新编实用英语teaching plan for Unit9-10
Teaching Plan for Unit 9 Reading
Teaching Plan for Unit 9 ReadingDo you know when basketballwas invented?安阳市第三十四中学董艳敏Analysis:The content is about the invention, history, rules and popularity of basketball. And learn to mind-map to retain and reproduce information the Ss. have learned. Let the Ss. learn to co-operate with others. Teaching aims:Knowledge aims:1. Learn the new words and phrases about the basketball equipments and rules2. Learn the history of basketball.Ability aims:1.Talk about the invention, history and popularity of basketball。
2. Learn the learning strategy: mind—mappingEmotion aims:1. Let the Ss. learn to co-operate with others.2. Let the Ss. know that teamwork is the way to success.Teaching Importance:1. Learn the new words and phrases about the basketball equipments and rules2.Talk about the invention, history and popularity of basketball。
《新编实用英语》教案第一册Unit10
《新编实用英语》教案第一册Unit10授课时间授课章节教学目的和要求年月日第周星期节次 Unit Ten Showing Concern And Giving Advice Section I & II Understandand talk about the instructions of medicine; Try to understand the listening material with the help of the vocabulary you have learned in this topic. 1. Review some expressions learned in Unit Nine (5 minutes); 2. Section I:Talking Face to Face Ask the students to list words and phrases to express discomfort to warm them up (5 minutes); 3. Read and explain the samplemedicine instructions (10 minutes); 4. The teacher presents the dialogues by playing the recorder and by asking the students to read the dialogues silently in order to get audio and visual input. The students practice the dialogues by 教学过程设计 imitating the pronunciation and intonation of the speakers onthe tape, master some useful expressions, and produce some dialogues asrequired (25 minutes); 5. Section II: Being All Ears (43minutes) Pre-listening: predict the content of each listening material with all possible information; While listening: let the students listen to the dialogues and the passage at least one time before doing the exercises; ask them to take notes; Post-listening: do some oral English activities and written work. These steps aimto help the students cultivate good listening strategies. 6. Homework: Preview Section III Passage I & II (2 minutes) Learn to understand and write medicine instructions; 教学内容 Listen and learn ways to express concerns and offer aids.授课时间年月日第周星期节次授课章节 Unit Ten Showing Concern And Giving Advice Section III Passage I & II Understand the two passages as a whole; 教学目的和要求 Master some useful expressions in Passage Iⅈ Learn to use the strategy of guessing unknown words in thecontext to understand articles (reading skills development). Passage I 1.Warm-up: ask the students the question “When you are traveling around, what should you do in case you fell ill?”, then collect their opinions and write them on the blackboard to develop their self-confidence; provide some background knowledge(5minutes); 2. Ask the students to skim the passage and answer the comprehension questions on page 167 (8minutes); 3. Analyze the passage, and explain the language points and difficult 教学过程设计sentences (30 minutes); Passage II 4. Warm-up: ask the students the question“If one of your friends had a heart disease and needed a heart transplant, what would you do?”, then collect their opinions;(5 minutes); 5. Ask the students to skim the passage and do Exercise 6(i.e. True/False) on page171(8minutes); 6. Explain the language points and difficult sentences (22minutes); 7. Review the useful expressions learned in these two passages (10 minutes); 8. Homework: preview Section IV; finish the exercises after passage I&II (2 minutes) 教学内容 Learning Passage Iⅈ Mastering some useful expressions.授课时间年月日第周星期授课章节教学目的和要求Unit Ten Showing Concern And Giving Advice Section IV Trying Your Hand Develop translation skills; Master the methods to change simple sentences into coordinate ones. 1. Check the exercises after the two passages and make necessary explanations (28 minutes); 2. Section IV: translate the instructions for taking medicines by using 教学过程设计 translation skills (15 minutes);3. Explain grammar rules, i.e. conjunction (15 minutes);4. Finish the exercises (20 minutes);5. Review the whole unit (10 minutes);6. Homework: review this unit (2 minutes). 节次教学内容 Grammar: ways to combine sentences into coordinate ones Finish the exercises.Unit TenShowing Concern and Giving AdviceI. Objectives:By the end of this unit, the students should be able to 1) read, discuss and translate medications in English,2) learn some expressions used in showing concern and giving advice,3) comprehend the two passages and master the useful expressions in them, and 4) finish the exercises by themselves or with some help.II. IntroductionLead-in（导入）: First, the students are asked to discuss thetopic―illness. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:Everybody falls ill once in a while. When you are ill you may have to go tohospital to see the doctor. Illnesses range from skin troubles to cancers. Whatever you may be going to see the doctor for, you may often get aprescription for different medicines. In this unit we will learn how to express discomfort, show concern and give advice.III. Teaching Procedures:Section I. Talking Face to FaceStep 1. Presentation: Read the following two Samples of Medicine InstructionsHere are instructions for taking two different medications. Read and try to talk about them in English. Sample 1Throat Spray The spray is made up of vitamins and mint. It is used for the relief of a sore and dry throat. It is also helpful for persistent cough. Spray gently into open mouth, three times a day. Don't drink or eat anything immediately after use. Keep in cool dry place.Sample 2Vitamin E Skin Oil Capsule Ingredients: Vitamin E and vegetable oil. Functions: Smooth dry and rough skin. Application: Squeeze capsule and apply contents to desired area. Rub the lotion into your skin. Caution: Do not allow the lotion to come into contact with eyes. Keep out of reach of children. Store in a cool, dry place. --The Way of Showing Concern1. What’s the matter with you?2. What’s the trouble with you?3. What’s wrong with you?4. Is there anything wrong?5. Are you all right (Ok)?6. You don’t look quite yourself.7. You don’t look well.--The Way of Expressing One’s Sickness 8. I’m feeling awful.9. I’ve got a terrible headache. 10. I’ve got a sore throat. 11. I feel sick.12. My whole body hurts badly.13. I’m seriously ill and running a high fever.感谢您的阅读，祝您生活愉快。
九年级teaching plan U10
Unit 10: By the time I got outside, the bushad already left.Part 1: Teaching Design第一部分:教学设计Period 1: Discussing, Listening and Speaking (Page 76)(By the time I got up, my brother had already gotten in the shower.) Objectives●To learn to understand and use past perfect●To listen and speak about past eventsProcedures■Warming up by studying the title “By the time I got outside, the bus had already left.”Hello, class. I am sorry. I am late today. Why am I late? I got up early. I had a quick breakfast. Then I got outside to wait for the school bus. But the bus had already left. That is to say: By the time I got outside, the bus had already left.Look at the title of this unit. This is the grammar focus this week. The past perfect.I had studied a little English when I came to the U.S.They had never met an American until they met John.Use 1: Completed Action Before Something in PastI had never seen such a beautiful beach before I went to Kauai.We had had that car for ten years before it broke down.By the time Alex finished his studies, he had been in London for over eight years.1a Discussing and speakingLook at the pictures on page 76 and discuss in groups of