第一篇：九年級英語上冊 單詞教案 人教新目標(biāo)版

單詞教案

Airplane n.飛機 Coach n.長途公共汽車，客車

Departure n.出發(fā)；啟程；航班；車次 Lounge n.(機場等的)等候室

departure lounge(機場的)候機廳 transport n.交通方式；交通 set off 動身，出發(fā) Nod v.點頭

Tear n.眼淚；淚珠 Towards prep.往；向；朝...的方向 cigarette n.香煙 though conj.雖然；盡管 get off 下車 step n.步;步驟 geography n.地理學(xué) physical a.身體的;體力的 PE n.體育；體育課 really adv.非常；很；實在；確實

neither pron.兩者都不 a.(兩者)均無的

secondary school 中學(xué) present a.在場的；出席的 absent a.不在的,缺乏的 speech n.演講;演說 biology n.生物學(xué) lead a...life safety n.安全 過(某種生活)fortunately Disease n.??；疾ad.幸運地 病

drug n.毒品 Dress n.連衣裙 Spanish

Fit v.適合,合身 a.西班牙的；西班Glove n.手套 牙語的 n.西班牙have on 語 穿著；戴著 French

overcoat a.法國的；法語的 n.外套；大衣 n.法語

scarf involve vt.牽涉；n.圍巾；頭巾 牽連；影響

thick adj.厚的 training n.訓(xùn)練 size n.尺碼；號 athletics n.田徑shop assistant 運動

n.店員 society n.社會；cool 協(xié)會 a.時髦的；酷的 disco

fashionable n.迪斯科舞廳；迪a.流行的；時髦的；斯科舞會

時尚的

either...or...logo n.標(biāo)志,商標(biāo) 要么...要么...；well-known adj.眾不是...而是...所周知的；著名的 Debate n.辯論 designer Illness n.?。患瞐.由著名設(shè)計師病

設(shè)計的 n.設(shè)計師，prevent

設(shè)計者

vt.防止；預(yù)防 advertising n.廣medicine n.醫(yī)學(xué) 告

suppose vt.猜想；dollar n.美元 假設(shè) succeed relaxed

v.成功；做到 a.放松的；松弛的 show off eldest

顯示；炫耀 a.年齡最大的 personality married

n.個性；性格

a.已婚的；結(jié)婚的 rule n.規(guī)則；規(guī)章 fall off suggestion n.建議(從...)跌落

keep to get married 結(jié)婚 沿著...走 couple n.夫妻 Rope n.繩子

diet n.日常飲食 Stream n.小河；溪 用心

愛心

專心

clear

adj.明白清楚的 starving

adj.非常俄的；饑餓難忍的 lead the way 領(lǐng)路，帶路

fall asleep 入睡 valley n.山谷 peaceful

adj.安靜的；平靜的

site n.場所 gesture

n.示意動作；手勢 stick

n.枝條；枯枝 reach out 伸手去摸 still

a.靜止的；不動的 woods n.樹林 hillside n.小山坡 sudden adj.突然的 blood n.血

damage n.&vt.損害 cause v.造成；引起 n.原因,起因 effort n.努力 fifth num.第五 order n.順序；命令 vt.命令 in order to 為了

Director n.主任 Smell n.氣味

Discuss vt.討論；談?wù)?/p>

Fever n.發(fā)熱

Flu n.流行性感冒 Knee n.膝蓋

Wound n.傷，傷口 Miss v.不在 Trip v.絆；絆倒 improvement n.改善；改進 oncoming adj.迎面而來的 couch n.長沙發(fā) expert n.專家 require v.需要 fit adj.健康的 amount n.數(shù)量 weight n.重量 effect n.影響 cooker n.廚灶 shock n.電擊 hit vt.打；擊 glad adj.高興的 breathe v.呼吸 cancer n.癌癥 fix vt.修理 finger n.手指 basket n.籃子 bread n.面包 fork n.叉子 knife n.刀

lemonade n.檸檬味汽水；檸檬飲料 pancake n.烙餅薄餅

serve vt.端上；服務(wù)；招待

spoon n.勺；匙 hold vt.舉辦；召開

hot adj.辣的 roll n.小圓面包 Roman n.羅馬人 Saying n.格言諺語

Cheers int.干杯 Plate n.盤子 explanation n.解釋,說明 cross adj.惱怒的；生氣的

generally adv.一法

般地；通常 Level n.水平over adv.結(jié)束 Certain blind adj.瞎的 adv.某些；一些 sensen.感覺官能 however taste n.味道

adv.不管怎樣

owner n.所有權(quán)人；fairly adv.相當(dāng)?shù)?主人

no matter bee n.蜜蜂 無論… officer n.官員 wherever course n.一道菜 adv.無論在哪里 dialogue n.對話 own v.擁有 line

everyday n.臺詞，對白；線 adj.每天的,日常nurse 的

n.保姆；護士 essential recite v.背誦 adj.極其重要的 role n.角色 tourism n.旅游業(yè) row n.一排座位 quarter n.四分之servant n.仆人 一

bit n.一部分，一industrial 段

adj.工業(yè)的

play the role of recent adj.近來的 v.扮演...角色 Arabic n.阿拉伯superb adj.極佳的 語

impressed

Typhoon n.臺風(fēng) adj.印象深刻的 Importance front adj.前面的 n.重要性 nightlife in place of 夜生活 代替

musical

Indian n.印度人 n.音樂??；音樂電speaker 影

n.說某種語言的in the open air 人；發(fā)言者；演講在露天(或戶外)者

Japanese adj.日本period n.階段；時的日語的；日本人期 的 n.日語；日本人 express Industry n.工業(yè) vt.表示；表達 Trade n.貿(mào)易 beat n.強節(jié)奏 Achieve v.完成達ceiling n.天花板 到

fetch vt.拿來 Bright adj.聰明的 pardon Handwriting n.書int.請再說一遍

用心

愛心

專心 raise v.舉起 forgive vt.原諒 treasure vt.珍視；珍愛 stay in touch 保持聯(lián)系 owe

vt.歸因于；歸功于 pay back 償還 kindness n.體貼 patience n.耐心 gift n.恩賜 禮物 fair

adj.公平的；公正的

model n.模范;典型 role model 楷模；行為榜樣 Value

n.價值；行為準(zhǔn)則 decision n.決定 graduate n.畢業(yè)生 shock v.使震驚 inside adv.在（或向）里面 prep.在（或向）…里 cow n.奶牛；母牛 dentist n.牙醫(yī) tooth n.牙齒 robot n.機器人

第二篇：人教新目標(biāo)九年級英語上Unit3教案（范文模版）

Unit 3 Teenagers should be allowed to choose their own clothes 教學(xué)目標(biāo)（Language Goal）1.能夠談?wù)撛试S和不允許做的事情

2.能夠談?wù)搼?yīng)該被允許和不被允許做的事情

3.能夠針對被允許和不被允許做的事情發(fā)表自己的觀點（同意或者不同意）4.能夠表達同意或者不同意的理由

目標(biāo)語言（Target Language）

1.I think sixteen-year-olds should be allowed to drive 我認(rèn)為應(yīng)該允許16歲的孩子開車。

2.I disagree.I think sixteen is too young.我不同意，我認(rèn)為16歲這個年紀(jì)太年輕了。

3.Do you think thirteen-year-olds should be allowed to have part-time jobs ? 你認(rèn)為應(yīng)該允許13歲的孩子們做兼職工作嗎？

4.No , I don’t.不，我認(rèn)為不應(yīng)該。5.Anna is allowed to wear her own clothes.安娜可以選擇自己的衣服。

6.They are not serious enough at that age.那個年齡的他們不夠穩(wěn)重。

7.－What rules do you have at home ? 你家有什么規(guī)定嗎？

－Well , I’m not allowed to go out on school nights.噢，我在周一至周五不能外出。

詞匯和短語（Vocabulary and expressions）

allow 允許 drive 架車 pierce [pi s]刺穿 license 執(zhí)照 driver司機 silly愚蠢的、傻的 earring 耳環(huán) concentrate集中 volunteer自愿、志愿者 Local地方的 perform表演 primary初級的 go out with their friends 和朋友一塊出去 part-time jobs 兼職工作

driver’s license 駕駛執(zhí)照 get their ears pierced 穿耳孔

choose one’s own clothes 選自己的衣服 sixteen-year-olds 十六歲的孩子

seem to 好像 at that age 在那個年齡 so do we 我們也一樣 get to class late.上課遲到 fail a test 考試不及格 be strict with 對?要求嚴(yán)格 the other day 前幾天 get to doing sth 著手做某事 look smart 看起來整潔 concentrate on 關(guān)注? be a good way to do 是?的好方法

It’s a good idea for sb to do 是?的好主意

get noisy 變得嘈雜 at present 目前

have an opportunity to do sth.有做?的機會

be a good experience for sb.對?來說是很有意義的經(jīng)歷 take time to do things 花費時間做事情

old people’s home 敬老院

be sleepy 睏 after a long week of classes 上完一周課之后 have Friday afternoons off 周五放假

語法內(nèi)容： 一.被動語態(tài)

1.“語態(tài)”表示主語和謂語動詞之間的關(guān)系。英語中有“兩態(tài)”的說法，即主動語態(tài)和被動語態(tài)，本單 元中反復(fù)出現(xiàn)的should be allowed 就是一個含有情態(tài)動詞（should）的被動語態(tài)。

先看幾個基本概念

主語是動作的發(fā)出者為主動語態(tài)

主語是動作的接受者為被動語態(tài)

只有及物動詞才有被動語態(tài)。

2.被動語態(tài)的構(gòu)成（1）請大家看圖

The office is cleaned every day.The office was cleaned yesterday.Compare active and passive：

動作的接受者the office成了句子的主語，就應(yīng)該用被動語態(tài)。從上面的例句我們可以總結(jié)：

一般現(xiàn)在時的被動語態(tài)為：主＋am / is / are（not）＋過去分詞

一般過去時的被動語態(tài)為：主＋was / were ＋過去分詞

如：Butter is made from milk.This house was built 100 years ago.以前我們學(xué)過的was / were born 生于，就是一個被動語態(tài) born是個過去分詞（bear）

－When were you born ? －I was born in 1989.如果要特別強調(diào)動作或行為的執(zhí)行者，句子后面需接by ~，譯為“被（由）?”

如：We were woken up by a loud noise.我們被嘈雜的聲音吵醒。

（2）請看圖

從上面例子，我們可以看出，現(xiàn)在進行時被動語態(tài)的構(gòu)成為

主語＋is / am / are + being ＋過去分詞

再如：

My car is being repaired now.Some new houses are being built near the park.公園附近在建一些房子。

（3）請看圖

BEFORE NOW

從上面例子，我們可以看出現(xiàn)在完成時被動語態(tài)的構(gòu)成為

主語＋have / has ＋been ＋過去分詞

如：

My key has been stolen.My keys have been stolen.I am not going to the party , I haven’t been invited.含有情態(tài)動詞的被動語態(tài)

情態(tài)動詞＋be＋過去分詞

A note had better be left to him.Teenagers should be allowed to wear their own clothes 這里我們列舉了幾個主要時態(tài)，那么其它時態(tài)呢？

一般將來時 主語＋will ＋be ＋過去分詞

過去將來時 主語＋would / should + be ＋過去分詞

過去進行時 主語＋was / were + being ＋過去分詞

過去完成時 主語＋had + been +過去分詞

被動語態(tài)的時態(tài)是由be的時態(tài)決定的，be是什么時態(tài)，全句就是什么時態(tài)，be動詞后面的過去分詞不 變。

歸納：

肯定句：主語＋be + 過去分詞＋（by ~）

否定句：主語＋be not ＋過去分詞＋（by ~）

一般疑問句：Be ＋主語＋過去分詞＋（by ~）? 特殊疑問句：疑問詞＋be＋主語＋過去分詞＋（by ~）

3.被動語態(tài)的用法：

（1）不知道或沒有必要說明動作的執(zhí)行者是誰，不用by＋動作執(zhí)行者短語 Such books are written for children.這些書是為兒童寫的。

I haven’t been told about it.沒有人告訴我這件事

（2）強調(diào)動作的承受者，這時應(yīng)用by短語。The cup was broken by David.（3）作客觀說明時，常采用一種被動語態(tài)句型

It’s / was said / believed / reported / + that ?

It’s reported that about three hundred people were killed in this earthquake.

據(jù)報道，這次地震中大約有三百人死亡。

4.主動語態(tài)變?yōu)楸粍诱Z態(tài)

把主動語態(tài)的句子變?yōu)楸粍诱Z態(tài)的方法是：

（1）把原句中的賓語變?yōu)橹髡Z

（2）動詞改為被動形式，即be+過去分詞

（3）原來的主語，如果需要的話，放在by后面，如果沒必要，可省略。

注意事項：

主動語態(tài)變成被動語態(tài)應(yīng)注意事項

從主動語態(tài)到被動語態(tài)的過程中主語、謂語動詞、賓語都發(fā)生變化。

注意主格與賓格的變化形式。

注意主語的人稱及數(shù)的變化對be動詞帶來的影響。

注意be動詞的時態(tài)形式取決于原主動語態(tài)的動詞時態(tài)形式。

5.被動語態(tài)的幾種類型

（1）有兩個賓語的句子的被動語態(tài)（直接賓語，間接賓語）

常見的接雙賓語的動詞有

通常這種句子可以改為以“人”當(dāng)主語；和以“物”當(dāng)作主語的兩種被動語態(tài)。

如：He gave me a book.－I was given a book by him.（以I做主語）

－A book was given to me by Tom.（以物book作主語）He teaches us English.－We are taught English by him.（以人當(dāng)主語）

－English is taught us by him.（以物作主語）

（2）含有賓語補足語的句子的被動語態(tài)

keep, make 三類的動詞常常有賓語補足語，在被動語態(tài)中，賓語補足語位置不變。We keep food fresh in the fridge.主 謂 賓 賓補

－Food is kept fresh in the fridge.I saw him go into the office building.－He was seen to go into the office building.英語中有“十大動詞”的說法，即feel , hear , listen , have , make , let , look , watch , see , notice，這些詞在主動句中，其后的動詞不定式不加to，但變被動句時必須加to.（3）含有短語的主動語態(tài)變被動語態(tài)

不及物動詞沒有賓語，因此沒有被動語態(tài)。但有的不及物動詞后面加上介詞及其他一些詞類構(gòu)成短語動

詞之后，其作用相當(dāng)于及物動詞，可以接賓語，因而也可以變?yōu)楸粍诱Z態(tài)。在變成被動語態(tài)時，不能去掉構(gòu)

成短語動詞的介詞或副詞

They take good care of my child.－My child is taken good care of 他們把我的孩子照顧得很好。I turned off the radio.

