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新目標(biāo)九年級英語課件

發(fā)布時間:2024-05-10

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新目標(biāo)九年級英語課件(篇1)

廣州市東圃中學(xué) 張虹

1、單詞

maybe也許 countryside鄉(xiāng)村 camera照相機(jī) film膠卷

drink飲料 bring帶來 weatherman 天氣預(yù)報(bào)員 cut割；切

degree度數(shù) stop阻止 pack打包/行李 snowman雪人

2、短語

nothing much沒什么 look forward to盼望 go climbing去爬山

It doesn’t matter.沒關(guān)系 best wishes最真摯的祝愿

in the world全世界 That’s a pity!真糟糕/遺憾！

go sightseeing去游覽 have a picnic去野餐

3、句子

1) Listen! Tomorrow’s weather report is on the radio.

聽！收音機(jī)里正在播放天氣預(yù)報(bào)。

2) I hope you won’t forget us. 我希望你不要忘記我們。

3) The snowmen will slowly becomes water when it gets warm.

當(dāng)天氣變暖時，雪人會慢慢變成水。

4) I will send you a postcard. 我會給你寄一張明信片。

5) I’m waiting for your answer. Please write to me soon.

我在等你的來信。請盡快給我寫信。

6) Thanks for inviting me. I’d love to go with you.

謝謝你的邀請。我很樂意和你去。

新目標(biāo)九年級英語課件(篇2)

新課程標(biāo)準(zhǔn)感知

知識要點(diǎn) 本單元用虛擬句談?wù)撘恍┘僭O(shè)的情況

本單元要點(diǎn)如下

1．學(xué)會談?wù)撘恍┘僭O(shè)的、虛幻的情況；

2．達(dá)到如何使用虛擬句提出建議的目標(biāo)；

3．學(xué)會表示與現(xiàn)在的情況相反的虛擬語氣的結(jié)構(gòu)；

4．學(xué)會用虛擬語氣表述自己的還沒有實(shí)現(xiàn)的愿望

一.重點(diǎn)詞匯

million、pimple、energetic、confident、shirt、tie、medical、research lottery、million、

trouble、energetic、confident、in public、social

二.重點(diǎn)短語

1. won the lottery 贏得抽獎 2. in public 公共的、公眾的

2. in the slightest 一點(diǎn)也；根本 4. plenty of 很多的、足夠的

get along with 與…相處 6. let …down 使…失望、沮喪

7. come up with 提出、想出（問題） 8. medical research 醫(yī)學(xué)研究

9. what if 如果…怎么辦 10. be late for 遲到…

11. be nervous 緊張的 12. get nervous （變得）緊張的

13. take a long walk 散步 14. ask one’s permission 征求某人的許可

15. without permission 沒得到許可 16. introduce oneself 自我介紹

17. rather than 而不是 18. a circle of good friends 朋友圈子

三.交際用語

1. If I were you , I’d wear a shirt and tie. 如果我是你，我就會穿襯衫打領(lǐng)帶。

2. If I were you , I’d take an umbrella. 如果我是你，我就帶把傘。

3. What would you do if you won a million dollars ? 如果你賺了一百萬美元，你會做什么？

4. What if I don’t know anyone ? 如果我一個人也不認(rèn)識怎么辦？

5. You should eat lots of fruits and vegetable and drink lots of water.你應(yīng)該吃大量水果、蔬菜，大量喝水。

6. What are you like ? I think I’m outgoing. 你的性格如何？我想我很外向。

四.語法聚焦

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 .

第一課時

Section A

Step 1 Free Talk

Talk about good habits of the students. Say, “ Wd all have some good habits. Can you tell the other students what good habits you have.” For example, getting up early, reading, helping others, not wasting money, etc.

When they talk, write some on the blackboard. Get the students to think about if they don’t hav have these good habits what will happen.

Step2 Talking and writing

Say, “Please imagine, what would you do if you had a lot of money?” The students discuss with the partners. Then get them to write some other situations in the list and share the answers. Point out: The sentences here are imaginary situations. They may not come true, just imaginary. So we often use the past tense and “would ” to express this kind of situation.

Step 3 Listening and talking

1b. First talk about some information in the picture. Say, “ We are going to listen to a conversation about their ideas about how to spend a million dollars.”

Students listen to the tape and number the pictures.

Then help the students practice the similar dialogue simply in 1c.

Step 4 Listening

First ask “ What would you do if you went to a party? What would you wear? What would you bring? What would you feel if you don’t know anyone at the party?”

After talking about the questions, come up with the question in 2a “ Why is Larry nervous?” Then listen.

2b. Listen again. Check the four things Larry’s sister says to him. Then check the students’ answers.

Step 5 Pairwork

According to the listening Text above, get the students to practice the conversation by looking at the instruction in 2c.

Ask some pairs to act out their own dialogues.

第二課時

Step 1 Free talk

Say “Imagine, what would you do if you were very old?”

“What would you do if you were teachers?”

“ What would you do if you had a lot of money?”

Get the students to talk about the questions. Collect their answers and write some on the blackboard.

Step 2 Grammar Focus

Point out the sentences on the blackboard all belong to imaginary situations. Ask the students to find out the rules in the sentences. Then look at the sentences in Grammar Focus. Comprehend them. Talk about some information about imaginary situations.

Step 3 Reading and watching

Ask “ Do you have some trouble during your daily life?” The students talk about their trouble and ask the other students to give advice. Then 3a, ask the students match each problem with the correct advice. Check the answers. Then comprehend the sentences.

Step 4 Game

Ask the students to write their problems on a piece of paper. Ask one student to choose some paper with problems on and read the problems. After he / she reads one problem, the other students try to give advice by using “ You should…” or “ If I were you…”.

Exercises:

完成句子：

1. He doesn’t know ______________( 穿什么) at the party.

2. _____________ (如果我是你), I would buy a small present.

3. What would you do ______________ (如果你獲得了第一名)？

4. You’d take a long walk ______________ (在吃過晚餐之后).

5. I ______________(變得緊張) before big exams.

第三課時

Section B

Step 1 Word competition

Say “ We usually use adjectives to describe a person. Do you know those words? Let’s have a competition.”

Get representatives of boys and girls to come to the front and write the words about description on the blackboard as many as they can.

Step 2 Giving definitions

Say “ Just now we had the word competition. Then let’s try to give definitions of these words in English.” Discuss with partners and give definitions.

Step 3 Writing and competition

Get the students to understand the instructions in 1a. Understand the meaning of every word. Then fill in the blanks with the words. Check the answers.

After students write the words, have a competition of making up sentences. Say, “ Please make up sentences by using these words. Let’s see who can make up more sentences , boys or girls?”. Then do it.

Step 4 Listening

2a. At first help the students understand the instruction. Look at the personality survey. Explain “ give a speech, without permission, introduce oneself to sb.” Then listen. Check the questions Celia asks.

Some points:

1. give a speech = make a speech, give a talk 演講

2. without permission （未經(jīng)允許） with permission （經(jīng)過允許）

permission n. “允許” permit v. “允許”

permit sb to do sth 相當(dāng)于allow sb to do sth 意思是“允許某人做某事”

例：The teacher didn’t permit us to swim in this river.

= We can’t swim in this river without the teacher’s permission.

