冀教版九年级英语下册Lesson 2教学设计[优秀范文五篇]

第一篇：冀教版九年级英语下册Lesson 2教学设计

学科：英语班级：九年级（3）班授课人: 何伟

Lesson 2 Poems About Nature 教学设计

一、Content of course:冀教版九年级英语下册Lesson 2 Poems About Nature

二、Teaching aims:

1、Knowledge aim:能理解文意；掌握重点词汇：mind, clear, brave, golden, warmth, scene, start…with…,related to, name, imagination等。

2、Ability aim:引导学生分析课文，理解文意，提高学生的阅读理解能力。

3、Emotion aim:欣赏优美诗句，让学生感受大自然的美，热爱大自然。

三、Focal points:

掌握重点词汇、词形变换、易混词

四、Difficult points:

感官动词、使役动词的用法，创作英文诗歌

五、Teaching methods:

多媒体教学、举例讲解、分类、归纳、引导、指导

六、Learning methods:

预习、观察、欣赏、练习、创作、自主探究

七、Teaching preparation:

制作PPT课件；精选适量练习；让学生利用早读时间预习本课生单词、理解文意、找出疑难句子；尽力将课文中的英文诗歌范例翻译成较有韵律的汉语诗歌。

八、Teaching steps:

Step 1: Leading-in:

Listen to the music, imagine what scenry(风景)itdescribes.（欣赏名曲《在云端》）

How wonderful the piece of music is, isn’t it? It’s a description of the nature.Can you see the clouds and fog(雾)flying among the high mountain? Can you hear some birds singing?

How beautiful our nature is!Do you think so? Do you like the nature?

What do you like best about the nature?Wouldn’t you like to express your feelings about the nature in some ways? Yes or No?Music can express your feelings about it, we can also express our feelings with poems.What’s your favourite poem about the nature?Do you like the poem named “沁园春·雪” which is written by Mao Zedong?(让学生齐声背诵)Do you want to write the poem by yourself?

板书课题：Lesson 2 Poems About Nature

Step 2: Appreciate the poem on page 2 in the student book 6.Have you previewed（预习）the text in Lesson 2?Do you like the poem in this text？

Would you like to share it with us in Chinese?（播放背景音乐《小溪流水》，朗读汉语诗歌。）

Hills, loud with new water, running swiftly under ice as clear as glass.泉水在清澈如镜的冰下急速流淌,唤醒了寂静的山冈。

Flowers, tiny, brave and bright in the old snow.不畏严寒的花朵在残雪中绽放。

Trees, smelling fresh with life, leaves opening slowly under the pale blue sky.树木充满了生机，绿叶在淡蓝的天空下慢慢的舒张。

Sun, warm and golden, softly kissing the earth.温暖金黄的太阳，温柔地亲吻着大地。

Step 3:Solve the difficult sentences

We have previewed the text in Lesson 2 this morning, now point out anything that you can’t understand.1.Here are some ideas for a nature poem.2.Start each line in your poem with a word related to(和…有关)the scene.3.You can express yourself by telling how something looks, feels, sounds, smells or tastes.4.Name things about winter that you can say in English.Language points:

一、词形变换

1.nature-natural 2.clear-clearly 3.swift-swiftly 4.gold-golden 5.soft-softly 6.warm-warmth 7.relate-related8.leaf-leaves9.imagine-imagination

二、重点词汇

1.When you read this poem,do you see a picture in your mind? mind v.&n.介意，反对;头脑，思想，智力。eg:-Would you mind my using your dictionary?

肯定回答：Yes,you’d better not./ 否定回答：No,not at all.或Never mind.2.Hills,loud with new water,running swiftly under ice as clear as glass.clear adj.明亮的、清澈的、容易看见的、听得清的、头脑清楚地、明确的、明白的 Eg:(1)Look at the clear glass of the window.(2)The water in the lake is clear.(3)Look at the clear photo.(4)Her voice was very clear.(5)He is old, but he is a clear man.(6)I’m still not clear what I will do.(7)Are you clear?

3.Trees,smelling fresh with life, leaves opening slowly under the pale blue sky.pale adj.浅的、苍白的、灰白的 Eg:(1)The sky is pale blue.(2)His face looked pale.(3)The wall is pale.4.Flowers,tiny,brave and bright in the old snow.Tiny adj.微小的Eg:There is a tiny insect(昆虫)on the flower.5.Sun,warm and golden, softly kissing the earth.softly adv.轻柔的、温柔的 Eg:The wind blows softly.三、固定短语

start … with … /start doing sth./start to do sth.Eg:(1)We can start to help others with something around us.(2)Let’s start to do/doing exercises.四、易混词辨析：

1.scene adj.场面、场景、风景;scenery adj.风景、景色 Eg:(1)What a quiet but lively scene!(2)How terrible the scene is!

(3)This is a peaceful(宁静的)country scene.2.gold n.&adj.金子，金的;goldenadj.金色的Eg: The girl hair, and she is necklace(项链)which is made，阳光), we can’t open our eyes.(gold, golden).be related to与主语构成主系表结构;related to作后置定语 Eg:(1)Your aunt is related to your father.=Your aunt is someone who related to your father.(2)The fall in the cost of living is directly related to the drop of the oil price.生活费用下降直接与石油价格下跌有关。Step 4:Exercises in the class

（一）用所给词的适当形式填空。

1.The yard isn’(leaf)are here and there.(warm)of the sun on a fine day.(sit)beside your seat?

（二）选择正确的词，并用其适当形式填空

1.think of, think about, think over

(1)He often his happy life in his childhood..a math problem.2.gold, golden

medals at the Beijing Olympics.’

3.related to, be related to

雾）。Step 5:Summarize

一、词形变换

1.nature-natural 2.clear-clearly 3.swift-swiftly 4.gold-golden 5.soft-softly6.warm-warmth7.relate-related8.leaf-leaves9.imagine-imagination

二、重点词汇

1.mind v.&n.介意，反对;头脑，思想，智力。肯定：Yes, you’d better not.否定：No, not at all.或Never mind.2.clear adj.明亮的、清澈的、容易看见的、听得清的、头脑清楚地、明确的、明白的 3.pale adj.浅的、苍白的、灰白的

三、固定短语

start … with … / start doing sth./ start to do sth.四、易混词辨析：

1.scene adj.场面、场景、风景;scenery adj.风景、景色 2.gold n.&adj.金子，金的;goldenadj.金色的3.be related to构成系表结构;related to作后置定语

Step 6:Create your own poem.Look the picture related to the nature,finish the poem which can describe it.Night, so_____ and______(feelings and colour)

____, _____(size and colour)stars, A_____(temperature)wind blows______(adverb)on my face.(adverb)a______ ,______(feelings and age)song.九、Blackboard writing:

一、词形变换： 1.nature-natural

2.clear-clearly 3.swift-swiftly 4.gold-golden 5.soft-softly 6.warm-warmth 7.leaf-leaves 8.relate-related9.imagine-imagination

二、重点词汇

1.mind v.&n.介意，反对;头脑，思想，智力。

肯定：Yes, you’d better not.否定：No, not at all.或Never mind.2.clear adj.明亮的、清澈的、容易看见的、听得清的、头脑清楚地、明确的、明白的 3.pale adj.浅的、苍白的、灰白的三、固定短语 start … with … / start

doing sth./ start to do sth.四、易混词辨析： 1.scene adj.场面、场景、风景;scenery adj.风景、景色

2.gold n.&adj.金子，金的;goldenadj.金色的 3.be related to和主语构成主系表结构;related to作后置定语

十、Homework：(一)词形变换：

1．warm(名词2.noise(形容词副词4.swiftly(形容词(二)根据汉语提示填空，每空一词：

1．I think this matterthem.If you don’t think so, you can ask them.(与…有关)。2．This is如此清澈的河流)。

3． them to visit my garden.(通过邀请…的方式)。4．以…开始)。

5．给他们的女儿起名)。

十一、Exercises：2010-2011《学英语》第13期第三版Lesson 2

十二、Teaching feedback：

第二篇：冀教版九年级英语下册教案

冀教版九年级英语下册全套教案(48课)

Lesson 1: Poetry, Please Teaching Content: Mastery words and expressions: poem, decide, nature, express, learn/know …by heart, pleased, happiness, shut Oral words and expressions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.2.The grammar: infinitives.3.Some words and expressions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK AOBUT IT”.Let the students talk about the questions in groups.1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the class in front of the class.Step2: Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem? 2.What’s Danny’s poem about? Step3: Reading task: 1.Read the text and underline the new words in this lesson.Present the meanings of the words with the help of the media computer.We can use our body language if necessary.3.Tell the main idea of this lesson.Step4: Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.2.Brian wrote a poem about nature.3.Danny learned his poem by heart.Step5: Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: I haven’t decided what to write about.Would you like to hear my poem? Do you really want to hear? I don’t need to read it.Let the students sum the use of infinitives of this lesson.Then encourage them to make more sentences with the grammar.Step5: Activities 1.Divide the class into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best.2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step6: Describe the picture in English.Ask the students work in their formal groups.Then let them read their poems in class loudly.Step7: Come to “LET’S DO IT”.Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? All of the students have seen much Chinese poetry, but few of them have seen English poetry.So present the students several English poems.Let them discuss the mean ideas of the poems.Then let them finish the task.Step8: Homework 1.Finish off the activity book.2.Get more information about the English poetry after class.Summary:

The students more little of the English, so that the teacher provides them more information about the English poetry is very necessary.We can use the Internet to help us.The teacher should stimulate the students’ interests about the English poetry.The students can have more time to search more information on the Internet after class.Lesson 2: Poems About Nature Teaching Content: Mastery words and expressions: hill, clear, brave, pale, golden, softly, kiss, noisy Oral words and expressions: swiftly, tiny, warmth, scene, related, topic Teaching Aims: 1.Cultivate the students’ guessing ability of the whole text.2.Enjoy the charming of the English poetry.3.Compare the differences between the English and Chinese poetry.Teaching Important Points: 1.Learn the English poetry about nature by hearty.2.Know how to write an English poem.Teaching Difficult Points: Use what we learn to write an English poem.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Divide the class into several groups.Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter? Choose several best poems and let the students read them in front of the class.Show some pictures of winter to the students.Help them to find more words to describe winter.Step2: Listen to the tape and fill in the blanks.1.Does the poem make you think of _______? 2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3: Read the text and find the new words.1.Let the students guess the meanings of the new words.Most of the new words are related nature.So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4: Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today.Encourage them to stand in front of the class and tell his story to us.Step5: Reading task Encourage the students to ask questions about this text.Finish the task in groups.Let the students design questions and exchange them in groups.They can ask questions like this: 1.What are your ideas for a nature poem? 2.What can you do to describe about something? Step6: Activities.Work in groups.Write a poem about the two pictures.Finish a poem.Then each student in the group correct it before reading it to the class.Step7: Come to “LET’S DO IT!”

