Unit 1 How do you study for a test?
Page 2, 1a, 1b, 1c
课时： Period 1
教学目的： Talk about how to study.
Learn the use of “by doing something”
重点难点： Useful expressions-How do you study …? I study by doing …
教学工具： courseware
教学步骤：
Step 1. Self-introduction
The new term has come. Ask the students to introduce themselves to the others and the te acher. Then ask what they did in the summer holiday. If possible, ask how they did that.
Help the students use the construction “I …by doing…”.Explain “by”.
Step 2. Discussion
Have the students say what they think of English.
Then tell each other how they study for an English test. See the phrases shown in the coursewa re, which is similar to 1a. Remind them to use “by doing…”
Step 3. 1a. Checking the ways you study
Ask students to finish the task. They can add something else.
Step 4. 1b.Listening
Listen to the listening stuff of 1b, which is recorded in the courseware (convenient to be repeated). Finish the task.
Then the teacher asks, ”How did Mei/ Pierre / Antonio study?” Have some students give the answers, i.e. repeat the sentences by using “by doing”
Step 5. 1c. Making dialogues
Work in pairs or groups. Discuss first. Then make a short dialogue.
Have the students share their work.
Step 6. Writing.
See the courseware. Fill in the blanks. Write down the answers on a piece of paper. Ask students to read their work.
课时： Period 2
教学内容： Page 3, 2a, 2b, 2c and the grammar focus.
教学目的： Talk about how to learn English.
Consolidate the use of “by doing something”
重点难点： Useful expressions-Do you study …by doing…? Yes /No... (reason).
教学工具： courseware
教学步骤：
Step 1. Revision
Make a dialogue between the teacher and some students. Ask whether they like English, th en tell the reason. Ask how they learn English.
Step 2. 2a. Listening
See the courseware. Explain any difficult points. Listen to the stuff, and check the ans wers.
Have students repeat some main sentences, ready to practice dialogues.
Step 3. 2b.Listening
Finish the task.
Step 4. 2c.Doing a pairwork
Give students some time to talk about the contents of 1a and 1b.
See the courseware. Some patterns will help, such as “Do you.../ What about.../ Have yo
u ever.../ How do you…?” and the possible answers.
Share their dialogues.
Step 5. Make a conversation.
Ask students to tell the others their own experience about studying English by working i n pairs or groups. Then make a conversation respectively.
The y can also use indirect speech, such as “... says she learns ... by ...”etc.
Step 6. Summary
Point out the main contents learnt these two days.
英语(九年级)教学设计(3)
课时： Period 3
教学内容： Page 4, 3a, 3b,
教学目的： Practice reading.
Learn useful expressions.
Practice writing.
重点难点： v + ing phrase used as a subject
find / think + O + OC
教学工具： courseware
教学步骤：
Step 1. Make a statement.
Firstly the teacher asks a student a question and the student answers. Ask several.
Then have many more students make a statement one by one to introduce how he / she learn s English.
Step 2. 3a. Reading
Firstly, read to the tape aloud. Pay attention to the pronunciation and the intonation.
Read again, underline the useful expressions.
Read once more. Fill in the chart. Check the answers.
Step 3. Learn the useful expressions.
1. Ask students to say the useful expressions they have underlined.
2. Add if the students miss some.
3. Learn some grammar:
Ask a student to tell us how many sentences, which include v-ing phrase as a subject, are in the text. Point out the constructions. Explain why they are used.
Teach the structure ”find / think + O + OC” and other grammar.
Step 4. 3b. Pairwork
Give the students a little time to prepare a role play.
Ask some to share their work with the whole class.
Step 5. Consolidation
In Chinese, teacher says some important phrases from the text. Have the students tell us the E nglish ones as quickly as possible.
Unit 2 I used to be afraid of the dark.
The First Period
Teaching Contents: Section A 1a，1b，1c，2a，2b，2c
Step I Organization of class
1.Greeting
2.Warming up
Step II Presentation
1.Words Competition
Show the class many words of appearance and personality. Get them to put the words in the right place.
2.Guess: Who is the boy?
Show the class some information about Harry Potter:
He is a boy. He is not tall. He has curly hair. He is easygoing. He is very smart. He can see strange things and so on.
