9A U4 教案

Unit 4 Growing up
Comic strip and welcome to the unit
Teaching objectives:
I Knowledge objective
1. Phrases: on one’s mind, grow too big for my house, in different times, learn about the world
through the Internet, as soon as, a great deal of information
2. Structures: What’s on your mind?
What’s up?
You have been happy since I first met you.
Don’t wake me up until you finish building it.
I can read them whenever I want to.
As soon as you click the mouse, there’s a great deal of information.
II Ability objectives
To discuss the ways about how one learns about the world and arouse the Ss’ interest in learning this unit.
III Value objectives
1.Enable students to learn about the world in many different ways.
2.Enable students to understand the real meaning of growth.
Teaching focuses and difficulties:
1. To let students learn about as many ways as possible to know about the world.
2. Some structures: I can read them whenever I want to.
As soon as you click the mouse, there’s a great deal of information. Teaching aids: PPT
Teaching procedures:
Step 1 Brainstorming
What comes into your mind when talking about “growing up”?
to support the family …
Do you feel happy to grow up?
Do you want to grow up?
Step 2 Comic
1. Listen and answer the questions.
1) Does Eddie want to grow up?
2) Will Eddie build his house by himself?
2. Listen to the conversation between Eddie and Hobo and complete the passage:
Eddie has something on his ________. He thinks _________ up is hard. He is worried that he’s growing too _______ for his house. Hobo advises him to ________ another one, but Eddie asks Hobo not to _________ him up until he ________ building the house.
3. Read and act
Step 3 Discussion
How do you learn about the world?
a. Parents and relatives
b. Teachers
c. Friends
d. Travelling
e. Books
f. TV and films
g. The Internet
Step 4 Listening
1. Simon and Millie are talking about how they like to learn about the world. Listen to their
conversation first.
1) How does Millie learn about the world?
2) How does Simon learn about the world?
Step5 Reading
1. Read conversation and answer the questions.
1) Why does Millie learn from books?
2) Why does Simon like to learn about the world through the Internet?
2. The favourite way to learn about the world in our class is from/through _____ because _____. Step 6 Pair work
Work in pairs and talk about your ideas. Use the conversation below as a model.
Step 7 Homework
1. Recite the two conversations.
2. Keep the new words and phrases in your mind.
Teaching reflections:
优点：1. 课堂结构完整。

2. 课堂趣味性较好。

不足：1.练习还不够。

2. 更合理安排课堂结构。

Reading I
Teaching objectives:
I Knowledge objective
1. Phrases: try out for sth., lose heart, score 20 points, get the coach to change his mind, go on to
do sth., be named Player of the Year, lead…to…, bring him to the attention of…,
succeed in doing sth., be forced to do sth., take notice of, through hard work
2. Structures: While attending junior high, Spud tried out for the school team, but he was refused to play at first because he was too small.
He remained there for about a year before the NBA took notice of him.
Spud Webb proved that size and body type doesn’t matter.
II Ability objectives
1.Try to improve students’ reading abilities.
2.Learn about stories of Spud Webb and try to describe him in students’ own words.
III Value objectives
1. Encourage students not to pay too much attention to one’s appearance, for it’s of little help to success. What it really matters is hard work.
2. Encourage students not to give up when facing difficulties.
Teaching focuses and difficulties:
1. To learn to describe Spud Webb in students’ own words.
2. Some structures: He remained there for about a year before the NBA took notice of him.
Spud Webb proved that size and body type doesn’t matter.
Teaching aids: PPT
Teaching procedures:
Step 1 Free talk
1. Do you like playing basketball?
2. Are you good at it?
3. How often do you play basketball?
4. Do you know NBA? What is it?
5. What NBA basketball players do you know?(Introduce some famous NBA players)
6. What makes a person a wonderful basketball player, height or skill?
Today, we’re going to learn about a NBA player, Spud Webb. Do you know about him? What do you think he is like?
Step 2 Fast-reading
What is Spud Webb like?
Step 3 Free-reading
1. match the information with the correct paragraph
a Spud Web
b named Player of the Year
b Spud got a scholarship from a university
c Spu
d scored 20 points in his first game
d Spud becam
e an NBA player in 1985
e small Spud had a big dream
Paragraph 1 ___e______
Paragraph 2 ____c_____
Paragraph 3 ___a______
Paragraph 4 _____b____
Paragraph 5 _____d____
2. Judge the sentences true or false
1. Spud wanted to play in the NBA when he was a boy.
2. With his wonderful performance, Spud was named Player of the Year in Texas more than once.
3. Spud didn’t leave another basketball league to the NBA until 1985.
4. Spud’s experience taught us that we can succeed as long as we never give up.
Step4 Read Para. 1 and answer:
When and where was Spud born?
What was his big dream?
At first, the NBA was not interested in Spud Webb because all its players were (1)__________ than him. He was forced to play in (2)_________ for about a year. In 1985, Spud joined (3)________. In 1986, he won (4)________. It was his (5)________.
Step7 Read Para. 6 and answer
What did Spud prove?
Step8 Read together and do Part B3
Simon: When was Spud Webb born?
David: He was born in (1) _______.
Simon: Was he very tall?
David: No. he was (2) _____________ than the other kids at school.
Simon: When did he become an NBA player?
David: He (3) ________ the Atlanta Hawks in 1985 and became the (4) __________ player in the NBA at that time.
Simon: What was his proudest moment?
David: He (5) ________ the Slam Dunk Contest in 1986.
Simon: Great! Spud proved that size and body type really doesn’t (6) ________. We can do almost anything if we never (7) _________.
Step8 do Part B4, check and read
Step9 Discussion
What can we learn from Spud Webb?
Step 10 Homework
1.Learn the new words and the text by heart.
2.Finish the exercises in the workbook.
Teaching reflections:
优点：1. 课堂结构完整。

