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

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篇1：新目标英语九年级全套教案 新目标u13.doc(新目标版九年级英语教案教学设计)

Unit 13 Rainy days make me sad.

Part 1: Teaching design (第一部分：教学设计)

Structures: make/s me ＋ infinitive, make/s me ＋ adjective

Target language: I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating. Me too! Loud music makes me tense. I agree. Loud music makes me uncomfortable.

Vocabulary: lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful

Learning strategies: Personalizing, Matching

Section A

Goals

●To learn to use make/s me ＋ infinitive, make/s me ＋ adjective

●To listen and talk about eating in a restaurant

Procedures

Warming up by learning to use make/s me ＋ infinitive, make/s me ＋ adjective

On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.

Loud music makes me tense.

Loud music makes me want to dance.

That movie made me sad.

Now you are supposed to make as many sentences with the

make/s me ＋ infinitive, make/s me ＋ adjective structure as possible.

1a Looking and saying

On page 102 is a picture of restaurants. Which one would you like to go? And why?

◆ I like to go to the one on the left because the music there would make me excited.

◆ I like to go to the one on the right because the music there would make me quiet.

◆ I like to go to the one on the left because the pictures there would make me tense.

◆ I like to go to the one on the right because the things there would make me happy.

1b Listening and completing

Listen to a conversation between Amy and Tina talking about eating in restaurants.

While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋

adjective structure” .

Tapescript

Girl1: I’m hungry, Amy.

Girl2: So am I. Why don’t we get something to eat?

Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers.

Girl2: Oh, Tina… I hate the Rockin’ Restaurant.

Girl1: Why? The food is great, isn’t it?

Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense.

Girl1: OK. So where do you want to go, Amy?

Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed.

Girl1: Not me. It makes me sleepy.

And now complete the unfinished sentences in the chart on page 102.

The Rockin’s Restaurant The Blue Lagoon

The awful pictures make Amy sad. The soft music makes Amy relaxed.

The loud music makes Amy tense. The soft music makes Tina sleepy.

Now you are supposed to read the tapescript. While reading, underline the expressions and circle the connectives.

1c Doing pairwork

What are your opinions about the two restaurants? Which on would you like better?

A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.

B: Me, too! Loud music makes me tense.

A: I agree! Loud music makes me uncomfortable.

A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating.

B: Me, too! Loud music makes me excited.

A: I agree! Loud music makes me happy.

2a Listening and numbering

3 4

2 1

A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103.

Tapescript

Boy: Did you and Amy have fun last night, Tina?

Girl: Well, John… yes and no.

Boy: Was Amy late as usual?

Girl: Yes, she was. And waiting for her made me angry.

Boy: Where did you go?

Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay. She said that loud music made he tense.

Boy: That’s funny. Loud music always makes me want to dance.

Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time.

Boy: Then did you go to the concert at the high school?

Girl: No. We decided to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad it made us cry.

Boy: Sad movies don’t make me cry. They just make me want to leave!

Girl: You sound just like my brother!

2b Listening and checking

You are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.

√Waiting for her made me angry.

√She said that loud music made her tense.

×Loud music makes me happy.

√Loud music always makes me want to dance.

√It was so sad it made me cry.

√Sad movies don’t make me cry. They just make me want to leave!

×It made me sad.

All right now, you are supposed to read the tapescript. While

Reading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expressions and blacken the connectives.

2c Doing pairwork

Go over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with.

John: Did you have fun with Amy last night?

Tina: Well…yes and no. She was really late.

John: Amy was late as usual, wasn’t she?

Tina: Yes, she was.

John: And waiting for her made me angry?

Tina: Yes, it made me angry.

John: What did you do?

Tina: First we went to the Rockin’ Restaurant.

John: Did you stay long there?

Tina: No, we didn’t because Amy didn’t want to stay.

John: Why?

Tina: She said that loud music made he tense.

John: That’s strange. Loud music always makes me excited and want to dance.

Tina: Me too.

John: So then you went to the Blue Lagoon as usually, didn’t you?

Tina: yes, you guess right.

John: It was quiet and the food was great there. Did you have a good time there?

Tina: Yes, we did.

John: Where did you go then?

Tina: I wanted to go to the concert at the high school. But Amy didn’t like to go there. We decided to go to the movies.

John: What movie did you watch?

Tina: We saw Remember Me Forever.

John: It was a really good movie, wasn’t it?

Tina: Yes, it was, but it was so sad it made us cry.

John: Sad movies make me want to leave!

Tina: You behave just like my brother!

3a Reading and answering

On page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expressions and, blacken the connectives and circle the “make/s me ＋ infinitive, make/s me ＋ adjective” structure.

Restaurant science

Restaurant owners have to know how to make food. They also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue ma ke people relaxed, so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurants, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day.

Now you are to answer the three questions on page 104 in the box.

1.What does the color red make most people feel? →The color red makes people

hungry. Red also makes customers eat faster.

2.Why do so many fast food restaurant paint their walls red, play loud music, and have hard seats? →Because red color makes customers eat faster, loud music makes people want to leave and hard seats also make customers want to eat quickly and leave.

3.Do you think it’s fair that some restaurants are designed to be uncomfortable. → No, I don’t think so. The restaurant owners are running the restaurants in order to make money. They want more customers to come to spend money in their restaurants.

3b Doing groupwork

Now let’s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.

A: The seats are very hard.

The white walls make me stressed.

B: Is it this classroom?

A: No, it isn’t.

B: Is it a hospital?

A: Yes, that’s right.

A: The house is very big.

The noise makes me tense.

B: Is it a railway station?

A: No, it isn’t.

B: Is it a dancing hall?

A: No, it isn’t.

B: Is it a therter?

A: Yes, that’s right.

4 Completing and surveying

1) How do you feel about pollution?

2) It makes me kind of angry. How about you?

3) It makes me want to join a clean-up campain.

A survey about…

How do you feel about…? You Zhao Mingyuan Li Baoguo

Pollution Makes me uncomfortable Makes me unhealthy Makes me headache

Heavy traffic Makes me tense Makes me go on foot Makes me stay indoors

Loud music Makes me excited Makes me shut my ears Makes me crazy

Endangered animals Makes me sad Makes me unable to fall asleep Makes me stop eating meats

Smoking Makes me sick Makes me stressed Makes me cry

People who keep you waiting Makes me angry Makes me hungry Makes me thirsty

Closing down by looking and saying

篇2：新目标英语九年级全套教案 新目标u15.doc(新目标版九年级英语教案教学设计)

Unit 15 We’re trying to save the manatees!

Part 1: Teaching design (第一部分：教学设计)

Structures: Review of structures

Target language: I think that animals should not live in zoos. I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.

Vocabulary: manatee, cheetah, kangaroo, chimpanzee, recycle, aquatic, habitat, gentle, aggressive, playful, furry, gray, enormous, strong, spotted, underwater, mangrove, vegetation, swamp, save, environment, educate, public, politely

Learning strategies: Classifying, Listening for specific information

Section A

Goals

● To review structures learned

● To listen and talk about animals

Procedures

Warming up by learning about animals

Animals are living things. Plants can make their own food or

energy from the light of the sun, but animals can't do this.

Animals have to eat plants or other animals to get energy to live.

Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat. We say that these animals are omnivores. Plants can't move around, but most animals can move around. Animals are divided into groups.

1a Looking and describing

On page 118 in the picture you will see a zoo with animals and visitors. Now choose adjectives listed in the box to describe the six animals.

African elephants

Chimpanzees

Kangaroos Manatees

Cheetahs Polar bears

enormous

noisy playful gentle,

shy

spotted,

fast

Furry,

aggressive

1b Listening and circling

Victor and Ginny are talking about animals. They are describing them with many different words.

Now listen to their talk and circle the words used in 1a to describe the animals.

星沙英语网整理

Tapescript

Boy: Hey, Ginny. What’s that big, furry animal in the pond?

Girl: It’s a polar bear, Victor. They’re kind of aggressive.

Boy: Are they? Looks like they really love water.

Girl: Uh-huh.

Boy: And what do you call those big, gray things in the water?

Girl: They’re called manatees.

Boy: What?

Girl: Manatees. They’re very gentle and very shy.

Girl: They’re cheetahs. The cheetah is the fastest animal on earth

1c Doing groupwork

We humans are animals, too. So we are like animals in some ways. Now in groups of four, you are going to think of an animal that is the same as you are in some ways. Then you are to describe the animal and the others are to guess its name.

A: I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.

B: You’re like an elephant.

A: No.

B: You’re like a manatee.

A: Yes!

A: I am like this animal because I am heavy and enormous. I like forests, and I like to go around the mountain.

B: You’re like a chimpanzee.

A: No.

B: You’re like an elephant.

A: Yes!

A: I am like this animal because I like spotted clothing and I run the fastest in my school.

B: You’re like a manatee.

A: No.

B: You’re like a cheetahs.

A: Yes!

2a Listening and matching

A boy is asking a man about animals he likes.

Tapescript

Boy: Can you tell us about the manatees, please?

Man: Sure. We’re trying to save them.

Boy: Why? Are they endangered?

Man: Yes. There used to be a lot of manatees, but now there aren’t very many of them.

Boy: Do you know how many there are?

Man: At this point, there are only about 2, 500 in the U.S. In 1927, it was discovered that they were endangered. Since then, the government has passed laws to protect them.

Boy: Where do they live?

Man: Their favorite habitat is the water under the trees in mangrove swamps.

Boy: And why are they endangered?

Man: Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them. As you can see, they’re large. The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day.

Boy: Aquatic feed?

Man: Oh, that’s underwater plants and vegetation. That’s what they eat.

Now listen to their talk and match the words with the definitions in the box on page 119.

1. endangered →b. there aren’t very many of them.

2. mangrove swamps → d. a place where trees grow in water

3. habitat → a. the place where something lives

4. aquatic feed → underwater plants and vegetation

2b Listening and completing

Next you are going to complete the chart on page 119 in the middle. Listen to the talk once more for the necessary information.

Kind of animal Manatee

Number 2,500 in the US

Habitat the water under the trees in

mangrove swamps

Reason why they are endangered Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them.

description The average manatee is about

ten feet long and weighs about

1, 000 pounds. They need

about 100 pounds of aquatic feed a day.

In the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expressions and circle all the connectives.

2c Doing pairwork

You are going to interview a zoo attendant. Now use the facts from above activities to role play a conversation between you and the attendant.

A: How big are manatees?

B: They’re about 10 feet long and they weigh about 1,000 pounds.

A: How much do they eat everyday?

B: They need about 100 pounds of aquatic feed a day.

A: What is Aquatic feed?

B: It is underwater plants and vegetation.

A: That’s what they eat?

B: Yes, it is.

A: Are manatees endangered?

B: Yes, they are endangered. But, we’re trying to save them.

A: Wait a moment. Why are they endangered?

B: Because their homes are disappearing.

A: Where do they live?

B: They live in the swamps. And they have become polluted. They are endangered also because there sometimes isn’t enough food for all of them.

A: I am sorry to hear that. There used to be a lot of manatees, but now there aren’t very many of them left, I think.

B: You are right. At this point, there are only about 2, 500 in the

U.S.

A: Are there any laws to protect them.

B: Since 1927 laws have been passed protect them.

A: Thank you for your information.

3a Reading and underlining

Turn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasons why Disgusted is opposed to zoos. While reading remember to box all the connectives, blacken all the predicates. That’s grammar study.

Dear Editor,

I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I've visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I don't think so.

Sincerely

Disgusted

3b Reading and writing

A man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. While reading, underline all the expressions, box all the connectives, and blacken all the predicates. That’s grammar study, too.

Dear Editor.

I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people. They provide homes for many endangered animals, and help to educate the public about caring for them. If we don’t support our zoos, they won't have enough money to take care of so many fine animas. I urge all of your readers to visit our wonderful zoo soon.

Sincerely, Animal friend

4 Debating

Next we are going to have a new activity-to debate.

Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B is to debate for keeping animals in the zoos for protection and education of the people.

Useful expressions

I think that… I agree with you.

I believe that… I disagree with you.

I feel that… I agree with…

A: I think that animals should not live in the zoos.

B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.

A: I don’t think so.

B: A zoo is a place where many different species of animal are kept and usually can be seen by members of the public.

A: Why can people go and see the animals in the forest?

B: In that case, more harm will be done to the animals.

A: Kept in the zoos animals are losing their natural nature of living.

B: Most modern zoos are also centers where animals are studied so that more animals in the forest could be saved and protected.

A: Some rare animals are dying out.

B: Yes, they are. Rare animals could be preserved when they are in danger of dying out.

A: You are right in saying that. But I still think that it is not right to put animals in the zoos. They belong to the forest, the river, the sky and the sea.

Closing by learning about Brown Eared-pheasant（褐马鸡）

To end this period we shall turn our attention to a rare animal found almost only in Shanxi, China, Brown Eared-pheasant, or褐马鸡 in Chinese.

This species qualifies as Vulnerable because it may have a small population, and although its numbers within protected areas appear to be stable, elsewhere remaining unprotected and isolated populations are declining (potentially rapidly) through ongoing habitat loss and hunting.

篇3：新目标英语九年级全套教案 新目标 Unit 12 (新目标版九年级英语教案教学设计)

Unit 12 You’re supposed to shake hands.

Part 1: Teaching design (第一部分：教学设计)

Structures: Supposed to ＋ infinitive

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

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

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

Learning strategies: Comparing, Listening for key words

Section A

Goals

●To learn to use the structure Supposed to ＋ infinitive

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

Procedures

Warming up by learning about the structure Supposed to ＋ infinitive

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

What are you supposed to do when you meet someone?

You’re supposed to kiss.

You’re not supposed to shake hands.

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

You should have asked what you were supposed to wear.

1a Looking, listening and matching

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

Tapescript

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

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

Boy1: Yeah.

Girl1: Well, in Brazil, friends kiss.

Boy1: What about in Mexico, Rodriguez?

Boy2: In Mexico we shake hands.

Boy3: We bow.

Girl2: And in Korea we also bow.

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

1b Listening and checking

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

Countries Customs

1. c Brazil a. bow

b. shake hands

c. kiss

2. b the United States

3. a Japan

4. b Mexico

5. a Korea

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

reading

circle the connectives and underline the expressions.

1c Doing pairwork

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

pairs tell

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

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

B: They’re supposed to bow.

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

B: They’re supposed to shake hands.

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

B: They’re supposed to shake hands.

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

B: They’re supposed to shake hands.

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

B: They’re supposed to kiss.

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

B: They’re supposed to wave their hands.

2a Listening and checking

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

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

for the mistakes Maria made there.

Tapescript

Boy: Hi, Maria. How was Paul’s party?

Girl: Oh, Dan, it was a disaster.

Boy: It was?

Girl: Uh-huh.

Boy: What happened?

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

Boy: Oh, so you were late.

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

Boy: I see.

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

Boy: And you were supposed to shake hands instead.

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

Boy: What’s wrong with that?

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

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

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

Maria’s mistakes

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

2b Listening and filling

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

tape one more time.

Tapescript

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

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

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

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

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

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

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

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

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

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

instead.

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

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

2c Doing pairwork

You are supposed to role play the conversation between Maria

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

activities 2a and 2b.

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

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

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

B: But in my country it’s different.

A: What is the difference?

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

A: So you didn’t arrive at 7:00..

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

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

other when we are only friends.

B: But I didn’t know that then.

A: What did you wear?

B: I wore a fancy dress.

A: What’s wrong with that?

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

and jeans.

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

3a Reading and filling

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

Teresa Lopez

From Cali, Colombia Marc LeBlanc

From Lausanne, Swizerland

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

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

And now you are supposed to fill in the chart.

Attitude about… Colombia Switzerland

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

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

Making plans with friends

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

3b Doing pairwork

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

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

B: Well, they have pretty relaxed rules.

A: Like what?

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

A: Could you give me an example?

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

A: Do they often visit friends’ house?

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

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

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

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

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

B: Because they’re the land of watches?

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

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

A: Yes, they do.

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

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

4 Doing pairwork

An exchange student from England is coming to your school for

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

with things he is supposed to do inside and outside the

classroom.

Items You are supposed to …

Greeting teachers Say, “Good morning” in the morning

Doing homework At home or in school after class

Phoning someone Say, “Ni Hao, I’m …”

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

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

Being on time Always on time or little earlier

Giving gifts Festival gifts being necessary

… …

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

chart you just filled in.

A conversation between you and an exchange student from Britain

A: How do you do?

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

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

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

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

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

A: Can I do it at class?

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

A: What do I have to do at class?

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

and to read Learning English!

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

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

A: But I am a native speaker of English!

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

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

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

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

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

A: “Ni Hao, I’m …”

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

A: What about visiting someone’s place?

B: Call first, and knock at the door.

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

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

A: Do I have to be on time?

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

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

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

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

to pass the exams, and the English grammar exams!

Closing down by competing

To end this English class you are supposed to take a

competition. You are supposed to say as many sentences with

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

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

Unit 4 What would you do?

Part 1: Teaching design (第一部分：教学设计)

Structures: Second conditional, Should for advice

Target language:

What would you do if you won a million dollars?

I’d give it to medical research.

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

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

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

Learning strategies: Matching, Listening for key words

SECTION A

Goals

●To learn to use Second conditional and Should for advice

●To listen and talk about imagined life

Procedures

Warming up by learning about Second conditional and Should for advice

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

The structure of a second conditional sentence

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

if clause main clause

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

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

main clause if clause

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

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

if clause if + subject + simple past verb*

main clause subject + would + verb

1a Talking about imaginary situations

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

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

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

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

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

1b Listening and numbering

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

Tapescript

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

Boy1: Wow, what a nice man!

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

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

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

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

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

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

1c Doing pairwork

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

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

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

I’d give it to medical research.

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

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

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

I’d volunteer at the hospital twice every week.

2a Listening and circling

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

Tapescript

Girl1: Where are you going, Larry?

Boy1: To Tom’s party.

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

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

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

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

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

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

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

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

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

Boy1: I guess I can do that.

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

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

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

2b Listening and checking

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

2c Doing pairwork

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

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

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

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

… …

3a Reading and matching

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

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

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

3b Thinking and role playing

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

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

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

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

4. Doing group work

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

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

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

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

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

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

… …

Closing down by taking a test on Second conditional

Match up the parts of the sentence

1. If I lost my job,

a) we'd both benefit.

