第一篇：九年級(jí)英語unit13教案

一、說教材

(一)教材的作用和地位

“牛津英語”教材把語言結(jié)構(gòu)、語言功能和主題內(nèi)容有機(jī)地結(jié)合起來, 所以語言的信息輸入量大, 選材廣泛、主體有序、內(nèi)容集中, 學(xué)習(xí)內(nèi)容非常貼近學(xué)生的生活實(shí)際和思想實(shí)際。本節(jié)課的內(nèi)容是：Unit 4 的綜合技能訓(xùn)練(Integrated Skills)，是將聽說讀寫糅合在一起進(jìn)行綜合訓(xùn)練，以提高學(xué)生綜合應(yīng)用英語的能力。我要求學(xué)生直接借助于網(wǎng)絡(luò)進(jìn)行查閱相關(guān)資料，并在此基礎(chǔ)上進(jìn)行歸納，使學(xué)生的信息量有了大大的增加，由學(xué)生的被動(dòng)的接受變成了主動(dòng)的學(xué)習(xí).(二)教學(xué)目標(biāo)

1.知識(shí)目標(biāo)：學(xué)會(huì)一些表示動(dòng)物名稱的單詞，學(xué)會(huì)運(yùn)用動(dòng)詞smell, understand, believe, remember等。能熟練運(yùn)用所學(xué)句式描述、詢問奇聞?shì)W事，并對(duì)別人的描述作出反應(yīng)。

2.技能目標(biāo)：通過真實(shí)的語境，重點(diǎn)培養(yǎng)學(xué)生聽、說及綜合運(yùn)用語言的能力。

3.情感目標(biāo)：培養(yǎng)學(xué)生的參與意識(shí)、競(jìng)爭(zhēng)意識(shí)和合作精神，激發(fā)學(xué)生對(duì)我們所處的世界的熱愛和不斷探索未知世界的興趣。

二、說教法

(一)教學(xué)設(shè)計(jì)的原則堅(jiān)持“自主學(xué)習(xí),合作學(xué)習(xí)”的教學(xué)原則

教師打破了以教師為中心, 單項(xiàng)灌輸?shù)年惻f模式, 在課堂教學(xué)中盡可能發(fā)揮學(xué)生的主動(dòng)性和合作精神, 營(yíng)造了良好的學(xué)習(xí)氛圍, 更重要的是在頻繁的交流中, 學(xué)生的語言表達(dá)能力提高了。遵循英語教學(xué)的交際性原則

交際性原則是英語教學(xué)中的一個(gè)指導(dǎo)性原則, 教學(xué)最終的目的不僅要使學(xué)生掌握知識(shí), 更重要的是使學(xué)生在理解的基礎(chǔ)上, 在交際性練習(xí)中培養(yǎng)交際能力，而培養(yǎng)這種交際能力, 就是反映在課堂教學(xué)中學(xué)生以主人翁態(tài)度, 積極、主動(dòng)、大膽地參與英語課堂練習(xí)活動(dòng)的主體意識(shí)上。追求和諧的課堂活動(dòng)

學(xué)生主體性的發(fā)揮, 要在民主,平等的氛圍中體現(xiàn), 更要在科學(xué), 和諧的教學(xué)活動(dòng)中進(jìn)行.課堂教學(xué)不僅要處理好老師、學(xué)生、教材等關(guān)系, 還要盡可能地發(fā)揮三者各自的特長(zhǎng), 這就是教學(xué)的最優(yōu)化。在課堂教學(xué)中, 既要有意識(shí)的讓學(xué)生去感知、理解,又要讓學(xué)生不斷地感悟。拓寬學(xué)生的視野