3.Show two photos of the teacher — five years ago/ now. Ask the students some questions: What did I look like five years ago? What do I look like now?
4.Introduce the new conversations in Unit 2.
I used to be fat. I am thin now.
I used to have long hair. I have short hair now.
I used to play basketball. I play ping-pong now.
Step lIl Teaching Tasks
1.Task One (Pairwork): Listening to the tape
(1) Show the students two pictures and say something about the people in the picture.
(2) Listen to the tape. Then fill in the blanks in lb，2a，2b.
2.Task Two (Groupwork): Describing different persons
(1) Show the students a set of pictures, such as a movie star, a sportsman, a teacher.
(2) Get the students to discuss in groups and take notes, such as: Jacky Chan used to have big eyes, but now he has small eyes.
(3) Ask two or three groups to present their answers.
(4) Which group does best?
3.Task Three (Team work): Survey
(1) Ask the students to bring two photos of themselves to class.
(2) Get the students to talk about the changes of their classmates and write down the key words in the form.
(3) Let the team leader present their survey results.
(4) Who has changed most in your team?
(5) Which is the best team?
Step IV Summary
Step V Assign homework
Write a composition about your classmate before and now.
The Second Period Teaching Contents： Section A 3a，3b，4
Step I Organization of class
1.Greetings
2.Singing an English song
Step II Revision
1.Revise the conversations that the students learned in the first period. Ask them to talk about some pictures.
2.Check the homework. Talk about what one person used to be like and she/ he is like now.
Step IIl Presentation
1.Show the class a picture of a big dog，then introduce the new conversations in 3a：
I used to be afraid of big dogs.／I’m still afraid of big dogs.
2.Ask the students some questions like this：
What did you use to be afraid of?／Are you still afraid of...?
Step IV Teaching Tasks
1.Task One (Pairwork)：Match the pictures with the phrases.
(1) Show the students six pictures about the phrases in 3a.
(2) Ask the students to talk about the pictures in pairs and match them.
2.Task Two：Put checks in the first two columns.
(1) Show the students the first two columns about “I”, then get th em to put checks.
(2) Ask a group of students to read out their answers like this:
I used to be afraid of... / I’m still afraid of...
3.Task Three(Pairwork)：Put checks in the last two columns.
(1) Show the students the last two columns about “My Partner”.
(2) Get the students to practice the dialogs in 3b.
(3) Put checks in the columns.
(4) Ask several pairs to present their answers.
(5) Choose the best pair.
4.Task Four(Groupwork): A survey
(1) Show the students a form about the activities.
(2) Get the s tudents to fill in the blanks about “I”.
(3) Get the students to ask their classmates and fill in the blanks about “My classmate”.
(4) Ask the students to ask questions like this:
What did you use to eat?/ What do you eat now?
(5) Let two or three groups present their results.
(6) Which is the best group?
5.Task Five (Teamwork): How has Zhongshan（中山）changed?
(1) Show the class several pictures of Zhongshan city — Past and Now.
(2) Get the students to talk about the pictures and write down the key words on the paper.
(3) Ask two or three team leaders to present their opinions.
Step V Summary
Step V IAssign homework
Get the students to write a composition about“Zhongshan has changed a lot!”
The Third Period Teaching Contents: Section B la, lb, 2a, 2b, 2c, 3a
Step I Organization of class
Warming up
Step II Checking up the homework
1.Ask two students to read out their compositions (Zhongshan has changed a lot!).
2.Get students to discuss the compositions.
Step III Presentation
1.Show the class four pictures in la.
2.Ask students to describe what is happening in each picture:
A girl is exercising in gym class.
A girl is painting a picture.
A boy is singing.
A boy is looking at some insects.
3.Ask students to check the things they liked to do when they were very young.
Step IV Teaching Tasks
1.Task One (Pairwork): I used to like to...
(1) Point out the lines under the picture in lb.
(2) Ask students to write down different things that they used to like to do.
(3) Get students to discuss the answers in pairs, then ask some students to read out their sentences.
2.Task Two: Listening practice (2a, 2b)
(1) Ask students to listen to a dialog between a boy and a girl.
(2) Ask students to check the sentences on the list that they hear on the recording.
(3) Check the answers in 2a.
