[名校联盟]宁夏银川市第四中学九年级英语学案10 Unit12 You’re supposed to shake hands.

Unit 13 Rainy days make me sad Reading学案学习目标：1.掌握词汇和短语：schoolbag,purple,purse,guilty,taste,saying,thought,count.2.学会运用阅读策略，把所学的东西变成自己的东西。

学习重点：make sb. do sth. / make sb. + adj.结构学习难点：运用阅读策略。

学前准备：1.学会运用音标和拼读规则读出生词，理解含义，重点掌握划线词语含义和用法；schoolbag,purple,guilty,taste, purse,saying,thought,count.2阅读短文，初步理解短文，.翻译下列短语：(1).收到礼物____________________(2).赠送礼物_____________________ (3).给你买个礼物________________(4).使我感到尴___________________ (5).使我不舒服_____________ ____(6).甚至更难______________________ (7).使我感到内疚________________( 8)有不同的品___________________ (9).一个好的想法________________(10).给予的艺术 _______ (11).说实话_____________________(12).家做的小甜__________________ (13).脱下._______________________(14).令人误解的_________________探究活动：Before you read.Workin pairs,talk about the following questions；(1)If your best friend give you a history book,you would feel_____________(2)If your grandmother give you some home-made cookies,,you would feel__(3)Receiving a new schoolbag would make you __________.While you read.1.Read Part1 then answer the question:What does the author think of “receiving money’?___________________________________________________________2.Read Part2and Part3 then fill:(1)I pretended that I liked it because I knew it would make my parents happy. （同义句）___________________________________________________________(2) I used to wear it every time I visited them, but when I left their house,I took it off.（翻译）______________________________________________3.Read Part4 then answer the questions:(1)In some cultures, how do people feel about receiving money?_____________________________________________________________(2)How does John Wilson feel about receiving money ?______________________________________________________________(3)To make things easier,some people would rather just give money.（翻译）______________________________________________________________.他更喜欢买块手表。

