九年级人教版英语上册 Unit 4 教案设计
人教版英语九年级全一册教案Unit4SectionA
Unit4 SectionA （1a-2d）教课方案【教材版本与册数】新目标人教版九年级上册【单元名称】 Unit4I used to be afraid of the dark.【课时】 Section A 1a-2d（第 1课时）【课型】 Listening and Speaking（听闻课）【本单元话题】环绕“我们发生了如何的变化”为话题，讨论“过去常常有的习惯”。
【本单元要点掌握目标】理解、掌握和运用 used to构造。
【教材内容拆分剖析】Section A 从描绘相貌和个性有关的词汇下手，睁开了简单描述“过去”的听力、会话和阅读活动，对人物的个性、相貌和经历作今昔对照，使学生感知新语言内容used to 的构造特点，领会其用法。
Section A(1a~1c)复习和稳固学生已学过的有关个性和相貌的词汇，同时经过听闻活动导入usedto这一语言构造，并借助主题图创建的语境，模拟生活情境，指引学生睁开初步的对话演练。
1a中的主题图为本单元目口号言used to供给了一个主题情境。
1b是本单元基础的听力输入，内容浅易，让学生经过听初步感知本单元目口号言used to。
1c是在听力输入基础上的控制性口语输出used to。
Section A（2a~2d）通过新一轮的听说活动，教材剖析介绍更多描绘性格的形容词，并经过聆听对于人们今昔变化的对话，让学生领会used to 真切的平时社交中的运用，从而理解其功能意义。
【经过本单元的学习，学生需掌握哪些综合技术】1. 需理解、掌握和运用描绘相貌、性格和喜好的生词和短语；需理解、掌握和运用used to构造。
2.能在听力练习中可以捕获有关人物生活变化方面的细节信息。
3.运用 used to 描绘过去的形象，性格，喜好及经历。
4.可以经过新旧对照，学会关注别人的变化和关怀别人，意会人生的转折和掌握命运的方法。
5.需利用了略读、跳读、上下文语境或句子前后关系猜词的方式进行阅读，提升阅读理解的有效性。
人教版英语九年级全一册教案：Unit4 SectionA(3a-3c)
人教版英语九年级全一册教案：Unit4 SectionA（3a-3c）Unit4 SectionA（3a-3c）教案【教材版本与册数】新目标人教版九年级上册【单元名称】Unit4 I used to be afraid of the dark.【课时】Section A 3a-3c（第2课时）【课型】Reading（阅读课）第 2 页第 3 页教材分析第 4 页教学目标教学重难点教学重点：1.正确使用Section A 3a-3c所有重点单词，短语和句型；正确使用used to结构，包括肯定、否定、疑问及其回答。
2.学习用描述人的个性的词汇描述人的变化。
教学难点：学用描述人的个性的词汇描述人的变化。
建议教法以任务型教学作为课堂教学理念、利用引导法和三步阅读教学法完成相应阅读任务。
Pre-reading: lead in-PresentationWhile-reading: Skimming- Scanning– Intensive reading-Listening and readingPost-reading: Retelling-Discussion-Inference-Different activities第 5 页教学流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.读中的活动设计遵循语言规律，符合阅读课目标，由浅入深，环环相扣，能兼顾边缘生。
3.读后的活动设计体现运用教材有创造性，补充内容有针对性，拓展知识有可行性，课后作业能体现知识的迁移性。
有利于对学生思维品格的训练与培养。
【本课时教学设计】步骤过程措施（教师活动与学生活动）目的持续性评价DELC4 1预备与激活先期知识Step 1Greeting andLeading in( 3mins)Greet the class as usual and ask Ss to reviewusing “used to” and “ now”. E.g.T:What did you use to be like？S: I used to be shy.T:Are you still now?S: No, I’m not.I am popuar..2.T asks Ss some students.(1) How have you changed since you was a child?(2) What does it help you with?利用IQEE策略,利用复习所学描述人物外貌和性格的方法及词汇，通过老师询问学生从小到大的转变的问题与本堂课的话题Candy的人生经历变化建立起记忆连接。
人教版九年级英语全一册第四单元Unit4教案
9. European adj.欧洲的；10. British adj.英国的；
11. speech n.讲话；发言；12. ant n.蚂蚁；
13. insect n.昆虫14. influence n &v影响；
15. proud adj.自豪的，骄傲的；16. seldom adv.不常，很少；
5. deal with对付，应对6. get tons of attention得到大量的关注
7. read books on European history阅读有关欧洲历史的书
8. African culture非洲文化9. be alone独处
10. give a speech in public作一个公开演讲11. paint pictures画画
1.其否定句为didn’t use to do或used not to do，used not可缩写为usedn’t。
【例句】
Mr. Li didn’t use to drink beer. =Mr. Li usedn’t to drink beer.李先生不常喝啤酒。
ed to的疑问句形式是“Did…use to do?”或“Used…to do”。
一对一辅导教案
学生姓名
性别
年级
初三
学科
英语
授课教师
上课时间
年月日
第（）次课
共（）次课
课时：课时
教学课题
1、复习九年级上Unit4知识点；
2、讲解反义疑问句；
3、掌握used to do, be used to doing的用法；
九年级英语上册Unit4Problemsandadvice教案4
a.S+V
b.S+V+O
c.S+V+IO+DO
d.S+V+DO+IO
e.S+V+0+C
f.S+V+O+A
④Aalyzethesentence elements:
What kind of sentence structure are they?
②Make 2 sentencesaccordingto each sentence structure.
5.①Ask students to takes notes.
Summarizethemain content of the grammar.
②Assignment.
5.Summarizeandcultivate their habits of taking notes.
5
课
堂
教
学
流
程
Warming up→Grammar learning →Self observation→Self development→Play a game→Grammar exercises→Summary and homework.
.
效
果
评
价
与
反
思
教学关键
The usage ofthe five basic simple sentences.
