学科

English

课型

fresh

年级

9

课题

Unit 1 How do you study for a test? 1/5

教学媒体

A tape recorder

教

学

目

标

知识

技能

1.Key words: vocabulary, flashcard

2.Target Language；

How do you study for a test?

I study by…….

过程

方法

According to designing some tasks, train students’ listening skill.

情感

态度

Maybe you find English frustrating sometimes. But remember not to give it up.

As we know, where there is a will, there is a way

教学重点

1. Key words : vocabulary, flashcard

2. Target Language

How do you study for a test?

I study by…….

3. structure

 verb + by with gerund.

教学难点

verb + by with gerund

教学内容及教师活动

学生活动

设计意图

Step 1 : Warm-up

1. Greetings.

2. Ask some students about their summer holiday

(Teacher shows a flashcard with the word Shanghai and asks one student.)

Teacher shows the others and teaches the word “flashcard” to the students.

Step 2: Revision

Read and translate some words they have learned.

Step2.Presentation

I. Language Study

Teacher writes the pattern on the blackboard:

-- How do you study for an English test?

-- I study for a test by + V.-ing

Make a list of their answers on the blackboard. Teacher can teach the “vocabulary” and “pronunciation” at the right time.

II. 1a

1.Check the answers, after checking, read the ways to the students and ask students to put up their hands to show which things they checked. Count the numbers.

2. Ask students to write down other ways they study for an English test. Then ask some to read their ways to the class.

III. 1b

1. Play the tape.

2. Check the answers with the students.

3. Read the sample answer to the class and ask students to say the other two.

Step3 Consolidation and extension

1. Read the instructions and the conversation to the class, and then ask students to make similar conversations.

2. Ask some pairs to present their conversations.

3. Small competition: group in four, make sentences using structure (verb + by/with gerund).

4.Make a survey : one student interview other students using the structures (How do you study …? I study by + v-ing .)

Show the results.

Step4 Summary

Answer the questions and talk about their holidays.

Review the new word.

1.Students can tell their ways freely with the pattern.

)

2. Students make conversations based on the pattern.( V. + by + V.-ing

Do exercise in 1a

Write some good ways what they use.

Students listen and write the letters for each one.

Make similar conversation by oneself.

Work in pairs to present their conversations.

Work in groups.

Interview.

通过师生对于假期的对话，在轻松的氛围中为本课的学习掀开了序幕。

为听力做铺垫。

检测学生的听力水平。

本环节通过group work这个活动，对本单元的基本句型进行机械操练，使学生能够脱口而出。

通过两个小活动，使语言知识运用到实际交流中。

板

书

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计

Unit 1 How do you study for a test?

Section A

The First Period

1. Ways of studying:

by working with Friends by making flashcards by reading the textbook

by making vocabulary lists by listening to cassettes

2. Target language

A: How do you study for a test?

B: I study by working with a group.

教

学

反

思

学科

English

课型

New

年级

9

课题

Unit 1 How do you study for a test? 2/5

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key words: aloud, pronunciation，What about …?

2. Target Language：

Have you ever studied with a group?

Yes, I have. I've learned a lot that way.

过程

方法

According to designing some tasks, train students’ listening skill and communicative competence.

情感

态度

If there is an English club in your school, join it to improve your English

教学重点

Key words : Key Vocabulary &Target Language

Structure: verb + by with gerund.

教学难点

What about…?

verb + by with gerund

教学内容及教师活动

学生活动

设计意图

Step1 Revision

Check homework. Invite different students to report their discovery of new ways of studying that haven’t been introduced in the book or in class.

Step 2 Presentation

I. 2a

This activity provides listening practice using the target language.

Call students’ attention to the picture. Ask, What do you think is happening? Who are they?

Point to the list of questions in the box.

Get different students to read them to the class.

Play the recording for the first time.

Play the recording again.

Check the answers with the whole class

II. 2b

This activity provides listening practice using the target language.

Point to the list of answers in the box.

Get different students to read the answers to the class.

Point to the checked questions in Activity 2a.

Play the recording

Check the answers with the whole class.

Step3 Consolidation and extension

This activity provides oral practice using the target language. Invite a pair of students to read the sample conversation to the class.

Write the sample conversation on the blackboard.

Move around the classroom listening in on various pairs so as to check progress and help with pronunciation as needed.

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

Grammar Focus

Invite a pair of students to say the questions and answers to the class.

Step4 Summary

Look at the picture and say .

Listen and check the questions they hear.

write the letters in the blanks

Make conversations using information from Activities 2a and 2b with a partner.

通过复习，使学生对上节课所学知识进行温习。

为听力做铺垫。

检测学生的听力水平。

本环节通过pair work这个活动，对本单元的基本句型进行机械操练，使学生能够脱口而出。

对知识进行梳理整理，便于记忆。

板

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Unit 1 How do you study for a test?

Section A

The Second Period

1.Target language:

A: Have you ever studied with a group?

B: Yes, I have. I've learned a lot that way.

2．I study by listening to cassettes.

I learn by studying with a group.

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 1 How do you study for a test? 3/5

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

frustrating, memorize, specific, grammar, differently, frustrate, quickly, add, not at all, excited, end up

2. Target Language

Do you write vocabulary lists?

Oh, yes. I do it often.

过程

方法

1. According to designing some tasks, train students' integrating skills.

2. According to designing some tasks, train students' ability of social practice.

情感

态度

Maybe you find English frustrating sometimes. But do remember not to give it up. As we know, where there is a will, there is a way.

教学重点

Listening, speaking, reading, and writing practice using the target language.

教学难点

Train students' integrating skills.

教学内容及教师活动

学生活动

设计意图

Step Ⅰ Revision

1. Revise the target language presented in previous classes by making up conversations.

2.Show the key vocabulary words on the screen by a projector.

specific adj. 明确的；详细而精确的

memorize v. 记忆；背诵

grammar n. 语法；语法规则

differently adv. 不同地；有区别地

frustrate v. 使失望；使沮丧；使厌烦

frustrating adj. 令人沮丧的令人失望的

quickly adv. 快地；迅速地

add v. 又说；继续说

not at all 根本(不)；全然(不)

excited adj. 激动的；兴奋的

end up 结束；告终

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

Step2 Presentation

I.3a

This activity provides reading and writing practice using the target language

Call attention to the article. Read it to the class or ask a student to read it instead. Point to the chart beneath the article. Explain to the students that they will read the article and then write in the chart the ways of learning English that are unsuccessful, OK and successful for the students Lillian Li. Wei Ming and Liu Chang. Point out the sample answer. Help the students find the information in the reading.

Ask a student to read the sentence to the class.

