第一篇：九年級英語下冊Unit6 Topic 3 Section D教案(仁愛版)

九年級英語下冊Unit6 Topic 3 Section

D教案(仁愛版)本資料為woRD文檔，請點擊下載地址下載全文下載地址SectionD

Themainactivitiesare1aand4.本課重點活動是1a和4。

Ⅰ.Teachingaimsanddemands教學(xué)目標(biāo)

.mastersomenewwordsandphrases:

hurry,hurryup,head,inthefuture,awake,anyminutenow

2.Expressfarewells:

wehaveonlyalittletimelefttosaygood-bye.I’msadtobeherewatchingyouallheadbackhome.whichflightwillyoutake?

I’msorrywehavetogonow.Ihopeyouwillhaveagreatfuture.Ilookforwardtoreadingaboutitinyoure-mails.we’llmissyou!

keepintouch!

Haveasafeflight!

Ⅱ.Teachingaids教具

錄音機/圖片

Ⅲ.Five-fingerTeachingPlan五指教學(xué)方案

Step1

Review第一步

復(fù)習(xí)

.T:S1，禮輕情意重。

S1:It’sthethoughtthatcounts.T:有志者事竟成。

S2:wherethereisawill,thereisaway.T:凡人皆有得意日。

S3:Everydoghasitsday.T:Nopains,nogains.Ss:不勞無獲。

T:Afriendinneedisafriendindeed.Ss:患難朋友才是真朋友。

T:Anearlybirdcatchesworms.Ss:勤能補拙。

T:wastenot,wantnot.Ss:塞翁失馬，焉知非福。

T:AllroadsleadtoRome.Ss:條條大路通羅馬。

T:whenin

Rome,doasRomansdo.Ss:入鄉(xiāng)隨俗。

2.T:whatdoesagraduationceremonymark?

Ss:Itmarkstheendofaperiodinone’sschoollife.T:Itmeanssomethingelse.whatdoesitmean?

S4:Itmeanswemustleavethisschool.S5:Itmeanswecan’tbetogetheranylonger.S6:Itmeanswehavegrownup.S7:Itmeanswecanseeeachotheronlyinourdreams.S8:Itmeanswemaynotseeeachotheragain.T:Everythinghasanend.youllleaveourschoolverysoon.Howdoyoufeelaboutit?

S9:I’mhappy.T:why?

S9:BecauseIcanfindnewfriendsinanotherschool.S10:…

S11:…

T:whatdoIfeel?Doyouknow?

Ss:wedon’tknow.whatdoyoufeel?

’T:Ifeelhappybecauseyouhavegrownup.ButIfeeldisappointedtoo.BecauseIalwaysdreamofyouthesedays.whenIawake,Ican

’tseeyou,thenIwillfeelanxiousandhurrybacktoschool.Iwanttogettoschoolearlierandstaywithyouforalongertime.awake,hurry

T:“Awake”means“wakeup”.Example:

Ialwaysawakeat6:00,thenIgetupatonce.T:“Hurry”meansdosomethingmorequicklythanusual.Example:kangkanggotupandhurriedtoschool.T:whenwewantsomebodytodosomethingquickly,wecansay.Hurry!orHurryup!

Andwecanuseitasanoun.Example:

kangkanggotuplateandhewenttoschoolinahurry.awake=wakeup

Ialwayswakeat6:00.ThenIgetupatonce.hurry=dosomethingmorequicklythanusual

kangkanggotuplateandhehurriedtoschool/wenttoschoolinahurry.Hurry!=Hurryup!

There’slittletimeleft.Hurryup!

T:whereismariafrom?

Ss:Sheisfromcuba.T:whereismichaelfrom?

Ss:HeisfromtheU.S.A.T:

whereisjanefrom?

Ss:Sheisfromcanada.T:NowtheyhavegraduatedfromRen

’aiInternationalSchool.Theyhavetogobackhome.Howcantheygoback?

Ss:Theycangobyair/byplane.T:Theyareleavingfortheirhomes,theyareheadingbacktotheirhomes.Thatmeanstheyarestartingtogobackhome.headback=starttoleavefor

T:whereshouldkangkangseethemoff?

Ss:Atairport.T:yes,kangkangwillseethemoff

atBeijingAirport.Step2

Presentation第二步

呈現(xiàn)

Step3

consolidation第三步

鞏固

.whyisitasadfarewell?

Howdotheyplantokeepintouch?

Doesmichaelliketowrite?

whatdoesmichaellike?

Theanswersare:

Becausetheymaynotseeeachotheragain.Theyplantokeepintouchbysendinge-mails.No,hedoesn’t.Helikesskating.wehaveonlyalittletimelefttosaygoodbye.Iwillmissyouall.I’msadtobeherewatchingyouallheadbackhome.whichflightwillyoutake?