(4) Play the recording again. Ask students to fill in the blanks with the words they hear.
(5) Correct the answers in 2b.
3.Task Three (Pairwork): Making up dialogs
(1) Teach students the conversation in 2c.
(2) Say some sentences using Did you...?and the answers Yes, I did./ No, I didn't.
(3) Ask students to make similar dialogs in pairs.
(4) Call on different pairs to read out their conversations to the class.
4.Task Four (Groupwork): A debate
(1) Show students a survey that the teacher did before the class.
(2) Get them to discuss their hairstyles in the past and now like this:
I used to have ... hair, but now I have ... hair.
(3) A debate──Should students choose their own hairstyle? Why or why not?
5.Task Five: Reading Practice
(1) Get students to read the story in 3a.
(2) Ask students to complete the chart about Rose Tang then and now.
(3) Check the answers.
Step V Summary
Step VI Assign homework
1.Ask students to Complete the letter in 3b (How I've changed!).
2.Get students to talk to their parents and fill in the chart in 4a.
The Fourth Period Teaching Contents: Section B 3b, 3c, 4a, 4b, Self Check.
Teaching Procedures:
Step I Organization of class
Step II Checking up the homework
1.Ask some students to read out the letter (How I've changed!).
2.Get students to discuss their answers and choose the best one.
Step lII Teaching Tasks
1.Task One (Pairwork)
Ask students to finish 4a before the class-Talk to their parents and fill in the chart in 4a.
2.Task Two (Groupwork)
(1) Ask students to talk about the contents in 4a with their classmates.
(2) Choose two groups to present their answers.
3.Task Three (Teamwork): How has Yu Mei changed!
(1) Get students to talk about the pictures in Self Check 2.
(2) Ask students to use the drills in Unit 2 to describe the pictures.
(3) Ask students to write down a composition about Yu Mei on the paper.
(4) Ask two or three of them to read out their compositions in class.
(5) Choose the best one.
4.Task Four (Teamwork): A survey── How has our life changed?
(1) Show students some information in Unit 2.
(2) Ask students to talk about how their life has changed since primary school and fill in the blanks in the survey form.
(3) Ask the team leaders to present their survey results.
(4) Choose the best team.
5.Task Five: A composition about the changes in our life
(1) Get students to write a composition on the paper.
(2) Ask students to exchange their compositions and correct them.
(3) Show the class one or two good compositions.
Step IV Summary
Step V Assign homework
Finish Part One of Self Check.
The Fifth Period
Reading—E-mail English Step I Organization of class
1.Ask the whole class some questions:
What subjects do you study at school?
What subject do you like best? Why?
2.Talk about the usage and importance of English.
Step II Introducing E-mail English
What does e-mail English mean? What is it used for?
Step III Teaching Tasks
1.Task One (Pairwork)
(1) Ask students to talk about the words in Part 1.
(2) Ask students to fill in the chart with their partners and try to think of some more.
(3) Check their answers.
2.Task Two: Matching
(1) Get the students to read the whole article as quickly as they can.
(2) Try to finish the exercise in Part 2—Match each paragraph with its main idea.
(3) Check the answers.
3.Task Three: Deep Comprehension
(1) Tell the students to read the article more carefully again.
(2) Try to finish the exercise in Part 3—Match the words and expressions with their meanings.
(3) Try to finish the exercise in Part 4—Find words or phrases for 1-5.
(4) Check their answers.
4.Task Four (Pairwork)
(1) Ask the students to finish Part 5 in pairs.
(2) Write a message to their partner using the e-mail English in this reading or other e-mail words.
(3) Let some students read out their e-mails.
(4) Choose the best one.
Step IV Summary
Step V Assign homework
Write a reply to your partner, using the e-mail English as much as possible
Unit 3 Teenagers should be allowed to choose their own clothes.
I. Learning objectives 教学目标
Skill
Focus Talk about what you are allowed to do.
Learn to talk about “agree” and “disagree”.
Talk about the rules around the students.
Learn to make rules or change rules reasonably.
Language
Focus
功能句式Talk about what you are allowed to do (P18)
I think teenagers should be allowed to drive.
Students should not be allowed to have part-time job.
Talk about “agree” and “disagree” (P19)
I think students should be …
I disagree. They talk …
I agree.
