第一篇：新目標九年級英語上冊教案全集1
Unit 1
How do you study for a test? Page 2, 1a, 1b, 1c 課
時： Period 1 教學目的： Talk about how to study.Learn the use of “by doing something”
重點難點： Useful expressions-How do you study ?? I study by doing ? 教學工具： courseware 教學步驟：
Step 1.Self-introduction
The new term has come.Ask the students to introduce themselves to the others and the teacher.Then ask what they did in the summer holiday.If possible, ask how they did that.Help the students use the construction “I …by doing…”.Explain “by”.Step 2.Discussion
Have the students say what they think of English.Then tell each other how they study for an English test.See the phrases shown in the courseware, which is similar to 1a.Remind them to use “by doing…” Step 3.1a.Checking the ways you study
Ask students to finish the task.They can add something else.Step 4.1b.Listening
Listen to the listening stuff of 1b, which is recorded in the courseware(convenient to be repeated).Finish the task.Then the teacher asks, ”How did Mei/ Pierre / Antonio study?” Have some students give the answers, i.e.repeat the sentences by using “by doing” Step 5.1c.Making dialogues
Work in pairs or groups.Discuss first.Then make a short dialogue.Have the students share their work.Step 6.Writing.See the courseware.Fill in the blanks.Write down the answers on a piece of paper.Ask students to read their work.課
時： Period 2 教學內容： Page 3, 2a, 2b, 2c and the grammar focus.教學目的： Talk about how to learn English.Consolidate the use of “by doing something”
重點難點： Useful expressions-Do you study ?by doing?? Yes /No...(reason).教學工具： courseware 教學步驟：
Step 1.Revision
Make a dialogue between the teacher and some students.Ask whether they like English, then tell the reason.Ask how they learn English.Step 2.2a.Listening
See the courseware.Explain any difficult points.Listen to the stuff, and check the answers.Have students repeat some main sentences, ready to practice dialogues.Step 3.2b.Listening Finish the task.Step 4.2c.Doing a pairwork
Give students some time to talk about the contents of 1a and 1b.See the courseware.Some patterns will help, such as “Do you.../ What about.../ Have you ever.../ How do you…?” and the possible answers.Share their dialogues.Step 5.Make a conversation.Ask students to tell the others their own experience about studying English by working in pairs or groups.Then make a conversation respectively.They can also use indirect speech, such as “...says she learns...by...”etc.Step 6.Summary
Point out the main contents learnt these two days.英語(九年級)教學設計(3)課
時： Period 3 教學內容： Page 4, 3a, 3b, 教學目的： Practice reading.Learn useful expressions.Practice writing.重點難點： v + ing phrase used as a subject
find / think + O + OC 教學工具： courseware 教學步驟：
Step 1.Make a statement.Firstly the teacher asks a student a question and the student answers.Ask several.Then have many more students make a statement one by one to introduce how he / she learns English.Step 2.3a.Reading
Firstly, read to the tape aloud.Pay attention to the pronunciation and the intonation.Read again, underline the useful expressions.Read once more.Fill in the chart.Check the answers.Step 3.Learn the useful expressions.1.Ask students to say the useful expressions they have underlined.2.Add if the students miss some.3.Learn some grammar: Ask a student to tell us how many sentences, which include v-ing phrase as a subject, are in the text.Point out the constructions.Explain why they are used.Teach the structure ”find / think + O + OC” and other grammar.Step 4.3b.Pairwork
Give the students a little time to prepare a role play.Ask some to share their work with the whole class.Step 5.Consolidation In Chinese, teacher says some important phrases from the text.Have the students tell us the English ones as quickly as possible.Unit 2 I used to be afraid of the dark.The First Period Teaching Contents: Section A 1a，1b，1c，2a，2b，2c Step I
Organization of class
1.Greeting 2.Warming up Step II
Presentation 1.Words Competition Show the class many words of appearance and personality.Get them to put the words in the right place.2.Guess: Who is the boy? Show the class some information about Harry Potter: He is a boy.He is not tall.He has curly hair.He is easygoing.He is very smart.He can see strange things and so on.3.Show two photos of the teacher — five years ago/ now.Ask the students some questions: What did I look like five years ago? What do I look like now? 4.Introduce the new conversations in Unit 2.I used to be fat.I am thin now.I used to have long hair.I have short hair now.I used to play basketball.I play ping-pong now.Step lIl
Teaching Tasks 1.Task One(Pairwork): Listening to the tape(1)Show the students two pictures and say something about the people in the picture.(2)Listen to the tape.Then fill in the blanks in lb，2a，2b.2.Task Two(Groupwork): Describing different persons(1)Show the students a set of pictures, such as a movie star, a sportsman, a teacher.(2)Get the students to discuss in groups and take notes, such as: Jacky Chan used to have big eyes, but now he has small eyes.(3)Ask two or three groups to present their answers.(4)Which group does best? 3.Task Three(Team work): Survey
(1)Ask the students to bring two photos of themselves to class.(2)Get the students to talk about the changes of their classmates and write down the key words in the form.(3)Let the team leader present their survey results.(4)Who has changed most in your team?(5)Which is the best team? Step IV
Summary Step V
Assign homework
Write a composition about your classmate before and now.The Second Period Teaching Contents： Section A 3a，3b，4 Step I
Organization of class 1.Greetings 2.Singing an English song Step II
Revision 1.Revise the conversations that the students learned in the first period.Ask them to talk about some pictures.2.Check the homework.Talk about what one person used to be like and she/ he is like now.Step IIl
Presentation 1.Show the class a picture of a big dog，then introduce the new conversations in 3a： I used to be afraid of big dogs.／I’m still afraid of big dogs.2.Ask the students some questions like this：
What did you use to be afraid of?／Are you still afraid of...? Step IV
Teaching Tasks 1.Task One(Pairwork)：Match the pictures with the phrases.(1)Show the students six pictures about the phrases in 3a.(2)Ask the students to talk about the pictures in pairs and match them.2.Task Two：Put checks in the first two columns.
(1)Show the students the first two columns about “I”, then get them to put checks.(2)Ask a group of students to read out their answers like this: I used to be afraid of.../ I’m still afraid of...3.Task Three(Pairwork)：Put checks in the last two columns.(1)Show the students the last two columns about “My Partner”.(2)Get the students to practice the dialogs in 3b.(3)Put checks in the columns.(4)Ask several pairs to present their answers.(5)Choose the best pair.4.Task Four(Groupwork): A survey(1)Show the students a form about the activities.(2)Get the students to fill in the blanks about “I”.(3)Get the students to ask their classmates and fill in the blanks about “My classmate”.(4)Ask the students to ask questions like this: What did you use to eat?/ What do you eat now?(5)Let two or three groups present their results.(6)Which is the best group? 5.Task Five(Teamwork): How has Zhongshan（中山）changed?(1)Show the class several pictures of Zhongshan city — Past and Now.(2)Get the students to talk about the pictures and write down the key words on the paper.(3)Ask two or three team leaders to present their opinions.Step V
Summary Step V
IAssign homework Get the students to write a composition about“Zhongshan has changed a lot!”
The Third Period Teaching Contents: Section B la, lb, 2a, 2b, 2c, 3a Step I
Organization of class Warming up Step II
Checking up the homework 1.Ask two students to read out their compositions(Zhongshan has changed a lot!).2.Get students to discuss the compositions.Step III
Presentation 1.Show the class four pictures in la.2.Ask students to describe what is happening in each picture: A girl is exercising in gym class.A girl is painting a picture.A boy is singing.A boy is looking at some insects.3.Ask students to check the things they liked to do when they were very young.Step IV
Teaching Tasks 1.Task One(Pairwork): I used to like to...(1)Point out the lines under the picture in lb.(2)Ask students to write down different things that they used to like to do.(3)Get students to discuss the answers in pairs, then ask some students to read out their sentences.2.Task Two: Listening practice(2a, 2b)(1)Ask students to listen to a dialog between a boy and a girl.(2)Ask students to check the sentences on the list that they hear on the recording.(3)Check the answers in 2a.(4)Play the recording again.Ask students to fill in the blanks with the words they hear.(5)Correct the answers in 2b.3.Task Three(Pairwork): Making up dialogs(1)Teach students the conversation in 2c.(2)Say some sentences using Did you...? and the answers Yes, I did./ No, I didn't.(3)Ask students to make similar dialogs in pairs.(4)Call on different pairs to read out their conversations to the class.4.Task Four(Groupwork): A debate(1)Show students a survey that the teacher did before the class.(2)Get them to discuss their hairstyles in the past and now like this: I used to have...hair, but now I have...hair.(3)A debate──Should students choose their own hairstyle? Why or why not? 5.Task Five: Reading Practice(1)Get students to read the story in 3a.(2)Ask students to complete the chart about Rose Tang then and now.(3)Check the answers.Step V
Summary Step VI
Assign homework 1.Ask students to Complete the letter in 3b(How I've changed!).2.Get students to talk to their parents and fill in the chart in 4a.
The Fourth Period Teaching Contents: Section B 3b, 3c, 4a, 4b, Self Check.Teaching Procedures: Step I
Organization of class Step II
Checking up the homework 1.Ask some students to read out the letter(How I've changed!).2.Get students to discuss their answers and choose the best one.Step lII
Teaching Tasks 1.Task One(Pairwork)Ask students to finish 4a before the class-Talk to their parents and fill in the chart in 4a.2.Task Two(Groupwork)(1)Ask students to talk about the contents in 4a with their classmates.(2)Choose two groups to present their answers.3.Task Three(Teamwork): How has Yu Mei changed!(1)Get students to talk about the pictures in Self Check 2.(2)Ask students to use the drills in Unit 2 to describe the pictures.(3)Ask students to write down a composition about Yu Mei on the paper.(4)Ask two or three of them to read out their compositions in class.(5)Choose the best one.4.Task Four(Teamwork): A survey── How has our life changed?(1)Show students some information in Unit 2.(2)Ask students to talk about how their life has changed since primary school and fill in the blanks in the survey form.(3)Ask the team leaders to present their survey results.(4)Choose the best team.5.Task Five: A composition about the changes in our life(1)Get students to write a composition on the paper.(2)Ask students to exchange their compositions and correct them.(3)Show the class one or two good compositions.Step IV
Summary Step V
Assign homework Finish Part One of Self Check.
The Fifth Period
Reading—E-mail English Step I
Organization of class 1.Ask the whole class some questions: What subjects do you study at school? What subject do you like best? Why? 2.Talk about the usage and importance of English.Step II
Introducing E-mail English What does e-mail English mean? What is it used for? Step III
Teaching Tasks 1.Task One(Pairwork)(1)Ask students to talk about the words in Part 1.(2)Ask students to fill in the chart with their partners and try to think of some more.(3)Check their answers.2.Task Two: Matching(1)Get the students to read the whole article as quickly as they can.(2)Try to finish the exercise in Part 2—Match each paragraph with its main idea.(3)Check the answers.3.Task Three: Deep Comprehension(1)Tell the students to read the article more carefully again.(2)Try to finish the exercise in Part 3—Match the words and expressions with their meanings.(3)Try to finish the exercise in Part 4—Find words or phrases for 1-5.(4)Check their answers.4.Task Four(Pairwork)(1)Ask the students to finish Part 5 in pairs.(2)Write a message to their partner using the e-mail English in this reading or other e-mail words.(3)Let some students read out their e-mails.(4)Choose the best one.Step IV
Summary Step V
Assign homework Write a reply to your partner, using the e-mail English as much as possible
Unit 3 Teenagers should be allowed to choose their own clothes.I.Learning objectives 教學目標 Skill Focus Talk about what you are allowed to do.Learn to talk about “agree” and “disagree”.Talk about the rules around the students.Learn to make rules or change rules reasonably.Language Focus
功能句式 Talk about what you are allowed to do(P18)
I think teenagers should be allowed to drive.Students should not be allowed to have part-time job.Talk about “agree” and “disagree”(P19)
I think students should be …
I disagree.They talk …
I agree.Do you think …?
No, I don’t.Talk about the rules(P20-22)
We have a lot of rules …
So do we.My friends and I goy to talk about the rules …
What school rules do you think should be changed?
詞匯 1.重點詞匯
license, silly, study, present, member, sleepy, reply, possibly, drop, final, count, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone 2.認讀詞匯
pierce, earring, concentrate, design, opportunity, volunteer, local, mess, newsletter, obey, achieve, realistic, taught, Kathy 3.詞組
get in the way, care about, instead of, stay up, concentrate on, at present, old people’s homestay up, be strict with, the other day, learn from, at present, be good for, English-English Dictionary
語法 should + be allowed to do ?
Strategy Focus 1.Reflecting 2.transforming information Culture Focus What rules do they have at school/home? What school or other rules do you think should be followed /changed? II.Teaching materials analyzing and rearranging教材分析和重組 1.教材分析
本單元以Teenagers should be allowed to choose their own clothes 為話題，共設計了四個部分的內容: Section A
該部分有4個模塊：第一模塊圍繞What should teenagers be allowed to do? 這一話題展開思維（1a）、聽力（1b）、口語(1c)訓練；第二模塊圍繞“agrees” and “disagrees”進行聽力（2a-2b）、口語(2c)訓練，并就所學語言結構進行總結（Grammar Focus）；第三模塊就“about following the rules”這一話題展開閱讀訓練（3a）和角色表演訓練(3b);第四模塊繼續就上一話題以小組活動形式展開討論。Section B 該部分有4個模塊：第一模塊是詞匯的學習（1a）與運用（1b）；第二模塊圍繞“One of the school rules”進行聽力（2a—2b）、口語訓練(2c)；第三模塊繼續圍繞The rules in school 這一話題展開閱讀（3a）和角色表演訓練(3b)；第四模塊就如何Make a list of rules以寫作形式展開訓練。Self Check 該部分有2個模塊：第一模塊以填空形式對所學詞匯進行訓練；第二模塊就一封信圍繞“agree or disagree” 進行閱讀和寫作的訓練。
Reading 該部分共設置了5項任務： 第一項任務以小組問題討論的方式激活學生相關背景知識；第二項任務讓學生通過閱讀獲取信息；第三項任務利用造句、尋找信息、討論等練習形式加深學生對閱讀內容的理解；第四項任務要求學生能運用所學知識解決實際問題；第五項任務要求學生完成介紹名人童年生活及成功之路的任務。2.教材重組和課時分配
Period I
(Section A: 1a, 1b, 1c, 2a, 2b, 2c)
New function presenting Period II
(Section A: 3a, 3b, 4)
Practice Period III(Section B: 1a, 1b, 2a, 2b, 2c)
Integrating skills Period IV(Section B: 3a, 3b, 4, Self Check 1, 2 & Workbook)
Reading
Period V
(Reading: Section 1—Section 4)
Extensive Reading
III.Teaching procedures and ways 教學過程與方式
Period I New function presenting Language goals 語言目標
1.Words & expressions 生詞和短語
allow, drive, pierce, driver, license, silly, earring, instead of 2.Key sentences重點句子
I think students should be allowed to go out with their friends.(P18)I agree./ I disagree.(P19)Do you think sixteen-year-olds should be allowed to work at night?(P19)Ability goals 能力目標
Enable the students to talk about things they are allowed to do and show “agree or disagree.” Emotion & attitude goals 情感和態度目標
Enable the students to understand some strict rules they have to follow.Strategy goals策略目標 Reflecting..Culture awareness goals文化意識目標 Follow the rules reasonably.Teaching important 教學重點
Talk about what they are allowed to do;agree and disagree.Teaching procedures and ways教學過程和方式
Step 1 Revision and Lead-in Ask one or more students to show their work.T:(Greet as usual)In the last unit, we learned how to write an e-mail to friends.Can you tell me what you often write in your e-mails?