I’msorryIhavetogonow.Ihopeyouwillhaveagreatfuture.Ilookforwardtoreadingaboutitinyoure-mails.we’llmissyou!

keepintouch!

Haveasafeflight.2.T:Let’stakerolestopracticethedialog.Step4

Practice第四步

練習(xí)

.T:yourgraduationwillcomeverysoon.Doyouneedtoseeyourfriendsoff?Let

’ssupposeyouareseeingyourfriendsoffattheairportoratthestation.makeasimilardialoginpairsoringroups.youcanusethesentencesontheblackboardtohelpyou.2.Theanswersare:arrived,love,weredancing,topaint,dreamed/dreamt,awoke,missed,sent,meet,don’tforget

T:“Alive”means“continue

toexist”or“keepexisting”,繼續(xù)存在。wecansay“keepadreamalive”,使夢想不破滅，“keepahopealive”，使希望永不破滅。

①wheredidmariaarrive?

②wheredoessheoftengoforawalk?

③whydidshefeelsad?

Theanswersare:

①She

safelyarrivedatherhometowninHavana,cuba.②Sheoftengoesforawalkontheseaside.③Becauseshemissedherfriends.3.T:youaregoingtoleaveschool,whatareyougoingtodoaftergraduation?whatdoyouwanttobeinthefuture?Howcanyouachieveyourdream?Pleaseworkingroupsoffour.Thenaskthestudentstoreportforyou.Name

wanttobe

howtodo

Steve

arist

gotoanartschool

Example:

Stevelikespaintingverymuch.Hewantstobeanartistvery

much,sohewillgotoanartschool

toachievehisdream.Step5

Project第五步

綜合探究活動

.collectfamoussayings,thenchooseoneasyourmotto.2.makeanaddressbook.Name

Address

Telephonenumber

E-mail

motto

Starsign

Hobby

T:whenyouleaveeachotherandwanttokeepintouchwithyourfriends,youcanmakeanaddressbook.Fillinthechartandreportittoothers.3.Homework

Getyourschoolmatestofillinyouraddressbook.

第二篇：仁愛英語九年級 U2T3SA 教案

Unit2 Topic3 Section A精品學(xué)案

Learning aims: 1.掌握本課詞匯和句型。

2學(xué)習(xí)由連詞or，but,and和while連接的復(fù)合句。3.從“減量、再使用和再循環(huán)”的角度談?wù)摫Ｗo環(huán)境。

Key & difficult points: 1學(xué)習(xí)由連詞，and，but,and和while連接的復(fù)合句。2復(fù)習(xí)與環(huán)保有關(guān)的詞匯與表達自我的觀點。

Teaching &Learning Method : revision, discussion, pair work, group work Teaching Procedures Step

1Lead in Do you know how these kinds of pollution affect our environment? What should we do to improve our environment? Step 2 Learn the new words 1.根據(jù)音標(biāo)試讀單詞

2.Read after the teachers and students.3.Read in pairs and recite the words.4.Check the words.Step 3.Listen to 1a and answer the question:(1)Who is working for an organization that protects the environment? Step 4.Read 1a in different

ways 1.Read 1a after the teacher.2.Read 1a after students.3.Read 1a with your partner.4.Role-play.Show time Step5.Read1a again and fill in the blanks.Finnish 1band 1c.Then check the answers.Step6.key points(Make sentences with the phrases.)1.為一個組織工作 2.幫助傳播信息 3.例如 4.減少人為的浪費 5.使用紙的兩面 6.塑料袋/瓶 7.鼓勵某人做某事 8.以便于 9.不用謝（5）10.環(huán)境保護 11.a few+__________,a little+__________ Step 7 閱讀2中的每個小題的兩個句子，根據(jù)句意判斷其中的邏輯關(guān)系，并按要求用連詞合并成一個句子。

思考：由and，but，or和while等并列連詞連接的兩個或多個簡單句稱為并列句。表示句子之間的并列、選擇、轉(zhuǎn)折關(guān)系等。其中and表示_______關(guān)系；but表________關(guān)系；or表示______關(guān)系，while表示________關(guān)系.用or，and，but或while填空。

1.I like singing_______my sister likes dancing 2.Work hard_______your dream will come true.3． Be careful，_______you＇ll break that vase（花瓶）4.At first he was a little shy,______now he acts more naturally.5.Almost two fifths of the students in the school are boys____the rest are boys.Step 8.Summary Step 9.Exercise 用括號中所給單詞的適當(dāng)形式填空。

1.My main job is__________(help)these children learn English well.2.You'd better give up__________(smoke).3.Tom nods his head to show his___________(agree)4.The students are having a class meeting to talk about the environment__________(protect)5.---Would you like to go on a picnic with us this Sunday?-----I’d love to, but I have to get my parents’_______first.A.agreement B.surprise C.offer D.share 6.---How______ Lisa deal with so many________?------She will ask the workers to recycle them.A cans;cans B can: cans C cans;can D can: can 7.My sister helps me a lot She often encourages me______English.A study B studying C to study D studies 8.ー I failed my driving test again.-----Don't______.Keep trying and you’ll pass it A put up B.give up C tidy up

D.look up Assignment Finish Section A in your workbook.

