第一篇：九年级英语unit11英文教案
Unit 11 Could you please tell me where the restrooms are? Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road． 2． Ability Objects（1）Train students’ listening ability．
（2）Train students’ communicative competence． 3． Moral Object Helping each other is very important． It is a good quality． Ⅱ． Teaching Key Point Target Language Ⅲ． Teaching Difficult Points 1． How to train students’ listening ability．
2． How to train students’ communicative competence． Ⅳ． Teaching Procedures Step Ⅰ Revision T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office? T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is? Ss: Can you tell me where the main office is? T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask? S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good． Step Ⅱ 1a Go through the instructions with the class．
Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words． Point to the lettered parts of the picture one by one． Ask a student: What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community? Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．
While students are working, move around the room offering help as necessary． Step Ⅲ 1b Read the instructions to students． Point out the two conversations that are shown in the picture． As you listen, fill in the blanks with words you hear in the recording． Play the recording the first time．Students only listen．
Play the recording a second time．This time ask them to fill in the blanks with the words you hear． Check the answers with the whole class． Step Ⅳ 1c Read the instructions to the class．
Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these
The First Period thing and then answer your partner’s questions．
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations． Step Ⅴ Homework Review the target language．
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary escalator, furniture, exchange money, elevator（2）Target Language Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore． 2． Ability Objects（1）Train students’ listening ability．
（2）Train students’ communicative competence． 3． Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly． Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money 2． Target Language Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor． 3． Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ． Teaching Difficult Points 1． Indirect questions．
2． How to improve students’ listening ability． Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 2a Read the instructions and point to the list of directions．
Get students to name the items in the picture such as escalator, elevator, shoe store, and so on． Play the recording． Students only listen．
Tell them that the picture may help them understand what they are hearing．
Play the recording again． This time ask students to write a number next to four of the directions．
Check the answers with the whole class． Step Ⅲ 2b Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．
Play the recording again and ask students to draw the line on their own． Check the answer with the class． Step Ⅳ 2c Ask a pair of students to read the sample conversation aloud to the class．
Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．
As students work, move around the classroom checking the progress of the pairs and offering help as needed．
The Second Period Ask one or two pairs to say their conversations to the class． Ask the rest of the class to look at the picture as they listen． Step Ⅴ Homework Ask the students to write three sentences with the starters of the structures．
The Third Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary hang out, fresh, advantage, disadvantage, block（2）Target Language Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．
3． Moral Objects Anything has both advantages and disadvantages． We should treat everything correctly． Ⅱ． Teaching Key Point Train students’ listening, speaking, reading and writing ability． Ⅲ． Teaching Difficult Points How to improve students’ integrating skills． Ⅳ． Teaching Procedures Step Ⅰ Revision T: Yesterday we learned the structures．
Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures? Step Ⅱ 3a Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．
You will write your answers in these blanks．
Read the first two sentences at the top of the article．
Explain that the interviewer will talk to several teenagers． Get students to read the interview on their own quickly．
When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．
Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class． Step Ⅲ 3b Read the instructions． Point out the conversation in the box and invite two students to read it to the class．
Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．
Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages． Ask several groups to act out part of their conversation to the class． Step Ⅳ 4 Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box． Invite a student to read it to the class．
Ask students to say the names of some stores and other places in the community and write them on the board． Say, Each group can choose three of these places to write about, or you can choose another place you know of Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．
Step Ⅴ Homework 1． Ask students to choose two places in the community and write careful directions from the school to each place．
2． Finish off the exercises on pages 46～47 of the workbook．
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary fascinating, convenient, safe, restroom, inexpensive（2）Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects（1）Train students’ writing and speaking ability．
（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language． Ⅱ． Teaching Key Points 1． Key Vocabulary convenient, safe, restroom inexpensive 2． Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points 1． How to improve students’ writing and speaking ability． 2． How to use the target language． Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 1a Go through the instructions with the class．
Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．
Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean． Ask students to write words from the box in the blanks on their own． Help students if needed． Correct the answers by having students read what qualities he or she listed． Step Ⅲ 1b Read the instructions to the class．
Point out the example in the box． Invite two students to read it to the class． Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．
Invite several pairs of students to say their conversations to the class． Step Ⅳ 2a Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．
Go through the instructions and point to the chart．
Play the recording． Students only listen the first time．
Play the recording again． Ask students to write the places people ask about． Check the answers with the whole class． Step Ⅴ 2b Read the instructions and point to the chart． You will hear the same recording again．
This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．
The Fourth Period Point out the sample answer．
Play the recording again． Ask students to write their answers in the blanks． Check the answers． Step Ⅵ 2c Point to the sample conversation． Invite two students to read it to the class． Read the instructions． Role play the conversations you hear on the tape．
Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class． Step ⅦHomework Talk about some places using the words in la, then write down the conversations．
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary water slide, clown, dress up, have fun（2）Practise reading an article．
（3）Practise writing something using the target language． 2． Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability． Ⅱ． Teaching Key Point Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place． Ⅳ． Teaching Procedures Step I Revision Review the target language presented in this unit． Check homework． Step Ⅱ 3a Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers． Step m 3b Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．
Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville． Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．
Invite a student to read the completed article to the class． Step Ⅳ 3c Read the instructions to the class．
Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．
Ask students to work on their own． Tell them that they can use what they wrote for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．
Step Ⅴ Part 4 Go through the instructions with the class．
Get students to look back at the guides they wrote in Activity 3c．
Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate． Ask one or two groups to say one of their conversations to the class．
The Fifth Period Step Ⅵ Homework 1． Read the article in 3a again． 2． Write a guide to our city．
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language． 2． Ability Objects Train students’ writing ability． Ⅱ． Teaching Key Points 1． Fill in blanks and make sentences．
2． Write questions using the target language． Ⅲ． Teaching Difficult Point Make sentences using “beautiful, safe, delicious, convenient, fascinating”． Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework． Ask a few students to read the article in 3a． Then ask a few students to read their guides． Step Ⅱ Part 1 Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement． Ask students to fill in the blanks on their own． Check the answers．
Step ⅢPart 2 Go through the instructions with the class． Look at the example with the students． Ask students what the answer would be．
Ask a student to read the question and answer it．
Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt． Get students to complete the work in pairs．
Check the answers． Ask a few students to read their questions． Step Ⅳ Just for Fun!Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．
There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．
Invite some pairs of students to present this conversation to the rest of the class． Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．
The Sixth Period
The Seventh Period
Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text: Grown-ups like cartoons, too． 2． Ability Objects
（1）Fast-reading to get a general idea of the text．
（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context． Ⅱ． Teaching Key Points 1． Key vocabulary．
2． Train students’ reading and writing skills． Ⅲ． Teaching Difficult Point Train students’ reading and writing skills． Ⅳ． Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately． Step Ⅱ Part 1 Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture． Ask students to answer the five questions． But don’t look at the reading text．
Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．
When most students finish the task, ask students to answer the questions with a parter．
Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． Step Ⅲ Part 2 Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English． Ask five students to report their answers． Draw students’ attention to the instructions．
Ask students to complete the task individually or in pairs．
As they work, walk around the classroom to make sure students discuss their reasons in English． Have students report their answers． Encourage students to use complete sentences． Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．
Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．
Check the answers: Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．
Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes． Step Ⅴ Part 4 Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need． Check the answers． Step Ⅵ Part 5 Read the task with the students．
Ask students to do the activity in small groups． Try to put creative and artistic students in each group． Check the answers and have students show or act out their cartoons for the class． Optional activity
As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．
Students can then write their own English stories in the speech bubbles． Step Ⅶ Homework 1． Read the story in 2 again for further comprehension． 2． Revise the target language in this unit．
第二篇：九年级英语unit 15教案
雨龙中学高效课堂(二次备课)导学案
课题：Unit 15 We’re trying to save the manatees!