S: We often write about our problems, our puzzles, sometimes our happiness and achievements to each other.T: How often do you surf the Internet? S: Once a week.T: If your parents don’t allow you to surf the Internet and you can’t write e-mails to your friends, what will you do? S: I won’t be happy.Perhaps I will get annoyed with them.T: Well.That means you have your rules in your family though you are unhappy.S: That ’s right.T: We need to communicate with our friends and parents.If you have different opinions with your parents, how can you communicate with them? We also have to obey our parents.This class we’ll talk about what teenagers should do in our daily life.T: Now I’d like you to see a picture.Show the picture.T: The students in the picture are from Chongqing.They’re having a debating
on the topic “What should teenagers be allowed to do?” Because they think
the topic is meaningful among teenagers.You are old enough to make clear
what to do and what not to do.Only after you understand and follow the
rules can you become useful people with a lot of abilities to our society.Most of middle-school students think
they should be allowed to do all the things they like, for example, they think: They should be allowed to — choose their own clothes — go out with their friends — have part-time jobs — get their ears pierced — watch NBA matches — do volunteer work — drive Write the above expressions on the Blackboard.T: But actually teenagers have to obey some rules they don’t like.What should you allowed to do and not to do is a big problem.Today we’re going to learn to talk about it.As a teenager, do you
think you should be allowed to drive? S1: I think so.T: Can you tell us your opinion?
S1: I think we are old enough.We should learn to drive.T: Thank you.And what about you, Lily? S2: I don’t think we should be allowed to drive, because most of us are busy with our study.Besides, we don’t have enough time to practice.And it’ll be very dangerous.Ask for more examples from other students and write “A”
country;the fifth one “twelve years old should be allowed to choose their own clothes ”, I don’t think they have correct comments on the materials or price.T: Terrific!Thank you very much for telling us.I think everyone may have his answer.Any answer is correct if you can give out convictive reasons.Step III Listening
T: Now please look at the picture.From the three small pictures, what can you guess the girl wants to do?
S: She says she’s going to the mall with John.Because John just got his license.Perhaps she wants to buy a nice T-shirt.But I can’t understand Picture 3 clearly.I can only be sure it’s something about piercing ears or earrings.T: Excellent.From the pictures we can just guess the main ideas.After listening to the recording, we can catch their meanings in detail.So listen to the tape carefully.Play the recording for the first time.T: All right.Most of you have circled “ T ” or “ F ” in the blanks.Now I’ll play it a second time, you may check your answers.Step IV Oral Practice
T: Please look at the statements in activity 1a and make conversations in pairs.The phrases in the
box below can help you.First practice them in pairs.Move around the class and check their work.Offer language help if needed.T:(a few minutes later)Now who’d like to share your ideas with others? Gentlemen first, please? Sample 1: S1: I think teenagers should be allowed to go out with their friends.S2: I agree.They are old enough.They can look after themselves well.T: Great.Thank you.You’ve told us you can look after yourselves.Another pair, can you tell us something else? Sample 2: S3: I don’t think twelve-year-olds should be allowed to get their ears pierced.S4: I agree.It’s too silly to wear earrings in the school.T: Wonderful.Thanks a lot.Not all girls wear earrings now, but in some parts of the country, girls still do so.And who can give us more examples? Sample 3: S5: I think students should be allowed to do homework with friends.S6: I disagree.They talk instead of doing homework.T: Very good!Thank you very much.Do your parents allow you to study with your friends? Encourage them to talk more about the reasons and their own opinions.Step V Listening Practice Ask the students to look at the picture on Page 19.T: We can see three persons in the picture.Are they talking to one another? S: No, two girls are talking, and the boy is working..T: Well, what are their conversations about? Does Molly agree, disagree or not know what Kathy thinks? Let’s listen to the tape for the first time.Please circle “Agrees”, “Disagrees” or “doesn’t know” to show what Molly thinks.Play the recording for the first time.Then check the answers.T: You’ll hear the same conversation again, This time please number Kathy’s and Molly’s answers in the correct order.Play the recording again, then check the answers.Step VI Pairwork T: From the listening, we know that in our daily life teenagers should and should not be allowed to do a lot of things.In different countries people have different opinions on it.Now please make a list of four things you should or shouldn’t be allowed to do.Discuss your list with your partner: What should or shouldn’t you be allowed to do? Get several groups of students to read their lists.Sample 1:
S1: Do you think teenagers should be allowed to have mobile phones? S2: Yes.It’s convenient for students and their parents to communicate each other.Sample 2: S3: Do you think teenagers should be allowed to have mobile phones? S4: No, I don’t.Perhaps students pay more attention to short messages than study.Sample 3: S5: Do you think teenagers should be allowed to go on a trip by themselves? S6: Yes, I do.They may ask “ Travel Agency ”to help them.Step VII Grammar Focus Ask the students to read the example sentences in the Grammar Focus box on Page 19 together.T:(After that)In this class, we have learned “should be allowed to do” and “should not be allowed to do”.(Pointing to the Bb)Who can tell us when to use them? What do they mean? From the sentences we have practiced, what can you conclude? S1: It’s a passive voice.In active voice, if we say, “should allow someone to do sth “, we can say, “someone should be allowed to do sth.” in passive voice sentence.T: Thank you.Anyone else can add it up? S2: If “shouldn’t someone to do sth.” We can use “someone shouldn’t be allowed to do sth”.T: Of course.And if you think so, you can say____.(Get students to fill in the blank)S3: I can say, “I agree.”
T: Quite right.If you don’t think so, you can answer_____.(Get them to fill in it again)S4: I can answer, “I disagree.”
T: Yeah.Besides, you can add your opinions after it.Step VIII Practice T: Here are some exercises.Please look at the screen and do it quickly.Show the following.Ex 1 Draw lines to make sentences.1.Little children shouldn’t be allowed to
a.play after class.2.Students should be allowed to
b.go into the classroom.3.Girls shouldn’t be allowed to
c.watch TV too long.4.If you are late, you should be allowed to
d.smoke.5.Students should be allowed to
e.wear skirts in P.E class Ex 2
Write about two things you are allowed to do and not allowed to do.Sample answers : 1.I’m allowed to have some change with me.2.I’m not allowed to have a fight with others.3.I’m allowed to ask for a leave if I’m sick in P.E lesson.4.I’m not allowed to copy others’ homework.Step IX Homework T: Two tasks for you: 1.Listen to the conversation repeatedly.2.Try to remember the dialogue in the recording.Practice more with your partners.Unit 4
What would you do ? Language goal : Talk about imaginary situations.Structure
: What would you do if … ?
If I were you, I’d …
Important point : Talk about imaginary situations.Difficult point : How to use “ Would you do sth.if …… ?
The Subjunctive Mood Section A :
The First Period
(1a , 1b , 1c)Goals
●To learn to use Second conditional and Should for advice ●To listen and talk about imagined life Teaching point : The Subjunctive Mood Difficult point : The Subjunctive Mood
Teaching Methods : Scene teaching method / Teaching by induction / pair work Teaching Aids : A tape recorder / Computer powerpoint
Teaching Procedures :
Step 1
Revision and Lead-in Lead in by asking students these questions : 1.What will you do if you are free tomorrow ? 2.What will you do if it doesn’t rain tomorrow ? Step 2
Listening and Speaking 1.Ask students to read the picture on Page 26.T: When we talk about things that haven’t happened, we can use the words I would or I’d.Now look at the picture on Page 26.What can you see in the picture? S: We can see some people, a school, a zoo, a research lab, a bank.T: What are the people in the lower part of the picture doing? S1: Maybe they are thinking about the answers to the question shown in the picture.S2: The woman is reading a newspaper and they are all thinking of the answers to the question.T: Pretend you are the people in the picture, what would you do if you had a million dollars? S3: I’d buy a beautiful car.Write buy a beautiful car on the blackboard.S4: I’d build a research lab.S5: I’d give it to the Hope Project.S6: I’d travel around the world.S7: I’d give it to medical research.…
2.Ask for more ideas from the students.Write their ideas on the blackboard.3.Show the following to the students and then ask them to practice in pairs.-What would you do if you have a million dollars?-I would(I’d)____________.4.Students work in pairs and make dialogues.Step 3 Listening
Ask the students to listen to the recording and compare their answers with those in the recording.T: Next we’ll hear a conversation about how to spend a million dollars.The recording will be played twice.For the first time, listen to get the order you hear.1.Play the tape for the first time.T: For the second time, please number the picture in the order you hear them.2.Play the tape for the second time.Then check the answers.Step 4
1C Doing pairwork
Let’s pretend that we are the people in the picture on page 26.Talk with your partner about what you would do if you had a million dollars ? 1.Get the students to read the conversation.2.Have the students to work in pairs.3.Ask some pairs to act out their dialogues.Step 5
Language points explanation :
Step 6 Homework
1.Ask the students to do more practice as required in 1c on Page 26.2.Ask the students to prepare for the next period: Think about if you have any worries or problems in daily life.3.Ask the students to finish some exercises in Unit 4.Section A :
The Second Period
(2a , 2b , 2c , Grammar Focus)Goals
●To master some language points
●To go on learning The Subjunctive Mood
If I were you , I’d ……
●To improve the students’ listening ability
Teaching point : The Subjunctive Mood Difficult point : What if …… ?
Teaching Methods : Explanatory method / Teaching by induction / pair work Teaching Aids : A tape recorder / Computer powerpoint
Teaching Procedures : Step 1
Revision
Review The Subjunctive Mood by asking the students this question :
What would you do if you had a lot of money ? Then do some translation.如果我有很多錢，我會把它捐給慈善機構。2 如果我有很多錢，我會把它放進銀行的。3 如果我有一百萬美金，我會買一所大房子的。
Step 2
2a
Listening and circling
1.Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.2.Check the answers with the students.(2 , 3 , 5)Listen again and write down all the expressions in the book.be nervous, / be late for / at the party What to wear 疑問詞 + 動詞不定式
4.Read these sentences together.Step 3
2b Listening and checking
1.Listen to the tape again and check on page 27 the four things Larry’s sister says to him.2.Check the answers with the whole class.3.Language points explanation :
say to sb.worry about / be worried about
talk to sb./ talk with sb.have to do sth.If I were you , I’d wear a shirt and tie.If I were you , Id be a little late.If I were you , I’d take a small present.4.Read these sentences together.Pay more attention to No.1 , 3 , 4.Step 4
2c Doing pairwork
1.First give an example , then get them to work in pairs.For example :
Xu Linfeng, you are Larry.Men Yating, you are Larry’s sister.Xu is going to talk about his worries and Men is going to give him advice.X: I don’t know what to wear.M: If I were you, I’d wear a shirt and tie.X: I don’t have a present.What if everyone else brings a present? M: If I were you, I’d take a small present—a pen or something.X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom.He’ll introduce you to people.2.Explain “ What if …… ? and everyone else
eg.: 1 如果他不來，我們怎么辦 ？如果我們迷路了，怎么辦 ？
Step 5
Grammar Focus
1.Go through the sentences with the students.2.Explain the use of The Subjunctive Mood
表示一種不可能實現的愿望時使用。是一種假設。
3.Explain the structure of The Subjunctive Mood If 引導的從句用過去時，主句用would + V 4.Get the students to read the sentences together.5.Practice :
Have the students made some sentences by using The Subjunctive Mood.Step 6
Summary
1.Learn to use The Subjunctive Mood.2.To remember the language points.3.Can use “ What if …… ? ”
Section A :
The Third Period
(3a , 3b , 4)Goals
●To understand the students’ problems.●To go on learning The Subjunctive Mood
If I were you , I’d ……
●To practice the students’ oral ability
Teaching point :
The Subjunctive Mood Difficult point :
Attributive Clauses Teaching Aids :
Computer powerpoint
Teaching Procedures : Step 1
Revision
Review 2a and 2b in the second period.Read 2a and 2b together and get the students to pay attention to the sentences of The Subjunctive Mood.Step 2
3a Reading and matching
1.Go to page 28.Read the problems in the boxes and match them with the correct advice.2.Write down all the expressions.be shy / what to say / get nervous / lots of / go to bed / look terrible /
do well /take a walk / look friendly / feel shy
4.Explain “ too … to … ” and give more examples.He is too young to go to school.She is strong enough to lift the box.We are too careless to make many mistakes.Step 3
3b(Oral practice)
1.Come to 3b , ask the students if they have different advice for the problems in activity 3a , talk in pairs.2.Ask a pair to read their conversation.Step 4
1.Read the instructions to the class.2.Ask a student to read the sample conversation in the box.3.Have the students form groups of four to talk about the conversation in groups.Step 5
Summary
1.To master the language points in 3a.2.To master the sentences of the Subjunctive Mood.Step 6
Homework
1.Try to remember the language points in this period.2.Finish the exercises in Section A of 《雙語報》。
Section B :
The Fourth Period(1a 1b 2a 2b 3a)Goals
●To understand the personality survey.●To go on learning The Subjunctive Mood What would you do , if …… ?