－The radio was turned off（by me）

附：動詞短語的被動語態(tài)

take care of －be taken care of cut down －be cut down laugh at －be laughed at look after－be looked after 下列這些短語本身即是被動語態(tài)的形式，不需再加－by be covered with ?用?覆蓋著

be interested in ?對?感興趣

be surprised at ?對?感到驚奇 be made of（from）用?制造的（4）由情態(tài)動詞形成的被動語態(tài)

含有情態(tài)動詞的句子在變?yōu)楸粍诱Z態(tài)時，在情態(tài)動詞后面加上be動詞即可，其句型如下：

肯定句：主語＋情態(tài)動詞（can , may , must）+be+ 過去分詞?

否定句：主語＋情態(tài)動詞＋not + be + 過去分詞?

疑問句：情態(tài)動詞（Can , May , Must）＋主語＋be＋過去分詞＋?.如：We should allow teenagers to surf the Internet.－Teenagers should be allowed to surf the Internet.Can you use it ? 你會使用它嗎？

－Can it be used ? 6.不能用于被動語態(tài)的幾種情況

（1）當(dāng)主動結(jié)構(gòu)中的賓語是反身代詞和相互代詞時，不能改為被動語態(tài)。

他在鏡中看見了自己的模樣。We often help each other.我們常常互相幫助。

（2）當(dāng)謂語是表狀態(tài)的及物動詞時（如have , like , take place , belong to ?）

如：

I like these flowers.我喜歡這些花。I will have a meeting.不說A meeting will be had.應(yīng)說A meeting will be held.二.重點、難點： 1.the other day 我們還可以說the other day , morning , week , month.不久前的一天，一個上午、一個星期、一個月等 I saw him in London the other day.我最近有一天在倫敦見過他。2.get to 著手做某事

? and I got to talking about the rules ?

He got to doing the homework after supper.

3.concentrate on sth.專注于某事（做某件事而不做其他事）

He decided to concentrate on English because he just failed the exam.他決心專攻英語因為他剛剛考試不及格。

This company concentrate on the Chinese market.這家公司把重點集中在中國市場。

4.be good for 對?有好處 有益于（?that is good for studying ?）This kind of food is good for me.這種食物對我身體有益

Sunshine is good for plants.陽光對植物有益。

5.It’s a good idea for sb to do sth.做?對?來說是個好主意（It’s also probably a good idea for parents to allow ?）

It’s a good idea for us to travel to the south.6.get noisy 變得嘈雜（I know we got noisy sometimes , ?）noise －noisy

7.learn from 向?學(xué)習(xí)，從?中學(xué)習(xí)

? but we learn a lot from each other.We should learn from our mistakes.我們應(yīng)從錯誤中學(xué)習(xí)。

8.at present.（At present they’re too short.）at present 此刻、現(xiàn)在＝at this time , now I can’t help you at present －－I’m too busy

我現(xiàn)在幫不了你－－實在太忙了。

9.? have an opportunity to do sth

有做?的機會

have no opportunity to do 沒機會做?

I hope to ?? have an opportunity to go to the States.I have no opportunity to have a talk with her I 注意：文中在談?wù)搶頃r，用了一些動詞過去式和would + 動原的形式

這是虛擬語氣。表示對將來的一種假設(shè)。

本單元其他句型結(jié)構(gòu)：

1.sixteen-year-olds十六歲的青少年

它相當(dāng)于一個名詞 相當(dāng)于sixteen-year-old kids.“一個16歲青少年的表達方式” a kid sixteen years old a kid of sixteen a kid of sixteen years old.a sixteen-year-old kid

2.stop doing

He should stop wearing that silly earrings.（Section A 2a）

停止做某事

We two stopped talking.我們倆個停止了談話。3.主＋seem to do sth.好像

His temperature seems to be all right.他的體溫好像完全正常。seem其他用法

（1）seem+形容詞

The question seems quite easy.那個問題好像很容易。

（2）seem+名詞

That seems a good idea.那好像是個好主意。

（3）It seems + that 從句

It seemed that nobody knew anything about the matter.看來沒有人知道這件事。4.So do we（Section A 3a）

So do we 為倒裝句，其結(jié)構(gòu)是So + be 動詞/助動詞/情態(tài)動詞＋主語，在時態(tài)上應(yīng)和上一句保持一 致。應(yīng)翻譯為“我們也是這樣”用英文解釋是： We have a lot of rules at my house , too.5.on school nights , on Friday nights , on Saturday afternoons.我們在說某個具體的，特定的早晨、下午、晚上時應(yīng)用on.6.be strict with 對?要求非常嚴(yán)格

She’s very strict with her children.她待子女很嚴(yán)。

7.old people’s home 敬老院

以前我們曾學(xué)過old folk’s home

8.take time to do things 花費時間做事情。take在這里為“花費”的意思。

類似的詞組有：

It takes sb some time to do sth.it為形式主語

花?時間做某事

It took me 2 hours to finish the homework.9.be a great experience for sb.對?來說是一次很棒的經(jīng)歷。10.volunteer（1）n.志愿者

volunteer groups 志愿小組

volunteers to run Christmas show.自愿操辦、圣誕節(jié)表演的人。

（2）v.自愿或無償?shù)亟o予或提供（幫助、建議）

Tim’s busy but I’ll come , he volunteered.蒂姆很忙，我來吧，他主動說道。11.sleepy想睡的（a.）Are you sleepy ? 你睏嗎？ asleep 睡著的、熟睡的

He waits until the children are asleep.他一直等到孩子們睡著了。

詞組fall asleep 入睡

He was just falling asleep when there was a loud knock at the door.他剛要入睡，就有人大聲敲門。

第三篇：九年級英語上冊 詞組 人教新目標(biāo)版

Unit 1 Topic 1短語

1.come back from 回來

2.feel sorry for 為……感到遺憾 3.by the way 順便問一下 4.take photos 照相 5.do farm work 干農(nóng)活 6.for a long time 長時間 7.tell stories 講故事

8.have summer classes 上暑期班 9.at present 現(xiàn)在；目前

10.live a hard life 過困難的生活 11.in order to 為了

12.give support to 支持

13.keep in touch with 保持聯(lián)系 14.see sth oneself 親眼目睹 15.far away 遙遠的

16.in the open air 在戶外 17.sorts of 各種

18.succeed in doing sth 成功做某事 19.check over 檢查

20.draw up an outline 擬訂提綱 21.thanks to 多虧

22.make progress 取得進展 23.take part in 參加 24.in detail 詳細地 25.in the past 在過去 26.have no chance 沒機會 27.after class 課后

28.day and night 日日夜夜 29.more than 超過

30.learn … from 向……學(xué)習(xí)31.in the future 在將來 32.dream about 夢想

Unit 1 Topic 2短語

1.get lost 迷路 2.each other 互相

3.call sb up 打電話給某人 4.go shopping 購物 5.at least 至少 6.take place 發(fā)生

7.because of 因為；由于

8.be strict with sb 對某人要求嚴(yán)格 9.increase by 增加了 10.carry out 執(zhí)行 11.be short of 缺少 12.so far 到目前為止

13.take measures to 采取措施 14.a couple of 一些；幾個 15.keep up with 趕上

16.have fun 獲得樂趣；玩得開心

17.offer a good education 提供一個良好的教育

18.work well in 在……有成效

19.be known as 將……稱為；把……叫做 20.the only child 獨生子 21.write down 寫下 22.less than 少于

Unit 1 Topic 3短語

1.get used to習(xí)慣于

2.as a matter of fact 事實上 3.break out 爆發(fā) 4.in need 在困難時

5.decide on sth 就某事做出決定 6.feel good about oneself 自我感覺良好

7.provide sb with sth 向某人提供某物

8.live a normal life 過正常的生活 9.according to 根據(jù) 10.be away from 遠離

11.be famous for 以……而聞名 12.so that 為了；以便 13.at the same time 同時 14.take drugs 服毒

15.obey the rules 遵守規(guī)則 16.aim to do sth 目的是…… 17.at home and abroad 國內(nèi)外

18.in the past few years 在過去的幾年中

19.pay for 付款 20.belong to 屬于 Unit 2 Topic 1短語 1.at present 目前 2.have a picnic 野餐

用心

愛心

專心

3.of course 當(dāng)做

4.be harmful to 對……是有害的 5.in a bad mood 處于壞情緒 6.manage to do sth 設(shè)法做某事 7.at midnight 在午夜 8.do harm to 有害于 9.go deaf 變聾

10.quite a few 相當(dāng)多

11.no better than 與……一樣（差、壞）12.in public 在公共場合

13.cause sb to do sth 導(dǎo)致某人做某事 14.all sorts of 各種各樣的 15.in many ways 在許多方面 16.for example 舉個例子

17.have an effect on sth 對某事有影響 18.two days later 兩天后 19.in the past 在過去

20.at the end of 在……的末尾

Unit 2 Topic 2短語

1.as a result 結(jié)果 2.here and there 到處 3.walk on grass 踐踏草坪 4.care for 關(guān)心；照顧 5.pick flowers 摘花

6.give some advice to 給……一些建議

7.in the beginning 在開端 8.cut down 砍伐

9.prevent sb from doing sth 阻止某人做某事

10.in danger of 處于……的危險中 11.come to do sth 開始做某事 12.day by day 一天天

13.follow the rules 遵守規(guī)則 14.come into being 形成 15.cut off 切斷

16.change into 變成…… 17.take away 帶走

18.pass through 通過；穿過

19.be helpful to 對……是有幫助的；有助于……

20.refer to 指的是…… 21.deal with 處理 22.at the same time 同時 23.take up 占據(jù)

24.stop sb from doing sth 阻止某人做某事

25.wash away 沖走

Unit 2 Topic 3短語

1.interview sb about sth 采訪某人某事

2.spread the message 傳遞信息

3.encourage sb to do sth 鼓勵某人做某事

4.protect the environment 保護環(huán)境 5.save money 省錢

6.be supposed to 理應(yīng)；應(yīng)該 7.ought to 應(yīng)該

8.travel a short distance 短途旅行 9.make sure 確保 10.on time 準(zhǔn)時

11.make an announcement 發(fā)個口頭通知 12.turn off 關(guān)掉

13.work hard 努力工作（學(xué)習(xí)）14.hurry up 快點；趕快 15.instead of 代替 16.of course 當(dāng)然

17.fail the exam 考試失敗 18.take part in 參加

19.be used for 被用作…… 20.turn green 變綠；變得環(huán)保

Unit 3 Topic 1短語

1.stick on 粘在……上 2.be able to 有能力；能夠 3.be ready for 為……準(zhǔn)備好 4.can’t wait to 迫不及待要…… 5.from now on 從今以后 6.one day 有一天；某一天

7.throughout the world 全世界 8.on business 出差

9.be similar to 與……相近

10.be pleased with 對……感到滿意 11.translate into 翻譯成…… 12.once in a while 偶爾；有時

用心

愛心

專心

13.in general 通常；大體上 14.even though 即使 15.as a result 結(jié)果

16.be regarded as 被當(dāng)做……

17.take the leading position 占據(jù)領(lǐng)先地位

18.be required to 被要求…… 19.the rest of 剩余的

20.make progress in 在……取得進展 21.take a swimming course 上游泳課程 22.be popular with 在……中受歡迎 23.change with 隨……而變化 24.as well as 也

25.have trouble doing sth 做某事有麻煩

Unit 3 Topic 2短語

1.instead of 代替

2.say hello to 向……問好 3.by the way 順便說 4.see sb off 給……送行 5.depend on 依靠

6.be worried about 擔(dān)心…… 7.leave for 動身往… 8.put out 伸出；熄滅

9.on one’s way to 在某人去……的路上

10.make oneself understood 使（自己）被聽懂

11.in the future 在將來 12.as for 至于

13.in a word 一句話；總之 14.take in 吸收

15.in the beginning 在開頭；初期 16.little by little 一點點地 17.come about 發(fā)生；產(chǎn)生

18.be forced to do sth 被迫去做某事 19.in person 親自 20.be fond of 喜歡

Unit 3 Topic 3短語

1.get into trouble 陷入麻煩；惹麻煩 2.agree with 同意 3.give up 放棄 4.work hard at 努力于 5.be afraid of 害怕 6.keep a diary 寫日記 7.be weak in 在……弱

8.give some advice sth 就某事給些建議

9.have a try 嘗試一下 10.take a breath 吸口氣

11.share sth with sb 與某人分享某物 12.as often as possible 盡可能經(jīng)常地 13.advise sb to do sth 建議某人做某事 14.make mistakes 犯錯

15.make great progress 取得巨大進步 16.insist on sth 堅持某事

17.feel like doing sth 想要做某事 18.laugh at 嘲笑

19.last but not least 最后但同樣重要的 20.in public 在公共場合

Unit 4 Topic 1短語

1.dream of 夢想

2.point to 指向…… 3.send up 發(fā)射

4.no doubt 毫無疑問 5.for instance 舉個例子 6.click on 點擊

7.connect to 與…….連接 8.in the future 在未來 9.in space 在太空

10.at the same time 同時 11.come into being 形成 12.thanks to 多虧；由于 13.chat on line 在線聊天

14.a list of 一列的；一份……清單 15.instead of 代替 16.of course 當(dāng)然

17.study hard 努力學(xué)習(xí)

18.with the help of 在……的幫助下 19.do business 做生意 20.land on 登陸

Unit 4 Topic 2短語

用心

愛心

專心

1.for certain 確定

2.make a contribution to 為……做貢獻

3.as long as 只要 4.in short 總之 5.run away 跑開

6.be allowed to do sth 被允許 7.be made of 由……制成 8.come true 成為現(xiàn)實；實現(xiàn) 9.be made from 由……制成 10.be used for 被用作 11.take photos 照相

