关于新目标英语初三9A Unit 1-unit 4 教案(新目标版九年级英语上册教案教学设计)（锦集20篇）大全

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篇1：新目标英语初三9A Unit 1-unit 4 教案(新目标版九年级英语上册教案教学设计)

Unit 1 How do you study for a test?

Part 1: Teaching design (第一部分：教学设计)

Structures: verb＋by with gerund

Target language:

How do you study for test?

Well, I study by working with my classmates.

Have you ever studied with a group?

Yes, I have. I’ve learned a lot that way.

I don’t have a partner to practice English with.

Maybe you should join an English club.

Vocabulary: flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, What about…? Why don’t you…?

Learning strategies: Personalizing, Role playing

Section A

Goals

● To talk about how to study

● To read about how to study

Procedures

Warming up by greeting

Hello, everyone!

From now on you are a ninth grader. Congratulations to you and I wish you a great success in your studies!

Today we shall take up the first unit in this new term, Unit 1 How do you study for a test?

Look at the blackboard and read after me the target language for this unit. When you read pay attention to the structure of the sentence.

▲How do you study for test?

▼Well, I study by working with my classmates.

▲Have you ever studied with a group?

▼Yes, I have. I’ve learned a lot that way.

▲I don’t have a partner to practice English with.

▼ Maybe you should join an English club.

Learning to Learn is very important. And learning to pass a test is also very important to you.

Learning couldn’t be easier!

If you have not developed good ways or methods to study for a test, talk to your classmates about it, your parents, or the teacher like me if you are brave enough. You should be brave enough to talk to others about your problems with your studies.

Next I’d like to give you some useful practical advice about studying for a test and also ask you questions to make you think about things such as:

▲using your time effectively

▲motivation

▲how to learn your lessons in the ninth grade year

▲different modes of teaching you may meet

▲how to develop particular skills, such as note-taking in class

1A: Checking the ways you study

Next turn to page 2 and check √ the ways you study for an English test. Then add other ways you use sometimes.

■How do you study for a test?

I study for a test___

By reading to the tape; By underlining the expressions; By reading beyond the text; By doing used exam papers; By going over exercises books; By copying down the text; By learning the text by heart; By speaking with classmates

Now raise your hand and report your added ways to the class. I will make a list of all the added ways on the blackboard.

1b Listening and writing

Listen to understand how these people in the picture on page 2 study for a test. Write letters from the pictures. While listening, pay attention to the structures of the sentences.

Section A 1b Tapescript

Boy1: Hey, gang. There’s a big test on Tuesday. I really need some help. Can you tell me how you study for a big test?

Voices: Sure! Yes. Sure we will.

Boy1: You did really well on the last English test, didn’t you, Mei?

Girl1: Yeah, I did OK.

Boy1: Well, how did you study？

Girl1: By making flashcards.

Boy1: Maybe I’ll try that. How did you study, Pierre?

Boy2: By asking the teacher for help. She was really happy I asked.

Boy1: That’s interesting. How do you study, Antonio?

Boy3: I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad.

Boy1: Oh, well…

1c Doing a pairwork

Now in pairs ask your partner how he or she studies for a test.

A: How do you study for a test?

B: I study by working with a group.

C: I study by listening to English.

D. I study by playing games with my classmates.

E. I study by doing actions such as coloring, matching.

F. I study by singing English songs.

G. I study by writing letters and emails.

H. I study by acting out simple dialogues.

I. I study by listening to and understanding stories.

J. I study by writing simple sentences.

K. I study by imitating from the recording.

L. I study by speaking out words or phrases.

M. I study by doing simple role plays.

N. I study by reading and understanding simple stories.

O. I study by using daily expressions.

P. I study by performing short plays.

Q. I study by performing simple rhymes.

R. I study by writing sentences for pictures.

S. I study by writing out simple poems.

T. I study by reading aloud correctly.

U. I study by playing text plays.

V. I study by working with classmates.

W. I study by going over the text before class.

X. I study by copying words and expressions.

Y. I study by looking and saying.

Z. I study by asking others questions.

2a Listening and checking

Now let’s go to page 3. Listen to the tape and check the questions you ask.

While listening, pay attention to the structures of the sentences.

Section A 2a, 2b Tapescript

Girl1: Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea?

Boy1: Do you learn English by watching English-language videos?

Girl2: No. It’s too hard to understand the voices.

Boy1: What about keeping a diary in English? Do you learn English that way?

Girl2: I think so. It helps to write English every day.

Girl3: Have you ever studied with a group?

Girl2: Yes, I have! I’ve learned a lot that way.

Girl1: Do you ever practice conversations with a friend?

Girl2: Oh, yes. It improves my speaking skills.

Boy1: What about reading aloud to practice pronunciation?

Girl3: I do that sometimes. I think it helps.

Boy2: I do too. And I always look up new words in a dictionary.

Girl3: That’s a great idea!

2b Listening and matching

Listen again and match each question from 2a with an answer in the box on page 3.

2c Doing a pairwork

Next we are going to make a conversation in pairs using the information from activities 2a and 2b.

A: Have you ever studied with a group?

B: Yes, I have. I’ve learned a lot that way.

A: Have you ever learned English by watching videos?

B: Yes, I have. I’ve learned a lot that way.

A: Have you ever practiced conversations with friends?

B: Yes, I have. I’ve learned a lot that way.

A: Have you ever listened to tapes?

B: Yes, I have. I’ve learned a lot that way.

A: Have you ever read aloud to practice pronunciation?

B: Yes, I have. I’ve learned a lot that way.

3a Reading the article and completing the chart

1.Reading to the tape

We are going to read the article on page 4. First we shall read to the tape together. That is, we start reading aloud as the recorder goes, and we stop reading aloud as the recorder stops. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader. Make our reading aloud as the same as the reader’s.

2.Reading and dividing the article into parts

Next we are going to read aloud the article slowly and clearly. We will try to divide it into thought groups.

3.Reading and underlining

We shall read the article once again, this time, to underline all the useful expressions in it. After school, you are going to write them down in your notebook.

This week/ we asked students/ at New Star High School/ about the best ways/ to learn more English. Many said/ they learnt/ by using English. Some students had more specific suggestions. Lillian Li, for example, said/ the best way/ to learn new words/ was by reading English magazines. She said that/ memorizing the words of pop songs/ also helped/ a little. When we asked about studying grammar/ she said, “I never study grammar. It's too boring.”

Wei Ming feels differently. He's been learning English/ for six years/ and really loves it. He thinks/ studying grammar /is a great way/ to learn a language. He also thinks that/ watching English movies/ isn't a bad way/ because he can watch the actors/ say the words. Sometimes, however, he finds watching movies/ frustrating/ because the people speak too quickly.

Lin Chang said that/ joining the English club/ at school/ was the best way/ to improve her English. Students get lots of practice/ and they also have fun. She added that/ having conversations/ with friends/ was not helpful/ at all. “We get excited/ about something/ and then/ end up speaking/ in Chinese,” she said.

4.Translating and completing the chart

Because you have read this article many times you are going to translate it into Chinese first and then complete the chart on page 4.

Who will be the first to have a try?

Ways of learning English

Not successful OK Successful

Lillian Li Studying grammar memorizing the words of pop songs reading English magazines

Wei Ming watching movies watching English movies studying grammar

Liu Chang having conversations/ with friends

joining the English club

3b Doing a pairwork

Silence, please! We are going to have a role play in pairs. One of the pair is to be one of the people in 3a. The other is to interview him or her about learning English.

Zhao: Excuse me, Li Hong. Could you help me with my English?

Li: Yes, please. What’s the matter?

Zhao: I have difficulty studying grammar.

Li: Grammar? I never studying grammar. I study English mostly by memorizing the words of pop songs.

Zhao: No grammar at all?

Li: Yes, I did study grammar. But I study it by reading English magazines. I put grammar learning into reading articles. That is the best way to understand English grammar.

4 Doing a pairwork

Turn to page 4 to check √what you do to learn English in the box.

Closing down by asking and answering-How did you learn English?

＊ I listened to English them every day.

＊ I read English books many times a day.

＊ I learned many English songs by heart.

＊ I sang the English songs to myself.

＊ I learned every new English word in the text.

＊ I learn English by going to English classes.

＊ I do English homework at school.

＊ I read English textbooks in the evening.

＊ I speak English very slowly.

＊ I play computer games in English.

＊ I read a lot of English sentences in the morning.

＊ I do well in class English tests.

＊ I get a lot of good advice on learning English from my teacher.

＊ I discuss English problems with my classmates.

＊ I follow the advice from my father.

＊ I learn English sounds from the tape.

＊ I use English-English dictionaries.

＊ I listen to recordings and English-language TV.

＊ I talk to native speakers every chance I got.

＊ I read books in English, mostly novels.

＊ I learn a lot of new words from English books.

＊ I write more and more e-mail in English.

＊ I use English more than my first language.

＊ Most of my reading (websites and books) is in English.

Section B

Goals

● To listen about learning English

● To talk about learning English

● To read about learning English

Procedures

Warming up by reading to the recording

Hello, everyone. To begin with, let’s listen and read to the recording of the text HOW DO YOU LEARN BEST? That is, read aloud to the tape, as fast as the tape goes, as clearly as the native reader reads. OK? Here we go!

My cat speaks English.

Sometimes my cat comes to me and tells me that she is hungry. Or that her leg hurts. How does my cat tell me these things? I don't speak pussy-cat language.

1a Reading and checking

Learning English can be both easy and difficult. What things are easy for you? And what things are difficult for you? Now turn to page 5, read the list on the top and check √the statements that are true for you.

1b Making a list

You have read and checked the statements true for you. Now think and make a list of other things difficult for you, too.

I don’t know how to…!

1. I don’t know how to use commas.

2. I don’t know how to work with others.

3. I don’t know how to make flashcards.

4. I don’t know how to read the textbook.

5. I don’t know how to make vocabulary lists.

6. I don’t know how to listen to tape.

7. I don’t know how to ask the teacher for help.

8. I don’t know how to study for a test.

9. I don’t know how to work with a group.

10. I don’t know how to watch English videos.

11. I don’t know how to practice conversations with friends.

12. I don’t know how to read aloud to practice pronunciation.

13. I don’t know how to learn by using English.

14. I don’t know how to get more specific suggestions.

15. I don’t know how to read English magazines.

16. I don’t know how to learn new words.

17. I don’t know how to memorize the words.

18. I don’t know how to studying grammar

19. I don’t know how to watching English movies

20. I don’t know how to joining the English club

21. I don’t know how to improve her English

22. I don’t know how to get lots of practice

13. I don’t know how to ask teachers about the best ways to learn more English.

2a Listening and checking

Paul is a nice boy. He works hard at his English, but still has many learning challenges. Now listen to find out what challenges he has and check them in the box on page 5.

Challenges to Paul at learning English

1._____ can’t get the pronunciation right.

2._____ forget a lot of new words.

3._____ can’t understand when people talk to me.

4._____ can’t understand the words in magazines.

5._____ don’t get much writing practices.

2b Listening and matching

Now listen again to Paul talking about his challenges at learning English and match them with the solutions listed in the box on page 5. While listening, pay attention to the structures of the sentences.

Tapescript

Teacher: You look worried, Paul.

Boy: I am, Ms Mitchell. I’m having trouble learning English.

Teacher: You said you liked English. What’s the problem?

Boy: I can’t get the pronunciation right.

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 practice 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 sounds like a fun way to practice writing. Thanks, Ms Mitchell.

2c Doing pairwork

IN pairs we are going to role play conversations using the information from activities 2a and 2b.

I don’t have a partner to practice English with. Maybe you should join an English language club.

I can’t get the pronunciation right. Listening can help.

I forget a lot of new words. Write the new words on cards and study them daily.

I can’t understand when people talk to me. You can join an English club to talk to people more in English.

I can’t understand the words in magazines. You can look them up in a dictionary.

I don’t get much writing practices. Start writing an English diary every day.

I read very slowly. You should read to the recording of the text.

I make mistakes in grammar. Why don’t study the basic sentence patterns

3a Reading and cutting

It’s time to read the text HOW I LEARN ENGLISH. Now read and check (/) the sentences.

We are going to read the text again to study the form and function of all the predicate verbs.

How I learned to learn English

Last year/ my English class/ was difficult/ for me. First of all, it wasn't easy/ for me/ to understand the teacher/ when she talked to the class. To begin with, she spoke/ too quickly, and I couldn't understand every word. Later on, I realized that/ it doesn't matter/ if you don’t understand /every word. Also/ I was afraid to speak/ in class, because/ I thought/ my classmates/ might laugh at me. I couldn't always make complete sentences, either. Then/ I started to watch English-language TV. It helped/ a lot. I think that/ doing lots of listening practice/ is of the secrets of becoming a good language learner. Another thing/ that I found/ very difficult/ was English grammar. So/ I decided to take lots of grammar notes/ in every class. Then/ I started to write my own original sentences/ using the grammar/(that) I was learning. It’s amazing/ how much/ this helped. Now/ I am enjoying learning English/ and I got an A/ this term. My teacher is very impressed.

Next we shall read the text for the third time to underline all the useful expressions. After class you are to copy them into your notebook.

All right, read the text the fourth time and circle all the signal words, or the linking words which connect all the short sentences.

Now you may read the statements in the box on page 6 following the text. Write “T” or “F” beside each statement.

3b Writing a letter

Your friend Lin Feng is having difficulties with her English. Write her a letter telling her how to become a better English learner.

Dear Lin Feng,

I know it isn’t easy to learn English, but I have some ideas that may help. You said you couldn’t understand people who talked fast. Well, you can try to listen for the most important words, not every word. It is difficult to understand by listening what you have not read or what you can’t understand well by reading. To listen well you have to read well. So keep on reading English. Listening and reading to the recording of the text is very important, too. Every text, after being read, should be listened to and read aloud to the tape. At first you may find it difficult to follow the reader reading aloud the text. Don’t worry. If you keep practicing you will be able to read aloud as fast as the native reader from the tape. And then you can understand people who talk fast in English.

Yours,

Tai Zuo

3c Writing an article

You have been learning English for at least three years. That is such a long time. Now think about the things that have helped you the most in learning English. Write an article telling others about them.

4 Doing an interview

Next we shall do an interview in groups of four. Ask the three group mates about learning English. Take notes of what they say. Tomorrow you shall stand to tell the class about their answers.

Q. What isn’t easy about learning English? A. Reading is not easy.

Q. What do you do about this? A. I try to cut the sentences into thought groups.

Q. What is your favorite way to learn more English? I read and read aloud a lot. These are the best way.

Closing down by sing

To end this period let’s sing an English song.

Rain, rain, go away,

Come again another day,

Little Johnny

Wants to play.

Rain, rain, go to Spain,

Never show your face again.

SELF CHECK

1.Filling in the blank

We shall make a check on our use of expressions first. Turn to page 7 and fill in each blank with the correct word given. Change the form of the word if necessary. Then make your own sentences with each word.

Complete the sentences Make your sentences

1. You should write down new English words in a vocabulary list. Don’t trust your memory. Write it down.

2. If you don’t know how to spell new words, look them up in a dictionary. I don’t know how to spell your name.

3. The best way to improve your English is to join an English club. I’d like to join the school football tea.

4. Another thing that he find very difficult was English grammar. I find it easy to learn English.

5. This kind of paper feels very soft. Do you feel cold?

2.Writing an article

Turn to page 7 and write an article about Xu Zheng using the notes on Xu and his essay.

Xu Zheng: a boy fond of English

Most people in the world speak English as a second language. And so does Xu Zheng.

Yesterday I asked Xu Zheng about his ways to learn English. He said he learns by making up conversations and speaking to friends in English. When I asked about studying pronunciation, he said he spent much time on it, but he still found native speakers’ pronunciation difficult to learn.

I said to him, “You are a computer student. Why are you so interested in English?”

“English popular in science. And it is popular around the world for computers,” he told me. “I like writing notes, watching movies and listening to pop songs. But I like reading in English online most, ” added he.

Xu Zheng is right. English can really help us understand many new things from other countries. Let’s learn from Xu Zheng. Let’s be fond of English, too.I

Reading: How do we deal with our problems?

As English is learned mostly through reading in China, we shall now turn to page 8 to learn to read the article entitled: How do we deal with our problem?

Before reading, please go over the vocabulary list for reading on page 146. Get yourself familiarized with all the words and expressions to be found in the article.

While reading try to divide the sentences into thought groups and underline all the expressions useful to you. While you are reading it for the second time, try to circle all the linking words and try translating the text into Chinese.

How do we deal with our problem?

Rich or poor, young or old, we all have problems. And unless we deal with our problems, we easily become unhappy. Worrying about our problems can affect how we do at school. It can also influence the way we behave with our families. So how do we deal with our problems? There are many ways.

By learning to forget

Most of us have probably been angry with our friends, parents or teachers. Perhaps they said something you didn't like, or you felt unfair. Sometimes, people can stay angry for years about a small problem. Time goes by, and good friendships may be lost.

When we are angry, however, we are usually the ones affected. Perhaps we have seen young children playing together. Sometimes they have disagreements, and decide not to talk to each other. However, this usually does not last for long. This is an important lesson for us: we can solve a problem by learning to forget.

By regarding problems as challenges

Many students often complain about school. They might feel they have too much work to do sometimes, or think the rules are too strict. We must learn how to change these ”problems“ into ”challenges“. Education is an important part of our development. As young adults, it is our duty to try our best to deal with each challenge in our education with the help of our teachers.

By thinking of something worse

By comparing yourself to other people, you will find your problems are not so terrible. Think about Stephen Hawking, for example, a very clever scientist, who regards his many physical problems as unimportant. He can't walk or even speak, but he has become very famous and successful. We are probably quite healthy and smart. Let's not worry about problems. Let's face the challenges instead.

After reading, copy the underlined expressions into your Phrase Book as home.

Expressions from How do we deal with our problem?

rich or poor, young or old, have problems, deal with one’s problems, become unhappy, worry about one’s problems, do well at school, influence the way, behave well with…, deal with one’s problems, be angry with…, feel unfair, stay angry for years about…, time goes by, lose good friendships, see… playing together, have disagreements, talk to each other, last for long, an important lesson for…, solve a problem by learning to forget, regarding problems as challenges, complain about school, have too much work to do, the rules are too strict, change…into…, an important part of one’]s development, as young adults, be one’s duty, to try one’s best, to deal with…in one’s education, with the help of…, thinking of something worse, comparing…to…, find one’s problems, think about…, for example, a very clever scientist, regards…as unimportant, become very famous and successful, worry about…, face the challenges

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

Tips for Beginners

You are like a new baby

Babies learn their language slowly.

First they learn to listen.

Then they learn to talk.

Finally, they can read and write.

Listen to English every day

Listen to English radio.

Watch English TV.

Go to English movies.

Use online lessons.

Make an English/ESL friend

Make up conversations.

Practice dialogues.

Use beginner textbooks.

Read English stories

Start with children's storybooks.

Try ESL readers.