●To practice the students’ listening ability.●To practice the students’ oral speaking ability.Difficult point : The Subjunctive Mood
Teaching Aids :
Computer powerpoint Tape recorder Teaching Procedures : Step 1
Revision
Review some expressions : 1.What to say / get nervous / look terrible / do well / take a walk 2.too … to … Step 2
1a 1.Warming up by learning about personality
Ask the students what is personality? What is your personality? 2.Describing and filling
Have the students turn to page 29 and fill in the blanks with words given.Step 3
1b 1.Ask the students in 1b Which words in activity 1a describe you? Tell your partner.What are you like? I think I am creative and outgoing.provide some words used to describe people for the students.2.Have the students work in pairs.Step 4
2a 1.Point to the chart and tell students that it is a quiz from a teen magazine.2.Read the instructions and point to the four questions.Read the questions to the class or ask different students to do it.3.Listening and checking
Cella is asking Bill questions from a personality survey.Check the questions Cella asks.4.Point out some language points in 2a
Give a speech / in front of / have a cold / tell sb.to do sth./ start doing sth./ want to be / wait for sb./ have dinner / introduce oneself Step 5 2b 1.Read the instructions and point to the list of questions and answers in 2a.2.Play the recording again.3.Check the answers.Step 6
3a 3a Reading and filling
1.Get the students to look at the survey in 2a and read the personality survey result below on page 30.then fill in the blanks with a, b or c.2.Check the answers with the students.3.Explain some points : annoy sb./ plenty of / be easy to do sth./ get along with / like doing sth.rather than / rather … than … Step 7
3b 1.Have the students to look at 3b.2.Read the example to the class.3.To write down their own personality survey based on the that in 2a.4.As students works , move around the classroom checking their work and offering language assistance as needed.Step 8
Summary
1.The Subjunctive Mood 2.Some useful expressions.Step 9
Homework
Section B :
The Fifth Period(1, 2)Goals
●To use the vocabulary in 1
.● Can write a reply according to the e-mail.●To master some language points.Difficult point : How to write a reply well ?
Teaching Aids :
Computer powerpoint Tape recorder Teaching Procedures : Step 1
Revision Review 2a in Section B 1.Read 2a together.2.Get the students to translate some useful expressions.Step 2
SELF CHECK
(1)1.Filling the blanks
Ask students to fill in the blanks on their own.On page 31 is a box with sentences in black.Read them and fill in the blanks with a correct word given.Make changes to the form if necessary.2.Check the answers.3.Ask students to make sentences with the words.Step 3
(2)
Write
1.Reading an e-mail.Read the instructions to the class.2.Explain the e-mail and some language points.Want sb.to do sth./ be sure / in fact / be shy / want to do sth./ let sb.down / be terrified of doing sth./ think of / come up with
3.Guide students to write the reply.Students are required to finish it individually.4.Get one or two and explain their mistakes.Step 4
Summary Step
Homework
Finish the exercises in Unit 4.Section B :
The Sixthth Period(Section 1 , 2 , 3)Goals
●To know the problems and accidents the teenagers have
..●Go on The Subjunctive Mood ●To master some language points.Difficult point : How to understand the article well ? Teaching Aids : Computer powerpoint Tape recorder Teaching Procedures : Step 1
Revision
Review some useful expressions in the Fifth period.Make speech / in fact / want sb.to do sth./ want to do sth./ let sb.down / come up with Step 2 Lead in
Lead in Section 1 by talking in groups.Discuss these :
Have you ever seen accidents ? What kinds of accidents do you know ?
What is the biggest problem a teenager has ? Step 3 Section 2
1.Have students read the reading materials.2.Answer some questions about the two pages.What would you do if you burned yourself by accident ? What would you do if you injured your knee ?
What would you do if someone offer you cigarettes ? What would you do if you get pimples ? Step 4 Language points explanation
kinds of / by accident / hurry to do sth./ find out / stop doing sth./ more than / a few / of course / tell sb.to do sth./ agree to do sth./ in a public place / ask sb.for Step 5 Section 3
3a
Ask students to pool the knowledge they have to answer the two questions.Step 6
3b
Ask students to go through the accidents mentioned in the reading then discuss.Step 7
Summary
1.Accidents and problems teenagers have.2.Pay attention to the Subjunctive Mood 3.Remember the useful expressions.Step
Homework 1.Finish the exercises in unit 4 2.Review the language points.Unit 5 It must belong to Carla.Ⅰ.Analysis of the Teaching Material 1.Status and Function The topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students' imagination and improve students' ability to deduce.Either less or more advanced students will be active in the activities in class.So it's useful to improve students' spoken English and communicative competence.(1)The first period mainly introduces the key vocabulary and the target language to students.Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can't.Meanwhile, students practice listening and writing the target language.(3)When reading an article, students can't help meeting with some new words.In the third period, students are asked to practise using the target language by talking about the new words, It's helpful to arouse students' learning interest and improve students' listening and speaking skills.(4)The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can't.(5)In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language.All the activities are designed to improve students' reading and writing skills.(6)In the last period, students learn a lot of proverbs.Proverbs are full of truth and advice.Students will benefit a lot in this class.2.Teaching Aims and Demands(1)Knowledge Objects In this unit, students learn to make inferences using the words must, might, could and can't.(2)Ability Objects To train students' listening, speaking, reading and writing skills.To train students' ability to deduce.(3)Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.We'll benefit a lot by learning proverbs.3.Teaching Key Points To learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can't.4.Teaching Difficult Points
To train students' listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can't.5.Studying Way Teach students how to make inferences using must, might, could and can't.Ⅱ.Language Function Make inferences Ⅲ.Target Language Whose volleyball is this
It must be Carla's.She loves volleyball.It could be Ted's.Ⅳ.Structure must, might, could and can't Ⅴ.Vocabulary picnic, chase, escape, belong to, toy car, plate', mystery, appointment, worried, wake, neighbor, garbage Ⅵ.Recycling suit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious Ⅶ.Learning Strategies 1.Sequencing 2.Deducing Ⅷ.Teaching Time Six periods The First Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary belong, belong to, plate, author, toy, picnic(2)Target Language Whose book is this
It must be Mary's.Wanda Wilbur is her favourite author.2.Ability Objects(1)Train students' listening skill.(2)Train students' communicative competence using the target language.3.Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.Ⅱ.Teaching Key Points 1.Key vocabulary 2.Target language Ⅲ.Teaching Difficult Points 1.Listen for the target language 2.Oral practice using the target language Ⅳ.Teaching Methods 1.Scene teaching method 2.Listening method 3.Pairwork
Ⅴ.Teaching Aids 1.Blackboard drawings 2.A tape recorder 3.A projector Ⅵ.Teaching Procedures Step I Revision Check homework.Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ 1a This activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong to plate n.author n.toy n.picnic n.Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture.Have students point to each item and say its name.Call students attention to the chart with the headlines clothing.Fun things and kitchen things at the top.Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart.Point out the sample answers.Get students to complete the task on their own.As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Clothing Fun things Kitchen Things hat volleyball plate jacket CD cups T-shirt toy car magazine book Step Ⅲ lb This activity gives students practice in understanding the target language in spoken conversation.Call students' attention to the chart.Set a time limit of two minutes.Students read the persons, the things and the reasons.Say, You will hear a conversation.As you listen, draw lines to connect the person in the first column with the thing in the second column.Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer.Say, The name Carla in the first column connects to volleyball in the second column because that's the thing they are talking about.And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen.Play the recording again.This time students listen and match each person with a thing and a reason.Check the answers.Answers Jane's little brother-toy car-He was the only little kid at the picnic.Mary-book-Wanda Wilbur is her favourite author.Carla-volleyball-She loves volleyball.Deng Wen-magazine-He loves cats.Grace-CD-She always listens to classical music.Tapescript Girl 1:Whose volleyball is this
Boy 1:It must be Carla's.She loves volleyball.Girl 1: How about this toy car
Girl 2: Oh, that toy car must belong to Jane's little brother.He was the only little kid at the picnic.And the magazine must belong to Deng Wen.He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeahThis book must be Mary's.Wanda Wilbur is her favourite author.Girl 1: OKand how about this CD
Girl 2: HmmmmmThe CD must belong to Grace.She always listens to classical music.Step Ⅳ 1c This activity provides oral practice using the target language.Point to the picture in Activity lb.Invite pair of students to say the conversation in the speech bubbles.SA: Whose volleyball is this
SB: It must be Carla's.She loves volleyball.Point out the conversation in the box.Invite another pair of students to say it to the class.SA : Whose book is this
SB: It must be Mary's.Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b.Say.Now work with a partner.Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b.Talk about who each thing might belong to and give a reason.Get students to practice in pairs.As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity.Get different pairs of students to say their conversations to the class.Step Ⅴ Summary Say, In this class, we've learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step Ⅵ Homework(1)Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Step Ⅶ Blackboard Design Unit 5 It must belong to Carla.Section A The First Period 1.Key vocabulary: belong v.belong to plate n.author n.toy n.picnic n.2.Target language: Whose book is this It must be Mary's.Wanda Wilbur is her favourite author.Unit 5 It must belong to Carla教案示例(2)Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary band, hair band(2)Target Language Whose notebook is this
It must be Ning's.It has her name on it.Whose French book is this
It could be Ali's.She studies French.Whose guitar is this
It might belong to Alice.She plays the guitar.Whose T-shirt is this
It can't be John's.It's much too small for him.2.Ability Objects(1)Train students' listening skill.(2)Train students' writing skill.(3)Train students' ability to deduce.3.Moral Object Use your mind, then make inferences correctly.Ⅱ.Teaching Key Points 1.Listening and writing practice using the target language.2.Make inferences using the target language.Ⅲ.Teaching Difficult Point Make inferences using the target language.Ⅳ.Teaching Methods 1.Practice method 2.A game Ⅴ.Teaching Aids
1.A tape recorder 2.Real objects Ⅵ.Teaching Procedures Step I Revision Revise the conversations in lb.Get different pairs of students to talk about who each thing might belong to and give a reason.Step Ⅱ 2a This activity provides listening practice using the target language.Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number.Say.Bob and Anna found a backpack in front of their school.Listen and write down the things in the backpack.Point out the sample answer.Play the recording the first time.Students only listen.Play the recording a second time.Students write the correct words in each blank.Check the answers.Answers 1.T-shirt 2.hair band 3.tennis balls Tapescript Bob: Oh, look!Whose backpack do you think this is Anna: I don't know.Look, here's a school T-shirt.Bob: Well then, the person must go to our school.Oh!Here is a hair band, so the person can't be a boy.Anna: It could be Kumi's hair band.She has long hair.Bob: Or the hair band might belong to Linda.She was at the picnic, wasn't she
Anna: Yes, she was.But then the backpack could belong to Rita.She's always forgetting things.Bob: Oh, look!Tennis balls.Anna: Then it must be Linda's backpack.She has long hair and she's on the tennis team.Bob: You're right!Step Ⅲ 2b This activity provides listening and writing practice using the target language.Call students' attention to the chart.Point to the numbered list of sentences which contain a blank.Read the sentences to the class saying blank when coming to a write-on line.Say, You are to hear the same recording again.This time please fill in the blanks in these sentences using the words must, might, could or can't.Point out the sample answer.Play the recording.Students listen and fill in the blanks.Check the answers.Answers 1.The person must go to our school.2.The person can't be a boy.3.It could be Mei's hair band.4.The hair band might belong to Linda.5.It must be Linda's backpack.Point to the box that contains the explanations of how to use the words must，might, could and can't.Read the explanations to the class.Use “must” to show that you think something is probably true.Use “might” or “could” to show that you think something is possibly true.Use “can't” to show that you are almost sure something is not true.And then have different students explain in his/her own words what each word means.Encourage students to make their own sentences using these words.For example, for the word must, a student might say, The English magazine must be Li Lei's.He likes reading English magazines very much.Step Ⅵ 2c This activity provides writing practice using vocabulary introduced in the unit.Read the instructions to the class.Point to the list of sentences that contain a blank.Say, Please fill in the blanks with the words from this unit.Some answers will vary.Elicit the first answer from the class(The notebook must/might be Ming's.It was on her desk).Get students to complete the task on their own.As students work, move around the classroom answering any questions they may have and offering help as needed.Check the answers.Answers The notebook must/might be Ming's.It was on her desk.The homework can't be Carla's.She wasn't at school today.The soccer ball might be John's or Tony's.They both play soccer, don't they
The French book must be Li Ying's.She's the only one who's studying French.I can't find my backpack.It might/must be still at school.The photo must be Lu's.Those are his parents.The red bicycle can't be Hu's.She has a blue bicycle.The ticket might be my aunt's or uncle's.They are both going to the concert.Step Ⅴ Grammar Focus Ask students to say the questions and answers in pairs.At the same time, write them on the blackboard.SA: Whose notebook is this
SB: It must be Ning's.It has her name on it.SA: Whose French book is this
SB: It could be Ali's.She studies French.SA: Whose guitar is this