four what you do in the morning before school.1b Listening and completingNext I’m going to play you a conversation between a boy and a girl called Tina. While listeningpay attention to the past perfect structure, and underline all the useful expressions After you listen to the tape complete the sentences in the box on page 76.Now go to page 133 and read the tapescript. While reading remember to find all the past perfect sentences, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expression s. That’s grammar study, too.Now read the conversation again to turn it into an article.1c Pairing and speakingIn pairs take turns being Tina. Look at the pictures above and tell what happened to you this morning using the past perfect form.Period 2: Listening and Speaking (Page 77)(But when I got home, I realized I had left my keys in the backpack.) Objectives●To learn to understand and use past perfect●To listen and speak about past eventsProcedures■Warming up b y studying the “Target Language”Hello, class. Go to page 77, and read after me sentences in grammar focus.2a Listening and numberingTina is going to tell her story. Now listen to it and number the pictures 1~4 on page 77 in the correct order. While listening，listen for the past perfect forms.Now go to page 133 and read the tapescript. While reading remember to find all the past perfect sentences, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s gr ammar study, too.Make a conversation of your own based on the one learned just now.Now read the conversation again to turn it into an article.2b Filling and listeningOn page 77 there’s a box. In it there are three sentences. Read them and fill in the blanks with the correct verb forms.2c Pairing and speakingIn pairs you are going to make up an ending for the story and share it with the other pairs.Period 3: Reading and Speaking (Page 78) (By the time I woke up, my father had already gone into the bathroom.) Objectives●To learn to understand and use past perfect●To listen and speak about past eventsProcedures■Warming up by studying the structure of “past perfect”Hello, class. Look at this sentence: By the time I woke up, my father had already gone into the bathroom. How is it formed?3a Reading and writingOn page 78 is a story about a school student. Read it aloud to the tape.Now go on to read the text carefully. While reading remember to find all the past perfect sentences, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, too.Now read the text again to turn it into a conversation.3b Answering and describingIn the box on page 78 are 6 questions. Read and answer them, describing how these things happened to you.3c Pairing and speakingIn pairs go on to ask each other questions in 3b.Period 4: Listening and Speaking (Page 79)(When I got there, I found that he had fooled me.) Objectives●To learn to understand and use past perfect●To listen and speak about past events■Warming up by making a conversationHello, everyone. To begin with, we shall try to tell our partners about our past experiences using past perfect tense. You may say like this:What happened? →I overslept. And by the time I got up, my brother had already gotten into the shower.1a Reading and puttingOn page 79 on the top is a list of words. Read them and put them in the right columns in the box on the right.1b Pairing and speakingIn pairs tell each other about something which happened to you in the past. Use as many phrases as possible from the box above.2a Listening and writingNext you are going to list en to a talk between Dave, Nick and Joe. Listen and write each person’s name under the correct picture.Now go on to read the conversation on page 133. While reading remember to find all the past perfect sentences, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the exp ressions. That’s grammar study, too.Now read the text again to turn it into a conversation.2b Listening and tickingYou are going to listen again to the tape and tick the phrase by D for Dave, N for Nick, and J for Joe.2c Grouping and speakingApril Fool's Day or All Fools' Day, though not a holiday in its own right, is a notable day celebrated in many countries on April 1. Now in groups of four tell your funny story to the class. Your story will be voted for the: A: funniest joke; B: most embarrassing joke; C. most creative jokePeriod 5: Reading, Writing and Speaking (Page 80) (Aliens from Mars had landed on the Earth.) Objectives●To learn to understand and use past perfect●To read and speak about past events■Warming up by reading aloud the textThe benefits of reading aloud are many and especially when you are learning English. Reading aloud put you into a world of English.Now go to page 80 and read the text aloud first.3a Reading and decidingOn page 80 are three stories. Read them and decide which is the least believable. While reading, find all the past perfect sentences, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. Tha t’s grammar study, in deed.Now read the text again to turn them into conversations.I think the first one is the most believable, for everyone believed that aliens were living on Mars, and that they had been far more developed than the earth people. People then thought that the Mars men would land on the Earth to take the earth world.The third story is the least believable. The girl had been his friend for some time. She knew his boy friend very well. And so she would not be made angry by his words “April Fool！”3b Writing a magazine storyNick met some strange funny things on last April Fool’s Day. Now go to write a magazine story about him with the help of the notes on page 80.3c Writing a jokeJokes happen every day and everywhere. Do you have anything funny to tell your classmates? Write a funny joke and share it with your classmates.4 Telling and votingHave you finished writing and telling your funny story? Now in groups of four vote for the: A: funniest joke; B: most embarrassing joke; C: most creative joke。
ATeachingPlanforUnit9,Book9(5p教案)
A Teaching Plan forBook ⅢUnit9 Section A (1a—1c)Ⅰ、Content:Unit9 Section A (1a---1c)Ⅱ、Teaching aims and demands:1、对一般过去时的被动语态有初步的了解和认识。
2、能口、笔头流利表达一般过去时的被动语态的问答句。
Ⅲ、Important points:1. New words: invent ,calculator ,bulb2. Sentences: A: Who was it invented by?B: It was invented by Edison.A: When was it invented?B: It was invented in 1876.Ⅳ、Difficult points:能口、笔头正确运用一般过去时的被动语态，特别是以who和when开头的特殊疑问句。
Ⅴ、Teaching tools:1.Some real objects: a bulb、a calculator2. a recorderⅥ、Teaching procedures:Step One: Preparation1. Talk about the weather.2. Self-introduction as the following:T: My name is Cuide li. I’m from Huangbao. I was born in 1966. What about you?SS: My name is…I was born in…Step Two: Presentation1、Present “bulb”爱迪生发明电灯是众所周知的，所以把灯泡放在最开始呈现，学生马上能够说出它的发明者是由爱迪生，做到简捷、清晰，因此按下列方法呈现。
Show a bulb to the Ss and ask: What’s this? Help them say It’s a bulb. Repeat bulb several times. Then ask: Do you know who invented it? Teach “invent”.Write it on the Bb. Ss may answer Edison. The teacher say: Yes,it was invented by Edison. The teacher ask Who was it invented by? Help them answer it was invented by Edison. Then ask When was it invented? It was invented in 1879. Write the two sentences on the Bb and get the Ss to repeat. 用红粉笔把被动语态划上线以引起学生注意。
《新编实用英语》教案第二册Unit9
