九年级英语unit13教案
人教版九年级英语Unit 13 We're trying to save the earth! 全单元教案
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Unit 13We're trying to save the earth!本单元围绕环境保护的话题,并用主题图片表现噪音污染、空气污染、水污染等内容,目的是为了让学生对环境的破坏有一个直观的认识,从而激发学生强烈的社会责任感和对未来发展的思考。
Section A的重点是让学生掌握与环境污染和环境保护相关的词汇和句型,同时引导学生关爱动物、保护环境。
教学难点是让学生学会正确使用连词和结合生活实际讲述如何保护环境。
Section B在Section A所学的基础上,进一步谈论如何保护环境。
教学重点是让学生了解环境保护的方式,并落实到积极的行动当中,同时还有阅读策略和写作技巧的训练。
教学难点是让学生在阅读2a文章之后,根据所给词根找出衍生出的不同词汇,并理解前缀和后缀的不同用法。
The First Period—Section A(1a-2d)Teaching Important Points【教学重点】Key words & phrases:litter,bottom,fisherman,coal,ugly,advantage,cost,wooden,plasticnoise pollution,air pollution,water pollution,be full of,play a part in,turn…into,cut down air pollutionKey sentences:1.Even the bottom of the river was full of rubbish.2.It used to be so clean.3.Everyone in this town should play a part in cleaning it up.4.The air is badly polluted because there are more cars on the road these days.5.The air has become really polluted around here.6.We're trying to save the earth.Key structure:should+do;used to+do;have/has+done;be+done;be+doinge.g.Everyone should help to clean up the river.The air has become really polluted.I used to be able to see stars in the sky.The air is badly polluted.Teaching Difficult Points【教学难点】★Practice the structures to talk about pollution and environmental protection.Teaching Aids【教学工具】A tape recorder,CAI or multimedia courseware.Teaching Steps【教学过程】★Step 1Leading in【新课导入】1.Greeting2.Discussion and reviewDiscuss with the students,like this:T:What kinds of pollution are there these days?S:…T:What causes the pollution?S:…3.Review the words and expressions about the topic.★Step 2Cooperative inquiry【合作探究】1.Finish the task in 1a①Show pictures or play videos about pollution and talk about the pollution.②Read these phrases in 1a.Look at the pictures in 1a and say what they see in the pictures.Write down the words and add more words.③Ask students to say out their words in each kind of pollution.2.Finish the task in 1b①Read the instructions.Get the students to read the contents in the chart and think of what they will fill in the blanks.②Play the recording for the first time.Students listen and fill in the words.③Play the recording a second time.Ask them to check the answers.Then ask the questions.Students answer with full sentences.④Ask more questions to help students learn more details.Then play the recording for the students to role-pay the conversation.3.Finish the task in 1c①Show the key words of the conversation.Ask students to retell the contents in the chart.Like this:What:dirty;bottom,rubbish;fishWhy:littering,putting wasteHow:write to,close down;help to clean up②Read aloud the model dialogue in 1c.Then in pairs,do the oral practice with more words.③Ask two pairs to perform in class.4.Finish the tasks in 2a-2b①Use PPT or pictures to show the four kinds of pollution.Get the groups of students to havea competition to say words about the pollution one by one.land pollution:…air pollution:…noise pollution:…water pollution:…②Get the students to write down these words in their notebooks.③Play the recording for the first time.Students listen and circle the kinds of pollution.Check answers with the class.④Read the sentences in 2b.Predict the contents they will fill in.Play the recording.Students listen and complete the sentences.⑤Play the recording again.Check the answers with the whole class.5.Finish the task in 2c①Read the sample conversation in 2c.Then Read the listening materials and discuss in pairs what causes the two kinds of pollution.②Students work in pairs,making dialogues.③Ask three pairs to role-play their conversations to the class.6.Finish the task in 2d①Talk about the picture in 2d.Ask:What are your ideas for solving the air pollution/waste pollution problem?Present the new words in the conversation.Such as,coal,advantage,wooden,plastic,takeaway,bin,…②Read the conversation in 2d quickly.Find out the problems about environmental pollution in the dialogue.③Read the conversation again.Ask the students to find the ways to solve the problems of air and waste pollution.④Read aloud the conversation by the recording.⑤Learn the useful expressions:What are your ideas for doing…To cut down air pollution,we should…So together,our actions can make a difference and…⑥Role-play or read the conversation in pairs until fluently.★Step 3Homework1.What are your ideas for solving the waste pollution problem?2.Write the words about the four kinds of pollution.3.Translate the following sentences into English.(1)我们正在想办法拯救地球。
九年级英语Unit13 Charity教案 新课标 人教版 教案