备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,8
4备课组长审核签字：
【预习导学——不看不讲】
一、明确目标：
1.学会区分并正确使用“一般现在时，现在进行时，现在完成时，to + 动词原形，被动语态”；
2.阅读3a与3b,并按要求完成课后练习；
3.掌握课文中出现的重点词组;
4.保护动物，人人有责；
二、自主学习：
1.翻译GF部分，并区分相应语法和时态;
2.翻译词组：
(1)反对做某事；(2)适合；(3)对…感到吃惊；(4)活生生的教科书；
(5)为某人提供某物；(6)关心、照顾；(7)同意；(8)不同意；
三、检查释疑：
各小组中对子相互检查自主学习部分，并说说不同答案的理由；
【合作探究——不议不讲】
一、合作学习： 2.Read a letter to the editor in 3b and give your opinion.3.Debate
二、探究展示：
各小组对子相互检查合作学习部分的答案，对疑问点提出自己的意见；
【导学测评——不练不讲】
一、导学测评
（一）基础题——初显身手
同步解析与测评：单项选择4，5, 8, 9 ；
（二）能力题——挑战自我译一译：
1.我不同意你的观点，我认为动物园是动物生活的好地方。
2.抽烟对你的身体有害。
（三）拓展题——勇攀高峰
同步解析与测评：完形填空；
教学反思:
本课时中学生最易掌握的内容是3a和3b部分，且准确度很高；但时态的区分以及准确运用存在很大的难度。
小组组名：________小组组训：____________________________小组组歌：__________________小组评价：______
第三篇：九年级英语unit 15教案
雨龙中学高效课堂(二次备课)导学案
课题：Unit 15 We’re trying to save the manatees!
备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,8
4备课组长审核签字：
【预习导学——不看不讲】
一、明确目标：
1.我们能为拯救地球做些什么？
2.Listening practice；
3.Reading;
4.保护动物，人人有责；
二、自主学习：
1.Complete 1a, then talk about “What can we do for saving endangered animals ?”
2.Read and translate the following phrases:
(1)打开；(2)关闭；(3)调低、关小；(4)餐巾纸；(5)回收纸张；(6)听说；(7)古老的建筑物；
(8)由…制成；(9)摧毁、推倒；(10)模型玩具；(11)业余时间；(12)儿童医院；
三、检查释疑：
各小组中对子相互检查自主学习部分，并说说不同答案的理由；
【合作探究——不议不讲】
一、合作学习：
1.Rank the items in 1a(1--5);
2.Listen and check the things that Julia and Jack talk about in 2a.3.Read and translate activity 3a.二、探究展示：
各小组对子相互检查合作学习练习的答案，对疑问点提出自己的意见；
【导学测评——不练不讲】
一、导学测评
（一）基础题——初显身手
同步解析与测评：单项选择6，7, 10；
（二）能力题——挑战自我译一译：
1.张先生曾经去过北京三次。
2.应该拆掉这些旧房子，建一些新房子。
3.回收利用纸张是很重要的。
（三）拓展题——勇攀高峰
以“My favorite animal”为题，写一篇小短文，内容包括“what is you favorite animal? What it looks like, where to live, what to eat, Is it endangered? why?”
教学反思:
本课时中学生最易掌握的内容是1a, 3a部分，且准确度很高；但听力效果则不太理想，难度大的同时，要边听边记，在短时间内追求较好的效果很难。
小组组名：________小组组训：____________________________小组组歌：__________________小组评价：______
第四篇：人教版九年级英语Unit 3 教案
教案
（九年级英语）
Unit
3Teenagers should be allowed to choose their own clothes.东城区邓庄中学 杨笑丽
Unit 3 Teenagers should be allowed to choose their own clothes.【Teaching aims】
1.Language goals：
A.Key words and phrases: allow, pierce, license, silly, earring, instead of, drive, driver’s license，B.Target language:
——I think students should be allowed to do homework with friends.——I disagree.They talk instead of doing homework.——Do you think sixteen-year-olds should be allowed to choose their own clothes? ——Yes, I do./No, I don’t.2.Ability goals: Students can learn to talk about what they are allowed to do.They also learn to agree and disagree.【Important points】
——I think sixteen-year-olds should be allowed to drive.——I disagree.I think sixteen is too young.【Difficult points】
Learn to talk about what they are allowed to do;agree and disagree.【Teaching methods】
Scene teaching, activities teaching, task-based teaching method and so on.【Teaching aids】
A tape recorder, a little blackboard, pictures, CAI and so on.【Teaching procedures】
Warm-up:
1、show some pictures about a few activities，go out at night, surf the Internet, play basketball, drive a car, have part-time jobs...What do you usually do after school? Can you surf the Internet at home after school?