《新编实⽤英语》教案第⼆册Unit9Unit Nine Applying For a JobI. Objectives:By the end of this unit, the students should be able to:1. Read and translate job ads2. How to attend interviews, how to accept or decline a job offer3. How to write application letter and resume4. Knowledge about job seeking5. Useful expressions and language pointsII. IntroductionLead-in（导⼊）: First, the students are asked to discuss the topic—Applying For a Job. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:What are you going to do in the future? Find ing a good and satisfying job may be everyone’s dream and to some extent it is the key to success. If you are looking for a job, besides a proper resume, it is most likely that you will be asked for a job interview. Therefore, your introduction in the resume and performance in the job interview play an important role in getting the job. In this unit you'll learn something more about this practical topic.1. We should try to get some information about different jobs from newspapers,advertisements or other places and know how to understand English advertisements.2. Secondly, prepare your personal date record, references and then write your resume.3. Thirdly, write an application letter and complete an application form.4. At last, attend interviews, accepting or declining a job offer.III. Teaching Procedures:Section 1 Talking Face to FaceStep 1 Read and translate some job adsSample 1Sample 2We require a person forfull-time sales in our clothing department. No salesexperience is necessary, as we will train. Must beneat in appearance and strong people skills are anadvantage. Plenty of opportunity for advancementmeans this is a great start if you are looking for anew job in sales!Send cover letter with resume to :EDGARSHuman Resources manager (⼈⼒资源部经理)126 Prospect Hall roadMississauga, OntarioM4W 1K0Advertisement 1Sample 3Step 2 Read some dialogues about job interview and try to learn how to attend job interview.1.SamplesSample 1 Having a job interviewApril: Hello. Please come in and sit down. Your name is Li Fan, I see. Li: Yes.April:So why don’t you tell me about yourself first, Mr. Li?Li: Uh, certainly. My name is Li Fan. I’m from Shanghai, But I’mliving in Shanghai now. I graduated from Binhai Applied Technology Collegelast year.April: Ok Very good. What job are you applying for?Li: Well, I want to apply for the position advertised by your company---a full time job in sales. April: What courses did you take in your college?Li: My major was clothing design.April: Really? Do you have any sales experiences?Li: Yes. After graduation, I worked as a salesman for a company forone year.April: What about languages?Li: I can speak English very well.April: I see your English is clear, And you dress professionally, too.Hum. Please wait one momentSample 2: Applying for a jobCampos: Come in. Please sit down.Yu: Thanks. Mr. Campos. I'm Yu Lihong.Campos: OK, what can I do for you, Mr. Yu?Yu: I saw your ad for a production technologist yesterday, And Iwant to apply for that position.Campos: Oh, Would you tell me why you are interest in that job?Yu: Well, I got a Mechanical Engineering diploma three years ago,and I've been working in Precascon Mechanical Factory for twoand a half years.Campos: Why do you want to leave (change) the present job?Yu: Well, I'd like to work in a large company like yours that offersmore opportunities for growth (promotion, advancement). Campos: OK. Mr. Yu. It seems that you have the qualifications, Pleasefill out the applications form. You'll be hearing from us withintwo weeks.Yu: Thank you for giving me the chance.Campos: You're most welcome, and good luck.Notes: The most important question for an applicant who want to changehis present job is "why do you want to leave the job?".---Because I like a change, challenge, to widen my experience inthis field ……2. Tasks after class(1)Talk with your partner about your imagined experience as asalesman.(2)Think of a job and tell your partner why you think you are suitablefor it.(3)Tell your friend about your reason for choosing to be a travelingsales agent.(4)Discuss with your partner how to answer the question “Tell usyou idea about this job.”Step 3 Useful sentence patterns about job interview.1.Questions you should think about :1). Why are you interested in the job? Know what kind of person you are, List your advantages over other applicants2). Why do you want to join the company? or what contributions can you make to the company? Know some information about the company (the advantages of the company, some facts about it, the business, the organization, the number of staff, the good future)3). How to sell (present your personality, nature ) yourself confidently? Show your enthusiasm for hard work and your abilities to handle problems.4). How should the applicants behave in an interview? ( walk in quickly, greet warmly, shake hands firmly, sit properly, give no simple yes-no answers and dress professionally.5). How much salary will you expect? What is the salary? May I ask about the salary? 25,000 dollars a year.6). What is the working time? Can you work over time?Work weekdays from 9:00 a.m. to 3: p.m., with half an hour lunch break. (From 5 to 9 p.m. every day except Sundays2. Useful sentences(1) The questions asked by interviewers:（⾯试者询问的问题）Why don’t you begin by telling me something about yourself?先讲⼀下你的个⼈情况，好吗？Would you tell me about your studies?讲⼀下你的学历。
新目标八年级上Unit9-10教案（完整英文版）
新目标八年级上 Unit9-10 教案（完整英文版）教案正文随堂记录Unit 9 When was he born ?Teaching goals:1. Learn to use “be born” to ask sb sth2. 掌握一般过去时态的以how long , when , where 等疑问词开头的特殊疑问句.3. 能用有关的形容词来描述人，并能用一般过去时来谈论熟知的、敬佩的人物.Period 1Teaching procedures :Step 1 Leading inGreeting .Ask Ss when they were born and which sports stars they like.Step 2 Pre-taskSB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss Ask :T: Who’s that ? S: That’s … .T:When was he born ? S: She was born in … .Pairwork :make conversations .教案正文随堂记录Step 3 While-taskSB Page 53 , 1b .Look at the pictures .Read the names and the occupation .Make sure what Ss should do .Listen plete the exercise .Check the answers.SB Page 53 , 2a & 2b .Point out the columns and read the headings to class .Explain the meaning of the words at the top of each column if necessary .Say ,this time fill in the information under How long .Play the recording,Ss complete activity2b .Correct the answers .Step 4 Post-taskPoint to the chart in activity 2a .Point out the fill-in lines in the conversation in activity 2c .Show Ss how to do the activity .Ask Ss to work in pairs .Then make their own conversation .Correct the answers .Step 5 Homework Collect the information about sports stars.Then make cards .教学后记教案正文随堂记录Period 2Teaching contents: Grammar focus , Section A 3a, 3b , 4a , 4b .Teaching procedures :Step 1 Leading inRevise the past tense .Step 2 Pre-taskSBPage54,Grammarfocus.AskSs to say the questions and responses .Answer the questions the Ss might have .Step 3 While-taskSB Pag3 55 , 3a .Ask Ss to point to the names in the chart below the article .Read the name to the class .Explain the word achievement .Divide the class into two groups —A and B .Have them continue filling in their own charts , on their own .SB Page 55 , 3b .After Ss have finished reading and filling their answers , ask Ss to work in pairs .Draw the chart on the Bb .Ask the Ss who finish first to write the answers in the chart .教案正文随堂记录Correct the answers .Step 4 Post-taskSB Page 55 , 4a .Write this sample question on the Bb .Then ask two Ss to ask and answer these questions .Ask Ss to talk to several other Ss .Move around the room checking their progress .SB Page 55 , 4b .Ask Ss to tell the class what they learned about a student. Allow other Ss to ask questions if they don’t understand something another student says .Ask each student to read at least one statement from his chart .Step 5 Homework( 改错 )1. I went to the classroom , but no one were there .2. Last summer I go to HongKong .3. Lucy and Lily didn’t late for school last week .4. Did your friend bought a new watch yesterday ?