作為一名教學工作者，總不可避免地需要編寫教案，教案有助于順利而有效地開展教學活動。那么寫教案需要注意哪些問題呢？以下是小編精心整理的《九年級英語unit17教案》的相關內容，希望能給你帶來幫助!
第一篇：九年級英語unit17教案
九年級英語Unit12教案
2014九年級
Unit 12 Life is full of the unexpected.
Section A 1 (1a-2d) 重點短語
by the time„ 在„„以前 give„a lift 捎„„一程 in line with (與„„)成一排 show up 出現 ，露面 by the end of 到„„末為止 April Fool’s Day 愚人節 costume party 化裝舞會 sell out 賣光 get dressed 穿好衣服
play tricks on sb. play jokes on sb. 和某人開玩笑 lose weight 減肥
end up doing 以做 „„而告終 invite sb onto the show 邀請某人上節目 have a happy ending 有一個快樂的結局 rather than / instead of 而不是 on the radio program 在廣播節目中 on the earth 在地球上， 在世界上 thousands of 成千上萬的 run out of 用光 run away from 從„„逃跑
重點句子：
Life is full of the unexpected. I was about to go up when I decided to get a coffee first. As I was waiting in line with other office workers, I heard a loud sound. Before I cold join the others outside to see what was going on, the first 第 1 頁 共 1 頁
2014九年級
plane had already hit my office building.
知識點詳解：
1. Life is full of the unexpected. unexpected adj. 出乎意料的;始料不及的
e.g. It will not be unexpected if Tom comes late again, because he is always like this.
2. By the time I got up, my brother had already gotten in the shower. by the time 在„„以前,常引導表示過去的時間狀語從句，主句常用過去完成時，即had+動詞過去分詞
e.g. By the time I got there, he had already left. 在我到那兒之前，他已經離開了。
3. So I just quickly put on some clothes and rushed out the door. rush out 沖出去, 沖出„„
e.g. Henry rushed out the room and disappeared in the rain. 亨利沖出房間, 消失在了雨中。 如果湯姆又遲到了，一點也不意外，因為他一向如此。
Julia rushed out and didn’t return. 朱麗葉沖了出去, 再沒回來。
4. Luckily, Carl’s dad saw me on the street and gave me a lift in his car. gave „a lift 捎„„一程，讓......搭便車
e.g. Could you give me a lift, please? 請問你能否捎我一程? Jim gave me a lift on my way home yesterday.吉姆昨天在回家的路上捎了我一程。
Section A 2 (3a-3c)
2014九年級
5. I was about to go up when I decided to get a coffee first. be about to 忙于;即將做某事。側重于表示動作馬上就要發生，常與when引導的從句連用，但不與具體的時間狀語連用。
e.g. One of my friends is about to have her second baby. 我的一個朋友馬上就要生第二個小孩了。
6. I went to my favorite coffee place even though it was two blocks east from my office. even though 即使， 雖然， 盡管， 用于引導讓步狀語從句。
block n. 街區
e.g. He’s the best teacher, even though he has the least experience. 他雖然經驗最少，卻是最好的老師。
7. We stared in disbelief at the black smoke rising above the burning building. stare v. 盯著看， 凝視
表示看得比較仔細，有時候也帶有吃驚的意味去看，常與at, into連用。 e.g. Don’t stare at me like that. 別那樣盯著我看。 in disbelief 不相信 ，疑惑， 懷疑
e.g. Tamara stared at him in disbelief, shaking her head. 塔瑪拉一邊狐疑地盯著他看，一邊搖著頭。
She looked at him in disbelief. 她全然不信地看著他。 above prep.
1)(表示位置)在„正上方;高于”(與 below相對)。 e.g. That big high-rise above us is where Brian lives. 我們上面的那座摩天大樓就是布賴恩住的地方。
He lifted his hands above his head. 他將雙手舉過頭頂。
2) 表示在地位、級別、能力、資歷、重要性等方面“超過”、“在„„之上”、“比„„強”。
2014九年級
e.g. He is above the others in ability. 他的能力優于其他人。 He is above me in every way. 他各個方面都比我強。 3) adv. 在上面
e.g. There are snowy peaks above. 上面是白雪皚皚的群峰。 See the examples given above. 見上述例子。 burn v. 著火，燃燒
(burnt, burnt / burned, burned) burning adj. 著火的;燃燒的
e.g. Ouch! The sand is so hot! I can burn my feet. 哎喲!沙子這么燙!會燙傷腳的。 He was trapped in a burning house. 他被困在正在燃燒的房屋里。
8. I felt lucky to be alive. alive 一般作表語;也可以作后置定語或賓補。 “活(著)的;在世的;(繼續)存在的”;反義詞是dead。
e.g. Do you know she’s alive? 你知道她還活著嗎?
