最新人教版新目标初中九年级英语全册教案

学科English 课型 fresh 年级 9 课题 Unit 1 How do you study for a test? 1/5 教学媒A tape recorder , CAI 体 知识 技能 1.Key words: vocabulary, flashcard 2.Target Language； How do you study for a test? I study by……. According to designing some tasks, train students’ listening skill. Maybe you find English frustrating sometimes. But remember not to give it up. As we know, where there is a will, there is a way 教 学 目 标 过程 方法 情感 态度 1. Key words : vocabulary, flashcard 2. Target Language 教学重How do you study for a test? 点 I study by……. 3. structure verb + by with gerund. 教学难verb + by with gerund 点 教学内容及教师活动 Step 1 : Warm-up 1. Greetings. 2. Ask some students about their summer holiday (Teacher shows a flashcard with the word Shanghai and asks one student.) Teacher shows the others and teaches the word “flashcard” to the students. Step 2: Revision Read and translate some words they have learned. Step2.Presentation I. Language Study Teacher writes the pattern on the blackboard: -- How do you study for an English test? -- I study for a test by + V.-ing 学生活动 Answer the questions and talk about their holidays. Review the new word. 1.Students can tell their ways freely with the pattern. ) 2. Students make 设计意图 通过师生对于假期的对话，在轻松的氛围中为本课的学习掀开了序幕。 为听力做铺垫。 Make a list of their answers on the conversations blackboard. Teacher can teach the based on the “vocabulary” and “pronunciation” at the pattern.( V. + by + right time. V.-ing II. 1a 1.Check the answers, after checking, read Do exercise in 1a the ways to the students and ask students to put up their hands to show which things they checked. Count the numbers. 2. Ask students to write down other ways they Write some good study for an English test. Then ask some to ways what they read their ways to the class. use. III. 1b 1. Play the tape. 2. Check the answers with the students. Students listen 检测学生的听力3. Read the sample answer to the class and and write the 水平。 ask students to say the other two. letters for each Step3 Consolidation and extension one. 1. Read the instructions and the Make similar 本环节通过group conversation to the class, and then ask conversation by work这个活动，对students to make similar conversations. oneself. 本单元的基本句2. Ask some pairs to present their Work in pairs to 型进行机械操练，conversations. present their 使学生能够脱口3. Small competition: group in four, make conversations. 而出。 sentences using structure (verb + by/with Work in groups. gerund). 4.Make a survey : one student interview Interview. 通过两个小活动，other students using the structures (How do 使语言知识运用you study …? I study by + v-ing .) 到实际交流中。 Show the results. Step4 Summary Unit 1 How do you study for a test? Section A The First Period 板 1. Ways of studying: 书 by working with Friends by making flashcards by reading the textbook 设 by making vocabulary lists by listening to cassettes 计 2. Target language A: How do you study for a test? B: I study by working with a group. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 1 How do you study for a test? 2/5 教学媒A tape recorder , CAI 体 1. Key words: aloud, pronunciation，What about …? 教 学 目 标 知识 技能 2. Target Language： Have you ever studied with a group? Yes, I have. I've learned a lot that way. 过程 方法 According to designing some tasks, train students’ listening skill and communicative competence. 情感 态度 If there is an English club in your school, join it to improve your English 教学重Key words : Key Vocabulary &Target Language 点 Structure: verb + by with gerund. 教学难What about…? 点 verb + by with gerund 教学内容及教师活动 Step1 Revision Check homework. Invite different students to report their discovery of new ways of studying that haven’t been introduced in the book or in class. Step 2 Presentation I. 2a This activity provides listening practice using the target language. Call students’ attention to the picture. Ask, What do you think is happening? Who are they? Point to the list of questions in the box. Get different students to read them to the class. Play the recording for the first time. Play the recording again. Check the answers with the whole class II. 2b 设计意图 通过复习，使学生 对上节课所学知 识进行温习。 Look at the 为听力做铺垫。 picture and say . 学生活动 This activity provides listening practice using the target language. Point to the list of answers in the box. Get different students to read the answers to the class. Point to the checked questions in Activity 2a. Play the recording Check the answers with the whole class. Step3 Consolidation and extension This activity provides oral practice using the target language. Invite a pair of students to read the sample conversation to the class. Write the sample conversation on the blackboard. Move around the classroom listening in on various pairs so as to check progress and help with pronunciation as needed. After students have had a chance to practice several exchanges, ask pairs to come to the front of the room and act out their conversations. Grammar Focus Invite a pair of students to say the questions and answers to the class. Step4 Summary 板 书 设 计 教 学 反 思 检测学生的听力水平。 本环节通过pair work这个活动，对本单元的基本句型进行机械操练，使学生能够脱口而出。 对知识进行梳理整理，便于记忆。 Unit 1 How do you study for a test? Section A The Second Period 1.Target language: A: Have you ever studied with a group? B: Yes, I have. I've learned a lot that way. 2．I study by listening to cassettes. I learn by studying with a group. Listen and check the questions they hear. write the letters in the blanks Make conversations using information from Activities 2a and 2b with a partner. 学科 课题 English 课型 fresh 年级 9 Unit 1 How do you study for a test? 3/5 教学媒A tape recorder , CAI 体 1. Key Vocabulary frustrating, memorize, specific, grammar, differently, 知识 技能 frustrate, quickly, add, not at all, excited, end up 2. Target Language Do you write vocabulary lists? Oh, yes. I do it often. 1. According to designing some tasks, train students' 过程 方法 integrating skills. 2. According to designing some tasks, train students' ability of social practice. Maybe you find English frustrating sometimes. But do 情感 态度 remember not to give it up. As we know, where there is a will, there is a way. 教学重点 教学难点 Listening, speaking, reading, and writing practice using the target language. Train students' integrating skills. 学生活动 Work in pairs. Read and spell 设计意图 对单词进行复习，便于文章的理解。 教 学 目 标 教学内容及教师活动 Step Ⅰ Revision 1. Revise the target language presented in previous classes by making up conversations. 2.Show the key vocabulary words on the screen by a projector. specific adj. 明确的；详细而精确的 memorize v. 记忆；背诵 grammar n. 语法；语法规则 differently adv. 不同地；有区别地 frustrate v. 使失望；使沮丧；使厌烦 frustrating adj. 令人沮丧的；令人失望的 quickly adv. 快地；迅速地 add v. 又说；继续说 not at all 根本(不)；全然(不) excited adj. 激动的；兴奋的 end up 结束；告终 Say the words and have the students repeat again and again until they can pronounce the words fluently and accurately. Step2 Presentation I.3a This activity provides reading and writing practice using the target language Call attention to the article. Read it to the class or ask a student to read it instead. Point to the chart beneath the article. Explain to the students that they will read the article and then write in the chart the ways of learning English that are unsuccessful, OK and successful for the students Lillian Li. Wei Ming and Liu Chang. Point out the sample answer. Help the students find the information in the reading. Ask a student to read the sentence to the class. Ask students to read the article again and complete the chart on their own. As students work, move around the classroom answering any questions they may have. Write the correct answers on the black board so that students can check the spelling and other details of their answers. Optional activity Ask students to create a chart like the one in Activity 3a on a sheet of paper. Then have students fill in the chart using information about their own ways of learning English. Encourage students to exchange their completed charts with others in the class. II. 3b This activity provides oral practice using the target language. Read the instructions to the class. Ask students to Listen and read the article. Read by themselves . Work in groups. Read and think. 经过教师的引领，进一步对文章进行理解，锻炼学生独立思考能力。 将文章转化成对话，便于学生记find partners and decide who is student A and who is student B. Work in pairs. Point out the uncompleted sample conversation. Invite two more advanced students to say and complete the sample conversation. Step 3 Consolidation Part 4 Interview This activity provides reading, writing, DO the exercise in listening and speaking practice using the part 4 target language. Read the instructions to the class. Focus attention on the chart. Get students to check what they do to learn English. You may wish to give an example from your own experience. Remind the students of the differences among often, sometimes and never. Invite a pair of students to say the sample conversation to the class. Write the conversation on the blackboard. Ask the students to work in pairs. Interview your partner and fill in the chart. As the students do this, walk around the room to make sure that they ask and answer questions in English and fill in the chart correctly. If time permits, ask a few students to tell the class about the partners they have interviewed. Step4 Summary Unit 1 How do you study for a test? Section A The Third Period 板 1. Target language: 书 A: Do you write vocabulary lists? 设 B: Oh, yes. I do it often. 计 A: How do you study for a test? B: I study by working with a group. 教 学 反 思

忆，实用。 通过此活动，让学生对本课内容进一步理解 。 将所学到的知识结合到实际生活当中，激发学生兴趣，能够更好记忆。 学科 课题 English 课型 fresh 年级 9 Unit 1 How do you study for a test? 4/5 教学媒A tape recorder , CAI 体 1. Key vocabulary: spoken, make mistakes, comma, challenge, solution, later on, realize, be afraid to, laugh at, complete, secret, 知识 技能 learner, take notes 2. Key structures: I can’t understand spoken English. I don’t have a partner to practice English with. It wasn’t easy for me to understand the teacher when she talked to the class. 过程 方法 According to designing some tasks to train students’ listening、reading and writing ability. 教 学 目 标 情感 态度 教学重点 教学难点 1. Key Vocabulary 2. Reading an article. 3. Writing something using the target language. Writing a letter using the target language. 学生活动 Read the words. Work in groups. Listen and do 2a Listen and do 2b 设计意图 复习单词，为学习文章扫除障碍。 。 锻炼听力 教学内容及教师活动 Step 1. Greetings and Lead-in 1. Check the homework. 2. Read the new words and correct the pronunciation. Step2 Presentation I 1a/1b 1. Read the instructions to the class. 2. Ask students to find ways to solve them. II. 2a 1.Play the tape. 2. Check the results with the students. III. 2b 1.Play the tape. 2. Check the work with the students. Work in pairs. Step3 Consolidation and extension I.2c Pair work 1. Read the instructions and the conversation to the class, then ask students to make similar conversations. 2. Ask some pairs to present their Look conversations. II.3a Read after the 1.Show the question:” how she learned to tape. learn English.” Do exercise about 2. Focus students’ attention on the article 3a and repeat after the tape. ask their 3. Ask the students to write if the difficult points statements are true or false. on this article. 4. Check the work with the students. III. 3b Read and write. 1. Read the instructions to the class. Point to the blanks in the letter. Explain that they can look back 2b and then fill in the blanks in the letter. 2. Do the first two fill-ins with the students and ask them to complete the letter. Move around seeing if they need any help. 3. Ask two or three students to read their completed letters to the class. Step4 Summary Unit 1 How do you study for a test? 板 书 设 计 培养学生阅读能力。 训练学生写作能力。 