作为一名教学工作者，总不可避免地需要编写教案，教案有助于顺利而有效地开展教学活动。那么写教案需要注意哪些问题呢？以下是小编精心整理的《九年级英语unit17教案》的相关内容，希望能给你带来帮助!
第一篇：九年级英语unit17教案
九年级英语Unit12教案
2014九年级
Unit 12 Life is full of the unexpected.
Section A 1 (1a-2d) 重点短语
by the time„ 在„„以前 give„a lift 捎„„一程 in line with (与„„)成一排 show up 出现 ，露面 by the end of 到„„末为止 April Fool’s Day 愚人节 costume party 化装舞会 sell out 卖光 get dressed 穿好衣服
play tricks on sb. play jokes on sb. 和某人开玩笑 lose weight 减肥
end up doing 以做 „„而告终 invite sb onto the show 邀请某人上节目 have a happy ending 有一个快乐的结局 rather than / instead of 而不是 on the radio program 在广播节目中 on the earth 在地球上， 在世界上 thousands of 成千上万的 run out of 用光 run away from 从„„逃跑
重点句子：
Life is full of the unexpected. I was about to go up when I decided to get a coffee first. As I was waiting in line with other office workers, I heard a loud sound. Before I cold join the others outside to see what was going on, the first 第 1 页 共 1 页
2014九年级
plane had already hit my office building.
知识点详解：
1. Life is full of the unexpected. unexpected adj. 出乎意料的;始料不及的
e.g. It will not be unexpected if Tom comes late again, because he is always like this.
2. By the time I got up, my brother had already gotten in the shower. by the time 在„„以前,常引导表示过去的时间状语从句，主句常用过去完成时，即had+动词过去分词
e.g. By the time I got there, he had already left. 在我到那儿之前，他已经离开了。
3. So I just quickly put on some clothes and rushed out the door. rush out 冲出去, 冲出„„
e.g. Henry rushed out the room and disappeared in the rain. 亨利冲出房间, 消失在了雨中。 如果汤姆又迟到了，一点也不意外，因为他一向如此。
Julia rushed out and didn’t return. 朱丽叶冲了出去, 再没回来。
4. Luckily, Carl’s dad saw me on the street and gave me a lift in his car. gave „a lift 捎„„一程，让......搭便车
e.g. Could you give me a lift, please? 请问你能否捎我一程? Jim gave me a lift on my way home yesterday.吉姆昨天在回家的路上捎了我一程。
Section A 2 (3a-3c)
2014九年级
5. I was about to go up when I decided to get a coffee first. be about to 忙于;即将做某事。侧重于表示动作马上就要发生，常与when引导的从句连用，但不与具体的时间状语连用。
e.g. One of my friends is about to have her second baby. 我的一个朋友马上就要生第二个小孩了。
6. I went to my favorite coffee place even though it was two blocks east from my office. even though 即使， 虽然， 尽管， 用于引导让步状语从句。
block n. 街区
e.g. He’s the best teacher, even though he has the least experience. 他虽然经验最少，却是最好的老师。
7. We stared in disbelief at the black smoke rising above the burning building. stare v. 盯着看， 凝视
表示看得比较仔细，有时候也带有吃惊的意味去看，常与at, into连用。 e.g. Don’t stare at me like that. 别那样盯着我看。 in disbelief 不相信 ，疑惑， 怀疑
e.g. Tamara stared at him in disbelief, shaking her head. 塔玛拉一边狐疑地盯着他看，一边摇着头。
She looked at him in disbelief. 她全然不信地看着他。 above prep.
1)(表示位置)在„正上方;高于”(与 below相对)。 e.g. That big high-rise above us is where Brian lives. 我们上面的那座摩天大楼就是布赖恩住的地方。
He lifted his hands above his head. 他将双手举过头顶。
2) 表示在地位、级别、能力、资历、重要性等方面“超过”、“在„„之上”、“比„„强”。
2014九年级
e.g. He is above the others in ability. 他的能力优于其他人。 He is above me in every way. 他各个方面都比我强。 3) adv. 在上面
e.g. There are snowy peaks above. 上面是白雪皑皑的群峰。 See the examples given above. 见上述例子。 burn v. 着火，燃烧
(burnt, burnt / burned, burned) burning adj. 着火的;燃烧的
e.g. Ouch! The sand is so hot! I can burn my feet. 哎哟!沙子这么烫!会烫伤脚的。 He was trapped in a burning house. 他被困在正在燃烧的房屋里。
8. I felt lucky to be alive. alive 一般作表语;也可以作后置定语或宾补。 “活(着)的;在世的;(继续)存在的”;反义词是dead。
e.g. Do you know she’s alive? 你知道她还活着吗?
