九年级英语上册Units 5-6教学案
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新版人教版九年级英语上册Unit5教案新版人教版九年级英语上册Unit5教案Unit 5 What are the shirts made of?Section A 1 (1a-2d)一、教学目的: 1.语言知识目的:1) 能掌握以下单词: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass,leaf, produce, widely, be known for, process, pack 能掌握以下句型:① —This ring looks nice. Is it made of silver? —Yes, and it was made in Thailand. ② What is it made of/from? ③ China is famous for tea, right? ④ Whereis tea produced in China?2) 可以用英语描绘及询问物品的制作材料,正确理解被动语态的用法及句子构造。
2. 情感态度价值观目的:理解一些日常用品的制成材料,增加生活常识,养成良好的生活习惯;理解一些地方知名产品或传统艺术品的制作过程以及制作材料,培养学生的民族自豪感及爱国精神。
二、教学重难点 1. 教学重点:1) 掌握本课时中出现的生词2) 可以用英语描绘及询问物品的制作材料 3〕正确理解被动语态的用法及句子构造。
2. 教学难点:理解被动语态的用法及句子构造。
三、教学过程Ⅰ. Lead in1. 播放动画片《造纸过程》的视频,让学生们理解这个中国传统创造的情况。
T: Who invented paper first? S1: Can Lun invented it in Han dynasty.T: What was paper made of then? S2: It was mainly made of bamboo.T: was it easy for people to make paper then? S1: No, it was very difficult then. T: What is paper made of now?S3: It’s mainly made of wood, bamboo, andcotton. …Ⅱ. Presen tation1. Present the sentence structure, using the pictures on the big screen: —What’s the golden medalmade of? —It’s made of gold. —Is this table made of wood?—No, it isn’t. It’s made of glass. —Is Butter made from meat? —No. It’s made from cream?让学生们学习掌握be made of/from句型的用法,及be made of与be made from的区别。
九年级英语上册Unit5完整教案教学重难点Make up a dialogue to find out what art form your partner likes. 教学过程二次备课Step1. Learning aims1.Ask students know more about art.2.Write the correct names of the different art forms in the blanks.3.Make up a dialogue to find out what art form your partner likes. Step 2. check the preview Step 3. Daily report Step4. Lead in and presentation 1. Listen to a song and answer: What is your feeling after hearing the music? 2. Have a free talk T: Music is a kind of art form. Do you know any other art forms? What is it?/ What are they? 3. Show some pictures to teach new words: photography[fə“tɒgrəfɪ]drama4. Read and match There are more pictures about art. Could you tell me the art form of each picture?1)、drama2)、photography3)、painting4)、film 5)、music6)、dance5. Additional:Dance: street danceballetFilm: action film, horror film, romantic filmScience fictionPainting: Chinese painting, oil painting Step 5.Presentation We have different art forms in the world. Do you want to know what Eddie likes? Listen to the tape and try to answer my question. T: Now, read the dialogue, and find out the answers to the following questions.1) What is Eddie doing?2) Why does Eddie stop there?3) Does Eddie think what is more pleasant than art? Step6. Presentation and practice (e to the unit)1. T: Do you think Eddie likes painting very much? Can you guess? Watch and answer 1)、What is Eddie doing now? 2)、What does Eddie think of art? 3)、Has Eddie found anything more pleasant than art? What is it?2. Repeat the conversation after the tape.3. Role play Step7. Presentation and practice 1. In fact, Eddie isn’t interested in art at all. But Millie and Daniel love art. They are talking about their favorite art forms. Listen and answer. 1). What art form does Daniellike? 2). What kind of music does he like best? 3). Who is his favorite singer? 4). Why does he love the singer? 2. Listen and repeat 3. Pair work: Step8 Games Ask the students to think about their favourite art form, then write them on the paper. Introduce your favourite art form and famous people to the class. Step9 consolidation 重要短语(小组核对答案–教师提示重点词组注意点–读背词组)1. 艺术世界2. 令人愉快的事3. 举行一个艺术节4. 谈论他们最喜欢的艺术形式5. 更喜欢流行音乐6. 你最喜爱的歌手7. 流行之王8. 他的音乐才能Listen carefully and think over the questions ,then try to answer them. Listen and read. Step10 Exercises见《课堂追踪》Doing some exercises Step11 Homework 1.Recite the new words. 2.Finish off some exercises . 3.Preview the new lesson.教学反思课题Reading I 教学目标1.To know about Tan dun’s experienc e and his works 2.To know about the biographical styles3.To develop students’ right attitude to life 教学重难点Know about Tan dun’s experience and his works 教学过程二次备课Step1. Free talk Step 2. Lead in and presentation 1、Show a picture and ask: 1. Who is theman? 2. Why was he so excited? 3. What is in his hand? 2、To learn new words and phrases like: poserOscarbe famous/ known for。
新目标英语九年级 Unit 5-unit 6 精品教案(新目标版九年级英语上册教案教学设计)Unit5 I’ll help clean up the city parks.Part 1: Teaching design (第一部分:教学设计)Structures: Phrasal verbsTarget 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, repairLearning strategies: Taking notes, PersonalizingSECTION AGoals●To learn to use phrasal verbs●To read about being a volunteer●To listen and talk about clean up the city parksProceduresWarming up by learning about grammar focusHello, 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 combinedwith a preposition, an adverb, or an adverbial particle, all three of which are uninflected.1a Looking and readingLook 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 Olympics1b Listening and completingYou are going to listen to several conversations.TapescriptConversation 