青花瓷简谱葫芦丝演奏:新目标英语九年级第一单元?教案

新目标九年级Unit1-1st period教案
Unit1 How do you study for a test—1st period
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to talk about how to study. Such topic is very useful to students. It’s helpful to raise learning interest of all the students. Either more or less advanced students will benefit a lot.
(1)The first period mainly gives students listening and oral practice using the target language "How do you study for a text? I study by doing…"
(2)The activities in the second period give students more listening and oral practice using more target language. They are helpful to improve students’ listening and speaking skills.
(3) In the third period, students learn to
get detailed information from an article. It is a basic reading skill and is
a great help to improve students’ reading skill.
(4) The fourth period not only introduces some new words but also provides students with many different kinds of activities. In this class, students learn to give advice to those who have difficulty in studying using the target language.
(5)The fifth period is designed to train students’ reading and writing skills.
(6) All the activities in the last period in this unit are used to provide writing practice using the target language.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to talk about how to study for a test and give advice to those who have difficulty in studying.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills using the target language.
(3)Moral Object
Everyone learns a different way.
The best one is to do. That is, no pains, no gains.
3. Teaching Key Point
To make students learn and grasp the key vocabulary words and the target
language.
4. Teaching Difficult Point
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence.
5. Studying Way
Teach students how to be successful language learners.
Ⅱ. Language Function
Talk about how to study.
Ⅲ. Target Language
1. How do you study for tests?
Well, I study by working with my classmates.
2. Have you ever studied with a group?
Yes, I have. I’ve learned a lot that way.
3. I don’t have a partner to practise English with.
Maybe you should join an English club.
Ⅳ. Structure
verb + by with gerund
Ⅴ. Vocabulary
1. flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to
2. What about…?
3. Why don’t you…?
Ⅵ. Recycling
vocabulary list, cassette, conversation, improve, forget, test, notebook, friend, English language, study, video, pop song, speak, learn, watch, work, join, listen, write, practice
Ⅶ. Learning strategies
1. Personalizing
2. Role playing
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Key Vocabulary
flashcard
(2)Target Language
How do you study for a test?
I study by working with a group.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
Studying the right way is helpful, It helps you get good grades.
Ⅱ. Teaching key Point
Target Language
Ⅲ. Teaching Difficult Points
1. Train students’ listening skill.
2. Train students’ communicative competence.
Ⅳ. Teaching Method
Scene teaching method
Ⅴ. Teaching Aids
1. A tape recorder
2. Real objects
Ⅵ. Teaching Procedures
Step Ⅰ Greetings
Welcome the students back to school and ask them if they had a good time during the summer holidays. Invite different students to describe what they did in the summer vacation.
Step Ⅱ 1a
This activity reviews earlier vocabulary and introduces some new words.
Read the instructions to the class.
Call students’ attention to the box. Read the list of ways of studying to the class.
Then hold up a flashcard, a cassette, a shopping list and a textbook brought to class or point to the items in the illustration to show the meaning of each item.
Please check the ways you usually study for an English test. While the students are doing this, write the list of ways of studying on the blackboard. After they have finished checking the ways, ask the students to look at the blackboard. Ask, who study by working with friends for an English test? Please raise your hands.
Write the number of hands you see after by working with friends on the list. Repeat the same approach with the other ways of studying on the list. Then discuss which are the most popular and least popular ways of studying.
Say, And now please add other ways you use sometimes. While the students are doing this, move around the room to offer language support as needed. Invite several students to read their ways to the class.
Sample answers
1. by joining a study group
2. by practising conversations with my friends
3. by reading aloud every morning
4. by watching English-language TV
Note
A flashcard is a piece of paper or card which students write a word on and use
to memorize information.
Step Ⅲ 1b
This activity provides students practice in understanding the target language in spoken conversation.
Read the instructions to the class.
Focus attention on the illustration. Point to the pictures labeled a,b and c and elicit
how each student is studying. Then point to the pictures with names Mei, Antonio
and Pierre underneath. Say, You will hear one conversation. You are asked to write
the letter of each picture in front of the name of the person who studies that way.
Point out the sample answer to the class.
Call students attention to the speech bubble in the illustration. Say, Mei says, "I study by making flashcards. "so the answer to number 1 is a.
Play the recording for the first time.
Students only listen. Play the recording a second time. Students write in their answers. Check the answers with the whole class.
Answers
1. a 2. c 3. b
Tapescript
Boy 1: 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.
Boy 1: You did really well on last English test, didn’t you, Mei?
Girl 1: Yeah, I did OK.
Boy 1: Well, how did you study?
Girl 1: By making flashcards.
Boy 1 : Maybe I’ll try that. How did you study, Pierre?
Boy 2:By asking the teacher for help. She was really happy when I asked.
