新目标英语九年级 Unit 5-unit 6 教案(新目标版九年级英语上册教案教学设计)

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篇1：九年级Unit 6 教案教学设计(新目标版英语九年级)

Unit 6 I like music that I can dance to

The 1st Period

Ⅰ． Teaching Aims

1． Knowledge Objects

（1） Key Vocabulary prefer, lyric

（2） Target Language

What kind of music do you like?

I like music that I can sing along with．

What about you?

I prefer music that has great lyrics．

2．Ability Objects

（1） Train the students to express preferences．

（2） Train the students’ listening skill．

(3) Train the students use the Attributive Clause.

3． Moral Object

Let’s enjoy music． It always brings us happiness．

Ⅱ． Teaching Key Points

1． Key Vocabulary and phrases: prefer, lyric, dance to, sing along with

2． Target Language

Ⅲ． Teaching Difficult Points

1． Relative clauses with that and who

2． The listening practice

Ⅳ． Teaching Methods

1． Chain drill2． Pairwork

Ⅴ． Teaching Aids

A computer and PPT

Ⅵ． Teaching Procedures

Step Ⅰ Lead in

1. Beginning the class with a short movie “ Sounds of Music”

2. Ask some students about: Do you like music? What music do you like ? What kind of music do you like? And write down their answers about the kinds and reasons.

3. Show students different kinds of music, and find some adjective words to describe them. Then, show two sentences about the music, and show how to combine them into one.

4. Make some more sentences like that. And everyone say a sentence.

Step Ⅱ 1a

This activity introduces the key vocabulary and trains the students to express preferences with the relative clause．

Write…that are red on the blackboard．

Ask students to look at the PPT again, read out the relative clause sentences aloud.

Step Ⅲ 1b

Say, we will hear Tony and Betty talking about the kinds of music each one likes．

Let’s see the instructions first． Read the instructions to the students． Tell them to tick （√） the right statements while they are listening． Read the three headings before playing the tape．

Play the tape the first time and the students only listen． Then play it for a second time． The students tick in the right answer boxes．

Cheek the answers．

Step Ⅳ 1c

Read the instructions to the students．

First ask a pair of the students to read the example in the box,

SA: What kind of music do you like?

SB: I like music that I can sing along with． What about you?

SA:I prefer music that has great lyrics．

Then get them to work in pairs． Answer the questions with their own preferences．

As the students do the practice, move around the classroom and give them some help． Ask several pairs of students to perform their conversations before the class．

Step Ⅴ Summary

Say, In this class, first we’ve learned two new key words, prefer and lyrics． Then we’ve learned how to express references by talking about music, using relative clause with that．

Step Ⅵ Homework

Ask the students to write three sentences with I like music that…,I love music that …,I prefer music that…

Step Ⅶ Blackboard Design

Unit 6 I like music I can dance to．

Section A

The First Period

1． phrases

has great lyrics

dance to

sing along with

3.Sentences

I like flowers that are red．I like the house that is big．

Relative clause with that． …that has great lyrics．

…that I can sing along with．

…that isn’t too loud．

…that I can dance to．

篇2：新目标英语九年级全套教案 新目标 Unit 6 (新目标版九年级英语教案教学设计)

Unit 6 I like music that I can dance to.

Part 1: Teaching design (第一部分：教学设计)

Structures: Relative clause with that and who

Target language: I like music that I can sing along with.

What about you? I prefer music that has great lyrics.

I love singers who write their own music.

Vocabulary: lyric, gentle, remind of, exhibition, prefer, photographer, energy

Learning strategies: Listening for specific information

Transforming information

SECTION A

Goals

●To learn to use Relative clause with that and who

●To listen to and talk about music

Procedures

Warming up by studying “Grammar Focus”

Hi, morning. Today we shall take up unit 6 “I like music that I can dance to.” But first we shall studying “Grammar Focus”. Turn to page 45.

Relative clause with that and who

What kind of music do you like?

Rosa likes music that’s quiet and gentle.

I love singers who write their own music.

We prefer music that has great lyrics.

Pay attention to the circle words. What do they serve as?

Pay attention to the underline clauses. What do they serve as?

1a Looking and circling

Turn to page 44, look at the picture and circle the sentences you agree with. Make your own sentences like this: I like music that…

I like music that is written in China.

I like music that sounds sweet.

I like music that we can dance to.

I like music that isn’t too low.

I like music that has good lyrics.

I like music that we can easily sing along with.

I like music that is made by our music teacher.

…

1b Listening and checking

Listen to the tape and check the music that Tony and Betty like.

Music that I can dance to Music that has great lyrics Music that I can sing along with

Tony √ √

Betty √ √

Tapescript

Betty: Oh, look. There’s the new Cool Kids CD.

Tony: The Cool Kids? Do you like them?

Betty: Oh, yeah. They’re my favorite band. I like music that I can dance to.

Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics… music that I can sing along with.

Betty: I like songs I can sing along with too. So what’s your favorite band?

Tony: The Lions. Their words are interesting and…

Underline the Relative clause with that and who in the listening tapescript for 1b on the blackboard.

1c Doing pairwork

Now in pairs talk about the music you like.

A: What kind of music do you like?

B: I like music that I can sing along with.

A: I prefer music that has great lyrics.

A: What kind of music do you like?

B: I like music that I can that I can dance to.

A: I prefer music that I can sing along with.

2a Listening and circling

Go to page 45 and listen to circle “T” for true or “F” for false.

Underline on the blackboard all the Relative clause with that and who and circle “that” or “who” in the relative sentences.

Tapescript

Boy: Look, Carmen. These T-shirts are great! Look at this one.

Girl: What a great T-shirt, Xu Fei. I really love Dan Dervish. I like musicians who play different kinds of music.

Boy: Hmmm… he’s okay…

Girl: He’s only okay?! You must be joking.

Boy: Well… I like musicians who write their own songs. Dan Dervish doesn’t write his own music.

Girl: Hmm. Well, I think he’s great.

Boy: The Modern’s T-shirt is interesting.

Girl: The Modern are really great. I love music that’s really loud and energetic.

Boy: I know you do… but I prefer groups that play quiet and gentle songs.

2b Listening and completing

Listen to the Tapescript in 2a again and complete the sentences in the box on page 45 in 2b.

About The modern About Dan Dervish

Xu Fei says 1. I prefer groups that play quiet and gentle songs. 3. I like musicians who write their own songs.

Carman says 2. I love music that’s really loud and energetic. 4. I like musicians who play different kinds of music.

2c Doing pairwork

In pairs make conversations using the information from 2a and 2b.

A: Does Xu Fei like The Modern?

B: No, he doesn’t. He prefers groups that play quiet and gentle songs.

A: Does Carman like groups that play quiet and gentle songs.

B: No, she prefers music that’s really loud and energetic.

…

3a Reading and matching

Next you are going to read Jennifer’s CD review. Then match the sentences parts on page 46.

1. It’s the kind of music that you can dance to. (d)

2. She likes musician who write their own lyrics. (a)

3. She doesn’t like songs that are too long. (e)

4. She likes singers who sings the words clearly. (c)

5. The music is like Brazilian dance music. (b)

3b Doing pairwork

You are going to talk with your partner about a CD you listened to recently. Ask and answer the questions as is on page 46 in activity 3a.

A: What CD did you listen to recently?

B: I listened to one called Heart Strings.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

B: The singer writes her own songs. I prefer singers who write their own lyrics. A: What CD did you listen to recently?

B: I listened to one called China China.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

B: It’s the kind of music that you can dance to. I prefer music that we can dance to.

4 Doing pairwork

Complete the survey on page 46 and then go to find classmates who agree with you.

My opinion Classmates who agrees

I like groups that dance to their songs. Ju Hongxia

I love singers who are tall and beautiful. Li Dongming

I can’t stand music that is too long. Zhao Hexing

I don’t like musicians who look like aliens. Wang Baofeng

Closing down by singing a clean-up song

Clean-up,

Clean-up,

Everybody, Everywhere!

Clean-up,

Clean-up,

Everybody do your share!

篇3：新目标英语Go for it九年级上Unit 6教案

新目标英语（Go for it）九年级上Unit 6教案

Unit 6 I like music that I can dance to Unit 6  第1课时 Teaching aims 学习由关系代词who, that引导的定语从句，并且能运用它们描述自己的喜好。 Teaching of new lesson 1. Warm-up : Train work T: What kind of weather do you like ? S: I like sunny days. T: I like weather that is sunny, too.（板书） 引导学生以I like weather that is warm / cool……句型进行练习。 运用句型： What kind of clothes do you like ? I like clothes that are comfortable / soft / not expensive 2. Pair work 让学生谈论音乐，运用句型： What kind of music do you like ? I like music that is gentle. / I like music that I can dance to I like music that I can sing along with. / I like music that has great lyrics 3. Ask the students to work in pairs. A: What kind of music do you like ? B: I like music that I can sing along with. A: What kind of musicians do you like ? B: I like musicians who play different kinds of music. Ask the students to use other target language instead of music, musician to practice. 4. 教学听力训练(Listenign) 明白听力任务，现让学生听对话，按要求完成1b，由学生做答案，教师检查学生答案。 再播放一遍录音，学生跟读。 5.教学 1）操练（Practice）1c小组练习（group work） 根据所听到的对话，模仿练习2）拓展（Extension） 教师问一学生：Which kind of music do you like better, music that has great lyrics or music that you can dance to ? S: I like music that I can dance to. T: You mean “I prefer music that I can dance to”.（板书引出本课重点词汇: prefer） 6. 教学2a, 2b听力训练 1）让学生明白4句话的意思； 2）听力训练。听第一遍，完成2a，再听第二遍，将答案填写在2b的空格里。 3）强化定语从句中that, who的用法。注意学生填写2b时句子是否完整，进行更正。 4）跟读对话 Extension I like the ruler which / that I bought yesterday. The room that / which is behind me is my bedroom. Homework 用that, who, which填空 1. I prefer apples _______ are sweet.  2. He has some friends _______ can help him a lot. 3. The orange skirt ______ is hanging there is my favorite.  4. No one likes books ______ are boring. 5. We prefer singers ________ write their own lyrics. Unit 6  第2课时 Teaching aims 1、熟练掌握who, that引导的从句的用法； 2、学会理解他们在句子中的含义，学会用句型表达自己的`喜好。 Teaching of new lesson 1、Ask the students to practice using the target language. music  sing along with musicians play different kinds of music clothes    be comfortable to wear  movies be sad movie stars  songs be energetic singers 2. 3a Read Jennifer’s CD review. Then match the sentence parts 1) 导入( Lead-in )，播放两张风格各异的CD，问学生对这些音乐的感受，更喜欢哪一种，为什么？ 2）泛读。让学生阅读Jennifer’s CD review，如果有生词，在生词上画圈（remind of, Brazilian）。 语言点remind of 的用法。可通过例句来分辨： The story reminds me of my childhood. It means the story makes me think of my childhood. 3）完成练习由学生单独完成，帮有困难的学生进行理解，引导他们完成任务。 4）归纳总结 请一组学生给出答案，其他组如有不同意见，讨论谁是谁非。（发挥学生自主学习的能力，让他们自主地去发现，达到自主学习的目的） 3. 教学3b Pairwork Ask the students to complete this chart Movie: The fisherman’s wife was funny, It’s too long and really boring. Exhibition: There are many great photos of people and of the countryside. The few city photographs are less successful. Band: They play the kind of music that I love to hear. Every song is really loud and you don’t often understand the words. 结合3a的问题以及相关的信息，谈谈自己最近听的CD。 1) What CD did you listen to recently ? 2) What do you think about it ? 3) Why do you like / dislike it ? 由学生自由讨论，再让一些小组表演他们的对话。 4.Ask the students to work in paris using the target language. 1) A: What’s the name of your favorite ……?   B: The name of my favorite…is…   A: Why do you like ……   B: ……   A: What does it remind you of ? 2) CD “Dance, Dance, Dance” great can dance to it Homework 用30字左右的文字谈谈你对CD的看法。 （你喜欢什么样的CD？你喜欢什么样的音乐？你为什么喜欢？你不喜欢的是那些？为什么不喜欢） 熟记本课所学的新单词 Unit 6  第3课时 Teaching aims 1、学会灵活运用引导的定语从句，熟练掌握定语从句的表达； 2、引导学生培养审美情趣，增强审美意识； Teaching of new lesson 1. Ask the students to work in pairs using the target language A: Do you like …..who……? B: Yes, I do A: Do you like ……that……? B: Yes, I do. 2. Read the review. Write down the things the reviewers like and dislike on your notebooks then ask some of the students to write on the board. Yellow River Fisherman. Like : He’s made some great movies. The fisherman’s wife was really fun. Dislike: Yellow River Fisherman is too long and it’s really boring. Amy Kim, Photograph Like: Her best loved photos are on display…… great photos of people and of the countryside. Dislike: The few city photographs are less successful. Wild and Windy Like : The band has lots of energy…… they play the kind of music that I love to hear. These musicians make us happy. Dislike: Every song is really loud and often you can’t understand the words ……the lyrics aren’t very good. 3. 教学听力训练2a, 2b 谈论图片：T: What can you see in the picture?  S: We can see two boys, a T-shirt, a football, a jacket, two books, a hat and a poster （通过问题让学生既对对话内容有整体了解，为听力练习做好准备，又培养学生的注意力和观察力） 要求学生快速阅读2a, 2b的要求，引导学生进行分析信息，听选相关信息。接着，进行听力练习，学生根据录音内容完成2a and 2b. 如有错误，纠正答案，最后，重新放一遍录音内容，学生跟读。 4. Practice target language 2c Group work  根据掌握的对话内容，参考1部分表格里的信息，谈谈你喜欢的东西以及你为什么喜欢的理由。 补充练习1、我喜欢能自己写歌词的乐队I like bands __________________________________ 2、他有很多和他爱好一样的朋友He has many friends ________________________ 3、那个穿红色裙子的小姑娘是我妹妹The little girl ___________________________ 4、我更喜欢冬天去游泳I prefer _________________________________ 5、他更喜欢画画He prefers ________________________________ Homework 读熟本课时所学对话  熟记单词 Unit 6  第4课时 Teaching aims 1、通过对who, that引导的定语从句的熟练掌握，运用到阅读理解之中。 2、通过对别人喜好的了解，培养自己的审美情趣。 Teaching of new lesson 1. Ask the students to fill in the blanks Self Check 1 on their own. 1) Ask some of the students to make sentences using the target language prefer …… of remind ……of  can’t stand look for 2) Ask these students to say in class 让学生用所给单词进行填空，检查答案，再用这些词语分别造句 2. Read this e-mail Self Check 2 and answer the questions. 1) Where’s Lingling now? 2) Which place does Lingling like better ? 3) Why does Lingling stay in Hong Kong ? 4) What course does he study ? 5) What kind of music does he prefer ? 6) Why does he like the music ? 7) Is there many different kinds of food in Hong Kong ? 8) Do you know what his favorite food is? 9) Has he seen an Indian film ? 10) Does he like Indian films ? 阅读信后，给Lingling写一封加信。模仿她的内容，写自己的学习、生活、饮食习惯、业余爱好，鼓励学生用比较的方式进行描述。先自己单独写作，再在小组间进行交流互相改正存在的语法和其他错误，选取一些代表作展示给全班同学。 3. 1) Let the students to discuss the article after they have read. a.  What languages would you like to learn ? b.  What kinds of music do you like ? c.  What kinds of food do you prefer ? d.  What kind of film do you prefer ? 2) Ask the students to work in pairs in class. 3) Then write a reply to Lingling according to their talk. 4. Ask the students to read “I only eat food that tastes good” 5. Ask the students to answer the questions. 1) What is the best way to keep healthy ? 2) What kind of food do you like best ? 3) Do you like to eat fast food? 4) What do you think about the balanced diet ? 5) How many kinds of food are there in this article ? 6) What do children need every day ? 7) Do you take care of your health? 8) What do you think is to keep healthy? 9) What are three things you can do to be

篇4：新目标英语九年级全套教学设计Unit 1-15(新目标版九年级英语上册教案教学设计)

Unit 3 Teenagers should be allowed to choose their own clothes.