People alive should try their best to live better. (后置定语) 活下来的人应该尽力生活得更好。 Tom was kept alive in the big fire. ( 宾补) 汤姆在这次大火中活下来了。 易混辨析 alive, living, lively alive “活着的”，在句中常作表语或定语。作表语时，常可与 living互换;作定语时，常要放在被修饰词之后。 living“活着的”，在句中用作表语或定语。 lively“活泼的”，在句中可作表语或定语。
9. But by the time I got to the airport, my plane to New Zealand had already taken off.
2014九年级
airport n. 机场
take off 脱掉; 起飞
e.g. He took off his hat and bowed as he passed. 他经过时脱帽鞠躬。 We eventually took off at 11 o’clock and arrived in Venice at 1:30. 我们终于在11点起飞，1:30 到达威尼斯。
课堂练习：
1. 我在动物园里见过活鳄鱼。
I have seen a _____ crocodile in the zoo. 2. 他是那场火灾中唯一活下来的人。
He is the only person ____ in the fire. 3. 露西是个活泼的孩子，大家都喜欢她。
Lucy is a _____ child and everyone likes her. 4. The boy ____________________ (正要开始) but someone spoke first. 5. Hurry up. The train ______________ (马上就要开了). Keys: living, alive, lively, was just about to begin, is about to start
单元语法：
掌握过去完成时时态，结构及用法。
2. 过去完成时用法：
(1) 构成：由“助动词had (用于各种人称和数) + 过去分词”构成
否定式：had not + 过去分词
缩写形式：hadn’t (2) 用法：过去完成时表示在过去某一时间或动作之前已经发生或完成了的动作。
(3) 它所表示动作发生的时间是“过去的过去”。
① 表示过去某一时间可用by, before 等构成的短语来表示。
2014九年级
② 也可以用when, before 等引导的时间状语从句来表示。 ③ 还可以通过状语从句或通过上下文暗示。 例如：
When I got there, you had already eaten your meal. 当我到达那里时，你已经开始吃了。
By the time he got here, the bus had left. 在他到达那里之前，汽车已经离开了。
第二篇：九年级英语unit2教案
英语教学工作对孩子今后的发展来说非常重要，下面就是小编为您收集整理的九年级英语unit2教案的相关文章，希望可以帮到您，如果你觉得不错的话可以分享给更多小伙伴哦!
九年级英语unit2教案：Where is it
教学目标(Teaching Aims)
通过本单元教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本单元只教学生静态位置的表达。(动态位置以后再学)要学习be动词，介词in， on， near， behind， under以及定冠词the和不定冠词a/an的用法。
词汇学习：
掌握：
of， classroom， answer， blackboard， some， schoolbag， flower， find， window
理解：
broom， raincoat， cap， Hong Kong， Macao， SAR
语音：
/i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教学建议
教学内容分析
本单元主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。
大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。
以上表达应会听、说、(包括会问回答)读，语调语、音基本正确。
辅音音标的发音不必一步到位。如; /s/， /z/
教学重难点分析
1、句型
a、主谓一致，即be动词的单复数。
Where is/ Where’s …?
It is/ It’s on/ in/behind/near/under the…
Where are/ Where’re …?
They are/ They’re on/ in/behind/near/under the…
注意语序：
特殊疑问句： 疑问词 + 是动词 + 主语 + 问号
b、 介词in， on， near， behind， under的用法; 可组成介词短语。
介词 + 定冠词 + 名词
如：in the morning， at night， in the desk， on the table， near the door等。
2、 日常交际用语
Look at the picture。 What can you see …? I can / can’t see… Can you see …?