12.during one’s life 在某人一生中 13.so far 到目前為止

14.be similar to 與……相近15.all the time 一直 16.no longer 不再

17.have effects on 對……產(chǎn)生影響 18.the rest of 剩余的

19.to one’s surprise 令人驚訝的是 20.be meant to do sth 應(yīng)該做某事

Unit 4 Topic 3短語

1.base on 基于 2.hand in 上交

3.be full of 充滿…… 4.in order to 為了

5.know about 知道；了解 6.a group of 一群 7.go wrong 走錯路

8.on the earth 在地球上 9.in the future 在未來 10.be able to 有能力 11.come true 實現(xiàn) 12.grow up 長大

13.search for 搜索…… 14.be on show 展覽

15.make up one’s mind 下定決心 16.side by side 肩并肩地 17.look forward to 盼望 18.be close to 靠近19.each other 互相

20.do experiments 做實驗

用心

愛心

專心4

第四篇：九年級英語上冊Unit_11英語教案_人教新目標(biāo)版

Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

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

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the

class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students 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．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． 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:

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． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

2． Revise the target language in this unit．

第五篇：新目標(biāo)九年級英語上冊教案全集1

Unit 1

How do you study for a test? Page 2, 1a, 1b, 1c 課

時： Period 1 教學(xué)目的： Talk about how to study.Learn the use of “by doing something”

重點難點： Useful expressions-How do you study ?? I study by doing ? 教學(xué)工具： courseware 教學(xué)步驟：

Step 1.Self-introduction

The new term has come.Ask the students to introduce themselves to the others and the teacher.Then ask what they did in the summer holiday.If possible, ask how they did that.Help the students use the construction “I …by doing…”.Explain “by”.Step 2.Discussion

Have the students say what they think of English.Then tell each other how they study for an English test.See the phrases shown in the courseware, which is similar to 1a.Remind them to use “by doing…” Step 3.1a.Checking the ways you study

Ask students to finish the task.They can add something else.Step 4.1b.Listening

Listen to the listening stuff of 1b, which is recorded in the courseware(convenient to be repeated).Finish the task.Then the teacher asks, ”How did Mei/ Pierre / Antonio study?” Have some students give the answers, i.e.repeat the sentences by using “by doing” Step 5.1c.Making dialogues

Work in pairs or groups.Discuss first.Then make a short dialogue.Have the students share their work.Step 6.Writing.See the courseware.Fill in the blanks.Write down the answers on a piece of paper.Ask students to read their work.課

時： Period 2 教學(xué)內(nèi)容： Page 3, 2a, 2b, 2c and the grammar focus.教學(xué)目的： Talk about how to learn English.Consolidate the use of “by doing something”

重點難點： Useful expressions-Do you study ?by doing?? Yes /No...(reason).教學(xué)工具： courseware 教學(xué)步驟：

Step 1.Revision

Make a dialogue between the teacher and some students.Ask whether they like English, then tell the reason.Ask how they learn English.Step 2.2a.Listening

See the courseware.Explain any difficult points.Listen to the stuff, and check the answers.Have students repeat some main sentences, ready to practice dialogues.Step 3.2b.Listening Finish the task.Step 4.2c.Doing a pairwork

Give students some time to talk about the contents of 1a and 1b.See the courseware.Some patterns will help, such as “Do you.../ What about.../ Have you ever.../ How do you…?” and the possible answers.Share their dialogues.Step 5.Make a conversation.Ask students to tell the others their own experience about studying English by working in pairs or groups.Then make a conversation respectively.They can also use indirect speech, such as “...says she learns...by...”etc.Step 6.Summary

Point out the main contents learnt these two days.英語(九年級)教學(xué)設(shè)計(3)課

時： Period 3 教學(xué)內(nèi)容： Page 4, 3a, 3b, 教學(xué)目的： Practice reading.Learn useful expressions.Practice writing.重點難點： v + ing phrase used as a subject

find / think + O + OC 教學(xué)工具： courseware 教學(xué)步驟：

Step 1.Make a statement.Firstly the teacher asks a student a question and the student answers.Ask several.Then have many more students make a statement one by one to introduce how he / she learns English.Step 2.3a.Reading

Firstly, read to the tape aloud.Pay attention to the pronunciation and the intonation.Read again, underline the useful expressions.Read once more.Fill in the chart.Check the answers.Step 3.Learn the useful expressions.1.Ask students to say the useful expressions they have underlined.2.Add if the students miss some.3.Learn some grammar: Ask a student to tell us how many sentences, which include v-ing phrase as a subject, are in the text.Point out the constructions.Explain why they are used.Teach the structure ”find / think + O + OC” and other grammar.Step 4.3b.Pairwork

Give the students a little time to prepare a role play.Ask some to share their work with the whole class.Step 5.Consolidation In Chinese, teacher says some important phrases from the text.Have the students tell us the English ones as quickly as possible.Unit 2 I used to be afraid of the dark.The First Period Teaching Contents: Section A 1a，1b，1c，2a，2b，2c Step I

Organization of class

1.Greeting 2.Warming up Step II

Presentation 1.Words Competition Show the class many words of appearance and personality.Get them to put the words in the right place.2.Guess: Who is the boy? Show the class some information about Harry Potter: He is a boy.He is not tall.He has curly hair.He is easygoing.He is very smart.He can see strange things and so on.3.Show two photos of the teacher — five years ago/ now.Ask the students some questions: What did I look like five years ago? What do I look like now? 4.Introduce the new conversations in Unit 2.I used to be fat.I am thin now.I used to have long hair.I have short hair now.I used to play basketball.I play ping-pong now.Step lIl

Teaching Tasks 1.Task One(Pairwork): Listening to the tape(1)Show the students two pictures and say something about the people in the picture.(2)Listen to the tape.Then fill in the blanks in lb，2a，2b.2.Task Two(Groupwork): Describing different persons(1)Show the students a set of pictures, such as a movie star, a sportsman, a teacher.(2)Get the students to discuss in groups and take notes, such as: Jacky Chan used to have big eyes, but now he has small eyes.(3)Ask two or three groups to present their answers.(4)Which group does best? 3.Task Three(Team work): Survey

(1)Ask the students to bring two photos of themselves to class.(2)Get the students to talk about the changes of their classmates and write down the key words in the form.(3)Let the team leader present their survey results.(4)Who has changed most in your team?(5)Which is the best team? Step IV

Summary Step V

Assign homework

Write a composition about your classmate before and now.The Second Period Teaching Contents： Section A 3a，3b，4 Step I

Organization of class 1.Greetings 2.Singing an English song Step II

Revision 1.Revise the conversations that the students learned in the first period.Ask them to talk about some pictures.2.Check the homework.Talk about what one person used to be like and she/ he is like now.Step IIl

Presentation 1.Show the class a picture of a big dog，then introduce the new conversations in 3a： I used to be afraid of big dogs.／I’m still afraid of big dogs.2.Ask the students some questions like this：

What did you use to be afraid of?／Are you still afraid of...? Step IV

Teaching Tasks 1.Task One(Pairwork)：Match the pictures with the phrases.(1)Show the students six pictures about the phrases in 3a.(2)Ask the students to talk about the pictures in pairs and match them.2.Task Two：Put checks in the first two columns.

(1)Show the students the first two columns about “I”, then get them to put checks.(2)Ask a group of students to read out their answers like this: I used to be afraid of.../ I’m still afraid of...3.Task Three(Pairwork)：Put checks in the last two columns.(1)Show the students the last two columns about “My Partner”.(2)Get the students to practice the dialogs in 3b.(3)Put checks in the columns.(4)Ask several pairs to present their answers.(5)Choose the best pair.4.Task Four(Groupwork): A survey(1)Show the students a form about the activities.(2)Get the students to fill in the blanks about “I”.(3)Get the students to ask their classmates and fill in the blanks about “My classmate”.(4)Ask the students to ask questions like this: What did you use to eat?/ What do you eat now?(5)Let two or three groups present their results.(6)Which is the best group? 5.Task Five(Teamwork): How has Zhongshan（中山）changed?(1)Show the class several pictures of Zhongshan city — Past and Now.(2)Get the students to talk about the pictures and write down the key words on the paper.(3)Ask two or three team leaders to present their opinions.Step V

Summary Step V

IAssign homework Get the students to write a composition about“Zhongshan has changed a lot!”

The Third Period Teaching Contents: Section B la, lb, 2a, 2b, 2c, 3a Step I

Organization of class Warming up Step II

Checking up the homework 1.Ask two students to read out their compositions(Zhongshan has changed a lot!).2.Get students to discuss the compositions.Step III

Presentation 1.Show the class four pictures in la.2.Ask students to describe what is happening in each picture: A girl is exercising in gym class.A girl is painting a picture.A boy is singing.A boy is looking at some insects.3.Ask students to check the things they liked to do when they were very young.Step IV

Teaching Tasks 1.Task One(Pairwork): I used to like to...(1)Point out the lines under the picture in lb.(2)Ask students to write down different things that they used to like to do.(3)Get students to discuss the answers in pairs, then ask some students to read out their sentences.2.Task Two: Listening practice(2a, 2b)(1)Ask students to listen to a dialog between a boy and a girl.(2)Ask students to check the sentences on the list that they hear on the recording.(3)Check the answers in 2a.(4)Play the recording again.Ask students to fill in the blanks with the words they hear.(5)Correct the answers in 2b.3.Task Three(Pairwork): Making up dialogs(1)Teach students the conversation in 2c.(2)Say some sentences using Did you...? and the answers Yes, I did./ No, I didn't.(3)Ask students to make similar dialogs in pairs.(4)Call on different pairs to read out their conversations to the class.4.Task Four(Groupwork): A debate(1)Show students a survey that the teacher did before the class.(2)Get them to discuss their hairstyles in the past and now like this: I used to have...hair, but now I have...hair.(3)A debate──Should students choose their own hairstyle? Why or why not? 5.Task Five: Reading Practice(1)Get students to read the story in 3a.(2)Ask students to complete the chart about Rose Tang then and now.(3)Check the answers.Step V

Summary Step VI

Assign homework 1.Ask students to Complete the letter in 3b(How I've changed!).2.Get students to talk to their parents and fill in the chart in 4a.

The Fourth Period Teaching Contents: Section B 3b, 3c, 4a, 4b, Self Check.Teaching Procedures: Step I

Organization of class Step II

Checking up the homework 1.Ask some students to read out the letter(How I've changed!).2.Get students to discuss their answers and choose the best one.Step lII

Teaching Tasks 1.Task One(Pairwork)Ask students to finish 4a before the class-Talk to their parents and fill in the chart in 4a.2.Task Two(Groupwork)(1)Ask students to talk about the contents in 4a with their classmates.(2)Choose two groups to present their answers.3.Task Three(Teamwork): How has Yu Mei changed!(1)Get students to talk about the pictures in Self Check 2.(2)Ask students to use the drills in Unit 2 to describe the pictures.(3)Ask students to write down a composition about Yu Mei on the paper.(4)Ask two or three of them to read out their compositions in class.(5)Choose the best one.4.Task Four(Teamwork): A survey── How has our life changed?(1)Show students some information in Unit 2.(2)Ask students to talk about how their life has changed since primary school and fill in the blanks in the survey form.(3)Ask the team leaders to present their survey results.(4)Choose the best team.5.Task Five: A composition about the changes in our life(1)Get students to write a composition on the paper.(2)Ask students to exchange their compositions and correct them.(3)Show the class one or two good compositions.Step IV

Summary Step V

Assign homework Finish Part One of Self Check.

The Fifth Period

Reading—E-mail English Step I

Organization of class 1.Ask the whole class some questions: What subjects do you study at school? What subject do you like best? Why? 2.Talk about the usage and importance of English.Step II

Introducing E-mail English What does e-mail English mean? What is it used for? Step III

Teaching Tasks 1.Task One(Pairwork)(1)Ask students to talk about the words in Part 1.(2)Ask students to fill in the chart with their partners and try to think of some more.(3)Check their answers.2.Task Two: Matching(1)Get the students to read the whole article as quickly as they can.(2)Try to finish the exercise in Part 2—Match each paragraph with its main idea.(3)Check the answers.3.Task Three: Deep Comprehension(1)Tell the students to read the article more carefully again.(2)Try to finish the exercise in Part 3—Match the words and expressions with their meanings.(3)Try to finish the exercise in Part 4—Find words or phrases for 1-5.(4)Check their answers.4.Task Four(Pairwork)(1)Ask the students to finish Part 5 in pairs.(2)Write a message to their partner using the e-mail English in this reading or other e-mail words.(3)Let some students read out their e-mails.(4)Choose the best one.Step IV

Summary Step V

Assign homework Write a reply to your partner, using the e-mail English as much as possible

Unit 3 Teenagers should be allowed to choose their own clothes.I.Learning objectives 教學(xué)目標(biāo) Skill Focus Talk about what you are allowed to do.Learn to talk about “agree” and “disagree”.Talk about the rules around the students.Learn to make rules or change rules reasonably.Language Focus

功能句式 Talk about what you are allowed to do(P18)

I think teenagers should be allowed to drive.Students should not be allowed to have part-time job.Talk about “agree” and “disagree”(P19)

I think students should be …

I disagree.They talk …

I agree.Do you think …?

No, I don’t.Talk about the rules(P20-22)

We have a lot of rules …

So do we.My friends and I goy to talk about the rules …

What school rules do you think should be changed?

詞匯 1.重點詞匯

license, silly, study, present, member, sleepy, reply, possibly, drop, final, count, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone 2.認(rèn)讀詞匯

pierce, earring, concentrate, design, opportunity, volunteer, local, mess, newsletter, obey, achieve, realistic, taught, Kathy 3.詞組

get in the way, care about, instead of, stay up, concentrate on, at present, old people’s homestay up, be strict with, the other day, learn from, at present, be good for, English-English Dictionary

語法 should + be allowed to do ?