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九年级英语Unit13 Charity教案一. 重点词组1. have a bad headache 患了重感冒2. so much 太多3. at least 至少4. pick up 捡起,拾起5. put up 举起,抬起,提名6. give out 散发, 发出7. want sb. to do sth. 想要某人作某事8. be willing to do 愿意作某事9. spend … on …把(时间或金钱)花费在某事上二. 重点难点分析1. You’ve been working too hard to help stop the flood.为抗洪你干得太劳累了.too…to…这一结构通常表示“太……以至于不能作某事”.例如:“You’re never too old to enjoy a Christmas stocking,”they say.他说”你不会老得连圣诞袜子(里得礼物)都不喜欢吧”too…to…这一结构还可以转换为so … that结构的句子,这时that从句应为否定句,例如:He was too weak to walk.= He was so weak that he could not walk.他衰弱的走不动路了.2. Many people have extra clothes and food that they are willing to give.许多人都愿意捐献除他们多余的衣物和食品.be willing to do 愿意作某事,I’m willing to plant trees next week.下个星期,我愿意去植树.3. Let’s get started! 咱们开始吧!口语中,如果要说“开始”作某事,通常用get来表示,例如:We found it difficult to get started. 我们觉得开始很难.4.“Charity begins at home”is an English saying.“慈善起自家中”,是一句英语谚语.在这里saying的意思是谚语,俗语的意思.5. Are you going to spend it on something for your school?你将把钱用在学校的什么事情上吗?spend…on…把(时间或金钱)花费在某事上. 行为主体只能是人。
九下13单元英语教案及反思
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九下13单元英语教案及反思标题:九下13单元英语教案及反思教案一:语法重点-直接引语和间接引语教学目标:1. 学生能够准确区分直接引语和间接引语。
2. 学生能够正确运用适当的引号标记和动词时态转换来转述直接引语。
3. 学生能够理解并运用相关语法知识进行口语和书面表达。
教学准备:1. 教材:九年级下册英语教材 Unit 13。
2. 板书:直接引语和间接引语的定义、转述规则、动词时态转换3. 多媒体设备教学步骤:Step 1: 导入教师向学生介绍直接引语和间接引语的定义,并给出相关例句,引导学生思考两者之间的区别。
Step 2: 学习教师使用多媒体展示直接引语和间接引语的转述规则,并重点讲解动词时态转换的部分。
随后给学生提供一些练习题目,巩固他们的理解和运用能力。
Step 3: 拓展教师给学生展示一些包含直接引语和间接引语的对话,并要求他们转述对话中的直接引语为间接引语。
学生可以进行小组合作,在班上展示他们的转述。
Step 4: 小结教师总结本节课的重点内容,并再次强调学生需要掌握的语法知识和技能。
Step 5: 练习教师布置相关练习题目,要求学生独立完成。
教学反思:本节课的教学内容切合九年级下册英语教材 Unit 13的语法要点,符合学生的年龄和学习需求。
通过导入、学习、拓展、小结和练习等环节的设置,帮助学生掌握了直接引语和间接引语的转述技巧,并能灵活运用于口语和书面表达中。
教学过程中注重互动与合作,培养了学生的语言交际能力,提高了他们在英语学习中的自信心和积极性。
未来的教学中可以进一步加强练习环节的设置,增加学生对所学知识的运用和巩固。
人教版九年级英语Unit 13 We’re trying to save the earth 教案
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Unit 13We’re trying to save the earth!Section A(1a-2d)┃教学小结┃【板书设计】Unit 13We’re trying to save the earth!Section A(Section A(3a-4c)┃教学小结┃Section B(1a-1e)┃教学小结┃Section B(2a-2e)设计意图:读前预测,为学生在接下来的阅读中获取文章大意作准备。
思维导图可以帮助学生理清文章脉络。
Step 5:Use pictures to teach the new words.When students think about the questions in Step 3,the teacher can write down the new words on the blackboard.And teach them the new words.设计意图:适时呈现词汇,可以减轻学生的阅读压力。
While readingStep 6:Fast reading1.Ask students to look through the article quickly and find out the answer to each question.How many people are mentioned in the passage?Who are they?2.The teacher adds information to the mind-map.设计意图:扫读整篇文章,获取大意,帮助学生把握文章的整体性。
Step 7:Careful reading(Paragraph 2)1.Ask students to read Paragraph 2 carefully and fill in the chart.2.Check answers.3.The teacher adds the information to the mind-map.Step 8:Careful reading(Paragraph 3)1.Ask students to read Paragraph 3 carefully and fill in the chart.2.Check answers.Name What did she make?What materials did she use?Jessica Wong bags old clothes,especially old jeans3.The teacher adds the information to the mind-map.Step 9:Careful reading(Paragraph 4)1.Ask students to read Paragraph 4 carefully and fill in the chart.2.Check answers.Name What did he make?What materials did he use?Wang Tao beautiful art pieces iron and other materials from old cars3.The teacher adds the information to the mind-map.Which things can be done by common people every day?Which things have to be done by governments and organizations?Common people Governments Organizations2.Ask several groups to give a report.设计意图:教师让学生对所学的保护环境的措施进行归纳和分类,培养学生分析问题和解决问题的能力。
九年级英语unit13教案
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九年级英语unit13教案教案标题:九年级英语Unit 13教案教案目标:1. 通过本单元的学习,学生能够掌握有关健康和生活方式的词汇和表达方式。
2. 提高学生的听说读写能力,培养他们的英语交际能力。
3. 培养学生的合作学习和自主学习能力。
教学重点:1. 掌握与健康和生活方式相关的词汇和表达方式。
2. 提高学生的听说读写能力。
教学难点:1. 运用所学的词汇和表达方式描述健康和生活方式。
2. 运用所学的语言进行实际情境的交际。
教学准备:1. 多媒体设备和投影仪。
2. 学生课本和练习册。
3. 单词卡片、图片等教具。
教学过程:Step 1: 导入新课 (5分钟)1. 引入新课,与学生讨论有关健康和生活方式的话题。
2. 展示一些图片,让学生猜测图片与健康和生活方式的关系。
3. 引导学生提出一些与健康和生活方式相关的词汇。
Step 2: 词汇学习 (10分钟)1. 教师通过多媒体展示单词卡片,教授与健康和生活方式相关的词汇。
2. 学生跟读单词,并进行词汇拼写和语音练习。
Step 3: 阅读理解 (15分钟)1. 学生阅读课本中与健康和生活方式相关的短文,并回答相关问题。
2. 学生进行小组讨论,分享自己的答案,并与其他小组进行交流。
Step 4: 口语练习 (15分钟)1. 学生分成小组,进行角色扮演,模拟真实生活情境,例如在医生办公室里咨询健康问题。
2. 学生互相提问和回答问题,运用所学的词汇和表达方式进行交流。
Step 5: 写作练习 (15分钟)1. 学生根据所给的提示,写一篇关于自己的健康和生活方式的短文。
2. 学生互相交换作文,进行互评和修改。
Step 6: 总结和作业布置 (5分钟)1. 教师总结本节课的重点和难点,并与学生一起回顾所学内容。
2. 布置作业:要求学生完成练习册中与本单元相关的练习。
教学延伸:1. 鼓励学生自主学习,提供相关的阅读材料和网上资源,让学生进一步了解健康和生活方式的话题。
英语人教版九年级全册unit13 Section A (3a-3b)教案
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方法
According to finishing some tasks to train students’ integrating skills and train the ability of expressing students’ own opinions.
情感
态度
Animals are our friends.We must know how to love them and how to protect them.That way, It is good for both animals and us.
2.Retell the story according to thekey words.
Step4Exercises
According to the passage, fill in the blanks.
Describe the pictures.
Discuss with partners.
“Have you ever seen a shark?”
3. Have the students fill in the blanks in 3b with the words in the box individually. And check their work with some students.
Step 3Post reading
1.Let Ss explain the passage.
学习策略
Reading for specific information.
Taking notes, cooperative learning.
重点
Target Language Nhomakorabea难点How to improve students’ integrating skills..
