新目标九年级英语英文教案Unit 13（优秀10篇）

下面是小编帮家人们收集的新目标九年级英语英文教案Unit 13（优秀10篇），希望对大家有所启发。

高二英语unit13教案 篇一

高二英语人教版unit13教案

Teaching Plan of Unit 13 The water planet Tasks which should be achieved in this unit: a. Achieve language skills and related knowledge about the topic of water and the ocean. b. Learn how to make suggestions and how to express opinions.   The water is being used to /for….   We should/ could….   If we …, we can ….   It would be better to … c. Vocabulary in this unit:   benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom; d. Useful expressions:  benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do. e. Grammar:   Review Modal Verbs. 情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。   1) can /could Jin can speak English well. (ability) Could you please show me the way to Beihai Park? (request)   2) may /might May we see the awards for the teams? (permission; request) She might give you some new clothing. (possibility)   3) will /would   The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)   Often he would dress up like a rich man. (past habit; custom)   4) shall /should   The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement) You should arrive at the airport two hours before he goes. (advice) 5) must /can’t Wang Feng wins an award every year. He must be very strong (speculation)   You must be joking. That can’t be true. (guessing) Teaching procedure: Period 1. Contents: Warming up & reading comprehension Step 1.Warming up Aim: Make students get to know something about water. Step 2. Pre-reading 1.Show some pictures of making electricity, irritating in agriculture, transport by ships, etc,. 2. group work: How is the water being used? Step 3. While-reading 1.Scanning: Ss read scan the bold words in the passage and understand the structure of the passage. How many parts are there in the passage? 2.Ss read and get the main ideas of each part. Part 1(para1):  the properties of water; Part2(Para2):  chemical structure of water---H2O Part3(Para3):  salinity----- the percentage of salt. Part4(Para4):  Density Part5(Para5):  heat capacity Part6(Para6-7) Ocean motion Step 4. After-reading   Finish the post-reading Ex on P21. Step 5. Assignment 1. surf the internet and get more information about water and ocean using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE) 2. discussion: What will you prepare for writing an explanation of corals? After discussion, work out an outline. Period 2. Contents: difficulties in the passage. Step 1. Warming up   Ask some Ss to present their homework. Step 2. Learning about the language:   Play the tape for students to follow.  Teacher explain some language points in the text on page 19--20. 1. Who benefits from using water in this way? Benefit…from/ by… This song reminds me of France. Remind me to answer the letter. I reminded her that the book would cost her much.   2. Life in the oceans ranges from the tiniest plankton all the way to giant like sharks and whales. Range from… to…/ range between …. And…. 意为“从。。。。到。。。不等；在一定的范围内变化”，例如： Temperatures here range from 10 to 30 degrees centigrade. Prices range between ￡7 and ￡10. His interests ranged from chess to canoeing. 3. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end. That is 用作插入8，意为“那就是，即” My birthday is a week later, that is, March 1st. John is a New Yorker, that is , he lives in New York. 4. The nutrients in whatever falls into the ocean will quickly become available to other living creatures. Whatever 引导名词性从句作宾语。 Tell me whatever is troubling you. She is always succeeds in whatever she tries. 5. Marine animals and plants take advantage of the density of water. Take advantage of  “利用，欺骗” Taking advantage of his friends, Mr. Li was scolded. He always takes advantage of mistakes made by others. Step 3. Practice Ss finish on page 14 by themselves and then check the answers. Step 4. Assignment 1. Learn the useful expressions by heart. 2. Finish  Ex1 C3 on page 96-97 on WB 3. read the whole passage aloud. Period 3. Contents: Grammar; talking and speaking Step 1. Revision  Check the answers of  Ex 1 C 3 on page 96-97. Step 2. Review Modal Verbs. 1 情态动词的语法特征 1） 情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。 2） 情态动词除ought 和have 外，后面只能接不带to 的不定式。 3） 情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。 4） 情态动词没有非谓语形式，即没有不定式，分词，等形式。 2 比较can 和be able to 1）can/could 表示能力；可能 （过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如： They will be able to tell you the news soon. 他很快就能告诉你消息了。 2）只用be able to的`情况： a. 位于助动词后。 b. 情态动词后。 c. 表示过去某时刻动作时。 d. 用于句首表示条件。 e. 表示成功地做了某事时，用was/were able to，不能用could。例如： He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out. 他在战争爆发之前逃离欧洲。 注意：could有时不表示时态 1）提出委婉的请求，（注意在回答中不可用could）。例如： --- Could I have the television on? 我能看电视吗？ --- Yes, you can. / No, you cant. 可以/不可以。 2）在否定句、疑问句中表示推测或怀疑。例如： He couldnt be a bad man. 他不大可能是坏人。 3 比较may和might 1） 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如： May God bless you! 愿上帝保佑你！ He might be at home. 他可能在家。 注意：might 表示推测时，不表示时态，只是可能性比may 小。 2） 成语：may/might as well，后面接不带to 的不定式，意为不妨。例如： If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。 典型例题   Peter ___come with us tonight, but he isnt very sure yet.  A. must  B. may  C. can  D. will 答案B. 表可能性只能用may。此句意可从后半句推出。 4 比较have to和must  1） 两词都是必须的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如： My brother was very ill, so I had to call the doctor in the middle of the night. 弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事） He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事） 2） have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如： He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。 3） 否定结构中：dont have to表示不必，mustnt表示禁止。例如： You dont have to tell him about it. 你不一定要把此事告诉他。 You mustnt tell him about it. 你不得把这件事告诉他。 5 must表示推测 1） must用在肯定句中表示较有把握的推测，意为一定。 2） must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如： You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断） He must be working in his office. 他一定在办公室工作呢。   比较：He must be staying there. 他现在肯定在那里。 He must stay there. 他必须呆在那。 3） must 表示对已发生的事情的推测时，must 要接完成式。例如： I didnt hear the phone. I must have been asleep. 我刚才没有听到电话，我想必是睡着了。 4） must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。例如： ---Why didnt you answer my phone call? 为何不接我的电话？ ---Well, I must have been sleeping, so I didnt hear it.唉，肯定在睡觉，所以没有听见。 5） 否定推测用cant。例如： If Tom didnt leave here until five oclock, he cant be home yet. 如果汤姆

九年级英语unit13教案1-2课时 篇二

九年级英语unit13教案（1-2课时）

Unit 13 Rainy days make me sad． 第一课时： 1． Knowledge Object（1） Key Vocabulary sad, energetic, stressed out, soft （2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． Oh, really? Loud music makes me energetic． Not me! Loud music makes me stressed out． 2． Ability Objects （1） Improve students’ listening ability． （2） Help students to express their opinion freely． 3.Teaching Procedures Step Ⅰ Revision T: Yesterday we finished Unit 12． In this unit, we learned how to tell what we are supposed to do． Now tell me some things that are good to do in school and that are not good to do in school． S1: We’re supposed to do our homework every day． S2: We’re supposed to raise our hands before we talk． S3: We’re supposed to come to class on time． S4: We are not supposed to be late for class． S5: We’re not supposed to eat in class． T: Very good． You’re right． From now on, we’ll learn Unit 13． Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class． How do you feel about parties? Happy? Excited? Nervous? StepⅡ 1a This activity introduces new vocabulary and provides oral practice using the target language． Go through the instructions and look at the two pictures． Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music． The Blue Lagoon has blue walls, plants, flowers, and a piano player． ） Say, Which restaurant would you rather go to? Talk about it with your parter． Let students work in pairs, and tell each other which restaurant they would like to go to and why． When students work, go around the classroom offering help as needed． When they have finished talking to each other, call out several pairs to say their conversations to the class． Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation． Ask students to read the instructions． Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon． Check the answers with the whole class． Answers The Rockin’ Restaurant: sad, tense The Blue Lagoon: relaxed, sleepy Notes:  1． awful――terrible; dreadful  2． energetic――full of energy Step Ⅴ Summary Step Ⅵ Homework Review the target language． Step Ⅶ Blackboard Design Unit 13 Rainy days make me sad． A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． B: Oh, really? Loud music makes me energetic． A: Not me! Loud music makes me stressed out． 第二课时 1． Knowledge Objects （1） Key Vocabulary  tense, have fun, angry, cry． （2）Target Language Loud music makes me tense． Loud music makes me want to dance．  That movie made me sad． 2． Ability Objects （1） Train students’ listening ability． （2） Train students’ speaking ability． 3． Teaching Procedures Step Ⅰ Revision Check homework． Invite a pair of students to read the conversation in Activity 1c． Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c． Step Ⅱ 2a This activity gives students practice in understanding the target language in spoken conversation Look at the pictures． Ask, What are they doing? Please guess． （In Picture 1, two women are eating and smiling． Maybe the food is very delicious． In Picture 2, the two women are crying． Maybe they are seeing a sad movie． In Picture 3, one of the two women is very tense that because of the loud music． In Picture 4, one woman is waiting for the bus or someone． Waiting makes her angry． ） Answers The pictures should be numbered in this order: （down）3 2 4 1 Step Ⅲ 2b This activity provides guided listening practice using the target language． Go through the instructions and point to the list of statements． You will hear the same recording again． This time listen carefully to what each person says． Put a checkmark in front of the statements you hear． Look at the sample answer． On． the tape Tina says, Waiting for her made me angry, so a checkmark goes in front of this sentence． Play the tape again． Let students check the sentences they hear． Ask students to say the reasons why they check them． Check the answers with the class． Step Ⅳ 2c This activity provides oral practice using the target language． Step Ⅴ Grammar Focus