Read advertisements, signs and labels.

Try EnglishClub.com for Young Learners.

Write down new words

Start a vocabulary (new word) notebook.

Write words in alphabetical order (A...B...C...).

Make example sentences.

Always use an English-English dictionary first.

Keep an English diary

Start with one sentence.

How do you feel?

How is the weather?

What did you do today?

Write another sentence tomorrow.

Visit an English speaking country

Learn English more quickly.

Stay with an English family.

Hear native speakers talk.

Have a fun experience.

Unit 2 I used to be afraid of the dark.

Part 1: Teaching design (第一部分：教学设计)

Structures: used to

Target language:

Mario used to be short.

Yes, he did. Now he’s tall.

I used to eat candy all the time.

Did you?

Yes, I did. And I used to chew gum a lot.

Vocabulary: used to, dark, spider, insect

Learning strategies: Brainstorming Comparing

Section A

Goals

●To learn about the use of used to

●To talk about what you used to be like

Procedures

Warming up by learning “used to ”

Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”. What does it mean? How is it used in English?

used to的用法

“used to加不定式”表示过去常常干某事，现在不在干了。

例如:

I used to go to work by bus. Now I take a taxi.

She used to be very shy.

“be used to doing”表示习惯于干某事。

【例如】

I am used to getting up early and going to bed early.

He is used to being praised by others.

So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗。

注意“used to”的疑问形式和否定形式：

-Did you use to be afraid of the dark?

-Yes, I used to be afraid of the dark.

-Did he use to be afraid of the dark?

-No, he did not use to be afraid of the dark.

1a Filling in the chart

Next we are going to fill in the chart below with words to tell about people’s appearance and personality.

Appearance 外表 Personality个性

Tall Outgoing

Straight hair Funny

Beautiful Angry

Black Careful

Dirty Happy

Hungary Hard-working

Sad Strange

Tired Noisy

Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart.

A: Mario, you used to be tall, didn’t you?

B: No, I didn’t.

A: Wang Hua, you used to have straight hair, didn’t you?

B: Yes, I did.

A: Li Hui, you used to be beautiful, didn’t you?

B: No, I didn’t.

1b Listening and writing

Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences.

Tapecripts

Conversation 1

Boy1: Mario, is that you?

Boy2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years!

Boy1: Yeah. I’m here with my parents. We’re visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you?

Boy2: Yes, I did. Now I’m tall. And so are you!

Boy1: That’s true… And you used to wear glasses.

Boy2: You have a great memory. Now I wear contact lenses!

Conversation 2

Boy1: Hey, Amy, it’s great to see you.

Girl1: Hi, Bob. How are you

Boy1: Fine. Wow, you’ve changed!

Girl1: Really? How?

Boy1: Well, you used to have short hair.

Girl1: You remember that? Yes, I did.

Boy1: And you used to be really tall!

Girl1: Not any more. You’re taller than me now, Bob.

Conversation 3

Girl2: Hiya, Bob.

Boy1: Hi, Tina. You’ve changed too.

Girl2: Oh, yeah?

Boy1: You have blond hair!

Girl2: Yeah, it used to be red, didn’t it?

Boy1: And it’s straight!

Girl2: It used to be curly.

1c Dong pairwork

Look at the picture on page 10 and make more conversations.

A: Mario used to be tall.

B: Yes, he did. Now he’s tall.

A: Zhao Juan used to be black.

B: Yes, she did. Now she’s white.

A: Zhang Limei used to be sad.

B: Yes, she did. Now she’s happy.

A: Zhu Wenjun used to be dirty.

B: Yes, he did. Now he’s clean.

2a Listening and checking

Next turn to page 11 and we are going to listen to a tape and check the words we hear.

2b Listening and filling in the blanks

On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening.

Tapescript

Girl1: Hey, Steve! Over here! Don’t you remember me?

Boy1: Oh, wow! You’re Paula, aren’t you?

Girl1：That’s right.

Boy1: But you used to be really quiet, didn’t you?

Girl1: Yes. I wasn’t very outgoing.

Boy1: No, you weren’t. But you were always friendly. Wait a minute! Did you use to play piano?

Girl1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.

Boy1: Wow! People sure change.

Do pay attention to the form of the language while listening.

Tapescript

Girl1: My six-year-old brother started school this week.

Boy1: He’s really lucky. Life was great when I was six.

Girl1: Really? Why?

Boy1: Oh, schoolwork was really easy.

Girl1: Not for me. I didn’t use to like tests. Now I don’t worry about tests.

Boy1: And we used to play every day after school. Now we just study all the time.

Girl1: Yeah, but we used to walk to school. Now we have to take the bus.

Boy1: I remember one bad thing. I used to hate gym. Now I love gym class.

Girl1: Me, too.

2c Doing pairwork

Practice the conversation in activity 2b on page 11. Then make conversations about yourselves.

Girl: Hey, Tom! Over here! Don’t you remember me?

Boy: Oh, wow! You’re Paula, aren’t you?

Girl: That’s right.

Boy: You used to be really short, didn’t you?

Girl: Yeah, I wasn’t very tall .

Boy: No, you weren’t. But you were always busy.

Wait a minute! Did you use to play ping-pong ?

Girl: Yes, I did. But now I’m more interested in ping-pong.

I play basketball and I’m on the singing team.

Boy: Wow! People sure change.

Girl: Hey, Jack! Over here! Don’t you remember me?

Boy: Oh, wow! You’re Mary, aren’t you?

Girl: That’s right.

Boy: You used to be really happy, didn’t you?

Girl: Yeah, I wasn’t very sad .

Boy: No, you weren’t. But you were always excited.

Wait a minute! Did you use to cook the meals?

Girl: Yes, I did. But now I’m more interested in cooking the meals.

I sweep the floor and I’m on the housework team.

Boy: Wow! People sure change.

3a Talking and checking

On page 12 is a list of things people are usually afraid of. Put checks √ in the first two columns to mark the ones you used to be afraid of and the ones you are still afraid of.

Everyday is afraid

We all have fears from time to time. That's true no matter how big we are or brave we can be. Fear can even be good for you sometimes and even help you stay healthy. Fear of getting too close to a campfire may save you from a bad burn. And fear of getting a bad grade on a test may make you study more.

Being a bit on edge can also sharpen your senses and help you perform better in a recital or during a track meet. Some people even enjoy being a little scared. That's why they like to watch scary movies - or go on roller-coaster rides.

3b Doing pairwork

In pairs ask and answer questions as are shown (below) on page 12.

A: Did you use to be afraid of the dark?

B: Yes, I did.

A: Are you still afraid of the dark?

B: No, I’m not. How about you?

A: Me? Oh, yes! I’m terrified of the dark.

B: So, what do you do about it?

A: I go to sleep with my bedroom light on.

A: Did you use to be afraid of the examinations?

B: Yes, I did.

A: Are you still afraid of the examinations ?

B: No, I’m not. How about you?

A: Me? Oh, yes! I’m terrified of the examinations.

B: So, what do you do about it?

A: I make a good preparation before the examination.

4 Doing groupwork

What did you use to do when you were younger? What do you do now? Fill in the chart on page 12 and talk with your classmates about how you have changed.

Activity Past Now

eat … eat rice eat bread

Read… read stories read newspapers

watch …on TV watch news on TV watch movies n TV

Do… at school do homework at school do cleaning at school

Closing down by telling a past story

To end the period we shall have a fun activity by telling about our past beliefs.

I used to believe that if a burglar broke into your house you could easily persuade him to have a seat and wait while the police were called.

我过去以为，如果盗贼闯进你家，你可以轻而易举地劝说他坐下并且等待报警。

Section B

Goals

●To talk and listen about past likings

●To Read about past life

Procedures

Warming up by reviewing “used to”

To start with we shall make a review of “used to.

used to do结构, 过去惯常, 以前习惯于We used to grow peanuts. 我们过去是种花生的。

verB: habitually do something (use only in the past tense) (Example: ”She used to call her mother every week but now she calls only occasionally“)

1a Checking and listing

Look at the pictures on page 13 and check the things you used to like when you were a child.

Taking a rest Taking photos together Dancing together

1b Doing pairwork

What other things did you like to do when you were a child? Write sentences in the box on page 13. Then discuss them with a partner.

I used to go to the gym class.

I used to paint pictures.

I used to attend the music class.

I used to study spiders and other insects.

I used to raise big dogs.

I used to fly in an airplane.

…

2a Listening and checking

You are going to listen and check on page 13 the sentences you hear.

2b Listening and filling

Now you are going to listen again and fill in the charts on page 13

2c Doing pairwork

You are going to compare yourself with your partner.

A: I used to eat candy all the time.

B: Yes, I did. And I used to chew gum a lot.

A: I used to study hard for a big test.

B: Yes, I did. And I used to do well on the last English test.

A: I used to make flashcards.

B: Yes, I did. And I used to study by listen to cassettes.

3a Reading and completing

Read the story on page 14 for the first time and divide the article into parts.

My biggest problem

My biggest problem is that/ I'm too busy. When I was young, I used to have so much time, but/ these days/ I get up early/ and stay in school/ all day. Then/ I go right home /and eat dinner. Before I started high school, I used to spend a lot of time/ playing games/ with my friends, but/ I just don’t have the time/ anymore. In the evening, I used to watch TV/ or chat with my grandmother, but now/ I have to study. I love music, and my father used to take me to concerts. These days/ I hardly have time/ for concerts. I do my homework/ and go to bed. I really miss the old days.

Read the article the second time and underline all the useful expressions.

Read the article the third time and circle all the linking words.

Bow you are going to complete the chart on page 14 with information from the story read.

3b Completing the letter

Let’s go to page 14 and complete the letter using information from the chart in activity 2b.

How I’ve changed!

My life has changed a lot in the last few years. My daily life is different and I used to like different things when I was a child. For example, I used to like tests. Now, I don’t mind them. I used to hate gym. Now it’s my favorite class. I used to play basketball. Now, I just play the violin all the time. I used to run to school. Now, I have to take the bus.

3c Writing about changes in life

You are going to use the information in this unit to write about how your life has changed since primary school in your life.

Many changes have taken place in my life since primary school.

I used to live with my parents. Now I have to find time to visit them at weekends. I used to wear glasses. Now my eyes have become better. I can work without glasses.

I used to like short hair. Now, I don’t mind it.

I used to play piano. Now, it isn’t my favorite music instrument. I like playing violin very muchnow.

4a Asking and filling

When you are home talk to your parents and fill in the chart on page 14 to find out what your parents used to do when they were children and how it is different from what you do.

I… My parents used to…

Books I like reading the textbooks. My parents used to read newspapers.

Music I like playing violin. My parents used to play er’hu.

Sports I like watching football match on TV. My parents used to run on the playground in the morning.

Food I like eating rice. My parents used to have bread for lunch.

Favorite subject at school I like studying English at school. My parents used to study Chinese at school.

Favorite things I like computers. My parents used to be fond of bikes.

4b Doing groupwork

Now you shall talk with your classmates about your parents. Take notes of their life stories.

My parents used to take me on their back.

My parents used to hold me in their arms.

My father used to carry me on his bike. My father used to help me with my English.

My father used to watch TV with me.

My father used to read me stories in English.

Closing down by learning a poem by heart

To end this period we shall learn a children’s poem about peace.

What is Peace?

Peace is a bird chirping

in the warm Spring sunshine.

A silver fish darting from one clump

of underwater weeds to another, in the cool spring water.

Peace is a butterfly flying in the wind,

against a soft blue sky of summer.

SELF CHECK

1. Fill in each blank with the correct word given. Change the form of the word if necessary. Then make your own sentences with each word.

miss, be afraid, used to, have to, worry about

1.I am afraid of the sea. I don’t know how to swim.

2.Don’t worry about things so much. It will make you stressed out.

3.Sorry, I can’t join you. I have to study for a test.

4.I really miss my friend Tina. She moved to another town.

5.I used to have short hair but now I grow it long. 1.I am afraid of being too busy.

2.I used to get up early and stay in school/ all day.

3.My little sister worries about eating dinner.

4.I have to spend a lot of time doing homework.

5.I miss my father. He used to take me to concerts.

6.I have to do my homework.

7.I really miss the old days.

2. Look at the pictures on page 15 and write about Yu Mei.

It seems that Yu Mei has changed a lot. She used to be short when she was younger, but now she is tall. She used to be alone, but now she has many good friends. I remember she used to play football, but now she likes playing tennis. She used to have short hair, but now she grows it long. She looks more beautiful than before.

Just for fun!

To end the period let’s sing a English song Its name is I will go with my father a-ploughing (我和我爹去耕田).

Reading: He used to cause a lot of trouble.

Before you read-please go over the vocabulary list for unit 2 on page 147.

While you read-read aloud to the recording of the text and underline all the useful expressions. Discuss your problems with your partner if you have any difficulties with the reading passage.

He used to cause a lot of trouble.

Martin Murray is a fifteen-year-old boy. He used to be a ”problem child', but a recent conversation with his mother changed is life. He didn't use to give his mother many problems. However, after his father's death a few years ago, Martin’s life became much more difficult. His mother couldn’t afford to pay for her children's education. To do this, she had to work, and so was not often at home.

His mother looked after him as well as she could. Unfortunately, Martin still caused problems for himself and his family. He was not interested in studying, and he often got into trouble with the police. Luckily, his mother was very patient, and didn’t give up trying to help him. In the end, she made a difficult decision: to send him to a boys' boarding school. Martin hated it and used to cause a lot of trouble. One day, he told his teacher he wanted to leave the school. Even the teacher agreed that Martin was wasting his time.

The head teacher said it was necessary to talk with his mother. Martin called his mother, but to his surprise, this phone call changed his life. “It was exactly what I needed,” he said. “My mother helped me to understand how much she had given me. She also told me that even though my father was no longer with us, he was watching me, and would always take pride in everything good I do. That’s when I decided to change. I realize that since my father died, I have been afraid of being alone, and have tried to make my mother pay more attention to me.”

Now Martin has really changed. He has been working hard, and is now a top student in his class.

How was he able to change? His mother’s love helped him to feel good about himself, and as Martin himself says, “It’s very important for parents to be there for their children.”

After you read-copy all the underlined expressions into your notebook.

Expressions from He used to cause a lot of trouble.

a fifteen-year-old boy, a “problem child', a recent conversation with…, changed is life, give… many problems, after…’s death, a few years ago, become much more difficult, not afford to pay for…, not often at home, look after…, caused problems for…, not interested in studying, get into trouble with…, give up trying to help…, in the end, made a difficult decision, send…to a boys' boarding school, cause a lot of trouble, one day, leave the school, waste one’s time, talk with…, called…, to one’s surprise, change one’s life, be no longer with…, watch …, pride in…, be afraid of being alone, make… pay more attention to…, work hard, a top student in one’s class, feel good about…

Part 2: Teaching Resources(第二部分:教学资源)

I. List of simple adjectives

Able, Afraid, Bad, Big, Brave, Bright, Careful, Careless, Cheap, Clean, Clear, Clever, Cold, Comfortable, Cool, Close, Dangerous, Dark, Dead, Deep, Dirty, Dry, Difficult, Early, Easy, Empty, Exciting, Expensive, Fair, Famous, Far, Fast, Fat, Free, Fresh, Fine, Flat, Full, Funny, Good, Great, Happy, Hard, Healthy, Heavy, High, Hot, Hungry, Important, Interesting, Kind, Late, Large, Lazy, Light, Long, Loud, Low, Lucky, Narrow, Near, Noisy, Old, Polite, Proud, Quick, Quiet, Rich, Sad, Safe, Strong, Sweet, Thick, Thirsty, Tidy, Useful, Warm, Weak, Whole, Windy, Retrieved

II. List of emotions

fear - feeling afraid. Other words are terror (strong fear), shock, phobia (fear of one thing)

anger - feeling angry. Another word is rage. You can be angry with yourself or with others.

sorrow - feeling sad. Other words are sadness, grief (a stronger feeling, for example when someone has died) or depression (feeling sad for a long time). Some people think depression is a different emotion - see depression.

joy - feeling happy. Other words are happiness, glee (when something good happens to you. or something bad happens to someone else), gladness.

disgust - feeling something is wrong or dirty.

acceptance - feling happy with something.

anticipation - feeling happy because of something in the future.

surprise - how you feel when something happens quickly or when you did not think it would happen.

III. Emotions are:

Anger, opposite Calmness (not feeling excited)

Friendship (Love), opposite Enmity (feeling hate)

Fear, opposite Confidence (having no fear)

Shame, opposite Shamelessness (shame: how you feel when you think you are wrong or stupid; shamelessness: you do not feel shame, but others think you should.)

Kindness, opposite Unkindness (kindness: when you are good to other people)

Pity (when you feel sorry for other people)

Indignation (feeling angry because something is not fair)

Envy (how you feel when other people are luckier than you are)

IV. Simple emotions

discovery – confusion; gain – loss; surprise - no surprise – expectation; wonder surprise – commonplace; happiness – unhappiness; amusement – weariness; completion – incompleteness; courage - timidity – cowardice; pity – cruelty; repentance - lack of regret - innocence

V. Complex emotions

pride - modesty- shame; closeness - detachment – distance; complaint/pain - doing OK – pleasure; caution - boldness – rashness; patience - mere tolerance – anger; relaxation - composure - stress

VI. Pure emotions

fear - nervousness – security; togetherness – privacy; respect – disrespect; appreciation – envy; love - no love lost – hatred; familiarity – mystery;

VII. Propositional attitudes

attentive - inattentive – avoiding; alertness – exhaustion; intent - indecision - refusal

effort - no real effort – repose; hope – despair; desire - indifference – reluctance; interest - no interest - repulsion

VIII. Complex propositional attitudes

permission – prohibition; competence – incompetence; obligation – freedom; constraint - independence - resistance to constraint; request - negative request

suggestion - no suggestion – warning

Unit 3 Teenagers should be allowed to choose their own clothes.

Part 1: Teaching design (第一部分：教学设计)

Structures: should ﹢ be allowed to

Target language:

I think sixteen-year-olds should be allowed to drive.

I disagree. I think sixteen is too young.

Do you think thirteen-year-olds should be allowed to have part-time jobs?

No, I don’t.

Vocabulary: allow, pierce, silly, stay up, drive, driver’s license,

Do you think…? I agree. I disagree.

I don’t agree.

Learning strategies: Reflecting Transforming information

Section A

Goals

●To learn to use should ﹢ be allowed to

●To listen and speak about school life

Procedures

Warming up by learning new words

To start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart.

Warming up by learning about “should ﹢ be allowed to”

We shall first learn to use the structures: “should ﹢ be allowed to”. It is actually part of the passive uses of English.

Tense Subject Auxiliary Past

Participle

Singular Plural

Present The car/cars is are designed.

Present perfect The car/cars has been have been designed.

Past The car/cars was were designed.

Past perfect The car/cars had been had been designed.

Future The car/cars will be will be designed.

Future perfect The car/cars will have been will have been designed.

Present progressive The car/cars is being are being designed.