The task is similar to the step6.Finish it in class.Try to write a poem about one of the seasons.The teacher shows some pictures about the seasons to the students.Step8: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

It is fun and interesting to write a poem in English.The teacher tries to write a poem and presents it to the class.Let the students correct it if they have any good ideas.Some students are interested in English, and they are also interested in poems.So give them more chances to create their minds.Lesson 3: Say It in Three Teaching Content: Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling Oral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, adverb Teaching Aims: 1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.3.Compare the differences between the Chinese and Japanese poems.Teaching Important Points: 1.Learn about an old style of Japanese poem: Haiku.2.Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points: The old form of Japanese poetry: Haiku.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show pictures of Japanese poets and poems.Then introduce Haiku to the students.The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3: Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4: Read the text and find the answers to the questions: 1.Do Haikus tell a story? 2.What’s a syllable? Step5: Come to “PROJECT”.1.Divide the class into groups to finish the task.2.Finish the three poems in the text.Use the sentence: I need a ______.Let the others give the answers, one student write the words down.3.After finishing the poems, read it to the class.All the groups have different poems.Do they sound funny? 4.Decide a subject by each group.Then make a pattern according to the subject.Then finish the poem as the models in the text.5.Read the poem to the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary: Some students may think the foreign poems are funny and easy.The teacher may also think so.It is possible for the students to create poems like those we have learned in the class.Give them more chances to create their minds.The teacher can try some poems, too.The class and the teacher can find much fun in learning foreign poems.Lesson 4: The Wish Teaching Content: Mastery words and expressions: wish, in the middle of, stone, friendship, recite Teaching Aims: 1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points: 1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points: The use of “without”.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Listen to the tape for several times.At the same time, ask the students to sing after it.Test how long they grasp the rhythm of the song.Step2: Read the song as a poem.Let the students read the poem as a lyric line by line.Step3: Make a poem like this.Divide the class into several groups.Make the similar this.Every group makes a poem.Then present it to the class.If the others have other better ideas, they can give their advice.Step4: Do with the language points.Make sentences with the important phrases: in the middle, without.S1: Danny sits in the middle of the classroom.S2: There is a stone in the middle of the road.S3: Fish can’t live without water.S4: We can’t finish the work without your help.Step5: Come to “PROJECT”.Finish the task in groups.1.Everyone in the group chooses one pattern of these poems and writes one by yourself.2.After writing the poem, show it to the others in the group.3.Each exams the others’ poems and gives his advice.4.After examine all of their poems, change them with the other group.Give their reasonable advice.5.The teacher gives them chances to express themselves.Step6: Homework.1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

The students are familiar to the Chinese poetry, but the foreign ones are hard for them.When the students practice, the teacher should give them a hand if necessary.It is a challenge for the Chinese students to write foreign poems.Encourage them more in order to stimulate their interests of learning English.Lesson 5: That’s a Funny Limerick!

Teaching Content: Mastery words and expressions: both…and… Oral words and expressions: blank, motion Teaching Aims: 1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.3.Compare the differences between the Chinese and foreign poetry.Teaching Important Points: 1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points: Know how to write a limerick.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Let the students answer the questions in class in oral.1.Ask several students to say funny sayings in English.If they can’t express themselves in English, they can say them in Chinese.2.Let some students tell jokes.Encourage them to tell jokes in English.Step2: Listen to the tape and fill in the blanks.1._______ and _______ help Jenny fill in the blanks in her limerick.2.They choose _______ to describe the weight.Step3: Read and get the main idea of the text.1.Let the students scan the text.Then tell the main idea of the text.2.Find the new words and guess their meanings according to the text.Step4: Do with some language points.Either…or…, both…and…

Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5: Come to “LET’S DO IT”.Limerick is a kind of poem that has a pattern.Study the “Limerick”.Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks.Show them to the class and let them find the patterns of “limerick”.3.Let different groups act the dialogue out in front of the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Limerick is fun.It’s interesting for the students.The students may like to practice it very much.Everyone writes a limerick.The class will be full of laughter.Ask the students to begin the similar dialogue in class to practice the limerick.Lesson 6: Say It in Five Teaching Content: Mastery words and expressions: create, single, thought Oral words and expressions: fur, stretch, hum, adjective Teaching Aims: 1.Improve the students’ listening and reading abilities.2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points: 1.Grasp the pattern of the five-line poem.2.Use the pattern to describe something.Teaching Difficult Points: Use the pattern to describe something.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.We all know Chinese poetry has different kinds of patterns.Let the students give some examples.Step2: Listen to the tape and answer the following questions: 1.Who created the five-line poem? 2.How many poems does the text show us? Finish the listening part in class in oral.Step3: Reading task: Read and tell the main idea of the text.This is a game to practice the students’ memories.It can improve the students’ summary abilities.Step4: Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in class in oral.Step5: Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the class.It’s easy to finish the task, but it is hard to do it well.Step6: Come to “LET’S DO IT”.Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem.Say about their different forms and different patterns.A haiku is just a description of a scene.It is simply what is happening in this place, at this moment.Five-line poem has five lines.It is always about a single topic.Each line has a set number of words.The first line has one word.The second line has two words.The third, or middle, line has three words.The fourth line has four words.The last line has one word.2.Finish the task in groups.Choose one topic as they like.Then exchange the poems among the groups.Step7: Homework 1.Finish off the exercises in activity book.2.Ask the students to find more topics after class.Summary:

We learn different kinds of foreign poetry.They are limericks, five-line poems and Haiku.The students may think they are very interesting.Some students have surprising poems that you didn’t think of.Give them more chances to practice so that they can create their minds.Lesson 7: Trading Poems Teaching Content: Mastery words and expressions: awake, riddle Oral words and expressions: avenue Teaching Aims: 1.Know more about the foreign culture.2.Create the student’s cooperation ability.Teaching Important Points: 1.Master the written style, letter.2.Learn the differences between Chinese and foreign poetry.Teaching Difficult Points: Write a letter with what we learn in this unit.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show the type of the letter.Let the students sum how to write a letter.Pay attention to the written style of the envelope.Step2: Listening task Listen to the tape and fill in the blanks.1._______ is a beautiful way to express thoughts and feelings.2.Danny’s teacher says Danny’s always saying _______ things.Let the students listen to the tape and finish the listening task in class in oral.Step3: Read the text and answer the following questions: 1.Does Danny think it is hard to write a poem? 2.Did Li Ming write back to Danny? Ask the students scan the text and answer the questions.Step4: Practice Write a letter to your friends about what we learn in this unit.The teacher encourages them to write a poem to their friend, too.It’s hard, so they can choose any topic that they like.They only write for friends.We don’t need to demand too much.Step5: Come to “LET’S DO IT”.Finish the task in groups of three or four students.In a small group, write a poem like the one in Li Ming’s postcard.1.First, choose a word your group like.They can choose any word that they like.Because the task is to begin a poem with the letters in this word, everyone can write a word on a piece of paper.Then they can choose one from these.2.Use each letter in this word to begin a line of our poem.Everyone in the group can write different poem according to the word.Then they can exchange their poems and give advice to each other.3.Make a poster to display your poems on the wall.It takes some time to design the poster.4.Which one do you think is the best? Give your reasons.Let the students choose the best poem that they like best and give their reasons in front of the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The last poem that we learn in Li Ming’s postcard is very interest

Lesson 8: Unit Review

Teaching Content: Mastery words and expressions from Lesson1 to Lesson7.Oral words and expressions from Lesson1 to Lesson7.Teaching Aims: 1.Improve the students’ ability of using what we learn in this unit.2.Stimulate the students’ mind of learning about Chinese and foreign poetry.3.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.Making suggestions.2.Master the use of infinitives.Teaching Difficult Points: The use of infinitives.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: review lesson Teaching Procedure: Step1: Listen to some beautiful poems in Chinese or in English.Music usually creates atmosphere for the students.If anyone can recite some English poems, the teacher can give them chances to recite in front of the class.Step2: Do the exercises in Lesson8.At the same time, the teacher walks in the classroom and see if they have any trouble to solve.Step3: Let the students write some difficulties on the blackboard.Then let’s try to solve them together.The most important grammar is the infinitive.For example: I haven’t decided what to write.Li Ming has something important to do, so he can’t come to your party.My wish is to go to space.It’s not easy to walk against a strong wind.Step4: Practice the spoken English.Make a similar dialogue according to the Speaking the Language part.It’s how to make suggestions.Ask the students work in pairs to make up dialogues like this.Then present it in front of the class.Step5: Play “Story Game’.Work in groups to finish the task.When the students play the game, the teacher walks around the classroom and see if any group needs help.At last, ask each group presents their stories to the others in front of the class.Whose story is the funniest?

Step6: Homework 1.Finish the exercises in activity book.2.Preview the next lesson.Summary:

Poetry is an important part of culture.So it is useful to learn it well.This unit gives us opportunities to practice.Making suggestions is important, too.So let the students make dialogues to practice it.The teacher should pay attention to the infinitives in this unit.We should practice more in this class.Lesson 9: What’s a “Horkey”?

Teaching Content: Mastery words and expressions: helpful, at the same time Oral words and expressions: DNA, combine, juicy, mule, donkey Teaching Aims: 1.Know more about cloning.2.How to combine two different things.Teaching Important Points:

Talk about the questions above, then sum their ideas.Give a report in front of the class.Demonstrate your ideas.Describe the thing that you combine in detail.Describe its advantages and disadvantages.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary In this lesson, we learn to combine two different things together.In order to get new living things, we must make full use of our imagination.What can the things that we combine are used for? It is important for us to discuss.During the discussion, we practice our spoken English.Lesson 10: What is DNA? Teaching Content: Mastery words and expressions: generally, twin, clone, not only…but also Oral words and expressions: blueprint, identical, egg, identify Teaching Aims: 1.Know how to write a passage on science.2.Learn something about DNA.3.Know more about our body.Teaching Important Point: 1.Master the words and expressions of this lesson.2.The ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Point: The use of DNA.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing what DNA is.Divide the class into several groups.Then talk about the subject for several minutes.Then one of the groups presents their opinions in front of the class.Step2.Listening task:

Listen to the tape and fill in the blanks with the correct words you hear.1.Generally speaking, a ______ is a drawing.2.______ for identical twins, each living thing has its own unique DNA.Play the tape once.Then let the students try to finish the task in class in oral.Step3.Reading task: Read the text quickly and answer the following questions: 1.Where does your DNA come from? 2.Is your DNA in every part of your body? Finish the reading task in class in oral.Try to get more information about the text at the same time.Step4.Read the text again.Find the sentences with the new words.Try to create situation about the new words.Then make sentences with the new words.If someone can make a whole story with the new words that we learn in this lesson, the teacher must encourage her.The sentences with the new words: Generally speaking, a blueprint is a drawing.Identical twins are two children that grew from the same egg.They are clones.From your DNA, scientists can identify not only you, but also people related to you.Step5.Let some students tell some details about the text.What is DNA? Where is your DNA from? What is DNA used for? Step6.Come to “LET’S DO IT”.Finish the task with a partner.Find the things about you that show your parents’ DNA.Talk about if for a while.Then let some volunteers come to the front to talk about the subject.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

You look like your father or your mother.That identifies the DNA of your body from your parents.DNA is very fascinating.Each living thing has its own unique DNA.Try to find more ways to use the DNA in many fields.Discuss the use of DNA in this class.Make full use of it to help more people in the world in more fields

Lesson 11: Cloning People? Teaching Content: Mastery words and expressions: exactly, divide, crazy Oral words and expressions: human being, original, adult, Dolly, insect Teaching Aims:

1.Know more about cloning.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.The advantages and disadvantages of cloning.2.The expression of ability and disability.3.The use of coordinating conjunctions.Teaching Difficult Points: The advantages and disadvantages of cloning.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure:

Step1: Show a picture of Dolly.Then let the students discuss what our life will be if we make a clone of ourselves.Divide the class into groups of three or four.Discuss for five minutes.Then present their results to the class.Step2.Listening task: Listen to the tape and fill in the blanks with the correct words you hear.1.The clones are the ______ height.2.There are ______ ways to clone people.Finish the task in class in oral.Step3.Reading task: Read the text and decide whether the following statements are true(T)or false(F).1.We can make clones from dead animals.2.Each clone would be a different person.3.We can combine the DNA of pigs and dogs.Finish the task in class in oral.Step4.Pair work: Read the text again and find more details about the text.Try to solve the following problems.Talk about them with your partner.At the same time, encourage them to ask more questions about the text.How many ways are there to clone people? What are they? Do you want a clone of your self? Why? What is the use of cloning? Try to finish it in a limited time in order to improve their comprehension ability.Step5.Read the text by the students.Give the students time to listen to the tape again.Then make a chance for them to practice in front of the class.Step6.A debate Divide the class into two groups.One group is for the advantages of cloning.The other is for the disadvantages of cloning.The teacher designs the task in order to find out the meanings of cloning.Step 7.Come to “LET’S DO IT’.This task is similar to the one is step6.This topic is about the food.The students can use their imaginations.Of course the best way is to search on the Internet for more information about the subject.Step8.Homework 1.Search more information about cloning on the Internet or in the newspaper.2.Finish off the exercises in the activity book.Summary:

Cloning is a popular subject in the modern society.It is good for the students to know more about that.Encourage the students to find out more information on the Internet.They can use other tools to get more.Give them chances to present their results in the next lesson.Lesson 12: Did You Ever See a “Chorse”?