SB: It might belong to Alice.She plays the guitar.SA: Whose T-shirt is this
SB: It can't be John's.It's much too small for him.Invite a student to underline the words must, could, might and can't and then write them in a list on the blackboard.Ask students, what does it mean when you say something must be true How sure are you that it is true 100 percent 50 percent 10 percent
When a student answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and can't.Optional activity Ask all but four students to put their heads down on their desks.Meanwhile, collect one item each
from the four students.Play the game like this: T:(Holding up a pen)Whose pen is this S1:It could be Li Lei's.T: Li Lei, is this your pen L: No, it isn't.T: It can't be Li Lei's.He says it's not his.S2:It might be Wu Jun's.T: Wu Jun, is this your pen W: Yes, it is.T: He says it's his.The pen must be Wu Jun's.(Holding up a notebook)Whose notebook is this
S3: It must be Li Na's.I gave it to her as a birthday present.Repeat the process with the other items.Step Ⅵ Summary Say, In this class, we've clone some listening and writing practice using' the target language.And we've learned how to make inferences using the words must, might, could and can't.Step Ⅶ Homework Make two sentences each using the words must, could, might and can't.Step Ⅷ Blackboard Design Unit 5 It must belong to Carla.Section A The Second Period Target language: A: Whose notebook is this B: It must be Ning's.It has her name on it.A: Whose French book is this
B: It could be Ali's She studies French.must 100% could 20%～80% might 20%～80% can't 0% A: Whose guitar is this B: It might belong to Alice.She plays the guitar.A: Whose T-shirt is this B: It can't be John's.It's much too small for him.Unit 5 It must belong to Carla教案示例(3)I.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2)Target Language
What do you think “anxious” means Well, it can't mean “happy”.It might mean “worried”.Oh, yes, she is worried because of her test.Here are some earrings.The owner can't be a boy.Well, it could be a boy.The earrings might be a present for his mother.2.Ability Objects(1)Train students' reading skill.(2)Train students' communicative competence using the target language.Moral Object When you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ.Teaching Key Points 1.Reading practice 2.Oral practice using the target language Ⅲ.Teaching Difficult Points 1.Key vocabulary 2.Target language Ⅳ.Teaching Methods 1.Practice method 2.Pairwork 3.A game Ⅴ.Teaching Aid The blackboard Ⅵ.Teaching Procedures Step I Revision Revise the usage of the words must, might, could and can't by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed.Then invite different students to say their sentences to the class.Step Ⅱ 3a This activity provides reading practice using the target language.Call students' attention to the picture.Ask students to tell what's happening in the picture.T: What's the girl doing
Ss: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes.Say, Right now the parts are in the wrong order.When they are in the right order, they will make a clear message.Now please read the parts carefully.Number them in order.When you are doing this, you will meet with some words you don't know.Don't worry too much about them.Just circle them.We'll talk about what they mean later.Get students to complete the task on their own.Point out the sample answer.Say.The first sentence of the e-mail message is I'm really anxious, because I can't find my backpack.Check the answers.Answers
The notes should be numbered in this order: 5,2,4,3,1 circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Step Ⅲ 3b This activity provides oral practice using the target language.Read the instructions to the class.Point to the sample conversation.Invite a pair of students to say it to the class.SA: What do you think “anxious” mean SB: Well, it can't mean “happy”.SA: It might mean “worried”.SB: Oh, yes.She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a.Use the words can't, must, could or might as in the sample.Get students to work with a partner.As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have.Some time later, stop the activity.Ask different students to share their conversations with the class.Make a list of the words students are talking about on the blackboard.drop v.symphony n.opotometrist n.appointment n.algebra n.crucial adj.count v.because of Practice the pronunciation of these words and explain the meaning of each word.Optional activity Have students write the new words in Activity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word.Ask a student to write the correct spelling in the first space.Ask another student to write the meaning of the word in the second space.For example: xosainu anxious worried cuilarc crucial aegarbl
Step Ⅳ Part 4 This activity provides oral practice using the target language.Call students' attention to the picture.Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard.Point to the sample conversation.Invite a pair of students to read it to the class.SA: Here are some earrings.The owner can't be a boy.SB: Well, it could be a boy.The earrings might be a present for his mother.Write the conversation on the black board.Explain the meaning of each sentence.Focus attention on the chart with the headlines Can't, Could/might and Must at the top.Point out the
sample answer.Read the instructions to the class.Get students to complete the task in pairs.As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step Ⅴ Summary Say, In this class, we've learned some vocabulary words, such as drop, symphony.And we've done much oral practice using the target language.Step Ⅵ Homework 1.Read the letter in Activity 3a again for further understanding of the vocabulary words.2.Read the conversations in Activities 3b and 4 again for further understanding of the target language.3.Finish off the exercises on pages 15～16 of the workbook.StepⅦ Blackboard Design Unit 5 It must belong to Carla.Section A The Third Period 1.Vocabulary words: drop v.symphony n.optometrist n.appointment m algebra n.crucial adj.count v.because of Chinese-English dictionary Oxford University 2.Target language:(1)A: What do you think “anxious” mean B: Well, it can't mean “happy”.A: It might mean “worried”.B: Oh, yes.She is worried because of her test.(2)A: Here are some earrings.The owner can't be a boy.B: Welt, it could be a boy.The earrings might be a present for his mother.Unit 6 I like music that I can dance to.I．Teaching Guide Aims 1.Learn how to express preferences and causes.2.Write a review of a book, a movie or a CD.Sentence Structure 1.What kind of music do you like? I like music that I can sing along with.What about you?
I prefer music that has great lyrics.I love singers who write their own music.2.Carmen likes musicians who play different kinds of music.Does Xu Fei like the Moderns? No, he doesn’t.He prefers…
3.What CD did you listen to recently? That’s not really important to me.I like movies that are sad / that have scary monsters.Vocabulary prefer, lyric, remind of, entertainment, feature, photography, photographer, exhibition, gallery, suggest, honest, expect, on display, suit, energy… Grammar Attributive Clause Tasks Task 1.The kinds of friends you like.Task 2.The school uniforms you like.Task 3.All about music.Task 4.A book, a movie or a CD reviews.II．Teaching Procedures and Tasks Word Study 1.prefer v.更喜愛，更喜歡
choose sth rather than sth else;like sth better.1)prefer + n.I prefer groups that play quiet and gentle songs.我更喜歡演唱輕柔音樂的組合Jennifer prefers musicians who write their own lyrics.2)prefer sth to sth 比?更喜歡?
Which would you prefer , coffee or milk ? 咖啡和牛奶，你喜歡哪一個？
I prefer milk to coffee.與咖啡相比，我更喜歡牛奶。
I prefer walking to cycling.我喜歡步行，不喜歡騎自行車。
3)prefer to do sth 寧愿做某事
She prefers to be alone at home.她寧愿獨自在家。2.dance to the music 伴隨著音樂跳舞
sing along with the music 和著音樂一起唱 3.remind sb of sb / sth 提醒，使?記起?
This music reminds me of my childhood.這首曲子使我想起了我的童年。4.lyrics 歌詞
rhythm 節奏韻律
melody / tune曲調
5.feature: n.面貌的一部分(眼,口,鼻等);顯著的或有特色的方面、品質或特點 A prominent or distinctive aspect, quality, or characteristic.a feature of one's personality;a feature of the landscape人格特征；地形特點 6.photograph.n.照片，相片
photography.n.攝影, 攝影術
photographer.n.攝影師
7.suggest: to bring or call to mind by logic or association;evoke: 使人想到：通過邏輯或聯想使想起或喚起；喚起：
a cloud that suggests a mushroom;a ring-like symbol suggesting unity.一朵讓人想到蘑菇的云；讓人想到團結的環狀標記
8.suit: to meet the requirements of;fit.適合，符合?的要求： This candidate does not suit our qualifications.這個候選人不符合我們的條件
9.expect vt.to look forward to the probable occurrence or appearance of 期待
expecting a telephone call;expects rain on Sunday.等電話；等待星期天下雨 10.though
1)adv.用于口語中，in spite of this;however;“盡管如此，然而”，放在句尾。
I expect you’re right－I’ll ask him, though.我認為你說得對－我去問問他也好。She promised to phone.I heard nothing, though.她答應要打電話來，但我沒聽到回信兒。
2)conj.although;despite the fact that “雖然盡管”, 放在句首或句中不與but連用
She won the first prize , though none of us had expected it.她得了頭獎，雖然這件事我們都沒想到。[Homework](1)Go over the new words and phrases.(2)Finish SB p49 1
Period 1 Task 1.The kinds of friends you like.1.Friends play a very important role in our daily life.What kind of friends do you prefer? Make a list about the topic.Pay attention to “who”.e.g.outgoing，not silly，love sports，can keep secrets… I prefer friends who are easygoing and generous.I like friends who love sports because… I don’t prefer friends who are…
2.Write a small article about what kinds of friends you prefer.e.g.Friends play an important part in my life.I prefer friends who are easygoing and generous.And I like friends who love sports because I’m very good at sports.I don’t prefer friends who are shy or selfish.I like friends who I can tell my worries to, because I need help sometimes.I hope that I can make more friends.3.Note down all the sentences with the word “who”.Task 2.The school uniforms you like.1.In Unit 3, we talked about the kind of clothes we wear.Most of the classmates think we should be allowed to design our own school uniforms.Can you tell me what kind of school uniform do you prefer? Pay attention to “that”
e.g.original，not ugly，out of style…
I can’t stand clothes that are…
I don’t prefer clothes that are…
I prefer school uniforms that are…
2.Write a small article about what kinds of school uniforms you prefer.e.g.I don’t like our uniforms at all because they are ugly.I can’t stand clothes that are ugly and out of style.I prefer clothes that are unusual.And I don’t prefer clothes that are not comfortable;I don’t like clothes that are too expensive, either.If I can design our own uniforms, I will design clothes that are fashionable and comfortable… [Grammar Focus: Attributive Clause] 1.Pay attention to the two articles we wrote just now, and find out the rules of using “that” and “who”.Try to analyze some of the sentences.e.g.I have an apple.+ An apple is red
I have an apple that is red.31
I have an apple +(that)is red.修飾先行詞an apple
e.g.I like my friends.+ My friends like sports.I like friends who like sports.I like my friends +(who)like sports.修飾先行詞my friends 2.Show Ss the rules: 1)人(n.)+ who + 從句 物(n.)+ that + 從句
2)關系代詞who / that的作用：
a.做代詞，代替先行詞
b.在從句中擔任句子成分：主語或賓語
c.做連詞，把主句和從句連接起來
3)who / that 在定語從句中做主語時，謂語動詞的單復數應與先行詞保持一致
e.g.I prefer shoes that are cool.I like a sandwich that is really delicious.I love singers who are beautiful.I have a friend who plays sports.[Homework](1)Workbook(2)Supplementary grammar excises.(3)Bring your favorite CD to class tomorrow.Period 2 Task 3.All about music.1.Lead-in.Review the name of different kinds of music:
pop, dance, Latin, rock & roll, classical, rap, country, folk, new age, light… 2.Listening: 1a, 2a, & 2b.3.List as many as phrases to describe the kind of music: e.g.quiet, loud, gentle, energetic, slow, fast, exciting, crazy, not noisy, not too loud，can dance to, can sing along with, has great lyrics, can make me cry…
List as many as phrases to describe the kind of musicians: e.g.can write their own songs, can play different kinds of music, can make us happy, can play original music…
4.Interview your partner about his favorite music and musician.[P46 4.] e.g.What kind of music do you like? I like music that I can sing along with.What about you? I prefer music that has great lyrics.What kind of music you don’t like.I don’t like music that is too loud.I can’t stand dance music.What kind of singer or musician do you prefer / don’t like? I love singers who write their own music.I can’t stand male singers who keep crazy long hair.4.A CD Review: Reading [P46 3a.]
Take our your favorite CD, and introduce your favorite CD to your partner.Take notes and make a CD review.[P46 3b.] e.g.What kind of music is it? What’s the name of your favorite CD? Why do you like this CD? Why is it so special to you? What do you dislike about this CD? What does it remind you of? 5.Give us an oral report about your or your partner’s favorite CD.See 3a.Ask someone to play a song for the students.Then have a class discussion about the musical group and about that particular song.Ask students to raise their hand when they want to speak.Help students use the language they have learned to say what they like and dislike about the music.6.Write your own CD or music review.e.g.When I am stressed out, I always listen to music to relax myself.I like music that is quiet and gentle.So, my favorite music is country.This music is great because it has great lyrics.I don’t like music that is too loud.I can’t stand rap music.I prefer musicians who can write their original lyrics.I like singers who can sing the words clearly.My favorite singer is John Denver.You can listen to his music at night with your bedroom light on.He is terrific, I think.The music reminds me of peaceful life.[Homework](1)Writing: A CD / music review(2)Workbook
Period 3 Game: A review of attributive clause 1.Cut up slices of paper.On each slip, write a sentence starter describing a preference.e.g.I like songs that … I love clothes …
I love singers … I prefer friends …
I prefer music… I don’t like books …
I like food … I don’t like people …
2.Divide the class into two teams.(A-B / Boys-Girls)Place the slips in a paper bag.Invite the first student from team A to take a slip and look at it.He or she has ten seconds to complete the sentences correctly.Pay attention to the use of “that” and “who”.If he finishes the sentence correctly, he won a point for his team.Then, team B follows up.Task 4.A book, a movie or a CD reviews.1.Write down the name of your favorite book or movie.Interview each other [P47 2c] 2.Listening 2a, 2b.3.Reading 3a.Ask the Ss to read 3a and complete the chart.Then check the answers.Pros Cons Movie The fisherman’s wife was funny.It’s too long and it’s really boring.Exhibition There are many great photos of people and of the countryside.The few city photographs are less successful.Band They play the kind of music that I love to hear.Every song is really loud and often you can’t understand the words.4.Self-check 2.5.3c.write a review of a book you have read, a CD you have listened to, or a movie you have
seen.[Homework](1)Writing: a review of a book, a movie or a CD.(2)Workbook
Unit 7 where would you like to visit? I.Analysis of the Teaching Material 1.Status and Function In this unit, students learn to talk about places they would like to visit.This is a topic that students will be very interested in.That will be very helpful to practice using the target language.All the students can make great progress in expressing the places which they would like to visit.(1)The first period mainly provides some new vocabulary to the students to describe different kinds of vacations.And it gives students practice in listening and speaking on the target language “Where would you like to go on vacation? I’d love to visit Mexico.”