Do you think …?
No, I don’t.
Talk about the rules (P20-22)
We have a lot of rules …
So do we.
My friends and I goy to talk about the rules …
What school rules do you think should be changed?
词汇 1. 重点词汇
license, silly, study, present, member, sleepy, reply, possibly, drop, final, count, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone
2. 认读词汇
pierce, earring, concentrate, design, opportunity, volunteer, local, mess, newsletter, obey, achieve, realistic, taught, Kathy
3. 词组
get in the way, care about, instead of, stay up, concentrate on, at present, old people’s homestay up, be strict with, the other day, learn from, at present, be good for, English-English Dictionary 语法should + be allowed to do …
Strategy
Focus 1. Reflecting
2. transforming information
Culture
Focus What rules do they have at school/home?
What school or other rules do you think should be followed /changed?
II. Teaching materials analyzing and rearranging教材分析和重组
1.教材分析
本单元以Teenagers should be allowed to choose their own clothes 为话题，共设计了四个部分的内容:
Section A
该部分有4个模块：第一模块围绕What should teenagers be allowed to do? 这一话题展开思维（1a）、听力（1b）、口语 (1c) 训练；第二模块围绕“agrees”and “disagrees”进行听力（2a-2b）、口语 (2c) 训练，并就所学语言结构进行总结（Grammar Focus）；第三模块就“about following the rules”这一话题展开阅读训练（3a）和角色表演训练 (3b) ; 第四模块继续就上一话题以小组活动形式展开讨论。
Section B
该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕“One of the school rules”进行听力（2a—2b）、口语训练 (2c) ；第三模块继续围绕The rules in school 这一话题展开阅读（3a）和角色表演训练 (3b) ；第四模块就如何Make a list of rules以写作形式展开训练。
Self Check
该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块就一封信围绕“agree or disagree” 进行阅读和写作的训练。
Reading
该部分共设置了5项任务：第一项任务以小组问题讨论的方式激活学生相关背景知识；第二项任务让学生通过阅读获取信息；第三项任务利用造句、寻找信息、讨论等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生完成介绍名人童年生活及成功之路的任务。2. 教材重组和课时分配
Period I (Section A: 1a, 1b, 1c, 2a, 2b, 2c) New function presenting Period II (Section A: 3a, 3b, 4) Practice
Period III (Section B: 1a, 1b, 2a, 2b, 2c) Integrating skills
Period IV (Section B: 3a, 3b, 4, Self Check 1, 2 & Workbook) Reading
Period V (Reading: Section 1—Section 4) Extensive Reading III. Teaching procedures and ways 教学过程与方式
Period I New function presenting
Language goals 语言目标
1. Words & expressions 生词和短语
allow, drive, pierce, driver, license, silly, earring, instead of
2. Key sentences重点句子
I think students should be allowed to go out with their friends. (P18)
I agree. / I disagree. (P19)
Do you think sixteen-year-olds should be allowed to work at night? (P19)
Ability goals能力目标
Enable the students to talk about things they are allowed to do and show “agree or disagree.”Emotion & attitude goals 情感和态度目标
Enable the students to understand some strict rules they have to follow.
Strategy goals策略目标
Reflecting. .
Culture awareness goals文化意识目标
Follow the rules reasonably.
Teaching important 教学重点
Talk about what they are allowed to do; agree and disagree.
Teaching procedures and ways教学过程和方式
Step 1 Revision and Lead-in
Ask one or more students to show their work.
T: (Greet as usual) In the last unit, we learned how to write an e-mail to friends. Can you tell me what you often write in your e-mails?
S: We often write about our problems, our puzzles, sometimes our happiness and achievements to each other.
T: How often do you surf the Internet?
S: Once a week.
T: If your parents don’t allow you to surf the Internet and you can’t write e-mails to your friends, what will you do?
S: I won’t be happy. Perhaps I will get annoyed with them.
T: Well. That means you have your rules in your family though you are unhappy.
S: That ’s right.
T: We need to communicate with our friends and parents. If you have different opinions with your par ents, how can you communicate with them? We also have to obey our parents. This class we’ll talk about what teenagers should do in our daily life.
T: Now I’d like you to see a picture.
Show the picture.