1Boy1: I’d like t o work outside.Girl1: You could help clean up the city parks.Conversation 2Boy2: I’d like to help homeless people.Girl1: You could give out food at the food bank.Conversation 3Girl2: I’d like to cheer up sick kids.Girl1: You could visit them in the hospital.Conversation 4Girl1: 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 out side. You could help clean up the city parks.2. I’d like to help homeless people. You could give out foodat 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 pairworkIn 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 sic k 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 checkingSome students talking about planning a City Parks Clean-up Day. Listen to their ta lk and check√the things they are going to do.TapescriptBoy1; 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 allour 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 blanksI’ 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 pairworkLet’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 circlingOn 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 tableOn 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 CouldHui Football Teach the pupils to play footballXiao Tang Writing stories Turn the city people’s life into storiesJoy Movies Show free movies to the villagersWei Music Play music to cheer people up3c Doing pairNext 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 pairworkIn the table on bottom of page 62 write down three thingsyou 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 do1. reading in English Help teach English to those poor in English2. surfing online Help getting useful information online for the farmers3. collecting ancient coins Help give a speech on ancient Chinese cultureA: 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 poemFalling Asleep in ClassI fell asleep in class today,as I was awfully bored.I laid my head upon my deskand closed my eyes and snored.I woke to find a piece of papersticking to my face.I'd slobbered on my textbooksand my hair was a disgrace.My clothes were badly rumpledand my eyes were glazed and red.My binder left a three-ringindentation in my head.I slept through class, and probablyI would have slept some more,except my students woke meas they headed out the door.Kenn NesbittSECTION BGoals●To Learn mor e phrasal verbs●To listen, speak and write using phrasal verbsProceduresWarming up by brainstorming phrasal verbsHello, everyone. To begin with, we shall brainstorm a list of phrasal verbs.talk to…, begin with, laugh at…, wait for…, look after…, look up, fall asleep, get back, get off, get on, get on with…, get up, go back, go on, go shopping, go to school, grow up, hear from…, hold on, listen to…, take …away, take out…, take… down, turn off…, turn on…, wake up, write down…1 Reading and matchingOn page 63 is a box with 4 sentences. Match them with their similar meanings on the right.__b__1. I’ve run out of it.__c__2. I take after my mother.__a__3. I fix it up.__d__4. I gave it away. A. I repair it.B. I don’t have any more of it.C. I am similar to her.D. I didn’t sell it.1b Making sentencesOn page 63 you will find a box with some phrasal verbs. Make a sentence with each of the phrasal verbs.run out of, take after, fix up, give away 1. Two dogs ran after the fox.2. She takes after her sister.3. I had my computer fixed up.4. She gave her watch way to me.2a Listening and numberingListen to the recording that I am going to play and number the pictures on page 63.(Key:a4,b2,c1,d3 )TapescriptMan:This morning I’m talking with a very generous y oung man, Jimmy the BikeBoy. Jimmy is the boy who fixes up old bikes and gives them away. Good morning,Jimmy.Boy: Good morning.Man: So, Jimmy, tell our listeners what you do.Boy: Well, like you said, I find or buy old bikes that nobody wants. Then I fix up thebikes and give them away to kids who don’t have enough money to buy their ownbikes.Man: That’s fantastic. What gave you the idea?Boy: I guess I take after my father. He’s always helping people.Man: Wow! Your parents must be proud of you.Boy: I guess so. But now I’ve run out of money to buy old bikes.Man: Oh, that’s too bad.Boy: Yeah. I need to come up with some way of getting money or I’ll have to stop.2b Listening and circlingYou shall listen to the recording again to circle “T” or “F”.1.Jimmy fixes up bicycles. T F2.Jimmy sells bikes. T F3.Jimmy takes after his mother. T F4.Jimmy has run out of money. T F2c Doing pairworkIn pairs practice the conversations between Jmmy and the reporter. Use the information from the activities on page 63.A: What do you do Jimmy?B: I fix up bikes and give them away.A: What kind person are you?B: People say I’m a very generous young man.A: Where do you get the old bikes?B: Well, I find or buy old bikes that nobody wants.A: Whom do you give your repaired bike to?B: I give it to kids who don’t have enough money to buy their own bikes.A: What gave you the idea?B: I take after my father. He’s always helping people.A: Are your parents