新目标九年英语全套英文教案Unit13 Rainy days make me sad. 篇三

Unit 13 Rainy days make me sad.

Part 1: Teaching design (第一部分：教学设计)

Structures: make/s me ＋ infinitive, make/s me ＋ adjective

Target language: I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating. Me too! Loud music makes me tense. I agree. Loud music makes me uncomfortable.

Vocabulary: lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful

Learning strategies: Personalizing, Matching

Section A

Goals

●To learn to use make/s me ＋ infinitive, make/s me ＋ adjective

●To listen and talk about eating in a restaurant

Procedures

Warming up by learning to use make/s me ＋ infinitive, make/s me ＋ adjective

On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.

Loud music makes me tense.

Loud music makes me want to dance.

That movie made me sad.

Now you are supposed to make as many sentences with the

make/s me ＋ infinitive, make/s me ＋ adjective structure as possible.

1a Looking and saying

On page 102 is a picture of restaurants. Which one would you like to go? And why?

◆ I like to go to the one on the left because the music there would make me excited.

◆ I like to go to the one on the right because the music there would make me quiet.

◆ I like to go to the one on the left because the pictures there would make me tense.

◆ I like to go to the one on the right because the things there would make me happy.

1b Listening and completing

Listen to a conversation between Amy and Tina talking about eating in restaurants.

While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋

adjective structure” .

Tapescript

Girl1: I’m hungry, Amy.

Girl2: So am I. Why don’t we get something to eat?

Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers.

Girl2: Oh, Tina… I hate the Rockin’ Restaurant.

Girl1: Why? The food is great, isn’t it?

Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense.

Girl1: OK. So where do you want to go, Amy?

Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed.

Girl1: Not me. It makes me sleepy.

And now complete the unfinished sentences in the chart on page 102.

The Rockin’s Restaurant The Blue Lagoon

The awful pictures make Amy sad. The soft music makes Amy relaxed.

The loud music makes Amy tense. The soft music makes Tina sleepy.

Now you are supposed to read the tapescript. While reading, underline the expressions and circle the connectives.

1c Doing pairwork

What are your opinions about the two restaurants? Which on would you like better?

A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.

B: Me, too! Loud music makes me tense.

A: I agree! Loud music makes me uncomfortable.

A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating.

B: Me, too! Loud music makes me excited.

A: I agree! Loud music makes me happy.

2a Listening and numbering

3 4

2 1

A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103.

Tapescript

Boy: Did you and Amy have fun last night, Tina?

Girl: Well, John… yes and no.

Boy: Was Amy late as usual?

Girl: Yes, she was. And waiting for her made me angry.

Boy: Where did you go?

Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay. She said that loud music made he tense.

Boy: That’s funny. Loud music always makes me want to dance.

Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time.

Boy: Then did you go to the concert at the high school?

Girl: No. We decided to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad it made us cry.

Boy: Sad movies don’t make me cry. They just make me want to leave!

Girl: You sound just like my brother!

2b Listening and checking

You are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.

√Waiting for her made me angry.

√She said that loud music made her tense.

×Loud music makes me happy.

√Loud music always makes me want to dance.

√It was so sad it made me cry.

√Sad movies don’t make me cry. They just make me want to leave!

×It made me sad.

All right now, you are supposed to read the tapescript. While

Reading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expressions and blacken the connectives.

2c Doing pairwork

Go over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with.

John: Did you have fun with Amy last night?

Tina: Well…yes and no. She was really late.

John: Amy was late as usual, wasn’t she?

Tina: Yes, she was.

John: And waiting for her made me angry?

Tina: Yes, it made me angry.

John: What did you do?

Tina: First we went to the Rockin’ Restaurant.

John: Did you stay long there?

Tina: No, we didn’t because Amy didn’t want to stay.

John: Why?

Tina: She said that loud music made he tense.

John: That’s strange. Loud music always makes me excited and want to dance.

Tina: Me too.

John: So then you went to the Blue Lagoon as usually, didn’t you?

Tina: yes, you guess right.

John: It was quiet and the food was great there. Did you have a good time there?

Tina: Yes, we did.

John: Where did you go then?

Tina: I wanted to go to the concert at the high school. But Amy didn’t like to go there. We decided to go to the movies.

John: What movie did you watch?

Tina: We saw Remember Me Forever.

John: It was a really good movie, wasn’t it?

Tina: Yes, it was, but it was so sad it made us cry.

John: Sad movies make me want to leave!

Tina: You behave just like my brother!

3a Reading and answering

On page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expressions and, blacken the connectives and circle the “make/s me ＋ infinitive, make/s me ＋ adjective” structure.

Restaurant science

Restaurant owners have to know how to make food. They also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue ma ke people relaxed, so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurants, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day.

Now you are to answer the three questions on page 104 in the box.

1.What does the color red make most people feel? →The color red makes people

hungry. Red also makes customers eat faster.

2.Why do so many fast food restaurant paint their walls red, play loud music, and have hard seats? →Because red color makes customers eat faster, loud music makes people want to leave and hard seats also make customers want to eat quickly and leave.

3.Do you think it’s fair that some restaurants are designed to be uncomfortable. → No, I don’t think so. The restaurant owners are running the restaurants in order to make money. They want more customers to come to spend money in their restaurants.

3b Doing groupwork

Now let’s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.

A: The seats are very hard.

The white walls make me stressed.

B: Is it this classroom?

A: No, it isn’t.

B: Is it a hospital?

A: Yes, that’s right.

A: The house is very big.

The noise makes me tense.

B: Is it a railway station?

A: No, it isn’t.

B: Is it a dancing hall?

A: No, it isn’t.

B: Is it a therter?

A: Yes, that’s right.

4 Completing and surveying

1) How do you feel about pollution?

2) It makes me kind of angry. How about you?

3) It makes me want to join a clean-up campain.

A survey about…

How do you feel about…? You Zhao Mingyuan Li Baoguo

Pollution Makes me uncomfortable Makes me unhealthy Makes me headache

Heavy traffic Makes me tense Makes me go on foot Makes me stay indoors

Loud music Makes me excited Makes me shut my ears Makes me crazy

Endangered animals Makes me sad Makes me unable to fall asleep Makes me stop eating meats

Smoking Makes me sick Makes me stressed Makes me cry

People who keep you waiting Makes me angry Makes me hungry Makes me thirsty

Closing down by looking and saying

SECTION B

Goals

●To learn to use make/s me ＋ infinitive, make/s me ＋ adjective structures

●To listen, talk and read about products

Procedures

Warming up by playing a game

Good morning, class. It is so cold today. The weather here

makes me sad. Now let’s first play a game to make us happy. We shall try to say as many sentences with make/s me ＋ infinitive, make/s me ＋ adjective structures as possible. The one who says the most such sentences will be made the monitor for today!

1a looking and matching

On page 105 are four pictures of daily products. Now read, think, and match them with the slogans in the box.