3. introduce oneself to sb. 意思是“向某人自我介紹”

例：Let me introduce myself to you. I am Jim.

2b. Listen again. Circle Bill’s responses. Then check the answers.

Step 5 Practice

Get the students to practice the similar conversation in 2c by looking at the personality survey.

Exercises:

翻譯句子：

1．他害怕在公眾場合講話。

2．這個女孩很善交際。她有許多朋友。

3．莫扎特是個很有創(chuàng)造力的音樂家。

4．男孩們總是精力旺盛。他們幾乎從不感覺到累。

第四課時

Step 1 Free talk

Ask questions like “What would you do if the teacher asked you to give a speech in front of the whole school? What would you do if someone took away your things without permission? What would you do if someone asked you to be in a movie? What would you do if you wanted to be friends with a new student?”

Get the students to talk about them.

Step 2 Reading

Ask the students to read the passage in 3a and fill in the blanks in the results with “a”, “b” or “c” according to the survey in 2a. Then help the students comprehend the whole passage.

Some points:

1. pretty ① 相當(dāng)，非常相當(dāng)于very, quite

② 漂亮相當(dāng)于beautiful

2. in the slightest 意思是“根本，一點(diǎn)也”

not….in the slightest 意思是“根本不，一點(diǎn)也不”，相當(dāng)于not…. at all.

slight 是adj. 表示“輕微的，不重要的”

例：I have a slight cold. 我有點(diǎn)輕微的感冒。

3. company ① 陪伴（不可數(shù)n.）

② 公司（可數(shù)n.）

例：I feel at home in your company. 和你在一起令我輕松自在。

He is a driver in a bus company. 他是一家汽車公司的司機(jī)。

4. rather than, would rather…than 意思是“與其……倒不如”，“寧愿…...而不愿”

例：I want to stay at home rather than go to school.

I would rather stay at home than go to school.

這兩個短語前后都連接兩個相同的成分。

After explaining the points, ask the students to read the passage.

Step 3 Groupwork

Divide the students into several groups with four students in each. Design a personality survey according to the example in 3b. The survey must include at least two questions. Then discuss about the questions with the group members.

At last share the students’ answers and make a conclusion, such as “Student….. is very outgoing. Student … is very friendly” and so on.

Homework:

Recite the passage in 3a.

第五課時

Step 1 Warming up

Ask the students make examples about good or bad personality. Discuss about the personality the students like.

Step 2 Self check

For Ex 1, fill in each bland with the correct word given. Understand the Chinese meaning of every sentence.

For Ex 2, read the e-mail and comprehend it.

Then read the passage. Write a reply according to this email. Ask some students to read their replies.

Step3 Just for fun

Students read the funny cartoons at last.

第六課時

Step 1 Warming up

Talk about the questions “ Do you often surf the Internet? Do you have a net friend? What would you do if the net friend wanted to meet you?”

Step 2 Reading

Say “ In our daily life, we would meet lots of situations. And what would you do if something happened? Then let’s study the passage.”

Give a reading task to the task to the students. “ Find out all the accidents and problems in the reading text.” After the students finish the task, help them comprehend the passage.

Some points:

1. If I were you, I’d have a first-aid…..

此句使用了虛擬語氣，對現(xiàn)在的事情進(jìn)行假設(shè)，表示與現(xiàn)在事實(shí)相反的一種假設(shè)。此時，主句中謂語動詞使用“should / would + v原形”的結(jié)構(gòu)。If從句中謂語動詞使用一般過去時態(tài)，如果該動詞是be動詞，則一律用were.

例：If I knew this, I would tell you.

2. burn-burned – burned 或burn – burnt – burnt 意思是“燒傷，燒壞”

例：The house is burning.

如果表示“被燒死”，則常用be killed by fire / in the fire, 也可用be burnt to death.

3. injure “傷害，損傷”，指事故中肉體上受到傷害，也指精神上的損傷，常用人作主語。

例：She was badly injured in an accident.

4. hurt “疼痛”，可用疼痛的具體部位作主語，也可用人作主語。

例：My head hurts.

She hurt herself yesterday.

Read the passage, and finish 3b.

新目標(biāo)九年級英語課件(篇3)

廣州市東圃中學(xué) 張虹

1、單詞

London倫敦 Germany德國 Spain西班牙 term學(xué)期

Walu華露 India 印度 New Zealand 新西蘭

Moscow莫斯科 Toronto 多倫多 Madrid馬德里 building大樓

New York紐約 Singapore新加坡 Berlin柏林 Italy 意大利

class teacher班主任 Auckland 奧克蘭 Paris巴黎 Tokyo東京

2、短語

on weekdays周一至周五 at the age of ten 在十歲時

answer the questions回答問題 far from遠(yuǎn)離

3. 句子

1）I hope you all become good friends. 我希望你們都成為好朋友。

2）A good beginning helps to make a good end.

好的開頭有助于取得好的結(jié)果。

3）How are you? I’m very well. 你（身體）好嗎？我很好（健康）。

4) How do you do? 你好嗎？

5) Do you often get to school early ? 你經(jīng)常早上很早上學(xué)嗎？

新目標(biāo)九年級英語課件(篇4)

學(xué)習(xí)目標(biāo)

1.熟記學(xué)過的單詞

2.重點(diǎn)短語：on your own，bit by bit，instead of

3.重點(diǎn)句型：Are you stressed out each time youhave a test?

學(xué)習(xí)重點(diǎn)

能夠應(yīng)用所學(xué)的知識完成本單元的寫作

學(xué)習(xí)難點(diǎn)

能夠應(yīng)用所學(xué)的知識完成本單元的寫作

自主學(xué)習(xí)

一、認(rèn)真預(yù)習(xí)3a-SelfCheck找出下列短語和句型。

1.靠你自己

2.逐漸地

3.取代

4.你每次考試的時候緊張嗎?

課堂導(dǎo)學(xué)

Step 1　情景導(dǎo)入

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

環(huán)節(jié)說明：通過這個環(huán)節(jié)復(fù)習(xí)了本單元的重要的短語和句型，同時又為本節(jié)課的寫作訓(xùn)練做好了鋪墊。

Step 2　完成教材3a的任務(wù)

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

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

參考案例

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

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

環(huán)節(jié)說明：通過這個教學(xué)環(huán)節(jié)，讓學(xué)生熟練掌握描述學(xué)習(xí)英語的方法的句型并且能夠針對他人的問題提出建議。

Step 3　完成教材Self Check的任務(wù)

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

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

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

環(huán)節(jié)說明：這一環(huán)節(jié)通過訓(xùn)練，讓學(xué)生對本單元的語言目標(biāo)——提建議得以更靈活的運(yùn)用。

Step 4　問題探究

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

A.buyB.withC.to　D.by

答案選擇D，bit by bit 意為“逐漸地，一點(diǎn)一點(diǎn)地”。

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

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

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

當(dāng)堂評價

請學(xué)生們做前面課時訓(xùn)練部分。Unit2　Ithink that mooncakes are delicious!