Part 1: Teaching design (第一部分：教学设计)

Structures: should ﹢ be allowed to

Target language:

I think sixteen-year-olds should be allowed to drive.

I disagree. I think sixteen is too young.

Do you think thirteen-year-olds should be allowed to have part-time jobs?

No, I don’t.

Vocabulary: allow, pierce, silly, stay up, drive, driver’s license,

Do you think…? I agree. I disagree.

I don’t agree.

Learning strategies: Reflecting Transforming information

Section A

Goals

●To learn to use should ﹢ be allowed to

●To listen and speak about school life

Procedures

Warming up by learning new words

To start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart.

Warming up by learning about “should ﹢ be allowed to”

We shall first learn to use the structures: “should ﹢ be allowed to”. It is actually part of the passive uses of English.

Tense Subject Auxiliary Past

Participle

Singular Plural

Present The car/cars is are designed.

Present perfect The car/cars has been have been designed.

Past The car/cars was were designed.

Past perfect The car/cars had been had been designed.

Future The car/cars will be will be designed.

Future perfect The car/cars will have been will have been designed.

Present progressive The car/cars is being are being designed.

Past progressive The car/cars was being were being designed.

“should ﹢ be allowed to” can be used like this: He should be allowed to come. Animals should be allowed to live in the forest. Children should be allowed to watch TV at weekends.

1a Reading and circling

For practice of the “should ﹢ be allowed to” read the statements in the box on page 18 and circle A for agree or D disagree.

1b Listening and circling

Listen and circle “T” for true or “F” for false beside the statements in the box on page

18.

Tapescript

Woman:So, what are you doing this afternoon, Anna?

Girl:I’m going to the mall with John. He just got his driver’s license.

Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age.

Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.

Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.

Girl:I agree, but it’s fun to watch. Is it OK if we take the bus?

Woman:Well, I guess so.

Girl:Great! I want to buy a new blouse at the mall, too.

Woman:What kind are you going to buy? Maybe I should go with you.

Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes.

Woman:Well, I just want to be sure you get something nice.

Now try to copy the expressions from the listening tapescript on the blackboard into your notebook.

go to the mall with…, get one’s driver’s license, go with…, allow… to drive, be not serious enough, at that age, get one’s ears pierced, be allowed to get one’s ears pierced, be sorry later, it’s fun to watch, it is OK if…, take the bus, guess so, buy a new blouse at the mall, go with…, should be allowed to choose one’s own clothes, get something nice

1c Doing pairwork

In pairs look at the statements in activity 1a and make

conversation. You may use the phrases in the box on page 18

A: I think teenagers should be allowed to go out with their friends.

B: I agree. They are old enough.

A: I think teenagers should be allowed to go to the mall with their classmates.

A: I think teenagers should be allowed to get their driver’s license.

A: I think teenagers should be allowed to drive.

A: I think teenagers should be allowed to get their ears pierced.

A:I think teenagers should be allowed to watch TV at weekends.

A: I think teenagers should be allowed to take the school bus.

A: I think teenagers should be allowed to buy a new blouse at the mall

A: I think teenagers should be allowed to choose their own clothes.

B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough.

2a Listening and checking

Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks.

Tapescript

Molly: Larry is working late again tonight, Kathy.

Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep.

Molly: I disagree with you. Teenage boys never get tired.

Kathy: Well, maybe. But Larry shouldn’t work every night.

Molly: Oh, I agree. He needs time to do homework.

Kathy: You know, Molly… he should really cut his hair.

Molly: Oh, I disagree. I kind of like it. It looks cool!

Kathy: You know what worries me-Larry doesn’t seem to

have many friends.

Molly: Yeah, I know. I think he shouldn’t work on weekends.

Kathy: Oh I agree, Molly. He needs to spend time with friends.

Molly: Like you and me?

Kathy: Maybe.

2b Listening and numbering

You are going to listen again to the recording just now to

number Kathy’s and Molly’s reasons in the correct order on

page 19.

Now you shall copy all the important expressions from the listening script.

work late, sixteen-year-olds, be allowed to work at night,

disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with …

2c Doing pairwork

Next you are going to make in pairs a list of things teenagers

should and should not be allowed to do. Discuss your list

with your partner.

A: Do you think teenagers should be allowed to drive?

B: Yes, I think so.

A: Do you think teenagers should be allowed to work late at night?

B: No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep.

A: Do you think teenagers should be allowed to disagree with their teachers?

B: Yes, I think so.

A: Do you think teenagers should be allowed to get tired doing their homework?

B: No, I don’t think so.

A: Do you think teenagers should be allowed to work every night?

B: Yes, I think so.

A: Do you think teenagers should be allowed to cut one’s hair?

B: Yes, I think so. I kind of like my own style. It looks cool.

A: Do you think teenagers should be allowed to have many friends?

B: No, I don’t think so. They may meet bad people if they have too many friends.

A: Do you think teenagers should be allowed to work on weekends?

B: It depends on what they do. They may spend time with parents on weekends.

3a Reading and writing

You are to read a dialogue between Sun Fei and Wu Yu on page 20. After reading you shall write in the chart Sun Fei’s and WuYu’s rules. Use “Don’t…” and “You can” to express your ideas.

Jot down all the useful phrases form their dialogue.

have a lot of rules, at one’s house, for example, stay at home, on school nights, study at a friend’s house, go to the movies, on Friday nights, to be home by 10:00 pm, on Saturday afternoons, go shopping with…, choose one’s own…, get one’s ears pierced

3b Doing pairwork

In pairs role play the conversation in 3a using the information in the chart on page 20.

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 watch TV with my sister.

A: What rules do you have at school?

B: Well, We’re not allowed to go out to movies on school nights. How about you?

A: We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground.

4 Doing groupwork

Turn to page 20 and find someone in your group who has to go home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his room every morning.

Write their names in the chart on page 20

Closing down by reciting a kid poem

Another kid's poem

There is nothing under the bed

Or on your closet floor,

The monster is inside your head

Don't worry anymore.

It'll be there every night

In your dreams to give you fright

Every time you turn off the light

As long as you believe it.

There is no monster on the stairs

Nor anywhere down the hall

This old house just settles at night

You hear the creaks, that's all

You think you see a dragon peek

Through the window with a fang-ed beak

And that's why you can't go to sleep

As long as you believe it.

Mama loves you, daddy, too

And you will grow up tall

Nothing's going to happen to you

We'll take care of it all.

You will be a fine young man

A brave little boy who never ran

Whatever you want to do, you can

As long as you believe it.

So listen to me now, you pooh

It's off to sleep right now with you.

Daddy knows what you can do

As long as you believe it.

SECTION B

Goals

●To read about rules of school

●To talk about rules of school

Procedures

Warming up by talking about rules

Hello, class. Are there any rules for us in this class? What are they? How were they made?

Now list some of them and talk about them in pairs.

1a Reading and checking

Read the questions on page 21 and write either “A” for always, “U” for usually, “S” for sometimes or “N” for never.

Do you ever…

1.get to class late?

2.study with friends?

3.finish a test early?

4.worry that you’ll fail a test?

5.go home after school?

6.stay up until 11:00 pm?

7.stay at home on school nights?

8.watch TV every night?

9.clean up his room every morning?

1b Doing pairwork

In pairs you are to talk about your answers in activity 1a.

Do you ever have your ears pierced? Yes, I sometimes have my ears pierced.

Do you ever stay up at weekends’ night? Yes, I sometimes stay up at weekends’ night.

Do you ever drive alone? Yes, I sometimes drive alone.

Do you ever lose your driver’s license? Yes, I sometimes lose my driver’s license.

2a Listening and circling

I am going to play a dialogue to you. It is between a man and a boy called Peter. They are talking about a math test. You are to listen and circle the things in activity 1a you hear. While listening try to note the expressions used.

Tapescript

Man: What’s the matter, Peter?

Boy: I think I’m going to fail a math test, Dad.

Man: You are? Why?

Boy: Well, I missed the bus and I had to walk to school.

Man: So?

Boy: I’m not allowed to get to class late, and there was a big test today.

Man: And you weren’t allowed to take the test?

Boy: That’s right. But I know I could pass that test.

Man: Well, Peter, the school has to have rules, you know.

Boy: I know. But I should be allowed to take the test later. It’s not fair.

Man: I agree. Maybe you could talk to the teacher after school.

Boy: Yeah. Maybe if I explain what happened, she’ll understand.

2b Listening and matching

Listen again to the dialogue and match the sentence parts in the box on page 21.

Now copy down the expressions from the dialogue into your notebook. They are shown on the blackboard.

2c Doing group work

Read the statements and discuss them with your group members.

1.Peter should be allowed to take the test later.

A: I think Peter should not be allowed to take the test later.

B: I don’t agree.

C: I think he could take it with Class 2 tomorrow.

2.Students need strict rules.

…

3.Parents should not be too strict with teenagers.

…

4.Mary should not fail a math test.

…

5.We will miss the bus.

…

6.I have to walk to school.

…

7.We can talk to the teacher after school.

…

3a Reading and answering

Next it’s reading time. Let’s read the article on page 22 and answer the questions following it. Try to put the sentences into parts and underline the expressions.

The other day, my friends and I/ talked about the rules/ that we have/ in school. At our school, we have to wear uniforms/ every day. The problem is that/ all my classmates/ think/ the uniforms are ugly. We think/ young people should look smart/ and so/ we would like to wear our own clothes. Our teachers believe that/ if we did that, we would concentrate more on our clothes/ than our studies. We disagree. We would feel more comfortable/ and that is good/ for studying. If we can't do that, we should be allowed/ to design our own uniforms. That would be a good way/ to keep both teachers and students/ happy. It’s also probably a good idea /for parents/ to allow teenagers/ to study/ in groups/ during evening. I know/ we get noisy sometimes, but/ we learn a lot /from each other. We also think that/ vacations should be longer. At present/ they're too short. Longer vacations/ would give us time/ to do things/ like volunteering. Last summer/ I had an opportunity/ to volunteer/ at the local hospital, but/ I couldn’t/ because/ I had to go back to schools. It would be a good experience/ for me/ because I want to be a doctor/ when I'm older.

3b Doing pairwork

Role play a conversation using information from 3a.

A: I think our school rules of always wearing school uniforms at school should be changed.

B: Well, Mary and I talked about the rules the other day.

A: At our school, we have to wear uniforms every day. That is bad for us.

B: Yes, I agree. The problem is that all of us think the uniforms are ugly.

A: I think young people should look smart and so we should be allowed to wear our own clothes.

B: But our teachers believe that if we did that, we would concentrate more on our clothes than our studies.

A: I disagree with them. We would feel more comfortable and that is good for studying. If we can't do that, we should be allowed to design our own uniforms. That would be a good way to keep both teachers and us happy.

B: It’s also probably a good idea for parents to allow us to study in groups during evening.

A: I think so. I know we get noisy sometimes, but we learn a lot from each other.

B: I also think that vacations should be longer.

A: I agree with you on that. At present they're too short. Longer vacations would give us time to do things like volunteering.

B: Last summer I had an opportunity to volunteer at the local hospital, but I couldn’t because I had to go back to schools. It would be a good experience for me because I want to be a doctor when I'm older.

A: Let’s go to talk to our teachers about the school rules after school.

B: OK! I agree with you!

4 Making a list of rules

Suppose you and your friend are starting an English club. Make a list of rules about what should and should not be allowed.

1. Members are allowed to work with a group.

2. Members are allowed listen to English.

3. Members are allowed play games with their classmates.

4. Members are allowed do actions such as coloring, matching.

5. Members are allowed sing English songs.

6. Members are allowed to write letters and emails.

7. Members are allowed act out simple dialogues.

8. Members are allowed listen to and understand stories.

9. Members are allowed to write simple sentences.

10. Members are allowed to imitate from the recording.

Closing down by learning an English poem

Get Up! Get Up!

“Get up! Get up! Get out of bed

you lazy bum, you sleepyhead.”

Yes, that is what my mother said

at eight-oh-five today.

She left the house and drove to work.

She'll soon be feeling like a jerk

when she finds out -- I have to smirk --

Today is Saturday.

--Kenn Nesbitt

SELF CHECK

1 Filling in blanks

To test your study this week you are to fill in each blank on page 23 with a correct word given. Change the form if it is necessary.

2 Reading and writing

You are going to read the article on page 23 first and then write a letter to the editor agreeing or disagreeing. Explain your reasons.

While you are reading cut the sentences into thought groups and underline the expressions.

3. Helping and learning

At our school, we sometimes have a special day/ to help others. Last year/ we went to an old people’s home/ and sang songs/ and performed a play /for them. The old people were very happy. We should be allowed/ to take time/ to do things/ like that/ more often. For example, we should visit primary schools/ and help teach young students. I want to be a teacher/ when I'm older/ so it would be a great experience/ for me. Other students would like to do other jobs. For example, my friend Tian Ge wants/ to write for a newspaper. She should be allowed/ to volunteer/ at the newspaper office/ once a week. On Friday afternoons, many students are sleepy/ after a long week of classes. Some students should be allowed/ to have Friday afternoons off/ to volunteer and help others.

Dear Editor,

I would like to reply to the article “Helping and Learning” in your last newspaper. I agree with some ideas and disagree with others.

The article said that students should be allowed to go to an old people’s home and sing songs and perform a play for them. That is very good for us. We should be allowed to take time to do things like that more often. We should be allowed to visit primary schools and help teach young students.

Your article said that helping teach young students would be a great experience for us. I disagree with you on that. Some of us would like to do other jobs than teaching in the future. So helping teach young students at primary schools would be a waste of time for them. For example, my friend Tian Ge wants for a newspaper. People like her should be allowed to volunteer at the newspaper office more often. You said also that students should be allowed to have sleepy Friday afternoons off to volunteer and help others. I do not agree with you on that. We have worked the whole working days. On Friday afternoons we have to take a rest first. We need time to relax ourselves first and then we can do some volunteering work helping others.