A sample letter to Activity 3b: Dear Wei Ming, I know it isn’t easy to Learn English, but I have …,not every word. You also said that you often forgot a lot of new words. Well, try writing the new words in your notebook and studying at home. That helps a lot. If you keep on doing this, you will get good grades in English. Your friend, Liu Chan 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 1 How do you study for a test? 5/5 教学媒A tape recorder , CAI 体 1. Key vocabulary: look up, make up, deal with, be angry with, go by, try one’s best, break off, 知识 技能 2. Key structures: Rich or poor, young or old, we all have problems. Time goes by. It is sour duty to try our best to deal with each challenge in our education with the help of our teachers. 过程 方法 According to designing some tasks to train students’ reading and writing ability. Maybe you find English frustrating sometimes. But do 情感 态度 remember not to give it up. As we know, where there is a will, there is a way. Read the text to identify main idea. 教学重点 教学难点 Read the text to understand words in context. Read the text for special information. Train students' reading skill. 学生活动 Read Do part 1 Check the answers and tell the reasons. 设计意图 复习单词，为理解文章做准备。 培养学生独立思考能力，从而提高独立阅读能力。 教 学 目 标 教学内容及教师活动 Step 1. Greetings and Lead-in 1. Check the homework. 2. Read the new words and correct the pronunciation. Step 2. Presentation I.Self Check 1. Read the instructions to the class. 2. Ask students to fill in the blanks on their own. They may need to use another form of the word. 3. Check the answers with the students. Ask them to tell the reason they choose the word. II. Reading 1. Section 1 1a. Read the instructions to the class and ask some students about their problems and how they dealt with them. 2. Reading Section 2/3 1. Find the words that are in 1b in Section 2 and guess their meanings. 2.Give some questions about Section 2 (1) What will happen if you worry about your problems? (2) What will happen if you are always angry with your friends? (3) What do students complain about school and what should they do? (4) How can you find your problems are not terrible? 3. Underline some important expressions: deal with, worry about, be angry with, time goes by, decide to do sth, complain about, It’s our duty to do sth, with the help of, compare one to another, regard… as… 4. Answer students’ questions about understanding the article. Step3 Summary Listen and have discussion with teacher. Think and guess. Read again and do 3c according to Section 2. Read the third time and answer the questions given by the teacher: Make notes if they need and ask what they don’t understand. Do the exercise . 敢于提出问题，挖掘文章内涵 Unit 1 How do you study for a test? 板 Period 5 书 1 What will happen if you worry about your problems? 设 2What will happen if you are always angry with your friends? 计 3 What do students complain about school and what should they do? 4 How can you find your problems are not terrible? 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 2 I used to be afraid of the dark. 1/5 教学媒A tape recorder , CAI 体 1. Key Vocabulary 知识 技能 used to, dark 2. Target Language Mario used to be short. Yes, he did. Now he's tall. 过程 方法 According to designing some tasks, train students' listening skill and communicative competence. 教 学 目 标 情感 态度 Don't judge a person by his appearance. 教学重1．Target language 点 教学难点 2．The structure: used to The structure: used to 学生活动 Answer the questions and say out their ways. 设计意图 复习。 复习词汇，为听力做准备。 教学内容及教师活动 Step 1 Revision 1．Check the homework exercises. 2．Ask some individual students their ways of learning English. Step 2 Presentation I.1a This activity introduces the key vocabulary. Call students' attention to the chart with the headlines Appearance and Personality. Get students to fill in the chart individually. Check the answers by asking different students to read their lists to the class. Make sure that all the students understand what each word means. II.1b The activity gives students practice in understanding the target language in spoken conversation. Write two dates side by side on the blackboard. The first is today's date, including the year, and the second is the same day, but ten years ago. Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words or phrases that describe him/her ten years ago. Ask some more questions and add more examples to both columns. Ensure that the blackboard ends up like this: Sep. 10,2004 Sep. 10,1994 tall short long hair short hair … … Say, we use “used to” to talk about things that have changed. Write the following on the blackboard: Liu Chang used to be short, but she is tall now. She used to have short hair, but she has long hair now. Play the recording for the first time. Play the recording again. This time, Check the answers. Step3 Consolidation and extension 1c This activity provides oral practice using the target language. Read the instructions to the class. Call students' attention to the conversation in the box. Invite a pair of students to read it to the class. As students work. Listen in on various pairs checking progress and helping with pronunciation as needed. After students have had a chance to practice several exchanges, ask pairs to come to the front of the room and act out their conversations. Work follow the teacher. Look and say . Listen to the tape only. Students listen and fill in the blanks. Read . Look at the picture in Activity 1b. Have a conversation with a partner about people in the picture. Talk about how the people look now and how they used to look. 从说到听，逐步递进。 训练听力。 反复练习，把知识口语化，达到熟练运用。 Step4 Summary 板 书 设 计 Unit 2 I used to be afraid of the dark. Section A The First Period 1．The structure: used to Sep.10,2004 Sep.10,1994 tall short long hair short hair … … Liu Chang used to be short, but she is tall now. She used to have short hair, but she has long hair now. 2．Target language: A: Mario used to be short. B: Yes, he did. Now he's tall. Show their work. 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 2 I used to be afraid of the dark. 2/5 教学媒A tape recorder , CAI 体 1. Key Vocabulary be interested insure 知识 技能 2. Target Language I used to be really quiet. Did you use to have straight hair? Yes. I did. /No, I didn't. 过程 方法 According to designing some tasks, train students’ listening skill and integrating skills. 教 学 目 标 情感 态度 You should have the courage of your opinions. 1．I used to be really quiet. 教学重点 2．Did you use to have straight hair? Yes, I did./No, I didn't. 教学难1．Yes/No questions with used to 点 2．Statements with used to 学生活动 He/she reads out his/her article about the person in the picture. Look at the picture and say . Read the words. 设计意图 通过复习，使学生对上节课所学知识进行温习 。 教学内容及教师活动 Step 1 Revision Check homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Step 2 presentation I.2a This activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students. Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word. Play the recording for the first time. only listen Play the recording a second time. This Listen and check time ask students to put a check in front of the questions they the words they hear. hear. Check the answers. II. 2b This activity gives students practice Students fill in understanding the target language in spoken the blanks with 检测学生的听力conversation. the words they 水平。 Play the recording. hear. Students check their answers. Correct the answers. Step3 Consolidation and extension 2c 将所学知识转化This activity provides oral practice Read the 为生活语言，便于using the target language. Focus students on conversation 使用。 the conversation in Activity 2b. Ask a pair aloud of students to read it to the class. Have students work in pairs. Move around Work in pairs. the room listening in on various pairs and offering help if necessary. Start by reading the conversations Check the answers by calling on in Activities 2b different pairs to say their conversations and 2c. Then make to the class. conversations about themselves. Step4 Summary Unit 2 I used to be afraid of the dark. Section A The Second Period 板 Target language: 书 1.I wasn't very outgoing. 设 2．You used to have long hair. 计 3．Did you use to have straight hair? Yes, I did. 4．Did you use to play the piano? No, I didn't. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 2 I used to be afraid of the dark. 3/5 教学媒A tape recorder , CAI 体 1. Key Vocabulary 知识 技能 terrify, be terrified of, 2 .Talk about what you used to be afraid of and what you are still afraid of. 过程 方法 According to designing some tasks, train students' integrating skills Are you afraid of speaking in front of a group? Don't 情感 态度 be so shy. Be confident of yourself. Practice more, and you will sure change. Target Language Did you use to be afraid of the dark? 教学重点 Yes, I did. Are you still afraid of the dark? No, I'm not. How about you? 教学难点 Talk about what you used to be afraid of and what you are still afraid of using the target language. 教学内容及教师活动 学生活动 设计意图 教 学 目 标 Step1 Revision Check homework. Ask different students Show their to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them. Display some better ones in the classroom. Show a student's work on the screen by a projector. Help him/her correct any errors. homework. Step 2 Presentation I.3a This activity provides reading and writing practice using the target language. Point to the pictures and ask students to tell what is happening. Draw students' attention to the chart. Read each of the four headlines and the list of items in the first column to the class. Demonstrate how to fill in the chart with a good student orally. Think and say. Listen only. 培养学生独立阅读能力。 培养学生的合作能力。 通过此活动，让学生对本课内容进一步掌握。。 Tell students where to put a check in the Do 1a. chart. Ask students to complete the “I” column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of. II. 3b This activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class. Point out the list of items in the first column of Activity 3a. Ask students to work with partners. Walk around the room correcting any errors in pronunciation. Ask several pairs to share their conversations with the class. Check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions. Step3 Consolidation and extension Part 4 This activity gives students an opportunity to use the target language to talk about themselves. Read the instructions to the class. Ask Read the conversation in pairs. Ask their partner about these items and complete the “My partner” columns of the chart in pairs. Ask and answer. a good student to give an example from his Give the example. or her own experience. Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing. Ask a few students to tell the class about the other students they have talked to. Work in groups. 板 书 设 计 Unit 2 I used to be afraid of the dark. Section A The Third Period Key Vocabulary Target Language terrify, be terrified of, Did you use to be afraid of the dark? Yes, I did. Are you still afraid of the dark? No, I'm not. How about you? 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 2 I used to be afraid of the dark. 4/5 教学媒A tape recorder , CAI 体 1. Key Vocabulary spider, insect , chew, gum，right, comic 知识 技能 2.Target Language 1）I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot. 教 学 目 标 2）Practice reading and writing using the target langue. 1. According to designing some tasks to train students' ability to talk about what they used to be/do. 过程 方法 2. Train students' ability to get information in reading or in conversation. 3. Train students' ability to express their ideas using the target language. 1. People surely change. Students should take good care 情感 态度 of the process of their growth. 2. Talk to your parents as often as possible so that you can understand each other better. 1. Key Vocabulary spider, insect, chew, gum 教学重点 2．