英語作文|新目標九年級英語課件(合集18篇)

發表時間：2020-07-22

新目標九年級英語課件(合集18篇)。

? 新目標九年級英語課件 ?

Unit 1 The Developing World

Topic 1 Our country has developed rapidly.

Section A

The main activities are 1a and

2. 本課重點活動是1a和2。

Ⅰ. Teaching aims and demands

教學目標

1. Learn some new words and useful expressions:

cruel, proper, by the way, bell, chairwoman, yet, grandson

2. Learn the present perfect tense:

You have just come back from your hometown.

Where have you been, Jane? I have been to Mount Huang with my parents.

By the way, where’s Maria? She has gone to Cuba to be a volunteer…

3. Learn some functional sentences:

I felt sorry for them.

There goes the bell.

Ⅱ. Teaching aids 教具

錄音機/童工圖片/小黑板/多媒體圖片或幻燈片/學生的旅游紀念照

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步復習(時間:12分鐘)

(通過教師詢問暑期活動，導入話題，呈現現在完成時和部分生詞。)

T: Listen! The bell is ringing. Let’s begin our class! (老師解釋The bell is ringing等于There goes the bell，板書bell，要求學生掌握)

bell

Nice to see you again. Did you enjoy your summer holidays?

Ss: Yes.

T: (問其中一學生)Hi, Li Xueqing, where did you go during your summer holiday?

S1: I went to my grandparents’ home.

T: What did you do there?

S1: I went fishing, swimming and so on.

T: Wang Xue, where did you go?

S2: I went to West Lake with my father.

T: Wow! West Lake is a beautiful place. What did you do there?

S2: I enjoyed the beautiful scenery, took photos and bought many beautiful cards.

T: Li Yang, what about you?

S3: I had to stay at home to help my mother with the housework.

T: Oh. I feel glad for what you did, and I think you’re a good girl. You’re helpful. S4, did you go to summer classes?

S4: Yes. I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.

T: The English training school is a proper place to improve your English.

(板書生詞，請學生猜漢語意思并領讀，要求掌握。)

proper

Step 2 Presentation 第二步呈現(時間:12分鐘)

1. (創設對話情境。Mr. Smith組織Class 2去野營。在校門口集合時發現Jim沒來。對話呈現have/hhas gone to…，完成2。)

Smith: Hello! Everyone. Are we all here?

Ss: No, Jim isn’t here.

Smith: Do you know where he is?(教師幫助學生用has gone to和volunteer回答。)

Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics.

(板書volunteer，讓學生猜出意思。然后板書have/has gone to，解釋并稍加操練。)

volunteer

have/has gone to …

(星期一Jim返回學校，Mr. Smith和Jim展開對話，呈現have/has been to …)

Jim: Good morning, Mr. Smith.

Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?

Jim: Cool! And I have been to many places of interest.

(教師可用簡筆畫呈現have/has been to和have/has gone to，并講解它們的區別。)

He has been to school.

He has gone to school.

2. T: Mr. Smith and his class had a good time. By the way, do you know what Rita, Jane and Kangkang did during the holiday?

(板書by the way，要求學生掌握)

by the way

T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences

during their holidays. Pay attention to what they have done.

(播放1a錄音，注意文中主人公在暑假中的活動。)

T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?

(教師加重語氣讀has just come back。)

S1:Rita.

(學生若有疑問或答錯，可再播放一遍錄音。)

T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been?

S2: Mount Huang.

(教師引導學生用現在完成時表達。)

T: Yes. She has been to Mount Huang. Where has Kangkang been?

S3: He has been to an English training school.

3. (重放課文1a錄音，核對答案，板書并領讀生詞cruel，要求學生掌握。)

T: Listen to the tape again. And then talk about what they have done.

(多媒體展示康康、簡、麗塔和瑪麗亞的圖像和has been to。讓學生再聽一遍對話，教師引導學生用現在完成時說出四人分別在暑假中的活動。)

S4: Kangkang has been to…

Rita has been to…

Jane has been to…

…

(教師展示印度童工圖畫。)

T: They are as old as you. What were they doing?

S4: They were working. They looked so tired and thin.

T: Rita saw them working for a cruel boss in her hometown in India. They couldn’t go to school. They lived a poor life. I felt sorry for them.

(板書cruel，要求學生掌握)

cruel

Step 3 Consolidation 第三步鞏固(時間:10分鐘)

1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a.

(學生讀對話，也可以三人小組分角色讀對話，教師巡視糾正學生發音。)

(學生獨立完成1b的表格。教師檢查學生所填內容，然后學生口頭匯報，鞏固現在完成時have / has been to 這一基本句型。)

2. T: Kangkang has been to an English training school to improve his English. Rita has been to India. What about you? Where have you been?And what did you do?Please work in groups to talk about your summer holidays.

(學生三人一組進行問答。)

T: Who will try to act it out in front of class?

(挑幾組學生進行表演，并對學生進行適時指導和鼓勵。)

For example:

S1: I have been to West Lake.

S2: (指S1問S3) Where has he/she been?

S3: He/She has been to West Lake.

S2: (問S1) What did you do there?

S1: I went boating on the lake.

S2: (指S1問S3) What did he/she do there?

S3: He/She went boating there.

(教師引導學生區別一般過去時與現在完成時。)

Step 4 Practice 第四步練習(時間:6分鐘)

1. (教師讓學生兩人一組，每人拿出提前準備好的`照片或圖片，操練現在完成時，并注意區別一般過去時和現在完成時，完成1c。)

A: Hi, B. Where have you been?

B: I have been to Shanghai.

A: When did you go there?

B: I went there this summer holiday.

…

C: Hi, D. Where has Lucy gone?

D: She has gone to Mount Tai.

C: Why did she go there?

D: Because she wanted to see the sunrise there.

…

2. (根據呈現的have/has been to…和have/has gone to…，完成2。小組完成后可討論答案，然后教師核對。在處理2時，講解并要學生掌握chairwoman, yet和grandson，板書并領讀。)

3. (繽紛小賽場。出示幻燈片或小黑板。)

(1)My teacher gave us the p answer.(首字母填空)

(2)I also want to be a v for the Olympics.(首字母填空)

(3)These (chairwoman) can’t agree with each other.(適當形式填空)

(4)—Hi, Michael. How was your holiday?

—Wonderful! Because I to many famous mountains.(單項選擇)

A. went B. have been C. have gone D. has gone

(5)—Where’s Jane, Maria?

—She her hometown to see her grandparents.(單項選擇)

A. return to B. has gone to C. has been to D. have gone to

Step 5 Project 第五步綜合探究活動(時間:5分鐘)

1. (教師制作關于暑假活動的表格，讓學生相互調查完成表格。)

Name Where has he/she been? What did he/she do?

…

2. Homework: Write a survey report.

(課后根據本課內容，用過去式和現在完成時寫一份暑假調查報告。內容包括：1.去了什么地方？2.做了什么事？)

? 新目標九年級英語課件 ?

新目標八年級英語上冊教學導學案課件

Unit10Ifyougototheparty,you’llhaveagreattime

主備人：李麗審核：初二全體英語教師

第一課時SectionA1a—1c及語法

一．學習目標：1。本課時重要詞組。2。if引導的條件狀語從句的使用。

二．重難點：if引導的條件狀語從句的使用。

三．學法指導：以學生自學為主，教師點撥，習題鞏固。

四．本課時重要詞組：

gotothepartywithsb與某人一起參加聚會

belate遲到besorry后悔letsbin讓某人進入wearjeanstotheparty穿牛仔褲參加聚會

五.語法：

if引導的條件狀語從句

1．含義與結構

If意為“如果”,可用來引導條件狀語從句,帶有條件狀語的句子屬于復合句,從句表示主句動作發生的前提或條件.結構:if+陳述句,主語+謂語(=主語+謂語+if+陳述句).如:

Ifyouaskhim,____________________.如果你問他,他會告訴你答案.

Youcanleavenowifyoulike.如果你愿意,現在就可以走了.

2.用法.If引導條件狀語從句時,主句用一般將來時,從句則用一般現在時.同學們我們可以概括為“主將從現”如:

___________________,theywon’tclimbthehill.如果明天下雨,他們就不去爬山.If引導條件狀語從句時,主句是祈使句時,從句也用一般現在時.如:

Ifhecomes,___________________.如果他來,請讓我知道.

If引導條件狀語從句時,主句是含有情態動詞的句子,從句也要用一般現在時.如:___________________________ifyouisfat.如果你是胖的,你應該少吃肉.

注意引導賓語從句的if與引導條件狀語從句的if的區別.引導賓語從句的if意為“是否”,相當于whether,賓語從句的時態要根據語境確定.如:

Idon’tknowifitwillraintomorrow我不知道明天是否會下雨.

專題訓練:

1.Ifhe_____harder,hewillcatchupwithussoon.

A.studyB.studiesC.willstudyD.studied

2.Thereisgoingto____asportsmeetingnextweek,ifit____,we’llhavetocancelit.

A.be,willrainB.have,willrainC.be,rainsD.have,rains.

3.I’mwaitingformyfriend._________,I’llgoshoppingalone.

A.ifshecomesB.ifshewillcomeC.ifshedoesn’tcomeD.ifshedidn’tcome

4.Idon’tknowifshe______totheparty,ifshe______,I’lltellyou.

es,comesB.willcome,es,willcomeD.willcome,comes

5．-----Mary,whataboutgoingboating,ifit______tomorrow?------Goodidea

A.won’trainB.notrainC,doesn’trainD.willrain

6.ifthesnow_____we’llhavetostayathome.

A.stopsB.doesn’tstopC.willstop

用單詞的適當形式填空.

1．Ifshe_________(finish)workearly,she___________(go)home.

2．Iftheweather________（be）fine，we___________(go)forawalk.

3.IfI__________(have)timetonight,I________(finish)thebookI’mreading.

4.Ifit________(rain)nextweekend,

we________(notbeableto)plantthevegetable.

5.Ifit_______(rain),we________(stay)athome

6.Ifshe______(arrive),she_________(phone)me.

7.Ifhe_____(call),tellhimI’llringback.

8.He_____(notspeak)toyouunlessyou_____(speak)tohimfirst.

9.Idon’tknowifit__________(rain)tomorrow.

Ifit__________(rain),we______________(notgo)toschool

六．本課時必默寫課文1a.

第二課時SectionA2a—4

一．學習目標：1.重要詞組.2.half與halfof的區別,whynot的使用,不定式作定語.

二．重難點：重點單詞的使用.

三．學法指導：學生自學,教師點撥,多讀多記.多習題訓練

四．本課時重要詞組：

studyforthetest為考試而學習makesomefood做一些食物playpartygames玩聚會游戲havetheparty舉辦聚會watchavideoattheparty在聚會上觀看錄像

agoodtimetohavetheparty舉辦聚會的好時間

bringfoodtotheparty帶食物去參加聚會

therulesforschoolparies學校聚會的規則takeaway帶走拿走friendsfromotherschools來自其他學校的朋友

asksbtodosth要求其人做某事

duringtheparty聚會期間

五，重點句子解析：

1．Whenisagoodtimetohavetheparty?什么時候舉行聚會比較好。

其中tohavetheparty是不定式短語作定語修飾名詞time，不定式短語作定語時通常要放在所修飾的詞的后面。如：

Whenisagoodtime__________________?什么時候舉行考試比較好？

Ihavelotsofthings_______.我有許多事情要做。

2．Ifwehaveittoday,halftheclasswon’tcome.

如果我們今天舉行將有一半的學生不會來。

其中half意為“一半的'”一般要放在冠詞之前。Eg:HalftheworkerscomeformShangdongHalfof?.意為“半數的。。。?！贝私Y構作主語時謂語動詞和介詞of后的賓語在數上保持一致。即of后的名詞或代詞是單數，則謂語動詞也用單數，如果of后的名詞是復數則謂語動詞也用復數。

Eg:____________________________fromChina半數的學生來自中國。

Halfofhislife_____spentmakinginventions他花了半輩子搞發明。

2．Don’tbringfoodtotheparty,ifyoudo,theteacherswilltakeitaway.其中takeaway是動副詞組，如果這個短語中賓語是代詞，代詞必須放在中間，如果是名詞可放在中間也可放在后面。

Whosebooksarethere?Please__________.這些書是誰的，請把它們拿走。Pleasetakeyourbooksaway=______________________

Bring?to?=_____________意為___________反義短語為_________=_______________針對性練習：

1。Ithinkthathalftheclass______withyou

A.toagreeB.agreeingC.agreeD.agrees.

2.halfofhisbooks______writteninenglish.

A.isB.areC.haveD.has

3.halftheclass_____________(sing)now

4.halfofthesebananas____________(be)bad.

5.Marchisagoodtime_________________(visit)China

6.Whydoyouputthetrashhere?Itsmellsterrible_______please.

A.takeitawayB.bringitawayC.takethemaway

7.Ihavesomething_______ifyouwanttoknowaboutourfactory.

A.tosayB.totalkC.sayingD.talking

六．本課時必背課文：2c3a.

第三課時SectionBandselfcheck

一.學習目標:1.重要詞組,2.重點句子解析

二.重難點:詞組.Takepartin與join的區別,famous的使用

三.學法指導:學生自學,老師點撥,多背多做習題.

四.本課時重要詞組:

Gotocollege去上大學

befamousas/for作為/因為?.而著名

travelaroundtheworld全世界旅行

getaneducation受教育

becomeaprofessionalsoccerplayer成為一名職業足球運動員

seemlike似乎好像

adreamjob一個夢想中的工作

makealiving謀生

allovertheworld全世界

givemoneytoschoolsandcharities為學校和慈善機構捐錢

doalotofworktohelppeople做大量的工作去幫助人們

allthetime一直,總是

followyoueverywhere到處跟隨著你

getinjured受傷becomerich變得富裕

haveadifficulttimedoingsth做某事有困難,費力做某事

mobilephone手機

theclassparty=theclassmeeting班會

toomuch太多muchtoo太

laughatsb嘲笑某人

五.本課時重點句子解析:

1.Ifyoubecomeaprofessionalathlete,you’llbeabletomakealivingdoingsomethingyoulove.如果你成為一名專業運動員，你就能做自己喜歡的事情來謀生。

makeone’sliving又作makealiving,意為“謀生”。如：

Hehadto____________whenhewastenyearsold.

當他十歲的時候，他不得不靠自己謀生。

Hisfathermakesaliving______________

他的爸爸靠賣面包為生。

Evensowecouldhardlymakeahand-to-mouthliving.

即使這樣，我們也只能勉強糊口。

2.Manyprofessionalathletesgetinjured.

許多專業運動員受傷了。

injure作動詞，意為“受傷”如摔傷，骨折，側重指損害健康、成就、容貌。

Smokingcaninjureourhealth.

吸煙有害健康。

Thatlittleboyfelloffthebikeandinjuredhisleftleg.

