新课标人教版新目标九年级英语第1-10单元全套教案【经典推荐】.doc

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Unit 2 I used to be afraid of the dark. The First Period Teaching Contents: Section A 1a，1b，1c，2a，2b，2c Step I Organization of class 1.Greeting 2.Warming up Step II Presentation 1.Words Competition Show the class many words of appearance and personality. Get them to put the words in the right place. 2.Guess: Who is the boy? Show the class some information about Harry Potter: He is a boy. He is not tall. He has curly hair. He is easygoing. He is very smart. He can see strange things and so on. Step lIl Teaching Tasks 1.Task One (Pairwork): Listening to the tape (1) Show the students two pictures and say something about the people in the picture. (2) Listen to the tape. Then fill in the blanks in lb，2a，2b. 2.Task Two (Groupwork): Describing different persons (1) Show the students a set of pictures, such as a movie star, a sportsman, a teacher. (2) Get the students to discuss in groups and take notes, such as: Jacky Chan used to have big eyes, but now he has small eyes. (3) Ask two or three groups to present their answers. Step IV Summary Step V Assign homework Write a composition about your classmate before and now. The Second Period Teaching Contents： Section A 3a，3b，4 Step I Organization of class 1.Greetings 2.Singing an English song Step II Revision 1.Revise the conversations that the students learned in the first period. Ask them to talk about some pictures. 2.Check the homework. Talk about what one person used to be like and she/ he is like now. Step IIl Presentation 1.Show the class a picture of a big dog，then introduce the new conversations in 3a： I used to be afraid of big dogs.／I’m still afraid of big dogs. 2.Ask the students some questions like this： What did you use to be afraid of?／Are you still afraid of...? Step IV Teaching Tasks 1.Task One (Pairwork)：Match the pictures with the phrases. (1) Show the students six pictures about the phrases in 3a. (2) Ask the students to talk about the pictures in pairs and match them. 2.Task Two：Put checks in the first two columns. (1) Show the students the first two columns about “I”, then get them to put checks. (2) Ask a group of students to read out their answers like this: I used to be afraid of... / I’m still afraid of... The Third Period Teaching Contents: Section B la, lb, 2a, 2b, 2c, 3a Step I Organization of class Warming up Step II Checking up the homework 1.Ask two students to read out their compositions (Zhongshan has changed a lot!). 2.Get students to discuss the compositions. Step III Presentation 1.Show the class four pictures in la. 2.Ask students to describe what is happening in each picture: A girl is exercising in gym class. A girl is painting a picture. A boy is singing. A boy is looking at some insects. 3.Ask students to check the things they liked to do when they were very young. Step IV Teaching Tasks 1.Task One (Pairwork): I used to like to... (1) Point out the lines under the picture in lb. (2) Ask students to write down different things that they used to like to do. (3) Get students to discuss the answers in pairs, then ask some students to read out their sentences. 2.Task Two: Listening practice (2a, 2b) (1) Ask students to listen to a dialog between a boy and a girl. (2) Ask students to check the sentences on the list that they hear on the recording. (3) Check the answers in 2a. 3.Task Three (Pairwork): Making up dialogs (1) Teach students the conversation in 2c. (2) Say some sentences using Did you...? and the answers Yes, I did./ No, I didn't. Step V Summary Step VI Assign homework 1.Ask students to Complete the letter in 3b (How I've changed!). 2.Get students to talk to their parents and fill in the chart in 4a. The Fourth Period Teaching Contents: Section B 3b, 3c, 4a, 4b, Self Check. Teaching Procedures: Step I Organization of class Step II Checking up the homework 1.Ask some students to read out the letter (How I've changed!). 2.Get students to discuss their answers and choose the best one. Step lII Teaching Tasks 1.Task One (Pairwork) Ask students to finish 4a before the class-Talk to their parents and fill in the chart in 4a. 2.Task Two (Groupwork) (1) Ask students to talk about the contents in 4a with their classmates. (2) Choose two groups to present their answers. 3.Task Three (Teamwork): How has Yu Mei changed! (1) Get students to talk about the pictures in Self Check 2. (2) Ask students to use the drills in Unit 2 to describe the pictures. 