People alive should try their best to live better. (后置定語) 活下來的人應該盡力生活得更好。 Tom was kept alive in the big fire. ( 賓補) 湯姆在這次大火中活下來了。 易混辨析 alive, living, lively alive “活著的”，在句中常作表語或定語。作表語時，?？膳c living互換;作定語時，常要放在被修飾詞之后。 living“活著的”，在句中用作表語或定語。 lively“活潑的”，在句中可作表語或定語。
9. But by the time I got to the airport, my plane to New Zealand had already taken off.
2014九年級
airport n. 機場
take off 脫掉; 起飛
e.g. He took off his hat and bowed as he passed. 他經過時脫帽鞠躬。 We eventually took off at 11 o’clock and arrived in Venice at 1:30. 我們終于在11點起飛，1:30 到達威尼斯。
課堂練習：
1. 我在動物園里見過活鱷魚。
I have seen a _____ crocodile in the zoo. 2. 他是那場火災中唯一活下來的人。
He is the only person ____ in the fire. 3. 露西是個活潑的孩子，大家都喜歡她。
Lucy is a _____ child and everyone likes her. 4. The boy ____________________ (正要開始) but someone spoke first. 5. Hurry up. The train ______________ (馬上就要開了). Keys: living, alive, lively, was just about to begin, is about to start
單元語法：
掌握過去完成時時態，結構及用法。
2. 過去完成時用法：
(1) 構成：由“助動詞had (用于各種人稱和數) + 過去分詞”構成
否定式：had not + 過去分詞
縮寫形式：hadn’t (2) 用法：過去完成時表示在過去某一時間或動作之前已經發生或完成了的動作。
(3) 它所表示動作發生的時間是“過去的過去”。
① 表示過去某一時間可用by, before 等構成的短語來表示。
2014九年級
② 也可以用when, before 等引導的時間狀語從句來表示。 ③ 還可以通過狀語從句或通過上下文暗示。 例如：
When I got there, you had already eaten your meal. 當我到達那里時，你已經開始吃了。
By the time he got here, the bus had left. 在他到達那里之前，汽車已經離開了。
第二篇：九年級英語unit2教案
英語教學工作對孩子今后的發展來說非常重要，下面就是小編為您收集整理的九年級英語unit2教案的相關文章，希望可以幫到您，如果你覺得不錯的話可以分享給更多小伙伴哦!
九年級英語unit2教案：Where is it
教學目標(Teaching Aims)
通過本單元教學，使學生初步學會說：什么東西或什么人在什么地方，即人或物所在的位置。并要求學生盡可能在交際場合使用。本單元只教學生靜態位置的表達。(動態位置以后再學)要學習be動詞，介詞in， on， near， behind， under以及定冠詞the和不定冠詞a/an的用法。
詞匯學習：
掌握：
of， classroom， answer， blackboard， some， schoolbag， flower， find， window
理解：
broom， raincoat， cap， Hong Kong， Macao， SAR
語音：
/i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教學建議
教學內容分析
本單元主要學會表達大范圍 (Where is Beijing?) 和小范圍 (Where is my desk?) 的空間關系。小范圍的空間關系，可利用教室里的物品練習句型。老師可不斷的變換物品的位置讓學生熟悉前面提到的幾個介詞。
大范圍的空間關系，老師可利用地圖讓學生確認我國主要城市的位置。老師同時要以特殊的表達導入介詞“特指the”與“泛指a/an”用法。
以上表達應會聽、說、(包括會問回答)讀，語調語、音基本正確。
輔音音標的發音不必一步到位。如; /s/， /z/
教學重難點分析
1、句型
a、主謂一致，即be動詞的單復數。
Where is/ Where’s …?
It is/ It’s on/ in/behind/near/under the…
Where are/ Where’re …?
They are/ They’re on/ in/behind/near/under the…
注意語序：
特殊疑問句： 疑問詞 + 是動詞 + 主語 + 問號
b、 介詞in， on， near， behind， under的用法; 可組成介詞短語。
介詞 + 定冠詞 + 名詞
如：in the morning， at night， in the desk， on the table， near the door等。
2、 日常交際用語
Look at the picture。 What can you see …? I can / can’t see… Can you see …?
