江苏省海门市正余初级中学九年级英语全册《Unit 3 Period 3 Section B(1a-2c)》教案 人教新目标版

粗鲁的；无礼的
It’s rude to … It’s polite to ...
1. make noise while eating
2. mpoaiknteaat ontohiesres wi发th 出ch令op人sti不ck愉快的声音
3. say hello to others
4. wip指e 向your mouth with your napkin after dinner
Do Chinese people like eating food with forks and knives?
How much do you know about table manners around the world?
Table Manners
You are supposed to pick up your bowl of rice.
2. In Japan, are you supposed to drink while you are walking down the street?
3. In Korea, is the youngest person supposed to eat first?
4. What are you supposed to do while you are eating noodles in Japan? Why?hopsticks
forks
napkin
spoons
knife knives
Cut, cut your food with your knife
Wipe, wipe your mouth with your napkin Stick, stick your chopsticks into your food Drink, drink your soup with your spoon Eat, eat your beef with your forks.

九年级英语全册《Unit 5 It must belong to Carla Period 1 SectionA 1a-2c》教案I. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key Vocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favorite author.2. Ability Objects(1) Train students’ listening ski ll.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter bac k to keep our environment clean and tidy.Ⅱ.Teaching Key Points(教学重点)1. Key vocabulary2. Target languageⅢ. Teaching Difficult Point(教学难点)1. Listen for the target language2. Oral practice using the target languageⅣ. Teaching Methods(教学方法)1. Scene teaching method2. Listening method3. PairworkⅤ. Teaching Aid(教学工具).A tape recorder and courseware教学步骤建议和说明Teaching stepsStep I PresentationShow the pictures of football, backpack, violin .Ask Whose --- is it ? Lead in “ It might be \ must belong to \ could be . Then show a picture of T-shirt Ask “Is this T-shirt yours ?”lead in “ can’t be”Step Ⅱ PractiseShow pictures of football, hat , watch, glasses, eys etc make students practise in pairs with the follow sentences “whose ---is it \are they? It It might be \ must belong to \ could be---. Is the --- yours? No It can’t be mine . It could be---“Step III1a Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. (课前让学生收集一些自己喜欢的物品带到学校来).导入本单元知识目标(五分钟练习并分组表演出来)训练重点句型和本单元目标语言Get s tudents 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 answersClothing Things Fun thingsKitchenhat volleyballplatejacket CD cupsT-shirt toy carmagazinebookStep IV(1) lbCall 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. The n draw another line to connect the thing in the second line with the reason 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.AnswersJane’s little brother—toy car—He was the only little kid at the picnic.Mary—book—Wanda Wilbur is her favorite author. Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.(2) 1cPoint to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.S A: Whose volleyball is this?S B: It must be Carla’s. She loves volleyball.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 favorite 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这部分活动让学生在锻炼英语听力的语言环境中对目标语言进行有效练习。

√ 3._____ I used to hate gym class.
4._____ I used to be on the soccer team.
2b
Listen ! What do the girl and the boy say about things in the past and now? Fill in the chart. In the past Now
( ) the things you used to like 1a Check √ when you were a child.
Did you use to like having gym class?
Yes, I did . / No, I didn’t.
1. What other things did you used to like doing when you were a child? Ask and answer in pairs like this: A: What other things did you use to like doing? B: I used to like ….
tests I didn’t use to like ________. I don’t worry about _______. tests We used to _____every day after school. play study all the time. We ________ We used to _____ to school. I used to hatewalk ______. take the bus We have to ____________ to school. I __________ gym. gym love