Teaching Content: There are no new words and expressions in this lesson.Teaching Aims: 1.Know more about combining.2.Find the differences between the Chinese and foreign songs.Teaching Important Points: 1.The expression of ability and disability.2.The use of coordinating conjunctions.3.Sing the song fluently.Teaching Difficult Points: Combine two different living things.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show some pictures of animals to the students.Let them imagine what animals what animals they would like to combine.What would they look like? What are they used for? Divide the class into groups of three or four.Then discuss the questions for five minutes.After a while, show their results to the class in front of the class.Step2.Listen to the song and repeat after it.Play the tape for several times.Let the students to be familiar to the rhythm of the song.Step3.Read the song as a lyric.Then let the students make up other similar songs according to their imagination.Let some volunteers present their song to the class.Step4.Let the students try to sing the song together.Play the tape again.Ask them to sing after it for several times again.Step5.Ask some volunteers to sing in front of the class.Step6.Come to “LET’S DO IT”.Work in a small group to finish the task.Use the pattern in the song to tell customers about your new animals.Describe the new animals in the following ways.What animals will you combine? What is the new animal look like? What are they used for? What will you name them? At last, they can present their result in words or in pictures.Let the students talk about the subject for five minutes.Then let one of the members come to the front and present their result.Step7.Homework 1.Finish off the exercises in activity book.2.Practice the song after class.Summary:

This song is about combining.Combine two different things together by changing their DNA.It is a new technique.We must make full use of it in many ways.The students today are the future scientists and engineers.So let them know more about coming is good for them.Give them more chance to search after class.Help them to use many tools to teach themselves.Lesson 13: Clones Are the Same Teaching Content: Oral words and expressions: laboratory Teaching Aims:

1.Practice the students’ spoken English.2.Create the students’ imaginations.Teaching Important Points: 1.Know more about cloning.2.The expression of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The expression of ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Talk about the question “What would you like to clone?” in groups.They can use the following patterns: What would you like to clone? Why? Give the students five minutes.Then let them act their dialogues out in front of the class.Step2.Listening task: Listen to the tape and answer the following questions: 1.Jenny would like to clone a dog.2.Danny would clone himself.Finish the task in class in oral.Step3.Reading task: Scan the text and answer the following questions: 1.What would Jenny like to clone? 2.What would Brian like to clone? 3.Why would Danny like to clone himself? Finish the task in class in oral.Step4.Read the text again and find the main idea of the text.Ask some students to say it in front of the class.Step5.A Game Make up a similar dialogue according to the text.Finish the task in groups of three or four.Give them five minutes.And then ask the students to present their dialogues in front of the class.Step6.Discussion Discuss the use of the clones of yourself.If you have a clone of yourself, what would you like him to do for you? Do you think it is very useful? Step7.Come to “PROJECT”.Divide the class into groups of three or four.Talk about the subject “Have you heard of cloned animals?” The next is “If you are a scientist, what would you like to clone? Why?”

Talk about the subjects in groups.The students may have five minutes to finish the task.Then try to present your result to the class in front of the class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Cloning is new to some students.It is useful to give them more time to talk about the subject.They can find more information about cloning on the Internet or with other tools.Encourage them to know more after class by themselves Lesson 14: A Clone of My Own Teaching Content: Mastery words and expressions: secret, copy, doubt, stupid, chess, robot Oral words and expressions: foolish, flute, closet, prefer, play chess, prefer…to… Teaching Aims:

Would you like to have a clone of yourselves? Why? Finish the task in groups.Give the students five minutes to discuss the subject.Then let the students present it in front of the class.Step2.Listening task: Listen to the tape and answer the flowing questions: 1.How old is Kate? 2.What does “foolish” mean? Finish the task in class in oral.Step3.Scan the text and decide the following statements are True or False: 1.Katie would like a secret clone.2.Katie already has three sisters.3.Katie’s clone would live the living room with Katie.Finish the task in class in oral.Step4.Read the text again and try to find the sentences with the new words.What does Katie mean by “a secret clone”? I doubt what she says!“Foolish” means “silly or stupid”.Also, she would play chess with me.Maybe I need a robot!She would feed my tow cats, clean my room and practise my flute.Step5.Ask some students to tell the main idea of the text.Let some students say it in front of the class.Step6.Group Work Talk about the subject in groups.Talk for about five minutes.If you have a clone of yourself, what would you like her or him to do for you?

Write what you think of down on a piece of paper.Then exchange their ideas in groups.One of the members sum what they think of.Then present it in front of the class.Step7.Come to “LET’S DO IT”.Finish the task in pairs.Make up a dialogue with a partner and act it out in front of the class.Encourage them to make the story funny.Make the ending surprising.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

It is fun to give the students chances to speak in front of the class.Sometimes they think they are not happy in their daily life.They don’t want to do something sometimes, so they want someone else to do it for him or her.Maybe some students think clones of themselves are useful to them.Lesson 15: Cloning Questions

Teaching Content: Mastery words and expressions: neither, nor, neither…nor…, dead Oral words and expressions: mammoth Teaching Aims:

Ask the students to answer the questions in class in oral.Step3.Reading task: Read the text and decide the statements are True or False.1.Li Ming doesn’t think cloning is interesting.2.Li Ming knew how the sheep Dolly cloned.3.Jenny has ever studied cloning.Finish the task in class in oral.Step4.Read the text again and find the sentences with the new words.Let the students guess the meanings of the new words.Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor… He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5.Sum the main idea of the two e-mails.Let the students tell them in their own words, not word by word according to the content of the e-mails.Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four.Use the Internet or other tools to find more information about cloning.Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short passage, then exchange it with the others.Next one of the members of the group gives a report in front of the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Ask your parents for some information about cloning.Summary:

Cloning is new to the students.Let them get more information on the Internet.That is helpful for them.It is helpful for them to use the Internet for some important information.On th the coordination conjunctions are important in this unit.So make more practice in class.Lesson 16: Unit Review Teaching Content: Mastery words and expressions in this unit.Oral words and expressions in this unit.Teaching Aims: 1.Learn to use the Internet and other tools to search more information.2.Know more about cloning.Teaching Important Points: 1.The expression of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: review lesson Teaching Procedure: Step1.Group work Talk about the question in groups.“What do you like to clone the most? Why?” Let the students write their opinions down on a piece of paper.Then exchange their opinions.At last, one of the members sums the opinions and gives a report in front of the class.Step2.Finish the exercises in this lesson.Find out the problems and write them down on the blackboard.Discuss the problem together and find out the correct way to solve the problems.Step3.Do with “Grammar in Use”.Let the students finish the exercises.Then ask the students to make some sentences with neither…nor…, not only…but also….Not only he but also his father is handsome.Neither my mother nor my father likes this kind of fruit.Step4.Come to “Speaking the Language”.Complete the dialogue.Then ask the students to make a similar dialogue with his partner.Then present it in front of the class.Step5.Play the game “Stop-Go”

Play the game in front of the class.Start the game with 10 volunteers from the class.Play the game to practice the “ability and inability” expressions on this page.Change the students to play the game if the time is enough.Step6.Group work Divide the class into several groups.Ask them to introduce themselves in the group.Then choose two best ones to present in front of the class.Step7.Homework 1.Finish off the exercises in activity book.2.Find out more information about cloning on the Internet.Summary:

This unit is designed to review the main language points in this unit.It is used to build the vocabulary of the unit.Practice the grammars and spoken English in this unit.All those are put in a situation of cloning.Cloning is a new subject for the students.It is very interesting to discuss.Lesson 17: Do Mistakes Matter?

Teaching Content:

Mastery words and expressions: pardon, mention, pocket, double, mistake, make a mistake, depend, common Oral words and expressions: Bruce, confused, confusing, depend on, bargaining Teaching aims: 1.Know the cultural differences between China and western countries.2.Improve the students’ abilities of speaking English.Teaching Important Points:

1.Target language: I made a mistake.He looks confused.Buying things in China is confusing.2.Train the students’ focus abilities and cooperation spirit.Teaching Difficult Points: the difficult cultures of different countries Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching procedures: Step1.Lead in The teacher shows some pictures to the students with the Multi-media computer.The pictures show the differences between China and Western countries.From the people’s appearance and the colour of the skin，We can tell the differences.The others show cultural differences.We use chopsticks but they use the fork and knives.Divide the class into several groups and finish the task.Encourage the students to speak more.They can use their own pictures to help them.Step2.Listening task

Listen to the text and answer the following question: 1.Where is Bruce from? 2.What does Bruce’s father do?

3.How much does Li Ming pay for the two pops? 4.How much did Bruce pay for one pop?

Ask the students to listen carefully and answer the questions.We can arrange the students to listen to the part that is connected with the two questions.Step3.Read and find the new words: He looks confused.Buying things in China is confusing.I made a mistake.Let the students try to make sentences with the new words.Step4.Reading task:

Read the text again and answer the questions: What are Bruce and Li Ming doing? Is Bruce confusing?

Where don’t people try to change the price, in China or in North America? Encourage the students to ask more questions by themselves.Step5.Fill in the blanks with the right forms of the words given.1.My brother is _______(迷惑的).2.It is so ______(迷惑的)a thing.3.Does he often ______(犯错误)?

This part is used to check if they have grasped the new words.Step6.Activity

Suppose you and Bruce are shopping, you are bargaining with the clerk.Bruce can bargain, too.Divide the class into several groups and talks about the questions.After a while, let the students act their out in front of the class.Encourage the students to speak loudly in front of the class.Choose the best group and praise them.Step7.Think about: What’s the difference between people in China and North America when they are shopping?

Let them debate the questions.As usual, the class can be divided into two groups.One group thinks the shopping center is good.The other thinks the market is better.Let them debate for five minutes.Then let one student in each group to sum the opinions of his own group.Step9.Homework

Find more information about the differences between China and western countries.Summary: This interesting text is about bargaining in China.It’s based on the different cultures between Chinese and Western countries.In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China.Try to help them when you meet foreigners.Try to find more differences between Chinese and Western countries on the Internet.Lesson 18: Wait!Don’t Eat Yet!

Teaching Content:

Mastery words and expressions: society, politely, manner, especially, unless, polite, fork, serve, forever, act, compare, theirs Oral words and expressions: custom, tablecloth, rude, toothpick, Spaghetti, sauce Teaching Aims: 1.Find the differences between the Chinese and Western customs at table.2.Cultivate the students’ creation and cooperation spirit.Teaching Important Points: 1.The expressions of similarities and differences.2.Grasp the Past Future Tense.Teaching Difficult Points: The expressions of similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching Procedures: Step1.Lead in: a pair work.The teacher asks the students the following question: Have you ever traveled to other places? Where have you been?