Past progressive The car/cars was being were being designed.

“should ﹢ be allowed to” can be used like this: He should be allowed to come. Animals should be allowed to live in the forest. Children should be allowed to watch TV at weekends.

1a Reading and circling

For practice of the “should ﹢ be allowed to” read the statements in the box on page 18 and circle A for agree or D disagree.

1b Listening and circling

Listen and circle “T” for true or “F” for false beside the statements in the box on page

18.

Tapescript

Woman:So, what are you doing this afternoon, Anna?

Girl:I’m going to the mall with John. He just got his driver’s license.

Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age.

Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.

Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.

Girl:I agree, but it’s fun to watch. Is it OK if we take the bus?

Woman:Well, I guess so.

Girl:Great! I want to buy a new blouse at the mall, too.

Woman:What kind are you going to buy? Maybe I should go with you.

Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes.

Woman:Well, I just want to be sure you get something nice.

Now try to copy the expressions from the listening tapescript on the blackboard into your notebook.

go to the mall with…, get one’s driver’s license, go with…, allow… to drive, be not serious enough, at that age, get one’s ears pierced, be allowed to get one’s ears pierced, be sorry later, it’s fun to watch, it is OK if…, take the bus, guess so, buy a new blouse at the mall, go with…, should be allowed to choose one’s own clothes, get something nice

1c Doing pairwork

In pairs look at the statements in activity 1a and make

conversation. You may use the phrases in the box on page 18

A: I think teenagers should be allowed to go out with their friends.

B: I agree. They are old enough.

A: I think teenagers should be allowed to go to the mall with their classmates.

A: I think teenagers should be allowed to get their driver’s license.

A: I think teenagers should be allowed to drive.

A: I think teenagers should be allowed to get their ears pierced.

A:I think teenagers should be allowed to watch TV at weekends.

A: I think teenagers should be allowed to take the school bus.

A: I think teenagers should be allowed to buy a new blouse at the mall

A: I think teenagers should be allowed to choose their own clothes.

B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough.

2a Listening and checking

Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks.

Tapescript

Molly: Larry is working late again tonight, Kathy.

Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep.

Molly: I disagree with you. Teenage boys never get tired.

Kathy: Well, maybe. But Larry shouldn’t work every night.

Molly: Oh, I agree. He needs time to do homework.

Kathy: You know, Molly… he should really cut his hair.

Molly: Oh, I disagree. I kind of like it. It looks cool!

Kathy: You know what worries me-Larry doesn’t seem to

have many friends.

Molly: Yeah, I know. I think he shouldn’t work on weekends.

Kathy: Oh I agree, Molly. He needs to spend time with friends.

Molly: Like you and me?

Kathy: Maybe.

2b Listening and numbering

You are going to listen again to the recording just now to

number Kathy’s and Molly’s reasons in the correct order on

page 19.

Now you shall copy all the important expressions from the listening script.

work late, sixteen-year-olds, be allowed to work at night,

disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with …

2c Doing pairwork

Next you are going to make in pairs a list of things teenagers

should and should not be allowed to do. Discuss your list

with your partner.

A: Do you think teenagers should be allowed to drive?

B: Yes, I think so.

A: Do you think teenagers should be allowed to work late at night?

B: No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep.

A: Do you think teenagers should be allowed to disagree with their teachers?

B: Yes, I think so.

A: Do you think teenagers should be allowed to get tired doing their homework?

B: No, I don’t think so.

A: Do you think teenagers should be allowed to work every night?

B: Yes, I think so.

A: Do you think teenagers should be allowed to cut one’s hair?

B: Yes, I think so. I kind of like my own style. It looks cool.

A: Do you think teenagers should be allowed to have many friends?

B: No, I don’t think so. They may meet bad people if they have too many friends.

A: Do you think teenagers should be allowed to work on weekends?

B: It depends on what they do. They may spend time with parents on weekends.

3a Reading and writing

You are to read a dialogue between Sun Fei and Wu Yu on page 20. After reading you shall write in the chart Sun Fei’s and WuYu’s rules. Use “Don’t…” and “You can” to express your ideas.

Jot down all the useful phrases form their dialogue.

have a lot of rules, at one’s house, for example, stay at home, on school nights, study at a friend’s house, go to the movies, on Friday nights, to be home by 10:00 pm, on Saturday afternoons, go shopping with…, choose one’s own…, get one’s ears pierced

3b Doing pairwork

In pairs role play the conversation in 3a using the information in the chart on page 20.

A: What rules do you have at home?

B: Well, I’m not allowed to go out on school nights. How about you?

A: I’m not allowed to go out on school nights either. But I can watch TV with my sister.

A: What rules do you have at school?

B: Well, We’re not allowed to go out to movies on school nights. How about you?

A: We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground.

4 Doing groupwork

Turn to page 20 and find someone in your group who has to go home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his room every morning.

Write their names in the chart on page 20

Closing down by reciting a kid poem

Another kid's poem

There is nothing under the bed

Or on your closet floor,

The monster is inside your head

Don't worry anymore.

It'll be there every night

In your dreams to give you fright

Every time you turn off the light

As long as you believe it.

There is no monster on the stairs

Nor anywhere down the hall

This old house just settles at night

You hear the creaks, that's all

You think you see a dragon peek

Through the window with a fang-ed beak

And that's why you can't go to sleep

As long as you believe it.

Mama loves you, daddy, too

And you will grow up tall

Nothing's going to happen to you

We'll take care of it all.

You will be a fine young man

A brave little boy who never ran

Whatever you want to do, you can

As long as you believe it.

So listen to me now, you pooh

It's off to sleep right now with you.

Daddy knows what you can do

As long as you believe it.

SECTION B

Goals

●To read about rules of school

●To talk about rules of school

Procedures

Warming up by talking about rules

Hello, class. Are there any rules for us in this class? What are they? How were they made?

Now list some of them and talk about them in pairs.

1a Reading and checking

Read the questions on page 21 and write either “A” for always, “U” for usually, “S” for sometimes or “N” for never.

Do you ever…

1.get to class late?

2.study with friends?

3.finish a test early?

4.worry that you’ll fail a test?

5.go home after school?

6.stay up until 11:00 pm?

7.stay at home on school nights?

8.watch TV every night?

9.clean up his room every morning?

1b Doing pairwork

In pairs you are to talk about your answers in activity 1a.

Do you ever have your ears pierced? Yes, I sometimes have my ears pierced.

Do you ever stay up at weekends’ night? Yes, I sometimes stay up at weekends’ night.

Do you ever drive alone? Yes, I sometimes drive alone.

Do you ever lose your driver’s license? Yes, I sometimes lose my driver’s license.

2a Listening and circling

I am going to play a dialogue to you. It is between a man and a boy called Peter. They are talking about a math test. You are to listen and circle the things in activity 1a you hear. While listening try to note the expressions used.

Tapescript

Man: What’s the matter, Peter?

Boy: I think I’m going to fail a math test, Dad.

Man: You are? Why?

Boy: Well, I missed the bus and I had to walk to school.

Man: So?

Boy: I’m not allowed to get to class late, and there was a big test today.

Man: And you weren’t allowed to take the test?

Boy: That’s right. But I know I could pass that test.

Man: Well, Peter, the school has to have rules, you know.

Boy: I know. But I should be allowed to take the test later. It’s not fair.

Man: I agree. Maybe you could talk to the teacher after school.

Boy: Yeah. Maybe if I explain what happened, she’ll understand.

2b Listening and matching

Listen again to the dialogue and match the sentence parts in the box on page 21.

Now copy down the expressions from the dialogue into your notebook. They are shown on the blackboard.

2c Doing group work

Read the statements and discuss them with your group members.

1.Peter should be allowed to take the test later.

A: I think Peter should not be allowed to take the test later.

B: I don’t agree.

C: I think he could take it with Class 2 tomorrow.

2.Students need strict rules.

…

3.Parents should not be too strict with teenagers.

…

4.Mary should not fail a math test.

…

5.We will miss the bus.

…

6.I have to walk to school.

…

7.We can talk to the teacher after school.

…

3a Reading and answering

Next it’s reading time. Let’s read the article on page 22 and answer the questions following it. Try to put the sentences into parts and underline the expressions.

The other day, my friends and I/ talked about the rules/ that we have/ in school. At our school, we have to wear uniforms/ every day. The problem is that/ all my classmates/ think/ the uniforms are ugly. We think/ young people should look smart/ and so/ we would like to wear our own clothes. Our teachers believe that/ if we did that, we would concentrate more on our clothes/ than our studies. We disagree. We would feel more comfortable/ and that is good/ for studying. If we can't do that, we should be allowed/ to design our own uniforms. That would be a good way/ to keep both teachers and students/ happy. It’s also probably a good idea /for parents/ to allow teenagers/ to study/ in groups/ during evening. I know/ we get noisy sometimes, but/ we learn a lot /from each other. We also think that/ vacations should be longer. At present/ they're too short. Longer vacations/ would give us time/ to do things/ like volunteering. Last summer/ I had an opportunity/ to volunteer/ at the local hospital, but/ I couldn’t/ because/ I had to go back to schools. It would be a good experience/ for me/ because I want to be a doctor/ when I'm older.

3b Doing pairwork

Role play a conversation using information from 3a.

A: I think our school rules of always wearing school uniforms at school should be changed.

B: Well, Mary and I talked about the rules the other day.

A: At our school, we have to wear uniforms every day. That is bad for us.

B: Yes, I agree. The problem is that all of us think the uniforms are ugly.

A: I think young people should look smart and so we should be allowed to wear our own clothes.

B: But our teachers believe that if we did that, we would concentrate more on our clothes than our studies.

A: I disagree with them. We would feel more comfortable and that is good for studying. If we can't do that, we should be allowed to design our own uniforms. That would be a good way to keep both teachers and us happy.

B: It’s also probably a good idea for parents to allow us to study in groups during evening.

A: I think so. I know we get noisy sometimes, but we learn a lot from each other.

B: I also think that vacations should be longer.

A: I agree with you on that. At present they're too short. Longer vacations would give us time to do things like volunteering.

B: Last summer I had an opportunity to volunteer at the local hospital, but I couldn’t because I had to go back to schools. It would be a good experience for me because I want to be a doctor when I'm older.

A: Let’s go to talk to our teachers about the school rules after school.

B: OK! I agree with you!

4 Making a list of rules

Suppose you and your friend are starting an English club. Make a list of rules about what should and should not be allowed.

1. Members are allowed to work with a group.

2. Members are allowed listen to English.

3. Members are allowed play games with their classmates.

4. Members are allowed do actions such as coloring, matching.

5. Members are allowed sing English songs.

6. Members are allowed to write letters and emails.

7. Members are allowed act out simple dialogues.

8. Members are allowed listen to and understand stories.

9. Members are allowed to write simple sentences.

10. Members are allowed to imitate from the recording.

Closing down by learning an English poem

Get Up! Get Up!

”Get up! Get up! Get out of bed

you lazy bum, you sleepyhead.“

Yes, that is what my mother said

at eight-oh-five today.

She left the house and drove to work.

She'll soon be feeling like a jerk

when she finds out -- I have to smirk --

Today is Saturday.

--Kenn Nesbitt

SELF CHECK

1 Filling in blanks

To test your study this week you are to fill in each blank on page 23 with a correct word given. Change the form if it is necessary.

2 Reading and writing

You are going to read the article on page 23 first and then write a letter to the editor agreeing or disagreeing. Explain your reasons.

While you are reading cut the sentences into thought groups and underline the expressions.

3. Helping and learning

At our school, we sometimes have a special day/ to help others. Last year/ we went to an old people’s home/ and sang songs/ and performed a play /for them. The old people were very happy. We should be allowed/ to take time/ to do things/ like that/ more often. For example, we should visit primary schools/ and help teach young students. I want to be a teacher/ when I'm older/ so it would be a great experience/ for me. Other students would like to do other jobs. For example, my friend Tian Ge wants/ to write for a newspaper. She should be allowed/ to volunteer/ at the newspaper office/ once a week. On Friday afternoons, many students are sleepy/ after a long week of classes. Some students should be allowed/ to have Frid

篇2：新目标英语九年级全套教学设计Unit 1-15(新目标版九年级英语上册教案教学设计)

Unit 3 Teenagers should be allowed to choose their own clothes.

Part 1: Teaching design (第一部分：教学设计)

Structures: should ﹢ be allowed to

Target language:

I think sixteen-year-olds should be allowed to drive.

I disagree. I think sixteen is too young.

Do you think thirteen-year-olds should be allowed to have part-time jobs?

No, I don’t.

Vocabulary: allow, pierce, silly, stay up, drive, driver’s license,

Do you think…? I agree. I disagree.

I don’t agree.

Learning strategies: Reflecting Transforming information

Section A

Goals

●To learn to use should ﹢ be allowed to

●To listen and speak about school life

Procedures

Warming up by learning new words

To start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart.

Warming up by learning about “should ﹢ be allowed to”

We shall first learn to use the structures: “should ﹢ be allowed to”. It is actually part of the passive uses of English.

Tense Subject Auxiliary Past

Participle

Singular Plural

Present The car/cars is are designed.

Present perfect The car/cars has been have been designed.

Past The car/cars was were designed.

Past perfect The car/cars had been had been designed.

Future The car/cars will be will be designed.

Future perfect The car/cars will have been will have been designed.

Present progressive The car/cars is being are being designed.

Past progressive The car/cars was being were being designed.

“should ﹢ be allowed to” can be used like this: He should be allowed to come. Animals should be allowed to live in the forest. Children should be allowed to watch TV at weekends.

1a Reading and circling

For practice of the “should ﹢ be allowed to” read the statements in the box on page 18 and circle A for agree or D disagree.

1b Listening and circling

Listen and circle “T” for true or “F” for false beside the statements in the box on page

18.

Tapescript

Woman:So, what are you doing this afternoon, Anna?

Girl:I’m going to the mall with John. He just got his driver’s license.

Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age.

Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.

Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.

Girl:I agree, but it’s fun to watch. Is it OK if we take the bus?

Woman:Well, I guess so.

Girl:Great! I want to buy a new blouse at the mall, too.

Woman:What kind are you going to buy? Maybe I should go with you.

Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes.

Woman:Well, I just want to be sure you get something nice.

Now try to copy the expressions from the listening tapescript on the blackboard into your notebook.

1c Doing pairwork

In pairs look at the statements in activity 1a and make

conversation. You may use the phrases in the box on page 18

A: I think teenagers should be allowed to go out with their friends.

B: I agree. They are old enough.

A: I think teenagers should be allowed to go to the mall with their classmates.

A: I think teenagers should be allowed to get their driver’s license.

A: I think teenagers should be allowed to drive.

A: I think teenagers should be allowed to get their ears pierced.

A:I think teenagers should be allowed to watch TV at weekends.

A: I think teenagers should be allowed to take the school bus.

A: I think teenagers should be allowed to buy a new blouse at the mall

A: I think teenagers should be allowed to choose their own clothes.

B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough.

2a Listening and checking

Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks.

Tapescript

Molly: Larry is working late again tonight, Kathy.

Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep.

Molly: I disagree with you. Teenage boys never get tired.

Kathy: Well, maybe. But Larry shouldn’t work every night.

Molly: Oh, I agree. He needs time to do homework.

Kathy: You know, Molly… he should really cut his hair.

Molly: Oh, I disagree. I kind of like it. It looks cool!

Kathy: You know what worries me-Larry doesn’t seem to

have many friends.

Molly: Yeah, I know. I think he shouldn’t work on weekends.

Kathy: Oh I agree, Molly. He needs to spend time with friends.

Molly: Like you and me?

Kathy: Maybe.

2b Listening and numbering

You are going to listen again to the recording just now to

number Kathy’s and Molly’s reasons in the correct order on

page 19.

Now you shall copy all the important expressions from the listening script.

work late, sixteen-year-olds, be allowed to work at night,

disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with …

2c Doing pairwork

Next you are going to make in pairs a list of things teenagers

should and should not be allowed to do. Discuss your list

with your partner.

A: Do you think teenagers should be allowed to drive?

B: Yes, I think so.

A: Do you think teenagers should be allowed to work late at night?

B: No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep.

A: Do you think teenagers should be allowed to disagree with their teachers?

B: Yes, I think so.

A: Do you think teenagers should be allowed to get tired doing their homework?

B: No, I don’t think so.

A: Do you think teenagers should be allowed to work every night?

B: Yes, I think so.

A: Do you think teenagers should be allowed to cut one’s hair?

B: Yes, I think so. I kind of like my own style. It looks cool.

A: Do you think teenagers should be allowed to have many friends?

B: No, I don’t think so. They may meet bad people if they have too many friends.

A: Do you think teenagers should be allowed to work on weekends?

B: It depends on what they do. They may spend time with parents on weekends.

3a Reading and writing

Jot down all the useful phrases form their dialogue.

3b Doing pairwork

In pairs role play the conversation in 3a using the information in the chart on page 20.

A: What rules do you have at home?

B: Well, I’m not allowed to go out on school nights. How about you?

A: I’m not allowed to go out on school nights either. But I can watch TV with my sister.

A: What rules do you have at school?

B: Well, We’re not allowed to go out to movies on school nights. How about you?

A: We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground.

4 Doing groupwork

Write their names in the chart on page 20

Closing down by reciting a kid poem

Another kid's poem

There is nothing under the bed

Or on your closet floor,

The monster is inside your head

Don't worry anymore.

It'll be there every night

In your dreams to give you fright

Every time you turn off the light

As long as you believe it.

There is no monster on the stairs

Nor anywhere down the hall

This old house just settles at night

You hear the creaks, that's all

You think you see a dragon peek

Through the window with a fang-ed beak

And that's why you can't go to sleep

As long as you believe it.

Mama loves you, daddy, too

And you will grow up tall

Nothing's going to happen to you

We'll take care of it all.

You will be a fine young man

A brave little boy who never ran

Whatever you want to do, you can

As long as you believe it.

So listen to me now, you pooh

It's off to sleep right now with you.

Daddy knows what you can do

As long as you believe it.

SECTION B

Goals

●To read about rules of school

●To talk about rules of school

Procedures

Warming up by talking about rules

Hello, class. Are there any rules for us in this class? What are they? How were they made?

Now list some of them and talk about them in pairs.

1a Reading and checking

Read the questions on page 21 and write either “A” for always, “U” for usually, “S” for sometimes or “N” for never.

Do you ever…

1.get to class late?

2.study with friends?

3.finish a test early?

4.worry that you’ll fail a test?

5.go home after school?

6.stay up until 11:00 pm?

7.stay at home on school nights?

8.watch TV every night?

9.clean up his room every morning?

1b Doing pairwork

In pairs you are to talk about your answers in activity 1a.

Do you ever have your ears pierced? Yes, I sometimes have my ears pierced.

Do you ever stay up at weekends’ night? Yes, I sometimes stay up at weekends’ night.

Do you ever drive alone? Yes, I sometimes drive alone.

Do you ever lose your driver’s license? Yes, I sometimes lose my driver’s license.

