九年级英语When was it invented(1).doc

When was it invented(1)
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Listening practice using the target language.
(2) Oral practice using the target language.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ speaking skill.
3. Moral Objects
Have you ever had a bad day like Amy?
Never mind. Let bygones be bygones.
Ⅱ. Teaching Key Points
1. Listening practice using the target language.
2. Oral practice using the target language.
Ⅲ. Teaching Difficult Point
Train students’ listening skill.
Ⅳ. Teaching Methods
1. Listening method
2. Pairwork
Ⅴ. Teaching Aids
A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
1. Dictate some vocabulary words in units 6～10.
2. Choose four or five words. Encourage students to make sentences with them.
Step Ⅱ 2a
This activity provides practice in listening for the general idea.
Focus attention on the four pictures. Say.
You are to listen to four conversations.
Match the conversations with the correct pictures.
Point out the sample answer. Say. Picture 2 matches the first conversation you will hear.
Play the recording for the first time.
Students only listen.
Play the recording a second time. This time students listen and match the conversations with the correct pictures by writing the numbers in the boxes.
Check the answers.
Answers
(from top to bottom) 2, 1, 4,3
Tapescript
Conversation 1
Jin: Hello, Mrs. Tan. I’d like to be a volunteer. Can you help me?
Mrs. Tan: Sure. What kind of volunteer work would you like to do?
Jin: Well, I like working with kids.
Mrs. Tan: Do you know how to play basketball? We need someone to help teach kids basketball.
Jin: No, I don’t really like basketball. Is there anything else?
Mrs. Tan: Sure. There’s a job cleaning up the parks. It’s every Sunday.
Jin: That’s no good. I help take care of my grandmother on Sundays.
Mrs. Tan: I see. Here’s another job. Do you know how to fix up bicycles?
Jin: Sorry. I can’t even fix up my own bicycle.
Mrs. Tan: Okay. Maybe this is a good one. We need someone to read to people at the hospital. You can do it any day you like.
Jin: That sounds good. When do I start?
Mrs. Tan: How about today?
Conversation 2
Peter: Hey, Kelly. Imagine y9u could travel anywhere. Where would you go?
Kelly: Oh, I don’t know. I don’t like to travel.
Peter: Come on! What if you could go anywhere? How about a jungle trek in India?
Kelly: No. It’s too tiring.
Peter: Oh, well, then what about a trip to
France? You could see the museums.
Kelly: No. I think France too touristy.
Peter: Really? But there’s lots to see and do. Oh, I know. How about Hawaii? The weather is really warm.
Kelly: Really warm? Yes, you’re right. I don’t want to go to Hawaii. It’s too hot!
Peter: Okay. How about Singapore? Singapore is not too hot, too tiring or too touristy. You must want to go there.
Kelly: No, Singapore is too expensive.
Peter: Kelly, there must be some place you want to go!
Kelly: Yes, there is.
Peter: Really? Where?
Kelly: I want to go home. Goodbye.
Conversation 3
Ben: Hi, Gu. I’m starting a band. Do you want to join me?
Gu: Sure, Ben. I’d love to be in a band.
Ben: Okey, good. What do you play?
Gu: I don’t play an instrument. I sing. I like music with great lyrics.
Ben: So do I. Who else can join our band?
Gu: Well, there’s Dave. He plays the piano. But he prefers quiet music.
Ben: Good. What about Harry? He plays the guitar, doesn’t he?
Gu: Yes. But Harry loves music that’s loud.
Ben: That’s OK. We can play loud music and quiet music.
Gu: What kind of music do you like, Ben?
Ben: Oh, I like music you can dance to.
But there’s just one problem for our band.
Gu: What’s that?
Ben: I’m not a musician and I can’t sing.
Conversation 4
Zhang: Hi, Amy. How are you?
Amy: Hi, Zhang. I’m glad to see you. I’ve had a bad day.
Zhang: Why? What happened?
Amy Well, this morning I was late at the bus stop. The bus had gone so I had to walk to school.
Zhang: That’s a long walk.
Amy: Yeah. And then it started raining and I’d forgotten my umbrella.
Zhang: Oh no! Did you get wet?
Amy: Yes, I was late and wet. And, my class wasn’t at school. They had gone to the museum.
Zhang: You missed a museum trip. That’s too bad.
Amy: Then in the afternoon I went to the library to study for the math test.
And guess what?
Zhang: Oh no. What?
Amy: I’d left my math book at home.
Zhang: You are right. You did have a bad day.
Step Ⅲ 2b
This activity requires students to listen for specific information in the dialogues.
Point out the four different question types next to the pictures in Activity 2a.
Set a time limit of two minutes. Students go through the lists of questions.
You are to listen to the same recording again. This time you need to listen for specific information in the dialogues that will help you answer the questions. Point out the sample answers.
Play the recording twice or three times so that students have enough time to complete the task.
Let students check their answers in pairs, and then with the whole class.
Answers
India--too tiring; Singapore--too expensive;
Hawaii--too hot; France--too touristy
T F F T T
2 5 1 3 4
Gu--music with great lyrics;
Dave--quiet music;
Harry--loud music;
Ben--music you can dance to
Step Ⅳ 2c
This activity lets students work in pairs to practice the conversations they have just heard.
Read the instructions to the class.
Point out the sample conversation in the box. Invite a pair of students to read it to the class.
SA: I’d like to be a volunteer. Can you help me?
SB: Sure. What kind of volunteer work would you like to do?
SA: Well, I like working with kids.
Write the conversation on the blackboard.
Now work with a partner. Start by reading the sample conversation in the box with your partner. Then make conversations using information in activity 2b.
As students talk, move around the room checking their work and offering language support as needed.
Ask several pairs of students to say their conversations to the class.
Step Ⅴ Summary
In this class, we’ve done much listening and oral practice using the target language.
Step Ⅵ Homework
Ask students to write three conversations in activity 2c in their exercise books.
Step Ⅶ Blackboard Design
Review of units 6～10
The Second Period
Target Language:
A: I’d like to be a volunteer. Can you help me?
B: Sure. What kind of volunteer work would you like to do?
A: Well, I like working with kids.