第三篇：仁愛版九年級英語下冊教學(xué)計劃

仁愛版九年級英語下冊教學(xué)計劃

一、教材分析

我們使用的是《仁愛版英語》，仁愛版英語教材是加拿大英語專家和北京市仁愛教育研究所的中國英語專家依據(jù)《英語課程標(biāo)準(zhǔn)》，編寫的七年級零起點英語教材。它起點低，三年六冊學(xué)完后，均可達到《英語課程標(biāo)準(zhǔn)》之要求——五級水平，可以與任何版本的高中課程英語教材銜接使用。具有如下的特點：

1．教材內(nèi)容體系的安排由淺入深，循序漸進，由簡單到復(fù)雜逐步過渡；重視新舊知識的結(jié)合和語言現(xiàn)象的復(fù)現(xiàn)。

2．體例體系新，教材創(chuàng)造了國內(nèi)最新版課標(biāo)英語教材編寫體例、體系，編寫思路清晰，符合學(xué)生認知發(fā)展規(guī)律，方便初學(xué)者培養(yǎng)英語學(xué)習(xí)興趣，從而很快進入英語學(xué)習(xí)的狀態(tài)。單元按語言功能意念項目編排，每一話題四個小節(jié)（section）按聽說讀寫的語言技能編排。

3．語言地道，對話之中融入情感態(tài)度和文化意識，使學(xué)生能在交流中用英語介紹祖國文化，加深對中華民族文化的理解。

4．好教易學(xué)，教材充分體現(xiàn)新課標(biāo)的指導(dǎo)思想，把任務(wù)型教學(xué)與交際教學(xué)法靈活地運用于英語課堂。

二、重難點突破

本期不僅要完成本冊教材內(nèi)容，而且要復(fù)習(xí)完成好初中三年來所學(xué)的全部內(nèi)容。本期的重點是對初中三年來所學(xué)的語法和常用表達法進行歸類，如：現(xiàn)在完成時、直接引語和間接引語、被動語態(tài)等，難點也是語法和基本句型，這些重難點都應(yīng)通過在語言材料的學(xué)習(xí)中及時強化和總結(jié)，在練習(xí)和實踐中開展綜合探究活動，進一步拓展學(xué)生的語言知識，圍繞課題（project）探究活動構(gòu)成每個單元的核心，讓學(xué)生綜合運用在本單元所學(xué)的語言知識、語言技能，提高用英語獲取信息、處理信息、分析和解決問題的能力。而以歷史人物活動為線索的對話，能很好地培養(yǎng)學(xué)生聽說能力；同時，輕松實現(xiàn)學(xué)科之間的滲透和交融；培養(yǎng)學(xué)生的愛國意識，增強民族自信心和自豪感。教材的每個活動設(shè)計都很有技巧，既培養(yǎng)學(xué)生搜集信息、積累知識，靈活運用所學(xué)語法知識的習(xí)慣，又提高綜合運用語言的能力。使學(xué)生在學(xué)習(xí)對話中融入情感態(tài)度和文化意識；在交流中用英語介紹祖國文化，加深對中華民族的理解。在學(xué)習(xí)貼近學(xué)生生活的閱讀材料時，讓內(nèi)容鮮活、富有深刻哲理的閱讀材料促使學(xué)生閱讀能力提高，進而幫助學(xué)生樹立正確的人生觀和價值觀。總之，通過對各種任務(wù)活動的開展和對語言的及時歸納總結(jié)，有效地提高學(xué)生學(xué)習(xí)效率，激發(fā)學(xué)習(xí)興趣，對語言功能的認識逐漸由感性上升到理性，以達到鞏固、掌握和運用的目的，最終形成語言技能。

三、教學(xué)內(nèi)容與課時安排

1): Units 5-6(in Grade 9)

Unit 5:Knowing aboutChina.(fifteen periods)

Exam:(two periods)

Unit 6:Entertainment and Friendship(fifteen periods)

Exam:(two periods)

2): Grade 8:(nine periods)

3): Grade 7:(two periods)

4):Review the sentence patterns and the main points what the students have

learnt.(the left time)