(2)The activities in the second period give students more listening and oral practice using more target language.They are helpful to improve students’ listening and speaking skills.(3)In the third period, students learn to get detailed information from an article.And they will do some writing and oral practice as well.They will improve their reading, speaking and writing skills and know something about Singapore and some other places all over the world.(4)The fourth period provides more listening practice to train the students to understand the target language in spoken conversation and write the target language.It also provides some more oral practice using the target language.(5)The fifth period is designed to train students’ reading and writing skills.(6)The activities in the last period are used to train students’ writing skill.2.Teaching Aims and Demands(1)Knowledge Object In this unit, students learn to talk about places they would like to visit.(2)Ability Objects To train the students’ listening, speaking and writing skills using the target language.(3)Moral Object Wherever you travel in the world, you are able to use English.3.Teaching Key Point To help students learn and grasp the key vocabulary words and the target language.4.Teaching Difficult Points(1)To train students’ listening, speaking, reading and writing skills.(2)To train students’ communicative competence.5.Studying Way Get the students to know more about the world and be interested in traveling.Ⅱ.Language Function Talk about places you would like to visit.Ⅲ.Target Language 1.Where would you like to go on vacation? I’d love to visit Mexico.2.I hope to go to France some day.Ⅳ.Structure
Second conditional without if clause Hope to Ⅴ.Vocabulary jungle, historic site, botanical garden，exotic, thrilling, fascinating, peaceful, take it easy, tiring, educational, trek, explore, Singapore, touristy, customer, pack, light, heavy, downtown, provide, offer Ⅵ.Recycling France, Brazil, Japan, vacation, zoo, mountain, dangerous, fun, relaxing, entertainment, shopping, hiking, visit Ⅶ.Learning Strategies 1.Classifying 2.Role playing Ⅷ.Teaching Time Seven periods
The First Period Ⅰ.Teaching Aims and Demands Knowledge Objects(1)Key Vocabulary Tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site(2)Target Language Where would you like to go on vacation? I’d like to trek through the jungle, because I like exciting vacations.2.Ability Objects(1)Train students to talk about places they would like to visit with the target language.(2)Train students to describe vacations with different adjectives.(3)Train students’ listening skill.3.Moral Object, It′s more interesting to go on vacating somewhere instead of staying at home.Ⅱ.Teaching Key Points 1.Key Vocabulary Tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site 2.Target Language Talk about different places with the target language.Ⅲ.Teaching Difficult Points 1.Describe vacations with different adjectives.2.Talk about different places with the target language.Ⅳ.Teaching Methods 1.Teaching by illumination 2.Teaching by doing chain drills
3.Teaching by pair work
Ⅴ.Teaching Aids 1.A tape recorder and a projector 2.Some pictures of different places with famous views
Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the language points in Unit 6.Provides some questions, what kind of music does you like/love/prefer? What kind of clothes/writers/movies/… Do you like/love/prefer?
Then ask two pairs to make model conversations to the class to make sure they answer, I like/love/prefer music that…I prefer writers who… Next ask students to practice in pairs.Walk around the classroom listening to them, correct some errors they may make and be sure they are answering with sentences with relative clauses.2.Revise the words and expressions in Unit 6 by dictating the following: Lyric, remind of, entertainment, exhibition, gallery, on display, energy, suggest, photograph, suit
Step Ⅱ 1a This activity trains students to use the new vocabulary to describe the vacations.At first introduce the key vocabulary.Show the new vocabulary words on the screen by a projector:
tiring ad．引起疲勞的；累人的
educational ad．教育的；有教育意義的 fascinating ad．迷人的；有極大吸引力的 thrilling ad．令人激動的；令人震顫的 peaceful ad．平靜的；寧靜的；和平的 exotic ad．外(國)來的；外國產的
trek v．(緩慢或艱難地)旅行；長途跋涉 jungle n．熱帶叢林；密林
take it easy 從容；輕松；不緊張 explore v.探險；考察
historic ad．歷史上著名的；歷史上有重大意義的 site n.地方；場所
Point to the words and teach the children to read them several times till they can pronounce the words fluently and correctly.After that, try to let students explain the adjectives and make up sentences with them.For example, exciting, do like this: Let’s try to explain some new adjectives in our own words and make up some sentences now.See exciting first.Who can explain it in your own words in English? What does exciting mean? Help the children to explain it.Exciting means not boring, or means hard to be quiet.Who can make up a sentence with it?
Give an example sentence with it, please.Ask several ones to say their sentences to the class.For example, Surfing makes us exciting.The boy is very exciting when he is watching a football match.Then do the same with these new words in the box: tiring, educational, peaceful, fascinating, thrilling, exotic Read the instructions to the students.Be sure that everyone knows what to do.Tell students to look at the posters in the picture and compare them.We can see three posters.Tell me what you can see in each one.Then discuss the three posters with students.For Poster One, help students to say, it is a beach.A man with sunglasses is sleeping, etc.Do the same to the other two posters.Read the words on each poster to students and then let them read together several times.Ask some ones to tell the Chinese meanings of the words to see if they can understand them.Do some explanation if necessary.Call the students’ attention to the chart.Point to vacation 1, 2 and 3 in the chart.Say, Let’s choose the adjectives from the box for the three vacations.The adjectives you choose should correspond with the posters.Now let’s use Vacation 1 as a sample.Which adjectives should we choose? Who can tell me? Then ask several students to tell the class the words they’vet chosen.Write down their answers on the blackboard like this: Vacation 1 Take it easy on a Florida beach!Adjectives: relaxing, peaceful, boring Who has got some other adjectives to describe it? Some other adjectives you know, but not in the box? Ask some to say more besides the ones in the box, such as quiet, lazy.Write them on the blackboard, too.Please fill in the chart with the adjectives now.Note to match the posters.Get them to fill in the answers by themselves.As they work, move around the room checking their progress and answering questions they may have.Check the answers.Provide the possible answers on the blackboard.Possible answers include Vacation 1: relaxing, peaceful, boring Vacation 2: exciting, tiring, dangerous.Educational, fascinating, interesting, fun, thrilling, exotic Vacation 3: exciting, educational, peaceful, interesting
Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation.Read instructions to students.We’all listen to three students talking about where they would like to go on vacation and why.See the sample answers in the chart.Write your answers like that while you hear.Look at the three posters in Activity la and do this part.Each one of the three students, Sam, Gina and Lydia, wants to go to one of the three places.Play the tape for the first time, and tell the students not to write in a hurry, just try to catch the main idea of the dialogue.37
Then play the recording again.Ask them to write their answers this time.Check the answers.Answers 1.Sam, Brazil, likes exciting vacations 2.Gina, Japan, has been bored lately 3.Lydia, Florida, has been stressed out Typescript Boy 1: Look at those travel posters.I’d love to go on a vacation.Girl 1: Where would you like to go, Sam? Boy 1: I’d love to go trekking in the Amazon jungle in Brazil.Girl 1: You would? Boy 1: Sure.I like exciting vacations.Girl 1: Would’t that be dangerous? Boy 1: No, not really.How about you, Gina? Where would you like to go? Girl 1: Well, I’vet been kind of bored lately.I think I’d like to see the historical sites in Japan.Boy 1: Hmm, that would be fascinating.What about you, Lydia? Girl 2: Oh, I’m stressed out.I’d just like to relax on a beach… You know a beautiful beach in Florida.Boy 1: That sounds peaceful.Step Ⅳ 1c This activity provides guided oral practice using the target language.Present ate this dialogue, showing some pictures of the places with great interest all over the world and say like this: I’d like to travel to France.I’d love to visit Paris, because I like relaxing vacations.Where would you like to go on vacation, Sam? Ask one student to answer the question.After that let him or her ask another student.Set off a chain drill like this: T: I’d love to visit Paris, because I like relaxing vacations.Where would you like to go on vacation, S1? S1:I’d like to climb Mount Email, because I like dangerous vacations.Where would you like to go on vacation, S2? Ss: I prefer to travel to the USA, because I like exotic vacations.Where would you like to go on vacation, S3? S3…
After a team finished get the children to make their own conversations in pairs.Ask two students to read the example in the speech bubbles in Activity la.Tell them to talk about the posters with their partners this time.As students work together, move around the classroom, offering language support as needed.Ask some pairs to say their conversations to the class.Step Ⅴ Summary In this class, we’vet learned some adjectives that are used to describe vacations and some other
words.We have also learned the target language—Where would you like to go on vacation? I’d like to trek through the jungle because I like exciting vacations.Step Ⅵ Homework 1.Try to remember the new key vocabulary.2.Write out three similar conversations to the example in the picture in Activity 1a.Step Ⅶ Blackboard Design
Unit 7 Where would you like to visit? Section A The First Period Possible answers to Activity 1a: Vacation 1: relaxing, peaceful, boring Vacation 2: exciting, tiring, dangerous, educational, fascinating, interesting, fun, thrilling, exotic Vacation 3: exciting, educational, peaceful, interesting
The Second Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Fall, Niagara Falls(2)Target Language Where would you like to visit? I’d like/hope to visit/see… I’d like/love places where… 2.Ability Objects(1)Train students’ listening skill.(2)Train students’ communicative competence.3.Moral Object It can make you know more about the world to travel much.Ⅱ.Teaching Key Points 1.New words fall, Niagara Falls 2.Listening practice with target language 3.Make communications with target language Ⅲ.Teaching Difficult Points 1.Train students’ listening practice with target language.2.Help students to make communications with target language.Ⅳ.Teaching Methods 1.Listening 2.Pair works 3.Explanation Ⅴ.Teaching Aids
1.A tape recorder 2.Some pictures of Hawaii, Mexico and Niagara Falls
Ⅵ.Teaching Procedures Step Ⅰ Revision(1)Revise the target language by asking Question, where would you like to go on vacation? Get several students to give different answers.Then ask them to work in pairs to practice with: Where would you like to go on vacation? I’d like/love to…because I like… Vacations.(2)Check homework by asking several ones to read their conversations.(3)Check homework by dictating the following words: Tiring, educational, fascinating, thrilling, relaxing, dangerous, exotic, trek.Jungle, take it easy, explore, historic
After dictating, hove students check in pairs.Make a survey by asking them to put up hands to see how many have written out all the words correctly.Step Ⅱ 2a This activity provides listening practice using the target language.Read the instructions to the students.Look at the four sentences in the box.They are from a conversation, but they are not in the right order.We will listen to a conversation talking about going on a vacation.We can see the number in from of the fourth sentence.It’s a sample answer Please write the right numbers before the first three sentences in the blanks.Then play the tape.Students only listen this time.Try to catch the main idea of the conversation.Next play the tape again.Students listen and write the numbers in the blanks.Check the answers.Answers The sentences should be numbered in this order: 3 4 2 1 Typescript Boy 1: Would’t it be great if we could go on a vacation together? Girl 1: Yeah.That would be wonderful!Boy 1: Where would we go? Girl 1: Well, I hope to visit Hawaii one day.Would you be interested in going there? Boy 2: Sure!I like places where the weather is always warm.Boy 1: But Hawaii is too touristy.Maybe we could go to Mexico.I love places where the people are really friendly.Boy 2: Well, Mexico would be nice, but we don’t know the language.I hope to see Niagara Falls some day.What about going there? Girl 1: Niagara Falls would be beautiful, but there’s not much to do there.Why don’t we all go to San Francisco together? It has everything—beautiful views, friendly people, exciting things to do…
Boy 2: That’s not a bad idea…If you pay for it.Step Ⅲ 2b
This activity provides listening practice using the target language, too.Read the instructions to students, and make sure that they know what to do.Look at the first column, “Place”.Someone does’t like going to these places.Why? Choose the reason for each place from the second column.Write the letters of the reasons in the blanks before the places/Let’s read the contents in the chart first.Get them to read the places and reasons several times.Then say, we’all listen to the same recording again.Listen and match each place with a reason for not going there.Play the recording again.Ask students to fill in their answers.Check the answers Answers 1.B 2.A 3.C
Step Ⅳ 2c This activity provides guided oral practice using the target language.Read the instructions to the students.Tell them to use the information in Activities 2a and 2b to role play conversations.(Holding a picture of Hawaii).I hope to visit Hawaii some day.Get a student to answer, so do I.I like places where the weather is always warm.Showing a picture of Mexico, ask two students to make up similar conversations.Note to use the information in Activities 2a and 2b.Do the same with the third place Niagara Falls.Say, now please role play the conversations in pairs, using the information in Activities 2a and 2b.Each pair makes one at least.As the students work, move around the room checking progress of the pairs and offering help as needed.Ask one or two move pairs to say their conversations to the class.Step 5 Grammar Focus Present ate the conversation below by saying to the students and writing it on the blackboard: Where would you like to visit? I’d like to go somewhere relaxing.Draw a line under the word relaxing.Then ask the children the same questions and tell them to answer in their own words.For example, I’d like to go somewhere interesting.I’d like to go somewhere exotic.After asking several children to give answers with different adjectives, get them to practice in pairs.Each pair makes two conversations.Next ask several pairs to share their conversations with the class.Then say, the adjectives usually come before the nouns, such as, an educational vacation, a tiring trip.But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns.For example: I’d like to go somewhere fascinating.I’d love to eat something delicious.After that, present ate another pair of sentences.Say to the students and write down on the blackboard: Where would you like to visit? I hope to go to France some day.Explain sentences with some day in English orally, like this，41
I hope to go to France some day.This sentence means I hope to go to France some day, but I’m not sure I will.Maybe I will go there in the future and maybe I won’t.The sentences with some day are often used to express that.Then have the children make up more sentences.Step Ⅵ Summary In this class, we’vet done some listening practice with target language.We have also practiced our oral English in pairs.And we’vet discussed something on grammar.Step Ⅶ Homework 1.Write out two pairs of sentences like this: Where would you like to visit? I’d like to go somewhere relaxing.Where would you like to visit? I hope to go to France some day.2.Practice the target language orally with the classmates.Step Ⅷ Blackboard Design
Unit 7 Where would you like to visit? Section A The Second Period Ⅰ.Answers to Activity 2a: 3 4 2 1 Ⅱ.Answers to Activity 2b: 1.B 2.A 3.c Ⅲ.Grammar Focus: 1.Where would you like to visit? I’d like to go somewhere relaxing.2.Where would you like to visit? I hope to go to France some day.The Third Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Touristy, spotlight" Singapore, beautiful, heavy, private, downtown, get around, Pack, light(2)Target Language Where would you like to go, Kathy? I’d like to visit Cumming.2.Ability Objects(1)Train students’ reading skill.(2)Train students’ skill of communication.42
3.Moral Object Share your experience on traveling in a city with your classmates and tell them what they should bring if they decide to visit it.Ⅱ.Teaching Key Points 1.Guide students to read the passage in Activity 3a.2.The new vocabulary Ⅲ.Teaching Difficult Point Help students to talk to their partners about the cities they know.Ⅳ.Teaching Methods 1.Teaching by illumination.2.Teaching by asking questions.Ⅴ.Teaching Aids 1.A projector 2.A video tape on Singapore or some photos, some photos of Dali an
Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the target language they learned last class by asking where would you like to go on vacation? Get several children to answer I’d like to…because…
2.Check the homework by asking some children to read the conversations they wrote to the class.Step Ⅱ 3a This activity provides reading practice using the target language.At first introduce the key vocabulary words.Show the key vocabulary words on the screen by a projector.touristy ad．游客很多的；游客常去的；適合游覽的 spotlight n．公共注意中心 Singapore n．新加坡
botanical ad．植物的；植物學的 heavy ad．大量的；多的 private ad．私人的；私有的
downtown n．(城鎮的)商業區；中心區 get around 觀光；到處走動
pack v.把??打包；把??裝箱 light ad．輕的
Teach students to read the vocabulary several times until they can read them out easily and correctly.Read the passage quickly and try to answer the questions on the blackboard.Write these questions on the blackboard: 1.What does’t Singapore have? 2.What does Singapore have? 3.Is Singapore also a wonderful place for shopping? 4.What don’t you plan on doing in Singapore? Why? 5.What is easiest to do in Singapore?