proud of you?B: I guess so.A: How much money do you have?B: I’ve run out of money to buy old bikes.A: How are you going to go on repairing bikes?B: I need to come up with some way of getting money or I’ll have to stop.3a Reading and underliningOn page 64 is an article about Jimmy the Bike Boy. Read to understand it and underline all the phrasal verbs.Last week everyone was trying to cheer up Jimmy, the Bike Boy. But this week, Jimmy is happy again. On Monday he told a radio interviewer that he had run out of money to buy old bikes. He also put up some signs asking for old bikes and called up all his friends and told them about the problem. He even handed out advertisements at a local supermarket. Then he told the teachers at school about his problem and they set up a call-in center for parents. The strategies that he came up with worked out fine. He now has sixteen bikes to fix up and give away to children who don’t have bikes.Copy all the phrasal verbs and useful expressions onto your notebook.last week, cheer up…, this week, be happy again, on Monday, tell…that…, run out of…, buy old…, put up…, ask for…, call up…, tell…about…, hand out…, at a local supermarket, at school, set up a call-in center for…, come up with…, work out fine, fix up…, give away …to…3b Making a noteRead the article again to make a note of the things that Jimmy did in order to sole his problem.1.He did a radio interview.2.He also put up some signs asking for old bikes.3.He called up all his friends and told them about the problem.4.He even handed out advertisements at a local supermarket.5.He told the teachers at school about his problem and they set up a call-in center for parents.4 Doing groupworkBy brainstorming work out a plan for helping out in your community. Write down where and what you will volunteer and tell your classmates about your plan.teach at a night school, help at a hospital, work at an old people’s home, speak English at an English corner, write letters for people who can’t read and write, get information online for the farmers who can’t use Internet, repair bikes,radios, computers and other things for citizens…Closing down by talking about volunteer workLook at the pictures below and talk about the volunteer work that the people in the pictures are doing.SELF CHECK1.Filling and makingTurn to page 65 and fill in the blank with a correct word given in its correct form. Then make a sentence with each of the given words.Give way, take after, come up with, give out, hang out1.Be quiet please, class. I’m going to give out your test papers.2.My friend Dave comes u p with a great deal of ideas. We’re goingto make a pen pal web site.3.I give away some clothes to charity because they were too smallfor me.4.On weekends I like to hang out at the sports club with my friends.5.Jim takes after his father. They are both clever and a bit quiet.1.Never give out your personal information to strangers.2.He came up with a bright idea.3.He gave away some old book to the poor students in the countryside.4.She used to hang out a lot after school.5.You don’t take after your father. He is more talkative than you are.2 Writing an article tell about SallyOn page 65 is a box with words and phrases. Write an article telling about what happens to Sally.Sally Brown/ a young woman/ wants to be a professional singer/ as a volunteer/ sing at a local hospital/ cheer up sick people/ also sing at school/ run out of money for singing lessons/ come up with ideas for making money/ put up signs asking for singing jobs/ also call up parents offering singing lessons for children/ now will be able to continue her lessons/ become a professional singerSally Brown is a young woman who wants to be a professional singer. She often works as a volunteer sing at a local hospital to cheer up sick people. She also sings at school. But now she has run out of money for singing lessons. Yesterday she came up with ideas for making money. She put up signs asking for singing jobs. She also called up parents offering singing lessons for children. Now she has money and will be able to continue her lessons. She will certainly become a professional singer.Just for funLook at the pictures and make a story out of them.Reading: I’ll send you a photo of Lucky.Before you read, listen to the recording without looking at the article.While you read, underline all the phrasal verbs, blacken all the expressions and circle all the linking words.After you read, copy down all the phrasal verbs and useful expressions into your notebook.Dear Miss Li,I’d like to thank you for sending money to “Animal Helpers”, an organizati on set up to help disabled people. For sure, you have helped make it possible for me to have “Lucky”, who has filled my life with pleasure. Let me tell you my story.Being blind, deaf, unable to walk, or use your hands easily is soothing that most people cannot imagine. But there are many people who face these challenges, and I am one of them. Because I cannot use my arms or legs well. Normal things like answering