎ Check the answers.‎ II. 2b This activity gives students practice understanding the target language in spoken conversation.‎ Play the recording.‎ Correct the answers.‎ Step3 Consolidation and extension ‎2c This activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.‎ Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.‎ Check the answers by calling on different pairs to say their conversations to the class. ‎ Step4 Summary only listen Listen and check the questions they hear. ‎ Students fill in the blanks with the words they hear.‎ Students check their answers.‎ Read the conversation aloud Work in pairs.‎ Start by reading the conversations in Activities 2b and ‎2c. Then make conversations about themselves.‎ 检测学生的听力水平。‎ ‎ ‎ 将所学知识转化为生活语言，便于使用。‎ ‎ ‎ 板 书 设 计 Unit 2 I used to be afraid of the dark.‎ Section A The Second Period Target language:‎ ‎1.I wasn't very outgoing.‎ ‎2．You used to have long hair.‎ ‎3．Did you use to have straight hair?‎ Yes, I did.‎ ‎4．Did you use to play the piano?‎ No, I didn't.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 2 I used to be afraid of the dark. 3/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary terrify, be terrified of, ‎ ‎2 .Talk about what you used to be afraid of and what you are still afraid of.‎ 过程 方法 ‎ According to designing some tasks, train students' integrating skills 情感 态度 Are you afraid of speaking in front of a group? Don't be so shy. Be confident of yourself. Practice more, and you will sure change.‎ 教学重点 Target Language Did you use to be afraid of the dark?‎ Yes, I did.‎ Are you still afraid of the dark?‎ No, I'm not. How about you?‎ 教学难点 Talk about what you used to be afraid of and what you are still afraid of using the target language.‎ 教学内容及教师活动 学生活动 设计意图 Step1 Revision Check homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them. Display some better ones in the classroom.‎ Show a student's work on the screen by a projector. Help him/her correct any errors.‎ Show their homework.‎ 178‎ Step 2 Presentation I‎.3a This activity provides reading and writing practice using the target language.‎ Point to the pictures and ask students to tell what is happening.‎ Draw students' attention to the chart. Read each of the four headlines and the list of items in the first column to the class.‎ Demonstrate how to fill in the chart with a good student orally.‎ Tell students where to put a check in the chart.‎ Ask students to complete the “I” column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of.‎ II. 3b This activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class.‎ Point out the list of items in the first column of Activity ‎3a.‎ Ask students to work with partners.‎ Walk around the room correcting any errors in pronunciation.‎ Ask several pairs to share their conversations with the class.‎ Check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions.‎ Step3 Consolidation and extension ‎ Part 4‎ This activity gives students an opportunity to use the target language to talk about themselves.‎ Read the instructions to the class. Ask ‎ Think and say.‎ Listen only.‎ Do ‎1a.‎ Read the conversation in pairs.‎ Ask their partner about these items and complete the “My partner” columns of the chart in pairs.‎ Ask and answer.‎ 培养学生独立阅读能力。‎ 培养学生的合作能力。‎ 通过此活动，让学生对本课内容进一步掌握。。‎ 178‎ a good student to give an example from his or her own experience. ‎ Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing.‎ Ask a few students to tell the class about the other students they have talked to. ‎ Give the example.‎ Work in groups.‎ 板 书 设 计 Unit 2 I used to be afraid of the dark.‎ Section A The Third Period Key Vocabulary Target Language terrify, be terrified of, Did you use to be afraid of the dark?‎ Yes, I did.‎ Are you still afraid of the dark?‎ No, I'm not. How about you?‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 2 I used to be afraid of the dark. 4/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary spider, insect , chew, gum，right, comic ‎2.Target Language ‎1）I used to eat candy all the time. Did you?‎ Yes, I did. And I used to chew gum a lot.‎ ‎2）Practice reading and writing using the target langue. ‎ 过程 方法 ‎1. According to designing some tasks to train students' ability to talk about what they used to be/do. ‎ ‎2. Train students' ability to get information in reading or in conversation.‎ ‎3. Train students' ability to express their ideas using the target language.‎ 情感 态度 ‎1. People surely change. Students should take good care of the process of their growth.‎ ‎2. Talk to your parents as often as possible so that you can understand each other better.‎ 教学重点 ‎1. Key Vocabulary spider, insect, chew, gum ‎2．Target Language I used to eat candy all the time. Did you?‎ Yes, I did. And I used to chew gum a lot.‎ ‎3. Practice reading and writing using the target language.‎ 教学难点 ‎1. Talk about what you used to be/do.‎ ‎2. Write a passage about how someone's life has changed.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision 178‎ Review the target language presented in this unit. Invite a student to come to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words “ used to” and the guessed activity, Demonstrate how to play the game.‎ Step 2 Presentation I‎.1 a This activity introduces new vocabulary words and provides practice with the target language.‎ Using pictures, teach students to practice the words spider and insect. Teach the word gum by holding up a gum. And teach the verb chew by chewing the gum. Call students' attention to the pictures.‎ Ask students to complete the work individually.‎ Check the answers by inviting different students to report his/her work .‎ II.1b This activity provides practice with the target language.‎ Point out the box under the pictures. Read the instructions to the class. As students work, move around the room offering language support and helping them with any words they want to use.‎ Get a student to write his/her sentences Look and say.‎ Look at the pictures and say what is happening in each picture.‎ Check the things they liked to do when they were children.‎ write some other things that they used to like to do when they were children on the lines in the box.‎ 复习本单元的重点句型。为以下听力做好准备。‎ 复习单词为听力做好准备。‎ 178‎ ‎ on the blackboard. Help correct any errors.‎ III‎.2a This activity provides listening practice using the target language.‎ Set a time limit of one minute. Ask students to look through the sentences in the box.‎ Point out the sample answer. Play the recording for the first time. Play the recording again. This time students check the sentences they hear.‎ IV.2b This activity gives students practice in understanding and writing the target language.‎ Call students' attention to the chart with the headlines In the past and Now.‎ Set a time limit of one minute for students to look through the uncompleted sentences.‎ Play the recording.‎ Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers.‎ Step3 Consolidation and extension ‎ I‎.2c This activity provides oral practice using the target language.‎ Ask a pair of students to read the sample Look through the sentences in the box.‎ Listen and check the sentences they hear.‎ Listen and fill in the blanks with the words they hear.‎ Read in pairs.‎ 通过听力检测学生对重点句型的理解程度。‎ 训练学生的独立思考能力。‎ 178‎ ‎ conversation to the class.‎ II. ‎‎3a This activity provides reading practice using the target language.‎ Teach the words right and comic.‎ Call students' attention to the article. Invite a student to read it to the class. Correct any pronunciation errors to make sure the student provides a good model for the rest of the class.‎ Point out the chart. Elicit the first answer from the class: Rose Tang then: had so much time. Guide students to find out the information in the reading. It says when I was young, I used to have so much time, …‎ Get students to do the work on their own. As they work, move around the classroom and offer help if necessary.‎ III.3b This activity provides reading and writing practice using the target language.‎ Read the instructions to the class.‎ Read the letter to the class. Do the first one or two fill-ins with the class.‎ Ask students to work individually. Walk around the room checking progress answering questions as needed.‎ Ask different students to read their completed letters to the class.‎ Read the words.‎ Read the article.‎ Read the article and complete the chart.‎ Complete the letter on their own. They may use the information from the chart in Activity 2b.‎ 为学生的写作做好准备。‎ 训练学生的写作能力，并检测对本单元基本句型的掌握情况。‎ 178‎ IV‎.3c This activity provides writing practice using the target language.‎ Read the instructions to the class.‎ Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlines Used to and Now on the blackboard.‎ Show a sample version on the screen by a projector as a guide.‎ Ask students to do the activity individually. As they begin to write, move around the room providing help as needed. It doesn't matter whether they only write a sentence or a longer article.‎ Ask students to read their articles to a partner.‎ If there isn't enough time for all the students to finish the article, allow them to finish it after class.‎ V‎.4a This activity provides reading, writing, listening and speaking practice using the target language.‎ Read the instructions to the class.‎ Focus attention on the chart. Set a time limit of one minute. ‎ Write an article about the things that they used to do and that they still do to describe how their life has changed since primary school. Use these suggestions on the blackboard with their ideas to write their article. They may also use the articles in Activities ‎3a and 3b as a model.‎ Students read the headlines at the top and at the sides.‎ 178‎ Demonstrate how to fill in the chart with a good student to provide a good model for the rest of the class.‎ Ask students to complete the work on their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents.‎ VI.4b This activity provides oral practice using the target language.‎ Read the instructions to the class.‎ Ask students to complete the work in groups.‎ Ask a few students to tell the class about the other students they have talked to.‎ Step4 Summary Do ‎‎4a Work in groups.‎ 培养学生的团结合作能力。‎ 板 书 设 计 Unit 2 I used to be afraid of the dark.‎ Section B The Fourth Period ‎1．Target language:‎ A: I used to eat candy all the time. Did you?‎ B: Yes, I did. And I used to chew gum a lot.‎ ‎2．Used to Now play chess study very late draw pictures wear glasses not wear glasses like maths ‎ … …‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 2 I used to be afraid of the dark. 5/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary chatline, be made up of, symbol, secret code, comprehend ‎ ‎2. Write an article using the target language.‎ 过程 方法 According to designing some tasks to train students' writing skill.‎ According to learning text to train students' ability of identifying main idea, understanding words in context and reading for special information.‎ 情感 态度 Everyone surely changes. You should care for your own growth.‎ 教学重点 ‎1．Write an article using the target language.‎ ‎2. Read the text to identify main idea.‎ 教学难点 ‎1. Train students' reading skill.‎ ‎2. Train students' writing skill.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision ‎ 1. Ask some questions about ‎‎3a Step 2 Presentation I.Self Check ‎ 1. Read the words in the top. ‎ 2. Fill in the blank with the words given.‎ 3. check the answers.‎ 4. Read the sentences.‎ 5. Make sentences with the words given.‎ Answer the questions.‎ Read after the teacher.‎ Do exercise 1 by oneself.‎ Work in groups.‎ 检查学生课下复习情况。‎ 对本单元的词汇用法进行检测。‎ 178‎ II.Writing ‎ ‎1. Move around the classroom and give some help .‎ ‎2.Show a good one to the class.‎ III. Words study ‎ ‎1. Learn the new words in this passage death afford cause himself patient in the end decision make a decision head teacher necessary to one’s surprise exactly even though take pride in no longer attention pay attention to five up waste not …any more ‎ IV Section 1 ‎ 1. Ask Ss to read Part ‎1 in the book . ‎ V Section 2‎ 1. Ask Ss to read the text and answer the questions.‎ A. How old is Martin Murrary ? ‎ B. What did he use to be ?‎ C. How was he a problem child? not interested in studying / got into trouble with the police D. What is Martin afraid of after his father died?‎ E. What did his mother do after his father died? work – look after – ‎ F. What decision did she make?‎ G. What cause Martin change his life ?‎ H. What is the main idea of this passage?‎ 2. Play the tape.‎ 3. Language points : a fifteen –year-old boy can’t afford to pay for get 1. Look at the pictures and tell the differences between the pair of the pictures.‎ 2. Write about the pictures.‎ 3. Give the answers in class.‎ Read after the teacher.‎ Read and Write notes of their own.‎ Read the passage in three minutes.‎ Answer the questions.‎ The Ss listen and read aloud.‎ Listen and make notes.‎ 通过前几课时的训练，检测学生独自写作的能力。‎ ‎。‎ 为更好学习文章做好准备 由问题解答检测学生理解文章程度。‎ 178‎ ‎ into trouble make a decision a boys’ boarding school it’s.. to do… to one’s surprise even though not any longer take pride in pay attention to a top student VI Section 3‎ 1. Put the sentences into the correct place in the reading.‎ 2. check the answers.‎ Step 3 Summary Read the sentences in the box.‎ Do ‎3a,3b 通过习题，对文章进一步理解。‎ 板 书 设 计 Unit 2 I used to be afraid of the dark.‎ The fifth Period A. How old is Martin Murrary? ‎ B. What did he use to be?‎ C. How was he a problem child? not interested in studying / got into trouble with the police D. What is Martin afraid of after his father died?‎ E. What did his mother do after his father died? work – look after – ‎ F. What decision did she make?‎ G. What cause Martin change his life?‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 3 Teenagers should be allowed to choose their own clothes. 1/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary allow, drive, pierce, driver, license, silly ‎2. Target Language I think teenagers should be allowed to go out with their friends.‎ I agree. They …‎ ‎3. Structure should be allowed to 过程 方法 According to designing some tasks, train students' listening skill and students' communicative competence.‎ 情感 态度 Students should do what they are allowed to do and avoid doing what they aren't allowed to do.‎ 教学重点 ‎1．Target language ‎2．The structure: should be allowed to 教学难点 The structure: should be allowed to 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Show the following on the screen by a projector.‎ go out at night collect stamps be alone at home ask the teacher questions drink milk Read after teacher.‎ Make sentences with the phrases above using the structure used to. Both statements and questions are acceptable.‎ 复习词汇. ‎ 178‎ read English magazines eat eggs write letters Step 2 Presentation I‎.1a This activity focuses on vocabulary words and the structure “should be allowed to. ” Show the new words on page 18 on the screen by a projector.‎ allow v. 允许，准许 drive v. 驾驶；驾车 pierce v. 刺穿；刺破 license(=licence) n. 执照；许可证 silly adj. 愚蠢的；傻的 Say the words and have students repeat over and over again until they are pronounced fluently and accurately.‎ Write the words “can do” and “can't do” side by side on the blackboard. Then ask students questions about things that their parents say they can and can't do.‎ Now write on the blackboard the headlines “ is allowed to” and “ isn't allowed to” instead of “can do” and “can't do”.‎ The blackboard looks like this:‎ is allowed to isn't allowed to surf the Internet play soccer ball ‎… …‎ Give an sample sentence using the Read after teacher.‎ Answer the questions with “can do ” “can’t do ” .‎ Repeat the sentence.‎ 学习新的词汇，为练习口语和做准备。‎ 用生活中的实际例子激起学生对知识的兴趣。‎ 178‎ ‎ structure above.‎ ‎ (Write the sentence on the blackboard) ‎ Read the instructions to the class. Set a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read them aloud to the class instead.‎ Ask students to tell you what their attitude to each sentence is.‎ ‎ When all the students are finished, ask students to raise their hands to show which things are or aren't allowed to do.‎ Discuss the results with the class.‎ II. 1b This activity gives students practice in understanding the target language in spoken conversation.‎ Read the instructions to the class. Get students to read the three sentences in the box silently.‎ Play the recording for the first time. ‎ Play the recording a second time. ‎ Check the answers.‎ Step3 Consolidation and extension ‎ ‎1c This activity provides oral practice using the target language.‎ Read the instructions to the class.‎ Read the sentences in ‎1a.‎ Have a discussion and circle A for agree or D for disagree for each sentence on their own.‎ Read the sentences in 1b ‎ ‎ Listen to the tape only.‎ Students listen and circle T or F Work as teacher 培养学生的合作和独立思考能力。‎ 把知识点口语化便于学生记忆。‎ 178‎ Call students' attention to the phrases in the left box. Invite a student to read them to the class.‎ Invite another student to read the statements in Activity ‎1a.‎ Focus attention on the conversation in the right box. Ask a pair to read it to the class. ‎ Demonstrate a new conversation with another student using the phrases in the left box.‎ As students work in pairs, move around the room listening in on various pairs and giving pronunciation and language help as needed.‎ After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations.‎ ‎ says.‎ Work with a partner. Make conversations using the phrases in the box and the statements in Activity ‎1a.‎ 此处体现学生的合作和创新能力。‎ 板 书 设 计 Unit 3 Teenagers should be allowed to choose their own clothes.‎ Section A The First Period ‎1．The structure: be allowed to is allowed to isn't allowed to surf the Internet play soccer ball ‎ … …‎ She is allowed to surf the Internet. He isn't allowed to play soccer ball.‎ ‎2．Target language A: I think teenagers should be allowed to go out with their friends.‎ B: I agree. They need to relax.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 3 Teenagers should be allowed to choose their own clothes. 2/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary earring, instead of ‎2. Target Language I think students should be allowed to do homework with friends.‎ I disagree. They talk instead of doing homework.‎ Sixteen-year olds should not be allowed to drive.‎ I agree. They aren't serious enough at that age.‎ Do you think sixteen-year-olds should be allowed to work at night?‎ No, I don't.‎ 过程 方法 According to designing some tasks, train students' listening skill and students' communicative competence.‎ 情感 态度 You should have the courage of your opinions.‎ 教学重点 Target language 教学难点 Agreement and disagreement 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Play a game to review the structure be used to do.‎ Write sentence starters on separate pieces of paper as follows:‎ Work as teacher says.‎ 通过游戏复习，让学生在轻松的氛围中对上节课所学知识进行温习。‎ 178‎ I'm allowed to …; My brother isn't allowed to …; Students should not allowed to …; Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. Set a time limit of five minutes. Each team writes as many sentences and reasons as they can. When time is up, collect their answers. Each team gets one point for each correct sentence and one point for each correct reason. The team which gets the most points wins the game.‎ Step 2 Presentation ‎ I‎.2a This activity provides practice understanding the target language in spoken conversation.‎ Point to the picture and ask students what is happening. Elicit answers from students.‎ Point to the statements in the chart.‎ Have students look them through. Answer any questions students raise to make sure they comprehend each sentence.‎ Play the recording for the first time. ‎ Play the recording again.‎ ‎ Check the answers.‎ Look at the picture and think about what is happening.‎ look the statements in the chart through.‎ Only listen.‎ This time students listen and check what Kathy thinks and circle if Molly 培养学生从图片中理解内容的能力，为看图作文打基础。‎ 训练听力。‎ ‎ ‎ 178‎ II. 2b This activity provides practice in understanding the target language in spoken conversation.‎ Point to the list of reasons in the box. Invite a student to read them to the class. ‎ Play the recording again. ‎ Check the answers.‎ Step3 Consolidation and extension ‎ I‎.2c This activity provides oral practice using the target language.‎ Read the instructions to the class, Ask students for suggestions that teenagers should and should not be allowed to do. Remind them to look back at Activities ‎1a and ‎2a. ‎ Point to the sample conversation. Invite a pair of students to say it to the class, completing the sentences.‎ Have students work in pairs. Move around the room listening in on various pairs and offering any help they may need.‎ Check the answers by asking different pairs to say their conversations to the class. Step II. Grammar Focus Ask different pairs of students to say ‎ Agrees, Disagrees or Doesn't know.‎ Read the list of reasons in the box Listen and number the reasons.‎ Review and work in pairs to make conversation.‎ Work in pairs to read the statements and questions in Grammar Focus .‎ Have a discussion.‎ 对上节课所学知识进行进一步复习。‎ 对知识点进一步总结，便于学生记忆，实用。‎ 178‎ ‎ the statements and questions. Write them on the blackboard. Check how well students understand each sentence by asking a student to repeat it in his/her own words. Point out I disagree, I agree and Do you think …? If necessary, give students more practice.‎ Grammar note Don't explain the structure “ be allowed to” to students. It's too complex for students to understand at this point. So it can be studied almost as if it were a vocabulary item at this level.‎ Step4 Summary 板 书 设 计 Unit 3 Teenagers should be allowed to choose their own clothes.‎ Section A The Second Period Target language:‎ ‎1．I think students should be allowed to do homework with friends.‎ I disagree. They talk instead of doing homework.‎ ‎2．Sixteen-year-olds should not be allowed to drive.‎ I agree. They aren't serious enough at that age.‎ ‎3．Do you think sixteen-year-olds should be allowed to work at night?‎ No, I don't.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 3 Teenagers should be allowed to choose their own clothes. 3/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1、 Key Vocabulary stay up ‎2、 Target Language What rules do you have at home?‎ Well, I'm not allowed to go out on school nights. How about you?‎ I'm not allowed to go out on school nights either. But I can study at a friend's house.‎ 过程 方法 According to designing some tasks, train students' integrating skills.‎ 情感 态度 Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents' advice.‎ 教学重点 ‎1．Talk about what oneself is or isn't allowed to do using the target language.‎ ‎2．