Boy 1: That’s interesting. How do you study, Antonio?
Boy 3:I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad.
Boy 1 :Oh, well…
Step Ⅳ 1c
This activity gives students oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the conversation in the box. Invite a pair of students to read it to the class,
S1:　How do you study for a test?
S2: I study by working with a group.
Write it on the blackboard. Then demonstrate a new conversation with another student.
T: How do you study for a test?
S3: I study by making flashcards.
Say, Now work with a partner. Start by reading the conversation in the box with
your partner. Then look at the other ways of studying in Activity 1 and ask your
partner how he or she studies for a test.
As students work, listen in on various pairs checking progress and helping with
pronunciation as needed.
After students have had a chance to practice several exchanges, ask pairs to come
to the front of the room and act out their conversations.
Step Ⅴ Summary
Say, In this class, we’ve learned some key vocabulary words, such as flashcard, cassette. And we’ve also learned the target language How do you study for a test? I study by working with a group.
Step Ⅵ Homework
Ask students to interview students in other classes, family members, and friends to try to discover some new ways of studying that haven’t been introduced in the book or in class.
Step Ⅶ Blackboard Design
Unit 1 How do you study for a test?
Section A
The First Period
1. Ways of studying:
by working with Friends
by making flashcards
by reading the textbook
by making vocabulary lists
by listening to cassettes
by asking the teacher for help
2. Target language
A: How do you study for a test?
B: I study by working with a group.
新目标九年级Unit1-2nd period教案
Unit1 How do you study for a test—2nd period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
aloud, pronunciation
What about… ?
(2)Target Language
Have you ever studied with a group?
Yes, I have. I’ve learned a lot that way.
2. Ability Objects
(1)Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
If there is an English club in your school, join it to improve your English.
Ⅱ. Teaching Key Points
1. Key Vocabulary
What about…?
2. Target Language
Have you ever studied with a group?
Yes, I have. I’ve learned a lot that way.
3. structure
verb + by with gerund.
Ⅲ. Teaching Difficult Points
1. What about…?
2. verb + by with gerund
Ⅳ. Teaching Methods
1. Pairwork
2. Teaching by explanation
Ⅴ. Teaching Aid
A tape recorder
Ⅵ. Teaching Procedures
StepⅠRevision
Check homework. Invite different students to report their discovery of new ways of studying that haven’t been introduced in the book or in class.
S1: My friend Peter likes to listen to music while he studies.
S2: My father used to go to the library where it was very quiet.
S3…
Step Ⅱ 2a
This activity provides listening practice using the target language.
Call students’ attention to the picture.
Ask, What do you think is happening?
Who are they? Guide the students to say. They are members of an English club that meets after school once a week. They are talking about the ways to learn English.
Point to the list of questions in the box.
Get different students to read them to the class.
Say, Listen to a conversation among the members of the English club. Check the questions you hear.
Point out the sample answer.
Play the recording for the first time.
Students only listen. Play the recording again. This time students listen and check the questions they hear. Check the answers with the whole class.
Answers
checked questions: 1,2,4,5
Tapescript
Girl 1:Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea?
Boy 1: Do you learn English by watching English-language videos?
Girl 2:No. It’s too hard to understand the voices.
Boy 1: What about keeping a diary in English? Do you learn English that way?
Girl 2:I think so. It helps to write English every day.
Girl 3: Have you ever studied with a group?
Girl 2:Yes,l have! I’ve learned a lot that way.
Girl 1: Do you ever practice conversations with friends?
Girl 2: Oh, yes. It improves my speaking skills.
Boy 1: What about reading aloud to practice pronunciation?
Girl 3: I do that sometimes. I think it helps.
Boy 2: I do too. And I always look up new words in a dictionary.
Girl 3: That’s a great idea!
Notes
What about reading aloud to practise pronunciation? = Do you learn English by reading aloud to practise pronunciation?
Write the sentences above on the black board.
StepⅢ 2b
This activity provides listening practice using the target language.
Point to the list of answers in the box.
Get different students to read the answers to the class.
Point to the checked questions in Activity 2a.
Say, You are to listen to the same conversation again. This time write the letter of the correct answer after each question you checked in Activity 2a. Point out the sample answer. Play the recording again.
Students write the letters in the blanks. If necessary, play the recording once more so that students have an opportunity to check their answers themselves. Check the answers with the whole class.
Answers
1. d 2. b 3. c 4. a
Step Ⅳ 2c
This activity provides oral practice using the target language. Invite a pair of
students to read the sample conversation to the class.
SA: Have you ever studied with a group?
SB: Yes, I have. I’ve learned a lot that way.
Write the sample conversation on the blackboard.
Read the instructions. Say, Make conversations using information from Activities 2a and 2b with a partner. As students work, move around the classroom listening in on various pairs so as to check progress and help with pronunciation as needed.