Unit 13 Rainy days make me sad．教案Ⅰ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary sad, energetic, stressed out, soft（2）Target Language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2． Ability Objects（1） Improve students’listening ability．（2） Help students to express their opinion freely．3． Moral objectsIt is important to choose a suitable place． It is good for your study and life．Ⅱ． Teaching Key Point Target LanguageⅢ． Teaching Difficult Points1．How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ． Teaching Methods1． Listening-and-answering activity to help the students go through with the listening material．2． Pairwork to make every student work in class．Ⅴ． Teaching Aids 1． A tape recorder 2． The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: Yesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do． Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: Very good． You’re right． From now on, we’ll learn Unit 13． Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class． Howdo you feel about parties? Happy? Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes． T: Class repeat． Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat． School vacations make me happy．S s: School vacations make me happy．T: Now what about gym class? How do you feel about it?S3: Excited．T: So gym class makes you excited．S3: Yes．StepⅡ 1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures． Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music． The Blue Lagoon has blue walls, plants, flowers, and a piano player．） Say, Which restaurant would you rather go to? Talk about it with your parter．Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed． When they have finished talking to each other, call out several pairs to say their conversations to the class．Sample conversationS A: Which restaurant would you like to go to? S B: I’d like to go to the Blue Lagoon．S A: Why? S B: Because there are plants and flowers there．Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon． Look at the sample answer．Let a student read the completed sentence, and then say, You will hear the missing words on the recording． Fill in the blanks with the words you hear on the tape．Play the recording the first time． Students only listen carefully． Play the recording again． This time fill in the missing words．Check the answers with the whole class．AnswersThe Rockin’ Restaurant: sad, tense The Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy． Girl 2: So am I． Why don’t we get something to eat?Girl 1: Yeah． Let’s go to the Rockin’ Restaurant． I love their hamburgers．Girl 2: Oh, Tina… I hate the Rockin’ Restaurant． Girl 1: Why? The food is great, isn’t it?Girl 2: 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 tease．Girl 1 :OK． So where do you want to go, Amy? Girl 2: Let’s go to the Blue Lagoon． The soft music makes me relaxed．Girl 1: Not me． It makes me sleepy．Step Ⅳ 1cThis activity provides guided oral practice using the target language． Look at the example in the box．Invite a pair of students to read it to the class．S A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．S B: Oh, really? Loud music makes me energetic．S A: Not me! Loud music makes me stressed out．Go through the instructions with the class．Tell students they will be talking about their own opinions with a partner． Look back at the chart in Activity 16． Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．While students are working in pairs, walk around the classroom, and listen to some pairs． If necessary, offer language support． Then ask some pairs to act out their conversations in front of the whole class．Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel． For example, what are your opinions about this room? A student might answer, This room is sunny． It makes me happy． Or ask them． What are your opinions about all the noise in the cafeteria? A student might say． All the noise in the cafeteria makes me tense．Notes: 1． awful——terrible; dreadful 2． energetic——full of energyStep Ⅴ SummaryIn this class, we’ve learned some important words, such as sad, energetic, stressed out． We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． Oh, really? Loud music makes me energetic． Not me!Loud music makes me stressed out．Step Ⅵ Homework Review the target language．Step ⅦBlackboard DesignUnit 13 Rainy days make me sad．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary tense, have fun, angry, cry．（2）Target LanguageLoud music makes me tense． Loud music makes me want to dance．That movie made me sad．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ speaking ability．3． Moral ObjectsEnjoying yourself is very important． But no matter what hobbies you have, do remember they must be good for health and study．Ⅱ． Teaching Key Points1． Key Vocabulary tense, angry, cry．2． Target LanguageLoud music makes me tense． Loud music makes me want to dance．That movie made me sad．3． StructuresLoud music makes me tense． Loud music makes me want to dance．Ⅲ． Teaching Difficult Points1． The target language 2． How to train students’ listening ability．Ⅳ． Teaching Methods1． Listening method to improve the students’ listening ability．2． Pairwork．Ⅴ． Teaching Aid A tape recorderⅥ． Teaching ProceduresStep Ⅰ RevisionCheck homework． Invite a pair of students to read the conversation in Activity 1c．Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c．S A: I’d rather go to the Rockin’Restaurant because I like to listen to loud music while I’m eating．S B: Really? Soft music makes me relaxed．S A: Not me． Soft music makes me sleepy．Step Ⅱ 2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures． Ask, What are they doing? Please guess．（In Picture 1, two women are eating and smiling． Maybe the food is very delicious． In Picture 2, the two women are crying． Maybe they are seeing a sad movie． In Picture 3, one of the two women is very tense that because of the loud music． In Picture 4, one woman is waiting for the bus or someone． Waiting makes her angry．）Go through the instructions with the class． Say, You will hear Tina and John talking about what Tina and Amy did last night． The four pictures show something that Tina did last night．Point to the boxes． Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording． Play the tape for students．The first time, students just listen． Play the tape again． This time, ask students to number the pictures when they listen．Correct the answers with the class．AnswersThe pictures should be numbered in this order: （down）3 2 4 1TapescriptBoy: 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 her 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．Wehad 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 Love Me Forever． It was a really good movie, but it was so sad that it made us cry．Boy: Sad movies don’t make me cry．They just make me want to leave! Girl: You should just like my brother!Step Ⅲ 2bThis activity provides guided listening practice using the target language． Go through the instructions and point to the list of statements．You will hear the same recording again．This time listen carefully to what each person says． Put a checkmark in front of the statements you hear．Look at the sample answer． On． the tape Tina says, Waiting for her made me angry, so a checkmark goes in front of this sentence． Play the tape again． Let students check the sentences they hear．Ask students to say the reasons why they check them．Check the answers with the class．Answers√ 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 us cry．√ Sad movies don’t make me cry．They just make me want to leave! It made me sad．Step Ⅳ 2cThis activity provides oral practice using the target language．Look at the sample conversation between Tina and John．Invite a pair of students to read it to the class．John: Did you have fun with Amy last night? Tina: Well… yes and no． She was really late．Go through the instructions with the class．Get students to make up a conversation using information from Activities 2a and 2b． Let students work in pairs． While they are working, go around the classroom checking the progress of the pairs and offering help as necessary．Call out a pair of students to say their conversation to the class．S A: Did you have fun with Li Ping last night? S B: Well…yes and no．She was late again as usual．S A: So, waiting for her made you angry．Where did you go?S B: We went to a small restaurant． It was quiet and clean．The food was delicious．The soft music made me very happy．S A: Did you go to see a movie? S B: Yes． We saw Love Me Once More,Mother．It was a very good movie．It was also moving and sad．It made us cry．S A: Really? You sound just like my mother．Step Ⅴ Grammar FocusLook at the grammar box． Invite a student to read the sentences to the class．Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．While the student is reading, write the three sentences on the blackboard． Then ask, What verb do you see in all three sentences in the Grammar Focus? （make in the present and in the past tense） Let students underline the verb in all three sentences． Then underline the word that comes right after that verb （me）． Ask, What does this word tell us? （It tells who had the feeling-me, her, etc．） Circle the ending of each sentence． Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）．Other students repeat． Then let students make up similar sentences with the verb make that talk about feelings and have adjective at the end． Write on the blackboard:makes me ． Let students work alone． Then ask some students to read their sentences．S1: A quiet place makes me sleepy．S2: Loud noise makes me tense．Pay attention to the sentence with wanting to dance at the end． Say, Sometimes there is a phrase like want to dance at the end instead of an adjective． For example, Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ． Hot weather makes me ．Give students two minutes to finish the sentences． Then ask some students to read their sentences．S1: Long movies make me want to leave．S2: Long movies make me want to cry．S3: Hot weather makes me want to go swimming．S4: Hot weather makes me want to drink a lot of water．Let students make up any other sentence using the verb make to talk about how things affect them．Step Ⅵ SummaryIn this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense． Loud music makes me want to dance． That movie made me sad．Step Ⅶ HomeworkGet students to write some sentences according to the target language．Step Ⅷ Blackboard DesignUnit 13 Rainy days make me sad．Unit 13 Rainy days make me sad．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabulary：owner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2） Target LanguageHow do you feel about pollution? It makes me kind of angry． How about you?It makes me want to join a clean-up campaign．2． Ability Objects（1）Train students’integrating skills．（2）Train the ability of expressing students’own opinions．3． Moral Object：In our lives, we should express what we feel clearly．Ⅱ． Teaching Key Point Train students’ integrating skills．Ⅲ． Teaching Difficult Point How to improve students’ integrating skills．Ⅳ． Teaching Methods 1． Fast-reading method．2． Groupwork and pairwork．Ⅴ． Teaching Aids 1． A projector．2． The blackboard．Ⅵ． Teaching ProceduresStep Ⅰ RevisionT: Yesterday we learned the target language． The structure is… makes me…Now who can make sentences using the structure?S1: Light colours make me relaxed．S2: Loud noise makes me tense．S3: Loud music makes me energetic．T: Very good．Step Ⅱ 3aThis activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately．Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture． Offer help if necessary．（The walls are bright red． There is loud music． There are bright lights in the ceiling． The people are eating quickly． They aren’t talking to each other．）Read the instructions and the questions below the article aloud． Make sure students understand what to do． Read the title“ Restaurant Science” and ask, What do you think “Restaurant Science” means? （It means the study of how to operate a restaurant．）Get students to read the article on their own． Let students underline any words or phrases they don’t understand． Go through each word or phrase and ask some students to explain what they think it means． Be sure students know what the article is about． Ask students to read the article alone again and answer the questions． Have students work individually．