新目標(biāo)九年級英語課件(篇5)

本學(xué)期我任教九年級（2）班的英語課。經(jīng)過以往幾年的學(xué)習(xí)，大部分學(xué)生都能端正學(xué)習(xí)態(tài)度，主動參與學(xué)習(xí)活動。不少學(xué)生都打下了良好的英語基礎(chǔ)，積累了一定的學(xué)習(xí)經(jīng)驗(yàn)，掌握了行之有效的學(xué)習(xí)方法，形成了自己學(xué)習(xí)英語的學(xué)科理念，具備了較高的英語素質(zhì)。但也有部分學(xué)生有求知欲，沒自信心；有學(xué)習(xí)的潛力，卻沒良好的學(xué)習(xí)習(xí)慣，自控力極差。這諸多原因造成他們學(xué)習(xí)困難，衍生出厭學(xué)情緒。期末測試題目偏難，所以上學(xué)期的學(xué)科檢測情況總體不好，兩個班的合格率都有所下滑，優(yōu)等生的人數(shù)更少 ?？傊?，這批學(xué)生的優(yōu)勢和不足并存，希望與困難相伴，我們要發(fā)揮學(xué)生們的優(yōu)勢，彌補(bǔ)他們的不足，一方面集中力量培養(yǎng)一批優(yōu)等生，另一方面又要幫助帶動每一位學(xué)習(xí)困難的同學(xué)都能學(xué)好英語課，達(dá)到共同提高的總體目標(biāo)。

本學(xué)期的中心任務(wù)是：疏導(dǎo)心理，激發(fā)興趣，指導(dǎo)學(xué)法，夯實(shí)基礎(chǔ)，培養(yǎng)能力。

在今后的教學(xué)活動中，教師需注意以下幾點(diǎn)：

1、結(jié)合社會大環(huán)境，引導(dǎo)學(xué)生信仰學(xué)習(xí)，崇尚知識。

2、幫助學(xué)生樹立起學(xué)習(xí)英語的自信心。

3、幫助學(xué)生制定自己的學(xué)習(xí)小計(jì)劃，找出適合自己的學(xué)習(xí)方法。

5、激勵學(xué)生主動、持久、高效地學(xué)習(xí)。

6、學(xué)習(xí)過程中注意因材施教，愛心感染。

向青春期過度的孩子們情緒不穩(wěn)，明辨是非的能力較差，叛逆心理嚴(yán)重，這就要求教師必須耐心細(xì)致，嚴(yán)以律己，言行一致，腳踏實(shí)地，持之以恒地去工作，督促指導(dǎo)學(xué)生努力地、科學(xué)地學(xué)習(xí)，成為造福社會的棟梁之材！

本學(xué)期的任務(wù)有兩項(xiàng)：一是完成九年級英語第二學(xué)期的教學(xué)任務(wù)，二是系統(tǒng)復(fù)習(xí)七八九三個年級的所學(xué)全部內(nèi)容，為最后的學(xué)業(yè)水平測試做準(zhǔn)備。九年級英語第二學(xué)期的教學(xué)任務(wù)是11---15共5個單元的新授及Units 11-15的一個復(fù)習(xí)單元。其主要內(nèi)容涉及現(xiàn)在完成時，現(xiàn)在進(jìn)行時，被動語態(tài)等。其特點(diǎn)是生詞量大，知識點(diǎn)零碎。我們應(yīng)重在練習(xí)，加強(qiáng)鞏固。

七年級教材內(nèi)容側(cè)重基礎(chǔ)，難度不是很大，在考試中所占比例也不大。復(fù)習(xí)時要以點(diǎn)帶面，精講多練，教師只起一個點(diǎn)撥的作用即可。八年級教材所涉及的詞匯、短語、句型結(jié)構(gòu)明顯增多，難度加大，閱讀量增加，是復(fù)習(xí)的重中之重。九年級教材所涉及的詞匯、短語、句型結(jié)構(gòu)、語法更多，內(nèi)容貼近生活，詞匯量大而且難記，在中考中所占比例最大，是復(fù)習(xí)時的重點(diǎn)更是難點(diǎn)。

在復(fù)習(xí)過程中，要夯實(shí)基礎(chǔ)，注重知識間的聯(lián)系與區(qū)別，并以中考題型為參照，加強(qiáng)題型和做題方法的探討和研究，給予學(xué)生精要的指導(dǎo)和引導(dǎo)，是他們掌握知識的同時，更能學(xué)得做人做事的道理和方法。

三、本學(xué)期要達(dá)到的教學(xué)目標(biāo)（包括知識與技能、過程與方法、情感態(tài)度三個方面的目標(biāo)）

（一）知識與技能：

1、能夠系統(tǒng)掌握七至九年級相關(guān)的教學(xué)內(nèi)容，牢固掌握基礎(chǔ)知識。

2、各知識間的區(qū)別于聯(lián)系要明確，并在測試中做到不混淆。

3、由知識到能力的轉(zhuǎn)化，技能明顯提高，能夠?qū)⒅R和能力做到有機(jī)統(tǒng)一。

1、狠抓過程中基礎(chǔ)知識的落實(shí)，以此促進(jìn)能力的提高。

2、引導(dǎo)學(xué)生通過自主學(xué)習(xí)，進(jìn)行知識的歸納、總結(jié)，使總結(jié)知識的過程成為掌握、提高、錘煉的過程。

3、抓好過程的調(diào)控，因材施教，并注重反饋和總結(jié)。

1、培養(yǎng)學(xué)生的積極性和良好的習(xí)慣。

2、促進(jìn)學(xué)生間的合作，并體驗(yàn)創(chuàng)作的快樂。

3、對比中外文化的差異，開闊視野。

4、磨練意志，達(dá)到自我教育的目的。明辨是非，形成正確的人生觀、世界觀、價值觀。

1、教材處理方面：深入學(xué)習(xí)新課標(biāo)，領(lǐng)略其精髓所在。總覽教材，把握重點(diǎn)，勾劃難點(diǎn)。遵循由易到難，由點(diǎn)及面的教學(xué)規(guī)律，把它作為一種課內(nèi)教育資源，進(jìn)行創(chuàng)造性地使用。

2、教學(xué)研究方面：與時俱進(jìn)，學(xué)習(xí)先進(jìn)的教育理論，更新教育觀念，把任務(wù)型教學(xué)的精神實(shí)質(zhì)實(shí)踐于英語課堂中。真正做到“以學(xué)生的發(fā)展為本”，把課堂還給學(xué)生，提高學(xué)生用英語交際的能力。加強(qiáng)集體備課的力度，學(xué)人之長，補(bǔ)己之短，團(tuán)結(jié)合作，共同提高。

3、培優(yōu)轉(zhuǎn)差方面：學(xué)會賞識每一個學(xué)生，尤其關(guān)愛中下游學(xué)生。加大對優(yōu)等生的培養(yǎng)力度，鼓勵他們拔尖，發(fā)揮榜樣帶頭作用，帶動中下游學(xué)生，大面積提高學(xué)習(xí)質(zhì)量。

4、思想教育滲透方面：把愛國主義情感、集體主義道德、個人自立精神以及崇尚科學(xué)的精神融于日常教學(xué)之中。增強(qiáng)人口意識、環(huán)境意識，幫助學(xué)生形成正確的人生觀、價值觀。

尊重學(xué)生的個性差異，及時賞識學(xué)生。鼓勵他們創(chuàng)新。利用學(xué)習(xí)互助小組，大力開展合作學(xué)習(xí)，在合作中培養(yǎng)責(zé)任感，并品嘗成功的快樂，使其更愛學(xué)習(xí)。