Where is /Where’s…? It is / It’s in， behind， near， under the…
Where are /Where’re …? They are / They’re in， behind， near， under the…
單詞訓練建議
classroom， blackboard， schoolbag， raincoat，football 均為合成詞?？勺寣W生利用所學過的單詞知識，自學這些單詞。
學生能自學的詞盡量讓學生自學，老師可稍加引導，以下單詞可遷移，讓學生自己讀 behind → find room →broom
口語訓練建議
本單元的口語訓練應放在空間關系上。并應當貫穿始終?？谡Z訓練重要的一環就是正確引入“位置”所謂概念。這與中文有較大的差異。中文說：在… 里，(上，后面，附近)的結構，英文只用一個介詞，不同的介詞比表達了不同的位置，而且一般要與定冠詞the連用。向學生們介紹介詞時，多用直觀展示，適當用中文。
為了使學生能夠確切把握介詞的特點，我們在訓練的最初階段應當集中展示兩個物體之間的變化，不要過早的變換物體，這樣學生就能聚精會神的體會位置表達的基本方法。注意以下幾點：
1、創設一個合乎生活邏輯的語境。
2、尋找一個非設計空間表達不可的動機。如：尋找一個提問者看不見的東西。 老師上課找不見黑板擦，問一個學生。---- Where’s the brush? ---- It’s under the teacher’s table。老師也可自問自答。盡量從交際出發，減少純句型練習。
3、確定對話參與者之間的特定關系。
在物體選擇上，最好一大一小，構成一主一從的格局。建議教師使用一個色彩鮮明的大紙盒和一個具有對比色度的小球，然后再換成玩具小動物，如小狗或小貓等，引起學生更大的興趣。
畫一只貓和一個盒子，這只貓分別在盒子的四個位置，即在上、在下、在里、在后。
運用型訓練建議
老師可設計一個讓學生去辦公室去拿東西的情景，告訴學生東西的位置。這個練習最好事先和課代表準備好。課上給全班同學演示。其目的是告訴學生們介詞在生活中的運用。
Eg。
Teacher: Could you help me?
Student: Sure。
T: Go to my office and fetch your notebooks。
S: Where are our notebooks?
T: They are on my table。
S: Where is your table?
T: It’s near the second window。
S: OK。
筆頭訓練建議
老師可設計一些基本的測試性的筆頭練習，但一定是課堂上反復練習過的。多用直觀的方式提供物體的位置，適量中文。注意以下幾點：
1.清楚的展示物體的位置。
2.嚴格限定表示條件。
3.迅速反饋改正信息。
語法訓練建議
冠詞訓練
a、 第一次提到用a/an。
b、 定冠詞特指后接單述或復數名詞。
可指教室里存在的東西，如：地面、時鐘、桌椅等， 大家都知道的物品。
c、 位置介詞的用法。
in the bag， under the table， on the desk ， on the table等。
情感教育建議
通過本單元的確定位置，以及尋找物品，告訴學生應養成放好自己的物品，不亂扔亂放東西的習慣，培養學生樂于助人，幫助別人尋找東西，以及拾到東西應交公或交還失主的良好品德。
可利用本單元所提供的內容，Taiwan， Hong Kong， Macao， SAR， 進行愛國主義教育。
情景教學
學習方位表達在日常生活中很有用。我們身邊有很多可就地取材的東西，建議老師在教、學生在學的時候，都不要忽略了身邊的實物。如：書包在哪里，書在哪里，桌椅在哪里等。同學們要盡可能練到脫口而出，這樣在交際時才能做到熟練自然，學以致用。
看地圖講地名，要求學生有地理知識。老師不妨在課前讓學生熟悉一下地圖，知道三亞在海南，西安在陜西。此后再學用英語表達難度會小些。如有可能，再讓學生看看美國地圖、英國地圖，談談倫敦在哪兒，華盛頓、紐約在哪兒，鞏固所學知識，提高學習興趣。
冠詞a/an， the的用法
冠詞是用在名詞前幫助說明所指的人或事物。其分為不定冠詞(a， an)和定冠詞(the)。
不定冠詞a和an的功能
1、 指人或事物的某一種類。例如：He is a student。。他是學生。
2、 指人或某事物，但不具體說明何人或何物。例如;A boy is over there。
3、 表示數量“一”的概念。例如：I have a bike， a computer and a small room。 我有一輛自行車、一臺電腦和一個小房間。
4、 用于某些固定詞組中。例如：have a look， have a seat等。
第三篇：九年級英語Unit8-教案
新建中學公開課教學設計
科目：英語
課題：Unit8 It must belong to Carla.
