第一篇：九年级英语上册 单词教案 人教新目标版
单词教案
Airplane n.飞机 Coach n.长途公共汽车，客车
Departure n.出发；启程；航班；车次 Lounge n.(机场等的)等候室
departure lounge(机场的)候机厅 transport n.交通方式；交通 set off 动身，出发 Nod v.点头
Tear n.眼泪；泪珠 Towards prep.往；向；朝...的方向 cigarette n.香烟 though conj.虽然；尽管 get off 下车 step n.步;步骤 geography n.地理学 physical a.身体的;体力的 PE n.体育；体育课 really adv.非常；很；实在；确实
neither pron.两者都不 a.(两者)均无的
secondary school 中学 present a.在场的；出席的 absent a.不在的,缺乏的 speech n.演讲;演说 biology n.生物学 lead a...life safety n.安全 过(某种生活)fortunately Disease n.病；疾ad.幸运地 病
drug n.毒品 Dress n.连衣裙 Spanish
Fit v.适合,合身 a.西班牙的；西班Glove n.手套 牙语的 n.西班牙have on 语 穿着；戴着 French
overcoat a.法国的；法语的 n.外套；大衣 n.法语
scarf involve vt.牵涉；n.围巾；头巾 牵连；影响
thick adj.厚的 training n.训练 size n.尺码；号 athletics n.田径shop assistant 运动
n.店员 society n.社会；cool 协会 a.时髦的；酷的 disco
fashionable n.迪斯科舞厅；迪a.流行的；时髦的；斯科舞会
时尚的
either...or...logo n.标志,商标 要么...要么...；well-known adj.众不是...而是...所周知的；著名的 Debate n.辩论 designer Illness n.病；疾a.由著名设计师病
设计的 n.设计师，prevent
设计者
vt.防止；预防 advertising n.广medicine n.医学 告
suppose vt.猜想；dollar n.美元 假设 succeed relaxed
v.成功；做到 a.放松的；松弛的 show off eldest
显示；炫耀 a.年龄最大的 personality married
n.个性；性格
a.已婚的；结婚的 rule n.规则；规章 fall off suggestion n.建议(从...)跌落
keep to get married 结婚 沿着...走 couple n.夫妻 Rope n.绳子
diet n.日常饮食 Stream n.小河；溪 用心
爱心
专心
clear
adj.明白清楚的 starving
adj.非常俄的；饥饿难忍的 lead the way 领路，带路
fall asleep 入睡 valley n.山谷 peaceful
adj.安静的；平静的
site n.场所 gesture
n.示意动作；手势 stick
n.枝条；枯枝 reach out 伸手去摸 still
a.静止的；不动的 woods n.树林 hillside n.小山坡 sudden adj.突然的 blood n.血
damage n.&vt.损害 cause v.造成；引起 n.原因,起因 effort n.努力 fifth num.第五 order n.顺序；命令 vt.命令 in order to 为了
Director n.主任 Smell n.气味
Discuss vt.讨论；谈论
Fever n.发热
Flu n.流行性感冒 Knee n.膝盖
Wound n.伤，伤口 Miss v.不在 Trip v.绊；绊倒 improvement n.改善；改进 oncoming adj.迎面而来的 couch n.长沙发 expert n.专家 require v.需要 fit adj.健康的 amount n.数量 weight n.重量 effect n.影响 cooker n.厨灶 shock n.电击 hit vt.打；击 glad adj.高兴的 breathe v.呼吸 cancer n.癌症 fix vt.修理 finger n.手指 basket n.篮子 bread n.面包 fork n.叉子 knife n.刀
lemonade n.柠檬味汽水；柠檬饮料 pancake n.烙饼薄饼
serve vt.端上；服务；招待
spoon n.勺；匙 hold vt.举办；召开
hot adj.辣的 roll n.小圆面包 Roman n.罗马人 Saying n.格言谚语
Cheers int.干杯 Plate n.盘子 explanation n.解释,说明 cross adj.恼怒的；生气的
generally adv.一法
般地；通常 Level n.水平over adv.结束 Certain blind adj.瞎的 adv.某些；一些 sensen.感觉官能 however taste n.味道
adv.不管怎样
owner n.所有权人；fairly adv.相当地 主人
no matter bee n.蜜蜂 无论… officer n.官员 wherever course n.一道菜 adv.无论在哪里 dialogue n.对话 own v.拥有 line
everyday n.台词，对白；线 adj.每天的,日常nurse 的
n.保姆；护士 essential recite v.背诵 adj.极其重要的 role n.角色 tourism n.旅游业 row n.一排座位 quarter n.四分之servant n.仆人 一
bit n.一部分，一industrial 段
adj.工业的
play the role of recent adj.近来的 v.扮演...角色 Arabic n.阿拉伯superb adj.极佳的 语
impressed
Typhoon n.台风 adj.印象深刻的 Importance front adj.前面的 n.重要性 nightlife in place of 夜生活 代替
musical
Indian n.印度人 n.音乐剧；音乐电speaker 影
n.说某种语言的in the open air 人；发言者；演讲在露天(或户外)者
Japanese adj.日本period n.阶段；时的日语的；日本人期 的 n.日语；日本人 express Industry n.工业 vt.表示；表达 Trade n.贸易 beat n.强节奏 Achieve v.完成达ceiling n.天花板 到
fetch vt.拿来 Bright adj.聪明的 pardon Handwriting n.书int.请再说一遍
用心
爱心
专心 raise v.举起 forgive vt.原谅 treasure vt.珍视；珍爱 stay in touch 保持联系 owe
vt.归因于；归功于 pay back 偿还 kindness n.体贴 patience n.耐心 gift n.恩赐 礼物 fair
adj.公平的；公正的
model n.模范;典型 role model 楷模；行为榜样 Value
n.价值；行为准则 decision n.决定 graduate n.毕业生 shock v.使震惊 inside adv.在（或向）里面 prep.在（或向）…里 cow n.奶牛；母牛 dentist n.牙医 tooth n.牙齿 robot n.机器人
第二篇：人教新目标九年级英语上Unit3教案（范文模版）
Unit 3 Teenagers should be allowed to choose their own clothes 教学目标（Language Goal）1.能够谈论允许和不允许做的事情
2.能够谈论应该被允许和不被允许做的事情
3.能够针对被允许和不被允许做的事情发表自己的观点（同意或者不同意）4.能够表达同意或者不同意的理由
目标语言（Target Language）
1.I think sixteen-year-olds should be allowed to drive 我认为应该允许16岁的孩子开车。
2.I disagree.I think sixteen is too young.我不同意，我认为16岁这个年纪太年轻了。
3.Do you think thirteen-year-olds should be allowed to have part-time jobs ? 你认为应该允许13岁的孩子们做兼职工作吗？
4.No , I don’t.不，我认为不应该。5.Anna is allowed to wear her own clothes.安娜可以选择自己的衣服。
6.They are not serious enough at that age.那个年龄的他们不够稳重。
7.－What rules do you have at home ? 你家有什么规定吗？
－Well , I’m not allowed to go out on school nights.噢，我在周一至周五不能外出。
词汇和短语（Vocabulary and expressions）
allow 允许 drive 架车 pierce [pi s]刺穿 license 执照 driver司机 silly愚蠢的、傻的 earring 耳环 concentrate集中 volunteer自愿、志愿者 Local地方的 perform表演 primary初级的 go out with their friends 和朋友一块出去 part-time jobs 兼职工作
driver’s license 驾驶执照 get their ears pierced 穿耳孔
choose one’s own clothes 选自己的衣服 sixteen-year-olds 十六岁的孩子
seem to 好像 at that age 在那个年龄 so do we 我们也一样 get to class late.上课迟到 fail a test 考试不及格 be strict with 对„要求严格 the other day 前几天 get to doing sth 着手做某事 look smart 看起来整洁 concentrate on 关注„ be a good way to do 是„的好方法
It’s a good idea for sb to do 是„的好主意
get noisy 变得嘈杂 at present 目前
have an opportunity to do sth.有做„的机会
be a good experience for sb.对„来说是很有意义的经历 take time to do things 花费时间做事情
old people’s home 敬老院
be sleepy 睏 after a long week of classes 上完一周课之后 have Friday afternoons off 周五放假
语法内容： 一.被动语态
1.“语态”表示主语和谓语动词之间的关系。英语中有“两态”的说法，即主动语态和被动语态，本单 元中反复出现的should be allowed 就是一个含有情态动词（should）的被动语态。
先看几个基本概念
主语是动作的发出者为主动语态
主语是动作的接受者为被动语态
只有及物动词才有被动语态。
2.被动语态的构成（1）请大家看图
The office is cleaned every day.The office was cleaned yesterday.Compare active and passive：
动作的接受者the office成了句子的主语，就应该用被动语态。从上面的例句我们可以总结：
一般现在时的被动语态为：主＋am / is / are（not）＋过去分词
一般过去时的被动语态为：主＋was / were ＋过去分词
如：Butter is made from milk.This house was built 100 years ago.以前我们学过的was / were born 生于，就是一个被动语态 born是个过去分词（bear）
－When were you born ? －I was born in 1989.如果要特别强调动作或行为的执行者，句子后面需接by ~，译为“被（由）„”
如：We were woken up by a loud noise.我们被嘈杂的声音吵醒。
（2）请看图
从上面例子，我们可以看出，现在进行时被动语态的构成为
主语＋is / am / are + being ＋过去分词
再如：
My car is being repaired now.Some new houses are being built near the park.公园附近在建一些房子。
（3）请看图
BEFORE NOW
从上面例子，我们可以看出现在完成时被动语态的构成为
主语＋have / has ＋been ＋过去分词
如：
My key has been stolen.My keys have been stolen.I am not going to the party , I haven’t been invited.含有情态动词的被动语态
情态动词＋be＋过去分词
A note had better be left to him.Teenagers should be allowed to wear their own clothes 这里我们列举了几个主要时态，那么其它时态呢？
一般将来时 主语＋will ＋be ＋过去分词
过去将来时 主语＋would / should + be ＋过去分词
过去进行时 主语＋was / were + being ＋过去分词
过去完成时 主语＋had + been +过去分词
被动语态的时态是由be的时态决定的，be是什么时态，全句就是什么时态，be动词后面的过去分词不 变。
归纳：
肯定句：主语＋be + 过去分词＋（by ~）
否定句：主语＋be not ＋过去分词＋（by ~）
一般疑问句：Be ＋主语＋过去分词＋（by ~）? 特殊疑问句：疑问词＋be＋主语＋过去分词＋（by ~）
3.被动语态的用法：
（1）不知道或没有必要说明动作的执行者是谁，不用by＋动作执行者短语 Such books are written for children.这些书是为儿童写的。
I haven’t been told about it.没有人告诉我这件事
（2）强调动作的承受者，这时应用by短语。The cup was broken by David.（3）作客观说明时，常采用一种被动语态句型
It’s / was said / believed / reported / + that „
It’s reported that about three hundred people were killed in this earthquake.
据报道，这次地震中大约有三百人死亡。
4.主动语态变为被动语态
把主动语态的句子变为被动语态的方法是：
（1）把原句中的宾语变为主语
（2）动词改为被动形式，即be+过去分词
（3）原来的主语，如果需要的话，放在by后面，如果没必要，可省略。
注意事项：
主动语态变成被动语态应注意事项
从主动语态到被动语态的过程中主语、谓语动词、宾语都发生变化。
注意主格与宾格的变化形式。
注意主语的人称及数的变化对be动词带来的影响。
注意be动词的时态形式取决于原主动语态的动词时态形式。
5.被动语态的几种类型
（1）有两个宾语的句子的被动语态（直接宾语，间接宾语）
常见的接双宾语的动词有
通常这种句子可以改为以“人”当主语；和以“物”当作主语的两种被动语态。
如：He gave me a book.－I was given a book by him.（以I做主语）
－A book was given to me by Tom.（以物book作主语）He teaches us English.－We are taught English by him.（以人当主语）
－English is taught us by him.（以物作主语）
（2）含有宾语补足语的句子的被动语态
keep, make 三类的动词常常有宾语补足语，在被动语态中，宾语补足语位置不变。We keep food fresh in the fridge.主 谓 宾 宾补
－Food is kept fresh in the fridge.I saw him go into the office building.－He was seen to go into the office building.英语中有“十大动词”的说法，即feel , hear , listen , have , make , let , look , watch , see , notice，这些词在主动句中，其后的动词不定式不加to，但变被动句时必须加to.（3）含有短语的主动语态变被动语态
不及物动词没有宾语，因此没有被动语态。但有的不及物动词后面加上介词及其他一些词类构成短语动
词之后，其作用相当于及物动词，可以接宾语，因而也可以变为被动语态。在变成被动语态时，不能去掉构
成短语动词的介词或副词
They take good care of my child.－My child is taken good care of 他们把我的孩子照顾得很好。I turned off the radio.
－The radio was turned off（by me）
附：动词短语的被动语态
take care of －be taken care of cut down －be cut down laugh at －be laughed at look after－be looked after 下列这些短语本身即是被动语态的形式，不需再加－by be covered with „用„覆盖着
be interested in „对„感兴趣
be surprised at „对„感到惊奇 be made of（from）用„制造的（4）由情态动词形成的被动语态
含有情态动词的句子在变为被动语态时，在情态动词后面加上be动词即可，其句型如下：
肯定句：主语＋情态动词（can , may , must）+be+ 过去分词„
否定句：主语＋情态动词＋not + be + 过去分词„
疑问句：情态动词（Can , May , Must）＋主语＋be＋过去分词＋„.如：We should allow teenagers to surf the Internet.－Teenagers should be allowed to surf the Internet.Can you use it ? 你会使用它吗？
－Can it be used ? 6.不能用于被动语态的几种情况
（1）当主动结构中的宾语是反身代词和相互代词时，不能改为被动语态。
他在镜中看见了自己的模样。We often help each other.我们常常互相帮助。
（2）当谓语是表状态的及物动词时（如have , like , take place , belong to „）
如：
I like these flowers.我喜欢这些花。I will have a meeting.不说A meeting will be had.应说A meeting will be held.二.重点、难点： 1.the other day 我们还可以说the other day , morning , week , month.不久前的一天，一个上午、一个星期、一个月等 I saw him in London the other day.我最近有一天在伦敦见过他。2.get to 着手做某事
„ and I got to talking about the rules „
He got to doing the homework after supper.