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

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

d) we wouldn't be so behind technologically.

2. If I were in your position,

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

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

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

d) we wouldn't be so behind technologically.

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

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

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

c) we'd both benefit.

d) we wouldn't be so behind technologically.

4. If we spent more on Research and Development,

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

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

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

d) we wouldn't be so behind technologically.

5. If you spoke less and listened more,

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

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

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

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

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

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

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

c) we'd both benefit.

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

7. If we controlled our expenses a bit better,

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

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

c) we'd save a lot of money.

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

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

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

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

c) we wouldn't be so behind technologically.

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

9. If we opened an office in Tokyo,

a) we wouldn't be so behind technologically.

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

c) I'd be interested in working there.

d) we'd both benefit.

10. If you didn't take the job,

a) you'd regret it later.

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

c) we wouldn't be so behind technologically.

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

篇5：新目标英语九年级全套教案 新目标 Unit 7 (新目标版九年级英语教案教学设计)

Unit 7 Where would you like to visit?

Part 1: Teaching design (第一部分：教学设计)

Structures: Would and hope to for expressing desires

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

I’d love to visit Mexico.

I hope to go to France some day.

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

Learning strategies: Classifying, Role playing

SECTION A

Goals

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

Procedures

Warming up by learning Would and hope to for expressing desires

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

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

I hope to go to France some day.

I’d love to visit Mexico.

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

1a Writing and describing

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

More adjectives to be chosen from:

bad beautiful quiet testy long quick tricky tough bright magnificent

crazy mighty dizzy wasteful dull new wonderful nice sad nosy funny

great nutritious short silly gigantic ordinary strange pretty happy prickly horrible

1b Listening and filling

Where would Sam and Gina like to go on vacation?

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

Tapescript

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

Girl: Where would you like to go, Sam?

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

Girl: You would?

Boy: Sure. I like exciting vacations.

Girl: Wouldn’t that be dangerous?

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

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

Boy: That sounds peaceful.

Person Places Why

Sam Brazil Likes exciting vacations

Gina Florida Likes to relax on a beach

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

1c Doing pairwork

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

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

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

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

Girl: You would?

Boy: Sure. I like exciting vacations.

Girl: Wouldn’t that be dangerous?

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

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

Boy: That sounds peaceful.

2a Listening and numbering

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

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

Tapescript

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

Girl1: Yeah. That would be wonderful!

Boy1: Where would we go?

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

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

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

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

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

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

3 I love places where the people are really friendly.

4 I hope to see Niagara Falls some day.

2 I like places where the weather is always warm.

1 I hope to visit Hawaii one day.

Read the listening script and copy down all useful phrases.

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

2b Listening and matching

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

Place Reason to visit the place

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

__a__2. Mexico b. It’s too touristy.

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

2c Doing pairwork

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

A: I hope to visit Hawai some day.

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

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

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

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

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

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

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

3a Circling and underlining

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

TRAVEL SPOTLIGHT: PARIS

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

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

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

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

3b Doing pairwork

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

A: Where would you like to go?

B: I’d like to visit Kunming.

A: Isn’t it supposed to be very hot?

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

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

B: I’d like to visit Hong Kong.

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

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

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

B: I’d like to see Mexico City.

A: Isn’t it supposed to be exciting?

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

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

B: I’d like to see New York.

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

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

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

B: I’d like to fly to Sydney.

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

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

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

4 Doing pairwork

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

Talk to each other about your findings.

Pingyao

Things you like Things you don’t like

The Ancient Ming and Qing Streets

City Wall of Pingyao

Rishengchang Exchange Shop

Qiao's Compound

Wang's Compound

The Temple of the City God

Zhenguo Temple The pollution

The transportation

The fees

Closing down by reading a poem

Terrible Dream

I'm feeling rather ragged.

I'm feeling rather rough.

I'm looking like I stayed up late,

and didn't sleep enough.

I went to sleep at bedtime

and dreamt all through the night,

but when I woke this morning

I was feeling far from right.

For though I drifted quickly,

and slumbered long and deep,

I'm totally exhausted

'cause I dreamed I couldn't sleep!

--Kenn Nesbitt

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

Unit 6 I like music that I can dance to.

Part 1: Teaching design (第一部分：教学设计)

Structures: Relative clause with that and who

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

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

I love singers who write their own music.

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

Learning strategies: Listening for specific information

Transforming information

SECTION A

Goals

●To learn to use Relative clause with that and who

●To listen to and talk about music

Procedures

Warming up by studying “Grammar Focus”

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

Relative clause with that and who

What kind of music do you like?

Rosa likes music that’s quiet and gentle.

I love singers who write their own music.

We prefer music that has great lyrics.

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

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

1a Looking and circling

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

I like music that is written in China.

I like music that sounds sweet.

I like music that we can dance to.

I like music that isn’t too low.

I like music that has good lyrics.

I like music that we can easily sing along with.

I like music that is made by our music teacher.

…

1b Listening and checking

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

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

Tony √ √

Betty √ √

Tapescript

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

Tony: The Cool Kids? Do you like them?

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

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

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

Tony: The Lions. Their words are interesting and…

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

1c Doing pairwork

Now in pairs talk about the music you like.

A: What kind of music do you like?

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

A: I prefer music that has great lyrics.

A: What kind of music do you like?

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

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

2a Listening and circling

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

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

Tapescript

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

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

Boy: Hmmm… he’s okay…

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

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

Girl: Hmm. Well, I think he’s great.

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

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

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

2b Listening and completing

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

About The modern About Dan Dervish

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

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

2c Doing pairwork

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

A: Does Xu Fei like The Modern?

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

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

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

…

3a Reading and matching

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

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

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

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

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

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

3b Doing pairwork

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

A: What CD did you listen to recently?

B: I listened to one called Heart Strings.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

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

B: I listened to one called China China.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

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

4 Doing pairwork

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

My opinion Classmates who agrees

I like groups that dance to their songs. Ju Hongxia

I love singers who are tall and beautiful. Li Dongming

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

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

Closing down by singing a clean-up song

Clean-up,

Clean-up,

Everybody, Everywhere!

Clean-up,

Clean-up,

Everybody do your share!

篇7：新目标英语九年级全套教案 新目标 Unit 8 (新目标版九年级英语教案教学设计)

Unit 8 Where would you like to visit?

Part 1: Teaching design (第一部分：教学设计)

Structures: Phrasal verbs

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

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

Learning strategies: Taking notes, Personalizing

SECTION A

Goals

●To learn to use phrasal verbs

●To read about being a volunteer

●To listen and talk about clean up the city parks

Procedures

Warming up by learning about grammar focus

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

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

What is a phrasal verb?

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

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

1a Looking and reading

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

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

1b Listening and completing

You are going to listen to several conversations.

Tapescript

Conversation 1

Boy1: I’d like to work outside.

Girl1: You could help clean up the city parks.

Conversation 2

Boy2: I’d like to help homeless people.

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

Conversation 3

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

Girl1: You could visit them in the hospital.

Conversation 4

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

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

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

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

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

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

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

1c Doing pairwork

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

▲I’d like to work outside.

▲You could help clean up the city parks.

▲I could visit sick children in the hospital.

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

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

●I’d like to cheer up sick kids.

●I could visit them in the hospital.

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

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

2a Listening and checking

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

Tapescript

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

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

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

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

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

Boy2: That’s a good idea!

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

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

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

2b Listening and filling in blanks

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

1.We need to come up with a plan.

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

3. I’ll write down all our ideas.

4. We could put up signs.

5. I’ll hand out advertisements after school.

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

2c Doing pairwork

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

A: We need to come up with a plan.

B: Let’s have lunch first.

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

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

A: We could put up signs after school.

B: We’ll hand out advertisements at weekends.

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

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

3a Reading, underlining and circling

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

Being a volunteer is great！

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

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

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

3b Filling in the table

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

Name Loves Could

Hui Football Teach the pupils to play football

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

Joy Movies Show free movies to the villagers

Wei Music Play music to cheer people up

3c Doing pair

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

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

B: What do you like doing?

A: I love playing football.

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

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

B: What do you like doing?

A: I love writing stories.

B: Well, you could help write stories forcitizens.

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

B: What do you like doing?

A: I love seeing movies.

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

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

B: What do you like doing?

A: I love playing music.

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

4 Doing pairwork

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

Things I like to do Volunteer work I could do

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

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

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

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

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

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

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

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

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

Closing down by reading an English poem

Falling Asleep in Class

I fell asleep in class today,

as I was awfully bored.

I laid my head upon my desk

and closed my eyes and snored.

I woke to find a piece of paper

sticking to my face.

I'd slobbered on my textbooks

and my hair was a disgrace.

My clothes were badly rumpled

and my eyes were glazed and red.

My binder left a three-ring

indentation in my head.

I slept through class, and probably

I would have slept some more,

except my students woke me

as they headed out the door.

Kenn Nesbitt

篇8：新目标英语九年级全套教案 新目标 Unit 5(新目标版九年级英语教案教学设计)

Unit 5 It must belong to Carla.

Part 1: Teaching design (第一部分：教学设计)

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

Target language: Whose volleyball is this?

It must be Carla’s. She loves volleyball.

It could be Ted’s.

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

Learning strategies: Sequencing, Deducing

SECTION A

Goals

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

●To listen and speak making inferences

Procedures

Warming up by learning about modal verbs

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

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

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

eg: Yes, I can do that.

must

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

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

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

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

3. NO FUTURE FORM have to

1a Looking and writing

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

1b Listening and matching

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

Tapescript

Girl 1: Whose volley ball is this?

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

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

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

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

Girl 1: OK… and how about this CD?

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

1c Doing pairwork

In pairs practice the conversation in the picture on page 34

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

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

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

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

Next is the conversation making inferences.

Girl 1: Whose toy car is this?

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

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

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

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

Girl 1: OK… and how about this volleyball?

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

2a Listening and writing

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

Tapescript

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

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

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

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

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

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

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

Bob: You’re right!

2b Listening and filling

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

2c Filling and telling

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

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

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

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

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

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

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

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

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

3a Reading, numbering and circling

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

Subject: Thanks! From: Linda

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

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

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

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

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

Thanks,

Linda

3b Doing pairwork

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

A: What do you think “anxious” mean?

B: Well, it can’t mean “happy”.

A: It might mean “worried”.

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

A: What do you think “concert” mean?

B: Well, it can’t mean “music”.

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

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

4 Doing pairwork

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

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

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

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

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

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

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

Closing down by looking and saying

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

篇9：新目标英语九年级全套教案 新目标 Unit 11(新目标版九年级英语教案教学设计)

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

Part 1: Teaching design (第一部分：教学设计)

Structures: Indirect questions

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

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

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

Learning strategies: Listen for specific information, Cooperating

SECTION A

Goals

●To learn to use Indirect questions

●To learn to tell about places

Procedures

Warming up by learning grammar

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

get to the supermarket?

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

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

Do you know where I can buy shampoo?

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

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

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

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

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

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

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

1a Matching things with places

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

Where to…?

C buy shampoo

D get some magazines

E make a telephone call

G get a dictionary

D get some information about the town

C buy some writing paper

E buy some stamps

B save money

1b Listening and completing

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

Tapescript

Conversation 1

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

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

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

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

Girl1: Thanks a lot.

Boy1: No problem.

Conversation 2

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

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

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

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

Girl2: Thank you.

Boy2: You’re welcome.

Write your words here in the speech bubbles.

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

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

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

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

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

1c Doing pairwork

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2a Listening and numbering

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

Tapescript

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

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

Boy1: OK, great. Thanks a lot.

Boy2: You’re welcome.

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

Take the elevator to the second floor.

2 Turn left.

1 Take the escalator to the second floor.

Turn right.

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

3 Go past the bank.

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

2b Listening and drawing

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

2c Doing pairwork

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

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

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

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

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

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

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

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

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

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

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

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

3a Reading and listing

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

They’re all at the mall.

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

to talk to some students about why they go there.

Interviewer: Why do you go to the mall?

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

Interviewer: Oh? Why not?

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

Interviewer: And how about you?

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

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

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

Advantages disadvantages

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

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

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

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

I like to look at books in the bookstore.

3b Doing groupwork

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

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

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

A: Is that a good place to hang out?

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

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

B: We usually go to the bookstore.

A: Is that a good place to hang out?

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

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

B: I usually stay at home.

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

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

4. Directions challenge

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

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

B: Then it is the bookstore.

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

B: Then it is the Teachers College.

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

B: Then it is the lake.

Closing down by looking and saying

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

篇10：u14.doc(新目标版九年级英语教案教学设计)

Unit 14 Have you packed yet?

Part 1: Teaching design (第一部分：教学设计)

Structures: Present perfect with already and yet

Target language: Have you watered the plants yet? Yes, I have already watered them?

Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off

Learning strategies: Brainstorming, Role playing

Section A

Goals

●To learn to use Present perfect with already and yet

●To listen and talk about having a vacation

Procedures

Warming up by studying grammar

Grammar is so important that it should always be learned and made use of in class.

Today we shall learn to use “ Present perfect with already and yet”

Look at the two sentences:

Have you watered the plants yet? Yes, I have already watered them?

Do you understand the structure of the two sentences?

We shall make more sentences like those.

Have you finished your homework yet? Yes, I have already finished it?

Have you found your bike yet? Yes, I have already found it?

To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110.

1a Thinking and writing

Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack?

Think and write your ideas in the chart on page 110.

A beach vacation Sightseeing in a city

1. bathing suit 1. camera

2. umbrella 2. mobile phone

3. drinking water 3. bike

1b Listening and checking

A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”.

Tapescript

Woman: Have you packed the beach towels yet?

Boy: No, I haven’t. Can’t Judy pack them?

Woman: No, she’s busy. Could you please water the plants?

Boy: I’ve already watered them.

Woman: Oh, thanks.

Man: What about the travel guidebook and the street map?

Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet.

Man: That’s OK. I’ll get it. Have you packed the camera?

Boy: Yup. I’ve already put it in my suitcase.

Woman: Well, I guess that’s everything.

Boy: Almost everything. We haven’t locked the windows yet.

And now check√ the chores listed below the family have already done.

√Packed the camera √Watered the plants

× Locked the window √Bought a travel guidebook

× Bought a street map × Packed the beach towels

1c Doing pairwork

Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure.

A: Have you watered the plants yet?

B: Yes, I have already watered them.

A: Have you packed the camera yet?

B: Yes, I have already packed the camera.

A: Have you bought a street map yet?

B: Yes, I have already bought a street map.

A: Have you locked the window yet?

B: Yes, I have already locked the window.

A: Have you packed the beach towels yet?

B: Yes, I have already packed the beach towels.

A: Have you bought a travel guidebook yet?

B: Yes, I have already bought a travel guidebook.

2a Listening and writing

Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure.

Tapescript

Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina?

Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now.

Boy: Tina! You’re unbelievable. What about your bike?

Girl:I’ve already put it in the garage. But I haven’t locked the

garage yet. That’s your job, Mark.

Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash.

Girl: Have you fed the cat yet?

Boy: Not yet. I’ll do it in a minute. Have you turned off your radio?

Girl: Yes, I have. I think we’re almost ready.

Now on page 111write before the 6 sentences M for Mark or T for Tina.

1.No. I haven’t cleaned out the refrigerator yet.

2.I’ve already put it in the garage.

3.But I haven’t locked the garage yet.

4.I’ve already done most of my jobs.

5.Not yet. I’ll do it in a minute.

6.Yes, I have. I think we’re almost ready.

2b Listening and matching

To match the questions below with the answers above in 2a, you shall listen to the tape again.

Have you fed the cat yet? →5

What about your bike? →2

Are you ready, Tina? → 1

Have you turned off your radio? →6

2c Doing pairwork

To practice spoken English you are to role play a conversation using the information from 2a and 2b.

A: Are you ready, Tina?

B: No, I haven’t cleaned out the refrigerator.

B: No, I haven’t put the food in the garage yet.

B: No, I haven’t locked the garage yet.

B: No, I haven’t done my jobs yet.

B: No, I haven’t taken out the trash.

B: No, I haven’t fed the cat yet?

B: No, I haven’t turned off my radio yet.

3a Reading and underlining

Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it.

Subject: So busy！ From: Crystal

Hi Jake,

Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals-he and his family lived on the farm.

Anyway, I have to run now.

Take care,

Crystal

Now read the message again to blacken the expressions and circle the “Present perfect with already and yet” structure.

3b Doing groupwork

On page 112 in the middle is a chart with hours and chores done.

9:00 am Do my homework Water the plants Buy a newspaper

10:00 am Buy a newspaper Feed the dog Do my homework

11:00 am Feed the dog Do my homework Clean the room

12:00 noon

1:00 pm Water the plants Clean the room Water the plants

2:00 pm Clean the room Buy a newspaper Feed the dog

Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure.

A: Have you bought a newspaper?

B: Yes, I’ve already bought a newspaper.

A: Have you done your homework?

B: Yes, I’ve already done your homework.

A: Have you feed the dog?

B: Yes, I’ve already feed the dog.

A: Have you watered the plants?

B: Yes, I’ve already watered the plants.

A: Have you cleaned the room?

B: Yes, I’ve already cleaned the room.

4 Doing groupwork

What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done.

You Xu Lanfang Li Baoli

Things I have done Write a research paper Write a news report Go abroad

Things I haven’t done yet Visit my mother Find a friend Read a novel

Closing down by singing a song

Happy Birthday

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

篇11：新目标英语九年级全套教学设计Unit 1-15(新目标版九年级英语上册教案教学设计)

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

Part 1: Teaching design (第一部分：教学设计)

Structures: should ﹢ be allowed to

Target language:

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

I disagree. I think sixteen is too young.

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

No, I don’t.

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

Do you think…? I agree. I disagree.

I don’t agree.

Learning strategies: Reflecting Transforming information

Section A

Goals

●To learn to use should ﹢ be allowed to

●To listen and speak about school life

Procedures

Warming up by learning new words

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

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

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

Tense Subject Auxiliary Past

Participle

Singular Plural

Present The car/cars is are designed.

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

Past The car/cars was were designed.

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

Future The car/cars will be will be designed.

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

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

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

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

1a Reading and circling

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

1b Listening and circling

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

18.

Tapescript

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

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

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

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

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

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

Woman:Well, I guess so.