2. 积极调动学生的自主能动性。

不足：1. 时间较紧。

2. 进一步提高学生的阅读能力。

Reading II
Teaching objectives:
I Knowledge objective
1. Phrases: try out for sth., lose heart, score 20 points, get the coach to change his mind, go on to
do sth., be named Player of the Year, lead…to…, bring him to the attention of…,
succeed in doing sth., be forced to do sth., take notice of, through hard work
2. Structures: While attending junior high, Spud tried out for the school team, but he was refused to play at first because he was too small.
He remained there for about a year before the NBA took notice of him.
Spud Webb proved that size and body type doesn’t matter.
II Ability objectives
3.Try to improve students’ reading abilities.
4.Learn about stories of Spud Webb and try to describe him in students’ own words.
III Value objectives
1. Encourage students not to pay too much attention to one’s appearance, for it’s of little help to success. What it really matters is hard work.
2. Encourage students not to give up when facing difficulties.
Teaching focuses and difficulties:
1. To learn to describe Spud Webb in students’ own words.
2. Some structures: He remained there for about a year before the NBA took notice of him.
Spud Webb proved that size and body type doesn’t matter.
Teaching aids: PPT
Teaching procedures:
Step 1 Revision
Work in pairs and talk about Spud Webb with the help of the following questions:
1. Who is Spud?
2. Where was he born?
3. What was his dream when he was young?
4. Was he a success?
5. How many points did he score when he finally got the chance to play in junior high?
6. In senior high, why did the coach change his mind to let Spud play games?
7. When did he become a player in NBA?
Step 2 Language points
1. He was very small — much smaller than the other kids at school.
比较级前可以加much, a little, quite, even等副词表示程度或加强比较。

如：Shanghai is much bigger than my hometown.
2. While attending junior high, Spud tried out for the school team.
(1) attend junior high 上初中(2) try out for sth. 参加……选拔
e.g. Why don’t you try out for the school basketball team?
3. lose heart 泄气，灰心
e.g. When you fail, you should never lose heart.
4. from then on 从那时起（常与一般过去时连用）
e.g. From then on, he was with his dog every day.
5. change one’s mind 改变主意
e.g. Nothing will make me change my mind.
6. As a result, he succeeded in getting a scholarship.
句中的succeed是不及物动词，短语succeed in doing something “在……达到目的，实现目标”。

e.g. He succeeded in getting a place at art school.
7. although conj. 尽管，虽然
e.g. Although the sun was shin ing, it wasn’t very much.
8. After he graduated, he was forced to play in another basketball league.
force vt. 强迫，迫使force sb to do sth 强迫某人做某事
e.g. Don’t force the child to play the piano.
They were forced to leave their home town.
9. He remained there for about a year before the NBA took notice of him.
remain = stay 逗留vi.
e.g. We will remain in Shanghai for ten days.
remain = keep 保持remain + adj. / doing
e.g. Don’t remain standing there.
take notice of 注意，察觉
e.g. Don’t take any no tice of what you read in the papers.
10. Through hard work, Spud Webb proved that size and body type does not matter—you can do almost anything if you never give up. 句中的matter用作动词，“要紧，有重大影响”。