After students have had a chance to practice several exchanges, ask pairs to come
to the front of the room and act out their conversations.
Step Ⅴ Grammar Focus
Invite a pair of students to say the questions and answers to the class.
SA: How do you study for a test?
SB: I study by listening to cassettes.
SA: How do you learn English?
SB: I learn by studying with a group.
SA: Do you learn English by reading aloud?
SB: Yes, I do.
Write the three sentences containing by doing on the blackboard.
Ask students to look at the blackboard.
Underline the words by listening, by studying and by reading aloud. Say, When you ask how to do something or to tell how you do something, you often use the word "by" followed by an-ing word.
Dictate the following sentences:
1. I study by reading my notes.
2. I learn by reading the textbook.
3. Do you study by making flashcards?
4. Does he study by going to the library!
Write the following on the blackboard:
learn new words, make a list,
study for a test, ask the teacher for help Ask students to practice asking and answering questions using each pair of expressions.
sample answers
Conversation 1
A: How do you learn new words?
B: I learn new words by making a list.
Conversation 2
A: Do you study for a test by asking the teacher for help?
B: Yes, I do.
Pronunciation note
When saying the words "do you" in questions, English speakers often run the words together and pronounce the written words as if they were d’you.
StepⅥ Summary
Say, In this class, we’ve learned the target language. Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. key vocabulary what about…? and the structure verb+by with gerund
Step Ⅶ Homework
Ask the students to write two sentences with what about… ? and two sentences with verb + by with gerund.
Step Ⅷ Blackboard Design
Unit 1 How do you study for a test?
Section A
The Second Period
1. What about reading aloud to practise pronunciation? = Do you learn English by reading aloud to practise pronunciation?
2. Target language:
A: Have you ever studied with a group?
B:Yes,I have. I’ve learned a lot that way.
3. I study by listening to cassettes.
I learn by studying with a group.
Do you learn English by reading aloud?
4. learn new words, make a list study for a test, ask the teacher for help.
新目标九年级Unit1-3rd Period教案
The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
frustrating, memorize, specific, grammar. differently, frustrate, quickly, add, not at all, excited, end up
(2) Target Language
Do you write vocabulary lists?
Oh, yes. I do it often.
2. Ability Objects
(1) Train students’ integrating skills.
(2) Train students’ ability of social practice.
3. Moral Object
Maybe you find English frustrating sometimes. But do remember not to give it up.
As we know, where there is a will, there is a way.
Ⅱ. Teaching Key Points
Listening, speaking, reading, and writing practice using the target language.
Ⅲ. Teaching Difficult Point
Train students’ integrating skills.
Ⅳ. Teaching Method     Role playing
Ⅴ. Teaching Aid    A projector
Ⅵ. Teaching Procedures
Step I Revision
(1) Revise the target language presented in previous classes by making up conversations.
(2) Check homework. Get several students to read their sentences aloud to the class. Then collect the writing and write a comment on each paper before returning them.
Show the key vocabulary words on the screen by a projector.
specific adj. 明确的；详细而精确的
memorize v.记忆；背诵
grammar n. 语法；语法规则
differently adv. 不同地；有区别地
frustrate v.使失望；使沮丧；使厌烦
frustrating adj.令人沮丧的；令人失望的
quickly adv.快地；迅速地
add v.又说；继续说
not at all 根本（不）；全然（不）
excited adj.激动的；兴奋的
end up 结束；告终
Say the words and have the students repeat again and again until they can pronounce the words fluently and accurately.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Call attention to the article. Read it to the class or ask a student to read it instead. Point to the chart beneath the article. Explain to the students that they will read the article and then write in the chart the ways of learning English that are unsuccessful, OK and successful for the students Lillian Li. Wei Ming and Liu Chang. Point out the sample answer. Help the students find the information in the reading. Ask a student to read the sentence to the class: When we asked about studying grammar, she said, "I never study grammar. It’s too boring."
Say, Read the article again arid complete the chart on your own. As students work, move around the classroom answering any questions they may have.
Write the correct answers on the black board so that students can check the spelling and other details of their answers.
Answers
Ways of learning English
Not successful
Ok
Successful
Lillian Li
Studying grammar
Memorizing the words of pop songs
Reading English magazines
Wei Ming
Watching English movies
Studying grammar
Liu Chang
Having conversations with friends
Joining the English club
Optional activity
Ask students to create a chart like the one in Activity 3a on a sheet of paper. Then
have students fill in the chart using information about their own ways of learning
English. Encourage students to exchange their completed charts with others in the class.
A sample answer
My own ways of learning English
Successful
Ok
Not successful
Listening to cassettes
Reading the textbook
Watching English-language TV
Step Ⅲ 3b
This activity provides oral practice using the target language. Read the instructions
to the class. Ask students to find partners and decide who is student A and who is
student B.