Ask students to read the article again and complete the chart on their own. As students work, move around the classroom answering any questions they may have.

Write the correct answers on the black board so that students can check the spelling and other details of their answers.

Optional activity

Ask students to create a chart like the one in Activity 3a on a sheet of paper. Then

have students fill in the chart using information about their own ways of learning English. Encourage students to exchange their completed charts with others in the class.

II. 3b

This activity provides oral practice using the target language. Read the instructions to the class. Ask students to find partners and decide who is student A and who is student B.

Point out the uncompleted sample conversation. Invite two more advanced students to say and complete the sample conversation.

Step 3 Consolidation

Part 4 Interview

This activity provides reading, writing, listening and speaking practice using the target language.

Read the instructions to the class. Focus attention on the chart. Get students to check what they do to learn English. You may wish to give an example from your own experience. Remind the students of the differences among often, sometimes and never. Invite a pair of students to say the sample conversation to the class.

Write the conversation on the blackboard.

Ask the students to work in pairs. Interview your partner and fill in the chart. As the students do this, walk around the room to make sure that they ask and answer questions in English and fill in the chart correctly.

If time permits, ask a few students to tell the class about the partners they have interviewed.

Step4 Summary

Work in pairs.

Read and spell

Listen and read the article.

Read by themselves

.

Work in groups.

Read and think.

Work in pairs.

DO the exercise in part 4

对单词进行复习，便于文章的理解。

经过教师的引领，进一步对文章进行理解，锻炼学生独立思考能力。

将文章转化成对话，便于学生记忆，实用。

通过此活动，让学生对本课内容进一步理解。

将所学到的知识结合到实际生活当中，激发学生兴趣，能够更好记忆。

板

书

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计

Unit 1 How do you study for a test?

Section A The Third Period

1. Target language:

A: Do you write vocabulary lists?

B: Oh, yes. I do it often.

A: How do you study for a test?

B: I study by working with a group.

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 1 How do you study for a test? 4/5

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key vocabulary:

spoken, make mistakes, comma, challenge, solution, later on, realize, be afraid to, laugh at, complete, secret, learner, take notes

2. Key structures:

I can’t understand spoken English.

I don’t have a partner to practice English with.

It wasn’t easy for me to understand the teacher when she talked to the class.

过程

方法

According to designing some tasks to train students’ listening、reading and writing ability.

情感

态度

教学重点

1. Key Vocabulary

2. Reading an article.

3. Writing something using the target language.

教学难点

Writing a letter using the target language.

教学内容及教师活动

学生活动

设计意图

Step 1. Greetings and Lead-in

1. Check the homework.

2. Read the new words and correct the pronunciation.

Step2 Presentation

I

1a/1b

1. Read the instructions to the class.

2. Ask students to find ways to solve them.

II. 2a

1.Play the tape.

2. Check the results with the students.

III. 2b

1.Play the tape.

2. Check the work with the students.

Step3 Consolidation and extension

I.2c Pair work

1. Read the instructions and the conversation to the class, then ask students to make similar conversations.

2. Ask some pairs to present their conversations.

II.3a

1.Show the question:” how she learned to learn English.”

2. Focus students’ attention on the article and repeat after the tape.

3. Ask the students to write if the statements are true or false.

4. Check the work with the students.

III. 3b

1. Read the instructions to the class. Point to the blanks in the letter. Explain that they can look back 2b and then fill in the blanks in the letter.

2. Do the first two fill-ins with the students and ask them to complete the letter. Move around seeing if they need any help.

3. Ask two or three students to read their completed letters to the class.

Step4 Summary

Read the words.

Work in groups.

Listen and do 2a

Listen and do 2b

Work in pairs.

Look

Read after the tape.

Do exercise about 3a

ask their difficult points on this article.

Read and write.

复习单词，为学习文章扫除障碍。

。

锻炼听力

培养学生阅读能力。

训练学生写作能力。

板

书

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计

Unit 1 How do you study for a test?

A sample letter to Activity 3b:

Dear Wei Ming,

I know it isn’t easy to Learn English, but I have …,not every word. You also said that you often forgot a lot of new words. Well, try writing the new words in your notebook and studying at home. That helps a lot. If you keep on doing this, you will get good grades in English.

Your friend,

Liu Chan

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 1 How do you study for a test? 5/5

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key vocabulary:

look up, make up, deal with, be angry with, go by, try one’s best, break off,

2. Key structures:

Rich or poor, young or old, we all have problems.

Time goes by.

It is sour duty to try our best to deal with each challenge in our education with the help of our teachers.

过程

方法

According to designing some tasks to train students’ reading and writing ability.

情感

态度

Maybe you find English frustrating sometimes. But do remember not to give it up. As we know, where there is a will, there is a way.

教学重点

Read the text to identify main idea.

Read the text to understand words in context.

Read the text for special information.

教学难点

Train students' reading skill.

教学内容及教师活动

学生活动

设计意图

Step 1. Greetings and Lead-in

1. Check the homework.

2. Read the new words and correct the pronunciation.

Step 2. Presentation

I.Self Check

1. Read the instructions to the class.

2. Ask students to fill in the blanks on their own. They may need to use another form of the word.

3. Check the answers with the students. Ask them to tell the reason they choose the word.

II. Reading

1. Section 1 1a.

Read the instructions to the class and ask some students about their problems and how they dealt with them.

2. Reading Section 2/3

1. Find the words that are in 1b in Section 2. and guess their meanings.

2.Give some questions about Section 2

(1) What will happen if you worry about your problems?

(2) What will happen if you are always angry with your friends?

(3) What do students complain about school and what should they do?

(4) How can you find your problems are not terrible?

3. Underline some important expressions:

deal with, worry about, be angry with, time goes by, decide to do sth, complain about, It’s our duty to do sth, with the help of, compare one to another, regard… as…

4. Answer students’ questions about understanding the article.

Step3 Summary

Read

Do part 1

Check the answers and tell the reasons.

Listen and have discussion with teacher.

Think and guess.

Read again and do 3c according to Section 2.

Read the third time and answer the questions given by the teacher:

Make notes if they need and ask what they don’t understand.

Do the exercise

.

复习单词，为理解文章做准备。

培养学生独立思考能力，从而提高独立阅读能力。

敢于提出问题，挖掘文章内涵

板

书

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Unit 1 How do you study for a test?

Period 5

1. What will happen if you worry about your problems?

2.What will happen if you are always angry with your friends?

3. What do students complain about school and what should they do?

4. How can you find your problems are not terrible?

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 2 I used to be afraid of the dark. 1/5

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

used to, dark

2. Target Language

Mario used to be short.

Yes, he did. Now he's tall.