現(xiàn)代外語教學(xué)理論認(rèn)為, 一定量的語言輸入是語言輸出的基礎(chǔ), 即語言的輸出有賴于語言的輸入。只有在大量吸收的基礎(chǔ)上才能提高表達(dá)的技能, 也只有在吸收信息和表達(dá)自己意愿的過程中才能培養(yǎng)語言交際的能力。因此,教師根據(jù)教材做了很大的擴(kuò)展, 要求學(xué)生盡可能用英語向同學(xué)展示你學(xué)習(xí)后的成果, 你的愛好及緣由等, 使教學(xué)更趨向真實(shí)。

(二)教學(xué)手段

1、教法：運(yùn)用情景、聽說、直觀、游戲等方法，展開以教師為主導(dǎo)，以學(xué)生為主體的師生、生生多邊的交互式活動(dòng)。

2、學(xué)法：自主、合作學(xué)習(xí)。創(chuàng)設(shè)教學(xué)情景，使學(xué)生好學(xué)、會(huì)學(xué)、樂學(xué)。

3、主要以現(xiàn)代化電教手段--多媒體輔助教學(xué)，貫穿整個(gè)教學(xué)過程。以此期望增加直觀性和趣味性，加大課堂密度，提高教學(xué)效果。

三、說教學(xué)程序(Teaching procedures)

第一部分：聽

Step 1：聽前：(Pre-listening)

1.熱身(warming up): 以游戲“which is missing”讓學(xué)生迅速根據(jù)圖片說出動(dòng)物的名稱，將學(xué)生的熱情調(diào)動(dòng)起來，并了解了本課的主題與動(dòng)物用關(guān)。

2.呈現(xiàn)生詞，為下一步聽掃除障礙。

a.通過free talk, 引出生詞bone, smell.b.通過英文釋義，圖片連線的形式呈現(xiàn)表示動(dòng)物的4個(gè)單詞，同時(shí)鏈接了giraffe、tortoise和camel相關(guān)的信息，掃除聽的過程中的障礙。

Step 2 聽中。(while-listening)

1.聽整段對(duì)話，完成P66的notes。聽前要求學(xué)生先閱讀notes，讓學(xué)生了解所缺信息，以便學(xué)生聽時(shí)有重點(diǎn)的聽。

2.對(duì)話鞏固。學(xué)生獲取所缺信息后，大聲朗讀完整的句子，并進(jìn)行一分鐘的快讀競(jìng)賽。然后通過對(duì)話形式進(jìn)行pair work, 再次進(jìn)行鞏固。同時(shí)，在對(duì)話中自然呈現(xiàn)remember, believe, words等詞，并且使他們?cè)谇榫持械玫搅瞬倬殹?/p>

3.精聽。截取整段對(duì)話中的一個(gè)段落，提供給學(xué)生進(jìn)行精聽。聽前先設(shè)疑：What's the use of camels' eyelids, do you understand?激發(fā)學(xué)生聽的興趣，培養(yǎng)學(xué)生通過聽獲得細(xì)節(jié)信息的能力。

Step 3 聽后。(post-listening)

1.運(yùn)用所聽信息完成書上短文，并熟練朗讀。

2.就短文中的細(xì)節(jié)展開討論：

If you see ants on your dinner table,what will you do?

How can you keep ants away?

并留以足夠的時(shí)間讓學(xué)生就這個(gè)開放型的問題發(fā)表自己不同的見解。

第二部分：說

Step 1 Present.運(yùn)用書上的對(duì)話先設(shè)計(jì)了一個(gè)聽的任務(wù)：Listen and do T or F。并且在核對(duì)答案之后通過圖片巧妙生動(dòng)的呈現(xiàn)對(duì)話中的生詞weight。

Step 2 Practise.1.開書跟讀，訓(xùn)練語音語調(diào)。

2.運(yùn)用對(duì)話中的結(jié)構(gòu)：

Is there anything about...?