Ask for what someone is or isn't allowed to do using the target language.‎ 教学难点 Train students' integrating skills by task-based activities.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Play a game to review the structure be or be not allowed to.‎ Divide the class into groups. Each group is asked to make a list of school rules.‎ The group which writes down the most Play the game .‎ Review the structure be or be not allowed to.‎ 178‎ ‎ rules within five minutes wins the game.‎ Step 2 Presentation I‎.3a This activity provides reading and writing practice using the target language.‎ Point to the picture and ask students to describe it.‎ Invite a pair of students to read the conversation to the class.‎ Ask a student to read the sample answers to the class.‎ Get students to complete the chart individually. Remind them to use “Don't” and “You can”.‎ As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.‎ II. 3b This activity provides listening and speaking practice using the target language.‎ Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.‎ Ask students to cover the conversation in Activity ‎3a. Using the information in the chart, make new conversations in pairs. Get Look at the picture in ‎3a and describe it.‎ Read the conversation Read it again and ‎ write Sun Fei's and Wu Yu's rules in the chart Work in pairs to read the conversation in 3b and complete the last sentence.‎ Work in pairs.‎ 此处训练学生独立思考能力。‎ 将所学知识用到实际生活中去。‎ 178‎ ‎ students to complete the work in pairs. Move around the room checking progress and offering any help students need.‎ Ask several pairs to share their conversations with the class.‎ Step3 Consolidation and extension ‎ Part 4‎ This activity provides reading, writing, listening and speaking practice using the target language.‎ Read the instructions to the class.‎ Call students' attention to the chart. Set a time limit of one minute.‎ Demonstrate how to fill in the chart with a student.‎ Have students to ask different students in the class and find three people who have to follow each of the rules in the chart.‎ Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing.‎ Ask several students to tell the class what they learned. ‎ Optional activity Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the Students read the headlines at the top and at the sides.‎ Do an interview.‎ 通过此活动，让学生对本课内容进一步掌握并能熟练运用。‎ 178‎ ‎ book. Get them to complete the activity by going around the class and filling in the chart.‎ Step4 Summary 板 书 设 计 Unit 3 Teenagers should be allowed to choose their own clothes.‎ Section A The Third Period Target language:‎ A: What rules do you have at home?‎ B: Well, I'm not allowed to go out on school nights. How about you?‎ A: I'm not allowed to go out on school nights either. But I can study at a friend's house.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 3 Teenagers should be allowed to choose their own clothes. 4/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1、 Key Vocabulary be strict with, take a test, pass a test, fail a test ‎2、 Target Language I think Peter should be allowed to take the test later.‎ I don't agree.‎ I think the school has to have rules.‎ 过程 方法 According to designing some tasks to train students' listening skill and students' ability to talk about agreement and disagreement.‎ 情感 态度 It's good manners to be on time.‎ 教学重点 ‎1．Review some key vocabulary words and target language.‎ ‎2．Talk about agreement and disagreement.‎ 教学难点 Talk about agreement and disagreement.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Competition: Write “are allowed to” and “aren't allowed to” on the blackboard. Divide the class into groups.‎ Each group is asked to write down as many things as they can think of about what teenagers are or aren't allowed to do. See which group can think of the most items for each category.‎ Step 2 Presentation Work as the teacher says.‎ 激发学生兴趣，对所学知识进行复习，使记忆更加深刻。‎ 178‎ I‎.1a This activity reviews the use of always, sometimes, usually and never.‎ Point to the picture. Ask students to describe what is happening in the picture.‎ Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.‎ Read the instructions and remind students of the exact meanings of the adverbs of frequency.‎ Ask students to write A after things they always do, U after things they usually do, S after things they sometimes do and N for things they never do.‎ II. 1b This activity provides oral practice using the target language.‎ Point out the sample conversation. Ask a pair of students to say it to the class.‎ As the pairs work together, walk around the room offering help if necessary.‎ Ask several pairs to share their conversations with the class.‎ Look at the pictures and say what is happening in each picture.‎ Students finish the task on their own in ‎ ‎1a Pair work.‎ Talk with his/her partner about his/her answers in Activity ‎1a.‎ 对看图作文能力进行培养。‎ 178‎ III‎.2a This activity provides practice in understanding the target language in spoken conversation.‎ Play the recording for the first time. ‎ Play the recording a second time. ‎ Check the answers.‎ IV.2b This activity provides listening practice using the target language.‎ Point to both the numbered and lettered lists of item in the box.‎ Point out the sample answer. Read the sentence “Peter is going to fail a math test to the class. ”‎ Play the recording again. ‎ Check the answers.‎ Step3 Consolidation and extension ‎ ‎2c This activity provides oral practice using the target language.‎ Call students' attention to the statements in the box. Say them to the class.‎ Ask three students to read the sample conversation to the class, completing the sentences.‎ Divide the class into groups of four. ‎ Students only listen.‎ Students listen and circle the things that they hear.‎ Match the sentence parts as they hear on the tape ‎.‎ Listen and look.‎ Discuss the statements with 把知识点转化为听力，在实际情境中检测学生对知识的理解程度。‎ 培养学生合作讨论、分析能力。‎ 178‎ As the groups work together, walk around the room offering help as needed. Ask some groups to say a few lines of their conversations to the class.‎ Step4 Summary ‎ their group.‎ 板 书 设 计 Unit 3 Teenagers should be allowed tochoose their own clothes.‎ Section B The Fourth Period Target language:‎ A: I think Peter should be allowed to take the test later.‎ B: I don't agree.‎ C: I think the school has to have rules.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 3 Teenagers should be allowed to choose their own clothes. 5/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1 Key Vocabulary the other day, learn from, at present, local finish, clear up, ‎ ‎2 Make sentences using vocabulary words.‎ ‎3 Write a letter using the target language.‎ 过程 方法 According to designing some tasks to improve students' ability of reading comprehension and writing.‎ 情感 态度 Every thing has its advantages and disadvantages. So treat things critically.‎ 教学重点 ‎1. Practice reading and writing.‎ ‎2. Fill in blanks and make sentences using vocabulary words.‎ ‎3. Write a letter using the target language.‎ 教学难点 ‎1．Improve students' ability of reading comprehension.‎ ‎2．Improve students' ability of writing.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Have a dictation about this class.‎ Step 2 Presentation I‎.3a This activity provides reading practice using the target language.‎ Call students' attention to the article.‎ Read it to the class.‎ Point to the five questions beneath the ‎ Write follow the teacher.‎ Answer the first 检查学生课下复习情况，为本节课做好准备。‎ 培养学生独立思考能力。‎ 178‎ article. Elicit the first answer from the class . ‎ Ask students to read the article again and answer the questions individually.‎ As students work, move around the room answering any questions they may have. When students are finished, ask the questions orally and ask students to answer.‎ Check the answers.‎ II. 3b This activity provides oral practice using the target language.‎ Point to the sample conversation. Ask a pair of students to read it to the class.‎ Get students to complete the activity in pairs. As the pairs work together, walk around the room offering language and pronunciation support as needed.‎ Ask some pairs to show their conversation.‎ Step3 Consolidation and extension ‎ ‎ I.Part 4‎ This activity gives students an opportunity to practice listening, speaking, reading and writing using the target language.‎ Write the rules on the blackboard.‎ ‎1. Members are allowed to use ‎ question together.‎ Read and answer the questions individually.‎ Read.‎ work with a partner. Start by reading the sample conversation Then make new conversations using the information in Activity ‎3a.‎ Make a list of rules about what should and should not be allowed along with students.‎ 培养学生合作精神，练习口语。‎ 鼓励学生大胆想象，勇于提出自己观点。‎ 178‎ ‎ English-English dictionaries.‎ ‎2．Members aren't allowed to speak Chinese but English.‎ ‎3．Members aren't allowed to be late.‎ ‎4．…‎ Point to the sample conversation. Invite a pair of students to say it to the class.‎ Ask students to make conversations using the information on the list of rules. Walk around the room offering help as needed. Get different pairs to share their conversations with the class.‎ II.self check Part 1‎ This activity provides a comprehensive review of vocabulary presented in the unit.‎ Focus attention on the box. Invite a student to read the vocabulary words at the top.‎ Ask students to fill in the blanks on their own.‎ Check the answers. Five students each read a sentence , the rest of the students check their answers.‎ III.Part 2‎ This activity provides reading and writing practice using the target language.‎ Read the instructions to the class.‎ Call attention to the article. Read it Make conversations using the information on the list of rules.‎ Fill in the blanks with the words.‎ 对本单元的词汇知识进行复习。‎ 由阅读向写作过渡，逐步训练学生写作能力。‎ 178‎ ‎ to the class. Explain the new vocabulary perform and primary.‎ Point to the letter beneath the article. Ask students to complete the work on their own on a separate piece of paper. Show the sample version on the screen by a projector. Students may use it as a model.‎ Dear Editor,‎ I would like to reply to the article “Helping and Learning” in your last newsletter. I agree with some ideas and disagree with others. The article said that students should be allowed to volunteer more often. I think it's a good idea. Because volunteering is good for future jobs. However, I don't agree to the suggestion that students should visit primary schools and help teach young students. I think we are just students. We have no experience in teaching. We should do something we can.‎ Yours,‎ Wei Ming Hand in their work.‎ Step4 Summary Read and write.‎ 板 书 设 计 Unit 3 Teenagers should be allowed to choose their own clothes.‎ The Fifth Period A list of rules:‎ ‎1 Members are allowed to use English-English dictionaries.‎ ‎2 Members aren't allowed to speak Chinese but English.‎ ‎3 Members aren't allowed to be late.‎ ‎4 …‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 3 Teenagers should be allowed to choose their own clothes. 6/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 Key Vocabulary achieve realistic succeed ‎ 过程 方法 According to designing some tasks to improve students' ability of reading.‎ 情感 态度 教学重点 Practice reading 教学难点 Improve students' ability of reading comprehension.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Have a dictation about this class.‎ Step 2 Presentation I‎.1a This activity allows students to give their opinions about the responsibilities they have as teenagers.‎ Ask some students to say how old they are and what grade they are in. write up the grade and age of the students. Ask about the age of students in other grades and list them on the board. Ask them to talk in groups and decide on the age of a teenager (13-19).‎ Ask the groups to list some rules that they agree should be obeyed, both at school and at home. share their ideas with the class.‎ II.1b This activity expects each student to Write follow the teacher.‎ Work in groups to have a discussion.‎ 检查学生课下复习情况，为本节课做好准备。‎ 培养学生独立阅读能力。‎ 178‎ ‎ make a decision and tell the group what it is.‎ Ask the groups to look at the title questions. Each student must decide on an answer. Each group will report how many YESes and NOs they have. Find out the result for the entire class.‎ III. While You Read Ask students to read the passage once without stopping for general understanding. When most students have finished reading, ask for a show of hands to indicate they have enderstood the general idea.‎ Ask some student to give examples of language they don’t know and want to be able to use. Discuss the meanings of these words or phrases. Ⅳ ‎‎3a This activity allows the students to actively use some new language from the reading.‎ Ask students to find and underline the three phrases.‎ ‎ ‎ V 3b This activity develops the idea of the difference of opinion between Liu Yu and his parents. ‎ Ask students to give some examples of how they know their parents care about them.‎ Tell students to find examples in the reading that show Liu Yu’s parents love him.‎ Ask students to list examples to show that Liu Yu is unhappy with his parents’ attitude.‎ Check the answers.‎ VI ‎‎3c This activity expects students to decide if they agree with Liu Yu or his parents.‎ ‎ Go around listening in on the conversations. Help with vocabulary and the expression of ideas and thoughts. Encourage students to refer to the information in the reading.‎ VII Go For It Ask students to write a schedule that Read the title questions and make a decision.‎ Read the passage.‎ Work in groups to have a discussion.‎ Read the passage again.‎ Write an example of their own.‎ Read the passage again and do exercise in 3b.‎ Work in pairs to discuss the question.‎ Do part 4‎ 通过小组活动，锻炼学生合作精神。‎ 178‎ ‎ plans their time for schoolwork and hobbies. As they do this, move around the room and offer help as needed.‎ Ask students what the benefits are of a schedule like this.‎ Suggest students share this plan with their parents when they go home.‎ Step3 Summary 板 书 设 计 Unit 3 Teenagers should be allowed to choose their own clothes.‎ Key Vocabulary achieve realistic succeed 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 4 What would you do? 1/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1．Key Vocabulary lottery, million, medical, research ‎2. Target Language Look. This girl won a million dollars in the lottery.‎ Wow! What would you do if you won a million dollars?‎ I'd give it to medical research.‎ ‎3. Structure I would/I'd do 过程 方法 According to designing some tasks, train students' listening skill and communicative competence.‎ 情感 态度 If you won a million dollars, you'd buy a big house, buy a car and so forth. However, do remember it's really being cool to realize your dream through great efforts.‎ 教学重点 ‎1．Target language ‎2．The structure: I would/I'd do 教学难点 The structure: I would/I'd do 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Review the structure “should be allowed to” by asking students to make sentences about school rules.‎ Step 2 Presentation I‎.1a This activity focuses on vocabulary and structures introduced in the unit.‎ Make sentences.‎ 复习。‎ 178‎ Read the instructions to the class.‎ Call students' attention to the words in the box. Ask a student to read them to the class.‎ Ask students what they would do if they have a lot of money?‎ Get students to complete the task. First individually, then in groups.‎ As they work, walk around the room checking progress and offering any help they may need.‎ Collect answers from students on the blackboard.‎ Answers will vary but should include a mixture of ideas for helping themselves and others.‎ II.1b This activity gives students practice understanding the target language in spoken conversation.‎ Read the instructions to the class.‎ Read the question in the speech bubble.‎ Explain the word lottery to students.‎ Point to the pictures. Ask students to describe them one by one.‎ Play the recording for the first time. ‎ Play the recording again. ‎ Check the answers.‎ Read the sentences.‎ Add more ideas to the list. Then share your answers with other students.‎ Look and say in groups.‎ Students only listen.‎ Students listen and number the pictures in the order they hear 复习词汇，为听力做准备。‎ ‎。‎ 从说到听，逐步递进, 训练听力。‎ 178‎ Step3 Consolidation and extension ‎ ‎ ‎‎1c This activity provides oral practice using the target language.‎ Read the instructions to the class.‎ Call students' attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.‎ Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.‎ After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.‎ Step4 Summary ‎ them.‎ Read in pairs.‎ Pretend they are the people in the picture. Talk with their partner about what they would do if they won a million dollars.‎ 将知识结构由实际生活中的常见实例展现出来，引起学生兴趣，便于更好应用。‎ 板 书 设 计 Unit 4 What would you do?‎ Section A The First Period Target language:‎ A: Look. This girl won a million dollars in the lottery.‎ B: Wow! What would you do if you won a million dollars?‎ A: I'd give it to medical research.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 4 What would you do? 2/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary tie ‎2. Target Language What would you do if you won a million dollars?‎ I'd give it to charities.‎ If I were you, I'd wear a shirt and tie.‎ If I were you. I'd take an umbrella.‎ 过程 方法 According to designing some tasks, train students' listening skill and communicative competence.‎ 情感 态度 Two heads are better than one. Give some direction to those who are in trouble.‎ 教学重点 ‎1．Listening Practice ‎2．Target language 教学难点 Train students' ability to use the target language.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Invite a student to come to the front of the class and ask if you had 100, 000 yuan, what would you buy? Students take turns answering his/her question.‎ Step 2 Presentation I.‎‎ ‎‎2a This activity provides practice understanding the target language in spoken Students talk about how to spend a large amount of money.‎ 通过复习，使学生对上节课所学知识进行温习。‎ 178‎ ‎ conversation.‎ Focus attention on the picture. Ask students to describe it. ‎ Point to the list of reasons. Invite a student to read them to the class.‎ Play the recording the first time. ‎ Play the recording a second time. ‎ Check the answers.‎ II. 2b This activity provides listening practice using the target language.‎ Read the instructions to the class.‎ Point to the list of sentences. Invite a student to read them to the class.‎ Play the recording again. ‎ Check the answers.‎ Step3 Consolidation and extension ‎ I‎.2c This activity provides oral practice using the target language.‎ Point to the list of Larry's worries in the box. Invite a student to read them to the class.‎ Ask students to look back at the list of checked sentences.‎ Look at the picture and say .‎ Read the sentences.‎ Read the words.‎ Students only listen.‎ students listen and circle the reasons.‎ Read the sentences.‎ Students listen and check the things.‎ Read the sentences.‎ Look back at the list of checked 为听力做铺垫。‎ 检测学生的听力水平。‎ 同‎2a ‎ ‎ 进行口语训练，把知识转化为自己生活中的用语。并对‎2a 178‎ Read the instructions to the class. Ask students to make conversations using information from Activities 2b and ‎2c.‎ Ask a pair of students to demonstrate a conversation to the class.‎ After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.‎ Optional activity Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.‎ II. Grammar Focus Ask different students to read the question and answer and the statements to the class.‎ Write them on the blackboard.‎ Show a picture of someone in a lion's cage on the screen by a projector. Ask students questions using the target language .‎ Get several more examples from other students.‎ ‎ sentences.‎ Make sentences in pairs.‎ Read the sentences.‎ Answer the questions about the picture.‎ Make notes if 和2b的知识进行复习。‎ 让学生用本课知识解决实际生活的实际问题。‎ 对知识进行整理，设计一幅图片，检测学生对语言结构的实际运用。‎ 178‎ Explain the using of word “would” and “were”.‎ Step4 Summary ‎ needed.‎ 板 书 设 计 Unit 4 What would you do?‎ Section A The Second Period Target language:‎ A: What would you do if you won a million dollars?‎ B: I'd give it to charities.‎ A: If I were you, I'd wear a shirt and tie.‎ B: If I were you, I'd take an umbrella.‎ A: What would you do if you were in a lion's cage?‎ B: I'd call for help.‎ C. I'd get out fast.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 4 What would you do? 3/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary pimple, trouble ‎2. Target Language I'm too tired to do well. What should I do?‎ If I were you, I'd take a long walk before going to bed.‎ 过程 方法 According to designing some tasks ， train students' reading skills and integrating skills.‎ 情感 态度 Everyone may have some trouble. Don't worry.‎ 教学重点 Target language 教学难点 Give advice using the target language.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Get students to talk about what they would do if a teacher criticized them.‎ Step 2 Presentation I‎.3a This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.‎ Point out the pieces of advice on the right. Get different students to read them to the class.‎ Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.‎ Have a discussion.‎ Read the sentences.‎ Read .‎ 对上节课所学知识进行复习。‎ 178‎ Ask students to match each problem on the left with the correct advice on the right. Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.‎ Check the answers.‎ II. 3b This activity provides oral practice using the target language.‎ Read the instructions to the class. Invite a pair of students to read the sample conversation.‎ Ask students to think of different advice for the problems in Activity ‎3a.‎ Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I'd watch TV to relax my mind.‎ Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.‎ After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.‎ Step3 Consolidation and extension ‎ Part 4‎ This activity provides writing, listening and speaking practice using the target language.‎ Read the instructions to the class. Get a pair of students to say the sample conversation to the class.‎ Point out the sample answers in the chart. Say, What problems do you have at Work in pairs.‎ Work individually to complete the activity on their own.‎ Read the conversation in pairs.‎ Think by oneself.‎ Work in pairs to make new conversation.‎ Read the conversation.‎ Make a list in the chart. Then ask their classmates for advice and write their advice 培养学生独立分析能力。‎ 培养学生的解决问题能力。‎ 178‎ ‎ home? At school? Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.‎ Check the answers by asking different pairs of students to say their conversations to the class.‎ Optional activity Ask, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.