过程

方法

According to designing some tasks, train students' listening skill and communicative competence.

情感

态度

Don't judge a person by his appearance.

教学重点

1．Target language

2．The structure: used to

教学难点

The structure: used to

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

1．Check the homework exercises.

2．Ask some individual students their ways of learning English.

Step 2 Presentation

I.1a

This activity introduces the key vocabulary. Call students' attention to the chart with the headlines Appearance and Personality.

Get students to fill in the chart individually.

Check the answers by asking different students to read their lists to the class. Make sure that all the students understand what each word means.

II.1b

The activity gives students practice in understanding the target language in spoken conversation.

Write two dates side by side on the blackboard. The first is today's date, including the year, and the second is the same day, but ten years ago.

Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words or phrases that describe him/her ten years ago.

Ask some more questions and add more examples to both columns.

Ensure that the blackboard ends up like this:

Sep. 10,2004 Sep. 10,1994

tall short

long hair short hair

… …

Say, we use “used to” to talk about things that have changed.

Write the following on the blackboard:

Liu Chang used to be short, but she is tall now.

She used to have short hair, but she has long hair now.

Play the recording for the first time.

Play the recording again. This time,

Check the answers.

Step3 Consolidation and extension

1c

This activity provides oral practice using the target language.

Read the instructions to the class.

Call students' attention to the conversation in the box. Invite a pair of students to read it to the class.

As students work. Listen in on various pairs checking progress and helping with pronunciation as needed.

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

Step4 Summary

Answer the questions and say out their ways.

Work follow the teacher.

Look and say

.

Listen to the tape only.

Students listen and fill in the blanks.

Read .

Look at the picture in Activity 1b. Have a conversation with a partner about people in the picture. Talk about how the people look now and how they used to look.

Show their work.

复习。

复习词汇，为听力做准备。

从说到听，逐步递进。

训练听力。

反复练习，把知识口语化，达到熟练运用。

板

书

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计

Unit 2 I used to be afraid of the dark.

Section A

The First Period

1．The structure: used to

Sep.10,2004 Sep.10,1994

tall short

long hair short hair

… …

Liu Chang used to be short, but she is tall now.

She used to have short hair, but she has long hair now.

2．Target language:

A: Mario used to be short.

B: Yes, he did. Now he's tall.

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 2 I used to be afraid of the dark. 2/5

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

be interested insure

2. Target Language

I used to be really quiet.

Did you use to have straight hair?

Yes. I did. /No, I didn't.

过程

方法

According to designing some tasks, train students’ listening skill and integrating skills.

情感

态度

You should have the courage of your opinions.

教学重点

1．I used to be really quiet.

2．Did you use to have straight hair?

Yes, I did./No, I didn't.

教学难点

1．Yes/No questions with used to

2．Statements with used to

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Check homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class.

Step 2 presentation

I.2a

This activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.

Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.

Play the recording for the first time.

Play the recording a second time. This time ask students to put a check in front of the words they hear.

Check the answers.

II. 2b

This activity gives students practice understanding the target language in spoken conversation.

Play the recording.

Correct the answers.

Step3 Consolidation and extension

2c

This activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.

Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.

Check the answers by calling on different pairs to say their conversations to the class.

Step4 Summary

He/she reads out his/her article about the person in the picture.

Look at the picture and say .

Read the words.

only listen

Listen and check the questions they hear.

Students fill in the blanks with the words they hear.

Students check their answers.

Read the conversation aloud

Work in pairs.

Start by reading the conversations in Activities 2b and 2c. Then make conversations about themselves.

通过复习，使学生对上节课所学知识进行温习

。

检测学生的听力水平。

将所学知识转化为生活语言，便于使用。

板

书

设

计

Unit 2 I used to be afraid of the dark.

Section A

The Second Period

Target language:

1.I wasn't very outgoing.

2．You used to have long hair.

3．Did you use to have straight hair?

Yes, I did.

4．Did you use to play the piano?

No, I didn't.

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 2 I used to be afraid of the dark. 3/5

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

terrify, be terrified of,

2 .Talk about what you used to be afraid of and what you are still afraid of.

过程

方法

According to designing some tasks, train students' integrating skills

情感

态度

Are you afraid of speaking in front of a group? Don't be so shy. Be confident of yourself. Practice more, and you will sure change.

教学重点

Target Language

Did you use to be afraid of the dark?

Yes, I did.

Are you still afraid of the dark?

No, I'm not. How about you?

教学难点

Talk about what you used to be afraid of and what you are still afraid of using the target language.

教学内容及教师活动

学生活动

设计意图

Step1 Revision

Check homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them. Display some better ones in the classroom.

Show a student's work on the screen by a projector. Help him/her correct any errors.

Step 2 Presentation

I.3a

This activity provides reading and writing practice using the target language.

Point to the pictures and ask students to tell what is happening.

Draw students' attention to the chart. Read each of the four headlines and the list of items in the first column to the class.

Demonstrate how to fill in the chart with a good student orally.

Tell students where to put a check in the chart.

Ask students to complete the “I” column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of.

II. 3b

This activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class.

Point out the list of items in the first column of Activity 3a.

Ask students to work with partners.

Walk around the room correcting any errors in pronunciation.

Ask several pairs to share their conversations with the class.

Check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions.

Step3 Consolidation and extension

Part 4

This activity gives students an opportunity to use the target language to talk about themselves.

Read the instructions to the class. Ask a good student to give an example from his or her own experience.

Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing.

Ask a few students to tell the class about the other students they have talked to.

Show their homework.

Think and say.

Listen only.

Do 1a.

Read the conversation in pairs.

Ask their partner about these items and complete the “My partner” columns of the chart in pairs.

Ask and answer.

Give the example.

Work in groups.

培养学生独立阅读能力。

培养学生的合作能力。

通过此活动，让学生对本课内容进一步掌握。。

板

书

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计

Unit 2 I used to be afraid of the dark.

Section A

The Third Period

Key Vocabulary Target Language

terrify, be terrified of, Did you use to be afraid of the dark?

Yes, I did.

Are you still afraid of the dark?

No, I'm not. How about you?

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 2 I used to be afraid of the dark. 4/5

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

spider, insect , chew, gum，right, comic

2.Target Language

1）I used to eat candy all the time. Did you?

Yes, I did. And I used to chew gum a lot.

2）Practice reading and writing using the target langue.

过程

方法

1. According to designing some tasks to train students' ability to talk about what they used to be/do.

2. Train students' ability to get information in reading or in conversation.

3. Train students' ability to express their ideas using the target language.

情感

态度

1. People surely change. Students should take good care of the process of their growth.

2. Talk to your parents as often as possible so that you can understand each other better.

教学重点

1. Key Vocabulary

spider, insect, chew, gum

2．Target Language

I used to eat candy all the time. Did you?