Sincerely yours,

John F. Ken

Just for fun

To end this busy period we shall take time to learn and read aloud an English poem for kids.

My Feet

My feet, my feet,

I love my feet.

I think they're great,

I think they're neat.

They're pretty, pink,

and picturesque.

They look so perfect

on my desk.

Unfortunately,

sad to tell,

they also have

a funny smell.

So though I'm fast,

and though I'm fleet,

and though at sports

I can't be beat,

no team will pick

me to compete,

because they always

smell defeat.

--Kenn Nesbitt

Reading: Should I be allowed to make my own decisions?

Before you read, go over the new words for this part on 148.

While you read, listen to the recording and underline all the expressions.

Many teenagers have hobbies. But sometimes these hobbies can get in the way of schoolwork, and parents might worry about their child's success at school. Teenagers often think they should be allowed to practice their hobbies as much as they want. Do you agree?

Liu Yu, a fifteen-year-old from Shandong, is a running star. He is in his school running team, and has always wanted to be a professional athlete. However, his parents won't allow him to train as much as he would like to. “Of course we want to see Liu Yu achieve his dreams,” says Mr Liu, “and we know how much he loves running. That's great, and my wife and I watched him in every one of his races. We have nothing against running! But we do think that our son needs to be realistic. Now he is getting older, he needs to think about what will happen if he doesn't become a professional runner in the end.”

Liu Yu doesn't really agree. “Well, I think I should be allowed to make decisions for myself,” he says. “ My parents have always taught me the importance of working hard and not just to do what I enjoy. I understand this. But I'm serious about running. Being a professional runner is the only thing I have ever wanted to do.”

Mr and Mrs Liu believe that Liu Yu should study hard in the evenings, and so they don't allow him to practice running on school nights. “I know this might seem strict,” says Mrs Liu, “but we think we're doing the right thing. He has to understand that very few people can become professional athletes. It's a very difficult dream to achieve. We don't allow him to practice every day because we think he needs to spend time on his homework.”

But Liu Yu still doesn't agree. “I know my parents care about me,” he says. “But they are always talking about what will happen if I don't succeed. But I will succeed! I think I should be allowed to make this decision myself. Only then will I have a chance of achieving my dream.”

After you read, read aloud the text again, to yourself, or to the tape and copy down all the expressions, too.

Part 2: Teaching Resources(第二部分:教学资源)

The Trouble with Teenagers

People now care more about what teenagers are thinking about and feeling because they know there are hard moments in the life of teenagers.

Varieties of troubles are seriously puzzling teenagers, such as hard study, the gap between parents and kids, relationship between themselves and their classmates, teachers and friends.

Among them, the problem of ”the generation gap“ has become more and more obvious. The argument on this is widely spread. Different people hold different views. But we cannot fail to admit the fact that there are no hearts as delicate as those of teenagers, as everything is happening to them for the first time. Teenagers are certainly different from adults in many ways. They don't know the right way in which they can make everyone happy and satisfied. They are certainly lack of experience. That's why parents are always complaining about their being misunderstood. They say, they love their kids so much as to do everything for them. Is that the true love their children want? No, teenagers say, the true love which they long for should contain courage, correct guide and support instead of endless complaints about marks, marks, marks and strong pressure. So the teenagers are now even said to have been leading a harder life.

The trouble with teenagers is that they haven't learned how to be controlled. Living life right down the middle, with all its attendant landmines, is all they know. It hasn't occurred to them to run in a zigzag pattern.

They are more emotional than people think. If something serious happens to them, they will be deeply hurt. You can always hear the voice from a teenager that they haven't learned enough how to appear to be fine.

The adults have recognized that they should show more care for the teenagers, especially their school life. Teenagers have their own special way of thinking.

I have also got my own troubles. My grandpa passed away in September last year, which has greatly changed my life. He was even one of my best friends ever since I was born. He lived with my family for the past 18 years, the happiest time in his eyes. I have never admitted his death as a fact till now.

Things which happened between us have come to my mind. All over again, I felt those powerful losses crisscrossing my own heart, and I know that when you say goodbye to a beloved grandparent, you say goodbye to something happy, something young in yourself. And that something never really returns and the pain never really goes away.

No matter how hard a life the teenagers are leading, they will forever stand still and march forward straight and bravely.

篇5：新目标英语九年级英文教案 Unit 14

新目标英语九年级英文教案 Unit 14

新目标九年英语英文教案Unit 14 Have you packed yet? Unit 14 Have you packed yet? Part 1: Teaching design (第一部分：教学设计) Structures: Present perfect with already and yet Target language: Have you watered the plants yet? Yes, I have already watered them? Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off Learning strategies: Brainstorming, Role playing Section A Goals ●To learn to use Present perfect with already and yet ●To listen and talk about having a vacation Procedures Warming up by studying grammar Grammar is so important that it should always be learned and made use of in class. Today we shall learn to use “ Present perfect with already and yet” Look at the two sentences: Have you watered the plants yet? Yes, I have already watered them? Do you understand the structure of the two sentences? We shall make more sentences like those. Have you finished your homework yet? Yes, I have already finished it? Have you found your bike yet? Yes, I have already found it? To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110. 1a Thinking and writing Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack? Think and write your ideas in the chart on page 110. A beach vacation Sightseeing in a city 1. bathing suit 1. camera 2. umbrella 2. mobile phone 3. drinking water 3. bike 1b Listening and checking A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”. Tapescript Woman: Have you packed the beach towels yet? Boy: No, I haven’t. Can’t Judy pack them? Woman: No, she’s busy. Could you please water the plants? Boy: I’ve already watered them. Woman: Oh, thanks. Man: What about the travel guidebook and the street map? Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet. Man: That’s OK. I’ll get it. Have you packed the camera? Boy: Yup. I’ve already put it in my suitcase. Woman: Well, I guess that’s everything. Boy: Almost everything. We haven’t locked the windows yet. And now check√ the chores listed below the family have already done. √Packed the camera √Watered the plants × Locked the window √Bought a travel guidebook × Bought a street map × Packed the beach towels 1c Doing pairwork Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure. A: Have you watered the plants yet? B: Yes, I have already watered them. A: Have you packed the camera yet? B: Yes, I have already packed the camera. A: Have you bought a street map yet? B: Yes, I have already bought a street map. A: Have you locked the window yet? B: Yes, I have already locked the window. A: Have you packed the beach towels yet? B: Yes, I have already packed the beach towels. A: Have you bought a travel guidebook yet? B: Yes, I have already bought a travel guidebook. 2a Listening and writing Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure. Tapescript Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina? Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now. Boy: Tina! You’re unbelievable. What about your bike? Girl:I’ve already put it in the garage. But I haven’t locked the garage yet. That’s your job, Mark. Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash. Girl: Have you fed the cat yet? Boy: Not yet. I’ll do it in a minute. Have you turned off your radio? Girl: Yes, I have. I think we’re almost ready. Now on page 111write before the 6 sentences M for Mark or T for Tina. 1.No. I haven’t cleaned out the refrigerator yet. 2.I’ve already put it in the garage. 3.But I haven’t locked the garage yet. 4.I’ve already done most of my jobs. 5.Not yet. I’ll do it in a minute. 6.Yes, I have. I think we’re almost ready. 2b Listening and matching To match the questions below with the answers above in 2a, you shall listen to the tape again. Have you fed the cat yet? →5 What about your bike? →2 Are you ready, Tina? → 1 Have you turned off your radio? →6 2c Doing pairwork To practice spoken English you are to role play a conversation using the information from 2a and 2b. A: Are you ready, Tina? B: No, I haven’t cleaned out the refrigerator. B: No, I haven’t put the food in the garage yet. B: No, I haven’t locked the garage yet. B: No, I haven’t done my jobs yet. B: No, I haven’t taken out the trash. B: No, I haven’t fed the cat yet? B: No, I haven’t turned off my radio yet. 3a Reading and underlining Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it. Subject: So busy！ From: Crystal Hi Jake, Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals―he and his family lived on the farm. Anyway, I have to run now. Take care, Crystal Now read the message again to blacken the expression_r_rs and circle the “Present perfect with already and yet” structure. 3b Doing groupwork On page 112 in the middle is a chart with hours and chores done. 9:00 am Do my homework Water the plants Buy a newspaper 10:00 am Buy a newspaper Feed the dog Do my homework 11:00 am Feed the dog Do my homework Clean the room 12:00 noon 1:00 pm Water the plants Clean the room Water the plants 2:00 pm Clean the room Buy a newspaper Feed the dog Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure. A: Have you bought a newspaper? B: Yes, I’ve already bought a newspaper. A: Have you done your homework? B: Yes, I’ve already done your homework. A: Have you feed the dog? B: Yes, I’ve already feed the dog. A: Have you watered the plants? B: Yes, I’ve already watered the plants. A: Have you cleaned the room? B: Yes, I’ve already cleaned the room. 4 Doing groupwork What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done. You Xu Lanfang Li Baoli Things I have done Write a research paper Write a news report Go abroad Things I haven’t done yet Visit my mother Find a friend Read a novel Closing down by singing a song Happy Birthday Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. SECTION B Goals To learn to use Present perfect with already and yet structures To listen, talk and read about music Procedures Warming up by listening to music by a musical band In music, a band is a group of musicians, or musical ensemble, usually popular or folk, playing parts of or improvising off of a musical arrangement. Now let’s listen to a piece of sad music by a Blind Men Band from Zuoquan， Shanxi Province. The chief blind man musician is Liu Hongquan. He is playing on his ehu. 1 Answering questions On page 113 in the box are 4 questions. Read them and give you

篇6：新目标九年级英语英文教案Unit 1

新目标九年级英语英文教案Unit 1

新目标九年英语英文教案Unit 1 How do you study for a test? Unit 1 How do you study for a test? Part 1: Teaching design (第一部分：教学设计) Structures: verb＋by with gerund Target language: How do you study for test? Well, I study by working with my classmates. Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. I don’t have a partner to practice English with. Maybe you should join an English club. Vocabulary: flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, What about…? Why don’t you…? Learning strategies: Personalizing, Role playing Section A Goals ● To talk about how to study ● To read about how to study Procedures Warming up by greeting Hello, everyone! From now on you are a ninth grader. Congratulations to you and I wish you a great success in your studies! Today we shall take up the first unit in this new term, Unit 1 How do you study for a test? Look at the blackboard and read after me the target language for this unit. When you read pay attention to the structure of the sentence. ▲How do you study for test? Well, I study by working with my classmates. ▲Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. ▲I don’t have a partner to practice English with. Maybe you should join an English club. Learning to Learn is very important. And learning to pass a test is also very important to you. Learning couldn’t be easier! If you have not developed good ways or methods to study for a test, talk to your classmates about it, your parents, or the teacher like me if you are brave enough. You should be brave enough to talk to others about your problems with your studies. Next I’d like to give you some useful practical advice about studying for a test and also ask you questions to make you think about things such as: ▲using your time effectively ▲motivation ▲how to learn your lessons in the ninth grade year ▲different modes of teaching you may meet ▲how to develop particular skills, such as note-taking in class 1A: Checking the ways you study Next turn to page 2 and check √ the ways you study for an English test. Then add other ways you use sometimes. ■How do you study for a test? I study for a test___ By reading to the tape; By underlining the expression_rs; By reading beyond the text; By doing used exam papers; By going over exercises books; By copying down the text; By learning the text by heart; By speaking with classmates Now raise your hand and report your added ways to the class. I will make a list of all the added ways on the blackboard. 1b Listening and writing Listen to understand how these people in the picture on page 2 study for a test. Write letters from the pictures. While listening, pay attention to the structures of the sentences. Section A 1b Tapescript Boy1: Hey, gang. There’s a big test on Tuesday. I really need some help. Can you tell me how you study for a big test? Voices: Sure! Yes. Sure we will. Boy1: You did really well on the last English test, didn’t you, Mei? Girl1: Yeah, I did OK. Boy1: Well, how did you study？ Girl1: By making flashcards. Boy1: Maybe I’ll try that. How did you study, Pierre? Boy2: By asking the teacher for help. She was really happy I asked. Boy1: That’s interesting. How do you study, Antonio? Boy3: I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad. Boy1: Oh, well… 1c Doing a pairwork Now in pairs ask your partner how he or she studies for a test. A: How do you study for a test? B: I study by working with a group. C: I study by listening to English. D. I study by playing games with my classmates. E. I study by doing actions such as coloring, matching. F. I study by singing English songs. G. I study by writing letters and emails. H. I study by acting out simple dialogues. I. I study by listening to and understanding stories. J. I study by writing simple sentences. K. I study by imitating from the recording. L. I study by speaking out words or phrases. M. I study by doing simple role plays. N. I study by reading and understanding simple stories. O. I study by using daily expression_rs. P. I study by performing short plays. Q. I study by performing simple rhymes. R. I study by writing sentences for pictures. S. I study by writing out simple poems. T. I study by reading aloud correctly. U. I study by playing text plays. V. I study by working with classmates. W. I study by going over the text before class. X. I study by copying words and expression_rs. Y. I study by looking and saying. Z. I study by asking others questions. 2a Listening and checking Now let’s go to page 3. Listen to the tape and check the questions you ask. While listening, pay attention to the structures of the sentences. Section A 2a, 2b Tapescript Girl1: Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea? Boy1: Do you learn English by watching English-language videos? Girl2: No. It’s too hard to understand the voices. Boy1: What about keeping a diary in English? Do you learn English that way? Girl2: I think so. It helps to write English every day. Girl3: Have you ever studied with a group? Girl2: Yes, I have! I’ve learned a lot that way. Girl1: Do you ever practice conversations with a friend? Girl2: Oh, yes. It improves my speaking skills. Boy1: What about reading aloud to practice pronunciation? Girl3: I do that sometimes. I think it helps. Boy2: I do too. And I always look up new words in a dictionary. Girl3: That’s a great idea! 2b Listening and matching Listen again and match each question from 2a with an answer in the box on page 3. 2c Doing a pairwork Next we are going to make a conversation in pairs using the information from activities 2a and 2b. A: Have you ever studied with a group? B: Yes, I have. I’ve learned a lot that way. A: Have you ever learned English by watching videos? B: Yes, I have. I’ve learned a lot that way. A: Have you ever practiced conversations with friends? B: Yes, I have. I’ve learned a lot that way. A: Have you ever listened to tapes? B: Yes, I have. I’ve learned a lot that way. A: Have you ever read aloud to practice pronunciation? B: Yes, I have. I’ve learned a lot that way. 3a Reading the article and completing the chart 1.Reading to the tape We are going to read the article on page 4. First we shall read to the tape together. That is, we start reading aloud as the recorder goes, and we stop reading aloud as the recorder stops. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader. Make our reading aloud as the same as the reader’s. 2.Reading and dividing the article into parts Next we are going to read aloud the article slowly and clearly. We will try to divide it into thought groups. 3.Reading and underlining We shall read the article once again, this time, to underline all the useful expression_rs in it. After school, you are going to write them down in your notebook. This week/ we asked students/ at New Star High School/ about the best ways/ to learn more English. Many said/ they learnt/ by using English. Some students had more specific suggestions. Lillian Li, for example, said/ the best way/ to learn new words/ was by reading English magazines. She said that/ memorizing the words of pop songs/ also helped/ a little. When we asked about studying grammar/ she said, “I never study grammar. Its too boring.” Wei Ming feels differently. Hes been learning English/ for six years/ and really loves it. He thinks/ studying grammar /is a great way/ to learn a language. He also thinks that/ watching English movies/ isnt a bad way/ because he can watch the actors/ say the words. Sometimes, however, he finds watching movies/ frustrating/ because the people speak too quickly. Lin Chang said that/ joining the