四、教學(xué)措施與教學(xué)方法

利用多媒體圖文并茂、生動活潑地呈現(xiàn)教學(xué)內(nèi)容，把語言學(xué)習(xí)和實際生活結(jié)合起來，增強學(xué)生的聽說能力。并通過開展各種任務(wù)性活動，鞏固所學(xué)的知識。鼓勵學(xué)生通過思考、體驗、參與、合作等方式來學(xué)習(xí)，增強學(xué)生獨立思考的良好習(xí)慣以及口語表達和合作學(xué)習(xí)的能力；通過閱讀訓(xùn)練，培養(yǎng)學(xué)生根據(jù)不同的閱讀任務(wù)，運用適宜的閱讀策略獲取信息的本領(lǐng)，達到提高學(xué)生的英語理解能力和語言運用能力的目的。同時，注重學(xué)生學(xué)習(xí)興趣的培養(yǎng)，以不同方式最大限度的激發(fā)學(xué)生的學(xué)習(xí)動機；并讓他們了解英語交際中常用的體態(tài)語，鼓勵學(xué)生借助手勢、表情等非語言手段來提高交際效果；采用形式多樣的寫作練習(xí)，培養(yǎng)學(xué)生的想象力和提高學(xué)生的寫作技巧。并及時總結(jié)語法和日常用語，鞏固所學(xué)語言知識，使學(xué)生對語言功能的認識，由感性上升到理性。在培養(yǎng)學(xué)生聽說讀寫語言技能的基礎(chǔ)上，開展綜合探究活動進一步拓展學(xué)生的語言知識，提高學(xué)生的語言技能。具體說來就是：

1、緊抓課堂教學(xué)，落實好每一個語言知識點，做到當(dāng)堂內(nèi)容當(dāng)堂掌握。

2、在課堂上多開展一些有趣的活動、游戲讓學(xué)生在活動中學(xué)習(xí)英語，在生活中學(xué)習(xí)英語。

3、多為學(xué)生營造一些學(xué)習(xí)氛圍，如：創(chuàng)設(shè)英語角、多媒體教學(xué)及其他媒介與肢體語言教學(xué)等等。

4、師生多用英語交流，有意識地進行口語交際訓(xùn)練，強化所學(xué)的基本句型和重點詞匯。

5、要求學(xué)生在課余時間盡量的運用已經(jīng)學(xué)習(xí)的英語進行對話。

6、多看英語畫報，多讀英語故事，多看英語書籍。

第四篇：仁愛版九年級英語優(yōu)質(zhì)課教案

仁愛版九年級英語優(yōu)質(zhì)課教案

Topic 2 All these problems are very serious.Section A

上課教師：劉麗娟

The main activities are 1a and 2.本課重點活動是1a和2。

Ⅰ.Teaching aims and demands 教學(xué)目標(biāo)

1.Learn a new word and some phrases:

as a result, behavior, in the beginning, day by day, die out

2.Learn some useful sentences:

(1)As a result, air pollution has become a serious problem.(2)Humans have come to realize the importance of protecting animals.3.Learn the indefinite pronoun and adverb:

(1)None of us likes pollution.(2)Don’t spit anywhere in public.(3)Everyone should care for wild animals and plant more trees.4.Learn the importance of protecting the environment.Ⅱ.Teaching aids 教具

有關(guān)污染的和學(xué)生不文明行為的教學(xué)圖片/小黑板/錄音機/警示標(biāo)語

Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案

Step 1 Review 第一步

復(fù)習(xí)(時間:7分鐘)

復(fù)習(xí)污染的類型及其危害，教師創(chuàng)設(shè)一個空氣污染的情境，引入本課話題。

1.(教師收集一些有關(guān)污染的圖片，讓學(xué)生說出它們分別屬于哪種污染，有何危害并提出解決建議。)

T: What kind of pollution is it?

Ss:

It is noise pollution.T: What harm can it cause?

S1:

It can disturb others and make people feel uncomfortable and unpleasant.S2:

It does great harm to people’s hearing.It can even make people sick or deaf.T: Good.How should we solve this problem?

S3:

Don’t always listen to loud pop music.S4:

Don’t make a loud noise in public.…

(其它污染用同樣的方法復(fù)習(xí)。學(xué)生可以在教師幫助下回答。)

Step 2 Presentation 第二步

呈現(xiàn)(時間:10分鐘)

展示1a的圖片，導(dǎo)入新課，呈現(xiàn)本課生詞和詞組。講解不定代詞和不定副詞的用法。教育學(xué)生必須保護環(huán)境。

(教師創(chuàng)設(shè)一個空氣污染的情境，引入本課話題。例如：教師一邊拍身上的灰塵，一邊咳嗽著走進教室，然后描述。)

T: It is too dirty and there is too much heavy smoke outside.I can’t stand it.1.(教師展示1a的圖片，導(dǎo)入新課。)

T: Do you like the environment here?

Ss:

No, we don’t.T: Why?

Ss:

Because there is too much smoke.It’s a serious air pollution.T: Very good.We should stop burning coal.It is said that China has become the world’s largest producer and user of coal.As a result, air pollution has become a serious problem.

第五篇：仁愛英語九年級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.