Yes, I did. And I used to chew gum a lot.

3. Practice reading and writing using the target language.

教学难点

1. Talk about what you used to be/do.

2. Write a passage about how someone's life has changed.

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Review the target language presented in this unit. Invite a student to come to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words “ used to” and the guessed activity, Demonstrate how to play the game.

Step 2 Presentation

I.1 a

This activity introduces new vocabulary words and provides practice with the target language.

Using pictures, teach students to practice the words spider and insect. Teach the word gum by holding up a gum. And teach the verb chew by chewing the gum. Call students' attention to the pictures.

Ask students to complete the work individually.

Check the answers by inviting different students to report his/her work .

II.1b

This activity provides practice with the target language.

Point out the box under the pictures. Read the instructions to the class. As students work, move around the room offering language support and helping them with any words they want to use.

Get a student to write his/her sentences on the blackboard. Help correct any errors.

III.2a

This activity provides listening practice using the target language.

Set a time limit of one minute. Ask students to look through the sentences in the box.

Point out the sample answer. Play the recording for the first time. Play the recording again. This time students check the sentences they hear.

IV.2b

This activity gives students practice in understanding and writing the target language.

Call students' attention to the chart with the headlines In the past and Now.

Set a time limit of one minute for students to look through the uncompleted sentences.

Play the recording.

Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers.

Step3 Consolidation and extension

I.2c

This activity provides oral practice using the target language.

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

II. 3a

This activity provides reading practice using the target language.

Teach the words right and comic.

Call students' attention to the article. Invite a student to read it to the class. Correct any pronunciation errors to make sure the student provides a good model for the rest of the class.

Point out the chart. Elicit the first answer from the class: Rose Tang then: had so much time. Guide students to find out the information in the reading. It says when I was young, I used to have so much time, …

Get students to do the work on their own. As they work, move around the classroom and offer help if necessary.

III.3b

This activity provides reading and writing practice using the target language.

Read the instructions to the class.

Read the letter to the class. Do the first one or two fill-ins with the class.

Ask students to work individually. Walk around the room checking progress answering questions as needed.

Ask different students to read their completed letters to the class.

IV.3c

This activity provides writing practice using the target language.

Read the instructions to the class.

Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlines Used to and Now on the blackboard.

Show a sample version on the screen by a projector as a guide.

Ask students to do the activity individually. As they begin to write, move around the room providing help as needed. It doesn't matter whether they only write a sentence or a longer article.

Ask students to read their articles to a partner.

If there isn't enough time for all the students to finish the article, allow them to finish it after class.

V.4a

This activity provides reading, writing, listening and speaking practice using the target language.

Read the instructions to the class.

Focus attention on the chart. Set a time limit of one minute.

Demonstrate how to fill in the chart with a good student to provide a good model for the rest of the class.

Ask students to complete the work on their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents.

VI.4b

This activity provides oral practice using the target language.

Read the instructions to the class.

Ask students to complete the work in groups.

Ask a few students to tell the class about the other students they have talked to.

Step4 Summary

Look and say.

Look at the pictures and say what is happening in each picture.

Check the things they liked to do when they were children.

write some other things that they used to like to do when they were children on the lines in the box.

Look through the sentences in the box.

Listen and check the sentences they hear.

Listen and fill in the blanks with the words they hear.

Read in pairs.

Read the words.

Read the article.

Read the article and complete the chart.

Complete the letter on their own. They may use the information from the chart in Activity 2b.

Write an article about the things that they used to do and that they still do to describe how their life has changed since primary school. Use these suggestions on the blackboard with their ideas to write their article. They may also use the articles in Activities 3a and 3b as a model.

Students read the headlines at the top and at the sides.

Do 4a

Work in groups.

复习本单元的重点句型。为以下听力做好准备。

复习单词为听力做好准备。

通过听力检测学生对重点句型的理解程度。

训练学生的独立思考能力。

为学生的写作做好准备。

训练学生的写作能力，并检测对本单元基本句型的掌握情况。

培养学生的团结合作能力。

板

书

设

计

Unit 2 I used to be afraid of the dark.

Section B

The Fourth Period

1．Target language:

A: I used to eat candy all the time. Did you?

B: Yes, I did. And I used to chew gum a lot.

2．Used to Now

play chess study very late

draw pictures wear glasses

not wear glasses like maths

… …

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 2 I used to be afraid of the dark. 5/5

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

chatline, be made up of, symbol, secret code, comprehend

2. Write an article using the target language.

过程

方法

According to designing some tasks to train students' writing skill.

According to learning text to train students' ability of identifying main idea, understanding words in context and reading for special information.

情感

态度

Everyone surely changes. You should care for your own growth.

教学重点

1．Write an article using the target language.

2. Read the text to identify main idea.

教学难点

1. Train students' reading skill.

2. Train students' writing skill.

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

1. Ask some questions about 3a

Step 2 Presentation

I.Self Check

1. Read the words in the top.

2. Fill in the blank with the words given.

3. check the answers.

4. Read the sentences.

5. Make sentences with the words given.

II.Writing

1. Move around the classroom and give some help .

2.Show a good one to the class.

III. Words study

1. Learn the new words in this passage

death afford cause himself patient in the end decision make a decision head teacher necessary to one’s surprise exactly even though take pride in no longer attention pay attention to five up waste not …any more

IV Section 1

1. Ask Ss to read Part 1 in the book .

V Section 2

1. Ask Ss to read the text and answer the questions.

A. How old is Martin Murrary ?

B. What did he use to be ?

C. How was he a problem child? not interested in studying / got into trouble with the police

D. What is Martin afraid of after his father died?

E. What did his mother do after his father died? work – look after –

F. What decision did she make?

G. What cause Martin change his life ?

H. What is the main idea of this passage?

2. Play the tape.

3. Language points : a fifteen –year-old boy can’t afford to pay for get into trouble make a decision a boys’ boarding school it’s.. to do… to one’s surprise even though not any longer take pride in pay attention to a top student

VI Section 3

1. Put the sentences into the correct place in the reading.

2. check the answers.

Step 3 Summary

Answer the questions.

Read after the teacher.

Do exercise 1 by oneself.

Work in groups.

1. Look at the pictures and tell the differences between the pair of the pictures.

2. Write about the pictures.

3. Give the answers in class.

Read after the teacher.

Read and Write notes of their own.

Read the passage in three minutes.

Answer the questions.

The Ss listen and read aloud.

Listen and make notes.

Read the sentences in the box.