Target Language I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot. 3. Practice reading and writing using the target language. 教学难点 1. Talk about what you used to be/do. 2. Write a passage about how someone's life has changed. 教学内容及教师活动 Step 1 Revision 学生活动 设计意图 Review the target language presented in Look and say. this unit. Invite a student to come to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words “ used to” and the guessed activity, Demonstrate how to play the game. Step 2 Presentation I.1 a This activity introduces new vocabulary words and provides practice with the target language. Using pictures, teach students to practice the words spider and insect. Teach the word gum by holding up a gum. And teach the verb chew by chewing the gum. Call students' attention to the pictures. Ask students to complete the work individually. Check the answers by inviting different students to report his/her work . II.1b This activity provides practice with the target language. Point out the box under the pictures. Read the instructions to the class. As students work, move around the room offering language support and helping them with any words they want to use. Get a student to write his/her sentences 复习本单元的重点句型。为以下听力做好准备。 Look at the 复习单词为听力pictures and say 做好准备。 what is happening in each picture. Check the things they liked to do when they were children. write some other things that they used to like to do when they were children on the lines in the box. on the blackboard. Help correct any errors. III.2a This activity provides listening practice using the target language. Set a time limit of one minute. Ask Look through the students to look through the sentences in sentences in the the box. box. Point out the sample answer. Play the Listen and check recording for the first time. Play the the sentences they recording again. This time students check hear. IV.2b This activity gives students practice in understanding and writing the target language. Call students' attention to the chart the sentences they hear. with the headlines In the past and Now. Set a time limit of one minute for students to look through the uncompleted sentences. Play the recording. Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers. Step3 Consolidation and extension Listen and fill in the blanks with the words they hear. I.2c This activity provides oral practice using the target language. Ask a pair of students to read the sample Read in pairs. 通过听力检测学生对重点句型的理解程度。 训练学生的独立思考能力。 为学生的写作做conversation to the class. II. 3a This activity provides reading practice using the target language. Teach the words right and comic. Call students' attention to the article. Invite a student to read it to the class. Correct any pronunciation errors to make sure the student provides a good model Read the words. Read the article. for the rest of the class. Point out the chart. Elicit the first answer from the class: Rose Tang then: had so much time. Guide students to find out the Read the article information in the reading. It says when I and complete the was young, I used to have so much time, … chart. Get students to do the work on their own. As they work, move around the classroom and offer help if necessary. III.3b This activity provides reading and writing practice using the target language. Read the instructions to the class. Read the letter to the class. Do the first one or two fill-ins with the class. Ask students to work individually. Walk around the room checking progress answering questions as needed. Ask different students to read their completed letters to the class. Complete the letter on their own. They may use the information from the chart in Activity 2b. 好准备。 训练学生的写作能力，并检测对本单元基本句型的掌握情况。 IV.3c This activity provides writing practice using the target language. Read the instructions to the class. Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlines Used to and Now on the blackboard. Show a sample version on the screen by a projector as a guide. Ask students to do the activity individually. As they begin to write, move around the room providing help as needed. It doesn't matter whether they only write a sentence or a longer article. Ask students to read their articles to a partner. If there isn't enough time for all the Write an article about the things that they used to do and that they still do to describe how their life has changed since primary school. Use these suggestions on the blackboard with their ideas to write their article. They may also use the in articles Activities 3a and 3b as a model. students to finish the article, allow them to finish it after class. V.4a This activity provides reading, writing, listening and speaking practice Students read the using the target language. headlines at the Read the instructions to the class. top and at the Focus attention on the chart. Set a time sides. limit of one minute. Demonstrate how to fill in the chart with a good student to provide a good model for the rest of the class. Ask students to complete the work on Do 4a their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents. VI.4b This activity provides oral practice Work in groups. using the target language. Read the instructions to the class. Ask students to complete the work in groups. Ask a few students to tell the class about the other students they have talked to. Step4 Summary Unit 2 I used to be afraid of the dark. Section B The Fourth Period 1．Target language: A: I used to eat candy all the time. Did you? B: Yes, I did. And I used to chew gum a lot. 2．Used to Now play chess study very late draw pictures wear glasses not wear glasses like maths … … 教 学 反 思 培养学生的团结合作能力。 板 书 设 计 学科 课题 English 课型 fresh 年级 9 Unit 2 I used to be afraid of the dark. 5/5 教学媒A tape recorder , CAI 体 知识 技能 教 学 目 标 1. Key Vocabulary chatline, be made up of, symbol, secret code, comprehend 2. Write an article using the target language. According to designing some tasks to train students' writing skill. 过程 方法 According to learning text to train students' ability of identifying main idea, understanding words in context and reading for special information. 情感 态度 Everyone surely changes. You should care for your own growth. 教学重1．Write an article using the target language. 点 2. Read the text to identify main idea. 教学难1. Train students' reading skill. 点 2. Train students' writing skill. 学生活动 Answer the questions. Read after the teacher. Do exercise 1 by oneself. Work in groups. 设计意图 检查学生课下复习情况。 对本单元的词汇用法进行检测。 通过前几课时的教学内容及教师活动 Step 1 Revision 1. Ask some questions about 3a Step 2 Presentation I.Self Check 1. Read the words in the top. 2. Fill in the blank with the words given. 3. check the answers. 4. Read the sentences. 5. Make sentences with the words given. II.Writing 1. Look at the 1. Move around the classroom and give some pictures and help . tell the differences 2.Show a good one to the class. between the pair of the pictures. 2. Write about the pictures. 3. Give the answers in class. III. Words study 1. Learn the new words in this passage Read after the death afford cause himself patient teacher. in the end decision make a decision head teacher necessary to one’s surprise exactly even though take pride in no longer attention pay attention to five up waste not …any more IV Section 1 1. Ask Ss to read Part 1 in the book . Read and Write notes of their V Section 2 own. 1. Ask Ss to read the text and answer the questions. Read the passage A. How old is Martin Murrary ? in three minutes. B. What did he use to be ? the C. How was he a problem child? not Answer interested in studying / got into questions. trouble with the police D. What is Martin afraid of after his father died? E. What did his mother do after his father died? work – look after – F. What decision did she make? G. What cause Martin change his life ? H. What is the main idea of this passage? The Ss listen and 2. Play the tape. read aloud. 3. Language points : a fifteen –year-old Listen and make boy can’t afford to pay for get notes. 训练，检测学生独自写作的能力。 。 为更好学习文章做好准备 由问题解答检测学生理解文章程度。 通过习题，对文章into trouble make a decision a boys’ boarding school it’s.. to do… to one’s surprise even though not any longer take pride in pay Read the sentences attention to a top student in the box. VI Section 3 Do 3a,3b 1. Put the sentences into the correct place in the reading. 2. check the answers. Step 3 Summary 进一步理解。 Unit 2 I used to be afraid of the dark. The fifth Period 板 A. How old is Martin Murrary? 书 B. What did he use to be? 设 C. How was he a problem child? not interested in studying / got into trouble 计 with the police D. What is Martin afraid of after his father died? E. What did his mother do after his father died? work – look after – F. What decision did she make? G. What cause Martin change his life? 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 1/6 教学媒A tape recorder , CAI 体 1. Key Vocabulary allow, drive, pierce, driver, license, silly 2. Target Language 知识 技能 I think teenagers should be allowed to go out with their friends. I agree. They … 3. Structure should be allowed to 过程 方法 According to designing some tasks, train students' listening skill and students' communicative competence. Students should do what they are allowed to do and avoid doing what they aren't allowed to do. 教 学 目 标 情感 态度 教学重1．Target language 点 教学难点 2．The structure: should be allowed to The structure: should be allowed to 教学内容及教师活动 Step 1 Revision 学生活动 设计意图 复习词汇. Show the following on the screen by a Read after teacher. projector. Make sentences with the phrases go out at night above using the collect stamps structure used to. Both statements be alone at home and questions are ask the teacher questions acceptable. drink milk eat eggs write letters Step 2 Presentation I.1a This activity focuses on vocabulary words and the structure “should be allowed to. ” Show the new words on page 18 on the Read after screen by a projector. teacher. allow v. 允许，准许 drive v. 驾驶；驾车 pierce v. 刺穿；刺破 license(=licence) n. 执照；许可证 silly adj. 愚蠢的；傻的 Say the words and have students repeat over and over again until they are read English magazines pronounced fluently and accurately. Write the words “can do” and “can't do” side by side on the blackboard. Then ask students questions about things that their parents say they can and can't do. Now write on the blackboard the headlines “ is allowed to” and “ isn't allowed to” instead of “can do” and “can't do”. Answer the questions with “can do ” “can’t do ” . The blackboard looks like this: is allowed to isn't allowed to surf the Internet play soccer ball … … Repeat the Give an sample sentence using the sentence. 学习新的词汇，为练习口语和做准备。 用生活中的实际例子激起学生对知识的兴趣。 structure above. (Write the sentence on the blackboard) Read the sentences Read the instructions to the class. Set in 1a. a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read them aloud to Have a discussion the class instead. and circle A for Ask students to tell you what their agree or D for attitude to each sentence is. disagree for each When all the students are finished, ask sentence on their students to raise their hands to show which own. things are or aren't allowed to do. Discuss the results with the class. II. 1b This activity gives students practice in understanding the target language in Read the sentences Read the instructions to the class. Get in 1b students to read the three sentences in the box silently. Listen to the spoken conversation. Play the recording for the first time. tape only. Play the recording a second time. Check the answers. Step3 Consolidation and extension 1c Students listen and circle T or F This activity provides oral practice using the target language. Read the instructions to the class. Work as teacher 培养学生的合作和独立思考能力。 