Ask three students to answer the questions orally in class． Correct the answers if necessary．Check the answers with the whole class．Answers1． Red makes most people hungry． It makes them eat faster．2． They want people to eat quickly and leave so more people can come in．3． Answers will vary．Notes 1． owner—person who owns something 2． uncomfortable—not comfortable; uneasy Step Ⅲ 3bThis activity provides oral practice using the target language． Ask three students to read the sample conversation in the box to the whole class．S A: The seats are very hard． The white walls make me stressed．S B: Is it this classroom? S A: No, it isn’t．S C: Is it a hospital? S A: Yes, that’s right．Go through the instructions with the class．Say, First take a few minutes to think of a place and how you will describe it． You can write down some words that describe the place．Get student to work in groups of four or five． Each students describes a place and others in the group try to guess it． While students are doing their work, walk aroundthe classroom checking their progress and offering help if necessary． At the end of the groupwork, have some students say their descriptions to the class and see how quickly the other students can guess what the place is． Give students a sample conversation．S A: There are a lot of people every day．The loud noise makes me tense．S B: Is it a mall? S A: No, it isn’t．S C: Is it a supermarket? S A: No, it isn’t．S D: Is it a market?S A: Yes, you’re right．Step IV Part 4This activity provides reading, writing, listening and speaking practice using the target language．Ask a good student to tell students how he/she feels about pollution． For example, I hate pollution． Loud noise makes me tense． Smoking makes me very angry．Endangered animals make me sad． I think pollution is very terrible．Get students to read the instructions by themselves． Have students complete the work in groups of three． As they work, go around the classroom offering help as needed．Review the task． Ask a few students to share the results of their surveys．Sample answersStep Ⅴ SummaryIn this class, we’ve learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable． We’ve also done a lot of reading, writing and speaking practice using the target language．Step Ⅵ Homework1． Finish off the exercises on pages 53～55 of the workbook．2． Ask students to choose some places they know and talk about how they feel about the places．Step Ⅶ Blackboard DesignSection AThe Third PeriodTarget languageA：How do you feel about pollution?B: It makes me kind of angry． How about you?A: It makes me want to join a clean-up campaign．Unit 13 Rainy days make me sad．The Fourth PeriodⅠ．Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary： mysterious, shiny, silky, skin, cream, toothpaste, keep out （2） Target LanguageHave you ever had a Twisty Treat? Yeah． And it made me sick．2． Ability Objects（1） Train students’ speaking and listening ability．（2） Train students’ability to understand the target language in spoken conversation．（3） Train students’ ability to use the target language．3． Moral ObjectNot all the most expensive things are the best ones． Sometimes we shouldn’t believe all of ads．Ⅱ． Teaching Key Points1． Key Vocabulary：mysterious, shiny, silky, skin, keep out2． Target LanguageHave you ever had a Twisty Treat? Yeah． And it made me sick．Ⅲ． Teaching Difficult Points1． How to train students’ speaking and listening ability．2． How to use the target language．Ⅳ． Teaching Methods1． Listening method 2． Groupwork to make every student works in class．Ⅴ．Teaching Aids 1． A tape recorder 2． The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework．Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．Step Ⅱ 1aThis activity introduces new vocabulary．Pay attention to the four pictures． Ask, Who can tell me what each thing is? Get a student to answer． Repeat the name of each product and let the class repeat （soap, shampoo, toothpaste, and sunglasses）． Look at the four slogans． Have a student read each one to the class and make sure students can guess what it means． If the students can’t guess, explain the meaning to them．（Whiter than white means that something has a very, very white color． If a person has that mysterious look, it means that the person looks interesting and unusual． It’s difficult to know what a mysterious person is thinking． The shiniest hair means that the person’s hair will look very bright and have lots of light in it． silky skin means that the person’s skin is soft and nice to touch．） Go through the instructions with the class． Ask them to write the number of each slogan, with the correct picture．Check the answers with the class．AnswersThe photos should be numbered in the following order : 4 3 1 2Notes 1． slogan——striking and easily remembered phrase used to advertise sth．2． mysterious--full of mysteryStep Ⅲ 1 bThis activity helps students apply the ideas in the unit to their lives outside the classroom．Go through the instructions with the class．Make sure students know what to do． Get students to make lists individually． Ask some students to read their lists to the class． Have other students put up their hands if they have the same item on their own lists．Three products students likecomputer （26）jacket （20）watch （35）Three products students don’t like fast food（8） coat（32） science book （23）Step Ⅳ 2aThis activity provides listening practice with the target language and introduce new vocabulary．Go through the instructions and make sure students understand what to do． Now you will hear about some more products and what people think of them． Write Yes in front of the product if the person likes it．Write No in front of the product if the person doesn’tlike it．Read out the name of each product． Get students to repeat it． Listen to the conversation and finish the task．Play the tape the first time． This time students only listen． Play the tape again．Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．Check the answers．Answers 1． No 2． No 3． Yes 4． No TapescriptGirl 1: Wow! Look at this ad for Easy Care Shampoo． For the shiniest hair ever．Boy: I can’t stand ads like that! They make me really mad．Girl 1: Why?Boy: They make you think that you can look like the person in the ad． But I bought that shampoo and it didn’t work．