2a Listening and circling

Tapescript

Man: What’s the matter, Peter?

Boy: I think I’m going to fail a math test, Dad.

Man: You are? Why?

Boy: Well, I missed the bus and I had to walk to school.

Man: So?

Boy: I’m not allowed to get to class late, and there was a big test today.

Man: And you weren’t allowed to take the test?

Boy: That’s right. But I know I could pass that test.

Man: Well, Peter, the school has to have rules, you know.

Boy: I know. But I should be allowed to take the test later. It’s not fair.

Man: I agree. Maybe you could talk to the teacher after school.

Boy: Yeah. Maybe if I explain what happened, she’ll understand.

2b Listening and matching

Listen again to the dialogue and match the sentence parts in the box on page 21.

Now copy down the expressions from the dialogue into your notebook. They are shown on the blackboard.

2c Doing group work

Read the statements and discuss them with your group members.

1.Peter should be allowed to take the test later.

A: I think Peter should not be allowed to take the test later.

B: I don’t agree.

C: I think he could take it with Class 2 tomorrow.

2.Students need strict rules.

…

3.Parents should not be too strict with teenagers.

…

4.Mary should not fail a math test.

…

5.We will miss the bus.

…

6.I have to walk to school.

…

7.We can talk to the teacher after school.

…

3a Reading and answering

Next it’s reading time. Let’s read the article on page 22 and answer the questions following it. Try to put the sentences into parts and underline the expressions.

3b Doing pairwork

Role play a conversation using information from 3a.

A: I think our school rules of always wearing school uniforms at school should be changed.

B: Well, Mary and I talked about the rules the other day.

A: At our school, we have to wear uniforms every day. That is bad for us.

B: Yes, I agree. The problem is that all of us think the uniforms are ugly.

A: I think young people should look smart and so we should be allowed to wear our own clothes.

B: But our teachers believe that if we did that, we would concentrate more on our clothes than our studies.

B: It’s also probably a good idea for parents to allow us to study in groups during evening.

A: I think so. I know we get noisy sometimes, but we learn a lot from each other.

B: I also think that vacations should be longer.

A: I agree with you on that. At present they're too short. Longer vacations would give us time to do things like volunteering.

A: Let’s go to talk to our teachers about the school rules after school.

B: OK! I agree with you!

4 Making a list of rules

Suppose you and your friend are starting an English club. Make a list of rules about what should and should not be allowed.

1. Members are allowed to work with a group.

2. Members are allowed listen to English.

3. Members are allowed play games with their classmates.

4. Members are allowed do actions such as coloring, matching.

5. Members are allowed sing English songs.

6. Members are allowed to write letters and emails.

7. Members are allowed act out simple dialogues.

8. Members are allowed listen to and understand stories.

9. Members are allowed to write simple sentences.

10. Members are allowed to imitate from the recording.

Closing down by learning an English poem

Get Up! Get Up!

”Get up! Get up! Get out of bed

you lazy bum, you sleepyhead.“

Yes, that is what my mother said

at eight-oh-five today.

She left the house and drove to work.

She'll soon be feeling like a jerk

when she finds out -- I have to smirk --

Today is Saturday.

--Kenn Nesbitt

SELF CHECK

1 Filling in blanks

To test your study this week you are to fill in each blank on page 23 with a correct word given. Change the form if it is necessary.

2 Reading and writing

You are going to read the article on page 23 first and then write a letter to the editor agreeing or disagreeing. Explain your reasons.

While you are reading cut the sentences into thought groups and underline the expressions.

3. Helping and learning

Dear Editor,

I would like to reply to the article “Helping and Learning” in your last newspaper. I agree with some ideas and disagree with others.

The article said that students should be allowed to go to an old people’s home and sing songs and perform a play for them. That is very good for us. We should be allowed to take time to do things like that more often. We should be allowed to visit primary schools and help teach young students.

Your article said that helping teach young students would be a great experience for us. I disagree with you on that. Some of us would like to do other jobs than teaching in the future. So helping teach young students at primary schools would be a waste of time for them. For example, my friend Tian Ge wants for a newspaper. People like her should be allowed to volunteer at the newspaper office more often. You said also that students should be allowed to have sleepy Friday afternoons off to volunteer and help others. I do not agree with you on that. We have worked the whole working days. On Friday afternoons we have to take a rest first. We need time to relax ourselves first and then we can do some volunteering work helping others.

Sincerely yours,

John F. Ken

Just for fun

To end this busy period we shall take time to learn and read aloud an English poem for kids.

My Feet

My feet, my feet,

I love my feet.

I think they're great,

I think they're neat.

They're pretty, pink,

and picturesque.

They look so perfect

on my desk.

Unfortunately,

sad to tell,

they also have

a funny smell.

So though I'm fast,

and though I'm fleet,

and though at sports

I can't be beat,

no team will pick

me to compete,

because they always

smell defeat.

--Kenn Nesbitt

Reading: Should I be allowed to make my own decisions?

Before you read, go over the new words for this part on 148.

While you read, listen to the recording and underline all the expressions.

Many teenagers have hobbies. But sometimes these hobbies can get in the way of schoolwork, and parents might worry about their child's success at school. Teenagers often think they should be allowed to practice their hobbies as much as they want. Do you agree?

Liu Yu, a fifteen-year-old from Shandong, is a running star. He is in his school running team, and has always wanted to be a professional athlete. However, his parents won't allow him to train as much as he would like to. ”Of course we want to see Liu Yu achieve his dreams,” says Mr Liu, “and we know how much he loves running. That's great, and my wife and I watched him in every one of his races. We have nothing against running! But we do think that our son needs to be realistic. Now he is getting older, he needs to think about what will happen if he doesn't become a professional runner in the end.”

Liu Yu doesn't really agree. “Well, I think I should be allowed to make decisions for myself,” he says. “ My parents have always taught me the importance of working hard and not just to do what I enjoy. I understand this. But I'm serious about running. Being a professional runner is the only thing I have ever wanted to do.”

Mr and Mrs Liu believe that Liu Yu should study hard in the evenings, and so they don't allow him to practice running on school nights. “I know this might seem strict,” says Mrs Liu, “but we think we're doing the right thing. He has to understand that very few people can become professional athletes. It's a very difficult dream to achieve. We don't allow him to practice every day because we think he needs to spend time on his homework.”

But Liu Yu still doesn't agree. “I know my parents care about me,” he says. “But they are always talking about what will happen if I don't succeed. But I will succeed! I think I should be allowed to make this decision myself. Only then will I have a chance of achieving my dream.”

After you read, read aloud the text again, to yourself, or to the tape and copy down all the expressions, too.

Part 2: Teaching Resources(第二部分:教学资源)

The Trouble with Teenagers

People now care more about what teenagers are thinking about and feeling because they know there are hard moments in the life of teenagers.

Varieties of troubles are seriously puzzling teenagers, such as hard study, the gap between parents and kids, relationship between themselves and their classmates, teachers and friends.

Among them, the problem of “the generation gap” has become more and more obvious. The argument on this is widely spread. Different people hold different views. But we cannot fail to admit the fact that there are no hearts as delicate as those of teenagers, as everything is happening to them for the first time. Teenagers are certainly different from adults in many ways. They don't know the right way in which they can make everyone happy and satisfied. They are certainly lack of experience. That's why parents are always complaining about their being misunderstood. They say, they love their kids so much as to do everything for them. Is that the true love their children want? No, teenagers say, the true love which they long for should contain courage, correct guide and support instead of endless complaints about marks, marks, marks and strong pressure. So the teenagers are now even said to have been leading a harder life.

The trouble with teenagers is that they haven't learned how to be controlled. Living life right down the middle, with all its attendant landmines, is all they know. It hasn't occurred to them to run in a zigzag pattern.

They are more emotional than people think. If something serious happens to them, they will be deeply hurt. You can always hear the voice from a teenager that they haven't learned enough how to appear to be fine.

The adults have recognized that they should show more care for the teenagers, especially their school life. Teenagers have their own special way of thinking.

I have also got my own troubles. My grandpa passed away in September last year, which has greatly changed my life. He was even one of my best friends ever since I was born. He lived with my family for the past 18 years, the happiest time in his eyes. I have never admitted his death as a fact till now.

Things which happened between us have come to my mind. All over again, I felt those powerful losses crisscrossing my own heart, and I know that when you say goodbye to a beloved grandparent, you say goodbye to something happy, something young in yourself. And that something never really returns and the pain never really goes away.

No matter how hard a life the teenagers are leading, they will forever stand still and march forward straight and bravely.

篇3：新目标九年级 Unit 4 探究活动课教案(新目标版九年级英语上册教案教学设计)

【活动内容】

让学生巩固书信和E-mail的格式，掌握写信和发E-mail两种通讯方式，对比两者哪个更好。

【活动综述】

这个讨论活动的设计使学生真正把语言当作交际工具来使用，学生从自己的生活经验和认知水平出发，实践、参与、合作与交流，大胆地表达自己的观点。这次讨论活动开拓了学生的思路，激发学习的热情，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、形成自主学习能力的过程。

【活动目标】

1．让学生复习和巩固英语书信的格式，帮助学生掌握用英语发E-mail的方法。

2．通过小组讨论“写信和发E-mail哪个更好”，提高学生的会话、辩论、对比的能力，培养辩证地看问题的意识；加强学生运用现代化通讯手段的能力；培养环保意识和与时俱进的精神。

【活动准备】

1．准备一封海外来信和E-mail的范文。

2．提前安排学生用英语给老师和同学写信和发E-mail。

【活动过程】

一、活动导入，激发兴趣。

1．提问了解情况：

Do you often write to your friends who are not in China ?

Have you got any penfriends abroad?

Do you write to them in English?

2．复习英文书信的格式(包括信封和内容的格式)和E-email地址和内容的写法。

篇4：新目标英语九年级全册教案Unit9 When was it invented?(新目标版九年级英语上册教案教学设计)

第一课时

Section A

教学目标：

学习一般过去时的被动语态和特殊疑问句

Step 1 Warming up

Show some pictures or things to the student, and writes the words(telephone, computer, TV, alarm clock, light bulb, calculator battery-operated slipper) on the blackboard.

T: What can you see in the picture?

S: We can see a light see a light bulb.

Ask students to read the words together.

Step 2 Watching and talking

Choose inventions in the book to ask students to guess when each one was invented. Have several different students guess and write the date on the blackboard, and ask them to number the pictures in the order what they think.(According to the time when they were invented?)

T: When was the car invented?

S1: I think it was invented in 1885

S2: I think it was invented before the computer.

S3: I think it was invented after the TV.

Step 3 Listening and practice.

Ask five students to read the date of these things invented. Then, play the tape, the students match the inventions with the dates.

Use this information to practice 1c,and ask several groups to role play 1c.

Step 3 Listening and practice.

Ask five students to read the date of these things invented. Then, play the tape, the students match the inventions with the dates.

Step 4 Listening

2a Make sure they know the meaning of these things. Then play the tape, the students number the inventions

2b Read the instruction. Listen again, match the inventions with their inventors and uses

Read the listening text and understand it.

Step 5 Pairwork

Ask students to use the information in 2b to make dialogue, and then present them for other students.

Homework： Write the words.

第二课时

教学目标：熟练掌握被动语态用法，学会用被动语态表达对发明事物的认识和看法。

Step 1 Revision

Ask students to use “be invented be used for ”to ask and answer the questions. Point out it is passive voice.

Use “allow sb to do sth, be allowed to do sth” to make sentences, lead them to say which one is passive voice, which one is active voice.

主动语态：主语是谓语动词的执行者。

被动语态：主语谓语动词的承受者。

Step 2 Grammar Focus

Read the sentences in Grammar Focus and translate them into Chinese. Then find out the structure of the special question.

Step 3 Competiton

Ask students to recite the sentences in several minutes, and then have a dictation between boys and girls.

Step 4 Pairwork

Read the instruction, make sure they understand “What are helpful inventions? What are annoying inventions?”

Divide them into two groups to make a list of five helpful inventions and five annoying inventions. Ask several students to read out the work and tell why?

Step 5 Practice

Have a competition among the groups, find out which group recite the dialogue the most quickly.

Step 6 Imagine

Ask them “If you were alone on a tiny island, you can take 5 things, What things do you choose and why”

Exercise：

翻译句子：

1．电池拖鞋用来在黑暗里照明。

2．计算器是1971年发明。

3．电脑是谁发明的？

4．你认为最有用的发明是什么？

5．每天电灯给人民更多的时间去工作，去玩。

第三课时

Section B

教学目标：学会表达这些创造和发明对你的生活的帮助或对生活质量的提高的认识。

Step 1 Warming up

T: I like apples best. What kind of fruit/food/drink do you like best?

S: I like French fries.

T: Why?

S: Because it’s very crispy and salty.

Write the things and the tastes on the blackboard, and ask them to read them together.

Step 2 Presentation

Ask students to look at the pictures in 1a, and answer “What are they?” and then describe how food tastes and finish 1a and 1b.

Step 3 Listening

Play the tape, circle “T” “F”

Key point:

1. by mistake 错误的，偶然的（by accident, by chance）

I took your umbrella by mistake.

2. in the end = at last = finally 最后，终于

Step 4 Listening

Listen to the tape again sentence by sentence, and ask them fill in the blank. At last, ask them to read the listening text follow the tape.

Exercise:

同意句转换：

1. When did they build the school?

When ______ the school_______ ？

2. How do you make a cake?

How ______a cake _______ ?

3. I filled the basket with flowers.

The basket ______ ______ with flowers

4. This sad story was written by Charles Dickens.

Charles Dickens ______ this sad story.

5. We use it to open the door.

It ______ _______ to open the door.

第四课时

教学目标：

通过被动语态表达的发明和创造的事物来认识人类的科技进步和培养学生的创新能里来表达到情感，态度和价值观

Step 1 Revision

Ask students to describe the taste of some food. And ask : “What about tea? Who invented it? When was it invented?”

Step 2 Reading and Comprehending

3a Read the article and answer the questions in the book. Then make sure the students comprehend the whole passage.

Key point:

1. remain 指人逗留一定的场所，物逗留或保持原来的状态

stay 指人逗留一定的场所，不能指物。

I remained in the country for three days.

I stayed in the country for three days.

2. notice v. 注意 n. 注意=attention

She didn’t notice me.

He paid no notice/attention to her.

Step 3 Writing.

Read the instruction, and ask them to write an article using the notes in the box. Then several students read their article.

Homework: Recite 3a.

第五课时

教学目标：

巩固使用被动语态描述事物。

Step 1 Self Check

Part one, ask them to read the words in the box, and make sure they know the meaning of them.

Then the students fill in each blank with the correct words

Part 2, tell them the information of these inventions. Divide them into several groups to write different things. And ask them to read their work.

Homework: Write the words.

第六课时

教学目标：阅读理解文章的意思

Step 1 Free talk

Ask: “ What do you think is the most popular sports in the world? Do you like basketball? Do you know when the basketball was invented?”

Step 2 Reading.

At first, students read the passage by themselves and find out the answers of the questions in Part 3b. Then learn the passage carefully.

Key points:

1. over = more than 表示数量，程度 “在…以上，超过”

He is over forty.

2. including prep. “包括（某人/某物）, 在内” 相当于 having sb/sth as a part.

include v. = have sb/sth as a part of a whole “包含，包括（某人/某物）”

3. invent 指运用想象力，创造出新事物

Bell invented the telephone.

discover 指发现原来存在，但是尚未被人挖掘或认识的事物

Columbus discovered America in 1492.

find out 指经过努力“把搞…清楚”

We have to find out when the class meeting will take place.

4. divide 分开，划分

Let’s divide ourselves into several groups.

5. the number of + 复数名词表示“…的数量”，该结构做主语时，谓语动词用单数

a number of+ 复数名词表示“许多” 相当于many, a lot of, 做主语时，谓语动词用复数

The number of students in our class is 38.

A number of students are in the classroom.

Homework: Read the article.

篇5：9年级英语人教版新目标上册 Unit 3 Section A 教案教学设计(新目标版英语九年级)

9年级英语人教版新目标上册 Unit 3 Section A

水湾中学刘景丽

一.整体设计思路、指导依据说明

利用生活中的实例，来谈论允许做的事，并让学生表达 agree 或 disagree。运用句型 should be allowed to. 让学生自己讨论该做什么和不该做什么，发表自己的主见。

二.教学背景分析

教学内容分

本课时是本单元的基础部分，让学生利用图片、课件和录音机，指导学生听录音，让他们自己来讨论做什么和不该做什么，加强 pair work 活动的开展。

学生情况分析：

学生基础可以，但是有一小部分学生能力差，他们能会读，听清，表达自己的意见就可。大部分的学生要能会听、会读、会运用语言。

三.教学目标分析

（1）基本目标

注重口语训练，通过听、说微型训练活动达到交际的目的。

（2）情感态度与价值观

讨论允许做与不允许做的事，并要求学生发表自己的观点，引导学生明辨是非。

四。教学重点、难点分析

教学重点：本课注重口语训练，通过听、说、读训练活动，达到教学目的。

教学难点：运用 Reflecting 和 Transforming information 的学习策略，引导学生谈论Rules.

五.教学过程设计

步骤1：情景导入。

设计意图：利用生活实例，让学生注意规章制度。

步骤2：师生互动。

设计意图：利用师生互动，来完成本课所展示的重点内容，达到听说训练的目的。

步骤3：协作学习

设计意图：让学生在合作学习中，体会语言的使用情景和运用语言的目的。

.Step1 Lead in(情景导入)

1. 引导学生练习制作图书室或微机室学生注意事项表。参考词汇如下；

Make some rules for a new library .The following phrases may help you :

Smoking , bring food or drinks , make noise , throw paper about , make…dirty ,take away books without permission ,reading aloud…

2 .学生参考以上词汇，制作图书室学生注意事项表。

A . Don’t smoke in the library .

3. 再播放图书室学生注意事项表的幻灯片，给学生对照和参考。

Step2 师生互动。

A. Play Section A 1a 中的插图设计的图片，显示1a 方框中的句子，要求学生发表意见。

B. Play the tape and let the students finish Section A 1b.

C. Use Pair work .Have the students make up conversation and practice Section A 1c

D． Have the students read 2a and then play the tape in Section A 2a and circle “T” or “F”.

E．播放Section A 2b部分的录音，要求学生给2b部分方框中的句子排序.

F． Ask the students to make up conversation .引导学生根据 2a 和 2b 部分的内容 ,完成 2c 部分的练习。

Step 3 Group work (合作学习)

A. 引导学生分成2人小组，合作完成Sun Fei 和 Wu Yu 所要遵循的生活规则表，完成部分的学习任务。

B. 引导学生进行课堂口语训练，完成 3b部分 Pair work 活动学习任务。

C. 引导学生开展 Group work 活动，对2－4人进行调查，并填写调查结果。

Talk to other students in the class and find two to four people who have follow these rules.