那個小男孩兒從自行車上摔下來，傷了他的左腿。

針對性習題:

1.she_________theLeague(團)in1948.(加入)

2.Willyougivehimachance______theimportantmeetingtomorrow?

A.joinB.takepartinC.tojoinD.totakepartin

3.Hangzhouisfamous______itsbeautifulscenery(風景).

4.YaoMingisfamous_______abasketballstar.

5.Parisisfamous_______itsfashions(時尚)

6.Lasaisfamous______thesuncity

7.Theyhaveadifficulttime_________(work)itout

8.wheredidyou________yourholidaylastyear?

9.Jimspentthreeyears________(learn)ChinesebeforehecametoChina

10.Don’tspent___________timewatchingTV.(用muchtoo和toomuch填空)

11.Theclassroomis______________dirty,weshouldcleanitatonce.(同10題)六:本課時必背課文:3a3c.

單元習題訓練:

1.What____ifIlistentomusicinclass?

A.happensB.willhappenC.ishappeningD.happened

2.IfI_____theretomorrow,I______you.

A.willgo;willcallB.go;callC.willgo;callD.go;willcall

3.Theoldmanwantedme_____himmyticket.

A.ed

4.Canyoutellmewhenagoodtime_____Englishis?

A.studyB.studyingC.tostudyD.studies

5.Theyoungmanmakesalivingby_____everyday.

A.fishB.tofishC.fishingD.fished

6.Ifit________tomorrow,we__________gotothepark.

A.rains,won’tB.willrain,won’tC.rains,don’tD.rains,don’tgo

7.Howabout_________ascarf?A.buyB.buyingC.boughtD.tobuy

8.IwilllethimknowifI_______him.A.sawB.seeC.seeingD.see

? 新目標九年級英語課件 ?

下面這五篇作文是五位同學為新目標九年級英語第七單元self check寫的作文：

（One）

I’d like to go to a beautiful place.I think it would be England.If I went there, I’d go to visit the Big Ben.The Big Ben is also named the Elizabeth Tower.It has a long history so I like to visit.With the development of the world, learning the western culture is becoming more and more important.If I could go to visit the Big Ben, I would take a lot of photos and do something that makes me happy.I like enjoying sunshine, especially in England.Before I go to visit the Big Ben, I could learn English first.I think visiting the Big Ben is not just a dream, I believe I can achieve this dream one day.Author:胡倩(常寧四中)

（Two）

I’d like to go to a beautiful place.I think it would be England.Because England has a very beautiful sight, the Big Ben.The Big Ben is one of the most famous placed to visit in the world.The Big Ben is called the Elizabeth Tower, too.I’d like to go to places that are very educational and relaxing, so I choose England.Do you know that the England king is very old.Can you guess if the king is a lady or a man? Let me tell you.The king is a lady.Don’t you think it’s fun?Author:胡陽梅(常寧四中)

（Three）

I’d like to go to places where I want to go.I think it would be Paris.There are many fantastic sights to visit.I prefer the Eiffel Tower in Paris.If I went there, I’d take lots of photos there.Then send them to my parents and friends.Let them see what a beautiful place Paris is!If I were there, I would stand in the front of the Eiffel Tower and visit it over and over again.I also would make French friends to learn France.Is that sounds interesting? I can’t wait to go to Paris.Author:劉瑤(常寧四中)

（Four）

I’d like to go to a beautiful place.Because beautiful place makes vacation relaxing and exciting.I think it would be the Sydney Opera House.It’s an Australia sight.The Sydney Opera House, I think, is one of the most liveliest places in Australia.On the other hand, I like to listen to music and am interested in the ocean.The Sydney Opera House is near the ocean.More than 3000 shows have been performed there.If someone asks me what the most famous vacation sight is.I would answer It’s the Sydney Opera House.Author: 張子艷(常寧四中)

（Five）

I’d like to go to places where I want to go.I think it would be Paris.If I went there, I’d visit the Eiffel Tower and Notre Dame Cathedral.because the Eiffel Tower is one of the most famous sights in France.Notre Dame Cathedral is also a very beautiful place and it is educational.There are many things to do there, like shopping, swimming and taking a lot of photos.Most people in France have learned English.So I think if I speak English they will understand.I like French food, too.And French wine is delicious and quite famous.Author: 廖媛(常寧四中)

? 新目標九年級英語課件 ?

1.學生能掌握短語：junk food，begood for，eat fruit，drink coffee。

2.學生能聽懂談論生活習慣的對話，培養自己的聽力技能。

3.通過了解各自的日常生活習慣，提升自己良好的生活習慣，形成良好的師生關系。

【學習重點】

用所學的功能語言，與學生交流日常生活習慣。

【學習難點】

聽力訓練，提高學生的綜合聽說能力

Learning action tips：

Revise the knowledge learned and let students know the importance ofdeveloping a healthy diet habit by this step.

Learning action tips：

Preview the words on Page 12. Read the words by phonetic symbols, thenunderline new words in the text and mark their Chinese meaning. At last finish thetask in 1a.

【Method coach】

▲health和healthy的用法

health n.健康;人的身體(或精神)狀態

healthy adj.健康的

keep healthy=be in good health保持健康

【導練】

鍛煉能幫助你保持健康。

Exercise can help you to__keep__healthy/be__in__good__health.

Task 2

Learning action tips：

Listen to the tape and finish the task in 1c,listen again and finish the task in 1d.Students imitate the listening contents andpractice the dialogue in role, ask a few pairs to act out.情景導入　生成問題

1.T：Doyou like junk food?

S：________________________________________________________________________

2.T：Howoften do you eat it?

S：________________________________________________________________________

3.T：Ithink ________________ You should ____________.

S：________________________________________________________________________

自學互研　生成能力

Task1　Let\'sread the new words and the phrases.

1.I can read.(我會讀)

junk food，be good for，eat fruit，drink coffee，health，healthy

2.I can write.(我會寫)

翻譯下列短語和句子。

(1)垃圾食品junk__food

(2)喝咖啡drink__coffee

(3)我媽媽想讓我喝它。My__mother__wants__me__to__drink__it.

(4)我每天晚上睡幾個小時?How__many__hours__do__you__sleep__every__night?

(5)你多久吃一次垃圾食品?How__often__do__you__eat__junk__food?

3.I can use.(我會用)

be good for對……有好處

be bad for對……有害

【拓展】

復習七年級的兩個短語：

be good at擅長于=do well in

be good with對……有辦法;與……相處得好

(　D　)Theold man likes walking with his dog after supper.He’s good ________ his dog.

A.forB.ofC.atD.with

Task2　Let’slisten to the tape and finish 1c，1d.

Task3　Makeconversations about your eating habits.

1.I can practice.(我會練)

A：How often do you (1)exercise(鍛煉)?

B：I do it (2)every__day(每天).

A：Do you like exercise?

B：No. But my mother lets me do it.Shesays it is (3)good__for(有益)my health.

2.I can make conversations.(我會編對話)

你能結合課文內容編寫對話，來介紹自己的生活習慣嗎?

A：How often do you eat junk food?

B：Once a week. How about you?

A：I like it，but my mother thinks it’s bad for my health.So she doesn’t let me eat it. I only eat it once a week，too.

【Method coach】

聽錄音時，要求學生注意用筆標記：

(1)斷句：“|”

(2)語調：升調　降調

(3)重讀單詞：△

(4)不會認讀的單詞：____

模仿純正的語音語調，朗讀聽力材料，培養學生的語言交際能力。

Task 3

Learning action tips：

1.Read 1a and 1b, and have a dialogue practice with“How often do you…?”

2.Have an interview among the students in groups about the frequency ofdoing these activities according to the activity in 1a. Then write a passage tointroduce a student about the frequency of doing those activities(They can use thesentences：How often do you drink milk?/Doyou often drink milk or drink coffee?)

eg：__ drinks milk every day，he/she usually…

【Method coach】

在編對話時，學會創設情境來表演對話。

【備注】

3.I can summarize.(我會總結)

(1)詢問做某事的頻率的句型及回答：

—How__oftendo you do your homework?—I do my homework everyday.

(2)詢問可數名詞的數量的句型及回答：

—How__manyhours do you sleep every day?—Nine hours.

(3)詢問不可數名詞的數量的句型及回答：

—How__muchrice do you need?—Just a little.

(4)詢問距離多遠的句型及回答：

—How__faris it from your home to school?—Two kilometers.

交流展示　生成新知

Preshow：Show in groups. (Time：six minutes)

Task1: Firstread the words and phrases in groups，thenread together and sum up the usage of the words in groups，mark the difficult words in pronunciationand understanding(students can ask teacher for help).At last，write them on the blackboard.

Task3: Firstthe students discuss and check the answers in Task 3, then discuss and set scenesto perform the dialogues and introduce their own living habits. At last write themon the blackboard.

Promotionshow：Class show. (Time：sixteen minutes)

Task1：1.Ican read.(1)Readtogether, pay attention to the pronunciation of “health”and “healthy”;(2)Distinguish the meaning of “health”and “healthy” with method coach;(3)Consolidate the wordsby word games.

2.I can write.(1)Translate the phrasesinto English or Chinese by answering quickly;(2)Readtogether;(3)Spot test：consolidate the usage of the phrasesby making sentences.

3.I can use.(1)Distinguish the usageof the phrases with the similar ones;(2)Spot test：consolidate the usage ofthe phrases with exercises, then check the answers by answering quickly and explain.

Task3：1.Ican practice.(1)Choosesome students to translate the key sentences in Task 3;(2)Read together.

2.I can makeconversations.(1)Makedialogues according to the task;(2)Set scenes to performthe dialogues;(3)Question students randomlyaccording to the dialogues.

3.I can summarize.(1) Sum up the sentencesof“how”with“I can summarize” and answer, then write them on the blackboard;(2)Explain them in class with spottest;(3)Read together.

當堂演練　達成目標

按要求完成下列各句，每空一詞。

1.Bill’s grandpa goes fishing everyweek.(改為一般疑問句)

Does Bill’s grandpa go fishing everyweek?

2.The old woman is in good health.(改為同義句)

The old woman ishealthy.

3.We stay at school eight hoursevery day.(對畫線部分提問)

How many hoursdo you stay at school every day?

4.He watches TV once__a__day.(對畫線部分提問)

How often does he watchTV?

5.My cousin never eats__candies.(對畫線部分提問)

What does your cousinnever eat?

課后反思　

查漏補缺收獲：________________________________________________________________________

存在困惑：_____________________________________________________________________

? 新目標九年級英語課件 ?

學習目標

1.熟記學過的單詞

2.重點短語：on your own，bit by bit，instead of

3.重點句型：Are you stressed out each time youhave a test?

學習重點

能夠應用所學的知識完成本單元的寫作

學習難點

能夠應用所學的知識完成本單元的寫作

自主學習

一、認真預習3a-SelfCheck找出下列短語和句型。

1.靠你自己

2.逐漸地

3.取代

4.你每次考試的時候緊張嗎?

課堂導學

Step 1　情景導入

Teacher：We have learnt some ways to learnEnglish well.Can you remember them?Nowplease say some good ways to learn English well with your partners in groups.

環節說明：通過這個環節復習了本單元的重要的短語和句型，同時又為本節課的寫作訓練做好了鋪墊。

Step 2　完成教材3a的任務

1.你的好朋友想要提高他的英語，他現在向你尋求幫助，請你在3a的表格中寫出你給的方法及原因。(3分鐘)

2.根據3a表格中的內容及3b方框中的提示，給你的朋友寫一封信，告訴他學習英語的一些好的建議。完成后小組內互相交流糾錯，教師抽查點評，完成3b。(10分鐘)

參考案例

There are three good waysto learn English.I think you should be interested in what you do.If you

are interested in something, your brain will bemore active and remember it very quickly.It's also a good idea to watch Englishmovies.You can watch the actors say the words.In this way you can remember the wordsvery well.You could also try to improve your English by joining an English club，there you can speak Englishwith other people.It can improve your spoken English.I am sure that if you finda good way and don't give it up，you will do well in English.

環節說明：通過這個教學環節，讓學生熟練掌握描述學習英語的方法的句型并且能夠針對他人的問題提出建議。

Step 3　完成教材Self Check的任務

1.組長領讀SelfCheck 1中的單詞和短語，組員跟讀并弄懂每個單詞和短語的意思，為短文填空做好鋪墊。(2分鐘)

2.認真閱讀2中的句子，然后將它們按正確的順序排列，完成后集體核對答案，然后兩人一組練習對話，并邀請幾組學生表演對話。(5分鐘)

3.根據3中Jane,Li Ming和Meiping的問題給出自己的建議，完成后小組內互相交流答案。(5分鐘)

環節說明：這一環節通過訓練，讓學生對本單元的語言目標——提建議得以更靈活的運用。

Step 4　問題探究

(　)1.We can learn English bit ________bit，dayby day.

A.buyB.withC.to　D.by

答案選擇D，bit by bit 意為“逐漸地，一點一點地”。

(　)2.The box is very heavy.I can't carryit ________ my own.

A.on B.with C.to D.by

答案選擇A，on my own=all by myself意為“靠我自己”。

當堂評價

請學生們做前面課時訓練部分。Unit2　Ithink that mooncakes are delicious!

? 新目標九年級英語課件 ?