2、Let students talk about what he/she can do or what he/she can’t do at home and show “can do” /”can’t do”.can do
can’t do play basketball
surf the Internet …
… Presentation:
1、Introduce the new structure： be allowed to do
Cross out the headings and write these headings in their place: “is allowed to” and” isn’t allowed to”.Say each sentence first with “can do “or “can’t do”, then with
Section A
“ is allowed to” or “isn’t allowed to”, and ask students to repeat each one.is allowed to
isn’t allowed to play basketball
surf the Internet …
…
S: Mike can play basketball at home, that means he is allowed to play basketball at home……
Let the students practice with all items on the lists.2、Read the instructions in1a to the class.Say: all the sentences are things students are or are not allowed to do.Then read each item to the class.Ask students to explain what each sentence means in their own words:
When students have explained all the items, ask students to circle A for agree or D for disagree for each item.Raise your hand if you circled A.Write the total of As and Ds for each item and discuss the results with the class.3、Read the instructions in1b to the class.Say: you will hear a conversation between Anna and her mother.They don’t agree about everything.Play the recording two times, and then check the answers:
4、Use the statements in 1a to make conversations like this: A: I don’t think sixteen-year-olds should be allowed to drive.B: I agree, they aren’t serious enough.5、Point to the picture of 2a and ask students to say something about it.What is the boy doing? What are the girls doing? Read the instructions and point to the sentences.Ask a student to do it.Then point to the list of responses: Agree, Disagrees, and Doesn’t know.You’ll hear two girls having a conversation.Kathy will make some statements.Listen to what Kathy says and see if Molly agrees, disagrees, or doesn’t know what she thinks.Play the recording and then check the answers.6、Read the instructions in 2b and point to the list of reasons from the conversation.Ask different students to read the sentences to the class.Say: you will hear the same recording again.This time please number these reasons in the order you hear them on the recording.Point the sample answer.Say: Young people need to sleep is the first reason you will hear on the recording.Play the recording and then check the answers.7、Read the instructions in 2c to the class.Point to the sample conversation in the box.Ask two students to read it to the class.For example: A: Do you think teenagers should be allowed to get their ears pierced？ B: Yes, I do./ No, I don’t.Consolidation and extension:
Say: you can look back at activities 1a and 2a to get ideas for your list.Ask students for suggestions for their lists and write some of their statements on the board.For example:
go out at night, have part-time jobs, smoke, surf the Internet, play basketball, get their ears pierced, drive, watch TV Next give students five minutes to make their own lists.Then ask students to work in pairs and discuss their lists.Ask one or two pairs to present their conversations to the class.Homework:
1、Review grammar focus.2、List some other things about what they can do or can’t do using the structure “be allowed to”
Blackboard Design:
Unit 3 Teenagers should be allowed to choose their own clothes.Section A He is allowed to play basketball at home.He isn’t allowed to surf the Internet.Teenagers should be allowed to get their ears pierced.Teenagers shouldn’t be allowed to work on school nights.be(not)allowed to do
should(not)be allowed to do
get something done / have something done not calm enough instead of
第五篇：仁爱英语九年级Unit 6教案
Teaching Plan Unit 6 Entertainment and Friendship
Topic 1 Do you like watching TV Key words and phrases: alive, upon, hide, honest, compare, advertisement, raise, would rather…than…, fall in love, depend on, once upon a time Grammar focus: Review Attributive Clause Sentence patterns: 1.Could you teach me how to play? 2.It’s hard for me to learn to play Chinese chess.3.I hope someday I can take part in a quiz show and win a prize.4.— Which programs do you prefer, TV shows or sports shows? — I would rather watch TV shows than sports shows.5.They are kind and always ready to help others.6.However, sometimes you do not forgive others.7.The words about plants and animals are used in positive or negative ways in different cultures.8.Television has a huge influence on our lives.9.Television sometimes is like a baby-sitter.It spends more time with children than parents do.10.They spend less time playing soccer or walking in the park or playing games in the yard.Teaching Procedures: Section A Step 1 Ask and answer, according to some daily lives.Step 2 Introduce some kinds of TV programs.Students look at the screen and talk about them.Learn the dialog in Part 1a and answer the questions.Explain some language items in the dialog.Step 3 Students look at the screen and talk about the TV programs, using the sentence patterns: would rather… than…, prefer… to… , I like… best, my favorite TV programs is… etc.Step 4 Look at the screen and talk about each picture, then match the picture with its description in 1c.Check the answers.Step 5 Listening comprehension.Listen to the tape and choose the correct answers.Introduce the film Jane Eyre to the students in brief words.Step 6