把知识点口语化便于学生记忆。 Call students' attention to the phrases says. in the left box. Invite a student to read them to the class. Invite another student to read the statements in Activity 1a. Focus attention on the conversation in the right box. Ask a pair to read it to the Work class. with a Make partner. Demonstrate a new conversation with conversations another student using the phrases in the using the phrases left box. in the box and the in As students work in pairs, move around statements the room listening in on various pairs and Activity 1a. giving pronunciation and language help as needed. After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations. 此处体现学生的合作和创新能力。 板 书 设 计 Unit 3 Teenagers should be allowed to choose their own clothes. Section A The First Period 1．The structure: be allowed to is allowed to isn't allowed to surf the Internet play soccer ball … … She is allowed to surf the Internet. He isn't allowed to play soccer ball. 2．Target language A: I think teenagers should be allowed to go out with their friends. B: I agree. They need to relax. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 2/6 教学媒A tape recorder , CAI 体 1. Key Vocabulary earring, instead of 2. Target Language I think students should be allowed to do homework with friends. 教 学 目 标 知识 技能 I disagree. They talk instead of doing homework. Sixteen-year olds should not be allowed to drive. I agree. They aren't serious enough at that age. Do you think sixteen-year-olds should be allowed to work at night? No, I don't. 过程 方法 According to designing some tasks, train students' listening skill and students' communicative competence. 情感 态度 教学重点 教学难点 You should have the courage of your opinions. Target language Agreement and disagreement 教学内容及教师活动 学生活动 设计意图 通过游戏复习，让学生在轻松的氛围中对上节课所学知识进行温习。 Play a game to review the structure be used to do. Work as teacher Write sentence starters on separate says. pieces of paper as follows: Step 1 Revision Step 2 Presentation I.2a This activity provides practice understanding the target language in spoken 培养学生从图片Look at the conversation. picture and think 中理解内容的能Point to the picture and ask students 力，为看图作文打about what is 基础。 what is happening. Elicit answers from happening. look the students. 训练听力。 statements in the chart through. Point to the statements in the chart. Have students look them through. Answer any questions students raise to make sure they comprehend each sentence. Play the recording for the first time. Only listen. Play the recording again. Check the answers. This time students listen and check what Kathy thinks and circle if Molly I'm allowed to …; My brother isn't allowed to …; Students should not allowed to …; Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. Set a time limit of five minutes. Each team writes as many sentences and reasons as they can. When time is up, collect their answers. Each team gets one point for each correct sentence and one point for each correct reason. The team which gets the most points wins the game. Agrees, Disagrees or Doesn't know. II. 2b This activity provides practice in Read the list of reasons in the box understanding the target language in spoken conversation. Listen and number Point to the list of reasons in the box. the reasons. Invite a student to read them to the class. Play the recording again. Check the answers. Step3 Consolidation and extension Review and work in I.2c pairs to make conversation. This activity provides oral practice 对上节课所学知 识进行进一步复using the target language. 习。 Read the instructions to the class, Ask students for suggestions that teenagers should and should not be allowed to do. Remind them to look back at Activities 1a and 2a. Point to the sample conversation. Invite a pair of students to say it to the class, completing the sentences. Have students work in pairs. Move around Work in pairs to 对知识点进一步read the the room listening in on various pairs and 总结，便于学生记statements and 忆，实用。 offering any help they may need. questions in Check the answers by asking different Grammar Focus . pairs to say their conversations to the Have a discussion. class. Step II. Grammar Focus Ask different pairs of students to say the statements and questions. Write them on the blackboard. Check how well students understand each sentence by asking a student to repeat it in his/her own words. Point out I disagree, I agree and Do you think …? If necessary, give students more practice. Grammar note Don't explain the structure “ be allowed to” to students. It's too complex for students to understand at this point. So it can be studied almost as if it were a vocabulary item at this level. Step4 Summary Unit 3 Teenagers should be allowed to choose their own clothes. Section A The Second Period 板 书 设 计 Target language: 1．I think students should be allowed to do homework with friends. I disagree. They talk instead of doing homework. 2．Sixteen-year-olds should not be allowed to drive. I agree. They aren't serious enough at that age. 3．Do you think sixteen-year-olds should be allowed to work at night? No, I don't. 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 3/6 教学媒A tape recorder , CAI 体 1、 Key Vocabulary stay up 2、 Target Language 知识 技能 What rules do you have at home? Well, I'm not allowed to go out on school nights. How about you? I'm not allowed to go out on school nights either. But I can study at a friend's house. 过程 方法 According to designing some tasks, train students' integrating skills. Students may think parents should allow them more 情感 态度 freedom. In fact, they are weak in telling the right from wrong. So accept parents' advice. 1．Talk about what oneself is or isn't allowed to do using the target 教学重language. 点 2．Ask for what someone is or isn't allowed to do using the target language. 教学难点 Train students' integrating skills by task-based activities. 教学内容及教师活动 Step 1 Revision Play a game to review the structure be or be not allowed to. Divide the class into groups. Each group is asked to make a list of school rules. The group which writes down the most 学生活动 Play the game . Review the 设计意图 教 学 目 标 structure be or be not allowed to. rules within five minutes wins the game. Step 2 Presentation I.3a This activity provides reading and writing practice using the target language. Look at the Point to the picture and ask students to picture in 3a and describe it. describe it. Read the Invite a pair of students to read the conversation conversation to the class. Ask a student to read the sample answers to the class. Get students to complete the chart individually. Remind them to use “Don't” and “You can”. As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed. II. 3b This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence. Ask students to cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs. Get 此处训练学生独立思考能力。 Read it again and write Sun Fei's and Wu Yu's rules in the chart 将所学知识用到 实际生活中去。 Work in pairs to read the conversation in 3b and complete the last sentence. Work in pairs. using the target language. Read the instructions to the class. Call students' attention to the chart. Students read the headlines at the Set a time limit of one minute. Demonstrate how to fill in the chart top and at the sides. with a student. 通过此活动，让学Do an interview. Have students to ask different students 生对本课内容进 in the class and find three people who have 一步掌握并能熟 练运用。 to follow each of the rules in the chart. Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and students to complete the work in pairs. Move around the room checking progress and offering any help students need. Ask several pairs to share their conversations with the class. Step3 Consolidation and extension Part 4 This activity provides reading, writing, listening and speaking practice writing. Ask several students to tell the class what they learned. Optional activity Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart. Step4 Summary Unit 3 Teenagers should be allowed to choose their own clothes. Section A 板 书 设 计 The Third Period Target language: A: What rules do you have at home? B: Well, I'm not allowed to go out on school nights. How about you? A: I'm not allowed to go out on school nights either. But I can study at a friend's house.

教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 4/6 教学媒A tape recorder , CAI 体 1、 Key Vocabulary be strict with, take a test, pass a test, fail a test 知识 技能 2、 Target Language I think Peter should be allowed to take the test later. I don't agree. I think the school has to have rules. According to designing some tasks to train students' 过程 方法 listening skill and students' ability to talk about agreement and disagreement. 情感 态度 教 学 目 标 It's good manners to be on time. 教学重点 教学难点 1．Review some key vocabulary words and target language. 2．Talk about agreement and disagreement. Talk about agreement and disagreement. 教学内容及教师活动 学生活动 设计意图 激发学生兴趣，对所学知识进行复习，使记忆更加深刻。 Work as the Competition: Write “are allowed to” teacher says. and “aren't allowed to” on the blackboard. Divide the class into groups. Step 1 Revision Each group is asked to write down as many things as they can think of about what teenagers are or aren't allowed to do. See which group can think of the most items for each category. Step 2 Presentation I.1a This activity reviews the use of always, sometimes, usually and never. Look at the Point to the picture. Ask students to pictures and say describe what is happening in the picture. what is happening in each picture. Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class. Read the instructions and remind students of the exact meanings of the adverbs of frequency. Students Ask students to write A after things they always do, U after things they usually finish the task on their own in do, S after things they sometimes do and N 1a for things they never do. II. 1b This activity provides oral practice using the target language. Point out the sample conversation. Ask Pair work. Talk with his/her a pair of students to say it to the class. partner about As the pairs work together, walk around his/her answers in the room offering help if necessary. Activity 1a. Ask several pairs to share their conversations with the class. 对看图作文能力进行培养。 III.2a This activity provides practice in understanding the target language in spoken conversation. Play the recording for the first time. Students only listen. Play the recording a second time. Students listen Check the answers. and circle the things that they IV.2b This activity provides listening practice using the target language. Point to both the numbered and lettered lists of item in the box. Point out the sample answer. Read the sentence “Peter is going to fail a math test to the class. ” Play the recording again. Check the answers. Step3 Consolidation and extension 2c hear. Match the sentence parts as they hear on the tape . This activity provides oral practice using the target language. Call students' attention to the statements in the box. Say them to the class. Ask three students to read the sample Listen and look. conversation to the class, completing the sentences. Divide the class into groups of four. Discuss the statements with 把知识点转化为听力，在实际情境中检测学生对知识的理解程度。 培养学生合作讨论、分析能力。 As the groups work together, walk around their group. the room offering help as needed. Ask some groups to say a few lines of their conversations to the class. Step4 Summary Unit 3 Teenagers should be allowed tochoose their own clothes. Section B 板 书 设 计 The Fourth Period Target language: A: I think Peter should be allowed to take the test later. B: I don't agree. C: I think the school has to have rules. 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 5/6 教学媒A tape recorder , CAI 体 1 Key Vocabulary 知识 技能 the other day, learn from, at present, local finish, clear up, 2 Make sentences using vocabulary words. 