新目標九年級英語

Unit 11 Sad movies make me cry教學設計

Section A 1(1a-2d)太湖縣江塘初級中學蔡鳳枝

教學目標：

知識與技能目標：

1.能聽、說、認讀，并理解的新單詞和詞組單詞：drive ,drive sb.crazy/mad ,the more …the more…,lately ,be friendly with ,leave out ,friendship ,would rather ,rather。

2.能掌握句型：

The loud music makes me nervous.Soft and quiet music makes me relaxed.Waiting for Amy drove Tina crazy.Loud music makes John want to leave.情感態度價值觀目標：

了解一些表達感情的詞，能正確的表達自己的感情，學會分析不同事物的優缺點，從而進行優化選擇。學會比較選擇對自己有影響的事物，正確處理實際問題，遠離不良影響，以積極的姿態，精神飽滿地面對生活與學習。

教學重難點：

1.教學重點：

能過用說學的話題和功能句談論或詢問不同事物對我們的影響，能夠用英語描述自己的情感。2.教學難點：

掌握make的用法：sth.makes sb.+形容詞；sth.makes sb.do 能在實際情境中圍繞“Feelings”(感受)這個話題進行交際、談論或者詢問對某件事物的看法，以及談論事物對人的影響。

教學手段與方法：

在教學中利用多媒體、圖片小組活動等多種方式，創設情境，調動學生多種感官，激活學生的智慧，努力創建一種開放的、和諧的、積極互動的生活化課堂

教學過程：

Step 1 Warming up:

1.播放歌曲（先利用歌曲巧妙導入新課，然后提出幾個有趣味性的問題，達到課始趣亦生的境界。

Do you like this song ? What do you think of the song ? Does it make you happy ,relaxed ,excited , or angry ? 引導學生說：It makes me excited/ relaxed…

然后播放不同的音樂，讓學生享受音樂的同時探討不同類型的音樂帶給他們的不同感受。

2.Guess how they feel.從學生感興趣的圖片出發利用多媒體課件習以前與feeling有關的詞匯： happy/sad/nervous/tense/ stressed excited/sleepy/surprised 【設計意圖】通過展示能表達情緒的圖片，引導學生觀察圖片，體驗和復習與feeling有關的詞匯，起到溫故而知新，同時為下步新授課做鋪墊

Step 2 Presentation 1.（1a）Look and talk.T: Now , my two friends Amy and Tina are going to have a dinner.There are two restaurants around their home.They don’t know which to choose.Can you help them ?Look at the picture in 1a.Talk about it with your partner.【設計意圖】根據兩幅圖畫，引導學生說出對餐館的看法，既介紹和復習了主要詞匯，又為聽力做好鋪墊，讓學生做到心中有數，有備而聽。同時不斷激發和引導學生的學習興趣，為他們提供更多思考和創造的時間和空間）

T: Which would you like to go to? Why? S1: …… S2: …… S3: ……

2.（1b）Listen and fill in the blanks.Then match the restaurants with the statements.【設計意圖】學生討論自己對餐館的看法后，再聽Amy 和Tina 的對話，了解他們對餐館的不同態度，同時鞏固本課的重點句型。

3.(1c).Role-play a conversation between Amy and Tina.(Student A is Amy.Student B is Tina.Student B asks Student A about her feeling.)4.(2a).Listen and number the pictures(1-4)in the order you hear them.T:You will hear Tina and John talking about what Tina and Amy did last night.The four pictures show something that Tina did last night.Listen to the tape now.Play the tape for the students.For the first time ,students just listen.Play the tape again ,then ask students to number the pictures when they listen.At last ,correct the answers with the class.【設計意圖】利用多媒體課件，創設聽力內容出現的畫面，不僅能幫助學生理解短文意思，更能使學生身臨其境的感覺，吸引學生注意力，提高學習興趣。

5.（2b）Listen plete the statements.<1.>Waiting for Amy drove Tina__________(crazy).<2.>Amy didn’t want to ______ at Rockin’ Restaurant.(stay)<3.> Loud music makes John want to_____________.(dance)<4.>Th e movie was so sad that it made Tina and Amy______.(cry)<5.> Sad movies don’t make John cry.They just make him______________(want to leave).【設計意圖】通過進一步的聽力練習，繼續鞏固主要句型，同時在聽的過程中，引導學生聽關鍵詞和關鍵句，提高聽力技巧。

6.Role-play the conversation.（2c）（2d）

（2c）Pair work : Go over the activities in 2a and 2b.Then try to role-play the conversation between Tina and John in pairs.You may use the example to begin with your conversation.John : Did you have fun with Amy last night ? Tina : Well…yes and no.John : Was Amy late as usual ? Tina : Yes , she was.……

John : Sad movies make me want to leave!Tina : You behave just like my brothers!（2d）Pair work Nancy;Hey, Bert.I think I’ve made Alice mad and I’m not sure what to do about Bert: What happened? Nancy: You know Julie is Alice’s best friend, right? Bert: Uh-huh.Nancy: Well, the more I get to know Julie, the more I realize that we have a lot in common.So we’ve been spending more time together lately.Bert: But what’s wrong with that?

Nancy: Umm…it makes Alice unhappy because she thinks Julie is now better friends with me than with her.it.Bert: I see.Mmm…why don’t you ask Alice to join you each time you do something with Julie? Then she won’t feel left out.Nancy: Oh, good idea!That can make our friendship stronger.【設計意圖】此環節為聽后的控制練習，能了解學生對聽力內容的掌握情況，也將聽力轉化為口語練習，既學生聽說能力，有鞏固了本節課的主要知識。

Step 3 Summary

利用多媒體課件，對make用法進行小結

教學反思

結合教學需要，我從課堂導入到聽力練習由淺入深，創設各種各樣的機會讓學生熟練掌握make+賓語+adj.和make+賓語+v.在實際情境中圍繞Feelings 這個話題談論事物對人的影響。學生展示自我，張揚個性，體驗快樂，聽說課不再是機械地復現和朗讀。課堂上，我鼓勵學生各抒己見，學生有了話語權，有了展現自我的機會，在練習涉及情感形容詞（happy , sad , nervous）時，適當引導學生樹立樂觀向上的生活態度，讓從學生樂學，會學，從而促進其長足發展。

? 新目標九年級英語課件 ?

Unit7 P521.想要做某事would like to do sth= want to do sth 想要某人做某事would like sb.to do sth.= want sb.to do sth.——Would you like a cup of tea?來杯茶好嗎？ ——Yes, please.好的。/ No, thanks.不用了，謝謝。——Would you like to go with me? ——I’d like/love to.(But……)想要；覺得好像是feel like sth./doing sth.2.長途跋涉穿越熱帶叢林trek through the jungle through穿過；通過，含義與in有關，表示動作在某一物體的空間里進行。through the forestacross穿過；橫過, 含義與on有關，表示動作在某一物體的表面進行。across the road 去徒步旅行go trekking 3.令人興奮的假期 exciting vacations 4.去度假go on vacationP53 1.我喜歡人們很友好的地方。I love places where the people are really friendly.2.希望hope/wish+ to do sth.希望hope/wish+ that從句，且wish后的從句用虛擬語氣。I wish I were ten years younger.我但愿自己能年輕10歲。希望某人做某事wish sb.to do sth.希望某人…wish sb.sth.I wish you success.祝你成功。We wish you a happy New Year.我們祝你新年愉快。3.尼亞加拉大瀑布Niagara Falls 4.總有一天，有朝一日some day（=someday）= one day（注one day還可指過去時間的“有一天”）5.去某個令人放松的地方 go somewhere relaxing P54 1.為什么不…？Why notdo sth?= Why don’t you do sth? 2.考慮做某事consider doing sth

認為某人是consider sb.（to be）sth.3....的首都the capital of … 3.最有活力的城市之一one of the liveliest cities 4.迷人的景色fantastic sights5.旅游景點travel spotlights6.埃菲爾鐵塔Eiffel Tower7.巴黎圣母院Notre Dame Cathedral8.乘坐地鐵take the underground train = by subway9.通常;大體上；一般而言in general10.一個高消費的地方quite an expensive place =a very expensive place 11.最好做某事it’s best to do sth.與某人一起旅行travel with sb.12.為某人翻譯…translate sth.for sb 把…翻譯成…translate …into…

13.理應；應該be supposed to do sth.=should do sth.14.打包薄衣服pack light clothes have lots of wonderful sights 有許多美麗的風景 P56

1.去旅行take a trip=have a trip=go on a trip

2.中國東部的某個地方somewhere in eastern China

3.為某人提供某物provide sb.with sth.=provide sth.for sb.offer sb.sth.=offer sth.to sb.(主動提供)

4.去…旅行travel to …

5.做許多戶外活動do lots of outdoor activities

6.任何種類的戶外運動 any kind of outdoor activity

7.呆在便宜的旅館里stay in an inexpensive hotel

8.一間帶廚房的房間a room with a kitchen

9.節省錢save money

10.自己做飯cook one's own meals = cook meals by oneself

10.靠近海洋的某個地方somewhere near the ocean

11.給某人提供一些建議give sb.some suggestions/advice

12.度假場所vacation spots

13.離開 be away（from）

14.去另外一個國家go to another country

8.be big enough for…

P58 1.希望與夢想hopes and dreams

2.橫渡太平洋sail across the Pacific 3.夢想；夢見 dream about/ of achieve 的主語是人 I can achieve my dream some e true的主語是夢想，理想等。My dream can come true some day.4.將來in the future從今往后in future=from now on 5.調查發現 some of the findings of a survey 6.數以千計的，許許多多的thousands of 7.全中國across China 8.參加take part in相當于join in9.盡（可能）快地as soon as possible=as soon as one can10.開始參加工作start work（此處work為名詞）11.以便，為了so that◆從句◆13..continue doing sth.= go on doing sth.繼續做某事◆Other students hope to continue studying after finishing school.14.上大學go to university 15.根據……，按照……according to ….◆According to the survey, most students are interested in pop music.根據調查，大部分同學對流行音樂感興趣。16.最受歡迎的工作選擇the most popular choice of job 17.電腦編程computer programming 18.各種各種的夢想all kinds of dreams 19.做翻譯工作work as translators /work as a translator 20.2008年奧運會the 2008 Olympics 21.相當多，不少quite a few =many ◆Quite a few students dream of becoming famous.不少學生夢想成名。22.登月go to the moon 23.愿意做某事，樂意做某事.be willing to do sth 24.實現某人的夢想achieve one's dreams ◆They are willing to work hard to achieve their dreams.他們愿意努力學習以實現自己的夢想?！鬙ne day your dreams may come true.有朝一日你們的夢想實現的。25.有相似的希望have similar hopes26.得到良好的教育have a good education27.找到一個好工作find a good job28.繼續，堅持，保持hold on to sth.◆You should hold on to your ideas.你應該堅持已見。

? 新目標九年級英語課件 ?

Teaching and learning steps

Step 1 Learn to read the words on p127

1. Look at the new words and try to read them in pairs.

2. Let one student to read them out .

3. Correct the pronunciation.

Step 2 : Learn to rem ember words on ?p 103

一. Remember the words by looking at pictures.

1. robot

2. tree

3. rocket

4. astronaut

5. space station

6.moon

7. pet

8. parrot

9. the Word Cup

10. scientist

11.factory

12.earthquake

13.snake

14.toothbrush

二. Remember the words by matching itself with its meaning.

1. probably：maybe

2. unpleasant: not happy

3. housework: chores

三. Remember the words by th eir similar pronunciations and forms.

1. myself ?yourself ?herself ?himself

2. few ?fewer

3. look ?book ?took

4. which ?such

5. man ?human

6.bought ?thought

7. sound ?found

8. see ? seem

四. Remember the words

1. possible （可能的） ?impossible（不可能的）

2. bored（無聊的.,修飾人） ?boring（無聊的，修飾物）

3.interview （動詞，采訪） ?interviewer（名詞，采訪者）

五.Remember the words by their Chinese.

Step 3 Consolidation of words

聽寫單詞，老師提學生默。不會的，再記憶，默寫。

? 新目標九年級英語課件 ?

本課重點學習一些常見國家的英文表達，以及該國在初次見面時的行為與語言, 該話題能激起學生的好奇心，調動學生學習英語的積極性。其中有聽力練習也有口語練習。內容相對來說較簡單，重點幫助學生練習“be supposed to do” 的用法，在不斷的練習中達到掌握以及熟練運用的目的.。

知識目標：

1、能夠使用be supposed to do談論不同國家人們初次見面時的禮儀

2、掌握關鍵詞：shake hands , bow , kiss ,custom

3、句型: A: What are you supposedto do when you meet someone for the first time?

B: We are supposed to shake hands/bow/kiss.

4、句型“should have + done”

能力目標：正確運用短語：be supposed to, should do something ,

情感目標：本單元以談論“習俗”為話題，了解各地不同的文化知識，從而讓學生知道哪些是應該做的，哪些是不應該做的，要學會尊重不同的文化，養成良好的行為習慣，培養學生的學習興趣。

1. Thecustoms of some countries.

2. Tellwhat you are supposed to do in different situations.

Can use“be supposed to” correctly.

本課主要是一節聽說課，根據《英語課程標準》及《英語教學大綱》的要求，在本節課的教學過程中，采用“小組合作“以及“任務型”的教學途徑，借助多媒體，增強趣味性和直觀性，增大課堂容量，提高課堂效率，面向全體同學，在聽說過程中幫助學生掌握知識、發展能力、形成正確的價值觀。

How manycontinents are there in the world? And what are they? As we all know, the sevencontinents are made up of many countries. Who can list some countries inEnglish? Every country has its own flag. If you see a flag, can you tell mewhich country it stands for? Show them some flags of the countries. And enjoythe beautiful scenery of some countries. Ask the students to try their best tolove the world and protect the environment to make the world more beautiful.

Differentcountries have different customs. We are from China. When you meet someone forthe first time, what should you do? ?Roleplay your conversation with your partner. We use language to express ourselves.But sometimes we also use body language to help express ourselves. In Chinawhen we meet some for the first time, we shake hands with them.

Do youknow the customs of some other countries. Finish 1a according your understanding.

Listento the tape to check your answers to 1a.

Doexercises to check if the students master the knowledge they have learned inthis class.

Let’shave a pairwork according to 2aand 2b.

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

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

Thengive students some other situations, for example, “greet teachers”, “dohomework”, “visit someone” ask them make conversations using “what are yousupposed to do when you ...?”

(2.) ? ?Customs of some countries

(1.) ? ?Write at least 5 sentences using “besupposed to do”

(2.) ? ?Find other differences of customs betweenChina and other countries

You aresupposed to shake hands when you meet for the first time.

在本節課的教學過程中，我采用了“任務型”的教學途徑，通過小組合作的方式，并借助多媒體，增加趣味性和直觀性，增大課堂容量，提高課堂效率，各個環節由易到難，環環相扣，面向全體學生，爭取讓每一個學生都能參與到教學活動中來，得到練習的機會，教學目標圓滿完成，大部分學生在這節課后能準確流利的使用所學句型以及單詞進行自由會話。但這堂課基本用全英語授課，導致基礎不是太好的學生在理解上有些困難，從而不能很好的聽懂老師的要求，課堂氣氛有時不夠活躍，總體上來說，學生對每個環節都比較感興趣，能夠在輕松快樂的氛圍中學習和使用英語，體驗學習英語的樂趣。

? 新目標九年級英語課件 ?

I. 重點詞組

1. get lost 迷路

2. each other 彼此

3.at least 至少

4take place發生

5because of 因為

6.be strict with sb. 對某人嚴格要求

7.carry out 實行

8.be short of 缺乏

9.take measures to do sth.采取措施做某事

10.be known as… 作為……而著名

well in doing…在……方面起作用

12.a couple of 一些

13keep up with趕上,跟上

II.重點句型

1. Have you found him yet? 你已經找到他了嗎?

2. ——I really hate to go shopping. 我的確討厭購物?！猄o do I.我也如此。

3. But it seems that their living conditions were not very good.但是似乎他們的生活條件不太好。

4. But great changes have already taken place in China recently.但是近來中國已發生了巨大的變化。

5. Because of the one-child policy, now most families have only one child.

由于我國獨生子女政策的實行，現在大部分家庭只有一個孩子。

6. What’s the population of the U.S.A.?美國的人口是多少?

7. ——What’s more, the population in developing countries is growing faster. ——So it is.