Girl 2:I agree． Look at this one． Lookout Sunglasses． For that mysterious look． I’ll bet they don’t even keep out the sun．Boy: And what about this one! Beauty Cream--the silky skin soap．Girl 2: Wait a minute! I tried Beauty Cream and it works really well． It makes your skin really seft． Have you ever tried Starshine Toothpaste? Girl 1 :Oh, you mean whiter than white?Yeah, I tried it and it tastes terrible． I’d never use it．Boy: I guess you shouldn’t believe everything you read．Step Ⅴ 2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class． Look back at the two lists in Activity 2a． Get students to put up their hands if they don’t understand ANY of the words． If necessary, explain new vocabulary． Read each item to the class． Look at the sample answer and invite a student to read the matching parts to the class．Easy Care Shampoo--It didn’t work．Tell students how to do the task． Draw a line from each product to the sentence that describes that product． Now, listen to the tape． You will hear the same recording again． This time listen carefully and draw lines to match up items in the two lists．play the recording again． Let students draw lines individually in their books．Check the answers with the class．Answers 1． d 2． c 3． b 4． aStep Ⅵ 2cThis activity provides guided oral practice using the target language．Read the instructions for this activity aloud to the class．Get students to look back at the list of products they made for Activity lb． Invite a student to read his/her lists to the class．Three products he/she likes：Computer jacket watchThree products he/she doesn’t like：fast food coat science bookLook at the example in the box． Let a pair of students read the conversation to the class．S A: Have you ever had a Twisty Treat? S B: Yeah． And it made me sick．Now work with your partner． Make up conversations like this one, using the products on the list you made for Activity 1b．Ask students to work in pairs． While they are working, walk around the classroom offering help as needed．Call out several pairs to give their conversations to the class．Conversation 1S A: Have you ever had a computer? S B: Yeah． And it made me excited．Conversation 2S A: Have you ever eaten fast food? S B: Yeah． And it made me uncomfortable．Step Ⅶ SummaryIn this class, we’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out．We’ve also learned the target language Have you ever had a Twisty Treat? Yeah． And it made me sick by listening and speaking．Step Ⅷ HomeworkTalk about some products using some words in this class, and write down the conversations．Step Ⅸ Blackboard DesignUnit 13 Rainy days make me sad．Section B The Fourth Period1． Target languageA: Have you ever had a Twisty Treat？B: Yeah． And it made me sick．2． Three products students likecomputer （26）jacket （20）watch （35）Three products students don’t likefast food （8）coat （32）science book （23）Unit 13 Rainy days make me sad．The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary： aim at, useful, for instance, product, careful, plane（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Objects（1） Improve students’ integrating skills—reading skill and writing skill．（2） Improve students’ speaking ability by discussion．3． Moral Object：We are in charge of our attitude and we can do everything well．Ⅱ． Teaching Key Point：Practise reading and writing using the target language．Ⅲ． Teaching Difficult Point1． How to improve students’ reading ability．2． How to improve students’ speaking ability by discussion．Ⅳ． Teaching Methods1． Reading method to improve students’ reading ability．2． Discussion method to improve students’ speaking ability．3． Pairwork to make every student work in class．Ⅴ． Teaching Aids 1． A projector 2． The blackboardⅥ． Teaching ProceduresStep Ⅰ Revision：Revise the target language presented in this unit． Check homework． Get some pairs to read out their conversations．（1）S A: Have you ever had a jacket? S B: Yeah． And it made me beautiful．（2）S A: Have you ever bad a science book? S B: Yeah． And it made me tense．Step Ⅱ 3aThis activity provides reading practice using the target language．Teach the new words． Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article． Let a student read the article aloud to the class． Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class．Read the instructions to the class． What’s the article about? Do you agree with it?Get students to read the article again and answer the two questions． Get students to do the work individually or in pairs．While they are working, go around the classroom offering help as needed．Check the answers with the whole class．Elicit examples given in the article for the advantages and disadvantages．AnswersThe article is about advantages and disadvantages of ads．Advantages of ads: help you compare different products; help you save money．Disadvantages of ads: make our cities and countryside look ugly; ads can be confusing or misleading; can lead you to buy something you don’t need．Notes1． pros and cons-the arguments for and against 2． for instance-for example3． sales-the offering of goods at low prices for a period4． confuse-put into disorder; mix up in the mind5． mislead-lead wrongly; cause to be or do wrong6． at times-from time to time; now and then; occasionallyStep Ⅲ 3bThis activity provides reading and writing practice using the target language．Go through the instructions with the class． Get a student to read ‘the sentences at the beginning of the paragraph to the class． Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a． Have students finish the article individually． While they are working, walk around the classroom offering help and answering questions as necessary． When they finish, get a student to read his/her completed article to the class．A sample article:Some advertisements tell the truth and some don’t． For example, the Easy Care Shampoo says it will give you the shiniest hair ever． But my friend tried it andit didn’t work． It made my friend really mad． A few days ago, I tried Starshine Toothpaste． But it wasn’t whiter than white． It tasted terrible． I’d neveruse it．Yesterday my sister tried Beauty Cream and it worked very well． She said。