篇7：新目标九年级英语英文教案 Unit 11

新目标九年级英语英文教案 Unit 11

新目标九年英语英文教案Unit11 Could you please tell me where the restrooms are? Unit 11 Could you please tell me where the restrooms are? Part 1: Teaching design (第一部分：教学设计) Structures: Indirect questions Target language: Excuse me. Do you know where I can exchange money? Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. Vocabulary: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money, hang out Learning strategies: Listen for specific information, Cooperating SECTION A Goals ●To learn to use Indirect questions ●To learn to tell about places Procedures Warming up by learning grammar Hello everyone. I am a strange here in this city. Could you tell me how to get to the supermarket? All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions. Now turn to page 87 first and look at the three sentences in the Grammar Focus. Do you know where I can buy shampoo? Could you tell me how to get to the post office? Could you please tell me where I can get a dictionary? Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions. Now in pairs make similar sentences with “where” and “how”. Do you know where I can go hiking in the mountain? Could you tell me how to have a good time in a big city? Could you please tell me where I can find a good English teacher? 1a Matching things with places On page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place. Where to…? C buy shampoo D get some magazines E make a telephone call G get a dictionary D get some information about the town C buy some writing paper E buy some stamps B save money 1b Listening and completing It is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86. Tapescript Conversation 1 Girl1: Excuse me. Could you tell me where I can buy some stamps? Boy1: Yes. There’s a post office on Center Street. Girl1: Oh. Can you tell me where Center Street is? Boy1: Sure. Go past the bank. Center Street is on your right. Girl1: Thanks a lot. Boy1: No problem. Conversation 2 Girl2: Excuse me. Do you know where I can save money? Boy2: Sure. There’s a bank on Main Street. Girl2: Oh. Could you please tell me how to get there? Boy2: Yes... Go straight ahead. The bank is on your left. Girl2: Thank you. Boy2: You’re welcome. Write your words here in the speech bubbles. A: Could you tell me where I can buy some stamps? B: Yes. There’s a post office on Center Street. A: Excuse me. Do you know where I can save money? B: Sure. There’s a bank on Main Street. Read the tapescript and try to underline all the useful expression_rs used and circle the Indirect questions. 1c Doing pairwork In 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.) A: Excuse me. Can you please tell me where I can buy shampoo in this city? B: Sure. There’s a department store over there. A: Excuse me. Can you please tell me where I can get some magazines? B: Sure. There’s a post office around the corner. A: Excuse me. Can you please tell me where I can make a telephone call? B: Sure. There’s a post office one hundred meters down the street. A: Excuse me. Can you please tell me where I can get some information about the town? B: Sure. There’s a library opposite of the hospital. A: Excuse me. Can you please tell me where I can get some writing paper? B: Sure. There’s a department store close to the bus station. A: Excuse me. Can you please tell me where I can buy some stamps? B: Sure. There’s a post office beside the library over there. A: Excuse me. Can you please tell me where I can save money. B: Sure. There’s a big bank beside the café on the main library over there. 2a Listening and numbering Do you like shopping? If you do come and listen to the directions for going shopping around a new city. Tapescript Boy1: Excuse me. Can you tell me where I can buy some shampoo? Boy2: Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there. Boy1: OK, great. Thanks a lot. Boy2: You’re welcome. While listening please number the directions in the order that you hear them. Take the elevator to the second floor. 2 Turn left. 1 Take the escalator to the second floor. Turn right. 4 The drugstore is between the furniture store and the bookstore. 3 Go past the bank. Read the tapescript for the Indirect questions and the useful expression_rs. Circle the Indirect questions and underline the useful expression_rs. 2b Listening and drawing Do you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore. 2c Doing pairwork What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87. A: Excuse me. Do you know where I can exchange money? B: Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy music CD? B: Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room. A: Excuse me. Do you know where I can get a dictionary? B: Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank. A: Excuse me. Do you know where I can buy some candies? B: Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy a desk? B: Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore. Now read aloud the conversations again to Circle the Indirect questions and underline the useful expression_rs. 3a Reading and listing On page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expression_rs. They’re all at the mall. After school, a lot of young people go to the mall. We decided to talk to some students about why they go there. Interviewer: Why do you go to the mall? Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it. Interviewer: Oh? Why not? Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded. Interviewer: And how about you? Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people. Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore. Yu Yue: Well, when I go into stores I always spend too much money！ Advantages disadvantages There’s always something happening. The air isn’t fresh. There are a lot of free concerts there. It’s usually crowded. It’s also just fun to watch people. when I go into stores I always spend too much money！ I like to go in the music store and listen to CDs. I like to look at books in the bookstore. 3b Doing groupwork Where do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them. A: Where do you usually hang out with you

篇8：新目标九年级英语英文教案 Unit 2

新目标九年级英语英文教案 Unit 2

新目标九年级英语英文教案Unit 2 I used to be afraid of the dark Unit 2 I used to be afraid of the dark. Part 1: Teaching design (第一部分：教学设计) Structures: used to Target language: Mario used to be short. Yes, he did. Now he’s tall. I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot. Vocabulary: used to, dark, spider, insect Learning strategies: Brainstorming Comparing Section A Goals ●To learn about the use of used to ●To talk about what you used to be like Procedures Warming up by learning “used to ” Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”. What does it mean? How is it used in English? used to的'用法 “used to加不定式”表示过去常常干某事，现在不在干了。 例如: I used to go to work by bus. Now I take a taxi. She used to be very shy. “be used to doing”表示习惯于干某事。 【例如】 I am used to getting up early and going to bed early. He is used to being praised by others. So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗。 注意“used to”的疑问形式和否定形式： ―Did you use to be afraid of the dark? ―Yes, I used to be afraid of the dark. ―Did he use to be afraid of the dark? ―No, he did not use to be afraid of the dark. 1a Filling in the chart Next we are going to fill in the chart below with words to tell about people’s appearance and personality. Appearance 外表 Personality个性 Tall Outgoing Straight hair Funny Beautiful Angry Black Careful Dirty Happy Hungary Hard-working Sad Strange Tired Noisy Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart. A: Mario, you used to be tall, didn’t you? B: No, I didn’t. A: Wang Hua, you used to have straight hair, didn’t you? B: Yes, I did. A: Li Hui, you used to be beautiful, didn’t you? B: No, I didn’t. 1b Listening and writing Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences. Tapecripts Conversation 1 Boy1: Mario, is that you? Boy2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years! Boy1: Yeah. I’m here with my parents. We’re visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you? Boy2: Yes, I did. Now I’m tall. And so are you! Boy1: That’s true… And you used to wear glasses. Boy2: You have a great memory. Now I wear contact lenses! Conversation 2 Boy1: Hey, Amy, it’s great to see you. Girl1: Hi, Bob. How are you Boy1: Fine. Wow, you’ve changed! Girl1: Really? How? Boy1: Well, you used to have short hair. Girl1: You remember that? Yes, I did. Boy1: And you used to be really tall! Girl1: Not any more. You’re taller than me now, Bob. Conversation 3 Girl2: Hiya, Bob. Boy1: Hi, Tina. You’ve changed too. Girl2: Oh, yeah? Boy1: You have blond hair! Girl2: Yeah, it used to be red, didn’t it? Boy1: And it’s straight! Girl2: It used to be curly. 1c Dong pairwork Look at the picture on page 10 and make more conversations. A: Mario used to be tall. B: Yes, he did. Now he’s tall. A: Zhao Juan used to be black. B: Yes, she did. Now she’s white. A: Zhang Limei used to be sad. B: Yes, she did. Now she’s happy. A: Zhu Wenjun used to be dirty. B: Yes, he did. Now he’s clean. 2a Listening and checking Next turn to page 11 and we are going to listen to a tape and check the words we hear. 2b Listening and filling in the blanks On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening. Tapescript Girl1: Hey, Steve! Over here! Don’t you remember me? Boy1: Oh, wow! You’re Paula, aren’t you? Girl1：That’s right. Boy1: But you used to be really quiet, didn’t you? Girl1: Yes. I wasn’t very outgoing. Boy1: No, you weren’t. But you were always friendly. Wait a minute! Did you use to play piano? Girl1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team. Boy1: Wow! People sure change. Do pay attention to the form of the language while listening. Tapescript Girl1: My six-year-old brother started school this week. Boy1: He’s really lucky. Life was great when I was six. Girl1: Really? Why? Boy1: Oh, schoolwork was really easy. Girl1: Not for me. I didn’t use to like tests. Now I don’t worry about tests. Boy1: And we used to play every day after school. Now we just study all the time. Girl1: Yeah, but we used to walk to school. Now we have to take the bus. Boy1: I remember one bad thing. I used to hate gym. Now I love gym class. Girl1: Me, too. 2c Doing pairwork Practice the conversation in activity 2b on page 11. Then make conversations about yourselves. Girl: Hey, Tom! Over here! Don’t you remember me? Boy: Oh, wow! You’re Paula, aren’t you? Girl: That’s right. Boy: You used to be really short, didn’t you? Girl: Yeah, I wasn’t very tall . Boy: No, you weren’t. But you were always busy. Wait a minute! Did you use to play ping-pong ? Girl: Yes, I did. But now I’m more interested in ping-pong. I play basketball and I’m on the singing team. Boy: Wow! People sure change. Girl: Hey, Jack! Over here! Don’t you remember me? Boy: Oh, wow! You’re Mary, aren’t you? Girl: That’s right. Boy: You used to be really happy, didn’t you? Girl: Yeah, I wasn’t very sad . Boy: No, you weren’t. But you were always excited. Wait a minute! Did you use to cook the meals? Girl: Yes, I did. But now I’m more interested in cooking the meals. I sweep the floor and I’m on the housework team. Boy: Wow! People sure change. 3a Talking and checking On page 12 is a list of things people are usually afraid of. Put checks √ in the first two columns to mark the ones you used to be afraid of and the ones you are still afraid of. Everyday is afraid We all have fears from time to time. Thats true no matter how big we are or brave we can be. Fear can even be good for you sometimes and even help you stay healthy. Fear of getting too close to a campfire may save you from a bad burn. And fear of getting a bad grade on a test may make you study more. Being a bit on edge can also sharpen your senses and help you perform better in a recital or during a track meet. Some people even enjoy being a little scared. Thats why they like to watch scary movies - or go on roller-coaster rides. 3b Doing pairwork In pairs ask and answer questions as are shown (below) on page 12. A: Did you use to be afraid of the dark? B: Yes, I did. A: Are you still afraid of the dark? B: No, I’m not. How about you? A: Me? Oh, yes! I’m terrified of the dark. B: So, what do you do about it? A: I go to sleep with my bedroom light on. A: Did you use to be afraid of the examinations? B: Yes, I did. A: Are you still afraid of the examinations ? B: No, I’m not. How about you? A: Me? Oh, yes! I’m terrified of the examinations. B: So, what do you do about it? A: I make a good preparation before the examination. 4 Doing groupwork What did you use to do when you were younger? What do you do now? Fill in the chart on page 12 and talk with your classmates about how you have changed. Activity Past Now eat … eat rice eat bread Read… read stories read newspapers watch …on TV watch news on TV watch movies n TV Do… at school do homework at school do cleaning at school Closing down by telling a past story To end the period we shall have a fun activity by telling about our past beliefs. I used to believe that if a burglar broke into your house you could easily persuade him to have a seat and wait while the police were called. 我过去以为，如果盗贼闯进你家，你可以轻而易举地劝说他坐下并且等待报警。 Section B Goals ●To talk and listen about past likings ●To Read about pa

篇9：新目标九年级英语英文教案Unit 13

新目标九年级英语英文教案Unit 13

新目标九年英语英文教案Unit 13 Rainy days make me sad. Unit 13 Rainy days make me sad. Part 1: Teaching design (第一部分：教学设计) Structures: make/s me ＋ infinitive, make/s me ＋ adjective Target language: I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating. Me too! Loud music makes me tense. I agree. Loud music makes me uncomfortable. Vocabulary: lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful Learning strategies: Personalizing, Matching Section A Goals ●To learn to use make/s me ＋ infinitive, make/s me ＋ adjective ●To listen and talk about eating in a restaurant Procedures Warming up by learning to use make/s me ＋ infinitive, make/s me ＋ adjective On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure. Loud music makes me tense. Loud music makes me want to dance. That movie made me sad. Now you are supposed to make as many sentences with the make/s me ＋ infinitive, make/s me ＋ adjective structure as possible. 1a Looking and saying On page 102 is a picture of restaurants. Which one would you like to go? And why? ◆ I like to go to the one on the left because the music there would make me excited. ◆ I like to go to the one on the right because the music there would make me quiet. ◆ I like to go to the one on the left because the pictures there would make me tense. ◆ I like to go to the one on the right because the things there would make me happy. 1b Listening and completing Listen to a conversation between Amy and Tina talking about eating in restaurants. While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋ adjective structure” . Tapescript Girl1: I’m hungry, Amy. Girl2: So am I. Why don’t we get something to eat? Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers. Girl2: Oh, Tina… I hate the Rockin’ Restaurant. Girl1: Why? The food is great, isn’t it? Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense. Girl1: OK. So where do you want to go, Amy? Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed. Girl1: Not me. It makes me sleepy. And now complete the unfinished sentences in the chart on page 102. The Rockin’s Restaurant The Blue Lagoon The awful pictures make Amy sad. The soft music makes Amy relaxed. The loud music makes Amy tense. The soft music makes Tina sleepy. Now you are supposed to read the tapescript. While reading, underline the expression_rs and circle the connectives. 1c Doing pairwork What are your opinions about the two restaurants? Which on would you like better? A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating. B: Me, too! Loud music makes me tense. A: I agree! Loud music makes me uncomfortable. A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating. B: Me, too! Loud music makes me excited. A: I agree! Loud music makes me happy. 2a Listening and numbering 3 4 2 1 A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103. Tapescript Boy: Did you and Amy have fun last night, Tina? Girl: Well, John… yes and no. Boy: Was Amy late as usual? Girl: Yes, she was. And waiting for her made me angry. Boy: Where did you go? Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay. She said that loud music made he tense. Boy: That’s funny. Loud music always makes me want to dance. Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time. Boy: Then did you go to the concert at the high school? Girl: No. We decided to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad it made us cry. Boy: Sad movies don’t make me cry. They just make me want to leave! Girl: You sound just like my brother! 2b Listening and checking You are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s. √Waiting for her made me angry. √She said that loud music made her tense. ×Loud music makes me happy. √Loud music always makes me want to dance. √It was so sad it made me cry. √Sad movies don’t make me cry. They just make me want to leave! ×It made me sad. All right now, you are supposed to read the tapescript. While Reading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expression_rs and blacken the connectives. 2c Doing pairwork Go over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with. John: Did you have fun with Amy last night? Tina: Well…yes and no. She was really late. John: Amy was late as usual, wasn’t she? Tina: Yes, she was. John: And waiting for her made me angry? Tina: Yes, it made me angry. John: What did you do? Tina: First we went to the Rockin’ Restaurant. John: Did you stay long there? Tina: No, we didn’t because Amy didn’t want to stay. John: Why? Tina: She said that loud music made he tense. John: That’s strange. Loud music always makes me excited and want to dance. Tina: Me too. John: So then you went to the Blue Lagoon as usually, didn’t you? Tina: yes, you guess right. John: It was quiet and the food was great there. Did you have a good time there? Tina: Yes, we did. John: Where did you go then? Tina: I wanted to go to the concert at the high school. But Amy didn’t like to go there. We decided to go to the movies. John: What movie did you watch? Tina: We saw Remember Me Forever. John: It was a really good movie, wasn’t it? Tina: Yes, it was, but it was so sad it made us cry. John: Sad movies make me want to leave! Tina: You behave just like my brother! 3a Reading and answering On page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expression_rs and, blacken the connectives and circle the “make/s me ＋ infinitive, make/s me ＋ adjective” structure. Restaurant science Restaurant owners have to know how to make food. They also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue ma ke people relaxed, so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurants, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day. Now you are to answer the three questions on page 104 in the box. 1.What does the color red make most people feel? →The color red makes people hungry. Red also makes customers eat faster. 2.Why do so many fast food restaurant paint their walls red, play loud music, and have hard seats? →Because red color makes customers eat faster, loud music makes people want to leave and hard seats also make customers want to eat quickly and leave. 3.Do you think it’s fair that some restaurants are designed to be uncomfortable. → No, I don’t think so. The restaurant owners are runnin