3.concentrate on sth.专注于某事（做某件事而不做其他事）
He decided to concentrate on English because he just failed the exam.他决心专攻英语因为他刚刚考试不及格。
This company concentrate on the Chinese market.这家公司把重点集中在中国市场。
4.be good for 对„有好处 有益于（„that is good for studying „）This kind of food is good for me.这种食物对我身体有益
Sunshine is good for plants.阳光对植物有益。
5.It’s a good idea for sb to do sth.做„对„来说是个好主意（It’s also probably a good idea for parents to allow „）
It’s a good idea for us to travel to the south.6.get noisy 变得嘈杂（I know we got noisy sometimes , „）noise －noisy
7.learn from 向„学习，从„中学习
„ but we learn a lot from each other.We should learn from our mistakes.我们应从错误中学习。
8.at present.（At present they’re too short.）at present 此刻、现在＝at this time , now I can’t help you at present －－I’m too busy
我现在帮不了你－－实在太忙了。
9.„ have an opportunity to do sth
有做„的机会
have no opportunity to do 没机会做„
I hope to „„ have an opportunity to go to the States.I have no opportunity to have a talk with her I 注意：文中在谈论将来时，用了一些动词过去式和would + 动原的形式
这是虚拟语气。表示对将来的一种假设。
本单元其他句型结构：
1.sixteen-year-olds十六岁的青少年
它相当于一个名词 相当于sixteen-year-old kids.“一个16岁青少年的表达方式” a kid sixteen years old a kid of sixteen a kid of sixteen years old.a sixteen-year-old kid
2.stop doing
He should stop wearing that silly earrings.（Section A 2a）
停止做某事
We two stopped talking.我们俩个停止了谈话。3.主＋seem to do sth.好像
His temperature seems to be all right.他的体温好像完全正常。seem其他用法
（1）seem+形容词
The question seems quite easy.那个问题好像很容易。
（2）seem+名词
That seems a good idea.那好像是个好主意。
（3）It seems + that 从句
It seemed that nobody knew anything about the matter.看来没有人知道这件事。4.So do we（Section A 3a）
So do we 为倒装句，其结构是So + be 动词/助动词/情态动词＋主语，在时态上应和上一句保持一 致。应翻译为“我们也是这样”用英文解释是： We have a lot of rules at my house , too.5.on school nights , on Friday nights , on Saturday afternoons.我们在说某个具体的，特定的早晨、下午、晚上时应用on.6.be strict with 对„要求非常严格
She’s very strict with her children.她待子女很严。
7.old people’s home 敬老院
以前我们曾学过old folk’s home
8.take time to do things 花费时间做事情。take在这里为“花费”的意思。
类似的词组有：
It takes sb some time to do sth.it为形式主语
花„时间做某事
It took me 2 hours to finish the homework.9.be a great experience for sb.对„来说是一次很棒的经历。10.volunteer（1）n.志愿者
volunteer groups 志愿小组
volunteers to run Christmas show.自愿操办、圣诞节表演的人。
（2）v.自愿或无偿地给予或提供（帮助、建议）
Tim’s busy but I’ll come , he volunteered.蒂姆很忙，我来吧，他主动说道。11.sleepy想睡的（a.）Are you sleepy ? 你睏吗？ asleep 睡着的、熟睡的
He waits until the children are asleep.他一直等到孩子们睡着了。
词组fall asleep 入睡
He was just falling asleep when there was a loud knock at the door.他刚要入睡，就有人大声敲门。
第三篇：九年级英语上册 词组 人教新目标版
Unit 1 Topic 1短语
1.come back from 回来
2.feel sorry for 为……感到遗憾 3.by the way 顺便问一下 4.take photos 照相 5.do farm work 干农活 6.for a long time 长时间 7.tell stories 讲故事
8.have summer classes 上暑期班 9.at present 现在；目前
10.live a hard life 过困难的生活 11.in order to 为了
12.give support to 支持
13.keep in touch with 保持联系 14.see sth oneself 亲眼目睹 15.far away 遥远的
16.in the open air 在户外 17.sorts of 各种
18.succeed in doing sth 成功做某事 19.check over 检查
20.draw up an outline 拟订提纲 21.thanks to 多亏
22.make progress 取得进展 23.take part in 参加 24.in detail 详细地 25.in the past 在过去 26.have no chance 没机会 27.after class 课后
28.day and night 日日夜夜 29.more than 超过
30.learn … from 向……学习31.in the future 在将来 32.dream about 梦想
Unit 1 Topic 2短语
1.get lost 迷路 2.each other 互相
3.call sb up 打电话给某人 4.go shopping 购物 5.at least 至少 6.take place 发生
7.because of 因为；由于
8.be strict with sb 对某人要求严格 9.increase by 增加了 10.carry out 执行 11.be short of 缺少 12.so far 到目前为止
13.take measures to 采取措施 14.a couple of 一些；几个 15.keep up with 赶上
16.have fun 获得乐趣；玩得开心
17.offer a good education 提供一个良好的教育
18.work well in 在……有成效
19.be known as 将……称为；把……叫做 20.the only child 独生子 21.write down 写下 22.less than 少于
Unit 1 Topic 3短语
1.get used to习惯于
2.as a matter of fact 事实上 3.break out 爆发 4.in need 在困难时
5.decide on sth 就某事做出决定 6.feel good about oneself 自我感觉良好
7.provide sb with sth 向某人提供某物
8.live a normal life 过正常的生活 9.according to 根据 10.be away from 远离
11.be famous for 以……而闻名 12.so that 为了；以便 13.at the same time 同时 14.take drugs 服毒
15.obey the rules 遵守规则 16.aim to do sth 目的是…… 17.at home and abroad 国内外
18.in the past few years 在过去的几年中
19.pay for 付款 20.belong to 属于 Unit 2 Topic 1短语 1.at present 目前 2.have a picnic 野餐
用心
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专心
3.of course 当做
4.be harmful to 对……是有害的 5.in a bad mood 处于坏情绪 6.manage to do sth 设法做某事 7.at midnight 在午夜 8.do harm to 有害于 9.go deaf 变聋
10.quite a few 相当多
11.no better than 与……一样（差、坏）12.in public 在公共场合
13.cause sb to do sth 导致某人做某事 14.all sorts of 各种各样的 15.in many ways 在许多方面 16.for example 举个例子
17.have an effect on sth 对某事有影响 18.two days later 两天后 19.in the past 在过去
20.at the end of 在……的末尾
Unit 2 Topic 2短语
1.as a result 结果 2.here and there 到处 3.walk on grass 践踏草坪 4.care for 关心；照顾 5.pick flowers 摘花
6.give some advice to 给……一些建议
7.in the beginning 在开端 8.cut down 砍伐
9.prevent sb from doing sth 阻止某人做某事
10.in danger of 处于……的危险中 11.come to do sth 开始做某事 12.day by day 一天天
13.follow the rules 遵守规则 14.come into being 形成 15.cut off 切断
16.change into 变成…… 17.take away 带走
18.pass through 通过；穿过
19.be helpful to 对……是有帮助的；有助于……
20.refer to 指的是…… 21.deal with 处理 22.at the same time 同时 23.take up 占据
24.stop sb from doing sth 阻止某人做某事
25.wash away 冲走
Unit 2 Topic 3短语
1.interview sb about sth 采访某人某事
2.spread the message 传递信息
3.encourage sb to do sth 鼓励某人做某事
4.protect the environment 保护环境 5.save money 省钱
6.be supposed to 理应；应该 7.ought to 应该
8.travel a short distance 短途旅行 9.make sure 确保 10.on time 准时
11.make an announcement 发个口头通知 12.turn off 关掉
13.work hard 努力工作（学习）14.hurry up 快点；赶快 15.instead of 代替 16.of course 当然
17.fail the exam 考试失败 18.take part in 参加
19.be used for 被用作…… 20.turn green 变绿；变得环保
Unit 3 Topic 1短语
1.stick on 粘在……上 2.be able to 有能力；能够 3.be ready for 为……准备好 4.can’t wait to 迫不及待要…… 5.from now on 从今以后 6.one day 有一天；某一天
7.throughout the world 全世界 8.on business 出差
9.be similar to 与……相近
10.be pleased with 对……感到满意 11.translate into 翻译成…… 12.once in a while 偶尔；有时
用心
爱心
专心
13.in general 通常；大体上 14.even though 即使 15.as a result 结果
16.be regarded as 被当做……
17.take the leading position 占据领先地位
18.be required to 被要求…… 19.the rest of 剩余的
20.make progress in 在……取得进展 21.take a swimming course 上游泳课程 22.be popular with 在……中受欢迎 23.change with 随……而变化 24.as well as 也
25.have trouble doing sth 做某事有麻烦
Unit 3 Topic 2短语
1.instead of 代替
2.say hello to 向……问好 3.by the way 顺便说 4.see sb off 给……送行 5.depend on 依靠
6.be worried about 担心…… 7.leave for 动身往… 8.put out 伸出；熄灭
9.on one’s way to 在某人去……的路上
10.make oneself understood 使（自己）被听懂
11.in the future 在将来 12.as for 至于
13.in a word 一句话；总之 14.take in 吸收
15.in the beginning 在开头；初期 16.little by little 一点点地 17.come about 发生；产生
18.be forced to do sth 被迫去做某事 19.in person 亲自 20.be fond of 喜欢
Unit 3 Topic 3短语
1.get into trouble 陷入麻烦；惹麻烦 2.agree with 同意 3.give up 放弃 4.work hard at 努力于 5.be afraid of 害怕 6.keep a diary 写日记 7.be weak in 在……弱
8.give some advice sth 就某事给些建议
9.have a try 尝试一下 10.take a breath 吸口气
11.share sth with sb 与某人分享某物 12.as often as possible 尽可能经常地 13.advise sb to do sth 建议某人做某事 14.make mistakes 犯错
15.make great progress 取得巨大进步 16.insist on sth 坚持某事
17.feel like doing sth 想要做某事 18.laugh at 嘲笑
19.last but not least 最后但同样重要的 20.in public 在公共场合
Unit 4 Topic 1短语
1.dream of 梦想
2.point to 指向…… 3.send up 发射
4.no doubt 毫无疑问 5.for instance 举个例子 6.click on 点击
7.connect to 与…….连接 8.in the future 在未来 9.in space 在太空
10.at the same time 同时 11.come into being 形成 12.thanks to 多亏；由于 13.chat on line 在线聊天
14.a list of 一列的；一份……清单 15.instead of 代替 16.of course 当然
17.study hard 努力学习
18.with the help of 在……的帮助下 19.do business 做生意 20.land on 登陆
Unit 4 Topic 2短语
用心
爱心
专心
1.for certain 确定
2.make a contribution to 为……做贡献
3.as long as 只要 4.in short 总之 5.run away 跑开
6.be allowed to do sth 被允许 7.be made of 由……制成 8.come true 成为现实；实现 9.be made from 由……制成 10.be used for 被用作 11.take photos 照相
12.during one’s life 在某人一生中 13.so far 到目前为止
14.be similar to 与……相近15.all the time 一直 16.no longer 不再
17.have effects on 对……产生影响 18.the rest of 剩余的
19.to one’s surprise 令人惊讶的是 20.be meant to do sth 应该做某事
Unit 4 Topic 3短语
1.base on 基于 2.hand in 上交
3.be full of 充满…… 4.in order to 为了
5.know about 知道；了解 6.a group of 一群 7.go wrong 走错路
8.on the earth 在地球上 9.in the future 在未来 10.be able to 有能力 11.come true 实现 12.grow up 长大
13.search for 搜索…… 14.be on show 展览
15.make up one’s mind 下定决心 16.side by side 肩并肩地 17.look forward to 盼望 18.be close to 靠近19.each other 互相
20.do experiments 做实验
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爱心
专心4
第四篇：九年级英语上册Unit_11英语教案_人教新目标版
Unit 11 教案
The First Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language
Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．
2． Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3． Moral Object
Helping each other is very important． It is a good quality．
Ⅱ． Teaching Key Point Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Procedures Step Ⅰ Revision
T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?
T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?
Ss: Can you tell me where the main office is?
T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?
S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．
Step Ⅱ 1a
Go through the instructions with the class．
Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．
Point to the lettered parts of the picture one by one．
Ask a student: What kind of place is this?
What do they sell there? Do we have one in our community? What is the name of the one in our community?
Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．
While students are working, move around the room offering help as necessary．
Step Ⅲ 1b
Read the instructions to students． Point out the two conversations that are shown in the picture．
As you listen, fill in the blanks with words you hear in the recording．
Play the recording the first time．Students only listen．
Play the recording a second time．This time ask them to fill in the blanks with the words you hear．
Check the answers with the whole class．
Step Ⅳ 1c
Read the instructions to the class．
Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．
Step Ⅴ Homework
Review the target language．
The Second Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
escalator, furniture, exchange money, elevator（2）Target Language
Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second
floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．
2． Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3． Moral Objects
If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．
Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money
2． Target Language
Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．
3． Structures
Do you know where I can buy shampoo?
Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?
Ⅲ． Teaching Difficult Points 1． Indirect questions．
2． How to improve students’ listening ability．
Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 2a
Read the instructions and point to the list of directions．
Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．
Play the recording． Students only listen．
Tell them that the picture may help them understand what they are hearing．
Play the recording again． This time ask students to write a number next to four of the directions．
Check the answers with the whole class．
Step Ⅲ 2b
Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．
Play the recording again and ask students to draw the line on their own． Check the answer with the class．
Step Ⅳ 2c
Ask a pair of students to read the sample conversation aloud to the class．
Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．
As students work, move around the classroom checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class． Ask the rest of the
class to look at the picture as they listen．
Step Ⅴ Homework
Ask the students to write three sentences with the starters of the structures．
The Third Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
hang out, fresh, advantage, disadvantage, block（2）Target Language
Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．
（3）Moral Objects
Anything has both advantages and disadvantages． We should treat everything correctly．
Ⅱ． Teaching Key Point
Train students’ listening, speaking, reading and writing ability．
Ⅲ． Teaching Difficult Points
How to improve students’ integrating skills．
Ⅳ． Teaching Procedures Step Ⅰ Revision
T: Yesterday we learned the structures．
Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?