Sum up the language points in this section.Step 7 Homework assignment.Section B Step 1 Ask students to talk about their favorite TV programs in pairs.Step 2 Introduce the twelve star signs to the students.And ask what star sign they are under.Step 3 Listen to the tape in 1a and answer the questions in 1b.Step 4 Talk about the story about Scorpio in 2a.Ask students to try to say more about it.Pick up some language points and explain them for the students.Step 5 Read the story again and discuss the questions in 2b.Step 6 Summary and homework.Ask students to search for more information about the star signs and talk about the characteristics of the people under the same star sign.Section C Step 1 Talk about the characteristics of people who under the same star sign with you.Work in pairs or groups.Then ask some of them to present it.Step 2 Look at the pictures in 1a and talk about each of them, three or more sentences for each.Then make dialogs about them, following the models in 1a.Step 3 Listen to the tape and number the pictures in 1a.Step 4 Read and understand.Read the passage in 2a, Different countries have different cultures.Explain the differences between western culture and Chinese culture.Ask the students to say more about it.Step 5 Students read the passage again and try to retell it in class.Step 6 Fill out the form in 2b, check the answers.Encourage the students to say more about the differences between western culture and Chinese culture.Step 7 Sum up the language points together with the students.Homework assignment.Section D Step 1 Talk about the sayings about “dog” and “cat” in Chinese and English.Say something more about the differences between Chinese culture and western culture.Step 2 Read the passage in 1a and find out its main idea.Pick up some language points.Step 3 Ask the students to show their own opinions about the TV.Then share their ideas together.The statement in 1b may help them.Step 4 Get students to sum up the useful expressions together.Step 5 Learn something about the debate.Show the students how to debate.Help them to find an interesting topic to have a try.Step 6 Ask students to review the whole section.Get ready for the test.Topic 2 The Monkey King is my favorite character.Key words and phrases: bee, keep on, get stuck, be known for Grammar:(1)Attributive clause(2)Adverbial clause(3)Object clause Sentence patterns:(1)It’s a pity that he died when he was very young.(2)If you work hard at painting, it won’t be difficult for you to succeed.(3)Well, that depends on what kind of paintings you want to learn.(4)While you are there, you can also learn about the lives of the artists.(5)What kind of art do you prefer, modern art or traditional art?(6)The way he shows things in the distance is different from the way Gu Kaizhi does.(7)Perhaps that is the reason why I prefer to paint landscapes.(8)Could you tell me something about the Monkey King?(9)One tree can’t make a forest.(10)During the journey they had an argument, ….(11)They kept on walking until they found a pond.(12)…, but luckily he was saved by his friend.After that, he carved on a stone, …(13)When someone hurts you, you should write it in the sand from which the wind can erase it easily.(14)Do you agree that it is good to forgive your friends when they hurt you?(15)But we like him for different reasons.Teaching procedures: Section A Step 1 Ask students to look at the screen and try to say something about the pictures — Vincent van Gogh and his most famous painting, Vase with twelve sunflowers.Introduce the new lessons.Step 2 Students listen to the tape and answer the questions.Explain “Dutch, painter, It’s a pity that …”.Step 3 Students discuss whether they want to be an artist.And show the reasons, with the help of the statements in 1b.Step 4 Group work.Students talk about their favorite artists and paintings.And ask some of them to present their opinions.Step 5 Look at the screen and talk about the paintings and their authors.Help students say more about them.And mention the background of each painting, help them to understand art better.Step 6 Make a survey about the classmates’ favorite kinds of paintings.Then fill our the forms according to the results of the survey.Step 7 Homework.Section B Step 1 Students talk about the pictures in 3a, Section A.Step 2 Introduce Gu Kaizhi, the father of landscape paintings in ancient China.And show his most famous painting — Luoshenfu.Ask students to say something about it.Step 3 Listen to the tape and answer the questions.Get students to make a comparative between the paintings by Gu Kaizhi and Vincent van Gogh.Step 4 Discuss and fill out the form in 1b.Ask students to show their ideas about the