Point out the uncompleted sample conversation. Invite two more advanced students to say and complete the sample conversation.
SA: I’m doing a survey about learning English. Can I ask you some questions?
SB: Sure.
SA: Great! What’s your name?
SB: Wei Ming.
SA: And how do you learn English, Ming?
SB: I think studying grammar is a great way.
SA: Do you often watch English movies?
SB: Yes, I do it sometimes. I can watch the actors say the words. But sometimes I find it frustrating because the people speak too quickly.
SA: I hope that you can get good grades in English. Thank you very much for this interview. Goodbye.
SB: You are welcome. Bye.
Ask students to make up conversations like the one above using information from Activity 3a. As they work. move around the room offering language support as needed. A few minutes later, change them round so that both students have the opportunity to interview the other.
Ask several pairs of students to say their conversations to the class.
Step Ⅳ Part 4 Interview
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class. Focus attention on the chart. Get students to check what they do to learn English. You may wish to give an example from your own experience. Remind the students of the differences among often, sometimes and never. Invite a pair of students to say the sample conversation to the class.
SA :Do you write vocabulary lists?
SB :Oh, yes. I do it often.
Write the conversation on the blackboard.
Say, Work in pairs. Interview your partner and fill in the chart. As the students do this, walk around the room to make sure that they ask and answer questions in English and fill in the chart correctly.
If time permits, ask a few students to tell the class about the partners they have interviewed.
Answers to the chart will vary.
StepⅥ Summary
Say, In this class, we’ve learned some key vocabulary words and the target language. We’ve also done a lot of listening, speaking, reading and writing practice using the target language.
Step Ⅶ Homework
(1) Ask students to collect information and write an article about how to learn to do something new. The article may be about how to learn to swim, how to learn to play soccer and so forth.
(2)Finish off the exercises on pages 1～2 of the workbook.
Step Ⅷ Blackboard Design
Unit 1 How do you study for a test?
Section A
The Third Period
1. Answers to Activity 3a:
Ways of learning English
Not successful
OK
successful
Lillian Li
studying
grammar
memorizing the words of pop songs
reading English magazines
Wei Ming
Watching English movies
studying grammar
Liu Chang
having
conversations
with friends
joining the English club
2. Target language:
A: Do you write vocabulary lists?
B: Oh, yes. I do it often.
新目标九年级Unit1-4th Period教案
The Fourth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
comma, make mistakes, spoken, pronounce, slowly, challenge, solution
Why don’t you…?
(2)Target Language
I don’t have a partner to practise English with.
Maybe you should join an English language club.
2. Ability Objects
(1)Train students’ writing skill.
(2) Train students’ ability to understand the target language in spoken conversation.
(3) Train students’ ability to use the target language.
3. Moral Object
When you have difficulty in doing something, you must make up your mind to
overcome it.
Ⅱ. Teaching Key Points
1. Key Vocabulary
comma, make mistakes, Why don’t you… ?
2. Target Language
I don’t have a partner to practice English with.
Maybe you should join an English language club.
Ⅲ. Teaching Difficult Point
Talk about how to solve the problems students meet with while learning English.
Ⅳ. Teaching Methods
1. Listening method  2. Practice method
Ⅴ. Teaching Aid
A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Check homework. Get some students to read out their writings about how to do something new. Collect their writings and help correct any errors.
Display the writings on the back wall of the classroom.
(2)Brainstorm ways of learning English.
Ask, How do you study for a test?
Collect answers from students.
S1 :I study by working with a group.
S2 :I study by listening to cassettes.
S3 : …
Step Ⅱ 1a
This activity reviews earlier vocabulary and introduces some new words.
Read the instructions to the class. Call students’ attention to the box. Read the list of problems students have when learning English to the class.
Show students the meaning of each item.
For example, pretend to misspell a word on the blackboard and then cross it out
and misspell it again. In this way, students know the meaning of the sentence I can’t pronounce some of the words. Use the same approach to explain the meanings of the other items.
Say, please check the statements that are true for you. While the students are doing this. write the list of problems on the blackboard. After they have finished checking the ways, ask students to look at the blackboard. Ask, Who has difficulty in pronouncing some of the words? Please raise your hands. Count how many students raise their hands and write the number after the sentence I can’t pronounce some of the words on the list. Repeat the same approach with the other ways of problems on the list.
Then discuss which gives students the most trouble.
Step Ⅲ 1b
This activity provides writing practice using the target language. Read the instructions to the students. Invite a student to read out the sample answer to the class.
Say, And now please add other problems you sometimes have when learning English. While the students do this, walk around the room checking progress and offering help where necessary. Ask one or two students to write their answers on the blackboard. Help correct any errors.