the telephone, opening and shutting doors, or carrying things have always been difficult for me. Then one day last year, a friend of mine said that she would like to help me out. She said she would talk to “Animal Helpers” to see if it would be possible for me to get a specially trained dog. She also thought a dog might cheer me up. I told her I lo ve animals, and that I’d love to have a dog.After six months of training with a dog at “Animal Helpers”, I was able to bring him home. My dog’s name is “Lucky”- a good name for him because I feel very lucky to have him. You see, I’m only able to have a “d og-helper” because of your kind donation!How does Lucky help me, you might ask? Well, he has been trained to understand different instructions. For example, I say,“Lucky!Fetch my book,” and he does it at once. He is very clever, and understands many English words, even some difficult ones like “upstairs”.Lucky is an amazing dog. I’ll send you a photo of him if you like, and I could show you how he helps me too one day. And so I thank you again for supporting “Animal Helpers”. It is very important that this organization does not run out of money. Your donation is greatly appreciated and the money is well used to help disabled people like me.Best wishes,Liz SmithPart 2: Teaching Resources (第二部分:教学资源)I. What is a volunteer?A volunteer is someone who performs or offers to perform a service out of his own free will, often without payment. The year 2001 was the International Year of the Volunteer. 2005 is the UK Year of the Volunteer.People may volunteer to perform some work, e.g., of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death.II. What is an online Volunteer?An online volunteer is a person who contributes time and effort with an organization through an online connection, rather than in person. A wide variety of people from around the world are online volunteers and most are not technology professionals.Online volunteers may provide advice, consultancy and perform remote administration tasks for the organisation, usually a charity or non-profit organisation. The practice of donating time online goes by other names, such as virtual volunteering,cyber service, telementoring, e-volunteering, and cyber volunteering.There are many opportunities for people to donate their services using the internet. Online volunteers do a variety of tasks, such as translating documents, editing or preparing proposals, designing logos, researching information, developing strategic plans, reviewing budgets, creating web pages, designing flash presentations, moderating online discussion groups and managing other online volunteers.III. What is an ICT Volunteer?An ICT volunteer is someone who is working to foster the implementation and use of Information and Communication Technologies. He or she can install hardware, software or carry on with ICT training programmes. There is no need to be an online volunteer to be an ICT volunteer: installing hardware is a good example. Likewise, there is no need to be an ICT volunteer to be an online volunteer: teaching a language through a virtual campus is not related with ICT fostering, at least in a direct way.....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 whoTarget 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, energyLearning strategies: Listening for specific informationTransforming informationSECTION AGoals●To learn to use Relative clause with that and who●To listen to and talk about musicProceduresWarming 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 whoWhat 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 circlingTurn 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 checkingListen 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 withTony √ √Betty √√TapescriptBetty: 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 lyri cs… 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 pairworkNow 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 circlingGo 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.TapescriptBoy: 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 completingListen to the Tapescript in 2a again and complete the sentences in the box on page 45 in 2b.About The modern About Dan DervishXu 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 pairworkIn 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 matchingNext 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 pairworkYou 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 pairworkComplete the survey on page 46 and then go to find classmates who agree with you.My opinion Classmates who agreesI like groups that dance to their songs. Ju HongxiaI love singers who are tall and beautiful. Li DongmingI can’t stand music that is too long. Zhao HexingI don’t like musicians who look like aliens. Wang BaofengClosing down by singing a clean-up songClean-up,Clean-up,Everybody, Everywhere!Clean-up,Clean-up,Everybody do your share!SECTION BGoals●To practise Relative clause with that and who●To read movie