篇10：新目标九年级英语英文教案Unit 12

新目标九年级英语英文教案Unit 12

新目标九年英语英文教案Unit 12 Youre supposed to shake hands. Unit 12 Youre supposed to shake hands. Part 1: Teaching design (第一部分：教学设计) Structures: Supposed to ＋ infinitive Target language: How was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should… Learning strategies: Comparing, Listening for key words Section A Goals ●To learn to use the structure Supposed to ＋ infinitive ●To listen and talk about what people are supposed to do Procedures Warming up by learning about the structure Supposed to ＋ infinitive Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used? What are you supposed to do when you meet someone? You’re supposed to kiss. You’re not supposed to shake hands. When were you supposed to arrive? I was supposed to arrive at 7:00. You should have asked what you were supposed to wear. 1a Looking, listening and matching Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time. Tapescript Boy1: What are people supposed to do when they meet in your country, Celia? Girl1: Well, do you mean when friends meet for the first time? Boy1: Yeah. Girl1: Well, in Brazil, friends kiss. Boy1: What about in Mexico, Rodriguez? Boy2: In Mexico we shake hands. Boy3: We bow. Girl2: And in Korea we also bow. Boy1: Well, I guess in most Western countries we shake hands. 1b Listening and checking You are supposed to listen for a second time to check your answers in 1a. Countries Customs 1. c Brazil a. bow b. shake hands c. kiss 2. b the United States 3. a Japan 4. b Mexico 5. a Korea Now you can turn to page 135 to read the tapescript. While reading circle the connectives and underline the expression_rs. 1c Doing pairwork What do people do when they meet for the first time? Now in pairs tell each other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK? A: What are people in Korea supposed to do when they meet for the first time? B: They’re supposed to bow. A: What are people in the United States supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in China supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in Mexico supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in Brazil supposed to do when they meet for the first time? B: They’re supposed to kiss. A: What are people in your city supposed to do when they meet for the first time? B: They’re supposed to wave their hands. 2a Listening and checking Maria, an exchange student from India, went to her American Friend Dan’s place and had dinner there. Now listen to the tape for the mistakes Maria made there. Tapescript Boy: Hi, Maria. How was Paul’s party? Girl: Oh, Dan, it was a disaster. Boy: It was? Girl: Uh-huh. Boy: What happened? Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00. Boy: Oh, so you were late. Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later! Boy: I see. Girl: Then when I met Paul’s mom, I kissed her. Boy: And you were supposed to shake hands instead. Girl: That’s right. AND I wore a fancy dress. Boy: What’s wrong with that? Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans. Boy: I guess you should have asked what you were supposed to wear. Now you may check√the mistakes by Maria on page 95. Maria’s mistakes √Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes 2b Listening and filling To fill in the blanks on page 95 you are supposed to listen to the tape one more time. Tapescript MariA: I was supposed to arrive at 7:00 but I arrived at 8:00. MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later. Dan: Boy: And you were supposed to shake hands instead. MariA: That’s right. And I wore a fancy dress. Dan: I guess you should have asked what you were supposed to wear. Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like. Li Hong: I was supposed to get up at 7:00 but I got up at 8:00. Li Hong: In my home it’s different. When you’re asked to get up at 7:00, you’re supposed to get up later. Wang Bin: And you were supposed to do the morning exercise instead. Li Hong: That’s right. And I took my school backpack. Wang Bin: I guess you should have asked what you were supposed to take. 2c Doing pairwork You are supposed to role play the conversation between Maria and Dan. And you are supposed to use the information from activities 2a and 2b. A: How was the dinner at Paul’s house last night? B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. A: Why was that? Why didn’t you arrive earlier? B: But in my country it’s different. A: What is the difference? B: When you’re invited for 7:00, you’re supposed to come later! A: So you didn’t arrive at 7:00.. B: When I met Paul’s mom, I kissed her. A: But you were supposed to shake hands instead. We don’t kiss each other when we are only friends. B: But I didn’t know that then. A: What did you wear? B: I wore a fancy dress. A: What’s wrong with that? B: It was a barbecue, you know. Everyone else was wearing a T-shirt and jeans. A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear. 3a Reading and filling On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expression_rs. Teresa Lopez From Cali, Colombia Marc LeBlanc From Lausanne, Swizerland Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！ In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together. And now you are supposed to fill in the chart. Attitude about… Colombia Switzerland Being on time Pretty relaxed about time very important to be on time Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first Making plans with friends Don’t usually have to make plans to meet friends usually plan to do something interesting, or go somewhere together 3b Doing pairwork Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries. A: What kinds of rules do they have in Colombia? B: Well, they have pretty relaxed rules. A: Like what? B: Well, it’s ok if you’re not on time. A: Could you give me an example? B: Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late. A: Do they often visit friends’ house? B:

篇11：新目标九年级 Unit 4 探究活动课教案(新目标版九年级英语上册教案教学设计)

【活动内容】

让学生巩固书信和E-mail的格式，掌握写信和发E-mail两种通讯方式，对比两者哪个更好。

【活动综述】

这个讨论活动的设计使学生真正把语言当作交际工具来使用，学生从自己的生活经验和认知水平出发，实践、参与、合作与交流，大胆地表达自己的观点。这次讨论活动开拓了学生的思路，激发学习的热情，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、形成自主学习能力的过程。

【活动目标】

1．让学生复习和巩固英语书信的格式，帮助学生掌握用英语发E-mail的方法。

2．通过小组讨论“写信和发E-mail哪个更好”，提高学生的会话、辩论、对比的能力，培养辩证地看问题的意识；加强学生运用现代化通讯手段的能力；培养环保意识和与时俱进的精神。

【活动准备】

1．准备一封海外来信和E-mail的范文。

2．提前安排学生用英语给老师和同学写信和发E-mail。

【活动过程】

一、活动导入，激发兴趣。

1．提问了解情况：

Do you often write to your friends who are not in China ?

Have you got any penfriends abroad?

Do you write to them in English?

2．复习英文书信的格式(包括信封和内容的格式)和E-email地址和内容的写法。

篇12：《英语（新目标）》Unit 6 教学设计(新课标版七年级英语上册教案教学设计)

长沙同升湖国际实验学校 肖雪辉

一、课题：Do you like bananas ?

二、教学目标（知识目标、能力目标、德育目标）

知识目标：掌握询问对方喜欢与不喜欢食物的几种典型的句型。

学习常见食物的名称。

能力目标：通过对食物名称和询问句型的学习，学会谈论自己与他人早、中、晚餐喜爱吃的食物。通过对食物的学习了解，学会配制营养餐。

德育目标：通过对不同食物的学习，让学生了解哪些是有益于健康的食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不偏食。通过对食物喜好的提问，能增强同学之间的相互了解和友谊。

三、教学设计的思路及教学建议

第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。

在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。在传授新知识时，为了为学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。

四、教学向导

语言功能 语 言 目 标 语 言 结 构

谈论喜欢与不喜欢的食物 * 动词like的用法

* 一般疑问句的肯定、否定回答

* 名词复数的使用 * 动词like的肯定、否定句的用法

* 动词like的一般疑问句的肯定、否定回答

重点词汇 学习策 略 与 思 维 技 巧 跨 学 科 学习

hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable. * 培养学生对同一事物要有不同的看法。

* 培养学生对所学知识进行分类的能力。 * 艺术：画画

* 数学：数数

* 社会实践：制作购物单；制作调查表。

五、主题词表

六、主题思维及任务型活动

七、教学重点及难点

1．教学重点：词汇：有关食物名称的单词。

句型：Do you like … ? Yes, I do. / No, I don’t.

2．教学难点：创设语言交际情景，操练句型。

八、具体教案设计

Unit 6 Do you like bananas ?

课时安排：四课时

第一课时：P31-P32 第二课时：P33-P34 第三课时：P35 第四课时：P36

第一课时：P31-P32

Step 1 讲授1A中的新单词

1． 通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。

2． 呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。

3． 朗读P31-1a 中的新单词。（先全班，再小组，然后到个人，层层检查、补漏。）

4． 将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。

Step 2 Presentation

1． 通过吃的动作和高兴的表情来展现“like”一词的意思，并将 “like”板书在黑板上；通过摇头的动作和皱眉的表情展现 “don’t like”一词的含义，并将 “don’t like”板书在黑板上。

2． 通过动作及表情引出I like bananas, I don’t like broccoli. 然后过渡到Do you like bananas / broccoli ? Yes, I do. / No, I don’t.

3． 选择不同的食物，向学生提问：Do you like … ? 让学生根据自己的实际情况回答：Yes, I do. / No, I don’t.

Step 3 Listening

1． 看P31-1b的对话，听录音，完成书上要求标号的任务。订正答案。

2． 跟读对话，以小组为单位朗读对话。

3． 进行小组对话练习，可以更改有关的食物名词，编出自己的对话。

Step 4 Listening

1． 大声朗读P32-2a中的单词，让学生先认真听，然后模仿重复两遍。

2． 让学生听一遍录音，了解大意，抓住关键词。

3． 让学生第二次听录音，在表格中圈出所听到的单词。订正答案。

4． P32-2b 听录音，要求学生将听到的单词填入横线上。订正答案。

5． 再听录音，跟读1-2遍，分角色进行对话。

Step 5 Practice

让学生两人一组进行对话操练：Do you like … ? Yes, I do. / No, I don’t. 通过句型的操练，增进学生之间的相互了解。

Step 6 Homework

Step 7教学后记

学生反应：

总结得失：

教法改进：

第二课时：P33-P34

Step 1 Revision

1． 以对话的形式复习上一节课的新单词和句型，让学生拿着食物询问自己的partner: Do you like … ? 回答：Yes, I do. / No, I don’t.

2． 让学生拿着食物或图片向全班同学发问：What’s this in English ? 或What’re these in English ? 回答：It’s a/an …./ They’re ….然后完成P34-1a中的单词与食物的搭配。

3． 让学生将P34-1a中的食物分类，完成P34-1b中的表格。

Step 2 Pairwork

让学生两人一组进行操练。每一个学生拥有一半信息，然后通过提问的方式补全各自所缺的内容。订正答案。

Step 3 Food Survey

先让学生根据图片写出食物的名称，然后通过询问句型Do you like …. ?的形式调查其他同学喜欢或不喜欢的食物，然后根据调查的情况进行总结：… likes ….；… doesn’t like ….

Step 4 Listening

1． 听对话，在P34-1a中圈出所听到的食物。

2． 再听录音，写出单词，完成P34-2b的表格。

Step 5 Pairwork

1． 让学生根据P34-2b的表格提示进行对话练习。所用的句型：Does Tom / Katrina like … ? Yes, he / she does. / No, he / she doesn’t.

2． 用英文解释breakfast, lunch, dinner的含义。根据1a和2b的表格提示，让学生写出Katrina 和Tom所喜欢的食物分别属于哪一餐，完成P34-2c的练习。

Step 6 Games

1． 让学生将学过的食物名词分类。

Healthy unhealthy

2． 让学生从健康的角度出发，给自己配制一份营养午餐，使学生学会均衡饮食。

3． 汇报配餐情况，评选出学生喜爱的配餐。所用的句型：I like …. for lunch.

Step 7 Homework

Step 8教学后记

学生反应：

总结得失：

教法改进：

第三课时：P35

Step 1 Revision

复习前边所学的单词及句型，可以采取实物或游戏的形式，然后可以适当进行笔头检查。如：听写或补全对话。

Step 2 Reading

1． 让学生快速阅读短文，并用不同的标记标出水果和食物的名称。订正答案。

2． 朗读短文两遍。

Step 3 Look and write

1． 根据图片，让学生写出Which one is lunch and which one is dinner.

2． 根据图片，分别写出Tom午餐和晚餐喜欢吃的食物名称。

3． 让学生下位分别调查三位同学三餐喜欢吃的食物，完成下列表格。所用句型：What do you like for breakfast / lunch / dinner ? I like …for breakfast / lunch /dinner ?

Name Breakfast Lunch Dinner

4．让学生汇报调查结果。所用句型：xxx likes … for ….

Step 4 Groupwork

假设同学们将进行一次野炊活动。让学生分组调查出各自喜欢与不喜欢的食物，然后根据调查的结果列一份购物清单。

1． 调查本组同学喜欢和不喜欢的食物。所用句型：Do you like … ? Yes, I do. / I don’t.

Name like dislike

2． 统计并汇报本组成员喜爱与不喜爱的食物。所用句型：We like …./ We don’t like … ?

Group like dislike

3．填写为野餐准备的购物清单。

Shopping list

Step 5 Homework

收集一些生活中常见的食物。

Step 6教学后记

学生反应：

总结得失：

教法改进：

第四课时：P36

Step 1 Revision

复习整个单元的单词和句型。

Step 2 Self Check

1． 检测学生所学的单词。让学生勾出P36-1中认识的单词，圈出不认识的单词。

2． 让学生在P108补充5个新的食物名称，扩大学生的知识面。

3． 让学生在方格里画出自己午餐所喜欢吃的食物。培养学生学生绘画的能力。

4． 用 “ Do you like …”句型询问其他同学，找出与自己午餐所吃食物相同的同学。P36-4。

Step 3 Games

让学生将自己所收集的食物，通过询问 “ Do you like … ?” 将食物分发给其他的同学，增进学生之间的感情。

Step 4 Having a quiz

Step 5 Homework

Step 6教学后记

学生反应：

总结得失：

教法改进：

篇13：Teaching plan 教案教学设计(新目标版英语九年级)

Teaching plan

Subject English Class Class2.Grade9 Teacher Su Yuqin Date Sep.26th

Content Unit4 What would you do ? (period one) Type Dialogue

Teaching aims Knowledge Master the new words “million ,medical and research”. The structure: “What would you do if you …… ? I would …… .”