教学后记教案正文随堂记录Period 3Teaching contents : Section B 1a , 1b ,2a , 2b , 2c .Teaching procedures :Step 1 RevisionCheck the homework .Step 2 Pre-taskSB Page 56 , 1a .Write on the Bb the eight words at the top of the page .Ask a student to the names of the people in the pictures .Ask Ss to write one or two words from the list under each person’s picture .SB Page 56 , 1b .Ask several Ss to read the class the words they wrote under each picture .Say , Now work with a group .Make your own statements about the people in the pictures ,using the words you wrote in your book .Ask Ss to tell the class what they said about some of the people.Step 3 While-taskSB Page 56, 2a .教案正文随堂记录Read the instructions and point out the words in the list in activity 1a .Play the recording .Ss listen and circle the words they hear Check the answers.SB Page 56 , 2b .Point out the eight sentences .Ask two Ss to read them .Play the recording and have Ss write down the answers .Correct the answers .Step 4 Post-taskSB Page 56 , 2c .Ask two Ss to read the sample conversation .Have Ss work with a partner .Ask and answer questions using the sentences in activity 2b .Ask several pairs to say a conversation to the class.Step 5 HomeworkRemember the words learned in this class .教学后记教案正文随堂记录Period 4Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck .Teaching procedures :Step 1 Leading inAsk some Ss some questions :When were you born ? When did you get to school yesterday ? etc .Step 2 Pre-task展开全文阅读SB Page 57, 3a .Ask Ss to read the phrases in the chart .Then have Ss to read the article on their own ,ask Ss to circle any words or phrases they don’t understand .Ask Ss to read to the class any words or phrases they circled .Write them on the Bb .Ask other Ss to explain what they mean .Ask Ss to read the article again and fill in the information in the chart .Correct the answers .Step 3 While-taskSB Page 57 , 3b .教案正文随堂记录Ask Ss to use these sentences to start their articles .Ask Ss to use the article about Midori as an example .SB Page 57 , 3c .Read the instructions and ask Ss who they write about .Ask Ss to work on their own .When they finish,ask the Ss to read the article to a partner and to talk about the person in the article .Step 4 Post-taskSB Page 57 , Part 4 .Ask Ss to work in groups of four .Point out the sample conversation .Ask three Ss to read it to the class .Then ask Ss to work with their groups .Step 5 HomeworkGet Ss to finish the selfcheck on their own .教学后记教案正文随堂记录Unit 10 I’m going to be a basketball player .Teaching contents: Section A 1a ,1b ,1c ,2a , 2b ,2c .Teaching goals:1. vocabulary :programmer ,engineer ,pilot ,professional2. Pattern: I am going to do sth .3. 能力目标:掌握一般将来时的用法.Important and difficult points : be going to 的用法.Teaching procedures :Step 1 Leading in复习一般现在时表示计划、打算做某事的用法.Step 2 Pre –taskSB Page 59 , 1a .Read each of the words to the class .T each the new wordsHave Ss complete activity 1a .Check the answers .SB Page 59 , 1b .Play the recording .Ss listen and write down the answers .Correct the answers .Step 3 While-taskSB Page 59,1c .In pairs ,Ss look at the jobs in activity教案正文随堂记录1a and have conversations about these jobs .SB Page 60 , 2a .Point to the picture .Ask Ss to say what they see .Play the recording .Ss listen and write down the answers .Check the answers .SB Page 60 , 2b .Ask a student to read the sample question and sample answer to the class .Play the recording .Ask Ss to write their answers in the chart .Correct the answers .Step 4 Post-taskSB Page 60 , 2c .Ask two Ss to read the sample conversation to the class .Point to the questions and answers in activity 2b .Ask Ss to make conversation about Cheng Han .Ask several pairs to say their conversations to the class .Step 5 HomeworkPreview the grammar box .教学后记教案正文随堂记录Period 2Teaching contents : Grammar focus,Section B 3a,3b,4.Teaching goals:1. vocabulary :sound like , fashion show , part-time , save , at the same time , hold , rich ,retire .2. 能力目标: 谈论未来自己与他人的理想职业及原因.Teaching procedures :Step 1 Leading inHave Ss make sentences with “be going to” .Step 2 Pre-taskSB Page 61, 3a .Call attention to the diary .Read the paragraph to the class.Then read the instructions to the class .Have them know what to do .Ask Ss to finish the activity on their own .Correct the answers .Step 3 While-taskSB Page 61 , 3b .Point to the questions .Say , Answer these questions .Tell the truth about your life .What do you plan to do ?教案正文随堂记录As Ss write ,move around the room offering help if needed Point out the sample conversation .Ask two Ss to read it to the class .Ss work in pairs .Ask some pairs to say their conversations to the class .Step 4 Post-taskSB Page 61 ,Part 4 .Write the year 2008 on the Bb .Ask the class why that is an important date for Beijing and China .(China is hosting the Olympic Games in 2008)Divide the class into small groups .Ask them to talk about what they are going to do for the Olympics and make a list.Step 5 HomeworkWrite the sentences in Part 4 on the exercise books .教学后记教案正文随堂记录Period 3Teaching contents :Section B 1a , 1b , 2a , 2b , 2c .Teaching goals:1. vocabulary :resolution , instrument , fax .2. 能力目标:谈论为实现理想所做出的的打算和安排.Teaching procedures :Step 1 Leading inAsk some Ss to say the statement on their exercise books.Step 2 Pre-taskSB Page 62, 1a.Point to the resolutions and ask different Ss to explain in their own words what each one means .Point out the box next to each picture and ask some Ss to read the phrases .Ask Ss to match the phrases and pictures on their own .SB Page 62, 1b .Ask two Ss to read the sample conversation to the class .Then ask Ss to find partners to have a conversation .Ask several pairs to say their conversations to the class .Step 3 While-task教案正文随堂记录SB Page 62, 2a .Read the instructions and point out the phrases in the list in activity 1a .Play the recording .Ss listen and circle the phrases on the list in activity 1a they hear .Check the answers .SB Page 62 , 2b .Play the recording .Ask Ss to write their answers on the blank lines after each person’s name .Ask three Ss to write one answer each on the Bb .Check the answers .Step 4 Post-taskSB Page 62, 2c .Ask two Ss to read the sample conversations .Then ask Ss to work with a partner .Step 5 HomeworkHave Ss write their resolutions on the exercise books .教学后记教案正文随堂记录Period 4Teaching contents: Section B 3a,3b,3c,4 ,selfcheck.Teaching goals:1. vocabulary: reader , keep , fit , keep fit , build .2. 能力目标:学习制定未来一段时间的计划.Teaching procedures :Step 1 Leading inCheck homework.Step 2 Pre-taskSB Page 63 , 3a .Call attention to the magazine article .Ask a student to read it .Ask Ss to make a list of the New Year’s resolutions in this article .Check the answers.Step 3 While-taskSB Page 63, 3b .Have Ss turn back to Page 62 and call on some individuals to say each person’s name and what that person’s教案正文随堂记录resolution was .Then ask some other Ss to tell how each person was going to make his or her resolution work .Point to the magazine article in activity 3a .Ask Ss to write an article like this one .Step 4 Post-taskSB Page 63 , 3c .Ask some Ss to tell the class about their New Year’s resolutions .Then ask Ss to write about their resolutions on their own .SB Page 63 , Part 4 .Divide Ss into small groups to do the activity .Ask some groups to write their plans on the Bb .Step 5 SelfcheckAsk Ss to finish the selfcheck on their own .Step 6 HomeworkWrite the article in activity 3c on the exercise books .教学后记。
新标准大学英语综合教程3unit9-10课后答案（含课后翻译）