利用計(jì)算機(jī)輔助教學(xué)，滲透信息技術(shù)教育，拓寬學(xué)生視野。

四、教學(xué)進(jìn)度：

1 Unit 11 Unit 11 Section A-Section B(2C)

2 Units11-12 Unit 11 Section B(3a)- Reading -Unit 12Section A(2c)

3 Unit 12 Unit 12Section A(3a)-Reading

4 Units13 Unit 13Section A-- Section B(2C)

5 Units13--14 Unit 13 Section B(3a)-Reading -Unit 14 Section A(2c)

6 Unit14 Unit 14Section A(3a)-Reading

8/9 專項(xiàng)復(fù)習(xí)名詞、冠詞、數(shù)詞、代詞、介詞、連詞、形容詞、副詞

13 題型訓(xùn)練閱讀理解,完型填空,

新目標(biāo)九年級英語課件(篇6)

廣州市東圃中學(xué) 張虹

1、單詞

before在---之前 bowl碗 hear 聽見

hold拿 granddad爺爺，外公

2、短語

brush one’s teeth 刷牙 put…into 把---放進(jìn)---

go shopping 去購物 Hurry up !趕快！

do morning exercises做早操 go running 去跑步

feed the cat 喂貓 How often…? 多久一次---？

go swimming去游泳

3、句子

1) They are good at playing basketball. 他們擅長打籃球。

2) It’s time to have lunch/for lunch. 該吃午飯了。

3) She’s never late for school. 她從不遲到。

4) All the family are trying to help her. 全家人都努力幫她。

新目標(biāo)九年級英語課件(篇7)

Unit 15 We’re trying to save the manatees!

Part 1: Teaching design (第一部分：教學(xué)設(shè)計(jì))

Structures: Review of structures

Target language: I think that animals should not live in zoos. I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.

Vocabulary: manatee, cheetah, kangaroo, chimpanzee, recycle, aquatic, habitat, gentle, aggressive, playful, furry, gray, enormous, strong, spotted, underwater, mangrove, vegetation, swamp, save, environment, educate, public, politely

Learning strategies: Classifying, Listening for specific information

Section A

Goals

● To review structures learned

● To listen and talk about animals

Procedures

Warming up by learning about animals

Animals are living things. Plants can make their own food or

energy from the light of the sun, but animals can't do this.

Animals have to eat plants or other animals to get energy to live.

Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat. We say that these animals are omnivores. Plants can't move around, but most animals can move around. Animals are divided into groups.

1a Looking and describing

On page 118 in the picture you will see a zoo with animals and visitors. Now choose adjectives listed in the box to describe the six animals.

African elephants

Chimpanzees

Kangaroos Manatees

Cheetahs Polar bears

enormous

noisy playful gentle,

shy

spotted,

fast

Furry,

aggressive

1b Listening and circling

Victor and Ginny are talking about animals. They are describing them with many different words.

Now listen to their talk and circle the words used in 1a to describe the animals.

星沙英語網(wǎng)整理

Tapescript

Boy: Hey, Ginny. What’s that big, furry animal in the pond?

Girl: It’s a polar bear, Victor. They’re kind of aggressive.

Boy: Are they? Looks like they really love water.

Girl: Uh-huh.

Boy: And what do you call those big, gray things in the water?

Girl: They’re called manatees.

Boy: What?

Girl: Manatees. They’re very gentle and very shy.

Girl: They’re cheetahs. The cheetah is the fastest animal on earth

1c Doing groupwork

We humans are animals, too. So we are like animals in some ways. Now in groups of four, you are going to think of an animal that is the same as you are in some ways. Then you are to describe the animal and the others are to guess its name.

A: I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.

B: You’re like an elephant.

A: No.

B: You’re like a manatee.

A: Yes!

A: I am like this animal because I am heavy and enormous. I like forests, and I like to go around the mountain.

B: You’re like a chimpanzee.

A: No.

B: You’re like an elephant.

A: Yes!

A: I am like this animal because I like spotted clothing and I run the fastest in my school.

B: You’re like a manatee.

A: No.

B: You’re like a cheetahs.

A: Yes!

2a Listening and matching

A boy is asking a man about animals he likes.

Tapescript

Boy: Can you tell us about the manatees, please?

Man: Sure. We’re trying to save them.

Boy: Why? Are they endangered?

Man: Yes. There used to be a lot of manatees, but now there aren’t very many of them.

Boy: Do you know how many there are?

Man: At this point, there are only about 2, 500 in the U.S. In 1927, it was discovered that they were endangered. Since then, the government has passed laws to protect them.

Boy: Where do they live?

Man: Their favorite habitat is the water under the trees in mangrove swamps.

Boy: And why are they endangered?

Man: Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them. As you can see, they’re large. The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day.

Boy: Aquatic feed?

Man: Oh, that’s underwater plants and vegetation. That’s what they eat.

Now listen to their talk and match the words with the definitions in the box on page 119.

1. endangered →b. there aren’t very many of them.

2. mangrove swamps → d. a place where trees grow in water

3. habitat → a. the place where something lives

4. aquatic feed → underwater plants and vegetation

2b Listening and completing

Next you are going to complete the chart on page 119 in the middle. Listen to the talk once more for the necessary information.

Kind of animal Manatee

Number 2,500 in the US

Habitat the water under the trees in

mangrove swamps

Reason why they are endangered Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them.

description The average manatee is about

ten feet long and weighs about

1, 000 pounds. They need

about 100 pounds of aquatic feed a day.

In the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expressions and circle all the connectives.

2c Doing pairwork

You are going to interview a zoo attendant. Now use the facts from above activities to role play a conversation between you and the attendant.

A: How big are manatees?

B: They’re about 10 feet long and they weigh about 1,000 pounds.

A: How much do they eat everyday?

B: They need about 100 pounds of aquatic feed a day.

A: What is Aquatic feed?

B: It is underwater plants and vegetation.

A: That’s what they eat?

B: Yes, it is.

A: Are manatees endangered?

B: Yes, they are endangered. But, we’re trying to save them.

A: Wait a moment. Why are they endangered?

B: Because their homes are disappearing.

A: Where do they live?

B: They live in the swamps. And they have become polluted. They are endangered also because there sometimes isn’t enough food for all of them.

A: I am sorry to hear that. There used to be a lot of manatees, but now there aren’t very many of them left, I think.

B: You are right. At this point, there are only about 2, 500 in the

U.S.

A: Are there any laws to protect them.

B: Since 1927 laws have been passed protect them.

A: Thank you for your information.

3a Reading and underlining

Turn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasons why Disgusted is opposed to zoos. While reading remember to box all the connectives, blacken all the predicates. That’s grammar study.

Dear Editor,

I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I've visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I don't think so.

Sincerely

Disgusted

3b Reading and writing

A man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. While reading, underline all the expressions, box all the connectives, and blacken all the predicates. That’s grammar study, too.

Dear Editor.

I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people. They provide homes for many endangered animals, and help to educate the public about caring for them. If we don’t support our zoos, they won't have enough money to take care of so many fine animas. I urge all of your readers to visit our wonderful zoo soon.