Yes, it says that....That's...來談?wù)摫菊n所出現(xiàn)過的amazing things.這樣，既復(fù)習(xí)了本單元前一階段的所學(xué)的奇聞趣事，又在情境中操練了上述新授句式。

Step 3 Produce.1.由書內(nèi)延伸到書外，為學(xué)生提供一些useful expressions，并引導(dǎo)學(xué)生借助這些習(xí)慣表達(dá)談?wù)撟约簭碾娨?、廣播、因特網(wǎng)上所了解到的各種各樣的奇聞趣事，這樣，就為學(xué)生創(chuàng)造了真實(shí)的交際環(huán)境，并讓學(xué)生通過自主的交流，享受了合作學(xué)習(xí)的樂趣。

2.在學(xué)生小組自由交流并在全班匯報(bào)之后，讓學(xué)生用信的形式描述自己了解的奇聞趣事。這時(shí)候，學(xué)生在前面的學(xué)習(xí)步驟中大量輸入的基礎(chǔ)上在進(jìn)行筆頭的輸出，就是輕而易舉、水到渠成了。

Step 4 Homework.1.完成信,并展覽。

2.在“講英語時(shí)間”與學(xué)習(xí)伙伴交流更多的奇聞趣事。通過這樣的作業(yè)，旨在培養(yǎng)學(xué)生的競(jìng)爭(zhēng)意識(shí)、合作精神及探索精神，為學(xué)生的終生學(xué)習(xí)打下基礎(chǔ)。

7B Unit 4 Integrated skills

課堂教學(xué)評(píng)析要點(diǎn)

每一個(gè)教學(xué)環(huán)節(jié)的設(shè)計(jì)都從學(xué)生的興趣出發(fā)，符合初中生的心理需求，貼近他們的生活，從而使他們整節(jié)課至始至終都興趣盎然。學(xué)生和老師在整節(jié)課中都保持了學(xué)習(xí)的激情。對(duì)于學(xué)生的回答和表述，老師及時(shí)給以后續(xù)性的評(píng)價(jià)，拉近的師生間的距離，學(xué)生在獲取知識(shí)技能的同時(shí)，也享受了用英語交流和被老師賞識(shí)的快樂。課堂活動(dòng)豐富，通過生生互動(dòng)、師生互動(dòng)，學(xué)生合作、探究學(xué)習(xí)，達(dá)到了本課預(yù)定的知識(shí)、技能和情感目標(biāo)。提高了學(xué)生的人文素養(yǎng)，培養(yǎng)了終身學(xué)習(xí)的能力。

本堂課采用任務(wù)型教學(xué)策略，讓學(xué)生在完成任務(wù)的過程中體驗(yàn)、實(shí)踐、參與、交流與合作，實(shí)現(xiàn)任務(wù)目標(biāo)，主要呈現(xiàn)以下亮點(diǎn)：

注重發(fā)展學(xué)生學(xué)習(xí)策略，培養(yǎng)和提高學(xué)生的創(chuàng)新精神和語言運(yùn)用能力。讓學(xué)生走出課堂，從網(wǎng)上、報(bào)上尋找相關(guān)資料，直接接觸地道語言，使他們有足夠的空間和自由度，進(jìn)行自主學(xué)習(xí)，促使學(xué)生個(gè)性發(fā)展。

2.利用小組討論交流形式，使學(xué)生在活動(dòng)過程中，互相學(xué)習(xí)，互相交流，培養(yǎng)他們團(tuán)結(jié)合作精神。

3.這堂課注重學(xué)生聽、說能力的培養(yǎng)，尤其能通過填表格回答問題形式讓學(xué)生對(duì)自尋資料進(jìn)行歸納，提高他們的語言理解能力。

4.教師本身教態(tài)自然大方，素養(yǎng)較好，整堂課結(jié)構(gòu)合理，各環(huán)節(jié)目標(biāo)明確，以學(xué)生為主體進(jìn)行教學(xué)，體現(xiàn)了二期課改精神，是一堂較為成功的課。

第二篇：九年級(jí)英語unit 15教案

雨龍中學(xué)高效課堂(二次備課)導(dǎo)學(xué)案

課題：Unit 15 We’re trying to save the manatees!