新人教版九年级英语下册《Unit13We’retryingtosavetheearth》教案
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Unit 13 We’re trying to save the earth!教案知识导航语言目标谈论污染和环境保护。
Section A 重点单词1. litter v.乱扔n.垃圾2. bottom n.底部3. coal n.煤4. ugly adj.丑陋的 5. cost v.花费n.花费 6. wooden adj.木制的(wood n.木材) 7.plastic adj.塑料的n.塑料8. method n.方法9. cruel adj.残酷的10.harmful adj.有害的(harm n.害处) 11. industry n.工业12. law n.法律13. afford v.承担得起重点短语1.make a difference 起作用;有影响2. take part in 参加3. turn off 关掉4. pay for 付费;付出代价5. cut down 减少6. lead to 导致7. hear of听说8. cut off 切除重点句型1.We’re trying to save the earth. 我们在努力拯救地球。
2. The rive used to be so clean. 这河流过去是如此的清澈。
3. The air is badly polluted. 空气被严重污染。
4. The method is not only cruel, but also harmful to the environment. 这种方法不仅残酷,而且对环境也有害。
Section B +Self Check 重点单词1. recycle v.回收利用2. gate n.大门3. bottle n.瓶子4. president n.负责人 5. work n.作品 6. metal n.金属重点短语1. throw away 扔掉2. put sth. to good use 好好利用3. put … down 拆下 4. upside down 上下颠倒 5. bring back 恢复重点句型1. And the gate in front of her house is made of rocks and old glass bottles.她房子的前门是由岩石和旧玻璃瓶子制成的。
人教版九年级英语下册Unit 13(Section A)教案
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Unit 13 We’re trying to save the earth!Section A教案一、根据句意及汉语提示完成句子1. This kind of fish can live at the ___________(底部)of Indian Ocean.2.To be frank, the ___________(生态系统)in China becomes weaker and weaker.3. We need to have some ___________(方法)to deal with the air pollution.4. Shanxi is a province which is rich in ___________(煤炭).5. If you want to use the ___________(塑料的)bag, you have to pay for it.二、根据汉语意思完成句子6.河里有太多的垃圾。
There ___________ ___________ ___________ rubbish in the river.7.在过去的20至30年间,有些种类的鲨鱼数量已经下降了90%多。
The numbers of some kinds of sharks ___________ ___________ ___________ over 90% in the last 20 to 30 years.8. 他不但会说法语而且会说德语。
He can speak ___________ ___________ French ___________ ___________ German.9.狮子处于食物链的顶端。
The lions are ___________ ___________ ___________ ___________ the food chain.10.我们应该尽快制订法律来保护这条河流。
人教版英语九年级全一册教案:Unit13SectionA(3a-4c)
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第 1 页 Unit13 SectionA (3a-4c ) 教案1.0 Teaching analysis 教情分析1.1 Teaching objectives 教学目标 1.1.1 Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: cruel, harmful, be harmful to, at the top of, industry, law, scientific, take part in, afford, turn off, pay for, take action1.1.1.1.2 For comprehending: shark, fin, chain, the food chain, ecosystem, reusable, transportation1.1.1.2 Sentence Structures1) M any have heard of shark fin soup.2) B ut do you realize that you’re killing a whole shark ut do you realize that you’re killing a whole shark each time you enjoy a each time you enjoy abowl of shark fin soup?3) T his is not only cruel, but also harmful to the environment.4) S harks are at the top of harks are at the top of the food chain in the ocean’s ecosystem.the food chain in the ocean’s ecosystem.5) I f their numbers drop too low, it will bring danger to all ocean life.6) W ithout a fin, a shark can no longer swim and slowly dies.7) T he numbers of some kinds of sharks have fallen by over 90 percent in the last 20 to 30 years.8) T hey have even asked governments to develop laws to stop the sale ofshark fins. 9) S o far, no scientific studies have shown that shark fins are good for health,so why eat them?10) We We can’t can’t can’t afford to wait any longer to take action! afford to wait any longer to take action!1.1.1.3 Grammar Focus1) But do you realize that you’re killing a whole shark But do you realize that you’re killing a whole shark each time you enjoy a each time you enjoy abowl of shark fin soup? (each time 引导时间状语从句,意为“每当…”) 2) This is not only cruel, but also harmful to the environment. (notonly…but also…连接两个并列成分,意为“不仅…而且…”)3) So far, no scientific studies have shown that shark fins are good for health,so why eat them? (so far 意为“到目前为止”,是现在完成时的标志)4) Without a fin, a shark can no longer swim and slowly dies. (no longer 意为“不再”,等于not … any longer)1.1.2 Ability goals 能力目标1.1.2.1 To review the present perfect tense and the passive voice.1.1.2.2 To enable Ss to learn some of the key words and expressions in the reading passage.1.1.2.3 To cultivate Ss to read for specific ideas and the structure of the passage.1.1.3 Emotional goals 情感目标1.1.3.1 To help Ss understand the present situation of sharks.1.1.3.2 To raise Ss’ awareness of protecting animals. 1.2 Important and difficult teaching points 教学重难点1.2.1Enable Ss to learn and apply the sentence patterns. 1.2.2 Enable Ss to know the sharks are in danger.1.2.3 Guide Ss to help save the sharks.2.0 Student analysis 学情分析2.1 Fundamental State 基本情况通过本单元第一课时的学习,学生基本上激活了已有的语言知识,对本单元的话题(pollution and environmental protection )已经有所感知,对于environmental problems, how to solve air pollution, how to solve waste pollution 等内容有了更深入的学习。
新版人教版九年级英语Unit13全单元公开课教案共16页
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新版人教版九年级英语Unit13全单元公开课教案共16页学科课型课题 English fresh 年级课时 9 1 / 6 班级媒体 a tape recorder, CAI Unit 13 we’re trying to save the earth!Section A 1a ~ 1c 话题Protecting the environment 功能 Talk about pollution and environmental protection 1. Target language: |m We’re trying to save the earth. People are throwing litter into the river. The river used to be so clean. Everyone should help to clean up the river. 2. Grammar: Present progressive, used to, modal verbs 3. Words and expressions; (1) Curriculum words: litter, bottom, fisherman (2) Useful expressions: be full of, put…into, throw…into, clean up, play a part in, close down According to designing some tasks, to train students’listening ability and to train students’ xxmunicative xxpetence.教学目标过程方法知识技能情感Everyone should keep our rivers clean. 态度学习策略Listening for key words, transforming information. 重点 Target Language 难点 1.How to train students’listening ability.2.How to train students’xxmunicative xxpetence.教学内容及问题情境学生活动设计意图 Look at the 1a. To introduce Ss to the unit goal, talk pictures and write these about pollution and environmental protection. words in the boxes below. Picture: Then write The four pictures show other words you know. different forms of environmental pollution. The first picture on the left shows an airplane flying 新|课 |标|第 |一| 网呈现本课重点词汇,认知,理解,记忆。
人教版九年级英语全一册第十三单元Unit13教案
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(1) It takes sb.+时间+to do sth.做某事花了某人多少时间。
例:It took them three years to build this road.他们用了三年时间修完了这条路。
(2)doing sth. takes sb.+时间,做某事花了某人多少时间。
24. transportation n.运输业;25. napkin n.餐巾;26. gate n大门;27. bottle n.瓶子;
28. president n.负责人,总统;29. inspiration n.灵感;30. iron n.铁;
31. work n.(音乐,艺术)作品32. metal n.金属;33. creativity n.创造力;
3. I _________ $300 for the bike. A. took B. spent C. cost D. paid
单项选择。
1. He ____ go out with his parents, but now he____ staying at home alone.
A. used to; is used toB. is used to; used toC. use to; is used toD. is used to; is used to
epapernapkins使用纸巾24.turnofftheshower关掉喷头25.rideincars开车出行
26.throwaway扔掉27.putsthtogooduse好好利用28.pull…down拆下
29.anoldboatturnedupsidedown一艘倒过来的旧船30.beaninspirationtosb成为…的榜样
九年级英语unit13教案
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English
年级
9
班级
3,16
课题
Unit 13 we’re trying to save the earth!SectionB2a~2e
话题
Protecting the environment
功能
Talk about pollution and environmental protection
情感
态度
We must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment.