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

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

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

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

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

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

1c Doing pairwork

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

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

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

B: I agree. They are old enough.

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

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

A: I think teenagers should be allowed to drive.

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

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

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

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

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

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

2a Listening and checking

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

Tapescript

Molly: Larry is working late again tonight, Kathy.

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

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

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

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

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

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

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

have many friends.

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

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

Molly: Like you and me?

Kathy: Maybe.

2b Listening and numbering

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

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

page 19.

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

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

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

2c Doing pairwork

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

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

with your partner.

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

B: Yes, I think so.

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

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

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

B: Yes, I think so.

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

B: No, I don’t think so.

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

B: Yes, I think so.

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

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

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

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

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

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

3a Reading and writing

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

Jot down all the useful phrases form their dialogue.

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

3b Doing pairwork

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

A: What rules do you have at home?

B: Well, I’m not allowed to go out on school nights. How about you?

A: I’m not allowed to go out on school nights either. But I can watch TV with my sister.

A: What rules do you have at school?

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

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

4 Doing groupwork

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

Write their names in the chart on page 20

Closing down by reciting a kid poem

Another kid's poem

There is nothing under the bed

Or on your closet floor,

The monster is inside your head

Don't worry anymore.

It'll be there every night

In your dreams to give you fright

Every time you turn off the light

As long as you believe it.

There is no monster on the stairs

Nor anywhere down the hall

This old house just settles at night

You hear the creaks, that's all

You think you see a dragon peek

Through the window with a fang-ed beak

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

As long as you believe it.

Mama loves you, daddy, too

And you will grow up tall

Nothing's going to happen to you

We'll take care of it all.

You will be a fine young man

A brave little boy who never ran

Whatever you want to do, you can

As long as you believe it.

So listen to me now, you pooh

It's off to sleep right now with you.

Daddy knows what you can do

As long as you believe it.

SECTION B

Goals

●To read about rules of school

●To talk about rules of school

Procedures

Warming up by talking about rules

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

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

1a Reading and checking

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

Do you ever…

1.get to class late?

2.study with friends?

3.finish a test early?

4.worry that you’ll fail a test?

5.go home after school?

6.stay up until 11:00 pm?

7.stay at home on school nights?

8.watch TV every night?

9.clean up his room every morning?

1b Doing pairwork

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

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

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

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

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

2a Listening and circling

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

Tapescript

Man: What’s the matter, Peter?

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

Man: You are? Why?

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

Man: So?

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

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

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

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

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

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

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

2b Listening and matching

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

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

2c Doing group work

Read the statements and discuss them with your group members.

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

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

B: I don’t agree.

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

2.Students need strict rules.

…

3.Parents should not be too strict with teenagers.

…

4.Mary should not fail a math test.

…

5.We will miss the bus.

…

6.I have to walk to school.

…

7.We can talk to the teacher after school.

…

3a Reading and answering

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

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

3b Doing pairwork

Role play a conversation using information from 3a.

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

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

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

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

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

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

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

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

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

B: I also think that vacations should be longer.

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

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

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

B: OK! I agree with you!

4 Making a list of rules

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

1. Members are allowed to work with a group.

2. Members are allowed listen to English.

3. Members are allowed play games with their classmates.

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

5. Members are allowed sing English songs.

6. Members are allowed to write letters and emails.

7. Members are allowed act out simple dialogues.

8. Members are allowed listen to and understand stories.

9. Members are allowed to write simple sentences.

10. Members are allowed to imitate from the recording.

Closing down by learning an English poem

Get Up! Get Up!

“Get up! Get up! Get out of bed

you lazy bum, you sleepyhead.”

Yes, that is what my mother said

at eight-oh-five today.

She left the house and drove to work.

She'll soon be feeling like a jerk

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

Today is Saturday.

--Kenn Nesbitt

SELF CHECK

1 Filling in blanks

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

2 Reading and writing

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

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

3. Helping and learning

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

Dear Editor,

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

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

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

Sincerely yours,

John F. Ken

Just for fun

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

My Feet

My feet, my feet,

I love my feet.

I think they're great,

I think they're neat.

They're pretty, pink,

and picturesque.

They look so perfect

on my desk.

Unfortunately,

sad to tell,

they also have

a funny smell.

So though I'm fast,

and though I'm fleet,

and though at sports

I can't be beat,

no team will pick

me to compete,

because they always

smell defeat.

--Kenn Nesbitt

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

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

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

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

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

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

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

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

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

Part 2: Teaching Resources(第二部分:教学资源)

The Trouble with Teenagers

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

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

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

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

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

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

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

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

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

篇12：新目标英语九年级全套教案 新目标U 10.doc(新目标版九年级英语选修七教案教学设计)

教学综述

一. 本周教学内容：

Unit 10 By the time I got outside, the bus had already left.

一. 学习目标（Language Goal）

1. Learn to narrate past events. 学会描述过去所发生的事情。

2. Learn to express something with Past Perfect Tense.

学习使用过去完成时态。

3. Strengthen the consciousness of doing things regularly.

做事加强连续性，有条不紊。

二. 语言结构（Language Structures）

1. Past perfect Tense过去完成时

2. “By the time”和“when”引导的时间状语从句

三. 目标语言（Target language）

1. By the time she got up, her brother had already gone into the bathroom.

2. By the time she went outside, the bus had already gone.

3. By the time she got to class, the teacher had already started teaching.

4. When she got to school, she realized she had left her backpack at home.

5. Have you ever overslept?

6. Have you ever been late for school?

四. 重点词组（Key phrases）

1. by the time 到…时候为止

2. get outside 到外边

3. get to school 到学校

4. get up 起床

5. get into the shower 去洗澡

6. get home 到家

7. start doing/ to do sth 开始做某事

8. be late for 迟到

9. go off （闹钟）闹响

10. wake up 醒来

11. come out 出来，出现

12. run off 迅速离开，跑掉

13. on time 准时

14. in time 及时

15. come by （走）过来

16. give sb a ride 让某人搭车

17. break down 损坏，坏掉

18 show up 出席，露面

19. stay up 熬夜

20. a costume party 一个化装舞会

21. sth happen to sb 某事发生在某人身上

22. so …that … 如此…以至于

23. set off 出发，开始

24. April Fool’s Day 愚人节

25. get married 结婚

26. marry sb 与某人结婚

27. both …and… 二者…都…

28. get dressed 穿好衣服

29. on the first day 在第一天

五. 语法重点（Grammar Focus）

1. Past perfect Tense过去完成时

构成：had +过去分词（had没有人称和数的变化）

过去完成时可以表示过去某一时刻或某一动作之前完成的动作或呈现的状态。也就是说发生在“过去的过去”。既然过去完成时的动作发生在过去某一时间之前，那么，使用过去完成时就必须先有这样一个过去的时间。

e.g. I had finished my homework before supper.

我在晚饭前把作业做完了。

句中的supper既是过去某一时间，而had finished这一动作就是在supper之前完成的。如果只说I had finished my homework. 听者会觉得难以理解。由此可见，过去完成时是个相对的时态，它不能离开过去的时间而独立存在。

e.g. By the end of that year Henry had collected more than one thousand foreign stamps.

到那年年底，亨利已经收集了一千多张外国邮票。（过去时间是the end of that year）

e.g. When we got there, the football match had already started.

当我们到那里时，足球比赛已经开始了。（过去时间是when从句）

2. when和by the time引导的时间状语从句

by the time到…时候为止，指从过去某一点到从句所示的时间为止，这一时间段。

when 当…时候，指过去的某一时间点。从句用一般过去时，主句为过去完成时。

e.g. By the time she got up, her brother had already gone into the bathroom.

到她起床的时候，她的弟弟已经去洗澡间了。

By the time she went outside, the bus had already gone.

到她走到外面的时候，公共汽车已经走了。

When she got to school, she realized she had left her backpack at home.

当她到学校的时候，她意识到她把书包放在家里了。

（在这句话中，过去的时间点为“到校”的时候，“她把书包放在家里”则发生在“过去的过去”。）

3. How to narrate past events.

如何描述过去的事件。

描述过去的事件，首要注意一点是时态。由于事情发生在过去，因此一定要用过去的某种时态。但如果是直接引语（如在双引号“”之内），则根据当时的情况来决定。

请看例文1：

It was Sunday. I went to a pool to fish. I thought there must be some fish for me to catch. I held my fishing pole, waiting patiently. Suddently a big fish was caught. I was glad and put it into my little basket. Before long my sister came. Without a word she put back the fish into the water. I was astonished. I really thought she became mad. She ordered me to put down the fishing pole and led me to a place not far away. There stood a sign, reading “No fishing”. I realized that I was making a mistake.

（注意观察文中时态的应用）

例2：请大声朗读Section A 3a，并找出其中用到的时态。

六. 疑难解析（Key Points）

1. 关于get的词组小结

在本单元出现大量关于get的词组，要注意背诵

get to school 到学校 get to class 到班级

get into the shower 去洗澡

get outside 到外边

get home 到家

get up 起床

get married 结婚

get dressed 穿好衣服

2. I’ve never been late for school, but yesterday I came very close.

我上学从不迟到，但是昨天我险些迟到。

close adv. （副词）邻近地、接近地，意思是接近上课时间才到校。

3. Have you ever been an April fool?

你曾经做过愚人节傻瓜吗？

April Fool’s Day愚人节 每年的四月一日，在那天，如果被人愚弄的人就被称为April fool. （愚人节傻瓜）

4. He had changed the clock to an hour earlier.

他把表调快了一个小时。

change…to（into）… 把…变成…

e.g. Please change these sentences into English.

请把这些句子译成英文。

5. I only just made it to my class.

我刚好赶上上课。

only just“刚刚才、恰好”

eg. They’ve only just gotten up. 他们刚刚起身。

make it 办成功，做到、赶到

eg. You can’t make it to the other shore in this weather.

天气这样恶劣，你可到不了对岸。

6. Welles was so convincing that hundreds of people believed the story, and panic set off across the whole country.

Welles是如此地让人信任，以致于成百上千的人都相信了这个故事，进而激起了全国性的恐慌。

（1）so …that…句型中，so后面应加一个形容词或副词，意为“如此…以至于…”

eg. This book is so interesting that everybody in our class wants to read it.

这本书是如此的有趣以至于全班同学都想看看。（so+形容词）

He ran so fast that I couldn’t catch up with him.

他跑得那么快，以致于我跟不上他。（so+副词）

so…that引导的是表示结果的状语从句，但不一定要死套“如此…以至于”的模式来译成汉语。

eg. It was so dark that he couldn’t see the faces of his companions.

天太黑了，他不能看见同伴的脸。

（2）so that主要用来引导目的状语从句，其从句中的谓语动词通常和can, may, should等情态动词连用，而且主句和从句之间不使用逗号意为“以便，使能够”。

e.g. They set out early so that they might arrive in time.

他们早早地出发以便按时到达。

Let’s take the front seats so that we may see more clearly.

我们坐在前排吧，以便可以看得更清楚。

7. By the time the authorities revealed that the story was a hoax, thousands of people had fled from their homes.

当权威机构揭露这个故事是一个骗局时，成千上万的人已经逃离家园。

8. The TV star lost both his girlfriend and his show.

那个电视明星既失去了他的女朋友，也失去了他的电视节目。

both …and… 二者都

The First Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

oversleep

(2) Target Language

What happened?

I overslept. And by the time I got up, my brother had already gotten in the shower.

2．Ability Objects

(1) Teach the students to use the new words.

(2) Train the students to narrate past events with the Past Perfect Tense.

(3) Train the students' listening and speaking skills with the target language.

3．Moral Object

It's a good habit to go to bed early in the evening and get up early in the morning. So you'll never be in a hurry in the morning.

Ⅱ．Teaching Key Points

1．Key Vocabulary

oversleep

2．Target Language

Narrate past events with the Past Perfect Tense

Ⅲ．Teaching Difficult Points

1．Train the students to narrate past events with the Past Perfect Tense.

2．Train the students to understand the target language in spoken conversation.

Ⅳ．Teaching Methods

1．Thinking of examples from the students' real lives.

2．Making sentences by looking at the pictures.

Ⅴ．Teaching Aid

A tape recorder

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise the language points in Unit 8. Ask some questions like this: What volunteer work would you like to do? Help the students to answer, I'd like to …/I love to …/I hope to …

2．Practice the dialogue in Activity 3c on page 62 again. Get students to role play the similar dialogues with the following.

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

SB: What do you like doing?

SA: I love playing football.

SB: Well, you could help coach a football team for little kids. Let the children practice in pairs.

3．Check the students' homework by asking some students to read their sentences with the phrasal verbs. Then ask the students to hand in their homework.

4．Dictate the following words:

clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategy

Step Ⅱ 1a

This activity introduces new vocabulary which can be used to narrate past events. First write by the time on the blackboard, and tell the class the meaning of it.

“by the time” means not later than, before, as soon as, or when the indicated comes. When we use the words. “By the time … ,” we are talking about two different things that happened in the past. Say this sentence to the class; By the time the teacher came in, the students had begun reading English.

Tell them to note the struture “had begun” in this sentence. Begun is the past participle of begin. When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle. The words following By the time … talk about the thing that happened later. And tell the students when they use had plus a past participle, they are using the Past Perfect Tense. Also explain what is the past participle form of a verb for the students. Tell them it is as the same as the past form for a regular verb. And they have to remember the irregular verbs' participles one by one.

Play a game to help the students understand the sentences with the words By the time … Do it like this:

Pretend that the teacher will leave the classroom and the students will do some things. When the teacher returns, the class will make statements starting with By the time …

Write By the time I came back … on the blackboard.

Say to the class, By the time I came in, what had happened?

Help one student to answer like this,

By the time the teacher came in, Don had written his name on the blackboard.

Then get more students to answer differently, such as,

By the time the teacher came in, we had discussed an English problem.

By the time the teacher came in, I had drawn a picture.

Write these sentences on the blackboard, and teach the students to read several times.

Read the instructions to the students and read these questions to the class as well, What do you usually do in the morning before school? Do you like morning? Why or why not?

Choose one good student to answer them by saying something he or she usually does in the morning.

He or she may answer like this,

I usually get up early, wash my face and have breakfast. I like mornings because the air is fresh. or I usually get up as late as possible. Then I have to wash my face and have breakfast in a hurry. I often rush to school without breakfast. Sometimes I forget something at home. I don't like morning, because I am always too busy.

Then have the whole class practice in pairs. Ask each other the questions.

After they finish talking, ask one or two pairs to say their conversations to the class. Correct the mistakes they may make with the other students.

Call the students' attention to the pictures in Activity 1a. Ask students to tell what they see.

Say, Any sentences which make sense are accepted to describe the pictures. The girl in the pictures is Tina. Present the new words by providing sentences showing the meanings of them like this: T; What can you see in Picture 1?

S1: She slept a long time.

T: That's correct. She slept too late. She overslept. Class repeat. She overslept.

Ss: She overslept.

T: What do you see in Picture 2?

S2: Her brother or sister is in the bathroom

T: That's correct. She wants to go into the bathroom. She can't because someone is taking a shower. Class repeat. Someone is taking a shower.

Ss: Someone is taking a shower.

Write these words on the blackboard:

overslept, taking a shower, had left, left her backpack at home.

Then tell students to talk about the pictures in groups of four. Move around the classroom, listening to students and offering help. Make sure that they talk in English.

After they all finish talking, ask different groups to tell the class about the pictures. They may say like this:

Tina overslept in the morning. She wanted to go to the bathroom, but her brother had already gotten in the shower. When she got to the bus stop, the bus had already left. She had to run to school. After she got to school, she realized she had left her backpack at home. The sentences can vary, but should be correct.

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation.

Ask the students to read the instructions together. Have them look at the two columns, A and B. in the chart. Point out the sample answer. Read the two parts of the sentence.

Then go over the other unconnected parts of sentences, too.

You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column. Please guess the other two sentences before I play the tape.

I guess most of the children can get the correct sentences by guessing. So just let them guess. Don't tell them whether their answers are right or wrong.

OK, just keep your answers by guessing. Let's decide if they are right by listening to the tape now.

Play the recording for the first time. Students only listen. Then play it a second time. Let students match two parts of each sentence. Check the answers by asking some students to tell their answers. Make sure that all of them have got the correct answers by listening. Say congratulations to the students who get the answers correctly by guessing.

Answers

1．b 2．a 3．c

Tapescript

Boy: Hi, Tina. You look stressed out.

Girl: I am. I had a bad morning.

Boy: Really? What happened?

Girl: Well, first of all I overslept. By the time I got up, my brother had already gotten in the shower.

Boy: Oh, what a pain!

Girl: So, after he got out of shower, I took a quick shower and got dressed. But by the time I went outside, the bus had already left.

Boy: Oh, no!

Girl: Oh, yes! So I ran all the way to school. But when I got to school, I realized I had left my backpack at home.

Boy: No wonder you look stressed out.

Step Ⅳ 1c

This practice provides guided oral practice using the target language.

First play the recording in Activity 1b again and let the students read after it. Do it at least twice.

Then read the instructions together with the whole class.

You will make conversations in pairs. Each of you will have to take turns being Tina. Look at the pictures in Activity 1a to help you. Tell your partner what happened to you this morning. Ask a pair to read the example to the class before they begin.

SA: What happened?

SB: I overslept. And by the time I got up, my brother had already gotten in the shower.

Write the conversation on the blackboard.

Have the students work in pairs. Move around the room offering language support as needed.

After they all finish talking, ask some pairs to say their conversations to the class.

Step Ⅴ Summary

Say, In this class, we've learned how to narrate past events, using the Past Perfect Tense. We've also done some listening practice in understanding the target language in spoken conversation. Also, we've done much oral practice using the target language.

Step Ⅵ Homework

1．Write out the story of Tina, Note to use the target language.

2．Revise when to use the Past Perfect Tense and the verb structure of it.

Step Ⅶ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The First Period

1．By the time …

By the time the teacher came in, the students had begun reading.

By the time the teacher came in, Don had written his name on the blackboard.

By the time the teacher came in, we had discussed an English problem.

2．Some words to describe the pictures

overslept, taking a shower, had left, left her backpack at home.

3．Target Language:

A: What happened?

B: I overslept. And by the time I got up, my brother had already gotten in the shower.

The Second Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Target Language

By the time she got to class, the teacher had already started teaching.