1. Whiter than white → toothpaste

2. For that mysterious look → sunglasses

3. For the shiniest hair ever → shampoo

4. For silky skin → cream

1b Making a list

In our life we use lots of products every. Which ones do you like best, and which ones do you not like? Now make a list of them, three for each choice.

The ones that make me happy The ones that make me sad

computer, bike, handphone car, book, bed

wine, camera, CD player clock, football, medicine

2a Listening and ticking

You are going to listen to a conversation about products used in daily lives. Before you listen, go to page 105 and read the names of the products and the comments in the chart.

Tapescript

Girl1: Wow! Look at this ad for Easy Care Shampoo. For the shiniest hair ever.

Boy: I can’t stand ads like that! They make me really mad.

Girl1: Why?

Boy: They make you think that you can look like the person in the ad. But I bought that shpmpoo and it didn’t work.

Girl2: I agree. Look at this one. Lookout Sunglasses. For that mysterious look. I’ll bet they don’t even keep out the sun.

Boy: And what about this one! Beauty Cream-the silky skin soap.

Girl2: Wait a minute! I tried Beauty Cream and it works really well. It makes your skin really soft. Have you ever tried Starshine Toothpaste?

Girl1: Oh, you mean Whiter than White? Yeah, I tried it and it tastes terrible. I’d never use it.

Boy: I guess you shouldn’t believe everything you read.

After you listen, tick the products they like, and kick out the ones they don’t.

Products What people say

No 1. Easy Care Shampoo → d. It didn’t work.

No 2. Lookout Sunglasses → c. They don’t even keep out the sun.

Yes 3. Beauty Cream → b. It worked really well.

No 4. Starshine Toothpaste → a. It tastes terrible.

2b Listening and drawing

Next you are to listen and draw to show what the people say about the products.

Finally go on to read the tapescript to learn some expressions and the make/s me ＋ infinitive, make/s me ＋ adjective structures.

2c Doing groupwork

In 1b you have made a list. Now to practice spoken English you are to make use of the list making a conversation with your group members.

A: Have you ever had Beijing Duck?

B: Yeah. I love it.

A: Have you ever used a computer?

B: Yeah. I love it.

A: Have you ever ridden a bike?

B: No, I don’t love it.

A: Have you ever used a handphone?

B: Yeah. I love it.

A: Have you ever drunk wine?

B: No. Never. I don’t love it.

3a Reading to decide

On page 106 you will find article talking about advertising.

Before you read, guess at the ideas to be talked about in the article. While you read, underline the expressions, blacken the connectives and circle the examples of the make/s me ＋ infinitive, make/s me ＋ adjective structures.

Advertising: pros and cons

In the modern world, advertising is everywhere！Some people think that ads are great. Others hate ads, saying that they make our cities and countryside look ugly. Many ads are aimed specially at teenagers, and some young people see mo re than 100 advertisements a day. It’s true that some ads can be very useful. For instance, they can help you to compare two different products so that you can buy the one you really need. They can also help you save money. When prices are listed, you can go to the store with the lowest price. Ads also tell you when stores are having sales. However, some advertising can be confusing or misleading. Sometimes the words sound good but don’t really tell you anything about the quality of the product. At other times, the picture in an ad looks a lot better than the real thing. And you have to be careful. At times an ad can lead you to buy something you don’t need at all.

After you read, decide if you agree with the author or not.

3b Reading and completing

On page 106 in the center is an unfinished article. Read it and try to complete it using the information about two or more products in activity 2a.

Some advertisements tell the truth and some don’t. For example, the Easy Care Shampoo says it will give the shiniest hair ever. But my friend tried it and found it didn’t work. Lookout Sunglasses advertised don’t even keep out the sun! And there is the Starshine Toothpaste. It tastes terrible. It smells! But the Beauty Cream is a real thing. It works really well for me.

3c Looking and writing

After you read, you are to write! Now go back to page 105 to write slogans of your own with the help of the slogans of theirs there on page 105.

Car→ It runs faster and never turns over!

Handphone → Call you, hear you, go to you, come to me!

…

4 Doing pairwork

In pairs discuss how the posters on page 106 make you feel.

A: I would love to make friends with the two pretty girls.

B: Not, me. This poster makes me angry!

A: I would love to see this movie.

B: Not, me. This poster makes me terrified!

A: I would love to visit this park.

B: Me, too. This poster makes me excited!

Closing down by drawing your own posters

At the end of the period we shall do something interesting: we

shall draw pictures or posters. To advertise your products or services you have to draw posters. Now let’s wait and see whose products of posters are the most attractive and persuasive!

SEFL CHECK

1 Reading and filling

To do something boring, go to page 107 and read the 5 sentences in the box. Complete them with a correct word given in its correct form. OK?

list, lead, compare, keep out, taste

1.I need a new jacket. This one doesn’t keep out the cold.

2.Customers say the food at the restaurant tastes terrible.

3.When prices are listed, you can go to the store with the lowest price.

4.Working hard at English can lead to a good job.

5.Wait before you buy that watch. Let’s compare prices in another store.

2. Reading and writing

In the center of page 107 is a diary. Now you are given the right to read this diary by Ming. While reading keep your eyes on the structures and expressions. You know how important structures and expressions are for learning English.

Dear Diary, 28, June

I thought today was going to be really bad. To start with, it was raining, and rainy days make me sad. And it was my birthday, but when I got up, no one was at home, and Mom and Dad hadn’t left me a note. I walked to school with my best friend, Gu. She didn’t say anything either. This made me a little angry. After all, I remembered her birthday last month. In class, the teacher asked me for my homework, but as I was so tense when I left home, I had forgotten to bring it with me. That made me annoyed with myself. But things got better. Gu invited me for lunch. I was so surprised. Mon and Dad and all my friends were there. I had a wonderful surprise birthday lunch. That made me VERY happy.

Early morning Late morning Noon Lunch time

sad A little angry annoyed surprised

Just for fun!

Looking at the posters above and write ad slogans for them.

Reading: Receiving money makes me uncomfortable.

Before you read, go to the vocabulary list for this part on page 155. Read the words and study the word formation for meanings.

While you read, blacken the predicates and circle the connectives.

Receiving money makes me uncomfortable.

Many books have been written about “the art of giving”。 But what about the art of receiving? Sometimes, receiving a gift can be difficult, especially when someone buys you a gift you don’t want！

“I remember when I was about twelve years old, my parents bought me a purple purse,” laughs Guo Xiaojing. “It really made me feel embarrassed, because to be honest, I thought the purse was really ugly！Still, I pretended that I liked it because I knew it would make my parents happy！”

Han Ling agrees. “That sounds like my grandparents！A few years ago, my grandparents gave me an orange sweater for my birthday. I used to wear it every time I visited them, but when I left their house, I took it off！Of course, this made me feel guilty. It was a very nice thought, but my grandparents have different taste from me！I think it’s hard to buy clothes or other personal things for people.”

To make things easier, some people would rather just give money. In some cultures, however, receiving money can make people uncomfortable. “When someone gives me money, it just makes me think they’re being lazy,” says John Wilson. “In England, we have a saying: It’s the thought that counts. When someone gives me money, I feel they don’t think at all. I prefer to receive a gift that has some thought behind it. I don’t mind if it’s something I don’t need. If someone has thought about a gift for me, it always makes me happy.”Different people have very different thoughts on this subject！So maybe the art of receiving is even more difficult than the art of giving！What do you think?

Part 2: Teaching Resources (第二部分：教学资源)

I. What is a poster?

A poster is any large piece of paper which hangs from a wall or other such surface. They are a frequent tool of advertisers, propagandists, protestors and other groups trying to communicate a message, and they also see personal use by people, especially the young, who wish to decorate in a relatively low-cost manner.

II. Some wonderful slogans of advertisements

Trust me, you can make it. (美容)

Human technology. (Nokia)

When there is no tomorrow. (联邦快递)

The milk chocolate that melts in your mouth-not in your hand. (巧克力)

Good to the last drop. (雀巢咖啡)

Next to myself, I like BVD best. (BVD内衣)

Just do it. (运动鞋)

Things go better with coke. (可口可乐)

One card, all the possibility. (Visa)

MasterCard. Master the shopping possibility. (Card)

It's everywhere you want to be. (Visa)

Don't leave home without it. (美国通卡)

Ugly is only skin-deep. (汽车)

Shape up your image, future and life.