‎ Step4 Summary ‎ in the chart too.‎ Work in pairs.‎ 创设一个实际情境，激起学生兴趣，对本课知识进一步掌握。‎ 板 书 设 计 Unit 4 What would you do?‎ Section A The Third Period Some good advice:‎ ‎......‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 4 What would you do? 4/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary energetic, confident, public, in public, permission ‎2. Target Language What would you do if someone asked you to be in a movie?‎ I'd say yes.‎ 过程 方法 According to designing some tasks to train students' ability to identify words in context and listening skill.‎ 情感 态度 Enable students to realize that confidence is a good personality.‎ 教学重点 ‎1．Key Vocabulary ‎2．Target Language 教学难点 ‎1．Listening practice using the target language.‎ ‎2．Use the target language.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Say, If I had a day off today, what would I do? Encourage students to give advice using sentences beginning with if I were you, I'd … or you should … See how many pieces of advice students are able to think of.‎ Step 2 Presentation I‎.1a This activity reviews earlier vocabulary and introduces some new words.‎ Have a discussion and make sentences.‎ 对上节课重点语言结构进行复习。‎ 为学生完成‎1a练习做准备。‎ 178‎ ‎ Introduce the key vocabulary words on page 29 by showing them on the screen by a projector.‎ energetic adj. 有活力的；精力充沛的 ‎ confident adj. 自信的；有把握的 public n. & adj. 公众(的)；公共(的)‎ in public 当众；公开的 Read the words one by one and have students repeat several times.‎ Read the instructions to the class.‎ Point to the five words above the box. Invite a student to read them to the class. Ask students to tell what each word means. For example, for the word outgoing, a student might say, outgoing means friendly.‎ Focus attention on the five numbered sentences in the box. Point out the sample answer. Ask students to think about which word would work best in each blank.‎ Walk around the room offering help as needed.‎ Correct the answers.‎ II.1b This activity provides oral practice using the target language.‎ Read the instructions to the class.‎ Call students' attention to the sample conversation. Invite a pair of students to read it to the class.‎ Repeat the words.‎ ‎.‎ Practice in pairs Make conversations to tell each other what words in ‎1a to 训练由认知词汇到使用的能力。‎ 178‎ Have students practice in pairs. As they work, walk around the classroom checking progress and offering language support as needed. ‎ Have a few pairs of students to share their conversations with the class.‎ III‎.2a This activity provides listening practice using the target language.‎ Call students' attention to the chart. Point to the list of questions underneath the headline “What would you do…” Ask different students to read them to the class. Correct any pronunciation and intonation errors.‎ Play the recording the first time.‎ Play the recording a second time. ‎ Check the answers.‎ IV.2b This activity provides listening practice using the target language.‎ Point to the list of answers underneath the headline “I would …” Ask different students to read them to the class.‎ Play the recording again. ‎ Check the answers.‎ Step3 Consolidation and extension ‎ ‎2c ‎ describe himself/herself.‎ Read .‎ Only listen.‎ Listen and check the answers Celia asks.‎ Listen and circle Bill's responses.‎ 178‎ This activity provides oral practice using the target language.‎ Point to the sample conversation in the box. Invite a pair of students to read it to the class.‎ Point out the personality survey in Activity ‎2a. Get students to work in pairs. As the pairs work together, move around the classroom offering language and pronunciation support as needed.‎ Check the answers by asking different pairs to share their conversations with the class.‎ Step4 Summary Read in pairs.‎ Work in pairs. Ask and answer the questions in the survey.‎ 把自己的具体 情况用本节重点句型练习，激发兴趣、加深记忆。‎ 板 书 设 计 Unit 4 What would you do?‎ Section B The Fourth Period ‎1．Key vocabulary:‎ energetic confident public in public ‎2．Target language:‎ A: What would you do if someone asked you to be in a movie?‎ B: I'd say yes.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 4 What would you do? 5/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary pretty, social, in the slightest, fairly, get along with, ‎ let … down, come up with ‎2. Read the e-mail from Fran, and write a reply.‎ 过程 方法 According to designing some tasks to train students' ability of reading comprehension and writing.‎ 情感 态度 Sometimes you might annoy people because you are so confident. In fact, being a good listener is an art.‎ The reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.‎ 教学重点 ‎1．‎Reading ‎2．Writing 教学难点 ‎1．Reading ‎ ‎2．Writing 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Hold a quick survey around the class. Ask what would you do if …‎ ‎1 the teacher asked you to give a speech in front of the whole school?‎ ‎2 your brother borrowed your clothes without permission?‎ ‎3 someone asked you to be in a movie?‎ ‎4 you wanted to be friends with a new student?‎ Encourage students to give different Answer the questions.‎ 对本单元的重点句型继续复习。‎ 178‎ ‎ answers to each question.‎ Step 2 Presentation I.‎‎ ‎‎3a This activity introduces key vocabulary words and provides reading practice using the target language.‎ Read the words which in this lesson one by one and have students repeat them several times.‎ Call students' attention to the personality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. ‎ Read the Activity ‎3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.‎ Get students to complete the activity on their own.‎ Check the answers.‎ II.3b This activity provides reading and writing practice using the target language.‎ Read the instructions to the class.‎ Ask students to write their own personality survey.‎ ‎ Give another example on the blackboard.‎ Repeat the words after teacher.‎ Read the paragraphs Reread the personality survey results again and decide which letter goes in each paragraph.‎ Work in groups.‎ 为本节课扫清词汇障碍。 ‎ 此活动对提高学生的学习兴趣会有很大鼓动。‎ 对学生的情感进行正确培养。‎ 178‎ If a friend misunderstood you, would you a, tell him/her it is a misunderstanding at once?‎ b. want to explain to him/her, but have no courage?‎ c. invite him/her to dinner and explain?‎ Get students to work individually.‎ ‎ As they work, move around the room checking their works and offering language support.‎ Step3 Consolidation and extension ‎ I. Part 1‎ This activity provides a comprehensive review of vocabulary presented in the unit.‎ Focus attention on the box. Invite a student to read the vocabulary words at the top.‎ Ask students to fill in the blanks on their own.‎ Check the answers. ‎ II.Part 2‎ This activity provides reading and writing practice using the target language.‎ Read the instructions to the class.‎ Teach students to practice the words represent, let … down and come up with. Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the e-mail again carefully and discuss what they Work individually.‎ Fill in the blanks on their own.‎ Read and write.‎ 学生独立写作，教师给予协作，既培养学生独立写作能力，教师又能及时发现问题。‎ 178‎ ‎ are going to write in the reply. Move around the room answering any questions students have in the reading.‎ Get students to write a reply on their own.As students do this, walk around the room offering any help they may need.‎ Ask a few students to read their replies to the class and share their solutions.‎ Step4 Summary 板 书 设 计 Unit 4 What would you do?‎ The Fifth Period An example to Activity 3b:‎ If a friend misunderstood you, would you…‎ a. tell him/her it's a misunderstanding at once?‎ b. want to explain to him/her, but have no courage?‎ c. invite him/ her to dinner and explain?‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 4 What would you do? 6/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 Key Vocabulary downstairs correct burn offer ‎ 过程 方法 According to designing some tasks to train students' ability of reading comprehension.‎ 情感 态度 教学重点 Reading 教学难点 Reading‎ `‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Have a dictation about this class.‎ Step 2 Presentation I.‎‎ section 1‎ This activity encourages students to consider the differences between an accident and a problem, and how accidents happen and what problems teenagers face.‎ Draw a picture of a sad face on the board. Ask students what things in their lives make them sad. Write“accidents on the left and examples of”problem” on the Write follow the teacher.‎ Work in groups to have a discussion about the question the teacher says.‎ 检查学生课下复习情况，为本节课做好准备。‎ 在开课之前让学生进行讨论，可以激发学生对本课的兴趣，以便更好的开展教学。‎ 178‎ ‎ right.‎ Divide the class into groups. Ask them to discuss the two questions and note down a) a list of accidents, and b) what the group decides is the biggest problem for teenagers.‎ Share each group’s ideas and compare the results. Make sure students understand the difference between an accident and a problem.‎ II.While You Read Ask students to look at the artwork and the cartoon and then draw on their knowledge to say what this reading is.‎ Ask students to notice the format.‎ Ask students to repeat the reading aloud in pairs, changing over for each page.‎ III.After You Read ‎1.3a This activity shows the knowledge and common sense students already have.‎ Ask students to pool the knowledge they have to answer the two questions.‎ Discuss the questions with the students.‎ ‎2.3b This activity develops students’ ability to consider and rank according to knowledge Read the conversation and do some work as the teacher says。‎ ‎.‎ Work in pairs to discuss the questions in ‎‎3a 再次通读文章，然后进行讨论，加深对文章的理解程度。‎ 178‎ Ask students to go through the accidents mentioned in the reading and discuss how serious each one is.‎ Discuss answer with the class.‎ ‎3.3c This activity asks students to personalize the information and talk about their own experience.‎ Ask each student to answer the question and check or not check the box.‎ Have a class discussion to see how many students share the same experience and followed the advice given in the book.‎ IV.Go For It Ask students to write one more “accident” Question and Doctor’s answer, and one more “Problem and Advice” using the same language style as in the reading.‎ Take the examples of each student and write them up on a computer if available.‎ Step3 Summary Read the conversation again and discuss in groups.‎ Work as the teacher says.‎ 板 书 设 计 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 5 It must belong to Carla 1/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary belong, belong to, plate. author, toy, picnic ‎2. Target Language Whose book is this?‎ It must be Mary's. Wanda Wilbur is her favorite author.‎ 过程 方法 According to designing some tasks, train students' listening skill and communicative competence using the target language.‎ 情感 态度 When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.‎ 教学重点 ‎1．Key vocabulary ‎2．Target language 教学难点 ‎1．Listen for the target language ‎2．Oral practice using the target language 教学内容及教师活动 学生活动 设计意图 Step 1 warm up Show some new words in this unit.‎ Step 2 Presentation I‎.1a This activity introduces the key vocabulary.‎ Focus attention on the picture. Have students point to each item and say its name. ‎ Get students to complete the task on their own, As they work, move around the room Repeat after teacher.‎ Look at the picture and write 为学习新句型做好准备。‎ 对词汇的进一步复习。‎ 178‎ ‎ checking their progress and answering any questions they may have.‎ Show the correct answers on the screen by a projector.‎ II.1b This activity gives students practice in understanding the target language in spoken conversation.‎ Call students' attention to the chart. Set a time limit of two minutes. ‎ Play the recording the first time. ‎ Play the recording again. ‎ Step3 Consolidation and extension ‎ ‎1c This activity provides oral practice using the target language.‎ Point to the picture in Activity 1b. Invite a pair of students to say the conversation in the speech bubbles.‎ Point out the conversation in the box. Invite another pair of students to say it to the class.‎ Point out the chart in Activity 1 b. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.‎ ‎ the things you see in the correct columns in the chart.‎ Read the persons, the things and the reasons Only listen.‎ Listen and match each person with a thing and a reason.‎ Work with a partner. Start by reading the conversations in the picture and in the box. Then make conversations using the information in the chart in Activity 1b. Talk about whom each thing might belong to and give a reason.‎ 将知识点融入实际生活，便于实用。‎ 178‎ After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.‎ Step4 Summary 板 书 设 计 ‎ Unit 5 It must belong to Carla ‎1. Key Vocabulary belong, belong to, plate. author, toy, picnic ‎2. Target Language Whose book is this?‎ It must be Mary's. Wanda Wilbur is her favorite author.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 5 It must belong to Carla 2/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary band, hair band ‎2. Target Language Whose notebook is this?‎ It must be Ning's. It has her name on it.‎ Whose French book is this?‎ It could be Ali's. She studies French.‎ Whose guitar is this?‎ It might belong to Alice. She plays the guitar.‎ Whose T-shirt is this?‎ It can't be John's. It's much too small for him.‎ 过程 方法 According to designing some tasks, train students' listening skill and writing skill.‎ 情感 态度 Use your mind, then make inferences correctly.‎ 教学重点 ‎1．Listening and writing practice using the target language.‎ ‎2．Make inferences using the target language.‎ 教学难点 Make inferences using the target language.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Revise the conversations in 1b. Get different pairs of students to talk about who each thing might belong to and give a reason.‎ Look at the picture and say .‎ 通过复习，使学生对上节课所学知识进行温习。‎ 178‎ Step 2 Presentation ‎ I‎.2a This activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band. Point to the numbered list with blank lines after each number.‎ Play the recording the first time. ‎ Play the recording a second time.‎ ‎ Check the answers.‎ II. 2b This activity provides listening and writing practice using the target language.‎ Call students' attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line.‎ Play the recording.‎ Check the answers.‎ Point to the box that contains the explanations of how to use the words must, might, could and can't. Read the explanations to the class.‎ And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example,‎ ‎. ‎ Only listen Students write the correct words in each blank.‎ Students listen and fill in the blanks.‎ Make new sentences.‎ 检测学生的听力水平。‎ ‎ ‎ 178‎ ‎ for the word must, a student might say, The English magazine must be Li Lei's. He likes reading English magazines very much.‎ III‎.2c This activity provides writing practice using vocabulary introduced in the unit. Read the instructions to the class. Point to the list of sentences that contain a blank. Elicit the first answer from the class (The notebook must/might be Ming's. It was on her desk) .‎ Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed.‎ Check the answers.‎ IV.Grammar Focus Ask students to say the questions and answers in pairs.‎ Invite a student to underline the words must, could, might and can't and then write them in a list on the blackboard.‎ Ask students, what does it mean when you, say something must be true? How sure are you that it is true? 100 percent? 50 percent? 10 percent?‎ When a student answers 100 percent, write it next to the word must on the blackboard.‎ Fill in the blanks with the words from this unit.‎ Work in pairs, ask and answer.‎ Answer the questions.‎ 让学生参与，对本节内容的实际运用进一步理解。‎ 178‎ Repeat the process with the words might, could and can't.‎ Step3 Summary 板 书 设 计 Unit 5 It must belong to Carla ‎1. Key Vocabulary band, hair band ‎2. Target Language Whose notebook is this?‎ It must be Ning's. It has her name on it.‎ Whose French book is this?‎ It could be Ali's. She studies French.‎ Whose guitar is this?‎ It might belong to Alice. She plays the guitar.‎ Whose T-shirt is this?‎ It can't be John's. It's much too small for him.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 5 It must belong to Carla. 3/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary symphony, optometrist, appointment, algebra, crucial, because of, ‎Chinese-English‎ Oxford ‎University ‎2. Target Language What do you think “anxious” means?‎ Well, it can't mean “happy”.‎ It might mean “worried”.‎ Oh, yes, she is worried because of her test.‎ 过程 方法 According to designing some tasks, train students' reading skill and communicative competence using the target language.‎ 情感 态度 When you are in trouble, send an e-mail message to your friends to ask for help.‎ 教学重点 ‎1．Reading practice ‎2．Ora1 practice using the target language 教学难点 ‎1．Key vocabulary ‎2．Target language 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Revise the usage of the words must, might, could and can't by checking homework.‎ Step 2 Presentation I.‎‎ ‎‎3a This activity provides reading practice using the target language.‎ 复习。‎ 178‎ Call students' attention to the picture.‎ Ask students to tell what's happening in the picture.‎ Point to the parts of the e-mail message.‎ Check the answers.‎ II.3b This activity provides oral practice using the target language.‎ Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.‎ Get students to talk about the circled words in Activity ‎3a. Use the words can't, must, could or might as in the sample. circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop ‎ Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share Look and say.‎ Read the parts carefully and Number them in order.‎ Circle the new words.‎ Read the conversation in pairs.‎ Make new conversations.‎ ‎.‎ Read the words.‎ 注重学生的观察和表达能力。‎ 掌握句型结构，用所学知识解决实际问题。‎ 通过此环节，既培养了学生口语，也让学生慢慢掌握如何解决阅读过程中的生词问题。‎ 178‎ ‎ their conversations with the class. Make a list of the words students are talking about on the blackboard.‎ drop v. ‎ symphony n.‎ opotometrist n.‎ appointment n.‎ algebra n.‎ crucial adj.‎ count v.‎ because of Practice the pronunciation of these words and explain the meaning of each word.‎ Step3 Consolidation and extension ‎ ‎ Part 4‎ This activity provides oral practice using the target language.‎ Call students' attention to the picture. Get students to name each item in it. Write the new words Chinese-English dictionary and Oxford‎ ‎University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.‎ Focus attention on the chart with the headlines Can't, Could/might and Must at the top. Point out the sample answer.‎ Read the instructions to the class.‎ Get students to complete the task in Look and read the conversation.‎ Work in pairs and fill the chart.‎ 通过此活动，让学生对本课内容进一步掌握。‎ 178‎ ‎ pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.‎ Ask some pairs to say their conversations to the class.‎ Step4 Summary 板 书 设 计 Unit 5 It must belong to Carla.‎ Section A The Third Period ‎1．Vocabulary words:‎ drop v.‎ symphony n.‎ optometrist n.‎ appointment n.‎ algebra n.‎ crucial adj.‎ count v.‎ because of Chinese-English dictionary Oxford‎ ‎University ‎2．Target language:‎ A: What do you think “anxious” mean?‎ B: Well, it can't mean “happy”.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 5 It must belong to Carla. 4/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1. Key Vocabulary chase, creature ‎2. Target Language Why do you think the man is running?‎ He could be running for exercise.‎ No, he's wearing a suit. He might be running to catch a bus.‎ 过程 方法 According to designing some tasks to train students' listening skill and writing skill.‎ 情感 态度 The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.‎ 教学重点 ‎1．Listening practice ‎2．Writing practice 教学难点 ‎1．Write two or three sentences to finish the story.‎ ‎2．Listen and complete the sentences.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision ‎1．Invite a student to read the thank-you message Linda wrote to Anna to the class.‎ ‎2．Get different pairs of students to read the conversations in Activities 3b and 4.‎ Step 2 Presentation I. Part 1‎ Read the message and the conversations.‎ 对上节课所学知识进行复习。‎ 178‎ This activity provides writing practice using the target language.‎ Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.‎ Get students to look at the three pictures carefully. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.‎ Check the answers on the blackboard.‎ II‎.2a This activity gives students practice understanding and writing the target language in spoken conversation.‎ Read the instructions to the class. Point to the three pictures in Activity 1. ‎ Play the recording the first time. ‎ Play the recording again. ‎ Check the answers.‎ Encourage students to write two or three sentences to finish the story.‎ Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.‎ III.2b Repeat the words in the box Look at the pictures and write a sentence about each picture.‎ Only listen.‎ Listen and number the pictures.‎ Write two or three sentences to finish the story.‎ 训练学生的写作能力。‎ 听写结合，对听力的要求更高一层。‎ 178‎ This activity gives students practice listening and writing the target language.. Explain the meaning of the word creature to the students.‎ Play the recording once or twice, using the Pause button as necessary.‎ Show the answers on the screen by a projector so that students can check the spelling and other details of their answers.‎ The man says …‎ ‎1．He could be running for exercise.‎ ‎2．It could be a helicopter.‎ ‎3．It must be an Alien.‎ ‎4．She could be from the TV news.‎ The woman says …‎ He might be late for work.‎ It must be a UFO.‎ I must be dreaming.‎ They must be making a movie.‎ Step3 Consolidation and extension ‎ ‎‎2c This activity provides oral practice using the target language.‎ Point out the sample conversation in the box. Invite a pair of students to read it to the class.‎ Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and ‎ Listen and complete the sentences.‎ Start by reading the conversation in the box with their partner. Then role play conversations using information 把所学知识口语化，时学生的记忆更加深刻，使用更加便捷。‎ 178‎ offering help as needed. ‎ Ask several pairs to say their conversations to the class.‎ Step4 Summary ‎ in Activity 2b.‎ 板 书 设 计 Unit 5 It must belong to Carla.‎ Section B The Fourth Period ‎1．Answers to Activity 1:‎ a. The UFO is landing.‎ b. The alien is chasing the man.‎ c. The man is running.‎ ‎2．Target language:‎ A: Why do you think the man is running?‎ B: He could be running for exercise.‎ A: No, he's wearing a suit. He might be running to catch a bus.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 5 It must belong to Carla. 