When she got to school, she realized she had left her backpack at home.

When I got home, I realized I had left my keys in the backpack.

(2) The Three Forms of the verbs.

2．Ability Objects

(1) Train the students' listening skill.

(2) Train the students' writing skill with the target language.

(3) Train the students' speaking skill.

(4) Train the students to use the three forms of the verbs.

3．Moral Object

Try to be a careful person and do everything carefully. Remember not to be as careless as Tina.

Ⅱ．Teaching Key Points

1．Listening practice with the target language.

2．Use the correct verb forms to fill in the blanks by listening.

3．Make sentences using the Past Perfect Tense.

4．The three forms of the verbs.

Ⅲ．Teaching Difficult Points

1．Write an ending for the story in Activity 2c.

2．The three verb forms in Grammar Focus.

Ⅳ．Teaching Methods

1．Listening

2．Pairwork

Ⅴ．Teaching Aids

A tape recorder

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68.

They may say like this:

Tina had a bad morning. First of all she overslept. By the time she got up, her brother had already gotten in the shower. And by the time she went outside, the bus had already left. She had to run all the way to school. When she got to school, she realized she had left her backpack at home. All these made her look stressed out. After that, ask the whole class to work in pairs. telling the stroy and helping each other in turns. Remind them to use the correct verb forms.

2．Ask students to check each other's homework in pairs, pointing out all the mistakes they might have made.

3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is.

Step Ⅱ 2a

This activity provides guided listening practice using the target language.

We have known Tina had a bad morning. But something worse happened to Tina later. Let's go to Activity 2a on page 69 and see what happened to Tina later in the morning.

Read the instructions to the class. Be sure that all of them know what to do. Call the students' attention to the four pictures. Get them to guess the correct order of the pictures first. The first one is given as a sample. Ask one or two children to tell their stories by describing the pictures according to their own order.

Then, we will hear Tina talking about what happened to her after she got to school. We can see there is a small box in each picture. Please write a number from 1 to 4 in each box to show each picture's correct order. The first one has been given as a sample. Get the children to get ready to listen to Tina continue her story.

Play the recording the first time, students only listen. Play the recording again and ask the children to number each picture. Check the answers with the class and see who have ever got the correct answers without listening.

Answers

The pictures should be numbered in this order:

3 1 2 4

Tapescript

Boy: So then what did you do, Tina?

Girl: Well, I ran home to get my backpack. But when I got home, I realized I had left my keys in the backpack.

Boy: You're kidding!

Girl : So I ran back to school without my keys or my backpack. And by the time I got back to school, the bell had rung.

Boy: Oh, no!

Girl: And by the time I walked into class, the teacher had started teaching already. She asked for our homework, but of course I didn't have it.

Step Ⅲ 2b

This activity gives students practice in understanding and writing the target language.

Ask the students to read the instructions together. Point out the blanks in the sentences and the verbs in the brackets.

This activity has two parts. First let's fill in the blanks with the correct verb forms. We can see some verbs in the brackets. They are the base forms of the given verbs. For example, get and got, Get is the base form of the verb. Your job is to write the correct forms of these verbs in the blanks. Look at number one. A sample answer is given.

Let the students fill in the blanks with the correct forms individually.

Move around the classroom collecting the common mistakes they may make.

After they all finish writing, tell them to get ready to listen to the conversation and check their answers.

I will play the recording again. Please check your answers and correct any mistakes you might have made while listening. Play the recording. Students listen and check their answers. Correct the answers by asking seven different students to say theirs to the class.

Answers

1．got home 2．realized 3．had left 4．got 5．had rung 6．walked 7．had started

Step Ⅳ 2c

This activity gives students oral practice with the target language.

Ask the whole class to read the instructions together.

We have a new task now. We know Tina was late for class. What do you think happened after Tina was late for class Work with a partner. Make up an ending for the story by continuing it. The beginning has been given.

Get students to discuss in pairs, Complete the ending. Make sure they are talking in English. Move around the classroom, offering language support if needed. After ten minutes, ask students to stop discussing. Get some pairs of students to tell the class how they think the story ended. And let the whole class decide whose ending is the best. Tell each pair to write down their ending, or do it after class if time is not enough.

Sample ending of the story

The teacher looked at Tina and said, “Why are you late and where is your homework, Tina?”

“I had a bad morning today. ”Tina said sadly.

“I'm sorry to hear that, but may I know what happened?”said the teacher.

Then Tina told the teacher and the whole class her story. All her classmates laughed loudly after it. Some of them said,“Poor Tina!”

Bob, one of Tina's classmates, stood up and said, “ Well, Tina, I'd love to help you. Why not let me keep the keys for you? I would put your keys in my backpack. ”

Step Ⅴ Grammar Focus

This activity introduces the target language of this unit. Call students' attention to the sentences on the left. Ask four different students to read the four sentences and point out where had plus a past participle is used. Write the sentences on the blackboard.

Draw a simple time line for each sentence to help students to understand the grammar focus. For example:

Then get the students to look at the box. Teach students to read the three forms of each verbs first. Then ask several students to read the verbs to the class to see if they can read. Write the verbs on the blackboard.

Ask the students to make sentences correctly using each form of the verbs in the box. For example:

I usually get up at 6:30.

I got up at 5:30 yesterday.

By the time I got up, my sister had already gotten in the shower.

Tell the students when we talk about the first thing that happened. We use had plus a past participle (had gotten) and when we talk about the second thing that happened, we use the simple past tense (got up) . Ask some to read their sentences to the class.

Ask the students to make their own lists of other verbs used in this unit. Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section. The lists have to include these verbs: leave, walk, start, oversleep, ring, be.

Check the answers.

Some sample sentences with the three verb forms

1．I got up at 6 : 30 every day.

I got up at 6 : 00 yesterday.

By the time I got up, my sister had already gotten in the shower.

2．We usually go to school at 7 : 30.

We went to school at 8:30 yesterday.

By the time we got to the classroom, the students had gone to the chemistry lab.

3．My father leaves home at 8:30.

He left home at 9:30 this morning.

When my father went outside, the bus had left.

4．The teacher often starts teaching at 9:00.

The teacher started teaching at 8:30 the day before yesterday.

When Tina got to class, the teacher had already started teaching.

The three forms of the verbs used in this unit:

leave left left

walk walked walked

start started started

oversleep overslept overslept

ring rang rung

be was/were been

Step Ⅵ Summary

Say, In this class, we've done much listening and writing practice with target language. We've also done some oral practice in pairs. And we've discussed the Grammar Focus of this unit.

Step Ⅶ Homework

1．Write down the ending of Tina's story.

2．Make sentences using each form of the verbs below:

leave, walk, start , oversleep, ring, be

3．Review the Grammar Focus.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The Second Period

Target Language:

1．By the time she got up, her brother had already gone into the bathroom.

2．By the time she went outside, the bus had already gone.

3．By the time she got to class, the teacher had already started teaching.

4．When she got to school, she realized she had left her backpack at home.

Verbs:

get got gotten

go went gone

leave left left

start started started

The Third Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

bell, ring, go off, rush, run off, on time, give sb. a ride, lock, break down

(2) Target Language

By the time I got there, the bus had already left.

By the time I woke up, my father had already gone into the bathroom.

2．Ability Objects

Train the students' reading skill with target language.

Train the students' speaking skill with target language.

3．Moral Object

Have you ever done anything carelessly?

Share your story with your friends.

Ⅱ．Teaching Key Points

1．Guide the students to read the article in activity 3a.

2．Help the students do the oral practice with the target language.

Ⅲ．Teaching Difficult Points

1．Help improve the students' reading skill by, Activity 3a.

2．Help the students describe what has happened to them with the target language.

Ⅳ．Teaching Methods

1．Get the main idea by reading.

2．Pairwork.

Ⅴ．Teaching Aid

A projector

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise what happened to Tina by asking several students to tell the story.

2．Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard.

3．Check homework by asking one or two to read their own endings of the stroy.

4．Check homework by asking some students to read the sentences which they made.

5．Ask the students to hand in their homework.

Some sample sentences with the verbs used in this unit:

1．I leave home at 7:30 every morning.

I left home at 8:00 this morning.

By the time I got to the airport, the plane had left.

2．I walk to school sometimes.

I walked to school yesterday afternoon.

When I got there, the sick girl had walk away.

3．The meeting start at 3: 00 every Wednesday afternoon.

The meeting started at 3: 30 last Wednesday afternoon.

As soon as Mr. Jones got to the meeting room, the meeting had already started.

4．Tina seldom oversleeps.

Tina overslept this morning.

Tina said she had never overslept before.

5．The bell rings at 8:10 every morning.

The bell rang at 7:10 this morning.

When I got to school, the first bell had rung.

6．I am here now.

I was at home last night.

I had been here for 20 years by the end of .

Step Ⅱ 3a

This activity provides reading and writing practice using the target language.

Show the vocabulary on the screen by a project:

bell n 钟；铃

ring v. 鸣；响

go off 闹钟(闹响)

rush v. 冲；奔

rush off 跑掉；迅速离开

on time 准时

give sb. a ride 让某人搭便车

lock v. 锁；锁上

break down 损坏；坏掉

Point to the words one by one and teach the students to read them. Do it several times. Then ask several students to read the words to see if they can pronounce each word correctly.

Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the stroy and write the events in the correct order. Have a look at the sample answer on the right of the article before you start. Then let the children complete the work on their own. After a while; ask some students to report their answers to the class. Write the events on the blackboard as they report, putting the events in the correct order.

After checking the answers, tell students to read the article again more carefully. Tell them to find out the words or sentences which they can't understand this time.

A few minutes later ,let the students ask questions on the words and sentences which they can't understand. Do some explanation and make sure that the students make everything clear about the article. Then ask the students to read the article aloud. Move around the classroom while they are reading, offering help as needed. Next ask students to pick out the sentences with the Past Perfect Tense. Tell them to underline them and come up with the reason to use the tence.

Ask two students to read their answers and explain the sentences.

Answers

1．alarm clock didn't go off

2．father went to bathroom

3．woke up late

4．took shower

5．had some breakfast

6．bus left

7．ran to bus stop

8．started walking

9．got a ride with a friend

10．bell ringing

11．got to school

12．got to class

Sentences with the Past Perfect Tense in the article:

1．…by the time I woke up, my father had already gone into the bathroom and …

2．Unfortunately, by the time I got there, the bus had already left.

Step Ⅲ 3b

This activity provides reading and writing practice using the target language.

Call the students' attention to the photo of the woman sleeping. The girl is sleeping. She may oversleep. How about you? Have you ever overslept?

Get a students to answer the question simply, such as Yes, I have. /No, I haven't.

Then ask one student to read the instructions to the class.

We can see six questions in the box.

You'll have to read the questions in the box and you have to describe the circumstances in which these things happened. Explain that describe the circumstances means to tell when, where and how the things happened.

Ask one student who has ever overslept to answer the first question and describe the circumstance. Help him or her use the Past Perfect Tense to describe the circumstance.

Then ask students to read the questions and write their answers in their exercise books. Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description. Move around the classroom providing sentences to the ones who need. Ask several students to share their stories with the class. Correct any mistakes they may make. Let them check the answers in pairs.

Step Ⅳ 3c

This activity provides listening and speaking practice using the target language. Ask the whole class to read the instructions together. Then call the students' attention to the sample conversation on the right. Ask a pair of the students to read the conversation to the class. Please ask your partner the questions in Activity 3b. Ask more questions if he or she says “Yes”.

Ask the students to work in pairs. Encourage them to ask as many questions as they can. As they work, move around the room offering help and answering questions as needed. Ask some pairs to say their conversations to the class.

Step Ⅵ Summary

Say, In this class, we've learned an article. And we've done much practice in reading, listening, speaking and writing. We've done much practice with the target language.

Step Ⅶ Homework

1．Write the answers to the questions in Activity 3b.

2．Write a conversation in Activity 3c.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The Third Period

Answers to Activity 3a:

1．alarm clock didn't go off

2．father went to bathroom

3．woke up late

4．took shower

5．had some breakfast

6．bus left

7．ran to bus stop

8．started walking

9．got a ride with a friend

10．bell ringing

11．got to school

12．got to class

The Fourth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

costume, show up, exhausted, embarrassed, empty, fool, April Fool's Day, go off, stay up

(2) Target Language

When I got there, I found that he had fooled me.

After an hour, the other kids showld up, and I realized that my brother had fooled me.

By the time I got to match class, I was exhausted because I had stayed up all night studying.

I found out that my friend had fooled me.

2．Ability Objects

(1) Train the students' writing, listening and speaking skills with the target language.

(2) Train the students to use the new vocabulary.

3．Moral Object

Have you ever been fooled on April Fool's Day? Share your story with your friends.

Ⅱ．Teaching Key Points

1．Train the students' listening and speaking skills with target language.

2．Teach the students the new vocabulary.

Ⅲ．Teaching Difficult Points

1．Guide listening and oral practice using the target language.

2．Help learn to use the new vocabulary correctly.

Ⅳ．Teaching Methods

1．Listening

2．Pairwork and groupwork

Ⅴ．Teaching Aid

A tape recorder

Ⅵ.Teaching Procedures

Step Ⅰ Revision

1．Revise the article in Activity 3a on page 70 by asking several students to read it.

2．Dictate the following words and phrases:

bell, ring, go off, rush, run off, on time, give sb. a ride lock, break down.

3．Check the homework.

Step Ⅱ 1a

This activity reviews vocabulary, introduces some new vocabulary, and provides writing practice.

Read the instructions to the students. Remember to read the sentence in the brackets. Point to the chart with the three headings-Nouns, Verbs and Adjectives. Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives.

Teach the students to read the new vocabulary below:

costume, show up, exhausted, embarrassed, empty, fool.

April Fool's Day

Write them on the blackboard or show them on a screen by a projector while teaching. Tell the children the meaning of each word and do a little explanation.

Then call the students' attention to the list of the words on the left. Ask a student to read them and tell the meanings at the same time. Find out the words which the students don't understand and give some explanation.

Please put these words in the correct columns in the chart. Some words can be put in more than one column.

Get a student to read the sample answers to the class before they start say, Fool can also be a verb. For example, He fooled me. So it is pat in both Column Nouns and Column Verbs.

Ask the students to complete the chart on their own.

Correct the answers by asking three students to read their answers to the class.

Answers

Nouns: fool, costume, change, clock

Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up

Adjectives : embarrassed, empty, exhausted

Step Ⅲ 1b

This activity provides guided oral practice using the target language.

Ask a student to read the instructions to the class.

Ask another student to read the example on the right.

Work in pairs now. Tell your partner about something that has happened to you recently. Note to use two or more phrases from the list in Activity 1a. Get the students to talk in pairs. Move around the classroom checking their work and offering language support as needed.

After they all finish talking, ask some pairs to say their conversations to the class.

Step Ⅳ 2a

This activity provides guided listening practice using the target language. Say something about April Fool's Day to the students like this:

Every year on the first tit April, Americans do silly things to surprise each other. For example, someone might tell you to go to the teacher's office to get your new book. But there is no book at all !Call the students' attention to the four pictures. Ask the student, what is happening in each picture.

Ask four different students to describe the pictures. For example, they can describe Picture 1 like this:

A boy was told to take part in a costume party. So he dressed himself up like a monster. But when he got there, he found that his friend had fooled him. It wasn't a costume party. He frightened the others. Read the instructions to the class.

You'll listen to three boys, Dave, Nick and Joe, talking about April Fool's Day. There is a box under each picture where you can write each boy's name. Now listen to the tape and write the name of each boy under his picture. I have to tell you there will be one picture without a name under it.

Tell them to see the example for Picture c. Play the tape the first time. The students only listen. Then play the tape again. Ask the students to write each boy's name in the correct box. Check the answers by asking different students to tell their own answers.

Answers

a. No name b. Joe c. Nick d. Dave

Tapescript

Boy 1 : Have you ever been an April fool, Dave?

Boy 2 : Yes, I have. A friend once invited me to a costume party. When I got there, I found that he had fooled me. It wasn't a costume party. I was the only person wearing a costume. I was really embarrassed. How about you, Nick?

Boy 1: Well, last April Fool's Day, when my alarm went off I got up, took a shower, got dressed, and went to school. But when I got there, the school was empty. I was the only one there. After an hour, the other kids showed up, and I realized that my brother had fooled me.

Boy 3: He had?

Boy 1: Uh-huh. He had changed the clock to an hour earlier. What happened to you on April Fool's Day, Joe?

Boy 3: Well, I was sick last April first. My friend called me and told me we had a maths test the next day. By the time I go to maths class, I was exhausted because I had stayed up all night studying. Then I found out that my friend had fooled me. We didn't have a test at all!

Step Ⅴ 2b

This activity provides guided listening practice using the target language.

Read the instructions to the class. There are six phrases in the box. Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording. And write “D” for Dave, “N” for Nick and “J” for Joes on the short lines before the phrases. Look at the first one. The answer has been given as a sample.

Play the recording the first time. The students only listen. Then play the recording again. Ask the students to write the letters in the blanks. Ask six different students to report their answers to the class. Check the answers with the class.

Answers

1．D 2．N 3．J 4．J 5．D 6．N

Step Ⅵ 2c

This activity provides oral practice using the target language.

First play the recording again. Pause after each sentence and get the students to repeat.

Do it at least twice.

Ask a student to read the instructions to the class. Then have them look at the sample conversation on the right. Ask a pair of the students to read and try to continue it like this:

SA: What happened to Dave on April Fool's Day?

SB: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. It wasn't a costume party. He was the only person wearing a costume. He was really embarrassed.

Then ask the students to work in pairs. Each pair makes two. conversations using information from the earlier activities.

Move around the room as they work, offering help as needed. Ask one or two pairs to say their conversations to the class.

Step Ⅶ Summary

Say, In this class, we've learned some new words. And we've done much listening and oral practice. We have enjoyed some interesting stories happened on April Fool's Day.

Step Ⅷ Homework

1．Write something that has happened to you recently. Use two or more phrases from the list in Activity 1a.

2．Write a conversation in Activity 2c.

Step Ⅸ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section B

The Fourth Period

1．Answers to Activity 1a:

Nouns: fool, costume, change, clock

Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up

Adjectives: embarrassed, empty, exhausted

2．Target language:

A: What happened to Dave on April Fool's Day?