而且，發展中國家的人口在更快地發展。的確如此。

8. Our government has taken many measures to control the population.

我們的政府已采取了許多控制人口的措施。

III.語法：

常用于現在完成時的時間狀語：already, just , yet, ever, never, recently.

e.g. 1. I have just called you.

2. ——Have you ever been to France? ——No, I’ve never been to any European countries.

3. ——Have you seen him yet? ——Yes, I have seen him already.

? 新目標九年級英語課件 ?

1、初一年級學生好奇心強，求知欲望大，對身邊生活的新鮮事物特別感興趣。

從認識角度來看，他們的具體形象思維占據重要位置，具有較強的模仿能力，比起初二三學生來說，敢于表現自己，這種種特點都有利于本節英語教學的開展。

2、學生已經學習了顏色、數字1-9及名詞單、復數的有關知識。

這對本節課的學習打下一定的基礎。

表示服裝的單詞盡管對學生來說是陌生的，但由于它們特別貼近生活，學生也會有興趣去記。

本單元關于詢問價格和購物的話題來自日常生活，因此也不難理解，特別是通過猜物品價格、討論如何購物、角色扮演等活動可以大大激發學生學習英語的興趣。

《How much are there pants?》選自義務教育課程標準實驗教科書七年級第七單元。

新課程非常重視任務型的'課堂教學特點，重視學生的知識與技能，強調學生在活動中完成任務，以達到利用英語進行聽、說、讀、寫的能力。

本單元的中心話題的購物，主要語言功能項目的談論服裝、詢問價格和表示感謝，語法結構是how much引導的問句及其回答，名詞單、復數的使用和指示代詞this,that, these,those的用法。

語言技能和語言知識幾乎都是圍繞著中心話題來展開的。

它貼近學生日常生活，是學生樂談的話題。

學生通過學習有關服裝的一系列詞匯，并使用這些詞匯詢問價格，可以了解美圓與人民幣的知識，培養跨文化交際的意識。

同時，通過購物這一教學過程，學生可以學會如何理財，養成不亂花錢的習慣。

本單元通過學習使用How much引導的問句以及回答，讓學生學會談論物品的顏色和價格、對服裝的喜好和購物時使用的禮貌用語等

⑴掌握有關服裝、顏色和數字的詞匯，

⑵能正確使用目標語言對物品的價格進行問答等。

通過本單元的學習，能使學生了解中西方不同的購物表達方式，以及通過購物，學會使用禮貌用語，養成勤儉節約、合理支配金錢的好習慣。

<1>教學重點:

1.掌握一些服裝類、顏色形狀大小的詞匯以及有關數字的表達。

3.在購物的情景中,熟練并正確使用句型:How much is…? It’s… How much are …? They are….

<2>教學難點:

1.指示代詞this, that, these, those的適當使用。

T: Do you like shopping ?

T: What do you want to buy ?

Show some pictures of different clothes to Ss.

T: What’s this ? Do you know?

It’s a T-shirt/sweater/bag/skirt/hat.

(Write the names of the clothes on the Bb.)

They are socks/shorts/pants/shoes.

(Write these new words on the Bb.)

Step 3: Read the words and then do the exercises.

1.Match the words with the pictures in 1a.

(Ask Ss to read the words and match the words with the pictures. Then check the answer.)

2.Listen and circle the things in the picture Ss hear in 1b.

(Ss should circle the green shorts, the white sweater and the brown hat.)

T: How much is the jacket?

Ss: (Help students to answer)It’s …dollar(s)/yuan.

Ask students to practice like above.

T: How much are these shoes?

Ss: (Help students to answer)They are…dollar(s)/yuan.

Ask students to practice like above.

Show some things and ask students to practice in groups like above.

Let Ss make their conversations to practice the pattern in pairs.

Then ask several pairs of Ss to perform their conversations.

Write a new conversation in your exercise books.

? 新目標九年級英語課件 ?

新目標九年級英語

Unit 4 I used to be afraid of the dark 第一課時說課稿

我說課的內容為九年級英語上冊Unit 4 I used to be afraid of the dark.整個說課包括教材分析、教材處理、說教法、說學法和教學過程五大板塊。

一、教材分析 1.教材的地位及作用：

本單元的核心話題為“talk about what they used to be like”，圍繞著談論自己和他人過去經常做的事，談論自己和他人過去的外貌性格愛好，通過觀察圖片、聽力理解等訓練方式和獨立學習、合作交流、完成任務等形式完成目標語言的輸入，以句型Used to 為主要學習任務，并且設置任務型綜合性語言實踐活動，讓學生在交際活動中，學會如何正確地用英語表達自己的意見和建議，重在培養學生的習得語言運用能力、實踐能力、合作能力及創新意識。2．教學目標

（1）語言目標：談論自己和他人過去是什么模樣。（2）知識目標

重點詞匯

Used to和描述人的外貌和性格的形容詞。重點句型

Mario used to be short, but now he is tall.She used to be shy, but now he is outgoing.I used to have shot hair, but now I have long hair.（3）能力目標

1）依托本單元的語言素材提高學生聽、說、讀、寫及自學、創新和溝通能力。熟練掌握“used to” 句型，培養學生運用語言的能力。

2）培養學生善于聽說、樂于聽說的良好習慣和學習能力。3）運用圖片，充分調動學生的感官，培養觀察力和注意力。4）在表演中培養學生樂于表達的人際交往能力和知識創新能力。（4）、重點和難點

重點：這一單元的重點在于“used to be 句型的用法”。

難點：掌握表示性格、外貌和愛好的句子表達。used to句型在日常生活中的運用。

二、教材處理：

根據以上對教材的分析，同時針對學生學習外語存在一定困難的實際情況。首先給學生創造外語語言氛圍，在上課前，播放一首英文歌曲，讓學生在輕松愉悅的氛圍中進入課堂。創設一定的語言情景，這樣可以激發學生學習興趣，使學生在參與一系列活動中，掌握知識。最后通過對話和小組活動對學生所學知識點進行訓練，從而達到鞏固知識的目的。

三、說教法：

教學內容的核心要求符合科學規律、認識規律，因此我在教學過程中，正確把握教育教學的特點，倡導自主、合作、探究的學習方式，激發興趣，調動思維，培養創新能力。通過五步教學法，精講巧練，由淺入深，由易到難，循序漸進地深化教學內容。展開以教師為主導，以學生為主體的師生雙邊活動。采用視聽法、問答法，和情景交際法，并把競爭機制引入課堂。

（1）視聽法，主要通過多媒體課件展示、圖片展示、老師提問、學生回答等方式提供讓學生看、聽、說、的練習機會

（2）問答法和情景交際法，用多媒體展示各種圖片，讓學生利用這些圖片進行交流，讓學生在做中學，在實踐中獲得信息，習得英語。

對教材的處理上本著，以“舊”代“新”，以“練”促“學”，以“熟”生“巧”的原則，通過朗讀、背誦、對話和小組表演，提高口語表達能力，且對話表演能夠活躍課堂氣氛，使學生愉快學習，真正做學習的主人。

四、學法設計：

本單元主要的任務就是要讓學生學會運用習得語言知識結合自己談論自己和他人過去經常做的事，在對話中學習并鞏固本單元的知識點。因此，在教學中，教師主要是讓學生學會：

1）課前預習，嘗試自學。

2）課堂認真聽講，養成好習慣；提高學習效率。3）復習鞏固，拓展新知。

五、教學過程：

1．第一個個環節，我出示了一些圖片，主要為了復習人物外貌、性格的詞匯，為后面學習used to的對話練習做鋪墊。

2．在第二個環節中，學生看圖說話，引入used to句型，學生通過描述圖片中人物過去的相貌和性格，能掌握used to的用法，并結合聽力訓練，提高學生聽的能力。

3．在第三個環節中，通過小組活動，讓學生獨立學習，合作交流以完成used to句型在日常交際中的運用。通過語法教學對used to的用法有更深語法上的理解。

4．第四環節設置的幸運52游戲活動，讓學生在玩中學，學中玩，使課堂氣氛不斷活躍，提高學生的積極性。更加鞏固了本堂課的語言知識目標。最后讓學生做鞏固練習。課后反思：

本堂課我的教學目標是讓學生掌握used to句型的用法和培養學生在日常生活中的交際能力。我覺得在今天的教學達到了我預期的目標。學生能主動回答老師提出的問題，例如：在看圖說句子時，學生都積極舉手回答，小組交流中能很好地完成任務，培養了他們今后對英語學習的積極性。今天我采用了視聽法，問答法和情景交際法。開課后所出示的圖片和聽力練習，為學生提供了看、聽、說的練習機會。但也有不足之處，在1b這個聽力練習中，有些學生還是不注意聽，效果不太好。在課堂最后設置了幸運52的游戲，重在調動學生的積極性，活躍課堂氣氛，也確實體現了這一點，我覺得這是我比較滿意的。

在回答問題、對話練習中，對說的好的學生給予肯定，用very good這個語言來稱贊他們。在游戲中用小小的獎品來獎勵答對的學生，更提高了他們的參與性。雖然已是初三學生，但他們想得到語言上的肯定，物質上的獎勵更加調動了他們的積極性。

在今天的教學過程中，并不是每一個學生都參與到了課堂活動中，有些學生由于甚而差，沒能參與到課堂活動中來。在今后的教學工作中，我要顧及到全班每一個學生，讓學生自主學習，不斷提高自身的語言素質。

4．第四環節設置的幸運52游戲活動，讓學生在玩中學，學中玩，使課堂氣氛不斷活躍，提高學生的積極性。更加鞏固了本堂課的語言知識目標。最后讓學生做鞏固練習。

? 新目標九年級英語課件 ?

新目標八年級英語課件

一、教學目標：

1、目標語言

重點詞匯：1,want somebody to do 2. be good for 3.pretty healthy 4.my eating habit 4.try to do 5.two or three times a week 6. help somebody < to>do 7.look after my health 8.get good grades 9.study better 10.the same as 11. kind of unhealthy

重點句型：-含有以上詞組的11句子。

綜合能力：能閱讀介紹飲食習慣方面的文章

2、情感滲透

學會養成良好的生活習慣和飲食習慣，從而合理安排自己的各項工作，享受豐富多彩的校園生活。

二、教學準備：

教師準備：

1，設計課后鞏固練習的幻燈片,2部分有關事務的幻燈片3錄音機和磁帶。學生準備收集自己和他人生活習慣的信息：查找更多食物的英語名稱。

預習導航:：

1、聽單詞錄音，熟記Section A的新單詞，并制作單圖片。

2、完成1a，列出圖中物品的英語單詞，并識記新單詞。

3、讀1a、1c中的對話，區別My name’s Jenny.和I’m Jenny.

4、找出并區別I you my your his her。

三、教學過程：

1. 預習導學或自測

1) 很少/幾乎不曾_______________

2) surf the lnternet _______________

3) 大部分學生__________________

4) as for ________________________

5) 一周兩次_______________________

6) be good for ________________________

7) 照顧___________________________

8) eating habits ______________________

9) 六到八次_______________________

10) try to do sth ___________________

Step1. Revision.

Ask and answer in pairs like this.

What do you do on weekends/、、、/I often exercise How often do you exercise ?. I exercise five times a week.

(設計說明)先有老師示范對話，詢問學生周末日?；顒?，然后兩人一組自由對話，利用圖片進行。為新課學習作好鋪墊。

Step2.Leading in.

1，要求學生將單詞和字母對應，完成1a任務,2，引導學生進行1B的pair work 活動，自編對話完成1b中的學習內容。

(設計說明)這里可鞏固練習詞組,want somebody to do.與 be good for并造句子。

Step3：

3．播放錄音，要求學生完成2a的聽力內容。

4．再播放錄音，要求學生完成2b的聽力內容，并將此詞填在合適的位置。(設計說明)通過聽力訓練，使學生學會聽關鍵詞和推測詞意的能力,并理解目標語言。

5．引導學生進行2c的Pair work活動，自編對話，完成2c中的學習內容。

6．引導學生閱讀3a的短文，要求學生回答設計的問題，完成3a的內容引導學。合作探究課文解析. 3a

1) pretty表示“十分”作副詞用，我們以前學過quite和very也有這種意思。其中它們的程度由淺入深為quite→pretty→very.

相當健康：

2)I exercise every day, usually when I come home from

School.我每天鍛煉身體，

3) eating habits：

4) try to do sth意為

eg：他盡力通過考試：

5) Of course.：

6) So you see, I look after my health. 所以你看，我很在意我的健康。

look after 意為

eg：Can you when I leave?

能幫我照顧一下孩子嗎？

look還可以和許多詞搭配，但意思不一樣。

（1）look at

eg：Please look at the blackboard.

（2）look for

eg：我在找我的筆

（3）look like

eg::你爸爸長什么樣？

4） Good food and exercise

好的飲食和鍛煉幫助我學得更好。

5）幫助某人做某事

6) be good for

7）be good at =do well in

8）be good to sb.

9) 和…相同

與……不同

不同: (n.)difference

eg.There are many (不同點)between the two pictures.

10) although雖然，盡管,引導讓步狀語從句，與同義，但不能與同時出現在一個復合句中，可與still, yet同用。

11) 保持健康： = be in good health =keep/ be healthy

4．拓展創新

注意sometimes與幾個形似的詞的區別。

A. sometime是副詞，意為“在某個時候”，“某時”

B. sometimes:有時候是副詞。

C. some time是名詞詞組，意為“一段時間”，做時間狀語用

D.some times是名詞詞組，意為“幾次，幾倍”。

eg：（1）I met him in the street last month.

(2) Will you come again next week?

(3) I will stay here for

5．引導學生閱讀3b的短文，填單詞，完成3b的內容。

1要求學生寫一篇短文，談一談自己的生活和飲食習慣。

2．要求學生口頭談一談父親或母親的生活和飲食習慣。

3，引導學生做調查，完成下列任務。

Activitiesfrequency

a. go to the movies

b. watch TV

c. shop

d. exercise

e.read

F,listen to music

(設計說明)循序漸進學習目標語言Step10. Do some exercises.

綜合能力訓練P9自主學習

Step11. Summing-up

Stress the important phrases and sentences in this class.

Step12. Homework

介紹你自己：

四、教學反思：

學后反思：今天我學會了＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

我還不明白的是：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

教后反思：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

＿＿＿＿＿

Unit 1 How often do you exercise？

第二課時Section B

一、教師寄語

A bold attempt is half success.（勇敢的嘗試是成功的一半）

二、學習目標

知識目標：

Words:

milk, junk food, health, unhealthy, habit, exercise, most, result, try, different maybe, although,

Phrases:

junk food, as for, on weekends, no students, try to do, look after, kind of

Sentences:

1.But my mother wants me to drink it.

2.She says it’s good for my health

3.I try to eat a lot of vegetables.

4.Is her lifestyle the same as yours or different?