5/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary extremely, garbage, mystery, director, escape, ‎ ‎2. Target Language In my dream, I was swimming in an ocean of paper.‎ Maybe it means you're afraid of too much homework!‎ 过程 方法 According to designing some tasks to train students' reading skill、writing skill and integrating skills.‎ 情感 态度 教学重点 ‎1．Reading practice ‎2．Writing practice 教学难点 ‎1．Reading practice ‎2．Writing practice 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Collect pictures from students on the teacher's desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:‎ T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?‎ S1: He must be a student.‎ Look and answer the questions.‎ 对上节课所学知识进行复习。‎ 178‎ S2: He could be having a dream.‎ S3: He might like reading books.‎ S4: …‎ Step 2 Presentation I‎.3a This activity provides reading practice using the target language.‎ Show the key vocabulary words on page 38 on the screen by a projector.‎ extremely adv. 极其；非常 worried adj. 烦恼的；焦虑的 neighbor n. 邻居；邻人 garbage n. 垃圾；废料 mystery n. 神秘的事物；不可思议的事物；谜 director n. 决策者；董事；导演 escape v. 逃跑；逃走 ocean n. 大海；海洋 Read the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. Call students' attention to the article.‎ Read it to the class.‎ ‎ Get students to complete the task individually. As they work, walk around the classroom answering any questions they may Read the words after the teacher.‎ Answer the questions.‎ Read the article individually and underline what people think could be causing the strange things ‎ 解决生词，为学生更好理解文章做好准备。‎ 178‎ ‎ have and offering help as needed.‎ Check the answers II.3b This activity provides reading and writing practice using the target language.‎ Get students to discuss any words or sentences they don't know in Activity ‎3a with one another. Call students' attention to the three sets of notes. Ask different students to read them to the class.‎ Ask students to write another paragraph about Bell‎ ‎Town using these notes. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class.‎ Write the sample version on the blackboard.‎ III‎.3c This activity provides writing practice using the target language.‎ Read the title No more mystery in Bell‎ ‎Tower neighborhood to the class and explain the meaning of the word mystery.‎ Invite a student to read the opening sentences to the class. Divide the class into groups of four to discuss what should be included in the article.‎ Two or three minutes later, stop the activity. Ask students to finish the article ‎ that are happening in Bell‎ ‎Tower.‎ Read the article again and discuss any words or sentences they don't know in Activity ‎3a with one another.‎ Write paragraph Have a discussion.‎ Do ‎‎3c 培养学生集体合作精神，积极思考，敢于发问。‎ 仿写是训练写作的很好途径。‎ 178‎ about the strange events in Bell‎ ‎Tower. Use the ideas they discussed along with original ideas of their own to complete the article.‎ As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.‎ Step3 Consolidation and extension ‎ ‎ Part 4‎ This activity provides reading, writing, listening and speaking practice using the target language.‎ Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.‎ Ask students to think of a dream they had recently and tell their classmates about it. Let classmates guess what the dream might mean. Ask different pairs to tell the class about their dream and what they may mean.‎ Step4 Summary Look 、think and read.‎ Work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language.‎ 此活动可大大激发学生兴趣，对教学的实施和知识的记忆有很大帮助。‎ 178‎ 板 书 设 计 Unit 5 It must belong to Carla.‎ Section B The Fifth Period A sample version to Activity 3b:‎ These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn't think so. My neighborhood used to be quiet. But now everyone is worried. I don't know what to do.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 5 It must belong to Carla. 6/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary ant, dishonest, bark, wake, pretend, use up, attempt ‎2. Fill in blanks and make sentences using vocabulary words.‎ ‎3. Learn some proverbs.‎ 过程 方法 According to designing some tasks to train students' writing skill and reading comprehension.‎ 情感 态度 We'll benefit a lot by learning proverbs.‎ 教学重点 ‎1．Make sentences using vocabulary words.‎ ‎2．Say the meanings of different proverbs in your own words.‎ 教学难点 ‎1．Make sentences using vocabulary words.‎ ‎2．Say the meanings of different proverbs in your own words.‎ 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Ask several students to read the newspaper article in Activity ‎3a to the class.‎ Step 2 Presentation I. Part 1‎ This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box Invite a student to read the vocabulary words at the top.‎ anxious strange worried careful favorites ‎ Read the words.‎ 对上节课所学知识进行复习。‎ 178‎ Ask 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.‎ II.Part 2‎ This activity provides reading, writing, listening and speaking practice using the target language.‎ Show the vocabulary words on the screen by a projector.‎ finger n. 手指 stone n. 石头；石块 ant n. 蚂蚁 poor adj. 贫穷的；贫困的 dishonest adj. 不诚实的 bark v. (狗等)吠声；叫声 wake v. 唤醒；弄醒 pretend v. 假装；佯若 use up 用完；用光；耗尽 attempt v. 试图；企图 Read the words and have students repeat them until they can pronounce them fluently and accurately.‎ Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.‎ Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students.‎ Ask students to read the proverbs. Discuss with your classmates what they might mean.‎ Fill in the blanks with the words.‎ Read after the teacher.‎ 178‎ Get students to work in groups of four. As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.‎ III. Part 3‎ This activity focuses on the new vocabulary introduced in this unit.‎ Ask students to read the five lines of words in the box.‎ Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Get students to complete the task on their own. As they are doing this, move around the classroom checking their progress and offering help as needed.‎ Check the answers by asking a student to read. ‎ Step3 Summary Read the proverbs. Discuss with your classmates what they might mean.‎ Do part3‎ 培养学生探究精神。‎ 检测学生对词汇词性、意思的掌握程度。‎ 板 书 设 计 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Review of units 1～5 1/2‎ 教学媒体 A tape recorder , CAI ‎ 教 学 目 标 知识 技能 ‎1． Listening practice using the target language.‎ ‎2． Oral practice using the target language.‎ 过程 方法 ‎1. According to listening to train students’ listening skill.‎ ‎2．According to oral practice to train students’ speaking skill.‎ 情感 态度 教学重点 ‎1. Listening practice using the target language.‎ ‎2. Oral practice using the target language.‎ 教学难点 Train students’ listening skill and speaking skill.‎ 教学内容及问题情境 学生活动 设计意图 Step1 Revision ‎ 1. Dictate some vocabulary words in units 1～5.‎ ‎ 2. Choose four or five words. Encourage students to make sentences with them.‎ Step 2 Presentation.‎ Ⅰ‎.1a 1． Check that they understand what they need to do by having one or two students complete other answers.‎ 2． Ask the students to do the crossword individually or in pairs.‎ 3． Check the answers.‎ Ⅱ1b ‎1.Explain to students that they need to write clues like the clues for the crossword in activity ‎1a.‎ ‎2.Ask the students to work in pairs.‎ Write some vocabulary on their exercise book ,and make sentences with some of them.‎ Read the clues and complete the crossword.‎ Choose words from units 1-5 and write a clue for each word . Read the clues to your partner. He or she guesses the words.‎ 复习1-5单元重点短语，进行知识巩固。‎ 游戏方式复习已学短语。‎ 运用已学语言创作有特色的语言。‎ 178‎ Ⅲ. ‎‎2a ‎1.Ask the students to pay attention to the four pictures. ‎ ‎2.Play the recording ,students listen and match the conversations with the correct pictures by writing the numbers in the boxes.‎ ‎3.Check the answers.‎ Ⅳ.2b ‎1.Set a time limit of two minutes. Students go through the lists of questions.‎ ‎2.Ask the students to listen to the same recording again, complete the four different questions next to the pictures in Activity ‎2a.‎ ‎3.Let students check their answers in pairs, and then with the whole class.‎ Ⅴ. ‎‎2c ‎1.Read the instructions to the class.‎ Point out the sample conversation in the box. Invite a pair of students to read it to the class.‎ ‎2.Ask the students to work with a partner and use the information in activity 2b.‎ ‎3.Ask several pairs of students to say their conversations to the class.‎ Step 3 Summary Listen and match the conversations with the correct pictures by writing the numbers in the boxes.‎ Listen again . Complete the four different questions next to the pictures in Activity ‎2a.‎ Role play ,‎ Practice the conversations in activity 2b with their partner.‎ 运用已学知识，进行听力练习。‎ 运用所学知识进行口语练习，提高口语表达能力。‎ 板 书 设 计 Review of units 1～5‎ The First Period Target Language:‎ A: What would you do if you saw a big bicycle accident?‎ B: If I saw a bicycle accident I would...‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Review of units 1～5 2/2‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1．Oral practice talking about things they used to do.‎ ‎2．Oral particle talking about things they should be allowed to do.‎ 过程 方法 ‎1． Train students’ speaking skill.‎ ‎2． Train students’ writing skill.‎ 情感 态度 教学重点 ‎1. Talk about things they used to do.‎ ‎2. Talk about things hey should be allowed to do.‎ 教学难点 Train students’ speaking and writing skills.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision Check homework. Ask different students to say their conversations to the class.‎ Step 2 Presentation ‎ Ⅰ.Part 3‎ ‎1.Point out the sample conversation in the box. Ask the students to work in pairs like that and fill in the blanks ‎2.Invite a pair of students to say it to the class. The B student should think of something to finish the conversation.‎ ‎3.Ask several pairs to say their conversations to the class. Answers will vary.‎ Ⅱ. Part 4‎ ‎1.Get students to complete these sentences using their own experience. 2.Point out the sample conversation in the box. Invite a pair of students to read it to the class.‎ ‎3. Ask the students to work in pairs.‎ ‎4.Ask several pairs of students to say their conversations to the class.‎ Answers will vary.‎ Ⅲ. Part 5‎ Say their conversations to the class Work in pairs and fill in the blanks. ‎ Complete these sentences using their own experience and then work in pairs.‎ 复习上节课所学知识。 ‎ 复习已学知识，提供口语练习的机会。‎ 完成主观任务，练习口语交际。‎ 178‎ ‎1.Read the instructions to the class. ‎ Get students to write a list thing teenagers should be allowed to do using their own experience.‎ ‎2. invite a student to read them to the class.‎ ‎3.Ask students to role play the conversation in the box. Move around the class offering help as needed.‎ Ⅳ.Part 6‎ ‎1.Read the instructions to the class.‎ Point out the sample conversation in the box. Invite a pair of students to read it to the class.‎ ‎2.Ask the students to write their own responses.‎ ‎3. Ask students to work in group of three.‎ Ⅴ .Part 7‎ ‎1.Focus students’ attention on the instructions and the example .Have two students model the sample conversation.‎ ‎2.Ask the students to look at the pictures and discuss with their partners what they look like.‎ ‎3.Ask the students to share their answers as conversations with the class.‎ Part 8‎ ‎1.Ask the students to answer the questions on the blank lines. Get students to complete the task individually.‎ ‎2.Point out the sample conversation in the box. Invite a pair of students to say it to the class.‎ ‎3.Ask the students to work with a partner. ‎ ‎4.Ask several pairs of students to say their conversations to the class. Answers will vary.‎ Step 3 Summary Write a list thing teenagers should be allowed to do using their own experience and work in pairs.‎ Read the sample conversation in the box.‎ Students take turns interviewing each other and writing the answers.‎ Complete the sentences and then talk about them with their partner.‎ 回忆已学知识，练习口语。‎ 培养学生集体合作精神。‎ 练习口语。‎ 178‎ 板 书 设 计 Review of Units 1～5‎ The Second Period Target language:‎ ‎1. A: How do you study for a test?‎ ‎ B: By reading the textbook. How about you?‎ ‎ A: I usually study by looking at old tests.‎ ‎2. A: I used to think I wouldn’t get taller.‎ ‎ B: You’re very tall now.‎ ‎ A: Yes, it makes me happy!‎ ‎3. A: It might be a man riding a horse.‎ ‎ B: I agree. But it could also be a...‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 6 I like music that I can dance to 1/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1．Key Vocabulary ：prefer, lyric， gentle ‎ ‎2．Target Language；‎ I like music that I can sing along with. What about you ?‎ I prefer music that has great lyrics. ‎ 过程 方法 According to designing some tasks, encourage the students use the sentences with the relative clauses to express preferences .‎ 情感 态度 Let’s enjoy music. It always brings us happiness.‎ 教学重点 ‎1．Key Vocabulary ：prefer, lyric， gentle ‎ ‎2．Target Language:‎ I like music that I can sing along with.‎ I like singers who write their own music.‎ I prefer music that has great lyrics. ‎ 教学难点 ‎1．Relative clauses with that and who ‎2．The listening practice 教学内容及问题情境 学生活动 设计意图 Step1 Warm-up Ⅰ.Talk about the school ‎ Present the relative clauses:‎ Ⅱ.定语从句：修饰某一名词或代词的从句。‎ I like the school that is clean .‎ Step2 Presentation Ⅰ‎.1a ‎1. Listen some pop music that students like, and learn some new words. Lyrics, gentle. And ask the students talk about the music.‎ I like music that I can sing along with.‎ that has great lyrics.‎ ‎ that I can dance to. ‎ that isn’t too loud.‎ ‎2.Ask the students to look at the picture in ‎1a and circle the sentences they agree with, then write their own sentence.‎ ‎3.Do a survey: Ask the students to do a survey about their friends’ favourite music, then do a report: For example：Mary likes music that she can sing along with.‎ Answer the questions and learn relative clauses with that. ‎ Learn some new words, and talk about the music. Do a survey then do a report .‎ 以旧带新，引入新课，通过对学生的逐一操练，让学生在轻松的环境中接受新知识——定语从句。‎ 通过在不同的环节根据学生自己对生活经验和自 己的兴趣爱好入手，设计不同 的任务，循序渐 进，将语法教学 巧妙结合在任务型教学中。‎ 178‎ Ⅱ 1b Listening practice:‎ Listen 1b and check the answers.‎ Step3 Consolidation and extension Ⅲ.1.Group work ‎1C ‎ ‎2. Extension, prefer=like … better I prefer music that has great lyrics. ‎ It means I like music that has great lyrics better.‎ ‎3.Show some family or movie pictures and teach “Relative clauses with who”‎ For example:‎ The man who is standing by my side is my husband. The girl who has big smile is my daughter.‎ ‎3.Listen ‎2a and 2b and check the answer.‎ ‎4. Work in pairs‎.2c Extension: I like the ruler which/that I bought yesterday.‎ The room that/which is behind me is my bedroom.‎ Step3 Summary Listen and check the music Tony and Betty like Work in groups Look at the pictures and learn “Relative clauses with who”‎ Listening to the tape.Make conversations using the information from ‎2a and 2b.‎ Work in pairs.‎ 通过听力练习提高学生的听力能力。‎ 通过句子，让学生归纳，比较that和who 引导的定语从句，培养自己的观察能力。 也为下一步的听力理解打好基础 ‎。‎ 通过拓展，区别that 和which 在定语从句中的用法 板 书 设 计 Unit6 I like music that I can dance to.‎ The First Period prefer, lyric， gentle I like music that I can sing along with. What about you ?‎ I prefer music that has great lyrics.‎ The man who is standing by my side is my husband.‎ The girl who has big smile is my daughter.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 6 I like music that I can dance to 2/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1． Key vocabulary： remind of, dislike, heart, string ‎2． The sentences with the Relative Clauses.‎ 过程 方法 ‎ According to use the sentences with the relative clauses to express what they like or dislike.‎ 情感 态度 Try to exchange the opinions on CDs with your friends. It will help you to know more about your friends.‎ 教学重点 Teach the students how to use the key word. ‎ Practice using sentences with relative clauses in real life.‎ 教学难点 Using sentences with relative clauses in discussing CDs.‎ 教学内容及问题情境 学生活动 设计意图 Step1 Revision Ⅰ.Revise the relative clauses with that by asking questions :‎ Ⅱ.Revise the relative clause with who by asking questions: ‎ Step2 Presentation Ⅰ.Lead-in:‎ ‎1.Show my favorite CDs to the class and teach the phrase—— remind of ‎ ‎2.Give more examples on "remind sb. of sth./sb. "‎ such as, He reminds me of his brother. This reminds us of what we often did when we were children. Tell the students that remind…of…means cause sb. to think of sth.‎ ‎3.Write the four questions on the blackboard.‎ ‎(1)What’s the name of your favourite CD?‎ ‎(2)Why do you like this CD?‎ ‎(3)What do you dislike about this CD?‎ ‎(4)What does it remind you of?‎ Answer the questions and review relative clauses with that and who.‎ Understanding the phrase“ remind of”‎ and discuss in pairs.‎ 复习由that 和who 引导的定语从句，及时发现学生的问题,及时纠正。‎ 设置不同任务，使学生不断加深定语从句的理解，提高学生的口语能力。‎ 178‎ Get them to discuss in pairs. Ask a pair of the students to share their conversations with the class.‎ Step3 Consolidation and extension ‎ I. Do activity ‎3a.‎ Ask the students to read the review and match the sentences part by themselves, then check the answers.‎ II.3b Pair work Ask a pair of students to read the model conversation in the box first, Then make the students make up a similar dialogue .‎ III Part 4‎ ‎1. Show some pictures of the popular singers or groups among the students. Let the students complete the sentences with their own words. ‎ ‎3. Move around the classroom and ask questions who feels the same way you do about each thing. And write down the student’s name in the blank .‎ Ask some pairs to say their conversations to the class.‎ Step 4 Summary Read the review and match the sentence parts Read the model conversation in the box first., Then make up a similar dialogue Complete this survey. Then find classmates who agree with you.‎ 让学生独立完成学习任务，达到自主学习的目的。‎ 通过贴近学生实际生活的调查，提高学生口语能力，培养学生学习兴趣。‎ 板 书 设 计 Unit 6 I like music that I can dance to The Second Period remind of, dislike, ‎ ‎1.What’s the name of your favourite CD?‎ ‎2.Why do you like this CD?‎ ‎3.What do you dislike about this CD?‎ ‎4.What does it remind you of?‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 6 I like music that I can dance to 3/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary: sink ‎2.The target language.‎ I like movies that are sad.‎ He likes clothes that are unusual.‎ 过程 方法 ‎1.According to listening to train the students' listening ability.‎ ‎2.According to working in groups to train the students'‎ ability to understand the target language in spoken conversation.‎ 情感 态度 I have my own favorite things in my life,‎ that's why I enjoy the life.‎ 教学重点 Help the students express preferences on different things in daily life, using the target language.‎ 教学难点 Talk about why they like the band, the book and the movie, using the sentences with relative clauses.‎ 教学内容及问题情境 学生活动 设计意图 Step1 Warm-up ‎1．Ask some questions on CDs, groups, singers and musicians. Help the students to answer with the target language.‎ ‎2.Ask the students to make a survey of the students around them and do some notes. 3.Ask several students to report their results of the survey .‎ Step2 Presentation Ⅰ.part1 Fill in the chart.‎ 1. Ask some questions about band/ book/ movie. Let some of the students to answer it.‎ 2. ‎ Ask the students to complete the chart on their own and share the favorite book with the classmates after class. ‎ The students answer the questions with ‎ the target language. Then make a survey of the students around them .‎ Fill in the chart. Write the names of the students’ favorite band, book and movie 通过复习本单元的语言目标，在轻松愉快的气氛中为本课的学习掀开了序幕。‎ 为听力做铺垫 ‎。‎ 178‎ Ⅱ‎.2a listening ‎1. Tell the students to have a look at the picture and let them guess what they are talking about.‎ ‎2.Listen to the tape carefully , there are two boys, Michael and Ali, they are talking about some of the things they see in the room. The task of us is to write out the three things that they are talking about.‎ ‎3. Check the answers.‎ Ⅲ. 2b listening 1. Ask the students to have a look at the chart in Activity 2b. Tell them to note the sample answers.‎ 2. Check the answers Step3 Consolidation and extension Ⅰ‎.2c Group work ‎1.Ask two students to read the sample conversation. ‎ ‎2.Ask the students to discuss their favorite bands, books and movies in groups of four. Try to use the sentences with the relative clause we have met in this unit to help to make conversations. 3.Ask one or two groups to say their conversations to the class.‎ Step4 Summary Listen and write down the three things in the picture that Michael and Ali talk about.‎ Listen again . Write what Michael likes and why he likes each thing.‎ Discuss their favorite things from activity 1.Say why they like each thing.‎ 通过问题让学生分析信息，听选相关信息。‎ 本环节通过group work这个活动，拓展了活动1的内容，使语言知识运用到实际交流中。‎ 板 书 设 计 Unit6 I like music that I can dance to.‎ The Third Period I like movies that are sad.‎ He likes clothes that are unusual.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 6 I like music that I can dance to 4/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary Yellow River, fisherman, entertainment, feature, wife, wives, photography, gallery, photographer, display, on display, photograph, interest, show ,class, suggest, energy latest，whatever , miss, okay ‎2. Practice reading articles.‎ ‎3. Practice writing an article.‎ 过程 方法 ‎1. According to reading, train the students' reading skill.‎ 情感 态度 If you know where there is a good movie/band, tell your friend and go to enjoy it.‎ 教学重点 ‎1．Key Vocabulary.‎ ‎2. The main ideas of the three short articles.‎ ‎3. Write a review.‎ 教学难点 Write a review.‎ 教学内容及问题情境 学生活动 设计意图 Step Ⅰ Revision Revise the contents of last class by asking some questions about the students’ favorite clothes, movies writers and so on.‎ Step2 Presentation ‎ Ⅰ. ‎‎3a ‎1.Ask the students to read the review and answer the questions, then check the answer.‎ ‎(1) Is Yellow River Fishermen Hung Tao’s latest movie?‎ ‎(2) What has Hung Tao done over the years?‎ ‎(3) What does the reviewer suggest you doing if you are looking for entertainment?‎ ‎(4) What good feature does the movie have?‎ ‎(5)What are the photos about?‎ ‎(6)What’s the name of the band?‎ ‎(7)Are the songs loud or gentle?‎ ‎(8)Are the lyrics of the songs very nice?‎ Answer the questions with relative clauses Read the review and answer the questions 温习已学知识，熟练掌握 who和what引导的定语从句。‎ 独立完成阅读理解，回答相应的问题，培养学生自主探究的精神 178‎ ‎2.Let students read the reviews of ‎3a by themselves, and try to complete 3b and then check the answers.‎ ‎3.Read after the tape, then discuss the words and sentences they don’t understand of ‎3a in groups. Let students find out some useful phrases and sentences, and make their own sentences. ‎ Ⅱ. ‎‎3c ‎1.Ask the students to decide what review they will write first, a review of a book, a CD or a movie?‎ ‎2.Write a list of questions they plan to answer in their review.