reviewsProceduresWarming up by making sentences containing Relative clause with that and whoGood morning, class! To begin with let’s compete with each other to make as many sentences containing Relative clause with that and whoAs possible.I like music that I can sing along with.Rosa likes music that’s quiet and gentle.I love singers who write their own music.We prefer music that has great lyrics.I like groups that dance to their songs.I love singers who are tall and beautiful.I can’t stand music that is too long.I don’t like musicians who look like aliens.1 Filling the chartWhat are your favorite band, book and movie? Fill in the chart on page 47 with their names.Band 六甲乐队[SixPlus], 阿妹妹AiMiN,阿修罗乐队[Ashura],动力火车[Power Station], 达达乐队[The DaDa], 功夫[GongFu]花儿乐队[The Flowers] 黑鸭子演唱组[Hei Ya Zi], 哈狗帮[Mc Hotdog] Book 1. DR. ERNEST DRAKE'S DRAGONOLOGY2. EGYPTOLOGY3. THE DRAGONOLOGY HANDBOOK4. OH, THE PLACES YOU'LL GO!5. 10 LITTLE RUBBER DUCKSMovie My 10 Best Children's Movies10. RUGRATS (TV series)9. MIGHTY DUCKS8. LITTLE RASCALS7. MATILDA6. HOOK5. CINDERELLA4. WILLY WONKA AND THE CHOCOLATE FACTORY3. SOUND OF MUSIC2. ANNIE1. ETIt's so amazing to have a favorite band. Truly... a one and only favorite. A favorite band never gets old, and stays with you throughout years. No matter what age you grow to, the music is your soundtrack; it brings familiarity and cheer and overwhelming comfort. That one band and its collection of music is ALWAYS your FAVORITE!2a Listening and writingNext you are going to listen to a dialogue between Michael and Ali and write down the three things they talked about.。
英语人教版九年级上册Unit5全单元教案Title: Unit 5 - What are the shirts made of。
n A 1a-2dObjectives:1.XXX discuss the materials and place of origin of items.2.To master the past tense passive voice。
formed by using "was/were + past participle"。
To learn the usage of "be made of" and "be made in"。
To broaden XXX with the history of commonly used items。
and to develop good XXX summarizing.1.Warm-up and nGroup work: Show pictures and have students discuss in groups what the items are made of.2.n of New KnowledgePair work:A: What is it made of?B: I think it is made of。
A: Where was it made?B: It was made in。
Work on 1a:XXX asks students what the things are usually made of and matches them with the materials.3.Work on 1b:Task 1: XXX.Task 2: Listen and match the products with their materials and place of origin.4.Work on 1c:A: This ring looks nice。
Unit 5 Art worldStudy skillsGuessing the meaning of a word from the context.Guessing the meaning of a word from the context.Step 1 Free talkDo you often read English newspapers or novels? If there’s a new word that you don’t know, what do you do? Do you look it up in the dictionary or guess its meaning?Step 2 PresentationWhen we read, sometimes we can guess the meaning of a new word from the context. If a new word appears in a sentence, the sentence itself might give the meaning of the word, it is possible to find its meaning.The teacher’s question was a real riddle, a very difficult question to understand.In the sentence above, “a very difficult question to understand” explain the meaning of the word riddle.Step 3 ExercisesA.Underline the meaning of bold in each sentence.1. The conductor, the person who sold and checked tickets on the bus, got very angry and told him to get off.2. She decided to study agriculture, the science of farming, at university.3. When we talk about the curriculum, we refer to the student’s course of study at school.If the sentence does not define the word, first, try todetermine the word’s part of speech. Then look at the wayother words are used in the sentence, as this might give aclue to the meaning of the new word. I sat on the green grasswatching the white Clouds sailing across the azure sky. In the sentence above, azure is the color of the sky-blue.B. Read the sentences below. Guess the meaning of the words in bold.1. I do not like pop music. I prefer blues instead. ______2. Vehicles such as cars and buses are not allowed on this road. _____________3. I have few close friends, but many acquaintances at school that I like to talk to. _________4. It was Sunday, so there were many pedestrians walking along Orange Street.____________________5. The fruit was no longer fresh. It was starting to go rotten, and the whole house smelt bad. __________1. Finish the exercises in the workbook.2. Preview the next lesson.。
九年级英语上册Units5-6教学案UNITS5-6基础知识巩固I词组)belongto属于)aeup形成;组成;构成)useup用完;用光;耗尽)turnoff关掉)ondisplay展览;陈列)suitsb.合某人的意;对某人合适)tobehonest老实说;说实在的)bebadfor对……有害)stayaayfro与……保持距离0)beinagreeent意见一致II句型Itustbelongtocarla.它一定属于carla.同义句:Itust____________________.It’scrucialthatIstudyforitbecauseitaesup30%ofthefinale xa.我复习准备这次考试很重要,因为它占期末考试成绩的30%本句含有主语从句,请把它放在句首改写:_________________________iscrucialbecause…….Thereustbesoethingvisitingthehoesinourneighborhood.一定有什么东西光顾我们的左邻右舍。
同义句:Soethingust_____________thehoesinourneighborhood.提示:therebesth.doing…=Sth.bedoing…..例如:Thereisaboyplayingoutside.=Aboyisplayingoutside.IlistenedtoonecalledHeartStrings.我听了一首名为《心弦》的歌曲。