能力目標:

學會談論飲食習慣。能了解哪些飲食習慣是健康的。能閱讀介紹飲食習慣方面的文章。學會養成良好的生活習慣和飲食習慣。

情感目標:

培養學生的邏輯表述能力，激發學生的積極思維，并使學生互相了解，增進友誼，加強人際交往，以形成良好的人際關系。

三、教學重、難點

區分How many /how much, health/healthy, different/difference

四、學習過程

Step1. Free talk

同桌練習How often do you ……?及其回答

Step 2．1.Talk about the pictures. Practice the key words.完成1a

2. Pairwork Ask the Ss to show their works and perform it.

Step 3．Listening 完成2a,2b Check the answers

Step 4.合作探究

課文解析. 3a 3b

1.Warm up and Lead in: Say something about your eating habits

Talk about their eating habits.

2. Play the recorder. Listen and read 3a

3. Answer the questions .Try to answer these questions

4. Ask the Ss to sum up the language points Sum up the language points Textbook

5. Read and finish 3b Complete the article

講解：

1.pretty:adj. 漂亮的.，美麗的 adv.很，相當

2. when:conj. 當…的時候. 引導時間狀語從句

3. eating habits飲食習慣

4. try to do sth.盡力做/努力做…. Try doing sth.試圖做….

5. look after 照顧=take care of ，關注，注重

6. get good grades:得到好的成績

7. help sb. (to) do sth.

8. the same as和…相同

9. different (adj.)- (n.)difference good Cbetter-best

10. although雖然，盡管,引導讓步狀語從句，與though同義，但不能與but 同

時出現在一個復合句中，可與still, yet同用。

11. maybe:或許，大概,常放在句首

Step 5. 梳理歸納 Section B 詞組歸納：

1) be good for 對什么有益 2) be bad for對什么有害

3) want to do sth 想做某事 4) want sb to do sth想某人做某事

4) 5)try to do sth 盡量做某事

6) come home from school放學回家

7) of course = certainly = sure當然

8）get good grades取得好成績

9) some advice

10）hardly=not nearly / almost not幾乎不

11) keep/be in good health保持健康

12）pretty healthy 相當健康

13) my eating habits 我的飲食習慣

14）drink milk 喝牛奶

15)so you see 正如你所看到的

16）look after 照顧

17)my healthy lifestyle 我的健康飲食習慣

18）help sb.do sth 幫助某人做某事

19)the same as 和….一樣

20）be different from 與….不同

Step 6．達標檢測根據漢語意思完成下列各句，每空一詞。

1. 做眼保健操對你的眼睛有好處。

Doing eye exercises _______ _______ _______ your eyes.

2. 我們盡量準時到達那里。

We _______ _______ get there on time.

3. 散步有助于保持健康。

Walking helps to keep ______ _______ ________.

4. ―你多長時間看一次電影？ ―我一個星期看兩次。

― ______ _______ do you watch TV?

― I watch TV twice a week.

5. 每天運動對我們的健康有好處。

It’s good for our health ______ _______ every day.

Step7. 完成綜訓section B

Step8. 課后反思

我的收獲：

我的不足：

我的疑問：文章

? 新目標九年級英語課件 ?

教學綜述

一. 本周教學內容：

Unit 10 By the time I got outside, the bus had already left.

一. 學習目標（Language Goal）

1. Learn to narrate past events. 學會描述過去所發生的事情。

2. Learn to express something with Past Perfect Tense.

學習使用過去完成時態。

3. Strengthen the consciousness of doing things regularly.

做事加強連續性，有條不紊。

二. 語言結構（Language Structures）

1. Past perfect Tense過去完成時

2. “By the time”和“when”引導的時間狀語從句

三. 目標語言（Target language）

1. By the time she got up, her brother had already gone into the bathroom.

2. By the time she went outside, the bus had already gone.

3. By the time she got to class, the teacher had already started teaching.

4. When she got to school, she realized she had left her backpack at home.

5. Have you ever overslept?

6. Have you ever been late for school?

四. 重點詞組（Key phrases）

1. by the time 到…時候為止

2. get outside 到外邊

3. get to school 到學校

4. get up 起床

5. get into the shower 去洗澡

6. get home 到家

7. start doing/ to do sth 開始做某事

8. be late for 遲到

9. go off （鬧鐘）鬧響

10. wake up 醒來

11. come out 出來，出現

12. run off 迅速離開，跑掉

13. on time 準時

14. in time 及時

15. come by （走）過來

16. give sb a ride 讓某人搭車

17. break down 損壞，壞掉

18 show up 出席，露面

19. stay up 熬夜

20. a costume party 一個化裝舞會

21. sth happen to sb 某事發生在某人身上

22. so …that … 如此…以至于

23. set off 出發，開始

24. April Fool’s Day 愚人節

25. get married 結婚

26. marry sb 與某人結婚

27. both …and… 二者…都…

28. get dressed 穿好衣服

29. on the first day 在第一天

五. 語法重點（Grammar Focus）

1. Past perfect Tense過去完成時

構成：had +過去分詞（had沒有人稱和數的變化）

過去完成時可以表示過去某一時刻或某一動作之前完成的動作或呈現的狀態。也就是說發生在“過去的過去”。既然過去完成時的動作發生在過去某一時間之前，那么，使用過去完成時就必須先有這樣一個過去的時間。

e.g. I had finished my homework before supper.

我在晚飯前把作業做完了。

句中的supper既是過去某一時間，而had finished這一動作就是在supper之前完成的。如果只說I had finished my homework. 聽者會覺得難以理解。由此可見，過去完成時是個相對的時態，它不能離開過去的時間而獨立存在。

e.g. By the end of that year Henry had collected more than one thousand foreign stamps.

到那年年底，亨利已經收集了一千多張外國郵票。（過去時間是the end of that year）

e.g. When we got there, the football match had already started.

當我們到那里時，足球比賽已經開始了。（過去時間是when從句）

2. when和by the time引導的時間狀語從句

by the time到…時候為止，指從過去某一點到從句所示的時間為止，這一時間段。

when 當…時候，指過去的某一時間點。從句用一般過去時，主句為過去完成時。

e.g. By the time she got up, her brother had already gone into the bathroom.

到她起床的時候，她的弟弟已經去洗澡間了。

By the time she went outside, the bus had already gone.

到她走到外面的時候，公共汽車已經走了。

When she got to school, she realized she had left her backpack at home.

當她到學校的時候，她意識到她把書包放在家里了。

（在這句話中，過去的時間點為“到?！钡臅r候，“她把書包放在家里”則發生在“過去的過去”。）

3. How to narrate past events.

如何描述過去的事件。

描述過去的事件，首要注意一點是時態。由于事情發生在過去，因此一定要用過去的某種時態。但如果是直接引語（如在雙引號“”之內），則根據當時的情況來決定。

請看例文1：

It was Sunday. I went to a pool to fish. I thought there must be some fish for me to catch. I held my fishing pole, waiting patiently. Suddently a big fish was caught. I was glad and put it into my little basket. Before long my sister came. Without a word she put back the fish into the water. I was astonished. I really thought she became mad. She ordered me to put down the fishing pole and led me to a place not far away. There stood a sign, reading “No fishing”. I realized that I was making a mistake.

（注意觀察文中時態的應用）

例2：請大聲朗讀Section A 3a，并找出其中用到的時態。

六. 疑難解析（Key Points）

1. 關于get的詞組小結

在本單元出現大量關于get的詞組，要注意背誦

get to school 到學校 get to class 到班級

get into the shower 去洗澡

get outside 到外邊

get home 到家

get up 起床

get married 結婚

get dressed 穿好衣服

2. I’ve never been late for school, but yesterday I came very close.

我上學從不遲到，但是昨天我險些遲到。

close adv. （副詞）鄰近地、接近地，意思是接近上課時間才到校。

3. Have you ever been an April fool?

你曾經做過愚人節傻瓜嗎？

April Fool’s Day愚人節每年的四月一日，在那天，如果被人愚弄的人就被稱為April fool. （愚人節傻瓜）

4. He had changed the clock to an hour earlier.

他把表調快了一個小時。

change…to（into）… 把…變成…

e.g. Please change these sentences into English.

請把這些句子譯成英文。

5. I only just made it to my class.

我剛好趕上上課。

only just“剛剛才、恰好”

eg. They’ve only just gotten up. 他們剛剛起身。

make it 辦成功，做到、趕到

eg. You can’t make it to the other shore in this weather.

天氣這樣惡劣，你可到不了對岸。

6. Welles was so convincing that hundreds of people believed the story, and panic set off across the whole country.

Welles是如此地讓人信任，以致于成百上千的人都相信了這個故事，進而激起了全國性的恐慌。

（1）so …that…句型中，so后面應加一個形容詞或副詞，意為“如此…以至于…”

eg. This book is so interesting that everybody in our class wants to read it.

這本書是如此的有趣以至于全班同學都想看看。（so+形容詞）

He ran so fast that I couldn’t catch up with him.

他跑得那么快，以致于我跟不上他。（so+副詞）

so…that引導的是表示結果的狀語從句，但不一定要死套“如此…以至于”的模式來譯成漢語。

eg. It was so dark that he couldn’t see the faces of his companions.

天太黑了，他不能看見同伴的臉。

（2）so that主要用來引導目的狀語從句，其從句中的謂語動詞通常和can, may, should等情態動詞連用，而且主句和從句之間不使用逗號意為“以便，使能夠”。

e.g. They set out early so that they might arrive in time.

他們早早地出發以便按時到達。

Let’s take the front seats so that we may see more clearly.

我們坐在前排吧，以便可以看得更清楚。

7. By the time the authorities revealed that the story was a hoax, thousands of people had fled from their homes.

當權威機構揭露這個故事是一個騙局時，成千上萬的人已經逃離家園。

8. The TV star lost both his girlfriend and his show.

那個電視明星既失去了他的女朋友，也失去了他的電視節目。

both …and… 二者都

The First Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

oversleep

(2) Target Language

What happened?

I overslept. And by the time I got up, my brother had already gotten in the shower.

2．Ability Objects

(1) Teach the students to use the new words.

(2) Train the students to narrate past events with the Past Perfect Tense.

(3) Train the students' listening and speaking skills with the target language.

3．Moral Object

It's a good habit to go to bed early in the evening and get up early in the morning. So you'll never be in a hurry in the morning.

Ⅱ．Teaching Key Points

1．Key Vocabulary

oversleep

2．Target Language

Narrate past events with the Past Perfect Tense

Ⅲ．Teaching Difficult Points

1．Train the students to narrate past events with the Past Perfect Tense.

2．Train the students to understand the target language in spoken conversation.

Ⅳ．Teaching Methods

1．Thinking of examples from the students' real lives.

2．Making sentences by looking at the pictures.

Ⅴ．Teaching Aid

A tape recorder

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise the language points in Unit 8. Ask some questions like this: What volunteer work would you like to do? Help the students to answer, I'd like to …/I love to …/I hope to …

2．Practice the dialogue in Activity 3c on page 62 again. Get students to role play the similar dialogues with the following.

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

SB: What do you like doing?

SA: I love playing football.

SB: Well, you could help coach a football team for little kids. Let the children practice in pairs.

3．Check the students' homework by asking some students to read their sentences with the phrasal verbs. Then ask the students to hand in their homework.

4．Dictate the following words:

clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategy

Step Ⅱ 1a

This activity introduces new vocabulary which can be used to narrate past events. First write by the time on the blackboard, and tell the class the meaning of it.

“by the time” means not later than, before, as soon as, or when the indicated comes. When we use the words. “By the time … ,” we are talking about two different things that happened in the past. Say this sentence to the class; By the time the teacher came in, the students had begun reading English.

Tell them to note the struture “had begun” in this sentence. Begun is the past participle of begin. When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle. The words following By the time … talk about the thing that happened later. And tell the students when they use had plus a past participle, they are using the Past Perfect Tense. Also explain what is the past participle form of a verb for the students. Tell them it is as the same as the past form for a regular verb. And they have to remember the irregular verbs' participles one by one.

Play a game to help the students understand the sentences with the words By the time … Do it like this:

Pretend that the teacher will leave the classroom and the students will do some things. When the teacher returns, the class will make statements starting with By the time …

Write By the time I came back … on the blackboard.

Say to the class, By the time I came in, what had happened?

Help one student to answer like this,

By the time the teacher came in, Don had written his name on the blackboard.

Then get more students to answer differently, such as,

By the time the teacher came in, we had discussed an English problem.

By the time the teacher came in, I had drawn a picture.

Write these sentences on the blackboard, and teach the students to read several times.

Read the instructions to the students and read these questions to the class as well, What do you usually do in the morning before school? Do you like morning? Why or why not?

Choose one good student to answer them by saying something he or she usually does in the morning.

He or she may answer like this,

I usually get up early, wash my face and have breakfast. I like mornings because the air is fresh. or I usually get up as late as possible. Then I have to wash my face and have breakfast in a hurry. I often rush to school without breakfast. Sometimes I forget something at home. I don't like morning, because I am always too busy.

Then have the whole class practice in pairs. Ask each other the questions.

After they finish talking, ask one or two pairs to say their conversations to the class. Correct the mistakes they may make with the other students.

Call the students' attention to the pictures in Activity 1a. Ask students to tell what they see.

Say, Any sentences which make sense are accepted to describe the pictures. The girl in the pictures is Tina. Present the new words by providing sentences showing the meanings of them like this: T; What can you see in Picture 1?

S1: She slept a long time.

T: That's correct. She slept too late. She overslept. Class repeat. She overslept.

Ss: She overslept.

T: What do you see in Picture 2?

S2: Her brother or sister is in the bathroom

T: That's correct. She wants to go into the bathroom. She can't because someone is taking a shower. Class repeat. Someone is taking a shower.

Ss: Someone is taking a shower.

Write these words on the blackboard:

overslept, taking a shower, had left, left her backpack at home.

Then tell students to talk about the pictures in groups of four. Move around the classroom, listening to students and offering help. Make sure that they talk in English.

After they all finish talking, ask different groups to tell the class about the pictures. They may say like this:

Tina overslept in the morning. She wanted to go to the bathroom, but her brother had already gotten in the shower. When she got to the bus stop, the bus had already left. She had to run to school. After she got to school, she realized she had left her backpack at home. The sentences can vary, but should be correct.

Step Ⅲ 1b

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

Ask the students to read the instructions together. Have them look at the two columns, A and B. in the chart. Point out the sample answer. Read the two parts of the sentence.

Then go over the other unconnected parts of sentences, too.

You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column. Please guess the other two sentences before I play the tape.

I guess most of the children can get the correct sentences by guessing. So just let them guess. Don't tell them whether their answers are right or wrong.

OK, just keep your answers by guessing. Let's decide if they are right by listening to the tape now.