How to use target language to talk about imaginary situations.

Ability To cultivate the students’ ability of listening and speaking.

Develop the Ss’ abilities of communication by learning the useful structures.

Emotion Encourage the students to use English to talk about imaginary situations.

Motivate the students to speak English in their daily life.

Key point 1.Learn the words and useful expressions.

2. Master the important structure： I would/I’d do..

Teaching difficulty Guide the studengts to understand the important grammar.

Teaching methods Engage Study Activate Scene teaching Method

. Teaching by induction Pair work

Teaching aids Multi-media A tape recorder Teaching arrangement first period

篇14：新目标英语九年级全套教案 新目标 Unit 12 (新目标版九年级英语教案教学设计)

Unit 12 You’re supposed to shake hands.

Part 1: Teaching design (第一部分：教学设计)

Structures: Supposed to ＋ infinitive

Target language: How was the dinner at Paul’s house last night?

Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.

Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…

Learning strategies: Comparing, Listening for key words

Section A

Goals

●To learn to use the structure Supposed to ＋ infinitive

●To listen and talk about what people are supposed to do

Procedures

Warming up by learning about the structure Supposed to ＋ infinitive

Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used?

What are you supposed to do when you meet someone?

You’re supposed to kiss.

You’re not supposed to shake hands.

When were you supposed to arrive? I was supposed to arrive at 7:00.

You should have asked what you were supposed to wear.

1a Looking, listening and matching

Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.

Tapescript

Boy1: What are people supposed to do when they meet in your country, Celia?

Girl1: Well, do you mean when friends meet for the first time?

Boy1: Yeah.

Girl1: Well, in Brazil, friends kiss.

Boy1: What about in Mexico, Rodriguez?

Boy2: In Mexico we shake hands.

Boy3: We bow.

Girl2: And in Korea we also bow.

Boy1: Well, I guess in most Western countries we shake hands.

1b Listening and checking

You are supposed to listen for a second time to check your answers in 1a.

Countries Customs

1. c Brazil a. bow

b. shake hands

c. kiss

2. b the United States

3. a Japan

4. b Mexico

5. a Korea

Now you can turn to page 135 to read the tapescript. While

reading

circle the connectives and underline the expressions.

1c Doing pairwork

What do people do when they meet for the first time? Now in

pairs tell

each other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK?

A: What are people in Korea supposed to do when they meet for the first time?

B: They’re supposed to bow.

A: What are people in the United States supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in China supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in Mexico supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in Brazil supposed to do when they meet for the first time?

B: They’re supposed to kiss.

A: What are people in your city supposed to do when they meet for the first time?

B: They’re supposed to wave their hands.

2a Listening and checking

Maria, an exchange student from India, went to her American

Friend Dan’s place and had dinner there. Now listen to the tape

for the mistakes Maria made there.

Tapescript

Boy: Hi, Maria. How was Paul’s party?

Girl: Oh, Dan, it was a disaster.

Boy: It was?

Girl: Uh-huh.

Boy: What happened?

Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.

Boy: Oh, so you were late.

Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later!

Boy: I see.

Girl: Then when I met Paul’s mom, I kissed her.

Boy: And you were supposed to shake hands instead.

Girl: That’s right. AND I wore a fancy dress.

Boy: What’s wrong with that?

Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans.

Boy: I guess you should have asked what you were supposed to wear.

Now you may check√the mistakes by Maria on page 95.

Maria’s mistakes

√Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes

2b Listening and filling

To fill in the blanks on page 95 you are supposed to listen to the

tape one more time.

Tapescript

MariA: I was supposed to arrive at 7:00 but I arrived at 8:00.

MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later.

Dan: Boy: And you were supposed to shake hands instead.

MariA: That’s right. And I wore a fancy dress.

Dan: I guess you should have asked what you were supposed to wear.

Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.

Li Hong: I was supposed to get up at 7:00 but I got up at 8:00.

Li Hong: In my home it’s different. When you’re asked to get

up at 7:00, you’re supposed to get up later.

Wang Bin: And you were supposed to do the morning exercise

instead.

Li Hong: That’s right. And I took my school backpack.

Wang Bin: I guess you should have asked what you were supposed to take.

2c Doing pairwork

You are supposed to role play the conversation between Maria

and Dan. And you are supposed to use the information from

activities 2a and 2b.

A: How was the dinner at Paul’s house last night?

B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.

A: Why was that? Why didn’t you arrive earlier?

B: But in my country it’s different.

A: What is the difference?

B: When you’re invited for 7:00, you’re supposed to come later!

A: So you didn’t arrive at 7:00..

B: When I met Paul’s mom, I kissed her.

A: But you were supposed to shake hands instead. We don’t kiss each

other when we are only friends.

B: But I didn’t know that then.

A: What did you wear?

B: I wore a fancy dress.

A: What’s wrong with that?

B: It was a barbecue, you know. Everyone else was wearing a T-shirt

and jeans.

A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.

3a Reading and filling

On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.

Teresa Lopez

From Cali, Colombia Marc LeBlanc

From Lausanne, Swizerland

Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！

In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.

And now you are supposed to fill in the chart.

Attitude about… Colombia Switzerland

Being on time Pretty relaxed about time very important to be on time

Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first

Making plans with friends

Don’t usually have to make plans to meet friends usually plan to do something interesting, or go somewhere together

3b Doing pairwork

Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.

A: What kinds of rules do they have in Colombia?

B: Well, they have pretty relaxed rules.

A: Like what?

B: Well, it’s ok if you’re not on time.

A: Could you give me an example?

B: Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late.

A: Do they often visit friends’ house?

B: Yes, they do. It is very important to them. They often just drop by their friends’ homes.

A: Do they have to make plans to do that?

B: They don’t usually have to make plans to meet their friends. Often they just walk around the town center, seeing as many of our friends as we they！

B: What kinds of rules do they have in Switzerland?

A: It’s very important for them to be on time.

B: Because they’re the land of watches?

A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00.

B: If you are even fifteen minutes late, may your friend get angry?

A: Yes, they do.

B: Do they often visit a friend’s house?

A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.

4 Doing pairwork

An exchange student from England is coming to your school for

classes. You are supposed to fill in the chart below on page 96

with things he is supposed to do inside and outside the

classroom.

Items You are supposed to …

Greeting teachers Say, “Good morning” in the morning

Doing homework At home or in school after class

Phoning someone Say, “Ni Hao, I’m …”

Visiting someone’s place Call first, and knock at the door

Making plans with friends Discuss the plan, call to make changes

Being on time Always on time or little earlier

Giving gifts Festival gifts being necessary

… …

Now you are supposed to role play a conversation based on the

chart you just filled in.

A conversation between you and an exchange student from Britain

A: How do you do?

B: How do you do? Are you a new exchange student?

A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?

B: Sure. To greet the teachers you say, “Good morning” in the morning, “Good afternoon” in the afternoon.

A: And “Good evening” in the evening. That’s the same as we do in Britain.

B: For homework you may do it at home or in school, but always after class.

A: Can I do it at class?

B: No, you can’t, because you have lots to do then.

A: What do I have to do at class?

B: You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,

and to read Learning English!

A: Learning English? Am I have to learn English here?

B: Yes, you have to learn English, too. If you don’t, you will fail the English exams.

A: But I am a native speaker of English!

B: But you are poor at English grammar! There are lots of grammar items in the English exam.

A: But I can listen, speak, read and write in English. Is that not enough?

B: I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.

A: All right. I agree to take all those exams in English, and on grammar.

B: And to phone someone you say say, “Ni Hao, I’m …”

A: “Ni Hao, I’m …”

B: Right. You are learning fast. You are smart.

A: What about visiting someone’s place?

B: Call first, and knock at the door.

A: What should I do to make plans with friends?

B: Discuss the plan with them. Call to make changes before it is too late.

A: Do I have to be on time?

B: It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves.

A: That’s also the same as we do back at Britain.

A: And giving gifts? I hear that you give many gifts on many occasions.

B: Yes, we do. But you can’t give gifts to the teachers in order

to pass the exams, and the English grammar exams!

Closing down by competing

To end this English class you are supposed to take a

competition. You are supposed to say as many sentences with

the Structure: Supposed to ＋ infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.

篇15：新目标英语九年级全套教案 新目标 Unit 4(新目标版九年级英语教案教学设计)

Unit 4 What would you do?

Part 1: Teaching design (第一部分：教学设计)

Structures: Second conditional, Should for advice

Target language:

What would you do if you won a million dollars?

I’d give it to medical research.

I can’t sleep the night before an exam. What should I do?

If I were you, I’d take a long walk before going to bed.

Vocabulary: million, charity, pimple, confident, shirt, tie, medical research

Learning strategies: Matching, Listening for key words

SECTION A

Goals

●To learn to use Second conditional and Should for advice

●To listen and talk about imagined life

Procedures

Warming up by learning about Second conditional and Should for advice

The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.

The structure of a second conditional sentence

Like a first conditional, a second conditional sentence consists of two clauses, an ”if“ clause and a main clause:

if clause main clause

If I had a million dollars, I would buy a big house.

If the ”if“ clause comes first, a comma is usually used. If the ”if“ clause comes second, there is no need for a comma:

main clause if clause

I would buy a big house if I had a million dollars.

We use different verb forms in each part of a second conditional:

if clause if + subject + simple past verb*

main clause subject + would + verb

1a Talking about imaginary situations

What would you do if you had a lot of money?

If I had a lot of money, I would give it to charity.

If I had a lot of money, I would buy snacks.

If I had a lot of money, I would give it to Hope Project.

If I had a lot of money, I would buy books for the poor.

1b Listening and numbering

Now you are going to listen and number the pictures 1 to 3 in the order you hear them.

Tapescript

Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity.

Boy1: Wow, what a nice man!

Girl1: What would you do if you had a million dollars?

Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas.

Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family.

Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow!

Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.

Now listen again and write down the sentences with Second conditional and Should for advice

1c Doing pairwork

Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.

Look. This old man had a million dollars, and he gave it to charity.

Wow! What would you do if you won a million dollars?

I’d give it to medical research.

I’d take a chance to achieve my dream of flying to the moon.

If I won a million dollars, I’d stop working and become a professional runner.

I’d go to an old people’s home to help them.

I’d volunteer at the hospital twice every week.

2a Listening and circling

Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.

Tapescript

Girl1: Where are you going, Larry?

Boy1: To Tom’s party.

Girl1: Lucky you! I’d love to go to that party!

Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear.

Girl1: If I were you, I’d wear a shirt and tie.

Boy1: And I don’t have a present. What if everyone brings a present?

Girl1: If I were you, I’d take a small present-a pen or

something. Keep it in your pocket and if everyone has a present,

you can give him yours. If not, you can keep it.

Boy1: OK. But what if I don’t know anyone?

Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.

Boy1: I guess I can do that.

Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave.

Now listen again and write down all the expressions onto your phrase book.

go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun

2b Listening and checking

Listen to the tape again and check on page 27 the four things Larry’s sister says to him.

2c Doing pairwork

Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.

X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie.

X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present-a pen or something.

X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.

… …

3a Reading and matching

Go to page 28. Read the problems in the boxes and match them with the correct advice.

And now write down all the expressions into your phrase book.

be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy

3b Thinking and role playing

Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.

A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.

A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.

A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.

4. Doing group work

You are put into pairs and find out each other’s problems at school and at home. Then give each other advice.

I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way.

I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time.

My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first.

I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too.

I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes.

… …

Closing down by taking a test on Second conditional

Match up the parts of the sentence

1. If I lost my job,

a) we'd both benefit.

b) I'd have a lot of problems getting another one.

c) you'd be more aware of what people really felt.

d) we wouldn't be so behind technologically.

2. If I were in your position,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) you'd be more aware of what people really felt.

d) we wouldn't be so behind technologically.

3. If I spoke Japanese as well as you do,

a) I'd resign rather than wait to be sacked.

b) I'd try to find a job with one of the Japanese banks.

c) we'd both benefit.

d) we wouldn't be so behind technologically.

4. If we spent more on Research and Development,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) I'd try to find a job with one of the Japanese banks.

d) we wouldn't be so behind technologically.

5. If you spoke less and listened more,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) I'd try to find a job with one of the Japanese banks.

d) you'd be more aware of what people really felt.

6. If you spent more time on your own problems and a bit less on mine,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) we'd both benefit.

d) I'd try to find a job with one of the Japanese banks.

7. If we controlled our expenses a bit better,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) we'd save a lot of money.

d) I'd try to find a job with one of the Japanese banks.

8. If you invested some time into learning how the Internet works,

a) you'd find that it could really help you in your job.

b) I'd have a lot of problems getting another one.

c) we wouldn't be so behind technologically.

d) I'd try to find a job with one of the Japanese banks.

9. If we opened an office in Tokyo,

a) we wouldn't be so behind technologically.

b) you'd be more aware of what people really felt.

c) I'd be interested in working there.

d) we'd both benefit.

10. If you didn't take the job,

a) you'd regret it later.

b) you'd be more aware of what people really felt.

c) we wouldn't be so behind technologically.

d) I'd try to find a job with one of the Japanese banks.

篇16：新目标英语九年级全套教案 新目标 Unit 7 (新目标版九年级英语教案教学设计)

Unit 7 Where would you like to visit?

Part 1: Teaching design (第一部分：教学设计)

Structures: Would and hope to for expressing desires

Target language: Where would you like to go on vacation?

I’d love to visit Mexico.

I hope to go to France some day.

Vocabulary: jungle, thrilling, fascinating, take it easy, tiring, educational, trek, touristy, pack, light, heavy, provide, offer

Learning strategies: Classifying, Role playing

SECTION A

Goals

●To learn to use Would and hope to for expressing desires●To listen, speak and read about traveling

Procedures

Warming up by learning Would and hope to for expressing desires

Hello, morning. Let’s first look at the sentences in the chat below:

Where would you like to visit? I’d like to go somewhere relaxing.

I hope to go to France some day.

I’d love to visit Mexico.

In the sentences would, hope to, ‘d like to and ‘d love to are used for expressing desires.

1a Writing and describing

On page 52 is a picture about the planning of vocation. Pick the proper adjectives on top left of page 52 to describe Vacation 1 and Vacation 2.

More adjectives to be chosen from:

bad beautiful quiet testy long quick tricky tough bright magnificent

crazy mighty dizzy wasteful dull new wonderful nice sad nosy funny

great nutritious short silly gigantic ordinary strange pretty happy prickly horrible

1b Listening and filling

Where would Sam and Gina like to go on vacation?