calledHeartStrings.过去分词短语做定语。
过去分词短语作定语,可以在前面加上关系代词,分词前加上be,即可构成含有定语从句的复合句。
请尝试把本句改为复合句:Ilistenedtoone_____________calledHeartStrings.注:这样便于理解为什么用过去分词:表示被动含义。
拓展:请分析这两句话:它们的意思一样吗?)DoyounotheboycallingTo?)DoyounotheboycalledTo?hateveryoudo,don’tisstheexhibition.无论你干什么,都不要错过这次展览。
“教—学—评”一体化英语教学设计课题九上M5-M6复习课课型复习序号课标分析语言技能:能根据音标、音节读对单词并以此为依据进行默写。
能根据上下文和构词法推断、理解生词的。
能根据不用的阅读目的运用简单的阅读策略获取信息。
语言知识:理解并熟记英语词汇包括单词、短语、习惯用语和固定搭配等形式。
情感态度:能在小组活动中积极与他人合作,向同伴寻求帮助相互帮助,共同完成任务。
学习策略:对所学内容能主动复习并加以归纳和总结。
文化意识:了解、区别英语中不同性别常用的名字和亲昵的称呼。
教材分析话题:Museums, Problems(Writing:The great wall)语法:1.if引导的条件状语从句。
2.禁止做某事的用法以及相关情态动词的用法复习。
3.考点:against, use,wonder,instead of,no use, no wonder, no good的用法。
4.措施:依托课本单词、短语和句型的学案进行基础知识的复习和检测,并结合《优加学案》进行习题精选精练。
学情分析1.知识经验:总的来说,本部分复习的知识难度不大,但是学生对于if引导的宾语从句和条件状语从句在做题操练中还是容易混淆,因此在复习之后加以大量联系。
同时加以补充练习unless和as long as引导的条件状语从句。
.as long as引导的条件状语从句和as soon as引导的时间状语从句学生容易混淆,要加以对比鉴别并进行习题操练。
against,use,wonder,instead of,no use, no wonder, no good,try on, try out等的用法学生容易混淆并且是重点考点,因此要通过做题来练习知识点的运用,对于优秀学生来说,可以知者加速,补充习题,但对于大部分学生来说,能够完成并掌握本部分的习题,进行二次达标。
2.生活经验:经过三年的初中生活,学生对于话题Museum和problem非常熟悉,但是表达进博物馆参观应遵守的规则和给他人提建议用英语不会表达,这些表达是日常生活中孩子常用的,也是孩子渴望学会的,这就为本节课的开展奠定了情感基础。
教学资料范本【2020最新】初中英语九年级上册教案:Unit+5+教案6编辑:__________________时间:__________________课题Unit 5 Action 课型More practiceAnd study skills备课时间教材分析教学目标1.. Train the abiltiy of getting inforamtion according to reading mo2.. Learn to use table to give information ..3.. Students master some idioms ..教学重点Train the abiltiy of getting inforamtion according to reading more..Learn to use table to give information教学难点Learn some idioms jump out of my skinto cut a long shory short a piece of cake..教学关键How to guide students to read more教法与学法指导Self-study, Discuss in groups..教学环节主要教学步骤或内容学生主体活动教师活动设计意图第一环节复习回顾平移的基本性质,引入课题Step1..Lead in ..1.. look at the filmposter and talk abouttheir farvouite filmfreely1.Ask studentsto look at thefilm poster andask them to talkabout theirfarvouite film..1.. To arouse thestudents interestto talk aboutfilm and leadthem to thetopic :We lovethe fim park....第二环节观察操作、探索归纳平移的作法Step 2 Extensive reading.. 2.Read the passageand answer thefollowing questions:What was the best partof the students’visit?What did Julia likemost about the FilmPark tour?What happend toRoddy at the film set..2..Get thestudents to readand find themain idea of thepassage....2..Developstudents’sability to getgeneralinformation byskimming ..第三环节课堂练习Step 3Intensive reading3.. Read the passageand find some detailedinformation.. Checkthe answers in groupsand ask questionsabout the passages ingroups3.. Get studentsto read thepassage and finddetailedinformation ..Let studentscheck theanswers ingroups and askquestions aboutthe passages ingroups..3.. Developstudents’abilityto get detailedinfromation byreading thepassageintensively..第四环节课时小结Step 4Discussion4..Discuss thequestions in BTalk about the resutsof their discussion inclass4.. Let thestudents discussthe questions inB and invitesome students totalk about tjheresults of theirdiscussion inclass..4..Improve theirgroup workand get theanswer to thequestions..第五环节课后作业Step 5 Study skillsStep 6 Summary 5..① Read thepassage again and fillin the table with theinformation from thepassage..② Make a table andinterview classmatesabout their TVviewing habits, thenfill in the table..③ show the table andreport their interview..6.. Summarize whatthey learn in thislesson and take somenotes..5..① Make atable and askstudents read tofill in the table..②..Ask studentsto make a tableto interviewclassmatesabout their TVviewing habits③Ask studentsto show thetableand report theirinterview..6 Summarizewhat they learnin this lesson5.. Help themlearn the skillsof givinginformation intables..6.. Summarizewhat they learnin this lessonStep 7 Home work 7..Revise the phrasesand make anothertable to report 7..Ask them torevise the phrasesand make anothertable to report7..Revise thelesson课堂教学流程L ead in →Extensive reading→Intensive reading →Discussion →Study skills →Summary →How ..效果评价与反思。
人教版新目标九年级英语Unit5单元教案Unit 5 What are the shirts made of?Section A (1a-2d)学习目标1.重点单词:chopstick,coin,fork,blouse,silver,glass,cotton,steel,fair,grass,leaf,produce,widely,process,pack2.重点短语:be made of,be made in,be made from,as far as sb. know,be known for3.重点句式:What are the shirts made of?—This ring looks nice.Is it made of silver?—Yes,and it was made in Thailand.What is the painting made from?How is tea produced?As far as I know,tea plants are grown on the sides of mountains. People say that tea is good for both health and business! 学习重点1.重点短语和句型2.一般现在时态和一般过去时态的被动语态学习难点一般现在时态和一般过去时态的被动语态自主学习一、预习课本P33-34新单词并背诵,完成下面的汉译英。
1.筷子________ 2.硬币________3.叉子________ 4.衬衫________5.银器________ 6.玻璃________7.棉花________ 8.钢铁________9.展览会________ 10.草地________11.叶子________ 12.生产________13.普遍地________ 14.加工________15.包装________二、认真预习1a-2d找出下列短语和句型。