4.Task Four (Teamwork): A survey── How has our life changed? (1) Show students some information in Unit 2. (2) Ask students to talk about how their life has changed since primary school and fill in the blanks in the survey form. Step IV Summary Step V Assign homework Finish Part One of Self Check. The Fifth Period Reading—E-mail English Step I Organization of class 1.Ask the whole class some questions: What subjects do you study at school? What subject do you like best? Why? 2.Talk about the usage and importance of English. Step II Introducing E-mail English What does e-mail English mean? What is it used for? Step III Teaching Tasks 1.Task One (Pairwork) (1) Ask students to talk about the words in Part 1. (2) Ask students to fill in the chart with their partners and try to think of some more. (3) Check their answers. 2.Task Two: Matching (1) Get the students to read the whole article as quickly as they can. (2) Try to finish the exercise in Part 2—Match each paragraph with its main idea. (3) Check the answers. (4) Check their answers. Step IV Summary Step V Assign homework Write a reply to your partner, using the e-mail English as much as possible Unit 3 Teenagers should be allowed to choose their own clothes Period 1 教学目标 1. Knowledge Objects (1) Key Vocabulary: allow, drive, pierce, driver, license, silly (2)Structure: should be allowed to 2. Ability Objects (1)Train students’ listening skill and communicative competence. 3. Moral Object Students should do what they are allowed to do and avoid doing what they aren’t allowed to do. 教材分析 1. Teaching Key Points Target language The structure：should be allowed to 2. Teaching Difficult Point The structure: should be allowed to 实施教学过程设计 Step Ⅰ Revision Show the following on the screen by a projector. go out at night collect stamps be alone at home ask the teacher questions drink milk read English magazines eat eggs write letters Ask students to make sentences with the phrases above using the structure used to. Both statements and questions are acceptable. Step Ⅱ 1a This activity focuses on vocabulary words and the structure "should be allowed to." Show the new words on page 18 on the screen by a projector. Say the words and have students repeat over and over again until they are pronounced fluently and accurately. Write the words "can do" and "can’t do" side by side on the blackboard. Then ask students questions about things that their parents say they can and can’t do. L: Yes. It is helpful to my study. T: I see. (Write surf the Internet under can do on the blackboard. ) … Ask some more questions and add more examples to both columns. Ensure that the blackboard ends up like this. can do can’t do surf the Internet play soccer ball … … … Say, Liu Chang can surf the Internet at home. She is allowed to surf the Internet. (Write the sentence on the blackboard) Wei Ming can’t play soccer ball after school. He isn’t allowed to play soccer ball. (Write the sentence on the blackboard) Ask students to repeat each sentence. Repeat this practice with all the items on the lists. Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation. Check the answers. Answers 1. T 2, F 3. T Step Ⅳ 1c This activity provides oral practice using the target language. Read the instructions to the class. Call students’ attention to the phrases in the left box. Invite a student to read them to the class. Invite another student to read the statements in Activity 1a. Focus attention on the conversation in the right box. Ask a pair to read it to the class, completing the last sentence. Step Ⅴ Summary and Homework In this class, we’ve learned a most useful structure be allowed to do and we’ve done much listening and oral practice using the target language. Ask students to think of as many things as they can that haven’t been introduced in class. Write them down using be(not) allowed to do. 课题 Unit 3 Teenagers should be allowed to choose their own clothes Period 2 教学目标 1. Knowledge Objects (1) Key Vocabulary：earring, instead of (2) Target Language 2. Ability Objects (1)Train students’ listening skill. (2)Train students’ communicative competence. 3. Moral Object You should have the courage of your opinions. 