Step 4 Summary (小结)

We talk about what we are allowed to do,并表达 agree 或 disagree. We learn how to use “should be allowed to。通过 Sun Fei 和 Wu Yu的谈话内容，了解她们所要遵循的生活规律。

六.教学评价设计

评价内容：A．学生通过学习来掌握语言，并达到运用的能力。

B．学生听、说、读有了提高。

评价方法：A．利用学生在课堂中的表现加以激励。

B．运用语言教会学生明辨是非。

篇6：Teaching plan 教案教学设计(新目标版英语九年级)

Teaching plan

Subject English Class Class2.Grade9 Teacher Su Yuqin Date Sep.26th

Content Unit4 What would you do ? (period one) Type Dialogue

Teaching aims Knowledge Master the new words “million ,medical and research”. The structure: “What would you do if you …… ? I would …… .”

How to use target language to talk about imaginary situations.

Ability To cultivate the students’ ability of listening and speaking.

Develop the Ss’ abilities of communication by learning the useful structures.

Emotion Encourage the students to use English to talk about imaginary situations.

Motivate the students to speak English in their daily life.

Key point 1.Learn the words and useful expressions.

2. Master the important structure： I would/I’d do..

Teaching difficulty Guide the studengts to understand the important grammar.

Teaching methods Engage Study Activate Scene teaching Method

. Teaching by induction Pair work

Teaching aids Multi-media A tape recorder Teaching arrangement first period

篇7：九年级Unit 6 教案教学设计(新目标版英语九年级)

Unit 6 I like music that I can dance to

The 1st Period

Ⅰ． Teaching Aims

1． Knowledge Objects

（1） Key Vocabulary prefer, lyric

（2） Target Language

What kind of music do you like?

I like music that I can sing along with．

What about you?

I prefer music that has great lyrics．

2．Ability Objects

（1） Train the students to express preferences．

（2） Train the students’ listening skill．

(3) Train the students use the Attributive Clause.

3． Moral Object

Let’s enjoy music． It always brings us happiness．

Ⅱ． Teaching Key Points

1． Key Vocabulary and phrases: prefer, lyric, dance to, sing along with

2． Target Language

Ⅲ． Teaching Difficult Points

1． Relative clauses with that and who

2． The listening practice

Ⅳ． Teaching Methods

1． Chain drill2． Pairwork

Ⅴ． Teaching Aids

A computer and PPT

Ⅵ． Teaching Procedures

Step Ⅰ Lead in

1. Beginning the class with a short movie “ Sounds of Music”

2. Ask some students about: Do you like music? What music do you like ? What kind of music do you like? And write down their answers about the kinds and reasons.

3. Show students different kinds of music, and find some adjective words to describe them. Then, show two sentences about the music, and show how to combine them into one.

4. Make some more sentences like that. And everyone say a sentence.

Step Ⅱ 1a

This activity introduces the key vocabulary and trains the students to express preferences with the relative clause．

Write…that are red on the blackboard．

Ask students to look at the PPT again, read out the relative clause sentences aloud.

Step Ⅲ 1b

Say, we will hear Tony and Betty talking about the kinds of music each one likes．

Let’s see the instructions first． Read the instructions to the students． Tell them to tick （√） the right statements while they are listening． Read the three headings before playing the tape．

Play the tape the first time and the students only listen． Then play it for a second time． The students tick in the right answer boxes．

Cheek the answers．

Step Ⅳ 1c

Read the instructions to the students．

First ask a pair of the students to read the example in the box,

SA: What kind of music do you like?

SB: I like music that I can sing along with． What about you?

SA:I prefer music that has great lyrics．

Then get them to work in pairs． Answer the questions with their own preferences．

As the students do the practice, move around the classroom and give them some help． Ask several pairs of students to perform their conversations before the class．

Step Ⅴ Summary

Say, In this class, first we’ve learned two new key words, prefer and lyrics． Then we’ve learned how to express references by talking about music, using relative clause with that．

Step Ⅵ Homework

Ask the students to write three sentences with I like music that…,I love music that …,I prefer music that…

Step Ⅶ Blackboard Design

Unit 6 I like music I can dance to．

Section A

The First Period

1． phrases

has great lyrics

dance to

sing along with

3.Sentences

I like flowers that are red．I like the house that is big．

Relative clause with that． …that has great lyrics．

…that I can sing along with．

…that isn’t too loud．

…that I can dance to．

篇8：新目标英语七年级上册UNIT2 教案教学设计(新目标版英语七年级)

Tapescript:

Conversation 1:

Girl: Is this your ruler？

Boy: No，it isn’t. It’s her ruler.

Conversation 2:

Teacher: Is that your backpack？

Boy: No, it isn’t. It’s his backpack.

Conversation 3:

Boy: Is this your pencil？

Girl: Yes, it is. It’s my pencil.

Tim: And Jane，is this your ruler？

Jane: No，it isn’t. It’s her ruler.

Tim: OK，and this is my book. And this is your pencil case，Jane.

Is this your pencil？

这是你的铅笔吗？

No，it isn’t.

不，不是。

It is not my book.

这不是我的书。

（2）sorry adj. 抱歉的

sorry是I”m sorry的省略形式，用于冒犯、冲撞了他人或伤害了对方等场合。

常用的回答如下：

Not at all.没关系。

That’s all right.没关系。

It doesn’t matter.不要紧，没关系。

Never mind.别在意，没关系。

此外，sorry还可表示“遗憾的；难过的”

等。

（3）thank n.&v. 感谢

常用的表示感谢的句子有：

Many thanks! 多谢!

Thanks a lot! 多谢!

Thanks! 谢谢 !

Thank you! 谢谢你！

（4）in prep. 用……（方法、媒介、工具等）；使用……（语言）

John is drawing a car in pencil.

约翰正用铅笔画汽车。

We always speak in English.

我们总是用英语交谈。

Tapescript:

Conversation 1:

Kelsey: I’m looking for my watch.

Teacher: OK. Is this your watch？

Kelsey: No，it isn’t. That’s my watch.

Teacher: Here you are.

Kelsey: And that’s my ID card.

Teacher: OK. What’s your name？

Kelsey: Kelsey.

Conversation 2:

Mike: That’s my pen.

Teacher: This？

Mike: Yes...and that’s my baseball.

Teacher: All right. What’s your name？

Mike: Mike.

Teacher: OK. Here’s your baseball.

Mike: Thank you.

（1）how adv.（表示方法、手段、状态）怎样；如何

How did you make it？

你怎么办到的？

How do you like our school？

你觉得我们学校怎么样？

（2）call v. 打电话

n. 电话

call sb. 给某人打电话

give sb. a call 给某人打电话

（3）at prep. 在（里面或附近）；在（时间）

at school 在学校，上课，在求学

at home 在家

Shall we meet at 3 o’clock？

咱们3点钟见好吗？

（4）school n. 学校 go to school 上学

Grammar

（1）指示代词

表示“这个”“那个”“这些”“那些”等指示概念的词，叫指示代词。如this，that，these，those等。英语中指示代词的用法同汉语中的情况相似，this（这个）和these（这些）一般用来指较近的人或事物，that（那个）和those（那些）则指较远的人或事物。

在句子中指示代词可以充当主语、定语、宾语或表语。如：This is a pear.

这是一个梨。（主语）

These video clips are very interesting and those ones are not.

这些光碟很有趣，那些没意思。（定语）

I like this very much.

我很喜欢这个。（宾语）

Oh，it’s not that.

哦，不是那个。（表语）

学习指示代词，应注意以下几点：

①this与is，these与are没有缩写形式。如：

This is a Chinese car.

这是一辆国产轿车。

②指示代词作主语指物并用于问句中时，回答一般用it代替this和that，they代替these和those。如：

Is that a ruler？

那是尺子吗？

No，it isn’t. It’s a pen.

不，不是。是钢笔。

Are these your books？

这些是你的书吗？

Yes，they are.

是的。

（2）一般疑问句

以动词be，have或助动词、情态动词开头，以yes或no作回答的问句叫做一般疑问句。回答时可以用完整的句子回答，但大多数情况下只需作简略回答。如：

Is this your pencil？

这是你的铅笔吗？

Yes，it is.是的。

Have you any magazines？

你有杂志吗？

Yes，I have.有。

Exercises

【1】Here’s exercise-book.

A. a B. an C. two D. ×

句中的a和an都是不定冠词，放在单数可数名词前，修饰限定名词，表示“一个、一块……”的意思。如果名词的读音以辅音音素开头，用不定冠词a，如：a banana, a pear；如果名词的读音以元音音素开头，要用不定冠词an，如an orange，an egg。在本句中，book是可数名词单数，用冠词a，而单词exercise是以元音音素“e”开头的词，故要用冠词an。

【2】根据上下文，在空格上填上一个恰当的词。

(1)- you in Class 4?

-Yes, I .

(2)This is a car and that is a car,.

(3)-Is this a Chinese bike?

-No.a Japanese bike.

(1)本题是以be为谓语的一般疑问句，主语是you，应填Are；答句主语是I，填am。

(2)当前后两句表述的意思相同，仅主语不同时，在句末逗号后应填上too，表示“这是，那也是……”。

(3)It’s是It is的缩写形式，It指代this。由于No后面用的是句号，且后面的句子是一个完整的句子，应看做为一个独立的句子，故it’s应大写第一个字母。

答案 (1)Are; am (2)too (3)It’s

【3】从下面各句A、B、C、D中找出一处错误并改正。

(1)That’s a chinese car.

A B C D

(1)Chinese，Japanese，English等词均属专有名词，书写时要将第一个字母大写,应改为Chinese。

(2)That is a pencil box.

A B C D

(2)英语中有部分单词是由两个词构成的，在两个词之间须加连字符号“-”，所以应改pencil box为penhcil-box，同学们在学习时要多加注意。

(3)-What’s this in English?

A B

-It’s computer.

C D

(3)有些同学在学习时没有注意汉语和英语表达不同，仅从汉语的角度去理解英语，所以在名词前面就缺少了冠词，应在computer前加冠词a。

【4】This is my car. (改为一般疑问句并作肯定和否定回答)。

答案 Is this your car? Yes, it is. /No, it isn’t.

本题考查一般疑问句的构成及答语。如果句中有动词be(am, is, are)，将动词提到主语前，并大写开头字母，句末用问号，主语第一人称变第二人称，即变成了一般疑问句。一般疑问句要用Yes或No来回答。它的肯定答语是Yes，it is. ，不定答语是No，it isn’t. 。注意答语用it代替this/that。

篇9：新目标英语九年级全套教案新目标u13.doc(新目标版九年级英语教案教学设计)

Unit 13 Rainy days make me sad.

Part 1: Teaching design (第一部分：教学设计)

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

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

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

Learning strategies: Personalizing, Matching

Section A

Goals

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

●To listen and talk about eating in a restaurant

Procedures

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

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

Loud music makes me tense.

Loud music makes me want to dance.

That movie made me sad.

Now you are supposed to make as many sentences with the

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

1a Looking and saying

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

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

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

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

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

1b Listening and completing

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

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

adjective structure” .

Tapescript

Girl1: I’m hungry, Amy.

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

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

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

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

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

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

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

Girl1: Not me. It makes me sleepy.

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

The Rockin’s Restaurant The Blue Lagoon

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

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

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

1c Doing pairwork

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

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

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

A: I agree! Loud music makes me uncomfortable.

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

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

A: I agree! Loud music makes me happy.

2a Listening and numbering

3 4

2 1

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

Tapescript

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

Girl: Well, John… yes and no.

Boy: Was Amy late as usual?

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

Boy: Where did you go?

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

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

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

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

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

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

Girl: You sound just like my brother!

2b Listening and checking

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

√Waiting for her made me angry.

√She said that loud music made her tense.

×Loud music makes me happy.

√Loud music always makes me want to dance.

√It was so sad it made me cry.

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

×It made me sad.

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

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

2c Doing pairwork

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

John: Did you have fun with Amy last night?

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

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

Tina: Yes, she was.

John: And waiting for her made me angry?

Tina: Yes, it made me angry.

John: What did you do?

Tina: First we went to the Rockin’ Restaurant.

John: Did you stay long there?

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

John: Why?

Tina: She said that loud music made he tense.

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

Tina: Me too.

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

Tina: yes, you guess right.

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

Tina: Yes, we did.

John: Where did you go then?

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

John: What movie did you watch?

Tina: We saw Remember Me Forever.

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

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

John: Sad movies make me want to leave!

Tina: You behave just like my brother!

3a Reading and answering

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

Restaurant science

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

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

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

hungry. Red also makes customers eat faster.

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

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

3b Doing groupwork

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

A: The seats are very hard.

The white walls make me stressed.

B: Is it this classroom?

A: No, it isn’t.

B: Is it a hospital?

A: Yes, that’s right.

A: The house is very big.

The noise makes me tense.

B: Is it a railway station?

A: No, it isn’t.

B: Is it a dancing hall?

A: No, it isn’t.

B: Is it a therter?

A: Yes, that’s right.

4 Completing and surveying

1) How do you feel about pollution?

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

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

A survey about…

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

Pollution Makes me uncomfortable Makes me unhealthy Makes me headache

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

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

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

Smoking Makes me sick Makes me stressed Makes me cry

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

Closing down by looking and saying

篇10：新目标英语九年级全套教案新目标u15.doc(新目标版九年级英语教案教学设计)

Unit 15 We’re trying to save the manatees!

Part 1: Teaching design (第一部分：教学设计)

Structures: Review of structures

Target language: I think that animals should not live in zoos. I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.

Vocabulary: manatee, cheetah, kangaroo, chimpanzee, recycle, aquatic, habitat, gentle, aggressive, playful, furry, gray, enormous, strong, spotted, underwater, mangrove, vegetation, swamp, save, environment, educate, public, politely

Learning strategies: Classifying, Listening for specific information

Section A

Goals

● To review structures learned

● To listen and talk about animals

Procedures

Warming up by learning about animals

Animals are living things. Plants can make their own food or

energy from the light of the sun, but animals can't do this.

Animals have to eat plants or other animals to get energy to live.

Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat. We say that these animals are omnivores. Plants can't move around, but most animals can move around. Animals are divided into groups.

1a Looking and describing

On page 118 in the picture you will see a zoo with animals and visitors. Now choose adjectives listed in the box to describe the six animals.

African elephants

Chimpanzees

Kangaroos Manatees

Cheetahs Polar bears

enormous

noisy playful gentle,

shy

spotted,

fast

Furry,

aggressive

1b Listening and circling

Victor and Ginny are talking about animals. They are describing them with many different words.

Now listen to their talk and circle the words used in 1a to describe the animals.

星沙英语网整理

Tapescript

Boy: Hey, Ginny. What’s that big, furry animal in the pond?

Girl: It’s a polar bear, Victor. They’re kind of aggressive.

Boy: Are they? Looks like they really love water.

Girl: Uh-huh.

Boy: And what do you call those big, gray things in the water?

Girl: They’re called manatees.

Boy: What?

Girl: Manatees. They’re very gentle and very shy.

Girl: They’re cheetahs. The cheetah is the fastest animal on earth

1c Doing groupwork

We humans are animals, too. So we are like animals in some ways. Now in groups of four, you are going to think of an animal that is the same as you are in some ways. Then you are to describe the animal and the others are to guess its name.

A: I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.

B: You’re like an elephant.

A: No.

B: You’re like a manatee.

A: Yes!

A: I am like this animal because I am heavy and enormous. I like forests, and I like to go around the mountain.

B: You’re like a chimpanzee.

A: No.

B: You’re like an elephant.

A: Yes!

A: I am like this animal because I like spotted clothing and I run the fastest in my school.

B: You’re like a manatee.

A: No.

B: You’re like a cheetahs.

A: Yes!

2a Listening and matching

A boy is asking a man about animals he likes.

Tapescript

Boy: Can you tell us about the manatees, please?

Man: Sure. We’re trying to save them.

Boy: Why? Are they endangered?

Man: Yes. There used to be a lot of manatees, but now there aren’t very many of them.

Boy: Do you know how many there are?

Man: At this point, there are only about 2, 500 in the U.S. In 1927, it was discovered that they were endangered. Since then, the government has passed laws to protect them.

Boy: Where do they live?

Man: Their favorite habitat is the water under the trees in mangrove swamps.

Boy: And why are they endangered?

Man: Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them. As you can see, they’re large. The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day.

Boy: Aquatic feed?

Man: Oh, that’s underwater plants and vegetation. That’s what they eat.

Now listen to their talk and match the words with the definitions in the box on page 119.

1. endangered →b. there aren’t very many of them.

2. mangrove swamps → d. a place where trees grow in water

3. habitat → a. the place where something lives

4. aquatic feed → underwater plants and vegetation

2b Listening and completing

Next you are going to complete the chart on page 119 in the middle. Listen to the talk once more for the necessary information.

Kind of animal Manatee

Number 2,500 in the US

Habitat the water under the trees in

mangrove swamps

Reason why they are endangered Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them.

description The average manatee is about

ten feet long and weighs about

1, 000 pounds. They need

about 100 pounds of aquatic feed a day.

In the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expressions and circle all the connectives.

2c Doing pairwork

You are going to interview a zoo attendant. Now use the facts from above activities to role play a conversation between you and the attendant.

A: How big are manatees?

B: They’re about 10 feet long and they weigh about 1,000 pounds.

A: How much do they eat everyday?

B: They need about 100 pounds of aquatic feed a day.

A: What is Aquatic feed?

B: It is underwater plants and vegetation.

A: That’s what they eat?

B: Yes, it is.

A: Are manatees endangered?

B: Yes, they are endangered. But, we’re trying to save them.

A: Wait a moment. Why are they endangered?

B: Because their homes are disappearing.

A: Where do they live?

B: They live in the swamps. And they have become polluted. They are endangered also because there sometimes isn’t enough food for all of them.

A: I am sorry to hear that. There used to be a lot of manatees, but now there aren’t very many of them left, I think.

B: You are right. At this point, there are only about 2, 500 in the

U.S.

A: Are there any laws to protect them.

B: Since 1927 laws have been passed protect them.

A: Thank you for your information.

3a Reading and underlining

Turn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasons why Disgusted is opposed to zoos. While reading remember to box all the connectives, blacken all the predicates. That’s grammar study.

Dear Editor,

I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I've visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I don't think so.

Sincerely

Disgusted

3b Reading and writing

A man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. While reading, underline all the expressions, box all the connectives, and blacken all the predicates. That’s grammar study, too.

Dear Editor.

I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people. They provide homes for many endangered animals, and help to educate the public about caring for them. If we don’t support our zoos, they won't have enough money to take care of so many fine animas. I urge all of your readers to visit our wonderful zoo soon.

Sincerely, Animal friend

4 Debating

Next we are going to have a new activity-to debate.

Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B is to debate for keeping animals in the zoos for protection and education of the people.

Useful expressions

I think that… I agree with you.

I believe that… I disagree with you.

I feel that… I agree with…

A: I think that animals should not live in the zoos.

B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.

A: I don’t think so.

B: A zoo is a place where many different species of animal are kept and usually can be seen by members of the public.