Strategy Focus 1.Reflecting 2.transforming information Culture Focus What rules do they have at school/home? What school or other rules do you think should be followed /changed? II.Teaching materials analyzing and rearranging教材分析和重組 1.教材分析

本單元以Teenagers should be allowed to choose their own clothes 為話題，共設(shè)計了四個部分的內(nèi)容: Section A

該部分有4個模塊：第一模塊圍繞What should teenagers be allowed to do? 這一話題展開思維（1a）、聽力（1b）、口語(1c)訓(xùn)練；第二模塊圍繞“agrees” and “disagrees”進行聽力（2a-2b）、口語(2c)訓(xùn)練，并就所學(xué)語言結(jié)構(gòu)進行總結(jié)（Grammar Focus）；第三模塊就“about following the rules”這一話題展開閱讀訓(xùn)練（3a）和角色表演訓(xùn)練(3b);第四模塊繼續(xù)就上一話題以小組活動形式展開討論。Section B 該部分有4個模塊：第一模塊是詞匯的學(xué)習(xí)（1a）與運用（1b）；第二模塊圍繞“One of the school rules”進行聽力（2a—2b）、口語訓(xùn)練(2c)；第三模塊繼續(xù)圍繞The rules in school 這一話題展開閱讀（3a）和角色表演訓(xùn)練(3b)；第四模塊就如何Make a list of rules以寫作形式展開訓(xùn)練。Self Check 該部分有2個模塊：第一模塊以填空形式對所學(xué)詞匯進行訓(xùn)練；第二模塊就一封信圍繞“agree or disagree” 進行閱讀和寫作的訓(xùn)練。

Reading 該部分共設(shè)置了5項任務(wù)： 第一項任務(wù)以小組問題討論的方式激活學(xué)生相關(guān)背景知識；第二項任務(wù)讓學(xué)生通過閱讀獲取信息；第三項任務(wù)利用造句、尋找信息、討論等練習(xí)形式加深學(xué)生對閱讀內(nèi)容的理解；第四項任務(wù)要求學(xué)生能運用所學(xué)知識解決實際問題；第五項任務(wù)要求學(xué)生完成介紹名人童年生活及成功之路的任務(wù)。2.教材重組和課時分配

Period I

(Section A: 1a, 1b, 1c, 2a, 2b, 2c)

New function presenting Period II

(Section A: 3a, 3b, 4)

Practice Period III(Section B: 1a, 1b, 2a, 2b, 2c)

Integrating skills Period IV(Section B: 3a, 3b, 4, Self Check 1, 2 & Workbook)

Reading

Period V

(Reading: Section 1—Section 4)

Extensive Reading

III.Teaching procedures and ways 教學(xué)過程與方式

Period I New function presenting Language goals 語言目標(biāo)

1.Words & expressions 生詞和短語

allow, drive, pierce, driver, license, silly, earring, instead of 2.Key sentences重點句子

I think students should be allowed to go out with their friends.(P18)I agree./ I disagree.(P19)Do you think sixteen-year-olds should be allowed to work at night?(P19)Ability goals 能力目標(biāo)

Enable the students to talk about things they are allowed to do and show “agree or disagree.” Emotion & attitude goals 情感和態(tài)度目標(biāo)

Enable the students to understand some strict rules they have to follow.Strategy goals策略目標(biāo) Reflecting..Culture awareness goals文化意識目標(biāo) Follow the rules reasonably.Teaching important 教學(xué)重點

Talk about what they are allowed to do;agree and disagree.Teaching procedures and ways教學(xué)過程和方式

Step 1 Revision and Lead-in Ask one or more students to show their work.T:(Greet as usual)In the last unit, we learned how to write an e-mail to friends.Can you tell me what you often write in your e-mails?

S: We often write about our problems, our puzzles, sometimes our happiness and achievements to each other.T: How often do you surf the Internet? S: Once a week.T: If your parents don’t allow you to surf the Internet and you can’t write e-mails to your friends, what will you do? S: I won’t be happy.Perhaps I will get annoyed with them.T: Well.That means you have your rules in your family though you are unhappy.S: That ’s right.T: We need to communicate with our friends and parents.If you have different opinions with your parents, how can you communicate with them? We also have to obey our parents.This class we’ll talk about what teenagers should do in our daily life.T: Now I’d like you to see a picture.Show the picture.T: The students in the picture are from Chongqing.They’re having a debating

on the topic “What should teenagers be allowed to do?” Because they think

the topic is meaningful among teenagers.You are old enough to make clear

what to do and what not to do.Only after you understand and follow the

rules can you become useful people with a lot of abilities to our society.Most of middle-school students think

they should be allowed to do all the things they like, for example, they think: They should be allowed to — choose their own clothes — go out with their friends — have part-time jobs — get their ears pierced — watch NBA matches — do volunteer work — drive Write the above expressions on the Blackboard.T: But actually teenagers have to obey some rules they don’t like.What should you allowed to do and not to do is a big problem.Today we’re going to learn to talk about it.As a teenager, do you

think you should be allowed to drive? S1: I think so.T: Can you tell us your opinion?

S1: I think we are old enough.We should learn to drive.T: Thank you.And what about you, Lily? S2: I don’t think we should be allowed to drive, because most of us are busy with our study.Besides, we don’t have enough time to practice.And it’ll be very dangerous.Ask for more examples from other students and write “A” or “D” on the blackboard.Step II Brainstorming T: Wonderful.(Then turn to another student).You look smart today, who bought you the T-shirt? S: My mother.T: Did she choose it for you? S: No, I was allowed to choose it myself.T: Thank you for telling us.Do you often choose clothes for yourself? S: No, I couldn’t choose last year.But this year my mother allows me to choose clothes for myself.T: Do you think teenagers should be allowed to choose clothes? S: Of course, I do.T: Great.Boys and girls, here are some more examples about what teenagers should be allowed to do or shouldn’t be allowed to do.Let’s look at the pictures on Page 18, module 1a.Read the statements together.Then think it over and circle “A” or “D” for “agree” or “disagree.” A few minutes later.T: Well, Li Yu, would you like to share your ideas with us? S: Of course.I circled 1,3, 4 with “A”, and 2, 5 with “D”.T: Can you tell us why you disagree with the statements 2 and 5? S: OK.The second one says “sixteen-year-olds should be allowed to drive ”, I don’t think it can come true in our

country;the fifth one “twelve years old should be allowed to choose their own clothes ”, I don’t think they have correct comments on the materials or price.T: Terrific!Thank you very much for telling us.I think everyone may have his answer.Any answer is correct if you can give out convictive reasons.Step III Listening

T: Now please look at the picture.From the three small pictures, what can you guess the girl wants to do?

S: She says she’s going to the mall with John.Because John just got his license.Perhaps she wants to buy a nice T-shirt.But I can’t understand Picture 3 clearly.I can only be sure it’s something about piercing ears or earrings.T: Excellent.From the pictures we can just guess the main ideas.After listening to the recording, we can catch their meanings in detail.So listen to the tape carefully.Play the recording for the first time.T: All right.Most of you have circled “ T ” or “ F ” in the blanks.Now I’ll play it a second time, you may check your answers.Step IV Oral Practice

T: Please look at the statements in activity 1a and make conversations in pairs.The phrases in the

box below can help you.First practice them in pairs.Move around the class and check their work.Offer language help if needed.T:(a few minutes later)Now who’d like to share your ideas with others? Gentlemen first, please? Sample 1: S1: I think teenagers should be allowed to go out with their friends.S2: I agree.They are old enough.They can look after themselves well.T: Great.Thank you.You’ve told us you can look after yourselves.Another pair, can you tell us something else? Sample 2: S3: I don’t think twelve-year-olds should be allowed to get their ears pierced.S4: I agree.It’s too silly to wear earrings in the school.T: Wonderful.Thanks a lot.Not all girls wear earrings now, but in some parts of the country, girls still do so.And who can give us more examples? Sample 3: S5: I think students should be allowed to do homework with friends.S6: I disagree.They talk instead of doing homework.T: Very good!Thank you very much.Do your parents allow you to study with your friends? Encourage them to talk more about the reasons and their own opinions.Step V Listening Practice Ask the students to look at the picture on Page 19.T: We can see three persons in the picture.Are they talking to one another? S: No, two girls are talking, and the boy is working..T: Well, what are their conversations about? Does Molly agree, disagree or not know what Kathy thinks? Let’s listen to the tape for the first time.Please circle “Agrees”, “Disagrees” or “doesn’t know” to show what Molly thinks.Play the recording for the first time.Then check the answers.T: You’ll hear the same conversation again, This time please number Kathy’s and Molly’s answers in the correct order.Play the recording again, then check the answers.Step VI Pairwork T: From the listening, we know that in our daily life teenagers should and should not be allowed to do a lot of things.In different countries people have different opinions on it.Now please make a list of four things you should or shouldn’t be allowed to do.Discuss your list with your partner: What should or shouldn’t you be allowed to do? Get several groups of students to read their lists.Sample 1:

S1: Do you think teenagers should be allowed to have mobile phones? S2: Yes.It’s convenient for students and their parents to communicate each other.Sample 2: S3: Do you think teenagers should be allowed to have mobile phones? S4: No, I don’t.Perhaps students pay more attention to short messages than study.Sample 3: S5: Do you think teenagers should be allowed to go on a trip by themselves? S6: Yes, I do.They may ask “ Travel Agency ”to help them.Step VII Grammar Focus Ask the students to read the example sentences in the Grammar Focus box on Page 19 together.T:(After that)In this class, we have learned “should be allowed to do” and “should not be allowed to do”.(Pointing to the Bb)Who can tell us when to use them? What do they mean? From the sentences we have practiced, what can you conclude? S1: It’s a passive voice.In active voice, if we say, “should allow someone to do sth “, we can say, “someone should be allowed to do sth.” in passive voice sentence.T: Thank you.Anyone else can add it up? S2: If “shouldn’t someone to do sth.” We can use “someone shouldn’t be allowed to do sth”.T: Of course.And if you think so, you can say____.(Get students to fill in the blank)S3: I can say, “I agree.”

T: Quite right.If you don’t think so, you can answer_____.(Get them to fill in it again)S4: I can answer, “I disagree.”

T: Yeah.Besides, you can add your opinions after it.Step VIII Practice T: Here are some exercises.Please look at the screen and do it quickly.Show the following.Ex 1 Draw lines to make sentences.1.Little children shouldn’t be allowed to

a.play after class.2.Students should be allowed to

b.go into the classroom.3.Girls shouldn’t be allowed to

c.watch TV too long.4.If you are late, you should be allowed to

d.smoke.5.Students should be allowed to

e.wear skirts in P.E class Ex 2

Write about two things you are allowed to do and not allowed to do.Sample answers : 1.I’m allowed to have some change with me.2.I’m not allowed to have a fight with others.3.I’m allowed to ask for a leave if I’m sick in P.E lesson.4.I’m not allowed to copy others’ homework.Step IX Homework T: Two tasks for you: 1.Listen to the conversation repeatedly.2.Try to remember the dialogue in the recording.Practice more with your partners.Unit 4

What would you do ? Language goal : Talk about imaginary situations.Structure

: What would you do if … ?

If I were you, I’d …

Important point : Talk about imaginary situations.Difficult point : How to use “ Would you do sth.if …… ?

The Subjunctive Mood Section A :

The First Period

(1a , 1b , 1c)Goals

●To learn to use Second conditional and Should for advice ●To listen and talk about imagined life Teaching point : The Subjunctive Mood Difficult point : The Subjunctive Mood

Teaching Methods : Scene teaching method / Teaching by induction / pair work Teaching Aids : A tape recorder / Computer powerpoint

Teaching Procedures :

Step 1

Revision and Lead-in Lead in by asking students these questions : 1.What will you do if you are free tomorrow ? 2.What will you do if it doesn’t rain tomorrow ? Step 2

Listening and Speaking 1.Ask students to read the picture on Page 26.T: When we talk about things that haven’t happened, we can use the words I would or I’d.Now look at the picture on Page 26.What can you see in the picture? S: We can see some people, a school, a zoo, a research lab, a bank.T: What are the people in the lower part of the picture doing? S1: Maybe they are thinking about the answers to the question shown in the picture.S2: The woman is reading a newspaper and they are all thinking of the answers to the question.T: Pretend you are the people in the picture, what would you do if you had a million dollars? S3: I’d buy a beautiful car.Write buy a beautiful car on the blackboard.S4: I’d build a research lab.S5: I’d give it to the Hope Project.S6: I’d travel around the world.S7: I’d give it to medical research.…

2.Ask for more ideas from the students.Write their ideas on the blackboard.3.Show the following to the students and then ask them to practice in pairs.-What would you do if you have a million dollars?-I would(I’d)____________.4.Students work in pairs and make dialogues.Step 3 Listening

Ask the students to listen to the recording and compare their answers with those in the recording.T: Next we’ll hear a conversation about how to spend a million dollars.The recording will be played twice.For the first time, listen to get the order you hear.1.Play the tape for the first time.T: For the second time, please number the picture in the order you hear them.2.Play the tape for the second time.Then check the answers.Step 4

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 ? 1.Get the students to read the conversation.2.Have the students to work in pairs.3.Ask some pairs to act out their dialogues.Step 5

Language points explanation :

Step 6 Homework

1.Ask the students to do more practice as required in 1c on Page 26.2.Ask the students to prepare for the next period: Think about if you have any worries or problems in daily life.3.Ask the students to finish some exercises in Unit 4.Section A :

The Second Period

(2a , 2b , 2c , Grammar Focus)Goals

●To master some language points

●To go on learning The Subjunctive Mood

If I were you , I’d ……

●To improve the students’ listening ability

Teaching point : The Subjunctive Mood Difficult point : What if …… ?