一、选择题1．-Jack，is math difficult to learn in high school？-Sure. No subject can be learned well_________hard work.A．with B．through C．by D．without D解析：D【详解】句意：——Jack，在高中数学很难吗？——当然。

不努力工作没有哪门学科能够学好。

考查介词辨析。

A. with和……一起；B. through穿过；C. by由、被；D. without无、没有。

答语中的Sure意思是肯定了数学在高中难学，而且补充说明哪门课程都需要刻苦学习才能学好；本句是一个否定句，根据：“没有…就不能…”，是一个双重否定句，需要一个表示否定的介词，所以要用表示否定的介词without，故答案选D。

2．—George, how can you prove the earth is round?—I can’t, sir. ______, I never said it was.A．Then B．However C．Besides D．Instead C解析：C【详解】句意：——乔治，你如何证明地球是圆的？——我不能，先生。

此外，我从来没有说过它是圆的。

考查副词词义辨析。

Then那么，然后；However 然而，可是；Besides此外，而且；Instead 代替，反而。

结合语境可知选C。

3．You are _____to type quickly when talking to each o ther on QQ so the other person doesn't get bored.A．suggested B．supportedC．taught D．supposed D解析：D【分析】【详解】此句译为当跟别人在QQ聊天时，你应该快点打字，这样他们就不会烦了。

A. suggested建议；B. supported支持；C. taught 教；D. supposed推想，猜想，假设；be supposed to应该；故选D。

Unit 1 How do you study for a test Section B（2）前置作业课题：Unit 1 How do you study for a tes t? Section B前置作业（自主学习内容）：1、预习3a短文中的词汇和短语，理解并翻译短文。

要求：圈出新词标出读音划出短语译出解释摘出疑难2、理解短文，完成文后的判断正误。

3、摘抄文中短语，带翻译。

课堂反馈达标：（本环节在课堂学习中完成）Ⅰ、Complete the following words.（根据首字母填空）1. It will take a long time to find a s________ to the problem.2. As we know, learning a foreign language needs a lot of p_______.3. I was very i______ by his story.4. Jim’s birthday di d not seem c_________ without hi s father there.5. In England, there are three t________ in a school year.Ⅱ、Complete the following sentences using the proper forms of the givenverbs.（用所给动词的适当形式填空）1. Mr Li’s __________ English is very poor. We can hardl y understand him.(speak)2. How about ________ to England for our summer holidays? (go)3. It seems that Mary is afraid _________ them about it. (tell)4. I don’t know how _________ this sentence. (translate)5. Listen. The girls in our class ar e reading English ________. (loud)小节与收获：1、本节课你有哪些收获？你还有那些疑惑？2、前置作业准备时的疑难解决了吗？九年级英语“前置作业”设计5班级：姓名：学科：日期：课题：Unit 1 How do you study for a test? Section B前置作业（自主学习内容）：1、预习3a短文中的词汇和短语，理解并翻译短文。

Unit 1 How do you study for a test Reading学案学习目标：1.掌握下列单词：1.处理_______2.如果不；除非_______3.不公正的；不公平的_______4.(v.)解决；解答_____5.将……视为_______6.责任，义务_______9.友情；友谊；友爱；_______ 7.容易地；简单地_______ 8.影响;对……起作用______10.失去；丧失_______ 1分歧;意见不合_________ 12.发育；成长；发展(n.)_______13.成年人_______ 14.不重要的 ________ 15.面临，面对，正视____16.军人,士兵________ 17心理学家________掌握下列短语：1.查找，查阅________ 2..处理，应付________ 3.（时间）过去，消逝 ________ 4.生…的气；对…感到气愤__________5. 尽力做某事_________6.突然终止，中断____________7.担忧,担心_________/_________8.把….作为，是为…_________9.抱怨…___________ 10.把…变为….____________11.在某人/物的帮助下____________ 12.把…和…相比较___________13思考某事__________ 14. 尽某人的职责_____________15.speak English as a second language_______________16. face the challenges_________ 17.see sb. doing sth._________________2.掌握重点句子：1. And unless we deal with our problems, we can easily become unhappy.2. Worrying about our problems can affect how we do at school.3. Perhaps they said something you didn’t like, or yo u felt they were unfair.4. We can solve a problem by learning to forget.6. We deal with our pr oblems by regarding problems as challenges.7. As young adults, it is our duty to try our best to deal with each challenge in our education with the help of our teachers.8. We are probably quite healthy and smart9. Let’s face the challenges instead.教学重点：掌握重点词汇及短语 ,学习查字典教学难点：提高阅读能力，建立积极的生活态度。