Natural is beautiful. (美容)

Gifted photographers require beautiful print quality.

Using your own way to enjoy working; It's no price. (信用卡)

Everything we do is driving by you. (汽车)

Travel by air without any reservation. (鞋子)

A diamond is forever. (钻石)

We do chicken right. (炸鸡)

No matter how you look at typing, we are your type. (打字机)

The taste that refreshes. (饮料)

Nokia connection people. (Nokia)

Makoto Bank. Making communities together. (银行)

Ford has a better idea. (Ford)

Save our mouth for Memtos. (食品)

It's Finger Licking good./we all do it for you. (快餐)

Are you in or out? (美语补习班)

Keep walking. (酒类)

We share. (寿险)

Made to move. (Nike)

We're family. (信用卡)

Forever sport. (Adidas)

Just call me, be happy. (大哥大)

So charming, so easy. (化妆品)

Air France-making the sky best place on earth. (航空)

Your favorite spare for your pleasure and dream. (动画商品)

It's been a long hard road without you on the mind. (汽车)

九年级英语unit13教案 篇四

九年级英语unit13教案

一、说教材

(一)教材的作用和地位

“牛津英语”教材把语言结构、语言功能和主题内容有机地结合起来， 所以语言的信息输入量大， 选材广泛、主体有序、内容集中， 学习内容非常贴近学生的生活实际和思想实际。本节课的内容是：Unit 4 的综合技能训练(Integrated Skills)，是将听说读写糅合在一起进行综合训练，以提高学生综合应用英语的能力。我要求学生直接借助于网络进行查阅相关资料，并在此基础上进行归纳，使学生的信息量有了大大的增加，由学生的被动的接受变成了主动的学习。

(二)教学目标

1.知识目标：学会一些表示动物名称的单词，学会运用动词smell, understand, believe, remember等。能熟练运用所学句式描述、询问奇闻轶事，并对别人的描述作出反应。

2.技能目标：通过真实的语境，重点培养学生听、说及综合运用语言的能力。

3.情感目标：培养学生的参与意识、竞争意识和合作精神，激发学生对我们所处的世界的热爱和不断探索未知世界的兴趣。

二、说教法

(一)教学设计的原则

1 坚持“自主学习，合作学习”的教学原则

教师打破了以教师为中心， 单项灌输的陈旧模式， 在课堂教学中尽可能发挥学生的主动性和合作精神， 营造了良好的学习氛围， 更重要的是在频繁的交流中， 学生的语言表达能力提高了。

2 遵循英语教学的交际性原则

交际性原则是英语教学中的一个指导性原则， 教学最终的目的不仅要使学生掌握知识， 更重要的是使学生在理解的基础上， 在交际性练习中培养交际能力， 而培养这种交际能力， 就是反映在课堂教学中学生以主人翁态度， 积极、主动、大胆地参与英语课堂练习活动的主体意识上。

3 追求和谐的课堂活动

学生主体性的发挥， 要在民主，平等的氛围中体现， 更要在科学， 和谐的教学活动中进行。 课堂教学不仅要处理好老师、学生、教材等关系， 还要尽可能地发挥三者各自的特长， 这就是教学的最优化。在课堂教学中， 既要有意识的让学生去感知、理解，又要让学生不断地感悟。

4 拓宽学生的视野

现代外语教学理论认为， 一定量的语言输入是语言输出的基础， 即语言的输出有赖于语言的输入。只有在大量吸收的基础上才能提高表达的技能， 也只有在吸收信息和表达自己意愿的过程中才能培养语言交际的能力。因此，教师根据教材做了很大的扩展， 要求学生尽可能用英语向同学展示你学习后的成果， 你的爱好及缘由等， 使教学更趋向真实。

(二)教学手段

1、教法：运用情景、听说、直观、游戏等方法，展开以教师为主导，以学生为主体的师生、生生多边的交互式活动。

2、学法：自主、合作学习。创设教学情景，使学生好学、会学、乐学。

3、主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。以此期望增加直观性和趣味性，加大课堂密度，提高教学效果。

三、说教学程序 (Teaching procedures)

第一部分：听

Step 1：听前：(Pre-listening)

1. 热身(warming up): 以游戏“which is missing”让学生迅速根据图片说出动物的名称，将学生的热情调动起来，并了解了本课的主题与动物用关。

2. 呈现生词，为下一步听扫除障碍。

a. 通过free talk, 引出生词bone, smell.

b. 通过英文释义，图片连线的形式呈现表示动物的4个单词，同时链接了giraffe、tortoise和camel相关的信息，扫除听的过程中的障碍。

Step 2 听中。(while-listening)

1. 听整段对话，完成P66的notes。听前要求学生先阅读notes，让学生了解所缺信息，以便学生听时有重点的听。

2. 对话巩固。学生获取所缺信息后，大声朗读完整的句子，并进行一分钟的快读竞赛。然后通过对话形式进行pair work, 再次进行巩固。同时，在对话中自然呈现remember, believe, words等词，并且使他们在情境中得到了操练。

3. 精听。截取整段对话中的一个段落，提供给学生进行精听。听前先设疑：What's the use of camels' eyelids, do you understand?激发学生听的兴趣，培养学生通过听获得细节信息的能力。

Step 3 听后。(post-listening)

1. 运用所听信息完成书上短文，并熟练朗读。

2. 就短文中的细节展开讨论：

If you see ants on your dinner table,

what will you do?

How can you keep ants away?

并留以足够的时间让学生就这个开放型的问题发表自己不同的见解。

第二部分：说

Step 1 Present.

运用书上的对话先设计了一个听的任务：Listen and do T or F。并且在核对答案之后通过图片巧妙生动的呈现对话中的生词weight。

Step 2 Practise.

1. 开书跟读，训练语音语调。

2. 运用对话中的`结构：

Is there anything about...?

Yes, it says that....

That's ...

来谈论本课所出现过的amazing things.这样，既复习了本单元前一阶段的所学的奇闻趣事，又在情境中操练了上述新授句式。

Step 3 Produce.

1. 由书内延伸到书外，为学生提供一些useful expressions，并引导学生借助这些习惯表达谈论自己从电视、广播、因特网上所了解到的各种各样的奇闻趣事，这样，就为学生创造了真实的交际环境，并让学生通过自主的交流，享受了合作学习的乐趣。

2. 在学生小组自由交流并在全班汇报之后，让学生用信的形式描述自己了解的奇闻趣事。这时候，学生在前面的学习步骤中大量输入的基础上在进行笔头的输出，就是轻而易举、水到渠成了。

Step 4 Homework.

1.完成信，并展览。

2. 在“讲英语时间”与学习伙伴交流更多的奇闻趣事。通过这样的作业，旨在培养学生的竞争意识、合作精神及探索精神，为学生的终生学习打下基础。

7B Unit 4 Integrated skills

课堂教学评析要点

每一个教学环节的设计都从学生的兴趣出发，符合初中生的心理需求，贴近他们的生活，从而使他们整节课至始至终都兴趣盎然。学生和老师在整节课中都保持了学习的激情。对于学生的回答和表述，老师及时给以后续性的评价，拉近的师生间的距离，学生在获取知识技能的同时，也享受了用英语交流和被老师赏识的快乐。课堂活动丰富，通过生生互动、师生互动，学生合作、探究学习，达到了本课预定的知识、技能和情感目标。提高了学生的人文素养，培养了终身学习的能力。

本堂课采用任务型教学策略，让学生在完成任务的过程中体验、实践、参与、交流与合作，实现任务目标，主要呈现以下亮点：

注重发展学生学习策略，培养和提高学生的创新精神和语言运用能力。让学生走出课堂，从网上、报上寻找相关资料，直接接触地道语言，使他们有足够的空间和自由度，进行自主学习，促使学生个性发展。