如：The job matters more to him than anything else.
Step 3 Have an interview
Get into groups of four. One of you prepare five questions about Webb Spud. interview the other group members.
Step 4 Exercises
一、根据课文填空：
Spud Webb is a retired __________ NBA player. Though he was a small boy, he had a big _______—he wanted to play in the NBA.
In junior high, though he was _______ to play at first because he was too small, he did not ______ heart. And finally he became the ______ of the team.
In senior high, he practised so hard that the coach _________ his mind. Spud _____ on to become ______ of the team.
Because of his height, no __________ would ______ him to play basketball. He decided to play at a junior college and _____ his team to the national _______________. This brought him to the ___________ of North Carolina State University. As a ________, he ____________ in getting a scholarship.
_______ the NBA took ______ of him, he _________ in another basketball league for about
a year. In _________, he joined the Atlanta Hawks. In 1986, he won the Slam Dunk _________.
二、翻译句子：
1. 他已成功地收集到了5张名画。

He _______________________ five famous paintings.
2. 不要灰心，你的身材和体型并不重要。

Don’t _________. Your ________________________.
3. 因此，他成功地获得了奖学金。

_________________, he __________________ successfully.
4. 因为身高，他被拒绝参加这个球队。

__________________, he __________ to play the games. Step 5 Homework
1. Recite the passage.
2. Remember the useful expressions in this lesson.
Teaching reflections:
优点：1. 知识点齐全。

2. 精讲多练。

不足：1. 学生完成句子的能力较弱。

2. 把所讲知识点提前给学生预习，提高课堂效率。

Grammar
Teaching objectives:
I Knowledge objective
1. Phrases: feel tired out, become serious about basketball, take part in the Olympics
2. Structures: Until his dream came true, Spud never gave up.
It is the first time we have played basketball since Monday.
II Ability objectives
1.Learn the use of the conjunctions “before, after, when, while, since, till, until, as soon as, and
whenever”.
2.Learn to speak more fluently with the help of the time conjunctions
III Value objectives
Encourage students to love our country and do anything in need for our country and people. Teaching focuses and difficulties:
1. the use of the conjunctions, especially the differences between when and while, till and until.
2. Some structures: It is the first time we have played basketball since Monday.
Teaching aids: PPT
Teaching procedures:
Step 1 Revision（Translation）
1. 上初中阶段，Spud 参加了学校篮球队的选拔。

While _________ junior high, Spud _______________ the school basketball team.
2. 他接下来成了足球队的领队。

He __________________ leader of the football team.
3. Lily更加刻苦地练习并使教练改变了主意。

Lily __________________and got the coach ______________________.
4. 没有大学愿意邀请他去打篮球，仅仅因为他的身高。

No university __________________ basketball only ____________ his height.
5. 在他毕业以后，他被迫在另一个篮球联盟效力。

_______he _________, he___________________ in another basketball league.
6. 通过努力，他证明个头和体型真的不重要—如果你决不放弃，几乎没有什么不能做到的。

_______hard work, he _______ that _________________ really does not ________,—you can do almost anything if you never ____________.
Step 2 Grammar
1. Learn the use of before, after, when and while, then complete the Part A.
A Using before, after, when and while
Before means earlier than a certain time.
e.g. He remained there for about a year before the NBA took notice of him.
After means later than a certain time.
e.g. After he graduated, he was forced to play in another basketball league.
When means at or during a certain time.
e.g. When he finally got the chance, he scored 20 points in his first game.
While means during a certain time.
e.g. While (he was) attending junior high, Spud tried out for the school team.
Do exercises on P54 and check
2. Learn the use of since, till and until, then complete the Part B.
B Using since, till and until
Since means from a certain time. The verb in the main clause is often used in the present perfect tense.
e.g. You’ve been happy since I first met you.
Till and until mean up to a certain time. Until can be placed at the beginning or in the middle of the sentence, but till is usually used in the middle of the sentence.
e.g. Spud remained in another basketball league for about a year till/ until the NBA took notice of him. Until his dream came true, Spud never gave up.
When we use the structure not…until, we cannot use till instead of until.
e.g. Don’t wake me up until you finish your work.
Do exercises on P55 and check
3. Learn the use of as soon as and whenever, then complete C1.
C Using as soon as and whenever
As soon as means when something happens, or a short time after something has happened.
e.g. It began to rain as soon as I left the house.
Whenever means at any time.
e.g. I can read books whenever I want to.
More about basketball
Simon is writing about David’s love for basketball. Help Simon complete his sentences with as soon as or whenever.
Do exercises on P56 and check
Step 3 Summary
1. before, after, when, while, till, until, as soon as, whenever引导的时间状语从句中，如果主从句都是将来发生的动作，主句用一般将来时，从句用一般现在时。