新标准大学英语综合教程3 unit9-10 课后答案（含课后翻译）Unit9Active readin g 2Matchthe wordsin the box with theirdefini tions.Comple te the senten ces with the correc t form of the words.Choose the rightwordsor expres sions to comple te the senten ces.a b a b b b a b a bLangua ge in useRewrit e the senten ces using-someth ing or -odd.1. Thereare about20 people waitin g in the corrid or outsid e.Thereare twenty-odd people waitin g in the corrid or outsid e.2. The new lectur er is betwee n 50 and 60, I think.The new lectur er is fifty-someth ing, I think.3. Why don't you invite all your friend s who are in theirthirti es?Why don't you invite all your thirty-someth ing friend s?4. I reckon that therewere 200 people in the cinema.Therewere two hundre d-odd people in the cinema.5. I don't know how old she is, maybebetwee n 70 and 80.I don't know how old she is, maybesevent y-someth ing.Rewrit e the senten ces usingas much / many ... as ther is / are. Follow the exampl e.1.In Britai n for every curiou s surnam e there is an intere sting place name.Thereare as many curiou s surnam es in Britai n as thereare intere sting placenames.2.For each commun ity in the capita l thereis a majorcultur al festiv al.Thereare as many majorcultur al festiv als in the capita l as thereare commun ities.3.Thereis a lot of confus ion aboutthe new traffi c rules, and thereis the same amount of dissat isfac tionaboutthe change s in the openin g hoursof shops.Thereis as much confus ion aboutthe new traffi c rulesas thereis dissat isfac tionaboutthe change s in the openin g hoursof shops.4.For each member of our organi zatio n thereis a differ ent opinio n aboutwhat we shoulddo.Thereare as many differ ent opinio ns aboutwhat we should do as thereare member s of our organi zatio n.5.I've got the feelin g that the number of proble ms to resolv e on this projec t is equiva lentto the number of starsin the sky.Thereare as many proble ms to resolv e on this projec t as thereare starsin the sky.1. Who doesn't suppor t the policy?Femini sts.2. How long has the policy worked?Hundre ds of years.3. Who doesn't want to see it abused?Icelan dic people.4. If the policy change d, what mightsome people want to do?They mightwant to give theirchildr en unusua l names.5. What is Snowmo bilean exampl e of?It is an exampl e of a ridicu lousname and abuseof the naming system.Read the explan ation s of the words. Answer the questi ons.1.(a)Ten to one.(b)I will have a ration al attitu de.(c)They are toally unreas onabl e.(d)No, it is rather large.2.(a)Yes, becaus e people pay you a largeamount of money.(b)Growin g cities(c)No, I am not really hungry.3.(a)Machin es are a myster y to me.(b)Yes, I have to sit next week's test.(c)No, I thinknamesneed to be more imagin ative.4.(a)Spendi ng a lot.(b)A sudden increa se in powerflow caused by someth ing like lightn ing may damage electr icalapplia nces.(c)No, run, becaus e people are sudden ly rushin g toward s you like a wave on a beach.(d)When a sudden powerf ul emotio n fillsyou, it is very diffic ult to contro l.5.(a)Yes, or things will be disorg anize d.(b)No, thereis plenty of public transp ort to use.(c)I thinkit is mainly becaus e they want a change.(d)Yes, or else I cannot revise laterTransl ate the paragr aphsinto Chines e.1. In Europe, the Romans starte d callin g people by theirgivenname and family name in Latinfrom 300 BC, but it wasn't common practi ce throug houtEurope untilthe 10th or 11th centur y, when first, the lordsand gentry, then middle-classcitize ns, and finall y everyo ne used surnam es. The necess ity for surnam es arosewhen the popula tionbeganto grow. Sudden ly therewas more than one person with the same name in a villag e, so surnam es were used. Genera lly, thesesurnam es were not handed down to the next genera tion, but afterthe fall of the RomanEmpire, Irelan d was one of the firstcountr ies to adoptheredi tarysurnam es, and Irishsurnam es are foundas earlyas the10t h centur y.在欧洲，罗马人从公元前300年起就用拉丁文的姓和名来称呼别人，但是一直到公元10或者11世纪，这种做法才在整个欧洲流行起来，最先是在贵族阶层中间，然后是城市的中产阶级，到最后所有人都开始使用姓氏。
英语六年级上册《unit_9-10》word教案
Using the Simple Past and the Simple Present Tense for talking about changes.
教学准备
PPT,tape
教
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Step1. Warming up
1、Sing a song: London Bridge is falling down
Step 2 Presentation andpractice
1. Do Task 3 read and write in Fun With Language.
1) ing the pictures that have appeared in this unit to highlight the point that when people grow up, sometimes they may look very different from what they looked like when they were young.
Look at Task 1 on Page 52.
2.Ask pupils to study the 5 sets of pictures and guess the changes that those people have had.
3.Explain the listening task.Play the recording,pausing after each question for pupils to put down the correct number.
Step 3Look and Write
2013学年二次备课
教
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Teaching Plan for Unit 9 Lesson
Teaching Plan for Unit 9 Lesson 1Teaching Aims and Requirements:1. To practise using the Present Perfect Continuous2. To read a newspaper article and understand the main points.3. To act out a dialogue explaining what has been happening.Teaching Difficulties:To practise using the Present Perfect ContinuousTeaching Procedures:Ⅰ. Lead inShow some pictures and talk about the disadvantages of cars and the advantages of bicycles as well as the information about Netherlands with the students.Ⅱ. ReadingTask 1. Read the text and answer the following questions(1) Why is Amsterd am called the “City of Bicycles”?(2) Why did the first “white bikes” plan fail?(3) What effects have the white bikes had?Task 2. Match the new words with their definitions（1）benefit to leave a car, a bus etc. somewhere else for a time（2）convenient to be useful or helpful to someone（3）insert to carry goods or people from one place to another（4）transport suited to your needs（5）park (v.) to put something into something else（6）chip a very small piece of metal or plastic used in computers to store information or make the computer workTask 3. Read the text carefully, are the following true (T) or false (F)？(1) Amsterdam is a good city for cycling because it has a small population.(2) People call Amsterdam the “City of Bicycles” because of the large number of bicycles there.The group’s idea didn’t work because few people liked to use their bikes.The white bicycles are back with an unusual design.Using a computer chip is to make the bike run faster.Now in Amsterdam not all the bicycles are painted white.In Amsterdam riding a bicycle is not very convenient. You can’t find a bicycle anywhere.In Amsterdam cars are allowed in the city centre.People have to take the bicycles to the original parking places after they use them.In order to reduce pollution and save energy, cycling fans had another idea of using a computer card 30 years later.Task 4. Fill in the following blanks according to the text.The City of BicyclesToday some people call Amsterdam the “City of Bicycles” becau se of the for bicycles there.The white bike idea failedThe problem was that it didn’t work---- took all the bicycles within weeks.The white bike is back.However, more than thirty years later, the white bike is back in town----this time with a to record its every move.The good effect of white bikesIndeed, thanks to the ideas of lots of people, like the cycling fans in the 1960s, many people around the world have been enjoying city centre streets without for many years.Ⅲ. Grammar PresentationTask 1. Get students to read the four dialogues and then match them with the drawings.(Ex 4)Task 2.Ask: What do the words in bold have in common?Which two of the uses (a--d) do all the sentences express? (Ex 6)Task 3. Make up similar dialogues. (Ex 10)Ⅳ. Consolidation1. Listen to the tape and retell the main idea of the text.2. Ask: Do you think the “white bikes” would be good for our town? Why?Ⅴ. Homework1. Finish off the exercises.2. Can you think of some other phrases, such as “City of Bicycles”?。
Teaching plan of Unit 9