学习策略
1.Learn to predict what the reading passage is about.
. Let’s rethink our decision to buy a car, considering that a car will only add to environmental pollution.
◈reuse – use something again after it has been used.
Any other ideas?
Have Ss work in groups to discuss other ways of reusing and recycling thing.
Step3.
2c. To enable Ss to learn some key phrases used in the passage they have just read.
(2)Useful expressions: throw away, put sth. to good use, pull…down, upside down, bring back
九年级英语unit13 教案
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A: Everyone should help to clean up the river.
V. Language points
1. We’re trying to save the earth!我们正在竭尽全力拯救地球!
try to do =try one’s best to do努力去做某事。
2.技能目标
能正确运用现在进行时,现在完成时,被动语态,情态动词和used to句型。
2.过程与方法:
3.情感态度与价值观:
情感目标:有环境危机意识,学会关注环境保护环境。
二、教学重点、难点
1.教学重点:
(1)能正确运用现在进行时,现在完成时,被动语态,情态动词和used to句型。
(2)保护环境的措施方法。
B: What should we do?
A: Factories are also putting waste into the river.
B: Yes, everyone in this town should play a part.
A: We should write to the government and ask them to close down the factories.
2.教学难点:能正确运用现在进行时,现在完成时,被动语态,情态动词和used to句型。
三、教学准备
四、教学课时7课时
五、教学过程
Period 1
Section A 1(1a-2d)
I. Presentation
Show the picture of the earth and tell students the earth is polluted now.
新版人教版九年级英语Unit13全单元公开课教案共16页
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新版人教版九年级英语Unit13全单元公开课教案共16页ask them what they see。
Then。
ask them to predict what the article will be about based on the pictures.1b。
Play the recording and ask students to listen carefully for the target language and useful ns。
Have them take notes and then discuss their findings in pairs or small groups.1c。
Have students work in pairs or small groups to discussthe ns and prompts related to the article。
Encourage them to usethe target language and useful ns in their ns.The topic of this lesson is protecting the environment。
specifically focusing on n and environmental n。
The target language includes phrases such as "We're trying to save the earth" and "Everyone should help to clean up the river." The grammar covered includes present progressive。
used to。
and modal verbs。
nally。
students will learn new vocabulary words such as "litter," "bottom," and "fisherman."The teaching methods used in this lesson include listening for key words。
人教版英语九年级全一册教案:Unit13 SectionB(3a-Self Check)
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Unit13 SectionB(3a-Self Check)教案1.0教情分析1.1 Teaching objectives教学目标1.1.1 Language targets 语言目标1.1.1.1Key Words and Chunks1.1.1.1.1 For applying: solve the problem, worse and worse, give suggestions1.1.1.1.2 For comprehending: fame, inspire1.1.1.2Sentence Structures1)What or who is causing these problems?2)Which parts need to be improved?3)People should take public transportation more.4)The air pollution is getting worse and worse.1.1.1.3Grammar Focus1)The air pollution is getting worse and worse.(worse and worse 意为“越来越糟糕”)2)Which parts need to be improved? (need to be improved意为“有必要改进”)1.1.2 Ability goals 能力目标1.1.2.1 引导学生全面浏览性复习,总结归纳环境污染及保护的表达。
1.2.2.2 学会用同伴商讨交流,达到共同完善与提高。
1.2.2.3培养学生发散思维,通过写作练习帮助学生建构话题表达的框架体系。
1.1.3 Emotional goals 情感目标1.1.3.1 培养学生小组合作意识。
1.1.3.2 鼓励学生积极交流,互相借鉴参考,取长补短。
1.2 Important and difficult teaching points 教学重难点1.2.1 准确使用目标语言进行写作表达。
青海省青海师大附属第二中学九年级英语《Unit-13》教案-人教新目标版
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青海省青海师大附属第二中学九年级英语《Unit 13》教案人教新目标版第一部分:教学设计Functions Talk about how things affect youStructures mak..sb..infinitive.mak..sb..adjectiveTarget language —I’. goo.restauran.becaus..lik.t.liste.t .quie.musi.whil.I’.eating.—M.too.Lou.musi.make.m.tense.—.agree.Lou.musi.make.m.uncomfortable.—I agree. Loud music makes me uncomfortable.Vocabulary lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered,uncomfortable, usefulLearningstrategiesPersonalizing, MatchingPeriod 1: Looking, Listening and Speaking (Page 102)(Those awful pictures make me sad.)Objectives●.mak..sb..infinitive.mak..sb..adjective●To listen and speak about how things affect youPro ceduresWarmin.u.b.studyin.“mak..sb..infinitive.mak..sb..adjective”O.pag.10.i.th.gramma.focu.chart.Rea.th.thre.sentence.an.tr.t.understan.it.stru cture.Loud music makes me tense.Sad movies make her want to leave.Waiting for her made me angry.复合及物动词(使役动词)make + 宾语+ 宾语补语(形容词/动词不定式), 表示“使某人/某物……”Now you are supposed to make as many sentences with the make/s me+infinitive, make/s me+adjective structure as possible.1a Looking and saying◆O.pag.10.i..pictur.o.restaurants.Whic.on.woul.yo.lik.t.go.An.wh.woul.yo.g.there?◆I like to go to the one on the left be cause the music there would makeme excited.◆I like to go to the one on the right because the music there would makeme quiet.◆.lik.t.g.t.th.on.o.th.lef.becaus.th.picture.ther.woul.mak.m.tense.◆I like to go to the one on the right b ecause the things there would makeme happy.1b Listening and completingListen to a conversation between Amy and Tina talking about eating in restaurants. Whil.listening.pa.attentio.t.th.The Blue Lagoon“make/.m..infinitive.make/.m..adjecti plet.th.unfinishe.sentence.i.th.char.o.pag.102.The Rockin’s RestaurantThe awful pictures make Amy sad. Th.sof.musi.make.Am.relaxed.The loud music makes Amy tense. The soft music makes Tina sleepy.No.g.t.page13.t.rea.thi.conversation.Whil.readin.tr.t.fin.al.th.sentence.wit.t h.“make/.m..infinitive.make/.m..adjectiv.structure......An.als.cut.th.sentenc.iNow read the conversation again to turn it into an article.1c Pairing and speakingWhat are your opinions about the two restaurants? Which on would you like better?Period 2: Listening and Speaking (Page 103)(Waiting for her makes me angry.)Objectives●.mak..sb..infinitive.mak..sb..adjective●To listen and speak about how things affect youProcedures■Warming up by studying the “Target Language”Hello.class.G.t.pag.VI.Rea.afte.m.th.sentence.i.“nguage”.—I’goo.restauran.becaus..lik.t.liste.t.quie.musi.whil.I’.e ating.—M.too.Lou.musi.make.m.tense.—.agree.Lou.musi.make.m.uncomfortable.Coul.yo.fin.sentence.wit.“mak..sb..infinitive.mak..sb..adjective.structure.Let’.mak.mor.suc.sentences. —Englis.movie.mak.m.excited.—Her photos make me uncomfortable.—Walkin.t.schoo.make.m.strong.—Eating outside makes me uncomfortable.Now go to page 103.2a Listening and numberingNow do the cloze test below to test your reading comprehension.2b Listening and checkingAl.righ.now.yo.ar.suppose.t.rea.th.tapescript.Whil.readin.tr.t.fin.al.th.sente nce.wit.th.“make/.m..infinitive.make/.m..adjectiv.structure..An.als.cut.th.sentenc.int.t hough.groups.stud.al.th.predicates.circl.al.th.linkin.word.an.underlin.al.th.e xpressions.That’.gramma.study.indeed.2c Pairing and speakingPeriod 3: Reading and Speaking (Page 104) (Restaurant science)Objectives●.mak..sb..infinitive.mak..sb..adjective ●To read and speak about how things affect youProcedures■Warming up by talking about what affect running a restaurantT.kno.mor.abou.runnin..restaurant.g.t.pag.104.3a Reading and answeringNow read the text again to turn it into a conversation.Now you are to answer the three questions on page 104 in the box.Th.colo.re.make.peopl.hungry.Re.als.make.customer.ea.faster.2.Wh.d.s.man.fas.foo.restauran.pain.thei.wall.red.pla.lou.music.an.hav.har.seat s.