Unit 5 It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students’imagination and improve students’ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. Vocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ.Teaching Key Points1. Key vocabulary2. Target languageⅢ.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12~14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard. Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Funthings and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Step ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation. Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class. S A : Whose book is this?S B: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step ⅥHomework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Unit 5 It must belong to Carla.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think "anxious" means?Well, it can’t mean "happy".It might mean "worried".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ communicative competence using the target language.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points1. Key vocabulary2. Target languageⅣ. Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?S s: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.Step Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.S A: What do you think "anxious" mean? S B: Well, it can’t mean "happy".S A: It might mean "worried". S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.Practice the pronunciation of these words and explain the meaning of each word. Step ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture. Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.Write the conversation on the black board. Explain the meaning of each sentence. Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of the vocabularywords.2. Read the conversations in Activities 3b and 4 again for further understanding of the target language.3. Finish off the exercises on pages 15~16 of the workbook.The Third PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:chase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching ProceduresStep ⅠRevision1. Invite a student to read the thank you message Linda wrote to Anna to the class.2. Get different pairs of students to read the conversations in Activities 3band 4.3. Check answers to the exercises on pages 15~16 of the workbook.StepⅡPart lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures. Encourage students to write two or three sentences to finish the story.Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.Step Ⅳ2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see …The man says…and The woman says…Say, You are to listento the same recording again. And complete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so thatStep Ⅴ2cThis activity provides oral practice using the target languagePoint out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit. He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class.Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practice using the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t.The Fourth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2. Ability Objects(1) Train students’ reading skill. (2) Train students’ writing skill.(3) Train students’ integrating skills.3. Moral ObjectEveryone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points1. Reading practice2. Writing practiceⅣ. Teaching ProceduresStep ⅠRevisionCheck homework.Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?S1: He must be a student. S2: He could be having a dream. S3: He might like reading books. Step Ⅱ3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector.Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset.Call students’ attention to the article. Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer.Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed. Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they don’t know in Activity 3a with one another. Call students’attention to the three sets of notes. Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about Bell Town using these notes. You may use the article inActivity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard.Step Ⅳ3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Collect students’ works and write a comment on each paper before returning them.Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer.Maybe it means you are too hungry. Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using the target language. We’ve learned some vocabulary words as well.Step ⅦHomework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,The Fifth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt(2)Fill in blanks and make sentences using vocabulary words.(3)Learn some proverbs.(4)Circle the word that doesn’t belong.2. Ability Objects(1)Train students’ writing skill.(2)Train students’ ability of reading comprehension.(3)Train students’ ability of clarifying.3. Moral ObjectWe’ll benefit a lot by learning proverbs.Ⅱ. Teaching Key Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.3. Circle the word that doesn’t belong.Ⅲ. Teaching Difficult Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.