A: Why can people go and see the animals in the forest?

B: In that case, more harm will be done to the animals.

A: Kept in the zoos animals are losing their natural nature of living.

B: Most modern zoos are also centers where animals are studied so that more animals in the forest could be saved and protected.

A: Some rare animals are dying out.

B: Yes, they are. Rare animals could be preserved when they are in danger of dying out.

A: You are right in saying that. But I still think that it is not right to put animals in the zoos. They belong to the forest, the river, the sky and the sea.

Closing by learning about Brown Eared-pheasant（褐马鸡）

To end this period we shall turn our attention to a rare animal found almost only in Shanxi, China, Brown Eared-pheasant, or褐马鸡 in Chinese.

This species qualifies as Vulnerable because it may have a small population, and although its numbers within protected areas appear to be stable, elsewhere remaining unprotected and isolated populations are declining (potentially rapidly) through ongoing habitat loss and hunting.

篇11：新目标八年级上Unit1教案(新目标版八年级英语上册教案教学设计)

Topic: Free time activities

教学目标语言目标 What do you usually do on weekends?

I sometimes go to the beach.

How often do you eat vegetables? Every day.

Most of the students do homework every day.

能力目标 Talk about how often you do things

语言结构 Wh-questions

What do …?

How often …?

Adverbs of frequency

All/most/some/none

学习策略 Using context

Transforming information

重点词汇 Always, usually,often, sometimes, hardly, ever, never;

exercising, shopping, skateboarding,;

once, twice, three times a week, month, every day

milk, junk food, drink

任

务

型

活

动

Teaching procedures

Task One Who is the best English student?

目的 Talk about how often you do things

Steps Teacher’s Activity Students’ Activity

前

期

任

务 Step 1 Introduce the key vocabulary.

Ask the students to say what they see in the thought bubbles.

Check the answers on the board. Name each activity.

Repeat reading the following:

watching TV, reading, shopping, skateboarding, exercising, drawing

Step 2

Play the recording twice.

Correct the answers. Listen and write the letter of one activity(a through e) after the word in the list.

Step 3 Ask two students to read the dialogue to the class.

Practice the dialogue with one student.

Walk around the class to offer language support as needed. Work in pairs to make their own conversations about the people in the picture

Step 4 Explain how to do Activity 2a and 2b.

Play the recording four times.

Check the answers. Listen and number each activity.

Listen again and draw lines between the activities and the time statements.

Step 5 Have one student to read the list of activities to the class.

Fill in the chart with the words in 2a.

Make conversations.

Present the dialogue to the class.

中

期

任

务 Step 6 Ask the students what they can do to improve their English. Give as many things as they can to improve English.

Step 5 Draw the table with the given examples on the board.

Move around the room offering language support.

Ask the students the questions on the right. Go around the classroom to ask questions so that they can find who is the best English student.

Answer the questions:

1 Why do you think that?

2 What does that student do?

3 How often does he/she do it?

任

务

后 Step 6 Ask one student to read the survey.

Talk with several different students about the activity survey and guide the students to respond.

Point out the magazine article.

Check the answers. Talk about the survey with the teacher and get to know the definitions and percentages.

Fill in the blanks in the article.

Step7 Check the answers. Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.

Task Two Who is the healthiest?

目的 Learn to talk about how often they do things to keep healthy.

Steps Teacher’s Activities Students’ Activities

布

置

任

务 Step 1 Check the answers.

Say the words in the box. Match the pictures with the words in the box.

Repeat the words after the teacher.

Step 2 Move around the room monitoring their work.

Ask two students to present their dialogue. Two students read the conversation.

Work in pairs to make their own conversations with the words in 1a.

Step 3 Play the recording four times.

Check the answers. Listen to the recording and circle Yes or No or I don’t know.

Fill in the survey in 2b.

执

行

任

务

Step 4

Ask two students to read the conversation in 2c.

Move around the room monitoring the work. Work in pairs to practice the conversation in 2b.

Step 5 Give some examples of healthy things and unhealthy things.

Ask some students to read their writings. Write about themselves. It must contain:

1 What healthy things do you do? How often?

2 What unhealthy things do you do? How often?

Step 6 Present the rules for the competition about the most healthy diet for the week. Make a diet for the week and show the diet to the class and also give some explanations.

验

收

任

务 Step 7 Read the instructions to the class and elicit the answer to the first question from the class.

Ask the students to do the activity individually. Read the letter and write answers to the questions.

Step 8 Move around the room while the students are working， offering language help if needed. Fill in the blanks in Paul’s letter individually.

篇12：新目标 Unit 3-4 教案(新目标版八年级英语上册教案教学设计)

Unit 3 What are you doing for vacation ?

Teaching goals :

1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc.

2. How to talk about future plans .

3. 现在进行时表示将来计划或行动.

4. 特殊疑问句（where , when , how long引导）

Important and difficult points :

Drills :What are you doing for vacation ?

I’m watching TV .

When are you going ?

I’m going … .

How long are you staying ?

We’re staying for five days .

Teaching aids : cards and a tape ,a large wall calendar .

Period 1

Teaching procedures :

Step 1 Leading in

教案正文随堂记录

1. Free talk .

2. Put up the wall calendar .

T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat .

Ss: I’m staying home on Saturday .

T: OK. Today we’ll learn how to talk about future plans.

Step 2 Pre-task

SB Page 13 , 1a .

1. Look at the picture carefully and tell what you see in the picture .

2. Write the activities from the pictures in the box and add some more .

3. Practice reading .

Step 3 While-task

1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle .

2. Pairwork .Practice in pairs .

教案正文随堂记录

3. 用第三人称练习对话.

4. Groupwork . Divide the Ss into groups of four or five .Make conversations .

5. Listening Page 13,1b. Check the answers .

SB Page 14 ,2a & 2b .

1. First ,read the names of the people .

2. Play the recording and let Ss fill in the chart .

3. Check the answers .

Step 4 Post-task

SB Page 14,2c .

Read the conversations first .

Groupwork and fill in the chart .

Step 5 Homework

1. 如果没填完上面的表格回去接着做完.

2. 记单词.

教学后记

教案正文随堂记录

Period 2

Teaching procedures :

Step 1 Leading in

1. Free talk .

2. Revise : Make conversations with the setences what are you doing for vacation ?

When are you going ?Who are you going with?

Step 2 Pre-task

SB Page 14,Grammar focus .

1. Call attention to the sentences together .Read them by the Ss .Ask a student to say the question using the word he and then again using a boy’s name .

2. Do in the same way with “she” and a girl’s name.

Step 3 While-task

SB Page 15, 3a .

1. Read the conversation by the Ss and practice reading .

2. Listen and fill in the chart .

3. Check the answers .

SB Page 15, 3b .

教案正文随堂记录

1. Look at the conversation in the box .

2. Practice reading .

3. Pairwork . Make conversations using the information in 3b .

4. Act out your conversations .

Step 4 Post-task

Vacation Dreams .

Imagine your dream vacation .

Write something on a piece of paper using what we learnt .

Share the dreams .

Step 5 Homework

Write 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .

教学后记

教案正文随堂记录

Period 3

Teaching procedures :

Step 1 Leading in

1. Free talk .

2. Check the homework :Ask one or two Ss to say something about their dream vacation .并给出全适的评价.

Step 2 Pre-task

SB Page 16, 1a .

1. Say each phrase and ask Ss to repeat .

2. Call attention to the pictures .Say something about the pictures .Match each phrase with a picture .

3. Check the answers .

Step 3 While task

1. Make conversation. Work with your partner .Talk about what you would like to do on vacation .

2. Share their conversations.

SB Page 16 , 2a&2b .

1.Read the reporter’s questions together .

教案正文随堂记录

2. Play the recording and check the answers .

Step 4 Post-task

1. Find a new partner .

Student A is the reporter .Student B is He Yu . A interview B .

2. Read the conversation in 2c and with the help of the listening .

Step 5 Homework

1. Remember the new words .

2. Write the conversations about your interview .

教学后记

教案正文随堂记录

Period 4

Teaching procedures :

Step 1 Leading in

1. Greetings .

2. Make an interview with a student .

Step 2 Pre-task

SB Page 17 ,Part 4 .

T: What are you doing this weekend ?

1. Ask each other ,write down their answers .

2. One student to present his /her exercise .

Step 3 While-task

SB Page 17 , 3a .

1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick out the new words .

2. Read the article to the class .

3. Explain the new words .

4. Play the tape .Ss listen and repeat .

5. Point out the five numbered pictures .Ss identify the items .

教案正文随堂记录

6. Check the answers .

7. Play the tape again .Practice reading .

SB Page 17, 3b .

T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank each time when we come to a bland line .

Read the paragraph and fill in the blanks .

Step 4 Post-task

SB Page 17 , 3c .

T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .

Step 5 Homework

Complete the Selfcheck .

教学后记

教案正文随堂记录

Unit 4 How do you get to school?

Teaching goals :

1. Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop .

2. Talk about how to get to places (谈论出行方式)

take the bus /subway /train /taxi , ride a bike /walk .

3. how引导的特殊疑问句，表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句.

4. 复习基数词及时间的表示方法.

5. 了解中外文化的差异.

Important and difficult points :

1. how /how far /how long 引导的特殊疑问句.

2. 乘坐交通工具的表示方法.

3. It takes /will take/took sb some time to do sth .

Teaching aids: cards and a tape-recorder .

Period 1

Teaching procedures :

Step 1 Leading in

1.Greetings and free talk .

教案正文随堂记录

3. T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 .

Explain : get to

Step 2 While-task

SB Page19 ,1a&1c .

1. Write down how you get to school .

2. Look at the picture .Write down how the students get to school.

3. Make dialogues with the phrases .

4. Groupwork: Divide the students into groups of three or four .Practice reading the dialogues.

5. Act out their dialogues .

SB Page 19 , 1b .Listening

1. Make sure the Ss know what ot do .Give them an example orally if possible .

2. Read the names .

3. Play the tape and check the answers .

教案正文随堂记录

SB Page 20 , 2a&2b .

1. Revise the numbers .

2. Teach the new word :minute .

3. Play the tape for the students to finish 2a&2b .Then play again and check the answers .

Step 3 Post-task

If there is time ,make conversations .

Step 4 Homework

用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes .

教学后记

教案正文随堂记录

Period 2

Teaching procedures :

Step 1 Leading in

1. Greetings .

2. Check the homework .

3. Go over the dialogue in Page20 ,2c .

Step 2 Pre-task

SB Page 20 ,Grammar focus .

1. Review the grammar box .Ask students to say the statements and responses .

2. Practice reading .

3. Explain the usage of “take” in “take the train” and “take sb some time to do sth” .

Step 3 While-task

SB Page 21,3a .

1. Pay attention to the speech bubbles .Read the questions .

2. Read the passage by the Ss. Find the answers to the questions and write the answers on the lines .

教案正文随堂记录

3. Check the answers .

SB Page 21, 3b .

1. Show Ss the example in the box .Two students read it to the class .

2. Pairwork: Make your own conversations using the information in the left box.

3. Ask some pairs to present the conversations to the class

Step 4 Post-task

SB Page 21 ,Part 4 .

Groupwork.Divide the Ss into groups of three .In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86 .

Fill in the blanks .

The group who fill in the blanks first wins .

Step 5 Homework

Write two conversations in 3b in the exercise books .

教学后记

教案正文随堂记录

Period 3

Teaching procedures :

Step 1 Leading in

1. Greetings and free talk .

2. Check the homework.

3. Go over the passage in 3a Page 21 .

Step 2 Pre-task

SB Page 22 ,1a .

1. Say the four new phrases and Ss repeat .

2. Match the words with the pictures .

3. Check the answers .

Step 3 While-task

SB Page 22,2a&2b .

1. Play the tape for the students to finish them .

2. Point out the two sets of pictures with a blank line in front of each .

3. Check the answers .

SB Page 22, 2c .Talk about how Nina gets to school .

Step 4 Post-task

教案正文随堂记录

SB Page 23, 3a .

1. Read the instructions to the class and read through the statements abut the article .

2. Read the article again by the Ss .Write if the statements are true or false in your exercise books.

3. Do the activity individually and check the answers .

SB Page 23 ,3b .

Read the article and fill in the blanks .Check the answers.

Selfcheck Part 2 .

1. Look at the picture .Make sure what the people in the picture doing .

2. Finish the conversation .

3. Practice reading .

Step 5 Homework

1. Write a newspaper article .

2. Go over this unit .

教学后记

篇13：新目标英语九年级全套教案新目标 Unit 12 (新目标版九年级英语教案教学设计)

Unit 12 You’re supposed to shake hands.

Part 1: Teaching design (第一部分：教学设计)

Structures: Supposed to ＋ infinitive

Target language: How was the dinner at Paul’s house last night?

Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.

Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…

Learning strategies: Comparing, Listening for key words

Section A

Goals

●To learn to use the structure Supposed to ＋ infinitive

●To listen and talk about what people are supposed to do

Procedures

Warming up by learning about the structure Supposed to ＋ infinitive

Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used?

What are you supposed to do when you meet someone?

You’re supposed to kiss.

You’re not supposed to shake hands.

When were you supposed to arrive? I was supposed to arrive at 7:00.

You should have asked what you were supposed to wear.

1a Looking, listening and matching

Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.

Tapescript

Boy1: What are people supposed to do when they meet in your country, Celia?

Girl1: Well, do you mean when friends meet for the first time?

Boy1: Yeah.

Girl1: Well, in Brazil, friends kiss.

Boy1: What about in Mexico, Rodriguez?

Boy2: In Mexico we shake hands.

Boy3: We bow.

Girl2: And in Korea we also bow.

Boy1: Well, I guess in most Western countries we shake hands.

1b Listening and checking

You are supposed to listen for a second time to check your answers in 1a.

Countries Customs

1. c Brazil a. bow

b. shake hands

c. kiss

2. b the United States

3. a Japan

4. b Mexico

5. a Korea

Now you can turn to page 135 to read the tapescript. While

reading

circle the connectives and underline the expressions.

1c Doing pairwork

What do people do when they meet for the first time? Now in

pairs tell

each other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK?

A: What are people in Korea supposed to do when they meet for the first time?

B: They’re supposed to bow.

A: What are people in the United States supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in China supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in Mexico supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in Brazil supposed to do when they meet for the first time?

B: They’re supposed to kiss.

A: What are people in your city supposed to do when they meet for the first time?

B: They’re supposed to wave their hands.

2a Listening and checking

Maria, an exchange student from India, went to her American

Friend Dan’s place and had dinner there. Now listen to the tape

for the mistakes Maria made there.

Tapescript

Boy: Hi, Maria. How was Paul’s party?

Girl: Oh, Dan, it was a disaster.

Boy: It was?

Girl: Uh-huh.

Boy: What happened?

Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.

Boy: Oh, so you were late.

Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later!

Boy: I see.

Girl: Then when I met Paul’s mom, I kissed her.

Boy: And you were supposed to shake hands instead.

Girl: That’s right. AND I wore a fancy dress.

Boy: What’s wrong with that?

Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans.

Boy: I guess you should have asked what you were supposed to wear.

Now you may check√the mistakes by Maria on page 95.

Maria’s mistakes

√Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes

2b Listening and filling

To fill in the blanks on page 95 you are supposed to listen to the

tape one more time.

Tapescript

MariA: I was supposed to arrive at 7:00 but I arrived at 8:00.

MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later.

Dan: Boy: And you were supposed to shake hands instead.

MariA: That’s right. And I wore a fancy dress.

Dan: I guess you should have asked what you were supposed to wear.

Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.

Li Hong: I was supposed to get up at 7:00 but I got up at 8:00.

Li Hong: In my home it’s different. When you’re asked to get

up at 7:00, you’re supposed to get up later.

Wang Bin: And you were supposed to do the morning exercise

instead.

Li Hong: That’s right. And I took my school backpack.

Wang Bin: I guess you should have asked what you were supposed to take.

2c Doing pairwork

You are supposed to role play the conversation between Maria

and Dan. And you are supposed to use the information from

activities 2a and 2b.

A: How was the dinner at Paul’s house last night?

B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.

A: Why was that? Why didn’t you arrive earlier?

B: But in my country it’s different.

A: What is the difference?

B: When you’re invited for 7:00, you’re supposed to come later!

A: So you didn’t arrive at 7:00..

B: When I met Paul’s mom, I kissed her.

A: But you were supposed to shake hands instead. We don’t kiss each

other when we are only friends.

B: But I didn’t know that then.

A: What did you wear?

B: I wore a fancy dress.

A: What’s wrong with that?

B: It was a barbecue, you know. Everyone else was wearing a T-shirt

and jeans.

A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.

3a Reading and filling

On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.

Teresa Lopez

From Cali, Colombia Marc LeBlanc

From Lausanne, Swizerland

Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！

In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.

And now you are supposed to fill in the chart.

Attitude about… Colombia Switzerland

Being on time Pretty relaxed about time very important to be on time

Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first

Making plans with friends

Don’t usually have to make plans to meet friends usually plan to do something interesting, or go somewhere together

3b Doing pairwork

Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.

A: What kinds of rules do they have in Colombia?

B: Well, they have pretty relaxed rules.

A: Like what?

B: Well, it’s ok if you’re not on time.

A: Could you give me an example?

B: Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late.

A: Do they often visit friends’ house?

B: Yes, they do. It is very important to them. They often just drop by their friends’ homes.

A: Do they have to make plans to do that?

B: They don’t usually have to make plans to meet their friends. Often they just walk around the town center, seeing as many of our friends as we they！

B: What kinds of rules do they have in Switzerland?

A: It’s very important for them to be on time.

B: Because they’re the land of watches?

A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00.

B: If you are even fifteen minutes late, may your friend get angry?

A: Yes, they do.

B: Do they often visit a friend’s house?

A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.

4 Doing pairwork

An exchange student from England is coming to your school for

classes. You are supposed to fill in the chart below on page 96

with things he is supposed to do inside and outside the

classroom.

Items You are supposed to …

Greeting teachers Say, “Good morning” in the morning

Doing homework At home or in school after class

Phoning someone Say, “Ni Hao, I’m …”

Visiting someone’s place Call first, and knock at the door

Making plans with friends Discuss the plan, call to make changes

Being on time Always on time or little earlier

Giving gifts Festival gifts being necessary

… …

Now you are supposed to role play a conversation based on the

chart you just filled in.

A conversation between you and an exchange student from Britain

A: How do you do?

B: How do you do? Are you a new exchange student?

A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?

B: Sure. To greet the teachers you say, “Good morning” in the morning, “Good afternoon” in the afternoon.

A: And “Good evening” in the evening. That’s the same as we do in Britain.

B: For homework you may do it at home or in school, but always after class.

A: Can I do it at class?

B: No, you can’t, because you have lots to do then.

A: What do I have to do at class?

B: You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,

and to read Learning English!

A: Learning English? Am I have to learn English here?

B: Yes, you have to learn English, too. If you don’t, you will fail the English exams.

A: But I am a native speaker of English!

B: But you are poor at English grammar! There are lots of grammar items in the English exam.