Play the recording for the first time. Students only listen. Then play it a second time. Let students match two parts of each sentence. Check the answers by asking some students to tell their answers. Make sure that all of them have got the correct answers by listening. Say congratulations to the students who get the answers correctly by guessing.

Answers

1．b 2．a 3．c

Tapescript

Boy: Hi, Tina. You look stressed out.

Girl: I am. I had a bad morning.

Boy: Really? What happened?

Girl: Well, first of all I overslept. By the time I got up, my brother had already gotten in the shower.

Boy: Oh, what a pain!

Girl: So, after he got out of shower, I took a quick shower and got dressed. But by the time I went outside, the bus had already left.

Boy: Oh, no!

Girl: Oh, yes! So I ran all the way to school. But when I got to school, I realized I had left my backpack at home.

Boy: No wonder you look stressed out.

Step Ⅳ 1c

This practice provides guided oral practice using the target language.

First play the recording in Activity 1b again and let the students read after it. Do it at least twice.

Then read the instructions together with the whole class.

You will make conversations in pairs. Each of you will have to take turns being Tina. Look at the pictures in Activity 1a to help you. Tell your partner what happened to you this morning. Ask a pair to read the example to the class before they begin.

SA: What happened?

SB: I overslept. And by the time I got up, my brother had already gotten in the shower.

Write the conversation on the blackboard.

Have the students work in pairs. Move around the room offering language support as needed.

After they all finish talking, ask some pairs to say their conversations to the class.

Step Ⅴ Summary

Say, In this class, we've learned how to narrate past events, using the Past Perfect Tense. We've also done some listening practice in understanding the target language in spoken conversation. Also, we've done much oral practice using the target language.

Step Ⅵ Homework

1．Write out the story of Tina, Note to use the target language.

2．Revise when to use the Past Perfect Tense and the verb structure of it.

Step Ⅶ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The First Period

1．By the time …

By the time the teacher came in, the students had begun reading.

By the time the teacher came in, Don had written his name on the blackboard.

By the time the teacher came in, we had discussed an English problem.

2．Some words to describe the pictures

overslept, taking a shower, had left, left her backpack at home.

3．Target Language:

A: What happened?

B: I overslept. And by the time I got up, my brother had already gotten in the shower.

The Second Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Target Language

By the time she got to class, the teacher had already started teaching.

When she got to school, she realized she had left her backpack at home.

When I got home, I realized I had left my keys in the backpack.

(2) The Three Forms of the verbs.

2．Ability Objects

(1) Train the students' listening skill.

(2) Train the students' writing skill with the target language.

(3) Train the students' speaking skill.

(4) Train the students to use the three forms of the verbs.

3．Moral Object

Try to be a careful person and do everything carefully. Remember not to be as careless as Tina.

Ⅱ．Teaching Key Points

1．Listening practice with the target language.

2．Use the correct verb forms to fill in the blanks by listening.

3．Make sentences using the Past Perfect Tense.

4．The three forms of the verbs.

Ⅲ．Teaching Difficult Points

1．Write an ending for the story in Activity 2c.

2．The three verb forms in Grammar Focus.

Ⅳ．Teaching Methods

1．Listening

2．Pairwork

Ⅴ．Teaching Aids

A tape recorder

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68.

They may say like this:

Tina had a bad morning. First of all she overslept. By the time she got up, her brother had already gotten in the shower. And by the time she went outside, the bus had already left. She had to run all the way to school. When she got to school, she realized she had left her backpack at home. All these made her look stressed out. After that, ask the whole class to work in pairs. telling the stroy and helping each other in turns. Remind them to use the correct verb forms.

2．Ask students to check each other's homework in pairs, pointing out all the mistakes they might have made.

3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is.

Step Ⅱ 2a

This activity provides guided listening practice using the target language.

We have known Tina had a bad morning. But something worse happened to Tina later. Let's go to Activity 2a on page 69 and see what happened to Tina later in the morning.

Read the instructions to the class. Be sure that all of them know what to do. Call the students' attention to the four pictures. Get them to guess the correct order of the pictures first. The first one is given as a sample. Ask one or two children to tell their stories by describing the pictures according to their own order.

Then, we will hear Tina talking about what happened to her after she got to school. We can see there is a small box in each picture. Please write a number from 1 to 4 in each box to show each picture's correct order. The first one has been given as a sample. Get the children to get ready to listen to Tina continue her story.

Play the recording the first time, students only listen. Play the recording again and ask the children to number each picture. Check the answers with the class and see who have ever got the correct answers without listening.

Answers

The pictures should be numbered in this order:

3 1 2 4

Tapescript

Boy: So then what did you do, Tina?

Girl: Well, I ran home to get my backpack. But when I got home, I realized I had left my keys in the backpack.

Boy: You're kidding!

Girl : So I ran back to school without my keys or my backpack. And by the time I got back to school, the bell had rung.

Boy: Oh, no!

Girl: And by the time I walked into class, the teacher had started teaching already. She asked for our homework, but of course I didn't have it.

Step Ⅲ 2b

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

Ask the students to read the instructions together. Point out the blanks in the sentences and the verbs in the brackets.

This activity has two parts. First let's fill in the blanks with the correct verb forms. We can see some verbs in the brackets. They are the base forms of the given verbs. For example, get and got, Get is the base form of the verb. Your job is to write the correct forms of these verbs in the blanks. Look at number one. A sample answer is given.

Let the students fill in the blanks with the correct forms individually.

Move around the classroom collecting the common mistakes they may make.

After they all finish writing, tell them to get ready to listen to the conversation and check their answers.

I will play the recording again. Please check your answers and correct any mistakes you might have made while listening. Play the recording. Students listen and check their answers. Correct the answers by asking seven different students to say theirs to the class.

Answers

1．got home 2．realized 3．had left 4．got 5．had rung 6．walked 7．had started

Step Ⅳ 2c

This activity gives students oral practice with the target language.

Ask the whole class to read the instructions together.

We have a new task now. We know Tina was late for class. What do you think happened after Tina was late for class Work with a partner. Make up an ending for the story by continuing it. The beginning has been given.

Get students to discuss in pairs, Complete the ending. Make sure they are talking in English. Move around the classroom, offering language support if needed. After ten minutes, ask students to stop discussing. Get some pairs of students to tell the class how they think the story ended. And let the whole class decide whose ending is the best. Tell each pair to write down their ending, or do it after class if time is not enough.

Sample ending of the story

The teacher looked at Tina and said, “Why are you late and where is your homework, Tina?”

“I had a bad morning today. ”Tina said sadly.

“I'm sorry to hear that, but may I know what happened?”said the teacher.

Then Tina told the teacher and the whole class her story. All her classmates laughed loudly after it. Some of them said,“Poor Tina!”

Bob, one of Tina's classmates, stood up and said, “ Well, Tina, I'd love to help you. Why not let me keep the keys for you? I would put your keys in my backpack. ”

Step Ⅴ Grammar Focus

This activity introduces the target language of this unit. Call students' attention to the sentences on the left. Ask four different students to read the four sentences and point out where had plus a past participle is used. Write the sentences on the blackboard.

Draw a simple time line for each sentence to help students to understand the grammar focus. For example:

Then get the students to look at the box. Teach students to read the three forms of each verbs first. Then ask several students to read the verbs to the class to see if they can read. Write the verbs on the blackboard.

Ask the students to make sentences correctly using each form of the verbs in the box. For example:

I usually get up at 6:30.

I got up at 5:30 yesterday.

By the time I got up, my sister had already gotten in the shower.

Tell the students when we talk about the first thing that happened. We use had plus a past participle (had gotten) and when we talk about the second thing that happened, we use the simple past tense (got up) . Ask some to read their sentences to the class.

Ask the students to make their own lists of other verbs used in this unit. Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section. The lists have to include these verbs: leave, walk, start, oversleep, ring, be.

Check the answers.

Some sample sentences with the three verb forms

1．I got up at 6 : 30 every day.

I got up at 6 : 00 yesterday.

By the time I got up, my sister had already gotten in the shower.

2．We usually go to school at 7 : 30.

We went to school at 8:30 yesterday.

By the time we got to the classroom, the students had gone to the chemistry lab.

3．My father leaves home at 8:30.

He left home at 9:30 this morning.

When my father went outside, the bus had left.

4．The teacher often starts teaching at 9:00.

The teacher started teaching at 8:30 the day before yesterday.

When Tina got to class, the teacher had already started teaching.

The three forms of the verbs used in this unit:

leave left left

walk walked walked

start started started

oversleep overslept overslept

ring rang rung

be was/were been

Step Ⅵ Summary

Say, In this class, we've done much listening and writing practice with target language. We've also done some oral practice in pairs. And we've discussed the Grammar Focus of this unit.

Step Ⅶ Homework

1．Write down the ending of Tina's story.

2．Make sentences using each form of the verbs below:

leave, walk, start , oversleep, ring, be

3．Review the Grammar Focus.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The Second Period

Target Language:

1．By the time she got up, her brother had already gone into the bathroom.

2．By the time she went outside, the bus had already gone.

3．By the time she got to class, the teacher had already started teaching.

4．When she got to school, she realized she had left her backpack at home.

Verbs:

get got gotten

go went gone

leave left left

start started started

The Third Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

bell, ring, go off, rush, run off, on time, give sb. a ride, lock, break down

(2) Target Language

By the time I got there, the bus had already left.

By the time I woke up, my father had already gone into the bathroom.

2．Ability Objects

Train the students' reading skill with target language.

Train the students' speaking skill with target language.

3．Moral Object

Have you ever done anything carelessly?

Share your story with your friends.

Ⅱ．Teaching Key Points

1．Guide the students to read the article in activity 3a.

2．Help the students do the oral practice with the target language.

Ⅲ．Teaching Difficult Points

1．Help improve the students' reading skill by, Activity 3a.

2．Help the students describe what has happened to them with the target language.

Ⅳ．Teaching Methods

1．Get the main idea by reading.

2．Pairwork.

Ⅴ．Teaching Aid

A projector

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise what happened to Tina by asking several students to tell the story.

2．Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard.

3．Check homework by asking one or two to read their own endings of the stroy.

4．Check homework by asking some students to read the sentences which they made.

5．Ask the students to hand in their homework.

Some sample sentences with the verbs used in this unit:

1．I leave home at 7:30 every morning.

I left home at 8:00 this morning.

By the time I got to the airport, the plane had left.

2．I walk to school sometimes.

I walked to school yesterday afternoon.

When I got there, the sick girl had walk away.

3．The meeting start at 3: 00 every Wednesday afternoon.

The meeting started at 3: 30 last Wednesday afternoon.

As soon as Mr. Jones got to the meeting room, the meeting had already started.

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4．Tina seldom oversleeps.

Tina overslept this morning.

Tina said she had never overslept before.

5．The bell rings at 8:10 every morning.

The bell rang at 7:10 this morning.

When I got to school, the first bell had rung.

6．I am here now.

I was at home last night.

I had been here for 20 years by the end of .

Step Ⅱ 3a

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

Show the vocabulary on the screen by a project:

bell n 鐘；鈴

ring v. 鳴；響

go off 鬧鐘(鬧響)

rush v. 沖；奔

rush off 跑掉；迅速離開

on time 準時

give sb. a ride 讓某人搭便車

lock v. 鎖；鎖上

break down 損壞；壞掉

Point to the words one by one and teach the students to read them. Do it several times. Then ask several students to read the words to see if they can pronounce each word correctly.

Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the stroy and write the events in the correct order. Have a look at the sample answer on the right of the article before you start. Then let the children complete the work on their own. After a while; ask some students to report their answers to the class. Write the events on the blackboard as they report, putting the events in the correct order.

After checking the answers, tell students to read the article again more carefully. Tell them to find out the words or sentences which they can't understand this time.

A few minutes later ,let the students ask questions on the words and sentences which they can't understand. Do some explanation and make sure that the students make everything clear about the article. Then ask the students to read the article aloud. Move around the classroom while they are reading, offering help as needed. Next ask students to pick out the sentences with the Past Perfect Tense. Tell them to underline them and come up with the reason to use the tence.

Ask two students to read their answers and explain the sentences.

Answers

1．alarm clock didn't go off

2．father went to bathroom

3．woke up late

4．took shower

5．had some breakfast

6．bus left

7．ran to bus stop

8．started walking

9．got a ride with a friend

10．bell ringing

11．got to school

12．got to class

Sentences with the Past Perfect Tense in the article:

1．…by the time I woke up, my father had already gone into the bathroom and …

2．Unfortunately, by the time I got there, the bus had already left.

Step Ⅲ 3b

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

Call the students' attention to the photo of the woman sleeping. The girl is sleeping. She may oversleep. How about you? Have you ever overslept?

Get a students to answer the question simply, such as Yes, I have. /No, I haven't.

Then ask one student to read the instructions to the class.

We can see six questions in the box.

You'll have to read the questions in the box and you have to describe the circumstances in which these things happened. Explain that describe the circumstances means to tell when, where and how the things happened.

Ask one student who has ever overslept to answer the first question and describe the circumstance. Help him or her use the Past Perfect Tense to describe the circumstance.

Then ask students to read the questions and write their answers in their exercise books. Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description. Move around the classroom providing sentences to the ones who need. Ask several students to share their stories with the class. Correct any mistakes they may make. Let them check the answers in pairs.

Step Ⅳ 3c

This activity provides listening and speaking practice using the target language. Ask the whole class to read the instructions together. Then call the students' attention to the sample conversation on the right. Ask a pair of the students to read the conversation to the class. Please ask your partner the questions in Activity 3b. Ask more questions if he or she says “Yes”.

Ask the students to work in pairs. Encourage them to ask as many questions as they can. As they work, move around the room offering help and answering questions as needed. Ask some pairs to say their conversations to the class.

Step Ⅵ Summary

Say, In this class, we've learned an article. And we've done much practice in reading, listening, speaking and writing. We've done much practice with the target language.

Step Ⅶ Homework

1．Write the answers to the questions in Activity 3b.

2．Write a conversation in Activity 3c.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The Third Period

Answers to Activity 3a:

1．alarm clock didn't go off

2．father went to bathroom

3．woke up late

4．took shower

5．had some breakfast

6．bus left

7．ran to bus stop

8．started walking

9．got a ride with a friend

10．bell ringing

11．got to school

12．got to class

The Fourth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

costume, show up, exhausted, embarrassed, empty, fool, April Fool's Day, go off, stay up

(2) Target Language

When I got there, I found that he had fooled me.

After an hour, the other kids showld up, and I realized that my brother had fooled me.

By the time I got to match class, I was exhausted because I had stayed up all night studying.

I found out that my friend had fooled me.

2．Ability Objects

(1) Train the students' writing, listening and speaking skills with the target language.

(2) Train the students to use the new vocabulary.

3．Moral Object

Have you ever been fooled on April Fool's Day? Share your story with your friends.