Sincerely, Animal friend

4 Debating

Next we are going to have a new activity-to debate.

Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B is to debate for keeping animals in the zoos for protection and education of the people.

Useful expressions

I think that… I agree with you.

I believe that… I disagree with you.

I feel that… I agree with…

A: I think that animals should not live in the zoos.

B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.

A: I don’t think so.

B: A zoo is a place where many different species of animal are kept and usually can be seen by members of the public.

A: Why can people go and see the animals in the forest?

B: In that case, more harm will be done to the animals.

A: Kept in the zoos animals are losing their natural nature of living.

B: Most modern zoos are also centers where animals are studied so that more animals in the forest could be saved and protected.

A: Some rare animals are dying out.

B: Yes, they are. Rare animals could be preserved when they are in danger of dying out.

A: You are right in saying that. But I still think that it is not right to put animals in the zoos. They belong to the forest, the river, the sky and the sea.

Closing by learning about Brown Eared-pheasant（褐馬雞）

To end this period we shall turn our attention to a rare animal found almost only in Shanxi, China, Brown Eared-pheasant, or褐馬雞 in Chinese.

This species qualifies as Vulnerable because it may have a small population, and although its numbers within protected areas appear to be stable, elsewhere remaining unprotected and isolated populations are declining (potentially rapidly) through ongoing habitat loss and hunting.

新目標(biāo)九年級英語課件(篇8)

教學(xué)綜述

一. 本周教學(xué)內(nèi)容：

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

一. 學(xué)習(xí)目標(biāo)（Language Goal）

1. Learn to narrate past events. 學(xué)會描述過去所發(fā)生的事情。

2. Learn to express something with Past Perfect Tense.

學(xué)習(xí)使用過去完成時態(tài)。

3. Strengthen the consciousness of doing things regularly.

做事加強(qiáng)連續(xù)性，有條不紊。

二. 語言結(jié)構(gòu)（Language Structures）

1. Past perfect Tense過去完成時

2. “By the time”和“when”引導(dǎo)的時間狀語從句

三. 目標(biāo)語言（Target language）

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

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

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

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

5. Have you ever overslept?

6. Have you ever been late for school?

四. 重點(diǎn)詞組（Key phrases）

1. by the time 到…時候?yàn)橹?/p>

2. get outside 到外邊

3. get to school 到學(xué)校

4. get up 起床

5. get into the shower 去洗澡

6. get home 到家

7. start doing/ to do sth 開始做某事

8. be late for 遲到

9. go off （鬧鐘）鬧響

10. wake up 醒來

11. come out 出來，出現(xiàn)

12. run off 迅速離開，跑掉

13. on time 準(zhǔn)時

14. in time 及時

15. come by （走）過來

16. give sb a ride 讓某人搭車

17. break down 損壞，壞掉

18 show up 出席，露面

19. stay up 熬夜

20. a costume party 一個化裝舞會

21. sth happen to sb 某事發(fā)生在某人身上

22. so …that … 如此…以至于

23. set off 出發(fā)，開始

24. April Fool’s Day 愚人節(jié)

25. get married 結(jié)婚

26. marry sb 與某人結(jié)婚

27. both …and… 二者…都…

28. get dressed 穿好衣服

29. on the first day 在第一天

五. 語法重點(diǎn)（Grammar Focus）

1. Past perfect Tense過去完成時

構(gòu)成：had +過去分詞（had沒有人稱和數(shù)的變化）

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

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

我在晚飯前把作業(yè)做完了。

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

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

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

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

當(dāng)我們到那里時，足球比賽已經(jīng)開始了。（過去時間是when從句）

2. when和by the time引導(dǎo)的時間狀語從句

by the time到…時候?yàn)橹梗笍倪^去某一點(diǎn)到從句所示的時間為止，這一時間段。

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

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

到她起床的時候，她的弟弟已經(jīng)去洗澡間了。

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

到她走到外面的時候，公共汽車已經(jīng)走了。

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

當(dāng)她到學(xué)校的時候，她意識到她把書包放在家里了。

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

3. How to narrate past events.

如何描述過去的事件。

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

請看例文1：

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

（注意觀察文中時態(tài)的應(yīng)用）

例2：請大聲朗讀Section A 3a，并找出其中用到的時態(tài)。

六. 疑難解析（Key Points）

1. 關(guān)于get的詞組小結(jié)

在本單元出現(xiàn)大量關(guān)于get的詞組，要注意背誦

get to school 到學(xué)校 get to class 到班級

get into the shower 去洗澡

get outside 到外邊

get home 到家

get up 起床

get married 結(jié)婚

get dressed 穿好衣服

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

我上學(xué)從不遲到，但是昨天我險些遲到。

close adv. （副詞）鄰近地、接近地，意思是接近上課時間才到校。

3. Have you ever been an April fool?

你曾經(jīng)做過愚人節(jié)傻瓜嗎？

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

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

他把表調(diào)快了一個小時。

change…to（into）… 把…變成…

e.g. Please change these sentences into English.

請把這些句子譯成英文。

5. I only just made it to my class.

我剛好趕上上課。

only just“剛剛才、恰好”

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

make it 辦成功，做到、趕到

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

天氣這樣惡劣，你可到不了對岸。

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

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

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

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

這本書是如此的有趣以至于全班同學(xué)都想看看。（so+形容詞）

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

他跑得那么快，以致于我跟不上他。（so+副詞）

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

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

天太黑了，他不能看見同伴的臉。

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

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

他們早早地出發(fā)以便按時到達(dá)。

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

我們坐在前排吧，以便可以看得更清楚。

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

當(dāng)權(quán)威機(jī)構(gòu)揭露這個故事是一個騙局時，成千上萬的人已經(jīng)逃離家園。

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

那個電視明星既失去了他的女朋友，也失去了他的電視節(jié)目。

both …and… 二者都

The First Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

oversleep

(2) Target Language

What happened?

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

2．Ability Objects

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

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

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

3．Moral Object

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

Ⅱ．Teaching Key Points

1．Key Vocabulary

oversleep

2．Target Language

Narrate past events with the Past Perfect Tense

Ⅲ．Teaching Difficult Points

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

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

Ⅳ．Teaching Methods

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

2．Making sentences by looking at the pictures.

Ⅴ．Teaching Aid

A tape recorder

Ⅵ．Teaching Procedures

Step Ⅰ Revision

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

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

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

SB: What do you like doing?

SA: I love playing football.

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

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

4．Dictate the following words:

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

Step Ⅱ 1a

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

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

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

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

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

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

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

Help one student to answer like this,

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

Then get more students to answer differently, such as,

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

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

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

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

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

He or she may answer like this,

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

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

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

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

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

S1: She slept a long time.

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

Ss: She overslept.

T: What do you see in Picture 2?

S2: Her brother or sister is in the bathroom

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

Ss: Someone is taking a shower.

Write these words on the blackboard:

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

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

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

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

Step Ⅲ 1b

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

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

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

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

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

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

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

Answers

1．b 2．a(chǎn) 3．c

Tapescript

Boy: Hi, Tina. You look stressed out.

Girl: I am. I had a bad morning.

Boy: Really? What happened?

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

Boy: Oh, what a pain!

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

Boy: Oh, no!

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

Boy: No wonder you look stressed out.