教法与学法指导
group work, self study
教学环节
主要教学步骤或内容
学生主体活动
人教版英语九年级全一册unit4教案.docx
Unit 4I used to be afraid of the dark.一、教学目标：知识与技能： Knowledge and Ability Objects1.会写 , 会读 , 会用本节课的重点单词短语。
2. 熟练运用 used to do sth 谈论自己、他人过去的习惯、爱好、形象及经常做的事情。
过程与方法 : Method Objects in Teaching1.本课的生词和短语。
2. 通过听力练习，进一步掌握用 Used to do 谈论过去的喜好 3. 能够表达自己现在和过去在外表、性格、爱好等方面的变化。
通过阅读技巧的学习，让学生了解如何通过上下文猜测词意。
情感态度与价值观：培养学生克服困难，战胜自己的勇气，特别是如何用爱来感动学友。
二、教学重点：掌握 used to do句型三、教学难点：学会表达自己现在和过去在外表、性格、爱好等方面的变化四、教具准备： PPT录音机五、授课类型：新授课六、课时安排：本单元共 5 课时：Section A （1a— 2d）1 课时Section A( 3a—4c)1 课时Section B （1a— 1e）1 课时Section B （2a— 2f ）1 课时Section B (3b-self check)1课时七、备课时间： 2015.9.22八、教学过程Section A (1a-2d)复备栏1.情景引学Step 1: Lead-inWe have been together for over two years. Do you remember whathe was like before? /in Grade One? What does he look like now?Compare two or three students or teachers. Let students tellsomething about their appearance or personality.Write “ He was short in Grade OneBut. he is tall now.”Today we learn a new sentences He used“ to be short. But heis tall now . ”2. 自主探学Step 2: explain “ usedto be/do ” “He used to play computergames every day. But now he study really hard.”Let students describe their partner. Please use“ used to do /be”Step 3: Deal with activity 1aTurn to p25, let’ s look1aat.Please write down the words as manyas possible. if you want to know others’ appearance or personality, we can ask:“ What does he look like?/ What’ s he like?”3.合作研学Now I want to know something about yourself. “ What’yourschange? ” Please use “ I used to ⋯I ,but⋯”nowFour students a group.4.变换拓学Step 4: Deal with 1b and 1c.Let ’looks at the picture. and could you tell us what are theirchanges?Listen to the tape and do 1bStep 5: deal with 2a and 2b.Listen to the tape and do 2a and 2b重点句型：1. I used to be afraid of the dark.我过去常常怕黑。
人教版九年级英语全册教案Unit4教案
Unit 4 I used to be afraid of the dark.第一课时Section A(1a〜2d)教学设计画画画瓯图置瓯围§自主学习案翻译下列词组和句子。
1.过去常常干某事used_ to_ do sth.2.对... 感兴趣be interested in3.惧怕黑暗be afraid of the dark4.时常from time to time5.如此好的一个主意such a good idea6.取得好的分数get good grades7.你过去常常弹钢琴吗？Did you use to play the piano?8.我过去不喜欢穿红色的衣服。
I didn't use _to like wearing red clothes.§课堂导学案Step 1 准备与热身(Preparation)T: Twenty years ago, I was a student.But now, I'm a teacher.That is to say, I used to be a student.(write the sentence on the bd.)To get them to understand better, show them an old photo of a classmateT: This is •••He was really short then, but now he is so tall.So he used to be really short.Questions：Teacher: Can you tell me what you looked like five years ago?Students：.①I used to have big eyes, but now I have small ones.②I used to like math, but I like English now.Show two different pictures of some famous people.Talk about their differences.Step 2 呈现与输入(Presentation)1.要求学生翻开课本P25迅速阅读1a部分的内容。
人教版英语九年级全册-Unit 4 Section A (1a—2d)教案
Unit 4I used to be afraid of the dark.Section A (1a—2d)一、教学目标1. 熟练掌握下列词汇和短语：humorous, silent, helpful, score, from time to time, used to…2. 掌握并运用下列句型：Did Mario use to be short?Yes, he did. He used to be really short.What’s he like now?He’s tall n ow.Paula used to be really quiet.I know. She was always silent in class.3. 能够听懂关于人们今昔变化的对话，运用used to结构描述自己和同学曾经的性格特点和相貌。
4. 能够准确描述自己或他人在外表、性格、兴趣等方面所发生的变化。
5. 培养学生积极健康的心态，学会谈论事情的发展和变化。
二、教学重点及难点重点：1. 掌握本单元出现的与性格和外貌相关的词汇、短语及目标语言。
2. 学会用used to描述自己或他人的变化。
难点：准确运用used to准确描述自己或他人在外表、性格、兴趣等方面所发生的变化。
三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1 Warming-upFree talkT show some pictures, and ask Ss to describe his/her appearance.T: What is he/she like?Ss: He / She is…【设计意图】利用图片复习描述人物外貌和性格的词汇和句型，温故知新。
Step 2 Pre-listeningWork on 1a1. Fill in the chart with words to describe people2. Look at the pictures and compare the differences.【设计意图】学习有关人物外貌特征和性格的单词和短语，为下面的听力教学做铺垫。
人教版新目标九年级英语Unit4单元教学设计教案
人教版新目标九年级英语Unit4单元教学设计教案教学目标1. 帮助学生掌握本单元的重点词汇和短语。
2. 培养学生听、说、读、写的能力。
3. 帮助学生理解并运用本单元的语法知识。
4. 激发学生研究英语的兴趣和自信心。
教学步骤Step 1: 导入新知- 创设情境，引发学生兴趣，激活已有知识。
- 使用图片、视频等多媒体素材，呈现本单元的话题和内容。
Step 2: 新课讲解- 通过示范和解释，讲解本单元的重点词汇和短语。
- 引导学生正确发音和记忆。
Step 3: 听力训练- 运用听力材料，让学生进行听力练。
- 提供听力策略和技巧，帮助学生提高听力能力。
Step 4: 口语练- 进行口语练活动，通过角色扮演、对话练等形式，让学生运用所学知识进行口语表达。
- 提供相关词汇和句型的情景教学，帮助学生积极参与。
Step 5: 阅读理解- 提供相关阅读材料，让学生进行阅读理解练。
- 引导学生掌握阅读技巧，如浏览、扫读、略读和深度阅读。
Step 6: 写作训练- 引导学生根据所学内容进行写作练。
- 提供写作模板和范文，帮助学生提高写作水平。
Step 7: 语法讲解- 讲解本单元的语法知识，如时态、被动语态等。
- 通过例句和练，加深学生理解和运用。
Step 8: 评价与反馈- 针对学生的表现进行评价，并提供及时反馈。
- 鼓励学生积极参与，帮助他们更好地理解和掌握所学知识。
教学资源- 人教版新目标九年级英语教材- 多媒体设备和教学素材- 相关练和评价材料教学策略- 创设情境，激发学生兴趣。
- 多媒体辅助教学，提供丰富的教学资源。
- 分组合作研究，激发学生参与和合作的热情。
- 情景教学，帮助学生在实际语境中运用所学知识。
教学评价- 针对学生在听、说、读、写等方面的表现进行评价。
- 采用课堂观察、小组讨论、作业评改等方式进行评价。
- 及时反馈学生的优点和需要改进之处。
教学反思与改进- 教师要不断反思，对课堂教学进行总结和改进。
【人教版九年级英语上册】Unit4SectionB(1a-1e)教案
Unit 4 I used to be afraid of the dark.Section B (1a~1e)教课目标【知识与技术】1.掌握句型： 1) I didn't use to like tests.2) I used to be nervous about tests all the time.2. 掌握本课词汇 : ant，on the soccer team，be nervous about tests【感情、态度与价值观】1. With the help of this unit's study，students can think about how to achieve their self －improvement.2. Encourage the students to improve themselves and not to be afraid of their negative personality.教课重难点【教课要点】Practice talking about the things they used to like or hate or do in the childhood.【教课难点】Practice talking about the things they used to like or hate or do in the childhood.教课过程Step 1 Leading in1．Greeting2．Brainstorming & reviewAsk free questions and get their answers about what they used to be like in appearance and personality. Read the article in 3a.3．Get the students to say about their changes in 4b.Step 2 Finish the tasks in 1a and 1b①Look at the pictures in 1a.The teacher asks questions to help students describe the pictures. Use the structure．“ used to”②Get the students to write down the things they used to do when they were children.③Discuss them with their partners. Then report in English.Step 3 Finish the task in 1c①Read aloud the sentences in 1c.Make sure the students understand the meaning.②Play the recording for the first time. Students check the sentences they hear.Step 4 Finish the task in 1dStep 5 Finish the task in 1eHomework1．Make more conversations to compare their past with now after class.2．Write a conversation to talk about their changes.3．Translate the following sentences into English.(1)我从前不喜爱体育。