B: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. it wasn't a costume party. He was the only person wearing a costume. He was really embarrassed.

The Fifth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

announce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, show, marry, thrill, get married, reply, ending

(2) The reading passages about April Fool's Day.

(3) W rite stories happened on April Fool's Day.

2．Ability Objects

(1) Train the students' reading skill.

(2) Train the students' writing and speaking skills.

3．Moral Object

Try to collect the jokes happened on April Fool's Day and share them with your friends.

Ⅱ．Teaching Key Points

1．Teach the students the new vocabulary.

2．Help the students understand the three articles.

3．Guide the students to write stories happened on April Fool's Day.

Ⅲ．Teaching Difficult Points

1．Help the students understand the three articles.

2．Help the students write the stories happened on April Fool's Day.

Ⅳ．Teaching Methods

1．Reading method.

2．Write a passage using the notes.

3．Tell jokes.

Ⅴ．Teaching Aids

A project and a tape recorder.

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise the three boy's stories happened on April Fool's Day. Ask three different students to tell their stories to the class.

2．Check the homework. Ask some students to read their stories and conversations to the class. Then have them check each other's homework in pairs.

Step Ⅱ 3a

This activity provides reading practice using the target language.

Show the new words and expressions on the screen by a projector.

announce v. 宣告；通告

describe v. 描述；描绘

convince v. 使确信；使信服

panic n. 恐慌；惊恐

set off 激起；引起

authority n. 权威机构；行政管理机构

reveal v. 揭示；揭露

hoax n. 骗局；恶作剧；玩笑

flee n. 逃跑；逃走

spaghetti n. 意大利式细面条

girlfriend n. 女朋友

show n. 演出；展示；炫耀

marry v. 嫁；娶；与……结婚

thrill v. 回答；答复

ending n. 结局；结尾

get married 结婚

reply v. 回答；回复

Call the students' attention to the screen.

Point to the words on the screen one by one.

And Teach the students to read the words several times. Make sure that the students can read each word correctly.

Read the instructions to the students.

You'll have to read three articles. The three articles are about three different stories happened on April Fool's Day. Not all of them are true. Tell which of these stories is the most believable and which is the least believable. And you have to tell the reasons as well. At last, think over if you would be fooled by any of the stories.

Read the first article to the class. The students look at their books, listen to the teacher and find out the answers to the questions in the instructions.

After reading, ask the students if it is believable and why. Ask several students to tell their opinions on the believability of the first article. They may say like this: I think it is believable because the exact time and person's name are given in the first sentence. or, I don't think it's believable because I think no one dared to fool the people like that.

Do the same with the two articles left. Ask two good students to read the articles instead of the teacher. Elicit students' reasons for their answers. At last tell the students the correct answer.

Answers

The first story really happened. The radio program was called “The War of the World. ”

Step Ⅲ 3b

This activity provides reading and writing practice using the target language.

Read the instructions to the class. Play the recording again to help the students, Ask three different students to read the notes to the class.

Help the students make sentences with the notes first.

Look at the first line of the notes, please. Let's see what happened first by making sentences using the notes.

Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick. For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school. Then go on with the second line. They may say:

But when he got to school, the school was empty, An hour later, the other kids showed up.

The sample sentence for the third line.

He realized that his brother had fooled him.

After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b. using the notes below. As they write, move around the room offering help and answering questions as needed.

After around ten minutes, ask a student to read the completed article to the class. The rest of the class help correct the mistakes the student may have made. Get them to check each other's writing carefully in pairs.

A sample answer

On April Fool's Day Nick's alarm went off. He got up and took a shower. Then he got dressed and went to school. When he got to school, the building was empty. An hour later the other kids showed up. Then he realized that his brother had fooled him. His brother had set his alarm an hour earlier.

Step Ⅳ 3c

This activity provides writing practice using the target language.

Read the instructions to the class. Be sure that the students know what they are asked to do. At first, have the students think what they might write about.

Then tell them to make a list of ideas before starting writing. The list should include the three parts, what happened first, what happened next, and what you finally realized. They can use the notes in Activity 3b as samples.

Write a sample list on the blackboard:

What happened first; school gate/met Don/Li Lei/waiting for/on the playground/ran to the playground.

What happened next: got to the playground/no one was there.

What I realized: Don/fooled me Next ask the students to write their jokes. Tell them they can use the article they wrote for Activity 3b as a model. After they start to write, move around the room providing help as needed.

Ask some students to read their' articles to the class. Correct as many of the articles as possible in class.

A sample writing

On April Fool's Day I met Don at the school gate. He told me that Li Lei was waiting for me on the playground. Then I ran to the playground. When I got there. I found no one was on the playground. Then I realized that Don had fooled me.

Step Ⅴ 4

This activity provides reading, speaking and listening practice using the target language.

Read the instructions to the class. Review the meanings of funniest, most embarrassing and most creative. Say, Each of you has to read your joke to the class. The class will vote on the funniest joke, the most embarrassing joke and the most creative joke.

Have the class have a look at the sample conversation in the box before reading. Ask a pair of the students to read it to the class.

SA: What's your joke?

SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said “Please say hello. ” All day at school, many strange said hello to me.

Write the conversation on the blackboard. Then ask the students to read their stories to the class. After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories.

Step Ⅵ Summary

In this class, we read three articles first. And then we wrote a magazine story based on some notes. Next we wrote a joke. At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke. However, we've done much reading, writing and speaking practice.

Step Ⅶ Homework

1．Read the three articles aloud after class.

2．Correct the magazine story and the joke you have written.

3．Try to remember the new vocabulary.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section B

The Fifth Period

1．Sample notes to Activity 3c:

What happened first; school gate/met Don/Li Lei/waiting for/on the playground/ran to the playground.

What happened next; got to the playground/no one was there.

What I realized: Don/fooled me.

2．Target language:

A: What's your joke?

B: Well, last year, on the first day of school, my sister put a piece of paper on my back that said “Please say hello. ”All day at school, many strangers said hello to me.

The Sixth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Verbs

rush, realize, invite, show up, stay up.

(2) Write an article according to the pictures given.

(3) Vocabulary

homework, look, costume, empty

2．Ability Objects

(1) Train the students to use these verbs correctly:

rush, realize, invite, show up, stay up.

(2) Train the students writing skill.

3．Moral Objects

Have you ever had a similar Sunday with Ming? Tell your own story to your classmates.

Ⅱ．Teaching Key Points

1．Help the students have a self check on the key words and target language of this unit.

2．Practise using these verbs: rush, realize, invite, show up, stay up.

3．Review the new vocabulary introduced in this unit: homework, lock, costume, empty.

4．Direct the students to write an article according to the pictures given.

Ⅲ．Teaching Difficult Points

1．Help the students make sentences with the verbs.

2．Direct the students to write an article with the pictures given.

Ⅳ．Teaching Methods

1．Teaching by providing sample sentences.

2．Teaching by describing the pictures.

Ⅴ．Teaching Aid

Just the blackboard.

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise the contents in the three articles in Activity 3a on page 72 by asking the question below

Questions

(1) What did a radio program announce in 1938?

(2) What had happened by the time the authorities revealed the story was a hoax?

(3) What did a reporter announce on April Fool's Day?

(4) What had happened by the time people realized that the story was a hoax?

(5) What did a famous TV star once do on April Fool's Day?

(6) What was the ending of the last story?

2．Ask three different students to read the articles.

3．Dictate the following words:

announce, convince, panic, authority, reveal, spaghetti, describe, hoax, thrill, flee/fled/fled.

Step Ⅱ Part 1

This activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.

You are asked to fill in the blanks with the words. In some cases, you may need to use another form 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 reads a sentence, filling in the blanks. The rest of the students check their work.

Answers

1．realized 2．rush 3．stay up 4．invite 5．show up

Ask 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. Along with the students' help correct the mistakes.

Suggested answers

1．As soon as the bell rang, the students rushed to the playground.

2．By the time he got to the office he realized that he had locked all his keys at home.

3．Mr. Green invited his good friends to have a big dinner at home last Sunday.

4．We have to finish the task before the boss shows up.

5．Jack stayed up very late last night. He couldn't wake up on time this morning.

Step Ⅲ Part 2

This activity provides writing practice using the target language.

Have the students look at the seven pictures. Tell the children that the pictures are connected to each other in an order.

Ask: What is happening to Ming?

Get the whole class to read the instructions. Then ask the students to describe each picture in order. Write some useful sentences on the blackboard. For example, for the first picture, help the students to say Ming wakes up at 10: 00 and thinks she is late for school.

The sentences can vary.

After describing each picture, ask the students to write a story about Ming's day on their own. Walk around the room offering language support if needed.

After a while, ask a few students to tell the class about Ming's day. Let the rest of the class help correct the mistakes that they may have made.

Tell them to exchange their articles with their partners and help each other correct the mistakes. Ask the students to rewrite their articles to make the articles perfect after class.

A sample answer

Ming woke up at 10; 00 o'clock in the morning. She thought that she must be late for school. So she got up and rode a bike to school was empty. She was the only one there. Then she realized That it was Sunday.

Her good friend, Han Mei, came to see her after she had got home. Ming told Han Mei the whole story happened in the morning earlier. It made Han Mei laugh a lot.

Ming went to her grandparents' house with her parents. They had dinner together and talked happily.

Ming watched TV in the evening and she went to bed at 10 : 00.

Step Ⅳ Part 3

This activity focuses on the new vocabulary introduced in this unit.

Call the students' attention to the box Have them look at the four groups of words. Get the students to read the instructions together. Ask them to circle the words that don't belong in each group.

The first one has been given as a model. Ask some students to tell their answers to the class. Check the answers with the whole class.

Answers

1．homework 2．lock 3．costume 4．empty

Step Ⅴ Just for Fun!

This activity provides reading and speaking practice with the target language.

Call the students' attention to the cartoon pictures. Tell them to see what happens.

Ask the students to read the sentences under the pictures together.

Then ask the children what is funny about this cartoon. Help the students to answer like this:

The boy saw the clouds and he felt the rain long before he got home. He should have realized much sooner that he had forgotten his umbrella.

Step Ⅵ Summary

In this class, we've practiced using some verbs and we've written an article based on the pictures given. At last, we enjoyed a funny cartoon. All of you have done very well!

Step Ⅶ Homework

1．Revise all the language points in this unit.

2．Finish off the exercises on pages 36～38 of the workbook.

3．Make another more sentence with each verb below, rush, realize, invite, show up, stay up.

4．Rewrite the article.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Self check

The Sixth Period

Answers to Activity 1 :

1．realized

2．rush

3．stay up

4．invite

5．show up

Sample answers to Activity 1:

1．As soon as the bell rang, the students rushed to the playground.

2．By the time he got to the office, he realized that he had locked all his keys at home.

3．Mr. Green invited his good friends to have a big dinner at home last Sunday.

4．We have to finish the task before the boss shows up.

5．Jack stayed up very late last night. He couldn't wake up on time this morning.

Reading : Changing English

The Seventh Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

Key Vocabulary

quarter, normal, traffic light, competition, significant, position and so on.

2．Ability Objects

Train students' ability of identify main idea.

Train students' ability of understanding words in context.

Train students' ability of reading for special information.

3．Moral Object

If you can speak both good English and your native language, it may help you get more chances in searching jobs.

Ⅱ．Teaching Key Points

Key vocabulary

Read the text to identify main idea.

Read the text to understand words in context.

Read the text for special information.

Ⅲ．Teaching Difficult Points

Train students' reading skill.

Ⅳ．Teaching Methods

1．Up-down reading methods.

2．Pairwork.

3．Groupwork.

Ⅴ．Teaching Aid

A projector.

Ⅵ．Teaching Procedures

Step Ⅰ Key Vocabulary

This activity introduces the key vocabulary words.

Show the following vocabulary on the screen by a projector.

quarter n. 四分之一

population n. 人口

native adj. 本国的；本地的

speaker n. 说话者；演讲者

wherever adv. 无论哪里

Singaporean n. 新加坡人

adj. 新加坡人的；新加坡的

India n. 印度

Hindi n. 印地语；印地人

adj. 印度北部的

German n. 德语；德国人

adj. 德语的；德国(人)的

invention n. 发明；创造

business n. 生意；商业

Say the words and have students repeat several times until they can pronounce them fluently and accurately.

Step Ⅱ Part 1

This activity is designed to activate students' background knowledge before attempting the reading.

Read the title Changing English to the class. Ask, What do you think the article is about?

Read the instructions to the class.

Point to the three questions in the box. Say, You are to discuss the questions about English with your partner. But don't look at the reading. Use your background knowledge instead.

Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.

When most students are finished, invite pairs of students to report their results. Don't say yes or no to their answers.

Step Ⅲ Part 2

This activity provides practice in scanning for specific information.

Look at the picture. Ask students to describe what is happening in the picture.

Read the instructions and draw students' attention to the list of numbers. Get a student to say the sample answer like this: In 1950 English started being more popular for science.

Please read through the article silently. Find information for the numbers. Remember to skim for the key ideas rather than read slowly. Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.

Check the answers.

Answers

1950-In this year English started being more popular for science.

10 000-number of words in the South African dictionary not found elsewhere in the world.

a hundred-number of years ago that German was the most popular language for science.

one billion-number of people learning English.

375 million-the number of native speakers of English.

Step Ⅳ Part 3

This activity encourages students to use the strategy of reading in context.

Ask students to read the article once.

Say, Pay attention to the bold word and expressions. And note any other word or sentence you don't understand. Read in context, guessings their meanings from the other words around them.

A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don't give them the correct answers. Let students look at the words and expressions and their meanings in the box. Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions. Allow them one or two minutes to do this.

Check the answers.

Answers

quarter d, normal a, traffic light e, competition f , significant b, position c

Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help. Answers to this activity will vary. Ask a student to write his/her answers on the blackboard.

Sample answers

1．A quarter of students in my class are girls.

2．I hope the situation will soon return to normal.

3．When the traffic lights are red, you must stop.

4．He took part in a swimming competition.

5．Listening, speaking, reading and writing are four significant skills in learning English.

6．She is fit for the position.

Step Ⅴ Part 4

This activity helps students read for specific information.

Read the instructions to the class. Call students' attention to the chart. Ask a student to read the five sentences to the class. Say, You are to read the article again and decide if these sentences are true or false. And correct the false sentences. Give students a sample answer to the first sentence.

T: Do you think the first sentence is true or false?

Ss: False.

T: Why is it false?

Ss: Because Egyptians say Welcome to Egypt.

Get students to do the activity on their own. As students work, move around the room answering any questions they may have.

Check the answers. Ask different students to give their answers. For the false sentence, have them give the correct statement.

Answers

F Egyptians say Welcome in Egypt.

F Traffic lights in South Africa are called robots.

T

T

F Hinglish of Chinese and English is called Chinglish.

Step Ⅵ Part 5

This activity lets students work in groups and think critically about what they have read.

Read the instructions to the class.

Call students' attention to the chart. Set a time limit for students to go through all the sentences and the lettered languages. Say, The underlined words come from different languages. You are to read the sentences again and guess where these words come from or look them up in a dictionary. Try to match them with the languages they come from.

Give students a sample answer to the first s

篇13：Unit 9 When was it invented?教学设计(新目标版九年级英语教案教学设计)

Part 1: Teaching design (第一部分：教学设计)

Structures: Passive voice (questions and statements)

Target language: When was the telephone invented?

I think it was invented in 1876.

Vocabulary: salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident

Learning strategies: Brainstorming, Role playing

SECTION A

Goals

●To learn to use Passive voice (questions and statements)

●To listen, talk and read about invention

Procedures

Warming up by learn about Passive voice (questions and statements)

Passive Verb Formation

Tense Subject Auxiliary Past

Participle

Singular Plural

Present The car/cars is are designed.

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

Past The car/cars was were designed.

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

Future The car/cars will be will be designed.

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

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

Past progressive The car/cars was being were being designed

Pay attention to the passive voice of “give”.

Active Professor Villa gave Jorge an A.

Passive An A was given to Jorge by Professor Villa.

Passive Jorge was given an A.

1a Doing group work

Look at the things on page 68. Number them in the order of their invention.

A: I think the telephone was invented before the car.

B: Well, I think the telephone was invented after the car.

Televisor 1925 John L. Baird Scottish

A: I think the televisor was invented before the computer.

B: Well, I think the televisor was invented after the computer.

Telephone 1876 A.G. Bell American

A: I think the calculator was invented before the plane.

B: Well, I think the calculator was invented after the planer.

1b Listening and matching

Listen to the recording and match the inventions with the dates.

Tapescript

Girl: Life must have been difficult when you were a kid.

Woman: Oh, not really. Why do you say that?

Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a telephone, right?

Woman: Of course we did! How old do you think I am? The telephone was invented in 1876.

Girl: How about cars? I bet cars weren’t invented yet.

Woman: Sure they were. Cars were invented in 1885. My family had a car. I think you need to take a history class, Alice.

Girl: Ha, ha! Well, did you have a TV?

Woman: No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one.

Girl: And I bet you didn’t have calculators and computers and stuff. That’s something I do know. We learned in school that hand-held calculator were invented in 1971 and personal computers were invented in 1976.

Woman: You’re right. I didn’t have those things when I was young. But I do now!

The things in the pictures were invented in the following order.

The telephone was invented in 1876.

Cars were invented in 1885.

The TV was invented around 1927.

The hand-held calculator were invented in 1971.

The personal computers were invented in 1976.

Now you are going to read the listening tapescript. Blacken the passive voice, circle all the linking words and underline all the useful expressions.

1c Doing pairwork

In pairs, one covers the dates and the other asks him when the things in the pictures on page 68 were invented. Then change roles and practice again.

A: When was the telephone invented?

B: I think it was invented in 1876.

A: When was the car invented?

B: I think it was invented in 1885.

A: When was the TV invented?

B: I think it was invented around 1927.

A: When was the hand-held calculator invented?

B: I think it was invented in 1971.

2a Listening and numbering

Next you are going to listen to a tapescript and number the inventions in the order that you hear them.

Tapescript

Boy: What are those?

Girl: They’re battery-operated slippers.

Boy: What are they used for?

Girl: They’re used for seeing in the dark.

Boy: Oh, that’s cool! Who were they invented by?

Girl: Julie Thompson. And look at this heated ice cream scoop.