A: But I can listen, speak, read and write in English. Is that not enough?

B: I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.

A: All right. I agree to take all those exams in English, and on grammar.

B: And to phone someone you say say, “Ni Hao, I’m …”

A: “Ni Hao, I’m …”

B: Right. You are learning fast. You are smart.

A: What about visiting someone’s place?

B: Call first, and knock at the door.

A: What should I do to make plans with friends?

B: Discuss the plan with them. Call to make changes before it is too late.

A: Do I have to be on time?

B: It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves.

A: That’s also the same as we do back at Britain.

A: And giving gifts? I hear that you give many gifts on many occasions.

B: Yes, we do. But you can’t give gifts to the teachers in order

to pass the exams, and the English grammar exams!

Closing down by competing

To end this English class you are supposed to take a

competition. You are supposed to say as many sentences with

the Structure: Supposed to ＋ infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.

篇14：新目标英语九年级全套教案新目标 Unit 4(新目标版九年级英语教案教学设计)

Unit 4 What would you do?

Part 1: Teaching design (第一部分：教学设计)

Structures: Second conditional, Should for advice

Target language:

What would you do if you won a million dollars?

I’d give it to medical research.

I can’t sleep the night before an exam. What should I do?

If I were you, I’d take a long walk before going to bed.

Vocabulary: million, charity, pimple, confident, shirt, tie, medical research

Learning strategies: Matching, Listening for key words

SECTION A

Goals

●To learn to use Second conditional and Should for advice

●To listen and talk about imagined life

Procedures

Warming up by learning about Second conditional and Should for advice

The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.

The structure of a second conditional sentence

Like a first conditional, a second conditional sentence consists of two clauses, an “if” clause and a main clause:

if clause main clause

If I had a million dollars, I would buy a big house.

If the “if” clause comes first, a comma is usually used. If the “if” clause comes second, there is no need for a comma:

main clause if clause

I would buy a big house if I had a million dollars.

We use different verb forms in each part of a second conditional:

if clause if + subject + simple past verb*

main clause subject + would + verb

1a Talking about imaginary situations

What would you do if you had a lot of money?

If I had a lot of money, I would give it to charity.

If I had a lot of money, I would buy snacks.

If I had a lot of money, I would give it to Hope Project.

If I had a lot of money, I would buy books for the poor.

1b Listening and numbering

Now you are going to listen and number the pictures 1 to 3 in the order you hear them.

Tapescript

Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity.

Boy1: Wow, what a nice man!

Girl1: What would you do if you had a million dollars?

Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas.

Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family.

Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow!

Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.

Now listen again and write down the sentences with Second conditional and Should for advice

1c Doing pairwork

Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.

Look. This old man had a million dollars, and he gave it to charity.

Wow! What would you do if you won a million dollars?

I’d give it to medical research.

I’d take a chance to achieve my dream of flying to the moon.

If I won a million dollars, I’d stop working and become a professional runner.

I’d go to an old people’s home to help them.

I’d volunteer at the hospital twice every week.

2a Listening and circling

Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.

Tapescript

Girl1: Where are you going, Larry?

Boy1: To Tom’s party.

Girl1: Lucky you! I’d love to go to that party!

Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear.

Girl1: If I were you, I’d wear a shirt and tie.

Boy1: And I don’t have a present. What if everyone brings a present?

Girl1: If I were you, I’d take a small present-a pen or

something. Keep it in your pocket and if everyone has a present,

you can give him yours. If not, you can keep it.

Boy1: OK. But what if I don’t know anyone?

Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.

Boy1: I guess I can do that.

Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave.

Now listen again and write down all the expressions onto your phrase book.

go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun

2b Listening and checking

Listen to the tape again and check on page 27 the four things Larry’s sister says to him.

2c Doing pairwork

Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.

X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie.

X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present-a pen or something.

X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.

… …

3a Reading and matching

Go to page 28. Read the problems in the boxes and match them with the correct advice.

And now write down all the expressions into your phrase book.

be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy

3b Thinking and role playing

Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.

A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.

A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.

A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.

4. Doing group work

You are put into pairs and find out each other’s problems at school and at home. Then give each other advice.

I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way.

I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time.

My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first.

I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too.

I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes.

… …

Closing down by taking a test on Second conditional

Match up the parts of the sentence

1. If I lost my job,

a) we'd both benefit.

b) I'd have a lot of problems getting another one.

c) you'd be more aware of what people really felt.

d) we wouldn't be so behind technologically.

2. If I were in your position,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) you'd be more aware of what people really felt.

d) we wouldn't be so behind technologically.

3. If I spoke Japanese as well as you do,

a) I'd resign rather than wait to be sacked.

b) I'd try to find a job with one of the Japanese banks.

c) we'd both benefit.

d) we wouldn't be so behind technologically.

4. If we spent more on Research and Development,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) I'd try to find a job with one of the Japanese banks.

d) we wouldn't be so behind technologically.

5. If you spoke less and listened more,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) I'd try to find a job with one of the Japanese banks.

d) you'd be more aware of what people really felt.

6. If you spent more time on your own problems and a bit less on mine,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) we'd both benefit.

d) I'd try to find a job with one of the Japanese banks.

7. If we controlled our expenses a bit better,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) we'd save a lot of money.

d) I'd try to find a job with one of the Japanese banks.

8. If you invested some time into learning how the Internet works,

a) you'd find that it could really help you in your job.

b) I'd have a lot of problems getting another one.

c) we wouldn't be so behind technologically.

d) I'd try to find a job with one of the Japanese banks.

9. If we opened an office in Tokyo,

a) we wouldn't be so behind technologically.

b) you'd be more aware of what people really felt.

c) I'd be interested in working there.

d) we'd both benefit.

10. If you didn't take the job,

a) you'd regret it later.

b) you'd be more aware of what people really felt.

c) we wouldn't be so behind technologically.

d) I'd try to find a job with one of the Japanese banks.

篇15：新目标英语九年级全套教案新目标 Unit 7 (新目标版九年级英语教案教学设计)

Unit 7 Where would you like to visit?

Part 1: Teaching design (第一部分：教学设计)

Structures: Would and hope to for expressing desires

Target language: Where would you like to go on vacation?

I’d love to visit Mexico.

I hope to go to France some day.

Vocabulary: jungle, thrilling, fascinating, take it easy, tiring, educational, trek, touristy, pack, light, heavy, provide, offer

Learning strategies: Classifying, Role playing

SECTION A

Goals

●To learn to use Would and hope to for expressing desires●To listen, speak and read about traveling

Procedures

Warming up by learning Would and hope to for expressing desires

Hello, morning. Let’s first look at the sentences in the chat below:

Where would you like to visit? I’d like to go somewhere relaxing.

I hope to go to France some day.

I’d love to visit Mexico.

In the sentences would, hope to, ‘d like to and ‘d love to are used for expressing desires.

1a Writing and describing

On page 52 is a picture about the planning of vocation. Pick the proper adjectives on top left of page 52 to describe Vacation 1 and Vacation 2.

More adjectives to be chosen from:

bad beautiful quiet testy long quick tricky tough bright magnificent

crazy mighty dizzy wasteful dull new wonderful nice sad nosy funny

great nutritious short silly gigantic ordinary strange pretty happy prickly horrible

1b Listening and filling

Where would Sam and Gina like to go on vacation?

You are to listen and fill in the chart on page 52.

Tapescript

Boy: Look at those travel posters. I’d love to go on a vacation.

Girl: Where would you like to go, Sam?

Boy: I’d love to go trekking in the Amazon jungle in Brazil.

Girl: You would?

Boy: Sure. I like exciting vacations.

Girl: Wouldn’t that be dangerous?

Boy: No, not really. How about you, Gina? Where would you like to go?

Girl: Oh, I’m stressed out. I’d just like to relax on a beach… You know, a beautiful beach in Florida.

Boy: That sounds peaceful.

Person Places Why

Sam Brazil Likes exciting vacations

Gina Florida Likes to relax on a beach

Now you are going to read the listening script. Underline the phrases and circle would, hope to, ‘d like to and ‘d love to are used for expressing desires.

1c Doing pairwork

You are going to practice conversations with your partner according to the vacation posters in 1a.

Boy: Do you see those travel posters over there. Let’s go over and have a look.

Girl: I’d love to go on a vacation. Where would you like to go, Li Haifeng?

Boy: I’d love to go hunting in Panquangou jungle in Shanxi.

Girl: You would?

Boy: Sure. I like exciting vacations.

Girl: Wouldn’t that be dangerous?

Boy: No, not really. How about you, Tian Hong? Where would you like to go?

Girl: Oh, I’m stressed out. I’d just like to relax beside a river… You know, a beautiful riverside park in Taiyuan.

Boy: That sounds peaceful.

2a Listening and numbering

You are going to listen to another conversation. This time listen and number the statements on page 53 in the order that you hear them.

Now listen to it the second time. Jot down sentences with would, hope to, ‘d like to and ‘d love to used for expressing desires.

Tapescript

Boy1: Wouldn’t it be great if we could go on a vacation together?

Girl1: Yeah. That would be wonderful!

Boy1: Where would we go?

Girl1: Well, I hope to visit Hawaii one day. Would you be interested in going there?

Boy2: Sure! I like places where the weather is always warm.

Boy1: But Hawaii is too touristy. Maybe we could go to Mexico. I love places where the people are really friendly.

Boy2: Well, Mexico would be nice, but we don’t know the language. I hope to see Niagara Falls someday. What about going there?

Girl1: Niagara Falls would be beautiful, but there’s not much to do there. Why don’t we all go to San Francisco together? It has everything-beautiful views, friendly people, exciting things to do…

Boy2: That’s not a bad idea if you pay for it!

3 I love places where the people are really friendly.

4 I hope to see Niagara Falls some day.

2 I like places where the weather is always warm.

1 I hope to visit Hawaii one day.

Read the listening script and copy down all useful phrases.

go on a vacation together, visit Hawaii, one day, be interested in going there, be too touristy, go to Mexico, be really friendly, see Niagara Falls someday, go to San Francisco together, beautiful views, friendly people, exciting things, a bad idea, pay for…

2b Listening and matching

On page 53 is a chart with “ Place” and “Reason not to visit the place”. Listen again and match them.

Place Reason to visit the place

__b__1. Hawaii a. We don’t know the language.

__a__2. Mexico b. It’s too touristy.

__c__3. Niagara Falls c. There’s not much to do there.

2c Doing pairwork

Role play conversations using information from 2a and 2b. You may start this way:

A: I hope to visit Hawai some day.

B: I do, too. I like places where the weather is always warm.

A: I’d like to go on a vacation with my classmate Li Hong.

B: I hope to visit Wutai Mountain one day. Would you be interested in going there?

A: I like places where the food is really delicious. Zhongqing is a nice place to visit.

B: But Zhongqing is too touristy. Maybe we could go to Dali.

A: Pingyao would be nice, but we don’t have the time.

B: Why don’t we go to Lushan together? It has everything-beautiful views, friendly people, exciting things to do…

3a Circling and underlining

On page 54 is a newspaper article about Paris. While reading it, circling the things you like about visiting Paris and underling the thing you don’t like.

TRAVEL SPOTLIGHT: PARIS

For your next vocation, why not consider visiting Paris? Paris is the capital of France, and is one of the liveliest cities in Europe. It doesn’t have any beaches or mountains, but there are still many things to do there. For example, it has some fantastic sights, including the Eiffel Tower and Notre Dame Cathedral, one of the most famous churches in the world.

Traveling around Paris by taxi can cost a lot of money, but it’s usually quite convenient to take the underground train to most places. In general, though, France is quite an expensive place. One thing that is not expensive in France, however, is the wine！

Most people in France have learned English. But many people don’t like to speak English, especially in Paris. So unless you speak French yourself, it’s best to travel with someone who can translate things for you.

Read the article the second time and blacken all the expressions. You may copy them after class.

3b Doing pairwork

In pairs practice the conversation on the middle left of page 54. And then make new conversations with the information in the box on the right in the box.

A: Where would you like to go?

B: I’d like to visit Kunming.

A: Isn’t it supposed to be very hot?

B: Yes, it is. I’m only going to pack light clothes. But Kunming is also beautiful, and it has lots of wonderful sights.

A: Where would you like to go for a sightseeing trip?

B: I’d like to visit Hong Kong.

A: Isn’t it supposed to be very crowded?

B: Yes, it is. But Kong Kong is also beautiful, and it has lots of great entertainment sights.

A: Where would you like to go for the May Day vacation?

B: I’d like to see Mexico City.

A: Isn’t it supposed to be exciting?

B: Yes, it is. But I am going there for a relaxing trip. I don’t have lots to do there.

A: Where would you like to visit for the National Day hollidays?

B: I’d like to see New York.

A: Isn’t it supposed to be very touristy?

B: Yes, it is. But it is also a very fascinating place with lots of fantastic galleries.

A: Where would you like to spend your Spring Festival vacation?

B: I’d like to fly to Sydney.

A: Isn’t it supposed to be very expensive to go there?

B: Yes, it is. But it is also a very beautiful place with fantastic beaches where you can lie down for a sunbath.

A: But you can also lie right here for a free sunbath, too.

4 Doing pairwork

In pair you are going to think of a city you know. List things you like and things you don’t like about the city.

Talk to each other about your findings.

Pingyao

Things you like Things you don’t like

The Ancient Ming and Qing Streets

City Wall of Pingyao

Rishengchang Exchange Shop

Qiao's Compound

Wang's Compound

The Temple of the City God

Zhenguo Temple The pollution

The transportation

The fees

Closing down by reading a poem

Terrible Dream

I'm feeling rather ragged.

I'm feeling rather rough.

I'm looking like I stayed up late,

and didn't sleep enough.

I went to sleep at bedtime

and dreamt all through the night,

but when I woke this morning

I was feeling far from right.

For though I drifted quickly,

and slumbered long and deep,

I'm totally exhausted

'cause I dreamed I couldn't sleep!

--Kenn Nesbitt

篇16：新目标英语九年级全套教案新目标 Unit 6 (新目标版九年级英语教案教学设计)

Unit 6 I like music that I can dance to.

Part 1: Teaching design (第一部分：教学设计)

Structures: Relative clause with that and who

Target language: I like music that I can sing along with.

What about you? I prefer music that has great lyrics.

I love singers who write their own music.

Vocabulary: lyric, gentle, remind of, exhibition, prefer, photographer, energy

Learning strategies: Listening for specific information

Transforming information

SECTION A

Goals

●To learn to use Relative clause with that and who

●To listen to and talk about music

Procedures

Warming up by studying “Grammar Focus”

Hi, morning. Today we shall take up unit 6 “I like music that I can dance to.” But first we shall studying “Grammar Focus”. Turn to page 45.

Relative clause with that and who

What kind of music do you like?

Rosa likes music that’s quiet and gentle.

I love singers who write their own music.

We prefer music that has great lyrics.

Pay attention to the circle words. What do they serve as?

Pay attention to the underline clauses. What do they serve as?

1a Looking and circling

Turn to page 44, look at the picture and circle the sentences you agree with. Make your own sentences like this: I like music that…

I like music that is written in China.

I like music that sounds sweet.

I like music that we can dance to.

I like music that isn’t too low.

I like music that has good lyrics.

I like music that we can easily sing along with.

I like music that is made by our music teacher.

…

1b Listening and checking

Listen to the tape and check the music that Tony and Betty like.

Music that I can dance to Music that has great lyrics Music that I can sing along with

Tony √ √

Betty √ √

Tapescript

Betty: Oh, look. There’s the new Cool Kids CD.

Tony: The Cool Kids? Do you like them?

Betty: Oh, yeah. They’re my favorite band. I like music that I can dance to.

Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics… music that I can sing along with.

Betty: I like songs I can sing along with too. So what’s your favorite band?

Tony: The Lions. Their words are interesting and…

Underline the Relative clause with that and who in the listening tapescript for 1b on the blackboard.

1c Doing pairwork

Now in pairs talk about the music you like.

A: What kind of music do you like?

B: I like music that I can sing along with.

A: I prefer music that has great lyrics.

A: What kind of music do you like?

B: I like music that I can that I can dance to.

A: I prefer music that I can sing along with.

2a Listening and circling

Go to page 45 and listen to circle “T” for true or “F” for false.

Underline on the blackboard all the Relative clause with that and who and circle “that” or “who” in the relative sentences.

Tapescript

Boy: Look, Carmen. These T-shirts are great! Look at this one.

Girl: What a great T-shirt, Xu Fei. I really love Dan Dervish. I like musicians who play different kinds of music.

Boy: Hmmm… he’s okay…

Girl: He’s only okay?! You must be joking.

Boy: Well… I like musicians who write their own songs. Dan Dervish doesn’t write his own music.

Girl: Hmm. Well, I think he’s great.

Boy: The Modern’s T-shirt is interesting.

Girl: The Modern are really great. I love music that’s really loud and energetic.

Boy: I know you do… but I prefer groups that play quiet and gentle songs.

2b Listening and completing

Listen to the Tapescript in 2a again and complete the sentences in the box on page 45 in 2b.

About The modern About Dan Dervish

Xu Fei says 1. I prefer groups that play quiet and gentle songs. 3. I like musicians who write their own songs.

Carman says 2. I love music that’s really loud and energetic. 4. I like musicians who play different kinds of music.

2c Doing pairwork

In pairs make conversations using the information from 2a and 2b.

A: Does Xu Fei like The Modern?

B: No, he doesn’t. He prefers groups that play quiet and gentle songs.

A: Does Carman like groups that play quiet and gentle songs.

B: No, she prefers music that’s really loud and energetic.

…

3a Reading and matching

Next you are going to read Jennifer’s CD review. Then match the sentences parts on page 46.

1. It’s the kind of music that you can dance to. (d)

2. She likes musician who write their own lyrics. (a)

3. She doesn’t like songs that are too long. (e)

4. She likes singers who sings the words clearly. (c)

5. The music is like Brazilian dance music. (b)

3b Doing pairwork

You are going to talk with your partner about a CD you listened to recently. Ask and answer the questions as is on page 46 in activity 3a.

A: What CD did you listen to recently?

B: I listened to one called Heart Strings.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

B: The singer writes her own songs. I prefer singers who write their own lyrics. A: What CD did you listen to recently?

B: I listened to one called China China.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

B: It’s the kind of music that you can dance to. I prefer music that we can dance to.

4 Doing pairwork

Complete the survey on page 46 and then go to find classmates who agree with you.

My opinion Classmates who agrees

I like groups that dance to their songs. Ju Hongxia

I love singers who are tall and beautiful. Li Dongming

I can’t stand music that is too long. Zhao Hexing

I don’t like musicians who look like aliens. Wang Baofeng

Closing down by singing a clean-up song

Clean-up,

Everybody, Everywhere!

Clean-up,

Everybody do your share!

篇17：新目标英语九年级全套教案新目标 Unit 8 (新目标版九年级英语教案教学设计)

Unit 8 Where would you like to visit?