Step Ⅱ 3a
Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．
You will write your answers in these blanks．
Read the first two sentences at the top of the article．
Explain that the interviewer will talk to several teenagers．
Get students to read the interview on their own quickly．
When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．
Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．
Step Ⅲ 3b
Read the instructions． Point out the conversation in the box and invite two students to read it to the class．
Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．
Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．
Ask several groups to act out part of their conversation to the class．
Step Ⅳ 4
Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box． Invite a student to read it to the class．
Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of
Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．
Step Ⅴ Homework
1． Ask students to choose two places in the community and write careful directions from the school to each place．
2． Finish off the exercises on pages 46～47 of the workbook．
The Fourth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
fascinating, convenient, safe, restroom, inexpensive（2）Target Language
Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects
（1）Train students’ writing and speaking ability．
（2）Train students’ ability to understand the target language in spoken conversation．
（3）Train students’ ability to use the target language．
Ⅱ． Teaching Key Points 1． Key Vocabulary
convenient, safe, restroom inexpensive 2． Target Language
Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points
1． How to improve students’ writing and speaking ability．
2． How to use the target language．
Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 1a
Go through the instructions with the class．
Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．
Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．
Ask students to write words from the box in the blanks on their own． Help students if needed．
Correct the answers by having students read what qualities he or she listed．
Step Ⅲ 1b
Read the instructions to the class．
Point out the example in the box． Invite two students to read it to the class．
Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．
Invite several pairs of students to say their conversations to the class．
Step Ⅳ 2a
Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．
Go through the instructions and point to the chart．
Play the recording． Students only listen the first time．
Play the recording again． Ask students to write the places people ask about．
Check the answers with the whole class．
Step Ⅴ 2b
Read the instructions and point to the chart．
You will hear the same recording again．
This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．
Point out the sample answer．
Play the recording again． Ask students to write their answers in the blanks．
Check the answers．
Step Ⅵ 2c
Point to the sample conversation． Invite two students to read it to the class．
Read the instructions． Role play the conversations you hear on the tape．
Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．
Step ⅦHomework
Talk about some places using the words in la, then write down the conversations．
The Fifth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
water slide, clown, dress up, have fun（2）Practise reading an article．
（3）Practise writing something using the target language．
2． Ability Objects
（1）Train students’ reading ability．
（2）Train students’ writing ability．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．
Ⅳ． Teaching Procedures Step I Revision
Review the target language presented in this unit． Check homework．
Step Ⅱ 3a
Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．
Step Ⅲ 3b
Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．
Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．
Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．
Invite a student to read the completed article to the class．
Step Ⅳ 3c
Read the instructions to the class．
Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．
Ask students to work on their own． Tell them that they can use what they wrote
for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．
Step Ⅴ Part 4
Go through the instructions with the class．
Get students to look back at the guides they wrote in Activity 3c．
Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．
Ask one or two groups to say one of their conversations to the class．
Step Ⅵ Homework
1． Read the article in 3a again．
2． Write a guide to our city．
The Sixth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects
（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．
（2）Write some questions using the target language．
2． Ability Objects
Train students’ writing ability．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Write questions using the target language．
Ⅲ． Teaching Difficult Point
Make sentences using “beautiful, safe, delicious, convenient, fascinating”．
Ⅳ．Teaching Procedures Step Ⅰ Revision
Check homework． Ask a few students to read the article in 3a．
Then ask a few students to read their guides．
Step Ⅱ Part 1
Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．
Ask students to fill in the blanks on their own．
Check the answers．
Step ⅢPart 2
Go through the instructions with the class．
Look at the example with the students．
Ask students what the answer would be．
Ask a student to read the question and answer it．
Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．
Get students to complete the work in pairs．
Check the answers． Ask a few students to read their questions．
Step Ⅳ Just for Fun!
Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．
There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．
Invite some pairs of students to present this conversation to the rest of the class．
Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．
The Seventh Period
Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:
Grown-ups like cartoons, too．
2． Ability Objects
（1）Fast-reading to get a general idea of the text．
（2）Careful-reading to get the detailed information in the text．
（3）Learn the words and phrases from the context．
Ⅱ． Teaching Key Points 1． Key vocabulary．
2． Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Procedures Step I Key Vocabulary
Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．
Ask students to answer the five questions． But don’t look at the reading text．
Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．
When most students finish the task, ask students to answer the questions with a parter．
Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．
Step Ⅲ Part 2
Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．
Ask five students to report their answers．
Draw students’ attention to the instructions．
Ask students to complete the task individually or in pairs．
As they work, walk around the classroom to make sure students discuss their reasons in English．
Have students report their answers． Encourage students to use complete sentences．
Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．
Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．
Check the answers:
Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．
Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．
Step Ⅴ Part 4
Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．
Check the answers．
Step Ⅵ Part 5
Read the task with the students．
Ask students to do the activity in small groups． Try to put creative and artistic students in each group．
Check the answers and have students show or act out their cartoons for the class．
Optional activity
As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．
Students can then write their own English stories in the speech bubbles．
Step Ⅶ Homework
1． Read the story in 2 again for further comprehension．
2． Revise the target language in this unit．
第五篇：新目标九年级英语上册教案全集1
Unit 1
How do you study for a test? Page 2, 1a, 1b, 1c 课
时： Period 1 教学目的： Talk about how to study.Learn the use of “by doing something”
重点难点： Useful expressions-How do you study „? I study by doing „ 教学工具： courseware 教学步骤：
Step 1.Self-introduction
The new term has come.Ask the students to introduce themselves to the others and the teacher.Then ask what they did in the summer holiday.If possible, ask how they did that.Help the students use the construction “I …by doing…”.Explain “by”.Step 2.Discussion
Have the students say what they think of English.Then tell each other how they study for an English test.See the phrases shown in the courseware, which is similar to 1a.Remind them to use “by doing…” Step 3.1a.Checking the ways you study
Ask students to finish the task.They can add something else.Step 4.1b.Listening
Listen to the listening stuff of 1b, which is recorded in the courseware(convenient to be repeated).Finish the task.Then the teacher asks, ”How did Mei/ Pierre / Antonio study?” Have some students give the answers, i.e.repeat the sentences by using “by doing” Step 5.1c.Making dialogues
Work in pairs or groups.Discuss first.Then make a short dialogue.Have the students share their work.Step 6.Writing.See the courseware.Fill in the blanks.Write down the answers on a piece of paper.Ask students to read their work.课
时： Period 2 教学内容： Page 3, 2a, 2b, 2c and the grammar focus.教学目的： Talk about how to learn English.Consolidate the use of “by doing something”
重点难点： Useful expressions-Do you study „by doing„? Yes /No...(reason).教学工具： courseware 教学步骤：
Step 1.Revision
Make a dialogue between the teacher and some students.Ask whether they like English, then tell the reason.Ask how they learn English.Step 2.2a.Listening
See the courseware.Explain any difficult points.Listen to the stuff, and check the answers.Have students repeat some main sentences, ready to practice dialogues.Step 3.2b.Listening Finish the task.Step 4.2c.Doing a pairwork
Give students some time to talk about the contents of 1a and 1b.See the courseware.Some patterns will help, such as “Do you.../ What about.../ Have you ever.../ How do you…?” and the possible answers.Share their dialogues.Step 5.Make a conversation.Ask students to tell the others their own experience about studying English by working in pairs or groups.Then make a conversation respectively.They can also use indirect speech, such as “...says she learns...by...”etc.Step 6.Summary
Point out the main contents learnt these two days.英语(九年级)教学设计(3)课
时： Period 3 教学内容： Page 4, 3a, 3b, 教学目的： Practice reading.Learn useful expressions.Practice writing.重点难点： v + ing phrase used as a subject
find / think + O + OC 教学工具： courseware 教学步骤：
Step 1.Make a statement.Firstly the teacher asks a student a question and the student answers.Ask several.Then have many more students make a statement one by one to introduce how he / she learns English.Step 2.3a.Reading
Firstly, read to the tape aloud.Pay attention to the pronunciation and the intonation.Read again, underline the useful expressions.Read once more.Fill in the chart.Check the answers.Step 3.Learn the useful expressions.1.Ask students to say the useful expressions they have underlined.2.Add if the students miss some.3.Learn some grammar: Ask a student to tell us how many sentences, which include v-ing phrase as a subject, are in the text.Point out the constructions.Explain why they are used.Teach the structure ”find / think + O + OC” and other grammar.Step 4.3b.Pairwork
Give the students a little time to prepare a role play.Ask some to share their work with the whole class.Step 5.Consolidation In Chinese, teacher says some important phrases from the text.Have the students tell us the English ones as quickly as possible.Unit 2 I used to be afraid of the dark.The First Period Teaching Contents: Section A 1a，1b，1c，2a，2b，2c Step I
Organization of class
1.Greeting 2.Warming up Step II
Presentation 1.Words Competition Show the class many words of appearance and personality.Get them to put the words in the right place.2.Guess: Who is the boy? Show the class some information about Harry Potter: He is a boy.He is not tall.He has curly hair.He is easygoing.He is very smart.He can see strange things and so on.3.Show two photos of the teacher — five years ago/ now.Ask the students some questions: What did I look like five years ago? What do I look like now? 4.Introduce the new conversations in Unit 2.I used to be fat.I am thin now.I used to have long hair.I have short hair now.I used to play basketball.I play ping-pong now.Step lIl
Teaching Tasks 1.Task One(Pairwork): Listening to the tape(1)Show the students two pictures and say something about the people in the picture.(2)Listen to the tape.Then fill in the blanks in lb，2a，2b.2.Task Two(Groupwork): Describing different persons(1)Show the students a set of pictures, such as a movie star, a sportsman, a teacher.(2)Get the students to discuss in groups and take notes, such as: Jacky Chan used to have big eyes, but now he has small eyes.(3)Ask two or three groups to present their answers.(4)Which group does best? 3.Task Three(Team work): Survey
(1)Ask the students to bring two photos of themselves to class.(2)Get the students to talk about the changes of their classmates and write down the key words in the form.(3)Let the team leader present their survey results.(4)Who has changed most in your team?(5)Which is the best team? Step IV
Summary Step V
Assign homework
Write a composition about your classmate before and now.The Second Period Teaching Contents： Section A 3a，3b，4 Step I
Organization of class 1.Greetings 2.Singing an English song Step II
Revision 1.Revise the conversations that the students learned in the first period.Ask them to talk about some pictures.2.Check the homework.Talk about what one person used to be like and she/ he is like now.Step IIl
Presentation 1.Show the class a picture of a big dog，then introduce the new conversations in 3a： I used to be afraid of big dogs.／I’m still afraid of big dogs.2.Ask the students some questions like this：
What did you use to be afraid of?／Are you still afraid of...? Step IV
Teaching Tasks 1.Task One(Pairwork)：Match the pictures with the phrases.(1)Show the students six pictures about the phrases in 3a.(2)Ask the students to talk about the pictures in pairs and match them.2.Task Two：Put checks in the first two columns.
(1)Show the students the first two columns about “I”, then get them to put checks.(2)Ask a group of students to read out their answers like this: I used to be afraid of.../ I’m still afraid of...3.Task Three(Pairwork)：Put checks in the last two columns.(1)Show the students the last two columns about “My Partner”.(2)Get the students to practice the dialogs in 3b.(3)Put checks in the columns.(4)Ask several pairs to present their answers.(5)Choose the best pair.4.Task Four(Groupwork): A survey(1)Show the students a form about the activities.(2)Get the students to fill in the blanks about “I”.(3)Get the students to ask their classmates and fill in the blanks about “My classmate”.(4)Ask the students to ask questions like this: What did you use to eat?/ What do you eat now?(5)Let two or three groups present their results.(6)Which is the best group? 5.Task Five(Teamwork): How has Zhongshan（中山）changed?(1)Show the class several pictures of Zhongshan city — Past and Now.(2)Get the students to talk about the pictures and write down the key words on the paper.(3)Ask two or three team leaders to present their opinions.Step V
Summary Step V
IAssign homework Get the students to write a composition about“Zhongshan has changed a lot!”
The Third Period Teaching Contents: Section B la, lb, 2a, 2b, 2c, 3a Step I
Organization of class Warming up Step II
Checking up the homework 1.Ask two students to read out their compositions(Zhongshan has changed a lot!).2.Get students to discuss the compositions.Step III
Presentation 1.Show the class four pictures in la.2.Ask students to describe what is happening in each picture: A girl is exercising in gym class.A girl is painting a picture.A boy is singing.A boy is looking at some insects.3.Ask students to check the things they liked to do when they were very young.Step IV
Teaching Tasks 1.Task One(Pairwork): I used to like to...(1)Point out the lines under the picture in lb.(2)Ask students to write down different things that they used to like to do.(3)Get students to discuss the answers in pairs, then ask some students to read out their sentences.2.Task Two: Listening practice(2a, 2b)(1)Ask students to listen to a dialog between a boy and a girl.(2)Ask students to check the sentences on the list that they hear on the recording.(3)Check the answers in 2a.(4)Play the recording again.Ask students to fill in the blanks with the words they hear.(5)Correct the answers in 2b.3.Task Three(Pairwork): Making up dialogs(1)Teach students the conversation in 2c.(2)Say some sentences using Did you...? and the answers Yes, I did./ No, I didn't.(3)Ask students to make similar dialogs in pairs.(4)Call on different pairs to read out their conversations to the class.4.Task Four(Groupwork): A debate(1)Show students a survey that the teacher did before the class.(2)Get them to discuss their hairstyles in the past and now like this: I used to have...hair, but now I have...hair.(3)A debate──Should students choose their own hairstyle? Why or why not? 5.Task Five: Reading Practice(1)Get students to read the story in 3a.(2)Ask students to complete the chart about Rose Tang then and now.(3)Check the answers.Step V
Summary Step VI
Assign homework 1.Ask students to Complete the letter in 3b(How I've changed!).2.Get students to talk to their parents and fill in the chart in 4a.