人教版九年级英语上册单元教案-第四单元
人教版九年级英语上册全册教案(4单元）Unit 4 I used to be afraid ofthe dark.Section A 1(1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词： humorous, silent, helpful, from time to time, score能掌握以下句型：① Paula used to be really quiet.②—Did Mario use to be short? —Yes, he did.③—What’s he likenow?—He’s tallnow.2) 能够用英语描述自己或他人过去常常做的事情；发现自己或他人在外表、性格、兴趣等方面所发生的变化。
2. 情感态度价值观目标：让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。
二、教学重难点1. 教学重点：1)掌握本课时中出现的生词humorous, silent, helpful, from time to time, score2) 学会描述自己或他人过去常常做的事情基本句型：I used to…3）发现自己或他人在外表、性格、兴趣等方面所发生的变化。
2. 教学难点：used to do/be 句型三、教学过程Ⅰ. Lead in1. 大屏幕展示Ryan Carter的几张照片，引导学生们来描述他的长相特点。
T: What does helook like?S1：He has long curly blonde hair.S2: He has a roundface, two big eyes. He’s a little heavy.T: Does he likehis hair? Can you guess?S1：No, he does. He wants to cut it short.S2: …T: Do you want toknow about his story?S3: Sure. We’dlove to.T: Ryan’s hair issoft and beautiful. His mother thinks it’s really wonderful. So she can’t standcutting his beautiful hair. But some of Ryan’s friends say that Ryan can’t playwith them because he looks like a girl.Ⅱ. Words presentation1. Look at thechart in 1a, then discuss with your group mates. Try to fill in the cha rt withwords to describe people.Appearance Personalitytallstraight hairoutgoingfunny2. Let some Ss saytheir answers. Let other Ss add more.Appearance: tall,straight hair, short, of medium height, straight/curly hair, long/short hair,heavy, thin, of medium built …Personality:Outgoing, shy, funny, serious, cute, quiet, kind, brave, friendly, active3. Lear the newwords with the Ss: humorous, silent, helpful, from time to time, score Ⅲ. PresentationShow two different pictures of some famouspeople. Talk about their differences.1. Jiang Wen:Jiang Wen used towear glasses, but he doesn’t wear glasses now.2. Zhang yishanZhang yishan usedto be short, but he is tall now.T: Explain the use of “used to do/be …”to theSs.Ⅳ. Listening1. T: Bob hasn’tseen some of his friends for four years. Now he’s seeing his friends. What didhis friends use to like? Listen and fill in the blanks.1) Mario used tobe ______. He used to wear _______.2) Amy used to be_____. She used to have _______ hair.3) Tina used tohave ______ and ______ hair.Keys: short glassestallshortredcurly2. Play therecording for the Ss to listen.3. Ss listen andtry to fill in the blanks with the right words.4. Play therecording again. Let Ss check their answers.Ⅴ. Pair work1. Look at thepicture in 1a and make conversations in pairs.2. Ss work inpairs to ask and answer the appearance about Mario, Amy and Tina.3. Let some pairsask and answer in pairs.e.g. A: Did Mario use to be short?B: Yes, he did. Heused to be really short.A: What’s he likenow?B: He’s tallnow.Ⅵ. ListeningWork on 2a:T: Paula haschanged a lot in the past few years. Do you want to know what she used to be?1. Look at thewords in 2a. Let some Ss read the words aloud. Make sure all the Ss know themeaning of the words.___ friendly ___outgoing___ serious___ humorous ___silent ___ active___ brave___quiet ___ helpful1) humorous adj. 有幽默感的；滑稽有趣的humor (幽默) + ous →有幽默感的e.g. Cartoons arehumorous pictures with words.漫画是附有文字的幽默图片。
人教版九年级英语教案设计：Unit 4 教案设计
Unit 4 Topic 1Section A定标自学一、学习目标：1、掌握：rocket, metal, satellite, spaceship ,lock, laptop, digital2、掌握：—What’s it made of/from?—It’s made of/from…—What’s it used for? —It’s used for …二、学习重点：掌握一般过去时的被动语态三、学习难点：(1) I wish I could go into space some day.(2) I hope your dream will come true.交流展示一．翻译下列短语1.不被允许做某事____________________2.对你的健康有害______________3.在…上花太多的时间__________________4.让某人看某物________5.把…发射到太空_______________6.从…中学到很多关于…的事______________7.未来某一天___8.(梦想)实现__________二．Listen to 1a,then finish 1b.三．Read 1a and finish 1c.精讲点拨1.It’s used for sending satellites or spaceships into space.点拨：a.be used for doing sth. ---(被)用来… (强调用途或作用)b.be used to do sth. --- (被)用来去做…(强调目的)c.be used as --- (被)用作…(强调被用作工具或手段)d.be used by ---被…使用，后跟人/物（强调使用者）练习：a.邮票是用来寄信的。
______________________________________b.语言是被用来描述人的感情的。
人教版九年级上册英语Unit4 Section B1 (1a-2f)教案
Unit 4 I used to be afraid of the dark.Section B1 (1a-2f)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：ant, insect, seldom, influence, absent, fail,examination, boarding, in person, exactly,pride, take pride in, proud, be proud of2) 能掌握以下重难句子：① Li Wen’s unhappiness bagan to influence his schoolwork.② Sometimes he was absent from classes and failed his e to talk with their son in person.④ They take pride in everything good that I do.I know my parents love me and they’re always proud of me,”says Li Wen.2. 情感态度价值观目标：让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。
珍惜父母及亲人对你的爱，努力学习回报社会。
二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及用法。
2) 进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点1. 听力训练2. 阅读2b部分的短文并完成相关要求。
三、教学过程Ⅰ. Warming- up and revision1. Daily greeting.2. Check the homework.3. Let some students talk about which things they used to be afraid of and which things they are still afraid of.A: I used to be afraid of the dark. I’m s till afraid of the dark. B: I used to be afraid of giving a speech in public. I’m still afraid of giving a speech in public.A: I used to be afraid of flying. I’m still afraid of flying. B: I used to be afraid of high places. I’m still afraid of high places.A: I used to be afraid of scary movies. I’m still afraid of scary movies.B: I used to be afraid of dogs. I’m still afraid of dogs now. Ⅱ. Lead in1. T: Show some pictures of the school activities, such as havingP.E class, having music class, eating ice-cream and so on.2. Talk about the activities you used to like or dislike very much.e.g. S1. I used to like P.E. class when I was a child.I used to hate music class when I was a child.S2: I used to like ice-cream when I was a child.I used to hate milk and eggs when I was a child.Ⅲ. WritingWork on 1a1. Students look at the pictures in 1a. Try to understand the activities in the pictures.