Teaching Methods : Explanatory method / Teaching by induction / pair work Teaching Aids : A tape recorder / Computer powerpoint

Teaching Procedures : Step 1

Revision

Review The Subjunctive Mood by asking the students this question :

What would you do if you had a lot of money ? Then do some translation.如果我有很多錢，我會把它捐給慈善機構(gòu)。2 如果我有很多錢，我會把它放進銀行的。3 如果我有一百萬美金，我會買一所大房子的。

Step 2

2a

Listening and circling

1.Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.2.Check the answers with the students.(2 , 3 , 5)Listen again and write down all the expressions in the book.be nervous, / be late for / at the party What to wear 疑問詞 + 動詞不定式

4.Read these sentences together.Step 3

2b Listening and checking

1.Listen to the tape again and check on page 27 the four things Larry’s sister says to him.2.Check the answers with the whole class.3.Language points explanation :

say to sb.worry about / be worried about

talk to sb./ talk with sb.have to do sth.If I were you , I’d wear a shirt and tie.If I were you , Id be a little late.If I were you , I’d take a small present.4.Read these sentences together.Pay more attention to No.1 , 3 , 4.Step 4

2c Doing pairwork

1.First give an example , then get them to work in pairs.For example :

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.2.Explain “ What if …… ? and everyone else

eg.: 1 如果他不來，我們怎么辦 ？如果我們迷路了，怎么辦 ？

Step 5

Grammar Focus

1.Go through the sentences with the students.2.Explain the use of The Subjunctive Mood

表示一種不可能實現(xiàn)的愿望時使用。是一種假設(shè)。

3.Explain the structure of The Subjunctive Mood If 引導(dǎo)的從句用過去時，主句用would + V 4.Get the students to read the sentences together.5.Practice :

Have the students made some sentences by using The Subjunctive Mood.Step 6

Summary

1.Learn to use The Subjunctive Mood.2.To remember the language points.3.Can use “ What if …… ? ”

Section A :

The Third Period

(3a , 3b , 4)Goals

●To understand the students’ problems.●To go on learning The Subjunctive Mood

If I were you , I’d ……

●To practice the students’ oral ability

Teaching point :

The Subjunctive Mood Difficult point :

Attributive Clauses Teaching Aids :

Computer powerpoint

Teaching Procedures : Step 1

Revision

Review 2a and 2b in the second period.Read 2a and 2b together and get the students to pay attention to the sentences of The Subjunctive Mood.Step 2

3a Reading and matching

1.Go to page 28.Read the problems in the boxes and match them with the correct advice.2.Write down all the expressions.be shy / what to say / get nervous / lots of / go to bed / look terrible /

do well /take a walk / look friendly / feel shy

4.Explain “ too … to … ” and give more examples.He is too young to go to school.She is strong enough to lift the box.We are too careless to make many mistakes.Step 3

3b(Oral practice)

1.Come to 3b , ask the students if they have different advice for the problems in activity 3a , talk in pairs.2.Ask a pair to read their conversation.Step 4

1.Read the instructions to the class.2.Ask a student to read the sample conversation in the box.3.Have the students form groups of four to talk about the conversation in groups.Step 5

Summary

1.To master the language points in 3a.2.To master the sentences of the Subjunctive Mood.Step 6

Homework

1.Try to remember the language points in this period.2.Finish the exercises in Section A of 《雙語報》。

Section B :

The Fourth Period(1a 1b 2a 2b 3a)Goals

●To understand the personality survey.●To go on learning The Subjunctive Mood What would you do , if …… ?

●To practice the students’ listening ability.●To practice the students’ oral speaking ability.Difficult point : The Subjunctive Mood

Teaching Aids :

Computer powerpoint Tape recorder Teaching Procedures : Step 1

Revision

Review some expressions : 1.What to say / get nervous / look terrible / do well / take a walk 2.too … to … Step 2

1a 1.Warming up by learning about personality

Ask the students what is personality? What is your personality? 2.Describing and filling

Have the students turn to page 29 and fill in the blanks with words given.Step 3

1b 1.Ask the students in 1b Which words in activity 1a describe you? Tell your partner.What are you like? I think I am creative and outgoing.provide some words used to describe people for the students.2.Have the students work in pairs.Step 4

2a 1.Point to the chart and tell students that it is a quiz from a teen magazine.2.Read the instructions and point to the four questions.Read the questions to the class or ask different students to do it.3.Listening and checking

Cella is asking Bill questions from a personality survey.Check the questions Cella asks.4.Point out some language points in 2a

Give a speech / in front of / have a cold / tell sb.to do sth./ start doing sth./ want to be / wait for sb./ have dinner / introduce oneself Step 5 2b 1.Read the instructions and point to the list of questions and answers in 2a.2.Play the recording again.3.Check the answers.Step 6

3a 3a Reading and filling

1.Get the students to look at the survey in 2a and read the personality survey result below on page 30.then fill in the blanks with a, b or c.2.Check the answers with the students.3.Explain some points : annoy sb./ plenty of / be easy to do sth./ get along with / like doing sth.rather than / rather … than … Step 7

3b 1.Have the students to look at 3b.2.Read the example to the class.3.To write down their own personality survey based on the that in 2a.4.As students works , move around the classroom checking their work and offering language assistance as needed.Step 8

Summary

1.The Subjunctive Mood 2.Some useful expressions.Step 9

Homework

Section B :

The Fifth Period(1, 2)Goals

●To use the vocabulary in 1

.● Can write a reply according to the e-mail.●To master some language points.Difficult point : How to write a reply well ?

Teaching Aids :

Computer powerpoint Tape recorder Teaching Procedures : Step 1

Revision Review 2a in Section B 1.Read 2a together.2.Get the students to translate some useful expressions.Step 2

SELF CHECK

(1)1.Filling the blanks

Ask students to fill in the blanks on their own.On page 31 is a box with sentences in black.Read them and fill in the blanks with a correct word given.Make changes to the form if necessary.2.Check the answers.3.Ask students to make sentences with the words.Step 3

(2)

Write

1.Reading an e-mail.Read the instructions to the class.2.Explain the e-mail and some language points.Want sb.to do sth./ be sure / in fact / be shy / want to do sth./ let sb.down / be terrified of doing sth./ think of / come up with

3.Guide students to write the reply.Students are required to finish it individually.4.Get one or two and explain their mistakes.Step 4

Summary Step

Homework

Finish the exercises in Unit 4.Section B :

The Sixthth Period(Section 1 , 2 , 3)Goals

●To know the problems and accidents the teenagers have

..●Go on The Subjunctive Mood ●To master some language points.Difficult point : How to understand the article well ? Teaching Aids : Computer powerpoint Tape recorder Teaching Procedures : Step 1

Revision

Review some useful expressions in the Fifth period.Make speech / in fact / want sb.to do sth./ want to do sth./ let sb.down / come up with Step 2 Lead in

Lead in Section 1 by talking in groups.Discuss these :

Have you ever seen accidents ? What kinds of accidents do you know ?

What is the biggest problem a teenager has ? Step 3 Section 2

1.Have students read the reading materials.2.Answer some questions about the two pages.What would you do if you burned yourself by accident ? What would you do if you injured your knee ?

What would you do if someone offer you cigarettes ? What would you do if you get pimples ? Step 4 Language points explanation

kinds of / by accident / hurry to do sth./ find out / stop doing sth./ more than / a few / of course / tell sb.to do sth./ agree to do sth./ in a public place / ask sb.for Step 5 Section 3

3a

Ask students to pool the knowledge they have to answer the two questions.Step 6

3b

Ask students to go through the accidents mentioned in the reading then discuss.Step 7

Summary

1.Accidents and problems teenagers have.2.Pay attention to the Subjunctive Mood 3.Remember the useful expressions.Step

Homework 1.Finish the exercises in unit 4 2.Review the language points.Unit 5 It must belong to Carla.Ⅰ.Analysis of the Teaching Material 1.Status and Function The topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students' imagination and improve students' ability to deduce.Either less or more advanced students will be active in the activities in class.So it's useful to improve students' spoken English and communicative competence.(1)The first period mainly introduces the key vocabulary and the target language to students.Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can't.Meanwhile, students practice listening and writing the target language.(3)When reading an article, students can't help meeting with some new words.In the third period, students are asked to practise using the target language by talking about the new words, It's helpful to arouse students' learning interest and improve students' listening and speaking skills.(4)The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can't.(5)In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language.All the activities are designed to improve students' reading and writing skills.(6)In the last period, students learn a lot of proverbs.Proverbs are full of truth and advice.Students will benefit a lot in this class.2.Teaching Aims and Demands(1)Knowledge Objects In this unit, students learn to make inferences using the words must, might, could and can't.(2)Ability Objects To train students' listening, speaking, reading and writing skills.To train students' ability to deduce.(3)Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.We'll benefit a lot by learning proverbs.3.Teaching Key Points To learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can't.4.Teaching Difficult Points

To train students' listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can't.5.Studying Way Teach students how to make inferences using must, might, could and can't.Ⅱ.Language Function Make inferences Ⅲ.Target Language Whose volleyball is this

It must be Carla's.She loves volleyball.It could be Ted's.Ⅳ.Structure must, might, could and can't Ⅴ.Vocabulary picnic, chase, escape, belong to, toy car, plate', mystery, appointment, worried, wake, neighbor, garbage Ⅵ.Recycling suit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious Ⅶ.Learning Strategies 1.Sequencing 2.Deducing Ⅷ.Teaching Time Six periods The First Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary belong, belong to, plate, author, toy, picnic(2)Target Language Whose book is this

It must be Mary's.Wanda Wilbur is her favourite author.2.Ability Objects(1)Train students' listening skill.(2)Train students' communicative competence using the target language.3.Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.Ⅱ.Teaching Key Points 1.Key vocabulary 2.Target language Ⅲ.Teaching Difficult Points 1.Listen for the target language 2.Oral practice using the target language Ⅳ.Teaching Methods 1.Scene teaching method 2.Listening method 3.Pairwork

Ⅴ.Teaching Aids 1.Blackboard drawings 2.A tape recorder 3.A projector Ⅵ.Teaching Procedures Step I Revision Check homework.Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ 1a This activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong to plate n.author n.toy n.picnic n.Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture.Have students point to each item and say its name.Call students attention to the chart with the headlines clothing.Fun things and kitchen things at the top.Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart.Point out the sample answers.Get students to complete the task on their own.As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Clothing Fun things Kitchen Things hat volleyball plate jacket CD cups T-shirt toy car magazine book Step Ⅲ lb This activity gives students practice in understanding the target language in spoken conversation.Call students' attention to the chart.Set a time limit of two minutes.Students read the persons, the things and the reasons.Say, You will hear a conversation.As you listen, draw lines to connect the person in the first column with the thing in the second column.Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer.Say, The name Carla in the first column connects to volleyball in the second column because that's the thing they are talking about.And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen.Play the recording again.This time students listen and match each person with a thing and a reason.Check the answers.Answers Jane's little brother-toy car-He was the only little kid at the picnic.Mary-book-Wanda Wilbur is her favourite author.Carla-volleyball-She loves volleyball.Deng Wen-magazine-He loves cats.Grace-CD-She always listens to classical music.Tapescript Girl 1:Whose volleyball is this

Boy 1:It must be Carla's.She loves volleyball.Girl 1: How about this toy car

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 Deng Wen.He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeahThis book must be Mary's.Wanda Wilbur is her favourite author.Girl 1: OKand how about this CD

Girl 2: HmmmmmThe CD must belong to Grace.She always listens to classical music.Step Ⅳ 1c This activity provides oral practice using the target language.Point to the picture in Activity lb.Invite pair of students to say the conversation in the speech bubbles.SA: Whose volleyball is this

SB: It must be Carla's.She loves volleyball.Point out the conversation in the box.Invite another pair of students to say it to the class.SA : Whose book is this

SB: It must be Mary's.Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b.Say.Now work with a partner.Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b.Talk about who each thing might belong to and give a reason.Get students to practice in pairs.As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity.Get different pairs of students to say their conversations to the class.Step Ⅴ Summary Say, In this class, we've learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step Ⅵ Homework(1)Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Step Ⅶ Blackboard Design Unit 5 It must belong to Carla.Section A The First Period 1.Key vocabulary: belong v.belong to plate n.author n.toy n.picnic n.2.Target language: Whose book is this It must be Mary's.Wanda Wilbur is her favourite author.Unit 5 It must belong to Carla教案示例(2)Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary band, hair band(2)Target Language Whose notebook is this

It must be Ning's.It has her name on it.Whose French book is this

It could be Ali's.She studies French.Whose guitar is this

It might belong to Alice.She plays the guitar.Whose T-shirt is this

It can't be John's.It's much too small for him.2.Ability Objects(1)Train students' listening skill.(2)Train students' writing skill.(3)Train students' ability to deduce.3.Moral Object Use your mind, then make inferences correctly.Ⅱ.Teaching Key Points 1.Listening and writing practice using the target language.2.Make inferences using the target language.Ⅲ.Teaching Difficult Point Make inferences using the target language.Ⅳ.Teaching Methods 1.Practice method 2.A game Ⅴ.Teaching Aids

1.A tape recorder 2.Real objects Ⅵ.Teaching Procedures Step I Revision Revise the conversations in lb.Get different pairs of students to talk about who each thing might belong to and give a reason.Step Ⅱ 2a This activity provides listening practice using the target language.Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number.Say.Bob and Anna found a backpack in front of their school.Listen and write down the things in the backpack.Point out the sample answer.Play the recording the first time.Students only listen.Play the recording a second time.Students write the correct words in each blank.Check the answers.Answers 1.T-shirt 2.hair band 3.tennis balls 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: Oh, look!Tennis balls.Anna: Then it must be Linda's backpack.She has long hair and she's on the tennis team.Bob: You're right!Step Ⅲ 2b This activity provides listening and writing practice using the target language.Call students' attention to the chart.Point to the numbered list of sentences which contain a blank.Read the sentences to the class saying blank when coming to a write-on line.Say, You are to hear the same recording again.This time please fill in the blanks in these sentences using the words must, might, could or can't.Point out the sample answer.Play the recording.Students listen and fill in the blanks.Check the answers.Answers 1.The person must go to our school.2.The person can't be a boy.3.It could be Mei's hair band.4.The hair band might belong to Linda.5.It must be Linda's backpack.Point to the box that contains the explanations of how to use the words must，might, could and can't.Read the explanations to the class.Use “must” to show that you think something is probably true.Use “might” or “could” to show that you think something is possibly true.Use “can't” to show that you are almost sure something is not true.And then have different students explain in his/her own words what each word means.Encourage students to make their own sentences using these words.For example, for the word must, a student might say, The English magazine must be Li Lei's.He likes reading English magazines very much.Step Ⅵ 2c This activity provides writing practice using vocabulary introduced in the unit.Read the instructions to the class.Point to the list of sentences that contain a blank.Say, Please fill in the blanks with the words from this unit.Some answers will vary.Elicit the first answer from the class(The notebook must/might be Ming's.It was on her desk).Get students to complete the task on their own.As students work, move around the classroom answering any questions they may have and offering help as needed.Check the answers.Answers The notebook must/might be Ming's.It was on her desk.The homework can't be Carla'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/must 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.The ticket might be my aunt's or uncle's.They are both going to the concert.Step Ⅴ Grammar Focus Ask students to say the questions and answers in pairs.At the same time, write them on the blackboard.SA: Whose notebook is this