Where is /Where’s…? It is / It’s in， behind， near， under the…
Where are /Where’re …? They are / They’re in， behind， near， under the…
单词训练建议
classroom， blackboard， schoolbag， raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。
学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom
口语训练建议
本单元的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在… 里，(上，后面，附近)的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。
为了使学生能够确切把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：
1、创设一个合乎生活逻辑的语境。
2、寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。---- Where’s the brush? ---- It’s under the teacher’s table。老师也可自问自答。尽量从交际出发，减少纯句型练习。
3、确定对话参与者之间的特定关系。
在物体选择上，最好一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。
画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。
运用型训练建议
老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习最好事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。
Eg。
Teacher: Could you help me?
Student: Sure。
T: Go to my office and fetch your notebooks。
S: Where are our notebooks?
T: They are on my table。
S: Where is your table?
T: It’s near the second window。
S: OK。
笔头训练建议
老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：
1.清楚的展示物体的位置。
2.严格限定表示条件。
3.迅速反馈改正信息。
语法训练建议
冠词训练
a、 第一次提到用a/an。
b、 定冠词特指后接单述或复数名词。
可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。
c、 位置介词的用法。
in the bag， under the table， on the desk ， on the table等。
情感教育建议
通过本单元的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。
可利用本单元所提供的内容，Taiwan， Hong Kong， Macao， SAR， 进行爱国主义教育。
情景教学
学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。
看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。
冠词a/an， the的用法
冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a， an)和定冠词(the)。
不定冠词a和an的功能
1、 指人或事物的某一种类。例如：He is a student。。他是学生。
2、 指人或某事物，但不具体说明何人或何物。例如;A boy is over there。
3、 表示数量“一”的概念。例如：I have a bike， a computer and a small room。 我有一辆自行车、一台电脑和一个小房间。
4、 用于某些固定词组中。例如：have a look， have a seat等。
第三篇：九年级英语Unit8-教案
新建中学公开课教学设计
科目：英语
课题：Unit8 It must belong to Carla.
Section A 3a-3c Teaching aims &demands: 1. Master the key words: policeman, noise, wolf, happening, uneasy 2. Be able to make references. 3. Improve students’ reading and comprehensive skills. 4.Cultivate students’ imagination. Teaching key and difficult points: Teaching key points: 1. Master the key words and phrase. 2. Be able to make inferences using the modal verbs. Teaching difficult points: Learn to use the target language in daily life. Teaching procedures: I. Warm-up 1. Greetings. 2. Learn the new words:
II. Presentation Show a picture on the PPT., and Answer the two questions: 1. What can you see in the picture? 2. What can we know about the woman ? III. Reading
1. Read the article and decide which might be the best title. A. A Small and Quiet Town B. Strange Happenings in my town C. Animals in our neighborhood
2. Have students read the article again to find the correct words to match the following meanings. Ask them to do this task individually. Later ask a student to check the answers
3. Read the article carefully and write what people think about the strange noises. a.Ss work in pairs. Let students discuss the answers. b.Check the answers with the students. IV. Language points and exercises 1. Have a explanation of each paragraph. 2. Key sentences and phrases. a. It used to be very quiet.
b. Something unusual is happening in our town. d. I think it was too big to be a dog. e. There must be something visiting the homes in our neighborhood. 3. Read this passage together. 4. Students do some exercises. Ⅴ. Homework 1. Make new sentences using the following phrases:
too...to...; have no idea; used to;something unusual; strange noises;
feel uneasy; go away; have fun doing sth.;There must be...doing sth. 2. Review the article.
第四篇：九年级英语上册unit 8教案2
学科：英语
教学内容：I’ll help clean up the city parks.
教材分析(教学要求)
重点1 我们能为教室的保洁做些什么
我们每天大部分的时间都是在学校度过的,而其中大部分的时间又是在教室里学习.教室已经成为我们生活中一个很重要的场所。你有没有关注过你生活的这个场所呢?它的卫生状况你知道吗?你愿意用你和你的同学们的力量,把教室……这个我们大家共同的学习生活场所布置得更加干净整洁吗?
任务I. 请留意你所在的教室，存在哪些问题?
1.__________________________________________________. 2.__________________________________________________. 3.__________________________________________________. 4.__________________________________________________.
任务II. 针对上述问题，你能做些什么呢?
1.__________________________________________________. 2.__________________________________________________. 3.__________________________________________________. 4.__________________________________________________.