3 Write a letter using the target language. 过程 方法 According to designing some tasks to improve students' ability of reading comprehension and writing. Every thing has its advantages and disadvantages. So treat things critically. 教 学 目 标 情感 态度 1. Practice reading and writing. 教学重点 教学难点 2. Fill in blanks and make sentences using vocabulary words. 3. Write a letter using the target language. 1．Improve students' ability of reading comprehension. 2．Improve students' ability of writing. 教学内容及教师活动 Step 1 Revision 学生活动 设计意图 检查学生课下复习情况，为本节课做好准备。 培养学生独立思考能力。 Have a dictation about this class. Write follow the Step 2 Presentation teacher. I.3a This activity provides reading practice using the target language. Call students' attention to the article. Read it to the class. Point to the five questions beneath the Answer the first article. Elicit the first answer from the question together. class . Ask students to read the article again Read and answer and answer the questions individually. the questions As students work, move around the room individually. answering any questions they may have. When students are finished, ask the questions orally and ask students to answer. Check the answers. II. 3b This activity provides oral practice Read. Point to the sample conversation. Ask a pair of students to read it to the class. work with a Get students to complete the activity in partner. Start by reading the sample pairs. As the pairs work together, walk conversation Then around the room offering language and make new conversations pronunciation support as needed. using the Ask some pairs to show their information in conversation. Activity 3a. Step3 Consolidation and extension Make a list of I.Part 4 rules about what This activity gives students an should and should using the target language. listening, not be allowed speaking, reading and writing using the along with students. target language. Write the rules on the blackboard. 1. Members are allowed to use opportunity to practice 培养学生合作精神，练习口语。 鼓励学生大胆想象，勇于提出自己观点。 English-English dictionaries. 2．Members aren't allowed to speak Chinese but English. 3．Members aren't allowed to be late. 4．… Point to the sample conversation. Invite a pair of students to say it to the class. Ask students to make conversations using the information on the list of rules. Walk around the room offering help as needed. Get different pairs to share their conversations with the class. II.self check Part 1 This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Ask students to fill in the blanks on their own. Check the answers. Five students each read a sentence , the rest of the students check their answers. III.Part 2 This activity provides reading and writing practice using the target language. Read the instructions to the class. Call attention to the article. Read it 对本单元的词汇Make 知识进行复习。 conversations using the information on the list of rules. Fill in the blanks with the words. 由阅读向写作过 渡，逐步训练学生写作能力。 to the class. Explain the new vocabulary Read and write. perform and primary. Point to the letter beneath the article. Ask students to complete the work on their own on a separate piece of paper. Show the sample version on the screen by a projector. Students may use it as a model. Dear Editor, I would like to reply to the article “Helping and Learning” in your last newsletter. I agree with some ideas and disagree with others. The article said that students should be allowed to volunteer more often. I think it's a good idea. Because volunteering is good for future jobs. However, I don't agree to the suggestion that students should visit primary schools and help teach young students. I think we are just students. We have no experience in teaching. We should do something we can. Yours, Wei Ming Hand in their work. Step4 Summary 板 书 设 计 Unit 3 Teenagers should be allowed to choose their own clothes. The Fifth Period A list of rules: 1 Members are allowed to use English-English dictionaries. 2 Members aren't allowed to speak Chinese but English. 3 Members aren't allowed to be late. 4 … 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 3 Teenagers should be allowed to choose their own clothes. 6/6 教学媒A tape recorder , CAI 体 知识 技能 Key Vocabulary achieve realistic succeed 教 学 目 标 过程 方法 According to designing some tasks to improve students' ability of reading. 情感 态度 教学重点 教学难点 Practice reading Improve students' ability of reading comprehension. 学生活动 Write follow the teacher. Work in groups to have a discussion. 设计意图 检查学生课下复习情况，为本节课做好准备。 培养学生独立阅读能力。 教学内容及教师活动 Step 1 Revision Have a dictation about this class. Step 2 Presentation I.1a This activity allows students to give their opinions about the responsibilities they have as teenagers. Ask some students to say how old they are and what grade they are in. write up the grade and age of the students. Ask about the age of students in other grades and list them on the board. Ask them to talk in groups and decide on the age of a teenager (13-19). Ask the groups to list some rules that they agree should be obeyed, both at school and at home. share their ideas with the class. II.1b This activity expects each student to make a decision and tell the group what it is. Ask the groups to look at the title questions. Each student must decide on an answer. Each group will report how many YESes and NOs they have. Find out the result for the entire class. III. While You Read Ask students to read the passage once without stopping for general understanding. When most students have finished reading, ask for a show of hands to indicate they have enderstood the general idea. Ask some student to give examples of language they don’t know and want to be able to use. Discuss the meanings of these words or phrases. Ⅳ 3a This activity allows the students to actively use some new language from the reading. Ask students to find and underline the three phrases. V 3b This activity develops the idea of the difference of opinion between Liu Yu and his parents. Ask students to give some examples of how they know their parents care about them. Tell students to find examples in the reading that show Liu Yu’s parents love him. Ask students to list examples to show that Liu Yu is unhappy with his parents’ attitude. Check the answers. VI 3c This activity expects students to decide if they agree with Liu Yu or his parents. Go around listening in on the conversations. Help with vocabulary and the expression of ideas and thoughts. Encourage students to refer to the information in the reading. VII Go For It Ask students to write a schedule that Read the title questions and make a decision. Read the passage. Work in groups to have a discussion. Read the passage again. Write an example of their own. Read the passage again and do exercise in 3b. Work in pairs to discuss the question. Do part 4 通过小组活动，锻炼学生合作精神。 plans their time for schoolwork and hobbies. As they do this, move around the room and offer help as needed. Ask students what the benefits are of a schedule like this. Suggest students share this plan with their parents when they go home. Step3 Summary 板 书 Unit 3 Teenagers should be allowed to choose their own clothes. 设 Key Vocabulary 计 achieve realistic succeed 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 1/6 教学媒A tape recorder , CAI 体 1．Key Vocabulary lottery, million, medical, research 2. Target Language 知识 技能 Look. This girl won a million dollars in the lottery. Wow! What would you do if you won a million dollars? I'd give it to medical research. 3. Structure I would/I'd do 过程 方法 According to designing some tasks, train students' listening skill and communicative competence. If you won a million dollars, you'd buy a big house, buy 情感 态度 a car and so forth. However, do remember it's really being cool to realize your dream through great efforts. 教学重点 教学难点 1．Target language 2．The structure: I would/I'd do The structure: I would/I'd do 教学内容及教师活动 Step 1 Revision 学生活动 设计意图 复习。 教 学 目 标 Review the structure “should be Make sentences. allowed to” by asking students to make sentences about school rules. Step 2 Presentation I.1a This activity focuses on vocabulary and structures introduced in the unit. Read the instructions to the class. Call students' attention to the words in the box. Ask a student to read them to the class. Ask students what they would do if they have a lot of money? Get students to complete the task. First individually, then in groups. Read the sentences. Add more ideas to the list. Then share your answers with students. other As they work, walk around the room checking progress and offering any help they may need. Collect answers from students on the blackboard. Answers will vary but should include a mixture of ideas for helping themselves and others. II.1b This activity gives students practice understanding the target language in spoken conversation. Read the instructions to the class. Read the question in the speech bubble. Explain the word lottery to students. Point to the pictures. Ask students to Look and say in groups. Students only describe them one by one. listen. Play the recording for the first time. Play the recording again. Check the answers. Students listen and number the pictures in the order they hear 复习词汇，为听力做准备。 。 从说到听，逐步递进, 训练听力。 Step3 Consolidation and extension 1c This activity provides oral practice using the target language. Read the instructions to the class. Call students' attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class. Get students to work in pairs. As they 将知识结构由实 际生活中的常见Read in pairs. 实例展现出来，引 起学生兴趣，便于 更好应用。 Pretend they are the people in the picture. Talk with them. partner work in pairs together, walk around the room their offering language support as needed. about what they After students have had a chance to would do if they practice several exchanges, ask pairs to won a million come to the front of the classroom and act dollars. out their conversations. Step4 Summary Unit 4 What would you do? Section A 板 书 设 计 The First Period Target language: A: Look. This girl won a million dollars in the lottery. B: Wow! What would you do if you won a million dollars? A: I'd give it to medical research. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 2/6 教学媒A tape recorder , CAI 体 1. Key Vocabulary tie 2. Target Language 教 学 目 标 知识 技能 What would you do if you won a million dollars? I'd give it to charities. If I were you, I'd wear a shirt and tie. If I were you. I'd take an umbrella. 过程 方法 According to designing some tasks, train students' listening skill and communicative competence. Two heads are better than one. Give some direction to those who are in trouble. 情感 态度 教学重点 教学难点 1．Listening Practice 2．Target language Train students' ability to use the target language. 教学内容及教师活动 学生活动 设计意图 Step 1 Revision Invite a student to come to the front of the class and ask if you had 100, 000 yuan, what would you buy? Students take turns answering his/her question. Step 2 Presentation I. 2a This activity provides practice understanding the target language in spoken Students talk 通过复习，使学生对上节课所学知about how to spend 识进行温习。 a large amount of money. conversation. Focus attention on the picture. Ask Look at the students to describe it. picture and say . Point to the list of reasons. Invite a Read the sentences. student to read them to the class. Read the words. Play the recording the first time. Students only listen. Play the recording a second time. students listen and circle the Check the answers. reasons. II. 2b practice using the target language. Read the instructions to the class. Read the Point to the list of sentences. Invite sentences. Students listen a student to read them to the class. and check the Play the recording again. things. Check the answers. Step3 Consolidation and extension I.2c This activity provides oral practice using the target language. Point to the list of Larry's worries in This activity provides listening the box. Invite a student to read them to the class. Read the Ask students to look back at the list of sentences. checked sentences. Look back at the list of checked 为听力做铺垫。 