SB: It must be Ning's.It has her name on it.SA: Whose French book is this

SB: It could be Ali's.She studies French.SA: Whose guitar is this

SB: It might belong to Alice.She plays the guitar.SA: Whose T-shirt is this

SB: It can't be John's.It's much too small for him.Invite a student to underline the words must, could, might and can't and then write them in a list on the blackboard.Ask students, what does it mean when you say something must be true How sure are you that it is true 100 percent 50 percent 10 percent

When a student answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and can't.Optional activity Ask all but four students to put their heads down on their desks.Meanwhile, collect one item each

from the four students.Play the game like this: T:(Holding up a pen)Whose pen is this S1:It could be Li Lei's.T: Li Lei, is this your pen L: No, it isn't.T: It can't be Li Lei's.He says it's not his.S2:It might be Wu Jun's.T: Wu Jun, is this your pen W: Yes, it is.T: He says it's his.The pen must be Wu Jun's.(Holding up a notebook)Whose notebook is this

S3: It must be Li Na's.I gave it to her as a birthday present.Repeat the process with the other items.Step Ⅵ Summary Say, In this class, we've clone some listening and writing practice using' the target language.And we've learned how to make inferences using the words must, might, could and can't.Step Ⅶ Homework Make two sentences each using the words must, could, might and can't.Step Ⅷ Blackboard Design Unit 5 It must belong to Carla.Section A The Second Period Target language: A: Whose notebook is this B: It must be Ning's.It has her name on it.A: Whose French book is this

B: It could be Ali's She studies French.must 100% could 20%～80% might 20%～80% can't 0% A: Whose guitar is this B: It might belong to Alice.She plays the guitar.A: Whose T-shirt is this B: It can't be John's.It's much too small for him.Unit 5 It must belong to Carla教案示例(3)I.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2)Target Language

What do you think “anxious” means Well, it can't mean “happy”.It might mean “worried”.Oh, yes, she is worried because of her test.Here are some earrings.The owner can't be a boy.Well, it could be a boy.The earrings might be a present for his mother.2.Ability Objects(1)Train students' reading skill.(2)Train students' communicative competence using the target language.Moral Object When you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ.Teaching Key Points 1.Reading practice 2.Oral practice using the target language Ⅲ.Teaching Difficult Points 1.Key vocabulary 2.Target language Ⅳ.Teaching Methods 1.Practice method 2.Pairwork 3.A game Ⅴ.Teaching Aid The blackboard Ⅵ.Teaching Procedures Step I Revision Revise the usage of the words must, might, could and can't by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed.Then invite different students to say their sentences to the class.Step Ⅱ 3a This activity provides reading practice using the target language.Call students' attention to the picture.Ask students to tell what's happening in the picture.T: What's the girl doing

Ss: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes.Say, Right now the parts are in the wrong order.When they are in the right order, they will make a clear message.Now please read the parts carefully.Number them in order.When you are doing this, you will meet with some words you don't know.Don't worry too much about them.Just circle them.We'll talk about what they mean later.Get students to complete the task on their own.Point out the sample answer.Say.The first sentence of the e-mail message is I'm really anxious, because I can't find my backpack.Check the answers.Answers

The notes should be numbered in this order: 5,2,4,3,1 circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Step Ⅲ 3b This activity provides oral practice using the target language.Read the instructions to the class.Point to the sample conversation.Invite a pair of students to say it to the class.SA: What do you think “anxious” mean SB: Well, it can't mean “happy”.SA: It might mean “worried”.SB: Oh, yes.She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a.Use the words can't, must, could or might as in the sample.Get students to work with a partner.As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have.Some time later, stop the activity.Ask different students to share their conversations with the class.Make a list of the words students are talking about on the blackboard.drop v.symphony n.opotometrist n.appointment n.algebra n.crucial adj.count v.because of Practice the pronunciation of these words and explain the meaning of each word.Optional activity Have students write the new words in Activity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word.Ask a student to write the correct spelling in the first space.Ask another student to write the meaning of the word in the second space.For example: xosainu anxious worried cuilarc crucial aegarbl

Step Ⅳ Part 4 This activity provides oral practice using the target language.Call students' attention to the picture.Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard.Point to the sample conversation.Invite a pair of students to read it to the class.SA: Here are some earrings.The owner can't be a boy.SB: Well, it could be a boy.The earrings might be a present for his mother.Write the conversation on the black board.Explain the meaning of each sentence.Focus attention on the chart with the headlines Can't, Could/might and Must at the top.Point out the

sample answer.Read the instructions to the class.Get students to complete the task in pairs.As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step Ⅴ Summary Say, In this class, we've learned some vocabulary words, such as drop, symphony.And we've done much oral practice using the target language.Step Ⅵ Homework 1.Read the letter in Activity 3a again for further understanding of the vocabulary words.2.Read the conversations in Activities 3b and 4 again for further understanding of the target language.3.Finish off the exercises on pages 15～16 of the workbook.StepⅦ Blackboard Design Unit 5 It must belong to Carla.Section A The Third Period 1.Vocabulary words: drop v.symphony n.optometrist n.appointment m algebra n.crucial adj.count v.because of Chinese-English dictionary Oxford University 2.Target language:(1)A: What do you think “anxious” mean B: Well, it can't mean “happy”.A: It might mean “worried”.B: Oh, yes.She is worried because of her test.(2)A: Here are some earrings.The owner can't be a boy.B: Welt, it could be a boy.The earrings might be a present for his mother.Unit 6 I like music that I can dance to.I．Teaching Guide Aims 1.Learn how to express preferences and causes.2.Write a review of a book, a movie or a CD.Sentence Structure 1.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.I love singers who write their own music.2.Carmen likes musicians who play different kinds of music.Does Xu Fei like the Moderns? No, he doesn’t.He prefers…

3.What CD did you listen to recently? That’s not really important to me.I like movies that are sad / that have scary monsters.Vocabulary prefer, lyric, remind of, entertainment, feature, photography, photographer, exhibition, gallery, suggest, honest, expect, on display, suit, energy… Grammar Attributive Clause Tasks Task 1.The kinds of friends you like.Task 2.The school uniforms you like.Task 3.All about music.Task 4.A book, a movie or a CD reviews.II．Teaching Procedures and Tasks Word Study 1.prefer v.更喜愛，更喜歡

choose sth rather than sth else;like sth better.1)prefer + n.I prefer groups that play quiet and gentle songs.我更喜歡演唱輕柔音樂的組合Jennifer prefers musicians who write their own lyrics.2)prefer sth to sth 比?更喜歡?

Which would you prefer , coffee or milk ? 咖啡和牛奶，你喜歡哪一個？

I prefer milk to coffee.與咖啡相比，我更喜歡牛奶。

I prefer walking to cycling.我喜歡步行，不喜歡騎自行車。

3)prefer to do sth 寧愿做某事

She prefers to be alone at home.她寧愿獨自在家。2.dance to the music 伴隨著音樂跳舞

sing along with the music 和著音樂一起唱 3.remind sb of sb / sth 提醒，使?記起?

This music reminds me of my childhood.這首曲子使我想起了我的童年。4.lyrics 歌詞

rhythm 節(jié)奏韻律

melody / tune曲調(diào)

5.feature: n.面貌的一部分(眼,口,鼻等);顯著的或有特色的方面、品質(zhì)或特點 A prominent or distinctive aspect, quality, or characteristic.a feature of one's personality;a feature of the landscape人格特征；地形特點 6.photograph.n.照片，相片

photography.n.攝影, 攝影術(shù)

photographer.n.攝影師

7.suggest: to bring or call to mind by logic or association;evoke: 使人想到：通過邏輯或聯(lián)想使想起或喚起；喚起：

a cloud that suggests a mushroom;a ring-like symbol suggesting unity.一朵讓人想到蘑菇的云；讓人想到團結(jié)的環(huán)狀標(biāo)記

8.suit: to meet the requirements of;fit.適合，符合?的要求： This candidate does not suit our qualifications.這個候選人不符合我們的條件

9.expect vt.to look forward to the probable occurrence or appearance of 期待

expecting a telephone call;expects rain on Sunday.等電話；等待星期天下雨 10.though

1)adv.用于口語中，in spite of this;however;“盡管如此，然而”，放在句尾。

I expect you’re right－I’ll ask him, though.我認(rèn)為你說得對－我去問問他也好。She promised to phone.I heard nothing, though.她答應(yīng)要打電話來，但我沒聽到回信兒。

2)conj.although;despite the fact that “雖然盡管”, 放在句首或句中不與but連用

She won the first prize , though none of us had expected it.她得了頭獎，雖然這件事我們都沒想到。[Homework](1)Go over the new words and phrases.(2)Finish SB p49 1

Period 1 Task 1.The kinds of friends you like.1.Friends play a very important role in our daily life.What kind of friends do you prefer? Make a list about the topic.Pay attention to “who”.e.g.outgoing，not silly，love sports，can keep secrets… I prefer friends who are easygoing and generous.I like friends who love sports because… I don’t prefer friends who are…

2.Write a small article about what kinds of friends you prefer.e.g.Friends play an important part in my life.I prefer friends who are easygoing and generous.And I like friends who love sports because I’m very good at sports.I don’t prefer friends who are shy or selfish.I like friends who I can tell my worries to, because I need help sometimes.I hope that I can make more friends.3.Note down all the sentences with the word “who”.Task 2.The school uniforms you like.1.In Unit 3, we talked about the kind of clothes we wear.Most of the classmates think we should be allowed to design our own school uniforms.Can you tell me what kind of school uniform do you prefer? Pay attention to “that”

e.g.original，not ugly，out of style…

I can’t stand clothes that are…

I don’t prefer clothes that are…

I prefer school uniforms that are…

2.Write a small article about what kinds of school uniforms you prefer.e.g.I don’t like our uniforms at all because they are ugly.I can’t stand clothes that are ugly and out of style.I prefer clothes that are unusual.And I don’t prefer clothes that are not comfortable;I don’t like clothes that are too expensive, either.If I can design our own uniforms, I will design clothes that are fashionable and comfortable… [Grammar Focus: Attributive Clause] 1.Pay attention to the two articles we wrote just now, and find out the rules of using “that” and “who”.Try to analyze some of the sentences.e.g.I have an apple.+ An apple is red

I have an apple that is red.31

I have an apple +(that)is red.修飾先行詞an apple

e.g.I like my friends.+ My friends like sports.I like friends who like sports.I like my friends +(who)like sports.修飾先行詞my friends 2.Show Ss the rules: 1)人(n.)+ who + 從句 物(n.)+ that + 從句

2)關(guān)系代詞who / that的作用：

a.做代詞，代替先行詞

b.在從句中擔(dān)任句子成分：主語或賓語

c.做連詞，把主句和從句連接起來

3)who / that 在定語從句中做主語時，謂語動詞的單復(fù)數(shù)應(yīng)與先行詞保持一致

e.g.I prefer shoes that are cool.I like a sandwich that is really delicious.I love singers who are beautiful.I have a friend who plays sports.[Homework](1)Workbook(2)Supplementary grammar excises.(3)Bring your favorite CD to class tomorrow.Period 2 Task 3.All about music.1.Lead-in.Review the name of different kinds of music:

pop, dance, Latin, rock & roll, classical, rap, country, folk, new age, light… 2.Listening: 1a, 2a, & 2b.3.List as many as phrases to describe the kind of music: e.g.quiet, loud, gentle, energetic, slow, fast, exciting, crazy, not noisy, not too loud，can dance to, can sing along with, has great lyrics, can make me cry…

List as many as phrases to describe the kind of musicians: e.g.can write their own songs, can play different kinds of music, can make us happy, can play original music…

4.Interview your partner about his favorite music and musician.[P46 4.] e.g.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.What kind of music you don’t like.I don’t like music that is too loud.I can’t stand dance music.What kind of singer or musician do you prefer / don’t like? I love singers who write their own music.I can’t stand male singers who keep crazy long hair.4.A CD Review: Reading [P46 3a.]

Take our your favorite CD, and introduce your favorite CD to your partner.Take notes and make a CD review.[P46 3b.] e.g.What kind of music is it? What’s the name of your favorite CD? Why do you like this CD? Why is it so special to you? What do you dislike about this CD? What does it remind you of? 5.Give us an oral report about your or your partner’s favorite CD.See 3a.Ask someone to play a song for the students.Then have a class discussion about the musical group and about that particular song.Ask students to raise their hand when they want to speak.Help students use the language they have learned to say what they like and dislike about the music.6.Write your own CD or music review.e.g.When I am stressed out, I always listen to music to relax myself.I like music that is quiet and gentle.So, my favorite music is country.This music is great because it has great lyrics.I don’t like music that is too loud.I can’t stand rap music.I prefer musicians who can write their original lyrics.I like singers who can sing the words clearly.My favorite singer is John Denver.You can listen to his music at night with your bedroom light on.He is terrific, I think.The music reminds me of peaceful life.[Homework](1)Writing: A CD / music review(2)Workbook

Period 3 Game: A review of attributive clause 1.Cut up slices of paper.On each slip, write a sentence starter describing a preference.e.g.I like songs that … I love clothes …

I love singers … I prefer friends …

I prefer music… I don’t like books …

I like food … I don’t like people …

2.Divide the class into two teams.(A-B / Boys-Girls)Place the slips in a paper bag.Invite the first student from team A to take a slip and look at it.He or she has ten seconds to complete the sentences correctly.Pay attention to the use of “that” and “who”.If he finishes the sentence correctly, he won a point for his team.Then, team B follows up.Task 4.A book, a movie or a CD reviews.1.Write down the name of your favorite book or movie.Interview each other [P47 2c] 2.Listening 2a, 2b.3.Reading 3a.Ask the Ss to read 3a and complete the chart.Then check the answers.Pros Cons Movie The fisherman’s wife was funny.It’s too long and it’s really boring.Exhibition There are many great photos of people and of the countryside.The few city photographs are less successful.Band They play the kind of music that I love to hear.Every song is really loud and often you can’t understand the words.4.Self-check 2.5.3c.write a review of a book you have read, a CD you have listened to, or a movie you have

seen.[Homework](1)Writing: a review of a book, a movie or a CD.(2)Workbook

Unit 7 where would you like to visit? I.Analysis of the Teaching Material 1.Status and Function In this unit, students learn to talk about places they would like to visit.This is a topic that students will be very interested in.That will be very helpful to practice using the target language.All the students can make great progress in expressing the places which they would like to visit.(1)The first period mainly provides some new vocabulary to the students to describe different kinds of vacations.And it gives students practice in listening and speaking on the target language “Where would you like to go on vacation? I’d love to visit Mexico.”