====================@dm9911======================= 课题：Unit 13 Rainy days make me sad第四课时Section B(1a—2c)=================================================== Learning Goals：Students learn about the knowledge about the advertising for daily-life products and talk about the advertising words that they know and collect, and thus the use of “make” is further consolidated during the course of talking. What’s more, students develop the ability of appreciating the beauty of advertising and the charm of English in daily life.Teaching and learning steps:Step 1 ReviewTalk about the weather with students as follows:T: What’s the weather like today?S: It’s sunny.T: Do you like sunny days?S: Yes./No.T: Yes, I like them. They make me happy.……(Design idea: in this step, review the use of “make” by talking freely with students.)Pre-listening activities:Step 2 PreviewAsk students to underline the following expressions and sentences in their books (p105), and try to translate them.1.mysterious look__________2. Silky skin __________3. Keep out _______4. It worked really well. _________________________ Bijing Duck _________ Step 3 Warming up and Leading in一、Warming-up1. Show an ad video clip of ERKE by courseware, asking:(1) Do you know about this ad.?(2) What product is the ad for?(3) What do you think of this ad./product?While asking, the teacher can lead students to answer as follows:(1) Yes, I do. / No, I don’t. It’s for ERKE(2) It’s for shoes.(3) It’s great. I like it very much.The shoes are terrible. It makes me out of style.(Design idea: In this activity, the video clip will be able to intrigue the studentsand focus their attention.)2. Show some pictures in which there are products and slogans.While showing, talk about the pictures as follows:It’s an advertisement for ... I like/dislike it. The slogan is … and the product is … It makes me …(Design idea: This activity will lead naturally in to activity 1a.)二、Presentation1. Activity 1aAsk students to match the slogans with the products.Answers: 4 3 1 22. Activity 1bSay: Make a list of three products you don’t like.While-listening Activities:Step 4 Listening for the main ideaSay: What are they talking about in the conversation?A. ShampooB. CreamC. Some sunglassesD. Some products (Keys: D)Play the recording for students to get the main idea.(Design idea: Let students feel the conversation on the whole.)Step 5 Listening for the specific ideas1. 2a: Ask students to write “Yes” or “No” for “like” or “dislike” next to the products according to the recording.ProductsNo 1. Easy Care Shampoo____ 2. Lookout Sunglasses____ 3. Beauty Cream____ 4. Starshine Toothpaste(In this step, let students generally learn about the listening material.)Answers: 1. No 2. No 3. Yes 4. No2. 2b: As for this activity, play the recording and ask students to get what people say about the products, and then draw lines to match.Products What people say1. Easy Care Shampoo2. Lookout Sunglasses3. Beauty Cream4. Starshine Toothpaste a. It tastes terrible.b. It worked really well.c. They don’t even keep out the sun.d. It didn’t work.(In this step, let students have a further understanding of the listening material. If necessary, play more times.)Answers: 1 d, 2 c, 3 b, 4 aStep 5 Listening to fill in the blanksPlay the recording and ask students to fill the blanks according to the recording: Girl 1: Wow! Look at this ad for Easy Care Shampoo. For the shiniest hair ever.Boy: I _____ _____ ads like that! They make me really mad.Girl 1: Why?Boy: They make you think that you can _____ _____the person in the ad. But I bought shampoo and it didn’t_____.Girl 2: I agree. Look at this one. Lookout Sunglasses. For that _____ look. I’ll bet they don’t even _____ _____ the sun.Boy: And what about this one? Beauty Cream --- the _____ _____.Girl 2: Wait a minute? I tried Beauty Cream and it works really _____. It makes your skin really_____. Have you ever_____ Starshine Toothpaste?Girl 1: Oh, you _____ Whiter than White? Yeah, I tried it and it tastes_____. I’d never use it.Boy: I guess you shouldn’t _____ everything you read.(This activity is designed to let students have a thorough understanding of the listening text.?Post-listening activities:Step 6 Read aloud1. Ask students to read the listening text by themselves and make sure they can pronounce every word in the text. Walking around the classroom, give help if necessary.2. Ask some groups to read the dialogue by role.Step 7 Role PlayAsk students to role play the dialogue according the listening text as follows:A: Look at this ad for Easy Care Shampoo?B: I can’t stand it. It makes me mad.A: Why:A: The shampoo didn’t work.……Step 8 Group work (make conversations)Ask students to look at the list in 1b and make conversations like the following:A: Have you ever had Beijing Duck?B: Yeah. I love it.A: Have you ever had …?B: Yeah. And it made me ………(Design idea: post-listening activities are designed to practice the knowledge points that they have just gotten in 2a&2b, and meanwhile they can improve their spoken English.)Inquiry into knowledge by translation 翻译探究一、Observe and analyze the following sentences and translate them.1. They make me really sad.2. They make you think that you can look like the person in the ad.3. It didn’t work.4. It works really well.二、Put the Chinese into English.1. 那双鞋让我感到生气。