You are to listen and fill in the chart on page 52.

Tapescript

Boy: Look at those travel posters. I’d love to go on a vacation.

Girl: Where would you like to go, Sam?

Boy: I’d love to go trekking in the Amazon jungle in Brazil.

Girl: You would?

Boy: Sure. I like exciting vacations.

Girl: Wouldn’t that be dangerous?

Boy: No, not really. How about you, Gina? Where would you like to go?

Girl: Oh, I’m stressed out. I’d just like to relax on a beach… You know, a beautiful beach in Florida.

Boy: That sounds peaceful.

Person Places Why

Sam Brazil Likes exciting vacations

Gina Florida Likes to relax on a beach

Now you are going to read the listening script. Underline the phrases and circle would, hope to, ‘d like to and ‘d love to are used for expressing desires.

1c Doing pairwork

You are going to practice conversations with your partner according to the vacation posters in 1a.

Boy: Do you see those travel posters over there. Let’s go over and have a look.

Girl: I’d love to go on a vacation. Where would you like to go, Li Haifeng?

Boy: I’d love to go hunting in Panquangou jungle in Shanxi.

Girl: You would?

Boy: Sure. I like exciting vacations.

Girl: Wouldn’t that be dangerous?

Boy: No, not really. How about you, Tian Hong? Where would you like to go?

Girl: Oh, I’m stressed out. I’d just like to relax beside a river… You know, a beautiful riverside park in Taiyuan.

Boy: That sounds peaceful.

2a Listening and numbering

You are going to listen to another conversation. This time listen and number the statements on page 53 in the order that you hear them.

Now listen to it the second time. Jot down sentences with would, hope to, ‘d like to and ‘d love to used for expressing desires.

Tapescript

Boy1: Wouldn’t it be great if we could go on a vacation together?

Girl1: Yeah. That would be wonderful!

Boy1: Where would we go?

Girl1: Well, I hope to visit Hawaii one day. Would you be interested in going there?

Boy2: Sure! I like places where the weather is always warm.

Boy1: But Hawaii is too touristy. Maybe we could go to Mexico. I love places where the people are really friendly.

Boy2: Well, Mexico would be nice, but we don’t know the language. I hope to see Niagara Falls someday. What about going there?

Girl1: Niagara Falls would be beautiful, but there’s not much to do there. Why don’t we all go to San Francisco together? It has everything-beautiful views, friendly people, exciting things to do…

Boy2: That’s not a bad idea if you pay for it!

3 I love places where the people are really friendly.

4 I hope to see Niagara Falls some day.

2 I like places where the weather is always warm.

1 I hope to visit Hawaii one day.

Read the listening script and copy down all useful phrases.

go on a vacation together, visit Hawaii, one day, be interested in going there, be too touristy, go to Mexico, be really friendly, see Niagara Falls someday, go to San Francisco together, beautiful views, friendly people, exciting things, a bad idea, pay for…

2b Listening and matching

On page 53 is a chart with “ Place” and “Reason not to visit the place”. Listen again and match them.

Place Reason to visit the place

__b__1. Hawaii a. We don’t know the language.

__a__2. Mexico b. It’s too touristy.

__c__3. Niagara Falls c. There’s not much to do there.

2c Doing pairwork

Role play conversations using information from 2a and 2b. You may start this way:

A: I hope to visit Hawai some day.

B: I do, too. I like places where the weather is always warm.

A: I’d like to go on a vacation with my classmate Li Hong.

B: I hope to visit Wutai Mountain one day. Would you be interested in going there?

A: I like places where the food is really delicious. Zhongqing is a nice place to visit.

B: But Zhongqing is too touristy. Maybe we could go to Dali.

A: Pingyao would be nice, but we don’t have the time.

B: Why don’t we go to Lushan together? It has everything-beautiful views, friendly people, exciting things to do…

3a Circling and underlining

On page 54 is a newspaper article about Paris. While reading it, circling the things you like about visiting Paris and underling the thing you don’t like.

TRAVEL SPOTLIGHT: PARIS

For your next vocation, why not consider visiting Paris? Paris is the capital of France, and is one of the liveliest cities in Europe. It doesn’t have any beaches or mountains, but there are still many things to do there. For example, it has some fantastic sights, including the Eiffel Tower and Notre Dame Cathedral, one of the most famous churches in the world.

Traveling around Paris by taxi can cost a lot of money, but it’s usually quite convenient to take the underground train to most places. In general, though, France is quite an expensive place. One thing that is not expensive in France, however, is the wine！

Most people in France have learned English. But many people don’t like to speak English, especially in Paris. So unless you speak French yourself, it’s best to travel with someone who can translate things for you.

Read the article the second time and blacken all the expressions. You may copy them after class.

3b Doing pairwork

In pairs practice the conversation on the middle left of page 54. And then make new conversations with the information in the box on the right in the box.

A: Where would you like to go?

B: I’d like to visit Kunming.

A: Isn’t it supposed to be very hot?

B: Yes, it is. I’m only going to pack light clothes. But Kunming is also beautiful, and it has lots of wonderful sights.

A: Where would you like to go for a sightseeing trip?

B: I’d like to visit Hong Kong.

A: Isn’t it supposed to be very crowded?

B: Yes, it is. But Kong Kong is also beautiful, and it has lots of great entertainment sights.

A: Where would you like to go for the May Day vacation?

B: I’d like to see Mexico City.

A: Isn’t it supposed to be exciting?

B: Yes, it is. But I am going there for a relaxing trip. I don’t have lots to do there.

A: Where would you like to visit for the National Day hollidays?

B: I’d like to see New York.

A: Isn’t it supposed to be very touristy?

B: Yes, it is. But it is also a very fascinating place with lots of fantastic galleries.

A: Where would you like to spend your Spring Festival vacation?

B: I’d like to fly to Sydney.

A: Isn’t it supposed to be very expensive to go there?

B: Yes, it is. But it is also a very beautiful place with fantastic beaches where you can lie down for a sunbath.

A: But you can also lie right here for a free sunbath, too.

4 Doing pairwork

In pair you are going to think of a city you know. List things you like and things you don’t like about the city.

Talk to each other about your findings.

Pingyao

Things you like Things you don’t like

The Ancient Ming and Qing Streets

City Wall of Pingyao

Rishengchang Exchange Shop

Qiao's Compound

Wang's Compound

The Temple of the City God

Zhenguo Temple The pollution

The transportation

The fees

Closing down by reading a poem

Terrible Dream

I'm feeling rather ragged.

I'm feeling rather rough.

I'm looking like I stayed up late,

and didn't sleep enough.

I went to sleep at bedtime

and dreamt all through the night,

but when I woke this morning

I was feeling far from right.

For though I drifted quickly,

and slumbered long and deep,

I'm totally exhausted

'cause I dreamed I couldn't sleep!

--Kenn Nesbitt

篇17：新目标英语九年级全套教案 新目标 Unit 8 (新目标版九年级英语教案教学设计)

Unit 8 Where would you like to visit?

Part 1: Teaching design (第一部分：教学设计)

Structures: Phrasal verbs

Target language: I’d like to work outside. I’ll help clean up the city parks. You could give out food at a food bank.

Vocabulary: put off, hand out, call up give away, run out of, clean up, set up, take after, fix up, cheer up, give out, hunger, sign, repair

Learning strategies: Taking notes, Personalizing

SECTION A

Goals

●To learn to use phrasal verbs

●To read about being a volunteer

●To listen and talk about clean up the city parks

Procedures

Warming up by learning about grammar focus

Hello, class. This week we shall go and help clean up the city parks. But first what is the meaning of “clean up”? What verb is it?

Turn to page 61 and look at the chart to learn about “phrasal verb”

What is a phrasal verb?

▲It is an English verb followed by one or more particles where the combination behaves as a syntactic and semantic unit; “turn out” is a phrasal verb in the question “how many turned out to vote?”

▲In the English language, a phrasal verb is a verb combined with a preposition, an adverb, or an adverbial particle, all three of which are uninflected.

1a Looking and reading

Look at the bulletin board on page 60 and read about ways by which you could help people. Then list other ways you could help people.

Work outside, clean up the city parks, help stop hunger, visit sick children call people back, find out about the flood, take part in planting trees, help provide money for the poor students, be volunteers at the 2008 Olympics

1b Listening and completing

You are going to listen to several conversations.

Tapescript

Conversation 1

Boy1: I’d like to work outside.

Girl1: You could help clean up the city parks.

Conversation 2

Boy2: I’d like to help homeless people.

Girl1: You could give out food at the food bank.

Conversation 3

Girl2: I’d like to cheer up sick kids.

Girl1: You could visit them in the hospital.

Conversation 4

Girl1: I’d like to help kids with their schoolwork.

Girl2: You could volunteer in an after-school study program.

While listening, pay attention to information to complete the sentences on page 60 in the box.

1. I’d like to work outside. You could help clean up the city parks.

2. I’d like to help homeless people. You could give out food at the food bank.

3. I’d like to cheer up sick kids. You could visit them in the hospital.

4. I’d like to help kids with their schoolwork. You could volunteer in an after-school study program.

1c Doing pairwork

In pairs you are to practice the conversations in the picture on page 60. Then make similar conversations using the information in activity 1b.

▲I’d like to work outside.

▲You could help clean up the city parks.

▲I could visit sick children in the hospital.

We could help stop hunger by giving out food at the food bank. ●I’d like to work cleaning up the school playground.

●I’d like to help homeless people in my hometown.

●I’d like to cheer up sick kids.

●I could visit them in the hospital.

●I’d like to help kids with their English.

●We could volunteer in an after-school cleaning up program.

2a Listening and checking

Some students talking about planning a City Parks Clean-up Day. Listen to their talk and check√the things they are going to do.

Tapescript

Boy1; OK. Now we need to come up with a plan to tell people about the city park clean-up.

Girl1: Yeah, but I’m hungry, Bob. Let’s have lunch first.

Girl2: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.

Boy2: You’re right, Sally. While we talk, I’ll write down all our ideas. Then we can decide which ideas are best.

Girl1: Um… well… we could put up signs.√

Boy2: That’s a good idea!

Girl2: I’ll hand out advertisements after school.√

Boy1; OK. Great! And we could each call up ten people and ask them to come.√

Boy2: Hey, we’re coming up with a lot of good ideas, aren’t we?

2b Listening and filling in blanks

I’ shall play the tape again and you are to listen and fill in the blanks in the box on 61.

1.We need to come up with a plan.

2.We can’t put off making a plan. Clean-up Day is only two weeks from now.

3. I’ll write down all our ideas.

4. We could put up signs.

5. I’ll hand out advertisements after school.

6. We could each call up ten people and ask them to come.

2c Doing pairwork

Let’s go on to role play the conversation in activity 2b.

A: We need to come up with a plan.

B: Let’s have lunch first.

A: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.

B: I’ll write down all our ideas that we come out with.

A: We could put up signs after school.

B: We’ll hand out advertisements at weekends.

A: At home we could each call up ten people and ask them to come.

B: We could get online to make our plan known to all.

3a Reading, underlining and circling

On page 62 is an article about volunteers. Read it and underline the kinds of work they do. You have to circle the reasons why they like their work.

Being a volunteer is great！

Number 77 High School is home to three very special young people: Li Huiping, Lan Pei, and Zhu Ming. These three students all volunteer their time to help other people. This volunteer work takes each of them several hours a week, so it is a major commitment. Huiping loves to read, and she puts this love to good use by working in the after-school care center at her local elementary school. Here, she helps young children to read. Pei loves animals, and plans to study to be a veterinarian when he leaves school. He spends every Saturday morning working in an animal hospital. Ming wants to be a professional singer. He sings for groups of people at the city hospital to cheer them up.

“Volunteering is great！” says Huiping. “Not only do I feel good about helping other people, but I get to spend time doing what I love to do.” Pei says he has learned more about animals. Ming says he has met some wonderful people at the hospital. The three students plan to set up a student volunteer project at their school. “Don’t put it off,” says Huiping. “Become a volunteer today！”

Read the article again to darken the phrasal verbs found in it.

3b Filling in the table

On page 62 is a table showing the kinds of volunteer work the four students could do. Read the table and fill in it.

Name Loves Could

Hui Football Teach the pupils to play football

Xiao Tang Writing stories Turn the city people’s life into stories

Joy Movies Show free movies to the villagers

Wei Music Play music to cheer people up

3c Doing pair

Next take turns role playing being one of the people in 3b by asking and giving advice.

A: I’d like to join the school volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love playing football.

B: Well, you could help coach a football team for little kids.

A: I’d like to join the class volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love writing stories.

B: Well, you could help write stories forcitizens.

A: I’d like to join the town volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love seeing movies.

B: Well, you could help introduce good movies to the farmers.

A: I’d like to join the city volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love playing music.

B: Well, you could help organize a music band for the factory workers.

4 Doing pairwork

In the table on bottom of page 62 write down three things you like to do and then ask your partner for advice about the kinds of volunteer work you could do.

Things I like to do Volunteer work I could do

1. reading in English Help teach English to those poor in English

2. surfing online Help getting useful information online for the farmers

3. collecting ancient coins Help give a speech on ancient Chinese culture

A: I like to reading in English. What kind of volunteer work do you think I could do?

B: You could help teach English to those poor in English.

A: I like to surfing online. What kind of volunteer work do you think I could do?

B: You could help get useful information online for the farmers teach English to those poor in English.

A: I like to collect ancient coins. What kind of volunteer work do you think I could do?

B: You could help give a speech on ancient Chinese culture.

Closing down by reading an English poem

Falling Asleep in Class

I fell asleep in class today,

as I was awfully bored.

I laid my head upon my desk

and closed my eyes and snored.

I woke to find a piece of paper

sticking to my face.

I'd slobbered on my textbooks

and my hair was a disgrace.

My clothes were badly rumpled

and my eyes were glazed and red.

My binder left a three-ring

indentation in my head.

I slept through class, and probably

I would have slept some more,

except my students woke me

as they headed out the door.

Kenn Nesbitt

篇18：新目标英语九年级全套教案 新目标 Unit 5(新目标版九年级英语教案教学设计)

Unit 5 It must belong to Carla.

Part 1: Teaching design (第一部分：教学设计)

Structures: Must, might, could and can’t for making inferences

Target language: Whose volleyball is this?

It must be Carla’s. She loves volleyball.

It could be Ted’s.

Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbage

Learning strategies: Sequencing, Deducing

SECTION A

Goals

●To learn must, might, could and can’t for making inferences

●To listen and speak making inferences

Procedures

Warming up by learning about modal verbs

Modal verbs are used to express ideas such as possibility, intention, obligation and necessity.

CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.

eg: I would have told you, if you had wanted me to.

eg: Yes, I can do that.

must

certainty 1. That must be Jerry. They said he was tall with bright red hair.

2. That must have been the right restaurant. There are no other restaurants on this street.

3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.

2. That must not have been the right restaurant. I guess there is another one around here somewhere.

3. NO FUTURE FORM have to

1a Looking and writing

Hello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.

1b Listening and matching

You are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.

Tapescript

Girl 1: Whose volley ball is this?