Do 3a,3b

检查学生课下复习情况。

对本单元的词汇用法进行检测。

通过前几课时的训练，检测学生独自写作的能力。

。

为更好学习文章做好准备

由问题解答检测学生理解文章程度。

通过习题，对文章进一步理解。

板

书

设

计

Unit 2 I used to be afraid of the dark.

The fifth Period

A. How old is Martin Murrary?

B. What did he use to be?

C. How was he a problem child? not interested in studying / got into trouble with the police

D. What is Martin afraid of after his father died?

E. What did his mother do after his father died? work – look after –

F. What decision did she make?

G. What cause Martin change his life?

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 3 Teenagers should be allowed to choose their own clothes. 1/6

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

allow, drive, pierce, driver, license, silly

2. Target Language

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

I agree. They …

3. Structure

should be allowed to

过程

方法

According to designing some tasks, train students' listening skill and students' communicative competence.

情感

态度

Students should do what they are allowed to do and avoid doing what they aren't allowed to do.

教学重点

1．Target language

2．The structure: should be allowed to

教学难点

The structure: should be allowed to

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Show the following on the screen by a projector.

go out at night

collect stamps

be alone at home

ask the teacher questions

drink milk

read English magazines

eat eggs

write letters

Step 2 Presentation

I.1a

This activity focuses on vocabulary words and the structure “should be allowed to. ” Show the new words on page 18 on the screen by a projector.

allow v. 允许，准许

drive v. 驾驶；驾车

pierce v. 刺穿；刺破

license(=licence) n. 执照；许可证

silly adj. 愚蠢的；傻的

Say the words and have students repeat over and over again until they are pronounced fluently and accurately.

Write the words “can do” and “can't do” side by side on the blackboard. Then ask students questions about things that their parents say they can and can't do.

Now write on the blackboard the headlines “ is allowed to” and “ isn't allowed to” instead of “can do” and “can't do”.

The blackboard looks like this:

is allowed to isn't allowed to

surf the Internet play soccer ball

… …

Give an sample sentence using the structure above.

(Write the sentence on the blackboard)

Read the instructions to the class. Set a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read them aloud to the class instead.

Ask students to tell you what their attitude to each sentence is.

When all the students are finished, ask students to raise their hands to show which things are or aren't allowed to do.

Discuss the results with the class.

II. 1b

This activity gives students practice in understanding the target language in spoken conversation.

Read the instructions to the class. Get students to read the three sentences in the box silently.

Play the recording for the first time.

Play the recording a second time.

Check the answers.

Step3 Consolidation and extension

1c

This activity provides oral practice using the target language.

Read the instructions to the class.

Call students' attention to the phrases in the left box. Invite a student to read them to the class.

Invite another student to read the statements in Activity 1a.

Focus attention on the conversation in the right box. Ask a pair to read it to the class.

Demonstrate a new conversation with another student using the phrases in the left box.

As students work in pairs, move around the room listening in on various pairs and giving pronunciation and language help as needed.

After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations.

Read after teacher.

Make sentences with the phrases above using the structure used to. Both statements and questions are acceptable.

Read after teacher.

Answer the questions with “can do ” “can’t do ” .

Repeat the sentence.

Read the sentences in 1a.

Have a discussion and circle A for agree or D for disagree for each sentence on their own.

Read the sentences in 1b

Listen to the tape only.

Students listen and circle T or F

Work as teacher says.

Work with a partner. Make conversations using the phrases in the box and the statements in Activity 1a.

复习词汇.

学习新的词汇，为练习口语和做准备。

用生活中的实际例子激起学生对知识的兴趣。

培养学生的合作和独立思考能力。

把知识点口语化便于学生记忆。

此处体现学生的合作和创新能力。

板

书

设

计

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

Section A

The First Period

1．The structure: be allowed to

is allowed to isn't allowed to

surf the Internet play soccer ball

… …

She is allowed to surf the Internet. He isn't allowed to play soccer ball.

2．Target language

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

B: I agree. They need to relax.

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 3 Teenagers should be allowed to choose their own clothes. 2/6

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

earring, instead of

2. Target Language

I think students should be allowed to do homework with friends.

I disagree. They talk instead of doing homework.

Sixteen-year olds should not be allowed to drive.

I agree. They aren't serious enough at that age.

Do you think sixteen-year-olds should be allowed to work at night?

No, I don't.

过程

方法

According to designing some tasks, train students' listening skill and students' communicative competence.

情感

态度

You should have the courage of your opinions.

教学重点

Target language

教学难点

Agreement and disagreement

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Play a game to review the structure be used to do.

Write sentence starters on separate pieces of paper as follows:

I'm allowed to …; My brother isn't allowed to …; Students should not allowed to …; Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. Set a time limit of five minutes. Each team writes as many sentences and reasons as they can. When time is up, collect their answers. Each team gets one point for each correct sentence and one point for each correct reason. The team which gets the most points wins the game.

Step 2 Presentation

I.2a

This activity provides practice understanding the target language in spoken conversation.

Point to the picture and ask students what is happening. Elicit answers from students.

Point to the statements in the chart.

Have students look them through. Answer any questions students raise to make sure they comprehend each sentence.

Play the recording for the first time.

Play the recording again.

Check the answers.

II. 2b

This activity provides practice in understanding the target language in spoken conversation.

Point to the list of reasons in the box. Invite a student to read them to the class.

Play the recording again.

Check the answers.

Step3 Consolidation and extension

I.2c

This activity provides oral practice using the target language.

Read the instructions to the class, Ask students for suggestions that teenagers should and should not be allowed to do. Remind them to look back at Activities 1a and 2a.

Point to the sample conversation. Invite a pair of students to say it to the class, completing the sentences.

Have students work in pairs. Move around the room listening in on various pairs and offering any help they may need.

Check the answers by asking different pairs to say their conversations to the class. Step II. Grammar Focus

Ask different pairs of students to say the statements and questions. Write them on the blackboard. Check how well students understand each sentence by asking a student to repeat it in his/her own words. Point out I disagree, I agree and Do you think …? If necessary, give students more practice.

Grammar note

Don't explain the structure “ be allowed to” to students. It's too complex for students to understand at this point. So it can be studied almost as if it were a vocabulary item at this level.

Step4 Summary

Work as teacher says.

Look at the picture and think about what is happening.

look the statements in the chart through.

Only listen.

This time students listen and check what Kathy thinks and circle if Molly Agrees, Disagrees or Doesn't know.

Read the list of reasons in the box

Listen and number the reasons.

Review and work in pairs to make conversation.

Work in pairs to read the statements and questions in Grammar Focus .

Have a discussion.