Show some pictures with the help of the multi-media.The pictures are from Australia, France, China, England, America and Japan.Let the students discuss for 2 or 3 minutes.Then let them say in front of the class.When the student is speaking, the others can ask him or her questions about his subject.Step2.Listening task Listen and answer the following questions: 1.Table manners in China and Canada are quite ______.2.In China, if your guests have no food on their plates, putting food on their plates is ______.3.It’s ______ to use a toothpick at the table.Finish the task in class in oral.Step3.Read the text and find out the sentences with the new words.All societies have customs about how to eat politely.We call these customs “table manners”.It’s okay to eat it, especially if it’s something dry, like a piece of bread.In Canada, if you drop something on the tablecloth, you pick it up and put it on your plate.Parents are forever telling their children: “Don’t talk with your moth full!” Step4.Reading task: Read the text and decide the statements are true or false.1.In China, if you drop something on the tablecloth, you usually pick it up and eat it.2.In Canada, to finish the food in front of the class in rude.In China, everybody has a knife at the table.Exercises: Fill in the blanks with the right forms of the words given.1.I think______(sing)loudly at table is not polite.2.It’s rude ______(point)to the others when you eat at table.3.His mother said he ______(return)the fork to the restaurant tomorrow.4.Nobody ______(know)the secret except me.Step6.Activity:

Project: What’s the story? 1.Find pictures in magazines.2.Make up a quick story about your picture.3.Trade your picture with the students from another group.Practice:

Show some pictures to the students.Let the students picture them.Show some different pictures in different situations.Let them give vivid description.When they finish one picture, try to show them the whole story.If we don’t have enough time, show them the main idea.Step8.Consolidation

Suppose you have a foreign friend.He will come to China.Make a chart.Write down his/her name, his nationality, his language and his aims.Show it to your partner, then finish it in class.Lesson 19：Sayings

Teaching Content: Mastery words and expressions: culture, several, action, fly, as soon as Oral words and expressions: saying, penny, earn, boil, hatch, judge, prevention, cure, worm, fence, spoil, broth, honey, vinegar, Nick, giggle Teaching Aims: 1.Know more about the differences between the Chinese and Western table manners.2.Train the students focus abilities.3.Cultivate the students’ cooperation abilities.Teaching Important Points:

1.Understanding the English saying.2.The expressions of similarities and differences.3.The past future tense.Teaching Difficult Points: Learn the expressions of similarities and differences between Chinese and Western countries on table manners and sayings.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching Procedures: Step1.Lead in: The teacher begins the class by discussing the question.It is a group activity.Ask the students to tell the manners at the table.In the activity, the students will think of many funny stories.Give them chance to speak in front of the class.Praise the groups that act well.Step2.Listening task: Listen and answer the following questions: 1.Who does Nick sit beside? 2.Is Nick full at last? Listening is necessary for training the students listening abilities.Remember to give them a few easy questions to answer.Step3.Reading task:

Read and find the new words:

But as soon as his bowl was empty, the grandmother put more in it.Wu Yang’s little sister giggled.Let the students make sentences with the new words.S1: The students stop talking as soon as the teacher comes in.S2: My mother came in as soon as I watched TV.S3: While I am speaking, Wang Yan giggles all the time.Step4.Read and find the difficult language points: 1.Nick ate it all up.2.The grandmother kept giving him more.3.Wu Yang was trying not to smile.Let the students try using the phrases in English.S5: I’m so hungry that I eat up all the food on the table.S6: He was not good at English, but he kept trying his best.We all admire him.S7: Try to pass the exam, please.Step5.Divide the class into several groups in three or four.Guess the meanings of the English sayings.First let them exchange the meanings of the sayings in the group first.Then exchange the meanings in groups.Let the students decide which are the correct answers to the English sayings.Step6.Exercises:

1.I will call you __________(一„„就)I come back.2.You must _________(解释)it to your parents.3.Although he failed, he kept _________(努力).4.What _______(其他的)can I do for you? If the teacher wants to know if they have grasped the language points of this lesson, he can give them some exercises to see the result.Step7.Project: It is a group activity.Divide the class into several groups to finish the task.The people in the story have a problem.They don’t understand each other very well.Write an ending for the story.Explain why you choose you ending.Search more information about the differences between China and western countries at the table.Lesson 20: Where I Come From Teaching Content: Mastery words and expressions: greeting Oral words and expressions: forgive Teaching Aims:

1.Know more about the cultural differences among different countries.2.Cultivate the students’ cooperation spirit.Teaching Important Points: 1.The different greeting ways in different country.2.The Past Future Tense.Teaching Difficult Points: The similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure:

Step1.Lead in by discussing in groups.Finish the task with the help of the flashcards.Divide the class into groups of three or four.Let each group discuss the following questions with the help of the pictures.He /she will come to your home for dinner next Sunday.What will you prepare for him/her? Try to finish the task in five minutes.Step2.Listen to the tape and let the students sing after it for several times.Step3.Show a globe to the foreign students.Let’s see where we are.Ask some students come to the front and point up where we are on the globe.A game.Ask two students to the front.Let’s who can find more places in limited time.The one who finds more is the winner.Step4.Read the text as a poem and find the new words.Then make sentences with in greeting, forgive

Where I come from we shake hands in greeting and ask, “How are you?” During a meeting and forgive a mistake or two.Step5.Group work.Ask the students to say some special customs of the foreign countries.For example, the schools are different in China and other countries.Divide the class into groups of three or four to finish the task.Step6.Activity

Work in groups.Think about your culture.List some special Chinese customs that aren't found in other cultures.Step7.Homework

1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

English songs sometimes are the same as the Chinese songs.They also describe a subject and the content is all about it.Because of the English songs, the students know more about the foreign customs and culture.Lesson 21: What’s in a Name? Teaching Content: Mastery words and expressions: given name, family name, sir Oral words and expressions: formal Teaching Aims:

1.Know more about the foreign culture.2.Cultivate the students’ learning abilities.Teaching Important Points: 1.The structure of English names.2.The differences between English and Chinese names.Teaching Difficult Points: The structure of English names.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing: How much do you know about the differences between Chinese and Western names? Work in groups.Then one of the members of the groups gives a report to the class.Step2.Listen to the tape and fill in the blanks with the information you hear.1.In Western countries, people have ______names.2._______ is Li Ming’s first name.Finish the task in class in oral.Step3.Read and find the new words in the text.1.My given names are “Brian” and “James”.2.My family name is “Smith”.3.That’ formal in English.Practice the new words in class.Stp4.The language points: I’m a little confused.But in China it comes last!What do they say when they meet on a formal occasion? Make sentences with the language points.Step5.Practice: Tell us why Danny is confused.If you understand, give us an example.Let some students say give some examples to show the differences between Chinese and English names.Step6.Work with a partner.Write a dialogue in which Brian and Wang Mei meet and introduce themselves.What do they say when they meet on a formal occasion.Step7.Homework

Give English names to each of your family members.Summary:

English names are so different from Chinese names that some Chinese students are confused about them.Let the students choose English names themselves.Then they can choose English names for their family members.I believe practice makes perfect.Lesson 22: Do Manners Matter? Teaching Content: Mastery words and expressions: praise Oral words and expressions: Joe Teaching Aims:

1.Know more about the foreign culture.2.Cultivate the students’ abilities about learning English.Teaching Important Points:

1.Good manners in China and North America.2.Apologies, similarities and differences.3.Past Future Tense.Teaching Difficult Tense: Past Future Tense.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by a group work.Ask the students to tell the differences about the manners when you receive the presents.Work in groups of three or four.Everyone writes his or her answers down on a piece of paper.Then exchange their ideas.Next sum the main ideas and present them to the class.Step2.Listen to the tape and fill in the blanks with the correct words.1.Wu Zhou has lived in Canada for ______ years.2.Good manners in North America are ______ from good manners in China.3.When people give you gifts in Canada, you ______ them with many words.Finish the task in class in oral.Step3.Read the text and decide the following statements are true or false.1.In North America, there are no words for being polite.2.When people give you gifts in Canada, you might say, “I don’t want your gift.” 3.Wu Zhou is a teacher in a university in Canada.Finish the task in class in oral.Step4.Read the text again.Tell the main idea of the text and encourage the students to ask more questions about the text.They can ask questions like these: S1: Wu Zhou calls himself Joe Wu, why? S2: Because “Joe” is an English name that sounds like “Zhou”.S3: If you don’t say “please” or “thank you”, what will people think of you? S4: They will think you are rude.Step5.Act

Work with your partner.Suppose you receive a present from your friends, what will you say if you are Chinese and what will you say if you are Canadian? Act your dialogue out in front of the class.Let the students get the differences by their acting.Step6.Come to “LET’S DO IT”

Before we do this, the teacher can show the students more about the differences between Chinese and Canadian culture on the Internet.Divide the class into groups of three or four to finish the task.Everyone write his or her ideas down then exchange the ideas in the group.Make up a dialogue or give a report.Then present it in front of the class.Step7.Homework 1.Finish the exercises in the activity book.2.Go on the next reading in the student book.Summary:

The culture differences show in different ways.Let the students think of more situations and let’s find out how to do on the Internet.Teach the students how to learn is more important than what to learn.So give the students more time to practice in class.Lesson 23: Supper with the Bradshaws

Teaching Content: Mastery words and expressions: trouble Oral words and expressions: peppermint, tradition Teaching Aims: 1.Know about the similarities and differences between China and Western countries.2.Cultivate the students’ abilities.Teaching Important Points: 1.Apologies.2.Similarities and differences.3.Past Future Tense.Teaching Difficult Points: Past Future Tense Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing what you will do when your friends say goodbye to you.Divide the class into groups of three or four.Everyone writes their ideas down then exchange them in groups.Sum the ideas then give a report in front of the class.Step2.Listen to the tape and answer the following questions: 1.We just came home from the ______.2.Bruce and his father had trouble with Chinese ______ and culture.3.Last night, we eat in the ______.Finish the task in class in oral.Step3.Scan the text and answer 1.Did Bruce and his father make mistakes in China? 2.Western people never eat duck’s feet, do they? 3.Does Li Ming like peppermints? Finish the task in class in oral.Step4.Read the text again.Find the sentences with the new words.But he and his father sometimes had trouble with Chinese customs and culture.At the end of the meal, Mr.Bradshaw opened a box of peppermint candies.In good Chinese tradition, I told him that I enjoyed it.Show some pictures to help the students remember the new words.Step5.Act it out.Divide the class into several groups.Ask each group to act one part of the text out.Before doing this, let them read the text fluently and decide which part to act it out.If they don’t have real peppermints or something they must use, they can use something else to replace them.Step6.Come to “LET’S DO IT”.Divide the class into groups.Ask them to discuss what makes them embarrassed when they are guests at a dinner.Everyone writes his ideas down.Then exchange them in groups.At last, one of the groups sums the group’s ideas and presents it in front of the class.They can write a diary entry, an e-mail or a letter about the dinner.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

It is not easy to make friends with foreigners.It is helpful to know more about the differences between Chinese and western customs and culture.Acting the text out is interesting.The teacher can ask the students to bring something useful into the class.If they don’t have real ones, they can use something to replace it.Lesson 24: Unit Review

Teaching Content: Mastery words and expressions from Lesson17 to Lesson23.Oral words and expressions from Lesson17 to Lesson23.Teaching Aims: 1.Know about the differences between Chinese and western customs and culture.2.Cultivate the students’ learning abilities and cooperation spirit.Teaching Important Points: 1.Apologies.2.Similarities and differences.3.The past future tense.Teaching Difficult Points: The past future tense.Teaching Preparation: pictures

Teaching Aids: flashcards, audiotape, pictures Teaching Procedure: Step1.Show some pictures about different table manners to the students.Encourage the students to act out a dialogue to show the differences.Give them five minutes.Let the students act in front of the class.Step2.Ask the students to talk about the different customs and culture between China and western countries.Show some pictures to remind the students.They can show them in all kinds of styles.They can make a dialogue or write a passage.Step3.Finish the exercises in class in oral.Write some problems down on the blackboard.Discuss in the class.Then choose the correct answer.Step4.Come to “Grammar in Use”.Let the students make more sentences with the past future tense.It is often used in the object clause, when the subject is past tense, the object clause is often used the past future tense.Encourage them to give more examples to practice it.Step5.Come to “Speaking the Language”.Ask volunteers to act the dialogue out in front of the class.Encourage the students to make other dialogues and act them out.Step6.Come to “Written work”.Let the students write it as homework if we can’t finish it in class.It’s practice of the main ideas of this unit.It can also build the students’ vocabulary.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The students practice their reading, speaking and written English in this text.It is used to build the students’ vocabulary.The teacher must make full use of this part.At the same time, encourage them to remind the main ideas of this unit.Give them more time to use what we learn in this unit.Think over after class :

Lesson 25: Talk!Don’t fight!