2.利用小组讨论交流形式，使学生在活动过程中，互相学习，互相交流，培养他们团结合作精神。

3.这堂课注重学生听、说能力的培养，尤其能通过填表格回答问题形式让学生对自寻资料进行归纳，提高他们的语言理解能力。

4.教师本身教态自然大方，素养较好，整堂课结构合理，各环节目标明确，以学生为主体进行教学，体现了二期课改精神，是一堂较为成功的课。

新目标九年级英语英文教案 Unit 篇五

新目标九年级英语英文教案 Unit 11

新目标九年英语英文教案Unit11 Could you please tell me where the restrooms are? Unit 11 Could you please tell me where the restrooms are? Part 1: Teaching design (第一部分：教学设计) Structures: Indirect questions Target language: Excuse me. Do you know where I can exchange money? Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. Vocabulary: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money, hang out Learning strategies: Listen for specific information, Cooperating SECTION A Goals ●To learn to use Indirect questions ●To learn to tell about places Procedures Warming up by learning grammar Hello everyone. I am a strange here in this city. Could you tell me how to get to the supermarket? All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions. Now turn to page 87 first and look at the three sentences in the Grammar Focus. Do you know where I can buy shampoo? Could you tell me how to get to the post office? Could you please tell me where I can get a dictionary? Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions. Now in pairs make similar sentences with “where” and “how”。 Do you know where I can go hiking in the mountain? Could you tell me how to have a good time in a big city? Could you please tell me where I can find a good English teacher? 1a Matching things with places On page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place. Where to…? C buy shampoo D get some magazines E make a telephone call G get a dictionary D get some information about the town C buy some writing paper E buy some stamps B save money 1b Listening and completing It is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86. Tapescript Conversation 1 Girl1: Excuse me. Could you tell me where I can buy some stamps? Boy1: Yes. There’s a post office on Center Street. Girl1: Oh. Can you tell me where Center Street is? Boy1: Sure. Go past the bank. Center Street is on your right. Girl1: Thanks a lot. Boy1: No problem. Conversation 2 Girl2: Excuse me. Do you know where I can save money? Boy2: Sure. There’s a bank on Main Street. Girl2: Oh. Could you please tell me how to get there? Boy2: Yes... Go straight ahead. The bank is on your left. Girl2: Thank you. Boy2: You’re welcome. Write your words here in the speech bubbles. A: Could you tell me where I can buy some stamps? B: Yes. There’s a post office on Center Street. A: Excuse me. Do you know where I can save money? B: Sure. There’s a bank on Main Street. Read the tapescript and try to underline all the useful expression_rs used and circle the Indirect questions. 1c Doing pairwork In 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.) A: Excuse me. Can you please tell me where I can buy shampoo in this city? B: Sure. There’s a department store over there. A: Excuse me. Can you please tell me where I can get some magazines? B: Sure. There’s a post office around the corner. A: Excuse me. Can you please tell me where I can make a telephone call? B: Sure. There’s a post office one hundred meters down the street. A: Excuse me. Can you please tell me where I can get some information about the town? B: Sure. There’s a library opposite of the hospital. A: Excuse me. Can you please tell me where I can get some writing paper? B: Sure. There’s a department store close to the bus station. A: Excuse me. Can you please tell me where I can buy some stamps? B: Sure. There’s a post office beside the library over there. A: Excuse me. Can you please tell me where I can save money. B: Sure. There’s a big bank beside the café on the main library over there. 2a Listening and numbering Do you like shopping? If you do come and listen to the directions for going shopping around a new city. Tapescript Boy1: Excuse me. Can you tell me where I can buy some shampoo? Boy2: Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there. Boy1: OK, great. Thanks a lot. Boy2: You’re welcome. While listening please number the directions in the order that you hear them. Take the elevator to the second floor. 2 Turn left. 1 Take the escalator to the second floor. Turn right. 4 The drugstore is between the furniture store and the bookstore. 3 Go past the bank. Read the tapescript for the Indirect questions and the useful expression_rs. Circle the Indirect questions and underline the useful expression_rs. 2b Listening and drawing Do you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore. 2c Doing pairwork What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87. A: Excuse me. Do you know where I can exchange money? B: Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy music CD? B: Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room. A: Excuse me. Do you know where I can get a dictionary? B: Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank. A: Excuse me. Do you know where I can buy some candies? B: Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy a desk? B: Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore. Now read aloud the conversations again to Circle the Indirect questions and underline the useful expression_rs. 3a Reading and listing On page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expression_rs. They’re all at the mall. After school, a lot of young people go to the mall. We decided to talk to some students about why they go there. Interviewer: Why do you go to the mall? Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it. Interviewer: Oh? Why not? Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded. Interviewer: And how about you? Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people. Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore. Yu Yue: Well, when I go into stores I always spend too much money！ Advantages disadvantages There’s always something happening. The air isn’t fresh. There are a lot of free concerts there. It’s usually crowded. It’s also just fun to watch people. when I go into stores I always spend too much money！ I like to go in the music store and listen to CDs. I like to look at books in the bookstore. 3b Doing groupwork Where do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them. A: Where do you usually hang out with you

新目标九年级英语英文教案Unit 篇六

新目标九年级英语英文教案Unit 12

新目标九年英语英文教案Unit 12 Youre supposed to shake hands. Unit 12 Youre supposed to shake hands. Part 1: Teaching design (第一部分：教学设计) Structures: Supposed to ＋ infinitive Target language: How was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should… Learning strategies: Comparing, Listening for key words Section A Goals ●To learn to use the structure Supposed to ＋ infinitive ●To listen and talk about what people are supposed to do Procedures Warming up by learning about the structure Supposed to ＋ infinitive Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used? What are you supposed to do when you meet someone? You’re supposed to kiss. You’re not supposed to shake hands. When were you supposed to arrive? I was supposed to arrive at 7:00. You should have asked what you were supposed to wear. 1a Looking, listening and matching Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time. Tapescript Boy1: What are people supposed to do when they meet in your country, Celia? Girl1: Well, do you mean when friends meet for the first time? Boy1: Yeah. Girl1: Well, in Brazil, friends kiss. Boy1: What about in Mexico, Rodriguez? Boy2: In Mexico we shake hands. Boy3: We bow. Girl2: And in Korea we also bow. Boy1: Well, I guess in most Western countries we shake hands. 1b Listening and checking You are supposed to listen for a second time to check your answers in 1a. Countries Customs 1. c Brazil a. bow b. shake hands c. kiss 2. b the United States 3. a Japan 4. b Mexico 5. a Korea Now you can turn to page 135 to read the tapescript. While reading circle the connectives and underline the expression_rs. 1c Doing pairwork What do people do when they meet for the first time? Now in pairs tell each other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK? A: What are people in Korea supposed to do when they meet for the first time? B: They’re supposed to bow. A: What are people in the United States supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in China supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in Mexico supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in Brazil supposed to do when they meet for the first time? B: They’re supposed to kiss. A: What are people in your city supposed to do when they meet for the first time? B: They’re supposed to wave their hands. 2a Listening and checking Maria, an exchange student from India, went to her American Friend Dan’s place and had dinner there. Now listen to the tape for the mistakes Maria made there. Tapescript Boy: Hi, Maria. How was Paul’s party? Girl: Oh, Dan, it was a disaster. Boy: It was? Girl: Uh-huh. Boy: What happened? Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00. Boy: Oh, so you were late. Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later! Boy: I see. Girl: Then when I met Paul’s mom, I kissed her. Boy: And you were supposed to shake hands instead. Girl: That’s right. AND I wore a fancy dress. Boy: What’s wrong with that? Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans. Boy: I guess you should have asked what you were supposed to wear. Now you may check√the mistakes by Maria on page 95. Maria’s mistakes √Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes 2b Listening and filling To fill in the blanks on page 95 you are supposed to listen to the tape one more time. Tapescript MariA: I was supposed to arrive at 7:00 but I arrived at 8:00. MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later. Dan: Boy: And you were supposed to shake hands instead. MariA: That’s right. And I wore a fancy dress. Dan: I guess you should have asked what you were supposed to wear. Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like. Li Hong: I was supposed to get up at 7:00 but I got up at 8:00. Li Hong: In my home it’s different. When you’re asked to get up at 7:00, you’re supposed to get up later. Wang Bin: And you were supposed to do the morning exercise instead. Li Hong: That’s right. And I took my school backpack. Wang Bin: I guess you should have asked what you were supposed to take. 2c Doing pairwork You are supposed to role play the conversation between Maria and Dan. And you are supposed to use the information from activities 2a and 2b. A: How was the dinner at Paul’s house last night? B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. A: Why was that? Why didn’t you arrive earlier? B: But in my country it’s different. A: What is the difference? B: When you’re invited for 7:00, you’re supposed to come later! A: So you didn’t arrive at 7:00.. B: When I met Paul’s mom, I kissed her. A: But you were supposed to shake hands instead. We don’t kiss each other when we are only friends. B: But I didn’t know that then. A: What did you wear? B: I wore a fancy dress. A: What’s wrong with that? B: It was a barbecue, you know. Everyone else was wearing a T-shirt and jeans. A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear. 3a Reading and filling On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expression_rs. Teresa Lopez From Cali, Colombia Marc LeBlanc From Lausanne, Swizerland Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！ In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together. And now you are supposed to fill in the chart. Attitude about… Colombia Switzerland Being on time Pretty relaxed about time very important to be on time Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first Making plans with friends Don’t usually have to make plans to meet friends usually plan to do something interesting, or go somewhere together 3b Doing pairwork Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries. A: What kinds of rules do they have in Colombia? B: Well, they have pretty relaxed rules. A: Like what? B: Well, it’s ok if you’re not on time. A: Could you give me an example? B: Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late. A: Do they often visit friends’ house? B:

新目标英语九年级英文教案 Unit 篇七

新目标英语九年级英文教案 Unit 14

新目标九年英语英文教案Unit 14 Have you packed yet? Unit 14 Have you packed yet? Part 1: Teaching design (第一部分：教学设计) Structures: Present perfect with already and yet Target language: Have you watered the plants yet? Yes, I have already watered them? Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off Learning strategies: Brainstorming, Role playing Section A Goals ●To learn to use Present perfect with already and yet ●To listen and talk about having a vacation Procedures Warming up by studying grammar Grammar is so important that it should always be learned and made use of in class. Today we shall learn to use “ Present perfect with already and yet” Look at the two sentences: Have you watered the plants yet? Yes, I have already watered them? Do you understand the structure of the two sentences? We shall make more sentences like those. Have you finished your homework yet? Yes, I have already finished it? Have you found your bike yet? Yes, I have already found it? To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110. 1a Thinking and writing Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack? Think and write your ideas in the chart on page 110. A beach vacation Sightseeing in a city 1. bathing suit 1. camera 2. umbrella 2. mobile phone 3. drinking water 3. bike 1b Listening and checking A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”。 Tapescript Woman: Have you packed the beach towels yet? Boy: No, I haven’t. Can’t Judy pack them? Woman: No, she’s busy. Could you please water the plants? Boy: I’ve already watered them. Woman: Oh, thanks. Man: What about the travel guidebook and the street map? Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet. Man: That’s OK. I’ll get it. Have you packed the camera? Boy: Yup. I’ve already put it in my suitcase. Woman: Well, I guess that’s everything. Boy: Almost everything. We haven’t locked the windows yet. And now check√ the chores listed below the family have already done. √Packed the camera √Watered the plants × Locked the window √Bought a travel guidebook × Bought a street map × Packed the beach towels 1c Doing pairwork Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure. A: Have you watered the plants yet? B: Yes, I have already watered them. A: Have you packed the camera yet? B: Yes, I have already packed the camera. A: Have you bought a street map yet? B: Yes, I have already bought a street map. A: Have you locked the window yet? B: Yes, I have already locked the window. A: Have you packed the beach towels yet? B: Yes, I have already packed the beach towels. A: Have you bought a travel guidebook yet? B: Yes, I have already bought a travel guidebook. 2a Listening and writing Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure. Tapescript Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina? Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now. Boy: Tina! You’re unbelievable. What about your bike? Girl:I’ve already put it in the garage. But I haven’t locked the garage yet. That’s your job, Mark. Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash. Girl: Have you fed the cat yet? Boy: Not yet. I’ll do it in a minute. Have you turned off your radio? Girl: Yes, I have. I think we’re almost ready. Now on page 111write before the 6 sentences M for Mark or T for Tina. 1.No. I haven’t cleaned out the refrigerator yet. 2.I’ve already put it in the garage. 3.But I haven’t locked the garage yet. 4.I’ve already done most of my jobs. 5.Not yet. I’ll do it in a minute. 6.Yes, I have. I think we’re almost ready. 2b Listening and matching To match the questions below with the answers above in 2a, you shall listen to the tape again. Have you fed the cat yet? →5 What about your bike? →2 Are you ready, Tina? → 1 Have you turned off《壶知道·www.huzhidao.com》 your radio? →6 2c Doing pairwork To practice spoken English you are to role play a conversation using the information from 2a and 2b. A: Are you ready, Tina? B: No, I haven’t cleaned out the refrigerator. B: No, I haven’t put the food in the garage yet. B: No, I haven’t locked the garage yet. B: No, I haven’t done my jobs yet. B: No, I haven’t taken out the trash. B: No, I haven’t fed the cat yet? B: No, I haven’t turned off my radio yet. 3a Reading and underlining Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it. Subject: So busy！ From: Crystal Hi Jake, Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals―he and his family lived on the farm. Anyway, I have to run now. Take care, Crystal Now read the message again to blacken the expression_r_rs and circle the “Present perfect with already and yet” structure. 3b Doing groupwork On page 112 in the middle is a chart with hours and chores done. 9:00 am Do my homework Water the plants Buy a newspaper 10:00 am Buy a newspaper Feed the dog Do my homework 11:00 am Feed the dog Do my homework Clean the room 12:00 noon 1:00 pm Water the plants Clean the room Water the plants 2:00 pm Clean the room Buy a newspaper Feed the dog Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure. A: Have you bought a newspaper? B: Yes, I’ve already bought a newspaper. A: Have you done your homework? B: Yes, I’ve already done your homework. A: Have you feed the dog? B: Yes, I’ve already feed the dog. A: Have you watered the plants? B: Yes, I’ve already watered the plants. A: Have you cleaned the room? B: Yes, I’ve already cleaned the room. 4 Doing groupwork What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done. You Xu Lanfang Li Baoli Things I have done Write a research paper Write a news report Go abroad Things I haven’t done yet Visit my mother Find a friend Read a novel Closing down by singing a song Happy Birthday Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. SECTION B Goals To learn to use Present perfect with already and yet structures To listen, talk and read about music Procedures Warming up by listening to music by a musical band In music, a band is a group of musicians, or musical ensemble, usually popular or folk, playing parts of or improvising off of a musical arrangement. Now let’s listen to a piece of sad music by a Blind Men Band from Zuoquan， Shanxi Province. The chief blind man musician is Liu Hongquan. He is playing on his ehu. 1 Answering questions On page 113 in the box are 4 questions. Read them and give you