6.What is suggested to bring if you decide to go there? Why? A few minutes later(maybe two or three minutes), ask different students to answer the questions.Play the video tape of Singapore for students or show them some pictures.Next, read the instructions to students.Say, What things do you like about visiting Singapore and what things don’t you like? Read the passage again.Circle the things you like about visiting Singapore and underline the things you don’t like.Get them to finish the activity on their own.Check the answers.Possible answers may include Circled:…there are many things to do… It has a very large zoo, a beautiful botanical garden and lots of museums.It is also a wonderful place to go shopping.Underlined: Singapore is a small city…It does’t have any beaches or mountains… Don’t plan on driving in Singapore…traffic is heavy…Most private cars are not allowed in downtown Singapore.Singapore is very hot all year round.Step Ⅲ 3b This activity provides reading, listening and speaking practice using the target language.Read the instructions to students.Make sure that they know what to do.Ask two students to read the sample conversation on the left in Activity 3b, SA: Where would you like to go, Kathy? SB: I’d like to visit Cumming.SA: Sin’t it supposed to be very hot?
SB: Yes, it is.But it’s also beautiful, and it has lots of interesting museums.Note to correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Ask another pair to model a conversation with the first group of words on the right, the words in the first line.Listen to them carefully with the whole class to see if they can put the words in the proper places.Then let the whole class practice in pairs.Each pair should make up four conversations with the information on the right.Walk around the classroom as the students are working.Listen to some pairs and see if they have met any problems.Offer some help as needed.After all the students have finished practicing, ask some more pairs to share their conversations with their classmates.Step Ⅳ Part 4 This activity provides reading, writing and speaking practice using the target language.Read the instructions to the children.Make sure that they understand it.Say, first think of a city you know everyone.I think of Dali an.What about you? Ask several ones to tell the names of the cities they’vet thought of.Then say, Please write down the name of the city you’vet thought of on the line above city name in the chart.After that, show some photos of Dali and to the students around the room.Then continue saying, Dali an is a very beautiful city with wonderful beaches.It has very long coast.It also has quite a few big and nice parks.Some are near the sea and some are not.I like the big museum of different kinds of sea animals, too.What about you? What do you like about the cities you’vet written in your book?
Ask two or three to say something about their cities.Then say, now please fill in the left box with the things you like about the city.I’all write mine on the blackboard, you can use it as a sample.Write the sample on the blackboard, and students write out theirs.Walk around the classroom and direct them to write.After all of them have finished, go on with the third step.Now talk to your partner about the things you don’t like.After they finish talking, go on saying something I don’t like about Dali an to them.For example, the things in Dali an are too expensive.They are for the rich.And there are too many cars running on the streets.It’s very hard for people to cross a street.Can you say something you don’t like about your cities?
Ask some to say something on that to the class.Then tell them to fill in the box for things you don’t like.Let them talk to their partners about it.Sample answer
Dali an Things you like 1.wonderful beaches 2.long coast 3.big and nice parks 4.big museum of different kinds of sea animals Things you don’t like 1.things are too expensive 2.too many cars running in the streets
Step Ⅵ Summary In this class, we’vet learned something about Singapore, and we’vet talked about some other places all over the world.We’vet done a lot of listening, speaking, reading and writing practice using the target language.Step Ⅶ Homework 1.Write a short passage on the city you talked about in class.2.Try to remember the new words on page 54.Step Ⅷ Blackboard Design Unit 7 Where would you like to visit? Section A The Third Period Questions to Activity 3a: 1.What does’t Singapore have? 2.What does Singapore have? 3.Is Singapore also a wonderful place for shopping? 4.What don’t you plan on doing in Singapore? Why? 5.What is easiest to do in Singapore? 6.What is suggested to bring if you decide to go there? Why? Sample answers to Activity 4:
Dali an Things you like 1.wonderful beaches 2.long coast 3.big and nice parks 4.the big museum of different kinds of sea animals Things you don’t like
1.things are too expensive 2.too many cars running in the streets
The Fourth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Customer, save money, pool, culture, dream vacation, travel agency(2)Target Language Where would you like to go? I’d like to go somewhere warm.2.Ability Objects(1)Train students’ listening ability.(2)Train students to use the target language in oral English properly.3.Moral Object To role play the conversations you’vet heard is a very good way to improve your oral English.Ⅱ.Teaching Key Point Train students’ listening skill by listening to the conversations with the target language.Ⅲ.Teaching Difficult Point Help students to role play the conversations.Ⅳ.Teaching Methods 1.Brainstorm 2.Listening method 3.Pair works Ⅴ.Teaching Aid A tape recorder
Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the passage about Singapore by asking two or three students to read it to the class.Make sure that they pronounce each word correctly.Then let students read it aloud once by themselves.2.Check the short compositions they have written at home.First let several ones read theirs to the class.Second, get them to work in pairs to check the compositions.At last, collect all students’ compositions.Go over them carefully after class.46
Step Ⅱ Part 1 This activity reviews the target language and introduces new vocabulary.Read the instructions to students.Explain brainstorm like this: Brainstorm a list of things means you should write down all the ideas that come into your minds.Now brainstorm a list of things that are important to you when you go on vacation.Write them down in your exercise books.You should not worry if an idea is silly or if a word is spelled wrong.You can even write a word in their first language for the moment.Ask them to have a look at the two model phrases the book provides before they begin.Move around the room offering language support as needed.After about three minutes, tell them to stop writing and thinking.Let’s review the ideas you’vet thought of together.We will correct spelling and find the correct English words for any words you don’t know.Then ask some children to read their lists to the class.Write any new words or Phrases they have used on the blackboard.Ask them to discuss the lists in groups of four.Each one reads his or her own list to the other three.Then they discuss the words or phrases together.If there is something that they are not sure, tell them to show me by putting up their hands.Move around the room and solve the problems they may have.Help students find the correct English words to express their ideas.Step Ⅲ 2a This activity gives students practice in understanding the target language in spoken conversation.Read the instructions to students.Tell them to guess the meaning of travel agency first.Then explain it like this: If you plan to have a trip or vacation, you can go to a travel agency.A travel agency is an office that can help you make travel plans.Also they help you get plane tickets and hotel reservations.Then present ate whale watch and amusement park to the class like below.A whale watch tour means you stay in a ship and go out to the coining during the time of year when the whales are migrating, then you can see them traveling.Amusement park means a place like Disneyland.You can do lots of rides and play lots of games there.Write the two phrases on the blackboard.Look at the three pictures in Activity 2a now.We know Jeff has a summer job at a travel agency.We will hear him talking on the phone with three different people.Can you see the small box in the corner of each picture? Listen to the conversations and number the pictures.Write a proper number in each box to show the right order of the pictures.Then play the tape for the first time.Tell them only to listen.Play the tape a second time.As they listen to the tape this time, have the students number the pictures.Check the answers.Answers The pictures should be numbered in the following order: 1, 2, 3 Typescript Woman 1: Jeff, I have to go out for half an hour.Could you please answer the phone? Just take messages and I’all call people back.Jeff: Sure.Hello, Ace Travel.Jeff Marino speaking.How may I help you? Woman 2: I’d like some information on vacation packages, please.Jeff: My boss is out of the office for half an hour.Could she call you back?
Woman 2: Actually, I’d like to get some information now, if you would’t mind… Jeff: Well, I guess it would be OK.So, where would you like to go? Woman 2: Oh, I don’t know.Somewhere warm.Jeff: Somewhere warm… How about Hawaii? Woman 2: Oh,…no…I…I don’t like flying.Jeff: Ok.Well, there’s always…
Jeff: Hi, Ace Travel.Jeff Marino speaking.Man: Hello.I’d like to find out about your vacation packages.Jeff: Sure.What kind of vacation are you looking for? Man: Well, I hope to go on a nature tour.Jeff: Well, we have a great whale watch tour.You might like that.Man: Hamm…It depends on where it is.I don’t want to go anywhere cold.Jeff: Hamm…Let’s see.Yes, we have a great summer whale watch tour… Jeff: Hi, Ace Travel.May I help you? Woman 3: I hope so.I saw your advertisement for vacations in California.We’d like to go somewhere that’s fun for kids.Jeff: Fun for kids…Hamm …How about Los Angeles? Kids love visiting Hollywood.Woman 3 Oh, but we don’t really like big cities.Jeff: I see.Then maybe you’d enjoy…
Step Ⅳ 2b This activity gives students practice in understanding and writing the target language.Read the instructions to the children.Tell them to look at the chart.Then read the headings Customer, Wants, Does’t want and point out the blanks under each one.And let them see the sample answer under Wants in the chart.Ask them to read it together.Say, Then first customer wants to go somewhere warm.I’all play the recording again.Please write down the things the three customers want and don’t want in this chart as you listen to the recording.The play the recording again.Students fill in the blanks with the words they hear.Pause the tape several times to give students time to fill out the chart.Correct the answers.Answers Customer 1 wants: to go somewhere warm.does’t want to fly
Customer 2 wants: to go on a nature tour, does’t want to go anywhere cold
Customer 3 wants: to go somewhere that’s fun for kids, does’t want to go to a big city
Step Ⅴ 2c This activity provides guided oral practice using the target language.Read the instructions to the children.Say, In this activity, you are asked to role play Jeff’s conversation with the information in the chart in Activity 2b.Ask a pair of students to read the sample conversation to the class.SA: Where would you like to go? SB: I’d like to go somewhere warm.SA: Where else can you tell me? SB: I don’t want to go to a place which is too far away.48
Then ask them to continue it.Offer some help if necessary.For example, they may say like this, SA: Where would you like to go? SB: I’d like to go somewhere warm.SA: What else can you tell me? SB: I don’t want to go anywhere too hot.Offer more phrases,…to go to a small town,…to go by ship,…to go to a place which is too crowded, …to travel by plane,…To go to anywhere too far, act.Write them on the blackboard.Then ask students to practice in pairs.Move around the room checking the progress of the pairs and offering help as needed.Ask one or two pairs to say their conversations to the class.Correct any mistakes they may have made.Step Ⅵ Summary Say, In this class, we’vet done lots of listening practice on target language, and we’vet also written and spoken some.Step Ⅶ Homework 1.Write out the phrases you have brainstormed in Activity 1.2.Write down the conversation in Activity 2c.Step Ⅷ Blackboard Design
Unit 7 Where would you like to visit? Section B The Fourth Period The answers to Activity 2b: Customer 1 wants: to go somewhere warm, does’t want: to fly
Customer 2 wants: to go on a nature tour, does’t want: to
to anywhere cold Customer 3 wants: to go somewhere that’s fun for kinds，does’t wants to go to a big city
Some phrases for Activity 2c: to go to a small town to go by ship to go to a place where is too crowded to travel by plane to go to anywhere too far
The Fifth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Provide, firm, offer, spot, Confucius, stele, forest The Forest of Steles(2)Reading practice using the target language(3)Writing practice using the target language 2.Ability Objects(1)Train students’ reading skill.(2)Train students’ writing skill.(3)Train students’ listening and speaking skills.3.Moral Object Are you planning to take a trip this summer? Write an e-mail to a travel agency in English to get some information on vacations.Ⅱ.Teaching Key Points 1.The new vocabulary.2.Read an e-mail.3.Write an e-mail.Ⅲ.Teaching Difficult Point Write an e-mail.Ⅳ.Teaching Methods 1.Scanning the e-mail to find out the answers 2.Writing 3.Group work Ⅴ.Teaching Aids 1.Some pictures of Queue, the Great Wall and the Forest of Steles in Xi’an 2.A projector
Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this, T: Where would you like to go? Ss: I’d like to go somewhere relaxing.T: What else can you tell me? S: I don’t want to go to big noisy cities.After that, ask them to practice in pairs.Ask several pairs to share their conversations with the whole class.2.Check their homework.First, choose some students to read the phrases on Activity 1.Second, ask several ones to read the conversations they wrote to the the class.Correct the mistakes that they may have made with the whole class.Get them to work in pairs to help each other.Tell them to show their homework to each other, and help correct any mistakes they may have made.50
第二篇：新目標英語九年級教案
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1）Key Vocabulary
bathing suit, water, travel, guidebook, beach towel, street map
（2）Target Language
Have you watered the plants yet?