Choose the problems that many students have.
Suggested answers
1. I can’t understand grammar well.
2. I can’t learn by listening to cassettes or watching TV.
3. When I practise having conversations with my friends, I can’t help ending up
with my own language.
Optional activity
Ask a student to choose a way of learning English that he/she thinks the most helpful. Then have him/her come to the front of the classroom and teach the class how to use this method.
Step Ⅳ 2a
This activity gives students practice in understanding the target language in spoken conversation.
Call attention to the picture. Ask, Who do you think the people are? Guide students to say, Paul and his teacher. Say, You are to listen to a conversation between them. Point to the list of challenges in the box.
Set a time limit of one minute. Students read them through silently.
Say, Some of the things are difficult for
Paul. Listen to the conversation and check the learning challenges that Paul talks about. Point out the sample answer.
Play the recording for the first time.
Students only listen. Play the recording a second time. This time students listen and check the learning challenges Paul talks about.
Check the answers with the whole class.
Answers
Checked items: 1,2,3,5
Tapescript
Teacher: Well, listening can help. Why don’t you borrow the teacher’s tapes? You can listen to them at home and repeat the sentences that are difficult for you.
Boy: That’s a good idea. But what about all the new words? I forget a lot of new words.
Teacher: You can always write the new words in your notebook and study them at home. You can even study in the train on the way to school.
Boy: That might really help! Thanks.
Teacher: Can you understand when people talk to you?
Boy: Well, no. Not always. Sometimes I just don’t understand what people are saying.
Teacher: Why don’t you join an English language club to practise speaking English? The English club meets after school on Tuesdays and Thursdays.
Boy: Maybe I’ll go. The only other problem I have is that I don’t get much writing practice.
Teacher: Maybe you should find a pen pal.
Boy: That rounds like a fun way to practice writing. Thanks, Ms. Mitchell.
Note
Challenges = Problems In the USA,
many people believe in the power of positive thinking. This is to say, when they have a problem or a difficulty, they use positive words to describe difficulty situations. Here, the word challenge is used instead of the word problem.
Step Ⅴ 2b
This activity gives students practice in understanding the target language in spoken conversation.
Point to the list of solutions in the box.
Set a time limit of one minute. Students read them through silently.
Point to the checked challenges in Activity 2a.
Say, You will listen to the conversation again and write the number of each challenge in Activity 2a in front of the correct solution in Activity 2b. Point out the sample answer.
Play the recording again. Students write the numbers in the blanks.
You may wish to play it once again so that students have an opportunity to check their answers themselves.
Check the answers
Answers
a. 2 b. 5 c. 1 d. 3
Note
Why don’t you join an English language club to practise speaking English?
=I suggest that you join an English language club to practise speaking English.
=You’d better join an English language club to practice speaking English.
Step Ⅵ 2c
This activity provides oral practice using the target language. Invite a pair of students to read the sample conversation to the class.
SA:I don’t have a partner to practice English with.
SB: Maybe you should join an English language club.
Write the sample conversation on the blackboard.
Read the instructions. Say, Please make conversations using information from the earlier activities in pairs. As students work, move around the room listening in on various pairs so that you can check progress and help with pronunciation as needed. After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations to the class.
Step Ⅶ Summary
Say. In this class, we’ve mainly talked about how to solve problems you meet with while learning English.
Step Ⅷ Homework
Each student chooses a way of learning
English he/she thinks the most helpful.
Then find a partner who is not successful in this method and teach him/her how to use the method effectively.
Step IX Blackboard Design
Unit 1 How do you study for a test?
Section B
The Fourth Period
1. Learning problems:
I can’t pronounce some of the words. 13
I can’t understand spoken English. 28
I read very slowly. 10
I can’t spell some English words. 11
I make mistakes in Grammar. 25
2. Target language:
A:I don’t have a partner to practice English with.
B: Maybe you should join an English language club.
新目标九年级Unit1-5th Period教案
The Fifth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Key Vocabulary
later on, be afraid to, laugh at, take notes, enjoy doing, sentence, secret, learner, term, impress
(2) Practice reading an article.
(3) Practice writing something using the target language.
2. Ability Objects
(1) Train students’ reading skill.
(2)Train students’ writing skill.
3. Moral Object
If you have a better learning method, tell your friend to help him/her make greater progress.
Ⅱ. Teaching Key Points
1. Key Vocabulary
2. Reading an article.
3. Writing something using the target language.
Ⅲ. Teaching Difficult Point
Writing a letter using the target language.
Ⅳ. Teaching Methods
1. Teaching by illumination
2. Teaching by demonstration
Ⅴ. Teaching Aid
A projector
Ⅵ. Teaching Procedures
Step I Revision
Check homework. See if students have taught their partners how to learn English effectively.