Teaching Content: Mastery words and expressions: fight, spend Oral words and expressions: fought, spent Teaching Aims: 1.Let the students know the importance of peace.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: Talk about the agreement and disagreement.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Divide the class into groups of three or four.Discuss the following questions: What would you do if you found some money on the street? Give the students five minutes to finish the task.Pay attention to all the students’ feelings.Let all of them take part in the discussion.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Jenny and Brian see Danny ______ on the street, _______ a bag.2.The money that Danny found was on the _______.Step3.Read the text and answer the following questions: 1.Who did Danny buy the shirt for? 2.How much money did Brian lose? Step4.Read the text and tell the main idea of the text in the students’ own words.Let the students speak in front of the class.Encourage them not to be shy when they stand there.Give the students chances to speak loudly in front of the class.Step5.Encourage the students to ask more questions about this part.Divide the class into groups of three or four to finish the task.Ask all of the students to take part in the discussion.They can ask questions like this: S1: When you are Jenny, what should you do to stop the fight? S2: Do you think the ten dollars is Brian’s?

S3: Do you think Danny should spend the ten dollars that he found on the street? Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four, talk about what Danny should do.Everyone writes his or her opinion on a piece of paper.Everyone must write his or her reasons down.Choose the best from their opinions.Then report it to the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

Activities are the main style of the class.The students learn their knowledge in the games and role-plays.It’s a good way to make the English class interesting.Always remember to improve the students’ cooperation spirit.Let everyone in the group to have the chance to speak.This is very important for the English teaching.Think over after class :

Lesson 26: Good Friends Shouldn’t Fight

Teaching Content: Mastery words and expressions: enemy, behave, gentleman, honest Oral words and expressions: thief, unhappy, agreed Teaching Aims: 1.Let the student’s grasp the four basic skills of English: listening, speaking, reading and writing.2.Know about the importance of peace in the world.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: The agreement and disagreement Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Divide the class into groups of three or four.Talk about the following questions: Have you ever had a fight with a friend? What happened? If you had a fight with your friends, how do you make up after the fight? Everyone writes their opinions down on a piece of paper, then show it to the others of the group.Remember to demonstrate their reasons.The group chooses the best to present in front of the class.Step2.Listen to the tape and fill in the blanks with the words you hear.1.Brian thinks Danny is a ______.2.Jenny thinks Danny and Brian should stop _______.3.They will have a ______ at Jenny’s house.Step3.Read the text and answer the following questions: 1.Has Brian found his lost money? 2.Did Danny feel sorry to Brian? 3.Is Brian still angry with Danny? Step4.Read the text and act the role-play in front of the class.Encourage them to make up a role-play by themselves.If they like, they can add any ending for the story.After they act, the others can say where they should improve and how they should improve it.Step5.Group work Divide the class into groups of three or four.Discuss the following questions:

Talk about your fight with your members of the groups.Tell them: what happened to you? How long did the fight last? Who helped you to solve it? After one student finishes his speech, the others can tell him or her whether his actions are right or wrong.Step6.Come to “LET’S DO IT’.Finish the task in pairs.Ask the students to think about the fight between Danny and Brian.Is Brian right to be angry with Danny? Why? The key is to describe the reasons.Is Danny right to say that he doesn’t want to be Brian’s friend anymore? With a partner, debate which character is right, Danny or Brian? Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Activities give the students chances to practice their spoken English.During the activities, some students may have trouble in expressing themselves.The teacher should help them if necessary.Provide them pictures to help them remind the stories or experience in their life.Show them some English words that are about their topics Think over after class :

Lesson 27: The Dove and the Olive Branch

Teaching Content:

Mastery words and expressions: flood, peaceful, raise, symbol Oral words and expressions: dove, olive, Adam, Eve, Eden, God, Noah Teaching Aims: 1.Stimulate the students’ ideas of loving our country.2.Improve the students’ spoken English.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: the object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure:

Step1.Lead in by discussing “Do you know the story of the dove and the olive branch?”

Divide the class into group of three or four.Discuss the question.At the same time, show the students the picture of the dove and the olive branch with the help of the audiotape.Everyone in the group writes their answers down.Then discuss it in the group.Choose the best to show in front of the class.Step2.Listen to the tape and decide the following statements are true or false.1.Noah is a good man.2.Noah and his family in the Great Flood for a hundred days.3.Since then, people use a picture of a dove with an olive branch in its mouth to show their love for peace.After listening to the tape, ask the students to finish the task in class in oral.Step3.Scan the text and tell the main idea of it.Remember to say with their own words.Not one word by one word from the text.Step4.Read the text carefully and answer the following questions: 1.Did God think there are too many bad people in the world? 2.What did Noah do to escape the Great Flood? Finish the task in class in oral.Step5.Group work Discuss the following questions in groups of three or four.What do you think breaks the peace in our life? What can you do to prevent this happen?

Make a list of it.Then exchange the ideas in groups.Choose the best to present in front of the class.Before the students finish the task, the teacher had better show some new words to them on the blackboard.Step6.Come to “LET’S DO IT”.Ask the students to finish the task in formal groups.First, discuss whether or not you think the story of Noah is real.Why or why not? What do they think of the God’s idea?

Second, tell other famous stories about making peace.Many students may know some Chinese stories about making peace.Show some pictures to help them remind the old stories.Many people died in order to get a peaceful world for us.Step7.Homework 1.Finish off the exercises in activity book.2.Write down your story in the exercise book.Summary:

Remind the students to respect the dead men who died in the anti-Japanese wars.Many stories also write down some great men who devoted themselves to the peace of China.Let’s remember them forever.Without them, we haven’t the peaceful world and the happy life.Think over after class :

Lesson 28: Please Let There Be Peace Teaching Content: Mastery words and expressions: army, prepare, gun, agree, agree to, imagine Oral words and expressions: obey, battle, rage, suffering Teaching Aims: 1.Cultivate the students’ abilities of listening, speaking, reading and writing.2.Learn to love and care for the people around us.Teaching Important Points: 1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show a picture of a dove and the olive branch to the class.Let them show their opinions about the peace of the world.If you are a member in the U.N, what should you do to stop fighting? Peace and development are the main topics now.Make a list of the plan that you make.Then present it to the class.Step2.Listen to the tape for two times.Let them know the rhythm of the song.Can someone sing in front of the class? If anyone can, the teacher let them have a try.Step3.Read the song as a poem line by line.Translate it into Chinese.If necessary, help them.There are some new words in it.Some words are difficult to understand.Step4.Play the song again for several times again.Let the students sing after it.Step5.Practice Divide the class into two groups to read the song.Then sing the song together.If necessary, play the tape again.If they can’t sing it well, the teacher teaches them line by line.Step6.Come to “PROJECT”.Finish the task in groups of three or four.Wars bring suffering to people.We all love peace and hate war.We have an organization called the U.N.which is to stop fight and keep peace in the world.It is made up of six main countries in the world.When there is a fight on the earth, we may think it’s time for the U.N.to play an important part.Now imagine you are representing China at the U.N.Make a speech about how the U.N.should work to stop war.Present your speech to a small group of classmates and listen to their speeches.As a group, talk about your speeches.Ask each other questions about your opinions and information.After five minutes, ask several groups to present their result to the class.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book Summary:

We all hate wars because we see what wars bring us on TV, in newspapers and on Internet.We must do something to stop them.Give the students chances to open their minds.Maybe it is they that can save the earth someday.Think over after class :

Lesson 29: Jenny’s Good Advice

Teaching Content: Mastery words and expressions: agree with, probably, belong, belong to Oral words and expressions: opinion, have a talk Teaching Aims: 1.Cultivate the students’ abilities of learning English.2.Know about the importance of peace.Teaching Important Points: 1.Talk about the agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”

Lead in by discussing the following questions: Why do you sometimes fight with others? How do you feel after the fight? Finish the task in groups.After discussing it for a while, make the best one to show it in the class.Step2.Listen to the tape and answer the following questions: 1.Where do Danny and Brian meet? 2.Do Danny and Brian stop fight in this lesson? Finish the task in class in oral.Step3.Read the text and tell the main idea of the text.Pay attention to Danny’s and Brian’s opinions about this.Step4.Read the text and decide the statements are true or false.1.Danny and Brian both think Jenny’s cookies are good.2.Brain didn’t think the money that Danny’s picked up was his.3.Danny can’t agree with Brian’s opinion.Finish the task in class in oral.Step5.Pair work Work with your partner.If you were Jenny, what would you do to stop them from fighting? Do you have any other good ideas? Work in pairs.Then discuss it for a while.Let some volunteers come to the front to give their advice.Step6.Come to “LET’S DO IT”.Finish the task in group work.Ask them to make up a dialogue or a role-play.First, they must make a plan for the play.What happened to you? Who are fighting? Why? Give them five minutes to finish the task.If they don’t have enough people to play, they can ask the teacher to take part in it.Step7.Homework 1.Have you had a fight with your friend? Write it down.2.Go on the next reading in the student book.Summary:

The teacher can take part in the students’ activities.They can help the students make a plan to play it better.The teacher can provide them some new words if necessary.Praise them after they act a dialogue out.Think over after class :

Lesson30: Let’s Work for Peace

Teaching Content: Mastery words and expressions: provide, disagree, trust Oral words and expressions: religion Teaching Aims: 1.Learn about the importance of peace.2.Know more about the foreign culture.Teaching Important Points: 1.Know about a student council in Canada.2.Talk about the agreement and disagreement.3.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: How many clubs are there in your school? What are they?

If there aren’t any clubs in the school, we can think about who works for the peace of your school.What do they often do when someone fights in school? Discuss it in groups.Then choose the best to present it in front of the class.Step2.Listen to the tape and answer the following questions: 1.What grade is Danielle in? 2.What does the student council do? Finish the task in class in oral.Step3.Read the text and decide the statements are true or false.1.Student councils work to make schools better places.2.All the students in Danielle’s school wear the same clothes.3.We need to learn about different cultures and make friends with people from other cultures.Finish the task in class in oral.Step4.Tell the main idea of this text.Remember to answer the questions: 1.What does the student council do? 2.What is Danielle’s school like?