Ⅱ．Teaching Key Points

1．Train the students' listening and speaking skills with target language.

2．Teach the students the new vocabulary.

Ⅲ．Teaching Difficult Points

1．Guide listening and oral practice using the target language.

2．Help learn to use the new vocabulary correctly.

Ⅳ．Teaching Methods

1．Listening

2．Pairwork and groupwork

Ⅴ．Teaching Aid

A tape recorder

Ⅵ.Teaching Procedures

Step Ⅰ Revision

1．Revise the article in Activity 3a on page 70 by asking several students to read it.

2．Dictate the following words and phrases:

bell, ring, go off, rush, run off, on time, give sb. a ride lock, break down.

3．Check the homework.

Step Ⅱ 1a

This activity reviews vocabulary, introduces some new vocabulary, and provides writing practice.

Read the instructions to the students. Remember to read the sentence in the brackets. Point to the chart with the three headings-Nouns, Verbs and Adjectives. Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives.

Teach the students to read the new vocabulary below:

costume, show up, exhausted, embarrassed, empty, fool.

April Fool's Day

Write them on the blackboard or show them on a screen by a projector while teaching. Tell the children the meaning of each word and do a little explanation.

Then call the students' attention to the list of the words on the left. Ask a student to read them and tell the meanings at the same time. Find out the words which the students don't understand and give some explanation.

Please put these words in the correct columns in the chart. Some words can be put in more than one column.

Get a student to read the sample answers to the class before they start say, Fool can also be a verb. For example, He fooled me. So it is pat in both Column Nouns and Column Verbs.

Ask the students to complete the chart on their own.

Correct the answers by asking three students to read their answers to the class.

Answers

Nouns: fool, costume, change, clock

Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up

Adjectives : embarrassed, empty, exhausted

Step Ⅲ 1b

This activity provides guided oral practice using the target language.

Ask a student to read the instructions to the class.

Ask another student to read the example on the right.

Work in pairs now. Tell your partner about something that has happened to you recently. Note to use two or more phrases from the list in Activity 1a. Get the students to talk in pairs. Move around the classroom checking their work and offering language support as needed.

After they all finish talking, ask some pairs to say their conversations to the class.

Step Ⅳ 2a

This activity provides guided listening practice using the target language. Say something about April Fool's Day to the students like this:

Every year on the first tit April, Americans do silly things to surprise each other. For example, someone might tell you to go to the teacher's office to get your new book. But there is no book at all !Call the students' attention to the four pictures. Ask the student, what is happening in each picture.

Ask four different students to describe the pictures. For example, they can describe Picture 1 like this:

A boy was told to take part in a costume party. So he dressed himself up like a monster. But when he got there, he found that his friend had fooled him. It wasn't a costume party. He frightened the others. Read the instructions to the class.

You'll listen to three boys, Dave, Nick and Joe, talking about April Fool's Day. There is a box under each picture where you can write each boy's name. Now listen to the tape and write the name of each boy under his picture. I have to tell you there will be one picture without a name under it.

Tell them to see the example for Picture c. Play the tape the first time. The students only listen. Then play the tape again. Ask the students to write each boy's name in the correct box. Check the answers by asking different students to tell their own answers.

Answers

a. No name b. Joe c. Nick d. Dave

Tapescript

Boy 1 : Have you ever been an April fool, Dave?

Boy 2 : Yes, I have. A friend once invited me to a costume party. When I got there, I found that he had fooled me. It wasn't a costume party. I was the only person wearing a costume. I was really embarrassed. How about you, Nick?

Boy 1: Well, last April Fool's Day, when my alarm went off I got up, took a shower, got dressed, and went to school. But when I got there, the school was empty. I was the only one there. After an hour, the other kids showed up, and I realized that my brother had fooled me.

Boy 3: He had?

Boy 1: Uh-huh. He had changed the clock to an hour earlier. What happened to you on April Fool's Day, Joe?

Boy 3: Well, I was sick last April first. My friend called me and told me we had a maths test the next day. By the time I go to maths class, I was exhausted because I had stayed up all night studying. Then I found out that my friend had fooled me. We didn't have a test at all!

Step Ⅴ 2b

This activity provides guided listening practice using the target language.

Read the instructions to the class. There are six phrases in the box. Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording. And write “D” for Dave, “N” for Nick and “J” for Joes on the short lines before the phrases. Look at the first one. The answer has been given as a sample.

Play the recording the first time. The students only listen. Then play the recording again. Ask the students to write the letters in the blanks. Ask six different students to report their answers to the class. Check the answers with the class.

Answers

1．D 2．N 3．J 4．J 5．D 6．N

Step Ⅵ 2c

This activity provides oral practice using the target language.

First play the recording again. Pause after each sentence and get the students to repeat.

Do it at least twice.

Ask a student to read the instructions to the class. Then have them look at the sample conversation on the right. Ask a pair of the students to read and try to continue it like this:

SA: What happened to Dave on April Fool's Day?

SB: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. It wasn't a costume party. He was the only person wearing a costume. He was really embarrassed.

Then ask the students to work in pairs. Each pair makes two. conversations using information from the earlier activities.

Move around the room as they work, offering help as needed. Ask one or two pairs to say their conversations to the class.

Step Ⅶ Summary

Say, In this class, we've learned some new words. And we've done much listening and oral practice. We have enjoyed some interesting stories happened on April Fool's Day.

Step Ⅷ Homework

1．Write something that has happened to you recently. Use two or more phrases from the list in Activity 1a.

2．Write a conversation in Activity 2c.

Step Ⅸ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section B

The Fourth Period

1．Answers to Activity 1a:

Nouns: fool, costume, change, clock

Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up

Adjectives: embarrassed, empty, exhausted

2．Target language:

A: What happened to Dave on April Fool's Day?

B: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. it wasn't a costume party. He was the only person wearing a costume. He was really embarrassed.

The Fifth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

announce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, show, marry, thrill, get married, reply, ending

(2) The reading passages about April Fool's Day.

(3) W rite stories happened on April Fool's Day.

2．Ability Objects

(1) Train the students' reading skill.

(2) Train the students' writing and speaking skills.

3．Moral Object

Try to collect the jokes happened on April Fool's Day and share them with your friends.

Ⅱ．Teaching Key Points

1．Teach the students the new vocabulary.

2．Help the students understand the three articles.

3．Guide the students to write stories happened on April Fool's Day.

Ⅲ．Teaching Difficult Points

1．Help the students understand the three articles.

2．Help the students write the stories happened on April Fool's Day.

Ⅳ．Teaching Methods

1．Reading method.

2．Write a passage using the notes.

3．Tell jokes.

Ⅴ．Teaching Aids

A project and a tape recorder.

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise the three boy's stories happened on April Fool's Day. Ask three different students to tell their stories to the class.

2．Check the homework. Ask some students to read their stories and conversations to the class. Then have them check each other's homework in pairs.

Step Ⅱ 3a

This activity provides reading practice using the target language.

Show the new words and expressions on the screen by a projector.

announce v. 宣告；通告

describe v. 描述；描繪

convince v. 使確信；使信服

panic n. 恐慌；驚恐

set off 激起；引起

authority n. 權威機構；行政管理機構

reveal v. 揭示；揭露

hoax n. 騙局；惡作??；玩笑

flee n. 逃跑；逃走

spaghetti n. 意大利式細面條

girlfriend n. 女朋友

show n. 演出；展示；炫耀

marry v. 嫁；娶；與……結婚

thrill v. 回答；答復

ending n. 結局；結尾

get married 結婚

reply v. 回答；回復

Call the students' attention to the screen.

Point to the words on the screen one by one.

And Teach the students to read the words several times. Make sure that the students can read each word correctly.

Read the instructions to the students.

You'll have to read three articles. The three articles are about three different stories happened on April Fool's Day. Not all of them are true. Tell which of these stories is the most believable and which is the least believable. And you have to tell the reasons as well. At last, think over if you would be fooled by any of the stories.

Read the first article to the class. The students look at their books, listen to the teacher and find out the answers to the questions in the instructions.

After reading, ask the students if it is believable and why. Ask several students to tell their opinions on the believability of the first article. They may say like this: I think it is believable because the exact time and person's name are given in the first sentence. or, I don't think it's believable because I think no one dared to fool the people like that.

Do the same with the two articles left. Ask two good students to read the articles instead of the teacher. Elicit students' reasons for their answers. At last tell the students the correct answer.

Answers

The first story really happened. The radio program was called “The War of the World. ”

Step Ⅲ 3b

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

Read the instructions to the class. Play the recording again to help the students, Ask three different students to read the notes to the class.

Help the students make sentences with the notes first.

Look at the first line of the notes, please. Let's see what happened first by making sentences using the notes.

Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick. For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school. Then go on with the second line. They may say:

But when he got to school, the school was empty, An hour later, the other kids showed up.

The sample sentence for the third line.

He realized that his brother had fooled him.

After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b. using the notes below. As they write, move around the room offering help and answering questions as needed.

After around ten minutes, ask a student to read the completed article to the class. The rest of the class help correct the mistakes the student may have made. Get them to check each other's writing carefully in pairs.

A sample answer

On April Fool's Day Nick's alarm went off. He got up and took a shower. Then he got dressed and went to school. When he got to school, the building was empty. An hour later the other kids showed up. Then he realized that his brother had fooled him. His brother had set his alarm an hour earlier.

Step Ⅳ 3c

This activity provides writing practice using the target language.

Read the instructions to the class. Be sure that the students know what they are asked to do. At first, have the students think what they might write about.

Then tell them to make a list of ideas before starting writing. The list should include the three parts, what happened first, what happened next, and what you finally realized. They can use the notes in Activity 3b as samples.

Write a sample list on the blackboard:

What happened first; school gate/met Don/Li Lei/waiting for/on the playground/ran to the playground.

What happened next: got to the playground/no one was there.

What I realized: Don/fooled me Next ask the students to write their jokes. Tell them they can use the article they wrote for Activity 3b as a model. After they start to write, move around the room providing help as needed.

Ask some students to read their' articles to the class. Correct as many of the articles as possible in class.

A sample writing

On April Fool's Day I met Don at the school gate. He told me that Li Lei was waiting for me on the playground. Then I ran to the playground. When I got there. I found no one was on the playground. Then I realized that Don had fooled me.

Step Ⅴ 4

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

Read the instructions to the class. Review the meanings of funniest, most embarrassing and most creative. Say, Each of you has to read your joke to the class. The class will vote on the funniest joke, the most embarrassing joke and the most creative joke.

Have the class have a look at the sample conversation in the box before reading. Ask a pair of the students to read it to the class.

SA: What's your joke?

SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said “Please say hello. ” All day at school, many strange said hello to me.

Write the conversation on the blackboard. Then ask the students to read their stories to the class. After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories.

Step Ⅵ Summary

In this class, we read three articles first. And then we wrote a magazine story based on some notes. Next we wrote a joke. At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke. However, we've done much reading, writing and speaking practice.

Step Ⅶ Homework

1．Read the three articles aloud after class.

2．Correct the magazine story and the joke you have written.

3．Try to remember the new vocabulary.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section B

The Fifth Period

1．Sample notes to Activity 3c:

What happened first; school gate/met Don/Li Lei/waiting for/on the playground/ran to the playground.

What happened next; got to the playground/no one was there.

What I realized: Don/fooled me.

2．Target language:

A: What's your joke?

B: Well, last year, on the first day of school, my sister put a piece of paper on my back that said “Please say hello. ”All day at school, many strangers said hello to me.

The Sixth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Verbs

rush, realize, invite, show up, stay up.

(2) Write an article according to the pictures given.

(3) Vocabulary

homework, look, costume, empty

2．Ability Objects

(1) Train the students to use these verbs correctly:

rush, realize, invite, show up, stay up.

(2) Train the students writing skill.

3．Moral Objects

Have you ever had a similar Sunday with Ming? Tell your own story to your classmates.

Ⅱ．Teaching Key Points

1．Help the students have a self check on the key words and target language of this unit.

2．Practise using these verbs: rush, realize, invite, show up, stay up.

3．Review the new vocabulary introduced in this unit: homework, lock, costume, empty.

4．Direct the students to write an article according to the pictures given.

Ⅲ．Teaching Difficult Points

1．Help the students make sentences with the verbs.

2．Direct the students to write an article with the pictures given.

Ⅳ．Teaching Methods

1．Teaching by providing sample sentences.

2．Teaching by describing the pictures.

Ⅴ．Teaching Aid

Just the blackboard.

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Revise the contents in the three articles in Activity 3a on page 72 by asking the question below

Questions

(1) What did a radio program announce in 1938?

(2) What had happened by the time the authorities revealed the story was a hoax?

(3) What did a reporter announce on April Fool's Day?

(4) What had happened by the time people realized that the story was a hoax?

(5) What did a famous TV star once do on April Fool's Day?

(6) What was the ending of the last story?

2．Ask three different students to read the articles.

3．Dictate the following words:

announce, convince, panic, authority, reveal, spaghetti, describe, hoax, thrill, flee/fled/fled.

Step Ⅱ Part 1

This activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.

You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.

Ask students to fill in the blanks on their own. Check the answers. Five students each reads a sentence, filling in the blanks. The rest of the students check their work.

Answers

1．realized 2．rush 3．stay up 4．invite 5．show up

Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students' answers with mistakes on the blackboard. Along with the students' help correct the mistakes.

? 新目標九年級英語課件 ?

1.掌握L～P英語字母的發音及書寫。

2.熟練this, that 和it 的疑問形式及答語形式。

3.學習確認事物及表示感謝的.日常交際用語。

1.掌握L～P英語字母的發音及書寫。

2.熟練this, that 和it 的疑問形式及答語形式。

3.學習確認事物及表示感謝的日常交際用語。

Write the names in the big letters on the blackboard，teach the students to read the names．Then get them to listen to the tape and number the names．Have the students pay attention to your writing names on the Bb．Make sure everyone knows how to write the names．

Give each student an English name．Make them remember it and know how to spell it. Write your name，and one or two others on the blackboard． Ask students to look at the words carefully．Explain how capitals are used in English names．

Ask the students to say out where we can find English words or English names around us and what they are．What’s the meaning of it?

Maybe the students can list a 1ot．If they couldn’t，give them some notes such as WC, NBA，Exit and so on． Let the students try their best to search as many abbreviations as possible．

And get them to introduce themselves to the others with their new English name．All these must do after the students know how to do it．The teacher can give them an example with the help of one student．The teacher can take the dialogue on the book for an example．Practise：

A：I’m Paula．P—A—U—L—A，Paula．What’s your name?

B：I’m James．J—A—M—E—S，James．

B：Nice to meet you，too．

Have students switch roles and repeat．

Copy the new words and Finish off the workbook. (Do entering famous school)

完成課后練習題。

? 新目標九年級英語課件 ?