(2)The activities in the second period give students more listening and oral practice using more target language.They are helpful to improve students’ listening and speaking skills.(3)In the third period, students learn to get detailed information from an article.And they will do some writing and oral practice as well.They will improve their reading, speaking and writing skills and know something about Singapore and some other places all over the world.(4)The fourth period provides more listening practice to train the students to understand the target language in spoken conversation and write the target language.It also provides some more oral practice using the target language.(5)The fifth period is designed to train students’ reading and writing skills.(6)The activities in the last period are used to train students’ writing skill.2.Teaching Aims and Demands(1)Knowledge Object In this unit, students learn to talk about places they would like to visit.(2)Ability Objects To train the students’ listening, speaking and writing skills using the target language.(3)Moral Object Wherever you travel in the world, you are able to use English.3.Teaching Key Point To help students learn and grasp the key vocabulary words and the target language.4.Teaching Difficult Points(1)To train students’ listening, speaking, reading and writing skills.(2)To train students’ communicative competence.5.Studying Way Get the students to know more about the world and be interested in traveling.Ⅱ.Language Function Talk about places you would like to visit.Ⅲ.Target Language 1.Where would you like to go on vacation? I’d love to visit Mexico.2.I hope to go to France some day.Ⅳ.Structure

Second conditional without if clause Hope to Ⅴ.Vocabulary jungle, historic site, botanical garden，exotic, thrilling, fascinating, peaceful, take it easy, tiring, educational, trek, explore, Singapore, touristy, customer, pack, light, heavy, downtown, provide, offer Ⅵ.Recycling France, Brazil, Japan, vacation, zoo, mountain, dangerous, fun, relaxing, entertainment, shopping, hiking, visit Ⅶ.Learning Strategies 1.Classifying 2.Role playing Ⅷ.Teaching Time Seven periods

The First Period Ⅰ.Teaching Aims and Demands Knowledge Objects(1)Key Vocabulary Tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site(2)Target Language Where would you like to go on vacation? I’d like to trek through the jungle, because I like exciting vacations.2.Ability Objects(1)Train students to talk about places they would like to visit with the target language.(2)Train students to describe vacations with different adjectives.(3)Train students’ listening skill.3.Moral Object, It′s more interesting to go on vacating somewhere instead of staying at home.Ⅱ.Teaching Key Points 1.Key Vocabulary Tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site 2.Target Language Talk about different places with the target language.Ⅲ.Teaching Difficult Points 1.Describe vacations with different adjectives.2.Talk about different places with the target language.Ⅳ.Teaching Methods 1.Teaching by illumination 2.Teaching by doing chain drills

3.Teaching by pair work

Ⅴ.Teaching Aids 1.A tape recorder and a projector 2.Some pictures of different places with famous views

Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the language points in Unit 6.Provides some questions, what kind of music does you like/love/prefer? What kind of clothes/writers/movies/… Do you like/love/prefer?

Then ask two pairs to make model conversations to the class to make sure they answer, I like/love/prefer music that…I prefer writers who… Next ask students to practice in pairs.Walk around the classroom listening to them, correct some errors they may make and be sure they are answering with sentences with relative clauses.2.Revise the words and expressions in Unit 6 by dictating the following: Lyric, remind of, entertainment, exhibition, gallery, on display, energy, suggest, photograph, suit

Step Ⅱ 1a This activity trains students to use the new vocabulary to describe the vacations.At first introduce the key vocabulary.Show the new vocabulary words on the screen by a projector:

tiring ad．引起疲勞的；累人的

educational ad．教育的；有教育意義的 fascinating ad．迷人的；有極大吸引力的 thrilling ad．令人激動的；令人震顫的 peaceful ad．平靜的；寧靜的；和平的 exotic ad．外(國)來的；外國產(chǎn)的

trek v．(緩慢或艱難地)旅行；長途跋涉 jungle n．熱帶叢林；密林

take it easy 從容；輕松；不緊張 explore v.探險；考察

historic ad．歷史上著名的；歷史上有重大意義的 site n.地方；場所

Point to the words and teach the children to read them several times till they can pronounce the words fluently and correctly.After that, try to let students explain the adjectives and make up sentences with them.For example, exciting, do like this: Let’s try to explain some new adjectives in our own words and make up some sentences now.See exciting first.Who can explain it in your own words in English? What does exciting mean? Help the children to explain it.Exciting means not boring, or means hard to be quiet.Who can make up a sentence with it?

Give an example sentence with it, please.Ask several ones to say their sentences to the class.For example, Surfing makes us exciting.The boy is very exciting when he is watching a football match.Then do the same with these new words in the box: tiring, educational, peaceful, fascinating, thrilling, exotic Read the instructions to the students.Be sure that everyone knows what to do.Tell students to look at the posters in the picture and compare them.We can see three posters.Tell me what you can see in each one.Then discuss the three posters with students.For Poster One, help students to say, it is a beach.A man with sunglasses is sleeping, etc.Do the same to the other two posters.Read the words on each poster to students and then let them read together several times.Ask some ones to tell the Chinese meanings of the words to see if they can understand them.Do some explanation if necessary.Call the students’ attention to the chart.Point to vacation 1, 2 and 3 in the chart.Say, Let’s choose the adjectives from the box for the three vacations.The adjectives you choose should correspond with the posters.Now let’s use Vacation 1 as a sample.Which adjectives should we choose? Who can tell me? Then ask several students to tell the class the words they’vet chosen.Write down their answers on the blackboard like this: Vacation 1 Take it easy on a Florida beach!Adjectives: relaxing, peaceful, boring Who has got some other adjectives to describe it? Some other adjectives you know, but not in the box? Ask some to say more besides the ones in the box, such as quiet, lazy.Write them on the blackboard, too.Please fill in the chart with the adjectives now.Note to match the posters.Get them to fill in the answers by themselves.As they work, move around the room checking their progress and answering questions they may have.Check the answers.Provide the possible answers on the blackboard.Possible answers include Vacation 1: relaxing, peaceful, boring Vacation 2: exciting, tiring, dangerous.Educational, fascinating, interesting, fun, thrilling, exotic Vacation 3: exciting, educational, peaceful, interesting

Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation.Read instructions to students.We’all listen to three students talking about where they would like to go on vacation and why.See the sample answers in the chart.Write your answers like that while you hear.Look at the three posters in Activity la and do this part.Each one of the three students, Sam, Gina and Lydia, wants to go to one of the three places.Play the tape for the first time, and tell the students not to write in a hurry, just try to catch the main idea of the dialogue.37

Then play the recording again.Ask them to write their answers this time.Check the answers.Answers 1.Sam, Brazil, likes exciting vacations 2.Gina, Japan, has been bored lately 3.Lydia, Florida, has been stressed out Typescript Boy 1: Look at those travel posters.I’d love to go on a vacation.Girl 1: Where would you like to go, Sam? Boy 1: I’d love to go trekking in the Amazon jungle in Brazil.Girl 1: You would? Boy 1: Sure.I like exciting vacations.Girl 1: Would’t that be dangerous? Boy 1: No, not really.How about you, Gina? Where would you like to go? Girl 1: Well, I’vet been kind of bored lately.I think I’d like to see the historical sites in Japan.Boy 1: Hmm, that would be fascinating.What about you, Lydia? Girl 2: Oh, I’m stressed out.I’d just like to relax on a beach… You know a beautiful beach in Florida.Boy 1: That sounds peaceful.Step Ⅳ 1c This activity provides guided oral practice using the target language.Present ate this dialogue, showing some pictures of the places with great interest all over the world and say like this: I’d like to travel to France.I’d love to visit Paris, because I like relaxing vacations.Where would you like to go on vacation, Sam? Ask one student to answer the question.After that let him or her ask another student.Set off a chain drill like this: T: I’d love to visit Paris, because I like relaxing vacations.Where would you like to go on vacation, S1? S1:I’d like to climb Mount Email, because I like dangerous vacations.Where would you like to go on vacation, S2? Ss: I prefer to travel to the USA, because I like exotic vacations.Where would you like to go on vacation, S3? S3…

After a team finished get the children to make their own conversations in pairs.Ask two students to read the example in the speech bubbles in Activity la.Tell them to talk about the posters with their partners this time.As students work together, move around the classroom, offering language support as needed.Ask some pairs to say their conversations to the class.Step Ⅴ Summary In this class, we’vet learned some adjectives that are used to describe vacations and some other

words.We have also learned the target language—Where would you like to go on vacation? I’d like to trek through the jungle because I like exciting vacations.Step Ⅵ Homework 1.Try to remember the new key vocabulary.2.Write out three similar conversations to the example in the picture in Activity 1a.Step Ⅶ Blackboard Design

Unit 7 Where would you like to visit? Section A The First Period Possible answers to Activity 1a: Vacation 1: relaxing, peaceful, boring Vacation 2: exciting, tiring, dangerous, educational, fascinating, interesting, fun, thrilling, exotic Vacation 3: exciting, educational, peaceful, interesting

The Second Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Fall, Niagara Falls(2)Target Language Where would you like to visit? I’d like/hope to visit/see… I’d like/love places where… 2.Ability Objects(1)Train students’ listening skill.(2)Train students’ communicative competence.3.Moral Object It can make you know more about the world to travel much.Ⅱ.Teaching Key Points 1.New words fall, Niagara Falls 2.Listening practice with target language 3.Make communications with target language Ⅲ.Teaching Difficult Points 1.Train students’ listening practice with target language.2.Help students to make communications with target language.Ⅳ.Teaching Methods 1.Listening 2.Pair works 3.Explanation Ⅴ.Teaching Aids

1.A tape recorder 2.Some pictures of Hawaii, Mexico and Niagara Falls

Ⅵ.Teaching Procedures Step Ⅰ Revision(1)Revise the target language by asking Question, where would you like to go on vacation? Get several students to give different answers.Then ask them to work in pairs to practice with: Where would you like to go on vacation? I’d like/love to…because I like… Vacations.(2)Check homework by asking several ones to read their conversations.(3)Check homework by dictating the following words: Tiring, educational, fascinating, thrilling, relaxing, dangerous, exotic, trek.Jungle, take it easy, explore, historic

After dictating, hove students check in pairs.Make a survey by asking them to put up hands to see how many have written out all the words correctly.Step Ⅱ 2a This activity provides listening practice using the target language.Read the instructions to the students.Look at the four sentences in the box.They are from a conversation, but they are not in the right order.We will listen to a conversation talking about going on a vacation.We can see the number in from of the fourth sentence.It’s a sample answer Please write the right numbers before the first three sentences in the blanks.Then play the tape.Students only listen this time.Try to catch the main idea of the conversation.Next play the tape again.Students listen and write the numbers in the blanks.Check the answers.Answers The sentences should be numbered in this order: 3 4 2 1 Typescript Boy 1: Would’t it be great if we could go on a vacation together? Girl 1: Yeah.That would be wonderful!Boy 1: Where would we go? Girl 1: Well, I hope to visit Hawaii one day.Would you be interested in going there? Boy 2: Sure!I like places where the weather is always warm.Boy 1: But Hawaii is too touristy.Maybe we could go to Mexico.I love places where the people are really friendly.Boy 2: Well, Mexico would be nice, but we don’t know the language.I hope to see Niagara Falls some day.What about going there? Girl 1: 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…

Boy 2: That’s not a bad idea…If you pay for it.Step Ⅲ 2b

This activity provides listening practice using the target language, too.Read the instructions to students, and make sure that they know what to do.Look at the first column, “Place”.Someone does’t like going to these places.Why? Choose the reason for each place from the second column.Write the letters of the reasons in the blanks before the places/Let’s read the contents in the chart first.Get them to read the places and reasons several times.Then say, we’all listen to the same recording again.Listen and match each place with a reason for not going there.Play the recording again.Ask students to fill in their answers.Check the answers Answers 1.B 2.A 3.C

Step Ⅳ 2c This activity provides guided oral practice using the target language.Read the instructions to the students.Tell them to use the information in Activities 2a and 2b to role play conversations.(Holding a picture of Hawaii).I hope to visit Hawaii some day.Get a student to answer, so do I.I like places where the weather is always warm.Showing a picture of Mexico, ask two students to make up similar conversations.Note to use the information in Activities 2a and 2b.Do the same with the third place Niagara Falls.Say, now please role play the conversations in pairs, using the information in Activities 2a and 2b.Each pair makes one at least.As the students work, move around the room checking progress of the pairs and offering help as needed.Ask one or two move pairs to say their conversations to the class.Step 5 Grammar Focus Present ate the conversation below by saying to the students and writing it on the blackboard: Where would you like to visit? I’d like to go somewhere relaxing.Draw a line under the word relaxing.Then ask the children the same questions and tell them to answer in their own words.For example, I’d like to go somewhere interesting.I’d like to go somewhere exotic.After asking several children to give answers with different adjectives, get them to practice in pairs.Each pair makes two conversations.Next ask several pairs to share their conversations with the class.Then say, the adjectives usually come before the nouns, such as, an educational vacation, a tiring trip.But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns.For example: I’d like to go somewhere fascinating.I’d love to eat something delicious.After that, present ate another pair of sentences.Say to the students and write down on the blackboard: Where would you like to visit? I hope to go to France some day.Explain sentences with some day in English orally, like this，41

I hope to go to France some day.This sentence means I hope to go to France some day, but I’m not sure I will.Maybe I will go there in the future and maybe I won’t.The sentences with some day are often used to express that.Then have the children make up more sentences.Step Ⅵ Summary In this class, we’vet done some listening practice with target language.We have also practiced our oral English in pairs.And we’vet discussed something on grammar.Step Ⅶ Homework 1.Write out two pairs of sentences like this: Where would you like to visit? I’d like to go somewhere relaxing.Where would you like to visit? I hope to go to France some day.2.Practice the target language orally with the classmates.Step Ⅷ Blackboard Design