T: Liu Chang. what’s your most helpful way of learning English?
L: Listening to cassettes.
T: Who did you teach to use the method?
L: Wei Ming. I told him to listen to cassettes every day. Besides, I encouraged him to write down what he hears every time.
T: Well done. Remember to encourage him not to give it up.
L:OK.
Say to the class, Check your partner’s progress regularly and offer as much help
as you can.
Show the key vocabulary words on the screen by a projector.
later on 以后，随后
be afraid to 害怕去做 ……
laugh at 笑话；取笑（某人）
complete adj. 完整的；完全的
sentence n. 句子
secret n. 秘密；机密
learner n. 学习者
take notes 做笔记；做记录
enjoy doing 喜欢做 ……; 乐于做 ……
term n. 学期
impress v. 使感动；给 ……深刻印象
fast adv.快地；迅速地
Say the words and have students repeat after you again and again until they can pronounce the words fluently and accurately.
Step Ⅱ 3a
This activity provides reading practice using the target language.
Call attention to the article. Read it to the class or have a student read it for you.
Point to the statements in the box beneath the article. Explain to the class that they will read the article and then write T or F after each statement.
Point out the sample answer. Help the students find the information in the reading and read the sentence to the class:
She spoke too quickly. Ask students to do the activity individually. Walk around the room answering any questions students may have about the reading.
Check the answers.
Answers
1. F 2. F 3. T 4. T 5. F 6. T 7. T
Ask, Why are the false sentences false?
Help students find relevant information in the reading.
1. …, she(the teacher) spoke too quickly,…
2. …I thought my classmates might laugh at me.
3. I think that doing lots of listening practice is…
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Call attention to the letter and point out that it contains several blank lines. Read the letter to the class saying blank each time you come to a blank line.
Say, Please complete the letter on your own. Remind students that they should look back at Activity 2b. As they work, move around the room offering help and answering questions as needed.
Check the answers by having a student write his/her work on the blackboard.
Help correct any errors. Answers to the letter will vary.
Dear Wei Ming,
I know it isn’t easy to learn English, but I have…, not every word. You also said that you often forgot a lot of new words. Well, try writing the new words in your notebook and studying them at home. That helps a lot. If you keep on doing this, you will get good grades in English.
Your friend,
Liu Chang
Step Ⅳ 3c
This activity provides writing practice using the target language.
Read the instructions to the class. Demonstrate how to do the activity. Ask students to take turns suggesting things that have been the most helpful. Make a list of ideas on the blackboard.
Say, Write an article about the things that have helped you the most. Use these suggestions on the blackboard with your own ideas to write your article. You may also use the article in Activity 3a as a model.
As they begin to write, move around the room providing help as needed. It doesn’t matter whether they write only a sentence or a longer article. Ask students to read their letters to a partner.
If there isn’t enough time for all the students to finish the letter, allow them to finish it after class.
The answers will vary.
Step Ⅴ Part 4 Interview
This activity provides oral and writing practice using the target language.
Read the instructions to the class. Focus attention on the chart. Set a time limit of one minute. Students read the headlines and the questions silently.
Demonstrate how to fill in the information in the chart.
T: Wei Ming, what isn’t easy about learning English?
W: Grammar.
T: What do you do about this?
W: I take lots of grammar notes in class.
T: What is your favourite way to learn more English?
W: Listening to English songs.
T: Thank you.
W: You are welcome.
Wei Ming
Name
Name
Question 1
grammer
Question 2
Take lots of grammar mote in class
Question 3
Listening English songs
Ask students to interview three students and fill in the chart. As they work, move around the room to make sure students interview in English and know how to fill in the information in the chart. Get a couple of students to tell the class about one of the people they interviewed. For example, My friend Wei Ming thinks grammar isn’t easy for him. So he takes lots of notes in class. In his spare time, he likes listening to English songs.
Answers to this activity will vary.
Step Ⅵ Summary
Say, In this class, we’ve mainly done much reading and writing practice.
Step Ⅶ Homework
(1) Finish off the article in Activity 3c.
(2) Write about one of the people inter-
viewed in Activity 4.
Step Ⅷ Blackboard Design
Unit 1 How do you study for a test?
Section B
The Fifth Period
1. A sample letter to Activity 3b:
Dear Wei Ming,
I know it isn’t easy to Learn English, but I have …,not every word. You also said that you often forgot a lot of new words. Well, try writing the new words in your notebook and studying at home. That helps a lot. If you keep on doing this, you will get good grades in English.
Your friend,
Liu Chang
2. The most helpful ideas:
listening to English songs
reading English newspaper
…
新目标九年级Unit1-6th Period教案
The Sixth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
native, speaker, make up
(2)Fill in blanks and make sentences using feel, spell, write down; join and find.