two painters.Step 5 Listen to the tape and number the pictures in the correct order.Then say something about the birth of the Monkey King.Step 6 Homework assignment.Section C Step 1 Students tell the story of Journey to the west.Step 2 Say something about the novel Journey to the west and Harry Potter.Talk about the main characters in both novels.Step 3 Listen to the tape and answer the questions.Explain some items for the students.Help them to say more about the novels.Step 4 Discuss and fill in the form in 1b.Check the answers.Step 5 Read and understand the passage in 2a.Sand and Stone.Get students to sum up the main idea of the passage.Make the students talk about the true friendship.Step 6 Look at the two pictures in 3, and choose one of them and describe it.Write a short story about it after class.Step 7 Summary and homework.Section D Step 1 Talk about the pictures in 3, Section C.Step 2 Listen to the tape and complete the passage with the correct words.Check the answers with the students.Get students to sum up some grammar focus in the passage themselves.Step 3 Talk about your favorite hero in literature in pair.Ask some of them to present their opinions.Step 4 Get students to sum up the useful expressions in this topic together.Step 5 Look at the screen, talk about these famous people and their works.Ask them to search for more information about them.Step 6 Class activities.Read and enjoy.Students read the poem A Fantasy loudly.Step 7 Homework assignment.Topic 3 I will never forget our friendship.Key words and phrases:
chalk, handwriting, dozen, cheap, package, smooth, pound, dollar, penny, hurry, head, awake, dozens of, to one’ joy, hurry up, at any time now, in the future Sentences patterns:(1)How time flies!(2)It’s a piece of cake.(3)We have worked so hard that we will be able to pass it easily.(4)Where there is a will, there is a way.(5)Although they are cheap, they are valuable to remember our friendship.(6)As the saying goes, It’s the thought than counts.(7)You don’t need to say sorry.(8)What I will remember are all the good times we’ve spent together.(9)I’ve learned a lot from you all, my dear teachers and my good friends.(10)To my great joy, I won the Excellent Student Award in my class.(11)Thanks to my teachers and friends, I’ve made so much progress.(12)After graduation, I will keep on working hard to realize my dreams.(13)The graduation ceremony is exciting because it marks the end of a period in a student’s school life.(14)She will miss her plane if she doesn’t hurry up.(15)I’m sad to be here watching you all head back home.(16)I’m sorry I have to go now.(17)Keep in touch.(18)Have a safe flight!
Teaching procedures: Section A Step 1 Students listen to the songs the sound of silence and Auld Lang Syne.Step 2 Listen and read the passage in 1a.Retell it.Fill in the blanks in 1b.Pick up some language points for students.Step 3 Group work.Talk about what you will do before leaving school and report to your class.Step 4 Listen , read and say in 3a.Ask some of the students to act out the dialog.Step 5 Make dialog about shopping for the coming graduation ceremony.Step 6 Listen comprehension.Listen and mark the statements T or F.Step 7 Get students to sum up the language items in this section.Step 8 Homework.Section B Step 1 Retell 1a in Section A.Step 2 Listen to the tape and answer the questions.Fill in the blanks in 1b.Check the answers.Explain some sentences.Step 3 Read and understand.Speeches during the Graduation Ceremony.Answer the questions on the screen.Explain some language points.Step 4 Read 2a again and choose similar meanings for the underline parts.Check the answers together.Step 5 Pair work.Discuss with your partner what you are going to say at the graduation ceremony.Then give a report.Step 6 Homework assignment.Section C Step 1 Give your own speech for the coming graduation ceremony in front of the class.Step 2 Introduce the new lessons, about graduation ceremony.Read and understand.Read the passage and answer the questions to help students to understand the passage well.Step 3 Get students to pick up some language points in the passage themselves.And then sum up.Step 4 Work alone.Fill in the form in 1c.Step 5 Choose the best answers to complete the dialog and then practice it with your partner.Step 6 Homework.What will you say to your old friends and how will you feel during graduation ceremony? Write a short passage about it.Section D Step 1 Students talk about the procedures at graduation ceremony.Step 2 Listen to the tape and answer the questions.Students pick up the language points themselves.Step 3 Read the dialog again and ask some students to act out the dialog.Step 4 Read the e-mail from Maria to Jane, and fill in the blanks in right forms of the words given.Check the answers.Step 5 Get students to sum up the useful expressions in this topic.Step 6 Ask students to try their best to finish the final project.Step 7 Review the whole topic and assign the homework.
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