The Fourth Period Teaching Contents: Section B 3b, 3c, 4a, 4b, Self Check.Teaching Procedures: Step I
Organization of class Step II
Checking up the homework 1.Ask some students to read out the letter(How I've changed!).2.Get students to discuss their answers and choose the best one.Step lII
Teaching Tasks 1.Task One(Pairwork)Ask students to finish 4a before the class-Talk to their parents and fill in the chart in 4a.2.Task Two(Groupwork)(1)Ask students to talk about the contents in 4a with their classmates.(2)Choose two groups to present their answers.3.Task Three(Teamwork): How has Yu Mei changed!(1)Get students to talk about the pictures in Self Check 2.(2)Ask students to use the drills in Unit 2 to describe the pictures.(3)Ask students to write down a composition about Yu Mei on the paper.(4)Ask two or three of them to read out their compositions in class.(5)Choose the best one.4.Task Four(Teamwork): A survey── How has our life changed?(1)Show students some information in Unit 2.(2)Ask students to talk about how their life has changed since primary school and fill in the blanks in the survey form.(3)Ask the team leaders to present their survey results.(4)Choose the best team.5.Task Five: A composition about the changes in our life(1)Get students to write a composition on the paper.(2)Ask students to exchange their compositions and correct them.(3)Show the class one or two good compositions.Step IV
Summary Step V
Assign homework Finish Part One of Self Check.
The Fifth Period
Reading—E-mail English Step I
Organization of class 1.Ask the whole class some questions: What subjects do you study at school? What subject do you like best? Why? 2.Talk about the usage and importance of English.Step II
Introducing E-mail English What does e-mail English mean? What is it used for? Step III
Teaching Tasks 1.Task One(Pairwork)(1)Ask students to talk about the words in Part 1.(2)Ask students to fill in the chart with their partners and try to think of some more.(3)Check their answers.2.Task Two: Matching(1)Get the students to read the whole article as quickly as they can.(2)Try to finish the exercise in Part 2—Match each paragraph with its main idea.(3)Check the answers.3.Task Three: Deep Comprehension(1)Tell the students to read the article more carefully again.(2)Try to finish the exercise in Part 3—Match the words and expressions with their meanings.(3)Try to finish the exercise in Part 4—Find words or phrases for 1-5.(4)Check their answers.4.Task Four(Pairwork)(1)Ask the students to finish Part 5 in pairs.(2)Write a message to their partner using the e-mail English in this reading or other e-mail words.(3)Let some students read out their e-mails.(4)Choose the best one.Step IV
Summary Step V
Assign homework Write a reply to your partner, using the e-mail English as much as possible
Unit 3 Teenagers should be allowed to choose their own clothes.I.Learning objectives 教学目标 Skill Focus Talk about what you are allowed to do.Learn to talk about “agree” and “disagree”.Talk about the rules around the students.Learn to make rules or change rules reasonably.Language Focus
功能句式 Talk about what you are allowed to do(P18)
I think teenagers should be allowed to drive.Students should not be allowed to have part-time job.Talk about “agree” and “disagree”(P19)
I think students should be …
I disagree.They talk …
I agree.Do you think …?
No, I don’t.Talk about the rules(P20-22)
We have a lot of rules …
So do we.My friends and I goy to talk about the rules …
What school rules do you think should be changed?
词汇 1.重点词汇
license, silly, study, present, member, sleepy, reply, possibly, drop, final, count, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone 2.认读词汇
pierce, earring, concentrate, design, opportunity, volunteer, local, mess, newsletter, obey, achieve, realistic, taught, Kathy 3.词组
get in the way, care about, instead of, stay up, concentrate on, at present, old people’s homestay up, be strict with, the other day, learn from, at present, be good for, English-English Dictionary
语法 should + be allowed to do „
Strategy Focus 1.Reflecting 2.transforming information Culture Focus What rules do they have at school/home? What school or other rules do you think should be followed /changed? II.Teaching materials analyzing and rearranging教材分析和重组 1.教材分析
本单元以Teenagers should be allowed to choose their own clothes 为话题，共设计了四个部分的内容: Section A
该部分有4个模块：第一模块围绕What should teenagers be allowed to do? 这一话题展开思维（1a）、听力（1b）、口语(1c)训练；第二模块围绕“agrees” and “disagrees”进行听力（2a-2b）、口语(2c)训练，并就所学语言结构进行总结（Grammar Focus）；第三模块就“about following the rules”这一话题展开阅读训练（3a）和角色表演训练(3b);第四模块继续就上一话题以小组活动形式展开讨论。Section B 该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕“One of the school rules”进行听力（2a—2b）、口语训练(2c)；第三模块继续围绕The rules in school 这一话题展开阅读（3a）和角色表演训练(3b)；第四模块就如何Make a list of rules以写作形式展开训练。Self Check 该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块就一封信围绕“agree or disagree” 进行阅读和写作的训练。
Reading 该部分共设置了5项任务： 第一项任务以小组问题讨论的方式激活学生相关背景知识；第二项任务让学生通过阅读获取信息；第三项任务利用造句、寻找信息、讨论等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生完成介绍名人童年生活及成功之路的任务。2.教材重组和课时分配
Period I
(Section A: 1a, 1b, 1c, 2a, 2b, 2c)
New function presenting Period II
(Section A: 3a, 3b, 4)
Practice Period III(Section B: 1a, 1b, 2a, 2b, 2c)
Integrating skills Period IV(Section B: 3a, 3b, 4, Self Check 1, 2 & Workbook)
Reading
Period V
(Reading: Section 1—Section 4)
Extensive Reading
III.Teaching procedures and ways 教学过程与方式
Period I New function presenting Language goals 语言目标
1.Words & expressions 生词和短语
allow, drive, pierce, driver, license, silly, earring, instead of 2.Key sentences重点句子
I think students should be allowed to go out with their friends.(P18)I agree./ I disagree.(P19)Do you think sixteen-year-olds should be allowed to work at night?(P19)Ability goals 能力目标
Enable the students to talk about things they are allowed to do and show “agree or disagree.” Emotion & attitude goals 情感和态度目标
Enable the students to understand some strict rules they have to follow.Strategy goals策略目标 Reflecting..Culture awareness goals文化意识目标 Follow the rules reasonably.Teaching important 教学重点
Talk about what they are allowed to do;agree and disagree.Teaching procedures and ways教学过程和方式
Step 1 Revision and Lead-in Ask one or more students to show their work.T:(Greet as usual)In the last unit, we learned how to write an e-mail to friends.Can you tell me what you often write in your e-mails?
S: We often write about our problems, our puzzles, sometimes our happiness and achievements to each other.T: How often do you surf the Internet? S: Once a week.T: If your parents don’t allow you to surf the Internet and you can’t write e-mails to your friends, what will you do? S: I won’t be happy.Perhaps I will get annoyed with them.T: Well.That means you have your rules in your family though you are unhappy.S: That ’s right.T: We need to communicate with our friends and parents.If you have different opinions with your parents, how can you communicate with them? We also have to obey our parents.This class we’ll talk about what teenagers should do in our daily life.T: Now I’d like you to see a picture.Show the picture.T: The students in the picture are from Chongqing.They’re having a debating
on the topic “What should teenagers be allowed to do?” Because they think
the topic is meaningful among teenagers.You are old enough to make clear
what to do and what not to do.Only after you understand and follow the
rules can you become useful people with a lot of abilities to our society.Most of middle-school students think
they should be allowed to do all the things they like, for example, they think: They should be allowed to — choose their own clothes — go out with their friends — have part-time jobs — get their ears pierced — watch NBA matches — do volunteer work — drive Write the above expressions on the Blackboard.T: But actually teenagers have to obey some rules they don’t like.What should you allowed to do and not to do is a big problem.Today we’re going to learn to talk about it.As a teenager, do you
think you should be allowed to drive? S1: I think so.T: Can you tell us your opinion?
S1: I think we are old enough.We should learn to drive.T: Thank you.And what about you, Lily? S2: I don’t think we should be allowed to drive, because most of us are busy with our study.Besides, we don’t have enough time to practice.And it’ll be very dangerous.Ask for more examples from other students and write “A”
country;the fifth one “twelve years old should be allowed to choose their own clothes ”, I don’t think they have correct comments on the materials or price.T: Terrific!Thank you very much for telling us.I think everyone may have his answer.Any answer is correct if you can give out convictive reasons.Step III Listening
T: Now please look at the picture.From the three small pictures, what can you guess the girl wants to do?
S: She says she’s going to the mall with John.Because John just got his license.Perhaps she wants to buy a nice T-shirt.But I can’t understand Picture 3 clearly.I can only be sure it’s something about piercing ears or earrings.T: Excellent.From the pictures we can just guess the main ideas.After listening to the recording, we can catch their meanings in detail.So listen to the tape carefully.Play the recording for the first time.T: All right.Most of you have circled “ T ” or “ F ” in the blanks.Now I’ll play it a second time, you may check your answers.Step IV Oral Practice
T: Please look at the statements in activity 1a and make conversations in pairs.The phrases in the
box below can help you.First practice them in pairs.Move around the class and check their work.Offer language help if needed.T:(a few minutes later)Now who’d like to share your ideas with others? Gentlemen first, please? Sample 1: S1: I think teenagers should be allowed to go out with their friends.S2: I agree.They are old enough.They can look after themselves well.T: Great.Thank you.You’ve told us you can look after yourselves.Another pair, can you tell us something else? Sample 2: S3: I don’t think twelve-year-olds should be allowed to get their ears pierced.S4: I agree.It’s too silly to wear earrings in the school.T: Wonderful.Thanks a lot.Not all girls wear earrings now, but in some parts of the country, girls still do so.And who can give us more examples? Sample 3: S5: I think students should be allowed to do homework with friends.S6: I disagree.They talk instead of doing homework.T: Very good!Thank you very much.Do your parents allow you to study with your friends? Encourage them to talk more about the reasons and their own opinions.Step V Listening Practice Ask the students to look at the picture on Page 19.T: We can see three persons in the picture.Are they talking to one another? S: No, two girls are talking, and the boy is working..T: Well, what are their conversations about? Does Molly agree, disagree or not know what Kathy thinks? Let’s listen to the tape for the first time.Please circle “Agrees”, “Disagrees” or “doesn’t know” to show what Molly thinks.Play the recording for the first time.Then check the answers.T: You’ll hear the same conversation again, This time please number Kathy’s and Molly’s answers in the correct order.Play the recording again, then check the answers.Step VI Pairwork T: From the listening, we know that in our daily life teenagers should and should not be allowed to do a lot of things.In different countries people have different opinions on it.Now please make a list of four things you should or shouldn’t be allowed to do.Discuss your list with your partner: What should or shouldn’t you be allowed to do? Get several groups of students to read their lists.Sample 1:
S1: Do you think teenagers should be allowed to have mobile phones? S2: Yes.It’s convenient for students and their parents to communicate each other.Sample 2: S3: Do you think teenagers should be allowed to have mobile phones? S4: No, I don’t.Perhaps students pay more attention to short messages than study.Sample 3: S5: Do you think teenagers should be allowed to go on a trip by themselves? S6: Yes, I do.They may ask “ Travel Agency ”to help them.Step VII Grammar Focus Ask the students to read the example sentences in the Grammar Focus box on Page 19 together.T:(After that)In this class, we have learned “should be allowed to do” and “should not be allowed to do”.(Pointing to the Bb)Who can tell us when to use them? What do they mean? From the sentences we have practiced, what can you conclude? S1: It’s a passive voice.In active voice, if we say, “should allow someone to do sth “, we can say, “someone should be allowed to do sth.” in passive voice sentence.T: Thank you.Anyone else can add it up? S2: If “shouldn’t someone to do sth.” We can use “someone shouldn’t be allowed to do sth”.T: Of course.And if you think so, you can say____.(Get students to fill in the blank)S3: I can say, “I agree.”
T: Quite right.If you don’t think so, you can answer_____.(Get them to fill in it again)S4: I can answer, “I disagree.”
T: Yeah.Besides, you can add your opinions after it.Step VIII Practice T: Here are some exercises.Please look at the screen and do it quickly.Show the following.Ex 1 Draw lines to make sentences.1.Little children shouldn’t be allowed to
a.play after class.2.Students should be allowed to
b.go into the classroom.3.Girls shouldn’t be allowed to
c.watch TV too long.4.If you are late, you should be allowed to
d.smoke.5.Students should be allowed to
e.wear skirts in P.E class Ex 2
Write about two things you are allowed to do and not allowed to do.Sample answers : 1.I’m allowed to have some change with me.2.I’m not allowed to have a fight with others.3.I’m allowed to ask for a leave if I’m sick in P.E lesson.4.I’m not allowed to copy others’ homework.Step IX Homework T: Two tasks for you: 1.Listen to the conversation repeatedly.2.Try to remember the dialogue in the recording.Practice more with your partners.Unit 4
What would you do ? Language goal : Talk about imaginary situations.Structure
: What would you do if … ?
If I were you, I’d …
Important point : Talk about imaginary situations.Difficult point : How to use “ Would you do sth.if …… ?
The Subjunctive Mood Section A :
The First Period
(1a , 1b , 1c)Goals
●To learn to use Second conditional and Should for advice ●To listen and talk about imagined life Teaching point : The Subjunctive Mood Difficult point : The Subjunctive Mood
Teaching Methods : Scene teaching method / Teaching by induction / pair work Teaching Aids : A tape recorder / Computer powerpoint
Teaching Procedures :
Step 1
Revision and Lead-in Lead in by asking students these questions : 1.What will you do if you are free tomorrow ? 2.What will you do if it doesn’t rain tomorrow ? Step 2
Listening and Speaking 1.Ask students to read the picture on Page 26.T: When we talk about things that haven’t happened, we can use the words I would or I’d.Now look at the picture on Page 26.What can you see in the picture? S: We can see some people, a school, a zoo, a research lab, a bank.T: What are the people in the lower part of the picture doing? S1: Maybe they are thinking about the answers to the question shown in the picture.S2: The woman is reading a newspaper and they are all thinking of the answers to the question.T: Pretend you are the people in the picture, what would you do if you had a million dollars? S3: I’d buy a beautiful car.Write buy a beautiful car on the blackboard.S4: I’d build a research lab.S5: I’d give it to the Hope Project.S6: I’d travel around the world.S7: I’d give it to medical research.…
2.Ask for more ideas from the students.Write their ideas on the blackboard.3.Show the following to the students and then ask them to practice in pairs.-What would you do if you have a million dollars?-I would(I’d)____________.4.Students work in pairs and make dialogues.Step 3 Listening
Ask the students to listen to the recording and compare their answers with those in the recording.T: Next we’ll hear a conversation about how to spend a million dollars.The recording will be played twice.For the first time, listen to get the order you hear.1.Play the tape for the first time.T: For the second time, please number the picture in the order you hear them.2.Play the tape for the second time.Then check the answers.Step 4
1C Doing pairwork
Let’s pretend that we are the people in the picture on page 26.Talk with your partner about what you would do if you had a million dollars ? 1.Get the students to read the conversation.2.Have the students to work in pairs.3.Ask some pairs to act out their dialogues.Step 5
Language points explanation :
Step 6 Homework
1.Ask the students to do more practice as required in 1c on Page 26.2.Ask the students to prepare for the next period: Think about if you have any worries or problems in daily life.3.Ask the students to finish some exercises in Unit 4.Section A :
The Second Period
(2a , 2b , 2c , Grammar Focus)Goals
●To master some language points
●To go on learning The Subjunctive Mood
If I were you , I’d ……
●To improve the students’ listening ability
Teaching point : The Subjunctive Mood Difficult point : What if …… ?