T: The students in the picture are from Chongqing. They’re having a debating on the topic “What should teenagers be allowed to do?” Because they think
the topic is meaningful among teenagers. You are old enough to make clear
what to do and what not to do. Only after you understand and follow the
rules can you become useful people with a lot of abilities to our society. Most of middle-school students think
they should be allowed to do all the things they like, for example, they think:
They should be allowed to — choose their own clothes
—go out with their friends
—have part-time jobs
—get their ears pierced
—watch NBA matches
—do volunteer work
—drive
Write the above expressions on the Blackboard.
T: But actually teenagers have to obey some rules they don’t like. What should you allowed to do and not to do is a big problem. Today we’re going to learn to talk about it. As a teenager, do you think you should be allowed to drive?
S1: I think so.
T: Can you tell us your opinion?
S1: I think we are old enough. We should learn to drive.
T: Thank you. And what about you, Lily?
S2: I don’t think we should be allowed to drive, because most of us are busy with our study. Besides, we don’t have enough time to practice. And it’ll be very dangerous.
Ask for more examples from other students and write “A”
Step II Brainstorming
T: Wonderful. (Then turn to another student). You look smart today, who bought you the T-shirt? S: My mother.
T: Did she choose it for you?
S: No, I was allowed to choose it myself.
T: Thank you for telling us. Do you often choose clothes for yourself?
S: No, I couldn’t choose last year. But this year my mother allows me to choose clothes for myself. T: Do you think teenagers should be allowed to choose clothes?
S: Of course, I do.
T: Great. Boys and girls, here are some more examples about what teenagers should be allowed to do or shouldn’t be allowed to do. Let’s look at the pictures on Page 18, module 1a. Read the statements together. Then think it over and circle “A” or “D” for “agree” or “disagree.”
A few minutes later.
T: Well, Li Yu, would you like to share your ideas with us?
S: Of course.I circled 1,3, 4 with “A”, and 2, 5 with “D”.
T: Can you tell us why you disagree with the statements 2 and 5?
S: OK. The second one says “sixteen-year-olds should be allowed to drive ”, I don’t think it can come true in our
country; the fifth one “twelve years old should be allowed to choose their own clothes ”, I don’t think they have correct comments on the materials or price.
T: Terrific! Thank you very much for telling us. I think everyone may have his answer. Any answer is correct if you can give out convictive reasons.
Step III Listening
T: Now please look at the picture. From the three small pictures, what can you guess the girl wants to do?
S: She says she’s going to the mall with John. Because John just got his license.Perhaps she wants
to buy a nice T-shirt. But I can’t understand Picture 3 clearly. I can only be sure it’s something about piercing ears or earrings.
T: Excellent. From the pictures we can just guess the main ideas. After listening to the recording, we can catch their meanings in detail. So listen to the tape carefully.
Play the recording for the first time.
T: All right. Most of you have circled “ T ” or “ F ” in the blanks. Now I’ll play it a second time, you may check your answers.
Step IV Oral Practice
T: Please look at the statements in activity 1a and make conversations in pairs. The phrases in the box below can help you. First practice them in pairs.
Move around the class and check their work. Offer language help if needed.
T: (a few minutes later) Now who’d like to share your ideas with others? Gentlemen first, please? Sample 1:
S1: I think teenagers should be allowed to go out with their friends.
S2: I agree. They are old enough. They can look after themselves well.
T: Great. Thank you. You’ve told us you can look after yourselves. Another pair, can you tell us something else?
Sample 2:
S3: I don’t think twelve-year-olds should be allowed to get their ears pierced.
S4: I agree. It’s too silly to wear earrings in the school.
T: Wonderful. Thanks a lot. Not all girls wear earrings now, but in some parts of the country, girls still do so. And who can give us more examples?
Sample 3:
S5: I think students should be allowed to do homework with friends.
S6: I disagree. They talk instead of doing homework.
T: Very good! Thank you very much. Do your parents allow you to study with your friends? Encourage them to talk more about the reasons and their own opinions.
Step V Listening Practice
Ask the students to look at the picture on Page 19.
T: We can see three persons in the picture. Are they talking to one another?
S: No, two girls are talking, and the boy is working..
T: Well, what are their conversations about? Does Molly agree, disagree or not know what Kathy thinks?