→Becaus.re.colo.make.customer.ea.faster.lou.musi.make.peopl.wan.t.leav.an.har. seat.als.mak.customer.wan.t.ea.quickl.an.leave.3.D.yo.thin.it’.fai.tha.som.restaurant.ar.designe.t.b.uncomfortable..No..don’.thin.so.Th.restauran.owner.ar.runnin.th.restaurant.i.orde.t.mak.money.The.wa .t.spen.mone.i.thei.restaurants.3. Do you think it’s fair that some restaurants are designed to be uncomfortable. →No, I don’t think so. The restaurant owners are running the restaur ants in order to make money. They want more customers to come to spend money in their restaurants.3b Grouping and speakingNo.let’.pla..game.Tel.you.grou.member.abou..plac.yo.kno.well.Le.the.tr.t.gues .th.nam.o.th.place.A.Th.seat.ar.ver.hard.Th.whit.wall.mak.m.stressed.B: Is it this classroom?A:No, it isn’t.B: Is it a hospital?A.Yes.that’.right.A:Yes, that’s right.A.Th.hous.i.ver.big.Th.nois.make.m.tense.B: Is it a railway station?A:No, it isn’t.B: Is it a dancing hall?A:No, it isn’t.B: Is it a theater?A:Yes, that’s right.4 Completing and surveying1)How do you feel about pollution?2)I.make.m.kin.o.angry.Ho.abou.you?3)It makes me want to join a clean-up campaign.Period 4: Matching, Listing, Listening and Speaking (Page 105)(They make me really mad.)Objectives●.mak..sb..infinitive.mak..sb..adjective●To listen and speak about how ads affect youProcedures■Warming up by reading some famous ad slogansCould you work out some interesting ad slogans? To be better at writing ad slogans go to page 104.1a Looking and matching1b Making a list2a Listening and tickingYo.ar.goin.t.liste.t e.i.dail.lives.Befor.yo.lis ment.i.th.chart.Afte.yo.li sten.tic.th.product.the.like.an.kic.ou.th.one.the.don’t.Products What people sayN.1.Eas.Car.Shampo..d.I.didn’.work.N.2.Lookou.Sunglasse..c.The.don’.eve.kee.ou.th.sun.Ye.3.Beaut.Crea..b.I.worke.reall.well.N.4.Starshin.Toothpast..a.I.taste.terrible.No 4. Starshine Toothpaste → a. It tastes terrible.No.g.pag.13.t.rea.th.conversation.Whil.readin.tr.t.fin.al.th.sentence.wit.th.“make/.m..infinitive.make/.m..adjectiv.structure”.An.als.cut.th.sentenc.int.though.groups.stud.al.th.predicates.circl.al.th.linkin.word.an.underlin.al.th.expressions.That’.gramma.study.indeed.Useful expressions from the conversationthis ad for …, stand ads like that, make …really mad, make …think that…, look like …in t he ad, mysterious look, I’ll bet …, keep out the sun, the silky skin soap, wait a minut e, work really well, make …really soft, taste terrible2b Listening and drawingNext you are to listen again and draw to show what the people say about the products. 2c Grouping and speaking.o.th.lis.makin.. conversatio.wit.you.grou.members.A: Have you ever had Beijing Duck?B.Yeah..lov.it.B: Yeah. I love it.A: Have you ever used a computer?B.Yeah..lov.it.B: Yeah. I love it.A: Have you ever ridden a bike?Period 5: Reading, Writing and Speaking (Page 106)(Advertising: pros and cons)Objectives●.mak..sb..infinitive.mak..sb..adjective●To read and speak about how ads affect you■Warming up by talking about pros and cons of advertisingWhat are the pros and cons of advertising? You know that advertising is a paid mass communication via print, TV, radio, websites and other media, but do you truly understand the advantages and disadvantages of using advertising to grow a business? How do I grow my business bigger and faster? Maybe I should advertise more! T.kno.mor.abou.pro.an.con.o.advertisin.g.t.pag.106.3a Reading and thinkingOn page 106 you will find an article talking about advertising.go to the store with the lowest price, have sales, be confusing or misleading, sound good, the quality of the product, at other times, the picture in an ad, look a lot better, at timesAfte.yo.read.decid.i.yo.agre.wit.th.autho.o.not.No.rea.th.tex.agai.t.tur.i.int. .conversation.3b Reading and completing rmatio.abou.tw.o.mor.product.i.activit.2a.Som.advertisement.tel.th.trut.an.som.don’t.Fo.example.th. Eas.Car.Shampo.say.i.wil.giv.th.shinies.hai.ever.Bu.m.frien. trie.i.an.foun.i.didn’.work.Lookou.Sunglasse.advertise.don’.eve.kee.ou.th.su n.An.ther.i.th.Starshin.Toothpaste.I.taste.terrible.I.smells.Bu.th.Beaut.Crea.i..rea.thing.I.work.reall.wel.fo.me.Some advertisements tell the truth and some don’t. For example, the Easy Care Shampoo says it will give the shiniest hair ever. But my friend tried it and found it didn’t work. Lookout Sunglasses advertised don’t even keep out the sun! And there is the Starshine Toothpaste. It tastes terrible. It smells! But the Beauty Cream is a real thing. It works really well for me.3c Looking and writingAfter you read, you are to write! Now go back to page 105 to write slogans of your own with the help of the slogans of theirs there on page 105.Car→ It runs faster and never turns over!Handphone → Call you, hear you, go to you, come to me!…4 Pairing and speakingI.pair.discus.ho.th.poster.o.pag.10.mak.yo.feel.。
九年级英语全册 Unit 13 Rainy days make me sad The Fifth Period教案 人教新目标版
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Unit 13 Rainy days make me sadThe Fifth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularyaim at, useful, for instance, product, careful, plane(2) Practise reading an article.(3) Practise writing something using the target language.2.Ability Objects(1) Improve students' integrating skills reading skill and writing skill.(2) Improve students' speaking ability by discussion.3.Moral ObjectWe are in charge of our attitude and we can do everything well. Ⅱ.Teaching Key PointPractise reading and writing using the target language.Ⅲ.Teaching Difficult Point1.How to improve students' reading ability.2.How to improve students' speaking ability by discussion.Ⅳ.Teaching Methods1.Reading method to improve students' reading ability.2.Discussion method to improve students' speaking ability.3.Pairwork to make every student work in class.Ⅴ.Teaching Aids1.A projetor2.The blackboardⅥ.Teaching ProceduresStep Ⅰ RevisionRevise the target language presented in this unit. Check homework. Get some pairs to read out their conversations.(1) S A: Have you ever had a jacket?S B: Yeah. And it made me beautiful.(2) SA: Have you ever had a science book?S B: Yeah. And it made me tense.Step Ⅱ 3aThis activity provides reading practice using the target language.Teach the new words. Show the new words on the screen by a projector.aim v.瞄准;打算aim at 瞄准;针对specially adv.特别地;专门地useful adj.有用的;有益的instance n.例子;实例for instance 例如;比如product n.产品;制品confuse v.混淆;辨不清;使困惑mislead v.把……引错方向;给……带错路careful adj.小心的;仔细的lead v.引导;致使;领导plane n.飞机Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently.Look at the article. Let a student read the article aloud to the class. Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class.Read the instructions to the class. What's the article about? Do you agree with it? Get students to read the article again and answer the two questions.Get students to do the work individually or in pairs. While they are working, go around the classroom offering help as needed.Check the answers with the whole class. Elicit examples given in the article for the advantages and disadvantages.AnswersThe article is about advantages and disadvantages of ads.Advantages of ads: help you compare different products; help you save money.Disadvantages of ads: make our cities and countryside look ugly; ads can be confusing or misleading; can lead you to buy something you don't need.Notes1.pros and cons—the arguments for and against2.for instance—for example3.sales—the offering of goods at low prices for a period4.confuse—put into disorder; mix up in the mind5.mislead—lead wrongly; cause to be or do wrong6.at times—from time to time; now and then; occasionallyStep Ⅲ 3bThis activity provides reading and writing practice using the target language.Go through the instructions with the class. Get a student to read the sentences at the beginning of the paragraph to the class. Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a. Have students finish the article individually. While they are working, walk around the classroom offering help and answering questions as necessary. When they finish, get a student to read his/her completed article to the class.A sample article:Some advertisements tell the truth and some don't. For example, the Easy Care Shampoo says it will give you the shiniest hair ever. But my friend tried it and it didn't work. It made my friend really mad. A few days ago, I tried Starshine Toothpaste. But it wasn't whiter than white. It tasted terrible. I'd never use it. Yesterday my sister tried Beauty Cream and it worked very well. She said it made her skin very soft. So I'll try it tomorrow. Now, do you think it is right not to believe everything we read?Now write the article on the blackboard as an example.Step Ⅳ 3cThis activity' provides writing practice using the target language. Go through the instructions with the class. Ask students, Do you know what the word slogan means? For example, for the shiniest hair ever is the slogan of Easy Care Shampoo. Help students answer the question. Tell them the Chinese meaning if necessary to make sure they understand the meaning.Have students make a list of their favorite products, then try writing a slogan to go with each product. Tell students how to do this work. First ask a student to name a favorite product. Then let students suggest a variety of possible slogans to go with it. And then cross out the ones that don't tell the truth.Ask students to work in groups of four. When they start to write, walk around the classroom offering help as necessary. Revise as many students' work as possible while moving around the classroom.Let some students to read their slogans to the class.Step Ⅴ Part 4This activity provides listening and speaking practice using the target language.Look at the three pictures. Ask, What can you see in the pictures?(In Picture 1. we can see a man jumped out of a plane. In Picture 2, wecan see a lot of smoke. The air is polluted. In Picture 3 , some men are riding horses.)Go through the instructions with the class. Look at the example in the box. Get a pair of students to read the conversation to the class.S A: I would love to jump out of a plane!S B: Not me. This picture makes me feel tense!Discuss the three pictures in pairs. As they work, go around the classroom offering help as needed. Have several pairs say their conversations to the class.Sample conversationsS A: There is a lot of smoke in the picture.S B: Yeah. It makes me feel uncomfortable.S A: I would love to ride a horse.S B: Not me. The picture makes me tense.Step Ⅵ SummaryIn this class, we've done much practice reading and writing as well as speaking.Step Ⅶ Homework1.Read the article in Activity 3a again.2.Complete the article in Activity 3b.Step Ⅷ Blackboard DesignUnit 13 Rainy days make me sad.Section BThe Fifth PeriodA sample answer to Activity 3b:Some advertisements tell the truth and some don't. For example , the Easy Care Shampoo says it will give you the shiniest hair ever. But my friend tried it and it didn't work. It made my friend really mad. A few days ago, I triedStar shine Toothpaste. But it wasn't whiter than white. It tasted terrible. I'd never use it. Yesterday my sister tried Beauty Cream and it worked very well. She said it made her skin very soft. So I'll try it tomorrow. Now, do you think it is right not to believe everything we read?。
九年级英语十三单元教案
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Unit 13 We’re trying to save the earth!Section B 1a–1d【Teaching aims】一、听、说、读、写以下词汇及短语:recycle,stop doing sth., hard to do sth., recycling paper, turn off the lights二、通过学习,口、笔头掌握下列句型:1. Recycling paper is really easy.2. It’s hard to stop riding in cars.3. We really shouldn’t use paper napkins, you know三、1. 能进一步地扩展所学的内容,能用目标语言谈论如何保护环境,从而拯救地球。
2. 能听懂2a和2b的听力内容,并完成相应的练习。
四、培养学生的环保意识,环保必须从我做起,人人有责。
Difficulties:用目标语言谈论如何保护环境,从而拯救地球】Warm-up and revision(课堂热身和复习)1.According to the video and what we learned last class to talk about our environmentalproblems and ways to solve these problems.教学设计说明:利用2d 对话,复习旧知,导入新课。
self study1.Rank these items from the easiest (1) to the most difficult (5). Then compare youranswers in 1a with your partner.________ stop riding in cars________ recycle books and paper________turn off the lights when you leave a room________ turn off the shower while you are washing your hair________ don’t use paper napkinsA: Recycling paper is really easy.B: I agree. But it’s hard to stop riding in cars.教学设计说明:练习本课重点短语句型,同时,对后面听力的进行预测。
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Unit 13 Rainy days make me sad.教学目的知识与能力In this unit, students learn to talk about how things affect them,and how to express their own opinions using the target language, 过程与方法To train students’ listening, speaking, reading and writing skillsusing the target language,情感态度与价值观The impact of attitude on life is obvious.When go shopping, we shouldremember not all the ads are great.We have to be careful. In this way, we can buy nothing that we don’tneed at all. So we should be in charge of our attitude. That way,we can live happily and we can do everything better.教学重难点To make students learn and master the key vocabulary words and the target language.To train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.教学资源录音磁带,录音机,电脑,多媒体课件课时分配共7课时教学过程Period One (总第一课时)教学目的1.Knowledge Objects(1)Key V ocabulary sad, energetic, stressed out, soft(2)Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.Oh, really? Loud music makes me energetic.Not me! Loud music makes me stressed out.2.Ability Objects(1)Improve students’ listening ability.(2)Help students to express their opinion freely.3.Moral objectsIt is important to choose a suitable place.It is good for your study and life.教学重难点Target Language1.How to improve students’ listening ability.2. How to help students to express their opinion freely.教学方法1.Listening-and-answering activity to help the students go through with the listening material.2. Pairwork to make every student work in class 学法指导Helping each other is very important.It is a good quality.教学过程随堂记录Step 1. RevisionYesterday we finished Unit 12.In this unit, we learned how to tell what we are supposed to do.Now tell me some things that are good to do in school and that are not good to do in school.S1: We’re supposed to do our homework every day.S2: We’re supposed to raise our hands before we talk.S3: We’re supposed to come to class on time.S4: We are not supposed to be late for class.S5: We’re not supposed to eat in class.T: Very good.You’re right.From now on, we’ll learn Unit 13.Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class.How do you feel about parties? Happy? Excited? Nervous?Step 2. 