Teaching Methods : Explanatory method / Teaching by induction / pair work Teaching Aids : A tape recorder / Computer powerpoint
Teaching Procedures : Step 1
Revision
Review The Subjunctive Mood by asking the students this question :
What would you do if you had a lot of money ? Then do some translation.如果我有很多钱，我会把它捐给慈善机构。2 如果我有很多钱，我会把它放进银行的。3 如果我有一百万美金，我会买一所大房子的。
Step 2
2a
Listening and circling
1.Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.2.Check the answers with the students.(2 , 3 , 5)Listen again and write down all the expressions in the book.be nervous, / be late for / at the party What to wear 疑问词 + 动词不定式
4.Read these sentences together.Step 3
2b Listening and checking
1.Listen to the tape again and check on page 27 the four things Larry’s sister says to him.2.Check the answers with the whole class.3.Language points explanation :
say to sb.worry about / be worried about
talk to sb./ talk with sb.have to do sth.If I were you , I’d wear a shirt and tie.If I were you , Id be a little late.If I were you , I’d take a small present.4.Read these sentences together.Pay more attention to No.1 , 3 , 4.Step 4
2c Doing pairwork
1.First give an example , then get them to work in pairs.For example :
Xu Linfeng, you are Larry.Men Yating, you are Larry’s sister.Xu is going to talk about his worries and Men is going to give him advice.X: I don’t know what to wear.M: If I were you, I’d wear a shirt and tie.X: I don’t have a present.What if everyone else brings a present? M: If I were you, I’d take a small present—a pen or something.X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom.He’ll introduce you to people.2.Explain “ What if …… ? and everyone else
eg.: 1 如果他不来，我们怎么办 ？如果我们迷路了，怎么办 ？
Step 5
Grammar Focus
1.Go through the sentences with the students.2.Explain the use of The Subjunctive Mood
表示一种不可能实现的愿望时使用。是一种假设。
3.Explain the structure of The Subjunctive Mood If 引导的从句用过去时，主句用would + V 4.Get the students to read the sentences together.5.Practice :
Have the students made some sentences by using The Subjunctive Mood.Step 6
Summary
1.Learn to use The Subjunctive Mood.2.To remember the language points.3.Can use “ What if …… ? ”
Section A :
The Third Period
(3a , 3b , 4)Goals
●To understand the students’ problems.●To go on learning The Subjunctive Mood
If I were you , I’d ……
●To practice the students’ oral ability
Teaching point :
The Subjunctive Mood Difficult point :
Attributive Clauses Teaching Aids :
Computer powerpoint
Teaching Procedures : Step 1
Revision
Review 2a and 2b in the second period.Read 2a and 2b together and get the students to pay attention to the sentences of The Subjunctive Mood.Step 2
3a Reading and matching
1.Go to page 28.Read the problems in the boxes and match them with the correct advice.2.Write down all the expressions.be shy / what to say / get nervous / lots of / go to bed / look terrible /
do well /take a walk / look friendly / feel shy
4.Explain “ too … to … ” and give more examples.He is too young to go to school.She is strong enough to lift the box.We are too careless to make many mistakes.Step 3
3b(Oral practice)
1.Come to 3b , ask the students if they have different advice for the problems in activity 3a , talk in pairs.2.Ask a pair to read their conversation.Step 4
1.Read the instructions to the class.2.Ask a student to read the sample conversation in the box.3.Have the students form groups of four to talk about the conversation in groups.Step 5
Summary
1.To master the language points in 3a.2.To master the sentences of the Subjunctive Mood.Step 6
Homework
1.Try to remember the language points in this period.2.Finish the exercises in Section A of 《双语报》。
Section B :
The Fourth Period(1a 1b 2a 2b 3a)Goals
●To understand the personality survey.●To go on learning The Subjunctive Mood What would you do , if …… ?
●To practice the students’ listening ability.●To practice the students’ oral speaking ability.Difficult point : The Subjunctive Mood
Teaching Aids :
Computer powerpoint Tape recorder Teaching Procedures : Step 1
Revision
Review some expressions : 1.What to say / get nervous / look terrible / do well / take a walk 2.too … to … Step 2
1a 1.Warming up by learning about personality
Ask the students what is personality? What is your personality? 2.Describing and filling
Have the students turn to page 29 and fill in the blanks with words given.Step 3
1b 1.Ask the students in 1b Which words in activity 1a describe you? Tell your partner.What are you like? I think I am creative and outgoing.provide some words used to describe people for the students.2.Have the students work in pairs.Step 4
2a 1.Point to the chart and tell students that it is a quiz from a teen magazine.2.Read the instructions and point to the four questions.Read the questions to the class or ask different students to do it.3.Listening and checking
Cella is asking Bill questions from a personality survey.Check the questions Cella asks.4.Point out some language points in 2a
Give a speech / in front of / have a cold / tell sb.to do sth./ start doing sth./ want to be / wait for sb./ have dinner / introduce oneself Step 5 2b 1.Read the instructions and point to the list of questions and answers in 2a.2.Play the recording again.3.Check the answers.Step 6
3a 3a Reading and filling
1.Get the students to look at the survey in 2a and read the personality survey result below on page 30.then fill in the blanks with a, b or c.2.Check the answers with the students.3.Explain some points : annoy sb./ plenty of / be easy to do sth./ get along with / like doing sth.rather than / rather … than … Step 7
3b 1.Have the students to look at 3b.2.Read the example to the class.3.To write down their own personality survey based on the that in 2a.4.As students works , move around the classroom checking their work and offering language assistance as needed.Step 8
Summary
1.The Subjunctive Mood 2.Some useful expressions.Step 9
Homework
Section B :
The Fifth Period(1, 2)Goals
●To use the vocabulary in 1
.● Can write a reply according to the e-mail.●To master some language points.Difficult point : How to write a reply well ?
Teaching Aids :
Computer powerpoint Tape recorder Teaching Procedures : Step 1
Revision Review 2a in Section B 1.Read 2a together.2.Get the students to translate some useful expressions.Step 2
SELF CHECK
(1)1.Filling the blanks
Ask students to fill in the blanks on their own.On page 31 is a box with sentences in black.Read them and fill in the blanks with a correct word given.Make changes to the form if necessary.2.Check the answers.3.Ask students to make sentences with the words.Step 3
(2)
Write
1.Reading an e-mail.Read the instructions to the class.2.Explain the e-mail and some language points.Want sb.to do sth./ be sure / in fact / be shy / want to do sth./ let sb.down / be terrified of doing sth./ think of / come up with
3.Guide students to write the reply.Students are required to finish it individually.4.Get one or two and explain their mistakes.Step 4
Summary Step
Homework
Finish the exercises in Unit 4.Section B :
The Sixthth Period(Section 1 , 2 , 3)Goals
●To know the problems and accidents the teenagers have
..●Go on The Subjunctive Mood ●To master some language points.Difficult point : How to understand the article well ? Teaching Aids : Computer powerpoint Tape recorder Teaching Procedures : Step 1
Revision
Review some useful expressions in the Fifth period.Make speech / in fact / want sb.to do sth./ want to do sth./ let sb.down / come up with Step 2 Lead in
Lead in Section 1 by talking in groups.Discuss these :
Have you ever seen accidents ? What kinds of accidents do you know ?
What is the biggest problem a teenager has ? Step 3 Section 2
1.Have students read the reading materials.2.Answer some questions about the two pages.What would you do if you burned yourself by accident ? What would you do if you injured your knee ?
What would you do if someone offer you cigarettes ? What would you do if you get pimples ? Step 4 Language points explanation
kinds of / by accident / hurry to do sth./ find out / stop doing sth./ more than / a few / of course / tell sb.to do sth./ agree to do sth./ in a public place / ask sb.for Step 5 Section 3
3a
Ask students to pool the knowledge they have to answer the two questions.Step 6
3b
Ask students to go through the accidents mentioned in the reading then discuss.Step 7
Summary
1.Accidents and problems teenagers have.2.Pay attention to the Subjunctive Mood 3.Remember the useful expressions.Step
Homework 1.Finish the exercises in unit 4 2.Review the language points.Unit 5 It must belong to Carla.Ⅰ.Analysis of the Teaching Material 1.Status and Function The topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students' imagination and improve students' ability to deduce.Either less or more advanced students will be active in the activities in class.So it's useful to improve students' spoken English and communicative competence.(1)The first period mainly introduces the key vocabulary and the target language to students.Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can't.Meanwhile, students practice listening and writing the target language.(3)When reading an article, students can't help meeting with some new words.In the third period, students are asked to practise using the target language by talking about the new words, It's helpful to arouse students' learning interest and improve students' listening and speaking skills.(4)The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can't.(5)In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language.All the activities are designed to improve students' reading and writing skills.(6)In the last period, students learn a lot of proverbs.Proverbs are full of truth and advice.Students will benefit a lot in this class.2.Teaching Aims and Demands(1)Knowledge Objects In this unit, students learn to make inferences using the words must, might, could and can't.(2)Ability Objects To train students' listening, speaking, reading and writing skills.To train students' ability to deduce.(3)Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.We'll benefit a lot by learning proverbs.3.Teaching Key Points To learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can't.4.Teaching Difficult Points
To train students' listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can't.5.Studying Way Teach students how to make inferences using must, might, could and can't.Ⅱ.Language Function Make inferences Ⅲ.Target Language Whose volleyball is this
It must be Carla's.She loves volleyball.It could be Ted's.Ⅳ.Structure must, might, could and can't Ⅴ.Vocabulary picnic, chase, escape, belong to, toy car, plate', mystery, appointment, worried, wake, neighbor, garbage Ⅵ.Recycling suit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious Ⅶ.Learning Strategies 1.Sequencing 2.Deducing Ⅷ.Teaching Time Six periods The First Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(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 favourite author.2.Ability Objects(1)Train students' listening skill.(2)Train students' communicative competence using the target language.3.Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.Ⅱ.Teaching Key Points 1.Key vocabulary 2.Target language Ⅲ.Teaching Difficult Points 1.Listen for the target language 2.Oral practice using the target language Ⅳ.Teaching Methods 1.Scene teaching method 2.Listening method 3.Pairwork
Ⅴ.Teaching Aids 1.Blackboard drawings 2.A tape recorder 3.A projector Ⅵ.Teaching Procedures Step I Revision Check homework.Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ 1a This activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong to plate n.author n.toy n.picnic n.Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture.Have students point to each item and say its name.Call students attention to the chart with the headlines clothing.Fun things and kitchen things at the top.Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart.Point out the sample answers.Get students to complete the task on their own.As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Clothing Fun things Kitchen Things hat volleyball plate jacket CD cups T-shirt toy car magazine book Step Ⅲ lb 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.Students read the persons, the things and the reasons.Say, You will hear a conversation.As you listen, draw lines to connect the person in the first column with the thing in the second column.Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer.Say, The name Carla in the first column connects to volleyball in the second column because that's the thing they are talking about.And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen.Play the recording again.This time students listen and match each person with a thing and a reason.Check the answers.Answers Jane's little brother-toy car-He was the only little kid at the picnic.Mary-book-Wanda Wilbur is her favourite author.Carla-volleyball-She loves volleyball.Deng Wen-magazine-He loves cats.Grace-CD-She always listens to classical music.Tapescript Girl 1:Whose volleyball is this
Boy 1:It must be Carla's.She loves volleyball.Girl 1: How about this toy car
Girl 2: Oh, that toy car must belong to Jane's little brother.He was the only little kid at the picnic.And the magazine must belong to Deng Wen.He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeahThis book must be Mary's.Wanda Wilbur is her favourite author.Girl 1: OKand how about this CD
Girl 2: HmmmmmThe CD must belong to Grace.She always listens to classical music.Step Ⅳ 1c This activity provides oral practice using the target language.Point to the picture in Activity lb.Invite pair of students to say the conversation in the speech bubbles.SA: Whose volleyball is this
SB: It must be Carla's.She loves volleyball.Point out the conversation in the box.Invite another pair of students to say it to the class.SA : Whose book is this
SB: It must be Mary's.Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b.Say.Now 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 who each thing might belong to and give a reason.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.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.Step Ⅴ Summary Say, In this class, we've learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step Ⅵ Homework(1)Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Step Ⅶ Blackboard Design Unit 5 It must belong to Carla.Section A The First Period 1.Key vocabulary: belong v.belong to plate n.author n.toy n.picnic n.2.Target language: Whose book is this It must be Mary's.Wanda Wilbur is her favourite author.Unit 5 It must belong to Carla教案示例(2)Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(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.2.Ability Objects(1)Train students' listening skill.(2)Train students' writing skill.(3)Train students' ability to deduce.3.Moral Object Use your mind, then make inferences correctly.Ⅱ.Teaching Key Points 1.Listening and writing practice using the target language.2.Make inferences using the target language.Ⅲ.Teaching Difficult Point Make inferences using the target language.Ⅳ.Teaching Methods 1.Practice method 2.A game Ⅴ.Teaching Aids
1.A tape recorder 2.Real objects Ⅵ.Teaching Procedures Step I Revision Revise the conversations in lb.Get different pairs of students to talk about who each thing might belong to and give a reason.Step Ⅱ 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.Say.Bob and Anna found a backpack in front of their school.Listen and write down the things in the backpack.Point out the sample answer.Play the recording the first time.Students only listen.Play the recording a second time.Students write the correct words in each blank.Check the answers.Answers 1.T-shirt 2.hair band 3.tennis balls Tapescript Bob: Oh, look!Whose backpack do you think this is Anna: I don't know.Look, here's a school T-shirt.Bob: Well then, the person must go to our school.Oh!Here is a hair band, so the person can't be a boy.Anna: It could be Kumi's hair band.She has long hair.Bob: Or the hair band might belong to Linda.She was at the picnic, wasn't she