Let’s listen to the tape for the first time. Please circle “Agrees”, “Disagrees” or “doesn’t know” to show what Molly thinks.
Play the recording for the first time. Then check the answers.
T: You’ll hear the same conversation again, This time please number Kathy’s and Molly’s answers in the correct order.
Play the recording again, then check the answers.
Step VI Pairwork
T: From the listening, we know that in our daily life teenagers should and should not be allowed to do a lot of things. In different countries people have different opinions on it. Now please make a list of four things you should or shouldn’t be allowed to do. Discuss your list with your partner: What should or shouldn’t you be allowed to do?
Get several groups of students to read their lists.
Sample 1:
S1: Do you think teenagers should be allowed to have mobile phones?
S2: Yes. It’s convenient for students and their parents to communicate each other.
Sample 2:
S3: Do you think teenagers should be allowed to have mobile phones?
S4: No, I don’t. Perhaps students pay more attention to short messages than study.
Sample 3:
S5: Do you think teenagers should be allowed to go on a trip by themselves?
S6: Yes, I do. They may ask “ Travel Agency ”to help them.
Step VII Grammar Focus
Ask the students to read the example sentences in the Grammar Focus box on Page 19 together. T: (After that) In this class, we have learned “should be allowed to do” and “should not be allowed to do”. (Pointing to the Bb) Who can tell us when to use them? What do they mean? From the sentences we have practiced, what can you conclude?
S1: It’s a passive voice. In active voice, if we say, “should allow someone to do sth “, we can say, “someone should be allowed to do sth.” in passive voice sentence.
T: Thank you. Anyone else can add it up?
S2: If “shouldn’t someone to do sth.” We can use “someone shouldn’t be allowed to do sth”. T: Of course. And if you think so, you can say____. (Get students to fill in the blank)
S3: I can say, “I agree.”
T: Quite right. If you don’t think so, you can answer_____. (Get them to fill in it again)
S4: I can answer, “I disagree.”
T: Yeah. Besides, you can add your opinions after it.
Step VIII Practice
T: Here are some exercises. Please look at the screen and do it quickly.
Show the following.
Ex 1 Draw lines to make sentences.
1.Little children shouldn’t be allowed to a. play after class.
2.Students should be allowed to b. go into the classroom.
3.Girls shouldn’t be allowed to c. watch TV too long.
4.If you are late, you should be allowed to d. smoke.
5. Students should be allowed to e. wear skirts in P.E class
Ex 2 Write about two things you are allowed to do and not allowed to do.
Sample answers :
1. I’m allowed to have some change with me.
2. I’m not allowed to have a fight with others.
3. I’m allowed to ask for a leave if I’m sick in P.E lesson.
4. I’m not allowed to copy others’ homework.
Step IX Homework
T: Two tasks for you:
1. Listen to the conversation repeatedly.
2. Try to remember the dialogue in the recording. Practice more with your partners.
Unit 4 What would you do ?
Language goal : Talk about imaginary situations .
Structure : What would you do if … ?
If I were you, I’d …
Important point : Talk about imaginary situations .
Difficult point : How to use “ Would you do sth. if …… ?
The Subjunctive Mood
Section A : The First Period ( 1a , 1b , 1c )
Goals
●To learn to use Second conditional and Should for advice
●To listen and talk about imagined life
Teaching point : The Subjunctive Mood
Difficult point : The Subjunctive Mood
Teaching Methods : Scene teaching method / Teaching by induction / pair work
Teaching Aids : A tape recorder / Computer powerpoint
Teaching Procedures :
Step 1 Revision and Lead-in
Lead in by asking students these questions :
1.What will you do if you are free tomorrow ?
2.What will you do if it doesn’t rain tomorrow ?
Step 2 Listening and Speaking
1. Ask students to read the picture on Page 26.
T: When we talk about things that haven’t happened, we can use the words I would or I’d. Now look at the picture on Page 26. What can you see in the picture?
S: We can see some people, a school, a zoo, a research lab, a bank.
T: What are the people in the lower part of the picture doing?
S1: Maybe they are thinking about the answers to the question shown in the picture.
S2: The woman is reading a newspaper and they are all thinking of the answers to the question. T: Pretend you are the people in the picture, what would you do if you had a million dollars?