Section A 3a-3c Teaching aims &demands: 1. Master the key words: policeman, noise, wolf, happening, uneasy 2. Be able to make references. 3. Improve students’ reading and comprehensive skills. 4.Cultivate students’ imagination. Teaching key and difficult points: Teaching key points: 1. Master the key words and phrase. 2. Be able to make inferences using the modal verbs. Teaching difficult points: Learn to use the target language in daily life. Teaching procedures: I. Warm-up 1. Greetings. 2. Learn the new words:
II. Presentation Show a picture on the PPT., and Answer the two questions: 1. What can you see in the picture? 2. What can we know about the woman ? III. Reading
1. Read the article and decide which might be the best title. A. A Small and Quiet Town B. Strange Happenings in my town C. Animals in our neighborhood
2. Have students read the article again to find the correct words to match the following meanings. Ask them to do this task individually. Later ask a student to check the answers
3. Read the article carefully and write what people think about the strange noises. a.Ss work in pairs. Let students discuss the answers. b.Check the answers with the students. IV. Language points and exercises 1. Have a explanation of each paragraph. 2. Key sentences and phrases. a. It used to be very quiet.
b. Something unusual is happening in our town. d. I think it was too big to be a dog. e. There must be something visiting the homes in our neighborhood. 3. Read this passage together. 4. Students do some exercises. Ⅴ. Homework 1. Make new sentences using the following phrases:
too...to...; have no idea; used to;something unusual; strange noises;
feel uneasy; go away; have fun doing sth.;There must be...doing sth. 2. Review the article.
第四篇：九年級英語上冊unit 8教案2
學科：英語
教學內容：I’ll help clean up the city parks.
教材分析(教學要求)
重點1 我們能為教室的保潔做些什么
我們每天大部分的時間都是在學校度過的,而其中大部分的時間又是在教室里學習.教室已經成為我們生活中一個很重要的場所。你有沒有關注過你生活的這個場所呢?它的衛生狀況你知道嗎?你愿意用你和你的同學們的力量,把教室……這個我們大家共同的學習生活場所布置得更加干凈整潔嗎?
任務I. 請留意你所在的教室，存在哪些問題?
1.__________________________________________________. 2.__________________________________________________. 3.__________________________________________________. 4.__________________________________________________.
任務II. 針對上述問題，你能做些什么呢?
1.__________________________________________________. 2.__________________________________________________. 3.__________________________________________________. 4.__________________________________________________.
重點2. 一起改善校園環境
校園就是我們的家。你知道你的校園還有哪些需要得到改善嗎?
任務I.
請列舉你所見到的校園里有哪些急需得到改善的地方. 1.__________________________________________________. 2.__________________________________________________. 3.__________________________________________________. 4.__________________________________________________.
任務II. 請做一些計劃來解決上述存在的問題。
1.__________________________________________________. 2.__________________________________________________. 3.__________________________________________________. 4.__________________________________________________.
重點3. 爭當志愿者
任務I. 志愿者種類知多少
volunteer ：A person who performs or offers to perform a service of his or her own free will. 志愿者是按他或她自己的自由意愿進行或要求進行服務的人. 你知道各種志愿者的英文名稱嗎?
an information booth staffed by volunteers
志愿者任職的咨詢臺 hospital volunteers
醫院志愿人員 volunteer firefighters
志愿消防員 volunteer tutoring
志愿導游
任務II.
請閱讀下面的招聘志愿者的海報，根據上下文情景補充單詞。
Volunteer Needed
The Town of Liangxiang needs your ____1___ on Clean-Up Day! If you like to work ____2____, you ____3____ help clean up our city parks or streets. These places have too much _____4____. If you like to work with children, you could ____5____ and play games with children while their parents help _____6_____ the parks or streets. If you like to read stories, you could read to them, too. If you are good at ____7____, you could ____8_____ to paint the library or the post office. If you like to talk on the telephone, please _____9_____ ten people and ask them to ____10_____ with you on Clean-Up Day.
任務III. 假設你是學校志愿者俱樂部(volunteer club)里的一名成員，你們12月份的志愿計劃即將出臺。請為12月份的志愿計劃出謀劃策。
1.___________________________________________________.
2.___________________________________________________.
3.___________________________________________________.
4.___________________________________________________.
5.___________________________________________________.
6.___________________________________________________.
難點：掌握一些動詞短語
clean up (把……)打掃干凈，梳理整齊
put up 張貼
put off 推遲，拖延
cheer up 使振奮，使高興起來
write down 寫下來
call up 打電話給……
come up with (針對問題等)提出，想出
set up 建立，創立，開辦
fix up 修理，修補
give away 贈送，分發
give out 分發，發放
hand out 分發，發放
take after (在外貌、性格等方面)與(父母)相象
run out of 用完，耗盡
任務I.
請根據情景，將下列句子補充完整。
1.--What do we have to do for the party?
We have to ____________some good games.
2. --Do I have to do it at once?
Yes. You can’t _______ it ________.
3. -- I am tired. I don’t want to do this work.
Well, ____________! We’ll be finished soon.
4.--Do you know where the party is going to be?