Teaching plan of Unit 9Saving the EarthTeaching aims1. Talk about nature ecology and the environment2. Discuss the measurement we should take to solve the problems facing the earth3. Write an evaluation paragraph.4. Learn the following new words and useful expressions:Coal, attend, issue, environmentalist, summarize, content, introduction, representative, killer, access, violence, premier, stress, equality, fairness, responsibility, willingness, harmony, suffering, unfair, wipe, worldwide, alternative, defend, incorrect, affect, advise, take notes, the United Nations, take action, air conditioner, in harmony with,, put an end to, wipe out , advise sb. not to do sth,Teaching procedures:Period 1Step 1. Preparation for learning1. Read the new words and let Ss follow2. Study some of the new wordsStep 2. Warming upActivity: discuss the question:•What is the biggest problem facing the earth? Why do you think so?•What cause the problem?•What can we do to solve the problem?Step 3. Pre-listening1.Show some pictures of the earth problems2.Group work: how serious the problems are.Step 4. While-listening1.Ss finish the listening task on page 66.2.Ss listen to the tape again and check the answers.Step 5. Listening skillsGive the students some tips on how to improve listening while checking the Ex.a.make notes while listening;b.grasp the most important informationStep 6. Homework1. Remember all the new words and make sentences with the words we’ve studied.2. Preview the next period (Reading)Period 2Step 1.Greeting and Revision1. Greet the whole class as usual.2. Have a dictation to check how well Ss remember the new words Step 2. Pre-reading1. What can we do to protect the environment?2. Lead in by presenting today’s reading taskStep 3.While-reading1.Scanning: Ss read quickly and discuss:What have you learned from the passage?2.Ss read and divide the text into four parts and get the main ideasof each part.Step 4. Post-reading1. Listen to the tape and follow2. Discussion: how to solve the problem of pollution, and how to make the earth in which we live become more beautiful.Step 5. Homework1. Reread the text and try to retell the passage2. Surf the internet and get more information about the topic..Period 3Step 1. Warming upAsk some Ss to retell the passage that they have learnt in last period.Step 2. Language StudyTeacher explain some language points in the text on page 67--68.1.One of the main themes of the summit was “sustainabledevelopment”, or the question how we can continue developing the world without damaging the environment.同位语从句。
(完整版)teaching plan for unit 10 The Jeaning of America
具体教案一.章节: Unit Ten The Jeaning of America二.课时安排：The Teaching Arrangement:1. Text I (8 period)2. Text II (self study)3. Exercises in the text book (2 periods )4. Grammar exercises (2 periods)三.教学目的要求：The students are supposed to1.understand Text I correctly and get to know more about the history of jeans in America;2.read Text I fluently with correct pronunciation and intonation;3.do the exercises after Text I;4.be able to understand the writing style and techniques in Text I;5.master some new words and useful expressions;6.able to express their opinions on similar events.四.教学重点：1.The understanding of the text;2.American culture embodied by blue jeans;3.The writing style and the techniques;4.Grammar and vocabulary learning.五.教学难点：1.The theme of the text: how blue jeans came into being and why they are favored byAmericans and have become a symbol of American popular culture.2.The American culture embodied by blue jeans;3.Some difficult sentences.4.The use of some model verbs;5.Paragraph development—grouping details;六.教学内容：I. Pre-reading questions.1. Do you like blue jeans? Why or why not?2. Blue jeans are American by origin. What do you think has made them spread to nearly allparts of the world?3. List as many other American icons as you can apart from Levi's jeans.II. Text analysis1. General analysisAs its title suggests, the text tells the story of blue jeans mainly from two perspectives: how blue jeans came into being and why they are favored by Americans and have become a symbol of American popular culture. Blue jeans were favored first of all by the American working class in the early days for its durability and toughness; then they became favored by Americans in general, because they embody the American ideal of equality. They are favored by bureaucrats and cowboys, bankers and deadbeats alike. They draw no distinction and recognize no classes.Part 1 (Para. 1) The author presents the status of blue jeans in America and in the world.Part 2 (Paras. 2-3) Levi Strauss, the inventor of blue jeans, is introduced.Part 3 (Paras. 4-5) A detailed description of how Strauss made his first blue jeans.Part 4 (Para. 6) It tells of the growing business and popularity of the blue jeans.Part 5 (Para. 7) It highlights the merits of blue jeans.2. Detailed study of the text.Part 1 (Para. 1) The author presents the status of blue jeans in America and in the world.AnalysisIn this paragraph the author presents the following characteristics of blue jeans:a) The pants have become a symbol of American culture along with the dollar and Coca-Cola;b) They stand for "a manly and legitimate passion for equality";c) They have gained world-wide popularity.How does the author prove that blue jeans stand for "a passion for equality"?Language work1. symbol something that represents an ideaPerhaps the most glittering symbol of the new Britain was London's Post Office Tower.It was a mysterious place, a symbol of the unreachable and the remote.symbolize v.The lion symbolizs strength; the lamb symbolizes gentleness.He wore a flame-red robe symbolizing the sun.2. manly having the qualities typical of a manIt wasn't manly to wish for such indulgences.In the portrait, the King looked manly and in control.manliness n.Many men think that being a soldier is a true test of manliness.3. legitimate able to be defended with logic or justification; validThe Prince has a legitimate claim to the throne.I’m not sure that his business is strictly legitimate.legitimately ad.You could legitimately argue that the best way to bring down pollution levels is to ban cars completely.4. favor vt. like sth. or sb. better than othersAmong his three daughters, he favors his second one.The local football team was favored by the spectators from different areas.do sb. a favor helpShe's always doing favors for us. We'd better buy her a present.I was able to do him a favor by recommending him for the job.5. draw a distinction indicate the difference (between)Can you draw a distinction between a gerund and a present participle?6. class a group of people into which a society can be divided, by considering their differentsocial or economic status within itThe party had hoped to win mass support from the working class.The middle classes all thought that the working class was inferior.7. merely just; only。
TeachingPlanforUnitNine
Listening and Speaking Class课例个人反思———方蓓九年级首先感谢各位老师来听我的课！这两堂“分层教学”课是我和我们备课组讨论设计的。
下面我讲一讲我们的设计：这是两堂课是听说的“分层教学”。
听力的分层体现主要在题型、内容难度和题目难度的不同上。
在题型方面，A班首先是听三段简短对话并回答问题；然后是听一段稍长的对话并填写表格（表格没有任何提示内容）；最后是复述对话。
而B班学生，能力差一些，所以首先是听4个简单介绍并勾选最佳答案；然后是听三段简短对话并回答问题（这三段简短对话和A班的不一样，难度上稍低一些，并且回答的问题难度也低一点。
）；最后是听一段稍长的对话并完成练习，A班是听并用所给词描述对话中的每一个人，而B班，首先学生听并填空，然后用所给词描述对话中的每一个人。
而这两堂课对于新词的处理也不同。
在A班我在前一天布置预习新词的作业，那么第二天我就不会进行解释，只会讲解困难的单词；而B班，我在听力之前都会解释一次新词。
说的活动主要是描述人。
它的分层则体现在A班学生在给与的图片中选择一个人分组进行描述。
而在B班，我选择让他们自主选择最熟悉的人进行描述，并且给与提示单词。
最后在作业上，我将说的内容落实到笔头训练，写成文章。
A班的作文要求比B班的要高一些。
并且A班学生必须背记今天所学新词，准备好听写；但是B班只要认识这些新词，了解他们的中文意思就可以。
以上就是这两堂“分层教学”研讨课的教学设计。
课后反思：对于B班学生的学习兴趣，调动不够，导致学生的学习主动性不够强，还有后面的讨论的效果也不够理想。
可以适当地做一些学生与课堂主题有关的而且学生喜欢的游戏或者活动激发学习兴趣。
A班的学生达到预期效果，坚持训练，并适时适当拔高难度，达到更好的训练效果。
请各位老师指导！2009、4、16。
unit 9 teaching plan
Students are able to ask and answer one’s favorite subjects.