______ P.E. class ____ painting pictures____ music class ____ ants and other insects2. Let some students talk about the activities they used to like or dislike very much.Work on 1b:1. Let students try to write some sentences. Then discuss with their partners.e.g. I used to like painting pictures when I was a child.2. Let some students write their sentences on the blackboard. Ⅳ. ListeningWork on 1c:1. Tell students to read the sentences in 1c and try to understand the meaning of them.1) ____ I didn’t use to like tests.2)____ We used to walk to school.3)____ I used to hate P.E. class.4)____ I used to be on the soccer team.2. Play the recording for the students. Students just listen for the first time. Play the recording again and check the sentences students hear.3. Check the answers:Keys: 1 √ 3 √Work on 1d:1. Let students read the sentences in 1d first. Tell students tolisten again and fill in the blanks with the right words.GirlKeys: tests school uniform tests whatever we likeBoyKeys: play P. E. class study love2. Play the recording again for the students to listen and write the words.3. Students listen to the recording carefully and try to write the right words.3. Check the answers with the class.Exercise:Listen again and try to answer the questions according to the recording.1) Did the girl use to like test when she was six?2) What does the boy think of the tests in primary school?3) Did they use to wear school uniforms when they were in primary?4) What did the boy think of the school uniform in primary school?5) What did the boy use to hate in primary school?Keys: No, she didn’t.He thinks they were easy.Yes, they did.He didn’t mind wearing a school uniform.He used to hate P.E. class.Ⅴ. Comparing1. Work in pairs. Compare yourself with your partner.e.g. A: I used to be nervous about tests all the time. What about you?B: Yes, me too. And I used to be afraid of making a speech in public.2. Let some pairs make a conversation before the class.Ⅵ. Lead in1. Show a picture of a young student. Tell students that the boyis Li Wen. He’s a 15-year-old boy whose parents are working in the city. Look at the title of the passage and predict the problemshe might have.He Studies Harder Than He Used to2. Now discuss them with your partner and guess the problems he might have.3. Ask some students guess the problems..e.g. S1. He used to break the school rules.S2: He used to hate studying and fail his exams.S3: He used to fight with his classmates.…Ⅶ. ReadingFast Reading1. T: Now let’s work on 2b. First, let students read the sentencesand make sure they know the meanings of all the sentences. Then read the passage again and try to put the sentences into the correct places in the passage.Read the passage and put the sentences [A-D] in the correct places.A. They had a long talkB. Now Li Wen has really changedC. However, things began to change a few years agoD. His teacher was worried about him2. Give some good ways to the students.e.g.Paragraph 1: C 指导：由上文“当他小时候，他很少惹麻烦，他的家人和他在一起生活”，以及下文“他的父母搬到城市里去找工作，他很想念他们而且觉得很孤独和不开心”，可知李文的生活发生的变化，故应选C。
九年级英语上册Unit4教案
Unit 4 What would you do?Part 1: Teaching design (第一部分：教学设计)Structures: Second conditional, Should for adviceTarget language:What would you do if you won a million dollars?I’d give it to medical research.I can’t sleep the night before an exam. What should I do?If I were you, I’d take a long walk before going to bed.Vocabulary: million, charity, pimple, confident, shirt, tie, medical researchLearning strategies: Matching, Listening for key wordsSECTION AGoals●To learn to use Second conditional and Should for advice●To listen and talk about imagined lifeProceduresWarming up by learning about Second conditional and Should for adviceThe second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.The structure of a second conditional sentenceLike a first conditional, a second conditional sentence consists of two clauses, an "if" clause and a main clause:if clause main clauseIf I had a million dollars, I would buy a big house.If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma:main clause if clauseI would buy a big house if I had a million dollars.We use different verb forms in each part of a second conditional:if clause if + subject + simple past verb*main clause subject + would + verb1a Talking about imaginary situationsWhat would you do if you had a lot of money?If I had a lot of money, I would give it to charity.If I had a lot of money, I would buy snacks.If I had a lot of money, I would give it to Hope Project.If I had a lot of money, I would buy books for the poor.1b Listening and numberingNow you are going to listen and number the pictures 1 to 3 in the order you hear them. TapescriptGirl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity.Boy1: Wow, what a nice man!Girl1: What would you do if you had a million dollars?Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas.Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family.Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow!Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people. Now listen again and write down the sentences with Second conditional and Should for advice1c Doing pairworkLet’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.Look. This old man had a million dollars, and he gave it to charity.Wow! What would you do if you won a million dollars?I’d give it to medical research.I’d take a chance to achieve my dream of flying to the moon.If I won a million dollars, I’d stop working and become a professional runner.I’d go to an old people’s home to help them.I’d volunteer at th e hospital twice every week.2a Listening and circlingListen to the tape and circle the reasons in the box on page 27 why Larry is nervous.TapescriptGirl1: Where are you going, Larry?Boy1: To Tom’s party.Girl1: Lucky you! I’d love to go to that party!Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear.Girl1: If I were you, I’d wear a shirt and tie.Boy1: And I don’t have a present. What if everyone brings a present?Girl1: If I were you, I’d take a small present—a pen orsomething. Keep it in your pocket and if everyone has a present,you can give him yours. If not, you can keep it.Boy1: OK. But what if I don’t know anyone?Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.Boy1: I guess I can do that.Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave.Now listen again and write down all the expressions onto your phrase book.go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun2b Listening and checkingListen to the tape again and check on page 27 the four things Larry’s sister says to him.2c Doing pairworkXu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie.X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present—a pen or something.X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’llintroduce you to people.… …3a Reading and matchingGo to page 28. Read the problems in the boxes and match them with the correct advice.And now write down all the expressions into your phrase book.be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy3b Thinking and role playingNext you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.4. Doing group workYou are put into pairs and find out each other’s problems at school and at home. Then give each other advice.I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way.I failed the driver’s exam and cannot get my driver’s license. Go practicing driving mo re often and go over the textbook three more times. You won’t fail next time.My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first.I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too.I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school un iforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes.… …Closing down by taking a test on Second conditionalMatch up the parts of the sentence1. If I lost my job,a) we'd both benefit.b) I'd have a lot of problems getting another one.c) you'd be more aware of what people really felt.d) we wouldn't be so behind technologically.2. If I were in your position,a) I'd resign rather than wait to be sacked.b) I'd have a lot of problems getting another one.c) you'd be more aware of what people really felt.d) we wouldn't be so behind technologically.3. If I spoke Japanese as well as you do,a) I'd resign rather than wait to be sacked.b) I'd try to find a job with one of the Japanese banks.c) we'd both benefit.d) we wouldn't be so behind technologically.4. If we spent more on Research and Development,a) I'd resign rather than wait to be sacked.b) I'd have a lot of problems getting another one.c) I'd try to find a job with one of the Japanese banks.d) we wouldn't be so behind technologically.5. If you spoke less and listened more,a) I'd resign rather than wait to be sacked.b) I'd have a lot of problems getting another one.c) I'd try to find a job with one of the Japanese banks.d) you'd be more aware of what people really felt.6. If you spent more time on your own problems and a bit less on mine,a) I'd resign rather than wait to be sacked.b) I'd have a lot of problems getting another one.c) we'd both benefit.d) I'd try to find a job with one of the Japanese banks.7. If we controlled our expenses a bit better,a) I'd resign rather than wait to be sacked.b) I'd have a lot of problems getting another one.c) we'd save a lot of money.d) I'd try to find a job with one of the Japanese banks.8. If you invested some time into learning how the Internet works,a) you'd find that it could really help you in your job.b) I'd have a lot of problems getting another one.c) we wouldn't be so behind technologically.d) I'd try to find a job with one of the Japanese banks.9. If we opened an office in Tokyo,a) we wouldn't be so behind technologically.b) you'd be more aware of what people really felt.c) I'd be interested in working there.d) we'd both benefit.10. If you didn't take the job,a) you'd regret it later.b) you'd be more aware of what people really felt.c) we wouldn't be so behind technologically.d) I'd try to find a job with one of the Japanese banks.SECTION BGoals●To find out about people’s personalities●To learn to communicate by Second conditional and Should for adviceProceduresWarming up by learning about personalityWhat is personality? What is your personality?In psychology, personality describes the character of emotion, thought, and behavior patterns unique to a person. There are several theoretical perspectives on personality in psychology, which involve different ideas about the relationship between personality and other psychological constructs, as well as different theories about the way personality develops.1a Describing and fillingTurn to page 29 and fill in the blanks with words given.1b Which words in activity 1a describe you? Tell your partner.What are you like? I think I am creative and outgoing.Words used to describe peopleAdventurous, superstitious, dependant (on), unfriendly, aggressive, active, old-fashioned, anxious, adaptable, decent, moral, annoyed, irritated, arrogant, very irritating, enlightened, well-informed, upset, excited, open, open-minded, sincere, honest, crazy, flipped-out, well-balanced, stable, shy, timid, talented, gifted, excited, enthusiastic, crazy, mad, persevering, persistent; dogged, helpful, well-known/famous, crazy, loopy, mad, zany, popular, modest, humble, self-effacing, demented, crazy, possessive, spellbinding, fascinating, silly, ignorant, stupid, spiteful, evil, angry, mean, spiteful, well-behaved, good, chaotic, disorganized, charming, cool, thankful, grateful, dumb, self-centred, ambitious, honest, jealous, selfish, simple, plain, simply, arrogant, smug, vain, unique, matchless, lonely, lonesome, vain, very mean, detestable, disgusting, elegant, classy, touchy, sensitive (to), sensitive, feeling, energetic; assertive, committed, dedicated, narrow-minded, successfulserious, first-class, fair, fantastic, fascinating, lazy, cowardly, fainthearted, refined, unchanging, solid, fit, feeling good, hard-working, industrious, progress-minded, cheeky, kind, friendly, happy, cheerful, merry, thoughtful, considerate, hospitable, generous, educated, cultured; well informed, patient, dangerous, full-of-feeling, sentimental, brilliant, stingy, cheap, tight, rude, low, ignorant, pleasant, brilliant, genius, just; fair; impartial, valued, dear, appreciated, clever, skillful, skillful, clever (at), closed, reserved, talkative, chatty, talkative, sociable, healthy, conscientious, greedy, reliable, trustworthy, pathetic (towards); unconcerned (about), indifferent (to), happy, lucky, rude, generous, well-dressed, good-humoured, well informed (on), good-natured, stubborn, hard-headed, stubborn, domestic, home-loving, cheerful, bright, clear-headed, uninhibited, unworried, wonderful, magnificent, heartless, helpful, cooperative, helpful, deceitful, tricky, naughty, proud, snobby, stuck-up, polite, hungry, realistic2a Listening and checkingCella is asking Bill questions from a personality survey. Check the questions Cella asks. TapescriptGirl1: I just did a personality survey in Teen Time magazine. It tells you how confident you are. Boy1: Oh? How did you do, Celia?Girl1: I don’t know yet. But it’s a really interesting test. You should try it, Bill.Boy1: OK.Girl1: How about question 1? What would you do if the teacher asked you to give a speech infront of the whole school?Boy1: I’d say I had a cold and couldn’t speak. I would be afraid to make a speech in front of the whole school.Girl1: How about this movie question? What would you do if someone asked you to be in a movie?B oy1: Oh, I’d say no. I’d be too nervous. What’s the next question?Girl1: Let’s see…2b Listening and circlingYou shall listen again to the recording and circle Bill’s responses. Copy the phrases from the listening script.do a personality survey, in Teen Time magazine, a really interesting test, give a speech, in front of the whole school, have a cold, be afraid to make a speech, in front of the whole school, in a movie 2c Doing pairworkIn pairs ask and answer the questions in the personality survey on page 29.3a Reading and fillingLook at the survey in 2a and read the personality survey result below on page 30. Fill in the balnks with a, b or c.3b Looking and writingNext you are to write your own personality survey based on the that in 2a.4 Doing groupworkAsk students in your group the questions from your survey. Discuss the results.Closing down by taking a personality surveyRead each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly Disagree” as a description of you.Questions Strongly Agree Agree Disagree Strongly DisagreeWaste my time?Often feel blue?Seldom feel blue?Have little to say?Do not like art?Believe in the importance of art?Dislike myself?Have a good word for everyone?Feel comfortable with myself?Feel comfortable around people?Am not interested in abstract ideas?Have a sharp tongue?Are always prepared?Keep in the background?Pay attention to details?Rarely get irritated?Respect others?Make friends easily?Have a vivid imagination?Find it difficult to get down to work?Am not easily bothered by things?Know how to captivate people?Avoid philosophical discussions?Accept people as they are?Get chores done right away?skilled in handling social situations?Cut others to pieces?Carry out my plans?Am very pleased with myself?Would describe my experiences as somewhat dull?Do not enjoy going to art museums?Suspect hidden motives in others?Do just enough work to get by?often down in the dumps?Tend to vote for liberal political candidates?Tend to vote for conservative political candidates?Make people feel at ease?Make plans and stick to them?Have frequent mood swings?Don't like to draw attention to myself?Carry the conversation to a higher level?Get back at others?Don't see things through?Panic easily?Don't talk a lot?Enjoy hearing new ideas?Insult people?Shirk my duties.Believe that others have good intentions?SELF CHECK1.Filling the blanksOn page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary.2.Reading an e-mailRead the e-mail from Fran and copy all the expressions.Subject: Can you help? From: FranDear Knowledgeable,My best friend, Mei, has a problem. There is a really important English speech contest for our whole city next month. Our classmates want her to represent the class in the school contest. Everyone is sure she will win. It’s probably t rue. Mei is very clever, and can speak English really well. In fact, she always comes top in the school exams. The problem is that she’s very shy. She doesn’t want to let her friends down, but she’s terrified of speaking in front of other people. She’s my friend, so she can tell me that she’s shy. But she can’t tell everyone that. I don’t think they would believe her. I can’t think of any good advice to give her, but you always come up with goodsolutions to people’s problems. What do you think I should tel l Mei? What do you think I should tell the rest of the students? FranJust for funTo end this period let’s do something fun—to find the animals.Reading: What would you do if …?Before you read, go to page 148 to learn the words for this reading passage first.While you read, put the sentences into thought groups and underline all the useful phrases to be copied later after class.Martin Robinson is a famous doctor/ who has a lot of experience/ dealing with teenagers. His new book/ What Would You Do/ If…? came out/ last month. It gives advice/ on what to do/ in lots of different situations. Here are two pages/ from the book.ACCIDENTSQuestion 1: What would you do/ if you cut yourself/ by accident?Doctor: You should cover the cut/ with a clean clo th /and press it/ hard. If it’s a deep cut, you should see a doctor.Question 2: If my grandmother fell downstairs, and wasn’t moving, I’d hurry/ to call the hospital/ first. Is that/ correct?Doctor: Yes, speed is very important. Get the medical help/ first, then make her comfortable/ and stay/ with her.Question 3: What would you do/ if you burned yourself/ by accident?Doctor: Well, first find out/ how bad/ it is. Then/ put the burned area/ under cold running water.Question 4: What would you do/ if you injured your knee /while running?Doctor: If I felt some pain, I’d stop exercising. And/ if it hurt/ for more than a few days, I’d see a doctor.PROBLEMSProblem 1: A friend offers you cigarettes/ at a party.Advice: Of course/ you should refuse！