Sorry, I forget to _________ it _________ in the poster.
5.--My bike is broken.
It doesn’t matter. Let’s _________ it _________.
6.If you __________ gas, you can buy some in the gas station.
7.The teacher will ____________ the homework at the end of class.
8.I __________ a movie poster on my wall.
9.People always say I __________ my father.
參考答案
重點1 任務I. 1.There is a piece of paper on the floor. 2.Some desks and chairs are broken. 3.The glasses of window are not clear. 4.I can see the blackboard is dirty. 任務II. 1.I will clean the floor. 2.I will help my classmates fix up the desks and chairs. 3.I could clean the windows I would like to clean the blackboard after each class. 重點2. 任務I.
1.I see some students waste water. 2.I find our washrooms are not clean. 3.Some students chew gum. 4.Some students spit on floor. 任務II. 1.I will call up my schoolmates to save water and electricity. 2.I would like to help clean the washrooms. 3.I would call up my schoolmates not to chew gums. I will put up some signs to tell students not to spit on floor. 重點3。
任務II. 1.help
2. outdoors
3. could
4. trash
5. babysit 6. clean up
7. painting
8. volunteer
9. call up
10. come 任務III. 1.The club could fix up old bikes and give them to children. 2.The club could help the old people read newspaper. 3.The club could volunteer to babysit the children whose parents have to go to work. 4.The club could clean the playground and street. 5.The club could give the old clothing to the poor. 6.The club could paint the walls of the library and put up some pictures.
難點
任務I. 1. come up with
2. put, off
3. Cheer up 4. write, down
5. fix, up
6. run out of 7. hand out
8. put up
9. look after
第五篇：新目標九年級英語units 10教案
Unit 10 By the time I got outside, the bus had already left.
The First Period Ⅰ. Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary
oversleep (2) Target Language
What happened? I overslept. And by the time I got up, my brother had already gotten in the shower. 2. Ability Objects (1) Teach the students to use the new words.
(2) Train the students to narrate past events with the Past Perfect Tense. (3) Train the students’ listening and speaking skills with the target language. 3. Moral Object It’s a good habit to go to bed early in the evening and get up early in the morning. So you’ll never be in a hurry in the morning.
Ⅱ. Teaching Key Points 1. Key Vocabulary
oversleep 2. Target Language
Narrate past events with the Past Perfect Tense Ⅲ. Teaching Difficult Points 1. Train the students to narrate past events with the Past Perfect Tense.
2. Train the students to understand the target language in spoken conversation. Ⅳ. Teaching Methods 1. Thinking of examples from the students’ real lives. 2. Making sentences by looking at the pictures. Ⅴ. Teaching Procedures Step I Revision 1.
Ask some questions like this: What volunteer work would you like to do? Help the students to answer, I’d like to…/I love to…/I hope to…
2. Practice the dialogue in Activity 3c on page 62 again.
3. Check the students’ homework by asking some students to read their sentences with the phrasal verbs. Then ask the students to hand in their homework.
Step Ⅱ 1a First write by the time on the blackboard. and tell the class the meaning of it.
Say this sentence to the class: By the time the teacher came in, the students had begun reading English.
Tell them to note the structure "had begun" in this sentence. Begun is the past participle of begin. Explain what is the past participle form of a verb for the students. Tell them it is as the same as the past form for a regular verb. And they have to remember the irregular verbs’ participles one by one. Write By the time I came back…on the blackboard.
Say to the class, By the time I came in. What had happened? Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard. Then get more students to answer differently,
Read the instructions to the students and read these questions to the class as well. What do you usually do in, the morning before school? Do you like morning? Why or why not? Choose one good student to answer them by saying something he or she usually does in the morning. Then have the whole class practice in pairs. Ask each other the questions.
After they finish talking, ask one or two pairs to say their conversations to the class. Correct the mistakes they may make with the other students.
Call the students’ attention to the pictures in Activity la.
Then tell students to talk about the pictures in groups of four. Move around the classroom, listening to students and offering help. Make sure that they talk in English.
After they all finish talking, ask different groups to tell the class about the pictures.
Step Ⅲ 1b Ask the students to read the instructions together. Have them look at the two columns, A and B ,in the chart. Point out the sample answer. Read the two parts of the sentence. Then go over the other unconnected parts of sentences, too. Play the recording for the first time.
Students only listen. Then play it a second time. Let students match two parts of each sentence. Check the answers by asking some students to tell their answers.
Make sure that all of them have got the correct answers by listening. Say congratulations to the students who get the answers correctly by guessing. Step Ⅳ 1c First play the recording in Activity 1b again and let the students read after it. Do it at least twice. Then read the instructions together with the whole class.