Anna: Yes, she was.But then the backpack could belong to Rita.She's always forgetting things.Bob: Oh, look!Tennis balls.Anna: Then it must be Linda's backpack.She has long hair and she's on the tennis team.Bob: You're right!Step Ⅲ 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.Say, You are to hear the same recording again.This time please fill in the blanks in these sentences using the words must, might, could or can't.Point out the sample answer.Play the recording.Students listen and fill in the blanks.Check the answers.Answers 1.The person must go to our school.2.The person can't be a boy.3.It could be Mei's hair band.4.The hair band might belong to Linda.5.It must be Linda's backpack.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.Use “must” to show that you think something is probably true.Use “might” or “could” to show that you think something is possibly true.Use “can't” to show that you are almost sure something is not true.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, for the word must, a student might say, The English magazine must be Li Lei's.He likes reading English magazines very much.Step Ⅵ 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.Say, Please fill in the blanks with the words from this unit.Some answers will vary.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.Answers The notebook must/might be Ming's.It was on her desk.The homework can't be Carla's.She wasn't at school today.The soccer ball might be John's or Tony's.They both play soccer, don't they
The French book must be Li Ying's.She's the only one who's studying French.I can't find my backpack.It might/must be still at school.The photo must be Lu's.Those are his parents.The red bicycle can't be Hu's.She has a blue bicycle.The ticket might be my aunt's or uncle's.They are both going to the concert.Step Ⅴ Grammar Focus Ask students to say the questions and answers in pairs.At the same time, write them on the blackboard.SA: Whose notebook is this
SB: It must be Ning's.It has her name on it.SA: Whose French book is this
SB: It could be Ali's.She studies French.SA: Whose guitar is this
SB: It might belong to Alice.She plays the guitar.SA: Whose T-shirt is this
SB: It can't be John's.It's much too small for him.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.Repeat the process with the words might, could and can't.Optional activity Ask all but four students to put their heads down on their desks.Meanwhile, collect one item each
from the four students.Play the game like this: T:(Holding up a pen)Whose pen is this S1:It could be Li Lei's.T: Li Lei, is this your pen L: No, it isn't.T: It can't be Li Lei's.He says it's not his.S2:It might be Wu Jun's.T: Wu Jun, is this your pen W: Yes, it is.T: He says it's his.The pen must be Wu Jun's.(Holding up a notebook)Whose notebook is this
S3: It must be Li Na's.I gave it to her as a birthday present.Repeat the process with the other items.Step Ⅵ Summary Say, In this class, we've clone some listening and writing practice using' the target language.And we've learned how to make inferences using the words must, might, could and can't.Step Ⅶ Homework Make two sentences each using the words must, could, might and can't.Step Ⅷ Blackboard Design Unit 5 It must belong to Carla.Section A The Second Period Target language: A: Whose notebook is this B: It must be Ning's.It has her name on it.A: Whose French book is this
B: It could be Ali's She studies French.must 100% could 20%～80% might 20%～80% can't 0% A: Whose guitar is this B: It might belong to Alice.She plays the guitar.A: Whose T-shirt is this B: It can't be John's.It's much too small for him.Unit 5 It must belong to Carla教案示例(3)I.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, 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.Here are some earrings.The owner can't be a boy.Well, it could be a boy.The earrings might be a present for his mother.2.Ability Objects(1)Train students' reading skill.(2)Train students' communicative competence using the target language.Moral Object When you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ.Teaching Key Points 1.Reading practice 2.Oral practice using the target language Ⅲ.Teaching Difficult Points 1.Key vocabulary 2.Target language Ⅳ.Teaching Methods 1.Practice method 2.Pairwork 3.A game Ⅴ.Teaching Aid The blackboard Ⅵ.Teaching Procedures Step I Revision Revise the usage of the words must, might, could and can't by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed.Then invite different students to say their sentences to the class.Step Ⅱ 3a This activity provides reading practice using the target language.Call students' attention to the picture.Ask students to tell what's happening in the picture.T: What's the girl doing
Ss: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes.Say, Right now the parts are in the wrong order.When they are in the right order, they will make a clear message.Now please read the parts carefully.Number them in order.When you are doing this, you will meet with some words you don't know.Don't worry too much about them.Just circle them.We'll talk about what they mean later.Get students to complete the task on their own.Point out the sample answer.Say.The first sentence of the e-mail message is I'm really anxious, because I can't find my backpack.Check the answers.Answers
The notes should be numbered in this order: 5,2,4,3,1 circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Step Ⅲ 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.SA: What do you think “anxious” mean SB: Well, it can't mean “happy”.SA: It might mean “worried”.SB: Oh, yes.She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a.Use the words can't, must, could or might as in the sample.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 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.Optional activity Have students write the new words in Activity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word.Ask a student to write the correct spelling in the first space.Ask another student to write the meaning of the word in the second space.For example: xosainu anxious worried cuilarc crucial aegarbl
Step Ⅳ 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.SA: Here are some earrings.The owner can't be a boy.SB: Well, it could be a boy.The earrings might be a present for his mother.Write the conversation on the black board.Explain the meaning of each sentence.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 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.Note: Answers to the chart will vary.Step Ⅴ Summary Say, In this class, we've learned some vocabulary words, such as drop, symphony.And we've done much oral practice using the target language.Step Ⅵ Homework 1.Read the letter in Activity 3a again for further understanding of the vocabulary words.2.Read the conversations in Activities 3b and 4 again for further understanding of the target language.3.Finish off the exercises on pages 15～16 of the workbook.StepⅦ Blackboard Design Unit 5 It must belong to Carla.Section A The Third Period 1.Vocabulary words: drop v.symphony n.optometrist n.appointment m algebra n.crucial adj.count v.because of Chinese-English dictionary Oxford University 2.Target language:(1)A: What do you think “anxious” mean B: Well, it can't mean “happy”.A: It might mean “worried”.B: Oh, yes.She is worried because of her test.(2)A: Here are some earrings.The owner can't be a boy.B: Welt, it could be a boy.The earrings might be a present for his mother.Unit 6 I like music that I can dance to.I．Teaching Guide Aims 1.Learn how to express preferences and causes.2.Write a review of a book, a movie or a CD.Sentence Structure 1.What kind of music do you like? I like music that I can sing along with.What about you?
I prefer music that has great lyrics.I love singers who write their own music.2.Carmen likes musicians who play different kinds of music.Does Xu Fei like the Moderns? No, he doesn’t.He prefers…
3.What CD did you listen to recently? That’s not really important to me.I like movies that are sad / that have scary monsters.Vocabulary prefer, lyric, remind of, entertainment, feature, photography, photographer, exhibition, gallery, suggest, honest, expect, on display, suit, energy… Grammar Attributive Clause Tasks Task 1.The kinds of friends you like.Task 2.The school uniforms you like.Task 3.All about music.Task 4.A book, a movie or a CD reviews.II．Teaching Procedures and Tasks Word Study 1.prefer v.更喜爱，更喜欢
choose sth rather than sth else;like sth better.1)prefer + n.I prefer groups that play quiet and gentle songs.我更喜欢演唱轻柔音乐的组合Jennifer prefers musicians who write their own lyrics.2)prefer sth to sth 比„更喜欢„
Which would you prefer , coffee or milk ? 咖啡和牛奶，你喜欢哪一个？
I prefer milk to coffee.与咖啡相比，我更喜欢牛奶。
I prefer walking to cycling.我喜欢步行，不喜欢骑自行车。
3)prefer to do sth 宁愿做某事
She prefers to be alone at home.她宁愿独自在家。2.dance to the music 伴随着音乐跳舞
sing along with the music 和着音乐一起唱 3.remind sb of sb / sth 提醒，使„记起„
This music reminds me of my childhood.这首曲子使我想起了我的童年。4.lyrics 歌词
rhythm 节奏韵律
melody / tune曲调
5.feature: n.面貌的一部分(眼,口,鼻等);显著的或有特色的方面、品质或特点 A prominent or distinctive aspect, quality, or characteristic.a feature of one's personality;a feature of the landscape人格特征；地形特点 6.photograph.n.照片，相片
photography.n.摄影, 摄影术
photographer.n.摄影师
7.suggest: to bring or call to mind by logic or association;evoke: 使人想到：通过逻辑或联想使想起或唤起；唤起：
a cloud that suggests a mushroom;a ring-like symbol suggesting unity.一朵让人想到蘑菇的云；让人想到团结的环状标记
8.suit: to meet the requirements of;fit.适合，符合„的要求： This candidate does not suit our qualifications.这个候选人不符合我们的条件
9.expect vt.to look forward to the probable occurrence or appearance of 期待
expecting a telephone call;expects rain on Sunday.等电话；等待星期天下雨 10.though
1)adv.用于口语中，in spite of this;however;“尽管如此，然而”，放在句尾。
I expect you’re right－I’ll ask him, though.我认为你说得对－我去问问他也好。She promised to phone.I heard nothing, though.她答应要打电话来，但我没听到回信儿。
2)conj.although;despite the fact that “虽然尽管”, 放在句首或句中不与but连用
She won the first prize , though none of us had expected it.她得了头奖，虽然这件事我们都没想到。[Homework](1)Go over the new words and phrases.(2)Finish SB p49 1
Period 1 Task 1.The kinds of friends you like.1.Friends play a very important role in our daily life.What kind of friends do you prefer? Make a list about the topic.Pay attention to “who”.e.g.outgoing，not silly，love sports，can keep secrets… I prefer friends who are easygoing and generous.I like friends who love sports because… I don’t prefer friends who are…
2.Write a small article about what kinds of friends you prefer.e.g.Friends play an important part in my life.I prefer friends who are easygoing and generous.And I like friends who love sports because I’m very good at sports.I don’t prefer friends who are shy or selfish.I like friends who I can tell my worries to, because I need help sometimes.I hope that I can make more friends.3.Note down all the sentences with the word “who”.Task 2.The school uniforms you like.1.In Unit 3, we talked about the kind of clothes we wear.Most of the classmates think we should be allowed to design our own school uniforms.Can you tell me what kind of school uniform do you prefer? Pay attention to “that”
e.g.original，not ugly，out of style…
I can’t stand clothes that are…
I don’t prefer clothes that are…
I prefer school uniforms that are…
2.Write a small article about what kinds of school uniforms you prefer.e.g.I don’t like our uniforms at all because they are ugly.I can’t stand clothes that are ugly and out of style.I prefer clothes that are unusual.And I don’t prefer clothes that are not comfortable;I don’t like clothes that are too expensive, either.If I can design our own uniforms, I will design clothes that are fashionable and comfortable… [Grammar Focus: Attributive Clause] 1.Pay attention to the two articles we wrote just now, and find out the rules of using “that” and “who”.Try to analyze some of the sentences.e.g.I have an apple.+ An apple is red
I have an apple that is red.31
I have an apple +(that)is red.修饰先行词an apple
e.g.I like my friends.+ My friends like sports.I like friends who like sports.I like my friends +(who)like sports.修饰先行词my friends 2.Show Ss the rules: 1)人(n.)+ who + 从句 物(n.)+ that + 从句
2)关系代词who / that的作用：
a.做代词，代替先行词
b.在从句中担任句子成分：主语或宾语
c.做连词，把主句和从句连接起来
3)who / that 在定语从句中做主语时，谓语动词的单复数应与先行词保持一致
e.g.I prefer shoes that are cool.I like a sandwich that is really delicious.I love singers who are beautiful.I have a friend who plays sports.[Homework](1)Workbook(2)Supplementary grammar excises.(3)Bring your favorite CD to class tomorrow.Period 2 Task 3.All about music.1.Lead-in.Review the name of different kinds of music:
pop, dance, Latin, rock & roll, classical, rap, country, folk, new age, light… 2.Listening: 1a, 2a, & 2b.3.List as many as phrases to describe the kind of music: e.g.quiet, loud, gentle, energetic, slow, fast, exciting, crazy, not noisy, not too loud，can dance to, can sing along with, has great lyrics, can make me cry…
List as many as phrases to describe the kind of musicians: e.g.can write their own songs, can play different kinds of music, can make us happy, can play original music…
4.Interview your partner about his favorite music and musician.[P46 4.] e.g.What kind of music do you like? I like music that I can sing along with.What about you? I prefer music that has great lyrics.What kind of music you don’t like.I don’t like music that is too loud.I can’t stand dance music.What kind of singer or musician do you prefer / don’t like? I love singers who write their own music.I can’t stand male singers who keep crazy long hair.4.A CD Review: Reading [P46 3a.]
Take our your favorite CD, and introduce your favorite CD to your partner.Take notes and make a CD review.[P46 3b.] e.g.What kind of music is it? What’s the name of your favorite CD? Why do you like this CD? Why is it so special to you? What do you dislike about this CD? What does it remind you of? 5.Give us an oral report about your or your partner’s favorite CD.See 3a.Ask someone to play a song for the students.Then have a class discussion about the musical group and about that particular song.Ask students to raise their hand when they want to speak.Help students use the language they have learned to say what they like and dislike about the music.6.Write your own CD or music review.e.g.When I am stressed out, I always listen to music to relax myself.I like music that is quiet and gentle.So, my favorite music is country.This music is great because it has great lyrics.I don’t like music that is too loud.I can’t stand rap music.I prefer musicians who can write their original lyrics.I like singers who can sing the words clearly.My favorite singer is John Denver.You can listen to his music at night with your bedroom light on.He is terrific, I think.The music reminds me of peaceful life.[Homework](1)Writing: A CD / music review(2)Workbook
Period 3 Game: A review of attributive clause 1.Cut up slices of paper.On each slip, write a sentence starter describing a preference.e.g.I like songs that … I love clothes …
I love singers … I prefer friends …
I prefer music… I don’t like books …
I like food … I don’t like people …
2.Divide the class into two teams.(A-B / Boys-Girls)Place the slips in a paper bag.Invite the first student from team A to take a slip and look at it.He or she has ten seconds to complete the sentences correctly.Pay attention to the use of “that” and “who”.If he finishes the sentence correctly, he won a point for his team.Then, team B follows up.Task 4.A book, a movie or a CD reviews.1.Write down the name of your favorite book or movie.Interview each other [P47 2c] 2.Listening 2a, 2b.3.Reading 3a.Ask the Ss to read 3a and complete the chart.Then check the answers.Pros Cons Movie The fisherman’s wife was funny.It’s too long and it’s really boring.Exhibition There are many great photos of people and of the countryside.The few city photographs are less successful.Band They play the kind of music that I love to hear.Every song is really loud and often you can’t understand the words.4.Self-check 2.5.3c.write a review of a book you have read, a CD you have listened to, or a movie you have
seen.[Homework](1)Writing: a review of a book, a movie or a CD.(2)Workbook
Unit 7 where would you like to visit? I.Analysis of the Teaching Material 1.Status and Function In this unit, students learn to talk about places they would like to visit.This is a topic that students will be very interested in.That will be very helpful to practice using the target language.All the students can make great progress in expressing the places which they would like to visit.(1)The first period mainly provides some new vocabulary to the students to describe different kinds of vacations.And it gives students practice in listening and speaking on the target language “Where would you like to go on vacation? I’d love to visit Mexico.”