Unit 7 Where would you like to visit? Section A The Second Period Ⅰ.Answers to Activity 2a: 3 4 2 1 Ⅱ.Answers to Activity 2b: 1.B 2.A 3.c Ⅲ.Grammar Focus: 1.Where would you like to visit? I’d like to go somewhere relaxing.2.Where would you like to visit? I hope to go to France some day.The Third Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Touristy, spotlight" Singapore, beautiful, heavy, private, downtown, get around, Pack, light(2)Target Language Where would you like to go, Kathy? I’d like to visit Cumming.2.Ability Objects(1)Train students’ reading skill.(2)Train students’ skill of communication.42

3.Moral Object Share your experience on traveling in a city with your classmates and tell them what they should bring if they decide to visit it.Ⅱ.Teaching Key Points 1.Guide students to read the passage in Activity 3a.2.The new vocabulary Ⅲ.Teaching Difficult Point Help students to talk to their partners about the cities they know.Ⅳ.Teaching Methods 1.Teaching by illumination.2.Teaching by asking questions.Ⅴ.Teaching Aids 1.A projector 2.A video tape on Singapore or some photos, some photos of Dali an

Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the target language they learned last class by asking where would you like to go on vacation? Get several children to answer I’d like to…because…

2.Check the homework by asking some children to read the conversations they wrote to the class.Step Ⅱ 3a This activity provides reading practice using the target language.At first introduce the key vocabulary words.Show the key vocabulary words on the screen by a projector.touristy ad．游客很多的；游客常去的；適合游覽的 spotlight n．公共注意中心 Singapore n．新加坡

botanical ad．植物的；植物學(xué)的 heavy ad．大量的；多的 private ad．私人的；私有的

downtown n．(城鎮(zhèn)的)商業(yè)區(qū)；中心區(qū) get around 觀光；到處走動

pack v.把??打包；把??裝箱 light ad．輕的

Teach students to read the vocabulary several times until they can read them out easily and correctly.Read the passage quickly and try to answer the questions on the blackboard.Write these questions on the blackboard: 1.What does’t Singapore have? 2.What does Singapore have? 3.Is Singapore also a wonderful place for shopping? 4.What don’t you plan on doing in Singapore? Why? 5.What is easiest to do in Singapore?

6.What is suggested to bring if you decide to go there? Why? A few minutes later(maybe two or three minutes), ask different students to answer the questions.Play the video tape of Singapore for students or show them some pictures.Next, read the instructions to students.Say, What things do you like about visiting Singapore and what things don’t you like? Read the passage again.Circle the things you like about visiting Singapore and underline the things you don’t like.Get them to finish the activity on their own.Check the answers.Possible answers may include Circled:…there are many things to do… It has a very large zoo, a beautiful botanical garden and lots of museums.It is also a wonderful place to go shopping.Underlined: Singapore is a small city…It does’t have any beaches or mountains… Don’t plan on driving in Singapore…traffic is heavy…Most private cars are not allowed in downtown Singapore.Singapore is very hot all year round.Step Ⅲ 3b This activity provides reading, listening and speaking practice using the target language.Read the instructions to students.Make sure that they know what to do.Ask two students to read the sample conversation on the left in Activity 3b, SA: Where would you like to go, Kathy? SB: I’d like to visit Cumming.SA: Sin’t it supposed to be very hot?

SB: Yes, it is.But it’s also beautiful, and it has lots of interesting museums.Note to correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Ask another pair to model a conversation with the first group of words on the right, the words in the first line.Listen to them carefully with the whole class to see if they can put the words in the proper places.Then let the whole class practice in pairs.Each pair should make up four conversations with the information on the right.Walk around the classroom as the students are working.Listen to some pairs and see if they have met any problems.Offer some help as needed.After all the students have finished practicing, ask some more pairs to share their conversations with their classmates.Step Ⅳ Part 4 This activity provides reading, writing and speaking practice using the target language.Read the instructions to the children.Make sure that they understand it.Say, first think of a city you know everyone.I think of Dali an.What about you? Ask several ones to tell the names of the cities they’vet thought of.Then say, Please write down the name of the city you’vet thought of on the line above city name in the chart.After that, show some photos of Dali and to the students around the room.Then continue saying, Dali an is a very beautiful city with wonderful beaches.It has very long coast.It also has quite a few big and nice parks.Some are near the sea and some are not.I like the big museum of different kinds of sea animals, too.What about you? What do you like about the cities you’vet written in your book?

Ask two or three to say something about their cities.Then say, now please fill in the left box with the things you like about the city.I’all write mine on the blackboard, you can use it as a sample.Write the sample on the blackboard, and students write out theirs.Walk around the classroom and direct them to write.After all of them have finished, go on with the third step.Now talk to your partner about the things you don’t like.After they finish talking, go on saying something I don’t like about Dali an to them.For example, the things in Dali an are too expensive.They are for the rich.And there are too many cars running on the streets.It’s very hard for people to cross a street.Can you say something you don’t like about your cities?

Ask some to say something on that to the class.Then tell them to fill in the box for things you don’t like.Let them talk to their partners about it.Sample answer

Dali an Things you like 1.wonderful beaches 2.long coast 3.big and nice parks 4.big museum of different kinds of sea animals Things you don’t like 1.things are too expensive 2.too many cars running in the streets

Step Ⅵ Summary In this class, we’vet learned something about Singapore, and we’vet talked about some other places all over the world.We’vet done a lot of listening, speaking, reading and writing practice using the target language.Step Ⅶ Homework 1.Write a short passage on the city you talked about in class.2.Try to remember the new words on page 54.Step Ⅷ Blackboard Design Unit 7 Where would you like to visit? Section A The Third Period Questions to Activity 3a: 1.What does’t Singapore have? 2.What does Singapore have? 3.Is Singapore also a wonderful place for shopping? 4.What don’t you plan on doing in Singapore? Why? 5.What is easiest to do in Singapore? 6.What is suggested to bring if you decide to go there? Why? Sample answers to Activity 4:

Dali an Things you like 1.wonderful beaches 2.long coast 3.big and nice parks 4.the big museum of different kinds of sea animals Things you don’t like

1.things are too expensive 2.too many cars running in the streets

The Fourth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Customer, save money, pool, culture, dream vacation, travel agency(2)Target Language Where would you like to go? I’d like to go somewhere warm.2.Ability Objects(1)Train students’ listening ability.(2)Train students to use the target language in oral English properly.3.Moral Object To role play the conversations you’vet heard is a very good way to improve your oral English.Ⅱ.Teaching Key Point Train students’ listening skill by listening to the conversations with the target language.Ⅲ.Teaching Difficult Point Help students to role play the conversations.Ⅳ.Teaching Methods 1.Brainstorm 2.Listening method 3.Pair works Ⅴ.Teaching Aid A tape recorder

Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the passage about Singapore by asking two or three students to read it to the class.Make sure that they pronounce each word correctly.Then let students read it aloud once by themselves.2.Check the short compositions they have written at home.First let several ones read theirs to the class.Second, get them to work in pairs to check the compositions.At last, collect all students’ compositions.Go over them carefully after class.46

Step Ⅱ Part 1 This activity reviews the target language and introduces new vocabulary.Read the instructions to students.Explain brainstorm like this: Brainstorm a list of things means you should write down all the ideas that come into your minds.Now brainstorm a list of things that are important to you when you go on vacation.Write them down in your exercise books.You should not worry if an idea is silly or if a word is spelled wrong.You can even write a word in their first language for the moment.Ask them to have a look at the two model phrases the book provides before they begin.Move around the room offering language support as needed.After about three minutes, tell them to stop writing and thinking.Let’s review the ideas you’vet thought of together.We will correct spelling and find the correct English words for any words you don’t know.Then ask some children to read their lists to the class.Write any new words or Phrases they have used on the blackboard.Ask them to discuss the lists in groups of four.Each one reads his or her own list to the other three.Then they discuss the words or phrases together.If there is something that they are not sure, tell them to show me by putting up their hands.Move around the room and solve the problems they may have.Help students find the correct English words to express their ideas.Step Ⅲ 2a This activity gives students practice in understanding the target language in spoken conversation.Read the instructions to students.Tell them to guess the meaning of travel agency first.Then explain it like this: If you plan to have a trip or vacation, you can go to a travel agency.A travel agency is an office that can help you make travel plans.Also they help you get plane tickets and hotel reservations.Then present ate whale watch and amusement park to the class like below.A whale watch tour means you stay in a ship and go out to the coining during the time of year when the whales are migrating, then you can see them traveling.Amusement park means a place like Disneyland.You can do lots of rides and play lots of games there.Write the two phrases on the blackboard.Look at the three pictures in Activity 2a now.We know Jeff has a summer job at a travel agency.We will hear him talking on the phone with three different people.Can you see the small box in the corner of each picture? Listen to the conversations and number the pictures.Write a proper number in each box to show the right order of the pictures.Then play the tape for the first time.Tell them only to listen.Play the tape a second time.As they listen to the tape this time, have the students number the pictures.Check the answers.Answers The pictures should be numbered in the following order: 1, 2, 3 Typescript Woman 1: Jeff, I have to go out for half an hour.Could you please answer the phone? Just take messages and I’all call people back.Jeff: Sure.Hello, Ace Travel.Jeff Marino speaking.How may I help you? Woman 2: I’d like some information on vacation packages, please.Jeff: My boss is out of the office for half an hour.Could she call you back?

Woman 2: Actually, I’d like to get some information now, if you would’t mind… Jeff: Well, I guess it would be OK.So, where would you like to go? Woman 2: Oh, I don’t know.Somewhere warm.Jeff: Somewhere warm… How about Hawaii? Woman 2: Oh,…no…I…I don’t like flying.Jeff: Ok.Well, there’s always…

Jeff: Hi, Ace Travel.Jeff Marino speaking.Man: Hello.I’d like to find out about your vacation packages.Jeff: Sure.What kind of vacation are you looking for? Man: Well, I hope to go on a nature tour.Jeff: Well, we have a great whale watch tour.You might like that.Man: Hamm…It depends on where it is.I don’t want to go anywhere cold.Jeff: Hamm…Let’s see.Yes, we have a great summer whale watch tour… Jeff: Hi, Ace Travel.May I help you? Woman 3: I hope so.I saw your advertisement for vacations in California.We’d like to go somewhere that’s fun for kids.Jeff: Fun for kids…Hamm …How about Los Angeles? Kids love visiting Hollywood.Woman 3 Oh, but we don’t really like big cities.Jeff: I see.Then maybe you’d enjoy…

Step Ⅳ 2b This activity gives students practice in understanding and writing the target language.Read the instructions to the children.Tell them to look at the chart.Then read the headings Customer, Wants, Does’t want and point out the blanks under each one.And let them see the sample answer under Wants in the chart.Ask them to read it together.Say, Then first customer wants to go somewhere warm.I’all play the recording again.Please write down the things the three customers want and don’t want in this chart as you listen to the recording.The play the recording again.Students fill in the blanks with the words they hear.Pause the tape several times to give students time to fill out the chart.Correct the answers.Answers Customer 1 wants: to go somewhere warm.does’t want to fly

Customer 2 wants: to go on a nature tour, does’t want to go anywhere cold

Customer 3 wants: to go somewhere that’s fun for kids, does’t want to go to a big city

Step Ⅴ 2c This activity provides guided oral practice using the target language.Read the instructions to the children.Say, In this activity, you are asked to role play Jeff’s conversation with the information in the chart in Activity 2b.Ask a pair of students to read the sample conversation to the class.SA: Where would you like to go? SB: I’d like to go somewhere warm.SA: Where else can you tell me? SB: I don’t want to go to a place which is too far away.48

Then ask them to continue it.Offer some help if necessary.For example, they may say like this, SA: Where would you like to go? SB: I’d like to go somewhere warm.SA: What else can you tell me? SB: I don’t want to go anywhere too hot.Offer more phrases,…to go to a small town,…to go by ship,…to go to a place which is too crowded, …to travel by plane,…To go to anywhere too far, act.Write them on the blackboard.Then ask students to practice in pairs.Move around the room checking the progress of the pairs and offering help as needed.Ask one or two pairs to say their conversations to the class.Correct any mistakes they may have made.Step Ⅵ Summary Say, In this class, we’vet done lots of listening practice on target language, and we’vet also written and spoken some.Step Ⅶ Homework 1.Write out the phrases you have brainstormed in Activity 1.2.Write down the conversation in Activity 2c.Step Ⅷ Blackboard Design

Unit 7 Where would you like to visit? Section B The Fourth Period The answers to Activity 2b: Customer 1 wants: to go somewhere warm, does’t want: to fly

Customer 2 wants: to go on a nature tour, does’t want: to

to anywhere cold Customer 3 wants: to go somewhere that’s fun for kinds，does’t wants to go to a big city

Some phrases for Activity 2c: to go to a small town to go by ship to go to a place where is too crowded to travel by plane to go to anywhere too far

The Fifth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary Provide, firm, offer, spot, Confucius, stele, forest The Forest of Steles(2)Reading practice using the target language(3)Writing practice using the target language 2.Ability Objects(1)Train students’ reading skill.(2)Train students’ writing skill.(3)Train students’ listening and speaking skills.3.Moral Object Are you planning to take a trip this summer? Write an e-mail to a travel agency in English to get some information on vacations.Ⅱ.Teaching Key Points 1.The new vocabulary.2.Read an e-mail.3.Write an e-mail.Ⅲ.Teaching Difficult Point Write an e-mail.Ⅳ.Teaching Methods 1.Scanning the e-mail to find out the answers 2.Writing 3.Group work Ⅴ.Teaching Aids 1.Some pictures of Queue, the Great Wall and the Forest of Steles in Xi’an 2.A projector

Ⅵ.Teaching Procedures Step Ⅰ Revision 1.Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this, T: Where would you like to go? Ss: I’d like to go somewhere relaxing.T: What else can you tell me? S: I don’t want to go to big noisy cities.After that, ask them to practice in pairs.Ask several pairs to share their conversations with the whole class.2.Check their homework.First, choose some students to read the phrases on Activity 1.Second, ask several ones to read the conversations they wrote to the the class.Correct the mistakes that they may have made with the whole class.Get them to work in pairs to help each other.Tell them to show their homework to each other, and help correct any mistakes they may have made.50