You will make conversations in pairs. Each of you will have to take turns being Tina. Look at the pictures in Activity la to help you. Tell your partner what happened to you this morning. Ask a pair to read the example to the class before they begirt Have the students work in pairs. Move around the room offering language support as needed. After they all finish talking, ask some pairs to say their conversations to the class. Step Ⅴ Summary Step Ⅵ Homework 1. Write out the story of Tina, Note to use the target language.
2. Revise when to use the Past Perfect Tense and the verb structure of it.
The Second Period Ⅰ. Teaching Aims and Demands 1. Knowledge Objects (1) Target Language By the time she got to class, the teacher had already started teaching.
When she got to school, she realized she had left her backpack at home.
When I got home, I realized I had left my keys in the backpack. (2)The Three Forms of the verbs. 2. Ability Objects (1) Train the students’ listening skill.
(2) Train the students’ writing skill with the target language. (3) Train the students’ speaking skill.
(4) Train the students to use the three forms of the verbs. Ⅱ. Teaching Key Points 1. Listening practice with the target language.
2. Use the correct verb forms to fill in the blanks by listening. 3. Make sentences using the Past Perfect Tense. 4. The three forms of the verbs. Ⅲ. Teaching Difficult Points 1. Write an ending for the story in Activity 2c. 2. The three verb forms in Grammar Focus. Ⅳ.Teaching Procedures Step I Revision 1. Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68. 2. Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made. 3. Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is. Step Ⅱ 2a Read the instructions to the class. Be sure that all of them know what to do.
Call the students’ attention to the four pictures. Get them to guess the correct order of the pictures first. The first
one is given as a sample. Ask one or two children to tell their stories by describing the pictures according to their own order.
Play the recording the first time, students only listen. Play the recording again and ask the children to number each picture.
Check the answers with the class and see who have ever got the correct answers without listening. Step Ⅲ 2b Ask the students to read the instructions together. Point out the blanks in the sentences and the verbs in the brackets. Let the students fill in the blanks with the correct forms individually.
Move around the classroom collecting the common mistakes they may make.
After they all finish writing, tell them to get ready to listen to the conversation and check their answers. Play the recording. Students listen and check their answers. Correct the answers by asking seven different students to say theirs to the class. Step Ⅳ 2c Ask the whole class to read the instructions together.
We have a new task now. We know Tina was late for class. What do you think happened after Tina was late for class?Work with a partner. Make up an ending for the story by continuing it. The beginning has been given. Get students to discuss in pairs. Complete the ending. Make sure they are talking in English. Move around the classroom, offering language support if needed. After ten minutes, ask students to stop discussing. Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best. Tell each pair to write down their ending, or do it after class if time is not enough. Step Ⅴ Grammar Focus Call students’ attention to the sentences on the left. Ask four different students to read the four sentences and point out where had plus a past participle is used. Write the sentences on the blackboard. Ask the students to make sentences correctly using each form of the verbs in the box.
Check the answers. Step Ⅵ Homework 1. Write down the ending of Tina’s story.
2. Make sentences using each form of the verbs below: leave, walk, start, oversleep, ring, be 3. Review the Grammar Focus.
The Third Period Ⅰ. Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary bell, ring, go off, rush, run off, on time, give sb. a ride, lock, break down (2) Target Language By the time I got there, the bus had already left.
By the time I woke up, my father had already gone into the bathroom. 2. Ability Objects Train the students’ reading skill with target language.
Train the students’ speaking skill with target language. Ⅱ. Teaching Key Points 1. Guide the students to read the article in activity 3a.
2. Help the students do the oral practice with the target language. Ⅲ. Teaching Difficult Points 1. Help improve the students’ reading skill by Activity 3a.
2. Help the students describe what has happened to them with the target language. Ⅳ. Teaching Procedures Step Ⅰ Revision 1. Revise what happened to Tina by asking several students to tell the story.
2. Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the
blackboard.
3. Check homework by asking one or two to read their own endings of the stroy. 4. Check homework by asking some students to read the sentences which they made. Step Ⅱ 3a Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the story and write the events in the correct order.
Have a look at the sample answer on the right of the article before you start. Then let the children complete the work on their own. After a while, ask some students to report their answers to the class. Write the events on the blackboard as they report, putting the events in the correct order.
After checking the answers, tell students to read the article again more carefully. Tell them to find out the words or sentences which they can’t understand this time.
A few minutes later, let the students ask questions on the words and sentences which they can’t understand. Do some explanation and make sure that the students make everything clear about the article.
Then ask the students to read the article aloud. Move around the classroom while they are reading, offering help as needed.
Next ask students to pick out the sentences with the Past Perfect Tense. Tell them to underline them and come up with the reason to use the tence.