‎ ‎(1) Who wrote the book/made the movie/sang the songs?‎ ‎(2)What kind of people the writer/director/singer is?‎ ‎(3)What do I think of the writer/ director/ singer?‎ ‎(4)What do I think of the book/Movie/ songs ‎(5)What do I like and dislike?‎ ‎(6)What suggestions will I give the readers?‎ Step3 Consolidation and extension ‎ Group work 4‎ Ask students to fill in the calendar with special events.‎ Sept 4 summary Read the reviews and try to complete 3b.‎ Read after the tape, find out some useful phrases and sentences, use them to make their own sentences.‎ Write a review of a book you have read, a CD you have listened to or a movie you have seen.‎ Fill in the calendar with special events.‎ 通过让学生反复阅读，理解文章，掌握重点短语和句型，并用重点短语造句，学以致用。‎ 根据‎3a，结合自己的实际写出一篇文章，体现学生的喜好，接近学生的生活，使学生对学习英语建立自信。‎ 板 书 设 计 Unit6 I like music that I can dance to.‎ The Fourth Period Look for, be boring, be on display 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 6 I like music that I can dance to 5/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary honest, suit, Italian, Indian, expect ‎2.Use the following words properly remind, can’t stand, look for, prefer, love ‎3. How to answer an email to a pen pal.‎ 过程 方法 According to understanding this e-mail, write a reply to train the students’ writing skill.‎ 情感 态度 Do you have any pen pal on the Internet? If not, try to make one.‎ 教学重点 ‎1．Help the students have a self check to see if they can use the target language of this unit well.‎ ‎2．The verbs: remind, can’t stand, look for, prefer, love 教学难点 Reply the email.‎ 教学内容及问题情境 学生活动 设计意图 Step1. Warm-up Asking some questions about their holiday.‎ Step2. Presentation ‎ Ⅰ.Part 2‎ ‎1.Ask the students to read this e-mail, ask some questions about Ling ling to see if they understood the e-mail ‎(1)what is the subject of this email?‎ ‎(2)Whom is it from? ‎ ‎(3)Who wrote the email?‎ ‎(4)What language would you like to learn?‎ ‎(5) What kinds of music do you like?‎ ‎(6) What kinds of food do you prefer?‎ ‎(7)Have you ever seen an Indian film?‎ ‎(8)What kinds of films do you prefer?‎ ‎2. Ask the students to read it again and find out what Lingling wants to know about her pen pal. ‎ Pick out the questions that Lingling asks in her e-mail. Write the questions that Answer some questions about their holiday.‎ Understanding the article and answer the questions.‎ Read it again ， Pick out the questions that Lingling asks in 通过问题方式激发学生兴趣，导入新课。‎ 独立完成阅读理解，回答相应的问题，培养学生自主探究的精神 178‎ ‎ Lingling asks in the email on the blackboard:‎ ‎(1)What language would you like to learn?‎ ‎(2) What kinds of music do you like?‎ ‎(3)What kinds of food do you prefer?‎ ‎(4)Have you ever seen an Indian film?‎ ‎(5) What kinds of films do you prefer?‎ ‎3. According these questions on the blackboard, tell the students to write the reply to Lingling. Answers will vary.‎ Step3 Consolidation and extension ‎ Practice Self check 1‎ ‎1. Ask the students to fill in the blanks by their own. Then check the answers.‎ ‎2. Make their sentences.‎ Step 4 Summary ‎ her e-mail. Then write a reply to Lingling.‎ Choose the correct form, make their own sentences.‎ 结合自己的实际给玲玲写回信，提高学生的写作水平，在实际应用中掌握语言技巧。 ‎ 通过造句使学生学会运用重点字词，鼓励学生在日常生活中尽量运用英语交流。‎ 板 书 设 计 Unit6 I like music that I can dance to.‎ The Fourth Period Look for, be boring, be on display ‎(1)What language would you like to learn?‎ ‎(2) What kinds of music do you like?‎ ‎(3)What kinds of food do you prefer?‎ ‎(4)Have you ever seen an Indian film?‎ ‎(5) What kinds of films do you prefer?‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 6 I like music that I can dance to 6/6‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 Key Vocabulary healthier，to be honest, be bad for, stay away from, sweet, taste, cancer, laboratory, increase, risk, biscuit, main 过程 方法 According to finishing some tasks of reading ,to train students’ ability of identify main idea. And to train students’ ability of reading for special information.‎ 情感 态度 Stop eating junk food, get more sleep, and exercise three times a week. Start today! Then you can be happy.‎ 教学重点 Key vocabulary.‎ Read the text to identify main idea.‎ Read the text to understand words in context.‎ 教学难点 Train students’ reading skill.‎ 教学内容及问题情境 学生活动 设计意图 Step1. Warm-up Ⅰ.Asking some questions about their diet, then discuss what do they think of these food?‎ 1. What do you eat for breakfast?‎ 2. Do you think it is healthier?‎ Step2. Presentation ‎ Ⅰ.Section 1.Before you read.‎ Ask the students to look at the diets of two people. Discuss which diet is healthier and why.‎ Ⅱ‎.3a ‎ Ask the students to go through the conversation and find all the language that is only used when speaking. Add them to the chart below.‎ Ⅲ.3b ‎ Ask the students to read the article, use the information from the conversation to match Answer some questions about their diet, then discuss what do you think of these food?‎ look at the diets of two people. Discuss which diet is healthier and why.‎ Fill in the chart.‎ Match the statements with each person.‎ 通过问题方式激发学生兴趣，导入新课。‎ 独立阅读，完成相应的阅读任务，培养学生自主探究的精神 ‎ ‎ 178‎ ‎ the statements with each person.‎ Ⅳ. ‎3c ‎ ‎1.Ask the students to read the article again, write down each type of food or drink from the reading in the correct column.‎ Things that are good for us.‎ Things that are dad for us.‎ 1. Ask the students to discuss with their partner.‎ Step3 Consolidation and extension ‎ keep healthy = stay healthy stay away from ＝ keep away from eg. I think children should stay away from sugar ,It’s bad for their teeth.‎ Section 4.Go For It ‎ Do a class survey to find out classmates’ diets. Check each person’s answer under the YES or NO column. Discuss the results of the survey.‎ ‎1. Are you a vegetarian?‎ ‎2. Do you care how much fried food you eat?‎ ‎3. Do you prefer to drink water when you are thirsty?‎ ‎4. Do you only eat food that you like?‎ Step 3 Summary Discuss which food is good or bad for us？‎ Do a class survey then discuss the results of the survey.‎ 调查身边的学生，提高学生的口语能力，以及现实生活中的语言交际能力。‎ 板 书 设 计 Unit6 I like music that I can dance to.‎ The Sixth Period diet, healthier Things that are good for us :milk, vegetables , fruit…‎ Things that are bad for us :cola ,sweet…‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 7 Where would you like to visit? 1/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary tiring, educational, peaceful, fascinating, thrilling, take it easy, trek, jungle, fall, Florida, Amazon, ‎Niagara ‎2.Target Language Where would you  like  to go on vacation?‎ ‎ -- I'd like  to go somewhere  relaxing. ‎ I like places   where  the people are really friendly.‎ 过程 方法 According to fishing some listening tasks ,to improve students’ listening skill. Using the target language to make their own dialogue to train their communication skill. ‎ 情感 态度 It′s more interesting to go on vacation somewhere instead of staying at home.‎ 教学重点 Key Vocabulary tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, ‎ Target Language Talk about different places with the target language.‎ 教学难点 Describe vacations with different adjectives.‎ Talk about different places with the target language.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision Ⅰ. Revise the language points in Unit 6.‎ Provides some questions: What kind of music do you like/love/prefer? What kind of clothes/ writers /movies … do you like/love/prefer?‎ Ⅱ.Then ask two pairs to make model conversations to the class to make sure they answer, I like/love/prefer music that…I prefer writers who… ‎ Ⅲ. Ask students to practice in pairs.‎ Step 2. Presentation.‎ Ⅰ‎.1a ‎1. Read the adjectives and understand them.‎ Answer some questions and then ‎ practice in pairs.‎ Read the 复习已学知识，复习定语从句。‎ 178‎ ‎2.Look at the pictures carefully, and ‎ write adjectives to describe the vacations ‎3.Talk  about the plans of vacation.‎ Ⅱ.1b.Listen ‎1.Ask the students to listen to two students talking about where they would like to go on vacation and why. See the sample answers in the chart first. Write their answers like that while they hear. ‎ ‎2.Check the answers.‎ Ⅲ.Pair work ‎1.Present this dialogue:‎ Showing some pictures of the places with great interest all over the world and say like this:‎ I’d like to travel to France. I’d love to visit Paris, because I like relaxing vacations.‎ Ask one student to answer the question.‎ After that, let him or her ask another student. Set off a chain drill like this:‎ ‎2.After a team finished, get the children to make their own conversations in pairs.‎ ‎3.Ask two students to read the example in Activity la. Tell them to talk about the posters with their partners this time.‎ ‎4.As students work together, move around the classroom, offering language support as needed. Ask some pairs to say their conversations to the class.‎ Ⅱ‎.2a.Listen ‎ ‎1.Play the recording for the first time. Students only listen, pay attention to some key words. Listen and number these statements in the order that they hear them.‎ ‎___I love places where the people are really friendly.‎ ‎___I hope to see Niagara Falls some day.‎ adjectives ,look at the pictures carefully, and write adjectives to describe the vacations,talk  about the plans of vacation.‎ Listen and fill in the chart.‎ Practice conversation with partner.‎ Listen and number these statements in the order that you hear them.‎ 描述假期生活，熟悉一些语言，为听力作铺垫。‎ 进行听力练习，提高学生听力能力。‎ 在老师的示范下，学生进行语言交流练习，由易到难，逐步掌握语言技巧。 ‎ 完成不同的听力任务，提高听力能力。‎ 178‎ ‎___I like places where the weather is always warm.‎ ‎___I hope to visit Hawaii one day.‎ ‎2.Check the answers. ‎ Ⅲ.2b ‎1,Ask the students to look at the chart, get them to read the places and reasons several times. ‎ ‎2.Listen to the same recording again. Listen and match each place with a reason for not going there. ‎ ‎3.Check the answers Ⅳ‎.2c Pairwork ‎1.Read the instructions to the students. Tell them to use the information in Activities ‎2a and 2b to role play conversations.‎ ‎2.Show some pictures of Hawaii, Mexico, Niagara Falls, ask some questions and get a student to answer.‎ ‎3.Ask two students to make up similar conversations. use the information in Activities ‎2a and 2b.‎ ‎4.Ask the students to role play the conversations in pairs, using the information in Activities ‎2a and 2b.‎ ‎5. Ask one or two move pairs to say their conversations to the class.‎ ‎ ‎ Step 3.summary. ‎ Listen and match each place with a reason for not going there. ‎ Make a new conversations and act 根据学生的实际生活创造出符合学生实际的对话并进行表演，增强语言的实际交流效果，使学生在交流中更好的运用语言，增强学习英语的自信心。‎ 板 书 设 计 Unit 7 Where would you like to visit? .‎ The First Period Where would you like to go?‎ I’d like to go somewhere relaxing.‎ I hope to go to France some day.‎ I’d love to visit Mexico.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 7 Where would you like to visit? 2/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary touristy, spotlight, Singapore, tower, church, consider, downtown, lively, general, sight, including, convenient, underground, in general ,be supposed to ‎2.Target Language Where would you like to go, Kathy?‎ I'd like to visit Kunming.‎ 过程 方法 According to designing some tasks to train students’ reading skill and train students’ skill of communication.‎ 情感 态度 Share your experience on traveling in a city with your classmates and tell them what they should bring if they decide to visit it.‎ 教学重点 ‎1.Guide students to read the passage in Activity ‎3a.‎ ‎2.The new vocabulary 教学难点 Help students to talk to their partners about the cities they know.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision Ⅰ. Revise the target language by asking questions, Where would you like to go on vacation? Get several students to give different answers.‎ Ⅱ.Then talk about some places where the students went.‎ Step 2 Presentation. ‎ Ⅰ.Ask the students to read the passage quickly and try to answer the questions on the blackboard.‎ 1. ‎1.What’s the capital of France?‎ 2. ‎2.What are the fantastic sights in Paris?‎ 3. ‎3.If you go to Paris ,how do you travel around it ? Why ?‎ 4. ‎4.What’s cheap in France?‎ 5. ‎5.Have most Frenchmen learned English ?‎ Answer the questions to revise the target language Read the passage quickly and try to answer the questions 复习上节课所学知识，温故而知新。‎ 反复阅读文章,回答相应的问题，理解文章中一些重要短语的用法,掌握阅读技巧。‎ 178‎ 1. ‎6.If you can’t speak French, who can translate for you?‎ ‎2.Understanding the article, using some phrases to make own sentences. ‎ ‎(1)consider doing sth eg: I’m considering going abroad ‎(2)be supposed to do sth = should do sth eg: We are supposed to help each other.‎ ‎3.Play the video of Paris for students or show them some pictures, know more about Paris. ‎ Ⅱ3b pair work Ask the students to read the sample conversation on the left in Activity 3b,then make new conversations with the information in the box.‎ Step Ⅲ Part 4 pairwork 1. Ask the students to tell the names of the cities they’ve thought of,and fill in the box with the things they like or dislike about the city.‎ 2. Work in pairs and talk to their partner about it.‎ Step3:Summary Reading the article again, find out some important phrases and use them to make some sentences ‎ Practice the conversation below. Then make new conversations with the information in the box.‎ Make a list of things they like and things they don’t like about the city. Then talk to their partner about it.‎ 根据简单提示，创造出符合学生实际的对话，使学生在交流中更好的运用语言，增强学习英语的自信心。‎ 同学之间互相交流，增进彼此感情。‎ 板 书 设 计 Unit 7 Where would you like to visit? .‎ The Second Period touristy, spotlight, Singapore, tower, church, consider, downtown, lively, general, sight, including, convenient, underground, in general ,be supposed to 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 7 Where would you like to visit? 3/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary: save money, pool, culture, dream vacation, travel agency ‎2.The target language.‎ I like movies that are sad.‎ He likes clothes that are unusual.‎ 过程 方法 1. According to listening to train students’ listening ability and ‎ 2. According to working in pairs to train students to use the target language in oral English properly.‎ 情感 态度 To role play the conversations you’ve heard is a very good way to improve your oral English.‎ 教学重点 Train students’ listening skill by listening to the conversations with the target language.‎ 教学难点 Help students to role play the conversations.‎ 教学内容及问题情境 学生活动 设计意图 Step1 Warm-up part 1‎ ‎1.Ask the students to brainstorm a list of things that are important to them when they go on vacation. Write them down in their exercise books. They should not worry if an idea is silly or if a word is spelled wrong. They can even write a word in their first language for the moment.‎ Ask them to have a look at the two model phrases the book provides before they begin.‎ ‎2.Discuss the lists in groups of four. Each one reads his or her own list to the other three. Then they discuss the words or phrases together. If there is something that Brainstorm a list of things that are important to you when you go on vacation. Write them down in your exercise books.‎ Discuss the lists in groups of four.‎ 通过头脑风暴复习本单元知识点,在回忆中巩固本单元知识.‎ 178‎ ‎ they are not sure, tell them to show the teacher by putting up their hands.‎ Step2 Presentation Ⅰ. ‎2a listening If you plan to have a trip or vacation, you can go to a travel agency. A travel agency is an office that can help you make travel plans. Also they help you get plane tickets and hotel reservations. ‎ ‎1.Look at the three pictures in Activity ‎2a now. We know Jeff has a summer job at a travel agency. We will hear him talking on the phone with three different people.‎ Listen to the conversations and number the pictures. ‎ ‎2..Check the answers.‎ Ⅱ .2b listening ‎1.Ask the students to read the headings Customer, Wants, Doesn’t want and point out the blanks under each one. And let them see the sample answer under Wants in the chart. ‎ ‎2.Ask the students to listen again and complete chart.‎ ‎3.Correct the answers.‎ Step3 Consolidation and extension Ⅲ‎.2c ‎1. Ask a pair of students to read the sample conversation to the class.‎ ‎2. Ask them to continue it. Offer some help if necessary. ‎ ‎3.Role play Jeff’s conversation with the information in the chart in Activity 2b.‎ Step3 Summary Listen to the conversations and number the pictures.‎ Listen to the conversations again and complete the chart.‎ Look at the chart in 2b. Role play Jeff’s conversations.‎ 完成不同的听力任务，提高听力技能。‎ ‎。‎ 角色扮演，根据学生实际编写对话，提高口语表达能力。‎ 板 书 设 计 Unit 7 Where would you like to visit? .‎ The Third Period not too hot, near the ocean I’d like to go somewhere warm.‎ 178‎ 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 7 Where would you like to visit? 4/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary provide, firm, offer, spot, Confucius, ‎ ‎2.Practice reading articles.‎ ‎3.Practice writing an article.‎ 过程 方法 1. According to reading, train the students' reading skill.‎ 2. According to writing to practice writing an article.‎ 情感 态度 Are you planning to take a trip this summer?‎ Write an e-mail to a travel agency in English to get some information on vacations.‎ 教学重点 ‎1．The new vocabulary.‎ ‎2．Read an e-mail.‎ ‎3．Write an e-mail.‎ 教学难点 Write an e-mail.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision Revise the conversation in Activity ‎2c on page 55 by making a conversation with one student , then ask them to practice in pairs.‎ Step2 Presentation ‎ Ⅰ‎3a ‎1.Glance over the statements about the e-mail message with the whole class. And tell them to put the six statements in their minds while they scan the e-mail below. Try to get the main idea of the letter and find out the answers to the statements. Ask them to scan the letter individually, and write T,‎ F or DK before each statement.‎ ‎2．Check the answers with the whole class. Elicit why the false sentences are false at the same time.‎ Review and make a conversation and act it out.‎ Glance over the statements about the e-mail message, write T,F or DK before each statement.‎ 教师提示，学生编对话，复习本单元的语言知识点。‎ 设置不同的阅读任务,学生独立完成阅读理解，回答相应的问题，并能提出问题,培养学生自主探究的精神 178‎ ‎3． Tell the children to read the passage more carefully and prepare to answer the questions on the blackboard.‎ ‎（1）Where do S.T. Zhang and the family want to take a trip?‎ ‎（2）What kind of place do they want to go to?‎ ‎（3）What exercise do they especially love doing?‎ ‎（4）What does S. T. Zhang say about the hotel they want to live in?‎ ‎（5）What does S. T. Zhang want the travel agency to do?‎ ‎（6）How long would they like to be away?‎ ‎4．Encourage them to ask questions on what they don’t understand about the e-mail.‎ ‎5．Ask one student to read the letter to the class. Help him or her with the pronunciation. Then let all the students read the passage several times.‎ ‎6.Extension provide sb. with sth. = provide sb.for sb.‎ eg: I hope you can provide me with some warm clothes.‎ offer sb. sth.‎ eg: He offered me a glass of wine.‎ Ⅱ.3b ‎1．Ask the students to reply the e-mail and tell where they should go on vacation.‎ ‎2．After they’ve all finished writing, ask the students who have written excellent passages to read theirs to the class.‎ ‎3．Let them work in pairs to correct the mistakes in the passage they’ve written.‎ Ⅲ . Part 4‎ ‎1.Showing some pictures of these places to the students, ‎ ‎(1)Qufu is a small city in Shandong‎ ‎Province. ‎ It is famous for Confucius. It was Confucius’ hometown. He was born there.‎ ‎(2)The Great Wall is the pride of the Chinese people. It is very long and it is hard to believe that it was built over two thousand Read the passage more carefully and answer the questions on the blackboard.‎ ‎.‎ Ask questions on what they don’t understand about the e-mail.‎ Read the letter and pay attention the pronunciation.‎ Reply the e-mail and work in pairs to correct the mistakes in the passage they’ve written.‎ Complete the survey using words from the box and any other words .Then survey three students. ‎ 根据‎3a，结合自己的实际写出回信，提高学生理解和写作能力。‎ 锻炼学生口语交际能力。‎ 178‎ ‎ years ago.‎ ‎(3)The Store Forest in Yunnan is a great place for people who are interested the natural landscape.‎ What do you think of the three places? Now please fill in the blanks, use the words above the chart or any other word. ‎ ‎2．Then work in groups of four to survey the three students. ‎ ‎3．Report the results to the class. Then ask the class where they would prefer to go together.‎ Ⅳ Self Check .Part 2‎ ‎1.Say out the English names of the four famous places in the pictures.the Golden Gate Bridge in San Francisco, the Sydney Opera House, Big Ben in London, the Eiffel Tower in Paris.‎ ‎2. Ask the students to write an article about where they would like to visit most and why. ‎ ‎3.After they’ve finished writing, ask a few students to read their articles to the class. Encourage the rest of the class to tell the mistakes they may have made in their passages.‎ Ⅴ.Part 1‎ ‎1.Ask students to fill in the blanks by themselves.‎ ‎2.Check the answers.‎ ‎3.Ask students to make their own sentences with the words.‎ Step 3. Summary Say out the English names of the four famous places in the picture and write an article about where they would like to visit most and why.‎ ‎.‎ Fill in the blanks by themselves, and make their own sentences with the words.‎ 了解世界各地的著名景观，提出自己独特的见解。‎ 用关键词造句，增强学生对词语的理解运用。‎ 板 书 设 计 Unit 7 Where would you like to visit?‎ The Fourth Period provide sb. with sth. = provide sb.for sb.‎ eg: I hope you can provide me with some warm clothes.‎ offer sb. sth.‎ eg: He offered me a glass of wine.‎ 178‎ 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 7 Where would you like to visit? 5/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 Key Vocabulary sail, Pacific, thousands of , as soon as possible, continue, programming, report, quite a few, dream of, hold on to, attitude, be willing to, translator, conclusion 过程 方法 According to finishing some tasks of reading ,to train students’ ability of identify main idea， and to train students’ ability of reading for special information.‎ 情感 态度 Take action to achieve our dream.‎ 教学重点 Key vocabulary.‎ Read the text to identify main idea.‎ Read the text to understand words in context.‎ 教学难点 Train students’ reading skill.‎ 教学内容及问题情境 学生活动 设计意图 Step1. Warm-up Before you read,‎ Ⅰ‎.1a Think of an example of a hope and a dream ,discuss the difference between a hope and a dream .‎ Ⅱ.1b Ask some questions:‎ ‎1.What’s your dream?‎ ‎2.How do you achieve your dream?‎ Step2. Presentation ‎ While you read ‎ Ⅰ‎.3a ‎ ‎1.Ask the students to go through the reading slowly, underline points they want to know .‎ ‎2.Extension Discuss the difference between a hope and a dream, then answer some questions.‎ Understanding the article and underline points they want to know .‎ 通过问题方式激发学生兴趣，导入新课。