Boy: I know what it’s for! It’s used for scooping out really cold ice cream.

Girl: Right. It was invented by Chelsea Lanmon.

Boy: My favorite are those shoes with adjustable heels. You know-you can move the heels up and down. They were invented by Jayce Coziar and Jamie Ellsworth.

Girl: And what are they used for?

Boy: Well, you can change the style of your shoes. You can make the shoes go from casual to dressy.

The inventions are heard in the following order.

battery-operated slippers→heated ice cream scoop→shoes with adjustable heels

2b Listening and matching

You shall listen to the recording again and match the items in the chart on page 69 in columns A, B, and C.

A: Invention B: Who was it/ were they invented by? C: What is it/ are they used for?

Shoes with adjustable heels Chelsea Lanmon Scooping really cold ice cream

Battery-operated sneakers Jayce Coziar and Jamie Ellsworth Seeing in the dark

Heated ice cream scoop Julie Thompson Changing the style of the shoes

2c Doing pairwork

Role play the conversations using the information in the chart in the middle of page 69. Pay attention to the formation of passive voice.

A: What are the shoes with adjustable heels used for?

B: They are used for changing the style of the shoes.

A: What are the battery-operated sneakers used for?

B: They are used for seeing in the dark.

A: What is the heated ice cream scoop used for?

B: It is used for scooping really cold ice cream.

3a Doing pairwork

There are two kinds of inventions. One is helpful invention, and the other is annoying invention. Now in pairs make a list of five helpful inventions and five annoying inventions.

Helpful inventions Annoying inventions

Example: telephone Example: alarm clock

1. plane 1. atomic bomb

2. computer 2. missile

3. bike 3. rifle

4. car 4. chemical weapon

5. train 5. alarm clock

3b Doing pairwork

In pairs discuss your opinions in 3a with your partner.

A: What do you think is the most helpful invention?

B: I think the most helpful invention is the light bulb.

A: Why is that?

B: Well, it gives people more time to work and play every day.

A: What do you think is the most annoying invention?

B: I think the most helpful invention is the atomic bomb.

A: Why is that?

B: Well, it gives people more power to kill others.

A: What do you think is the less helpful invention?

B: I think the less helpful invention is the car.

A: Why is that?

B: Well, it makes it possible for people to move to distant places faster.

4 Doing groupwork

Imagine you are left alone on a small island in the sea. If you are allowed to take five inventions along with you, what would you take?

I like to take the followings with me.

knife flashlight handphone telescope gun

篇14：新目标九年级Unit6－10复习总结和模拟测试(新目标版九年级英语教案教学设计)

一、要点回顾

(一)重点短语回顾

sing along with 伴随...歌唱 go on vacation 继续度假 remind sb of sth 提醒某人某事on display 展览；陈列

to be honest (作插入语)老实说；说实在的 be bad for 对……有害，有坏处的stay away from (与某人/某物)保持距离

be in agreement 意见一致go trekking 长途跋涉 consider doing sth 考虑做某事in general 通常，大体上，一般而言

provide … with … 供应某人某物as soon as possible 尽快地 come ture 实现；达到cheer up 使振奋、高兴

clean up 打扫干净set up 摆放，建立 come up with 提出(问题) hand out 分发，发放 put up 建立，发布

run out of 耗尽，用光 take after 与…相像 fix up 修理 give away 赠送，分发 work out 制定出，算出

give out 发放，消耗尽 be similar to 与…相似 at once 立即，马上 be used for 用来做…… by mistake 错误地

by accident 偶然 according to 根据……，按照fall into 落入，陷入 in this way 这样 knock into 撞上

go off（闹钟）闹响come out 出来，出现run off 迅速离开，跑掉on time 准时 break down 损坏，坏掉

show up 出席，露面 set off 出发，开始 get married 结婚

(二)主要句型归纳

Unit Six

1. Rosa likes music that’s quiet and gentle. 2. I love singers who write their own music.

3. We prefer music that has great lyrics. 4. I prefer groups that play quiet and gentle songs.

5. The music reminds me of Brazilian dance music. 6. I have never seen an Indian film.

Unit Seven

1. A: Where would you like to visit? B: I’d like to go somewhere relaxing.

2. A: Where would you like to visit? B: I hope to go to France some day.

3. A: Where would you like to visit? B: I’d love to visit Mexico.

4. That would be wonderful. 5. But there’s not much to do there. 6. Living in Singapore is quite expensive.

7. It’s also a wonderful place for shopping. 8. My family and I want to take a trip.

Unit Eight

1. He looks sad. Let’s cheer him up. 2. We’re going to set up a food bank to help hungry people.

3. We need to come up with some ideas. 4. We can’t put off making a plan.

5. You could volunteer in an after-school study program. 6. I take after my father.

7. Your parents must be proud of you. 8. I need to come up with some ways of getting money.

Unit Nine

1. A: When was the car invented? B: It was invented in 1885.

2. A: When were the electric slippers invented? B: They were invented last year.

3. A: Who were they invented by? B: They were invented by Julie Thompson.

4. A: What are they used for? B: They’re used for seeing in the dark.

5. Some friends of mine had one TV set. 6. In this way, one of the world’s favorite drinks was invented.

Unit Ten

1. By the time she got up, her brother had already gone into the bathroom.

2. By the time she went outside, the bus had already gone.

3. By the time she got to class, the teacher had already started teaching.

4. When she got to school, she realized she had left her backpack at home.

5. I don’t want to stay up too late.

(三)要点

1.though （1）adv. 副词，用于口语中，in spite of this ; however ；意思是“尽管如此，然而”，放在句尾。（2）conj. 连词，although ; despite the fact that 意思是“虽然，尽管”，放在句首或句中，不与but连用。

2. remind sb of sb./sth. “提醒某人某事；使某人回想起或意识到某人（某事）。例如：Reading the text reminds me of its author Lu Xun. 读这篇课文使我想起了它的作者鲁迅。remind sb. to do sth. 意为“提醒某人去做某事”。例如： Mother often reminds me not to be late for school. 妈妈常提醒我上学不要迟到。

3.be on display相当于be on show，意为“展览、展出”。在英语中，on+名词，往往含有“正在进行”之意。如：on duty“值日”，on business“在办事”，on show“被展览”，on leave“在休假”，on fire“在着火”，on sale“在出售”等。

4.whatever, whoever, whichever, wherever等疑问词，可引导状语从句，表示“无论……，不管……”之意。在口语中还可用no matter + wh一词来代替。例如：Whatever I did ( =No matter what I did ), no one paid any attention. 不管我做什么事，都没有人注意。

5.“It is said + that从句”，意为“据说……”。也可以用“They say + that从句”或“People say + that从句”替换。

6.touristy为形容词，是由tourist加后缀-y而构成的。相当于full of tourists 意为“（贬义、口语）游客很多的，吸引游客的”。例如：The coast is terribly touristy now. 海滨区现在到处都是游客。

7.on vacation 意为“在度假，在休假中”，这主要是美式用法，英国人常用on holiday. 其中的介词on是表示状态、方法等，意思是“进行中，在……中，于……状态”。例如：

The Smith family is now on vacation. 史密斯一家正在度假。（也可用on holiday）

8.go +on（或for）＋名词，常表示“去……”。例如：

They’d like to go on a picnic this weekend. 这个周末他们想去野餐。

Would you like to go for a swim after school? 放学以后你想去游泳吗？

9. hope作动词，也可以作名词，表示“希望”，“愿望”。作为动词，hope后面可接动词不定式或宾语从句。hope还可以与so，not用于简略回答中。hope作名词时，既可作可数名词也可作不可数名词。

10.somewhere常用作副词，意为“到某处，在某处”。与之类似构成的单词还有：anywhere（在任何地方，到任何地方），nowhere（无处，到处都没有），everywhere（到处，处处）。somewhere用于肯定句，而在否定句、疑问句、if（whether）从句中，则用anywhere。 somewhere有时与修饰语或短语连用，或成为宾语而当名词用。这时候，其修饰语或短语要置于somewhere之后。例如：

They need somewhere to stay. 他们需要找个地方呆一会。

即使形式为疑问句，但说话者心中的肯定意识较强时，或实际上表示请求劝诱时，有时不用anywhere而用somewhere。例如： Shall we go somewhere else? 我们去别的地方好吗？

11.consider是动词，意为“仔细考虑，深思熟虑，再三考虑”，后面可接名词，从句，副词，接动词时要用v-ing形式。

12.get around意为“观光，到处走动”。其中的around可作介词，也可作副词，表示“在各处，朝……四处，遍及”等意思。

13.be supposed to在这里相当于should，意为“应该，理应”。例如：The teachers are supposed to know a lot. 这些老师应当知道很多。

14.fix up在这里意为“修理”，是一个动副词组。另外fix up还有“为某人安排或提供……”的意思。

15.try to do sth意为“设法或努力去做某事”，而try doing sth.意为“尝试着做某事”。

16.by mistake为介词词组，意为“弄错，无意中（做错了事）”。例如：I took his backpack by mistake. 我错拿了他的书包。另外make mistakes为动宾词组，意为“犯错误”。例如：He often makes a mistake in his spelling. 他经常在拼写上出错。

17.go off在这里的意思为“（闹钟）闹响”。另外go off还有“离开；消失；坏了”等意思。

18.marry sb表示“嫁给某人；与……结婚”。例如：John married Mary last week.上星期约翰和玛丽结婚了。marry的其他常见用法还有：

①be/get married to sb表示“与某人结婚”。如： Jane was married to a doctor last month. 上个月简和一位医生结婚了。

Rose got married to a teacher.罗斯和一位教师结婚了。

②marry sb to sb表示“（父母）把（女儿）嫁给某人”或“为（儿子）娶媳妇”。如： She married her daughter to a businessman.她把女儿嫁给了一位商人。

③marry作不及物动词时，往往用副词或介词短语来修饰。例如：She married very early. 她很早就结婚了。

She married at the age of 22. 她二十二岁结了婚。

二、要点剖析

1.词语辨析

(1)would like与want

二者都有“想要”的含义，但would like较want更加委婉。二者后面都可接“名词或不定式”，也可接“名词＋不定式”的结构，would like在口语中常说成“’d like”，可适用于所有人称；而want则要根据人称和数的变化而变化。在语言表达中，二者大多可以互换使用，但在语气的委婉程度上是有差别，这一点在具体的语言环境中要注意。例如：

She wants a cup of coffee. = She’d like a cup of coffee. 她想要一杯咖啡。

His uncle would like to buy a new car. = His uncle wants to buy a new car. 他叔叔想买辆新车。

My friends want to play soccer after school. = My friends would like to play soccer after school. 我的朋友想在放学后踢足球。

(2)show与display

show的使用范围很广，也常用在非正式场合。例如：Please show me your hands. 请把手伸出来看看。

This last sentence shows you what will happen.最后一句向你展示要发生什么。

display强调“摆出来给人家看，或把要给人家看的东西精心陈列出来，以期待好的展示效果”。

例如：The peacock is displaying its fine feathers.这只孔雀在展示自己美丽的羽毛。

(2)through与across

二者都可译为“穿过”，但through是指从空间较狭窄的一头“穿”行到另一头，常指从事物（氛围）内部穿过，含义与in有关系。

across是指从一条线或某一事物的表面的一边到另一边，常可译为“横过”，“横穿”，含义与in有关。例如：

The train is running through the tunnel. 火车正从隧道中穿过。

It’s dangerous to go across the road when traffic lights are red. 红灯亮时过马路很危险。

(3)because, as, since, for

这四个词都是表示各种理由的连词。但because多表示所叙述的理由是本句的重点，故because所引导的从句多放于句末。例如：

Why am I leaving? I’m leaving because I want to. 为什么我要离开？因为我想离开。

as, since用于表示理由是已知，而理由以外才是叙述的重点，两者皆多用于句首。但要注意：since更重形式，as多表示理由以外才是重点。例如：

Since you have no license, you are not allowed to drive. 因为你没有驾驶执照，所以你不可以开车。

As it is raining, let’s stay at home. 因为下雨，我们就留在家里吧。

for不用于句首，而用于主句之后，补充说明理由；主句表推测时，要用for说明理由。例如：

I’ll follow his advice, for he is a doctor. 我会听从他的劝告，因为他是医生。

(4)hope与wish

这两个词作动词，都有“希望，期望”之意。

hope与wish后都可接动词不定式，但wish后还可接“sb. + to do sth. ”的结构，而hope则不可以。如果用hope表达主语希望别人做某事时，后面要接宾语从句。例如：

Jim hopes to get a baby horse for his birthday. 吉姆希望在生日那天能得到一匹小马。

The little girl hopes her mother will come home from work earlier today. 这个小女孩希望她妈妈能早点下班回家。

My aunt wishes to find her lost watch somewhere. 我姑姑希望在什么地方能找到她丢失的手表。

The little girl wishes her mother to come home from work earlier every day. 这个小女孩希望妈妈每天早点下班回家。

hope表示“说话者以为想要做的事”，通过努力可以实现；而wish常表示“说话者要想做某事”，但不去想可能实现与否，或认为可能性不太大。另外，hope表示“未来可能的希望”，而wish表示“与事实相反的愿望”。例如：

We hope to visit this place again. 我们希望能再度探访此地。

We hoped to save more money. 我们希望能存更多的钱。

(5) be used for, be used as, be used by, be used to

be used for意为“被用来做……”，介词for表用途，后面加名词或动名词。例如：Stamps are used for sending letters. 邮票是用于寄信的。

be used as.意为“被用作……”，介词as表示“作为”，后面接名词。例如：English is also used very widely as a foreign language in many other countries in the world. 在世界上许多国家里，英语也作为一种外语被广泛使用。

be used by意为“被使用”，介词by后面接动作的执行者。例如：English is used by travelers and business people all over the world. 世界各地的旅行者和商人都使用英语。

be used to doing sth.意为“习惯做某事”；be used to do sth.“被用来做某事”。例如：

The foreigner has been used to living here.那位外国人已经习惯了居住在这里。

Knives can be used to cut apples.刀可以用来切苹果。

(6)find out, discover

find out指通过观察、探索而发现事实的真相。一般指主观有意识的动作。例如：Think it over, and you’ll find out the way to solve this problem. 仔细考虑，你就会发现解决问题的办法。

discover指发现的对象是本来存在的，只是以前不知道；也可指发现新奇或意外之物或某种情况。例如：Columbus discovered America in 1492. 哥伦布于1492年发现了美洲。

(7)happen与take place

①happen作“发生”讲，主要指偶然发生，而且多指整个情况。例如：How did the accident happen? 事故是怎样发生的？

②take place作“发生”解时较为正式，不带有偶然之意，并经常用来指经事先安排的事情。例如：“The May Fourth Movement” took place in 1919. “五四运动”发生于19。

2.句型分析

(1)If you are looking for entertainment, stay at home and watch TV. 如果你正想找乐趣，就呆在家里看电视。

这是if 引导条件状语从句。意为“如果，假使”。例如：If you are ill. you must see the doctor. 如果你病了，就必须去看医生。

在if引导的条件状语从句或when引导的时间状语从句中，如果主句是将来时态，从句的谓语动词用一般现在时代替将来时。例如：Lucy will see a film, if she has a time. 如果Lucy有时间，她就去看电影。

(2)Be sure to see this exhibition at the Lido Gallery. 一定要看这次在Lido Gallery的展出。

[用法]be sure to do sth.用在祈使句中，不是表示判断，而是表示对对方的要求，意为“务必要”，“一定要”。例如：Be sure not to forget it！千万别忘记呀！

由be sure构成的句型有：

①be sure＋of/about+动名词或名词，意为“确信……”；“对……有把握”。例如： He is sure of success. 他自信会成功的。

但是如果后面要接反身代词时，则只能用be sure of，即be sure of oneself，意为“有自信心”。例如：Joan will have an examination next week, but she is not sure of herself. 琼下周要参加一个考试，但她对自己没有十分把握。

②be sure+不定式，意为“必定”、“必然会”、“准会”。例如：It is sure to rain. 天一定会下雨。

③be sure+宾语从句，意为“确信某事一定会……”。例如：I’m not sure whether I’ve met him before. 我不能确定以前是否见到过他。

(3) For your next vacation, why not consider visiting Singapore? 你为什么不考虑到新加坡度下一次假呢？

consider意为“考虑、细想”。其常用于下列句型：

①consider + 从句。例如：Li Lei began to consider how he could pass the exam. 李雷开始考虑如何通过这次考试。

②consider + doing sth 例如：I am considering changing my job. 我正考虑换个工作。

③consider + sth（名词）。例如：You should consider the matter very well. 你要好好考虑这件事。

(4)Not only do I feel good about helping other people, but I get to spending time doing what I love to do. 关于帮助别人，我不但感觉很好，而且我开始花时间做我喜欢做的事。

not only … but also意为“不但……而且”，其中also可以省略。它的用法如下：

①它可以连接句子的主语、谓语、表语、宾语等，强调but also引出的内容。当用来连接主语时，谓语应与最近的主语保持一致。例如： I went to see not only him but also his brother. 我不仅是去看他，而且去看他的弟弟。 （连接宾语）

Not only the students but also their teacher likes football. 不仅学生们喜欢足球，老师也喜欢。（连接主语，谓语likes与teacher的人称和数保持一致）

She can not only sing but also dance. 她不但会唱歌而且会跳舞。（连接谓语）

②当Not only位于句首时，前一个分句倒装，即谓语或部分谓语提到主语前面。但连接并列主语时除外。例如：Not only did he come, but also he was very happy. 他不但来了，而且很高兴。

(5)Although tea wasn’t brought to the western world until 1610, ……。尽管西方世界直到16才有茶叶，……。

although意为“虽然……，（但是）……”，用作从属连词，引导让步状语从句。although（虽然）与but（但是）不能同时用。另外在英语句子中，because与so，little, few与no都不能同时出现在一个句子中。例如：①Although he is very old, he still works hard. ＝He is very old, but he still works hard. 他虽然年纪很大，但是他仍然努力工作。

②Because Kate got up very late, she missed the train. = Kate got up very late, so she missed the train. 因为Kate起床很玩，所以她没赶上火车。

我们可以把这种用法简记为：用because不用so，用but不用though；有了few或little，句中也不出现no。

(6)Walles was so convincing that hundreds of people believed the story. Walles（说的）很确信，因此有数百人都相信这个故事。

so＋形容词或副词＋that ...引导结果状语从句。意思是“如此……以致于……”。例如：When the football fans saw Beckham, they got so excited that they cried out. 当球迷们看到贝克汉姆的时候，他们如此激动以致于大喊大叫。

“so … that”结构可以用 “too…to”结构或者 “…enough to…”结构来替换，从而把一个复合句变成简单句。方法有：

①如果that从句是肯定的，一般用enough to 改写。如：

The ice here is so thick that we can skate on it.