Ask two students to read their answers and explain the sentences. Step Ⅲ 3b Call the students’ attention to the photo of the woman sleeping. The girl is sleeping. She may oversleep. How about you? Have you ever overslept? Get a students to answer the question simply, such as Yes, I have. /No, I haven’t. Then ask one student to read the instructions to the class.
Explain that describe the circumstances means to tell when, where and how the things happened.
Ask one student who has ever overslept to answer the first question and describe the circumstance. Help him or her use the Past Perfect Tense to describe the circumstance.
Then ask students to read the questions and write their answers in their exercise books. Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description. Move around the classroom providing sentences to the ones who need. Ask several students to share their stories with the class. Correct any mistakes they may make. Let them check the answers in pairs. Step Ⅳ 3c Ask the whole class to read the instructions together. Then call the students’ attention to the sample conversation on the right. Ask a pair of the students to read the conversation to the class. Please ask your partner the questions in Activity 3b. Ask more questions if he or she says "Yes".
Ask the students to work in pairs. Encourage them to ask as many questions as they can. As they work, move around the room offering help and answering questions as needed. Ask some pairs to say their conversations to the class.
Step Ⅵ homework 1. Write the answers to the questions in Activity 3b. 2. Write a conversation in Activity 3c.
The Fourth Period I. Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up (2)Target Language When I got there, I found that he had fooled me.
After an hour, the other kids showld up, and I realized that my brother had fooled me.
By the time I got to match class, I was exhausted because I had stayed up all night studying.
I found out that my friend had fooled me. 2. Ability Objects (1) Train the students’ writing, listening and speaking skills with the target language. (2)Train the students to use the new vocabulary. Ⅱ. Teaching Key Points 1. Train the students’ listening and speaking skills with target language. 2. Teach the students the new vocabulary. Ⅲ. Teaching Difficult Points 1. Guide listening and oral practice using the target language. 2. Help learn to use the new vocabulary correctly. Ⅳ. Teaching Procedures Step I Revision 1. Revise the article in Activity 3a on page 70 by asking several students to read it. 2. Dictate some words and phrases: 3. Check the homework. Step Ⅱ 1a Read the instructions to the students. Remember to read the sentence in the brackets. Point to the chart with the three headings Nouns, Verbs and Adjectives. Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives.
Get a student to read the sample answers to the class before they start say, Fool call also be a verb. Ask the students to complete the chart on their own.
Correct the answers by asking three students to read their answers to the class. Step Ⅲ 1b Ask a student to read the instructions to the class. Ask another student to read the example on the right.
Work in pairs now. Tell your partner about something that has happened to you recently. Note to use two or more phrases from the list in Activity la. Get tile students to talk in pairs. Move around the classroom checking their work and offering language support as needed.
After they all finish talking, ask some pairs to say their conversations to the class. Step Ⅳ 2a Say something about April Fool’s Day to the students Call the students’ attention to the four pictures. Ask the students what is happening in each picture. Ask four different students to describe the pictures.
Read the instructions to the class.
Play the tape the first time. The students only listen. Then play the tape again. Ask the students to write each boy’s name in the correct box. Check the answers by asking different students to tell their own answers. Step Ⅴ 2b Read the instructions to the class. There are six phrases in the box. Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording. And write "D" for Dave, "N" for Nick and "J" for Joes on the short lines before the phrases. Look at the first one. The answer has been given as a sample. Play the recording the first time. The students only listen. Then play the recording again. Ask the students to write the letters in the blanks. Ask six different students to report their answers to the class. Check the answers with the class. Step Ⅵ 2c This activity provides oral practice using the target language.
First play the recording again. Pause after each sentence and get the students to repeat. Do it at least twice.
Ask a student to read the instructions to the class. Then have them look at the sample conversation on the right. Ask a pair of the students to read and try to continue it Then ask the students to work in pairs.
Each pair makes two conversations using information from the earlier activities.
Move around the room as they work, offering help as needed. Ask one or two pairs to say their conversations to the
class.
Step Ⅶ Homework 1. Write something that has happened to you recently. Use two or more phrases from the list in Activity 1a. 2. Write a conversation in Activity 2c.
The Fifth Period Ⅰ. Teaching Aims and Demands 1.Knowledge Objects (1) Key Vocabulary announce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married, reply, ending (2) The reading passages about April Fool’s Day. (3) Write stories happened on April Fool’s Day. 2. Ability Objects (1) Train the students’ reading skill.
(2) Train the students’ writing and speaking skills. Ⅱ. Teaching Key Points 1. Teach the students the new vocabulary.
2. Help the students understand the three articles.
3. Guide the students to write stories happened on April Fool’s Day. Ⅲ. Teaching Difficult Points 1. Help the students understand the three articles.