(2)The activities in the second period give students more listening and oral practice using more target language.They are helpful to improve students’ listening and speaking skills.(3)In the third period, students learn to get detailed information from an article.And they will do some writing and oral practice as well.They will improve their reading, speaking and writing skills and know something about Singapore and some other places all over the world.(4)The fourth period provides more listening practice to train the students to understand the target language in spoken conversation and write the target language.It also provides some more oral practice using the target language.(5)The fifth period is designed to train students’ reading and writing skills.(6)The activities in the last period are used to train students’ writing skill.2.Teaching Aims and Demands(1)Knowledge Object In this unit, students learn to talk about places they would like to visit.(2)Ability Objects To train the students’ listening, speaking and writing skills using the target language.(3)Moral Object Wherever you travel in the world, you are able to use English.3.Teaching Key Point To help students learn and grasp the key vocabulary words and the target language.4.Teaching Difficult Points(1)To train students’ listening, speaking, reading and writing skills.(2)To train students’ communicative competence.5.Studying Way Get the students to know more about the world and be interested in traveling.Ⅱ.Language Function Talk about places you would like to visit.Ⅲ.Target Language 1.Where would you like to go on vacation? I’d love to visit Mexico.2.I hope to go to France some day.Ⅳ.Structure
Second conditional without if clause Hope to Ⅴ.Vocabulary jungle, historic site, botanical garden，exotic, thrilling, fascinating, peaceful, take it easy, tiring, educational, trek, explore, Singapore, touristy, customer, pack, light, heavy, downtown, provide, offer Ⅵ.Recycling France, Brazil, Japan, vacation, zoo, mountain, dangerous, fun, relaxing, entertainment, shopping, hiking, visit Ⅶ.Learning Strategies 1.Classifying 2.Role playing Ⅷ.Teaching Time Seven periods
The First Period Ⅰ.Teaching Aims and Demands Knowledge Objects(1)Key Vocabulary Tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site(2)Target Language Where would you like to go on vacation? I’d like to trek through the jungle, because I like exciting vacations.2.Ability Objects(1)Train students to talk about places they would like to visit with the target language.(2)Train students to describe vacations with different adjectives.(3)Train students’ listening skill.3.Moral Object, It′s more interesting to go on vacating somewhere instead of staying at home.Ⅱ.Teaching Key Points 1.Key Vocabulary Tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site 2.Target Language Talk about different places with the target language.Ⅲ.Teaching Difficult Points 1.Describe vacations with different adjectives.2.Talk about different places with the target language.Ⅳ.Teaching Methods 1.Teaching by illumination 2.Teaching by doing chain drills
3.Teaching by pair work
Ⅴ.Teaching Aids 1.A tape recorder and a projector 2.Some pictures of different places with famous views
Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the language points in Unit 6.Provides some questions, what kind of music does you like/love/prefer? What kind of clothes/writers/movies/… Do you like/love/prefer?
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… Next ask students to practice in pairs.Walk around the classroom listening to them, correct some errors they may make and be sure they are answering with sentences with relative clauses.2.Revise the words and expressions in Unit 6 by dictating the following: Lyric, remind of, entertainment, exhibition, gallery, on display, energy, suggest, photograph, suit
Step Ⅱ 1a This activity trains students to use the new vocabulary to describe the vacations.At first introduce the key vocabulary.Show the new vocabulary words on the screen by a projector:
tiring ad．引起疲劳的；累人的
educational ad．教育的；有教育意义的 fascinating ad．迷人的；有极大吸引力的 thrilling ad．令人激动的；令人震颤的 peaceful ad．平静的；宁静的；和平的 exotic ad．外(国)来的；外国产的
trek v．(缓慢或艰难地)旅行；长途跋涉 jungle n．热带丛林；密林
take it easy 从容；轻松；不紧张 explore v.探险；考察
historic ad．历史上著名的；历史上有重大意义的 site n.地方；场所
Point to the words and teach the children to read them several times till they can pronounce the words fluently and correctly.After that, try to let students explain the adjectives and make up sentences with them.For example, exciting, do like this: Let’s try to explain some new adjectives in our own words and make up some sentences now.See exciting first.Who can explain it in your own words in English? What does exciting mean? Help the children to explain it.Exciting means not boring, or means hard to be quiet.Who can make up a sentence with it?
Give an example sentence with it, please.Ask several ones to say their sentences to the class.For example, Surfing makes us exciting.The boy is very exciting when he is watching a football match.Then do the same with these new words in the box: tiring, educational, peaceful, fascinating, thrilling, exotic Read the instructions to the students.Be sure that everyone knows what to do.Tell students to look at the posters in the picture and compare them.We can see three posters.Tell me what you can see in each one.Then discuss the three posters with students.For Poster One, help students to say, it is a beach.A man with sunglasses is sleeping, etc.Do the same to the other two posters.Read the words on each poster to students and then let them read together several times.Ask some ones to tell the Chinese meanings of the words to see if they can understand them.Do some explanation if necessary.Call the students’ attention to the chart.Point to vacation 1, 2 and 3 in the chart.Say, Let’s choose the adjectives from the box for the three vacations.The adjectives you choose should correspond with the posters.Now let’s use Vacation 1 as a sample.Which adjectives should we choose? Who can tell me? Then ask several students to tell the class the words they’vet chosen.Write down their answers on the blackboard like this: Vacation 1 Take it easy on a Florida beach!Adjectives: relaxing, peaceful, boring Who has got some other adjectives to describe it? Some other adjectives you know, but not in the box? Ask some to say more besides the ones in the box, such as quiet, lazy.Write them on the blackboard, too.Please fill in the chart with the adjectives now.Note to match the posters.Get them to fill in the answers by themselves.As they work, move around the room checking their progress and answering questions they may have.Check the answers.Provide the possible answers on the blackboard.Possible answers include Vacation 1: relaxing, peaceful, boring Vacation 2: exciting, tiring, dangerous.Educational, fascinating, interesting, fun, thrilling, exotic Vacation 3: exciting, educational, peaceful, interesting
Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation.Read instructions to students.We’all listen to three students talking about where they would like to go on vacation and why.See the sample answers in the chart.Write your answers like that while you hear.Look at the three posters in Activity la and do this part.Each one of the three students, Sam, Gina and Lydia, wants to go to one of the three places.Play the tape for the first time, and tell the students not to write in a hurry, just try to catch the main idea of the dialogue.37
Then play the recording again.Ask them to write their answers this time.Check the answers.Answers 1.Sam, Brazil, likes exciting vacations 2.Gina, Japan, has been bored lately 3.Lydia, Florida, has been stressed out Typescript Boy 1: Look at those travel posters.I’d love to go on a vacation.Girl 1: Where would you like to go, Sam? Boy 1: I’d love to go trekking in the Amazon jungle in Brazil.Girl 1: You would? Boy 1: Sure.I like exciting vacations.Girl 1: Would’t that be dangerous? Boy 1: No, not really.How about you, Gina? Where would you like to go? Girl 1: Well, I’vet been kind of bored lately.I think I’d like to see the historical sites in Japan.Boy 1: Hmm, that would be fascinating.What about you, Lydia? Girl 2: Oh, I’m stressed out.I’d just like to relax on a beach… You know a beautiful beach in Florida.Boy 1: That sounds peaceful.Step Ⅳ 1c This activity provides guided oral practice using the target language.Present ate 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.Where would you like to go on vacation, Sam? Ask one student to answer the question.After that let him or her ask another student.Set off a chain drill like this: T: I’d love to visit Paris, because I like relaxing vacations.Where would you like to go on vacation, S1? S1:I’d like to climb Mount Email, because I like dangerous vacations.Where would you like to go on vacation, S2? Ss: I prefer to travel to the USA, because I like exotic vacations.Where would you like to go on vacation, S3? S3…
After a team finished get the children to make their own conversations in pairs.Ask two students to read the example in the speech bubbles in Activity la.Tell them to talk about the posters with their partners this time.As students work together, move around the classroom, offering language support as needed.Ask some pairs to say their conversations to the class.Step Ⅴ Summary In this class, we’vet learned some adjectives that are used to describe vacations and some other
words.We have also learned the target language—Where would you like to go on vacation? I’d like to trek through the jungle because I like exciting vacations.Step Ⅵ Homework 1.Try to remember the new key vocabulary.2.Write out three similar conversations to the example in the picture in Activity 1a.Step Ⅶ Blackboard Design
Unit 7 Where would you like to visit? Section A The First Period Possible answers to Activity 1a: Vacation 1: relaxing, peaceful, boring Vacation 2: exciting, tiring, dangerous, educational, fascinating, interesting, fun, thrilling, exotic Vacation 3: exciting, educational, peaceful, interesting
The Second Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Fall, Niagara Falls(2)Target Language Where would you like to visit? I’d like/hope to visit/see… I’d like/love places where… 2.Ability Objects(1)Train students’ listening skill.(2)Train students’ communicative competence.3.Moral Object It can make you know more about the world to travel much.Ⅱ.Teaching Key Points 1.New words fall, Niagara Falls 2.Listening practice with target language 3.Make communications with target language Ⅲ.Teaching Difficult Points 1.Train students’ listening practice with target language.2.Help students to make communications with target language.Ⅳ.Teaching Methods 1.Listening 2.Pair works 3.Explanation Ⅴ.Teaching Aids
1.A tape recorder 2.Some pictures of Hawaii, Mexico and Niagara Falls
Ⅵ.Teaching Procedures Step Ⅰ Revision(1)Revise the target language by asking Question, where would you like to go on vacation? Get several students to give different answers.Then ask them to work in pairs to practice with: Where would you like to go on vacation? I’d like/love to…because I like… Vacations.(2)Check homework by asking several ones to read their conversations.(3)Check homework by dictating the following words: Tiring, educational, fascinating, thrilling, relaxing, dangerous, exotic, trek.Jungle, take it easy, explore, historic
After dictating, hove students check in pairs.Make a survey by asking them to put up hands to see how many have written out all the words correctly.Step Ⅱ 2a This activity provides listening practice using the target language.Read the instructions to the students.Look at the four sentences in the box.They are from a conversation, but they are not in the right order.We will listen to a conversation talking about going on a vacation.We can see the number in from of the fourth sentence.It’s a sample answer Please write the right numbers before the first three sentences in the blanks.Then play the tape.Students only listen this time.Try to catch the main idea of the conversation.Next play the tape again.Students listen and write the numbers in the blanks.Check the answers.Answers The sentences should be numbered in this order: 3 4 2 1 Typescript Boy 1: Would’t it be great if we could go on a vacation together? Girl 1: Yeah.That would be wonderful!Boy 1: Where would we go? Girl 1: Well, I hope to visit Hawaii one day.Would you be interested in going there? Boy 2: Sure!I like places where the weather is always warm.Boy 1: But Hawaii is too touristy.Maybe we could go to Mexico.I love places where the people are really friendly.Boy 2: Well, Mexico would be nice, but we don’t know the language.I hope to see Niagara Falls some day.What about going there? Girl 1: Niagara Falls would be beautiful, but there’s not much to do there.Why don’t we all go to San Francisco together? It has everything—beautiful views, friendly people, exciting things to do…
Boy 2: That’s not a bad idea…If you pay for it.Step Ⅲ 2b
This activity provides listening practice using the target language, too.Read the instructions to students, and make sure that they know what to do.Look at the first column, “Place”.Someone does’t like going to these places.Why? Choose the reason for each place from the second column.Write the letters of the reasons in the blanks before the places/Let’s read the contents in the chart first.Get them to read the places and reasons several times.Then say, we’all listen to the same recording again.Listen and match each place with a reason for not going there.Play the recording again.Ask students to fill in their answers.Check the answers Answers 1.B 2.A 3.C
Step Ⅳ 2c This activity provides guided oral practice using the target language.Read the instructions to the students.Tell them to use the information in Activities 2a and 2b to role play conversations.(Holding a picture of Hawaii).I hope to visit Hawaii some day.Get a student to answer, so do I.I like places where the weather is always warm.Showing a picture of Mexico, ask two students to make up similar conversations.Note to use the information in Activities 2a and 2b.Do the same with the third place Niagara Falls.Say, now please role play the conversations in pairs, using the information in Activities 2a and 2b.Each pair makes one at least.As the students work, move around the room checking progress of the pairs and offering help as needed.Ask one or two move pairs to say their conversations to the class.Step 5 Grammar Focus Present ate the conversation below by saying to the students and writing it on the blackboard: Where would you like to visit? I’d like to go somewhere relaxing.Draw a line under the word relaxing.Then ask the children the same questions and tell them to answer in their own words.For example, I’d like to go somewhere interesting.I’d like to go somewhere exotic.After asking several children to give answers with different adjectives, get them to practice in pairs.Each pair makes two conversations.Next ask several pairs to share their conversations with the class.Then say, the adjectives usually come before the nouns, such as, an educational vacation, a tiring trip.But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns.For example: I’d like to go somewhere fascinating.I’d love to eat something delicious.After that, present ate another pair of sentences.Say to the students and write down on the blackboard: Where would you like to visit? I hope to go to France some day.Explain sentences with some day in English orally, like this，41
I hope to go to France some day.This sentence means I hope to go to France some day, but I’m not sure I will.Maybe I will go there in the future and maybe I won’t.The sentences with some day are often used to express that.Then have the children make up more sentences.Step Ⅵ Summary In this class, we’vet done some listening practice with target language.We have also practiced our oral English in pairs.And we’vet discussed something on grammar.Step Ⅶ Homework 1.Write out two pairs of sentences like this: Where would you like to visit? I’d like to go somewhere relaxing.Where would you like to visit? I hope to go to France some day.2.Practice the target language orally with the classmates.Step Ⅷ Blackboard Design
Unit 7 Where would you like to visit? Section A The Second Period Ⅰ.Answers to Activity 2a: 3 4 2 1 Ⅱ.Answers to Activity 2b: 1.B 2.A 3.c Ⅲ.Grammar Focus: 1.Where would you like to visit? I’d like to go somewhere relaxing.2.Where would you like to visit? I hope to go to France some day.The Third Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Touristy, spotlight" Singapore, beautiful, heavy, private, downtown, get around, Pack, light(2)Target Language Where would you like to go, Kathy? I’d like to visit Cumming.2.Ability Objects(1)Train students’ reading skill.(2)Train students’ skill of communication.42
3.Moral Object Share your experience on traveling in a city with your classmates and tell them what they should bring if they decide to visit it.Ⅱ.Teaching Key Points 1.Guide students to read the passage in Activity 3a.2.The new vocabulary Ⅲ.Teaching Difficult Point Help students to talk to their partners about the cities they know.Ⅳ.Teaching Methods 1.Teaching by illumination.2.Teaching by asking questions.Ⅴ.Teaching Aids 1.A projector 2.A video tape on Singapore or some photos, some photos of Dali an
Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the target language they learned last class by asking where would you like to go on vacation? Get several children to answer I’d like to…because…
2.Check the homework by asking some children to read the conversations they wrote to the class.Step Ⅱ 3a This activity provides reading practice using the target language.At first introduce the key vocabulary words.Show the key vocabulary words on the screen by a projector.touristy ad．游客很多的；游客常去的；适合游览的 spotlight n．公共注意中心 Singapore n．新加坡
botanical ad．植物的；植物学的 heavy ad．大量的；多的 private ad．私人的；私有的
downtown n．(城镇的)商业区；中心区 get around 观光；到处走动
pack v.把„„打包；把„„装箱 light ad．轻的
Teach students to read the vocabulary several times until they can read them out easily and correctly.Read the passage quickly and try to answer the questions on the blackboard.Write these questions on the blackboard: 1.What does’t Singapore have? 2.What does Singapore have? 3.Is Singapore also a wonderful place for shopping? 4.What don’t you plan on doing in Singapore? Why? 5.What is easiest to do in Singapore?