If I were you, I’d also talk to your friend/ about the dangers of smoking.Problem 2: Children often think/ medicine is candy/ and eat it.Advice: You must always hide medicine/ from children, and/ you should tell children/ to ask their parents/ before they eat “candy”/ they find.Problem 3: An “internet friend” has asked/ if you could meet.Advice: You should tell your parents/ about it, agree to meet/ in a public place, and you shouldn’t go alone.Problem 4: You get pimples/ when you are nervous.Advice: You should drink lots of water/ and ask your doctor for advice.Part 2: Teaching Resources (第二部分：教学资源)A Personality surveyIn School1. I like teachers who set routines and have organized ways of conducting classes.2. I like classes to be "hands on," I like to play games, compete, and solve problems.3. I like my teachers, especially those who are friendly.4. I learn best by working by myself.5. I prefer teachers who stay on one topic at a time.6. I like classes that have contests, changes of pace, and variety.7. My favorite subjects are about people, such as language, drama, and literature.8. I am easily bored if the subject holds no interest to me.9. I like subjects that are useful and traditional, such as history and government.10. My favorite subjects are music, art, and crafts.11. I am social and work best in a group setting.12. Sometimes, it is hard for me to decide what's important, because so many things are interesting to me.With Friends13. I prefer friends who are careful with their money and who make plans ahead of time.14. Planning ahead bores me because I never know what I want to do until the moment arrives.15. I am sensitive to rejection and need to know that a person cares about me.16. I may seem distant and without emotions.17. I like my friends to be loyal, dependable, and on time.18. I like to excite my friends with new and different things.19. I appreciate real, human feedback and like to receive notes and gifts.20. I am uneasy about showing my emotions.With Family21. I like stability and security and enjoy traditions and celebrations.22. I need a lot of space and freedom.23. I like to be happy and loving.24. I am probably seen as a loner because I like a lot of private time to think.25. I like to spend holidays with family members and plan on such gatherings for months and months.26. It is hard for me to follow rules and I feel we all should just enjoy one another.27. I am very sensitive to rejection from my family and to family conflicts.28. Sometimes, I find activities boring and have difficulty following family rules that don't make sense to me.。
人教版九年级英语上册教案Unit 4
Unit 4I used to be afraid of the dark.知识目标Section A重点单词humorous,silent,helpful,score,background,interview,Asian,deal,shyness,dare,crowd,ton,private,guard,require,European,African,British,speech,public重点短语used to,get good scores/grades,be good in,from time totime,wear glasses,take up,deal with,dare to do sth.,in frontof,be able to do,all the time,get tons of attention,hang outwith,give up,fight on,a small number of,be afraid of重点句子1.Mario,you used to be short,didn't you？2.What's he like now？3.It's been three years since we last saw our primary schoolclassmates.4.Candy told me that she used to be really shy and took upsinging to deal with her shyness.5.Now she's not shy anymore and loves singing in front ofcrowds.Section B重点单词ant,insect,seldom,influence,absent,fail,examination,exactly,pride,proud,general,introduction重点短语worry about,be nervous about,do well in,look for,take careof,be absent from,make the decision to do sth.,in person,eventhough,take pride in,be proud of,in the last few years,have agreat influence on sb.重点句子1.I used to be nervous about tests all the time.2.Finally,Li Wen's parents made the decision to send him to aboarding school.3.He found life there difficult.4.Now I understand that even though they are busy,they arealways thinking of me.5.It's very important for parents to be there for their children.6.My life has changed a lot in the last few years.7.Kate's grandparents have had a great influence on her.语法目标让学生掌握used to结构的用法技能目标让学生学会用used to结构谈论人/物的变化。
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Unit 4 I used to be afraid of the dark.Grammar FocusClass Type GrammarObjectives 1. To learn the expression of “used to”.2. To better understand and express the sentences with“used to”.Key 1. I used to be short.structure 2. She didn’t use to like tests.3. You used to be short, didn’t you?/ Did he use to wear glasses?—Yes, he did. / No, he didn’t.Difficulties How to well express and use the structure “used to”in practice.Period 1ProcedureLead-in Enjoy a song: I Wonder.Step 1 Read the sentences with “used to be” underlined.Step 2 Explanations about “used to + 动词原形”.Step 3 The negative forms and questioned forms of “used to do”, and some examples about “used to do”.Step 4 Explain the disjunctive question with some examples. Step 5 Show Ss some comparisons pictures and ask them to make sentences by using “used to”.Step 6 More exercises.1. The exchanges of sentence structures.2. Complete sentences with correct words.Step 7 Comparison.Show Ss the comparison of “be/get used to doing” and “beused to do sth.” with some examples.Step 8 More exercises about the grammar focuses.Unit 4 I used to be afraid of the dark.Section A-1Class Type Listening, reading and speakingObjectives 3. To learn to describe people.4. To know about what Bob’s friends used to look like.5. To practice talking about the conversation by listening.1. Did Mario use to be short?Keystructure —Yes, he did.2. What’s he like now? —He’s tall now.Difficulties How to describe the expression of what people look like by using “used to”.humorous, silent, helpful, scorefrom time to time, get scoresVocabularyPeriod 1ProcedureLead-in Free talk.Let Ss think and talk about the question “how do wedescribe people”?Step 1 Show Ss some vivid pictures and then ask Ss to fill in a chart with words to describe people.Step 2 List Ss a picture of the looks of people with accordingly words.Step 3 Free talk.Show Ss some pictures about Ss’ favorite people, and thenask Ss to describe what these people used to be like.Step 4 Activity.Choose the correct answers to complete these sentences. Step 5 Activity 1b.Listen and to complete the sentences of what Bob’sfriends used to look like with what you hear.Step 6 Pair works.Show Ss