Yes, I have already watered them．
2． Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3． Moral Objects
第三篇：新目標九年級英語上冊教學計劃
新目標九年級英語上冊教學計劃
張春桂
一、教學目標
根據國家教委頒發的《九年制義務教育全日制初級中學英語教學大綱》，通過訓練學生的聽、說、讀、寫，使學生掌握最基本的語言知識和語言技能，從而培養學生初步運用英語進行交際的能力；寓教于樂，使學生養成良好的外語學習習慣，為將來的學習打下堅實的基礎。以教材為載體，密切結合教材，在課堂上努力創設各種情景，夯實語言知識及語言技能，從而激發學生主動學習英語的興趣，提高學生的記憶、觀察、思維及想象能力，為學生的終身學習奠定基礎。
二、學情分析
我所教的兩個班，從整體情況來看，學生英語基礎一般，甚至還有一部分學生的聽說讀寫能力還不夠七年級的水平，甚至還有10%的學生英語考試不及格，120分才考40多分，不知道從何下手學英語。還有課堂上學生不能積極發言，對老師提出的問題，不知所措，難以形成英語氛圍，所以這學期英語教學仍面臨艱巨的任務和挑戰。
三、教材分析
本冊英語為新目標英語九年級全學年用教材，全教材共15單元，包括三個復習單元。每單元仍然按Section A、Section B、Self check和閱讀四部分組成A部分為課課呈現，是基礎知識，是全體學生必須掌握的知識內容；B部分為基礎知識的拓展延伸，是為基礎較好的同學進一步學習設計的；Self check為學生自測，目的是為檢查學生 1
對知識的掌握程度；閱讀部分重點培養學生的閱讀能力及應該掌握的閱讀方法，為以后的學習打下堅實的基礎。A部分是基礎，B部分是延伸，Self check為檢測，閱讀為進一步深入，四部分相輔相成，既能使學生掌握基礎知識，又能使較好的學生有所發展、深造。
四、教學目標
一知識與技能
本冊出現單詞757個，要求掌握的207個單詞，還有一些固定短語等，通過學習使學生掌握單詞、句型及語法，適當復習初一和初二的學習內容，培養學生優良的英語學習習慣，幫助學生樹立自信心，提高發展學生自主學習的能力，形成有效的學習技能。
二、過程與方法
通過對本冊的學習，使學生在學習過程中，認真聽課、學會復習總結，多說、多寫、多問，在教師的輔導下掌握學習英語的方法。
三、情感態度 價值觀
提高本冊英語的學習，使學生了解中西方文化的差異，培養愛國主義精神，增強世界觀意識，并結合課外學習，達到教學的最優秀性，培養學生良好的自學能力和習慣，并做到持之以恒，培養同學們的情感態度與人生價值觀。
五、教學措施
1、依據學生基本情況，逐步激勵學生對英語產生學習興趣。
2、重視課堂教學質量，逐步提高學生英語交際能力。
3、有意識培養學生聽力、表述、朗讀、書寫和作業的基本能力。
24、重視思維過程系統編排，由淺入深，由易到難，由已知到未知，循序漸進，點面結合，逐步擴展，循環往現，以加深影響。
六、教學進度表
第一周Unit 1
第二周Unit 2
第三周Unit 3
第四周ReviewofUnits 1----3
第五周Unit 4
第六周Unit 5
第七周Unit 6
第八、九周ReviewofUnits1----6and
第十周Unit 7
第十一周Unit 8
第十二周Unit 9
第十三周ReviewofUnits7----9
第十四周Unit 10
第十五周Unit11
第十六周Unit12
第十七周ReviewofUnits10----12
第十八、九周Review
第二十周Thefinalexam
七、教學反思themid-term exam
初三階段的英語教學工作十分關鍵，在這種情況下，就需要更加深入地研究教材，根據學科特點及學生特點研究切實可行的課堂教學模式。努力探索適合學生特點、學生樂于接受的教學方法及模式。同時，要進行分層次教學。對于好的學生要加大知識的容量，拓展知識的層面，使好學生成績更上一層樓；對于差生要因勢利導，因材施教，使差生在原有的基礎上有所提高。
第四篇：新目標九年級英語unit12教案
教案
課目：新目標九年級Unit12 You are supposed to shake hands
section A 3a,3b ＆4 on page 96
授課對象：初中三年級學生
授課重點：本單元重點句式：You are supposed to do something.在掌握3a內容的基礎上完成3b中的活動；最后以作業的形式引導學生將課內外的知識緊密結合，將課本知識運用到生活交際中。
教具：課本、紙質同步練習
時間：20分鐘
教學設計：
一、內容：復習本單元重點句式：You are supposed to do something.形式：翻譯練習（將本句式與本單元所學新單詞緊密結合進行練習）
教具：紙質練習題
用時：3分鐘
二、內容：進入3a部分的學習預計用時12分鐘
形式：
1、快速閱讀 并將文中出現的連詞劃出來預計用時:2分鐘
2、進行判斷練習，紙質練習題預計用時1分鐘
3、齊讀課文，填表（課本P96），劃出文中答句 用時:3分鐘
4、將劃線句子逐個進行同義句轉換
板書 舉例;If you tell a friend you are …a bit late.→When you tell a friend …,you are supposed to…
校對后齊讀鞏固預計用時4分鐘
5、板書講解對文中其他重點短語預計用時2分鐘
①we’re pretty relaxed about time
②Spending time with family and friends is very important to us.③drop by our friends’ homes.④ make plans to meet our friends.⑤walk around the town center,⑥seeing as many of our friends as we can！
三、內容：3b pair work
形式：填空練習，校對，齊讀
教具:紙質練習
用時：3分鐘
四、內容：part4,page96
形式：布置作業；結合生活情境填表，然后將各個句子改成You are supposed to
do something.的形式。
用時：1分鐘
教學反思：
第五篇：新目標九年級英語Unit3教案
Unit 3 Could you please tell me where the restrooms are?
一、教學目標： 1.語言知識目標
基本詞匯：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground 基本句型：Excuse me, do you know where I can buy some medicine? Sure.There’s a supermarket down the street.Could you please tell me how to get to the post office? Sorry, I’m not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this evening? You should try that new ride over there.2.技能目標:（1）能用賓語從句禮貌的尋求幫助。（2）能用正確的方法指路。
3.情感目標: 培養學生尊重他人，對人有禮貌，熱愛生活。
二、教學重難點： 1.教學重點：（1）禮貌的向他人尋求幫助。（2）正確使用賓語從句。
2.教學難點：運用賓語從句禮貌的尋求幫助。
三、教學步驟: 第一課時Section A 1(1a-2d)Step 1 Warming –up Greeting Step 2 Presentation（1）Guessing game Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.For example, one student say: We can save money or exchange money in this place, another one guess it is a bank.Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.（2）Show some stamps to students and present the new sentences: Could you tell me where I can buy some stamps? Could you please tell me where I can get a dictionary? Do you know where I can get some magazines? Step 3 Practice 1)Match each thing with a place in the picture in 1a.2)Read the phrases.___ get some money ___ get some magazines ___ have dinner ___ get a dictionary ___ get some information about the town ___ buy a newspaper ___ buy some stamps ___ get a pair of shoes Step 4 Listening Listen and complete the conversations in the picture in 1a.Then check the answers with the whole class.Step 5 Practice Make conversations using the information in 1a.Then talk about your own city.For example: A: Excuse me, could you please tell me how to get to the bookstore? B: Sure, just go along Main Street until you pass Center Street.The bookstore is on your right, beside the bank.A: Thanks.Do you know when the bookstore closes today? B: It closes at 7:00 p.m.today.A: Thank you!B: You’re welcome.Step 6 Listening 1.Listen and number the directions in the order that you hear them.2a You will hear some of the directions below.Number the directions in the order you hear them.___ Go to the bird floor.___ Turn left.___ Go to the second floor.___ Turn right.___ The supermarket is between the flower store and the bookstore.___ Go past the bookstore.2.Listen again.Show how the boy walks to the supermarket.Draw a line in the picture in 2a.Then get one student draw the line on the blackboard.3.Listen the third time and answer the questions.1)Excuse me, can you tell me where I can buy some medicine? 2)Do you know how to go there? 3)Ok, great.Oh, and one more thing.Do you know when this shopping center closes tonight? 4)Ok, thanks a lot.Step 7 Pairwork Make conversations about the other places in the picture in 2a.A: Excuse me.Can you tell me where I can buy some stamps? B: Yes, there’s a post office in this shopping center.A: Do you know how to go there? B: Yes.Go to the third floor and turn right.Then go past the bank.The post office is between museum and library.You should be able to get stamps.A: Ok, great.Oh, and one more thing.Do you know … B: I’m not sure, but you … A: Ok, thanks a lot.B: You’re welcome.Step 8 Reading 1.Read the conversation in 2d and answer the questions.2.Role – play the conversation.3.Explain the language pints in 2d.(1)Go along Main Street until you pass Center Street.1)until和 till同義為―直到……‖，till多用于口語，until可以放在句首，till則不能放在句首。2)not...until―直到……才‖，表示直到某一時間, 某一行為才發生, 之前該行為并沒有發生。e.g.I did not study English until 9 o'clock last night.(2)Pardon? Restroom? You already want to rest? But we haven’t even started yet!
1)pardon用作動詞，后面既可以跟賓語，也可以跟雙賓語；pardon sb.for doing sth.意為―原諒/寬恕某人做某事‖
e.g.Can you pardon me for not passing the exam, Mom? 2)在沒有聽懂對方的話，請對方重復一 下時也可說 pardon。e.g.Pardon? I’m sorry I can’t follow you.(3)I’m excited to try the rides!
excited和 exciting的區別: 1)excited意為―激動的；興奮的‖，作表語時，主語通常是人；作定語時，常用來修飾人，說明激動的表情。
e.g.All of us were excited when we heard the good news.The excited child opened his present quickly.2)exciting意為―激動人心的‖，作表語時，主語通常是物；作定語時，常用來修飾物。e.g.The movie is very exciting.My father told me an exciting story.(4)I mean … you know, a washroom or bathroom.mean作動詞有以下含義：
1)有……的意思，指（多作及物動詞），其后可跟名詞或代詞，也可跟從句。e.g.What does this word mean? 2）意味（著）（及物動詞），常跟名詞，有時可跟動詞-ing形式或從句。e.g.Carl really could not do that — it would mean the end of his career.3）有……意圖，打算，想，常跟名詞、代詞或動詞不定式。跟帶不定式 的復合結構時，還可用于被動語態。e.g.I never meant to hurt you.(5)We normally say ―toilets‖ or ―washrooms‖.normally adv.正常地;通常地，一般地 e.g.August is normally a slow month.(6)Nine thirty, so you don’t need to rush!
rush v.倉促;匆忙 n.倉促;匆忙
e.g.Then three policemen rushed at him.(rush v.)They made a rush for the door.(rush n.)Step 9 Summary 1)Excuse me.Where is Qiaotou Middle School? 2)Excuse me.Could you tell me where Qiaotou Middle School is? 3)Excuse me.Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School? 4)Excuse me.Which is the way to Qiaotou Middle School? Step 10 Homework Make conversations about your own town/city.第二課時Section A 2(3a-3b)Step 1 Revision 1)Translate the sentences into English.① 請你告訴我，怎樣去書店好嗎？
② 打擾了，你知道我在哪能買到一些郵票嗎？ ③ 我想知道公園今天什么時候關門。④ 銀行和超市之間有一個餐館。2)Role-play the conversation in 2d.Step 2 Presentation 1)Show a picture of fun park.Ask students: Are you excited to try these in the fun park? 2)Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try? Step 3 Reading 1)Read the conversation in 3a quickly and true or false the sentences.① Alice and He Wei are in Water World.② The new ride looks scary.③ Alice was scary at first.④ Alice thinks the new ride is actually fun.⑤ He Wei thinks Fun Times Park restaurant severs delicious food.⑥ A rock band plays in Water World Restaurant every evening.⑦ Alice and He Wei can go later to the restaurant.2)Read the conversation again and answer the questions in 3a.1.Why did Alice not want to go on the new ride? How did she feel after the ride? 2.What is special about Uncle Bob’s restaurant?
3.Should Alice and He Wei get there early for dinner? Why? Step 4 Practice Rewrite them in a different way.e.g.I wonder where we should go next.Could you tell me where we could go next? Check the answers with the whole class.Step 6 Language points 1.I was scared at first, but shouting did help.此句相當于I was scared at first, but shouting really helped.原句是一種表現強調的句式，英語中，可用助動詞do對謂語動詞進行強調，構成強調句。e.g.Please do be careful.請一定小心。I do agree with you.我完全同意你的意見。
He did warn you other day, remember? 他前兩天就告誡過你，還記得嗎？ 2.You never know until you try something.try的用法
1)做名詞 have a try 試一試
e.g.Why not have a try? 為什么不試一試？ 2)做動詞
(1)try to do sth.努力做某事 e.g.Well, we’ll try to finish the homework in time.那好。我們爭取及時完成作業。
(2)try doing sth.表示嘗試著去做某事
e.g.--I usually go there by train.我通常乘火車去那兒。
--Why not try going by boat for a change? 為什么不換乘船呢?(3)try one’s best 盡某人最大的努力 e.g.Thank you.I will try my best.謝謝你。我會盡力而為的。
3.I suggest Water City Restaurant in Water World.suggest作動詞，可意為―顯示；間接表明‖，后可接賓語從句。e.g.His behavior suggested(that)he was a kind man.他的行為顯示他是個好人。
suggest作―建議‖講時，應注意以下兩點： 1)suggest doing sth.建議做某事 e.g.I suggested going home.我建議回家。
2)suggest后接從句時，從句常用虛擬語氣，謂語由―should +動詞原形‖構成，should可以省略。
e.g.I suggested that we should go home.我建議我們回家。另外，suggestion是suggest的名詞形式，作―建議‖講時，是可數名詞。e.g.Do you have any suggestions? 你有什么建議嗎？
4.The restaurant is always busy, at that time so come a little earlier to get a table.用于―就餐‖的語境時，形容詞busy相當于―吃飯人多；餐廳擁擠‖的意思；動詞短語to get a table類似于漢語―定餐桌；占位子‖等意思。Step 7 Homework 1.背誦3a。
2.用―Could you tell me … ?‖寫三個問路的句子。
第三課時Section A 3(Grammar focus-4c)Step 1 Revision 1.How did Alice and He Wei think of the new ride？Students say the sentences together? Alice thought that it looked pretty scary.He Wei thought that it would be fun.2.After the ride, Alice and He Wei talked about their feeling.Alice thought that was fun!She was scared at first, but shouting really did help.He Wei told Alice that ―You never know until you try something.‖ 3.Alice and He Wei talked about Uncle Bob’s.Alice thought this restaurant looked interesting.It seemed a rock band plays there every evening.He Wei suggested that they could have dinner there.Step 2 Grammar Focus 1)Let students complete the sentences.1.打擾了，你知道我能在哪買到一些藥? Excuse me, do you know where ____ _____ buy some medicine? 2.當然，順著這條街有個超市。
Sure.There is a supermarket down the street.3.請你告訴我怎樣到郵局好嗎？ Could you please tell me _____ ____ get to the post office? 4.對不起，我不確定怎樣到那。
______, I am ______ ______ how to get there.5.你能告訴我們今晚樂隊什么時候開始演奏嗎？
Can you tell us ______ ____ ______ ______ playing this evening? 6.晚上8點開始。It starts at 8:00 p.m.7.我想知道接下來我們該去哪兒。I ______ where we ______ _____ _____.8.你應該試試那個新的乘騎設施。You should try that new ride over there.2）Objective clauses with wh-questions 上一個單元我們已經學習了由that和whether, if引導的賓語從句。這個單元我們繼續學習由疑問詞引導的賓語從句。疑問詞：疑問代詞（what、whom、who、whose、which）疑問副詞（when、where、why、how）。
語序：無論主句是陳述句還是疑問句，也無論主從句間是什么引導詞，賓語從句一律用陳述語序，即―引導詞+主語+謂語+其它‖。如：Could you tell me where Wei Fang lives? 時態
1.如果主句是一般現在時或一般將來時，賓語從句的時態不受限制，可根據實際表達的需要來確定。如：
Jenny knows the man was flying a kite at that time.You will understand why I did it one day.總有一天你會明白我為什么那樣做。
2.如果主句是一般過去時，賓語從句用過去時態的某種形式。如： I thought he had gone to town that day.我以為他那天進城去了。
3.如果賓語從句敘述的是客觀事實、自然現象或科學真理等，從句不受主句時態的限制，用一般現在時。如： He said time is money.他說時間就是金錢。3）Practice 1.He asked ________ for the computer.A.did I pay how much B.I paid how much C.how much did I pay D.how much I paid 2.―Have you seen the film?‖ he asked me.He asked me _______.A.had I seen the film B.have I seen the film C.if I have seen the film D.whether I had seen the film 3.―You’ve already got well, haven’t you?‖ she asked.She asked ______.A.if I have already got well, hadn’t you B.whether I had already got well C.have I already got well D.had I already got well.4.He asked, ―How are you getting along?‖ He asked _______.A.how am I getting along B.how are you getting along C.how I was getting along D.how was I getting along 5.He asked me _____ told me the accident.A.whom B.which C.who D.whose 6.She asked me if I knew ______.A.whose pen is it B.whose pen it was C.whose pen it is D.whose pen was it Keys: DDBCCB Step 3 Function: Ask for information politely and follow directions 1)問路時應注意
① 問路時應首先說一聲：―Excuse me.‖這樣可以引起對方的注意，又不失禮貌。
② 當你沒聽清時，你可以說一聲―Excuse me, would you please say it again?‖(對不起，請您再說一遍好嗎?)或―I beg your pardon?‖(對不起，請再說一遍好嗎?)等，禮貌地要求對方重復一遍。
③ 問完路后，千萬不要忘記向對方說句―Thank you for helping me.‖ 或―Thank you.‖
④ 問路時經常會用到―向左(右)拐‖這樣的表達，英語對此有兩種常見的說法，即turn left(right)或turn to the left(right)。表示 ―在左(右)邊‖，英語用介詞on或at均可。2）用英語問路及其回答
① Excuse me, can you tell me where the railway station is? 打擾一下，請問火車站在哪兒? ② Excuse me, but can you tell me the way to the train station?