Boy 1: It must be Carla’s. She loves volley ball.

Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Dengwen. He loves cats.

Boy 1: Oh, and look, someone left a book.

Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.

Girl 1: OK… and how about this CD?

Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.

1c Doing pairwork

In pairs practice the conversation in the picture on page 34

Then make conversations using information in the chart in 1b.

Whose volleyball is this? It must be Carla’s. She loves volleyball.

Whose books are these? They must be Mary’s. The man is her favorite author.

Whose CD is this? It must be Grace’s. She likes listening to classical music.

Next is the conversation making inferences.

Girl 1: Whose toy car is this?

Boy 1: It must be Deng Wen’s. He loves toy car.

Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.

Boy 1: Oh, and look, someone left a magazine.

Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.

Girl 1: OK… and how about this volleyball?

Girl 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.

2a Listening and writing

Bob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.

Tapescript

Bob: Oh, look! Whose backpack do you think this is?

Anna: I don’t know. Look, here’s a school T-shirt.

Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy.

Anna: It could be Kumi’s hair band. She has long hair.

Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?

Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.

Bob: Then it must be Linda’s backpack. She has long hair and she’s on the tennis team.

Bob: You’re right!

2b Listening and filling

Next you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.

2c Filling and telling

On page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.

The notebook must be Ming’s. It was on her desk.

The homework can’t be Carol’s. She wasn’t at school today.

The soccer ball might be John’s or Tony’s. They both play soccer, don’t they?

The French book must be Li Ying’s. She’s the only one who’s studying French.

I can’t find my backpack. It might be still at school.

The photo must be Lu’s. Those are his parents.

The red bicycle can’t be Hu’s. She has a blue bicycle.

This ticket might be my aunt’s or uncle’s. They’re both going to the concert.

3a Reading, numbering and circling

On page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 parts and circle the words you don’t know.

Subject: Thanks! From: Linda

_④_ If you have any idea where it might be, please call me.

_②_ I think I dropped it during the concert so it might still be in the symphony hall.

_⑤_ I tried to call you but your mom said you were still at your optometrist appointment ( I hope you new glasses look nice!).

_③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam.

_①_ I’m really anxious, because I can’t find my backpack.

Thanks,

Linda

3b Doing pairwork

In pairs talk about the words you don’t understand. You can use “can’t”, “must”,” could” or “might”.

A: What do you think “anxious” mean?

B: Well, it can’t mean “happy”.

A: It might mean “worried”.

B: Oh, yes. She’s worried because of her test.

A: What do you think “concert” mean?

B: Well, it can’t mean “music”.

A: It might mean “a performance of music by players or singers”.

B: Oh, yes. She was in the symphony hall.

4 Doing pairwork

In pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.

A: Here’re some earrings. The owner can’t be a boy.

B: Well, it could be a boy. The earrings might be a present for his mother.

A: Here’s a school T-shirt. The owner must be a student.

B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.

A: Here’s a hair band. The owner can’t be a boy.

B: Well, it could be a boy. The hair band might be a present for his mother.

Closing down by looking and saying

Look at the picture below and say what is happening in the classroom.

篇19：新目标英语九年级全套教案 新目标 Unit 11(新目标版九年级英语教案教学设计)

Unit 11 Could you please tell me where the restrooms are?

Part 1: Teaching design (第一部分：教学设计)

Structures: Indirect questions

Target language: Excuse me. Do you know where I can exchange money?

Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.

Vocabulary: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money, hang out

Learning strategies: Listen for specific information, Cooperating

SECTION A

Goals

●To learn to use Indirect questions

●To learn to tell about places

Procedures

Warming up by learning grammar

Hello everyone. I am a strange here in this city. Could you tell me how to

get to the supermarket?

All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions.

Now turn to page 87 first and look at the three sentences in the Grammar Focus.

Do you know where I can buy shampoo?

Could you tell me how to get to the post office?

Could you please tell me where I can get a dictionary?

Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions.

Now in pairs make similar sentences with “where” and “how”.

Do you know where I can go hiking in the mountain?

Could you tell me how to have a good time in a big city?

Could you please tell me where I can find a good English teacher?

1a Matching things with places

On page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place.

Where to…?

C buy shampoo

D get some magazines

E make a telephone call

G get a dictionary

D get some information about the town

C buy some writing paper

E buy some stamps

B save money

1b Listening and completing

It is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86.

Tapescript

Conversation 1

Girl1: Excuse me. Could you tell me where I can buy some stamps?

Boy1: Yes. There’s a post office on Center Street.

Girl1: Oh. Can you tell me where Center Street is?

Boy1: Sure. Go past the bank. Center Street is on your right.

Girl1: Thanks a lot.

Boy1: No problem.

Conversation 2

Girl2: Excuse me. Do you know where I can save money?

Boy2: Sure. There’s a bank on Main Street.

Girl2: Oh. Could you please tell me how to get there?

Boy2: Yes... Go straight ahead. The bank is on your left.

Girl2: Thank you.

Boy2: You’re welcome.

Write your words here in the speech bubbles.

A: Could you tell me where I can buy some stamps?

B: Yes. There’s a post office on Center Street.

A: Excuse me. Do you know where I can save money?

B: Sure. There’s a bank on Main Street.

Read the tapescript and try to underline all the useful expressions used and circle the Indirect questions.

1c Doing pairwork

In 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.)

A: Excuse me. Can you please tell me where I can buy shampoo in this city?

B: Sure. There’s a department store over there.

A: Excuse me. Can you please tell me where I can get some magazines?

B: Sure. There’s a post office around the corner.

A: Excuse me. Can you please tell me where I can make a telephone call?

B: Sure. There’s a post office one hundred meters down the street.

A: Excuse me. Can you please tell me where I can get some information about the town?

B: Sure. There’s a library opposite of the hospital.

A: Excuse me. Can you please tell me where I can get some writing paper?

B: Sure. There’s a department store close to the bus station.

A: Excuse me. Can you please tell me where I can buy some stamps?

B: Sure. There’s a post office beside the library over there.

A: Excuse me. Can you please tell me where I can save money.

B: Sure. There’s a big bank beside the café on the main library over there.

2a Listening and numbering

Do you like shopping? If you do come and listen to the directions for going shopping around a new city.

Tapescript

Boy1: Excuse me. Can you tell me where I can buy some shampoo?

Boy2: Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there.

Boy1: OK, great. Thanks a lot.

Boy2: You’re welcome.

While listening please number the directions in the order that you hear them.

Take the elevator to the second floor.

2 Turn left.

1 Take the escalator to the second floor.

Turn right.

4 The drugstore is between the furniture store and the bookstore.

3 Go past the bank.

Read the tapescript for the Indirect questions and the useful expressions. Circle the Indirect questions and underline the useful expressions.

2b Listening and drawing

Do you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore.

2c Doing pairwork

What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87.

A: Excuse me. Do you know where I can exchange money?

B: Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.

A: Excuse me. Do you know where I can buy music CD?

B: Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room.

A: Excuse me. Do you know where I can get a dictionary?

B: Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank.

A: Excuse me. Do you know where I can buy some candies?

B: Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.

A: Excuse me. Do you know where I can buy a desk?

B: Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore.

Now read aloud the conversations again to Circle the Indirect questions and underline the useful expressions.

3a Reading and listing

On page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expressions.

They’re all at the mall.

After school, a lot of young people go to the mall. We decided

to talk to some students about why they go there.

Interviewer: Why do you go to the mall?

Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it.

Interviewer: Oh? Why not?

Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded.

Interviewer: And how about you?

Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people.

Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore.

Yu Yue: Well, when I go into stores I always spend too much money！

Advantages disadvantages

There’s always something happening. The air isn’t fresh.

There are a lot of free concerts there. It’s usually crowded.

It’s also just fun to watch people. when I go into stores I always spend too much money！

I like to go in the music store and listen to CDs.

I like to look at books in the bookstore.

3b Doing groupwork

Where do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them.

A: Where do you usually hang out with your friends?

B: We usually go to my friend, Qiu’s place.

A: Is that a good place to hang out?

B: Well, it has advantages and disadvantages. It’s kind of small. But Qiu’s mom is a wonderful cook, so we always have great snacks.

A: Where do you usually hang out with your friends?

B: We usually go to the bookstore.

A: Is that a good place to hang out?

B: Well, it has advantages and disadvantages. It’s very big and the air is fresh, too. And we can just read books there. We don’t have to buy books. So we always have a good time there.

A: Where do you usually hang out with your friends at weekends?

B: I usually stay at home.

A: Is that a good place to hang out for the weekends?

B: Well, it has advantages and disadvantages. My room is kind of small. But I have a computer there. I go online reading and watching. It is a wonderful place. So I always hang in at home.

4. Directions challenge

Now we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.

A: Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street. Then it is the…?

B: Then it is the bookstore.

A: Go out the back door and take a left. Walk about two blocks. Go past the post office, and turn right onto Chang’an Street. Then it is the…?

B: Then it is the Teachers College.

A: Go out the side door and take a right. Walk about three blocks. Go past the bus station, and turn left onto Flag Street. Then it is the…?

B: Then it is the lake.

Closing down by looking and saying

To bring the period to an end let’s look at the picture and talk about things happening in it.

篇20：九年级英语教学计划 (新目标版英语九年级)

2011-2012下期九年级英语教学计划

朱 艳

一、基本情况分析

本学期我任教九年级（2）班的英语课。经过以往几年的学习，大部分学生都能端正学习态度，主动参与学习活动。不少学生都打下了良好的英语基础，积累了一定的学习经验，掌握了行之有效的学习方法，形成了自己学习英语的学科理念，具备了较高的英语素质。但也有部分学生有求知欲，没自信心；有学习的潜力，却没良好的学习习惯，自控力极差。这诸多原因造成他们学习困难，衍生出厌学情绪。期末测试题目偏难，所以上学期的学科检测情况总体不好 ，两个班的合格率都有所下滑，优等生的人数更少 。总之，这批学生的优势和不足并存，希望与困难相伴，我们要发挥学生们的优势，弥补他们的不足，一方面集中力量培养一批优等生，另一方面又要帮助带动每一位学习困难的同学都能学好英语课，达到共同提高的总体目标。

本学期的中心任务是：疏导心理，激发兴趣，指导学法，夯实基础，培养能力。

在今后的教学活动中，教师需注意以下几点：

1、结合社会大环境，引导学生信仰学习，崇尚知识。

2、帮助学生树立起学习英语的自信心。

3、帮助学生制定自己的学习小计划，找出适合自己的学习方法。

4、继续促成学生学习习惯的养成，如：指导他们怎么预习？怎么听课？怎么巩固？

5、激励学生主动、持久、高效地学习。

6、学习过程中注意因材施教，爱心感染。

向青春期过度的孩子们情绪不稳，明辨是非的能力较差，叛逆心理严重，这就要求教师必须耐心细致，严以律己，言行一致，脚踏实地，持之以恒地去工作，督促指导学生努力地、科学地学习，成为造福社会的栋梁之材！

二、教材分析

本学期的任务有两项：一是完成九年级英语第二学期的教学任务，二是系统复习七八九三个年级的所学全部内容，为最后的学业水平测试做准备。九年级英语第二学期的教学任务是11---15共5个单元的新授及Units 11-15的一个复习单元。其主要内容涉及现在完成时，现在进行时，被动语态等。其特点是生词量大，知识点零碎。我们应重在练习，加强巩固。

七年级教材内容侧重基础，难度不是很大，在考试中所占比例也不大。复习时要以点带面，精讲多练，教师只起一个点拨的作用即可。八年级教材所涉及的词汇、短语、句型结构明显增多，难度加大，阅读量增加，是复习的重中之重。九年级教材所涉及的词汇、短语、句型结构、语法更多，内容贴近生活，词汇量大而且难记，在中考中所占比例最大，是复习时的重点更是难点。

在复习过程中，要夯实基础，注重知识间的联系与区别，并以中考题型为参照，加强题型和做题方法的探讨和研究，给予学生精要的指导和引导，是他们掌握知识的同时，更能学得做人做事的道理和方法。

三、本学期要达到的教学目标（包括知识与技能、过程与方法、情感态度三个方面的目标）

（一）知识与技能：

1、能够系统掌握七至九年级相关的教学内容，牢固掌握基础知识。

2、各知识间的区别于联系要明确，并在测试中做到不混淆。

3、由知识到能力的转化，技能明显提高，能够将知识和能力做到有机统一。

（二）过程与方法

1、狠抓过程中基础知识的落实，以此促进能力的提高。

2、引导学生通过自主学习，进行知识的归纳、总结，使总结知识的过程成为掌握、提高、锤炼的过程。

3、抓好过程的调控，因材施教，并注重反馈和总结。

（三）情感态度与价值观

1、培养学生的积极性和良好的习惯。

2、促进学生间的合作，并体验创作的快乐。

3、对比中外文化的差异，开阔视野。

4、磨练意志，达到自我教育的目的。明辨是非，形成正确的人生观、世界观、价值观。

八、采取措施（从五个方面来写）

1、教材处理方面：深入学习新课标，领略其精髓所在。总览教材，把握重点，勾划难点。遵循由易到难，由点及面的教学规律，把它作为一种课内教育资源，进行创造性地使用。

2、教学研究方面：与时俱进，学习先进的教育理论，更新教育观念，把任务型教学的精神实质实践于英语课堂中。真正做到“以学生的发展为本”，把课堂还给学生，提高学生用英语交际的能力。加强集体备课的力度，学人之长，补己之短，团结合作，共同提高。

3、培优转差方面：学会赏识每一个学生，尤其关爱中下游学生。加大对优等生的培养力度，鼓励他们拔尖，发挥榜样带头作用，带动中下游学生，大面积提高学习质量。

4、思想教育渗透方面： 把爱国主义情感、集体主义道德、个人自立精神以及崇尚科学的精神融于日常教学之中。增强人口意识、环境意识，帮助学生形成正确的人生观、价值观。

5、在学法指导和激发兴趣方面

尊重学生的个性差异，及时赏识学生。鼓励他们创新。利用学习互助小组，大力开展合作学习，在合作中培养责任感，并品尝成功的快乐，使其更爱学习。

利用计算机辅助教学，渗透信息技术教育，拓宽学生视野。

四、教学进度：

1 Unit 11 Unit 11 Section A-Section B(2C)

2 Units11-12 Unit 11 Section B(3a)- Reading -Unit 12Section A(2c)

3 Unit 12 Unit 12Section A(3a)-Reading

4 Units13 Unit 13Section A-- Section B(2C)

5 Units13--14 Unit 13 Section B(3a)-Reading -Unit 14 Section A(2c)

6 Unit14 Unit 14Section A(3a)-Reading

7 Unit15 Unit 15 Section A -B

8/9 专项复习名词、冠词、数词、代词、介词、连词、形容词、副词

10/11 专项复习动词的时态和语态、情态动词、非谓语动词

12 专项复习简单句、并列句、复合句、主谓一致、交际用语

13 题型训练 阅读理解,完型填空,

14 题型训练 短文填空,短文回答问题

15 题型训练 听力作文单体填空

16--- 总复习

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