通过游戏复习，让学生在轻松的氛围中对上节课所学知识进行温习。

培养学生从图片中理解内容的能力，为看图作文打基础。

训练听力。

对上节课所学知识进行进一步复习。

对知识点进一步总结，便于学生记忆，实用。

板

书

设

计

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

Section A

The Second Period

Target language:

1．I think students should be allowed to do homework with friends.

I disagree. They talk instead of doing homework.

2．Sixteen-year-olds should not be allowed to drive.

I agree. They aren't serious enough at that age.

3．Do you think sixteen-year-olds should be allowed to work at night?

No, I don't.

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 3 Teenagers should be allowed to choose their own clothes. 3/6

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1、 Key Vocabulary

stay up

2、 Target Language

What rules do you have at home?

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

I'm not allowed to go out on school nights either. But I can study at a friend's house.

过程

方法

According to designing some tasks, train students' integrating skills.

情感

态度

Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents' advice.

教学重点

1．Talk about what oneself is or isn't allowed to do using the target language.

2．Ask for what someone is or isn't allowed to do using the target language.

教学难点

Train students' integrating skills by task-based activities.

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Play a game to review the structure be or be not allowed to.

Divide the class into groups. Each group is asked to make a list of school rules.

The group which writes down the most rules within five minutes wins the game.

Step 2 Presentation

I.3a

This activity provides reading and writing practice using the target language.

Point to the picture and ask students to describe it.

Invite a pair of students to read the conversation to the class.

Ask a student to read the sample answers to the class.

Get students to complete the chart individually. Remind them to use “Don't” and “You can”.

As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.

II. 3b

This activity provides listening and speaking practice using the target language.

Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.

Ask students to cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs. Get students to complete the work in pairs. Move around the room checking progress and offering any help students need.

Ask several pairs to share their conversations with the class.

Step3 Consolidation and extension

Part 4

This activity provides reading, writing, listening and speaking practice using the target language.

Read the instructions to the class.

Call students' attention to the chart. Set a time limit of one minute.

Demonstrate how to fill in the chart with a student.

Have students to ask different students in the class and find three people who have to follow each of the rules in the chart.

Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing.

Ask several students to tell the class what they learned.

Optional activity

Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart.

Step4 Summary

Play the game .

Look at the picture in 3a and describe it.

Read the conversation

Read it again and

write Sun Fei's and Wu Yu's rules in the chart

Work in pairs to read the conversation in 3b and complete the last sentence.

Work in pairs.

Students read the headlines at the top and at the sides.

Do an interview.

Review the structure be or be not allowed to.

此处训练学生独立思考能力。

将所学知识用到实际生活中去。

通过此活动，让学生对本课内容进一步掌握并能熟练运用。

板

书

设

计

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

Section A

The Third Period

Target language:

A: What rules do you have at home?

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

A: I'm not allowed to go out on school nights either. But I can study at a friend's house.

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 3 Teenagers should be allowed to choose their own clothes. 4/6

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1、 Key Vocabulary

be strict with, take a test, pass a test, fail a test

2、 Target Language

I think Peter should be allowed to take the test later.

I don't agree.

I think the school has to have rules.

过程

方法

According to designing some tasks to train students' listening skill and students' ability to talk about agreement and disagreement.

情感

态度

It's good manners to be on time.

教学重点

1．Review some key vocabulary words and target language.

2．Talk about agreement and disagreement.

教学难点

Talk about agreement and disagreement.

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Competition: Write “are allowed to” and “aren't allowed to” on the blackboard. Divide the class into groups.

Each group is asked to write down as many things as they can think of about what teenagers are or aren't allowed to do. See which group can think of the most items for each category.

Step 2 Presentation

I.1a

This activity reviews the use of always, sometimes, usually and never.

Point to the picture. Ask students to describe what is happening in the picture.

Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.

Read the instructions and remind students of the exact meanings of the adverbs of frequency.

Ask students to write A after things they always do, U after things they usually do, S after things they sometimes do and N for things they never do.

II. 1b

This activity provides oral practice using the target language.

Point out the sample conversation. Ask a pair of students to say it to the class.

As the pairs work together, walk around the room offering help if necessary.

Ask several pairs to share their conversations with the class.

III.2a

This activity provides practice in understanding the target language in spoken conversation.

Play the recording for the first time.

Play the recording a second time.

Check the answers.

IV.2b

This activity provides listening practice using the target language.

Point to both the numbered and lettered lists of item in the box.

Point out the sample answer. Read the sentence “Peter is going to fail a math test to the class. ”

Play the recording again.

Check the answers.

Step3 Consolidation and extension

2c

This activity provides oral practice using the target language.

Call students' attention to the statements in the box. Say them to the class.

Ask three students to read the sample conversation to the class, completing the sentences.

Divide the class into groups of four.

As the groups work together, walk around the room offering help as needed. Ask some groups to say a few lines of their conversations to the class.

Step4 Summary

Work as the teacher says.

Look at the pictures and say what is happening in each picture.

Students finish the task on their own in

1a

Pair work.

Talk with his/her partner about his/her answers in Activity 1a.

Students only listen.

Students listen and circle the things that they hear.

Match the sentence parts as they hear on the tape

.

Listen and look.

Discuss the statements with their group.

激发学生兴趣，对所学知识进行复习，使记忆更加深刻。

对看图作文能力进行培养。

把知识点转化为听力，在实际情境中检测学生对知识的理解程度。

培养学生合作讨论、分析能力。

板

书

设

计

Unit 3 Teenagers should be allowed tochoose their own clothes.

Section B

The Fourth Period

Target language:

A: I think Peter should be allowed to take the test later.

B: I don't agree.

C: I think the school has to have rules.

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 3 Teenagers should be allowed to choose their own clothes. 5/6

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1 Key Vocabulary

the other day, learn from, at present, local finish, clear up,

2 Make sentences using vocabulary words.

3 Write a letter using the target language.

过程

方法

According to designing some tasks to improve students' ability of reading comprehension and writing.

情感

态度

Every thing has its advantages and disadvantages. So treat things critically.

教学重点

1. Practice reading and writing.

2. Fill in blanks and make sentences using vocabulary words.

3. Write a letter using the target language.

教学难点

1．Improve students' ability of reading comprehension.

2．Improve students' ability of writing.

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Have a dictation about this class.

Step 2 Presentation

I.3a

This activity provides reading practice using the target language.

Call students' attention to the article.

Read it to the class.

Point to the five questions beneath the article. Elicit the first answer from the class .

Ask students to read the article again and answer the questions individually.

As students work, move around the room answering any questions they may have. When students are finished, ask the questions orally and ask students to answer.

Check the answers.

II. 3b

This activity provides oral practice using the target language.