重点2. 一起改善校园环境
校园就是我们的家。你知道你的校园还有哪些需要得到改善吗?
任务I.
请列举你所见到的校园里有哪些急需得到改善的地方. 1.__________________________________________________. 2.__________________________________________________. 3.__________________________________________________. 4.__________________________________________________.
任务II. 请做一些计划来解决上述存在的问题。
1.__________________________________________________. 2.__________________________________________________. 3.__________________________________________________. 4.__________________________________________________.
重点3. 争当志愿者
任务I. 志愿者种类知多少
volunteer ：A person who performs or offers to perform a service of his or her own free will. 志愿者是按他或她自己的自由意愿进行或要求进行服务的人. 你知道各种志愿者的英文名称吗?
an information booth staffed by volunteers
志愿者任职的咨询台 hospital volunteers
医院志愿人员 volunteer firefighters
志愿消防员 volunteer tutoring
志愿导游
任务II.
请阅读下面的招聘志愿者的海报，根据上下文情景补充单词。
Volunteer Needed
The Town of Liangxiang needs your ____1___ on Clean-Up Day! If you like to work ____2____, you ____3____ help clean up our city parks or streets. These places have too much _____4____. If you like to work with children, you could ____5____ and play games with children while their parents help _____6_____ the parks or streets. If you like to read stories, you could read to them, too. If you are good at ____7____, you could ____8_____ to paint the library or the post office. If you like to talk on the telephone, please _____9_____ ten people and ask them to ____10_____ with you on Clean-Up Day.
任务III. 假设你是学校志愿者俱乐部(volunteer club)里的一名成员，你们12月份的志愿计划即将出台。请为12月份的志愿计划出谋划策。
1.___________________________________________________.
2.___________________________________________________.
3.___________________________________________________.
4.___________________________________________________.
5.___________________________________________________.
6.___________________________________________________.
难点：掌握一些动词短语
clean up (把……)打扫干净，梳理整齐
put up 张贴
put off 推迟，拖延
cheer up 使振奋，使高兴起来
write down 写下来
call up 打电话给……
come up with (针对问题等)提出，想出
set up 建立，创立，开办
fix up 修理，修补
give away 赠送，分发
give out 分发，发放
hand out 分发，发放
take after (在外貌、性格等方面)与(父母)相象
run out of 用完，耗尽
任务I.
请根据情景，将下列句子补充完整。
1.--What do we have to do for the party?
We have to ____________some good games.
2. --Do I have to do it at once?
Yes. You can’t _______ it ________.
3. -- I am tired. I don’t want to do this work.
Well, ____________! We’ll be finished soon.
4.--Do you know where the party is going to be?
Sorry, I forget to _________ it _________ in the poster.
5.--My bike is broken.
It doesn’t matter. Let’s _________ it _________.
6.If you __________ gas, you can buy some in the gas station.
7.The teacher will ____________ the homework at the end of class.
8.I __________ a movie poster on my wall.
9.People always say I __________ my father.
参考答案
重点1 任务I. 1.There is a piece of paper on the floor. 2.Some desks and chairs are broken. 3.The glasses of window are not clear. 4.I can see the blackboard is dirty. 任务II. 1.I will clean the floor. 2.I will help my classmates fix up the desks and chairs. 3.I could clean the windows I would like to clean the blackboard after each class. 重点2. 任务I.
1.I see some students waste water. 2.I find our washrooms are not clean. 3.Some students chew gum. 4.Some students spit on floor. 任务II. 1.I will call up my schoolmates to save water and electricity. 2.I would like to help clean the washrooms. 3.I would call up my schoolmates not to chew gums. I will put up some signs to tell students not to spit on floor. 重点3。
任务II. 1.help
2. outdoors
3. could
4. trash
5. babysit 6. clean up
7. painting
8. volunteer
9. call up
10. come 任务III. 1.The club could fix up old bikes and give them to children. 2.The club could help the old people read newspaper. 3.The club could volunteer to babysit the children whose parents have to go to work. 4.The club could clean the playground and street. 5.The club could give the old clothing to the poor. 6.The club could paint the walls of the library and put up some pictures.