Step Ⅳ 1c

This practice provides guided oral practice using the target language.

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

Then read the instructions together with the whole class.

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

SA: What happened?

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

Write the conversation on the blackboard.

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

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

Step Ⅴ Summary

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

Step Ⅵ Homework

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

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

Step Ⅶ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The First Period

1．By the time …

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

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

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

2．Some words to describe the pictures

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

3．Target Language:

A: What happened?

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

The Second Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Target Language

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

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

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

(2) The Three Forms of the verbs.

2．Ability Objects

(1) Train the students' listening skill.

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

(3) Train the students' speaking skill.

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

3．Moral Object

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

Ⅱ．Teaching Key Points

1．Listening practice with the target language.

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

3．Make sentences using the Past Perfect Tense.

4．The three forms of the verbs.

Ⅲ．Teaching Difficult Points

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

2．The three verb forms in Grammar Focus.

Ⅳ．Teaching Methods

1．Listening

2．Pairwork

Ⅴ．Teaching Aids

A tape recorder

Ⅵ．Teaching Procedures

Step Ⅰ Revision

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

They may say like this:

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

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

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

Step Ⅱ 2a

This activity provides guided listening practice using the target language.

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

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

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

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

Answers

The pictures should be numbered in this order:

3 1 2 4

Tapescript

Boy: So then what did you do, Tina?

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

Boy: You're kidding!

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

Boy: Oh, no!

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

Step Ⅲ 2b

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

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

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

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

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

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

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

Answers

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

Step Ⅳ 2c

This activity gives students oral practice with the target language.

Ask the whole class to read the instructions together.

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

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

Sample ending of the story

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

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

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

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

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

Step Ⅴ Grammar Focus

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

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

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

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

I usually get up at 6:30.

I got up at 5:30 yesterday.

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

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

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

Check the answers.

Some sample sentences with the three verb forms

1．I got up at 6 : 30 every day.

I got up at 6 : 00 yesterday.

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

2．We usually go to school at 7 : 30.

We went to school at 8:30 yesterday.

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

3．My father leaves home at 8:30.

He left home at 9:30 this morning.

When my father went outside, the bus had left.

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

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

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

The three forms of the verbs used in this unit:

leave left left

walk walked walked

start started started

oversleep overslept overslept

ring rang rung

be was/were been

Step Ⅵ Summary

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

Step Ⅶ Homework

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

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

leave, walk, start , oversleep, ring, be

3．Review the Grammar Focus.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The Second Period

Target Language:

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

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

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

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

Verbs:

get got gotten

go went gone

leave left left

start started started

The Third Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

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

(2) Target Language

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

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

2．Ability Objects

Train the students' reading skill with target language.

Train the students' speaking skill with target language.

3．Moral Object

Have you ever done anything carelessly?

Share your story with your friends.

Ⅱ．Teaching Key Points

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

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

Ⅲ．Teaching Difficult Points

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

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

Ⅳ．Teaching Methods

1．Get the main idea by reading.

2．Pairwork.

Ⅴ．Teaching Aid

A projector

Ⅵ．Teaching Procedures

Step Ⅰ Revision

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

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

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

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

5．Ask the students to hand in their homework.

Some sample sentences with the verbs used in this unit:

1．I leave home at 7:30 every morning.

I left home at 8:00 this morning.

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

2．I walk to school sometimes.

I walked to school yesterday afternoon.

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

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

The meeting started at 3: 30 last Wednesday afternoon.

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

4．Tina seldom oversleeps.

Tina overslept this morning.

Tina said she had never overslept before.

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

The bell rang at 7:10 this morning.

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

6．I am here now.

I was at home last night.

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

Step Ⅱ 3a

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

Show the vocabulary on the screen by a project:

bell n 鐘；鈴

ring v. 鳴；響

go off 鬧鐘(鬧響)

rush v. 沖；奔

rush off 跑掉；迅速離開

on time 準(zhǔn)時

give sb. a ride 讓某人搭便車

lock v. 鎖；鎖上

break down 損壞；壞掉

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

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

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

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

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

Answers

1．a(chǎn)larm clock didn't go off

2．father went to bathroom

3．woke up late

4．took shower

5．had some breakfast

6．bus left

7．ran to bus stop

8．started walking

9．got a ride with a friend

10．bell ringing

11．got to school

12．got to class

Sentences with the Past Perfect Tense in the article:

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

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

Step Ⅲ 3b

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

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

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

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

We can see six questions in the box.

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

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

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

Step Ⅳ 3c

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

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

Step Ⅵ Summary

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

Step Ⅶ Homework

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

2．Write a conversation in Activity 3c.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The Third Period

Answers to Activity 3a:

1．a(chǎn)larm clock didn't go off

2．father went to bathroom

3．woke up late

4．took shower

5．had some breakfast

6．bus left

7．ran to bus stop

8．started walking

9．got a ride with a friend

10．bell ringing

11．got to school

12．got to class

The Fourth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

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

(2) Target Language

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

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

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

I found out that my friend had fooled me.

2．Ability Objects

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

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

3．Moral Object

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

Ⅱ．Teaching Key Points

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

2．Teach the students the new vocabulary.

Ⅲ．Teaching Difficult Points

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

2．Help learn to use the new vocabulary correctly.

Ⅳ．Teaching Methods

1．Listening

2．Pairwork and groupwork

Ⅴ．Teaching Aid

A tape recorder

Ⅵ.Teaching Procedures

Step Ⅰ Revision

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

2．Dictate the following words and phrases:

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

3．Check the homework.

Step Ⅱ 1a

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

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

Teach the students to read the new vocabulary below:

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

April Fool's Day

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

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

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

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

Ask the students to complete the chart on their own.

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

Answers

Nouns: fool, costume, change, clock

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

Adjectives : embarrassed, empty, exhausted

Step Ⅲ 1b

This activity provides guided oral practice using the target language.

Ask a student to read the instructions to the class.

Ask another student to read the example on the right.

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

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

Step Ⅳ 2a

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

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

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

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

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

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

Answers

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

Tapescript

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

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

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

Boy 3: He had?

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

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

Step Ⅴ 2b

This activity provides guided listening practice using the target language.

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

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

Answers

1．D 2．N 3．J 4．J 5．D 6．N

Step Ⅵ 2c

This activity provides oral practice using the target language.

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

Do it at least twice.

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

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

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

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

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

Step Ⅶ Summary

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

Step Ⅷ Homework

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

2．Write a conversation in Activity 2c.

Step Ⅸ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section B

The Fourth Period

1．Answers to Activity 1a:

Nouns: fool, costume, change, clock

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

Adjectives: embarrassed, empty, exhausted

2．Target language:

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

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

The Fifth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

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

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

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

2．Ability Objects

(1) Train the students' reading skill.

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

3．Moral Object

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

Ⅱ．Teaching Key Points

1．Teach the students the new vocabulary.

2．Help the students understand the three articles.

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

Ⅲ．Teaching Difficult Points

1．Help the students understand the three articles.

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

Ⅳ．Teaching Methods

1．Reading method.

2．Write a passage using the notes.

3．Tell jokes.

Ⅴ．Teaching Aids

A project and a tape recorder.

Ⅵ．Teaching Procedures

Step Ⅰ Revision

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

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

Step Ⅱ 3a

This activity provides reading practice using the target language.