教材分析 1. Teaching Key Point Target language 2. Teaching Difficult Point Agreement and disagreement 实施教学过程设计 Step Ⅰ Revision Play a game to review the structure be used to do. Write sentence starters on separate pieces of paper as follows: I’m allowed to……；My brother isn’t allowed to…；Students should not allowed to…；Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. Step Ⅱ 2a This activity provides practice understanding the target language in spoken conversation. Point to the picture and ask students what is happening. Elicit answers from students. T: What’s the boy doing? Ss: He is working part-time. T: What are the girls doing? Ss: They are talking. Point to the statements in the chart. Have students look them through. Answer any questions students raise to make sure they comprehend each sentence. Point to the lists of responses. Say, You are to hear Kathy and Molly having a conversation. Kathy will make some statements. Listen and check what Kathy thinks and circle Agrees, Disagrees or Doesn’t know to show what Molly thinks. Point out the sample answers, Play the recording for the first time. Students only listen. Play the recording again. This time students listen and check what Kathy thinks and circle if Molly Agrees, Disagrees or Doesn’t know. Check the answers. Answers Kathy The following sentences should be checked: 1,2,3,4,5 Molly 1. Disagrees 2. Agrees 3. Doesn’t know 4. Disagrees 5. Doesn’t know Step Ⅲ 2b This activity provides practice in understanding the target language in spoken conversation. Point to the list of reasons in the box. Invite a student to read them to the class. Step Ⅳ 2c This activity provides oral practice using the target language. Read the instructions to the class. Ask students for suggestions that teenagers should and should not be allowed to do. Teenagers should be allowed to make their own decisions. Teenagers above seventeen should be allowed to join the army. Teenagers shouldn’t be allowed to stay up… point to the sample conversation. Invite a pair of students to say it to the class, completing the sentences. SA: Do you think teenagers should be allowed to work part-time? SB: Yes, I think they should learn to be independence. Ask another pair to demonstrate a new conversation. SA: Do you think teenagers should be allowed to drive? SB: No, I don’t think they are old enough to drive. Have students work in pairs. Move around the room listening in on various pairs and offering any help they may need. Check the answers by asking different pairs to say their conversations to the class. Note: Answers will vary. Step Ⅴ Grammar Focus If necessary, give students more practice. Grammar note Don’t explain the structure “be allowed to” to students. It’s too complex for students to understand at this point. So it can be studied almost as if it were a vocabulary item at this level. Step Ⅵ Summary and Homework 课题 Unit 3 Teenagers should be allowed to choose their own clothes Period 3 教学目标 1. Knowledge Objects (1) Key Vocabulary：stay up (2) Target Language 2. Ability Object Train students’ integrating skills. 3. Moral Object Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice. 教材分析 1.Teaching Key Points Talk about what oneself is or isn’t allowed to do using the target language. Ask for what someone is or isn’t allowed to do using the target language. 2. Teaching Difficult Point Train students’ integrating skills by task-based activities. 实施教学过程设计 Step Ⅰ Revision Play a game to review the structure be or be not allowed to. Divide the class into groups. Each group is asked to make a list of school rules. The group which writes down the most rules within five minutes wins the game. Step Ⅱ 3a This activity provides reading and writing practice using the target language. Point to the picture and ask students to describe it. Invite a pair of students to read the conversation to the class. Check the answers. Answers Sun Fei: You have to be home by 10:00 p.m. Wu Yu: You have to stay at home on school nights. You can go to the movies with friends on Friday nights. You can go shopping with friends on Saturday afternoon. You can choose your own clothes. Don’t get your ears pierced. Step Ⅲ 3b This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence. SA: What rules do you have at home? SB: Well, I’m not allowed to go out on school nights. How about you? SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house. Write the conversation on the blackboard. Say, Please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs. Get students to complete the work in pairs. Move around the room checking progress and offering any help students need. Ask several pairs to share their conversations with the class. Step Ⅳ Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Call students’ attention to the chart. Set a time limit of one minute. Students read the headlines at the top and at the sides. Demonstrate how to fill in the chart with a student. T: Do you have to go home after school, Wei Ming? W: Yes,I do. T: Are you allowed to stay up until 11 : 00 p.m.? W: No, I’m not. T: … Tell students where to write Wei Ming in the chart. Say, You are to ask different students in the class and find three people who hav

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