(3) Write an article using the target language.
2. Ability Object
Train students’ writing skill.
3. Moral Object
Everybody longs to winning a prize like Xu Zheng. Do remember, no pains, no gains.
Ⅱ. Teaching Key Points
1. Fill in blanks and make sentences.
2. Write an article using the target language.
Ⅲ. Teaching Difficult Point
Make sentences using feel, spell, write down, join and find.
Ⅳ. Teaching Method
Teaching by explanation
Ⅴ. Teaching Aid
The blackboard
Ⅵ.Teaching Procedures
Step I Revision
First check homework. And then ask some students to read their writings about one of the people interviewed in Activity 4. Collect their writings and help correct any errors before returning them.
Step Ⅱ Part 1
This activity provides a comprehension review of vocabulary presented in the unit.
Focus attention on the box. Invite a student to read the vocabulary words at the top.
Say. You are to fill in the blanks with the Words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.
Check the answers. Five students each reads a sentence, filling in the blanks.
The rest of students check their work.
Answers
1. write down 2. spell 3. join 4. found 5. feels
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. You along with the students help correct the mistakes.
Sample answers
1. Please write down the words on the blackboard.
2. I can’t spell some English words.
3. Why don’t you join an English club?
4. I have found my keys.
5. Cotton feels soft.
Step Ⅲ Part 2
This activity provides reading, writing, listening and speaking practice using the
target language.
Read the instructions to the class. Ask students to look at the Notes on Xu Zheng and Notes on Xu Zheng’s essay.
Elicit how to convert the notes into sentences in an article. Instruct students to say, Xu Zheng likes writing notes, watching movies and listening to pop songs.
He thinks most people speak English as a second language.
Ask students to complete the work individually. Say, the order of information will vary but should contain all the points in the notes.
As students are doing this, move around the room checking progress and offering help when necessary. If some students have difficulty in writing an article, encourage him/her to write two or three sentences.
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language.
Ask all the students to read the conversation. Ask, What is funny about this cartoon story? Help students to answer, The alien thinks he can learn English by eating an English book. Invite pairs of students to present this conversation to the rest of the class.
Step　Ⅴ Summary
Say, In this class, we’ve reviewed some vocabulary words presented in the unit.
And we’ve also made up sentences using some words.
Step VI Homework
(1) Review all the language points presented in this unit.
(2) Finish off the exercises on pages 3～4 of the workbook.
Step Ⅶ　Blackboard Design
Unit 1 How do you study for a test?
Self check
The Sixth Period
Sample answers to Activity 1:
1. Please write down the words on the blackboard.
2. I can’t spell some English words.
3. Why don’t you join an English club?
4. I have found my keys.
5. Cotton feels soft.
新目标九年级Unit1-7th  period教案
Reading: Old phone, true friend
The Seventh Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
Key Vocabulary
ashamed, behind the times, fashionable, SMS, status symbol, fit in and so forth.
Text: Old phone, true friend
2. Ability Objects
Train students’ ability of identifying main idea.
Train students’ ability of understanding words in context.
Train students’ ability of reading for special information.
3. Moral Object
As the saying goes, old friends and old wine are best. We must treasure our old friendship.
Ⅱ. Teaching Key Points
Key vocabulary
Read the text to identify main idea.
Read the text to understand words in context.
Read the text for special information.
Ⅲ. Teaching Difficult Point
Train students’ reading skill.
Ⅳ. Teaching Methods
Up-down reading method
Pairwork
Groupwork
Ⅴ. Teaching Aid
A projector
Ⅵ. Teaching Procedures
Step I Key Vocabulary
This activity introduces the key vocabulary words.
Show the following vocabulary on the screen by a projector.
mobile adj. (可)动的；可移动的
mobile phone 移动电话；手机
on one’s way to 在某人去……的路上
ring(rang, rung) v. 鸣；响
ashamed adj. 惭愧的；害臊的
be ashamed of 因……而感到惭愧；为……而感到害臊
old-fashioned adj.过时的；老式的
outdated adj. 过时的；老式的
Motorola Star Tae 摩托罗拉手机的一种型号名称
fashionable adj. 时髦的；时尚的
actually adv.实际上
turn off 关掉；关上
service n. 服务
SMS( = short message service) 短信服务
expert n.专家，高手
tune n. 曲调；曲子
worst of all 最糟糕的（是)
easily adv.容易地；简单地
latest adj.最新的；最近的
status n.身份；地位
symbol n.象征；标志
fit in相处融洽；使适应
embarrassed adj.窘的；尴尬的；局促不安的
main adj.主要的；最重要的
Say the words and have students repeat after you again and again until they can pronounce them fluently and accurately.
StepⅡ Part 1
This activity is designed to activate students’ background knowledge before attempting the reading.