Unit 9 When was it invented.Section A 1a-2c学案一．教学目标:知识目标：1 . Words and phrases 2. Talk about the history of inventions能力目标：能在具体语境中正确运用被动语态。

情感目标：了解中国古代四大发明，培养爱国主义精神。

二．学习重点：重点词汇用法及被动语态用法。

学习难点：被动语态各种时态的构成。

二、资料准备：课本P68 SectionA1a – 2c , 磁带三、学习过程：Step1 年代的英文表达你还记得吗？请翻译下列年代：1 nineteen seventy-one____________2 eighteen eighty-five__________3. eighteen seventy-six4.1927_________________5.1976______________________6. 2010____________________设计意图：学习短语，为后面的学习做铺垫。

Step Two：英汉互译。

1.我认为计算器先于电脑发明。

_______________________________________________________2. I think the calculato r was invented after the computer.______________________________________3. 我认为电话先于汽车发明。

________________________________________________________4. ----电话是什么时候发明的？______________________________________________________5.---我想是在1876年发明的________________________________________________________设计意图：Step Three: 梳理归纳：被动语态1.被动语态的时态: 被动语态的时态通过be的变化来体现，它必须与主语的人称、数一致。

Unit 12 You’re supposed to shake hands.教案I．Learning objectives 教学目标Skill Focus ▲Learn how to ask for information politely▲Talk about directions▲Talk about advantages and disadvantages of a place ▲ Learn to write a guide to a place▲ Describe a place using adjectivesLanguage Focus 功能句式Talk about greetings in different ways（P94）What are you supposed to do when you meet someone for the first time?You’re supposed to ...You’re not supposed to ...Talk about visiting（P95-96）How was the dinner at Paul’s house last night?I made some mistakes.If someone invites you to meet them at 4:00, you have to be there at 4:00.We never visit a friend’s house without calling first.Talk about table manners（P97-98）You’re not supposed to ...It’s polite to ...It’s rude to ...You shouldn’t ...词汇1. 重点词汇kiss, relaxed, land, pick, stick, full, spoon, knife,rubbish, form, mark, feeling, beside, riddle, experiment, e-mail, please, normally, seat, whose2. 认读词汇shake, custom, bow, Cali, Colombia, Lausanne, Switzerland,Peru, wipe, napkin, rude, point, manner, fork, lap, elbow, gradually, occur, particular, compliment, toast, unfamiliar, crowd, seek, chatline,online, type, mostly, abbreviation, phrase, homophone, combine, symbol, punctuation, emotion, emoticon, colon, bracket, proper, queue, Marc LeBlanc3. 词组shake hands, drop by, after all, pick up, table manners, make noise, be / get used to ..., learn ... by oneself语法Supposed to + infinitive: You’re supposed to ... You’re not supposed to ...Strategy Focus 1. Listenin g for key words2. ComparingCulture Focus In different countries, people behave differently in different occasions, such as greeting ways for the first time, behaviors at the dinner table, arriving for appointment, etc.II. Teaching materials analyzing and rearranging 教材分析和重组1. 教材分析：本单元以Customs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 do people do when they meet for the first time?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕Maria’s mistakes at an American friend’s house进行听力（2a-2b）、口语（2c）训练；第三模块围绕不同国家的风俗习惯这一话题展开训练，训练形式为阅读填表（3a）和角色表演（3b）；第四模块就What are people supposed to do?这一话题以小组活动形式展开讨论（4）。

Unit 9 When was it invented.Section B 3a-4学案一．教学准备Teaching Aims：1.知识目标：Words and phrasesTalk about the some moder n inventions2．能力目标：能在具体语境中正确运用被动语态。

3．情感目标：培养爱国主义精神。

教学重点：重点词汇用法及一般过去时被动语态用法。

二、资料准备：课本P20 SectionB3a – 4三、学习过程：Step One: 英汉互译:英汉互译：1) 偶然地；意外地 2 ) 根据；据……所说3）古代的；古老的 4）传说；传奇故事5)落入；陷入 6）留下；被保留7）注意到；察觉 8）产生；制造9）令人愉快的 10）混合剂；混合11）这样 12）飞碟；飞盘13）面包店 14）投；扔；掷15 晚的_____________ 16. 咸的_____________ 17 酸的____________18 撒，洒______________.19 chef______________ 20. by mistake____________21 make the customer happy_______________22 in the end___________23. salty enough________ 24. sprinkle lots of sald____________25. a chef named/ called George Crum ______________________26. The customer thought the potatoes weren’t thin enough._____________________27. Did you know potato chips were invented by mistake? ______________________设计意图：学习新单词和短语，为阅读短文打好基础。