備課組：英語主備教師：楊翠芳授課時(shí)間：3.8—3.12授課班級(jí)：82,83,8

4備課組長(zhǎng)審核簽字：

【預(yù)習(xí)導(dǎo)學(xué)——不看不講】

一、明確目標(biāo)：

1.學(xué)會(huì)區(qū)分并正確使用“一般現(xiàn)在時(shí)，現(xiàn)在進(jìn)行時(shí)，現(xiàn)在完成時(shí)，to + 動(dòng)詞原形，被動(dòng)語態(tài)”；

2.閱讀3a與3b,并按要求完成課后練習(xí)；

3.掌握課文中出現(xiàn)的重點(diǎn)詞組;

4.保護(hù)動(dòng)物，人人有責(zé)；

二、自主學(xué)習(xí)：

1.翻譯GF部分，并區(qū)分相應(yīng)語法和時(shí)態(tài);

2.翻譯詞組：

(1)反對(duì)做某事；(2)適合；(3)對(duì)…感到吃驚；(4)活生生的教科書；

(5)為某人提供某物；(6)關(guān)心、照顧；(7)同意；(8)不同意；

三、檢查釋疑：

各小組中對(duì)子相互檢查自主學(xué)習(xí)部分，并說說不同答案的理由；

【合作探究——不議不講】

一、合作學(xué)習(xí)： 2.Read a letter to the editor in 3b and give your opinion.3.Debate

二、探究展示：

各小組對(duì)子相互檢查合作學(xué)習(xí)部分的答案，對(duì)疑問點(diǎn)提出自己的意見；

【導(dǎo)學(xué)測(cè)評(píng)——不練不講】

一、導(dǎo)學(xué)測(cè)評(píng)

（一）基礎(chǔ)題——初顯身手

同步解析與測(cè)評(píng)：?jiǎn)雾?xiàng)選擇4，5, 8, 9 ；

（二）能力題——挑戰(zhàn)自我譯一譯：

1.我不同意你的觀點(diǎn)，我認(rèn)為動(dòng)物園是動(dòng)物生活的好地方。

2.抽煙對(duì)你的身體有害。

（三）拓展題——勇攀高峰

同步解析與測(cè)評(píng)：完形填空；

教學(xué)反思:

本課時(shí)中學(xué)生最易掌握的內(nèi)容是3a和3b部分，且準(zhǔn)確度很高；但時(shí)態(tài)的區(qū)分以及準(zhǔn)確運(yùn)用存在很大的難度。

小組組名：________小組組訓(xùn)：____________________________小組組歌：__________________小組評(píng)價(jià)：______

第三篇：九年級(jí)英語unit 15教案

雨龍中學(xué)高效課堂(二次備課)導(dǎo)學(xué)案

課題：Unit 15 We’re trying to save the manatees!

備課組：英語主備教師：楊翠芳授課時(shí)間：3.8—3.12授課班級(jí)：82,83,8

4備課組長(zhǎng)審核簽字：

【預(yù)習(xí)導(dǎo)學(xué)——不看不講】

一、明確目標(biāo)：

1.我們能為拯救地球做些什么？

2.Listening practice；

3.Reading;

4.保護(hù)動(dòng)物，人人有責(zé)；

二、自主學(xué)習(xí)：

1.Complete 1a, then talk about “What can we do for saving endangered animals ?”

2.Read and translate the following phrases:

(1)打開；(2)關(guān)閉；(3)調(diào)低、關(guān)?。?4)餐巾紙；(5)回收紙張；(6)聽說；(7)古老的建筑物；

(8)由…制成；(9)摧毀、推倒；(10)模型玩具；(11)業(yè)余時(shí)間；(12)兒童醫(yī)院；

三、檢查釋疑：

各小組中對(duì)子相互檢查自主學(xué)習(xí)部分，并說說不同答案的理由；

【合作探究——不議不講】

一、合作學(xué)習(xí)：

1.Rank the items in 1a(1--5);