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

announce v. 宣告；通告

describe v. 描述；描繪

convince v. 使確信；使信服

panic n. 恐慌；驚恐

set off 激起；引起

authority n. 權(quán)威機(jī)構(gòu)；行政管理機(jī)構(gòu)

reveal v. 揭示；揭露

hoax n. 騙局；惡作??；玩笑

flee n. 逃跑；逃走

spaghetti n. 意大利式細(xì)面條

girlfriend n. 女朋友

show n. 演出；展示；炫耀

marry v. 嫁；娶；與……結(jié)婚

thrill v. 回答；答復(fù)

ending n. 結(jié)局；結(jié)尾

get married 結(jié)婚

reply v. 回答；回復(fù)

Call the students' attention to the screen.

Point to the words on the screen one by one.

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

Read the instructions to the students.

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

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

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

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

Answers

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

Step Ⅲ 3b

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

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

Help the students make sentences with the notes first.

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

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

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

The sample sentence for the third line.

He realized that his brother had fooled him.

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

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

A sample answer

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

Step Ⅳ 3c

This activity provides writing practice using the target language.

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

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

Write a sample list on the blackboard:

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

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

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

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

A sample writing

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

Step Ⅴ 4

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

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

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

SA: What's your joke?

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

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

Step Ⅵ Summary

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

Step Ⅶ Homework

1．Read the three articles aloud after class.

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

3．Try to remember the new vocabulary.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section B

The Fifth Period

1．Sample notes to Activity 3c:

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

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

What I realized: Don/fooled me.

2．Target language:

A: What's your joke?

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

The Sixth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Verbs

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

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

(3) Vocabulary

homework, look, costume, empty

2．Ability Objects

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

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

(2) Train the students writing skill.

3．Moral Objects

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

Ⅱ．Teaching Key Points

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

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

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

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

Ⅲ．Teaching Difficult Points

1．Help the students make sentences with the verbs.

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

Ⅳ．Teaching Methods

1．Teaching by providing sample sentences.

2．Teaching by describing the pictures.

Ⅴ．Teaching Aid

Just the blackboard.

Ⅵ．Teaching Procedures

Step Ⅰ Revision

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

Questions

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

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

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

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

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

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

2．Ask three different students to read the articles.

3．Dictate the following words:

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

Step Ⅱ Part 1

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

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

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

Answers

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

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

新目標(biāo)九年級英語課件(篇9)

九下第15單元短語

big are manatees?海牛多大？ /ten feet long10英尺長 /two meters tall兩米高

pounds重1000在磅（How heave are the …） used to be a lot of manatees.過去曾有許多海牛 against/for doing sth/sth反對、贊成做某事 suitable for對……適用

sth in tiny cages把某物保存在小籠子里 for sb(them)關(guān)心、照顧他們 animals瀕是臨滅絕的動物 in cars坐車兜風(fēng) a bike騎自行車 house of trash垃圾房

/make sth out of /of/from sth由…建成的 built/made out of/of/from sth被用….建成的 down推倒

an inspiration to us對某人來說是個靈感

her spare/free time在他的空閑時間

money for the Children’s Hospital為兒童醫(yī)院募集錢 do sth強(qiáng)烈要求某人做某事

of ＝hear about聽說 from 收到…的來信 sth for sb =provide sb with sth 為某人提供某物 sb about sth 教育某人某事不規(guī)則動詞

burned preferred/ preferredburntburnt

threwthrown shot stuckstuck fedfedlightedlighted

1.海牛多大？英尺長 3.兩米高

4重1000在磅（How heave are the …）5.過去曾有許多海牛 6.反對、贊成做某事 7.對……適用

8.把某物保存在小籠子里 9.關(guān)心、照顧他們10.瀕是臨滅絕的動物 11.坐車兜風(fēng) 12.騎自行車 13.垃圾房 14.由…建成的 15.被用….建成的 16.推倒

17.對某人來說是個靈感

18.在他的空閑時間 19.為兒童醫(yī)院募集錢 20.強(qiáng)烈要求某人做某事 21.聽說23.收到…的來信 24.為某人提供某物 25.教育某人某事不規(guī)則動詞

新目標(biāo)九年級英語課件(篇10)

單元背景本單元是繼第六單元定語從句重點(diǎn)語法學(xué)習(xí)的基礎(chǔ)上，重點(diǎn)學(xué)習(xí)定語從句中先行詞在從句中做狀語的情況，即關(guān)系副詞wherewhenwhy的選擇使用。單元以旅行為話題展開學(xué)習(xí)，教學(xué)重點(diǎn)是關(guān)系副詞的使用，難點(diǎn)是旅行中對所遇到的景觀和人物等的表達(dá)。根據(jù)教材編排順序和教學(xué)的需要我把教材分為四個課時：第一課時語法講解和聽力練習(xí)；第二課時話題展開和學(xué)習(xí)，包括3a的兩篇短文閱讀；第三課時Reading部分，重點(diǎn)培養(yǎng)學(xué)生的閱讀理解能力；第四課時練習(xí)鞏固。主要采用多媒體和學(xué)生的親身經(jīng)歷的點(diǎn)滴事跡來展開學(xué)習(xí)，達(dá)到學(xué)生會說會用的目的。本節(jié)課是第一課時

課時設(shè)計(jì)說明 1.必備單詞：capital，beach，jungle，fall，sight，tower,cathedal,church,wine,firm,pacific,programming,translator,conclusion

?？级陶Z：by taxi,be supposed to do,take it easy,in general…

經(jīng)典句型: I love the places where the people are really friendly

For your next vacation,why not consider visiting paris

It’s best to travel with…

2.本節(jié)課為本單元第一課時，主要是讓學(xué)生理解和運(yùn)用本課的重點(diǎn)單詞和句型。本單元的話題學(xué)生都很熟悉，有很大的習(xí)興趣。我將要求學(xué)生結(jié)合實(shí)際，用所學(xué)的句型談?wù)撍麄兿矚g去的地方，并用形容詞描述他們地點(diǎn)的特點(diǎn)及他們的感受。

1.七八年級我們已經(jīng)學(xué)過Where did you go on vacation? What are you doing for vacation? Have you ever been to amusement park?來談?wù)摷偃盏幕顒?，對這種接近生活的話題有較大的興趣，新的表達(dá)方式也不難，加上操練，應(yīng)該很容易掌握。

2.本單元有個重難點(diǎn)即定語從句，在unit6的作業(yè)中體現(xiàn)出學(xué)生對關(guān)系代詞的掌握還是不好，如果在本單元接著講關(guān)系副詞，容易混淆，需要更細(xì)致地教學(xué)。。

學(xué)習(xí)目標(biāo) 1、知識目標(biāo)：重點(diǎn)詞匯--educational, fascinating, thrilling, peaceful, jungle等；

重點(diǎn)句型---Where would you like to visit?

---I'd like /love/ I hope to visit...

2、能力目標(biāo)：使學(xué)生能夠用目標(biāo)語言談?wù)撓雲(yún)⒂^的地方；能夠用不同形容詞描繪假期；使學(xué)生掌握聽力技巧。

Maybe some words can not be read out correctly

Leading to read is useful to master the words.