→The ice here is thick enough to skate on.

②如果that从句是否定的，一般用too…to结构改写。如：

David was so careless that he didn’t find the mistakes in his test paper.

→David was too careless to find the mistakes in his test paper.

当主句和从句的主语不一致时，要在不定式前加上逻辑主语for sb.。例如：

The problem is so hard that I can’t work it out.→The problem is too hard for me to work out.

●解读高频考题

1.【原文】I love singers who write their own music.我喜欢自己写音乐的歌手。

【考例】--- Do you know the lady _____ is interviewing our headmaster? --- Yes, she is a journalist from CCTV.

A. which B. who C. whom D. whose

【解读】所填写的词引导定语从句，在从句中又作主语，排除C、D项。先行词为lady，应用关系代词who，因为which不能指人。答案为B。

2.【原文】Few have stranger names than this band.几乎没有比这个乐队更奇怪的名字了。

【考例】A lot of girls have tried, but _____ have passed the exam.（乌鲁木齐）

A. a few B. few C. a little D. little

【解读】 a few, few修饰可数名词的复数；a little, little修饰不可数名词，根据句子意思排除C、D项。又因为有表示转折的连词but，说明上下句是转折关系，所以应用表示否定的few填空。答案为B。

3.【原文】I’m having a great time in Hong Kong, although I have to be honest and say that I prefer Shanghai.虽然我不得诚实地说我比较喜欢上海，但是我在香港玩得很高兴。

【考例】--- How do you like the concert given by the “Foxy Ladies”?

--- Exciting, _____ one piece of the music wasn’t played quite well.（2004安徽）

A. so B. though C. because D. and

【解读】连词although和though可以互换，意思为“虽然”。所给句子的意思为“虽然有一首音乐没有演奏好，但还是激动人心的”，所以应用连词though。答案为B。

4.【原文】I’m lucky to be here for my six-month English course.我很幸运在这里学了六个月的英语。

【考例】My brother has a _____ son.（2004湖南益阳）

A. four-years-old B. fourth-year-old C. four-year-old D. four-year-olds

【解读】six-month和four-year-old都是复合形容词作定语，中间的名词不能用复数形式。所以答案为C。

5.【原文】Some people say they’re boring, others say they’re great.一些人说他们很乏味，另一些人说他们很好看。

【考例】--- How about the movie you saw yesterday?

--- Some people think it’s boring, _____ think it’s exciting.（2004北京）

A. others B. other C. each D. another

【解读】some… others…意思为“一些……，另一些……”，是固定搭配。other一般作形容词，后面要跟名词；each强调个体，指每一个；another指另一个。所以答案为A。

6.【原文】Why not consider visiting Singapore?为什么不考虑参观新加坡？

【考例】（句子翻译）为什么不早点来学校？（2004湖南娄底）

_____ _____ come to school earlier?

【解读】why not do sth意思为“为什么不做某事”。所以此题的答案为Why not。

7.【原文】…, but there are many things to do.……但是有很多事情要做。

【考例】--- Shopping with me?

--- Sorry. I have a lot of clothes _____.（2004南昌）

A. to wash B. washed C. wash D. to be washed

【解读】不定式作定语时，一般放在被修饰词的后面。wash和被修饰词clothes存在逻辑上的动宾关系，但句子的主语和动词 wash又有逻辑上的主谓关系，所以不用不定式的被动。答案为A。

8.【原文】It is easiest to get around the city by subway.乘坐地铁观光这个城市最容易。

【考例】（动词形式填空）We are students. It is our duty _____(study) hard.（2004贵阳）

【解读】不定式作主语时，往往用形式主语it代替，而把不定式放后面。所以此题答案为to study。

9.【原文】I want to go somewhere really cool.我想去凉爽的地方去。

【考例】We want _____ a trip to Guilin this summer vacation.（2004甘肃）

A. take B. takes C. taking D. to take

【解读】有些动词后面要用动词不定式作宾语，如：hope, plan, decide, want, would like等。本题答案为D。

10.【原文】You need to pack warm clothes if you go there.如果你去那里（上海），你必须装一些暖衣。

【考例】 I’m not sure if it _____ tomorrow. If it _____, we won’t climb the South Hill.（2004西宁）

A. will snow; snows B. will snow; will snow C. snows; snows D. snows; will snow

【解读】连词if可以引导宾语从句或条件状语从句。如果引导条件状语从句，若主句中用一般将来时，if引导从句应用一般现在时。在本题中，第二个if引导条件从句，所以答案在A、C之间选择。又因为第一个if引导宾语从句，时间状语为表示将来的tomorrow，所以时态为一般将来。答案为A。

11.【原文】 No, we can’t put off making a plan.不行，我们不能推迟制定计划。

【考例】Our sports meeting has been _____ till next Monday because of the bad weather.

A. put on B. put up C. put off D. put down（2004南京）

【解读】动词put后面跟不同的副词时，意思不同。put on意为“穿上”；put up“举起”；put off“推迟”；put down“放下”。根据句子意思的要求，此题答案为C。

12.【原文】On Monday he told a radio interviewer that he had run out of money to buy old bikes.星期一他告诉点播台记者，为了买旧的自行车他花光了钱。

【考例】--- What do you usually do _____ Sundays?

--- We enjoy ourselves at the guitar club.（2004北京）

A. in B. at C. on D. of

【解读】在表示星期的名词前面用介词on。

13.【原文】In fact, there are many ways.事实上有很多方法。

【考例】（句子翻译）事实上，我并不介意你所说的话。（2004湖南湘潭）

_____ _____, I don’t mind what you said.

【解读】in fact是一个固定词组，意思为“实际上；事实上”。根据汉语意思，此题答案为In fact。

14.【原文】An hour later, the mother saw the two boys playing.一个小时以后，这位妈妈看见这两个孩子在玩耍。

【考例】When they went into the park, they saw someone _____ Chinese Kongfu.（2004黑龙江）

A. plays B. played C. to play D. playing

【解读】动词see后面可以用省略to的不定式作宾补，构成词组see sb. do sth.“看见某人做某事”；也可以用动词的现在分词作宾补，即see sb. doing sth.“看见某人在做某事”。根据句子的意思和句子结构，本题答案为D。

15.【原文】Although tea wasn’t brought to the Western world until 1610.尽管茶叶到1610年才被带到西方世界。

【考例】It was a very long day for Jack. He didn’t get home from school _____ six o’clock.

A. since B. to C. by D. until（2004杭州）

【解读】句型not… until意为“直到……才”，not后常用短暂性动词。本句的意思为“他（Jack）直到六点才从学校到家。”答案为D。

16.【原文】The emperor noticed that the leaves in the water produced a pleasant smell.这位皇帝注意到水里的叶子发出一种好闻的味道。

【考例】（用所给词的适当形式填空）A big ship for another country _____(produce) in Dalian last year.（2004辽宁大连实验区）

【解读】动词produce意思为“生产；制造；产生”，根据句子的意思，应用被动语态，时间状语是表示过去的last year，应用一般过去时的被动。答案为was produced。

17.【原文】And in this way, one of the world’s favorite drinks was invented.用这样的方法，世界上一种著名的饮料被发明了。

【考例】（改错）Yantai is one of the most beautiful city in Shandong.（2004山东烟台）

A B C D

【解读】one of后面跟可数名词的复数，意思为“……中的一个”。D项是错的，应改写为cities。

18.【原文】I prefer lemons to oranges.比起橘子我更喜欢柠檬。

【考例】---Which do you prefer, English _____ science?

--- I prefer English _____ science.（2004四川资阳）

A. or; to B. to; to C. to; or D. or; than

【解读】在两者之间进行选择，一般用or连接；prefer…to…“比起……更喜欢……”也是固定搭配。答案为A。

19.【原文】By the time I got outside, the bus had already left.我出来时，汽车已经开走了。

【考例】--- Why didn’t you go to the movie yesterday? --- Because I _____ it before.（2004山东烟台）

A. had watched B. have seen C. have watched D. had seen

【解密】过去完成时是表示过去某一动作之前已经发生或完成的动作，根据句子意思，应该是在昨天之前看过，所以答案在A、D之间选择。“看电影”一般用see表示。答案为D。

20.【原文】She had left her backpack at home.她把书包忘在家里了。

【考例】--- Why don’t you have a notebook with you?

--- I’ve _____ it at home.（山东烟台）

A. lost B. forgotten C. left D. found

【解读】表示“把某东西忘在什么地方”应用动词 leave；forget往往构成词组forget to do sth，表示“忘记做某事”。根据句子的意思，答案为C。

21.【原文】Can you think of any differences between British and American English?你能想出英国英语与美国英语的不同点吗？

【考例】（用所给词的适当形式填空）Do you know the _____(different) between the two words?（2004山东烟台）

【解读】different是形容词，意思为“不同的”，本题句子的意思为“你知道这两个单词的不同点吗？”，应用名词形式填空。different的名词为difference。所以答案为difference或differences。

22.【原文】…, or a quarter of the world’s population uses English.或者说世界人口的四分之一用英语。

【考例】（找同义词）One-fourth of the students in our class are fans of F4.（2004新疆建设兵团）

A. Several B. Some C. A lot of D. A quarter

【解读】quarter意思为1/4，相当于one-fourth。所以本题答案为D。

23.【原文】…, and as many as one billion people are learning it.并且有十亿人在学英语。

【考例】I don’t believe the young man could run _____ fast _____ 20 kilometres an hour.

A. as; as B. as; like C. much; as D. so; like（2004广东）

【解读】 as…as“……和……一样”，是固定词组，中间可以用形容词或副词，也可以用有形容词修饰的名词。本题答案为A。

新目标英语九年级6-10单元过关训练

第一卷 选择题部分 （共四大题，40分）

一、选出能替换划线部分的选项。（5分）

( )1. The traffic is very heavy in rush hours in Beijing. A. big B. busy C. free D. not light

( )2. I would like to go to the Great one day. A. hope B. had better C. want D. expect

( )3. There are a large number of children playing in the park on Sundays. A. a few B. a lot C. several D. many

( )4. The girl liked dancing better than singing. A. prefers, to B. preferred, to C. prefers D. preferred

( )5. Jim is taking care of his little brother. A. looking after B. looking like C. looking at D. looking for

二、选择填空。（15分）

( )6. Spaceman Yang Liwei visited Hong Kong and the people there gave ______ a warm welcome.

A. he B. she C. him D. her

( )7. ---Could you help me put up the signs on the wall? ---______.

A. No problem B. I hope so C. That’s all right D. That’s a good idea

( )8. Spring Festival is coming. I’ll ______ up my room. I don’t want to live in a dirty place.

A. cheer B. clean C. set D. turn

( )9. I don’t like stories ______ have unhappy endings. A. who B. that C. where D. those

( )10. I hope to go to Beijing some day ______ there are many places of interest. A. when B. if C. because D. whose

( )11. I think the car was invented ______ 1885. A. on B. of C. at D. in

( )12. By the time she got outside, the bus _____. A. went B. gone C. has gone D. had gone

( )13. ---Can you come and play football with me? ---______. I have a lot of homework to do.

A. Excuse me B. I’d like to C. I’m afraid not D. It’s a pleasure

( )14. I like these photos and they can ______ me _____ the life living in the country.

A. think…of B. remind…of C. let…down D. wake …up

( )15. ---I don’t think the movie is well-made. ---No, it’s the ______ I’ve ever seen.

A. same B. different C. best D. worst

( )16. ---I don’t like cats . Cats aren’t friendly enough. --- ______ do I. A. So B. Neither C. too D. and

( )17. ---Have you ever been to Water World , Tom ? ---No . I’ve ________ been there.

A. ever B. already C. never D. still

( )18. ---_______ pictures have you been drawing since you started to draw pictures ? ---About five hundred.

A. What B. How much C. How many D. How old

( )19. If it ________ tomorrow , we _______ go to the park .

A. rains , won’t B. will rain , won’t C. rains , don’t D. will rain, will do

( )20. You don’t need to describe her . I ______ her several times. A. meet B. have met C. met D. will meet

三、完形填空 （10分）

We know that trees are useful in our everyday life. They 21 us many things, such as wood, oxygen, rubber, medicines and many other things. They can 22 tell us a lot about our climate. The following are the reasons. If you 23 a tree, you can see that it has many rings（年轮）. Most trees grow one new ring 24 year. Because of this reason, we know 25 a tree is. A tree over a hundred years old means that it has more than a hundred 26 . When the climate is dry or very cold, the trees do not grow very much and their rings are usually 27 . When it is wet and warm, the rings are much thicker. If the rings are suddenly very thin or suddenly very thick, this means that the 28 changed suddenly. If we look at the rings on this tree, we can learn about the 29 for a hundred years. We can see 30 our climate is changing today.

( )21. A. tell B. ask C. give D. get ( )22. A. not B. too C. to D. also

( )23. A. cut down B. climb up C. walk past D. look at ( )24. A. many B. every C. the first D. from

( )25. A. how big B. how long C. how old D. how much ( )26. A. trees B. leaves C. people D. rings

( )27. A. big B. thin C. small D. thick ( )28. A. climate B. trees C. things D. animal

( )29. A. people B. things C. climate D. life ( )30. A. how B. why C. when D. while

四、阅读理解（10分）

A

Scientists are trying to make the deserts into good land again. They want to bring water into the deserts, so people can live and grow food. They are learning a lot about the deserts. But more and more of the earth is becoming desert all the time. Scientists may not be able to change the desert in time. Why is more and more land becoming desert? Scientists think that people make deserts. People are doing bad things to the earth. Some places on the earth don’t get much rain. But they still don’t become deserts. This is because some plants are growing there. Small green plants and grass are very important to dry places. Plants don’t let the hot sun make the earth even drier. Plants don’t let the wind blow the dirt away. When a little bit of rain falls, the plants hold the water. Without plants, the land can become a desert much more easily.

( )31. Deserts _______

A. get very little rain B. never have any plants or animals in them

C. can all be turned into good land before long D. both A and C

( )32. Small green plants are very important to dry places because _______.

A. they don’t let the sun make the earth even drier B. the don’t let the wind blow the earth away.

C. they hold the water D. all of the above

( )33. Land is becoming desert because _______.

A. plants can’t grow there B. there is not enough rain C. people haven’t done what scientists wish them to do

D. scientists know little about the deserts

( )34. Which is the main idea of the first three sentences?

A. Scientists know how to change desert into good land

B. Land is becoming desert faster than scientists can change it back into good land

C. If scientists can bring water into desert, people can live and grow there.

D. More and more places are becoming deserts all the time.

( )35. After reading this, we learn that ________.

A. plants can keep dry land from becoming desert B. it is good to get rid of the grass in the desert

C. all places without much rain will become deserts D. it is better to grow crops on dry land than to grow grass

B

Mexico’s neighbors are the United States to the north and Guatemala and Belize to the south. Mexico is about one quarter the size of the United States. More than 90 million people live in Mexico. The language of Mexico is Spanish. This makes Mexico the world’s largest Spanish-speaking country.

Mexico City is the capital and largest city of Mexico. The city is also very high. It is 7,349 feet high. This makes it one of the highest capital cities in the world. The population of Mexico City grows bigger every day. About 30 million people live there. It has more people than any other city in the world, even more than Tokyo.

Mexico also has its special plants. Many of the foods we eat started in Mexico. Foods like beans, maize, avocados, tomatoes, peanuts, chili peppers, vanilla, and chocolate come from Mexico. Mexico is also famous for its cactus plants. Mexico has more kinds of cactus than any other country!

( )36. Which of the following pictures is true according to the passage?

M - Mexico, US - the United States, B - Belize

( )37. Mexico city is _________.

A. the highest capital city in the world B. the largest city in the world

C. the capital of the United States D. the city with the largest population in the world

( )38. We can tell from the passage that ____.

A. Mexico is north of the United States B. Mexico is the world’s largest country

C. many foods come from Mexico D. English is the language of Mexico

( )39. “Maize” may be ____.

A. a kind of language B. the name of a city C. a kind of food D. a kind of animal

( )40. Which of the following statements about Mexico is NOT true?

A. Mexico is four times as large as the United States. B. Mexico has the most kinds of cactus plants in the world.

C. The US is four times as large as Mexico. D. Chocolate comes from Mexico.

第二卷 非选择题部分 （共五大题 60分）

五、词汇考查（15分）

A：用所给单词的适当形式填空。（10分）

1. The knife on the table is used for _____(cut) wood. 2. I think eating fruits is much _____(good) than eating meat.

3. What’s this called in English? It’s a _____(fly) disk. 4. The dog is _____(hunger). Please feed it quickly.

5. We can’t put off _____(have) the English exam. We must have it on time.

6. Yesterday I had uncle Wang _____(repair) my bike. Now it’s OK.

7. The girl wants to become a _____(profession) dancer when she grows up.

8. In the _____(twenty) century, our hometown changed a lot.

9. ---How many _____(light) are there in your classroom? --- Six.

10. The ice on the river is much _____(thin). I think you can’t walk on it.

B：根据句意及首字母完成单词。（5分）

11. Do you know who i_____ the computer first? 12. Who can o_____ the cutting machine in your factory?

13. After the fire, very little r_____ of her house. 14. The farmers worked hard to p_____ good crops from poor soil.

15. The pretty girl gave me a p_____ smile.

六、完成同义句。（8分）

1. I liked playing basketball very much one year ago, but now I don’t want to play it.

I _____ _____ _____ playing basketball.

2. I like gym class best. Gym class is _____ _____.

3. Mr. King is very busy. He can’t go to the concert. Mr. King is _____ _____ _____ go to the concert.

4. Peter failed the maths exam. Peter _____ _____ the maths exam.

5. --- I’m allowed to go to the movies with friends on Friday nights. ---Me too.

---I’m allowed to go to the movies with friends on Friday nights. --- _____ _____ _____.

6. ---I’m not allowed to go out on school nights. --- I’m not allowed to go out on school nights, either.