难点
任务I. 1. come up with
2. put, off
3. Cheer up 4. write, down
5. fix, up
6. run out of 7. hand out
8. put up
9. look after
第五篇：新目标九年级英语units 10教案
Unit 10 By the time I got outside, the bus had already left.
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 Procedures Step I Revision 1.
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.
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.
Step Ⅱ 1a First write by the time on the blackboard. and tell the class the meaning of it.
Say this sentence to the class: By the time the teacher came in, the students had begun reading English.
Tell them to note the structure "had begun" in this sentence. Begun is the past participle of begin. 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. 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,
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. 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 la.
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.
Step Ⅲ 1b 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. 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. Step Ⅳ 1c 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 la to help you. Tell your partner what happened to you this morning. Ask a pair to read the example to the class before they begirt 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 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.
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. 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 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. 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 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.
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. Step Ⅲ 2b Ask the students to read the instructions together. Point out the blanks in the sentences and the verbs in the brackets. 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. Play the recording. Students listen and check their answers. Correct the answers by asking seven different students to say theirs to the class. Step Ⅳ 2c 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. Step Ⅴ Grammar Focus 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. Ask the students to make sentences correctly using each form of the verbs in the box.
Check the answers. Step Ⅵ 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.
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. 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 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. Step Ⅱ 3a Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the story 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. Step Ⅲ 3b 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.
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 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 homework 1. Write the answers to the questions in Activity 3b. 2. Write a conversation in Activity 3c.
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. 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 Procedures Step I Revision 1. Revise the article in Activity 3a on page 70 by asking several students to read it. 2. Dictate some words and phrases: 3. Check the homework. Step Ⅱ 1a 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.
Get a student to read the sample answers to the class before they start say, Fool call also be a verb. Ask the students to complete the chart on their own.
Correct the answers by asking three students to read their answers to the class. Step Ⅲ 1b 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 la. Get tile 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 Say something about April Fool’s Day to the students Call the students’ attention to the four pictures. Ask the students what is happening in each picture. Ask four different students to describe the pictures.
Read the instructions to the class.
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. Step Ⅴ 2b 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. 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 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 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.
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) Write stories happened on April Fool’s Day. 2. Ability Objects (1) Train the students’ reading skill.
(2) Train the students’ writing and speaking skills. 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 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.
Step Ⅱ 3a 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 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. Step Ⅲ 3b 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.
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. Step Ⅳ 3c
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.
Write a sample list on the blackboard: Next ask the students to write their jokes.
Ask some students to read their articles to the class. Correct as many of the articles as possible in class. Step Ⅴ 4 Read the instructions to the class. Review the meanings of funniest, most embarrassing and most creative.
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.
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 ⅥHomework 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.
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. 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 Procedures Step I Revision 1. Revise the contents in the three articles in Activity 3a on page 72 by asking some questions 2. Ask three different students to read the articles.
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.
Ask students to fill in the blanks on their own. Check the answers.
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. Step Ⅲ Part 2 Have the students look at the seven pictures. Tell the children that the pictures are connected to each other in an order.
Ask: What is happening to Ming? Get the whole class to read the instructions. Then ask the students to describe each picture in order. Write some useful sentences on the blackboard. For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school.
After a while, ask a few students to tell the class about Ming’s day. Let the rest of the class help correct the mistakes that they may have made.
Tell them to exchange their articles with their partners and help each other correct the mistakes. Ask the students to rewrite their articles to make the articles perfect after class. Step Ⅳ Part 3 Call the students’ attention to the box. Have them look at the four groups of words. Get the students to read the instructions together. Ask them to circle the words that don’t belong in each group. The first one has been given as a model.
Ask some students to tell their answers to the class. Check the answers with the whole class. Step Ⅴ Just for Fun! Call the students’ attention to the cartoon pictures. Tell them to see what happens. Ask the students to read the sentences under the pictures together.
Then ask the children what is, funny about this cartoon. Help the students to answer like this: The boy saw the clouds and he felt the rain long before he got home. He should have realized much sooner that he had forgotten his umbrella. Step Ⅵ Homework 1. Revise all the language points in this unit.
2. Finish off the exercises on pages 36～38 of the workbook.
3. Make another more sentence with each verb below, rush, realize, invite, show up, stay up. 4. Rewrite the article.