2. since（自从……）常与现在完成时连用。

3. while（当……时）引导的时间状语从句通常要用进行时。

4. before, after, since, till, until还可作介词，后接时间名词。

5. 当主句和从句的主语是同一个人时还可用：before/ after/ when/ while doing sth.
6. as soon as 引导时间状语，表示“一……就……”
注意：hardly (scarcely, rarely)…when / before, no sooner…than相当于as soon as之意。

主句用过去完成时，从句用一般过去时。

当hardly, scarcely, rarely和no sooner位于句首时，主句应用倒装语序。

7. till和until通常可以互换，但当“直到”这词用于句首或与not连用时只能用until。

Step 4 Exercises
1. Complete C2 on page 56.
2. Choose the best answer.
(1)It was quiet ________ those big trucks started coming through the town.
A. before
B. after
C. until
D. unless
(2). It seemed only seconds ________ the boy finished washing his face.
A. when
B. before
C. after
D. even if
(3). I recognized you ________ I saw you at the airport.
A. the moment
B. while
C. after
D. once
(4). He was about to go to bed___the doorbell rang. A. while B. as C. before D. when
(5). Several weeks had gone by _____ I realized the painting was missing.
A. as
B. before
C. since
D. when
(6). It _____ long before we ____ the result of the experiment.
A. will not be; will know
B. is; will know
C. will not be; know
D. is; know
Step 5 Homework
1. Review the use of the conjunctions in this lesson.
2. Prepare for the next lesson.
Teaching reflections:
优点：1. 课堂结构完整。

2. 课堂效率较高。

不足：1. 没有充分调动学生的积极性。

2. 对后进生的关注还不够。

Integrated skills
Teaching objectives:
I Knowledge objective
1. Phrases: break out, lose their lives, translate into, a record of that time, the victory of the human
spirit, go into hiding, die of / from, have her diary published, write down her thoughts,
in fear of their lives
2. Structures: Anne kept writing in her diary until they were discovered by the Nazis in 1944.
However, it’s a pity that they couldn’t enjoy a happy life just as we do.
II Ability objectives
1. Learn something about Anne Frank and World War II.
2. Practise listening skills by listening to the two radio programmes.
3. Improve students’ speaking abilities by talking about wars and their harm.
III Value objectives
Encourage students to love peace and cherish their life.
Teaching focuses and difficulties:
To improve students’ listening and speaking abilities
Teaching aids: PPT
Teaching procedures:
Step 1 Revision
一、用所给动词的正确形式填空：
1. He goes _________(jog) before has breakfast everyday.
2. I’ll wait here until the rain ___________(stop).
3. I'll go on with the work when I _________ (come) back tomorrow.
4. While he ____________ (read) the letter, he heard a knock at the door.
5. It is nearly two years since I ____________ (come) here.
6. Tom will go to play football as soon as he _______ (finish) his homework tomorrow afternoon.
二、翻译：
1. 暴风雨停止之后，太阳出来了。

The sun ______________________the storm stopped.
2. 春天到来时，白天变长了。

The days get longer __________ spring __________.
3. 当男孩们踢足球时，下雨了。

_______ the boys ______________ football, it rained.
4. 他们从小学起一直是好朋友。

They have been friends ________ they _______ in primary school.
5. 直到完成作业我才上床睡觉。

I did not go to bed _______ I ________ my homework.
6. 我一到加拿大，就给你打电话。

______________ I arrive in Canada, I ___________ you up. Step 2 Presentation
Present some pictures to learn some new words and talk about something about the World War II. World War II broke out in Europe in 1939 and ended in 1945.
It is a symbol of the victory of World War II.
Step 3 Lead-in
Show a video about World War II and introduce Anne and her diary.
Step 4 Listening
1. Listen and complete A1, then check the answers.
Answer the questions according to A1.
1)Who wrote the book The Diary of a Young Girl?
2) When was the book first published?
3) How many languages has the book been translated into?
4) Why is the book so important?
2. Listen and complete A2, then check the answers.
Step 5 Complete A3.
1. Complete A3 and then check the answers.
2. Read aloud it.
Step 6 Language points:
1. World War II broke out in Europe in 1939 and ended in 1945.
break out意为“突然发生；爆发”，常指战争、灾难、疾病或者争吵等事件的发生。