新目标九年级英语英文教案Unit 篇八

新目标九年级英语英文教案Unit 13

新目标九年英语英文教案Unit 13 Rainy days make me sad. Unit 13 Rainy days make me sad. Part 1: Teaching design (第一部分：教学设计) Structures: make/s me ＋ infinitive, make/s me ＋ adjective Target language: I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating. Me too! Loud music makes me tense. I agree. Loud music makes me uncomfortable. Vocabulary: lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful Learning strategies: Personalizing, Matching Section A Goals ●To learn to use make/s me ＋ infinitive, make/s me ＋ adjective ●To listen and talk about eating in a restaurant Procedures Warming up by learning to use make/s me ＋ infinitive, make/s me ＋ adjective On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure. Loud music makes me tense. Loud music makes me want to dance. That movie made me sad. Now you are supposed to make as many sentences with the make/s me ＋ infinitive, make/s me ＋ adjective structure as possible. 1a Looking and saying On page 102 is a picture of restaurants. Which one would you like to go? And why? ◆ I like to go to the one on the left because the music there would make me excited. ◆ I like to go to the one on the right because the music there would make me quiet. ◆ I like to go to the one on the left because the pictures there would make me tense. ◆ I like to go to the one on the right because the things there would make me happy. 1b Listening and completing Listen to a conversation between Amy and Tina talking about eating in restaurants. While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋ adjective structure” . Tapescript Girl1: I’m hungry, Amy. Girl2: So am I. Why don’t we get something to eat? Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers. Girl2: Oh, Tina… I hate the Rockin’ Restaurant. Girl1: Why? The food is great, isn’t it? Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense. Girl1: OK. So where do you want to go, Amy? Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed. Girl1: Not me. It makes me sleepy. And now complete the unfinished sentences in the chart on page 102. The Rockin’s Restaurant The Blue Lagoon The awful pictures make Amy sad. The soft music makes Amy relaxed. The loud music makes Amy tense. The soft music makes Tina sleepy. Now you are supposed to read the tapescript. While reading, underline the expression_rs and circle the connectives. 1c Doing pairwork What are your opinions about the two restaurants? Which on would you like better? A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating. B: Me, too! Loud music makes me tense. A: I agree! Loud music makes me uncomfortable. A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating. B: Me, too! Loud music makes me excited. A: I agree! Loud music makes me happy. 2a Listening and numbering 3 4 2 1 A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103. Tapescript Boy: Did you and Amy have fun last night, Tina? Girl: Well, John… yes and no. Boy: Was Amy late as usual? Girl: Yes, she was. And waiting for her made me angry. Boy: Where did you go? Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay. She said that loud music made he tense. Boy: That’s funny. Loud music always makes me want to dance. Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time. Boy: Then did you go to the concert at the high school? Girl: No. We decided to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad it made us cry. Boy: Sad movies don’t make me cry. They just make me want to leave! Girl: You sound just like my brother! 2b Listening and checking You are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s. √Waiting for her made me angry. √She said that loud music made her tense. ×Loud music makes me happy. √Loud music always makes me want to dance. √It was so sad it made me cry. √Sad movies don’t make me cry. They just make me want to leave! ×It made me sad. All right now, you are supposed to read the tapescript. While Reading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expression_rs and blacken the connectives. 2c Doing pairwork Go over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with. John: Did you have fun with Amy last night? Tina: Well…yes and no. She was really late. John: Amy was late as usual, wasn’t she? Tina: Yes, she was. John: And waiting for her made me angry? Tina: Yes, it made me angry. John: What did you do? Tina: First we went to the Rockin’ Restaurant. John: Did you stay long there? Tina: No, we didn’t because Amy didn’t want to stay. John: Why? Tina: She said that loud music made he tense. John: That’s strange. Loud music always makes me excited and want to dance. Tina: Me too. John: So then you went to the Blue Lagoon as usually, didn’t you? Tina: yes, you guess right. John: It was quiet and the food was great there. Did you have a good time there? Tina: Yes, we did. John: Where did you go then? Tina: I wanted to go to the concert at the high school. But Amy didn’t like to go there. We decided to go to the movies. John: What movie did you watch? Tina: We saw Remember Me Forever. John: It was a really good movie, wasn’t it? Tina: Yes, it was, but it was so sad it made us cry. John: Sad movies make me want to leave! Tina: You behave just like my brother! 3a Reading and answering On page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expression_rs and, blacken the connectives and circle the “make/s me ＋ infinitive, make/s me ＋ adjective” structure. Restaurant science Restaurant owners have to know how to make food. They also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue ma ke people relaxed, so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurants, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day. Now you are to answer the three questions on page 104 in the box. 1.What does the color red make most people feel? →The color red makes people hungry. Red also makes customers eat faster. 2.Why do so many fast food restaurant paint their walls red, play loud music, and have hard seats? →Because red color makes customers eat faster, loud music makes people want to leave and hard seats also make customers want to eat quickly and leave. 3.Do you think it’s fair that some restaurants are designed to be uncomfortable. → No, I don’t think so. The restaurant owners are runnin

新目标九年级英语英文教案Unit 篇九

新目标九年级英语英文教案Unit 1

新目标九年英语英文教案Unit 1 How do you study for a test? Unit 1 How do you study for a test? Part 1: Teaching design (第一部分：教学设计) Structures: verb＋by with gerund Target language: How do you study for test? Well, I study by working with my classmates. Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. I don’t have a partner to practice English with. Maybe you should join an English club. Vocabulary: flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, What about…? Why don’t you…? Learning strategies: Personalizing, Role playing Section A Goals ● To talk about how to study ● To read about how to study Procedures Warming up by greeting Hello, everyone! From now on you are a ninth grader. Congratulations to you and I wish you a great success in your studies! Today we shall take up the first unit in this new term, Unit 1 How do you study for a test? Look at the blackboard and read after me the target language for this unit. When you read pay attention to the structure of the sentence. ▲How do you study for test? Well, I study by working with my classmates. ▲Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. ▲I don’t have a partner to practice English with. Maybe you should join an English club. Learning to Learn is very important. And learning to pass a test is also very important to you. Learning couldn’t be easier! If you have not developed good ways or methods to study for a test, talk to your classmates about it, your parents, or the teacher like me if you are brave enough. You should be brave enough to talk to others about your problems with your studies. Next I’d like to give you some useful practical advice about studying for a test and also ask you questions to make you think about things such as: ▲using your time effectively ▲motivation ▲how to learn your lessons in the ninth grade year ▲different modes of teaching you may meet ▲how to develop particular skills, such as note-taking in class 1A: Checking the ways you study Next turn to page 2 and check √ the ways you study for an English test. Then add other ways you use sometimes. ■How do you study for a test? I study for a test___ By reading to the tape; By underlining the expression_rs; By reading beyond the text; By doing used exam papers; By going over exercises books; By copying down the text; By learning the text by heart; By speaking with classmates Now raise your hand and report your added ways to the class. I will make a list of all the added ways on the blackboard. 1b Listening and writing Listen to understand how these people in the picture on page 2 study for a test. Write letters from the pictures. While listening, pay attention to the structures of the sentences. Section A 1b Tapescript Boy1: Hey, gang. There’s a big test on Tuesday. I really need some help. Can you tell me how you study for a big test? Voices: Sure! Yes. Sure we will. Boy1: You did really well on the last English test, didn’t you, Mei? Girl1: Yeah, I did OK. Boy1: Well, how did you study？ Girl1: By making flashcards. Boy1: Maybe I’ll try that. How did you study, Pierre? Boy2: By asking the teacher for help. She was really happy I asked. Boy1: That’s interesting. How do you study, Antonio? Boy3: I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad. Boy1: Oh, well… 1c Doing a pairwork Now in pairs ask your partner how he or she studies for a test. A: How do you study for a test? B: I study by working with a group. C: I study by listening to English. D. I study by playing games with my classmates. E. I study by doing actions such as coloring, matching. F. I study by singing English songs. G. I study by writing letters and emails. H. I study by acting out simple dialogues. I. I study by listening to and understanding stories. J. I study by writing simple sentences. K. I study by imitating from the recording. L. I study by speaking out words or phrases. M. I study by doing simple role plays. N. I study by reading and understanding simple stories. O. I study by using daily expression_rs. P. I study by performing short plays. Q. I study by performing simple rhymes. R. I study by writing sentences for pictures. S. I study by writing out simple poems. T. I study by reading aloud correctly. U. I study by playing text plays. V. I study by working with classmates. W. I study by going over the text before class. X. I study by copying words and expression_rs. Y. I study by looking and saying. Z. I study by asking others questions. 2a Listening and checking Now let’s go to page 3. Listen to the tape and check the questions you ask. While listening, pay attention to the structures of the sentences. Section A 2a, 2b Tapescript Girl1: Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea? Boy1: Do you learn English by watching English-language videos? Girl2: No. It’s too hard to understand the voices. Boy1: What about keeping a diary in English? Do you learn English that way? Girl2: I think so. It helps to write English every day. Girl3: Have you ever studied with a group? Girl2: Yes, I have! I’ve learned a lot that way. Girl1: Do you ever practice conversations with a friend? Girl2: Oh, yes. It improves my speaking skills. Boy1: What about reading aloud to practice pronunciation? Girl3: I do that sometimes. I think it helps. Boy2: I do too. And I always look up new words in a dictionary. Girl3: That’s a great idea! 2b Listening and matching Listen again and match each question from 2a with an answer in the box on page 3. 2c Doing a pairwork Next we are going to make a conversation in pairs using the information from activities 2a and 2b. A: Have you ever studied with a group? B: Yes, I have. I’ve learned a lot that way. A: Have you ever learned English by watching videos? B: Yes, I have. I’ve learned a lot that way. A: Have you ever practiced conversations with friends? B: Yes, I have. I’ve learned a lot that way. A: Have you ever listened to tapes? B: Yes, I have. I’ve learned a lot that way. A: Have you ever read aloud to practice pronunciation? B: Yes, I have. I’ve learned a lot that way. 3a Reading the article and completing the chart 1.Reading to the tape We are going to read the article on page 4. First we shall read to the tape together. That is, we start reading aloud as the recorder goes, and we stop reading aloud as the recorder stops. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader. Make our reading aloud as the same as the reader’s. 2.Reading and dividing the article into parts Next we are going to read aloud the article slowly and clearly. We will try to divide it into thought groups. 3.Reading and underlining We shall read the article once again, this time, to underline all the useful expression_rs in it. After school, you are going to write them down in your notebook. This week/ we asked students/ at New Star High School/ about the best ways/ to learn more English. Many said/ they learnt/ by using English. Some students had more specific suggestions. Lillian Li, for example, said/ the best way/ to learn new words/ was by reading English magazines. She said that/ memorizing the words of pop songs/ also helped/ a little. When we asked about studying grammar/ she said, “I never study grammar. Its too boring.” Wei Ming feels differently. Hes been learning English/ for six years/ and really loves it. He thinks/ studying grammar /is a great way/ to learn a language. He also thinks that/ watching English movies/ isnt a bad way/ because he can watch the actors/ say the words. Sometimes, however, he finds watching movies/ frustrating/ because the people speak too quickly. Lin Chang said that/ joining the