Read the title Old phone, true friend to the class. Ask, What do you think the article is about?
Focus attention on the chart. Say, Please fill in the chart about mobile phones. But don’t look at the reading. Instead, use your background knowledge to answer the questions.
As students work, walk around the classroom checking progress and offering any help they may need.
When most students finish filling in the chart, say, please talk about your answers with a partner.
Answers will vary. If desired, ask a student for his/her answer.
T: What mobile phone would you like to have?
S: Nokia 2300.
T: How long has that mobile been around?
S: It is on sale in February,2004.
T: What special things can it do?
S: It can be used as s radio. Wherever I am, I may listen to my favourite programs.
T: How much does it cost?
S: About ￥1500.
Step Ⅲ Part 2
This activity provides practice in identifying main ideas.
Look at the picture. Ask students to discribe what is happening in the picture.
Place students into five groups. Give each group a paragraph. Say, Read the paragraph silently. Then summarize the paragraph in your own words and share your summary with your group. As the students are doing this, move around the room to make sure they discuss the topic in English.
Each group chooses a leader to report their answers. Answers to this activity
will vary.
Sample answers
Paragraph 1:The writer is embarrased by his mobile phone.
Paragraph 2:The writer finds a good use for his mobile phone.
Paragraph 3: The disadvantages of the writer’s phone.
Paragraph 4:The writer talks about the advantages of a new phone but why they don’t appeal to him.
Paragraph 5:The writer talks about why he likes his old phone.
Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context.
Ask students to read the article once and pay attention to the bold words and expressions. And note any other word or sentence you don’t understand. Read in context, guessing their meanings from the other words around them.
A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don’t give them the correct answers.
Let students look at the words and expressions and their meanings in the box.
Draw students’ attention to the line between the word ashamed and c. feeling embarrased about something. Then ask students to match the correct meanings with the correct words and expressions.
Allow them one or two minutes to do this.
Check the answers.
Answers
ashamed c, behind the times d, fashionable a, SMS e, status symbol f, doesn’t fit
in b
Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help.
Answers to this activity will vary. You may wish to ask a student to write his/her answers on the blackboard. Help correct any mistakes.
Sample answers
1. I am ashamed to have done that.
2. This kind of shoes is behind the times.
3. Nowadays SMS is fashionable.
4. In a sense, your mobile phone is like a status symbol.
5. If you don’t have a knowledge of computers, you won’t fit in the society.
Step Ⅴ Part 4
This activity helps students read for special information.
Read the instructions to the class. Elicit the first answer from the students from memory. Ask students to do the activity on their own or in pairs. As they work, walk around the room offering help students may need. Answers may vary.
Sample answers
1. sending fast SMS messages
2. doesn’t play cool tunes when it rings and it sometimes has problems receiving calls
3. he doesn’t need one
4. it’s a status symbol
5. his old phone will be fashionable again
Step Ⅵ 5a
This activity helps students think critically about what they have read.
Draw students’ attention to the chart with headlines advantages and disadvantages.
Get students to do the activity in pairs.
Each person in the pair of students may choose to take one side of the arguments.
Remind students to go beyond the reading and think of other reasons. As they work, walk around the classroom to make sure students debate the topic in English.
Check the answers. Answers will vary.
You may wish to ask different pairs of students to give their answers in complete sentences.
Sample answers
Advantages
Disadvantages
You can receive calls anywhere.
Mobile phones can make a lot of noise.
It’s cheap to send fast SMS messages.
If a phone starts ringing at a meeting, the present are disturbed.
Mobile phones can be used as cameras and radios, and to send email or surf the Internet.
They become outdated quickly.
Step Ⅶ　5b
This activity helps students think what they have done so far and discuss the ideas in a group.
Read the instructions to the class. Ask students to do the activity in groups. Say,
You should use the information in the reading as well as your own ideas to write a short report. As they are working this, circulate among the groups to make sure that students know what to do and are speaking English.
Randomly select a student from each group to present their report.
Answers will vary.
Sample answers
We think we should be allowed to use mobile phones at school. Firstly. we have
a need to stay in touch with friends and family. Secondly, having a mobile phone makes us feel safer, since we can call for help in case of an emergency. Thirdly, we know to turn it off in class in order not to disturb teachers and students.
Step Ⅷ　Summary
This class provides us a lot of reading and writing practice.
Step Ⅸ　Homework
Read the story in Activity 2 again for further comprehension.
Step　Ⅹ Blackboard Design
Reading: Old phone, true friend
The Seventh Period
Sample answers to Activity 4:
1. I am ashamed to have done that.
2. This kind of shoes is behind the times.
3. Nowadays SMS is very popular.
4. In a sense, your mobile phone is like a status symbol.
5. If you don’t have a knowledge of computers, you won’t fit in the society.