‎ 独立完成阅读理解，完成相应的阅读任务，培养学生自主探究的精神 178‎ continue doing sth.= go on doing eg: The rain continued falling all afternoon.‎ hold on to doing sth.‎ Ⅱ.3b Read it again and answer some questions:‎ ‎1.Why do some students want to work as soon as possible?:‎ ‎2,What’s important to students about the work they do?‎ ‎3.What’s the most popular choice of job?‎ ‎4.What example is given of an impossible dream?‎ Ⅲ. ‎3c Check the answers.‎ Ⅳ.3d.‎ 1. Divide the class into discussion groups of a maximum of six students each.‎ 2. Give them 2minutes to discuss each of the three questions .‎ 3. Ask for a show of hands for “yes” and “no” to Questions3.‎ Ⅴ.Section 4 Go For It！‎ 1． Ask the students to read out the example dream.‎ 2． Ask for ideas that will help this person achieve this dream.‎ 3． Write down a dream they have and talk about how they will achieve their dream.‎ Step 3 Summary Read it again and answer some questions.‎ Look at the reading and check answers.‎ Discuss each of the three questions and tell the classmate if their dream have come true.‎ Write down a dream and talk about how to achieve the dream.‎ ‎ ‎ 调查身边的学生，提高学生的口语表达能力，以及现实生活中的语言交际能力。‎ 鼓励学生努力实现自己的美好愿望。‎ 板 书 设 计 Unit 7 Where would you like to visit? ‎ The Fifth Period I’d love to sail across the Pacific.‎ hope ,dream 178‎ 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 8 I’ll help clean up the city parks. 1/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary clean up, hunger, homeless, cheer up, give up , give out, sign, put off, set up, establish, come up with ‎2.Target Language How to express offering to help with target language.‎ 过程 方法 ‎1.According to listening to train the students’ listening skill. ‎ ‎2.Train the students to express offering to help with the target language.‎ 情感 态度 Offer help to the others as much as possible. Plan a City Parks Clean-up Day with your good friends and come up with some ideas to tell people about it.‎ 教学重点 Key Vocabulary: clean up, hunger, homeless, cheer up, give up , give out, sign, put off, set up, establish, come up with Target Language How to express offering to help with target language.‎ 教学难点 Teach the students how to use the new phrasal verbs.‎ Teach the students to express offering to help with target language.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision ‎1. Revise the language points in Unit 7.‎ Ask some questions like this: Where would you like to go on vacation? Why?‎ Step 2 Presentation. ‎ Ⅰ‎1a ‎1.In this unit we talk about: offer help.‎ We’ll use some phrasal verbs. such as clean up, cheer up, give out.‎ Here is an example on how to use clean up. Look at the title of Unit 8. I’ll help clean up the city parks. ‎ ‎2.Ask the children to read the title twice.‎ Then go on saying, "clean up means make a place clean and tidy, put things there in Answer some questions in Unit7.‎ Look at the bulletin board and read about ways you could help people. Then list other ways you could help people.‎ 复习前一单元所学知识 教学目标语言，为听力练习做铺垫。‎ ‎ ‎ 178‎ ‎ order". Let’s see another example, We should always clean up after a picnic.‎ ‎3.Ask one student to explain the sentence. Then make sentences with clean up.Ask several students to share their sentences to the class.‎ Do the same with the other phrasal verbs.‎ Some sample sentences ‎(1). clean up—make a place clean and tidy, put things in order eg. We should always clean up the dirty parts of the sea.‎ ‎(2). cheer up—make someone feel happy eg. The good news cheers everyone up.‎ ‎(3). give out—hand out, distribute eg. Lin Tao helped the teacher give out the new textbooks to the class.‎ Read the instructions to the students.‎ ‎4. (1).Please look at the picture now. What is the bulletin board about? ‎ Help students to answer: Volunteer Today!‎ ‎(2).Then continue saying, "Who can tell me the meaning of volunteer?"‎ Ask one student to try to explain it. Then tell them the meaning of it. Volunteer means a person who offers to do something unpleasant or dangerous. It means a person who offers to help the others sometimes. Volunteer is used as a verb in this lesson. Pay attention to the three posters on the board. What are the volunteers doing in each poster? Please work in pairs and talk about the posters.‎ ‎(3). Read the sentences in the posters to the class. Ask the pairs of students to 178‎ ‎ explain what the sentence means in their own words. Or tell what the volunteers are doing in the posters.‎ ‎4.After the students have finished all the items, ask the students to add some other ways they can help people. Get them to write the ways down in the box below the picture.‎ ‎5. Ask some students to share their ideas with the class. ‎ Ⅱ. 1b ‎1.Ask the students to pay attention to the sentences, and understand them. ‎ ‎2.Listen to the conversations and complete the sentences.‎ Ⅲ ‎‎1c ‎1.Ask the students to pay attention to the example in the speech bubbles in Activity la. Ask a pair of students to read this conversation to a class. Then let them practice in pairs.‎ ‎2.After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters. Get two pairs to demonstrate two conversations first. ‎ ‎3.Then let the whole class practice in pairs.‎ Ⅳ. ‎‎2a ‎1.Ask five different students to describe the pictures. ‎ Picture 1: We can see a TV screen .‎ Picture 2: There is a girl putting a sign on the board.‎ Picture 3: A boy is making a call.‎ Picture 4: We can see a copy of newspaper with the advertisement.‎ Listen and complete the sentences.‎ Practice the conversation in the picture above. Then have similar conversations using the information in 1b.‎ Listen and check the things the students are going to do ‎.‎ 完成不同的听力练习，提高学生的听力能力。‎ 提高学生的口语能力。‎ 完成不同的听力练习，提高学生的听力能力。‎ 178‎ Picture 5: A boy is giving out advertisements to people.‎ ‎2.We’ll hear some students at a club meeting. They are talking about how their club can help clean up the city parks. ‎ Now listen to the club members talking about what they can do to clean up the city parks and check the things they hear.‎ ‎3.Check the answers.‎ Step Ⅲ 2b ‎1. Ask the students to listen carefully ， and fill in the blanks ‎2.Check the answers.‎ Step Ⅳ ‎‎2c ‎1.Ask students to look at the sample conversation first. Ask a pair to read it to the class.‎ ‎2.Work in pairs to role play the conversation in Activity 2b. Each pair will make a conversation like the sample one. You can use the sentences in Activity 2b as a guide.‎ Step 3 Summary ‎ Listen to the same recording again and fill in the blanks Role play the conversation in 2b.‎ 运用本单元目标语言创造自己的对话，在交际中熟悉语言，提高口语表达能力。‎ 板 书 设 计 Unit 8 I’ll help clean up the city parks.‎ ‎ The First Period cheer up , set up, think up, come up with 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 8 I’ll help clean up the city parks. 2/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary major, commitment, elementary , coach ‎2.Target Language I’d like to join the school volunteer project.‎ I love playing soccer.‎ 过程 方法 According to designing some tasks to train students’ reading skill and train students’ speaking skill with target language.‎ 情感 态度 If there is a student volunteer project in your school, try to join it; if not, try to set up one; being a volunteer is great!‎ 教学重点 ‎1.Guide students to read the article in Activity ‎3a.‎ ‎2.Help students to use the target language to express what kinds of volunteer work they could do and what they like to do.‎ 教学难点 ‎1.Read the article for comprehension.‎ ‎2.Use the target language to express what kinds of volunteer work they could do and what they like to do.‎ 教学内容及问题情境 学生活动 设计意图 Step Ⅰ Revision Ⅰ.Revise the target language they learned last class. Ask several pairs to talk about the ways they could help people, using the conversation in activity la as a sample.‎ Step 2 Presentation. ‎ Ⅰ. ‎‎3a ‎1.Ask the students to look at the picture of the three children. Ask them who they think the children are.‎ ‎2.Ask the students pay attention to the title of the article and ask the children to read it out. Ask them the question Talk about the ways the students could help people.‎ Look at the picture of the three children and answer some questions.‎ 复习上节课所学知识，温故而知新。‎ 反复阅读文章,完成阅读任务，理解文章中一些重要短语的用法,掌握阅读技巧。‎ 178‎ ‎ again：who they think the children are.‎ ‎3.This is an article about volunteers. You have two tasks to do: first underline the kinds of work the volunteers do; second circle the reasons why they like their work. There are three questions on the blackboard to help the students to get the answers .‎ Questions ‎ 1. What does Li Huiping do to help people as a volunteer?‎ ‎ 2. What does Lan‎ ‎Pei do to help people as a volunteer?‎ ‎ 3. What does Zhu Ming do to help people as a volunteer?‎ ‎4.Check the answers by asking three students to answer the questions.‎ ‎5.Read the article to the class and do some explanation on any new words. Tell the students to raise their hands when I come to any word or sentence they don’t understand. Pause and do some explanation.‎ Ⅱ.3b ‎ ‎1.Read the instructions to the students. And tell them ‎ Hui loves playing football. What could Hui do if he wants to join the school volunteer project?‎ Help the students answer. He could coach a football team for little kids.‎ Tell them coach means teach or train.‎ Then ask the students to look at the table in Activity 3b.‎ We can see three columns in this form.‎ There are four names in the first column.‎ And we can know what each of them loves doing from the second column, the column of loves. Now our task is to fill in the blanks in the third column, the column of Could. Get the students to discuss in pairs and fill the results of their discussions in the blanks.‎ ‎2.Ask several pairs to report their answers to the class. Answers will vary but should show a sense of volunteering.‎ Read the article about volunteers .‎ Underline the kinds of work the volunteers do . Circle the reasons why they like their work.‎ discuss in pairs and fill the results of their discussions in the blanks.‎ 根据表格，进行口语交际，运用目标语言的同时提高学生口语能力 。‎ 178‎ Ⅲ‎.3c ‎1.Ask a pair of the students to model the sample conversation first.‎ ‎2.Then let the whole class practice in pairs. Remind them to use the sample conversation, but replace the words loves and skills.‎ ‎3.Ask two or three pairs to share their conversations to the class.‎ Ⅳ. Part 4‎ ‎1.At first, Ask the students to write down three things they like to do on the lines in the column of things they like to do. They can write in either complete sentences or phrases. For example, they can fill in the blank with :I love drawing pictures, or Drawing pictures.‎ ‎2.Then ask the students to work in pairs and give each other suggestions about what volunteer work they could do with those interests. Ask a pair to model the sample conversation before they begin to practice and fill in the blanks.‎ Step3:Summary Role play . Take turns being one of the people in 3b.Ask for and give advice.‎ Write down three things they like to do. Ask their partner for advice about the kinds of volunteer work they could do.‎ 根据3b的内容，发表自己独特的见解，提高学生的口语能力。‎ 根据实际情况填表格，互相给予建议，在交流中更好运用目标语言.‎ 板 书 设 计 Unit 8 I’ll help clean up the city parks. .‎ The Second Period Major, commitment, elementary, coach ‎ I’d like to join the school volunteer project.‎ I love playing soccer.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 8 I’ll help clean up the city parks. 3/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary: fix, repair, similar, strategy ‎2.The target language.‎ What do you do?‎ I fix up bikes and give them away.‎ 过程 方法 According to listening to train students’ listening ability.‎ 情感 态度 Come up with a good idea to help others. It will bring you much enjoyment.‎ 教学重点 ‎1．Train students’ listening skill by listening to the conversations with the target language.‎ ‎2．Teach the students to use the new phrasal verbs properly.‎ 教学难点 Teach the new phrasal verbs.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision Revise the contents of the article in activity ‎3a by asking some questions ‎ ‎1. What does Li Huiping love to do?‎ And what does she do as a volunteer?‎ ‎2. What does Lan‎ ‎Pei love and what does he plan to be when he leaves school? Where does he spend every Saturday working?‎ ‎3. What about Zhu Ming? Say something about Zhu Ming.‎ ‎4. What do they say about their volunteer work?‎ ‎5. What do they plan to do?‎ Answer some questions.‎ 复习上节课所学内容，理解‎3a这篇文章。‎ ‎ ‎ 178‎ Step2 Presentation I ‎‎1a ‎1.Try to explain the four sentences in English for the children, especially the new phrasal verbs in the sentences. ‎ ‎2. Ask the students to match the sentences with similar meanings.‎ ‎3.Using the phrases to make some new sentences. ‎ Ⅱ1b ‎1.Ask the students to pay attention to the phrasal verbs in the box. Ask four different students explain each phrase in their own words.‎ ‎2. Make sentences with the words in the box. ‎ ‎3.After all of them have finished writing, choose some children who have made some wonderful sentences to share theirs with the class.‎ ‎4.Ask the whole class to work in pairs and help each other. Let them check each other’s sentences very carefully.‎ Ⅲ‎.2a ‎1. Ask the students to pay attention to the four pictures. Then number the pictures in the correct order while they are listening to the conversation on the tape. ‎ ‎2.Ask some students to tell their own stories on the pictures according to their own orders. ‎ ‎3.The stories will vary. Ask them to work in pairs. Each one has to tell a story to the partner.‎ ‎4. Listen again and check the answers.‎ Ⅳ.2b ‎1.Ask the students to pay attention to the box. Ask four students to read the four sentences to the class.‎ ‎2. Ask the students to circle the correct answer to each question—T for true or F for false.‎ ‎3.Check the answer.‎ Ⅴ. ‎‎2c Match the sentences with similar meanings then use the phrases to make some new sentences. ‎ Make sentences with the words in the box then check each other’s sentences very carefully.‎ Listen and number the pictures in the correct order then check the answer.‎ Listen to the conversations again and circle the correct answer to each question—T for true or F for false.‎ 增强学生用英语理解英语的意识。‎ 理解短语，灵活运用短语。‎ 完成不同的听力任务，提高听力能力。‎ 178‎ ‎1.Play the recording of ‎2a again， The students repeat after it. Tell them to try their best to copy the pronunciation of the recording.‎ ‎2.Tell them they will practice the conversation between Jimmy and the reporter, using the information in the Activities ‎2a and 2b.‎ ‎3.Ask a pair of the students to read the model conversation. Then let them practice their own conversations in pairs.‎ ‎4.Ask several pairs to share their conversations with the class.‎ Step 3 Summary Practice the conversation between Jimmy and the reporter, using the information in the Activities ‎2a and 2b.‎ 利用所学语言，创造新的对话，培养学生创新思维能力。‎ 板 书 设 计 Unit 8 I’ll help clean up the city parks. ‎ The Third Period fix, repair, similar, strategy take after, fix up, put up, ask for, hand out ‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 8 I’ll help clean up the city parks. 4/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary call up, hand out, call-in(=phone in), strategy, work out ‎2．The reading passage.‎ ‎3．Writing an article using the notes given ‎4．Train students’ writing skill.‎ 过程 方法 According to reading, train the students’ reading skill and train the students how to use the phrasal verbs.‎ 情感 态度 If you get in trouble in your volunteer work, go to the people around you to ask for help.‎ 教学重点 ‎1.To help the children understand the article.‎ ‎2.To teach the new phrasal verbs.‎ ‎3.To direct the students how to make notes based on an article.‎ 教学难点 ‎1.Teaching the new phrasal verbs.‎ ‎2.Directing the children to make notes based on an article.‎ 教学内容及问题情境 学生活动 设计意图 Step Ⅰ Revision Revise the phrasal verbs that taught last class by asking students to make sentences with them again.‎ Step 2 Presentation ‎ Ⅰ‎.3a 1. Jimmy is a Bike Boy. He fixes up old bikes and gives them away. But he ran out of his money to buy old bikes last week. Has he come up with any way to solve his problem? or Will he have to stop? Let’s find out the answer in the article in Activity ‎3a. ‎ 2. Ask the students to read the article and underline all the phrasal verbs .‎ 3. Understanding the meaning of these phrasal verbs and take notes then make some sentences.‎ Ⅱ.3b.‎ ‎1.What things did he do to solve his problem?‎ Make sentences with the phrasal verbs that learned again.‎ Please read the article once quickly and answer the questions.‎ Underline all the phrasal verbs and take notes ,then make some sentences.‎ Make a note of the 复习上节课的语言知识点，运用造句方式学会灵活运用语言。‎ 理解文章，理解重点短语。‎ 178‎ ‎ Please make a note of the things that Jimmy did to solve his problem.‎ ‎2.After they all finish writing, ask a few students to give their answers. Point out the mistakes they may have made in writing.‎ ‎3.Ask them to work in pairs. Tell them to check each other’s answers carefully and point out the mistakes their partners may have made. Tell them to help each other like this as often as possible.‎ Ⅲ Part 4 Groupwork.‎ ‎1.Let’s do it in groups of four. Each group will have to brainstorm a plan for helping out in your community. Talk about it and make notes on where you will help and what you will do. Each group has to write out your own list of possible places and volunteer activities first.‎ Show some pictures or signs on volunteer activities to help the children come up with some ideas.‎ ‎2.Each group will have to report your plan to the class. ‎ Ⅳ Self Check Part 1‎ ‎1.Fill in the blanks. Look at the words given in the box, choose a correct verb for each blank and note to use the correct forms of the verbs.‎ ‎2. Ask five different students to read their answers to the class. Correct any mistakes they may have made, especially the verb forms. Encourage the other students to point out their mistakes and help correct them.‎ ‎3.Ask the children to make their own sentences with the phrasal verbs given. ‎ Ask some students to share their sentences to the class by reading their sentences to the class. Correct any mistakes they may have made.‎ Ⅴ. Part 2‎ ‎1.Write an article using the notes in the box. The article will tell what happens to Sally. ‎ ‎2.Tell students to exchange their articles with their partners and help each other.‎ Step 3. Summary ‎ things that Jimmy did to solve his problem then check each other’s answers carefully Brainstorm a plan for helping our in your community Make notes on where you will help and what you will do. Then tell the class about your plan.‎ Fill in the blanks and make some sentences with the phrasal verbs given.‎ Write an article using the notes in the box, tell what happens to Sally.‎ 整体理解文章，互相找错，提高自我纠错能力。‎ 理解短语，并会灵活运用短语。‎ 运用所给材料写文章，提高学生写作水平。‎ 板 书 设 Unit 8 I’ll help clean up the city parks.‎ The Fourth Period call up, hand out, work Out, call-in(=phone in)‎ 178‎ 计 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 8 I’ll help clean up the city parks. 5/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 Key Vocabulary: disable, donate, organization, pleasure ,blind ,deaf, shut, specially, fetch, at once ,support, appreciate ,donation, part of speech,, ‎ 过程 方法 According to finishing some tasks of reading , train students’ ability of identify main idea and train students’ ability of understanding words in context.‎ 情感 态度 Help your family and friends to solve the life’s big or small problems with the ways you have learnt.‎ 教学重点 ‎1.Key vocabulary.‎ ‎2.Read the text to identify main idea.‎ ‎3.Read the text to understand words in context.‎ ‎4.Read the text for special information.‎ 教学难点 Train students’ reading skill and writing skill.‎ 教学内容及问题情境 学生活动 设计意图 Step1. Revision ‎ Ask some questions about how the students help their family and friends to solve the life’s problems.‎ Step2. Presentation.‎ ⅠBefore You Read ‎ ‎1.1a This activity makes students think about different types of letters that can be written : For example , notes ,informal letters to a friend ,business letters, invitations, etc.‎ ‎2.1b Show students an article in an English ‎ Answer the questions.‎ Come up with some different types of letters.‎ List three differences 通过问题方式复习已学知识。‎ 完成相应的任务，导入新课。‎ 178‎ newspaper or magazine, or ask students to look back at the article from Unit2, on Page16 then list three differences between a letter and an article. ‎ ⅡWhile You Read Read the letter carefully and answer some questions:‎ ‎(1) What is “Animal Helpers” ?‎ ‎(2) What’s the Chinese meaning of the word “normal” in the passage ?____‎ A. 正规的　B. 日常的　C. 平时的 ‎(3)Why the writer wants to write this article?‎ ‎(4)How did her friend help him out?‎ ‎(5)What’s the name of her dog?‎ ‎(6)How does lucky help her?‎ ‎(7)What will the writer send to Miss Li?‎ Ⅲ.After You Read ‎1.3a‎ ‎ Ask students to go through the letter and find one example of each part of speech, then check the answers. ‎ Ⅱ3b ‎ Ask students to go through the letter again , find three examples of phrasal verbs from the reading .Use them to make sentences of your own. Then check the answers.‎ Ⅲ‎3c ‎ Ask students to scan the letter to create correct sentences.‎ Ⅳ.Go For It.‎ ‎1.Ask students to use the information on their book to write an individual letter to Liz.‎ ‎2.Ask students to exchange notebooks with a partner and ask for help to make changes that they see as necessary.‎ Step 3 Summary ‎ between a letter and an article.‎ Understanding the article and answer some questions.‎ go through the letter and find one example of each part of speech.‎ Find three examples of phrasal verbs from the reading .Use them to make sentences.‎ Use information in the letter to make true sentences by matching the different parts.‎ Write a short reply to Liz Smith use the information on their book. ‎ 独立完成阅读理解，回答相应的问题，培养学生自主探究的精神 阅读文章后，完成相应的任务，加深对文章的整体印象。‎ 写一封回信，使学生熟悉书信格式，提高应用文写作能力。‎ 178‎ 板 书 设 计 Unit 8 I’ll help clean up the city parks ‎ The Fifth Period thank for, disable 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 9 When was it invented? 1/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary invent, calculator, be used for, adjustable, heel, battery, operate, slipper, scoop, electric ‎2.Target Language When was the telephone invented?‎ I think it was invented in 1876.‎ Who were they invented by?‎ They were invented by Julie Thompson.‎ What are they used for?‎ They are used for seeing in the dark.‎ 过程 方法 1. According to listening to train the students to talk about the history of inventions.‎ 2. ‎ Train the students' listening and speaking skills with the target language.‎ 情感 态度 Many important inventions have changed the world a lot. Do you know the inventors of them? And when were they invented?‎ 教学重点 ‎1．Key Vocabulary ‎2．Target Language ‎1．Train the students to talk about the history of inventions.