新目标九年级英语英文教案 Unit 篇十

新目标九年级英语英文教案 Unit 2

新目标九年级英语英文教案Unit 2 I used to be afraid of the dark Unit 2 I used to be afraid of the dark. Part 1: Teaching design (第一部分：教学设计) Structures: used to Target language: Mario used to be short. Yes, he did. Now he’s tall. I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot. Vocabulary: used to, dark, spider, insect Learning strategies: Brainstorming Comparing Section A Goals ●To learn about the use of used to ●To talk about what you used to be like Procedures Warming up by learning “used to ” Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”。 What does it mean? How is it used in English? used to的'用法 “used to加不定式”表示过去常常干某事，现在不在干了。 例如： I used to go to work by bus. Now I take a taxi. She used to be very shy. “be used to doing”表示习惯于干某事。 【例如】 I am used to getting up early and going to bed early. He is used to being praised by others. So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗。 注意“used to”的疑问形式和否定形式： ―Did you use to be afraid of the dark? ―Yes, I used to be afraid of the dark. ―Did he use to be afraid of the dark? ―No, he did not use to be afraid of the dark. 1a Filling in the chart Next we are going to fill in the chart below with words to tell about people’s appearance and personality. Appearance 外表 Personality个性 Tall Outgoing Straight hair Funny Beautiful Angry Black Careful Dirty Happy Hungary Hard-working Sad Strange Tired Noisy Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart. A: Mario, you used to be tall, didn’t you? B: No, I didn’t. A: Wang Hua, you used to have straight hair, didn’t you? B: Yes, I did. A: Li Hui, you used to be beautiful, didn’t you? B: No, I didn’t. 1b Listening and writing Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences. Tapecripts Conversation 1 Boy1: Mario, is that you? Boy2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years! Boy1: Yeah. I’m here with my parents. We’re visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you? Boy2: Yes, I did. Now I’m tall. And so are you! Boy1: That’s true… And you used to wear glasses. Boy2: You have a great memory. Now I wear contact lenses! Conversation 2 Boy1: Hey, Amy, it’s great to see you. Girl1: Hi, Bob. How are you Boy1: Fine. Wow, you’ve changed! Girl1: Really? How? Boy1: Well, you used to have short hair. Girl1: You remember that? Yes, I did. Boy1: And you used to be really tall! Girl1: Not any more. You’re taller than me now, Bob. Conversation 3 Girl2: Hiya, Bob. Boy1: Hi, Tina. You’ve changed too. Girl2: Oh, yeah? Boy1: You have blond hair! Girl2: Yeah, it used to be red, didn’t it? Boy1: And it’s straight! Girl2: It used to be curly. 1c Dong pairwork Look at the picture on page 10 and make more conversations. A: Mario used to be tall. B: Yes, he did. Now he’s tall. A: Zhao Juan used to be black. B: Yes, she did. Now she’s white. A: Zhang Limei used to be sad. B: Yes, she did. Now she’s happy. A: Zhu Wenjun used to be dirty. B: Yes, he did. Now he’s clean. 2a Listening and checking Next turn to page 11 and we are going to listen to a tape and check the words we hear. 2b Listening and filling in the blanks On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening. Tapescript Girl1: Hey, Steve! Over here! Don’t you remember me? Boy1: Oh, wow! You’re Paula, aren’t you? Girl1：That’s right. Boy1: But you used to be really quiet, didn’t you? Girl1: Yes. I wasn’t very outgoing. Boy1: No, you weren’t. But you were always friendly. Wait a minute! Did you use to play piano? Girl1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team. Boy1: Wow! People sure change. Do pay attention to the form of the language while listening. Tapescript Girl1: My six-year-old brother started school this week. Boy1: He’s really lucky. Life was great when I was six. Girl1: Really? Why? Boy1: Oh, schoolwork was really easy. Girl1: Not for me. I didn’t use to like tests. Now I don’t worry about tests. Boy1: And we used to play every day after school. Now we just study all the time. Girl1: Yeah, but we used to walk to school. Now we have to take the bus. Boy1: I remember one bad thing. I used to hate gym. Now I love gym class. Girl1: Me, too. 2c Doing pairwork Practice the conversation in activity 2b on page 11. Then make conversations about yourselves. Girl: Hey, Tom! Over here! Don’t you remember me? Boy: Oh, wow! You’re Paula, aren’t you? Girl: That’s right. Boy: You used to be really short, didn’t you? Girl: Yeah, I wasn’t very tall . Boy: No, you weren’t. But you were always busy. Wait a minute! Did you use to play ping-pong ? Girl: Yes, I did. But now I’m more interested in ping-pong. I play basketball and I’m on the singing team. Boy: Wow! People sure change. Girl: Hey, Jack! Over here! Don’t you remember me? Boy: Oh, wow! You’re Mary, aren’t you? Girl: That’s right. Boy: You used to be really happy, didn’t you? Girl: Yeah, I wasn’t very sad . Boy: No, you weren’t. But you were always excited. Wait a minute! Did you use to cook the meals? Girl: Yes, I did. But now I’m more interested in cooking the meals. I sweep the floor and I’m on the housework team. Boy: Wow! People sure change. 3a Talking and checking On page 12 is a list of things people are usually afraid of. Put checks √ in the first two columns to mark the ones you used to be afraid of and the ones you are still afraid of. Everyday is afraid We all have fears from time to time. Thats true no matter how big we are or brave we can be. Fear can even be good for you sometimes and even help you stay healthy. Fear of getting too close to a campfire may save you from a bad burn. And fear of getting a bad grade on a test may make you study more. Being a bit on edge can also sharpen your senses and help you perform better in a recital or during a track meet. Some people even enjoy being a little scared. Thats why they like to watch scary movies - or go on roller-coaster rides. 3b Doing pairwork In pairs ask and answer questions as are shown (below) on page 12. A: Did you use to be afraid of the dark? B: Yes, I did. A: Are you still afraid of the dark? B: No, I’m not. How about you? A: Me? Oh, yes! I’m terrified of the dark. B: So, what do you do about it? A: I go to sleep with my bedroom light on. A: Did you use to be afraid of the examinations? B: Yes, I did. A: Are you still afraid of the examinations ? B: No, I’m not. How about you? A: Me? Oh, yes! I’m terrified of the examinations. B: So, what do you do about it? A: I make a good preparation before the examination. 4 Doing groupwork What did you use to do when you were younger? What do you do now? Fill in the chart on page 12 and talk with your classmates about how you have changed. Activity Past Now eat … eat rice eat bread Read… read stories read newspapers watch …on TV watch news on TV watch movies n TV Do… at school do homework at school do cleaning at school Closing down by telling a past story To end the period we shall have a fun activity by telling about our past beliefs. I used to believe that if a burglar broke into your house you could easily persuade him to have a seat and wait while the police were called. 我过去以为，如果盗贼闯进你家，你可以轻而易举地劝说他坐下并且等待报警。 Section B Goals ●To talk and listen about past likings ●To Read about pa

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