Unit 12 You ’re supposed to shake hands. Part 1: Teaching design (第一部分：教学设计) Structures: Supposed to ＋ infinitiveTarget 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 wordsSection AGoals●To learn to use the structure Supposed to ＋ infinitive●To listen and talk about what people are supposed to doProceduresWarming up by learning about the structure Supposed to ＋ infinitiveTurn 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 matchingHello, 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.TapescriptBoy1: 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 checkingYou are supposed to listen for a second time to check your answers in 1a.CountriesCustoms 1. c Brazila. bowb. shake handsc. kiss2. b the United States3. a Japan4. b Mexico5. a KoreaNow you can turn to page 135 to read the tapescript. Whilereadingcircle the connectives and underline the expressions.1c Doing pairworkWhat do people do when they meet for the first time? Now inpairs telleach 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 checkingMaria, an exchange student from India, went to her AmericanFriend Dan’s place an d had dinner there. Now listen to the tapefor the mistakes Maria made there.TapescriptBoy: 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。

新目标九年级Unit 12 u’resuppsed t shae hands 教学设计Unit12u’resuppsedtshaehands你应该握手。

Hell,everne!Hasurintervaatin?Ithinuereverbusduringt hehlidaAndtheneterisbeginningThelastteristhestiprta ntterfruS,studhardfrtda!各位同学大家好！你们的寒假过得怎么样？我想在寒假期间你们一定非常忙，最后一个学期对你们来说是最重要的一个学期，所以，从今天开始努力吧！ThetpifthisunitisustsThereisasainggesliethis:“heninRe,dastheRansd”hatshuldedindifferentsituatinsindifferentuntries?N, Let’stalabutit今天，我们要谈论的话题是“风俗”，俗话说：入乡随俗。

在不同的情景下，我们应该如何去做呢？今天，我们就来谈一谈这个话题。

LanguageGal:本单元教学目标Tellhatuaresuppsedtdindifferentsituatins告诉别人在不同的情景下应如何去做2了解各国不同的社交风俗。

3介绍自己国家的社交风俗，询问别的国家的社交风俗。

4对比文化差异，做一个“入乡随俗”的人。

TargetLanguage（目标句型）hatareusuppsedtdhenueetsene?当你遇到别人时，你应该做什么？2u’resuppsedtiss你应该亲吻。

3uaresuppsedtshaehands你应该握手。

4henereusuppsedtarrive?你应该什么时候到？Iassuppsedtarriveat7:00我应该在7点钟到。

6ushuldhaveasedhatueresuppsedtear你本应该问一下你应该穿什么衣服。

Unit 13 Rai ny days make me sad Period 1 Section A 1a-2c学案 Pe r i o d 1 (s e c t i o n A 1a -2c ) 一.自主预习 1.使某人紧张 ____________________ 使某人不舒服 _______________________ 使某人生气 ___________________ 。

2. 总结 make 构成的词组 ______________________________________________________________________________3. 在昨天晚上 ____________ 在下周日 在昨天上午 在那天在明天下午 ___________________ 在这周末 __________________ 在全年 ___________________ 在每周四 ___________________ 小结：时间前面不用介词的情况 ___________________________________________________________________________4. 至y 家 _______________ 走上楼 __________________ 跑下楼 __________________ 你住在那里？ ___________________来这里 __________________ 去哪里 __________________ 离这里很远 ______________________ 到我家做客 ________________ 小结：地点前面不用介词的情况 ___________________________________________________________________________二. 课堂练习 1. They made the children ___ 12 hours a day. A.work B.worked C.working D.to work2. The childre n were made __ 12 hours a day. A.work B.worked C.worki ng D.to work3. MyFrench is very poor that I can 't make myself _____ bynative speakers.A.un derstoodB.un dersta ndC.to un dersta ndD.to un derstood4. The rising CPI makes him _ his newly-bought house a lot.A.worry about B.to worry aboutC. woabout5. His impolite ness made the old __ .A happy B.happily C.un happy D.un happily6. Rai ny days makes __ s ad. A.we B.hers C.their D.her7. What he said ____ the child comfortable. A.makes B.made C.have made D.was made8. He _____ to work 9 hours since last month. A.has made B.has bee n made C.made D.was made9. I would rather______ a t home than ______ . A.stay 。