Key points: the names of different subjects; the sentences of asking one’s favorite subjects.
Activity2: If you are a reporter in Yanzhongshiyan, interview your classmates.
Output
拖曳，遮挡
15
Unit 9 My Favorite subject is science.
Teaching Aims: Students are able to recognize and read the subjects.
b.Look at the pic,“What subject is it?”lead to the new words新单词教授，翻翻卡
c.Little test.“What can you see?”聚光灯
d.Groupcompetition在线测试，大小屏互动，airplay
New words teaching
Step
Actibities
Aims
Tech. asis.
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Step1
Lead-in
a.T question: What’s the day/date today?引入
I’m your English teacher. I teach English. How about him? He teaches…（P.E）
六英语第九·十模块教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校六年级英语下册Module 9Unit 1 What`s the matter?伏王小学梁梅珍一、教学目标1．知识与能力目标：（1）询问原因及回答。
（2）学会如何询问原因及怎样回答。
2．过程与方法：创设情境，学习本单元课文，并通过操练，使学生初步掌握如何询问原因及怎样回答。
3．情感态度：激发学生学习英语的兴趣，让学生在轻松愉快的气氛中学到知识。
二、教学过程（一）．热身复习:回顾第8模块对话，分组就课文内容进行问答：“Why couldn’t Helen Keller hear?Why couldn’t Helen Keller see?Why could she speak later?Why could she write later? …”（二）．引导学习1．任务呈现及对话导入:（1）教师将课文挂图，请同学仔细观察第一幅图，然后教师指图片问：“Who are they? What are they laughing?”现在我们来看看。
（1）请同学们听一遍录音，理解课文中生词的意思。
（2）教师讲解课文中的单词。
（3）请学生跟读，力争做到模仿、跟读与理解同步。
（4）请同学分段进行朗读，以降低难度。
（5）再次播放课文录音，并回答问题:Are they going to have a baseball team?Why are they laughing?What did Lingling hear?What did Amy say?What has Sam got in this bag?（6）课文充分操练后，请同学到前指着挂图进行课文介绍，最后进行评比。
2．新知呈现：让学生翻开书看“活动2”图，请同学用课文中的句子描述这两幅图，然后听录音跟读，然后两人一组练习。
Unit 9 (A Teaching Plan)
Unit 9 Saving the EarthNo.2 Middle School Mr. ZhangGoals:1. Talk about nature, ecology and the environment.2. Make the Ss know the Earth Summit and the importance of the environment.3. F urther develop students’ reading ability as well as listening and speakingabilities.4. Make the Ss learn some useful words and expressions.5. Arouse the Ss to take better care of the earth.Teaching proceduresI．Warming upTask 1: lead-in1.Begin the class by playing the MTV---Earth Song (sung by MichaelJackson ).Task 2:Talk about the pictures in the test book and find the answers to the following questions:1. What’s the biggest problem facing the earth? Why do you think so?2. What causes the problem?Picture1: water pollution: people’s daily life rubbish, factory, ….Picture2: trash/garbage: products wrapping, restaurant rubbish, …Piacture3: air pollution: factory, car, …Picture4: deforestation: over cut down trees for money, people’s need for wood and fuel,….Picture5: desertification: over cut trees down for money, people’s need for wood and fuel,….Picture6: starvation: uneven distribution of wealth, natural disaster, war, …2.What can we do solve the problem?Picture1: use the new technology, be more careful with the daily water using, recycle/reuse,Picture2: use less packaging, never throw the garbage, recycle…Piacture3: use the new technology, forbidden some factories producing, use bike, on foot, limit the family car,…Picture4:.plant trees, use less wood, recycle, ….Picture5: plant trees, use less wood, protect the green field, repair the desert,…Picture6: redistributing the wealth if rich countries, proving the education andthe knowledge to the poor countries, give the monetary aid todisaster-stricken areas,..II ListeningTask 1. Careful listening----- songListen to Heal the World and fill the blanksHeal the World1. There's A Place in Your Heart and I Know That It Is Love，and This Place Could Be Much Brighter than Tomorrow；and If You Really Try，You'll Find There's No Need to Cry .In This Place You'll Feel There's No Hurt Or Sorrow . There Are Ways To Get There If You Care Enough For The Living, Make A Little Space ;Make A Better Place...Heal The World. Make It A Better Place For You And For Me And The Entire Human Race . There Are People Dying . If You Care Enough For The Living, Make A Better Place For You And For Me.2. If You Want To Know Why There's A Love That Cannot Lie. Love Is Strong . It Only Cares For Joyful Giving. If We Try, We Shall See In This Bliss We Cannot Feel Fear Or Dread. We Stop Existing And Start Living. Then It Feels That Always Love's Enough For Us Growing. Make A Better World Make A Better World... Heal The World. Make It A Better Place For You And For Me And The Entire Human Race . There Are People Dying . If You Care Enough For The Living, Make A Better Place For You And For Me.3. And The Dream We Were Conceived In Will Reveal A Joyful Face . And The World We Once Believed In Will Shine Again In Grace .Then Why Do We Keep Strangling Life ? Wound This Earth Crucify Its Soul ? Though It's Plain To See , This World Is Heavenly Be God's Glow.4. We Could Fly So High. Let Our Spirits Never Die. In My Heart, I Feel You Are All My Brothers. Create A World With No Fear Together. We'll Cry Happy Tears . See The Nations Turn Their Swords Into Ploughshares . We Could Really Get There, If You Cared Enough For The Living. Make A Little Space. To Make A Better Place...Heal The World. Make It A Better Place For You And For Me And The Entire Human Race . There Are People Dying . If You Care Enough For The Living, Make A Better Place For You And For Me.Task2. Extensive listeningListen to the text-book material and finish the exercises in this page.III. ReadingTask 1. Pre-reading1. Without reading the test, let the students try to predict its content. They can work together with their partners and write down its “Introduction”, “Body”and “Conclusion”.Do the table on page 67Task2. Reading1. SkimmingRead the passage quickly and decide which paragraph(s) is (are) the “Introduction”; which paragraph(s) is (are) the “Body”;which paragraph(s) is (are) the “Conclusion”Task 3. ScanningPart1. Introduction: Background and one of the themes of “earth summit”.When: in 1972Where: in Stockholm, Sweden.Part 2. Body: “Big three” and then importance of the meeting.Para2.“Big three”① contaminated drinking water② poor sanitation③ Air pollutionPara3.“another Big three”① poverty② war③ violence(If possible, show the relative pictures to them.)Para 4-5: The importance of the “earth summit”----- help people understand thesituation.Part 3. Conclusion: What can do to solve the problems?Task 4. HomeworkV.SpeakingGoals:1. Make the Ss learn some useful words and expressions.2. Furt her develop students’ speaking abilities.3. Arouse the Ss to take better care of the earth.Teaching procedures:Step 1 RevisionWe have known much about pollution around. What are the problems we are facing? Which one do you think is the most important? Why?Group 1: The lack of safe and clean water.More than 1.2 billion people lack access to clean and safe waterProviding safe and clean drinking water would save money by freeing hospital beds from patients with disease caused by dirty water.12 percent of the world’s population uses 85 percent of its water, and these 12percent live in developed countries.Group 2: Air pollutionAir pollution causes more than 2.7 million deaths in the world every year.Most air pollution is caused by the burning of fuels like coal, gas and oil.Each year tens of thousands of people die as a result of breathing polluted air.Air pollution causes other diseases and may make it easier for children to get sick in the future.Group 3: Poor sanitationOver 2.4 billion people have no access to sanitation.Every day, as many as half of all the people on the earth suffer from one of the many diseases caused by poor sanitation.Without proper sanitation, efforts to improve health care are useless.Group 4: PovertyHalf the world lives on less than two dollars a day.1.3 billion people live on less than one dollar a day.In the year 2000, some 1.7 million children died as