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

Get students to complete the activity in pairs. As the pairs work together, walk around the room offering language and pronunciation support as needed.

Ask some pairs to show their conversation.

Step3 Consolidation and extension

I.Part 4

This activity gives students an opportunity to practice listening, speaking, reading and writing using the target language.

Write the rules on the blackboard.

1. Members are allowed to use English-English dictionaries.

2．Members aren't allowed to speak Chinese but English.

3．Members aren't allowed to be late.

4．…

Point to the sample conversation. Invite a pair of students to say it to the class.

Ask students to make conversations using the information on the list of rules. Walk around the room offering help as needed. Get different pairs to share their conversations with the class.

II.self check Part 1

This activity provides a comprehensive review of vocabulary presented in the unit.

Focus attention on the box. Invite a student to read the vocabulary words at the top.

Ask students to fill in the blanks on their own.

Check the answers. Five students each read a sentence , the rest of the students check their answers.

III.Part 2

This activity provides reading and writing practice using the target language.

Read the instructions to the class.

Call attention to the article. Read it to the class. Explain the new vocabulary perform and primary.

Point to the letter beneath the article. Ask students to complete the work on their own on a separate piece of paper. Show the sample version on the screen by a projector. Students may use it as a model.

Dear Editor,

I would like to reply to the article “Helping and Learning” in your last newsletter. I agree with some ideas and disagree with others. The article said that students should be allowed to volunteer more often. I think it's a good idea. Because volunteering is good for future jobs. However, I don't agree to the suggestion that students should visit primary schools and help teach young students. I think we are just students. We have no experience in teaching. We should do something we can.

Yours,

Wei Ming

Hand in their work.

Step4 Summary

Write follow the teacher.

Answer the first question together.

Read and answer the questions individually.

Read.

work with a partner. Start by reading the sample conversation Then make new conversations using the information in Activity 3a.

Make a list of rules about what should and should not be allowed along with students.

Make conversations using the information on the list of rules.

Fill in the blanks with the words.

Read and write.

检查学生课下复习情况，为本节课做好准备。

培养学生独立思考能力。

培养学生合作精神，练习口语。

鼓励学生大胆想象，勇于提出自己观点。

对本单元的词汇知识进行复习。

由阅读向写作过渡，逐步训练学生写作能力。

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

The Fifth Period

A list of rules:

1 Members are allowed to use English-English dictionaries.

2 Members aren't allowed to speak Chinese but English.

3 Members aren't allowed to be late.

4 …

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 3 Teenagers should be allowed to choose their own clothes. 6/6

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

Key Vocabulary

achieve realistic succeed

过程

方法

According to designing some tasks to improve students' ability of reading.

情感

态度

教学重点

Practice reading

教学难点

Improve students' ability of reading comprehension.

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Have a dictation about this class.

Step 2 Presentation

I.1a

This activity allows students to give their opinions about the responsibilities they have as teenagers.

Ask some students to say how old they are and what grade they are in. write up the grade and age of the students. Ask about the age of students in other grades and list them on the board. Ask them to talk in groups and decide on the age of a teenager (13-19).

Ask the groups to list some rules that they agree should be obeyed, both at school and at home. share their ideas with the class.

II.1b

This activity expects each student to make a decision and tell the group what it is.

Ask the groups to look at the title questions. Each student must decide on an answer. Each group will report how many YESes and NOs they have. Find out the result for the entire class.

III. While You Read

Ask students to read the passage once without stopping for general understanding. When most students have finished reading, ask for a show of hands to indicate they have enderstood the general idea.

Ask some student to give examples of language they don’t know and want to be able to use. Discuss the meanings of these words or phrases. Ⅳ 3a

This activity allows the students to actively use some new language from the reading.

Ask students to find and underline the three phrases.

V 3b

This activity develops the idea of the difference of opinion between Liu Yu and his parents.

Ask students to give some examples of how they know their parents care about them.

Tell students to find examples in the reading that show Liu Yu’s parents love him.

Ask students to list examples to show that Liu Yu is unhappy with his parents’ attitude.

Check the answers.

VI 3c

This activity expects students to decide if they agree with Liu Yu or his parents.

Go around listening in on the conversations. Help with vocabulary and the expression of ideas and thoughts. Encourage students to refer to the information in the reading.

VII Go For It

Ask students to write a schedule that plans their time for schoolwork and hobbies. As they do this, move around the room and offer help as needed.

Ask students what the benefits are of a schedule like this.

Suggest students share this plan with their parents when they go home.

Step3 Summary

Write follow the teacher.

Work in groups to have a discussion.

Read the title questions and make a decision.

Read the passage.

Work in groups to have a discussion.

Read the passage again.

Write an example of their own.

Read the passage again and do exercise in 3b.

Work in pairs to discuss the question.

Do part 4

检查学生课下复习情况，为本节课做好准备。

培养学生独立阅读能力。

通过小组活动，锻炼学生合作精神。

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书

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计

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

Key Vocabulary

achieve realistic succeed

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 4 What would you do? 1/6

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1．Key Vocabulary

lottery, million, medical, research

2. Target Language

Look. This girl won a million dollars in the lottery.

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

I'd give it to medical research.

3. Structure

I would/I'd do

过程

方法

According to designing some tasks, train students' listening skill and communicative competence.

情感

态度

If you won a million dollars, you'd buy a big house, buy a car and so forth. However, do remember it's really being cool to realize your dream through great efforts.

教学重点

1．Target language

2．The structure: I would/I'd do

教学难点

The structure: I would/I'd do

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Review the structure “should be allowed to” by asking students to make sentences about school rules.

Step 2 Presentation

I.1a

This activity focuses on vocabulary and structures introduced in the unit.

Read the instructions to the class.

Call students' attention to the words in the box. Ask a student to read them to the class.

Ask students what they would do if they have a lot of money?

Get students to complete the task. First individually, then in groups.

As they work, walk around the room checking progress and offering any help they may need.

Collect answers from students on the blackboard.

Answers will vary but should include a mixture of ideas for helping themselves and others.

II.1b

This activity gives students practice understanding the target language in spoken conversation.

Read the instructions to the class.

Read the question in the speech bubble.

Explain the word lottery to students.

Point to the pictures. Ask students to describe them one by one.

Play the recording for the first time.

Play the recording again.

Check the answers.

Step3 Consolidation and extension

1c

This activity provides oral practice using the target language.

Read the instructions to the class.

Call students' attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.

Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.

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

Step4 Summary

Make sentences.

Read the sentences.

Add more ideas to the list. Then share your answers with other students.

Look and say in groups.

Students only listen.

Students listen and number the pictures in the order they hear them.

Read in pairs.