《新目標英語九年級第二單元教學反思》

在本文中，我將對我所教授的新目標英語九年級第二單元進行詳細、具體且生動的反思。我將對教學目標、教學內容、教學方法、學生表現以及改進措施等方面進行分析和總結。

首先，對于教學目標，我通過仔細研讀教材和調研學生的學習需求，確立了明確的教學目標。我希望學生能夠掌握本單元的詞匯、語法和聽說讀寫技能，能夠流利地運用所學知識進行日常交流。此外，我還希望能夠培養學生的合作精神、創造力和解決問題的能力。

在教學內容方面，我結合本單元的主題和學生的實際情況，進行了有針對性的選擇。課堂上，我引入了相關的圖片、視頻和實物，使學生能夠更好地理解和記憶所學內容。例如，在教授詞匯時，我設計了游戲環節，通過圖片和單詞的配對來培養學生的詞匯記憶能力。在講解語法時，我采用了PPT和互動討論的方式，激發學生的學習興趣和參與度。

針對不同的學生差異，我采用了多種教學方法和策略。例如，對于一些較弱的學生，我采取了個別輔導和復習的方式，幫助他們加強對知識點的理解和掌握。對于一些較優秀的學生，我則提供了更深入的拓展活動，如小組討論和口頭報告，讓他們能夠更好地運用所學知識進行思考和表達。

在學生表現方面，大部分學生都積極參與了課堂活動，并能夠在所給的任務中較好地完成。他們能夠靈活運用所學知識進行交際，并能夠與同伴進行合作和討論。但也有一部分學生在聽說讀寫方面存在一定的困難，特別是在語法的運用上表現不夠熟練。針對這種情況，我采取了針對性的輔導和復習，幫助他們加強對基礎知識的掌握，并提供更多的練習機會。

作為一名教師，我對自己的教學工作也進行了反思，并提出了一些改進措施。首先，我發現課堂時間的安排不夠合理，部分內容講解較多，導致學生的實際操作時間較短。為了解決這個問題，我將會在下一次的課堂中縮減講解時間，增加學生的實際操練和交流時間。其次，我發現一些學生在聽力方面存在困難，因此對于聽力材料，我將加強針對性的練習，提高學生的聽力水平。另外，我還計劃增加一些趣味性活動，如角色扮演和實地實訓，讓學生能夠在實踐中運用所學知識。

通過這次教學反思，我意識到自己在教學中的不足和問題，并且制定了相應的改進措施。我相信，通過不斷反思和改進，我能夠提供更好的教學質量，幫助學生更好地學習和成長。

? 新目標九年級英語課件 ?

仁愛英語九年級教案

一.教材分析

1.教材的地位和作用

本說課是九年級《go for it》第九單元“When was it invented?”本單元涉及內容是本書當中比較重要的一部分。被動語態結構及運用是教學中一個難點和重點，也是學生比較不容易理解的部分，因為它是建立在各種時態之上的。

另外通過對我們熟悉經常使用的發明物的歷史來開闊眼界，豐富學生的閱歷，使學生養成勤于思考，善于總結的好習慣。

2.教學目標

1)知識目標 ?擴容新單詞，提高閱讀能力。理解和良好運用被動語態。

2)技能目標 ?能談論重要發明的歷史及用途，能針對各項發明的用處及特點，發表自己的看法，并說明理由。

3)情感目標 ?使學生懂得人類的科學發明創造了豐富的物質文明。培養學生的創造發明的能力和愿望

3.教學重點 ?掌握一般過去時的被動語態

4.教學難點 ?弄清主動語態與被動語態的差異，通過練習和運用加以鞏固

二.學情分析

1.初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過多媒體課件和教師親和力的語言，增強興趣和注意力。

2.初中生的學習心理特點

1)興趣 ? 對英語普遍感興趣，求知欲盛。

2)記憶 ? 對刺激記憶手段多的知識記憶深刻，遵從記憶規律。

3)評價 ? 主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價。同時自我意識不斷增強。因此在本課教學過程中，注意采用任務型教學為主，通過任務和不同的評價方式，提高學生參與意識。

3.初三上學期學生有較明確的學習動機和態度。本單元通過發明為載體，各種發明和發明家激勵學生求知的欲望。

三.教法滲透

1、教學設計思路與教材處理：

《新目標英語》中的具體語言目標是通過各種各樣的Tasks來實現的;學生需要運用具體而特定的行動來完成一定的交際任務。整個教學過程中，各種語言結構與語言功能與不同的學習任務有機的結合。任務活動所謀求的效果不是一種機械的語言訓練，而是側重在執行任務中學生自我完成任務的能力和策略的培養;重視形式在完成任務過程中的參與和在交流活動中所獲得的經驗。因此本節課我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗，讓學生在用中學，在學中用。

2、教學原則

l 活動性原則提倡學生主動參與，體驗，交流，合作，探究等多種學習。

l 合作性原則以學生為主體，師生合作，生生合作，體現教與學的互動，交往。

l 任務型原則任務驅動—激發動機;任務完成—激勵學習積極性;執行任務—培養責任心和合作精神。

l 情感性原則激發學生學習英語的興趣和始終保持良好的學習情緒。

3、教法運用：

本單元主要采用任務型教學

在本課的任務型語言教學中，我將依據課程的總體目標并結合教學內容，創造性地設計貼近學生生活實際的任務活動，吸引和組織他們積極參與，使學生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。

4.教學手段

1) 多媒體輔助：使用自制的課件，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，實現師生互動，生生互動和人機互動的多向交流。

2)非測試性評價：傳統的評價觀念的出發點是學科本位，只重學科，不重學生發展。要體現新課程標準的實施效果，評價體系應該“正確反映外語學習的本質和過程，滿足學生發展的需要”。為了達到這一目標，唯有重視形成性評價，充分發揮其積極作用，促進新的評價體系的形成。因此，本課我將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生學會自主學習，學會與人合作，培養創新意識以及具備科學的價值觀。

四、學法指導

新制定的《英語課程標準》把“培養學生學習英語的興趣，樹立自信心，培養良好學習習慣和形成有效策略，發展自主學習和合作精神”放在了首位。依據課改的`精神，我從以下幾個方面對學生進行學法指導。

1、學習方法的指導

培養學生觀察力，想象力，記憶力以及思維能力。用生動的課件調動學生的感官進行聽說讀寫的訓練。

2、學習積極性的調動

我在教學過程中創造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞臺，讓學生在樂中學。

3、學習能力的培養

通過連貫的聽說讀寫，游戲，競賽等，培養學生的交際能力，發展他們的思維能力。

4、學習策略的指導

本節課將在課堂活動中把學生分成四人小組的學習小組，讓他們圍繞著課堂任務分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發展他們的能力。創建開放式，探究式的課堂，有意識滲透學習策略的訓練。我讓學生觀察課件畫面，回答問題，讓學生學會使用認知策略;讓學生表演對話，實現交際策略;引導學生交際，主動練習和實踐，是調控策略的體現。充分利用多媒體，錄音，卡片等是資源策略。

五.教學效果預測;

1. 能夠掌握被動語態，并運用到一定的語言環境。

2. 通過多媒體和任務的完成學生會突破難點，產生一定創造精神。

3. ?能完成教學目標，調動學生學習熱情。

六．課堂教學過程：

Ⅵ．Teaching Procedures

Step Ⅰ Lead-in (2 minutes)

We have inventions everywhere .Inventions make us live easily and happily. Without inventions,our lives will be much more difficult. Today, we will know about a few inventions and talk about the history of them.

Show the pictures of five inventions on the screen: a car,a Tv set, a telephone, a calculator and a computer.

T:Now look at these things.What are they?In what order do you think they were invented? Number them(1-5) (1=first,5=last)

Volunteers report the answes.

S1:I think the calculator was invented before the computer.

S2:Idon’t think so. I think the calculator was invented after the computer.

Step Ⅱ 1a

This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.

Read the inventions to the students.

Call the students' attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is.

Write the names of the five inventions on the blackboard.

computer, car, calculator, telephone, TV set

Have several different students guess and write the dates on the board.

Ask the class to repeat the questions and answers like this.

T: When was the computer invented? Class repeat.

Ss: When was the computer invented?

T: Good. Now Tom, what is your guess?

S1: 1965.

T: OK. Tom, repeat after me. The computer was invented in 1965.

T: Class, please repeat.

Ss: The computer was invented in 1965.

Repeat the process with several different inventions.

Tell the children that they will find out the real dates after they complete the lesson.

After that, ask the students the questions below:

Questions:

1.Which one do you think is the oldest?

2.Which one is the newest?

3.Which one do you think is the oldest or the first invention?

4.Which one is the newest or last invention?

Ask different students to answer the questions.

Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.

A: I think the telephone was invented before the car.

B. Well, I think the telephone was invented after the car.

Read the instructions again to the students. Remind them to remember the inventions from first to last.

Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.

Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.

In the next activity you will find out the real dates.

Step Ⅲ 1b

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

Get the whole class to read the instruction together.

Call the students' attention to the five inventions in the picture. Ask five students to say the names of them.

Then ask them to see the five dates with a blank line in front of each.

We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea.

Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class.

If some of the answers are hard to get for the children, tell them not to worry and they will make it next.

Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.

Answers

d 1876 a 1885 e 1927 c 1971 b 1976

Step Ⅳ 1c

This activity provides guided oral practice using the target language.

Read the instructions and point to the list of dates in Activity 1b.

You will be talking about the dates things were invented with a partner.

Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class.

SA: When was the telephone invented?

SB: ?I think it was invented in 1876.

Write the conversation on the blackboard. Then get thestudents to practice in pairs, using the information in Activity 1b. Tell them to do it like this:

Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.

Ask several pairs to share their conversations with the class.

Step Ⅴ Summary

In this class, we've learned to talk about the history of inventions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language.

Step Ⅵ Homework

1.Write out two conversations in Activity 1a.

2.Write out two conversations in Activity 1 c.

Step Ⅶ Blackboard Design

二.學情分析

1.初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過多媒體課件和教師親和力的語言，增強興趣和注意力。

2.初中生的學習心理特點

1)興趣 ? 對英語普遍感興趣，求知欲盛。

2)記憶 ? 對刺激記憶手段多的知識記憶深刻，遵從記憶規律。

3.初三上學期學生有較明確的學習動機和態度。本單元通過發明為載體，各種發明和發明家激勵學生求知的欲望。

三.教法滲透

1、教學設計思路與教材處理：

2、教學原則

The First Period

教學內容：新目標九年級Unit 9 ?When was it invented?第一課時

一.教材分析

1.教材的地位和作用

另外通過對我們熟悉經常使用的發明物的歷史來開闊眼界，豐富學生的閱歷，使學生養成勤于思考，善于總結的好習慣。

2.教學目標

1)知識目標 ?擴容新單詞，提高閱讀能力。理解和良好運用被動語態。

2)技能目標 ?能談論重要發明的歷史及用途，能針對各項發明的用處及特點，發表自己的看法，并說明理由。

3)情感目標 ?使學生懂得人類的科學發明創造了豐富的物質文明。培養學生的創造發明的能力和愿望

3.教學重點 ?掌握一般過去時的被動語態

4.教學難點 ?弄清主動語態與被動語態的差異，通過練習和運用加以鞏固

? 新目標九年級英語課件 ?

新目標英語七年級下冊第十二單元第四課時教案教學目標 1.學習使用“I have to …”,“I can / can’t …”,“Dont…”描述每個地方的規則。 2.學習無論在任何地方都能成為一個懂禮貌的學生。教學重難點 1.掌握句型“I have to…”,“I can /cant…”和 “Dont…..”。 2.祈使句肯定形式與否定形式的運用。 3.能準確流利地描述每個地方的規則。教學過程一、熱身和復習（Warming-up and revision）教師說T: Good morning/afternoon! ? How are you? ? Whats the date today? ? What day is it today? ? Whats the weather like today? Are you happy? Learn the song “If youre happy.” T: Im very happy today, do you know? Please guess! 說明：課前聽一些簡單的英文歌曲使學生快速地進入英語課堂。二、教學Section B-3a Present the photos of Emily and Dave on Page 74(They are laughing) and ask: T: Are you happy? Why? Revise Part 1 in Section B. Then show the photo of Zhao Pei in 3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules . T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.) 三、教學SectionB-3b，3c 1.教師說T: As you are Ss, you have to obey many rules. Now if your headmaster asks you to help him make a rule for your school library, can you help him? What kind of rules do you want to make? Please tell us the rules. Work in groups. Then make a report. 2.教師讓學生認真看圖，用一個句子描述每幅圖的規則。 3.學生發揮自己的想象力，根據平時的生活經驗，在補充一些其他的規則。 4.教師做出評價。T: You are all good Ss. I hope you can be Ss both at home and at school. Be a good student. 5.仿照上面，講講自己家里的'一些規則。教師叫幾名學生將這些規則讀出來，其他學生給出修改建議。四、教學4 1. Make a list of the rules at your houses. T: OK! There are so many rules in your houses! Now make a list of the rules at your houses. You can use Zhao Peis list of rules as a model. Give the Ss some minutes to write. And then have some students read their lists to the class. Make language corrections as needed. 說明：由課本內容直接引入到學生自己身上，提供一些句子框架，要求學生通過對話的形式來完成對自己家中規則的描述。（這里如果用單人描述可能有一點難度，因而通過提供一些框架通過一問一答的方式來完成。） 2. Make a survey First, point out the sample question and answer in the picture in the book. Ask two students to read it to the class. Ask students to move around the classroom and ask each other questions. Their job is to find other students who have the same rules. When student A finds another student with the same rule, student A writes the other students name next to that rule on his or her list. Then do a quick check to see which rules are most common. 說明：讓學生列出自己家中的規則清單，從而對祈使句的肯定形式與否定形式進行了鞏固，同時也對列清單這一技能進行了操練。 (Alternative: If you would prefer not to have your students move around the room, you can ask them to do this activity in groups of four. They survey the other members of their group to find who has the same rules as they do.) 說明：班級調查活動是對本課所學知識的綜合運用和鞏固。讓學生在教室里自由活動進行調查，對自由交流的能力進行了鍛煉與提升。但可能課堂調控有點困難，場面會有點混亂。也可換成四人一組的小組活動，但調查的結果還是前者比較真實一點。五、教學Self Check 1．Self Check 1 四人一個小組教學Self Check中1部分的單詞，相互糾正發音，檢查單詞的拼寫。利用第一部分中的單詞，在班上快速輪流做句子，要求不能重復運用同一個句式，教師對于每個人的表現做出適當的評價。 2．Self Cheek 2 本單元在學習過程中，學生不可避免的運用到許多課本不曾出現的新單詞，要求同學們將自己所掌握的新單詞寫出來。 3．Self Cheek 3 學生認真觀察圖片，對不同的圖片進行描述，把每幅圖片代表的規則表達出來。六、作業（Homework）背誦本單元的詞匯和句型。 ?

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