some comparing pictures of some famous starsand ask Ss to make conversations with the sentencestructures in 1c.Step 7 Activity 2a.Listen and check the words you hear.Step 8 Activity 2b.Listen again and complete the chart about how Paula haschanged.Step 9 Pair works.Let Ss make conversations about yourself or other peopleused to look like using the information in 2b.E.g.:A: I used to be really quiet.B: I know. Now you’re very outgoing.Step 10 Activity 2d.Read the role-play conversation and answer the questions. Step 11 Pair works.Let Ss make role-play conversations using the informationin 2d.Step 12 Language points: explain the key words and phrases in section A-1.Step 13 More exercises about language points.Unit 4 I used to be afraid of the dark.Section A-2Class Type ReadingObjectives 6. To learn the changes of Candy Wang.7. To know more about Candy Wang.Key 1. She used to be shy, but now she’s not shy anymore. structure 2. Only a very small number of people make it to the top.Difficulties How to better understand the “used to” sentences and thesigns of Candy Wang’s changes gave.Vocabulary b ackground, interview, Asian, dare, ton, private, guard, require, European, African, British, speech, public,deal with, in private, in public, be afraid ofPeriod 1ProcedureLead-in Revision.Show Ss some pictures and ask Ss to use “used to” and“now” to describe the pictures.Step 1 Free talk.Show Ss some pictures about problems and ask them tothink and talk about what is their problem.Step 2 Activity 3a.Read the article and number the information in thechart.Step 3 Read again and answer the questions.Step 4 Activity 3b.Let Ss read the article again and complete the sentencesabout Candy.Step 5 Free talk.What can we learn from Candy to deal with ourproblem?Step 6 Enjoy a song: I have a dream.Step 7 Language points: explain the key words and phrases in section A-2.Step 8 More exercises about language points.Unit 4 I used to be afraid of the dark.Section B-1Class Type Listening and speakingObjectives 1. To learn about the things you used to like when you were a child.2. To understand the sentences about the girl and theboy by listening.3. To practice talking about the things you used to be.Key structure I used to be nervous about tests all the time. What about you?—Yes, me too. And I used to …Difficulties How to better express the comparison about the things you used to do and the things that have changed now. Vocabulary ant, insectbe nervous about, all the timePeriods 1ProcedureLead-in Enjoy a song: Days of My Past.Step 1 Discussion.Show Ss some comparing pictures and ask them to talkabout pictures by using “used to” and “now”.Step 2 Free Talk.Show Ss some pictures and ask Ss about:Did they use to like this when being a child?Write down and discuss other things they used to do. Step 3 Activity 1c.Listen and complete the learning challenges he talksabout.Step 4 Activity 1d.Listen again. Talk about what do the girl and the boy sayabout things in the past and now and fill in the chart. Step 5 Free talk.Let Ss suppose to be a Grade 9 student, and talk aboutthe life’s differences from before.Step 6 Discussion.1. What did your parents use to do when they werechildren?2. How is it different from what you do?Step 7 Language points: explain the key words and phrases in section B-1.Step 8 Pair works.Let Ss to have a comparison with their partner.E.g.:A: I used to be nervous about tests all the time. Whatabout you? / Did you?B: Yes, me too. And I used to …Step 9 Examples and exercises about the language points.Unit 4 I used to be afraid of the dark.Section B-2Class Type Reading and writingObjectives 1. To understand the passage about the student Li Wen.2. To complete and better understand the retelling ofthe passage.3. To introduce to your classmates about the changesabout yourself from past to now.Key structure 1. He studies harder than he used to.2. They’re always proud of me.3. My life has changed a lot in the last few years.Difficulties How to understand the changes and the expression of “used to” and “now”.seldom, influence, absent, fail, examination, exactly,pride, proud, general, introductionVocabulary in person, take pride in, be proud ofPeriods 1ProcedureLead-in Enjoy a flash to have fun.Step 1 Free talk.Show Ss some pictures about playing and ask Ss to tellthe whole class what things they used to like doing whenbeing a child by using the sentence structure “when Iwas a child, I used to ...”.Ask Ss about the problems they want to tell in front ofthe whole class.Step 3 Activity 2a.Look at the pictures and think about the problems LiWen might have.Step 4 Activity 2b.Read the passage quickly and underline the problemsthat Li Wen used to have.Step 5 Activity 2c-1.Let Ss read the passage again and put the sentences intothe correct places.Step 6 Activity 2c-2.Read the passage again and find the clues to match thewords or phrases with correct meanings.Step 7 Activity 2c-3.Read the meanings of the words in activity 2c-2, andthen make sentences with each word or phrase.Step 8 Read and answer the questions according to the passage.Step 9 Activity 2e.Complete the passage with proper forms of the wordsand phrases in the box in Page 31.Step 10 Free talk.Let Ss supposed to be going to start a club to helpstudents who are not interested in school work.Think of two activities you can do with them, and discussthe reasons why it might help them.Step 11 Discussion.Let Ss think about the situation that they have differentopinions with their parents and then talk about howthey do to deal with that.Step 12 Enjoy a song: You Raise Me Up.Ask Ss to write about how their life has changed sinceprimary school by using the language in this unit.Step 14 Language points: explain the key words and phrases in section B-2.Step 15 More exercises about the language points.Step 16 Writing.Write a passage in about 100 words with the help of thefollowing points about changes of Zhanghua’s life. Thefirst sentence has been given.Step 17 Practice.Based on the fact that the mountain area Zhang GeZhuang is an open place, ask Ss try to write an article tointroduce the Zhang Ge Zhuang Primary School to thevisitors.。