Pretend they are the people in the picture. Talk with their partner about what they would do if they won a million dollars.

复习。

复习词汇，为听力做准备。

。

从说到听，逐步递进, 训练听力。

将知识结构由实际生活中的常见实例展现出来，引起学生兴趣，便于更好应用。

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Unit 4 What would you do?

Section A

The First Period

Target language:

A: Look. This girl won a million dollars in the lottery.

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

A: I'd give it to medical research.

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 4 What would you do? 2/6

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

tie

2. Target Language

What would you do if you won a million dollars?

I'd give it to charities.

If I were you, I'd wear a shirt and tie.

If I were you. I'd take an umbrella.

过程

方法

According to designing some tasks, train students' listening skill and communicative competence.

情感

态度

Two heads are better than one. Give some direction to those who are in trouble.

教学重点

1．Listening Practice

2．Target language

教学难点

Train students' ability to use the target language.

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Invite a student to come to the front of the class and ask if you had 100, 000 yuan, what would you buy? Students take turns answering his/her question.

Step 2 Presentation

I. 2a

This activity provides practice understanding the target language in spoken conversation.

Focus attention on the picture. Ask students to describe it.

Point to the list of reasons. Invite a student to read them to the class.

Play the recording the first time.

Play the recording a second time.

Check the answers.

II. 2b

This activity provides listening practice using the target language.

Read the instructions to the class.

Point to the list of sentences. Invite a student to read them to the class.

Play the recording again.

Check the answers.

Step3 Consolidation and extension

I.2c

This activity provides oral practice using the target language.

Point to the list of Larry's worries in the box. Invite a student to read them to the class.

Ask students to look back at the list of checked sentences.

Read the instructions to the class. Ask students to make conversations using information from Activities 2b and 2c.

Ask a pair of students to demonstrate a conversation to the class.

After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.

Optional activity

Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.

II. Grammar Focus

Ask different students to read the question and answer and the statements to the class.

Write them on the blackboard.

Show a picture of someone in a lion's cage on the screen by a projector. Ask students questions using the target language .

Get several more examples from other students.

Explain the using of word “would” and “were”.

Step4 Summary

Students talk about how to spend a large amount of money.

Look at the picture and say .

Read the sentences.

Read the words.

Students only listen.

students listen and circle the reasons.

Read the sentences.

Students listen and check the things.

Read the sentences.

Look back at the list of checked sentences.

Make sentences in pairs.

Read the sentences.

Answer the questions about the picture.

Make notes if needed.

通过复习，使学生对上节课所学知识进行温习。

为听力做铺垫。

检测学生的听力水平。

同2a

进行口语训练，把知识转化为自己生活中的用语。并对2a和2b的知识进行复习。

让学生用本课知识解决实际生活的实际问题。

对知识进行整理，设计一幅图片，检测学生对语言结构的实际运用。

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Unit 4 What would you do?

Section A

The Second Period

Target language:

A: What would you do if you won a million dollars?

B: I'd give it to charities.

A: If I were you, I'd wear a shirt and tie.

B: If I were you, I'd take an umbrella.

A: What would you do if you were in a lion's cage?

B: I'd call for help.

C. I'd get out fast.

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 4 What would you do? 3/6

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

pimple, trouble

2. Target Language

I'm too tired to do well. What should I do?

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

过程

方法

According to designing some tasks ， train students' reading skills and integrating skills.

情感

态度

Everyone may have some trouble. Don't worry.

教学重点

Target language

教学难点

Give advice using the target language.

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Get students to talk about what they would do if a teacher criticized them.

Step 2 Presentation

I.3a

This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.

Point out the pieces of advice on the right. Get different students to read them to the class.

Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.

Ask students to match each problem on the left with the correct advice on the right. Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.

Check the answers.

II. 3b

This activity provides oral practice using the target language.

Read the instructions to the class. Invite a pair of students to read the sample conversation.

Ask students to think of different advice for the problems in Activity 3a.

Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I'd watch TV to relax my mind.

Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.

After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.

Step3 Consolidation and extension

Part 4

This activity provides writing, listening and speaking practice using the target language.

Read the instructions to the class. Get a pair of students to say the sample conversation to the class.

Point out the sample answers in the chart. Say, What problems do you have at home? At school? Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.

Check the answers by asking different pairs of students to say their conversations to the class.

Optional activity

Ask, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.

Step4 Summary

Have a discussion.

Read the sentences.

Read .

Work in pairs.

Work individually to complete the activity on their own.

Read the conversation in pairs.

Think by oneself.

Work in pairs to make new conversation.

Read the conversation.

Make a list in the chart. Then ask their classmates for advice and write their advice in the chart too.

Work in pairs.

对上节课所学知识进行复习。

培养学生独立分析能力。

培养学生的解决问题能力。

创设一个实际情境，激起学生兴趣，对本课知识进一步掌握。

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书

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计

Unit 4 What would you do?

Section A

The Third Period

Some good advice:

......

教

学

反

思

学科

English

课型

fresh

年级

9

课题

Unit 4 What would you do? 4/6

教学媒体

A tape recorder , CAI

教

学

目

标

知识

技能

1. Key Vocabulary

energetic, confident, public, in public, permission

2. Target Language

What would you do if someone asked you to be in a movie?

I'd say yes.

过程

方法

According to designing some tasks to train students' ability to identify words in context and listening skill.

情感

态度

Enable students to realize that confidence is a good personality.

教学重点

1．Key Vocabulary

2．Target Language

教学难点

1．Listening practice using the target language.

2．Use the target language.

教学内容及教师活动

学生活动

设计意图

Step 1 Revision

Say, If I had a day off today, what would I do? Encourage students to give advice using sentences beginning with if I were you, I'd … or you should … See how many pieces of advice students are able to think of.

Step 2 Presentation

I.1a

This activity reviews earlier vocabulary and introduces some new words. Introduce the key vocabulary words on page 29 by showing them on the screen by a projector.

energetic adj. 有活力的；精力充沛的

confident adj. 自信的；有把握的

public n. & adj. 公众(的)；公共(的)

in public 当众；公开的

Read the words one by one and have students repeat several times.

Read the instructions to the class.

Point to the five words above the box. Invite a student to read them to the class. Ask students to tell what each word means. For example, for the word outgoing, a student might say, outgoing means friendly.

Focus attention on the five numbered sentences in the box. Point out the sample answer. Ask students to think about which word would work best in each blank.

Walk around the room offering help as needed.

Correct the answers.

II.1b

This activity provides oral practice using the target language.

Read the instructions to the class.

Call students' attention to the sample conversation. Invite a pair of students to read it to the class.

Have students practice in pairs. As they work, walk around the classroom checking progress and offering language support as needed.