3.What do we do in order to make our school a better place? Step5.Group work Work in groups of four or three to discuss the following questions: If you are a member of the student council, make a plan about how to make the school a better place.Make a list of the things that you think must be done according to the situation of the school.Discuss the question in groups.Then show it to the others in class.Discuss the plan in class.At last, give the advice to school.Step6.Come to “LET’S DO IT”.Work in groups.Plan a debate about this topic: countries should never go to war to solve disputes.Are there any wars today? Where are they? Are wars good or bad? Are there better ways to solve problems? Give them enough time to debate the interesting topic.Let them open their minds to create good ideas.Then present their ideas group by group in front of the class.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Students are old enough to think about these questions.They watch TV to pay attention to the development of the world.They have much to say in this part.Show some pictures about the disaster that wars bring to the people in the world.Call on the students to study hard to create a more peaceful world for the people.Think over after class :

Lesson 31: Peace at Last Teaching Content: Mastery words and expressions: at last, pity, angry, decision, fair, conversation, regret There are no oral words and expressions in this lesson.Teaching Aims: 1.Learn to love and care for the others.2.Practice the students’ written English.Teaching Important Points: 1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing the following question: What should you do if you have trouble with your friend? Finish the task in groups of three or more.Let’s see how they solve their problems.Many students may write a diary.Others tell his or her trouble to his friend or teacher.Tell the students: when you meet trouble, find some effective and fast ways to help yourselves out.Step2.Listen to the tape and answer the following questions: 1.Who has trouble with the basketball game, Li Ming or Danny? 2.Did Li Ming go to the basketball game at last? 2.What is Danny going to deal with the money problem? Finish the task in class in oral.Step3.Read the text and then tell the others what Li Ming’s trouble is.Do you think how to solve it? Is Li Ming right or wrong? Tell the class the reasons.Step4.Read the text and decide the statements are true or false.1.Li Ming has been invited to a party on Friday evening.2.Li Ming’s friend was angry because Li Ming missed the game.3.Brian wrote a letter to Danny and told him he didn’t want the ten dollars any more.Finish the task in class in oral.Step5.Find out the sentences with the news and practice them in class.After I missed the game, my friend was very angry.What a pity.She said that the decision was mine.It wouldn’t be fair for me to go to the game.Jenny said we should have a conversation.I regret what I did.Let the students make up sentences with the words and expressions that we learn in this lesson.Show some flashcards to help them.S1.Don’t be angry with me.S2: It is necessary for us to have a conversation with my mother.S3: His sister regrets doing that.Step6.Group work Divide the class into groups of three or four.Write experience that you have had.Then share it with your members.Tell who is right in the story.What should we do to solve the problem correctly? Step7.Come to “LET’S DO IT’.Finish the task in groups.Write a diary entry, an e-mail or a letter about the topic below.Have you or anyone in your family experienced war before? What is war like? If they have no experience, they can describe a war that they have heard before.After they write their experience down, share them in the group.Then choose a special to give a report in front of the class.Step8.Homework

1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

We all have a fight with our friends.Write your experience down and share with your classmates.You may think it’s funny for to do such a thing at that time.It will help you to analyze yourself.Think over after class :

Lesson 32: Unit Review Teaching Content:

Mastery words and expressions from Lesson25 to Lesson31.Oral words and expressions from Lesson25 to Lesson31.Teaching Aim: 1.Learn to love and care for others.2.Know about how important the peace is for us.Teaching Important Points:

1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: review lesson Teaching Procedure: Step1.Lead in by discussing the importance of peace for us in the world.Finish the task in groups of three or four.Show some pictures to the students.Analyze the disadvantages that wars bring us.Make a list of it and show it to the class.Step2.Do with the exercises the lesson.Write down some difficulties on the blackboard.Then discuss the use of them.Practice them again.Step3.Come to Grammar in Use.The object clause is the main part.Let some student make similar sentences in front of the class.The others listen and find if they are right.Step4.Come to “Speaking the Language”.Fill in the blanks with correct words.Make up similar dialogues in front of the class.Step5.Do with the comprehension part.Can the students answer the question fluently? If they have any difficulties, help them.Step6.Come to “Take This Quiz”.Search on the Internet to find more information.Ask the students what they want to know.Let them search on the Internet before the class.Then give a report to the class the next day.Step7.Do with written part.If we have time in class, finish it in class in groups.If we don’t have enough time to do with it, we can have it done after class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

This is the summary of the unit.It includes the main points in this unit.Arranging it carefully before the class, we can have a good review in the class.We can do with the language points, the main grammar and practice the spoken English.Think over after class :

Lesson 33: Welcome, Guest!

Teaching Content: Mastery words and expressions: shape, perhaps, though Teaching Aims:

1.Know more about the foreign culture.2.Good manners at table.Teaching Important Points: 1.Learn different cultures.2.Practice the object complements and attributive clauses.Teaching Difficult Points: The object complements.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: What do you know about dinosaurs? List the names of some types of dinosaurs you know of.Discuss the questions in groups.Every member writes his or her answers down.Then discuss it in groups.Make a complete answer.Then present it in the class.Step2.Listen to the tape and answer the following questions: 1.Where was Danny yesterday afternoon? He was at Dinosaur School.2.Did Danny learn Dinosaur song at school? Yes, he did.Finish the task in class in oral.Step3.Reading task Read the text and encourage the students to ask more questions about this part.S1: What did Danny learn at Dinosaur school? S2: He learned dinosaur culture.S3: When will they have dinner together? S4: On Saturday.Step4.Practice Do with the main grammar: the object complements.Point out the sentences with object complements: I find other cultures interesting.Make examples by the students: We must keep the classroom clean every day.Step5.Activity Invite your friend to your home.What do you do? Make up a dialogue with your partner.Then let them present it in front of the class.Step6.Come to “LET’S DO IT”.What do you think dinosaur food is like? Do you think Brian and Jenny will like the food? Write down your ideas.Then share it with your partner.After a while, let some students show their answers in front of the class.Remind them to tell the students why they think so.Step7.Homework 1.Finish off the exercise book.2.Go on the next reading in the student book.Summary:

Students are strange to hear of the Dinosaur culture.We all want to know what real Dinosaur culture is, including their food, songs, clothes and so on.Give the students time to say some other countries’ culture in front of the class.Let them search on the Internet for more information.Think over after class :

Lesson 34: Danny’s Dinosaur Dinner

Teaching Content:

Mastery words and expressions: knock, hang, hang up, offer Oral words and expressions: hung, hanged Teaching Aims: 1.Know about the Dinosaur culture.2.Cultivate the students’ cooperation ability.Teaching Important Points: 1.Learn something about having a meal.2.The object complement and the attributive clause.Teaching Difficult Points: Have a meal.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions:

Have you ever invited a guest to your home? Have you ever been a guest? What’s the worst food you’ve ever had?

Discuss the following questions in groups.Then present it in front of the class.Step2.Listen to the tape and fill in the blanks with the correct words you hear.1.When Jenny and Brian come to Danny’s home, he is in the _____.2.Danny gives Brian and Jenny some _____ to eat.Finish the task in class in oral.Step3.Reading task Read the text and decide the following statements are true or false.1.Jenny and Brian come to Danny’s home on Sunday.2.Jenny and Brian drink some milk in Danny’s home.3.Dinosaur food is certainly different.Finish the task in class in oral.Step4.Read the text again and retell the story in their own words.Correct their grammar mistakes after he finish telling the story.Ste5.Do with the language points: Make sentences with the useful phrases: Would like to…? Help yourself to… S1: Would you like some dumplings? S2: Yes, I’d love to.S3: Would you like to have an apple? S4: No, thank you.Step6.Come to “LET’S DO IT”.Divide the class into several groups to finish the activity.Every member writes his ideas on a piece of paper.Are guests important in your home? What do you do to make guests feel comfortable? Let the students show their dialogues out in front of the class.Step7.Homework 1.Finish off the exercises in class.2.Go on the next reading in the student book.Summary:

It is important for you to make your guests feel comfortable.At first, you must be polite.Then you can provide them with different drinks and fruits.Ask them what their favourite food is.Of course, as a guest, you must be polite enough, too Think over after class :

Lesson 35: Keeping Culture Alive Teaching Content:

Mastery words and expressions: hand in, strange, mind, share Oral words and expressions: Chinatown Teaching Aims:

1.Learn more about foreign cultures.2.Cultivate the students’ abilities.3.Grasp the important grammars.Teaching Important Points: 1.Know more about the Chinatown.2.Having meals.3.Object complements.Teaching Difficult Points: Object complements Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing the following questions: Have you ever heard of Chinatown? What do you think of it?

Work in groups.Everyone writes his or her answers down.Then discuss for five minutes.Present it in front of the class.Step2.Listen to the tape and fill in the blanks.This is the _____ time for Danny to Chinatown.Would Chinese students visit _____ _____ _____.Finish the task in class in oral.Step3.Read the text and answer the following questions: 1.Did Brian enjoy the school trip?

2.Is there an area called Little North America in Beijing? Finish the task in class in oral.Step4.Read the text again.Then ask the students to retell the story in their own words.They can practice with her partner first.Step5.Do with the language points: Let the students read the text again.Sum the new words and language points in this lesson.Make up sentences with the new words and the language points.S1: Must I hand in the paper now? S2: Let’s share the experience in the summer holiday.S3: I shall share the fruit with the little girls.S4: Will it rain tomorrow? S5: I don’t think so.Step6.Activity Group work.If there were Little North America in Beijing, what will it be like?

Divide the class into groups to finish the task.Every member writes his or her answers down.Then change it with the others.Then choose the complete one to present in front of the class.Step7.Come to “LET’S DO IT”.Finish this part in groups of three or four.One student sums his group’s advice.Then present it in front of the class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Chinatown is used for Chinese in America.They can speak Chinese.It if convenient for those people who can’t speak English live there.They are all kinds of shops there.Think over after class :

Lesson 36: So We Can Be Friends Teaching Content: Mastery words and expressions: difference Oral words and expressions: Peru, Scotland, bagpipe Teaching Aims:

1.Learn more about the foreign culture.2.Learn to sing English songs.Teaching Important Points: 1.Keep one country’s culture.2.Grasp the object complement.3.How to use keep.Teaching Difficult Points: Keep one culture’s culture.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show some pictures about the foreign culture.Pointing to the pictures, ask the students to guess where they are and what special culture they have.Step2.Listen to the tape for two times.While they are listening, let the students sing after it in a low voice.Step3.Read the song as a poem.Let them find if it has rhythms.Step4.Ask the students to know the meaning of the song with the help of the pictures.Step5.Listen to the tape again and sing after if for several times.Step6.Let the volunteers sing in front of the class.Step7.Come to PROJECT.1.List the differences between the Chinese and Chinese cultures.Finish it in work group.Talk about the different ways in China and Canada.What are the differences between the two countries?

2.Ask the students to act short plays out in front of the class.Show what would happen in Canada and what will happen in China.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Different countries have different culture.We must keep it.Students should know more about it.It can help them when they go abroad to study further.Ask the students to search more after the class.Then present it in the next lesson Think over after class :

Lesson 37: The Fox and the Stock

Teaching Content: Mastery words and expressions: fox, flat, hardly, fetch, thin, stick, regard, realize, promise Oral words and expressions: stork, Aesop, rudely, beak Teaching Aims: 1.Learn about more about the foreign culture.2.The importance of cooperation in the world.3.Improve the student’s creation ability.Teaching Important Points: 1.The lessons we learn from the story.2.The object complement and the attributive clauses.Teaching Different Points: Practice object complement and the attributive clauses.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing the following questions: Tell a story about the animals.What can we learn from the story? Finish the task in groups.Let some students come to the front and tell his class his wonderful story.Step2.Listening task Listening to the tape and find the correct answers to the following questions.1.There is a _____ and a _____ in the story.2.The fox brought the soup in large flat _____.Finish the task in class in oral.Step3.Read the text and answer the following questions: 1.Is the fox polite to the stork? 2.What are the stock’s noodles in? 3.Were they still friends? Finish the task in class in oral.Step4.Read and tell the stories by their own words.Step5.Do with the new language points in this text.1.“Certainly” said the stork, who was doing her best to be polite.Do one’s best

S1: I am doing my best to learn well.2.The stork fetched two tall, thin jars.Fetch=go and come back S2: Can you fetch me two bottles of water, please? Step6.Work in groups.Divide the class into groups.Then one member of the group tells a story which are with animals about characters.Then let the others sum the lessons that we learn from the story.Step7.Homework Find the most wonderful story after class.Prepare to tell the class in the next lesson.Summary:

All of the students know many interesting stories about animals.We can learn important lessons from the story.They must respect others in their life, or they might have a fight.This is the same as man.We must respect others in our life.Then we can have a peaceful world.Think over after class :

Lesson 38: One Country, Many Cultures

Teaching Content: Mastery words and expressions: central, although, respect Oral words and expressions: immigrant, tolerant, dancer Teaching Aims:

1.Know about the culture in the world.2.Keep one country’s culture.3.Create the students’ basic abilities.Teaching Important Points: 1.The details about Canadian cultures.2.Different cultures have different features.1.Practice the object complement and the attributive clauses.Teaching Difficult Points: The object complement and the attributive clauses Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: How many cultures does China have? How many can you name? What are some of the interesting things in your culture? Discuss the questions above in groups.Then every group answers the questions one by one.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Only _____ percent of all Canadians are from First Nations.2.Canada has _____ official languages.Finish the task in class in oral.