2. Help the students write the stories happened on April Fool’s Day. Ⅳ. Teaching Procedures Step I Revision 1. Revise the three boy’s stories happened on April Fool’s Day. Ask three different students to tell their stories to the class.
2. Check the homework.
Step Ⅱ 3a Read the instructions to the students.
You’ll have to read three articles. The three articles are about three different stories happened on April Fool’s Day. Not all of them are true. Tell which of these stories is the most believable and which is the least believable. And you have to tell the reasons as well. At last, think over if you would be fooled by any of the stories.
Read the first article to the class. The students look at their books, listen to the teacher and find out the answers to the questions in the instructions.
After reading, ask the students if it is believable and why. Ask several students to tell their opinions on the believability the first article. They may say like this: I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that. Do the same with the two articles left.
Ask two good students to read the articles instead of the teacher. Elicit students’ reasons for their answers. At last tell the students the correct answer. Step Ⅲ 3b Read the instructions to the class. Play the recording again to help the students. Ask three different students to read the notes to the class. Help the students make sentences with the notes first.
After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b, using the notes below. As they write, move around the room offering help and answering questions as needed. After around ten minutes, ask a student to read the completed article to the class.
The rest of the class help correct the mistakes the student may have made. Get them to check each’ other’s writing carefully in pairs. Step Ⅳ 3c
Read the instructions to the class. Be sure that the students know what they are asked to do. At first, have the students think what they might write about.
Then tell them to make a list of ideas before starting writing. The list should include the three parts, what happened first, what happened next, and what you finally realized.
Write a sample list on the blackboard: Next ask the students to write their jokes.
Ask some students to read their articles to the class. Correct as many of the articles as possible in class. Step Ⅴ 4 Read the instructions to the class. Review the meanings of funniest, most embarrassing and most creative.
Have the class have a look at the sample conversation in the box before reading. Ask a pair of the students to read it to the class.
Then ask the students to read their stories to the class. After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories. Step ⅥHomework 1. Read the three articles aloud after class.
2. Correct the magazine story and the joke you have written. 3. Try to remember the new vocabulary.
The Sixth Period Ⅰ. Teaching Aims and Demands 1. Knowledge Objects (1) Verbs rush, realize, invite, show up, stay up.
(2) Write an article according to the pictures given. (3) Vocabulary homework, look, costume, empty 2. Ability Objects (1)Train the students to use these verbs correctly: rush, realize, invite, show up, stay up. (2)Train the students’ writing skill. Ⅱ. Teaching Key Points 1. Help the students have a self check on the key words and target language of this unit. 2. Practise using these verbs: rush, realize, invite, show up, stay up.
3. Review the new vocabulary introduced in this unit: homework, lock, costume, empty. 4. Direct the students to write an article according to the pictures given. Ⅲ. Teaching Difficult Points 1. Help the students make sentences with the verbs.
2. Direct the students to write an article with the pictures given. Ⅳ. Teaching Procedures Step I Revision 1. Revise the contents in the three articles in Activity 3a on page 72 by asking some questions 2. Ask three different students to read the articles.
Step Ⅱ Part 1 This activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.
Ask students to fill in the blanks on their own. Check the answers.
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room.Collect a few students’ answers with mistakes on the blackboard. Along with the students’ help correct the mistakes. Step Ⅲ Part 2 Have the students look at the seven pictures. Tell the children that the pictures are connected to each other in an order.
Ask: What is happening to Ming? Get the whole class to read the instructions. Then ask the students to describe each picture in order. Write some useful sentences on the blackboard. For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school.
After a while, ask a few students to tell the class about Ming’s day. Let the rest of the class help correct the mistakes that they may have made.
Tell them to exchange their articles with their partners and help each other correct the mistakes. Ask the students to rewrite their articles to make the articles perfect after class. Step Ⅳ Part 3 Call the students’ attention to the box. Have them look at the four groups of words. Get the students to read the instructions together. Ask them to circle the words that don’t belong in each group. The first one has been given as a model.
Ask some students to tell their answers to the class. Check the answers with the whole class. Step Ⅴ Just for Fun! Call the students’ attention to the cartoon pictures. Tell them to see what happens. Ask the students to read the sentences under the pictures together.
Then ask the children what is, funny about this cartoon. Help the students to answer like this: The boy saw the clouds and he felt the rain long before he got home. He should have realized much sooner that he had forgotten his umbrella. Step Ⅵ Homework 1. Revise all the language points in this unit.
2. Finish off the exercises on pages 36～38 of the workbook.
3. Make another more sentence with each verb below, rush, realize, invite, show up, stay up. 4. Rewrite the article.