1aThis activity introduces new vocabulary and provides oral practice using the target language.Go through the instructions and look at the two pictures.Ask, Who can describe the interior of each restaurant? Let students work in pairs, and tell each other which restaurant they would like to go to and why.When students work, go around the classroom offering help as needed.When they have finished talking to each other, call out several pairs to say their conversations to the class.Step 3. 1bThis activity gives students practice in understanding the target language in spoken conversation.Ask students to read the instructions.Step 4. 1cThis activity provides guided oral practice using the target language.Look at the example in the box.Invite a pair of students to read it to the class.Tell students they will be talking about their own opinions with a partner.Look back at the chart in Activity 16.Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music.Step 5. HomeworkReview the target languagePeriod Two(总第二课时)教学目的1.Knowledge Objects(1)Key V ocabulary tense, have fun, angry, cry.(2)Target Language Loud music makes me tense.Loud music makes me want to dance.That movie made me sad.2.Ability Objects(1)Train students’ listening ability.(2)Train students’ speaking ability.3.Moral ObjectsEnjoying yourself is very important.But no matter what hobbies you have, do remember they must be good for health and study.教学重难点Teaching Key Points1.Key V ocabulary tense, angry, cry.2.Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.3.StructuresLoud music makes me tense.Loud music makes me want to dance.Ⅲ.Teaching Difficult Points1.The target language 2. How to train students’ listening ability.教学方法1.Listening method to improve the students’ listening ability.2. Pairwork.学法指导教学过程随堂记录Step 1. RevisionCheck homework.Invite a pair of students to read the conversation inStep 2. 2aThis activity gives students practice in understanding the target language in spoken conversation.Look at the pictures.Ask, What are they doing? Please guess.Step 3. 2bThis activity provides guided listening practice using the target language.Go through the instructions and point to the list of statements.You will hear the same recording again.This time listen carefully to what each person says.Put a checkmark in front of the statements you hear.Step 4 2cThis activity provides oral practice using the target language.Look at the sample conversation betweenTina and John.Invite a pair of students to read it to the class.John: Did you have fun with Amy last night?Tina: Well…yes and no.She was really late.Go through the instructions with the class.Get students to make up a conversation using information from Activities 2a and 2b.Let students work in pairs.Step 5. HomeworkGet students to write some sentences according to the target language.In this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense.Loud music makes me want to dance.That movie made me sad.Period Three (总第三课时)教学目的1.Knowledge Objects(1)Key V ocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered.(2)Target Language How do you feel about pollution?It makes me kind of angry.How about you?It makes me want to join a clean-up campaign.2.Ability Objects(1)Train students’ integrating skills.(2)Train the ability of expressing students’ own opinions.3.Moral ObjectIn our lives, we should express what we feel clearly.教学重难点Train students’ integrating skills.How to improve students’ integrating skills.教学方法1.Fast-reading method.2.Groupwork and pairwork.学法指导教学过程随堂记录Step 1. RevisionT: Yesterday we learned the target language.The structure is…makesme…Now who can make sentences using the structure? S1: Light colours make me relaxed.S2: Loud noise makes me tense.S3: Loud music makes me energetic.T: Very good.Step2. 3aRead the words and get students to repeat again and again until they can pronounce the words fluently and accurately.This activity provides reading and writing practice using the target language.Show the key vocabulary words on the screen by a projector.Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture.Step 3 3bThis activity provides oral practice using the target language.Ask three students to read the sample conversation in the box to the whole class.Say, First take a few minutes to think of a place and how you will describe it.You can write down some words that describe the place.Get student to work in groups of four or five.Each students describes a place and others in the group try to guess it.Step4 4This activity provides reading, writing, listening and speaking practice using the target language.Ask a good student to tell students how he/she feels about pollution.For example, I hate pollution.Loud noise makes me tense.Smoking makes me very angry.Endangered animals make me sad.I think pollution is very terrible.Get students to read the instructions by themselves.Have students complete the work in groups of three.Step5 Homework1.Finish off the exercises on pages 53~55 of the workbook.2.Ask students to choose some places they know and talk about how they feel about the places.Period Four (总第四课时)教学目的1.Knowledge Objects(1)Key V ocabulary mysterious, shiny, silky, skin, cream, toothpaste, keep out (2)Target LanguageHave you ever had a Twisty Treat? Yeah.And it made me sick.2.Ability Objects(1)Train students’ speaking and listening ability.(2)Train students’ ability to understand the target language in spoken conversation.(3)Train students’ ability to use the target language.3.Moral ObjectNot all the most expensive things are the best ones.Sometimes we shouldn’t believe all of ads.教学重难点How to train students’ speaking and listening ability.How to use the target language.1.Key V ocabulary mysterious, shiny, silky, skin, keep out 2.Target LanguageHave you ever had a Twisty Treat? Yeah.And it made me sick.教学方法1.Listening method 2.Groupwork to make every student works in class.学法指导教学过程随堂记录Step 1 RevisionCheck homework.Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes.Step 2 1aThis activity introduces new vocabulary.Pay attention to the four pictures.Ask,Who can tell me what each thing is? Get a student to answer.Repeat the name of each product and let the class repeat.Step3 1bThis activity helps students apply the ideas in the unit to their lives outside the classroom.Go through the instructions with the class.Make sure students know what to do.Get students to make lists individually.Ask some students to read their lists to the class.Have other students put up their hands if they have the same item on their own lists.Step 4 2aThis activity provides listening practice with the target language andintroduce new vocabulary.Go through the instructions and make sure students understand what to do.Now you will hear about some more products and what people think of them.Write Yes in front of the product if the person likes it.Step 5 2bThis activity provides guided listening practice using the target language.Go through the instructions with the whole class.Look back at the two lists in Activity 2a.Get students to put up their hands if they don’t understand ANY of the words.If necessary, explain new vocabulary.Read each item to the class.Look at the sample answer and invite a student to read the matching parts to the class.Step 6 2cThis activity provides guided oral practice using the target language.Read the instructions for this activity aloud to the class.Get students to look back at the list of products they made for Activity lb.Invite a student to read his/her lists to the class.Step 7 Homework Talk about some products using some words in this class, and write down the conversations.Period Five (总第五课时)教学目的1.Knowledge Objects(1)Key V ocabulary aim at, useful, for instance, product, careful, plane (2)Practise reading an article.