‎ 178‎ 教学难点 ‎2．Train the students to understand the target language in spoken conversation.‎ 教学内容及问题情境 学生活动 设计意图 Step 1. Warm-up Show some pictures and ask students to be familiar with the words below.‎ Telephone ,calculator , car ,personal computer, TV set ‎ Step 2. Presentation Ⅰ‎.1a Groupwork ‎1. Point to the pictures and ask students to say what they are.‎ ‎2. Discuss in groups and number them 1-5.‎ ‎3. Check the answers. ‎ Ⅱ.1b ‎1. Look at the pictures and the dates. Listen to a conversation between a girl and a woman, then match the inventions and the dates.‎ ‎2. Check the answers.‎ Ⅲ‎.1c Pair work ‎1. Work in pairs. Look at 1b. Student A cover the dates. Student B, ask student A when the things in the picture were invented. Then change roles and practice again. ‎ ‎2. Ask students to make similar dialogues using the things around them.‎ Ⅳ‎.2a ‎ ‎1. Show a slide with some inventions on it. Teach the vocabulary words. Read them again and again and try to grasp them.‎ ‎2.2a‎ Show another slide. Look at the picture. Here are the three inventions. You will hear a conversation between a girl and a boy. Listen and number the inventions in the order that you hear them.‎ ‎3. Listen carefully again and check up their answers.‎ ‎4. Ask a student to say out his / her answer.‎ ‎5. The teacher shows the correct answers.‎ Ⅴ. 2b ‎1. Show another slide. Look at the chart. It ‎ Look at the picture and remember the words.‎ Look at the pictures and number them 1-5.‎ Listen to a conversation between a girl and a woman, then match the inventions and the dates.‎ Work in pairs. Then make similar dialogues using the things around them.‎ Listen and number the inventions in the order that you hear them.‎ Listen again.‎ 出示精彩图片，提高学生学习兴趣。‎ 练习学生口语的同时，熟悉本课新词。‎ 听力练习，提高学生口语能力。‎ 练习口语的同时，熟悉不同物品的发明年代。‎ 完成不同的听力任务，提高学生的口语能力，进一步理解不同物品的历史。‎ 178‎ shows the people who invented these things and what they are used for. Listen to the recording again and match the items in column A, B and C.‎ ‎2.. Play the tape again, then check the answers.‎ Ⅵ‎.2c Pair work ‎1. Ask the students to pay attention to the sample conversation and ask two students to read it aloud. ‎ ‎2. Role play the conversations using the information in the chart in 2b.‎ Step 3 Summary ‎ ‎ Match the inventions with their inventors and uses.‎ Role play the conversations using the information in the chart in 2b.‎ 运用本课学习的句子创作对话，提高学生口语交际能力。‎ 板 书 设 计 Unit 9 When was it invented? ‎ ‎ The First Period ‎1．The names of the five inventions:‎ computer, car, calculator, telephone, TV set ‎2．Target language:‎ When was the telephone invented?‎ I think it was invented in 1876.‎ Who were they invented by?‎ They were invented by Julie Thompson.‎ What are they used for?‎ They are used for seeing in the dark.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 9 When was it invented? 2/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary bulb, light bulb, microwave, oven, microwave oven, ‎ ‎2.Target Language What do you think is the most helpful invention?‎ I think the most helpful invention is the light bulb.‎ Why is that?‎ Well, it gives people more time to work and play every day.‎ 过程 方法 Train the students' writing and speaking skills with the target language.‎ 情感 态度 If you are alone on a tiny island, what inventions would you like to have on the island with you?‎ 教学重点 ‎1．Talk about the helpful inventions and annoying inventions.‎ ‎2．Guide the students to discuss their opinions on the inventions.‎ 教学难点 ‎1．Discuss the opinions on the inventions.‎ ‎2．Use the target language to describe the inventions.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision Wat Show some pictures about inventions such as computer, telephone, car, TV, calculator… Ask the students to practice speaking.‎ Step 2. Presentation Ⅰ‎.3a Pairwork ‎11.Look at the pictures. There are some inventions (alarm clock, light club, microwave oven) . Ask students to read them loudly.‎ Talk about the inventions in the picture.‎ Make a list of five helpful inventions and 复习上节课所学知识，温故而知新。‎ 谈论不同物品是否对人类有帮助，练习学生口语。‎ 178‎ ‎2. Ask students the following questions.‎ Is the light club useful or annoying?‎ ‎3. Ask the students to make a list of five helpful inventions and five annoying inventions on their own, move around the room to offer help as needed.‎ ‎4. Let the students who would like to share their answers to read to the class. ‎ Ⅱ.3b ‎1.Ask the students to pay attention to the conversation. Ask two students to read the conversation.‎ ‎2. Ask the students to discuss their opinions in ‎3a with their partner.‎ Ⅳ. Groupwork ‎ ‎1.Show a picture. Imagine that you are alone on a tiny island. Choose five inventions you would like to have on the island with you.‎ ‎2.Tell the group what you choose and why, use these sentences. ‎ I think the most helpful invention is…‎ I’d like to have a… because I could…‎ It’s used for…‎ I also want a… because it…‎ ‎3.Ask the students to discuss in a group.‎ Step3:Summary ‎ five annoying inventions .‎ Discuss their opinions in ‎3a with their partner.‎ Choose five inventions you would like to have on the island with you.‎ Tell the group what you choose and why, then discuss in a group.‎ 谈论不同物品是否有用，提高口语表达能力。‎ 用所学语言，表达自己的看法。‎ 板 书 设 计 Unit 9 When was it invented?‎ The Second Period Target language:‎ A: What do you think is the most helpful invention?‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 9 When was it invented? 3/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary: sweet, salty, crispy, sour, potato, chip, mistake, by mistake. thin, in the end, chef , sprinkle ‎2.The target language： ‎ Did you know potato chips were invented by mistake?‎ No, I didn't know that. Who invented them?‎ 过程 方法 According to listening to train the students' speaking and listening skills with the target language.‎ 情感 态度 Do you enjoy eating the potato chips? Have you ever thought of the history of the chips?‎ 教学重点 ‎1．Train the students' speaking and listening skills with the target language.‎ ‎2．Teach the students to use the new vocabulary correctly.‎ 教学难点 Do the listening practice.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision Have a free talk. Ask the students to practice talking to each other。‎ Step 2 Presentation Ⅰ‎.1a ‎ Practice talking to each other。‎ 复习上节课所学内容,巩固所学知识。 ‎ 178‎ ‎1. Read the four words and ask students to repeat them. Give them a minute to read and write the words. Then tell the students they are adjectives and they are used for describing things. For example: The apple is sweet and sour. ‎ ‎2. Get the students to describe the things with the given adjectives. Some food have more than one word.‎ ‎3. Check the answers.‎ Ⅱ1b Ask the students to describe how food taste and finish 1b.‎ Ⅲ‎.2a ‎ ‎1. Let students describe how potato chips taste and describe how helpful the potato chips. ‎ ‎2..Ask the students to listen to a story about the invention of the potato chips and circle T or F.‎ ‎3. Check the answers.‎ Ⅳ. 2b ‎1.Listen again and complete the sentences.‎ ‎2. Check the answers.‎ Ⅴ‎.2c Pairwork This activity provides guided oral practice using the target language.‎ Ask the students work in pairs. Role play the conversation about the invention of the potato chip. Use the information from ‎2a and 2b.‎ Step 3. Summary Write the words under the correct pictures Listen and circle T or F.‎ Listen again and complete the sentences.‎ Work in pairs. Role play the conversation about the invention of the potato chip. Use the information from ‎2a and 2b.‎ 认知一些形容词，为听力做准备。‎ 完成不同的听力任务，提高听力能力，了解炸土豆条的历史。‎ 利用所学语言，创造新的对话，培养学生创新思维。‎ 板 书 设 计 Unit 9 When was it invented? ‎ The Third Period A: Did you know potato chips were invented by mistake?‎ B: Wow, I didn't know that. Who invented them?‎ A: They were invented by a chef called George Crum.‎ 178‎ 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 9 When was it invented? 4/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary by accident, beverage, thousand, according, according to, ancient, legend, emperor, fall into, remain, notice, produce, pleasant, in this way, pie, flying, bakery, Bridgeport, Connecticut , throw ‎ ‎2．The reading passage about tea.‎ 过程 方法 According to reading, train the students' reading skill on how to answer the questions. ‎ 情感 态度 China‎ is among the leading countries in tea production in the world. Let's learn some history about the invention of tea.‎ 教学重点 ‎1．The reading passage about tea.‎ ‎2．Lots of new words.‎ 教学难点 ‎1．To help the students understand the reading passage.‎ ‎2．To direct the students to write the article.‎ 教学内容及问题情境 学生活动 设计意图 Step 1. Warm-up　‎ Show some pictures of some inventions and Have a free talk 178‎ ‎ ask the students to have a free talk about some inventions.‎ What do you think is the most helpful invention?‎ When was it invented?‎ Who was it invented by?‎ What is it used for?‎ How was it invented?‎ Step 2.Presentation Ⅰ.Lead-in ‎ 1. Do you like drinking tea? ‎ 2. Do you know who invented tea? When was tea invented? And how was tea invented?‎ Ⅱ Reading ‎‎3a ‎1. Ask the students to look at the picture in ‎3a answer some questions:‎ Who was the man? ‎ What was he doing? ‎ ‎2. Ask the students to read this article and answer some questions.‎ ‎(1) What’s the article about ?‎ ‎(2) When was it invented ?‎ ‎(3) Who was it invented by?‎ ‎(4) How was it invented?‎ ‎3. Check the answers.‎ ‎4. Read the article again and discuss the difficulties in groups.‎ ‎5. Read the article again and again and try to retell it.‎ Ⅲ.3b ‎1. Look at the chart. It shows the history of flying disks. Ask the students to answer the following questions:‎ ‎(1)Who invented flying disks? ‎ ‎(2)When were they invented?‎ ‎(3)What did the college students use for flying disks? ‎ ‎(4)Where were the metal pie plates from? ‎ ‎(5)How were the flying disks invented?‎ ‎2. Ask students to write an article about flying disks according to the information. The teacher moves around the room to offer some help if necessary.‎ ‎3. After several minutes, let students who ‎ ‎ about some inventions.‎ Answer some questions .‎ Look at the picture in ‎3a and answer some questions.‎ Read this article and answer some questions.‎ Discuss in groups Answer the questions and write an article.‎ 通过图片和句型，既激发了学生口语练习的积极性，又让学生在轻松好奇的氛围中认识人类的科技进步。‎ 问题方式引出课文进行教学。‎ 设置递进问题方式完成阅读教学，了解茶的发明过程，。‎ 用目标语言提供阅读和写作练习。‎ 178‎ would like to share their articles to read to the class. ‎ Ⅳ‎.4a ‎1. We all have things that we don’t like doing. Why not think of an invention that could help you? ‎ ‎2. Discuss in groups what they don’t like doing. Then think of an invention that could help them.‎ ‎3. After five minutes, ask several groups to tell the class their inventions.‎ ‎4.Write the details in the chart.‎ Ⅴ.4b Ask the students pretend a businessperson, to work in pairs to ask their partner questions about his / her invention. Then try to sell their partner’s invention to the class. ‎ Ⅵ. Self check 1‎ ‎1.Ask the students to read the four adjectives and pay attention to their meanings and usage.‎ ‎2. Let the students fill in the blanks with the words.‎ ‎3. Check the answers.‎ ‎4. Make their own sentences with each word.‎ Ⅶ. Self-check 2‎ ‎1. Ask the students to find out when these things were invented and who invented them? ‎ ‎2.Ask students some questions: ‎ What is it?‎ What is it used for?‎ Who was it invented by?‎ What would you like best?‎ ‎3.After that, ask students to write paragraphs about them.‎ Step 3. Summary.‎ Think of something that you don’t like doing. Then think of an invention that could help you .Write the details in the chart. ‎ Pretend a businessperson,‎ try to sell their partner’s invention to the class.‎ Fill in the blanks with the words, then make their own sentences with each word.‎ Answer some questions then write paragraphs about them.‎ 发挥学生想象力，练习目标语言。‎ 通过角色扮演，‎ 提高学生学习英语的兴趣。‎ 增强词语的理解。‎ 进一步了解一般过去时被动语态并掌握被动语态其他事态的表达。‎ 178‎ 板 书 设 计 Unit 9 When was it invented?‎ The Fourth Period fall in to , in this way 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 9 When was it invented? 5/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 Key Vocabulary: taste, century, active , indoors , create , wooden , knock into , divide , aim metal basket , below , towards develop , rise, risen ‎ 过程 方法 According to finishing some tasks of reading , train students’ ability of identify main idea and train students’ ability of understanding words in context.‎ 情感 态度 Some students like playing basketball , let's learn some history about the invention of tea.‎ 教学重点 ‎1.Key vocabulary.‎ ‎2.Read the text to identify main idea.‎ ‎3.Read the text to understand words in context.‎ 教学难点 Train students’ reading skill .‎ 教学内容及问题情境 学生活动 设计意图 Step1. Revision ‎ Ask some students some questions about target language.‎ Step 2 Presentation Before you read ‎ Answer the questions.‎ 通过问题方式复习已学知识。‎ 178‎ Ⅰ‎1a ‎ ‎1. People like sports because it can keep them fit and make them relaxing. Do you like doing sports?‎ ‎2. How many kinds of sports do you know?‎ ‎3.Look at some pictures. There are so many kinds of sports. Discuss in pairs. List eight sports played in China. And fill in the chart.‎ Ⅱ1b 1. Do you think which sport is the most popular?‎ 2. ‎2.which one do you think is less popular? 3.Ask students to rank the sports they listed in the order of popularity. ‎ While you read ⅠShow a picture of Yao Ming, and ask some questions.‎ Do you know him? ‎ ⅡRead this article and answer some questions.‎ How was the basketball invented? ‎ After you read ‎ Ⅰ‎.3a. Complete the mind-map with information from the reading. First discuss in groups. Then check the answers.‎ Ⅱ.3b Without reading the article again, use what you remember from the mind-map to answer the following questions. ‎ ‎1.Who invented basketball?‎ ‎2. Why were the Berlin Olympics important for basketball?‎ ‎3. What is the aim of basketball?‎ ‎4. Name a professional basketball organization in America.‎ Ⅲ. 4. Go For It!‎ Ⅰ.Ask some questions first.‎ ‎(1)Do you like playing basketball? ‎ ‎(2)Do you want to be a professional basketball player like Yao Ming? (3)would you like to play on China’s national basketball team one day? (4)Is it good to be a basketball player? 2.Ask the students to discuss in groups to ‎ Answer some questions and list eight sports played in China. ‎ 3. Rank the sports they listed in the order of popularity. ‎ Understanding the article and answer some questions.‎ Complete the mind-map with information from the reading.‎ Answer the following questions.‎ Answer the questions first ,then discuss in groups to make a list of good things and difficult things about being a basketball 完成相应的任务，导入新课 ‎。‎ 完成阅读任务，提高阅读能力。 ‎ 训练学生利用思路图理解文章，记住信息，回答相应的问题。‎ 阅读文章后，询问学生他们认为成为一名篮球运动员是难还是易，发表个人见解。‎ 178‎ make a list of good things and difficult things about being a basketball players. Fill in the chart. ‎ ‎3.Ask the students to tell their idea.‎ Step 3 Summary ‎ players.‎ 板 书 设 计 Unit 9 When was it invented? ‎ The Fifth Period divide into ,the number of ‎ 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 10 By the time I got outside, the bus had already left. 1/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1.Key Vocabulary oversleep, by the time, get outside, get to school, start doing, be late for ‎2.Target Language What happened? I overslept. By the time I got up, my brother had already gotten in the shower. By the time I got outside , the bus had already left. When I got to school, I realized I had left my backpack at home.‎ 过程 方法 ‎1.According to listening to Encourage the students to use the new words.‎ ‎2.According to speaking to train the students to narrate past events with the past perfect tense.‎ 情感 态度 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.‎ 教学重点 ‎1．Key Vocabulary oversleep, by the time, get outside, get to school, start doing, be late for 178‎ ‎2．Target Language ‎3.Narrate past events with the Past Perfect Tense 教学难点 ‎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.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision Dictate the following words:‎ by mistake, by accident, according to , fall into , in this way Step 2 Presentation Ⅰb ‎ ‎1.Ask the students to discuss these questions in a group.‎ ‎（1）What do you usually do in the morning before school?‎ ‎（2）Do you like mornings ? Why or why not?‎ ‎（3）Do you want to know what happened to Tina this morning?‎ ‎2.Ask the students to pay attention to the pictures in activity ‎1a. Ask students to tell what they see.‎ Picture1: She overslept. ‎ Picture2:She wants to go into the bathroom. She can't because someone is taking a shower.‎ Picture3:When she got to the bus stop, the bus had already left.‎ Write some phrases on the notebook.‎ Discuss these questions in a group.‎ Describe the pictures in activity ‎1a.‎ 复习前一单元所学短语，进行知识巩固。‎ 由以前的知识导入新知识进行学习。‎ 依次描述不同的图片，为整体描述做铺垫。‎ 178‎ Picture4: She had to run to school.‎ Picture5: After she got to school, she realized she had left her backpack at home.‎ ‎3. Tell students to talk about the pictures in groups of four. ‎ Tina overslept in the morning. She wanted to go to the bathroom, but her brother had already gotten in the shower. When she got to the bus stop, the bus had already left. She had to run to school. After she got to school, she realized she had left her backpack at home. The sentences can vary, but should be correct.‎ ‎4.Teach key vocabulary, ask students to make their own sentences.‎ by the time ---- not later than,before eg.By the time the teacher came in, the students had begun reading English.‎ ‎(1)Play a game to help the students understand the sentences with the words by the time … Do it like this:‎ Pretend that the teacher will leave the classroom and the students will do some things. When the teacher returns, the class will make statements starting with By the time …‎ ‎(2)Write “ By the time I came back …”‎ on the blackboard. Ask the students :‎ By the time I came in, what had happened?‎ Talk about the pictures in groups of four.‎ Understanding key vocabulary and make their own sentences.‎ 谈论几幅图并能讲述，学生自然而然理解过去完成时的用法。‎ 理解by the time的意思，并会准确应用，从而更深刻理解过去完成时的应用。‎ 178‎ ‎(3)Write these sentences on the blackboard, and teach the students to read several times.‎ ‎5．Teach narrate past events 过去完成时：表示在过去某一时间或动作之前已经发生或完成了的动作。它表示动作发生的时间是“过去的过去”。‎ 结构：had + V过去分词 时间词：by/before, already Ⅱ.1b ‎1.Ask the students to read these sentences, and guess what they will hear. 2.listen to the tape ,and complete the sentences.‎ ‎3.Check the answers by asking some students to tell their answers. Commend the students who get the answers correctly by guessing.‎ Ⅲ. ‎‎1c ‎1.Ask the students to make conversations in pairs, Each of them take turns being Tina. Look at the pictures in Activity ‎1a to help them. Tell your partner what happened to you this morning. ‎ Step 3. Summary Understanding ‎ narrate past events Listen to Tina talking about her morning. Complete the sentences.‎ 具体学习现在完成时，理解怎样应用，把握其结构。‎ 听录音之前猜测答案，让学生掌握一些好的听力技巧。‎ 板 书 设 计 Unit 10 By the time I got outside, the bus had already left.‎ The First Period ‎1．By the time …‎ By the time the teacher came in, the students had begun reading.‎ By the time the teacher came in, Dong had written his name on the blackboard.‎ By the time the teacher came in, we had discussed an English problem.‎ ‎2．Some words to describe the pictures 178‎ overslept, taking a shower, had left, left her backpack at home.‎ 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 10 By the time I got outside, the bus had already left. 2/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 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.‎ 过程 方法 According to listening to train the students' listening skill.‎ 情感 态度 Try to be a careful person and do everything carefully. Remember not to be as careless as Tina.‎ 教学重点 ‎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.‎ 178‎ 教学难点 ‎1．Write an ending for the story in Activity ‎2c.‎ ‎2．The three verb forms in Grammar Focus.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision ‎1．Revise what happened to Tina in the morning by asking one or two students to tell the story on page 76.‎ Tina had a bad morning. First of all she overslept. By the time she got up, her brother had already gotten in the shower. And by the time she went outside, the bus had already left. She had to run all the way to school. When she got to school, she realized she had left her backpack at home. All these made her look stressed out. Remind them to use the correct verb forms.‎ Step 2 Presentation Ⅰ. ‎2a ‎ 1. Look at activity ‎2a on page 77, and see what happened to Tina later in the morning. Pay attention to the four pictures. Get them to guess the correct order of the pictures first.‎ 2. Ask the students to listen to the tape ,and number the pictures in the correct order.‎ ‎3.Ask one or two children to tell their stories by describing the pictures according to their own order.‎ ‎4.Check the answers and see who have ever got Tell the story.‎ Guess the correct order of the pictures first, then listen to the tape ,and number the pictures, next tell their stories by describing the pictures according to their own order.‎ 复习上节课所学知识。 ‎ 完成不同听力任务，提高学生听力能力，注意动词的变化。‎ 178‎ ‎ the correct answers without listening.‎ Ⅱ 2b ‎1.Let the students fill in the blanks with the correct forms individually.‎ ‎2.After they all finish writing, tell them to listen to the conversation and check their answers.‎ Ⅲ‎.2c 1. Get students to discuss in pairs,‎ Complete the ending. offering language support if needed. ‎ 2. After five minutes, ask students to stop discussing. Get some pairs of students to tell the class how they think the story ended. And let the whole class decide whose ending is the best. ‎ 3. Tell each pair to write down their ending, or do it after class if time is not enough.‎ Sample ending of the story The teacher looked at Tina and said, “Why are you late and where is your homework, Tina?”“I had a bad morning today. ”Tina said sadly.“I'm sorry to hear that, but may I know what happened?”said the teacher.Then Tina told the teacher and the whole class her story. All her classmates laughed loudly after it. Some of them said,“Poor Fill in the blanks with the correct forms. and then listen again an check the answers.‎ Make up an ending for the story and share it with their partner.‎ 锻炼学生思维，巩固运用现在完成时的能力。‎ 178‎ ‎ Tina!”Bob, one of Tina's classmates, stood up and said, “ Well, Tina, I'd love to help you. Why not let me keep the keys for you? I would put your keys in my backpack. ”‎ Ⅳ. Grammar Focus ‎1.Call students' attention to the sentences on the left. Ask four different students to read the four sentences and point out where had plus a past participle is used. Write the sentences on the blackboard.