e.g. The big fire broke out during the night. 那场大火晚上发生的。

break的短语：
break the rule 违反规则；break off 突然中止；中断；break down 停止运转；出故障break up 打碎，分裂break into 闯入，破门而入
2. She and her elder sister died of illness in 1945.
die of / from…死于……
e.g. More and more people die of/ from cancer.
3. After the war, her father collected her diary and had it published in 1947.
have sth. done 使/让某事被完成
e.g. I had my hair cut last Saturday.
I will have my bicycle repaired tomorrow.
Step 7 Speak up
1. Warming up
We hope war never happens again.
But to some country, only war can stop war!
2. Millie and Simon are talking about World War II. Work in groups and discuss what you know about it.
3. Listen and answer
What book has Simon read?
2) Is A Small Free Kiss in the Dark also about children in the war?
3) The children couldn’t enjoy a happy life, could they?
4) Do all children in the world live a happy life now?
4. Read and answer
Read the conversation and answer the questions.
1) How old was the boy in the book I Am David?
What is the story about?
3) What is the story A Small Free Kiss in the Dark talk about?
4) What does Simon admire?
5) What does Millie hope?
Step 8 Pair work
Make the conversation to talk about the war. Here are some useful words and expressions. treasure destroy awful scary lose disabled society horrible
terrible orphan rob of go backwards no development
What happened to …?Do you know anything about the war? How did …feel?
What was it like at that time? It was lucky / unlucky for …to……was lucky / unlucky to…How …it was / the life was!What a …life!I just can’t imagine that…
Step9 Homework
Remember the new words and expression in this lesson and preview the next lesson.
Teaching reflections:
优点：1. 课堂结构完整。

2. 精讲多练。

不足：1. 提高学生的听力能力。

2. 进一步调动学生的积极性。

Study skills + Task
Teaching objectives:
I Knowledge objective
1. Phrases: in one’s fifties, donate blood and cells to people with blood cancer, to one’s surprise,
medical research, have a heart full of love
2. Structures: You will not find anything unusual about him until you learn more.
Whenever he has some money left, he gives it to someone in need.
When I was a little girl, I could not understand why my father always seemed to be
kinder to others than to his own family.
II Ability objectives
1. Learn to guess the meanings of a word by its formation.
2. Read the article and learn the ways of writing about a person.
3. Learn to write a similar article about the person who has influenced you most.
III Value objectives
Try to learn from others’ good qualities and help people in need.
Teaching focuses and difficulties:
Write an article about the person who has influenced you most.
Teaching aids: PPT
Teaching procedures:
Step 1 guessing the meaning of a new word by its formation.
When we read and come across new words, we can sometimes guess their meanings by the way they are formed.
Sometimes a suffix changes a word’s part of speech, but the meaning remains almost the same. Thus, if you know the meaning of the root word, you can guess the meaning of the word, e.g. illness, achievement, energetic, dangerous.
Sometimes a prefix or a suffix changes the meaning of a word, e.g. incorrect, dislike, unlucky, homeless.
Sometimes two words come together to form a compound word, such as blackboard. Some compounds have a hyphen (-), such as hard-working.
Step 2 Practice
Millie has found out more about Anne Frank and her book. She underlined some new words in a paragraph. Help her guess their meanings. Match the words on the left with the meanings on the right. Write the correct letters in the blanks.
Step 3 Lead-in
Discuss some questions in pairs:
1. What do you think of Anne Frank?
2. What do you know about World War II?
3. Do you like Japanese? Why or why not?
4. What will you do if Japan starts a war with China?
5. Which kind of person has influenced you most?
Step 4 Reading
Read the article and answer the questions.
1. Who has influenced the author most?
2. How old is her father?
3. What is her father like?
4. What has her father done since 1990?
5. What surprised the author?
6. What does the author realize now?
Step 5 Language points
1. in one’s twenties/ thirties/ forties
in the seventies/ eighties/ nineties
2. to one’s surprise 令某人惊奇的是
e.g. To my surprise, the task was finished in only one week.
Step 6 Make sentences
Try to make some sentences with the following useful expressions:
1. …is the person who has influenced me most.
2. …is in his / her twenties/ thirties/ forties/ …
3. You will not find anything unusual about him / her until…
4. …has always been kind/ helpful …
5. To my surprise, …
6. When I was a little girl/ boy, I could not understand …
7. Now I realize that…
Step 7 Writing
B You want to write about a person who has influenced you most. Prepare some notes first. The questions below may help you.
1 Who has influenced you most in your life?
2 What does he/she look like?
3 What is special about him/her?
4 What has he/she done? Give one or two examples.
5 What do you think of him/her?
Step 8 Homework
Write about the person who has influenced you most. Use the article on page 60 as a model. Teaching reflections:
优点：1. 写作前先做好铺垫。

2. 展示学生的作品，运用不同的方法对学生的书面表达进行评价。

不足：1. 进一步提高后进生的学习积极性。

2. 学生书面表达语法错误较多，有待提高。