6.What is suggested to bring if you decide to go there? Why? A few minutes later(maybe two or three minutes), ask different students to answer the questions.Play the video tape of Singapore for students or show them some pictures.Next, read the instructions to students.Say, What things do you like about visiting Singapore and what things don’t you like? Read the passage again.Circle the things you like about visiting Singapore and underline the things you don’t like.Get them to finish the activity on their own.Check the answers.Possible answers may include Circled:…there are many things to do… It has a very large zoo, a beautiful botanical garden and lots of museums.It is also a wonderful place to go shopping.Underlined: Singapore is a small city…It does’t have any beaches or mountains… Don’t plan on driving in Singapore…traffic is heavy…Most private cars are not allowed in downtown Singapore.Singapore is very hot all year round.Step Ⅲ 3b This activity provides reading, listening and speaking practice using the target language.Read the instructions to students.Make sure that they know what to do.Ask two students to read the sample conversation on the left in Activity 3b, SA: Where would you like to go, Kathy? SB: I’d like to visit Cumming.SA: Sin’t it supposed to be very hot?
SB: Yes, it is.But it’s also beautiful, and it has lots of interesting museums.Note to correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Ask another pair to model a conversation with the first group of words on the right, the words in the first line.Listen to them carefully with the whole class to see if they can put the words in the proper places.Then let the whole class practice in pairs.Each pair should make up four conversations with the information on the right.Walk around the classroom as the students are working.Listen to some pairs and see if they have met any problems.Offer some help as needed.After all the students have finished practicing, ask some more pairs to share their conversations with their classmates.Step Ⅳ Part 4 This activity provides reading, writing and speaking practice using the target language.Read the instructions to the children.Make sure that they understand it.Say, first think of a city you know everyone.I think of Dali an.What about you? Ask several ones to tell the names of the cities they’vet thought of.Then say, Please write down the name of the city you’vet thought of on the line above city name in the chart.After that, show some photos of Dali and to the students around the room.Then continue saying, Dali an is a very beautiful city with wonderful beaches.It has very long coast.It also has quite a few big and nice parks.Some are near the sea and some are not.I like the big museum of different kinds of sea animals, too.What about you? What do you like about the cities you’vet written in your book?
Ask two or three to say something about their cities.Then say, now please fill in the left box with the things you like about the city.I’all write mine on the blackboard, you can use it as a sample.Write the sample on the blackboard, and students write out theirs.Walk around the classroom and direct them to write.After all of them have finished, go on with the third step.Now talk to your partner about the things you don’t like.After they finish talking, go on saying something I don’t like about Dali an to them.For example, the things in Dali an are too expensive.They are for the rich.And there are too many cars running on the streets.It’s very hard for people to cross a street.Can you say something you don’t like about your cities?
Ask some to say something on that to the class.Then tell them to fill in the box for things you don’t like.Let them talk to their partners about it.Sample answer
Dali an Things you like 1.wonderful beaches 2.long coast 3.big and nice parks 4.big museum of different kinds of sea animals Things you don’t like 1.things are too expensive 2.too many cars running in the streets
Step Ⅵ Summary In this class, we’vet learned something about Singapore, and we’vet talked about some other places all over the world.We’vet done a lot of listening, speaking, reading and writing practice using the target language.Step Ⅶ Homework 1.Write a short passage on the city you talked about in class.2.Try to remember the new words on page 54.Step Ⅷ Blackboard Design Unit 7 Where would you like to visit? Section A The Third Period Questions to Activity 3a: 1.What does’t Singapore have? 2.What does Singapore have? 3.Is Singapore also a wonderful place for shopping? 4.What don’t you plan on doing in Singapore? Why? 5.What is easiest to do in Singapore? 6.What is suggested to bring if you decide to go there? Why? Sample answers to Activity 4:
Dali an Things you like 1.wonderful beaches 2.long coast 3.big and nice parks 4.the big museum of different kinds of sea animals Things you don’t like
1.things are too expensive 2.too many cars running in the streets
The Fourth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Customer, save money, pool, culture, dream vacation, travel agency(2)Target Language Where would you like to go? I’d like to go somewhere warm.2.Ability Objects(1)Train students’ listening ability.(2)Train students to use the target language in oral English properly.3.Moral Object To role play the conversations you’vet heard is a very good way to improve your oral English.Ⅱ.Teaching Key Point Train students’ listening skill by listening to the conversations with the target language.Ⅲ.Teaching Difficult Point Help students to role play the conversations.Ⅳ.Teaching Methods 1.Brainstorm 2.Listening method 3.Pair works Ⅴ.Teaching Aid A tape recorder
Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the passage about Singapore by asking two or three students to read it to the class.Make sure that they pronounce each word correctly.Then let students read it aloud once by themselves.2.Check the short compositions they have written at home.First let several ones read theirs to the class.Second, get them to work in pairs to check the compositions.At last, collect all students’ compositions.Go over them carefully after class.46
Step Ⅱ Part 1 This activity reviews the target language and introduces new vocabulary.Read the instructions to students.Explain brainstorm like this: Brainstorm a list of things means you should write down all the ideas that come into your minds.Now brainstorm a list of things that are important to you when you go on vacation.Write them down in your exercise books.You should not worry if an idea is silly or if a word is spelled wrong.You 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.Move around the room offering language support as needed.After about three minutes, tell them to stop writing and thinking.Let’s review the ideas you’vet thought of together.We will correct spelling and find the correct English words for any words you don’t know.Then ask some children to read their lists to the class.Write any new words or Phrases they have used on the blackboard.Ask them to discuss the lists in groups of four.Each one reads his or her own list to the other three.Then they discuss the words or phrases together.If there is something that they are not sure, tell them to show me by putting up their hands.Move around the room and solve the problems they may have.Help students find the correct English words to express their ideas.Step Ⅲ 2a This activity gives students practice in understanding the target language in spoken conversation.Read the instructions to students.Tell them to guess the meaning of travel agency first.Then explain it like this: 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.Then present ate whale watch and amusement park to the class like below.A whale watch tour means you stay in a ship and go out to the coining during the time of year when the whales are migrating, then you can see them traveling.Amusement park means a place like Disneyland.You can do lots of rides and play lots of games there.Write the two phrases on the blackboard.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.Can you see the small box in the corner of each picture? Listen to the conversations and number the pictures.Write a proper number in each box to show the right order of the pictures.Then play the tape for the first time.Tell them only to listen.Play the tape a second time.As they listen to the tape this time, have the students number the pictures.Check the answers.Answers The pictures should be numbered in the following order: 1, 2, 3 Typescript Woman 1: Jeff, I have to go out for half an hour.Could you please answer the phone? Just take messages and I’all call people back.Jeff: Sure.Hello, Ace Travel.Jeff Marino speaking.How may I help you? Woman 2: I’d like some information on vacation packages, please.Jeff: My boss is out of the office for half an hour.Could she call you back?
Woman 2: Actually, I’d like to get some information now, if you would’t mind… Jeff: Well, I guess it would be OK.So, where would you like to go? Woman 2: Oh, I don’t know.Somewhere warm.Jeff: Somewhere warm… How about Hawaii? Woman 2: Oh,…no…I…I don’t like flying.Jeff: Ok.Well, there’s always…
Jeff: Hi, Ace Travel.Jeff Marino speaking.Man: Hello.I’d like to find out about your vacation packages.Jeff: Sure.What kind of vacation are you looking for? Man: Well, I hope to go on a nature tour.Jeff: Well, we have a great whale watch tour.You might like that.Man: Hamm…It depends on where it is.I don’t want to go anywhere cold.Jeff: Hamm…Let’s see.Yes, we have a great summer whale watch tour… Jeff: Hi, Ace Travel.May I help you? Woman 3: I hope so.I saw your advertisement for vacations in California.We’d like to go somewhere that’s fun for kids.Jeff: Fun for kids…Hamm …How about Los Angeles? Kids love visiting Hollywood.Woman 3 Oh, but we don’t really like big cities.Jeff: I see.Then maybe you’d enjoy…
Step Ⅳ 2b This activity gives students practice in understanding and writing the target language.Read the instructions to the children.Tell them to look at the chart.Then read the headings Customer, Wants, Does’t want and point out the blanks under each one.And let them see the sample answer under Wants in the chart.Ask them to read it together.Say, Then first customer wants to go somewhere warm.I’all play the recording again.Please write down the things the three customers want and don’t want in this chart as you listen to the recording.The play the recording again.Students fill in the blanks with the words they hear.Pause the tape several times to give students time to fill out the chart.Correct the answers.Answers Customer 1 wants: to go somewhere warm.does’t want to fly
Customer 2 wants: to go on a nature tour, does’t want to go anywhere cold
Customer 3 wants: to go somewhere that’s fun for kids, does’t want to go to a big city
Step Ⅴ 2c This activity provides guided oral practice using the target language.Read the instructions to the children.Say, In this activity, you are asked to role play Jeff’s conversation with the information in the chart in Activity 2b.Ask a pair of students to read the sample conversation to the class.SA: Where would you like to go? SB: I’d like to go somewhere warm.SA: Where else can you tell me? SB: I don’t want to go to a place which is too far away.48
Then ask them to continue it.Offer some help if necessary.For example, they may say like this, SA: Where would you like to go? SB: I’d like to go somewhere warm.SA: What else can you tell me? SB: I don’t want to go anywhere too hot.Offer more phrases,…to go to a small town,…to go by ship,…to go to a place which is too crowded, …to travel by plane,…To go to anywhere too far, act.Write them on the blackboard.Then ask students to practice in pairs.Move around the room checking the progress of the pairs and offering help as needed.Ask one or two pairs to say their conversations to the class.Correct any mistakes they may have made.Step Ⅵ Summary Say, In this class, we’vet done lots of listening practice on target language, and we’vet also written and spoken some.Step Ⅶ Homework 1.Write out the phrases you have brainstormed in Activity 1.2.Write down the conversation in Activity 2c.Step Ⅷ Blackboard Design
Unit 7 Where would you like to visit? Section B The Fourth Period The answers to Activity 2b: Customer 1 wants: to go somewhere warm, does’t want: to fly
Customer 2 wants: to go on a nature tour, does’t want: to
to anywhere cold Customer 3 wants: to go somewhere that’s fun for kinds，does’t wants to go to a big city
Some phrases for Activity 2c: to go to a small town to go by ship to go to a place where is too crowded to travel by plane to go to anywhere too far
The Fifth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Provide, firm, offer, spot, Confucius, stele, forest The Forest of Steles(2)Reading practice using the target language(3)Writing practice using the target language 2.Ability Objects(1)Train students’ reading skill.(2)Train students’ writing skill.(3)Train students’ listening and speaking skills.3.Moral Object 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.Ⅱ.Teaching Key Points 1.The new vocabulary.2.Read an e-mail.3.Write an e-mail.Ⅲ.Teaching Difficult Point Write an e-mail.Ⅳ.Teaching Methods 1.Scanning the e-mail to find out the answers 2.Writing 3.Group work Ⅴ.Teaching Aids 1.Some pictures of Queue, the Great Wall and the Forest of Steles in Xi’an 2.A projector
Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this, T: Where would you like to go? Ss: I’d like to go somewhere relaxing.T: What else can you tell me? S: I don’t want to go to big noisy cities.After that, ask them to practice in pairs.Ask several pairs to share their conversations with the whole class.2.Check their homework.First, choose some students to read the phrases on Activity 1.Second, ask several ones to read the conversations they wrote to the the class.Correct the mistakes that they may have made with the whole class.Get them to work in pairs to help each other.Tell them to show their homework to each other, and help correct any mistakes they may have made.50
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