‎ ‎2.Draw a simple time line for each sentence to help students to understand the grammar focus. For example:‎ ‎3. Get the students to look at the box. Teach students to read the three forms of each verbs first. Then ask several students to read the verbs to the class to see if they can read. Write the verbs on the blackboard.‎ ‎4.Ask the students to make sentences correctly using each form of the verbs in the box. For example:‎ I usually get up at 6:30.‎ I got up at 5:30 yesterday.‎ By the time I got up, my sister had already gotten in the shower.‎ ‎5.Ask the students to make their own lists Sum up the three forms of the verbs used in this unit.‎ 复习所学知识，掌握动词特殊形式的用法。‎ 178‎ ‎ of other verbs used in this unit. The lists have to include these verbs: leave, walk, start, oversleep, ring, be.‎ The three forms of the verbs used in this unit:‎ leave left left walk walked walked start started started oversleep overslept overslept ring rang rung be was/were been Step 3 Summary 板 书 设 计 Unit 10 By the time I got outside, the bus had already left.‎ The First Period ‎1．By the time …‎ By the time the teacher came in, the students had begun reading.‎ By the time the teacher came in, Dong had written his name on the blackboard.‎ By the time the teacher came in, we had discussed an English problem.‎ ‎2．Some words to describe the pictures overslept, taking a shower, had left, left her backpack at home.‎ 教 学 反 思 178‎ 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 10 By the time I got outside, the bus had already left. 3/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1． Key Vocabulary 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．‎ 过程 方法 According to listening to train the students' reading skill with target language.‎ 情感 态度 Have you ever done anything carelessly? Share your story with your friends.‎ 教学重点 ‎1．Guide the students to read the article in activity ‎3a.‎ ‎2．Help the students do the oral practice with the target language.‎ 教学难点 ‎1．Help improve the students' reading skill by Activity ‎3a.‎ ‎2．Help the students describe what has happened to them with the target language.‎ 178‎ 教学内容及问题情境 学生活动 设计意图 Step 1. 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.‎ Step 2.Presentation Ⅰ‎.3a ‎1.Show the vocabulary ‎ go off 闹钟（闹响）‎ rush off 跑掉;迅速离开 give sb a ride让某人搭便车 break down 损坏；坏掉 on time 准时 ‎2. Ask the students to read the words . ‎ ‎3. Ask the students to read the story and write the events in the correct order. ‎ ‎4.Ask some students to report their answers to the class. ‎ Answers ‎(1)．alarm clock didn't go off ‎(2)．father went to bathroom ‎(3)．woke up late ‎(4)．took shower ‎(5)．had some breakfast ‎(6)．bus left ‎(7)．ran to bus stop ‎(8)．started walking ‎(9)．got a ride with a friend ‎(10)．bell ringing Tell the story of Tina, and write the three forms of the verbs on the exercise book.‎ Read the vocabulary and report the answers.‎ read the story and write the events in the correct order.‎ 复习上节课所学内容,巩固所学知识。 ‎ ‎ ‎ 理解一些短语，为理解文章做准备。‎ 完成阅读任务，更好的理解文章。‎ 178‎ ‎(11)．got to school ‎(12)．got to class ‎5.Ask the students to read this article and remember it ,especially the sentences with the past perfect tense in the article.‎ Ⅱ3b ‎1.Ask the students to pay attention to the photo of the woman sleeping, and ask some questions: ‎ ‎(1)Have you ever overslept?‎ ‎(2)Have you ever been late for school?‎ ‎(3)Have you ever forgotten to bring your homework to school?‎ ‎(4)Have you ever locked your keys in your horse?‎ ‎(5)Have you ever forgotten a relative’s birthday?‎ ‎(6)Have you ever forgotten a doctor’s or dentist’s appointment?‎ ‎2.Work in pairs and describe the situations in which these things happened. ‎ Ⅲ‎.3c 1. Ask the students to pay attention to the sample conversation on the right.‎ 2. ‎ Ask a pair of the students to read the conversation to the class. ‎ 3. Ask the students to find a partner ,then ask the questions in Activity 3b. Ask more questions if he or she says “Yes”. Encourage them to ask as many questions as Read this article and remember it.‎ Answer the questions ,then describe the situations in which these things happened.‎ Ask your partner the questions in 3b,If he or she says “Yes”, ask more questions.‎ 反复阅读文章，理解过去完成时。‎ 通过结合学生实际创作对话，深刻理解过去完成时的应用。‎ 通过做对话，提高学生的口语能力。‎ 178‎ ‎ they can.‎ ‎4.Ask some pairs to say their conversations to the class.‎ Step 3 Summary 板 书 设 计 ‎ Unit 10 By the time I got outside , the bus had already left.‎ The Third Period go off ‎ rush off ‎ give sb a ride ‎ break down on time ‎ 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 10 By the time I got outside, the bus had already left. 4/5‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎1． Key Vocabulary costume, show up, exhausted, embarrassed, empty, fool, April Fool's Day, stay up ‎2． Target Language When I got there, I found that he had fooled me.‎ After an hour, the other kids showed up, and I realized that my brother had fooled me.‎ By the time I got to match class, I was exhausted because I had stayed up all night studying.‎ I found out that my friend had fooled me.‎ 过程 方法 According to listen to train the students' listening and ‎ train the students to use the new vocabulary.‎ 178‎ 情感 态度 Have you ever been fooled on April Fool's Day? Share your story with your friends.‎ 教学重点 ‎1．Train the students' listening and speaking skills with target language.‎ ‎2．Teach the students the new vocabulary.‎ 教学难点 ‎1．Guide listening and oral practice using the target language.‎ ‎2．Help learn to use the new vocabulary correctly.‎ 教学内容及问题情境 学生活动 设计意图 Step 1 Revision ‎1．Revise the article in activity ‎3a on page 78 by asking several students to read it.‎ ‎2．Dictate the following words and phrases:‎ bell, ring, go off, rush, run off, on time, give sb. a ride ,lock, break down.‎ Step 2 Presentation Ⅰ‎1a ‎1.Read the instructions to the students. Point to the chart with the three headings—Nouns, Verbs and Adjectives, and help the students to understand the meanings of nouns, verbs and adjectives.‎ ‎2.Teach the students to read the new vocabulary below:‎ costume, fool, go off, get dressed, show up, change, exhausted, embarrassed, empty, fool, stay up.‎ ‎3. Find out the words which the students don't understand and give some explanation.‎ ‎4.Ask the students to put the words in the correct columns. (Some words can be put in Read the article in activity ‎3a, and write some phrases on exercise book.‎ Put the words in the correct columns in the chart .‎ 复习上节课所学知识，巩固重要短语，句型。‎ ‎。‎ 辨别词性，理解词语意思。‎ 178‎ ‎ more than one column.)‎ ‎5.Correct the answers by asking three students to read their answers to the class.‎ Answers Nouns: fool, costume, change, clock Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up Adjectives : embarrassed, empty, exhausted Ⅱ 1b ‎1.Ask the students to work in pairs. Tell their partner about something that has happened to them recently. Note to use two or more phrases from the list in Activity ‎1a. ‎ ‎2.After they all finish talking, ask some pairs to say their conversations to the class.‎ Ⅲ. ‎‎2a ‎1.Say something about April Fool's Day to the students like this:‎ Every year on April first, Americans do silly things to surprise each other. For example, someone might tell you to go to the teacher's office to get your new book. But there is no book at all !‎ ‎2.Ask the student to pay attention to the four pictures. Ask four different students to describe the pictures.‎ ‎3.Please listen to the tape, three boys,‎ Make new conversations, use two or more phrases from the list in Activity ‎1a. ‎ Listen and write each person’s name under the correct picture.‎ 通过语言交际，提高学生口语能力。‎ 完成不同听力任务，提高听力能力。‎ 178‎ ‎ Dave, Nick and Joe are talking about April Fool's Day. Now write the name of each boy under his picture. Tell the students there will be one picture without a name under it.‎ Ⅳ.2b ‎1. Ask the students 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.‎ ‎2.Ask six different students to report their answers to the class. Check the answers with the class.‎ Ⅴ. ‎‎2c ‎1.Ask the students to look at the sample conversation on the right. Ask a pair of the students to read and try to continue .‎ ‎2. Ask the students to work in pairs. Each pair makes two conversations using information from ‎2a and 2b.‎ ‎3.Ask one or two pairs to say their conversations to the class.‎ Step3. Summary Listen again and ‎ write “D” for Dave, “N” for Nick and “J” for Joes on the short lines before the phrases.‎ Tell the April Fool’s Day stories . Use the information from ‎2a and 2b.‎ 根据‎2a和2b创作自己的对话，复习目标语言。‎ 178‎ 板 书 设 计 Unit 10 By the time I got outside, the bus had already left. ‎ The Fourth Period fool, invite, empty, go off, get up, get dressed， show up, realize, change, stay up 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Unit 10 By the time I got outside, the bus had already left. 5/5‎ 教学媒体 A tape recorder , CAI ‎ 教 学 目 标 知识 技能 ‎1． Key Vocabulary announce, describe, convincing, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girlfriend, marry, thrill, get married, ending，embarrassing，a piece of ‎2. The reading passages about April Fool’s Day．‎ 过程 方法 According to finishing some tasks of reading to train the students’ reading skill．‎ 情感 态度 Try to collect the jokes happened on April Fool‘s Day and share them with your friends．‎ 教学重点 ‎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．‎ ‎4． Direct the students to write an article according to the pictures 178‎ ‎ given．‎ 教学难点 ‎1． Help the students understand the three articles．‎ ‎2． Help the students write the stories happened on April Fool’s Day．‎ ‎2． Direct the students to write an article with the pictures given．‎ 教学内容及问题情境 学生活动 设计意图 Step1. Revision ‎ Revise the three boy’s stories happened on April Fool’s Day． Ask three different students to tell their stories to the class．‎ Step2. Presentation Ⅰ. ‎‎3a ‎1.Show the new words and expressions on the screen .‎ announce v． 宣告；通告 describe v． 描述；描绘 convince v．使确信；使信服 panic n． 恐慌；惊恐 set off 激起；引起 authority n． 权威机构；行政管理机构 reveal v．揭示;揭露 hoax n． 骗局；恶作剧；玩笑 flee n． 逃跑；逃走 spaghetti n． 意大利式细面条 girlfriend n． 女朋友 show n,演出；展示；炫耀 marry v．嫁；娶；与……结婚 thrill v． 回答：答复 ending n． 结局；结尾 get married 结婚 reply v． 回答；回复 ‎2. Ask the students to read the words several times．Make sure that the students can read each word correctly．‎ ‎3.Ask the students to read the three articles． Not all of them are true, which of these stories is the most believable and which is the least believable． And they have to tell the reasons as well． ‎ Tell their stories to the class．‎ Understanding some new words .‎ Read the words.‎ Read the three articles, and answer some questions, tell their opinions 讲述愚人节的故事，复习所学语言知识。‎ 反复阅读文章，完成阅读任务，提高阅读能力。‎ 178‎ ‎4. Please think over if you would be fooled by any of the stories．‎ Answers The first story really happened． The radio program was called "The War of the World．"‎ ‎5.Read the article again and ask some questions. ‎ ‎（1） What did a radio program announce in 1938?‎ ‎（2） What had happened by the time the authorities revealed the story was a hoax?‎ ‎（3） What did a reporter announce on April Fool’s Day?‎ ‎（4） What had happened by the time people realized that the story was a hoax?‎ ‎（5） What did a famous TV star once do on April Fool’s Day?‎ ‎（6） What was the ending of the last story?‎ Ⅱ.3b 1. Let the students make sentences with the phrases given, based on the story happened to Nick． ‎ For example A: when the alarm went off, Nick got up, took a shower, got dressed, and went to school． ‎ B: But when he got to school, the school was empty, an hour later, the other kids showed up．‎ C: He realized that his brother had fooled him．‎ ‎2. Ask the students to write a magazine story about Nick in Activities ‎2a and 2b, using the notes below． ‎ ‎3.After several minutes, ask a student to read the completed article to the class．‎ Make sentences with the phrases given.‎ Write a magazine story about Nick in Activities ‎2a and 2b.‎ 学会灵活运用短语。‎ 通过提纲方式，写出Nick的故事，教会学生按照提纲写文章。‎ 178‎ The rest of the class help correct the mistakes the student may have made．‎ ‎4. Get them to check each other’s writing carefully in pairs．‎ A sample answer:‎ On April Fool’s Day Nick’s alarm went off． He got up and took a shower． Then he got dressed and went to school． When he got to school, the building was empty．‎ An hour later the other kids showed up．‎ Then he realized that his brother had fooled him． His brother had set his alarm an hour earlier．‎ Ⅲ. ‎‎3c 1. Tell the students to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized． They can use the notes in Activity 3b as samples．‎ Write a sample list on the blackboard:‎ What happened first: school gate/met Dong/Li Lei/waiting for/on the playground/ran to the playground．‎ What happened next: got to the playground/no one was there．‎ What I realized: Dong/fooled me ‎2. Ask the students to write their jokes． Tell them they can use the article they wrote for Activity 3b as a model．‎ ‎3.Ask some students to read their articles to the class． Correct as many of the articles as possible in class．‎ A sample writing On April Fool’s Day I met Don at the school Write about a joke they played on someone or a joke someone played on them.‎ 写自己亲身经历的事，继续练习提纲写作的技巧。‎ 178‎ ‎ gate． He told me that Li Lei was waiting for me on the playground． Then I ran to the playground． When I got there, I found no one was on the playground．‎ Then I realized that Don had fooled me．‎ Ⅳ.Part 4‎ 1. Review the meanings of funniest, most embarrassing and most creative． ‎ 2. Ask the students to tell their funny story to the class．‎ ‎3.The other students vote on the funniest joke, the most embarrassing joke and the most creative joke．‎ Ⅴ. Self Check Part 1‎ ‎1.Ask the students to fill in the blanks with the words given, change the form of the word if necessary.‎ ‎2. Check the answers． ‎ ‎3.Ask students to make their own sentences with the words.‎ rush: As soon as the bell rang, the students rushed to the playground．‎ realize: By the time he got to the office he realized that he had locked all his keys at home．‎ invite: Mr Green invited his good friends to have a big dinner at home last Sunday．‎ show up: We have to finish the task before the boss shows up．‎ stay up: Jack stayed up very late last night． He couldn’t wake up on time this morning．‎ Ⅵ.Part 2‎ ‎1.Ask the students to look at the seven pictures．Then ask the students to describe ‎ Tell their funny story to the class．‎ Fill in the blanks and make their own sentences with the words.‎ Look at the pictures and write about Luo Ming’‎ 通过竞赛方式，提高学生写作兴趣。‎ 理解本单元的重点短语或词语，在练习中进行巩固。‎ 通过看图写故事方式，巩固过去完成时的用法。‎ 178‎ each picture ． ‎ ‎2.After describing each picture, ask the students to write a story about Ming’s day on their own． ‎ ‎3.Ask a few students to tell the class about Ming’s day． Let the rest of the class help correct the mistakes that they may have made．‎ ‎4.Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after class．‎ A sample answer Ming woke up at 10:O0 o’clock in the morning． She thought that she must be late for school． So she got up and rode a bike to school．The school was empty. She was the only one there． Then she realized that it was Sunday．‎ Her good friend, Han Mei, came to see her after she had got home． Ming told Han Mei the whole story happened in the morning earlier． It made Han Mei laugh a lot．‎ Ming went to her grandparents’ house with her parents． They had dinner together and talked happily．‎ Ming watched TV in the evening and she went to bed at 10:00．‎ Ⅶ. Part 3‎ ‎1.Ask the students to pay attention to the box, and circle the words that don’t belong in each group．‎ ‎2.Ask some students to tell their answers to the class． Check the answers with the whole s day.‎ Pay attention to the box, and circle the words that don’t belong in each group．‎ 复习单词。‎ 178‎ ‎ class．‎ Answers ‎1． homework 2． lock 3． costume 4． empty Step 3 Summary 板 书 设 计 Unit 10 By the time I got outside, the bus had already left.‎ The Fifth Period ‎1． Sample notes to Activity ‎3c:‎ What happened first: school gate/met Don/Li Lei/waiting for/on the play-ground/ran to the playground．‎ What happened next: got to the play-ground/no one was there．‎ What I realized: Don/fooled me．‎ 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Review of units 6～10 1/2‎ 教学媒体 A tape recorder , CAI ‎ 教 学 目 标 知识 技能 ‎1． Listening practice using the target language.‎ ‎2． Oral practice using the target language.‎ 过程 方法 ‎1.According to listening to train students’ listening skill.‎ ‎2．According to oral practice to train students’ speaking skill.‎ 情感 态度 教学重点 ‎1. Listening practice using the target language.‎ ‎2. Oral practice using the target language.‎ 教学难点 Train students’ listening skill and speaking skill.‎ 教学内容及问题情境 学生活动 设计意图 Step1 Revision 178‎ ‎ 1. Dictate some vocabulary words in units 6～10.‎ ‎ 2. Choose four or five words. Encourage students to make sentences with them.‎ Step 2 Presentation.‎ Ⅰ‎.1a 1． Check that they understand what they need to do by having one or two students complete other answers.‎ 2． Ask the students to do the crossword individually or in pairs.‎ 3． Check the answers.‎ Ⅱ1b ‎1.Explain to students that they need to write clues like the clues for the crossword in activity ‎1a.‎ ‎2.Ask the students to work in pairs.‎ Ⅲ. ‎‎2a ‎1.Ask the students to pay attention to the four pictures. ‎ ‎2.Play the recording ,students listen and match the conversations with the correct pictures by writing the numbers in the boxes.‎ ‎3.Check the answers.‎ Ⅳ.2b ‎1.Set a time limit of two minutes. Students go through the lists of questions.‎ ‎2.Ask the students to listen to the same recording again, complete the four different questions next to the pictures in Activity ‎2a.‎ ‎3.Let students check their answers in pairs, and then with the whole class.‎ Ⅴ. ‎‎2c ‎1.Read the instructions to the class.‎ Point out the sample conversation in the box. Invite a pair of students to read it to the class.‎ Write some vocabulary on their exercise book ,and make sentences with some of them.‎ Read the clues and complete the crossword.‎ Choose words from units 6-10 and write a clue for each word . Read the clues to your partner. He or she guesses the words.‎ Listen and match the conversations with the correct pictures by writing the numbers in the boxes.‎ Listen again Complete the four different questions next to the pictures in Activity ‎2a.‎ Role play ,‎ practice the conversations in activity 2b with 复习6-10单元重点短语，进行知识巩固。‎ 游戏方式复习已学短语。‎ 运用已学语言创作有特色的语言。‎ 运用已学知识，进行听力练习。‎ 运用所学知识进行口语练习，提高口语表达能力。‎ 178‎ ‎2.Ask the students to work with a partner and use the information in activity 2b.‎ ‎3.Ask several pairs of students to say their conversations to the class.‎ Step 3 Summary ‎ their partner.‎ 板 书 设 计 Review of units 6～10‎ The First 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.‎ 教 学 反 思 学科 English 课型 fresh 年级 ‎9‎ 课题 Review of units 6～10 2/2‎ 教学媒体 A tape recorder , CAI 教 学 目 标 知识 技能 ‎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.‎ 过程 方法 ‎1． Train students’ speaking skill.‎ ‎2． Train students’ writing skill.‎ 情感 态度 Thank all the inventors. It is they who make our life convenient.‎ 教学重点 ‎1. Talk about places you would like to visit.‎ ‎2. Narrate past events.‎ ‎3. Talk about the history of inventions.‎ 教学难点 Train students’ speaking and writing skills.‎ 教学内容及问题情境 学生活动 设计意图 Step 1。 Revision Check homework. Ask different students to Say their 178‎ ‎ say their conversations to the class.‎ Step 2 Presentation ‎ Ⅰ.Part 3‎ ‎1.Point out the sample conversation in the box. Ask the students to work in pairs like that and fill in the blanks ‎2.Invite a pair of students to say it to the class. The B student should think of something to finish the conversation.‎ ‎3.Ask several pairs to say their conversations to the class. Answers will vary.‎ Ⅱ. Part 4‎ ‎1.Get students to complete these sentences using their own experience. 2.Point out the sample conversation in the box. Invite a pair of students to read it to the class.‎ ‎3. Ask the students to work in pairs.‎ ‎4.Ask several pairs of students to say their conversations to the class.‎ Answers will vary.‎ Ⅲ. Part 5‎ ‎1.Read the instructions to the class. ‎ Point to the phrasal verbs in the box. Invite a student to read them to the class.‎ ‎2.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.‎ ‎3.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.‎ Ⅳ.Part 6‎ ‎1.Read the instructions to the class.‎ Point out the sample conversation in the box. Invite a pair of students to read it to the class.‎ ‎2.Ask the students to think of an invention. Then talk to their partner and try to guess his or her invention.‎ ‎3.Ask selected students to model their ‎ conversations to the class Work in pairs and fill in the blanks. ‎ Complete these sentences using their own experience and then work in pairs.‎ Take turns to choose a square and make a sentence using the phrasal verb in the square . If the sentence is correct , Student A puts an “X”in the square and Student B puts an “O”. The first student to make a row wins.‎ Think of an invention, write information about it in the chart . Then talk to their partner and try to guess his or her invention.‎ 复习上节课所学知识。 ‎ 复习已学知识，提供口语练习的机会。‎ 完成主观任务，练习口语交际。‎ 用游戏方式鼓励学生应用已学动词短语。‎ 回忆已学知识，练习口语。‎ 178‎ ‎ conversations to the class.‎ Ⅴ .Part 7‎ ‎1.Focus students’ attention on the instructions and the example .Have two students model the sample conversation.‎ ‎2.Ask the students what sorts of things they had done by different ages ,then complete the sentences. ‎ ‎3.Ask the students to work in pairs.‎ Ⅵ.Part 8‎ ‎1.Ask the students to write some things they would like to do on the blank lines. Get students to complete the task individually.‎ ‎2.Point out the sample conversation in the box. Invite a pair of students to say it to the class.‎ ‎3.Ask the students to work with a partner. Make conversations to talk about what you would like to do.‎ ‎4.Ask several pairs of students to say their conversations to the class. Answers will vary.‎ Step 3 Summary Complete the sentences and then talk about them with their partner.‎ 复习过去进行时。‎ 练习口语。‎ 板 书 设 计 Review of Units 6～10‎ The Second Period Target language:‎ ‎1. Where would you like to visit?‎ I’d like to go Holland.‎ Why do you want to go there?‎ I want to see the windmills and smell the flowers.‎ ‎2. By the time I was five, I had started learning English.‎ Really? Where did you learn?‎ I went to classes at an English language school.‎ ‎3. When was it invented by?‎ It was invented about a thousand years ago.‎ Who was it invented?‎ It was invented by a Chinese man.‎ What is it used for?‎ It is used for many things including writing and printing.‎ How has it developed?‎ It has developed by being created by machine rather than by hand.‎ 178‎ Is it paper?Yes, it is.‎ 教 学 反 思 178‎