2.Listen and check the things that Julia and Jack talk about in 2a.3.Read and translate activity 3a.二、探究展示：

各小組對(duì)子相互檢查合作學(xué)習(xí)練習(xí)的答案，對(duì)疑問點(diǎn)提出自己的意見；

【導(dǎo)學(xué)測(cè)評(píng)——不練不講】

一、導(dǎo)學(xué)測(cè)評(píng)

（一）基礎(chǔ)題——初顯身手

同步解析與測(cè)評(píng)：?jiǎn)雾?xiàng)選擇6，7, 10；

（二）能力題——挑戰(zhàn)自我譯一譯：

1.張先生曾經(jīng)去過北京三次。

2.應(yīng)該拆掉這些舊房子，建一些新房子。

3.回收利用紙張是很重要的。

（三）拓展題——勇攀高峰

以“My favorite animal”為題，寫一篇小短文，內(nèi)容包括“what is you favorite animal? What it looks like, where to live, what to eat, Is it endangered? why?”

教學(xué)反思:

本課時(shí)中學(xué)生最易掌握的內(nèi)容是1a, 3a部分，且準(zhǔn)確度很高；但聽力效果則不太理想，難度大的同時(shí)，要邊聽邊記，在短時(shí)間內(nèi)追求較好的效果很難。

小組組名：________小組組訓(xùn)：____________________________小組組歌：__________________小組評(píng)價(jià)：______

第四篇：人教版九年級(jí)英語Unit 3 教案

教案

（九年級(jí)英語）

Unit

3Teenagers should be allowed to choose their own clothes.東城區(qū)鄧莊中學(xué) 楊笑麗

Unit 3 Teenagers should be allowed to choose their own clothes.【Teaching aims】

1.Language goals：

A.Key words and phrases: allow, pierce, license, silly, earring, instead of, drive, driver’s license，B.Target language:

——I think students should be allowed to do homework with friends.——I disagree.They talk instead of doing homework.——Do you think sixteen-year-olds should be allowed to choose their own clothes? ——Yes, I do./No, I don’t.2.Ability goals: Students can learn to talk about what they are allowed to do.They also learn to agree and disagree.【Important points】

——I think sixteen-year-olds should be allowed to drive.——I disagree.I think sixteen is too young.【Difficult points】

Learn to talk about what they are allowed to do;agree and disagree.【Teaching methods】

Scene teaching, activities teaching, task-based teaching method and so on.【Teaching aids】

A tape recorder, a little blackboard, pictures, CAI and so on.【Teaching procedures】

Warm-up:

1、show some pictures about a few activities，go out at night, surf the Internet, play basketball, drive a car, have part-time jobs...What do you usually do after school? Can you surf the Internet at home after school?

2、Let students talk about what he/she can do or what he/she can’t do at home and show “can do” /”can’t do”.can do

can’t do play basketball

surf the Internet …

… Presentation:

1、Introduce the new structure： be allowed to do

Cross out the headings and write these headings in their place: “is allowed to” and” isn’t allowed to”.Say each sentence first with “can do “or “can’t do”, then with

Section A

“ is allowed to” or “isn’t allowed to”, and ask students to repeat each one.is allowed to

isn’t allowed to play basketball

surf the Internet …

…

S: Mike can play basketball at home, that means he is allowed to play basketball at home……

Let the students practice with all items on the lists.2、Read the instructions in1a to the class.Say: all the sentences are things students are or are not allowed to do.Then read each item to the class.Ask students to explain what each sentence means in their own words:

When students have explained all the items, ask students to circle A for agree or D for disagree for each item.Raise your hand if you circled A.Write the total of As and Ds for each item and discuss the results with the class.3、Read the instructions in1b to the class.Say: you will hear a conversation between Anna and her mother.They don’t agree about everything.Play the recording two times, and then check the answers:

4、Use the statements in 1a to make conversations like this: A: I don’t think sixteen-year-olds should be allowed to drive.B: I agree, they aren’t serious enough.5、Point to the picture of 2a and ask students to say something about it.What is the boy doing? What are the girls doing? Read the instructions and point to the sentences.Ask a student to do it.Then point to the list of responses: Agree, Disagrees, and Doesn’t know.You’ll hear two girls having a conversation.Kathy will make some statements.Listen to what Kathy says and see if Molly agrees, disagrees, or doesn’t know what she thinks.Play the recording and then check the answers.6、Read the instructions in 2b and point to the list of reasons from the conversation.Ask different students to read the sentences to the class.Say: you will hear the same recording again.This time please number these reasons in the order you hear them on the recording.Point the sample answer.Say: Young people need to sleep is the first reason you will hear on the recording.Play the recording and then check the answers.7、Read the instructions in 2c to the class.Point to the sample conversation in the box.Ask two students to read it to the class.For example: A: Do you think teenagers should be allowed to get their ears pierced？ B: Yes, I do./ No, I don’t.Consolidation and extension:

Say: you can look back at activities 1a and 2a to get ideas for your list.Ask students for suggestions for their lists and write some of their statements on the board.For example:

go out at night, have part-time jobs, smoke, surf the Internet, play basketball, get their ears pierced, drive, watch TV Next give students five minutes to make their own lists.Then ask students to work in pairs and discuss their lists.Ask one or two pairs to present their conversations to the class.Homework:

1、Review grammar focus.2、List some other things about what they can do or can’t do using the structure “be allowed to”

Blackboard Design:

Unit 3 Teenagers should be allowed to choose their own clothes.Section A He is allowed to play basketball at home.He isn’t allowed to surf the Internet.Teenagers should be allowed to get their ears pierced.Teenagers shouldn’t be allowed to work on school nights.be(not)allowed to do

should(not)be allowed to do

get something done / have something done not calm enough instead of

第五篇：仁愛英語九年級(jí)Unit 6教案

Teaching Plan Unit 6 Entertainment and Friendship

Topic 1 Do you like watching TV Key words and phrases: alive, upon, hide, honest, compare, advertisement, raise, would rather…than…, fall in love, depend on, once upon a time Grammar focus: Review Attributive Clause Sentence patterns: 1.Could you teach me how to play? 2.It’s hard for me to learn to play Chinese chess.3.I hope someday I can take part in a quiz show and win a prize.4.— Which programs do you prefer, TV shows or sports shows? — I would rather watch TV shows than sports shows.5.They are kind and always ready to help others.6.However, sometimes you do not forgive others.7.The words about plants and animals are used in positive or negative ways in different cultures.8.Television has a huge influence on our lives.9.Television sometimes is like a baby-sitter.It spends more time with children than parents do.10.They spend less time playing soccer or walking in the park or playing games in the yard.Teaching Procedures: Section A Step 1 Ask and answer, according to some daily lives.Step 2 Introduce some kinds of TV programs.Students look at the screen and talk about them.Learn the dialog in Part 1a and answer the questions.Explain some language items in the dialog.Step 3 Students look at the screen and talk about the TV programs, using the sentence patterns: would rather… than…, prefer… to… , I like… best, my favorite TV programs is… etc.Step 4 Look at the screen and talk about each picture, then match the picture with its description in 1c.Check the answers.Step 5 Listening comprehension.Listen to the tape and choose the correct answers.Introduce the film Jane Eyre to the students in brief words.Step 6