勞駕，請問去火車站怎么走? ③ Excuse me, could you tell me which is the way to the nearest hospital? 勞駕，請問去最近的醫院怎么走? ④ Excuse me, would you please show me the way to the post office? 請告訴我去郵局怎么走好嗎? ⑤ Excuse me, would you mind telling me the way to the police station? 勞駕，請告訴我去警察局怎么走好嗎？
⑥ Excuse me, how can I get to No.1 Middle School? 勞駕，請問去一中怎么走? ⑦ Excuse me, is this the right way to the People’s Park?
打擾了，請問去人民公園走這條路對嗎? ⑧ Excuse me.Could you tell me if there is a Qiaotou Middle School near here? 打擾了，請問橋頭中學是否在這附近? ⑨ Excuse me.Do you know how I can get to Qiaotou Middle School? = Excuse me.Do you know how to get to Qiaotou Middle School? 請問，你知道怎樣去橋頭中學嗎? 3）指路的方法
① Take along with this street, and … is on you left.② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.③… is behind(near, next to, on the left of)…
④ You can just take NO.111 bus, and get off at the second station.And you’ll see it.⑤ Look!… is in front of us far away, right there!Step 4 Practice 1)Rewrite the questions in 4a to make them more polite.① Where can I buy some grapes or other fruit? ② How does this CD player work? ③ How do I get to the Central Library?
④ Is the Italian restaurant nearby open on Mondays? Get students write down their answers in their books.2)What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.① Tim is very hungry.Could you tell me where I can get something to eat? Excuse me, would you mind telling me how I can get to a nearby restaurant? Pardon me, do you know if there’s a restaurant around here? ② Sally needs to mail a letter.③ Helen needs to know when the bike shop closes.④ Ben is wondering if there’s a bank in the shopping center.3)Ask students to write four questions that a tourist might ask about your city/ town.Then role-play conversations with your partner.Step 5 Exercises Translate the sentences into Chinese.① 請你到那后給我打個電話好嗎？ ② 請在這條路的盡頭向右轉。
③ 你能告訴我在哪里可以買到一些郵票嗎？ ④ 你可否告訴我火車什么時候到達武漢？ Step 6 Homework 假如你到一個陌生的城市去旅游，你想向當地人了解一些關于那個城市的 東西，請編寫一個你和當地人的小對話。
第四課時Section B1(1a-2d)Step 1 Revision You are a tourist in a city, you want to know something about the city.Make a conversation about asking information politely.A: Could you please tell me where the nearest bank is? B: Sure, go east along this street, then you’ll see it.A: Can you tell me if there is a delicious restaurant near here? B: Sure.Walk along this street, the restaurant is on you right.A: And do you know where the biggest hospital is? B: Go down this street, turn left at the first crossing, you will see it.A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is? B: It’s over there, just across from you.A: Haha!I see it.Thank you very much!B: You are welcome.Step 2 Lead in 1)Talk about places in your city.2)Show some pictures of places and discuss what qualities are important for each place.Step 3 1a & Pairwork 1a What qualities are important for each place? Write the words from the box next to each place below.Write the most important words first.Pair work 1b Talk about places in your city using the words in 1a.A: The Fun Arts Museum is really interesting.B: Yes, and it’s beautiful, too.A: ….Step 4 Listening(1c)1)Listen and check the sentences you hear.Conversation 1 ______ You can go to Green Land.Conversation 2 _____ Could you tell me where the bookstore is? 2)Listen to the conversations and complete the sentences.(1c)Conversation 1 The boy asks about ___________, and the clerk tells him to go to Green Land.Conversation 2 The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.Conversation 3 The mother asks about ________.The father wants to go to a ________ museum.The younger girl wants to go to a _______ museum.The boy wants to go to a __________ museum.The older girl wants to go to an ______ museum.The clerk suggests they go to the _________ museum.3)Listen again and answer the questions(1d)Conversation 1 The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…
Step 5 Practice Role-play the conversations between the clerk and the tourist.A: Can you tell me where there’s good place to eat? B: Of course.What kind of food do you like? A: I’d like fresh vegetables.B: You can go to Green Land, they have delicious salad.A: ….Step 6 Presentation 2a Where do you need to make polite requests? Think of some possible situations.Discuss them with your partner.1)If you need help with your homework, what would you ask.① Your mother or father
Mom, Can you help me with my homework? ② Your best friend
Can you help me with my homework? ③ A teacher.Excuse me, Sir? Could you please help me with my homework? 2)Zhang Ming is traveling in the USA.He wants to go to a small town but he doesn't know the way now.What should he do? Step 7 Discussion Discuss the language you used to make this request(要求，請求).Was it the same each time? If not, discuss why not.Step 8 Reading 1)Read the article and match paragraph with its main idea.Paragraph 1(adv.禮貌地)….Paragraph 2.… Paragraph 3 2)Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help? We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people? We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street? ―Excuse me, I wonder if you can help me‖ or ―I’m sorry to trouble you, but …‖ before asking for help.2c Find all the direct questions and polite requests from the passage.1.2d Read the requests below.In the second column, write A if you would say it to someone you know and B if you would say it to a stranger.In the last column, write where you think these people are.Step 9 Language points 1.Both are correct, but the first one sounds less polite.less + 形容詞或副詞，構成降級比較形式，相當于中文―不那么；稍許不……‖之意。e.g.His second movie is less interesting.他的第二部電影就沒那么有趣。
2.It might seem more difficult to speak politely than directly.情態動詞might 表達一種可能性及推測的不確定性，意思與表達可能性的may相當，表示―有可能，也許會‖，但語氣更加委婉，更不確定。e.g.He might come, but it’s very unlikely.他也許會來，但非常靠不住。
3.However, it is important to learn how to use the right language in different situations.it作形式主語 【梳理】 在英語中，如果主語是較長的動詞不定式或一個句子，為了保持句子結構的平衡，避免頭重腳輕，通常用it作形式主語放在句首，而把真正的主語放在句尾。常見的句型有：
1)It is + adj.(+ for + sb.)+ to do sth.。常用于此句型的形容詞有important, difficult, dangerous, necessary, useful, possible等，用來對to do sth.進行說明。如： It’s difficult for us to finish the work in an hour.2)It is + adj.+ of + sb.+ to do sth.。常用于此句型的形容詞有good, kind, nice, clever, wise等，用來對sb.的性格、品質等進行說明。如：It’s kind of you to say so.Step 10 Exercises 請根據漢語意思完成下列英語句子（每空一詞）。1.對他來說，回答那個問題是十分困難的。It’s very hard ____ him ____ _______ that question.2.你這樣說真是太好了。
It’s very kind ____ you ____ ____ so.3.我們在閱覽室里保持安靜是十分必要的。
It’s necessary ______ ______(should)keep quiet in the reading room.It’s necessary for us _______ ______ ______ in the reading room.Keys: 1.for;to answer 2.of, to say 3.that we, to keep quiet Step 11 Homework Write a guide to a place that you know well.第五課時Section B 2(3a—Self check)Step 1 Revision 1)Write down the phrases ① 提出禮貌的要求 ② 聽起來更禮貌 ③ 一個很直接的問題 ④ 請求幫助 ⑤ 在不同的情形下 ⑥ 取決于 ⑦ 你所用的表達方式 ⑧ 比如 ⑨ 花時間導入 ⑩ 變得更擅長 2）Fill in the blanks according to 2b.When you visit a _______ country, it is _________ to know how to ask for help ______.For example, ―Where are the restrooms?‖ or ―Could you _____ tell me where the ________ ___?‖ these are similar ________ for _________ you may ask.Both are _______ English, but the first one sounds _____ polite.That is because it is a very ______ question.It is not enough to just ask a question ________.We also need to learn how to be polite — when we ask for _____.In English, ___ in Chinese, we change the way we ______ in different _________.The expressions you use might _______ ___ whom you are speaking to ___ how well you know them.If you say to your teacher, ―When is the school trip?‖ this might sound ________.But if you say, ―Excuse me, Mr.West, do you know when the school trip ___?‖, this will sound _____ more polite.However, it is all right to ask direct questions to your classmates because you know them ____.It might seem more _______ to speak politely than _______.It is important to learn how to use _____ ________ in different situations.This will also help you ___________ better with other people.Step 2 Presentation Imagine you are going on a short study vacation at a school in an English-speaking country.What would you like to know before you go? Write some polite, indirect questions about the following topics.The topics are: ① The course you will study ② The time of the course ③ Where and what you can eat ④ Where you will stay ⑤ What activities you can do ⑥ Travel to the school
Keys: 1.Q: Excuse me, can you tell me what course I will study? 2.Q: Pardon me, could you please tell me when the course will start? 3.Q: Excuse me, would you mind telling me where and what I can eat? 4.Q: Excuse me, do you know where I will stay? 5.Q: Excuse me, can you tell me what activities I can do? 6.Q: Pardon me, could you please tell me how to get to school? Step 3 Practice Make conversations according to the information in 3a.Step 4 Writing 1)Write a polite letter to the school asking for the information you want to know.Use your notes in 3a.In your letter, you should: introduce yourself say when you are coming politely ask for information thank the person for helping you 2)Use the following expressions to help you: My name is … and I’m from … I’ll be coming to your school for … I’d like to know about …
I would like to thank you for… I’m looking forward to your reply.3）寫作指導：本次寫作內容是一封書信，信的開頭和結尾已經給出。但我 們還是要記住書信的格式，便于今后自己運用。信中首先要介紹自己，然后告訴你去他們學校的時間，然后同學們可根據在3a環節中所問到的 問題來禮貌的詢問你想知道的信息。One possible version: Dear Sir or Madam, I’ll be coming to your school soon for a short study vacation.I will leave your school on July 10th.I am a boy from China.I am in Grade Nine.I like English, I also like doing sports.I am glad that I can study in your school.I’d like to know more information about the school.Could you tell me what course I will study in your school? And I also want to know when the course will start.I want to know where I will stay.Can you tell me? Would you mind telling me where and what I can eat in your school? I like all kinds of activities.Could you please tell me what activities I can do in your school? The last question, can you tell me how I can get to your school? I would like to thank you for helping me and I look forward to your reply.Yours faithfully student He Wei Step 5 Self Check 1)Fill in the blanks with the words in the box.2)Write questions and answers using the words given.Step 6 Language points 1.I’m looking forward to your reply.look forward to期待，盼望。后面接名詞或者動名詞。e.g.I look forward to your good news.我等待你的好消息。Look forward to hearing from you.期待你的來信。2.I would like to thank you for…
thanks for―因……而感謝‖，是客套用語，thanks相當于thank you，for強調為何而感謝，其后可接名詞或V-ing。
e.g.Thanks for lending me the money.多謝您借錢給我。
Thanks for reminding.I’d forgotten all about his coming this afternoon.謝謝你提醒我，我完全忘了他今天下午要來。
3.I need to plan my time better.1)plan sth.計劃某事，后接名詞。
e.g.I want to plan my summer vacation.我想要計劃我的暑假。2)plan to do sth.計劃去做某事，to是動詞不定式。
e.g.They plan to have a sports meeting.他們計劃開運動會。3)plan for sth.關于……的計劃，plan是名詞。Step 7 Homework 根據3b的內容寫一封回信。
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