1）Qs：where did you go this summer vacation?what do you think of the **?do you like it?”

2)Make Ss read the new words by themselves in 2 minutes;

Correct the wrong place;

Ss descdibe the place in the picture using the new adj.

Ss lead to read the words appeared just now 認(rèn)真完成老師布置的預(yù)習(xí)作業(yè)，在上課前擺好課本、練習(xí)本，并安靜。

And in 3),it is a little difficult to guess the vacations and change the simple sentences to Complex Sentence 1)1a, Q:what do you think of the vacations in 1a?

Read adj.together twice.

Guess where sam/gina would like to visit?

Let's listen,check where they would like to go and why?

Check the answers.

2)2a,Q:where would you like to visit this winter vacation?why?

Listen,some friends are talking about their plans, number them in the order,then check the answers.

3)2b,listen again,why do they decide not to visit these places? check

show pictures and guess my friends’vacation plan.(Garfield,Ba Jie,Backkom,dore emeng) 認(rèn)真聽課，積極進(jìn)行課堂學(xué)習(xí)活動。并有自已獨(dú)立的見解。

Practice the new sentence patterns Pairwork: show pictures on places in the worlds and work in paris,practice,then act it out 積極參加小組活動，愛動手、動口、動腦能力強(qiáng)，與同學(xué)合作愉快。

Read aloud Read Grammar focus Preview section A 3a 按時保質(zhì)保量獨(dú)立完成。

課后反思本節(jié)課較為成功之處有以下幾點(diǎn)：

1.以學(xué)生為中心，通過活動讓學(xué)生進(jìn)行口頭表達(dá)；

2.創(chuàng)新，同時追求學(xué)以致用。所以關(guān)注細(xì)節(jié)，使教學(xué)步步推進(jìn)，自然流暢；

3.用提問的方式引導(dǎo)學(xué)生循序漸進(jìn),順利進(jìn)入話題.

新目標(biāo)九年級英語課件(篇11)

一、不同引導(dǎo)詞引導(dǎo)的賓語從句

（一）、由從屬連詞that引導(dǎo)的賓語從句。

注：陳述句用that引導(dǎo)。 that只有語法作用，沒有實(shí)在的意義，在口語和非正式文體中可以省略。例如：

·She says, “I am from Shuanggu ”。

She says that she is from Shuanggu .

2. She says, “She can’t sleep well ”。

She says that she can’t sleep well

e.g.

1. I hear (that) _______________________. （一小時后他會回來）

2. He said (that) ______________________. （他非常想念我們）

3. The teacher told us (that)_________________.（地球圍著太陽轉(zhuǎn)）

（二）、由從屬連詞whether, if 引導(dǎo)的賓語從句。If和whether在句中的意思是“是否”。例如：

·He wants to know, “Is Tan Dun a world

famous composer?” （改為賓語從句）

He wants to know ifwhether Tan Dun is a world-famouscomposer.

2.“HasTan built a bridge between the East and the West?” he asks. （改為賓語從句）

He asks ifwhether Tan has built a bridge between theEast and the West.

e.g.

1. I want to know ___________________.（他是否跟我們一起去公園）

2. Ask him _____________________. （他是否能來）

3. I don’t know ___________________________.（是否要下雨）

（注意：當(dāng)句末為or not時，引導(dǎo)詞只能用whether而不能用if.）

（三）、注意：以下情況只用whether，不用if。

I don’t know _____ he will come or not.

2.I don’t care of ______ heis taller than the other players.

3.He wondered ______ to remain there foranother week.

4. ______ this is true or not, I’m not sure.

小結(jié)：

1.whether引導(dǎo)的從句?？梢耘c連詞or或or not直接連用。

2. whether及其引導(dǎo)的成分可放于介詞之后，作介詞的賓語。

3. whether可以引導(dǎo)帶to的不定式。

4. 當(dāng)賓語從句提到句首時，只能用whether引導(dǎo)。

二、中考鏈接

1. The young man asked it's summer or winter.

A. either B. that C. if D. whether

2. We don't know they did it .

A. whether B. who C. what D. which

3.Does anybody know Tan Dun is famous for “WATER” or not .

A. if B. where C. whether D. that

5.if和when既能引導(dǎo)條件狀語從句，又能引導(dǎo)賓語從句。因此，遇到它們就要認(rèn)真分析一下。

1.I want to know if he _______ (come) tomorrow.

If he _______(come). Please tell me.

2.Can you tell me whenhe________ (appear) ?

Please call me when he _______ (appear).

三、由連接代詞what, whom, whose, which, what及連接副詞 when,where, how, why引導(dǎo)的賓語從句

例如：

n Do you know who (whom) they are waiting for?

n He asked whose handwriting was the best.

n Can you tell me where the No.3 bus stop is?

n I don’t know why the train is late.

eg:

1.He asked __________________________. (誰能回答這個問題）

2.Do you know_________________________. （他們在等誰）

3. Can you tell me .(他在哪兒）

4. Could you tell me ______________________ .（我該怎么去車站）

5. Would you tell me ______________ .（為什么火車遲到了）

二、時態(tài)歸納：

1、當(dāng)主句的謂語動詞是一般現(xiàn)在時或一般將來時，賓語從句的謂語動詞可以用所需要的任何一種時態(tài)。eg

Jim_______ ( be ) a worker two years ago.

Jim ( be ) an English teacher now.

Jim ( cook ) dinner tomorrow .

Jim ( sing )a popular songnow.

Jim ( be ) to the Great Walltwice . J

2、當(dāng)主句的謂語動詞是一般過去時，賓語從句的謂語動詞要用相應(yīng)的過去時態(tài)，但當(dāng)賓語從句敘述的內(nèi)容為客觀真理時，仍然用一般現(xiàn)在時。e.g.

He will go to Hong Kong.

2) He is sick.

3) He is reading a book .

4) He has finished his work.

1) He_________ to Hong Kong.

2) He_____ sick.

3) He ___________ a book .

4) He____________

Exercise：

將下面的句子連接成為含有賓語從句的復(fù)合句。

1)These flowers are from Guangdong. He said.

He said ____ these flowers _______ from Guangdong.

2)Light travels faster than sound. My teacher told me.

My teacher told me _____ light _______ faster thansound.

3)Are the children playing games? Tell me.

Tell me ______ the children ______ ______ games.

4)Have you finished your homework yet? Mr. Zhao asked MaChao

Mr. Zhao asked Ma Chao _______ _______ ______ _____ _____homework yet. 三、賓語從句的語序

賓語從句的語序應(yīng)為陳述句的語序。例如：1. “I am having an English lesson.” He said to me .

He told me that he was having an English lesson.

2. “I will play basketball .” Spud said.

Spud said that he would play basketball

一隨主，二隨賓，三不變

n I think (that) you will like this school soon.

n Can you tell me how I can get to the zoo?

n Please tell me when we’ll have the meeting

感謝您閱讀“幼兒教師教育網(wǎng)”的《新目標(biāo)九年級英語課件》一文，希望能解決您找不到幼師資料時遇到的問題和疑惑，同時，yjs21.com編輯還為您精選準(zhǔn)備了新目標(biāo)九年級英語課件專題，希望您能喜歡！

文章來源： http://m.endrikfelipe.com/y/5830913.html

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