Sum up the language points in this section.Step 7 Homework assignment.Section B Step 1 Ask students to talk about their favorite TV programs in pairs.Step 2 Introduce the twelve star signs to the students.And ask what star sign they are under.Step 3 Listen to the tape in 1a and answer the questions in 1b.Step 4 Talk about the story about Scorpio in 2a.Ask students to try to say more about it.Pick up some language points and explain them for the students.Step 5 Read the story again and discuss the questions in 2b.Step 6 Summary and homework.Ask students to search for more information about the star signs and talk about the characteristics of the people under the same star sign.Section C Step 1 Talk about the characteristics of people who under the same star sign with you.Work in pairs or groups.Then ask some of them to present it.Step 2 Look at the pictures in 1a and talk about each of them, three or more sentences for each.Then make dialogs about them, following the models in 1a.Step 3 Listen to the tape and number the pictures in 1a.Step 4 Read and understand.Read the passage in 2a, Different countries have different cultures.Explain the differences between western culture and Chinese culture.Ask the students to say more about it.Step 5 Students read the passage again and try to retell it in class.Step 6 Fill out the form in 2b, check the answers.Encourage the students to say more about the differences between western culture and Chinese culture.Step 7 Sum up the language points together with the students.Homework assignment.Section D Step 1 Talk about the sayings about “dog” and “cat” in Chinese and English.Say something more about the differences between Chinese culture and western culture.Step 2 Read the passage in 1a and find out its main idea.Pick up some language points.Step 3 Ask the students to show their own opinions about the TV.Then share their ideas together.The statement in 1b may help them.Step 4 Get students to sum up the useful expressions together.Step 5 Learn something about the debate.Show the students how to debate.Help them to find an interesting topic to have a try.Step 6 Ask students to review the whole section.Get ready for the test.Topic 2 The Monkey King is my favorite character.Key words and phrases: bee, keep on, get stuck, be known for Grammar:(1)Attributive clause(2)Adverbial clause(3)Object clause Sentence patterns:(1)It’s a pity that he died when he was very young.(2)If you work hard at painting, it won’t be difficult for you to succeed.(3)Well, that depends on what kind of paintings you want to learn.(4)While you are there, you can also learn about the lives of the artists.(5)What kind of art do you prefer, modern art or traditional art?(6)The way he shows things in the distance is different from the way Gu Kaizhi does.(7)Perhaps that is the reason why I prefer to paint landscapes.(8)Could you tell me something about the Monkey King?(9)One tree can’t make a forest.(10)During the journey they had an argument, ….(11)They kept on walking until they found a pond.(12)…, but luckily he was saved by his friend.After that, he carved on a stone, …(13)When someone hurts you, you should write it in the sand from which the wind can erase it easily.(14)Do you agree that it is good to forgive your friends when they hurt you?(15)But we like him for different reasons.Teaching procedures: Section A Step 1 Ask students to look at the screen and try to say something about the pictures — Vincent van Gogh and his most famous painting, Vase with twelve sunflowers.Introduce the new lessons.Step 2 Students listen to the tape and answer the questions.Explain “Dutch, painter, It’s a pity that …”.Step 3 Students discuss whether they want to be an artist.And show the reasons, with the help of the statements in 1b.Step 4 Group work.Students talk about their favorite artists and paintings.And ask some of them to present their opinions.Step 5 Look at the screen and talk about the paintings and their authors.Help students say more about them.And mention the background of each painting, help them to understand art better.Step 6 Make a survey about the classmates’ favorite kinds of paintings.Then fill our the forms according to the results of the survey.Step 7 Homework.Section B Step 1 Students talk about the pictures in 3a, Section A.Step 2 Introduce Gu Kaizhi, the father of landscape paintings in ancient China.And show his most famous painting — Luoshenfu.Ask students to say something about it.Step 3 Listen to the tape and answer the questions.Get students to make a comparative between the paintings by Gu Kaizhi and Vincent van Gogh.Step 4 Discuss and fill out the form in 1b.Ask students to show their ideas about the two painters.Step 5 Listen to the tape and number the pictures in the correct order.Then say something about the birth of the Monkey King.Step 6 Homework assignment.Section C Step 1 Students tell the story of Journey to the west.Step 2 Say something about the novel Journey to the west and Harry Potter.Talk about the main characters in both novels.Step 3 Listen to the tape and answer the questions.Explain some items for the students.Help them to say more about the novels.Step 4 Discuss and fill in the form in 1b.Check the answers.Step 5 Read and understand the passage in 2a.Sand and Stone.Get students to sum up the main idea of the passage.Make the students talk about the true friendship.Step 6 Look at the two pictures in 3, and choose one of them and describe it.Write a short story about it after class.Step 7 Summary and homework.Section D Step 1 Talk about the pictures in 3, Section C.Step 2 Listen to the tape and complete the passage with the correct words.Check the answers with the students.Get students to sum up some grammar focus in the passage themselves.Step 3 Talk about your favorite hero in literature in pair.Ask some of them to present their opinions.Step 4 Get students to sum up the useful expressions in this topic together.Step 5 Look at the screen, talk about these famous people and their works.Ask them to search for more information about them.Step 6 Class activities.Read and enjoy.Students read the poem A Fantasy loudly.Step 7 Homework assignment.Topic 3 I will never forget our friendship.Key words and phrases:

chalk, handwriting, dozen, cheap, package, smooth, pound, dollar, penny, hurry, head, awake, dozens of, to one’ joy, hurry up, at any time now, in the future Sentences patterns:(1)How time flies!(2)It’s a piece of cake.(3)We have worked so hard that we will be able to pass it easily.(4)Where there is a will, there is a way.(5)Although they are cheap, they are valuable to remember our friendship.(6)As the saying goes, It’s the thought than counts.(7)You don’t need to say sorry.(8)What I will remember are all the good times we’ve spent together.(9)I’ve learned a lot from you all, my dear teachers and my good friends.(10)To my great joy, I won the Excellent Student Award in my class.(11)Thanks to my teachers and friends, I’ve made so much progress.(12)After graduation, I will keep on working hard to realize my dreams.(13)The graduation ceremony is exciting because it marks the end of a period in a student’s school life.(14)She will miss her plane if she doesn’t hurry up.(15)I’m sad to be here watching you all head back home.(16)I’m sorry I have to go now.(17)Keep in touch.(18)Have a safe flight!

Teaching procedures: Section A Step 1 Students listen to the songs the sound of silence and Auld Lang Syne.Step 2 Listen and read the passage in 1a.Retell it.Fill in the blanks in 1b.Pick up some language points for students.Step 3 Group work.Talk about what you will do before leaving school and report to your class.Step 4 Listen , read and say in 3a.Ask some of the students to act out the dialog.Step 5 Make dialog about shopping for the coming graduation ceremony.Step 6 Listen comprehension.Listen and mark the statements T or F.Step 7 Get students to sum up the language items in this section.Step 8 Homework.Section B Step 1 Retell 1a in Section A.Step 2 Listen to the tape and answer the questions.Fill in the blanks in 1b.Check the answers.Explain some sentences.Step 3 Read and understand.Speeches during the Graduation Ceremony.Answer the questions on the screen.Explain some language points.Step 4 Read 2a again and choose similar meanings for the underline parts.Check the answers together.Step 5 Pair work.Discuss with your partner what you are going to say at the graduation ceremony.Then give a report.Step 6 Homework assignment.Section C Step 1 Give your own speech for the coming graduation ceremony in front of the class.Step 2 Introduce the new lessons, about graduation ceremony.Read and understand.Read the passage and answer the questions to help students to understand the passage well.Step 3 Get students to pick up some language points in the passage themselves.And then sum up.Step 4 Work alone.Fill in the form in 1c.Step 5 Choose the best answers to complete the dialog and then practice it with your partner.Step 6 Homework.What will you say to your old friends and how will you feel during graduation ceremony? Write a short passage about it.Section D Step 1 Students talk about the procedures at graduation ceremony.Step 2 Listen to the tape and answer the questions.Students pick up the language points themselves.Step 3 Read the dialog again and ask some students to act out the dialog.Step 4 Read the e-mail from Maria to Jane, and fill in the blanks in right forms of the words given.Check the answers.Step 5 Get students to sum up the useful expressions in this topic.Step 6 Ask students to try their best to finish the final project.Step 7 Review the whole topic and assign the homework.