检测学生的听力水平。 同2a 进行口语训练，把知识转化为自己生活中的用语。并对2a和2b的知识进行复习。 students to make conversations using Make sentences in pairs. information from Activities 2b and 2c. Ask a pair of students to demonstrate a conversation to the class. After all the students have a chance to play both parts, stop the activity. Ask 让学生用本课知different students to perform their 识解决实际生活 的实际问题。 conversations. Optional activity Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give 对知识进行整理， the other student. Ask a student to read 设计一幅图片，检 测学生对语言结his/her advice to the class. The rest guess 构的实际运用。 the problem. II. Grammar Focus Ask different students to read the Read the question and answer and the statements to sentences. the class. Write them on the blackboard. Show a picture of someone in a lion's cage on the screen by a projector. Ask Answer the students questions using the target questions about the picture. language . Get several more examples from other students. Make notes if Read the instructions to the class. Ask sentences. Explain the using of word “would” and needed. “were”. Step4 Summary Unit 4 What would you do? Section A The Second Period Target language: 板 书 设 计 A: What would you do if you won a million dollars? B: I'd give it to charities. A: If I were you, I'd wear a shirt and tie. B: If I were you, I'd take an umbrella. A: What would you do if you were in a lion's cage? B: I'd call for help. C. I'd get out fast. 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 3/6 教学媒A tape recorder , CAI 体 1. Key Vocabulary 知识 技能 pimple, trouble 2. Target Language I'm too tired to do well. What should I do? If I were you, I'd take a long walk before going to bed. 过程 方法 According to designing some tasks ， train students' reading skills and integrating skills. 教 学 目 标 情感 态度 教学重点 教学难点 Everyone may have some trouble. Don't worry. Target language Give advice using the target language. 教学内容及教师活动 学生活动 Have a discussion. Read the sentences. Read . 设计意图 对上节课所学知识进行复习。 Step 1 Revision Get students to talk about what they would do if a teacher criticized them. Step 2 Presentation I.3a This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class. Point out the pieces of advice on the right. Get different students to read them to the class. Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class. Ask students to match each problem on Work in pairs. the left with the correct advice on the right. Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed. Check the answers. II. 3b This activity provides oral practice using the target language. Read the instructions to the class. Work individually to complete the activity on their own. 培养学生独立分析能力。 培养学生的解决问题能力。 Invite a pair of students to read the sample conversation. Ask students to think of different advice for the problems in Activity 3a. Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I'd watch TV to relax my mind. Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed. After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations. Step3 Consolidation and extension Part 4 This activity provides writing, listening and speaking practice using the target language. Read the instructions to the class. Get a pair of students to say the sample conversation to the class. Point out the sample answers in the chart. Say, What problems do you have at Read the conversation in pairs. Think by oneself. Work in pairs to make new conversation. Read the conversation. Make a list in the chart. Then ask their classmates for advice and write their advice home? At school? Get students to complete in the chart too. the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart. Check the answers by asking different pairs of students to say their conversations to the class. Optional activity Ask, What would you do if there were no classes tomorrow? Ask students to write as Work in pairs. 创设一个实际情境，激起学生兴趣，对本课知识进一步掌握。 Unit 4 What would you do? Section A The Third Period Some good advice: ...... many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of. Step4 Summary 板 书 设 计 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 4/6 教学媒A tape recorder , CAI 体 1. Key Vocabulary 知识 技能 energetic, confident, public, in public, permission 2. Target Language What would you do if someone asked you to be in a movie? I'd say yes. 过程 方法 According to designing some tasks to train students' ability to identify words in context and listening skill. Enable students to realize that confidence is a good personality. 教 学 目 标 情感 态度 教学重点 教学难点 1．Key Vocabulary 2．Target Language 1．Listening practice using the target language. 2．Use the target language. 教学内容及教师活动 学生活动 设计意图 对上节课重点语言结构进行复习。 为学生完成1a练习做准备。 Step 1 Revision Say, If I had a day off today, what would Have a discussion I do? Encourage students to give advice and make using sentences beginning with if I were sentences. you, I'd … or you should … See how many pieces of advice students are able to think of. Step 2 Presentation I.1a This activity reviews earlier vocabulary and introduces some new words. Introduce the key vocabulary words on page 29 by showing them on the screen by a projector. energetic adj. 有活力的；精力充沛的 confident adj. 自信的；有把握的 Repeat the words. public n. & adj. 公众(的)；公共(的) in public 当众；公开的 Read the words one by one and have students repeat several times. Read the instructions to the class. Point to the five words above the box. Invite a student to read them to the class. Ask students to tell what each word means. For example, for the word outgoing, a student might say, outgoing means friendly. Focus attention on the five numbered sentences in the box. Point out the sample answer. Ask students to think about which word would work best in each blank. Walk around the room offering help as needed. Correct the answers. . II.1b This activity provides oral practice using the target language. Read the instructions to the class. Practice in pairs Make Call students' attention to the sample conversations to conversation. Invite a pair of students to tell each other read it to the class. what words in 1a to 训练由认知词汇到使用的能力。 Have students practice in pairs. As they describe work, walk around the classroom checking himself/herself. progress and offering language support as needed. Have a few pairs of students to share their conversations with the class. III.2a This activity provides listening practice using the target language. Call students' attention to the chart. Read . Point to the list of questions underneath the headline “What would you do…” Ask different students to read them to the class. Correct any pronunciation and intonation errors. Play the recording the first time. Only listen. Play the recording a second time. Check the answers. IV.2b Listen and check the answers Celia asks. This activity provides listening practice using the target language. Point to the list of answers underneath the headline “I would …” Ask different students to read them to the class. Listen and circle Play the recording again. Bill's responses. Check the answers. Step3 Consolidation and extension 2c This activity provides oral practice using the target language. Point to the sample conversation in the Read in pairs. box. Invite a pair of students to read it to the class. Point out the personality survey in Work in pairs. Ask Activity 2a. Get students to work in pairs. and answer the As the pairs work together, move around the questions in the classroom offering language and survey. pronunciation support as needed. Check the answers by asking different pairs to share their conversations with the class. Step4 Summary Unit 4 What would you do? Section B The Fourth Period 板 书 设 计 1．Key vocabulary: energetic confident public in public 2．Target language: 把自己的具体 情况用本节重点句型练习，激发兴趣、加深记忆。 A: What would you do if someone asked you to be in a movie? B: I'd say yes. 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 5/6 教学媒A tape recorder , CAI 体 1. Key Vocabulary 知识 技能 pretty, social, in the slightest, fairly, get along with, let … down, come up with 2. Read the e-mail from Fran, and write a reply. 过程 方法 According to designing some tasks to train students' ability of reading comprehension and writing. Sometimes you might annoy people because you are so 情感 态度 confident. In fact, being a good listener is an art. The reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident. 教学重点 教学难点 1．Reading 2．Writing 1．Reading 2．Writing 教学内容及教师活动 Step 1 Revision 学生活动 设计意图 对本单元的重点句型继续复习。 教 学 目 标 Answer the Hold a quick survey around the class. questions. Ask what would you do if … 1 the teacher asked you to give a speech in front of the whole school? 2 your brother borrowed your clothes without permission? 3 someone asked you to be in a movie? 4 you wanted to be friends with a new student? Encourage students to give different Step 2 Presentation I. 3a This activity introduces key vocabulary words and provides reading practice using the target language. Read the words which in this lesson one Repeat the words 为本节课扫清词by one and have students repeat them several after teacher. 汇障碍。 times. Call students' attention to the Read the personality survey results in the box. Set paragraphs a time limit of two or three minutes. Have students read the three paragraphs silently. 此活动对提高学 Read the Activity 3a instructions to the Reread the 生的学习兴趣会有很大鼓动。 class. Ask students to reread the personality survey results personality survey results and decide which again and decide letter goes in each paragraph. Point out the which letter goes in each paragraph. sample answer. Get students to complete the activity on their own. Check the answers. II.3b This activity provides reading and writing practice using the target language. Read the instructions to the class. Work in groups. Ask students to write their own 对学生的情感进 personality survey. 行正确培养。 Give another example on the blackboard. answers to each question. I. Part 1 This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Ask students to fill in the blanks on Fill in the blanks on their own. their own. Check the answers. II.Part 2 This activity provides reading and writing practice using the target language. 学生独立写作，教Read and write. Read the instructions to the class. 师给予协作，既培 Teach students to practice the words 养学生独立写作 能力，教师又能及represent, let … down and come up with. Read 时发现问题。 the e-mail from Fran to the class. Set a time limit of five minutes. Students read the If a friend misunderstood you, would you a, tell him/her it is a misunderstanding at once? b. want to explain to him/her, but have no courage? c. invite him/her to dinner and explain? Get students to work individually. Work As they work, move around the room individually. checking their works and offering language support. Step3 Consolidation and extension e-mail again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading. Get students to write a reply on their own.As students do this, walk around the room offering any help they may need. Ask a few students to read their replies to the class and share their solutions. Step4 Summary Unit 4 What would you do? The Fifth Period 板 书 设 计 An example to Activity 3b: If a friend misunderstood you, would you… a. tell him/her it's a misunderstanding at once? b. want to explain to him/her, but have no courage? c. invite him/ her to dinner and explain?