Ⅳ.Teaching ProceduresStep ⅠRevisionAsk several students to read the newspaper article in Activity 3a to the class.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their Own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.Answers1. favourite2. careful3. anxious4. worried5. strangeAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’answers with mistakes on the blackboard.Help correct the mistakes.Sample answers1. What’s your favourite song?2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.Step ⅢPart 2This activity provides reading, writing, listening and speaking practice using the target language. Show the vocabulary words on the screen by a projector.Say the words and have students repeat them until they can pronounce them fluently and accurately. Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students(It’s better to have help to do even small jobs).Say, Please read the proverbs, Discuss with your classmates what they might mean.Get students to work in groups of four.As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.Step ⅥPart 3This activity focuses on the new vocabulary introduced in this unit.Ask students to read the five lines of words in the box.Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn’t belong in each line.Get students to complete the task on their own. As they are doing this, move aroundthe classroom checking their progress and offering help as needed.Check the answers by asking a student to read his or her circled words to the class. Answers :1. owner 2. alien 3. land 4. exercise 5. lostStep ⅤJust for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.Step ⅥSummarySay. In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit. And we’ve learned several proverbs.StepⅦHomework(1) Read and remember the proverbs learned in Activity 2.(2) Each student collects ten proverbs.(3) Finish off the exercises on pages 16~17,of the workbook.Step Ⅷ。
九年级英语上册Units -6教学案UNITS-6
基础知识巩固
I词组
)
belngt
属于
2)
aeup
形成;组成;构成
3)
useup
用完;用光;耗尽
4)
turnff
关掉
)
ndispla
展览;陈列
6)
suitsb
(很)合某人的意;对某人(很)合适
7)
tbehnest
老实说;说实在的
8)
bebadfr
对……有害
9)
staaafr
与……保持距离
0)
beinagreeent
意见一致
II句型
Itustbelngtarla它一定属于arla
同义句:Itust____________________
2It’sruialthatIstudfritbeauseitaesup30%fthefinalexa我复习准备这次考试很重要,因为它占期末考试成绩的30% 本句含有主语从句,请把它放在句首改写:
_________________________isruialbeause……
3Thereustbesethingvisitingthehesinurneighbrhd一定有什么东西光顾我们的左邻右舍。
同义句:Sethingust_____________thehesinurneighbrhd
提示:therebesthding…=Sthbeding…
例如:Thereisabplaingutside=Abisplaingutside
4IlistenedtnealledHeartStrings我听了一首名为《心弦》的歌曲。
alledHeartStrings过去分词短语做定语。
过去分词短语作定语,可以在前面加上关系代词,分词前加上be,即可构成含有定语从句的复合句。
请尝试把本句改为复合句:
Ilistenedtne_____________alledHeartStrings
注:这样便于理解为什么用过去分词:表示被动含义。
拓展:请分析这两句话:它们的意思一样吗?
)DuntheballingT?
2)DuntheballedT?
hateverud,dn’tisstheexhibitin无论你干什么,都不要错过这次展览。
hateverud=____________________ud
6Iliegrupsthatearreallllthes我喜欢穿的很酷的组合。
本句含有定语从句,关系代词that做从句的主语。
请思考:为什么ear不加-s?
练习
I基础知识
用情态动词ust,a,ight,uld,an’t填空
)
Theditinar_______beineIthasnaenit
2)
TheD_________belngtTnbeausehelieslisteningtppusi
3)
Thehairband________beBb’sAfterall,heisb!
2选择正确单词填空。
during,appintent,anxius,attept,ight,
tan,sphn,ruial
)
Theprisners______________tesape,butfailed
2)
Ihavean_______________at3p
3)
Thereareextratrainsttheseaside_________thesuer
4)
I’ver__________abutsn’shealth
)
Thereuldbe_______pepleinthe_________hall
6)
Gettingthisntratis__________tthefuturefurpan
7)
Ifuhaveanideahereit_________be,pleasealle
3按照要求写句子。
)AlbertfundtheeIlsttheeesterda(合成一句)
___________________________________________________
2)hereisthebeautifulpiture?ubughtitlastee(合成一句)
___________________________________________________
3)Sheasill,butshestillentnring(同义句)
________sheasill,shestillentnring
4)Ithinthatitisiprtanttasterafreignlanguagetherdidn’tdtherfrherlittlesn,buttaughthihtditT在这场篮球赛中表现出色。
T_________________inthisbasetballath
2)她喜欢能够一起舞起来的快歌。
Sheliesusi_______________________
3)王叔叔教我们如何修自行车。
Unleangteahesus_______________________ 4)这幢建筑使我想起了我的母校。
Thisbuilding__________________________ )这顶帽子非常适合您,女士!
Thishat_____________________,ada!
II中考链接
选择
)IpreferathingTVt_________usieverda Alistent
Blisten
listeningt
Dlistening
2)Dunhat________________? Ahisfavuritesngis
Bishisfavuritesng
hisfavuritesng
Dhisstfavuritesngis
3)arsingsEnglishsngselland____________ Aanedest
Beitherdeses
sanesdes
Dsdesane
4)
hatduthinftheftballath?
AHduthinf
BHdulie
hatduthin
Dhatdulie
)
Thisquestinis_________eas,allthestudentsananserit Atuh
Btan
uht
Dant
6)
He_____ulddgreatthinsshuldntattepttheallalne Ah
Bh
hse
Dhih
2句型转换。
)Thebenhasslngthatallfusereabletsitnit
Thebenhaslngenugh_______allfus_____________________
2)arspentthreethusanduannthelrTVset
ThelrTVset_______________threethusanduan
3)Idn’tneitherRussianrFrenh
In_________Russian__________Frenh
4)Thethertldhersn,“Dn’treadinthebed”
Thether________hersn________________readinthebed )
Thepreferthisindffruittthatind
Theliethisindffruit___________________thatind
6)
Ididn’tnhIuldrepairthebie
Ididn’tn________________repairthebie。