_____ I _____ you _____ allowed to go out on school nights.

七、补全对话 （12分）

A：Hi, _1__________ ？

B：I’m playing football. _2___________ ？

A：Sorry, I’m busy at the moment. By the way, 3 _____________.

B：Why not？

A：It’s too dangerous. Can’t you see there is too much traffic？You must be careful.

B：Oh, thanks. Why are you so busy? _4________________ ？

A：I’m going to Uncle Wang’s. He’s mending my TV set. _5_____________ . Oh, I must go now, it’s late.

B：_6_____________ . You mustn’t ride too fast.

A：OK. Bye-bye.

B：Bye.

八、阅读改写：在改写后的短文的空白处填入适当的词，使其完整。（10分）

Do you find yourself tired all the time although you get enough sleep? Then maybe this is for you. When you’re feeling weak and tired, the worst thing to do is to take a nap. It won’t restore your stamina(精力、耐力), on the contrary (相反), what happens then is that your body loses even more energy than it had before, making you even more lethargic(昏睡的).

You may also have these poor habits that worsen(使变得更坏) the problems. Do you stay in the same small area without getting up to more around? Does your job require that you sit down the whole day in front of a computer? Any or all of these reasons might be the cause of your energy level low.

What should you do, then, at those moments when you feel so tired even though you’ve got enough sleep? A cup of coffee won’t help much either, as it is easy to get addicted(使沉溺) to the caffeine. The best and most natural thing to do is to take a brisk walk. Doctors recommend(推荐) the activity because it will increase the heart rate. This increased heart rate will lead to several hours of alertness(活跃、机灵). Moreover, a regular exercise routine(常规、惯例) can make your fatigue problems disappear forever.

根据短文内容填词，一空一词。

______(1) this passage if you find yourself tired all the time though you get enough sleep. When you’re feeling weak and tired, _______(2) take a nap. It won’t make you feel better, but more tired and _______(3).

Both _______(4) in the same small area without getting up to more around and sitting down the whole day ______(5) a computer may lead you to lose your energy and keep your energy level low.

______(6) a cup of coffee is not _______(7), as it is easy for you to rely _______(8) it. You’d better take a brisk walk because it will make your heart _______(9) faster. It will lead to a _______ (10)hours alertness. And it will restore your stamina.

九、书面表达：根据提示，完成一篇约100词的短文。（15分）

假如你英语学得很好，请你在英语班会上介绍一下学习英语的体会。

1. 简况：学习英语已有3年多。起初觉得英语难学，发音不好，单词拼不准确，不会语法规则，后来，在老师和同学们的帮助下取得了很大进步。

2. 体会：要在短时间内获得最佳的学习效果，非下苦功夫不可。课内外要多听、多说、多读和多写。

3. 建议：对同学提出适当建议，以供他们学习参考。

●答案

一、1. B 2. C 3. D 4. B 5. A

二、6. C。give是动词，后面应用代词的宾格；Yang Liwei 是一位男士，用him。7. A。在所给选项中，只有 No problem可以回答Could you please…? 8. B。根据意思进行选择。9. B。that引导一定语从句，修饰先行词stories。10. C。because引导原因状语从句。11. D。在表示年代的名词或数词前面用介词in。12. D。动作go发生在get前面，表示“过去的过去”，用过去完成时。 13. C。如果对别人的请求做不到时，用I’m afraid not回答。14. B。remind sb. of…“提醒某人……”，是固定词组。15. D。 “我认为这部电影不好”。“是的，这是我看过的最坏的”，根据意思应用worse。16. B。因为陈述句是否定的，所以用neither表示“也不”。17. C。在所给选项中，只有never表示否定。18. C。表示“多少”，修饰可数名词的复数，用how many。19. A。if引导条件状语从句，主句用一般将来时，从句用一般现在时。20. B。“不用描述”的原因是“我见过她几次”，用现在完成时表示。

三、通读全文可知，本文主要讲述树与人类的关系，树的年轮与气候的关系。

21. C。我们知道树可为我们提供木材、氧气等。提供用 “give”表示。22. D。本句意为“树还能告诉我们关于气候的一些事情”。also用于句中表示“也”。23. A。cut down意为“砍倒”，正合题意。24. B。我们知道树每年都有一个新的年轮。每年用every year表示。25. C。由于一个年轮表示一年，所以依此可以判断树的年龄。26. D。通过上文可以推知一百年，树就有一百个年轮。27. B。根据常识可知气候干旱、寒冷，年轮就小。由下文If the rings are suddenly very thin or suddenly very thick提示，用thin表示。28. A。由短文可知：年轮的大小变化，也就意味着气候的变化。29. C。年轮与气候有关，那么看年轮我们就可知气候。30. A。本句意为“我们可以看出气候是如何变化的”。“如何”用how表示。

四、(A) 这是一篇科普性说明文，说明沙漠蔓延是人类自身的原因，人类破坏了植被造成沙化，形成沙漠。31. A。利用排除法。沙漠并非从来就无植物或动物，排除B。沙漠不可能不久就会变成良田，排除C、D。32. D。短文后四句，都讲述了green plants的重要性。33. C。从文中可知，土地沙化是人类破坏所致，与C一致。34. B。…but more and more…becoming desert…说明陆地沙化比治理快。35. A。与2题类似。

(B) 36. B。文章开头已经交代the United States在墨西哥的北面，Belize在南面。37. A。文章第二段交代This makes it one of the highest capital cities in the world。说明墨西哥城是世界上最高的首都。38. C。由第三段Many of the foods we eat started in Mexico.可知。39. C。由Foods like beans, maize, avocados…可知maize是一种食物。40. A。文章开头说Mexico is about one quarter the size of the United States.即墨西哥有美国的四分之一大。所以A的说法是错误的。

五、A：1. cutting 2. better 3. flying 4. hungry 5. having 6. repaired 7. professional 8. twentieth 9. lights 10. thinner

B：11. invented 12. operate 13. remained 14. produce 15. pleasant

六、1. used to like 2. my favorite 3. too busy to 4. didn’t pass 5. So am I 6. Neither, nor, are

七、1. What are you doing 2. Would you like to join us 3. you mustn’t play football on the street 4. W here are you going 5. I want to get it back/I’ll go and see if he has finished mending it 6. Be careful

八、本文是一篇议论文，对“锻炼和精力”这一话题展开议论，为什么睡眠充足却仍感到疲惫。其实恢复精力最好的方法是轻轻地散散步，有规律的体育锻炼会使你的疲劳永远消失。1. Read. 这是个祈使句。意思为“如果你睡眠充足却仍感到疲惫，那就读一读这篇文章吧！”2. never. 根据原文第三句“当你感到虚弱疲劳时，小睡一会儿会再糟糕不过了。”即建议人们此时千万不要小睡，因此填never。3. weaker. 由原文最后一句可知，那样的话你会觉得更加虚弱。故用weak的比较级。4. staying. 原文第二段分析了导致精力下降的两个因素，其中之一是长时间呆在一个狭小的空间里，而不起来转悠转悠。这里要用动名词作主语，故填staying。5. before. 原文中的in front of= before。6. Drinking. 原文第三段说明喝咖啡也不能使你恢复精力。用动名词作主语。7. helpful. 根据原文A cup of coffee won’t help much either…喝咖啡也不能使你恢复精力。8. on. rely on“依赖”。9. beat. 原文第三段倒数第三句说散步能够增加心率。beat一词用来表示心脏的跳动。10. few. 心率增加能够带来几个小时的精神振作。several可用a few替换。

九、One possible version：

How to learn English well

It is more than three years since I began to study English. At first I found it quite difficult. I couldn’t pronounce well, spell the words correctly or remember the rules of grammar. With the help of my teachers and classmates. I have made much progress. Now I am getting on well with my English.

Three years’ study has taught me that one cannot learn English well without hard work. We must do m ore listening and speaking both in and out of class. And do more reading and writing as well. That is “Practice makes perfect”.

So, in my opinion, we should work hard at English. That’s the most important thing. And we should also practice using it as much as possible.

篇15：初一英语新目标教案unit2(新目标版七年级英语教案教学设计)

Language functions:

Identify ownership

Goals:

Talk about the things.

Structures:

Demonstratives this, that. What questions. Yes/No questions and short answers

Vocabulary:

The letters, pencil, pen, book, eraser, ruler, pencil case, backpack. ID card, baseball, watch, key, computer game, notebook, ring, dictionary.

Target language:

Is this your pencil? Yes, it is. No, it isn’t. What’s this in English? It’s a pencil. How do you spell pencil?

Learning strategies:

Use context, guessing.

Four periods

Period 1

Step1 Revision

Revise introduce themselves. My name is… My phone number is…

Step 2 Presentation

1. Locate actual items in the classroom. Hold up each one and say its name. Ask them to repeat. Include: pencil, pen, book. Eraser, ruler, pencil case, backpack, pencil sharpener, dictionary.

2. Match the words and the objects. Do 1a

3. Listen. Do 1b.

Step 3 Pairwork

1. Say the sample conversations. Have them repeat.

2. Ask them to practice the conversations in pairs.

Step 3 Task

Gather some things on the desk and invite students to take turns coming to the front and find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart? Ask Is this your…?

Period 2

Step 1. Revision

Revise is this your …? Is that your…?

Step2. Listening

1. Point to the objects in the illustration and ask students to name each one.

2. Play the recording. Do 2a

3. Do 2b. point to the words in the box and ask them to read them aloud. Listen. Write one of the words form the box on each blank line. Check their answers.

Step 3 Pairwork

Practice the conversation in the picture with a student.

Practice the conversation in the picture with a partner.

Step 4 Grammar focus

1. Ask students to say the questions and answers

2. Point out that the word that shows ownership comes before the item we are talking about.

Step 5 Listen

1. Do 3a.

2. Do 3b. Ask pairs of them to practice the example conversation. Ask them to say the name of each picture.

3. Ask them to work in pairs again. Have them practice the conversation again, substituting the words shown in the pictures.

Step 6 Task

Put some things in a paper bag- your pen, pencil or some thing else. Another student will take sth out of the bag. He or she will ask questions to find out who it belongs to.

Do 4a.4b. Point to the conversation in the picture, ask them to repeat.

Period 3.

Step 1 Revision

Revise is this your…?

Ask students to repeat the words: baseball, watch. Computer game, ID card, key, notebook, ring and pen. Match the words and objects in the picture. Do 1a

Step 2 Practice

1. 1b. Say the conversation with a student. Ask pairs of students to say the example conversation. Ask some to perform one of their conversations for the class.

2. They draw a picture of one of the objects in the picture and write out the conversation they had about that object.

Step 3 Listening

1. Read the words in 1a

2. Listen. Do 2a.

3. Listen. Do 2b.

Step 4. Task

1. Student A will look at p94. Student B will look at P98. Each student has only part of the information needed to complete the activity.

2.Give an example of the first question and answer.

3. A: is this her key?

B. No, it’s his key.

4. Divide the class into pairs.

5. Do 2c. check their answers.

Step 5. Practice

1. Look back at p10. Have them read the list of words.

2. Read the notices and circle the words that were used in 1a.Do 3a

3. Check the answers.

4. Do 3b.

Step 6 Task

Tell them that they will each write a message like one of these. Do a sample in together in class.

Ask them to write their bulletin board messages and write their messages on the board.

Step 7 Task

Most of people have pecked up others’ things. Do you know how to give it back it back to the owners? Do you know how to write Lost & Found?

Period 4

Step 1 Revision

Revise what they learned in this unit

Step 1 Self check

1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.

2.Write five new words in their Vocab-builder on p108. share their lists with other students.

3 Complete the questions and answers individually for the other three situations.

4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.

Step 3 play the game

Ask them to write their first name, last names and telephone numbers in random order on the board. Next have some other students draw on the board pictures of things they own among the names and numbers. Ask students to use only things whose names they have studied in class. Then ask them to take turns pointing to an item on the board and asking questions such as: Is this your last name?… The student then calls on another student to answer the question with Yes or No.

Step 4 Task

Have you ever lost anything? How could you find it? Do you know how to write Lost & Found?

My English is …

My name is…

Please call 928-682

篇16：Teaching plan 教案教学设计(新目标版英语九年级)

Teaching plan

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

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

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

How to use target language to talk about imaginary situations.

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

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

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

Motivate the students to speak English in their daily life.

Key point 1.Learn the words and useful expressions.

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

Teaching difficulty Guide the studengts to understand the important grammar.

Teaching methods Engage Study Activate Scene teaching Method

. Teaching by induction Pair work

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

篇17：九年级Unit 6 教案教学设计(新目标版英语九年级)

Unit 6 I like music that I can dance to

The 1st Period

Ⅰ． Teaching Aims

1． Knowledge Objects

（1） Key Vocabulary prefer, lyric

（2） Target Language

What kind of music do you like?

I like music that I can sing along with．

What about you?

I prefer music that has great lyrics．

2．Ability Objects

（1） Train the students to express preferences．

（2） Train the students’ listening skill．

(3) Train the students use the Attributive Clause.

3． Moral Object

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

Ⅱ． Teaching Key Points

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

2． Target Language

Ⅲ． Teaching Difficult Points

1． Relative clauses with that and who

2． The listening practice

Ⅳ． Teaching Methods

1． Chain drill2． Pairwork

Ⅴ． Teaching Aids

A computer and PPT

Ⅵ． Teaching Procedures

Step Ⅰ Lead in

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

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

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

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

Step Ⅱ 1a

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

Write…that are red on the blackboard．

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

Step Ⅲ 1b

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

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

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

Cheek the answers．

Step Ⅳ 1c

Read the instructions to the students．

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

SA: What kind of music do you like?

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

SA:I prefer music that has great lyrics．

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

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

Step Ⅴ Summary

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

Step Ⅵ Homework

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

Step Ⅶ Blackboard Design

Unit 6 I like music I can dance to．

Section A

The First Period

1． phrases

has great lyrics

dance to

sing along with

3.Sentences

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

Relative clause with that． …that has great lyrics．

…that I can sing along with．

…that isn’t too loud．

…that I can dance to．

篇18：新目标英语九年级教案示例第十二单元教学设计

新目标英语九年级教案示例第十二单元教学设计

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

篇19：九年级新目标英语教案

教学目标(Teaching Aims)

通过本课教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本课只教学生静态位置的表达。（动态位置以后再学）要学习be动词，介词in, on, near, behind, under以及定冠词the和不定冠词a/an的用法。

词汇学习： 掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find, window

理解： broom, raincoat, cap, Hong Kong, Macao, SAR

语音： /i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s

教学建议

本课主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。

大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。

以上表达应会听、说、（包括会问回答）读，语调语、音基本正确。

辅音音标的发音不必一步到位。如; /s/, /z/

教学重难点分析

1.句型

a.主谓一致，即be动词的单复数。

Where is/ Where’s …?

It is/ It’s on/ in/behind/near/under the…

Where are/ Where’re …?

They are/ They’re on/ in/behind/near/under the…

注意语序：

特殊疑问句： 疑问词 + 是动词 + 主语 + 问号

b. 介词in, on, near, behind, under的用法; 可组成介词短语。

介词 + 定冠词 + 名词

如：in the morning, at night, in the desk, on the table, near the door等。

2. 日常交际用语

Look at the picture. What can you see …? I can / can’t see… Can you see …?

Where is /Where’s…? It is / It’s in, behind, near, under the…

Where are /Where’re …? They are / They’re in, behind, near, under the…

单词训练建议

classroom, blackboard, schoolbag, raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。

学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom

口语训练建议

本课的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在… 里，（上，后面，附近）的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。

为了使学生能够确切把握介词的`特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：

1．创设一个合乎生活逻辑的语境。

2．寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。---- Where’s the brush? ---- It’s under the teacher’s table.老师也可自问自答。尽量从交际出发，减少纯句型练习。

3．确定对话参与者之间的特定关系。

在物体选择上，最好一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。

画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。

运用型训练建议

老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习最好事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。

Eg.

Teacher: Could you help me?

Student: Sure.

T: Go to my office and fetch your notebooks.

S: Where are our notebooks?

T: They are on my table.

S: Where is your table?

T: It’s near the second window.

S: OK.

笔头训练建议

老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：

1．清楚的展示物体的位置。

2．严格限定表示条件。

3．迅速反馈改正信息。

语法训练建议

冠词训练

a. 第一次提到用a/an。

b. 定冠词特指后接单述或复数名词。

可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。

c. 位置介词的用法。

in the bag, under the table, on the desk , on the table等。

情感教育建议

通过本课的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。

可利用本课所提供的内容，Taiwan, Hong Kong, Macao, SAR, 进行爱国主义教育。

情景教学

学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。

冠词a/an, the的用法

冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a, an)和定冠词(the)。

不定冠词a和an的功能

1、指人或事物的某一种类。例如：He is a student..他是学生。

2、指人或某事物，但不具体说明何人或何物。例如；A boy is over there.

3、表示数量“一”的概念。例如：I have a bike, a computer and a small room. 我有一辆自行车、一台电脑和一个小房间。

4、用于某些固定词组中。例如：have a look, have a seat等。

定冠词the的用法描述

1. 用来特指某些人或某些事物。例如：The books on the desk are our teachers(books被on the desk所限定).桌上的书是我们老师的。

2. 常用在上文提到过的人或事物的名词前。例如：There is a chair in the room. A woman is on the chair. The woman in lilys mother.房间里有一把椅子，一位妇女坐在椅子上，那位妇女是莉莉的妈妈。

3. 用来指说话人双方都知道的人或事物。例如：Where is the teacher?老师在哪儿（双方都知道指的是哪个老师）？

4.在世界上独一无二的事物前。如：the moon

5. 在序数词和形容词最高级前。如：the youngest boy（最年轻的男孩） the first lesson（第一课）

6. 用在乐器类前。如：play the violin（拉小提琴）

7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：The Greens are not here

8. 用在一些习惯用语中。例如：in the morning, in the same class等。

何时不用冠词？

1. 在专用名词前。例如： in China; in Grade One等。

2. 名词前已有了做定语用的形容词、某些代词、名词所有格等修饰词语时。例如：this pencil; his knife等。

3. 表示一类人和事物的复数名词前。例如：These are oranges.

4. 在称呼语或头衔的名词前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu.

5. 在某些习惯用语中。例如：go home; go to school等。

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