教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 4 What would you do? 6/6 教学媒A tape recorder , CAI 体 知识 技能 Key Vocabulary downstairs correct burn offer 教 学 目 标 过程 方法 According to designing some tasks to train students' ability of reading comprehension. 情感 态度 教学重点 教学难点 Reading Reading ` 教学内容及教师活动 学生活动 设计意图 Write follow the Have a dictation about this class. teacher. Step 2 Presentation I. section 1 Work in groups to This activity encourages students to have a discussion consider the differences between an about the question Step 1 Revision 检查学生课下复习情况，为本节课做好准备。 在开课之前让学生进行讨论，可以激发学生对本课accident and a problem, and how accidents the teacher says. 的兴趣，以便更好 的开展教学。 happen and what problems teenagers face. Draw a picture of a sad face on the board. Ask students what things in their lives make them sad. Write“accidents on the left and examples of”problem” on the Divide the class into groups. Ask them to discuss the two questions and note down a) a list of accidents, and b) what the group decides is the biggest problem for teenagers. Share each group’s ideas and compare the results. Make sure students understand the difference between an accident and a problem. II.While You Read Ask students to look at the artwork and the cartoon and then draw on their knowledge to say what this reading is. Read the conversation and Ask students to notice the format. do some work as the Ask students to repeat the reading aloud teacher says。 in pairs, changing over for each page. III.After You Read 1.3a This activity shows the knowledge and . common sense students already have. Ask students to pool the knowledge they have to answer the two questions. Discuss the questions with the Work in pairs to discuss the 再次通读文章，然students. questions in 3a 后进行讨论，加深2.3b 对文章的理解程This activity develops students’ 度。 ability to consider and rank according to knowledge right. Ask students to go through the accidents mentioned in the reading and discuss how serious each one is. Discuss answer with the class. Read the conversation 3.3c again and discuss This activity asks students to in groups. personalize the information and talk about their own experience. Work as the Ask each student to answer the question teacher says. and check or not check the box. Have a class discussion to see how many students share the same experience and followed the advice given in the book. IV.Go For It Ask students to write one more “accident” Question and Doctor’s answer, and one more “Problem and Advice” using the same language style as in the reading. Take the examples of each student and write them up on a computer if available. Step3 Summary 板 书 设 计 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla 1/6 教学媒A tape recorder , CAI 体 1. Key Vocabulary 知识 技能 belong, belong to, plate. author, toy, picnic 2. Target Language Whose book is this? It must be Mary's. Wanda Wilbur is her favorite author. According to designing some tasks, train students' 过程 方法 listening skill and communicative competence using the target language. 情感 态度 When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. 教 学 目 标 教学重点 教学难点 1．Key vocabulary 2．Target language 1．Listen for the target language 2．Oral practice using the target language 教学内容及教师活动 学生活动 设计意图 为学习新句型做好准备。 对词汇的进一步复习。 Step 1 warm up Repeat after Show some new words in this unit. teacher. Step 2 Presentation I.1a This activity introduces the key vocabulary. Focus attention on the picture. Have students point to each item and say its name. Get students to complete the task on their own, As they work, move around the room Look at the picture and write checking their progress and answering any the things you see in the correct questions they may have. columns in the Show the correct answers on the screen chart. by a projector. II.1b This activity gives students practice Read the persons, in understanding the target language in the things and the spoken conversation. reasons Call students' attention to the chart. Set a time limit of two minutes. Play the recording the first time. Only listen. Play the recording again. Step3 Consolidation and extension 1c Listen and match each person with a thing reason. and a This activity provides oral practice using the target language. Point to the picture in Activity 1b. Work with a Invite a pair of students to say the partner. Start by reading the conversation in the speech bubbles. conversations in Point out the conversation in the box. the picture and in Invite another pair of students to say it to the box. Then make conversations the class. Point out the chart in Activity 1 b. 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. using the information in the chart in Activity 1b. Talk about whom each thing might belong to and give a reason. 将知识点融入实际生活，便于实用。 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. Step4 Summary Unit 5 It must belong to Carla 1. Key Vocabulary 板 书 设 计 belong, belong to, plate. author, toy, picnic 2. Target Language Whose book is this? It must be Mary's. Wanda Wilbur is her favorite author. 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla 2/6 教学媒A tape recorder , CAI 体 1. Key Vocabulary band, hair band 2. Target Language Whose notebook is this? It must be Ning's. It has her name on it. 教 学 目 标 知识 技能 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. 过程 方法 According to designing some tasks, train students' listening skill and writing skill. 情感 态度 Use your mind, then make inferences correctly. 教学重点 教学难点 1．Listening and writing practice using the target language. 2．Make inferences using the target language. Make inferences using the target language. 教学内容及教师活动 学生活动 设计意图 通过复习，使学生对上节课所学知识进行温习。 Look at the Revise the conversations in 1b. Get picture and say . different pairs of students to talk about who each thing might belong to and give a reason. Step 1 Revision Step 2 Presentation I.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. Play the recording the first time. Play the recording a second time. Check the answers. II. 2b . Only listen Students write the correct words in each blank. 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. Play the recording. Students Check the answers. listen and fill in the Point to the box that contains the blanks. explanations of how to use the words must, might, could and can't. Read the explanations to the class. And then have different students explain in his/her own words what each word Make new means. Encourage students to make their own sentences. sentences using these words. For example, 检测学生的听力水平。 Get students to complete the task on Fill in the blanks their own. As students work, move around the with the words classroom answering any questions they may from this unit. have and offering help as needed. Check the answers. IV.Grammar Focus Work in pairs, ask Ask students to say the questions and 让学生参与，对本and answer. answers in pairs. 节内容的实际运 用进一步理解。 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 Answer the for the word must, a student might say, The English magazine must be Li Lei's. He likes reading English magazines very much. III.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. Elicit the first answer from the class (The notebook must/might be Ming's. It was on her desk) . you that it is true? 100 percent? 50 percent? questions. 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. Step3 Summary Unit 5 It must belong to Carla 1. Key Vocabulary band, hair band 2. Target Language 板 书 设 计 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. 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla. 3/6 教学媒A tape recorder , CAI 体 1. Key Vocabulary symphony, optometrist, appointment, algebra, crucial, because of, Chinese-English Oxford University 知识 技能 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. According to designing some tasks, train students' 过程 方法 reading skill and communicative competence using the target language. 情感 态度 When you are in trouble, send an e-mail message to your friends to ask for help. 教 学 目 标 教学重点 教学难点 1．Reading practice 2．Ora1 practice using the target language 1．Key vocabulary 2．Target language 教学内容及教师活动 学生活动 设计意图 复习。 注重学生的观察 Step 1 Revision Revise the usage of the words must, might, could and can't by checking homework. Step 2 Presentation I. 3a This activity provides reading practice using the target language. Call students' attention to the Look and say. picture. Ask students to tell what's happening in Read the parts the picture. carefully and Point to the parts of the e-mail Number them in order. message. Circle the new words. Check the answers. II.3b This activity provides oral practice Read the conversation in Read the instructions to the class. pairs. Point to the sample conversation. Invite a pair of students to say it to the class. Make new conversations. Get students to talk about the circled words in Activity 3a. Use the words can't, must, could or might as in the sample. circled words might include . anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Get students to work with a partner. As using the target language. 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 Read the words. 和表达能力。 掌握句型结构，用所学知识解决实际问题。 通过此环节，既培养了学生口语，也让学生慢慢掌握如何解决阅读过程中的生词问题。 Practice the pronunciation of these words and explain the meaning of each word. Step3 Consolidation and extension Part 4 This activity provides oral practice using the target language. Call students' attention to the Look and read the 通过此活动，让学生对本课内容进conversation. picture. Get students to name each item in 一步掌握。 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. 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 Work in pairs and fill the chart. 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 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. Step4 Summary Unit 5 It must belong to Carla. Section A The Third Period 1．Vocabulary words: drop v. symphony n. optometrist n. 板 书 设 计 appointment n. algebra n. crucial adj. count v. because of Chinese-English dictionary Oxford University 2．Target language: A: What do you think “anxious” mean? B: Well, it can't mean “happy”. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla. 4/6 教学媒A tape recorder , CAI 体 1. Key Vocabulary chase, creature 知识 技能 2. Target Language Why do you think the man is running? He could be running for exercise. No, he's wearing a suit. He might be running to catch a bus. 过程 方法 According to designing some tasks to train students' listening skill and writing skill. The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future. 教 学 目 标 情感 态度 教学重1．Listening practice 点 2．Writing practice 教学难1．Write two or three sentences to finish the story. 点 2．Listen and complete the sentences. 教学内容及教师活动 学生活动 设计意图 对上节课所学知识进行复习。 Step 1 Revision Read the message 1．Invite a student to read the thank-you and the message Linda wrote to Anna to the class. conversations. 2．Get different pairs of students to read the conversations in Activities 3b and 4. Step 2 Presentation I. Part 1 This activity provides writing practice using the target language. Read the instructions to the class. Read Repeat the words the words in the box and have students repeat in the box several times. Invite different students to explain the meaning of each word in their own words. Get students to look at the three Look at the pictures and write pictures carefully. Ask a student to say the a sentence about sample answer to the class. Get students to each picture. complete the activity individually. As offering language support as needed. Check the answers on the blackboard. II.2a This activity gives students practice understanding and writing the target language in spoken conversation. Read the instructions to the class. Point to the three pictures in Activity 1. Play the recording the first time. Only listen. students work, walk around the classroom Play the recording again. Check the answers. Listen and number the pictures. Encourage students to write two or three Write two or three sentences to sentences to finish the story. Answers will vary. Write a sample finish the story. version on the blackboard. Ask students to use it as a model. III.2b 训练学生的写作能力。 听写结合，对听力的要求更高一层。 This activity gives students practice listening and writing the target language.. Explain the meaning of the word creature to the students. Play the recording once or twice, using Listen and complete the the Pause button as necessary. sentences. Show the answers on the screen by a projector so that students can check the spelling and other details of their answers. The man says … 1．He could be running for exercise. 2．It could be a helicopter. 3．It must be an Alien. 4．She could be from the TV news. The woman says … He might be late for work. It must be a UFO. I must be dreaming. They must be making a movie. Step3 Consolidation and extension 2c This activity provides oral practice using the target language. Point out the sample conversation in the box. Invite a pair of students to read it to the class. Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and Start by reading 把所学知识口语the conversation 化，时学生的记忆in the box with 更加深刻，使用更加便捷。 their partner. Then role play conversations using information offering help as needed. Ask several pairs to say their conversations to the class. Step4 Summary in Activity 2b. Unit 5 It must belong to Carla. Section B The Fourth Period 1．Answers to Activity 1: 板 书 设 计 a. The UFO is landing. b. The alien is chasing the man. c. The man is running. 2．Target language: A: Why do you think the man is running? B: He could be running for exercise. A: No, he's wearing a suit. He might be running to catch a bus. 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla. 5/6 教学媒A tape recorder , CAI 体 1.Key Vocabulary 知识 技能 extremely, garbage, mystery, director, escape, 2. Target Language In my dream, I was swimming in an ocean of paper. Maybe it means you're afraid of too much homework! 过程 方法 According to designing some tasks to train students' reading skill、writing skill and integrating skills. 教 学 目 标 情感 态度 教学重点 教学难点 1．Reading practice 2．Writing practice 1．Reading practice 2．Writing practice 教学内容及教师活动 学生活动 Look and answer the questions. 设计意图 对上节课所学知识进行复习。 Step 1 Revision Collect pictures from students on the teacher's desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example: T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture? S1: He must be a student. S2: He could be having a dream. S3: He might like reading books. S4: … Step 2 Presentation I.3a This activity provides reading practice using the target language. Show the key vocabulary words on page 38 on the screen by a projector. extremely adv. 极其；非常 worried adj. 烦恼的；焦虑的 neighbor n. 邻居；邻人 garbage n. 垃圾；废料 mystery n. 神秘的事物；不可思议的事物；谜 director n. 决策者；董事；导演 escape v. 逃跑；逃走 ocean n. 大海；海洋 Read the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. Call students' attention to the article. Read it to the class. Get students to complete the task individually. As they work, walk around the classroom answering any questions they may 解决生词，为学生Read the words after the teacher. 更好理解文章做好准备。 Answer the questions. Read the article individually and underline what people think could be causing the strange things have and offering help as needed. Check the answers II.3b This activity provides reading and writing practice using the target language. Get students to discuss any words or sentences they don't know in Activity 3a with one another. Call students' attention to the three sets of notes. Ask different students to read them to the class. Ask students to write another paragraph about Bell Town using these notes. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Write the sample version on the blackboard. III.3c This activity provides writing practice using the target language. Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class into groups of four to discuss what should be included in the article. Two or three minutes later, stop the activity. Ask students to finish the article that are happening in Bell Tower. Read the article 培养学生集体合again and discuss 作精神，积极思any words or 考，敢于发问。 sentences they don't know in Activity 3a with one another. 仿写是训练写作Write paragraph 的很好途径。 Have a discussion. Do 3c about the strange events in Bell Tower. Use the ideas they discussed along with original ideas of their own to complete the article. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class. Step3 Consolidation and extension Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class. Ask students to think of a dream they had recently and tell their classmates about it. Let classmates guess what the dream might mean. Ask different pairs to tell the class about their dream and what they may mean. Step4 Summary 此活动可大大激 发学生兴趣，对教Look 、think and 学的实施和知识read. 的记忆有很大帮 助。 Work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Unit 5 It must belong to Carla. Section B The Fifth Period A sample version to Activity 3b: 板 These days, something unusual is happening in my neighborhood. Mr. Chu 书 设 often hears footsteps in the hallway at late night. His wife thinks it might 计 be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn't think so. My neighborhood used to be quiet. But now everyone is worried. I don't know what to do. 教 学 反 思

学科 课题 English 课型 fresh 年级 9 Unit 5 It must belong to Carla. 6/6 教学媒A tape recorder , CAI 体 1.Key Vocabulary 知识 技能 ant, dishonest, bark, wake, pretend, use up, attempt 2. Fill in blanks and make sentences using vocabulary words. 3. Learn some proverbs. 过程 方法 According to designing some tasks to train students' writing skill and reading comprehension. 教 学 目 标 情感 态度 We'll benefit a lot by learning proverbs. 教学重点 教学难点 1．Make sentences using vocabulary words. 2．Say the meanings of different proverbs in your own words. 1．Make sentences using vocabulary words. 2．Say the meanings of different proverbs in your own words. 教学内容及教师活动 学生活动 对上节课所学知识进行复习。 设计意图 Step 1 Revision Ask several students to read the newspaper article in Activity 3a to the class. Step 2 Presentation I. Part 1 This activity provides a comprehensive review of vocabulary presented in the unit. Read the words. Focus attention on the box Invite a student to read the vocabulary words at the top. anxious strange worried careful favorites Ask students to fill in the blanks on Fill in the blanks their own. with the words. Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers. II.Part 2 This activity provides reading, writing, listening and speaking practice using the target language. by a projector. finger n. 手指 stone n. 石头；石块 ant n. 蚂蚁 poor adj. 贫穷的；贫困的 dishonest adj. 不诚实的 bark v. (狗等)吠声；叫声 wake v. 唤醒；弄醒 pretend v. 假装；佯若 use up 用完；用光；耗尽 attempt v. 试图；企图 Show the vocabulary words on the screen Read the words and have students repeat them until they can pronounce them fluently and accurately. Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice. Read after the Read the first proverb to the class. One teacher. finger cannot lift a small stone. Elicit the interpretation from the students. Ask students to read the proverbs. Discuss with your classmates what they might mean. Get students to work in groups of four. Read the proverbs. 培养学生探究精As the groups work together, walk around the Discuss with your 神。 room to make sure that students are classmates different students to say what they think each proverb means. III. Part 3 vocabulary introduced in this unit. words in the box. what 检测学生对词汇词性、意思的掌握程度。 discussing the topic in English. Invite they might mean. This activity focuses on the new Do part3 Ask students to read the five lines of Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Get students to complete the task on their own. As they are doing this, move around the classroom checking their progress and offering help as needed. Check the answers by asking a student to read. Step3 Summary 板 书 设 计 教 学 反 思 学科 课题 English 课型 fresh 年级 9 Review of units 1～5 1/2 教学媒A tape recorder , CAI 体 教 学 目 标 知识 技能 1． Listening practice using the target language. 2． Oral practice using the target language. 1. According to listening to train students’ listening skill. 2．According to oral practice to train students’ speaking skill. 过程 方法 情感 态度 教学重1. Listening practice using the target language. 点 2. Oral practice using the target language. 教学难点 Train students’ listening skill and speaking skill. 教学内容及问题情境 Step1 Revision 1. Dictate some vocabulary words in units 1～5. 2. Choose four or five words. Encourage students to make sentences with them. Step 2 Presentation. Ⅰ.1a 1．Check that they understand what they need to do by having one or two students complete other answers. 2．Ask the students to do the crossword individually or in pairs. 3．Check the answers. Ⅱ1b 1.Explain to students that they need to write clues like the clues for the crossword in activity 1a. 2.Ask the students to work in pairs. 学生活动 Write some vocabulary on their exercise book ,and make sentences with some of them. Read the clues and complete the crossword. Choose words from units 1-5 and write a clue for each word . Read the clues to your partner. He or she guesses the words. 设计意图 复习1-5单元重点短语，进行知识巩固。 游戏方式复习已学短语。 运用已学语言创作有特色的语言。 Ⅲ. 2a Listen and match 1.Ask the students to pay attention to the the conversations four pictures. with the correct 2.Play the recording ,students listen and pictures by match the conversations with the correct writing the pictures by writing the numbers in the numbers in the boxes. boxes. 3.Check the answers. Listen again . Ⅳ.2b Complete the four 1.Set a time limit of two minutes. Students different go through the lists of questions. questions next to 2.Ask the students to listen to the same the pictures in recording again, complete the four Activity 2a. different questions next to the pictures in Activity 2a. 3.Let students check their answers in pairs, and then with the whole class. Ⅴ. 2c Role play , 1.Read the instructions to the class. Practice the Point out the sample conversation in the conversations in box. Invite a pair of students to read it to activity 2b with the class. their partner. 2.Ask the students to work with a partner and use the information in activity 2b. 3.Ask several pairs of students to say their conversations to the class. Step 3 Summary Review of units 1～5 板 The First Period 书 Target Language: 设 A: What would you do if you saw a big bicycle accident? 计 B: If I saw a bicycle accident I would... 教 学 反 思

运用已学知识，进行听力练习。 运用所学知识进行口语练习，提高口语表达能力。 学科 课题 English 课型 fresh Review of units 1～5 2/2 年级 9 教学媒A tape recorder , CAI 体 教 学 目 标 知识 技能 过程 方法 情感 态度 1．Oral practice talking about things they used to do. 2．Oral particle talking about things they should be allowed to do. 1． Train students’ speaking skill. 2． Train students’ writing skill. 教学重1. Talk about things they used to do. 点 2. Talk about things hey should be allowed to do. 教学难点 Train students’ speaking and writing skills. 教学内容及问题情境 学生活动 设计意图 复习上节课所学Step 1 Revision 知识。 Check homework. Ask different students to Say their conversations to say their conversations to the class. the class Step 2 Presentation Ⅰ.Part 3 1.Point out the sample conversation in the Work in pairs and 复习已学知识，提供口语练习的机box. Ask the students to work in pairs like fill in the blanks. that and fill in the blanks 会。 2.Invite a pair of students to say it to the class. The B student should think of something to finish the conversation. 3.Ask several pairs to say their conversations to the class. Answers will vary. Ⅱ. Part 4 Complete these 1.Get students to complete these sentences 完成主观任务，练sentences using using their own experience. 2.Point out the 习口语交际。 their own sample conversation in the box. Invite a pair of students to read it to the class. experience and then work in 3. Ask the students to work in pairs. pairs. 4.Ask several pairs of students to say their conversations to the class. Answers will vary. Ⅲ. Part 5 1.Read the instructions to the class. Get students to write a list thing teenagers Write a list thing should be allowed to do using their own teenagers should experience. be allowed to do 2. invite a student to read them to the using their own class. experience and 3.Ask students to role play the conversation work in pairs. in the box. Move around the class offering help as needed. Ⅳ.Part 6 1.Read the instructions to the class. Read the sample Point out the sample conversation in the conversation in box. Invite a pair of students to read it to the box. the class. 2.Ask the students to write their own responses. 3. Ask students to work in group of three. Students take turns interviewing each other and writing the answers. Ⅴ .Part 7 Complete the 1.Focus students’ attention on the sentences and then instructions and the example .Have two talk about them students model the sample conversation. with their 2.Ask the students to look at the pictures partner. and discuss with their partners what they look like. 3.Ask the students to share their answers as conversations with the class. Part 8 1.Ask the students to answer the questions on the blank lines. Get students to complete the task individually. 2.Point out the sample conversation in the box. Invite a pair of students to say it to the class. 3.Ask the students to work with a partner. 4.Ask several pairs of students to say their conversations to the class. Answers will vary. Step 3 Summary 回忆已学知识，练习口语。 培养学生集体合作精神。 练习口语。 Review of Units 1～5 The Second Period Target language: 板 书 B: By reading the textbook. How about you? 设 A: I usually study by looking at old tests. 计 2. A: I used to think I wouldn’t get taller. B: You’re very tall now. A: Yes, it makes me happy! 3. A: It might be a man riding a horse. B: I agree. But it could also be a... 1. A: How do you study for a test? 教 学 反 思