Part 1: Teaching design (第一部分：教学设计)

Structures: Phrasal verbs

Target language: I’d like to work outside. I’ll help clean up the city parks. You could give out food at a food bank.

Vocabulary: put off, hand out, call up give away, run out of, clean up, set up, take after, fix up, cheer up, give out, hunger, sign, repair

Learning strategies: Taking notes, Personalizing

SECTION A

Goals

●To learn to use phrasal verbs

●To read about being a volunteer

●To listen and talk about clean up the city parks

Procedures

Warming up by learning about grammar focus

Hello, class. This week we shall go and help clean up the city parks. But first what is the meaning of “clean up”? What verb is it?

Turn to page 61 and look at the chart to learn about “phrasal verb”

What is a phrasal verb?

▲It is an English verb followed by one or more particles where the combination behaves as a syntactic and semantic unit; “turn out” is a phrasal verb in the question “how many turned out to vote?”

▲In the English language, a phrasal verb is a verb combined with a preposition, an adverb, or an adverbial particle, all three of which are uninflected.

1a Looking and reading

Look at the bulletin board on page 60 and read about ways by which you could help people. Then list other ways you could help people.

Work outside, clean up the city parks, help stop hunger, visit sick children call people back, find out about the flood, take part in planting trees, help provide money for the poor students, be volunteers at the Olympics

1b Listening and completing

You are going to listen to several conversations.

Tapescript

Conversation 1

Boy1: I’d like to work outside.

Girl1: You could help clean up the city parks.

Conversation 2

Boy2: I’d like to help homeless people.

Girl1: You could give out food at the food bank.

Conversation 3

Girl2: I’d like to cheer up sick kids.

Girl1: You could visit them in the hospital.

Conversation 4

Girl1: I’d like to help kids with their schoolwork.

Girl2: You could volunteer in an after-school study program.

While listening, pay attention to information to complete the sentences on page 60 in the box.

1. I’d like to work outside. You could help clean up the city parks.

2. I’d like to help homeless people. You could give out food at the food bank.

3. I’d like to cheer up sick kids. You could visit them in the hospital.

4. I’d like to help kids with their schoolwork. You could volunteer in an after-school study program.

1c Doing pairwork

In pairs you are to practice the conversations in the picture on page 60. Then make similar conversations using the information in activity 1b.

▲I’d like to work outside.

▲You could help clean up the city parks.

▲I could visit sick children in the hospital.

We could help stop hunger by giving out food at the food bank. ●I’d like to work cleaning up the school playground.

●I’d like to help homeless people in my hometown.

●I’d like to cheer up sick kids.

●I could visit them in the hospital.

●I’d like to help kids with their English.

●We could volunteer in an after-school cleaning up program.

2a Listening and checking

Some students talking about planning a City Parks Clean-up Day. Listen to their talk and check√the things they are going to do.

Tapescript

Boy1; OK. Now we need to come up with a plan to tell people about the city park clean-up.

Girl1: Yeah, but I’m hungry, Bob. Let’s have lunch first.

Girl2: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.

Boy2: You’re right, Sally. While we talk, I’ll write down all our ideas. Then we can decide which ideas are best.

Girl1: Um… well… we could put up signs.√

Boy2: That’s a good idea!

Girl2: I’ll hand out advertisements after school.√

Boy1; OK. Great! And we could each call up ten people and ask them to come.√

Boy2: Hey, we’re coming up with a lot of good ideas, aren’t we?

2b Listening and filling in blanks

I’ shall play the tape again and you are to listen and fill in the blanks in the box on 61.

1.We need to come up with a plan.

2.We can’t put off making a plan. Clean-up Day is only two weeks from now.

3. I’ll write down all our ideas.

4. We could put up signs.

5. I’ll hand out advertisements after school.

6. We could each call up ten people and ask them to come.

2c Doing pairwork

Let’s go on to role play the conversation in activity 2b.

A: We need to come up with a plan.

B: Let’s have lunch first.

A: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.

B: I’ll write down all our ideas that we come out with.

A: We could put up signs after school.

B: We’ll hand out advertisements at weekends.

A: At home we could each call up ten people and ask them to come.

B: We could get online to make our plan known to all.

3a Reading, underlining and circling

On page 62 is an article about volunteers. Read it and underline the kinds of work they do. You have to circle the reasons why they like their work.

Being a volunteer is great！

Number 77 High School is home to three very special young people: Li Huiping, Lan Pei, and Zhu Ming. These three students all volunteer their time to help other people. This volunteer work takes each of them several hours a week, so it is a major commitment. Huiping loves to read, and she puts this love to good use by working in the after-school care center at her local elementary school. Here, she helps young children to read. Pei loves animals, and plans to study to be a veterinarian when he leaves school. He spends every Saturday morning working in an animal hospital. Ming wants to be a professional singer. He sings for groups of people at the city hospital to cheer them up.

“Volunteering is great！” says Huiping. “Not only do I feel good about helping other people, but I get to spend time doing what I love to do.” Pei says he has learned more about animals. Ming says he has met some wonderful people at the hospital. The three students plan to set up a student volunteer project at their school. “Don’t put it off,” says Huiping. “Become a volunteer today！”

Read the article again to darken the phrasal verbs found in it.

3b Filling in the table

On page 62 is a table showing the kinds of volunteer work the four students could do. Read the table and fill in it.

Name Loves Could

Hui Football Teach the pupils to play football

Xiao Tang Writing stories Turn the city people’s life into stories

Joy Movies Show free movies to the villagers

Wei Music Play music to cheer people up

3c Doing pair

Next take turns role playing being one of the people in 3b by asking and giving advice.

A: I’d like to join the school volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love playing football.

B: Well, you could help coach a football team for little kids.

A: I’d like to join the class volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love writing stories.

B: Well, you could help write stories forcitizens.

A: I’d like to join the town volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love seeing movies.

B: Well, you could help introduce good movies to the farmers.

A: I’d like to join the city volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love playing music.

B: Well, you could help organize a music band for the factory workers.

4 Doing pairwork

In the table on bottom of page 62 write down three things you like to do and then ask your partner for advice about the kinds of volunteer work you could do.

Things I like to do Volunteer work I could do

1. reading in English Help teach English to those poor in English

2. surfing online Help getting useful information online for the farmers

3. collecting ancient coins Help give a speech on ancient Chinese culture

A: I like to reading in English. What kind of volunteer work do you think I could do?

B: You could help teach English to those poor in English.

A: I like to surfing online. What kind of volunteer work do you think I could do?

B: You could help get useful information online for the farmers teach English to those poor in English.

A: I like to collect ancient coins. What kind of volunteer work do you think I could do?

B: You could help give a speech on ancient Chinese culture.

Closing down by reading an English poem

Falling Asleep in Class

I fell asleep in class today,

as I was awfully bored.

I laid my head upon my desk

and closed my eyes and snored.

I woke to find a piece of paper

sticking to my face.

I'd slobbered on my textbooks

and my hair was a disgrace.

My clothes were badly rumpled

and my eyes were glazed and red.

My binder left a three-ring

indentation in my head.

I slept through class, and probably

I would have slept some more,

except my students woke me

as they headed out the door.

Kenn Nesbitt

篇18：新目标英语九年级全套教案新目标 Unit 5(新目标版九年级英语教案教学设计)

Unit 5 It must belong to Carla.

Part 1: Teaching design (第一部分：教学设计)

Structures: Must, might, could and can’t for making inferences

Target language: Whose volleyball is this?

It must be Carla’s. She loves volleyball.

It could be Ted’s.

Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbage

Learning strategies: Sequencing, Deducing

SECTION A

Goals

●To learn must, might, could and can’t for making inferences

●To listen and speak making inferences

Procedures

Warming up by learning about modal verbs

Modal verbs are used to express ideas such as possibility, intention, obligation and necessity.

CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.

eg: I would have told you, if you had wanted me to.

eg: Yes, I can do that.

must

certainty 1. That must be Jerry. They said he was tall with bright red hair.

2. That must have been the right restaurant. There are no other restaurants on this street.

3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.

2. That must not have been the right restaurant. I guess there is another one around here somewhere.

3. NO FUTURE FORM have to

1a Looking and writing

Hello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.

1b Listening and matching

You are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.

Tapescript

Girl 1: Whose volley ball is this?

Boy 1: It must be Carla’s. She loves volley ball.

Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Dengwen. He loves cats.

Boy 1: Oh, and look, someone left a book.

Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.

Girl 1: OK… and how about this CD?

Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.

1c Doing pairwork

In pairs practice the conversation in the picture on page 34

Then make conversations using information in the chart in 1b.

Whose volleyball is this? It must be Carla’s. She loves volleyball.

Whose books are these? They must be Mary’s. The man is her favorite author.

Whose CD is this? It must be Grace’s. She likes listening to classical music.

Next is the conversation making inferences.

Girl 1: Whose toy car is this?

Boy 1: It must be Deng Wen’s. He loves toy car.

Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.

Boy 1: Oh, and look, someone left a magazine.

Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.

Girl 1: OK… and how about this volleyball?

Girl 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.

2a Listening and writing

Bob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.

Tapescript

Bob: Oh, look! Whose backpack do you think this is?

Anna: I don’t know. Look, here’s a school T-shirt.

Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy.

Anna: It could be Kumi’s hair band. She has long hair.

Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?

Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.

Bob: Then it must be Linda’s backpack. She has long hair and she’s on the tennis team.

Bob: You’re right!

2b Listening and filling

Next you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.

2c Filling and telling

On page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.

The notebook must be Ming’s. It was on her desk.

The homework can’t be Carol’s. She wasn’t at school today.

The soccer ball might be John’s or Tony’s. They both play soccer, don’t they?

The French book must be Li Ying’s. She’s the only one who’s studying French.

I can’t find my backpack. It might be still at school.

The photo must be Lu’s. Those are his parents.

The red bicycle can’t be Hu’s. She has a blue bicycle.

This ticket might be my aunt’s or uncle’s. They’re both going to the concert.

3a Reading, numbering and circling

On page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 parts and circle the words you don’t know.

Subject: Thanks! From: Linda

_④_ If you have any idea where it might be, please call me.

_②_ I think I dropped it during the concert so it might still be in the symphony hall.

_⑤_ I tried to call you but your mom said you were still at your optometrist appointment ( I hope you new glasses look nice!).

_③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam.

_①_ I’m really anxious, because I can’t find my backpack.

Thanks,

Linda

3b Doing pairwork

In pairs talk about the words you don’t understand. You can use “can’t”, “must”,” could” or “might”.

A: What do you think “anxious” mean?

B: Well, it can’t mean “happy”.

A: It might mean “worried”.

B: Oh, yes. She’s worried because of her test.

A: What do you think “concert” mean?

B: Well, it can’t mean “music”.

A: It might mean “a performance of music by players or singers”.

B: Oh, yes. She was in the symphony hall.

4 Doing pairwork

In pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.

A: Here’re some earrings. The owner can’t be a boy.

B: Well, it could be a boy. The earrings might be a present for his mother.

A: Here’s a school T-shirt. The owner must be a student.

B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.

A: Here’s a hair band. The owner can’t be a boy.

B: Well, it could be a boy. The hair band might be a present for his mother.

Closing down by looking and saying

Look at the picture below and say what is happening in the classroom.

篇19：新目标英语九年级全套教案新目标 Unit 11(新目标版九年级英语教案教学设计)

Unit 11 Could you please tell me where the restrooms are?

Part 1: Teaching design (第一部分：教学设计)

Structures: Indirect questions

Target language: Excuse me. Do you know where I can exchange money?

Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.

Vocabulary: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money, hang out

Learning strategies: Listen for specific information, Cooperating

SECTION A

Goals

●To learn to use Indirect questions

●To learn to tell about places

Procedures

Warming up by learning grammar

Hello everyone. I am a strange here in this city. Could you tell me how to

get to the supermarket?

All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions.

Now turn to page 87 first and look at the three sentences in the Grammar Focus.

Do you know where I can buy shampoo?

Could you tell me how to get to the post office?

Could you please tell me where I can get a dictionary?

Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions.

Now in pairs make similar sentences with “where” and “how”.

Do you know where I can go hiking in the mountain?

Could you tell me how to have a good time in a big city?

Could you please tell me where I can find a good English teacher?

1a Matching things with places

On page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place.

Where to…?

C buy shampoo

D get some magazines

E make a telephone call

G get a dictionary

D get some information about the town

C buy some writing paper

E buy some stamps

B save money

1b Listening and completing

It is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86.

Tapescript

Conversation 1

Girl1: Excuse me. Could you tell me where I can buy some stamps?

Boy1: Yes. There’s a post office on Center Street.

Girl1: Oh. Can you tell me where Center Street is?

Boy1: Sure. Go past the bank. Center Street is on your right.

Girl1: Thanks a lot.

Boy1: No problem.

Conversation 2

Girl2: Excuse me. Do you know where I can save money?

Boy2: Sure. There’s a bank on Main Street.

Girl2: Oh. Could you please tell me how to get there?

Boy2: Yes... Go straight ahead. The bank is on your left.

Girl2: Thank you.

Boy2: You’re welcome.

Write your words here in the speech bubbles.

A: Could you tell me where I can buy some stamps?

B: Yes. There’s a post office on Center Street.

A: Excuse me. Do you know where I can save money?

B: Sure. There’s a bank on Main Street.

Read the tapescript and try to underline all the useful expressions used and circle the Indirect questions.

1c Doing pairwork

In 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.)

A: Excuse me. Can you please tell me where I can buy shampoo in this city?

B: Sure. There’s a department store over there.

A: Excuse me. Can you please tell me where I can get some magazines?

B: Sure. There’s a post office around the corner.

A: Excuse me. Can you please tell me where I can make a telephone call?

B: Sure. There’s a post office one hundred meters down the street.

A: Excuse me. Can you please tell me where I can get some information about the town?

B: Sure. There’s a library opposite of the hospital.

A: Excuse me. Can you please tell me where I can get some writing paper?

B: Sure. There’s a department store close to the bus station.

A: Excuse me. Can you please tell me where I can buy some stamps?

B: Sure. There’s a post office beside the library over there.

A: Excuse me. Can you please tell me where I can save money.

B: Sure. There’s a big bank beside the café on the main library over there.

2a Listening and numbering

Do you like shopping? If you do come and listen to the directions for going shopping around a new city.

Tapescript

Boy1: Excuse me. Can you tell me where I can buy some shampoo?

Boy2: Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there.

Boy1: OK, great. Thanks a lot.

Boy2: You’re welcome.

While listening please number the directions in the order that you hear them.

Take the elevator to the second floor.

2 Turn left.

1 Take the escalator to the second floor.

Turn right.

4 The drugstore is between the furniture store and the bookstore.

3 Go past the bank.

Read the tapescript for the Indirect questions and the useful expressions. Circle the Indirect questions and underline the useful expressions.

2b Listening and drawing

Do you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore.

2c Doing pairwork

What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87.

A: Excuse me. Do you know where I can exchange money?

B: Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.

A: Excuse me. Do you know where I can buy music CD?

B: Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room.

A: Excuse me. Do you know where I can get a dictionary?

B: Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank.

A: Excuse me. Do you know where I can buy some candies?

B: Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.

A: Excuse me. Do you know where I can buy a desk?

B: Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore.

Now read aloud the conversations again to Circle the Indirect questions and underline the useful expressions.

3a Reading and listing

On page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expressions.

They’re all at the mall.

After school, a lot of young people go to the mall. We decided

to talk to some students about why they go there.

Interviewer: Why do you go to the mall?

Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it.

Interviewer: Oh? Why not?

Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded.

Interviewer: And how about you?

Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people.

Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore.

Yu Yue: Well, when I go into stores I always spend too much money！

Advantages disadvantages

There’s always something happening. The air isn’t fresh.

There are a lot of free concerts there. It’s usually crowded.

It’s also just fun to watch people. when I go into stores I always spend too much money！

I like to go in the music store and listen to CDs.

I like to look at books in the bookstore.

3b Doing groupwork

Where do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them.

A: Where do you usually hang out with your friends?

B: We usually go to my friend, Qiu’s place.

A: Is that a good place to hang out?

B: Well, it has advantages and disadvantages. It’s kind of small. But Qiu’s mom is a wonderful cook, so we always have great snacks.

A: Where do you usually hang out with your friends?

B: We usually go to the bookstore.

A: Is that a good place to hang out?

B: Well, it has advantages and disadvantages. It’s very big and the air is fresh, too. And we can just read books there. We don’t have to buy books. So we always have a good time there.

A: Where do you usually hang out with your friends at weekends?

B: I usually stay at home.

A: Is that a good place to hang out for the weekends?

B: Well, it has advantages and disadvantages. My room is kind of small. But I have a computer there. I go online reading and watching. It is a wonderful place. So I always hang in at home.

4. Directions challenge

Now we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.

A: Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street. Then it is the…?

B: Then it is the bookstore.

A: Go out the back door and take a left. Walk about two blocks. Go past the post office, and turn right onto Chang’an Street. Then it is the…?

B: Then it is the Teachers College.

A: Go out the side door and take a right. Walk about three blocks. Go past the bus station, and turn left onto Flag Street. Then it is the…?

B: Then it is the lake.

Closing down by looking and saying

To bring the period to an end let’s look at the picture and talk about things happening in it.

篇20：新目标八年级英语上册第二单元复习题(新目标版八年级英语上册教案教学设计)

Ⅰ．应掌握的词组：

1．患感冒 2．背痛 3．齐头并进

4．胃痛 5．咽喉痛 6．躺下休息

7．看牙医 8．多喝水 9．加蜂蜜的热茶

10．好主意 11．多休息 12．我不知道

13．筋疲力尽 14．健康的生活方式 15．传统中医

16．阴阳调和 17．均衡的饮食 18．健康食品

19．保持健康 20．玩得高兴 21．练习做某事

22．介意做某事 23．完成某事 24．放弃做某事

25．忍不住做某事 26．坚持做某事 27此刻

28．东道家庭 29．会话练习

Ⅱ．应掌握的句子：

1．你怎么了？我得了重感冒。

2．他怎么了？他胃痛。

3．魏芳怎么了？她背痛。

4．或许你应该看牙医。

5．李平应该躺下休息。

6．我们不应该上课吃东西。

7．我希望你很快好起来。

8．传统中医认为我们需要阴阳调和保持身体健康。

9．我相信每天晚上睡眠8个小时很重要。

10．吃均衡饮食以保持健康。

11．吃一些水果对你的健康有好处。

12．太紧张易怒的人或话吃了太多的阳性食物。

13．有一个健康的生活方式很容易，饮食平衡是很重要的。

14．学好英语不是很容易的。

15．我们进教室时，老师已经开始讲课了。

16．他的话是真的，但是我不信任他这个人。

17．这段时间我感觉不大好。

18．我很疲劳，而且经常头痛。

19．我很容易紧张，因为普通话没有长进。

20．医生叫他戒烟。

21．请把窗户关上好吗？

22．在这里吸烟你介意吗？

23．尽管天在下雨，他们仍然坚持工作。

24．听到此事我很难过。

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