(3)Practise writing something using the target language.2.Ability Objects(1)Improve students’ integrating skills—reading skill and writing skill.(2)Improve students’ speaking ability by discussion.3.Moral ObjectWe are in charge of our attitude and we can do everything well.教学重难点Practise reading and writing using the target language.1.How to improve students’ reading ability.2.How to improve students’ speaking ability by discussion.教学方法1.Reading method to improve students’ reading ability.2.Discussion method to improve students’ speaking ability.3.Pairwork to make every student work in class.学法指导教学过程随堂记录Step 1RevisionRevise the target language presented in this unit.Check homework.Get some pairs to read out their conversations.(1)S A: Have you ever had a jacket?S B: Yeah.And it made me beautiful.(2)S A: Have you ever bad a science book?S B: Yeah.And it made me tense.Step 2 3aThis activity provides reading practice using the target language.Teach the new words.Show the new words on the screen by a projector.Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently.Look at the article.Let a student read the article aloud to the class.Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class.Read the instructions to the class.What’s the article about? Do you agree with it?Get students to read the article again and answer the two questions.Step3 3bThis activity provides reading and writing practice using the target language.Go through the instructions with the class.Get a student to read ‘the sentences at the beginning of the paragraph to the class.Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a.Have students finish the article individually.While they are working, walk around the classroom offering help and answering questions as necessary.When they finish, get a student to read his/her completed article to the class.Step 4 3cThis activity provides writing practice using the target language.Go through the instructions with the class.Ask students,Do you know what the word slogan means?For example, for the shiniest hair ever is the slogan of Easy Care Shampoo.Help students answer the question.Tell them the Chinese meaning if necessary to make sure they understand the meaning.Step 5 Part 4This activity provides listening and speaking practice using the target language.Look at the three pictures.Ask, What can you see in the pictures? Go through the instructions with the class.Look at the example in the box.Get a pair of students to read the conversation to the class.Step 6 Homework1.Read the article in Activity 3a again.2.Complete the article in Activity 3b.Period Six (总第六课时)教学目的1.Knowledge Objects(1)Fill in blanks and make sentences using list, lead, compare, keep out, taste.(2)Finish the table according to the diary.2.Ability Object Train students’ writing ability.3.Moral Objects We should believe in others.We shouldn’t be selfish.教学重难点1.Fill in blanks and make sentences.2.Finish the table.Make sentences using list, lead, compare, keep out, taste.教学方法1.Teaching by explanation.2.Speaking method学法指导教学过程随堂记录Step 1 RevisionCheck homework.Get a few students to read the article in 3a.Then have a student read his own article.Step 2 Part 2This activity focuses on vocabulary introduced in the unit.Look at the words in the box.Get a student to read them.Make sure the students understand the meanings of the words.Please fill in the blanks with the words.Step3 This activity provides listening and speaking practice using the target language.Go through the instructions for this activity with the class.Get a student to read the diary aloud.Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Have students read the diary again.Then ask students to do the work in pairs.Step4ⅣThis activity provides reading and speaking practice with the target language.Ask two students to read the conversation aloud.Get all the students to read the conversation again.Ask, What makes the cartoon funny? Help students to explain.Step 5 Summary and HomeworkIn this class, we’re done much writing practice using the key vocabulary words and the target language presented in this unit.After class, please make sentences with the words in Activity I in your exercise books.Then finish off the exercises on pages 55~56 of the workbook.Period Seven (总第七课时)教学目的1.Knowledge ObjectsKey V ocabularywedding anniversary, vase, host, hostess, feminine, proper, acceptable, embarrass, let’s say, ahead of time2.Ability ObjectsFast-reading to get a general idea of the text.Careful-reading to get the detailed information in the text.Learn the words and phrases from the context.3.Moral ObjectGiving a gift is an art.Money is one of the gifts we can give others.But we must know money is not everything.So only when it is proper can we give someone money as a gift.教学重难点Key vocabularyTrain students’ reading ability.Train students’ reading and writing skills教学方法Fast-reading to improve students’ reading ability.Careful-reading to get the detailed information.Pairwork and groupwork学法指导教学过程随堂记录Step 1 Key V ocabularyThis activity introduces the key vocabulary words.Show the following vocabulary on the screen by a projector.Step 2 Part 1This activity allows students to activate their background knowledgebefore attempting the reading.Look at the picture.Ask, What’s happening in the picture? Let students describe the picture.Read the title The art of giving aloud.Get the students to predict what they think the article is about, based on the title and the picture.Get students to finish Task 1.But don’t look at the reading text.Instead, they use their background knowledge to try to answer the questions.Step3 Part 2This activity encourages students to read for the main idea.Read the instructions aloud to the class.Get students into groups of four.Let them read th4 text quickly, then each group summarizes one paragraph in their own words.As they are doing this, go around the classroom to make sure they discuss the questions in English.Invite four students to report their answers.Step 4 This activity encourages students to use the strategy of reading in context.Look back at the story and find out the words and expressions indicated in bold.Step 5 Part 4his activity helps students read for specific information and paraphrase ideas.Read the instructions aloud to the class.Elicit the first answer from the students from memory.Make sure that they understand what they need to do.Let students complete the sentences individually or in pairs.As they work, move around the classroom offering help as necessary.Step 6 Part 5This activity helps students work in a group and think critically about what they have read.Go through the instructions with the students.Let students do the task in small groups.Help students think of different occasions for gift giving such as holidays, birthdays, weddings and births.Check the answers.Let students share their answers with the class.Step 7 Homework1.Read the story in activity 2 again for further comprehension.2.Revise the target language in this unit.11。