第三篇：冀教版九年级英语下册教案

Lesson 1: Poetry, Please Mastery words and expressions: poem, decide, nature, express，learn/know …by heart, pleased, happiness, shut

Oral words and expressions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.2.The grammar: infinitives.3.Some words and expressions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK AOBUT IT”.Let the students talk about the questions in groups.1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the class in front of the class.Step2: Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem? 2.What’s Danny’s poem about? Step3: Reading task: 1.Read the text and underline the new words in this lesson.2.Present the meanings of the words with the help of the media computer.We can use our body language if necessary.3.Tell the main idea of this lesson.Step4: Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.2.Brian wrote a poem about nature.3.Danny learned his poem by heart.Step5: Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: I haven’t decided what to write about.Would you like to hear my poem? I don’t need to read it.Let the students sum the use of infinitives of this lesson.Then encourage them to make more sentences with the grammar.Step6: Activities 1.Divide the class into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best? 2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step7: Describe the picture in English.Ask the students work in their formal groups.Then let them read their poems in class loudly.Step8: Come to “LET’S DO IT”.Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? Homework 1.Finish off the activity book.2.Get more information about the English poetry after class.Feedback：

Lesson 2: Poems About Nature Teaching Content: Mastery words and expressions: hill, clear, brave, pale, golden, softly, kiss, noisy Oral words and expressions: swiftly, tiny, warmth, scene, related, topic Teaching Aims: 1.Cultivate the students’ guessing ability of the whole text.2.Enjoy the charming of the English poetry.3.Compare the differences between the English and Chinese poetry.Teaching Important Points: 1.Learn the English poetry about nature by hearty.2.Know how to write an English poem.Teaching Difficult Points: Use what we learn to write an English poem.Teaching Aids: audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Divide the class into several groups.Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter? Choose several best poems and let the students read them in front of the class.Show some pictures of winter to the students.Help them to find more words to describe winter.Step2: Listen to the tape and fill in the blanks.1.Does the poem make you think of _______? 2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3: Read the text and find the new words.1.Let the students guess the meanings of the new words.Most of the new words are related nature.So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4: Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today.Encourage them to stand in front of the class and tell his story to us.Step5: Reading task Encourage the students to ask questions about this text.Finish the task in groups.Let the students design questions and exchange them in groups.They can ask questions like this: 1.What are your ideas for a nature poem? 2.What can you do to describe about something? Step6: Activities.Work in groups.Write a poem about the two pictures.Finish a poem.Then each student in the group correct it before reading it to the class.Step7: Come to “LET’S DO IT!”

The task is similar to the step6.Finish it in class.Try to write a poem about one of the seasons.The teacher shows some pictures about the seasons to the students.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback：

Lesson 3: Say It in Three Teaching Content: Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling Oral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, Teaching Aims: 1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.3.Compare the differences between the Chinese and Japanese poems.Teaching Important Points: 1.Learn about an old style of Japanese poem: Haiku.2.Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points: The old form of Japanese poetry: Haiku.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show pictures of Japanese poets and poems.Then introduce Haiku to the students.The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3: Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4: Read the text and find the answers to the questions: 1.Do Haikus tell a story? 2.What’s a syllable? Step5: Come to “PROJECT”.1.Divide the class into groups to finish the task.2.Finish the three poems in the text.Use the sentence: I need a ______.Let the others give the answers, one student write the words down.3.After finishing the poems, read it to the class.All the groups have different poems.Do they sound funny? 4.Decide a subject by each group.Then make a pattern according to the subject.Then finish the poem as the models in the text.5.Read the poem to the class.Homework: 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:

Some students may think the foreign poems are funny and easy.The teacher may also think so.It is possible for the students to create poems like those we have learned in the class.Give them more chances to create their minds.The teacher can try some poems, too.The class and the teacher can find much fun in learning foreign poems.Blackboard Design：

Lesson 4: The Wish Teaching Content: Mastery words and expressions: wish, in the middle of, stone, friendship, Teaching Aims: 1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points: 1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points: The use of “without”.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Listen to the tape for several times.At the same time, ask the students to sing after it.Test how long they grasp the rhythm of the song.Step2: Read the song as a poem.Let the students read the poem as a lyric line by line.Step3: Make a poem like this.Divide the class into several groups.Make the similar this.Every group makes a poem.Then present it to the class.If the others have other better ideas, they can give their advice.Step4: Do with the language points.Make sentences with the important phrases: in the middle, without.S1: Danny sits in the middle of the classroom.S2: There is a stone in the middle of the road.S3: Fish can’t live without water.S4: We can’t finish the work without your help.Step5: Come to “PROJECT”.Finish the task in groups.1.Everyone in the group chooses one pattern of these poems and writes one by yourself.2.After writing the poem, show it to the others in the group.3.Each exams the others’ poems and gives his advice.4.After examine all of their poems, change them with the other group.Give their reasonable advice.5.The teacher gives them chances to express themselves.Homework：

1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Feedback: The students are familiar to the Chinese poetry, but the foreign ones are hard for them.When the students practice, the teacher should give them a hand if necessary.It is a challenge for the Chinese students to write foreign poems.Encourage them more in order to stimulate their interests of learning English.Blackboard Design:

Lesson 5: That’s a Funny Limerick!

Teaching Content: Mastery words and expressions: both…and… Oral words and expressions: blank, motion Teaching Aims: 1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.3.Compare the differences between the Chinese and foreign poetry.Teaching Important Points: 1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points: Know how to write a limerick.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Let the students answer the questions in class in oral.1.Ask several students to say funny sayings in English.If they can’t express themselves in English, they can say them in Chinese.2.Let some students tell jokes.Encourage them to tell jokes in English.Step2: Listen to the tape and fill in the blanks.1._______ and _______ help Jenny fill in the blanks in her limerick.2.They choose _______ to describe the weight.Step3: Read and get the main idea of the text.1.Let the students scan the text.Then tell the main idea of the text.2.Find the new words and guess their meanings according to the text.Step4: Do with some language points.Either…or…, both…and…

Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5: Come to “LET’S DO IT”.Limerick is a kind of poem that has a pattern.Study the “Limerick”.Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks.Show them to the class and let them find the patterns of “limerick”.3.Let different groups act the dialogue out in front of the class.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:

Lesson 6: Say It in Five Teaching Content: Mastery words and expressions: create, single, thought Oral words and expressions: fur, stretch, hum, adjective Teaching Aims: 1.Improve the students’ listening and reading abilities.2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points: 1.Grasp the pattern of the five-line poem.2.Use the pattern to describe something.Teaching Difficult Points: Use the pattern to describe something.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.We all know Chinese poetry has different kinds of patterns.Let the students give some examples.Step2: Listen to the tape and answer the following questions: 1.Who created the five-line poem? 2.How many poems does the text show us? Finish the listening part in class in oral.Step3: Reading task: Read and tell the main idea of the text.This is a game to practice the students’ memories.It can improve the students’ summary abilities.Step4: Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in class in oral.Step5: Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the class.It’s easy to finish the task, but it is hard to do it well.Step6: Come to “LET’S DO IT”.Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem.Say about their different forms and different patterns.A haiku is just a description of a scene.It is simply what is happening in this place, at this moment.Five-line poem has five lines.It is always about a single topic.Each line has a set number of words.The first line has one word.The second line has two words.The third, or middle, line has three words.The fourth line has four words.The last line has one word.2.Finish the task in groups.Choose one topic as they like.Then exchange the poems among the groups.Step7: Homework 1.Finish off the exercises in activity book.2.Ask the students to find more topics after class.Summary:

The last poem that we learn in Li Ming’s postcard is very interest

Lesson 8: Unit Review

1.Talk about the ability and inability.2.The use of coordinating conjunctions.3.Combine two different things.Teaching Difficult Points: Talk about the ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the class by showing some pictures about combining to the students.They may be about different things, such as food, fruit, animals and other things.Step2.Listen to the tape and answer the following questions: 1.Can Danny combine a donut and a pizza? 2.Who wants to combine a cow and a chick? Let the students answer the questions with the help of the pictures.Finish the task in oral in class.Step3.Read the text and fill in the blanks with the correct words.1.We can combine two different ______ or two different ______.2.Brian would combine ______ and ______.Look through the whole text quickly and answer the questions in class in oral.Step4.Encourage the students find the new words in this lesson.Give more examples and let the students understand more about the words.I would combine a donut and a pizza.Then I could have breakfast and lunch together.Then I would have little, juicy bananas.Do you know what a mule is? It has a horse as mother and a donkey as a father.Step5.Read the text again and encourage them to find more questions about the text.One student stands up and asks a question.The others who want to answer can stand up and answer it as quickly as he can.For example: 1.What would you combine? 2.What about combining a duck and a deer? 3.Can we combine apples and bananas? Step6.Come to “PROJECT”.Finish the task in groups of three or four students.Think about something that is combined by two different things.Each of the group writes his answer down and shows it to others.Then choose the most meaningful one to study.What will your group combine? What if you combine the two things? What can it do for us? What’s its advantage? Talk about the questions above, then sum their ideas.Give a report in front of the class.Demonstrate your ideas.Describe the thing that you combine in detail.Describe its advantages and disadvantages.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary In this lesson, we learn to combine two different things together.In order to get new living things, we must make full use of our imagination.What can the things that we combine are used for? It is important for us to discuss.During the discussion, we practice our spoken English.Lesson 10: What is DNA? Teaching Content: Mastery words and expressions: generally, twin, clone, not only…but also Oral words and expressions: blueprint, identical, egg, identify Teaching Aims: 1.Know how to write a passage on science.2.Learn something about DNA.3.Know more about our body.Teaching Important Point: 1.Master the words and expressions of this lesson.2.The ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Point: The use of DNA.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing what DNA is.Divide the class into several groups.Then talk about the subject for several minutes.Then one of the groups presents their opinions in front of the class.Step2.Listening task:

Where is your DNA from? What is DNA used for? Step6.Come to “LET’S DO IT”.Finish the task with a partner.Find the things about you that show your parents’ DNA.Talk about if for a while.Then let some volunteers come to the front to talk about the subject.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

Lesson 11: Cloning People? Teaching Content: Mastery words and expressions: exactly, divide, crazy Oral words and expressions: human being, original, adult, Dolly, insect Teaching Aims:

Lesson 14: A Clone of My Own Teaching Content:

Mastery words and expressions: secret, copy, doubt, stupid, chess, robot Oral words and expressions: foolish, flute, closet, prefer, play chess, prefer…to… Teaching Aims:

1.Improve the students’ written ability.2.Create the students’ imaginations.Teaching Important Points: 1.Imagine the use of cloning in our daily life.2.The expression of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The use of coordinating conjunctions.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Talk about the question: Would you like to have a clone of yourselves? Why? Finish the task in groups.Give the students five minutes to discuss the subject.Then let the students present it in front of the class.Step2.Listening task: Listen to the tape and answer the flowing questions: 1.How old is Kate? 2.What does “foolish” mean? Finish the task in class in oral.Step3.Scan the text and decide the following statements are True or False: 1.Katie would like a secret clone.2.Katie already has three sisters.3.Katie’s clone would live the living room with Katie.Finish the task in class in oral.Step4.Read the text again and try to find the sentences with the new words.What does Katie mean by “a secret clone”? I doubt what she says!“Foolish” means “silly or stupid”.Also, she would play chess with me.Maybe I need a robot!She would feed my tow cats, clean my room and practise my flute.Step5.Ask some students to tell the main idea of the text.Let some students say it in front of the class.Step6.Group Work Talk about the subject in groups.Talk for about five minutes.If you have a clone of yourself, what would you like her or him to do for you? Write what you think of down on a piece of paper.Then exchange their ideas in groups.One of the members sum what they think of.Then present it in front of the class.Step7.Come to “LET’S DO IT”.Finish the task in pairs.Make up a dialogue with a partner and act it out in front of the class.Encourage them to make the story funny.Make the ending surprising.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Teaching Content: Mastery words and expressions: neither, nor, neither…nor…, dead Oral words and expressions: mammoth Teaching Aims:

1.Be familiar to the e-mail.2.Know more about cloning.Teaching Important Points: 1.The expressions of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by showing some pictures of cloning.Let the students talk about the use of cloning.What is cloning? What is cloning used for? What can we do with cloning? Step2.Listening task: Listen to the tape and answer the following questions: 1.What did Li Ming study this week in school? 2.What’s the name of the first cloned animal? Ask the students to answer the questions in class in oral.Step3.Reading task: Read the text and decide the statements are True or False.1.Li Ming doesn’t think cloning is interesting.2.Li Ming knew how the sheep Dolly cloned.3.Jenny has ever studied cloning.Finish the task in class in oral.Step4.Read the text again and find the sentences with the new words.Let the students guess the meanings of the new words.Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor… He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5.Sum the main idea of the two e-mails.Let the students tell them in their own words, not word by word according to the content of the e-mails.Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four.Use the Internet or other tools to find more information about cloning.Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short passage, then exchange it with the others.Next one of the members of the group gives a report in front of the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Ask your parents for some information about cloning.Summary:

Listen to the text and answer the following question: 1.Where is Bruce from? 2.What does Bruce’s father do?

3.How much does Li Ming pay for the two pops? 4.How much did Bruce pay for one pop?

Read the text again and answer the questions: What are Bruce and Li Ming doing? Is Bruce confusing?

Where don’t people try to change the price, in China or in North America?

Encourage the students to ask more questions by themselves.Step5.Fill in the blanks with the right forms of the words given.1.My brother is _______(迷惑的).2.It is so ______(迷惑的)a thing.3.Does he often ______(犯错误)?

This part is used to check if they have grasped the new words.Step6.Activity

Use the formal group to finish the task.When the students discuss, the teacher walks around the classroom to see if they need any help.Step8.Talk about: Where would you like to buy things, in shopping center or market? Let them debate the questions.As usual, the class can be divided into two groups.One group thinks the shopping center is good.The other thinks the market is better.Let them debate for five minutes.Then let one student in each group to sum the opinions of his own group.Step9.Homework

Find more information about the differences between China and western countries.Summary:

This interesting text is about bargaining in China.It’s based on the different cultures between Chinese and Western countries.In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China.Try to help them when you meet foreigners.Try to find more differences between Chinese and Western countries on the Internet.Lesson 18: Wait!Don’t Eat Yet!

Teaching Content:

Step4.Reading task: Read the text and decide the statements are true or false.1.In China, if you drop something on the tablecloth, you usually pick it up and eat it.2.In Canada, to finish the food in front of the class in rude.In China, everybody has a knife at the table.Exercises: Fill in the blanks with the right forms of the words given.1.I think______(sing)loudly at table is not polite.2.It’s rude ______(point)to the others when you eat at table.3.His mother said he ______(return)the fork to the restaurant tomorrow.4.Nobody ______(know)the secret except me.Step6.Activity:

Project: What’s the story? 1.Find pictures in magazines.2.Make up a quick story about your picture.3.Trade your picture with the students from another group.Practice:

第四篇：冀教版九年级英语下册Lesson13 Clones are the same 教学设计

冀教版九年级英语下册Lesson13 Clones are the same 教学设计

Lesson13 Clones are the same 教学设计

一、概述

本课是冀教版九年级英语下册第二单元第五课。本课只有一个生单词，laboratory.本单元主要讲解了DNA。在前几课的课文中已经初步了解了DNA在身体中的作用并接触了克隆。学习了很多有趣的对话。本节课主要让学生充分发挥自己的想象力，谈谈自己的想法，你想克隆什么及为什么克隆它。本课用45分钟完成。

二、教学目标分析

1、知识与技能目标

（1）复习前几课所学单词及短语，掌握no longer的用法，并会处理相关练习。

（2）能够根据图片做出简单讨论并阐述自己的思想。

（3）能够听懂录音，读懂课文并回答相关问题。

（4）能够运用所学短语完成练习。

第五篇：Lesson2教学设计

Lesson2教学设计

Lesson2教学设计1

教材分析

本课是在学生充分掌握有关动做词汇后进行的运用。教材提供了相关的情景模式以便学生进行对话依照，使学生能够在具体的情境中将学过的内容进行整合和运用，使知识在其头脑中形成系统。教学内容以学生为中心,以主要人物的活动为主线,围绕最常用最基本的.英语词汇句型和交际用语逐步展开教学内容。

学情分析

五年级学生对英语学习有浓厚兴趣，且英语口语表达能力较强，课堂中能灵活运用语言材料，在虚拟的情景中进行真实的交流，语言流畅，有一定的创造力和感染力。本课设计针对五年级学生爱玩、好动的天性，把多种句型的练习融入到各种语言环境中去，鼓励学生通过体验、实践、讨论、合作、探究等方式，发展听、说、读、写的综合语言技能

教学目标

1.知识目标：(1)、要求学生掌握四会单词：行为动词draw sleep 和形容词quiet loud

(2)、理解并能够运用句型 What are you doing ? I am ___ing.

What is he/she doing? He/She is ____ing .

2.能力目标：学生能熟练并准确的用英语描述自己正在做的事情。

3.情感目标：培养学生积极运用所学语言进行表达与交流，加强合作，共同完成学习任务的能力。

教学重点和难点

教学重点：本课的四会单词： draw sleep quiet loud

教学难点：本课的难点在于对课文的理解和句型的灵活运用

Lesson2教学设计2

一、教学内容与分析

1. Just practise

强化操练本单元的重点句子结构，结合句子结构拓展表示日常行为动作的短语和表示时间的短语：get up, go to school, school begins, school is over, watch TV, go to bed, 8:00 am, 4:00 pm等。

2. Just write

要求学生能够听、说、认读、书写的单词为：have, breakfast, lunch, dinner和重点句子：I have breakfast at 7:30. / I have lunch at 12:00. / I have dinner at 6:00.

3. Let’s do a survey

调查采访活动。运用本课表达日常活动和时间安排的词语和句型，通过问答采访得到的信息，完成一个表格。

4. Let’s chant

通过唱歌谣，引导学生学习字母组合ea在单词中的发音/i:/，逐步掌握常见字母组合的发音规律。

二、课前准备

1. 准备一些表示日常生活中经常性、习惯性动作的动词短语和表示时间的标志图片，供学生活动使用，也可以奖励课堂上表现出色的学生。

2. 布置学生准备个人日常生活时间表。

3. 在黑板上准备四线格，方便板书重点语言。

4. 准备教学课件。

三、教学步骤与建议

1. 热身/复习(Warm-up / Revision)

1) 师生问好。

2) 齐读歌谣。

Early to bed.

Early to rise.

Make us healthy.

Make us wise.

3) 自由问答。

When do you get up every morning?

When do you go to school?

How do you go to school?

How many lessons do you have?

2. 新课呈现(Presentation)

1) 呈现情景。T: Today, let’s go on talking our daily life.

2) 复现课文。巩固学习I have breakfast at

7:30 in the morning.等表达日常生活的句子。教师问 Would you like to tell us your daily life?引导学生介绍自己的日常生活。

(1) 学生两人一组，利用准备好的英文日常生活时间表进行问答。

(2) 各组选派学生代表展示。

(3) 教师请其他同学认真听，并用简笔画进行记录。

(4) 让学生说说自己的日常生活时间与，其他同学的有什么不同。例如：

I get up at 7:00 in the morning.

Lily gets up at 7:15 in the morning.

I have breakfast 7.15.

Lily has breakfast at 7:20.

I go to school at 7:30.

Lily goes to school at 7:40.

教师可以顺势引导学生用否定形式表达：I don’t get up at 7:00 in the morning.

3) 在与学生交流中，如有必要可以适当补充一些日常活动的.短语，如：read books, sing songs, draw pictures, listen to music, water the flowers等，丰富学生的词汇。

3. 趣味操练(Practise)

1) 会话练习。

教师用课件呈现时间轴和相关活动短语及照片，让学生两人一组看图问答日常活动时间，教师板书重点句子：

I have breakfast at 7:30.

I have lunch at 12:00.

I have dinner at 6:00.

2) 调查活动。

这是一个采访的活动。教师提出采访要求后，学生可以设计好自己的采访表格，选择采访对象，并用What’s your name? When do you ...? Do you like …? Do you often …?等进行采访。

通过小组合作的方式，自然运用所学知识，提高语言交流能力。

3) 一齐说唱歌谣。

T: Look。

An English teacher is coming. Do you like reading? Do you like speaking?学习学生用书第4页的Let’s chant.通过歌谣熟悉字母组合ea在单词中的读音/i:/，让学生说一说含有字母组合ea的单词，反复练习/i:/的发音。

4. 语言运用(Language use)

1) 教师布置任务Introduce your daily life，并与同学一起示范。语言参考：

What do you usually do on weekends?

When do you ...?

Do you often...?

2) 学生两人一组自编对话。

3) 学生分组展示自己的周末生活或日常生活，师生共同进行评价。

5. 课堂评价(Assessment)

1) 评价范例：

评价内容

个人得分

小组得分

能用英语介绍自己的日常生活

能听懂、认读、拼写本课的重点单词、短语和句子

能用英语做简单记录

能主动求助教师或同学，解决学习困难

能与同学合作完成学习任务

总体表现

分数：

2) 指导学生完成《活动手册》本课的活动和练习并进行评价。

(1) 听录音，给图片标序号并根据录音内容把文字和图片连线。考查学生对基础词汇和句型的理解。

(2) 听录音，填写表格，考查学生对基础词汇和句型的理解及对所学时间表达的书写掌握。

(3) 听录音填空，考查学生听录音捕捉具体信息以及参考上下文和录音内容书写具体信息的能力。

(4) 调查同学的日常作息并填写表格。考查实际运用本课所学重点词句的能力。

(5) 结合生活实际书面介绍自己的日常作息。考查对相关话题的书面表达能力。

6. 拓展活动(Extended activities)

学生可以在课后玩“英语时间棋”。分组设计有特色的“英语时间棋”，将一天中的时间画在棋盘上，轮流掷骰子，按照掷出的数字走棋，说出自己在棋子所在位置上的时间所做的事情，说对者进一步，说错或不能说的停一步，最先走到终点者获胜。

冀教版九年级英语下册Lesson 2教学设计[优秀范文五篇]

第一篇：冀教版九年级英语下册Lesson 2教学设计

第二篇：冀教版九年级英语下册教案

第三篇：冀教版九年级英语下册教案

第四篇：冀教版九年级英语下册Lesson13 Clones are the same 教学设计

第五篇：Lesson2教学设计

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