a result of poverty.Almost 800 million people on the world do not have enough to eat.Step 2 Speaking1. As we know, coal is a valuable resource to produce energy, but it can alsocause serious pollution. We will attend a meeting and discuss the issue.2. Four Ss get a group. You are citizen, businessman, scientist andenvironmentalist.Citizen: We must burn the coal so that we can get money to develop our area as soon as possible, because…Businessman: We should burn the coal because…Scientist: We should spend more money on science so that we can use the coal in a better way, because…Environmentalist: We shouldn’t burn the coal because…3. As a local leader in this area, summarize and help the speakers decide.4. Ask the Ss use these useful expressions:We must make sure that…It’s clear that…I believe that we must…I’m all for…If nothing is done…, then…I can’t imagine that…Sure/ certainly / absolutely It would be better if we…Is there a better way to…?Step 3 ConclusionWe human beings should take good care of our planet, because it is the only place we can survive. Love the earth, love ourselves.IV. Integrating SkillsTask1. Listening1. Listen to the tape for three times or more and finish the table.2. Discuss the ideas in groups and decide if what they spoke is right.Task2. Writing an outline1. Read the writing explanation and write an outline to their following writings.2. Exchange their outlines in class. Let the other students read the outline to see if they can understand what the writer will write. If not, they need to write it again. Task3. homeworkBased on the outline written in class, write a speech paragraph to tell what you think the most serious environment problem is. Explain why you think the problem is serious and what you think should be done to solve it.。
teaching plan for Unit 9
Keyand difficult points
重难点
1.Be able to talk about subjects, lessons and teachers by using
2.the description words
3what why when whoquestions and their answers
4 Yu Mei’s school day
Analysis of the Teaching Material
教材分析
1The topic is closely related with students’ life, which means it is easy to arouse students’ desire to communicate.
A: What’s your favorite subject?
B: My favorite subject is…
A: Why do you like it?
B: Because I think music is relaxing.
A: Who is your… teacher?
B: Miss/Mrs/Mr. ….
A: Why do you like it?
B: Because I think music is relaxing.
A: Who is your… teacher?
B: Miss/Mrs/Mr. ….
A: When is the ….class?
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Teaching PlanforPractical Englishfor Communication A general courseYin Weihong The First Term of the 2006-2007 School YearUnit 9At a RestaurantSection I Talking Face to FaceSection II Being All EarsSection III Maintaining a Sharp EyePassage OneToledo: A Problem of MenusInformation related The Reading PassageLikes or dislikes with regard to food vary greatly from culture to culture. What is disgusting to one person can be a delicacy to another. Sometimes we need to change our eating habits. If we move or travel to a new place with a different culture, our favorite meat, fruit and vegetables may not be available to us. As a result, we have to eat what is different from the food we are used to. Slowly, this strange food may become familiar to us. Our tastes may change, too, and we begin to enjoy eating the food that used to seem unusual to us.Language Points1.escape v. get away (from prison or another place of confinement); get free temporarilye.g. The prisoners escaped by climbing over the wall.The lion escaped from its cage.We escaped to an island in the Pacific for our vacation.2.smell v. use the sense of the nose; discovered by the sense of nose; come toknow by some natural unexplained ability; have an effect on the nose n. the power of using the nose; a quality that has an effect on the nosee.g. Now smell, what do you think this liquid is?Don’t strike a match if you smell gas.She picked up the soap and smelled it.I could smell that the milk wasn’t fresh.They all have an excellent sense of smell.The air has a sweet smell.3.whereupon adv. (at once) after thate.g. His department was shut down, whereupon he returned to London.He didn’t understand the point, whereupon I had to explain it further.The soldier refused to surrender, whereupon the army captured him.4.mood n. a state of the feeling at a particular timee.g. The beautiful sunny morning put him in a happy mood.His moods change very quickly; one morning he is cheerful, and the nextcomplaining about his life.She was in one of her bad moods.I wasn’t in the mood for helping.5. scene n. a display of bad temper or behavior that attracts attention in public; aplace or a area seen by a viewer; a view of something from a specific plcee.g. They caused a scene at the supermarket.The family reunion scene was the best part of the play.He drunk in the beauty of the scene.6. acknowledge v. recognize; show that one is grateful for; state that one hasreceivede.g. He was acknowledged as one of American finest writers.The president stood up to acknowledge the cheers of the crowd.You have to sign here and acknowledge receipt.I acknowledge the truth of your statement.7.taste. n. special flavor that something has; the ability to enjoy and judgesomething; a personal liking for somethingv. test the taste of food or drink; have a particular tastee.g. I don’t like the taste of fresh fish.She has a very good taste in clothes.Her novels are too violent for my taste.He insisted on pouring the wine for a guest to taste.This soup tastes nice.8.embarrass. v. cause to feel ashamed or shye.g. It embarrassed me even to think about it.She had been too embarrassed to ask her friends to lend her some money.9.give the impression that……e.g. What he said gave me the impression that he didn’t trust me.Their appearance gave others the impression that they had been working fora long time.What they said gave me the impression that they had just had an argument.What you said gave me the impression that you are the real boss.10. as …….suspected……e.g. It turned out that this approach, as I suspected, was the best one.We have, as the professor suspected found the answer so easily.He has, as I suspected, passed the interview successfully.The problem of pollution in that area, as you suspect, is very serious now.11. serve v. to work or do a useful job forto provide with something necessary or usefulto be suitable fore.g. He served on the committee.A pipe serves all the houses with water.One room had to serve for both bedroom and living room.12.Technically adj.①.Technically the building is a masterpiece, but few people like it.就技术而言那座建筑物是杰作, 但却没人喜欢.②.Although technically (speaking) you may not have lied, you certainly haven'ttold us the whole truth.尽管严格来说你没算撒谎, 但肯定你并没把实情都告诉我们.③.It's quite clear that the electric car is technically feasible.很清楚，电动汽车在工艺技术上是可行的。
④.It is technically correct to use a phrase such as our late treasurer to refer to aperson who is still alive but who no longer holds the relevant post, but the use of former in this context will ensure that no embarrassing misunderstanding is created.使用象我们的前任会计这样的词组来指仍然健在不过不掌管相关的职位的人，在字义上是正确的，但是在这样的情况下，former一词能够避免尴尬的误解发生13. permission: n. 同意,许可,允许①.Did she give you permission?②.With your permission I'll leave now.③.She refused to give her permission.④.You have my permission to leave.⑤.They entered the area without permission. .⑥.It's illegal to read people's private letters without permission.⑦.I resent having to get his permission for everything I do.⑧.You were wrong to take the car without permission.14. project:n. 工程,项目,计划,事业v. 计划,设计,表达v. 投射,放映,凸出A missile was projected into space.导弹被发射升空。